School and Daily Life English in Canada for Ages 7–8

Level 1 — Beginner

What will we learn in this program?

7–8 Years Old · Level 1 — Beginner
12 weeks · 24 lessons · Each lesson is 40 minutes

Our program focuses on using the basic English needed for school and daily life in Canada. Topics selected by utilizing Ontario Grade 2–3 learning areas are adapted to the students' beginner level of English.

Of the 24 lessons, 12 are devoted to school and daily life communication, 6 to English through math, and 6 to English through science. In all lessons, listening, speaking, supported reading, and short writing activities are carried out together.

School and Daily Life Communication

• Greeting, introducing oneself briefly, and asking for someone's name.
• Following frequently used short classroom instructions with visual and movement support.
• Expressing lack of understanding; asking for help, repetition, or an example.
• Expressing basic needs such as going to the bathroom, drinking water, and asking for materials.
• Asking questions to join a game, responding to invitations, and taking turns speaking.
• Describing feelings and favorite activities with short phrases.

English through Math

• Using basic English expressions in counting and quantity comparison tasks.
• Understanding what is required in simple addition–subtraction questions supported by visuals and objects.
• Stating an operation and its answer with the help of example sentences.
• Naming shapes; using simple position and pattern expressions.

English through Science

• Using basic vocabulary in selected themes such as animals and plants.
• Naming distinct features of visuals or objects; stating simple similarities and differences.
• Following a short observation or activity instruction with support.
• Sharing what is seen or a change that occurs in an activity through drawings and short phrases.

Reading and Writing Throughout the Lessons

• Matching repeated words and short phrases with visuals.
• Finding the required basic information in a short, visually supported text.
• Writing labels, short answers, and simple sentences by utilizing examples.

Learned expressions are reused in different weeks. The goal in math and science activities is for the student to use English in tasks related to school subjects.

At the end of the program, it is aimed that these skills are used with visuals, example sentences, and teacher support when necessary. The difficulty level of the tasks is adjusted according to the students' current knowledge; the level of independent use may develop differently in each child.

12-Week Program Content

Ages 7–8 · Level 1 — Beginner
2 lessons per week · Total 24 lessons · Each lesson 40 minutes

Each week, one lesson is dedicated to school and daily life communication. In the second lesson, English is used through alternating math or science themes. Topics are adapted to beginner English using Ontario Grade 2–3 learning areas.

Week — Meeting and Counting
Communication: Greeting, stating name and age; asking for the other person's name.
Math: Counting objects, stating quantities, and number-visual matching.
“Hi, I’m… / What’s your name? / How many?”
Week — What Are We Doing in Class?
Communication: Following frequently used short instructions with actions and visuals.
Science: Recognizing animals; describing their movements with words, actions, and short phrases.
“Listen. Look. Point to… / It can jump.”
Week — I Can Ask for Help
Communication: Asking for help, repetition, and an example.
Math: Comparing groups of objects; expressing more, fewer, and equal quantities.
“Can you help me? / Show me, please. / More, fewer, the same.”
Week — I State My Needs
Communication: Expressing basic needs regarding water, the washroom, and school supplies.
Science: Explaining basic animal needs like water, food, and shelter using visuals.
“Can I have some water? / Can I go to the washroom? / It needs food.”
Week — Let's Play Together
Communication: Joining a game, inviting a friend, and taking turns.
Math: Simple addition by combining objects; stating the operation and answer with an example.
“Can I play? / Your turn. / Two plus three is five.”
Week — How Do I Feel?
Communication: Describing basic emotions and asking a friend how they are.
Science: Recognizing basic parts of a plant; labeling the visual and stating the plant's needs.
“I’m happy. / How are you? / A plant needs water.”
Week — I Can't Find Something
Communication: Stating a lost school item and asking for help to find it.
Math: Simple subtraction by removing objects; expressing the remaining quantity.
“I can’t find my pencil. / Five minus two is three.”
Week — Things I Like
Communication: Stating liked games or activities; responding to short questions.
Science: Grouping and comparing animals or plants based on a single characteristic.
“I like… / Do you like…? / It has wings.”
Week — Where Is It?
Communication: Asking for the location of an item in the classroom and stating it simply.
Math: Naming basic shapes; describing the positions of shapes and objects.
“Where is it? / It’s under the table. / A triangle.”
Week — Describing What I See
Communication: Using short phrases about a visual; answering supported questions.
Science: Following instructions in a safe water or material activity; sharing observations through drawings and short phrases.
“I can see… / It floats. / It sinks.”
Week — Asking and Answering
Communication: Combining expressions for meeting, asking for help, and joining a game in short pair conversations.
Math: Recognizing a simple pattern, continuing it, and stating the next item.
“What comes next? / Red, blue, red, blue…”
Week — Using What I've Learned
Communication: Role-playing short school situations; expressing needs and responding to a friend.
Science: Introducing an animal, plant, or observation selected from previous weeks with the help of a drawing; answering simple questions.
“This is my… / It has… / It needs…”

