٨ ‫دأت الساعة‬

‫ دقيقة‬٤٠‫ و‬١٠ ‫وانتهيت من االختبار الساعة‬

-‫مشيت بالترتيب نفسه المحدد عندهم‬.
-‫مستوى مبتدىء‬- ‫قسم الفوكاب والجرامر سهل‬
-‫ وآِخ ر سؤالين‬،‫ االستماع (مرتين فقط) مستوى مبتدىء‬tricky ‫لكن سهلة‬.
-‫ سؤال العناوين كان عن الكتابة باليد‬.‫القراءة تدرجت من سهلة لمتوسطة‬
- ‫قسم الكتابة يحتاج لتدريب سابق للرسالة الرسمية وغير الرسمية ( عن نادي‬
)‫ رأيك‬-‫ شعورك حيال الموضوع‬- ‫المعلمين‬

‫االقسام السابقة سهلة لتخصص االنجليزي ومتوسطة لبقية االقسام‬

‫آخر قسم (التحدث ) فيه صعوبة على غير االنجليزي النهم طلبوا الحديث عن مواضيع‬
‫تربوية مثل استخدام التقنية في التدريس والتعاون مع الزمالء و‬group work

‫ ما اعرف كيف‬.‫ وحدة منهم احترافية لكن التشويش كان موجود‬..‫ سماعات‬٤ ‫جربت‬
‫بيسمعون صوتي‬

‫ اتوقع اجيب نفس‬.‫عموما االختبار كان مشابه جدا للتجريبي ومافيه تعقيد أو غموض‬
‫درجات التجريبي‬
‫وسالمتكم‬

Importance Of Education
Education is the process of learning and knowing, which is not restricted
to our school text-books. It is a holistic process and continues through our
life. Even the regular happenings and events around us educate us, in one
or the other way. It would not be an exaggeration to say that the
existence of human beings is fruitless without education. An educated
person has the ability to change the world, as he/she is brimming with
confidence and assured of making the right moves. The article dwells on
the importance of education in our lives. Read on to know what meaning it
holds for all of us.
Significance Of Education In Our Life

‫كلماته حلوة‬:: ‫مقال آخر سهل عن التعلم التعاوني‬::

Cooperative learning is the use of small groups in the classroom so that

students work together to maximize their own and each other's learning
(Eggen, 279). The idea is not complicated. Class members are organized
into small groups after receiving initial instruction from the teacher
(Eggen, 280-281). They then work through the assignment together until
all group members totally understand the concept and complete the work
(Sadker, 106). Cooperative efforts require that students learn to labor
together toward common goals, which develops social skills similar to
those needed in the world outside school (Doll, 91-92). Positive
interdependence is critical to the success of the cooperative group
(Sadker, 106). This relationship helps students learn to give and take--to
realize that some people have certain abilities and other people do not,
yet still have other skills to offer. No one group member will possess all of
the information, skills, or resources necessary for success. Each group
member has a unique contribution to make to the joint effort. Realizing
this creates a commitment to the success of the group members as well
as one's self (Eggen, 279). A sense of interconnectedness can help
students transcend the gender, racial, cultural, linguistic, and other
differences they may sense among themselves (Sadker, 106). Cooperative
learning also improves social acceptance of mainstreamed students with
learning disabilities (Eggen, 277). Such interactive experiences are
particularly valuable for students who are learning English as a second
language, who face the challenges of language attainment, academic
learning, and social adaptation all at the same time (Eggen, 277).
Learning in a group environment does not end individual accountability as
one may think. The group must be held responsible for achieving its goals
and each member must be liable for contributing his or her share of the
work (Eggen, 280). By keeping groups small, there is greater individual
responsibility

Hi Amal,
How do you do?Have you seen the recent email from the teacher
international club,yet?I'm so interested to inform/tell them about the high
level of teaching in our country,also the perfect method/way of teaching
by using a very effecient strategies. What about you ,are interested like
me?

Love,
Reem Ali
 Formal and Informal
Email Phrases – from
Greetings to Closing
Phrases!
 10.28.2013
 Melinda Makkos
 Business English, English Writing Skills

Share This Infographic On Your Site

Whether you’re writing to friends, colleagues or to a potential business partner, your
main goal is to get your message across, in other words, to ensure the recipient
understands you.

If you use improper or incorrect language and continuously make mistakes in your e-
mail, not only might you fail to make yourself understood, you might also fail to make a
good impression on the reader.

To avoid this, you can run your e-mail through a grammar and spell checker, however,
this in itself won’t guarantee that you’re using the right words and expressions.

