Session 1: The Five C’s National Standards for Arabic K16 ‫ﻣﻌﺎﻳﻴﺮ ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬ ‫اﻟﺘﻮاﺻﻞ‬ Communication Communicate in the Arabic language ‫اﻟﺘﻮاﺻﻞ ﺑﻮاﺳﻄﺔ‬ ‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬ 1.1 Interpersonal communication Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. K£KâíXEu´Ï7 MEY<M=AK uY¹ µj8A¹KjA<gW? gYK7hÐ<A¹KDEA ¥zµ£K¹gDEK¹ Sample Classroom Activities Interviews and surveys: y Fill out student responses on grid as students gather information from interviewing classmates. In small groups, compile and compare results. Make inferences from data. y Find three things you have in common 1.2 Interpretive Communication Students understand and interpret written and spoken language on a variety of topics. ‫ﻳﻔﻬﻢ اﻟﺘﻼﻣﻴﺬ وﻳﻔﺴﺮون ﻣﻮاﺿﻴﻊ ﻣﺘﻨﻮﻋﺔ ﺳﻮاء‬ .‫ﺑﺎﻟﻠﻐﺔ اﻟﻤﺤﻜﻴﺔ أو اﻟﻤﻜﺘﻮﺑﺔ‬ Sample Activities http://weather.naseej.com/ http://www.marocannonces.cc/cv.php 1.3 Presentational Communication Students present information, concepts, and ideas to an audience of listeners and readers on a variety of topics. ‫ﻳﻌﺮض اﻟﺘﻼﻣﻴﺬ ﻣﻌﻠﻮﻣﺎت وﻣﻔﺎﻫﻴﻢ وأﻓﻜﺎر ﺣﻮل ﻣﻮاﺿﻴﻊ‬ .‫ﻣﺘﻨﻮﻋﺔ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﺠﻤﻬﻮر ﻣﻦ اﻟﻤﺴﺘﻤﻌﻴﻦ واﻟﻘﺮاء‬ Sample Activities / Tasks 2011 ‫ ﻓﺻﻝ ﺍﻟﺭﺑﻳﻊ‬- ‫ ﺳﻭﺑﺭ ﺳﺗﺎﺭ ﻓﺻﻝ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺑﻳﺔ‬y ‫ ﺑﻳﺕ ﺍﻟﻣﺳﺗﻘﺑﻝ‬y y http://www.youtube.com/watch?v=HUBc O8ZzNB4 y http://www.youtube.com/watch?v=7MJY M_7EMCI&feature=related Culture Gain knowledge and Understanding of the cultures of the Arab world. ‫اﻟﺜﻘﺎﻓﺎت‬ ‫اﻛﺘﺴﺎب‬ ‫وﻓﻬﻢ ﻣﻌﻠﻮﻣﺎت‬ ‫ﻋﻦ ﺛﻘﺎﻓﺎت‬ .