Grade 8 English Scope & Sequence DRAFTpdf.usaid.gov/pdf_docs/PA00MTQ9.pdf · Grade 8 Scope & Sequence . 3 . ... are attending other subjects in English ... for the English Language

Grade 8 English

Scope & Sequence

Ministry of Education

DRAFT

Grade 8 Scope & Sequence

3

practice gradually transfers from the teacher to the student. This model of teaching and learning begins with an explicit description of the literacy practice and an explanation of when and how it is used plus a demonstration of the literacy practice in action, which is followed by collaborative use of the literacy practice in action, then guided practice of the action for those students needing more support, and independent use when students apply their learning in the context of new tasks. In order to create child centered and context sensitive materials the scope and sequence treated the first cycle primary grades (grade 1 and grade 2, Grade 3 and grade 4, and the second cycle primary grade (grade 5-8) separately. Again the first cycle primary grades (1to 4) are considered as the fundamental stages of language learning and the stage at which that the learners have to get several support and inputs from the teachers and the materials. Therefore, the contents of the scope and sequence for Language items: Grade 1 and 2 address

Vocabulary

Oral language

Reading( comprehension, Phonemic awareness, concept of print and conventions, fluency)

Writing ( letter formation, words, punctuation and handwriting) Grade 3 and Grade 4 address

Listening

Speaking

Word study

Reading comprehension

Reading fluency

Vocabulary

Language items

Writing conventions &process The second cycle primary grades (5-8) are grade levels where students are attending other subjects in English in some regions. The scope and sequence has tried to consult content areas in identifying contents for the English Language syllabus. As a result the scope and sequence part of these grades has the following elements

Word study


Vocabulary

Listening

Speaking

Language items(grammar)

Reading fluency

Writing convention and writing composition All the scope and sequence documents have the following elements, consequently, the text writer should consider the following in the writing material

Assessment

Resources and

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Note for the teachers The document considers that an academic year has 30 weeks which has 40 min. five periods for grade 3 to 8 and 40 minutes of six periods for grade 1 and 2 in every week. Therefore there are 170 periods for grade 3 to 8 while there are 204 periods for grade 1 and 2. Each grade has 4 weeks of revision lesson in the whole academic year.Proposed Weekly/Topic Lesson Schedule The whole materials are divided in themes. Each theme will cover 2 _ 3 topics/ units and will be taught over three weeks (15 days). A unit will also mostly focus on one kind of text type so that the students get very familiar with that text type and they can learn how to write texts following the structure of the text type. There might also be specific vocabulary that will go with certain text types and themes. During the lesson development the reading text will be central and organization of contents will be thematic and integrated. The thematic tests will be used as a guide for all activities.

Overview of proposed schedule for a week for grade 8

Theme

Topic

Learning objectives

week 1 Days

Day 1 Day 2 Day 3 Day 4 Day 5

Word study 10

Vocabulary 15 15

Reading comprehension 30

Reading fluency 25

Writing composition and 30

Writing convention 10

Speaking 20

Listening 25 30

Grammar 20

Unit: 1 Plans

Topic 1.1: A Study Plan

Week: 1

Learning outcome:

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By the end of the week, the students will able to:

Identify key word segment and blend them

Use proper social expressions to talk/write about their future plans

Use thematic vocabularies and proper tenses/ language items to express about their future plans

Relate the theme of what they have read to their real-life

Read a text with appropriate expressions for fluency.

Lesson

components Learning Activities


Word study Syllabic blending of 3-5 selected

thematic words with three and more

syllables from the reading text (e.g.

management, successful, difficult,

pressure, important, realistic

nervousness,)

Reading

comprehension

Topic: A Study Plan

Pre-reading

Teacher asks question to relate prior

knowledge (predict the message of

topic and make connections with

prior knowledge)

Teacher encourages the students to

read text

While Reading

Students read the text

individually, silently taking mental

notes

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Students pause and predict what

might come in the next part of

the text ( what ideas may be in

the next paragraph)

Post reading

- Identify main ideas, infer words

from context,

- Inferential questions or generally

answer reading comprehension

questions /post reading activities

- Text type: expository

Vocabulary

10 thematic and academic

words: Encourages

students to use the

selected 10 new words

throughout the lesson

using different strategies

Students will learn new

words such as regularly,

pressure, duty, endeavour,

reduce, task, attempt,

stress, decrease, ….

Listening

Comprehension

Pre-listening

Teacher introduces the

listening topic and asks

students to guess what the

listening is about

students predict about the

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listening text based on

title

While Listening

Teacher reads aloud the

listening text about time

management

students listen and take

notes

Post Listening

Students answer

comprehension questions

by filling information in

tables.

Possible topic: Time

Management

Speaking

Teacher brain storms

how students

understand planning

and write their response

on blackboard (about 5

minutes) and

encourages/ supports

students to talk about

their study plans in

small groups

Students express their

ideas about their study

plans

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Grammar Present simple

Reading Fluency Pre-reading:

Students summarize what

the reading text was about

-Teacher selects one or two

paragraphs from the

previous reading passage

and gives students time (1-2

minutes) to practice.

Teacher selects 7-10

students to stand up turn by

turn and read aloud with

appropriate expressions

(intonation)

(From the Reading Text)

Vocabulary (7 academic Vocabulary

items)

Teacher introduces /

discusses thematic and

academic vocabulary items

(…)

Thematic words for the

week:

Academic words for the

week:

Use synonyms and antonyms

related to topic

Writing Writing steps : think,

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Convention plan, draft and

checking

Writing

Compositions

Teacher explains /

shows steps of

writing ( think, plan,

draft and checking)

through model

examples

Teacher makes

students engage in

practising the steps

Assessment Word study

Checking students’

understanding of word

syllabication and their

ability to blend or

segment 3 or more

syllabic words through

reflection, teacher or

peer review, group

review, individual

presentation,


Turn and Talk

Summaries and

Reflections.

Presentations.

Formal/informal

Vocabulary

presentation

reflections

peer review

Listening

Visual Representations

(Fill tables and

the teacher circulates in

classroom , and sees if

students fill and complete

tables correctly during a

listening activity.

Speaking

Turn and Talk.

Observing

Rubrics (Use a

table of criteria to

evaluate/ assess

student speaking

Grammar

group

production

rotating

individual

review

turn and talk

Reading fluency

the teacher evaluates

while the students

read loudly

individually

(expressions)

record errors, time

and expression for

feedback

Vocabulary

exit card

presentation

summaries and

reflections

peer review

provides students

with written

paragraph and

checks their

understanding

about elements of

paragraphs

Rubrics /checklist

(Use a table of

criteria to evaluate/

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monitoring,

Resources Flash cards /sash board, pictures,

charts, Dictionary, etc.

Flash cards /sash board,

pictures, real objects,

Dictionary, tape/CD player

Real objects, charts tape/CD player Sample of a brief

summary of ideas

Unit: 1. Plans

Topic 1.2 My future plans (story)

Week: 2

Learning outcome:


Learn vocabulary items through segmenting and blending

Use proper social expressions to talk/write about their future plans

Use thematic vocabularies and proper language items tenses to express about their future plans

Identify the main and detailed ideas and relate and use shared experiences to relate the theme /message of the passage to their real-life

Use appropriate expressions to read a text fluently.

Lesson components

Learning Activities


Word study

Syllabic segmenting of 4-6

selected thematic words with

three and more syllables

from the reading text (e.g.

alignment, mechanic,

concentrate, imbalance,

particular, documents,

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architecture,)

Reading comprehension Topic: My future plans

Pre reading

- Teacher asks students

question to relate with

their prior knowledge

- The teacher tells the

students to predict and

read the story silently

While reading

Students stop/pause for a

while and ask themselves

if they understand, what

will happen next…

The students read silently

Post reading

- Identify main ideas,

infer words from

context,

- Inferential questions

- Referential questions

or generally answer

reading comprehension

questions /post reading

activities

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Vocabulary

10 thematic and

academic vocabulary

items:

Teacher encourages

students to use the

selected new words

throughout the lesson

using different

strategies

Students learn new

words / vocabularies

such as produce,

machines, goals, repair,

plumber, modern, …and

other new words ....

related to the text)

Listening Comprehension Pre-listening

listening activities

-students predict the

content of the listening

text based on title and

illustration

Teacher exposes students

to the listening activities

on the text before

listening to the text.

While listening

Teacher reads aloud a

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short story

Students listen to the

story and answer

listening comprehension

questions

Post listening

Then, students retell the

story they listened to

Speaking

With teacher support, children

role play in pairs and discuss

their future plans

Students act out the dialogue

using ‘if/when..... by taking

turns :e.g.

A: What will you do if you lose

your textbook?

B: If I lose my textbook, I will

borrow one from my

friend

Grammar conditionals Type-1

sentences

Simple future

Reading Fluency Pre-reading:

Teacher models the

first paragraph and

gives students time

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to practice two

paragraphs.


students to stand up

turn by turn and read

aloud using

appropriate speed

(more than 70 words

per minute).

Vocabulary 7 academic Vocabulary

items):


discusses academic

vocabulary items (…)


week:

Use different vocabulary

teaching /learning

strategies. e.g. synonyms

/antonyms

Writing Convention Elements/parts of

paragraph writing: topic

sentence, supporting

sentences and concluding

sentence

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Writing Compositions Teacher explains /

shows

elements/parts of

Paragraph writing (

topic sentence,

supporting sentences

and concluding

sentences) through

modelling

Students discuss and

identify

elements/parts of

Paragraph, topic

sentence and

concluding

sentences

model examples

Assessment

Word study




ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,

Vocabulary

presentation

summaries and

reflections

peer review

Listening

Reflection

Students reflect what they

have understood from the

story they listened to

Speaking

Turn and Talk.

observing

Grammar

group production

rotating individual

review

turn and talk

Reading fluency


while the students

read loudly individual ,

rate

record errors, time for

feedback

Vocabulary

presentation

reflections

provides students with

sample written

paragraph and checks

their understanding

about qualities of

paragraphs

rubrics (use a table of


assess student writing

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Turn and Talk

Summaries and

Reflections.

Presentations.

Formal/informal

monitoring

Resources Flash cards /sash board,

pictures, charts, Dictionary,

etc.




Real objects, charts tape/CD player rubrics

Unit2: The City and The Countryside

Topic 2.1: Life in the City and Life in the Countryside

Week: 3

Learning outcome:


analyse words through word study

Use proper language/ social expressions in speaking, reading and writing about where children live

Use thematic vocabularies and proper grammar/ language items in comparing their areas with others’,

Read a text with appropriate fluently (rate, expression and accuracy), and

Identify the main and detailed ideas and relate the message to their own real lives

Lesson components

Learning Activities

Learning Activities


Word study

Blending Syllables:

Teacher selects 3 - 5thematic

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words with three and more

syllables from reading text

and show how they are

segmented and blended

using the gradual release

model (I do, We do, You do)

(entertainment, condition,

disadvantage, opportunity,

polluting, scenery, ),

unfamiliar,…)

Reading comprehension City Versus Countryside

Pre reading (Poem)

Student do brain

storming activities,

predict what the

reading poem will be

about and relate it to

their background

knowledge

While reading

Read a poem for

enjoyment.

