الصفحه الرسميه للاستاذ محمد درغام مدرس اللغه الانجليزيه

🌹حصريا وبعد انتهاء الوقت الرسمي
امتحان الثانوية العامة الدور الاول 2025
مع نموذج إجابة مقترح.. العمالقة 🌹
رابط الامتحان بدون اجابات
https://www.mediafire.com/file/hvaousurlfdqoyx/اهداء+من+فريق+العمالقة+++امتحان+الثانوية+العامة+دور+اول+بدون+اجابات++2025.pdf/file

نموذج مقترح للاجابة
https://www.mediafire.com/file/f130zftjogvdh2m/اهداء+من+فريق+العمالقة+++امتحان+الثانوية+العامة+دور+اول+بالاجابات++2025.pdf/file

💥 بشرة خير 💥
امتحان اللغة الإنجليزية للأزهر الشريف القسم العلمي 2025
كان رائع و مباشر ومتوقع ، والأسئلة في مستوى الطالب المتوسط 👌❤️
وغدًا امتحان الإنجليزي للثانوية العامة،
يا رب يكون بنفس السهولة والوضوح 🙏
كل التوفيق لطلابنا الأعزاء 💪📚

#الأزهر

تم فتح كل الكورسات المدفوعة مجانا شير وخلي الكل يستفيد.

بسم الله :

1- كورس اكسيل للمبتدئين مجانا
عدد الدروس : 37 درس
المدة :720 دقيقة ..... 12 ساعة
عدد الأجزاء : 5 أجزاء
التكلفة : مجاني
https://www.stjegypt.com/course/533

2- لأول مرة
خارطة الطريق
لتصبح محلل بيانات مجانا || من أعلى المرتبات
https://www.stjegypt.com/article/3207

3- دورة الحاسب الآلي
" تأسيس + مايكروسوفت الاوفيس "
https://www.stjegypt.com/article/2627

4- أكبر تجميعة لن تدها في أي مكان
لدراسة" MBA " ماجستير إدارة الأعمال
من أكبر جامعات في العالم,,,
https://bit.ly/45JyWdV

5- دورة انجليزي كامل مجانا من المجلس الثقافي البريطاني
عدد الدروس : 150 درس
مقسم ل 4 مهارات
1- استماع
2- قراءة
3- كـتابة
4- تحدث
https://www.stjegypt.com/article/2673

6- دورات
المنصة الوطنية للتدريب الإلكتروني
إحدى مبادرات صندوق تنمية الموارد البشرية "هدف"
تحسين فرص المواطنين الوظـيفية وتأهيلهم لسوق العمل
https://www.stjegypt.com/article/2803

7- كورس كامل
و شهادة معتمدة من شركة HP
في 5 أيام فقط تقوي السيرة الذاتية
https://www.stjegypt.com/article/1828

8- كورس هيا نتعلم الإنجليزية
كاملا : : : : لأول مرة
https://www.stjegypt.com/article/2955

9- كتابة المحتوى من الصفر حتى الاحتراف
جميع الدورات و الشهادات و خبرة سنوات
https://www.stjegypt.com/article/2958

10 - كيف تبدأ في مجال الجرافيك من الصفر للإحتراف
https://www.stjegypt.com/article/2961

11- اكثر من 3500 دورة تدريبية في " البرمجة "
للأطفال و الكبار
https://www.stjegypt.com/article/2957

جدول مذاكرة
لمدة 6 شهور في تعليم اللغة الانجليزية مجانا
https://bit.ly/44E6wAU

بسم الله نبدأ :

