Unit : 1 Day:

Lessons : 2…13 Date:

Title : At the track Period:

Class:

Teaching Aids: Resource Needed:

□ Board □ Teacher's Guide
□ Drawing □ Student Book Learning Objectives: By the end of this lesson students would be able to:
□ Data Show • Learn new vocabulary related to sports. • Read two texts and practise using
□ Workbook new vocabulary. • Using new vocabulary in everyday language. • Learn how
□ Cards □ Library to practice smart reading skills • Practise reading for pleasure • Practise
□ Cassette listening skills • Practise writing skills
□ The Internet
□ Visual Aids Issue (s): community and participation loyalty and bonding.
□ ………… Value (s): Perseverance compassion.
□ …………
□ ………… Skill (s): Self-management: Talking about feelings

Teaching Strategies: Review: Refer to page iii and revise some of the phonics used ( hotter/ clouds/ knot….etc)
□ Explanation
□ Discovery Warm up: Ask few questions to refresh pupils’ memories.1- What sports do you
□ Solving Problems practice? 2- Who is your favourite football player? 3- Do you know the meaning of ( track/
□ Co-operative Learning athlete)?
1- A student needs to learn how to read the passage carefully. 2- A student needs to learn
□ Individual Learning
how to read the questions carefully. 3- A student needs to learn how to skim and scan for
□ Brain Storming answers.
□ Peer Learning
□ Learning Games
□ Discussion
Presentation
§ New Vocabulary §
Pupils are to learn the following: (Athletes- competing-wearing- throwing- medals- track- race-ball- wins-throwsdistance-
measures-competes-came first-support-try harder)

§ New Structures §
• How far can he jump? • How high can she jump? • How fast can he run? • How far can she throw the ball?

• Page 7 exercise 1 is dealing with conjunctions and how to use them in order to link sentences.
(and/for/because/ so/ or/but)

Activities: Students are to practise using the new vocabulary in dialogues like in a game.

Consolidation: Students are to answer exercise sNo. 1& 2 page 2, No. 1,2,3 &4 pages 6&7 in the Student’s book
as classwork

Home Assignment: Students are to answer exercises pages 3&4 in the Activity book as classwork.

Closing: Sum the lesson up by asking some questions to step forward and talk about their favourite sport.
Unit : 2 Day:
Lessons : Pages: 16- 29 Date:

Title : Body matter Period:

Class:

Teaching Aids: Resource Needed:

□ Board □ Teacher's Guide
□ Drawing □ Student Book Learning Objectives: By the end of this lesson students would be able to:
□ Data Show □ Workbook • Learn human biology (related voc ).
□ Cards □ Library • Using future simple.
□ Cassette • Read a new text about bones
□ The Internet • Learn difference between long (o) and short (o).
□ Visual Aids
□ ………… Issue (s): Therapeutic health: healthy and unhealthy lifestyles.
□ …………
□ ………… Value (s): Appreciation of science / cooperation.
Skill (s): Self- management: personal protection.

Teaching Strategies:
Review: Refer to page 10 and revise some of the phonics used ( race/ city/ distance….etc)
□ Explanation
□ Discovery
□ Solving Problems Warm up: Teacher plays short video presenting part of the body and the importance of
having a healthy body and lifestyle.
□ Co-operative Learning
□ Individual Learning
□ Brain Storming
□ Peer Learning § New Vocabulary § Presentation
□ Learning Games
Pupils are to learn the following:
□ Discussion

• Absorb, arteries, beat, blood, bone, brain breakdown ,chew , elbow, heart , jaw , knee, lungs , organ , oxygen , muscle ,
nutrients , pump , rib , saliva , skeleton , skull , swallow , tongue , veins.

§ New Structures §
• Students are to learn how to use (oo) in short sound Example: look, book, cook and in long sound (oo)
example: mood. moon

• Using future / using going to to refer to future plan. E.g: I am going to have a helmet.

He isn’t going to the park.

Activities: Ask the students to look at p 28 Explain to them how to draw a skeleton. Cut the bones and stick them
on a blank paper.

Consolidation: Refer to p 29 encourage the students to read and color the stars to describe their effort.

Home Assignment: Exercise No3 Page 24 Exercise No. 1,2,3 Page 25

Closing: Sum the lesson up by asking some questions

Unit : 3 Day:
Lessons : Pages: 30- 41 Date:

Title : what’s on your plate? Period:

Class:

Teaching Aids: Resource Needed:

□ Board □ Teacher's Guide
□ Drawing □ Student Book
□ Data Show
Learning Objectives: By the end of this lesson students would be able to:
□ Workbook Talk about healthy food
□ Cards □ Library Read anew text about healthy food.
□ Cassette
□ The Internet Learn how to pronounce words –tion ending, nutrition, digestion.
□ Visual Aids
□ ………… Issue (s): A healthy diet for a healthy mind.
□ ………… Value (s): Independence
□ …………
Skill (s): Decision-making: making healthy choices.

Teaching Strategies:
□ Explanation Review: Refer to page 24 and revise some of the phonics used ( mood/ food/ moon….etc)
□ Discovery
□ Solving Problems Warm up: Teacher pins flash cards depicting the healthy food on the board. And open
free discussion about the healthy food
□ Co-operative Learning
□ Individual Learning
□ Brain Storming
□ Peer Learning Presentation
□ Learning Games
□ Discussion § New Vocabulary §
➢ Carbohydrate, dairy , fat , fiber, minerals protein, sugar, vitamins

§ New Structures §

Learn how to give advice using: Should / shouldn’t.

Activities: Ask students to look at p.40 explaining how to draw, cut and stick picture to make healthy plates.

Consolidation: Refer to p. 41 encourage the students to read and colour the stars to describe their effort.

