Introduction to Curriculum and Material Design

Take-home Mid-term exam

Class:  Introduction to Curriculum and Material Design

Professor: Kao Sophal

Student: Mey Sopheakdei

Part 1: Answer

1.     Three needs analysis methods that could be used to collect information about the language needs of hotel receptionists are

a.      Questionnaires: There is a great deal of advantages for this method of collection information. Firstly, the questionnaires are easy to prepare and take shorter time to complete all the questions with a large among of information. Moreover, the information that we obtain, is easy to analyze because this information is divided into section by section. However, the questionnaire is designed badly according to knowledge and time and the information is obtained are superficial or imprecise.

b.     Interview:  Even though interview takes time, it provides us the clear accurate information that we need and we can ask directly to the hotel receptionists. We can judge the willingness of the hotel receptionists who provide us information. Moreover, an interview gives us insight on what the person we are interviewing thinks, or appears to be thinking. So a person can choose to tell the truth or lie during an interview, but either way, it tells us something about the person. If he or she is telling the truth, then we know how he feels about a certain topic.

c.      Meeting: Meeting with the hotel receptionists is the most important chance that allows us to get involve with the needs of the hotel receptionists, especially the most important information that we can get. We can talk them what they need to improve for their career. However, they can ask any questions they think that it is important for their information. Then we will get a lot of information to make needs analysis methods successfully. They will ask what they need and then we also know what kinds of thing they want to learn more or they need to improve or develop. The meeting will allow them to express their feeling and opinion about what they need and what they do not need. However, we cannot meet everyone in the field of hotel receptionists’ career, so the information that we get just represent only the people we met. It just reflects the ideas of the met hotel receptionist who we have met but not all the hotel receptionists.

2.     Questions for interview Cyclo Riders to develop an English program

1. How old are you?

2. Did you use to study English before?

3. Where did you study English?

4. What textbooks did you used to study?

5. How long did you study English?

6. What level did you take for the last course?

7. Which textbook do you think is useful for you?

-        New Headway

-        New Interchange

-        Cutting Edge

-        Person to Person

8. Which textbook do you think is not useful for you?

-        New Headway

-        New Interchange

-        Cutting Edge

-        Person to Person

9.    What time do you think it can help you to learn more effectively?

-        Morning

-        Afternoon

-        Evening

10.    What time do you think it will be available for you to take the course?

11.    How much do you want to pay for a course on English for Cyclo Riders?

50$

80$                            

100$

12.    Do you want study English for Cyclo Riders?

13.    What kinds of information do you want to learn from the English for Cyclo Riders?

14.    How long do you want to take on English for Cyclo Riders course?

3.     Among these three factors: teachers, curricula, and Textbook, teachers’ factor is the most important factor. Teachers are the key actors who are implementing both curriculum and textbook guideline. However, what importance is that teachers have high quality of knowledge or not in processing or ensuring the programs, and curriculum achievably. When the textbook and curricula are good enough to provide good knowledge to students, but teachers lack of quality and talent in teaching. Therefore, curricula and textbooks are good for nothing. Actually, if the teachers have enough knowledge and professional skills in teaching the teachers will be able to conduct the good quality of transfer knowledge to students even though curriculum and textbook are not good. Teachers are people who stand between curriculum and textbook and the students. When the teachers are unqualified or unwell-trained may not be able to use or make effective use of teaching materials no matter how well the curriculum and textbook are well designed, but when the teachers are qualified and well-trained may be able to use or make effective use of teaching materials no matter how bad the curriculum and textbook are designed. Curriculum and textbook are the factors help the teachers to improve quality of teaching and teaching’s goals, but only the teachers know the circumstance of the process of teaching. Teaching effectiveness and learning effectiveness are not from the curriculum or textbook, it is from the teachers. Students have different kinds of learning styles and when the teachers are teaching they know what the students’ needs are, so the teachers provide teaching materials and techniques according to the needs of the students. Teachers are the key factor in successful implementation of the curriculum or textbook.

