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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
Reading comprehension
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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Grade 8 Scope & Sequence
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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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Grade 8 Scope & Sequence
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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
Day 1 Day 2 Day 3 Day 4 Day 5
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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Grade 8 Scope & Sequence
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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,
Reading comprehension
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:
By the end of the week, the students will able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
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.
Teacher selects 8-10
students to stand up
turn by turn and read
aloud using
appropriate speed
(more than 70 words
per minute).
Vocabulary 7 academic Vocabulary
items):
Teacher introduces /
discusses academic
vocabulary items (…)
Academic words for the
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
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,
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
the teacher evaluates
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
criteria to evaluate/
assess student writing
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Reading comprehension
Turn and Talk
Summaries and
Reflections.
Presentations.
Formal/informal
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 rubrics
Unit2: The City and The Countryside
Topic 2.1: Life in the City and Life in the Countryside
Week: 3
Learning outcome:
By the end of the week, the students will able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
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 (…)
Thematic words for the
week:
Academic words for the
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
Teacher reads aloud the
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)
Teacher introduces /
discusses thematic and
academic vocabulary items
(…)
Thematic words for the
week:
Academic words for the
week:
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Grade 8 Scope & Sequence
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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
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
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
the teacher evaluates
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,
Reading comprehension
- 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
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
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
DRAFT
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Lesson components
Learning Activities
Learning Activities
Day 1 Day 2 Day 3 Day 4 Day 5
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
comprehension questions
/post reading activities
Text type: compare and
contrast
Vocabulary (7- 10 ) thematic &
academic vocabulary
items:
Listening Comprehension Pre listening
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Teacher introduces the
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
DRAFT
Grade 8 Scope & Sequence
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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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Grade 8 Scope & Sequence
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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
DRAFT
Grade 8 Scope & Sequence
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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,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
Formal/informal monitoring
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
table of criteria to
evaluate/ assess
student writing
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
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
Day 1 Day 2 Day 3 Day 4 Day 5
Word study
Segmenting suffixes
3-5 thematic words with
three and more syllables
which are taken from
reading text (suffixes: ion,-
ly,), using the gradual realize
model (I Do, We Do, You
Do)e.g. participation,
undoutedly, …
Reading comprehension
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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Grade 8 Scope & Sequence
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While-reading
Students read the text
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...)
Listening Comprehension Pre listening
Teacher introduces the
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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Grade 8 Scope & Sequence
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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
DRAFT
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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
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
Vocabulary
-reflections
- peer review
Listening Comprehension
- Reflection
Students reflect what
they have understood
from the text they
Speaking
- Turn and Talk.
- observation
- Grammar
- group production
- rotating individual review
Reading fluency
- the teacher evaluates
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
DRAFT
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review, individual
presentation,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
Formal/informal monitoring
listened to
Resources Dictionary, Pictures, charts, dictionary Pictures, charts Dictionary
Unit 3: Sports
Topic 3.2: Ethiopian Athletes
Week 6
By the end of the week, Students will be able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
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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Grade 8 Scope & Sequence
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using the gradual realize
model (I Do, We Do, You
Do)e.g. championship,
athletics, rhythmic …)
Reading comprehension
Topic: Ethiopian Athletes
Pre reading
Teacher facilitates pre-
reading activity
Students brain storm ideas to
relate their prior knowledge
with target passage and
predict what the reading text
would be about.
Students read the text
silently to identify main and
detail ideas.
While reading
Students read with purpose,
pause for short time while
reading and ask themselves
what idea may come next.
Post reading
Students do post reading
activities (infer words from
context, summarize and
answer comprehension
questions)
DRAFT
Grade 8 Scope & Sequence
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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
DRAFT
Grade 8 Scope & Sequence
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(synonyms, antonyms, graphic
organizers...)
Listening Comprehension Pre listening
Teacher introduces the
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
Students take notes while
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
Students perform given
activities according to
instructions
Teacher moves around
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Grade 8 Scope & Sequence
39
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
teaching vocabulary items
such as classifications,
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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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,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
Formal/informal monitoring
Vocabulary
- presentation
- reflections
- peer review
Listening Comprehension
- Reflection
Students reflect what they
have understood from the
text they listened to
Speaking
- Turn and Talk.
- observing
- Grammar
- group production
- rotating individual review
- turn and talk
Reading fluency
- the teacher evaluates
while the students read
loudly individual rate
- gives feedback
- Vocabulary
- presentation
- reflections
- teacher checks
students’ ability to
write a friendly
letter
-rubrics (use a table of
criteria to evaluate/
assess student writing
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 layout for
friendly letter
5. Unit4: Health Issues
Topic 4.1:Sexually Transmitted Diseases
Week 7
Learning Outcomes
By the end of the week, Students will be able to:
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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
Day 1 Day 2 Day 3 Day 4 Day 5
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,
Reading comprehension
Topic: Sexually
Transmitted Diseases
Pre reading
Teacher facilitates pre-
reading activities using
graphic organizer.
