E DUC AT IO N AL PR O G R AMME

E N G LISH LAN G UAG E

FO R
N IN E YE AR E LE ME N T AR Y E DU C AT IO N

1 . PR E FAC E
T he subject E ng lish Lang uag e, as a first foreig n lang uag e, is represented in the educational plan for nine year elem entary
education in all three developm ent periods ofthe nine year elem entary education beg inning in first g rade and until the end of
the ninth g rade.
T he representation ofthe subject in the educational plan for nine year elem entary education is due to the contem porary
tendencies in the educational system s from m ost E U countries, where the learning ofthe first foreig n lang uag e is g iven a
considerable attention. N am ely, its learning beg ins at the young est ag e ofthe students, i.e. from the first year from the
com pulsory elem entary education.
T he contem porary education in foreig n lang uag es for students from 6 to 1 4 years is determ ined by the g eneral g oal for verbal
and literal com m unication com petences in foreig n lang uag e expanded with reading , socio0cultural and inter-cultural
com petences. T he educational process is directed towards the student as a subject in the educational process, its cog nitiveaffective-social developm ent, with respect to the developm ent ofits independence in studying and acquiring strateg ies for
learning as a basis for life long learning .
T he subject E ng lish Lang uag e in first g rade is learned with 2 ( two) classes per week, respectively 72 classes per year and
has the status ofcom pulsory subject.
T he basis for the preparation ofthe educational prog ram m e for first g rade in nine year elem entary education is:
-T he Prog ram m e docum ent Concept
ion f
or nine year elem ent
ary educat
ion ( content and org aniz ation ofthe educational
process) from 2007
- The Com m on European Ref
erentFram ework f
or Languages ( theoretic basis and g oals ofcontem porary educational
process in foreig n lang uag es and levels ofcom petencies for com m unicative usag e offoreig n lang uag e)

As orientation regarding the levels of language competencies which the students should accomplish at the end of given educational periods in the elementary education, the following directions are
taken into consideration: Common European Referent Framework for Languages, which differ six levels of communicative usage of foreign language. In the area of elementary level the levels are as
follows: A1 ( preparation level/Breakthrough, and A2 (Waystage), in the area of the independent usage of language the levels are as follows: B1(Threshhold) and B2(Vantage/Independent level) and in
the area of competent usage of language the levels are as follows: C1 (advance level/Effective Operational Proficiency) and C2(Mastery level). Given the learning conditions of foreign languages in
Republic of Macedonia the students, in the first three years in learning foreign languages (from I to III grade), can partially achieve A1 level.

2. SU BJ E C T G O ALS FO R T HE DE VE LO PME N T PE R IO D FR O M FIR ST T O T HIR D G R ADE

T he student:
-

Should be m otivated for learning E ng lish lang uag e

Should develop com petences for listening and understanding sim ple lang uag e statem ents
Should develop com petencies for verbal expression, in accordance to ag e ( developm ent period) ofstudents
Should be able to recog niz e and understand words and short sim ple sentences
Should be able to use sim ple vocabulary in sim ple lang uag e statem ents
Should be introduced with the E ng lish alphabet and its usag e on the level ofwriting known words with correct spelling
Should be introduced in elem ents ofculture from the countries with E ng lish spoken lang uag e and other cultures, in
accordance with the ag e ( developm ent period) .

3. G O ALS FO R T HE E DUC AT IO N AL PR O C E SS FO R FIR ST G R ADE

T he student:
-

Should be enabled to hearing and visual recog nition ofnew words;

Should be able to reproduce words and sim ple lang uag e statem ents
Should be able to lead a sim ple com m unication on the level ofthe acquired vocabulary and with usag e ofthe lang uag e
functions close to ag e
Should show interest for other cultures

4. CO N CR E T E AIMS
CO MPO N E N T 1 : LE XICAL UN IT S

Aim s
T he student:

Content
- Me and others

E xa m ples
-My fa m ily, m y
friends

-Should be able to
-T he Classroom
understand the
m eaning ofthe lexical
units, and should be
-T oys
able to reproduce
them
-Colors

-O bjects in the
classroom

-In the classroom and

at hom e

Activities and m ethods

- Activities like listening audio recording s or teachers speaking
and reproducing what they have listened, nam ing the
m em bers ofthe fam ily by a g iven poster, photog raphs, flash
cards etc.
- Practices like pointing at the concrete objects in the
classroom , their m em oriz ing and pointing , g am es ( for
exam ple : Sim on says)

-N am ing the colors

students use m ost
often ( white, black,
red, blue, yellow,
orang e, g reen)

-Practices like listening and reproducing g am es ( G o and

find) , recog niz ing an pointing at ( G o and Point at) from a
drawing or a picture etc.

