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SAFAA ALKINANI
safaatech@gmail.com
Hong Kong Technical Institute
2
Hong Kong Technical Institute
the variables/strategies that affect student's learning English as a second language. This report
identifies some of the learner variables/strategies used by two students in a Hong Kong Technical
Institute. The instruments for data collection included observation, interviews and questionnaires.
The findings are discussed and some implications highlighted.
/ ‫ ويحدد هذا التقرير بعض متغيرات‬.‫ االستراتيجيات التي تؤثر على تعلم الطالب اللغة اإلنجليزية كلغة ثانية‬/ ‫المتغيرات‬
‫ وشملت أدوات جمع البيانات المراقبة والمقابالت‬.‫استراتيجيات المتعلم التي يستخدمها طالبان في معهد هونغ كونغ التقني‬
.‫ ونوقشت النتائج وأبرزت بعض اآلثار‬.‫واالستبيانات‬
What makes a 'good' language learner 'good', and what makes a 'poor' language learner poor'?
What does this imply for the teaching of language in the Hong Kong context? These are the
central questions of this assignment. The existing body of research attributes the differences
between language learners to learner variables and learner strategies. Learner variables include
such things as differences in personality, motivation, style, attitude, and age (Ellis, 1986: Chp 5)
and strategies refer to "techniques, approaches, or deliberate actions that students take in order
to facilitate the learning and recall of both linguistic and content area information" (Chamot,
1987:71). It is important to note here that what we are considering is not the fact that language
learners do and can learn, but why there should be such variations in speed of learning, ability
to use the target language, and in achieving examination grades, areas which generally lead to
the classification of students as being either 'good' or 'poor'.
‫ وما يجعل "الفقراء" المتعلم اللغة الفقيرة "؟ ماذا يعني ذلك لتدريس اللغة في سياق‬،"‫ما الذي يجعل "جيدة" المتعلم اللغة "جيدة‬
‫ إن مجموعة البحث الحالية تبرز االختالفات بين متعلمي اللغة لمتغيرات‬.‫هونغ كونغ؟ هذه هي األسئلة المركزية لهذه المهمة‬
‫ والعمر‬،‫ والموقف‬،‫ واألسلوب‬،‫ والدافع‬،‫ المتغيرات المتعلم تشمل أشياء مثل االختالفات في الشخصية‬.‫المتعلم واستراتيجيات المتعلم‬
‫) واالستراتيجيات تشير إلى "التقنيات أو النهج أو اإلجراءات المتعمدة التي يتخذها الطالب من أجل‬5 ‫ تشب‬:1986 ،‫(إليس‬
‫ من المهم أن نالحظ هنا أن ما‬.)71 :1987 ،‫تسهيل التعلم وتذكر كل من المعلومات اللغوية ومحتوى المعلومات "(شاموت‬
‫ ولكن لماذا يجب أن يكون هناك مثل هذه االختالفات في سرعة‬،‫ننظر فيه ليس حقيقة أن المتعلمين اللغة يفعلون ويمكن أن يتعلم‬
‫ والمناطق التي تؤدي عموما إلى تصنيف الطالب‬،‫ وفي تحقيق درجات االمتحان‬،‫ والقدرة على استخدام اللغة المستهدفة‬،‫التعلم‬
".‫على أنهم إما "جيدة" أو "فقيرة‬
Learner variables and strategies have been the focus of a number of research projects, (
O'Malley et al., 1985, Oxford, 1989). However, to the best of my knowledge, this area has not
been researched in Hong Kong classrooms. Since I am a teacher of English working in Hong
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
1
SAFAA ALKINANI
safaatech@gmail.com
Hong Kong Technical Institute
Kong, gleaning a little of what learner variables and strategies seem to work for local students
seems to be a fruitful area of research.
،‫ ومع ذلك‬.)1989 ،‫ أكسفورد‬،1985 ،‫ (أومالي وآخرون‬،‫متغيرات المتعلم واستراتيجياته كانت محور عدد من المشاريع البحثية‬
‫ وبما أني معلمة في اللغة اإلنجليزية تعمل في‬.‫ لم يتم بحث هذه المنطقة في الفصول الدراسية في هونغ كونغ‬،‫على حد علمي‬
‫ يبدو أن استخالص القليل من المتغيرات واالستراتيجيات التي يتعلمها المتعلمون بالنسبة للطالب المحليين يمثل‬،‫هونغ كونغ‬
.‫مجاال مثم ار من األبحاث‬
In discussing learner variables and strategies, we have to keep in mind the arbitrary nature of
actually identifying these aspects. As the existing research points out, it is not possible to observe
directly qualities such as aptitude, motivation and anxiety. (Oxford, 1986). We cannot look inside
the minds of a language learner and find out what strategies, if any, they are using. These
strategies are not visible processes. Also, as Naiman and his colleagues (1978) point out, no
single learning strategy, cognitive style or learner characteristic is sufficient to explain success in
language learning. The factors must be considered simultaneously to discover how they interact
to affect success or failure in a particular language learning situation.
