Teaching English as the foreign language is a challenging for the primary student Oman. English language became the second language in Oman so it is very important the pupil learn this language. English language now is the famous language in the world and it is spread in everywhere also this language helps the primary pupil to get a good job in the future. Now we can notice that this language is improving every day because many people use it. The primary student in Oman learns English language as the second language in the public school and the private school in Oman learn this language.
Critical Essay 2 Norma Liendo Teaching English as a Second Language Teaching today has become a very interesting job for soon-to-be or current teachers due to the high culture diversity in their classrooms. Teacher not only have to be well prepared to present quality education but also to be able to accommodate for all the students needs regardless of origin, color or race. The important point is not teaching different children but due to their different backgrounds they learn differently; thus, the teachers now need to become aware of the students’ cultures in their classroom as soon as possible. These different learning styles should make the teacher knowledgeable that he/she might have to embark on a journey to explore the students’ cultures and embrace them because at the end of the day he/she has the responsibility to teach all students in the most effective way. To become an effective teaching today
I need to be aware of my students’ current language proficiencies as soon as they arrive into my classroom because that will help guide further instruction. For example, if they displayed a lower score on speaking portion than any of the other (listening, reading, and writing) then we would focus most on oral language vocabulary throughout the year. As an ELD teacher, I need to ensure that my students are increasing their knowledge of the English language in every way possible so that they can be ready to be placed in a mainstream classroom and not be at risk of failure. We do that through measuring their scores on an English proficiency exam they take toward the end of the year called
The main purpose of teaching English in junior high school is to develop students’ communicative competence both in spoken and written language. In this case, there are four basic skills which students acquire in learning English, they are listening, speaking, reading and writing. Listening and reading are receptive skills and speaking and writing are productive skills. Productive skills are considered to be more complicated than receptive skills, because students need to produce language in their own words. As a productive skill, teaching writing needs a lot of time, and the teacher should be creative to choose an approach, method, and strategy.
In learning foreign language such as learning English, speaking is one of the most skill that should be mastered. By mastering speaking English people will easy to communicate with other and easy to share their thingking. For mastering speaking english people should be find the enjoy method and make them fun to learn speaking english. Nowdays, learning speaking skill is still difficult for the student at junior high school. Generally students have several reasons why English langugfe is still difficult for them.
In the working experiences as teachers, we are prepared for a population with the basic skills developed, but if someday you will work with kids, Hw to teach English to young children? ; That is the reason for create this article, thinking in teachers who have always worked teaching English to group or adults, and maybe in the future they will have to make a class with little children, and needs know how can develop it in the best way. When we think of the ways to teach English in little kid are not easy to answer the question, because usually in academic world, we are taught many methods, strategies and ways to teach skills in writing, reading, speaking and writing and adults or young people, who have mastered these skills almost complete, but the real dilemma
INTERNAL FACTORS Strengths (S) -Reputation: the school was established in 1995 and have a reliable language school for many students to study. With a pride to be an “ inspiration messenger”, the school has been striving to help learners to achieve English acquisition faster with its unique method “Reflective methodology” in teaching English. -Highly-qualified teachers in teaching. All teachers must experience the training sessions produced by academic leaders so that every teacher will teach students with a consistent and standard method developed by the school. -Curriculum: the school provides a rigorous and diverse curriculum with all fundamental aspects of learning English (listening, reading, writing and speaking) for a wide range of target students/ groups.
In teaching English pronunciation teachers practice some English teaching methods. For the activities, teachers usually ask the students to read aloud a text, pronounce the words, practice some dialogues or ask the students to speak up spontaneously. As we know that in the learning process mistake is common, so feedback should be given by the teachers. Feedback is considered to be one of the most significant factors contributing to learner development (Hattie, 2009). This belief can be viewed as a pillar of the teachers’ cognitions about pronunciation pedagogy.
In addition, teacher must also be able to find a suitable technique in applying the learning to use English for students to achieve the desired targets. As mentioned earlier, one of very important aspect in learning English is speaking. Speaking is one of the main skill that must be considered in language learning. However, in reality the English language skill in school is still very low. Because in practice, teacher in teach speaking at class just using repeating and memorizing technique.
All English language learners need to learn the language of instruction in English language schools at the same time as they are working towards meeting the curriculum expectations. Young children learn the system of a new language more effectively than older learners. They may acquire a local accent quickly, whereas their older siblings may always have an accent influenced by the system of their home language. But young children may well take five or more years to catch up to their age peers in vocabulary acquisition and the accurate use of grammar in both spoken and written English. This is because they also need to develop fundamental concepts and literacy skills that they may not have developed in their home language.