This document appears to be a student's class notebook containing lessons, vocabulary words, and exercises for an elementary fourth grade class. It includes a conversation at the chemist's about prices of items, vocabulary related to things found at a chemist's such as toothpaste and shampoo, and phonics and grammar exercises practicing verb conjugations and possession.
The document provides vocabulary words related to drawing, foreign languages, and restaurant terms. It defines the words "draw", "foreign", "finally", "try", "understand", "order", "let's", "Frenchman", "United States of America", "American", "mushroom", and "waiter". It provides the pronunciation, part of speech, definition, and examples for each word.
Turkish grammar differs significantly from Indo-European languages in its structure. Turkish uses suffixing rather than prepositions to indicate things like possession and tense. It also follows vowel harmony and word order of subject-object-verb. Pronunciation is straightforward as each letter represents a single consistent sound. Mastering suffixes, vowel harmony rules, and vocabulary are the main challenges for learners of Turkish grammar.
Georgia is daydreaming in class about being a famous dancer performing on stage. In her imagination, she is dancing and enjoying herself immensely in front of a cheering audience. However, her professor notices that she has been shouting "Bravo!" out loud in class. When asked about it, Georgia feels embarrassed but says she was just enjoying the class so much.
The document appears to be notes about elliptical constructions in English. It provides examples of how to use words like "too", "so", "either", and "neither" to combine two similar sentences that share the same action or activity. It discusses the use of these words with sentences using verbs, modal verbs, the auxiliary verbs "have" and "has", and when an additional verb like "do" or "does" is needed. Several examples are given for positive and negative sentences.
English turkish grammar functional and transformational, yuksel goknel, 2015goknely
This document provides an introduction and foreword to a Turkish grammar book. It explains that the book will describe both the parts of the Turkish language and how they work together, taking a transformational approach rather than just describing the static parts as in traditional grammars. It discusses how the author's understanding of linguistics expanded after studying in the US and discovering Noam Chomsky. The book is intended to teach Turkish as a second language.
This document provides resources for learning Farsi/Persian, including virtual Farsi keyboards, videos demonstrating letter writing, exercises to practice reading and writing letters in initial, middle, and final positions, and conversations to practice verbs and relationships in the present tense. It includes vocabulary lists, conversation models, questions, and images to support learning grammar structures like the verb "to be" and possessive constructions using the ezāfe. The focus is on building foundational literacy and communication skills in Farsi.
This document contains a series of questions and answers to practice personal information questions, verbs like be, have, can in the present simple, demonstrative pronouns, prepositions, and there is/are. It provides exercises and recommendations for students to practice grammar structures like introductions, abilities, possessions, locations, frequencies, and quantities. The student is encouraged to use the accompanying textbook, workbook, and online resources to review answers and improve their English skills.
Please note the preview is corrupt, download the file for the correct version.
This is to accompany the Powerpoint located here: http://www.slideshare.net/mod83/toms-tefl-p1-phonics-programme
More available at http://www.tinyurl.com/tomstefl
The document provides vocabulary words related to drawing, foreign languages, and restaurant terms. It defines the words "draw", "foreign", "finally", "try", "understand", "order", "let's", "Frenchman", "United States of America", "American", "mushroom", and "waiter". It provides the pronunciation, part of speech, definition, and examples for each word.
Turkish grammar differs significantly from Indo-European languages in its structure. Turkish uses suffixing rather than prepositions to indicate things like possession and tense. It also follows vowel harmony and word order of subject-object-verb. Pronunciation is straightforward as each letter represents a single consistent sound. Mastering suffixes, vowel harmony rules, and vocabulary are the main challenges for learners of Turkish grammar.
Georgia is daydreaming in class about being a famous dancer performing on stage. In her imagination, she is dancing and enjoying herself immensely in front of a cheering audience. However, her professor notices that she has been shouting "Bravo!" out loud in class. When asked about it, Georgia feels embarrassed but says she was just enjoying the class so much.
The document appears to be notes about elliptical constructions in English. It provides examples of how to use words like "too", "so", "either", and "neither" to combine two similar sentences that share the same action or activity. It discusses the use of these words with sentences using verbs, modal verbs, the auxiliary verbs "have" and "has", and when an additional verb like "do" or "does" is needed. Several examples are given for positive and negative sentences.
English turkish grammar functional and transformational, yuksel goknel, 2015goknely
This document provides an introduction and foreword to a Turkish grammar book. It explains that the book will describe both the parts of the Turkish language and how they work together, taking a transformational approach rather than just describing the static parts as in traditional grammars. It discusses how the author's understanding of linguistics expanded after studying in the US and discovering Noam Chomsky. The book is intended to teach Turkish as a second language.
This document provides resources for learning Farsi/Persian, including virtual Farsi keyboards, videos demonstrating letter writing, exercises to practice reading and writing letters in initial, middle, and final positions, and conversations to practice verbs and relationships in the present tense. It includes vocabulary lists, conversation models, questions, and images to support learning grammar structures like the verb "to be" and possessive constructions using the ezāfe. The focus is on building foundational literacy and communication skills in Farsi.
This document contains a series of questions and answers to practice personal information questions, verbs like be, have, can in the present simple, demonstrative pronouns, prepositions, and there is/are. It provides exercises and recommendations for students to practice grammar structures like introductions, abilities, possessions, locations, frequencies, and quantities. The student is encouraged to use the accompanying textbook, workbook, and online resources to review answers and improve their English skills.
Please note the preview is corrupt, download the file for the correct version.
This is to accompany the Powerpoint located here: http://www.slideshare.net/mod83/toms-tefl-p1-phonics-programme
More available at http://www.tinyurl.com/tomstefl
Ahmed goes to the chemist's and asks how much items cost. The saleswoman says they are one pound each. Ahmed buys three items for three pounds total. As Ahmed leaves, the saleswoman reminds him to take his change.
In the park, the guard tells Ahmed not to drop litter and to use the bin instead. Ahmed apologizes and asks where the bin is. The guard directs Ahmed to the bin under a tree. Ahmed thanks the guard after finding the bin.
1. The document provides guidance on how to form questions in English, including using question words, auxiliary verbs, and common question structures.
2. It explains how to form questions using auxiliary verbs like "do/does/did", "be/am/is/are/was/were", "have/has/had", and modal verbs.
3. It also covers special cases like questions that begin with "Of course, No, Yes", questions using "What/Which/When/Where/How", and questions following statements with a tag question.
