المفردات في السياق — حياة المدينة

A class from Zarqa is visiting Amman with a guide. Before the trip, the pupils compare old photographs with the city they know today. Their teacher says that some streets used to be quieter. Now there are more cars, but there are also more ways to reach different neighbourhoods. The class is meeting the guide at nine tomorrow. Their bus leaves at eight, so everyone must arrive early. At the information centre, Hala asks for a city plan. She wants to find a safe walking route between the square and the museum. The guide reminds them to use the pavement and stay together.

نقرأ ونفهم — حياة المدينة

A class from Zarqa is visiting Amman with a guide. Before the trip, the pupils compare old photographs with the city they know today. Their teacher says that some streets used to be quieter. Now there are more cars, but there are also more ways to reach different neighbourhoods. The class is meeting the guide at nine tomorrow. Their bus leaves at eight, so everyone must arrive early. At the information centre, Hala asks for a city plan. She wants to find a safe walking route between the square and the museum. The guide reminds them to use the pavement and stay together.

نفهم القاعدة ونطبق — حياة المدينة

المفردات في السياق — مستقبلنا

At a careers day in Irbid, students speak to people with different jobs. Noor enjoys drawing buildings, so she thinks she may become an architect. Sami likes asking questions and might work as a journalist. Their teacher explains that interests can change as people grow up. The students do not have to decide their whole future today. Instead, they can learn what different jobs involve and what skills they need. A visiting inventor offers to show a simple model. Noor helps carry the materials, and Sami offers to arrange the chairs. They leave with questions to explore, not promises that every prediction will come true.

نقرأ ونفهم — مستقبلنا

At a careers day in Irbid, students speak to people with different jobs. Noor enjoys drawing buildings, so she thinks she may become an architect. Sami likes asking questions and might work as a journalist. Their teacher explains that interests can change as people grow up. The students do not have to decide their whole future today. Instead, they can learn what different jobs involve and what skills they need. A visiting inventor offers to show a simple model. Noor helps carry the materials, and Sami offers to arrange the chairs. They leave with questions to explore, not promises that every prediction will come true.

نفهم القاعدة ونطبق — مستقبلنا

المفردات في السياق — هيا نقرأ

The school library in Salt is holding a reading afternoon. Hala chooses a biography because she wants to learn about a real person's life. Rami prefers a mystery in which readers follow clues. The librarian asks them to explain their choices rather than judge a book only by its cover. A small display is prepared by the library club each month. Last month, the display was arranged around stories about journeys. This month, pupils are recommending books to one another. Hala says that one short chapter can start a useful conversation. Rami agrees and promises to return his book on time.

نقرأ ونفهم — هيا نقرأ

The school library in Salt is holding a reading afternoon. Hala chooses a biography because she wants to learn about a real person's life. Rami prefers a mystery in which readers follow clues. The librarian asks them to explain their choices rather than judge a book only by its cover. A small display is prepared by the library club each month. Last month, the display was arranged around stories about journeys. This month, pupils are recommending books to one another. Hala says that one short chapter can start a useful conversation. Rami agrees and promises to return his book on time.

نفهم القاعدة ونطبق — هيا نقرأ

المفردات في السياق — كوكبنا

Students in Madaba are checking how their school uses water and energy. They notice a tap that drips after break and report it to an adult. They also find lights on in an empty classroom. Their teacher asks them to suggest changes they can measure. The club decides to compare water use before and after the tap is repaired. The students know they must not repair electrical equipment themselves. A weather display helps them discuss droughts and heatwaves without confusing one hot day with a long-term climate pattern. The project ends with clear requests: report leaks, switch off unused lights and reduce waste.

نقرأ ونفهم — كوكبنا

Students in Madaba are checking how their school uses water and energy. They notice a tap that drips after break and report it to an adult. They also find lights on in an empty classroom. Their teacher asks them to suggest changes they can measure. The club decides to compare water use before and after the tap is repaired. The students know they must not repair electrical equipment themselves. A weather display helps them discuss droughts and heatwaves without confusing one hot day with a long-term climate pattern. The project ends with clear requests: report leaks, switch off unused lights and reduce waste.

نفهم القاعدة ونطبق — كوكبنا

المفردات في السياق — رياضات المغامرة

A school club visits a supervised outdoor centre near Ajloun. Before they arrive, the instructors have checked the equipment and chosen a suitable activity. Salma would rather try a low climbing wall than race, while Omar prefers a walk through the valley. Nobody has to join an activity beyond their ability. After the group had listened to the safety talk, the instructor checked every helmet. Salma reminds herself to listen carefully and ask for help. The pupils compare the activities afterwards. They describe what happened in order, rather than making the experience sound more dangerous than it was.

نقرأ ونفهم — رياضات المغامرة

A school club visits a supervised outdoor centre near Ajloun. Before they arrive, the instructors have checked the equipment and chosen a suitable activity. Salma would rather try a low climbing wall than race, while Omar prefers a walk through the valley. Nobody has to join an activity beyond their ability. After the group had listened to the safety talk, the instructor checked every helmet. Salma reminds herself to listen carefully and ask for help. The pupils compare the activities afterwards. They describe what happened in order, rather than making the experience sound more dangerous than it was.

نفهم القاعدة ونطبق — رياضات المغامرة

المفردات في السياق — نشتري أم ندخر

At a school market in Karak, pupils sell second-hand books to raise money for a reading corner. Noor sets a small budget before she shops. If a book has missing pages, she asks about it before buying. She keeps her receipt because the market has a clear exchange policy. Her friend imagines what he would do if he had more money. He says he would buy a whole set of stories for the class. Noor decides to save part of her money instead of spending everything. When a customer finds a damaged cover, the assistant listens politely and explains the available options.

