Classroom Activity 8

  • Home
  • My CV
  • About
  • Education
  • learning
  • 21st Century skills in Education
  • Critical Thinking
  • Active-learning
  • Teaching
  • Methods
  • Skills
  • Grammar
  • Linguistics
  • Teaching Tools
  • Amideast Forum
  • School Activities
  • Entertainment
  • Classroom Management
  • Publications/Achievements
  • My Blog
  • Contact
  • Abouna Fanous Site


pz14woSsN6132XUIl1tE6gA5nlpFtHhQyHwyuKDfZPuuBj_BnKKQEg==.gif



Click here to go to : Abouna Fanous Site.



موقع عمى أبونا فانوس الأنبا بولا



email-logo – Jenny Brook Bluegrass



girgishannaharoun@yahoo.co.uk


اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته



VK8GFP9HFt9BbBrZe58JpDvB9NEdhFIgtrOB-I8YcSjs9DNu9yWv_6L9Qb-bnK0v.jpg

Translate This Page


He heals the brokenhearted and

binds up their wounds."

 ~ Psalms 147:3



Notice from the SVG FSA : Forex IBCs – Wilfred International Services









Humor:




51. The Laughing Lady |




Teacher: I hope I didn't see you looking at Maria's answers.


Student: I sure hope you didn't, either!

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 8







Mr. / Girgis



A Veteran Educator's Love Letter to Teaching (Opinion)


Classroom Activity 8




 Game 1: Memory




Time required:


15 minutes or more




Materials:


word cards




Preparation:


Create a set of Memory cards. Each card should contain

one of the vocabulary words.  You may have to create

multiple sets of cards depending on the size of your

class—or, better yet, have students create the cards.

Place cards face down on a hard surface, in columns

 and rows.



Procedures:


1. Divide the class into groups of 4 to 6 students. 


Each group should have one set of cards face down.




2. Student 1 flips over two cards.


Student 1 reads the words on the cards to the rest of

the group. If the cards form a match of an animal and

its offspring(e.g., sheep and lamb), Student 1 keeps

the two cards and takes another turn.


If the two cards do not match (e.g., sheep and pig),

Student 1 should flip the cards back over so that they are

face down again, and Student 2 takes a turn.



3. Each student takes a turn. When all the pairs of

matching cards have been found, the student who has

taken the most pairs is the winner.



 


25 interactive classroom activity ideas



Variations


1. When a student flips over two cards that don’t match,

have the student say what the correct matches for the

 two cards would be.



2. Keep the cards for future use. Mix in new cards with the

old cards as students learn more vocabulary.



3. Give each student one Memory card. Students walk

 around the room trying to find their “match” by reading

the word on their card (easier) or by describing the

 word (more difficult).


Students remain standing until everyone has found a

match. Have each pair read its cards aloud.



4. Have students form teams and hold a class tournament

 using multiple sets of Memory cards.

Each team plays every other team in the class

(or, if time is limited, each team plays a specified number

of games). The team that wins the most games is

declared the winner.



 


 
Library – oxfordhnd



Game 2: Spring Forward



Time required:


10 minutes or more



Materials:


blackboard or whiteboard, chalk



Preparation:


Write one group of words on the board (e.g., the names of the animals but not the offspring). Every student must reach all the words.



Procedures:


1. Divide students into two teams. Have each team stand in a line with the first person in each line standing in front of the board.



You may want to put tape on the floor or draw a line that the first person on each team must stand behind—about three or four steps away from the board.



 


Enabling Student Collaboration and Interactive Teaching in Beaverton (OR) |  the Learning Counsel



2. Have a place on the board to keep track of each

team’s points.



3. Read one word from the group of words that is not on

the board—in this case, the “offspring” group.


 For example,

if sheep is on the board, say the word lamb.



4. The first student from each team races to the board

and slaps the correct word (students should slap sheep

if you say the word lamb).



5. The first student to slap the correct  word gets a point

for his or her team.




6. Both students go to the end of the line, and the next

two students take the next turn. Make sure all the

students have a chance, or continue until all the

vocabulary words have been sufficiently reviewed.



(The words may get erased when students slap them.