Each week, short reading and writing tasks with visual support are performed. Previous expressions are reused in new activities. The difficulty of numbers, operations, and texts is adjusted according to the students' readiness. Safe materials are used in science activities; parent support is notified in advance when necessary.

Course and Enrollment Information

Is this level suitable for my child?

It is for 7–8 year old children living in Canada who are new to English or need support to express their basic needs at school and participate in short conversations. No prior knowledge of English is required.

Course Structure

The program lasts 12 weeks. There are 2 live online lessons per week; each lesson is 40 minutes long. Out of a total of 24 lessons, 12 are dedicated to school and daily life communication, 6 to English through math, and 6 to English through science.

Class Participation

Children work actively with visuals, games, short stories, and role-plays. As they begin to use the expressions they have learned, they engage in paired conversations under teacher guidance. Turkish support is provided when necessary.

Materials and Out-of-Class Practice

Worksheets and digital materials used in the program are included in the fee. Short practice exercises are shared between lessons to reinforce what has been learned. Free options of recommended applications are utilized.

Calendar and Fee

The start date, lesson days, lesson times along with the time zone, and the fee in Canadian dollars (CAD) will be shared here once finalized.

Registration is not yet open.

Level 2 — Everyday

What will we learn in this program?

7–8 Years Old · Level 2 — Everyday
12 weeks · 24 lessons · 40 minutes per lesson

We aim to help children who can express their basic needs with short phrases improve their speaking skills in school and daily life. Tasks selected using Ontario Grade 2–3 learning areas are adapted according to the students' English proficiency levels.

The program consists of 12 school and daily life communication lessons, 6 English through Math lessons, and 6 English through Science lessons. Listening, speaking, reading, and short writing activities are carried out together in all areas.

School and Daily Life Communication

• Describing daily school routines with a few connected sentences.
• Following short, two-step classroom instructions with visual support when necessary.
• Explaining a need or a simple problem; asking for help and clarification.
• Suggesting a game or activity to a friend; responding to suggestions.
• Maintaining a short conversation on familiar topics by asking an additional question.
• Explaining a preference with a simple reason.

English through Math

• Identifying given information and what is being asked in simple addition–subtraction problems with visual support.
• Explaining solution steps with the help of objects, drawings, and sample phrases.
• Measuring and comparing the lengths of objects using non-standard units.
• Asking and answering questions about a simple picture graph.

English through Science

• Describing the characteristics and basic needs of an animal or plant with short sentences.
• Comparing two living things or materials based on a distinct feature.
• Expressing predictions before a simple activity and observations after it.
• Sequencing and describing a growth or change process with the help of visuals.

Reading and Writing Throughout the Lessons

• Finding basic information in short, visually supported texts and answering simple questions.
• Sequencing events or instructions in a familiar text.
• Writing 2–3 short, connected sentences using a word bank and sentence starters.

Learned expressions are reused in different tasks. Children are encouraged not only to repeat examples but also to share their own knowledge and ideas.

At the end of the program, the goal is for these skills to be used with visual, keyword, and teacher support when necessary. The difficulty of math and science tasks is adjusted according to the students' existing knowledge.

12-Week Program Content

7–8 Years Old · Level 2 — Everyday
2 lessons per week · Total 24 lessons · Each lesson 40 minutes

Every week, one lesson is dedicated to school and daily life communication. In the second lesson, English is used through rotating math or science themes. Tasks are adapted by considering Ontario Grade 2–3 learning areas and students' existing knowledge.

