final report -**-

‫ ‬ ‫ ‬ ‫ ‪Smart class 4‬‬ ‫ ‬ ‫ ‪People‬‬ ‫ ) ‪( A chant‬‬ ‫ ‬ ‫اﻋﺿﺎء ﻓرﯾق ﺑﺣث اﻟدرس‬ ‫اﻟﻣدرﺳﺔ‬ ‫اﺳم اﻟﻣﻌﻠﻣﺔ‬ ‫ب ‪٩٣‬‬ ‫اﺣﺳﺎن ھﻠﯾل ھﻼل اﻟﻣﺳﻌودي‬ ‫ب‪١٤٣‬‬ ‫ﻧدى ﻋواض ﻋوﯾﻣر اﻟﻘرﺷﻲ‬ ‫ب‪٦٨‬‬ ‫ﺧﻠود ﻋﻠﻲ ﺳﻠﯾﻣﺎن اﻟﺻﺑﺣﻲ‬ ‫ﻋﻔﺎف زﯾد ﻧﺎﯾف اﻟﻣطﯾري‬ ‫ ب‪٥٧‬‬ ‫ﺳﻠﻣﻰ ﺳﻌود ﻣﺳﺎﻋد اﻟﻔﻧﺎوي‬ ‫ب‪٢‬ﺗق‬ ‫ﺗﮭﺎﻧﻲ ﺳﺎﻟم ﻏﺎزي اﺑوﺗﺎﻛﻲ‬ ‫ ‬

‫ ‬ ‫اﻟﺻﻔﺣﺔ‬ ‫ﻣﺣﺗوى اﻟﺗﻘرﯾر‬ ‫اﻟﻣوﺿوع‬ ‫اﻟﻣﻔدﻣﺔ ‪١‬‬ ‫اﻟﮭدف اﻟﺑﻌﯾد ‪٢‬‬ ‫“ ‪٣ “ Team agreement‬‬ ‫اﻟﺧطﺔ اﻻﺟراﺋﯾﺔ ‪٥-٤‬‬ ‫ﺗﺣدﯾد درس اﻟﺑﺣث ‪٦‬‬ ‫ﻣرﺣﻠﺔ اﻟﺗﺧطﯾط ) ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول اﻷھداف ( ‪٧‬‬ ‫) ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول اﻟﻣﺣﺗوى ( ‪٨‬‬ ‫) ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول ﺗﻌﻠم اﻟطﻼب واﺳﺗﻌداداﺗﮭم ( ‪٩‬‬ ‫) ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول اﺟراءات اﻟﺗدرﯾس ‪ ،‬اﻷدوات ‪ ،‬اﻟطرق واﻟوﺳﺎﺋل( ‪١٠‬‬ ‫‪١٢-١١‬‬ ‫ﺗﻧﻔﯾذ درس اﻟﻣﻌﻠﻣﺔ ‪ :‬ﺗﮭﺎﻧﻲ ﺳﺎﻟم اﺑو ﺗﺎﻛﻲ‬ ‫‪١٤-١٣‬‬ ‫ﺗﻧﻔﯾذ درس اﻟﻣﻌﻠﻣﺔ ‪ :‬ﺳﻠﻣﻰ ﺳﻌود اﻟﻘﻧﺎوي‬ ‫‪١٩ – ١٥‬‬ ‫ﺧطﺔ درس اﻟﻣﻌﻠﻣﺔ اﺣﺳﺎن ھﻠﯾل ھﻼل اﻟﻣﺳﻌودي‬ ‫راﺑط ﺗﻘﯾﯾم و ﻣﺷﺎرﻛﺔ اﻟرأي ﻟﻠدرس اﻟﺑﺣوث ‪٢٠‬‬ ‫ ‬