Students do the pre-
reading activities
(predicting, brain
storming…)
Teacher encourages
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students to read the text
silently
While reading
- Students read the
passage silently and
make notes
Post reading
Identify main ideas, infer
words from context,
- inferential questions
- referential questions or
generally answer reading
comprehension questions
/post reading activities
Text type: expository( cause
and effect)
Vocabulary Topic: Prevention or Cure
10 thematic and academic
vocabulary items
Teacher selects about 8-10
words from the list and
teaches using vocabulary
teaching strategies
(synonyms, antonyms,
graphic organizers,
classification, collocations,
definitions...)
using different techniques
of teaching vocabulary
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43
items such as
classifications,
synonymous, antonyms,
word map, etc
Listening Comprehension
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
listening activities
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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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
Students perform given
activities according to
instructions
Teacher moves around the class
for monitoring and supporting
Reading Fluency Topic: The Impact of
HIV/AIDS
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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).
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
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 Expository paragraph
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Writing Compositions - Write 3 to
4expository
paragraphs on
causes, effects
and preventions of
HIV/AIDS
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,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
Formal/informal monitoring
Vocabulary
- presentation
- summaries and
reflections
- peer review
Listening
Reflection
Students reflect what they
have understood from the
text they listened to
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
- the teacher evaluates
while the students read
loudly individually
(accuracy)
- record errors for
feedback
Vocabulary
- presentation
- reflections
- peer review
- teacher checks
students’ ability to
write expository
paragraphs of
their own related
to HIV/AIDS
- rubrics (use a table
of criteria to
evaluate/ assess
student writing
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/ smart
phones
Model expository
paragraph
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Unit4: Health Issues
Topic 4.2: Say No to Drugs
Week 8
Learning Outcomes
By the end of the week, Students will be able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Segmenting suffixes
Teaching inflectional endings
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
Teacher facilitates pre-
reading activities
Students brainstorm ideas
to relate their prior
knowledge with target
passage and predict what
the reading text would be
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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...)
Listening Comprehension
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
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text aloud twice
Students take notes while
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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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
vocabulary items such as
classifications,
synonymous, antonyms,
word map, word banks,
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etc
Writing Convention Sing comma (part I)
Writing Compositions - Write cause and
effect (expository)
paragraphs about
the effects of drug.
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,
Reading comprehension
- 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
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
- teacher checks
students’ ability to
write expository
paragraphs
- rubrics (use a table
of criteria to
evaluate/ assess
student writing
Resources Flash cards /sash board,
pictures, charts, Dictionary,
Flash cards /sash board, pictures,
real objects, Dictionary, tape/CD
Real objects, charts tape/CD player/ smart
phones
Model narrative
paragraph
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etc. player
Unit 4 : Health Issues
Topic 4.3: Life Skills
Week 9
Learning Outcome
By the end of the week, Students will be able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
Word study Blending Suffixes
Teaching inflectional endings
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
Teacher facilitates pre-
reading activities related
to the text about life skills
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Students deal with brain
storming ideas to relate
their prior knowledge
with target passage and
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
Listening Comprehension
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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
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and gives students time to
practice two paragraphs.
Teacher selects 8-10
students to stand up turn
by turn and read aloud
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
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,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
Vocabulary
- presentation
- summaries and
reflections
- peer review
Listening
Visual Representations -
students answer
comprehension questions
(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
- the teacher evaluates
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
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- Presentations.
- Formal/informal
monitoring
from what they have
listened t
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/smart
phone
Unit5: Plants and their Uses
Topic 5.1: Flowers
Week 10
Learning Outcomes
By the end of the week, Students will be able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Segmenting 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)
(-ed, -en, --ment))
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Reading Comprehension Topic: A Singing Flower
(Poem)
Pre reading
Teacher exposes students to
pre-reading activity
Students deal with brain
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
Identify main ideas, infer
words from context,
- inferential questions
-referential questions or
generally answer reading
comprehension questions
/post reading activities
Text type: Descriptive
Vocabulary 10 thematic and academic
vocabulary items will be
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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
Students listen and take
note
Post listening
Students do the listening
comprehension
questions
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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
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
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by turn and read aloud
using appropriate rate
Vocabulary 7 academic vocabulary
items will be taught
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’
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,
Reading comprehension
- 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.
- Observation
- Rubrics (Use a table
of criteria to
evaluate/ assess
student speaking
Grammar
- group production
- turn and talk
Reading fluency
- the teacher evaluates
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/
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/smart
phone
Model paragraph
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Unit 5: Plants and their Uses
Topic 5.2: Fruits and Vegetables
Week 11
Learning Outcomes
By the end of the week, Students will be able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
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
Students deal with brain
storming ideas to relate their
prior knowledge
Guess what specific content
the text has.
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While reading
Students read the text
silently and comprehend the
text.
Post reading
Students do post reading
activities (infer words from
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….)
Listening Comprehension
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
students predict about the
listening text based on title
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and illustration
while listening
students take note while
listening
post listening
Students respond to post
listening comprehension
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.
Teacher selects 6-8 students
to stand up turn by turn and
read aloud using
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appropriate accuracy
Vocabulary 6-8 academic vocabulary
items will be taught
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 .
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Assessment
Word study
-explicit instruction
- dictation
- Checking for the students’
ability to blend and
segment complex words
Reading comprehension
- Turn and Talk
- Reflections.
