DESCRIBE SOMETHING I LEARNED TO DO

In this topic, students will learn how to describe something new they learned to do, such as a skill or hobby. They will practice using different tenses to describe their learning process, challenges, and achievements. This topic helps students reflect on their experiences and share them with others in English.

For example:

• I learned to ride a bike last year.

• I am learning to swim this month.

• I’m going to learn how to cook next week.

Students will use the past simple to describe what they learned, present continuous for what they are learning now, and future tense to talk about future learning goals.

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1. GRAMMAR:

1. Past Simple:

   • I learned to paint last summer.

   • She took piano lessons in 2023.

2. Present Simple:

   • I practice English every day.

   • He plays guitar well.

3. Present Continuous:

   • I am learning to bake.

   • They are studying Spanish now.

4. Future (Will / Going to):

   • I will learn to drive next year.

   • She is going to take a yoga class.

5. Modal Verbs (can, should, must):

   • You can try again.

   • We should practice more.

   • You must be patient.

6. Prepositions & Adverbs of Frequency:

   • I often study in the evening.

   • He learns with his sister on weekends.

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2. VOCABULARY:

1. Skill – Something you learn to do well.

2. Practice – To repeat something to improve.

3. Improve – To get better.

4. Challenge – Something difficult.

5. Progress – Movement forward or improvement.

6. Effort – Work done to achieve something.

7. Try – To attempt to do something.

8. Mistake – Something you do wrong.

9. Lesson – A time when you are taught.

10. Success – When you do something well.

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3. USEFUL EXPRESSIONS:

• I learned to...

• It was difficult at first, but...

• Now I can...

• I am still learning.

• I’m going to try something new.

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4. SENTENCES:

Positive:

• I learned to play the piano.

• She is learning how to swim.

• We are going to try drawing next week.

Negative:

• I didn’t understand the first lesson.

• He doesn’t like practicing alone.

• They are not going to stop now.

Questions:

• What did you learn to do?

• Are you learning something new?

• Will you try again?

Answers:

• I learned to ride a bike.

• Yes, I’m learning to cook.

• No, I will not give up.

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5. CONVERSATION:

Anna: Hey David! What’s something new you’ve learned?

David: I learned to skateboard! I started last month.

Anna: That’s cool! Was it easy?

David: No, it was hard at first. I fell many times.

Anna: But you didn’t give up?

David: No! I practiced every weekend. Now I can do some tricks.

Anna: Great! I’m learning to cook now.

David: Nice! What are you making?

Anna: Pasta and cakes. I love it. I’m going to take a cooking class soon.

David: That sounds fun. Keep going!

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6. READING:

Last year, Lucas decided to learn how to paint. At first, it was very difficult for him. He didn’t know how to mix colors or draw straight lines. But he watched online videos and practiced every weekend. After three months, he started to paint beautiful pictures.

Now, Lucas paints every Saturday morning. He feels relaxed and happy when he paints. He is going to join a local art class next month to learn more. He wants to become even better at painting.

Questions and Answers:

1. What did Lucas learn to do? – He learned to paint.

2. Was it easy for him? – No, it was difficult at first.

3. What helped him improve? – Watching videos and practicing.

4. When does he paint now? – Every Saturday morning.

5. What is he going to do next month? – Join an art class.

TALK ABOUT CLASSES AND LESSONS

 In this topic, students will learn how to describe different classes and lessons they attend. They will practice talking about their daily routines, favorite subjects, difficult lessons, and what they plan to do in the future. The goal is to help students express their experiences and opinions clearly.

For example:

• I have English class on Mondays.

• We are learning about history this week.

• She didn’t enjoy the math lesson.

Students will use the present simple to talk about regular classes, the past simple for past experiences, and the future tense to describe future lessons or plans.

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GRAMMAR

1. Present Simple:

   • I take English classes every Monday.

   • He enjoys science lessons.

2. Present Continuous:

   • We are studying for the test.

   • She is learning how to play the guitar.

3. Past Simple:

   • I missed my class yesterday.

   • They studied French last year.

4. Future with "Will" and "Going to":

   • I will start art lessons next month.

   • We are going to have a quiz tomorrow.

5. Modal Verbs (can, should, must):

   • You should take notes during the lesson.

   • We can ask questions at the end.

   • You must arrive on time.

6. Adverbs of Frequency:

   • I always do my homework.

   • She usually studies in the evening.

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VOCABULARY

1. Lesson – A period of learning.

2. Subject – A school topic, like math or history.

3. Class – A group session for learning.

4. Homework – Work done at home after class.

5. Teacher – The person who gives the lesson.

6. Student – A person who is learning.

7. Timetable – A schedule of classes.

8. Test – A way to check what you’ve learned.

9. Quiz – A small test.

10. Project – A task that takes time and planning.

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USEFUL EXPRESSIONS

• What classes do you have today?

• My favorite subject is science.

• I have English lessons every week.

• The math lesson was difficult.

• We are going to study for the test.

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SENTENCES

Positive:

• I like my English class.

• She studies hard for her lessons.

• They always help each other.

Negative:

• I don’t enjoy math.

• He doesn’t understand the lesson.

• We didn’t go to class yesterday.

Questions:

• What subject do you like?

• Do you take music lessons?

• Did you study for the quiz?

Answers:

• I like art and science.

• Yes, I take music lessons every Tuesday.

• No, I didn’t study yesterday.

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CONVERSATION

Liam: Hi Zoe! What class did you just finish?

Zoe: I had history. It was very interesting today.

Liam: Really? What did you learn?

