مجمع امتحانات المتقدمين لوظيفة معلم 2016

بسم الله الرحمن .... راقبت أغلب ردود الخريجين حين طُلب منهم وصف امتحانات التوظيف التى خضعوا

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  #1    
قديم 06-02-2016, 05:59 PM
الصورة الرمزية المشرف العام
المشرف العام
 
 
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المشرف العام has a brilliant future

  إدراج رابط بريد إلكتروني  مراسلة  ناشـر الموضـوع

 

 

 

 

 




راقبت أغلب ردود الخريجين حين طُلب منهم وصف امتحانات التوظيف التى خضعوا لها، فجاءت ردودهم على النحو التالي : جحيم . كوارث ، مصائب . حتى شعرت أن النجاح يُلفظ ولا يُكتب ، ثم رفعت أكفّى للسماء داعيا لهم دعاء واحدا لا شريك له " اللهم سدد رميهم "
لكن نظرت إلى رقم 23 ألف متقدم ، ثم علمت بأن الحاجة فقط لمائة وبِضْع قد يزيدون .. فماذا تتوقعون من واضعي الامتحان إذن ؟!
لا تلوموا المؤسسة وعَضّوا على نوائب الدهر ....وشكرا لمن أوصلونا إلى الدرجة التى لا نعرف فيها أنفسنا وأي وصف يناسبنا فهل نحن مجتمع ( مُعيق ، مُعاق ، يُعيق )



المواد الاجتماعية




اللغة العربية 2016





علوم 2016



معلم صف 2016 || أو من هنا نسخة للجوالات



الرياضيات 2016
الإجابة النموذجية من هنا




اللغة الإنجليزية ZIP
اللغة الإنجلزية ( نسخة للجوال )




هي مَهمة ليست سهلة قد ننجح وقد نفشل في إنجازها على أكمل وجه
هكذا تقول القوانين التى لا نفهم للآن فلسفة معارضتها لخروج ورق الامتحان بعد انعقاده؟! .

إلا أننا نحب القوانين ناضجة كانت أو متهالكة ونراعيها ونمتثل لها، لكن هذا لا يمنع أن تتفوق القناعة في نهاية الأمر ..
hytham



 

 

قديم 06-02-2016, 06:45 PM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#2
 
الصورة الرمزية الوحش الفلسطينى
الوحش الفلسطينى
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الوحش الفلسطينى has a spectacular aura about
ننتظر اجابات امتحان اللغة العربية
الوحش الفلسطينى غير متصل   رد مع اقتباس
قديم 06-02-2016, 09:34 PM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#3
 
الصورة الرمزية امنة
امنة
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امنة has a spectacular aura about
جهود مباركة
تحياتى استاذ هيثم
امنة غير متصل   رد مع اقتباس
قديم 06-02-2016, 10:01 PM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#4
 
الصورة الرمزية MR_MAS
MR_MAS
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MR_MAS has a spectacular aura about
رابط اللغة العربية لا يعمل بشكل صحيح
يرجى إعادة الرفع

MR_MAS غير متصل   رد مع اقتباس
قديم 06-02-2016, 11:00 PM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#5
 