1️⃣ موقع وتطبيق ELSA Speak
يديلك جٌمل ويطلب منك تنطقها .. يعرض لك عبارات مكتوبة ويطلب منك تنطقها بصوتك
تكرر التمرين إلى أن يتحسن نطقك وتتقن كل إختبار 100% ❤👏
https://www.stjegypt.com/article/2843
2️⃣ موقع وتطبيق (HelloTalk ) تعليم المحادثة بالذكاء الاصطناعي
الشيء الرائع في هذا التطبيق هو وجود قاعدة مستخدمين ضخمة ، يمكنك الاتصال بالعديد من الأشخاص
https://www.stjegypt.com/article/3012
3️⃣ تطبيق Busuu لتعليم اللغات
أكثر من 10 لغات
https://www.stjegypt.com/article/3166
4️⃣ موقع وتطبيق (Speaky ) تعليم المحادثة بالذكاء الاصطناعي
عن طريق اختيارك بين التحدث
مع متحدثين أصلين أو ممارسين مثلك
https://www.stjegypt.com/article/3011
5️⃣ موقع وتطبيق (italki ) تعليم المحادثة بالذكاء الاصطناعي
متقسم إلى مجاني للمارسين مع متحدثين
أو بمقابل مادي مع مدرسين
https://www.stjegypt.com/article/3010
6️⃣ موقع وتطبيق (Fluentland ) تعليم محادثة بالذكاء الاصطناعي
مقسم إلى منتديات لمناقشة جميع أنواع مواضيع اللغة
https://www.stjegypt.com/article/3009
7️⃣ اهم برنامج وافضل برنامج ممكن تشوفه لتعليم المحادثة
تقضي علي رهبه المحادثه مع اشخاص اخرين
تحسن النطق
تحسن الاستماع عندك
https://www.stjegypt.com/article/1595
8️⃣ تعليم المحادثات بالانجليزية على موبايلك
مجانا بدون انترنت
500 محادثة يومية
https://www.stjegypt.com/article/2227
9️⃣ أكثر 100 محادثة استخداما في اللغة الانجليزية
https://www.stjegypt.com/article/2759
🔟تطبيق موبايل يساعدك على التدريب على الانترفيو بالانجليزي
https://www.stjegypt.com/article/1116
✅✅ في النهاية
عمل 𝐂𝐕 احترافي عن طريق موظف متخصص HR
يدعم نظام ال ATS الخاص بشركات التوظيف
يتم الاستعانة بالذكاء الاصطناعي للكتابة
مراجعة الأخطاء الاملائية
https://influence-me.online/

Influence Me - Optimize your leads Influence Me - Optimize your leads

😅

More famous 50 idioms in English:
1. Hang in there. كن صبورا ولا تستسلم
2. ‏2. Miss the boat. ضاعت عليه الفرصة او فات الاوان
3. ‏3. Break a leg. حظ سعيد او حظ موفق
4. ‏4. Don't judge a book by it's cover. لا تحكم على الشئ من مظاهره والمقصود ان المظاهر خداعة
5. ‏5. When pigs fly. يستحيل حدوث هذا الأمر
6. ‏6. Hit the nail on the head. اصاب كبد الحقيقة
7. ‏7. Piece of cake. سهل جدا
8. ‏8. Sit on the fence. ان تكون محايدا
9. ‏9. A stone's throw. قريب جدا
10. ‏10. Feeling under the weather. يشعر بالتعب
11. ‏11. Cry wolf. يخدع او يضلل الآخرين
12. ‏12. Go the extra mile. يبذل جهدا اضافيالتحقيق أهدافه!
13. ‏13. once in a blue moon. للتعبير عن شئ نادر الحديث.
14. ‏14. Add insult to injury. يزيد الطين بلة ( كناية عن تدهور الأمور وتحولها من سئ لأسوأ)
15. ‏15. A dime a dozen. شائع او متوفر بشدة
16. ‏16. Get out of hand. يخرج عن السيطرة
17. ‏17. Hit the sack. يخدع للنوم
18. ‏18. Hit the books. يذاكر دروسه
19. ‏19. Can't stand (something). لا يطيق او يكره
20. ‏20. Straight of the horse's mouth. ان تأتي بالاخبار من مصدرها او من شخص محل ثقة
21. ‏21. Raining cats or dogs. تمطر بوزارة
22. ‏22. Mad as hatter. شديد الحمق او مختل عقليا ( الجملة الشهيرة "مجنون كصانع القبعات" ظهرت حينما استحوذ الزئبق على عقول صانعي القبعات حينما ( استخدموه
23. ‏23. Blow off steam. ينفس عما في صدره او يفرغ طاقته
24. ‏24. Hit the road. يغادر او ينطلق او يشرع في رحلة
25. ‏25. For a song. بسعر رخيص
26. ‏26. In a nutshell. باختصار او بايجاز
27. ‏27. A drop in the ocean. Or A drop in the bucket ( in American). كمية ضئيلة مقارنة بالكمية المتوقع الحصول عليها او التي تحتاج إليها
28. ‏28. Turn/ come up trumps. حينما تنجح في أمر ما رغم توقعك بعدم القدرة على تحقيقه او إنجازه
29. ‏29. In the long run. على المدى الطويل
30. ‏30. Cat got your tongue?. تستخدم لشخص لا يريد التحدث لسبب غير مفهوم
31. ‏31. Take the mickey/mick. يسخر او يستهزئ ب
32. ‏32. Nosy Parker. شخص فضولي يتدخل في أمور لا تعنيه
33. ‏33. Eat your words. يتراجع عما قاله
34. ‏34. See eye to eye. يتفق مع او يوافق
35. ‏35. Costs an arm and a leg. غالي جدا او باهظ الثمن
36. ‏36. Break the ice. يكسر الحاجز
37. ‏37. The best of both worlds. افضل ما في الحالتين معا
38. ‏38. Grin and bear it. ان تتحمل مكروه او موقف صعب لكونك مضطر لذلك ولا حيلة لك
39. ‏39. Twist someone's arm. ان تقنع شخص ما بفكرة معينة بطريقة يصعب عليه رفضها
40. ‏40. Stab someone in the back. تخدع او تطعن في الظهر بمعنى اخر ان تؤذي شخص ما قد وثق بك
41. ‏41. Through thick and thin. ان تساعد شخص وتقف جواره ايا كانت الظروف ( في السراء والضراء)
42. ‏42. Sit tight. ان تنتظر وتراقب الوضع بهدوء
43. ‏43. Rule of thumb. كقاعدة عامة او مبدأ عام
44. ‏44. Under the table. أمر سري وقد يكون غير مشروع او غير قانوني.
45. ‏45. Cry over spilled milk. البكاء على اللبن المسكوب ويقصد بها التحسر والندم على ما فات
46. ‏46. Give and take. أعط وخذ كناية عن تبادل الاراء او اجراء تنازلات متبادلة
47. ‏47. In the same boat. في نفس الموقف او في نفس الظروف
48. ‏48. Take somebody under your wing. ان تحمي شخص ما وتعتني به
49. ‏49. Close but no cigar. كاد ان ينجح في أمر ما ولكنه اخفق في النهاية.
50. ‏50. Bad-mouth. انتقاد شئ او شخص ما بأسلوب غير مهذب

