‫صيغة األسئلة الوزارية‬

‫السؤال األول‬
‫قطعة خارجية ‪A /‬‬
‫قطعة كتاب ‪B/‬‬
‫السؤال الثاني‬
‫سؤال المتغيرات‬
‫السؤال الثالث‬
‫القواعد‬
‫أدوات ربط ‪A -‬‬
‫مبني للمعلوم والمجهول ‪B -‬‬
‫تنقيط ‪c-‬‬
‫السؤال الرابع‬
‫أصوات ‪A -‬‬
‫دايلوك ‪B -‬‬
‫السوال الخامس‬
‫كلمات نقص احرف ‪A -‬‬
‫االنشاء – ‪B‬‬

‫‪2‬‬
 ‫طريقة حل القطعة الخارجية‬

‫‪ -1‬إذا كان السؤال يبدا بأدوات االستفهام )‪)why-where-when-what-How many-How mych‬‬

‫نحذفها ونبحث عن الكلمات المتشابهة بالسؤال ونضعها بالكامل من النقطة الى النقطة‬
‫‪ -2‬إذا كان السؤال يبدا بفعل مساعد (‪)Cold-Did-Dos-Do-Was-Are-is‬‬
‫يكون الجواب ‪ yes‬او ‪ NO‬بعد التأكد من وجود العبارة الصحيحة نضع ‪ yes‬واذا لم نجد الجواب الصحيح‬
‫نضع ‪NO‬‬
‫‪ -3‬قد يكون السؤال جملة تحتوي على فراغات نبحث عن الجملة في القطعة الخارجية ونجد الكلمات‬
‫المفقودة ونضعها داخل الجواب‬
‫‪ -4‬قد يكون السؤال جملة كاملة ويحتاج الجواب ) ‪)T- F‬‬
‫‪ -5‬عند ما تأتي عبارة ) ‪ )Give the Title‬معناها أعطني اسم القطعة وعلى االغلب يكون العنوان في‬
‫بداية الجملة او نرى العنوان يتكرر عدة مرات في القطعة يجب مالحظة ذلك ثم نضع االسم كجواب‬
‫للسؤال‬
‫‪...............................................................................................................................‬‬

‫مثال‬
‫‪..………………………………………..... . ......................................................... .‬‬
‫‪. .............................................................................................. . ........................ .‬‬
‫‪. .……………………………………...…………… .‬‬
‫………………………… ‪1 - what‬‬
‫………………………… ‪2 - why‬‬
‫…………………… ‪3 - How many‬‬
‫………………………………… ‪4 - is‬‬
‫…………… …‪5 - ..…………… .…… ………………… ....‬‬
‫‪6 - Give the Title‬‬

‫‪3‬‬
 ‫االصوات‬

Pronunciation
1.7 The Suffix: 's'

The letter 's' when added to the end of a word, has three different

sounds /s/, /iz/, /z/ as follows:

A- If (s) letter is added to a word that ends with the sounds : /t/, /0/,
/f/, /k/, /p/, it is pronounced /s/

Examples:
want wants; post: posts; rent: rents ; street: streets; adopt adopts
hate hates; date : dates; write : writes.
month: months; breath: breaths; depth : depths, smith : smith's ;
cloth cloths.
roof roofs; laugh: laughs; cough: coughs; Ralph : Ralph's.
look looks; bank banks; walk: walks ; remark: remarks ;
drink drinks; cake cakes; ache : aches.
rock rocks; kick: kicks; clinic: clinics.
stop stops; map maps ; lamp: lamps; cup cups, shop: shops
Philip Philip's; pipe: pipes; wipe: wipes; hope : hopes.
B- If the letter (s) is added to a word that ends with the sounds /s/, /z/, /tf/
d3/, /3/, /f/, it is pronounced /iz/./

4
Examples:
watch: watches ; reach reaches; teach : teaches ; catch : catches ;
match matches ; beach : beaches ; branch ; branches . Judge: judges ;
change changes; cage: cages; wage: wages; page : pages;
George George's; manage : manages ; bridge : bridges ;
Orange oranges; garage : garages
wash washes ; brush : brushes ; push : pushes ; rush : rushes.
bus : buses; case : cases; gas gases; glass : glasses ;
box: boxes; fix : fixes; face : faces; race : races ;
Alice Alice's .

