المجلة الدولية للعلوم والتقنية

Teaching English Language at technical institutions and teaching the Language to unspecialized students , such as natural sciences and applied sciences ,humanities, medicine ,…etc, encounters so many problems in our country ,of the most important was the background differences in the knowledge of English language among students of the same class or group .it turned out , these differences has two origins, the first came from school implemented disciplines , which include school management , teachers commitment ,demography of the area . The second however ,depends on the school specialty, whether it was in medicine, engineering, basic science or humanities, Despite these differences in many instances one finds in most cases one curriculum for all including books ,exams , and perhaps audiovisual teaching materials . Within this unorganized mix, we expect to find some student that cannot differ the letters E,F,V,G ,P,B and J …etc., and in the same time we can find many students who are reading , writing ,and speaking relatively good. We reached to a solution to these problems , as we will see later , including , changes in the management , teacher condition , curriculum and students individual differences. Using small groups of similar or close background level , and focusing on speaking ,comprehension , and understanding of the verbal language in the context of related scientific terms.
For teachers, and management , the most effective method to upgrade the efficiency and productivity is the program of during work continuous training. finally for the curriculum problem can be solved by invite experts to design the needed knowledge for each single class and specialty.