تدريب للمراجعة، وليس امتحانًا رسميًا. الوقت المقترح 45 دقيقة. افتح التلميح عند الحاجة.
المفردات في السياق — التعارف وطلب التوضيح
It is Lina's first week at a school in Nazareth. She joins a small reading group and introduces herself. Amir asks about her interests, but the room is noisy and she does not hear his question clearly. Instead of guessing, Lina asks him to repeat it slowly. She learns that he enjoys drawing, while she likes stories about journeys. Their teacher gives everyone time to speak and asks the group to listen without interrupting. Lina writes two details about her partner, then checks that she understood them correctly. By the end, she feels more comfortable asking questions.
نقرأ ونفهم — التعارف وطلب التوضيح
It is Lina's first week at a school in Nazareth. She joins a small reading group and introduces herself. Amir asks about her interests, but the room is noisy and she does not hear his question clearly. Instead of guessing, Lina asks him to repeat it slowly. She learns that he enjoys drawing, while she likes stories about journeys. Their teacher gives everyone time to speak and asks the group to listen without interrupting. Lina writes two details about her partner, then checks that she understood them correctly. By the end, she feels more comfortable asking questions.
نفهم القاعدة ونطبق — التعارف وطلب التوضيح
المفردات في السياق — روتيننا اليومي
Yusuf lives in Umm al-Fahm and walks to school with his brother. He usually prepares his bag in the evening because mornings are busy. After school, he rests for a short time and then does his homework. On Tuesdays, he helps at the school garden. His brother does not join the garden club, but he often helps at home. Today their routine is different because the school is holding a reading event. The boys are staying for an extra hour. Yusuf checks the plan with his family before the event. He knows a useful routine can change when there is a good reason.
نقرأ ونفهم — روتيننا اليومي
Yusuf lives in Umm al-Fahm and walks to school with his brother. He usually prepares his bag in the evening because mornings are busy. After school, he rests for a short time and then does his homework. On Tuesdays, he helps at the school garden. His brother does not join the garden club, but he often helps at home. Today their routine is different because the school is holding a reading event. The boys are staying for an extra hour. Yusuf checks the plan with his family before the event. He knows a useful routine can change when there is a good reason.
نفهم القاعدة ونطبق — روتيننا اليومي
المفردات في السياق — الأماكن حولنا
A new pupil is looking for the library in a school in Sakhnin. Mariam offers to help. She explains that the library is between the art room and the school office. Its entrance faces a quiet courtyard. The pupil first walks towards the sports hall, so Mariam asks him to stop and look at the plan again. They follow the corridor together and turn left at the corner. At the library door, Mariam asks him to explain the route in his own words. He can now describe it clearly. Giving directions has worked best when both people check that they mean the same place.
نقرأ ونفهم — الأماكن حولنا
A new pupil is looking for the library in a school in Sakhnin. Mariam offers to help. She explains that the library is between the art room and the school office. Its entrance faces a quiet courtyard. The pupil first walks towards the sports hall, so Mariam asks him to stop and look at the plan again. They follow the corridor together and turn left at the corner. At the library door, Mariam asks him to explain the route in his own words. He can now describe it clearly. Giving directions has worked best when both people check that they mean the same place.
نفهم القاعدة ونطبق — الأماكن حولنا
المفردات في السياق — الطعام والاختيار الواعي
The school club in Tayibe is planning a shared lunch. The pupils make a list before they shop. They need bread, vegetables and enough drinking water. One pupil cannot eat a certain ingredient, so the group checks the food with the teacher and family rather than guessing. Salma suggests small portions first, with more food available if needed. This can help reduce waste. The class does not label every food simply good or bad. Instead, they discuss variety, needs and careful choices. After lunch, they collect the empty containers and note how much food was left for the next event.
نقرأ ونفهم — الطعام والاختيار الواعي
The school club in Tayibe is planning a shared lunch. The pupils make a list before they shop. They need bread, vegetables and enough drinking water. One pupil cannot eat a certain ingredient, so the group checks the food with the teacher and family rather than guessing. Salma suggests small portions first, with more food available if needed. This can help reduce waste. The class does not label every food simply good or bad. Instead, they discuss variety, needs and careful choices. After lunch, they collect the empty containers and note how much food was left for the next event.
نفهم القاعدة ونطبق — الطعام والاختيار الواعي
المفردات في السياق — الهوايات والعمل المشترك
A youth club in Shefa-Amr offers art, reading and team games. Dana wants to try the art group, but she worries that she cannot draw well. The leader explains that a club is a place to practise, not a competition for perfect work. Dana joins a pair task in which one person describes an object and the other draws it. They have to listen carefully and ask questions. The first picture is very different from the object, so they laugh and try again. Dana notices that clear instructions matter more than fast drawing. She leaves feeling ready to practise and encourage another beginner.
نقرأ ونفهم — الهوايات والعمل المشترك
A youth club in Shefa-Amr offers art, reading and team games. Dana wants to try the art group, but she worries that she cannot draw well. The leader explains that a club is a place to practise, not a competition for perfect work. Dana joins a pair task in which one person describes an object and the other draws it. They have to listen carefully and ask questions. The first picture is very different from the object, so they laugh and try again. Dana notices that clear instructions matter more than fast drawing. She leaves feeling ready to practise and encourage another beginner.