‫ وكما‬.‫ علينا أن نأخذ في االعتبار الطبيعة التعسفية لتحديد هذه الجوانب في الواقع‬،‫عند مناقشة متغيرات واستراتيجيات المتعلم‬
‫ ال يمكننا أن‬.)1986 ،‫ (أوكسفورد‬.‫ فإنه من غير الممكن مراقبة صفات مباشرة مثل الكفاءة والدافع والقلق‬،‫تشير البحوث الحالية‬
‫ وهذه االستراتيجيات ليست عمليات‬.‫ التي يستخدمونها‬،‫ إن وجدت‬،‫ننظر داخل عقول المتعلم اللغة ومعرفة ما هي االستراتيجيات‬
‫ ال توجد استراتيجية تعلم واحدة أو أسلوب إدراكي أو سمة متعلمة كافية لتوضيح‬،)1978( ‫ وكما أشار نيمان وزمالؤه‬.‫مرئية‬
‫ يجب النظر في العوامل في وقت واحد الكتشاف كيفية تفاعلها للتأثير على النجاح أو الفشل في حالة تعلم‬.‫النجاح في تعلم اللغة‬
.‫لغة معينة‬
Bearing these constraints in mind, the aim of this assignment is to develop two small scale
studies of the language learners attempting to gain an overall idea of what strategies are in use
and what variables seem to make a difference to Hong Kong students.
‫ فإن الهدف من هذه المهمة هو وضع دراستين صغيرتين للمتعلمين اللغويين الذين يحاولون‬،‫ومع وضع هذه القيود في االعتبار‬
.‫الحصول على فكرة عامة عن االستراتيجيات المستخدمة وما هي المتغيرات التي يبدو أنها تحدث فرقا لدى طلبة هونغ كونغ‬
The following sections will outline two students, identified as being 'good' and 'poor' language
learners respectively. Section Two outlines the methodology and background to this assignment,
explaining the methods of data collection. Section Three presents the findings of the interviews
and questions, analyzing the variables and strategies identified and considering their significance.
Section Four discusses the implications of the findings for teaching, leading into a brief conclusion
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
2
SAFAA ALKINANI
safaatech@gmail.com
Hong Kong Technical Institute
to the essay. Although the essay focuses only on two individual learners, it is hoped that the
findings will have some relevance to my own teaching approach. We will now move on to discuss
the methodology and approach adopted.
‫ ويوضح القسم الثاني منهجية‬.‫ يعرفان على أنهم متعلمون "جيدون" و "فقيرون" على التوالي‬،‫وستعرض األقسام التالية طالبين‬
‫ وتحليل المتغيرات‬،‫ ويعرض القسم الثالث نتائج المقابالت واألسئلة‬.‫ موضحا أساليب جمع البيانات‬،‫وخلفية هذه المهمة‬
‫ مما يؤدي إلى‬،‫ القسم الرابع يناقش اآلثار المترتبة على نتائج التدريس‬.‫واالستراتيجيات التي تم تحديدها والنظر في أهميتها‬
‫ ومن المؤمل أن النتائج سيكون لها‬،‫ على الرغم من أن المقال يركز فقط على اثنين من المتعلمين الفردية‬.‫استنتاج موجز للمقالة‬
.‫ وسننتقل اآلن لمناقشة المنهجية والنهج المعتمد‬.‫بعض األهمية لنهج التدريس بلدي‬
1. In paragraph 3, the writer uses the phrase 'to the best of my knowledge.....' because
‫"بسبب‬... ‫ يستخدم الكاتب عبارة "إلى حد علمي‬،3 ‫في الفقرة‬
(a) she has good knowledge of this area
(b) she is not sure if the area has been researched in Hong Kong
‫أنها غير متأكدة مما إذا كانت المنطقة قد بحثت في هونغ كونغ‬
(c) she thinks the area has been researched in Hong Kong
(d) she does not wish to take responsibility for any omissions in the bibliography
2. An abstract is:
‫الخالصة عبارة عن‬
(a) a summary of the author's opinions ( ‫)ملخص آلراء المؤلف‬
(b) a summary of the article
(c) a summary of the research in the field
(d) an analysis of the author's opinions
3. In paragraph 2, 'learner variables' and 'strategies' are defined by referring to other writers
‫ تعرف "متغيرات المتعلم" و "االستراتيجيات" باإلشارة إلى الكتاب اآلخرين‬،2 ‫في الفقرة‬
(a) because these writers are authorities in the field and these are recognised as important concepts
(b) because these writers are authorities in the field and these are recognised as important definitions
‫ وهذه تميز بأنها تعاريف مهمة‬،‫ألن هؤالء الكتاب هم سلطات في الميدان‬
(c) because the present author is not sure what these terms mean