Pause for a while to

think what may

happen/ come in the

next stanza.

Post reading

Identify the message

of the reading text

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(poem) and express/

share their feelings

Vocabulary

Teacher introduces 10

thematic and academic

vocabulary items (…)


week:


week: Use synonyms and

antonyms related to topic

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Listening Comprehension Topic: Advantages and

disadvantages of living

in a city and living in a

countryside

Pre listening

Teacher exposes

students to the

Teaches some difficult or

complex words or

phrases from the text

before the listening to

avoid confusion or

blocking of listening

comprehension.

While listening


listening text twice and

students listen to, and

take notes

Post listening

Students answer

comprehension

questions (fill in tables,

match words to their

meanings

Speaking

Teacher organizes and

facilitates pair/ group work and

motivate students to use

descriptive adjectives and

comparative adjectives in

describing and comparing

places, people, plants, objects,

weather conditions,

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Students describe and compare

life in their towns and villages in

pairs or groups and report back

to whole class

Grammar Comparisons with positive,

comparative degrees(as…as, not

as/so…as/ more/ less/ -er/ than, )

Reading Fluency (Topic; From the reading

Text)

Teacher picks a paragraph

from the reading text and

reads it with accuracy. Then

selects two paragraphs for

students to read aloud.

Students read the selected

paragraphs with

appropriate expressions and

teacher gives feedbacks.

Vocabulary and 7- 10 academic Vocabulary

items)


discusses thematic and


(…)


week:


week:

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Use synonyms and

antonyms related to topic

Writing Convention Qualities of

paragraph

writing:( unity

and cohesion

Writing Compositions -Teacher

explains / shows Qualities of

paragraph

writing(unity,

coherence,

cohesion and

organization)

through

modelling

Students discuss

and identify the

qualities of a

paragraph





ability to blend or

segment 3 or more



Vocabulary

presentation

summaries and

reflections

peer review

Listening

- reflection

Speaking

Turn and Talk.

observation

Grammar

group production

rotating individual review

turn and talk

Reading fluency


while individual

students read aloud

with expression

record errors, time for

feedback

Vocabulary

teacher’s review

peer review

rubrics (use a

table of criteria

to evaluate/

assess student

writing

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peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.

Formal/informal monitoring

- Students answer

comprehension

questions (fill in tables,

match words to their

meanings)

- the teacher goes around

classroom , and checks if

the students are filling

and completing tables

correctly from what they

have listened to

presentation

reflections



etc.



tape/CD player

Real objects, charts tape/CD player, smart

phone

Sample of a quality

paragraph

Unit 2: The City and The Countryside

Topic 2.2 Facilities in a City and a countryside

Week: 4

Learning outcome:

By the end of the week, he students will able to:

Learn vocabulary items through word study

Use proper language/ social expressions in talking, reading and writing about their areas

Use thematic vocabularies and proper grammar/ language items in comparing their areas with others’,

Read a text with appropriate fluently (rate, expression and accuracy)

relate the message what they read or written to their own real life

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Lesson components

Learning Activities

Learning Activities


Word study Segmenting Prefixes (: mis-

,im-. dis, in-, un-, )

– Teacher selects 3 – 5t

hematic words with three

and more syllables from

reading text and show how

they are segmented and

blended using the gradual

release model (I do, We do,

You do)

(e.g.misunderstand,

unfortunate, inexpensive

,impossible, inaccurate

,disadvantage,

unavailable,)

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Reading comprehension TOPIC: Facilities in a City

and in thecountryside

Pre reading

Teacher will facilitate

learner centred pre reading

activities

Students predict what the

message of the reading

passage is about and

relate to their prior

knowledge.

While reading

Students read silently with

purpose

Post reading

Identify main ideas, infer

words from context,

answer reading


/post reading activities

Text type: compare and

contrast

Vocabulary (7- 10 ) thematic &

academic vocabulary

items:

Listening Comprehension Pre listening

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topic (My observation)

and clarifies

instructions to students

before they listen.

Then the teacher reads

the text aloud with

appropriate

expressions.

While listening

Students take note

while listening and

identify main ideas and

details

Post listening

Students do the post

listening activity based

on given instruction.

Speaking

Teacher briefs/explains

procedures of debating and

select and assign students to

debate on the topic “where life is

better, (in City or Countryside)

Students are divided in to two

groups to debate for and against

the topic.

Teacher observes students’

qualities of presentation (flow

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and, organization of ideas, use of

words, time, eye contact, voice,

confidence, management

dictions pronunciations, etc.)

Teacher gives feedbacks.

Grammar Teacher explains how to make

sentences using conditionals

(Type-2)

Students do activities about

conditional type-2 and used to…

Teacher monitors students’

performances and gives

feedbacks.

Reading Fluency Topic: Trees for life

Teacher models reading a

paragraph from the new text

for reading fluency and gives

students time to practice two

paragraphs.

Vocabulary 7 academic words

Using different techniques of

teaching vocabulary items

such as classifications,

synonymous, antonyms,

word map, etc

Writing Convention Paragraph types:

narrative,

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descriptive ,

expository and

argumentative

Writing Compositions -Teacher explains /

shows types of

paragraph (

narrative,

descriptive ,

expository and

argumentative)

through modeling

Students discuss

and identify types

of paragraphs

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- Checking students’



ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary

- presentation

- reflections

- peer review

Listening Comprehension

- Reflection

Students reflect what

they have understood

from the text they

listened to

Speaking

- Turn and Talk.

- observation

- Grammar

- group production

- rotating individual review

- turn and talk

Reading fluency

- the teacher evaluates

students reading fluency

in terms of rate when

they individually read

loudly

- record errors, time for

feedback

- Vocabulary

- presentation

- reflections

- teacher checks

students’

understanding of

paragraph types

- rubrics (use a


evaluate/ assess

student writing



etc.



Dictionary, tape/CD

player/ smart phone

Real objects, charts tape/CD player/ smart phone Sample of

paragraph types

Unit3: Sports

Topic 3.1: Types of Sport

Week 5

Learning Outcomes

By the end of the week, Students will be able to:

analyse word parts through word study

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Expand their oral and written language skills to reflect their ideas

Interpret information from graphs, tables and report orally using appropriate expressions

Draw meanings from the reading text and give information about sport

Write descriptive paragraph about sport using sport related terminologies

Use expression to read a text accurately

Lesson components


Word study

Segmenting suffixes

3-5 thematic words with


which are taken from

reading text (suffixes: ion,-

ly,), using the gradual realize

model (I Do, We Do, You

Do)e.g. participation,

undoutedly, …


Topic: Types of Sport

Pre reading

Teacher exposes students to

pre-reading activity

Students brainstorm ideas to

relate their prior knowledge

with target passage and

predict what the reading text

would be about.

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While-reading


silently to identify main and

detail ideas.

Post reading

Students do post reading

activities (infer words from

context, and answer

comprehension questions).

–

Vocabulary 10 thematic and academic

vocabulary items)

Teacher picks about 8

words from the list and

teaches using vocabulary

teaching strategies

(synonyms, antonyms,

graphic organizers...)



title/topic of the listening

text, selects and treats

some difficult words to

draw the attention of

students and to make

comprehension easier

teacher also asks them to

guess what the listening

text would be about and

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gives them chance to

look at the listening

activities in their

textbook.

While listening

Teacher reads the text

aloud with appropriate

pacing two times

Students take notes while

listening to teacher

reading the text.

Post listening

Students perform post

listening activities based

on given instructions.

Speaking Possible title: The sport

they like most

Teacher gives instructions

and encourages students

to discuss in groups about

the sport they like most

Students be in small

groups and discuss and

reflect share their ideas

orally to large group/the

whole class.

Grammar Teacher reviews the uses of :

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Personal pronouns,

phrasal verbs and

prepositions

Teacher assign students

to discuss in pairs/group

and share their ideas

Students perform given

activities according to

instructions

Teacher moves around

the class for monitoring

and supporting.

Reading Fluency (Topic: From the Reading Text)

Teacher reminds students to use

the previous reading passage for

the day’s reading fluency and

he/she takes a paragraph from

the reading text and reads it for

students with appropriate

accuracy.

Teacher observes individual

student’s reading accuracy , put

marks on words which are read

incorrectly and Works with one

or two students while the

rest do independent reading

or practice in pairs or groups

of 3 or 4

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Vocabulary 7- 10 academic vocabulary

items.

Teacher selects/picks about 6-8

words from the list teach their

uses and meanings using

different techniques of teaching

vocabulary items such as

classifications, synonymous,

antonyms, word map, etc.

Writing Convention

Using transitional

words

Writing Compositions Expository paragraph(

exemplification)

Write 3-4

paragraphs on sport

they like most and

why they like it





ability to blend or

segment 3 or more



peer review, group

Vocabulary

-reflections

- peer review


- Reflection

Students reflect what

they have understood

from the text they

Speaking

- Turn and Talk.

- observation

- Grammar

- group production


Reading fluency


individual student accuracy

while students read aloud

- gives feedback

- Vocabulary

- presentation

- reflections

- teacher checks

students’ ability to

write expository

paragraphs

- rubrics (use a table

of criteria to

evaluate/ assess

student writing

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review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


listened to

Resources Dictionary, Pictures, charts, dictionary Pictures, charts Dictionary

Unit 3: Sports

Topic 3.2: Ethiopian Athletes

Week 6


analyse or identify word parts through segmenting and blending

Expand their oral and written language skills to reflect their ideas

Interpret information from graphs and tables and report orally using appropriate expressions

Draw meanings from the reading text and report information about sport

Write friendly letter with proper related to Ethiopian athletes.

Read a text with appropriate fluency(rate, expression and accuracy)

Lesson components


Word study Blending suffixes 3-5

thematic words with three

and more syllables which are

taken from reading text

(suffixes: -ship,-ic, -ing,),

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using the gradual realize

model (I Do, We Do, You

Do)e.g. championship,

athletics, rhythmic …)


Topic: Ethiopian Athletes

Pre reading

Teacher facilitates pre-

reading activity

Students brain storm ideas to

relate their prior knowledge


predict what the reading text

would be about.



detail ideas.

While reading

Students read with purpose,

pause for short time while

reading and ask themselves

what idea may come next.

Post reading



context, summarize and

answer comprehension

questions)

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Text type: narration

Vocabulary (14thematic and academic

vocabulary items)

Teacher picks about 8 words

from the list and teaches using

vocabulary teaching strategies

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(synonyms, antonyms, graphic

organizers...)



title/topic of the listening text

to draw the attention of

students and asks them to

guess or predict what the

listening text would be about

and gives them chance to look

at the listening activities in

their textbook.