الصورة الرمزية نزار2009
نزار2009
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الانتساب: 20 - 10 - 2010
المشاركات: 29
معدل تقييم المستوى: 0
نزار2009 has a spectacular aura about
من النت سؤال القطعة
Passage For Question 1 to 9
Those examples of poetic justice that occur in medieval and Elizabethan literature, and that seem so satisfying, have encouraged a whole school of twentieth-century scholars to "find" further examples. In fact, these scholars have merely forced victimized character into a moral framework by which the injustices inflicted on them are, somehow or other, justified. Such scholars deny that the sufferers in a tragedy are innocent; they blame the victims themselves for their tragic fates. Any misdoing is enough to subject a character to critical whips. Thus, there are long essays about the misdemeanors of Webster’s Duchess of Malfi, who defined her brothers, and he behavior of Shakespeare’s Desdemona, who disobeyed her father.\n\nYet it should be remembered that the Renaissance writer Matteo Bandello strongly protests the injustice of the severe penalties issued to women for acts of disobedience that men could, and did, commit with virtual impunity. And Shakespeare, Chaucer, and Webster often enlist their readers on the side of their tragic heroines by describing injustices so cruel that readers cannot but join in protest. By portraying Griselda, in the Clerk’s Tale, as a meek, gentle victim who does not criticize, much less rebel against the prosecutor, her husband Waltter, Chaucer incites readers to espouse Griselda’s cause against Walter’s oppression. Thus, efforts to supply historical and theological rationalization for Walter’s persecutions tend to turn Chaucer’s fable upside down, to deny its most obvious effect on reader’s sympathies. Similarly, to assert that Webster’s Duchess deserved torture and death because she chose to marry the man she loved and to bear their children is, in effect to join forces with her tyrannical brothers, and so to confound the operation of poetic justice, of which readers should approve, with precisely those examples of social injustice that Webster does everything in his power to make readers condemn. Indeed. Webster has his heroin so heroically lead the resistance to tyranny that she may well in spire members of the audience to imaginatively join forces with her against the cruelty and hypocritical morality of her brothers. Thus Chaucer and Webster, in their different ways, attack injustice, argue on behalf of the victims, and prosecute the persecutors. Their readers serve them as a court of appeal that remains free to rule, as the evidence requires, and as common humanity requires, in favour of the innocent and injured parties. For, to paraphrase the noted eighteenth-century scholar, Samuel Johnson, despite all the refinements of subtlety and the dogmatism of learning, it is by the common sense and compassion of readers who are uncorrupted by the characters and situations in mereval and Dlizabetahn literature, as in any other literature, can best be judged.
Question 1
According to the passage, some twentieth-century scholars have written at length about
  1. Walter's persecution of his wife in Chaucer's the Clerk's Tale
  2. the Duchess of Malfi's love for her husband
  3. the tyrannical behaviour of the Duchess of Malfi's brothers
  4. the actions taken by Shakespeare's Desdemona
  5. the injustices suffered by Chaucer's Griselda
Correct Answer : D
Question 2
The primary purpose of the passage is to
  1. describe the role of the tragic heroine in medieval and Elizabethan literature
  2. resolve a controversy over the meaning of "poetic justice" as it is discussed in certain medieval and Elizabethan literary treatises
  3. present evidence to support the view that characters in medieval and Elizabethan tragedies are to blame for their fates
  4. assert that it is impossible for twentieth-century readers to fully comprehend the characters and situations in medieval and Elizabethan literary works
  5. argue that some twentieth-century scholars have misapplied the concept of "poetic justice" in analyzing certain medieval and Elizabethan literary works.
Correct Answer : E
Question 3
It can be inferred from the passage that the author consider Chaucer's Grisselda to be
  1. an innocent victim
  2. a sympathetic judge
  3. an imprudent person
  4. a strong individual
  5. a rebellious daughters
Correct Answer : A
Question 4
The author's tone in her discussion of the conclusion's reached by the "school of twentieth-century scholars" (line 4) is best described as
  1. plaintive
  2. philosophical
  3. disparaging
  4. apologetic
  5. enthusiastic
Correct Answer : C
Question 5
It can be inferred from the passage that the author believes that most people respond to intended instances of poetic justice in medieval and Elizabethan literature with
  1. annoyance
  2. disapproval
  3. indifference
  4. amusement
  5. gratification
Correct Answer : E
Question 6
As described in the passage, the process by which some twentieth-century scholars have reached their conclusions about the blameworthiness of victims in medieval and Elizabethan literary works is mot similar to which of the following?
  1. Derivation of logically sound conclusions from well-founded premises
  2. Accurate observation of data, inaccurate calculation of statistics, and drawing of incorrect conclusions form the faulty statistics
  3. Establishment of a theory, application of the theory to ill-fittings data, and drawing of unwarranted conclusions from the data
  4. Development of two schools of thought about a factual situation, debate between the two schools, and rendering of a balanced judgment by an objective observer
  5. Consideration of a factual situation by a group, discussion of various possible explanatory hypotheses and agreement by consensus on the most plausible explanation
Correct Answer : C
Question 7
The author's paraphrase of a statement by Samuel Johnson serves which of the following functions in the passage?
  1. it furnishes a specific example
  2. it articulates a general conclusion
  3. it introduces a new topic
  4. it provides a contrasting perspective
  5. it clarifies an ambiguous assertion
Correct Answer : B
Question 8
The author of the passage is primarily concerned with
  1. reconciling opposing viewpoints
  2. encouraging innovative approaches
  3. defending an accepted explanation
  4. advocating an alternative interpretation
  5. analyzing an unresolved question
Correct Answer : D
Question 9
The primary purpose of the passage is to
  1. criticize the inflexibility of American economic mythology
  2. contrast "Old World" and "New World" economic ideologies
  3. challenge the integrity of traditional political leaders
  4. champion those Americans whom the author deems to be neglected
  5. suggests a substitue for the traditional metaphor of a race
Correct Answer : A
نزار2009 غير متصل   رد مع اقتباس
قديم 06-02-2016, 11:06 PM  
nekash رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#6
 