C- ɪf (s) letter is added to a word that doesn't end with the above
mentioned sounds, it is pronounced /z/.

Examples:
Rob robs; feel feels; pen pens; burn: burns; appear : appears
Road roads; find : finds, tube : tubes ; hide : hides ; feeling feelings
bang: bangs; army: armies; baby babies ; lady: ladies
fly flies; cry cries; day days; valley valleys; Sunday Sundays

Now give more examples on each sound?

5
Pronunciation
Pronunciation of Regular Verbs in the Past (-ed)
The final - ed of the regular verbs in the past form are pronounced in
three different ways in their past form; /t/, /d/, /id/.
Examples
worked /t/ loved /d/ wanted /id/
1. / d /
Verbs ending with voiced sounds in the infinitive form are followed by the
sound /d/ in the past. Read the following verbs:
Examples:
advised, lived, agreed, measured, arrived, opened, believed, played,
burned, called, realized, carried, rained, cleaned, repaired, closed,
saved, changed, shared, delivered, signed, died, slammed, dried,
stayed, earned, enjoyed, studied, explained, tried, explored, travelled,
followed, turned, happened, used, interviewed, whispered, imagined,
worried, listened.
2. / t /

the final -ed is pronounced /After sounds such as / p, k, f, s, ᶴ/tᶴ

like /t/ as in the word 'cat'. Note that the -e remains silent.
asked, baked, cooked, cracked, crashed, brushed, washed, finished,
dressed, dropped, escaped, finished, fixed, guessed, helped,
laughed, washed
3. / id /
After /t/and /d/, the final (-ed) are pronounced /id/ as in:

6
attended, arrested, collected, contacted, counted, decided, defended,
demanded, divided, ended, expanded, expected, exported, flooded,
graduated, hated, hunted, included, invited, invented, landed,
needed, painted, planted, printed, presented, pretended, protected,
provided, rented, repeated, reported, respected, rested, scolded,
started, shouted, treated, visited, waited, wanted, wasted.

Activity
2.10 Classify the verbs into their appropriate column.
/t/ /d/ / id /

Ended , lived, asked, listened, wanted, fixed, dressed, enjoyed,

Shouted , painted, crashed, included, divided, studied, washed,
Damaged , saved, followed , faced, happened, called, baked,
Cooked , needed, escaped , repeated, cleaned, hunted,
changed, finished.

Grammar
2.11 Passive Voice

We use the passive when we are interested in the object or when we

do not know who caused the action.

7
Pronunciation
5.10 English Voiced Consonants
There are fifteen English consonants which are called 'voiced'.
These are pronounced with some vibration in the vocal cords.

‫ب‬ 1. /b/: bet. Bed. baby .rebel .cab. grab

‫د‬ 2. /d/: dawn . ladder . breeding . bed . laid

3. /g/: get. Group. Singer. Longue. Sing. rang

‫ ذ‬4. /ð /: the. Than. Father. Mother. Smooth. leather

‫ف‬ 5./ v / : very . voice . seven. love. wave

‫ز‬ 6. / z/: zero. lazy . dozen. prize. quiz

7. / 3 /: pleasure . measure . usurer . exposure. visual
8. / d3/: jump . join. enjoy. major . injure

‫ م‬9. / m /: moon. Money. Lamp. Family. home

‫ ن‬10. / n /: now. Near. Any. Man. can
‫ ن بغنة‬11. / ŋ /: long. Bring. angry . English. single
‫ ل‬12. / 1 / : luck. let . world . mile. ball

‫ ر‬13. / r /: red. Rob. Free. Very. forest

‫ و‬14. /w/: we. quick . twice. Why. quiet
‫ ي‬15. / j /: yet. You. Year. Young. yesterday

8
‫ ب‬/ p (please, dropped, push, c
‫ اف‬/ f )five, fan, laugh)
‫ ث ء‬/ θ (thirty, teeth)
‫ تي‬/ t )ten, teeth, seats)
‫ سي‬/ S (sir, seat)
‫ شء‬/ ʃ )washed, push, cash)
‫ جء‬/ t ʃ (cheers, cheap, watched)
‫ كي‬/ k (king, book, could)

9
Pronunciation
6.10 Vowel Sounds (Revision)
The following are the vowel sounds that you have studied before. As a
reminder, we list them as follows.