Zoe: We learned about ancient Egypt. The teacher showed us pictures of the pyramids.

Liam: That sounds cool! I have science next. We’re doing an experiment.

Zoe: Nice! I love science. Are you going to study after class?

Liam: Yes, I’m going to review my notes for the quiz tomorrow.

Zoe: Good idea. I will study too. See you later!

Liam: Bye!

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LONG READING

Maria is a student who enjoys her classes. She goes to school from Monday to Friday. Her favorite subject is English. She likes writing stories and learning new words. On Tuesdays, she has music class. She plays the piano with her classmates.

Last week, Maria had a difficult math lesson. She didn’t understand the topic, but she asked the teacher for help. The teacher explained again, and Maria practiced at home. Now she understands much better.

This week, she is going to give a short presentation in English class. She feels nervous but excited. She knows that with practice, she will do well.

Questions and Answers:

1. What is Maria’s favorite subject? – English.

2. What instrument does she play? – The piano.

3. What problem did she have? – She didn’t understand a math lesson.

4. What did she do? – She asked for help and practiced.

5. What is she going to do this week? – Give a presentation in English class.

SHE LEARNED TO BE PATIENT AFTER A DIFFICULT LESSON

 In this topic, students will explore how challenges in learning can teach important life skills, such as patience. They will describe past learning experiences and discuss what they learned from them. The topic encourages resilience and a positive attitude toward learning difficulties.

For example:

• She had trouble understanding the lesson.

• She learned to be patient.

• We should stay calm and try again.

Students will use past simple to describe what happened and present simple to express personal habits and lessons learned.

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GRAMMAR

1. Past Simple:

   • She didn’t understand the topic.

   • I made many mistakes during the lesson.

2. Present Simple:

   • She learns from every mistake.

   • I try to stay patient.

3. Future with “Will” and “Going to”:

   • She will improve next time.

   • I’m going to ask more questions in class.

4. Modal Verbs (should, can, must):

   • You should stay patient.

   • We can ask the teacher for help.

   • You must keep practicing.

5. Comparatives and Superlatives:

   • This lesson is harder than the last one.

   • That was the most difficult task today.

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VOCABULARY

1. Patient – Staying calm when things are difficult.

2. Lesson – A time when you learn something.

3. Mistake – Something done wrong.

4. Learn – To get knowledge or a skill.

5. Try – To make an effort.

6. Calm – Not angry or nervous.

7. Practice – To repeat something to improve.

8. Focus – To give attention to something.

9. Difficult – Hard to do.

10. Improve – To get better.

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USEFUL EXPRESSIONS

• She learned to be patient.

• It was a hard lesson.

• Everyone makes mistakes.

• Try again next time.

• Stay calm and keep learning.

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SENTENCES

Positive:

• She listened carefully.

• I learned to wait and try again.

• They asked the teacher for help.

Negative:

• She didn’t understand everything.

• I didn’t give up.

• We didn’t panic.

Questions:

• What did she learn?

• Did she finish the task?

• How did she feel?

Answers:

• She learned to be patient.

• No, she didn’t finish everything.

• She felt frustrated but calm.

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CONVERSATION

Emma: Hi Ana! How was your science lesson?

Ana: It was very hard. I didn’t understand the experiment.

Emma: Oh no! What did you do?

Ana: At first, I got upset. But then I took a deep breath and tried again.

Emma: That’s great! So, what did you learn?

Ana: I learned to be patient and not rush. I asked the teacher for help too.

Emma: Smart idea. Are you going to study more later?

Ana: Yes, I’m going to review my notes tonight.

Emma: Good for you! You will do better next time.

Ana: Thanks, Emma. I feel more confident now.

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LONG READING

Isabel was excited to learn a new math topic. But the lesson was very difficult. She didn’t understand the steps and made many mistakes. She felt frustrated and wanted to stop.

Instead of giving up, Isabel took a short break. Then she returned and focused more. She asked her classmate and teacher for help. Slowly, she started to understand. She wrote notes and practiced again.

After some time, Isabel finished the task. She didn’t get it right the first time, but she learned an important lesson: be patient and keep trying.

Questions and Answers:

1. What was difficult for Isabel? – A new math topic.

2. How did she feel? – She felt frustrated.

3. What did she do? – She took a break and asked for help.

4. What did she learn? – To be patient and keep trying.

5. Did she give up? – No, she didn’t give up.

I FAILED AT MY FIRST PIANO LESSON, BUT I DIDN’T GIVE UP

 In this topic, students will talk about personal experiences of failing at something new—specifically a piano lesson. They will use the past simple tense to describe what happened and how they felt. They will also use modal verbs to give advice and encouragement. This topic teaches students that failure is a normal part of learning and that continuing to try is important.

For example:

• I failed at my first piano lesson.

• I didn’t understand the notes.

• You should keep practicing.

Students will learn to talk about difficult first experiences and the importance of not giving up.

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GRAMMAR

1. Past Simple:

   • I failed the lesson.

   • She didn’t remember the keys.

2. Present Simple:

   • He plays the piano every day.

   • We try our best in class.

3. Modal Verbs (should, can, must):

   • You should not give up.

   • He can learn with more practice.

   • You must listen carefully.

4. Comparatives and Superlatives:

   • This piece is easier than the last one.

   • It was the most difficult lesson so far.

5. Adverbs of Frequency:

   • always, usually, often, sometimes, never

   • I often make mistakes, but I learn from them.

