CAMBRIDGE
KINDERGARTEN

The Cambridge Global English course for learners in standards K1-K3 or equivalent thereof, is designed to meet internationally recognized standards. The materials used are structured according to the following principles:

INTERNATIONAL FOCUS
The themes reflect diversity and lead to an awareness that the learner is part of a global citizenship.

ENQUIRY BASED LANGUAGE APPROACH
Cambridge Global English develops critical thinking skills and encourages the learners to be creative at all times.

EDUCATIONAL SUCCESS
Listening, spelling, reading and writing skills are developed in such a way that learners will do better in their local English school exams.

RICH VOCABULARY DEVELOPMENT
Building a large vocabulary is important for both conversational and academic English. Meaningful exercises are built into the lesson plans.

INDIVIDUALISED LEARNING
Learning is approached in a way that acknowledges the background of each learner. This is a particular area of emphasis on which our highly skilled teachers concentrate.

INTERGRATED ASSESSMENT
Throughout the course our teachers formally and informally assess the learners understanding of language and related concepts. We also provide learning reports and student’s performance report after each lesson.

In our K1 equivalent course we:
Discuss classroom objects, weather, maths shapes, sounds and letter formation, the numbers 1-4, the colours red, green, yellow and blue and learn to be tidy and kind.

In our K2 equivalent course we:
Play games with toys, discuss the senses, follow directions, explore simple sentences, learn numbers 1-8, move to music and talk about how sound can affect feelings.

In our K3 equivalent course we:
Focus on homes, clothes and gardens, the social impact of what clothes we wear, simple sums, scientific life cycles, revise the numbers 1-10, do a graph and discuss keeping safe.

Each unit consists of 6 lessons which consistently develop the unit theme.

Lesson 1 introduces the topic in the form of a question.

Lesson 2 consists of a story with a moral value.

Lesson 3 includes a physical response song.

Lesson 4 focuses on phonics, alphabet and number skills.

Lesson 5 is the content integrated learning lesson.

Lesson 6 has the learners produce a project related to the unit content.

NATIVE ENGLISH SPEAKER NON-NATIVE ENGLISH SPEAKER
1 v 1 - $20.00
1 v 1 - $10.00
1 v 2 - $16.00
1 v 2 - $8.00
1 v 3 - $14.00
1 v 3 - $7.00
1 v 4 - $12.00
1 v 4 - $6.00

Syllabus:

Unit Words & Expressions Use of English Listening/Speaking School Subjects
  • 1 Come into my class!
  • Learner's Book pp 4-17
  • Activity Book pp 4-15
  • Classroom objects
  • Old and new
  • People
  • Activities
  • Greetings
  • What's this?
  • What is it?
  • It's an/a (rubber).
  • It's old/new.
  • It's (blue).
  • Listen to words, a story, chant, TPR/number songs.
  • Identify objects.
  • Ask and answer about objects, colours, old and new.
  • Maths- shapes
  • 2 Look at me!
  • Learner's Book pp 18-31
  • Activity Book pp 16-27
  • Faces
  • Senses
  • Big
  • Small
  • Long
  • Animals
  • Family
  • I've got (big ears).
  • I haven't got (a small nose).
  • Are you the (yellow alien dad)?
  • Listen to words, a story, chant, TPR/number songs.
  • Talk about how people and animals look.
  • Art- draw faces
  • 3 Feelings
  • Learner's Book pp 32-45
  • Activity Book pp 28-39
  • Feelings
  • Body
  • Weather/ temperature
  • How are you?
  • How do you feel?
  • I'm/She's (tired).
  • Listen to words, a story, chant, TPR/number songs.
  • Talk about how people feel.
  • Follow directions.
    Discuss a story.
  • Science- identify hot and cold things
Unit Words & Expressions Use of English Listening/Speaking School Subjects
  • 4 Play time!
  • Learner's Book pp 4-17
  • Activity Book pp 4-15
  • Toys and games, activities
  • It's a (red) balloon.
  • Can you (fly a kite)?
  • I can/can't (fly a kite).
  • I make…
  • I play…
  • Listen to words, a story, chant, TPR/number songs.
  • Ask and answer about activities.
  • PE- physical ability
  • 5 Let's eat!
  • Learner's Book pp 18-31
  • Activity Book pp 16-27
  • Fruits and vegetables
  • Animals
  • Polite expressions
  • I like (carrots).
  • I don't like (carrots).
  • (Khalid) likes (carrots).
  • Listen to words, a story, chant, TPR/number songs.
  • Ask and answer about food preferences.
  • Science- sweet and savoury foods
  • 6 Let's Listen!
  • Learner's Book pp 32-45
  • Activity Book pp 28-39
  • Senses
  • Music/sounds
  • Movement
  • I can hear (the guitar).
  • I can't hear (the guitar).
  • Is it (quiet or loud)?
  • It's (quiet).
  • Listen to words, a story, chant, TPR/number songs.
  • Follow directions. Interpret sounds.
  • Music- linking feelings with music
Unit Words & Expressions Use of English Listening/Speaking School Subjects
  • 7 Homes!
  • Learner's Book pp 4-17
  • Activity Book pp 4-15
  • Homes
  • Rooms
  • Furniture
  • Patterns
  • Is there (a chair) in the
  • (living room)?
  • There are (two beds) in the (bedroom).
  • Where's my toy box?
  • Listen to words, a story, chant, TPR/number songs.
  • Talk about homes.
  • Maths- identifying patterns
  • 8 What do clothes tell us?
  • Learner's Book pp 18-31
  • Activity Book pp 16-27
  • Clothes
  • Size/descriptions
  • Routines
  • Times of the day
  • Weather
  • (He's/She's) wearing (a red scarf).
  • When it is hot I wear…
  • It's (cold). I'm wearing (a green hat).
  • Listen to words, a story, chant, TPR/number songs.
  • Talk about clothes and the weather.
  • Social studies- what do school children wear at different times of the day?
  • 9 In my garden
  • Learner's Book pp 32-45
  • Activity Book pp 28-39
  • Gardens, animals and plants
  • Locations/positions
  • Where is (the bee)?
  • It's (next to) the (flower).
  • Listen to words, a story, chant, TPR/number songs.
  • Talk about where things are found.
  • Science- life cycles