1- / i/ city little lovely pink symbol ladies lazy spinach women

2- / i :/ wheel feel heal kneel these we've wean deal eel police
oblique

3- / a /fat cat can mat rat sat that glad black man am back fact /.53
racket

4- / a: / father are car part smart calm half dark

5- / e /said ebb web where steady healthy friend says bury leisure

6- / u /foot stood could would should wood sugar bosom pull book full

7- / u: /root fool cool route ooze routine pool few through future boot

8- / o /on off long quality quantity want false wash watch adopt top

9- / o: / corn horn fought thought caught court war board talk walk

10- / A /mud love blood flood won come rough cough couple son
trouble
11- / Ə /about ago again among along culture measure future picture
12/ Ə: /early third bird germ work worse journey

10
‫مختصر األصوات الغريبة‬

‫‪11‬‬
 ‫مختصرات قواعد اللغة االنكليزية‬
‫الزراعي ادوات الربط‬

‫‪And-so-where-since-but- until-whon-ther for- as aresult‬‬

‫‪ -1‬كلها تاتي في وسط الجملة بمكان النقطة‬
‫مثال ‪/‬‬
‫)‪1-__________ . _________ (so‬‬
‫____________ ‪__________ so‬‬
‫‪...............................................................................................................‬‬
‫‪When‬‬
‫‪ when- as soon as. After Befor‬ويوجد في الجملة‬ ‫اذا اتت بالخيارات‬
‫( _‪) will - ll‬‬
‫فنضعها في بداية الجملة الثانية النها تهرب من هذه الكلمتين وان لم نجد الكلمات المذكورة‬
‫نضعها في بداية الجملة‬
‫مثال ‪/‬‬
‫)‪1- will___________ . _________ (when‬‬
‫___________ ‪________ When‬‬
‫)‪2- ___________ . __________ (when‬‬
‫______________ ‪When‬‬

‫‪12‬‬
‫‪Who‬‬
‫اذا وجد اسم عاقل مثل ‪ man‬رجل – ‪ girl‬بنت – ‪ boy‬ولد‬
‫فنضعها بعد هذه الكلمات‬
‫واذا لم نجد الكلمات المذكورة نحذف فنضعها في وسط الجملة ‪ she‬و ‪ he‬و ‪they‬‬
‫مثال ‪/‬‬
‫)‪1-the boy _______________________ (who‬‬

‫_____________________‪The boy who‬‬

‫)‪2- _____________ he _____________ ( Who‬‬
‫_____________ ‪2-_____________ who‬‬
‫‪………………………………………………………………………………………………………………….‬‬
‫‪Which‬‬
‫اذا وجد في الجملة اسم غير عاقل ‪ car‬سيارة – ‪ dog‬كلب –‬
‫فنضعها بعد هذه الكلمات‬
‫الحالة الثانية نحذف ‪ it‬و ‪ thay‬ونضعها في مكان هذه الكلمات وعادة في وسط الجملة‬
‫مثال‬
‫)‪1-the car _____________ . _____________ (which‬‬
‫_______________ ‪The car which‬‬
‫)‪2-_____________ Thay ___________ (which‬‬
‫___________ ‪____________ which‬‬
‫‪………………………………………………………………………………………………………………….‬‬
‫‪whose‬‬
‫الحالة االولى اذا ذكر بالجملة ‪ man‬و ‪ girl‬فنضعها بعد هذه الكلمات‬
‫الحالة الثانية في حال وجود ‪his – theras – its – her‬‬
‫وسط الجملة نحذفهم ونضع في مكانهم وعادة ما تكون في وسط الجملة بمكان النقطة‬

