Nowadays, there is a considerable diversity of English language materials for teachers, which assist in conducting lessons and teaching students. In spite of the ample range of commercially accessible teaching materials, teachers continue to elaborate own classroom materials, considering individual needs of every student. As a result, it can lead to either successful or failed implementation of the new practice. Therefore, tutors should compose appropriate materials for various ages and different levels and evaluate them based on the evident results and students feedback.

As for me, I believe that the efficient material elaboration should incorporate an approach of language acquisition, techniques of teaching, knowledge of the modern English use, the outcome of regular surveillance, and the assessment of materials used.

I consider the students comprehension of language in use as the first condition of language acquisition. I would check if the students are good at the acquisition and understanding of the authentic language, provide contextualization of language, and ensure sufficient materials for written and oral activities. Ayanna Cooper (2012), the Director of English Programs in Southbridge Public Schools, also appealed that The domains of language acquisition, Speaking, Writing, Reading and Listening need to be equally exercised across content areas daily.

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My second prerequisite is proper engagement in oratory activities. I would make students visualize speeches and texts that they are listening to or reading, as well as encourage emotional response with the help of songs, art, and literature. Besides, my tasks would be pertinent, exciting, and interesting, which would have a positive impact on students. I would also follow Tomlinsons (1998) advice to use different types of sources (TV, newspaper, Internet sites, radio, magazines, letters), have an attractive presentation and appealing content. My method would be to encourage learners to discover something new for them and improve skills that are necessary for their professional activity.

From my point of view, learners should use language in communicative exercises that resemble real-life situations, such as spontaneous discussions, group debates, and speech projects. Thus, I would prepare materials appropriate to learning styles and intelligence because students have to use their learning capabilities freely. Activities have to be combined with linguistic, interpersonal, musical, logical, spatial, and intrapersonal intelligence. For some students, I would prepare project tasks for two topics: family and clothing. For the first one, learners should draw their family tree and present it orally to the audience. For the second one, students would have to produce a collage of clothing styles and fashions and describe it. In such a way, they would learn relevant linguistic peculiarities in a fun atmosphere by applying their creativity and imagination. Moreover, they would learn how to speak public, express own ideas to classmates, and develop English communication skills.

Overall, I would initiate the decision-making process for learners because an English program should meet the needs and expectations of the students. The singularity of my approach is that children and adults should have divergent programs and methods of teaching. I would design different programs for Beginner level (students of 1-12 years old), as well as Pre-Intermediate and Intermediate levels (students of 13-18 years old). Moreover, my program for students over the age of 18 would be considered for Upper Intermediate and Advanced levels.

The course for students aged 1-3 years old would comprise learning English with the help of songs, poetry, communication with parents, brain, physical, and social development, the acquaintance with music and rhythm, and the development of pre-reading skills. My program for children aged 3-6 years old would aim at developing skills in speaking, listening, reading, and writing. Children would learn language patterns through dialogs and improve all four skills through listening to songs, reading stories, discussing them, and writing feedback on them. I would also use games and unique mobile applications containing interactive books that would advance as the child learns and progresses. Finally, my course for children between the ages of six to twelve would aim at mastering oral communication skills and would introduce the rhythm and intonation in English. A workbook would be used as a supplement to classes to improve reading and writing skills of children. Children would also improve their skills by making up sentences with new words, as well as asking and answering questions. Moreover, I would aim at improving students listening skills and the understanding of the English language through listening to live communication of native speakers of the United Kingdom and North America.

The Pre-Intermediate and Intermediate programs for students aged 12-18 years old would teach them to express their opinions freely. Teens would improve their public speaking and acting with the help of frequent debates, learn to conduct dialogs and monologs, and justify their point of view. They would also learn different techniques of reading, increase their vocabulary, and improve their grammar level. Students would perform tests, which would make it possible for me to track individual progress level of each.