الصورة الرمزية نزار2009
نزار2009
(+ قلم جديد +)
الانتساب: 20 - 10 - 2010
المشاركات: 29
معدل تقييم المستوى: 0
نزار2009 has a spectacular aura about
من النت سؤال القطعة
Passage For Question 1 to 9
Those examples of poetic justice that occur in medieval and Elizabethan literature, and that seem so satisfying, have encouraged a whole school of twentieth-century scholars to "find" further examples. In fact, these scholars have merely forced victimized character into a moral framework by which the injustices inflicted on them are, somehow or other, justified. Such scholars deny that the sufferers in a tragedy are innocent; they blame the victims themselves for their tragic fates. Any misdoing is enough to subject a character to critical whips. Thus, there are long essays about the misdemeanors of Webster’s Duchess of Malfi, who defined her brothers, and he behavior of Shakespeare’s Desdemona, who disobeyed her father.\n\nYet it should be remembered that the Renaissance writer Matteo Bandello strongly protests the injustice of the severe penalties issued to women for acts of disobedience that men could, and did, commit with virtual impunity. And Shakespeare, Chaucer, and Webster often enlist their readers on the side of their tragic heroines by describing injustices so cruel that readers cannot but join in protest. By portraying Griselda, in the Clerk’s Tale, as a meek, gentle victim who does not criticize, much less rebel against the prosecutor, her husband Waltter, Chaucer incites readers to espouse Griselda’s cause against Walter’s oppression. Thus, efforts to supply historical and theological rationalization for Walter’s persecutions tend to turn Chaucer’s fable upside down, to deny its most obvious effect on reader’s sympathies. Similarly, to assert that Webster’s Duchess deserved torture and death because she chose to marry the man she loved and to bear their children is, in effect to join forces with her tyrannical brothers, and so to confound the operation of poetic justice, of which readers should approve, with precisely those examples of social injustice that Webster does everything in his power to make readers condemn. Indeed. Webster has his heroin so heroically lead the resistance to tyranny that she may well in spire members of the audience to imaginatively join forces with her against the cruelty and hypocritical morality of her brothers. Thus Chaucer and Webster, in their different ways, attack injustice, argue on behalf of the victims, and prosecute the persecutors. Their readers serve them as a court of appeal that remains free to rule, as the evidence requires, and as common humanity requires, in favour of the innocent and injured parties. For, to paraphrase the noted eighteenth-century scholar, Samuel Johnson, despite all the refinements of subtlety and the dogmatism of learning, it is by the common sense and compassion of readers who are uncorrupted by the characters and situations in mereval and Dlizabetahn literature, as in any other literature, can best be judged.
Question 1
According to the passage, some twentieth-century scholars have written at length about
  1. Walter's persecution of his wife in Chaucer's the Clerk's Tale
  2. the Duchess of Malfi's love for her husband
  3. the tyrannical behaviour of the Duchess of Malfi's brothers
  4. the actions taken by Shakespeare's Desdemona
  5. the injustices suffered by Chaucer's Griselda
Correct Answer : D
Question 2
The primary purpose of the passage is to
  1. describe the role of the tragic heroine in medieval and Elizabethan literature
  2. resolve a controversy over the meaning of "poetic justice" as it is discussed in certain medieval and Elizabethan literary treatises
  3. present evidence to support the view that characters in medieval and Elizabethan tragedies are to blame for their fates
  4. assert that it is impossible for twentieth-century readers to fully comprehend the characters and situations in medieval and Elizabethan literary works
  5. argue that some twentieth-century scholars have misapplied the concept of "poetic justice" in analyzing certain medieval and Elizabethan literary works.
Correct Answer : E
Question 3
It can be inferred from the passage that the author consider Chaucer's Grisselda to be
  1. an innocent victim
  2. a sympathetic judge
  3. an imprudent person
  4. a strong individual
  5. a rebellious daughters
Correct Answer : A
Question 4
The author's tone in her discussion of the conclusion's reached by the "school of twentieth-century scholars" (line 4) is best described as
  1. plaintive
  2. philosophical
  3. disparaging
  4. apologetic
  5. enthusiastic
Correct Answer : C
Question 5
It can be inferred from the passage that the author believes that most people respond to intended instances of poetic justice in medieval and Elizabethan literature with
  1. annoyance
  2. disapproval
  3. indifference
  4. amusement
  5. gratification
Correct Answer : E
Question 6
As described in the passage, the process by which some twentieth-century scholars have reached their conclusions about the blameworthiness of victims in medieval and Elizabethan literary works is mot similar to which of the following?
  1. Derivation of logically sound conclusions from well-founded premises
  2. Accurate observation of data, inaccurate calculation of statistics, and drawing of incorrect conclusions form the faulty statistics
  3. Establishment of a theory, application of the theory to ill-fittings data, and drawing of unwarranted conclusions from the data
  4. Development of two schools of thought about a factual situation, debate between the two schools, and rendering of a balanced judgment by an objective observer
  5. Consideration of a factual situation by a group, discussion of various possible explanatory hypotheses and agreement by consensus on the most plausible explanation
Correct Answer : C
Question 7
The author's paraphrase of a statement by Samuel Johnson serves which of the following functions in the passage?
  1. it furnishes a specific example
  2. it articulates a general conclusion
  3. it introduces a new topic
  4. it provides a contrasting perspective
  5. it clarifies an ambiguous assertion
Correct Answer : B
Question 8
The author of the passage is primarily concerned with
  1. reconciling opposing viewpoints
  2. encouraging innovative approaches
  3. defending an accepted explanation
  4. advocating an alternative interpretation
  5. analyzing an unresolved question
Correct Answer : D
Question 9
The primary purpose of the passage is to
  1. criticize the inflexibility of American economic mythology
  2. contrast "Old World" and "New World" economic ideologies
  3. challenge the integrity of traditional political leaders
  4. champion those Americans whom the author deems to be neglected
  5. suggests a substitue for the traditional metaphor of a race
Correct Answer : A
نزار2009 غير متصل   رد مع اقتباس
قديم 06-02-2016, 11:18 PM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#7
 
