MODERN ENGLISH TEACHING IN PRIMARY SCHOOL.
Akhmetova
Z.Y.
Teacher of English at the Pedagogical
College after ZH.Dosmukhamedov.
“A good teacher is like a candle – it consumes itself to light the
way for others.”
Mustafa Kemal Ataturk.
The main goal of
teaching a foreign language is to encourage children to use the target language
in their life. It means developing their communicative skills, competency and
culture. Therefore at the lessons of foreign languages the teachers should use
some strategies which encourage students to be active participants of the
lessons, to develop their communicative skills, to form their interest and
motivation to study the language. Teaching English as a foreign language also
means developing the student`s language abilities. Nowadays, to prepare Modern
English Teachers in Primary schools, it`s one of the main aims among Teachers`
Training colleges. We all know that teaching students to foreign languages is
very difficult. And we must give them very huge information about foreign
languages, to speak more in English, to use more videos etc. Students will be
active participants with the computer, using technology as a “cognitive tool”
and I want to give some projects for example.
Overdub: To use the example of a multimedia
Web page with audio and text
described above, a presentational material would play
an audio file automatically. An interactive material would allow users to click
on parts of the text transcript to hear sections of the audio. Users would have
control over what sections to play and in what order. Students can watch a
video clip, then record their own narration or dialogue to fit the clip. Each
student’s recording can be shared with the instructor
and/or with other students. The teacher can give
students feedback on their recording.
Storyteller: : Students upload
pictures to their space on the server, arrange them in order, and record
themselves narrating a story or description based on the pictures. Instructors
can give feedback on the stories. These two projects underscore the
constructivist principle that learners actively develop their own knowledge and
understanding, and the principle of dynamic applications that are flexible and
can be modified with ease. In order to complete their tasks, learners must
organize, plan, practice, and self-evaluate their language production. The
video clips and pictures provide a context for their planning.Students are
producers, not consumers, of the end product. Since the students have full
control over their product, and the program is dynamic, they can make
adjustments to their production based on feedback from instructors.
Annotated Videos: Teachers create
cultural or linguistic annotations to video clips. Videos can be recorded live
to the server with a Web camera, or uploaded to the server for storage. The
annotations appear at determined time codes in the video. Students access the
video clips at their own pace. The video playback can stop at the time codes,
when the annotations appear. Alternatively, the program can be used in a
constructivist mode, with students creating their own annotations for
themselves and for each other.
This project highlights the principle of
interactivity. In order to achieve the benefits of this program, learners will
have to actively interact with the video and annotations. Learners can also add
their own annotations to the video, which will be available to all other
learners.
Teacher training should be
concerned with two elements:
1. Subject Knowledge – ensuring
that the future teachers know and understand enough about what they are to
teach to be able to teach it effectively;
2. Subject Application – ensuring that
the future teachers know and understand enough about how to teach what they are
to teach to be able to do so effectively.
This table suggests how the elements of
subject knowledge and subject application underpin effective teaching of a
foreign language.
Now, more about teaching in primary
schools. The
necessity of teaching foreign language to children with special needs is in the
fact that they can successfully implement their human rights and become useful
citizens of their country. Today they are included in regular classes and learn
English at primary schools. Since the purpose of special needs is to compensate
the lack of their intellectual activity, which enables large part of them after
a period of correction successfully continue their education in regular
mainstream/ inclusive secondary school environment, there is a need to pay
attention to the particular structure of English lessons in primary school with
special needs. Thus, the structure of the English language lesson for children
of the inclusive classes in primary school must meet both the general
requirements for the lesson in general and have special characteristics. The
beginning of the lesson includes the following stage: organizational moment,
the subject and the purpose of the lesson, speech exercises. It has two
important functions: organizing students to work in the class and creating a
foreign language atmosphere for the purpose of transferring students in foreign
language activity. Due to the structure the main part of the lesson is depend
on the type of the lesson. It can include such components as presentation of
new material, training students in the use of the material in the colloquial
speech, practice in speech activity, summarizing studied, testing and
evaluation of knowledge and skills, correction of learning, combined lesson. When
planning the introduction of new material it is important to determine the
amount of material, the sequence of its presentation and the cost of time for
explaining and training of the material. Children with special needs experience
difficulties in fulfilling the instructions in the process of their activity.
Teachers should help them to control their actions in the process of work,
should teach children to compare the results with the sample and evaluate them.
It is important to remember that the basis of self-regulation of children with
special needs-self-control has not been formed. Control of speech skills and
abilities can be done in two ways. The first is the current control, i.e one
that is carried out directly during the lesson. It is necessary to take into
account the increased excitability and instability of attention of the children
requires the use of various forms of repetition individual and frontal interrogation,
implementation of oral and written assignments and the use of different
fairy-tells material and different types of competitions. The second type of
control is performed on the stage of completion of a particular topic or
period of study and entitled as thematic and final control. In this case the
control can be a part of a lesson or a lesson has an evaluation function. The
final part of a lesson or the end of the lesson should summarize what has been
achieved in the classroom. Teaching in primary schools requires patience, creativity,
communication and careful planning. Primary school students are quite young so
you must keep their age in mind when setting up the classroom and planning
activities. Lessons learned in primary school will be taken with your students
as they progress to secondary school and beyond so it is important to create an
environment in which it is easy to learn.
