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Connect Plus GR3, Term 1
Connect Plus GR3, Term 1
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:
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.
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.
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 §
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.
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
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.
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
§ 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.
Home Assignment: Refer to p. 75 encourage the students to read and colour the stars to describe their effort.
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.
Home Assignment: Refer to p. 87 encourage the students to read and colour the
stars to describe their effort.