While listening

Teacher reads the text aloud

with appropriate pacing two

times


listening to teacher reading

the text.

Post listening

Students perform post listening

activities based on given

instructions.

Speaking Topic of discussion: Talking

about people: Ethiopian

athletes

Teacher gives

instructions and

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encourages students to

discuss on the reasons

why they like the athlete

they like most

Teacher guides

students to discuss in

groups and report

simple information for

the whole class

Teacher goes around

gives the necessary

support for the students

Students will be in

small groups, discuss

and reflect /report to

the class.

Grammar Teacher reviews the

uses of

relativepronouns

(which/ that, where,

who…),

Teacher assigns

students to discuss in

pairs/group and share

their ideas



instructions

Teacher moves around

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the class for monitoring

and supporting.

Reading Fluency Teacher reads one paragraph

from the new text for reading

fluency and gives students

time to practice two

paragraphs.

Teacher selects 8-10 students

to stand up turn by turn and

read aloud using appropriate

rate (about 75 words per

minute).

Vocabulary (7 words) academic words

Using different techniques of



synonymous, antonyms, word

map, etc

Writing Convention

Format: parts of letter,

margin, indentation,

spacing

Writing Compositions

Write short narrative

friendly letter

to share experiences

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ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary

- presentation

- reflections

- peer review


- Reflection



text they listened to

Speaking

- Turn and Talk.

- observing

- Grammar

- group production


- turn and talk

Reading fluency


while the students read

loudly individual rate

- gives feedback

- Vocabulary

- presentation

- reflections

- teacher checks


write a friendly

letter

-rubrics (use a table of


assess student writing



etc.


pictures, real objects, Dictionary,

tape/CD player

Real objects, charts tape/CD player Sample of a layout for

friendly letter

5. Unit4: Health Issues

Topic 4.1:Sexually Transmitted Diseases

Week 7

Learning Outcomes


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Learn vocabulary items through word study

Express their feelings from listened text using simple past and future tenses

Use appropriate language expressions to describe infectious diseases

Identify the themes of different reading texts and relate to their daily lives

Write guided descriptive paragraphs on disease prevention issues using correct spelling, punctuations

Read a text fluently (rate, expression and accuracy)

Lesson components


Word study Blending suffixes

Teaching inflectional endings

as plural makers (e.g. –less, -

d, -ity, -mit, -ious, ) using the

gradual release model (I Do,

We Do, You Do) (e.g.

instructions, opportunity,


Topic: Sexually

Transmitted Diseases

Pre reading


reading activities using

graphic organizer.

Students do the pre-

reading activities

(predicting, brain

storming…)

Teacher encourages

DRAFT


42

students to read the text

silently

While reading

- Students read the

passage silently and

make notes

Post reading


words from context,

- inferential questions

- referential questions or

generally answer reading



Text type: expository( cause

and effect)

Vocabulary Topic: Prevention or Cure

10 thematic and academic

vocabulary items

Teacher selects about 8-10


teaches using vocabulary

teaching strategies

(synonyms, antonyms,

graphic organizers,

classification, collocations,

definitions...)

using different techniques

of teaching vocabulary

DRAFT


43

items such as

classifications,


word map, etc


Pre listening

Teacher selects some new

or difficult words/phrases

from the listening text and

explains (use, meaning,

pronunciations…) to

students, and give high

lights about the pre-

listening activity.

Students perform the pre


While listening

Students listen and take

notes while listening

Post listening

Students respond to

comprehension

questions/do post listening

activities

Speaking Topic of discussion: HIV/AIDS-

causes, effects and preventive

methods

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44

Teacher gives instructions

and encourages students to

discuss causes, effects and

preventive methods on

HIV/AIDS

Teacher guides students to

discuss in groups and

report /reflect simple

information about

HIV/AIDS.

in small groups, students

discuss and reflect to the

class using related

language expressions..

Grammar Teacher reviews about the

uses of simple past in sentence

constructions.

Teacher assigns students to

practice grammar items in

pairs/group s and share their

ideas



instructions

Teacher moves around the class

for monitoring and supporting

Reading Fluency Topic: The Impact of

HIV/AIDS

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45

Teacher reminds students to

use the previous reading

passage for the day’s reading

fluency and he/she takes a

paragraph from the reading

text and reads it for students

with accuracy.

Then selects about 6-8

students and makes them

read two paragraphs loudly

and fluently (accuracy).


student’s reading accuracy ,

put marks on words which

are read incorrectly and gives

feedbacks

Vocabulary (6-8) academic vocabulary

items.

Teacher selects/picks about

6-8 words from the list teach

their uses and meanings

using different techniques of




word map, etc.

Writing Convention Expository paragraph

DRAFT


46

Writing Compositions - Write 3 to

4expository

paragraphs on

causes, effects

and preventions of

HIV/AIDS





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary

- presentation

- summaries and

reflections

- peer review

Listening

Reflection




Speaking

- Turn and Talk.

- Observing

- reflection

- Rubrics (Use a table of criteria

to evaluate/ assess student

speaking

Grammar

- group production

- turn and talk

Reading fluency



loudly individually

(accuracy)

- record errors for

feedback

Vocabulary

- presentation

- reflections

- peer review

- teacher checks


write expository

paragraphs of

their own related

to HIV/AIDS


of criteria to

evaluate/ assess

student writing



etc.




Real objects, charts tape/CD player/ smart

phones

Model expository

paragraph

DRAFT


47

Unit4: Health Issues

Topic 4.2: Say No to Drugs

Week 8

Learning Outcomes


analyse or identify word parts through segmenting and blending

Express their feelings from listened text using appropriate language items

Share their experiences and give advice to others on health related issues

talk about what has been read using specific information from the text to support the ideas

Lesson components


Word study Segmenting suffixes


as plural makers (e.g. –al, , -

ly) using the gradual release

model (I Do, We Do, You Do)

(e.g. instructions,

opportunity,

Reading comprehension Topic: Say No to Drug

Pre reading


reading activities

Students brainstorm ideas

to relate their prior

knowledge with target

passage and predict what

the reading text would be

DRAFT


48

about.

While reading

Students read the story

silently to identify specific

information

Post reading

Identify the characters,

theme, and setting, retell the

story in their own words

Text type: expository ( cause

and effect)

Vocabulary (10 thematic and academic

vocabulary items)

Teacher picks about 8 words from

the list and teaches using

vocabulary teaching strategies

(synonyms, antonyms, definitions,

real object, graphic organizers...)


Pre listening

Teacher motivates students to do

the pre-listening activities

Students tell what they know

about the topic

Teacher jots down their

opinions on

blackboard/graphic organizer,

While listening

Teacher reads the listening

DRAFT


49

text aloud twice


listening for expressing their

ideas about the message of the

text.

Post Listening

Students Compare their notes

with the responses the teacher

jots down on the

blackboard/graphic organizer

Students respond to the

subjective and objective type

questions ( about students’

feelings)

Speaking Teacher provides

discussion topics (effects

of drugs-‘Chat’/’khat’

alcohol, cigarettes,

‘shisha’,), and monitors

while students discuss in

mixed ability groups.

Students express their

experiences related to

health issues using

modals

(should/could/need/had

better/ought to do/ + v1

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50

for giving advice)

Teacher asks individuals

students from each group

to report what they have

discussed.

Grammar Should/could/need/had

better/ought to do/ + v1

for expressing advice

Should/ could + have+v-3

for expressing regrets

Reading Fluency Teacher reads one

paragraph from the new

text for reading fluency

and gives students time

to practice two

paragraphs.

Teacher selects 6-8

students to stand up turn

by turn and read aloud

using appropriate

expressions.

Vocabulary 7 academic words

Using different

techniques of teaching


classifications,


word map, word banks,

DRAFT


51

etc

Writing Convention Sing comma (part I)

Writing Compositions - Write cause and

effect (expository)

paragraphs about

the effects of drug.





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.

- Formal/informal

monitoring.

Vocabulary

- presentation

- reflections

- peer review

Listening

Reflection

Students reflect what they have

understood from the text they

listened to

Speaking

- Turn and Talk.

- Observing

- Rubrics (Use a table of


assess student speaking

Grammar

- group production

- rotating individual

review

- turn and talk

Reading fluency


while the students

read loudly

individually

(expressions)

- record errors, time

and expression for

feedback

Vocabulary

-exit card

- presentation

- summaries and

reflections

- peer review

- teacher checks


write expository

paragraphs


of criteria to

evaluate/ assess

student writing



Flash cards /sash board, pictures,

real objects, Dictionary, tape/CD

Real objects, charts tape/CD player/ smart

phones

Model narrative

paragraph

DRAFT


52

etc. player

Unit 4 : Health Issues

Topic 4.3: Life Skills

Week 9

Learning Outcome


identify word parts through segmenting and blending

Use appropriate language items ( modals)from listened text to express their feelings

share experiences/ knowledge they gained from the reading text with peer groups themes

Appreciate their self-esteem using specific information from the text

Use appropriate vocabulary items to complete incomplete sentences related to the topic.

Lesson components


Word study Blending Suffixes


as plural makers (e.g. -s, -es,-

ies,) using the gradual

release model (I Do, We Do,

You Do) (e.g. instructions,

opportunity,

Reading comprehension Topic: Life Skills

Pre reading


reading activities related

to the text about life skills

DRAFT


53

Students deal with brain

storming ideas to relate



predict what the reading

text would be about

While reading

- Students read the text

about life skills silently

for identifying the detail

and main ideas for

sharing with peer groups

Post reading

- Students do post reading

activities (infer words

from context, and answer

comprehension

questions).

- Text type: expository

Vocabulary 6- 10 academic and

thematic vocabulary items

will be presented using

different strategies of

teaching-learning

vocabularies


DRAFT


54

Pre-listening

- Students predict about

the listening text based

on title and illustration

While listening

- Students listen to

the text related to

life skill and take

notes

Post Listening

- Students answer

comprehension

questions

Speaking Students express their

ideas on family related

issues

-

Grammar Adjectives of quality

(intelligent, clever, self-

confident, shy, bold,

resistant, discriminatory,

uncomfortable,

assertive, intimate,…)

Reading Fluency Teacher reads one

paragraph from this

week’s reading passage

DRAFT


55

and gives students time to

practice two paragraphs.




using appropriate accuracy

Vocabulary 7 academic vocabulary

items will be taught

Writing Convention Using comma (Part II)

Writing Compositions Write a summary of the reading

text they have read in Causes and

effects of shyness/ lack of self

confidence





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

Vocabulary

- presentation

- summaries and

reflections

- peer review

Listening

Visual Representations -

students answer


(Fill tables and

- the teacher circulates in

classroom , and sees if the

students are filling and

completing tables correctly

Speaking

- Turn and Talk.

