What should we assess before choosing an English level?
Check four skills briefly: understanding familiar instructions, matching words to pictures, reading words or sentences as able, and giving a simple spoken answer. Do not rely on vocabulary memorised from songs or videos; see whether the child understands and uses language in a new context.
Practical takeaways
- Listening is not the same as speaking.
- Memorised words do not always mean reading ability.
- Assess each skill, then choose a balanced starting point.
Listening and comprehension
Give simple instructions linked to a picture or action and see whether the child responds without translation. Strong comprehension allows progressively more English in the lesson.
Pronunciation and communication
Pronunciation need not be perfect to start communicating. The child should be able to say an understandable word or sentence and answer a familiar question; clarity then improves through listening and modelling.
Genuine reading
Distinguish memorising a word’s shape from decoding a new word using sounds. Offer familiar words, then a new word with the same pattern to check phonics foundations.
Choosing a level from the results
If comprehension is limited and the child cannot read words, start at language level 1. If they understand instructions and read short sentences, assess a higher level. The free lesson helps confirm the decision.
- A short assessment in a relaxed setting.
- Do not give answers during assessment.
- Record the strong skill and the one needing support.
Frequently asked questions
My child watches English videos: does that mean they are advanced?
Exposure helps, but assess comprehension without familiar pictures and the ability to answer or read before deciding the level.
Should we explain in Arabic?
At early levels, yes for instructions and new ideas, while keeping the model and main practice in English.
Should we focus on pronunciation or grammar?
At first, focus on comprehension, communication and phonics. Introduce grammar within understandable sentences and situations rather than isolated memorisation.