Ibrahim has a very good memory for names and can remember the names of 40 new students after just two lessons. He is able to do this by having each student say their name while looking at them, repeating the name back, and then saying it three times to himself. Ali has a photographic memory for numbers and can remember a list of 10 names and phone numbers just after glancing at them once. Ibrahim tests Ali and is surprised at his ability to remember the numbers without seeing the list. The human brain is incredible in what it can do like remember past memories, control bodily functions, learn, and analyze information from the senses.
- Nabawiya Musa was the first Egyptian woman to go to high school. She later helped other women succeed in education and wrote a book about girls' education. Dr. Farouk El-Baz used remote sensing to find underground water in Egypt's Western Desert and Sinai. Thanks to his work, needed water was discovered. Dr. Zewail received the Nobel Prize for discovering the femtosecond and now helps scientists develop new medicines in California.
- Charles Dickens was born in 1812 in England and experienced a difficult childhood, working in a factory after his father was imprisoned for debt. He later became a successful novelist and is best known for his stories that shed light on social problems and criticized poor living conditions in London. Some of his most famous novels include Oliver Twist, Nicholas Nickleby, and A Tale of Two Cities. Oliver Twist grows up in a workhouse and runs away to London where he joins a gang of child thieves before being taken in by a kind man named Mr. Brownlow.
This document provides an introduction to Linux and Unix operating systems. It discusses what Unix and Linux are, compares different Linux distributions, and describes basic commands for file navigation, text editing, and system administration. It also lists additional references for further reading. The document is presented as a slideshow that was likely used for a classroom presentation or tutorial on Linux basics.
This document discusses various tenses in English including the present perfect, past perfect, present perfect continuous, past perfect continuous, future perfect, and future perfect continuous. For each tense, it provides the formation using auxiliary verbs and examples of affirmative, negative, and interrogative sentences. The purpose is to explain these English tenses to students studying psychology at the Universidad Yacambú in Ecuador.
قواعد اللغة الانجليزية.GRAMMAR.ENGLISH GRAAMMAR.SAFWAT REDA SHOAIB.صفوت محمد ...ali omar
This document provides an overview of English grammar concepts, including:
1. It defines grammar as the analysis of how words function in a language based on the usage of native speakers.
2. It discusses how words can be classified based on their functions, such as nouns naming things and verbs expressing actions.
3. It covers verb forms and tenses, including how the form changes based on subject and time (e.g. present vs. past).
El verbo 'to have' en inglés tiene los significados principales de 'tener' y 'haber' en español. Puede también significar 'tomar'. Se usa para formar tiempos compuestos cuando acompaña al participio de otros verbos, como en 'I have played'. También equivale a la expresión 'tener que' cuando va seguido de un infinitivo, como en 'I have to go'. La diferencia entre 'have to' y 'must' es que el primero se usa más para obligaciones externas mientras que 'must' expresa obligaciones impuestas por uno mismo
Este documento explica las diferencias entre el uso de "have" y "have got". "Have got" se usa para expresar posesión en el presente, mientras que "have" puede usarse para expresar posesión o para significar "tomar". La forma interrogativa y negativa de "have" cuando significa "tomar" usa el auxiliar "do", no "got". El documento también proporciona ejemplos y estructuras gramaticales para oraciones afirmativas, negativas e interrogativas con "have" y "have got".
- Nabawiya Musa was the first Egyptian woman to go to high school. She later helped other women succeed in education and wrote a book about girls' education. Dr. Farouk El-Baz used remote sensing to find underground water in Egypt's Western Desert and Sinai. Thanks to his work, needed water was discovered. Dr. Zewail received the Nobel Prize for discovering the femtosecond and now helps scientists develop new medicines in California.
- Charles Dickens was born in 1812 in England and experienced a difficult childhood, working in a factory after his father was imprisoned for debt. He later became a successful novelist and is best known for his stories that shed light on social problems and criticized poor living conditions in London. Some of his most famous novels include Oliver Twist, Nicholas Nickleby, and A Tale of Two Cities. Oliver Twist grows up in a workhouse and runs away to London where he joins a gang of child thieves before being taken in by a kind man named Mr. Brownlow.
This document provides an introduction to Linux and Unix operating systems. It discusses what Unix and Linux are, compares different Linux distributions, and describes basic commands for file navigation, text editing, and system administration. It also lists additional references for further reading. The document is presented as a slideshow that was likely used for a classroom presentation or tutorial on Linux basics.
This document discusses various tenses in English including the present perfect, past perfect, present perfect continuous, past perfect continuous, future perfect, and future perfect continuous. For each tense, it provides the formation using auxiliary verbs and examples of affirmative, negative, and interrogative sentences. The purpose is to explain these English tenses to students studying psychology at the Universidad Yacambú in Ecuador.
قواعد اللغة الانجليزية.GRAMMAR.ENGLISH GRAAMMAR.SAFWAT REDA SHOAIB.صفوت محمد ...ali omar
This document provides an overview of English grammar concepts, including:
1. It defines grammar as the analysis of how words function in a language based on the usage of native speakers.
2. It discusses how words can be classified based on their functions, such as nouns naming things and verbs expressing actions.
3. It covers verb forms and tenses, including how the form changes based on subject and time (e.g. present vs. past).
El verbo 'to have' en inglés tiene los significados principales de 'tener' y 'haber' en español. Puede también significar 'tomar'. Se usa para formar tiempos compuestos cuando acompaña al participio de otros verbos, como en 'I have played'. También equivale a la expresión 'tener que' cuando va seguido de un infinitivo, como en 'I have to go'. La diferencia entre 'have to' y 'must' es que el primero se usa más para obligaciones externas mientras que 'must' expresa obligaciones impuestas por uno mismo
Este documento explica las diferencias entre el uso de "have" y "have got". "Have got" se usa para expresar posesión en el presente, mientras que "have" puede usarse para expresar posesión o para significar "tomar". La forma interrogativa y negativa de "have" cuando significa "tomar" usa el auxiliar "do", no "got". El documento también proporciona ejemplos y estructuras gramaticales para oraciones afirmativas, negativas e interrogativas con "have" y "have got".