‫ ‬ ‫اﻟﻣﻘدﻣﺔ‬ ‫اﻟﺣﻣد‪ a‬رب اﻟﻌﺎﻟﻣﯾن واﻟﺻﻼة واﻟﺳﻼم ﻋﻠﻰ آﺷرف اﻻﻧﺑﯾﺎء واﻟﻣرﺳﻠﯾن ﺳﯾدﻧﺎ‬ ‫ﻣﺣﻣد وﻋﻠﻰ اﻟﮫ وﺻﺣﺑﮫ اﺟﻣﻌﯾن‪ ..‬وﺑﻌد ‪،،‬‬ ‫ﻓﻲ ﺧﺿم ﻣدﺧل اﻟﺗﻧﻣﯾﺔ اﻟﻣﮭﻧﯾﺔ ﻟﻠﻣﻌﻠم‪ ،‬و ﻣﺎ اﻧﺑﺛق ﻋﻧﮭﺎ ﻣن اﺗﺟﺎھﺎت ﻣﻌﺎﺻرة‬ ‫وﺗوﺟﮭﺎت ﻓﻠﺳﻔﯾﺔ وﻧﻣﺎذج ﺗﻧظﯾرﯾﺔ‪ ،‬آﺿﺣت ﻣن أھم ﻣﻘوﻣﺎت ﺗطوﯾر ﻛﻔﺎﯾﺎت‬ ‫اﻟﻣﻌﻠﻣﯾن وﺗﻧﻣﯾﺗﮭﺎ‪ ،‬وﻓﻲ ﺗﯾﺎر اﻟﺛورة اﻟﻣﻌرﻓﯾﺔ واﻟﺗﻘﻧﯾﺔ وﻣﺟﺗﻣﻌﺎت اﻟﻣﻌرﻓﺔ‪،‬‬ ‫أﺻﺑﺣت اﻟﺗﻧﻣﯾﺔ اﻟﻣﮭﻧﯾﺔ ﺻﻣﺎم اﻷﻣﺎن اﻟذي ﯾﺿﻣن رﻓﻊ ﻣﺳﺗوى أداء اﻟﻣﻌﻠﻣﯾن‬ ‫وﺗﻧﻣﯾﺔ اﺗﺟﺎھﺎﺗﮭم اﻻﯾﺟﺎﺑﯾﺔ ﻧﺣو اﻟﺗﺧﺻص وﺗﻧﻣﯾﺔ ﻣﮭﺎراﺗﮭم اﻷداﺋﯾﺔ وﻣﻣﺎراﺳﺎﺗﮭم‬ ‫اﻟﺗدرﯾﺳﯾﺔ‪ ،‬ﻟﺗرﺗﻘﻲ ﻟﻣﺳﺗوﯾﺎت اﻹﺑداع واﻟﺗﻣﯾز‪ ،‬وﻣﺟﺎراة ﻣﺎ أﻓرزه اﻟﻘرن اﻟﺣﺎدي‬ ‫واﻟﻌﺷرﯾن ﻣن ﻣﮭﺎرات‪ ،‬وﻣﺗﺎﺑﻌﺔ اﻟﻣﺳﺗﺟدات اﻟﻌﻠﻣﯾﺔ واﻟﺗﻘﻧﯾﺔ واﻟﺑﺣﺛﯾﺔ‪ .‬وﻋﻠﻰ‬ ‫ﻗدر ﻣﺎ ﺻﻧﻔﮫ اﻟﺗرﺑوﯾون ﻣن ﻛﻔﺎﯾﺎت وﻣﻣﺎرﺳﺎت ﺗﻌﻧﻰ ﺑﺗطوﯾر اﻟﺟﺎﻧب اﻷداﺋﻲ‬ ‫واﻟﻣﮭﻧﻲ واﻟﻌﻠﻣﻲ ﻟﻠﻣﻌﻠم‪ ،‬إﻻ أن اﻟﻧظرﯾﺎت اﻟﺑﻧﺎﺋﯾﺔ اﻟﻣﻌرﻓﯾﺔ ﺟﻌﻠﺗﻧﺎ ﻧﺗﻔق ﻋﻠﻰ أن‬ ‫اﻹﻧﺳﺎن ﻻ ﯾﺗﻌﻠم ﻣن ﻛوﻧﮫ ﻣﺳﺗﻘﺑﻼ ﻟﻠﻣﻌرﻓﺔ ﻓﻘط‪ ،‬و إﻧﻣﺎ ﯾﺗﻌﻠم وﯾﻌﯾد ﺗﺷﻛﯾل ﺑﻧﯾﺗﮫ‬ ‫اﻟﻣﻌرﻓﯾﺔ ﻣن اﻟﺗﻔﺎﻋل ﻣﻊ اﻟﻣﻌرﻓﺔ ﻋﻧدﻣﺎ ﯾﻧﺧرط وﯾﻧﮭﻣك وﯾﺗﻌﺎﯾش ﻓﻲ ﻣﮭﺎم‬ ‫ﺣﻘﯾﻘﯾﺔ ﺗﺗطﻠب ﻣﻧﮫ اﻟﺣﺻول ذاﺗﯾﺎ ﻋﻠﻰ اﻟﻣﻌرﻓﺔ وﺗوظﯾﻔﮭﺎ ﻟﺣل اﻟﻣﺷﻛﻼت‬ ‫واﻟﻘﺿﺎﯾﺎ اﻟﻌﻠﻣﯾﺔ اﻟﺗﻲ ﺗواﺟﮭﮫ‪ .‬وھذا اﻟﻣﺑدأ واﻟﺗوﺟﮫ ﯾﻣﻛن اﻟﻣﺗﻌﻠم ﻣن ﺑﻧﺎء‬ ‫ﻣﻌﺎرﻓﮫ وﺻﻘل ﻣﮭﺎراﺗﮫ ﺑﺄﺳﻠوﺑﮫ اﻟﺧﺎص‪ ،‬وﺑﺎﻟﺗﺎﻟﻲ ﺗﺷﻛﯾل ﺑﻧﯾﺗﮫ اﻟﻣﻌرﻓﯾﺔ ﻛﻠﻣﺎ‬ ‫اﻧﺧرط ﺑداﻓﻊ ذاﺗﻲ ﻓﻲ ﺧﺑرة ﺣﯾﺎﺗﯾﺔ‪ .‬وﻗد اﺗﻔق اﻟﻔرﯾق ﻋﻠﻰ اﺧﺗﯾﺎر اﻟدرس اﻟﺛﺎﻧﻲ‬ ‫ﻣن اﻟوﺣدة اﻟراﺑﻌﺔ ‪،‬ﻷﻧﮫ ﯾﻼﺋم ﻣﻊ واﻗﻊ اﻟطﺎﻟﺑﺎت واھﺗﻣﺎﻣﺎﺗﮭم وﯾﺗﻣﺎﺷﻰ ﻣﻊ رؤﯾﺔ‬ ‫‪ ٢٠٣٠‬ﻹﺧراج ﺟﯾل واﻋﻲ ﯾﻌﺗﻣد ﻋﻠﻰ ﻧﻔﺳﮫ ﻓﻲ ﻗراراﺗﮫ‪.‬‬ ‫‪١‬‬ ‫ ‬

‫ ‬ ‫اﻟﮭدف اﻟﺑﻌﯾد‬ ‫ﯾﺣﻘق طﻼﺑﻧﺎ ﻓﮭﻣﻧﺎ ﻋﻣﯾﻘﺎ ﻓﻲ اﻟﻣﺣﺗوى اﻟﻣﻌرﻓﻲ‪.‬‬ ‫ ‪Having the ability to solve problems by using speaking skill in‬‬ ‫ ‪different situations.‬‬ ‫ ‬ ‫ ‬ ‫*اﻷھداف اﻟﺗﻔﺻﯾﻠﯾﺔ ﻟﻠﮭدف اﻟﺑﻌﯾد‪.‬‬ ‫ ‪ -‬ﯾﺗﻣﻛن طﻼﺑﻧﺎ ﻣن ﺗطﺑﯾق اﻟﻣﻌرﻓﺔ اﻻﺳﺗﯾﻌﺎب اﻟﻣﻔﺎھﯾﻣﻲ ﻟﺣل اﻟﻣﺷﻛﻼت‪.‬‬ ‫‪ -‬ﯾﻛﺗﺳﺑون ﻣﮭﺎرات اﻟﺗﻔﻛﯾر ﻣن أھﻣﮭﺎ اﻻﺳﺗدﻻل‪.‬‬ ‫* ﺗﺂﻣﻼت اﻟﻔرﯾق ﺣول ﺿﺑط اﻟﮭدف اﻟﺑﻌﯾد‪.‬‬ ‫‪ -‬ﻗدرة اﻟطﺎﻟﺑﺎت ﻋﻠﻰ اﻟﺗﺣدق ﺑطﻼﻗﺔ ﺧﺎرج اﻟﺻف وﻓﻲ اﻷﻣﺎﻛن اﻟﻌﺎﻣﺔ ﺑدون‬ ‫ﺧﺟل‪.‬‬ ‫‪ -‬إﺟﺎدة ﻣﮭﺎرات اﻟﺗﺣدث وزﯾﺎدة ﻣﺧزون اﻟﻛﻠﻣﺎت واﻟﻣﻔردات اﻟﺟدﯾدة ﻟدﯾﮭم‪.‬‬ ‫‪ -‬اﺧراج ﺟﯾل واﻋﻲ ﻓﺎھم وﻣﺛﻘف ﯾﻌﺗﻣد ﻋﻠﻰ ﻧﻔﺳﮫ ﻓﻲ ﻗراراﺗﮫ وﻟﮫ ھدﻓﮫ‬ ‫اﻟﻣﺳﺗﻘﺑﻠﻲ وﯾﺧدم دﯾﻧﮫ ﺛم وطﻧﮫ ﻗﺎدر ﻋﻠﻰ ﺗﺣﻘﯾق ﻣﺳﺗﻘﺑل ﻣرق وﺟﺎھز ﻟﺳوق‬ ‫اﻟﻌﻣل ﻣﺗﻣﻛن وواﺛق ﻣن ﻧﻔﺳﮫ وﯾﺗﺣدث اﻟﻠﻐﺔ اﻻﻧﺟﻠﯾزﯾﺔ ﺑطﻼﻗﺔ ﻓﻲ ﻛل ﻣﻛﺎن‪.‬‬ ‫* ﻋدد اﻟﺳﻧوات اﻟﻣﻘﺗرﺣﺔ ﻟﺗﺣﻘﯾق اﻟﮭدف اﻟﺑﻌﯾد ‪ ٣ :‬ﺳﻧوات‪.‬‬ ‫ ‬ ‫‪٢‬‬ ‫ ‬

