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 ABOUT THIS GUIDE BOOK
DISCLAIMER:
This guide book is based on Edexcel’s new specifications for GCSE Arabic (9-1). It is the fruit of personal
understanding of the specification and the tasks of the speaking paper. For detailed information, please refer
to Edexcel’s official support material and the specification published on their website.
The guide book is based on my experience with other language examinations and specifications. Use this guide
book as a practice resource for the teacher and the student. I do not claim that this guide guarantees success
or predicts examination questions.
If you have any feedback on this guide, please contact me on [email protected]

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 FOCUS OF THE SPEAKING EXAM ACCORDING TO EDEXCEL SPECIFICATIONS
Ability to communicate and interact effectively through speaking in Arabic for different purposes.
Students are required to:

• Use accurate pronunciation and intonation

• Use a range of vocabulary and grammatical structures accurately

• Make creative and more complex use of the language, as appropriate, to express and justify their own
thoughts and points of view
• Speak spontaneously, responding to unpredictable questions, points of view or situations
• Convey information and narrate events coherently and confidently

The topics of the speaking exam are as follows:

Theme 1: Identity and culture Theme 4: Future aspirations, study and work
● Who am I? ● Using languages beyond the classroom
● Daily life ● Ambitions
● Cultural life ● Work

Theme 2: Local area, holiday and travel Theme 5: International and global dimension
● Holidays (Theme 5 is not part of Task 1, Role-Play)
● Travel and tourist transactions ● Bringing the world together
● Town, region and country ● Environmental issues
Theme 3: School
● What school is like
● School activities

Foundation Tier High Tier

- 3 tasks last between 7 and 9 mns + 12 mns - 3 tasks last between 10 to 12 mns + 12 mns
preparation time. preparation time.
- Role-play: two to -two-and-a-half mns (10 marks)
- Role-play: one to one-and-a-half mns (10 marks)
- Picture stimulus: three to three-and-a-half mns
- Picture stimulus: two-and-a-half to three mns (24 (24 marks)
marks)
- Conversation: 5 to 6 mns (36 marks)
- Conversation: three-and-a-half to four-and-a-half mns - Total of 70 marks
(36 marks)
- Total of 70 marks.

Preparation time
Students are allocated 12 minutes’ preparation time, under supervised conditions, immediately prior to the
assessment for Tasks 1 and 2. The purpose is to consider the questions and stimulus for the role play and
picture-based scenarios allocated.
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 FOCUS OF THE SPEAKING TASKS
TASK 1, Role-Play
A role play based on one topic. This is allocated by Pearson at the time of assessment.
All role plays are marked for communication only.

This task requires the student to ask and answer questions.

The role play relates to either formal or informal scenarios.
Each role play stimulus card includes an instruction to the student on whether to use language appropriate
for a formal or informal conversation.
Theme 5 (International and Global Dimension) will not be part of the role-play.
Task 2, Picture-based task
A task containing a picture and questions drawn from one topic. This is allocated by Pearson at the time of
assessment.

Students are required to refer to past, present and future events in this assessment at both Foundation and
Higher tiers, using different timeframes.
Task 3, Conversation
Students are required to convey information, give points of view, develop and initiate conversation and
discussion and produce extended sequences of speech.
The conversation is based on any two themes and is in two parts.
PART ONE: The student selects one topic from one theme in advance of the assessment. The choice of topic
must be agreed between the student and the teacher and must be selected no later than two weeks before
the assessment takes place. This part of the conversation task starts with this first topic and then may move
on to other topics within the same theme.
PART TWO: The conversation must be on a different theme. This will be prescribed by Pearson through
instructions on a sequencing grid.
Students are required to refer to past, present and future events in this assessment, using a range of tenses
and timeframes.
Teachers must ensure that an equal amount of time is allocated to both parts of the conversation.

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 ROLE-PLAY 1 (FOUNDATION TIER)
CANDIDATE’S ROLE
PART 1

Instructions to candidates
Your teacher will play the part of your Arabic friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫تتحدث عن مدرستك مع صديقك العرب‬

.) 2x‫ وصف (تفصيل‬- ‫•مدرستك‬
•!
.‫ رأيك والسبب‬- ‫•مادة العلوم‬
.)1x‫ سبتمب (تفصيل‬- ‫•مخطط مستقبل‬
.‫•؟ المواد المفضلة‬

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 ROLE-PLAY 1 (FOUNDATION TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.

You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا صديقك‬.‫أنت تتحدث مع صديقك‬

1 Ask the candidate to give two details about his/her school.

‫كيف ه مدرستك؟‬
2 Allow the candidate to give two details about his/her school.
! Ask the candidate what he/she does at lunchtime. (Elicit one activity).

‫ماذا تفعل ف منتصف النهار\ وقت الغداء؟‬

3 Allow the candidate to say one thing he/she does at lunchtime.
Ask the candidate what he/she thinks of science and why.

‫ما رأيك ف مادة العلوم؟ لماذا؟‬

4 Allow the candidate to give one opinion about science and one reason.
Ask the candidate what he/she wants to do in September. (Elicit one detail).

‫ماذا تريد أن تفعل ف شهر سبتمب؟‬

5 Allow the candidate to give one detail about what he/she wants to do in September.

‫حسنا‬
? Allow the candidate to ask you about your favourite subject.
Give an appropriate answer.

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 ROLE-PLAY 2 (FOUNDATION TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the receptionist and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫تتحدث مع موظف االستقبال ف فندق ف ُع َمان‬

.‫ كم من شخص‬- ‫• غرفة‬
!•
.)2x‫• نوع الغرفة (تفصيل‬
.‫ أين‬- ‫• تناول الطعام‬
.‫ النقل‬- ‫•؟ الذهاب إىل المدينة‬

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 ROLE-PLAY 2 (FOUNDATION TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا موظف االستقبال‬.‫أنت تتحدث مع موظف االستقبال ف فندق ف ُع َمان‬
1 Ask the candidate what he/she wants and for how many people.
َ
‫ أي خدمة ؟‬،‫ سيدب‬/ ‫مرحبا سيدي‬
2 Allow the candidate to say he/she wants a room and for how many people.
! Ask the candidate his/her nationality.

‫ماه جنسيتك؟‬
3 Allow the candidate to say his/her nationality.
Ask the candidate what type of room he/she wants. (Elicit two details).
ُّ
‫أي نوع من الغرف تريد؟‬
4 Allow the candidate to give two details about the type of room he/she wants.
Ask the candidate where he/she wants to eat.
ُّ
‫أين تود أن تتناول عشاءك؟‬
5 Allow the candidate to say where he/she wants to eat.

‫حسنا‬
? Allow the candidate to ask you a question about transport to town.
Give an appropriate answer.

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 ROLE-PLAY 3 (FOUNDATION TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of your Arabic friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث عن المدرسة والمستقبل مع صديقك العرب‬

.)2x‫• الزي المدرس (تفصيل‬
.‫ رأيك‬- ‫• القواني ف المدرسة‬
.‫ مت‬- ‫• الدرس األول‬
!•
.‫•؟ المهنة المثالية‬

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 ROLE-PLAY 3 (FOUNDATION TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
•
You must
. begin the role-play by using the introductory text below.

