Unit 1: A Great Summer

Lesson 1: Vacation Activities

Learning Objectives: Identify and use vocabulary related to summer vacation activities. Talk
.about past activities using the past simple tense

.Review: Quick review of simple verbs related to daily activities (e.g., play, go, visit)

Warm-Up: Show pictures of summer vacation activities (e.g., playing football, hiking) and ask
.students to name the activities

:Presentation

.New Vocabulary: tournament, workshop, volunteer, coach, team, goal

.Structure: Introduction to regular past simple verbs (played, helped)

.Language Functions: Describing summer vacation activities using the past simple

Practice: Listen to an audio clip of a blog post about a summer vacation and identify key
.activities

.Teaching Aids: Textbook, images, audio recording

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.Teaching Strategies: Direct instruction, task-based learning (discussing activities in pairs)

Lesson 2: A Helping Hand

Learning Objectives: Understand and use past simple tense in community-related contexts.
.Use vocabulary related to volunteering and helping others

.Review: Recap the past simple structure (both regular and irregular verbs)

Warm-Up: Ask students to describe a community service or project they’ve participated in or

.heard about

:Presentation

.New Vocabulary: community, volunteer, forum, recycling, litter, clean-up

.Structure: Past simple of irregular verbs (went, did, saw)

.Language Functions: Describing community service projects in the past

Practice: Read a forum post about summer community projects, then write a response using
.the past simple tense

.Teaching Aids: Textbook, worksheet for writing practice

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.Teaching Strategies: Collaborative learning, direct instruction

Lesson 3: Ancient Buildings

Learning Objectives: Learn vocabulary related to ancient buildings. Use adverbs of frequency
.with the past simple tense

Review: Brief recap of the past simple tense and adverbs of frequency (always, usually,
.sometimes)

Warm-Up: Show pictures of famous ancient buildings like the pyramids and ask students
.what they know about them

:Presentation

.New Vocabulary: obelisk, temple, statue, pyramid, monument

.Structure: Adverbs of frequency with the past simple (always visited, never saw)

.Language Functions: Describing past visits to historical places using frequency adverbs

Practice: Read a text about ancient Egyptian buildings, then answer comprehension questions
.using adverbs of frequency

.Teaching Aids: Pictures of historical sites, reading text

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.Teaching Strategies: Direct instruction, visual learning

Lesson 4: Summer Well Spent

Learning Objectives: Read and understand a biography of a famous person. Use adverbs of
.frequency to describe achievements and events in the past

.Review: Quick review of adverbs of frequency and past simple

Warm-Up: Show a picture of Hana Goda (famous table tennis player) and ask students if they
.know her

:Presentation

.New Vocabulary: achievement, victory, opponent, competition, medal, champion

.Structure: Adverbs of frequency with past simple (usually, never)

.Language Functions: Describing accomplishments and events in the past

Practice: Read a biography of Hana Goda, then write a brief biography of a family member or
.a famous person

.Teaching Aids: Textbook, biography text

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.Teaching Strategies: Reading comprehension, collaborative learning

Lesson 5: My New School

Learning Objectives: Write informal emails. Use informal language to describe school
.experiences

.Review: Recap informal phrases and contractions (e.g., I’ll, won’t)

Warm-Up: Ask students to imagine they are writing an email to a friend about their first week
.at a new school

:Presentation

.New Vocabulary: email, subject, message, informal, recipient, response

.Structure: Informal email structures and contractions (I’m, it’s)

.Language Functions: Writing informal emails to friends

Practice: Students write an email about their first week at school using informal language
.and contractions

.Teaching Aids: Textbook, email samples

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.Teaching Strategies: Task-based learning, direct instruction

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Unit 2: My Network

Lesson 1: My Cousin’s Wedding

Learning Objectives: Learn and use vocabulary related to wedding celebrations. Use
.possessive determiners and past simple to describe wedding events

.Review: Review of possessive determiners (my, your, his, her, our)

Warm-Up: Show pictures of a wedding and ask students if they’ve attended a wedding
.recently

:Presentation

.New Vocabulary: bride, groom, wedding dress, reception, vows, guest

.Structure: Possessive determiners (my cousin’s wedding, his ceremony)

.Language Functions: Describing wedding events using possessive determiners

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Practice: Listen to a dialogue about a wedding, then complete sentences using the correct
.possessive determiner