“ Team agreement “ • Practice and meditation in order to improve and develop performance. • Pay attention to team file and keep it clean. • Mutual respect during the holding of the program. • Don’t use mobile during training. • To build positive relationship with your team. • Try your best for connecting clearly with your team. • Respect each other. ٣

‫ ‬ ‫اﻟﺧطﺔ اﻹﺟراﺋﯾﺔ‬ ‫‪.١‬ﺗﺑﻠﯾﻎ ﻓرﯾق ﺑﺣث اﻟدرس ﻋن طرﯾق ﺧطﺎﺑﺎت رﺳﻣﯾﺔ ﻟﻠﻣدارس اﻟﻣﻌﻧﯾﺔ‪.‬‬ ‫ ‬ ‫‪ .٢‬ﺗﺄﺳﯾس ﻣﺟﻣوﻋﺔ ﻓﻲ وﺳﯾﻠﺔ اﻟﺗواﺻل اﻻﺟﺗﻣﺎﻋﻲ ﺧﺎﺻﺔ ﺑﺄﻋﺿﺎء ﻓرﯾق‬ ‫ﺑﺣث اﻟدرس‪.‬‬ ‫ ‬ ‫‪ .٣‬ﺗﺣدﯾد ﺗوارﯾﺦ اﻻﺟﺗﻣﺎﻋﺎت ﻟﻔرﯾق ﺑﺣث اﻟدرس وﻣﻘر ﻛل اﺟﺗﻣﺎع‪.‬‬ ‫ ‬ ‫‪ .٤‬اﻻﺗﻔﺎق ﻋﻠﻰ ﻣﯾﺛﺎق ﻓرﯾق ﻋﻣل ﺑﺣث اﻟدرس‪.‬‬ ‫ ‬ ‫‪ .٥‬ﺗﺄﻣل اﻟﻌﻣﻠﯾﺎت اﻟﻌﻘﻠﯾﺔ اﻟﻣﻧﺗﺟﺔ وﻣواﺋﻣﺔ ﻣﺎ ﯾﺗﻧﺎﺳب وطﺑﯾﻌﺔ أھداف اﻟﻣرﺣﻠﺔ‬ ‫ اﻟﻣﺗوﺳﺔ‪.‬‬ ‫‪ .٦‬وﺿﻊ رؤﯾﺔ ﻟﺿﺑط اﻟﮭدف اﻟﺑﻌﯾد‪.‬‬ ‫ ‬ ‫‪ .٧‬ﻣن ﺧﻼل اﻻﺳﺗﻣﺎع اﻟﻰ وﺟﮭﺎت اﻟﻧظر ﺗم اﺧﺗﯾﺎر ﺑﺣث اﻟدرس‪.‬‬ ‫ ‬ ‫‪ .٨‬ﺗﻧﻔﯾذ اﺟراءات درس اﻟﺑﺣث ﺑﺗﻘﺳﯾم اﻟﻌﻣل ﻋﻠﻰ اﻋﺿﺎء اﻟﻔرﯾق‪.‬‬ ‫‪٤‬‬ ‫ ‬

‫ ‬ ‫اﻟﺗﺎرﯾﺦ اﻟزﻣن‬ ‫اﻟﻣﮭﻣﺔ‬ ‫ ‬ ‫‪ ٤٥ ١٤٤٠/٥/٤‬د‬ ‫ﺧطﺔ اﻟﮭدف اﻟﺑﻌﯾد‪.‬‬ ‫اﻟﻣﻘر‬ ‫‪ ٤٥‬د‬ ‫ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول ﺗﻌﻠم اﻟطﻼب ‪.‬‬ ‫ب ‪٩٣‬‬ ‫‪١٤٤٠/٦/٨‬‬ ‫اﻷھداف اﻟﺗﻔﺻﯾﻠﯾﺔ‪.‬‬ ‫ب ‪١٤٣‬‬ ‫وﺿﻊ ﺧطﺔ زﻣﻧﯾﺔ ﺧﺎﺻﺔ‬ ‫ب‪٥٧‬‬ ‫ﺑﺎﻻﺟﺗﻣﺎﻋﺎت‪.‬‬ ‫ب ‪٩٣‬‬ ‫ب ﺗق ‪٢‬‬ ‫ﺗوزﯾﻊ اﻟﻣﮭﺎم ﻋﻠﻰ اﻷﻋﺿﺎء‪.‬‬ ‫ب ‪٥٧‬‬ ‫ب ‪٩٣‬‬ ‫‪١٤٤٠/٦/١٦‬‬ ‫ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول اﻟﻣﺣﺗوى‬ ‫ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول اﻷھداف‬ ‫ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول طرق ‪ ٤٥‬د‬ ‫اﻟﺗدرﯾس‪.‬‬ ‫‪١٤٤٠/٦/٢٣‬‬ ‫اﻟﺗﺧطﯾط ﻟﻠدرس‪.‬‬ ‫‪ ٤٥‬د‬ ‫ﺗﺧطﯾط اﻟﺳﺑورة‪.‬‬ ‫‪ ٤٥ ١٤٤٠/٦/٣٠‬د‬ ‫ﺗﻧﻔﯾذ اﻟﺗدرﯾس واﻟﻣﻼﺣظﺔ‪.‬‬ ‫‪ ٤٥ ١٤٤٠/٧/٧‬د‬ ‫ﺗﻧﻔﯾذ اﻟﺗدرﯾس واﻟﻣﻧﺎﻗﺷﺔ‪.‬‬ ‫‪ ٤٥ ١٤٤٠/٧/٢٠‬د‬ ‫إﻋﺎدة اﻟﺗدرﯾس واﻟﻣﻼﺣظﺔ‪.‬‬ ‫ﻛﺗﺎﺑﺔ اﻟﺗﻘرﯾر‪.‬‬ ‫ﻣراﺟﻌﺔ اﻟﺗﻘرﯾر‪.‬‬ ‫‪٥‬‬ ‫ ‬

