Learning Outcomes:

1. Developing Language Skills through Sports: Students learn to listen, read, and discuss sports topics through authentic dialogues, practicing expressing opinions using phrases like 'I'm good at...'or 'I'm bad at...''.

2. Vocabulary and Content Comprehension: The lesson focuses on key sports vocabulary and related equipment, with activities that reinforce knowledge of sports terms.

3. Critical Listening and Speaking: Students enhance their listening comprehension and speaking skills through activities like 'Listen again and circle the correct words' and discussions about popular sports.

4. Collaborative and Reflective Learning: Students work in pairs or groups to discuss sports they enjoy or find challenging, fostering teamwork and self-assessment.

5. Overall Integration: The SPORT lesson supports broader unit outcomes by combining language learning with health and lifestyle content, helping students understand the contribution of physical activities to a healthy lifestyle.

Learning Outcomes:

1. Mastering the use of 'good at/great at/bad at' for self-expression

2. Expanding vocabulary related to sports and health

3. Enhancing interpersonal communication through discussions and collaborative activities

Learning Outcomes:

1. Recognize and correctly use key sports vocabulary related to sports names, equipment, and places.

2. Match images and words to link sports with their respective locations.

3. Identify various pieces of sports equipment through visual and textual descriptions.

4. Engage in discussions about available sports in Egypt and personal preferences.

5. Improve oral communication and collaborative skills through peer activities.

6. Participate in partner or group activities to compare abilities and identify challenges.

7. Follow instructions during matching and sequencing exercises based on images and dialogue.

8. Express opinions about sports and their locations.

9. Develop confidence in using new vocabulary related to sports and healthy lifestyles.

Learning Outcomes:

1. Introduce a sportsperson by clearly stating their name and background.

2. Explain why the person is famous by detailing their sport, achievements, and significant milestones.

3. Provide additional background information about the sportsperson’s successes, such as major prizes won and special moments in their career.

4. Reflect on what might happen next for the athlete, considering future competitions or ongoing training efforts.

5. Write a short biography (around 30–40 words) that follows a clear structure: introduction, details of sporting achievements, and future outlook.

6. Collaborate with classmates to discuss ideas and ensure that their biography is both well organized and engaging.

7. Use specific language structures to describe skills and experiences.

8. Read, discuss, and answer related comprehension questions about a real-life figure to model their own biographies on authentic examples.

Learning Outcomes:

1. Students will research local environmental challenges such as protecting the air, seas, and trees.

2. They will analyze and propose viable solutions to improve their local environment.

3. They will develop presentation skills by communicating their ideas and solutions effectively to an audience.

Learning Outcomes:

1. Developing listening and reading comprehension skills.

2. Enriching travel- and family-related vocabulary.

3. Building an awareness of cultural context through real-life dialogue and scenarios.

Learning Outcomes:

1. Recognize and apply appropriate adjectives related to clothing, including size, age, color, and material.

2. Arrange multiple adjectives in the correct order when describing an object.

3. Expand vocabulary on clothing items and related accessories.

4. Improve written expression by articulating reasons for favorite clothes.

5. Practice integration of adjectives into writing for vivid and precise descriptions.

6. Reflect personal taste and cultural knowledge in descriptions of clothes.

Learning Outcomes:

1. Develop listening and reading comprehension skills by engaging with the narrative.

2. Analyze and interpret descriptive vocabulary and language features.

3. Discuss moral lessons and the values embedded in the tale.

Learning Outcomes:

1. Look and read. Whose school uniform is shown in the picture?

2. Read the blog again and complete the sentences

3. Read and add one more adjective to each row

4. Put the adjectives in brackets in the correct order

5. Write a description of your favorite clothes. Include adjectives and make sure they are in the correct order

Learning Outcomes:

1. Cultural Awareness and Research Skills: Students learn to explore and analyze the cultural significance of traditional attire. They develop the ability to gather and assess information about clothing styles and their historical and cultural contexts, which builds their research competencies.

2. Language and Communication Skills: By writing a leaflet, students practice descriptive writing and expand their vocabulary in the context of clothing and cultural diversity. They are encouraged to use clear, accurate language to express their ideas and present the information in an engaging manner.