نقرأ ونفهم — نشتري أم ندخر

At a school market in Karak, pupils sell second-hand books to raise money for a reading corner. Noor sets a small budget before she shops. If a book has missing pages, she asks about it before buying. She keeps her receipt because the market has a clear exchange policy. Her friend imagines what he would do if he had more money. He says he would buy a whole set of stories for the class. Noor decides to save part of her money instead of spending everything. When a customer finds a damaged cover, the assistant listens politely and explains the available options.

نفهم القاعدة ونطبق — نشتري أم ندخر

المفردات في السياق — هيا نتحدث

A class in Amman is discussing how friends communicate. Lina likes podcasts because she can listen while she travels with her family. Sami prefers short videos because he enjoys seeing a demonstration. They agree that neither format is best for every purpose. When a message causes a misunderstanding, their teacher asks them to explain what they meant calmly. Sami is disappointed because he thinks Lina has broken a promise. Lina explains that she never received the message. They check the details before blaming each other. By the end, they have agreed to confirm important plans and ask questions when a message is unclear.

نقرأ ونفهم — هيا نتحدث

A class in Amman is discussing how friends communicate. Lina likes podcasts because she can listen while she travels with her family. Sami prefers short videos because he enjoys seeing a demonstration. They agree that neither format is best for every purpose. When a message causes a misunderstanding, their teacher asks them to explain what they meant calmly. Sami is disappointed because he thinks Lina has broken a promise. Lina explains that she never received the message. They check the details before blaming each other. By the end, they have agreed to confirm important plans and ask questions when a message is unclear.

نفهم القاعدة ونطبق — هيا نتحدث

المفردات في السياق — الاختراعات

At a science club in Aqaba, pupils build a simple model cart. They study the wheels, which help the cart move, and a small battery that powers a safe motor. The teacher explains the difference between an invention and a discovery. An invention is something people design, while a discovery adds to what people know about the world. The pupils ask questions before they change the model. One group keeps a record of each test so they can compare results. Their first design does not work well, but they do not hide the problem. They use their notes to decide what to improve next.

نقرأ ونفهم — الاختراعات

At a science club in Aqaba, pupils build a simple model cart. They study the wheels, which help the cart move, and a small battery that powers a safe motor. The teacher explains the difference between an invention and a discovery. An invention is something people design, while a discovery adds to what people know about the world. The pupils ask questions before they change the model. One group keeps a record of each test so they can compare results. Their first design does not work well, but they do not hide the problem. They use their notes to decide what to improve next.

نفهم القاعدة ونطبق — الاختراعات

Language booster 1 — المدينة والمستقبل

A class in Irbid is planning a careers visit in Amman. Their bus leaves at eight tomorrow. They are meeting an architect at ten. The architect used to work in a small office, but now she works with a larger team. Some pupils think they may enjoy similar work one day. Others are still exploring their interests. Everyone prepares two questions and offers to help arrange the room before the visitor arrives.

اكتب خطة زيارة خيالية تتضمن موعدا ثابتا وترتيبا مستقبليا وحالة قديمة واحتمالا مهنيا.

Language booster 2 — القراءة والكوكب

The reading club in Madaba prepares a display about water. Short reports are written by small groups, and the teacher checks them before the display opens. Yesterday, Hala said that she wanted to explain one report. The teacher told the pupils to check facts and give reasons for their suggestions. Each group compares a problem with a possible action. They know they should report leaks and must not touch unsafe electrical equipment themselves.

اكتب تقريرا قصيرا عن عرض تعليمي فيه جملة مبنية للمجهول وأمر منقول ونصيحة وإجراء آمن.

Language booster 3 — التجربة والاختيار

At a supervised centre near Ajloun, a group compares two activities before booking. Hala would rather walk than climb. After the group had checked the prices, they chose the guided walk. Rami kept the receipt in case they needed to ask about a change. If the weather is poor, the centre will offer another day. Rami says that if he had more free time now, he would visit again with his family.

اكتب ست جمل عن اختيار نشاط آمن بميزانية خيالية: تفضيل وترتيب ماض وشرط أول وشرط ثان.

Language booster 4 — التواصل والاختراعات

Two pupils in Aqaba are explaining a model cart. They first ask whether a video or a podcast would help the audience more. The cart has a wheel that can be changed. A video may make that step clearer. Lina asks Sami to explain how the motor works. He checks his notes before answering. They agree that a clear explanation is as important as an attractive picture. They will ask their teacher to check the recording before sharing it.

اكتب فقرة تقدم نموذجا خياليا وتختار وسيلة شرحه، وفيها ضمير وصل وسؤال مضمن ومقارنة as ... as.

مناسبة ومشاركة مجتمعية — الفصل الأول

A community centre in Amman is preparing an Eid gathering. Families plan a welcoming space with food, conversation and a quiet reading corner. The pupils ask what help is needed before they volunteer. They can arrange books and prepare simple decorations under supervision. The organiser reminds them to check ingredients and keep paths clear. They will write an invitation with the time and place, using imagined contact details for classroom practice.

اكتب دعوة خيالية من خمس جمل لمناسبة مجتمعية محترمة، تتضمن الوقت والمكان وعرض مساعدة وملاحظة للزوار.

مناسبة مدرسية — الفصل الثاني

A school in Aqaba is holding a community reading day. Some pupils will read short stories, and others will explain their book displays. The organiser gives each group a clear role and checks that every visitor can reach the activities. If the weather is too hot, the outdoor talk will move indoors. Pupils ask permission before taking photographs. After the event, they will thank the helpers and suggest one change for next time.

اكتب خطة مشاركة لفعالية قراءة فيها دور وموعد وشرط وخطة بديلة وخطوة تقييم بعد النهاية.