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VOCABULARY

1. Piano – A musical instrument with keys.

2. Lesson – A time to learn something.

3. Fail – To not succeed.

4. Practice – To repeat something to improve.

5. Keys – The black and white parts of a piano.

6. Note – A musical sound.

7. Teacher – A person who helps you learn.

8. Mistake – Something done wrong.

9. Try – To make an effort.

10. Improve – To get better.

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USEFUL EXPRESSIONS

• I failed, but I didn’t give up.

• You can do it!

• Keep practicing.

• Don’t worry, everyone makes mistakes.

• Next time, I will do better.

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SENTENCES

Positive:

• I practiced every day.

• She played the song perfectly.

• We learned a lot from the lesson.

Negative:

• I didn’t understand the notes.

• He didn’t follow the rhythm.

• They didn’t listen to the teacher.

Questions:

• What did you fail at?

• Did you give up?

• How did you feel?

Answers:

• I failed at playing my first song.

• No, I didn’t give up.

• I felt nervous but motivated.

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CONVERSATION

Sam: Hi Lily! How was your first piano lesson?

Lily: It was hard. I failed at playing the notes correctly.

Sam: Oh no. What happened?

Lily: I didn’t remember the keys, and I got nervous.

Sam: That’s okay. It’s normal to make mistakes at first.

Lily: Yeah. My teacher said I should keep trying.

Sam: That’s good advice. Are you going to continue?

Lily: Yes, I will practice every day.

Sam: Great! I’m sure you will improve soon.

Lily: Thanks, Sam. I won’t give up.

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LONG READING

Luis was excited for his first piano lesson. He wanted to learn fast, but when he started, he made many mistakes. He didn’t know the keys well and forgot the notes. The teacher told him that he needed more practice. Luis felt sad and thought about giving up.

But then he remembered something important: learning takes time. He decided not to give up. Every day, he practiced for 20 minutes. He asked his teacher for help and listened carefully. After two weeks, he played his first full song. He was very happy and proud of himself.

Questions and Answers:

1. What did Luis want to do? – He wanted to learn piano fast.

2. What problems did he have? – He made many mistakes and forgot the notes.

3. How did he feel? – He felt sad and wanted to give up.

4. What did he decide to do? – He decided to keep practicing.

5. What happened in the end? – He played his first full song and felt proud.

WHAT DID YOU LEARN FROM IT WHEN YOU FAILED THE DRIVING LESSON?

 In this topic, students talk about personal experiences with failure during driving lessons. They reflect on what they learned and how they can improve. This encourages students to use the past simple and modal verbs to describe past actions and give advice. Talking about mistakes and learning from them builds confidence and resilience.

For example:

• I failed the parking part of the driving test.

• I didn’t look in the mirrors.

• You should always stay calm.

Students practice talking about failure in a constructive way.

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GRAMMAR

1. Past Simple:

   • I failed the test.

   • She didn’t use the turn signal.

2. Present Simple:

   • We learn from our mistakes.

   • He drives very carefully.

3. Modal Verbs (should, can, must):

   • You should check your mirrors.

   • You can try again.

   • You must not panic.

4. Comparatives and Superlatives:

   • This lesson was harder than the last.

   • It was the most difficult part of the test.

5. Adverbs of Frequency:

   • always, usually, often, sometimes, never

   • I sometimes forget to slow down at corners.

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VOCABULARY

1. Driving – The act of operating a vehicle.

2. Lesson – A session where you learn something.

3. Fail – To not succeed.

4. Improve – To get better.

5. Mistake – Something you do wrong.

6. Brake – The part of the car that stops it.

7. Mirror – Used to see behind you while driving.

8. Test – An exam or evaluation.

9. Instructor – A person who teaches you.

10. Signal – To show direction with lights or hands.

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USEFUL EXPRESSIONS

• What did you learn?

• It’s okay to make mistakes.

• You should try again.

• Stay calm and focus.

• Next time, I will do better.

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SENTENCES

Positive:

• I learned how to park better.

• She passed her test after practicing more.

• We listened to the instructor carefully.

Negative:

• I didn’t stop at the sign.

• He didn’t check the mirror.

• They didn’t slow down.

Questions:

• What did you fail at?

• Did you try again?

• What did the instructor say?

Answers:

• I failed the parallel parking.

• Yes, I practiced and passed.

• He said I should be more careful.

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CONVERSATION

Lena: Hey Tom, how was your driving lesson yesterday?

Tom: Not great. I failed. I didn’t stop at the red light.

Lena: Oh no! That can happen. What did your instructor say?

Tom: He said I must pay more attention and stay calm.

Lena: That makes sense. Are you going to try again?

Tom: Yes, I am. I will practice more before my next lesson.

Lena: That’s the spirit! You can do it.

Tom: Thanks, Lena. I’ll try my best.

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LONG READING

Anna took her first driving test last week. She was very nervous. She made two mistakes during the test. First, she didn’t use the signal when turning. Then, she forgot to look in the rearview mirror before changing lanes. The instructor told her she failed.

Anna felt sad but decided to keep trying. She practiced with her instructor every day. She asked many questions and learned from her mistakes. One week later, she took the test again. This time, she remembered everything and passed.

Questions and Answers:

1. What test did Anna take? – Her first driving test.

2. What mistakes did she make? – She didn’t use the signal and forgot to check the mirror.

3. How did she feel after failing? – She felt sad.

4. What did she do after failing? – She practiced and asked questions.

5. What happened next? – She passed the test.

DID YOU GIVE UP OR TRY AGAIN AFTER THE MATH TEST?

