Teach English in Gongzui Zhen - Leshan Shi

I would like to offer an overview of what has been presented in Unit 1, by applying it to the Italian educational environment where I currently work. It is clear that English classroom needs are very different from the past; however, Italian pubblic schools are still adopting the Grammar Translation Method, where the teacher mainly cover the role of Manager and Assessor, delivering fixed lesson plans which are not tailor made for a specific group of students and do not engage nor motivate learners. In contrast with this teacher-centred approach, attention in class should always be focused on learners: teachers have to to identify students’ abilities and difficulties, and tailor make activities to fit specific needs (and, of course, levels). This implies the importance of planning lessons in a clear and organised fashion. Moreover, teachers should act in class as facilitators of student learning and become creators of productive classroom environments, in which learners can develop active communicative skills. Teachers should also think of themself in class as a walking resource ready to offer help if needed, or prompt learners when performing communicative activities. By mixing the aforementioned teaching approaches according to students’ needs, teachers would be able to keep student motivation high, help learners develop language awareness and overall ensure a successful learning experience. Cultural and emotional aspects of the learning process should always be considered in order to create a relaxed and open-minded environment, where students would feel comfortable in asking questions, accept error correction and experiment with the language.