Mr. / Girgis. English Language.
Third year Sec. Second Term.
-------------------------------------------------
Day : Saturday
Date : / 2 / 2025
Subject : English.
Subject : English. Hello!
------------------------------------------------------------------------------------
Warm up:
What is meant by success?
-------------------------------------------------
Activity : 1 : New Vocabulary :
1-A challenge:
Secondary 3 is a/an (achievement - success -
inspiration - challenge) I work hard to overcome.
2-Independent VS dependent:
Teenagers look forward to being totally (inspiring
- dependent - independent - administrative) of
their families.
3-Success - time planning:
Time planning is necessary for ( success -
failure - determination - challenge).
4-Inspiration:
Naguib Mahfouz found (success - achievement -
inspiration - challenge) for his novels in the Cairo
society around him.
5-Impressive - impressed - impress- impression:
Ronaldo is an ( impressed - impressive -
independent - administrative) footballer.
6-Achievement - achieve:
Winning the gold medal is the best (achievement
- combination - presentation - determination)
7-Evaluate - evaluation:
We need to ( evaluate - impress - vote - lecture)
this new system.
8-Enthousiastic - enthousiasm:
My father is ( enthousiasm - enthousiastic -
significant - dependent ) about football.
9-Role model = an ideal to follow
My teacher is my ( Disability - quote - task - role
model)
10-Combine - combination
To (combine - overcome trea - evaluate) is to do
2 different activities at the same time.
--------------------------------------------------------
.Activity: 2 Language ( Adverbs)
Adverb = Adjective + ly
Choose:
independent - independently
Samy is independent. He works ( dependent
strong - weak - independently).
Clever - cleverly
Hanaa is clever. She learns ( clever - cleverly -
cleverness - active)
Slow - slowly
The boys are slow. They run ( slow - slowly -
quickness - quick).
-----------------------------------------------------------------
( Irregular adverbsAdverbs)
(Good - well) - ( Fast - fast) -
(Late - late) - ( Near - near)
Choose:
1- I am ( good - well - badly - slowly).
2- I study ( good - bad - salow - well)
3-Hany went to school ( late - later - lately - latter)
----------------------------------------------------------------
Translation
Choose the right English translation:
رحاب ٱحمد كانت تتمتع بمشاهدة رياضة رفع الأثقال فى التلفزيون عندما
كانت صغيرة
1-Rehab Ahmed enjoyed weightlifting when she
was young.
2-Rehab Ahmed enjoys weightlifting on
television when she is young.
3-Rehab Ahmed enjoys watching weightlifting
on Television when she is old.
4-Rehab Ahmed enjoyed watching weightlifting
on television whe she was young.
Mr. / Girgis. English Language.
Third year Sec. Second Term.
-------------------------------------------------
Day : Saturday
Date : / 2 / 2025
Subject : English.
Subject : English. Hello!
------------------------------------------------------------------------------------
Warm up:
Tell me about a (Success Story).
-------------------------------------------------
Activity : 1 : New Vocabulary :
1-Urgent aid
The refugees need urgent (audience - diagram -
feedback - aid).
2-Cermony
Parents are invited to the graduation(creativity -
certificate - cermony - category)
3-Visual aids:
Videos and diagrams are ( visual - complicated -
organized - rhtorical) aids used by teachers.
4----indicate------:
Your bad marks in English (includes - organises -
indicates - graduates) that you need to work
harder.
5-Picnic
My mother made the pinic and put it in a big bag.
the word picnic here means (trip - outdoor meal-
visit - journey).
6-Do researches - make notes
When the teacher presents the lesson, I like to
( do - make - give - get) notes.
7-Creativity
(Creativity - certificate - Cermony - Category) is
what makes you different.
8-Grduates
The ( audience - cermonies - techniques-
graduates) join the army for military service.
9-Elegant:
She was dressed in ( visual - complicated -
rhetorical - elegant) red dress.
10-Be proud of = take pride in
I am proud ( in - at - off - of ) being Egyptian.
--------------------------------------------------------
.Activity: 2 Language:
( Active and passive in the present
perfect tense)
( Have / has been + pp)
Choose:
1-A film (has watched - have watched
- has been watched - have been
watched ) by me.
2-Some CDs ( has brought - have
brought - have been brought - has
been brought) by my Hany.
3-Naguib Mahfouz's books ( has
been translated - have translated -
has translated - have translated- has
translated).
4-I haven't seen him ( for - since -
when - ago) for 3 years.
5-His style of painting (have changed
- has been changed - have been
changed - have to be changed).
6-I have worked there ( since -
already - just - for ) 3 years.
-----------------------------------------------
Choose the best Arabic translation:
Success isn't about how much
money you make.
١ـالنجاح لا يتعلق بكمية الأموال الت تجنيها.
٢ـالنجاح لا يتعلق بعدد الٱموال التى تجنيها
.
٣ـالنجاح يتعلق بكمية الٱموال التى تجنيها
٣ـالنجاح يتعلق بكمية الٱموال التى تجنيها
.
٤ـ النجاح يحقق الٱموال التى تجنيها
٤ـ النجاح يحقق الٱموال التى تجنيها
.
Translate

