Как проводить урок английского языка для китайских детей

Main ideas / concepts

• Role and setting of an English teacher in China (ages 2–6):

  • You work with very young children, typically grouped by age:
    • 1–2, 2–3, 3–4/4, and 4–5 (as described).
  • You are a permanent teacher for one group.
  • Typical class composition: 15–25 children plus 3–4 Chinese assistants.
  • You teach daily and are involved not only in class tasks but also in the children’s routine activities.

• Teacher responsibilities and involvement:

  • There are three types of class activities:
    • Training (academics): fully your responsibility.
    • Entertainment: you join as needed.
    • Free time/play: you still participate—interact with children during playground/free play.
  • For school events/holidays:
    • You’re generally expected to participate, even if you’re not required to do complex planning (like posters or organizing events).
    • Initiative is valued and may improve your relationship with management/parents, potentially leading to benefits (e.g., resources, assistants, salary raise).

• Preparation vs. expertise:

  • Deep English mastery or teaching experience is not strictly required to teach small children.
  • Preparation is crucial at the beginning, especially:
    • Make a small plan of today’s activities and target vocabulary/songs/games.
    • Prepare all lesson materials in advance.
  • After a few weeks, lessons become easier and can rely more on experience than detailed prep.
  • Content is mostly basic everyday vocabulary, simple phrases, and sometimes numbers.
  • Usually the school provides a curriculum; you should follow it.

• Lesson structure and sequence:

  • The “technology” (method) is described as simple, but requires a consistent sequence of steps.

Methodology / step-by-step lesson flow (example: first lesson topic = “actions”)

Before class

• Choose a topic (example given: actions).
• Prepare flashcards for target words.
  • Example words (as transcribed): “walk,” “cook,” “kick.”
• Prepare a ball/props to make activities more fun (e.g., use the ball when using the word “kick”).

1) Opening / greetings

• Introduce yourself using an easy English name (or equivalent).
  • Advice: children may struggle with difficult names and with the letter “r.”
• Act very cheerfully and emotionally to set the tone.
• Make children repeat your name 3–4 times.
  • Example interaction style: call-and-response (e.g., “What I can’t hear you…” style prompt).
• Praise correct responses often.
  • Praise phrases mentioned: “Bottom” (unclear transcription) and stickers as rewards.

2) Learn students’ names

• After greetings, move to learning each child’s name.
• Typical setup:
  • Children sit in a row facing you.
• Teacher movement:
  • Walk from one end to the other and greet each child individually.
• If a child doesn’t respond:
  • Ask an assistant to help (the assistant can provide the child’s name or prompt).
• Interaction:
  • Have the child listen and then respond (or repeat).
  • Use a quick gesture reward (example: high five).
• Continue until you finish all children.

3) Transition

• After completing greetings/name learning, you move on to the next lesson part (not described further in the excerpt, beyond the transition to “Greetings complete”).

Speakers / sources featured

• No other named speakers or external sources are clearly identified in the subtitles.
• The only voice is the YouTube video narrator/presenter, addressing “Hello everyone” and explaining the teacher’s work in China.