.Teaching Aids: Pictures, audio recording, worksheet

.Teaching Strategies: Collaborative learning, direct instruction

Lesson 2: An Email to a Friend

Learning Objectives: Write informal emails using possessive determiners. Use informal
.language to communicate with friends

.Review: Quick recap of possessive determiners and contractions

Warm-Up: Ask students how they keep in touch with friends and family (e.g., email, text
.messages)

:Presentation

.New Vocabulary: email, recipient, reply, message, salutation, signature

.Structure: Informal language in emails (contractions, casual expressions)

.Language Functions: Writing informal emails using possessive determiners and contractions

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Practice: Students write an email to a friend, describing a family event, using informal
.language

.Teaching Aids: Email template, writing worksheet

.Teaching Strategies: Task-based learning, direct instruction

Lesson 3: Families Around the World

Learning Objectives: Compare family life in different cultures. Use Wh- questions to ask about
.family structures

.Review: Recap of Wh- questions (who, what, where, when, why)

Warm-Up: Show pictures of different families and ask students how they compare with their
.own families

:Presentation

.New Vocabulary: family, grandparents, siblings, cousins, parents, children

.Structure: Wh- questions (Who lives in your house? Where does your family live?)

.Language Functions: Asking and answering questions about family life and traditions

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Practice: Students listen to a dialogue about family life in different countries, then answer
.comprehension questions

.Teaching Aids: Textbook, audio recording

.Teaching Strategies: Collaborative learning, direct instruction

Unit 3: My Time

Lesson 1: How I Spend My Time

Learning Objectives: Talk about free-time activities. Use the present continuous tense to
.describe ongoing activities

.Review: Review of basic daily activity verbs (e.g., eat, play, read)

.Warm-Up: Ask students to share one free-time activity they enjoy (e.g., "I play football")

:Presentation

New Vocabulary: hobbies, sports, reading, playing games, watching TV, listening to music,
.painting, cycling

.Structure: Present continuous tense (I am playing, she is reading)

Language Functions: Describing ongoing activities using the present continuous (e.g., “I am
.listening to music”)

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Practice: In pairs, students take turns asking and answering what they are doing after class
.using the present continuous (e.g., “What are you doing after school?”)

.Teaching Aids: Flashcards with activity verbs, textbook examples

.Teaching Strategies: Direct instruction, pair work, task-based learning

?Lesson 2: What Are You Doing

Learning Objectives: Ask and answer questions about ongoing activities. Use the present
.continuous tense in a dialogue setting

.Review: Quick review of the present continuous tense

Warm-Up: Show a picture of a person doing an activity (e.g., someone running or reading)
"?and ask, "What is this person doing

:Presentation

.New Vocabulary: studying, relaxing, exercising, drawing, cleaning, cooking, chatting

.Structure: Present continuous in questions (What are you doing? Where is he going?)

.Language Functions: Asking and answering questions using the present continuous tense

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Practice: Students complete a dialogue where they ask and answer questions about their
.daily activities using the present continuous tense

.Teaching Aids: Dialogue scripts, flashcards with actions

.Teaching Strategies: Role-play, dialogue practice, collaborative learning

Lesson 3: My Daily Routine

Learning Objectives: Describe daily routines using the present simple and present continuous
.tense. Compare usual activities with current ones

.Review: Recap of the present simple tense for routines (e.g., "I wake up at 7:00")

.Warm-Up: Ask students to share their daily routine (e.g., "I wake up, I go to school, I study")

:Presentation

.New Vocabulary: wake up, brush teeth, have breakfast, go to school, study, relax, sleep

Structure: Present simple for routines (I wake up at 7:00) and present continuous for current
.actions (I am studying now)

.Language Functions: Describing daily routines and comparing them to current activities

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Practice: Students write a paragraph describing their daily routine and compare it to what
.they are doing at the moment using the present continuous

.Teaching Aids: Routine vocabulary flashcards, worksheet

.Teaching Strategies: Writing practice, direct instruction

Lesson 4: Free Time Around the World

Learning Objectives: Compare how free time is spent in different cultures. Use comparative
.adjectives to describe activities

.Review: Recap of vocabulary for hobbies and free-time activities

Warm-Up: Ask students how they spend their weekends and write their answers on the
.board

:Presentation

.New Vocabulary: weekend, holiday, festival, event, tradition, game, sport, family time