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In my opinion, adults can study English more effectively than children can because they have more confidence and engage in the community. Learners are sociable and always ready to share their opinions on an extensive scope of topics. Older students enrich English learning with their experience. Their motivation is stronger than that of younger learners, which is a significant advantage for successful language learning. I agree with Robert Schuller who reminds to take into account the statement, You cannot push anyone up the ladder unless he is willing to climb himself (Young, 2012). I would make efforts to aid students to increase audition performance, visual ability, flexibility, mobility, and problem-solving. Lessons would consist of repeating listening texts, videos, short films, which would enable students to see the speakers face and lips. I would improve visual capability via a large print of the text, ensure that classrooms have the direct illumination of the flip chart, and make PowerPoint presentations with examples and memory associations to help seniors to learn the material profoundly. I would devote more time to class activities where learners would have to move around the classroom, systematically revise grammar and vocabulary expressions. Finally, I would permit students to express their thoughts without being intervened.

There would also be activities for all ages and levels. For instance, a teacher Emma Segev, the winner of British Council Teaching English Blog award, suggested studying English using mobile devices. It advances listening skills, visual memory, and English communication of students. She noted that by supplying our students with easily accessible tools for studying 'on the go', we are enabling them to incorporate self-study into their busy lives, accelerating their progress and guaranteeing better results (Segev, 2014). As I know, there are many impressive mobile apps, for instance, Johnny Grammar's Word Challenge, Duolingo, and Two Minute English, among others. Furthermore, Kieran Donaghy (2013), who won a reward for his post I want to learn English because... proposed that Film can bring variety and flexibility to the language classroom by extending the range of teaching techniques and resources, helping students to develop all four communicative skills. Svetlana Urisman (2014), an English teacher, denoted that One more 'real-life' thing to use at a lesson is film reviews online or offline. This would make a discussion richer and more focused. I would try to launch these examples into my classes gradually, mostly for all levels and ages of students.

Every preparation of classroom material should be evaluated. Tomlinson (2013) defines materials evaluation as a procedure that involves measuring the value (or potential value) of a set of learning materials (p. 15). I would evaluate the whole process of my preparation by design, layout, methodology, activities, language skills, topic content, an ability of teaching, flexibility, and assessment. My aim of the evaluation of the materials is to facilitate learning in a concrete context, which is defined by linguistic performance, and assess the quality of teaching, inspiration and enthusiasm, relationship with students, preparation, particular workload, and assessment.

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Concerning the linguistic performance, an American linguist Noam Chomsky described it as the actual use of language in concrete situations (Matthews, 2014). I think that the quality of teaching involves subject knowledge, clear explanations, and the corresponding feedback on students progress. My inspiration and enthusiasm would comprise deepening students' competence and the encouragement of the excitement about the subject. My relationship with students would consist of listening to and understanding their difficulties. My preparation would include the availability of materials for learners on demand, well-organized classes, comprehensible instructions for tests, profound preparation for classes, the review of the design of the class, and the improvement of the teaching process. The adequate workload would presuppose an appropriate level of difficulty and amount of work. Finally, my assessment would involve providing a summative evaluation at the end of each topic.

I would like various kinds of the evaluation, such as self-evaluation, students estimation of teaching, peer evaluation, and supervisor evaluation of materials. I would use self-evaluation to advance the educational expertise. Student evaluation of teaching would be another relevant source of information. It would also include students achievements. For instance, if a student has bad pre-reading skills of the Beginner level, it will be my fault. If a student of the Pre-Intermediate or Intermediate levels can speak public using new vocabulary and grammar constructions, I would appraise my strategy as my success. If the adults of Upper-Intermediate and Advanced levels do not improve audition performance, problem-solving, and flexibility, it will be my failure as a teacher. Sometimes, I would prefer peer estimation of teaching to obtain information about the quality of planning and preparation. Moreover, such critical reviews would enhance teaching quality. Lastly, supervisor evaluation would be compulsory for me because I plan to apply for the promotion.

In conclusion, I would prepare sufficient classroom material using theories of efficient material elaboration. I would have to have the contemporary knowledge of English, remember to adapt a program to different ages and levels, such as Beginner, Pre-Intermediate, Intermediate, Upper-Intermediate and Advanced, select aforementioned techniques of conducting lessons for younger pupils and adults, and conduct the evaluation of teaching to measure the success of my approach.

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