Week — Describing My School Day
Communication: Describing school routine with a few connected sentences; asking a friend about their day.
Math: Identifying given information and what is asked in visual addition problems.
“First, we read. Then, we play. / How many altogether?”
Week — Following Instructions
Communication: Following short, two-step instructions and asking for clarification when not understood.
Science: Describing the characteristics and basic needs of animals with short sentences.
“Pick up your pencil and circle the picture. / A bird has wings. It needs food.”
Week — Explaining My Problem
Communication: Describing simple problems such as missing materials or an uncompleted task.
Math: Understanding what is required in visual subtraction problems; explaining the remaining amount.
“I don’t have a ruler. Can I use yours? / There were six. Now there are four.”
Week — Let’s Work Together
Communication: Asking for materials for a task, sharing tasks, and responding to a friend.
Science: Explaining the parts and needs of a plant with visual aid.
“You draw. I can colour. / The roots take in water.”
Week — Which One Should We Choose?
Communication: Suggesting a game or activity; explaining a preference with a simple reason.
Math: Measuring objects with non-standard units like blocks or paperclips.
“Let’s make a poster. I like it because it’s fun. / It’s five blocks long.”
Week — Similar or Different?
Communication: Giving a short response appropriate to a friend's answer and asking an additional question.
Science: Comparing two animals or plants based on distinct characteristics.
“They both have legs. / This one has wings. What about that one?”
Week — Asking for More
Communication: Maintaining a conversation on a familiar topic using who, what, and where questions.
Math: Comparing measured objects; using expressions like long, short, and the same length.
“Where do you play? Who do you play with? / This pencil is longer.”
Week — Making Predictions
Communication: Stating an opinion; asking for support when unsure.
Science: Making a prediction in a safe material activity and sharing observations.
“I think… / I’m not sure. / I thought it would float. It sank.”
Week — Our Group’s Preferences
Communication: Asking friends about their preferences and recording the answers.
Math: Creating and interpreting a simple picture graph with collected answers.
“Which game do you like? / Three children chose football. Which has more?”
Week — First, Then, Last
Communication: Describing the stages of a short event or task in order.
Science: Sequencing the growth process of a plant with visuals; explaining with short sentences.
“First, we plant the seed. Then, it grows.”
Week — How Did I Find It?
Communication: Explaining how a task was done; adding an explanation to a friend's question.
Math: Solving a selected addition-subtraction problem with objects or drawings and sharing the steps.
“First, I counted… Then, I added… / Can you show me?”
Week — Sharing What I Learned
Communication: Sharing briefly about school life or a favorite activity; answering questions.
Science: Describing an observation or growth process from previous weeks with the help of drawings.
“This is my plant. / First… Then… / What does it need?”

Every week, short, visually supported reading and writing exercises are conducted. Students practice creating 2–3 connected sentences using word pools and sentence starters. Previous expressions are repeated; support is reduced as students become ready. In science activities, parental support is notified in advance when necessary.

Course and Enrollment Information

Is this level suitable for my child?

It is for 7–8-year-old children living in Canada who can introduce themselves briefly, express their basic needs, and give short answers to familiar questions.

Students who have completed the DZ Online Academy Level 1 program or have acquired these skills through other training can participate. More detailed speaking, explaining solution steps, and describing observations are the skills to be developed at this level.

Course Structure

The program lasts 12 weeks. There are 2 live online lessons per week; each lesson is 40 minutes long. Of the total 24 lessons, 12 are devoted to school and daily life communication, 6 to English through math, and 6 to English through science.

Participation in Lessons

Every child is encouraged to ask questions, answer, and share ideas through pair conversations, games, and collaborative tasks. Visuals, example expressions, and Turkish support are provided when necessary.

Materials and Out-of-Class Practice

Worksheets and digital materials used in the program are included in the fee. Short practices are shared between lessons to reinforce what has been learned. Free options of recommended applications are utilized.

Calendar and Fee

The start date, lesson days, lesson times along with the time zone, and the fee in Canadian dollars (CAD) will be shared here once finalized.

Registration is not yet open.

Level 3 — Confident

What will we learn in this program?

7–8 Years · Level 3 — Confident
12 weeks · 24 lessons · 40 minutes per lesson

We aim for children who can participate in short conversations in school and daily life to explain their thoughts in more detail and communicate more independently in collaborative work. Tasks selected using Ontario Grade 2–3 learning areas are adapted according to the students' English level.