 In this topic, students will explore their reactions after facing challenges, especially in subjects like math. Using the past simple tense, they will describe how they felt and what actions they took. This lesson encourages reflection, perseverance, and the use of modals to give advice and support. It also introduces the idea that trying again is a key to success.

For example:

• I failed the math test last week.

• He didn’t understand the last problem.

• I tried again and passed.

• You should keep practicing.

Students will share their experiences and discuss how not giving up can lead to improvement.

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GRAMMAR

1. Past Simple:

   • I failed the test.

   • She didn’t do the homework.

2. Present Continuous:

   • I am studying for the next test.

   • They are learning new math rules.

3. Modal Verbs (should, can, must):

   • You should try again.

   • He can do better next time.

   • You must not give up.

4. Comparatives and Superlatives:

   • This test was harder than the last one.

   • She is the most determined student.

5. Adverbs of Frequency:

   • always, usually, often, sometimes, never

   • I never skip practice before a test.

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VOCABULARY

1. Test – An exam to check what you know.

2. Fail – To not succeed.

3. Try – To make an effort.

4. Practice – Repetition to improve.

5. Understand – To know or learn something.

6. Review – To look at something again.

7. Improve – To get better.

8. Encourage – To support or give hope.

9. Mistake – Something done wrong.

10. Confident – Sure about your abilities.

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USEFUL EXPRESSIONS

• Did you give up?

• I tried again and passed.

• You can do it!

• Keep going!

• Don’t be afraid of mistakes.

• Practice makes perfect!

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SENTENCES

Positive:

• I studied more and passed the second test.

• She didn’t give up and got a better score.

• We kept practicing every day.

Negative:

• I didn’t understand the last part.

• He gave up after one mistake.

• They didn’t review the material.

Questions:

• Did you give up?

• Did you try again?

• What did you do after the test?

Answers:

• I failed but tried again.

• Yes, I studied more and passed.

• No, I didn’t try again, but I will next time.

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CONVERSATION

Teacher: How was your math test, Leo?

Leo: It was really hard. I failed.

Teacher: I see. Did you try to review the problems?

Leo: No, I just gave up. I thought I couldn’t do it.

Teacher: That’s not true. You can do it. You just need to try again.

Leo: Really? What should I do?

Teacher: Start with the questions you didn’t understand. We can work on them together.

Leo: Okay. I will try again.

Teacher: That’s the right attitude! Keep going.

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LONG READING

Many students feel disappointed when they don’t pass a test. Sarah, a 13-year-old student, failed her math test last month. She felt sad and thought she wasn’t good at math. She didn’t want to try again. Her friend Noah encouraged her. He said, “Don’t give up, Sarah. Let’s study together.”

They started reviewing the lessons every afternoon. Sarah practiced problems, asked questions, and stayed positive. After two weeks, she took a new test. She passed! Sarah was very happy and proud. She learned that success comes after trying again.

Questions and Answers:

1. What did Sarah fail? – Her math test.

2. How did she feel? – She felt sad and discouraged.

3. Who helped her? – Her friend Noah.

4. What did they do? – They studied together every afternoon.

5. What happened after? – She passed the new test.

WHAT DID YOU FAIL AT IN YOUR ENGLISH LESSONS?

 In this topic, students will reflect on their learning experiences and challenges in English lessons. They will use the past simple tense to describe situations in which they failed and discuss how they responded. Students will also learn how to use modal verbs to give advice and offer support to others. This topic builds confidence by focusing on improvement and growth.

For example:

• I failed the vocabulary quiz last month.

• She didn’t understand the listening activity.

• You should ask the teacher for help.

Students will share and learn from experiences where they didn’t succeed at first but continued trying.

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GRAMMAR

1. Past Simple:

   • I failed the test.

   • She didn’t understand the lesson.

2. Present Simple:

   • We always ask questions in class.

   • He never gives up.

3. Modal Verbs (should, can, must):

   • You should study every day.

   • He can improve with practice.

   • You must not skip your lessons.

4. Comparatives and Superlatives:

   • This topic is easier than the last one.

   • She is the best student in grammar.

5. Adverbs of Frequency:

   • always, usually, often, sometimes, never

   • I sometimes forget the new words.

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VOCABULARY

1. Fail – Not succeed in something.

2. Quiz – A short test.

3. Mistake – Something wrong or incorrect.

4. Lesson – A time of learning.

5. Improve – To become better.

6. Help – To support someone.

7. Understand – To know the meaning of something.

8. Confused – Not sure or not clear.

9. Practice – To do something many times to get better.

10. Success – A good result or achievement.

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USEFUL EXPRESSIONS

• What did you fail at?

• Don’t worry, try again.

• You can improve.

• Ask for help.

• Failure is a step to success.

• Keep working hard!

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SENTENCES

Positive:

• I learned from my mistakes.

• She passed the test after trying again.

• We studied hard and improved.

Negative:

• I didn’t understand the grammar.

• They didn’t finish the homework.

• He didn’t ask for help.

Questions:

• What did you fail at?

• Did you try again?

• Did the teacher help you?

Answers:

• I failed the speaking test.

• Yes, I studied more and passed.

• No, I didn’t ask for help, but I will next time.

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CONVERSATION

Teacher: What happened with your last writing assignment, Mia?

Mia: I failed. I didn’t understand the instructions.

Teacher: That’s okay. Many students had the same problem. Did you try to do it again?

Mia: No, I felt bad and just stopped trying.

Teacher: You shouldn’t give up. Mistakes help us learn. You can try again today.

Mia: Really? That would help me a lot.

Teacher: Of course. Let’s review the instructions together.

