From Novice Language Learner to Near Native Speaker, Amerlish Helps You Grow

Making Early English Education Fun While Building Strong Foundations

Hatchlings

The optimal age for language learning is 3-6 years old
寓教于乐全面发展,轻松开启英语启蒙教育

Ages three to six are a crucial time for learning, especially second languages. A child’s brain is more receptive to distinguishing and processing its native language at the same time as a second language. This advantage is further enhanced through Amerlish's immersive environment, which essentially helps students think in English rather than going through the trouble of interpreting the language through Chinese terminology and reasoning. Furthermore, our students’ listening and speaking skills are finely tuned to be like a native speaker’s because all of our classes are taught by teachers with neutral American accents. This creates a solid phonics foundation with which to begin exploring the new worlds opened to the students through English.
 

Learning to Read, Reading to Learn, and Improving Listening and Speaking Abilities

Explorers

6-9 岁美国小学课程
听说读写能力同步提升,培养跨语言、跨文化沟通能力

Our Explorers curriculum builds on the English language foundation our students received as Hatchlings. Listening, speaking, phonics, and reading comprehension are enhanced by the addition of more complex concepts, such as the study of grammar, parts of speech, and spelling. At this stage, students are required to begin writing on their own, without sentence frames, following examples of American children who are at the same level. Students also read on their own. There is a concerted effort, as well, to increase the students’ usable vocabulary through the study of high frequency words and category words that are related to unit and lesson topics and stories. Our students are encouraged to practice using the words they learn in speaking and writing.

Molding a New Generation of Culturally Literate and Bilingual Leaders

Navigators

9以上岁美国幼儿园课程
寓教于乐全面发展,轻松开启英语启蒙教育

Amerlish uses various styles of writing to help students better understand different ways of thinking, as well as incidentally improve their reading and vocabulary. Some of these styles include: short stories, novel excerpts, social studies, science, and history. Each form of writing provides opportunities for students to summarize, retell, share opinions, and even give critiques. In addition, they often introduce important aspects of American culture.

At the Navigator level, students are empowered to utilize critical thinking skills gained through trial and error, and exploring their creativity. They have moved well beyond the need for prompts to stimulate their ideas. These students are expected to have developed analytical minds that solve problems and make logical connections. They should also be capable of adeptly expressing their thoughts and opinions in English.

Getting to know more about each level

本阶段是英语启蒙的第一阶段,主要目标是培养学员的英语学习兴趣,对课堂指令和课堂语言的理解和掌握;提升听力能力,培养正确的发音习惯,进行简单的单向英文输出。

本阶段主要教学内容有:
主题概念:对10个英文主题有相应的认知,比如家庭,社区,学校,交通等;
认知发展:对数字1-20;颜色,形状的认知;
思维发展:对比和类比,归类和区分进行,对事物的发展状态,逻辑顺序等;
文化节日:每个月份对应的主题节日,圣伦马丁节,复活节,母亲节,圣诞节等;
口语词汇:10个主题相关的180个口语词汇,对这些口语词汇的认知和表达;
童谣儿歌:同主题相关,同时注重发音训练的美国本土经典童谣;
情感发展:课堂行为习惯培养,情绪认知,朋友相处,生活习惯等;
绘本故事:当月主题相关的著名儿童绘本故事;
主题歌曲:当月主题歌曲。

本阶段会带领学员探索更多的英文主题,并对相关主题进行更深层次的理解和学习,提升学员的整句输出和双向交流能力,此外,对于三至四个英文字母的拼读能力有更深的认识。

本阶段的教学内容有
语言技能:26个字母的发音和简单字母组合的拼读。
主题概念:包括10个主题,对10个英文主题有相应的认知,相关主题口语;
认知发展:个人家庭和社会,工作职业和技能等;

level 3 helps students exercise their oral and listening skills, and learn to speak and write simple sentences