- Observation

- Rubrics (Use a table

of criteria to

evaluate/ assess

student speaking

Grammar

- group production

- turn and talk

Reading fluency


while the students

read loudly

individually

(expressions)

- record errors, time and

accuracy for feedback

Vocabulary

- presentation

- reflections

- peer review

- peer work

- teacher review

- collecting students’ written

works,

- presentation

- reflections

DRAFT


56

- Presentations.

- Formal/informal

monitoring

from what they have

listened t



etc.




Real objects, charts tape/CD player/smart

phone

Unit5: Plants and their Uses

Topic 5.1: Flowers

Week 10

Learning Outcomes


identify word parts

Use active and passive voices in expressing their ideas about flowers.

Use appropriate language expressions to report discussion about types and uses of flowers they know most

Give appropriate response for the comprehension questions

Write expository paragraph on the given text about flowers

Lesson Components


Word Study Segmenting Suffixes






(-ed, -en, --ment))

DRAFT


57

Reading Comprehension Topic: A Singing Flower

(Poem)

Pre reading

Teacher exposes students to

pre-reading activity


storming ideas to relate their

prior knowledge guess what

specific content the text has.

Teacher encourages students

to read the poem silently

appreciate

While reading

Students read the poem

silently analyze the ideas .

Post reading


words from context,


-referential questions or




Text type: Descriptive


vocabulary items will be

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58

taught using different

strategies of teaching-

learning vocabulary.

Listening Comprehension Topic: Uses of Flowers

Pre listening

Listening text about

flowers:

Teacher selects some

new or difficult

words/phrases from the

text and explains (use,

meaning,

pronunciations…)

Teacher draws the

attention of students

through pre listening

activity

Teacher makes students

have a look at the

listening activity on their

textbooks.

While listening


note

Post listening

Students do the listening

comprehension

questions

DRAFT


59

Speaking Teacher facilitates

group discussions

Students discuss

orally in

pairs/groups about

types and uses of

flowers they

know/in their local

areas.

Grammar The Voice (part I)

Teacher explains the

uses of active and

passive voices in

making sentences

Students construct

their own sentences

using the language

items

Reading for Fluency (Topic: From the Reading

Text)

Teacher reads one


text for reading fluency

and gives students time to


Teacher selects 6-8


DRAFT


60


using appropriate rate



Writing Conventions Rhythm,stanza

Writing Composition - Write poem of their own about

flowers about one of the flowers

in their local areas ( e.g Adey

Abeba, Rose...)

Assessment

Word study

-Checking students’


syllabication and their ability

to blend or segment 3 or

more syllabic words through

reflection, teacher or peer

review, group review,

individual presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary

- presentation

- reflections

- peer review

Listening

Reflection




Speaking

- Turn and Talk.

- Observation


of criteria to

evaluate/ assess

student speaking

Grammar

- group production

- turn and talk

Reading fluency


while the students

read loudly

individually (rate)

- record rate for

feedback

Vocabulary

- presentation

- reflections

- peer review

- checks students’ ability to

write poem

- Rubrics /checklist (Use a table

of criteria to evaluate/



etc.




Real objects, charts tape/CD player/smart

phone

Model paragraph

DRAFT


61

Unit 5: Plants and their Uses

Topic 5.2: Fruits and Vegetables

Week 11

Learning Outcomes


Develop their word knowledge through segmenting and blending more complex words

Respond to a listening text using specific information obtained from the text.

Talk legibly about fruits and vegetables using appropriate language expressions

React to post reading activities.

Lesson Components


Word Study Blending Prefixes 3-5 thematic words with three and more syllables taken from reading text using the gradual release model (I Do, We Do, You Do) (un-, ant-, )

Reading Comprehension topic : Uses of Fruits and

Vegetables :

Pre reading



prior knowledge

Guess what specific content

the text has.

DRAFT


62

While reading


silently and comprehend the

text.

Post reading



context, and answer

comprehension questions).

Text type: Expository

Vocabulary 8- 10 thematic and academic

vocabulary items will be taught

using different strategies of

teaching-learning vocabulary

(oranges, lemons, mangoes,

pineapples, cabbage, spinach,

tomatoes, onions, potatoes….)


Pre listening

Listening text related to fruits

and vegetables:

Teacher selects some new or

difficult words/phrases from

the listening text and explains

the meaning or pronunciation


listening text based on title

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63

and illustration

while listening

students take note while

listening

post listening

Students respond to post


questions.

Speaking Discussion point:

-Teacher facilitates group discussion on topic related to fruits and vegetables

-students talk about the

fruits/vegetables they like

most and the reasons

behind and reflect

Grammar Conditionals (Type-3

Reading for Fluency Teacher reads one

paragraph from the

passage Fruits and

Vegetables and gives

students time (1-2 minutes)

to practice two paragraphs.



read aloud using

DRAFT


64

appropriate accuracy

Vocabulary 6-8 academic vocabulary


Writing Conventions Summary of ideas,

organization of ideas

Writing Composition Summary writing

Students summarize

what they have read in

the reading text about

fruits and vegetables in a

short paragraph .

DRAFT


65

Assessment

Word study

-explicit instruction

- dictation

- Checking for the students’

ability to blend and

segment complex words


- Turn and Talk

- Reflections.

- Presentations


- Formal/informal

monitoring

Vocabulary

- Checking students’ ability to

guess meanings of words from

contexts

- presentation

- reflections

- peer review

Listening

Students reflect what they have

understood from the text they

listened to

Speaking

- Turn and Talk.

- Observation



assess student

speaking

Grammar

- Assesses students’ use of

proper grammatical

items they have learnt

in their speaking or

discussions

- group production

- turn and talk

Reading fluency



loudly individually

(expression)

Vocabulary

- presentation

- reflections

- peer review

Teacher checks students’

ability to write

expository paragraphs

about the health benefits

of some fruits/

vegetables


pictures, charts


pictures, real objects, dictionary,

picture dictionary, tape/CD

player

Real objects, charts Stopwatch,

Unit5: Plants and their Uses

Topic 5.3: Plant therapy

Week 12

Learning Outcome


DRAFT


66

- Identify word parts through segmenting and blending

- answer comprehension questions after listening to information/ explanations related to the topic

- use proper grammatical items, relevant thematic and academic words, punctuation and spelling rules in writing composition about the uses of plants.

- use appropriate language expressions in discussing and reporting orally simple information about plants and their uses

- answer post reading questions (inferential, ‘Who’ questions….) explicitly using suitable language items

Learning Components


Word Study Blending suffixes

3-5 thematic words with three and more syllables taken from reading text using the gradual release model (I Do, We Do, You Do) (-action, -al, : )

Reading Comprehension Topic: Plants for healing

Reading text about the uses of

plants for medical purposes:

Pre reading

Teacher facilitates reading

activities for students



prior knowledge


the text has.

Teacher tells students to read

silently and with purpose

DRAFT


67

While reading

Students read the text silently

for identifying main and detail

ideas

Post reading


words from context,





Text type: persuasive

Vocabulary 7-10 thematic and academic


taught (indigenous, ginger,

ornamental, contraction,

flavor, basil…..)


Teacher selects some new or

difficult words/phrases from

the listening text and

explains the meaning or

pronunciation



and illustration

While listening


DRAFT


68

listening

Post listening

- Students respond to post


questions

-

Speaking

Teacher facilitates students

to give health benefits/

nutritional values of some

plants that can be fruits /

vegetables from the

illustrations given.

Students discuss in small

groups and reflect.

Grammar Expressing result (,

so…that, such a/an… that

)will be presented


Text)

Teacher reads one paragraph



time to practice two

paragraphs.



DRAFT


69


accuracy

Vocabulary 7 - 10academic vocabulary


Writing Conventions Spelling rules on plural

formation,

Writing Composition Compose 3-4

persuasive paragraphs

about medicinal herbs

(e.g. Damakese,

Tenadam, Koso,

Kerefa…)





ability to blend or

segment 3 or more


reflection, teacher or peer

review, group review,

individual presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.

- Formal/informal

monitoring.

Vocabulary

- presentation

- summaries and reflections

- peer review

Listening

Reflections

Checking students ability

respond to listening


from what they have listened

to

Speaking

- Turn and Talk.

- Observation




Grammar

- group production


review

- turn and talk

Reading fluency



loudly individually

(accuracy)

Vocabulary

exit card

- presentation


- peer review

- teacher checks


write a persuasive

paragraphs

related to of their

own related to

medicinal herbs


of criteria to

evaluate/ assess

student writing

DRAFT


70


pictures, charts, Dictionary


pictures, real objects, picture,


Real objects, charts Stopwatch, Rubrics

Unit 6: Coffee

Topic 61: How Coffee Grows

Week 13

Learning Outcomes


- analyse or identify word parts through segmenting and blending

- Give responses to comprehension questions using sequencing words.

- Use sequencing words, active and passive voices in talking how coffee grows,

- Independently, write friendly letters using correct spelling and punctuations

Learning Components


Word Study Blending suffixes






(-er, -r)

Reading Comprehension Topic: ‘How to Grow Coffee’

Pre reading

Teacher assists students to

do the pre-while and post

DRAFT


71

reading activities and

monitors the performances



prior knowledge


the text has.

While reading


silently and comprehend the

text.

Post reading


words from context,





/post reading activities).

Text type: expository( process)



taught in a context (ripe,

germinate, weeds, drain,

moist, soak, conventional,

….).

DRAFT


72


Listening text ‘how coffee

grows’:




explains



and illustration

while listening

Students listen with take

notes

Post listening

Students perform the post

listening activities or do


questions

Speaking Teacher facilitates students’

discussions on scrambled

pictorial representations of

steps of coffee growing

Students discuss and

sequence the pictorial

representation into order

being in small groups

DRAFT


73

Grammar The passive voice (part II)

Reading for Fluency Teacher reads a paragraph

from today’s reading fluency

text, and he/she asks students

to read all the paragraphs.

Then, he/she selects about 6-8

students and ask them to read

aloud the text with the right

expressions.


student’s reading expressions ,

put marks on words which are

read incorrectly and gives

feedbacks

Vocabulary (7 ) academic vocabulary items:

Teacher selects/picks about 3-5

words from the list teach their

uses and meanings using

different techniques of

teaching vocabulary items such

as classifications, synonymous,

antonyms, word map, etc.

Writing Conventions indentation, margin

organizations of ideas,

format/lay out- parts of

a friendly letter

DRAFT


74

Writing Composition Writea letter to a friend

on coffee harvesting

(steps)

Assessment

Word study




ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary


ability to guess

meanings of words from

contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observation




Grammar

- group production


- turn and talk

Reading fluency



loudly individually (rate)


expression for feedback

Vocabulary

exit card

- presentation


- peer review

teacher checks

students’ written

letter

- Rubrics /checklist

(Use a table of




etc.



Dictionary, tape/CD player,

etc.

