‫أﺳﺌﻠﺔ ﻣﻘﺎﺑﻠﺎت ﻟﻮﻇﻴﻔﺔ ﻣﻌﻠﻢ‬

‫ﻟﺘﺨﺼﺺ اﻟﻠﻐﺔ اﻹﻧﺠﻠﻴﺰﻳﺔ‬

‫تم رفع هذه المادة بواسطة‬

‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬

‫ﻟﻤﺰﻳﺪ ﻣﻦ اﻟﻤﻮاد اﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫زوروا ﻣﻮﻗﻊ اﻟﻤﺘﻘﺪﻣﻮن‪ ،‬وﻣﺠﻤﻮﻋﺔ اﻟﻤﺘﻘﺪﻣﻮن ﻋﻠﻰ‬
‫اﻟﻔﻴﺲ ﺑﻮك‬
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

1- Is this your first time to in such an interview?

Yes, this is my first time to be interviewed for an UNRWA job.

2- UNRWA stands for?

It’s an acronym which stands for United Nations Relief and Works Agency.

3- Introduce yourself:

My name is Ahmed Fawzi Al-Salhi. I am 25 years old. I was born in Saudi Arabia. We as a family

‫ا‬
moved to Gaza strip in 1994. I now live in Maghazi camp where I studied primary and prep
school. My secondary school was in Dair Al-Balah. I was graduated from Al-Aqsa University. My

‫ﻟﻤ‬
accumulative is 84.7. I worked for several educational institutions as a teacher and for few
companies as a graphic designer because it is a hobby of mine. I worked for a UNRWA school
for about 6 months as a daily contract which was a great experience to me then I worked for
the governmental schools for about 8 months and it was so smooth because of the experience
I’ve got before.
‫ﺘﻘ‬
4- Are you still working at the governmental school?

I am working as a daily contract.

5- Which grade have you taught?

‫ﺪﻣ‬
I have taught 4th, 5th and 6th grade. It was a great experience to me.

6- Are you a refugee?

Yes, I am. My original city is Al-Lid. It’s near Yafa and Al-Ramla. It had a railway for trains and an
airport.
‫ﻮن‬

7- Do you have any problem working in UNRWA?

Of course not. I really want to be an active member of its staff.

8- How can you teach new vocabulary?

There are several ways to teach new vocabs:

- Illustration: This is very useful for more concrete words (dog, rain, tall) and for visual
learners.
- Mime: This lends itself particularly well to action verbs and it can be fun and
memorable.
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

- Synonyms/Antonyms/Gradable items: Using the words a student already knows can be

effective for getting meaning across.
- Definition: Make sure that it is clear (maybe check in a learner dictionary before the
lesson if you are not confident). Remember to ask questions to check they have
understood properly.
- Translation: If you know the students' L1, then it is fast and efficient. Remember that
not every word has a direct translation.
- Context: Think of a clear context when the word is used and either describe it to the
students or give them example sentences to clarify meaning further.

‫ا‬
- Realia: The use of realia or real-life objects in the classroom can make a huge difference
in students' learning.

‫ﻟﻤ‬
First, I would say “Today we are going to know an interesting and important vocabs” to grab
their attention in an exciting way. I ask them to give me a clue about the first letter of the new
word. I show them the whole word. I ask someone to spell the word letter by letter because
students have difficulty with pronouncing some letters like (F, S, C, J and g). I pronounce the
‫ﺘﻘ‬
word myself. I ask students for repetition as a whole class, groups then individuals. I write the
word on the board. I ask them to use the word in a sentence. Finally, ask one student to read
the sentence out loud. I can ask them to draw the word on the air.

9- Present a reading passage.

‫ﺪﻣ‬
As teachers, we know that teaching reading skill is divided into three main steps. (Pre-reading –
reading – post-reading) the first step, The teacher revises previous words and present new
words and expressions. The teacher tells a general idea about the reading passages. The
teacher asks students to read silently to answer simple questions. The second step, the teacher
asks students to turn down their books to listen to the recording or to me. The teacher asks
them to open their books again and start following the recording. The teacher reads the text
‫ﻮن‬

himself because some students have difficulty with listening. The teacher asks several students
to read the passage out loud. The final step, the teacher writes comprehension questions about
the passage asking student to answer them in pairs.

10- What do you know about SBTD?

It’s an abbreviation of School Based Teacher Development program (SBTD) - Transforming

Classroom Practices (TCP) is a key dimension of UNRWA’s Education Reform Strategy. The
program seeks to improve teaching and learning practices in the UNRWA classroom through
developing interactive pedagogies or ways of teaching that will engage children more
effectively in their learning. The SBTD is paving the way for comprehensive in-service training
for all UNRWA teachers. There are six Open and Distance Learning modules and each of these
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

focus on different aspects of teaching and learning that together provide an overview of many
different approaches and ways to develop quality teaching and learning in UNRWA Schools. The
text modules are interactive and ask the teacher to reflect on their practices, try new
approaches and consider the impact they have on the children’s learning and motivation.
(Developing active pedagogies – Learning focused classroom practice – assessment for quality
learning – the teacher’s role in promoting literacy and numeracy – The inclusive approach to
teaching and learning – engaging parents in raising achievement)

11- What would you do if student has short attention span?

‫ا‬
I would change my tone every time during the lesson. I would use different strategies to
present the content. I would involve the student in activities. I would give them some questions

‫ﻟﻤ‬
to make them pay attention to me. I would change their seating occasionally. When I feel that
students are a little bit sleepy, I would say “One two three, eyes on me” and they then would
say “One two, eyes on you.” As a teacher I would sit with him asking him about the reason of
his problem and try to solve it with the counselor and his parents help.
‫ﺘﻘ‬
12- What would you do to raise your students’ awareness about the Phoneme?

To be honest this kind of definitions is not important to be known for young students
pedagogically. It’s enough to give them the general idea about using the term. I can’t make
them know minimal pairs or phoneme or morpheme because these terms needs a higher level I
mean 10th 11th and 12th grade it’s ok then.
‫ﺪﻣ‬
13- If you have a problem with an excellent student, would you give him the chance to be
part of a competition?

As a teacher, I am looking forward having a great relationship with my students. I am working

hard to build and develop the rapport inside the class. I must be a father to them not an enemy.
‫ﻮن‬

If he deserves it, he would take it with my full support.

14- Give me the percentage of the pupils who don’t do their homework and ways to solve
such a problem?

I can say that students are so lazy at the first few days at school, but if we work a little bit
harder we can handle this problem. I would give them some advice about how important is
homework to be done. I would use negative stimulus with them. I would send them to the
counselor to make sure if they have a problem or not to solve it. I would call their parents to
inform them about the problem and do something about it. I would send him to the
headmaster in the end. If it comes to an excellent student, I would give a positive feedback
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

about his participation and hard work and then warning him not to do that again as it’s
important for him to get the homework done.

15- What would you do if your principal asks you to make an enrichment material?

It’s a necessary step to me even if he doesn’t ask me to do the material because students have
some weaknesses which need to be strengthened. I would look for some materials and pick up
questions would improve my students’ level and handle the weakness points in them. I would
ask my colleagues and supervisor for help and editing for sure. I would write the sources on the
front page of the material.

‫ا‬
16- Have you taught any American curriculums before? Name them?

‫ﻟﻤ‬
I have studied them for myself as a matter of long life learning, but I haven’t gone through this
experience. Actually, sometimes I visit many YouTube channels to help me introducing and
explaining some grammatical points in an exciting way for example, when teaching comparative
and superlatives I can either use the students themselves or draw a funny characters on the
‫ﺘﻘ‬
board to compare between them. Students will find it enjoyable and memorable.

17- Which accents do you master American or British? And why?

