The use of communicative approaches in teaching English in elementary school

language activities stir a class. In a positive sense stir means that activities wake them up, stimulate them. In a

The use of communicative approaches in teaching English in elementary school

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t in this way. What happens when you hand out books? If the answer in your experience is stir then there will be occasions when you quite deliberately choose to delay the event until you have settled the classroom down. In order to have the freedom to adapt, we need to know the effect of what we do. So you count make up a chart, which reflects your experience.

example:

Usually stirs Usually settlesoral workcopyingcompetitionscolouringlottolistening (if they have something to do) doing playstests (if not too difficult)songsbeing read todrama gamesthat the headings say usually. This is because as soon as we start doing this, we find ourselves saying sometimes like, Well oral work does stir but, in a funny sort of way, chorus work seems to calm them down. Or Pairwork makes them noisy so I suppose its a stirrer, but sometimes they get so absorbed in what they are doing that they settle. So we have to take into consideration all these aspects, which help us to plan our lesson successfully.

 

The role of the Teacher

teacher plays different parts in the course of teaching. The teacher adopts a variety of roles according to the activity conducted in the classroom.a manager the teacher gives instructions for pupils. As a model the teacher asks pupils to repeat a sound, a sentence after her for pronunciation practice. The teacher goes round listening to the groups, to pairs practicing dialogues. Here she (he) is a monitor. She or he is a counselor when she advises pupils how best to approach a task. The teacher explains new language material and this is case she or he is an informant. The teacher provides material and guidance to enable pupils to work on their own. So, here, she or he is a facilitator.good teacher should be enthusiastic, creative, patient, and understanding towards the many pupils he or she deals with. are some activities, which may be included in the structure of the lessons in the primary school.

1.Developing speaking skills:

a) Help Winnie the Pooh to guess what present is there in the box?

 

 

(Forms of work: pairwork, group work, individual work).this activity pupils practice vocabulary, grammar structure Is there …?, they may suggest their own version. ) Help Winnie the Pooh. Say what he should take to the school.

 

) Discussion. Look at the pictures and say what do you like or dislike.

children language lesson preparation

may colour the pictures. ) Help Winnie the Pooh to colour the picture.

 

activity may be used for developing listening skills.

2.For practicing (ABC) letters a lot of activities may be used:

a)letter recognition

 

the letter G to find its garage.

) Help the little butterfly to fly its flower.

3.For practicing letters and sounds such an activity mat be proposed.

Show the mice the way tom their houses.

 

 

4.For developing listening skills and practicing colours such a game may to be used.

Game Cat Tom.is Cat Tom.class in chorus asks him: Cat Tom! Cat Tom! What colour do you want?says: Mew-mew! I want red. All the pupils have to touch the red card (or pencil). Who is wrong will be out of the game.

There are some settle activities, which we may use in our lesson

 

 

Find what letters are hidden in the pictures

 

communicative approach has changed our stereotypes about teaching-learning process. It accents childrens participation in the classroom, where the teacher is not the central figure of the lesson. She or he is only the provider of feedback. Most of classtime is spent on speaking activities and only target language is used. Pupils a taught to communicate in non-deliberate way, their errors are corrected in an oblique manner. We should know our little learners, their abilities and their interests. The teacher should know that little children do not come to the classroom empty-handed. They bring with them an already well-established set of instincts, skills and characteristics, which will help them to learn another language. They are already very good at interpreting meaning without necessarily understanding the individual words. Intonation, gesture, actions and circumstances all help to tell them what unknown words probably mean. Children frequently learn indirectly rather than directly. They have a ready imagination and take great pleasure in finding and creating fun in what they do. And above all they take great delight in talking. This knowledge will help us in our work. While preparing a lesson in the primary school the teacher plans a kind of scenario of the theatrical game, in which each pupil has his role. The teacher only stimulates and directs his pupils role-playing. lesson should provide conditions for pupils learn. Language is a skill, so it should be learnt, it cannot be taught, M.West once Said. So, pupils should be taught to learn for themselves. And our task is to make the process of learning interesting and enjoyable.

Reference

 

1.Halliwell Susan. Teaching English in the Primary Classroom/Longman 1998.

.Mark Fletcher. Teaching Success The Brain-friendly Revolution in Action!/English Experience 2000.

.Rob Nolasco and Lois Arthur. Conversation. Resource Books For Teachers/Oxford University Press 1987.

4.Юлія Дацько, Тамара Бабенко. Методика навчання англійської мови/Цикл лекційю Львів ЛДУ 1999.

5.Anna Krystaniluk. Lesson Preparation in Junior Forms/English №40, October 2003, p. 5-6.

6.Концепція навчання іноземних мов у середній загальноосвітній 12-річній школі./English №6, February 2004, pp.3-8.

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