Be ready to rewrite the words so that everyone can

 read them.)



 


First day of school brings excitement, nerves



Variations


1. Have a student volunteer read the vocabulary words.


2. Have multiple games going on at once if the class is


large.


3. Have students participate from their seats:


Two students stand and, when they know the answer,


slap their desk.


Call on the first person to slap the desk, and that student


must call out the correct answer.


4. Have students write their answer on a piece of paper


and hold up their paper as soon as they are finished.


Check to make sure the answer is correct (and is spelled


correctly).


This is a quieter version that focuses on writing; it also


allows the whole class to participate .



 
   The Extraordinary Demands of High-Needs Teaching



Game 3: Back-to-Back


Time required:


20 minutes or more




Materials:


vocabulary grids




Preparation:


1. Create vocabulary grids. In each grid, write vocabulary

 words in half the boxes. One grid should have words

 from one category (in this case, animals); the second

grid should have words from the other group of words

 (off-spring).



A box containing a word in the first grid should be blank

in the second grid, and vice versa (e.g., in the Example

Grids, sheep is written in Box 1A of the Animals Grid,

but 2A is blank; in the Offspring Grid, 1A is blank,

and kitten appears in 2A).





Preparation:



1. Create vocabulary grids. In each grid, write vocabulary

words in half the boxes. One grid should have words

from one category (in this case, animals); the second

grid should have words from the other group of words

 (offspring).



A box containing a word in the first grid should be blank in

 the second grid, and vice versa (e.g., in the Example

Grids, sheep is written in Box 1A of the Animals Grid, but

2A is blank; in the Offspring Grid, 1A is blank, and kitten

appears in 2A).



 


Illinois schools still face teacher shortage weeks before first day | WICS



Example Grids:



(Animals, A B C D E, 1 sheep cow bird ,m 2 pig goat,

Offspring, A B C

1 puppy cub, 2 kitten fawn bunny.



2. Create enough grids for every student to have

either an Animals Grid or an Offspring Grid

(there should be an equal number of each).

You can make copies or have students create grids.




Optional preparation:


Create grids on large pieces of paper and post one

 grid on one side of the classroom and one grid on the

other.



(Students should sit back-to-back so each student can

 see only one of the grids posted on the wall.) Have

students copy the grids into their notebooks.



5. Students alternate asking and answering until both

students have completed their grids.The team should

 then yell “Finished!” and hold up their grids.



Check the grids for accuracy. If there is a mistake,

that team is not the winner; the two students should

 continue until they have filled out the grids correctly.



 


School masking mandate faces legal challenges | WHP



Extension



1. Once a pair is finished, have them work togethe

r to create two similar grids but with the words in a

different order.



2. Each pair swaps the grids it created with another pair.



3. Play the game again, this time having the student

 describe the vocabulary word (“It’s a small soft animal;

 people often have them as pets; they say ‘meow’”)

 rather than simply saying “kitten.” (Students cannot

 use either cat or kitten in the description.)



4. Student 2 should write the word that is a match for

 the word on Student 1’s card.  For example, if Student 1

is describing a kitten, Student 2 should fill in the grid with

the word cat.



Variations for Vocabulary


Use different voc. sets, such as present/past tense

of irregular verbs.



 


View Other Resources:


1-Back



2-Active learning 1



3-Active learning 2



4-Active Learning  3 .



5-Critical Thinking 1



6- Critical thinking 2


7-Pums, puzzles and Riddles.


8-Story Jokes



9-Curiosity and Comprehension



10-English Proverbs


11-Storytelling classroom.

forum 52 3

Teaching Forum 2014, Volume


52, Number 3


1-Assessment Literacy



2-Using Locally Relevant Authentic


Materials




3-Academic Writing




4-Entrepreneurship and Motivation




5-Canine Companions and Helpers



6-Classroom Activities



7-The Lighter Side: "Dog Tricks"

Flag Counter
Hervé, Festival des Papillons de Nuit 2023 29248605@N07
Lake Garda 125877475@N06
colours speak all languages 105964048@N06
Leading To The Sun 7820665@N03
Eden Grove 34971546@N08
Rice plantation in Japan. 127434737@N04
Tweet

Make a free website with Yola