Teach English in SaishisiZhen - Wuwei Shi

This unit went over the different kinds and usages of materials in an English language classroom for young learners. Specifically, this unit went over authentic versus non-authentic material and the advantages and disadvantages of using each. Examples of learning materials for young learners are: worksheets, communicative activity sheets, pictures/flashcards/drawings/charts (visual aids), audio aids, realia, and other material such as television shows, comics, video clips, magazines, etc. When designing your own non-authentic material, it is important to consider the following questions: what language are they trying to test/use, how are they going to be used in the classroom, and how are you going to show how to use them? This unit then continued on with more specific questions and tips for each of the above questions for non-authentic material design. Next, when planning lessons, every teacher should consider - why am I creating this lesson plan? what should be on it? And how do I use it? A lesson plan is a good working document and acts as an outline for your teaching (i.e. helps ensure a smooth, effective lesson), as well as a reference for employers, other teachers, and your own professional reflection and improvement. A lesson plan includes information such as the title of the lesson, the learner objectives, your personal aims, the procedure, and anticipated problems for both the students and yourself/the teacher. It is further critical to remember that a lesson plan is just a plan! Sometimes things will come up with your students or within your classroom (i.e. areas of need, situations) that may result in your need to defer from the plan. Therefore it is important to develop a teaching style that is flexible and adaptable, and to be open-minded when challenges arise. A very good (and helpful!) example of a lesson plan was provided for in this unit on page 7. This unit also went over the various resources used with young learners in the teaching of English language. A main resource are books, however, it is important to keep in mind the influence of culture (i.e. most of the books are designed for Western culture). It may be helpful to find some books that match or appeal to the culture of your students, or that are multi-cultural in nature. This unit also listed advantages (i.e. offers continuity, is expected by the students, provides security for teacher and students, continually practices language/progression, good resource for the inexperienced teacher) and disadvantages (may not appeal to students, can become predictable and boring, may not suit the specific needs of your students, can make teachers lazy and less creative) of using course books with young learners. Additionally, this unit listed ways on how to make the best use of your course book (page 12). For example, do not use the course book for the whole course, explore ways to match the book to the needs of your students, and approach the book critically. There are also for different options for course book use, which are: omit, adapt, replace, and supplement. The needs and interests of your students are always most important and taking this into consideration when planning your lessons and choosing your material will help ensure effective learning and engagement. Classroom management was covered in this unit as well, stating that there is no \"best\" teaching style to ensure classroom management/discipline of young students. However, this unit highlighted the importance of being flexible, adaptable, positive, and open-minded in your teaching in order to fit the situation that you find yourself in and the situation of your students. Voice, gesture, eye contact, use of names, groupings (changing them up every now and then), teacher attention, monitoring/feedback, clear and simple instructions (and ensuring that they are understood), and getting to know your students (and establishing good student teacher rapport) are all methods to good classroom management. This unit also provided a list of the \"top ten things to avoid\" in terms of maintaining discipline within your classroom. They are: not giving students respect, having favourites, shouting as a first response to bad behaviour, not following up on your \"threats\