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Szkoła Lanuage School


Teaching English at the preschool level is a big challenge.
Children aged 3 to 6 are a specific group. Introducing new words and repeating words already known cannot always be done in the same way. If you use memory games, do so only once or twice a month. If you use this type of aid too often, the children will not be motivated to make an effort, and will lose interest in your lessons.
So how should you repeat vocabulary? Here are a few sure-fire ways:










Clothesline: You need two short cords that you hang in a visible place in the classroom. Divide the children into two teams. Each team has a bag containing the same items – it could be clothes (e.g. doll’s clothes), or picture cards from a given subject area. One child is put first in line and is given a task to complete, such as “Find a white t-shirt”. They look in the bag for the right object or card, take it out and run to hang it on their team’s clothesline using a clothespin. Each group repeats a word from a given area. The children are guaranteed fun, a lot of running, and healthy competition.

Clever parrot: All you need are picture cards with the words you want to repeat. Put the cards out where they are visible, so that every child can see everything. Point to, say, a picture of a dog and say “a cat”. A clever parrot does not repeat a wrong word. But if the picture and the word do correspond, the children repeat the word.

Choo-choo train: Again we turn to our faithful picture cards. We put them out around the room, and the children, standing in a line, are a train that goes from station to station, repeating the name of the things at each station. This way, we can practise any group of words.
What I didn’t draw: draw several faces on the board. One is missing the nose, one the eyes, one the mouth. Ask the children what is missing from each picture. This way, the children repeat those words.

The above games can be used with any group, and cost very little. You can also use the memory games available on the website
Test them out where possible – every group is different and responds best to different things. Some children prefer more creative lessons, others prefer less creative activities. Pre-test what works with each group and then decide what’s best for them. What is important is not the method you use, but that the games lead to effective learning.


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