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مصقوقة معايير مناهج المرحلة الابتدائية
‫التكنولوجيا‬ ‫قسم‬
‫رئيس‬‫ال‬‫قسم‬
3
‫ن‬‫جتريبية‬ ‫سخة‬
‫ن‬
‫العربية‬ ‫اللغة‬‫الرياضيات‬‫االنجليزية‬ ‫اللغة‬‫الدراسات‬‫العلوم‬‫االسالمية‬ ‫الدينية‬ ‫التربية‬‫المسيحية‬ ‫الدينية‬ ‫التربية‬
‫االضتىاع‬ ‫بآداب‬ ً‫االلتصا‬ : ‫األٔه‬ ‫املعٗاز‬
•‫رخٌلىخ٠ش‬ ‫ح٘ظّخِخ‬ ‫٠ظٙش‬
‫حٌّغّٛػش‬
•ٛ٠ٝ‫كظ‬ ‫ٌلىخ٠ش‬ ‫حالعظّخع‬ ً‫حف‬
‫ٔٙخ٠ظٙخ‬
‫األصٕات‬ ‫تعسف‬ :‫الجاٌى‬ ‫املعٗاز‬
‫املطىٕعة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬.
•‫حٌؼشر١ش‬ ‫حألفٛحص‬ ‫٠ّ١ض‬
•‫طؼزش‬ ‫فٛط١ش‬ ‫ِٚمخهغ‬ ‫ٚكذحص‬ ‫٠ّ١ض‬
.ٕٝ‫ِؼ‬ ٓ‫ػ‬
•‫٠ّ١ض‬-‫٠غّغ‬ ‫ف١ّخ‬-‫رحص‬ ‫حٌىٍّخص‬
.‫حٌّظّخػٍش‬ ‫حٌزذح٠خص‬
•ِ ‫٠لذد‬‫٠غظّغ‬ ٟ‫حٌظ‬ ‫ٌٍىٍّخص‬ ً‫ال‬ٌٛ‫ذ‬
‫اٌ١ٙخ‬.
:‫الجالح‬ ‫املعٗاز‬.ْٗ‫إل‬ ‫ٖطتىع‬ ‫وا‬ ‫فّي‬
•‫٠ظخ١ش‬‫حعظّغ‬ ‫ٌىٍّخص‬ ‫حٌقل١ق‬ ٕٝ‫حٌّؼ‬
‫اٌ١ٙخ‬. ٌٗ ‫ِؼطخس‬ ‫وٍّخص‬ ٓ١‫ر‬ ِٓ
•.‫ٌٍغ١خق‬ ‫حٌّٕخعزش‬ ‫حٌىٍّخص‬ ‫٠لذد‬
•. ‫حٌّغّٛػش‬ ‫حٌلىخ٠ش‬ ‫ؽخق١خص‬ ‫٠لذد‬
•‫طؼزش‬ ٝ‫حٌظ‬ ‫ٚحٌؼزخسحص‬ ‫حٌىٍّخص‬ ‫٠ّ١ض‬
‫حٌّخظٍفش‬ ‫حٌّؾخػش‬ ٓ‫ػ‬)ْ‫كض‬ ‫ـ‬ ‫فشف‬ (
•‫طؼٍ١ّخص‬ ِٓ ٗ١ٌ‫ا‬ ‫٠غظّغ‬ ‫ِخ‬ ‫٠ٕفز‬.
‫األصٕات‬ ‫ٌطل‬ : ‫األٔه‬ ‫املعٗاز‬
‫ًا‬‫خ‬ٗ‫صخ‬ ‫ٌطكا‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬
•‫خ‬ً‫م‬‫ٔط‬ ‫حٌؼشر١ش‬ ‫حألفٛحص‬ ‫٠ٕطك‬
.‫خ‬ً‫فل١ل‬
•‫٠غظّغ‬ ٝ‫حٌظ‬ ‫حألفٛحص‬ ‫رذلش‬ ٝ‫٠لخو‬
.‫اٌ١ٙخ‬
•‫حٌلشوخص‬ ٓ١‫ر‬ ‫٠ٕطك‬ ‫ف١ّخ‬ ‫٠ّ١ض‬
. ‫حٌطٛ٠ٍش‬ ‫ٚحٌلشوخص‬ ‫حٌمق١شس‬
•.ٕٝ‫ِؼ‬ ‫رحص‬ ‫وٍّخص‬ ‫٠ٕطك‬
‫احلدٖح‬ ‫:تهٗٗف‬ ‫الجاٌى‬ ‫املعٗاز‬‫وع‬
‫املط‬ ‫مجّٕز‬َ‫تىٗع‬
•‫رغ١طش‬ ‫اسؽخدحص‬ َ‫٠مذ‬‫ِٛلف‬ ‫كٛي‬
ٓ١‫ِؼ‬.
•.ٗ‫ٔفغ‬ ٓ‫ػ‬ ‫٠ظلذع‬
ٗ‫املع‬‫حتى‬ ‫األعداد‬ ‫تعسف‬ :‫األٔه‬ ‫از‬99
‫عمّٗا‬ ‫ٔالعىمٗات‬
•ِٓ ُ‫و‬ ٓ‫ػ‬ ‫وظؼز١ش‬ ‫حٌؼذد‬ ‫٠ظؼشف‬
‫ِخظٍفش‬ ‫ِـّٛػخص‬ ‫طلظٛ٠ٙخ‬ ‫حألؽ١خء‬
.‫ػٕخفش٘خ‬ ‫طشط١ذ‬ ٓ‫ػ‬ ‫حٌٕظش‬ ‫رغل‬
•،‫٠ؼذ‬ٟ‫ف‬ ‫حألؽ١خء‬ ‫ػذد‬ ‫ٚ٠ظؼشف‬
( ‫حٌؼذد‬ ٟ‫كظ‬ ‫فغ١شس‬ ‫ِـّٛػخص‬9.)
•ٖ‫ٚسِض‬ ‫حٌؼذد‬ ‫ِذٌٛي‬ ٓ١‫ر‬ ‫٠شرو‬
‫ِغ‬ ًِ‫حٌظؼخ‬ ٟ‫ف‬ ‫رٌه‬ َ‫ٚ٠غظخذ‬ ،ّٗ‫ٚحع‬
ّٓ‫طظن‬ ‫رغ١طش‬ ‫ك١خط١ش‬ ‫ِٛحلف‬.ً‫ح‬‫أػذحد‬
•‫ٚ٠ّؼٍٙخ‬ ،‫حألػذحد‬ ِٓ ‫ِـّٛػش‬ ‫٠شطذ‬
( ‫حٌؼذد‬ ٟ‫كظ‬ ‫حألػذحد‬ ‫خو‬ ٍٝ‫ػ‬9.)
•.‫ففش‬ ‫حٌؼذد‬ ‫ِذٌٛي‬ ‫٠ظؼشف‬
•.‫ٌٍؼذد‬ ٟ‫حٌظشط١ز‬ َٛٙ‫حٌّف‬ ‫٠ظؼشف‬
•ٝ‫كظ‬ ‫حألػذحد‬ ‫ِىٛٔخص‬ ًِّ‫ؼ‬ُّ٠ٚ ،‫٠ظؼشف‬
10
•‫ٚػؾشحص‬ ‫آكخد‬ ِٓ ‫خ‬ًٔٛ‫ِى‬ ‫ًح‬‫د‬‫ػذ‬ ‫٠مشأ‬
.‫ٚحٌشِض٠ش‬ ‫حٌٍفظ١ش‬ ٗ١‫فٛسط‬ ٟ‫ف‬
•‫ٚػؾشحص‬ ‫آكخد‬ ِٓ ‫خ‬ًٔٛ‫ِى‬ ‫ًح‬‫د‬‫ػذ‬ ‫٠ىظذ‬
‫ٚحٌشِض٠ش‬ ‫حٌٍفظ١ش‬ ٗ١‫فٛسط‬ ٟ‫ف‬
•ٟ‫ف‬ ُ‫سل‬ ً‫ٌى‬ ‫حٌّىخٔ١ش‬ ‫حٌم١ّش‬ ‫٠لذد‬
ُ‫حٌشل‬ ‫ل١ّش‬ ٓ١‫ٚر‬ ‫ر١ٕٙخ‬ ‫ٚ٠ّ١ض‬ ،‫حٌؼذد‬
.‫حٌؼذد‬ ٟ‫ف‬
•ٝ‫كظ‬ ‫حألػذحد‬ ِٓ ‫ِـّٛػش‬ ‫٠شطذ‬99
•‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫سِض‬ ‫ِذٌٛي‬ ‫٠ظؼشف‬
ٓ١ّ‫سل‬ ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬ ٍٝ‫ػ‬ ‫ٚحٌطشف‬
.‫ِلغٛعش‬ ‫ّٚٔخرؽ‬ ‫أِؼٍش‬ َ‫رخعظخذح‬
•‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫ُـش‬٠‫ٚحٌطشف‬ٍٝ‫ػ‬
‫اػخدس‬ ْٚ‫رذ‬ ٓ١ّ‫سل‬ ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬
.‫حٌظغّ١ش‬
•‫ٚهشف‬ ‫ؿّغ‬ ٓ١‫ر‬ ‫حٌؼاللش‬ ‫ُذسن‬٠
ٝ‫كظ‬ ‫حألػذحد‬99
•ٞ‫٠ـش‬ٍٟ‫ػ‬ ‫ٚحٌطشف‬ ‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬
‫حألػذحد‬َ‫رخعظخذح‬ٍٟ‫حٌؼم‬ ‫حٌلغخد‬‫وّخ‬
:ٍٟ٠
‫ػذد‬ ‫ِغ‬ ٓ١ّ‫سل‬ ِٓ ْٛ‫ِى‬ ‫ػذد‬
.‫ٚحكذ‬ ُ‫سل‬ ِٓ ْٛ‫ِى‬
‫ِغ‬ ٓ١ّ‫سل‬ ِٓ ْٛ‫ِى‬ ‫ػذد‬
.‫وخٍِش‬ ‫ػؾشحص‬
‫تع‬ :‫الجاٌى‬ ‫املعٗاز‬‫الهطٕز‬ ‫سف‬
‫خمتمفة‬ ‫بطسم‬ ‫ٔمتجٗمّا‬‫ٔاملكازٌة‬
‫بٍّٗا‬.
•‫ٚحٌشرغ‬ ‫حٌٕقف‬ َٛٙ‫ِف‬ ‫٠ظؼشف‬
Domain 1: Listening
Standard 1: Learners identify
and discriminate sounds,
stress and intonation
patterns.
• Identify letters of the
alphabet and their sounds.
• Identify number of syllables
in two- syllable words.
• Distinguish between similar
sounds (especially
problematic ones for Arabic
speakers such as p/b, f/v).
• Match spoken words with
their pictures.
• Recognize letter sound
relationship while listening
to rhymes and songs to
develop understanding of
letter/sound relationship.
• Identify initial sounds in
words.
• Identify a word – that
rhymes with a word in the
listening text.
• Identify feelings expressed
through tone of voice while
listening to simple stories.
Standard 2: Learners listen
and respond to spoken
discourse from a variety of
sources.
• Recognize classroom
objects in oral utterances
(clock, door, pencil
sharpener).
• Respond to greetings,
farewells and statements of
feelings.
• Respond to information
given in pictures, stories
and rhymes, e.g. drawing,
completion, singing and
coloring tasks.
• Follow one - two step oral
:‫األٔه‬ ‫املعٗاز‬ُ‫اإلميا‬‫ٔدن‬ ‫عص‬ ‫باهلل‬
‫أمسا‬ ‫ٔتعسف‬ْ‫ئ‬ْ‫ٔصفات‬
•‫أ‬ ‫٠ظؼشف‬‫ِلّذ‬ ‫هللا‬ ‫اال‬ ٌٗ‫"الا‬ ‫ؽٙخدس‬ ْ
َ‫حإلعال‬ ْ‫أسوخ‬ ِٓ ٓ‫سو‬ "‫هللا‬ ‫سعٛي‬
•‫ٚحألكخد٠غ‬ ‫حٌمشآٔ١ش‬ ‫ح٢٠خص‬ ِٓ ‫٠لفع‬
ٌٝ‫طؼخ‬ ‫هللا‬ ‫ٚكذحٔ١ش‬ ٍٝ‫ػ‬ ‫٠ذي‬ ‫ِخ‬ ‫حٌٕزٛ٠ش‬
•ٍٝ‫ػ‬ ‫حٌذحٌش‬ ‫حٌغٛس‬ ‫لقخس‬ ‫رؼل‬ ٍٛ‫٠ظ‬
ّٓ‫(حٌشك‬ ،‫حٌٛكذحٔ١ش‬ ‫ففخص‬،
ٌٝ‫طؼخ‬ ‫هلل‬ )ُ١‫ٚحٌشك‬
•ٓ‫ػ‬ ‫حٌّؼزشس‬ ‫حٌقٛس‬ ‫رؼل‬ ‫٠ـّغ‬
ٝ‫حٌظ‬ ‫هللا‬ ‫خٍك‬ ‫ِظخ٘ش‬ٖ‫رٛؿٛد‬ ‫طؾٙذ‬
ٌٝ‫ٚطؼخ‬ ٗٔ‫عزلخ‬.
•ٓ‫ػ‬ ‫طظلذع‬ ٝ‫حٌظ‬ ‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬
ٌٝ‫طؼخ‬ ‫هلل‬ ‫حٌقفخص‬ ‫رؼل‬
:ٌ٘‫الجا‬ ‫املعٗاز‬ُ‫اإلميا‬‫باملالئهة‬
ٔ‫صفاتّي‬ ‫تعسف‬.
•ِٓ ٓ‫سو‬ ‫رخٌّالثىش‬ ْ‫حإل٠ّخ‬ ْ‫أ‬ ‫٠ظؼشف‬
.ْ‫حإل٠ّخ‬ ْ‫أسوخ‬
•‫رّخ‬ ‫حٌشعٛي‬ ِٓ‫(آ‬ ‫حٌىش٠ّش‬ ‫ح٢٠ش‬ ‫٠لفع‬
)...ِْٕٛ‫ٚحٌّئ‬ ٗ‫سر‬ ِٓ ٗ١ٌ‫ا‬ ‫أٔضي‬
‫حٌزمشس‬285
:‫الجالح‬ ‫املعٗاز‬ُ‫اإلميا‬‫الهسٖي‬ ُ‫بالكسآ‬
‫األخسى‬ ‫الطىأٖة‬ ‫ٔبالهتب‬.
•‫أعّخء‬ ‫طؼشف‬.‫حٌغّخٚ٠ش‬ ‫حٌىظذ‬
•‫حٌّؼـضس‬ ٛ٘ ُ٠‫حٌىش‬ ْ‫حٌمشآ‬ ْ‫أ‬ ‫٠ظؼشف‬
ٟ‫ٌٍٕز‬ ّٝ‫حٌؼظ‬
•‫حٌؾش٠فش‬ ‫حٌٕزٛ٠ش‬ ‫حألكخد٠غ‬ ِٓ ‫٠لفع‬
ٝ‫حٌظ‬ ٜ‫حألخش‬ ‫رخٌّـخالص‬ ً‫٠ظق‬ ‫ِخ‬
‫عزمض‬.
•َ‫حٌغال‬ ٗ١ٍ‫ػ‬ ً٠‫ؿزش‬ ‫ٔضٚي‬ ‫لقش‬ ‫٠زوش‬
‫حٌىش‬ ْ‫رخٌمشآ‬ٍٝ‫(ف‬ ‫حٌشعٛي‬ ٍٝ‫ػ‬ ُ٠
.‫كشحء‬ ‫غخس‬ ٝ‫ف‬ )ٍُ‫ٚع‬ ٗ١ٍ‫ػ‬ ‫هللا‬
:‫السابع‬ ‫املعٗاز‬ُ‫اإلميا‬‫اهلل‬ ‫بسضن‬
ْ‫ٔأٌبٗائ‬
•.ٌٝ‫طؼخ‬ ‫هللا‬ ‫خٍك‬ ‫حٌّالثىش‬ ْ‫أ‬ ‫٠ظؼشف‬
•ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٖ‫ٌِٛذ‬ ‫لقش‬ ‫٠ظؼشف‬
.)ٍُ‫ٚع‬
:‫اخلاوظ‬ ‫املعٗاز‬ُ‫اإلميا‬‫اآلخس‬ ًٕٗ‫بال‬
‫أحداخ‬ َ‫و‬ ْٗ‫ف‬ ‫ٔزد‬ ‫ٔوا‬.
•ٌ‫ح‬ ْ‫ٚأ‬ ،ٓ١‫ٌٍطخثؼ‬ ‫حٌـٕش‬ ْ‫أ‬ ‫٠ظؼشف‬‫ٕخس‬
: ‫األٔه‬ ‫املعٗاز‬‫وجمح‬ ‫ٔاحد‬ ‫اهلل‬ ُ‫أ‬ ‫تعسف‬
‫األقاٌٗي‬
•.‫حٌؼالػش‬ ُ١ٔ‫حأللخ‬ ‫أعّخء‬ ‫٠ظؼشف‬
•ٓ‫ػ‬ ‫٠ؼزش‬ ‫ِخ‬ ً‫خ‬‫ٔؾخه‬ ٖ‫صِالء‬ ‫٠ؾخسن‬
.ُ١ٔ‫حأللخ‬ ‫ِؼٍغ‬ ‫ٚحكذ‬ ‫هللا‬ ْ‫أ‬
•ُ١ٔ‫حأللخ‬ ‫٠ٛمق‬ ‫خ‬ً‫ط‬١‫طخط‬ ً‫ؽىال‬ ٍْٛ٠
.‫حٌؼالػش‬
: ‫الجاٌى‬ ‫املعٗاز‬‫ادزاك‬‫الطٗد‬ ‫طبٗعة‬
ْ‫ٔخالص‬ ‫اجملد‬ ْ‫ل‬ ‫املطٗح‬ً‫املكد‬
ُ‫لإلٌطا‬
•-‫حٌشث١غ‬ ‫حٌٕمخه‬ ‫٠لذد‬‫ِ١الد‬ ‫ألكذحع‬ ‫ش‬
.‫٠غٛع‬ ً‫حٌطف‬
•-‫أكذحع‬ ً١‫طّؼ‬ ٝ‫ف‬ ٖ‫صِالء‬ ‫٠ؾخسن‬
. ‫٠غٛع‬ ً‫حٌطف‬ ‫ِ١الد‬
‫الكدٖطة‬ ‫حٗاة‬ ‫تعسف‬ : ‫الجالح‬ ‫املعٗاز‬
‫وسٖي‬ ‫العرزاء‬
•.ُ٠‫ِش‬ ‫حٌؼزسحء‬ ‫حٌمذ٠غش‬ ‫ع١شس‬ ‫٠ٍخـ‬
•‫ع١شس‬ ِٓ ‫حالعظفخدس‬ ٜ‫ِذ‬ ‫٠ٛمق‬
.ُ٠‫ِش‬ ‫حٌؼزسحء‬ ‫حٌغ١ذس‬
‫السابع‬ ‫املعٗاز‬:‫ادزاك‬‫الهتاب‬ ُ‫أ‬
‫اهلل‬ َ‫و‬ ْ‫ب‬ ‫وٕحى‬ ‫املكدع‬
•ٓ‫ػ‬ ‫٠خزشٔخ‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ْ‫أ‬ ‫٠ؼشف‬
.‫٠غٛع‬ ‫حٌشد‬
•‫حٌىظخد‬ ‫خالي‬ ِٓ ‫٠ىٍّٕخ‬ ‫هللا‬ ْ‫أ‬ ‫٠ٛمق‬
.‫حٌّمذط‬
: ‫اخلاوظ‬ ‫املعٗاز‬‫تٕض‬ٗ‫ح‬ٌُٕ‫قا‬ ُ‫أ‬
‫املطٗخٗني‬ ‫مجٗع‬ ُ‫إميا‬ ِٕ ُ‫اإلميا‬
‫أقٕاه‬ َ‫و‬ ‫املطتىدة‬ ‫املطٗخٗة‬ ‫ٔاملبادئ‬
‫السابع‬ ُ‫الكس‬ ‫حتى‬ ( ‫اآلباء‬َ‫و‬ ‫ِى‬ )
.‫املكدع‬ ‫الهتاب‬
•.ْ‫حإل٠ّخ‬ ْٛٔ‫رمخ‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬
: ‫األٔه‬ ‫املعٗاز‬‫بٗت‬ ‫الهٍٗطة‬ ‫تعسف‬
. ‫ٔخصائصّا‬ ‫ٔأغهاهلا‬ ‫ٔزوٕشِا‬ ‫اهلل‬
•‫حٌؼزخدس‬ ٓ‫أِخو‬ ‫أؽىخي‬ ‫رؼل‬ ٍْٛ٠.
•.‫هللا‬ ‫ر١ض‬ ٝ٘ ‫حٌىٕ١غش‬ ْ‫أ‬ ‫٠ظؼشف‬
‫الهمىات‬ ‫اختٗاز‬ : ‫الجالح‬ ‫املعٗاز‬
‫املعربة‬ ‫الصخٗخة‬ ‫ٔالعبازات‬ ‫ٔاجلىن‬
‫املٕاقف‬ ُٕ‫وطى‬ َ‫ع‬
•.‫عٍ١ّخ‬ ‫سرطخ‬ ًّ‫حٌـ‬ ‫٠شرو‬
•ٓ‫ػ‬ ‫٠ؼزش‬‫حٌفىش‬‫رغ١طش‬ ‫رظؼز١شحص‬
.‫ٚحملش‬
‫احلسٔف‬ ‫وعسفة‬ : ‫األٔه‬ ‫املعٗاز‬
‫ٔاله‬‫ٔاجلىن‬ ‫مىات‬‫ٌٔطكّا‬ ‫العسبٗة‬
‫ًا‬‫خ‬ٗ‫صخ‬ ‫ًا‬‫ك‬‫ٌط‬
•ٓ١‫ر‬ ‫٠شرو‬‫ٚحٌلشٚف‬ ‫حألفٛحص‬
. ‫ٚأؽىخٌٙخ‬ ‫حٌؼشر١ش‬
•‫ِخظٍفش‬ ‫ِٛحمغ‬ ٝ‫ف‬ ‫حٌلشٚف‬ ‫٠ظؼشف‬
‫حٌىٍّش‬ ِٓ
•‫٠مشأ‬‫حٌؼالع‬ ‫حٌلشوخص‬ ‫ِغ‬ ‫حٌلشٚف‬
‫وٍّخص‬ ‫خالي‬ ِٓ.
•‫ِؼطخس‬ ‫ٌىٍّخص‬ ‫حٌقٛط١ش‬ ‫حٌّمخهغ‬ ‫٠ّ١ض‬
ٌٗ
•‫حٌّمشٚءس‬ ًّ‫حٌـ‬ ‫ِىٛٔخص‬ ‫٠لذد‬
ّ‫ف‬ : ‫الجاٌى‬ ‫املعٗاز‬‫ًا‬‫ى‬ّ‫ف‬ ‫املكسٔء‬ ‫الٍص‬ ‫ي‬
.‫ًا‬‫د‬ٗ‫د‬
•‫٠لذد‬‫حٌفىش‬‫حٌّمشٚء‬ ٟ‫ف‬ ‫حٌشث١غش‬
•‫حٌّمشٚء‬ ٟ‫ف‬ ‫حٌىٍّخص‬ ٟٔ‫ِؼخ‬ ‫٠لذد‬.
‫األدبٗة‬ ‫الٍصٕص‬ ‫قساءة‬ : ‫األٔه‬ ‫املعٗاز‬
‫وعربة‬ ‫صخٗخة‬ ‫قساءة‬ ‫غعسا‬ ٔ‫أ‬ ‫ٌجسا‬.
•. ‫ِغّٛػخ‬ ‫حٌٕؾ١ذ‬ ‫٠ّ١ض‬
•‫٠لفع‬ ‫ِّخ‬ ‫لق١شح‬ ‫ٔؾ١ذح‬ ٟ‫٠ٍم‬.
•ٗ‫عّؼ‬ ‫خ‬ً‫ٔق‬ ‫٠ؼشك‬.
‫العىن‬ ُٕ‫وطى‬ ‫:فّي‬ ٌ٘‫الجا‬ ‫املعٗاز‬
ٓ‫ٌٔكد‬ ْ‫حتمٗم‬ ٔ ٘‫األدب‬
•‫ٚحٌؾش٠شس‬ ‫حٌخ١شس‬ ‫حٌؾخق١خص‬ ‫٠لذد‬
. ‫حٌمقش‬ ٟ‫ف‬
•‫حٌلىخ٠خص‬ ٟ‫ف‬ ‫حٌخ١خي‬ ٓ١‫ر‬ ‫حٌلم١مش‬ ‫٠ّ١ض‬
‫األعىاه‬ ‫مجالٗات‬ ‫ترٔم‬ :‫الجالح‬ ‫املعٗاز‬
.‫بّا‬ ‫ٔاالضتىتاع‬ ‫األدبٗة‬
•. ‫حٌٕـ‬ ِٓ ٗ‫أػـز‬ ‫ِخ‬ ‫٠لذد‬
: ‫األٔه‬ ‫املعٗاز‬ً‫اضتددا‬‫األلفاظ‬
‫البالغٗة‬ ‫بالصٕز‬ ‫الفصٗخة‬ ‫ٔاجلىن‬
ْ‫حدٖج‬ ‫يف‬
•‫٠شدد‬ٟ‫ف‬ ‫ؿخءص‬ ‫فق١لش‬ ً‫ال‬ّ‫ؿ‬
‫ٚهش٠مش‬ ،‫ِٕٙخ‬ ً‫و‬ ‫ٚسِض‬ ،‫ٚحٌؼٍغ‬
ِٓ ‫ٚؿضء‬ ،‫ٚكذس‬ ِٓ ‫وـضء‬ ‫وظخرظٙخ‬
.‫ِـّٛػش‬
•ً‫خ‬ٍِٔٛ ً‫ح‬‫ؿضء‬ ً‫٠ّؼ‬ ٞ‫حٌز‬ ‫حٌىغش‬ ‫٠ظؼشف‬
ٚ‫أ‬ ‫ِٕطمش‬ ِٓ.‫ِـّٛػش‬
•.ً‫خ‬ٕ١‫ِؼ‬ ‫وغش‬ ً‫٠ّؼ‬ ً‫ح‬‫ؿضء‬ ٍْٛ٠
،‫اجملىٕعات‬ ‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬
‫حتى‬ ‫األعداد‬ ‫عمى‬ ‫العىمٗات‬ ‫ٔخٕاص‬
99
•.‫ٚ٠قفٙخ‬ ،‫حٌّـّٛػش‬ ‫٠ظؼشف‬
•ً‫خ‬‫ٚفم‬ ‫ِـّٛػخص‬ ٌٝ‫ا‬ ‫حألؽ١خء‬ ‫ف‬ِّٕ‫ُق‬٠
ً‫حٌؾى‬ ‫ِؼ١ٕش(كغذ‬ ‫ٌخخف١ش‬–‫كغذ‬
.)ٌٍْٛ‫ح‬
•‫روش‬ ْٚ‫د‬ ‫حٌخخٌ١ش‬ ‫حٌّـّٛػش‬ ‫٠ظؼشف‬
.ً‫ش‬‫فشحك‬ ‫حعّٙخ‬
•‫حألؽ١خء‬ ِٓ ٓ١‫ِـّٛػظ‬ ٓ١‫ر‬ ْ‫ُمخس‬٠
ٌ‫ح‬ َ‫رخعظخذح‬‫ػٕخفش‬ ٓ١‫ر‬ ً‫ظمخر‬
.ٓ١‫حٌّـّٛػظ‬
•،ٓ٠‫ػذد‬ ٓ١‫ر‬ ْ‫٠مخس‬‫حٌش‬ َ‫رخعظخذح‬‫ِٛص‬
،‫حٌؼاللش‬ ٓ‫ػ‬ ‫ٌٍظؼز١ش‬ = ،
ٝ‫كظ‬ ٓ٠‫ػذد‬ ٓ١‫ر‬99
•‫ؿّغ‬ ٍٝ‫ػ‬ ‫حإلرذحي‬ ‫خخف١ش‬ ‫٠غظٕظؾ‬
ٝ‫كظ‬ ‫حألػذحد‬99ُ‫حع‬ ‫روش‬ ْٚ‫د‬
.‫حٌخخف١ش‬
‫العددٖة‬ ‫األمناط‬ ‫تعسف‬ :‫الجاٌى‬ ‫املعٗاز‬
‫باضتدد‬‫حتى‬ ‫األعداد‬ ‫عمى‬ ‫العىمٗات‬ ً‫ا‬
99
•‫٠غظ‬‫ٚ٠ىظؾف‬ ،‫ػذد٠ش‬ ً‫خ‬‫أّٔخه‬ ًّ‫ى‬
.‫رٙخ‬ ‫حٌخخفش‬ ‫حٌمخػذس‬
‫الٍىاذج‬ ً‫اضتددا‬ :‫الجالح‬ ‫املعٗاز‬
‫العالقات‬ ‫بعض‬ ‫متجٗن‬ ‫فى‬ ‫السٖاضٗة‬
‫وػهالت‬ ‫ٔحن‬ ،‫السٖاضٗة‬‫زٖاضٗة‬
‫ٔحٗاتٗة‬‫بطٗطة‬.
•(ً‫ِؼ‬ ‫س٠خم١ش‬ ً‫ال‬ّ‫ؿ‬ ً‫٠ل‬54+=
68.)
•ً‫٠ل‬ً‫ِغخث‬‫ٚحكذس‬ ‫خطٛس‬ ِٓ ‫ٌفظ١ش‬
‫ؿّغ‬ ٍٝ‫ػ‬ٝ‫كظ‬ ‫حألػذحد‬ ‫ٚهشف‬99
‫رّؼٍِٛ١ش‬+ ( ‫حٌلغخر١ش‬ ‫حٌؼٍّ١ش‬ ‫سِض‬
ٚ‫أ‬-.)
•‫٠ظؼشف‬‫طّؼ١الص‬ّٓ‫طظن‬ ‫س٠خم١ش‬
.‫رغ١طش‬ ‫ك١خط١ش‬ ‫ٌّٛحلف‬ ‫ػذد٠ش‬ ً‫ال‬ّ‫ؿ‬
‫ٍِدضٗة‬ ‫أغهاه‬ ‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬
‫ٔخٕاصّا‬ ‫ُعد‬‫ب‬‫ال‬ ‫ٔثالثٗة‬ ‫ثٍائٗة‬
‫بٍّٗىا‬ ‫ٔالعالقات‬
instructions.
• Respond to close-ended
questions, e.g. Yes/No
questions.
• Mime actions in songs.
• Identify main characters in
stories.
• Draw information from an
oral story to draw pictures.
Standard 3: Learners use
Information and
Communication Technology
(ICT) to help achieve the
learning outcomes in
listening.
• Listen to stories and songs
on television, CDs.
• Recall simple information
after listening to stories,
songs on television and CD.
• Follow simple instructions
to complete one to two step
e-tasks.
Standard 4: Learners gain
knowledge and
understanding of target
cultures through listening.
• Demonstrate understanding
of listening to short simple
fairy and folk tales.
• Demonstrate enjoyment of
listening to fairy and folk
tales from both English
speaking cultures and their
own culture.
Domain 2: Speaking Skills
Standard 1: Learners use
English to communicate
effectively in oral
interactions.
• Express basic language
functions (e.g. greeting,
apologizing, and thanking)
considering correct
pronunciation (b/p,
f/v…etc).
• Pose and respond to simple
.ٓ١‫ٌٍؼخف‬
•ٌٝ‫ا‬ ٜ‫طئد‬ ٝ‫حٌظ‬ ‫ٌألػّخي‬ ‫أِؼٍش‬ ٝ‫٠ؼط‬
‫ٚحٌٕخس‬ ‫حٌـٕش‬
:‫املعٗازاألٔه‬‫الطّا‬ ًّٕ‫وف‬ ‫تعسف‬ٔ ‫زة‬‫فّي‬
‫أحهاوّا‬‫ٔتكدٖس‬‫أِىٗتّا‬‫ٔتأدٖتّا‬
‫صخٗخة‬ ‫بصٕزة‬.
•،ٗٔ‫ِٚىخ‬ ٗٔ‫رذ‬ ‫ٔظخفش‬ ٍٝ‫ػ‬ ‫٠لشؿ‬
ٗ‫ٚأدٚحط‬
•.ٖ‫حٌّ١خ‬ َ‫حعظخذح‬ ٝ‫ف‬ ‫٠ؼظذي‬
•‫ح‬ َٛ‫ٚحٌشع‬ ‫حٌقٛس‬ ٜٛ‫ِلظ‬ ‫٠قف‬ٝ‫ٌظ‬
.‫حٌٛمٛء‬ ‫و١ف١ش‬ ‫طٛمق‬
:ٌ٘‫الجا‬ ‫املعٗاز‬‫الصالة‬ ً‫أحها‬ ْ‫فك‬
•ِٓ ٓ‫سو‬ ‫حٌقالس‬ ‫الخِش‬ ْ‫أ‬ ‫٠ظؼشف‬
َ‫حإلعال‬ ْ‫أسوخ‬.
•.‫حٌغٛس‬ ‫لقخس‬ ‫ٚرؼل‬ ‫حٌفخطلش‬ ‫٠لفع‬
:‫الجالح‬ ‫املعٗاز‬‫الصناة‬ ‫وعٍى‬ ‫تعسف‬
‫ٔأِىٗتّا‬ ‫ٔأزناٌّا‬
•. ‫حٌخ١ش‬ ‫أػّخي‬ ٝ‫ف‬ ‫٠ؾخسن‬
•ِٓ ٓ‫سو‬ ‫حٌضوخس‬ ‫ا٠ظخء‬ ْ‫أ‬ ‫٠ظؼشف‬
.َ‫حإلعال‬ ْ‫أسوخ‬
‫امل‬:‫السابع‬ ‫عٗاز‬ًٕ‫الص‬ ‫وعٍى‬ ‫تعسف‬
ْ‫ٔأحهاو‬.