الصورة الرمزية ابوسراج
ابوسراج
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ابوسراج has a spectacular aura about
الرابط الخاص باللغة العربية لا يعمل
ابوسراج غير متصل   رد مع اقتباس
قديم 06-02-2016, 11:58 PM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#8
 
الصورة الرمزية لمياء محمود
لمياء محمود
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لمياء محمود has a spectacular aura about
الرابط يعمل وانا نزلتو ع
لمياء محمود غير متصل   رد مع اقتباس
قديم 06-03-2016, 12:11 AM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#9
 
الصورة الرمزية احمددد
احمددد
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احمددد has a spectacular aura about
لو سمحت رابط للجوال للغة العربية الرابط الموجود لا يفتح
احمددد غير متصل   رد مع اقتباس
قديم 06-03-2016, 12:21 AM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#10
 
الصورة الرمزية عروسةالقمر
عروسةالقمر
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عروسةالقمر has a spectacular aura about
بدنا امتحان المواد الاجتماعية ي جماعة الخير
عروسةالقمر غير متصل   رد مع اقتباس
قديم 06-03-2016, 01:51 AM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#11
 
الصورة الرمزية حسون الوسطى
حسون الوسطى
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حسون الوسطى has a spectacular aura about
وين امتحان التربية الاسلامية
ومشكوورين
حسون الوسطى غير متصل   رد مع اقتباس
قديم 06-03-2016, 02:08 AM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#12
 
الصورة الرمزية حسين صيدم
حسين صيدم
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حسين صيدم has a spectacular aura about
حد يحل العربي يجمااعة ضروري
حسين صيدم غير متصل   رد مع اقتباس
قديم 06-03-2016, 07:41 AM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#13
 
الصورة الرمزية رانيا 1942
رانيا 1942
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رانيا 1942 has a spectacular aura about
رابط اللغه العربيه لايعمل
رانيا 1942 غير متصل   رد مع اقتباس
قديم 06-03-2016, 08:37 AM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#14
 
الصورة الرمزية دائرة الصمت
دائرة الصمت
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دائرة الصمت has a spectacular aura about
بدنا امتحان الاجتماعيات
دائرة الصمت غير متصل   رد مع اقتباس
قديم 06-03-2016, 01:13 PM  
افتراضي رد: مجمع امتحانات المتقدمين لوظيفة معلم 2016
#15
 
الصورة الرمزية Sabreen Nasser
Sabreen Nasser
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العمر: 31
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Sabreen Nasser has a spectacular aura about
شكرا بس الانجل م وااضح علفاااضي لو سمحتو نزلوه تاااني
Sabreen Nasser غير متصل   رد مع اقتباس
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2016, مجمع, لعمل, لوظيفة, المتقدمين, امتحانات


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