This document provides a list of 50 topics related to problem words in English. Each topic gives an example of words that are commonly confused and provides vocabulary to distinguish their meanings. Some examples covered include lend/borrow, lie/lay, damage/hurt, die/death, invent/discover, listen/hear, match/suit, and more. The document is intended as a reference for non-native English speakers to learn the nuanced differences between words that have similar meanings or sounds but are not interchangeable.
The document provides definitions for various financial and banking terms in Arabic, including currency, bank notes, coins, cash, credit, credit cards, debit cards, bank accounts, cheques, and online banking. It also defines common terms like team, group, cooperate, attach, and bring up. Future tenses in English are discussed, including the future simple with will, going to for plans and predictions, and the present continuous for scheduled future arrangements. The use of articles like a, an, the, and no article is explained.
This document provides vocabulary, grammar exercises, and reading comprehension questions for students. It includes 20 new words on the topic of the virtual world, prefixes, phrasal verbs, and a reading passage on that topic. It then has 20 new words on the topic of adventure, prefixes, and a reading passage on that topic. Finally, it includes exercises on present and past verb tenses to test grammar understanding. The document aims to prepare students for their first term exams through building vocabulary and practicing verb conjugations in different tenses.
English school-books-5th-primary-2nd-term-khawagah-2019-3khawagah
The document appears to be a student worksheet containing various language learning exercises in Arabic. It includes exercises to rearrange dialogues, complete sentences, identify odd words, answer comprehension questions, unscramble words, and write sentences using provided vocabulary words. The topics covered include sea animals, farm animals, zoo animals, and other everyday concepts.
Many parents prefer leaving their children with grandparents rather than strangers. They feel children will be safer with family and that grandparents, with their experience raising children, are best equipped to provide care. Studies show most working mothers prefer family for childcare due to greater trust in their ability to protect children from harm.
The document provides details about items and topics included in a final exam for an English course. It lists the course book and units covered, grammar lessons, a story, writing assignments on various topics, and a comprehension section with exercises including matching, filling in blanks, true/false questions, and more. The exam will test students on their knowledge of the course material from the past term.
The document provides information about comparisons of adjectives in English. It discusses using -er, more, and -est to form the comparative and superlative of adjectives with one or more than one syllable. Examples are given comparing animals like the egret, macaw, sloth, and jaguar. Vocabulary words related to comparisons are also included, such as plainer, calmer, more dangerous. Exercises have students practice identifying and forming comparative and superlative adjectives.
The document provides rules and procedures for an English spelling bee competition. It details that participants will be assigned numbers and seated in a predetermined order. The competition will consist of 3 rounds of increasing difficulty with specified point values and time limits for answering. Participants must write their answers after the signal is given or they will be removed from the competition. Violating any rules is also grounds for removal. Scoring and examples of words to spell are provided.
This document is about an English class lesson plan for teaching students about scout badges. The lesson aims to have students express their thoughts about different types of scout badges, including outdoor, environment, emergencies, construction, athletics, science, and art badges. Students will learn new vocabulary and expressions related to scout badges, as well as reflexive pronouns, imperatives, and the word "must" to describe obligations. The lesson involves identifying different badges, reading descriptions of what skills each badge represents, and completing sentences using reflexive pronouns.
The document discusses nouns in English, including their definition, position in sentences, and classification. It explains that nouns can be countable or uncountable. Countable nouns have both singular and plural forms and can be used with singular or plural verbs and pronouns, while uncountable nouns only have a singular form. It also describes the five types of nouns in English: proper nouns, common nouns, abstract nouns, collective nouns, and compound nouns. Several exercises are provided to practice nouns.
1. The document provides information about English grammar rules for primary school including the alphabet, vowels, punctuation, parts of speech, verbs, pronouns, and demonstrative adjectives.
2. Key points covered include the alphabet, use of "an" with words beginning with vowels, capitalization rules for punctuation, and explanations of nouns, verbs, adjectives, pronouns and other grammar topics.
3. The document aims to teach basic English grammar rules to primary school students.
بنك أسئلة اللغة الإنجليزية للصف السادس الابتدائى - الترم الأول 2018 - time fo...أمنية وجدى
This document provides vocabulary, grammar structures, and content for an English lesson about places to visit. It includes vocabulary words for things like pounds, theatre, and foreigners. It presents grammar like the present simple tense of regular and irregular verbs. It also gives information about locations like the Egyptian Museum, including sample dialogue where a receptionist provides hours of operation from 9am to 7pm upon being asked.
بنك أسئلة اللغة الإنجليزية للصف الرابع الابتدائى - الترم الأول 2018 - time fo...أمنية وجدى
This document appears to be a grade 4 English study guide containing exercises and questions for students. It includes sections on reading comprehension with multiple choice questions, writing sentences, filling in blanks, and identifying odd words out. The guide is attributed to teacher Mr. Mohamed Nageh and encourages students to join an English revision group.
2018 الترم الأول - الصف الاول الابتدائي Time for englishبوكلت أمنية وجدى
This document contains a lesson on the English alphabet for grade 1 students. It includes information on vowels and consonants, tracing and writing the letters, matching uppercase and lowercase letters, writing numbers, and counting exercises. The lesson emphasizes learning the letters, their sounds, and their order in the alphabet.