level 3 helps students exercise their oral and listening skills, and learn to speak and write simple sentences. The main task of this stage is to enhance the ability of reading and writing ability, training them to read a simple story with phonics and to answer the teacher questions with complete sentences,The specific learning objectives at this stage are:Basic vocabulary: 150 Oral Vocabulary words, 40 high-frequency words, weekly learning is mainly the study of lexical category, phonics pronunciation and vowel letters long and short notes and put it together spell out simple words.
Reading comprehension: we will train students to understand and control the articles through reading, discussing the background of the characters, repeating the content of the article and doing exercises.The article contains: GK stage involved in the article, the genre is mainly novels, through the study of the article to improve children's analytical ability.
Oral skills: improve your child's spoken language by pronunciation, pronunciation, intonation, and expression of letters and words.
Grammar: the syntax of GK phase learning is mainly nouns, verbs, prepositions, adjectives, pronouns, prepositions and other parts of speech, and the different tenses of verbs and the singular and plural numbers of nouns.
Writing: by training students from writing letters to words to simple sentences, they gradually improve their writing skills and learn how to express their opinions and choose the right words to improve their writing ability

In terms of learning English, G-1 students are still in the progress of learning how to read.  Our teaching philosophy at this stage, “learning to read”, focuses on the student's ability to use the language in the same way as their American peers through a great deal of reading. In other words, G-1 lays the foundation for the later phase of our teaching philosophy called “reading to learn”. Apart from a strong focus on reading, other focal points for G-1 students are listening comprehension, phonics, vocabulary, grammar and writing.
 
Specific learning objectives for G-1 are listed below:
Listening comprehension: The students should be able to recognize and recall the plot of a story in detail. They should also be able to use context or other clues to make predictions about what will happen next in a story. In addition, students should be able to evaluate cause and effect within a narrative.

Phonics: Students should be able to master 25 consonant blends and 15 ending blends at a beginner’s level. Furthermore, they should be able to correctly pronounce two-syllable words and words with different suffixes.
Vocabulary; Students should be able to recognize and spell 165 high-frequency words. Students should also be able to pronounce and use 150 words verbally.
Grammar: Students should know basic grammatical concepts like correct sentence structure, simple past tense and simple future tense. Furthermore, students should be able to differentiate between nouns, verbs, adjectives and their respective forms.
Writing: Students should be able to form meaningful sentences with reasonably correct structure, tense and syntax. They should also be able to express a general opinion or viewpoint in their writing.

G2 level students have a certain basis for listening and speaking, with a high listening comprehension and general self-expression skills. The main task of this period is to improve reading ability and writing ability, and to consolidate and enhance the students' listening comprehension and oral expression.
The learning goal for this stage is as follow: the basic vocabulary: G2 needs to master 150 Oral vocabularies; 300 high-frequency words; key words 229,analysis the structure of the word, such as the tail change, meaning of the prefix and suffix and abbreviation of the word form. Phonics is mainly for learning the pronunciation of different vowels.
Reading comprehension: We improve our children 's reading ability by teaching them reading strategies, reading skills and analyzing the genre of the article. The reading strategy is taught mainly through reading repeatedly, summarizing the article, putting forward hypothesis, verifing the hypothesis and confirming the hypothesis to develop students' understanding to the articles
Reading skills is mainly teaching through the analysis of people, the environment and plot skills, the main ideas and details of the description, comparison, as well as the title of the article to understand the content of the article. Meanwhile, learning reading skills can improve students' abilities for analyzing the article and logical thinking.Article body: the article genre of G2 is mainly narrative, novels, fairy tales, poems, drama and so on. studying different genre articles can improve the child's ability to analyze.
Spoken Skills:  We're teaching kids pronunciation, choice of words, intonation, and expression to improve their oral English.
 
Grammar: G2's  grammar is to learn how to use the various forms of gerund, pronouns, the comparative degree of adjectives, adverbs, prepositional phrases and the punctuation appropriately; the abbreviation and the possessive nouns etc
 
Writing: kids can improve their writing by express their point of views, choosing the right words, organizing sentences and article structure.

