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in relation to activitiesin relation to teacher preparationin relation to methods7 Reflections on government policy on class sizesprivate schoolsgovernment schoolsuniformity as opposed to school policy/targetsgovernment monitoring agenciesimplications of the thematic curriculumimplications of USE8 & 9 Possible strategies/activities of handling large language classesrevision and use of some primary approachesfor example: choral drills, songs, co-teachingother activities/strategies: dictation, group work, pair work, reorganizing the sitting arrangement, establishing permanent groups,dictogloss, shifting the class, „working together‟, games, contests,establishing clear rules, etc10 Language materials in large classesuse of flash cards (cheapest?)the visual, audioobjects from the environmentpictures, graphs, handoutsN11 Seminar presentationsseminar areas/topics to be distributed by the course leaderlearners present to the class and department staff as allocated by thecourse leader12 & 13 Practical observationslearners are assigned language classes in selected schoolscourse leader assigns role/guideline for the observationpresentations are made to the class and members of the department14 & 15 Preparing to teach large language classeslesson plansschemes of workdepartmental syllabus/guideconclusions16 & 17 End of Semester ExaminationsMaterialsD Hall & A Hewings (2001) Innovation in English Language Teaching: a reader, New York:PergamonJoanna Baker & Heather Westrup (2000) The English Language Teacher‟s Handbook: how toteach large classes, Continuum International Publishing GroupEli Hinkel, (2005) Handbook of research in second language teaching and learning, Routledge29