This document provides summaries for the courses in a diploma program prepared by Ibrahem Okkeh and Abdulah Hasan. It includes 3-sentence summaries of the topics and questions for 6 courses: English 101, Physics, Arabic Language, Islamic Culture, Concepts of Engineering, and General Education. The courses cover various engineering and non-engineering disciplines for a diploma. The document is intended to help students prepare for their diploma exams.
This document contains several short dialogues and explanations of English grammar points:
- Two short conversations between a boy and shop assistant about buying candy.
- Explanations of the present continuous tense, possession expressions, and asking/telling time.
- Details on English punctuation rules such as capitalization and ending punctuation.
- Questions asking for clarification on the present simple and continuous tenses.
- A reference chart for question words and responses based on singular or plural nouns.
ENGLISH GRAMMAR NOTES FOR SECONDARY STUDENTS.pptxHaslindaAhmad11
This document provides tips and guidelines for answering Paper 1 of the English Language exam. It covers topics such as articles, singular and plural nouns, pronouns, prepositions, verb tenses including present, past, future, continuous and perfect tenses. It also discusses subject-verb agreement, adjectives, adverbs, infinitives and modals. The document is intended to help students understand grammar rules and concepts that may appear in the exam.
Kareem is cleaning up the music room. He asks Mona for help lifting the heavy bass. When Mona tries to lift it, she says "Look out!" and warns Kareem that there is a box behind him. They are getting ready for an upcoming school music ceremony. Kareem will play the flute and his friend Ahmed will play the piano at the ceremony. Kareem's parents will come to the school to see him perform.
This document provides instruction on pronouncing suffixes like -s and -ed in English. It begins by listing words with these suffixes and their pronunciations. It then discusses how sounds can vary based on place and manner of articulation and voicing. Charts are provided showing voiced and voiceless consonants. Learners are asked to classify words based on their ending sounds and identify uses of suffixes. Common pronunciation errors are highlighted and corrected. The document also covers using the passive voice and participles as adjectives. Learners are given exercises to practice classifying words and correcting errors involving suffixes, passive voice, and other grammar points.
The document provides notes on English grammar topics such as articles, singular and plural nouns, pronouns, prepositions, verb tenses including simple present, past, future, continuous, adjectives, adverbs, infinitives, modals, countable and uncountable nouns, question words, and conjunctions. Key rules and examples are given for each topic to help explain the concepts.
The document contains greetings and responses for common greeting situations in both Arabic and English. It provides model dialogues for introductions, asking about health, taking leave in conversations, and other social situations. Examples are given for greetings in the morning, afternoon, and evening. Responses are provided for asking how someone is feeling in different contexts like visiting someone in the hospital. The document also contains verb tenses like the present simple and present continuous tenses in English with examples.
The document provides guidelines for forming question sentences in English. It discusses starting a question with words like "I think" and replacing them with "do/does/did" followed by the subject and base form of the verb. It also covers using auxiliary verbs like "am/is/are/was/were" and "have/has/had" in questions. Examples are given for different question structures like yes/no questions, wh- questions, and questions using phrases like "which" and "what time". The document emphasizes remembering exceptions to the general rules for forming questions.
This document provides vocabulary definitions and grammar explanations related to school and education. It defines terms like "attend", "determine", "decide", "depress", and "prepare". It also explains the uses of indefinite ("a", "an") and definite ("the") articles in the English language. The document is intended to help students learn new vocabulary and understand grammar rules.
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U, and their combinations. Words can have one syllable (monosyllabic) or multiple syllables (polysyllabic). All multisyllabic words have one syllable that is stressed, making it longer, higher in pitch, and louder. The document provides examples of syllable breakdowns and stressed syllables in words. It also outlines general rules for determining stress patterns based on a word's ending, like stressing the penultimate or ante-penultimate syllable. The importance of accurate syllable stress for fluent English is emphasized
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U. The number of syllables in a word is equal to the number of vowel sounds. Words can be mono-syllabic, having one syllable, or poly-syllabic, having multiple syllables. All multi-syllable words have one syllable that is stressed, making it longer, higher in pitch, and louder. The rules for determining stressed syllables in words of different types are explained. Examples are provided to demonstrate applying word stress correctly.
The document provides information and examples about English vowel sounds, including:
- 19 vowel sounds are divided into 12 monophthongs, 5 diphthongs, and 2 tripthongs. Learning vowels requires listening carefully and imitating the sounds.
- Examples and phonetic symbols are given for each vowel sound, along with Bangla equivalents for comparison. Practice words demonstrate the various vowel sounds in action.
- Diphthongs and tripthongs are also explained and exemplified. The document emphasizes the importance of correctly pronouncing words after learning the individual sounds.
This document provides a lesson on the present simple tense in English for primary school students. It covers affirmative and negative forms of the present simple tense using pronouns, irregular verbs, and regular verb conjugations. Examples are provided to demonstrate how to form sentences using the present simple tense correctly, including common activities like studying, eating, and playing. Rules for changing regular verbs are presented along with exercises for students to practice.
Prim4 term1مستر محمود ابو غنيمة بعد التعديلأمنية وجدى
The document provides instructions on English grammar and punctuation for primary 4 students. It covers topics like capitalization of words, punctuation marks including periods, commas, question marks and apostrophes. Examples are given of how to capitalize different types of words and use punctuation correctly in sentences. Grammar forms like questions and negatives are also explained. Various vocabulary words are introduced related to animals and phonics. Sample conversations are provided to demonstrate dialogue and asking/answering questions.
This document contains a table of contents for an English grammar guide. It lists various grammar topics across multiple pages, including present/past tenses, conditionals, passive voice, modals, questions, relative clauses, vocabulary, spelling, punctuation and more. Exercises are provided to match grammar terms and examples.
This document provides information on English grammar rules for forming comparatives and superlatives. It explains how to add "-er" and "than" to compare two people or things in terms of an adjective. It also explains how to use "the" and "-est" to indicate which of three or more people or things has the most of a quality being compared. Examples are given for common adjectives like "big", "fast", and "tall". The document also includes notes on spelling rules for different types of adjectives.
This document provides an introduction to curriculum reforms in Egypt. It discusses how the education system has undergone significant changes, including a transition to a new curriculum starting in primary school in September 2018. The reforms aim to develop curricula and teaching methods within an innovative national and global vision. Many organizations contributed to the development and implementation of the new curricula.
Math algebra-geometry-school-books-1st-preparatory-2nd-term-khawagah-2019-14khawagah
The document discusses the benefits of exercise for mental health. It states that regular exercise can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help prevent mental illness and improve symptoms.
