الثلاثاء، 30 ديسمبر 2014
الثلاثاء، 23 ديسمبر 2014
نماذج من بطاقات الإختبار الشفوي
من إعداد المعلمة راندا أمين
من مدارس التقوى الأهلية الشاملة
لتحميل باقي البطاقات مشاركات
الاثنين، 22 ديسمبر 2014
نموذج إختبار مقترح من المعلمة فايزة عبدالعزيز من الثانوية الرابعة والثلاثون
أقامت المعلمة أسماء حمادي
بإبتدائية تحفيظ القرآن الأولى
درس تطبيقي للصف الرابع الإبتدائي
منهج: We Can
وحدة :How Old Are You
درس: Shapes
تم فيه إستخدام إستراتيجيات عديدة منها:
Power Teaching
Think- Pair- Share
Numbered heads
cooperative learning
role play
Multiple intelligentces
وقد حضرن عدد من المعلمات ومشرفات الشعبة
باسم الشعبة نشكر المعلمة أسماء
Thank You For Your Efforts. Mrs Asma`a
للإطلاع على بعض من مرفقات الدرس مشاركات
الأحد، 21 ديسمبر 2014
مشاركات من الثانوية الرابعة
من الصف الثاني ثانوي
لليوم العالمي للغة العربية
إشراف المعلمة
أحلام الغامدي
18December is the UNESCO World Arabic Language Day,
commemorated on the 18th of December as the anniversary of the day in
1973 that the United Nations declared that Arabic would be one of its
official languages. Today it is one of 6: Arabic, English, French,
Mandarin, Russian, Spanish
الثلاثاء، 16 ديسمبر 2014
المعلمات اللاتي لم يختبرن (Versant) ولديهن الرغبة في في الإلتحاق بالدورات التدريبية التابعة لـه عليهن مراجعة مشرفاتهن وإبلاغهن بذلك .
ظهرت نتائج إختبار الكفايات اللغوية لمادة اللغة الإنجليزية (Vrersant) لمزيد من المعلومات الرجاء التواصل مع الشعبة على البريد الإلكتروني أو عبر الفيسبوك
الاثنين، 15 ديسمبر 2014
الخميس، 11 ديسمبر 2014
CATEGORY
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1
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exceeds
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¾
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Meets
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½
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partiallyMeets
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¼
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partially Meets
but!
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0
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Grammar
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Grammar was used to communicate effectively.
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A few minor difficulties arose from not using the grammar
rules.
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Grammatical errors led to many minor difficulties or one major
breakdown in communication.
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Grammatical errors severely hampered communication.
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silence
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Vocabulary
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Vocabulary studied in class was used to express ideas
eloquently.
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A few minor difficulties arose from not using appropriate
vocabulary.
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Some difficulties arose due to limited vocabulary and/or bad diction.
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Communication was severely hampered due to lack of vocabulary.
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silence
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| Fluency |
Student acted as a facilitator, helping the conversation flow
and develop.
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Some minor difficulties maintaining the conversation were
evident.
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Some effort was required to maintain the conversation. There
may have been a few long pauses.
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Much effort was required to maintain the conversation. There
may have been many long pauses.
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silence
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Listening
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Student responded to questions with appropriate answers,
acknowledged all statements, and incorporated them into the discussion.
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Student responded to most questions, acknowledged most
statements, and incorporated many of these into the conversation.
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Student failed to answer some questions appropriately OR
failed to acknowledge some statements and incorporate these into the
conversation.
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Student didn't understand or ignored most questions and
statements. Student may have been using notes.
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silence
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Voice and non-verbal communication
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Pronunciation was clear and inflection and expressions were
used to enhance communication.
Student sounded
confident.
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No serious problems arose, but better pronunciation, could
have made communication more efficient.
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Some communication problems arose due to unclear pronunciation or expression. Student may have been difficult to hear. |
Pronunciation, inflection, and/or expression confused
communication. Student may have been very difficult to hear.
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silence
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لتحميل المرفقات الإختبارات الشفهية
English Language Oral Exam
Class: /
Date: / /
Total (5)
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Non verbal
Communication
(1)
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Voice
(1)
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Fluency
(1)
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Vocabulary
(1)
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Grammer
(1)
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Card no.
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Student's name
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30
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Teacher's name and signature:
1- ……………………… 2- …………………………
