
美語班

我們深知這年紀孩子獲取語言的認知過程,他流利的中文如何能學會的,美語也當這樣來。
我們也得面對一個事實是: 台灣的孩子並非在中文、美語雙語的環境中長大,美語對他們來說就是完全陌生的第二個外國語。
為此,我們獨立發展出6年( Year 1- Year6) 的美語課程,專為母語並非美語的6-12歲台灣孩子所設計。
- 每年的課程分為上、下學期,每學期為6個月課程,每週上課二次,每次2小時
- 上課時間則視可上課的班級而定 (每週一/四、二/五、三/五, 分別有下午、傍晚與晚上時段)
- 全程外師帶班授課
- 小班制,每班最多10位孩子

從國小一路學到畢業,許多家庭見證了孩子在爾思美語的成長。家長們分享,孩子不再害怕開口說英文,從一開始的羞怯,到現在能自然自信地用英文表達自己的想法。這不只是語言能力的進步,更是思考力與溝通力的養成。有的孩子在學校英文課中總是充滿自信、脫穎而出。這些成效,都是在長時間的學習過程中逐漸累積出來的,並非一蹴而就。這些來自家長與學生的真實回饋,正是我們持續努力的動力。一起來看看他們怎麼說! Google 評論: https://reurl.cc/NYqDXQ

在爾思美語 Kids R Us English ,我們聘請的不僅是具備專業技能的教育者,更是對教學充滿熱忱、願意與學生建立深厚連結的老師。我們始終堅信:「先愛孩子,再教學習」(Love First, Teach Second)。我們的教師不只是語言知識的傳遞者或考試的指導者,更是課堂的引導者。他們透過有意義的互動、深入理解每位學生的需求,並精心設計促進成長的學習活動,讓課程真正『活』起來。Read More
為了幫助教師不斷進步,我們提供定期的培訓,確保他們能夠將新穎的教學方法與有效策略帶入課堂。當老師持續成長,他們才能創造引人入勝的學習體驗,讓每位學生充滿信心,並具備能力迎接挑戰。
們深信,優秀的教學能改變人生 —— 它的影響遠超越課堂,甚至能夠持續一生。因此,我們致力於支持這群真正能帶來改變的教育者。
At Kids R Us English, we hire educators who are not only skilled in their craft but passionate about teaching and connecting with students. We believe in loving first and teaching second. Our teachers do more than teach language skills or quiz students—they bring lessons to life by forming meaningful connections, understanding each student’s needs, and creating activities that foster growth.
To support our teachers, we provide regular training that ensures they bring fresh ideas and effective strategies into the classroom. By focusing on their growth, we empower them to create engaging experiences that make every student feel confident and capable.
We believe that great teaching changes lives—its influence reaches far beyond the classroom and lasts for eternity. That’s why we are committed to supporting the people who make all the difference.

在 爾思美語 Kids R Us English ,我們深知課堂的秩序與紀律對學習成果有直接影響,而在大班制的環境中,維持這種秩序變得更加困難。因此,我們將每班學生人數限制在最多 10 人,以營造有利於學習的環境,鼓勵學生積極參與,並減少課堂干擾。
在小班制的環境中,老師能夠提供個別關注,與每位學生建立更緊密的聯繫。每個孩子都能被看見與聽見 —— Read More
這種親密的學習氛圍,讓教師能夠密切追蹤學生的學習進度,提供即時回饋,並根據學生需求調整教學策略,確保每位學生都能獲得最佳的學習體驗。小班制不僅帶來歸屬感,更能確保沒有任何一位學生被忽略。
At Kids R Us English, we understand that discipline and order directly impact learning outcomes—and maintaining them becomes increasingly difficult in large classes. That’s why we limit our class sizes to a maximum of 10 students, creating an environment that fosters learning, encourages engagement, and minimizes disruptions.
With smaller class sizes, our teachers can provide personalized attention and form meaningful connections with their students. Every child is seen and heard—their small efforts are valued, their brave attempts at speaking the language are celebrated, their fears are addressed, and their reluctance is met with encouragement.
In this intimate setting, teachers can closely monitor individual progress, offer timely feedback, and support each student’s growth. Small class sizes create a sense of belonging and ensure that no student is overlooked.

