Classroom Activity 3

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Mr. / Girgis.             English Language. 






Go to my Blog



https://mrgirgis.blogspot.com/





Third year prep.      Second Term.

-------------------------------------------------


Day    :                         Saturday


Date    :                         / 2 / 2025


Subject    :                    English.


Subject     :                    English, New Hello!


Unit : 7 : Lesson  :  1 :  Our World


   ------------------------------------------------------------------------------------


Warm up: 


S1:  Where do wild animals live? 


S2: Where do sheep live?  

-------------------------------------------------

Activity    :   1  : New Vocabulary :



1-Coastal habitat    -    near the sea

The (forest - coastal - desert - grass) habitatat is

 near the sea.




2-Desert habitat    -   in the desert

The (Wetland - rainforest - grassland - polar) 

habitat is in the Sahara desert.




3-Polar habitat    -    North pole

The (polar - mountain - grassland - coastal)  

habitat is in the north pole.




4-Mountain habitat  -  mountains

The ( wetland - rainforest - mountain) habitat is

 in the mountains.




5-Forest habitat   -   forest

The forest habitat is in the ( pole - sea - forest - 

wetland).




6-Grassland habitat    -   green areas

The grassland habitat is in the  green area - 

forest - polar - mountain).




7- Rainforest habitat - rainy forests

Rainforest habitat is in the ( montain - pole - 

forest - rainy forests).




8-Wetland habitat   -   rainy areas

The (wetland - forest - mountain - desert) is in 

rainy areas.




9-Frogs   - wetland animals

(Orangutans - frogs - snakes - wolves) are 

wetland animals.




10- Natural wonders   in Egypt -   White desert   - 

Al Nayzak lake -  Gebel Elba

One of the natural wonders in Egypt is the............


-----------------------------------------------------------------


Activity   :  2    (  Language   ) :


Active and passive in the present simple tense


(Am   is   are  +  pp.)   /  (am not - is not - are not)


I play football.           Football is played by me.

He visits Cairo.         Cairo is visioted by him.

She cooks lunch.      Lunch is cooked by her.

It helps samy.           Samy is helped by it.



I don't study French  .  French isn't studied by me

He doesn't tidy the room. The room isn't tidied.

They don't clean the pots.The pots aren't cleaned



Choose:


1-The lesson ( is written - are written - write -

 writes) by the teacher.

2-The magazines are ( sell - selling - sells - sold).

3-The animals ( are - have - were - do) in the 

forest every year.




2-Correct:


1-The lakes------------------------(fill) with water.

2-My watch------------------------(be) made of metal.

3-The homework----------------(not) done by him.

 



Mr. / Girgis.             English Language. 



Third year prep.      Second Term.

-------------------------------------------------


Day    :                         Saturday


Date    :                         / 2 / 2025


Subject    :                    English.


Subject     :                    English.  Hello!


Unit : 7 : Part  :  2 :       Health & Safety


   ------------------------------------------------------------------------------------


Warm up: 


S1:    What is meant by hygiene?

-------------------------------------------------


Activity    :   1  : New Vocabulary :



1-


VK8GFP9HFt9BbBrZe58JpDvB9NEdhFIgtrOB-I8YcSjs9DNu9yWv_6L9Qb-bnK0v.jpg

Translate This Page


"He heals the brokenhearted

 and binds up their wounds."

 ~ Psalms 147:3




free-clipart-important-notice-9 | Chippewas of the Thames


















Girl Laughing Hysterically Stock Photo ...







Teacher: You missed school


yesterday, didn’t you?



Pupil: Not very much!

Dear visitor,


Use the language selector above

 to go through my whole site 

using any native language you 

speak,


then you can enjoy my 

YouTube channel.



اختاراي لغة من لغات العالم /  اللغة التى تريد

 تصفح موقعى باستخدامها . استخدم المؤشر


الذى فى الاعلى


I register a  video presentation

 in my YouTube channel for

each page of my site.



Next,use the other world site 

selector above to go to the 

search engine site or the social 

media site you like.



My YouTube Channel:

منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام التعليم الجديد  والتصحيح الكترونيا





Classroom Activity 3


    

The Incredible Shrinking


Dialogue



Level:


Upper Intermediate and above



Time required:


60 minutes, depending on class size



Goals:


To encourage students to analyze a text to find the

 most important ideas; to give students practice in 

paraphrasing, speaking, and performing



Materials:


short dialogues with 4 or 5 lines for speakers A

 and B or cartoon strips with 6–10 panels



Background:


This activity is based on the concept of improve 

comedy, which is dialogue and action that actors 

create spontaneously to make an audience laugh.



The students do not need to know this, but they do

 need to know that this activity depends on a 

template—a set of steps the students perform—

and that through these steps, they can make the 

audience laugh.