‫اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ‬ Standard 2.1: Cultural Practices Students demonstrate an understanding of the relationship between the practices and perspectives of he culture studied. ‫ﻳﺒﺪي اﻟﺘﻼﻣﻴﺬ ﻓﻬﻤﺎ ﻟﻠﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻤﺎرﺳﺎت و وﺟﻬﺎت ﻧﻈﺮ ﺛﻘﺎﻓﺎت‬ ‫ﻣﺘﻨﻮﻋﺔ ﻣﻦ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ‬ Perspectives Standard 2.2: Cultural Products Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. ‫ﻳﺒﺪي اﻟﺘﻼﻣﻴﺬ ﻓﻬﻤﺎً ﻟﻠﻌﻼﻗﺔ ﺑﻴﻦ ﻧﺘﺎج ووﺟﻬﺎت ﻧﻈﺮ ﺛﻘﺎﻓﺎت ﻣﺘﻨﻮﻋﺔ‬ .‫ﻣﻦ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ‬ The Three P’s of Culture What practices do you observe? What products do you observe? What perspectives do you observe? Sample Activity y Connections ‫اﻟﺮﺑﻂ‬ Use Arabic to connect with Other Disciplines and Acquire Information ‫اﺳﺘﻌﻤﺎل اﻟﻌﺮﺑﻴﺔ ﻟﺮﺑﻄﻬﺎ ﺑﻔﺮوع أﺧﺮى ﻣﻦ اﻟﺪراﺳﺔ وﻟﺘﺤﺼﻴﻞ‬ .‫ﻣﻌﻠﻮﻣﺎت‬ ‫‪Standard 3.1‬‬ ‫‪Making Connections‬‬ ‫ﻳﻘﻮي اﻟﺘﻼﻣﻴﺬ وﻳﻌﺰزون ﻣﻌﻠﻮﻣﺎﺗﻬﻢ ﻋﻦ ﻣﻮاد ﻋﻠﻤﻴﺔ‬ ‫أﺧﺮى أو دراﺳﺔ ﻣﻮاد ﻋﻠﻤﻴﺔ ﻣﻦ ﺧﻼل اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫‪Standard 3.2‬‬ ‫‪Acquiring New Information‬‬ ‫ﻳﺤﺼﻞ اﻟﺘﻼﻣﻴﺬ ﻣﻌﻠﻮﻣﺎت وﻳﺘﻌﺮﻓﻮن ﻋﻠﻰ وﺟﻬﺎت اﻟﻨﻈﺮ‬ ‫ّ‬ ‫اﻟﻤﺘﻮﻓﺮة ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ وﻓﻲ ﺛﻘﺎﻓﺎﺗﻬﺎ ﻓﻘﻂ‪.‬‬ 3.1 Making Connections Students reinforce and further their knowledge of other disciplines through the foreign language. 