Ahmed goes to the chemist's and asks how much items cost. The saleswoman says they are one pound each. Ahmed buys three items for three pounds total. As Ahmed leaves, the saleswoman reminds him to take his change.
In the park, the guard tells Ahmed not to drop litter and to use the bin instead. Ahmed apologizes and asks where the bin is. The guard directs Ahmed to the bin under a tree. Ahmed thanks the guard after finding the bin.
1. The document provides guidance on how to form questions in English, including using question words, auxiliary verbs, and common question structures.
2. It explains how to form questions using auxiliary verbs like "do/does/did", "be/am/is/are/was/were", "have/has/had", and modal verbs.
3. It also covers special cases like questions that begin with "Of course, No, Yes", questions using "What/Which/When/Where/How", and questions following statements with a tag question.
This document provides summaries for the courses in a diploma program prepared by Ibrahem Okkeh and Abdulah Hasan. It includes 3-sentence summaries of the topics and questions for 6 courses: English 101, Physics, Arabic Language, Islamic Culture, Concepts of Engineering, and General Education. The courses cover various engineering and non-engineering disciplines for a diploma. The document is intended to help students prepare for their diploma exams.
This document contains several short dialogues and explanations of English grammar points:
- Two short conversations between a boy and shop assistant about buying candy.
- Explanations of the present continuous tense, possession expressions, and asking/telling time.
- Details on English punctuation rules such as capitalization and ending punctuation.
- Questions asking for clarification on the present simple and continuous tenses.
- A reference chart for question words and responses based on singular or plural nouns.
ENGLISH GRAMMAR NOTES FOR SECONDARY STUDENTS.pptxHaslindaAhmad11
This document provides tips and guidelines for answering Paper 1 of the English Language exam. It covers topics such as articles, singular and plural nouns, pronouns, prepositions, verb tenses including present, past, future, continuous and perfect tenses. It also discusses subject-verb agreement, adjectives, adverbs, infinitives and modals. The document is intended to help students understand grammar rules and concepts that may appear in the exam.
Kareem is cleaning up the music room. He asks Mona for help lifting the heavy bass. When Mona tries to lift it, she says "Look out!" and warns Kareem that there is a box behind him. They are getting ready for an upcoming school music ceremony. Kareem will play the flute and his friend Ahmed will play the piano at the ceremony. Kareem's parents will come to the school to see him perform.
This document provides instruction on pronouncing suffixes like -s and -ed in English. It begins by listing words with these suffixes and their pronunciations. It then discusses how sounds can vary based on place and manner of articulation and voicing. Charts are provided showing voiced and voiceless consonants. Learners are asked to classify words based on their ending sounds and identify uses of suffixes. Common pronunciation errors are highlighted and corrected. The document also covers using the passive voice and participles as adjectives. Learners are given exercises to practice classifying words and correcting errors involving suffixes, passive voice, and other grammar points.
The document provides notes on English grammar topics such as articles, singular and plural nouns, pronouns, prepositions, verb tenses including simple present, past, future, continuous, adjectives, adverbs, infinitives, modals, countable and uncountable nouns, question words, and conjunctions. Key rules and examples are given for each topic to help explain the concepts.
The document contains greetings and responses for common greeting situations in both Arabic and English. It provides model dialogues for introductions, asking about health, taking leave in conversations, and other social situations. Examples are given for greetings in the morning, afternoon, and evening. Responses are provided for asking how someone is feeling in different contexts like visiting someone in the hospital. The document also contains verb tenses like the present simple and present continuous tenses in English with examples.
The document provides guidelines for forming question sentences in English. It discusses starting a question with words like "I think" and replacing them with "do/does/did" followed by the subject and base form of the verb. It also covers using auxiliary verbs like "am/is/are/was/were" and "have/has/had" in questions. Examples are given for different question structures like yes/no questions, wh- questions, and questions using phrases like "which" and "what time". The document emphasizes remembering exceptions to the general rules for forming questions.
This document provides vocabulary definitions and grammar explanations related to school and education. It defines terms like "attend", "determine", "decide", "depress", and "prepare". It also explains the uses of indefinite ("a", "an") and definite ("the") articles in the English language. The document is intended to help students learn new vocabulary and understand grammar rules.
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U, and their combinations. Words can have one syllable (monosyllabic) or multiple syllables (polysyllabic). All multisyllabic words have one syllable that is stressed, making it longer, higher in pitch, and louder. The document provides examples of syllable breakdowns and stressed syllables in words. It also outlines general rules for determining stress patterns based on a word's ending, like stressing the penultimate or ante-penultimate syllable. The importance of accurate syllable stress for fluent English is emphasized
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U. The number of syllables in a word is equal to the number of vowel sounds. Words can be mono-syllabic, having one syllable, or poly-syllabic, having multiple syllables. All multi-syllable words have one syllable that is stressed, making it longer, higher in pitch, and louder. The rules for determining stressed syllables in words of different types are explained. Examples are provided to demonstrate applying word stress correctly.
The document provides information and examples about English vowel sounds, including:
- 19 vowel sounds are divided into 12 monophthongs, 5 diphthongs, and 2 tripthongs. Learning vowels requires listening carefully and imitating the sounds.
- Examples and phonetic symbols are given for each vowel sound, along with Bangla equivalents for comparison. Practice words demonstrate the various vowel sounds in action.
- Diphthongs and tripthongs are also explained and exemplified. The document emphasizes the importance of correctly pronouncing words after learning the individual sounds.
This document provides a lesson on the present simple tense in English for primary school students. It covers affirmative and negative forms of the present simple tense using pronouns, irregular verbs, and regular verb conjugations. Examples are provided to demonstrate how to form sentences using the present simple tense correctly, including common activities like studying, eating, and playing. Rules for changing regular verbs are presented along with exercises for students to practice.
Prim4 term1مستر محمود ابو غنيمة بعد التعديلأمنية وجدى
The document provides instructions on English grammar and punctuation for primary 4 students. It covers topics like capitalization of words, punctuation marks including periods, commas, question marks and apostrophes. Examples are given of how to capitalize different types of words and use punctuation correctly in sentences. Grammar forms like questions and negatives are also explained. Various vocabulary words are introduced related to animals and phonics. Sample conversations are provided to demonstrate dialogue and asking/answering questions.
This document contains a table of contents for an English grammar guide. It lists various grammar topics across multiple pages, including present/past tenses, conditionals, passive voice, modals, questions, relative clauses, vocabulary, spelling, punctuation and more. Exercises are provided to match grammar terms and examples.
