English Teaching Strategies and Activities

However, Rowland (2014) has stated ‘the more language children hear, the quicker they will develop their language’ (Rowland 2014: 193), according to the video this part has been fully covered, since the teacher uses the English in her speech, records and readings during the whole class.
To conclude it is possible to admit that children recognize the English sounds, for example, during the lesson the teacher uses the recording of the song and the children need to recognize the words e.g. horse and do the moves as a horse does and the whole group managed that. Nevertheless, the teacher should have paid more attention towards sound teaching activities.

4.7 The summary
In the summary, the findings demonstrate that when the teaching strategies investigated in the theoretical part are applied in the actual English class for preschool children who learn English as their second language, the results are obvious already at the end of the lesson. The findings prove that these teaching strategies work and it is possible to teach English to preschool children with great results.
As to the sound teaching activities and strategies, it is possible to admit that the teacher has not used the strategy of teaching separate sounds and then words, nevertheless, a lot of word repetition and teaching were used, in fact, there exist possibility that the teacher has evaluated that her students are enough skilled and separate sound learning was not necessary.
 
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