Real objects, charts, etc. tape/CD player, etc. Sample of letter writing

layout

Unit 6: Coffee

Topic 6.2: Economic Values of Coffee

DRAFT


75

Week 14

Learning outcomes


- Analyse word parts

- Give responses to comprehension questions using thematic words

- Use preferences such as would rather…/ would prefer, prefer to ….in talking the importance of coffee,.

- Take dictations with appropriate spelling and punctuation marks.

Learning Components


Word Study Segmenting prefixes






(pre-, il-, )

Reading Comprehension Topic: Economic Values of

Coffee

Pre reading

Teacher introduces students

to pre-reading activity



prior knowledge with target



DRAFT


76

about

While reading



detail ideas.

Post reading


words from context,






Text type: Persuasive)

Vocabulary 8-10 thematic and


will be taught in a context

(…).

DRAFT


77

Listening Comprehension Topic: The benefits of

caffeine

Pre listening

Listening text ‘importance

of coffee ’:


listening text based on the

title and illustrations or


while listening


twice aloud and students

take note while listening.

Post listening

Students complete the

post listening activities

based on the given

instructions.

Text type: Persuasive)

Speaking

Teacher facilitates students to

discuss and identify the steps of

traditional making of Ethiopian

coffee and coffee ceremony from

the illustrations.

Students discuss and reflect to the

whole class.

Grammar

Prepositions

DRAFT


78


Text)

Accuracy:

Teacher assists students to

use the previous reading

passage for the day’s

reading fluency and he/she

takes a paragraph from

the reading text and reads

it for students with

appropriate accuracy.

Then, teacher selects

about 4-6 students and ask

them to read two

paragraphs loudly and

with the right accuracy.

Teacher observes

individual student’s

reading accuracy, put

marks on words which are

read incorrectly and gives

feedbacks.

Vocabulary 6-8 academic vocabulary

items.

Teacher selects/picks

about 4-6 words from the

list teach their uses and

meanings using different

DRAFT


79

techniques of teaching


classifications, word map,

etc.

Writing Conventions punctuation marks,

spelling, capitalization,

in taking dictation

Writing Composition

dictation





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observation

- Rubrics (Use a table of criteria

to evaluate/ assess student

speaking

Grammar

- group production


- turn and talk

Reading fluency


while the students

read loudly

individually (accuracy)

Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review

-Teacher review

- peer review

- Teacher checks /

makes students check

each other’s’

dictation,

punctuation,

capitalization

- Rubrics /checklist

(Use a table of







Real objects, charts, etc. tape/CD player, etc. .

DRAFT


80

etc.

etc.

Unit 6: Coffee

Topic 6.3: Making Coffee

Week 15


- Learn the meanings of words through segmenting and blending

- Give responses to comprehension questions using thematic words

- Use purpose phrases in talking the processes of coffee making,

- complete paragraphs through arranging sentences in logical order,

- Independently, write guided paragraphs to show the processes of coffee making

Learning Components


Word Study Blinding prefixes






(dis-, un-,)

Reading Comprehension Topic: ‘Coffee Specialties in

Ethiopia

Pre reading

Teacher draws the attention

of students to the reading

DRAFT


81

text through pre reading

activity.

While reading

Students read the passage

silently

Post reading


words from context,






Vocabulary (8-10) Thematic and

academic vocabulary

items.

(Process/sequential words:

first, next , last,

ingredients,

coffee beans, coffee-pot,

kettle, ingredients, roast,

grind, pack, boil, griddle,

pour, powder, pestle, serve,

coffee table, coffee

ceremony, sugar, salt,

butter, milk, cup,

mortar… planting…

DRAFT


82

seedling,….)

Listening Comprehension Ethiopian coffee ceremony

Pre listening

students predict what the

listening text is about

based on title and

illustrations

while listening


aloud , students listen and

take necessary notes to

respond to the questions

(complete / do the

activities related to this

listening)g

Speaking Describing process

Discussion point: teacher

provides list of things from

which students select and

speak on how they will be

made.( e.g. basket, Teacher

facilitates procedures of

conducting discussions

- Students, in small groups

discuss the process of

making the things they

have selected from the

given list and finally report

or reflect to the class

DRAFT


83

- Students use sequential

words

Grammar Used to – expressing past habits



text for reading fluency (

Roasting coffee) and gives

students time (1-2

minutes) to practice two

paragraphs.

Teacher selects 6-8



using appropriate reading

rate.


items):



items such as

classifications,


word map, word banks,

etc

Writing Conventions Sequence marking words and

phrases

Writing Composition Writing paragraphs to show

processe of making things

DRAFT


84

(e.g., food, drink…)





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Reflections.

- Presentations.

- Formal/informal

monitoring.

Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing




Grammar

- group production


- turn and talk

Reading fluency


while the students

read loudly

individually

(expressions)


expression for

feedback

Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review

- provides students with

written paragraph and

checks their

understanding about

elements of paragraphs

- Rubrics /checklist (Use a


evaluate/



etc.




etc.

Real objects, charts, etc. tape/CD player, etc.

Unit 7: My hobby

Topic 7.1: What are Hobbies?

Week 16

Learning Outcomes -

DRAFT


85


Distinguish words which are homophones and identify their meaning

Develop word building capacity through segmenting more complex words

Answer the listening questions correctly based on the listening text

Report about themselves or their peer/friends’ hobbies using reported indirect speech

Answer comprehension questions related to text about hobbies

Write legibly 3-4expository paragraphs related to the topic.

Learning Components


Word Study Homophones (hear, here,

weak, week, sum, some,

pray, prey, tail, tale, break,

brake, no, know)

-Distinguish pairs of words (8

pairs) that are homophones

based on their context in the

sentence.

Reading Comprehension Topic: What are Hobbies?

Pre reading

Teacher gives highlights

about the pre-while and post

reading activities and gives

feedbacks.





predict what the reading

text would be about.

DRAFT


86

While reading


silently to identify specific

information from the text

to support the ideas

Post reading


activities (infer words

from context, and answer

Text type: expository




(leisure, pleasure, pursuit,

communal, stimulation,

enthusiasm).


Listening text related to

the theme ( importance

of Hobbies)

Pre listening

- Teacher introduces the

topic and asks students

to guess what about the

benefits of hobbies and

their types of hobbies

which provide us

benefits and record their

responses on blackboard

- Students say out what

DRAFT


87

they think it would be

While listening

- Teacher reads aloud the

text twice with

appropriate pacing

- Students listen to the

text and answer the

question.

Post listening

- Students tell the main

points of the listening

text that is read aloud.

(reflect their answer and

ideas)

-

Speaking Discuss in pairs and

report about their

peer/friends’ hobbies

using direct and

indirect speech

Grammar reported speech

Reading for Fluency Teacher reminds students

to take two paragraphs

from the reading passage

and read aloud.

In their groups, students

read the selected

DRAFT


88

paragraphs aloud with

appropriate speed taking

turns



independently

Writing Conventions Organization of ideas

Writing Composition Write 3-4 expository paragraphs

about their hobbies/ their friends’

hobbies.eg; on Bicycle safety rules





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing


of criteria to

evaluate/ assess

student speaking

Grammar

- group production


review

- turn and talk

Reading fluency


while the students

read loudly

individually

(expressions)


expression for

feedback

Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review

- checks their understanding

about organizations of ideas

in paragraphs



DRAFT


89



etc.




etc.

Real objects, charts, etc. tape/CD player, etc. Sample of expository paragraphs

Unit7: My hobby

Topic 7.2: What is your hobby?

Week 17

Learning Outcomes


Identify the meaning of Homophones

Learn words through segmenting and blending

Summarize the main points of a text read by the teacher using subordinate clauses,

Use appropriate social expressions to ask and give advice, using agree or disagree expressions

Explicitly answer inferential questions based on a reading passage about hobby.

Write legibly 2-3 descriptive paragraphs related to the topic.

Learning Components


Word Study Homophones (see ,sea, read,

reed, meat, meet, its, it’s,

sun, son) using the gradual


You Do)

Reading Comprehension Topic: Gardening as a Hobby

Pre reading

- teacher asks students

DRAFT


90

question to relate with their

prior knowledge

- Teacher gives highlight

the purposes of silent

reading and invite all

students to read their

text silently

while reading

- Students read the text

aloud with understanding

and answer questions

post reading


words from context,





(reflect their answers)

post reading activities

Text type : Narrative


Vocabulary items:


- Teacher invites students

to guess about what the

listening text would be

based on

DRAFT


91

- Students say out what

they think or guess

While listening

- Teacher reads aloud

thetext ‘My hobby is

reading’ twice with

appropriate pacing

- Students listen to the

story, take notes and

answer questions.

Post listening.

- Students identify the main points, and tell what they have learned from the listening.

Speaking Talking about hobbies

Students discuss on the

gardening experience

they have in their

homes/ schools and

report to the class

Grammar Past perfect tense.


paragraph from the

previous text for reading


chance to practice two

DRAFT


92

paragraphs.

Teacher make students to

read loud in pairs turn by

turn using appropriate

reading rate.



independently.

Teacher selects /picks

about 5 words from the list

and teach their meanings



items Then encourage

students to acquire the

rest words independently

and extensively. Words

include: inferences,

broadness, appreciates,

horizons, competitions,

guided, entertainment.

Writing Conventions Basic qualities of narrative assay.

Writing Composition Teacher provides students with

the chance to select their past

experience and write narrative

assay.




Vocabulary


Speaking

- Turn and Talk.

- Observing

Reading fluency


while the students

- checks students’

understanding about

organization of ideas in

DRAFT


93


ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.

- Formal/informal

monitoring.

ability to guess


contexts

- presentation

- reflections

- peer review

Listening





of criteria to

evaluate/ assess

student speaking

Grammar

- group production


review

- turn and talk

read loudly

individually

(expressions)


expression for

feedback

Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review

paragraphs




pictures, charts, Dictionary



picture, Dictionary,

tape/CD

Real objects, charts Stopwatch, Rubrics

Unit8: Art

Topic 8.1: Art and its Roles

Week 18

Learning Outcomes


- Identify words from their context.

- Listen to a text and answer listening comprehension questions.

- Read to identify main and detailed ideas from passages and answer comprehension questions.

DRAFT


94

- Punctuate sentences using capitalization and commas

- Write descriptive assay.

Learning Components


Word Study Segmenting words into

syllables (imaginative,

auditory, communication,

cohesion, potter, potential,

globalization)

Reading Comprehension Topic: Art and its roles

Teacher asks students

predict and relate with their

prior knowledge

- the teacher tells the

students to read with

purpose

While reading

Students read the

passage to identify main

and detailed ideas

Post reading


words from context,





/post reading activities )

DRAFT


95

- Text type: Expository



taught in context.

Listening Comprehension Teacher introduces the

topic of a listening text

‘Music and Art in School’

and asks students what it

would be about.

-Teachers facilitate

students to reflect their

ideas on the pre-listening

activity.

While listening


passage twice using

moderate pace

Students take note while

listening

Post listening

Students answer listening

comprehension questions.

