E DUCAT IO N AL PR O G R AMME

N IN E YE AR E LE ME N T AR Y E DUCAT IO N
E N G LISH LAN G UAG E

1 . G O ALS O FT HE E DUCAT IO N PR O CE SS FO R SE C O N D G R ADE

T he student:
Should be enabled to recog niz e new words when listening a nd by visua liz ing
Should be able to reproduce words and sim ple lang ua g e prepositions
Should be a ble to lead sim ple com m unica tion on the level ofthe a cquired voca bula ry a nd wit applying the la ng ua g e functions
close to the students ag e
Should a cquire inform a tion for other cultures

2. CO N CR E T E AIMS
CO MPO N E N T 1 : LE XICAL UN IT S
Aim s
T he student:
-Should understa nd the m ea ning ofthe
lexica l units a nd to reproduce the sa m e

Contents

E xa m ples

Activities a nd Methods

-My fa m ily (
m em bers from the
close a nd
interm edia te fa m ily)

Mum /da d
Brother/sister
Uncle/a unt

-Activities a nd pra ctices with listening audio

recording s or the speech from the tea cher and
reproducing wha t the students ha ve hea rd,
na m ing the m em bers ofthe fa m ily after a g iven
poster, photog raph, flash ca rd , dra wing etc.

-Pa rts ofthe

clothes

A coa t, a shirt, a
jum per, a T -shirt,
socks, trousers,
shoes, a skirt

-Activities a nd pra ctices with listening audio

recording s or the tea chers speech a nd
reproducing wha t the students ha ve hea rd,
na m ing the pa rts ofthe clothes after a g iven
poster, photog raph, flash ca rd, dra wing etc.

-My body

-Hea d ( ha ir,
ea rs, eyes,
nose, m outh) ;
Shoulders, leg s,
knees, toes

-Food, m a in m ea ls,
m ost com m on
dishes and
bevera g es

-brea kfa st/lunch/

Dinner/supper
Bread, butter,
ha m burg er,
sa ndwich, piz za ,
chips, m eat,

-Pra ctices including directing ofconcrete body

pa rts, a ctivities including dra wing ofthe hum an
body, lea rning the song Hea d, Shoulders,
Knees a nd Toes, a ctivities that include usag e of
g esticula tions when identifying the body pa rts,
etc. G a m es like Sim on sa ys Touch your
nose etc.
-Activities tha t include lea ding a discussion on
the them e: My favorite food, presenting the
fa vorite m ea l throug h dra wing , g a m es like Find
your fa vorite food by using fla sh ca rds, etc.

veg etables, fruit,

m ilk, wa ter, tea ,
juice
-Colors ( a ll colors
from the color
spectrum )

-Pink, g rey,
brown, purple

-Sing ing song s where the colors a re m entioned,

pra ctices with coloring after a dicta te, a ctivities
with na m ing the colors a nd pa rts ofclothes of
students etc.

-Holida ys( lexica l

units connected to
the holida ys)

-Christm a s (
Christm a s tree,
presents, ca rds,
Fa ther
Christm a s (
Sa nta Cla us) ,
Ba yra m i
E a ster ( E a ster
bunny, E a ster
eg g s
Ha lloween

-Sing ing song s, creating g reeting ca rds and

decora tions etc.

-Anim a ls (
household and wild
a nim a ls a nd their
babies, fa vorite
cha ra cter- anim a l
from the ca rtoons)

-Fish, frog ,
m ouse,
elephant, ra bbit,
bea r, cat-kitten,
dog -puppy, cowca lf, sheepla m b, Mickey
Mouse, Dum bo
the E lepha nt

-Showing pictures with pets a nd their na m es,

g a m es ( with illustra tion ca rds where the student
selects the a ppropria te one) , m im icking the
voices the a nim a ls produce ( onom a topoeia ) ,
telling stories, dra m a tiza tions ( puppet show) etc.

