Inventions – Vocabulary Practice

~:| General Descreption |:~

Task 01:

– Students match pictures with their respective names – an easy task.

Task 02:

The old fashion way of practicing spelling (^^,) However, it is still valuable at some stages. Direct students, after tracing the grey example, to start from the last line at the bottom and work their way to the top. In this manner, students will cover their first copied word and will be pushed to look at the example.

Sometime students, when working from top to bottom, tend to look at the last word they copied which might have some spelling mistakes.

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~:| Aim |:~

– Practice spelling.

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~:| Objective |:~

– Copying the vocabulary several times.

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~:| Downloads |:~

Mirror-01

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Inventions Around Us- 01

~:| Descreption |:~

This worksheet is a modefied version of a previous one I developed around the same tasks. The idea is to introduce the meaning of the word invention and help students guess the word instead of giving it straight away.

Task 01:

Students distinguish things that are creations of Allah – The Almighty God – and things that people make.

Task 02:

Students write the name of each picture below it. You may let your students do it by themselves or do it with them. Some words might be new to them. Just make sure they got the spelling right because they will need it in the next task. ( I included comet + fossils to recycle those words from the previous unit in UAE Parade-).

Task 03:

Just a question to raise to students and give them the chance to guess what those things might be called. If some already knew the word and gave the answer, you can just tell them to move to the next task to check their answers.

Task 04:

In each grid, students need to color/shade the letters that spell the name of the picture next to it. The letters are not necessary in order – See the answer to get a clearer idea – and each grid contains a syllable.

Task 05:

Students need to put the three syllibi together and write the word in the space given in the title.

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~:| For The Record |:~

This is what the previous version looked like. I thought it needed a few touches to be more appealing. Also some letters in the grid weren’t shwoing clearly. Letters like [O] would be cut and appear like [C] which messed up the whole task   (-_-“) ..

So, if you see this worksheet somewhere else under a name which isn’t mine (Dedicated-Teacher), know for sure that they have borrowed it from me and just thought of sharing without refering it back to me (^^,).

For those who would like to have it, please click here to download it.

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~:| Downloads |:~

Mirror-01

What is the problem? – 03

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[ Vocabulary ]

cut – headache – toothache – earache – fever – sprained ankle – sore throat – stomachache – broken leg – nosebleed – cold.

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[ Aim ]

– Recognize the different health problems around us through the visual aid.

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[ Objective ]

– Students find the vocabulary in the wordsearch grid, write them down in the list, and then label the pictures according to the list.

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[ Download ]

Mirror-01

– Dedicated Teacher –

What is the problem? – 02

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[ Vocabulary ]

cut – headache – toothache – earache – fever – sprained ankle – sore throat – stomachache – broken leg – nosebleed – cold.

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[ Aim ]

– Recognize the different health problems around us through the visual aid.

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[ Objective ]

– Students find the vocabulary in the wordsearch grid and then write it in the respective box.

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[ Download ]

Mirror-01

– Dedicated Teacher –

Our House – 02

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[ Vocabulary ]

tub – toilet – sink –  blanket  – radio – TV –  dresser – sofa

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[ Aim ]

– Recognize words syllabi.

– Recognize pictures of different furniture objects from around the house.

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[ Objective ]

– Students read the syllabi and match them together to make words.

– Students cut and paste pictures next to their respective words.

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[ Download ]

Mirror-01 | Mirror-02 | Mirror-03

– Dedicated Teacher –

Our House – 01

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[ Vocabulary ]

tub – toilet – sink – bed – rug – blanket  – radio – TV – refrigerator – stove – dresser – sofa – curtains

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[ Aim ]

– Recognize pictures of different furniture objects from around the house.

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[ Objective ]

Students need to read the different choices given for each picture and identify the correct answer.

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[ Download ]

Mirror-01 | Mirror-02 | Mirror-03

– Dedicated Teacher –

My Toys 02

My toys - 02

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~:| Screenshots |:~

Screenshots

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~:| Vocabulary |:~

– Students must know the following

ball – clown – train – marbles – car – plane – doll – bat – boat – teddy bear – blocks – rocket – kite – robot – slide

(Extra vocabulary included as pictures and students are not required to name them)

gameboy – yo-yo – plastic soldure – dominoes – Nintendo DS – skate – rocking horse – mobile toy – seesaw –

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~:| General Instructions |:~

01. Slide 01:

Game Logo and Title.

