小學英語教學中的多媒體應用

畢業(yè)論文(設計)PAGEPAGE1MultimediainEnglishTeachinginPrimarySchools1.Introduction 12.Thehistoryofmultimedia-assistedteaching 33.Themultimedia-assistedteachinginprimaryschools 53.1Thedefinitionofmultimedia 53.2Thecharacteristicsofmultimedia-assistedteachingmode 63.2.1Learner-centeredness 63.2.2Comprehensiveinput 73.2.3Variouslearningresources 73.2.4Focusingonlanguageskills 83.3Theadvantagesofusingmultimediaasassistanceinprimaryschools 83.3.1Excitingstudents’interestinlearning 103.3.2Enrichingclassroomcontents 113.3.3Givingfullscopetothecognitionofstudents 123.3.4Creatinglife-likesituationtotrainstudents’speakingabilities 123.3.5Conveyinginformationquicklyandeffectively 133.3.6Improvingteachingquality 143.4Thecurrentsituationofmultimedia-assistedteachinginprimaryschools 153.4.1Teachers’thoughtsonthemultimedia 153.4.2Theenjoyment-proneofthemultimediaclass 153.4.3Lecture-likeclass 163.4.4Themisunderstandingstowardsmultimedia 164.Suggestionsonmultimedia-assistedteaching 174.1Changingteachers’opinionsandtrainingtheirabilityonoperatingmultimedia 174.2Strengtheningtheintegratingofteachingcontentsandmultimedia 184.3Combiningtraditionalteachingwithmultimedia-assistedteaching 185.Conclusion 20References 211.IntroductionItisuniversallyknownthatEnglishisthemostwidelyusedlanguageintheworld.Owingtotheglobalization,theEnglishlanguageisveryimportantininternationalcommunication.Therefore,Englishteachingishighlyregardedinmoderntimes.Becauseofitsuniversalityandsignificance,theEnglishlanguageistaughtastheforeignlanguageorthesecondlanguageinmostnon-English-speakingcountriesallovertheworld.However,Englishteachinginnon-English-speakingcountriesfacesmanytroubles.AlargenumberofstudentscouldnotbeactivatedinEnglishlearning.Manystudents,especiallystudentsinprimaryschools,losetheirinterestsattheinitialperiodbecauseoftheboringlearningconditionandatmosphere.TherepresentativeofCognitivepsychologyJ.S.Bruner(citedinNet.7)said:“Thebeststimulusforlearningistheinteresttotheteachingmaterials.”Tothestudents,especiallytheprimaryschoolstudents,“interest”willdirectlyaffecttheirstudyeffect.It’snecessarytostimulateprimaryschoolstudentsbecausetheyareataspecialage.Theyarecuriousandlively.Amonotonousclassalwaysmakesthemlearnnegativelywhileavividclasswithappropriateteachingaidswillbebeneficial.Therefore,inEnglishteaching,theteachingaidisunavoidable.Human’sunderstandingisfromvividdirectviewingtotheabstractthought,andfromabstractthoughttopractice,therefore,teachingmuststrengthentheimagetobedirectviewing.Vividdirectviewingisthefirststepforstudentstolearntheknowledge.Theperceptualknowledge,whichthestudentsgetfromvision,isthefoundationoftheirdevelopingtotherationalknowledge.Atthesametime,thedirectviewinginteachingalsocanturntheabstractthoughttoconcreteimage.Iftheteacherappropriatelyutilizestheteachingaidintheclassroom,itcanstrengthentheteachingdirectviewing,enhancetheclassroom,increasetheknowledgedensity,breakthroughthedifficulties,giveprominencetothekeypoints,reducetheburdenofstudentsforrememberingandunderstanding,andenhancethestudents’interest.TheteachingaidisanimportantstudyresourceanditplaysanimportantroleinEnglishactivity.Withthedevelopmentoftechnology,themultimediatechnologyhasprogressedbyleapsandbounds.Andwiththerapidprogress,ithasbecomeateachingassistanceofEnglishteaching.Withthemultimediatechnology,teacherscanmaketheclassroominstructionvividandlovely.Throughmultimediateacherscanmakeabettereducationalproductbyputtingcharacters,charts,sounds,cartoons,images,etc.together.InEnglishclassinprimaryschool,whenteachersusethiskindofscene,itcangreatlyincreasethestudents’interestandimprovetheirabilitytoacceptnewthings.MultimediateachingTechnologysubstitutesstatic,stiffteachingaidswithpicturesandtexts,soundsandimages.Italsohasauniquefunctiononthestudents’imagination.TheapplicationofthemultimediahasalreadyexertedanenormousinfluenceontheEnglishteaching.2.Thehistoryofmultimedia-assistedteachingDuetotheimpactandinfluenceofinformationtechnologyonsocietyandeducation,computer-assistedlanguagelearningisbecomingthetrendinforeignlanguageteaching.ComputerswereusedforlanguageteachingbyR.LastandG.Davisin1960’s.AccordingtoZuoHuanqi(2002,citedinNet.7),thehistoryofcomputer-assistedlanguagelearningcanbedividedintothreemainstages.First,inthe1960'sand1970'sthefirstformofcomputer-assistedLanguageLearningfeaturedrepetitivelanguagedrills,theso-calleddrill-and-practicemethod.Itwasbasedonthebehaviorismlearningtheory.Thecomputerwasviewedasamechanicaltutorthatnevergottired.Second,inthe1970’sand1980’s,cognitivepsychologyprevailed.Thetheorywhichusedinthecomputer-assistedlanguagelearningwasfrombehaviorismlearningtheorytocognitivetheory.Thisformofcomputer-basedinstructioncorrespondedtocognitivetheoriesthatrecognizedthatlearningwasacreativeprocessofdiscovery,expression,anddevelopment.Themainframewasreplacedbypersonalcomputersthatallowedgreaterpossibilitiesforindividualwork.Third,inthe1990’stheteachershavemovedawayfromacognitiveviewofcommunicativelanguageteachingtoaconstructiveviewthatemphasizesreallanguageuseinameaningful,authenticcontext.Computer-assistedlanguagelearningseeksbothtointegratethevariousskillsoflanguagelearning,includinglistening,speaking,writing,andreading,andtointegratetechnologymorefullyintolanguageteaching.Tothisendthemultimediaprovidesarangeofinformational,communicative,andpublishingtoolsthatarepotentiallyavailabletoeverystudent.Multimediareferstocommunicationfrommorethanonemediasourcethatusestext,audio，graphics，andanimatedgraphics.Multimediatechnologyallowsavarietyofmedia,suchastext,graphics,sound,animation,videoandetc.tobeaccessedonasinglemachine.Itisappearingandusedintheforeignlanguageteachingasanewtechnology,whilethepresentforeignlanguageteachingisdevelopingcontinuously.Thecharactersofmultimediatechnologywillholdanimportantposition,whichcan’tbesupersededinthefieldofforeignlanguageteaching.Itisplayinganimportantrole,whoseadvantageswillbemoreandmoreobviousdaybyday.Themultimediaresourcesarealllinkedtogetherandthatlearnerscannavigatetheirownpathsimplybypointingandclickingamouse.Itiscertainlymultidimensionalandhasgreatpotentialforinvolvingtheuser.Thus,multimediatechnologies,whichcanprovidestimulatingandinteractivetolearners,canhelpteachersimprovethequalityandtheappealoftheirinstruction.Itcanrevealtheteachingcontentsvividly,widenthestudents'knowledge,expandtheinformationcapacityoftheteachingeffectively,andenhancetheteachingefficiency.3.Themultimedia-assistedteachinginprimaryschools3.1ThedefinitionofmultimediaThetermMulti-Media,whichwasusedduringthe1970’stodescribeaparticulartheater-basedfilmandslide-showcollageexperience,hasnowbeenshortenedtojusttheword“multimedia”.Fromthemid80’sthroughthelate90’s,theprevalentmeaningofmultimediawasacategoryof“authoring”softwarewithouthavingtohaveadvancedprogrammingskills.Now,thetermmultimediadescribesanumberofdiversetechnologiesthatallowvisualandaudiomediatobecombinedinnewwaysforthepurposeofcommunicating.Applicationsincludeentertainment,educationandadvertising.Multimediaoftenreferstocomputertechnologies.Multimedia,whichischaracterizedbyacombinationofgraphic,textual,audioandvideofunctions,providesuswithamoreeffectiveapproachtoEnglishteaching.Ithastwoconspicuousfunctions:oneisthatitisacombinationofsounds,picturesandwordswhichcanmakethetextcontentsmoresimpleandeasiertounderstand;theotheristhatithasgreatinteractivitywhichpavesawayforexploringstudents’creativityandimagination.3.2Thecharacteristicsofmultimedia-assistedteachingmodeUnderthetraditionalEnglishteachingmode,Englishcannotbeusedforcommunication.Multimedia,asanewtechnology,canprovidetext,graphics,audio,video,etcandcombinereading,writing,speakinginasingleactivity.ItisaremedyforthedefectsoftraditionalEnglishteachingmode.ComparedwithtraditionalEnglishteachingmode,multimedia-assistedteachingmodehasthefollowingobviouscharacteristics.3.2.1Learner-centerednessTherelationshipbetweenteachersandstudentsisnolongersubordinate.Theteacherisnotregardedastheauthorityorthemodelforstudentstofollowanymore.Theclassisplannedandorganizedaccordingtothestudents’need.Thatiswhattoteach,whentoteachandhowtoteacharemadewithreferencetothestudents.Studentshavebecomeactiveparticipantsinlearningandareencouragedtobeexplorersandcreatorsoflanguageratherthanpassiverecipientsofit.Theycanactivelychoosewhattolearnandlearnthemintheirownwayandattheirownpace.Theroleoftheteacherisalsochanged.TheteacherisnotadirectororadominatorbutafacilitatorwhoassiststhestudentstodevelopanaturalcapacitytocommunicateinEnglish.Inotherwords,theteacheristheorganizer,tutorandcooperator.Itmeansthatteacherisequaltothestudents,isoneofthemembersoftheclass.3.2.2ComprehensiveinputMultimedia,asanadvancededucationaltechnology,providesmoreaudio-visual-textinformation.Thatis,peoplecangettheinformationbydifferentsenses,suchasbysightsenseandhearingsenseatthesametime.Furthermore,multimediaprovidesthepossibilityofcreatingmoreauthenticlanguagesituations,forlisteningiscombinedwithseeing,justliketherealworld.3.2.3VariouslearningresourcesComparedwiththetraditionallearningresources,whichonlyhastextbooksandtapeforstudentstolearningEnglish,multimedia-assistedteachingcanprovidestextbooksandtapes,videotapes,audio,etc.Thesethingscanmaketheclassmoreinterestingandlively.3.2.4FocusingonlanguageskillsThetraditionalEnglishteachingonlyfocusesonreadingandwriting.Buttheteachingwhichusesmultimediaasassistancefocusesonreading,writing,listeningandspeakingtogether.Thiswayofteachingisgoodforstudentstodeveloptheiroverallabilities.3.3TheadvantagesofusingmultimediaasassistanceinprimaryschoolsMultimediaisthelatestformoftechnology,whichallowsinformationtoberelayedbytwoormoremediainamulti-texturalenvironmentusingtexts,graphics,sound,animationandvideo,capableofproducinganoutputthatappealstothedifferentsenses.Theoutputprovidesarichandfascinatinglearningenvironmentwhichismuchneededinlow-motivatinglanguageclassestomakelearningmoreattractiveandeffective.Thisisbecausemultimediaisabletocreateandmanipulatecreativelytheseparatemultiplemediaofvideo,audio,texts,andgraphicsintoasingle,unifiedandcomputer-controlledentity.Multimediaadditionallyprovidesafurtherandmorepowerfuldimensiontocommunicationwhenthecontrolandmanipulationofthismeaningfulinformationispassedintothehandsofthelearner.Theabilitytointeractwiththesecommunicationelementsviainteractivemultimediaallowslanguagelearnerstoexplore,discover,ponder,search,question,answerandreceivefeedback.Themultimediatechnologyishigh-techmethodtoadministertheteaching.ItisnecessarytoutilizethisnewmethodinEnglishteaching.ThepsychologistTreicher(citedinZhouying,2005)madeanexperimentabouttheoriginoftheinformationthathumanhasgot.Theexperimentprovedthat,83%ofinformationcomesfromvision,11%comefromhearing,3.5%comefromsmell,1.5%comesfromtouch,and1%comesfromthetaste,sotheinformationthatcomesfromvisionandhearingis94%.Thepsychologistconfirmed,itneeds10secondstoidentifyonethingwiththepuremarkorthewriting,onlyneedshalftimewiththedrawing,andonlyneeds1/3timewiththelifelikeimage.Theotherexperiment(Treicher,citedinZhouying,2005)isaboutmaintaininginformation.Theresultisasfollows:generallyspeaking,peoplecanremember10%ofwhattheyread,20%ofwhattheyhear,30%ofwhattheysee,50%ofwhattheyseeandhear.Andiftheytalkwithothers,theywouldremember70%ofwhattheythemselvesjustsaid.Balatova(citedinNet.7)suggeststhatunlikeastudent,wholistenedinsoundonlyconditions,theuseofvideoandsoundconditionsweremoreconsistentintheirperceptionofthestory,inthesensethatdifficultandeasypassagesformedapattern.Theapplicationofmultimediaisadvantageousfordevelopingthestudents'intelligence,abilityandimprovingtheirquality.Withtheextraordinaryperformanceofsurmountingthespaceandtime,multi-mediagreatlystrengthensthestudents'understandingabouttheabstractanditsprocess,thusintroducestheclassroomteachingabrand-newboundary.ThefollowingsaresomeadvantagesofthemultimediaalongwithexamplesintheEnglishteaching.3.3.1TheEducationalistB·A·Cyxomjnhcknn(1960,citedinQingRuifeng,2005)thinksthatifeducationdidn’tbringabouteverythingpossibletomakesastudentbeinhighspiritswithintelligencestateinspiredwithenthusiasm,butamentalworkwithoutemotion,thenstudentswillbefatigued.TheEnglishcoursemissionintheprimaryschoolistoarouseandtrainstudents’interestinstudyingEnglish,getefforttomakestudentskeepenthusiasminstudyingEnglish.ThisisoneofthepremiseswhethertheEnglishstudyofthestudentscangoonsmoothly.Ifthestudentsareinterestedinlearning,theywon’tfeelthatlearningisaburden,butbeactiveandabsorbedinlearning.Accordingtothepsychologicalcharacteristicoftheprimaryschoolstudents,theyliketomovebutnotsitquietly.However,theEnglishcontentandmotionlesspicturecan’tarousestudents’interest.InEnglishteaching,usingmultimediaasassistancecanmakethecontentmorevividly.Thecombinationofvideoimages,audio,graphicsandtextcanattractstudents’attentionandinterest.Therefore,makingfulluseofmultimediatechnologycanshowsomenewwords,stereos,anddialogues,whichcanmakestudentsplacethemselvesintheenvironmentofthelanguage,andexperienceactualapplicationofEnglish.Forexample,Englishvocabularyhasbeenadifficultpointfortheteacherstoteachandforthestudentstolearn.Manystudentsrecitethewordsbyrote,buttheresultisnotsatisfactory.Whenteachingthevocabulary,teacherscanusethemultimediatopresentdifferentwordsbydesigningandmanufacturingpictures,text,sound,andimage.Theagileandflexibletrainingmethodscanbringthestudents’organsintoplay,suchaseyes,ears,brain,mouth,handsandetc.Sothatstudentscangetavividvisualimageandimpression,produceastronginterestinlearning,increasetheenthusiasmandmotivationoflearningvocabularyunconsciously.Primaryschoolstudentslearnthingswhileplaying,soteacherscanaccomplishthetaskofteachingeasilyanditiseasyforstudentstoacceptandrememberitfirmly,too.3.3.2EnrichingclassroomcontentsMultimediaprovidestheextremelyadvantageousphysicalconditionfortheforeignlanguageteaching,andprovidesthebrand-newteachingwaysforustoovercomethetraditionalteaching’sshortcomings.Ittransformstheabstract,aridcontentsintothevisual,interesting,visiblecontents,whichbecomesthedevelopingtendencyofEnglishteaching.Itnotonlyraisesstudents'interesttostudyEnglish,butalsoprovidesthedirect-viewingsceneforstudentstounderstandwhenrunupagainsttheabstracttexts.Themultimediaformatscapturechildren’sinterestsandprovidesinformationintheformofsoundandmovingimagesthatisnotavailableintextbasedproblemsandstories.Allofthesewillbefavorableforthestudentstoimprovetheirfacultyofobservingandmentalvitality.Thenwiththeteachers'guidanceandexplanation,thestudentswillobtainacomprehensivemainimage,thusformaconcepttocompletethelearning.Forexample,whenteachingacustom,teacherscanusemultimediatoshowthehistoryandotherinformationthatthebookdoesn’trelatedtostudents.Then,studentswillknowmoreknowledgeaboutthatcustom,andtheywillfeelgreatinterestinit,andthenmastertheknowledgeeasierandbetter.3.3.3GivingfullscopetothecognitionofstudentsThelanguagestudyisaprocessthatneedsmassivepractices.Thestudentsarerequestedtolistenandtalkunceasingly.Accordingtothedifferentcapability,thestudentswouldpossiblyliketohavepracticeindifferentlevels.Butateacherishardtosatisfyallstudents'requestinthetraditionalteachingway.Themultimedia’sinteractivestudysystemcanprovidetheprompt,effectivehelptothestudents'study,andprovidethedifferentpracticeforthedifferentstudents,andthenallofthemcancontroltheirstudyprocessunderthecomputer'ssuitableguidance.Thiskindofinteractiveteachingcanmaintainthestudents'interest,andcreatetheadvantageousconditionforthemtoparticipateinitiatively,whichhasmanifestedstudent'scognitiontruly.Forexample,whenteachinghowtodescribeaplace,teacherscanfirstlyconductsomeusefulphrasestostudentsandanalyzeanexampletoraisetheirinterest.Thenaskthemtofindsomematerialsafterclasstotraintheirindividualability.Andfinallybothofthemwillderivesatisfactionfromconstructingaworthwhileproductasevidenceoftheircreativityandknowledge.3.3.4Creatinglife-likesituationtotrainstudents’speakingabilitiesSpeakingisveryimportanttoEnglishlearners.However,innon-English-speakingcountries,manystudentscanreadandwritebutcannotspeak.Theyarelackoflife-likecircumstanceofEnglishspeaking.It’snecessarytostrengthenthetrainingofspeakingandcreatecircumstancetoenablestudentsspeakingmoreoften.However,thestudentsinourcountrylackacertainlanguageenvironmenttostudyEnglish,andtheopportunitytohavepractice.Thetraditionalpracticalteachingsonlypaygreatattentionstothewords,thesentencespatterns,butneglecttheirconcreteapplication.Therefore,manystudentscangethighscoresinrelationtothebookknowledge,butfailtomigratethisknowledgetothepracticallife.Applyingthemultimedia,teacherscansimulatethesceneofthereallifeintheclassroom,whichnotonlyshortensthedistancebetweenteachingandreality,providestheopportunityforstudentstoinvolvethemselvesinEnglish,butalsosatisfiestheircuriosity,activepsychology,andtheirdesiretoexpress.Undoubtedly,thiskindofstudypromotestheunderstandingofknowledgeinthecertaindegree,andimprovesstudents'speakingabilities3.3.5ConveyinginformationquicklyandeffectivelyUsingmultimediaistoconveyinformationquicklyandeffectivelytoallstudentsandkeeptheminterestedinlearning.Themultimediateachingcanmakethecontentofcoursesmoresubstantial.Andthestudentswilltakeamoreactiveroleinlearning.Intextreading,teacherswhoteachintraditionalwayswouldaskthestudentstoreadthetextfirst,andthenwillteachthegrammarorstructureinthistext.Butcomparedwiththisway,iftheteacherusesthemultimediatools,thelessonwillbecomemoreattractive.Theteachercanintroducemoreknowledgeaboutthecontent.Whenteachingthewordsandphrases,teacherscanshowstudentspictureswhicharerelatedtothewordsandcomputeranimationthatisrelatedtophrases.Withthemultimedia,thereisalsononeedtowritesomuchontheblackboard.Itwillsavemuchtimetomaketheteachertodomoreimportantthingsinclass:todesignsomeactivities,toseewhetherstudentshavereallygraspedtheknowledgetheyshouldlearn,toexplaindifficultparts,topracticespokenEnglishbygivingthemsometopicstodiscussorbydoingotherthingssuchasrole-playing.Inthisway,studentscanreallygraspandusethelanguage,andfinallyrealizethegoaloflanguagelearning--touseitfreely.3.3.6ImprovingteachingqualityTraditionalEnglishteachingisthatteachersinstructthespokenlanguageofstudentsdirectly.Thiskindofreadinghasbeeninfluencedbyteachers’levelandstudents’abilitytoacceptthings.Itisdifficultforstudentstorememberandtorepeatthelongtext.Butitismuchsimplertousethemultimediacoursewaretosolvethisproblem.Thedemonstrationofthemultimediavideosystemletstudentsexperience,makekeywordsandphrasesjumpout,addsomelivelyarrows,movingconstantly,andaddsomemusictohavestudentsentertheartisticconceptionunconsciously.Therefore,thetaskcanbefinishedsmoothlyanditcanalsostrengthenthestudents’confidence.TheuseofthemultimediatechnologyinEnglishteachingcanoptimizethestudents’abilitiesoflistening,speaking,readingandwritingandfinishtheteachinggoalbetter.TheauxiliaryteachingofmultimediaisanimportantwaytooptimizetheEnglishteachingresults.Whilehandlingclasses,teacherscanusetheteachingmethodofthemultimediaactivelytoimprovetheteachingqualityofEnglish.Butitcan’tbeabused.Teachersmustchooseandusetheaudio-visualeducationprogrammediarationallyaccordingtothecontentsofthetext,sothatteacherscanachievethegoalofoptimizingEnglishteaching.3.4Thecurrentsituationofmultimedia-assistedteachinginprimaryschools3.4.1Teachers’thoughtsonthemultimediaSometeachersthinkthattraditionteachingisgoodenough.Studentsstilllearnwellwithoutmultimedia.Thereisnoneedforteacherstohavemultimedia-assistedteaching.Someteachersthinkthatitisbettertohavemultimedia-assistedteaching,yettheydon’tknowhowtooperatethemultimediaortheycan’toperatethemultimediaskillfully.3.4.2Theenjoyment-proneofthemultimediaclassWhiledesigningandusingthecourseware,theteacheralwaysignorestheregularityoftheintentionalattentionandtheunintentionalattentiononthepsychologicallevelbecauseoneisconcentratedonpursuingtheabundantaudio-visualandcartooneffects.Anditoftenmakesstudentsdistributemostoftheirattentionintopicturesonthescreensoastodistracttheirattentionformtheteachingcontents,whichembodyinthepicturesofthescreen.Thus,theteachingeffectivenessisbad.3.4.3Lecture-likeclassOneofthemultimediafunctionsistostimulatethestudents’interest.UsingmultimediainEnglishteachingisaneffectivewaytohelpstudentsonstudy.Multimedia-assistedteachinggreatlyexpandsthetraditionalteachingwhichisthemodeofusing“apieceofchalk,awallchartandawrittenontheblackboard.”Withasectionofflashanimation,videoorpicturedecomposition,thewondersoflogicalargumentswillbeexplainedwitharesultofgettingdoubletheresultwithonlyhalftheeffort.However,infact,theresultofusingmultimediaasassistanceisnotsosatisfactory.Manyteachersjustshowtheoutlineofthecontentonthescreenwiththesoftware,lackingofpictures,necessaryanimationandvideoscenes.The“l(fā)ecture-like”teachingisjustthesameasthetraditionalteaching,orevenworse;thistypeteachingcaneasilycausevisualfatigue.3.4.4ThemisunderstandingstowardsmultimediaMultimediaisonlyassistanceinEnglishteaching.Theteacherplaysaleadingrole.Butsometeachersthinkthatmultimediaisomnipotent.Regardlessofthesentence,newwordsorpractice,theyallusemultimediainsteadofblackboard.Intheiropinion,abook,apieceofchalkandcontinuousspeakingoftheteacherisoutdated.Theteachingprocessofthewholeclassisademonstration,broadcastprocessofcourseware.Coursewaresupportingteachersischangedtoteacherssupportingcourseware.Theteachers’leadingroleisignored,andthestudentsareinastateofpassiveacceptance.Inthisway,it’seasytobeinthe“electronicirrigation”teaching.Teachingisthecommunicativeactivitiesbetweenteachersandstudents.Ifteachingreliesonmultimediatoomuch,onlyfocusesonman-machine,theinteractionbetweenteachersandstudentswillbeignored.4.Suggestionsonmultimedia-assistedteaching4.1Changingteachers’opinionsandtrainingtheirabilityonoperatingmultimediaEnglishisthemostpopularandwidelyusedlanguageintheworld,soit’sveryimportanttolearnEnglishwell.Teachersandtheleadersofprimaryschoolsshouldchangetheiropinionsth