‫ ‬ ‫ﺗﺣدﯾد درس اﻟﺑﺣث‬ ‫‪ .١‬ﺣث اﻟطﺎﻟﺑﺎت ﻋﻠﻰ ﻣﻣﺎرﺳﺔ اﻟرﯾﺎﺿﺔ ﻓﻲ ﺣﯾﺎﺗﮭم وزﯾﺎدة اﻟوﻋﻲ‬ ‫ﻟدﯾﮭم‪.‬‬ ‫‪ .٢‬ﯾﺗﻼﺋم ﻣﻊ واﻗﻊ اﻟطﺎﻟﺑﺎت واھﺗﻣﺎﻣﺎﺗﮭم‪.‬‬ ‫‪ .٣‬ﯾﺣﻔز اﻟطﺎﻟﺑﺎت ﻋﻠﻰ اﺳﺗﺧدام اﻟﻣﺣﺎدﺛﺔ ﺧﺎرج اﻟﺻف‪.‬‬ ‫‪ .٤‬ﯾﺗﻣﺎﺷﻰ ﻣﻊ رؤﯾﺔ ‪ ٢٠٣٠‬ﻓﻲ اﻟﺣرص ﻋﻠﻰ زﯾﺎدة اﻟوﻋﻲ ﻟدى‬ ‫اﻟﻣواطﻧﯾن ﻋﻧد ﻣﻣﺎرﺳﺗﮭم ﻟﻠرﯾﺎﺿﺎت اﻟﻣﺧﺗﻠﻔﺔ‪.‬‬ ‫‪٦‬‬ ‫ ‬