This document provides information on English grammar rules for forming comparatives and superlatives. It explains how to add "-er" and "than" to compare two people or things in terms of an adjective. It also explains how to use "the" and "-est" to indicate which of three or more people or things has the most of a quality being compared. Examples are given for common adjectives like "big", "fast", and "tall". The document also includes notes on spelling rules for different types of adjectives.
This document provides an introduction to curriculum reforms in Egypt. It discusses how the education system has undergone significant changes, including a transition to a new curriculum starting in primary school in September 2018. The reforms aim to develop curricula and teaching methods within an innovative national and global vision. Many organizations contributed to the development and implementation of the new curricula.
Math algebra-geometry-school-books-1st-preparatory-2nd-term-khawagah-2019-14khawagah
The document discusses the benefits of exercise for mental health. It states that regular exercise can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help prevent mental illness and improve symptoms.
Math algebra-geometry-school-books-1st-preparatory-2nd-term-khawagah-2019-10khawagah
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
Math algebra-geometry-school-books-1st-preparatory-2nd-term-khawagah-2019-1khawagah
This document appears to be divided into two parts. The first part contains questions while the second part contains answers. No other contextual information is provided in the document.
Social studies-school-books-1st-preparatory-2nd-term-khawagah-2019-5khawagah
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Social studies-school-books-1st-preparatory-2nd-term-khawagah-2019-1khawagah
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
English school-books-1st-preparatory-2nd-term-khawagah-2019-7khawagah
The document appears to be a textbook or workbook for Arabic language exams containing sample exam questions and passages. It includes sample dialogue questions worth 4 points each, as well as reading comprehension questions worth 2 points for multiple choice questions and 5 points for passages. The passages and questions cover topics such as science experiments, health advice, biographies, and descriptions of animals. The textbook was written and prepared by Mr. Mohamed Shehata to match the curriculum and exam specifications.
English school-books-1st-preparatory-2nd-term-khawagah-2019-5khawagah
The document provides information about various measurements used in ancient Egypt and today. It discusses how the ancient Egyptians invented many measurement tools and units, such as using the Nile to measure time and create a calendar. They were also the first to build advanced structures like the Lighthouse of Alexandria that was over 130 meters tall. The document then provides examples of measurements in modern conversations, such as measuring luggage size in centimeters before boarding a plane.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. الصفاالبتدائي الرابع
النمر فاروق أنس / م 1 الترمالثاني
المنهج مذكرة
Unit 7
At The Chemist's
Tapescript
Ahmed : How much are these?
Salesman : They are one pound each.
Ahmed : Wow! That's cheap. I'll take three.
Salesman : Okay. That's three pounds.
Salesman : Hey! Don't forget your change!
Ahmed : Oops! Thanks a lot.
1- Conversation
how much مثن كم each واحدة لكل
pound جنية cheap رخيص
thanks a lot ًالجزي ًاشكر change املال باقي
excuse me ًةمعذر sure بالتأكيد
candy حلوى aisle ممر
okay ًاحسن chemist's صيدلية
Expressions
this هذاالقريب للمفرد هذه that هذاالبعيد للمفرد هذه
these تلكالقريب للجمع those البعيد للجمع تلك
late متأخر hurry يسرع
mess فوضى that hurts مؤمل هذا
Verbs
take took يأخذ forget forgot ينسى
help helped يساعد do did يفعل
4. الصفاالبتدائي الرابع
النمر فاروق أنس / م 3 الترمالثاني
المنهج مذكرة
7- Practice Time
Listen and repeat:
I have I don't
some shampoo. have any soap.
He has He doesn't
Structure
A) Verb to have
5-فعل يتكونhaveمن املضارع يفhaveوhasكا:ألتي
I, we, you, they + have + املمتلك الشيء
He, she, it + has + املمتلك الشيء
1- I have a bike. 2- She has a hat. 3- It has a tail.
5-نفي يتمhaveبـdon't haveنفي أيضا يتم وhasبـdoesn't have:كاألتي
I, we, you, they + don't have + امل الشيءمتلك
He, she, it + doesn't have + املمتلك الشيء
3-أن الحظhasمعhe, she, itحتولإىلdoesn't have:النفي عند
1- We have a pen. We don't have a pen.
2- She has a pencil. She doesn't have a pencil.
Some بعض & any أي
تستخدمsomeت و املثبتة اجلمل يفستخدمany:املنفية اجلمل يف
1- I have some perfume. - I don't have any perfume.
2- She has some shampoo. - She doesn't have any shampoo.
But لكن
تستخدمbut) نفي و إثبات ( متناقضتني مجلتني بني للربط
1- I have some shampoo but I don't have any toothpaste.
2- He has some medicine but he doesn't have any soap.
5. الصفاالبتدائي الرابع
النمر فاروق أنس / م 4 الترمالثاني
المنهج مذكرة
Translation
B) Listen and translate into Arabic:
1- He has some perfume. - He doesn't have any medicine.
2- They have some make-up. - They don't have any sunscreen.
3- You have some toothpaste. - You don't have any money.
4- She has some soap. - She doesn't have any shampoo.
5- We have some sunscreen. - We don't have any perfume.
6- You have some medicine. - You don't have any make-up.
7- I have some shampoo. - I don't have any soap.
8- He has some money. - She doesn't have any toothpaste.
C) Listen and chant:
I Have Some Toothpaste
I have some toothpaste in my bag.
But I don't have any soap.
She has some toothpaste in her bag.
But she doesn't have any soap.
I have some shampoo in my bag.
But I don't have any soap.
He has some shampoo in his bag.
But he doesn't have any soap.
D) Review. Listen and repeat:
Sara : Excuse me. Can you help me?
Shimaa : Sure.
Sara : Where's the candy?
Shimaa : It's in aisle 1.
Expressions
1- How much is are + الشيء أسم ……? 1-:نستخدم الشيء مثن عن للسؤال
√- It's they're + عدد + pounds. :نقول للرد و
2- Can you help me? 2-:نقول املساعدة لطلب
√- Sure Sorry بالقبول للرد وsureللرفض وsorry.
3- What time is it? 3-عن للسؤال:نقول الوقت
√- It's + الساعة + الدقائق عدد . :نقول للرد و
Which unit?
Unit 7!
6. الصفاالبتدائي الرابع
النمر فاروق أنس / م 5 الترمالثاني
المنهج مذكرة
Unit 8
In The Park
Tapescript
Guard : Hey! Don't do that?
Ahmed : What?
Guard : Don't drop litter! Use the bin.
Ahmed : I'm sorry. Where is it?
Guard : It's over there. It's under the tree.
Ahmed : Oh! I see it. Thanks.
