The plan includes description of current situation and suggests the idea that it is necessary to make some steps in order to improve it. However, the given teaching plan not only outlines the necessity of some actions, however, it also suggests certain steps which can help to do it. First of all it suggests several aspects which can help to determine the targeted audience. This list is the important aspect of the plan as it also underlines risk factors for people to know about them. Than the plan suggests certain learning theory which should be utilized during the course.
Hence there is the need to create a learning environment leading to actively engage students and keep them motivated. Students usually comment about some challenges they have on learning vocabulary, they said that their oral skill is affected by not knowing enough vocabulary words to use, and also forgetting them vocabularies very soon is another problem. However, vocabulary teaching has not always been very responsive to such problems, and teachers have not fully recognized the tremendous communicative advantage in developing vocabulary. The teacher is held accountable for making sure students reach course expectations and are ready for the next level. Contextualized teaching materials are necessary to effectively teach vocabulary and assure students have a strong foundation for next
On the one hand, they are supposed to transmit some information and knowledge; on the other hand, they are considered as an instrument employed by scholars. Textbooks, as an important component of any language course, play a crucial role in teaching and learning language all over the world. As Hutchinson and Torres (1994) mentioned,"the textbook is an almost universal element of teaching. No teaching-learning situation, seems, is complete until it has its relevant textbook" (p. 315). Tomlinson (1998) defines a textbook as a book “which provides the core materials for a course” and it contains many issues by considering all the points that students need to learn during a course period.
LITERATURE REVIEW What is meant by the term 'syllabus '? When to evaluate a syllabus, it is essential to keep in mind the possible definition of the term to provide a basic framework for evaluation. According to the Longman Dictionary of Language Teaching and Applied Linguistics a syllabus can be defined as 'a description of the contents of a course of instruction and the order in which they are to be taught ' (Richards et al. 1992, 368). Textbooks hold a cogent role in the teaching /learning process as they are the basic agents of transmitting knowledge to learners.
These are the teaching materials which teach features of language and language use overtly. They tell the learners about the feature (by, for example, giving them examples of the present simple tense, giving them rules for forming and using the present simple and giving them focused practice of the present simple). Both the teaching and the learning are deliberate, conscious and focused. This is the normal practice in schools and textbooks. Examples of these materials can be books, worksheets, samples of items one is teaching about, pictures of objects, CDs with music from places, audio CDs with samples of a language teaching, charts and graphs which give visual information.
It is very important to teach the students the meaning of words instead of just how to pronounce them. This is because vocabulary really plays a crucial role for students that is not only required in academic but as well for practical in everyday life. A major source of not fluent in language speech is a limited vocabulary. In order to improve the vocabulary acquisition of language learners, teachers must consider how words are learned. According to Kuo and Anderson (2006), the knowledge of morphology comprises primarily knowledge about the pairing of sound and meaning in a language and the word formation rules that guide the possible combination of morphemes.
Today’s typical classroom is far more diverse and complex than ever before. With the ever changing standards, methodologies and strategies, teachers breathe life into them and navigate a lot of distinct personalities and various backgrounds, interacting with each other, in any way. (Sagor, R. 2000) It is always important for us to assess and take into account the characteristics of our students before and after creating the instructional plan. Effective teaching and learning might not happen without the alignment of objectives, learning activities or teaching strategies and assessment. There must always be a connectivity and harmony between what we want, what we do and how we determine the results – a coherent and cohesive set.
There are lot of new things and knowledge I have learnt throughout the process of completing this coursework project. The most vital aspect that I learnt from was the selection and adaption of materials to suit my pupils’ needs. Allwright (1990) argues that materials should teach students to learn, that they should be resource books for ideas and activities for instruction and learning, and that they should give teachers rationales for what they do. Allwright emphasizes that materials control learning and teaching. Therefore, materials are the centre of instruction and one of the most important influences on what goes on in the classroom.
These are one of the trickiest topics to teach especially to second language learners. It is hard enough for learners to learn independent, single-structured words. We have to make sure that they are equipped with the knowledge of these words first before we let them embark on complex structures discussed on this chapter. Despite the complexity, I consider these areas to be one of the most amusing to teach in class. Why?
That is one of the most important questions to answer while planning the lesson. The teacher should know exactly if the lesson is skill based, language based, or content based, identifying what the teacher’s true aim of the lesson is. Are you having students use receptive or productive skills? The receptive skills are listening and reading, because learners do not need to produce language to do these, they receive and understand it. These skills are sometimes known as passive skills.