•ِٓ ٓ‫سو‬ ْ‫سِنخ‬ َٛ‫ف‬ ْ‫أ‬ ‫٠ظؼشف‬
.َ‫حإلعال‬ ْ‫أسوخ‬
•‫ؽٙش‬ َٚ‫رمذ‬ ٓ١ٍّ‫حٌّغ‬ ‫حكظفخي‬ ‫٠قف‬
ْ‫سِنخ‬
•ٓ‫ػ‬ )‫ٔؾ١ذح‬ (‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬
.ْ‫سِنخ‬ ‫ٚؽٙش‬ َٛ‫حٌق‬ ً‫فن‬
:‫اخلاوظ‬ ‫املعٗاز‬‫احلج‬ ًّٕ‫وف‬ ‫تعسف‬
ٌْ‫ٔأزنا‬
•ْ‫أسوخ‬ ِٓ ٓ‫سو‬ ‫حٌلؾ‬ ْ‫أ‬ ‫٠ظؼشف‬
.َ‫حإلعال‬
•‫ح‬ ‫ِظخ٘ش‬ ‫٠قف‬‫رؼ١ذ‬ ‫الكظفخي‬
‫حٌّزخسن‬ ٝ‫حألمل‬
:‫األٔه‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫بالكٗي‬
ْ‫ألِم‬ ْ‫وعاومت‬ ‫فى‬ ،‫اإلضالوٗة‬
‫ٔعػريت‬ْ
•ٗ١‫ِٚذسع‬ ٗ٠‫ٚحٌذ‬ ‫٠ط١غ‬
•ٖ‫ٚ٠شد‬ َ‫حٌغال‬ ٝ‫٠ٍم‬
•‫هللا‬ ّٝ‫ُغ‬٠‫رخٌ١ذ‬ ٍٗ‫أو‬ ‫ِغ‬ َ‫حٌطؼخ‬ ‫ػٕذ‬
ّٕٝ١ٌ‫ح‬
: ‫الجاٌى‬ ‫املعٗاز‬‫العبادة‬ ‫أِىٗة‬ ‫تعسف‬
. ‫ٔأغهاهلا‬
•‫٠لذ‬ِٓ ‫ٌمقـ‬ ‫حٌشث١غش‬ ‫حألفىخس‬ ‫د‬
.‫حٌؼزخدس‬ ‫ؿّخي‬ ‫طٛمق‬ ‫حٌّمذط‬ ‫حٌىظخد‬
•.‫أؽىخٌٙخ‬ ‫رـّ١غ‬ ‫حٌؼزخدس‬ ‫أّ٘١ش‬ ‫٠مذس‬
: ‫الجالح‬ ‫املعٗاز‬‫الصالة‬ ًّٕ‫وف‬ ‫تعسف‬
. ‫ٔضسٔزتّا‬
•.‫حٌشرخٔ١ش‬ ‫رخٌقالس‬ ‫حٌّمقٛد‬ ‫٠زوش‬
•ٓ١‫ٚر‬ ٕٗ١‫ر‬ ‫فٍش‬ ٝ٘ ‫حٌقالس‬ ْ‫أ‬ ‫٠ذسن‬
.‫هللا‬
•‫حٌؾىش‬ ‫فالس‬ ِٓ ‫حألٚي‬ ‫حٌـضء‬ ‫٠شدد‬
ٌ‫ح‬ ‫فخٔغ‬ ‫"فٍٕؾىش‬‫حٌنخرو‬ .... ‫خ١شحص‬
".‫إٌٙخ‬ ‫حٌشد‬ ً‫حٌى‬
: ‫السابع‬ ‫املعٗاز‬‫تٕضٗح‬ًٕ‫الص‬ ًّٕ‫وف‬
ْ‫ٔطسق‬ ْ‫ٔأِىٗت‬
•.َٛ‫رخٌق‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬
•.َٛ‫حٌق‬ ‫أّ٘١ش‬ ‫٠مذس‬
‫التٕبة‬ ‫ٖتعسف‬ : ‫اخلاوظ‬ ‫املعٗاز‬
ْ‫ٔتأضٗط‬ ‫التٍأه‬ ‫ٔضس‬ ‫ٔاالعرتاف‬
.ْ‫ٔفاعمٗت‬
•.‫حٌظٕخٚي‬ ‫خطٛحص‬ ‫٠ؾشف‬
•ٖ‫طمذ٠ش‬ ٓ‫ػ‬ ‫٠ؼزش‬ٟ‫ٚحٌشٚك‬ ٟ‫حٌٕفغ‬
‫ٌٍظٕخٚي‬.
: ‫األٔه‬ ‫املعٗاز‬‫حتدٖد‬‫وساحن‬
‫حٗح‬ َ‫و‬ ‫عصٕزِا‬ ‫عرب‬ ‫الهٍٗطة‬
‫فى‬ ‫ٔاالضتػّاد‬ ‫السِبٍة‬ ‫ٔدٔز‬ ‫ٌػأتّا‬
‫الهٍٗطة‬ ٕ‫من‬
•‫٠ٛمق‬‫رؼل‬‫(حٌّلزش‬ ‫حٌىٕ١غش‬ ‫أعظ‬
–)‫اٌخ‬ .. ‫حٌؾشوش‬
•ٌ‫ح‬ ‫٠زوش‬.‫رخٌش٘زٕش‬ ‫ّمقٛد‬
: ‫الجاٌى‬ ‫املعٗاز‬‫تٕضٗح‬‫دٔز‬
‫ا‬ ‫عمى‬ ‫حافعت‬ ‫التى‬ ‫الػدصٗات‬ُ‫إلميا‬
.‫املطهٌٕٗة‬ ‫اجملاوع‬ ‫أبطاه‬ ‫خاصة‬
•‫حألٔؾطش‬ ‫أكذ‬ ‫٠ّخسط‬‫حٌفٕ١ش‬ٝ‫حٌظ‬
‫حٌىظخد‬ ‫ؽخق١خص‬ ‫رؼل‬ ‫كٛي‬ ‫طظشوض‬
ً١‫(طّؼ‬ ‫حٌىٕ١غش‬ ‫طخس٠خ‬ ٚ‫أ‬ ‫حٌّمذط‬‫دٚس‬
‫حٌؾخق١ش‬ ٖ‫٘ز‬–‫ٌٙخ‬ ‫فٛسس‬ ٓ٠ٍٛ‫ط‬–
.) ‫اٌخ‬ ... ‫ػٕٙخ‬ ‫فٛس‬ ‫ؿّغ‬
: ‫الجالح‬ ‫املعٗاز‬‫وعامل‬ ‫بعض‬ ‫تعسف‬
‫ٔتأثري‬ ‫ٔالسِبٍة‬ ‫الكبطٗة‬ ‫احلطازة‬‫ِىا‬
‫فى‬. ‫احلاىل‬ ‫العصس‬
•‫حٌمزط١ش‬ ‫حٌقٛس‬ ‫رؼل‬ ‫٠ّ١ض‬ٓ‫ػ‬
5
‫ن‬‫جتريبية‬ ‫سخة‬
‫ن‬
‫ِٛحلف‬ ٟ‫ف‬ ‫دسعٙخ‬ ٟ‫حٌظ‬ ‫حألٔخؽ١ذ‬
‫ِٕخعزش‬
•ِٓ ‫ٚحٌخ١خي‬ ‫رخٌلم١مش‬ ً‫٠ظق‬ ‫ِخ‬ ‫٠لذد‬
‫ِٚمشٚءس‬ ‫ِغّٛػش‬ ‫طؼز١شحص‬ ٓ١‫ر‬
‫ِٚىظٛرش‬
•. ‫ٚحكذ‬ ْ‫ٚص‬ ٍٝ‫ػ‬ ‫وٍّخص‬ َ‫٠غظخذ‬
•. ٌٗ ‫ِؼطخس‬ ‫ٌىٍّخص‬ ‫ًح‬‫د‬‫ِنخ‬ ‫٠خظخس‬
•ٌ‫ح‬ ‫٠خظخس‬ٓ‫ػ‬ ‫طؼزش‬ ٟ‫حٌظ‬ ًّ‫ـ‬‫رؼل‬
‫(حٌفشف‬ : ً‫ِؼ‬ ‫حٌّؾخػش‬–) ْ‫حٌلض‬
‫احلسٔف‬ ‫نتابة‬ : ‫األٔه‬ ‫املعٗاز‬
‫نتابة‬ ‫العسبٗة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬
‫ٔاضخة‬ ‫صخٗخة‬.
•‫وظخرش‬ ‫حٌؼشر١ش‬ ‫حٌلشٚف‬ ‫٠ىظذ‬
‫فل١لش‬.)‫ِلخوخس‬ (
•‫ػالع‬ ٚ‫أ‬ ٓ١‫وٍّظ‬ ِٓ ‫ؿّال‬ ‫٠ىظذ‬.
•‫حٌ١غخس‬ ٌٝ‫ا‬ ٓ١ّ١ٌ‫ح‬ ِٓ ‫٠ىظذ‬.
•‫حٌل‬ ‫٠ىظذ‬‫ِٕٙخ‬ ٗ‫حٌّظؾخر‬ ‫ِشحػ١خ‬ ‫شٚف‬.
•‫رخو‬ ‫حٌؼشر١ش‬ ًّ‫ٚحٌـ‬ ‫حٌىٍّخص‬ ‫٠ىظذ‬
ً١ّ‫ؿ‬.
‫الهمىات‬ ‫نتابة‬ :ٌ٘‫الجا‬ ‫املعٗاز‬
.)‫(إوالئٗة‬ ‫صخٗخة‬ ‫نتابة‬ ‫ٔاجلىن‬
•‫٠ىظ‬‫ٚحٌمّش٠ش‬ ‫حٌؾّغ١ش‬ َ‫حٌال‬ ‫ِشحػ١خ‬ ‫ذ‬.
•‫حٌلشوخص‬ ‫ِشحػ١خ‬ ‫رغ١طش‬ ‫وٍّخص‬ ‫٠ىظذ‬
. ‫ٚحٌمق١شس‬ ‫حٌطٛ٠ٍش‬
•‫وظخرش‬ ‫٠ؼ١ذ‬ٚ ‫وٍّخص‬‫رغ١طش‬ ًّ‫ؿ‬
. ) ‫(ِٕمٌٛش‬
‫امل‬‫اختٗاز‬ : ‫الجالح‬ ‫عٗاز‬‫الفهس‬
. ‫صخٗخة‬ ‫بصٕزة‬ ‫ٔتستٗبّا‬
•‫ؿّال‬ ‫ِىٛٔخ‬ ‫وٍّخص‬ ‫٠شطذ‬
•‫٠شطذ‬ً‫ال‬ّ‫ؿ‬‫كىخ٠ش‬ ‫ِىٛٔخ‬.
‫الكٕاعد‬ ً‫اضتددا‬ : ‫السابع‬ ‫املعٗاز‬
ٔ ‫المػٕٖة‬. ‫الهتابة‬ ‫يف‬ ‫تٕظٗفّا‬
•. ٓ‫ٔل‬ /‫أٔخ‬ ٓ٠‫حٌنّ١ش‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬
•. ٟ٘/ ٛ٘ ‫ِغظخذِخ‬ ‫٠ىظذ‬
ِٟ‫أ‬ / ٝ‫أر‬ ( ‫حٌٍّى١ش‬ ‫٠خء‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬
. ) ٍّٟ‫ل‬ / ٍٝ‫فق‬ /
‫ٔتٍطٗل‬ ‫تٍعٗي‬ : ‫اخلاوظ‬ ‫املعٗاز‬
. ‫الهتابة‬
•. ‫حٌ١غخس‬ ٌٝ‫ا‬ ٓ١ّ١ٌ‫ح‬ ِٓ ‫٠ىظذ‬
•. ‫حٌىظخرش‬ ٟ‫ف‬ ‫ٚحٌٕظخفش‬ َ‫حٌٕظخ‬ ٝ‫٠شحػ‬
•. ‫فل١ق‬ ً‫رؾى‬ ٍُ‫حٌم‬ ‫٠ّغه‬
•. ‫ٌٍىظخرش‬ ‫حٌقل١لش‬ ‫حٌـٍغش‬ ‫٠ـٍظ‬
•. ‫ٚطٕظ١ّٙخ‬ ‫ؽىٍٙخ‬ ‫ِشحػ١خ‬ ‫ؿٍّش‬ ً‫٠ٕم‬
•، ‫(حٌىشس‬ ‫حٌّـغّخص‬ ‫رؼل‬ ‫٠ظؼشف‬
‫حإلعطٛحٔش‬ ، َ‫حٌٙش‬ ، ‫حٌّخشٚه‬،
، )‫حٌّغظط١الص‬ ٞ‫ِظٛحص‬ ، ‫حٌّىؼذ‬
ٟ‫حٌظ‬ ‫حٌز١جش‬ ِٓ ‫ٌٙخ‬ ‫أِؼٍش‬ ٟ‫ٚ٠ؼط‬
.‫ِؼٙخ‬ ًِ‫٠ظؼخ‬
•، ‫حٌّؼٍغ‬ ، ‫(حٌّشرغ‬ ‫حألؽىخي‬ ‫٠ظؼشف‬
.‫ر١ٕٙخ‬ ‫ٚ٠ّ١ض‬ ) ً١‫حٌّغظط‬ ،‫حٌذحثشس‬
•‫ٚحألؽىخي‬ ‫ـغّخص‬ٌُّ‫ح‬ ٓ١‫ر‬ ‫٠شرو‬
.‫رٙخ‬ ‫حٌّٛؿٛدس‬ ‫حٌٕٙذع١ش‬
•ً‫خ‬‫أّٔخه‬ ‫٠ظؼشف‬‫ٕ٘ذع١ش‬، ‫رغ١طش‬
.‫ػٕخفش٘خ‬ ًّ‫ٚ٠غظى‬
:‫األٔه‬ ‫املعٗاز‬‫األغٗاء‬ ‫خٕاص‬ ‫فّي‬
ْ‫ٔعىمٗات‬ ْ‫ٔٔحدات‬ ‫لمكٗاع‬ ‫الكابمة‬
•‫ٚططز١مخص‬ ‫حٌم١خط‬ ٕٝ‫ِؼ‬ ‫٠ظؼشف‬
.ٗ١ٍ‫ػ‬ ‫رغ١طش‬
•‫ِمٕٕش‬ ‫غ١ش‬ ‫ل١خط‬ ‫ٚكذحص‬ ‫٠ظؼشف‬
.‫حٌز١جش‬ ِٓ ‫حٌطٛي‬ ‫ٌم١خط‬
•‫ٌم١خط‬ ‫ِمٕٕش‬ ‫غ١ش‬ ‫ل١خط‬ ‫أدٚحص‬ ‫٠لذد‬
‫ػٍّ١خص‬ ٟ‫ف‬ ‫ٚ٠غظخذِٙخ‬ ،‫حٌطٛي‬
.‫حٌم١خط‬
•ٝ‫ف‬ ‫ٚ٠شطزٙخ‬ ‫حألؽ١خء‬ ٓ١‫ر‬ ْ‫٠مخس‬‫مٛء‬
.‫خٛحفٙخ‬ ‫رؼل‬ ‫ل١خعخص‬
•‫ٔقف‬ ، ٗ١ٕ‫حٌٕمٛد(حٌـ‬ ‫ٚكذحص‬ ‫٠ظؼشف‬
.)ٗ١ٕ‫حٌـ‬ ‫سرغ‬ ، ٗ١ٕ‫حٌـ‬
•‫ٚحكذس‬ ‫خطٛس‬ ِٓ ‫ٌفظ١ش‬ ‫ِؾىالص‬ ً‫٠ل‬
ٚ‫أ‬ ‫رخٌمشٚػ‬ ‫حٌٕمٛد‬ ‫ٚهشف‬ ‫ؿّغ‬ ٍٝ‫ػ‬
.‫رخٌـٕ١ٙخص‬
•.‫ٚ٠شطزٙخ‬ ‫حألعزٛع‬ َ‫أ٠خ‬ ‫٠ظؼشف‬
•‫ُمذس‬٠ٌ‫ح‬.‫ِمٕٕش‬ ‫غ١ش‬ ‫رٛكذحص‬ ‫م١خعخص‬
‫ٔأدٔات‬ ‫ًا‬‫ـ‬‫طسق‬ ‫ٖطبل‬ :‫الجاٌى‬ ‫املعٗاز‬
‫و‬ ‫ٔقٕاٌني‬‫الكٗاضات‬ ‫لتخدٖد‬ ‫ٍاضبة‬
•ٝ‫ف‬ ‫ِمٕٕش‬ ‫غ١ش‬ ‫وخٍِش‬ ‫ٚكذحص‬ َ‫٠غظخذ‬
.‫حٌطٛي‬ ‫ل١خط‬
•ِٓ ‫ِظٕٛػش‬ ‫ٚأدٚحص‬ ‫خ‬ً‫ل‬‫هش‬ َ‫٠غظخذ‬
‫حٌم١خط‬ ٝ‫ف‬ ‫حٌز١جش‬.
:‫الجالح‬ ‫املعٗاز‬‫زٖاضٗة‬ ‫وػهالت‬ ‫حن‬
‫ٔحٗاتٗة‬‫عمى‬ ‫بطٗطة‬‫الكٗاع‬
•‫غ١ش‬ ‫وخٍِش‬ ‫ٚكذحص‬ ٚ‫أ‬ ‫أدٚحص‬ َ‫٠غظخذ‬
‫حٌّطٍٛرش‬ ‫حٌذلش‬ ٜٛ‫ٌّغظ‬ ‫ِٕخعزش‬ ‫ِمٕٕش‬
١‫ك١خط‬ ‫ِٛحلف‬ ٝ‫ف‬.‫ش‬
ٍٝ‫ػ‬ ‫رغ١طش‬ ‫ك١خط١ش‬ ‫ِؾىالص‬ ً‫٠ل‬
.‫حٌم١خط‬
oral questions like
introducing oneself.
• Give one-to-two step oral
instructions with guidance.
Standard 2: Learners present
information, ideas and
express feelings clearly and
coherently.
• Give one-to-two step oral
instructions with guidance.
• Express basic limited
personal preferences, e.g.
likes and dislikes.
• Sing simple songs
• Talk about family, direct
environment, times
(morning, evening….etc.)
and days.
• Name classroom objects.
• Repeat monosyllabic words.
Standard 3: Learners use ICT
to develop accurate and
appropriate speech
• Repeat pronunciation
patterns via various media
sources.
Standard 4: Learners
understand the practices and
values of both national and
target cultures.
• Express enjoyment of local
folk and English speaking
tales.
Domain 3: Reading
Standard 1: Learners
construct meaning from
written text.
• Demonstrate understanding
of print words: (e.g. locate
the title of a reading text).
• Demonstrate understanding
of written sounds
(phonemes).
• Apply grade- appropriate
phonics and word analysis
skills: (e.g. recognize sound
:ٌ٘‫الجا‬ ‫املعٗاز‬ً‫التصا‬‫ٔاآلداب‬ ‫الكٗي‬
ْ‫ببٗئت‬ ْ‫عالقت‬ ‫يف‬ ‫اإلضالوٗة‬
ْ‫ٔدلتىع‬.
•ٗ‫صِالث‬ ‫ِؼخٍِش‬ ٓ‫٠لغ‬
•ٖ‫صِالء‬ ‫٠غخِق‬
•.ْ‫ٚحٌل١ٛح‬ ‫حٌط١ش‬ ُ‫٠شك‬
:‫الجالح‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫بالكٗي‬
‫باجملتىع‬ ْ‫عالقت‬ ‫يف‬ ‫اإلضالوٗة‬
ٌ٘‫اإلٌطا‬
•ِٓ ‫خٍمٛح‬ ‫ؿّ١ؼخ‬ ‫حٌٕخط‬ ْ‫أ‬ ‫٠ظؼشف‬
‫ٚحكذ‬ ً‫أف‬-‫ػٍ١ّٙخ‬ ‫ٚكٛحء‬ َ‫آد‬
.َ‫حٌغال‬
:‫األٔه‬ ‫املعٗاز‬َ‫و‬ ‫الٍبى‬ ‫ضرية‬ ‫تعسف‬
‫األعمى‬ ‫السفٗل‬ ‫إىل‬ ْ‫اٌتكال‬ ‫إىل‬ ٓ‫وٕلد‬
ْ‫ب‬ ‫لالقتداء‬.
•ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٝ‫حٌٕز‬ ُ‫حع‬ ‫٠زوش‬
.‫حٌؾش٠ف‬ ٗ‫ٚٔغز‬ ،)ٍُ‫ٚع‬
•ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٝ‫حٌٕز‬ ‫آدحد‬ َ‫٠ٍظض‬
ٍٗ‫و‬ ٗٔ‫ٚؽؤ‬ ٗ‫عٍٛو‬ ٝ‫ف‬ )ٍُ‫ٚع‬
:ٌ٘‫الجا‬ ‫املعٗاز‬‫بعض‬ ‫ضرية‬ ‫تعسف‬
‫و‬ ‫الصخابة‬‫األٔلني‬ َٖ‫املّادس‬ َ
.‫ٔصفاتّي‬
•‫٠ظؼشف‬‫رؼل‬ ‫أعّخء‬ٝ‫حٌٕز‬ ‫أفلخد‬
)ٍُ‫ٚع‬ ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬
•‫رؼل‬ ‫أعّخء‬ ‫٠ظؼشف‬‫أِٙخص‬
.ٓ١ِٕ‫حٌّئ‬
‫ا‬ ‫املعٗاز‬:‫لجالح‬‫بعض‬ ‫قصص‬ ‫تعسف‬
‫لالقتداء‬ ‫ٔالصاحلني‬ ‫ٔاملسضمني‬ ‫األٌبٗاء‬
‫بّي‬
•َ‫حٌغال‬ ٗ١ٍ‫ػ‬ َ‫آد‬ ‫ع١ذٔخ‬ ‫لقش‬ ٜٚ‫٠ش‬
•َ‫حٌغال‬ ٗ١ٍ‫ػ‬ ‫ٔٛف‬ ‫ع١ذٔخ‬ ‫لقش‬ ٝ‫٠لى‬
‫غ١ش٘خ‬.
•.‫حٌمزط١ش‬ ‫حٌقٛس‬ ‫رؼل‬ ٍْٛ٠
•ً‫ٚؽى‬ ‫حٌذ٠ش‬ ً‫ؽى‬ ٓ١‫ر‬ ‫٠ّ١ض‬
‫حٌّئعغخص‬‫حٌذ٠ٕ١ش‬ٜ‫حألخش‬.
: ‫األٔه‬ ‫املعٗاز‬‫تعسف‬٘‫االجياب‬ ‫الطمٕك‬
‫املبادئ‬ ‫خاله‬ َ‫و‬ٔ‫السٔحٗة‬ ‫الفطائن‬
‫ٔال‬ ‫(العىن‬ ‫املطٗخٗة‬،‫ٔالصدم‬ ،ً‫ٍعا‬
)‫ٔاألواٌة‬
•ٓ‫ػ‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقش‬ ٟ‫٠لى‬
.‫ٚحألِخٔش‬ ‫حٌقذق‬
•‫حألٚي‬ ‫حٌّضِٛس‬ ‫آ٠خص‬ ‫رؼل‬ ‫٠شدد‬
"..ً‫ٌٍشؿ‬ ٝ‫"هٛر‬
: ‫الجاٌى‬ ‫املعٗاز‬‫تفطري‬ٕٓ‫ٖدع‬ َٖ‫الد‬ ُ‫أ‬
‫إلقاوة‬ ‫األخس‬ ‫وع‬ ً‫ضال‬ ‫يف‬ ‫التعاٖؼ‬ ‫إىل‬
‫(احملبة‬ ‫ٌادخة‬ ‫إٌطاٌٗة‬ ‫عالقات‬
)ً‫ٔاالحرتا‬
•ٌ‫ح‬ ‫ِلزش‬ ٓ١‫ر‬ ‫حٌؼاللش‬ ٓ‫ػ‬ ‫٠ؼزش‬‫غ١ذ‬
. ‫ٌألهفخي‬ ‫حٌّغ١ق‬
•‫حٌغ١ذ‬ ‫ِلزش‬ ٓ١‫ر‬ ‫حٌؼاللش‬ ٓ‫ػ‬ ‫٠ؼزش‬
.ٓ٠‫ٌألخش‬ ٛ٘ ٗ‫ِٚلزظ‬ ‫ٌٍـّ١غ‬ ‫حٌّغ١ق‬
: ‫الجالح‬ ‫املعٗاز‬‫إىل‬ ٕ‫ٖدع‬ َٖ‫الد‬ ُ‫أ‬ ‫فّي‬
‫باألخس‬ ْ‫عالقت‬ ‫فى‬ ‫ٔالتطاوح‬ ‫املطأاة‬
‫ٔوػازنة‬ ‫اإلٌتىاء‬ ‫إىل‬ ٕ‫ٖدع‬ ٌْ‫ٔأ‬
َ‫الٕط‬ ‫خدوة‬ ‫يف‬ َٖ‫األخس‬
•ٓ١‫ٌٍّلظخؿ‬ ٗ‫ِلزظ‬ ‫أعخٌ١ذ‬ ‫٠ٛمق‬
‫رّغخػذس‬ ً‫ال‬‫ِظّؼ‬ٌٗ ‫حٌّغ١ق‬ ‫حٌغ١ذ‬
.ٌُٙ ‫حٌّـذ‬
•‫طؼزش‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقش‬ ‫٠زوش‬
.‫حٌّغ١ق‬ ‫حٌغ١ذ‬ ‫طغخِق‬ ٓ‫ػ‬
•.‫ِقش‬ ٍُ‫ػ‬ ٓ٠ٍٛ‫رظ‬ َٛ‫٠م‬
: ‫األٔه‬ ‫املعٗاز‬‫املتعمكة‬ ‫الكطاٖا‬ ‫تعسف‬
)‫(املٗدٖا‬ ً‫االعال‬ ‫بٕضائن‬
‫املعمٕوات‬ ‫ٔتهٍٕلٕدٗا‬
•‫حألػال‬ ً‫ٚعخث‬ ‫٠ظؼشف‬‫رؤٔٛحػٙخ‬ َ
.‫حٌّخظٍفش‬
•‫٠غظخذِٙخ‬ ٝ‫حٌظ‬ َ‫حالػال‬ ً‫ٚعخث‬ ‫٠زوش‬
.‫رىؼشس‬
: ‫الجاٌى‬ ‫املعٗاز‬‫املتعمكة‬ ‫الكطاٖا‬ ‫تعسف‬
. ‫بالبٗئة‬
•‫خالي‬ ِٓ ‫رخٌز١جش‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬
ٌ‫ح‬ٚ ‫قٛس‬‫حأل‬.‫ؽىخي‬
•‫ك١خ‬ ٟ‫ف‬ ‫حٌٕظخفش‬ ‫أّ٘١ش‬ ٓ‫ػ‬ ‫٠ؼزش‬‫س‬
•‫رخو‬ ‫رغ١طش‬ ‫ٚؿّال‬ ‫وٍّخص‬ ‫٠ىظذ‬
. ‫ٚحمق‬
‫ال‬ ‫املعٗاز‬‫يف‬ ‫الهتابة‬ : ‫طادع‬
‫يف‬ ( ‫ٔٔظٗفٗة‬ ‫إبداعٗة‬ ‫وٕضٕعات‬
‫الٍفظ‬ َ‫ع‬ ‫تعبريا‬ ) ‫وتٍٕعة‬ ‫وٕضٕعات‬
. ‫ٔاجملتىع‬
•. ٗ‫ٚر١خٔخط‬ ّٗ‫حع‬ ‫٠ىظذ‬
•. ‫كشٚف‬ ِٓ ‫وٍّخص‬ ْٛ‫٠ى‬
•. ٕٝ‫ِؼ‬ ‫رحص‬ ‫وٍّخص‬ ‫٠ىظذ‬
•. ‫ػالع‬ ٚ‫أ‬ ٓ١‫وٍّظ‬ ِٓ ‫ؿٍّش‬ ْٛ‫٠ى‬
•. ‫طخِش‬ ً‫ال‬ّ‫ؿ‬ ‫٠ىظذ‬
•.‫وظخرش‬ ‫رغ١طش‬ ‫أعجٍش‬ ٓ‫ػ‬ ‫٠ـ١ذ‬
‫المػٕٖة‬ ‫الرتانٗب‬ ‫تعسف‬ ‫األٔه‬ ‫املعٗاز‬
‫اضتدداوّا‬ ‫إدادة‬ ٔ ‫ٔالكٕاعد‬
•‫(٘زح‬ ‫حإلؽخسس‬ ‫أعّخء‬ َ‫٠غظخذ‬–ٖ‫٘ز‬
. )......
•‫(أٔخ‬ ‫حٌنّخثش‬ َ‫٠غظخذ‬–. ) .. ٓ‫ٔل‬
‫ٚحٌّخخهذ‬ ٍُ‫حٌّظى‬ ‫ف١غ‬ ٓ١‫ر‬ ‫٠ّ١ض‬
‫ٚحٌغخثذ‬
‫ٔتٍعٗىّا‬ ‫البٗاٌات‬ ‫جتىٗع‬ :‫املعٗاز‬
‫ٔمتجٗمّا‬
•‫ٌزؼل‬ ً‫خ‬‫ٚفم‬ ‫ٚ٠قٕفٙخ‬ ،‫ر١خٔخص‬ ُ‫٠ٕظ‬
‫خٛحفٙخ‬)ً‫ٚحٌؾى‬ ٌٍْٛ‫(ح‬.
•َ‫رخعظخذح‬ ‫ر١خٔخص‬ ً١‫طّؼ‬ ًّ‫٠غظى‬
‫أؽىخي‬ ٚ‫أ‬ ‫ػالِخص‬ ٚ‫أ‬ ‫ِقٛسحص‬
‫ِخظ‬ ‫ٕ٘ذع١ش‬.‫ٍفش‬
letter–correspondence).
• Read aloud letters
accurately.
• Use picture cards and
simple words to retell a
story in a simple way.
• Show interest in reading.
Standard 2: Learners develop
cognitive/ metacognitive
strategies to facilitate
reading.
• Use pictures to make
predictions about story
content.
Standard 3: Learners use
Information and
Communication Technology
(ICT) to help achieve the
learning outcomes in
reading.
• Recognize information
found in icons on a screen
in computer based
activities.
• Use technology sources
(e.g., e -flashcards) to locate
and identify the meaning of
new words.
Standard 4: Learners
understand the practices and
values of both national and
target cultures
• Respond to visual symbols
of the national culture
Domain 4: Writing Skill
Standard 1: Learners write
for variety of audiences,
purposes and in various
forms to communicate
meaning, ideas and
emotions.
• Trace and copy letters and
mono-syllabic words.
• Copy words about familiar
experiences.
• Write one syllable words.
ْ‫حإلٔغخ‬.
: ‫الجالح‬ ‫املعٗاز‬‫الكطاٖا‬ ‫أِي‬ ‫تعسف‬
ُ‫اإلٌطا‬ ‫جبطد‬ ‫املتعمكة‬
•‫٠لذ‬.ْ‫حإلٔغخ‬ ُ‫ؿغ‬ ‫أػنخء‬ ‫د‬
•‫حٌشد‬ ْ‫كٕخ‬ ٓ‫ػ‬ ‫حٌخخفش‬ ٗ‫رٍغظ‬ ‫٠ؼزش‬
.ُٙ‫أِشحم‬ ‫ٚؽفخء‬ ٟ‫ٌٍّشم‬ ‫٠غٛع‬
: ‫السابع‬ ‫املعٗاز‬‫حتدٖد‬‫الكطاٖا‬
‫حبكٕم‬ ‫املتعمكة‬ ‫ٔالتػسٖعات‬‫الطفن‬
. ‫ٔالصٔاج‬ ‫ٔاألضسة‬
•ِٓ ‫لق١شس‬ ‫فالس‬ ٝ‫ف‬ ٗ‫صِالث‬ ‫٠ؾخسن‬
.‫حألهفخي‬ ً‫أؿ‬
•ِٓ ً‫ٌٍطف‬ ‫كمٛق‬ ‫ػالػش‬ ‫٠خظخس‬
ٗ١ٍ‫ػ‬ ‫حٌّؼشٚمش‬ ‫حٌقٛس‬.
7
‫ن‬‫جتريبية‬ ‫سخة‬
‫ن‬
Standard 2: Learners develop
writing process to enhance
their written products.
• Use the mechanics of
writing accurately with
assistance, such as
directions
• Copy words following
principles of good
handwriting.
Standard 3: Learners use
Information and
Communication Technology
(ICT) to help achieve the
learning outcomes in writing.
• Identify letters on keyboard.
• Play letter games on
computer.
Standard 4: Learners
demonstrate awareness of
the practices and values of
both national and target
cultures while writing
• Compare the mechanics of
writing such as directions in
the national language with
English with guidance.
• Use drawing to express
sense of belonging
Domain 5: Vocabulary and
Structures
Standard 1: Learners develop
vocabulary through a variety
of ways.
• Identify sight words
matching them with
pictures.
• Use grade-appropriate
picture dictionaries.
• Use visuals to identify
meaning of new words
• Develop with guidance a
simple personal picture
dictionary.
Standard 2: Learners use
morphology and lexicon
accurately and appropriately.
• Identify synonyms of
simple words to express
feelings.
• Match simple vocabulary
words with objects.
• Use antonyms and
synonyms of words to
communicate meaning.
• Use appropriate vocabulary
to label objects and describe
places.
Standard 3: Learners use
syntax to communicate
meaning accurately and
appropriately.
• Identify nouns and
pronouns and their
reference.
Standard 4: Learners use ICT
to achieve the learning
outcomes in vocabulary and
structure.
• Use e-flashcards to locate
and identify the meaning of
new words.
Domain 6: Higher Order
Thinking Skills
Standard 1: Learners practice
higher level thinking skills
while listening.
• Make predictions of short
simple listening texts.
• Predict the ending of a
simple story.
• Draw inferences related to a
short story about personal
topics
• Pass judgments based on
listening to a short simple
text about personal topics.
9
‫ن‬‫جتريبية‬ ‫سخة‬
‫ن‬
Standard 2: Learners practice
higher level thinking skills
while speaking.
• Respond to questions that
connect simple ideas to
personal experiences
• Respond non-verbally to
simple classroom
instructions.
• Express a judgment about a
character in a simple story.
Standard 3: Learners practice
higher level thinking skills
while reading.
• Use visual clues to facilitate
reading single words.
Standard 4: Learners practice
higher level thinking skills
while Writing.
 Trace the route in a maze
following instructions.
‫العربية‬ ‫اللغة‬‫الرياضيات‬‫االنجليزية‬ ‫اللغة‬‫الدراسات‬‫العلوم‬‫االسالمية‬ ‫الدينية‬ ‫التربية‬‫المسيحية‬ ‫الدينية‬ ‫التربية‬
‫االضتىاع‬ ‫بآداب‬ ً‫االلتصا‬ : ‫األٔه‬ ‫املعٗاز‬
•‫رخٌلىخ٠شحٌّغّٛػش‬ ‫ح٘ظّخِخ‬ ‫٠ظٙش‬
•٠ٝ‫كظ‬ ‫ٌلىخ٠ش‬ ‫حالعظّخع‬ ً‫ٛحف‬
‫ٔٙخ٠ظٙخ‬
‫األصٕات‬ ‫تعسف‬ :‫الجاٌى‬ ‫املعٗاز‬
‫املطىٕعة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬
•‫حٌؼشر١ش‬ ‫حألفٛحص‬ ‫٠ّ١ض‬.
•‫طؼزش‬ ‫فٛط١ش‬ ‫ِٚمخهغ‬ ‫ٚكذحص‬ ‫٠ّ١ض‬
. ٕٝ‫ِؼ‬ ٓ‫ػ‬
•‫٠ّ١ض‬-‫٠غّغ‬ ‫ف١ّخ‬-‫رحص‬ ‫حٌىٍّخص‬
.‫حٌّظّخػٍش‬ ‫حٌٕٙخ٠خص‬
•‫٠لذد‬‫٠غظّغ‬ ٟ‫حٌظ‬ ‫ٌٍىٍّخص‬ ‫ِذٌٛال‬
‫اٌ١ٙخ‬.
‫الجال‬ ‫املعٗاز‬:‫ح‬.ْٗ‫إل‬ ‫ٖطتىع‬ ‫وا‬ ‫فّي‬
•‫ٌىٍّخص‬ ‫حٌقل١ق‬ ٕٝ‫حٌّؼ‬ ٌٝ‫ا‬ ً‫٠ظٛف‬
‫اٌ١ٙخ‬ ‫حعظّغ‬
•.‫ٌٍغ١خق‬ ‫حٌّٕخعزش‬ ‫حٌىٍّخص‬ ‫٠لذد‬
•‫٠ظخ١ش‬‫حٌفىش‬‫حٌشث١غش‬‫ػذس‬ ٓ١‫ر‬ ِٓ
.‫فىش‬
•.‫طؼٍ١ّخص‬ ِٓ ٗ١ٌ‫ا‬ ‫٠غظّغ‬ ‫ِخ‬ ‫٠ٕفز‬
•‫طؼزش‬ ٝ‫حٌظ‬ ‫ٚحٌؼزخسحص‬ ‫حٌىٍّخص‬ ‫٠ّ١ض‬
‫حٌّخظٍفش‬ ‫حٌّؾخػش‬ ٓ‫ػ‬‫ـ‬ ٌُ‫أ‬ (.
