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Teaching plan

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teaching plan for english as a second language.This is the method that how to teach them and how they will follow your teaching style.

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Teaching plan

  1. 1. TeachingPlanforbothPrimaryandMiddleSchoolinChinaasa SecondLanguage(English) UniversityofElectronicScience&TechnologyofChina Name:Md.Khaza Moin Uddin(莫因) Mobile:13076041970 WeChat:Main1970 Introduction TheteachingofEnglishasaforeignlanguageisnowoneofthemostimportantsubjects inmostChinese primaryandmiddleschoolsevenallovertheworldexceptthosecountrieswhichonealreadycanspeak. Theimplementation ofEnglishhasbroughtalongtheneedtoestablishclearobjectivesthatare differenttotheonestraditionallyassignedtosecondaryschools.Whileinsecondaryschoolswestill find,in manycases,ateachingbasedintheformalaspectsofthelanguage,i.e.grammar;primaryschool teachershavehadtoadoptadifferentapproachastheageofthechildrenmaketheteachingofformal aspectsnotadvisable.Asaresultofthispointofview,thedifferentEducationalDepartmentshave decidedtoestablish,asthemainpurposeof teaching,thedevelopmentofthefourskills:listening, speaking,readingandwriting. Listening
  2. 2. Listening is thelanguage skill whichlearners usually find themostdifficult. This oftenis because theyfeel under unnecessary pressure tounderstand every word.Toachieve theaims related tothisskill, theteacher playsan importantrole thatis defined inthe followingsteps. 1. Itis importanttohelp pupilsprepare for thelistening taskwell before theyhear thetext itself. First ofall, theteacher must ensure thatthepupilsunderstand thelanguage they need tocompletethe taskandare fully aware ofexactly whatis expected ofthem. Reassure thepupils thattheydonotneedtounderstandevery wordtheyhear. 2. Thenext importantstepis toencourage pupils toanticipate what theyare goingto hear. Ineveryday life, thesituation, thespeaker,and visual clues all help ustodecode oral messages. Away tomake thingsa biteasier tothepupilsis topresent thelistening activity within thecontextofthetopic ofa teachingunit.This in itself will helppupils topredictwhatthe answers mightbe.Theteacher canhelp themfurther byasking questionsand usingthe illustrations toencourage pupils toguesstheanswers even before theyhear thetext. 3. Duringthe listening thepupilsshould beable to concentrate onunderstandingthe message so make sure theyare nottryingtoread, draw,andwriteat thesame time. Always give asecond chance tolisten tothetexttoprovidea new opportunitytothose whowere notabletodothe task. 4. Finally, when pupilshave completedthe activity,invite answers fromthewhole class. Trynottoputindividual pupils underunduepressure. Rather thanconfirming whether an answer iscorrect or not,playthecassette again andallow pupils tolisten again for confirmation. Youmay begiven a variety ofanswers, in whichcase list them all onthe boardandplay thetextagain, sothattheclass can listen andchoosethe correct one. Even if thepupilsall appear tohave completedthe tasksuccessfully, always encourage themtolisten tothetextonce moreand checktheir answers forthemselves. Speaking First ofall, wemust takeinto accountthatthelevel oflanguage input(listening) mustbe higher thanthelevel oflanguage productionexpectedof thepupils.Sowehave many speaking
  3. 3. activities usedin thefirst levels thatenable pupilstoparticipate witha minimal verbal response. However,in thelast levels, pupilsare encouraged tobegin tomanipulate language andexpress themselves in amuch more personal way. Inprimary andmiddle schoolstwomain typesof speakingactivities are used.The first type, songs,chants,andpoems, encourages pupils tomimic the modelthey hearon thecassette. This helps pupilstomaster thesounds,rhythms,andintonation ofthe Englishlanguage through simple reproduction.The gamesandpairworkactivities ontheother hand,althoughalways basedon agiven model,encourage the pupilstobegintomanipulate thelanguage by presenting themwitha certain amount ofchoice, albeit withina fairly controlled situation. Inorder forany speakingactivity tobe successful children need toacknowledgethatthere is a real reason for askinga questionor givinga piece ofinformation. Therefore, make sure the activities youpresent tothepupils,providea reason forspeaking, whetherthisis toplay agame ortofind outreal information aboutfriends in theclass. Oncethe activity begins,make sure thatthechildren are speakingas much English aspossible withoutinterfering tocorrect themistakes thattheywill probablymake.Try totreaterrors casually bypraising theutterance andsimply repeating itcorrectly withoutnecessarily highlightingthe errors.Andfinally, always offer praise for effortregardless oftheaccuracy of theEnglish produced. Reading Inorder tomake reading aninteresting challenge as opposedtoatediouschore,it is important thatpupilsdonotlabor overevery word,whethertheyare skimming thetextfor general meaning or scanning ittopickoutspecific information. Otherthingstokeepin mind are:
  4. 4. 1. Whenchoosing textsconsider notonlytheir difficulty level, butalso their interestor their mood sothatchildren will wanttoread forthe same reasons they read in their ownlanguage: tobeentertained ortofind outsomethingtheydonotalready know. 2. Aswith listening activities, it is importanttospendtime preparing for thetaskbyusing theillustrations (ausual feature in reading activities forchildren), pupils'own knowledgeaboutthesubject matter,andkey vocabulary tohelpthepupils topredict thegeneral contentofthetext.Discuss thesubject andask questionstoelicit language andtostimulate thepupils'interest in thetextbefore theybeginreading. Alsomake sure thatthepupils understandtheessential vocabulary theyneed tocompletethe task before theybegintoread. 3. While thechildren are reading thetext,move aroundtheclass providing supportif pupilsneed it.Where possible,encourage pupils toworkoutthemeaning ofvocabulary as theycome across it,using thecontextandthe supportingillustrations. 4. Donotencourage pupilsto read textsaloud unless this is tolearn a playorrecite apoem. Reading aloud inhibitsmost pupilsandforces them toconcentrate onwhattheyare saying as opposedtowhattheyarereading and themeaning is very oftenlost. Writing Inprimary schools,pupilsprogress fromwriting isolated wordsandphrases, toshort paragraphs aboutthemselves oraboutvery familiar topics (family, home,hobbies,friends, food,etc.) Since many pupilsatthis level are notyet capable either linguistically orintellectually of creating a piece ofwrittentext fromscratch, itis important thattime isspent buildingupthe language theywill need andprovidinga model onwhichtheycan thenbase their ownefforts. Thewriting activities shouldtherefore bebased onaparallel textandguide thepupils,using simple cues. These writingactivities generally appeartowardsthe endofa unitso thatpupils have hadplentyof exposuretothelanguage and practice ofthemain structures andvocabulary theyneed.
  5. 5. Atthisstage, thepupils'workwill invariably contain mistakes. Again,theteacher shouldtry to besensitive in his/her correction andnotnecessarily insist onevery error being highlighted.A piece ofwritten workcoveredin red penis demoralizing andgenerally counter-productive. Where possible,encourage pupils tocorrecttheir ownmistakes as theywork.

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