CO MPO N E N T 2: G R AMMAT ST R UCT UR E S

T he g ra m m a r structures a re never interpreted in an explicit m anner, but the students a cquire them in sug g ested la ng ua g e structures
Aim s
T he student:

Contents

E xa m ples

Activities a nd Methods

-Should be able to understa nd,

differ a nd a ctively use the form s
ofthe verb to be for first,
second and third person
sing ula r, a nd for third person
plura l in the verba l
com m unica tion
-Should understa nd the m ea ning
ofthe verb to ha ve/have g ot in
the verba l com m unica tion

-Present sim ple tense ofto be -Ia m , You a re, He/She/It is ,

T hey a re

-Activities tha t include presenting

oneself, ant the friends from the
cla ssroom , g a m es like : Ia m a
dog , you a re a ca t

-Present sim ple tense ofto

ha ve/ha ve g ot

Iha ve a dog . She ha s g ot

bla ck ha ir.

-Should be introduced with the

form s for first, second and third
person sing ula r and third person
plura la nd to a ppropriately use
them in the verba l
com m unica tion
-Should be able to recog nize the
m ea ning ofthe possessive
a djective a nd its correct usa g e
-Should be able to understa nd
the m eaning ofWh- words a nd
should be able to g ive
a ppropriate verba l answer
-Should be able to understa nd
the m eaning ofthe descriptive
a djective a nd its correct usa g e
when g iving descriptions

-Persona lpronouns

-I, you, he, she, it, they

Listening a statem ent from the

tea cher who sim ultaneously uses
pantom im e; dem onstration of
possession throug h showing
objects from the school sta tiona ry
etc.
-G a m es, spea king pra ctices

-Possessive a djectives

-m y, yours, his, hers, its, their

- Wh- words

How, where, how m any, wha t,

who

-description a djectives a s pa rt
ofthe objects and other
descriptive a djectives

-T his is a big dog , ha ppy, sa d,

g ood, ba d

-Should be able to understa nd

the m eaning ofthe m ost
frequently used prepositions for
pla ce and to use the sa m e
correctly.

- Prepositions

-In, on, under, behind, in front

of, up, down

Spea king exercises with

encourag ing thoug h showing
objects a nd persons
Pra ctices tha t include verba l
rea ctions on a g iven question

Pra ctices with illustra tion,

pra ctices with showing at
concrete objects and pra ctices
with g esticula tions m im ics (
showing em otions)
-Pra ctices and exercises with
working in sm a llg roups ( oftwo) (
tea cher-student, student-student)
a im ing a t identifying the pla ce of
a n object in the interm ediate

-Should be able to recog nize the

m ea ning ofthe indefinite a rticle
a /an
-Should be able to understa nd
the m eaning ofthe auxilia ry verb
ca n, but only in a context of
polite a sking and correct usa g e
ofthe sa m e in a the g iven
context
-Should be able to count from 1 0
to 20

-Indefinite a rticle a /an

- A book, an elepha nt

-the a uxilia ry verb ca n

-Ca n Iha ve a banana plea se?

- N um bers

1 0-20

-Should be able to understa nd ,

reproduce sim ple ( short)
sta tem ent sentences

-Sim ple ( short) sta tem ent

sentences

Iha ve g ot a sm a llfish

-Should be able to recog nize

com m a nds a nd to a ppropriately
rea ct.

-Com m a nds in the fra m ework

ofthe them e a rea s

-Should be able to recog nize the

m ea ning ofthe Present
continuous tense in the m ost
com m on verbs connected to the
contents ofthe voca bula ry, in
sing ula r and third person plura l.

-Present continuous tense

-Look a t this! G o there! Open

the door/window/books! Dont
g o there! Dont sta nd up! Dont
sit down! Ta ke a pencil! Bring
m e the ba ll! G ive m e the book!
Ia m dra wing a cat

surrounding , locating objects after

visua lpointers ( fla sh ca rds,
posters) etc.
-Activities like counting objects
from the school sta tiona ry,
a nim a ls ( using fla sh ca rds) etc
-Activities tha t include polite
a sking for objects in the
interm edia te surrounding , usa g e
ofpictures etc.

Song s with counting ( E eny

m eeny, m iny, m ow) g a m es with
counting , dra wing etc.
Pra ctices with listening audio
recording s or the tea chers
speech and repea ting after the
m odeltheyve hea rd, producing
sim ple sta tem ents using the
a cquired voca bula ry
Listening sta tem ents and
a ppropriately rea cting on the,
( T PR ) , g a m es like Sim on
sa ys
Pra ctices tha t include
dem onstrations ofa ctivities
throug h recog nition ofa hea rd
sta tem ent a nd usa g e ofm im ics
a nd g esticula tions, song s ( Are
you sleeping brother J ohn..) etc.