1- Conversation
litter زبالة under حتت
bin زبالة سلة over there هناك
yellow اصفر tree شجرة
green اخضر wallet حمفظة
sorry أسف mine ملكي
snake خفيفة وجبة homework منزلي واجب
music موسيقى drop litter القمامة يلقي
Question Words
what…? ماماذا...؟ whose…? من...؟ ملك
where…? أين...؟ what colour…? لون...؟ ما
Expressions
watch TV التليفزيون يشاهد wash the car السيارة يغسل
listen to music يستمعإىلاملوسيقى have a snake خفيفة وجبة يتناول
climb a tree شجرة يتسلق do homework الواجب يعمل
7. الصفاالبتدائي الرابع
النمر فاروق أنس / م 6 الترمالثاني
المنهج مذكرة
Verbs
do did يفعل drop dropped يلقي
use used يستخدم see saw يرى
climb climbed يتسلق have had ميتلك
clean cleaned ينظف watch watched يشاهد
wash washed يغسل listen listened يستمع
2- Word Time
grass حشائش ponds مياه برك
sand رمال toilet محام
snow جليد mountains جبال
wildlife برية حياة rivers انهار
feel يشعر sick مريض
wrong خطأ look for عن يبحث
Expressions
you're welcome العفو what's wrong? األمر؟ ما
it's over there هناك إنها I feel sick باملرض اشعر إني
3- Phonics Time
ِA) final iz
pencil cases مقلمات glasses نظارات
witches ساحرات peaches خوخ
bushes شجريات foxes ثعالب
beaches شواطئ leashes احلصان اجلمة
buses أتوبيسات purses نقود أكياس
oranges برتقال kisses قبالت
sandwiches ساندويتشات lashes مج ( أسواط)كرباج ع
boxes صناديق matches كربيت
8. الصفاالبتدائي الرابع
النمر فاروق أنس / م 7 الترمالثاني
المنهج مذكرة
8- Practice Time
Listen and repeat:
1- There's some grass. . There isn't any sand.
2- There's some trees. . There isn't any rivers.
Structure
A) There is There are
5-نقول اإلثبات حالة يفthere isوthere areنستعمل وsomeمن ًالبany..
There is some + مفرد اسميعد ال - There are some + مجع اسم
1- There is some snow. - There are some mountains.
2- There's some trees. - There're some ponds.
5-املساعد الفعل ننفي النفي حالة يفisn'tوaren'tاستعما ولanyمن ًالبsome..
There isn't any + مفرد اسميعد ال - There aren't any + مجع اسم
1- There isn't any snow. - There aren't any mountains.
2- There isn't any trees. - There aren't any ponds.
3-:املنفي إىل املثبت من التحويل الحظ
1- There is some grass. - There isn't any grass.
2- There are some mountains. - There aren't any mountains.
4-:اآلتية االختصارات الحظ
1- There is = there's 3- there are = there're
2- There is not = there isn't 4- there are not = there aren't
Translation
B) Listen and translate into Arabic:
1- There are some trees. - There aren’t any mountains.
2- There are some mountains. - There aren't any trees.
3- There's some snow. - There isn't any sand.
4- There's some sand. - There isn't any snow.
5- There's some grass. - There aren't any rivers.
6- There are some rivers. - There isn't any grass.
7- There are some ponds. - There isn't any wildlife.
8- There's some wildlife. - There aren't any ponds.
9. الصفاالبتدائي الرابع
النمر فاروق أنس / م 8 الترمالثاني
المنهج مذكرة
C) Listen and chant:
There's Some Wildlife
There's some wildlife.
There's some grass.
Wildlife! Wildlife!
There's some wildlife.
There's some grass.
There aren’t any ponds.
There aren't any ponds.
There aren't any ponds.
There's some wildlife.
There's some grass.
There aren’t any ponds.
There's some wildlife.
There's some sand
Wildlife! Wildlife!
There's some wildlife.
There's some sand.
There aren't any trees.
There aren't any trees.
There aren't any trees.
There's some wildlife.
There's some sand.
There aren't any trees.
D) Review. Listen and repeat:
Sara : Whose wallet is this?
Mena : Oh! It's mine
Sara : What colour is it?
Mena : It's green and yellow.
Expressions
1- Wash the car. 1-مبصدر تبدأ ما االمرية اجلملة
√- Don't wash the car + مصدر ( النفي حالة يف وDon't)
2- Whose + املمتلك الشيء اسم + is are? 2-:نستخدم امللكية عن للسؤال
√- Whose car is this? هذه؟ من سيارة
√- It's mine. )(بتعيت ملكي إنها
3- What colour is it? 3-الشيء لون عن للسؤال
√- It's + اللون أسم ....لونها إن
4- Where is are + أالشيء سم ? 4-املكان عن للسؤال
√- It's + جر حرف + مكان اسم ........إنها
Which unit?
Unit 8!
10. الصفاالبتدائي الرابع
النمر فاروق أنس / م 9 الترمالثاني
المنهج مذكرة
Unit 9
In The Kitchen
Tapescript
Hagar : I'm hungry.
Josef : Me, too. Let's have a snack.
Hagar : Do you want a chocolate chip cookies?
Josef : No, thanks. I don't like cookies.
Hagar : What about some strawberry ice cream?
Josef : Mm! That sounds good.
1- Conversation
snack خفيفة وجبة cookies حلوى
hungry جوعان what about…? ...يف رأيك ما
let's بنا هيا ice cream كريم آس
sounds good ًاجيد يبدو too أيضا
cereal ا من طعامحلبوب fish مسك
cake كيك vegetables خضروات
Expressions
chocolate chip cookie بالشيكوالتة حلوى شرائح
strawberry ice cream بالفراولة كريم آس
Verbs
want wanted يريد have had يتناول
drop dropped يسقط forget forgot ينسى
like liked حيب grow grew ينمو
use used يستخدم see saw يرى
11. الصفاالبتدائي الرابع
النمر فاروق أنس / م 10 الترمالثاني
المنهج مذكرة
2- Word Time
hot sauce حارة صلصه cheese جبنه
pepper فلفل spaghetti مكرونة
salt ملح pickles خملل
carrots جزر mushrooms الغراب عيش
salad سلطة butter زبده
soup شربة mystery غامض سر
3- Phonics Time
ِA) br
bread خبز brick طوب
brown بين bride عروسة
broom مقشة brother أخ
bridge كوبري umbrella مشسية
ِB) grpr
grandmother جدة present هدية
green اخضر prize جائزة
grapes عنب pretty مجيلة
great عظيم price مثن
grow ينمو prune خوخجمفف برقوق
4- Others
over حيت ال شيءمل can you help me? تساعدني؟ ممكن
bed سرير what time is it? كام؟ الساعة
hairbrush شعر فرشة what a mess? .دي الفوضى اه
sound آالت صوت what's wrong? إيه فيه
man رجل you're welcome. العفو
clean up ينظف it's over there. هناك
12. الصفاالبتدائي الرابع
النمر فاروق أنس / م 11 الترمالثاني
المنهج مذكرة
9- Practice Time
Listen and repeat:
1- Is there any salt? - Are there any pickles?