Use:
Grammarly grammar and spell checker

In this article, you’ll find examples of language that are commonly used in different types
of emails, and hopefully, you’ll find the most appropriate one for your message.

The examples are labelled ’formal’ and ’informal’- please note that most informal
expressions are perfectly suitable to use in ’semi-formal’ situations, such as between
business associates who have worked together for some time and have established a good
relationship.

GREETINGS
Formal

 Dear Sir/ Madam,

 Dear Sir or Madam,
 To whom it may concern: (especially AmE)
 Dear Mr/ Ms Jones,
 Dear Dr Smith,
(note: First names are NOT used. Using Miss or Mrs to address a woman is not
appropriate, as you don’t know whether she’s married or not)

Informal

 Hi Dennis,
 Hello Claire,
 Dear Mum,
(note: salutations are followed by a (,) comma, exception: ’To whom it may concern:’)

Read more:
Other Ways To Say NICE TO MEET YOU!
19 Email Templates for Business Communication

REASON FOR WRITING / REPLYING

Formal
  I am writing to make a reservation/ to apply for the position of…/ to confirm my
booking/ to ask for further information about …
 I am writing with regard to the sale of …/ to the complaint you made on 29th
February
 Thank you for your e-mail of 29th February regarding the sale of… / concerning
the conference in Brussels.
 With reference to our telephone conversation on Friday, I would like to let you
know that…
Semi-formal / Informal

 Just a quick note to invite you to…/ to tell you that…

 This is to invite you to join us for...
 Thanks for your e-mail, it was wonderful/great to hear from you.
 I wanted to let you know that / tell you about / ask you if…
Read more:
Making Complaints in English: in a restaurant, on the phone, by letter
7 Simple Examples of Business Email Writing in English

MAKING A REQUEST / ASKING FOR INFORMATION

Formal
  Could you please let me know if you can attend … / if you are available for a
meeting on 12th December?
 I would appreciate it if you could please send me a brochure/ if you could please
reply within two days.
 Could you possibly arrange a meeting with the Logistics Manager?
 I would also like to know if there are any swimming pools in your area.
 Please let me know how much the tickets cost.
Informal

 I was wondering if you could come and see me sometime next week.
 Would you mind coming early to help me clear up the place?
 Do you think you could call Jerry for me?
 Can you call me/ get back to me asap? (as soon as possible)
Read more:
18 Powerful Websites to Improve Your Writing Skills in English
Asking Giving Opinions – Agreeing and Disagreeing in English

OFFERING HELP / GIVING INFORMATION

Formal

 We are happy to let you know that your article has been selected for publication.
  I am glad to inform you that we will be holding our annual conference in Brussels
on 20 September 2014.
 We regret to inform you that the show has been cancelled due to bad weather
conditions.
 We are willing to arrange another meeting with the CEO.
 We would be glad to send you another statement if necessary.
 Please do let me know if I can be of further assistance.
 Should you need any further information/assistance, please do not hesitate to
contact us.
Informal

 I’m sorry, but I can’t make it tomorrow. (= I can’t come tomorrow.)

 I’m happy to tell you that John and I are getting married next month.
 Would you like me to come early and help you clear up the place?
 How about I come and help you out?
 Do you need a hand with moving the furniture?
Read more:
I’m not good at asking questions in English. Can you help?

COMPLAINING
Formal

 I am writing to express my dissatisfaction with… / to complain about…

 I regret to say that I was not completely satisfied with the room you provided us.
 We regret to inform you that your payment is considerably overdue.
 I would like to receive a full refund and compensation for the damages.
 I am interested to hear how your company can compensate us for the distress we
suffered.
Informal

 I’m sorry to say that you’re late with the payments.

 I hope you won’t mind me saying that the place you’d recommended to us wasn’t as
nice as we’d expected.
Read more:
Hilarious Homophones. 50 Stupid Writing Mistakes to Avoid

APOLOGIZING
Formal

 We would like to apologize for any inconvenience caused.

 Please accept our apologies for the delay.
 Please let us know what we can do to compensate you for the damages caused.
  We will make sure that this will not happen again in the future.
 I am afraid I will not be able to attend the conference.
Informal

 I’m sorry for the trouble I caused.

 I apologize for the delay.
 I promise it won’t happen again
 I’m sorry, but I can’t make it to the meeting.
Read more:
Other Ways to Say SORRY!

ATTACHING FILES
Formal

 I am attaching my CV for your consideration.

 I am sending you the brochure as an attachment.
 Please see the statement attached.
 Please find attached the file you requested.
 I am afraid I cannot open the file you have sent me.
  Could you send it again in … format?
Informal

 I’m attaching/sending you the holiday photos.