CO MPO N E N T 3: LANG UAG E FUN CT IO N S

Aim s
T he student:

Content

E xa m ples

-Should lead a sim ple

com m unica tion in appropria te
spea king situa tions with a pplying the
la ng uag e functions on this level of
la ng uag e study i.e. close to the
students ag e

-G reeting /sa ying

g oodbye ( form a l

-G ood
m orning /afternoon,
g oodbye,
Miss/Mr./Mrs. White

-Presenting oneselfa nd
friends

-Wha ts your na m e? I
a m Svetlana
Who is this? This is
m y friend

-Presenting the fa m ily

-Models ofa ppropria te

beha vior

-Understa nding
com m a nds a nd
a ppropriate rea ction

-T his is m y fa m ily.
Who is this? This is
my
m um /dad/sister/brother
-How a re you toda y?
-Fine thanks
-N ot well
-G o! Dra w! Color!
Listen! R epea t! Open!
Close!

-Polite a sking

-Ca n Iha ve a pencil

plea se?

-N a m ing the ba sic

school sta tiona ry

-T his is m y
pencil/book/pen/desk

-Asking for a ctivity

-Lets dra w! Lets g o

out! Lets sing !

- E xpressing
liking /disliking

-Describing pets a nd
other anim a ls

-Ilike/dont like m ilk

-Mu dog is sm a ll. His

kitten is brown.

Activities a nd Methods
-Activities with pra cticing ofform s for
g reeting and sa ying g oodbye after a
spea king m odel, g a m es like : G ood
m orning Mr. J ones etc.
-Pra cticing oflang uag e functions throug h
verba lexpressing , usa g e ofdra wing s,
photog raphs a nd fla sh ca rds , song s etc.
-Pra cticing lang uag e function throug h
verba lexpression, using dra wing s,
photog raphs, fla sh ca rds, song s etc.
-Pa rticipating in short dia log ues ( rolepla y) , dra m atiz a tions etc.
-Listening com m ands and appropria te
rea ction to them ( T PR ) : rhym e ( one, two,
put the shoe, three, four, open the
door) etc.
-Pla ying in couples, sim ulations after a
g iven situa tion ( shop: buying products in
a shop) etc.
-N a m ing objects from the school
sta tiona ry after g iven dra wing s, fla sh
ca rds, g a m es like Sim on sa ys This is
a etc.
-T PR a ctivities
-G a m es: dividing the students in two
g roups a nd seeing them rea cting on a
g iven photog ra ph, sepa rating a g roup
that expresses liking a nd disliking a nd
sim ila r a ctivities: dra wing fa vorite/lea st
fa vorite a nim a l, food, clothes a nd
g a m es like J um ping the line, where the

-Inviting for play

-Describing body pa rts

-Lets pla y hide a nd

seek!

-My eyes a re g reen.

students pra ctice the verba l m odel

throug h physica la ctivity
-Activities: dra wing their fa vorite
pet/anim a l, describing with usag e of
g esticula tions and onom a topoeia and
g iving verba ldescriptions ofbody pa rts of
a nim a ls ( His ea rs a re big )
-G a m es ( students or tea chers choice)
-Describing body pa rts, describing body
pa rts ofa friend, g iving descriptions after
g iven dra wing s or photog raphs ( fa m ily
m em bers) , song s ( Hea d and shoulders,
knees and toes) etc.

CO MPO N E N T 4: LIST E N IN G WIT H UN DE R ST AN DIN G

Aim s
T he student:

Content

E xa m ples

Activities a nd Methods

-Lexica lunit

-Brea d, butterFish,
E yes, nose,
m outh Pink,
brown T rousers,
shoes
-My trousers a re blue
-E a ster eg g s a re red

-N on-verba l rea ctions on: spea king

encourag em ents, pictures, posters, fla sh
ca rds, g a m es like: Sim on sa ys ( with
showing ) , song s, etc.

-Should be able to understa nd the

m ea ning ofthe lexica lunits tha t a re to
be lea rned on their a g e
-Should be able to understa nd sim ple
expressions

-Sim ple expressions

-Pra ctices with a ppropria te rea ction on

hea rd expressions ( from a n audio
recording , from the tea cher or from a
body m ovem ent, m im ics etc) , non-verba l
expression on instructions/expression
from the teacher etc.