Speaking - Student act out the

dialogue in their

textbook and discuss

the questions after the

dialogue.

- Student then reflect

DRAFT


96

their ideas.

Grammar Present perfect

Reading for Fluency Teacher selects/picks a

paragraph from the

previous text and reads

aloud. Techer make

students to read aloud two

or more paragraphs with

partners taking turns.

-Students read aloud the

paragraphs with proper

expressions

-Teacher observes

individual students’

reading expressions and

gives feedbacks


items will be treated by

students.

Writing Conventions Capitalization, and coma

Writing Composition - Teacher encourages students

to write three descriptive

paragraphs on the roles of

(music as an art)

DRAFT


97

Assessment - Checking students’



ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing


of criteria to

evaluate/ assess

student speaking

Grammar

- group production


review

- turn and talk

Reading fluency


while the students

read loudly


Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review

- Students make peer review of

their works, teacher observes

students works and provides

feedbacks.



etc.



Dictionary, tape/CD player.

etc.

Real objects, charts, etc. tape/CD player. stop watch

etc.

.

Unit8 Art

Topic 8.2: Ethiopian Arts and Crafts: Weaving

Week 19

Learning Outcomes


- Learn words by blending

- Take notes to answer a listening comprehension question about a leather crafting.

DRAFT


98

- Reflect their ideas about arts and crafts they know

- Express their feelings and answer questions after reading the text.

- Write compositions about their favourite arts or identify word meanings frim their context

- Identify simple past frim past perfect

Learning Components


Word Study Blending compound words

(keyboard, makeup,

notebook …) 5-8 thematic

pairs of words that will be

joined together to create

new meaning.

e.g. key + board + keyboard,

make + up = makeup, note +

book = notebook, grand +

father = grand father

Students apply these

examples to blend words

like, craft + men, house +

hold, gold + smiths, high +

quality, wood + work,

hand + woven, metal +

work, hand + made.

Reading Comprehension Topic: Ethiopian art and

Crafts,

Provide students with

certain topics of locally

available authentic

DRAFT


99

materials related to

Ethiopian art and Crafts

(written, pictorial, real

objects / weaving,

blacksmithing, potters,

basket makers, painters,

designers, embroidery…)

Teacher sets questions

which guide students to

focus on while reading

While reading

- Students read the text and

answer the question.

Post reading


words from context,






- Students present to the

whole class what they

have read

- Text types: Expository

thematic.

Vocabulary 10 vocabulary items will be

taught in context


DRAFT


100

Teacher invites

students to discuss pre

listening questions and

guess what the

listening will be about.

Teacher reads a text

about leather crafting

and asks students

relevant listening

comprehension

questions given in their

text book.

- students listen

carefully/attentively

and take notes

post listening

- Students answer

comprehension

questions

-

Speaking Describing a process

Teacher facilitate group

discussions on any art or

craft common to

student’s environments.

-Students to express

their ideas on that

-Students discuss in

groups and reflect their

DRAFT


101

discussion points.

Grammar Simple past

compared with past

perfect.

- Teachers encourage

students to read

dialogue in their text

book that used both

tense.

- past simple vs. past

perfect has been

here so replaced by

the above one to

avoid repetition

Reading for Fluency - Teacher makes students

go back to the reading text

and read it aloud with their

partners in better

expression or rate.

- Teacher gives feedback.


items will be treated by

students independently

DRAFT


102

Writing Conventions - Unity in assay

Writing Composition - Teacher gives chance for

students to choose any

Ethiopian arts or Crafts, and

organize their ideas.

- In groups, students select any

art or craft and compose three

paragraphs

- Teacher collects groups work

and corrects and gives

feedback





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing


of criteria to

evaluate/ assess

student speaking

Grammar

- group production


review

- turn and talk

Reading fluency


while the students

read loudly

individually

(expressions)


expression for

feedback

Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review

- provides students with written

paragraph and checks their

understanding about elements

of paragraphs



DRAFT


103



etc.



tape/CD player. etc.

Real objects, charts,

pictures of basket

makers, weaving, real

objects etc.

Tape/CD player. stop

watch etc.

Rubric. etc.

Unit 9: Education

Topic 9.1: Importance of Education

Week 20

Learning Outcomes


Learn words by segmenting

Identify the theme of the reading text, answer questions and relate to their daily lives.

Identify words meaning from their contexts

Use future perfect to talk about future

find out /identify the details from listening text and answer listening comprehension questions

Write and assay on any subject they like.

Learning Components


Word Study Segmenting Greek Prefixes:

(monograph, dialogue,

monologue…) 5-8 thematic

words with Latin affixes and

root words, e.g.

monography, dialogue,

monoculture, triangle,

diatomic, monologue.

Repeat Segmenting mono

repetition

Reading Comprehension Topic: The Importance of

Education

Pre reading

DRAFT


104

Teacher draws students

attention to the reading

text through pre-reading

activity

Teacher tells students to

read with purpose

While reading


silently

Post reading

Students and answer

reading comprehension

questions/do post reading

activities


Vocabulary 5-8 thematic and academic


taught


Teacher selects some

difficult words and

explains to students.

Teachers does the pre

listening activity.

Teacher instructs

students to have a

glance at the listening

activities in their

DRAFT


105

textbooks.

While listening


‘Primary Education in

Ethiopia’ aloud twice

Students listen, take

notes,

Post listening

Students list the details

and answer the

questions accordingly.


Speaking Talking about the future

Use future perfect to

talk about the future

– student act the

dialogue and study

the purpose of the

future perfect in it.

Grammar Future perfect.

Reading for Fluency - Teacher selects some

paragraph for

intonation and models

to students

- Turn by turn, students

read aloud two-three

paragraphs accurately

and with appropriate

intonation

DRAFT


106

- Teacher monitors

individual students’

reading and gives

feedback

Vocabulary - 6 academic vocabulary


independently.

Writing Conventions Organization of Ideas

Writing Composition - Teacher encourages students

to choose one of the subjects

they like and write an assay

on what they did learn in the

previous time.




ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.

Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening



text they listened to.

Speaking

- Turn and Talk.

- Observing


of criteria to

evaluate/ assess

student speaking

Grammar

- group production


review

- turn and talk

Reading fluency


while the students

read loudly


Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review

Checking students’ spelling

including capitalization,

punctuation and spacing.

DRAFT


107




etc.




etc.

Real objects, charts, etc. Tape/ CD player. stop

watch etc.

Unit 9: Education

Topic 9.2: Reasons for students Dropout

Week 21

Learning Outcomes



Read the text and answer the question

Identify words in context

Listen to a listening text and answer the question.

Speak using expressions of cause and effect

Use must, mustn’t have to and don’t have to in their speech or writing.

Read accurately

Learning Components


Word Study Segmenting compound

words :

Teacher selects 4-6

compound words from the

text and shows to student

how they are segmented or

blended (e.g. Drop-out =

DRAFT


108

dropout, try-out, work-out,

carry-out, hard-work, etc.)

Reading Comprehension Topic: Reasons for Dropout

Causes and Effects of

Pre reading

Teacher asks students

questions to relate with their

prior knowledge

- Students reflect their ideas

on the pre-reading questions.

- Teacher encourages the

students to read the text

silently While reading

Individually, students read

silently a text about dropout

and repetition, make notes

Post reading


activities based on given

instructions.

Text Type: Expository



will be taught in context

and independently.

Listening Comprehension Causes and Effects of

Dropouts

Pre listening

Teacher draws

DRAFT


109

students’ attention

making them reflect

their ideas on the pre

listening questions.


text for the students.


text and take notes.

Post listening

Students and answer

questions

Speaking Talking about causes

and effects

Teacher organizes

students in groups and

guides them to discuss

the causes and effects

of student’s dropout

from school.

Students discuss in

groups using relevant

expressions (because,

because of), as a

result, so…that, such

a …that, hence,

therefore,

consequently),

Teacher supervises

DRAFT


110

the groups, gives

necessary support,

listens to the

students reflections

and gives necessary

encouragement or

feedbacks.

Grammar Must, must not, have

to and don’t have to.


paragraph from the

reading text for the

students and gives them

time (to practice.

- Students read aloud the

text in their groups turn by

turn.

Teacher selects as many as

possible number of



using appropriate reading

accuracy. The teacher

provides necessary

feedback.



independently.

Writing Conventions Apostrophe

DRAFT


111

Writing Composition - Teacher organizes students in

group and assists to write a

brief summary of what they

have read about reason for

the students’ dropout and

read to the whole class.

- Teacher listens while students

read takes notes and gives

feedbacks.





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.

- Formal/informal

monitoring

Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing


of criteria to

evaluate/ assess

student speaking

Grammar

- group production


review

- turn and talk

Reading fluency


while the students

read loudly

individually

(expressions)


expression for

feedback

Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review


paragraph and checks their

understanding about elements

of paragraphs



Resources Flash cards /sash board, Flash cards /sash board, Real objects, charts, etc. Tape/CD player. stop Rubric

DRAFT


112


etc.



etc.

watch etc.

Unit10: Scientific Discovery

Topic 10.1: Famous Scientists

Week 22

Learning Outcomes


answer listening comprehension questions after listening to information about a famous scientist


Read the text and answer the comprehension questions.

express their ideas about the topic using their former knowledge

Foretell the themes of a passage from the topic and answer the post reading activities.

Write complex sentences using subordinate conjunctions

Use new words related to the text/theme in speaking and writing.

Learning Components


Word Study

Segmenting and blending suffixes (realist, mountainous, generalize, dangerous, nationalist, capitalist, advantageous) 5-8 thematic words (I Do, We Do, You Do).

DRAFT


113

Reading Comprehension Topic: A Famous Scientist

/Alert Einstein/

Pre reading


to pre-reading activity.






about.

While reading



detail ideas

Post reading

Students answer the post-

reading activities.

Text Type: Narrative

Vocabulary 9 thematic vocabulary

items: (Words related to

science and discoveries:

philosopher, sequencing

words (first, next, etc.)

computer, mobile,

discovery, invent, etc.)

Listening Comprehension pre Listening

DRAFT


114

-Students reflect their

ideas on the brainstorming

activity.

-Students predict about

the story based on title /

illustration

while listening

Teacher reads the story

with moderate pace twice

Students listen to the story

taking notes

Post listening

Students answer


Speaking Talking about yesterday

/past time / using past

continuous.

Grammar Past continuous

tense.


Text), but a new text is

there (Alexzander Graham Bell)

unusually.

-Teacher makes students

read the text aloud in their

DRAFT


115

groups with accuracy.

-Students read it aloud

turn by turn

-Teacher provides

feedback.


items: Teacher

selects/picks about 4-6


teach their meanings using




word map, etc. Then

he/she encourages

students to learn the rest

words independently and

extensively.