(d) because the present author wishes to redefine the scope of research in this area
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
3
SAFAA ALKINANI
safaatech@gmail.com
Hong Kong Technical Institute
4. In paragraph 3 , '(O' Malley et al., 1985, Oxford, 1989)' refers to:
:‫ )يشير إلى‬1989 ،‫ أكسفورد‬،1985 ،‫( ''مالي وآخرون‬O ' ،3 ‫في الفقرة‬
(a) a book by a collection of authors which has been reprinted once
(b) a collection of articles by O' Malley in a book by Oxford
(c) a book by a collection of authors and a book by one author
‫كتاب من مجموعة من المؤلفين وكتاب مؤلف واحد‬
(d) a book by a collection of authors and a book published by Oxford
5. The main point of paragraph 5 is ( ‫ هي‬5 ‫)النقطة الرئيسية في الفقرة‬
(a) to describe the existing research in the field
(b) to point out the limitations of research in this area (‫لإلشارة إلى حدود البحث في هذا المجال‬
(c) to describe learning strategies identified so far
(d) to summarise the scope of the present article
6. The reference to 'Naiman and his colleagues (1978)' in paragraph 4 is made
4 ‫)" في الفقرة‬1978( ‫وترد اإلشارة إلى "نيمان وزمالئه‬
(a) to point out the advantages of an analytical approach
(b) to point out that language learning strategies can be identified
(c) to point out that different learners learn differently
(d) to point out the uniqueness of language learning situations ( ‫)لإلشارة إلى تفرد حاالت تعلم اللغة‬
7. The main point of paragraph 2 is (‫ هي‬2 ‫)والنقطة الرئيسية للفقرة‬
(a) to define technical terms
(b) to define terms and the scope of the study ( ‫)لتحديد المصطلحات ونطاق الدراسة‬
(c) to outline the main sections of the report
(d) to summarise the area to be covered in the article
8. According to this passage, research in this area is characterised as
‫ وتتميز البحوث في هذا المجال كما‬،‫فقا لهذه القطعة‬
(a) empirically observable
(b) often impossible to observe directly ( ‫) غالبا ما يكون من المستحيل المراقبة مباشرة‬
(c) poorly defined in the research literature to date
(d) easier to theorise about than to carry out directly
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
4
SAFAA ALKINANI
safaatech@gmail.com
Hong Kong Technical Institute
9. In paragraph 1 'implications' could be replaced by which of the following?
‫ "اآلثار" يمكن االستعاضة عنها بأي مما يلي؟‬1 ‫في الفقرة‬
(a) suggestions (‫)اقتراحات‬
(b) causes
(c) hints
(d) solutions
10. In paragraph 4 'arbitrary' could be replaced by which of the following?
‫ "التعسفي" يمكن االستعاضة عن أي من التالي؟‬4 ‫في الفقرة‬
(a) systematic
(b) empirical
(c) random ( ‫) عشوائي‬
(d) difficult
11. In paragraph 2 the writer uses the phrase 'it is important to note here...'
"... ‫ يستخدم الكاتب عبارة "من المهم أن نالحظ هنا‬2 ‫في الفقرة‬
a) because she wishes to emphasize that this is her opinion)
b) because she wishes to emphasize that she is concerned with why there)
are variations in speed of learning learning
‫ألنها ترغب في التأكيد على أنها تشعر بالقلق النه هناك ااختالفات في سرعة تعلم التعلم‬
(c) because she is presenting an empirical viewpoint
(d) because she is presenting the results of objective data collection
12. According to the final paragraph which of the sections in the paper is partly analytical?
‫ أي أقسام في ورقة تحليلية جزئيا؟‬.. ‫وفقا للفقرة األخيرة التي‬
(a) section 1
(b) section 2
(c) section 3 ( ‫)القسم الثالث‬
(d) section 4
13. In paragraph 6, the writer uses the phrase 'it is hoped that the findings will have some relevance...'
‫ يستخدم الكاتب العبارة "من المأمول أن النتائج ستكون لها بعض األهمية‬،6 ‫ في الفقرة‬.
(a) because she is confident the findings are relevant to her
(b) because she wants the findings to be helpful to her (‫) ألنها تريد أن تكون النتائج مفيدة لها‬