CO MPO N E N T 5: SPE AKIN G

Aim s
T he student:
-Should be able to spea k a nd
a ppropriately a pply the lexica lunits in
sim ple expressions predicted for the
levelofstudying the la ng ua g e within
the fra m ework ofthe predicted
la ng uag e functions and g ra m m a r
structures

Content

E xa m ples

Activities a nd Methods

-My fa m ily

-Iha ve two brothers

-Pa rts ofthe clothes

a nd colors

-Her shoes a re pink

-Activities tha t include: verba l repetition

a nd producing sim ple expression
sentences throug h: role pla y, counting ,
reciting and sing ing , and when possible
a ccom panied with m ovem ents,
pa rticipa ting in short dia log ues, dra m a tic
perform a nces a nd re-telling stories, for
confirm ation ofthe a cquisition ofthe
lexica l structure

-My body

-Food

-Holida ys

-My nose is sm a ll
-Her m outh is pink

-Sa ndwich, m eat,

m ilk, juice, wa ter I
like piz za and juice
-Ha lloween, Fa ther
Christm a s Iha ve
g ot 1 2 E a ster eg g s

-Anim a ls
-My frog is g reen
-Iha ve a g rey kitten

CO MPO N E N T 6: CULT UR E
T he content from the culture ha ve representa tion in a ll com ponents ofthe la ng ua g e a cquisition, i.e. it is not studied in a n isolation a s
a sepa ra te com ponent.
T he a im is to crea te a sensibility for noticing ofthe cultura l differences throug h establishing educa tiona l a nd socia l content a s a basis
for developing tolera nce and em pa thy towa rds others a nd the different ( for exa m ple: throug h nam es, holida ys, m odels for polite
beha vior, food, song s, g a m es, com m unica tion m odels, pa ra ling uistic elem ents etc.)

3 . DIDACT IC R E CO MME N DAT IO N S

T he educationa l subject E ng lish la ng ua g e in second g rade is studied with 2 cla sses per week, i.e. 72 cla sses per yea r.
While planning the content for second g rade, the following should be ta ken into consideration: the content from the educa tiona l
prog ra m m es from the other subjects tha t a re studied in second g ra de, i.e. the principle for inter-subject connection should be
respected, reg a rding the a im s a nd the content with a ccent on the integ ra ted connection with content from Ma cedonia n la ng ua g e.
T he educationa l process in E ng lish la ng ua g e for the students on this a g e is ba sed on a m ulti sensory ( visua l, audio and ta ctile) and
holistic studying that com prises the cog nitive, affective and m otor a spects of the students, i.e. the tea cher would integ rate the
different com ponents a nd the lang uag e would be lea rned in a functiona l m anner.
In a ccorda nce to the a bove m entioned, the studying ofthe foreig n lang ua g e ca nnot be studied sepa rately by com ponents, and the
num ber ofcla sses cannot be planned by sepa rate com ponents.
T he focus on the work in the E ng lish lang uag e cla sses for second g rade is on the verba l expression tha t is connected with a g iven
situa tion in the cla ssroom , throug h g a m es, dra m a tiz a tions, song s or m ovem ents with encourag ing the fa nta sy a nd the creativity of
the students. T he students, a cquire the content m echanica lly ( with reproduction) , however, it is im porta nt to check the correct
understa nding ofthe m eaning ofthe m essa g e tha t is conveyed including the cultura lelem ents.
E duca tiona l m ea ns:
-

Approved educationa l books system

Ma teria lfor the tea cher ( fla sh ca rds, posters, toys)
A tape recorder , ta pes with song s, com puter with a ppropriate softwa re, CD, TV with DVD
O ther sources for studying from the interm edia te environm ent objects from the cla ssroom where the lang uag e is studied
Internet a ccess, educa tiona l softwa re
Ma g a z ines for the tea cher

