English courses for children and adults with qualified teachers

Work with the youngest students

For the youngest students, classroom rules are most often introduced through visual means. Children should be able to perceive the consequences of their behavior in a receptive way. A good example for that is the so-called “time system”. For example, a misbehaving child may be symbolically moved to a storm cloud with a sad face, while a well-behaved child may be “moved” to a smiling sun. At the end of the lesson, children who have behaved well receive stickers with the symbol of the sun.

This system encourages children to take responsibility for their behavior without the need for constant reprimands or verbal reprimands. The message is clear, and the reward is motivating.

Children have the ability to learn new words through context. They could not learn their mother tongue if they did not connect the language with the world around them. When we create an environment in the classroom where children clearly understand the meaning of words and what they can achieve by using language, students automatically begin to use language to achieve their goals.

Another important thing is to create an English-only environment, so that children rely solely on their language skills to get what they need. For example, the phrase “Can I have some water?” it may not be easy, but students pick it up quickly because they know it will help them get what they want right away. The ultimate goal of every child is to get what they want. The teacher prepares interesting and motivating lessons that meet the individual needs of the children, which encourages their need to learn the language. For example, a child who likes the color blue will quickly learn the phrase “Can I have a drink of blue?” or “I want blue.”

SPEAK?

Students aged 3-4 years begin to pronounce individual words in class almost immediately after the beginning of training. It is necessary to repeat those words many times so that children naturally acquire and use the language. Usually one basic language structure is chosen for each lesson (for example: “I can”, “This is” or “I have”) and it is repeated many times both at home and in the classroom. In the classroom, we will introduce popular phrases such as “Can I have a pen?” or “Can you help me?”. Children quickly pick up those sentences and start using them. We do not tolerate the use of the Serbian language in classes, and when students want to receive something, they must ask for it exclusively in English. The use of longer phrases depends on the individual abilities of each child. It is important for parents to know that children do not learn language at the same rate, just as they are not all equally successful in mathematics, for example.

READ?

In English classes for young children, teachers read aloud during class. Interesting stories and rhymes with repetition are a great way for children to actively participate in the learning process. Later, students ages 5–6 begin to study the sounds associated with the letters of the English language and discover how those sounds form short words. This allows them to read parts of stories and understand the rest thanks to prior knowledge of the story or the context of the images. As children improve their spoken English, so does their ability to understand written texts.

WRITE?

Students begin to write only when they have acquired sufficient knowledge of English sounds and have developed the motor skills needed to write letters. In the beginning, they only practice single letters, and later they also practice short words composed of consonant-vowel-consonant (so-called CVC words – Consonant, Vowel, Consonant). Examples of such English words are: “cat”, “dog”, “mum” or “dad”. This can be achieved with children under the age of 7 who have not yet started school. With school-aged children, the results are even better, because the knowledge and practice they acquire in their native language helps them write in a foreign language. Another important factor in the progress of language learning is the time a child spends learning his native language compared to the time spent learning a foreign language. Progress in two languages ​​is rarely the same.

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In this case, you will have to pay the cost of a new copy, as the course fee includes only one copy.

At the beginning of each textbook there is a syllabus – the basic language units that the student is expected to master before moving on to the next level, together with additional activities and skills that are developed during the lesson. A test with a success rate of 80% is considered an excellent result and is a sufficient indicator that the child can move to a higher level. Although the test may show that there is a part of the material that the child has not yet mastered completely, this does not mean that he will not learn it. On the contrary, by moving to the next level, the child gets the opportunity to additionally confirm the previous material through new activities.

On the other hand, a student who achieves only 50% correct answers on the test should not move to a higher level, because the gaps in knowledge are too large and will make it difficult to learn new content. It is important to remember that all children progress at different rates – language is a complex system of skills, and not all children are ready for the same level of challenge at all times.

Language learning is not always straightforward, and some require more time and repetition to cement certain concepts. If a child is allowed to move to the next level before the previous one is firmly adopted, gaps can be created that will be difficult to fill later. If it is repeated on several levels, those gaps are strengthened and can represent an obstacle to a higher, advanced level of English language knowledge.

Children have the ability to learn new words through context. They could not learn their mother tongue if they did not connect the language with the world around them. When we create an environment in the classroom where children clearly understand the meaning of words and what they can achieve by using language, students automatically begin to use language to achieve their goals.

Another important thing is to create an English-only environment, so that children rely solely on their language skills to get what they need. For example, the phrase “Can I have some water?” it may not be easy, but students pick it up quickly because they know it will help them get what they want right away. The ultimate goal of every child is to get what they want. The teacher prepares interesting and motivating lessons that meet the individual needs of the children, which encourages their need to learn the language. For example, a child who likes the color blue will quickly learn the phrase “Can I have a drink of blue?” or “I want blue.”