Writing Conventions Punctuation marks

Writing Composition Narrative paragraphs/ essay

Text Type: Narrative





ability to blend or

segment 3 or more


Vocabulary


ability to guess


contexts

- presentation

- reflections

Speaking

- Turn and Talk.

- Observing


of criteria to

evaluate/ assess

student speaking

Reading fluency


while the students

read loudly

individually

(expressions)



paragraph and checks

punctuation and capitalization

DRAFT


116


peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


- peer review

Listening




Grammar

- group production


review

- turn and talk

expression for

feedback

Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review



etc.




Real objects, charts tape/CD player

Sample complex sentences

Unit 10: Scientific Discovery

Topic 10.2: The Importance of Scientific Discoveries

Week 23

Learning Outcomes


Answer the listening comprehension questions after listening to information about Values of mobile phone.

Express their ideas about the values of scientific discovery.

Answer the pre/while and post reading activities.

Write a persuasive essay


Use academic and thematic words related to the text/theme in speaking and writing.

Practise speaking using phrase for asking information in dialogue.

Learning Components


Word Study Silent letters in English (b, c,

DRAFT


117

g): limb, sign, muscle, 5-8

thematic words (I Do, We

Do, You Do)

Reading Comprehension Topic: The Importance of

Scientific Discoveries

Pre reading


to pre-reading activity.






about.

While reading



detail ideas and answer the

post-reading activities.

Post reading


words from context,


DRAFT


118





Text Type: Persuasive


Vocabulary items:

Words related to science

and discoveries: revolves,

amazing, locomotives,

transmission, intelligence,

change. Science, progress,

technology, comfortable,

wonderful, discovery,

invent, etc.

Listening Comprehension comprehension about

science and discoveries

pre listening




explains to students

While listening


text ‘The importance of

Mobile Phones’ and

DRAFT


119


listening

Post listening

Students answer

listening activities in

groups or in pairs.

Finally, teacher gives

feedback.

Speaking -Asking for information.

Grammar Gerund

Reading for Fluency Teacher reads one paragraph

from the new text about ‘The

invention of Light Bulb’ for

reading fluency and gives


to practice the two

paragraphs.




reading rate.

Vocabulary 8-10 academic Vocabulary

items will be taught.

-Teacher encourage students

DRAFT


120

to do the vocabulary activity.

0Teacher give feedback

Writing Conventions Structure of persuasive

essay.

Writing Composition Teacher provides students

topics for the composition

and initiate student to

write 3-4 paragraphs

Text Type: Persuasive





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing




Grammar

- group production


- turn and talk

Reading fluency



loudly individually

(expressions)



Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review



evaluate/

DRAFT


121



etc.




Real objects, charts tape/CD player Sample of a brief summary

of ideas

Unit10: Scientific Discovery

Topic10.3: The Discovery of Anesthesia

Week 24

Learning Outcomes



identify important details and concepts by using both verbal and nonverbal responses after listening a passage

Speak in detail about events in relation to the topic.

Identify main and detailed ideas from the reading passage and answer the post reading activities.

Write descriptive paragraphs on related scientific discovery topic


Learning Components


Word Study Silent letters in English (e.g.

gh,h, k, l: light, honest, knee,

half,) using the gradual


You Do)

Reading Comprehension Topic: Anesthesia

DRAFT


122

Pre reading

Teacher asks question to

relate with their prior

knowledge (predict the

message of topic and make

connections with prior

knowledge)

Students predict


students to read with

purpose

While Reading


individually, silently and

with purposefully

Students predict what

might come in the next

part of the text ( what

ideas may be in the next

paragraph)

Post reading


words from context,





/post reading activities.

DRAFT


123

.(17 thematic Vocabulary

Items)

Text Type: Expository


academic Vocabulary

items:

Words related to the

discovery of anesthesia’:

Listening Comprehension .

comprehension about

anesthesia

pre listening

Teacher treats or explains

some new/with difficult

pronunciation or meaning

to be understood by the

students before the

listening.

Students try to guess what

the text would be about

While listening

Teacher reads the listening

text ‘The discovery of x-

rays’ aloud and students

DRAFT


124

take note while listening

Post listening

Students do he post

reading activities in groups

or in pairs.


feedback

Speaking Discussion point: Talking

about health.

Teacher may give examples

and encourage students to

list down and discuss on each

about their purposes

e.g. when there is tooth

ache….Arake/locally called

catcala

Grammar Defining Relative clauses

using


from the previous text for




DRAFT


125




reading expression.

Vocabulary 6 academic Vocabulary Items


4-6 words from the list and



teaching vocabulary items.

Writing Conventions Teaching what a

descriptive essay means.

Writing Composition Write descriptive

paragraphs on related

scientific discovery

DRAFT


126

Assessment

Word study




ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.

- Formal/informal

monitoring

Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing




Grammar

- group production


- turn and talk

Reading fluency



loudly individually

(expressions)



Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review



checks their

understanding about




evaluate/

Resources Flash cards /sash board Flash cards /sash board, Real objects, charts tape/CD player Sample of a descriptive

Unit 11: Natural Wonderers of Africa

Topic 11.1: African National Parks

Week 25

Learning Outcomes


- Learn words through segmenting and blending

- Fill in chart and answer listening comprehension questions.

DRAFT


127

- Describe weather conditions and show locations of places.

- Interpret maps and pictures using their own words and sentences.

- Arrange jumbled sentences in a paragraph, and organize them in their logical orders.


Learning Components


Word Study Blending prefixes: micro-,

poly-, homo-, hetro-, etc.

Reading Comprehension Topic : African National

Parks

Pre reading

•Teacher gives high lights

about the pre- reading

activities (e.g. Discuss in

groups about any tourist

sites you know) and post

reading activities (e.g. where

is the Awash National Park

located?)

While reading


silently

DRAFT


128

Post reading


reading activities


feedback. (17 thematic

Vocabulary Items)

Text Type: Descriptive


academic Vocabulary

items:

Words related to ‘African

National Park.

Listening Comprehension Topic: The Serengeti

National Park’

Pre listening



and illustration

while listening

teacher reads aloud the

listening text twice


notes

DRAFT


129

- post listening

- Students do post

reading activities in

groups or in pairs.

Text Type: Descriptive

Speaking Asking for and offering

information about tourist

Grammar Non-defining Relative clauses

using (who, whom)




time (1-2 minutes) to





reading accuracy


items






such as classifications, word

DRAFT


130

map, etc. Then he/she

encourages students to learn

the rest words independently

and extensively. example,

national park, northern,

temperature, rift –valley,

rainforest, river, etc.

Writing Conventions Summery writing

strategies.

Writing Composition Write a summary of what

they have read using short

sentences.





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.

- Formal/informal

Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing




Grammar

- group production


- turn and talk

Reading fluency



loudly individually

(expressions)



Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review



checks their

understanding about




evaluate/

DRAFT


131

monitoring.



etc.




Real objects, charts, maps tape/CD player

Sample of a brief summary

Unit11: Natural Wonders of Africa

Topic 11.2: Ethiopia’s natural wonders

Week 26

Learning Outcomes


- list the details after listening to the text

- Ask for and give directions,

- Identify/analyze the selected words through segmenting and blending

- Predict the themes of a passage and answer comprehension questions

- Write a guided paragraph about Ethiopian higher mountains.

- Use academic and thematic words related to the text/theme in speaking and writing.

Learning Components


Word Study Homonyms-a word spelt like

another word but has

different meanings

(desert/desert, bank/bank,

close/close, bark/bark)

DRAFT


132

Reading Comprehension Ethiopian Natural Wonders

pre reading

• Teacher gives high lights

about the pre- reading


groups about any higher

mountain you know) s

While reading


silently

Post reading

Students practice the

pre/post reading activities


feedback (17 thematic

Vocabulary Items)

Text type : expository


vocabulary items:

Words related to ‘ African

Picks/Higher Mountains’

mountain, location,

attract, geographical

DRAFT


133

features, hill, above sea

level, fogy, cold, windy,

South, North, East, West,

National, park, amazing,

fascinating, beauty,

interesting, …. Wild,

animal, Nyala, Ibex, Red

fox, baboon ,etc.

Listening Comprehension Listening comprehension

about Ethiopian National

Parks’

Pre listening

Students do pre listening

activities ( try to guess

what the listening text will

be based on the title or

illustrations)

Teacher gives high lights

about the pre- listening

activities. (E.g. discuss in

groups about any

Ethiopian higher

mountains)

While listening


DRAFT


134

the teacher reads the

listening text

Post listening


activities in groups or in

pairs.


feedback.

Speaking Asking and giving directions

Showing directions using

words such as north, south,

west, east, go on the…,

take… turn … next…turn

right,etc.

Grammar Articles


from the previous text for







DRAFT


135

reading rate


items:






such as classifications, word

map, etc. Then he/she

encourages students to learn

the rest words independently

and extensively.

Writing Conventions Expository essay writing

techniques.

Writing Composition Write expository

paragraphs about the

higher mountains they

know/ in their areas...

expository DRAFT


136





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.

- Formal/informal

monitoring.

Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing




Grammar

- group production


- turn and talk

Reading fluency



loudly individually

(expressions)



Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review



checks their

understanding about

expository paragraphs



evaluate/



etc.




Real objects, charts, maps tape/CD player

Sample of a brief summary

Unit 11: Natural Wonders of Africa

Topic 11.3: African Lakes

Week 27

Learning Outcomes

By the end of the week, Students will be able to: list the details after listening to a text

DRAFT


137

- use comparative /superlative adjectives in speaking

- infer ideas and the meaning of words from contexts

- Identify/analyze the selected words through segmenting and blending

- arrange jumbled sentences in a paragraph, and organize them in their logical orders

- Use academic and thematic words related to the text/theme in speaking and writing.

Learning Components


Word Study Homophones ( tail/ tale,

test/taste, seen/scene,

sea/see, some/sum)

Reading Comprehension Topic: African Lakes

Pre reading

• Teacher gives pre- reading


groups about any African

lakes you know) and post

reading activities (e.g. where

is Lake Victoria found?)

While reading

Students read the passage

silently

Post reading

Students practice the post

DRAFT


138

reading activities


feedback

-(17 thematic Vocabulary items) Text type: expository


academic vocabulary

items:

Words related to ‘ African

Lakes’

Listening Comprehension Listening comprehension

about ‘African Rivers ’

Pre listening

Teacher gives pre- listening

activities. (E.g. discuss in

pairs about any Ethiopian

Lakes).

While listening

Teacher reads the text and

students take note teacher

asks understanding

questions

post listening

DRAFT


139


activities in groups or in

pairs.


feedback

Speaking Talking about rivers and

lakes(interview)

Grammar Iinfinitives


from the text for reading


time (1-2 minutes) to





reading expression

Vocabulary 8 academic Vocabulary items





teaching vocabulary items.

Writing Conventions capitalization and comma

Writing Composition Write descriptive essay

about Ethiopian African

DRAFT


140

rivers or lakes.