- Presentations
- Checking students’
- 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
- Rubrics (Use a table of
criteria to evaluate/
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
- the teacher evaluates
while the students read
loudly individually
(expression)
Vocabulary
- presentation
- reflections
- peer review
Teacher checks students’
ability to write
expository paragraphs
about the health benefits
of some fruits/
vegetables
Resources Flash cards /sash board,
pictures, charts
Flash cards /sash board,
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
By the end of the week, Students will be able to:
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- 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
Day 1 Day 2 Day 3 Day 4 Day 5
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
Students deal with brain
storming ideas to relate their
prior knowledge
Guess what specific content
the text has.
Teacher tells students to read
silently and with purpose
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While reading
Students read the text silently
for identifying main and detail
ideas
Post reading
Identify main ideas, infer
words from context,
- inferential questions
-referential questions or
generally answer reading
comprehension questions
Text type: persuasive
Vocabulary 7-10 thematic and academic
vocabulary items will be
taught (indigenous, ginger,
ornamental, contraction,
flavor, basil…..)
Listening Comprehension Pre listening
Teacher selects some new or
difficult words/phrases from
the listening text and
explains the meaning or
pronunciation
students predict about the
listening text based on title
and illustration
While listening
students take note while
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listening
Post listening
- Students respond to post
listening comprehension
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
Reading for Fluency (Topic: From the Reading
Text)
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
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read aloud using appropriate
accuracy
Vocabulary 7 - 10academic vocabulary
items will be taught
Writing Conventions Spelling rules on plural
formation,
Writing Composition Compose 3-4
persuasive paragraphs
about medicinal herbs
(e.g. Damakese,
Tenadam, Koso,
Kerefa…)
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,
Reading comprehension
- 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
comprehension questions
from what they have listened
to
Speaking
- Turn and Talk.
- Observation
- 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
(accuracy)
Vocabulary
exit card
- presentation
- summaries and reflections
- peer review
- teacher checks
students’ ability to
write a persuasive
paragraphs
related to of their
own related to
medicinal herbs
- rubrics (use a table
of criteria to
evaluate/ assess
student writing
DRAFT
Grade 8 Scope & Sequence
70
Resources Flash cards /sash board,
pictures, charts, Dictionary
Flash cards /sash board,
pictures, real objects, picture,
Dictionary, tape/CD player
Real objects, charts Stopwatch, Rubrics
Unit 6: Coffee
Topic 61: How Coffee Grows
Week 13
Learning Outcomes
By the end of the week, Students will be able to:
- 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
Day 1 Day 2 Day 3 Day 4 Day 5
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)
(-er, -r)
Reading Comprehension Topic: ‘How to Grow Coffee’
Pre reading
Teacher assists students to
do the pre-while and post
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reading activities and
monitors the performances
Students deal with brain
storming ideas to relate their
prior knowledge
Guess what specific content
the text has.
While reading
Students read the text
silently and comprehend the
text.
Post reading
Identify main ideas, infer
words from context,
- inferential questions
- referential questions or
generally answer reading
comprehension questions
/post reading activities).
Text type: expository( process)
Vocabulary 10 thematic and academic
vocabulary items will be
taught in a context (ripe,
germinate, weeds, drain,
moist, soak, conventional,
….).
DRAFT
Grade 8 Scope & Sequence
72
Listening Comprehension Pre listening
Listening text ‘how coffee
grows’:
Teacher selects some new
or difficult words/phrases
from the listening text and
explains
students predict about the
listening text based on title
and illustration
while listening
Students listen with take
notes
Post listening
Students perform the post
listening activities or do
listening comprehension
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
Grade 8 Scope & Sequence
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.
Teacher observes individual
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
Grade 8 Scope & Sequence
74
Writing Composition Writea letter to a friend
on coffee harvesting
(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,
Reading comprehension
- Turn and Talk
- Summaries and
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
- 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 (rate)
- record errors, time and
expression for feedback
Vocabulary
exit card
- presentation
- summaries and reflections
- peer review
teacher checks
students’ written
letter
- Rubrics /checklist
(Use a table of
criteria to evaluate/
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
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
Grade 8 Scope & Sequence
75
Week 14
Learning outcomes
By the end of the week, Students will be able to:
- 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
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Segmenting 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)
(pre-, il-, )
Reading Comprehension Topic: Economic Values of
Coffee
Pre reading
Teacher introduces students
to pre-reading activity
Students deal with brain
storming ideas to relate their
prior knowledge with target
passage and predict what
the reading text would be
DRAFT
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about
While reading
Students read the text
silently to identify main and
detail ideas.
Post reading
Identify main ideas, infer
words from context,
- inferential questions
-referential questions or
generally answer reading
comprehension questions
/post reading activities).
Text type: Persuasive)
Vocabulary 8-10 thematic and
academic vocabulary items
will be taught in a context
(…).
DRAFT
Grade 8 Scope & Sequence
77
Listening Comprehension Topic: The benefits of
caffeine
Pre listening
Listening text ‘importance
of coffee ’:
students predict about the
listening text based on the
title and illustrations or
listening activities
while listening
Teacher reads the text
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
Grade 8 Scope & Sequence
78
Reading for Fluency (Topic: From the Reading
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
Grade 8 Scope & Sequence
79
techniques of teaching
vocabulary items such as
classifications, word map,
etc.
Writing Conventions punctuation marks,
spelling, capitalization,
in taking dictation
Writing Composition
dictation
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,
Reading comprehension
- Turn and Talk
- Summaries and
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
- 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 (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
criteria to evaluate/
Resources Flash cards /sash board,
pictures, charts, Dictionary,
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player,
Real objects, charts, etc. tape/CD player, etc. .
