APPROVED BY: TRAINING MANAGER…………………/ENKHJARGAL.

T/

ENGLISH SYLLABUS FOR 8th GRADE 2023-2024 FOURTH TERM

Time management: 30 hours
AIM; Students will be able to talk about environmental problems, materials and foods using vocabulary and grammar from each unit.

8.L5- Understand most specific information and detail of short, and 1 -Describing Tasks on
supported talk about different clothing and things that different Materials materials of things page
people [doctors, firemen, divers, ballerinas etc.] wear and -Reading about 124-126
8.L9- Identify repetition of materials 2 - Labeling
properties natural rubber Pictures of pictures
8.S1- Provide basic information about themselves and others at

Knowledge:
3
sentence level when talking about the properties of materials -Using comparatives things - Choosing
8.S3- Give an opinion at sentence level when talking about what correct
-Studying properties
things are made of and protective clothes answers
8.S4- Respond sentence level when talking why the following things 4 What are of materials Tasks on
things made -Labeling protective page - Matching
are good or bad ideas 5
8.S6- Communicate meaning clearly at sentence level when talking of? clothes 126-128,
about the properties of materials during whole class exchanges -Matching columns
8.R1- Recognize, identify and sound a range of language at text
level about why the following are a good/bad idea -Using infinitive of Tasks on
6
8.R5- Understand specific information and detail in short, simple purpose page - Writing
texts about where rubber comes from and what is made from it Protective about
-Describing photos 129-131 and
8.W4- Use joined-up handwriting in writing about clothing 7 clothes materials
-Identifying materials pictures of
8.W5- Link sentences into coherent paragraph using a variety of 8 - Doing

Ability
basic connectors when completing an experiment observation museums experiment
8.UE3- Use adjectives and a comparative and superlative adjectives - Discussing
for material word search How to do
9 -Doing experiment Tasks on questions or
8.UE10- Use present continuous forms to describe present actions this situations
10 -Completing chart page 132
8.UE11- Use be made of to talk about materials around school experiment?
things
8.UE15- Use infinitive of purpose to explain actions 11 Self-Check Working on Tasks on - Composing

Attitude
12 different tasks page 133- sentences
independently 136, track for - Reporting
13 listening task what others
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14 - Working Exam
HI Unit exam
15 individually materials
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8.L1- Understand instructions how to make dips, and get them in turn to

Knowle
Which food -Matching foods to Incomplete -Listening
UNIT
MOD

make 1 do you like their names to radio

chart, track-
8.L5- Understand the most specific information and detail of short text
to eat? -Listening radio and
 about food Tasks on completing
8.L6- Deduce meaning from general descriptions of different types of program and
2 page 138- sentences
food completing table
139 Labeling
8.L7- Understand narratives of dramatic episode from the story
8.L8- Recognize the opinion of the speaker about the dishes and pictures

dge:
-Listening to a part of Page 140- - Choosing
restaurants 3
8.L9- Identify rhymes in song Healthy food will make you smile Will Luram story and guessing 141, extra correct
4
8.S1- Provide basic information about food you like to eat in be a king? -Reading rest of story tasks on answers
5
10: “FOOD AROUND THE WORLD”( 15 hours)

hotter/colder months and local/traditional and international food answering questions conjunction - Matching
8.S3- Give an opinion at sentence level when talking about food that
grows in hot places and food that grows in colder places
-Matching foods to Tasks on
8.S6- Communicate meaning clearly at sentence level when talking 6
about food /dishes/ from around the world during pair, group and whole Have you countries page - Writing
7
class exchanges ever eaten -Listening about 142-144, about their
8.S7- Interact in basic exchanges on using I do/ Did you/it comes Turkish dishes Extra tasks favorite foods
ULE 4; STUFF

from/Really/that’s food? -Using present on Present -Using look/

8.R3- Read altered recipes to spot details that may have been changed 8 smell/taste
perfect /all forms/ perfect
8.R4- Understand the main points of a simple text for sorting jumbled +like

Ability
recipes - Discussing
-Matching cooking Tasks on
8.R8- Use familiar paper and digital reference resources for different questions or
recipes actions to their page
situations
8.W1- Plan, write, edit and proofread a recipe and change six details 9 descriptions 144-146, -Categorizing
Cooking
8.W3- Write factual descriptions of how to make their favorite dip 10 -Labeling the completion foods as
8.W5- Link sentences into a coherent paragraph using basic
actions
11 pictures task of countable and
connectors -Using directions of uncountable
8.W7- Spell most high-frequency words look, smell and taste and write
look/smell/taste +like making dip
responses
8.UE7- Use simple perfect forms for express life experience about food
8.UE9- Use simple present and simple past forms to describe 12 Working on Tasks on
- Composing
routines and habits Self-check different tasks page
sentences

Attitude
8.UE11- Use focusing on structures verb + adjective [smell nice] and 13 independently 147-150
- Reporting
be/look/sound/feel/taste/smell like
8.UE16- Use conjunctions so, if, when, where, before, after to link 14 - Checking their Exam what others
Unit exam say
parts of sentences 15 knowledge materials