Procedures:


1. Put students into pairs. As each pair performs ,

the activity, a student from another pair can act as 

timekeeper.



2. Tell the students what they will do in each round 

of this activity so that they can prepare for the full 

activity before performing in front of the class:


 


30 Icebreaker Activities for High School and Middle School Students



Round 1:


Read the dialogue while acting it out with gestures.



Round 2:



Shorten the dialogue and act it out in half the time.

Paraphrase well\ to keep the main ideas, and use

gestures to enhance the audience’s understanding.



Round 3:


Shorten the dialogue again and act it out in 5

seconds. Be sure to keep the main idea and use 

gestures.



Round 4:



Act out the dialogue in 1 second. You should use 

gestures, but you have time for each speaker to say 

only one word.



3. Hand out dialogues to each pair. Each pair must 

have a different dialogue. Student A will have several 

lines to speak, and Student B will have several lines 

to speak. The best dialogues to use include some 

action (gestures, facial expressions, body movement 

and some kind of conflict.



If you don’t have dialogues, or if you want to give 

students practice writing creatively, have them work

 in pairs to write their own dialogues or create their 

own cartoon strips. Students can then exchange 

those dialogues.



The pair that receives the dialogue acts it out. You 

can promote the creation of new dialogues by asking 

students to use vocabulary they are currently 

studying.



For example, if students are learning about holidays, 

have them write dialogues focused on those holidays.

 In this way, the activity provides vocabulary practice 

and review.


 


12 Fun Saving and Budgeting Activities for High School Students


4. Each pair practices the dialogue together to prepare

 to present it in front of the class. Students should 

practice the dialogue enough times so that they feel 

comfortable reading it.



Tell students to use action with their hands or body 

whenever possible and also to use facial expressions 

to show meaning. Students do not have to memorize 

the dialogue when they act it out and in fact should 

read the script exactly for Round 1.




Round 2.

The students must shorten the dialogue so that they 

can read it and act it out in half the time. Depending 

on students’ abilities,they should probably write out the

 shortened dialogue and practice it, making sure it 

takes exactly half the time.




Round 3:

Students shorten the dialogue again, making sure they

 can perform it in 5 seconds. Finally, the pair should 

decide on the one word each student will say in 

Round 4.



5. Have the students perform their dialogues in front of 

the class. Before each pair performs, assign someone 

from another pair to act as timekeeper.


 




How active learning can enhance students' skills - Acer for Education



Round 1:


It should take the students about 30 seconds to 1 

minute to act out the dialogue. When the students 

finish, the timekeeper should note how long Round 1 

has taken.




Round 2:


The two students perform a shortened dialogue in half

 the time. If Round 1 took 1 minute, Round 2 should 

take 30 seconds; if Round 1 took 30 seconds, Round 

2 should take 15 seconds. The students should 

shorten the dialogue but keep as much of the original 

meaning as possible.



Because the pair planned out and practiced each 

round before performing, they should need only a few 

seconds at the end of Round 1 to prepare to perform 

Round 2. timekeeper should yell out and stop the 

action when the time is up.



It is important that the pair keep the dialogue to the

correct amount of time. It is not okay for students to

do the dialogue in much less time or much more time

than the round allows. Controlling the time in this way

 helps the class appreciate the humor of the activity.



Round 3:


The students perform the shortened dialogue in 5

seconds. The students must keep the meaning of

the original dialogue while also making sure not to

go over 5 seconds. The timekeeper should make

sure that the dialogue does not go over 5 seconds.



Round 4:


The students perform the dialogue one final time,

 but this time in 1 second. There is usually enough

 time for Speaker A to say one word and Speaker

 B to say one word.



What words correctly capture the meaning of the

whole dialogue? The students must decide. The

 timekeeper usually doesn’t do anything for this

step because the performers are in a hurry. 

 



View Other




Resources:


1- " Nouns "


2-Amideast Forum, Phrasal Verbs.


3-Amideast Forum, Grammar Lessons.


4-Amideast Forum, Grammar Exercises


6-list of all English Tenses.


7-Beginner&Elementary Exercises.


8-Intermediate Exercises


9-Grammar Rules


10-n English Dictionary.


14-Stress in E. pronunciation






View Other Resources:


1-Back


2-Active learning 1


3-Active learning 2


4-Critical Thinking 1

Photo of Forum 2003 Cover


English Teaching Forum 2003,

Volume 41, Number 3


1-Noun Compounds and Compressed


Definitions


2-Individualizing Learning


3- Communicative Teaching



4-English in Writing Classes



5-The  Role of Language Teachers



6-Teacher Resources



7-Introduction to Teaching Pragmatics


8-Spot the Problem!



9-Appropriateness in Terms of Address


10-Counseling and Oral Communication


11-Techniques for Students


12-Passion for Life!


Critical thinking 2


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