بوكلت أسئلة اللغة الإنجليزية للصف الثانى الابتدائى - الترم الأولأمنية وجدى
This document appears to be lesson plans from an English textbook for second grade students. It includes vocabulary and sample dialogues for introducing common greetings and questions about people's names and how they are. Students practice asking and answering questions like "What's your name?" "How are you?" and identifying people, objects, and what they can see in pictures. The lesson teaches verbs like "to be" and focuses on building basic communication skills in English.
بنك أسئلة فى اللغة الإنجليزية على الوحدات الثلاثة الأولى للصف الثالث الابتدائ...أمنية وجدى
This document appears to be a grade 3 Arabic workbook containing exercises for students. It includes exercises to listen and fill in blanks, match pictures to words, punctuate sentences, copy sentences, and answer comprehension questions. The workbook is authored by Mr. Mohamed Nageh and focuses on basic grammar, vocabulary, and comprehension skills for third grade level students.
دفتر تحضير مادة الرياضيات لجميع المراحل التعليمية باللغة الانجليزيةأمنية وجدى
The document provides information about teaching mathematics in primary education stages. It lists 10 general aims of teaching mathematics in primary education, including: 1) realizing definitions and skills required for everyday life and other subjects, 2) acquiring basic engineering concepts, 3) identifying basic shapes and bodies, 4) identifying measuring units, 5) developing problem solving skills, 6) developing thinking techniques, 7) acquiring skills like reading/writing numbers, using tools and units of measurement, using symbols and analyzing data, 8) getting students to like mathematics, 9) reinforcing a sense of belonging to Egypt, and 10) acquiring ethical and social values.
This document provides a list of 50 topics related to problem words in English. Each topic gives an example of words that are commonly confused and provides vocabulary to distinguish their meanings. Some examples covered include lend/borrow, lie/lay, damage/hurt, die/death, invent/discover, listen/hear, match/suit, and more. The document is intended as a reference for non-native English speakers to learn the nuanced differences between words that have similar meanings or sounds but are not interchangeable.
The document provides definitions for various financial and banking terms in Arabic, including currency, bank notes, coins, cash, credit, credit cards, debit cards, bank accounts, cheques, and online banking. It also defines common terms like team, group, cooperate, attach, and bring up. Future tenses in English are discussed, including the future simple with will, going to for plans and predictions, and the present continuous for scheduled future arrangements. The use of articles like a, an, the, and no article is explained.
This document provides vocabulary, grammar exercises, and reading comprehension questions for students. It includes 20 new words on the topic of the virtual world, prefixes, phrasal verbs, and a reading passage on that topic. It then has 20 new words on the topic of adventure, prefixes, and a reading passage on that topic. Finally, it includes exercises on present and past verb tenses to test grammar understanding. The document aims to prepare students for their first term exams through building vocabulary and practicing verb conjugations in different tenses.
English school-books-5th-primary-2nd-term-khawagah-2019-3khawagah
The document appears to be a student worksheet containing various language learning exercises in Arabic. It includes exercises to rearrange dialogues, complete sentences, identify odd words, answer comprehension questions, unscramble words, and write sentences using provided vocabulary words. The topics covered include sea animals, farm animals, zoo animals, and other everyday concepts.
Many parents prefer leaving their children with grandparents rather than strangers. They feel children will be safer with family and that grandparents, with their experience raising children, are best equipped to provide care. Studies show most working mothers prefer family for childcare due to greater trust in their ability to protect children from harm.
The document provides details about items and topics included in a final exam for an English course. It lists the course book and units covered, grammar lessons, a story, writing assignments on various topics, and a comprehension section with exercises including matching, filling in blanks, true/false questions, and more. The exam will test students on their knowledge of the course material from the past term.
The document provides information about comparisons of adjectives in English. It discusses using -er, more, and -est to form the comparative and superlative of adjectives with one or more than one syllable. Examples are given comparing animals like the egret, macaw, sloth, and jaguar. Vocabulary words related to comparisons are also included, such as plainer, calmer, more dangerous. Exercises have students practice identifying and forming comparative and superlative adjectives.
The document provides rules and procedures for an English spelling bee competition. It details that participants will be assigned numbers and seated in a predetermined order. The competition will consist of 3 rounds of increasing difficulty with specified point values and time limits for answering. Participants must write their answers after the signal is given or they will be removed from the competition. Violating any rules is also grounds for removal. Scoring and examples of words to spell are provided.
This document is about an English class lesson plan for teaching students about scout badges. The lesson aims to have students express their thoughts about different types of scout badges, including outdoor, environment, emergencies, construction, athletics, science, and art badges. Students will learn new vocabulary and expressions related to scout badges, as well as reflexive pronouns, imperatives, and the word "must" to describe obligations. The lesson involves identifying different badges, reading descriptions of what skills each badge represents, and completing sentences using reflexive pronouns.
The document discusses nouns in English, including their definition, position in sentences, and classification. It explains that nouns can be countable or uncountable. Countable nouns have both singular and plural forms and can be used with singular or plural verbs and pronouns, while uncountable nouns only have a singular form. It also describes the five types of nouns in English: proper nouns, common nouns, abstract nouns, collective nouns, and compound nouns. Several exercises are provided to practice nouns.
1. The document provides information about English grammar rules for primary school including the alphabet, vowels, punctuation, parts of speech, verbs, pronouns, and demonstrative adjectives.
2. Key points covered include the alphabet, use of "an" with words beginning with vowels, capitalization rules for punctuation, and explanations of nouns, verbs, adjectives, pronouns and other grammar topics.
3. The document aims to teach basic English grammar rules to primary school students.
بنك أسئلة اللغة الإنجليزية للصف السادس الابتدائى - الترم الأول 2018 - time fo...أمنية وجدى
This document provides vocabulary, grammar structures, and content for an English lesson about places to visit. It includes vocabulary words for things like pounds, theatre, and foreigners. It presents grammar like the present simple tense of regular and irregular verbs. It also gives information about locations like the Egyptian Museum, including sample dialogue where a receptionist provides hours of operation from 9am to 7pm upon being asked.
