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hello everyone,

In this lesson students were expected to review and practice asking simple questions using adjectives and asking about personal preferences.

Pupil's Book ( Review 1) p.17 Ex.2

I started the lesson with a simple revision and asked my students to work in groups and I gave each group some pictures and a worksheet .

Ss. Started to ask and answer questions effectively and group leaders helped low achievers by showing related pictures and reading questions and answers.

I wrote the answers on the board and asked Ss.To check their answers and mark their work.

Pupil's Book ( Review 1) p.17 Ex.3

* Asking about personal preferences.

Ss. worked in pairs to ask and answer questions about personal preferences and read their answers to the class.

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Alsallam Aliakum . This is Teacher Awad. I am excited to share with you one of the most enjoyable lessons I've ever taught . The objective of my lesson was about precious stones on earth. My Students engaged in a discussion.  I encouraged all members in a group to take part in a speaking activity. I began the lesson by presenting images of precious stones, my students reminded me of the names of those stones then I wrote them on the board. Following that, I prompted them to provide information about each gemstone. Subsequently, I divided the class into groups and I gave each group a fact file about precious stones. They read the information in the fact file to make notes.

To make the lesson more challenging, I applied this technique. Group one think emeralds are the greatest stones on earth, Group two think Rubies are the most valuable gemstone. Group A faced B in the front of the class trying to convince each other why they think emeralds are better and valuable than rubies, or vice versa. Using the worksheet provided, students turned the point notes from the fact file into full sentences. In the latter part ,Students use those sentences to write a text about a gemstone using the scaffold provided.

Students were highly satisfied as they were able to (role-play) the activity in a very good way and they also found it easy to speak up and to take part in participating. SS seemed so interested in talking and making notes.

The objectives of the lesson were successfully achieved.

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Last week I noticed that students were weak in mastering the  new vocabs of the lesson ..
I put them in groups, gave each group a word and its definition , each girl whispers the meaning to the next one until the last one tells it to the class.
The group whose last girl  says the
word and its meaning wituout any mistake gets 3 bonus marks.
They enjoyed very much and did their best .I noticed that most of them have mastered the vocabs

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In 10th grade ( B ) students answered the Activity by turn taking to give the right alternative

In tenth grade( A) students challanged their prtners to Choose the correct answer through a game
The lesson  for tenth grade (A)has alot of fun

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When the students worked in groups to choose atreasure and describe it Depending on the answers to some questions, the groups were good , one of the students described the sword as seeing it as one of the treasures through which you can defend your right and recover your rights if anyone tries to take them, as she linked this to what is happening in 🇵🇸 Palestine, it was an influential performance that she expressed brilliantly. As Some students also used real photos and materials to describe their treasures..

In the following picture, the question was required to give a presentation to tell Future generations about life in the twenty-first century, the students prepared a Great power point presentation.

After clarifying the idea for the students to apply it in a distinctive way. 💚

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At the beginning of today's class in ninth grade D , we started reviewing the vocabulary in the normal way and to raise the challenge

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One of the students prepared a new vocabulary game where the student chooses a number on the envelope and reads the meaning of the word that was written and try to guess the spelling word and the parts of speech of the word ... This game added a new fun to learn..

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The main objective of this lesson was to make student predict the meaning of a new vocabularies by any means. Firstly, I started the lesson by asking the students about the picture above and made them give answers relying on previous learned words -by using brainstorming. For instance, I have asked them about the type of clothes the man wears. Secondly, after knowing the title of the lesson students were guessing what the lesson would be about. Thirdly, starting with exercise 1, students have prepared the glossary and they were listening to an examples of a sentences suing the words that needs to be identified. Some of the words needed body language in order to identify them other needed intonation and the rest needed to be used in many sentences. Intermediate learners needed to use the dictionary and the glossary in order to abstract the meanings. In order to check the understanding of the sentences, student started using the sentences in sentences about the school and daily life. Finally, I prepared copies of papers including questions needs a use of the words mentioned in the lesson.

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After finishing Employee of The Month, and memorizing the important words that are related to the lesson. In addition, Students were able to use skimming and scanning techniques. Most of the lesson relied on on the three questions of exercise 5 - where students was taking their answers out of the main context. They were giving their opinions about being successful at work or at school as students. That helped to take the lesson out of the context boundary to the daily life. This was after typing notes of similar answers on the board in order to make the whole class based on conversation. In fact, some of the students felt shy of making mistakes while giving their answers, so I decided to make them work in pairs with advanced learners.

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One of my lessons was about writing down and discussing the changes of fashion in our country. I noticed that some students were not eager to do the task. To make the topic more fun, I told the students to prepare for a fashion show in order to make the lesson unforgettable. As a result, the project was done in an effective way and the students were fully engaged. They displayed the changes of fashion creatively.