語言學習應從「聽與說」開始,然後才是「讀與寫」。孩子們本能地理解這個順序。在我們的課堂上,時常會聽到一年級的新生在第一堂課時驚訝地說:「我聽不懂,老師在說什麼?」這是因為他們習慣了完全理解學校老師的話,自然而然地期待能同樣理解美語老師。這也正是為什麼,從一開始就培養實用的口說能力,對於孩子的學習投入至關重要。Read More
我們的每堂課都從 聽力與口說活動 開始,鼓勵學生模仿外師的語調與語速,掌握美語的韻律與節奏。透過這些練習,學生在接觸正式文法與句型前,就已經對英語產生直覺性的理解。這種方式不僅幫助他們建立自信、提升溝通能力,更能讓英語變得自然、流暢。
即使在課程結束時,學生可能還無法完全理解每個細節,但他們總能帶著學習的成就感離開,並且興奮地與家人分享分享今天學到的內容!
Language learning begins with speech—listening and speaking before reading and writing. Children often understand this instinctively. In our classes, it’s not uncommon to hear first-graders, during their first lessons, say, “我聽不懂,老師在說什麼?” This is because they expect to understand their English teacher the same way they understand their school teachers. This highlights why practical speaking skills must be developed from the very beginning if we want them to stay engaged.
We begin every class with speaking and listening activities that encourage students to imitate how a foreign teacher speaks—capturing the melody and rhythm of English. These exercises introduce them to the language structures they will study. By practicing in this way, students build confidence, strengthen their communication skills, and develop a natural sense of the language.
At the end of the lesson, even if they don’t understand every detail, they leave with pride in what they’ve learned—and something exciting to share with you.

在 爾思美語 Kids R Us English ,我們的教材是專為台灣學習者設計的,針對學習過程中的發音挑戰(如子音連音、重音、語調)與文法難點(如主詞動詞一致、名詞複數)進行有系統細緻的教學。我們深知學生的需求,因此量身打造出的教材能將美語學習中的困難拆解成可掌握的技巧,讓美語學習變得像中文一樣直觀且親切。
我們的教材全面涵蓋語言學習與溝通發展的五大關鍵領域: Read More
- 聽力:我們提供的教材不只是用來測試聽力能力,而是幫助學生學習如何聆聽。這些教材能幫助學生區分容易混淆的發音,提高發音準確性,並訓練他們理解快速語音的能力。
- 閱讀:我們的自然發音書按照最適合兒童學習的順序介紹字母與發音,而不是按照英文字母表的順序排列。這種方式讓學生更容易吸收和理解音韻規則,進而提升他們的閱讀能力。
- 拼字與字彙學習:我們透過音素覺識(phonemic awareness)訓練,搭配拼字格(grids)、拼字錨點(spelling anchors)及單字學習策略(word study),讓拼字變成一種可以掌握的技能,而不是令人畏懼的記憶負擔。字彙學習則不僅關注字義,還幫助學生理解單字的拼法以及如何在不同語境中使用。透過這種教學方式,我們的拼字教學能夠減少學生在拼字時的壓力,使他們能夠專注於語言的意義與運用。
- 文法技巧:我們的教材基於有效的文法教學原則,強調明確講解與有意義的練習並行。學生透過文法遊戲和活動來鞏固對文法概念的理解,並進一步在寫作、校對和編輯練習中實際應用所學知識。
- 寫作:寫作學習從描寫字母開始,逐步發展到創意寫作,鼓勵學生透過書寫來表達自己並展示對語言的理解。我們的教材採用循序漸進的學習設計,確保學生在每個階段都能得到適當的支持,最終能夠獨立進行寫作。
透過這些針對聽、讀、拼字、字彙、文法與寫作的整合式教學,我們的教材幫助學生培養信心,並賦予他們所需的工具,讓他們能夠持續進步,為長遠的美語學習打下堅實基礎。
At Kids R Us English, our teaching materials are designed specifically for Taiwanese learners. We address common pronunciation challenges—such as consonant clusters, stress, and intonation—as well as grammar points like subject-verb agreement and plural forms. By understanding the unique needs of our students, we create materials that break down the difficulties of learning English and turn them into learnable skills—making English as approachable as Chinese.
Our materials support key areas of language learning and communication development:
- Listening: We provide resources that teach listening skills rather than simply assess them. These materials help students distinguish confusing sounds, improve pronunciation, and comprehend fast-paced speech.
- Reading: Our phonics books introduce letters and sounds in a sequence that is easier for children to absorb than alphabetical order.
- Spelling and Vocabulary Building: We build on phonemic awareness using tools like grids, spelling anchors, and word study to make spelling feel like a skill students can master rather than dread. Vocabulary learning involves understanding the meaning of words, how they are spelled, and how they are used in context. Our spelling instruction frees up mental resources so students can focus on communication—meaning and context.
- Grammar Skills: Born out of the key principles of effective grammar instruction, our materials emphasize explicit teaching followed by meaningful practice. Students engage in grammar-focused games and activities to reinforce their understanding and apply these skills through drafting, proofreading, and editing exercises.
- Writing: Writing begins with letter tracing and grows into creative writing that encourages self-expression and demonstrates understanding, supported by materials that scaffold learning step-by-step.
By addressing listening, reading, spelling, vocabulary, grammar, and writing in an integrated and intentional way, our materials equip students with the confidence and tools they need for lasting language success.

