Modern english teaching in primary school

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.