‫‪13‬‬
‫مثال‬
‫)‪1-the girl __________ ___________ (whose‬‬
‫_______________ ‪The girl whose‬‬
‫)‪2- ____________ its ___________ (whose‬‬
‫___________ ‪____________ whose‬‬
‫‪...............................................................................................................‬‬
‫‪Whom‬‬
‫إذا أتت بالجملة ‪ - whom‬نضعها بعد االسم العاقل‬
‫مثال‬
‫‪1- he is Ali _______________ whom‬‬
‫________________ ‪He is Ali whom‬‬
‫‪ ham – them – her‬ونضع ‪ whom‬في مكانها‬ ‫الحالة الثانية نحذف‬
‫____________ ‪2- ___________ them‬‬
‫___________ ‪___________ whom‬‬
‫‪..............................................................................................................‬‬
‫‪So – that‬‬
‫اذا ذكر في الجملة احد االفعال المساعدة ‪ is – are – were – was -‬نضع ‪ so‬بعد هذه االفعال‬
‫مباشرة ونكمل الجملة‬
‫ونضع ‪ That‬في مكان النقطة‬
‫مثال‬
‫)‪He is __________ . ___________ (So – That‬‬
‫__________ ‪He is so___________ that‬‬
‫‪................................................................... ............................................‬‬

‫‪14‬‬
‫‪Such - that‬‬
‫اذا ذكر في الجملة احد االفعال المساعدة ‪ - is – are – were – was‬نضع ‪ such‬بعد هذه‬
‫االفعال مباشرة ونكمل الجملة‬
‫ونضع ‪ That‬في مكان النقطة‬
‫مثال ‪/‬‬
‫)‪thay are _________ . __________ (such- that‬‬
‫___________ ‪thay are such __________ that‬‬
‫‪...............................................................................................................‬‬
‫‪While‬‬
‫تتبع أي جملة تحتوي على (‪) ing‬‬
‫مثال‬
‫) ‪1- ___________ (ing) . ____________ ( While‬‬
‫__________ ‪While __________ ( ing) .‬‬
‫‪2- ____________ . ___________ ing‬‬ ‫) ‪( While‬‬
‫‪____________ While ___________ ing‬‬

‫‪15‬‬
 ‫التنقيط‬

Punctuation
2.15 Full Stop, Question Mark and Exclamation Mark
1. Use a full stop
- at the end of a sentence:
● The child was hungry. ‫تكبير الحرف األول ووضع النقطة‬
● He ate all the food.

- at the end of a command.

● Wash your hands before you sit at the table.

● Give me the shovel now.

– at the end of an indirect question.

● The farmer asked why Sabah had left the cows under the rain.
● My father used to wonder why Samir's field was so dry.

- with abbreviations:
Dr. Basim arrived from Washington, D.C., at 9 p.m. ‫االختصارات‬
2. Use a question mark
- at the end of a direct question.

16
• What is the price of the new product? ‫وضع عالمة االستفهام‬
• How much sugar do you want in your tea?
• Did you enjoy the meal?
.....................................................................

• He should read for the exam, shouldn't he? ‫وضع الفارزة‬

• He shouldn't have yelled at his boy, should he?
• They're not picking apples, are they?
• He won the prize, didn't he?
• She cooks very well, doesn't she?
• Majid may leave the room, mightn't he?
• There were too many books on the shelf, weren't there?

3. Use an exclamation mark to indicate strong feelings or a raised

voice in speech:

• She warned her little daughter, "Don't touch the pot! It is hot!"
• He exclaimed: "What a nice car!"
• Help! The house is burning!"

Many interjections need an exclamation mark:

• Hi! What are you doing?" ‫وضع عالمة التعجب‬

• Oh! When is he leaving the hospital?""
• Wow! What a big fish!"