Mia: Thank you, I want to improve.

Teacher: That’s the spirit! You will do better next time.

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LONG READING

Many students feel sad when they don’t do well in class. For example, Lucas failed his English listening test. He didn’t understand the audio and felt confused. He didn’t want to try again, and he stopped practicing. His friend Emily talked to him. “It’s okay to fail,” she said. “You should keep practicing.”

Lucas listened to her. He started to listen to English podcasts and watch short videos. Every day, he practiced a little. After two weeks, he took the test again. This time, he passed. He felt proud and happy.

Questions and Answers:

1. What did Lucas fail at? – His English listening test.

2. How did he feel after failing? – He felt confused and didn’t want to try again.

3. Who talked to him? – His friend Emily.

4. What did he do to improve? – He listened to English every day.

5. What happened after he practiced? – He passed the test.

SHE GAVE UP AFTER FAILING TWO LESSONS

 In this topic, students will explore how people respond to challenges and failure. They will use the past simple to talk about past actions and experiences, and will also practice using modal verbs to give advice and encouragement. This topic helps learners express their feelings about failure and motivate themselves or others to keep trying.

For example:

• She gave up after failing two lessons.

• He didn’t give up. He kept trying.

• You should keep studying even if it's hard.

Students will learn to talk about failure, effort, and success in learning experiences.

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GRAMMAR

1. Past Simple:

   • She failed the test.

   • He studied every night.

2. Present Simple:

   • I always do my homework.

   • They never give up easily.

3. Modal Verbs (should, can, must):

   • You should keep trying.

   • You must not give up.

   • He can improve with help.

4. Comparatives and Superlatives:

   • This lesson is harder than the last one.

   • She is the most determined student in class.

5. Adverbs of Frequency:

   • always, usually, often, sometimes, never

   • I sometimes feel discouraged, but I keep trying.

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VOCABULARY

1. Give up – To stop trying.

2. Fail – To not succeed.

3. Try – To make an effort.

4. Lesson – A class or time of learning.

5. Effort – Hard work.

6. Motivate – To encourage someone to act.

7. Improve – To become better.

8. Confident – Sure of oneself.

9. Determined – Wanting to do something very much.

10. Mistake – Something that is not correct.

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USEFUL EXPRESSIONS

• Don’t give up!

• Try again.

• She worked hard and succeeded.

• Failure is part of learning.

• You can do it!

• Keep practicing!

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SENTENCES

Positive:

• He kept studying after failing.

• She tried again and passed the test.

• I learned from my mistakes.

Negative:

• She didn’t pass the exam.

• I didn’t give up.

• They didn’t stop trying.

Questions:

• Did you fail the test?

• Did she try again?

• What did he do after the difficult lesson?

Answers:

• Yes, I failed the first time.

• No, she gave up.

• He studied harder.

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CONVERSATION

Liam: Hi Zoe. Why do you look sad?

Zoe: I failed my math test. I studied, but it was too hard.

Liam: That happens sometimes. Did you try to study again?

Zoe: No, I gave up. I feel like I can’t do it.

Liam: You shouldn’t give up. Everyone makes mistakes. I failed before too.

Zoe: Really? What did you do?

Liam: I asked the teacher for help and studied more. I passed the next test.

Zoe: Maybe I should try again.

Liam: Yes, you can do it. Let’s study together.

Zoe: Thanks, Liam. That helps a lot.

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LONG READING

Failure is a part of learning. Many students feel bad when they don’t succeed. For example, Sarah failed her first two English lessons. She didn’t understand the grammar and vocabulary. She felt very sad and decided to give up. She stopped doing her homework and didn’t ask for help.

Her friend Anna noticed this. Anna talked to her and said, “You should try again. I can help you.” Sarah didn’t want to fail again, but she listened to Anna. She started studying every day and practiced speaking with Anna. After a few weeks, she felt more confident. In the next lesson, she passed her test.

Questions and Answers:

1. Why did Sarah give up? – Because she failed two lessons and felt sad.

2. What did she stop doing? – She stopped doing her homework.

3. Who helped Sarah? – Her friend Anna.

4. What did Sarah do to improve? – She studied every day and practiced.

5. What happened after she studied more? – She passed her test.

YOU WILL SUCCEED IF YOU DON’T MISS YOUR LESSONS

 In this topic, students will learn to talk about success in learning and the importance of attending lessons regularly. They will practice using the future with "will" and "going to," and review present simple and modal verbs to express habits, advice, and encouragement. Students will also use adverbs of frequency and vocabulary related to study habits, goals, and progress.

For example:

• You will succeed if you don’t miss your lessons.

• She always attends class, and she gets good grades.

• We shouldn’t skip our classes.

This topic helps students express goals and habits that lead to success in learning.

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GRAMMAR

1. Future with "will" and "going to":

   • You will succeed if you study hard.

   • I’m going to attend every lesson this month.

2. Present Simple (routines and habits):

   • He attends all his lessons.

   • They study together every evening.

3. Modal Verbs:

   • You should go to every class.

   • You mustn’t skip lessons.

   • She can ask the teacher for help.

4. Adverbs of Frequency:

   • always, usually, often, sometimes, never

   • I always take notes in class.

5. Conditionals (First Conditional):

   • If you miss class, you will not understand the topic.

   • If he studies, he will pass the test.

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VOCABULARY

1. Succeed – To do well or reach a goal.

2. Miss – To not attend or be present.

3. Lesson – A class or time of learning.

4. Skip – To not go to something on purpose.

5. Goal – A target or something you want to achieve.

6. Attend – To go to or be present at something.

7. Grade – A score or mark you get in school.

8. Homework – Work you do at home for school.

9. Progress – Improvement or moving forward.

10. Effort – Hard work or energy to do something.

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USEFUL EXPRESSIONS

• You will succeed!