聰明學習的關鍵在於積極參與學習過程,理解語言背後的運作機制,並在學習過程中反思與應用。我們的教學方法——無論是聽力、字彙、目標語言(target language)、文法、拼字、寫作或閱讀——都以激發學生的好奇心為核心,幫助他們理解語言的運作方式,而不只是機械記憶。Read More
舉例來說,在教授拼字時,我們不會只是要求學生死記硬背單字表,而是教他們如何思考拼字規則,而不僅僅是背誦。我們引導學生認識拼字結構與模式,例如在 light、bright 和 sight 這些單字中,共同的 -ight 拼字規則。透過將相似的單字歸類,學生能夠更直觀地掌握英語拼字的邏輯,這不僅讓學習更加輕鬆,還讓他們在遇到新的單字時也能自信地運用已學的規律來拼寫。
透過這種方式,學生學會批判性地思考單字的構造,使他們能夠以自信與好奇心來學習語言。當這種學習方法透過反覆練習變成第二天性的習慣時,它將深刻影響學生對字彙和語言結構的理解方式,讓他們真正掌握英語,而不只是記住片段知識。
Learning smarter involves active engagement with the material, understanding the underlying processes, and reflecting on one’s own learning journey. Our teaching methods—whether focused on listening, vocabulary, target language, grammar, spelling, writing, or reading—are designed to spark curiosity and help students understand how the language works.
For example, when teaching spelling, we don’t simply ask students to memorize word lists. Instead, we teach them how to think about spelling patterns rather than just memorize them. We show them how to recognize chunks and patterns, such as -ight in words like light, bright, and sight. By grouping similar words together, students develop a sense of the structure of English spelling. This approach not only helps them learn smarter but also equips them to confidently spell new words they encounter.
In this way, students learn to think critically about how words are constructed, empowering them to approach language with confidence and curiosity. Through repeated practice, this method becomes second nature, shaping the way they understand vocabulary and patterns.