Every accent has its own advantages and disadvantages and because of that you can choose the
one you see yourself in. Take the British accent as an example. British people talk formally but
‫ﺪﻣ‬
they delete some consonant letters if they are not followed with vowels like the letter R and
the schwa sound at the end of the word. The vowel sounds are really hard to master and after
all you will seem arrogant when you talk in a British accent. But I can imitate this accent well. To
be honest I like the American accent because it’s really clear and reachable as you can learn it
from movies, series, songs and many YouTube channels.
‫ﻮن‬

18- What was the greatest achievement you have ever accomplished in your teaching
experience?

I noticed that students are not that good at reading and listening. As a result, I started a new
strategy which concentrating on enabling the whole class to read the text or the question. If the
student can’t read at all, he will repeat after me or after another excellent student. This process
doesn’t take long time, but it has a magnificent impact. Many students can read well at the end
of the educational year. And I bought an MP3 player for listening activities. I noticed that
younger children improve faster than older students in listening.

19- What are the main points you take into your consideration when you plan a new lesson?
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

A lesson plan is the road map of what students need to learn and how it will be done effectively
during the class time. Before planning a lesson, I first need to identify the learning objectives for
the class meeting. Then, I can design appropriate learning activities and develop strategies to
obtain feedback on student learning. All of that must be according to the students’ level,
attitude and the available time of the lesson. (Formative and summative evaluation – rounding
up – homework)

20- What are the kinds of learners?

- Visual Learners: who learn best by using (pictures, flashcards and maps).
- Auditory Learners: who learn best by listening to stories, songs and preparing oral

‫ا‬
activities.

‫ﻟﻤ‬
- Tactile or Kinesthetic Learners: who learn physically by touching and manipulating
objects. (Drawing and sing with gestures).
- Analytic learners: who focus on the details of language, such as grammar rules, and
enjoy taking apart words and sentences.
- Global Learners: focus on the whole picture and do not care so much about specific
‫ﺘﻘ‬
details. They do not want to get bored with slow moving lessons and enjoy interesting
and attractive materials. (Games and group activities).
21- How could you divide your learners inside the classroom?

We can divide the class into individuals, pairs, small groups and a class as whole according to
the activity they are going to do during the class time.
‫ﺪﻣ‬
22- What methods of teaching do you use?

As teachers we can use some methods according to the skill we need to present to the class for
example, we can use communicative approach when presenting activities related to speaking
skills or when we want to present grammatical points enjoyably and total physical response
‫ﻮن‬

when we teach young learners with low English level.

23- How can you arouse your students' enthusiasm?

Kids have short attention span so we need to learn how to motivate them all the time by
following some ways: use their names as often as possible / Pay attention to the strengths and
limitations of each of your students / Reward their strengths and strengthen their weaknesses.
/ If possible, set your room in a U-shape to encourage interaction among students. / Vary your
instructional strategies; use lectures, demonstrations, discussions, case studies, groups, and
more. / Make your classes relevant. Be sure students see how the content relates to them and
the world around them / Be expressive. Smile / Put some excitement into your speech; vary
your pitch, volume and rate / Give lots of examples / Encourage students to share their ideas
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

and comments, even if they are incorrect. You'll never know what students don't understand
unless you ask them / Maintain eye contact and move toward your students as you interact
with them. Nod your head to show that you are listening to them / Provide opportunities for
students to speak to the class / Be available before class starts, during break, and after class /
share class control with students / Return assignments and tests to students as soon as
possible. Provide constructive feedback / Be consistent in your treatment of students / Involve
your students in your teaching. Ask for feedback.

24- How can you deal with shy students?

‫ا‬
Shy students tend to be invisible all the time because they don’t like to make mistake or they

‫ﻟﻤ‬
are afraid to lose their face doing something stupid in front of others. As students are the
center of the educational process, we need to overcome this problem. We can call them with
his first names to make him feel comfortable in the class. Tell them that making mistakes is not
the end of the world. We can involve them to participate in questions with short limited
answers and make them participate in simple activities, talk to them friendly and praise their
‫ﺘﻘ‬
work and involving them to do some activities in front of the whole class and help him making
some friends to get rid of this difficulty. We can sit with him and try to know why he is acting
like this and try to ask for parents help.

25- How can you deal with a talkative student?

‫ﺪﻣ‬
There are some steps we can follow to overcome this problem. I can look at him reflecting that
you are doing something wrong and making some noise so pupils can’t concentrate well. If he
didn’t understand I can complete my explanation standing beside him. Then I will pat on his
shoulder to send a message of behaving well and stop talking. I can involve him in reading
activities or writing to engage him. Finally I can change his colleague with another serious one
or make him alone in his seating.
‫ﻮن‬

26- How can you deal with an aggressive student?

First of all I have to tell them that this kind of behavior is forbidden and we can’t harm one
another as Muslims. Then I must know if they have any social or psychological problem to
handle it properly. I need to inform the psychologist about their behavior inside or outside the
class because he has the experience dealing with such problems. I can involve the aggressive
students in kinesthetic activities which contains movements. And I would make him sit near me.

27- If you saw a student stealing his classmate's tools. What would you do?

I can look at him sending a message that you are doing something wrong and you need to fix it
immediately. I have to tell them that this kind of behavior is forbidden and we can’t steal one
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

another as Muslims. Then I must know if he has any social or psychological problem to handle it
properly. I would tell the class about what usually happen to anyone steals anything in Islam. I
would make sure that the whole class is out when they go to the break and try to close the
class. I would inform the psychologist about their behavior inside the class because he is more
experience dealing with such problems. I would call his parents if he steals again.

28- What features do you have that can make us choose you and leave other applicants?

I got very good at university. I believe that my accent is very good and clear to students. I have
experience in planning the lessons, preparing for the activities and dealing with different

‫ا‬
students, teachers and headmaster. I know the teacher’s duties and what his work is. I can

‫ﻟﻤ‬
motivate students using many different ways. I believe in rapport which is a friendly
relationship between me and the students and among the students themselves. I can use
technology in teaching English. I am a good listener as students tell me about what problem
they have and ask me for a solution. I like my work to be creative and neat.

29- How can you help our school to be better at English?

‫ﺘﻘ‬
There are many creative ideas for getting the school pretty good. We can work out new
strategies to facilitate the curriculum to the students and their parents. We can make an English
language fair to present students’ English work as a motivation for them. We can set many
courses related to English language. We can create English club for excellent students. We can
‫ﺪﻣ‬
hold competitions between students to motivate them to study harder. We can set occasional
meeting with students’ parents to help them dealing with English and how to teach them
properly. We would make students surrounded by English materials, cards and posters.

30- How do you teach new structure?

There are two main approaches to teach grammar. These are the deductive and the inductive
‫ﻮن‬

approach. A deductive approach is when the rule is presented and the language is produced
based on the rule. An inductive approach is when the rule is inferred through some form of
guided discovery.

31- What would you do if a student insulted you?

As a teacher I should avoid this kind of situation by dealing friendly with my students prepare
the lesson pretty well and engage students in exciting activities as possible as I can and try to
develop the rapport between me and the student and the students themselves because if the
student spends the whole time doing nothing he will start disturbing the whole process of
learning and teaching. If that happened I would stop what I do and ask him to step back until I
feel calm. Then I’ll explain that this kind of acting is not related to our religion and we should
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

respect who are older than us. I’ll look at him and send a message that this is a serious issue we
need to handle it after the class and there would be bad consequences like calling his parents
or losing some marks for acting like that. When I sit with the student I should know why he did
that and I’ll work my best to solve his problems. I should be rigorous as I want to keep
controlling the whole class and don’t want to lose my face at the same time. Finally, I would ask
him to apologize in front of others.

32- If a student told you that he doesn't like to learn or he hates English what would you
do?