 Sorry, but I can’t open it. Can you send it again in … format?
Read more:
What are the main types of sentence structures?

ENDING
Formal

 I look forward to hearing from you.

 I look forward to hearing when you are planning to visit our town.
Informal

 Hope to hear from you soon.

 I’m looking forward to seeing you.
Read more:
Different Ways to Say BYE BYE!
CLOSING FORMULA
Formal

 Yours faithfully, (when you start with Dear Sir/ Madam,)

 Yours sincerely, (when you start with the name e.g. Dear Ms Collins)
 Sincerely Yours, (AmE)
 Sincerely, (AmE)
 Yours Truly, (AmE)
Informal

 Love,
 Thanks,
 Take care,
 Yours,
 Best regards, (semi-formal, also BR)
Read more:
6 Ways to Improve Your English Writing Skills
One more thing to keep in mind is that in formal correspondence contractions are rarely
used, so remember to write ’I do not’ instead of ’I don’t’ or ’they cannot’ instead of ’they
can’t’ and so on.
Keep learning, keep writing – practice makes perfect – and let me know if I can help you
with anything.

‫لتعلم النشط‬
Active Learning
https://www.youtube.com/watch?v=N3AUFKC25TI

Page 1 of 2

If you are confused about all the different terms you have come across while
preparing for a teaching job, this glossary will help you understand the jargon of
your new profession.
ABCDEFGHIJKL
Dictionary M-Z
A
ability grouping Placing students into groups based solely on their
achievement on a test.

academic standards Statements that provide a clear description of the

knowledge and skills students should be developing through instruction.

accommodation A device, material, or support process that will enable a

student to accomplish a task more efficiently.

ADHD Attention-deficit/hyperactivity disorder. This is a condition in which an

individual has difficulty sustaining attention, focusing on information, and
frequently demonstrates hyperactive behavior.

analysis A level of questioning in which students break down something into its
component parts.

anecdotal records Narrative descriptions of student behavior or performance.

anticipation guide A teaching strategy that encourages students to use their

background knowledge about a topic before reading about that topic.
application A level of questioning in which students take information and apply
it to a new situation.

assessment Gathering information about the level of performance of individual

students.

attitudinal assessment Determining the attitudinal or emotional growth of your

students.
B
benchmarks See performance standards.

bilingual An individual's ability to speak his or her native language as well as an

additional language fluently.

block scheduling Longer academic periods (primarily at the high school level)
that allow students to pursue a subject in more depth. Periods may range from
70 to 140 minutes in length.

bodily-kinesthetic intelligence This intelligence focuses on physical activities;

eye/hand coordination; and the ability to move around through dance, plays, or
role-playing activities.

brainstorming Generating lots of ideas from many individuals.

buzz session A temporary group of students formed to discuss a specific topic.

C
CD-ROM A computer disc of digitized sounds, activities, and/or pictures.

charter school A school operated as a for-profit enterprise.

closure The final instructional activity in a lesson plan.

comprehension The way in which ideas are organized into categories.

constructivism The way knowledge is created in the mind of a learner.

content courses Teacher preparation courses that focus on the specific content
of factual information about a subject (chemistry, social studies, algebra). College
students in secondary teacher education programs most often take these
courses.

cooperative learning Placing students into small groups and having them work
together toward a common goal.
copyright The registration with the Library of Congress that protects a book or
other printed material from unfair and/or unauthorized duplication.

creative thinking Generating new ways of looking at a situation.

criterion check A point in any lesson at which the teacher stops and checks to
see if students understand the material up to that point.

critical thinking The ability to analyze information.

D
deductive thinking Going from the general to the specific. See also inductive
thinking.

dehydration A reduction of water content.

differentiated instruction Providing instruction according to the different ability

levels in a classroom.

dimensions of learning The five basic elements of any teaching/learning

situation: confidence and independence, knowledge and understanding, skills
and strategies, use of prior and emerging experience, and critical reflection.

disruptive behavior Any behavior that interferes with or impedes a teacher's

ability to teach and students' abilities to learn.
E
educational technology Any instructional aid or media teachers use to support
the teaching and learning process.

elaboration The expansion of an idea or thought.

elementary teachers Teachers who teach preschool up through grade 6.

evaluation A method of determining if students learned what they were taught.