بنك أسئلة اللغة الإنجليزية للصف الرابع الابتدائى - الترم الأول 2018 - time fo...أمنية وجدى
This document appears to be a grade 4 English study guide containing exercises and questions for students. It includes sections on reading comprehension with multiple choice questions, writing sentences, filling in blanks, and identifying odd words out. The guide is attributed to teacher Mr. Mohamed Nageh and encourages students to join an English revision group.
2018 الترم الأول - الصف الاول الابتدائي Time for englishبوكلت أمنية وجدى
This document contains a lesson on the English alphabet for grade 1 students. It includes information on vowels and consonants, tracing and writing the letters, matching uppercase and lowercase letters, writing numbers, and counting exercises. The lesson emphasizes learning the letters, their sounds, and their order in the alphabet.
بوكلت أسئلة اللغة الإنجليزية للصف الثانى الابتدائى - الترم الأولأمنية وجدى
This document appears to be lesson plans from an English textbook for second grade students. It includes vocabulary and sample dialogues for introducing common greetings and questions about people's names and how they are. Students practice asking and answering questions like "What's your name?" "How are you?" and identifying people, objects, and what they can see in pictures. The lesson teaches verbs like "to be" and focuses on building basic communication skills in English.
بنك أسئلة فى اللغة الإنجليزية على الوحدات الثلاثة الأولى للصف الثالث الابتدائ...أمنية وجدى
This document appears to be a grade 3 Arabic workbook containing exercises for students. It includes exercises to listen and fill in blanks, match pictures to words, punctuate sentences, copy sentences, and answer comprehension questions. The workbook is authored by Mr. Mohamed Nageh and focuses on basic grammar, vocabulary, and comprehension skills for third grade level students.
دفتر تحضير مادة الرياضيات لجميع المراحل التعليمية باللغة الانجليزيةأمنية وجدى
The document provides information about teaching mathematics in primary education stages. It lists 10 general aims of teaching mathematics in primary education, including: 1) realizing definitions and skills required for everyday life and other subjects, 2) acquiring basic engineering concepts, 3) identifying basic shapes and bodies, 4) identifying measuring units, 5) developing problem solving skills, 6) developing thinking techniques, 7) acquiring skills like reading/writing numbers, using tools and units of measurement, using symbols and analyzing data, 8) getting students to like mathematics, 9) reinforcing a sense of belonging to Egypt, and 10) acquiring ethical and social values.
This document contains 50 tests from Units 6, 7, and 8 of an English language curriculum. Each test contains reading, matching, circling, completing, writing, and copying exercises related to vocabulary words and sentences. The tests progress in difficulty through the units and cover topics like classroom objects, numbers, food, and activities.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Azure Interview Questions and Answers PDF By ScholarHat
Unit 3
1. - 92 -
UNIT 3
Ibrahim’s Memory: What is Ibrahim’s memory like?
He has got a very good memory for some things for example; He is good at remembering names. This is very is very useful for him, because he is a teacher and he often needs to remember students’ names. So, if he had 40 students in a new class, he'd know all their names by the end of his second lesson with them. You may say “That’s very clever! How does he do that?” It’s quite easy. He asks each student to say their name while he looks at them. He repeats the name, then he closes his eyes and say the name three times to himself. After this he goes around the class and says all the names aloud the students are very surprised if he gets their names right.
------------------------------------------------------ Ali’s Memory : What is Ali’s memory like?
He has photographic memory for numbers. If he looked at a list of people’s phone numbers, He could repeat them to you a few minutes later. That must be useful. How does he do that? He doesn’t know but he has always found it very easy. Ibrahim tested Ali, Ibrahim showed Ali a list of ten names and phone numbers, He looked at them then Ibrahim hid the numbers and read out the names on the list and immediately Ali said them back to him. Ibrahim was surprised and said, ”The human brain is really incredible, isn’t it”
------------------------------------------------------
The Human brain
Brains compared with computers
You have something that is more complex than the most powerful computer. With it you can see and smell flowers, remember holidays, feel pain, hear your favourite singer’s voice and think. This thing, which is in your head and weighs a kilo, is your brain. How the brain controls what we do
Your brain has about a hundred billion (100,000.000.000) cells, and controls everything you do. It receives information from your senses, analyses it, then sends messages. For example, when you put your hand in hot water, you think. “That hurts” and you take your hand out of the water. Your brain receives the message,“Very hot" from your
2. - 03 -
hand, then immediately sends a message back to your hand, Take your hand out of the water." The importance of all the senses
Our senses often work together. For example, try the experiment. Cut a piece of apple, banana and orange. Close your eyes, hold your nose, then taste the fruit. Can you taste the difference between the fruits? Probably not. This is because when you eat something, your brain receives messages from your mouth, eyes and nose. Examples of what the brain can do
Your brain also stores past, memories and this makes learning and remembering possible. At the same time, your brain controls your breathing, your heart, your body temperature and your digestion. It's important to guess
When you hear a sound, your brain tries to guess where it is coming from. So, if you hear a ringing sound and see a telephone, your brain may guess that the telephone is ringing. But if someone picks up the phone and the ringing sound continues, your brain will guess again. Maybe it's a mobile phone or a film on TV.
Holes and bails
If you look at the picture, you will see an X made of balls. Around the X are holes. If you turn the picture the other way, you will see that the X is made of holes and around it there are balls. Why is this? Scientists say that our brains always think that light comes downwards, perhaps because sunlight comes down. Now look at the picture again where is the lightest part of each ball or hole? Definitions 1
1-- Cllass :: طلاب فصل دراسىىسارد لصف بلاط
- A group of people who study together.
2-- IIncrediiblle ((adjj)) :: غير معقول لوقعم ريغ –– يصدققدصي لا
- Difficult or impossible to believe.
