For the 8th grade, students have 4 hours of compulsory and 2 hours of elective English language courses per week. The syllabus is designed accordingly. Each unit has two sections: Part A and Part B. Part A is designed for those who take 4 hours of compulsory English. Part B is designed for those who take 4 hours of English. Part B does not present any new information but aims to reinforce and enrich the things that have been studied in Part A. Each part is to be covered in approximately two weeks. Teachers who have not finished Part A in the allocated time can skip Part B with the students who study English for 6 hours per week. The aim is not to finish units but to teach English.
Projects that are assigned for each unit can be kept in a dossier by the students and teachers can give feedback to those in the elective course hours. Students can also share their projects with their peers in the class.
Levels of Linguistic Competence
Assuming that students have mastered the general goals of the 7th grade, students who complete this grade are expected to show the following linguistic competence levels:
Have a repertoire of basic language which enables them to deal with everyday situations with predictable content though they will generally have to compromise the message and search for words.
Use some simple structures correctly, but still systematically makes basic mistakes —for example tends to mix up tenses and forget to mark agreement: nevertheless, it is usually clear what they are trying to say.
Have pronunciation that is generally clear enough to be understood despite a noticeable foreign accent but conversational partners will need to ask for repetition from time to time.
Write with reasonable phonetic accuracy short words that are in their oral vocabulary.
Copy short sentences on everyday subjects — e.g. directions how to get somewhere.
Socialize simply but effectively using the simplest common expressions and following basic routines.
Perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way.
Make themselves understood in short contributions, even though pauses, false starts and reformulation are very evident.
In order to fulfill the above mentioned objectives, the following structures are suggested:
The Present Continuous Tense
The Present Simple Tense
The Simple Past Tense
Past progressive Tense (When / while, affirmatives, negatives, questions)