(c) because of the broad scope of the study which is widely applicable
(d) because she wishes to phrase her hopes in as subjective a style as possible
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
5
SAFAA ALKINANI
safaatech@gmail.com
Hong Kong Technical Institute
14. In paragraph 5, 'bearing these constraints in mind' is closest in meaning to
‫ "تحمل هذه القيود في االعتبار" هو األقرب في المعنى ل‬،5 ‫في الفقرة‬
(a) rejecting these limitations
(b) in the context of these limitations
(c) taking these limitations into consideration (‫) مع مراعاة هذه القيود‬
(d) with these possibilities in mind
15. The main point of paragraph 3 (3 ‫)النقطة الرئيسية في الفقرة‬
(a) is to define technical terms
(b) is to define the scope of the study
(c) is to explain why the writer is interested in the area
(d) is to summarise the area to be covered in the article
‫هو شرح لماذا يهتم الكاتب في المنطقة‬
16. The word 'although' in paragraph 6 is similar in meaning to which of the following?
‫ مماثلة في معنى أي من التالي؟‬6 ‫كلمة "على الرغم من" في الفقرة‬
(a) however
(b) moreover
(c) despite the fact that
(d) nevertheless
‫بغض النظر عن حقيقة أن‬
17. The subject of the paper is to find out how to
a) learn a foreign language quickly
‫موضوع الورقة هو معرفة كيفية‬
b) achieve excellent examination grades
c) define a ‘good’ / ‘bad’ language learner ‫ 'سيئة 'لمتعلم اللغة‬/ '‫تحديد 'جيدة‬
d) influence students’ approach towards their foreign language learning
18. The author of the paper decided to do the research because
‫وقد قرر مؤلف الورقة أن يقوم بالبحث‬
a) she wants to compare her results with the similar research already done
b) she is sure the area has not been researched yet
c) she was asked to do such research
d) as far as she knows the area has not been investigated yet
‫بقدر ما تعرف المنطقة لم يتم التحقيق فيها حتى اآلن‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
6
SAFAA ALKINANI
safaatech@gmail.com
Hong Kong Technical Institute
19. According to the paper, learner variables and strategies are
‫ متغيرات المتعلم واالستراتيجيات هي‬،‫ووفقا للورقة‬
a) often impossible to be directly observed
‫غالبا ما يكون من المستحيل أن يكون مالحظتها مباشرة‬
b) approvable with exact scientific methods and tools
c) easier to carry out directly than to theorise about
d) poorly defined in the research literature to date
20. The author thinks that
‫المؤلف يعتقد ذلك‬
a) all of her students are very hopeless language learners
b) some of her students can be classified as good learners and some
as poor learners
‫يمكن تصنيف بعض تالميذها كمتعلمين جيدين وبعضهم من المتعلمين الفقراء‬
c) all of her students are very promising language learners
d) some of her students achieved exceptionally high score in HKCE
21. The author of the text has chosen Anna as a subject of the research because Anna is
‫وقد اختار مؤلف النص آنا كموضوع للبحث ألن آنا هي‬
a) encouraging other students to use English
b) using English in her part-time job
c) seeking English speakers willing to come to their English language classes
d) using English actively at school and in her free time
‫باستخدام اللغة اإلنجليزية بنشاط في المدرسة وفي وقت فراغها‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
7
SAFAA ALKINANI
safaatech@gmail.com
LEARNING TO LOVE ONESELF
LEARNING TO LOVE ONESELF
3
Ask an American schoolchild what he or she is learning in school these days and you might even
get a reply, provided you ask it in Spanish. But don’t bother, here’s the answer: Americans
nowadays are not learning any of the things that we learned in our day, like reading and writing.
Apparently, these are considered fusty old subjects, invented by white males to oppress women
and minorities.
‫ ولكن‬.‫ شريطة أن تسأله باللغة اإلسبانية‬،‫ وربما تحصل على رد‬،‫اطلب من تلميذ أمريكي ما يتعلمه في المدرسة في هذه األيام‬
.‫ مثل القراءة والكتابة‬،‫ األميركيون في الوقت الحاضر ال يتعلمون أي من األشياء التي تعلمناها في عصرنا‬:‫ وهنا الجواب‬،‫ال تهتم‬
.‫ اخترعها الذكور البيض لقمع النساء واألقليات‬،‫ تعتبر هذه الموضوعات القديمة شرسة‬،‫على ما يبدو‬
What are they learning? In a Vermont college town, I found the answer sitting in a toy store book
rack, next to typical kids’ books like ‘Heather Has Two Mommies and Daddy Is Dysfunctional’.
It’s a teacher’s guide called ‘Happy to Be Me’, subtitled ‘Building Self Esteem’.
‫ بجانب الكتب نموذجية لألطفال‬،‫ وجدت الجواب موجودا في لعبة متجر رف الكتب‬،‫ما الذي يتعلمونه؟ في بلدة كلية فيرمونت‬
‫ ترجمة فرعية "بناء احترام‬،"‫ انها دليل المعلم يسمى "سعيد أن يكون لي‬."‫مثل "هيذر لديه اثنين من األم واألب هو اختالل وظيفي‬
".‫الذات‬
Self-esteem, as it turns out, is a big subject in American classrooms. Many American schools see
building it as important as teaching reading and writing. They call it “whole language” teaching,
borrowing terminology from the granola people to compete in the education marketplace.