‫ا‬
I would stop what I am doing because it’s important to me making my students love the subject

‫ﻟﻤ‬
I teach. I would make a quick survey about why student love English and why others don’t love
English. I would tell him about how important it is to anyone in this world (communicating,
games, trading, movies and higher studies). And then I’ll give them some advice about learning
English easily (using the internet, reading simple stories, learning new simple words). Then I can
engage and involve this student in enjoyable activities.
‫ﺘﻘ‬
33- What was the last book you read in grammar, methodology?

I usually use English websites and YouTube to read and increase my English knowledge, but
sometimes I tend to read some printed books like TOEFL (Testing of English as a Foreign
Language) and English Grammar books I have studied at university because of the electricity
‫ﺪﻣ‬
problem.

34- What teaching aids do you use? Which of them do you make?

I usually use flash cards, posters, realia, pictures, MP3 player, and power point slides if it’s
possible, songs, wall charts, map (Palestinian cities) and black board. (songs about any possible
topic)
‫ﻮن‬

35- How should a teacher be?

A teacher should be (a father , honest , reliable , clean , neat , knowledgeable , challenging,

creative, enthusiastic , facilitator, interested and interesting , caring, calm , good listener , good
speaker, fair, friendly , humorous , stimulating, consulter, problem solver, an example to the
students).

36- What is meant by realia?

To use real object to present a new vocabulary like furniture in the class, food, fruit, ..etc.

37- What is meant by brain storming?

 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

Brainstorming is an activity used to generate ideas in small groups. The purpose is to generate
as many ideas as possible within a specified time-period. These ideas are not evaluated until
the end and a wide range of ideas is often produced. Each idea produced does not need to be
usable. Instead, initial ideas can be viewed as a starting point for more workable ideas. The
principle of brainstorming is that you need lots of ideas to get good ideas.

38- What is meant by Icebreakers?

They are some questions that are asked at the beginning of the first lecture .Icebreakers can
play an important role in helping young people connect with one another in a group

‫ا‬
environment. Icebreakers can also enhance your teaching by helping to stimulate cooperation

‫ﻟﻤ‬
and participation. They can provide positive momentum for small group study and discussion.

39- What are kinds of tests:

There are many kinds of tests according to their purpose. (Proficiency test – Predictive or
Prognostic test – Diagnostic test – Aptitude test – achievement test - Standardized Achievement
‫ﺘﻘ‬
test – Close test – subjective tests – objective test.

40- What would you do if student insult another one?

(Engage the class doing something useful and meaningful to avoid such problems) but if that
happened, I would stop what I am doing because if I keep talking they will start fighting. I would
‫ﺪﻣ‬
ask them to step back and stand still until I am calm. I would explain to the whole class how bad
and wrong to do that during the class. I would look to the naughty student seriously and send a
message about how bad his behavior is and I would ask them for the main problem and try to
handle it. Finally, I’ll ask them both to shake hands and be cool because there will be bad
consequences next time. In case I cannot handle the situation, I should send them both to the
counselor “He got the experience to deal with such a thing.”
‫ﻮن‬

41- What would you do if student is unconscious or stiffening?

First I would keep controlling the class and keep it calm. I would send an excellent student to go
to the headmaster to inform him about the student issue to make some calls and then bring
some water on his way to the class. I would put the student in a suitable position making sure
about his breathing and heart beats. I would spray the water gently and calling his name till he
is awake again. Finally, I would recommend calling his parents and telling them about this issue
before it gets more serious in the future.

42- What would you do if student get out of the class without permission?
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

I would ask a student to write his name to me to remember him and make it serious. I would
tell the class there would be a bad consequences because of doing this (Like losing some marks
or doing extra homework or calling his parents) as I don’t want to lose control inside or outside
the class. Then I would sit with him and see if there is any healthy or psychological problem for
making this forbidden behavior. I would ask him to apologize for doing this and ask for
premising next time. If he asks for permission I would praise him and ask the whole class to clap
him to make it as a habit.

43- What would you do if two students start a fight in the class?

‫ا‬
(Prepare well, engaging activities and stand properly when writing on the board) I first keep the

‫ﻟﻤ‬
class calm and controlled. I stop their fighting and ask them to step back. I keep my nerves cool
and start looking at them seriously and ask them about the reason of their fighting and try to
settle it down. I talk to the class how bad is that behavior. I use Negative stimulus with them
both as a consequence of their bad behavior. I ask them to apologies. I ask them to sit in
different places away from each other. Finally, I should call their parents to set a solution for
‫ﺘﻘ‬
the problem ex. involving them in kinesthetic activities.

44- What would you do if student has a knife in the class?

I would keep the class calm and controlled. I would take it from the students while I am looking
at him and talking to him seriously about his wrong behavior. I would tell the whole class about
‫ﺪﻣ‬
how dangerous it is. I would use a negative stimulus with him and try to call his parents to make
sure that he wouldn’t try to do that again to avoid real problems in the future.

45- What would you do if student makes undesired noise in the class?

(Prepare well, engaging activities and stand properly when writing on the board) I would look at
him seriously sending a message to him and to the whole class about how bad that acting is. I
‫ﻮن‬

would tell the class that this behavior is not suitable for a student. I would ask him to apologize.
I would use negative stimulus with him. I would call his parents to inform them about his acting
and how he could disturb me and the whole learning and teaching process in the class.

46- What would you do if a student pees in the class?

I would keep the class calm and controlled. I would ask an excellent student to bring a bucket
full of water. I would ask the student to step back while I am looking at him seriously and
talking to the class about how disgusting is that deed. I would use negative stimulus with him. I
would ask him to clean up his mess. I would send him to the counselor to make sure if he has a
social or a psychological problem to handle it. I would call his parents to do something about his
problem.
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

47- What would you do if a student keeps crying in the class?

I would talk to him friendly. I would be a father to him. I would motivate him to love the school.
I would praise him and give him some simple gifts. I would call his parents to visit him and to
walk him to school to get used to going to school. I would use several strategies with some
games to make students love going to school. I would send him to the counselor to talk to him
about how beautiful is the school and help him love it.

48- What are your weakness points?

I can’t ignore any one asks me for help. I don’t like to see someone is better than me in my

‫ا‬
field. I don’t trust anyone to do my own work, but I can give them a hand if they need my help. I

‫ﻟﻤ‬
sometimes feel frustrated when I make a lot of effort while students get low marks at an exam.

49- What is the difference between convergent and divergent questions?

In theory the perfect convergent (closed-ended) question would have only one answer ex: Do
you like some coffee? (Yes / No). And the perfect divergent (open-ended) question would have
‫ﺘﻘ‬
infinite answers ex: What would you do if you won 10.000 dollars?

50- How to teach intonation for 9 Grade?

Some techniques I find useful for raising learners' awareness of intonation (Falling – Rising):
Provide learners with models - don't be afraid to exaggerate your intonation. Let students
‫ﺪﻣ‬
compare two examples of the same phrase, eg: varied/flat intonation, English / L1. Ask students
to have a 2-minute conversation in pairs as 'robots' (elicit the word using a picture if necessary),
i.e. with no intonation. When they then go back to speaking 'normally', point out that the
difference is made by intonation - this is what gives movement to our voices. Get students to
imitate my intonation, but without words, just humming. (Super-segmental)
‫ﻮن‬

51- How to choose a student for access a scholarship?

It’s important to me as a teacher to be fair as possible as I can. If any teacher asks me for the
scholarship for his kid I would say we are going to have an examination or a competition for
them to do. The best student would be the one I choose to that scholarship.
52- How to teach reading for low achievers?
I would do a remedial plan according to my students’ level and their weaknesses. (I would
follow the usual steps of teaching reading). I would set activities fit with their current language.
I would make a picture dictionary. Finally I would make independent learning cards for. I would
choose simple text to start with. I would focus on read and repeat activities allowing all
students to read and participate.
53- How to make use of learning style in teaching and learning process?
You have to use a few of the ideas from the Need Analysis.
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

1- Take no account of the Needs Analysis data.