4 G R ADIN G ST U DE N T S ACCO MPLISH ME N T S

Following the students a ccom plishm ents
During the educa tion, the students a re followed and eva luated reg ula rly. T he tea cher a cquires indica tors for their a ctivities,
m otiva tion for studying , coopera tion with others etc. ( form a tive g rading ) . E a ch activity during the cla ss, when a student expresses
their la ng ua g e a ctivity, on receptive, reproductive or productive level, g ives opportunity for noticing the prog ress a nd its eva lua tion.
T his m eans tha t the eva lua tion is perform ed a s an integ ra l pa rt ofthe educationa l cla ss, and not as a n isola ted a ct. It is im porta nt,
during the steps for eva lua tion, a s well the g rading , these steps not to be differed from the usua l cla ssroom a ctivities, i.e. the
students should not be sepa ra ted from the g roup when eva lua ted for lang uag e reactions.
It is im porta nt to g ive an a ccent on the positive aspects ofthe prog ress ofthe students i.e. on wha t the student knows, and not on
wha t the student does not know. It is im portant, ea ch prog ress should be a wa rded respectively, beca use the students need a follow
up inform a tion for the a ccom plished success, which ca n be a verba l pra ise or positive rea ction expressed throug h g esture, m im ic or
sm ile by the tea cher, dra wn flower etc.
T he eva lua tion ofthe prog ress ofthe students is perform ed in a descriptive m a nner. The tea cher ha s the oblig ation to ta ke notes for
ea ch student, for his prog ress in a ccordance to the com ponents of the la ng ua g e predicted with the educa tiona l prog ra m m e for
second g rade.

5. FAC ILIT Y C O N DIT IO N S FO R R E ALIZAT IO N O FT HE E DU CAT IO N AL PR O G R AMME

R eg a rding the fa cility conditions for rea liz ation ofeduca tiona l process, the prog ra m m e is ba sed on the N orm a tive for Spa ce
for I II a nd III g ra de and to the educa tiona l m eans for I g ra de, broug ht by the Minister for E ducation a nd Science with the
R esolution No. 07 -4061 /1 from 31 .05.2007. T he fa cility conditions a nd the equipm ent in the classroom for a successful
rea liz a tion of the educa tiona l prog ra m m e for second g ra de should be in a ccordance to the norm a tive for equipm ent for
rea liz a tion ofthe educa tiona l prog ra m m es for second g ra de.
It is recom m ended, for an ea sier visua l conta ct between the students, a nd for better listening a nd spea king , even the furthest
students should ha ve a g ood view on the classroom , a nd the desks should be lined up in the following m anner: severa l desks
closed tog ether, va rious U va riants and a lso m oving and g rouping the cha irs if the necessity a rises ( when m a king
dra m a tiza tions) .

6. N O R MAT IVE FO R E DUCAT IO N AL ST AFF

- Com pleted studies for E ng lish la ng ua g e a nd litera ture educa tiona ldeg ree VII
- Com pleted studies for E ng lish la ng ua g e a nd litera ture , VII
- Com pleted studies for E ng lish lang uag e a nd litera ture- tra nsla tion, with the appropria te pedag og ue- psycholog y a nd m ethodolog ica l
prepa ra tion on the a ppropria te University VII
- Com pleted studies for cla ssroom educa tion with a m odule for E ng lish la ng ua g e VII

7. CO MMISIO N FO R PR E PAR IN G T H E E DUCAT IO N AL PR O G R AMME

- Silva na Veteroska , Advisor for E ng lish la ng ua g e, BDE , Skopje, Hea d ofUnit
-MA Zora Bushovska , Advisor for E ng lish lang uag e, BDE , O hrid
-MA Veronika Ka reva, professor, University ofSouth E a stern E urope Tetovo
- Sonja Dim itrova , E ng lish la ng ua g e tea cher, E lem enta ry school Dim ita r Mila dinov Skopje
-Arm ira G a va z - Abedini, E ng lish la ng ua g e tea cher, E lem enta ry School J a ne Sa ndanski- Skopje
-T oniT odorovski, cla ssroom tea cher, E lem enta ry school 7 Ma rt Chelopek, Tetovo
- Ajshe Ajrula i, Advisor for cla ssroom educa tion, BDE , Skopje

8. AG R E E ME N T AN D DAT E O FAPPR O VAL O FT HE E DUCAT IO N AL PR O G R AMME

T he educationa lprog ra m m e for E ng lish lang uag e for second g rade in nine yea r elem enta ry education wa s broug ht by:
T he m inister: Sulejm a n R ushiti, on 1 8.1 0.2007 ( ag reem ent N o. 1 0-2066/1 0)