School and Daily Life Communication

• Describing a short event they experienced or a task they completed in sequence.
• Explaining a preference with a reason; responding appropriately to a friend's idea.
• Explaining a problem, asking for help, and suggesting a simple solution.
• Offering suggestions for a joint activity, sharing tasks, and making decisions.
• Attempting to re-explain using different words, examples, or gestures when not understood.
• Presenting a short piece they have prepared and answering related questions.

English through Math

• Identifying the given information and the question in a short problem at their readiness level and explaining it in their own words.
• Explaining the steps of an addition–subtraction solution by showing it with drawings or objects.
• Using basic English expressions in equal grouping and sharing activities.
• Comparing information in a simple graph or measurement activity and stating a result.

English through Science

• Asking questions, making predictions, and recording observations for a simple investigation.
• Describing changes in a living thing or material using before–after expressions.
• Comparing two examples in terms of observable characteristics.
• Sharing a simple conclusion drawn from an observation by supporting it with a detail they observed.

Reading and Writing Throughout the Lessons

• Identifying the main topic and important details of a short, visually supported text.
• Sequencing a story or process steps and conveying them in their own words.
• Writing 3–4 connected short sentences with a planning template and vocabulary support.

Students ask questions, provide explanations, and respond to their friends' ideas in pair tasks and small group work. Expressions learned in previous levels are reused in new situations.

At the end of the program, the goal is for these skills to be used with visual and keyword support when necessary. The difficulty of the tasks is adjusted according to the students' existing knowledge; the reduction of support progresses according to each child's readiness.

12-Week Program Content

7–8 Years Old · Level 3 — Confident
2 lessons per week · 24 lessons in total · 40 minutes per lesson

Week — Explaining How I Did It
Communication: Explaining a short completed task step-by-step and answering a friend's question.
Math: Explaining the given information and what is asked in a visual addition-subtraction problem using one's own words.
“First, I… Then, I… / We know… We need to find…”
Week — My Idea Has a Reason
Communication: Stating a preference with a reason; responding to a friend's idea.
Science: Formulating a simple question about animals or plants and sharing a prediction.
“I prefer… because… / I think… What do you think?”
Week — A Problem, A Solution
Communication: Explaining a daily problem, asking for help, and suggesting a solution.
Math: Showing the solution to the same addition-subtraction problem using objects or drawings; explaining the method used.
“We don’t have enough… / Let’s… / I counted on from…”
Week — Before and After
Communication: Describing a short event experienced by using visual sequencing.
Science: Comparing observed changes in a plant and creating an illustrated observation record.
“Before… Now… / It has more leaves.”
Week — Deciding Together
Communication: Offering suggestions for a joint activity, sharing tasks, and agreeing on a choice.
Math: Dividing objects into equal groups; explaining the number of groups and the quantity in each group.
“You can… I can… / Three groups of two.”
Week — Finding Similarities
Communication: Describing similarities and differences between two options.
Science: Comparing two age-appropriate materials based on observable characteristics and relating them to their purpose of use.
“They both… / This one is… / I would choose… because…”
Week — Let Me Say It Another Way
Communication: Describing an unknown word using examples, features, or gestures; trying again when not understood.
Math: Sharing objects equally; expressing the amount each person gets and the remainder, if any.
“It’s something we use to… / Each person gets… There is one left.”
Week — Checking My Prediction
Communication: Repeating an instruction in one's own words and checking for understanding.
Science: Making a prediction during a safe water or material investigation, observing the result, and comparing it with the prediction.
“Do we… first? / I thought… but I saw…”
Week — Comparing Information
Communication: Conducting a short interview;

Who Is It For?
It is suitable for 7–8 year old children who can explain their basic needs in English, participate in short conversations, and want to express their thoughts in more detail. Students who have completed Level 2 or have similar skills can join.

Course Structure
The program lasts 12 weeks. A total of 24 lessons are held via live Zoom sessions, twice a week, for 40 minutes each. 12 of the lessons focus on school and daily life communication, 6 on English usage with math themes, and 6 on English usage with science themes.

Class Environment
In small group activities, students have the opportunity to ask questions, explain their ideas, and make decisions together. Active participation of every student is supported through pair work, role-playing, and short presentations.

Included in the Fee
In addition to the live lessons, worksheets to be used throughout the week, digital materials, and short review activities are included in the program fee. Additional practice with free applications is recommended when necessary.

Course and Registration Information
Class days, times, and the Canadian time zone used as a basis will be announced when registration opens. The program fee will be stated in Canadian dollars (CAD).

Registration for this level is not yet open.