17
 )odd( ‫جد الغريب‬

‫التمارين‬
which word is odd ‫تمرين استخرج الكلمة الغريبة؟‬
)odd) ‫ يجب حفظ كلمة‬/ ‫مالحظة‬
1- Corn ‫ذرة‬ wheat ‫قمح‬ rice ‫الرز‬ butter ‫زبدة‬
2- Do ‫يعمل‬ in ‫في‬ at ‫في التحديد‬ to ‫الى‬
3- Dust ‫غبار‬ silt ‫طين‬ aspect ‫منحدر‬ sand ‫رمل‬
4- Fruit ‫فاكهه‬ Fowls ‫طيور‬ grease ‫وزة‬ Dove ‫حمامة‬
5- Starter ‫مبتدئ‬ Farmer ‫فالح‬ trainer ‫مدرب‬ teacher ‫مدرس‬
6- Yoghurt ‫لبن‬ apple ‫تفاح‬ butter ‫زبدة‬ cheese ‫جبن‬
7- Up ‫حرف جر‬ on ‫حرف‬ do ‫فعل‬ at ‫حرف جر‬
8- Fowls ‫طيور‬ tiger ‫نمر‬ geese ‫وز‬ ducks ‫بط‬
9- Corner ‫زاوية‬ trainer ‫مدرب‬ farmer ‫فالح‬ teacher ‫مدرس‬
10- apple ‫تفاح‬ geese ‫وز‬ fowls ‫طيور‬ dove ‫حمامة‬
11- Butter ‫زبدة‬ rice ‫زبدة‬ wheat ‫قمح‬ corn ‫ذرة‬
12- Starter ‫مبتدئ‬ farmer ‫فالح‬ teacher ‫مدرس‬ breeder ‫مربى‬
13- in ‫حرف جر‬ on ‫حرف جر‬ at ‫حرف جر‬ has ‫يمتلك‬
14 - Flower ‫زهو‬ vegetables ‫خضراوات‬ plants ‫نبات‬ insurance ‫تأمين‬
15- induce ‫يحفز‬ introduction ‫مقدمة‬ provide ‫يزود‬ decline ‫يلغي‬
16- carrot ‫جزر‬ bean ‫فاصوليا‬ goldfish ‫سمك‬ onion ‫بصل‬
17- is ‫فعل مساعد‬ on ‫حرف‬ to ‫حرف جر‬ in ‫حرف جر‬
18- help ‫يساعد‬ had ‫ملك‬ have ‫يمتلكون‬ has ‫يمتلك‬
19- trainer ‫يساعد‬ breeder ‫مربي‬ owner ‫مالك‬ net ‫شبكة‬
20- at ‫حرف جر‬ on‫حرف جر‬ in ‫حرف جر‬ have ‫يمتلكون‬

18
21- birds ‫طيور‬ fowls ‫اسراب‬ geese ‫وز‬ apple ‫تفاحة‬
22-green ‫اخضر‬ red ‫احمر‬ blue ‫ازرق‬ cat ‫قطة‬
23-youahurt ‫لبن‬ cheese ‫جبن‬ butter ‫زبدة‬ corn ‫زبدة‬
24-inssurance ‫تامين‬ plants ‫نباتات‬ nutrients ‫مغذيات‬ fertilizer‫سماد‬
25- fruit ‫فاكهة‬ plants ‫نباتات‬ building ‫ابنية‬ flowers ‫ازهار‬
26-cheddar ‫جبن‬ milk ‫حليب‬ butter ‫زبدة‬ wheat ‫قمح‬
27-play ‫يلعب‬ repair ‫يصلح‬ conductor‫موصل‬ make ‫يصنع‬
28-was ‫ماضي‬ were ‫ماضي‬ did‫ماضي‬ do ‫مضارع‬

19
‫الصور‬

‫‪20‬‬
21
 ‫العكوسات‬

‫الجهاز‬ ‫عمله‬
Computer‫حاسوب‬ Operates a computer‫يشغل الحاسوب‬

Projector‫العارض‬ Projects picture or films on to a screen

‫يعرض الصور االفالم على الشاشة او الجدار‬

software ‫البرامج‬ Stores and arranges information

‫يخزن ويحفظ المعلومات‬
Sound amplifier‫مضخم الصوت‬ Increases loudness of sounds ‫يرفع الصوت‬

