English First Year Secondary Course - Learn with Eve

2. Unit 2 Supporting the community

2. 1. Lesson 1

Learning Outcomes:

1. Read and understand texts about people who help their communities, including Mohamed Salah and blood donors.

2. Identify the main idea and supporting details of informational texts.

3. Match vocabulary words with their meanings based on context (e.g., generous, transplant, injury, long-term).

4. Explain why Mohamed Salah is admired and describe his charitable contributions.

5. Describe the purpose of World Blood Donor Day and the benefits of blood donation.

6. Use the present simple, past simple, and present simple passive to describe actions and facts.

7. Listen to an interview and extract key information about a person’s community work.

8. Write a blog post about a famous person who supports the community.

9. Write a short biography using appropriate verb tenses and linking words.

10. Engage in pair or group discussions about ways to support the community.

11. Make arrangements and discuss actions using appropriate functional language.

12. Demonstrate empathy by recognizing the value of helping others in various ways.

2. 2. Lesson 2

Learning Outcomes:

1. Listen to and understand a talk about lion conservation and community involvement.

2. Identify key facts and details from a listening passage related to wildlife protection.

3. Use new vocabulary in context (e.g., roar, prestige, conservationist).

4. Complete listening-based gap-fill activities to reinforce comprehension.

5. Understand the conflict between local communities and lions, and how conservation has changed attitudes.

6. Explain how young Maasai men became Lion Guardians and the impact of this role.

7. Discuss how beliefs and behaviors can change through collaboration and education.

8. Use the present simple to describe habits, facts, and regular actions.

9. Use the past simple to describe completed actions and repeated past behaviors.

10. Form grammatically correct questions using present and past simple structures.

11. Complete grammar exercises to practice verb tense accuracy in various contexts.

12. Engage in pair discussions about real-world conservation efforts and the importance of respecting local cultures.

2. 3. Lesson 3

Learning Outcomes:

1. Identify the main idea and key details in a nonfiction text about lion conservation.

2. Explain the purpose and role of the Lion Guardians organisation.

3. List reasons why Maasai men are selected to be Lion Guardians.

4. Summarise the text in 30 words or fewer without giving personal opinions.

5. Recognise and correctly use passive voice in the present simple tense.

6. Complete grammar exercises by transforming active sentences into passive voice.

7. Use vocabulary related to wildlife conservation and rural life (e.g., livestock, hunting parties, biologist).

8. Understand the relationship between local communities and wildlife protection.

9. Discuss the importance of protecting endangered species such as lions.

10. Follow grammar tips about job-related word formation (e.g., -ist endings like biologist).

2. 4. Lesson 4

Learning Outcomes:

1. Collaborate in groups to research a famous Egyptian who contributes to their community.

2. Use online resources to collect relevant information about a selected public figure.

3. Take structured notes under specific headings: introduction, body, and conclusion.

4. Organize ideas clearly using a three-paragraph essay structure.

5. Write an introduction paragraph with basic biographical details.

6. Explain in the body paragraph how the person has helped the community.

7. Express personal opinion and summarize the importance of the person in a conclusion paragraph.

8. Use formal written English to construct a cohesive and informative essay.

9. Apply useful expressions to describe people’s background and work (e.g., 'was born in...', 'he/she helps...').

10. Develop writing and critical thinking skills by presenting information from different angles.

2. 5. Treasure Island Chapter 2

Learning Outcomes:

1. Summarize the events in Chapter 2 of 'Treasure Island', including the search for the map and the escape of the pirates.

