Objectives and methods in teaching English for high school students

Use Self- and Peer-Assessment for Motivation – Everyone learns at their own pace, but no one can resist the chance to mark someone else’s work or their own. This form of assessment allows students to grasp the values behind a certain concept, as well as understanding where they could improve.

Reviewing each other’s work and their own helps boost confidence in their abilities as well as motivate them through healthy competition. Guide them through the process with a marking model, and encourage them to look for examples of grammatical concepts that they may need to practice more.
Whether you’re an online tutor or teaching at a physical school, there’s a lot to be gained from exploring new innovations in the field. After all, what seems like a radical technique today could reinvent the game tomorrow!

СhAPTER2 THE ROLE OF WORKS OF ART IN THE DEVELOPMENT OF ORAL SPEECH
The arts are organized expressions of ideas, feelings, and experiences in images, in music, in language, in gesture and movement. Roinn (1999) affirms that the arts provide for sensory, emotional, intellectual and creative enrichment and contribute to the child’s holistic development. This paper is set to highlight how the arts in their multiple complexities act as languages of expression and communication for people
and cultures throughout the globe. Usually, the arts are often referred to as a language. Art critics cite its similarities to language as do researchers who investigate children’s drawings. This new perspective is based on language development, comparing receptive/expressive components, and form, content, and use. Eubanks (1997) opines that accepting art as a language means that art can be useful in fostering verbal development. Of course, artists view the visual language as superior. Kepes (1994) describes visual language as more holistic than spoken language, more efficient as a means of communicating knowledge than most other means of communication.Bella Lewitzky in Goldberg (2012) a dancer and philosopher, writes, “Art is a language, a form of communication, a philosophy, a perception of truth, which is in agreement with Spence (2006) assertion that works of art are artistic statements, stating truths that cannot be communicated in any other way. This paper is equally in agreement that the arts
are most definitely a language which can provide alternate avenue of learning for this population, and that they most certainly communicate, drawing its reference from music. For instance, listening to Tchaikovsky’s 1812 Overture or his Romeo and Juliet, will signal a definite feelings and images. However, each piece communicates very different images, stories, and feelings. Goldberg (2012) avers that in listening to Romeo and Juliet by Tchaikovsky one can sense two individuals drawn to each other, longing for each other. Hart (1991) describes music as a reflection of our dreams, our lives, and it represents
every fibre of our being. He concluded that “it’s an aural soundscape, a language of the deepest emotions; what we sound like as people”. Hoffmann (1991) argues that music not only communicates, but is a powerful tool, especially in the hands of performers. Music, is a potent social instrument from earliest times, operates not merely in imitation of society but also in dynamic interaction with it. It is a vital way of perceiving and knowing. The arts provide a method for expressing ourselves, while at the same time, they serve as a unique document of cultures and history. Through creating a work in art, a person can explore the complexities of an idea or situation more fully than if they were to read about it or listen to a lecture (Goldberg, 2004). As a tool, the arts enable us to cross boundaries that are usually closed to us, or to join together in ways that are new. As such, it is not unusual for artists to imagine new ways of being or to invent ways of seeing something anew. Moreover, one of the more compelling reasons why the arts, as languages of learning, are fundamental to classroom life is that they give rise to many voices. They can nuture a sense of belonging, of community; or they can foster a sense of being apart, of being individual. The arts can equally provide a vehicle for individuals, communities, and
cultures to explore their own world and journey to new ones, thus enriching their understanding of the varied peoples and cultures that exist on our planet” (Goldberg and Philips, 1992). The arts can reach across boundaries. In a class where many verbal languages are spoken, the arts can be a uniting language. Margolis (2014) posits that the doctrine that there are “languages of art”, that works of fine art are to be construed somehow as utterances in a language, is an attractive doctrine, judging from the
steady inclination of interested theorists to revive it in one way or another. This paper submits therefore that the arts, as languages and expressions of cultures and peoples throughout the world, provide many concrete opportunities for communication, expression and experience.