2- Review the data, but continue using the original course plan.
3- Continue with the course, but allow the data influence small aspects of how you deal
with individuals.
4- Continue with the course, but add in a limited number of extra activities to save some
stated needs.
5- Re-plan the course, but aiming to cover the material to add in a larger number of extra
activities to satisfy some stated needs.
6- Re-plan the course to incorporate substantial elements of the needs alongside relevant

‫ا‬
elements from the original plan.
7- Base a new course plan entirely on the stated needs.

‫ﻟﻤ‬
54- How to correct errors?

Correcting errors depends on what you teach (accuracy or fluency) when we teach accuracy, we
have to correct every single word to strengthen their weaknesses and prepare them to the
fluency part of language learning. When it comes to fluency we don’t have to correct every
‫ﺘﻘ‬
mistake but the serious ones after the end of the activity because we don’t want to disturb the
flow of communication as pupil would feel uncomfortable if we keep doing that.
55- How would you use Technology in teaching English?
Technology is a common thing in our daily life. It’s a normal to use it in teaching and learning
English. Teacher can use LCD (Liquid Crystal Display) to display Movies to watch and know
‫ﺪﻣ‬
something about native speakers’ life style. Display videos to learn English by native speakers.
Using MP3 player to play mp3 files, listen to reading passages and listening to English songs. We
can use an English APP for English Vocabulary Games. I can recommend inserting Skype to talk
to native speaker or to practice your language with others all over the world. We can use the
internet to design a blog for questions related to the curriculum. (YouTube)
‫ﻮن‬

56- If the principal asks you to distribute 5 bags what would you do?
I would have a look at students’ detail papers and write a list of the students who are in need
the most for these bags. I would ask other teachers. (Neighbours to the students)

57- Hots stands for..?

High Order Thinking Skills. (Bloom)

58- What is the difference between error, mistake and slips?

(1) Slip - an accidental and trivial mistake in speaking

(2) Error - a systematic deviation made by learners who have not yet mastered the rules of the
target language.
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

(3) Mistake - If one says something incorrect and then corrects himself, that's a mistake, not an
error.

(4) Blunder - a mistake made through stupidity, ignorance, or carelessness

(5) Fault - a mistake made on the basis of bad judgment or ignorance or inattention

59- What techniques would you use to make your class very distinctive?

I can use active learning, interactive learning, cooperative learning and exclusive learning. I
would make the pupil the center of the learning and teaching process. I would concentrate

‫ا‬
more on communicative competence. I would use activities focus on creativity like describing a

‫ﻟﻤ‬
picture, making a story, acting a dialogue and preforming a short story or sing a song.

60- What is the difference between coherence and cohesion?

Coherence is the semantic structure which helps to unite several sentences. Cohesion refers to
the connection that exists between elements in the text.
‫ﺘﻘ‬
61- The difference between remedial and enrichment material?

A. Remedial Program for the Slow Learners for the pupils whose academic performance is
below what is expected.

B. The Enrichment program is designed for bright pupils exhibiting excellence in specific fields.
‫ﺪﻣ‬
Special classes for them are held in summer and continued during the school year.
62- Talk about types of reading (skimming- scanning) what is the difference between them?

-Intensive reading: calls attention to grammatical forms, discourse markers, and other surface
structure details for the purpose of understanding literal meaning, implications, rhetorical
relationships, and the like.
‫ﻮن‬

-Extensive reading: reading as much as possible, for your own pleasure, at a difficulty level at
which you can read smoothly and quickly without looking up words or translating to English as
you go
-Skimming: used when reading some general question in mind.
-Scanning: a quick reading, focusing on locating specific information.
-Silent reading: Reading to prepare for a loud reading or to answer pre-reading questions.
63- What is the difference between role playing and stimulating?
There is a difference between simulations (where students act out real-life situations, for
example the student checks in at “the airport”, but students do play themselves) and role plays
where students take on different characters.
64- What is the difference between formative and summative evaluation?
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

A formative evaluation (sometimes referred to as internal) is a method for judging the worth of
a program while the program activities are forming (in progress). This part of the evaluation
focuses on the process.
A summative evaluation (sometimes referred to as external) is a method of judging the worth
of a program at the end of the program activities (summation). The focus is on the outcome.
65- How to teach writing?

1. Pre-writing: This is the planning phase of the writing process, when students brainstorm,
research, gather and outline ideas.

‫ا‬
2. Drafting: Students create their initial composition by writing down all their ideas in an
organized way to convey a particular idea or present an argument.

‫ﻟﻤ‬
3. Revising: Students review, modify, and reorganize their work by rearranging, adding, or
deleting content, and by making the tone, style, and content appropriate. The goal of this
phase of the writing process is to improve the draft.
4. Editing: At this point in the writing process, writers proofread and correct errors in
‫ﺘﻘ‬
grammar and mechanics, and edit to improve style and clarity. Having another writer’s
feedback in this stage is helpful.
5. Publishing: In this last step of the writing process, the final writing is shared with the
group. Sharing can be accomplished in a variety of ways, and with the help of computers,
it can even be printed or published online.
‫ﺪﻣ‬
66- Make a behavioral objective for skimming purpose.

To skim the text to give the general idea. To skim the text to give a suitable title.
67- What do you know about storytelling and how would you implement it with children?
First I must have a look at the story content and how it fits the students’ age and level. I would
‫ﻮن‬

revise previous vocabs. I would present new vocabs and make students familiar with the story
language. When it comes to telling the story I have to use different intonation to make the
student excited and use facial expressions and body language to grab their attention to the
story. I would change my voice according to the character. I would use acting while I am telling
the story and some funny moves.
68- Is motivation important? How?
The main idea of motivation is to capture the child's attention and curiosity and channel their
energy towards learning. Intrinsic motivation is motivation from within the student. An
extrinsically motivated student studies and learns for other reasons. Such a student performs in
order to receive a reward. We can cause the motivation through the following steps. (proper
instructions – achievable, relevant material, caring teacher, energy sells, Praise Students in
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

Ways Big and Small, Expect Excellence, spread excitement like a virus, hand over some control,
relating lesson to students’ lives, Track improvement, reward positive behavior outside the
class, engage students, Know your students' names, Vary your instructional strategies, Make a
positive impression, Offer extra information about your subject, Have a good sense of humor,
Show that you're competent. Motivation is the backbone of any classroom. When the students
are motivated, the teacher can perform his/her job the best.
69- How to improve your student's reading skill?

Utilize various reading materials - Relate reading to other areas of the student’s life - Have fun
with words - Create a record of progress - Make reading about communication – not just a tool.

‫ا‬
70- How to teach a song?

‫ﻟﻤ‬
I would revise difficult words and present new words. I would make students familiar with the
song language. I would make them listen to the song while their books are closed. I would ask
them to listen again while they are following the song flow in their books. I would write the
song on the board with missing words and ask student to listen and fill spaces as they hear. I
would make them listen again to correct their mistakes. I would use the song as a warming up
‫ﺘﻘ‬
in the next time.

71- Games to use inside the class?

Teacher says – I spy – Number sequence (50 – 45 – 40) – Time game (use your body) – Memory
game (Cards) – What missing? (Cards) – Arrange words (t – c – a) – missing letters – Who is it
‫ﺪﻣ‬
(person) – What’s my job? – What’s the shop? – Animal voices – The when Game (morinig –
evening activities) – shark attack – like and don’t like).

72- If a student refuse answering a question?

As a teacher I have to ask a question to the whole class and then give the students a waiting
time to think properly about the question and then choose someone ready to answer the
‫ﻮن‬

question. I can choose a student if he is not ready to answer but I can make him repeat the
after an excellent student.

73- If a student asks you a question you don’t know the answer?