DRAFT
Grade 8 Scope & Sequence
80
etc.
etc.
Unit 6: Coffee
Topic 6.3: Making Coffee
Week 15
By the end of the week, Students will be able to:
- 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
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Blinding 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)
(dis-, un-,)
Reading Comprehension Topic: ‘Coffee Specialties in
Ethiopia
Pre reading
Teacher draws the attention
of students to the reading
DRAFT
Grade 8 Scope & Sequence
81
text through pre reading
activity.
While reading
Students read the passage
silently
Post reading
Identify main ideas, infer
words from context,
- inferential questions
-referential questions or
generally answer reading
comprehension questions
/post reading activities).
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
Grade 8 Scope & Sequence
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seedling,….)
Listening Comprehension Ethiopian coffee ceremony
Pre listening
students predict what the
listening text is about
based on title and
illustrations
while listening
Teacher reads the text
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
Grade 8 Scope & Sequence
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- Students use sequential
words
Grammar Used to – expressing past habits
Reading for Fluency Teacher reads one
paragraph from the new
text for reading fluency (
Roasting coffee) and gives
students time (1-2
minutes) to practice two
paragraphs.
Teacher selects 6-8
students to stand up turn
by turn and read aloud
using appropriate reading
rate.
Vocabulary 6 academic Vocabulary
items):
using different techniques
of teaching vocabulary
items such as
classifications,
synonymous, antonyms,
word map, word banks,
etc
Writing Conventions Sequence marking words and
phrases
Writing Composition Writing paragraphs to show
processe of making things
DRAFT
Grade 8 Scope & Sequence
84
(e.g., food, drink…)
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,
Reading comprehension
- 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.
- 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/
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player,
etc.
Real objects, charts, etc. tape/CD player, etc.
Unit 7: My hobby
Topic 7.1: What are Hobbies?
Week 16
Learning Outcomes -
DRAFT
Grade 8 Scope & Sequence
85
By the end of the week, Students will be able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
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.
Students deal with brain
storming ideas to relate
their prior knowledge
with target passage and
predict what the reading
text would be about.
DRAFT
Grade 8 Scope & Sequence
86
While reading
Students read the text
silently to identify specific
information from the text
to support the ideas
Post reading
Students do post reading
activities (infer words
from context, and answer
Text type: expository
Vocabulary 8-10 thematic and
academic vocabulary items
will be taught in a context
(leisure, pleasure, pursuit,
communal, stimulation,
enthusiasm).
Listening Comprehension
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
Grade 8 Scope & Sequence
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
Grade 8 Scope & Sequence
88
paragraphs aloud with
appropriate speed taking
turns
Vocabulary 8 academic vocabulary
items will be taught
independently
Writing Conventions Organization of ideas
Writing Composition Write 3-4 expository paragraphs
about their hobbies/ their friends’
hobbies.eg; on Bicycle safety rules
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,
Reading comprehension
- Turn and Talk
- Summaries and
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.
- 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
- checks their understanding
about organizations of ideas
in paragraphs
- Rubrics /checklist (Use a table
of criteria to evaluate/
DRAFT
Grade 8 Scope & Sequence
89
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player,
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
By the end of the week, Students will be able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Homophones (see ,sea, read,
reed, meat, meet, its, it’s,
sun, son) using the gradual
release model (I Do, We Do,
You Do)
Reading Comprehension Topic: Gardening as a Hobby
Pre reading
- teacher asks students
DRAFT
Grade 8 Scope & Sequence
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
Identify main ideas, infer
words from context,
- inferential questions
-referential questions or
generally answer reading
comprehension questions
(reflect their answers)
post reading activities
Text type : Narrative
Vocabulary 8 thematic and academic
Vocabulary items:
Listening Comprehension Pre listening
- Teacher invites students
to guess about what the
listening text would be
based on
DRAFT
Grade 8 Scope & Sequence
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.
Reading for Fluency Teacher reads one
paragraph from the
previous text for reading
fluency and gives students
chance to practice two
DRAFT
Grade 8 Scope & Sequence
92
paragraphs.
Teacher make students to
read loud in pairs turn by
turn using appropriate
reading rate.
Vocabulary 5 academic Vocabulary
items will be taught
independently.
Teacher selects /picks
about 5 words from the list
and teach their meanings
using different techniques
of teaching vocabulary
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.
Assessment Word study
- Checking students’
understanding of word
Vocabulary
- Checking students’
Speaking
- Turn and Talk.
- Observing
Reading fluency
- the teacher evaluates
while the students
- checks students’
understanding about
organization of ideas in
DRAFT
Grade 8 Scope & Sequence
93
syllabication and their
ability to blend or
segment 3 or more
syllabic words through
reflection, teacher or
peer review, group
review, individual
presentation,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
- Formal/informal
monitoring.
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
- Rubrics (Use a table
of criteria to
evaluate/ assess
student speaking
Grammar
- group production
- rotating individual
review
- turn and talk
read loudly
individually
(expressions)
- record errors, time and
expression for
feedback
Vocabulary
exit card
- presentation
- summaries and
reflections
- peer review
paragraphs
- Rubrics /checklist (Use a table
of criteria to evaluate/
Resources Flash cards /sash board,
pictures, charts, Dictionary
Flash cards /sash board,
pictures, real objects,
picture, Dictionary,
tape/CD
Real objects, charts Stopwatch, Rubrics
Unit8: Art
Topic 8.1: Art and its Roles
Week 18
Learning Outcomes
By the end of the week, Students will be able to:
- 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
Grade 8 Scope & Sequence
94
- Punctuate sentences using capitalization and commas
- Write descriptive assay.