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing




Grammar

- group production


- turn and talk

Reading fluency



loudly individually

(expressions)



Vocabulary

exit card

- presentation

- summaries and

reflections

- peer review

- Checks students’ ability

to write/ sketch poem

using their own words.



etc.




Real objects, charts, maps,

pictures, atlas

tape/CD player

Sample of correct order of

words in a sentence or

paragraph.

Unit 12: Technology in the Modern World

Topic 12.1: Communication through technology

Week 28

Learning Outcomes


DRAFT


141

- Identify/analyse words in their contracted and full forms.

- Develop techniques of reporting simple information, reflect ideas and respond to questions from listening texts using appropriate language

- Discuss/debate on different issues, and interpret information (from texts, picture, tables, charts, etc.,) using appropriate social expressions.

- Develop skills of pausing and predicting, identifying main and detailed ideas from texts and transferring information into tables, charts and pictures.

- Develop skills of writing report, guided and free paragraphs on related title/topics.

Learning Components


Word Study Word contraction (we are:

we’re, I will; I’ll, do not=

don’t, etc.)

Reading Comprehension Topic: Communication

through technology

Pre reading

-Teacher asks students

question to relate with



students to predict and

read silently with purpose

While reading

Students stop/pause for a

while and ask themselves if

they understand, what will

happen next…

The students read silently

with purpose

Post reading

DRAFT


142

- transfer information into

tables/ charts/ based on

given instruction.

-(17 thematic Vocabulary

Items)


Vocabulary 8-10 vocabulary items will

be treated in a context and

independently


Pre listening

Teacher briefs students

the activities of the

listening text, and makes

formal explanations

related to

“transportation through

technology in the

modern world”

Teacher invites students

to guess what the

listening text is about

DRAFT


143

While listening


text, take notes

Post listening

Students respond to

comprehension

questions, and also share

their ideas.

Speaking Delivering speech

Teacher organizes students

into workable groups, and

facilitates students’

discussion

Students, in groups, discus

types of transportation they

know (traditional and

modern) and they prepare

a speech.

Grammar Comparisons (comparatives

and superlatives Degree)

Reading for Fluency Teacher selects a longer

paragraph from the

reading text and reads to

students with moderate

pace, and asks about 6-8


by turn and read two or

more paragraphs

DRAFT


144

Students read two or more

paragraphs based on

teacher’s instruction

Teacher observes students

reading style, takes notes

and provides feedbacks.

Vocabulary 10-15academic vocabulary

items will be taught in

classification

Writing Conventions Characteristics of

descriptive essays

Writing Composition - Teacher provides steps of

guided/descriptive

writing

- Students write a short

guided/ descriptive

paragraphs about

communication with

technology




ability to blend or

segment 3 or more



peer review, group

review, individual

Vocabulary


ability to guess


contexts

- presentation

- reflections

Monitoring students’

language use in discussing

about communication

Reading fluency



loudly individually

(accuracy)

Vocabulary

exit card

- presentation

- summaries and

Checking students’ spelling

and use of capitalizations

in writing guided

paragraphs

DRAFT


145

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


- peer review

Listening


understanding of listening

text, ability of taking

notes and responding to





reflections

- peer review



etc.




etc.

Real objects, charts, etc. Tape/ CD player. stop watch

etc.

Sample or rubric. etc.


Topic 12.2: Benefits of a Computer

Week 29

Learning Outcomes


Develop techniques of reporting simple information, reflect ideas and respond to questions from listening texts using appropriate language

Discuss/debate on different issues, and interpret information (from texts, picture, tables, charts, etc.,) using appropriate social expressions.

Develop skills of pausing and predicting, identifying main and detailed ideas from texts and transferring information into tables, charts and pictures.

Develop skills of writing report, guided and free paragraphs on related title/topics

Identify/analyse the selected words through segmenting and blending

Learning Components

DRAFT


146


Word Study Blending suffixes: -an, -ian, -

al/ -ial )

Reading Comprehension Benefits of a Computer

Pre reading

Teacher introduces

students to pre-reading

activity



their prior knowledge with

target passage and predict

what the reading text

would be about.

While reading

Students read silently the

text about technological

Devices to identify main

and detailed ideas, transfer


into tables or charts

Post reading


reading activities

-(17 thematic Vocabulary

items)


DRAFT


147




and independently.



topic and clarifies


before they listen.

While listening

Then the teacher reads

the text ‘Radio’ loudly

with appropriate

expressions.

Students take note

while listening

Post listening

Students identify

simple information

related to technological

devices and report the

information orally.

Speaking Teacher arranges

students into pairs,

assigns each student a

role to act out the dialog

about expressing

agreements and

DRAFT


148

disagreements makes

them discuss and report

orally.

Students argue about the

uses of various

technological advices.

Grammar Adverbial relative clauses


from the new text for the

students and gives them time

(1-2 minutes) to practice.

Teacher selects as many as

possible number of students



reading accuracy and provides

necessary feedback.

Vocabulary 7 academic vocabulary items

will be treated independently

Writing Conventions Poetry-rhyming scheme

Writing Composition

Write/sketch simple poem

on their own.




ability to blend or

segment 3 or more

Vocabulary


ability to guess


Checking students’ skills of

interpreting pictures or

illustrations and

organization of ideas in their

reflections.

Reading fluency



loudly individually

(accuracy)


spelling, capitalizations,

arrangements, and

organizations.

DRAFT


149



peer review, group

review, individual

presentation,


- Turn and Talk

- Summaries and

Reflections.

- Presentations.


contexts

- presentation

- reflections

- peer review

Listening









Vocabulary

exit card

- presentation


- peer review



etc.




etc.

Real objects, charts, etc. Tape/CD player. stop watch

etc.



Topic 12.3: Advantages and Disadvantages of Technology

Week 30

Learning Outcomes


- Develop techniques of reporting simple information, reflect ideas and respond to questions from listening texts using appropriate language

- Discuss/debate on different issues, and interpret information (from texts, picture, tables, charts, etc.,) using appropriate social expressions.

- Develop skills of pausing and predicting, identifying main and detailed ideas from texts and transferring information into tables, charts and pictures.

- Develop skills of writing report, guided and free paragraphs on related title/topics

- Identify/analyse the selected words through segmenting and blending

DRAFT


150

Learning Components


Word Study Blending Suffixes: -en, -er, -

or)

Reading Comprehension

Topic: Advantages and

Disadvantages of Technology

Pre reading

Teacher introduces

students to pre-reading

activity



their prior knowledge with

target passage and predict

what the reading text

would be about.

While reading

Students read silently the

text about advantages and

disadvantages of

technology to identify main

and detailed ideas, transfer


into tables or charts

Post reading

DRAFT


151

Students do the post reading

activities




will be taught in context.


Pre listening


topic and clarifies


before they listen.

Teacher also gives chance

for students’ to guess from

the title or illustrations

what the text will be about

Teacher motivates students

to listen attentively to the

listening text,

While listening


related to benefits and

drawbacks of calculator

with moderate pace

Students listen, take notes,

Post listening

Students respond to


questions and reflect their

DRAFT


152

ideas.

Speaking Teacher introduces topics of

the debate/motion about

advantages and

disadvantages of technology

such as (

Technology has more

disadvantages than

advantages

Television is more

important than radio

Mobile phones are more

important than line

phones)

- Teacher gives input for

the students and clarifies

the procedures of the

debate

- Selects chairperson

- Forms two groups of

debaters/ discussants

each having three

students who are in

favour and against the

topic of the debate

- The selected group

members debate for or

against the topic through

the facilitation of the

DRAFT


153

chair person.

- The whole class listens to

and takes notes

- When the debate rounds

off, the chairperson

makes the class to vote

for the winner of the

debate.

- Teacher gives necessary

and constructive

feedbacks for the

debaters.

Grammar tag questions


from this week’s reading

passage and gives students

time (1-2 minutes) to practice

two paragraphs.




expression

Vocabulary 7 -10 academic vocabulary

items will be treated

independently.

Writing Conventions Organization of ideas in

argumentation.

Writing Composition

Teacher explains to

DRAFT


154

students procedures of

writing organized

paragraphs

Students individually

write three-four

paragraphs related to

the advantages and

disadvantages of

technology

Teacher makes students

exchange each other

and view their works

Teacher invites 2-3

students to read their

paragraphs and gives

general feedbacks.





ability to blend or

segment 3 or more



peer review, group

review, individual

presentation,


- Turn and Talk

Vocabulary


ability to guess


contexts

- presentation

- reflections

- peer review

Listening




Speaking

- Turn and Talk.

- Observing




Grammar

- group production


review

- turn and talk

Reading fluency



loudly individually

(expressions)



Vocabulary

exit card

- presentation


- peer review



checks their

understanding about




evaluate/

DRAFT


155

Unit Unit Theme Weekly Topics Fluency Text Vocabulary Week

1 Plans A Study Plan From RP 30 W1

My Future Plan (Story) New 30 W2

2 The City and the Countryside

Life in the City and life in the Countryside From RP 30 W3

(poem)

Facilities in a city and a countryside New 30 W4

3 Sports Types of sports From RP 30 W5

Ethiopian athletes New 30 W6

4 Preventing Diseases

Sexually transmitted Diseases From RP 30 W7

Say No to Drugs (Story) New 30 W8

- Summaries and

Reflections.

- Presentations.









etc.




etc.

Real objects, charts, etc. Tape/CD player. stop watch

etc.


DRAFT


156

Life skills From RP 30 W9

5 Plants and their Uses

Flowers (Poem) New 30 W10

Fruits and vegetables From RP 30 W11

Plants for medicinal uses New 30 W12

6 Coffee

How coffee grows From RP 30 W13

Economic Values of coffee New 30 W14

Making coffee From RP 30 W15

Second Semester

Unit Unit Theme Topics Vocabulary Week

7 My Hobbies

What are Hobbies? From RP 30 W 16

Gardening as a hobby New 30 W 17

8 Art Art and its roles From RP 30 W 18

Ethiopian arts and Crafts New 30 W 19

DRAFT


157

9 Education

The importance of Education From RP 30 W 20

Reasons for Repetition and Dropout New 30 W 21

10 Scientific

A famous scientist (Thomas Edison) From RP 30 W 22

The Importance of scientific Discoveries New 30 W 23

The discovery of anesthesia From RP 30 W 24

11 Natural Wonders of Africa

African National Parks New 30 W 25

Ethiopian Natural Wonders From RP 30 W 26

African Lakes New 30 W 27

12

Technology in the Modern World

Communication through technology From RP 30 W28

Benefits of a Computer New 30 W 29

Advantages and Disadvantages of Technology From RP 30 W 30

New 1020

DRAFT

Documents

Grade 8 English Scope & Sequence DRAFTpdf.usaid.gov/pdf_docs/PA00MTQ9.pdf · Grade 8 Scope & Sequence . 3 . ... are attending other subjects in English ... for the English Language