Russian (CIS)Ukrainian (CIS)

The study programme is designed specifically according to each age of a child and is divided into topic (modules). Each age group has its own goals. Each module is planned for about 2 (or 3) months of studying. Completion of one module does not mean that its vocabulary is abandoned forever. On the contrary, it is reinforced and revised in further modules.

Before studying the parents are given the program which will help them to trace progress of their child.

Alphabet fundamentals are studied since 2 years old.

Since 5 years old greater attention is placed on the alphabet with deepening studying of consonants and vowels and their readying in closed and open syllables. Children start learning how to read. A child will develop interest in reading as soon as the child gets the basics of words formation.

Counting up to 20 is also taught since 2 years old.

Since 6 and 7 years old children learn how to write. For this purpose children are given the sheets with trace letters and a teacher spends certain amount of time each lesson teaching words and sentences formation.

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Modules in greater detail. Each module includes the vocabulary range from the specific field of knowledge, life area (there can be more than one in one module), grammar and social subject such as responsible environment. Moreover, each module includes specific feature appertaining to a certain age of a child. For example, for 2 years old it can be songs and hand crafting activities, while for 10 year old it will be essay writing. Grammar includes pronouns (simple and possessive), prepositions, adverbs and adjectives, opposites, synonyms, tenses and its basic rules, grammar and irregular verbs and also numerals and basic subtraction/addition/multiplication/division.

Modules’ topics: colours, animals, nature, home appliances and other objects, family members, friends, food, transport, healthcare, public places, free time, hobby, sports, music and arts, seasons, professions, socially responsible topics such as responsible environment, cultural diversity, personal safety, behavior in public places.

Children 4 and 5 years old

Разговорный английский     
Постр. предлож.   

Вопрос./ отриц. предложения,

Изъявление

желания

Наречия места, времени   

Основные фразы

(приветствие,

настроение, самочувствие,

предложение

дружбы и т.д.)

Расширение словарного

запаса

В соответ-

ствии с модулем

В соответ-

ствии с модулем

В соответ-

ствии с модулем    

Грамматика

Алфавит

Счет

До 20

Children since 6 years old

Разговорный английский  

Постр. предлож.

в настоящем, длительном и прошедшем

простых временах 

Вопрос. / отриц. предложения, 

описание места и себя

в обстоятельствах,

своих намерений и действий   

Наречия места, времени, место-

имения

Основные фразы

(приветствие, настроение,

самочувствие, предложение

дружбы и т.д.)

Расширение

словарного запаса

В соответ-

ствии с модулем 

В соответ-

ствии с модулем    

В соответ-

ствии с модулем

 

В соответ-

ствии с модулем


Грамматика      

Простое

настоящее время (Present Simple) (изменение по лицам)

Простое

настоящее продолжительное время (Present Continuous)

(основная структура)

Простое

прошедшее

время (Past Simple) (форма, неправ. глаголы) 

Местоимения

и их изменения

в простом времени

Основные наречия, прилагат.   

Письмо

Право-

писание

Счет

До 100,

элементарные операции прибавления, вычисления

Each module is designed to embrace specific vocabulary, grammar structures, adverbs of places and time, tenses (Present Simple, Present Continuous, Past Simple and Past Continuous, modal verb Would; and at the upper levels Perfect Tense) as well as collocations in English language.

  • live vocabulary from the everyday life, actually used in various circumstances

  • grammar structures which saturate English language and practically used in almost every sentence by native speaker in life

  • basic tenses and practical use thereof (Simple Present, Present Continuous and Past tense)

  • collocations


Module topics embrace basically all main areas of life. This creates a full picture of world in English in a perception of a child. One of the major obstacles on the way of learning foreign languages and English as such is a detachment of materials suggested for educatory purpose from actual life which complicates and hinders practical use of English in life. Eventually this has very negative repercussions on motivation and desire to move forward. In fact, the desire to learn English rises and grows stronger when the child notices practical application of the language. Many of us remember old Soviet school program which made many study vigorously “pencil”, “table”, “engineer”, “Big Ban”, ‘the capital of….” and some more of “extremely valuable” vocabulary and yet left the most thorough pupil helpless in life. Because the overlooked by the system were basic words and structures fundamental for English language and irreplaceable in real life. “Store”, “buy”, “change”, “order”, “take a bus”, “get off”, “put on, take off”, “throw”, “bend”, “melt”, “borrow”, “shout”, “pour”, “taste”, “downstairs”, “inside”, “outside”, “next to” etc.

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There are quite simple yet important phrases “lift and carry over there”, “try on”, “keep for yourself”, “give as a present”. How will you ask “Can I keep it?”, “Where should I put it?”, “Where can I find….”, “Let’s play together…. you will be a doctor and I will be a patient, you will be a pilot and I will be a passenger…., you will be a waiter and I will be a visitor….” etc. All the above situations can be applied to a real life and by having understood how to make sentence “Let’s play together!” or “I am going to make a cake” this can be applied to other situations in various circumstances.