3. Creative and Critical Thinking: The project challenges students to think critically about the information they collect and to decide how best to present it. This includes planning the structure of the leaflet, choosing the most relevant details, and organizing the material in a way that is both informative and visually appealing.

Learning Outcomes:

1. Effective use of the past continuous tense to describe past events.

2. Development of writing skills through producing reports or narratives on eco-tourism and sustainability.

3. Improvement of oral skills, particularly in pronouncing complex consonant clusters.

4. Integration of language learning with subject-specific knowledge related to local landscapes and eco-tourism.

Learning Outcomes:

1. Students will understand how to form and use the past continuous tense (was/were + –ing) to describe actions that were in progress at specific moments in the past.

2. Students will develop the ability to narrate events or activities that occurred over a period of time.

3. Students will practice correctly forming the past continuous using was/were and the –ing form of verbs.

4. Students will recognize the appropriate context for using past continuous to describe ongoing actions versus simple past events.

5. Students will engage in exercises to reinforce the proper structure and usage of the past continuous tense.

6. Students will relate their language learning to meaningful topics such as eco-awareness and community engagement.

Learning Outcomes:

1. Develop a range of skills and knowledge about sustainable travel and environmental awareness in Egypt.

2. Listen, read, and research various topics and perspectives related to eco-tourism.

3. Practice using the past continuous tense in context when describing ongoing actions.

4. Engage in discussions and presentations about sustainable tourism and local culture.

5. Explore the concept of eco-tourism in Egypt and how it can protect the environment and support local communities.

6. Learn about significant eco-tourism destinations, understanding the balance between development and conservation.

7. Develop research skills by gathering information on landscapes, ecosystems, and sustainable practices.

8. Analyze the benefits and challenges of eco-tourism compared to traditional tourism.

9. Improve pronunciation, particularly with challenging consonant clusters.

Learning Outcomes:

1. Identify and summarize key details from descriptive texts about eco-destinations.

2. Organize information by categorizing important elements such as wildlife, places to visit, and activities for eco-tourists.

3. Distinguish between factual adjectives and those conveying opinions in the text.

4. Analyze a flyer about the eco-holiday in Taba by identifying its main headings and sub-headings.

5. Reflect on personal responses to the location and discuss its attractiveness while considering sustainable travel practices.

6. Develop reading comprehension, vocabulary, collaborative work, critical thinking, and effective communication skills.

Learning Outcomes:

1. Environmental Awareness and Critical Thinking – Students learn to analyze how pollution and climate change affect local ecosystems and daily life in Egypt.

2. Research and Information Synthesis – Learners are expected to conduct research using online resources to gather relevant data and images.

3. Collaborative and Communication Skills – Working in groups promotes teamwork, discussion, and sharing of ideas, as students prepare presentations and create visual materials.

4. Application of Cross-Curricular Knowledge – The project integrates lessons from subjects such as science, math, and digital literacy, while developing soft skills like critical thinking and problem solving.

Learning Outcomes:

1. Learn about the various roles in Ancient Egypt—such as farmer, craftsman, trader, scribe, and even the roles of women at home and in the market—and appreciate how work was fundamental to societal success.

2. Understand why only a select few became scribes by examining the difficulty and expense of learning hieroglyphs.

3. Practice research and writing skills through activities that require them to investigate different ancient jobs, analyze why certain jobs were more common, and consider the reasons behind the differentiation of roles.

Learning Outcomes:

1. Students learn that a pie chart is a way of presenting information visually.

2. They discover how data can be split into segments to show the popularity of different jobs.

3. Learners are guided through exercises where they match tables of survey results to the correct pie chart.

4. Students practice reading and interpreting data accurately by matching tables to corresponding charts.

5. The lesson directs students to conduct a survey on favorite jobs in their class.

6. After gathering data, students are expected to create their own pie chart.

7. This practical activity reinforces both the process of data collection and the construction of a visual representation.

Learning Outcomes:

1. Demonstrate improved reading and listening comprehension of a fable.

2. Identify and discuss the moral choices related to hard work and responsibility.

3. Use modal verbs like 'must' and 'mustn’t' correctly to express obligations and prohibitions.

4. Reflect on the importance of planning for the future and consider how these lessons might apply to broader contexts—such as in discussions about work and job roles in the module Jobs we do.