‫ ‬ ‫ﻣرﺣﻠﺔ اﻟﺗﺧطﯾط‬ ‫) ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول اﻷھداف (‬ ‫ﺗﺣدﯾد اھداف اﻟدرس ﻧﻘطﺔ ﻣﮭﻣﺔ ﻟﻠﻣﻌﻠﻣﺔ ﺣﯾث ﺗﺳﺎﻋدھﺎ ﻓﻲ ﺗوﻓﯾر اﻷﺳس وﺗﺣﻘﯾق اﻟﮭدف ﻣن اﻟدرس ﻛﻣﺎ‬ ‫ﯾﮭدف اﻟﻰ ﺗوﺟﯾﮫ ﺟﮭود اﻟطﺎﻟﺑﺎت وﺗﺳﺎﻋد ﻋﻠﻰ ﺗﺟزﺋﺔ ﻣﺣﺗوى اﻟدرس اﻟﻰ أﻗﺳﺎم ﺻﻐﯾرة ﯾﻣﻛن ﺗدرﯾﺳﮭﺎ‬ ‫وﺗوﺿﯾﺣﮭﺎ ﺑﻔﺎﻋﻠﯾﺔ وﻧﺷﺎط‪ .‬و ﻷن اﻟرﯾﺎﺿﺔ ھﻲ وﺳﯾﻠﺔ اﻟﺣﺻول ﻋﻠﻰ ﺟﺳد ﺳﻠﯾم ﻣﻌﺎﻓﻰ‪ ،‬ﻛﻣﺎ أﻧﮭﺎ وﺳﯾﻠﺔ‬ ‫ﻟﻠﺗﺧﻠص ﻣن اﻷﻣراض‪ ،‬ﻓﺎﻹﻧﺳﺎن اﻟذي ﯾﻣﺎرس اﻟرﯾﺎﺿﺔ ﯾﺳﺗطﯾﻊ اﻟوﺻول اﻟﻰ ﺟﺳم ﻣﺗﻧﺎﺳق ﻗوي‪ ،‬ﻛﻣﺎ أﻧﮫ‬ ‫ﺑﻣﻣﺎرﺳﺔ اﻟرﯾﺎﺿﺔ ﯾﺳﺗطﯾﻊ وﻗﺎﯾﺔ ﺟﺳده ﻣن اﻷﻣراض وﻋﻠﻰ رأﺳﮭﺎ ﻣرض اﻟﺳﻣﻧﺔ اﻟذي ﯾﻛون ﺳﺑﺑﺎ ﻓﻲ‬ ‫أﻣراض اﺧرى وﺗم اﺧﺗﯾﺎر درس ﻓﻲ اﻟوﺣدة اﻟراﺑﻌﺔ ﻟﻠﺻف اﻟﺧﺎﻣس ﺳﻣﺎرت ‪ ٤‬ﺣﺗﻰ ﺳﺗﻌرف اﻟطﺎﻟب ﻋﻠﻰ‬ ‫أھﻣﯾﺔ اﻟرﯾﺎﺿﺔ واﻟﺗﻌرف ﻋﻠﻰ ﻣﺳﻣﯾﺎت اﻷﻟﻌﺎب ﻓﻼﺑد أن ﺗﻛون اﻟطﺎﻟﺑﺔ ﻓﻲ ﻧﮭﺎﯾﺔ اﻟدرس ﻗﺎدرة ﻋﻠﻰ‪:‬‬ ‫‪-١‬ﻗراءة اﻟﻛﻠﻣﺎت اﻟﺟدﯾدة ﻗراءة ﺻﺣﯾﺣﺔ وﻟﺗﺣﻘﯾق ھذا اﻟﮭدف ﺗﻌرض اﻟﻣﻌﻠﻣﺔ ﺑطﺎﻗﺎت ﻣﻛﺗوب ﻋﻠﯾﮭﺎ اﻟﻛﻠﻣﺎت‬ ‫اﻟﺟدﯾدة ﻣدﻋﻣﺔ ﺑﺎﻟﺻورة وﺗﻛرار ﻗراﺋﺗﮭﺎ‪ .‬ﻛﻣﺎ ﺗطﻠب اﻟﻣﻌﻠﻣﺔ ﻣن اﻟطﺎﻟﺑﺎت ﻛﺗﺎﺑﺗﮭﺎ وﺗﮭﺟﺋﺗﮭﺎ ﻋﻠﻰ اﻟﺳﺑورة‪.‬‬ ‫‪ -٢‬اﻟﻘﯾﺎم ﺑﺄﻧﺷطﺔ ﻓﻲ اﻟزﻣن اﻟﻣﺿﺎرع اﻟﻣﺳﺗﻣر‪ .‬وﻟﺗﺣﻘﯾق ھذا اﻟﮭدف ﻣﻧﺎﻗﺷﺔ اﻟطﺎﻟﺑﺎت ﻣﺎ ﺗم ﺗﻌﻠﻣﮫ ﻋن‬ ‫ﻣﻛوﻧﺎت اﻟﺟﻣﻠﺔ واﺳﺗﻧﺗﺎﺟﮭﺎ ﻣن ﻗﺑل اﻟطﺎﻟﺑﺎت وﻛﺗﺎﺑﺗﮭﺎ ﻋﻠﻰ اﻟﺳﺑورة ﻣن ﻗﺑﻠﮭم‪.‬‬ ‫‪ -٣‬ﺗﻛون ﺟﻣل ﻣﺳﺗﺧدﻣﺔ ﻓﯾﮭﺎ اﻟزﻣن اﻟﻣﺿﺎرع اﻟﻣﺳﺗﻣر وﻟﺗﺣﻘﯾق ذﻟك ﺗﺳﺗﺧدم اﻟﻣﻌﻠﻣﺔ ﻟﻌﺑﺔ اﻟﺗرﻛﯾﺑﺎت )ﺑزل (‬ ‫ﺣﯾث ﺗﺳﺗطﯾﻊ اﻟطﺎﻟﺑﺔ ﺗرﺗﯾب اﻟﻘطﻊ ﺣﺗﻰ ﺗﻛون ﺟﻣﻠﺔ ﻣﻔﯾدة وﻣرﺗﺑﺔ ﺗرﺗﯾب ﺻﺣﯾﺢ‪.‬‬ ‫‪ -٤‬اﻹﺟﺎﺑﺔ ﻋﻠﻰ اﺳﺋﻠﺔ ﺣول اﻟﻧﺷﯾد‪ .‬وﯾﺗﺣﻘق ذﻟك ﺑﺎﻻﺳﺗﻣﺎع ﻟﻠﻧﺷﯾد ﻣرﺗﯾن ﺣﺗﻰ ﺗﺳﺗطﯾﻊ اﻹﺟﺎﺑﺔ ﻋﻠﻰ اﻷﺳﺋﻠﺔ‬ ‫ﺣول ھذا اﻟﻧﺷﯾد واﺳﺗﺧدام ﺟدول ﺗﻛﺗب ﻓﯾﮫ اﻟطﺎﻟﺑﺔ اﻟوﻗت‪ ..‬اﺳم اﻟﺷﺧﺻﯾﺎت ‪ ..‬و اﻷﻓﻌﺎل واﺳﻣﺎء اﻷﻟﻌﺎب‬ ‫وھﻛذا ‪..‬‬ ‫‪ -٥‬ﻗراءة اﻟﻧﺷﯾد وﻟﺗﺣﻘﯾق ذﻟك ﯾﺗم ﺗﻛرار ﻗراءﺗﮫ ﻣرﺗﯾن ﻋﻠﻰ اﻷﻓل ﻛﻣﺟﻣوﻋﺔ وﺗﺟزﺋﺗﮫ ﻛﺟﻣل ﻋن طرﯾق‬ ‫اﻟﻘراءة اﻟﻔردﯾﺔ‪.‬‬ ‫ ‬ ‫‪٧‬‬ ‫ ‬

‫ ‬ ‫) ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول اﻟﻣﺣﺗوى (‬ ‫ﻟﻠﺗرﺑﯾﺔ اﻟرﯾﺎﺿﯾﺔ أھﻣﯾﺔ ﻛﺑﯾرة ﻓﻲ ﺣﯾﺎة اﻟطﺎﻟب اﻟدراﺳﯾﺔ‪ ،‬ﻟذﻟك ﺗﻌﺗﺑر ﻣن اﻟﺣﺻص‬ ‫اﻟﻣدرﺳﯾﺔ اﻟﻣﮭﻣﺔ ﻟﻣﺎ ﻟﮭﺎ ﻣن أﺛر اﯾﺟﺎﺑﻲ ﻋﻠﻰ اﻟطﻼب‪ ،‬وﻋﻠﻰ اﻟﺑﯾﺋﺔ اﻟﺗﻌﻠﯾﻣﯾﺔ‪ ،‬وﻣن‬ ‫اﻷﻣور اﻟﻣرﺗﺑطﺔ ﺑﺄھﻣﯾﺔ اﻟﺗرﺑﯾﺔ اﻟرﯾﺎﺿﯾﺔ ﻣﺎ ﯾﻠﻲ‪:‬‬ ‫زﯾﺎدة ﻧﺷﺎط اﻟطﻼب‪ ،‬وﻣﺳﺎﻋدﺗﮭم ﻋﻠﻰ اﻟﺗرﻛﯾز ﻓﻲ ﻣوادھم اﻟدراﺳﯾﺔ‪.‬‬ ‫ﺗﻌﺗﺑر وﺳﯾﻠﺔ ﻣن اﻟوﺳﺎﺋل اﻟﻣﺳﺎﻋدة ﻓﻲ ﺗﻌزﯾز ھواﯾﺎت اﻟطﻼب‪ ،‬وﺧﺻوﺻﺎ اﻟذﯾن‬ ‫ﯾﮭﺗﻣون ﺑﺎﻟﮭواﯾﺎت اﻟرﯾﺎﺿﯾﺔ‪ .‬ﺗﺳﺎﻋد ﻋﻠﻲ ﺗﻧﻣﯾﺔ ﺷﺧﺻﯾﺔ اﻟطﺎﻟب‪ ،‬ﻋن طرﯾق‬ ‫ﻣﺳﺎﻋدﺗﮫ ﻋﻠﻰ ﻣﺟﻣوﻋﺔ ﻣن اﻟﻣﻔﺎھﯾم اﻟﻣﻔﯾدة‪ ،‬ﻣﺛل‪ :‬ﻣﻔﮭوم اﻟﻔرﯾق‪ ،‬واﻟﺗﻌﺎون ﻣﻊ‬ ‫اﻟزﻣﻼء‪.‬‬ ‫ﺗﺳﺎھم ﻓﻲ ﺗﻘوﯾﺔ اﻟﺻداﻗﺔ ﺑﯾن اﻟزﻣﻼء ﻓﻲ اﻟﺻف اﻟواﺣد‪ ،‬ﻋن طرﯾق ﺗﻔﻌﯾل ﻓﻛرة‬ ‫اﻷﻟﻌﺎب اﻟرﯾﺎﺿﺳﺔ اﻟﺟﻣﺎﻋﯾﺔ‪ ،‬ﻣﺛل‪ :‬ﻛرة اﻟﻘدم‪ ،‬وﻛرة اﻟﺳﻠﺔ‪.‬‬ ‫ﺗﻘدم ﻣﺳﺎﻋدة ﻟﻣﻌﻠم اﻟرﯾﺎﺿﺔ ﺣﺗﻰ ﯾﺗﻣﻛن ﻣن ﺗﻘﯾﯾم طﻼﺑﮫ‪ ،‬وﻣﺳﺎﻋدﺗﮭم ﻓﻲ ﻣﻌﺎﻟﺟﺔ‬ ‫ﻧﻘﺎط اﻟﺿﻌف اﻟﺗﻲ ﯾﻌﺎﻧون ﻣﻧﮭﺎ ﻓﻲ اﻟﺗرﺑﯾﺔ اﻟرﯾﺎﺿﯾﺔ‪ ،‬أو ﻓﻲ اﻟﻣواد اﻟدراﺳﯾﺔ‬ ‫اﻷﺧرى‪.‬‬ ‫‪٨‬‬ ‫ ‬