摘要

The difficulty of vocabulary learning is gradually increasing at this stage. The children's comprehensive ability is continuously improving as they master learning methods and read more. In addition to textbooks, we use literature to cultivate and enhance children's literary appreciation and reading interests and to expand the amount of reading.
Vocabulary: 240 words mastered (from the text). There's 8 new words every subject.
Vocabulary learning: synonyms, compound words, metaphor, text clues, polysemy, antonyms, simile, suffix
Reading comprehension:
Reading strategy: imagination, association; questions and answers.
Reading skills: clarifying scene and plot development.
Article structure: juxtapose, cause and effect, questions and answers; sorting out the author's main thoughts.
Literary form(new): realist novels, folklore, historical novels, cinquain and free verse, fairy tales, narrative poems.
Elements of literature: alliteration and rhyme, repetition and rhyme.
Reading Analysis Writing: Write specific analytical articles based on  the text. Pointing out what method did the author use and how to create the theme in those ways. (The first, fourth and sixth units have related exercises)
Phonics:
Short vowels a and i, short vowels e, o, and u. suffix: Drop final e, Final e, Long a, plurals-s and -es, long o, compound word: three-letter combination pronunciation, Open syllable and closed syllable, words contains syllable with no pronunciation, with the letter r of the letter combination. prefix: pre-, dis-, mis-, un-, non-, dis-; letter e ending syllable; Long i and Long u, long e; vowel syllable, variant vowels; words end with soft c and g, -er and - est, suffix -ful, -ness, -less, -ly
Read out loud: Pay attention to the tone, the pronunciation and intonation when read.
grammar:
Sentence: sentences and fragments, command sentences and exclamatory sentences, simple sentences and compound sentences
Syntax: subject, predicate, compound sentence, subject-verb concord
Lexical: noun (singular and plural noun, irregular noun plural, collective noun, possessive nouns)
Verb, causitive verb, verb forms of simple present tense, past tense and simple future tense, copula, auxiliary verb, irregular verb, abbreviation.
Pronouns: personal pronouns, possessive pronouns, indefinite pronouns; collocation of pronouns and verbs
Adjectives and adverbs: the comparative of adjectives and adverbs, articles, prepositions
Writing: the main idea; sentence organization; the choice of words; sentence fluency; voice.

摘要

本阶段的教学内容有
语言技能:26个字母的发音和简单字母组合的拼读。
主题概念:包括10个主题,对10个英文主题有相应的认知,相关主题口语;
认知发展:个人家庭和社会,工作职业和技能等;
思维发展:对照和对应,类比和发展,组合和拆分,逻辑顺序等;
文化节日:每个月份对应的主题节日,圣伦马丁节,复活节,母亲节,圣诞节等;
口语词汇:10个主题相关的180个口语词汇,对这些词汇的认知和表达;

课程寓教于乐,教学过程循序渐进,开始对课程难度进行阶梯式上升,对学员的自然拼读,基础口语和词汇认知有了进一步要求。

本阶段的教学内容有
语言技能:26个字母的发音和简单字母组合的拼读。
主题概念:包括10个主题,对10个英文主题有相应的认知,相关主题口语;
认知发展:个人家庭和社会,工作职业和技能等;
思维发展:对照和对应,类比和发展,组合和拆分,逻辑顺序等;
文化节日:每个月份对应的主题节日,圣伦马丁节,复活节,母亲节,圣诞节等;
口语词汇:10个主题相关的180个口语词汇,对这些词汇的认知和表达;

描述

本阶段的教学内容有
语言技能:26个字母的发音和简单字母组合的拼读。
主题概念:包括10个主题,对10个英文主题有相应的认知,相关主题口语;
认知发展:个人家庭和社会,工作职业和技能等;
思维发展:对照和对应,类比和发展,组合和拆分,逻辑顺序等;
文化节日:每个月份对应的主题节日,圣伦马丁节,复活节,母亲节,圣诞节等;
口语词汇:10个主题相关的180个口语词汇,对这些词汇的认知和表达;
童谣儿歌:同主题相关,同时注重发音训练的美国本土经典童谣10首;
情感发展:包含课堂行为习惯,基础礼貌用于,情绪认知,朋友相处,生活习惯等;
绘本故事:每个月一本和当月主题相关的著名儿童绘本故事;

Neutral American Accent

Consistency in pronunciation is so important for language learners. Amerlish has adopted the neutral American accent as a part of its teaching standards. This is advantageous for a number of reasons. First, without variation in pronunciation, the students can develop an ear for listening much sooner. Second, students are able learn phonics and reading with objective accuracy. Lastly, without the confusion of other pronunciation standards, the students can demonstrate language proficiency with confidence. 
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