3-- Password :: كلمة الســـررـــسلا ةملك
- A special word you need before you enter something or use a
computer.
3. - 03 -
4-- Phottographiic memory :: ذاكرة فوتوغرافية ةيفارغوتوف ةركاذ
- Being able to remember something by looking at it.
5-- Repeatt :: يردد ددري –– يكرررركي
- Say again.
6-- Anallyse ((v)) :: يُحللللحُي
- Examine or think about something carefully to understand it.
7-- Breatthe ((v)) :: يتنفس سفنتي
- Take air into your lungs and let it out again.
8-- Cellll ((n)) :: زنزانة ةنازنز
- A small room in a police station or prison where people are kept.
9-- Cellll ((n)) :: خليةةيلخ
- The smallest part of an animal or plant that can exist on its own.
1
10-- Paiin ((n)) :: ألم ملأ
- The feeling you have when part of your body hurts.
1
111-- Powerffull ((adjj)) :: قوى ىوق
- Having a lot of physical power, strength or force.
1
12-- Temperatture ((n)) :: درجة الحرارةةرارحلا ةجرد
- How hot or cold something is.
-----------------------------------------------------------------------
Vocabulary :
* power (n) : طاقة قوة –
* powerful (adj) : قوى
* date (n) : تاريخ
* free time = spare time:
وقت الفراغ
* immediately (adv) :
فى الحال
* sunlight (n) : ضؤ الشمس
* list (n) : قائمة
* credible (adj) : معقول
≠ incredible : غير معقول
* together : معا
* mind : العقل
* distance (n) :
مسافة عن بعد –
* pen-friend : صديق مراسلة
* senses (n) : حواس
* heart (n) : القلب
* phrase(n) :
عبارة شبه جملة –
* memories (n) : ذكريات
* badly (adv) : بشكل سئ
≠ well : بشكل جيد
* calculator : ألة حاسبة
* brain : المخ
* surprised (adj) : مندهش
* complex=complicated:
معقد
* gas (n) : غاز
* suggestion (n) : إقتراح
* digestion (n) : هضم
≠ indigestion : عسر هضم
* remember : يتذكر
≠ forget : ينسى
* eyesight : نظر
* ambulance : عربة إسعاف
4. - 09 -
* (digest(v)– ed– ed): يهضم
* digestion (n) : هضم
* digestible (adj) :
يمكن هضمه
* digestive (adj) : هضمى
* aloud (adj) : صوت عالى
* ( attach (v)– ed – ed ) :
يوصل
* (believe (v)– d – d) : يعتقد
* glasses (n) : نظارة
* gym (n) :
صالة ألعاب رياضية
* (hide(v)– hid– hidden):
يختفى يخبئ –
* holes (n) : حفر
* idea (n) : فكرة
* ( imagine (v) – d – d ) :
يتخيل
* message (n) : رسالة
* modest (adj)
= humble: متواضع
* conceited (adj) : مغرور
* possible : ممكن
* receptacle (n) :
وعاء حامل –
* store (n) : مخزن
* (store (v) – d – d) : يخزن
* control (v) : يتحكم
* (disappoint(v)–ed– ed):
يخيب أمل
* disappointment (n) :
خيبة الأمل
* disappointed (adj) :
خائب الأمل
* boastful : تباهى
* ( continue (v) – d – d ) :
يستمر
* easy (adj) : سهل
* (receive(v) – d – d): يستلم
* recent (adj) = modern :
حديث
* recently (adv) : حديثا
* holiday (n) : أجازة
* information : معلومات
* maths (n) : رياضيات
* memories (n) : ذكريات
* memory (n) : ذاكرة
* partner (n) : شريك
* pain (n) : ألم
* painful (adj) : مؤلم
* pick up (v) : يلتقط
* downwards (adv) : لأسفل
* terrible (adj) : فظيع
* (touch(v)– ed– ed): يلمس
* useless (adj) : بلا فائدة
* title (n): عنوان مقال أو كتاب
* (concentrate(v)– d – d):
يركز
* concentration (n) : تركيز
* concentrated(adj) : مُركز
* address (n) : عنوان
* around (adv) : حول
* e-mail : بريد إلكترونى
* ( guess (v) – ed – ed ) :
يخمن
* keep fit : يظل لائقا
* (pronounce(v) – d – d):
ينطق
* pronunciation (n) : نطق
* (hold (v) – held – held):
يمسك
* learning (n) : التعلم
* light (n) : ضؤ
* light (adj) : خفيف
* reply to : يرد على
* second (n) : ثانية
* (send (v) – sent – sent) :
يرسل
* special : خاص
≠ public : عام
* specific (adj) : محدد
* (delete (v) – d – d): يحذف
* sure (adj) : متأكد
* come from : تأتى من
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Note The Following
* easy to remember : يمكن تذكره بسهولة
* make sure (v) : يتأكد
* by the end of : قبيل نهاية
* key to : مفتاح لــ
* concentrate on : يركز على
* get ( hot / cold ) : يزداد حرارة برودة –
* take out of : يخرج
* taste the difference : تذوق الفرق
* do experiment : يقوم بتجربة عملية
* do well : يؤدى جيدا
* learn + ) شئ ( + for a test :
يتعلم شئ من أجل الإختبار
* good at : جيد فى
* bad at : سئ فى
* terrible at : فظيع فى
* turn + )شئ( + the other way :
يقلب الشئ رأسا على عقب
* memory for : ذاكرة لـــ
* answer to : ردا على
* help me with : ساعد فى
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5. - 00 -
What is the difference Between ….. ?
* Sound (n) :صوت ) الأشياء (
* Voice (n) : صوت الإنسان
Exs:
- The sound of the engine is terrible.
- Amr Diab has a sweet voice.