Learning Components
Day 1 Day 2 Day 3 Day 4 Day 5
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
Identify main ideas, infer
words from context,
- inferential questions
- referential questions or
generally answer reading
comprehension questions
/post reading activities )
DRAFT
Grade 8 Scope & Sequence
95
- Text type: Expository
Vocabulary 10 thematic and academic
vocabulary items will be
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
Teacher reads aloud the
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
Grade 8 Scope & Sequence
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
Vocabulary 10 academic vocabulary
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
Grade 8 Scope & Sequence
97
Assessment - 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,
Reading comprehension
- Turn and Talk
- Summaries and
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.
- 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 (accuracy)
Vocabulary
exit card
- presentation
- summaries and
reflections
- peer review
- Students make peer review of
their works, teacher observes
students works and provides
feedbacks.
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
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
By the end of the week, Students will be able to:
- Learn words by blending
- Take notes to answer a listening comprehension question about a leather crafting.
DRAFT
Grade 8 Scope & Sequence
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- 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
Day 1 Day 2 Day 3 Day 4 Day 5
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
Grade 8 Scope & Sequence
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
Identify main ideas, infer
words from context,
- inferential questions
- referential questions or
generally answer reading
comprehension questions
/post reading activities
- Students present to the
whole class what they
have read
- Text types: Expository
thematic.
Vocabulary 10 vocabulary items will be
taught in context
Listening Comprehension Pre listening
DRAFT
Grade 8 Scope & Sequence
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
Grade 8 Scope & Sequence
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.
Vocabulary 6 academic vocabulary
items will be treated by
students independently
DRAFT
Grade 8 Scope & Sequence
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
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,
Reading comprehension
- Turn and Talk
- Summaries and
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.
- 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/
DRAFT
Grade 8 Scope & Sequence
103
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
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
By the end of the week, Students will be able to:
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
Day 1 Day 2 Day 3 Day 4 Day 5
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
Grade 8 Scope & Sequence
104
Teacher draws students
attention to the reading
text through pre-reading
activity
Teacher tells students to
read with purpose
While reading
Students read the text
silently
Post reading
Students and answer
reading comprehension
questions/do post reading
activities
Text type: persuasive
Vocabulary 5-8 thematic and academic
vocabulary items will be
taught
Listening Comprehension Pre listening
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
Grade 8 Scope & Sequence
105
textbooks.
While listening
Teacher reads the text
‘Primary Education in
Ethiopia’ aloud twice
Students listen, take
notes,
Post listening
Students list the details
and answer the
questions accordingly.
Text type: persuasive
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
Grade 8 Scope & Sequence
106
- Teacher monitors
individual students’
reading and gives
feedback
Vocabulary - 6 academic vocabulary
items will be taught
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.
Assessment - 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,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
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.
- 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 (accuracy)
Vocabulary
exit card
- presentation
- summaries and
reflections
- peer review
Checking students’ spelling
including capitalization,
punctuation and spacing.
DRAFT
Grade 8 Scope & Sequence
107
Formal/informal monitoring
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player.
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
By the end of the week, Students will be able to:
Learn words through segmenting and blending
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
Day 1 Day 2 Day 3 Day 4 Day 5
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
Grade 8 Scope & Sequence
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
Students do post reading
activities based on given
instructions.
Text Type: Expository
Vocabulary 8-10 thematic and
academic vocabulary items
will be taught in context
and independently.
Listening Comprehension Causes and Effects of
Dropouts
Pre listening
Teacher draws
DRAFT
Grade 8 Scope & Sequence
109
students’ attention
making them reflect
their ideas on the pre
listening questions.
Teacher reads aloud the
text for the students.
Students listen to the
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
Grade 8 Scope & Sequence
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.
Reading for Fluency Teacher reads one
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
students to stand up turn
by turn and read aloud
using appropriate reading
accuracy. The teacher
provides necessary
feedback.
Vocabulary 8 academic vocabulary
items will be taught
independently.
Writing Conventions Apostrophe
DRAFT
Grade 8 Scope & Sequence
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.
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,
Reading comprehension
- Turn and Talk
- Summaries and
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.
- 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/
Resources Flash cards /sash board, Flash cards /sash board, Real objects, charts, etc. Tape/CD player. stop Rubric
DRAFT
Grade 8 Scope & Sequence
112
pictures, charts, Dictionary,
etc.
pictures, real objects,
Dictionary, tape/CD player.
etc.
watch etc.
Unit10: Scientific Discovery
Topic 10.1: Famous Scientists
Week 22
Learning Outcomes
By the end of the week, Students will be able to:
answer listening comprehension questions after listening to information about a famous scientist
Learn words through segmenting and blending
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
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study
Segmenting and blending suffixes (realist, mountainous, generalize, dangerous, nationalist, capitalist, advantageous) 5-8 thematic words (I Do, We Do, You Do).