3.2 Acquiring New Information Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture. Sample Activity Comparisons Comparisons ‫اﻟﻤﻘﺎرﻧﺎت‬ Develop Insight into the Nature of Language and Culture ‫ﺗﻄﻮﻳﺮ رؤﻳﺔ ﺗﺒﺼﺮﻳﺔ‬ .‫ﻓﻲ اﻟﻠﻐﺔ واﻟﺜﻘﺎﻓﺔ‬ Standard 4.1 Language Comparisons Students demonstrate understanding of the nature of language through comparisons between Arabic and their own ‫ﻳﺒﺪي اﻟﺘﻼﻣﻴﺬ ﻓﻬﻤﺎ ﻟﻄﺒﻴﻌﺔ اﻟﻠﻐﺔ ﻣﻦ ﺧﻼل إﺟﺮاء‬ .‫ﻣﻘﺎرﻧﺎت ﺑﻴﻦ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ وﻟﻐﺎﺗﻬﻢ‬ Standard 4.2 Cultural Comparisons Students demonstrate understanding of the concept of culture through comparisons of the Arab world and their own. ‫ﻳﺒﺪي اﻟﺘﻼﻣﻴﺬ ﻓﻬﻤﺎ ﻟﻤﻔﻬﻮم اﻟﺜﻘﺎﻓﺔ ﻣﻦ ﺧﻼل إﺟﺮاء‬ . ‫ﻣﻘﺎرﻧﺎت ﺑﻴﻦ ﺣﻀﺎرات اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ وﺣﻀﺎراﺗﻬﻢ‬ Activities y Venn Diagram Christmas in Syria Christmas in US http://www.youtube.com/watch?v=cV4S2_IA1NQ Mother’s day http://www.youtube.com/watch?v=K8uSKXiGzoE&feature=related Sample Progress Indicators y Students are aware of the existence of idiomatic expressions in both their native language and the language being learned and talk about how idiomatic expressions work in general. y Students demonstrate awareness that there are phrases and idioms that do not translate directly from one language to another. Sample Progress Indicators y Students identify and analyze cultural perspectives as reflected in a variety of literary