بازدان بۆ ناوەڕۆکی سەرەکی

بۆ مامۆستایان زیادکردنزیادکردنی ڕوونکردنەوە

ناوەڕۆکی فێرکاری ئامادە دەکرێت. تکایە چاوەڕێ بکە.

بۆچی ئەم ماڵپەڕە؟پرسیارە باوەکان مەرجەکان تایبەتمەندی

ڕوونکردنەوەکان لە خوێندکاران و مامۆستایانەوە · ڤیدیۆکان تەنها لە YouTube‌ن

سەرەکی فێرکاری زیادکردن

ناوەڕۆکی مۆدیولەکە ئامادە دەکرێت. تکایە چاوەڕێ بکە.

فێرکاری
ئینگلیزیی پۆلی ١٢
ستۆدیۆی نووسین و ئاخاوتنی ئینگلیزی

✎

ڕێگای فێربوونی ١٣ لە ١٥٢١ بابەتی تۆمارکراو · ١٢ بەشنزیکەی ٢٥ خولەک

✎

ستۆدیۆی نووسین و ئاخاوتنی ئینگلیزی

Writing & Speaking Studio

بیرۆکەکان ڕێک بخە، بەستەر دابنێ و بە پێوەری ڕوون خۆت هەڵبسەنگێنە.

١٦ تۆمار لە ناو سنووری ٢٠٢٥–٢٠٢٦٥ تۆمار لە دەرەوەی سنووری ٢٠٢٥–٢٠٢٦

دەست بە فێربوون بکە ↓شوێنی بابەتەکان لە کتێب

بنەماڕاهێنانهەڵسەنگاندنئەنجام

سەرچاوەی بنەماSunrise 12 · Units 1–8 catalogued production tasks · pp8–9, 16–17, 24–25, 29, 36–37, 44–45, 48–59

پێش نووسین یان ئاخاوتن، ئامانج و گوێگر دیاری بکە و بیرۆکەکان لە ڕیزێکی ڕووندا دابنێ؛ پاشان بە پێوەر خۆت هەڵبسەنگێنە.

Plan structure and audience before you draft or speak.

ڕێڵی پلانStudent Book p25

UNESCO presentation: 1) location and significance 2) detailed description 3) possible discovery or risk

123

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وەڵامێک هەڵبژێرە، پاشان هۆکارەکە بپشکنە.

نەخشەی سەرچاوەی کتێبی فەرمی

٢١ بابەتی تۆمارکراو

نەخشەی سەرچاوەی ١١٦ بابەت ←

ئەم لیستە تۆماری سەرچاوە و خاوەندارێتی بابەتەکانە؛ واتای ئەوە نییە کە هەر بابەتێک چالاکیی کارلێککاری جیاوازی هەیە.

Lessons 5&6: Finding out about peopleپەڕە ٨–٩ · ٤ بابەتلە ناو سنووری ٢٠٢٥–٢٠٢٦

Listening: noting personal detailsCompleting a set of notes about a person from a phone conversation — name, place of study, subjects, year, presentation day and time, meeting day, place and phone number — and the double and treble convention for repeated letters and digits.
Speaking: role playing the cousins' conversationPlanning and performing the phone call between Kate and Stella — what each cousin asks, what facts are exchanged, and reusing the words practised for word stress.
Writing: a personal-details form and a formal introductionCollating information about Azad from across the unit into the conference form, then writing the short formal paragraph with which a conference organizer would introduce him.
Unit task: your own conference form and hostel choiceThe unit task: your own personal and presentation details, choosing between the three named hostels against the book's stated criteria — pleasant, single rooms as cheap as possible, as close as possible to the conference centre — and writing your own introduction paragraph.

Lessons 3&4: What will you be doing in a year from now?پەڕە ١٤–١٥ · ١ بابەتلە ناو سنووری ٢٠٢٥–٢٠٢٦

Organizing ideas in a networkCopying and completing the good things / bad things network from the leaflet, and then giving Dr Dale's advice with have to, need to, must(n't), should(n't) and ought (not) to.