Introductory text: ‫ أنا صديقك‬.‫أنت تتحدث مع صديقك عن المدرسة والمستقبل‬

1 Ask the candidate about his/her school uniform. (Elicit two details).

‫كيف هو زيك المدرس ؟‬

2 Allow the candidate to give two details about his/her school uniform.
Ask the candidate what he/she thinks about school rules. (Elicit one opinion).

‫مارأيك ف القواني المدرسية؟‬

3 Allow the candidate to give one opinion about school rules.
Ask the candidate what time lessons start.
َ
‫مت تبدأ الحصص المدرسية؟‬
4 Allow the candidate to say what time lessons start.
! Ask the candidate what his/her teachers are like. (Elicit one detail).

َ ُ
‫المد ِّر ُسون؟‬ ‫كيف هم‬
5 Allow the candidate to give one detail about what his/her teachers are like.

‫حسنا‬
? Allow the candidate to ask you a question about your ideal job.
Give an appropriate answer.

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 ROLE-PLAY 4 (FOUNDATION TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of your Arabic friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث عن التكنولوجيا مع صديقك العرب‬

.‫• اإلنبنت – مبة واحدة‬
!•
.)‫ (نشاط واحد‬- ‫• الفيسبوك‬
.‫ رأيك‬- ‫• ألعاب الفيديو‬
.‫•؟ الهاتف المحمول‬

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 ROLE-PLAY 4 (FOUNDATION TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫أنا صديقك‬ .‫أنت تتحدث مع صديقك عن التكنولوجيا‬

1 Ask the candidate about the internet. (Elicit one advantage).

‫كيف ه اإلنبنت؟‬
2 ! Allow the candidate to give one advantage about the internet.
Ask the candidate to give one detail about his/her mobile phone.
َّ ‫صف هاتفك‬
‫الجوال\المحمول؟‬
3 Allow the candidate to give one detail about his/her mobile phone.
Ask the candidate what he/she does on Facebook. (Elicit one activity).

‫َماذا تفعل عل الفيسبوك؟‬

4 Allow the candidate to give one activity about what he/she does on Facebook.
Ask the candidate what he/she thinks about video games. (Elicit one opinion).

‫ما رأيك ف ألعاب الفيديو؟‬

5 Allow the candidate to give one opinion about video games.

‫حسنا‬
? Allow the candidate to ask you a question about your phone.
Give an appropriate answer.

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 ROLE-PLAY 5 (FOUNDATION TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of your Arabic friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث عن العمل والطموحات مع صديقك العرب‬

.)1x‫• العمل اآلن (تفصيل‬
َّ ُ
.)1x‫فضل (تفصيل‬ ‫• العمل الم‬
!•
.‫•؟ عمل صيف‬
.(1x‫ )سبب‬- ‫•مكان العيش المستقبل‬

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 ROLE-PLAY 5 (FOUNDATION TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫أنا صديقك‬ .‫أنت تتحدث مع صديقك عن العمل وطموحاتك‬

1 Ask the candidate what work he/she is doing at the moment. (Elicit one detail).

‫ما هو عملك ف الوقت الحاض ؟‬

2 Allow the candidate to give one detail about the work he/she is doing at the moment.
Ask the candidate to give one detail about the job he/she wants to do.

‫ماذا تريد أن تعمل ف المستقبل؟‬

3 Allow the candidate to give one detail about what job he/she wants to do.
! Ask the candidate what he/she thinks about going to university. (Elicit one opinion).

‫ما رأيك ف الدراسة ف الجامعة؟‬

4 Allow the candidate to give one opinion about going to university.

‫حسنا‬
? Allow the candidate to ask you about your part time job.
Give an appropriate answer.
5 Ask the candidate where he/she wants to live in the future and why. (Elicit one reason).

‫أين تريد أن تعيش ف المستقبل؟‬

Allow the candidate to say where he/she wants to live and to give one reason.

‫حسنا‬

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 ROLE-PLAY 6 (FOUNDATION TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of your Arabic friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع صديقك العرب عن الحياة الصحية‬

.)1x ‫ ماذا (تفصيل‬- ‫ الصح‬- ‫• األ كل‬
!•
.)‫• الوجبات الرسيعة (رأيك‬
.)2x ‫• اإلعتناء بالصحة (نشاط‬
.‫•؟ التدخي‬

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 ROLE-PLAY 6 (FOUNDATION TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا صديقك‬.‫أنت تتحدث مع صديقك‬

1 Ask the candidate if he/she eats healthily. (Elicit one detail).
‫ي‬
‫صح؟‬ ‫هل أكلك‬
2 ! Allow the candidate to give one healthy thing he/she eats.
Ask the candidate what he/she likes to drink.

‫ماذا تحب أن ت ررسب عادة؟‬

3 Allow the candidate to say what he/she likes to drink.
Ask the candidate what he/she thinks about fast-food.

‫ما رأيك ف الوجبات الرسيعة؟‬

4 Allow the candidate to say what he/she thinks about fast-food.
Ask the candidate what he/she does to keep fit. (Elicit two activities).

‫ماذا تفعل لتحافظ عل لياقتك البدنية؟‬

5 Allow the candidate to give two activities he/she does to keep fit.

‫حسنا‬
? Allow the candidate to ask you a question about cigarettes.
Give an appropriate answer.

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 ROLE-PLAY 7 (FOUNDATION TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of your Arabic friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع موظف ف مكتب سياح ف تونس‬

.‫• جنسيتك‬
.)1x‫• لماذا أنت هناك (تفصيل‬
!•
.‫ رأيك‬- ‫• المدينة‬
.‫•؟ المطاعم ف المدينة‬

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 ROLE-PLAY 7 (FOUNDATION TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا الموظف‬.‫أنت تتحدث مع موظف ف مكتب سياح ف تونس‬

1 Greet the candidate.

‫صباح الخب سيدي\سيدب‬

2 Allow the candidate to give his/her nationality.
Ask the candidate if you can help.

‫ كيف يمكنت أن أساعدك؟‬،‫حسنا‬

3 Allow the candidate to say why he/she is here. (Elicit one detail).
! Ask the candidate where he/she is staying.
ُ
‫ف أي فندق تقيم؟‬
4 Allow the candidate to say where he/she is staying.
Ask the candidate what he/she thinks about the town. (Elicit one opinion).

‫ما رأيك ف مدينتنا؟‬

5 Allow the candidate to give one opinion about the town.

‫حسنا‬
? Allow the candidate to ask you a question about the restaurants in town.
Give an appropriate answer.

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 ROLE-PLAY 8 (FOUNDATION TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of your Arabic friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫ نادلة ف مطعم ف لبنان‬/ ‫أنت تتحدث مع نادل‬

.‫ كم من شخص‬- ‫• طاولة‬
.‫ أين‬- ‫• طاولة‬
!•
.)‫• األكل اللبناب (رأيك‬
."‫•؟ شبكة "الواي – فاي‬

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 ROLE-PLAY 8 (FOUNDATION TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا النادل\ـة‬.‫ نادلة ف مطعم ف لبنان‬/ ‫أنت تتحدث مع نادل‬
1 Ask the candidate what he/she wants.
‫ هل من ِخدمة؟‬.‫مساء الخب سيدي\سيدب‬
2 Allow the candidate to say what he/she wants and for how many people.
Ask the candidate where he/she wants to sit.

