Scribd Logo
Upload

Welcome to Scribd!

  • 47 views

    Final Exam Tasks Deadline: December 28, 2020 Submit Directly To My G-Mail

    Uploaded by

    nessa
    This document outlines tasks for a final exam, including: 1) Listing principles for successful short in-service teaching courses. 2) Designing an in-service teaching course by choosing a subject, length, participant number, needs analysis, goals, and timetable. 3) Preparing a workshop on fluency development for a teaching conference in Cambodia within time and participant constraints. 4) Additional tasks on language teaching approaches, applying curriculum design models to other courses, and recalling the curriculum design process.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Final Exam Tasks Deadline: December 28, 2020 Submit Directly To My G-Mail

    Uploaded by

    nessa
    47 views2 pages
    This document outlines tasks for a final exam, including: 1) Listing principles for successful short in-service teaching courses. 2) Designing an in-service teaching course by choosing a subject, length, participant number, needs analysis, goals, and timetable. 3) Preparing a workshop on fluency development for a teaching conference in Cambodia within time and participant constraints. 4) Additional tasks on language teaching approaches, applying curriculum design models to other courses, and recalling the curriculum design process.

    Original Title

    FINAL EXAM

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document outlines tasks for a final exam, including: 1) Listing principles for successful short in-service teaching courses. 2) Designing an in-service teaching course by choosing a subject, length, participant number, needs analysis, goals, and timetable. 3) Preparing a workshop on fluency development for a teaching conference in Cambodia within time and participant constraints. 4) Additional tasks on language teaching approaches, applying curriculum design models to other courses, and recalling the curriculum design process.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    47 views2 pages

    Final Exam Tasks Deadline: December 28, 2020 Submit Directly To My G-Mail

    Uploaded by

    nessa
    This document outlines tasks for a final exam, including: 1) Listing principles for successful short in-service teaching courses. 2) Designing an in-service teaching course by choosing a subject, length, participant number, needs analysis, goals, and timetable. 3) Preparing a workshop on fluency development for a teaching conference in Cambodia within time and participant constraints. 4) Additional tasks on language teaching approaches, applying curriculum design models to other courses, and recalling the curriculum design process.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    FINAL EXAM TASKS

    Deadline: December 28, 2020

    Submit directly to my g-mail

    Task 1 Principles for in-service courses

    List five principles that are the most important for short in-service courses. You will have to think of
    most of these principles yourself. You might find it easier to do this by completing this sentence five
    times – “An in-service course will be successful if . . .”. Rank the principles if you can.

    1. ____
    2. ____
    3. ____
    4. ____
    5. ____

    Task 2 Designing an in-service course

    You are going to run an in-service course for teachers. There are some others to help you run it, but you
    have to design the course.

    1) Decide:

    (a) the subject of the in-service course

    (b) the length of the course

    (c) the number of participants

    2) How will you do a needs analysis?

    What will your goals be?

    3) Do an environment analysis. Rank the three most important constraints and their effects.

    (a)

    (b)

    (c)

    4 Design the format of the course in the form of a timetable


    Task 3 The conference workshop one form of in-service training is the workshop offered at a
    conference. The conference workshop shares some features with the more traditional in-service training
    workshop discussed in this chapter, and is another way of introducing teachers to new ideas and
    activities, with the aim of contributing to improved teaching practice. Yet it also has some important
    differences including:

    • the exact number and background of participants are unknown

    • time is restricted by the conference programme

    • the workshop will be just one of several sessions participants will be attending over the course of the
    conference.

    You have been invited to present a workshop on fluency development at a conference in Cambodia.

    1) You have asked the conference organisers what to expect. They have told you that many of the
    teachers at the conference will be from rural schools, but there will also be some expatriate teachers
    from schools in Phnom Penh, the capital city. They have also said that teachers typically teach from the
    textbook, and that there is little opportunity for teachers or students to use English outside the
    classroom. What effect will these constraints have on your workshop?

    2) The workshop is scheduled for a 90-minute session. What will your goal/s be?

    3) Identify the core content for your workshop, and then decide on the sequencing. Relate the content
    and sequencing to the goal/s, and reflect on the principles that underlie the decisions you have made.

    4) One week before the conference begins; the organisers email you again and ask if you could reduce
    the time from 90 to 45 minutes. How will you respond?

    Tasks

    1) List the arguments for and against following a set method of language teaching like the grammar-
    translation approach or the communicative approach.

    2) Consider if the curriculum design model used in this book could be applied to non-language courses,
    such as a driving course or a mathematics course.

    3) Without looking back at this chapter, systematically go through the curriculum design model recalling
    or creating curriculum design questions that teachers might have to answer when teaching a lesson.

    You might also like