It is usually conducted at the end of a lesson.

extrinsic motivation When an individual is motivated by outside factors or other

people (as opposed to being motivated from within).
F
flexibility The skill of drawing relationships between seemingly unrelated ideas
(How are a brick and a book similar?).

fluency The ability to create a lot of ideas.

formative evaluation Evaluation that takes place between the introduction of
material and its conclusion.

free lunch A student's meal which is completely subsidized by government

funds.
G
gifted students Students who demonstrate high levels of imagination, curiosity,
and intelligence.

graphic organizer A chart, outline, or web of ideas or concepts visually

organized into groups or categories.
H
heterogeneous groups Groups of students of mixed abilities.

high-stakes testing When students take standardized tests, the results of

which are rewarded in some way (graduation, for example).

homeroom The classroom a secondary student attends in the morning (or at

the end of the day). Attendance is taken, announcements are made, and forms
are completed in this room.

hypothesis An assumption, interpretation, or guess based on currently available

information.
I
IDEA Individuals with Disabilities Education Act. This is the name given in 1990
to what was formerly known as Public Law 94-142 (the Education for All
Handicapped Children Act).

IEP A document that outlines specific learning objectives for a student and how
those objectives will be carried out.

inclusion Involving all students in the educational setting that best meets their
needs.

inductive thinking Going from the specific to the general. See also deductive
thinking.

in-service teacher An individual who has been hired by a district and is actively
teaching.
INTASC The Interstate New Teacher Assessment and Support Consortium. This
a group of state education agencies and national educational organizations who
work to reform the preparation, licensing, and professional development of
teachers.

intelligence The ability to use knowledge.

intermediate teachers Teachers who teach forth, fifth, and sixth grade.

interpersonal intelligence The ability to work effectively with other people.

intrapersonal intelligence The ability to understand one's own emotions, goals,

and intentions.

intrinsic motivation Motivation that comes from within the individual.

K
knowledge The facts and data of a subject.
L
laws of learning Basic laws or rules by and through which learning occurs.

learning center A self-contained section of the classroom in which students

engage in independent activities.

learning disabled students Those students who demonstrate a significant

discrepancy between academic achievement and intellectual abilities in one or
more areas.

lecture Sharing information with students verbally.

lesson plan An outline of goals and objectives, activities designed to help

students achieve those goals, and objectives and ways to assess whether
students have actually reached those goals and objectives.

listserv A list of e-mail addresses maintained by a group or organization. E-mail

can be sent electronically to everyone on the list by any member of the list.

locus of control The degree to which individuals perceive they are in control.
There are two types: external (people motivated by others) and internal (people
motivated from within).