Learning Outcomes:

1. Developing Reading and Comprehension Skills

2. Enhancing Descriptive and Comparative Writing

3. Promoting Reflective and Analytical Thinking

Learning Outcomes:

1. Listening, reading, researching, and writing about various jobs—particularly jobs in Ancient Egypt such as farming, scribing, craftmanship, and others.

2. Writing about the pros and cons of different jobs, which includes expressing reasons why one might like or dislike a certain career.

3. Using the present simple to discuss routines (for example, describing daily work habits) and using modal verbs such as 'must' to talk about obligations in different job settings.

4. Practicing pronunciation and vocabulary—for example, using target words (including diphthongs) to describe jobs, responsibilities, and daily routines.

5. Understanding and working with pie charts (as seen with the job preference chart) to interpret survey data related to work preferences.

6. Collaborating with peers to plan and complete project tasks—for example, making a poster about teamwork or discussing which jobs suit certain people.

Learning Outcomes:

1. Learners will become familiar with key weather vocabulary and corresponding visual symbols.

2. Students will interpret data and compare weather conditions in different cities of Egypt.

3. Students will write and discuss weather-related information, using descriptive language to compare different climates.

4. Students will develop speaking and listening skills through discussions and weather forecast presentations.

5. Learners will integrate visual and textual information to support overall literacy skills.

Learning Outcomes:

1. Reading and Listening Comprehension: Students listen to and read Talia’s story, answering comprehension questions about the events and sequence of actions. They work to arrange mixed-up sentences in the correct order, reinforcing their understanding of narrative structure.

2. Critical Thinking and Discussion: Through partner and group discussions, learners consider why certain events occurred and discuss how people can keep safe during extreme weather. They reflect on their personal experiences and opinions about different weather conditions.

3. Writing Skills: Learners are tasked with writing a brief account (30–40 words) of an extreme weather event, applying vocabulary and ideas from the story to articulate their understanding. This exercise develops their ability to narrate events clearly and concisely.

4. Language Focus and Vocabulary Development: The lesson includes focused language practice that is integrated into discussions about weather and safety measures. Students learn terminology specific to weather conditions, extreme heat, and safety measures, enhancing their subject-specific vocabulary.

5. Collaborative and Practical Engagement: The lesson is designed to foster teamwork and practical application of learning through partner work, where students compare answers and discuss how to stay safe during extreme weather events, applying these ideas when writing or presenting about weather conditions.

Learning Outcomes:

1. Students learn that the /p/ sound is unvoiced. This means when they produce the /p/ sound—with their lips pressed together—a burst of air is released (easily demonstrated by having a piece of paper move when saying /p/).

2. They also learn that the /b/ sound is voiced. In contrast to /p/, when producing /b/ the vocal cords vibrate and no burst of air is felt, so the paper remains still.

3. By practicing these physical demonstrations, students build a clear understanding of how subtle differences in sound production can affect pronunciation.

4. This hands-on activity fosters the development of listening and speaking skills, essential not only for clear communication but also for effectively presenting content in other areas, such as discussing weather forecasts.

Learning Outcomes:

1. Students engage actively with texts on extreme weather and develop their own written accounts.

2. Students practice comprehending descriptive texts about weather phenomena.

3. Students can identify key details in passages describing extreme weather events (such as the type of weather, its impact on people, and possible safety concerns).

4. Students learn to correct errors in written language by comparing different written accounts and identifying mistakes.

5. Students compose a 30–40 word account of an extreme weather event, using appropriate weather-related vocabulary and grammatical structures.

6. Students use descriptive language effectively to convey the atmosphere and effects of the weather, and incorporate imperatives and advice related to safety measures.

7. Students improve vocabulary and grammar and enhance critical thinking by selecting and organizing relevant details to communicate weather-related information through writing.

Learning Outcomes:

1. Students learn to identify and describe various weather conditions—for example, sunny, rainy, cloudy, and even extreme events—by researching and analyzing weather data for different cities in Egypt.

2. They develop skills in mapping and data presentation by drawing a large map of Egypt and systematically linking weather conditions (using made‐up or real information) to key locations such as Cairo, Port Said, Aswan, Alexandria, and Hurghada.

3. Learners practice interpreting and using visual weather symbols (like the sun or lightning symbol) that serve to clearly communicate atmospheric conditions.