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The Teacher’s role is to analyze learner needs and develop their linguistic and communicative competence, to meet both their present. Teaching should begin first and foremost with the goals and expectations of the students with learning English. To fulfill those scopes, the teacher must understand and structure the classroom centered on those needs.
It is critical that teachers provide students with expectations and ambitions so that they can propel within the classroom and outside of it in real life, especially in their future studies. It not only supports confidence building, but it prepares students to have informed opinions and conversations i.e. Critical Thinking capacities.
The training should be relevant to secondary-school English teachers. Participants should leave the training feeling that the experience was useful for helping them improve their teaching. The training should include some theory, but the focus should be more practical. Plenty of practice with specific reference to the SPINE textbooks and the particular context of Sudanese classrooms is preferable to general discussions about theory. The training should encourage active participation and interaction among participants. Sharing experiences and problem solving with colleagues is more useful to teachers’ professional development than passively listening to lectures. The training should encourage reflection and self-assessment. It’s important for teachers to reflect on their own strengths and weaknesses and decide for themselves what they need to work on to improve.