Translate This Page
The Lord will keep you from all
harm. He will watch over your
life; the Lord will watch over
your coming and going both
now and forevermore.Psalm 121:7-8
Humor:
Teacher:
I wish you’d pay a little attention,
David.
David:
'm paying as little as I can,
teacher.
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
لذى 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.
Classroom Activity 6
Lessons from Oliver Twist
Level:
Upper Intermediate/Advanced
Goals:
To
familiarize students with a pioneer of the
environmental movement in England; to have
students discuss local or worldwide environmental
problems; to have students consider what the world
might look like in the future if no change is made.
Time required:
60 minutes
Optional Materials:
copies of the passage, poster paper and crayons
Procedures:
Introduction
Write Oliver Twist on
the board. Let students
know that this is the title of a book but do not
give any more information. Have students, in pairs
or groups, brainstorm ideas on what they think the
book is about.
Have each pair or
group share at least one idea
the class.
Listening
Let students know they will be listening to a brief
passage from an environmental book written by an
English author, along
with two quotes from the book.
Before you read, write the “ Oliver Twist Questions”
on the board, along with any other questions you’d
like to add. Read the passage to your students three
times, giving time after each reading for students to
write or discuss their answers.
First, have students
write their answers individually.
After the second reading, have
students discuss their
answers in pairs. After the third reading, go over the
answers as a class.
If you feel your students need to hear the passage
more times, you can read it again.

Silent Spring Questions
Comprehension:
• What is the name of the author of Oliver Twist?
• When and where was the author born?
• Compare Oliver Twist with the author’s other books?
• What was the author hoping to change?
• How was the first chapter different from the rest of
the book?
Discussion:
Compare the two quotes from the first chapter of
Oliver Twist .
How did each quote make you feel?
Think of someone else who attempted to make a
change in society.

Brainstorming
As
a class, make a list of environmental problems you
see in your area. Have students share ideas and
create a list on the board.
Examples might include the following:
Overuse of plastic bags
Litter
Water pollution
Traffic/air pollution
Two-minute Discussions
Let
students know they will be having short
discussions in pairs and that after two minutes.
Write the following prompts on the board:
• What is the problem?
• Why is it happening?
• How does it affect people’s lives?
•
Do you think it is an important problem?
(Do you think something needs
to change?
Or is it important to continue with no change for
other reasons?)
What changes could people make to help fix the
problem?
Once students are in pairs, pick one of the topics on
the board and let students discuss it.
When the two minutes are up, have students switch
pairs quickly, select another topic, and start
discussing again. (You can decide how many two
minute discussions to allow students to have based
on the length of your class, the number of topics your
students have thought of.)

Creating a Story
Put
students into groups. Have each group choose
one of the topics listed on the board or come up
with another topic.
Tell groups that they will write a story similar to the
first chapter of Oliver Twist . Reread the two
quotes from Oliver Twist to the class.
Tell students that the idea is to create a story that
describes what your area or the world could look like
in the future if no change is made. Encourage
students to use descriptive vocabulary, to show
contrast between the present and the future, and to
include specific places and specific details.

Extensions
Have students share their stories:
Have each group read its story to the class.
Post the stories around the room and have
students read them.
Lead a class discussion after students have
listened.
Use the following example prompts
Which of these scenarios is most likely to
happen?
Least likely?
Which situation worries you the most?
What actions can you take to help prevent these
scenarios?

Teaching Forum 2014, Volume
52, Number 3