.Structure: Comparative adjectives (bigger, more exciting, less relaxing)

.Language Functions: Comparing free-time activities across different cultures

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Practice: In groups, students read about free-time activities in another country and compare
.them to their own using comparative adjectives

.Teaching Aids: Textbook readings, comparison chart

.Teaching Strategies: Group discussion, reading comprehension

Lesson 5: Time Management

Learning Objectives: Discuss how to manage time effectively. Use modal verbs to give advice
.on time management

.Review: Recap modal verbs for giving advice (e.g., should, shouldn’t, must)

.Warm-Up: Ask students how they plan their day and if they follow a schedule

:Presentation

.New Vocabulary: manage, schedule, prioritize, task, deadline, balance

.Structure: Modal verbs for advice (You should plan your day, You shouldn’t waste time)

.Language Functions: Giving advice on time management using modal verbs

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Practice: Students create a weekly schedule and give advice to each other on how to manage
.their time better using modal verbs

.Teaching Aids: Blank weekly schedules, textbook

.Teaching Strategies: Task-based learning, collaborative work

Unit 3: Practice & Evaluation

:At the end of Unit 3, students will be able to

.Use the present continuous to describe ongoing actions

.Ask and answer questions about current activities

.Compare free-time activities using comparative adjectives

.Describe their daily routine using the present simple and present continuous

.Give advice on time management using modal verbs

:Assessment Tools

Quizzes: Assess students on the use of the present continuous, daily routines, and modal
.verbs

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Speaking Practice: Engage students in pair activities to ask and answer questions about daily
.and current activities

Writing Tasks: Have students write a paragraph comparing their free time

.with that of another culture

Unit 4: Digital Life

Lesson 1: Green Technology

Learning Objectives: Learn and use vocabulary related to eco-friendly and green technology.
.Discuss sustainable technologies using the present simple tense

.Review: Recap of common technology-related vocabulary (e.g., computer, phone, device)

Warm-Up: Show pictures of green technologies like solar panels, wind turbines, and electric
.cars. Ask students what they know about these technologies

:Presentation

New Vocabulary: solar energy, wind power, recycling, eco-friendly, renewable resources,
.sustainability, carbon footprint, energy efficiency

.Structure: Present simple for describing facts (e.g., Solar energy is a renewable resource)

.Language Functions: Describing the benefits of green technology and its uses in daily life

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Practice: Students read a passage about green technologies and answer comprehension
.questions

.Teaching Aids: Pictures of green technology, textbook, worksheet

.Teaching Strategies: Visual learning, reading comprehension, direct instruction

Lesson 2: A New App

Learning Objectives: Use imperatives to give instructions on how to use an app. Discuss
.modern technology using the imperative form

.Review: Quick review of common verbs for instructions (e.g., open, click, install)

.Warm-Up: Ask students about their favorite apps and what they use them for

:Presentation

.New Vocabulary: app, download, install, update, login, sign up, password, settings, features

.Structure: Imperatives (e.g., Download the app, Open the settings, Click on the icon)

.Language Functions: Giving instructions for using an app

Practice: Students work in pairs to write step-by-step instructions on how to use a specific

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.app (e.g., Instagram, WhatsApp) using imperatives

.Teaching Aids: Smartphone app images, worksheet for instruction writing

.Teaching Strategies: Task-based learning, collaborative learning, direct instruction

Lesson 3: The Future of Technology

Learning Objectives: Learn and use vocabulary related to future technologies. Use the future
.tense ("will") to make predictions about technology

.Review: Recap of future tense with “will” for making predictions

Warm-Up: Show students pictures of futuristic technologies like robots, AI, self-driving cars,
"?and virtual reality. Ask, "What do you think the future will look like

:Presentation

New Vocabulary: artificial intelligence (AI), robotics, virtual reality (VR), automation,
.innovation, advanced, progress

Structure: Future tense with "will" (e.g., Robots will help with daily tasks, AI will improve
.healthcare)

Language Functions: Making predictions about future technologies and their impact on
.society

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Practice: Students discuss in small groups how they think technology will change life in the
.future. Each group will present their ideas using the future tense

.Teaching Aids: Futuristic technology images, worksheet for group discussion

Teaching Strategies: Collaborative learning, discussion-based learning, presentation-based