genres. y Students recognize the interests and practices that they have in common with their Arabic peers (video games, fast foods, clothing). Communities ‫اﻟﻤﺠﺘﻤﻌﺎت‬ ÆK<í¹NEíK=A£W<K<BáíM¥K7& Standard 5.1 Language Beyond School Students use Arabic both within and beyond the school setting .‫ﻳﺴﺘﻌﻤﻞ اﻟﺘﻼﻣﻴﺬ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻓﻲ اﻟﻤﺪرﺳﺔ وﺧﺎرﺟﻬﺎ‬ Standard 5.2 Life-long Learning Students show evidence of becoming life-long learners by using Arabic for personal enjoyment and enrichment. ‫ﻳﻈﻬﺮ اﻟﺘﻼﻣﻴﺬ دﻟﻴﻼ ﻋﻠﻰ ﻛﻮﻧﻬﻢ ﻃﺎﻟﺒﻲ ﻋﻠﻢ ﻣﺪى اﻟﺤﻴﺎة ﻣﻦ ﺧﻼل‬ .‫اﺳﺘﻌﻤﺎﻟﻬﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺘﻌﺔ اﻟﺸﺨﺼﻴﺔ وﻹﻏﻨﺎء ﻟﻐﺘﻬﻢ‬ Activity y y Guest speaker Go to a restaurant or a market and buy food y Visit the heritage community y Watch an Arabic movie during a festival y Attend a concert for Arabic music Sample Progress Indicators x Students invite community members to participate in Arabic language or culture related school events (career exploration, speakers, demonstrations, tutoring, clubs, etc.) x Students use Arabic to participate in activities that benefit the school or community. Sample Progress Indicators x Students listen to music, sing songs, play instruments or perform dances that reflect Arab culture. x Students act as volunteers or mentors to younger Arabic language learners. Learning Scenarios Definition A learning scenario is an illustrative example of teaching and learning defined