Technology‫التكنولوجيا‬ Uses science for particular purposes

‫يستخدم العلم الغراض خاصة‬

‫الصفة‬ ‫عكسها‬
Difficult ‫صعب‬ easy ‫سهل‬

male ‫ذكر‬ female ‫انثى‬

dropped ‫قلل‬ Increased ‫تزداد‬

aggressive ‫عدواني‬ friendly ‫ودود‬

unsociable ‫غير اجتماعي‬ sociable ‫اجتماعي‬

light brown ‫اسمر فاتح‬ dark brown ‫اسمر داكن‬

low protein ‫برتين منخفض‬ high protein ‫بروتين عالي‬

appear ‫يظهر‬ disappear ‫يختفي‬

incomplete ‫غير كامل‬ complete ‫كامل‬

lose ‫يخسر‬ gain ‫يكسب‬

22
 Verb Noun

Domesticate ‫ روض‬،‫دجن‬ Domestication ‫ ترويض‬,‫تدجين‬

Include ‫يتضمن‬ Inclusion ‫تضمين‬

Occur ‫ ظهر‬،‫حدث‬ Occurrence ‫ ظهور‬,‫حدث‬

Introduce ‫يقدم‬ Introduction ‫مقدمه‬

Provide ‫يجهز‬ Provision ‫تجهيز‬

Decline ‫ انحرف‬،‫يهبط‬ Declination ‫ انحراف‬,‫هبوط‬

Consider ‫يعتبر‬ Consideration ‫اعتبار‬

Produce ‫يقدم‬ production ‫مقدمه‬

Achieve ‫ينجز‬ Achievement ‫انجاز‬

improve ‫يطور‬ Improvement ‫تطور‬

‫سؤال وزاري مهم جدا‬

‫تحويل االسم الى صفة‬

‫االسم‬ ‫الصفة‬
Technology ‫تكنولوجيا‬ Technological ‫تكنولوجي‬
emergency ‫طوارئ‬ emergent ‫طارئ‬
efficiency ‫كفاءة‬ efficient ‫كفوء‬
interactivity ‫تفاعل‬ interactive ‫تفاعلي‬
educationn ‫تعليم‬ educational ‫تعليمي‬

23
 ‫الدايلوك‬
1- Keep the.backyard clean and sterilized ‫احفظ الفناء نظيف ومعقم‬
2- Feed your flock with concentrates rich of protein essential elements. ‫غذي‬
.‫اسرابك بروتينات مركزة وغنية وعناصر اساسية‬
3-Consult the veterinarian in case of any diseases. ‫استشيري البيطري في حال وجود أي مرض‬

4-Make sure that the backyard is well protected against environmental changes.
‫كن متأكدا من ان الفناء محفوظ جيدا ضد التغيرات المناخية‬

5-Vaccination of chicken is very necessary. ‫التلقيح الدجاج ضروري‬

‫الدايلوك‬
1- Avoid burning plants by using too much fertilizers. The burn results from
only one thing: the incorrect application of fertilizers. ‫تجنب حرق النباتات عن طريق‬
.‫ ينتج الحرق من امر واحد فقط وهو االستخدام الخاطئ للسماد‬.‫استخدام اسمدة كثيرة‬
2- Give the plants what they need when they ‫قدم للنبات ماتحتاجه في الوقت التي تحتاجه‬
need
3- Your garden is only as lush as your soil is rich.‫حديقتك خصبة إذا كانت تربتها خصبة‬
4-Make sure to use enough amount of composite every time you plant. anything
‫كن متأكدا من استخدام كمية كافية في كل وقت انت تزرع اي شيء‬
5-Pay attention to the type of the fertilizer that you should be used on. ‫انتبه لنوع‬
.‫السماد الذي يجب ان تستخدمه‬
6-Mow the lawn before fertilizing, and let fertilizer sit for about a week
before mowing the lawn again. ‫قص العشب قبل وضع السماد ودع السماد يستقر ألسبوع قبل‬
.‫قص العشب مرة ثانية‬