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* ( remember (v) – ed – ed ) :يتذكر شئ بنفسه
* ( remind (v) – ed – ed ) :يتذكر شئ بواشطة شخص
* ( mention (v) – ed – ed ) :يذكر
Exs:
- I remembered to close the door.
- Mum reminded me to do my homework.
- Can you mention some European countries ?
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Verbs & Nouns
Verbs
Nouns
Close
a door & a window & a shop & your eyes & an e-mail
Guess
someone’s age & the answer to a question
& the result & the place
Receive
a letter & an e-mail & a phone call & a message
& a guest & a present & a visit
Send
a letter & an e-mail & a message & greetings
& an invitation & a postcard & a cable & a telegram
Have
a shower & a bath & a meal & a drink & a discussion
& an accident & lunch & a rest & a headache
-----------------------------------------------------------------------
Language Functions
( 1 ) Offering Help : عرض المساعدة
* I will + المصدر
* I will do what I can to + المصدر
* I can + المصدر
Exs:
- I will lend you my dictionary.
- I will do what I can to help you learn the new vocabulary.
- I can show you how to make a list of the new words.
6. - 03 -
( 2 ) Giving Advice : إعطاء النصيحة
* You should + ) المصدر (
* You shouldn’t + ) المصدر (
* You mustn’t + ) المصدر (
* If I were you, I would + ) المصدر (
* If I were you, I wouldn’t + ) المصدر (
Exs:
- You should learn vocabulary for the test.
- You mustn’t neglect the new words.
- If I were you, I would study hard.
-----------------------------------------------------------------------
Accepting & Not Accepting Advice
قبول أو رفض النصيحة
Accepting Advice
قبول النصيحة
Not Accepting Advice
رفض النصيحة
- OK. I will.
- I think you’re right.
- Certainly, I will do.
- That’s right.
- Yes, I should.
- I don’t think so
- No, I won’t.
- Certainly, not.
-----------------------------------------------------------------------
( 3 ) Suggestions : الإقتراحات
* Why don’t ( you / we ) + ) التصريف الأول ( + …. ?
* You could + ) المصدر ( + ….
* ( What about / How about ) + ( v + ing ) + …. ?
Exs:
- Why don’t you make a list of the new words ?
- You could repeat the words to learn them.
- What about making a vocabulary book ?
-----------------------------------------------------------------------
( 4 ) Expressing opinion : التعبير عن الرأى
* I think + ………………………
* I think you should + ) المصدر ( + ……………
* In my opinion + ………………………
Exs:
- I think Ali plays the guitar well.
- I think you should study for the test.
- In my opinion, students should learn new vocabulary.
-----------------------------------------------------------------------
7. - 03 -
Writing e-mail
Layout
To : ……………………………………
إسم المرسل إليه و عنوان البريد الإليكترونى
From : ……………………………………
إسم كاتب الرسالة و عنوان البريد الإليكترونى
subject : …………………………………
موضوع الرسالة
Dear …………………………
……………………………………………………………………………………………………………..…
……………………………………………………………………………………………………………..…
……………………………………………………………………………………………………………..…
……………………………………………………………………………………………………………..…
……………………………………………………………………………………………………………..…
Sendername
إسم الراسل
……………………………………………………………………
To : ahmedfadel20002002@hotmail.com
From : Ali_Salem@yahoo.com
subject : My news
Dear ahmed
I did very badly in my last English test because I didn't know enough words and phrases. My parents were very disappointed. The problem is I'm terrible at learning and remembering vocabulary. Do you have any suggestions? I hope you can help me.
Best wishes
Ali
-----------------------------------------------------------------------
Language Functions
Talking about our own abilities in English, we should sound modest rather than boastful about what we can do.
عند التحدث عن قدراتنا من الأفضل أن نبدو متواضعين بدلاً من التباهى بما نستطيع فعله
To sound modest, say: - I’m quite good at .........
- I’m not bad at ..............
Don’t say ................... : - I’m very good at ..............
- I’m fantastic at ................
8. - 03 -
Senses : الحواس
Sight الرؤية [ beautiful / ugly / blunt / rotten ]
Smell الشم [ delicious / fishy / rotten / sour ]
Feeling الإحساس [ blunt / cold / hot / sharp / smooth ]
Hearing السمع [ beautiful / noisy / quiet ]
Taste التذوق [hot / salty / smoky/ fishy/ delicious]
---------------------------------------------------------------------
sQuestions & Answer
1- What is the thing that you have in your head that is more powerful than the most powerful computer? ----» It is my brain that is more powerful than the most powerful computer.
2- What can you do with your brain? ----» You can see, smell flowers, remember holidays, feel pain, hear your favourite
singer's voice and think.
3- How much does the brain weigh? ----» It weighs a kilo.
4- How many cells does your brain have? ----» It has about a hundred billion cells.
5- What does your brain control? ----» It controls everything you do. It receives information from your senses,
analyses it, then sends messages back.
6- What happens when you put your hand in hot water? ----» My brain receives the message "very hot" from my hand, then immediately sends a message back to my hand ' Take your hand out of the water". 7- Why is it difficult to taste different fruits if you hold your nose and close your eyes? ----» Because our senses often work together. 8- What happens when you eat something? ----» When I eat something, my brain receives messages from my mouth, eyes and nose. 9- How does your brain help you learn and remember? ----» My brain stores past memories and this makes learning and remembering possible. 10- What does the brain control? ----» It controls one's breathing, heart, body temperature and digestion.