‫أين تريد مكان الطاولة؟‬

3 Allow the candidate to say where he/she wants to sit.
! Ask the candidate what he/she wants to eat. (Elicit two things).
ُّ
‫ماذا تود أن تأكل؟‬
4 Allow the candidate to give two things he/she wants to eat.
Ask the candidate what he/she thinks about Lebanese food. (Elicit one opinion).
ُّ
‫ما رأيك ف األكل اللبناب؟‬
5 Allow the candidate to give one opinion about Lebanese food.

‫حسنا‬
? Allow the candidate to ask you a question about the Wi-Fi.
Give an appropriate answer.

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 ROLE-PLAY 9 (FOUNDATION TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the employee and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع موظف ف مرسح ف تونس‬

.‫• حفلة موسيقية هذه الليلة‬
.)1 x‫• الموسيف المفضلة (التفصيل‬
.‫• كم من شخص‬
!•
.‫•؟ وقت الحفل‬

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 ROLE-PLAY 9 (FOUNDATION TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.
َّ َّ
Introductory text: ‫ أنا ال ُموظف \ـة‬.‫ـة ف مرسح ف تونس‬/‫أنت تتحدث مع ُموظف‬
1 Ask the candidate what he/she wants.
‫ هل من ِخدمة؟‬.‫مساء الخب سيدي\سيدب‬
2 Allow the candidate to say he/she wants to go to a concert this evening.
Ask the candidate what sort of music he/she prefers. (Elicit one detail).
‫أي نوع من الموسيف ُت ي‬
‫حب؟‬
3 Allow the candidate to give one detail about the sort of music he/she prefers.
Ask the candidate how many tickets he/she wants.
ُ
‫كم ِمن تذكرة تريد؟‬
4 Allow the candidate to say how many tickets he/she wants.
! Say there are reductions for young people and ask the candidate how old he/she is.

‫ كم عمرك؟‬.‫هناك تعريفة خاصة للشباب‬

5 Allow the candidate to give his/her age.

‫حسنا‬
? Allow the candidate to ask you a question about the time of the concert.
Give an appropriate answer.

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 ROLE-PLAY 10 (HIGHER TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع صديقك العرب عن الموسيف و أنشطة البفيه‬

.‫• حفلة أمس – مع من‬
!•
‫ي‬
.)2 X‫وذجية (نشاط‬ ُ ‫• ِمثال أمس َية‬
‫نم‬ ِ
.‫ مثال‬-‫•؟ أنشطة ترفيه أخرى‬
.‫ سبب‬.‫•؟ اإلختيارات الموسيقية‬

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 ROLE-PLAY 10 (HIGHER TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا صديقك‬.‫أنت تتحدث مع صديقك عن الموسيف وأنشطة البفيه‬

1 Ask the candidate what he/she did yesterday.
‫ماذا فعلت ليلة أمس؟‬
2 Allow the candidate to say he/she went to a concert yesterday and who with.
! Ask the candidate why he/she likes going to concerts.

‫لماذا تحب الذهاب للحفالت الموسيقية؟‬

3 Allow the candidate to say why he/she likes going to concerts.
Ask the candidate what he/she normally does in the evening. (Elicit two activities).

‫ماذا تفعل عادة ف المساء؟‬

4 ? Allow the candidate to ask you a question about your other leisure activities.
Give an appropriate answer.
5 ? Allow the candidate to ask you a question about your musical tastes.
Give an appropriate answer.

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 ROLE-PLAY 11 (HIGHER TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع صديقك العرب عن التعليم والوظائف‬

.)2 X‫ سبتمب (التفصيل‬- ‫• ُم َخ َّططك‬
!•
.)2 X‫ (التفصيل‬- ‫• صفات الموظف الجيد‬
.‫ أهمية‬- ‫•؟ المال‬
.‫•؟ البطالة ف بلدك‬

25 Chawki Nacef - InterLingo.co.uk

 ROLE-PLAY 11 (HIGHER TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫أنا صديقك‬ .‫أنت تتحدث مع صديقك العرب عن التعليم والوظائف‬
1 Ask the candidate what he/she intends to do in September. (Elicit two details).
‫ماذا ستفعل ف سبتمب؟‬
2 Allow the candidate to give two details about what he/she intends to do in September.
! Ask the candidate if he/she is going to continue studying Arabic and the reason why/why not.
َ
‫لماذا؟ل َم ال؟‬
ِ ‫هل ستواصل دراسة اللغة العربية؟‬
3 Allow the candidate to say if he/she is going to continue studying Arabic and the reason why/why not.
Ask the candidate what are the qualities of a good employee. (Elicit two details).
َّ ُ
‫الم َوظف الجيد؟‬ ‫ما ه صفات‬
4 Allow the candidate to ask you about the importance of money.
Give an appropriate answer.
5 ? Allow the candidate to ask you about unemployment in your country.
Give an appropriate answer.

26 Chawki Nacef - InterLingo.co.uk

 ROLE-PLAY 12 (HIGHER TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the sales representative and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع مندوب مبيعات ف متجر كبب‬

.‫ مت إشبيتها والسعر‬- ‫• السبة‬
.)2 x‫• المشكلة (التفصيل‬
.‫•؟ سبة أخرى‬
!•
.‫•؟ المتجر – وقت اإلغالق‬

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 ROLE-PLAY 12 (HIGHER TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا مندوب المبيعات‬.‫أنت تتحدث مع مندوب مبيعات ف متجر كبب‬
1 Ask the candidate if you can help. (Elicit two details).
‫ أي خدمة؟ تفضل‬.‫أهال‬
2 Allow the candidate to say when he/she bought the pullover and how much he/she paid.

Ask the candidate what is wrong with the pullover. (Elicit two details).

‫هل هناك مشكلة مع السبة سيدي\آنست؟‬

3 Allow the candidate to give two details about what is wrong with the pullover.

‫ فهمت‬،‫نعم‬
? Allow the candidate to ask you a question about what he/she would like to do.
.‫ حاض‬.‫نعم‬
4 ! Ask the candidate the size and the colour. (Elicit size and colour).
ُّ ‫أي لون تريد؟‬
‫أي مقاس تريد؟‬
5 Allow the candidate to say the size and colour.
? Allow the candidate to ask you what time the shop closes.
Give an appropriate answer.

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 ROLE-PLAY 13 (HIGHER TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع صديقك عن التكنولوجيا والشبكات االجتماعية‬

.)2 X‫• استخدام التكنولوجيا مؤخرا (التفصيل‬
. (1X‫• أهمية الهواتف المحمولة )سبب‬
!•
.‫ فائدة‬- ‫•؟ الشبكات االجتماعية‬
.‫ مخطط الليلة‬- ‫•؟ الشبكات االجتماعية‬

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 ROLE-PLAY 13 (HIGHER TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا صديقك‬.‫أنت تتحدث مع صديقك عن التكنولوجيا والشبكات االجتماعية‬

1 Ask the candidate to give two details describing how he/she has used technology recently. (Elicit two
details).
َّ
‫هل إستعملت التكنولوجيا الحديثة ُمؤخرا؟‬
2 Allow the candidate to give two details describing how he/she has used technology recently.

