2. Year 2014/2015

5.  The “Working in groups” exercises helps the student to communicate with his classmates and collaborate with them and this improves his communication skills and of course enriches his language and fluency.  The book exercises gives a chance for the students to present their own projects; and this is very important in teaching them how critical thinking should be, so the student will be able to criticize any subject positively.  The grammar book of the package uses the right sequence and presents a full explanation of every grammar topic in all its forms, which helps the students to have a complete knowledge of grammar by the end of the course.

7.  Contains 18 Units  9 Big Questions  Every Big Question (Module) has : Specific theme (social studies, Science, Arts, Music, …….). 2 Comprehension texts (Fiction & Nonfiction)-> SB. Word Study (Opposites, Irregular Plural, …..). Grammar Lesson + Exercises  (Grammar Book) Writing Topic  (Writing & Spelling Book). Spelling Rule  (Writing & Spelling Book). 14 new Vocabulary words in each unit (8 Reading+ 6 Listening ).

8.  Entry Tests (1 Long test + 9 short tests  1/Module).  Final Test.  Introduction for teachers about every thing in the CD.  Quick tests.  2 Long review tests.  9 Student’s self assessment sheet.(Portfolio cover)  3 skills tests.(+introduction for teachers)  18 Units tests.

9. Critical Thinking Communication Collaboration Creativity Critical Thinking Communication Collaboration Creativity

11. will learn the use of describing Characters, Creating a Character through Action, Creating a Character through Dialogue, Characterization through Saying and Doing.Characterization through Showing rather Than Telling, Character Development, Character Descriptions using course book called  IMS ians will learn the use of describing Characters, Creating a Character through Action, Creating a Character through Dialogue, Characterization through Saying and Doing.Characterization through Showing rather Than Telling, Character Development, Character Descriptions using course book called

13. “I’m able to integrate Safe & Caring Schools through read-alouds, and connecting the story we read to a child’s own life. It’s really become the central part of my classroom. And I feel as though the children as a result have developed better bonds between each other and a better understanding of each other.”—Elementary teacher

15. The “WE” behind the “I”

16.  For this nation to lead, our future leaders need to “understand”, not just be told, how an individual’s behaviour and actions affect and are affected by Society. The “WE” behind the “I”

17.  Help our future leaders assume their role as responsible citizens in our rising nation and as active contributors to a society that is increasingly diverse and interdependent with other nations of the world. The “WE” behind the “I”

19.  Intellectual skills  Multidisciplinary approaches  Depth and breadth  Unity and diversity  Multiculturalism and multiple perspectives  Patterns to organize data  Multiple learning environments and resources  Student-centered teaching, learning, and assessment The “WE” behind the “I”

20.  Assessment using Exams?! No more.  We assess our students through creative projects only, which allows them to practice all the skills they’ve learned in a stress-free effective manner.

23.  about other people (usually absent), which may be either critical, competitive, or supportive. This includes gossip. Conversations about oneself, which sometimes indicate attention-seeking behavior or can provide relevant information about oneself to participants in the Conversations. Practically, few Conversations fall exclusively into one category. Nevertheless, the proportional distribution of any given conversation between the categories can offer useful psychological insights into the mindset of the participants. This is the reason that the majority of Conversations are difficult to categorize.

24.  Most conversations may be classified by their goal. Conversational ends may, however, shift over the life of the conversation. Functional conversation is designed to convey information in order to help achieve an individual or group goal. Small talk is a type of conversation where the topic is less important than the social purpose of achieving bonding between people or managing personal distance.

25. Mrs. Heba Tu Allah & Mrs. Maha Allam Ms. Amira Tantawy Mrs. Zainab Abd Elrasoul & Mrs. Huda Mohy Mr. Kareem RashadMr. Mohsen MoawadMr. Ahmad Lotfy ElsayedMr. Ghada Kamal MokhtarMr. Ahmad Abdullah

28. Working with the each other at their table, discuss your answers to these questions. What do you believe to be the most important things in the lives of the middle school students? What have you observed as being motivational to middle school students?

29. What’s important? – Friends – Lunch – Socializing – Sports – How they look in front of their peers – Extracurricular activities What motivates? – Fun activities – Competition – Being with friends – If the subject is interesting – If the topic is relevant – Getting good grades

30. work out? work out? go shopping? go shopping? get involved in a book study? get involved in a book study? read a novel? read a novel? watch a movie? watch a movie? cook dinner for your family? cook dinner for your family? modify your lesson plans? modify your lesson plans?

31. Is an integral part of our modern living.

33. Goals 1.To produce a scientifically literate and economically successful Muslim population. 2. To help students acquire scientific knowledge and enable them to appreciate science in life.

34. Methodology 1.Interactive learning 2.Activities 3.Group work 4.Technology

35. Labs 1. Experiments provide students with hands-on learning. 2. Develop analytical and critical thinking skills. 3. A lab program enhances students’ comprehension and build their inquiry skills.

36. Projects: As short & long term projects relating science to reality This helps students to apply what they learn in their daily life activities. This also develops their personal skills as teamwork, leadership and communication skills.

37. Games & role playing Where students act, enjoy, and have fun making better understanding to scientific concepts.

38. To extend their knowledge and enhance curiosity and self learning.

39. Thank you We wish you a happy and successful year

40. Math Department T o L o v e M a t h

41. Our Philosophy is: Go down deep enough into anything and you will find mathematics. D ean Schlicter Our Slogan Math is life

42. Math Tools Books Boards Interactive activities Indoor and outdoor activities School competitions Projects Researches Smart Boards

43. Assessment Weekly Quizes Pop up quizzes Midterm Exams At the end of each semester

45. قسم اللغة العربية

47. مهـارة القـراءة مهارة الكتابة

48. أن يستخدم التلميذ اللغة العربية الفصحى في التعبيرعن أفكاره وحاجاته شفويًا بشكل صحيح. وأن يراعي الدقة النحوية والتعبيرات الصحيحة عند الكتابة. وأن يؤثر استخدام التعبيرات الجمالية على اللغة المباشرة.

49. اتباع المنهج التكاملي بين مهارات اللغة. التأكيد على المعرفة التي تهدف الوحدة إلى إكسابها للتلميذ ، مع ربطها بواقع التلميذ. عمل مشروع أو نشاط مصاحب ، أو بحث على موضوع الوحدة أو الدرس للتأكد من فهم التلميذ للمحتوى وقدرته على الاستفادة منه.

51.  قصص – مسرحيات – أناشيد  ألعاب – أعمال يدوية  – مناظرات – إعلان..............

58. TECHNO Kids combines English Language Arts ‎, Mathematics and common core state standards into technology education. Students develop their skills gradually as they complete interesting computer activities such as publishing a magazine or website.