‫غنذ‬)
‫امل‬‫األصٕات‬ ‫ٌطل‬ : ‫األٔه‬ ‫عٗاز‬
‫ًا‬‫خ‬ٗ‫صخ‬ ‫ٌطكا‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬
•‫ٔطمخ‬ ‫حٌؼشر١ش‬ ‫حألفٛحص‬ ‫٠ٕطك‬
.‫فل١لخ‬
•‫رلشوخطٙخ‬ ‫حٌّنؼفش‬ ‫حٌلشٚف‬ ‫٠ٕطك‬
. ‫حٌّخظٍفش‬
•‫٠ّ١ض‬-‫٠ٕطك‬ ‫ف١ّخ‬-‫حٌلشوخص‬ ٓ١‫ر‬
. ‫حٌطٛ٠ٍش‬ ‫ٚحٌلشوخص‬ ‫حٌمق١شس‬
•‫٠ٕطك‬.‫اٌ١ٙخ‬ ‫حعظّغ‬ ‫ؿّال‬
‫احلدٖح‬ ‫:تهٗٗف‬ ‫الجاٌى‬ ‫املعٗاز‬‫وع‬
َ‫املطتىٗع‬ ‫مجّٕز‬
•.ٓ‫أِخو‬ ٚ‫أ‬ ‫أؽ١خء‬ ٚ‫أ‬ ‫أؽخخفخ‬ ‫٠قف‬
•. ‫ِٛؿضس‬ ‫كىخ٠خص‬ ‫٠غشد‬
‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬‫حتى‬ ‫األعداد‬
‫عمّٗا‬ ‫ٔالعىمٗات‬
•‫ٚػؾشحص‬ ‫آكخد‬ ِٓ ‫خ‬ًٔٛ‫ِى‬ ‫ًح‬‫د‬‫ػذ‬ ‫٠مشأ‬
‫حٌٍفظ١ش‬ ٗ١‫فٛسط‬ ٝ‫ف‬ ‫ِٚجخص‬
.‫ٚحٌشِض٠ش‬
•‫ٚػؾشحص‬ ‫آكخد‬ ِٓ ‫خ‬ًٔٛ‫ِى‬ ‫ًح‬‫د‬‫ػذ‬ ‫٠ىظذ‬
‫حٌٍفظ١ش‬ ٗ١‫فٛسط‬ ٝ‫ف‬ ‫ِٚجخص‬
.‫ٚحٌشِض٠ش‬
•ٝ‫ف‬ ُ‫سل‬ ً‫ٌى‬ ‫حٌّىخٔ١ش‬ ‫حٌم١ّش‬ ‫ُلذد‬٠
ُ‫حٌشل‬ ‫ل١ّش‬ ٓ١‫ٚر‬ ‫ر١ٕٙخ‬ ‫ِّض‬١ُّ٠ٚ ،‫حٌؼذد‬
.‫حٌؼذد‬ ٝ‫ف‬
•ّٛ‫ِـ‬ ‫٠شطذ‬ٝ‫كظ‬ ‫حألػذحد‬ ِٓ ‫ػش‬
999
•‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫سِض‬ ‫ِذٌٛي‬ ‫٠ظؼشف‬
ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬ ٍٝ‫ػ‬ ‫ٚحٌطشف‬3
‫ّٚٔخرؽ‬ ‫أِؼٍش‬ َ‫رخعظخذح‬ َ‫أسلخ‬
.‫ِلغٛعش‬
•ٍٝ‫ػ‬ ‫ٚحٌطشف‬ ‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫ُـش‬٠
‫اػخدس‬ ‫ِغ‬ ٓ١ّ‫سل‬ ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬
.‫حٌظغّ١ش‬
•ٍٝ‫ػ‬ ‫ٚحٌطشف‬ ‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫ُـش‬٠
ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬3ْٚ‫رذ‬ / ‫ِغ‬ َ‫أسلخ‬
‫ا‬.‫حٌظغّ١ش‬ ‫ػخدس‬
•‫ٌـّغ‬ ‫ػىغ١ش‬ ‫وؼٍّ١ش‬ ‫حٌطشف‬ ُٙ‫٠ف‬
ٝ‫كظ‬ ‫حألػذحد‬999.‫حألؽىخي‬ َ‫رخعظخذح‬
•ٞ‫٠ـش‬ٍٟ‫ػ‬ ‫ٚحٌطشف‬ ‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬
‫حألػذحد‬‫ر‬ٍٟ‫حٌؼم‬ ‫خٌلغخد‬)‫ًخ‬١ٍ‫(ػم‬‫وّخ‬
:ٍٟ٠
ِٓ ْٛ‫ِى‬ ‫ػذد‬3‫ِغ‬ َ‫أسلخ‬
.‫ٚحكذ‬ ُ‫سل‬ ِٓ ْٛ‫ِى‬ ‫ػذد‬
ِٓ ْٛ‫ِى‬ ‫ػذد‬3‫ِغ‬ َ‫أسلخ‬
‫وخٍِش‬ ‫ِجخص‬ ٚ‫أ‬ ‫وخٍِش‬ ‫ػؾشحص‬
‫ال‬ ‫املعٗاز‬‫الهطٕز‬ ‫تعسف‬ :‫جاٌى‬
‫خمتمفة‬ ‫بطسم‬ ‫ٔمتجٗمّا‬‫بٍّٗا‬ ‫ٔاملكازٌة‬
•ً١‫ٚطّؼ‬ ‫وظخرش‬ ‫ٚهش٠مش‬ َٛٙ‫ِف‬ ‫٠ظؼشف‬
،‫ٚكذس‬ ِٓ ‫وـضء‬ ‫حػظ١خد٠ش‬ ‫وغٛس‬
:ً‫ِؼ‬ ‫ِـّٛػش‬ ِٓ ‫ٚؿضء‬،،
..... ،
•،‫حٌقل١ق‬ ‫حٌٛحكذ‬ ‫أؿضحء‬ ‫٠ظؼشف‬
.‫ِظؼذدس‬ ‫رطشق‬ ‫ٚ٠ّؼٍٙخ‬
•ً‫خ‬ٍِٔٛ ً‫ح‬‫ؿضء‬ ً‫٠ّؼ‬ ٞ‫حٌز‬ ‫حٌىغش‬ ‫٠ظؼشف‬
ِٕ ِٓ،‫ِـّٛػش‬ ٚ‫أ‬ ‫طمش‬
•.ً‫خ‬ٕ١‫ِؼ‬ ‫وغش‬ ً‫٠ّؼ‬ ً‫ح‬‫ؿضء‬ ٍْٛ٠
Domain 1: Listening
Standard 1: Learners identify
and discriminate sounds,
stress and intonation
patterns.
• Identify vowels in spoken
words.
• Identify consonant sounds.
• Identify number of syllables
in two syllable words.
• Distinguish between similar
sounds (especially
problematic ones for Arabic
speakers such as p/b, f/v).
• Match spoken words with
their pictures.
• Recognize letter sound
relationship while listening
to rhymes and songs to
develop understanding of
letter/sound relationship.
• Identify initial and final
sounds in words.
• Identify a word – that
rhymes with a word in the
listening text.
• Identify feelings expressed
through tone of voice while
listening to simple stories
Standard 2: Learners
listen and respond
to spoken discourse
from a variety of
sources
• Recognize classroom
objects in oral utterances
(clock, door, pencil
sharpener).
• Respond to greetings,
farewells and statements of
feelings.
• Follow one - two step oral
instructions.
• Respond to close-ended
questions, e.g. Yes/No
:‫األٔه‬ ‫املعٗاز‬ُ‫اإلميا‬‫ٔدن‬ ‫عص‬ ‫باهلل‬
‫أمسا‬ ‫ٔتعسف‬ْ‫ئ‬ْ‫ٔصفات‬
•‫ٚحألكخد٠غ‬ ‫حٌمشآٔ١ش‬ ‫ح٢٠خص‬ ِٓ ‫٠لفع‬
‫هللا‬ ‫ٚكذحٔ١ش‬ ٍٝ‫ػ‬ ‫٠ذي‬ ‫ِخ‬ ‫حٌٕزٛ٠ش‬
.ٌٝ‫طؼخ‬
•.ٍٛ‫ٚ٠ظ‬ ‫٠لفع‬ ‫ٌّخ‬ َ‫حٌؼخ‬ ٕٝ‫حٌّؼ‬ ُٙ‫٠ف‬
•-ِٓ ‫أِؼٍش‬ ٝ‫٠ؼط‬ْ‫أ‬ ٍٝ‫ػ‬ ‫حٌٛحلغ‬
ٌٝ‫طؼخ‬ ‫هللا‬ ٛ٘ ‫حٌشحصق‬
•-ٍٝ‫ػ‬ ‫حٌذحٌش‬ ‫حٌغٛس‬ ‫لقخس‬ ‫رؼل‬ ٍٛ‫٠ظ‬
‫ف‬‫ٚحٌشحصق‬ ،‫(حٌمخدس‬ ،‫حٌٛكذحٔ١ش‬ ‫فخص‬)
ٌٝ‫طؼخ‬ ‫هلل‬
•-ِٓ ٌٝ‫طؼخ‬ ‫هللا‬ ‫ػظّش‬ ‫٠غظؾؼش‬
ٌٗٛ‫ك‬ ‫ٌّخ‬ ٗ‫ِؾخ٘ذحط‬
•ٓ‫ػ‬ ‫طظلذع‬ ٝ‫حٌظ‬ ‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬
ٌٝ‫طؼخ‬ ‫هلل‬ ‫حٌقفخص‬ ‫رؼل‬
:ٌ٘‫الجا‬ ‫املعٗاز‬ُ‫اإلميا‬‫باملالئهة‬
ّٔ‫صفات‬ ‫تعسف‬‫ي‬.
•ِٓ ٓ‫سو‬ ‫رخٌّالثىش‬ ْ‫حإل٠ّخ‬ ْ‫أ‬ ‫٠ظؼشف‬
.ْ‫حإل٠ّخ‬ ْ‫أسوخ‬
•.‫حٌّالثىش‬ ‫رؼل‬ ‫أعّخء‬ ‫٠ظؼشف‬
:‫الجالح‬ ‫املعٗاز‬ُ‫اإلميا‬‫الهسٖي‬ ُ‫بالكسآ‬
‫األخسى‬ ‫الطىأٖة‬ ‫ٔبالهتب‬.
•‫ح‬ ُٙ‫٠ف‬.ٍٛ‫ٚ٠ظ‬ ‫٠لفع‬ ‫ٌّخ‬ َ‫حٌؼخ‬ ٕٝ‫ٌّؼ‬
•‫حٌّؼـضس‬ ٛ٘ ُ٠‫حٌىش‬ ْ‫حٌمشآ‬ ْ‫أ‬ ‫٠ظؼشف‬
ٝ‫ٌٍٕز‬ ّٝ‫حٌؼظ‬
•‫ٚػذد‬ ،ُ٠‫حٌىش‬ ْ‫حٌمشآ‬ ‫أعّخء‬ ‫٠ظؼشف‬
ٖ‫ٚأؿضحء‬ ٖ‫عٛس‬.
•‫حٌؾش٠فش‬ ‫حٌٕزٛ٠ش‬ ‫حألكخد٠غ‬ ِٓ ‫٠لفع‬
ٝ‫حٌظ‬ ٜ‫حألخش‬ ‫رخٌّـخالص‬ ً‫٠ظق‬ ‫ِخ‬
‫عزمض‬
:‫السابع‬ ‫املعٗاز‬ُ‫اإلميا‬‫اهلل‬ ‫بسضن‬
ْ‫ٔأٌبٗائ‬
•ً‫حٌشع‬ ِٓ َ‫حٌؼض‬ ٌٝٚ‫أ‬ ‫أعّخء‬ ‫٠زوش‬
•‫٠ظؼشف‬ٖ‫ٌِٛذ‬ ‫فخكزض‬ ‫ِؼـضحص‬
.)ٍُ‫ٚع‬ ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬
:‫اخلاوظ‬ ‫املعٗاز‬ُ‫اإلميا‬ًٕٗ‫بال‬‫اآلخس‬
‫ٔزد‬ ‫ٔوا‬‫أحداخ‬ َ‫و‬ ْٗ‫ف‬.
•‫حٌىش‬ ‫حٌمشآٔ١ش‬ ‫ح٢٠خص‬ ‫رؼل‬ ‫٠لفع‬،‫٠ّش‬
ٓ١‫حٌّظم‬ ‫ؿضحء‬ ٓ‫ػ‬ ‫طظلذع‬ ٝ‫حٌظ‬.
•.ٍٛ‫ٚ٠ظ‬ ‫٠لفع‬ ‫ٌّخ‬ َ‫حٌؼخ‬ ٕٝ‫حٌّؼ‬ ُٙ‫٠ف‬
‫املعٗاز‬: ‫األٔه‬‫وجمح‬ ‫ٔاحد‬ ‫اهلل‬ ُ‫أ‬ ‫تعسف‬
‫األقاٌٗي‬
•ٓ‫كغ‬ ‫ؽت‬ ً‫و‬ ‫خٍك‬ ‫هللا‬ ْ‫أ‬ ‫٠ٛمق‬
ٗ‫رىٍّظ‬‫حٌزؾش‬ ً‫ألؿ‬‫طٛم١ق‬ ‫ِغ‬ٖ‫دٚس‬
‫حٌّخٍٛلخص‬ ‫رؼل‬ ٖ‫طـخ‬.
•ٍٝ‫ػ‬ ‫٠شف‬ ‫هللا‬ ‫سٚف‬ ْ‫أ‬ ٕٝ‫ِؼ‬ ‫٠ٛمق‬
.ٖ‫حٌّ١خ‬ ٗ‫ٚؿ‬
: ‫الجاٌى‬ ‫املعٗاز‬‫ادزاك‬‫الطٗد‬ ‫طبٗعة‬
ٍ‫ل‬ ً‫املكد‬ ْ‫ٔخالص‬ ‫اجملد‬ ْ‫ل‬ ‫املطٗح‬‫ا‬
•‫ػّخد‬ ‫خالي‬ ‫طّض‬ ٝ‫حٌظ‬ ‫حألكذحع‬ ‫٠غشد‬
.‫حٌّـذ‬ ٌٗ ‫حٌّغ١ق‬ ‫حٌغ١ذ‬
•ٗٔ‫رؤ‬ ٖ‫فخش‬ ٓ‫ػ‬ ‫٠ؼزش‬‫هلل‬ ً‫خ‬ٕ‫حر‬ ‫فخس‬
‫ر‬. ‫خٌّؼّٛد٠ش‬
•‫٠ؼذد‬‫طٛمق‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫آ٠خص‬
‫ع‬ ‫أّ٘١ش‬‫حٌّؼّٛد٠ش‬ ‫ش‬.
: ‫الجالح‬ ‫املعٗاز‬‫الكدٖطة‬ ‫حٗاة‬ ‫تعسف‬
‫وسٖي‬ ‫العرزاء‬
•‫ك١خس‬ ‫رّٕٙؾ‬ ‫٠ظؼٍك‬ ‫رٕؾخه‬ ‫٠ؾخسن‬
.ٌٗ‫حإل‬ ‫ٚحٌذس‬ ُ٠‫ِش‬ ‫حٌؼزسحء‬ ‫حٌمذ٠غش‬
: ‫السابع‬ ‫املعٗاز‬‫ادزاك‬‫الهتاب‬ ُ‫أ‬
‫اهلل‬ َ‫و‬ ْ‫ب‬ ‫وٕحى‬ ‫املكدع‬
•‫حٌىظخد‬ ِٓ ً‫رى‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬
‫حٌّمذط‬–.‫هللا‬ ِٓ ٗ‫ر‬ ٝ‫ِٛك‬
: ‫اخلاوظ‬ ‫املعٗاز‬‫ت‬‫ٕضٗح‬ٌُٕ‫قا‬ ُ‫أ‬
‫املطٗخٗني‬ ‫مجٗع‬ ُ‫إميا‬ ِٕ ُ‫اإلميا‬
‫أقٕاه‬ َ‫و‬ ‫املطتىدة‬ ‫املطٗخٗة‬ ‫ٔاملبادئ‬
َ‫و‬ ‫ِى‬ ) ‫السابع‬ ُ‫الكس‬ ‫حتى‬ ( ‫اآلباء‬
.‫املكدع‬ ‫الهتاب‬
•.ْ‫حإل٠ّخ‬ ْٛٔ‫لخ‬ ِٓ ‫حألٚي‬ ‫حٌـضء‬ ‫٠شدد‬
: ‫األٔه‬ ‫املعٗاز‬‫بٗت‬ ‫الهٍٗطة‬ ‫تعسف‬
‫ٔخصائصّا‬ ‫ٔأغهاهلا‬ ‫ٔزوٕشِا‬ ‫اهلل‬.
•.‫ٚخقخثقٙخ‬ ‫حٌىٕ١غش‬ ‫سِٛص‬ ‫٠لذد‬
•ٝ‫ف‬ َ‫رخكظشح‬ ٗ‫عٍٛو‬ ‫أّ٘١ش‬ ٓ‫ػ‬ ‫٠ؼزش‬
.‫حٌىٕ١غش‬
: ‫الجاٌى‬ ‫املعٗاز‬‫العبادة‬ ‫أِىٗة‬ ‫تعسف‬
. ‫ٔأغهاهلا‬
11
‫ن‬‫جتريبية‬ ‫سخة‬
‫ن‬
‫الهمىات‬ ‫اختٗاز‬ : ‫الجالح‬ ‫املعٗاز‬
‫املعربة‬ ‫الصخٗخة‬ ‫ٔالعبازات‬ ‫ٔاجلىن‬
‫املٕاقف‬ ُٕ‫وطى‬ َ‫ع‬
•.‫عٍ١ّخ‬ ‫سرطخ‬ ًّ‫حٌـ‬ ‫٠شرو‬
•ٓ‫ػ‬ ‫٠ؼزش‬‫حٌفىش‬‫رغ١طش‬ ‫رظؼز١شحص‬
.‫ٚحملش‬
•‫طٕخعذ‬ ٟ‫حٌظ‬ ‫حٌىٍّخص‬ ‫٠خظخس‬‫حٌفىش‬
ٓ١‫ر‬ ِٓ ‫حٌّطشٚكش‬ٌ ‫ِؼطخس‬ ‫وٍّخص‬. ٗ
‫احلسٔف‬ ‫وعسفة‬ : ‫األٔه‬ ‫املعٗاز‬
‫ٌٔطكّا‬ ‫العسبٗة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬
‫ًا‬‫خ‬ٗ‫صخ‬ ‫ًا‬‫ك‬‫ٌط‬
•. ‫حٌىٍّش‬ ٝ‫ف‬ ‫حٌّّذٚد‬ ‫حٌلشف‬ ‫٠ّ١ض‬
•‫حألفٛحص‬ ٓ١‫ر‬ ‫حٌؼاللخص‬ ‫٠لذد‬
. ‫ٚأؽىخٌٙخ‬ ‫حٌؼشر١ش‬ ‫ٚحٌلشٚف‬
•‫ِؼطخس‬ ‫ٌىٍّخص‬ ‫حٌقٛط١ش‬ ‫حٌّمخهغ‬ ‫٠ّ١ض‬
ٌٗ
•‫حٌّمشٚءس‬ ًّ‫حٌـ‬ ‫ِىٛٔخص‬ ‫٠لذد‬
‫امل‬‫ًا‬‫ى‬ّ‫ف‬ ‫املكسٔء‬ ‫الٍص‬ ‫فّي‬ : ‫الجاٌى‬ ‫عٗاز‬
.‫ًا‬‫د‬ٗ‫د‬
•‫حٌظخِش‬ ًّ‫حٌـ‬ ‫ِذٌٛي‬ ‫٠لذد‬
•. ‫حٌفمشس‬ ٟ‫ف‬ ‫حٌشث١غش‬ ‫حٌفىشس‬ ‫٠لذد‬
•‫٠لذد‬‫حٌفىش‬.‫حٌفمشس‬ ٟ‫ف‬ ‫حٌفشػ١ش‬
‫األدبٗة‬ ‫الٍصٕص‬ ‫قساءة‬ : ‫األٔه‬ ‫املعٗاز‬
‫وعربة‬ ‫صخٗخة‬ ‫قساءة‬ ‫غعسا‬ ٔ‫أ‬ ‫ٌجسا‬.
•. ‫ِغّٛػخ‬ ‫حٌٕؾ١ذ‬ ‫٠ّ١ض‬
•ٟ‫٠ٍم‬. ‫٠لفع‬ ‫ِّخ‬ ‫لق١شح‬ ‫ٔؾ١ذح‬
•.ٖ‫لشأ‬ ٚ‫أ‬ ٗ‫عّؼ‬ ‫خ‬ً‫ٔق‬ ‫٠ؼشك‬
‫العىن‬ ُٕ‫وطى‬ ‫:فّي‬ ٌ٘‫الجا‬ ‫املعٗاز‬
ٓ‫ٌٔكد‬ ْ‫حتمٗم‬ ٔ ٘‫األدب‬
•‫حٌؾش٠شس‬ ٚ ‫حٌخ١شس‬ ‫حٌؾخق١خص‬ ‫٠لذد‬
. ‫حٌمقش‬ ٟ‫ف‬
•‫٠لذد‬‫حٌفىش‬‫حٌٕقٛؿ‬ ٟ‫ف‬ ‫حٌشث١غش‬
‫حٌّمشٚءس‬.
•٠‫حٌلم١مش‬ ‫ّ١ض‬ِٓ. ‫حٌٕـ‬ ٟ‫ف‬ ‫حٌخ١خي‬
‫األعىاه‬ ‫مجالٗات‬ ‫ترٔم‬ :‫الجالح‬ ‫املعٗاز‬
.‫بّا‬ ‫ٔاالضتىتاع‬ ‫األدبٗة‬
•‫حٌٕـ‬ ِٓ ٗ‫أػـز‬ ‫ِخ‬ ‫٠لذد‬
•ٚ ‫ِشحدفٙخ‬ ٚ ‫حٌـذ٠ذس‬ ‫حٌىٍّخص‬ ‫٠لذد‬
‫ِنخد٘خ‬
•‫ِـّٛػش‬ ‫ُشطذ‬٠ٚ ،ٓ٠‫وغش‬ ٓ١‫ر‬ ْ‫ُمخس‬٠
.ٗ‫ٔفغ‬ َ‫حٌّمخ‬ ‫ٌٙخ‬ ٝ‫حٌظ‬ ‫حٌىغٛس‬ ِٓ
•َ‫رخعظخذح‬ ‫رغ١طش‬ ‫ػذد٠ش‬ ‫أّٔخه‬ ‫٠ظؼشف‬
.‫حػظ١خد٠ش‬ ‫وغٛس‬
‫اجلىع‬ ‫عىمٗيت‬ ‫إدساء‬ :‫الجالح‬ ‫املعٗاز‬
‫املكاوات‬ ‫وتخدة‬ ‫نطٕز‬ ‫عمى‬ ‫ٔالطسح‬
ٗ‫عىم‬ ‫وعٍى‬ ‫تعسف‬ :‫السابع‬ ‫املعٗاز‬‫يت‬
ٔ ‫الطسب‬‫الكطىة‬‫بٍّٗىا‬ ‫ٔالعالقة‬
•‫حٌنشد‬ ‫ػٍّ١ش‬ ٕٝ‫ِؼ‬ ُٙ‫ٚ٠ف‬ ،‫٠ظؼشف‬
.‫ظىشس‬ُِ ‫ؿّغ‬ ‫أٙخ‬ ٍٝ‫ػ‬
•‫ػٍّ١خص‬ ً‫كٛحف‬ ‫ٚ٠زوش‬ ‫٠ظؼشف‬
(‫ؿذٚي‬ ٝ‫كظ‬ ‫حٌنشد‬5.)
•( ٟ‫ف‬ ‫حٌنشد‬ ِٟٛٙ‫ِف‬ ‫٠ظؼشف‬1، )
(0(‫ؿذٚي‬ ٝ‫كظ‬ )5.)
•‫حٌمغّش‬ ‫ػٍّ١ش‬ ٕٝ‫ِؼ‬ ُٙ‫ٚ٠ف‬ ،‫٠ظؼشف‬
.‫ظىشس‬ُِ ‫هشف‬ ‫أٙخ‬ ٍٝ‫ػ‬
•١ٍّ‫رؼ‬ ‫حٌمغّش‬ ‫ػٍّ١ش‬ ‫ػاللش‬ ‫٠غظٕظؾ‬‫ش‬
(‫ؿذٚي‬ ٝ‫كظ‬ ‫حٌنشد‬5.)
،‫اجملىٕعات‬ ‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬
‫حتى‬ ‫األعداد‬ ‫عمى‬ ‫العىمٗات‬ ‫ٔخٕاص‬
•،ٓ٠‫ػذد‬ ٓ١‫ر‬ ْ‫ُمخس‬٠‫حٌشِٛص‬ َ‫رخعظخذح‬
،ٓ١‫ر‬ ‫حٌؼاللش‬ ٓ‫ػ‬ ‫ٌٍظؼز١ش‬ = ،
ٝ‫كظ‬ ٓ٠‫ػذد‬999
•‫ؿّغ‬ ٍٝ‫ػ‬ ‫حإلرذحي‬ ‫خخف١ش‬ ‫٠غظٕظؾ‬
ٝ‫كظ‬ ‫حألػذحد‬999‫د‬ُ‫حع‬ ‫روش‬ ْٚ
.‫حٌخخف١ش‬
‫العددٖة‬ ‫األمناط‬ ‫تعسف‬ :‫الجاٌى‬ ‫املعٗاز‬
‫عمى‬ ‫العىمٗات‬ ً‫باضتددا‬‫األعداد‬
‫حتى‬
•‫ٚ٠ىظؾف‬ ،‫ػذد٠ش‬ ً‫خ‬‫أّٔخه‬ ًّ‫٠غظى‬
‫رٙخ‬ ‫حٌخخفش‬ ‫حٌمخػذس‬( ‫ؿذٚي‬ ٝ‫كظ‬5).
•.ٗ‫رّؼشفظ‬ ‫ؿذ٠ذس‬ ‫ػذد٠ش‬ ً‫خ‬‫أّٔخه‬ ٟٕ‫٠ز‬
‫الٍىاذج‬ ً‫اضتددا‬ :‫الجالح‬ ‫املعٗاز‬
‫العالقات‬ ‫بعض‬ ‫متجٗن‬ ‫فى‬ ‫السٖاضٗة‬
‫وػهالت‬ ‫ٔحن‬ ،‫السٖاضٗة‬‫زٖاضٗة‬
‫ٔحٗاتٗة‬‫بطٗطة‬
•(:ً‫ِؼ‬ ‫س٠خم١ش‬ ً‫ال‬ّ‫ؿ‬ ً‫٠ل‬451+
=726.)
•ً‫٠ل‬ً‫ِغخث‬‫ٚحكذس‬ ‫خطٛس‬ ِٓ ‫ٌفظ١ش‬
ٝ‫كظ‬ ‫حألػذحد‬ ‫ٚهشف‬ ‫ؿّغ‬ ٍٝ‫ػ‬999
‫سِض‬ ‫رّؼٍِٛ١ش‬( ‫حٌلغخر١ش‬ ‫حٌؼٍّ١ش‬+
ٚ‫أ‬-.)
questions and alternative
questions
• Mime actions in songs.
• Identify main characters
and events in stories.
• Draw information from an
oral story to identify objects
in pictures.
Standard 3: Learners
use Information and
Communication
Technology (ICT) to
help achieve the
learning outcomes in
listening.
• Listen to stories and songs
on television and CDs.
• Recall simple information
after listening to stories,
songs on television and
CDs.
• Follow simple instructions
to complete one- two step e-
tasks.
Standard 4: Learners
gain knowledge and
understanding of
target cultures
through listening.
• Demonstrate understanding
of listening to short simple
fairy and folk tales.
• Demonstrate enjoyment of
listening to simple fairy and
folk tales from both local
and target cultures.
Domain 2: Speaking Skills
Standard 1: Learners
use English to
communicate
effectively in oral
interactions
• Express basic language
functions (e.g. greeting,
apologizing, and thanking)
considering correct
pronunciation (b/p,
f/v…etc).
•،‫ٚحٌؼزحد‬ ُ١‫حٌٕؼ‬ ‫فٛس‬ ‫رؼل‬ ‫٠زوش‬
‫هللا‬ ٖ‫أػذ‬ ٜ‫حٌز‬–ٌٝ‫طؼخ‬–ٓ١‫ٌٍطخثؼ‬
.‫ٚحٌؼقخس‬
•ٌٝ‫ا‬ ٜ‫طئد‬ ٝ‫حٌظ‬ ‫ٌألػّخي‬ ‫أِؼٍش‬ ٝ‫٠ؼط‬
‫حٌـٕش‬‫أ‬‫ٚحٌٕخس‬
ٔ ‫الطّازة‬ ًّٕ‫وف‬ ‫املعٗازاألٔه:تعسف‬‫فّي‬
‫أحهاوّا‬‫ٔتكدٖس‬‫أِىٗتّا‬‫ٔتأدٖتّا‬
‫صخٗخة‬ ‫بصٕزة‬.
•‫حٌظطٙش‬ ‫و١ف١ش‬ ‫٠قف‬
•‫حٌؾش٠فش‬ ‫حٌٕزٛ٠ش‬ ‫حألكخد٠غ‬ ‫رؼل‬ ‫٠لفع‬
‫حٌطٙخسس‬ ٍٝ‫ػ‬ ‫طلغ‬ ٝ‫حٌظ‬
•.‫حٌقل١ق‬ ‫حٌٛمٛء‬ ‫٠ظٛمؤ‬
•‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬ٌٝ‫ا‬ ٛ‫طذػ‬ ٝ‫حٌظ‬
‫ٚحٌٕظخفش‬ ‫حٌطٙخسس‬
:ٌ٘‫الجا‬ ‫املعٗاز‬‫الصال‬ ً‫أحها‬ ْ‫فك‬‫ة‬
•،‫ٚحإللخِش‬ ،ْ‫ح٢رح‬ ‫وٍّخص‬ ‫٠لفع‬
.‫حٌظؾٙذ‬ ‫ٚف١غش‬
•ٝ‫حٌظ‬ َٛ‫ٚحٌشع‬ ‫حٌقٛس‬ ٜٛ‫ِلظ‬ ‫٠قف‬
.‫حٌقالس‬ ‫أػّخي‬ ‫طٛمق‬
•،‫حٌـّخػش‬ ‫فالس‬ ً‫فن‬ ‫٠مذس‬
.‫ِٚؾشٚػ١ظٙخ‬
:‫الجالح‬ ‫املعٗاز‬‫الصناة‬ ‫وعٍى‬ ‫تعسف‬
‫ٔأِىٗتّا‬ ‫ٔأزناٌّا‬
•.‫حٌّلظخؽ‬ ‫ِغخػذس‬ ٍٝ‫ػ‬ ‫٠لشؿ‬
•ٓ‫ػ‬ ‫طظلذع‬ ٝ‫حٌظ‬ ‫ح٢٠خص‬ ‫رؼل‬ ‫٠لفع‬
.‫حٌضوخس‬
•‫حٌّؼ‬ ُٙ‫٠ف‬.ٍٛ‫ٚ٠ظ‬ ‫٠لفع‬ ‫ٌّخ‬ َ‫حٌؼخ‬ ٕٝ
•‫حٌقذلش‬ ٓ‫ػ‬ ‫خ‬ً‫ف‬٠‫ؽش‬ ‫خ‬ً‫ؼ‬٠‫كذ‬ ‫٠لفع‬
.‫ٚحٌضوخس‬
:‫السابع‬ ‫املعٗاز‬ًٕ‫الص‬ ‫وعٍى‬ ‫تعسف‬
ْ‫ٔأحهاو‬.
•َٛ‫حٌق‬ ٓ‫ػ‬ ‫ؽش٠فخ‬ ‫كذ٠ؼخ‬ ‫٠لفع‬
•َٛ‫حٌق‬ ‫أّ٘١ش‬ ‫٠ظؼشف‬
•‫حٌفطش‬ ‫رؼ١ذ‬ ‫حالكظفخي‬ ‫ِظخ٘ش‬ ‫٠قف‬
•ٓ‫ػ‬ ) ‫ٔؾ١ذح‬ (‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬
.ْ‫سِنخ‬ ‫ٚؽٙش‬ َٛ‫حٌق‬ ً‫فن‬
‫تعسف‬ :‫اخلاوظ‬ ‫املعٗاز‬ًّٕ‫وف‬‫احلج‬
ٌْ‫ٔأزنا‬
•ٓ١‫ر‬ ٝ‫ٚحٌغؼ‬ َ‫صِض‬ ‫لقش‬ ٝ‫٠لى‬
‫ٚحٌّشٚس‬ ‫حٌقفخ‬
•ٝ‫٠لى‬.ً١‫حٌف‬ ‫أفلخد‬ ‫لقش‬
•َٛ‫ٚحٌشع‬ ‫حٌقٛس‬ ّْٛ‫ِن‬ ‫٠ؾشف‬
.‫حٌلؾ‬ ‫فش٠نش‬ ‫طٛمق‬ ٝ‫حٌظ‬
•‫أِؼٍش‬ ‫هش٠ك‬ ٓ‫ػ‬ ‫حٌؼزخدس‬ ‫ل١ّش‬ ‫٠قف‬
.‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقق١ش‬
•-‫حٌغـٛد‬ ً‫ٚؽى‬ ‫أعزخد‬ ‫٠ؾشف‬
.‫حٌغـٛد‬ ‫ف١ٙخ‬ ُ‫٠ظ‬ ٝ‫حٌظ‬ ‫ٚحٌّٛحلف‬
: ‫الجالح‬ ‫املعٗاز‬ّٕ‫وف‬ ‫تعسف‬‫الصالة‬ ً
. ‫ٔضسٔزتّا‬
•.‫ٌٍقالس‬ ‫هللا‬ ‫العظـخرش‬ ً‫ِؼخال‬ ٝ‫٠ؼط‬
•‫كذػض‬ ٝ‫حٌظ‬ ‫حٌّؼـضحص‬ ‫رؼل‬ ‫٠لذد‬
.‫ٌٍقالس‬ ‫ٔظ١ـش‬
•‫فالس‬ ِٓ ٝٔ‫حٌؼخ‬ ‫حٌـضء‬ ُٙ‫رف‬ ‫٠شدد‬
.... ٌٗ‫حإل‬ ‫حٌشد‬ ‫حٌغ١ذ‬ ‫أ٠ٙخ‬ " ‫حٌؾىش‬
".ٓ١ِ‫آ‬ ‫حٌذ٘ٛس‬ ‫د٘ش‬
: ‫السابع‬ ‫املعٗاز‬ًٕ‫الص‬ ًّٕ‫وف‬ ‫تعسف‬
ْ‫ٔطسق‬ ْ‫ٔأِىٗت‬
•.َٛ‫حٌق‬ َٛٙ‫ِف‬ ‫٠لذد‬
•‫ر‬ ‫٠ؼذد‬.َٛ‫حٌق‬ ‫شوخص‬
: ‫اخلاوظ‬ ‫املعٗاز‬‫التٕبة‬ ‫تعسف‬
ْ‫ٔتأضٗط‬ ‫التٍأه‬ ‫ٔضس‬ ‫ٔاالعرتاف‬
.ْ‫ٔفاعمٗت‬
•ً‫لز‬ ‫حٌشٚك١ش‬ ‫حالعظؼذحدحص‬ ‫رؼل‬ ‫٠لذد‬
.‫حٌظٕخٚي‬ ‫عش‬
•‫حالعظؼذحدحص‬ ‫رؼل‬ ‫٠زوش‬ً‫لز‬ ‫حٌـغذ٠ش‬
.‫حٌظٕخٚي‬ ‫عش‬
: ‫األٔه‬ ‫املعٗاز‬‫حتدٖد‬‫وساحن‬
‫حٗح‬ َ‫و‬ ‫عصٕزِا‬ ‫عرب‬ ‫الهٍٗطة‬
‫فى‬ ‫ٔاالضتػّاد‬ ‫السِبٍة‬ ‫ٔدٔز‬ ‫ٌػأتّا‬
‫الهٍٗطة‬ ٕ‫من‬
•ٝ‫ف‬ ‫حٌش٘زٕش‬ ‫سٚحد‬ ‫أكذ‬ ‫ع١شس‬ ‫٠غشد‬
.‫ِقش‬
•ٝ‫ف‬ ‫أكزٙخ‬ ٝ‫حٌظ‬ ‫حٌـٛحٔذ‬ ٓ‫ػ‬ ‫٠ؼزش‬
‫ؽخق١ش‬ٓ١‫حٌمذ٠غ‬ ‫أكذ‬.