I have to ask pupils to give questions related to the lesson itself. As a teacher I mustn’t give a
wrong answer to the students. I would ask students to take the question as homework for
tomorrow and we as class will discuss the question together next time.

74- If a student asks you a question while you’re explaining a point?

I should have made a list about the class roles. One of these rules “Don’t ask while the teacher
is talking. I would look at him and let him read the rule. I would tell him to wait until it is ok to
ask any question.
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

75- If a student keep asking you to go out regularly?

I would look at his file and see if he has any healthy problem or not. I would send him to the
counselor to make sure that the student is ok. If he is really sick, I would call his parents to do
something about his problem.

76- If the principle asks you to teach another subject?

I would accept that and do my best to succeed at challenge.

77- If you supervisor wants to attend a class while you’re not ready?

‫ا‬
As a teacher I must get my plan, stuff and teaching aids prepared every time I go to school. But I

‫ﻟﻤ‬
may be not ready because of an urgent even or an accident. In that case I should inform the
principal about it. He himself can handle the problem with the supervisor.

78- If your schedule is not designed well for you?

time.
‫ﺘﻘ‬
I would accept it as it is, but I would inform the principle about my problem. He can fix it next

79- If you get the class while there is loud noise?

I would stand still and look silently. I would make some fillers like ammm ,, Ok. I would wait a
little bit till the class is quiet. I would ask a the perfect student about the people who cause this
‫ﺪﻣ‬
noise and send them to the counselor because he can deal with them well as I want to use the
class time effectively.

80- If a student gets low marks in most subjects?

I would talk to him privately about his problem and I would ask him if he has any social,
‫ﻮن‬

psychological or physical problem and try to solve it with the counselor and his parents’ help. I
would tell him about how serious is that problem and give him some advice to get his marks
higher.

81- If a student doesn’t attend the class for many times without permission?

I would talk to him privately about his problem and I would ask him if he has any social,
psychological or physical problem and try to solve it with the counselor and his parents’ help. I
would tell him about the importance of attending classes for his own benefit.

82- If a student doesn’t have enough money to buy for books?

 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

I am sure that students to have to pay money to get their book in UNRWA Schools. If he can’t
buy stationery for school, I would ask students to donate money as they can. I would ask some
teacher to do the same and give the money or the stationery to the students who are in need
privately.

83- How would you choose class perfect?

I would hold an election to do that. The one who gets the high number of voices he would be
the one.

84- If the principal gives you more than additional class?

‫ا‬
‫ﻟﻤ‬
I wouldn’t mind taking them. Sometimes more than a teacher wouldn’t attend school, that’s
why I would go to more than my additional classes. But if I notice that the principal takes me for
advantage I would ask him for explanation. He might know something I don’t.

85- If you ask a question after the end of the lesson and no one answers you?
‫ﺘﻘ‬
I would look back at the technique and the language I used. They might be higher than
student’s level. The lesson might need to be taught in several stages not as I have done. My
teaching aids might not be that clear to them. I might need to give more examples. I need to
know the problem and fix it immediately.

86- If a student tells you that you have written a word wrongly?
‫ﺪﻣ‬
As a teacher I must pay a great attention to what I write on the board. But if that happened by
mistake, I would thank the student for his correction and being attentive to what I do. And try
to learn from that lesson.

87- If the principal said that your answer is wrong in front of the students?
‫ﻮن‬

The principal is so wise that he wouldn’t do that in that way, but if he does, he would do that if
my answer will cause misunderstanding problems to my pupils, I would thank him for his
participation and continue my teaching.

88- If your colleagues talk about you badly?

If their opinion about me is a matter of reality, I would make sure to get myself better and
developed. It’s my chance to improve and prove myself not to hate my colleagues.

89- If a student stole your mobile phone?

My mobile is always in my pocket. But if I put it on the table and someone stole it. I would say
that someone is smart enough to take my phone without even notice him. Who is he? If no one
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

answers me, I would complete my lesson. I would talk to some trusted students privately to tell
me if they know anything about the one who stole my mobile.

90- If the principal asks to add extra marks for his child to be the first?

My principle is wise enough not to make such a thing as he is an example to the whole staff. But
if he insists, I wouldn’t accept that because as a teacher I must be fair with my students’ results
and give everyone whatever he deserves.

91- Technique, method and technique?

- Technique: is the procedures used by the teacher in the classroom. It is what the

‫ا‬
teacher actually does in the classroom to implement a method which is, in turn,

‫ﻟﻤ‬
consistent with an approach.
- A method: the application of the detailed aspects of an approach. It consists of a
number of techniques used in a systematic way to achieve the aim of language learning.
- An approach: principles or assumptions underlying the process of language teaching and
learning. ‫ﺘﻘ‬
92- How to conduct an examination in the class?

I would inform the students about the exam (in a week). I would tell them about the main
objects of the exam and the skills involved in the exam. I would make sure that the students are
ready to take the exam. I would explain some questions before handing out the papers. I would
‫ﺪﻣ‬
ask students to hide everything related to the exam subject in their bags. I would give students
instructions about the exam. I would keep the class quiet. I wouldn’t move a lot. Finally, I would
collect the papers when time is finished.

93- How to implement cooperative learning?

Cooperative Learning is particularly beneficial for any student learning a second language.
‫ﻮن‬

Cooperative Learning activities promote peer interaction, which helps the development of
language and the learning of concepts and content. It is important to assign Students to
different teams so that they can benefit from English language role models. Students learn to
express themselves with greater confidence when working in small teams. In addition to
'picking up' vocabulary, students benefit from observing how their peers learn and solve
problems.

94- How to teach a dialogue?

I would revise previous difficult words. I would present new words. I would ask students to
listen to the dialogue and notice the intonation and stress while the recording is playing. I
would ask them to listen to the recording again with their book open. I would ask them to act
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

the dialogue out in pairs for a few minutes. I would make sure that the whole class is doing the
activity. I would ask student to skim and scan the dialogue to answer comprehension questions.

95- How to deal with weak and excellent students?

Teachers must know how to deal with heterogeneous groups. I would strengthen the
weaknesses in low achievers and praise the strengths in excellent students. I should understand
the problems that weak students have and try my best to handle them. I would teach weak
students privately because they don’t have basis to understand current lessons. Praise any
development in weak students. Try to give them useful advice about how to learn. Try to

‫ا‬
engage them in interesting activities. Give them special attention and care. Be friendly with

‫ﻟﻤ‬
them to love the teacher and the subject.

Being a gifted student comes with a unique set of problems and benefits. I would engage them
in critical thinking activities, creative writing, I would ask them to help struggling students, ask
them challenging questions, I would create a club for gifted student in school. I would hand him
several worksheets to get them answered while others are doing the activity. I would involve
‫ﺘﻘ‬
him in higher level discussions and problem solving. I would inform his parents about his gift
and advise them to figure out his hobbies to improve them.

96- Tell us a situation happened with a student parents trying to solve a problem?

I was teaching an excellent student. He was really amazing at everything. But when his father
‫ﺪﻣ‬
died, he started getting low marks. He didn’t participate as usual. He didn’t do his homework
regularly. I talk to him privately. He improved a little bit. I asked the counselor to talk to him
about how important is studying for his bright future. I asked the counselor to call one of his
relatives to get to know their son’s current level. Finally, he changed to the best after the
attention that we pay for him.
‫ﻮن‬

97- Finally why would you choose to move from government to UNRWA?

Teaching in governmental schools is really amazing and comfortable to anyone. I got an

interesting experience dealing with students and teachers. But to be honest governmental
schools are not equipped enough compared with UNRWA schools.

98- What would you do to ask a question?

I would set a code about how to answer the question in general. I would explain the goal of the
questions. I would give instructions. I might ask student to work individuals, in pairs or in
groups. I would ask the question then wait for a while. I would choose a ready student to
answer. If he gets the answer wrongly, I would ask for another one till I get the perfect answer
and ask previous students to repeat the answer again.
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

99- Functional Grammar and Communicative Grammar?

Functional Grammar places great importance on functional relations in the organization of

grammar and as such it is the theory of the organization of natural language.

Communicative grammar is based on the communicative approach to the Teaching of

second/foreign languages. Language structures must not be taught in isolation but integrated
to the four skills of language: listening, speaking, reading and writing. In this way a structure is
practiced orally and in written form. The main objective focuses on the development of
communicative grammatical competence, which is understood as the ability to use and

‫ا‬
understand a structure in a variety of situations spontaneously.

‫ﻟﻤ‬
100- The difference between homogeneous and heterogeneous groups?

Homogeneous group contains students with the same language level. Homogeneous group
contains students with different language level.

101- A parent wants to ask about his son level and achievement?
‫ﺘﻘ‬
Parents usually visit school to ask about their students and their performance in class. Parents
might waste the class time talking about unnecessary topics. As a teacher I must have a
notebook contains student details (Marks – participation – homework - general idea about his
level – weaknesses and strengths – discipline problems)
‫ﺪﻣ‬
102- Inclusive learning?

Inclusive education is about how we develop and design our schools, classrooms, programs and
activities so that all students learn and participate together. Inclusive teaching means
recognizing, accommodating and meeting the learning needs of all your students. It means
acknowledging that your students have a range of individual learning needs and are members
‫ﻮن‬

of diverse communities

103- Active learning

is a teaching method that strives to more directly involve students in the learning
process. "states that in active learning, students participate in the process and students
participate when they are doing something besides passively listening." Active learning is "a
method of learning in which students are actively or experientially involved in the learning
process and where there are different levels of active learning, depending on student
involvement." It is a model of instruction that focuses the responsibility of learning on learners.
students must do more than just listen: They must read, write, discuss, or be engaged in solving
problems. It relates to the three learning domains referred to as knowledge, skills and attitudes
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

(KSA), and that this taxonomy of learning behaviours can be thought of as "the goals of the
learning process" In particular, students must engage in such higher-order thinking tasks as
analysis, synthesis, and evaluation.[2] Active learning engages students in two aspects – doing
things and thinking about the things they are doing

104- How to present the word “center”?

Take a look ... you are going to know how to teach vocabulary in general. The word center has
many meaning according to the text around. "the center of a place or a cycle" " a shopping
center" in the first example you should follow the steps of teaching a new vocabulary. then u

‫ا‬
need to use some realia to clear up the meaning u need ur student to learn .. for example ..

‫ﻟﻤ‬
drawing a cycle with black and the center with red. T. uses ss to create a real cycle and put one
student in the center. then elicits the the meaning from the students.

When it comes to teach "shopping center" u need to use a picture or a video presenting any
shopping center. T. should always use various aids in the class.
‫ﺘﻘ‬
105- Positive Reinforcement

Positive reinforcement works by presenting a motivating/reinforcing stimulus to the person

after the desired behavior is exhibited, making the behavior more likely to happen in the future.
106- Negative Reinforcement

Negative reinforcement occurs when a certain stimulus (usually an aversive stimulus)

‫ﺪﻣ‬
is removed after a particular behavior is exhibited. The likelihood of the particular behavior
occurring again in the future is increased because of removing/avoiding the negative
consequence.
Negative reinforcement should not be thought of as a punishment procedure. With negative
reinforcement, you are increasing a behavior, whereas with punishment, you are decreasing a
behavior.
‫ﻮن‬

107- Process of Teaching Vocabulary by Word Associations

1. Oral Presentation of New Words

2. Written Presentation of New Words
3. Using New Words With Associations
4. Testing The Use of New Words With Associations
5. Using New Words in Sentences
6. Making Sentences Using New Words
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

108- A good test should be:

1- Valid: It means that it measures what it is supposed to measure. It tests what it ought to test.
A good test which measures control of grammar should have no difficult lexical items.

2- Reliable: If it is taken again by ( same students, same conditions ), the score will be almost
the same regarding that the time between the test and the retest is of reasonable length. If it is
given twice to same students under the same circumstances, it will produce almost the same
results. In this case it is said that the test provides consistency in measuring the items being
evaluated.

‫ا‬
3- Practical: It is easy to be conducted, easy to score without wasting too much time or effort.

‫ﻟﻤ‬
4- Comprehensive: It covers all the items that have been taught or studied. It includes items
from different areas of the material assigned for the test so as to check accurately the amount
of students’ knowledge

5- Relevant: It measures reasonably well the achievement of the desired objectives.

‫ﺘﻘ‬
6- Balanced: It tests linguistic as well as communicative competence and it reflects the real
command of the language. It tests also appropriateness and accuracy.

7- Appropriate in difficulty: It is neither too hard nor too easy. Questions should be progressive
in difficulty to reduce stress and tension
‫ﺪﻣ‬
8- Clear: Questions and instructions should be clear. Pupils should know what to do exactly.

9- Authentic: The language of the test should reflect everyday discourse

10- Appropriate for time: A good test should be appropriate in length for the allotted time.

11- Objective: If it is marked by different teachers, the score will be the same. Marking process
‫ﻮن‬

should not be affected by the teacher’s personality. Questions and answers are so clear and
definite that the marker would give the students the score he/she deserves.

12- Economical: It makes the best use of the teacher’s limited time for preparing and grading
and it makes the best use of the pupil’s assigned time for answering all items. So, we can say
that oral exams in classes of +30 students are not economical as it requires too much time and
effort to be conducted.

109- How do you teach students dictation?

1. Read the whole text once through at normal speed. Students just listen.
2. Read the whole text again at normal speed with students noting the key words.
3. Have students in pairs compare their notes and attempt to reconstruct as much of the text as
they can.
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

4. Repeat step 3. Pairs of students should be building up the text further.

5. Have one pair come up to the board and write what they have got. Suggestions for any gaps
can be given by the rest of the class. Any grammatical or lexical errors can be discussed and
corrected.
6. Compare the version on the board with the original that you read out.

‫ا‬
‫ﻟﻤ‬
‫ﺘﻘ‬
‫ﺪﻣ‬
‫ﻮن‬
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

They asked :- 1- introduce yourself briefly.

2- What are the phases of presenting a reading , a listening or whatever
lesson?
3- A grammar question .
4- Educational questions , such as What do you do when you have a
troublemaker in the class?
This is for governmental jobs. Also, it is the same in unrwa.

‫ا‬
‫ﻟﻤ‬
First of all , I hope to pass this interview
The first question . Introduce yourself
How do you teach ss listening ,reading ,speaking and writing lesson
How do you present the word cat or freedom
They ask you to translate some sentences and idioms
they ask you some grammatical questions
they ask you how deal with different kinds of situations inside classroom or
‫ﺘﻘ‬ outside
They listen carefully to your speaking " conversation
the most important thing , you have to be self confident

‫ياخوة المقابلة تتم بالغة االنجليزية وتتنوع االسئلة وانتي ونصيبك فمثال انا كانت اسئلتي كلها تربية اما الشخص الي‬
‫اسئلتي التربية‬..‫ انتي ماعليكي اال تعدي نفسك جيدا وهللا الموفق‬.. ‫قبلي سألوه تربية وقواعد وفي ناس سالوهم ترجمة‬
‫كانت‬
‫ﺪﻣ‬
what are the importance of exames for the students and for the teacher

what are the good characterstics of good teacher

what is the importance of plan for the teacher

Also, they ask you to differentiate between teachingand learning. Moreover,

what brainstorming means.
‫ﻮن‬

I gonna tell u what happened with me during my interview in 2004.

