COURSE SYLLABUS

Course Descrip5on
This dynamic course is designed for young learners, guiding them through a variety of engaging
topics that help build language skills in prac5cal, real-world contexts. Throughout the course,
students will explore themes like historical comparisons, future aspira5ons, personal hobbies,
sleep habits, and even the fascina5ng world of food and travel. With each lesson, learners will
not only enhance their grammar and vocabulary but also develop their cri5cal thinking and
communica5on skills.
The course combines exci5ng projects and interac5ve exercises, making learning enjoyable
while fostering crea5vity. Through storytelling, debates, interviews, and research, students will
be encouraged to think outside the box and apply their knowledge to real-life situa5ons.
Key Learning Areas:
1. Then and Now (Page 8):
Understanding how life has evolved over 2me, comparing past and present experiences.
o Key Skills: Analyzing past events, making comparisons.
o Focus: Tense usage (past, present, future) and historical context.
2. Work Hard, Play Hard! (Page 18):
Balancing work, school, and play ac2vi2es across different cultures.
o Key Skills: Discussing hobbies, expressing plans and desires.
o Focus: Future aspira5ons and career-related vocabulary.
3. Sleep and Dreams (Page 28):
Exploring the science and mystery of sleep and dreams.
o Key Skills: Describing states of being, understanding sleep habits.
o Focus: Vocabulary related to sleep and health.
4. Up and Away! (Page 38):
Discovering air travel, adventure, and the explora2on of new places.
o Key Skills: Using modal verbs to express possibility and plans.
o Focus: Vocabulary related to transporta5on and adventure.
5. Real or Imaginary? (Page 48):
Learning to differen2ate between reality and imagina2on through storytelling.
o Key Skills: Crea5ve thinking and dis5nguishing fact from fic5on.
o Focus: Descrip5ve language and fantas5cal elements.
6. On the Ocean Waves (Page 58):
A journey into ocean explora2on, shipwrecks, and rescues.
o Key Skills: Retelling stories, understanding geographical concepts.
o Focus: Ocean and geography-related vocabulary and past tense usage.
7. Let’s Cook! (Page 68):
Cooking and food explora2on—learning about ingredients, recipes, and cooking
processes.
o Key Skills: Following and giving instruc5ons, using ac5on verbs.
o Focus: Cooking vocabulary and food-related science.
8. Speak Out! (Page 78):
Developing communica2on skills through interviews, ques2ons, and repor2ng.
o Key Skills: Interview techniques, repor5ng informa5on.
 o Focus: Repor5ng verbs and spoken communica5on prac5ces.
9. Into the Future (Page 88):
Specula2ng about future changes in technology, society, and lifestyle.
o Key Skills: Making predic5ons, using future tense.
o Focus: Vocabulary related to the future, technological trends, and travel.

Month 1:
Chapter 1: Then and Now
• Grammar Focus: In 1950, the boys used to wear shorts / Did you use to have lunch at
school?
• Vocabulary: School items, Then and now, Technology and communica5on
• Story: Andy and Grant
• CLIL: Social Sciences (volunteer projects)
• Song/Listening: Life is Full of Challenges
• Assessment
o WriQen Test
o Retelling the story; Describe the story through pictures; Analyze the characters;
summerize
o Mini-project: Create a comparison 5meline of how technology has changed over
5me.
InstrucVons:
1. Select 3-5 technological devices or inven5ons (e.g., telephone, computer,
television).
2. Research how each device/inven5on has evolved over 5me.
3. Create a 5meline (on paper or digitally) that includes:
o The original version of the device and the year it was invented.
o Key improvements or changes made to the device over 5me.
o Visuals (e.g., images of old vs. new devices).
4. Present your 5meline to the class, explaining how these technologies
have changed over the years.

Month 2:
Chapter 2: Work Hard, Play Hard!
• Grammar Focus: He’s done karate since he was five / How long have you lived in Japan?
• Vocabulary: Challenging hobbies, Future aspira5ons
• Story: Down the Rabbit Hole
• CLIL: Science (importance of sleep)
• Song/Listening: Sleep Habits
• Assessment
o WriQen Test
o Speaking Test 1 ( Chapter 1-3)
o Mini-project: Students research hobbies from different cultures and explain their
benefits
 InstrucVons:
1. Research a hobby or ac5vity that is popular in a country different from your
own (e.g., kite flying in India, mar5al arts in Japan).
2. Gather informa5on on:
o How the hobby is prac5ced.
o Its cultural significance or history.
o Materials or equipment used.
3. Prepare a 5-minute presenta5on.
o Show any images, videos, or objects related to the hobby.
o If possible, demonstrate or explain how to par5cipate in the hobby.