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Our lesson was about making comparative by using(as adj.  as) at the beginning my ss were confused and shy to apply the rule. So I decided to repeat it by playing this game and revising the names of the countries .Even the low_cheivers ss participated in this game.

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have a great day everyone. this is the last week of the project, and I am sure you are saving the best for last. Good luck to everyone.

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In this exercise, I told students to write about any person they want like our Prophet Mohammad, their fathers, their teachers or their friends.

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In tenth grade, students were confused at using modals of possibility, so we used the same idea ( I saw an amazing car and I want to buy it ) with different situations using the modals. For example: I don't have money. Ican't buy this car.

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Grade 6 students learned how to compare between things using adjectives. I asked them to compare areas of some countries. So I wrote on the board how big each country is in area. Then I asked students to follow the rule they have learned and write sentences comparing the countries. In the next class, I showed them maps of countries and asked them to write sentences.

I noticed that they wrote the sentences more correctly and faster than in the first class.

Displaying maps was better than writing numbers to show the areas. Using maps made it really easier for the students to write sentences.

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Yesterday, my sixth graders had a lesson about "weather". They were supposed to ask and answer questions about weather in several capital cities. They had to mention the temperatures in summer and winter and the amount of rain in each city.

I noticed that it was difficult for each student to have a complete answer including 3 complete sentences.

So I asked them to divide the answer and have 1 sentence for each student. They were in groups of 4; one student asked the question, the second student answered with only one sentence about the weather in the summer. Then the third student answered with just one sentence about weather in winter. The fourth student talked about the amount of rain in that city.

The students were able to answer the question easily when it was divided into sentences.

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Hello everyone,
My lesson for 8th grade was about writing a personsal letter.I noticed after the class that students find difficulty in recognising the naming of each element of the letter.
I prepared a game ( unfolding the cards and find the matching ones).After applying it in the classroom,they became more skilled in recognizing the elements and even to write a letter by themselves.

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The lesson in Tenth grade was about Adverbs of possibility. Ss were confused at using them but after playing the puzzle game by guessing what is the object after giving hints. The lesson becomes clear and i feel very proud of my students.

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Hello 👋 to all... When explaining the meanings of the lesson in the ninth grade B I noticed the difficulty of the new vocabulary for the students, so I asked them to write sentences on each word then listen to the cassette to follow the correct pronunciation... In the next class we played the crown 👑 of words game , where a group of students wear crowns and do not know the words, and the second group hints at the meaning so that the student knows the word with the correct spelling and parts of speech.. In the next the next section we put the words in a box and the student pulls a piece of paper with a word on it that she reads and tells us the meaning and part of speech of the word..

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One of my lessons was about adverbs of frequency. When I demonstrated how to use (how often) in order to make questions, I noticed that some students were not interested in the topic. To make the topic easily understood and the students highly active, I decided to use pictures to help them form questions using how often and answer them using adverbs of frequency. Consequently, the above mentioned activity revived competitiveness among students and they all raised their hands eager to answer.

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Do you recycle? 7th grade Shadi Al-Hanafi. 

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Do you recycle? 7th grade Shadi Al-Hanafi. 

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I was very relaxed going into this lesson because it was a topic I

really loved teaching. The lesson got to a really good start with all

pupils being on time and sitting well. As part of my preparation, I

ensured they all had packs for the two activities for the lesson. I

spent the first ten minutes discussing " Why it is important to recycle?" . I then introduced the lesson on the ‘ what we can/can't recycle’.

The starter activity: Students found the starter activity very

interesting because it required individual responses by placing their

answer in a box. I was surprised at the engagement; perhaps because

nobody could see what others had written.

Main task: This was slightly challenging because I expected

students to be able to form groups by themselves with limited

direction from me.

My intervention meant that some students had

to be in a group that was not their initial preference. Although group

2 formed much more easily (without my intervention) they were the

slowest in producing the outputs required. For me this was a time to

reflect on the diversity of groups as I needed to ensure that pupils

who had not grasped the basics didn’t end up working in a group

that didn’t engage them.

The plenary: Groups 3 and 4 worked really hard to deliver the

required outputs.

Things to change for the next lesson:

• Develop a strategy for getting the groups working quicker.

• Consider group size and make-up to ensure all can get on.

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Hello, dears ,

a new week to go.

your reflections are valuable.

have a good week

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Different types of trees-Grade 10–Amjad Awad

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Different types of trees-Grade 10–Amjad Awad

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In my lesson students were to demonstrate the difference between two types of trees. That helped students expand and develop their creativity and critical thinking.