24
 ‫الدايلوك‬
Student A: Do you think dairy products are good for health?
Student B: Yes, of course they are. ‫نعم بل طبع كذلك‬
Student A: Tell me about some of their benefits? ‫أخبرني عن بعض فوائدهم‬
Student B: They supply the body with necessary protein, carbohydrates, vitamins,
fat, and calcium.
Student A: Do these products sometimes have some bad effects on health?
‫منتجات االلبان لها بعض التأثيرات السلبية على الصحة؟‬

Student B: Yes, they do. ‫نعم بل تأكيد‬

25
 ‫االنشاءات الداخلة في االمتحان للفرع الزراعي‬
‫منتجات االلبان‬
diary product

Dairy products are generally defined as food produced from the milk of mammals.
They are high-energy-peiding food products. These products i sourced from camels,
cows, goats, sheep, and mammals. There are many kinds of milk products such as
cheeseburger, yoghurt, etc. milk is necessary to health. because it contains elements
of minerals.

‫تربية الدواجن‬

Poultry industry

The Poultry industry refres to domesticated fowl raised for meat or egg.
Poultry industry is simple We find Poultry farms in countryside in special places Iraq
imports chickens products. There is good potential to improve this industry. The
major problems of this industry in Iraq are no support for industry. For me. I prefer
local chichens because it has a good taste.

‫تكنولوجيا التعليم‬
Technology in classroom
As new technology continues to emerge, schools must adapt and use this
technology in the classroom such as high tech equipment Tools Or
operating methods designed to make work more efficient. There for Most
of the things that teachers use in the classroom are considered
technology. There are different types of technology which can be used in
the classroom.

26
 ‫التربة الجيدة‬
Good soil.

Your plants need a good soil in order to grow successfully. Without a good
soil valuable time and investment will probably be lost mast soils need
some amount of improvement by determining a soil type and fertilizing it.
This includes the right
drainage, HP balance, and the best conditions.

‫السمك الذهبي‬
Gold fish.
Bait fishing is one of the easiest ways to catch fish. The approaches to
catching fish are many; fly fishing, spinner fishing. jig fishing, trolling, and
snagging, to name a few bait fishing is a good method for the beginning
fisherman or fisherwoman bait fishir offers both simplicity and
effectiveness for anglers. It is simple in that one only has bait up a hook
and throw the line in the water and it is effective because the presend of
live bait is a
temptation that one fish can resist

27
 ‫االنشاءات المختصرة‬

‫منتجات االلبان‬
Diary product
Dairy products are generally defined as food produced from the milk of
mammals. They are high-energy-yielding food products.

‫تربية الدواجن‬
Poultry industry
The Poultry industry refres to domesticated fowl raised for meat or egg.
Poultry industry is simple. We find Poultry farms in countryside in

‫تكنولوجيا التعليم‬
Technology in classroom
As new technology continues to emerge, schools must adapt and use this
technology in the classroom such as high-tech equipment. Tools.

‫التربة الجيدة‬
Good soil
Your plants need a good soil in order to grow successfully. Without a good
soil valuable time and investment will probably be lost most soils.

28
 ‫السمك الذهبي‬
‫‪Gold fish‬‬
‫‪Bait fishing is one of the easiest ways to catch fish. The approaches to‬‬
‫‪catching fish are many: fly fishing, spinner fishing, jig fishing, trolling, and‬‬
‫‪snagging.‬‬

‫طريقة كتابة االنشاء‬

‫‪ -1‬يكتب العنوان بوسط الصفحة وبخط واضح وجميل بين اقواس‬
‫‪ -2‬عند الكتابة تترك فراغ كلمة في بداية السطر األول ومن ثم تكملة السطر‬
‫وفي السطر الثاني نبدأ من بداية السطر وعدم ترك فراغ‬

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‫االنشاءات باألحرف العربية‬

‫‪30‬‬
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 ‫المالحظات‬

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 ‫المالحظات‬

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