2. Identify the main characters involved in the story (e.g., Jim Hawkins, Dr Livesy, Mr Trelawney, Long John Silver).

3. Understand and explain key vocabulary from the chapter (e.g., magistrate, clue, servant, crew, robbed).

4. Infer the motivations of characters based on their dialogue and actions (e.g., the blind man, Mr Trelawney).

5. Describe the treasure map and explain its significance in the story.

6. Recognize how the plot develops towards a treasure-seeking adventure.

7. Predict potential dangers or conflicts based on the secrecy surrounding the treasure.

8. Practice reading comprehension through detailed question and answer activities.

9. Use narrative sequencing to retell the main events from the chapter.

10. Express personal reflections or opinions about the characters’ choices and the journey ahead.

2. 6. Lesson 6

Learning Outcomes:

1. Identify and describe the main characters and their roles on the ship Hispaniola.

2. Sequence key events from Chapter 3 of 'Treasure Island' in chronological order.

3. Infer meaning from pronouns and references in the text (e.g., 'There', 'It').

4. Use story details to explain character actions and motivations (e.g., why Jim gave the papers to Dr Livesey).

5. Predict what might have happened if Jim and his mother were found by the pirates.

6. Use vocabulary related to crime, authority, and sailing (e.g., magistrate, rob, crew, servant, clue, escape).

7. Complete context-based vocabulary exercises to reinforce understanding of key terms.

8. Work collaboratively to evaluate whether it was wise for the crew to know about the treasure.

9. Suggest appropriate titles for chapters based on main events and themes.

10. Develop reading comprehension through character analysis and event-based questioning.

11. Express personal opinions about story events through discussion and writing.

12. Demonstrate critical thinking by discussing moral choices made by characters.

3. Unit 3 Improving lives

3. 1. Lesson 1

Learning Outcomes:

1. Read and understand an adapted literary extract from 'David Copperfield' by Charles Dickens.

2. Identify the main events and characters in the story, including David, Mr Murdstone, Mr Micawber, and Mrs Micawber.

3. Use context to infer the meanings of new vocabulary words related to money, emotions, and daily life (e.g., debts, merchant, owe, miserable, plump).

4. Answer true or false comprehension questions based on the reading passage.

5. Discuss key ideas from the story in pairs, such as child labor, poverty, and debt.

6. Use the past simple tense to describe completed actions and events from the story.

7. Compare past and present conditions for children and poor families.

8. Develop empathy by considering the challenges faced by David and other characters.

9. Write a paragraph describing a character from the book using descriptive language.

10. Write a summary of the story, including key events and lessons learned.

11. Understand the difference between strong adjectives (e.g., miserable) and those that can be intensified (e.g., very cold).

12. Engage in discussions that connect the story’s themes with real-life situations and opinions.

3. 2. Lesson 2

Learning Outcomes:

1. Differentiate between the past simple and present perfect tenses and use them correctly in context.

2. Identify and explain the use of present perfect and past simple verbs in sentences.

3. Compare the meaning of similar sentences using different tenses (e.g., 'I lived' vs 'I've lived').

4. Ask and answer questions about reading habits and past experiences with books.

5. Listen to a talk about Charles Dickens and identify key facts about his life and goals.

6. Compare the life of Charles Dickens to the character David Copperfield.

7. Summarize the message Charles Dickens wanted to convey through his books.

8. Explain how Dickens aimed to raise awareness and promote social change through literature.

9. Identify and correct factual errors from a listening passage.

10. Discuss the impact of novels and literature on social attitudes and personal beliefs.

11. Use vocabulary related to literature, poverty, and social issues in discussions and writing.

12. Reflect on personal reading experiences and how books can influence one's perspective.

3. 3. Lesson 3

Learning Outcomes:

1. Identify and sequence the four main parts of a short story structure: setting, problem, resolution, and outcome.

2. Listen for specific information to complete tips on how to write a good short story.

3. Understand the importance of planning before writing a story.

4. Recognize the role of character, setting, and conflict in short narrative writing.

5. Learn to avoid spending too much time describing places and people in short stories.

6. Use brainstorming techniques to develop ideas for a story, including characters, time, place, and plot.

7. Organize story elements into a four-part structure using a planning table.

8. Include a surprise or twist in the conclusion of a short story to engage the reader.

9. Practice listening comprehension through guided audio tasks.

10. Enhance creative writing skills by outlining and developing original story ideas.

3. 4. Lesson 4

Learning Outcomes:

1. Read and understand informal written communication in the form of text messages.

2. Identify and discuss different types of voluntary work mentioned in a written message.

3. Recognize and use common phrases for making suggestions (e.g., 'Why don't you try...', 'How about...').

4. Answer comprehension questions based on the content of text messages.

5. Practice speaking skills through guided pair conversations about helping the community.

6. Use suggestion structures accurately in conversation and writing.

7. Develop empathy and social awareness by discussing ways to help different groups (e.g., elderly, children, animals).

8. Engage in collaborative discussion to generate and evaluate ideas for community service.

9. Express a desire to contribute to the community using appropriate English structures.

10. Expand vocabulary related to volunteer work and community service.

3. 5. Treasure Island Chapter 3

Learning Outcomes:

1. Identify and describe the main events in Chapter 3 of 'Treasure Island'.

2. Recognize and analyze the role of Long John Silver and his secret identity as a pirate.

3. Understand and explain vocabulary related to ships and piracy (e.g., harbour, crutch, parrot, mutiny, gang, barrel).

4. Infer character motives and predict future actions based on dialogue and behavior.

5. Describe how the narrator’s perception of Long John Silver changes throughout the chapter.

6. Sequence story events in chronological order, including the discovery of Black Dog and the overheard conversation in the barrel.

7. Discuss the themes of deception and danger in the story.

8. Explain the role of Captain Smollett and his concerns about the crew and the voyage.

9. Practice reading comprehension by answering questions about character interactions and plot developments.

10. Develop listening or speaking skills by retelling parts of the story or acting out key scenes.

3. 6. Lesson 6

Learning Outcomes:

1. Identify and use vocabulary related to piracy and sea travel (e.g., harbour, mutiny, crutch, pirate, barrel).

2. Choose correct definitions of new words and match them with their meanings in context.

3. Describe the character of Long John Silver and evaluate his true intentions.

4. Answer comprehension questions about characters’ relationships, motives, and secrets in Chapter 3 of 'Treasure Island'.

5. Discuss the concept of trust and first impressions in relation to Captain Smollett and other characters.

6. Infer meaning from quotations and character actions (e.g., 'Looking for treasure always means danger').

7. Analyze Long John Silver’s secret plan and how it affects the story’s tension.

8. Work collaboratively to interpret story events and predict future developments.

9. Reflect on moral lessons from the story (e.g., ‘Not all that glitters is gold’).

10. Express personal opinions and emotional reactions to key story moments through pair or group discussions.

2. Developing effective communication skills through language learning, literary analysis, and digital literacy

Learning Targets:

1. Apply proper use of articles and countable/uncountable nouns in writing about social relationships

2. Analyze friendship dynamics and anti-bullying strategies through reading and discussion

3. Use future tenses accurately when discussing technological communication trends

4. Evaluate internet safety practices and digital communication risks

5. Compare different forms of future expression (will, going to, present continuous)

6. Interpret and review poetry and biographical texts critically

7. Demonstrate understanding of verb patterns (infinitive vs. -ing) in literary analysis

8. Track character development and themes in Treasure Island chapters 4-6

Modules

1. Unit 4 Making new friends

1. 1. Lesson 1

Learning Outcomes:

1. Read and understand a magazine article about making friends in a new town.

2. Identify the main idea and supporting details in a text about starting at a new school.

3. Use new vocabulary in context (e.g., advice, take something for granted, noticeboard, connection).

4. Recognize helpful strategies for building friendships in a new environment.

5. Explain why asking questions is an effective way to connect with new classmates.

6. Identify appropriate and inappropriate types of questions when meeting new people.

7. Locate school activities through online sources or noticeboards.

8. Explain how participating in clubs and sports builds connections and friendships.

9. Discuss how teachers can help students adjust to a new school.

10. Demonstrate empathy and support through role-play or discussion about welcoming new classmates.

11. Use correct articles and distinguish between countable and uncountable nouns in context.

12. Engage in structured debate and discussion using respectful communication skills.

13. Reflect on personal experiences and preferences for adjusting to a new environment.

1. 2. Lesson 2

Learning Outcomes:

1. Read and understand personal emails asking for advice about common student problems.

2. Identify the structure of an email, including header, greeting, body, and closing.

3. Recognize the parts of an email that explain a problem and request advice.

4. Compare and contrast two written problems shared by students.

5. Discuss possible emotional and academic challenges faced by teenagers in school.

6. Give appropriate advice for someone struggling to make friends.

7. Suggest healthy strategies to manage exam stress and anxiety.

8. Identify and correctly use singular and plural nouns in context.

9. Complete grammar activities by categorizing nouns as singular, plural, or both.

10. Collaborate with classmates to discuss and solve realistic student problems.

11. Demonstrate empathy and problem-solving through peer discussions.

1. 3. Lesson 3

Learning Outcomes:

1. Listen to a radio phone-in and identify the main ideas and specific details about a bullying situation.

2. Recognize the emotional effects bullying has on victims.

3. Understand the importance of seeking help from trusted adults like parents or teachers.

4. Identify appropriate responses to bullying and evaluate the consequences of doing nothing.

5. Use vocabulary accurately related to bullying, including 'bullying', 'a bully', and 'to bully'.

6. Demonstrate empathy and problem-solving through pair discussions about how to respond to bullying.

7. Recognize that differences between people (e.g., abilities, backgrounds) should be respected, not mocked.

8. Discuss strategies to support peers who may be victims of bullying or feel isolated.

9. Reflect on how diversity enriches our learning and social experiences.

10. Distinguish between helpful and harmful responses in difficult school situations.

11. Complete listening tasks by selecting the correct phrases to complete sentences based on audio input.

12. Use respectful language and active listening when engaging in conversations about sensitive topics.

1. 4. Lesson 4

Learning Outcomes:

1. Listen to and understand different opinions about moving to a new school in another town.

2. Identify who supports and who disagrees with the idea of moving schools in the listening activity.

3. Compare ideas from a listening passage with personal experiences or brainstormed lists.

4. Work in pairs to express and respond to positive and negative views about moving to a new school.

5. Engage in a structured debate about the advantages and disadvantages of changing schools.

6. Use polite expressions to agree or disagree during a conversation or debate (e.g., 'I agree', 'I disagree', 'I'm not sure about that').

7. Practice taking turns, active listening, and respectful speaking in a group setting.

8. Develop communication skills by discussing real-life challenges related to teenage life and relocation.

9. Build empathy by understanding different emotional reactions to change.

10. Reflect on personal preferences and vote on the difficulty of moving schools based on group discussion.

1. 5. Treasure Island Chapter 4

Learning Outcomes:

1. Identify key events and plot developments in Chapter 4 of 'Treasure Island'.

2. Explain how Jim uses what he overheard in the barrel to warn Captain Smollett and others.

3. Describe Jim’s feelings toward Long John Silver and how his trust changes throughout the chapter.

4. Analyze character motives and actions, especially those of Jim, Long John Silver, and Tom.

5. Recognize signs of the upcoming mutiny and evaluate Captain Smollett’s plan to outsmart the pirates.

6. Infer which crew members are trustworthy based on their dialogue and behavior.

7. Identify and use new vocabulary in context (e.g., shore, disease, branch, whistle).

8. Discuss the moral choices characters face and how they affect the story’s tension.

9. Summarize the events that led Jim to run into the forest and hide from the pirates.

10. Reflect on the themes of bravery, betrayal, and trust in the story.

1. 6. Lesson 6

Learning Outcomes:

1. Review and summarize the events that occur after Jim discovers Silver’s plan to mutiny.

2. Identify and explain Captain Smollett’s strategy to deal with the pirate threat.

3. Understand and use vocabulary related to the story (e.g., branch, disease, shore, trust, whistle) in context.

4. Complete a summary of the story using key character names and story-specific terms.

5. Recall important facts from the reading and answer comprehension questions accurately.

6. Analyze character motivations, such as why Silver kills sailors who disagree with him.

7. Discuss and reflect on Jim’s decisions, especially his choice to go ashore with the pirates.

8. Interpret character dialogue (e.g., Mr. Trelawney's statement) and explain its meaning.

9. Work collaboratively in groups to answer discussion questions about key moments in the story.

10. Develop speaking and reasoning skills through structured group discussions on character actions and plot outcomes.

2. Unit 5 Communication

2. 1. Lesson 1

Learning Outcomes:

1. Read and understand a science article about the Internet of Things (IOT) and its applications.

2. Identify the main ideas and details in an informational text about future communication and technology.

3. Distinguish between future forms (will, be going to, present continuous) and use them correctly to describe future events and predictions.

4. Recognize the benefits and risks of the Internet of Things, especially regarding privacy and security.

5. Use vocabulary related to communication technology correctly in sentences (e.g., communication, internet, hack, app, smartphone, connected, security, technology).

6. Analyze how IOT may influence transportation, home life, and society in the future.

7. Discuss opinions about technology using structured argumentation and examples.

8. Write a blog post offering advice on how to stay safe online.

9. Write an opinion essay about the Internet of Things and its potential impact.

10. Give a short presentation about the future of communication technologies.

11. Reflect on decision making and self-management when using digital devices and online platforms.

12. Engage in partner discussions to compare personal views on communication tools and online habits.

2. 2. Lesson 2

Learning Outcomes:

1. Identify and understand different types of future verb forms: 'will', 'going to', and present continuous.

2. Distinguish between future facts, plans, arrangements, predictions, and quick decisions.

3. Listen for specific information and match spoken content to visual representations (photos).

4. Use future forms correctly in context to describe plans, predictions, and intentions.

5. Recognize and interpret future possibilities based on current evidence.

6. Apply grammar knowledge by completing dialogues with correct future tense forms.

7. Discuss technological developments and future innovations using appropriate future forms.

8. Express personal opinions and predictions about future life, technology, and society.

9. Demonstrate speaking fluency through partner conversations about future scenarios.

10. Build vocabulary related to emerging technology (e.g., flexible phones, drones, IOT, robots).

3. Unit 6 Learning from literature

3. 1. Lesson 1

Learning Outcomes:

1. Read and understand a short biography about Robert Louis Stevenson.

2. Identify reasons why Robert Louis Stevenson traveled to warm places.

3. List the literary genres Stevenson is known for, including novels, poems, and travel books.

4. Understand and define key vocabulary related to literature (e.g., novel, poem, poet, poetry).

5. Read and interpret a poem ('The Gardener') by Robert Louis Stevenson.

6. Identify the speaker in a poem and infer their perspective and emotions.

7. Match rhyming words and recognize rhyme patterns in poetry.

8. Extract specific information from a poem to answer comprehension questions.

9. Express opinions about poetry and its themes in spoken discussions.

10. Differentiate between poems and stories in terms of style, structure, and purpose.

11. Demonstrate polite communication while discussing personal experiences with literature.

12. Identify and correctly use verbs followed by infinitive or -ing form.

3. 2. Lesson 2

Learning Outcomes:

1. Listen to a conversation and answer questions about Robert Louis Stevenson’s life and literary works.

2. Identify preferences and reading habits of characters from a listening passage.

3. Understand and use verbs followed by either infinitives or gerunds in context.

4. Distinguish the meaning differences between similar verb + infinitive and verb + -ing forms.

5. Complete grammar exercises using correct verb patterns with infinitives or gerunds.

6. Recognize and categorize formal and informal requests based on language used.

7. Identify phrases used to respond to requests and classify them as formal or informal.

8. Use polite expressions for making and responding to requests in spoken dialogue.

9. Role-play real-life scenarios to practice making and responding to requests appropriately.

10. Listen to a dialogue between students and identify the nature and content of requests being made.

11. Express future intentions or decisions using correct verb structures related to daily life situations.

12. Collaborate in pairs to complete communicative tasks using respectful and grammatically accurate language.

English First Year Secondary Course - Learn with Eve