The primary teacher needs to acquire a sound knowledge of:
• The sound system of the language –
accurate pronunciation/intonation
• The alphabet and the numbers
• Personal language – yourself, your
family, where you live
• Descriptive language – people, animals,
clothes, houses, town, weather, food and
drink
• Affective language - likes/dislikes,
feelings, emotions, aches and pains, praise, terms of endearment
• Classroom language - daily routine,
greetings, instructions, teacher language for organising pupil activities,
pupil language for asking for permission, for help, for solving problems
• Language to cover activities from other
curriculum areas such as maths, or physical education
• Language needed to play games; to teach
children poems, songs, tongue-twisters;
to tell and act out with the children
simple popular stories in the foreign language.
Children will want to learn English and other new
languages for several reasons, like the ability to perform better in school,
increase in self-confidence and understanding the world and its cultures.
Some advice for primary
English teachers:
Self-Confidence
·
Children
are often more confident in themselves when they learn English as a second
language. Because they are learning new words, definitions and grammar rules, students
feel a sense of accomplishment for their achievements. Once children understand
the benefits of learning, they may become even more eager to study other
languages in addition to English. English can also improve their social and
business skills in the future.
Cultures
·
Children
will enjoy learning about other countries, people and places through studying
English. Many countries speak English and students will be exposed to their
customs and traditions through learning new vocabulary and practices. Children
may also become interested in learning about other countries, cultures and
languages because of their interest in English and the cultures of
English-speaking countries.
Creative
Activities
·
Children
should realize that by learning to speak English, they are increasing their
ability to perform other creative activities. Because learning second languages
helps children to exercise and strengthen the faculties of the brain, they
often become better at other creative activities. Even things like math and
sports will become simpler because students will be increasing their usage of
the brain's gray matter, which helps to process information and to improve
sensory perception and memory.
Speaking English
at Home
·
Children
and adults are prone to learning language through immersion, and speaking
English in the home exposes children to the language. Young children especially
like to imitate parents, so using simple English phrases at home can influence
a child's English vocabulary. Speaking English at home also reinforces that the
English language is important to the family and children have a positive
impression of learning the new language.
Reading
·
Books
can be educational and entertaining for children. Picture books can be helpful
for children to learn new English words through association with an
illustration they recognize. English translations of a child's favorite books
from her native language can also be a valuable resource for comprehension of
English words. Seeing English words in context or with illustrations can be
helpful to recognize the many English homonyms that are often difficult for
those learning the language.
Modern
mathematical education in Primary Schools.
·
Young
children "do" math spontaneously in their lives and in their play.
Mathematical learning for young children is much more than the traditional
counting and arithmetic skills. It includes a variety of mathematical sections
of among which the important place belongs to geometry. We've all seen
preschoolers exploring shapes and patterns, drawing and creating geometric
designs, taking joy in recognizing and naming specific shapes they see. This is
geometry- an area of mathematics that is one of the most natural and fun for
young children.
How to Teach Music
in Primary Schools
·
Music
is often used a way to express creative energy by its creators. It even has the
power to provide enlightenment, provoke anger or to lift the spirits of
listeners. While individual preferences may lead to disagreements of what
constitutes "good" music, the all-encompassing power of music allows
for these differences of opinions to coexist. If your aim is to share musical
knowledge and appreciation with young children, providing a balanced view is
essential. Use a variety of dynamic methods to teach primary school children
the value of music. Use songs to
introduce English to your children. Songs are a great way to get the language into
their minds, while giving them melody as a way to retain the words. Start out
with easy songs such as the ABC song. As the child's language abilities
progress, you can introduce more complex songs.
Using Internet
·
Use
animated stories to help you teach. The bright colors and careful pronunciation
of English-language animated films and television shows captures children's
attention, while making it easy for them to understand. These shows are created
for children who are learning English as their native language, but they also
are a great way to work on language acquisition for non-native English
speakers. Start out with children's shows such as Dora the Explorer, which is
available online, and progress to longer, more complex stories such as animated
Disney movies. Use the Internet as a resource. The internet has many sites
created to help children learn English through games, songs and other
activities. This will allow the child to acquire grammar and vocabulary skills,
as well as important and valuable computer skills.The easiest time
to learn a language is as a child. Children can use the abilities they are
developing to acquire their native language to develop skills in other
languages as well. English is a particularly useful language to teach a child,
as it is commonly used as an international language throughout the world. In
teaching English to young learners it is essential to consider how children
learn. There are recognized stages of cognitive development that every child
passes through, and teaching material should take account of this. There is
also a very great need for the motivation to learn English for both the pupils
and the teachers. Now in our country the priority is to prepare Modern English
Teachers in primary school. And in conclusion, I want to finish my essay with
the words of William
Arthur Ward “ The mediocre teacher tells. The good teacher
explains. The superior teacher demonstrates. The great teacher
inspires.”
References:
www. IATEFL.com
www.journal of modern English
teacher; wwwkiproject.org/net.com
The
Language Instinct: How the Mind Creates Language
New
York: HarperPerennial.for foreign language learning in the 21st Century
Tabors PO, Dr – One child, two languages: a guide for preschool
educators of children learning English as a second language. Baltimore Md 1997
Polome EC and Hill CP – Language in
Tanzania. Oxford University Press 1980
Singleton D – Language acquisition and the
age factor. Clevedon 1989
Learning and Knowing Mathematics in a Computer-Rich
School. Norwood,
Journal of Computer-based Instruction 20, 86-94.
Pinker, S. (1995).
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