Ask the candidate about the importance of mobile phones and his/her reason for the response.

‫هل الهواتف المحمولة مهمة لك؟ لماذا؟\ لم ال؟‬

3 Allow the candidate to say something about the importance of mobile phones and his/her reason for
the response.

! Ask the candidate when he/she uses social media and for how long.

‫مت تستعمل فيسبوك عادة؟ كم من الوقت تستعمله؟‬

4 ? Allow the candidate to ask you about the importance of social media.
Give an appropriate answer.
5 ? Allow the candidate to ask you a question about your plans for this evening on social media.
Give an appropriate answer.

30 Chawki Nacef - InterLingo.co.uk

 ROLE-PLAY 14 (HIGHER TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع صديقك العرب عن البيئة‬

.)2 X‫ المبادرات األخبة ف مدينتك (التفصيل‬- ‫• البيئة‬
.)1 X‫• مشاكل حركة المرور ف مدينتك (التفصيل‬
!•
.‫ أهمية‬- ‫•؟ الحد من إستهالك الطاقة ف المبل‬
.‫•؟ العمل عل حماية البيئة‬

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 ROLE-PLAY 14 (HIGHER TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا صديقك‬.‫أنت تتحدث مع صديقك عن البيئة‬

1 Ask the candidate what his/her town has done to improve the environment. (Elicit two details).
‫ماذا فعلت مدينتك مؤخرا لحماية البيئة؟‬
2 Allow the candidate to give two details about what the town has done to improve the environment
recently.
Ask the candidate what traffic problems exist in his/her town. (Elicit one detail).

‫وماذا عن حركة المرور؟‬

3 Allow the candidate to give one detail about what traffic problems exist in his/her town.
! Ask the candidate if he/she prefers to travel by bus or car and the reason why.

‫هل تفضل التنقل بالحافلة أو السيارة؟ لماذا؟‬

4 Allow the candidate to say if he/she prefers to travel by bus or car and the reason why.
? Allow the candidate to ask you about the importance of energy use reduction at home.
Give an appropriate answer.
5 ? Allow the candidate to ask you a question about protecting the environment.
Give an appropriate answer.

32 Chawki Nacef - InterLingo.co.uk

 ROLE-PLAY 15 (HIGHER TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the friend and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع صديقك العرب عن المدرسة والمستقبل‬

َّ ُ
.)2 X‫ؤخرا (التفصيل‬ ‫• رحلة مدرسية ذهبت إليها م‬
!•
.)2 X‫• عالقتك مع المدرسي (التفصيل‬
.‫ أهمية‬- ‫•؟ الحياة المدرسية‬
.‫•؟ المخطط ف سبتمب‬

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 ROLE-PLAY 15 (HIGHER TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا صديقك‬.‫أنت تتحدث مع صديقك العرب عن المدرسة والمستقبل‬

1 Ask the candidate about a recent school trip. (Elicit two details).
‫هل ذهبت سابقا إىل رحلة مدرسية؟‬
2 Allow the candidate to give two details about a recent school trip.
! Ask the candidate if he/she likes school trips and the reason why/why not.
‫هل تحب الذهاب إىل رحالت مدرسية مع مدرستك؟ لماذا؟ \ لم ال؟‬
3 Allow the candidate to say if he/she likes school trips and why/why not.
Ask the candidate how he/she gets on with his/her teachers. (Elicit one detail).
َ
‫كيف ه عالقتك مع ُمد ِّر ِسيك؟‬
4 Allow the candidate to give one detail about how he/she gets on with his/her teachers.
? Allow the candidate to ask you about the importance of school life.
Give an appropriate answer.
5 ? Allow the candidate to ask you a question about your plans for September.
Give an appropriate answer.

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 ROLE-PLAY 16 (HIGHER TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the waiter and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫ ـة ف مطعم ف مص‬/‫أنت تتحدث مع نادل‬

.‫ اسمك‬- ‫• الحجز أمس‬
!•
.‫•؟ طاولة – موقع جميل‬
.‫ مشكلة‬- ‫• قائمة الطعام‬
.‫•؟ نباب‬

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 ROLE-PLAY 16 (HIGHER TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا النادل\ــة‬.‫ ـة ف مطعم ف مص‬/‫أنت تتحدث مع نادل‬

1 Ask the candidate if you can help.
‫ كيف ىل أن أساعدكم؟‬.‫مرحبا‬
2 Allow the candidate to say he/she made a reservation yesterday and to give his/her name.
! Ask the candidate at what time and for how many people.

‫أي وقت أردت حجز الطاولة ولكم من شخص؟‬

3 Allow the candidate to say at what time and for how many people.
? Allow candidate to ask if he/she could sit at a nice table in the restaurant.
Give an appropriate answer.
4 Give the candidate the menu. (Elicit one detail about the menu).

‫ هل كل رسء مناسب لك؟‬.‫حسنا هذه قائمة الطعام‬

5 Allow the candidate to say what the problem with the menu is. (Elicit one detail).
? Allow the candidate to ask you a question about vegetarian options.
Give an appropriate answer.

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 ROLE-PLAY 17 (HIGHER TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the employee and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع موظف ف مكتب سياح ف تونس‬

.)1X‫• السكن أين ف هذا الوقت (تفصيل‬
.‫•؟ معلومات عن المنطقة‬
.‫•؟ األنشطة الممكنة اليوم‬
.)2X‫ أمس (تفصيل‬- ‫• زيارة‬
!•

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 ROLE-PLAY 17 (HIGHER TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫أنا الموظف\ــة‬ .‫أنت تتحدث مع موظف ف مكتب سياح ف تونس‬
1 Ask the candidate if you can help.
‫ كيف ىل أن أساعدك؟‬.‫مرحبا‬
2 Allow the candidate to give one detail about where he/she is staying at the moment.

‫حسنا‬
? Allow the candidate to ask you for some information about the area.
Give an appropriate answer.
3 ? Allow the candidate to ask you about the possible activities today.
Give an appropriate answer.
4 Ask the candidate what he/she visited in the area yesterday. (Elicit two details).
ُ
‫ماذا زرت يوم أمس ف منطقتنا؟‬
5 Allow the candidate to give two details about what he/she visited in the area yesterday.
! Ask the candidate what he/she thinks of the town and why.

‫ما رأيك ف مدينتنا؟ لماذا؟‬

Allow the candidate to say what he/she thinks of the town and why.
Give an appropriate answer.

38 Chawki Nacef - InterLingo.co.uk

 ROLE-PLAY 18 (HIGHER TIER)
CANDIDATE’S ROLE

Instructions to candidates
Your teacher will play the part of the employee and will speak first.

When you see this – ! – you will have to respond to something you have not prepared.

When you see this – ? – you will have to ask a question.

.‫أنت تتحدث مع موظف ف محطة للحافالت ف األردن‬

.‫• تذاكر الحافالت – إىل أين ومت‬
!•
.‫•؟ أسعار التذاكر للطالب‬
.‫•؟ وقت آخر حافلة إىل العاصمة‬
.)2 X‫الع َطل (سبب‬ُ ‫• رأيك ف‬

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 ROLE-PLAY 18 (HIGHER TIER)
TEACHER’S ROLE

• You begin the role-play.