in the Standards. Activity y y Guest speaker Go to a restaurant or a market and buy food y Visit the heritage community y Watch an Arabic movie during a festival y Attend a concert for Arabic music ‫وﻇﻴﻔﺘﻲ اﻟﺘﻲ أﺣﻠﻢ ﺑﻬﺎ‬ ‫ﻳﺘﻌﺮﻓﻮن ﻓﻲ ﻣﺎدة‬ ‫إ ّن ﺗﻼﻣﻴﺬ اﻟﺼﻒ اﻟﺨﺎﻣﺲ اﻟﺬﻳﻦ ﻳﻨﺘﻤﻮن إﻟﻰ أﺳﺮ ذات أﺻﻮل ﻋﺮﺑﻴﺔ ّ‬ ‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ِ‬ ‫اﻟﺤﺮف واﻟﻤﻬﻦ ﻓﻲ أﻣﺮﻳﻜﺎ واﻟﺒﻠﺪان اﻟﻌﺮﺑﻴﺔ ﺣﻴﺚ ﻳﺴﺘﻜﺸﻔﻮن اﻟﺤﺮﻓﺔ‬ ‫أو اﻟﻤﻬﻨﺔ اﻟﺘﻲ ﺗﻠﻘﻰ اﺣﺘﺮاﻣﺎً ﻛﺒﻴﺮاً وﻳﺒﺤﺜﻮن ﻋﻦ اﻷﺳﺒﺎب اﻟﺘﻲ ﺗﺪﻋﻮ إﻟﻰ ذﻟﻚ‪ .‬ﻳﺒﺪأ‬ ‫اﻟﺘﻼﻣﻴﺬ ﺑﺘﺠﻤﻴﻊ أﻓﻜﺎر وﻣﻌﻠﻮﻣﺎت ﺳﺮﻳﻌﺔ ﻋﻦ اﻟﻤﻬﻦ واﻟﺤﺮف اﻟﺘﻲ ﺗُﻤﺎرس ﺣﺎﻟﻴﺎً ﻓﻲ‬ ‫ﻣﺠﺘﻤﻌﻬﻢ ﻣﻦ ﻗِﺒَﻞ أﺑﻨﺎء اﻟﺠﺎﻟﻴﺔ‪ ،‬وﺗﻌﺒّﺮ ﻫﺬﻩ اﻟﻤﻌﻠﻮﻣﺎت ﻋﻦ ﻧﻮﻋﻴﺔ اﻟﻤﻼﺑﺲ اﻟﺘﻲ ﻳﺮﺗﺪﻳﻬﺎ‬ ‫أﺻﺤﺎب اﻟﻤﻬﻦ وأﻣﺎﻛﻦ ﻣﻤﺎرﺳﺔ ﺗﻠﻚ اﻟﻤﻬﻦ‪ ،‬وﻳﺸﺘﺮك ﺟﻤﻴﻊ ﺗﻼﻣﻴﺬ اﻟﺼﻒ ﻓﻲ إﻋﺪاد‬ ‫ﺛﻢ ﻳﺴﺘﻤﻊ اﻟﺘﻼﻣﻴﺬ إﻟﻰ ﺣﺪﻳﺚ‬ ‫ﺟﺪول ﻳﻮﺿﺢ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻮاﺟﺐ ﻣﻌﺮﻓﺘﻬﺎ ﻋﻦ ﻛﻞ ﻣﻬﻨﺔ‪ّ ،‬‬ ‫ﺗﺘﻢ اﺳﺘﻀﺎﻓﺘﻪ ﻓﻲ اﻟﺼﻒ وﻟﻴﻜﻦ ﻃﺒﻴﺒﺎً ﻟﻴﺨﺒﺮﻫﻢ ﻋﻦ ﻃﺒﻴﻌﺔ اﻟﺪراﺳﺔ واﻟﻤﺪة‬ ‫ﺻﺎﺣﺐ ﻣﻬﻨﺔ ّ‬ ‫اﻟﺘﻲ اﺳﺘﻐﺮﻗﺘﻬﺎ ﺣﺘﻰ ﻳﺼﺒﺢ ﻃﺒﻴﺒﺎً وﻛﺬﻟﻚ ﻋﻦ أﺳﺒﺎب اﺧﺘﻴﺎرﻩ ﻟﻬﺬا اﻟﻤﺠﺎل اﻟﻤﻬﻨﻲ‪،‬‬ ‫وأﺛﻨﺎء اﻻﺳﺘﻤﺎع ﻳﻘﻮم اﻟﺘﻼﻣﻴﺬ ﺑﺄﺧﺬ ﻣﻼﺣﻈﺎت ﻳﺪوﻧﻮﻧﻬﺎ ﻓﻲ اﻟﺠﺪول وﻳﻮاﺻﻠﻮن ﻃﺮح‬ ‫أﺳﺌﻠﺘﻬﻢ ﻋﻠﻰ اﻟﻀﻴﻒ‪ ،‬وﻳﻜﻮن اﻟﻮاﺟﺐ اﻟﻤﻨﺰﻟﻲ ﻟﻬﺬا اﻟﻴﻮم ﻋﺒﺎرة ﻋﻦ أﺳﺌﻠﺔ ﻳﻮﺟﻬﻬﺎ‬ ‫وأﻣﻬﺎﺗﻬﻢ ﻋﻦ اﻟﻤﻬﻦ اﻟﺘﻲ ﻳﻤﺎرﺳﻮﻧﻬﺎ واﻟﻤﺆﻫﻼت اﻟﻼزﻣﺔ ﻟﻬﺎ وأﺳﺒﺎب‬ ‫اﻟﺘﻼﻣﻴﺬ إﻟﻰ آﺑﺎﺋﻬﻢ ّ‬ ‫اﺧﺘﻴﺎرﻫﻢ ﻟﻬﺬﻩ اﻟﻤﻬﻦ‪.