‫ ‬ ‫) ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول ﺗﻌﻠم اﻟطﻼب واﺳﺗﻌداداﺗﮭم (‬ ‫اﻻھﺗﻣﺎم ﺑﻣﮭﻧﺔ اﻟﺗﻌﻠﯾم ﻣن أي ﻣﺟﺗﻣﻊ ﻣن اﻟﻣﺗﺟﻣﻌﺎت اﻧﻣﺎ ﯾﻧطﻠق ﻣن اﻟﺑﺻﻣﺎت اﻟﺗﻲ ﺗﺗرﻛﮭﺎ اﻟﻣﻌﻠﻣﺔ ﻋﻠﻰ‬ ‫ﺳﻠوﻛﯾﺎت طﺎﻟﺑﺎﺗﮭﺎ وأﺧﻼﻗﮭم وﻋﻘوﻟﮭم وﺷﺧﺻﯾﺎﺗﮭم‪ ......‬وﻧﺣن اﻻن ﻧﻣر ﺑﺗﻘدم ﻋﻠﻣﻲ وﺗﻘﻧﻲ ھﺎﺋل ﻟذﻟك ﻓﺈﻧﻧﺎ‬ ‫ﺑﺣﺎﺟﺔ ﻗوﯾﺔ اى ﻣزﯾد ﻣن اﻟﻣﮭﺎرات وطرق اﻟﺗﻔﻛﯾر اﻟﺗﻲ ﻻﺑد أن ﺗﻛﺗﺳﺑﮭﺎ اﻟﻣﻌﻠﻣﺔ‪.‬‬ ‫ﻓﮭذه ﺗﺄﻣﻼت ﻧﺣو ﺗﻌﻠم اﻟطﺎﻟﺑﺎت‪..‬‬ ‫ ‬ ‫أوﻻ‪ :‬اﺳﺗﻌدادات اﻟطﺎﻟﺑﺎت ‪،،،‬‬ ‫ﻣﻌرﻓﺔ ﻧطق اﻟﻛﻠﻣﺎت اﻟﺟدﯾدة ﺑطرﯾﻘﺔ ﺻﺣﯾﺣﺔ وﻛﺗﺎﺑﺗﮭﺎ ﻛﻣﺎ ﺗﺳﺗطﯾﻊ اﺳﺗﺧدام اﻟزﻣن اﻟﻣﺿﺎرع اﻟﻣﺳﺗﻣر ﻓﻲ‬ ‫ﺗرﻛﯾب ﺟﻣل ﺻﺣﯾﺣﺔ وﻣﻌرﻓﺔ ﻓﺎﺋدة اﻟرﯾﺎﺿﺔ وﻣﻣﺎرﺳﺗﮭﺎ ﻓﻲ ﺣﯾﺎﺗﻧﺎ اﻟﯾوﻣﯾﺔ وﻣﻌرﻓﺔ ﻣﺳﻣﯾﺎت ﺑﻌض اﻷﻟﻌﺎب‬ ‫اﻟرﯾﺎﺿﯾﺔ‪...‬‬ ‫ﺛﺎﻧﯾﺎ‪ :‬ﺧﺻﺎﺋص اﻟطﺎﻟﺑﺎت اﻟﺣﺎﻟﯾﺔ‪،،،‬‬ ‫ﻟدﯾﮭم اﻟرﻏﺑﺔ ﻓﻲ ﺗﻌﻠم اﻟﻠﻐﺔ اﻻﻧﺟﻠﯾزﯾﺔ ﻟﯾس ﻟدﯾﮭم ﺧﺑرة ﻓﻲ اﺳﺗﺧدام اﻟﺑراﻣﺞ اﻟﺗﻘﻧﯾﺔ واﻟﺗﻌﻠم اﻟذاﺗﻲ‪.‬‬ ‫ﺛﺎﻟﺛﺎ‪ :‬اﻟﺧﺻﺎﺋص اﻟﺗﻲ ﻧرﻏب ﺗﺣﻘﻘﮭﺎ ﻟﻠطﺎﻟﺑﺎت ﺑﻌد ﺳﻧﺔ دراﺳﯾﺔ‪،،،‬‬ ‫أن ﺗﻛون اﻟطﺎﻟﺑﺎت‪:‬‬ ‫ﻟﮭم داﻓﻌﯾﺔ ذاﺗﯾﺔ ﻟﻠﺗﻌﻠم ﻟدﯾﮭم ﻓﮭم ﻋﻣﯾق ﻟﻠﻣﻌﺎرف واﻟﻣﻔﺎھﯾم واﻟﻣﮭﺎرات‪.‬‬ ‫ﻟدﯾﮭم اﻟﺗﻔﻛﯾر اﻟﻌﻠﻣﻲ ﻓﻲ ﺣل اﻟﻣﺷﺎﻛل وﺗﻌﺎوﻧﮭم اﺛﻧﺎء ﺗﻌﻠﻣﮭم‪.‬‬ ‫ﯾﺗﻣﻠﻛون ﻣﮭﺎرات اﻟﺗﻌﻠم اﻟذاﺗﻲ‪.‬‬ ‫راﺑﻌﺎ‪ :‬ﻛﯾف ﯾﺣﻘق اﻟطﺎﻟﺑﺎت اﻟﮭدف اﻟﺑﻌﯾد ‪،،،‬‬ ‫ﺗﺣدﯾد اﺳﺗراﺗﯾﺟﯾﺎت وأﻧﺷطﺔ ﺗﻌﻠﯾﻣﯾﺔ ﺗﻧﻣﻲ ﻣﮭﺎرات اﻟﺗﻔﻛﯾر اﻟﻧﺎﻗد واﻟﺗﻔﻛﯾر اﻻﺑداﻋﻲ ﻟدى اﻟطﺎﻟﺑﺎت وﺗزﯾد ﻣن‬ ‫داﻓﻌﯾﺗﮭم ﻧﺣو اﻟﺗﻌﻠم‪.‬‬ ‫‪٩‬‬ ‫ ‬