• Don’t miss your classes.

• I always go to class.

• Try to attend every lesson.

• If you work hard, you will pass.

• Success needs effort and time.

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SENTENCES

Positive:

• I always attend my lessons.

• She will succeed in her exams.

• We are going to study together.

Negative:

• He doesn’t go to class every day.

• They won’t pass if they skip lessons.

• I’m not missing any more classes.

Questions:

• Do you usually go to all your classes?

• Will you study tonight?

• Are you going to attend the lesson tomorrow?

Answers:

• Yes, I always go to class.

• No, I missed class yesterday.

• I will be there on time.

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CONVERSATION

Emma: Hi Lucas! You look happy today.

Lucas: I am! I passed my science test.

Emma: That’s great! You studied a lot, right?

Lucas: Yes. I didn’t miss any lessons and I reviewed at home.

Emma: I missed two classes last week. I think that’s why I didn’t do well.

Lucas: You should try to go every day. It really helps.

Emma: You’re right. I will not skip any more classes. I want to succeed too.

Lucas: That’s the spirit! Let’s study together next time.

Emma: Good idea!

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LONG READING

Success in school doesn’t happen by chance. Students who do well usually attend all their lessons, do their homework, and study regularly. Mia is one of those students. She goes to every class and pays attention. When she doesn’t understand something, she asks questions. Mia also reviews her notes at home.

Her friend Alex often skips classes. He sometimes forgets to do his homework. Because of this, his grades are not very good. One day, Mia told Alex, “If you want to succeed, you need to come to class.” Alex listened to her and started to change. Now he attends his lessons and studies more. His grades are better, and he feels more confident.

Questions and Answers:

1. Why is Mia successful? – Because she attends all her lessons and studies.

2. What does she do when she doesn’t understand something? – She asks questions.

3. What problem does Alex have? – He skips classes and forgets homework.

4. What advice did Mia give Alex? – She said he should come to class.

5. What happened after Alex changed? – His grades improved.

HE DIDN’T GIVE UP, HE KEPT TRYING AFTER A DIFFICULT LESSON

 In this topic, students will learn to talk about perseverance and effort after facing challenges. They will describe past experiences using the past simple, and express future intentions using "will" and "going to." Students will also use modal verbs to give advice and encouragement. The goal is to help students talk about trying again and not giving up when something is hard.

For example:

• He didn’t give up, he kept trying after a difficult lesson.

• I failed the first time, but I tried again.

• You should keep going, even when it’s hard.

This topic helps build vocabulary around learning, effort, and emotions, and gives students a way to express support and encouragement.

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GRAMMAR

1. Past Simple (finished actions in the past):

   • He didn’t give up.

   • She kept trying.

2. Future with "will" and "going to":

   • I will try again tomorrow.

   • He is going to study more next week.

3. Modal Verbs:

   • You should not give up.

   • He can improve if he works hard.

4. Adverbs of frequency:

   • always, usually, sometimes, never

   • He always tries again.

5. Prepositions (after, before, during):

   • After the lesson, he practiced more.

   • During the class, he asked questions.

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VOCABULARY

1. Give up – To stop trying.

2. Try – To make an effort.

3. Lesson – A period of learning something.

4. Difficult – Not easy.

5. Keep – To continue doing something.

6. Improve – To get better.

7. Mistake – An error or something wrong.

8. Effort – Hard work or energy to do something.

9. Encourage – To give support and confidence.

10. Success – Achieving a goal or result.

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USEFUL EXPRESSIONS

• Don’t give up!

• Keep trying!

• It was difficult, but I did it.

• You can do it!

• Try again.

• Mistakes help us learn.

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SENTENCES

Positive:

• He kept trying after a hard lesson.

• I studied more and I passed.

• She always works hard.

Negative:

• He didn’t give up.

• I didn’t understand the first time.

• They didn’t stop practicing.

Questions:

• Did he give up?

• What did you do after the lesson?

• Are you going to try again?

Answers:

• No, he kept going.

• I studied more at home.

• Yes, I will try again tomorrow.

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CONVERSATION

Leo: Hey Mia, did you finish the math homework?

Mia: Not yet. It was really difficult. I didn’t understand the last part.

Leo: That happened to me too. But I didn’t give up. I asked the teacher for help.

Mia: That’s a good idea. I think I will try again tonight.

Leo: Yes! You should. You can do it!

Mia: Thanks, Leo. I feel better now. I’m going to study after dinner.

Leo: Great! Let’s both keep trying!

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LONG READING

Liam had a very hard time with his English class last year. He didn’t understand the grammar rules and he failed his first test. Many students would give up, but Liam didn’t. He kept trying. He studied every day, asked questions in class, and practiced with his friends.

After a few weeks, Liam started to improve. He passed his next test and felt proud of himself. Now he always says, “Don’t give up. Keep trying.” His classmates admire him for his effort and positive attitude.

Questions and Answers:

1. What subject was hard for Liam? – English.

2. Did he give up after failing? – No, he kept trying.

3. What did he do to improve? – He studied, asked questions, and practiced.

4. What happened after a few weeks? – He passed his test.

5. How do his classmates feel about him? – They admire him.

IS FAILURE OR SUCCESS MORE IMPORTANT IN LEARNING?