: ‫الجاٌى‬ ‫املعٗاز‬‫تٕضٗح‬‫دٔز‬
ُ‫اإلميا‬ ‫عمى‬ ‫حافعت‬ ‫التى‬ ‫الػدصٗات‬
.‫املطهٌٕٗة‬ ‫اجملاوع‬ ‫أبطاه‬ ‫خاصة‬
•ٝ‫ف‬ ‫أكزٙخ‬ ٝ‫حٌظ‬ ‫حٌـٛحٔذ‬ ٌٝ‫ا‬ ‫٠ؾ١ش‬
‫حٌىظخد‬ ‫ؽخق١خص‬ ‫رؼل‬ ‫ع١شس‬
‫حٌىٕ١غش‬ ‫طخس٠خ‬ ٚ‫أ‬ ‫حٌّمذط‬.
•َ‫ٌخذح‬ ّٗ٠‫ٚطىش‬ ِٗ‫حكظشح‬ ٓ‫ػ‬ ‫٠ؼزش‬
.ً‫ٚحٌشع‬ ‫ٌٍظالِ١ز‬ ‫وخِظذحد‬ ‫هللا‬ ‫وٍّش‬
: ‫الجالح‬ ‫املعٗاز‬‫وعامل‬ ‫بعض‬ ‫تعسف‬
‫احل‬‫ٔتأثري‬ ‫ٔالسِبٍة‬ ‫الكبطٗة‬ ‫طازة‬‫ِىا‬
. ‫احلاىل‬ ‫العصس‬ ‫فى‬
: ‫األٔه‬ ‫املعٗاز‬ً‫اضتددا‬‫األلفاظ‬
‫الفصٗخة‬ ‫ٔاجلىن‬ٔ‫البالغٗة‬ ‫الصٕز‬
ْ‫حدٖج‬ ‫يف‬
•َ‫٠غظخذ‬‫فق١لش‬ ‫ٚأعخٌ١ذ‬ ً‫ال‬ّ‫ؿ‬
ٚ‫أ‬ ‫حٌمقـ‬ ‫أرطخي‬ ْ‫ٌغخ‬ ٍٝ‫ػ‬ ‫ؿخءص‬
‫حألٔخؽ١ذ‬ ٟ‫ف‬.
•‫ٚحلغ‬ ِٓ ‫ؿّخٌ١ش‬ ‫رقٛسس‬ ٗ‫كذ٠ؼ‬ ‫٠ؼضص‬
ٗ‫ك١خط‬.
•. ‫حٌز١خٔ١ش‬ ‫حٌظؼز١شحص‬ َ‫حعظخذح‬ ٌٝ‫ا‬ ً١ّ٠
•‫ٚحكذ‬ ْ‫ٚص‬ ٍٝ‫ػ‬ ‫رىٍّخص‬ ٟ‫٠ؤط‬
•ٌٗ ‫ِؼطخس‬ ‫ٌىٍّخص‬ ‫رّنخد‬ ٟ‫٠ؤط‬.
•ًّ‫ؿ‬ ٟ‫ف‬ ٌٗ ‫٠لذد‬ ٕٝ‫ِؼ‬ ٓ‫ػ‬ ‫٠ؼزش‬
.‫رغ١طش‬
•‫ِخظٍفش‬ ‫ِٛحلف‬ ٟ‫ف‬ ٖ‫ِؾخػش‬ ٓ‫ػ‬ ‫.٠ؼزش‬
. ‫رغ١طش‬ ًّ‫ؿ‬ ٟ‫ف‬
‫ن‬ : ‫األٔه‬ ‫املعٗاز‬‫احلسٔف‬ ‫تابة‬
‫نتابة‬ ‫العسبٗة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬
‫ٔاضخة‬ ‫صخٗخة‬.
•ُ‫كـ‬ ‫ِشحػ١خ‬ ‫ٚؿّال‬ ‫وٍّخص‬ ‫٠ىظذ‬
. ‫حٌلشٚف‬
•‫حٌلشٚف‬ ‫ِشحػ١خ‬ ‫وٍّخص‬ ‫٠ىظذ‬
. ‫حٌّظؾخرٙش‬
•٠‫حٌلشف‬ ‫فٛق‬ ‫حٌلشوخص‬ ُ‫شع‬.
•ٓ١‫ر‬ ‫حٌّغخفش‬ ‫ِشحػ١خ‬ ‫ؿّال‬ ‫٠ىظذ‬
. ‫حٌىٍّخص‬
•‫حٌٕغخ‬ ‫رخو‬ ‫رغ١طش‬ ‫ؿّال‬ ‫٠ىظذ‬
‫الهمىات‬ ‫نتابة‬ :ٌ٘‫الجا‬ ‫املعٗاز‬
‫ٔاجلى‬.)‫(إوالئٗة‬ ‫صخٗخة‬ ‫نتابة‬ ‫ن‬
•‫٠ىظذ‬‫ٚحٌمّش٠ش‬ ‫حٌؾّغ١ش‬ َ‫حٌال‬ ‫ِشحػ١خ‬.
•‫حٌطٛ٠ٍش‬ ‫حٌلشوخص‬ ‫ِشحػ١خ‬ ‫٠ىظذ‬
. ‫ٚحٌمق١شس‬
•. ٗ‫رؤٔٛحػ‬ ‫حٌّذ‬ ‫ِشحػ١خ‬ ‫٠ىظذ‬
•‫ر‬ ‫ٚوٍّخص‬ ‫ؿّال‬ ‫٠ىظذ‬‫فل١ق‬ ً‫ؾى‬
‫ِٕمٛال‬ ‫اِالء‬ ) ‫(ِٕظٛسس‬.
‫اختٗاز‬ : ‫الجالح‬ ‫املعٗاز‬‫الفهس‬‫ٔتستٗبّا‬
. ‫صخٗخة‬ ‫بصٕزة‬
•‫ؿّال‬ ‫ِىٛٔخ‬ ‫وٍّخص‬ ‫٠شطذ‬
•‫٠ش‬‫طذ‬ً‫ال‬ّ‫ؿ‬‫كىخ٠ش‬ ‫ِىٛٔخ‬
‫الكٕاعد‬ ً‫اضتددا‬ : ‫السابع‬ ‫املعٗاز‬
. ‫الهتابة‬ ‫يف‬ ‫تٕظٗفّا‬ ٔ ‫المػٕٖة‬
•ْٚ‫د‬ ( ‫ٚفؼٍ١ش‬ ‫حعّ١ش‬ ‫ؿّال‬ ‫٠ىظذ‬
•ً‫٠ل‬ً‫ِغخث‬‫ٚحكذس‬ ‫خطٛس‬ ِٓ ‫ٌفظ١ش‬
(‫ؿذٚي‬ ٝ‫كظ‬ ‫حٌنشد‬ ٍٝ‫ػ‬5.)
•١‫س٠خم‬ ‫ّٔخرؽ‬ ‫٠ظؼشف‬ً‫ال‬ّ‫ؿ‬ ّٓ‫طظن‬ ‫ش‬
.‫رغ١طش‬ ‫ك١خط١ش‬ ‫ٌّٛحلف‬ ‫ػذد٠ش‬
‫ٍِدضٗة‬ ‫أغهاه‬ ‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬
‫ٔخٕاصّا‬ ‫ُعد‬‫ب‬‫ال‬ ‫ٔثالثٗة‬ ‫ثٍائٗة‬
‫بٍّٗىا‬ ‫ٔالعالقات‬
•ٕٝ‫ٚحٌّٕل‬ ‫حٌّغٍك‬ ٕٝ‫حٌّٕل‬ ٓ١‫ر‬ ‫ِّض‬١ُّ٠
.‫ٚ٠شعّّٙخ‬ ،‫حٌّفظٛف‬
•‫ٚحٌؾؼخع‬ ُ١‫حٌّغظم‬ ‫حٌخو‬ ٓ١‫ر‬ ‫ِّض‬١ُّ٠
.‫حٌّغظم١ّش‬ ‫ٚحٌمطؼش‬
•‫ُل‬٠ٕٝ‫ٌّٕل‬ ‫رخٌٕغزش‬ ‫ٔمطش‬ ‫ٚمغ‬ ‫ذد‬
.‫غٍك‬ُِ
•.‫حٌّنٍغ‬ َٛٙ‫ِف‬ ‫٠ظؼشف‬
•‫ٚ٠ؼذ‬ ‫٠لذد‬‫حٌّىٛٔش‬ ‫حٌّغظم١ّش‬ ‫حٌمطغ‬
.‫ٌّنٍغ‬
•‫حٌّـغّخص‬ ‫خٛحؿ‬ ‫٠غظٕظؾ‬(‫ػذد‬
‫ٌٍّىؼذ‬ ‫ٚحٌشإٚط‬ ‫ٚحألكشف‬ ٗ‫حألٚؿ‬
‫حٌّغظط١الص‬ ٜ‫ِٚظٛحص‬).
•ً‫خ‬‫أّٔخه‬ ‫٠ظؼشف‬‫ٕ٘ذع١ش‬ٍٝ‫ػ‬ ‫رغ١طش‬
،‫ـغّخص‬ٌُّ‫ٚح‬ ‫حٌٕٙذع١ش‬ ‫حألؽىخي‬
.‫ػٕخفش٘خ‬ ًّ‫ٚ٠غظى‬
:‫األٔه‬ ‫املعٗاز‬‫األغٗاء‬ ‫خٕاص‬ ‫فّي‬
ْ‫ٔعىمٗات‬ ْ‫ٔٔحدات‬ ‫لمكٗاع‬ ‫الكابمة‬
•، ‫حٌطٛي(حٌّظش‬ ‫ل١خط‬ ‫ٚكذحص‬ ‫٠ظؼشف‬
‫وّخ‬ ‫ر١ٕٙخ‬ ‫حٌؼاللش‬ ‫ٚ٠ذسط‬ )‫ٚحٌغٕظ١ّظش‬
:ٍٝ٠1= ‫ِظش‬100‫عٕظ١ّظش‬
•.‫حٌّل١و‬ َٛٙ‫ِف‬ ‫٠ظؼشف‬
•‫حٌٕٙذع١ش‬ ‫حألؽىخي‬ ‫رؼل‬ ‫ِل١و‬ ‫٠ٛؿذ‬
.‫حٌظشر١ؼ١ش‬ ‫حٌؾزىش‬ َ‫رخعظخذح‬
•‫٠ٛؿذ‬‫رّؼٍِٛ١ش‬ ٟ‫ٕ٘ذع‬ ً‫ؽى‬ ‫ِل١و‬
.ٗ‫أمالػ‬ ‫أهٛحي‬
•، َ‫حٌىظٍش(حٌى١ٍٛؿشح‬ ‫ٚكذحص‬ ‫٠ظؼشف‬
‫سرغ‬ ، َ‫حٌى١ٍٛؿشح‬ ‫ٔقف‬
.)َ‫حٌى١ٍٛؿشح‬
•:‫ر١ّٕٙخ‬ ‫حٌؼاللش‬ ‫ٚ٠ذسط‬ ‫حٌٕمٛد‬ ‫٠ظؼشف‬
1= ٗ١ٕ‫ؿ‬100‫لشػ‬
،= ٗ١ٕ‫ؿ‬50‫لشػ‬
،= ٗ١ٕ‫ؿ‬25.‫لشػ‬
•‫ٚحٌٕمٛد‬ ‫حألهٛحي‬ ‫ٚ٠طشف‬ ‫٠ـّغ‬،
ٚ.‫حٌىظٍش‬
•‫ٌفظ١ش‬ ‫ِؾىالص‬ ً‫٠ل‬‫ٚحكذس‬ ‫خطٛس‬ ِٓ
.‫حٌٕمٛد‬ ًّ‫طؾ‬
•ٞٚ‫٠غخ‬ َٛ١ٌ‫ح‬ ْ‫أ‬ ‫٠ظؼشف‬24.‫عخػش‬
•:‫حٌٛلض‬ ‫ل١خط‬ ‫ٚكذحص‬ ‫٠ظؼشف‬1
• Pose and respond to simple
oral questions like
introducing oneself and
others.
• Give two-to-three step oral
instructions.
Standard 2: Learners
present information,
ideas and express
feelings clearly and
coherently.
• Give one-to-two step oral
instructions.
• Express a limited range of
personal preferences e.g.
likes and dislikes.
• Sing songs with
dramatization.
• Talk about oneself and
others.
• Name both classroom and
school objects.
• Repeat monosyllabic words.
Standard 3: Learners
use ICT to develop
accurate and
appropriate speech.
• Repeat pronunciation, stress
and intonation patterns via
various media sources.
Standard 4: Learners
understand the
practices and values
of both
national and target
cultures.
• Express enjoyment of local
folk and English speaking
tales.
Domain 3: Reading
Standard 1: Learners
construct meaning
from written text.
• Demonstrate understanding
print words (e.g. Locate the
title, and name of author of
a reading text, recognize
:‫األٔه‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫بالكٗي‬
ْ‫ألِم‬ ْ‫وعاومت‬ ‫فى‬ ،‫اإلضالوٗة‬
‫ٔعػريت‬ْ
•ٓ‫حٌغ‬ ‫ٚوز١ش‬ ‫حٌّلظخؽ‬ ‫٠غخػذ‬
.‫ٚحٌنؼ١ف‬
•ٍُٙ‫فن‬ ‫ٚ٠ظؼشف‬ ‫رخٌن١ٛف‬ ‫٠شكذ‬
•‫حٌذخٛي‬ ‫ػٕذ‬ ْ‫٠غظؤر‬
:ٌ٘‫الجا‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫الكٗي‬
ْ‫ببٗئت‬ ْ‫عالقت‬ ‫يف‬ ‫اإلضالوٗة‬
ْ‫ٔدلتىع‬.
•‫ٚحٌّذسعش‬ ً‫حٌفق‬ ً١ّ‫طـ‬ ٝ‫ف‬ ‫٠غخػذ‬
‫حٌؼخِش‬ ‫ٚحٌّشحفك‬ ‫حٌز١ض‬ ‫ٚٔظخفش‬
•‫حٌطش٠ك‬ ‫كك‬ ‫٠ظؼشف‬
:‫الجالح‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫بالكٗي‬
‫اإلضالوٗة‬‫باجملتىع‬ ْ‫عالقت‬ ‫يف‬
ٌ٘‫اإلٌطا‬
•‫ٚحٌنشحء‬ ‫حٌغشحء‬ ٓ٠‫ح٢خش‬ ‫٠ؾخسن‬
•ٓ٠‫ح٢خش‬ ‫ِؾخػش‬ َ‫٠لظش‬
:‫األٔه‬ ‫املعٗاز‬َ‫و‬ ‫الٍبى‬ ‫ضرية‬ ‫تعسف‬
‫األعمى‬ ‫السفٗل‬ ‫إىل‬ ْ‫اٌتكال‬ ‫إىل‬ ٓ‫وٕلد‬
ْ‫ب‬ ‫لالقتداء‬.
•‫حٌزؼؼش‬ ً‫لز‬ ‫حٌؼشد‬ ‫أكٛحي‬ ‫٠قف‬
.‫حٌّلّذ٠ش‬
•‫آدحد‬ َ‫٠ٍظض‬ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٝ‫حٌٕز‬
ٍٗ‫و‬ ٗٔ‫ٚؽؤ‬ ٗ‫عٍٛو‬ ٝ‫ف‬ )ٍُ‫ٚع‬.
:ٌ٘‫الجا‬ ‫املعٗاز‬‫بعض‬ ‫ضرية‬ ‫تعسف‬
‫األٔلني‬ َٖ‫املّادس‬ َ‫و‬ ‫الصخابة‬
.‫ٔصفاتّي‬
•‫أفلخد‬ ‫رؼل‬ ‫عّخص‬ ُ٘‫أ‬ ‫٠ظؼشف‬
)ٍُ‫ٚع‬ ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٝ‫حٌٕز‬
•‫عّخص‬ ُ٘‫أ‬ ‫٠ظؼشف‬.ٓ١ِٕ‫حٌّئ‬ ‫أِٙخص‬
‫ٚحٌغٍٛو١ش‬ ‫حألخالل١ش‬
:‫الجالح‬ ‫املعٗاز‬‫بعض‬ ‫قصص‬ ‫تعسف‬
‫األ‬‫لالقتداء‬ ‫ٔالصاحلني‬ ‫ٔاملسضمني‬ ‫ٌبٗاء‬
‫بّي‬
•ٗ١ٍ‫ػ‬ ُ١٘‫ارشح‬ ‫ع١ذٔخ‬ ‫لقش‬ ٜٚ‫٠ش‬
َ‫حٌغال‬
•ٗ١ٍ‫ػ‬ ٝ‫ِٛع‬ ‫ع١ذٔخ‬ ‫لقش‬ ٜٚ‫٠ش‬
َ‫حٌغال‬
•ٕٝ‫ِؼ‬ ‫٠ظؼشف‬١‫حٌمزط‬ ‫حٌلنخسس‬.‫ش‬
•.‫رخٌذ٠ش‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬
•ً‫أؿ‬ ِٓ ‫حٌقالس‬ ٝ‫ف‬ ٖ‫صِالء‬ ‫٠ؾخسن‬
‫حٌىٕ١غش‬.
: ‫األٔه‬ ‫املعٗاز‬‫تعسف‬٘‫االجياب‬ ‫الطمٕك‬
‫السٔحٗة‬ ‫الفطائن‬ ٔ ‫املبادئ‬ ‫خاله‬ َ‫و‬
،‫ٔالصدم‬ ،ً‫ٔالٍعا‬ ‫(العىن‬ ‫املطٗخٗة‬
)‫ٔاألواٌة‬
•ٓ‫ػ‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقش‬ ٟ‫٠لى‬
‫أّ٘١ش‬.َ‫ٚحٌٕظخ‬ ًّ‫حٌؼ‬
•‫حألٚي‬ ‫حٌّضِٛس‬ ‫آ٠خص‬ ٝ‫رخل‬ ‫٠شدد‬
"..ً‫ٌٍشؿ‬ ٝ‫"هٛر‬
: ‫الجاٌى‬ ‫املعٗاز‬‫تفطري‬ٕٓ‫ٖدع‬ َٖ‫الد‬ ُ‫أ‬
‫إلقاوة‬ ‫األخس‬ ‫وع‬ ً‫ضال‬ ‫يف‬ ‫التعاٖؼ‬ ‫إىل‬
‫(احملبة‬ ‫ٌادخة‬ ‫إٌطاٌٗة‬ ‫عالقات‬
)ً‫ٔاالحرتا‬
•ٟ‫ف‬ ٓ٠‫ٚح٢خش‬ ‫هلل‬ ‫رخٌؾىش‬ ‫٠ؼزش‬
.َ‫عال‬ ٟ‫ف‬ ‫حٌظؼخ٠ؼ‬
•-‫٠ٛمق‬‫أ‬ِ َ‫رغال‬ ‫حٌظؼخ٠ؼ‬ ‫ّ٘١ش‬‫غ‬
٢‫ح‬ٓ٠‫خش‬.
: ‫الجالح‬ ‫املعٗاز‬‫إىل‬ ٕ‫ٖدع‬ َٖ‫الد‬ ُ‫أ‬ ‫فّي‬
‫باألخس‬ ْ‫عالقت‬ ‫فى‬ ‫ٔالتطاوح‬ ‫املطأاة‬
‫ٔوػازنة‬ ‫اإلٌتىاء‬ ‫إىل‬ ٕ‫ٖدع‬ ٌْ‫ٔأ‬
َ‫الٕط‬ ‫خدوة‬ ‫يف‬ َٖ‫األخس‬
•ٓ‫ػ‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقش‬ ‫٠زوش‬
.‫طّ١١ض‬ ْٚ‫د‬ ‫ٌٍـّ١غ‬ ‫حٌّغ١ق‬ ‫حٌغ١ذ‬ ‫كذ‬
•-ٓ١٠‫(طض‬ ٟ‫هالر‬ ‫ٔؾخه‬ ٟ‫ف‬ ‫٠ؾخسن‬
ً‫حٌفق‬-)‫ٚطؾـ١ش٘خ‬ ‫حٌّذسعش‬ ‫ٔظخفش‬
•-‫حالٔظّخء‬ ‫٠غشط‬ ‫ِزغو‬ ‫رٕؾخه‬ َٛ‫٠م‬
‫ِقش‬ ٍُ‫ػ‬ ٓ٠ٍٛ‫(ط‬ ٗ١‫ف‬......)
: ‫األٔه‬ ‫املعٗاز‬‫املتعمكة‬ ‫الكطاٖا‬ ‫تعسف‬
)‫(املٗدٖا‬ ً‫االعال‬ ‫بٕضائن‬
‫املعمٕوات‬ ‫ٔتهٍٕلٕدٗا‬
•‫ٌّؾخ٘ذس‬ ‫حٌّٕخعذ‬ ‫ٚحٌٛلض‬ ‫حٌّذس‬ ‫٠لذد‬
‫حٌىّز١ٛطش‬ َ‫ٚحعظخذح‬ ْٛ٠‫حٌظٍ١فض‬
ٚ.‫حالٔظشٔض‬
: ‫الجاٌى‬ ‫املعٗاز‬‫املتعمكة‬ ‫الكطاٖا‬ ‫تعسف‬
. ‫بالبٗئة‬
•‫خالي‬ ِٓ ‫حٌز١جش‬ ‫ػٕخفش‬ ٓ١‫ر‬ ‫٠ّ١ض‬
.‫حٌقٛس‬
•‫طٙذف‬ ٟ‫حٌظ‬ ‫حألٔؾطش‬ ‫أكذ‬ ٟ‫ف‬ ‫٠ؾخسن‬
13
‫ن‬‫جتريبية‬ ‫سخة‬
‫ن‬
. ) ً١‫طفخف‬
•. ‫ٚحٌـّغ‬ ‫حٌّفشد‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬
•، ‫٘زح‬ ‫حإلؽخسس‬ ‫أعّخء‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬
. ٖ‫٘ز‬
•ٟ٘ / ٛ٘ ( ‫حٌنّخثش‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬
.) ُ٘ /
‫تٍع‬ : ‫اخلاوظ‬ ‫املعٗاز‬‫ٔتٍطٗل‬ ‫ٗي‬
. ‫الهتابة‬
•ٚ‫أ‬ ‫ِٕظٛس‬ : ‫ؽىٍٙخ‬ ‫ِشحػ١خ‬ ‫فمشس‬ ً‫٠ٕم‬
. ‫ِٕمٛي‬
•‫حٌىٍّخص‬ ٓ١‫ر‬ ‫حٌّغخفخص‬ ٝ‫٠شحػ‬
. ًّ‫ٚحٌـ‬
•ُ‫كـ‬ ‫ِشحػ١خ‬ ‫ٚؿّال‬ ‫وٍّخص‬ ‫٠ىظذ‬
. ‫حٌلشٚف‬
•. ‫ٌٍىظخرش‬ ‫حٌقل١لش‬ ‫حٌـٍغش‬ ‫٠ـٍظ‬
•. ‫حٌ١غخس‬ ٌٝ‫ا‬ ٓ١ّ١ٌ‫ح‬ ِٓ ‫٠ىظذ‬
•ٗ‫وظخرظ‬ ٟ‫ف‬ ‫ٚحٌٕظخفش‬ َ‫حٌٕظخ‬ ٝ‫٠شحػ‬.
•‫ٚػالِش‬ ‫حٌٕمطش‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬
‫حال‬. ‫رغ١طش‬ ًّ‫ؿ‬ ٟ‫ف‬ َ‫عظفٙخ‬
‫يف‬ ‫الهتابة‬ : ‫الطادع‬ ‫املعٗاز‬
‫يف‬ ( ‫ٔٔظٗفٗة‬ ‫إبداعٗة‬ ‫وٕضٕعات‬
‫الٍفظ‬ َ‫ع‬ ‫تعبريا‬ ) ‫وتٍٕعة‬ ‫وٕضٕعات‬
. ‫ٔاجملتىع‬
•.ٗ‫ٚر١خٔخط‬ ّٗ‫حع‬ ‫٠ىظذ‬
•. ٕٝ‫ِؼ‬ ‫رحص‬ ‫وٍّخص‬ ‫٠ىظذ‬
•.‫ِؼطخس‬ ًّ‫ؿ‬ ِٓ ‫كىخ٠خص‬ ‫٠ىظذ‬
•. ٗ‫ر‬ َٛ‫٠م‬ ‫ػّال‬ ‫طقف‬ ‫ؿٍّش‬ ‫٠ىظذ‬
•.‫ٚفف١ش‬ ‫ؿٍّش‬ ‫٠ىظذ‬
•‫رغ‬ ‫أعجٍش‬ ٓ‫ػ‬ ‫٠ـ١ذ‬‫وظخرش‬ ‫١طش‬
‫المػٕٖة‬ ‫الرتانٗب‬ ‫تعسف‬ ‫األٔه‬ ‫املعٗاز‬
‫اضتدداوّا‬ ‫إدادة‬ ٔ ‫ٔالكٕاعد‬
•‫حٌٍغٛ٠ش‬ ‫حٌظشحو١ذ‬ ‫رؼل‬ َ‫٠غظخذ‬
‫(ؽىشح‬ ً‫ِؼ‬ ‫حٌّٕخعزش‬-‫أؽىشن‬-
‫حٌخ١ش‬ ‫فزخف‬-‫حٌخ١ش‬ ‫ِغخء‬.......)
.‫حال‬ ًّ‫حٌـ‬ َ‫٠غظخذ‬ٚ‫أ‬ ‫عّ١ش‬ٌ‫ح‬‫فؼٍ١ش‬
•ٟ‫حٌّخم‬ ً‫حٌفؼ‬ ‫٠ّ١ض‬ًِٓ‫حٌفؼ‬
. ‫حٌّنخسع‬
•‫٠غّغ‬ ‫ف١ّخ‬ ‫حألعخٌ١ذ‬ ‫٠ّ١ض‬َ‫(حعظفٙخ‬–
‫ٔذحء‬–ٟ‫ٔف‬–‫طؼـذ‬–ٟٙٔ–‫أِش‬–
. )ُ‫لغ‬
•‫ٚحٌّخخهذ‬ ٍُ‫حٌّظى‬ ‫ف١غ‬ ٓ١‫ر‬ ‫٠ّ١ض‬
. ‫ٚحٌغخثذ‬
•‫(أٔخ‬ ‫حٌنّخثش‬ َ‫٠غظخذ‬–. ) .. ٓ‫ٔل‬
•‫(٘زح‬ ‫حإلؽخسس‬ ‫أعّخء‬ َ‫٠غظخذ‬–ٖ‫٘ز‬
. )......
= ‫عخػش‬60، ‫دل١مش‬= ‫عخػش‬30
.‫دل١مش‬
•‫ٚٔقف‬ ‫حٌىخٍِش‬ ‫رخٌغخػخص‬ ‫حٌٛلض‬ ‫٠مشأ‬
‫حٌغخػش‬‫فمو‬.
•ٞ‫حٌّ١الد‬ ُ٠ٛ‫حٌظم‬ ِٓ ً‫و‬ ‫٠ظؼشف‬
.‫ٚ٠شطزّٙخ‬ ،ٞ‫حٌٙـش‬ ُ٠ٛ‫ٚحٌظم‬
•‫ِمٕٕش‬ ‫رٛكذحص‬ ‫أؽ١خء‬ ‫ل١خعخص‬ ‫ُمذس‬٠
.‫ِؼمٌٛش‬ ‫رذسؿش‬ ً‫خ‬١ٕ٘‫ر‬
:‫الجاٌى‬ ‫املعٗاز‬‫تطبٗل‬‫ٔأدٔات‬ ‫ًا‬‫ـ‬‫طسق‬
‫الكٗاضات‬ ‫لتخدٖد‬ ‫وٍاضبة‬ ‫ٔقٕاٌني‬
•‫ػٍّ١ش‬ ‫إلؿشحء‬ ‫ِظٕٛػش‬ ‫أدٚحص‬ َ‫٠غظخذ‬
.‫حٌم١خط‬
•.ٜ‫أخش‬ ٌٝ‫ا‬ ‫ل١خط‬ ‫ٚكذس‬ ِٓ ‫ي‬ِّٛ‫٠ل‬
:‫الجالح‬ ‫املعٗاز‬‫زٖاضٗة‬ ‫وػهالت‬ ‫حن‬
‫ٔحٗاتٗة‬‫عمى‬ ‫بطٗطة‬‫الكٗاع‬
•‫ٚكذحص‬ ٚ‫أ‬ ‫أدٚحص‬ َ‫ٚ٠غظخذ‬ ‫٠خظخس‬
‫غ‬ ‫وخٍِش‬‫ِٕخعزش‬ ‫ِٚمٕٕش‬ ‫ِمٕٕش‬ ‫١ش‬
‫ِٛحلف‬ ٝ‫ف‬ ‫حٌّطٍٛرش‬ ‫حٌذلش‬ ٜٛ‫ٌّغظ‬
.‫ك١خط١ش‬
•ّٓ‫طظن‬ ‫رغ١طش‬ ‫ك١خط١ش‬ ‫ِؾىالص‬ ً‫٠ل‬
،‫حٌىظٍش‬ ،‫حٌٕمٛد‬ ،ِٓ‫ٚكذحص(حٌض‬
.)‫حٌطٛي‬
‫ٔتٍعٗىّا‬ ‫البٗاٌات‬ ‫جتىٗع‬ :‫املعٗاز‬
‫ٔمتجٗمّا‬
•‫ٌزؼل‬ ً‫خ‬‫ٚفم‬ ‫ٚ٠قٕفٙخ‬ ،‫ر١خٔخص‬ ُ‫٠ٕظ‬
‫خٛح‬.‫فٙخ‬
•‫حٌخطٛه‬ َ‫رخعظخذح‬ ‫حٌز١خٔخص‬ ً‫٠ّؼ‬
.‫حٌؼّٛد٠ش‬
•.‫ر١خٔ١ش‬ ‫ٚأؽىخي‬ ‫ؿذحٚي‬ ‫ٚ٠فغش‬ ‫٠مشأ‬
that English words are from
left to right, recognize that
words are separated by
spaces).
• Demonstrate understanding
of written sounds
(phonemes- blend and
segment onsets and rhymes
of single-syllable words).
• Apply grade- appropriate
phonics and word analysis
skills: (e.g. recognize sound
letter–correspondence).
• Read aloud words and
phrases fluently and
accurately.
• Use picture cards and
simple words to retell a
story.
• Show interest in reading
Standard 2: Learners
develop cognitive/
metacognitive
strategies to
facilitate reading.
• Use pictures and titles to
make predictions about
story content.
Standard 3: Learners
use Information and
Communication
Technology (ICT) to
help achieve the
learning outcomes in
reading.
• Recognize information
found in icons on a screen
in computer based
activities.
• Use technology sources
(e.g., e -flashcards) to locate
and identify the meaning of
new words.
ً‫دحخ‬ ‫حٌٕظخفش‬ ٍٝ‫ػ‬ ‫حٌلفخظ‬ ٌٝ‫ا‬
ً‫حٌفق‬.
‫الكطاٖا‬ ‫أِي‬ ‫تعسف‬ : ‫الجالح‬ ‫املعٗاز‬
ُ‫اإلٌطا‬ ‫جبطد‬ ‫املتعمكة‬
•‫حٌش٠خمش‬ ٝ‫ف‬ ‫حٌّغ١ل١ش‬ ‫سإ٠ش‬ ‫٠ؾشف‬
‫حٌـغ‬.‫ذ٠ش‬
•‫حٌؼٍ١خ‬ ٗ‫أهشحف‬ ‫ٔظخفش‬ ٍٝ‫ػ‬ ‫٠لخفع‬
.ٍٝ‫ٚحٌغف‬
: ‫السابع‬ ‫املعٗاز‬‫حتدٖد‬‫الكطاٖا‬
‫الطفن‬ ‫حبكٕم‬ ‫املتعمكة‬ ‫ٔالتػسٖعات‬
. ‫ٔالصٔاج‬ ‫ٔاألضسة‬
•ٗ‫صِالث‬ ‫ِغ‬ ٗ‫ٚٚحؿزخط‬ ٗ‫كمٛل‬ ‫٠لذد‬
.ً‫رخٌفق‬
•-ً‫وطف‬ ٗ‫كمٛل‬ ِٓ ٗ‫٠ّخسع‬ ‫ِخ‬ ‫٠ؼذد‬
.ٝ‫حٌّذسع‬ ً‫رخٌفق‬
•-.ٗ‫صِالث‬ ً‫أؿ‬ ِٓ ٍٝ‫٠ق‬
Standard 4: Learners
understand the
practices and values
of both national and
target cultures
• Identify daily routines of
the target culture vis a vis
the national culture.
Domain 4: Writing Skill
Standard 1: Learners
write for variety of
audiences, purposes
and in various forms
to communicate
meaning, ideas and
emotions.
• Copy words to form simple
sentences following direct
instruction and using
support materials.
• Copy and rearrange a short
sentence of three words.
• Complete simple sentences
about familiar experiences
with direct instruction and
support.
Standard 2: Learners
develop writing
process to enhance
their written
products.
• Write mono-syllabic words
as dictated.
• Use the mechanics of
writing accurately with
assistance, such as
directions, handwriting, and
spelling.
• Fill in missing letters in
high frequency words.
• Write words, phrases
following principles of
good handwriting.
15
‫ن‬‫جتريبية‬ ‫سخة‬
‫ن‬
Standard 3: Learners
use Information and
Communication
Technology (ICT) to
help achieve the
learning outcomes in
writing.
• Identify capital and small
letters to write name, and
mono syllabic words.
• Play word games on
computer.
Standard 4: Learners
demonstrate
awareness of the
practices and values
of both national and
target cultures
while writing
• Compare the mechanics of
writing such as directions,
in the national language
with English.
• Use drawings and words to
express sense of belonging
to immediate and national
community.
Domain 5: Vocabulary and
Structures
Standard 1: Learners
develop vocabulary
through a variety of
ways.
• Identify familiar words and
phrases in sentences.
• Use grade-appropriate
picture dictionaries.
• Use visuals to identify
meaning of new words.
• Develop with guidance a
simple personal picture
dictionary.
Standard 2: Learners
use morphology and
lexicon accurately
and appropriately.
• Identify antonyms and
synonyms of simple words
to express feelings.
• Match vocabulary words
with objects.
• Use and explain antonyms
and synonyms of words to
communicate meaning.
• Use appropriate vocabulary
to label objects and describe
places and people.
Standard 3: Learners
use syntax to
communicate meaning
accurately and
appropriately.
• Use nouns and pronouns to
indicate persons and
possessions.
• Identify correct sentence
order.
• Use simple sentences to
communicate meaning.
Standard 4: Learners
use ICT to achieve
the learning
outcomes in
vocabulary and
structure.
• Use technology resources
(e- flashcards) to locate and
identify the meaning of new
words
• Use interactive crossword
puzzles (e.g. stories in
multi-media texts).
Domain 6: Higher Order
Thinking Skills
Standard 1: Learners
practice higher
level thinking
skills while
listening.
• Make predictions of short
simple listening texts about
personal topics.
• Predict the ending and
sequence of events in a
story (what happens next?).
• Draw inferences related to
17
‫ن‬‫جتريبية‬ ‫سخة‬
‫ن‬
simple listening texts about
personal topics.
• Pass judgments based on
listening to a short simple
text about personal topics
Standard 2: Learners
practice higher
level thinking
skills while
speaking.
• Respond to questions that
connect new ideas to
personal experiences.
• Engage in pair simple
discussions related to
• a personal problem
• Predict future events in a
simple story.
Standard 3: Learners
practice higher
level thinking
skills while reading
• Use visual clues to facilitate
reading single words.
• Use pictures /illustrations or
images to predict future
events in a story.
Standard 4: Learners
practice higher
level thinking
skills while
Writing.