.learning

Lesson 4: Technology in Daily Life

Learning Objectives: Discuss how technology affects daily life. Use the present continuous to
.describe ongoing technological developments

.Review: Recap of present continuous tense (e.g., I am using, we are developing)

.Warm-Up: Ask students to talk about how they use technology in their daily lives

:Presentation

New Vocabulary: smartphone, tablet, social media, internet, Wi-Fi, download, upload,
.software, hardware

Structure: Present continuous tense (e.g., We are using more technology in our daily
.activities, Companies are developing new devices)

.Language Functions: Describing how technology is changing the way people live and interact

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Practice: In pairs, students write a short paragraph about how technology is used in daily life,
.using the present continuous tense

.Teaching Aids: Textbook, technology-related images, writing worksheet

.Teaching Strategies: Pair work, writing practice, direct instruction

Lesson 5: Digital Safety

Learning Objectives: Learn and use vocabulary related to digital safety. Use modal verbs to
.give advice on how to stay safe online

.Review: Quick review of modal verbs (should, shouldn’t, must, mustn’t) for giving advice

Warm-Up: Ask students if they’ve ever received a suspicious email or message. How did they
?handle it

:Presentation

New Vocabulary: password, encryption, firewall, antivirus, secure, private, data, cyberbullying,
.phishing

Structure: Modal verbs for advice (e.g., You should use a strong password, You shouldn’t
.share your personal information)

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.Language Functions: Giving advice on how to stay safe online

Practice: Students work in small groups to write a set of online safety tips using modal verbs
.(e.g., You mustn’t click on unknown links)

.Teaching Aids: Textbook, online safety handout, worksheet for writing tips

.Teaching Strategies: Collaborative learning, task-based learning, direct instruction

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Unit 4: Practice & Evaluation

:At the end of Unit 4, students will be able to

.Use the present simple to describe green technologies

.Give instructions using imperatives

.Make predictions using the future tense ("will") about future technology

.Describe ongoing developments using the present continuous

.Give advice about digital safety using modal verbs

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:Assessment Tools

Quizzes: Evaluate understanding of vocabulary related to technology and green tech, and
.assess grammar (present simple, future tense, modal verbs)

Writing Tasks: Ask students to write a blog post or paragraph on how technology impacts
.daily life or the future of technology

Group Projects: Have students create presentations on online safety or green technology,
.applying the vocabulary and grammar structures learned

Unit 5: In Nature

Lesson 1: Climate Change

Learning Objectives: Learn and use vocabulary related to climate change. Use comparatives
.and superlatives to describe environmental changes

.Review: Recap environmental vocabulary (weather, pollution)

Warm-Up: Show pictures of different environmental issues (e.g., drought, flooding) and ask
.students what they know about them

:Presentation

New Vocabulary: climate, global warming, pollution, deforestation, drought, flood, extinction,
.sea levels, greenhouse gases

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.Structure: Comparatives and superlatives (e.g., hotter, more dangerous, the most severe)

.Language Functions: Describing how climate change affects the environment

Practice: Read a passage about climate change and complete comprehension questions. Use
comparatives and superlatives to describe changes (e.g., “The climate is getting hotter” or
.“This problem is more severe than expected”)

.Teaching Aids: Textbook, images of environmental issues, worksheet for comparisons

.Teaching Strategies: Direct instruction, task-based learning, reading comprehension

Lesson 2: Water Scarcity

Learning Objectives: Discuss global water scarcity using relevant vocabulary. Use
.comparatives and superlatives to compare water availability in different regions

.Review: Recap comparatives and superlatives

Warm-Up: Ask students, “What do you know about water scarcity?” and list their responses
.on the board

:Presentation

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New Vocabulary: scarcity, resource, drought, water conservation, rainfall, desertification,
.aquifer, irrigation

.Structure: Comparatives and superlatives (e.g., drier, less water, the most affected)

Language Functions: Comparing water resources in different parts of the world using
.comparatives (e.g., “Africa has less water than Europe”)

Practice: Read an article about water scarcity and fill in the blanks with the correct
.comparative or superlative forms

Teaching Aids: Textbook, visual aids such as maps showing water availability, worksheet for
.practice

.Teaching Strategies: Direct instruction, pair work, visual learning

Lesson 3: Saving Energy

Learning Objectives: Learn vocabulary related to energy conservation. Use imperatives to give
.advice on how to save energy at home

