English Syllabus grade VIII for AKU - EB Schools

 


Aga Khan Higher Secondary Schools, Gilgit-Baltistan

Grade 8

SYLLABUS FOR ENGLISH (Session 2018-19)

         AIMS

-          The students will

o   acquire basic skills for communication i.e. listening, speaking, reading and writing

o   use English language accurately and fluently.

o   develop literary taste so that they can appreciate, and analyze literary pieces of work.

o   develop an appreciation and understanding of their own culture as well as the culture of others.

o   demonstrate values including honesty, integrity, hard work, respect, tolerance, equality, and justice.

o   develop skills including communication skills, interpersonal skills, presentation skills, research skills, reasoning and critical thinking skills, and team work.

 

OBJECTIVES

-          The students shall be able to

o   understand spoken English and improve their pronunciation through a variety of listening activities.

o   practice speaking English language through various activities including role plays, dialogues, debates.

o   read a variety of texts for comprehension and pleasure.

o   express their ideas, opinions and creativity by writing letters, paragraphs, essays, poems, plays, stories, songs.

o   view literary pieces critically to develop an appreciation and understanding of other cultures and societies.

 

 

 

 

 

 

 

Term-wise distribution of Syllabus

First Term  (April – September)

Final Term (October – March)

Listening & Speaking skills: phonetics; stress/ intonation/ syllables 

Listening & Speaking skills

Reading skills: skimming; scanning; comprehension; inference;  pleasure

Reading skills: comprehension; inference; pleasure

Writing skills: daily journal writing; transitional devices; picture description; story; paragraph; informal letter;

Writing skills: application;  dialogue writing; form filling; formal letters; book/movie report writing; descriptive and narrative essays

Grammar: sentence/phrase/clause; articles; parts of speech; tenses (Present, Past & Future Simple & Progressive); punctuation; pair of words; proverbs; prepositional errors; types of sentences (affirmative, negative, interrogative, simple, compound); Sentence structures (subject-verb agreement)

Grammar: tenses (Present, Past  & Future Perfect & Perfect Continuous); pair of words; idioms; proverbs; voice; types of sentences(complex, conditionals, imperative, exclamatory, question tags); sentence structures (run-ons, comma splice) 

Literature: figures of speech (simile, metaphor, personification); 2 poems; two short stories

Literature: two poems and one abridged novel

 

 

 

 

 

 

 

 

 

Suggested Textbooks

·         STEP AHEAD 2

·         Oxford Learners’ Dictionary – in any size but including parts of speech and phonetic symbols (compulsory for all students)

 

      Suggested reference Books:

1.       Prentice Hall Literature: Timeless voices, timeless themes (copper level). Pearson Education Inc.(2002) USA

2.       Mary K Ruetten (2003). Developing Writing skills 1. Learners publishing Ltd.

3.       Tina Kasloff Carver and Sandra Douglas Fotins (1998). A conversation Book 2 English in everyday life.3rd edition. Longman Publishers.

4.       English Grammar and Composition by Wren and Martin

5.       Concept 1

 

Suggested Videos:

·         The Bear

·         People We Meet

·         Homeless to Harvard

·         Ice Age

·         Kung Fu Panda

·         Around the World in Eighty Days

·         Gulliver’s Travels

Suggested Poems:

·         Fame is a Bee (Emily Dickenson)

·         Walk a mile in my shoes

·         Speak Gently (Anonymous)

·         Daffodils )

·         Did I Ever Stop?

 

Suggested short stories

·         The Gift of Magi

·         The Happy Prince

·         The Devoted Friend

    Concepts

                                 Specific Learning Objectives

Cognitive level 

K         U        A

Suggested activities

Resources

1-  Listening and Speaking Skills

1.1. 