DRAFT
Grade 8 Scope & Sequence
113
Reading Comprehension Topic: A Famous Scientist
/Alert Einstein/
Pre reading
Teacher introduces students
to pre-reading activity.
Students deal with brain
storming ideas to relate their
prior knowledge with target
passage and predict what
the reading text would be
about.
While reading
Students read the text
silently to identify main and
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
Grade 8 Scope & Sequence
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
comprehension questions
Speaking Talking about yesterday
/past time / using past
continuous.
Grammar Past continuous
tense.
Reading for Fluency (Topic: From the Reading
Text), but a new text is
there (Alexzander Graham Bell)
unusually.
-Teacher makes students
read the text aloud in their
DRAFT
Grade 8 Scope & Sequence
115
groups with accuracy.
-Students read it aloud
turn by turn
-Teacher provides
feedback.
Vocabulary 7 academic Vocabulary
items: Teacher
selects/picks about 4-6
words from the list and
teach their meanings using
different techniques of
teaching vocabulary items
such as classifications,
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
Assessment Word study
- Checking students’
understanding of word
syllabication and their
ability to blend or
segment 3 or more
syllabic words through
Vocabulary
- Checking students’
ability to guess
meanings of words from
contexts
- presentation
- reflections
Speaking
- Turn and Talk.
- Observing
- Rubrics (Use a table
of criteria to
evaluate/ assess
student speaking
Reading fluency
- the teacher evaluates
while the students
read loudly
individually
(expressions)
- record errors, time and
- provides students with written
paragraph and checks
punctuation and capitalization
DRAFT
Grade 8 Scope & Sequence
116
reflection, teacher or
peer review, group
review, individual
presentation,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
Formal/informal monitoring
- peer review
Listening
Students reflect what they
have understood from the
text they listened to
Grammar
- group production
- rotating individual
review
- turn and talk
expression for
feedback
Vocabulary
exit card
- presentation
- summaries and
reflections
- peer review
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 complex sentences
Unit 10: Scientific Discovery
Topic 10.2: The Importance of Scientific Discoveries
Week 23
Learning Outcomes
By the end of the week, Students will be able to:
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
Learn words through segmenting and blending
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
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Silent letters in English (b, c,
DRAFT
Grade 8 Scope & Sequence
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
Teacher introduces students
to pre-reading activity.
Students deal with brain
storming ideas to relate their
prior knowledge with target
passage and predict what
the reading text would be
about.
While reading
Students read the text
silently to identify main and
detail ideas and answer the
post-reading activities.
Post reading
Identify main ideas, infer
words from context,
- inferential questions
DRAFT
Grade 8 Scope & Sequence
118
-referential questions or
generally answer reading
comprehension questions
/post reading activities
Text Type: Persuasive
Vocabulary 7 thematic and academic
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
Teacher selects some new
or difficult words/phrases
from the listening text and
explains to students
While listening
Teacher reads aloud the
text ‘The importance of
Mobile Phones’ and
DRAFT
Grade 8 Scope & Sequence
119
students take note while
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
students time (1-2 minutes)
to practice the two
paragraphs.
Teacher selects 6-8 students
to stand up turn by turn and
read aloud using appropriate
reading rate.
Vocabulary 8-10 academic Vocabulary
items will be taught.
-Teacher encourage students
DRAFT
Grade 8 Scope & Sequence
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
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,
Reading comprehension
- Turn and Talk
- Summaries and
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.
- 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
- Rubrics /checklist (Use a
table of criteria to
evaluate/
DRAFT
Grade 8 Scope & Sequence
121
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
Unit10: Scientific Discovery
Topic10.3: The Discovery of Anesthesia
Week 24
Learning Outcomes
By the end of the week, Students will be able to:
Learn words through segmenting and blending
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
Use academic and thematic words related to the text/theme in speaking and writing.
Learning Components
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Silent letters in English (e.g.
gh,h, k, l: light, honest, knee,
half,) using the gradual
release model (I Do, We Do,
You Do)
Reading Comprehension Topic: Anesthesia
DRAFT
Grade 8 Scope & Sequence
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
- the teacher tells the
students to read with
purpose
While Reading
Students read the text
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
Identify main ideas, infer
words from context,
- inferential questions
-referential questions or
generally answer reading
comprehension questions
/post reading activities.
DRAFT
Grade 8 Scope & Sequence
123
.(17 thematic Vocabulary
Items)
Text Type: Expository
Vocabulary 7-10 thematic and
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
Grade 8 Scope & Sequence
124
take note while listening
Post listening
Students do he post
reading activities in groups
or in pairs.
Finally, teacher gives
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
Reading for Fluency Teacher reads one paragraph
from the previous text for
reading fluency and gives
students time (1-2 minutes)
to practice two paragraphs.
DRAFT
Grade 8 Scope & Sequence
125
Teacher selects 6-8 students
to stand up turn by turn and
read aloud using appropriate
reading expression.
Vocabulary 6 academic Vocabulary Items
Teacher selects/picks about
4-6 words from the list and
teach their meanings using
different techniques of
teaching vocabulary items.
Writing Conventions Teaching what a
descriptive essay means.
Writing Composition Write descriptive
paragraphs on related
scientific discovery
DRAFT
Grade 8 Scope & Sequence
126
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,
Reading comprehension
- Turn and Talk
- Summaries and
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.
- 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/
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
By the end of the week, Students will be able to:
- Learn words through segmenting and blending
- Fill in chart and answer listening comprehension questions.
