How is the evaluation process at the level of secondary school in your country? Do educators divide the lesson into speaking, writing, listening, grammar sections?
How about your books ? Do they include speaking, writing, listening and grammar exercise parts?
Do educators use English or native language to instruct their students?
Do you have smart boards with internet access and use interactive materials and activities from the board?
How do you evaluate your students?( How is the design of your exams?)
For secondary teachers in Morocco, there are certain common restricted requirements that they should follow in order to evaluate the students. In terms of ICT, it differs from one school to another. Hence, most of the teachers use PowerPoint presentations to display their lessons and save some time.
In the Philippines, we teachers are so serious about the teaching of English in the classroom. We do look into the 4 macro skills of communication: Listening, Speaking, reading and writing. We know very well, that we partner listening and speaking (for oral communication), and we tandem reading and writing (for written communication). Thus when we teach Listening, we cannot get read of speaking. In the same manner, when we teach Reading, we also touch on writing. Assessment of success in the teaching of these skills is very important, because it is our only to know the status of our students in their English proficiency. Our Filipino students are doing well in the use of the English language.
In Morocco, English is a scond foreign language after French. We are truggling to make it wider in terms of use. In higher education, it became a must for master and doctoral students.
Kosovo's Upper Secondary Schools stand very good when it comes to the language teaching, English is the most learned as a foreign language, then proceeds German, French etc.
Teachers are highly professional on EFL classrooms they do apply contemporary teaching methods.
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