Severity: Notice
Message: Undefined index: some_name
Filename: controllers/CV.php
Line Number: 91
Backtrace:
File: /home/snosit/public_html/cv/application/controllers/CV.php
Line: 91
Function: _error_handler
File: /home/snosit/public_html/cv/index.php
Line: 292
Function: require_once
 |
A PHP Error was encounteredSeverity: Notice Message: Undefined variable: val Filename: views/indexMOKRAR2.php Line Number: 168 Backtrace:
File: /home/snosit/public_html/cv/application/views/indexMOKRAR2.php
File: /home/snosit/public_html/cv/application/controllers/CV.php
File: /home/snosit/public_html/cv/index.php |
 |
|---|
| اجبارية / اختيارية | نظري / عملي | مساندة/تخصصية | Course Code | Course Name | اسم المقرر |
|---|---|---|---|---|---|
| اجبارية | نظري | تخصصية | EN102 | Reading Comprehension I | قراءة واستيعاب 1 |
| وصف المقرر الدراسي |
|---|
| طرق تعلم القراءة بطريقة تساعد الطالب عل تحسين وتطوير مستوا القراءة |
| أهــداف الـمـقـرر* |
|---|
| to motivate the student to read in English |
| improve student grammar |
| improving students listening skills |
| improve students self expression |
| When learners read extensively, they read very easy, enjoyable books to build their reading speed and fluency. Another way to say this is students learn to read by actually reading rather than examini |
| المعرفة والفهم | المهارات الدهنية | المصادر العلمية والمهنية | المهارات العامة والمنقولة |
|---|---|---|---|
| تطوير قدرة الطالب على القراءة جميع نواحيها مع الاخد بعين الاعتبار الجانب النحوي والتفكير النقدي للطالب | تطوير التفكير النقدي للطالب | تطوير مهارة القراءه ومهارة التعبير الذاتي | تطوير واكتساب القدرة على القراءة الحرة |
| Reading is the most readily available form of comprehensible input, especially in places where there is hardly any contact with the target language. If carefully chosen to suit learners’ level, it off | the benefits of ER extend beyond reading. There is ‘a spread of effect from reading competence to other language skills ~ writing, speaking and control over syntax.’ | help how to read | helps develop general, world knowledge. |
| اساليب التعليم |
|---|
| مكان تواجدها | الناشر | النسخة | المؤلف | عنوان المراجع |
|---|
| المعمل | المحاضرة | عدد الساعات | التمارين | الموضوع العلمي |
|---|---|---|---|---|
| نعم | محاضرة | 3 | How much did you understand? 1. How many kinds of morning people does the writer describe? 2. What n | WHAT KIND OF MORNING PERSON ARE YOU? |
| نعم | محاضرة | 3 | Text Analysis Questions 1. Text 2 gives a three-step solution to the problem of waking up in the mor | : MY MORNING |
| نعم | محاضرة | 3 | b. Think about the following questions. 1. What is "junk food"? How often do you eat "junk food"? 2. | THE CHOICE IS YOURS |
| نعم | محاضرة | 3 | Skim the article very quickly, to get a general impression. 1. Which words and expressions did you n | UNDER STRESS? HERE'S A GOOD WAY TO RELAX |
| نعم | محاضرة | 3 | Find these VERBS and underline them. Which ones are in Passive form and which are in Active form? Pa | HERE'S A GOOD WAY TO RELAX |
| نعم | محاضرة | 3 | لا | ADDICTED TO... WORK |
| نعم | محاضرة | 3 | b. Substitute words: What do the underlined words refer to? • "Their places of work reflect their s | MAKING USE OF YOUR TIME |
| لا | محاضرة | 3 | لا | STICKS AND STONES |
| نعم | محاضرة | 3 | لا | 3: LITERACIES FOR LIFE |
| نعم | محاضرة | 3 | لا | WHAT OUR TEACHERS SHOULD KNOW AND BE ABLE TO DO: |