Begin with Phonics and reading.

Unit 1: Pets


  • Topic: Pets Lesson Dialogue
  • Communication Objectives: The goal of this ESL lesson is to teach learners how give reasons. The lesson will teach them more ways of describing pets especially with the use of personality adjectives.
  • Language Objectives: The objective of this lesson is to teach students how to ask and answer 'why' questions and to give reasons using the subordinating conjunction 'because' to show the relationship between the independent clause and the dependent clause. The lesson will also introduce personality adjectives which can be used to talk about pets.

 Sentence Structures:

  • What pets do you like?
  • I like dogs.
  • Why do you like dogs?
  • I like dogs because they are friendly and cute.
  • I don't like cats because they are lazy.


  • Topic: Pets Lesson Words & Sentences for ESL
  • Vocabulary:  turtle, iguana, cat, dog, parrot, gold fish, hamster, snake, frog, rabbit, personality adjectives - cute, friendly, lazy, quiet
  • Grammar:  This ESL grammar lesson will focus on using the subordinating conjunction 'because' to give reasons or further explanation for a choice.  Contrary to popular beliefs, we can start a sentence with 'because'.  The lesson will also introduce common personality adjectives.

 Subordinating conjunction 'because'

  • I like dogs because they are friendly.
  • I don't like cats because they are lazy.

Adjectives (An adjective describes a noun. A personality adjective describes character and can be abstract.)

  •  a lazy cat
  • a friendly dog
  • a cute dog
  • a quiet rabbit

Unit 2: Sports


  • Topic: Sports Lesson Dialogue
  • Communication Objectives: In this ESL lesson will teach learners to express preference of different kinds of sports. Students will learn expressions used when talking about their favorite sports.
  • Language Objectives: The lesson will teach learners how to express likes and preference and also how to talk about personal abilities using some adjectives followed by prepositions - good at, bad at. They will also learn how to compare things in the most basic manner.


  • Sentence Structures:
    • I like playing volleyball.
    • Sally is good at playing volleyball.
    • The short boy is good at playing basketball.
    • He is better than the tall boys.
    • I can run faster.
  • Grammar:  adjectives followed by prepositions (good at, bad at), comparatives (better than, faster)

 Vocabulary:  basketball, volleyball, soccer, table tennis, badminton, tennis, running 


  • Topic: Sports Words & Sentences
  • Vocabulary:  running, volleyball, soccer, long jump, table tennis, badminton, baseball,
  • Grammar:  This lesson focuses on three grammar areas - compound words, using 'like' in the present simple and adjectives followed by prepositions.

 1- Compound Words

( These are words formed by combining two words. Many names of  sports are formed this way)

  • basket + ball = basketball
  • volley + ball = volleyball
  • table + tennis = table tennis

2- Verb 'to like'  -  present simple 

(The verb 'to like' is a stative verb which describes a state, situation or condition. The focus will be on how the verb only changes in the 3rd person singular. )

  • I like volleyball. (1st person singular)
  • You like volleyball. (2nd  person singular)
  • She likes volleyball. (3rd person singular)
  • Sally likes volleyball. (3rd  person singular)
  • We like volleyball. (1st  person plural)
  • You(many) like volleyball. (2nd  person plural)
  • They like volleyball. (3rd person plural)

3- Adjectives followed by prepositions

 (Some adjectives are often followed by a preposition in certain circumstances. When talking about things we can do very well or very badly, we often use the adjective 'good' or 'bad'  followed by the preposition 'at'. )

  • I am good at  volleyball.
  • I am good at math.
  • He is good at playing basketball.
  • I'm bad at playing soccer.
  • Are you good at playing soccer?
  • What sports are you good at?

Unit 3: Zoo


  • Topic: Zoo Animals ESL Lesson Dialogue
  • Communication Objectives: This lesson teaches learners how to describe animals by what they look like and what they eat.
  • Language Objectives: The lesson will teach ESL learners how to describe zoo animals by appearance and by the kinds of things they eat. They will also learn to use similes to compare things by what they look like.

 Sentence Structures:

  • A panda is black and white.
  • Pandas eat bamboo leaves.
  • A giraffe is tall.
  • An elephant's nose is called a trunk.
  • Elephants eat fruit and leaves.
  • Lions and tigers eat meat.
  • Zebras look like black and white horses.
  • Zebras have beautiful stripes.
  • An ostrich can't fly.


  • Topic: Zoo Lesson Words & Sentences
  • Vocabulary:  panda, bamboo, giraffe, ostrich, zebra, lion, tiger, meat, fruit, leaves, zookeeper, heavy, large, long, trunk, zoo, trolley, monkey, camel, elephant, rhino, hippo,
  • Grammar:  This lesson focuses on asking and responding to questions about descriptions of things. Therefore, there will be adjectives to learn. We will also learn to ask for descriptions of nouns using 'like' .  The lesson also covers verbs in the simple present tense with particular focus on the third-person singular.

 LIKE - for questions about descriptions:

  • What does a panda look like?
  • It's black and white.
  • What does a giraffe look like?
  • It's tall.
  • What's the weather like?
  • It's hot and sunny.
  • What's your mother like?
  • My mother is kind.
  • What does a zebra look like?
  • It looks like a black and white horse.

We can also describe things by the actions they perform

  • What does a panda eat?
  • A panda eats bamboo.

Action verbs and the 3rd person singular

  • A lion eats meat.
  • Lions and tigers eat meat.
  • They eat meat.

Unit 4: Places around


  • Topic: Places Around ESL Lesson
  • Communication Objectives: This lesson will teach ESL students how to talk about places in the city. They will also learn to associate places around to people working in them and the actions people perform in different places.
  • Language Objectives:  This lesson will teach places vocabulary and action verbs related to things we do in different places and the people who work there.  Therefore, it is also a good lesson to review jobs vocabulary.

 Sentence Structures:

  • A doctor works in a hospital.
  • A shop assistant works in a shopping mall.
  • A pilot works at the airport.
  • We send letters at the post office.
  • We buy books at the bookstore.


  • Topic: Places Around Words & Sentences
  • Vocabulary:  places in the city - bank, post office, stadium, restaurant, shopping mall, bookstore, park, airport, hospital, police station

      Jobs - doctor, nurse, police officer, shop assistant, chef

  • Grammar:  The lesson focus on nouns related to jobs and places in the city. It therefore focuses on using the verb 'to work' in the present tense with emphasis on the third-person singular.

 Verb 'to work' simple present

  • I work in a hospital. (1st  person singular)
  • A doctor works in a hospital. (3rd person singular)
  • My dad works in a hospital. (3rd person singular)
  • Doctors and nurses work in a hospital (3rd person plural)
  • They work in a hospital. (3rd person plural)

Unit 5: Months and festivals


  • Topic: Months and Festivals ESL Lesson
  • Communication Objectives: In this lesson, ESL students will learn how to talk about special dates and upcoming events. The focus will be on months of the year and festivals. The will also learn more cardinal and ordinal numbers from 1-31.
  • Language Objectives: This lesson teaches vocabulary on the twelve months of the year and festivals. Children will learn to talk about dates using ordinal numbers (first, second, third, fourth).


  • Sentence Structures:
    • My birthday is on May 2nd.
    • We are in April.
    • When is your birthday, Freddie?
    • My birthday is on August 31st.
    • Christmas is on December 25th.
    • Bob's birthday is just before Christmas.
  • Vocabulary:  Months - January, February, March, April, May, June, July, August, September, October, November, December. Festivals - Christmas, Halloween, New Year's Day, birthday.


  • Topic: Months, Festivals Words & Sentences ESL Lesson
  • Vocabulary:  months of the year- January, February, March, April, May, June, July, August, September, October, November, December. Festivals - Christmas, Halloween, New Year's Day, birthday. Ordinal Numbers - First, second, third, fourth, fifth, twentieth, twenty-first.
  • Grammar:  We add the suffix  '-st, -nd, -rd, -th' to cardinal numbers to write ordinal numbers - example 1st, 2nd, 3rd, 4th. Ordinal number are used to show the position or rank in a sequential order. When talking about dates, we often use ordinal numbers to show position of a number relative to other numbers. For example there 31 days in December and Christmas in on the 25th day of December.

 This lesson also focuses on another point which is using capital letters  at the beginning of the months of the year and names of festivals.

Ordinal vs. Cardinal Numbers

  • Halloween is on October 31st. (ordinal numbers)
  • There are 31 days in October.  (cardinal numbers)

Capital Letters at Start of Months & Festivals

  • My birthday is on May 2nd. NOT My birthday is on may 2nd.
  • When is Christmas? NOT When is christmas?
  • When is Halloween? NOT When is halloween?

Unit 6: Giving directions


  • Topic: Giving & Asking for Directions ESL Lesson
  • Communication Objectives: Children will learn how to ask for and give directions. They will also review vocabulary related
  • Language Objectives:  Learn how to ask for directions using 'where is' and 'how do I get' question format. Also learn to use imperatives to give directions - go straight, turn right, walk down Maple street.

 Sentence Structures:

  • Excuse me, where is the soccer stadium?
  • It's on Maple Street.
  • How do we get to Maple Street?
  • Go straight and turn right at the intersection.
  • It's opposite the next bus stop.


  • Topic: Giving Directions Words & Sentences
  • Vocabulary:  straight, right, left, intersection, street, turn, places around, bank, park
  • Grammar:  Use question format 'Where is..?' to ask about location and 'How' for means guidance. Also learn to use prepositions of place to respond to questions related to places and location. In this lesson we also see the use of imperative sentences for giving instructions or directions.