• You should ask the questions in the order given.
• The set questions and comments must be asked as they are presented.
• There must be no supplementary questions and no rephrasing.
• The candidate must be allowed to develop their responses as well as they are
able. To enable each candidate to do this, prompts are given for each
question. Only these exact prompts may be used. There must be no other
supplementary questions.
.
You must begin the role-play by using the introductory text below.

Introductory text: ‫ أنا الموظف\ــة‬.‫أنت تتحدث مع موظف ف محطة للحافالت ف األردن‬

1 Ask the candidate what he/she wants.
‫ كيف ىل أن أساعدك؟‬.‫مرحبا‬
2 Allow the candidate to ask for coach tickets - where and when.
! Ask the candidate how many adult tickets and how many children tickets needed.

‫كم من تذكرة للكبار و كم للصغار؟‬

3 Allow the candidate to say how many adult and children tickets he/she needs.

.‫حسنا تفضل‬
? Allow the candidate to ask a question about prices for students.
Give an appropriate answer.
4 ? Allow the candidate to ask about the last bus departure to the capital.
Give an appropriate answer.
5 Ask the candidate if he/she is having a good holiday and why.
َّ
‫هل قضيت عطلة جيدة؟ لماذا؟ لم ال؟‬
Allow the candidate to say if he/she is having a good holiday and why.

!‫هذا جيد! \ هذا ُمؤ ِسف‬

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Identity and culture
Topic: Customs and festivals
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• ذهابك إىل حفل زفاف مؤخرا‬
.‫• عالقتك مع عائلتك‬
.‫• وصف صديقك المفضل‬
.‫• نشاطك مع أصدقائك خالل عطلة نهاية األسبوع‬

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Identity and culture
Topic: Customs and festivals

‫• صف ىل الصورة؟‬
[‫]أي رسء آخر؟‬ ‫• هل ذهبت إىل حفل زفاف مؤخرا؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل أنت متفاهم تماما مع عائلتك؟‬
[‫]أي رسء آخر؟‬ .‫• صف صديقك المفضل‬
[‫]أي رسء آخر؟‬ ‫• ماذا تفعل مع أصدقائك خالل عطلة نهاية األسبوع؟‬

PART 3 – Themes for the General Conversation

• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Identity and culture
Topic: Customs and festivals
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• إحتفالك بعيد ميالدك السنة الماضية‬
.‫• هدية عيد الميالد المثالية‬
.‫• عادات عيد الميالد ف عائلتك‬
.‫• اإلحتفال المفضل لك‬

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Identity and culture
Topic: Customs and festivals

‫• صف ىل الصورة؟‬
[‫]أي رسء آخر؟‬ ‫• ماذا فعلت لإلحتفال بعيد ميالدك السنة الماضية؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما ه هدية عيد الميالد المثالية بالنسبة لك؟‬
[‫]أي رسء آخر؟‬ .‫• كيف تحتفل بأعياد الميالد ف عائلتك‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما هو اإلحتفال المفضل عندك ؟‬

PART 3 – Themes for the General Conversation

• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: International and global dimension
Topic: Environmental issues
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫ رأيك‬.‫• إعادة التدوير‬
‫ األسبوع الماض‬.‫ العائلة‬.‫• إعادة التدوير‬
.‫• توفب الطاقة ف البيت‬
.‫• حركة المرور ف مدينتك‬

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: International and global dimension
Topic: Environmental issues

‫• صف ىل الصورة؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫•ما رأيك ف إعادة التدوير؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما أعادت عائلتك تدويره األسبوع الماض؟‬
[‫]أي رسء آخر؟‬ ‫• كيف توفر الطاقة ف البيت؟‬
[‫]أي رسء آخر؟‬ ‫• كيف ه حركة المرور ف مدينتك ؟‬

PART 3 – Themes for the General Conversation

• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Local area, holiday and travel
Topic: Holidays
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
‫ئ‬
.‫شاط البحر‬ ‫• األنشطة عل‬
.‫• العطلة الماضية‬
.‫• العطل الصيفية و العطل الشتوية‬
.‫• مقارنة العطلة مع األصدقاء والعطلة العائلية‬

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Local area, holiday and travel
Topic: Holidays

‫• صف ىل الصورة؟‬
[‫]أي رسء آخر؟‬ ‫ئ‬
‫شاط البحر؟‬ ‫•ما ه األنشطة الت يمكن أن تقوم بها عل‬
[‫]أي رسء آخر؟‬ ‫• ماذا فعلت ف العطلة الماضية؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل تفضل العطل الشتوية أو الصيفية؟‬
[‫]أي رسء آخر؟‬ ‫• هل تفضل العطل مع األصدقاء أو العائلة؟‬

PART 3 – Themes for the General Conversation

• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: School
Topic: What school is like
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• وصف مدرستك‬
.‫• ماذا فعلت ف المدرسة باألمس‬
.‫• ُم َد ِّر ُسك \ ُم َد ِّر َس ُتك المفضل\ــة‬
.‫• الوجبات ف المقصف‬

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: School
Topic: What school is like

.‫• صف ىل الصورة‬
[‫]أي رسء آخر؟‬ .‫• صف مدرستك‬
[‫]أي رسء آخر؟‬ ‫• ماذا فعلت ف المدرسة باألمس؟‬
ُ َ َ
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• من هو\ه ُمد ِّر ُسك \ ُمد ِّر َستك المفضل\ــة؟‬
[‫]أي رسء آخر؟‬ ‫• كيف ه الوجبات ف المقصف؟‬
PART 3 – Themes for the General Conversation
• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Future aspirations, study and work
Topic: Ambitions
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• أهمية إستعمال أجهزة الكمبيوتر ف العمل‬
.‫• عملك المستقبل‬
.‫• الذهاب إىل الجامعة‬
.‫• العمل ف بلدك أو ف بلد آخر‬

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PART 2

TEACHER’S Photo card

Theme: Future aspirations, study and work
Topic: Ambitions

.‫• صف ىل الصورة‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ .‫• هل إستعمال أجهزة الكمبيوتر مهم ف العمل‬
[‫]أي رسء آخر؟‬ ‫• ماذا تتمت أن يكون عملك المستقبل؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل ترى أن الذهاب إىل الجامعة ي‬
‫مهم؟‬
[‫]أي رسء آخر؟‬ ‫• هل تفضل العمل ف بلدك أو ف بلد آخر؟‬
PART 3 – Themes for the General Conversation
• Identity and culture
• International and global dimension

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Identity and culture
Topic: Cultural life
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• نوع األفالم المفضل‬
.‫• آخر فلم شاهدته‬
.‫• مشاهدة التلفزيون‬
.‫• مشاهدة األفالم ف السينما أو البيت‬

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Identity and culture
Topic: Cultural life

.‫• صف ىل الصورة‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• أي نوع من األفالم تحب؟‬
[‫]أي رسء آخر؟‬ ‫• ما هو آخر فيلم شاهدته؟‬
[‫]أي رسء آخر؟‬ ‫• مت تشاهد التلفزيون عادة؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل تفضل عائلتك مشاهدة األفالم ف السينما أو ف البيت؟‬
PART 3 – Themes for the General Conversation
• Future aspirations, study and work
• International and global dimension