8 project-Based Learning Tips For Teachers

My first year of teaching with project-based learning provided as much learning for me as it did my students.

Each year when I head back to my classroom in the fall, I have many ideas of new methods, new tools, and some changes that I want to make in my classes. These changes and ideas are the result of attending summer conferences, reading new books, and maybe the most helpful, student feedback that I review over the summer.

The biggest change I wanted to make this year was to have my students really engage in Project-Based Learning.

1. It’s not ‘doing projects.’

My students have completed many projects over the years, and I honestly thought they were doing ‘PBL,’ but after the summer I finally realized that it was not authentic PBL. I was simply having students learn by completing projects. Coming to this realization allowed me to find resources to learn how to implement authentic PBL into my classroom.

If you are feeling the same as I did, don’t worry. There are the resources, tools, and shifts in thinking that can help you on your way.

2. Students–and parents–need to understand the process.

To get started, I sought out resources that I had learned about over the summer.

I learned that there are several different methods of doing PBL. The theme can be something created by the teacher, independently chosen by the students, or a combination of something in between. Because I had decided to implement PBL with my Spanish 3 and 4, I decided to follow an independent method, enabling students to pursue something of personal interest. The opportunity for students to have choices through more independent learning, leads to a more meaningful experience, a few of the great benefits of PBL.

The opportunity for students to have choices through more independent learning, leads to a more meaningful experience, a few of the great benefits of PBL. This is difficult without students–and parents!–understanding how PBL works so they can buy-in, support, and believe in this ‘long-tail’ approach to learning.

3. The right technology can make all the difference.

I started by explaining the purpose of doing PBL, what I hoped would be the benefits of doing this in Spanish 3 and 4, and using the resources I found, shared the PBL elements with the students. I wanted to make sure they understood the process, as much as possible, from the start. I knew it would be a learning experience for all of us, requiring ongoing reflection and feedback.

In our classes, we use a few digital tools which help open up opportunities for communication and collaboration. We use Edmodo for our classroom website, messaging apps, and have also used tools such as Kidblog for blogging and writing reflections, and Flipgrid for video responses.

4. Developing quality Essential Questions takes practice.

I did my best to explain how to create an Essential Question (what TeachThought Professional Development calls ‘Driving Questions’), referring to resources I had found, as well as some books and educators for advice. I had struggled with crafting my own examples of essential questions in the past during curriculum writing and I knew this was an area that I also needed to work on.

What I learned is that Essential Questions are not answered with a yes or no, and answers are not easily found through a Google search. Essential questions will help students to become more curious, to seek more information, and in the process, develop their skills for problem-solving and critical thinking.

