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CLL hia wa7d technique li l2ostad kaykoun fiha b7al wa7d lmorchid (kaywrik chno khassek ta9ra w kifach t7al ba3d lmachakil li 3andek f dirassa, b7al fach katmchi 3and chi tabib nafssi, tbib fhad l7ala howa l morchid w nta howa l client) w students f had teaching technique kaykoun howa client (kay7awl yachre7 l2ostad lmachakil li 3ando w lprof kay7awl yal9a m3ah 7al) bnasba l * cooperative learning* li 9alti hia dakhla f theory of language, ya3ni katkoun wa7d l cooperation wla interaction between: 1- Student --------» student = ya3ni students kay7awlo yt3awno bach ytjawzo douk lmachakil li 3andhom (Peer Teaching: More advanced students may help beginners, fostering a cooperative learning environment.) 2- Student --------» teacher = lprof kay7awel anaho ybaset l2omour l students bach ytjawzo wa7d l mochkil (the teacher provides support, encouragement, and guidance to help students express themselves in the target language for example)

كاين ا خويا حتا الخنثى و هو الشخص اللذي يولد بجهازين تناسليين. شكرا على مرورك و تحية ليك خويا رضوان

@@mohamedrhiabi2713 تحياتي اخي وشكرا على المجهود الرائع..

Always welcome

i dont have it anymore :/ sorry

You're welcome 😊

You're welcome 😊

Thanks and welcome

Thank you, I will

Merci beaucoup

Ila Kane momkine tlouh Lina ba9i identity Race and gender Popular culture folk culture Popular culture mass culture High and low culture Subculture youth culture 🤗🤗🤗🤗🤗🤗🤗🤗🤗

inshlah working on them

@@fatizora1737 Definitions for each term: 1. **Race**: Race refers to a categorization of people based on physical characteristics such as skin color, facial features, and hair texture, often associated with geographical ancestry or heritage. 2. **Gender**: Gender refers to the social and cultural roles, behaviors, identities, and expectations that society associates with being male, female, or non-binary. 3. **Popular Culture**: Popular culture encompasses the mainstream ideas, trends, beliefs, practices, and products that are widely accepted and consumed by a large portion of society. It often includes elements such as music, movies, fashion, slang, and social media trends. 4. **Folk Culture**: Folk culture refers to the traditional beliefs, customs, practices, and expressions shared by a smaller, localized community. It often involves oral traditions, rituals, crafts, and other expressions of cultural identity passed down through generations. 5. **Mass Culture**: Mass culture refers to the cultural products and forms of entertainment that are produced and consumed by large audiences, often through mass media such as television, radio, and the internet. It tends to be commercially driven and aimed at appealing to broad audiences. 6. **High Culture**: High culture refers to the cultural products, activities, and artistic expressions that are considered to be of superior quality, sophistication, and intellectual value. It often includes classical music, literature, fine art, theater, and other forms of elite cultural expression. 7. **Low Culture**: Low culture, sometimes referred to as popular or mass culture, encompasses cultural products, activities, and entertainment that are considered to be less refined or intellectually demanding compared to high culture. This can include genres like reality TV, tabloid magazines, and certain forms of commercialized music. 8. **Subculture**: A subculture is a smaller group within a larger culture that shares distinctive values, norms, beliefs, behaviors, and interests that differentiate them from the mainstream culture. Subcultures often form around specific interests, hobbies, lifestyles, or identities. 9. **Youth Culture**: Youth culture refers to the cultural practices, values, beliefs, behaviors, and trends that are characteristic of young people, typically teenagers and young adults. It encompasses various aspects of social life such as music, fashion, slang, technology usage, and forms of rebellion or resistance against mainstream norms.

kemelna media studies please lexam 9ereb o dkchi li knt chrahtolna nefsso li dayer lprof

7awli ghir tfahmi les concepts dial cultural studies w rabtihom blwa9i3 inshlh ykoun khir.

example of sentence-based syllabus in TPR for teaching English: Target sentence: "I want to go to the park." 1. Teacher models the sentence while pointing to themselves ("I"), mimicking the action of walking ("want to go"), and pointing to a picture or a prop representing a park. 2. Students repeat the sentence while performing the actions. 3. Teacher introduces variations of the sentence, such as "She wants to go to the park," "They want to go to the park," etc., continuing to use physical actions to reinforce understanding. 4. Activities can include asking students to choose their preferred destinations and express them using the sentence structure, or role-playing scenarios where they plan outings with friends or family.

inshalah