Pronunciation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.2.Use of Dictionary

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.3.Everyday English

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.4. Listening for specific information

 

 

 

1.5. Listening and speaking in various contexts

 

 

 

 

 

1.6. Listening for inference

 

1.7.Listening for comprehension

The students should be able to:

 

1.1.1.      recognize and articulate English sounds given in the pronunciation key in the dictionary;

1.1.2.      identify and pronounce in minimal pairs common problem consonants including /v/, /w/, /ya/, /th/, /l/, /r/, etc;

1.1.3.      identify and correctly pronounce diphthongs and thriphthongs in words;

1.1.4.      differentiate between long and short vowel sounds and recognize how vowel length can change the meaning;

1.1.5.      recognize and pronounce silent letters in words;

1.1.6.      recognize syllable division of words in oral and written text;

1.1.7.      demarcate words into syllables with the help of a dictionary;

1.1.8.      comprehend and apply in speech the word stress rules, for example, stress shift for emphasis and change in meaning in parts of speech;

1.1.9.      recognize, pronounce and represent primary and secondary stress in words with the help of a dictionary;

1.1.10.  recognize and use varying intonation patterns to show attitude and emotions;

1.1.11.  articulate complex tongue twisters;

 

 

1.2.1        use dictionary to

·   locate guide words;

·   choose appropriate word definition;

·   identify pronunciation with the pronunciation key;

·   identify syllable division, and stress pattern;

·   identify part of speech of a word through abbreviation used;

·   identify correct spellings

·   identify phrases through key words;

·   understand various abbreviations used in a dictionary;

1.2.2        use children’s encyclopedias to obtain information;

1.2.3        choose appropriate synonyms from thesaurus;

 

 

1.3.1    demonstrate an understanding of everyday English by using it in their daily conversation.

1.3.2        use polite language in their daily conversation such as “Could you,…”; “I am afraid…;” etc.

1.3.3        use correct pronunciation in their daily communication;

1.3.4        introduce self, greet, offer, accept, decline, thank, apologize, ask for, give directions, follow instructions and give instructions, ask about schedule, time tables and time.

1.3.5        use various functions to:

·         ask and respond to questions of personal interest and general every day aspects

·         ask and express opinions, emotions, wishes needs and requirements by giving reasons

·         express dissatisfaction, disapproval, and disagreement politely

·         agree/ disagree partially

·         make plans

·         express personal needs

1.3.6        use conventions and dynamics of group discussion and interaction to

·         offer and respond to greetings, compliments, invitations, introductions and farewells

·         demonstrate an understanding of ways to show gratitude, apologize, express anger or impatience

·         ask, restate and simplify directions and instructions;

·         present and explain one’s point of view clearly

·         support or modify one’s opinions with reasons

·         acknowledge others’ contributions

·         agree and disagree politely at appropriate times;

·         share ideas;

·         clarify ideas;

·         modify a statement made by a peer;

·         identify problem, propose solution;

·         summarize the main points of discussion for the benefit of the whole group;

·         join in a group response at the appropriate time;

·         use polite forms to negotiate and reach consensus;

1.3.7        recognize and demonstrate appropriate expressions and etiquettes for a telephonic conversation to

·         make polite introductions;

·         ask someone to say something again;

·         check understanding of message ;

·         take and leave a message;

·         infer and draw conclusions about meaning, intention and feeling communicated by the speaker;

·         recognize and respond to moods showing appreciation, pleasure, displeasure, surprise, disappointment;

·         make and respond to inquiries;

·         make and respond to requests;

 

1.4.1        listen to the dates  and events in the heard material and arrange them in order;

1.4.2        recognize how stress and intonation contribute to the meaning of a sentence e.g; courtesies and humor;

 

1.5.1        recognize and respond to direct questions and commands;

1.5.2        follow a sequential account of an incident and event;  

1.5.3        recognize opinion,  emotions, needs or requirements in a logical sequence; 

1.5.4        reproduce heard information in conversational form;

1.5.5        relate a story after listening to it.