Essential questions drive the learning.

Last summer, I had read the book Pure Genius, by Don Wettrick, and had the opportunity to meet him during the Summer Spark Conference in Milwaukee. I also read a few other PBL books including Reinventing Project-Based Learning: Your Field Guide, by Suzie Boss and Jane Krauss, and Dive Into Inquiry by Trevor MacKenzie.

Once we started, the students had many questions, and I answered as best as I could. However, because this was a new experience for me as well, I sought additional help. Don Wettrick spoke to my students through a Skype call and later in the fall, Ross Cooper spoke with my students about crafting their Essential questions. Another great resource I consulted over was Hacking Project-Based Learning book by Ross Cooper and Erin Murphy.

5. Project-based learning is a team-effort.

We have gone through this twice so far this year, and are now focused on one final PBL theme. It has been a tremendous learning experience for my students and I have learned so much from them. We have covered many new topics related to culture, language, sports, family and traditions.

The students enjoy having the chance to be in the lead, to drive their own learning, and have become more reflective on their work and on this PBL process. I did make mistakes and continue to work on improving each time we do this. The availability of these PBL resources to guide teachers and students and other educators who offer support along the way has made all of the difference.

The most powerful part of this has been the feedback from my students. I asked for the positives, the negatives, what could be different, how could I help more, and they were honest and offered such great information.

6. Project-based learning empowers students.

What I have learned is that it really does benefit students and the teachers to offer these project-based learning experiences for students, to find out about their passions and interests. We learn more about them and from them through their PBL. Having students take over the classroom and present their information opened up so many new learning opportunities for everyone. This is truly a great way to see students empowered in their learning.

Overall, the students are pleased about the work they have done, the progress they have taken and are excited about this next phase. We reviewed the feedback, did a little bit more research, and had some planning conversations.

7. Project-based learning forces students to see learning differently.

We need to create opportunities for students to pursue their interests when they learn. In order to prepare them for the real world, we should provide learning opportunities which connect them with other people, perspectives, and experiences.

The most difficult part for my students at the start of this was thinking about how they were going to present their information, and I kept telling them to work through the research part, gather their information first. I reminded them often to focus on the ‘what and why’ part, and that the final product form would become more apparent as they progressed.

8. Patience is key.

I am pleased with having started PBL this year and I encourage other educators to consider implementing PBL in their classrooms. Yes, there can implementation dip. And without communication with students and parents and even our own colleagues, progress can be slow.

PBL is, however, a different approach to learning. It acknowledges that the school year is a marathon, not a series of sprints. It allows students to design and create and publish and reflect on and revise ideas, and this all takes time. Patience, then, is a critical characteristic of any successful–and sane!–project-based le

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Great honor to be a teacher ❤️❤️

6 Strategies For Teaching With Bloom’s Taxonomy

by TeachThought Staff

Bloom’s Taxonomy can be a powerful tool to transform teaching and learning.

By design, it focuses attention away from content and instruction, and instead emphasizes the ‘cognitive events’ in the mind of a child. And this is no small change.

For decades, education reform has been focused on curriculum, assessment, instruction, and more recently standards, and data, with these efforts only bleeding over into how students think briefly, and by chance. This means that the focus of finite teacher and school resources are not on promoting thinking and understanding, but rather what kinds of things students are going to be thinking about and how they’ll prove they understand them.

This stands in contrast to the characteristics of the early 21st-century, which include persistent connectivity, dynamic media forms, information-rich (digital and non-digital) environments, and an emphasis on visibility for pretty much everything. What does this mean for how you use Bloom’s Taxonomy in your classroom? What kinds of adjustments should you make–if any–in light of these shifts in the 21st-century?

6 Strategies For Teaching With Bloom’s Taxonomy

1. Use Every Level

There is nothing wrong with lower levels of Bloom’s taxonomy.

Memorization is much-maligned as a waste of time that dumbs down student learning, and sure-fire evidence that teachers aren’t doing their jobs. But in reality the broader and more diverse a student’s knowledge background and schema are, the more fluidly they’ll be able to transition across the various levels of Bloom’s.

Memorization can reduce the cognitive load on a student as they process information, allowing for quick recall and application rather than breaking that thinking process apart, first finding information, then evaluating its credibility, and only then moving on to the cognitive main course.

In short, the more ‘immediate access’ a student has to information, the more naturally they can not only apply that information at higher-levels of thinking, but also can initiate these kinds of actions on their own, making their own connections, identifying their own misunderstandings, and more fluidly transferring understanding to new and unfamiliar situations on their own.