I introduced the lesson by asking some general questions about the topic to link the lesson to students' prior knowledge. Then, I began by showing students pictures of well-known trees such as Cypress, Oak, Apples, Fig, Olive, Palm and I asked everyone to take notes in order to write some sentences describing their favourite tree. In fact, some students were less active due to the lack of self-confidence, so I created something new by encouraging them to look at the actual trees in our schoolyard, take notes and make comparisons between the different trees. (One tree is tall, the other is short, one tree has dark green bark and another has light green; one tree has leaves and another has needles, etc.)

All students worked in pairs writing sentences, they were interested to be engaged in a good task despite of their different abilities.

The objectives of the lesson were successfully met. The students gave a positive reflection and their performance was better than before.

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hello everyone,

At the end of Unit 3 for the 6th grade I asked my students to give me a feedback about their learning progress by reading this assessment tool👆👆 and choosing one of the three choices for each sentence(Fair, good or Excellent).

One of the weakness points for some students was identifying the number of syllables in a word by counting vowels so I gave them the instructions for a simple trick (hand on chin/chin drop for syllables) to make them learn a new way to identify the number of syllables in a word by playing a game and counting syllables in groups.

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Our lesson was about The countrries and the nationalities ss worked in groups to do a worksheet about it also we added Palestine with 🇵🇸 its immortal nationality ' Jerusalem '"Al.Quds' and then ss applied this at the school broadcasting .All my students encouraged to talk about Palstine espesially about Gaza.

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Present Simple and Present Continuous, Omar Riyad

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Present Simple and Present Continuous, Omar Riyad

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Instead of writing random sentences, I told students to ask questions to each other and write the answers. ( Eighth Grade)

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The oldest trees on the Earth,  Omar Riyad 

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The oldest trees on the Earth,  Omar Riyad 

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In tenth grade SB, I told ss to write a leaflet about two old trees in the world.

After two minutes, I noticed that low achievers couldn't write so I told them to draw the tree and its leaves and write simple adjectives to compare between them.

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In 10th grade ( C) I wrote find out on the board. Then, I asked students to find parts of speech in the text.

In tenth grade( A) We had a part of speech game;They wrote numbers  on papers(1_8) and on the other side they wrote some parts of speech . Each student Chooses a number,  has to find out the part of speech written at the back of the paper.

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10th grade B
Students read the words in the box then they label pictures in their books.

In 10th grade A I decided to involve students in teaching words, so I asked them to do the exercise without my help. This kept them alert because they all wanted to take part.

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Before leaving the class, I asked my 6th graders to quickly colour the emoji that shows how they feel about today's class.

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Today while my students in 7th Grade were working in groups to answer questions in the Activity Book, I noticed that there were passive students hiding behind.

I quickly separated the groups into smaller groups where all students worked better and actively participated.

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Hello 👋 today in the class of tenth grade D We brought colour pictures From the Internet to distinguish between the types of precious stones that share most of their characteristics that are difficult to distinguish between them, So it became easy and fun to learn then the students acted the dialogue in an attractive and fun way . We also brought some available shells and then listened to the cassette to follow the correct pronunciation ...

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Today's lesson was about recycling paper and plastic.
The lesson wasn't too much enjoyable
so I asked students to draw the recycling baskets; colored paper, newspaper, white paper and plastic. They draw pictures and color them.
The students enjoyed drawing and coloring. It was fun to break the ice and warm up the learning environment

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Kifaya Obeidallah (students ' Reflection)

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Kifaya Obeidallah (students ' Reflection)

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Students' reflections

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Reflection of a student from the tenth grade D

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Hello
I am Fadi Jendeya
One of the objectives of this lesson was guessing the meanings of the new words through listening to sentences. I played the cassette for students to work out the meanings of the words from the context in which they were used .
I gave them time at the end of each sentence to consider the possibilities. I found that some students were struggling with this type of exercise , so I prepared copies of the audioscripts to give to students to read along as they listened.
I allowed them to check their guesses in pairs , before consulting the true meanings from the glossary .

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hello everyone, One of the objectives of this lesson was to guess the meanings of new vocabulary items from the surrounding text.
In pairs, some Ss. Started to read the article and guess the meanings of the words effectively but other students (low achievers) found it difficult to read the whole text in a short time and give guesses so I turned the exercise into a simple game to let students deliver the meanings to each other by drawing and acting out the meanings of the words.

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The five senses Eighth Grade. Teacher Omar Riyad 

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The five senses Eighth Grade. Teacher Omar Riyad 

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I noticed that the low achievers have a broblem with using the senses, so I  brought these cards to make a revision l.
Then we played a video about the senses using the speaker.
After that the students wrote sentences using the verbs and the high achievers helped me checking students' answers.
https://youtu.be/q1xNuU7gaAQ?feature=shared
The video link 👆

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Teacher : Heba Abulehya /students' reflections 

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Teacher : Heba Abulehya /students' reflections 

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Grade 10- The rainforests Speaking and Writing skills.

