Methodological recommendations for the integration of the English language in the pre-school educational process

1. COMENIUS PROJECT „ENGLISH LANGUAGE INTEGRATION
IN THE PRE-SCHOOL GAME LESSONS”
2013-1-LV1-COM06-05409 1
Methodological recommendations for the integration of the English
language in the pre-school educational process
SALASPILS 2015

2. Bilingual methodology is used to integrate English language in the pre-school game-
lessons. Training and educational processes, as well as communication is being held
simultaneously in two languages. At the same time the use of two languages in the learning
process emphasizes and explains the cultural identity of the two nations, promoting mutual
understanding and respect. In addition, the mainstream principle is complied by implementing
tasks throughout the day.
Integrating English language in the pre-school education process, the emphasis is
placed on the basic communicative competencies, as a natural language acquisition at this age
is more important than academic exercises. Children at this age learn by doing (playing), and
one should not forget about it, integrating English language.
A wise, stimulating and enriching cocktail of techniques, activities, procedures is a
successful answer for the way in facing the process of teaching and learning.
It is taken into consideration that methodological approaches are only tools. Their
effectiveness depends much more on the teachers' interpretation. Teachers do not depend on
methods; they are perfectly able to use them flexibly to suit their teaching context. In other
words, there is no ideal method, neither approach, nor a book, but the interaction of many
different parts which work as a puzzle items to complete the whole picture of teaching a
foreign language.
Activities are simple and short. Children’s attention is not sustained over long time, it
is easy to distract them, and so the teacher is doing everything to attract children's interest.
Children cannot sit for a long time in one place, so the work is planned with the ability to
move around the group space.
All activities are organized, ranging from the simplest and moving to more complex
and abstract concepts.
The children have the possibility of choosing from a large array of activities thus
spontaneously gaining new ideas, concepts and knowledge.
An individual approach to each child is used, according to his knowledge and interest
level. Thus enabling children to develop language skills at different levels and contributing to
its development.
Motivation is one of the most important parts of the learning process, children are
motivated, encouraged and supported, it helps to successfully learn the language and create a
positive attitude towards it.
This material summarizes methodological recommendations for the integration of
English language in the pre-school educational process developed by project partners from
Latvia, Poland, Romania, Hungary, Spain, Italy and Turkey.

3. English language learning methods and techniques:
1. Rhymes
 Children really like rhymes, they are fun, they are easy to remember because they are
short and rhythmic, a child who has learned rhymes already does speak English, not
only knows a few words, it motivates the child.
 It is important to create a rhyme stocks, one or just a few are quickly getting
preschoolers bored. Therefore every week children are introduced to some new
rhymes.
 When telling rhymes, attention should be paid to the expression of the voice and body
language.
 It is important to adapt to the pace of the child, children need many repetitions until
they memorize the text of the rhymes, children should not be rushed.
 The teacher slowly counts the rhyme, playing through the activities of the rhyme,
illustrating the meaning of the action, certain images or objects. If rhyme has no
concrete action, then it is to invent simple actions as physical participation helps to
remember better, that also allows you to feel good. The teacher emphasizes the
important words, as well as the words that make up the rhythm and, where necessary,
whispers the translation.
 When the rhyme is well known, children can run it through the round, that is to say,
every child recites over the row or word.
 When children have learned a number of rhymes, teacher can organize performances,
calling parents or other children and teachers.
2. Musical games: listening to music and singing songs
Music helps motivating the children, it is easier to remember the words of the song, the music
and rhythm helps. Music helps children to learn English.
 It is important to choose both rhythmic and melodic songs with the text appropriate to
the children's level of knowledge, so the children sing songs with interest
 Before starting to teach children a song in English, the children are listening to this
song as listening material. After listening to the songs teacher interprets the content of
songs for children, explains every word, emphasizing the words and / or phrases,

4. which are intended to acquire, and then pronounces words with the children.
 Teacher teaches a new song a'capella. The song is sung by a voice – a principle of an
echo, focusing on singing melodies and words. If some words won’t sound correctly,
they are repeated several times.
 To make learning more interesting for children, it is continued with the
accompaniment. Teacher proposes to sing songs accompanied by movement, rhythm
games or instrumental accompaniment.
 The teacher gives parents information on sources where they can find songs that
children learn, so that children can sing those songs at home.
3. Dramatization and theatricality games
 Teacher stages a performance in English or with English elements with children
involving acquired songs, games and rhymes.
 The teacher reads the story for children in English. The teacher discusses with the
children what they have learned from the heard. The same story reading in Latvian
follows.
 In order for performance to be more interesting and for children easier to memorize
the newly acquired vocabulary, the teacher searches for the appropriate musical games
and songs.
 At first the children play the performance with the finger puppets. Roles are divided
among children, children can choose their roles, which they like, each role gets its
own text, and the children repeat it. Children play all songs and games in free
moments. Later the same performance is shown with the help of the head masks.
Example: Children are sitting in a circle listening to the song; the children pass the ball in
a circle when the song is switched off, the child at which the ball is say the word in
English, which he remembers from the game lessons.