Home Assignment: Exercise No1, 2 Page 36

Closing: Sum the lesson up by asking some questions

Unit : 4 Day:
Lessons : Page: 52 - 63 Date:

Title : In the wild Period:

Class:

Teaching Aids: Resource Needed:

□ Board □ Teacher's Guide
□ Drawing □ Student Book
□ Data Show □ Workbook Learning Objectives: By the end of this lesson students would be able to:
□ Cards • New vocabulary about animals and their habitats. • New information about
□ Library animals and their behaviour. • Expressing possibilities using might /might
□ Cassette
□ The Internet not.
□ Visual Aids
□ ………… Issue (s): • Awareness of rights and duties. • Environmental responsibility.
□ ………… Value (s): Compassion participation.
□ …………
Skill (s): • Critical thinking: comparing the pros and cons of a topic.

Teaching Strategies:
Review: Refer to pages 30& 31 and revise some of the vocabulary related to the lesson.
□ Explanation
□ Discovery
□ Solving Problems
Warm up: Teacher opens free discussion to talk about kind of animals and which are
□ Co-operative Learning favourite for each of the students and ask them if they know where those animals habitats.

□ Individual Learning
□ Brain Storming
□ Peer Learning Presentation
□ Learning Games
□ Discussion
§ New Vocabulary §
Cheetah, chimpanzee, cobra, fennec fox, macaw, sea lion, sloth, spider monkey;
crayfish, goose, mole, squirrel.

§ New Structures §
• Using Might and might not to express the possibilities

• Students learn new words with the –nd/ nt/ mp endings

Activities: Refer to p.62 students work on a project to make a Rainforest miniature using shoebox, paints ,
cardboard tubes, tissues paper, colour pens , scissors.

Consolidation: Refer to p. 63 encourage the students to read and colour the stars to describe their effort.

Home Assignment: Exercise No. 1 Page 58 Exercise No. 2, 3 Page 58

Closing: Sum the lesson up by asking some questions

Unit : 5 Day:
Lessons : Page: 64-75 Date:

Title : All about water Period:

Class:

Teaching Aids: Resource Needed:

□ Board □ Teacher's Guide
□ Drawing □ Student Book Learning Objectives: By the end of this lesson students would be able to:
□ Data Show • Talk about water, how oasis is formed. • Talk about different kinds of
□ Workbook plants. • Know about the water cycle. • Read sentences that talk about past
□ Cards □ Library actions using has/have + past participle.
□ Cassette
□ The Internet Issue (s): ➢ Awareness of rights and duties. ➢ Environmental
□ Visual Aids responsibility.
□ ………… Value (s): Curiosity / Appreciation of science.
□ …………
□ ………… Skill (s): Participation /critical thinking: understanding the links between
ideas.

Teaching Strategies: Review: Refer to pages 52& 53 and revise some of the vocabulary related to the lesson.
□ Explanation
□ Discovery
□ Solving Problems Warm up: Teacher plays short video presenting the importance of water in our life and the
□ Co-operative Learning usage of it.
□ Individual Learning
□ Brain Storming
□ Peer Learning § New Vocabulary § Presentation
□ Learning Games
□ Discussion

Pupils are to learn the following:

Ground, oasis, soak , spring , surface , river , under the ground, condensation, cycle evaporation,
groundwater.

§ New Structures §
• Talk about past actions using has/have + past participle. Example:
• The water has evaporated.
• I have never eaten olives.
• Have you ever visited an oasis?
• Yes, I have. / No, I haven’t

Activities: Refer to p.74 students work on a project to make a water cycle using: A clear plastic wallet, a marker,
a window , sticky tape , a tap with dripping water, blue food colouring.

Consolidation: Exercise No.1,2,3 Page 67

Home Assignment: Refer to p. 75 encourage the students to read and colour the stars to describe their effort.

Closing: Sum the lesson up by asking some questions

Unit : 6 Day:
Lessons : Page:76 - 87 Date:

Title : What is a flood? Period:

Class:

Teaching Aids: Resource Needed:

□ Board □ Teacher's Guide
□ Drawing □ Student Book Learning Objectives: By the end of this lesson students would be
able to:
□ Data Show □ Workbook • Read two texts and practice using new vocabulary. • Using new
□ Cards □ Library vocabulary in everyday language. • Use ( Too much/too many/ isn’t
□ Cassette enough /aren’t enough)
□ The Internet Issue (s): Sustainable development • Environmental responsibility
□ Visual Aids
□ …………
□ ………… Value (s): Curiosity
□ ………… Skill (s): Problem – solving : suggesting solutions to solve problems /
collaboration(helping others)

Teaching Strategies:
□ Explanation Review: Refer to pages 64& 65 and revise some of the vocabulary related to the lesson.
□ Discovery
□ Solving Problems Warm up: Teacher plays short video about a flood. And open define what flood means.
□ Co-operative Learning
□ Individual Learning
□ Brain Storming
□ Peer Learning
§ New Vocabulary § Presentation
□ Learning Games
□ Discussion

Pupils are to learn the following: • Barrier, canal, dam , drain , pipe , pump , sandbag , collapse , install , minimize,
predict, protect , ruin , warn , wash away.

§ New Structures §
Students will learn how to use: -Too much/too many -Isn’t enough /aren’t enough.

Activities: ➢ Refer to p.86 students work on a project to make a shadoof using: 2 lollipops sticks, sticky tape ,1
long stick , yogurt pot, a bag of marbles or a small bag of stones , modelling clay, string and a bowl of water.

Consolidation: Exercise No.1,2,3 Page 78

Home Assignment: Refer to p. 87 encourage the students to read and colour the
stars to describe their effort.

Closing: Sum the lesson up by asking some questions