-Holidays and
Birthdays

- Christm as, E aster,

N ew Years

-House pets

-Dog , Cat, Parrot

- Sing ing song s, creating g reeting cards and decorations

Pointing ate pictures from childrens books with house pets
and their nam ing , g am es ( with illustrated cards where the
student selects the appropriate cared, im itating the speech of
the house pets etc.)

- Sing ing song s where the colors are m entioned, practices

with coloring with g iven dictate etc.

During working on the new lexical material, there should be introduces no more than 3-4 lexical units in one educational class. The lexical material is
broadened and repeated in succession.

Com ponent 2: G R AMMAR ST R U CT UR E S 2

Aim s
T he student:
-Should be able to
understand and
actively use the form s
ofthe verb to be for
first and second
person sing ular in
verbal com m unication

Content

E xa m ples

Activities and m ethods

-Present sim ple

tense ofto be

-Iam , You a re

-Activities where the students introduce them selves, and their

friends in the classroom , g am es like ( Iam a dog You are a
cat

Grammar structures should never be interpreted in explicit manner, but the students should acknowledge in general by the suggested language structures

-Should be able to
understand the
m eaning ofthe verb
to have in verbal
com m unication
-Should be able to
recog niz e and use
the sing ular form of
nouns verbally
-Should be able to
recog niz e and use
verbally the plural
accom panied with
num bers
-Should be
introduced with the
form s for first and
second person in
sing ular and to use
them appropriately in
the verbal
com m unication
-Should be able to
recog niz e the
m eaning ofthe
dem onstrative
pronoun and its
correct usag e
-Should be able to
recog niz e the
m eaning ofthe

-Present sim ple

tense ofto have

-Ihave a dog

-sing ular nouns

-a pen, a cat

-Listening a statem ent from the teacher who sim ultaneously

uses pantom im e, dem onstration ofpossession throug h
pointing at objects from the personal school supplies etc.

-Practices with stories with pictures in sing ular, nam ing objects
from im m ediate environm ent, drawing , etc.
-Plural nouns
-two brothers, two
pencils

-Practices with stories with pictures, drawing , sing ing , num ber
telling etc.

-I, you
-Personal pronouns

-G am es, speaking practices

-Dem onstrative
pronouns

-T his is

-Concrete verbal pointing at faces and objects, nam ing after a

visual story, ( flash cards, posters etc.)

-Possessive
pronouns

-My dog , your

sister

-Speaking g am es with encourag ing throug h showing objects

and persons

possessive pronoun
and its correct usag e
-Should be able to
understand the
m eaning ofthe
descriptive adjectives
and its correct usag e
when describing
som ething
-Should be able to
understand the
m eaning ofWh
question words and
should be able to g ive
appropriate answer
verbally
Should be able to
count 1 -1 0
-Should be able to
understand ,
reproduce and
produce sim ple
( short) affirm ative
sentences
-Should be able to
differ com m andm ents
and to g ive
appropriate reactions.

-Descriptive
adjectives as part
ofan object

-T his is a red ball

Practices with illustrations, with sowing concrete objects.

-Wh ( question)
words

What, who, when,

where, how

-Practices : verbal reaction to a g iven question.

-N um bers

1 -1 0

-Sim ple ( short)

affirm ative
sentences

Ihave a ball.

Song s that include counting ( E eny Meeny Miny Moe)

G am es with counting , drawing etc.
Practices like: listening audio recording s or teachers speech
and repeating the m odel they have heard, producing sim ple
affirm ative statem ents using the learned vocabulary.

- Com m andm ents

Com e here, Sit down,
in the fram ework of Stand up
the them e areas

Listening statem ents and appropriate reaction to them ( T PR ) ,

g am es like : Sim on Says etc.

Com ponent 4: LAN G U AG E FU N C T IO N S

Aim s
T he student:
-Should be able to
use non-form al form s
for g reeting
-Should be able to
present him self, and
to present a friend
Should be able to
recog niz e and
appropriately use the
basic form s of
m anners and
behavior in
appropriate situation
-Should be able to
understand,
recog niz e and apply
the basic form s for
g reeting ofholidays
and birthdays

Content
-G reeting ( nonform al)

E xa m ples
Hello! Hi!, Bye-bye!

Activities and Methods

Activities where the student practices the form s for g reeting
verbally

Presenting oneself

Iam
T his is Kire

Practicing the verbal function throug h verbal expression, using

drawing s, photog raphs and flash cards, song s etc.