Lessons 5&6: Organizing a meeting; organizing ourselvesپەڕە ١٦–١٧ · ٢ بابەتلە ناو سنووری ٢٠٢٥–٢٠٢٦

Writing: a report on someone's study performanceTaking Dr Dale's part to write a two-paragraph report — one paragraph on Layla and one on Steve — that identifies what each is doing wrongly and what each needs to change, using the given opening sentences.
Unit task: how well do you organize yourself?The unit task: discussing Dr Dale's ideas with a partner, agreeing and disagreeing about each other's habits, then writing a paragraph that sets what you already do well against what you do not do, using the given opening.

Lessons 3&4: Plans are now being carried out.پەڕە ٢٢–٢٣ · ١ بابەتلە ناو سنووری ٢٠٢٥–٢٠٢٦

Speaking: a Citadel tour guide's commentaryWorking in pairs as Citadel guides ten years from now, each covering two of the four required points — size and shape, the site's past, conservation and archaeological work already done, and work still being done to bring the Citadel back to life.

Lessons 5&6: Making a presentationپەڕە ٢٤–٢٥ · ٢ بابەتلە ناو سنووری ٢٠٢٥–٢٠٢٦

Speaking: making a presentationPlanning and delivering the two-part pair presentation — what may, could or must have happened long ago and what has been, is being and is going to be done, then the treasure items and how crafts, inventions and religions moved between cultures — using the given opening expressions, then checking each other's length and delivery.
Unit task: a formal presentation to UNESCOThe unit task: a three-paragraph formal presentation about one archaeological site in Iraqi Kurdistan — naming it and saying why it is special, describing it in detail, and saying what may be discovered if it is investigated or what may happen if it is not protected.

Lessons 1&2: It couldn't have gone better!پەڕە ٢٨–٢٩ · ١ بابەتلە ناو سنووری ٢٠٢٥–٢٠٢٦

Think about it: what would you talk about?Saying what you would want to talk about if you had the chance to attend a conference like the one in New York, using I'd want to … and I'd prefer to … and responding to a partner's choice.

Lessons 3&4: Languageپەڕە ٣٠–٣١ · ١ بابەتلە ناو سنووری ٢٠٢٥–٢٠٢٦

Extensive speaking: a presentation about the weekTaking Azad's part to prepare and deliver a two-to-three-minute presentation about the week up to Thursday night — planning from notes and photos rather than a written script, rehearsing with a partner, checking length, and presenting to the class.

Lessons 5&6: Proposing actionsپەڕە ٣٦–٣٧ · ٢ بابەتلە ناو سنووری ٢٠٢٥–٢٠٢٦

Writing: paragraphs with exhortation and examplesThe paragraph pattern the book supplies — sequence marker, action point, example connector, example — and using it with the given heading and opening paragraph to build one paragraph for each of the four Rs.
Unit task: action pointsThe paired discussion of what you personally could do, what your school or community could do, and what the world could have done differently in the past — each with its own conditional pattern — and then writing the short essay of action points on whichever of the three you chose.

Lessons 5&6: Describing, arguing for and against, concludingپەڕە ٤٤–٤٥ · ٢ بابەتلە ناو سنووری ٢٠٢٥–٢٠٢٦

Writing: Fibre optics and the internetExpanding note-form prompts into full topic sentences with the verbs in the right forms, then using the given linking expressions to turn the Lesson 4 time line into paragraph 1 and the Lesson 4 network into paragraph 2 of a short essay.
Unit task: what sort of SchoolNet do we need?The recorded discussion of points for and against the internet, then debating and voting on the SchoolNet questions for Kurdistan in the light of those points and the Canadian teachers' experience, and preparing the class report to the Ministry of Education.

