SYLLABUS FOR THE 8TH GRADE

General Introduction

For the 8th grade, students have 4 hours of compulsory and 2 hours of elective English language courses per week. The syllabus is designed accordingly.

Each unit has two sections: Part A and Part B. Part A is designed for those who take 4 hours of compulsory English. Part B is designed for those who take 4 hours of English (4 + 2). Part B does not present any new information but aims to reinforce and enrich the things that have been studied in Part A. Each part is to be covered in approximately two weeks. Teachers who have not finished Part A in the allocated time can skip Part B with the students who study English
for 6 hours per week. The aim is not to finish units but to teach English.

Tasks (projects) that are assigned for each unit can be kept in a dossier by the students and teachers can give feedback to those in the elective course hours. Students can also share their projects with their peers in the class.

Assuming that students have mastered the general goals of the 7th grade, students who complete this grade are expected to show the following linguistic competence levels:


Students will

1. Have a repertoire of basic language which enables them to deal with everyday situations with predictable yasaklı kelime though they will generally have to compromise the message and search for words.

2. Use some simple structures correctly, but still systematically makes basic mistakes —for example tends to mix up tenses and forget to mark agreement: nevertheless, it is usually clear what they are trying to say.

3. Have pronunciation that is generally clear enough to be understood despite a noticeable foreign accent but conversational partners will need to ask for repetition from time to time.

4. Write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in their oral vocabulary.

5. Copy short sentences on everyday subjects — e.g. directions how to get somewhere.

6. Socialize simply but effectively using the simplest common expressions and following basic routines.

7. Perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way.

8. Make themselves understood in short contributions, even though pauses, false starts and reformulation are very evident.

In order to fulfil the above mentioned objectives, the following structures are suggested:

adjectives and adverbs (bad vs badly)
Past progressive (+ s. past) When / while
Past progressive (+ s. past) When / while, affirmatives, negatives, questions, Wh- questions
Present perfect “Ever/ never/ before”, when + s. past, affirmatives, negatives, questions, Wh- questions
Present perfect “Just/already/yet”, affirmatives, negatives, questions
Present perfect “for / since”, How long, affirmatives, negatives, questions
why, because, in order to
too and enough + adjectives and adverbs
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adjectives and adverbs (with prefixes, suffixes) (boring-bored)
If clause type 1 (revision)
in case, so that
Modals
Imperatives
would rather, had better, prefer
Tenses studied before

As for contexts (situations and texts), the following can be used:

* informal inter-personal dialogues and conversations between people
* short recorded dialogs and passages
* short, simple reading texts
* visuals (pictures, drawings, plans, maps, grids, flags, cartoons, caricatures, photos, shadows, models, Charts, puppets, etc.)
* OHP and transparencies
* phrases and sentences
* student conversations
* teacher-talk
* anecdotes
* common everyday classroom language
* Short descriptive paragraphs
* games (TPR games, Spelling games, Categorization games, ball games, Miming games, board games, group games, dicto-games, etc.)
* stories (story telling / story reading)
* drama and dramatization
* songs, chants and rhymes
* poems, riddles, jokes, tongue twisters
* handcraft and art activities
* Word puzzles, word hunts, jumbled words, word bingo
* Recorded sounds (animals, nature, etc.)
* Drawing and colouring activities
* Connect the dots and maze activities
* Various reading texts (ID forms, ID cards, Mathematical problems, symbols, Invitation cards, lists, Timetables, Weather reports, TV Guides, Classroom
rules, Menus, Food price lists, Personal letters, postcards, e-mails, SMS, chat messages, Speech bubbles, brochures and leaflets, flyers, road signs and traffic
signs, newspaper headlines, extracts from magazines, etc)
* Information gap activities, opinion gap activities
* videotapes, -cassettes, -discs;
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* audiotapes, -cassettes, -discs;
* registration forms (hotel/ immigration office/ custom’s office, etc)
* diaries, memos, labels, signs and notices, Questionnaires, etc.
* scales, shapes, measurement units, containers, etc.
* Birth certificates
* Interviews
* photo albums
* short TV programs, video extracts
* visualization activities, quotes or slogans (from NLP on setting outcomes), NLP stories, personality tests and their analyses
* vocabulary list / glossary
* mind mapping
* brainstorming
* indexes, yasaklı kelime lists