5. 4. Games with finger puppets, role games
 Teacher and children involve the English words and phrases in role games, motion
games, and games with musical accompaniment.
 When singing a song/counting a rhyme is complemented by appropriate movements,
the children memorize words and phrases in a foreign language even better.
 You can:
 Include words in English in well-known games.
 Use only the English language; in this case, start with the games, in which the same
words repeat, as long as they are remembered. Then you can move on to more
complex games.
5. Board games
While playing a board game children expand their vocabulary, memorize words and/or
phrases acquired during last days/week.
 While playing a board game teacher names actions, items etc. in English.
6. Physical activities – sports.
 Teacher gives instructions in English
 Hands up!
 Stand up!
 Sit down!
 To run
 To stop
 To jump
 To breathe in
 То breathe out
 То stretch
 Repeat after me (friend, teacher)
 Make one line

6.  Right, left
 Move your … (different parts of the body)
 The teacher calls a number - children gather in groups, each is consisting of the
amount that has been called.
 Sports with accompaniment of rhythmic music, songs, which have clearly audible
words in the English language.
7. Video and animation film demonstration
 Such film demonstration helps motivating children, while showing the film in
English; teacher emphasizes the child's attention to the words or phrases that are
expected to master. After the demonstration these words/phrases are repeated,
strengthened, they must also be recalled during the day, involving play and everyday
activities.
 When showing the children a well-known video, teacher shall suspend it and
the children continue to sing the song/count a rhyme or say a word.
8. Book, picture and illustration demonstration
 While demonstrating images, a teacher names the objects, or asks children to
remember previously learned word, phrase.
 Teacher puts on the table or on the floor images with objects whose English
names are known to the children, the children one after another turn the pictures and
name the images in English.
 Teacher prepares card sets of lesson with the subject of food products, each
child has his own set and the pot, the teacher asks the children to put into the pot any
of the products, children can cook soup, porridge or an ice-cream cocktail, etc. The
teacher can use both phrases in English or say only a few words in English.
 Teacher sequentially posted pictures with movement games on lockers in the
group, following the images children develop and strengthen movement game
(www.superlearningenglish.com).
 Pictures are laid on the table face up, the teacher says the word and the child
who first touches the image collects it, the child with more pictures, is a winner.
 Teacher reads a book or part of it in English, such as the fairy tale (short)

7. before sleeping, then read the same fairy tale in native language (e.g. Latvian, Italian,
Turkish, Polish, Romanian etc.)
9. English involvement in crafts
 Children draw or paint the acquired word, creating a picture dictionary or
colouring book/dictionary.
 Children organize an exhibition that consists of their own created handicrafts
that depict acquired words in different techniques: gluing, cutting, forming from clay
etc.
 Teacher says a word or a phrase in English unexpectedly, suddenly, thus
triggering surprise that helps children master the words and phrases in English.
 While the children are working, the teacher comments on their activities in
English, when the phrases are acquired, the children themselves tell what they are
doing in English.
 When a drawing, formation or an application is ready, the children tell a few
words about it in English.
10. English language use/inclusion in everyday situations
 Teachers indicate that children remember very well daily used phrases and words.
Teacher invites the children to go for a walk, to sit down at the tables and so on in
English.
 Everyday phrases and word list: Let’s play a game; Let’s sing, Are you ready?,
Let’s begin, Put your hands up, Put your hands down, Stand up, Sit down, Clap your
hands, Stump your feet, Turn around, Bring me, please, Colour, Come here, Cut, Draw,
Glue, Show me, Can I have the..., Look at the picture, Open your book, Very good,
Listen, Say that again, please, Well done, etc.
11. Narration, Questions
 Teacher narrates a story in native language and occasionally shows some
images, the children must try to name them in English, if the children do not know the

8. word, the teacher names it and the children repeat.
 Teacher narrates a story in English (story consists of well-known words) and
ask the children to tell what they heard/heard or draw/show.
 Teacher quietly whispers a word to a child, he whispers it to the next child, and
so on, till word comes back to the teacher.
12. Parental involvement
Parents' interest in the English language increases children's interest.
Parents are involved in activities both by teacher invitation and encouragement, and on their
own initiative.
Teacher helps parents prepare for the activity, if necessary, to plan its course, introduces to the
sources of information, which can draw inspiration for the home and group activities.
Parents are visiting group, introduce new words to children, teach and engage in a new game.
The importance of English can be accentuated by dedicating an area where would be games
and books in English, banners and other things that children associate with the English
language.
Useful sources:
www.dreamenglish.com
www.superlearningenglish.com
http://www.english-4kids.com/nursery.html
http://www.kidsparkz.com/preschool-sings-birds.html songs and rhymes in English
http://www.freddiesville.com/lesson-ville/
http://www.funenglishgames.com/topics/kindergarten.html
http://www.eslkidstuff.com/
www.cirkulis.lv
http://www.preschoolrainbow.org/
http://www.preschooleducation.com/
http://www.everythingpreschool.com/
http://www.kidzone.ws/
http://www.preschoolbystormie.com/
http://www.kidsrcrafty.com/

9. http://www.enchantedlearning.com
http://abcteach.com/
http://kidsfront.com
http://www.preschoolactivitybox.com
http://www.kidssoup.com
http://www.billybear4kids.com
http://www.kidsartplanet.com
http://www.activityvillage.co.uk/
http://www.coloring.ws/
http://www.dltk-teach.com/
http://www.origami-club.com/en/
http://www.origami.com/
http://www.colormountain.com/
http://www.coloring-book.info/
http://www.free-coloring-pages.com/
http://www.kidscolorpages.com/colorings.html
http://www.hellokids.com/
http://www.edupics.com/
http://www.myfreecolouringpages.com
http://www.3m.co.uk/intl/uk//3mstreetwiseuk/pupils-sound-volume.htm
http://edhelper.com/
http://www.billybear4kids.com
http://www.thekidzpage.com/