Basic m odels of
m anners and
behavior

G reeting holidays
and birthdays

Sorry. T ha nk
youP lease

Merry Christm as,

Happy Ba yram i,
Happy N ew Year,
Happy Birthday

Participating in short dialog ues ( g am e-plays) , dram atiz ations

etc.

Drawing and coloring cards, speaking practice with reciting

and sing ing appropriate song s.

Com ponent 4. LIST E N IN G AN D U N DE R ST AN DIN G

Aim s
T he student:
-Should be able to
understand the
m eaning ofthe lexical
units that are
predicted to be
learned on this ag e
-Should be able to
understand sim ple
statem ents

Content
Lexical unit

Sim ple statem ents

E xa m ples
A parrot, a teacher, a
m other ( m um )

Activities and Methods

N on verbal reactions to: speaking encourag em ent, pictures,
posters, flash cards, g am es like: Sim on says ( with pointing
at som ething )

R epeat, please!
Stand up!
Ihave a ball.

Practices with appropriate responding to heard statem ents (

from audio recording or from the teacher, for exam ple: body
m ovem ent, m im ics) , non-verbal reaction by an instruction from
the teacher etc.

Com ponent 5. SPE AKIN G

Aim s
T he student:

Content

E xa m ples

Activities and m ethods

-Should be able to
speak appropriately
and to apply the
lexical units predicted
for this level of
lang uag e acquisition
within the fram ework
ofthe predicted
lang uag e functions
and g ram m ar
structures

My fa m ily, m y
friends

Mum , Dad, Hi! T his is

m y friend

O bjects in the
classroom

Board, window,
chalk, doll, ball, O pen
the window please!

T he activities should include verbal repeating and producing

sim ple affirm ative sentences throug h: role play, saying
num bers, reciting and sing ing with m ovem ents, participating in
short dialog ues and situations and dram atic perform ances as
a confirm ation for acquisition ofthe lexical content and
structures.

Colors

Black White, red,

blueThis is a
yellow balloon

N am es ofholidays
Birthdays

Christm as, E aster,

N ew Year, Merry

Christm as, Happy

N ew Year
House pets

A dog , a cat, a fish

Ihave one black dog .

Com ponent 6. CULT U R E

T he content ofthe culture are represented in all com ponents in learning the lang uag e, i.e. it is not learned separately and in isolation
as a separate com ponent. T he g oal is to create sensibility for noticing ofthe cultural differences throug h educational and sociolog ical
content as a basis for developm ent oftoleration and em pathy towards others and different from us ( for exam ple: throug h nam es,
holidays, song s, g am es, num bers, com m unication m odels, paraling uistic elem ents etc.)

5. DIDACT IV R E C O MME N DAT IO N S

While planning the content for first g rade, the following issues are taken into consideration: the educational
prog ram m es for first g rade for the other subjects, and the principle for inter-subject connection reg arding the aim s and
content with accent on the integ rated connection with the content from Macedonian lang uag e should be respected.
T aking into consideration the ag e ofthe students ( 6 years) and their psycho-physical characteristics, the education
process for E ng lish lang uag e in first g rade for nine year elem entary education would be realiz ed with 2 ( two) classes per
week i.e. 72 classes per school year.
T he education process for E ng lish lang uag e for the students on this ag e would be based on m ulti-sensor ( visual,
auditory, tactic etc.) and holistic studies that would g rasp the cog nitive, affective and m otor aspects ofstudents, i.e. the
teacher would be integ rating the various com ponents, thus the lang uag e would be learned in a functional m anner.
While studying the E ng lish lang uag e, the num ber ofthe classes in determ ined com ponents cannot be separated.
T he educational process for E ng lish lang uag e for the students from first g rade in nine year elem entary education, m ostly, is
directed towards the activities ofthe students where it is asked from them to develop the visual, auditory and tactic skills.
In the context ofthe above m entioned , an accent is g iven to the activities and m ethods ( g iven in the educational
prog ram m e) , where it is asked from the students to: draw, color, cut, paste, participate in g am es, create cards, ornam ents etc.
and to participate in dram atiz ation ( for a g iven story) , in doll theatre etc.
T he m ain point in working with the classes for E ng lish lang uag e in first g rade is for the oral expression which is connected to
the g iven situation in the classroom , throug h g am es, dram atiz ations, song s or m ovem ents where the fantasy is encourag ed
as is the students creativity. T he students as a whole, acknowledg e the content in a m echanic m anner ( with reproduction) ,
but it is im portant to check the correct understanding ofthe m eaning ofthe m essag e including the culture seg m ents.
In accordance to the above m entioned , 60 classes would be realiz ed in accordance to the current Manualf
or t
he Educat
ional
Process f
or English Language f
or FirstG rade in Nine Year Elem ent
ary Educat
ion, as also with The Annex ofthe above
m entioned m anual. For 1 2 ( twelve) educational classes the liberty is g iven to the teacher to m ake a plan for realiz ation in
accordance to the interests and needs ofthe students.

