Page 4 - Demo

English is becoming more and more important in our ever-changing society and we as teachers have to take it into account in our classroom.
I will start my teaching programme providing some basic data about the context in which my teaching practice will be placed. Later on, the aims and contents of the programme will be established both from a global and an analytical perspective. Then I will pay special attention to methodology, different measures applied to cater for diversity in the classroom and the evaluation strategies I will put into practice. Next I will present the different Teaching Units that have been worked out for this programme and, to conclude, I will include a general summary and an outline of the bibliography used.
This document is a teaching programming addressed to a group of students of the second cycle, fourth grade in Primary Education. Programming answers an attempt to rationalise teaching practice with the aim that teaching should not be carried out in an arbitrary way but rather as a plan.
The design of the programming cannot be understood as a mechanical matter, a mere technique or a concrete formula. Programming depends on the concepts one has about teaching and more specifically about the curriculum. Thus, the curricular model will have a decisive influence on the focus and the design of the programme.
The need to carry out a teaching programme that standardises the teaching and learning process is justified by very diverse reasons:
- It helps to eliminate chance and improvisation, which does not mean that everything is closed or predetermined.
- It systematises orders and specifies the process - stated in the educational project and curricular program, with enough flexibility to leave space for creativity.
- It enables the teacher to adapt teaching work to cultural and environmental characteristics of the context.
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