DRAFT
Grade 8 Scope & Sequence
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.
Use academic and thematic words related to the text/theme in speaking and writing.
Learning Components
Day 1 Day 2 Day 3 Day 4 Day 5
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
Students read the text
silently
DRAFT
Grade 8 Scope & Sequence
128
Post reading
Students do the post
reading activities
Finally, teacher gives
feedback. (17 thematic
Vocabulary Items)
Text Type: Descriptive
Vocabulary 8-10 thematic and
academic Vocabulary
items:
Words related to ‘African
National Park.
Listening Comprehension Topic: The Serengeti
National Park’
Pre listening
students predict about the
listening text based on title
and illustration
while listening
teacher reads aloud the
listening text twice
Students listen and take
notes
DRAFT
Grade 8 Scope & Sequence
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)
Reading for Fluency Teacher reads one paragraph
from the new text for reading
fluency and gives students
time (1-2 minutes) to
practice two paragraphs.
Teacher selects 6-8 students
to stand up turn by turn and
read aloud using appropriate
reading accuracy
Vocabulary 7-10 academic Vocabulary
items
Teacher selects/picks about
4-6 words from the list and
teach their meanings using
different techniques of
teaching vocabulary items
such as classifications, word
DRAFT
Grade 8 Scope & Sequence
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.
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,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
- Formal/informal
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.
- 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/
DRAFT
Grade 8 Scope & Sequence
131
monitoring.
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player
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
By the end of the week, Students will be able to:
- 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
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Homonyms-a word spelt like
another word but has
different meanings
(desert/desert, bank/bank,
close/close, bark/bark)
DRAFT
Grade 8 Scope & Sequence
132
Reading Comprehension Ethiopian Natural Wonders
pre reading
• Teacher gives high lights
about the pre- reading
activities (e.g. Discuss in
groups about any higher
mountain you know) s
While reading
Students read the text
silently
Post reading
Students practice the
pre/post reading activities
Finally, teacher gives
feedback (17 thematic
Vocabulary Items)
Text type : expository
Vocabulary 10 thematic and academic
vocabulary items:
Words related to ‘ African
Picks/Higher Mountains’
mountain, location,
attract, geographical
DRAFT
Grade 8 Scope & Sequence
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
Students take notes while
DRAFT
Grade 8 Scope & Sequence
134
the teacher reads the
listening text
Post listening
Students do post reading
activities in groups or in
pairs.
Finally, teacher gives
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
Reading for Fluency Teacher reads one paragraph
from the previous text for
reading fluency and gives
students time (1-2 minutes)
to practice two paragraphs.
Teacher selects 6-8 students
to stand up turn by turn and
read aloud using appropriate
DRAFT
Grade 8 Scope & Sequence
135
reading rate
Vocabulary 6-8 academic Vocabulary
items:
Teacher selects/picks about
4-6 words from the list and
teach their meanings using
different techniques of
teaching vocabulary 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
Grade 8 Scope & Sequence
136
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,
Reading comprehension
- Turn and Talk
- Summaries and
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.
- 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
expository paragraphs
- Rubrics /checklist (Use a
table of criteria to
evaluate/
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player
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
Grade 8 Scope & Sequence
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
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Homophones ( tail/ tale,
test/taste, seen/scene,
sea/see, some/sum)
Reading Comprehension Topic: African Lakes
Pre reading
• Teacher gives pre- reading
activities (e.g. Discuss in
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
Grade 8 Scope & Sequence
138
reading activities
Finally, teacher gives
feedback
-(17 thematic Vocabulary items) Text type: expository
Vocabulary 7-10 thematic and
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
Grade 8 Scope & Sequence
139
Students do post reading
activities in groups or in
pairs.
Finally, teacher gives
feedback
Speaking Talking about rivers and
lakes(interview)
Grammar Iinfinitives
Reading for Fluency Teacher reads one paragraph
from the text for reading
fluency and gives students
time (1-2 minutes) to
practice two paragraphs.
Teacher selects 6-8 students
to stand up turn by turn and
read aloud using appropriate
reading expression
Vocabulary 8 academic Vocabulary items
Teacher selects/picks about
4-6 words from the list and
teach their meanings using
different techniques of
teaching vocabulary items.
Writing Conventions capitalization and comma
Writing Composition Write descriptive essay
about Ethiopian African
DRAFT
Grade 8 Scope & Sequence
140
rivers or lakes.
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,
Reading comprehension
- Turn and Talk
- Summaries and
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.
- 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
- Checks students’ ability
to write/ sketch poem
using their own words.
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player
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
By the end of the week, Students will be able to:
DRAFT
Grade 8 Scope & Sequence
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
Day 1 Day 2 Day 3 Day 4 Day 5
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
their prior knowledge
- the teacher tells the
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
Grade 8 Scope & Sequence
142
- transfer information into
tables/ charts/ based on
given instruction.