.Review: Recap ways to conserve energy (e.g., turning off lights, using public transport)

.Warm-Up: Ask students, “How do you save energy at home?” and discuss their answers

:Presentation

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New Vocabulary: energy, conserve, efficiency, renewable, power, electricity, solar, wind
.energy

.Structure: Imperatives (e.g., Turn off the lights, Use less water, Recycle your waste)

Language Functions: Giving advice on energy conservation using imperatives (e.g., “Turn off
.the lights when you leave a room”)

Practice: Students create a poster with energy-saving tips using imperatives. Work in pairs to
.come up with additional suggestions

.Teaching Aids: Poster materials, textbook, sample posters for inspiration

.Teaching Strategies: Task-based learning, collaborative learning, visual learning

Lesson 4: Geology

Learning Objectives: Learn vocabulary related to rock types and geological processes. Use
.articles (a, an, the) with nouns

.Review: Quick recap of the use of articles (a, an, the) with examples

”?Warm-Up: Show pictures of different types of rocks and ask, “What kind of rock is this

:Presentation

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New Vocabulary: rock, mineral, erosion, sediment, fossil, crust, mantle, tectonic plates,
.volcanic, igneous

.Structure: Use of articles (e.g., “a rock”, “the Earth’s crust”)

Language Functions: Describing different rock types and geological processes using the
.correct articles

Practice: Students label diagrams of different types of rocks and geological layers using the
.correct vocabulary and articles

Teaching Aids: Pictures or diagrams of rocks and geological processes, textbook, worksheet
.for labeling

.Teaching Strategies: Visual learning, labeling activity, direct instruction

!Lesson 5: Eco Me

Learning Objectives: Write a blog post about environmental protection. Use conjunctions
.(and, but, because) to connect ideas

.Review: Recap vocabulary related to environmental protection (e.g., recycling, pollution)

Warm-Up: Ask students to share one thing they do to help protect the environment (e.g.,
.recycling, using less plastic)

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:Presentation

New Vocabulary: eco-friendly, protect, environment, pollution, recycle, waste, conserve,

.sustainable

Structure: Conjunctions (and, but, because) for connecting ideas (e.g., “I recycle plastic
.because it helps reduce waste”)

Language Functions: Writing about environmental protection and connecting ideas using
.conjunctions

Practice: Students write a short blog post on how they are eco-friendly, focusing on using
.conjunctions to connect their ideas

.Teaching Aids: Blog post template, textbook, writing worksheet

.Teaching Strategies: Writing practice, task-based learning, collaborative learning

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Unit 5: Practice & Evaluation

:At the end of Unit 5, students will be able to

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Use comparatives and superlatives to describe changes in the environment (e.g., hotter, more
.dangerous)

.Give advice on energy conservation using imperatives (e.g., Turn off the lights)

.Discuss water scarcity and climate change using specific vocabulary

.Describe different types of rocks and geological processes using articles

.Write a blog post about environmental protection using conjunctions to connect ideas

:Assessment Tools

Quizzes: Assess students on vocabulary related to nature and the environment and their use
.of comparatives, superlatives, imperatives, and articles

Writing Tasks: Have students write a blog post or essay on a topic like climate change or
.energy conservation

Group Projects: Assign students to create posters or presentations on how to conserve water
.or protect the environment

Unit 6: Food for Thought

Lesson 1: Traditional Food

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Learning Objectives: Learn vocabulary related to traditional food from different cultures. Use
.Wh- questions to ask about ingredients and recipes

.Review: Recap basic food vocabulary (e.g., fruit, vegetable, meat)

Warm-Up: Show pictures of traditional dishes from different countries and ask students to
.guess where they are from (e.g., sushi from Japan, pizza from Italy)

:Presentation

New Vocabulary: dish, ingredient, recipe, traditional, flavor, spice, cuisine, meal, serve,
.preparation

.Structure: Wh- questions (What is this dish made of? Where is it from?)

.Language Functions: Asking and answering questions about traditional dishes

Practice: Students work in pairs to interview each other about their favorite traditional dish
using Wh- questions (e.g., “What is your favorite dish? What ingredients are used to make
.it?”)

.Teaching Aids: Pictures of traditional foods, textbook, question prompts

.Teaching Strategies: Pair work, question-and-answer practice, direct instruction

Lesson 2: At a Restaurant

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Learning Objectives: Learn vocabulary related to dining at a restaurant. Use Wh- questions in
.the past simple tense to ask about dining experiences

Review: Recap the use of Wh- questions in the present simple (e.g., What do you eat? Where
.do you go?)