• Write a word from jumbled
letters
مصقوقة معايير مناهج المرحلة الابتدائية
مصقوقة معايير مناهج المرحلة الابتدائية
مصقوقة معايير مناهج المرحلة الابتدائية
مصقوقة معايير مناهج المرحلة الابتدائية
مصقوقة معايير مناهج المرحلة الابتدائية
مصقوقة معايير مناهج المرحلة الابتدائية
مصقوقة معايير مناهج المرحلة الابتدائية
مصقوقة معايير مناهج المرحلة الابتدائية

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مصقوقة معايير مناهج المرحلة الابتدائية

  • 3. 3 ‫ن‬‫جتريبية‬ ‫سخة‬ ‫ن‬ ‫العربية‬ ‫اللغة‬‫الرياضيات‬‫االنجليزية‬ ‫اللغة‬‫الدراسات‬‫العلوم‬‫االسالمية‬ ‫الدينية‬ ‫التربية‬‫المسيحية‬ ‫الدينية‬ ‫التربية‬ ‫االضتىاع‬ ‫بآداب‬ ً‫االلتصا‬ : ‫األٔه‬ ‫املعٗاز‬ •‫رخٌلىخ٠ش‬ ‫ح٘ظّخِخ‬ ‫٠ظٙش‬ ‫حٌّغّٛػش‬ •ٛ٠ٝ‫كظ‬ ‫ٌلىخ٠ش‬ ‫حالعظّخع‬ ً‫حف‬ ‫ٔٙخ٠ظٙخ‬ ‫األصٕات‬ ‫تعسف‬ :‫الجاٌى‬ ‫املعٗاز‬ ‫املطىٕعة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬. •‫حٌؼشر١ش‬ ‫حألفٛحص‬ ‫٠ّ١ض‬ •‫طؼزش‬ ‫فٛط١ش‬ ‫ِٚمخهغ‬ ‫ٚكذحص‬ ‫٠ّ١ض‬ .ٕٝ‫ِؼ‬ ٓ‫ػ‬ •‫٠ّ١ض‬-‫٠غّغ‬ ‫ف١ّخ‬-‫رحص‬ ‫حٌىٍّخص‬ .‫حٌّظّخػٍش‬ ‫حٌزذح٠خص‬ •ِ ‫٠لذد‬‫٠غظّغ‬ ٟ‫حٌظ‬ ‫ٌٍىٍّخص‬ ً‫ال‬ٌٛ‫ذ‬ ‫اٌ١ٙخ‬. :‫الجالح‬ ‫املعٗاز‬.ْٗ‫إل‬ ‫ٖطتىع‬ ‫وا‬ ‫فّي‬ •‫٠ظخ١ش‬‫حعظّغ‬ ‫ٌىٍّخص‬ ‫حٌقل١ق‬ ٕٝ‫حٌّؼ‬ ‫اٌ١ٙخ‬. ٌٗ ‫ِؼطخس‬ ‫وٍّخص‬ ٓ١‫ر‬ ِٓ •.‫ٌٍغ١خق‬ ‫حٌّٕخعزش‬ ‫حٌىٍّخص‬ ‫٠لذد‬ •. ‫حٌّغّٛػش‬ ‫حٌلىخ٠ش‬ ‫ؽخق١خص‬ ‫٠لذد‬ •‫طؼزش‬ ٝ‫حٌظ‬ ‫ٚحٌؼزخسحص‬ ‫حٌىٍّخص‬ ‫٠ّ١ض‬ ‫حٌّخظٍفش‬ ‫حٌّؾخػش‬ ٓ‫ػ‬)ْ‫كض‬ ‫ـ‬ ‫فشف‬ ( •‫طؼٍ١ّخص‬ ِٓ ٗ١ٌ‫ا‬ ‫٠غظّغ‬ ‫ِخ‬ ‫٠ٕفز‬. ‫األصٕات‬ ‫ٌطل‬ : ‫األٔه‬ ‫املعٗاز‬ ‫ًا‬‫خ‬ٗ‫صخ‬ ‫ٌطكا‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬ •‫خ‬ً‫م‬‫ٔط‬ ‫حٌؼشر١ش‬ ‫حألفٛحص‬ ‫٠ٕطك‬ .‫خ‬ً‫فل١ل‬ •‫٠غظّغ‬ ٝ‫حٌظ‬ ‫حألفٛحص‬ ‫رذلش‬ ٝ‫٠لخو‬ .‫اٌ١ٙخ‬ •‫حٌلشوخص‬ ٓ١‫ر‬ ‫٠ٕطك‬ ‫ف١ّخ‬ ‫٠ّ١ض‬ . ‫حٌطٛ٠ٍش‬ ‫ٚحٌلشوخص‬ ‫حٌمق١شس‬ •.ٕٝ‫ِؼ‬ ‫رحص‬ ‫وٍّخص‬ ‫٠ٕطك‬ ‫احلدٖح‬ ‫:تهٗٗف‬ ‫الجاٌى‬ ‫املعٗاز‬‫وع‬ ‫املط‬ ‫مجّٕز‬َ‫تىٗع‬ •‫رغ١طش‬ ‫اسؽخدحص‬ َ‫٠مذ‬‫ِٛلف‬ ‫كٛي‬ ٓ١‫ِؼ‬. •.ٗ‫ٔفغ‬ ٓ‫ػ‬ ‫٠ظلذع‬ ٗ‫املع‬‫حتى‬ ‫األعداد‬ ‫تعسف‬ :‫األٔه‬ ‫از‬99 ‫عمّٗا‬ ‫ٔالعىمٗات‬ •ِٓ ُ‫و‬ ٓ‫ػ‬ ‫وظؼز١ش‬ ‫حٌؼذد‬ ‫٠ظؼشف‬ ‫ِخظٍفش‬ ‫ِـّٛػخص‬ ‫طلظٛ٠ٙخ‬ ‫حألؽ١خء‬ .‫ػٕخفش٘خ‬ ‫طشط١ذ‬ ٓ‫ػ‬ ‫حٌٕظش‬ ‫رغل‬ •،‫٠ؼذ‬ٟ‫ف‬ ‫حألؽ١خء‬ ‫ػذد‬ ‫ٚ٠ظؼشف‬ ( ‫حٌؼذد‬ ٟ‫كظ‬ ‫فغ١شس‬ ‫ِـّٛػخص‬9.) •ٖ‫ٚسِض‬ ‫حٌؼذد‬ ‫ِذٌٛي‬ ٓ١‫ر‬ ‫٠شرو‬ ‫ِغ‬ ًِ‫حٌظؼخ‬ ٟ‫ف‬ ‫رٌه‬ َ‫ٚ٠غظخذ‬ ،ّٗ‫ٚحع‬ ّٓ‫طظن‬ ‫رغ١طش‬ ‫ك١خط١ش‬ ‫ِٛحلف‬.ً‫ح‬‫أػذحد‬ •‫ٚ٠ّؼٍٙخ‬ ،‫حألػذحد‬ ِٓ ‫ِـّٛػش‬ ‫٠شطذ‬ ( ‫حٌؼذد‬ ٟ‫كظ‬ ‫حألػذحد‬ ‫خو‬ ٍٝ‫ػ‬9.) •.‫ففش‬ ‫حٌؼذد‬ ‫ِذٌٛي‬ ‫٠ظؼشف‬ •.‫ٌٍؼذد‬ ٟ‫حٌظشط١ز‬ َٛٙ‫حٌّف‬ ‫٠ظؼشف‬ •ٝ‫كظ‬ ‫حألػذحد‬ ‫ِىٛٔخص‬ ًِّ‫ؼ‬ُّ٠ٚ ،‫٠ظؼشف‬ 10 •‫ٚػؾشحص‬ ‫آكخد‬ ِٓ ‫خ‬ًٔٛ‫ِى‬ ‫ًح‬‫د‬‫ػذ‬ ‫٠مشأ‬ .‫ٚحٌشِض٠ش‬ ‫حٌٍفظ١ش‬ ٗ١‫فٛسط‬ ٟ‫ف‬ •‫ٚػؾشحص‬ ‫آكخد‬ ِٓ ‫خ‬ًٔٛ‫ِى‬ ‫ًح‬‫د‬‫ػذ‬ ‫٠ىظذ‬ ‫ٚحٌشِض٠ش‬ ‫حٌٍفظ١ش‬ ٗ١‫فٛسط‬ ٟ‫ف‬ •ٟ‫ف‬ ُ‫سل‬ ً‫ٌى‬ ‫حٌّىخٔ١ش‬ ‫حٌم١ّش‬ ‫٠لذد‬ ُ‫حٌشل‬ ‫ل١ّش‬ ٓ١‫ٚر‬ ‫ر١ٕٙخ‬ ‫ٚ٠ّ١ض‬ ،‫حٌؼذد‬ .‫حٌؼذد‬ ٟ‫ف‬ •ٝ‫كظ‬ ‫حألػذحد‬ ِٓ ‫ِـّٛػش‬ ‫٠شطذ‬99 •‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫سِض‬ ‫ِذٌٛي‬ ‫٠ظؼشف‬ ٓ١ّ‫سل‬ ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬ ٍٝ‫ػ‬ ‫ٚحٌطشف‬ .‫ِلغٛعش‬ ‫ّٚٔخرؽ‬ ‫أِؼٍش‬ َ‫رخعظخذح‬ •‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫ُـش‬٠‫ٚحٌطشف‬ٍٝ‫ػ‬ ‫اػخدس‬ ْٚ‫رذ‬ ٓ١ّ‫سل‬ ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬ .‫حٌظغّ١ش‬ •‫ٚهشف‬ ‫ؿّغ‬ ٓ١‫ر‬ ‫حٌؼاللش‬ ‫ُذسن‬٠ ٝ‫كظ‬ ‫حألػذحد‬99 •ٞ‫٠ـش‬ٍٟ‫ػ‬ ‫ٚحٌطشف‬ ‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ‫حألػذحد‬َ‫رخعظخذح‬ٍٟ‫حٌؼم‬ ‫حٌلغخد‬‫وّخ‬ :ٍٟ٠ ‫ػذد‬ ‫ِغ‬ ٓ١ّ‫سل‬ ِٓ ْٛ‫ِى‬ ‫ػذد‬ .‫ٚحكذ‬ ُ‫سل‬ ِٓ ْٛ‫ِى‬ ‫ِغ‬ ٓ١ّ‫سل‬ ِٓ ْٛ‫ِى‬ ‫ػذد‬ .‫وخٍِش‬ ‫ػؾشحص‬ ‫تع‬ :‫الجاٌى‬ ‫املعٗاز‬‫الهطٕز‬ ‫سف‬ ‫خمتمفة‬ ‫بطسم‬ ‫ٔمتجٗمّا‬‫ٔاملكازٌة‬ ‫بٍّٗا‬. •‫ٚحٌشرغ‬ ‫حٌٕقف‬ َٛٙ‫ِف‬ ‫٠ظؼشف‬ Domain 1: Listening Standard 1: Learners identify and discriminate sounds, stress and intonation patterns. • Identify letters of the alphabet and their sounds. • Identify number of syllables in two- syllable words. • Distinguish between similar sounds (especially problematic ones for Arabic speakers such as p/b, f/v). • Match spoken words with their pictures. • Recognize letter sound relationship while listening to rhymes and songs to develop understanding of letter/sound relationship. • Identify initial sounds in words. • Identify a word – that rhymes with a word in the listening text. • Identify feelings expressed through tone of voice while listening to simple stories. Standard 2: Learners listen and respond to spoken discourse from a variety of sources. • Recognize classroom objects in oral utterances (clock, door, pencil sharpener). • Respond to greetings, farewells and statements of feelings. • Respond to information given in pictures, stories and rhymes, e.g. drawing, completion, singing and coloring tasks. • Follow one - two step oral :‫األٔه‬ ‫املعٗاز‬ُ‫اإلميا‬‫ٔدن‬ ‫عص‬ ‫باهلل‬ ‫أمسا‬ ‫ٔتعسف‬ْ‫ئ‬ْ‫ٔصفات‬ •‫أ‬ ‫٠ظؼشف‬‫ِلّذ‬ ‫هللا‬ ‫اال‬ ٌٗ‫"الا‬ ‫ؽٙخدس‬ ْ َ‫حإلعال‬ ْ‫أسوخ‬ ِٓ ٓ‫سو‬ "‫هللا‬ ‫سعٛي‬ •‫ٚحألكخد٠غ‬ ‫حٌمشآٔ١ش‬ ‫ح٢٠خص‬ ِٓ ‫٠لفع‬ ٌٝ‫طؼخ‬ ‫هللا‬ ‫ٚكذحٔ١ش‬ ٍٝ‫ػ‬ ‫٠ذي‬ ‫ِخ‬ ‫حٌٕزٛ٠ش‬ •ٍٝ‫ػ‬ ‫حٌذحٌش‬ ‫حٌغٛس‬ ‫لقخس‬ ‫رؼل‬ ٍٛ‫٠ظ‬ ّٓ‫(حٌشك‬ ،‫حٌٛكذحٔ١ش‬ ‫ففخص‬، ٌٝ‫طؼخ‬ ‫هلل‬ )ُ١‫ٚحٌشك‬ •ٓ‫ػ‬ ‫حٌّؼزشس‬ ‫حٌقٛس‬ ‫رؼل‬ ‫٠ـّغ‬ ٝ‫حٌظ‬ ‫هللا‬ ‫خٍك‬ ‫ِظخ٘ش‬ٖ‫رٛؿٛد‬ ‫طؾٙذ‬ ٌٝ‫ٚطؼخ‬ ٗٔ‫عزلخ‬. •ٓ‫ػ‬ ‫طظلذع‬ ٝ‫حٌظ‬ ‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬ ٌٝ‫طؼخ‬ ‫هلل‬ ‫حٌقفخص‬ ‫رؼل‬ :ٌ٘‫الجا‬ ‫املعٗاز‬ُ‫اإلميا‬‫باملالئهة‬ ٔ‫صفاتّي‬ ‫تعسف‬. •ِٓ ٓ‫سو‬ ‫رخٌّالثىش‬ ْ‫حإل٠ّخ‬ ْ‫أ‬ ‫٠ظؼشف‬ .ْ‫حإل٠ّخ‬ ْ‫أسوخ‬ •‫رّخ‬ ‫حٌشعٛي‬ ِٓ‫(آ‬ ‫حٌىش٠ّش‬ ‫ح٢٠ش‬ ‫٠لفع‬ )...ِْٕٛ‫ٚحٌّئ‬ ٗ‫سر‬ ِٓ ٗ١ٌ‫ا‬ ‫أٔضي‬ ‫حٌزمشس‬285 :‫الجالح‬ ‫املعٗاز‬ُ‫اإلميا‬‫الهسٖي‬ ُ‫بالكسآ‬ ‫األخسى‬ ‫الطىأٖة‬ ‫ٔبالهتب‬. •‫أعّخء‬ ‫طؼشف‬.‫حٌغّخٚ٠ش‬ ‫حٌىظذ‬ •‫حٌّؼـضس‬ ٛ٘ ُ٠‫حٌىش‬ ْ‫حٌمشآ‬ ْ‫أ‬ ‫٠ظؼشف‬ ٟ‫ٌٍٕز‬ ّٝ‫حٌؼظ‬ •‫حٌؾش٠فش‬ ‫حٌٕزٛ٠ش‬ ‫حألكخد٠غ‬ ِٓ ‫٠لفع‬ ٝ‫حٌظ‬ ٜ‫حألخش‬ ‫رخٌّـخالص‬ ً‫٠ظق‬ ‫ِخ‬ ‫عزمض‬. •َ‫حٌغال‬ ٗ١ٍ‫ػ‬ ً٠‫ؿزش‬ ‫ٔضٚي‬ ‫لقش‬ ‫٠زوش‬ ‫حٌىش‬ ْ‫رخٌمشآ‬ٍٝ‫(ف‬ ‫حٌشعٛي‬ ٍٝ‫ػ‬ ُ٠ .‫كشحء‬ ‫غخس‬ ٝ‫ف‬ )ٍُ‫ٚع‬ ٗ١ٍ‫ػ‬ ‫هللا‬ :‫السابع‬ ‫املعٗاز‬ُ‫اإلميا‬‫اهلل‬ ‫بسضن‬ ْ‫ٔأٌبٗائ‬ •.ٌٝ‫طؼخ‬ ‫هللا‬ ‫خٍك‬ ‫حٌّالثىش‬ ْ‫أ‬ ‫٠ظؼشف‬ •ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٖ‫ٌِٛذ‬ ‫لقش‬ ‫٠ظؼشف‬ .)ٍُ‫ٚع‬ :‫اخلاوظ‬ ‫املعٗاز‬ُ‫اإلميا‬‫اآلخس‬ ًٕٗ‫بال‬ ‫أحداخ‬ َ‫و‬ ْٗ‫ف‬ ‫ٔزد‬ ‫ٔوا‬. •ٌ‫ح‬ ْ‫ٚأ‬ ،ٓ١‫ٌٍطخثؼ‬ ‫حٌـٕش‬ ْ‫أ‬ ‫٠ظؼشف‬‫ٕخس‬ : ‫األٔه‬ ‫املعٗاز‬‫وجمح‬ ‫ٔاحد‬ ‫اهلل‬ ُ‫أ‬ ‫تعسف‬ ‫األقاٌٗي‬ •.‫حٌؼالػش‬ ُ١ٔ‫حأللخ‬ ‫أعّخء‬ ‫٠ظؼشف‬ •ٓ‫ػ‬ ‫٠ؼزش‬ ‫ِخ‬ ً‫خ‬‫ٔؾخه‬ ٖ‫صِالء‬ ‫٠ؾخسن‬ .ُ١ٔ‫حأللخ‬ ‫ِؼٍغ‬ ‫ٚحكذ‬ ‫هللا‬ ْ‫أ‬ •ُ١ٔ‫حأللخ‬ ‫٠ٛمق‬ ‫خ‬ً‫ط‬١‫طخط‬ ً‫ؽىال‬ ٍْٛ٠ .‫حٌؼالػش‬ : ‫الجاٌى‬ ‫املعٗاز‬‫ادزاك‬‫الطٗد‬ ‫طبٗعة‬ ْ‫ٔخالص‬ ‫اجملد‬ ْ‫ل‬ ‫املطٗح‬ً‫املكد‬ ُ‫لإلٌطا‬ •-‫حٌشث١غ‬ ‫حٌٕمخه‬ ‫٠لذد‬‫ِ١الد‬ ‫ألكذحع‬ ‫ش‬ .‫٠غٛع‬ ً‫حٌطف‬ •-‫أكذحع‬ ً١‫طّؼ‬ ٝ‫ف‬ ٖ‫صِالء‬ ‫٠ؾخسن‬ . ‫٠غٛع‬ ً‫حٌطف‬ ‫ِ١الد‬ ‫الكدٖطة‬ ‫حٗاة‬ ‫تعسف‬ : ‫الجالح‬ ‫املعٗاز‬ ‫وسٖي‬ ‫العرزاء‬ •.ُ٠‫ِش‬ ‫حٌؼزسحء‬ ‫حٌمذ٠غش‬ ‫ع١شس‬ ‫٠ٍخـ‬ •‫ع١شس‬ ِٓ ‫حالعظفخدس‬ ٜ‫ِذ‬ ‫٠ٛمق‬ .ُ٠‫ِش‬ ‫حٌؼزسحء‬ ‫حٌغ١ذس‬ ‫السابع‬ ‫املعٗاز‬:‫ادزاك‬‫الهتاب‬ ُ‫أ‬ ‫اهلل‬ َ‫و‬ ْ‫ب‬ ‫وٕحى‬ ‫املكدع‬ •ٓ‫ػ‬ ‫٠خزشٔخ‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ْ‫أ‬ ‫٠ؼشف‬ .‫٠غٛع‬ ‫حٌشد‬ •‫حٌىظخد‬ ‫خالي‬ ِٓ ‫٠ىٍّٕخ‬ ‫هللا‬ ْ‫أ‬ ‫٠ٛمق‬ .‫حٌّمذط‬ : ‫اخلاوظ‬ ‫املعٗاز‬‫تٕض‬ٗ‫ح‬ٌُٕ‫قا‬ ُ‫أ‬ ‫املطٗخٗني‬ ‫مجٗع‬ ُ‫إميا‬ ِٕ ُ‫اإلميا‬ ‫أقٕاه‬ َ‫و‬ ‫املطتىدة‬ ‫املطٗخٗة‬ ‫ٔاملبادئ‬ ‫السابع‬ ُ‫الكس‬ ‫حتى‬ ( ‫اآلباء‬َ‫و‬ ‫ِى‬ ) .‫املكدع‬ ‫الهتاب‬ •.ْ‫حإل٠ّخ‬ ْٛٔ‫رمخ‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬ : ‫األٔه‬ ‫املعٗاز‬‫بٗت‬ ‫الهٍٗطة‬ ‫تعسف‬ . ‫ٔخصائصّا‬ ‫ٔأغهاهلا‬ ‫ٔزوٕشِا‬ ‫اهلل‬ •‫حٌؼزخدس‬ ٓ‫أِخو‬ ‫أؽىخي‬ ‫رؼل‬ ٍْٛ٠. •.‫هللا‬ ‫ر١ض‬ ٝ٘ ‫حٌىٕ١غش‬ ْ‫أ‬ ‫٠ظؼشف‬
  • 4. ‫الهمىات‬ ‫اختٗاز‬ : ‫الجالح‬ ‫املعٗاز‬ ‫املعربة‬ ‫الصخٗخة‬ ‫ٔالعبازات‬ ‫ٔاجلىن‬ ‫املٕاقف‬ ُٕ‫وطى‬ َ‫ع‬ •.‫عٍ١ّخ‬ ‫سرطخ‬ ًّ‫حٌـ‬ ‫٠شرو‬ •ٓ‫ػ‬ ‫٠ؼزش‬‫حٌفىش‬‫رغ١طش‬ ‫رظؼز١شحص‬ .‫ٚحملش‬ ‫احلسٔف‬ ‫وعسفة‬ : ‫األٔه‬ ‫املعٗاز‬ ‫ٔاله‬‫ٔاجلىن‬ ‫مىات‬‫ٌٔطكّا‬ ‫العسبٗة‬ ‫ًا‬‫خ‬ٗ‫صخ‬ ‫ًا‬‫ك‬‫ٌط‬ •ٓ١‫ر‬ ‫٠شرو‬‫ٚحٌلشٚف‬ ‫حألفٛحص‬ . ‫ٚأؽىخٌٙخ‬ ‫حٌؼشر١ش‬ •‫ِخظٍفش‬ ‫ِٛحمغ‬ ٝ‫ف‬ ‫حٌلشٚف‬ ‫٠ظؼشف‬ ‫حٌىٍّش‬ ِٓ •‫٠مشأ‬‫حٌؼالع‬ ‫حٌلشوخص‬ ‫ِغ‬ ‫حٌلشٚف‬ ‫وٍّخص‬ ‫خالي‬ ِٓ. •‫ِؼطخس‬ ‫ٌىٍّخص‬ ‫حٌقٛط١ش‬ ‫حٌّمخهغ‬ ‫٠ّ١ض‬ ٌٗ •‫حٌّمشٚءس‬ ًّ‫حٌـ‬ ‫ِىٛٔخص‬ ‫٠لذد‬ ّ‫ف‬ : ‫الجاٌى‬ ‫املعٗاز‬‫ًا‬‫ى‬ّ‫ف‬ ‫املكسٔء‬ ‫الٍص‬ ‫ي‬ .‫ًا‬‫د‬ٗ‫د‬ •‫٠لذد‬‫حٌفىش‬‫حٌّمشٚء‬ ٟ‫ف‬ ‫حٌشث١غش‬ •‫حٌّمشٚء‬ ٟ‫ف‬ ‫حٌىٍّخص‬ ٟٔ‫ِؼخ‬ ‫٠لذد‬. ‫األدبٗة‬ ‫الٍصٕص‬ ‫قساءة‬ : ‫األٔه‬ ‫املعٗاز‬ ‫وعربة‬ ‫صخٗخة‬ ‫قساءة‬ ‫غعسا‬ ٔ‫أ‬ ‫ٌجسا‬. •. ‫ِغّٛػخ‬ ‫حٌٕؾ١ذ‬ ‫٠ّ١ض‬ •‫٠لفع‬ ‫ِّخ‬ ‫لق١شح‬ ‫ٔؾ١ذح‬ ٟ‫٠ٍم‬. •ٗ‫عّؼ‬ ‫خ‬ً‫ٔق‬ ‫٠ؼشك‬. ‫العىن‬ ُٕ‫وطى‬ ‫:فّي‬ ٌ٘‫الجا‬ ‫املعٗاز‬ ٓ‫ٌٔكد‬ ْ‫حتمٗم‬ ٔ ٘‫األدب‬ •‫ٚحٌؾش٠شس‬ ‫حٌخ١شس‬ ‫حٌؾخق١خص‬ ‫٠لذد‬ . ‫حٌمقش‬ ٟ‫ف‬ •‫حٌلىخ٠خص‬ ٟ‫ف‬ ‫حٌخ١خي‬ ٓ١‫ر‬ ‫حٌلم١مش‬ ‫٠ّ١ض‬ ‫األعىاه‬ ‫مجالٗات‬ ‫ترٔم‬ :‫الجالح‬ ‫املعٗاز‬ .‫بّا‬ ‫ٔاالضتىتاع‬ ‫األدبٗة‬ •. ‫حٌٕـ‬ ِٓ ٗ‫أػـز‬ ‫ِخ‬ ‫٠لذد‬ : ‫األٔه‬ ‫املعٗاز‬ً‫اضتددا‬‫األلفاظ‬ ‫البالغٗة‬ ‫بالصٕز‬ ‫الفصٗخة‬ ‫ٔاجلىن‬ ْ‫حدٖج‬ ‫يف‬ •‫٠شدد‬ٟ‫ف‬ ‫ؿخءص‬ ‫فق١لش‬ ً‫ال‬ّ‫ؿ‬ ‫ٚهش٠مش‬ ،‫ِٕٙخ‬ ً‫و‬ ‫ٚسِض‬ ،‫ٚحٌؼٍغ‬ ِٓ ‫ٚؿضء‬ ،‫ٚكذس‬ ِٓ ‫وـضء‬ ‫وظخرظٙخ‬ .‫ِـّٛػش‬ •ً‫خ‬ٍِٔٛ ً‫ح‬‫ؿضء‬ ً‫٠ّؼ‬ ٞ‫حٌز‬ ‫حٌىغش‬ ‫٠ظؼشف‬ ٚ‫أ‬ ‫ِٕطمش‬ ِٓ.‫ِـّٛػش‬ •.ً‫خ‬ٕ١‫ِؼ‬ ‫وغش‬ ً‫٠ّؼ‬ ً‫ح‬‫ؿضء‬ ٍْٛ٠ ،‫اجملىٕعات‬ ‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬ ‫حتى‬ ‫األعداد‬ ‫عمى‬ ‫العىمٗات‬ ‫ٔخٕاص‬ 99 •.‫ٚ٠قفٙخ‬ ،‫حٌّـّٛػش‬ ‫٠ظؼشف‬ •ً‫خ‬‫ٚفم‬ ‫ِـّٛػخص‬ ٌٝ‫ا‬ ‫حألؽ١خء‬ ‫ف‬ِّٕ‫ُق‬٠ ً‫حٌؾى‬ ‫ِؼ١ٕش(كغذ‬ ‫ٌخخف١ش‬–‫كغذ‬ .)ٌٍْٛ‫ح‬ •‫روش‬ ْٚ‫د‬ ‫حٌخخٌ١ش‬ ‫حٌّـّٛػش‬ ‫٠ظؼشف‬ .ً‫ش‬‫فشحك‬ ‫حعّٙخ‬ •‫حألؽ١خء‬ ِٓ ٓ١‫ِـّٛػظ‬ ٓ١‫ر‬ ْ‫ُمخس‬٠ ٌ‫ح‬ َ‫رخعظخذح‬‫ػٕخفش‬ ٓ١‫ر‬ ً‫ظمخر‬ .ٓ١‫حٌّـّٛػظ‬ •،ٓ٠‫ػذد‬ ٓ١‫ر‬ ْ‫٠مخس‬‫حٌش‬ َ‫رخعظخذح‬‫ِٛص‬ ،‫حٌؼاللش‬ ٓ‫ػ‬ ‫ٌٍظؼز١ش‬ = ، ٝ‫كظ‬ ٓ٠‫ػذد‬ ٓ١‫ر‬99 •‫ؿّغ‬ ٍٝ‫ػ‬ ‫حإلرذحي‬ ‫خخف١ش‬ ‫٠غظٕظؾ‬ ٝ‫كظ‬ ‫حألػذحد‬99ُ‫حع‬ ‫روش‬ ْٚ‫د‬ .‫حٌخخف١ش‬ ‫العددٖة‬ ‫األمناط‬ ‫تعسف‬ :‫الجاٌى‬ ‫املعٗاز‬ ‫باضتدد‬‫حتى‬ ‫األعداد‬ ‫عمى‬ ‫العىمٗات‬ ً‫ا‬ 99 •‫٠غظ‬‫ٚ٠ىظؾف‬ ،‫ػذد٠ش‬ ً‫خ‬‫أّٔخه‬ ًّ‫ى‬ .‫رٙخ‬ ‫حٌخخفش‬ ‫حٌمخػذس‬ ‫الٍىاذج‬ ً‫اضتددا‬ :‫الجالح‬ ‫املعٗاز‬ ‫العالقات‬ ‫بعض‬ ‫متجٗن‬ ‫فى‬ ‫السٖاضٗة‬ ‫وػهالت‬ ‫ٔحن‬ ،‫السٖاضٗة‬‫زٖاضٗة‬ ‫ٔحٗاتٗة‬‫بطٗطة‬. •(ً‫ِؼ‬ ‫س٠خم١ش‬ ً‫ال‬ّ‫ؿ‬ ً‫٠ل‬54+= 68.) •ً‫٠ل‬ً‫ِغخث‬‫ٚحكذس‬ ‫خطٛس‬ ِٓ ‫ٌفظ١ش‬ ‫ؿّغ‬ ٍٝ‫ػ‬ٝ‫كظ‬ ‫حألػذحد‬ ‫ٚهشف‬99 ‫رّؼٍِٛ١ش‬+ ( ‫حٌلغخر١ش‬ ‫حٌؼٍّ١ش‬ ‫سِض‬ ٚ‫أ‬-.) •‫٠ظؼشف‬‫طّؼ١الص‬ّٓ‫طظن‬ ‫س٠خم١ش‬ .‫رغ١طش‬ ‫ك١خط١ش‬ ‫ٌّٛحلف‬ ‫ػذد٠ش‬ ً‫ال‬ّ‫ؿ‬ ‫ٍِدضٗة‬ ‫أغهاه‬ ‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬ ‫ٔخٕاصّا‬ ‫ُعد‬‫ب‬‫ال‬ ‫ٔثالثٗة‬ ‫ثٍائٗة‬ ‫بٍّٗىا‬ ‫ٔالعالقات‬ instructions. • Respond to close-ended questions, e.g. Yes/No questions. • Mime actions in songs. • Identify main characters in stories. • Draw information from an oral story to draw pictures. Standard 3: Learners use Information and Communication Technology (ICT) to help achieve the learning outcomes in listening. • Listen to stories and songs on television, CDs. • Recall simple information after listening to stories, songs on television and CD. • Follow simple instructions to complete one to two step e-tasks. Standard 4: Learners gain knowledge and understanding of target cultures through listening. • Demonstrate understanding of listening to short simple fairy and folk tales. • Demonstrate enjoyment of listening to fairy and folk tales from both English speaking cultures and their own culture. Domain 2: Speaking Skills Standard 1: Learners use English to communicate effectively in oral interactions. • Express basic language functions (e.g. greeting, apologizing, and thanking) considering correct pronunciation (b/p, f/v…etc). • Pose and respond to simple .ٓ١‫ٌٍؼخف‬ •ٌٝ‫ا‬ ٜ‫طئد‬ ٝ‫حٌظ‬ ‫ٌألػّخي‬ ‫أِؼٍش‬ ٝ‫٠ؼط‬ ‫ٚحٌٕخس‬ ‫حٌـٕش‬ :‫املعٗازاألٔه‬‫الطّا‬ ًّٕ‫وف‬ ‫تعسف‬ٔ ‫زة‬‫فّي‬ ‫أحهاوّا‬‫ٔتكدٖس‬‫أِىٗتّا‬‫ٔتأدٖتّا‬ ‫صخٗخة‬ ‫بصٕزة‬. •،ٗٔ‫ِٚىخ‬ ٗٔ‫رذ‬ ‫ٔظخفش‬ ٍٝ‫ػ‬ ‫٠لشؿ‬ ٗ‫ٚأدٚحط‬ •.ٖ‫حٌّ١خ‬ َ‫حعظخذح‬ ٝ‫ف‬ ‫٠ؼظذي‬ •‫ح‬ َٛ‫ٚحٌشع‬ ‫حٌقٛس‬ ٜٛ‫ِلظ‬ ‫٠قف‬ٝ‫ٌظ‬ .‫حٌٛمٛء‬ ‫و١ف١ش‬ ‫طٛمق‬ :ٌ٘‫الجا‬ ‫املعٗاز‬‫الصالة‬ ً‫أحها‬ ْ‫فك‬ •ِٓ ٓ‫سو‬ ‫حٌقالس‬ ‫الخِش‬ ْ‫أ‬ ‫٠ظؼشف‬ َ‫حإلعال‬ ْ‫أسوخ‬. •.‫حٌغٛس‬ ‫لقخس‬ ‫ٚرؼل‬ ‫حٌفخطلش‬ ‫٠لفع‬ :‫الجالح‬ ‫املعٗاز‬‫الصناة‬ ‫وعٍى‬ ‫تعسف‬ ‫ٔأِىٗتّا‬ ‫ٔأزناٌّا‬ •. ‫حٌخ١ش‬ ‫أػّخي‬ ٝ‫ف‬ ‫٠ؾخسن‬ •ِٓ ٓ‫سو‬ ‫حٌضوخس‬ ‫ا٠ظخء‬ ْ‫أ‬ ‫٠ظؼشف‬ .َ‫حإلعال‬ ْ‫أسوخ‬ ‫امل‬:‫السابع‬ ‫عٗاز‬ًٕ‫الص‬ ‫وعٍى‬ ‫تعسف‬ ْ‫ٔأحهاو‬. •ِٓ ٓ‫سو‬ ْ‫سِنخ‬ َٛ‫ف‬ ْ‫أ‬ ‫٠ظؼشف‬ .َ‫حإلعال‬ ْ‫أسوخ‬ •‫ؽٙش‬ َٚ‫رمذ‬ ٓ١ٍّ‫حٌّغ‬ ‫حكظفخي‬ ‫٠قف‬ ْ‫سِنخ‬ •ٓ‫ػ‬ )‫ٔؾ١ذح‬ (‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬ .ْ‫سِنخ‬ ‫ٚؽٙش‬ َٛ‫حٌق‬ ً‫فن‬ :‫اخلاوظ‬ ‫املعٗاز‬‫احلج‬ ًّٕ‫وف‬ ‫تعسف‬ ٌْ‫ٔأزنا‬ •ْ‫أسوخ‬ ِٓ ٓ‫سو‬ ‫حٌلؾ‬ ْ‫أ‬ ‫٠ظؼشف‬ .َ‫حإلعال‬ •‫ح‬ ‫ِظخ٘ش‬ ‫٠قف‬‫رؼ١ذ‬ ‫الكظفخي‬ ‫حٌّزخسن‬ ٝ‫حألمل‬ :‫األٔه‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫بالكٗي‬ ْ‫ألِم‬ ْ‫وعاومت‬ ‫فى‬ ،‫اإلضالوٗة‬ ‫ٔعػريت‬ْ •ٗ١‫ِٚذسع‬ ٗ٠‫ٚحٌذ‬ ‫٠ط١غ‬ •ٖ‫ٚ٠شد‬ َ‫حٌغال‬ ٝ‫٠ٍم‬ •‫هللا‬ ّٝ‫ُغ‬٠‫رخٌ١ذ‬ ٍٗ‫أو‬ ‫ِغ‬ َ‫حٌطؼخ‬ ‫ػٕذ‬ ّٕٝ١ٌ‫ح‬ : ‫الجاٌى‬ ‫املعٗاز‬‫العبادة‬ ‫أِىٗة‬ ‫تعسف‬ . ‫ٔأغهاهلا‬ •‫٠لذ‬ِٓ ‫ٌمقـ‬ ‫حٌشث١غش‬ ‫حألفىخس‬ ‫د‬ .‫حٌؼزخدس‬ ‫ؿّخي‬ ‫طٛمق‬ ‫حٌّمذط‬ ‫حٌىظخد‬ •.‫أؽىخٌٙخ‬ ‫رـّ١غ‬ ‫حٌؼزخدس‬ ‫أّ٘١ش‬ ‫٠مذس‬ : ‫الجالح‬ ‫املعٗاز‬‫الصالة‬ ًّٕ‫وف‬ ‫تعسف‬ . ‫ٔضسٔزتّا‬ •.‫حٌشرخٔ١ش‬ ‫رخٌقالس‬ ‫حٌّمقٛد‬ ‫٠زوش‬ •ٓ١‫ٚر‬ ٕٗ١‫ر‬ ‫فٍش‬ ٝ٘ ‫حٌقالس‬ ْ‫أ‬ ‫٠ذسن‬ .‫هللا‬ •‫حٌؾىش‬ ‫فالس‬ ِٓ ‫حألٚي‬ ‫حٌـضء‬ ‫٠شدد‬ ٌ‫ح‬ ‫فخٔغ‬ ‫"فٍٕؾىش‬‫حٌنخرو‬ .... ‫خ١شحص‬ ".‫إٌٙخ‬ ‫حٌشد‬ ً‫حٌى‬ : ‫السابع‬ ‫املعٗاز‬‫تٕضٗح‬ًٕ‫الص‬ ًّٕ‫وف‬ ْ‫ٔطسق‬ ْ‫ٔأِىٗت‬ •.َٛ‫رخٌق‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬ •.َٛ‫حٌق‬ ‫أّ٘١ش‬ ‫٠مذس‬ ‫التٕبة‬ ‫ٖتعسف‬ : ‫اخلاوظ‬ ‫املعٗاز‬ ْ‫ٔتأضٗط‬ ‫التٍأه‬ ‫ٔضس‬ ‫ٔاالعرتاف‬ .ْ‫ٔفاعمٗت‬ •.‫حٌظٕخٚي‬ ‫خطٛحص‬ ‫٠ؾشف‬ •ٖ‫طمذ٠ش‬ ٓ‫ػ‬ ‫٠ؼزش‬ٟ‫ٚحٌشٚك‬ ٟ‫حٌٕفغ‬ ‫ٌٍظٕخٚي‬. : ‫األٔه‬ ‫املعٗاز‬‫حتدٖد‬‫وساحن‬ ‫حٗح‬ َ‫و‬ ‫عصٕزِا‬ ‫عرب‬ ‫الهٍٗطة‬ ‫فى‬ ‫ٔاالضتػّاد‬ ‫السِبٍة‬ ‫ٔدٔز‬ ‫ٌػأتّا‬ ‫الهٍٗطة‬ ٕ‫من‬ •‫٠ٛمق‬‫رؼل‬‫(حٌّلزش‬ ‫حٌىٕ١غش‬ ‫أعظ‬ –)‫اٌخ‬ .. ‫حٌؾشوش‬ •ٌ‫ح‬ ‫٠زوش‬.‫رخٌش٘زٕش‬ ‫ّمقٛد‬ : ‫الجاٌى‬ ‫املعٗاز‬‫تٕضٗح‬‫دٔز‬ ‫ا‬ ‫عمى‬ ‫حافعت‬ ‫التى‬ ‫الػدصٗات‬ُ‫إلميا‬ .‫املطهٌٕٗة‬ ‫اجملاوع‬ ‫أبطاه‬ ‫خاصة‬ •‫حألٔؾطش‬ ‫أكذ‬ ‫٠ّخسط‬‫حٌفٕ١ش‬ٝ‫حٌظ‬ ‫حٌىظخد‬ ‫ؽخق١خص‬ ‫رؼل‬ ‫كٛي‬ ‫طظشوض‬ ً١‫(طّؼ‬ ‫حٌىٕ١غش‬ ‫طخس٠خ‬ ٚ‫أ‬ ‫حٌّمذط‬‫دٚس‬ ‫حٌؾخق١ش‬ ٖ‫٘ز‬–‫ٌٙخ‬ ‫فٛسس‬ ٓ٠ٍٛ‫ط‬– .) ‫اٌخ‬ ... ‫ػٕٙخ‬ ‫فٛس‬ ‫ؿّغ‬ : ‫الجالح‬ ‫املعٗاز‬‫وعامل‬ ‫بعض‬ ‫تعسف‬ ‫ٔتأثري‬ ‫ٔالسِبٍة‬ ‫الكبطٗة‬ ‫احلطازة‬‫ِىا‬ ‫فى‬. ‫احلاىل‬ ‫العصس‬ •‫حٌمزط١ش‬ ‫حٌقٛس‬ ‫رؼل‬ ‫٠ّ١ض‬ٓ‫ػ‬
