|Planning Your Course|
|At first, you should have a plan that gives direction and coherence to your course. Originally, your plans will be extremely general as you are most probable not in a position to lay out your every day lesson plans for the entire semester. On the other hand, having an original set of aims and plans for materials, methods, and assessment will help make certain that both you and your students know where you are going. |
The goal of a course will differ dependent on the students' needs, skill levels, study habits, and expectations in addition to materials, facilities, equipment, and the guidelines of institution. The goal setting will depend on the teaching context; dissimilar situations call for diverse kinds of goals. For instance, if every participant in the course is high school student preparing for a countrywide standardized exam that establishes his or her possibility for further education, the aim of the course is obvious – to help a student expand the skills he or she necessitates passing the exam. In other cases, students come to class with various needs, making it hard to define the goals of the course to exact needs. In such a context, the following approaches may help:
- Center on the development of the common set of English skills.
It would be great to expand all of the language skills to a high level, but the teacher must choose between them because of the time limitations. For instance, it is always better if students' listening skills are more advanced than their speaking skills. Even native speakers of a language can in general understand more than they can say. Besides, there are a lot of situations that depend completely on listening skills.
- Highlight basic knowledge and skills. Stick with the basics rather than emphasizing situation-specific skills. For instance, stressing general communication skills is more significant than stressing the fine points of job interviews.
- Comprise a mix of skill goals and content goals. A number of students are better at memorizing, at the same time as others may be better at communication or grammar. With the help of including both goals you provide students with the dissimilar strengths the chance to show their skill.
- Attend to emotional factors. Usually clearly stated goals can make students feel better about their language study. As a result, students improve the chances they will learn enthusiastically and are able to continue. The common long-term goals improve student self-confidence by giving a sense of direction. Short-term goals let them see their progress in the duration of the course.
Unlike goals, the choice of materials may be limited. In a number of situations, the curriculum may set down an exact textbook. Other situations may give a text but allow opportunities for using additional materials. In some cases, the obtainable text may be old and not stimulating, and the institution may not need that you use it. Having a textbook saves time in lesson preparation, gives course stability, makes it easier for students to evaluate, and can help students feel better about their English study.
The best way to expand a skill is to practice it, and the more the practice resembles the real application of the skill, the better. You should just put, the way to learn to speak is to practice speaking. At the same time as methods should be selected on the basis of educational reliability, they should also be good enough for the students. Methods that are educationally sound may not work in a course for the reason that they are new or uncomfortable to the students. This is mostly significant in English as foreign language settings, because students in the class will share many general beliefs and customs about language study, and you run into confrontation if your methods conflict too much with your students' ideas. It is significant for students to learn how to plan and perform their own language learning plans as this is what they will do when they leave formal instruction. The best study program is one that is sensible given the time and resources obtainable.
Evaluation methods have incredible power to influence positively or negatively the ways your students study. That is why you need to make good use of this impact to support students to study in productively. You should start thinking about evaluation when you are planning your course. Additionally, you will necessitate learning the language and culture of grading of your host country. Otherwise, your grades may not communicate what they intend.