‫ العديد من المدارس األمريكية ترى أهمية البناء‬.‫ هو موضوع كبير في الفصول الدراسية األمريكية‬،‫ كما اتضح‬،‫إن تقدير الذات‬
‫ مصطلحات االقتراض من شعب غرانوال للتنافس في‬،‫ وهم يطلقون عليه "لغة كاملة" التدريس‬.‫عليه لتدريس القراءة والكتابة‬
.‫سوق التعليم‬
No one ever spent a moment building my self-esteem when I was in school. In fact, from the day
I first stepped inside a classroom, my self-esteem was one big demolition site. All that mattered
was “the subject,” be it geography, history, or mathematics. I was praised when I remembered that
“near”, “fit”, “friendly”, “pleasing”, “like” and their opposites took the dative case in Latin. I was
reviled when I forgot what a cosine was good for. Generally, I lived my school years beneath a
torrent of castigation so consistent I eventually ceased to hear it, as people who live near the sea
eventually stop hearing the waves.
‫ من اليوم األول صعدت داخل الفصول‬،‫ في الواقع‬.‫ال أحد قضى لحظة من الوقت ليبني ثقتي بالنفس عندما كنت في المدرسة‬
‫ أو‬،‫ والتاريخ‬،‫ سواء كان ذلك الجغرافيا‬،"‫ كل ما يهم هو "الموضوع‬.‫ احترام الذات كان واحد من أكبر موقع الهدم‬،‫الدراسية‬
‫ "مثل" وأتباعهم أخذت القضية داتيف في‬،"‫ "ارضاء‬،"‫ "ودية‬،"‫ "تناسب‬،"‫ وقد أشيدت عندما تذكرت أن "قريبة‬.‫الرياضيات‬
‫ كنت أعيش سنوات مدرستي تحت سيل من التحري متسقة‬،‫ عموما‬.‫ كنت العن عندما انسى ما كان جيب التمام جيدا ل‬.‫الالتينية‬
‫ مثل الناس الذين يعيشون بالقرب من البحر توقفوا في نهاية المطاف عن سماع‬،‫حتى في نهاية المطاف توقفت عن سماع ذلك‬
.‫األمواج‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
8
SAFAA ALKINANI
safaatech@gmail.com
LEARNING TO LOVE ONESELF
Schools have changed. Reviling is out, for one thing. More important, subjects have changed.
Whereas I learned English, modern kids learn something called “language skills.” Whereas I
learned writing, modern kids learn something called “communication”. Communication, the book
tells us, is seven per cent words, 23 per cent facial expression, 20 per cent tone of voice,
and 50 per cent body language. So, this column, with its carefully chosen words, would earn me
at most, a grade of seven per cent. That is, if the school even gave out something as oppressive
and demanding as grades.
‫ في حين تعلمت انا اللغة‬.‫ واألهم من ذلك هو أن الموضوعات قد تغيرت‬.‫ لشيء واحد‬،‫ الجريان خارج‬.‫المدارس قد تغيرت‬
."‫ واألطفال الحديثين يتعلمون شيئا يسمى "االتصاالت‬،‫ يتعلم األطفال حديثا شيئا يسمى "المهارات اللغوية" تعلم الكتابة‬،‫اإلنجليزية‬
‫ في المائة‬50‫ و‬،‫ في المائة من األصوات‬20‫ و‬،‫ في المائة من التعبير عن الوجه‬23‫ و‬،‫ويخبرنا الكتاب أن سبع كلمات في المائة‬
،‫ وهذا هو‬.‫ في المائة‬7 ‫ أي بنسبة‬،‫ ستكسبني على أقصى تقدير‬،‫ مع الكلمات المختارة بعناية‬،‫ فإن هذا العمود‬،‫ لذلك‬.‫لغة الجسد‬
.‫إذا كانت المدرسة حتى أعطت شيئا كما القمعية والمطالبة كما الدرجات‬
The result is that, in place of English classes, American children are getting a course in How to
‘Win Friends and Influence People’. Consider the new attitude toward journal writing: I remember
one high school English class when we were required to keep a journal. The idea was to emulate
those great writers who confided in diaries, searching their souls and honing their critical thinking
on paper.
‫ األطفال األميركيين يحصلون على دورة في كيفية "الفوز باألصدقاء والتأثير‬،‫ بدال من دروس اللغة اإلنجليزية‬،‫والنتيجة هي أنه‬
‫ أتذكر صف واحد في اللغة اإلنجليزية في المدرسة الثانوية عندما‬:‫ النظر في الموقف الجديد تجاه كتابة المجالت‬."‫على الناس‬
‫ يبحثون عن نفوسهم‬،‫ كانت الفكرة هي محاكاة هؤالء الكتاب العظيمين الذين كانوا في يومياتهم‬.‫طلب منا االحتفاظ بمجلة‬
.‫ويشحذون تفكيرهم النقدي على الورق‬
‘Happy to Be Me’ states that journals are a great way for students to get in touch with their feelings.
Tell students they can write one sentence or a whole page. Reassure them that no one, not even
you, will read what they write. After the unit, hopefully, all students will be feeling good about
themselves and will want to share some of their entries with the class.