‬‬ ‫وﻓﻲ اﻟﻴﻮم اﻟﺘﺎﻟﻲ ﻳﺘﺒﺎدل اﻟﺘﻼﻣﻴﺬ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﺣﺼﻠﻮا ﻋﻠﻴﻬﺎ‪ ،‬وﺑﻌﺪ ذﻟﻚ‬ ‫ﻳﻘﺮأ اﻟﺘﻼﻣﻴﺬ ﺑﻌﺾ اﻟﻤﻘﺎﻻت اﻟﻤﺘﺨﺼﺼﺔ واﻷﻗﻮال اﻟﻤﺄﺛﻮرة واﻷﺷﻌﺎر اﻟﺘﻲ ﺗﺆّﻛﺪ‬ ‫ﺛﻢ ﻳﺒﺤﺚ ﺟﻤﻴﻊ ﺗﻼﻣﻴﺬ اﻟﺼﻒ أوﺟﻪ اﻟﺸﺒﻪ‬ ‫ﻋﻠﻰ أﻫﻤﻴﺔ وﻣﻨﺰﻟﺔ ﻣﻬﻦ ﻣﻌﻴﻨﺔ‪ّ ،‬‬ ‫واﻻﺧﺘﻼف ﺑﻴﻦ اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة واﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ ﻋﻨﺪ دراﺳﺔ اﻷﺳﺒﺎب اﻟﺘﻲ‬ ‫ﺗﺆﺛﺮ ﻓﻲ اﺧﺘﻴﺎر اﻟﻤﻬﻦ‪ .‬وﻛﻤﺸﺮوع ﺧﺘﺎﻣﻲ ﻳﻜﺘﺐ ﻛﻞ ﺗﻠﻤﻴﺬ أو ﻳﺼﻤﻢ ﻟﻮﺣﺔ ﻋﻦ‬ ‫ﺿﺢ ﻣﻦ ﺧﻼل ﻫﺬا‬ ‫اﻟﻤﻬﻨﺔ اﻟﺘﻲ ﻳﺤﻠﻢ أن ﻳﻤﺎرﺳﻬﺎ ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ ﻋﻠﻰ أن ﻳﻮ ّ‬ ‫اﻟﻤﺸﺮوع اﻟﺨﻄﻮات اﻟﺘﻲ ﻳﺠﺐ ﻋﻠﻴﻪ أن ﻳﺘّﺒﻌﻬﺎ ﻟﻴﺤﻘﻖ ﻫﺬا اﻟﻬﺪف‪ ،‬وﻛﺬﻟﻚ‬ ‫ﻳﺠﺐ ﻋﻠﻴﻪ أن ﻳﺬﻛﺮ دواﻓﻊ اﺧﺘﻴﺎرﻩ ﻟﻬﺬﻩ اﻟﻤﻬﻨﺔ‪ .‬وﺑﻌﺪ ذﻟﻚ ﻳﻌﺮض ﻛﻞ ﺗﻠﻤﻴﺬ‬ ‫اﻟﻤﺸﺮوع أﻣﺎم زﻣﻼﺋﻪ ﻓﻲ اﻟﺼﻒ‪ ،‬ﻋﻠﻰ أن ﻳﺮﺗﺪي أﺛﻨﺎء اﻟﻌﺮض ﻣﻼﺑﺲ ﻣﻨﺎﺳﺒﺔ‬ ‫ﻟﻠﻤﻬﻨﺔ اﻟﺘﻲ اﺧﺘﺎرﻫﺎ وﻳﺤﻤﻞ اﻷدوات اﻟﻤﺴﺘﺨﺪﻣﺔ ﻋﻨﺪ ﻣﻤﺎرﺳﺔ ﻫﺬﻩ اﻟﻤﻬﻨﺔ‪،‬‬ ‫ﻛﻤﺎ ﻳﺠﺐ ﻋﻠﻴﻪ أن ﻳﺠﻴﺐ ﻋﻦ اﻷﺳﺌﻠﺔ اﻟﺘﻲ ﻳﻄﺮﺣﻬﺎ زﻣﻼؤﻩ ﻋﻦ ﻣﻬﻨﺘﻪ‪.‬‬ ‫ﺛﻢ ﻳﺠﻴﺒﻮن ﻓﻲ‬ ‫‪ 1.1‬ﻳﺘﺒﺎدل اﻟﺘﻼﻣﻴﺬ ﻣﻌﻠﻮﻣﺎت ﺣﺼﻠﻮا ﻋﻠﻴﻬﺎ ﻣﻦ آﺑﺎﺋﻬﻢ ّ‬ ‫وأﻣﻬﺎﺗﻬﻢ ّ‬ ‫ﺗﺨﺺ أﺳﺒﺎب اﺧﺘﻴﺎرﻫﻢ ﻟﻬﺬﻩ اﻟﻤﻬﻦ‪.‬‬ ‫وﻗﺖ ﻻﺣﻖ ﻋﻦ أﺳﺌﻠﺔ‬ ‫ّ‬ ‫‪ 2.1‬ﻳﺴﺘﻤﻊ اﻟﺘﻼﻣﻴﺬ إﻟﻰ ﺣﺪﻳﺚ اﻟﻀﻴﻒ‪.‬‬ ‫‪ 3.1‬ﻳﻌﺮض اﻟﺘﻼﻣﻴﺬ ﻣﻬﻨﺘﻬﻢ اﻟﺘﻲ ﻳﺘﻤﻨّﻮن ﻣﻤﺎرﺳﺘﻬﺎ ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ‪.‬‬ ‫‪ 1.2‬ﻳﺴﺘﻜﺸﻒ اﻟﺘﻼﻣﻴﺬ اﻟﻤﻤﺎرﺳﺎت اﻟﻴﻮﻣﻴﺔ وﺟﺪاول أﻋﻤﺎل اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﻬﻦ‬ ‫ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ‪.‬‬ ‫‪ 1.3‬ﻳﺮﺑﻂ اﻟﺘﻼﻣﻴﺬ ﺑﻴﻦ درس اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ وﻣﺎدة اﻟﺪراﺳﺎت اﻻﺟﺘﻤﺎﻋﻴﺔ ﻋﻨﺪ‬ ‫اﻟﺤﺪﻳﺚ ﻋﻦ اﻟﻤﻬﻦ ﻓﻲ اﻟﻤﺠﺘﻤﻊ اﻟﻤﺤﻴﻂ ﺑﻬﻢ‪.‬‬ ‫‪ 2.3‬ﻳﺠﻤﻊ اﻟﺘﻼﻣﻴﺬ ﻣﻌﻠﻮﻣﺎت ﻋﻦ ﻣﻨﺰﻟﺔ اﻟﻤﻬﻦ اﻟﻤﺨﺘﻠﻔﺔ ﻋﻨﺪ ﻗﺮاءة ﺑﻌﺾ‬ ‫اﻷﻗﻮال اﻟﻤﺄﺛﻮرة واﻷﺷﻌﺎر‪.