مُلخصات وملفات الثانية

وهاي الاسئلة هنا ثبتانهة الكم

بالنسبة لبقية الاسئلة بحثوا ع الجواب عالنت وكتبوه ولخصوه كبغراف حسب طلاب السنوات السابقة هي تتقبل من النت أجوبة المهم برغراف وله علاقة بالموضوع وإذا فرغت انزللكم جواب بقية الاسئلة وعذرونا عالتقصير الوقت قليل والمشاغل هواي وبالتوفيق 💜.. بالانگليزي نقول ”break a leg“ (يعني حظًا سعيدًا أو يمكنكم القيام بذلك ) ✌🏼

B/ Yes, cultural values can have a significant impact on the teaching and learning of second or foreign languages, particularly in the context of listening skills. Here's how culture values can foster second/foreign language teaching and listening: 1. Emphasis on Communication: Cultures that value clear and effective communication may place greater importance on developing listening skills in the context of language teaching. When communication is highly valued, learners are often encouraged to actively listen and understand the nuances of language use in different cultural contexts. 2. Respect for Diversity: Cultures that value diversity and multiculturalism may be more inclined to promote the learning of second or foreign languages. This can lead to a greater emphasis on teaching listening skills as a way to understand and appreciate different cultural perspectives and ways of expression. 3. Language Learning as a Skill: Cultures that place a strong emphasis on education and the acquisition of skills may prioritize the teaching of listening in second/foreign language instruction. In such cultures, language learning is often seen as a valuable skill that can enhance opportunities for personal and professional growth. 4. Importance of Intercultural Competence: Cultures that value intercultural competence and global awareness may incorporate listening activities that expose learners to diverse linguistic and cultural contexts. This can help learners develop the ability to understand and interpret spoken language in various cultural settings. 5. Encouragement of Active Engagement: Cultures that value active engagement and participation in learning may foster the development of listening skills through interactive and communicative language activities. Such cultures may promote the use of authentic listening materials that reflect real-world situations and encourage learners to engage with the language in meaningful ways. While cultural values can indeed foster second/foreign language teaching and listening, it's important to note that the impact of culture on language learning is complex and multifaceted. Additionally, the specific ways in which cultural values influence language teaching and learning can vary across different educational contexts and individual learners. تگدرون تلخصوهة أنا نزلتهة مثل ما اعرفهة

جواب a/ EFL/ESL teachers can use various forms of media to teach listening skills to their students. Here are some strategies: 1. Authentic Audio and Video: Use authentic audio and video materials such as podcasts, news clips, songs, and short films to expose students to natural language and different accents. 2. Interactive Listening Activities: Use multimedia platforms to create interactive listening activities, such as online quizzes, video dictations, and comprehension exercises. 3. Real-life Simulations: Create listening tasks that simulate real-life situations, such as listening to a telephone conversation or a public announcement, to help students develop their listening skills in context. 4. Podcasts and Online Resources: Encourage students to listen to podcasts or audio content in English on various topics of interest, and then incorporate discussion and comprehension activities based on the material. 5. Role-play and Drama: Use audio or video clips of dialogues and scenes to engage students in role-play activities and drama exercises that require them to actively listen and respond to the content. By incorporating these media-based approaches, EFL/ESL teachers can enhance their students' listening skills in an engaging and interactive way.

الاسئلة الشهرية لمادة الطرائق

Chapter 1 ☝🏻

What are the central factors of teacher self-development? ماهي العوامل الأساسية لتنمية الذات للمعلمين 1- Time It takes time to observe interaction in our own classrooms and to visit other teachers’ classes. The teachers who are in the first few years of their teaching career, time is needed to work through stages in their development. الوقت، يتطلب استيعاب التفاعلات في الصف وقتاً، كذلك التطور في الصفوف يتطلب وقتاً 2- development requires an ongoing commitment. Development teaching is not something to do only in a teacher education program or at the beginning of teaching career. Even the most experienced teachers can learn new things about teaching, and development is enhanced when the teacher makes a commitment to ongoing development. التطور يتطلب الالتزام المستمر تطور المعلم ليس مرتبط بالمناهج الدراسية فقط، حتى أكثر المعلمين خبرة يمكن ان يتعلموا اشياء جديدة حول التعليم 3- development is enhanced through problem solving. When the teachers recognize problems and work at solving them, they can discover new ways to teach and discover more about their role as a teacher. تطور التعليم من خلال حل المشاكل عندما يجد المعلم مشكلة ويعمل على حلها، يمكن ان يجد طرق جديدة للتعليم واكتشاف المزيد حول دوره كمعلم 4- development is also enhanced through exploration for exploration’s sake. Teachers can indeed discover much by exploring simply to explore, not just to solve problems. التعليم ممكن ان يتطور من خلال الاستكشاف من اجل الاستكشاف المعلمين ممكن ان يتعلموا الكثير من خلال الاستكشاف وليس لحل المشاكل فقط 5- development is enhanced by paying attention to and reviewing the basics of EFL/ESL. التعليم ممكن ان يتطور من خلال التركيز ومراجهة اساسيات EFL= English as foreign language-الانجليزيه كلغة اجنبية ESL= English as a second language-الانجليزيه كلغة ثانية 6- development is enhanced by searching out opportunities to develop التطور ممكن ان يتم عن طريق البحث عن الفرص للتطور 7- self-development of teaching beliefs and practices requires the cooperation of others. تطور التعليم من الممكن ان يتم عن طريق مساعدة الاخرين