نفهم القاعدة ونطبق — الهوايات والعمل المشترك
المفردات في السياق — يوم نتذكره
Last Thursday, a class in Rahat visited a community library. The pupils listened to a short story and then worked in groups. While Huda was choosing a book, she noticed a small bag beside a chair. She did not open it. Instead, she told the librarian where she had found it. A visitor soon returned and described the bag to the librarian. After checking the details, the librarian gave it back. Huda felt pleased that she had asked for help. On the way to school, the class discussed how to report a lost item without sharing someone else's private information.
نقرأ ونفهم — يوم نتذكره
Last Thursday, a class in Rahat visited a community library. The pupils listened to a short story and then worked in groups. While Huda was choosing a book, she noticed a small bag beside a chair. She did not open it. Instead, she told the librarian where she had found it. A visitor soon returned and described the bag to the librarian. After checking the details, the librarian gave it back. Huda felt pleased that she had asked for help. On the way to school, the class discussed how to report a lost item without sharing someone else's private information.
نفهم القاعدة ونطبق — يوم نتذكره
المفردات في السياق — نقارن بين الخيارات
A class in Tira is choosing a place for a reading afternoon. The small school garden is closer than the community hall, but it has fewer seats. The hall is larger and has a quiet room available. The pupils list what they need: enough seats, an easy entrance and a place where everyone can hear. They do not choose only the place with the nicest photograph. After comparing the details, they prefer the hall for this event. The garden may be a better choice for a smaller group on another day. They explain their reasons in a short message to the teacher.
نقرأ ونفهم — نقارن بين الخيارات
A class in Tira is choosing a place for a reading afternoon. The small school garden is closer than the community hall, but it has fewer seats. The hall is larger and has a quiet room available. The pupils list what they need: enough seats, an easy entrance and a place where everyone can hear. They do not choose only the place with the nicest photograph. After comparing the details, they prefer the hall for this event. The garden may be a better choice for a smaller group on another day. They explain their reasons in a short message to the teacher.
نفهم القاعدة ونطبق — نقارن بين الخيارات
المفردات في السياق — خطط لخدمة المجتمع
A school club in Kuseife is planning a book collection for a community reading corner. Before they announce it, they ask the school for permission and find out what books are needed. They are going to collect clean, complete books rather than every item people want to remove from home. Some students will sort the books, and others will prepare shelves with an adult. If too many books arrive, the club will contact another approved reading project. The students agree not to share donors' private details. They will thank people through the school and report what they have collected at the end of the week.
نقرأ ونفهم — خطط لخدمة المجتمع
A school club in Kuseife is planning a book collection for a community reading corner. Before they announce it, they ask the school for permission and find out what books are needed. They are going to collect clean, complete books rather than every item people want to remove from home. Some students will sort the books, and others will prepare shelves with an adult. If too many books arrive, the club will contact another approved reading project. The students agree not to share donors' private details. They will thank people through the school and report what they have collected at the end of the week.
نفهم القاعدة ونطبق — خطط لخدمة المجتمع
مراجعة المهارات الأساسية — الوحدات 1–4
A new pupil joins the lunch club in Sakhnin. Mariam introduces herself and explains the meeting place. There are two benches beside the library entrance. The group usually meets there on Tuesday. Today they are preparing a shared lunch. They need some bread and enough water. The new pupil asks how many apples to bring. Mariam repeats the plan slowly and checks that the pupil has understood it.
اكتب رسالة ترحيب لطالب جديد توضح مكان نشاط وموعده وما يحتاج إحضاره، ثم سؤالا للتأكد من الفهم.
مراجعة التطبيق والتواصل — الوحدات 5–8
Last week, a school club in Tira chose a room for a book collection. The hall was larger than the garden, so they chose it for the event. While pupils were sorting books, they found a damaged copy and asked the teacher what to do. Next month, they are going to prepare a reading corner. If they receive more books than they need, they will contact another approved project. They will report the result without sharing private details.
اكتب تقريرا قصيرا عن نشاط ماض ثم خطة مستقبلية: استخدم الماضي المستمر ومقارنة وgoing to وشرطا أولا.
السؤال 1 من 30 · مع مساعدة
اكتب من ست إلى ثماني جمل عن نشاط مدرسي خيالي. اشرح الهدف وما أنجزتموه أو تعلمتموه، ثم خطة الخطوة التالية وسبب اختيارها. استخدم رابطين مناسبين وجملا صحيحة من قواعد هذا المسار. لا تستخدم بيانات اتصال شخصية.
التقييم بشري. قارن إجابتك بالمعايير؛ النموذج مثال مقبول وليس الإجابة الوحيدة.
Our class is planning a reading afternoon. We want to welcome new pupils. Last week, we asked our teacher for permission. We have already chosen a suitable room. The hall is larger than our classroom, so everyone can sit comfortably. We are going to arrange the books tomorrow. If we need more help, we will ask our school club. We will check our plan before we invite visitors.