在 爾思美語 Kids R Us English ,我們相信應該讓學生沉浸在英語環境中,但不能讓他們感到不知所措。因此,我們的課程設計著重於最大化英語聽、說、思考的機會,同時確保學生在學習的每一步都感到被支持與理解。我們明白,學習語言是一段旅程,而在某些時刻(例如解釋抽象概念或維持課堂秩序),適時使用中文確認理解或澄清疑問,能讓學習更加順暢。Read More
然而,我們也積極糾正學生在英語表達中受到中文影響的結構。例如,學生常會說:「Today have homework?」這是來自中文的直譯,雖然對他們來說很自然,但在英語中並不正確。因此,我們會透過引導學生辨識這些語言結構上的不一致與錯誤,讓他們能清楚分辨兩種語言的差異,進而避免養成錯誤的語言習慣。透過這樣的訓練,學生最終能夠自然地說出正確的句子:「Do we have homework today?」這個過程不僅幫助學生在中英文之間建立正確的語言連結,還能在不增加學習壓力的情況下強化他們的英語運用能力。
我們的目標始終是幫助學生逐步建立英語思維,並能自然地用英語表達自己。透過在適當時機提供中文輔助,我們確保學生能夠穩步成長,而不會因語言障礙而感到挫折或害怕。我們致力於營造沉浸式且充滿樂趣的學習環境,讓學生能夠自在、自信地使用英語,每一天都對使用英語充滿期待與熱情。
Here at Kids R Us English, we believe in immersing students in English without overwhelming them. Our classes are designed to maximize opportunities for listening, speaking, and thinking in English while ensuring that students feel supported every step of the way. We understand that language learning is a journey, and there are moments—like when teaching abstract concepts or managing the classroom—when a quick check in Chinese helps us confirm understanding and clear up confusion.
At the same time, we actively address any remnants of Chinese structure in their English speaking when we hear it. It’s common to hear students say something like, “Today have homework?” This is a direct translation from Chinese that sounds natural to them but is incorrect in English. By explicitly having students work out the inconsistencies and inaccuracies they can perceive, we help them recognize differences and avoid ingraining incorrect patterns. Through this process, they eventually come to produce the correct form: “Do we have homework today?” Doing so helps students build mental bridges between Chinese and English, reinforcing correct language use without overwhelming them. Our goal as always is to guide students toward thinking and expressing themselves in English.
By meeting students where they are and addressing their needs with care, we ensure they continue to grow in their language abilities while feeling supported and understood. We are committed to fostering an immersive, engaging learning environment where students feel comfortable, capable, and excited to use English every day.

錯誤是語言學習的自然過程,而在 爾思美語 Kids R Us English ,我們不僅接受錯誤,更歡迎錯誤。若我們害怕學生犯錯會影響他們成為流利的英語使用者,我們可能會不自覺地在每一次對話中不斷打斷並糾正他們。然而,這樣的做法並不會提升自信,反而會讓學生害怕犯錯,導致他們猶豫不決、退縮,甚至完全不敢參與課堂活動。Read More
我們的目標不是打造一個零錯誤的學習環境,而是創造一個讓學生感到安心、勇於開口、樂於嘗試並不斷成長的空間。我們深知,錯誤能幫助我們了解學生已掌握的內容,也能指出他們需要加強的地方。
當學生的錯誤被接納並正確解讀,學習便會變得安全無壓力。而當學習變得安全,學生便能減少焦慮,甚至會更有自信地開口說英語。這份自信能提升他們的流暢度,強化溝通能力,使語言學習不再只是課堂上的練習,而是能陪伴一生的自我表達與適應力的工具。
Mistakes are a natural part of language learning, and at Kids R Us English, they are not just accepted—they are welcomed. When we fear that every mistake students make will jeopardize their chances of becoming competent English speakers, we fall into the trap of interrupting every conversation to correct them. Instead of fostering confidence, this approach creates a fear of errors, causing students to hesitate, withdraw, or avoid participating altogether.
Rather than striving for mistake-free classrooms, we create environments where students feel safe to speak, experiment, and grow. We understand that mistakes provide valuable insights into what students know and where they need support.
When mistakes are accepted and understood for what they are, learning becomes safe. And when learning feels safe, students worry less—and many even feel confident—about speaking. This confidence builds their fluency and strengthens their communication skills, making language learning not just a classroom exercise but a lifelong tool for self-expression and resilience.

