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You'll be using this application to do extra exercises that'll help your language skills in English
يقدم هذا التطبيق عزيزتي الطالبه تمارين وأنشطة اضافيه لتطوير مهاراتك في اللغة الإنجليزية

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يحتاج السيد سميث

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يحتاج السيد سميث وهو معلم من إنجلترا لمساعدتك وقد كتب لك رسالة لإخبارك بما يحتاجه.

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أستخدم الكلمات ال

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أستخدم الكلمات الإضافية لملء الفراغات في النص.

الكلمات الإضافية:

Smith, non-living, water, science, insects, ecosystems, animals

بعد الانتهاء من الرسالة، اقرأها بصوت عالٍ لأحد أفراد العائلة  أو لأحد الأصدقاء.

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أعد السيد سميث ق

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أعد السيد سميث قائمة بالمصطلحات التي يحتاجها طلاب صفه للتعلم عن النظام البيئي ، أكتب معاني هذه الكلمات باللغة العربية في المكان المخصص في الجدول:

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Create and label your own animal by using the body parts of other animals, on a piece of paper.

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Create and label your own animal by using the body parts of other animals, on a piece of paper.

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Instructions:
• Collect old pictures of different animals.
• Choose the body parts such as head, body, wings, legs and tail, to suit where your animal lives, its food and how it moves.
• Cut the body parts you need for your animal (ask a family member to help you).
• On a piece of paper, use the animal parts you cut to make a new animal.
• Glue the body parts in place.
• label the parts of the new animals (head, eyes... etc.).

 Write down (2-3) sentences about the new animal that you create, including the following:
Its name, where it lives and what it eats.
 Read out your sentences to a family member or a friend.

على قطعة من ورق :
قم بإنشاء وتسمية حيوانك الخاص باستخدام أجزاء جسم على حيوانات أخرى.

تعليمات:
• جمع الصور القديمة للحيوانات المختلفة.
• اختر أجزاء الجسم مثل الرأس والجسم والأجنحة والساقين والذيل لتناسب المكان الذي يعيش فيه حيوانك وطعامه وكيفية تحركه.
• اقطع أجزاء الجسم التي تحتاجها لحيوانك (اطلب من أحد أفراد الأسرة مساعدتك).
• على قطعة من الورق ، استخدم أجزاء الحيوان التي قطعتها لصنع حيوان جديد.
• ألصق أجزاء الجسم بالغراء في مكانها.
• تسمية أجزاء الحيوانات الجديدة (رأس ، عيون ... إلخ).

اكتب (2-3) جمل حول الحيوان الجديد الذي قمت بإنشائه ، بما في ذلك ما يلي:
اسمها وأين تعيش وماذا تأكل.
 اقرأ جملك على أحد أفراد الأسرة أو صديق.

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Najlaa and her brother, Ahmad, like to play around the
big, tall tree near their house. She always notices this type
of tree when she goes with her family to Amman National
Park. Najlaa decided to write a description about this tree for
her class presentation next week.

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Write 4-5 sentences about a pine tree using the following words.
اكتب 4-5 جمل حول شجرة صنوبر باستخدام الكلمات التالية.

pine tree

huge

evergreen

cones

pyramidal shape

many trees

National Park

Search the dictionary for the meaning of any difficult word.

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Read the following text and try to guess the meaning of the words in bold.
اقرأي النص التالي ثم خمني معاني الكلمات التي بالخط العريض

Whether you love them or you are upset by them, insects are everywhere. You can see them in your garden, on trees, on television
shows, and even in zoos.
They can be helpful, like bees, or annoying, like mosquitos. They make up the largest group of
animals on Earth. Insects are invertebrates, which means
that they do not have a backbone.

 Choose an insect from your environment, and then write 1-2 sentences about it.
 Draw the insect you chose, and talk about it to a family member or a friend.

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Kareem was happy to know that next week his class will spend a day in the museum. Kareem’s teacher told them that the visit will
be to the Bones and Skeletons Museum. They will see many animals’ skeletons; big and small.
They will read information about them; where they lived, how many years they lived and how they
were brought to the museum.
Look up the meaning of the bold words in a dictionary, and then write them in your notebook.
اقرأي النص ثم اجيبي عن الاسئلة التاليه
• What can you see in the pictures?
• Are they big or small?
• Can you see them in the zoo?
Write 2-3 animal’s names that you saw in the pictures.
 In your own words, describe the pictures orally, (in 1-2 sentences) to a family member or a friend.

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My science lesson this week is about fungi, so I wrote a story about mushroom to tell my sister, Maysaa, about it, because
she likes to eat mushrooms a lot.
A. I will read a mushroom story silently, and then choose words from the list to complete the sentences.
(dangerous, banana, black, fungus, plant, gardens, cook)

I am a mushroom. I am not a __________I am a kind of ----------------of____________ that usually looks like umbrella and grow in
places like backyards, forests, fields, and ___________. I come in
different colours; white, pink, brown and _____________. Some types of me are ____________to eat, while others are safe to eat. Some can be eaten, and are used for cooking. Many people use me to ___________ food. I contain more
potassium than a ___________. I am made up of around 90% water. Do you like me?

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A. I will answer the questions about the story.
1) What colour does a mushroom have?
2) Can you eat any type of mushrooms?
B. I will retell the mushroom story to a family member in my own words.

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هيام فؤاد باكير🤩🤩💖💖<

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هيام فؤاد باكير🤩🤩💖💖

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هيام فؤاد باكير

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هيام فؤاد باكير

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The Dead Sea is called so because nothing lives in it; there are no plants or fish. This is because the
water is so salty there. It is also very rich in minerals; including
magnesium, sodium, calcium and potassium. The Dead Sea mud  products are made from minerals. Tourists, from all over the world, come to the Dead Sea for treatment

سمي البحر الميت بذلك لأنه لا شيء يعيش فيه ، لا توجد نباتات أو أسماك. هذا لأن الماء فيه شديد الملوحة، كما أنها غنية جدًا بالمعادن كالمغنيسيوم والصوديوم والكالسيوم والبوتاسيوم. منتجات طين البحر الميت مصنوعة من المعادن. يأتي السياح من جميع أنحاء العالم إلى البحر الميت للعلاج

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1. I will write 3 sentences about information I already know about the Dead Sea.
سأكتب 3 جمل تحتوي معلومات عن اابحر الميت
2. I will write 2 sentences I knew from the paragrapgh
سأكتب جملتين تحتوي معلومات عرفتها من الفقره
3. I will write 1 question that I still need an answer for, regarding minerals in the Dead Sea.
سأكتب سؤالا واحدا يتعلق بالمعادن المتواجده في البحر الميت احتاج اجابته

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This week my English teacher distributed "Energy use at our house" sheet. She asked all of us to take this sheet home and with the help of a family member, find and fill in the table, the use of energy in each room, and the room that uses the most energy at our house.

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A- I will colour the boxes according to the energy usage.
B- I will write 2 sentences by using the information from the table.
C- I will answer the following questions about the table.
1. Why does a particular room have the greatest energy usage?
2. What are some ways ways to save on the energy used in this room?
3. How much of the energy used ins renewable?
OPTIONAL: I can make a poster, using my best energy-saving ideas, with the help of a family member.