‫ أخبر الطالب بأنه‬.‫"سعيد أن اكون انا" ينص على أن المجالت هي وسيلة رائعة للطالب للحصول على اتصال مع مشاعرهم‬
‫ إن جميع‬،‫ نأمل‬،‫ بعد الوحدة‬.‫ سوف تق أر ما يكتبونه‬،‫ وال حتى أنت‬،‫ طمأنتهم أن أحدا‬.‫يمكنهم كتابة جملة واحدة أو صفحة كاملة‬
.‫ وسوف ترغب في مشاركة بعض من إدخاالتهم مع الصف‬،‫الطالب يشعرون بالرضا عن أنفسهم‬
There was a time when no self-respecting book for English teachers would use “great” or
hopefully” that way. Moreover, back then, the purpose of English courses (an antique term for
“Unit”) was not to help students “feel good about themselves.” Which is good, because all that
reviling didn’t make me feel particularly good about anything.
،‫ وعالوة على ذلك‬.‫كان هناك وقت حيث ال كتاب احترام الذات لمعلمي اللغة اإلنجليزية استخدام "كبيرة" أو نأمل "بهذه الطريقة‬
‫ كان الغرض من دورات اللغة اإلنجليزية (مصطلح العتيقة ل "وحدة") ليس لمساعدة الطالب "يشعرون بالرضا‬،‫في وقت الحق‬
‫ ألن كل هذا االنتعاش لم يجعلني أشعر أنني بحالة جيدة بشكل جيد عن أي شيء‬،‫ وهو أمر جيد‬."‫عن أنفسهم‬.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
9
SAFAA ALKINANI
safaatech@gmail.com
LEARNING TO LOVE ONESELF
1.According to the passage, the author implies that
‫وفقا الى القطعة يشير المؤلف الى‬
(a)self-criticism has gone too far.
(b)evaluating criteria are inappropriate nowadays.
‫معايير التقييم غير مناسبة في الوقت الحاضر‬
(c)communication is a more comprehensive category than language skills.
(d)this column does not meet the demanding evaluating criteria of today.
(e)there is a dumbing down of American education.
2.According to the author, all of the following are true except Or : Which of the following does the writer
NOT suggest:
:‫ أي مما يلي ل الكاتب ال يشير إلى‬:‫ كل ما يلي صحيح باستثناء أو‬،‫وفقا للمؤلف‬
(a)subjects are no longer taught seriously.
(b)academic standards in schools nowadays are no longer high enough.
(c)kids nowadays are encouraged to be self-critical.
‫يتم تشجيع األطفال في الوقت الحاضر على أن تكون ذاتي النقد‬
(d)the use of language has changed for the worse.
(e)none of these.
3.The style of the author can be best described as
‫أسلوب المؤلف يمكن افضل وصف لها بأنها‬
(a)academic.
(b)critical.
(c)analytical.
(d)comparative.) ‫( مقارنة‬
(e)jovial.
4.The attitude of the author can be best described as
‫سلوك المؤلف يمكن افضل وصف لها بأنها‬
(a)progressive.
(b)reactionary.( ‫) رجعي‬
(c)liberal.
(d)tolerant.
(e)critical.
5.How would you describe the author’s attitude towards current learning strategies?
‫كيف تصف موقف الكاتب من استراتيجيات التعلم الحالية؟‬
(a)distanced.
(b)admiring.
(c)ironical. ( ‫) ساخر‬
(d)objective.
(e)reviling.
6.According to the passage, the author’s intention is to get us to:
:‫ فإن نية المؤلف هي أن تصل بنا إلى‬، ‫ووفقا للقطعة‬
(a)confirm current trends.
.b)rethink educational strategies) (‫) إعادة التفكير في االستراتيجيات التعليمية‬
(c)think about what constitutes communication.
(d)reassure parents.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
10
SAFAA ALKINANI
safaatech@gmail.com
LEARNING TO LOVE ONESELF
7- Which of the following could best replace ‘emulate’ in paragraph 6?
‫ على أفضل وجه‬6 ‫أي مما يلي يمكن أن يحل محل "محاكاة" في الفقرة‬
A. Improve upon
B. Imagine
C. Imitate ( ‫) قلد‬
D. Impersonate
8- In paragraph 3 “whole language” teaching is in inverted commas because:
:‫ "لغة كاملة" التدريس في فواصل مقلوبة ل‬3 ‫في الفقرة‬
A. the writer is using direct speech
B. the writer is questioning the education concept
‫الكاتب يشكك في مفهوم التعليم‬
C. the words quoted are a translation
D. the writer is quoting from another source
9、What's the best summary for this passage?
‫ما أفضل ملخص لهذه القطعة ؟‬
A、New educational theories will revolutionize the way our children learn.
B、The influence of new will spread worldwide.