02. Slide 02:

You need to click after each sentence in the speech bubble.

03. Slide 03-32:

03.1. No need to click to desplay the sentence.

03.2. To choose an answer, click on the picture not the surrounding square.

03.3. After you choose an answer, wait for a blue star with the next question number; it appears on the right hand side of the slide. Click that blue star to move to the next question. Don’t click anywhere, because you’ll move to the next slide which would have a repeated question with different score; Each question is repeated on couple of slides.

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~:| Notes |:~

01. Fonts are embeded so you should have no problems with fonts.

02. Practice running the game before taking it into your classroom.

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~:| Downloads |:~

.ppt

Mirror-01 | Mirror-02 | Mirror-03 | Mirror-04

[ Dedicated-Teacher ]

At The Toy Shop

At The Toy Shop

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~:| Vocabulary |:~

Teddy bear – drums – kite – blocks – ball – doll – clown – rabbit toy – plane – boat – marbles – car – bicycle – dog toy

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~:| Downloads |:~

Mirror-01 | Mirror-02 | Mirror-03

[ Dedicated-Teacher ]

Food Quantity Memory Game [44-cards]

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~:| Vocabulary |:~

A bar of  chocolate. | A bowl of strawberries. | A bunch of bananas. |  A bunch of grapes. | A bottle of milk. | A bottle of water. | A can of pop. | A can of lemonade. | A cup of coffee. | A glass of milk. | A glass of lemonade. | A jar of candy. |  A jar of cookies. | A jar of jam. | A piece of cheese. | A piece of bread. | A slice of cheese. | A slice of tomato. | A slice of watermelon. | A slice of bread.

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~:| Suggestions |:~

01. After you cut along the edges, glue  the picture cards on a  coloured.

02. Laminate the cards for safe keeping and survive the constant use.

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~:| Teacher’s Instruction |:~

01. Get students into a circle on the floor for better view.

02. Show each card and say the name (or elicit it). Give the card to the student next to you and ask him/her to say it out loud then pass it to her neighbour.

[Go over the whole set; pictures and words. This helps weaker students to revise the vocab. before starting any new activity]

02. Put the red cards upside down on one side, and the green ones on the other.

03. Invite some students to play with you, and be the first one to start

-” Look! One blow… Flip! (say the name of the card)… One yellow… Flip! (read the word)

I encourage you to say the action (flip/turn over) to help exposing the students to more language. You don’t have to explain what flip means.. They will get it from the action associated.

04. Give the other helpers a turn to imitate your actions. Encourage reading and saying the vocabulary out loud.

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~:| Downloads |:~

Mirror-01 | Mirror-02 | Mirror-03

[ Dedicated-Teacher ]

Food Memory Game

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[ Vocabulary ]

Food

apple | banana | bread | butter | cake | candy | cheese | chocolate | cookie | egg | grapes | ice cream | jam | olives | onion | orange | pear | strawberries | tomato | watermelon | yogurt

Drinks

lemonade | juice | milk | pop

Containers

bowl | box | cup | glass | jar

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[ idea ]

01. After you cut along the edges, glue  the picture cards on a hard coloured  paper (ex. red) and the words on  a different hard coloured paper (ex. green).

This way you make the memory game easier when demonstrated, instructed and played.

It also makes it easy to generate new speaking games. (I’ll add a few other ideas)

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[ Teacher’s Instruction ]

01. Get students into a circle on the floor for better view.

02. Show each card and say the name (or elicit it). Give the card to the student next to you and ask him/her to say it out loud then pass it to her neighbour.

[Go over the whole set; pictures and words. This helps weaker students to revise the vocab. before starting any new activity]

02. Put the red cards upside down on one side, and the green ones on the other.

03. Invite some students to play with you, and be the first one to start

-” Look! One red… Flip! (say the name of the card)… One green… Flip! (read the word)

I encourage you to say the action (flip/turn over) to help exposing the students to more language. You don’t have to explain what flip means.. They will get it from the action associated.

04. Give the other helpers a turn to imitate your actions. Encourage reading and saying the vocabulary out loud.

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Downloads

Mirror-01 | Mirror-02

[ Dedicated-Teacher ]

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