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Local area, holiday and travel
Topic: Town, region and country
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• رأيك بمبلك‬
.‫• مكان عيشك ف المستقبل‬
.‫• األنشطة و المرافق ف منطقتك‬
.‫• وسائل النقل ف مدينتك‬

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Local area, holiday and travel
Topic: Town, region and country

.‫• صف ىل الصورة‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما رأيك بمبلك؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• أين تريد أن تعيش ف المستقبل؟‬
[‫]أي رسء آخر؟‬ ‫• ماذا يمكننا أن نفعل ف منطقتك؟‬
[‫]أي رسء آخر؟‬ ‫• كيف ه وسائل النقل ف مدينتك؟‬
PART 3 – Themes for the General Conversation
• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Future aspirations, study and work
Topic: Ambitions
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• المكتبة ف مدرستك‬
.‫• المخطط بعد االمتحانات‬
.‫• رأيك ف اليوم الدراس‬
.‫• رأيك ف الذهاب إىل الجامعة‬

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Future aspirations, study and work
Topic: Ambitions

.‫• صف ىل الصورة‬
[‫]أي رسء آخر؟‬ ‫• كيف ه المكتبة ف مدرستك؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ماذا تريد أن تفعل بعد االمتحانات؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما رأيكم ف اليوم الدراس؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل الذهاب إىل الجامعة فكرة جيدة؟‬
PART 3 – Themes for the General Conversation
• Identity and culture
• International and global dimension

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 HIGHER TIER
PART 2

CANDIDATE’S Photo card

Theme: Identity and culture
Topic: Customs and festivals
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• أهمية الزواج‬
.‫• أهمية عالقتك مع عائلتك عل عالقتك مع األصدقاء‬
.‫• وصف صديقك المفضل‬
!•

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 HIGHER TIER
PART 2

TEACHER’S Photo card

Theme: Identity and culture
Topic: Customs and festivals

‫• صف ىل الصورة؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل الزواج مهم ف نظرك؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل ترى أن عالقتك مع العائلة أهم من عالقتك مع األصدقاء؟‬
[‫]أي رسء آخر؟‬ .‫• صف صديقك المفضل‬
[‫]أي رسء آخر؟‬ ‫• ماذا فعلت مع أصدقائك خالل عطلة نهاية األسبوع؟‬

PART 3 – Themes for the General Conversation

• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Identity and culture
Topic: Customs and festivals
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• أصدقاءك وأعياد الميالد‬
.‫• المكان المثاىل لإلحتفال بعيد الميالد حسب رأيك‬
.‫• اإلحتفال الذي ال ُين َس‬
!•

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Identity and culture
Topic: Customs and festivals

‫• صف ىل الصورة؟‬
[‫]أي رسء آخر؟‬ ‫• ماذا يفعل أصدقاءك لإلحتفال بأعياد الميالد؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما هو المكان المثاىل لإلحتفال بعيد الميالد حسب رأيك؟‬
‫ي‬
[‫]أي رسء آخر؟‬ ‫•حدثت عن إحتفال ال ُين َس؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما هو ي‬
‫أهم إحتفال ف بلدك؟‬

PART 3 – Themes for the General Conversation

• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: International and global dimension
Topic: Environmental issues
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫ رأيك‬.‫• إعادة التدوير‬
.‫• المشاكل البيئية ف منطقتك‬
.‫• حركة المرور ف مدينتك‬
!•

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: International and global dimension
Topic: Environmental issues

‫• صف ىل الصورة؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫•ما رأيك ف إعادة التدوير؟‬
[‫]أي رسء آخر؟‬ ‫• ما ه المشاكل البيئية ف منطقتك؟‬
[‫]أي رسء آخر؟‬ ‫• كيف ه حركة المرور ف مدينتك؟‬
[‫]أي رسء آخر؟‬ ‫• ماذا ستفعل ف المستقبل لتحسي البيئة؟‬

PART 3 – Themes for the General Conversation

• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Local area, holiday and travel
Topic: Holidays
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
‫ئ‬
.‫شاط البحر‬ ‫• األنشطة عل‬
.‫• مقارنة العطلة مع األصدقاء والعطلة العائلية‬
.‫• العطلة القادمة‬
!•

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Local area, holiday and travel
Topic: Holidays

‫• صف ىل الصورة؟‬
[‫] أي رسء آخر؟‬ ‫ئ‬
‫شاط البحر؟‬ ‫ما ه األنشطة الت يمكن أن تقوم بها عل‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل تفضل العطلة مع األصدقاء والعطلة العائلية؟‬
[‫]أي رسء آخر؟‬ ‫• أين ستذهب ف العطلة القادمة؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ُ ‫• هل‬
‫العطل مهمة بالنسبة لك؟‬

PART 3 – Themes for the General Conversation

• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: School
Topic: What school is like
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• وصف مدرستك‬
.‫• القواني المدرسية‬
.‫• أهمية المدرسة للنجاح ف الحياة‬
!•

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: School
Topic: What school is like

.‫• صف ىل الصورة‬
[‫]أي رسء آخر؟‬ .‫• صف مدرستك‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما رأيك ف القواني المدرسية؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل المدرسة مهمة للنجاح ف الحياة؟‬
[‫]أي رسء آخر؟‬ ‫• كيف كانت مدرستك اإلبتدائية؟‬
PART 3 – Themes for the General Conversation
• Identity and culture
• Future aspirations, study and work

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Future aspirations, study and work
Topic: Ambitions
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• عملك المستقبل‬
.‫• العمل ف بلدك أو ف الخارج‬
.‫• ما كنت تريد أن تعمل عندما كنت صغبا‬
!•

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Future aspirations, study and work
Topic: Ambitions

.‫• صف ىل الصورة‬
[‫]أي رسء آخر؟‬ ‫• ماذا تتمت أن يكون عملك المستقبل؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل ترغب ف العمل ف بلدك أو ف الخارج ف المستقبل؟‬
[‫]أي رسء آخر؟‬ ‫• ماذا كنت تريد أن تعمل عندما كنت صغبا؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل ترى أن المال ي‬
‫مهم ف الوظيفة؟‬
PART 3 – Themes for the General Conversation
• Identity and culture
• International and global dimension

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Identity and culture
Topic: Cultural life
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• نوع األفالم المفضل‬
.‫• آخر فلم شاهدته‬
‫• خاصيات الفيلم الجيد؟‬
!•

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 FOUNDATION TIER
PART 2

TEACHER’S Photo card

Theme: Identity and culture
Topic: Cultural life

.‫• صف ىل الصورة‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• أي نوع من األفالم تحب؟‬
[‫]أي رسء آخر؟‬ ‫• ما هو آخر فيلم شاهدته؟‬
[‫]أي رسء آخر؟‬ ‫• ما ه خاصيات الفيلم الجيد؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل تفضل عائلتك مشاهدة األفالم ف السينما أو ف البيت؟‬
PART 3 – Themes for the General Conversation
• Future aspirations, study and work
• International and global dimension