.in the very beginning : introduce urself briefly
how can u teach reading , speaking , listening, writing lessons.
what do u think of the current political situations?
translate he following into english ( very difficult sentence).
why do u wanna be a teacher ? what attracts u in this job?why in the unrwa exactly?
some classroom situations such as : what do do if one of the ss did so and so........
my advice 2 u bro
( be self confident and fluent during speaking , never hesitate when u speak )
i wish u the best bro
fi aman allah

‫في البداية ممنوع القلق بالمقابلة اول سؤال بكون عرف عن نفسك بعدين بكون سؤال اختصارات وبعدها سؤال تربوي من‬
‫الكتب وسؤال عاللوح‬
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

/ ‫ فمثال‬, ‫أحيانا اللي معلوماته مش كثيرة ما ينبش على حاله في الكالم الكثير ألنه يفتح مجال لألسئلة من قبل المقابلين‬
‫إذا سألك سؤال التزم باإلجابة على السؤال ذاته وال تتشعب ألن التشعب يولد أسئلة عند المقابلين قد ال تدور في أذهانهم‬
‫إال إذا كنت أشطر منهم وبكالمك عايز تستدرجهم وهللا أعلم‬

God‫يا ريت بالش يا إخوتي من كلمة‬

: introduce yourself ‫السؤال التقليدي‬ : ‫اوال‬

"‫ثم بعد ذلك يوجه اليك بعض االسئلة منها‬
?what is the language

‫ا‬
?what is the evaluation
?the types of the evaluation

‫ﻟﻤ‬
How can you introduce the new vocabulary
?how can be sure that your students do silent reading
?what is the reading strategies
?TPR refers to
?what is the objective
‫ﺘﻘ‬ if 3‫ الى‬if 2 ‫ وحولها من‬IF ‫ سؤال على قاعدة‬: ‫وايضا‬

speak about asmaa bnt aby bakr

what are the five builders of islam?
‫ﺪﻣ‬
do you face dificulty in teachine the young children?
how can you deal with this problem?
and he gave me three sentences and ask me which one refer to an aim?

another girls
they gave them sentence and ask her to explain it?
also introduce yourself?
‫ﻮن‬

they asked them about nasel cavity and oral one?

also they give her pictures and asked her to put adj

‫سألو في السنوات السابقة ايش الدول التي تتحدث‬

..‫االنجليزي وما مميزات المعلم الجيد وطلبو شرح مجلة كانت معلقة في الصف‬
.
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

‫المعرفة والتخصص‬
What is the difference between accent and dialect ?
Tell us about your experience in teaching.
What is active learning ?

‫ا‬
What is phonemic awareness?

‫ﻟﻤ‬
What is your teaching style?
What is the types of learners ?
What are the problems of teaching boys?
‫ﺘﻘ‬
What does PPP stand for ?
How do you know students' needs ?
What is formative evaluation ?
How to improve ss.' writing and listening ?
‫ﺪﻣ‬
What is the kinesthetic style?
What is the difference between accuracy and fluency? How to correct ss. in each stage?
What is constructive theory?
How to be a reflective teacher ?
‫ﻮن‬

How to implement fluency in teaching?

What do you know about problem solving strategy?
‫كيف تربي نشء جديد؟‬
‫في مدرسة طالب فيهم صف سادس و خامس أبرز التحديات و كيف تحليها؟‬female ‫انت‬
‫ما هي أبرز المشكالت التي تواجهك بعد شرح درس ليسيننج؟‬
‫أنواع التيست ؟‬
‫ ؟‬handwriting ‫ما هي مشاكل ال‬
‫؟‬talented ss ‫كيفتتعامل مع‬
‫ ؟‬remedial teaching ‫ما هي خطوات‬
‫ما هو االختبار المستخدم الختيار طالب لمنحة؟ لو تريد اختيار طالب لمنحة كيف ستختاره ؟‬
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬: ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ‬

‫ما هو االختبار المستخدم مع الطالب لعمل خطة عالجية؟‬

‫ما هي مهامك كمعلم ؟‬
‫ ؟‬handwriting ‫ما هي مشاكل إلي‬
‫كيف تكون معلما فعال و مميز ؟‬
‫ما هي أنواع اإلعاقات عند الطالب وكيف تعالجها ؟‬
‫ ؟‬speaking ‫كيف تستطيع استخدام التكنولوجيا في تعليم‬
‫ما هي صعوبات القراءة لطالب المرحلة األولي؟‬
‫؟‬reading ‫ماذا تعرف عن برنامج مسابقة ال‬

‫ا‬
‫ﻟﻤ‬
‫ﺘﻘ‬ ‫الشرح‬
How do u present the structure to the second grade students " ' how old are you? I'm7. " ?
How to teach present perfect?
How to each tag question?
if 0 conditional.State concept questions for
‫ﺪﻣ‬
Here are two listening activities from grade 9, give me two smart learning objectives
about both
State concept questions for the grammatical point "used to" .
State concept questions for the word "volunteer" .
‫ﻮن‬

How can u use drama in teaching this tense?

‫ لنفس الدرس؟‬prerequisite ‫ وما هو‬.‫اشرح درس الساعة لصف ثالث‬

‫كيف تدرس االستماع؟‬
‫ للصف االول ؟‬C ‫كيف تشرح حرف‬
.countable and uncountable ‫شرح‬
‫ من صف تاسع ؟‬listening ‫التي سيطبقها الطالب في سؤال‬sub skills ‫ما هي ال‬
.if2 ‫ على‬accuracy ‫ سؤال‬if2 ‫ على‬fluency ‫اعط سؤال‬
‫ للدرس ؟‬post listening‫ماذا تعمل بمرحلة‬
‫ لصف خامس ؟‬reading ‫ على قطعة‬jigsaw ‫كيف تنفذ ال‬
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ ‪ :‬ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬

‫كيف تدرس الماضي البسيط للصف الرابع و الصف الثامن وما الفرق بين تدريسهم؟‬
‫كيف تشرح قاعدة ‪ if‬درجة صفرية ؟‬
‫أقرأ درس من صف خامس‪.‬‬
‫بعد اعطاء سؤال كتابي للطالب كيف ستعمل‪ check‬للطالب ؟‬
‫وكيف نهيأ الطالب للعبة ؟‬
‫اعط نشاط ‪ fluency‬ل قاعدة ‪.if 2‬‬
‫اعمل ‪ activities‬تركز على ال‪ fluency‬على قاعده ‪ if‬التانية‪.‬‬

‫ا‬
‫عرض كلمات‬

‫ﻟﻤ‬
‫‪Fair‬‬
‫‪wild‬‬
‫‪volunteer‬‬
‫ﺘﻘ‬
‫‪Culture‬‬
‫‪Volunteer‬‬
‫‪Generous‬‬
‫‪disaster‬‬
‫ﺪﻣ‬
‫‪start‬‬
‫‪improvement‬‬
‫‪treasure‬‬
‫‪Disaster‬‬
‫ﻮن‬

‫‪information‬‬
‫‪Negative‬‬
‫‪Selfish‬‬
‫‪Tradition‬‬
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ ‪ :‬ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬

‫المواقف الصفية والمدرسية و القيادية والتعامل مع‬

‫الطالب ومشاكلهم‬
‫‪If there is a quarrel outside and there's so much noise, And what would you do to‬‬
‫?‪overcome that noise‬‬
‫?‪How will you grab the students' attention‬‬
‫‪If s. comes late to school everyday.‬‬
‫?‪How to help low achiever? Aggressive students? Shy students? How to deal with them‬‬

‫ا‬
‫?‪What if the principle ask you to make a report for him‬‬

‫ﻟﻤ‬
‫‪If ur ss have difficulties in listening and writing how would u deal with them‬‬
‫?‪What would u do if u have an aggressive student in ur class‬‬
‫?‪What would u do if a student throw a piece of chalk at u while u are writing on the board‬‬
‫?‪how to manage discipline in your class‬‬
‫ﺘﻘ‬
‫?‪Why do you want to be an English teacher‬‬