Warm-Up: Ask students, “When was the last time you went to a restaurant? What did you
”?eat

:Presentation

.New Vocabulary: menu, waiter, dish, order, bill, reservation, customer, chef, service, tip

.Structure: Wh- questions in the past simple (e.g., What did you order? Where did you go?)

.Language Functions: Asking and answering questions about past experiences at a restaurant

Practice: Role-play a restaurant scene where students take turns being the customer and
waiter, using Wh- questions and vocabulary from the lesson (e.g., “What would you like to
.order?” “I’d like pasta”)

.Teaching Aids: Menu samples, role-play cards

.Teaching Strategies: Role-playing, speaking practice, collaborative learning

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Lesson 3: A Taste of the Past

Learning Objectives: Learn about food in ancient times, particularly Ancient Egypt. Use past
.simple tense to describe food habits in history

.Review: Recap the past simple tense and basic food vocabulary

Warm-Up: Show images of ancient foods (e.g., bread, fish, grains) and ask students what they
.think people ate in the past

:Presentation

.New Vocabulary: grain, bread, spices, fish, harvest, crop, meal, feast, agriculture, cultivation

.Structure: Past simple tense (e.g., Egyptians ate bread and fish, They cultivated grains)

Language Functions: Describing food and eating habits in ancient times using the past
.simple

Practice: Students read a short text about food in Ancient Egypt and answer comprehension
.questions about what people ate and how they prepared food

.Teaching Aids: Pictures of ancient food, short text on Egyptian food, worksheet for questions

.Teaching Strategies: Reading comprehension, visual learning, task-based learning

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Lesson 4: Celebration Food

Learning Objectives: Learn about different types of food served at celebrations around the
.world. Use adverbials of time and place to describe when and where food is eaten

.Review: Recap vocabulary related to food and celebrations

Warm-Up: Ask students to describe what special food they eat during celebrations or
.holidays

:Presentation

New Vocabulary: feast, celebration, festival, traditional food, special occasion, buffet, banquet,
.cuisine

Structure: Adverbials of time and place (e.g., During Ramadan, we eat dates; At weddings,
.people eat cake)

.Language Functions: Describing when and where special foods are eaten during celebrations

Practice: Students write a short paragraph about a cultural or family celebration and the
.special food served, using adverbials of time and place

.Teaching Aids: Pictures of celebrations, writing worksheet, textbook

.Teaching Strategies: Writing practice, collaborative learning, direct instruction

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Lesson 5: My Favorite Food

Learning Objectives: Write about personal food preferences. Use descriptive language and
.paragraphs to structure writing

.Review: Recap descriptive words related to food (e.g., spicy, sweet, salty)

Warm-Up: Ask students to name their favorite dish and describe it briefly (e.g., “My favorite
.food is pizza. It’s cheesy and delicious”)

:Presentation

.New Vocabulary: flavor, texture, dish, taste, meal, ingredient, delicious, crispy, savory, sweet

Structure: Writing in paragraphs (introduction, body, conclusion) and using descriptive

.language (e.g., “The pizza is soft and cheesy”)

.Language Functions: Describing food preferences and ingredients in writing

Practice: Students write a short essay describing their favorite food, including details about
.its flavor, texture, and ingredients, using paragraphs

.Teaching Aids: Writing template, vocabulary list, textbook

.Teaching Strategies: Writing practice, peer review, direct instruction

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Unit 6: Practice & Evaluation

:At the end of Unit 6, students will be able to

.Use Wh- questions to ask about traditional dishes, ingredients, and restaurant experiences

.Use the past simple to describe food habits in history

Use adverbials of time and place to describe when and where foods are eaten during
.celebrations

.Write a well-structured paragraph or essay about favorite foods using descriptive language

:Assessment Tools

Quizzes: Evaluate students on vocabulary related to food, celebrations, and restaurants, as

.well as grammar (Wh- questions, past simple)

.Speaking Tasks: Role-play restaurant scenarios and interviews about traditional foods

Writing Tasks: Have students write an essay or paragraph describing a traditional dish or
.their favorite food

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Group Projects: Students create a presentation or poster about food traditions during
.celebrations in different cultures

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