خواطر بخصوص المنهج الجديد

[Sw0rdD]

المشاركة الأصلية كتبت بواسطة Essam ABDOU

Dear Mr. Sw0rdD,
Your idea is the bottom line, sir. This is what we need.
I think, to benefit the students in the new syllabus, improve their language (which is our main mission or task), and to help them get the highest marks, students should read the main text and see the words in context. I've seen all the downloads for the new syllabus, but most of them dealt with the vocabulary in a long list as if the students are containers to be filled with this vocabulary. How would they grasp the meaning?I especially admire the people who use PowerPoint in presenting the meanings.
So, No.1 Teachers should present the text, read it with the students and stress all the points of meaning while reading. Teachers can then deal with the special difficulties/words wrongly used/words most confused / derivatives / idioms / phrasal Verbs / etc. There are 3 passages that should be dealt with in each unit in this new syllabus. After that teachers can do MCQ / correct the mistakes / etc.

Concerning the number of examples we need for each important word, the really important words are mentioned more than three times in the text/questions /exercises in SB and WB/Rev. A-F/etc. No.2 Teachers can depend on these examples and get some more from English/English dictionaries.

Regarding the new words such as debit card, I found out that it means:
بطاقة / كارت المدين أوكارت السحب
You'll also come across the word broadband which I translated as:
إشارات فى نطاق واسع
I'm not happy with this translation but this is the best that I've found.
If we ask professionals in these fields of banking and communication, respectively, they will give us the meaning in a sentence. Originally, they are proud to say it in English and they may not know the meaning in Arabic. We'll be back to square one, which is: the student should read the text and learn the meaning as it is defined in the book. Why is it a must to get a one-word meaning for each vocabulary item? So, please, define hydroponics. See the point?

Let's see how I dealt with "ridicule". As a beginning it is both a noun and a verb.

ridicule = make fun of يسخر من / يهزأ ب - السخرية / الإستهزاء
laugh at يضحك على (نكتة) / يسخر من
ridiculous = very silly سخيف / مضحك

Choose:

1. (Make fun of / Ridicule / Ridiculous / Laugh at) means very silly.
4. To (make fun of / ridiculous / smile / cheer up) means to laugh at.
11. Children get upset if their friends (ridiculous / make fun with / ridicule / laugh) them.

I'd like also to raise an even more important issue about dealing with prepositions.
Teachers should stress that if a certain word is followed by a certain preposition, this is also based on what comes next.
Look at these examples:
Unit 1
3. You can apply (for / in / to / online) the job in different ways.
4. Apply (for / in / to / online) the Managing Director, Mr. Jobless Idle. He handles all applications.
5. You can apply (for / in / to / online) writing or (for / in / to / online) at www.shaghaloony.com

12. "What did he die (of / at / by /with)?" "Swine Flu. He died (of / at / by /with) the age of seven."
14. I'm proud (of / off / to / in) my students.
15. I'm proud (of / off / to / in) be a teacher.
16. I take pride (of / off / to / in) teaching English to such excellent students.
18. Samira is very good (in / at / for / of) maths.
19. It's very good (in / at / for / of) you to help me.
20. Eating fresh fruit and vegetables is good (in / at / for / of) you health.

The topic is like an ocean, just like all languages. We are just new swimmers.

The discussion will go on!

Best Regards!

Dear Mr Essam
This post of yours is too beautiful to go through it in just one session. I have posted a quick reply yesterday, but I didn't find it today. To me, the forum was behaving in a weird wayyesterday :D . Your words always inspire me, keep up! I will go through your post in detail later; Just came back and a bit tired now. Looking forward to hearing from you always
Best regards
Sw0rdD