C、Personal values like self-esteem will become predominant for school children in the future.
D、Current education trends may jeopardize the prospects of future, generations
‫قد تؤدي االتجاهات الحالية في مجال التعليم إلى تعريض مستقبل األجيال المستقبلية للخطر‬
10- In paragraph 3, the author is clearly expressing his idea about self-esteem. He believes that it
is _____
_____‫ ويعتقد أنه‬.‫ يعرب المؤلف بوضوح عن فكرته بشأن تقدير الذات‬،3 ‫وفي الفقرة‬
A、essential that self-esteem should be promoted in American schools because the author used
to suffer from a lack of self-esteem as a child
B、equally important to equip children with the necessary skills and knowledge they will
require in the future
‫بنفس القدر من األهمية لتزويد األطفال بالمهارات والمعرفة الالزمة التي يحتاجونها في المستقبل‬
C、important to remember how much school children used to suffer from a lack of self-esteem
D、reassuring to observe that children can benefit from the promotion of a positive image
11- We may infer from paragraph 4 that the writer generally disagrees with one of the following
ideas ______.
______ ‫ أن الكاتب ال يتفق عموما مع أحد األفكار التالية‬4 ‫قد نستنتج من الفقرة‬
A、the whole concept of communication is being perceived differently
B、the way American children communicate among themselves is more important than anything else
‫إن الطريقة التي يتواصل بها األطفال األمريكان فيما بينهم أكثر أهمية من أي شيء آخر‬
C academic skills should be encouraged and promoted in the American education system
D、the progress that American children could be monitor with more traditional methods
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
11
SAFAA ALKINANI
safaatech@gmail.com
LEARNING TO LOVE ONESELF
12. In paragraph 4 'reviled ' could be replaced by which of the following?
‫ 'المستأنفة' بأي من األمور التالية؟‬4 ‫يمكن االستعاضة في الفقرة‬
(a)criticized ( ‫) النقد‬
(b )revered
(c )retrained
(d )praised
3--In paragraph 4 'generally ' is closest in meaning to which of the following:
:‫ "عموما" هو األقرب في معنى أي مما يلي‬4 ‫في الفقرة‬
(a)as usual
(b )on the whole (‫) على العموم‬
(c )at the time
(d )on aver age
14. In paragraph 1 ‘provided’ could NOT be replaced by which of the
‫ 'المقدمة' ال يمكن استبدالها بأي من التالي‬1 ‫في الفقرة‬
following?
(a)providing that
(b)although ( ‫) برغم من‬
(c)as long as
(d)on the condition that
15. In paragraph 1 ‘apparently’ is closest in meaning to:
:‫ 'على ما يبدو' هو األقرب في المعنى إلى‬1 ‫ في الفقرة‬.
(a)appropriately
(b)of course
(c)it seems ( ‫) يبدو‬
(d)naturally
16. The word ‘eventually’ in paragraph 4 is similar in meaning to which of
‫ مماثلة في معنى أي من‬4 ‫ كلمة "في نهاية المطاف" في الفقرة‬.
the following:
(a)in the event
(b)conclusively
(c)in the end ( ‫) في النهاية‬
(d)essentially
17. In paragraph 5 ‘That is, if’ could be replaced by which of the following:
:‫ إذا' يمكن االستعاضة عن أي مما يلي‬،‫ 'وهذا هو‬5 ‫في الفقرة‬
(a)On the other hand if
(b)Expecting that
(c)Provided that ( ‫) بشرط‬
(d)Alternatively
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
12
SAFAA ALKINANI
safaatech@gmail.com
Canadian-immersion
4
Canadian-immersion
As a Canadian immersion teacher, I was enthused to see the letter from John Whelpton about the
Canadian immersion experience (South China Morning Post, June 11). I would like to take this
opportunity to expand upon and challenge some of his views.
‫ كنت متحمس لرؤية الرسالة من جون ويلبتون عن تجربة االنغماس الكندية (جنوب الصين مورنينج‬،‫كمدرس كندي لالنغماس‬
.‫ وأود أن أغتنم هذه الفرصة لتوسيع تحديات وجهات نظره‬.)‫ يونيو‬11 ،‫بوست‬
I agree that the Canadian immersion and bilingual schools have been successful in producing
functionally bilingual students. In the province of Manitoba, there are French, Ukrainian, and
German immersion schools; Hebrew bilingual schools; and a school for native Indian students.
English immersion programmes are popular for students from the province of Quebec as well as
from countries such as Libya and Japan. However, Mr Whelpton's suggested condition that
teachers in these schools must be fully bilingual may be unnecessary. For example, primary
teachers can and do function with a smaller vocabulary than secondary teachers.
