Statements about objects
0.S2 begin to use intonation to signal questions in basic
exchanges
0.S3 pronounce basic words and expressions with some
mistakes
0.S4 respond to very basic supported personal questions
using short answers
0.S5 begin to produce words in response to prompts
0.S6 exchange simple greetings and say please, sorry and
thank you
Reading
R3 recognise some very high-frequency words from
Local environment
Writing
Non-applicable
Use of English
0.UE1 use common singular and plural nouns to say what
and where things are
0.UE2 use cardinal numbers 1 10 to count
0.UE3 use basic adjectives and colours to say what
someone /something is or has
0. UE4 use determiners a, an, this, these to indicate what
something is
0.UE5 use interrogative pronouns what, where, how to ask
basic questions
0.UE6 use demonstrative pronouns this, these to indicate
things
UE7use personal subject pronouns to identify things
0.UE8 use imperative forms of common verbs related to
classroom routines
0.UE9 use basic present simple forms [positive, negative]
to give basic personal information
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1 10; ,
|
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(Who are you? Whats your name? Whats this? Whos this?
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: a, an, the, .
English
(for groups /classes with the Kazakh/Russian language of instruction)
Purpose: communicative and personal development and upbringing of
preschoolers through foreign language means and development of a foreign language
capacity in order to speak English.
Objectives:
formation of a capability of recognition, distinction of separate phrases, then
words and their proper use in conversation and independent phrase building in
English;
formation of the unity of activity, mind and personality principle (teaching a
whole child), which determines that the childs personality and mind develops
through acting;
extending the range of using English in collective and individual (play,
cognitive, productive, dramatized) activities of children;
creation of developing language environment understood as a combination of
educational situations that arrange the area of use of English, and authentic means,
such as games, poems, songs, stories, disks, video- and audiotapes;
Content of Organized Educational Activities: English
Formation of a capability of seeing the conversational situation, of
distinguishing characters and their relation to each other.
Development of foreign speech understanding and ability to communicate in
typical etiquette situations: group (class) practice in play.
Formation of speaking skills: describing things and environments using
colours, number, size, shape and through sounds, songs, stories, dramatizations;
speaking skills and vocabulary in educational situations previously learnt.
Teaching efficient listening. Use of listening exercises. Use of a record or
statement as a phonetic example and intonation.
Teaching how to reproduce lyrics, poems and counting-out rhymes, names of
things around and building simple and short statements about the child, childs family
and environment gradually; teaching how to use speech and gestures.
Teaching tolerance, respect and courtesy to other people and cooperating skills.
Vocabulary: colours; numbers 1 to 10; family members, toys; animals, school
supplies, class equipment, parts of the body, clothes, food, rooms, household
appliances, mental and physical abilities, feelings and emotions, daily routine,
weather, transport means, jobs, holidays and celebrations, magic world and fairy
tales.
Situations and communicative functions: greetings and farewells (Hello, Hi,
|
|
|
Goodbye, See you), requests and thanks (Give me..., please, Come in, please, Thank
you), apologies and forgiveness (Im sorry, Excuse me, Its O.K.), wishes and
congratulations (Merry Christmas, Happy Birthday), introducing yourself and others
(Im......., My name is...., This is..., Its my mum), age (Im), giving and
following short orders (jump, clap your hands, open), names of animals and things
(Its a tiger, This is a ball), place of living, describing people, animals and things
(Hes tall, Its big, Its blue, Its got a tail), count and use of numbers from 1 to 10;
answering simple questions about person and property (Who are you? Whats your
name? Whats this? Whos this? Is it...? Have you got...?), feelings and preferences
(I like..., I love...), expressing emotions (Im happy, Im sad), answering questions
about weather and seasons (Its raining, Its spring), skills and abilities (I can jump/I
cant fly), describing daily routine (I get up).
Grammar Structures:
Verbs:
be;
have got;
can.
imperative mood:
Present Simple Tense daily routine.
Nouns:
names;
singulars;
regular plurals;
Adjectives:
colours, age, size;
possessive adjectives: my, your (his, her);
Numerals: 1-10.
Pronouns:
personal: I, you, she, he, it, we, they;
demonstrative: this, that;
interrogative: what, who, where, when, how;
Prepositions: in, on.
Articles: a, an, the, zero article.
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