 In this topic, students will learn to talk about failure and success in the process of learning. They will explore ideas about why both failure and success are important. Students will practice discussing opinions, habits, and giving advice related to learning. They will understand that sometimes failure teaches us lessons, while success motivates us to continue.

For example:

• Success is important because it shows you did well.

• Failure is important because you learn from your mistakes.

• Is success more important than failure?

• I think failure helps us improve.

Students will use present simple for facts, present continuous for current thoughts, past simple for past experiences, future forms for plans and predictions, and modal verbs for advice.

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GRAMMAR

1. Present Simple (facts, routines, opinions):

   • Failure and success are important in learning.

   • I think success is more important.

2. Present Continuous (actions or thoughts happening now):

   • I am thinking about my last failure.

   • They are learning from their mistakes.

3. Past Simple (completed actions):

   • I failed the test, but I learned a lot.

   • She succeeded because she studied hard.

4. Future with "will" and "going to":

   • I will try again after failure.

   • They are going to work harder next time.

5. Modal verbs (can/can’t, should/shouldn’t, must/mustn’t):

   • You should learn from failure.

   • You must not give up after failure.

   • Success can motivate you.

6. Comparatives and superlatives:

   • Failure is more important than you think.

   • Success is the most exciting feeling.

7. Adverbs of frequency:

   • always, usually, sometimes, never

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VOCABULARY

1. Failure – Not achieving a goal or making a mistake.

2. Success – Doing something well or reaching a goal.

3. Learn – To get knowledge or skills.

4. Mistake – An error or wrong action.

5. Try – To make an effort to do something.

6. Improve – To get better at something.

7. Motivate – To give energy and desire to do something.

8. Advice – Suggestions to help someone.

9. Experience – Knowledge from doing things.

10. Challenge – Something difficult to do.

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USEFUL EXPRESSIONS

• Is failure or success more important in learning?

• Failure helps you learn and improve.

• Success gives you confidence and motivation.

• You should not be afraid to fail.

• Try again after failure.

• Success is the result of hard work.

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SENTENCES

Positive:

• I learn from my failures.

• She is succeeding in her studies.

• We will try again after mistakes.

• He always tries hard to succeed.

Negative:

• Failure doesn’t mean the end.

• I am not giving up after failing.

• They didn’t succeed the first time.

• You shouldn’t be afraid of failure.

Questions:

• Is success more important than failure?

• Can failure help you learn?

• Should I try again after failure?

• What motivates you to succeed?

Answers:

• Yes, success is important to feel good.

• No, failure can teach important lessons.

• Yes, you should always try again.

• Hard work and success motivate me.

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CONVERSATION

Anna: Hi Tom! Do you think failure or success is more important in learning?

Tom: Hi Anna! I think failure is more important because we learn from mistakes.

Anna: That’s true. But success gives us confidence and motivation to continue.

Tom: Yes, success is great. But sometimes failure helps us improve more.

Anna: I agree. I always try again after I fail.

Tom: Me too. We must not give up. Failure and success are both part of learning.

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LONG READING

Learning is a process with both success and failure. Some students think success is the most important because it feels good and shows hard work. Others say failure is more important because it teaches lessons and helps improve skills.

For example, Maria failed her math test last year. She was sad but learned to study better. This failure helped her succeed in the next test. On the other hand, Luis succeeded in his science project and felt proud. Both experiences helped them learn.

Teachers say students should not be afraid of failure. Instead, they should use failure as a chance to learn. Success is a reward for hard work and effort. Both failure and success are important to reach goals.

Questions and Answers:

1. What do some students think is most important? – Success.

2. Why do others think failure is important? – Because it teaches lessons.

3. What happened to Maria? – She failed a test but learned from it.

4. How did Luis feel after success? – Proud.

5. What do teachers say about failure? – Don’t be afraid; learn from it.

SOME STUDENTS FAIL OR SUCCEED DEPENDING ON HOW HARD THEY STUDY

 This topic talks about how students succeed or fail based on their effort and study habits. It explains that studying hard usually helps students do well, while not studying enough can cause failure. Students will learn to discuss causes and results, habits, and give advice about studying.

For example:

• Some students succeed because they study hard.

• If you don’t study, you might fail the exam.

• She is studying a lot this week to succeed.

Students will practice using simple present for facts and routines, present continuous for current actions, past simple for past results, future forms for plans, and modal verbs for advice.

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GRAMMAR

1. Present Simple (facts, routines, habits):

   • Some students fail or succeed depending on how hard they study.

   • She studies every day.

2. Present Continuous (actions happening now or temporary):

   • He is studying hard this week.

   • They are preparing for the exam.

3. Past Simple (completed actions):

   • I failed the test because I didn’t study.

   • She succeeded last year.

4. Future with "will" and "going to":

   • I will study more next time.

   • He is going to take extra classes.

5. Modal verbs for advice and possibility:

   • You should study every day.

   • You must not skip classes.

   • He can succeed if he works hard.

6. Comparatives and superlatives:

   • Studying harder helps you succeed more.

   • The most important thing is to study regularly.

7. Adverbs of frequency:

   • always, usually, sometimes, never

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VOCABULARY

1. Study – To spend time learning.

2. Fail – To not succeed in something.

3. Succeed – To do well or achieve a goal.

4. Effort – Hard work to do something.

5. Habit – Something you do regularly.

6. Exam – A test to check knowledge.

7. Prepare – To get ready for something.

8. Result – The outcome of an action.

9. Advice – Suggestions to help someone.

10. Focus – To pay attention to something.

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USEFUL EXPRESSIONS

• Some students fail or succeed depending on how hard they study.