2- Yes, there is. No, there isn't - Yes, there are. No, there aren't
Structure
A) Is there Are there…? يوجد هل
5-:نستخدم عنها السؤال عند و تعد ال أطعمة هناك
Is there any + يعد ال اسم …?
من و:األطعمة هذه
" pepper, salt, cheese, spaghetti, hot sauce "
Is there any salt?
Yes, there is. يوجد نعم No, there isn't. يوجد ال
5-:نستخدم عنها السؤال عند و تعد أطعمة هناك و
Are there any + يعد مجع اسم …?
هذه من واألطعمة:هي
" carrots, pickles, mushrooms "
Are there any mushrooms?
Yes, there are. يوجد نعم No, there aren't. يوجد ال
3-استخدام الحظany:السؤال و للنفي
1- Is there any pepper? - Yes, there is.
2- Are there any carrots? - No, there aren't.
3- There isn't any salt. - There aren't any carrots.
Expressions
1- Let's + مصدر What about + أسم 1-:نستخدم االقرتاح لعمل
√- Let's have a sandwich.
√- What about some cookies?
:مثال
√- That sounds good. I don't like… :نستخدم الرفض أو بالقبول للرد
2- Present simple tense. 2-ا شرحالبسيط ملضارع
13. الصفاالبتدائي الرابع
النمر فاروق أنس / م 12 الترمالثاني
المنهج مذكرة
Translation
B) Listen and translate into Arabic:
1- Is there any pepper? √- Yes, there is.
2- Are there any pickles? √- Yes, there are.
3- Are there any carrots? ×- No, there aren't.
4- Is there any cheese? √- Yes, there is.
5- Is there any hot sauce? ×- No, there isn't.
6- Is there any spaghetti? √- Yes, there is.
7- Is there any salt? ×- No, there isn't.
8- Are there any mushrooms? ×- No, there aren't.
C) Listen and chant:
Is There Any Pepper?
Is there any pepper?
Yes, there. - Yes, there. - Yes, there.
Are there any pickles?
No, there aren't. - There aren't any pickles here. - Oh, no!
Is there any hot sauce?
Yes, there. - Yes, there. - Yes, there.
Are there any carrots?
No, there aren't. - There aren't any carrots here. - Oh, no!
Is there any cheese?
Yes, there. - Yes, there. - Yes, there.
Are there any mushrooms?
No, there aren't. - There aren't any mushrooms here. - Oh, no!
D) Review. Listen and repeat:
Sara : Hey! Don't do that!
Mena : What?
Sara : Don't drop litter. Use the bin.
Mena : Okay. Sorry.
Which unit?
Unit 9!
14. الصفاالبتدائي الرابع
النمر فاروق أنس / م 13 الترمالثاني
المنهج مذكرة
Unit 10
Downtown
Tapescript
Leila : Look! Whose purse is this?
Ahmed : Maybe it's hers. Let's ask.
Leila : Excuse me.
Miss Nada : Yes?
Leila : Is this your purse?
Miss Nada : Yes, it is!
Ahmed : You're welcome.
Miss Nada : Thank you so much.
1- Conversation
whose…? من؟ ملك ملن؟ ice cream كريم آيس
purse نقود كيس okay ًاحسن
maybe رمبا how much…? للكمية كم...؟
let's… ...هيا pound جنيه
excuse me معذرة great عظيم
welcome ًامرحب so ًاجد
thank you لك ًاشكر cap كاب
glasses نظارة keys مفاتيح
Verbs
look looked ينظر want wanted يريد
ask asked يسأل take took يأخذ
listen listened يستمع start started يبدأ
help helped يساعد exercise exercised يتدرب
15. الصفاالبتدائي الرابع
النمر فاروق أنس / م 14 الترمالثاني
المنهج مذكرة
2- Word Time
museum متحف chemist's صيدلية
cinema سينما later بعد فيما
hospital مستشفى work العمل
restaurant مطعم ticket سفر تذكرة
bookshop الكتب بيع حمل music موسيقى
bakery خمرب aeroplane طائرة
Expression
listen to إىل يستمع in the evening املساء يف
department store األقسام متعدد متجر by aeroplane بالطائرة
3- Phonics Time
ِA) cr
crab كابوريا cross يعرب
cry يبكي creek صغري خليج
cracker رقيقة بسكويته crane ونش
crayon تلوين قلم
ِB) dr
dream حلم drink يشرب
dress فستان drain بالعة
drum طبلة draw يرسم
drive يسوق
ِC) tr
tree شجرة trade يتبادل
truck شاحنة train قطار
16. الصفاالبتدائي الرابع
النمر فاروق أنس / م 15 الترمالثاني
المنهج مذكرة
10- Practice Time
Listen and repeat:
1- I was at the bookshop. - I wasn't at the hospital.
2- They were at the bookshop. - They weren't at the hospital.
Structure
A) Verb to be in the past:
يكون فعل يتكونverb to beمنwerewas:املاضي يف
- I, he, she, it + was…… النفي wasn't…… السؤال Was + الفاعل + ……?
- we, you, they + were … النفي weren't… السؤال Were + الفاعل + …?
- She was at the cinema. - We were at the hospital.
- She wasn't at the cinema. - We weren't at the hospital.
- Was she at the cinema? - Were we at the hospital?
:اآلتية االختصارات الحظ
- wasn't = was not - weren't = were not
Translation
B) Listen and translate into Arabic:
1- We were at the museum. - We weren't at the bakery.
2- He was at the bakery. - He wasn't at the museum.
3- They were at the hospital. - They weren't at the restaurant.
4- It was at the restaurant. - It wasn't at the hospital.
5- She was at the cinema. - She wasn't at the bookshop.
6- I was at the bookshop. - I wasn't at the cinema.
7- You were at the department store.
- You weren't at the chemist's.
8- I was at the chemist's.
- I wasn't at the department store.