9. - 03 -
Creative Questions
11- What five senses does the brain receive information from? ----» The ears, the eyes, the skin, the mouth and the nose. 12- Do we all like the same things that we see, hear and taste? Why? ----» No, we don't like the same things that we see, hear and taste because of
individual differences. 13- Which of the five senses, do you think, is the most important? ----» I think "sight", is the most important of the five senses. 14- How would life be different without the sense of sight? ----» Life would be very difficult. We wouldn't be able to read books, watch TV,
enjoy nature or cross the street. 15- How can we help people who have lost one of their senses? ----» By having specially trained teachers who are able to deal with them and develop their knowledge and skills. -------------------------------------------------------------------------------------- Creative Questions 1- Why do brains think that light comes downwards ? ----» Because the natural light from the sun always comes from above. 2- Do we all have the same things that we see; hear and taste ? ----» No, each one of us has his own opinion. 3- How can we help people who have lost one of the senses ? ----» By inventing devices that will help them to make up for what they have lost. 4- How does the brain help us to learn and remember ? ----» It acts as a store for past memories. 5- What happens when you put your hand in hot water ? ----» The brain receives a message saying the water is very hot and sends a message back to the person saying “take your hand out of the water”. 6- Why is it difficult to taste different fruits if you hold your nose and close your eyes ? ----» Because the brain won’t receive any messages. --------------------------------------------------------------------------------------
10. - 03 -
Grammar
If : إذا لو –
If ( Zero )
If ( Zero ) Present Simple Present Simple
مضارع بسيط مضارع بسيط
Ex:
- If we heat a bar of metal, it expands.
- If water is frozen, it turns into ice.
- If I feel tired, I go to bed.
- تستخدم الحالة الصفرية للتعبير عن أحداث واقعية أو حقائق علمية .
---------------------------------------------------------------------------
If ( 1 )
If ( 1 ) Present Simple (will / can / may) + ) المصدر (
مضارع بسيط
Exs:
- تستخدم الحالة الأولى للتعبير عن حدث مستقبلى .
- If Ali trains hard, he will win the match.
- تعبر عن عمل توقعات ووعود فى المستقبل .
- If I find his phone number, I’ll ring you.
---------------------------------------------------------------------------
If ( 2 )
If ( 2 ) Past Simple (would / could / might) + ) المصدر (
ماضى بسيط
Exs:
- تستخدم الحالة الثانية للتعبير عن موقف خيالى أو غير حقيقى .
- If you fell, you would hurt yourself.
- تعبر عن شئ غير محتمل حدوثه .
- If I had a lot of money, I’d buy a new car.
- تعبر عن إعطاء النصيحة .
- If I were you, I’d give up smoking.
---------------------------------------------------------------------------
If ( 3 )
If ( 3 ) Past Perfect (would / could / might) + have + P.P
ماضى تام
11. - 02 -
- تعبر عن مواقف مستحيلة لأنها لم تحدث فى الماضى .
Exs:
- If he had run quickly, he’d have won the race.
- If he had played well, he wouldn’t have lost the match.
---------------------------------------------------------------------------
* عند إستخدام ( If ) لربط جملتين .... نتبع الخطوات التالية :
3 نحدد الرابط بين الجملتين . -
إذا كان الرابط بين الجملتين - ( so & therefore & thus & consequently ) ... يحذف
الرابط ولا نعكس الجملتين .
إذا كان الرابط بين الجملتين - ( because & since & as ) ... يحذف الرابط ونعكس الجملتين .
9 تحديد الحالة لــ - ( If ) .
إذا كان زمن الجملة الأولى مستقبل أو أمر ..... نستخدم الحالة الأولى . -
إذا كان زمن الجملة الأولى مضارع ..... نستخدم الحالة الثانية . -
إذا كان زمن الجملة الأولى ماضى ..... نستخدم الحالة الثالثة . -
0 ننفى المثبت ونثبت المنفى . -
) من الممكن الإستغناء عن هذه الخطوة إذا كانت الحالة المستخدمة لــ ( If ) هى الحالة الأولى (
Exs:
* Perhaps he will come tomorrow. If so, I’ll meet him. ( If )
----» If he comes tomorrow, I will meet him.
* Hurry up or you won’t catch the train. ( If )
----» If you hurry up, you will catch the train.
لاحظ
إذا كان الرابط بين الجملتين ( or ) ... نحذف الرابط ... تتغير جملة واحدة من الجملتين من حيث
النفى والإثبات .
* He doesn’t take any exercise, so he is fat. ( If )
----» If he took some exercise, he wouldn’t be fat.
* She didn’t study hard, so she failed the exam. ( If )
----» If she had studied hard, she wouldn’t have failed the exam.
* He isn’t rich, so he won’t buy the car. ( If )
----» If he were rich, he would buy the car.
لاحظ
إذا كان فعل الجملة الأولى ( am / is / are ) .... تحول إلى ( were ) مع جميع الضمائر .
---------------------------------------------------------------------------
If
In case of Without = But for
+ +
( v + ing ) & ( Noun ) ( v + ing ) & ( Noun )
Exs:
* If he studied hard, he would join the faculty of medicine. ( In case of )
----» In case of studying hard, he would join the faculty of medicine.
حالة الإستحالة
تحل محل
( If )
فى النفى
تحل محل
( If )
فى الإثبات
12. - 33 -
* If she doesn’t attend the party, she won’t see the movie star. ( Without )
----» Without attending the party, she won’t see the movie star.
---------------------------------------------------------------------------
Without = But for
If it weren’t for If it hadn’t been for
Exs:
* Without his apology, I wouldn’t forgive him. ( If it )
----» If it weren’t for his apology, I wouldn’t forgive him.
* But for playing well, El-Ahly wouldn’t have won the cup. ( If it )
----» If it hadn’t been for playing well, El-Ahly wouldn’t have won the cup.
---------------------------------------------------------------------------
Unless = If not
عند إستخدام ( Unless ) بدلا من ( If ) ... نعكس حالة إحدى الجملتين ) سواء كانت فعل الشرط أو
جواب الشرط ( من حيث النفى والاثبات ... مع ملاحظة الحفاظ على الجملة التى تلى ( Unless )
) أى فعل الشرط ( مثبتا .