 

1.6.1 identify speakers’ point of view, tone, purpose and attitude (implied & stated)

 

1.7.1 comprehend the topic of the discussion, main idea, moral, theme etc after listening to a discussion/ lecture/ conversation, and watching a video

 

 

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·   Listening  activities  using  tape scripts given in Headway Elementary

·   BBC English pronunciation course for sounds

·   Role plays by students based on pronunciation practice, use of polite language, and practice of everyday English

·   Use of the recommended Videos with exercises on listening & speaking

 

·   Book: ship or sheep?( an intermediate pronunciation course) Ann Baker

 

 

 

 

Tongue twisters drill

IPA phonemic chart for sounds

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

English podcast videos

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

·         Internet resources:

1. English podcast videos

 

 

2.           For vocabulary: sozo x

bbclearningenglish.com

 

3.           For worksheets on grammar and tense and comprehension: e-reading worksheets/ toefl and ielts section 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 Step ahead 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BBC six minute audios

 

 

 

2-  Reading Skills

 

2.1. Text Types, patterns of organization and functions of various devices

 

 

 

 

 

 

 

1.6     Reading Comprehension Strategies

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The students should be able to:

 

2.1.1.      analyze a paragraph to:

·         identify a topic sentence

·         identify sentences carrying supporting details;

2.1.2.      recognize that text comprises a group of paragraphs that develop a single theme or idea;

2.1.3.      recognize the functions of

·         transitional devices used for coherence and cohesion at discourse level;

2.1.4.      analyze the order of arranging paragraphs:

·         Chronological or spatial;

·         General to specific, specific to general;

·         Most important to least important and vice versa;

 

2.2.1.      use pre-reading strategies to predict the content of a text from topic/picture, title/headings, key words and visuals etc; by using prior knowledge, asking questions and contextual clues;

2.2.2.        skim text to

·         have a general idea of the text;

·         infer theme/ main idea;

2.2.3.      apply critical thinking to interact with text, and use intensive reading strategies (while-reading):

·         scan to answer short questions;

·         make simple inferences using context of the text and prior knowledge;

·         distinguish between what is clearly stated and what is implied;

·         deduce meaning of difficult words from context;

·         read silently with comprehension and extract main idea and supporting details;

·         scan to locate an opinion;

·         distinguish fact from opinion;

·         locate examples to support an opinion;

·         follow instructions to fill in simple forms;

·         comprehend/interpret text by applying critical thinking;

·         generate questions to understand text.

2.2.4.      use summary skills to

·         extract salient points and develop a mind map to summarize a text;

2.2.5.      use critical thinking to respond to the text (post-reading ):

·         apply world knowledge and own feelings / opinion to the text read;

2.2.6.      respond orally or in writing;

2.2.7.      recognize and use appropriate transitional words within and beyond paragraphs for better coherence and cohesion;

2.2.8.      recognize and use appropriate conventions (format, style, expression) of a brief written report;

2.2.9.       identify and select the required information in a book;

2.2.10.  make predictions about story line/ content, characters, using contextual clues and prior knowledge;

 

 

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·   Newspaper cuttings, cuttings from children’s magazines (e.g., Young World) for skimming & scanning, vocabulary in context, comprehension

·   Short story books (e.g., Jack & the Beanstalk, The Magic Stone, Aesop’s Fables) etc) from library for reading for pleasure and for summaries, book reports, character sketches etc

·         Reading passages from the textbook & other recommended books

 

Step ahead 2

 

3-  Writing Skills

3.1. Effective Paragraph writing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3.2.

 

 

 

Descriptive, and Narrative writing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3.3. Interpersonal and Transactional Texts

 

 

 

 

 

 

 

 

 

 

 

3.4. Planning own writing

 

 

 

 

The students should be able to:

3.1.1.      develop focus to write a paragraph for a given purpose and audience;

3.1.2.      use a variety of pre-writing strategies such as brainstorming, mind mapping, outlining etc;

3.1.3.      write a simple unified paragraph on a given topic:

·         write a clear topic sentence (including a controlling idea) using specific words, vivid verbs, modifiers, etc;

·         add adequate supporting detail (example, illustration, definition) to develop the main idea;

·         use transitional devices within a paragraph;

·         use chronological/sequential/spatial order of arranging detail;

·         by order of importance (most important to least important and vice versa , general to specific and vice versa );

3.1.4.      write a paragraph at least twice a week in diary/journal for fluency, creativity and pleasure;

 

3.2.1        analyze written texts to use in their own writing, like features of a simple descriptive composition about people, objects and places:

            PERSONS

·         finer details of physical description of face, built, clothes etc; of a person;

·         personality traits e.g; habits, attitudes, values etc;

           OBJECTS AND PLACES

·         sufficient general details and finer details of size, color, shape and texture;

·         defining characteristics of an object/ place;

·         atmosphere of a place

·         correct verb form;

·         appropriate adjectives and adverbs for vivid effect;

·         details in appropriate order;

3.2.2        write a narrative (composition or story) in the first or third person which describes events/incidents:

·         use sequential order;

·         use specific adjectives and adverbs;

·         use appropriate tense;

·         use appropriate transitional devices;

·         include quotations (actual words spoken) and thoughts and emotions of the participants in the incident;

3.2.3        apply summary skills to familiar / unseen passages and poems to:

·         write summary of passages;

·         summarize poems.

 

3.3.1        write informal letters for various purposes:

·         follow conventions of informal letter with respect to layout, salutations etc;

·         recognize and demonstrate use of appropriate vocabulary, style and tone in formal letters;

·         write the address on the envelope clearly and in proper format;

3.3.2.      write applications to the class teacher and principal;

3.3.3.      revise/edit for

·         correct format, layout;

·         appropriate vocabulary, style, tone;

3.3.4.      write and revise short dialogues;

3.3.5.      fill in correctly and legibly, forms requiring various kinds of simple information;

 

3.4.1.      plan their own writing

·         identify audience and purpose;

·         develop focus;

·         use appropriate pre-writing strategies;

3.4.1.      draft and revise writing to ensure that it

·         has a main idea stated in the topic sentence;

·         has relevant, specific, and substantial supporting details for each paragraph;

·         has reference and transition words that contribute to a sense of cohesion and cohesiveness;

·         has varied sentence structure and length;

·         has an effective introduction and conclusion;

3.4.2.      proof read and edit texts for errors of

·         sentence structure;

·         subject / verb agreement;

·         noun / pronoun agreement;

·         reference words, connectives;

·         Punctuation and spelling.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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·         Doing Free Writing thrice a week in the first five minutes of the class for fluency

·         Use of post cards and calendar pictures for descriptions, story writing, paragraph writing etc

·         Detailed exercises on techniques of writing with samples – paragraphs, essays, dialogues, stories, applications, informal letters

 

 

 

 

Step ahead 3 and AIOU –communication skills BA.BS

 

4. Literature

 

Poetry, novel/drama

 

 

 

 

 

The students should be able to:

 

4.1  read and enjoy a literary piece

4.2  differentiate among different literary forms such as Novel, Poetry, Drama and Stories;

4.3   analyze story elements: characters, events, setting, plot, theme, tone;

4.4  read a story to

·         retell it sequentially;

·         summarize;

4.5  recognize the author’s purpose;

4.6   identify the speaker or narrator in a selection;

4.7   present a character sketch orally and in writing;

4.8   give a personal response about the characters giving reasons to support the response;

4.9   read a poem and give orally or in writing:

·         main idea;

·         summary;

·         personal response with justification;

·         write a poem;

4.10          analyze how a writer/ poet uses

·         language to appeal to the senses through use of figurative language including similes, metaphors, personification.

·         Uses rhyme in a poem

4.11          write their own poem and story.

 

 

 

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·         book report and performance as a play

·         Read and discuss the suggested poems in the class

·         Students write a poem on a topic of their choice

·          Read and discuss the play once-a-week in the class

·         Write character sketches of the main characters in the suggested play

·         Perform the play in the Students’ Week

 

 

 

 

Short stories:

Ø  The gift of magi

Ø  The happy prince

Poems:

Ø  Daffodils

Ø  Walk a mile in my shoe

 

5. Grammar and Structure

 

5.1. Parts of Speech

 

 

 

 

 

 

 

 

 

 

 

The students should be able to:

 

5.1.1.  NOUNS

·         demonstrate use of common and proper, collective, countable and uncountable nouns; material and abstract nouns;

·         apply the rules of change of number of nouns learnt earlier;

·         change the gender of nouns;

 