-(17 thematic Vocabulary
Items)
Text type: expository
Vocabulary 8-10 vocabulary items will
be treated in a context and
independently
Listening Comprehension
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
Grade 8 Scope & Sequence
143
While listening
Students listen to the
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
students to stand up turn
by turn and read two or
more paragraphs
DRAFT
Grade 8 Scope & Sequence
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
Assessment - 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
Vocabulary
- Checking students’
ability to guess
meanings of words from
contexts
- presentation
- reflections
Monitoring students’
language use in discussing
about communication
Reading fluency
- the teacher evaluates
while the students read
loudly individually
(accuracy)
Vocabulary
exit card
- presentation
- summaries and
Checking students’ spelling
and use of capitalizations
in writing guided
paragraphs
DRAFT
Grade 8 Scope & Sequence
145
presentation,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
Formal/informal monitoring
- peer review
Listening
Checking students’
understanding of listening
text, ability of taking
notes and responding to
comprehension questions
Students reflect what they
have understood from the
text they listened to
reflections
- peer review
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player.
etc.
Real objects, charts, etc. Tape/ CD player. stop watch
etc.
Sample or rubric. etc.
Unit 12: Technology in the Modern World
Topic 12.2: Benefits of a Computer
Week 29
Learning Outcomes
By the end of the week, Students will be able to:
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
Grade 8 Scope & Sequence
146
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Blending suffixes: -an, -ian, -
al/ -ial )
Reading Comprehension Benefits of a Computer
Pre reading
Teacher introduces
students to pre-reading
activity
Students deal with brain
storming ideas to relate
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
information from the text
into tables or charts
Post reading
Students do the post
reading activities
-(17 thematic Vocabulary
items)
Text type: expository
DRAFT
Grade 8 Scope & Sequence
147
Vocabulary 10-18 thematic and
academic vocabulary items
will be taught in a context
and independently.
Listening Comprehension Pre listening
Teacher introduces the
topic and clarifies
instructions to students
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
Grade 8 Scope & Sequence
148
disagreements makes
them discuss and report
orally.
Students argue about the
uses of various
technological advices.
Grammar Adverbial relative clauses
Reading for Fluency Teacher reads one paragraph
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
to stand up turn by turn and
read aloud using appropriate
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.
Assessment - Checking students’
understanding of word
syllabication and their
ability to blend or
segment 3 or more
Vocabulary
- Checking students’
ability to guess
meanings of words from
Checking students’ skills of
interpreting pictures or
illustrations and
organization of ideas in their
reflections.
Reading fluency
- the teacher evaluates
while the students read
loudly individually
(accuracy)
Checking students’
spelling, capitalizations,
arrangements, and
organizations.
DRAFT
Grade 8 Scope & Sequence
149
syllabic words through
reflection, teacher or
peer review, group
review, individual
presentation,
Reading comprehension
- Turn and Talk
- Summaries and
Reflections.
- Presentations.
Formal/informal monitoring
contexts
- presentation
- reflections
- peer review
Listening
Checking students’
understanding of listening
text, ability of taking
notes and responding to
comprehension questions
Students reflect what they
have understood from the
text they listened to
Vocabulary
exit card
- presentation
- summaries and reflections
- peer review
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player.
etc.
Real objects, charts, etc. Tape/CD player. stop watch
etc.
Sample or rubric. etc.
Unit 12: Technology in the Modern World
Topic 12.3: Advantages and Disadvantages of Technology
Week 30
Learning Outcomes
By the end of the week, Students will be able to:
- 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
Grade 8 Scope & Sequence
150
Learning Components
Day 1 Day 2 Day 3 Day 4 Day 5
Word Study Blending Suffixes: -en, -er, -
or)
Reading Comprehension
Topic: Advantages and
Disadvantages of Technology
Pre reading
Teacher introduces
students to pre-reading
activity
Students deal with brain
storming ideas to relate
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
information from the text
into tables or charts
Post reading
DRAFT
Grade 8 Scope & Sequence
151
Students do the post reading
activities
Text type: expository
Vocabulary 8-10 thematic and
academic vocabulary items
will be taught in context.
Listening Comprehension
Pre listening
Teacher introduces the
topic and clarifies
instructions to students
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
Teacher reads the text
related to benefits and
drawbacks of calculator
with moderate pace
Students listen, take notes,
Post listening
Students respond to
listening comprehension
questions and reflect their
DRAFT
Grade 8 Scope & Sequence
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
Grade 8 Scope & Sequence
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
Reading for Fluency Teacher reads one paragraph
from this week’s reading
passage and gives students
time (1-2 minutes) to practice
two paragraphs.
Teacher selects 8-10 students
to stand up turn by turn and
read aloud using appropriate
expression
Vocabulary 7 -10 academic vocabulary
items will be treated
independently.
Writing Conventions Organization of ideas in
argumentation.
Writing Composition
Teacher explains to
DRAFT
Grade 8 Scope & Sequence
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.
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,
Reading comprehension
- Turn and Talk
Vocabulary
- Checking students’
ability to guess
meanings of words from
contexts
- presentation
- reflections
- peer review
Listening
Checking students’
understanding of listening
text, ability of taking
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/
DRAFT
Grade 8 Scope & Sequence
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.
Formal/informal monitoring
notes and responding to
comprehension questions
Students reflect what they
have understood from the
text they listened to
Resources Flash cards /sash board,
pictures, charts, Dictionary,
etc.
Flash cards /sash board,
pictures, real objects,
Dictionary, tape/CD player.
etc.
Real objects, charts, etc. Tape/CD player. stop watch
etc.
Sample or rubric. etc.
DRAFT
Grade 8 Scope & Sequence
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
Grade 8 Scope & Sequence
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
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