‬‬ ‫‪2.4‬‬ ‫ﻳﺴﺘﻜﺸﻒ اﻟﺘﻼﻣﻴﺬ أوﺟﻪ اﻟﺸﺒﻪ واﻻﺧﺘﻼف اﻟﺜﻘﺎﻓﻴﺔ ﺑﻴﻦ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ‬ ‫واﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة ﻋﻨﺪ ﻣﻘﺎرﻧﺔ ﻣﻨﺰﻟﺔ اﻟﻤﻬﻦ اﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻫﺬﻩ اﻟﺒﻼد‪.‬‬ ‫‪ 2.5‬ﻳﺤﺼﻞ اﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎت ﻋﻦ اﻟﻤﻬﻦ اﻟﺘﻲ ﺗﺤﻈﻰ ﺑﺎﻫﺘﻤﺎم‬ ‫ﺷﺨﺼﻲ ﻟﺪﻳﻬﻢ‪.‬‬ ‫ّ‬ ‫ﻳُﻤﻜﻦ ﻟﻬﺬا اﻟﻨﺸﺎط أن ﻳُﻌ ّﺪل ﻟﻜﻲ ﻳﺘﻮاءم ﻣﻊ أﻧﻮاع ﻣﺨﺘﻠﻔﺔ ﻣﻦ اﻟﺒﺮاﻣﺞ‬ ‫وﻛﺬﻟﻚ ﻣﻊ ﻣﺨﺘﻠﻒ ﻣﺮاﺣﻞ اﻟﻌﻤﺮ وﻣﺨﺘﻠﻒ ﻣﺴﺘﻮﻳﺎت اﻟﻜﻔﺎءة اﻟﻠﻐﻮﻳﺔ‬ ‫ﻟﺪى اﻟﺘﻼﻣﻴﺬ‪.‬‬ ‫ﻓَ ﱢﻜﺮ وﺷﺎرك !!‬ ‫إﺟﺮاء ﻣﻘﺎﺑﻠﺔ ﺷﺨﺼﻴﺔ ﻣﻊ ﻣﺸﺎﻫﻴﺮ اﻟﻤﺠﺘﻤﻊ‬ ‫ﻳﻘﻮم ﺗﻼﻣﻴﺬ اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻧﻮﻳﺔ ﺑﺘﺼﻮﻳﺮ ﻣﻘﺎﺑﻠﺔ ﺷﺨﺼﻴﺔ ﺻﻮرﻳّﺔ ﻣﻊ أﺣﺪ اﻟﺸﺨﺼﻴﺎت‬ ‫ﻟﻴﺨﻤﻨﻮا ﻣﺎ ﻫﻲ اﻟﻤﻌﻠﻮﻣﺎت‬ ‫اﻟﻤﺸﻬﻮرة ﺑﺎﻟﻔﻴﺪﻳﻮ‪ ،‬ﻓﻔﻲ اﻟﺒﺪاﻳﺔ ﻳﻌﻤﻞ اﻟﺘﻼﻣﻴﺬ ﻓﻲ ﻣﺠﻤﻮﻋﺎت ّ‬ ‫ﺛﻢ ﻳﺸﺎﻫﺪون ﻧﻤﻮذﺟﺎً ﻟﻤﻘﺎﺑﻠﺔ‬ ‫اﻟﺘﻲ ﻳﺠﺐ اﻟﺤﺼﻮل ﻋﻠﻴﻬﺎ ﺧﻼل اﻟﻤﻘﺎﺑﻠﺔ اﻟﺸﺨﺼﻴﺔ‪ّ ،‬‬ ‫ﺷﺨﺼﻴﺔ ﻣﺴﺠﻠﺔ ﺑﺎﻟﻔﻌﻞ ﻣﻊ أﺣﺪ ﻣﺸﺎﻫﻴﺮاﻟﻤﺠﺘﻤﻊ‪ ،‬وﻳﺘﺄ ّﻛﺪون ﻣﻦ ﻣﺪى ﺻﺤﺔ ﺗﻮﻗّﻌﺎﺗﻬﻢ‬ ‫اﻷوﻟﻰ‪ ،‬وﺑﻌﺪ ذﻟﻚ ﻳﻔﺤﺺ اﻟﺘﻼﻣﻴﺬ اﻟﻤﻘﺎﺑﻠﺔ وﻳﺪرﺳﻮﻧﻬﺎ ﻟﻜﻲ ﻳﺤ ّﺪدوا ﺟﻤﻴﻊ ﻋﻨﺎﺻﺮﻫﺎ اﻟﺘﻲ‬ ‫ﺗﺸﺘﻤﻞ ﻋﻠﻰ اﻷﺳﺌﻠﺔ اﻷوﻟﻴﺔ اﻟﻤﻄﺮوﺣﺔ وﻃﺒﻴﻌﺘﻪ وﻛﻴﻔﻴﺔ إدارة اﻟﺤﻮار ﻣﻦ ﻗِﺒَﻞ اﻟﻤﺤﺎ ِور‬ ‫وﻛﺬﻟﻚ اﻟﺮدود واﻹﻳﺠﺎﺑﺎت ﻣﻦ ﻗِ‬ ‫ﻳﺘﺪرب اﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ إﺟﺮاء‬ ‫ذﻟﻚ‬ ‫ﺑﻌﺪ‬ ‫اﻟﻤﻘﺎﺑﻠﺔ‪،‬‬ ‫ﺿﻴﻒ‬ ‫ﻞ‬ ‫ﺒ‬ ‫َ‬ ‫ّ‬ ‫ﺛﻢ ﻳﻌﻤﻠﻮن‬ ‫ﻣﻘﺎﺑﻼت ﺷﺨﺼﻴﺔ ﻣﻊ ﺑﻌﻀﻬﻢ اﻟﺒﻌﺾ ﻣﻦ ﺧﻼل ﻧﺸﺎط ﻳُﺪﻋﻰ "ﺣﻔﻠﺔ ﺷﺎي"‪ّ ،‬‬ ‫ﻟﻴﻘﺮروا اﺳﻢ اﻟﺸﺨﺺ اﻟﺬي ﻳﺤﺒّﻮن أن ﻳﺘﻈﺎﻫﺮوا ﺑﺈﺟﺮاء ﻣﻘﺎﺑﻠﺔ ﺷﺨﺼﻴﺔ‬ ‫ﻓﻲ ﻣﺠﻤﻮﻋﺎت ّ‬ ‫ﻣﻌﻪ‪ ،‬وﻳﺴﺘﻌﻤﻠﻮن ﺷﺒﻜﺔ اﻻﺗﺼﺎﻻت اﻹﻟﻜﺘﺮوﻧﻴﺔ واﻟﻤﻜﺘﺒﺔ ﻟﺠﻤﻊ ﻣﻌﻠﻮﻣﺎت ﻋﻦ ذﻟﻚ‬ ‫ﺛﻢ‬ ‫اﻟﺸﺨﺺ اﻟﻤﺸﻬﻮر وﻳﺤ ّﺪدون دوراً ﻟﻜﻞ ﺗﻠﻤﻴﺬ ﻓﻲ اﻟﻤﻘﺎﺑﻠﺔ اﻟﺸﺨﺼﻴﺔ وﻳﺼﻤﻤﻮن ّ‬ ‫ﻳﻤﺜّﻠﻮن ﻣﺸﻬﺪ اﻟﻤﻘﺎﺑﻠﺔ اﻟﺸﺨﺼﻴﺔ وﻳﺼﻮروﻧﻪ ﺑﺂﻟﺔ ﺗﺼﻮﻳﺮ اﻟﻔﻴﺪﻳﻮ‪ ،‬وﺗﻘﻮم ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ‬ ‫ﺛﻢ ﺗﻘﻮم‬ ‫اﻟﺘﻼﻣﻴﺬ ﺑﻌﺮض ﺷﺮﻳﻂ اﻟﻔﻴﺪﻳﻮ أﻣﺎم ﺑﺎﻗﻲ اﻟﺘﻼﻣﻴﺬ ﺣﻴﺚ ّ‬ ‫ﻳﺪوﻧﻮن ﻣﻼﺣﻈﺎﺗﻬﻢ‪ّ ،‬‬ ‫اﻟﻤﺠﻤﻮﻋﺔ اﻟﻌﺎرﺿﺔ ﻟﻠﻤﺸﻬﺪ ﺑﻄﺮح أﺳﺌﻠﺔ ﻋﻠﻰ ﺗﻼﻣﻴﺬ اﻟﺼﻒ ﻋﻦ ﺗﻠﻚ اﻟﻤﻘﺎﺑﻠﺔ‬ ‫اﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫ﻟﻤﻌﻠﻮﻣﺎﺗﻚ‬ ‫ﺗﺼﻒ اﻟﻤﻌﺎﻳﻴﺮ ﻧﺘﺎﺋﺞ اﻟﺘﺪرﻳﺲ وﻻ ﺗﺼﻒ ﻣﻨﻬﺞ اﻟﺘﺪرﻳﺲ‪.‬‬ ‫ﺗﺸﻜﻞ اﻟﻤﻌﺎﻳﻴﺮ ﺧﺮﻳﻄﺔ ﻃﺮﻳﻖ وﻻ ﻳﻤﻜﻦ اﻋﺘﺒﺎرﻫﺎ ﺣﺎﺳﻤﺔ‬ ‫ﻟﻤﺎ ﻳﺠﺐ ﺗﺪرﻳﺴﻪ ﻓﻲ ﺻﻒ اﻟﻠﻐﺔ‪ .‬وﻋﻠﻰ اﻟﻤﻌﻠﻤﻴﻦ أن‬ ‫ﻳﻜﻴﻔﻮا ﻃﺮق ﺗﺪرﻳﺴﻬﻢ ﻟﻺﺳﺘﺠﺎﺑﺔ إﻟﻰ ﻣﺘﻄﻠﺒﺎت‬ ‫وﺣﺎﺟﺎت ﺗﻼﻣﻴﺬﻫﻢ‪.‬‬ ‫وﻟﻠﻤﻌﺎﻳﻴﺮ أﻫﻤﻴﺔ ﻣﻄﻠﻘﺔ ﻓﻲ ﺗﺪرﻳﺲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ إذ أﻧﻬﺎ‬ ‫ﺗﻘﺪم ﻃﺮﻳﻘﺔ ﻟﺘﺨﻄﻴﻂ ﻣﻨﻬﺞ دراﺳﻲ وﻟﺘﻄﻮﻳﺮ أﺳﺎﻟﻴﺐ‬ ‫ﺗﻘﻴﻴﻢ وﻓﻘﺎ ﻟﻠﻘﻮاﻋﺪ اﻟﻤﺘﻔﻖ ﻋﻠﻴﻬﺎ ﺑﺸﻜﻞ ﻋﺎم‪.‬‬ ‫ﺗﺤﻠﻴﻞ اﻟﺴﻴﻨﺎرﻳﻮﻫﺎت‬ ‫أوﻻً‪ :‬اﺧﱰ ﺛﻼﺛﺔ ﺳﻴﻨﺎرﻳﻮﻫﺎت واﻗﺮأﻫﺎ وﺣﻠﻠﻬﺎ ﺟﻴﺪاً‪.‬‬ ‫ﺛﺎﻧﻴﺎً‪ :‬ﺣﺪد اﻟﻌﻨﺎﺻﺮ اﳌﻜﻮﻧﺔ ﳍﺬﻩ اﻟﺴﻴﻨﺎرﻳﻮﻫﺎت‪.‬‬ ‫ﺛﺎﻟﺜﺎً‪ :‬اﻗﺮأ وﺣﻠﻞ اﻟﻨﺺ اﻟﺮﺋﻴﺴﻲ ﻟﻠﺴﻴﻨﺎرﻳﻮ وﺣﺪد اﻟﻌﻨﺎﺻﺮ اﻟﺮﺋﻴﺴﻴﺔ اﳌﻮﺟﻮدة ﻓﻴﻪ‪.‬‬ ‫ﻧﻘﺎش ﺟﻤﺎﻋﻲ‬ ‫راﺑﻌﺎً‪ :‬اﺧﱰ أﺣﺪ اﻟﺴﻴﻨﺎرﻳﻮﻫﺎت اﻟﺬي ﺗﺸﻌﺮ ﺑﺄﻧﻚ ﺗﺴﺘﻄﻴﻊ اﺳﺘﺨﺪاﻣﻪ واﻛﺘﺐ ﻋﻦ‬ ‫اﻟﺘﻌﺪﻳﻼت اﻟﱵ ﺗﺪﺧﻠﻬﺎ ﻋﻠﻰ ﻧﺺ اﻟﺴﻴﻨﺎرﻳﻮ ﻟﺘﺠﻌﻠﻪ ﻣﻨﺎﺳﺒﺎً ﳌﺴﺘﻮى ﻃﻼﺑﻚ وأﻋﻤﺎرﻫﻢ‪.‬‬ ‫ﺧﺎﻣﺴﺎً‪ :‬ﻣﺎﻫﻲ اﳌﻘﺎﻳﻴﺲ واﻷﻧﺸﻄﺔ اﻟﱵ ﺗﺴﺘﺨﺪﻣﻬﺎ ﰲ اﻟﺴﻴﻨﺎرﻳﻮ ﺑﻌﺪ اﻟﺘﻌﺪﻳﻞ؟‬ «K7» lA¹Gfqj M?K:&¥j8LKÝKDj<9¹KBA@KK:XEuY? .1 KÓ ²¹YMìhM>HKBAMED .2 k¹t¶Y:´KC·K¤KMY<¹Mj#Y7CY .3 MKC[ujA M8?W¹·K@¹M8?µK:MEB¹M8?KBt .4 MEoY ‫ ﺭﻗﺻﺔ ﺍﻟﻌﺭﺿﺔ‬y ‫ ﺭﻗﺻﺔ ﺇﻣﺎﺭﺍﺗﻳﺔ‬y