FINAL EXAM TASKS

Deadline: December 28, 2020

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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.