Analysis on Project-based English Teaching in Primary Schools

2021 ◽  
Keyword(s):  
Primary Schools ◽  
English Teaching

scholarly journals Uses of ICT in English Teaching in Primary Schools in Wei Nan City, China

2013 ◽  
Vol 3 (4) ◽  
pp. 78
Author(s):  
Rahmad Sukor Ab Samad ◽  
Kazi Enamul Houque ◽  
Ma Yu ◽  
Abdul Jalil Othman ◽  
Mohamed Iskandar Rahmad Sukor ◽  
...  
Keyword(s):  
Primary Schools ◽  
English Teaching

scholarly journals Situational Language Teaching Approach to Oral The English Teaching in Primary Schools

2018 ◽  
Vol 6 (9) ◽  
pp. 84-90
Author(s):  
Junying Zhang
Keyword(s):  
Primary Schools ◽  
Language Teaching ◽  
Teaching Approach ◽  
English Learning ◽  
English Teaching ◽  
Teaching Efficiency

This paper aims at analyzing some applications of Situational Language teaching to the oral English learning in primary schools. Through this study, teachers could get some advice and improve their oral English teaching efficiency.

scholarly journals Developing Grades 1-6 Teachers’ English Communication Skills and English Teaching Techniques Using Training and Coaching in Lop Buri Thailand

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Kanya Kongsoongnoen
Keyword(s):  
Communication Skills ◽  
Primary Schools ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Teaching Techniques ◽  
English Teaching ◽  
English Class ◽  
Medium Level ◽  
High Level ◽  
Coaching Approach

<p>The purposes of this research were (1) to develop English for communication skills for grades 1-6 teachers, 2) to develop the teachers’ English teaching skills, and (3) to increase the students’ English Achievement.  The participants were 15 teachers with no degree in English from 14 small size primary schools in Lop Buri province Thailand. The 30 hour English communication and 30 hour English teaching training were provided to the teachers. School visits with Coaching approach were applied for supporting their teaching at schools as well as teaching materials the teachers needed. A questionnaire comprising both open and closed-ended questions was used to evaluate the teachers’ teaching. The interview questions and the teachers’ reflection form were conducted for collecting their perception on the project, percentage and mean were applied to analyze quantitative data whereas content analysis was conducted for qualitative data.</p><p>The findings showed that the teachers’ English for communication skills and English teaching skills were increased. The teachers’ English communication skills and their teaching skills were higher than before whereas their teaching application was at a medium level. Fifty percent of the teachers’ teaching skills were at a high level while 20% barely applied their teaching experience they received from the training and coaches. One hundred percent of the teachers agreed that the project was the most useful for them and many highlighted that they’d immensely learned teaching techniques and just realized that they could make their English class interesting for the students because they felt confident after the training. However, a few teachers had no chance to teach English because their schools had someone qualified to teach instead.</p>

scholarly journals KENDALA PENGAJARAN BAHASA INGGRIS DI SEKOLAH DASAR (PROBLEMS OF ENGLISH TEACHING IN ELEMENTARY SCHOOL)

2018 ◽  
Vol 3 (2) ◽  
pp. 244
Author(s):  
Rina Listia Sirajuddin kamal
Keyword(s):  
Elementary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Modern World ◽  
English Teaching ◽  
Young Learners ◽  
The Government ◽  
Set Up