logical-mathematical intelligence The ability to reason deductively or

inductively and to recognize and manipulate abstract patterns and relationships.
Page 2 of 2
MNOPQRSTUVWXYZ
Dictionary A-L
M
magnet school A school that specializes in a specific subject area.
manipulatives Physical materials such as cubes, blocks, or balls that model
mathematical concepts.
memory The way we recall previously learned or previously experienced
information.
mental imagery Creating pictures or images in one's own mind.
mentor An experienced teacher who assists a new colleague.
methodology The way(s) in which information is shared with students.
methods courses Teacher preparation courses that focus on the methods,
ways, procedures, or strategies of teaching (the “how-to's” of teaching).
modification Changes in the instruction, course content, or outcomes for
special needs students.
motivation An emotion or psychological need that incites a person to do
something.
motivational opening An initial activity or motivational devise in a lesson
designed to get students' attention or tap into their background knowledge.
MP3 Moving Picture Experts Group Audio Layer 3. This is an audio compression
technology that provides high-quality sound in a very limited space.
multimedia A combination of technologies to create an instructional program or
experience for students.
multiple intelligences A theory that postulates that human beings have eight
separate intelligences (rather than a single IQ score) that determine how they
learn.
musical-rhythmic intelligence Sensitivity to the pitch, timbre, and rhythm of
sounds and the elements of music.
N
naturalistic intelligence The ability of individuals to recognize plants and
animal lives and to have an appreciation for nature.
neural forest The connections that occur between brain cells. The more
connections, the thicker the neural forest; the thicker the neural forest, the more
we know about a specific topic.
neuron A brain cell.
O
objective A statement that describes what students will be able to do upon
completion of an instructional experience.
originality The creation of singular and unique ideas.
P
paraprofessional An individual (usually uncertified) who works with a teacher in
a classroom setting.
parent-teacher conference A face-to-face meeting between a teacher and one
or both parents (or guardians) of a student to discuss the student's academic
performance and any concerns either party might have.
performance The ability to effectively use new information in a productive
manner.
performance assessment When students demonstrate their mastery of
material through a “hands-on activity” (assembling an electrical circuit, for
example).
performance standards Statements that describe what it will take for a student
to demonstrate mastery of a standard.
phonemic awareness A recognition that spoken words are composed of
several individual sounds.
phonics A recognition of sound-spelling relationships in printed words.
planning time Time during the day when a teacher does not have students and
can plan lessons and other activities.
portfolio assessment A collection of materials designed to demonstrate
progress over time.
praise Verbal comments that recognize individual students.
prediction An educated guess about something that may happen in the future.
prior knowledge The knowledge a learner already has about a topic or subject.
It is the past knowledge a learner brings to a new learning situation.
probing A series of teacher statements or questions that encourage students to
elaborate on their answers to previous questions.
problem-solving The ability to identify and solve problems by applying
appropriate skills systematically.
process evaluation The way students go about learning. It may or may not be
related to what they learned.
product evaluation A formal test that occurs at the end of a lesson or lessons.
project assessment When students design a project that illustrates a specific
principle (science fair projects, for example).
prompting Assisting students in thinking beyond their response to a question.
R
realia Three-dimensional objects used for instruction.
reduced lunch A meal that is partially subsidized by government funds.
remediation A teacher comment that helps students reach a more accurate or
higher-level response.
round robin A small group setting in which each student shares information.
routines Ways of managing the classroom; an established set of expectations.
rubric A document that describes varying levels of performance (from high to
low) for a specific assignment.
rule of two-thirds In a traditional classroom, 23 of class time is taken up by
talking, 23 of that time is taken up by teacher talk, and 23 of the teacher talk is
telling or disciplining.
S
search engine A computer program designed to find websites based on
keywords you enter.
second language learners Students whose primary language is not English.
They are learning English as their second language.
secondary teachers Those teachers who teach in grades 7 through 12 (in most
states).
section 504 A civil rights law that requires that institutions not discriminate
against people with disabilities.
simulation An activity in which students are given real-life problem-solving
situations. The emphasis is on student decision-making.
specials Classes usually designated as nonacademic. They typically include art
class, P.E., library time, and music class.
standards A description of what students should know or be able to do.
standards-based teaching When teachers use activities and lessons to ensure
that students master a predetermined set of requirements or standards.
stimulus An event that causes something else to happen or take place.
stress What people experience when a situation challenges their ability to
effectively cope.
stressor An event, circumstance, or situation that causes stress.
summative evaluation Evaluation that occurs at the end of a unit of study.
synapse The place where electrical and chemical connections are made
between one brain cell and another.
synthesis The combination of knowledge elements that form a new whole.
systems analysis Analyzing the parts of a system and the manner in which
they interact.
T
task orientation The degree to which a teacher provides learning opportunities
(as opposed to dealing with management issues) for students.
taxonomy An orderly classification of items according to various levels (low to
high, small to large).
teacher burnout The time in a teacher's life when the demands and
expectations of the job exceed one's perceived ability to accomplish them.
teacher's guide A supplement to a textbook which includes a collection of
teaching materials, lessons, ideas, and activities to help you teach the subject.
textbook A collection of the knowledge, concepts, and principles of a selected
topic or course.
V
verbal-linguistic intelligence The ability to use and produce language
effectively.
visual-spatial intelligence The ability to create visual images in the form of
drawings, designs, maps, puzzles, mazes, and other creative items.
W
wait time The time between the asking of a question and the solicitation of a
response.
‫الكتابه كانت عن المعلومات الشخصيه ‪.‬بعدين ‪ ٣‬اسئله منها قدم نصيحه لزميل يدرس صفوف‬
‫كبار في السن ويأتون متعبين من العمل ‪.‬؟؟‬
‫كمان نصيحه كيف نقنع الطالب ان الواجبات غير مضيعة للوقت ؟؟‬
‫!وسؤال اخر كيف يومك الدراسي ‪..‬؟‬
‫!وسؤال اخر اذكر تجربة عمل مميزه لك في المدرسه ؟‬
‫وكيف تكون النصيحه مهمه لك في مجال عملك؟‬
‫!وكيف تعمل اذا كنت امام مشرف او زميل ‪.‬؟‬
‫!السؤال االخير اكتب إيملين تجاوب على النادي الدولي لإلنجليزي؟؟ وكان فيه ‪ ٣‬اسئله؟‬

‫‪ :‬يعني الواحد يستعد لهالمواضيع‬

‫نصايح للمعلم المستجد و معلم الكبار‬
‫التعلم التعاوني و النشط‬
‫استخدام التقنية في التعليم و التعليم عن بعد ( اون الين)‬