Lessons 5&6: Turn taking in discussionپەڕە ٥٢–٥٣ · ٣ بابەتدەرەوەی سنووری ٢٠٢٥–٢٠٢٦

Speaking: a discussion with turn takingRunning the four-person discussion from the prepared notes: choosing a leader who makes sure every opinion is properly heard, assigning one speaker to each source of help, and using the turn-taking expressions in real time.
Writing: a report of the discussionTurning the discussion into a three-paragraph report — one paragraph per exchange of opinions — using the supplied framework of reporting verbs: argued for, supported, argued against, disagreed with, followed by saying, stating, believing, pointing out or making the point that.
Unit task: Small finance scheme brings big benefitsThe unit task: taking brief notes from the recorded microfinance interview — both the interviewer's questions and the replies — then writing the newspaper article under the given headline, with an introduction, one paragraph per exchange, and a concluding paragraph completed with your own ideas.

Lessons 1&2: They are the people working with us.پەڕە ٥٦–٥٧ · ١ بابەتدەرەوەی سنووری ٢٠٢٥–٢٠٢٦

Think about it: tourism and big businessExpressing a reservation about opening Kurdistan to mass tourism and to large international companies, using the conditional and modal forms the two speakers use, and responding with your own view.

Lessons 3&4: Languageپەڕە ٥٨–٥٩ · ١ بابەتدەرەوەی سنووری ٢٠٢٥–٢٠٢٦

Extensive speaking: a video for visiting studentsThe final task: preparing a group video for an exchange group from a New York high school, with one two-minute part each on Iraq and Kurdistan, your own area, lifestyle, and useful basic Kurdish; planning from brief notes rather than a script, rehearsing with the group, and presenting to the class.

ڕاستگۆییی ناوەڕۆک

سەرچاوە و سنووری ئەم مۆدیولە

ناوەڕۆکەکە بە کتێبی خوێندکار و کتێبی چالاکیی Sunrise 12 بەستراوەتەوە.

نەخشەی کتێبی فەرمی٣٧ بەش · ١١٦ ڕێڕەوی یەکتا ←ئەرشیفی تاقیکردنەوەکان١٠ تاقیکردنەوە · ٥٠٠ پارچە پرسیار ←

سنووری بەڵگەی تاقیکردنەوە

سێ تاقیکردنەوەی نوێتر بە ١٥٠ پرسیار بە وردی بە سەرچاوە بەستراونەتەوە. بەڵگەکان لە ئاستی بەشی کتێبن؛ ئەمە بەڵگە نییە کە هەر ڕێڕەوێکی ناو بەشەکە بە جیاوازی تاقی کراوەتەوە.

٢٠٢٤–٢٠٢٥ · خولی یەکەم ٢٠٢٤–٢٠٢٥ · خولی دووەم ٢٠٢٥–٢٠٢٦ · خولی یەکەم

پرسیاری نوێ و پرسیاری وەزاری جیاوازن

ئەم پرسیارانە ڕاهێنانی نوێی پۆلی ٢١ن و بەپێی کتێبی فەرمی دروست کراون؛ پرسیاری وەزاریی ڕابردوو نین.

سنووری ساڵی خوێندنی ٢٠٢٥–٢٠٢٦

بەپێی گشتاندنی فەرمیی ساڵی خوێندنی ٢٠٢٥–٢٠٢٦، یەکەی ٧ (پەڕە ٤٨–٥٥)، پەڕە ٥٦–٦٥ و ئەڵقەی ٨ی Treasure Island (پەڕە ٩٤–٩٩) لە ناوەڕۆکی تاقیکردنەوەی وەزاریی خولی یەکەم و دووەمدا نەبوون. ئەم سنوورە تەنها بۆ ٢٠٢٥–٢٠٢٦ پشتڕاست کراوەتەوە. تا ٣٠ی ئابی ٢٠٢٦، هیچ گشتاندنێکی فەرمیی ٢٠٢٦–٢٠٢٧ لە سەرچاوە پشکنراوەکاندا نەدۆزرایەوە.