  • 5. 5 ‫ن‬‫جتريبية‬ ‫سخة‬ ‫ن‬ ‫ِٛحلف‬ ٟ‫ف‬ ‫دسعٙخ‬ ٟ‫حٌظ‬ ‫حألٔخؽ١ذ‬ ‫ِٕخعزش‬ •ِٓ ‫ٚحٌخ١خي‬ ‫رخٌلم١مش‬ ً‫٠ظق‬ ‫ِخ‬ ‫٠لذد‬ ‫ِٚمشٚءس‬ ‫ِغّٛػش‬ ‫طؼز١شحص‬ ٓ١‫ر‬ ‫ِٚىظٛرش‬ •. ‫ٚحكذ‬ ْ‫ٚص‬ ٍٝ‫ػ‬ ‫وٍّخص‬ َ‫٠غظخذ‬ •. ٌٗ ‫ِؼطخس‬ ‫ٌىٍّخص‬ ‫ًح‬‫د‬‫ِنخ‬ ‫٠خظخس‬ •ٌ‫ح‬ ‫٠خظخس‬ٓ‫ػ‬ ‫طؼزش‬ ٟ‫حٌظ‬ ًّ‫ـ‬‫رؼل‬ ‫(حٌفشف‬ : ً‫ِؼ‬ ‫حٌّؾخػش‬–) ْ‫حٌلض‬ ‫احلسٔف‬ ‫نتابة‬ : ‫األٔه‬ ‫املعٗاز‬ ‫نتابة‬ ‫العسبٗة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬ ‫ٔاضخة‬ ‫صخٗخة‬. •‫وظخرش‬ ‫حٌؼشر١ش‬ ‫حٌلشٚف‬ ‫٠ىظذ‬ ‫فل١لش‬.)‫ِلخوخس‬ ( •‫ػالع‬ ٚ‫أ‬ ٓ١‫وٍّظ‬ ِٓ ‫ؿّال‬ ‫٠ىظذ‬. •‫حٌ١غخس‬ ٌٝ‫ا‬ ٓ١ّ١ٌ‫ح‬ ِٓ ‫٠ىظذ‬. •‫حٌل‬ ‫٠ىظذ‬‫ِٕٙخ‬ ٗ‫حٌّظؾخر‬ ‫ِشحػ١خ‬ ‫شٚف‬. •‫رخو‬ ‫حٌؼشر١ش‬ ًّ‫ٚحٌـ‬ ‫حٌىٍّخص‬ ‫٠ىظذ‬ ً١ّ‫ؿ‬. ‫الهمىات‬ ‫نتابة‬ :ٌ٘‫الجا‬ ‫املعٗاز‬ .)‫(إوالئٗة‬ ‫صخٗخة‬ ‫نتابة‬ ‫ٔاجلىن‬ •‫٠ىظ‬‫ٚحٌمّش٠ش‬ ‫حٌؾّغ١ش‬ َ‫حٌال‬ ‫ِشحػ١خ‬ ‫ذ‬. •‫حٌلشوخص‬ ‫ِشحػ١خ‬ ‫رغ١طش‬ ‫وٍّخص‬ ‫٠ىظذ‬ . ‫ٚحٌمق١شس‬ ‫حٌطٛ٠ٍش‬ •‫وظخرش‬ ‫٠ؼ١ذ‬ٚ ‫وٍّخص‬‫رغ١طش‬ ًّ‫ؿ‬ . ) ‫(ِٕمٌٛش‬ ‫امل‬‫اختٗاز‬ : ‫الجالح‬ ‫عٗاز‬‫الفهس‬ . ‫صخٗخة‬ ‫بصٕزة‬ ‫ٔتستٗبّا‬ •‫ؿّال‬ ‫ِىٛٔخ‬ ‫وٍّخص‬ ‫٠شطذ‬ •‫٠شطذ‬ً‫ال‬ّ‫ؿ‬‫كىخ٠ش‬ ‫ِىٛٔخ‬. ‫الكٕاعد‬ ً‫اضتددا‬ : ‫السابع‬ ‫املعٗاز‬ ٔ ‫المػٕٖة‬. ‫الهتابة‬ ‫يف‬ ‫تٕظٗفّا‬ •. ٓ‫ٔل‬ /‫أٔخ‬ ٓ٠‫حٌنّ١ش‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬ •. ٟ٘/ ٛ٘ ‫ِغظخذِخ‬ ‫٠ىظذ‬ ِٟ‫أ‬ / ٝ‫أر‬ ( ‫حٌٍّى١ش‬ ‫٠خء‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬ . ) ٍّٟ‫ل‬ / ٍٝ‫فق‬ / ‫ٔتٍطٗل‬ ‫تٍعٗي‬ : ‫اخلاوظ‬ ‫املعٗاز‬ . ‫الهتابة‬ •. ‫حٌ١غخس‬ ٌٝ‫ا‬ ٓ١ّ١ٌ‫ح‬ ِٓ ‫٠ىظذ‬ •. ‫حٌىظخرش‬ ٟ‫ف‬ ‫ٚحٌٕظخفش‬ َ‫حٌٕظخ‬ ٝ‫٠شحػ‬ •. ‫فل١ق‬ ً‫رؾى‬ ٍُ‫حٌم‬ ‫٠ّغه‬ •. ‫ٌٍىظخرش‬ ‫حٌقل١لش‬ ‫حٌـٍغش‬ ‫٠ـٍظ‬ •. ‫ٚطٕظ١ّٙخ‬ ‫ؽىٍٙخ‬ ‫ِشحػ١خ‬ ‫ؿٍّش‬ ً‫٠ٕم‬ •، ‫(حٌىشس‬ ‫حٌّـغّخص‬ ‫رؼل‬ ‫٠ظؼشف‬ ‫حإلعطٛحٔش‬ ، َ‫حٌٙش‬ ، ‫حٌّخشٚه‬، ، )‫حٌّغظط١الص‬ ٞ‫ِظٛحص‬ ، ‫حٌّىؼذ‬ ٟ‫حٌظ‬ ‫حٌز١جش‬ ِٓ ‫ٌٙخ‬ ‫أِؼٍش‬ ٟ‫ٚ٠ؼط‬ .‫ِؼٙخ‬ ًِ‫٠ظؼخ‬ •، ‫حٌّؼٍغ‬ ، ‫(حٌّشرغ‬ ‫حألؽىخي‬ ‫٠ظؼشف‬ .‫ر١ٕٙخ‬ ‫ٚ٠ّ١ض‬ ) ً١‫حٌّغظط‬ ،‫حٌذحثشس‬ •‫ٚحألؽىخي‬ ‫ـغّخص‬ٌُّ‫ح‬ ٓ١‫ر‬ ‫٠شرو‬ .‫رٙخ‬ ‫حٌّٛؿٛدس‬ ‫حٌٕٙذع١ش‬ •ً‫خ‬‫أّٔخه‬ ‫٠ظؼشف‬‫ٕ٘ذع١ش‬، ‫رغ١طش‬ .‫ػٕخفش٘خ‬ ًّ‫ٚ٠غظى‬ :‫األٔه‬ ‫املعٗاز‬‫األغٗاء‬ ‫خٕاص‬ ‫فّي‬ ْ‫ٔعىمٗات‬ ْ‫ٔٔحدات‬ ‫لمكٗاع‬ ‫الكابمة‬ •‫ٚططز١مخص‬ ‫حٌم١خط‬ ٕٝ‫ِؼ‬ ‫٠ظؼشف‬ .ٗ١ٍ‫ػ‬ ‫رغ١طش‬ •‫ِمٕٕش‬ ‫غ١ش‬ ‫ل١خط‬ ‫ٚكذحص‬ ‫٠ظؼشف‬ .‫حٌز١جش‬ ِٓ ‫حٌطٛي‬ ‫ٌم١خط‬ •‫ٌم١خط‬ ‫ِمٕٕش‬ ‫غ١ش‬ ‫ل١خط‬ ‫أدٚحص‬ ‫٠لذد‬ ‫ػٍّ١خص‬ ٟ‫ف‬ ‫ٚ٠غظخذِٙخ‬ ،‫حٌطٛي‬ .‫حٌم١خط‬ •ٝ‫ف‬ ‫ٚ٠شطزٙخ‬ ‫حألؽ١خء‬ ٓ١‫ر‬ ْ‫٠مخس‬‫مٛء‬ .‫خٛحفٙخ‬ ‫رؼل‬ ‫ل١خعخص‬ •‫ٔقف‬ ، ٗ١ٕ‫حٌٕمٛد(حٌـ‬ ‫ٚكذحص‬ ‫٠ظؼشف‬ .)ٗ١ٕ‫حٌـ‬ ‫سرغ‬ ، ٗ١ٕ‫حٌـ‬ •‫ٚحكذس‬ ‫خطٛس‬ ِٓ ‫ٌفظ١ش‬ ‫ِؾىالص‬ ً‫٠ل‬ ٚ‫أ‬ ‫رخٌمشٚػ‬ ‫حٌٕمٛد‬ ‫ٚهشف‬ ‫ؿّغ‬ ٍٝ‫ػ‬ .‫رخٌـٕ١ٙخص‬ •.‫ٚ٠شطزٙخ‬ ‫حألعزٛع‬ َ‫أ٠خ‬ ‫٠ظؼشف‬ •‫ُمذس‬٠ٌ‫ح‬.‫ِمٕٕش‬ ‫غ١ش‬ ‫رٛكذحص‬ ‫م١خعخص‬ ‫ٔأدٔات‬ ‫ًا‬‫ـ‬‫طسق‬ ‫ٖطبل‬ :‫الجاٌى‬ ‫املعٗاز‬ ‫و‬ ‫ٔقٕاٌني‬‫الكٗاضات‬ ‫لتخدٖد‬ ‫ٍاضبة‬ •ٝ‫ف‬ ‫ِمٕٕش‬ ‫غ١ش‬ ‫وخٍِش‬ ‫ٚكذحص‬ َ‫٠غظخذ‬ .‫حٌطٛي‬ ‫ل١خط‬ •ِٓ ‫ِظٕٛػش‬ ‫ٚأدٚحص‬ ‫خ‬ً‫ل‬‫هش‬ َ‫٠غظخذ‬ ‫حٌم١خط‬ ٝ‫ف‬ ‫حٌز١جش‬. :‫الجالح‬ ‫املعٗاز‬‫زٖاضٗة‬ ‫وػهالت‬ ‫حن‬ ‫ٔحٗاتٗة‬‫عمى‬ ‫بطٗطة‬‫الكٗاع‬ •‫غ١ش‬ ‫وخٍِش‬ ‫ٚكذحص‬ ٚ‫أ‬ ‫أدٚحص‬ َ‫٠غظخذ‬ ‫حٌّطٍٛرش‬ ‫حٌذلش‬ ٜٛ‫ٌّغظ‬ ‫ِٕخعزش‬ ‫ِمٕٕش‬ ١‫ك١خط‬ ‫ِٛحلف‬ ٝ‫ف‬.‫ش‬ ٍٝ‫ػ‬ ‫رغ١طش‬ ‫ك١خط١ش‬ ‫ِؾىالص‬ ً‫٠ل‬ .‫حٌم١خط‬ oral questions like introducing oneself. • Give one-to-two step oral instructions with guidance. Standard 2: Learners present information, ideas and express feelings clearly and coherently. • Give one-to-two step oral instructions with guidance. • Express basic limited personal preferences, e.g. likes and dislikes. • Sing simple songs • Talk about family, direct environment, times (morning, evening….etc.) and days. • Name classroom objects. • Repeat monosyllabic words. Standard 3: Learners use ICT to develop accurate and appropriate speech • Repeat pronunciation patterns via various media sources. Standard 4: Learners understand the practices and values of both national and target cultures. • Express enjoyment of local folk and English speaking tales. Domain 3: Reading Standard 1: Learners construct meaning from written text. • Demonstrate understanding of print words: (e.g. locate the title of a reading text). • Demonstrate understanding of written sounds (phonemes). • Apply grade- appropriate phonics and word analysis skills: (e.g. recognize sound :ٌ٘‫الجا‬ ‫املعٗاز‬ً‫التصا‬‫ٔاآلداب‬ ‫الكٗي‬ ْ‫ببٗئت‬ ْ‫عالقت‬ ‫يف‬ ‫اإلضالوٗة‬ ْ‫ٔدلتىع‬. •ٗ‫صِالث‬ ‫ِؼخٍِش‬ ٓ‫٠لغ‬ •ٖ‫صِالء‬ ‫٠غخِق‬ •.ْ‫ٚحٌل١ٛح‬ ‫حٌط١ش‬ ُ‫٠شك‬ :‫الجالح‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫بالكٗي‬ ‫باجملتىع‬ ْ‫عالقت‬ ‫يف‬ ‫اإلضالوٗة‬ ٌ٘‫اإلٌطا‬ •ِٓ ‫خٍمٛح‬ ‫ؿّ١ؼخ‬ ‫حٌٕخط‬ ْ‫أ‬ ‫٠ظؼشف‬ ‫ٚحكذ‬ ً‫أف‬-‫ػٍ١ّٙخ‬ ‫ٚكٛحء‬ َ‫آد‬ .َ‫حٌغال‬ :‫األٔه‬ ‫املعٗاز‬َ‫و‬ ‫الٍبى‬ ‫ضرية‬ ‫تعسف‬ ‫األعمى‬ ‫السفٗل‬ ‫إىل‬ ْ‫اٌتكال‬ ‫إىل‬ ٓ‫وٕلد‬ ْ‫ب‬ ‫لالقتداء‬. •ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٝ‫حٌٕز‬ ُ‫حع‬ ‫٠زوش‬ .‫حٌؾش٠ف‬ ٗ‫ٚٔغز‬ ،)ٍُ‫ٚع‬ •ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٝ‫حٌٕز‬ ‫آدحد‬ َ‫٠ٍظض‬ ٍٗ‫و‬ ٗٔ‫ٚؽؤ‬ ٗ‫عٍٛو‬ ٝ‫ف‬ )ٍُ‫ٚع‬ :ٌ٘‫الجا‬ ‫املعٗاز‬‫بعض‬ ‫ضرية‬ ‫تعسف‬ ‫و‬ ‫الصخابة‬‫األٔلني‬ َٖ‫املّادس‬ َ .‫ٔصفاتّي‬ •‫٠ظؼشف‬‫رؼل‬ ‫أعّخء‬ٝ‫حٌٕز‬ ‫أفلخد‬ )ٍُ‫ٚع‬ ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ •‫رؼل‬ ‫أعّخء‬ ‫٠ظؼشف‬‫أِٙخص‬ .ٓ١ِٕ‫حٌّئ‬ ‫ا‬ ‫املعٗاز‬:‫لجالح‬‫بعض‬ ‫قصص‬ ‫تعسف‬ ‫لالقتداء‬ ‫ٔالصاحلني‬ ‫ٔاملسضمني‬ ‫األٌبٗاء‬ ‫بّي‬ •َ‫حٌغال‬ ٗ١ٍ‫ػ‬ َ‫آد‬ ‫ع١ذٔخ‬ ‫لقش‬ ٜٚ‫٠ش‬ •َ‫حٌغال‬ ٗ١ٍ‫ػ‬ ‫ٔٛف‬ ‫ع١ذٔخ‬ ‫لقش‬ ٝ‫٠لى‬ ‫غ١ش٘خ‬. •.‫حٌمزط١ش‬ ‫حٌقٛس‬ ‫رؼل‬ ٍْٛ٠ •ً‫ٚؽى‬ ‫حٌذ٠ش‬ ً‫ؽى‬ ٓ١‫ر‬ ‫٠ّ١ض‬ ‫حٌّئعغخص‬‫حٌذ٠ٕ١ش‬ٜ‫حألخش‬. : ‫األٔه‬ ‫املعٗاز‬‫تعسف‬٘‫االجياب‬ ‫الطمٕك‬ ‫املبادئ‬ ‫خاله‬ َ‫و‬ٔ‫السٔحٗة‬ ‫الفطائن‬ ‫ٔال‬ ‫(العىن‬ ‫املطٗخٗة‬،‫ٔالصدم‬ ،ً‫ٍعا‬ )‫ٔاألواٌة‬ •ٓ‫ػ‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقش‬ ٟ‫٠لى‬ .‫ٚحألِخٔش‬ ‫حٌقذق‬ •‫حألٚي‬ ‫حٌّضِٛس‬ ‫آ٠خص‬ ‫رؼل‬ ‫٠شدد‬ "..ً‫ٌٍشؿ‬ ٝ‫"هٛر‬ : ‫الجاٌى‬ ‫املعٗاز‬‫تفطري‬ٕٓ‫ٖدع‬ َٖ‫الد‬ ُ‫أ‬ ‫إلقاوة‬ ‫األخس‬ ‫وع‬ ً‫ضال‬ ‫يف‬ ‫التعاٖؼ‬ ‫إىل‬ ‫(احملبة‬ ‫ٌادخة‬ ‫إٌطاٌٗة‬ ‫عالقات‬ )ً‫ٔاالحرتا‬ •ٌ‫ح‬ ‫ِلزش‬ ٓ١‫ر‬ ‫حٌؼاللش‬ ٓ‫ػ‬ ‫٠ؼزش‬‫غ١ذ‬ . ‫ٌألهفخي‬ ‫حٌّغ١ق‬ •‫حٌغ١ذ‬ ‫ِلزش‬ ٓ١‫ر‬ ‫حٌؼاللش‬ ٓ‫ػ‬ ‫٠ؼزش‬ .ٓ٠‫ٌألخش‬ ٛ٘ ٗ‫ِٚلزظ‬ ‫ٌٍـّ١غ‬ ‫حٌّغ١ق‬ : ‫الجالح‬ ‫املعٗاز‬‫إىل‬ ٕ‫ٖدع‬ َٖ‫الد‬ ُ‫أ‬ ‫فّي‬ ‫باألخس‬ ْ‫عالقت‬ ‫فى‬ ‫ٔالتطاوح‬ ‫املطأاة‬ ‫ٔوػازنة‬ ‫اإلٌتىاء‬ ‫إىل‬ ٕ‫ٖدع‬ ٌْ‫ٔأ‬ َ‫الٕط‬ ‫خدوة‬ ‫يف‬ َٖ‫األخس‬ •ٓ١‫ٌٍّلظخؿ‬ ٗ‫ِلزظ‬ ‫أعخٌ١ذ‬ ‫٠ٛمق‬ ‫رّغخػذس‬ ً‫ال‬‫ِظّؼ‬ٌٗ ‫حٌّغ١ق‬ ‫حٌغ١ذ‬ .ٌُٙ ‫حٌّـذ‬ •‫طؼزش‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقش‬ ‫٠زوش‬ .‫حٌّغ١ق‬ ‫حٌغ١ذ‬ ‫طغخِق‬ ٓ‫ػ‬ •.‫ِقش‬ ٍُ‫ػ‬ ٓ٠ٍٛ‫رظ‬ َٛ‫٠م‬ : ‫األٔه‬ ‫املعٗاز‬‫املتعمكة‬ ‫الكطاٖا‬ ‫تعسف‬ )‫(املٗدٖا‬ ً‫االعال‬ ‫بٕضائن‬ ‫املعمٕوات‬ ‫ٔتهٍٕلٕدٗا‬ •‫حألػال‬ ً‫ٚعخث‬ ‫٠ظؼشف‬‫رؤٔٛحػٙخ‬ َ .‫حٌّخظٍفش‬ •‫٠غظخذِٙخ‬ ٝ‫حٌظ‬ َ‫حالػال‬ ً‫ٚعخث‬ ‫٠زوش‬ .‫رىؼشس‬ : ‫الجاٌى‬ ‫املعٗاز‬‫املتعمكة‬ ‫الكطاٖا‬ ‫تعسف‬ . ‫بالبٗئة‬ •‫خالي‬ ِٓ ‫رخٌز١جش‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬ ٌ‫ح‬ٚ ‫قٛس‬‫حأل‬.‫ؽىخي‬ •‫ك١خ‬ ٟ‫ف‬ ‫حٌٕظخفش‬ ‫أّ٘١ش‬ ٓ‫ػ‬ ‫٠ؼزش‬‫س‬
  • 6. •‫رخو‬ ‫رغ١طش‬ ‫ٚؿّال‬ ‫وٍّخص‬ ‫٠ىظذ‬ . ‫ٚحمق‬ ‫ال‬ ‫املعٗاز‬‫يف‬ ‫الهتابة‬ : ‫طادع‬ ‫يف‬ ( ‫ٔٔظٗفٗة‬ ‫إبداعٗة‬ ‫وٕضٕعات‬ ‫الٍفظ‬ َ‫ع‬ ‫تعبريا‬ ) ‫وتٍٕعة‬ ‫وٕضٕعات‬ . ‫ٔاجملتىع‬ •. ٗ‫ٚر١خٔخط‬ ّٗ‫حع‬ ‫٠ىظذ‬ •. ‫كشٚف‬ ِٓ ‫وٍّخص‬ ْٛ‫٠ى‬ •. ٕٝ‫ِؼ‬ ‫رحص‬ ‫وٍّخص‬ ‫٠ىظذ‬ •. ‫ػالع‬ ٚ‫أ‬ ٓ١‫وٍّظ‬ ِٓ ‫ؿٍّش‬ ْٛ‫٠ى‬ •. ‫طخِش‬ ً‫ال‬ّ‫ؿ‬ ‫٠ىظذ‬ •.‫وظخرش‬ ‫رغ١طش‬ ‫أعجٍش‬ ٓ‫ػ‬ ‫٠ـ١ذ‬ ‫المػٕٖة‬ ‫الرتانٗب‬ ‫تعسف‬ ‫األٔه‬ ‫املعٗاز‬ ‫اضتدداوّا‬ ‫إدادة‬ ٔ ‫ٔالكٕاعد‬ •‫(٘زح‬ ‫حإلؽخسس‬ ‫أعّخء‬ َ‫٠غظخذ‬–ٖ‫٘ز‬ . )...... •‫(أٔخ‬ ‫حٌنّخثش‬ َ‫٠غظخذ‬–. ) .. ٓ‫ٔل‬ ‫ٚحٌّخخهذ‬ ٍُ‫حٌّظى‬ ‫ف١غ‬ ٓ١‫ر‬ ‫٠ّ١ض‬ ‫ٚحٌغخثذ‬ ‫ٔتٍعٗىّا‬ ‫البٗاٌات‬ ‫جتىٗع‬ :‫املعٗاز‬ ‫ٔمتجٗمّا‬ •‫ٌزؼل‬ ً‫خ‬‫ٚفم‬ ‫ٚ٠قٕفٙخ‬ ،‫ر١خٔخص‬ ُ‫٠ٕظ‬ ‫خٛحفٙخ‬)ً‫ٚحٌؾى‬ ٌٍْٛ‫(ح‬. •َ‫رخعظخذح‬ ‫ر١خٔخص‬ ً١‫طّؼ‬ ًّ‫٠غظى‬ ‫أؽىخي‬ ٚ‫أ‬ ‫ػالِخص‬ ٚ‫أ‬ ‫ِقٛسحص‬ ‫ِخظ‬ ‫ٕ٘ذع١ش‬.‫ٍفش‬ letter–correspondence). • Read aloud letters accurately. • Use picture cards and simple words to retell a story in a simple way. • Show interest in reading. Standard 2: Learners develop cognitive/ metacognitive strategies to facilitate reading. • Use pictures to make predictions about story content. Standard 3: Learners use Information and Communication Technology (ICT) to help achieve the learning outcomes in reading. • Recognize information found in icons on a screen in computer based activities. • Use technology sources (e.g., e -flashcards) to locate and identify the meaning of new words. Standard 4: Learners understand the practices and values of both national and target cultures • Respond to visual symbols of the national culture Domain 4: Writing Skill Standard 1: Learners write for variety of audiences, purposes and in various forms to communicate meaning, ideas and emotions. • Trace and copy letters and mono-syllabic words. • Copy words about familiar experiences. • Write one syllable words. ْ‫حإلٔغخ‬. : ‫الجالح‬ ‫املعٗاز‬‫الكطاٖا‬ ‫أِي‬ ‫تعسف‬ ُ‫اإلٌطا‬ ‫جبطد‬ ‫املتعمكة‬ •‫٠لذ‬.ْ‫حإلٔغخ‬ ُ‫ؿغ‬ ‫أػنخء‬ ‫د‬ •‫حٌشد‬ ْ‫كٕخ‬ ٓ‫ػ‬ ‫حٌخخفش‬ ٗ‫رٍغظ‬ ‫٠ؼزش‬ .ُٙ‫أِشحم‬ ‫ٚؽفخء‬ ٟ‫ٌٍّشم‬ ‫٠غٛع‬ : ‫السابع‬ ‫املعٗاز‬‫حتدٖد‬‫الكطاٖا‬ ‫حبكٕم‬ ‫املتعمكة‬ ‫ٔالتػسٖعات‬‫الطفن‬ . ‫ٔالصٔاج‬ ‫ٔاألضسة‬ •ِٓ ‫لق١شس‬ ‫فالس‬ ٝ‫ف‬ ٗ‫صِالث‬ ‫٠ؾخسن‬ .‫حألهفخي‬ ً‫أؿ‬ •ِٓ ً‫ٌٍطف‬ ‫كمٛق‬ ‫ػالػش‬ ‫٠خظخس‬ ٗ١ٍ‫ػ‬ ‫حٌّؼشٚمش‬ ‫حٌقٛس‬.
  • 7. 7 ‫ن‬‫جتريبية‬ ‫سخة‬ ‫ن‬ Standard 2: Learners develop writing process to enhance their written products. • Use the mechanics of writing accurately with assistance, such as directions • Copy words following principles of good handwriting. Standard 3: Learners use Information and Communication Technology (ICT) to help achieve the learning outcomes in writing. • Identify letters on keyboard. • Play letter games on computer. Standard 4: Learners demonstrate awareness of the practices and values of both national and target cultures while writing • Compare the mechanics of writing such as directions in the national language with English with guidance. • Use drawing to express sense of belonging Domain 5: Vocabulary and Structures Standard 1: Learners develop vocabulary through a variety of ways. • Identify sight words matching them with pictures. • Use grade-appropriate picture dictionaries. • Use visuals to identify meaning of new words • Develop with guidance a simple personal picture dictionary.
  • 8. Standard 2: Learners use morphology and lexicon accurately and appropriately. • Identify synonyms of simple words to express feelings. • Match simple vocabulary words with objects. • Use antonyms and synonyms of words to communicate meaning. • Use appropriate vocabulary to label objects and describe places. Standard 3: Learners use syntax to communicate meaning accurately and appropriately. • Identify nouns and pronouns and their reference. Standard 4: Learners use ICT to achieve the learning outcomes in vocabulary and structure. • Use e-flashcards to locate and identify the meaning of new words. Domain 6: Higher Order Thinking Skills Standard 1: Learners practice higher level thinking skills while listening. • Make predictions of short simple listening texts. • Predict the ending of a simple story. • Draw inferences related to a short story about personal topics • Pass judgments based on listening to a short simple text about personal topics.
  • 9. 9 ‫ن‬‫جتريبية‬ ‫سخة‬ ‫ن‬ Standard 2: Learners practice higher level thinking skills while speaking. • Respond to questions that connect simple ideas to personal experiences • Respond non-verbally to simple classroom instructions. • Express a judgment about a character in a simple story. Standard 3: Learners practice higher level thinking skills while reading. • Use visual clues to facilitate reading single words. Standard 4: Learners practice higher level thinking skills while Writing.  Trace the route in a maze following instructions.
