- For Teachers
Some of you might not know me yet, I'm a student who is currently fulfilling an internship at a vocational high school in China.
My task is to improve the students oral English, which means pronunciation of course, but also to teach them useful things for a basic conversation in English.
I teach nine different classes and each one a single lesson per week. That is not much time.
The past weeks I focused to teach my students the use of the simple tenses (besides pronunciation exercises). But my intention is not fill them up with any possible way to use a tense, it is much more to make them aware, that there are different tenses in English and that it is important to know that they can crucially change the meaning of a sentence. And also because their English book requires them to have that knowledge. (it starts with past perfect and ends with reported speech)
I have one particular class that has a lot of very good students. To say it more colloquial: "they eat grammar and spit out English"
I have taught them following so far:
present simple, present progressive, past simple and "will-future"
I also always showed them the differences between the tenses, by establishing a connection between them. (present simple vs. present progressive, present simple vs. past simple, etc.)
Now I'm not sure what I should teach them next. Currently I can't decide between present perfect and to-be-going-to. I'm not sure which one is more useful (and I know that this is not a good measurement, but I have to think about what uses them the most.)
Or do you have a completely different idea?
I'm open to any suggestions.
And by the way, this would work in the Western World, but in China the teachers even say to me: "You can teach whatever you want." They are too polite to give me orders what to do or what I should not do.
This is a cultural difference, that makes my job very difficult, because I have to decide everything on my own.
Problem solved, I taught them the difference between "WILL" and "GOING-TO".
Worked out quite well.