How would you act on pupils who are not interested in learning English?

Give an example addressed to children of the third level of Primary

School. Reason your answer.
The practical case I am going to develop is related to topic 21 as regards
methodology with students who are not interested in learning English.
As our current legislation Lomce 8/2013 and more specifically our Decree
108/2013 pinpoint that we should bear in mind our students characteristics to
adapt the teaching/learning process to our class and reach successfully our
pupils get a B1 level in the English language as the Council of Europe also
highlights.
In this case, we are dealing with learners on sixth course of Primary
Education. They are in groups of four which favours working individually, in
pairs, or small groups.
The first thing we should consider when dealing with these kind of
students is that of motivation. To motivate these pupils, we should know as
much as possible about their interests. A good resource we can take advantage
of is the use of KWL charts. When we start a new unit, for example Animals,
we write in a first column what our students already know about the topic
(vocabulary: dog, horse, lion...) or anything they could know like that there are
pets and wild animals. Then, in a second column, we write about what our
students want to know or what they expect to learn in this topic, for example:
we want to learn about sea animals and finally, at the end of the topic, we ask
our students what they have learnt and we would write in the third column their
answers. This way, with CLIL activities, they would be learning and using
English at the same time they learn about things related to their interests.
It is also important to bear in mind the theory of Multiple Intelligences of
Gardner because in our class some students will develop some intelligences
more than others. It would be useful to take this into account and for example,
when doing simple projects, like for example about Cricket, the British National
Sport, we can make groups and design an specific task to each one according
to their characteristics and their likes. For example look for information and write
it to the student with a linguistic intelligence, measures and dimensions of the
pitch (mathematical intelligence), what countries this game is the national sport
in (spatial intelligence), to expose the project (intra-personal intelligence) and
playing a cricket match in accordance with the P.E. teacher (kinesthetic
intelligence).
We should not forget to foster the use of the new technologies and a
great amount of resources like flashcards, board-games, cards, storybooks,
songs, etc. in class. TICs are a good resource to call pupils attention using
web pages, blogs or online games. Comic life would be a good online
resource where students design their own comics and write their own dialogues
or stories.

Besides, facing restless students, the use of dynamic activities through

the use of Ashers Total Physical Response Method will allow our students
move around the class when following instructions or miming.
With all these activities and strategies described above, we do not only
work the English language and the teaching of other contents through the
foreign language but we also contribute to develop some Key Competences like
learning to learn or Entrepreneurship Competence (they can share or sell their
comics) apart from Linguistic, Artistic or Digital Competences.
As a conclusion, when dealing with students who are not interested in the
foreign language, we can use their interests to motivate them. Furthermore, the
use of great amount of resources (TICs and materials) and activities will avoid
our students being bored in class. Gardners Multiple Intelligence and Ashers
Total Physical Response Method will help us adapt our teaching to our
students characteristics and create a good communicative atmosphere, making
all the learners participate actively in the teaching learning process.