Criteria for a good pre-school English class Written by: Alex Case

Use of movement Using movement not only matches how children learn best but also it makes the meaning of what you are teaching clear

Use of music  Classroom interactions  Classroom management

Use of visuals and realia  Flashcards  Real Objects

Story books It has the plot, surprise ending, repetitive sentence structure and makes the language more memorable

Varied energy levels  Songs and movement: keep the children’s attention and speed up the language learning  Sit down / quiet activities: help the students calm down

Flexibility  The students’ respond to the lesson (bad or good mood)  The optional activities in lesson plan (plan A and plan B)

Some one to one interactions The teacher motivate the students in the teaching-learning activities

Many short activities It needs approximately 20 activities

Lots of revision and expansion Small kids learn quickly, but they also forget just as quickly: *revise the same language over and over *expand the amount of language

Designed for your particular students and class If you have lots of classes of the same ages, it can be difficult to remember which classes are progressing most quickly

Language for passive and active use Children learn well not only from doing but also learn language that is around them without any apparent effort

Personalized This is a subset of real communication that is particularly tricky to get into most pre-school classes due to having limited language levels

Match parent expectations  Have fun  Learn to mix with others

Discipline and involvement It means something very different in classes where running around and shouting and not being forced to speak until you feel ready are part of the teaching philosophy