Teach English in Changcheng Zhen - Wuwei Shi

Material; In this unit, we will consider the material available for use in the classroom and how this material put into our lesson planning. External features count in the decision for choosing a certain language teaching material. The commonest are the size of the group of learners, the facilities, and devices available in the classroom, space, lighting, the acoustics in the room, and temperature. Additionally, other aspects such as the price of the material, the duration of the class. Materials are anything we bring in the classroom to aid the teaching process. We can classify all these materials into Authentic (are those materials we use for the real purpose, not for the classroom.)Non-authentic materials (are those materials that have been produced, either by an educational company or individual teachers for the specific purpose of being a teaching aid. To get your mind thinking of all the possibilities, authentic materials can include: ? Listening: TV shows, radio, commercials, news broadcasts, documentaries, movies, phone messages, etc. ? Visual: photographs, art works, signs with symbols, postcards, picture books, etc. ? Printed: restaurant menus, newspaper articles, bulletin board advertisements, company websites, coupons, sales catalogs, travel brochures, maps, telephone books, signs, blogs, movie posters, food labels, etc. The use of coursebooks in the classroom is very common because the course books have the advantages of being visually appealing, easy for the teacher to prepare, and the activities fit well into the timetable. However, from the researcher?s own teaching experience, there are several problems and issues with the course books such as uninteresting topics, repetitive activities, and not enough language exposure. This in terms may affect the student?s learning attitude and motivation. It was suggested that if course books are to be used, it is necessary for the teacher to prepare and develop other activities, especially extensive reading to keep the classroom atmosphere more interesting and the students more interested in what they are learning. These ready-made syllabi contain carefully planned and balanced selection of language content that can be easily followed by teachers and students. Second, when the teachers are teaching each unit in the course books, there is a consistency in the topics and genres in the four skills area (listening, speaking, reading, and writing Solutions There are a number of issues to consider when using course books. First, most course books contain a lot of activities where students do \"questions and answers\". After a few lessons, many students may find the learning process boring and uninteresting The following suggestions are proposed to make any English program that relies on course books more effective. First, if a course book is to be used, outside reading materials will need to be added to the curriculum Importance of lesson plan Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized and on track while teaching, helpthus allowing them to teach more, help students reach objectives more easily and manage less. The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson. Lesson planning: - provides a coherent framework for smooth efficient teaching. - helps the teacher to be more organized. - gives a sense of direction in relation to the syllabus. - helps the teacher to be more confident when delivering the lesson. - provides a useful basis for future planning. - helps the teacher to plan lessons which cater for different students. - Is a proof that the teacher has taken a considerable amount of effort in his/her teaching Discipline; Teachers often complain about discipline, lack of attention and motivation and many other problems, many of which lead to a breakdown in communication between teacher and students or between students themselves. It is well known that speech is only one part of communication, yet teachers often forget about or underestimate the importance of non-verbal communication in their own and their students? performance. Indeed many communication experts believe that most interpersonal communication is nonverbal. The use of eyes and facial expressions are considered as having a disciplinary function helps teachers in managing classrooms. ). The use of eyes, mimics, and gestures are also believed to help establish rapport; a teacher who never looks students in the eye seems to lack confidence and gives the students a sense of insecurity. Eye contact is an important key in the sense that if a teacher does not look the students in the eye when speaking to them, it may show a lack of confidence in oneself hence, the teacher likely to have problems with discipline. Teachers need to coordinate their body language, speaking voice, eye contact, and wardrobe to create a convincing, but not confusing impact on the learner. During the lecture teacher?s voice should be clear. The teacher should use the language according to the students' study level. Gesture or body language makes your lessons more effective and useful. The teacher should use his student?s name to indicate who should response. Classroom organization can also play a very large role in student discipline. When a student walks into a classroom and sees that there is a large mess on the teacher?s desk and items scattered around the floor the student can get the idea that the teacher doesn?t pay a lot of attention to detail. With this mindset, the student may begin to look at what other flaws the teacher might have.