  • 10. ‫العربية‬ ‫اللغة‬‫الرياضيات‬‫االنجليزية‬ ‫اللغة‬‫الدراسات‬‫العلوم‬‫االسالمية‬ ‫الدينية‬ ‫التربية‬‫المسيحية‬ ‫الدينية‬ ‫التربية‬ ‫االضتىاع‬ ‫بآداب‬ ً‫االلتصا‬ : ‫األٔه‬ ‫املعٗاز‬ •‫رخٌلىخ٠شحٌّغّٛػش‬ ‫ح٘ظّخِخ‬ ‫٠ظٙش‬ •٠ٝ‫كظ‬ ‫ٌلىخ٠ش‬ ‫حالعظّخع‬ ً‫ٛحف‬ ‫ٔٙخ٠ظٙخ‬ ‫األصٕات‬ ‫تعسف‬ :‫الجاٌى‬ ‫املعٗاز‬ ‫املطىٕعة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬ •‫حٌؼشر١ش‬ ‫حألفٛحص‬ ‫٠ّ١ض‬. •‫طؼزش‬ ‫فٛط١ش‬ ‫ِٚمخهغ‬ ‫ٚكذحص‬ ‫٠ّ١ض‬ . ٕٝ‫ِؼ‬ ٓ‫ػ‬ •‫٠ّ١ض‬-‫٠غّغ‬ ‫ف١ّخ‬-‫رحص‬ ‫حٌىٍّخص‬ .‫حٌّظّخػٍش‬ ‫حٌٕٙخ٠خص‬ •‫٠لذد‬‫٠غظّغ‬ ٟ‫حٌظ‬ ‫ٌٍىٍّخص‬ ‫ِذٌٛال‬ ‫اٌ١ٙخ‬. ‫الجال‬ ‫املعٗاز‬:‫ح‬.ْٗ‫إل‬ ‫ٖطتىع‬ ‫وا‬ ‫فّي‬ •‫ٌىٍّخص‬ ‫حٌقل١ق‬ ٕٝ‫حٌّؼ‬ ٌٝ‫ا‬ ً‫٠ظٛف‬ ‫اٌ١ٙخ‬ ‫حعظّغ‬ •.‫ٌٍغ١خق‬ ‫حٌّٕخعزش‬ ‫حٌىٍّخص‬ ‫٠لذد‬ •‫٠ظخ١ش‬‫حٌفىش‬‫حٌشث١غش‬‫ػذس‬ ٓ١‫ر‬ ِٓ .‫فىش‬ •.‫طؼٍ١ّخص‬ ِٓ ٗ١ٌ‫ا‬ ‫٠غظّغ‬ ‫ِخ‬ ‫٠ٕفز‬ •‫طؼزش‬ ٝ‫حٌظ‬ ‫ٚحٌؼزخسحص‬ ‫حٌىٍّخص‬ ‫٠ّ١ض‬ ‫حٌّخظٍفش‬ ‫حٌّؾخػش‬ ٓ‫ػ‬‫ـ‬ ٌُ‫أ‬ (. ‫غنذ‬) ‫امل‬‫األصٕات‬ ‫ٌطل‬ : ‫األٔه‬ ‫عٗاز‬ ‫ًا‬‫خ‬ٗ‫صخ‬ ‫ٌطكا‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬ •‫ٔطمخ‬ ‫حٌؼشر١ش‬ ‫حألفٛحص‬ ‫٠ٕطك‬ .‫فل١لخ‬ •‫رلشوخطٙخ‬ ‫حٌّنؼفش‬ ‫حٌلشٚف‬ ‫٠ٕطك‬ . ‫حٌّخظٍفش‬ •‫٠ّ١ض‬-‫٠ٕطك‬ ‫ف١ّخ‬-‫حٌلشوخص‬ ٓ١‫ر‬ . ‫حٌطٛ٠ٍش‬ ‫ٚحٌلشوخص‬ ‫حٌمق١شس‬ •‫٠ٕطك‬.‫اٌ١ٙخ‬ ‫حعظّغ‬ ‫ؿّال‬ ‫احلدٖح‬ ‫:تهٗٗف‬ ‫الجاٌى‬ ‫املعٗاز‬‫وع‬ َ‫املطتىٗع‬ ‫مجّٕز‬ •.ٓ‫أِخو‬ ٚ‫أ‬ ‫أؽ١خء‬ ٚ‫أ‬ ‫أؽخخفخ‬ ‫٠قف‬ •. ‫ِٛؿضس‬ ‫كىخ٠خص‬ ‫٠غشد‬ ‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬‫حتى‬ ‫األعداد‬ ‫عمّٗا‬ ‫ٔالعىمٗات‬ •‫ٚػؾشحص‬ ‫آكخد‬ ِٓ ‫خ‬ًٔٛ‫ِى‬ ‫ًح‬‫د‬‫ػذ‬ ‫٠مشأ‬ ‫حٌٍفظ١ش‬ ٗ١‫فٛسط‬ ٝ‫ف‬ ‫ِٚجخص‬ .‫ٚحٌشِض٠ش‬ •‫ٚػؾشحص‬ ‫آكخد‬ ِٓ ‫خ‬ًٔٛ‫ِى‬ ‫ًح‬‫د‬‫ػذ‬ ‫٠ىظذ‬ ‫حٌٍفظ١ش‬ ٗ١‫فٛسط‬ ٝ‫ف‬ ‫ِٚجخص‬ .‫ٚحٌشِض٠ش‬ •ٝ‫ف‬ ُ‫سل‬ ً‫ٌى‬ ‫حٌّىخٔ١ش‬ ‫حٌم١ّش‬ ‫ُلذد‬٠ ُ‫حٌشل‬ ‫ل١ّش‬ ٓ١‫ٚر‬ ‫ر١ٕٙخ‬ ‫ِّض‬١ُّ٠ٚ ،‫حٌؼذد‬ .‫حٌؼذد‬ ٝ‫ف‬ •ّٛ‫ِـ‬ ‫٠شطذ‬ٝ‫كظ‬ ‫حألػذحد‬ ِٓ ‫ػش‬ 999 •‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫سِض‬ ‫ِذٌٛي‬ ‫٠ظؼشف‬ ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬ ٍٝ‫ػ‬ ‫ٚحٌطشف‬3 ‫ّٚٔخرؽ‬ ‫أِؼٍش‬ َ‫رخعظخذح‬ َ‫أسلخ‬ .‫ِلغٛعش‬ •ٍٝ‫ػ‬ ‫ٚحٌطشف‬ ‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫ُـش‬٠ ‫اػخدس‬ ‫ِغ‬ ٓ١ّ‫سل‬ ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬ .‫حٌظغّ١ش‬ •ٍٝ‫ػ‬ ‫ٚحٌطشف‬ ‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ٞ‫ُـش‬٠ ِٓ ‫َّٔش‬ٛ‫ِى‬ ‫أػذحد‬3ْٚ‫رذ‬ / ‫ِغ‬ َ‫أسلخ‬ ‫ا‬.‫حٌظغّ١ش‬ ‫ػخدس‬ •‫ٌـّغ‬ ‫ػىغ١ش‬ ‫وؼٍّ١ش‬ ‫حٌطشف‬ ُٙ‫٠ف‬ ٝ‫كظ‬ ‫حألػذحد‬999.‫حألؽىخي‬ َ‫رخعظخذح‬ •ٞ‫٠ـش‬ٍٟ‫ػ‬ ‫ٚحٌطشف‬ ‫حٌـّغ‬ ٟ‫ػٍّ١ظ‬ ‫حألػذحد‬‫ر‬ٍٟ‫حٌؼم‬ ‫خٌلغخد‬)‫ًخ‬١ٍ‫(ػم‬‫وّخ‬ :ٍٟ٠ ِٓ ْٛ‫ِى‬ ‫ػذد‬3‫ِغ‬ َ‫أسلخ‬ .‫ٚحكذ‬ ُ‫سل‬ ِٓ ْٛ‫ِى‬ ‫ػذد‬ ِٓ ْٛ‫ِى‬ ‫ػذد‬3‫ِغ‬ َ‫أسلخ‬ ‫وخٍِش‬ ‫ِجخص‬ ٚ‫أ‬ ‫وخٍِش‬ ‫ػؾشحص‬ ‫ال‬ ‫املعٗاز‬‫الهطٕز‬ ‫تعسف‬ :‫جاٌى‬ ‫خمتمفة‬ ‫بطسم‬ ‫ٔمتجٗمّا‬‫بٍّٗا‬ ‫ٔاملكازٌة‬ •ً١‫ٚطّؼ‬ ‫وظخرش‬ ‫ٚهش٠مش‬ َٛٙ‫ِف‬ ‫٠ظؼشف‬ ،‫ٚكذس‬ ِٓ ‫وـضء‬ ‫حػظ١خد٠ش‬ ‫وغٛس‬ :ً‫ِؼ‬ ‫ِـّٛػش‬ ِٓ ‫ٚؿضء‬،، ..... ، •،‫حٌقل١ق‬ ‫حٌٛحكذ‬ ‫أؿضحء‬ ‫٠ظؼشف‬ .‫ِظؼذدس‬ ‫رطشق‬ ‫ٚ٠ّؼٍٙخ‬ •ً‫خ‬ٍِٔٛ ً‫ح‬‫ؿضء‬ ً‫٠ّؼ‬ ٞ‫حٌز‬ ‫حٌىغش‬ ‫٠ظؼشف‬ ِٕ ِٓ،‫ِـّٛػش‬ ٚ‫أ‬ ‫طمش‬ •.ً‫خ‬ٕ١‫ِؼ‬ ‫وغش‬ ً‫٠ّؼ‬ ً‫ح‬‫ؿضء‬ ٍْٛ٠ Domain 1: Listening Standard 1: Learners identify and discriminate sounds, stress and intonation patterns. • Identify vowels in spoken words. • Identify consonant sounds. • Identify number of syllables in two syllable words. • Distinguish between similar sounds (especially problematic ones for Arabic speakers such as p/b, f/v). • Match spoken words with their pictures. • Recognize letter sound relationship while listening to rhymes and songs to develop understanding of letter/sound relationship. • Identify initial and final sounds in words. • Identify a word – that rhymes with a word in the listening text. • Identify feelings expressed through tone of voice while listening to simple stories Standard 2: Learners listen and respond to spoken discourse from a variety of sources • Recognize classroom objects in oral utterances (clock, door, pencil sharpener). • Respond to greetings, farewells and statements of feelings. • Follow one - two step oral instructions. • Respond to close-ended questions, e.g. Yes/No :‫األٔه‬ ‫املعٗاز‬ُ‫اإلميا‬‫ٔدن‬ ‫عص‬ ‫باهلل‬ ‫أمسا‬ ‫ٔتعسف‬ْ‫ئ‬ْ‫ٔصفات‬ •‫ٚحألكخد٠غ‬ ‫حٌمشآٔ١ش‬ ‫ح٢٠خص‬ ِٓ ‫٠لفع‬ ‫هللا‬ ‫ٚكذحٔ١ش‬ ٍٝ‫ػ‬ ‫٠ذي‬ ‫ِخ‬ ‫حٌٕزٛ٠ش‬ .ٌٝ‫طؼخ‬ •.ٍٛ‫ٚ٠ظ‬ ‫٠لفع‬ ‫ٌّخ‬ َ‫حٌؼخ‬ ٕٝ‫حٌّؼ‬ ُٙ‫٠ف‬ •-ِٓ ‫أِؼٍش‬ ٝ‫٠ؼط‬ْ‫أ‬ ٍٝ‫ػ‬ ‫حٌٛحلغ‬ ٌٝ‫طؼخ‬ ‫هللا‬ ٛ٘ ‫حٌشحصق‬ •-ٍٝ‫ػ‬ ‫حٌذحٌش‬ ‫حٌغٛس‬ ‫لقخس‬ ‫رؼل‬ ٍٛ‫٠ظ‬ ‫ف‬‫ٚحٌشحصق‬ ،‫(حٌمخدس‬ ،‫حٌٛكذحٔ١ش‬ ‫فخص‬) ٌٝ‫طؼخ‬ ‫هلل‬ •-ِٓ ٌٝ‫طؼخ‬ ‫هللا‬ ‫ػظّش‬ ‫٠غظؾؼش‬ ٌٗٛ‫ك‬ ‫ٌّخ‬ ٗ‫ِؾخ٘ذحط‬ •ٓ‫ػ‬ ‫طظلذع‬ ٝ‫حٌظ‬ ‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬ ٌٝ‫طؼخ‬ ‫هلل‬ ‫حٌقفخص‬ ‫رؼل‬ :ٌ٘‫الجا‬ ‫املعٗاز‬ُ‫اإلميا‬‫باملالئهة‬ ّٔ‫صفات‬ ‫تعسف‬‫ي‬. •ِٓ ٓ‫سو‬ ‫رخٌّالثىش‬ ْ‫حإل٠ّخ‬ ْ‫أ‬ ‫٠ظؼشف‬ .ْ‫حإل٠ّخ‬ ْ‫أسوخ‬ •.‫حٌّالثىش‬ ‫رؼل‬ ‫أعّخء‬ ‫٠ظؼشف‬ :‫الجالح‬ ‫املعٗاز‬ُ‫اإلميا‬‫الهسٖي‬ ُ‫بالكسآ‬ ‫األخسى‬ ‫الطىأٖة‬ ‫ٔبالهتب‬. •‫ح‬ ُٙ‫٠ف‬.ٍٛ‫ٚ٠ظ‬ ‫٠لفع‬ ‫ٌّخ‬ َ‫حٌؼخ‬ ٕٝ‫ٌّؼ‬ •‫حٌّؼـضس‬ ٛ٘ ُ٠‫حٌىش‬ ْ‫حٌمشآ‬ ْ‫أ‬ ‫٠ظؼشف‬ ٝ‫ٌٍٕز‬ ّٝ‫حٌؼظ‬ •‫ٚػذد‬ ،ُ٠‫حٌىش‬ ْ‫حٌمشآ‬ ‫أعّخء‬ ‫٠ظؼشف‬ ٖ‫ٚأؿضحء‬ ٖ‫عٛس‬. •‫حٌؾش٠فش‬ ‫حٌٕزٛ٠ش‬ ‫حألكخد٠غ‬ ِٓ ‫٠لفع‬ ٝ‫حٌظ‬ ٜ‫حألخش‬ ‫رخٌّـخالص‬ ً‫٠ظق‬ ‫ِخ‬ ‫عزمض‬ :‫السابع‬ ‫املعٗاز‬ُ‫اإلميا‬‫اهلل‬ ‫بسضن‬ ْ‫ٔأٌبٗائ‬ •ً‫حٌشع‬ ِٓ َ‫حٌؼض‬ ٌٝٚ‫أ‬ ‫أعّخء‬ ‫٠زوش‬ •‫٠ظؼشف‬ٖ‫ٌِٛذ‬ ‫فخكزض‬ ‫ِؼـضحص‬ .)ٍُ‫ٚع‬ ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ :‫اخلاوظ‬ ‫املعٗاز‬ُ‫اإلميا‬ًٕٗ‫بال‬‫اآلخس‬ ‫ٔزد‬ ‫ٔوا‬‫أحداخ‬ َ‫و‬ ْٗ‫ف‬. •‫حٌىش‬ ‫حٌمشآٔ١ش‬ ‫ح٢٠خص‬ ‫رؼل‬ ‫٠لفع‬،‫٠ّش‬ ٓ١‫حٌّظم‬ ‫ؿضحء‬ ٓ‫ػ‬ ‫طظلذع‬ ٝ‫حٌظ‬. •.ٍٛ‫ٚ٠ظ‬ ‫٠لفع‬ ‫ٌّخ‬ َ‫حٌؼخ‬ ٕٝ‫حٌّؼ‬ ُٙ‫٠ف‬ ‫املعٗاز‬: ‫األٔه‬‫وجمح‬ ‫ٔاحد‬ ‫اهلل‬ ُ‫أ‬ ‫تعسف‬ ‫األقاٌٗي‬ •ٓ‫كغ‬ ‫ؽت‬ ً‫و‬ ‫خٍك‬ ‫هللا‬ ْ‫أ‬ ‫٠ٛمق‬ ٗ‫رىٍّظ‬‫حٌزؾش‬ ً‫ألؿ‬‫طٛم١ق‬ ‫ِغ‬ٖ‫دٚس‬ ‫حٌّخٍٛلخص‬ ‫رؼل‬ ٖ‫طـخ‬. •ٍٝ‫ػ‬ ‫٠شف‬ ‫هللا‬ ‫سٚف‬ ْ‫أ‬ ٕٝ‫ِؼ‬ ‫٠ٛمق‬ .ٖ‫حٌّ١خ‬ ٗ‫ٚؿ‬ : ‫الجاٌى‬ ‫املعٗاز‬‫ادزاك‬‫الطٗد‬ ‫طبٗعة‬ ٍ‫ل‬ ً‫املكد‬ ْ‫ٔخالص‬ ‫اجملد‬ ْ‫ل‬ ‫املطٗح‬‫ا‬ •‫ػّخد‬ ‫خالي‬ ‫طّض‬ ٝ‫حٌظ‬ ‫حألكذحع‬ ‫٠غشد‬ .‫حٌّـذ‬ ٌٗ ‫حٌّغ١ق‬ ‫حٌغ١ذ‬ •ٗٔ‫رؤ‬ ٖ‫فخش‬ ٓ‫ػ‬ ‫٠ؼزش‬‫هلل‬ ً‫خ‬ٕ‫حر‬ ‫فخس‬ ‫ر‬. ‫خٌّؼّٛد٠ش‬ •‫٠ؼذد‬‫طٛمق‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫آ٠خص‬ ‫ع‬ ‫أّ٘١ش‬‫حٌّؼّٛد٠ش‬ ‫ش‬. : ‫الجالح‬ ‫املعٗاز‬‫الكدٖطة‬ ‫حٗاة‬ ‫تعسف‬ ‫وسٖي‬ ‫العرزاء‬ •‫ك١خس‬ ‫رّٕٙؾ‬ ‫٠ظؼٍك‬ ‫رٕؾخه‬ ‫٠ؾخسن‬ .ٌٗ‫حإل‬ ‫ٚحٌذس‬ ُ٠‫ِش‬ ‫حٌؼزسحء‬ ‫حٌمذ٠غش‬ : ‫السابع‬ ‫املعٗاز‬‫ادزاك‬‫الهتاب‬ ُ‫أ‬ ‫اهلل‬ َ‫و‬ ْ‫ب‬ ‫وٕحى‬ ‫املكدع‬ •‫حٌىظخد‬ ِٓ ً‫رى‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬ ‫حٌّمذط‬–.‫هللا‬ ِٓ ٗ‫ر‬ ٝ‫ِٛك‬ : ‫اخلاوظ‬ ‫املعٗاز‬‫ت‬‫ٕضٗح‬ٌُٕ‫قا‬ ُ‫أ‬ ‫املطٗخٗني‬ ‫مجٗع‬ ُ‫إميا‬ ِٕ ُ‫اإلميا‬ ‫أقٕاه‬ َ‫و‬ ‫املطتىدة‬ ‫املطٗخٗة‬ ‫ٔاملبادئ‬ َ‫و‬ ‫ِى‬ ) ‫السابع‬ ُ‫الكس‬ ‫حتى‬ ( ‫اآلباء‬ .‫املكدع‬ ‫الهتاب‬ •.ْ‫حإل٠ّخ‬ ْٛٔ‫لخ‬ ِٓ ‫حألٚي‬ ‫حٌـضء‬ ‫٠شدد‬ : ‫األٔه‬ ‫املعٗاز‬‫بٗت‬ ‫الهٍٗطة‬ ‫تعسف‬ ‫ٔخصائصّا‬ ‫ٔأغهاهلا‬ ‫ٔزوٕشِا‬ ‫اهلل‬. •.‫ٚخقخثقٙخ‬ ‫حٌىٕ١غش‬ ‫سِٛص‬ ‫٠لذد‬ •ٝ‫ف‬ َ‫رخكظشح‬ ٗ‫عٍٛو‬ ‫أّ٘١ش‬ ٓ‫ػ‬ ‫٠ؼزش‬ .‫حٌىٕ١غش‬ : ‫الجاٌى‬ ‫املعٗاز‬‫العبادة‬ ‫أِىٗة‬ ‫تعسف‬ . ‫ٔأغهاهلا‬
  • 11. 11 ‫ن‬‫جتريبية‬ ‫سخة‬ ‫ن‬ ‫الهمىات‬ ‫اختٗاز‬ : ‫الجالح‬ ‫املعٗاز‬ ‫املعربة‬ ‫الصخٗخة‬ ‫ٔالعبازات‬ ‫ٔاجلىن‬ ‫املٕاقف‬ ُٕ‫وطى‬ َ‫ع‬ •.‫عٍ١ّخ‬ ‫سرطخ‬ ًّ‫حٌـ‬ ‫٠شرو‬ •ٓ‫ػ‬ ‫٠ؼزش‬‫حٌفىش‬‫رغ١طش‬ ‫رظؼز١شحص‬ .‫ٚحملش‬ •‫طٕخعذ‬ ٟ‫حٌظ‬ ‫حٌىٍّخص‬ ‫٠خظخس‬‫حٌفىش‬ ٓ١‫ر‬ ِٓ ‫حٌّطشٚكش‬ٌ ‫ِؼطخس‬ ‫وٍّخص‬. ٗ ‫احلسٔف‬ ‫وعسفة‬ : ‫األٔه‬ ‫املعٗاز‬ ‫ٌٔطكّا‬ ‫العسبٗة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬ ‫ًا‬‫خ‬ٗ‫صخ‬ ‫ًا‬‫ك‬‫ٌط‬ •. ‫حٌىٍّش‬ ٝ‫ف‬ ‫حٌّّذٚد‬ ‫حٌلشف‬ ‫٠ّ١ض‬ •‫حألفٛحص‬ ٓ١‫ر‬ ‫حٌؼاللخص‬ ‫٠لذد‬ . ‫ٚأؽىخٌٙخ‬ ‫حٌؼشر١ش‬ ‫ٚحٌلشٚف‬ •‫ِؼطخس‬ ‫ٌىٍّخص‬ ‫حٌقٛط١ش‬ ‫حٌّمخهغ‬ ‫٠ّ١ض‬ ٌٗ •‫حٌّمشٚءس‬ ًّ‫حٌـ‬ ‫ِىٛٔخص‬ ‫٠لذد‬ ‫امل‬‫ًا‬‫ى‬ّ‫ف‬ ‫املكسٔء‬ ‫الٍص‬ ‫فّي‬ : ‫الجاٌى‬ ‫عٗاز‬ .‫ًا‬‫د‬ٗ‫د‬ •‫حٌظخِش‬ ًّ‫حٌـ‬ ‫ِذٌٛي‬ ‫٠لذد‬ •. ‫حٌفمشس‬ ٟ‫ف‬ ‫حٌشث١غش‬ ‫حٌفىشس‬ ‫٠لذد‬ •‫٠لذد‬‫حٌفىش‬.‫حٌفمشس‬ ٟ‫ف‬ ‫حٌفشػ١ش‬ ‫األدبٗة‬ ‫الٍصٕص‬ ‫قساءة‬ : ‫األٔه‬ ‫املعٗاز‬ ‫وعربة‬ ‫صخٗخة‬ ‫قساءة‬ ‫غعسا‬ ٔ‫أ‬ ‫ٌجسا‬. •. ‫ِغّٛػخ‬ ‫حٌٕؾ١ذ‬ ‫٠ّ١ض‬ •ٟ‫٠ٍم‬. ‫٠لفع‬ ‫ِّخ‬ ‫لق١شح‬ ‫ٔؾ١ذح‬ •.ٖ‫لشأ‬ ٚ‫أ‬ ٗ‫عّؼ‬ ‫خ‬ً‫ٔق‬ ‫٠ؼشك‬ ‫العىن‬ ُٕ‫وطى‬ ‫:فّي‬ ٌ٘‫الجا‬ ‫املعٗاز‬ ٓ‫ٌٔكد‬ ْ‫حتمٗم‬ ٔ ٘‫األدب‬ •‫حٌؾش٠شس‬ ٚ ‫حٌخ١شس‬ ‫حٌؾخق١خص‬ ‫٠لذد‬ . ‫حٌمقش‬ ٟ‫ف‬ •‫٠لذد‬‫حٌفىش‬‫حٌٕقٛؿ‬ ٟ‫ف‬ ‫حٌشث١غش‬ ‫حٌّمشٚءس‬. •٠‫حٌلم١مش‬ ‫ّ١ض‬ِٓ. ‫حٌٕـ‬ ٟ‫ف‬ ‫حٌخ١خي‬ ‫األعىاه‬ ‫مجالٗات‬ ‫ترٔم‬ :‫الجالح‬ ‫املعٗاز‬ .‫بّا‬ ‫ٔاالضتىتاع‬ ‫األدبٗة‬ •‫حٌٕـ‬ ِٓ ٗ‫أػـز‬ ‫ِخ‬ ‫٠لذد‬ •ٚ ‫ِشحدفٙخ‬ ٚ ‫حٌـذ٠ذس‬ ‫حٌىٍّخص‬ ‫٠لذد‬ ‫ِنخد٘خ‬ •‫ِـّٛػش‬ ‫ُشطذ‬٠ٚ ،ٓ٠‫وغش‬ ٓ١‫ر‬ ْ‫ُمخس‬٠ .ٗ‫ٔفغ‬ َ‫حٌّمخ‬ ‫ٌٙخ‬ ٝ‫حٌظ‬ ‫حٌىغٛس‬ ِٓ •َ‫رخعظخذح‬ ‫رغ١طش‬ ‫ػذد٠ش‬ ‫أّٔخه‬ ‫٠ظؼشف‬ .‫حػظ١خد٠ش‬ ‫وغٛس‬ ‫اجلىع‬ ‫عىمٗيت‬ ‫إدساء‬ :‫الجالح‬ ‫املعٗاز‬ ‫املكاوات‬ ‫وتخدة‬ ‫نطٕز‬ ‫عمى‬ ‫ٔالطسح‬ ٗ‫عىم‬ ‫وعٍى‬ ‫تعسف‬ :‫السابع‬ ‫املعٗاز‬‫يت‬ ٔ ‫الطسب‬‫الكطىة‬‫بٍّٗىا‬ ‫ٔالعالقة‬ •‫حٌنشد‬ ‫ػٍّ١ش‬ ٕٝ‫ِؼ‬ ُٙ‫ٚ٠ف‬ ،‫٠ظؼشف‬ .‫ظىشس‬ُِ ‫ؿّغ‬ ‫أٙخ‬ ٍٝ‫ػ‬ •‫ػٍّ١خص‬ ً‫كٛحف‬ ‫ٚ٠زوش‬ ‫٠ظؼشف‬ (‫ؿذٚي‬ ٝ‫كظ‬ ‫حٌنشد‬5.) •( ٟ‫ف‬ ‫حٌنشد‬ ِٟٛٙ‫ِف‬ ‫٠ظؼشف‬1، ) (0(‫ؿذٚي‬ ٝ‫كظ‬ )5.) •‫حٌمغّش‬ ‫ػٍّ١ش‬ ٕٝ‫ِؼ‬ ُٙ‫ٚ٠ف‬ ،‫٠ظؼشف‬ .‫ظىشس‬ُِ ‫هشف‬ ‫أٙخ‬ ٍٝ‫ػ‬ •١ٍّ‫رؼ‬ ‫حٌمغّش‬ ‫ػٍّ١ش‬ ‫ػاللش‬ ‫٠غظٕظؾ‬‫ش‬ (‫ؿذٚي‬ ٝ‫كظ‬ ‫حٌنشد‬5.) ،‫اجملىٕعات‬ ‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬ ‫حتى‬ ‫األعداد‬ ‫عمى‬ ‫العىمٗات‬ ‫ٔخٕاص‬ •،ٓ٠‫ػذد‬ ٓ١‫ر‬ ْ‫ُمخس‬٠‫حٌشِٛص‬ َ‫رخعظخذح‬ ،ٓ١‫ر‬ ‫حٌؼاللش‬ ٓ‫ػ‬ ‫ٌٍظؼز١ش‬ = ، ٝ‫كظ‬ ٓ٠‫ػذد‬999 •‫ؿّغ‬ ٍٝ‫ػ‬ ‫حإلرذحي‬ ‫خخف١ش‬ ‫٠غظٕظؾ‬ ٝ‫كظ‬ ‫حألػذحد‬999‫د‬ُ‫حع‬ ‫روش‬ ْٚ .‫حٌخخف١ش‬ ‫العددٖة‬ ‫األمناط‬ ‫تعسف‬ :‫الجاٌى‬ ‫املعٗاز‬ ‫عمى‬ ‫العىمٗات‬ ً‫باضتددا‬‫األعداد‬ ‫حتى‬ •‫ٚ٠ىظؾف‬ ،‫ػذد٠ش‬ ً‫خ‬‫أّٔخه‬ ًّ‫٠غظى‬ ‫رٙخ‬ ‫حٌخخفش‬ ‫حٌمخػذس‬( ‫ؿذٚي‬ ٝ‫كظ‬5). •.ٗ‫رّؼشفظ‬ ‫ؿذ٠ذس‬ ‫ػذد٠ش‬ ً‫خ‬‫أّٔخه‬ ٟٕ‫٠ز‬ ‫الٍىاذج‬ ً‫اضتددا‬ :‫الجالح‬ ‫املعٗاز‬ ‫العالقات‬ ‫بعض‬ ‫متجٗن‬ ‫فى‬ ‫السٖاضٗة‬ ‫وػهالت‬ ‫ٔحن‬ ،‫السٖاضٗة‬‫زٖاضٗة‬ ‫ٔحٗاتٗة‬‫بطٗطة‬ •(:ً‫ِؼ‬ ‫س٠خم١ش‬ ً‫ال‬ّ‫ؿ‬ ً‫٠ل‬451+ =726.) •ً‫٠ل‬ً‫ِغخث‬‫ٚحكذس‬ ‫خطٛس‬ ِٓ ‫ٌفظ١ش‬ ٝ‫كظ‬ ‫حألػذحد‬ ‫ٚهشف‬ ‫ؿّغ‬ ٍٝ‫ػ‬999 ‫سِض‬ ‫رّؼٍِٛ١ش‬( ‫حٌلغخر١ش‬ ‫حٌؼٍّ١ش‬+ ٚ‫أ‬-.) questions and alternative questions • Mime actions in songs. • Identify main characters and events in stories. • Draw information from an oral story to identify objects in pictures. Standard 3: Learners use Information and Communication Technology (ICT) to help achieve the learning outcomes in listening. • Listen to stories and songs on television and CDs. • Recall simple information after listening to stories, songs on television and CDs. • Follow simple instructions to complete one- two step e- tasks. Standard 4: Learners gain knowledge and understanding of target cultures through listening. • Demonstrate understanding of listening to short simple fairy and folk tales. • Demonstrate enjoyment of listening to simple fairy and folk tales from both local and target cultures. Domain 2: Speaking Skills Standard 1: Learners use English to communicate effectively in oral interactions • Express basic language functions (e.g. greeting, apologizing, and thanking) considering correct pronunciation (b/p, f/v…etc). •،‫ٚحٌؼزحد‬ ُ١‫حٌٕؼ‬ ‫فٛس‬ ‫رؼل‬ ‫٠زوش‬ ‫هللا‬ ٖ‫أػذ‬ ٜ‫حٌز‬–ٌٝ‫طؼخ‬–ٓ١‫ٌٍطخثؼ‬ .‫ٚحٌؼقخس‬ •ٌٝ‫ا‬ ٜ‫طئد‬ ٝ‫حٌظ‬ ‫ٌألػّخي‬ ‫أِؼٍش‬ ٝ‫٠ؼط‬ ‫حٌـٕش‬‫أ‬‫ٚحٌٕخس‬ ٔ ‫الطّازة‬ ًّٕ‫وف‬ ‫املعٗازاألٔه:تعسف‬‫فّي‬ ‫أحهاوّا‬‫ٔتكدٖس‬‫أِىٗتّا‬‫ٔتأدٖتّا‬ ‫صخٗخة‬ ‫بصٕزة‬. •‫حٌظطٙش‬ ‫و١ف١ش‬ ‫٠قف‬ •‫حٌؾش٠فش‬ ‫حٌٕزٛ٠ش‬ ‫حألكخد٠غ‬ ‫رؼل‬ ‫٠لفع‬ ‫حٌطٙخسس‬ ٍٝ‫ػ‬ ‫طلغ‬ ٝ‫حٌظ‬ •.‫حٌقل١ق‬ ‫حٌٛمٛء‬ ‫٠ظٛمؤ‬ •‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬ٌٝ‫ا‬ ٛ‫طذػ‬ ٝ‫حٌظ‬ ‫ٚحٌٕظخفش‬ ‫حٌطٙخسس‬ :ٌ٘‫الجا‬ ‫املعٗاز‬‫الصال‬ ً‫أحها‬ ْ‫فك‬‫ة‬ •،‫ٚحإللخِش‬ ،ْ‫ح٢رح‬ ‫وٍّخص‬ ‫٠لفع‬ .‫حٌظؾٙذ‬ ‫ٚف١غش‬ •ٝ‫حٌظ‬ َٛ‫ٚحٌشع‬ ‫حٌقٛس‬ ٜٛ‫ِلظ‬ ‫٠قف‬ .‫حٌقالس‬ ‫أػّخي‬ ‫طٛمق‬ •،‫حٌـّخػش‬ ‫فالس‬ ً‫فن‬ ‫٠مذس‬ .‫ِٚؾشٚػ١ظٙخ‬ :‫الجالح‬ ‫املعٗاز‬‫الصناة‬ ‫وعٍى‬ ‫تعسف‬ ‫ٔأِىٗتّا‬ ‫ٔأزناٌّا‬ •.‫حٌّلظخؽ‬ ‫ِغخػذس‬ ٍٝ‫ػ‬ ‫٠لشؿ‬ •ٓ‫ػ‬ ‫طظلذع‬ ٝ‫حٌظ‬ ‫ح٢٠خص‬ ‫رؼل‬ ‫٠لفع‬ .‫حٌضوخس‬ •‫حٌّؼ‬ ُٙ‫٠ف‬.ٍٛ‫ٚ٠ظ‬ ‫٠لفع‬ ‫ٌّخ‬ َ‫حٌؼخ‬ ٕٝ •‫حٌقذلش‬ ٓ‫ػ‬ ‫خ‬ً‫ف‬٠‫ؽش‬ ‫خ‬ً‫ؼ‬٠‫كذ‬ ‫٠لفع‬ .‫ٚحٌضوخس‬ :‫السابع‬ ‫املعٗاز‬ًٕ‫الص‬ ‫وعٍى‬ ‫تعسف‬ ْ‫ٔأحهاو‬. •َٛ‫حٌق‬ ٓ‫ػ‬ ‫ؽش٠فخ‬ ‫كذ٠ؼخ‬ ‫٠لفع‬ •َٛ‫حٌق‬ ‫أّ٘١ش‬ ‫٠ظؼشف‬ •‫حٌفطش‬ ‫رؼ١ذ‬ ‫حالكظفخي‬ ‫ِظخ٘ش‬ ‫٠قف‬ •ٓ‫ػ‬ ) ‫ٔؾ١ذح‬ (‫حألٔخؽ١ذ‬ ‫رؼل‬ ‫٠شدد‬ .ْ‫سِنخ‬ ‫ٚؽٙش‬ َٛ‫حٌق‬ ً‫فن‬ ‫تعسف‬ :‫اخلاوظ‬ ‫املعٗاز‬ًّٕ‫وف‬‫احلج‬ ٌْ‫ٔأزنا‬ •ٓ١‫ر‬ ٝ‫ٚحٌغؼ‬ َ‫صِض‬ ‫لقش‬ ٝ‫٠لى‬ ‫ٚحٌّشٚس‬ ‫حٌقفخ‬ •ٝ‫٠لى‬.ً١‫حٌف‬ ‫أفلخد‬ ‫لقش‬ •َٛ‫ٚحٌشع‬ ‫حٌقٛس‬ ّْٛ‫ِن‬ ‫٠ؾشف‬ .‫حٌلؾ‬ ‫فش٠نش‬ ‫طٛمق‬ ٝ‫حٌظ‬ •‫أِؼٍش‬ ‫هش٠ك‬ ٓ‫ػ‬ ‫حٌؼزخدس‬ ‫ل١ّش‬ ‫٠قف‬ .‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقق١ش‬ •-‫حٌغـٛد‬ ً‫ٚؽى‬ ‫أعزخد‬ ‫٠ؾشف‬ .‫حٌغـٛد‬ ‫ف١ٙخ‬ ُ‫٠ظ‬ ٝ‫حٌظ‬ ‫ٚحٌّٛحلف‬ : ‫الجالح‬ ‫املعٗاز‬ّٕ‫وف‬ ‫تعسف‬‫الصالة‬ ً . ‫ٔضسٔزتّا‬ •.‫ٌٍقالس‬ ‫هللا‬ ‫العظـخرش‬ ً‫ِؼخال‬ ٝ‫٠ؼط‬ •‫كذػض‬ ٝ‫حٌظ‬ ‫حٌّؼـضحص‬ ‫رؼل‬ ‫٠لذد‬ .‫ٌٍقالس‬ ‫ٔظ١ـش‬ •‫فالس‬ ِٓ ٝٔ‫حٌؼخ‬ ‫حٌـضء‬ ُٙ‫رف‬ ‫٠شدد‬ .... ٌٗ‫حإل‬ ‫حٌشد‬ ‫حٌغ١ذ‬ ‫أ٠ٙخ‬ " ‫حٌؾىش‬ ".ٓ١ِ‫آ‬ ‫حٌذ٘ٛس‬ ‫د٘ش‬ : ‫السابع‬ ‫املعٗاز‬ًٕ‫الص‬ ًّٕ‫وف‬ ‫تعسف‬ ْ‫ٔطسق‬ ْ‫ٔأِىٗت‬ •.َٛ‫حٌق‬ َٛٙ‫ِف‬ ‫٠لذد‬ •‫ر‬ ‫٠ؼذد‬.َٛ‫حٌق‬ ‫شوخص‬ : ‫اخلاوظ‬ ‫املعٗاز‬‫التٕبة‬ ‫تعسف‬ ْ‫ٔتأضٗط‬ ‫التٍأه‬ ‫ٔضس‬ ‫ٔاالعرتاف‬ .ْ‫ٔفاعمٗت‬ •ً‫لز‬ ‫حٌشٚك١ش‬ ‫حالعظؼذحدحص‬ ‫رؼل‬ ‫٠لذد‬ .‫حٌظٕخٚي‬ ‫عش‬ •‫حالعظؼذحدحص‬ ‫رؼل‬ ‫٠زوش‬ً‫لز‬ ‫حٌـغذ٠ش‬ .‫حٌظٕخٚي‬ ‫عش‬ : ‫األٔه‬ ‫املعٗاز‬‫حتدٖد‬‫وساحن‬ ‫حٗح‬ َ‫و‬ ‫عصٕزِا‬ ‫عرب‬ ‫الهٍٗطة‬ ‫فى‬ ‫ٔاالضتػّاد‬ ‫السِبٍة‬ ‫ٔدٔز‬ ‫ٌػأتّا‬ ‫الهٍٗطة‬ ٕ‫من‬ •ٝ‫ف‬ ‫حٌش٘زٕش‬ ‫سٚحد‬ ‫أكذ‬ ‫ع١شس‬ ‫٠غشد‬ .‫ِقش‬ •ٝ‫ف‬ ‫أكزٙخ‬ ٝ‫حٌظ‬ ‫حٌـٛحٔذ‬ ٓ‫ػ‬ ‫٠ؼزش‬ ‫ؽخق١ش‬ٓ١‫حٌمذ٠غ‬ ‫أكذ‬. : ‫الجاٌى‬ ‫املعٗاز‬‫تٕضٗح‬‫دٔز‬ ُ‫اإلميا‬ ‫عمى‬ ‫حافعت‬ ‫التى‬ ‫الػدصٗات‬ .‫املطهٌٕٗة‬ ‫اجملاوع‬ ‫أبطاه‬ ‫خاصة‬ •ٝ‫ف‬ ‫أكزٙخ‬ ٝ‫حٌظ‬ ‫حٌـٛحٔذ‬ ٌٝ‫ا‬ ‫٠ؾ١ش‬ ‫حٌىظخد‬ ‫ؽخق١خص‬ ‫رؼل‬ ‫ع١شس‬ ‫حٌىٕ١غش‬ ‫طخس٠خ‬ ٚ‫أ‬ ‫حٌّمذط‬. •َ‫ٌخذح‬ ّٗ٠‫ٚطىش‬ ِٗ‫حكظشح‬ ٓ‫ػ‬ ‫٠ؼزش‬ .ً‫ٚحٌشع‬ ‫ٌٍظالِ١ز‬ ‫وخِظذحد‬ ‫هللا‬ ‫وٍّش‬ : ‫الجالح‬ ‫املعٗاز‬‫وعامل‬ ‫بعض‬ ‫تعسف‬ ‫احل‬‫ٔتأثري‬ ‫ٔالسِبٍة‬ ‫الكبطٗة‬ ‫طازة‬‫ِىا‬ . ‫احلاىل‬ ‫العصس‬ ‫فى‬
