Integrated-skills based syllabus for primary schools

INTEGRATED-SKILLS BASED SYLLABUS FOR PRIMARY SCHOOLS
CONTENT
INTRODUCTION
CHAPTER I Why are the ELT materials and procedure the way they are?

1. 
   ELT materials as a social product
   
2. 
   Towards a descriptive model of ELT materials
   

CHAPTER II Developing specific types of materials
2.1. Materials for the teaching of grammar
2.2. Materials for developing integrated skills
2.3. Materials for Cultural Awareness
CONCLUSION
THE LIST OF USED LITERATURE

Introduction
The term "primary course book" refers to a publication that is often issued by a private publisher and is commonplace in the world of English Language Teaching (ELT). Work in each of the so-called "four skills," as well as grammar, usage, and other areas, are included in these types of texts, which are included in the vast selection of teaching materials that are now available. The texts claim to provide for what are assumed to be all of the necessary classroom work in a general language course. They are typically lavishly produced, full-color works that are complemented by a variety of components (such as instructors' guides, worksheets, tests, cassettes, and so on), often at a number of different levels of English proficiency. They are the most common type of educational materials. When supported by all of the resources that modern technology has to offer, the most "successful" of these texts, measured in terms of their financial impact, frequently attain adoption on a global scale.
The art of teaching encompasses not only information and presentation but also the art of distribution and, most importantly, each and every facet of paralinguistics. A broad knowledge of subject matter across all horizons is required for teaching, along with a thorough curriculum, standards, a positive and caring attitude with passion, a desire to acquire classroom management strategies, and a drive to make a difference in the lives of young people. We are confident that no one will dispute the notion that a teacher is a form of assistance, and that the classroom activities utilized by teachers are considered to be components of the learning environment. The originality and inventiveness of teachers are entirely responsible for the existence of materials in their classrooms. No one can assume even a single material without a Teacher since it is a teacher who effectively uses the materials in the classroom, and the involvement of the students is a reflection of the efficient usage of those materials. No one can assume even a single material without a Teacher.
Our goal is to encourage English language teachers of EFL and ESL to draw on their creative potential and take on the exciting challenge of developing their own instructional materials, drawing on their wealth of knowledge and experience with regard to the requirements of English language students, particularly in the context of teaching English to speakers of other languages (ESOL). In order to accomplish this goal, the first consideration that needs to be given is to the question of whether or not teachers should be involved in the creation of instructional materials and their role in the improvement of teaching practices. The second one is to offer some reflections on the process of teaching and learning a language as necessary requirements for the development of resources. And last, the third step is to explain the concept of adapting didactic materials, together with its guiding principles and individual building blocks. ¹
The classroom is controlled by the teacher, who moves the students forward at his or her own pace and according to their needs. It is because of the utilization of the materials and aids utilized by the instructor in the classroom that he or she creates an atmosphere in which all of the pupils are able to submerge themselves in an ocean of information. When they begin by using facts as a starting point, they utilize themselves as an aid and ask "why" questions. They then look at all sides of the issue and urge kids to predict what will happen next.
They use their questions as a material to try to interest the entire class, and with the help of their motivation and the variety of questions they ask, they create a lively classroom environment in which each and every student participates. William Arthur Ward made a profound observation when he said, "The mediocre instructor tells. The effective educator offers an explanation. The exceptional educator gives a demonstration. The great educator is one who inspires. iv In addition, this citation demonstrates that a teacher is an assistant who adapts her or oneself to the requirements of the given circumstance in order to facilitate and motivate the students in an improved manner. When Mr. William says, "You have brains in your head," Dr. Seuss corroborates this by saying, "You have brains in your head." You have both of your feet inside of your shoes. You have the ability to direct yourself in any way that you see fit. You are on your own, and you are aware of all that you are aware of. You are the one who will choose the path that we take, right?" v As soon as the teacher walks into the classroom, he immediately begins making use of things that are already present in the classroom. When he or she starts talking about previous courses, it provides a platform for the students to get something out. The teacher then tries to link up that interaction with his or her next class, and the content that results from that interaction is used by the teacher.
A teacher will retrieve the necessary materials from the classroom and then use them as appropriate. Like, Students were reprimanded by a teacher in the previous class, and an ELT instructor may ask a few students to come up and relate their experience from the previous class. From there, that ELT teacher would try to sharpen the students' speaking skills. These materials can be utilized to hone the speaking abilities of the students, and as a result, students will talk with their whole hearts, making them an excellent material for any ELT specialist to employ.