Educat
ionalm eans:
For the teacher
Manual for the teacher
Packag e ofadditional m aterial for the teacher ( flash cards, posters, toys;

Cassette player/cassettes with song s, com puter with appropriate software, CDs, T V with DVD
O ther sources for studying from the interm ediate environm ent objects from the near environm ent where the lang uag e is
being learned
Internet access, educational software
Mag az ines for the teacher

For the student one ofthe down m entioned additional educational m eans:
Coloring book
Drawing book
Childrens book with pictures etc.

6. G R ADIN G T HE ST U DE N T S ACC KO MPLISHE ME N T S

Following t
he st
udent
s achievem ent
s
During the educational process, the students accom plishm ents are continuously followed and g raded, the teacher collects
indicators for their activities, m otivation for studying , cooperation with others etc. ( form ative g rading ) . E ach activity during the
class where the students express their lang uag e activities, in a receptive, reproductive or productive m anner, g ives an
opportunity for noticing the prog ress and its g rading . T his m eans that the evaluation is m ade as an integ ral part ofthe class,
not as an isolated act. It is im portant while conducting the acts for checking ofknowledg e, an for g rading the students, these
acts not to be differed from the reg ular activities in the class i.e. the students should not be separated from the g roup while
checking the oral lang uag e reaction.
It is im portant, to accentuate the positive aspects for the prog ress ofthe students i.e. on what the student knows, and not on
what the student does not know. It is im portant each prog ress to be rewarded appropriately because the young students need
a feed-back inform ation for their accom plished success, which can be a oral praise, or positive reaction shown with a g esture
or a m im ic or a sm ile from the teacher, drawn flower etc.
T he g rading ofthe students prog ress would be perform ed in a descriptive m anner where the teacher would have the
responsibility to keep records and m inutes for each student in a separate note book, for recording each prog ress in
accordance to the com ponents ofthe lang uag e predicted with the educational prog ram m e for first g rade.

7. FACILIT Y CO N DIT IO N S FO R R E ALIZAT IO N O FT HE E DU C AT IO N AL PR O G R AMM E S

Given the facility condition for realization of the programme, the same is based on the Normative for Facilities for I, II and III grade and in
the educational means for I grade brought by the Minister for Education and Science with the Declaration No. 07-4061/1 from
31.05.2007
It is recommended , for easier visual contact between students, and for better hearing when talking, even the most distant student in
the classroom to be able to see the whole classroom, the school desks to be formed in the following manner: several desks to be
grouped together in different variants to combine the letter U, and also the organizing and grouping of the chairs when the necessity
arises for a dramatization.

8. N O R MAT IVE FO R E DUC AT IO N AL ST AFF

-

G raduated studies for E ng lish Lang uag e and Literature- E ducational Profile ( VII)
G raduated studies for E ng lish Lang uag e and Literature ( VII)
G raduated studies for E ng lish lang uag e and Literature other profile with acquired appropriate pedag og ic and
psycholog y and m ethod preparation on the appropriate Faculty ( VII)
G raduated studies for Classroom education with m odule for E ng lish Lang uag e ( VII)
G raduated studies for pre-school education with m odule for E ng lish Lang uag e ( VII)

9. CO M MISIO N FO R PR E APAR AT IO N O FT HE E DUC AT IO N AL PR O G R AMME

1.
2.
3.
4.
5.
6.
7.

Silvana Veteroska , Counselor for E ng lish Lang uag e, BDE Skopje -Head ofUnit
Ph.D Zora Bushovska , Counselor for E ng lish Lang uag e, BDE , Municipal Departm ent ofBDE O hrid
Ph.D Veronika Kareva, professor , University ofSouth E astern E urope T etovo
Sonja Dim itrova, teacher ofE ng lish lang uag e , Dim itar Mila dinov Skopje
Arm ira G a vaz -Abedini, teacher ofE ng lish lang uag e J ane Sandanski Skopje
T oniT odorovski, teacher ofclassroom education 7 Marsi , Chelopek, T etovo
Ajshe Ajrulai, counselor for classroom education , BDE Skopje

1 0. DE CLAR AT IO N AN D DAT E FO R T HE E DU CAT IO N AL PR O G R AMM E

T he educational prog ram m e E ng lish lang uag e for first g rade in nine year elem entary education was broug ht by :
Minister: Sulejm an R ushiti
N o. 07-5080/1
08.07.2008
Skopje