The Cambridge on-line classroom is a live and dynamic interactive environment in which students and their instructor can communicate just as in a traditional classroom setting. The online classroom environment embodies those aspects traditionally found in a classroom such as various prepared documents and slides that can be shared online, e-books, flash cards and other materials, as well as a common whiteboard on which to write. In the online classroom students have a chance to ask their own questions and have their say. Also, both our one-to-one, and the small group (2~3) classes, mean you will get the best out of learning English because you are guaranteed attention and personal support from your expert teacher. In addition, teacher comments in the form of reports are provided as an additional but important component of instructional support.

Cambridge Online classes provide an engaging and effective learning environment. All four skills - reading, writing, listening, and speaking, are used to explore interesting topics. Grammar and vocabulary are developed through communicative actives that encourage students to use language naturally. All new language is consolidated throughout, building as the units progress. All classes develop competencies and wider world knowledge in broad curricular areas such as math, science, language arts, arts, and practical life. Such cross-curricular learning further develops second language learning thereby supporting linguistic diversity as well as developing critical thinking. The scaffolded tasks support both stronger and weaker learners. Reading and writing are slowly introduced through the practise of our Jolly Phonics program.

Cross-curricular learning is used in our Cambridge University Press series textbooks and refers to any teaching of a non-language subject (math, science, arts etc.), through the medium of a second language. It suggests a balance between content and language learning. The non-language content is developed through the second language (English) and likewise English language is further developed through the non-language content.

Such an approach supports linguistic diversity and has a strong impact on language learning.
Research has shown that the exposure to naturally occurring language and authentic texts is necessary for good competence in the language. The textbooks and e-learning books that Cambridge School uses as well as the teacher prepared tasks provides students with such access. Spontaneous speech in an interactive context allows students to expand their linguistic capabilities in order to meet the demands of the content learning. The processes required to grasp non-language content leads to improved language acquisition as well as problem-solving and critical thinking.

Every age group has its own characteristics. In the initial course offerings (Starters 1 and Starters 2) students require more and longer input to show production. The acquisition of English has to grow, and this is achieved using a communicative approach which focuses on oral skills and cross-curricular lessons. Subsequently, in the Cambridge English Courses 1 through 6, we expand the skill set and further foster real-world learning to deepen student’s social and cognitive skills.

Starters 1 & 2 provide the framework for students beginning on their Cambridge English learning journey. Language is presented orally using stories, cartoons, pictures, and songs to provide context in realistic ways. Flashcards, matching and circling exercises, and games are used to provide core vocabulary. The courses develop social and collaborative skills as well as naturally integrating test preparation. Formative assessment is also used to equip students with the skills to approach the Cambridge Young learner’s tests with confidence.

Our online courses provide a systematic approach to language learning in which the teacher and student are in a partnership. The courses aim to develop the language and skills of the student over time. Our system helps teachers and learners plan for learning effectively, measure progress and identify areas for improvement. In practice this means that all activity in the classroom can be integrated with formative assessment. This allows the teacher to monitor for evidence to measure progress and include tasks similar to those found in the formal summative tests such as the Cambridge Young Learner’s tests.

In our classes we prioritize real-life language and activity.
Topics reflect the real world and are both situational and functional and are designed to engage the learner. Our classes also develop social skills such as collaboration and includes both pair work and group work to encourage working together. We present our learning objectives at the beginning of the class so that students are clear as to the aims of the lesson and any new language used is incorporated in a learner -accessible style so that it is intelligible. This process is important so that students can self-assess and more easily follow their own progress and see how they can improve. This helps students understand what they are trying to achieve, and they gain confidence through feedback and by noticing how they are doing. This self-evaluation process also helps encourage independent learning and autonomy and improve outcomes.

Key language from each unit features in the focus on phonics and literacy. This section introduces the sound system by identifying initial sounds and letter sound correspondences. Students also distinguish between different letter sounds and practice being able to read CVC words and write them initially. Students listen to language from the units and use simple tasks such as adding ticks and crosses, tracing, and circling the correct letter sounds and saying the words out loud. Eventually after completing all 7 groups of sounds in the English language students will be able to read and write with confidence.

• Engaging topics and tasks with underlying objectives
• Communicative activities to develop vocabulary and grammar
• Real world contexts and language (such as using e-books, pictures, cartoons, magazine articles, stories, music, grammar games)
• The use of Jolly Phonics to develop reading and writing and pronunciation
• Student-centred learning maximising student talk-time
• Scaffolded tasks to maximise student potential
• Use of English (Functional and Situational)
• Practise exam preparation and skills for success in school exams
• Learning at your own pace and in a way that will allow you to complete your study and build your confidence to speak and use English