  • 12. : ‫األٔه‬ ‫املعٗاز‬ً‫اضتددا‬‫األلفاظ‬ ‫الفصٗخة‬ ‫ٔاجلىن‬ٔ‫البالغٗة‬ ‫الصٕز‬ ْ‫حدٖج‬ ‫يف‬ •َ‫٠غظخذ‬‫فق١لش‬ ‫ٚأعخٌ١ذ‬ ً‫ال‬ّ‫ؿ‬ ٚ‫أ‬ ‫حٌمقـ‬ ‫أرطخي‬ ْ‫ٌغخ‬ ٍٝ‫ػ‬ ‫ؿخءص‬ ‫حألٔخؽ١ذ‬ ٟ‫ف‬. •‫ٚحلغ‬ ِٓ ‫ؿّخٌ١ش‬ ‫رقٛسس‬ ٗ‫كذ٠ؼ‬ ‫٠ؼضص‬ ٗ‫ك١خط‬. •. ‫حٌز١خٔ١ش‬ ‫حٌظؼز١شحص‬ َ‫حعظخذح‬ ٌٝ‫ا‬ ً١ّ٠ •‫ٚحكذ‬ ْ‫ٚص‬ ٍٝ‫ػ‬ ‫رىٍّخص‬ ٟ‫٠ؤط‬ •ٌٗ ‫ِؼطخس‬ ‫ٌىٍّخص‬ ‫رّنخد‬ ٟ‫٠ؤط‬. •ًّ‫ؿ‬ ٟ‫ف‬ ٌٗ ‫٠لذد‬ ٕٝ‫ِؼ‬ ٓ‫ػ‬ ‫٠ؼزش‬ .‫رغ١طش‬ •‫ِخظٍفش‬ ‫ِٛحلف‬ ٟ‫ف‬ ٖ‫ِؾخػش‬ ٓ‫ػ‬ ‫.٠ؼزش‬ . ‫رغ١طش‬ ًّ‫ؿ‬ ٟ‫ف‬ ‫ن‬ : ‫األٔه‬ ‫املعٗاز‬‫احلسٔف‬ ‫تابة‬ ‫نتابة‬ ‫العسبٗة‬ ‫ٔاجلىن‬ ‫ٔالهمىات‬ ‫ٔاضخة‬ ‫صخٗخة‬. •ُ‫كـ‬ ‫ِشحػ١خ‬ ‫ٚؿّال‬ ‫وٍّخص‬ ‫٠ىظذ‬ . ‫حٌلشٚف‬ •‫حٌلشٚف‬ ‫ِشحػ١خ‬ ‫وٍّخص‬ ‫٠ىظذ‬ . ‫حٌّظؾخرٙش‬ •٠‫حٌلشف‬ ‫فٛق‬ ‫حٌلشوخص‬ ُ‫شع‬. •ٓ١‫ر‬ ‫حٌّغخفش‬ ‫ِشحػ١خ‬ ‫ؿّال‬ ‫٠ىظذ‬ . ‫حٌىٍّخص‬ •‫حٌٕغخ‬ ‫رخو‬ ‫رغ١طش‬ ‫ؿّال‬ ‫٠ىظذ‬ ‫الهمىات‬ ‫نتابة‬ :ٌ٘‫الجا‬ ‫املعٗاز‬ ‫ٔاجلى‬.)‫(إوالئٗة‬ ‫صخٗخة‬ ‫نتابة‬ ‫ن‬ •‫٠ىظذ‬‫ٚحٌمّش٠ش‬ ‫حٌؾّغ١ش‬ َ‫حٌال‬ ‫ِشحػ١خ‬. •‫حٌطٛ٠ٍش‬ ‫حٌلشوخص‬ ‫ِشحػ١خ‬ ‫٠ىظذ‬ . ‫ٚحٌمق١شس‬ •. ٗ‫رؤٔٛحػ‬ ‫حٌّذ‬ ‫ِشحػ١خ‬ ‫٠ىظذ‬ •‫ر‬ ‫ٚوٍّخص‬ ‫ؿّال‬ ‫٠ىظذ‬‫فل١ق‬ ً‫ؾى‬ ‫ِٕمٛال‬ ‫اِالء‬ ) ‫(ِٕظٛسس‬. ‫اختٗاز‬ : ‫الجالح‬ ‫املعٗاز‬‫الفهس‬‫ٔتستٗبّا‬ . ‫صخٗخة‬ ‫بصٕزة‬ •‫ؿّال‬ ‫ِىٛٔخ‬ ‫وٍّخص‬ ‫٠شطذ‬ •‫٠ش‬‫طذ‬ً‫ال‬ّ‫ؿ‬‫كىخ٠ش‬ ‫ِىٛٔخ‬ ‫الكٕاعد‬ ً‫اضتددا‬ : ‫السابع‬ ‫املعٗاز‬ . ‫الهتابة‬ ‫يف‬ ‫تٕظٗفّا‬ ٔ ‫المػٕٖة‬ •ْٚ‫د‬ ( ‫ٚفؼٍ١ش‬ ‫حعّ١ش‬ ‫ؿّال‬ ‫٠ىظذ‬ •ً‫٠ل‬ً‫ِغخث‬‫ٚحكذس‬ ‫خطٛس‬ ِٓ ‫ٌفظ١ش‬ (‫ؿذٚي‬ ٝ‫كظ‬ ‫حٌنشد‬ ٍٝ‫ػ‬5.) •١‫س٠خم‬ ‫ّٔخرؽ‬ ‫٠ظؼشف‬ً‫ال‬ّ‫ؿ‬ ّٓ‫طظن‬ ‫ش‬ .‫رغ١طش‬ ‫ك١خط١ش‬ ‫ٌّٛحلف‬ ‫ػذد٠ش‬ ‫ٍِدضٗة‬ ‫أغهاه‬ ‫تعسف‬ :‫األٔه‬ ‫املعٗاز‬ ‫ٔخٕاصّا‬ ‫ُعد‬‫ب‬‫ال‬ ‫ٔثالثٗة‬ ‫ثٍائٗة‬ ‫بٍّٗىا‬ ‫ٔالعالقات‬ •ٕٝ‫ٚحٌّٕل‬ ‫حٌّغٍك‬ ٕٝ‫حٌّٕل‬ ٓ١‫ر‬ ‫ِّض‬١ُّ٠ .‫ٚ٠شعّّٙخ‬ ،‫حٌّفظٛف‬ •‫ٚحٌؾؼخع‬ ُ١‫حٌّغظم‬ ‫حٌخو‬ ٓ١‫ر‬ ‫ِّض‬١ُّ٠ .‫حٌّغظم١ّش‬ ‫ٚحٌمطؼش‬ •‫ُل‬٠ٕٝ‫ٌّٕل‬ ‫رخٌٕغزش‬ ‫ٔمطش‬ ‫ٚمغ‬ ‫ذد‬ .‫غٍك‬ُِ •.‫حٌّنٍغ‬ َٛٙ‫ِف‬ ‫٠ظؼشف‬ •‫ٚ٠ؼذ‬ ‫٠لذد‬‫حٌّىٛٔش‬ ‫حٌّغظم١ّش‬ ‫حٌمطغ‬ .‫ٌّنٍغ‬ •‫حٌّـغّخص‬ ‫خٛحؿ‬ ‫٠غظٕظؾ‬(‫ػذد‬ ‫ٌٍّىؼذ‬ ‫ٚحٌشإٚط‬ ‫ٚحألكشف‬ ٗ‫حألٚؿ‬ ‫حٌّغظط١الص‬ ٜ‫ِٚظٛحص‬). •ً‫خ‬‫أّٔخه‬ ‫٠ظؼشف‬‫ٕ٘ذع١ش‬ٍٝ‫ػ‬ ‫رغ١طش‬ ،‫ـغّخص‬ٌُّ‫ٚح‬ ‫حٌٕٙذع١ش‬ ‫حألؽىخي‬ .‫ػٕخفش٘خ‬ ًّ‫ٚ٠غظى‬ :‫األٔه‬ ‫املعٗاز‬‫األغٗاء‬ ‫خٕاص‬ ‫فّي‬ ْ‫ٔعىمٗات‬ ْ‫ٔٔحدات‬ ‫لمكٗاع‬ ‫الكابمة‬ •، ‫حٌطٛي(حٌّظش‬ ‫ل١خط‬ ‫ٚكذحص‬ ‫٠ظؼشف‬ ‫وّخ‬ ‫ر١ٕٙخ‬ ‫حٌؼاللش‬ ‫ٚ٠ذسط‬ )‫ٚحٌغٕظ١ّظش‬ :ٍٝ٠1= ‫ِظش‬100‫عٕظ١ّظش‬ •.‫حٌّل١و‬ َٛٙ‫ِف‬ ‫٠ظؼشف‬ •‫حٌٕٙذع١ش‬ ‫حألؽىخي‬ ‫رؼل‬ ‫ِل١و‬ ‫٠ٛؿذ‬ .‫حٌظشر١ؼ١ش‬ ‫حٌؾزىش‬ َ‫رخعظخذح‬ •‫٠ٛؿذ‬‫رّؼٍِٛ١ش‬ ٟ‫ٕ٘ذع‬ ً‫ؽى‬ ‫ِل١و‬ .ٗ‫أمالػ‬ ‫أهٛحي‬ •، َ‫حٌىظٍش(حٌى١ٍٛؿشح‬ ‫ٚكذحص‬ ‫٠ظؼشف‬ ‫سرغ‬ ، َ‫حٌى١ٍٛؿشح‬ ‫ٔقف‬ .)َ‫حٌى١ٍٛؿشح‬ •:‫ر١ّٕٙخ‬ ‫حٌؼاللش‬ ‫ٚ٠ذسط‬ ‫حٌٕمٛد‬ ‫٠ظؼشف‬ 1= ٗ١ٕ‫ؿ‬100‫لشػ‬ ،= ٗ١ٕ‫ؿ‬50‫لشػ‬ ،= ٗ١ٕ‫ؿ‬25.‫لشػ‬ •‫ٚحٌٕمٛد‬ ‫حألهٛحي‬ ‫ٚ٠طشف‬ ‫٠ـّغ‬، ٚ.‫حٌىظٍش‬ •‫ٌفظ١ش‬ ‫ِؾىالص‬ ً‫٠ل‬‫ٚحكذس‬ ‫خطٛس‬ ِٓ .‫حٌٕمٛد‬ ًّ‫طؾ‬ •ٞٚ‫٠غخ‬ َٛ١ٌ‫ح‬ ْ‫أ‬ ‫٠ظؼشف‬24.‫عخػش‬ •:‫حٌٛلض‬ ‫ل١خط‬ ‫ٚكذحص‬ ‫٠ظؼشف‬1 • Pose and respond to simple oral questions like introducing oneself and others. • Give two-to-three step oral instructions. Standard 2: Learners present information, ideas and express feelings clearly and coherently. • Give one-to-two step oral instructions. • Express a limited range of personal preferences e.g. likes and dislikes. • Sing songs with dramatization. • Talk about oneself and others. • Name both classroom and school objects. • Repeat monosyllabic words. Standard 3: Learners use ICT to develop accurate and appropriate speech. • Repeat pronunciation, stress and intonation patterns via various media sources. Standard 4: Learners understand the practices and values of both national and target cultures. • Express enjoyment of local folk and English speaking tales. Domain 3: Reading Standard 1: Learners construct meaning from written text. • Demonstrate understanding print words (e.g. Locate the title, and name of author of a reading text, recognize :‫األٔه‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫بالكٗي‬ ْ‫ألِم‬ ْ‫وعاومت‬ ‫فى‬ ،‫اإلضالوٗة‬ ‫ٔعػريت‬ْ •ٓ‫حٌغ‬ ‫ٚوز١ش‬ ‫حٌّلظخؽ‬ ‫٠غخػذ‬ .‫ٚحٌنؼ١ف‬ •ٍُٙ‫فن‬ ‫ٚ٠ظؼشف‬ ‫رخٌن١ٛف‬ ‫٠شكذ‬ •‫حٌذخٛي‬ ‫ػٕذ‬ ْ‫٠غظؤر‬ :ٌ٘‫الجا‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫الكٗي‬ ْ‫ببٗئت‬ ْ‫عالقت‬ ‫يف‬ ‫اإلضالوٗة‬ ْ‫ٔدلتىع‬. •‫ٚحٌّذسعش‬ ً‫حٌفق‬ ً١ّ‫طـ‬ ٝ‫ف‬ ‫٠غخػذ‬ ‫حٌؼخِش‬ ‫ٚحٌّشحفك‬ ‫حٌز١ض‬ ‫ٚٔظخفش‬ •‫حٌطش٠ك‬ ‫كك‬ ‫٠ظؼشف‬ :‫الجالح‬ ‫املعٗاز‬ً‫االلتصا‬‫ٔاآلداب‬ ‫بالكٗي‬ ‫اإلضالوٗة‬‫باجملتىع‬ ْ‫عالقت‬ ‫يف‬ ٌ٘‫اإلٌطا‬ •‫ٚحٌنشحء‬ ‫حٌغشحء‬ ٓ٠‫ح٢خش‬ ‫٠ؾخسن‬ •ٓ٠‫ح٢خش‬ ‫ِؾخػش‬ َ‫٠لظش‬ :‫األٔه‬ ‫املعٗاز‬َ‫و‬ ‫الٍبى‬ ‫ضرية‬ ‫تعسف‬ ‫األعمى‬ ‫السفٗل‬ ‫إىل‬ ْ‫اٌتكال‬ ‫إىل‬ ٓ‫وٕلد‬ ْ‫ب‬ ‫لالقتداء‬. •‫حٌزؼؼش‬ ً‫لز‬ ‫حٌؼشد‬ ‫أكٛحي‬ ‫٠قف‬ .‫حٌّلّذ٠ش‬ •‫آدحد‬ َ‫٠ٍظض‬ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٝ‫حٌٕز‬ ٍٗ‫و‬ ٗٔ‫ٚؽؤ‬ ٗ‫عٍٛو‬ ٝ‫ف‬ )ٍُ‫ٚع‬. :ٌ٘‫الجا‬ ‫املعٗاز‬‫بعض‬ ‫ضرية‬ ‫تعسف‬ ‫األٔلني‬ َٖ‫املّادس‬ َ‫و‬ ‫الصخابة‬ .‫ٔصفاتّي‬ •‫أفلخد‬ ‫رؼل‬ ‫عّخص‬ ُ٘‫أ‬ ‫٠ظؼشف‬ )ٍُ‫ٚع‬ ٗ١ٍ‫ػ‬ ‫هللا‬ ٍٝ‫(ف‬ ٝ‫حٌٕز‬ •‫عّخص‬ ُ٘‫أ‬ ‫٠ظؼشف‬.ٓ١ِٕ‫حٌّئ‬ ‫أِٙخص‬ ‫ٚحٌغٍٛو١ش‬ ‫حألخالل١ش‬ :‫الجالح‬ ‫املعٗاز‬‫بعض‬ ‫قصص‬ ‫تعسف‬ ‫األ‬‫لالقتداء‬ ‫ٔالصاحلني‬ ‫ٔاملسضمني‬ ‫ٌبٗاء‬ ‫بّي‬ •ٗ١ٍ‫ػ‬ ُ١٘‫ارشح‬ ‫ع١ذٔخ‬ ‫لقش‬ ٜٚ‫٠ش‬ َ‫حٌغال‬ •ٗ١ٍ‫ػ‬ ٝ‫ِٛع‬ ‫ع١ذٔخ‬ ‫لقش‬ ٜٚ‫٠ش‬ َ‫حٌغال‬ •ٕٝ‫ِؼ‬ ‫٠ظؼشف‬١‫حٌمزط‬ ‫حٌلنخسس‬.‫ش‬ •.‫رخٌذ٠ش‬ ‫حٌّمقٛد‬ ‫٠ظؼشف‬ •ً‫أؿ‬ ِٓ ‫حٌقالس‬ ٝ‫ف‬ ٖ‫صِالء‬ ‫٠ؾخسن‬ ‫حٌىٕ١غش‬. : ‫األٔه‬ ‫املعٗاز‬‫تعسف‬٘‫االجياب‬ ‫الطمٕك‬ ‫السٔحٗة‬ ‫الفطائن‬ ٔ ‫املبادئ‬ ‫خاله‬ َ‫و‬ ،‫ٔالصدم‬ ،ً‫ٔالٍعا‬ ‫(العىن‬ ‫املطٗخٗة‬ )‫ٔاألواٌة‬ •ٓ‫ػ‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقش‬ ٟ‫٠لى‬ ‫أّ٘١ش‬.َ‫ٚحٌٕظخ‬ ًّ‫حٌؼ‬ •‫حألٚي‬ ‫حٌّضِٛس‬ ‫آ٠خص‬ ٝ‫رخل‬ ‫٠شدد‬ "..ً‫ٌٍشؿ‬ ٝ‫"هٛر‬ : ‫الجاٌى‬ ‫املعٗاز‬‫تفطري‬ٕٓ‫ٖدع‬ َٖ‫الد‬ ُ‫أ‬ ‫إلقاوة‬ ‫األخس‬ ‫وع‬ ً‫ضال‬ ‫يف‬ ‫التعاٖؼ‬ ‫إىل‬ ‫(احملبة‬ ‫ٌادخة‬ ‫إٌطاٌٗة‬ ‫عالقات‬ )ً‫ٔاالحرتا‬ •ٟ‫ف‬ ٓ٠‫ٚح٢خش‬ ‫هلل‬ ‫رخٌؾىش‬ ‫٠ؼزش‬ .َ‫عال‬ ٟ‫ف‬ ‫حٌظؼخ٠ؼ‬ •-‫٠ٛمق‬‫أ‬ِ َ‫رغال‬ ‫حٌظؼخ٠ؼ‬ ‫ّ٘١ش‬‫غ‬ ٢‫ح‬ٓ٠‫خش‬. : ‫الجالح‬ ‫املعٗاز‬‫إىل‬ ٕ‫ٖدع‬ َٖ‫الد‬ ُ‫أ‬ ‫فّي‬ ‫باألخس‬ ْ‫عالقت‬ ‫فى‬ ‫ٔالتطاوح‬ ‫املطأاة‬ ‫ٔوػازنة‬ ‫اإلٌتىاء‬ ‫إىل‬ ٕ‫ٖدع‬ ٌْ‫ٔأ‬ َ‫الٕط‬ ‫خدوة‬ ‫يف‬ َٖ‫األخس‬ •ٓ‫ػ‬ ‫حٌّمذط‬ ‫حٌىظخد‬ ِٓ ‫لقش‬ ‫٠زوش‬ .‫طّ١١ض‬ ْٚ‫د‬ ‫ٌٍـّ١غ‬ ‫حٌّغ١ق‬ ‫حٌغ١ذ‬ ‫كذ‬ •-ٓ١٠‫(طض‬ ٟ‫هالر‬ ‫ٔؾخه‬ ٟ‫ف‬ ‫٠ؾخسن‬ ً‫حٌفق‬-)‫ٚطؾـ١ش٘خ‬ ‫حٌّذسعش‬ ‫ٔظخفش‬ •-‫حالٔظّخء‬ ‫٠غشط‬ ‫ِزغو‬ ‫رٕؾخه‬ َٛ‫٠م‬ ‫ِقش‬ ٍُ‫ػ‬ ٓ٠ٍٛ‫(ط‬ ٗ١‫ف‬......) : ‫األٔه‬ ‫املعٗاز‬‫املتعمكة‬ ‫الكطاٖا‬ ‫تعسف‬ )‫(املٗدٖا‬ ً‫االعال‬ ‫بٕضائن‬ ‫املعمٕوات‬ ‫ٔتهٍٕلٕدٗا‬ •‫ٌّؾخ٘ذس‬ ‫حٌّٕخعذ‬ ‫ٚحٌٛلض‬ ‫حٌّذس‬ ‫٠لذد‬ ‫حٌىّز١ٛطش‬ َ‫ٚحعظخذح‬ ْٛ٠‫حٌظٍ١فض‬ ٚ.‫حالٔظشٔض‬ : ‫الجاٌى‬ ‫املعٗاز‬‫املتعمكة‬ ‫الكطاٖا‬ ‫تعسف‬ . ‫بالبٗئة‬ •‫خالي‬ ِٓ ‫حٌز١جش‬ ‫ػٕخفش‬ ٓ١‫ر‬ ‫٠ّ١ض‬ .‫حٌقٛس‬ •‫طٙذف‬ ٟ‫حٌظ‬ ‫حألٔؾطش‬ ‫أكذ‬ ٟ‫ف‬ ‫٠ؾخسن‬
  • 13. 13 ‫ن‬‫جتريبية‬ ‫سخة‬ ‫ن‬ . ) ً١‫طفخف‬ •. ‫ٚحٌـّغ‬ ‫حٌّفشد‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬ •، ‫٘زح‬ ‫حإلؽخسس‬ ‫أعّخء‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬ . ٖ‫٘ز‬ •ٟ٘ / ٛ٘ ( ‫حٌنّخثش‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬ .) ُ٘ / ‫تٍع‬ : ‫اخلاوظ‬ ‫املعٗاز‬‫ٔتٍطٗل‬ ‫ٗي‬ . ‫الهتابة‬ •ٚ‫أ‬ ‫ِٕظٛس‬ : ‫ؽىٍٙخ‬ ‫ِشحػ١خ‬ ‫فمشس‬ ً‫٠ٕم‬ . ‫ِٕمٛي‬ •‫حٌىٍّخص‬ ٓ١‫ر‬ ‫حٌّغخفخص‬ ٝ‫٠شحػ‬ . ًّ‫ٚحٌـ‬ •ُ‫كـ‬ ‫ِشحػ١خ‬ ‫ٚؿّال‬ ‫وٍّخص‬ ‫٠ىظذ‬ . ‫حٌلشٚف‬ •. ‫ٌٍىظخرش‬ ‫حٌقل١لش‬ ‫حٌـٍغش‬ ‫٠ـٍظ‬ •. ‫حٌ١غخس‬ ٌٝ‫ا‬ ٓ١ّ١ٌ‫ح‬ ِٓ ‫٠ىظذ‬ •ٗ‫وظخرظ‬ ٟ‫ف‬ ‫ٚحٌٕظخفش‬ َ‫حٌٕظخ‬ ٝ‫٠شحػ‬. •‫ٚػالِش‬ ‫حٌٕمطش‬ ‫ِغظخذِخ‬ ‫٠ىظذ‬ ‫حال‬. ‫رغ١طش‬ ًّ‫ؿ‬ ٟ‫ف‬ َ‫عظفٙخ‬ ‫يف‬ ‫الهتابة‬ : ‫الطادع‬ ‫املعٗاز‬ ‫يف‬ ( ‫ٔٔظٗفٗة‬ ‫إبداعٗة‬ ‫وٕضٕعات‬ ‫الٍفظ‬ َ‫ع‬ ‫تعبريا‬ ) ‫وتٍٕعة‬ ‫وٕضٕعات‬ . ‫ٔاجملتىع‬ •.ٗ‫ٚر١خٔخط‬ ّٗ‫حع‬ ‫٠ىظذ‬ •. ٕٝ‫ِؼ‬ ‫رحص‬ ‫وٍّخص‬ ‫٠ىظذ‬ •.‫ِؼطخس‬ ًّ‫ؿ‬ ِٓ ‫كىخ٠خص‬ ‫٠ىظذ‬ •. ٗ‫ر‬ َٛ‫٠م‬ ‫ػّال‬ ‫طقف‬ ‫ؿٍّش‬ ‫٠ىظذ‬ •.‫ٚفف١ش‬ ‫ؿٍّش‬ ‫٠ىظذ‬ •‫رغ‬ ‫أعجٍش‬ ٓ‫ػ‬ ‫٠ـ١ذ‬‫وظخرش‬ ‫١طش‬ ‫المػٕٖة‬ ‫الرتانٗب‬ ‫تعسف‬ ‫األٔه‬ ‫املعٗاز‬ ‫اضتدداوّا‬ ‫إدادة‬ ٔ ‫ٔالكٕاعد‬ •‫حٌٍغٛ٠ش‬ ‫حٌظشحو١ذ‬ ‫رؼل‬ َ‫٠غظخذ‬ ‫(ؽىشح‬ ً‫ِؼ‬ ‫حٌّٕخعزش‬-‫أؽىشن‬- ‫حٌخ١ش‬ ‫فزخف‬-‫حٌخ١ش‬ ‫ِغخء‬.......) .‫حال‬ ًّ‫حٌـ‬ َ‫٠غظخذ‬ٚ‫أ‬ ‫عّ١ش‬ٌ‫ح‬‫فؼٍ١ش‬ •ٟ‫حٌّخم‬ ً‫حٌفؼ‬ ‫٠ّ١ض‬ًِٓ‫حٌفؼ‬ . ‫حٌّنخسع‬ •‫٠غّغ‬ ‫ف١ّخ‬ ‫حألعخٌ١ذ‬ ‫٠ّ١ض‬َ‫(حعظفٙخ‬– ‫ٔذحء‬–ٟ‫ٔف‬–‫طؼـذ‬–ٟٙٔ–‫أِش‬– . )ُ‫لغ‬ •‫ٚحٌّخخهذ‬ ٍُ‫حٌّظى‬ ‫ف١غ‬ ٓ١‫ر‬ ‫٠ّ١ض‬ . ‫ٚحٌغخثذ‬ •‫(أٔخ‬ ‫حٌنّخثش‬ َ‫٠غظخذ‬–. ) .. ٓ‫ٔل‬ •‫(٘زح‬ ‫حإلؽخسس‬ ‫أعّخء‬ َ‫٠غظخذ‬–ٖ‫٘ز‬ . )...... = ‫عخػش‬60، ‫دل١مش‬= ‫عخػش‬30 .‫دل١مش‬ •‫ٚٔقف‬ ‫حٌىخٍِش‬ ‫رخٌغخػخص‬ ‫حٌٛلض‬ ‫٠مشأ‬ ‫حٌغخػش‬‫فمو‬. •ٞ‫حٌّ١الد‬ ُ٠ٛ‫حٌظم‬ ِٓ ً‫و‬ ‫٠ظؼشف‬ .‫ٚ٠شطزّٙخ‬ ،ٞ‫حٌٙـش‬ ُ٠ٛ‫ٚحٌظم‬ •‫ِمٕٕش‬ ‫رٛكذحص‬ ‫أؽ١خء‬ ‫ل١خعخص‬ ‫ُمذس‬٠ .‫ِؼمٌٛش‬ ‫رذسؿش‬ ً‫خ‬١ٕ٘‫ر‬ :‫الجاٌى‬ ‫املعٗاز‬‫تطبٗل‬‫ٔأدٔات‬ ‫ًا‬‫ـ‬‫طسق‬ ‫الكٗاضات‬ ‫لتخدٖد‬ ‫وٍاضبة‬ ‫ٔقٕاٌني‬ •‫ػٍّ١ش‬ ‫إلؿشحء‬ ‫ِظٕٛػش‬ ‫أدٚحص‬ َ‫٠غظخذ‬ .‫حٌم١خط‬ •.ٜ‫أخش‬ ٌٝ‫ا‬ ‫ل١خط‬ ‫ٚكذس‬ ِٓ ‫ي‬ِّٛ‫٠ل‬ :‫الجالح‬ ‫املعٗاز‬‫زٖاضٗة‬ ‫وػهالت‬ ‫حن‬ ‫ٔحٗاتٗة‬‫عمى‬ ‫بطٗطة‬‫الكٗاع‬ •‫ٚكذحص‬ ٚ‫أ‬ ‫أدٚحص‬ َ‫ٚ٠غظخذ‬ ‫٠خظخس‬ ‫غ‬ ‫وخٍِش‬‫ِٕخعزش‬ ‫ِٚمٕٕش‬ ‫ِمٕٕش‬ ‫١ش‬ ‫ِٛحلف‬ ٝ‫ف‬ ‫حٌّطٍٛرش‬ ‫حٌذلش‬ ٜٛ‫ٌّغظ‬ .‫ك١خط١ش‬ •ّٓ‫طظن‬ ‫رغ١طش‬ ‫ك١خط١ش‬ ‫ِؾىالص‬ ً‫٠ل‬ ،‫حٌىظٍش‬ ،‫حٌٕمٛد‬ ،ِٓ‫ٚكذحص(حٌض‬ .)‫حٌطٛي‬ ‫ٔتٍعٗىّا‬ ‫البٗاٌات‬ ‫جتىٗع‬ :‫املعٗاز‬ ‫ٔمتجٗمّا‬ •‫ٌزؼل‬ ً‫خ‬‫ٚفم‬ ‫ٚ٠قٕفٙخ‬ ،‫ر١خٔخص‬ ُ‫٠ٕظ‬ ‫خٛح‬.‫فٙخ‬ •‫حٌخطٛه‬ َ‫رخعظخذح‬ ‫حٌز١خٔخص‬ ً‫٠ّؼ‬ .‫حٌؼّٛد٠ش‬ •.‫ر١خٔ١ش‬ ‫ٚأؽىخي‬ ‫ؿذحٚي‬ ‫ٚ٠فغش‬ ‫٠مشأ‬ that English words are from left to right, recognize that words are separated by spaces). • Demonstrate understanding of written sounds (phonemes- blend and segment onsets and rhymes of single-syllable words). • Apply grade- appropriate phonics and word analysis skills: (e.g. recognize sound letter–correspondence). • Read aloud words and phrases fluently and accurately. • Use picture cards and simple words to retell a story. • Show interest in reading Standard 2: Learners develop cognitive/ metacognitive strategies to facilitate reading. • Use pictures and titles to make predictions about story content. Standard 3: Learners use Information and Communication Technology (ICT) to help achieve the learning outcomes in reading. • Recognize information found in icons on a screen in computer based activities. • Use technology sources (e.g., e -flashcards) to locate and identify the meaning of new words. ً‫دحخ‬ ‫حٌٕظخفش‬ ٍٝ‫ػ‬ ‫حٌلفخظ‬ ٌٝ‫ا‬ ً‫حٌفق‬. ‫الكطاٖا‬ ‫أِي‬ ‫تعسف‬ : ‫الجالح‬ ‫املعٗاز‬ ُ‫اإلٌطا‬ ‫جبطد‬ ‫املتعمكة‬ •‫حٌش٠خمش‬ ٝ‫ف‬ ‫حٌّغ١ل١ش‬ ‫سإ٠ش‬ ‫٠ؾشف‬ ‫حٌـغ‬.‫ذ٠ش‬ •‫حٌؼٍ١خ‬ ٗ‫أهشحف‬ ‫ٔظخفش‬ ٍٝ‫ػ‬ ‫٠لخفع‬ .ٍٝ‫ٚحٌغف‬ : ‫السابع‬ ‫املعٗاز‬‫حتدٖد‬‫الكطاٖا‬ ‫الطفن‬ ‫حبكٕم‬ ‫املتعمكة‬ ‫ٔالتػسٖعات‬ . ‫ٔالصٔاج‬ ‫ٔاألضسة‬ •ٗ‫صِالث‬ ‫ِغ‬ ٗ‫ٚٚحؿزخط‬ ٗ‫كمٛل‬ ‫٠لذد‬ .ً‫رخٌفق‬ •-ً‫وطف‬ ٗ‫كمٛل‬ ِٓ ٗ‫٠ّخسع‬ ‫ِخ‬ ‫٠ؼذد‬ .ٝ‫حٌّذسع‬ ً‫رخٌفق‬ •-.ٗ‫صِالث‬ ً‫أؿ‬ ِٓ ٍٝ‫٠ق‬
  • 14. Standard 4: Learners understand the practices and values of both national and target cultures • Identify daily routines of the target culture vis a vis the national culture. Domain 4: Writing Skill Standard 1: Learners write for variety of audiences, purposes and in various forms to communicate meaning, ideas and emotions. • Copy words to form simple sentences following direct instruction and using support materials. • Copy and rearrange a short sentence of three words. • Complete simple sentences about familiar experiences with direct instruction and support. Standard 2: Learners develop writing process to enhance their written products. • Write mono-syllabic words as dictated. • Use the mechanics of writing accurately with assistance, such as directions, handwriting, and spelling. • Fill in missing letters in high frequency words. • Write words, phrases following principles of good handwriting.
  • 15. 15 ‫ن‬‫جتريبية‬ ‫سخة‬ ‫ن‬ Standard 3: Learners use Information and Communication Technology (ICT) to help achieve the learning outcomes in writing. • Identify capital and small letters to write name, and mono syllabic words. • Play word games on computer. Standard 4: Learners demonstrate awareness of the practices and values of both national and target cultures while writing • Compare the mechanics of writing such as directions, in the national language with English. • Use drawings and words to express sense of belonging to immediate and national community. Domain 5: Vocabulary and Structures Standard 1: Learners develop vocabulary through a variety of ways. • Identify familiar words and phrases in sentences. • Use grade-appropriate picture dictionaries. • Use visuals to identify meaning of new words. • Develop with guidance a simple personal picture dictionary. Standard 2: Learners use morphology and lexicon accurately and appropriately. • Identify antonyms and synonyms of simple words
  • 16. to express feelings. • Match vocabulary words with objects. • Use and explain antonyms and synonyms of words to communicate meaning. • Use appropriate vocabulary to label objects and describe places and people. Standard 3: Learners use syntax to communicate meaning accurately and appropriately. • Use nouns and pronouns to indicate persons and possessions. • Identify correct sentence order. • Use simple sentences to communicate meaning. Standard 4: Learners use ICT to achieve the learning outcomes in vocabulary and structure. • Use technology resources (e- flashcards) to locate and identify the meaning of new words • Use interactive crossword puzzles (e.g. stories in multi-media texts). Domain 6: Higher Order Thinking Skills Standard 1: Learners practice higher level thinking skills while listening. • Make predictions of short simple listening texts about personal topics. • Predict the ending and sequence of events in a story (what happens next?). • Draw inferences related to
  • 17. 17 ‫ن‬‫جتريبية‬ ‫سخة‬ ‫ن‬ simple listening texts about personal topics. • Pass judgments based on listening to a short simple text about personal topics Standard 2: Learners practice higher level thinking skills while speaking. • Respond to questions that connect new ideas to personal experiences. • Engage in pair simple discussions related to • a personal problem • Predict future events in a simple story. Standard 3: Learners practice higher level thinking skills while reading • Use visual clues to facilitate reading single words. • Use pictures /illustrations or images to predict future events in a story. Standard 4: Learners practice higher level thinking skills while Writing. • Write a word from jumbled letters