Comparison between Yoshi's and Kathy's Teaching Yoshi goes through his lessons in a more or less “lockstep” fashion, mostly following the text. Kathy designs her own lessons and brings innovative ideas into her teaching. Yoshi follows a course program in which he leads into a topic with a tape, followed by a reading selection, comprehension questions, another reading, and discussion questions. He rarely breaks from his lockstep way of teaching. Yoshi does not engage the students in negotiating the meaning of the text with him or each other, Kathy is trying to focus the learning on the students. Yoshi is the centre of the lesson and all instruction. Kathy  doesn’t rely on one way of teaching. Rather than making herself the centre of attention. Kathy looks for ways to make the class a community of learners in which students feel free to communicate with each other in English.

هذن من طلاب العام توضيح ع الاقتباسات مال Riders to the sea

These lines are spoken by Maurya the main character when she hears the news of Bartley's death then these words automatically come out of her mouth. Not only referring to the hardship in her life but also indicates that she's ready to embrace challenges of her life, she says that the sea has taken everything from her. Now there's no man alive in her home who can go for the sea only for it to snatch him from her. In her utter grief she express that now she has no reason to be afraid of the storm from the south wind or to lament about the loss of dear ones. Now there will be no more praying for the family members surrounded by sea storms. Now she doesn't need to go for the holy water for the family because she has nothing to lose. Now on wards she doesn't require to take care of temperament of the sea when other women will be eagerly cautious of it for the well-being of their family members. Now that Maurya means to say that she has no connection with the sea as she has no one who can go to it. She is free from

already Lost Many family members and she was worried that her last son Bartley was dead because she had seen him with Michael who had already died. By this dialogue Synge not only shows that the feeling of a mother but also shows the superstitious in the society

These lines are spoken by Maurya the main character, whose recently has lost her son Michael as she goes behind her last son Bartley to give him bread and to bless him because she didn't do it at the time of his departure because it was against her wish. She sees Michael ane Bartley in her vision on her way to the sea which she takes as bad omen ane comes back home broken hearted. When her daughter question her early return, Maurya says that saw Bartley and Michael, she tells them that she first say Bartley on his red mare and she tried to bless him by saying: "My god soon bring you back home", but she couldn't because she felt as if something had chocked her throat from uttering these words. Bartley passed quickly and said to her: "God bless you" but she couldn't respond to him. Instead she realised that she was crying. As she looked up she'd found out that Michael who died recently was riding on his grey pony with fine clothes and new shoes. Maurya was perturbed to see her two sons in her vision because she

These lines are spoken by Maurya and they express the utter sorrow of the old people who have lost their children at a young age. The old ones depend on young people for their life but if the young die early then there's nobody left to support them. Old parents live in sorrow the rest of their lives. Maurya who lost most of her sons says that normally old people leave behind property for the youngsters but her situation is the opposite of it as she has been left behind a property by her son.

These lines have been taken from the one act play "Riders to the sea" written by J. M. Synge and published in 1903. نصيحة هاي اكتبوها قبل شرح اي اقتباس مو بس الاول

These lines have been taken from the one act play "Riders to the sea" written by J. M. Synge and published in 1903. In these lines Nora speaks to her sister Cathleen about the death of their brother Michael and their grief stricken mother Maurya. Nora says that the priest assumed the death of Michael. If the clothes they have got belong to him then this is a favour done to him by God because he would get a ceremonial burial which others who have drowned in the sea couldn't afford. Nora tells Cathleen that if the clothes don't belong to Michael then the priest says there's no need of saying anything to Maurya because she will be killing herself by bewailing the death of her Last son.

اكو مقدمه لازم تكتبونها بكل اسئله ال quotations تذكرون بيها معلومات مو شرط هاذ الفوك : - الشخصيه الي كالت ال quotation + اذا كو شخص موجه اله الحديث هم تكتبونه - بأي مسرحيه انكال هاذ ال quotation - كاتب المسرحيه و سنه اصدارها - شرح للمقوله يمكن استاذ احمد ما كايللكم بس كلش يحب اذا هيج يترتب جواب مال سؤال المقولات

🛑 هذا سؤال العام جاي بالفاينل بالمسرحية (The stronger) Q/ Identify and comment on the following question: Your soul stole in to mine like a worm into an Apple, ate and ate, dug and dug.. where you lay like a giant crab ready to seize me in your claws that’s where I am now! الجواب: These lines have been taken from the one act play “ The stronger” written by Strindberg in 1889. In these lines Mrs. X admits that Miss Y changed and effected her so much and she says that Miss Y stole her soul; وتكملون البقية من الملزمة تلگوه بصفحة ١٠ وإذا عدكم بعد أفكار من يمكم تگدرون تضيفوهة وبالتوفيق 🌸✨

عدت ترتيبهن من جديد كالو صايره خربطه بيهن المهم اكو بيهن نزلتهن مثل ما هنه مابيهن فرق و اكو بيهن عدلت عليهن و طبعاً اذا تردون تستخدمون شرحكم الخاص عادي سويت الكم مناقشه بل مجموعه حتى اذا عدكم سؤال كتبوه جوى اعتذر على الخربطه + موفقين بل صوت 🌹