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 FOUNDATION TIER
PART 2

CANDIDATE’S Photo card

Theme: Local area, holiday and travel
Topic: Town, region and country
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• رأيك بمبلك‬
.‫• مكان عيشك ف المستقبل‬
.‫• األنشطة و المرافق ف منطقتك‬
!•

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PART 2

TEACHER’S Photo card

Theme: Local area, holiday and travel
Topic: Town, region and country

.‫• صف ىل الصورة‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما رأيك بمبلك؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• أين تريد أن تعيش ف المستقبل؟‬
[‫]أي رسء آخر؟‬ ‫• ماذا يمكننا أن نفعل ف منطقتك؟‬
[‫]أي رسء آخر؟‬ ‫• ما ه مزايا وعيوب العيش ف المدينة؟‬
PART 3 – Themes for the General Conversation
• Identity and culture
• Future aspirations, study and work

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PART 2

CANDIDATE’S Photo card

Theme: Future aspirations, study and work
Topic: Ambitions
• Look at the photo during the preparation period (12 minutes).
• The picture-based task is recommended to last between two-and-a-half to three minutes.
• Make any notes you wish to on an Additional Answer Sheet.
• Your teacher will then ask you questions about the photo and the related topics.

:‫ألق نظرة عل الصورة الـمرفقة واستعد لإللجابة عن النقاط التالية‬

.‫• وصف الصورة‬
.‫• المواد الصعبة هذا العام‬
.‫• الخطط بعد االمتحانات‬
.‫• الدراسة ف الخارج‬
!•

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PART 2

TEACHER’S Photo card

Theme: Future aspirations, study and work
Topic: Ambitions

.‫• صف ىل الصورة‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• ما ه المواد الصعبة هذا العام؟‬
[‫]أي رسء آخر؟‬ ‫• ماذا تريد أن تفعل بعد االمتحانات؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل ترغب ف الدراسة ف الخارج؟‬
[‫ لماذا ال؟‬/‫]لماذا؟‬ ‫• هل الذهاب إىل الجامعة فكرة جيدة؟‬
PART 3 – Themes for the General Conversation
• Identity and culture
• International and global dimension

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 ‫‪SUGGESTED QUESTIONS FOR GENERAL CONVERSATION‬‬

‫‪Theme: Identity and Culture‬‬

‫َ ُ َ َّ‬ ‫َّ َ َ َ َ ِّ َ ُ َ ُ‬ ‫َ‬
‫المفضل؟‬ ‫اله َّامة ِل َص ِد ِيقك‬ ‫ِصف شخ ِصيتك‪ .‬ما ِه السمات‬ ‫•‬
‫َ َ‬ ‫ً َ‬ ‫ُ َ ُ‬ ‫َم َاذا َس َتف َع ُ‬
‫وع؟ ِصف َمه َر َجانا شع ِب ًّيا ِف ِمن َطق ِتك‪.‬‬ ‫ِ‬
‫األس ُ‬
‫ب‬ ‫ة‬
‫ِ‬ ‫ل‬‫ط‬‫ع‬ ‫ف‬ ‫ِ‬ ‫ل‬ ‫•‬
‫َ‬ ‫َ‬ ‫َ‬ ‫ِّ‬ ‫َ‬
‫ف كن َت ِعند َما كن َت َص ِغ ًبا؟ َحدث ِت َعن تق ِليد ِف ِمن َطق ِتك‪.‬‬ ‫َكي َ‬ ‫•‬
‫ً َ َ‬ ‫ْ َ َ َّ َ ُ‬
‫األ ُ‬ ‫ُّ َ َ ُ‬ ‫َ َ َ َ ُ‬ ‫ُ َّ ُ َ ُّ َ َ َ ْ َ‬ ‫َّ‬ ‫ُ‬
‫وب َّي ِة ِوفقا لك؟‬
‫ِ‬ ‫ور‬ ‫و‬ ‫ة‬ ‫ي‬
‫ِ ِ‬‫ب‬‫ر‬ ‫ع‬‫ال‬ ‫ة‬‫ِ‬
‫َ‬
‫ْس‬ ‫األ‬ ‫ي‬‫ب‬ ‫يس‬ ‫ِ ِ‬‫ئ‬ ‫َّ‬
‫الر‬ ‫ق‬ ‫ر‬‫الف‬ ‫ا‬ ‫م‬ ‫ا؟‬ ‫اذ‬ ‫م‬‫ل‬‫ِ‬ ‫؟‬ ‫ك‬ ‫َمن ه َو الشخص النموذ ِح حسب رأ ِي‬ ‫•‬

‫‪Theme: Local area, Holiday & Travel‬‬

‫َ َ‬ ‫َ َ ُ‬ ‫َ َ َ َ َ َ َ ُ َ َ ُ َ ْ‬ ‫َ َ ُ َ ُ‬
‫يد ِعند َما تكون َم َع َعا ِئل ِتك؟‬ ‫ع‬
‫ِ ِ ِ‬ ‫ال‬ ‫ة‬ ‫ل‬ ‫ط‬ ‫ع‬ ‫ل‬ ‫ل‬ ‫خ‬‫ِ‬ ‫ل‬ ‫ع‬‫ف‬ ‫ت‬ ‫ا‬ ‫اذ‬ ‫م‬ ‫؟‬ ‫ك‬ ‫ت‬‫ِ‬ ‫ق‬ ‫ط‬ ‫ن‬ ‫م‬ ‫ماذا يوج ِ ِ‬
‫ف‬ ‫د‬ ‫•‬
‫َ َ‬ ‫َ َ‬ ‫َ َ‬ ‫َ‬ ‫ُ َ‬ ‫َ‬
‫َماذا ُيم ِكنك أن تف َع َل ِف ِمن َطق ِتك؟ َماذا اش َبي َت ك َهد َايا؟ ِل َمن؟‬ ‫•‬
‫َ َ َ‬ ‫َ‬ ‫ه َم َز َايا ْال َعيش ف ْال َمد َينة؟ َما ُه َو ُم َخ ِّط ُط َك ل ُعط َلة َه َذا َّ‬
‫الصي ِف؟ أخ ِب ِب عن ذ ِلك‪.‬‬ ‫ِ‬ ‫ِ‬ ‫ِ ِ‬ ‫َما ِ َ‬ ‫•‬
‫ِ ِ‬
‫َ‬ ‫ْ َ‬ ‫َ‬ ‫َ‬ ‫َ ُ َ ِّ ُ َ َ َ ُ َ‬ ‫ُ َ‬ ‫َ َ‬ ‫َ ُ‬
‫الع ُطل ِت ِف َبل ِدك أو ِف الخ ِار ِج؟ ِل َماذا؟‬ ‫العطل ِة؟ هل تفضل قضاء‬ ‫َماذا ت ِح ُّب أن تف َع َل ِف‬ ‫•‬