Part 2: ESP Course Syllabus

Title: English for people who sell small souvenirs at Angkor Wat (Siem Reap)

Number of Hour:  30 hours (90 minutes per lesson)

Level: Pre-Intermediate

Targets Ages: 20-40 years

Course Rational:

This course is designed to enable people who sell small souvenirs at Angkor Wat to develop their English competence and speaking skills with customers and tourists effectively, in term of communication at pre-intermediate level. The students will study a wide range of different topics related to souvenirs, prices, exchange rate or quality of the products and so on. All the topics, the students will practice conversing and role play around the topic with the well-guided to build up their speaking and listening skills. To make the class more fun, a variety of speaking, listening, writing, and reading practice techniques and activities will be set up and integrated with variety of topics. In addition to the purpose of communication skills, the students will be paid attention to formal and informal language usage in communication between people who sell small souvenirs at Angkor Wat and tourism guests and customers.

Learning Outcome:

After completing the course, the students will be able to:

1.     use English effectively for communication

2.     use greeting language expression

3.     differentiate the quality of products

4.     explain the guests the souvenirs

5.     bargain the price with the guests

6.     persuade the guests to buy the souvenirs

7.     solve any emergency issues

8.     handle the complaint effectively by using language properly

9.     create oral conversation with the tourism guests and customers

10.  establish good environment of conversation with customers

Assessment/Teaching Method:

In order to conduct this course effectively and students performs well and achieves the above learning outcomes of the course, some appropriate teaching methodologies should be used. Some assessment techniques for effective learning and teaching include oral presentation, summaries, selected topic presentation, demonstration, reflection, pair work, discussion, homework, asking question and responding question, unite ended summary, quiz and test, role play, description, conversation, and peer-work.

Course Plan:

Session	Topic	Skill	Structure	Vocabulary	Function	Material
1	Greeting	Speaking & Listening	Hello, Madam! What can I help you?	Greeting Expressions	To welcome the guest	Handout
2	What would you like to buy?	Speaking & listening	What would you like to …..? You would like to… Yes/no-Questions	Souvenir vocabulary	To give offer To show preference	Essential Grammar in Use, Unit 35, P. 78 Handout
3	Quality Production	Speaking & Listening	This one is better than that one Comparison	Describing Adjective Comparing Adjective	To compare the products To differentiate the goods with quality To make suggestion	New Headway II Unit 6, P. 46 New Interchange II, Unit 3, P. 14 High School English Grammar, Chapter 10, P. 23
4	Introduction the souvenirs	Speaking & Writing	This is…. That is	Souvenir Vocabulary Items in the shop Furniture	To demonstrate the souvenirs in the shop to the guests	Handout Grammar in Use,
5	Price of the Souvenirs	Speaking & Writing	This costs…	Price & Currency	To tell the price	New Headway II, Unit 4, P. 37 Handout
6	Revision
7	Bargaining the Price	Speaking & Listening	This is more adj than.. This is adj-er than…	Bargaining vocabulary	To compare the price To bargain the price	Handout New Headway II Unit 6, P. 46
8	Which one do you like?	Speaking & Listening	Which one do you like? Yes/No Question You like……	Souvenir Shop Vocabulary	To attract the attention of the buyer	Handout
9	Buying Souvenir	Speaking & listening	How much …..? How many…….?	Countable and Uncountable Nouns	To ask price and items	New Headway II, Unit 4, P. 30 Handout
10	You had better buy this.	Speaking & Listening	You had better….	Souvenir Vocabulary Favorable Souvenir	To give advice	Grammar in Use, Unit 33, P. 65 Handout
11	Revision
12	Souvenirs Shop	Speaking and & Writing	There is/are……	Souvenir Vocabulary Favorable Souvenir	To describe the products in the shop	Handout
13	Saying Sorry	Speaking & listening	I am sorry, Excuse me,	Apologized vocabulary	To apologize To correct mistakes	Handout
14	Origin of the products	Speaking & listening	It is made…..	Souvenirs Vocabulary	To explain the quality of the products	Handout
15	It’s for souvenirs	Speaking & Listening	You should…	Souvenirs Vocabulary	To point out the advantages of buying souvenirs	New Headway III, Unit 4, P. 33 Handout
16	Revision
17	Payment	Speaking and Reading	Modal verbs Wh-question. Yes/No-question	Currency, Money	To demonstrate the different feature of currency	New Headway I, Unit 2, P. 18 Handout
18	Everyday Problems	Speaking and Listening	What’s the problem? It has a +noun There is +noun There are + noun	Complaint Expression/vocabulary	To complaint the products	New Interchange III, Unit 6, P. 34 Handout
19	Problem Solving	Speaking and Reading	Future forms	Complaint Expression Apologized expression	To express our mistake. To express our willingness to handle the issues	Handout
20	Revision