5.1.2. PRONOUNS

·         demonstrate use of pronouns as subject and object;

·         demonstrate the use of personal pronouns and their forms

·         demonstrate the use of compound personal pronouns, reflexive and emphatic, indefinite, and distributive pronouns

·         demonstrate extended use of question words;

·         identify, and demonstrate function and use of relative pronouns which, who and that;

5.1.3. ADJECTIVES  AND ADJECTIVE PHRASES                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   

·         demonstrate the use of different kinds of adjectives;

·         change and use degrees of adjectives with reference to than and then;

·         locate the varying position of adjectives in sentences;

·         form adjectives from nouns and verbs;

5.1.4. VERBS

·         illustrate correct use of verbs showing ‘action’ and ‘ state of being’;

·         illustrate use of helping/auxiliary verbs & linking verbs;

·         recognize and demonstrate function and use of modal verbs learnt earlier;

·         illustrate use of regular and irregular verbs in speech and writing;

·         illustrate use of transitive and intransitive verbs;

·         convert and use present and past participles;

·         recognize and demonstrate function and use of infinitives;

 

 

 

 

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·         Integrate grammar with listening and reading activities and teach each grammar point accordingly

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.2. Articles 

 

5.3. Punctuation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5.4. Types of Sentences

 

 

5.5. Active & Passive Voice

 

5.6. Tenses

 

 

 

 

 

5.7. Sentence Structure

 

 

 

 

5.8. Idioms, Pair of Words & Proverbs

5.1.5. ADVERBS AND ADVERB PHRASES

·         classify and use different kinds of adverbs – adverb of Time, Frequency, Place, Manner, Degree or Quantity, Affirmation & Negation, Reason

·         recognize varying positions of adverbs in sentences according to their kinds and importance;

·         identify and use degrees of comparison of adverbs;

5.1.6. PREPOSITIONS

·         illustrate use of prepositions of position, time, manner, movement and direction;

·         demonstrate use of the relations expressed by prepositions;

·         illustrate use of simple, compound and phrase prepositions;

·         illustrate use of since and for;

5.1.7. CONJUNCTIONS

·         illustrate use of  conjunctions and their classes – Coordinating and Subordinating Conjunctions;

5.1.8. INTERJECTION

·         illustrate use of  interjections;

 

5.2.1. apply rules of a, an, and the wherever applicable in     

           speech and writing;    

 

5.3.1. apply rules of capitalization wherever applicable;

5.3.2. illustrate use of punctuation marks;

5.3.3. recognize and rectify faulty punctuation in given

           passage or own work

5.3.4. recognize and use comma to

·         separate an introductory phrase containing a verb from the main sentence;

5.3.5.      recognize and use colon to

·         introduce a list of items;

·         introduce a long quotation;

 

5.3.6.      recognize and use quotation marks to

·         enclose a direct quotation

5.3.7.      recognize and use omission marks or ellipses to signify the omission or deletion of letters or words in sentences;

 

5.4.1. recognize the difference  and illustrate use of clause   , phrase and sentence

5.4.2. identify and differentiate between main and

            Subordinate clauses

5.4.2. classify, use, convert and make declarative                                                                                                                    

(affirmative and negative), interrogative, exclamatory, and imperative sentences;

5.4.3. identify and differentiate between simple,               

              compound and complex sentences

5.4.4.  use 1st conditional and zero conditional sentences;

5.4.5. recognize and use question tags;

 

5.5.1.      identify active and passive voice in sentences;

5.5.2.      recognize and use passive voice for various purposes;

 

5.6.1.      illustrate use of Present, Past & Future tenses;

5.6.2.      recognize the form and various functions; and illustrate use of Simple, Progressive, Perfect and Perfect Continuous Tenses;

 

5.7.1.      use correct sentence structures

5.7.2.      identify sentence structure errors like subject-verb agreement, run-on/comma splice

 

5.8.1. illustrate understanding of the difference between   Idioms, pair of words and proverbs

5.8.2. demonstrate use of idioms and proverbs in spoken and written communication

5.8.3. demonstrate use of pair of words as required     

 

 

 

 

 

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