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Grade 10- The rainforests Speaking and Writing skills.

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Hello every one. This is Teacher Amjad Awad. My lesson integrates science and English. It tended to encourage students of 10th grade to speak up so, they can improve their speaking skills. Students did not only learn about the rainforest and how trees keep our planet healthy and clean ,but they also applied writing skills.  Students were divided up into groups. They worked together and made a list of suggestions. In fact, students were encouraged to get involved in the group activity.They also found it easy to speak up and to take part in the task; they seemed so interested in talking and making notes about the rainforests. Students opened great discussions ,brainstormed some more information and gave fruitful ideas. As a bonus, some students developed their leadership skills by running the discussion. After that, I supported groups to write a short paragraph about why the rainforest is important, why we should protect it and what people can do to save the rainforests. I explained the strategy of writing well and they were told to apply the same technique using their ideas to write meaningful and logical sentences.

Many students were cooperative and highly responsible. However; very few students tend not to join the activity as they were somehow shy. Next time, I will pay more attention so they can go beyond their limits.

Finally, the objectives of the lesson were successfully met and the students' performance was greatly noticeable

Thank you Mrs Nour for inviting us to take part in this activity and big thank to all the teachers for their precious collaboration

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As I was having a question- and-answer activity with my Grade 6 students, I realized that the students were getting bored. In order to resolve this problem, I got the students all to stand up and play "Sit down if". I asked a series of quirky yes/no questions. Students sat down if they can answer “yes” and the last student standing is the winner. This got the kinesthetic learners re-engaged in the lesson.

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Hello everyone,
While I was teaching10th grade A students about animals that live in the rainforests,They were not active because they have exams and not well prepared  for the lesson. To arouse their interest about rainforest animals, I asked them to guess the size of the tiny frog.  Most of them answered,but no one guessed the right size. As a result, I searched the tiny frog size on the net; then I showed them the actual size on my Mobile phone . It was surprising to all of us and I think it will be so for you too.
This question and what followed up arouse their interest to find more about rainforests and set up a foundation for discussions about rainforest animals among them.

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My lesson in sixth grade was speaking.Students worked in pairs to make a dialogue *what would you like to do on....? I'd like to ..... At the beginning the students listened carefully but after 20 minutes,the students who made the dialouges became noisy and didn't listen well to their colleagues , so I've decided immediately that I will write a question after each pair on the board about their dialouges and the Ss have to answer them at the end of the lesson. Students became quietly and paid attention to each other.

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Present Simple and Present Continuous 8th grade, Teacher Omar Riyad 

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Present Simple and Present Continuous 8th grade, Teacher Omar Riyad 

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Today's lesson was about Present Continuous and Present Simple
Students in section b was bored because the exercises are repeated and in the same way, so I decided to change this way.
I took section h to the library and we used the projector.
We watched a video about the topic then in groups, students answered the questions and they were very happy.
https://youtu.be/GLF0lHOrTls?feature=shared
This the video link👆

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Global Warming - 7th grade T. Shadi Al-Hanafi. 

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Global Warming - 7th grade T. Shadi Al-Hanafi. 

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Hello everyone,
This lesson includes the objectives of the lesson teaching students how to explain the rise in temperature of Earth’s atmosphere "Global Warming" and the potential problems.
Some students specifically have difficulty with pronunciation of some sounds or words. I've tried to let them listen to native speaker through speaker device and asked them to  repeat after him.

Regards,
Shadi Al-Hanafi.

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Hello... In the ninth grade class B. The students faced difficulty in understanding the meanings of the traditional garment lesson. Here started the idea of making an acting sketch that displays the types of traditional clothes that led to the interaction of students in a distinctive way 

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Hello... In the ninth grade class B. The students faced difficulty in understanding the meanings of the traditional garment lesson. Here started the idea of making an acting sketch that displays the types of traditional clothes that led to the interaction of students in a distinctive way 

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Dangerous Jobs and Activities -Vocabulary/ Grade (7)

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Dangerous Jobs and Activities -Vocabulary/ Grade (7)

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One of my lessons was about danderous jobs and activities. In grade 7-A, we demonstrated the words and their definitions using the flashcards and pictures. However , when I gave the same lesson for grade 7(c), I  came up with another idea which was using the data show to show students videos about dangerous jobs. The lesson in grade 7 (c) was more challenging and interesting. The students were fully engaged in the lesson.

Teacher, Heba Abulehya

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Have a good day dear Teachers! Your reflections count, please share your reflections for this week