17. الصفاالبتدائي الرابع
النمر فاروق أنس / م 16 الترمالثاني
المنهج مذكرة
C) Listen and chant:
She was at the bakery
1- I wasn't at the museum.
- She wasn't at the museum.
2- I wasn't at the hospital.
- She wasn't at the hospital.
3- I wasn't at the bookshop.
- She wasn't at the bookshop.
4- I was at the bakery.
- She was at the bakery.
Mm. that sounds good.
5- I wasn't at the cinema.
- He wasn't at the cinema.
6- I wasn't at the department store.
- He wasn't at the department store.
7- I wasn't at the chemist's.
- He wasn't at the chemist's.
8- I was at the restaurant.
- He was at the restaurant.
Mm. that sounds good.
D) Review. Listen and repeat:
Sara : I want ice cream.
Mena : Okay. How much is that?
Sara : It's two pounds.
Mena : Great! We'll take two.
Expressions
1- Thank you so much 1-جزيال ًاشكر
2- You're welcome. 2-العفو
3- Let's + املصدر 3-االقرتاح لعمل
4- Whose + الشيءاملمتلك + is this? 4-للسامللكية عم ؤال
- Whose car is this.
- It's mine.
هذه؟ من سيارة
إنها.سيارتي
5- May I help you? 5-أساعدك؟ ممكن
6- What time does it start? 6-الشيء بدأ مواعيد عن للسؤال
7- Bye-bye see you later. 7-السالمة معًاالحق أراك
8- Is this a an …? 8-هذا...؟ هل
Which unit?
Unit 10!
18. الصفاالبتدائي الرابع
النمر فاروق أنس / م 17 الترمالثاني
المنهج مذكرة
Possessive adjectives & possessive pronouns:
5-:امللكية ضمائر و امللكية صفات نستخدم امللكية عن للتعبري
5-.املمتلك الشيء + امللكية صفات نستخدم
3-.مبفردة امللكية ضمائر نستخدم
1- This is her bag. It's hers.
2- This is his book. It's his
3- These are their pens. They are theirs.
Subject pronouns
الفاعل ضمائر
Possessive adjectives
امللكية صفات
Possessive pronouns
امللكية ضمائر
I أنا my pen ـي قلمـ mine ملكي
he هو his pen ـه قلمـ his ملكه
she هي her pen ـها قلمـ hers ملكها
it العاقل لغري it's tail ـها ذيلــه ذيلـ
we حنن our pen ـنا قلمـ ours ملكنا
you أنت your pen ـك قلمـ yours ملكك
they هم their pen ـهم قلمـ theirs ملكهم
Language functions
1- When do ( you, they ) + املصدر ……?
- When do you read a book? - I read a book in the evening.
2- When does ( he, she ) + املصدر ……?
- When does she fly a kite? - She flies a kite in the morning.
" in the morning, in the afternoon, in the evening "
3- How do you go to + املكان اسم ?
- By ( car, bus, aeroplane, bicycle )
- On ( foot )
- How do you go to work? - I go to work by bus.
- How does he go to school? - He goes to school by car.
19. الصفاالبتدائي الرابع
النمر فاروق أنس / م 18 الترمالثاني
المنهج مذكرة
Unit 11
At Home
Tapescript
Omar : I'm bored.
Ahmed : So am I. Let's play football.
Omar : Dad! We're going outside.
Dad : Remember, you have to do your homework.
Omar : I know. Dad.
Dad : Be back at six.
Omar : All right. Bye!
Dad : Bye, kids. Have fun!
1- Conversation
bored بامللل شاعر all right ًاحسن
football القدم كرة bye السالمة مع
dad أب fun متعه
outside باخلارج sunscreen الشمس ضد كريم
homework منزلي واجب don't worry تقلق ال
so كذالك kids أطفال
be back يعود thanks ًاشكر
Adjectives
thirsty عطشان cold بارد
hungry جوعان hot ساخن
Verbs & Nouns
play football القدم كرة يلعب have fun يستمتع
do homework الواجب بعمل يقوم
20. الصفاالبتدائي الرابع
النمر فاروق أنس / م 19 الترمالثاني
المنهج مذكرة
Verbs
play played يلعب go went يذهب
remember remembered يتذكر have had ميتلك
help helped يساعد know knew يعرف
find found جيد do did يفعل
2- Word Time
bathroom محام hall صالة
dinning room الطعام حجرة living room امل حجرةعيشة
bed room النوم حجرة kitchen مطبخ
garden حديقة garage جراﭷ
cookie حلوى sure. hold on معي ابقي .بالتأكيد
sounds good ًاجيد يبدو no problem مشكلة توجد ال
3- Phonics Time
ِA) fl
flag علم float يطفو
fly ذبابةيطري flake قشرة
flute فلوت flat شقة
flea برغوت
ِB) pl
play يلعب plant نبات
plum برقوق aeroplane طائرة
plate طبق
ِC) sl
sleep ينام slug )رخوة (حشرة بزاق
slide زحليقة slow بطيء
slipper شبشب sleeve املالبس كم
21. الصفاالبتدائي الرابع
النمر فاروق أنس / م 20 الترمالثاني
المنهج مذكرة
11- Practice Time
Listen and repeat:
1- Was she in the garden? - Yes, she was.
2- Was she in the garden? - No, she wasn't. She was in the hall.
3- Were they in the garden? - Yes, they were.
4- Were they in the garden? - No, they weren't. They were in the hall.
Structure
A) Verb to be in the past:
)بـ(هل للسؤالنستخدم البسيط املاضي يفWereWas
- was + I, he, she, it ……? السؤال Was + الفاعل + ……?
- were + we, you, they …? السؤال Were + الفاعل + …?
a) Were they in the school? - Yes, they were – No, they weren't.
b) Was she in the park? - Yes, she was. – No, she wasn't.
:اآلتية االختصارات الحظ
- wasn't = was not - weren't = were not
Translation
B) Listen and translate into Arabic:
1- Were they in the bathroom? - Yes, they were.
2- Was she in the living room?
- No, she wasn't. She was in the kitchen.
3- Was it in the garage? - Yes, it was.
4- Were they in the dinning room? - Yes, they were.
5- Was he in the hall? - Yes, he was.
6- Were you in the kitchen?
- No, I wasn't. I was in the living room.
7- Were you in the bedroom? - Yes, we were.
8- Was she in the bathroom?
- No, she wasn't. She was in the garden.
22. الصفاالبتدائي الرابع
النمر فاروق أنس / م 21 الترمالثاني
المنهج مذكرة
C) Listen and chant:
Were You In The Living Room?