 Prepositions of Place for Directions
It's opposite the bus stop.
It's next to the restaurant.

Question Word Questions for Places and Location

  • Where is the stadium?
  • How do I get to the stadium?

Imperative Sentences to Give Instructions - imperative sentence usually begins with the base form of the verb.

  • Go straight.
  • Turn right.
  • Walk down Maple Street.

Begin with long sentences reading.

Unit 7: Feeling sick


  • Topic: Sickness & Health Problems Lesson
  • Communication Objectives: This lesson will teach students how to talk about health problems and feelings of sickness. They will learn to give advice and suggestions.
  • Language Objectives:  This lesson focuses on using the modal verb 'should' to give health related advice. It also teaches them how to talk about illness.

 Sentence Structures:

  • What's the matter?
  • I feel hot, Mom.
  • You have a fever.
  • Let me take your temperature.
  • You should stay in bed.
  • You shouldn't watch TV.


  • Topic: Sickness Words & Sentences
  • Vocabulary:  headache, toothache, stomachache, fever, flu, cough, sore-throat
  • Grammar:  When describing a health problems we often use the verb 'to have' plus the name of the sickness which is the noun in a sentence. When giving advice we often use the modal verb 'should'.

 Auxiliary verb 'to have'

  • I have a headache.
  • She has a fever.

Modal Verb  'should' for giving advice

  • You should stay in bed.
  • You shouldn't watch TV.

Unit 8: Time for school


  • Topic: Time for School Lesson
  • Communication Objectives: This lesson will teach ESL students how to tell the time English.
  • Language Objectives:  This is the first lesson on telling the time in basic form using 'o'clock' and 'half past'. The lesson does not focus on 'quarter to' and 'quarter past'.

 Sentence Structures:

  • It's 7:00 a.m. You are going to be late for school.
  • What time do lessons usually begin at school?
  • It's 8 o'clock already.


  • Topic: Telling Time & Daily Routines Words & Sentences
  • Vocabulary:  o'clock, half past, daily routines, get up, have breakfast, go to school, brush your teeth, go to work
  • Grammar:  This lesson will focus on the adverb of frequency 'usually' used when talking about things we do on a regular basis.


  • I usually have breakfast at 7:00 a.m.
  • I usually get up at 6 o'clock.

Unit 9: Time,late for school


  • Topic: Telling time, o'clock, half past
  • Communication Objectives: This lesson extends the previous lesson on telling time by including 'quarter to' and 'quarter past'.
  • Language Objectives:  The goal is to teach ESL learners more ways of telling the time.

 Sentence Structures:

  • It's a quarter past 8 and you are late for lessons.
  • What time do you usually go to bed?
  • We usually go to bed at a quarter to 11.
  • It's 3:30 pm and our lessons are over for today.


  • Topic: Telling Time, Quarter to, Quarter Past
  • Vocabulary:  quarter past, quarter to, daily routines, get up, do homework, have lunch, have dinner, watch TV, go to bed
  • Grammar:  This lesson extends practice on telling time in different ways while using the adverb of frequency 'usually' to talk about things we do on a regular basis.

 Frequency - usually

  • What time do you usually go to bed?
  • I usually go to bed at a quarter to eleven.

Unit 10: Days of the week


  • Topic: Days of the week ESL Lesson
  • Communication Objectives: This lesson will teach ESL learners how to talk about days of the week and activities we do during the week.
  • Language Objectives:  Learn the days of the week and describe weekly activities using adverbs of frequency.

 Sentence Structures:

  • Today is Friday.
  • Tomorrow is Saturday.
  • School is five days a week.
  • What do you usually do on weekends, Sally?
  • I usually stay at home and watch TV.
  • We sometimes play volleyball at the park.
  • We never have picnics.


  • Topic: Days of the week and weekly routines
  • Vocabulary:  Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Today, tomorrow, usually, sometimes, never, play volleyball, play soccer,  have a picnic
  • Grammar:  This lesson extends knowledge of adverbs of frequency by adding 'sometimes',  and 'never' to 'usually' which we studied in previous units.

 Adverbs of Frequency

  • We usually have picnics at the park.
  • We sometimes play volleyball.
  • We never have picnics.




The lesson is around 45 minutes.

Emphasis on the vocabulary reading  (2 minutes)

Revision of the preceding unit (10 minutes)

New content (10 minutes)

Practice (10 minutes)

Worksheet (8 minutes)

Homework preparation (5 minutes)


The worksheet will include their home at that part. It will be a full review of the unit and a writing part that the students will need to finish at home.


There will be 2 main evaluation. The evaluation of this level and the evaluation that include all the levels (1,2,3,4 and 5).

The following subject will have to be evaluated and understand at 75%;

Writing - 50 words

Reading - 50 words

Speaking - 3 minutes fluently

Listening comprehension - 20 questions