• You should study every day.

• He is going to prepare for the exam.

• If you don’t study, you might fail.

• She can succeed if she works hard.

• You must focus on your lessons.

• Studying regularly helps a lot.

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SENTENCES

Positive:

• I study hard for my exams.

• She is preparing for the test now.

• They will succeed if they keep working.

• We always study together.

Negative:

• He doesn’t study enough and fails.

• I am not skipping classes this semester.

• She didn’t prepare well last time.

• They won’t succeed without effort.

Questions:

• Do you study every day?

• Are you preparing for the exam now?

• Should I study more?

• Can hard work help you succeed?

Answers:

• Yes, I study every day after school.

• No, I am not preparing today.

• Yes, you should study more to pass.

• Yes, hard work can help a lot.

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CONVERSATION

Maria: Hi, John! How is your studying going?

John: Hi, Maria! I am studying hard this week. I want to succeed.

Maria: That’s good. Some students fail because they don’t study enough.

John: Yes, I know. I failed last time because I didn’t study.

Maria: You should study every day and prepare well.

John: I will. I am going to focus more on my lessons.

Maria: Great! Keep it up and you will do well.

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LONG READING

Studying is very important for students. Some students succeed because they study hard and regularly. Others fail because they don’t study enough or prepare for tests. For example, David studied a lot last semester. He passed all his exams. But Anna didn’t study well and failed two subjects. She learned that studying hard is necessary for success.

When students study, they prepare for exams and improve their skills. Teachers usually give advice to help students study better. For example, they say students should focus, not skip classes, and review their notes often. With effort and good habits, students usually get good results.

Questions and Answers:

1. Why do some students succeed? – Because they study hard.

2. Why do some students fail? – Because they don’t study enough.

3. What happened to David? – He studied a lot and passed.

4. What happened to Anna? – She didn’t study well and failed.

5. What advice do teachers give? – To focus and review notes often.

IF AT FIRST YOU DON'T SUCCEED, TRY AGAIN

 This topic teaches students the important idea of not giving up after the first try. It helps students understand that success often needs many attempts. They will learn how to talk about trying again, giving advice, and sharing experiences using simple tenses and modal verbs.

For example:

• If at first you don’t succeed, try again.

• I didn’t pass the test, but I am going to try again next week.

• You should keep practicing to improve.

Students will practice talking about their efforts, plans, and feelings related to trying and succeeding.

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GRAMMAR

1. Present Simple (general truths and advice):

   • If at first you don’t succeed, try again.

   • Success needs practice.

2. Present Continuous (actions happening now or near future):

   • I am trying again this week.

   • She is practicing every day.

3. Past Simple (completed actions):

   • I didn’t succeed the first time.

   • They tried many times.

4. Future with "will" and "going to":

   • I will try again tomorrow.

   • She is going to practice more.

5. Modal verbs for advice and ability:

   • You should not give up.

   • You must keep trying.

   • You can learn from mistakes.

6. Comparatives and superlatives:

   • Trying again is better than stopping.

   • The most important thing is to keep going.

7. Adverbs of frequency:

   • always, usually, sometimes, never

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VOCABULARY

1. Succeed – To do something well or finish something successfully.

2. Try – To make an effort to do something.

3. Fail – To not succeed.

4. Practice – To do something many times to get better.

5. Mistake – A wrong action or idea.

6. Improve – To get better.

7. Effort – Hard work to do something.

8. Keep going – To continue doing something.

9. Plan – A decision about what to do in the future.

10. Encourage – To give support or confidence.

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USEFUL EXPRESSIONS

• If at first you don’t succeed, try again.

• You should keep practicing.

• Don’t be afraid to make mistakes.

• I am going to try again tomorrow.

• You must believe in yourself.

• Keep going and don’t give up.

• Practice makes perfect.

• Trying is better than stopping.

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SENTENCES

Positive:

• I try again after I fail.

• She is practicing every day to improve.

• They will succeed if they keep trying.

• We can learn from our mistakes.

Negative:

• Don’t stop if you don’t succeed at first.

• He didn’t give up after failing.

• I am not afraid to make mistakes.

• She won’t quit her plans.

Questions:

• What do you do if you don’t succeed?

• Should you try again?

• Are you going to practice more?

• Can mistakes help you improve?

Answers:

• I try again and practice more.

• Yes, you should always try again.

• Yes, I am going to practice every day.

• Yes, mistakes help me learn.

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CONVERSATION

Anna: Hi, Tom! Did you pass your driving test?

Tom: No, I didn’t succeed the first time.

Anna: That’s okay. If at first you don’t succeed, try again!

Tom: Yes, I am going to take the test again next week.

Anna: Great! You should practice more and keep going.

Tom: I will. I’m not giving up!

Anna: Good! I believe you will do well next time.

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LONG READING

Trying something new can be hard. Many people fail at first, but they do not give up. For example, Maria wanted to learn to swim. She tried the first time but could not swim well. She didn’t succeed, but she kept practicing every day. Maria knows that if at first you don’t succeed, you should try again. Now, she can swim very well.

It is normal to make mistakes. Mistakes help us improve and learn. People who try again after failing usually succeed in the end. The most important thing is to keep going and believe in yourself. Remember, success comes with effort and practice.

Questions and Answers:

1. What did Maria want to learn? – Swimming.

2. Did she succeed the first time? – No, she didn’t.

3. What did Maria do after failing? – She kept practicing.

4. Why are mistakes important? – They help us learn.

5. What is the most important thing to do? – Keep trying and believe in yourself.