1- a) Were you in the living room?
b) The living room? The living room?
c) Were you in the living room?
d) No, I wasn't. I was in the garden!
2- a) Was he in the living room?
b) The living room? The living room?
c) Was he in the living room?
d) No, he wasn't. he was in the garden!
3- a) Were you in the dining room?
b) The dining room? The dining room?
c) Were you in the dining room?
d) No, we weren't. We were in the hall!
4- a) Were they in the dining room?
b) The dining room? The dining room?
c) Were they in the dining room?
d) No, they weren't. They were in the hall!
D) Review. Listen and repeat:
Sara : What are you looking for?
Mena : My sunscreen! I can't find it.
Sara : Don't worry. I'll help you look for it.
Mena : Okay. Thanks.
Expressions
1- May I speak to Ahmed, please? 1-مسحت؟ لو أمحد مع أتكلم ممكن
2- Sure. Hold on. 2-.مع أبقى .بالتأكيد
Which unit?
Unit 11!
23. الصفاالبتدائي الرابع
النمر فاروق أنس / م 22 الترمالثاني
المنهج مذكرة
Unit 12
Around The House
Tapescript
Mona : Hello? Is Kareem there, please?
Uncle Ali : I'm sorry. You have the wrong number.
Mona : Is this 245-8769?
Uncle Ali : No, it isn't. It's 245-8768.
Mona : Sorry.
Uncle Ali : That's okay. Good bye
1- Conversation
sorry أسف museum متحف
wrong number خطأ رقم pickles خملل
okay ًاحسن how about…? عن...؟ ماذا
good bye السالمة مع cinema سينما
milk لنب good idea رائعة فكرة
2- Word Time
wash my hands يدي اغسل practise the piano البيانو أمارس
brush my teeth أسناني اغسل dance ارقص
clean my room حجرتي أنظف play video games كمبيوتر العاب العب
call a friend بصديق اتصل bake cookies حلوى اخبز
2- Practice Time
Saturday السبت Wednesday األربعاء
Sunday األحد Thursday اخلميس
Monday االثنني Friday اجلمعة
Tuesday الثالثاء holiday أجازة
25. الصفاالبتدائي الرابع
النمر فاروق أنس / م 24 الترمالثاني
المنهج مذكرة
12- Practice Time
Listen and repeat:
- wash washed - brush brushed
- clean cleaned - call called
- practise practised - dance danced
- play played - bake baked
Structure
A) The Past Simple Tense:
Form: التكوين
Subject + للفعل الثاني التصريف
He brushed his teeth.
1-بإضافة الرئيسي للفعل الثاني الشكل من البسيط املاضي يتكونedللم:حيفظ الشاذ و نتظم
2-هلا يضاف املنتظمة األفعالed:مثلwash – washed
3-هلا يضاف املنتظمة األفعالdبــ منتهي الفعل كان إذاe:مثلdance – danced
4-هلا يضاف املنتظمة األفعالiedبــ منتهي الفعل كان إذاy:مثل بساكن مسبقstudy – studied
حت الشاذة األفعال:مثل هي كما فظsaw–seedid–dowent–go
:النفي حالة يف
Subject + didn't + املصدر…
She didn't bake cookies.
االستخدام:املاضي يف انتهى و مت حدث عن للتعبري البسيط املاضي يستخدم :
I called a friend yesterday.
ال املاضي على الدالة الكلمات:بسيط
yesterday باألمس ago منذ last املاضي ( week, month, year )
in the past املاضي يف once مرة ذات
ملحوظةنفي :edplayيكونplaydidn't.. يكون السؤال وplay+ الفاعل +Did
He saw a snake. - He didn't see a snake. - Did he see a snake?
26. الصفاالبتدائي الرابع
النمر فاروق أنس / م 25 الترمالثاني
المنهج مذكرة
C) Listen and chant:
Today Is Monday
1- Today is Monday.
a) I brushed my teeth.
b) I didn't clean my room.
c) He didn't clean his room.
2- Today is Tuesday.
a) I brushed my teeth.
b) I washed my hands.
c) I didn't clean my room.
d) He didn't clean his room.
3- Today is Wednesday.
a) I brushed my teeth.
b) I washed my hands.
c) I called a friend.
d) I didn't clean my room.
e) He didn't clean his room.
4- Today is Thursday.
a) I brushed my teeth.
b) I washed my hands.
c) I called a friend.
d) I practised the piano.
e) I didn't clean my room.
f) He didn't clean his room.
5- Today is Friday.
a) I brushed my teeth.
b) I washed my hands.
c) I called a friend.
d) I practised the piano.
f) I played video games.
g) I didn't clean my room.
h) He didn't clean his room.
6- Today is Saturday.
a) I brushed my teeth.
b) I washed my hands.
c) I called a friend.
d) I practised the piano.
f) I played video games.
g) I baked cookies.
h) I didn't clean my room.
i) He didn't clean his room.
7- Today is Sunday.
a) I brushed my teeth.
b) I washed my hands.
c) I called a friend.
d) I practised the piano.
f) I played video games.
g) I baked cookies.
h) I danced and danced.
i) I didn't clean my room.
j) He didn't clean his room.
27. الصفاالبتدائي الرابع
النمر فاروق أنس / م 26 الترمالثاني
المنهج مذكرة
Translation
B) Listen and translate into Arabic:
1- He brushed his teeth. - He didn't wash his hands.
2- I washed my hands. - I didn't brush my teeth.
3- She practised the piano. - She didn't bake cookies.
4- We baked cookies. - We didn't practise the piano.
5- You cleaned your room. - You didn't play video games.
6- They played video games. - They didn't clean their room.
D) Review. Listen and repeat:
Sara : I'm bored. Let's go to the museum.
Mena : No, I was at the museum on Monday.
Sara : How about the cinema?
Mena : Good idea!
Expressions
التليفونية احملادثة
1- Hello? Is……there, please? 1-فضلك؟ من هل.....موجود .أهال
Hello? Is Hoda there, please? فضلك؟ من موجودة هدى هل .أهال
2- You have the wrong number.
2-.اخلطأ بالرقم اتصلت لقد
3- Is this……? 3-رقم.....؟ هذا هل
4- That's okay. Good-bye. 4-.السالمة مع ًاحسن
5- Let's + املصدر
Let's read a book.
5-)(لالقرتاح بنا هيا
6- How about + …اسم…?
How about chips?
6-يف...؟ رأيك ما
No, I don't want chips. )(للرفض شيبسي أريد ال
Good idea! )(للموافقة رائعة فكرة
Which unit?
Unit 12!