‫ ‬ ‫) ﺗﺄﻣﻼت اﻟﻔرﯾق ﺣول اﺟراءات اﻟﺗدرﯾس ‪ ،‬اﻷدوات ‪ ،‬اﻟطرق و‬ ‫اﻟوﺳﺎﺋل (‬ ‫ﺗﺄﻣﻼﺗﮭﺎ‬ ‫طرق اﻟﺗدرﯾس‬ ‫ﺑث روح اﻟﺗﻌﺎون واﻟﻌﻣل ﺑروح اﻟﻔرﯾق اﻟواﺣد‬ ‫اﻟﺗﻌﻠم اﻟﺗﻌﺎوﻧﻲ‬ ‫ﺗﻌﻠم ﻧﺷط ﯾﻛﺳب اﻟطﺎﻟﺑﺎت ﻣﮭﺎرة اﻻﺳﺗﻧﺗﺎج وھﻲ ﻣن‬ ‫اﺳﺗﻧﺗﺎج اھداف اﻟدرس‬ ‫ﻣﮭﺎرات اﻟﺗﻔﻛﯾر اﻟﻧﺎﻗد‪.‬‬ ‫اﺳﺗﻧﺗﺎج اﻟﻛﻠﻣﺎت اﻟﺟدﯾدة‬ ‫ﺗﻧﻣﻲ ﻟدﯾﮭم ﻣﮭﺎرات اﻟﺗﻔﻛﯾر اﻻﺑداﻋﻲ وﺧﻠق ﺟو ﺣرﻛﻲ داﺧل‬ ‫ﻋن طرﯾق ﻟﻌﺑﺔ اﻟﻧﺻف‬ ‫اﻟﺻف وﻗﺗل اﻟرﺗﺎﺑﺔ اﺛﻧﺎء اﻟﺗدرﯾس‪.‬‬ ‫واﻟﻧﺻف اﻻﺧر‬ ‫اﻛﺗﺳﺎب اﻟﺛﻘﺔ ﺑﺎﻟﻧﻔس ﺗﺳﺎﻋد ﻓﻲ ﺧوض اﻟﺗﺟﺎرب واﻛﺗﺳﺎب‬ ‫اﻟﺗﻌﻠم ﺑﺎﻟﻠﻌب‬ ‫ﻣﮭﺎرات اﺟﺗﻣﺎﻋﯾﺔ وﻣﻌرﻓﯾﺔ‪.‬‬ ‫ﺗﻘﻧﯾﺔ اﻟواﻗﻊ اﻟﻣﻌزز‬ ‫ﺗﺻﺑﺢ ﻋﻣﻠﯾﺔ اﻟﺗﻌﻠم أﻛﺛر ﻣﺗﻌﺔ وﺗﺷوﯾق واﺛﺎرة وﻣزج ﺑﯾن اﻟﻣﺷﮭد‬ ‫اﻟﺣﻘﯾﻘﻲ اﻟذي ﯾﻧظر إﻟﯾﮫ اﻟﻣﺳﺗﺧدم واﻟﻣﺷﮭد اﻟظﺎھري اﻟﺗﻲ ﺗﺗم‬ ‫ ‪What- When‬‬ ‫اﻧﺷﺎؤه‬ ‫‪( Wh ) question‬‬ ‫ﺣﺻول اﻟﮭدف ﻣن اﻋطﺎء ﻣﻌﻠوﻣﺔ ﻣﻌﯾﻧﺔ‪.‬‬ ‫اﺳﺗراﺗﯾﺟﯾﺔ ﻛﯾﺟن‬ ‫ﺑﻧﺎء واﻋﺎدة ھﻧدﺳﺔ ﺗﻔﻛﯾر اﻟطﺎﻟب‪.‬‬ ‫رﻓﻊ ﻣﺳﺗوى اﻟﻛﻔﺎءة اﻟﺗﻔﻛﯾرﯾﺔ ﻟدى اﻟطﺎﻟﺑﺔ وﺑﺎﻟﺗﺎﻟﻲ ﻣﺳﺗوى‬ ‫ﺗﺣﺻﯾﻠﮭﺎ اﻟدراﺳﻲ‪.‬‬ ‫ﺗﻘدﯾر واﺣﺗرام اﻟذات وﺑﻧﺎء اﻟﺛﻘﺔ‪.‬‬ ‫ﺗﻧﻣﯾﺔ اﻟﻌﻣل ﺑروح اﻟﻔرﯾق‪.‬‬ ‫ ‪١٠‬‬ ‫ ‬

‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ﻣﺧطط اﻟﻔﺻل‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬



