Learning Outcomes:

1. Extract key information from biographical texts about influential Egyptian women.

2. Identify the first achievements of specific historical and contemporary Egyptian women.

3. Distinguish between facts and opinions in informational texts.

4. Compare and contrast the lives and contributions of Hilana Sedarous and Yasmeen Moustafa.

5. Use context clues to determine the meaning of new vocabulary related to stereotypes, prejudice, and achievement.

6. Analyze how societal expectations and gender roles influenced the experiences of the two women.

7. Use comparatives and superlatives to describe differences in education, recognition, and contributions.

8. Listen for specific details in an educational podcast about girls' access to education.

9. Write a structured report based on survey results using appropriate formal language.

10. Prepare and deliver a short speech promoting equality and challenging stereotypes.

11. Identify and challenge gender-based stereotypes in professional and academic fields.

12. Apply critical thinking to assess how prejudice can impact opportunities and achievements.

Learning Outcomes:

1. Identify key achievements of Egyptian women athletes from 2021.

2. Compare the careers and achievements of Ferial Abdelaziz, Giana Farouk, and Mayar Sherif.

3. Understand and use vocabulary related to determination, overcoming obstacles, and sports terminology.

4. Distinguish between fact, opinion, and inference in a biographical sports text.

5. Use the past simple, past perfect simple, and past perfect continuous to describe events in athletes' lives.

6. Interpret timelines showing sequences of past events.

7. Form and answer interview questions using a range of past tenses.

8. Engage in spoken discussion to challenge gender stereotypes in sports.

9. Reflect on the importance of women role models in sports.

10. Write short dialogues simulating interviews with sports figures.

11. Analyze how determination and persistence lead to success in athletics.

12. Recognize how stereotypes affect girls' participation and interest in different types of sports.

Learning Outcomes:

1. Discuss and evaluate common gender-based assumptions about performance and participation in STEM education.

2. Listen to a podcast to identify specific information about the Maadi STEM school and girls’ experiences in STEM.

3. Explain the social and psychological factors affecting girls’ confidence in STEM subjects.

4. Summarize achievements and aspirations of female students in a specialized STEM school.

5. Use comparative structures to express differences in education quality and confidence levels.

6. Match and use personality-related adjectives and their opposites in context.

7. Read and understand a literary summary of 'What Katy Did' and extract key events and character traits.

8. Analyze character development and moral lessons in a narrative text.

9. Reflect on how literature can model personal growth and ethical behavior.

10. Write a paragraph describing fictional characters using appropriate adjectives and supporting details.

11. Use past simple and past perfect tenses to describe sequential events in a story.

12. Identify and challenge stereotypes about gender and education through discussion and evidence.

Learning Outcomes:

1. Interpret data from a bar graph showing the percentage of female doctors in different countries.

2. Use comparative language to describe and analyze statistical differences between countries.

3. Identify and use vocabulary related to proportions and statistical language (e.g., majority, minority, significant).

4. Use phrases to describe reports and express surprise, speculation, or conclusions from data.

5. Discuss and evaluate the implications of gender representation in the medical field globally.

6. Develop public speaking skills by preparing and delivering a speech on women’s achievements.

7. Write and present a speech that highlights gender equality and women’s contributions in society.

8. Reflect on gender-based stereotypes and their impact on professional opportunities in different cultures.

9. Use percentages accurately in descriptive and comparative contexts.

10. Summarize key findings and suggest possible explanations for data patterns.

Learning Outcomes:

1. Recall and summarize events from Chapter 1 of the story.

2. Identify key characters and their roles in Chapter 2.

3. Analyze Pip’s emotional development and feelings of shame and aspiration.

4. Describe the setting and atmosphere of Miss Havisham’s house.

5. Infer character traits from dialogue and actions (e.g., Estella’s pride, Miss Havisham’s sorrow).

6. Explore the themes of class, identity, and ambition through Pip’s experiences.

7. Compare Pip’s life before and after his visit to Miss Havisham.

8. Interpret the symbolism of Miss Havisham’s appearance and environment.

9. Understand how early experiences influence Pip’s desire for self-improvement.

10. Discuss how the author uses foreshadowing and mystery (e.g., the convict and the file).

Learning Outcomes:

1. Recall and sequence key events from Chapter 2 of the story.

2. Identify and use vocabulary related to emotions, objects, and events (e.g., ashamed, bride, candle, veil).

3. Interpret idiomatic expressions involving the word 'heart' and use them in context.

4. Describe the significance of Miss Havisham’s appearance and surroundings.

5. Analyze character motivations, especially Pip’s desire to improve himself.

6. Explain reasons behind characters’ actions and emotions, such as Joe’s lack of schooling and Pip’s shame.

7. Infer information about mysterious characters, like the man in the inn, using textual clues.

8. Discuss and evaluate the influence of class and education on character development.

9. Practice perspective writing by composing a paragraph from Estella’s point of view.

10. Use quotations to support character analysis and deepen literary interpretation.

Learning Outcomes:

1. Read and understand a scientific article about the history and development of surround sound technology.

2. Identify key innovations in sound technology over time.

3. Explain how surround sound systems have evolved from Fantasound to paper-thin speakers.

4. Analyze the practicality and limitations of early sound systems such as Fantasound.

5. Evaluate the potential advantages of mass-producing paper-thin speakers.

6. Predict possible applications of new sound technology in real-world contexts (e.g., advertising, museums).

7. Use vocabulary related to technology and innovation in context (e.g., immerse, implement, mass-produced).

8. Develop critical thinking skills by assessing the impact of new technologies on society.

9. Practice comparing past and future technologies using appropriate tenses.

10. Participate in discussions about the benefits and drawbacks of technological advancements in everyday life.

Learning Outcomes:

1. Understand and use key vocabulary related to space and astronomy (e.g., astronaut, astronomer, spacecraft, universe).

2. Demonstrate comprehension of a scientific blog explaining challenges in finding life beyond Earth.

3. Identify main ideas and supporting details in a text about space exploration.

4. Complete reading tasks using prediction and contextual clues.

5. Use present perfect and future tenses to describe future intentions and conditions.

6. Apply grammar rules for present perfect in time clauses (after, once, when, until) referring to the future.

7. Express and discuss personal future intentions using correct tense forms.

8. Develop critical thinking by discussing the importance of space technology and the possibility of life on other planets.

9. Formulate and articulate questions for further inquiry into space science.

10. Collaborate in discussions and research activities to explore space-related scientific topics.

Learning Outcomes:

1. Recognize the role of technology and AI in improving healthcare services.

2. Understand and use vocabulary related to medical technology (e.g., drugs, sensor, surgeon, surgery, treatment).

3. Comprehend a podcast discussing the impact of robotics and AI in modern medical operations.

4. Compare human-performed surgeries with robot-assisted procedures.

5. Use future tenses (future simple, continuous, and perfect) to discuss predictions and plans in medicine.

6. Discuss and summarize key information from a podcast about healthcare innovation.

7. Reflect on and write about the potential impact of removing technology from daily life.

8. Identify and evaluate the positive and negative effects of technology on personal and societal levels.

9. Use phrases of contrast and summary in writing (e.g., on balance, on the other hand, on the whole).

10. Develop critical thinking by analyzing blog comments on technology’s role in society.

Learning Outcomes:

1. Recognize the key characters introduced in Chapter 3 of the adapted novel.

2. Summarize the events related to Pip’s encounter at the inn and the mysterious coin.

3. Identify and describe Pip's emotional response to discovering the pound note.

4. Describe the setting and mood of Miss Havisham’s house using textual evidence.

5. Analyze the interactions between Pip and Estella and how they reflect their personalities.

6. Interpret the symbolic meaning of the dusty wedding table and Miss Havisham's environment.

7. Identify and understand the use of descriptive language (e.g., gloomy, dusty, spiders’ webs).

8. Distinguish between the different characters’ roles and relationships to Pip.

9. Make predictions based on narrative clues and character behavior.

10. Develop reading comprehension skills through inference and context-based understanding.

Learning Outcomes:

1. Describe the mysterious setting of Miss Havisham’s home, including the preserved wedding cake and dusty environment.

2. Identify the changes in Pip’s relationship with Miss Havisham and Estella over time.

3. Summarize Pip's encounter and fight with the pale young gentleman.

4. Explain how Miss Havisham arranged for Pip’s apprenticeship and what this meant for his future.

5. Understand the meaning and significance of the terms 'apprentice' and 'apprenticeship' in the story.

6. Recognize Pip’s growing feelings of shame and dissatisfaction with his social class and home life.

7. Explain Pip’s emotional conflict between loyalty to Joe and admiration for Estella.

8. Interpret the role of secondary characters such as Biddy and Orlick in Pip’s development.

9. Analyze how Pip’s visit to Miss Havisham shaped his goals and identity.

10. Use expressions from the story (e.g., 'could not put my finger on') in the correct context to understand character suspicion or uncertainty.

Learning Outcomes:

1. Explain why Pip is taken to visit Miss Havisham and how this impacts his self-perception.

2. Describe the setting of Miss Havisham's house and explain how it contributes to the story’s atmosphere.

3. Recognize vocabulary related to mood and environment such as 'dusty', 'gloomy', and 'spider's web'.

4. Define the terms 'apprentice' and 'apprenticeship' and explain their relevance to Pip's future.

5. Summarize the events that take place during Pip’s second and final visit to Miss Havisham.

6. Interpret Estella’s behavior and explain how it affects Pip’s emotions and goals.

7. Describe the fight between Pip and the pale young gentleman, including its cause and outcome.

8. Identify Orlick's conflict with Pip and explain the reason for his anger.

9. Analyze Pip’s conflicting emotions of admiration and shame as he reflects on Estella and his upbringing.

10. Make predictions about the roles of the strange man and Orlick based on their characterization in the chapter.