‫اذا أردتنقل خمس طالب من المدرسة ما هي المعايير الختيار الطالب ؟‬

‫ﺪﻣ‬
‫لو في امتحان نصفي موحد وكل صفوفك عالماتهم سيئة الصفوف ولم يحصل أحد على عالمة مرضية ماذا ستفعل ؟‬
‫لو تربد عمل مسابقة بدنا شخص ممثل للمدرسة كيف ستختار الطالب وكيف ستدربه ؟‬
‫طلب منك المدير تعملي يوم لأليتام ا هي الخطوات؟‬
‫معلم تحدث عنك بالسوء من خلفك ؟‬
‫اذا والد طالب جاء يهدد طالب عندكو متخانق مع ابنه ؟‬
‫ﻮن‬

‫لو معلمة تريد أخد حصتك منك ؟‬

‫لو الطالب يـأتوا متأخرين ؟‬
‫لو نسيت دفترك التحضير؟‬
‫ولو المدير أعطاك نص الحصص انجليزي والنص الثاني مادة تانية ماذا تفعل ؟‬
‫لو جاء والد طالب ع الصف يتهجم على طالب اخر ويهدده ماذا تفعل؟‬
‫ولو طلب منك المدير تعيد امتحان نصف الفصل كيف تقومي بإعادته ؟‬
‫لو طلب منك المدير اختيار ابنه لمسابقة ؟‬
‫طلب منك اختيار ‪ ٥‬طالب لنقلهم على مدرسة تانية؟‬
‫اذا طالبه ممتازة كانت درجتها في امتحان ‪٣‬من عشرين ماذا ستعمل؟‬
 ‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ ‪ :‬ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬

‫كيف تتعامل مع ضعاف النظر و ماذا يجب على المدرسة ان توفر لهم؟‬
‫فقدت امتحانات النصفي بالسيارة وأنت مروح؟‬
‫كيف تتصرف مع بطئ الكتابة؟‬
‫ومدير كلفك انك تتولي مهام لجنة ثقافية؟‬
‫ولو رأيت طالبك يشحذون في الشارع ماذا تعمل؟‬
‫كيف يمكن ان تساعد المجتمع وتستفيد منه؟‬
‫كيف تتعامل لو ضاع كشف درجاتك؟‬
‫ماذا يمكن ان تعمل لو كنت بلجنة اللغة االنجليزية؟‬

‫ا‬
‫ماذا يمكن ان تعمل اشياء يكون تركزيها ع المعلم واشياء يكون تركيزها ع الطالب؟‬

‫ﻟﻤ‬
‫لو طالب شتمك؟‬
‫كيف تجعل البيئة الصف امنة؟‬
‫لو المدير طلب تختارطالب واحد للرحلة من الصف كيف تختاره؟‬
‫ولو الطالب لم يفهموا درس؟‬
‫ﺘﻘ‬ ‫طالب طلع من حصتك ماذا تعمل؟‬
‫كيف تتعامل مع ال ‪left handed‬؟‬
‫لو المدير طلب منك تختار طالب واحد من الصف لنقله على صف اخر الن العدد كبير ‪ ،‬ما هي األلية التي تتبعها في‬
‫اختيار الطالب ؟‬
‫ﺪﻣ‬
‫لو المدير طلب منك تختار طالبين من الصف لنقله على صف اخر الن العدد كبير ‪ ،‬ما هي األلية التي تتبعها في اختيار‬
‫الطالب ين؟‬
‫لو صار قصف والشبابيك كسرت ماذا تفعل؟‬
‫لو طالب صار يراجع في الصف ماذا تعمل؟‬
‫ﻮن‬

‫لو تسرب االمتحان و الطالب عرفوه قبل ما يقدموا ؟‬

‫لو اعطتك المديرة حصص مادة تانية اكتر من مادتك و السنة اللي بعدها اكتر و اكتر ؟‬
‫لو المدير يريد منك عمل مهمة معينة لإلدارة وعاجلة و عدد كبير من المعلمين غائبون وعندك حصة ماذا ستفعل؟‬
‫طالبة غير مبالية بالحصة و تطور الوضع و صارت توجهلك اهانة و كلمات سيئة؟‬
‫مشكلة الطالب في عدم حل الواجبات البيتية؟‬
‫بعد ان طلب منك استاذ الرياضة بسد مكانه تعرض طالب لكسر قدمه ماذا تفعل؟‬
‫ولو انجرح طالب؟‬
‫كيف تتعامل مع طالب قام بالسرقة ؟‬
‫كيف تتعامل مع طالب قام بالغش ؟‬
‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ﺗﻢ رﻓﻊ اﻟﻤﺎدة ﺑﻮاﺳﻄﺔ ‪ :‬ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬

‫المواقف القيادية واالبداعية‬

‫كيف تعمل نادي لغة انجليزية؟‬

‫كيف تعمل رحلة للطالب؟ولو ضاع طالب؟‬
‫كيف تنمي مهارة الريدنج؟‬
‫كيف تنمي مواهب الطلبة الموهوبين؟‬
‫بالنسبة للطلبة ذوي االحتياجات الخاصة كيف تراعيهم ؟‬
‫كيف ستصمم درس نموذجي ‪ /‬تدريبي؟‬

‫ا‬
‫كيفية التعامل مع ‪ talentedss‬؟‬

‫ﻟﻤ‬
‫ولو ضاع منك ورقتين امتحان شهري ماذا تعمل ؟‬
‫ولو كنت في لجنة اللغة االنجليزية ماذا يمكن ان تعمل لتطوير مهارة الكتابة واالستماع؟‬
‫طالب عنده مشكلة بالنظر كيف تتعامل معه؟‬
‫ﺘﻘ‬ ‫اول يوم في المدرسة ماذا ستفعل مع الطالب و مع المدرسة اول وصولك للمدرسة ؟‬
‫حدثنا عن مواقف صفية حدثت معك بالصف‪.‬‬
‫كيف تنمي المستوى المعرفي للطالب ؟‬
‫وكيف يمكن تقوية السمع لدي الطالب ؟‬
‫ﺪﻣ‬
‫كيف تنظم الطالب ليذهبوا إلى المكتبة بهدوء؟‬
‫اذكر موقف كنت فيه مبدع اثناء عملك ؟‬
‫ما هي أنواع ‪disabled students‬و أعط أمثلة عليهم وكيف تتعامل معهم؟‬
‫اذكر بعض القوانين تطبقها بدون قناعة ؟‬
‫ﻮن‬

‫كيف تعالج طلبة لديهم ضعف في التحصيل؟‬

‫كيف تحفز الطالب و تنمي ال ‪ creative thinking‬لديهم ؟‬
‫كيف ستنظم مهرجان ؟‬
‫كيف ستنظم اجتماع مع أولياء األمور ؟‬
‫كيف ستقوم بعمل مسابقة؟‬
‫ما هو دورك في لجنة اللغة االنجليزية وما هي اإلعمال التي ستقدمها؟‬
‫كيف تؤسس لجنة اللغة االنجليزية وستستفيد من معلمي التخصصات األخرى ؟‬
 ‫تم رفع هذه المادة بواسطة‬

‫ﻣﺤﻤﺪ ﻗﺮﻳﺒﻪ‬ ‫ﺑﺎﺳﻢ ﻗﺮﻳﺒﻪ‬ ‫ﺻﺒﺎح ﻗﺮﻳﺒﻪ‬

‫ﻟﻤﺰﻳﺪ ﻣﻦ اﻟﻤﻮاد اﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫زوروا ﻣﻮﻗﻊ اﻟﻤﺘﻘﺪﻣﻮن‪ ،‬وﻣﺠﻤﻮﻋﺔ اﻟﻤﺘﻘﺪﻣﻮن ﻋﻠﻰ‬
‫اﻟﻔﻴﺲ ﺑﻮك‬