AbstractProblems of English Teaching in Elementary School. The Indonesian government hasacknowledged the importance of English by putting it into the education system for fivedecades. English has been integrated to secondary school for a long time. The Englishlanguage is exerting even stronger influence in the modern world and has become aninternational language. There are also advantages of introducing a foreign languagefor young learners. The government of Indonesia has therefore set up the policy tointroduce English language in primary schools. This policy is optional. It depends onschool and community demands. The government does not provide teachers andcurriculum. Schools and community are in charge to provide teachers, curriculum andfacilities. Teachers are one of the most important parts in the discourse of educationand the process of teaching and learning in schools. It was this that interested to researchtheir perceptions of English language teaching for primary students.Keywords: english for young learners, teachers’ perception, teaching constrainstAbstrakKendala Pengajaran Bahasa Inggris di Sekolah Dasar. Pemerintah Indonesia telahmengakui pentingnya bahasa Inggris dengan menempatkan ke dalam sistem pendidikanselama lima dekade. Bahasa Inggris telah diintegrasikan ke sekolah menengah untukwaktu yang lama . Bahasa Inggris yang mengerahkan pengaruh yang lebih kuat didunia modern dan telah menjadi bahasa internasional. Ada juga keuntunganmemperkenalkan bahasa asing untuk pelajar muda. Oleh karena itu, pemerintahIndonesia telah menyiapkan kebijakan untuk memperkenalkan bahasa Inggris disekolah dasar. Kebijakan ini bersifat opsional. Hal ini tergantung pada tuntutan sekolahdan masyarakat. Pemerintah tidak menyediakan guru dan kurikulum. Sekolah danmasyarakat bertanggung jawab untuk menyediakan guru, kurikulum, dan fasilitas.Guru adalah salah satu bagian yang paling penting dalam wacana pendidikan danproses belajar-mengajar di sekolah. Inilah yang menarik untuk meneliti persepsi merekatentang pengajaran bahasa Inggris untuk siswa SD.Kata-kata kunci: bahasa Inggris untuk pelajar muda, persepsi guru, mengajarconstrainst

scholarly journals On the Application of Game in Primary School English Teaching

2019 ◽  
Vol 3 (2) ◽  
pp. p202
Author(s):  
Song Jing ◽  
Zhu Fangrui
Keyword(s):  
Primary School ◽  
English Learners ◽  
Primary Schools ◽  
Teaching Method ◽  
Teaching Methodology ◽  
Exploratory Research ◽  
Negative Effects ◽  
English Teaching ◽  
Advantages And Disadvantages ◽  
English Literacy

In our country, English teaching has always played an important role in primary school, middle school and even higher education. Especially in primary school, it is essential to cultivate students’ basic English literacy so as to lay a solid foundation for students’ English learning in the future. However, there are many problems in the process of English teaching in primary schools. A dramatic shift in the traditional notion of primary English teaching, especially the English teaching method, is unavoidable. Additionally, it is sensible to put game into practice. Based on the analysis of current problems existing in primary English teaching as well as its negative effects from the outset, this paper demonstrated the advantages and disadvantages of games in English teaching. It also studied the effective use of games in primary English classes. By adopting the ways of literature research, exploratory research and cases study, this paper provided more options and inspirations for English learners. What’s more, the student’s learning effort and interests will be driven by both game application and proper teaching methodology.

scholarly journals Exploration and Practice of the Integration of Curriculum Ideology and Politics with Middle School English Teaching

2021 ◽  
Vol 17 (1) ◽  
pp. 18
Author(s):  
Wang Juan ◽  
Ji Chunping ◽  
Zhou Haiyun ◽  
Zeng Yuxin ◽  
Zhao Yinglian
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
Primary Schools ◽  
Curriculum Standards ◽  
Curriculum Content ◽  
English Teaching ◽  
Teaching Objectives ◽  
Teaching Content ◽  
Middle School English

There is no platform and mechanism for the integrated construction of curriculum content. This is reflected in the layout of the syllabus, curriculum standards, teaching objectives, and teaching content of universities, middle schools, and primary schools, and the overall arrangement has not yet been formed. Secondly, the content of ideological and political courses is duplicated. Third, there are gaps in the content of ideological and political courses. Finally, the content of ideological and political courses is inverted. Although the content of the ideological and political course as a whole embodies the line of understanding from low to high, from concrete to abstract, the phenomenon of abstract in primary schools and normative and concrete in universities still exists to varying degrees.

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