2. Use Bloom’s Spiraling

Bloom’s Spiraling is the process of starting first at lower levels of Bloom’s–recalling, defining, explaining, etc.–and then progressively increasing the level of thinking. In that way, Bloom’s Taxonomy becomes a kind of pathway to guide the learning process itself.

First defining a right triangle, then explaining its characteristics, comparing it to other geometric shapes, arguing for or against some right triangle-related idea, then finally designing a novel use of the right triangle in design or architecture, for example. In this process, all students start at the same point–recognizing and defining–and then ‘move up’ Bloom’s Taxonomy, with the ‘Create’ level helpfully providing a flexible ceiling that can stretch to meet the needs of even the most advanced understanding while still acting as a goal for students that might struggle.

And more broadly, Bloom’s Spiraling can be used to frame a lesson, assessment, or even a project-based learning unit.

3. Use Technology To Emphasize Specific Levels

As the highest level of Bloom’s revised taxonomy, ‘Create’ requires students to use innovative–or at least inventive–thinking.

While many classrooms force awkward collaboration on students, even with the best of intentions and skilled use of pre-assessment data, this kind of collaboration can stifle student curiosity and individual talents while placing a premium on socialization, procedural knowledge, and assignment compliance. While this may be ‘real world,’ it could be that there are some parts of that world better left to the lifetime they’ll spend as adults. If we can do better in our design of learning experiences we should, and this means giving every student room to breathe cognitively and creatively.

One approach here is to use digital technology and social media to enable asynchronous collaboration using apps, social media, or digital communities. Here, students can access different strands of a given assignment at their own pace, adding their own thinking, and being able to observe, sit back, internalize, and then offer strategic input according to their own readiness, background knowledge, and relative expertise.

Note that this can be especially effective for teaching introverts, especially creative introverts that may not be able to advocate for themselves in the pressure of a large group at the social dynamics it represents.

4. Let Students Lead

For starters, you can let students bring their ideas to the Bloom’s framework.

Among other effects, this can make cognitively challenging work at the upper levels of Bloom’s seem more accessible. One example? Compare and contrast Shakespeare’s use of thematic development across 3 sonnets, or do the same for two songs by Lupe Fiasco and one sonnet by Shakespeare. If nothing else, BYOM allows students to start any learning experience on somewhat solid ground.

Further, as a classroom this should collectively yield a diverging collection of media, which can be celebrated in classroom showcases, and community-driven and place-based education, with diversity being among the strategies Silver, Strong, and Perini recommend in Teaching What Matters Most (an affiliate link to a book I highly recommend for any educator).

5. Plan Project-Based Learning sequences

Using Bloom’s Taxonomy to plan PBL sequences isn’t as difficult as it sounds. In this case, it simply means that if a student is doing a project on recycling, for example, the ‘sequence’ could begin at lower levels, where the student recalls, defines, and identifies key components of recycling, its challenges, etc. Then, students begin to analyze cause/effect of many of those components and challenges, then evaluates the effectiveness of existing recycling techniques, then finally creates new strategies to increase recycling, improve adoption rates, etc.

6. Give points per level

To encourage students to move from lower levels of Bloom’s to higher levels (and again, lower levels of bloom’s aren’t necessarily ‘bad’ and higher levels aren’t necessarily ‘good’), you can give fewer points for students if they ‘stay too long’ in the lower levels–in a classroom discussion, for example. In this case, you could award the same number of points for lower and higher levels at first, but begin reducing points if students don’t increase the complexity of the discussion, their thinking, their writing, or whatever the assignment might be.

Conclusion

Thinking isn’t any different today than it was a hundred years ago. Only it is. Using Bloom’s Taxonomy in the 21st-century is more complicated than the above strategies honor.

The idea here is to somewhat model how we can adjust the design of learning experiences in response to changes in the world students use information in. Strategically using every level of Bloom’s Taxonomy–even memorization, using asynchronous collaboration, ‘BYOM,’ and Bloom’s spiraling are all steps in that direction.

Using Bloom’s Taxonomy In The 21st Century: 4 Strategies For Teaching; 4 Strategies For Teaching With Bloom’s Taxonomy

الان.. نتيجة الثانوية العامة 2021 على اليوم السابع ينشر موقع اليوم السابع، نتيجة الثانوية العامة 2021 الآن إلكترونيا عبر الرابط التالى.. وأعلنت وزارة التعليم قبل قليل نتيجة الثانوية العامة 2021 وأسماء الأو