‫يش ِف َيها‪.‬‬‫الت َت ِع ُ‬ ‫العط َلة ْال َماض َية؟ صف َمد َين َت َك ‪ْ /‬المن َط َق َة ِّ‬ ‫ُ‬ ‫ل‬ ‫َأي َن َذ َهب َت خ َل َ‬ ‫•‬
‫ِ‬ ‫ِ‬ ‫ِ ِ ِ‬ ‫ِ‬ ‫ِ‬
‫َ َ‬ ‫ُ‬ ‫َُ‬ ‫َ‬ ‫ُ ُ‬ ‫َ َ‬ ‫َ‬ ‫َ َ‬ ‫ََ‬ ‫َ‬ ‫ُ ُ‬ ‫َ‬
‫إذا كن َت ت ِريد أن تت َس َّوق‪ِ ،‬إىل أي َن تذه ُب؟ َما ت ِريد أن تغ ِّ َب ‪ /‬ت َح ِّس َن ِف ِمن َطق ِتك؟‬ ‫•‬

‫ِّ‬ ‫ئ ْال َ‬‫ُ‬ ‫ه َم َ‬ ‫َ‬ ‫يش؟ َ‬

‫َ‬ ‫َ ُ َ َ ُ َ َ‬ ‫َ َ ََ َ‬
‫يف؟‬‫ِ‬ ‫الر‬ ‫ف‬‫ِ ِ‬‫ش‬ ‫ي‬ ‫ع‬ ‫او‬‫ِ‬ ‫س‬ ‫ِ‬ ‫ا‬ ‫م‬ ‫ع‬
‫ِ‬ ‫ت‬ ‫ن‬ ‫أ‬ ‫يد‬ ‫تر‬
‫ِ‬ ‫ن‬ ‫ي‬ ‫أ‬ ‫‪،‬‬
‫ار‬ ‫ي‬ ‫الخ‬
‫ِ‬ ‫ك‬ ‫إذا كان لدي‬ ‫•‬

‫‪Theme: Future Aspirations, Study & Work‬‬

‫َ َ َ‬ ‫الت َخ ُّرج م َن ْال َجام َعة؟ َهل َس ُت َ‬

‫َ َ َ َ َ ُ َ َ َ‬ ‫َ َْ‬ ‫َهل َتر َغ ُب ف ْال َع َ‬
‫اص ُل ِد َر َاستك؟ أي َن؟‬ ‫ِ‬ ‫و‬ ‫ِ ِ‬ ‫ِ ِ‬ ‫د‬ ‫ع‬‫ب‬ ‫ل‬ ‫ع‬‫ف‬ ‫ت‬ ‫س‬ ‫ا‬ ‫اذ‬ ‫م‬ ‫؟‬ ‫ب‬ ‫ت‬ ‫ك‬ ‫م‬ ‫ف‬ ‫ِ ِ‬‫ل‬‫م‬ ‫ِ‬ ‫•‬
‫َ‬ ‫َ َ َّ َ ً‬ ‫ْ‬ ‫َ‬
‫َ َ َ َ ُ َّ ُ‬ ‫َ‬ ‫ْ‬ ‫َ‬ ‫َ َ َ‬
‫ه أفض ُل َو ِظيفة ِف َرأ ِيك؟ ِل َماذا؟ هل تعت ِقد أنه ِم َن ال ُم ِه ِّم أن تت َعل َم لغة أخ َرى؟ ِل َماذا؟‬ ‫ما ِ‬ ‫•‬
‫َْ َ‬ ‫َ‬ ‫َ َ َ َّ‬
‫َماذا تت َطل ُب ك ُّل َو ِظيفة ِف رأ ِيك؟‬ ‫•‬

‫ل؟‬ ‫يد ِة ف َع َم ِل َك ْال ُمس َتق َب ِّ‬ ‫َّ ُ َ‬

‫ف‬‫ِ‬ ‫الم‬ ‫ة‬ ‫ي‬‫ص‬‫ِ‬ ‫خ‬
‫َّ‬
‫الش‬ ‫ك‬
‫َ ُ َ َ َ ُ‬
‫ات‬ ‫م‬ ‫س‬‫ِ ِ‬‫ه‬ ‫ا‬ ‫م‬ ‫؟‬ ‫ل‬ ‫ب‬ ‫ق‬ ‫ن‬ ‫م‬ ‫ب‬
‫ِ ِ‬‫ي‬ ‫َهل َك َانت َل َك َوظ َيفة ب َد َوام ُجز ئ‬
‫ِ‬ ‫•‬
‫ِ‬ ‫ِ‬ ‫ِ‬

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‫‪Theme: School‬‬

‫ْ‬ ‫َ َ‬ ‫َ َ‬
‫ِصف َمد َر َستك‪ِ .‬صف َيو ًما ن ُموذ ِج ًّيا ِف ال َمد َر َس ِة‪.‬‬ ‫•‬
‫ْ‬ ‫ْ‬ ‫َ َ َ َ ُّ ِّ َ َ‬
‫الت ترغ ُب ِف ِد َر َاس ِت َها ِف ال َع ِام ال ُمق ِب ِل؟‬ ‫ما ِه المواد‬ ‫•‬

‫س؟‬ ‫ه ْال َق َو ِاع ُد ف َمد َر َس ِت َك؟ َهل ُت ِح ُّب ِارت َد َاء الز ِّي ْال َمد َر ِ ِّ‬‫َما ِ َ‬ ‫•‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫َ َ َ َ‬ ‫َ َ‬ ‫َ‬ ‫َ‬ ‫َ َ ِّ َ ُ َ َ َّ ُ ِّ َ َ‬
‫ف كانت؟‬ ‫الت ذهب َت ِإلي َها ِمن قب ُل؟ َم َت؟ إىل أين؟ كي‬ ‫ما ِه الرحلة المدر ِسية‬ ‫•‬
‫َ‬
‫س؟ ِل َماذا؟‬‫ه َه ِذ ِه ْال َم َو ُّاد؟ َهل َتن َت ِم إ َىل َناد َمد َر ِ ي‬ ‫س؟ َما ِ َ‬ ‫َكم ِمن َم َّادة َتد ُر ُ‬ ‫•‬
‫ِ‬

‫‪Theme: International and Global Dimension‬‬

‫َ‬ ‫َ‬ ‫َ ْ َ َ َ َ َ ُّ ُ َ ُ َ ِّ ُ َ َ َ َ‬
‫ض؟ َماذا تف َع ُل ِل ِح َم َاية ال ِبيئ ِة؟‬ ‫ِ‬ ‫ر‬ ‫األ‬ ‫ِبرأ ِيك‪ ،‬ما ِه أهم مش ِكلة تهدد كوكب‬ ‫•‬

‫البيئةش؟‬
‫َ‬
‫ة‬ ‫َم َاذا َتف َع ُل َمد َر َس ُت َك لح َم َ‬
‫اي‬ ‫•‬
‫ِ‬ ‫ِ‬ ‫ِ ِ‬
‫َ‬ ‫وم ب َع َمل َت َط ُّو ِ ي‬
‫َ َُ ُ‬
‫ع؟ ِل َماذا؟‬ ‫هل تق ِ‬ ‫•‬
‫ْ َ‬ ‫اس َبات الجت َماع َّية َو ِّ َ‬ ‫الم َن َ‬
‫ه َم َز َايا ُ‬
‫َما ِ َ‬
‫اض َّي ِة الك ِب َب ِة؟‬
‫الري ِ‬ ‫ِ ِ ِ ِ ِ‬ ‫•‬

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