‫ﺗﻧﻔﯾذ اﻟدرس‬ ‫ ﻓﻲ اﻻﺑﺗداﺋﯾﺔ ﺗﺣﻔﯾظ اﻟﻘران اﻟﺛﺎﻧﯾﺔ‬١٤٤٠/٦/٣٠ ‫ﺗم ﺗﻧﻔﯾذ اﻟدرس ﯾوم اﻟﺧﻣﯾس اﻟﻣواﻓق‬ .‫ ﺗﮭﺎﻧﻲ ﺳﺎﻟم اﺑو ﺗﺎﻛﻲ‬:‫ﺑﺣﺿور اﻋﺿﺎء اﻟﻔرﯾق وﺗﻧﻔﯾذ اﻟﻣﻌﻠﻣﺔ‬ 1-Check homework. 2- Revising the previous lesson 1 ( worksheet ) , ( group work ). 3- Show them a video about sports ( warming up ) 4- Ask students to bring words that related to sports ( brainstorm ). 5- Play a video and ask students to say what did they see. 6- Ask the students to open the books and try to tell the objectives of the lesson. 7- Presenting the new words as a dialogue using flash cards ( What is your favorite sport ) ( pair work ). 8- Present the new structure by writing on the board sentences in the present progressive. 9- Do exercise put in order ( pair work ). 10- Present the chant by asking the students to say how many persons, what are they doing, where are they playing ( worksheet ) , ( group work ). 11- Play the audio and students chant while they are listening. 12- They repeat the chant after the teacher. 13- They chant together ( pair work ). 14- The students try to play the new sports with the teacher. ١١

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‫ ﺗﻧﻔﯾذ اﻟدرس‬ ٥٧ ‫ھـ ﻓﻲ اﻻﺑﺗداﺋﯾﺔ‬١٤٤٠/٧/٧ ‫ﺗم ﺗﻧﻔﯾذ درس اﻟﻣرﺣﻠﺔ اﻷوﻟﻰ ﯾوم اﻟﺧﻣﯾس اﻟﻣواﻓق‬ .‫ ﺳﻠﻣﻰ ﺳﻌود اﻟﻘﻧﺎوي‬:‫ﺑﺣﺿور اﻋﺿﺎء اﻟﻔرﯾق و ﺗﻧﻔﯾذ اﻟﻣﻌﻠﻣﺔ‬ 1-Say a chant ( welcome ) to the teachers. 2- Revising the previous lesson. 3- Using worksheets ( group work ) – warming up. 4- Show them pictures about healthy food and sports. 5- Say ‫ﺣدﯾث ﺷرﯾف ﻋن اﻟرﺳول ﺻﻠﻰ ﷲ ﻋﻠﯾﮫ وﺳﻠم \" ﻋﻠﻣوا اوﻻدﻛم اﻟرﻣﺎﯾﺔ واﻟﺳﺑﺎﺣﺔ‬ \" ‫ ورﻛوب اﻟﺧﯾل‬about sports. 6- Tell the objectives by opening their books. 7- Presenting the new words in sentence by using flashcards. 8- Using the new words in sentence using the present progressive ( pair work ). 9- Writing the sentence on the board. 10- ( worksheet ) pictures and writing sentence in it using the present progressive. 11- Do exercise in the present progressive. 12- Present the chant. 13- Using the ( MLD ) ( worksheet ) group work. 14- play the audio. 15- Repeat the chant. 16- ( Run to the board ) using words about sport and run to the board. Teaching aids : - Laptop - flash cards - Book - colored markers - Posters ١٣

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‫ ﺧطﺔ اﻟدرس‬ .‫ ﺑﺣﺿور اﻟﻘﯾﺎدات‬١٤٤٠/٧/٢٠ ‫ﺗم ﺗﻧﻔﯾذ اﻟدرس ﯾوم اﻷرﺑﻌﺎء اﻟﻣواﻓق‬ ‫إﺣﺳﺎن اﻟﻣﺳﻌودي‬ ‫اﻟﻣﻧﻔذة‬ ‫اﺳﻣﺎء اﻟﻔرﯾق‬ ١٤٤٠/٧/٢٠ : ‫اﻟﺗﺎرﯾﺦ‬ ‫ اﻟﻠﻐﺔ اﻻﻧﺟﻠﯾزﯾﺔ‬:‫اﻟﺻف اﻟﺧﺎﻣس اﻟﻣﺎدة‬ ‫اﻟﮭدف اﻟﺑﻌﯾد ان ﯾﺣﻘق طﻼﺑﻧﺎ ﻓﮭﻣﺎ ﻋﻣﯾﻘﺎ ﻓﻲ اﻟﻣﺣﺗوى‬ ‫ د‬٤٥ .‫ اﻟﻣﻌرﻓﻲ‬ Having the ability to solve problems by using speaking skill in different situations. Smart class 4 “ unit 4 “ people ‫ﻣوﺿوع درس‬ a chant ‫اﻟﺑﺣث‬ 1-Read the new words correctly. ‫ اﻻھداف‬ 2- Do activities happening at the moment of speaking. ‫اﺳﺗﻌداد اﻟطﺎﻟﺑﺎت‬ 3- Form sentences using present progressive. ‫ﻣﻔﺎھﯾم‬ 4- Answer questions about the chant. ‫ﻣﻔردات‬ 5- Say a chant. They have learned sufficient vocab related to sports which will enable them to speak. He’s playing basketball – He’s playing football –He’s playing tennis – He’s playing volleyball. ١٥

Learning activities Teaching procedure - The students will divide into three Good morning group. - Revise the phonics and - The students will check their answer the worksheet ( Task 1 ) homework. - The students will answer the worksheet. - The students will open their books. - Ask the students to The first group will make “K.W.L” open their books and strategy. The second group will see think of our lesson’s the “QR code“ from the book. The objectives for today. third group answer the worksheet ( Task 2 ) - Then read the objectives. - The students will read and spell the - Introduce the lesson by new words. video. - The students answer the teacher’s - Ask the students some question. questions about the - The students will answer their new pictures. friend’s questions than give them one - Ask any students to minute to pin their answer on the come in front of the correct picture ( Task 3 ). board and ask her friends about the new pictures. ١٦

Learning activities Teaching procedure - The students will read the chant. - Ask students to listen to - They will write their names under the the chant then repeat it. correct pictures. - Give students the - The students will arrange the words in the correct order by puzzle game worksheet (Task 4). ( Task 5 ). - Ask them to answer the - Give on ayaa or hadith about sports. - Our government country’s vision questions. 2030 Saudi public schools will begin - Write a sentence on the offering physical education for girls. board and explain the - According to our study lesson theme present. we communicate with other schools in order to improve speaking skills in - He plays football. our students. - He is playing football. S + HV + V-ing + O - Students can give ayaa or hadith. - We must respect our country and obey them. - ( Task 6 ) write sentences about sports. - Use snapchat to communicate with other schools. ١٧

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