The paper “ Unit of Work for Sports in Tharhima Secondary School” is an impressive version of a presentation on sports & recreation. All students take English as a second language. They attend English classes on a part-time program as the subject is optional. They take other subjects as stipulated in the syllabus. The other subjects are taught in Arabic, a factor that has a great influence on the overall teaching of English. English classes in the school are scheduled for one hour each and are offered three times a week. Within the English class schedule, the students are taught a number of sports as co-curricular activities.
The essence is to enhance the use of English outside the class supplement daily routines. GoalsThe goals of the teaching unit are that by the end of the whole program: - Learners should be able to integrate sports in their learning curriculum. Learners should be able to play a number of new games as instructed to them. They should also be able to communicate and easily integrate with English students without much difficulty as they engage in various sporting activities. Learners should be able to appreciate the importance of sports as any other learning activity. The unit is also aimed at strengthening the bonds between the students to enhance friendship that is vital for learning. RationaleThis particular unit of work is selected mainly because of its approach to teaching English as a second language.
The subject is not one of the favorites in the school, a factor that has made a reasonable number of students build a negative attitude towards it (Hall & Hord, 1987). As such, the mode in which it is taught should be learner-friendly and accommodating.
This is the main focus of this approach. The first objectives are to boost students’ morale in the subject so as to eliminate the notion that English is only for the West. Most students love sports. Therefore, the unit aims at using sports as a topic to enhance language learning. The teaching methods used in this unit have the approach of heavily involving the students in the lessons so that they can easily relate with. The methods include individualized teaching, cooperative learning, and projects among others.
They are the most appropriate ones because of their nature of involving the students in the lessons (Leathard, 1994). They also help in building a teacher-student relationship that is always an added advantage when it comes to teaching. With a good relationship between the two parties (teacher and students), the teaching process becomes relatively easier as the students will be free with their tutor and can comfortably ask for clarification whenever necessary. On the other hand, tutors will easily understand their students as they can easily open up to them.
In so doing the methods help students build a positive attitude towards the subject which is the main goal of the unit (Woodrow, 1991). In addition, sports as a topic give a good platform on which things learned in class can be practiced.
Hall, G., & Hord, S. (1987). Change in schools: Facilitating the process. Albany, NY: State University of New York Press.
Leathard, A. (1994). Sports in schools, London: The Guardian.
MacArthur, C., & Malouf, D. (1991). Teacher beliefs, plans, and decisions about computer-based instruction. Journal of Special Education, 25(2), 44-72.
Makino, S., Hatasa, Y., & Hatasa, K. (1998). Japanese communication, culture, context. New York: Houghton Mifflin.
Rose, M. (1984). Writer’s block: The cognitive dimension. Carbondale, IL: Southern Illinois University Press.
Schramm, W. (1954). How communication works. In W. Schramm: The process and effects of communication. Urbana Illinois: University of Illinois Press.
Sullivan, A & Steven M. (2003). Understanding sports. New York: Pearson Prentice Hall.
Thompson, T. (2007). Making Sense of Autism. Baltimore, MD: Paul H. Brookes Publishing Co.
Woodrow, J. (1991). Teachers’ perceptions of Language learning. Journal of Special Education, 25(2), 44-72.
Wrench, J., McCroskey, J, & Richmond, V. (2008). Why sports should be taught in schools. Boston, MA: Allyn & Bacon.