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.
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
-Holidays and
Birthdays
-House pets
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.
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
-Iam , You a re
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
-Ihave a dog
-a pen, a cat
-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
-Dem onstrative
pronouns
-T his is
-Possessive
pronouns
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
-Wh ( question)
words
-N um bers
1 -1 0
Ihave a ball.
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!
Presenting oneself
Iam
T his is Kire
Basic m odels of
m anners and
behavior
G reeting holidays
and birthdays
Sorry. T ha nk
youP lease
Content
Lexical unit
E xa m ples
A parrot, a teacher, a
m other ( m um )
R epeat, please!
Stand up!
Ihave a ball.
Content
E xa m ples
-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
O bjects in the
classroom
Board, window,
chalk, doll, ball, O pen
the window please!
Colors
N am es ofholidays
Birthdays
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.
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)
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