Month 3:
Chapter 3: Sleep and Dreams
• Grammar Focus: The movie wasn’t as good as the book / The movie was disappoin5ng.
• Vocabulary: Adjec5ves for common dreams, Sleep habits
• Story: The Great Balloon Adventure
• CLIL: Geography (turtle migra5on)
• Song/Listening: I'm Going Around the World
• Assessment
o WriQen Test
o Retelling the story; Describe the story through pictures; Analyze the characters;
summeri
o Speaking Test 1 ( Chapter 1-3)

Month 4:
Chapter 4: Up and Away!
• Grammar Focus: We’re flying to New York tomorrow / I’m not going to school.
• Vocabulary: Hot air balloons, Con5nents, World travel
• Story: This Strange Land
• CLIL: Art (how temperature paint is made)
• Song/Listening: The Process of Making Chocolate
• Assessment
o Mid-Year Test
o Retelling the story; Describe the story through pictures; Analyze the characters;
summerize
o Mini-project: Create a travel brochure for a des5na5on they’d like to visit and
present it.
InstrucVons:
1. Choose a travel des5na5on (it could be a country, city, or specific
landmark).
2. Create a brochure (digital or physical) that includes:
 o Key informa5on: loca5on, ajrac5ons, local food, and cultural
points of interest.
o Maps, photos, or artwork of the place.
o Why people should visit this place.
3. Present your brochure to the class, explaining the des5na5on's highlights
and why it's a must-visit.

Month 5:
Chapter 8: Read or Imaginary?
• Grammar Focus: What’s the bag made of? It’s used for carrying things.
• Vocabulary: words related to materials; past par5ciples
• Story: This strange land
• CLIL: art: How tempera paint is made
• Song/Listening: The process of making chocholate, past par2ciples
• Assessment
o WriQen Test
o Retelling the story; Describe the story through pictures; Analyze the characters;
summerize
o Mini-project: Invent your strange land

Month 6:
Chapter 6: On the Ocean Waves
• Grammar Focus: While you were reading, I fell asleep / What were you doing when the
ship sank?
• Vocabulary: Ocean rescue, Ship and ocean
• Story: The Journal
• CLIL: Geography (icebergs)
• Song/Listening: The Golden Vanity
• Assessment
o WriQen Test
o Speaking Test 2 ( Chapter 4-6)

Month 7:
Chapter 7: Let’s Cook!
• Grammar Focus: I couldn’t answer anything / I eat too many cookies.
• Vocabulary: Ingredients and cooking verbs, Sense verbs, Adjec5ves to describe food
• Story: The Best Food in the World
• CLIL: Science (food and senses)
• Song/Listening: Adjec2ves Ending in -y
• Assessment
o WriQen Test
 o Retelling the story; Describe the story through pictures; Analyze the characters;
summeriz
o Mini-project: Cook or present a dish and explain the ingredients and process in
English.
InstrucVons:
1. Choose a dish that you can cook or explain in detail.
2. Research the ingredients and cooking process for the dish.
3. Either:
o Cook the dish and present it in class, explaining each step.
o OR present a video or slideshow of the cooking process with
detailed instruc5ons and visuals.
4. Include informa5on about:
o The dish’s cultural significance.

Month 8:
Chapter 8: Speak Out!
• Grammar Focus: She said she was happy to be at school / She told us she spoke five
languages.
• Vocabulary: Repor5ng verbs, Spoken communica5on
• Story: Gulliver in Lilliput
• CLIL: Math (language sta5s5cs)
• Song/Listening: I Don’t Understand!
• Assessment
o WriQen Test
o Retelling the story; Describe the story through pictures; Analyze the characters;
summerize
o Mini-project: Conduct a class survey on languages spoken and present the
results.
InstrucVons:
1. Prepare a simple survey asking classmates:
o What languages do you speak?
o How long have you been speaking each language?
o Which language is your first language?
2. Collect the data and organize it into a graph or chart.
3. Present the findings to the class, discussing:
o The most common languages spoken in the class.
o How language affects communica5on and culture.

Month 9:
Chapter 9: Into the Future
• Grammar Focus: Will drive cars? / What will people wear?
• Vocabulary: Ci5es, Technology
• Story: The Memory Bank
• CLIL: Future living
• Song/Listening: Predic2ons for the Future
• Assessment
o Final Test
o Speaking Test 3 ( Chapter 7-9)
o Mini-project: Students create a futuris5c city and present predic5ons about
future lifestyles.
InstrucVons:
1. Create a model or drawing of a futuris5c city.
o Include advanced transporta5on, buildings, and public spaces.
o How do people live in this future city?
o How does technology make life easier?
2. Write a short descrip5on of your city, explaining:
o The technologies used.
o The lifestyle of its inhabitants.
3. Present your futuris5c city to the class, explaining how it reflects
changes in society, technology, and daily life.