Exs:
* If you didn’t read the book carefully, you wouldn’t understand it. ( Unless )
----» Unless you read the book carefully, you wouldn’t understand it.
* If Ali studied hard, he would join the faculty of medicine. ( Unless )
----» Unless Ali studied hard, he wouldn’t join the faculty of medicine.
---------------------------------------------------------------------------
Note The Following
If
( 1 ) Should :
من الممكن أن تحل - ( Should ) بدلا من ( If ) وتصبح القاعدة كالآتى :
Should + ) الفاعل ( + ) المصدر (
Ex:
* If she studies hard, she will get high marks. ( Should )
----» Should she study hard, she will get high marks.
فى الحالة الثانية
فى الحالة الثالثة
Should
Were
Had
فى الحالتين
الأولى والثانية
13. - 33 -
2- Were :
من الممكن أن تحل - ( Were ) بدلا من ( If ) بطريقتين :
3 إذا كانت - ( Were ) موجودة فى الجملة تحول الجملة بالطريقة التالية :
Were + ) الفاعل ( + …………..
Ex:
* If she were a doctor, she would help us. ( Were )
----» Were she a doctor, she would help us.
9 إذا كانت - ( Were ) غير موجودة فى الجملة تحول الجملة بالطريقة التالية :
Were + ) الفاعل ( + to + ) المصدر (
Ex:
* If he trained well, he would win the cup. ( Were )
----» Were he to train well, he would win the cup.
---------------------------------------------------------------------------
3- Had :
من الممكن أن تحل - ) Had( بدلا من ( If ) وتصبح القاعدة كالآتى :
Had + ) الفاعل ( + …………
Ex:
* If he had played the match well, he would have won the cup. ( Had )
----» Had he played the match well, he would have won the cup.
---------------------------------------------------------------------------
فى الحالة الثانية
فى الحالتين
الثانية والثالثة
14. - 39 -
Review A Interviewer : Mike, can you tell us something about yourself? Champion : Yes, sure. Interviewer : Where are you from? Champion : Well, I was born in Texas and lived there until I was 17. Now I live in New York. Interviewer : And do you work there? Champion : Yes, I do, but I also work in many other places. Interviewer : And is it true that you earn all your money from your memory? Champion : Yes, that's right. I do shows all over America and in other parts of
the world. Interviewer : So, what do you do in your shows? Champion : Well, I answer people's questions. But before I begin, I introduce myself to everyone who conies to the show. They tell
me their names and where they're from. Interviewer : How many people come to your shows? Champion : Oh, five or six hundred - sometimes more. Last night there were
more than a thousand people. Interviewer : Really? Champion : Then / make a promise, I tell people that if they ask me a question
and tell me their name, I'll remember their name and use it when I answer their question. If I forget, I'll give the person 1,00 dollars. Interviewer : And how much do you have to pay at the end of a show? Champion : Nothing. I've never had to give any money. At a show two weeks
ago, I forgot someone's name for a few seconds, but then I
remembered it. Interviewer : Mike Champion, thank you very much for talking to me. ----------------------------------------------------- Friends
Abdullah and Ibrahim have been friends for a long time. They are the same age. Their families are good friends. They go to the same school. They both want to go to university and become teachers. They both enjoy athletics and swimming. Ibrahim is good at science and Abdullah is better at English. This is useful because they can help each other.
Their families go on holidays together. They spend a lot of free time together. Last year, they went on a fantastic sailing holiday. They have very different characters. Ibrahim is a calm and relaxed person while Abdullah gets excited and worries about everything.
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They hope they will always be best friends and when they become parents and grandparents one day, their children and grandchildren will play together and be best friends, too. ----------------------------------------------------- Questions and answers
1- How long have Abdullah and Ibrahim been friends? ----» They have been friends for a long time. 2- Do they have different or similar characters? ----» They have different characters. 3- What did Ibrahim and Abdullah use to do when they were children? ----» They used to play together. 4- How do you explain the fact that Abdullah and Ibrahim are such good friends? ----» They like doing the same things. For example, they both enjoy athletics and swimming. 6- How are the characters of Abdullah and Ibrahim different? ----» They are different as Ibrahim is a calm, relaxed person while Abdullah gets excited very easily and worries about everything. 7- How do their families meet? ----» They sometimes go on holiday together, so they spend a lot of free time together. 8- What is Ibrahim's hope? ----» He hopes they will be best friends and their children and grandchildren will
play together and be best friends, too. 9- What is your idea of a friend? ----» A Mend should be helpful, sincere and thoughtful. 10- Do you have a best friend? How is he / she special? ----» Yes, he is helpful and always gives me useful advice. 11- Do you agree that we are often best friends with people who are very different from ourselves? ----» I agree because if a friend is good at one subject and the other is good at
another subject, they can help each other. If their characters are different, they don't always agree with each other but they are best friends because they integrate. 12- What is your definition of a good friend? ----» A friend is someone I know well and enjoy spending time with. He cares for
my problems and helps me to solve them.
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13- Do you think it is good to sometimes disagree with your friends? Why /
Why not? ----» I think it is good to sometimes disagree with my friends so that everyone knows the best to do. 14- Do you have a friend? How long have you known bun / her? ----» Yes, I have a sincere friend. I have known him for a long time since we were
at primary school together. 15- What is your friend good at? Are you good at the same things? ----» We are not good at the same things at school. My friend is good at science and I am better at English, so we can help each other. 16- What is your friend like? Is this the same as you? ----» He is funny and optimistic. He is not the same as me because I'm nervous and worry about everything. 17- What are your hopes for the future? Will you be friends in the future? ----» We hope we'll always be best friends and our children and grandchildren will
play together and be best friends, too. -----------------------------------------------------