教學與學習是嚴肅且重要的事情,但這並不代表它不能充滿樂趣,尤其是對於年幼的孩子來說。在 爾思美語 Kids R Us English ,我們始終相信:當學習是有趣的,它就會變得更有意義、更令人印象深刻。正如法國作家阿爾弗雷德·梅西耶(Alfred Mercier)所說:「我們帶著快樂學習的東西,永遠不會忘記。」Read More
有趣的學習方式常伴隨著遊戲,而遊戲不僅能讓孩子們自然地互動,還能幫助他們發展口語能力與溝通技巧。但這並不只是「玩遊戲」這麼簡單,更關鍵的是精心設計引人入勝的學習活動,讓學生在參與中主動探索、掌握學習的自主權,並透過一次次成功的經驗建立自信。我們的課程涵蓋多元且有趣的學習機會,讓學生每天都能帶著期待來到教室。
我們的目標不僅是讓學生在課堂上學到新知識,更希望他們能在下課後興奮地想:「今天的課好好玩,我好期待明天!」當學習與快樂連結在一起,學生的好奇心、學習動力與成就感將會不斷提升,進而真正愛上學習!
Teaching and learning are serious activities that should also be fun, especially when working with young children. At Kids R Us English, making learning enjoyable is at the heart of our philosophy. When learning is fun, it becomes meaningful and memorable. As Alfred Mercier said, “What we learn with pleasure, we never forget.”
Learning the fun way involves play, which naturally encourages children to interact with each other and develop their oral language and communication skills. But it’s more than just playing games—it’s about purposefully designing engaging activities that captivate students, give them autonomy and ownership of their learning, and guide them from one successful experience to the next. It’s about creating a diverse range of enjoyable and meaningful learning opportunities that students look forward to every day.
Our goal is not only for students to leave class having learned something new, but also to leave thinking, “Today was fun—I can’t wait for tomorrow!” When students associate learning with joy, they remain curious, motivated, and excited about their progress.

在 爾思美語 Kids R Us English ,我們深知語言學習並非線性發展,而是一個循序漸進、長期累積的過程。因此,我們採用螺旋式課程設計(spiral curriculum),讓學生在不同階段反覆接觸核心語言概念,並隨著程度的提升逐步提升學習難度。例如,學生最初透過聽力與口說活動接觸過去式,之後在閱讀練習中強化,再透過寫作訓練加以鞏固,確保知識得以內化。Read More
我們的課程同時兼顧實用英語溝通與系統化的文法教學,幫助學生在流暢表達與學術能力之間建立連結。
此外,我們採取持續性的評估方式,包含正式與非正式評量,重點關注學生的成長過程,而非僅以單次評量結果來衡量學習成果。這些評估能夠提供即時回饋,讓學生清楚掌握自己的進步狀況,建立自信,並對學習負起責任。
透過強調聽力理解、清晰發音、口說流暢度與詞彙累積,同時確保文法正確、拼字能力與閱讀流暢度,我們的課程不僅培養學生的長期語言能力,也讓他們在英語學習的道路上充滿自信!
At Kids R Us English, we understand that language learning isn’t linear—it develops over time. That’s why our spiral curriculum revisits key language components at increasing levels of difficulty. For example, the past tense is first introduced through listening and speaking activities, reinforced through reading tasks, and later solidified with writing exercises.
Our curriculum balances communicative English with explicit grammar instruction, helping students make meaningful connections between communication and academic success.
We conduct ongoing assessments—both formal and informal—that focus on growth rather than momentary snapshots of performance. These assessments provide timely feedback, helping students track their progress, build confidence, and take ownership of their learning.
By promoting communication—listening skills, clear pronunciation, speaking fluency, and vocabulary building—while emphasizing correct grammar, spelling, and reading fluency, our curriculum nurtures long-term language growth and confidence.
老師是教室內的靈魂人物
有品質的教學從來都不是即興的演出