‫ توجد في مقاطعة مانيتوبا مدارس‬.‫أوافق على أن المدارس الكندية والمدارس ثنائية اللغة قد نجحت في إنتاج طالب ثنائيين وظيفيا‬
‫ برامج االنغماس اإلنجليزية‬.‫ ومدرسة للطالب الهنود األصليين‬.‫انغماس فرنسية وأوكرانية وألمانية؛ المدارس العبرية ثنائية اللغة‬
‫ اقترح السيد ويلبتون ان شرط المعلمين في‬،‫ ومع ذلك‬.‫هي شعبية للطالب من مقاطعة كيبيك وكذلك من بلدان مثل ليبيا واليابان‬
‫ يمكن للمعلمين االبتدائي العمل مع‬،‫ على سبيل المثال‬.‫هذه المدارس يجب أن تكون ثنائية اللغة تماما قد يكون غير ضروري‬
.‫مفردات أصغر من المعلمين الثانويين‬
Secondly, it is doubtful that students will use English because they ''understand and accept the
objective of making English the language of the classroom'' which is a rather sterile motive. One
reason that Canadian immersion programmes work is because of the commitment to Whole
Language Learning, that is, children learn a language, (first or second), by using it to transmit or
receive meaningful messages that are interesting, real and important.
‫ من المشكوك فيه أن الطالب سوف تستخدم اللغة اإلنجليزية ألنها 'فهم وقبول الهدف من جعل اللغة اإلنجليزية من الفصول‬،‫ثانيا‬
،‫ أحد األسباب التي تجعل برامج االنغماس الكندية تعمل بسبب االلتزام بتعلم اللغة بأكملها‬.‫الدراسية' 'وهو دافع عقيم إلى حد ما‬
.‫ وذلك باستخدامه لنقل أو تلقي رسائل ذات مغزى مثيرة لالهتمام وحقيقية وهامة‬،)‫أي أن األطفال يتعلمون لغة (األولى أو الثانية‬
They want to make their needs and desires known and to understand the world around them.
Immersion programmes integrate language and content in an activity-based, child-centred manner
so that the child is motivated to use the second language as a tool to transmit and receive messages
related to social and academic interests. In addition the second language is modelled throughout
the school, is encouraged and rewarded, and thus becomes the language of choice. It is not
necessary to ''abandon'' Cantonese; an immersion programme should provide some daily
instruction in the first language.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
13
‫‪SAFAA ALKINANI‬‬
‫‪safaatech@gmail.com‬‬
‫‪Canadian-immersion‬‬
‫انهم يريدون جعل احتياجاتهم ورغباتهم معروفة وفهم العالم من حولهم‪ .‬وتدمج برامج االنغماس اللغة والمحتوى بأسلوب قائم على‬
‫النشاط يركز على الطفل بحيث يكون الدافع للطفل هو استخدام اللغة الثانية كأداة لنقل واستقبال الرسائل ذات الصلة بالمصالح‬
‫االجتماعية واألكاديمية‪ .‬وباإلضافة إلى ذلك يتم وضع نموذج اللغة الثانية في جميع أنحاء المدرسة‪ ،‬ويتم التشجيع والمكافأة‪،‬‬
‫وبالتالي تصبح اللغة المفضلة‪ .‬ليس من الضروري أن '' التخلي عن '' الكانتونية؛ يجب أن يوفر برنامج االنغماس بعض التعليمات‬
‫اليومية باللغة األولى‪.‬‬
‫‪Mr Whelpton's third argument that all the students in one class need to be at approximately the‬‬
‫‪same level of English proficiency when they switch to English is unrealistic and unprofitable. How‬‬
‫‪does a teacher group child who have a huge vocabulary but poor grammar skills and others who‬‬
‫?‪have correct grammar but a poor vocabulary‬‬
‫حجة السيد ويلبتون الثالثة أن جميع الطالب في فئة واحدة تحتاج إلى أن تكون في نفس المستوى تقريبا من إجادة اللغة اإلنجليزية‬
‫عند التحول إلى اللغة اإلنجليزية غير واقعي وغير مربحة‪ .‬كيف يجمع المعلم الطفل الذي لديه مفردات هائلة ولكن ضعف مهارات‬
‫اللغة النحوية وغيرهم الذين لديهم قواعد النحو الصحيح ولكن المفردات الفقيرة؟‬
‫‪Also, suppose the students have similar language abilities but different learning styles! The odds‬‬
‫‪are that a teacher, at any point in time, will be teaching at a level that is too difficult for one-third,‬‬
‫‪too easy for one-third and appropriate for the final one-third of the students. Hence the concept of‬‬
‫‪Co-operative learning : students in heterogeneous groups with a mixture of personalities, talents‬‬
‫‪and weaknesses (a more realistic reflection of life) learn better as they co-operate, instead of‬‬
‫‪compete, and depend on each other for support and information.‬‬
‫أيضا‪ ،‬لنفترض أن الطالب لديهم قدرات لغوية مماثلة ولكن أنماط التعلم المختلفة! االحتماالت هي أن المعلم‪ ،‬في أي وقت من‬
‫األوقات‪ ،‬سوف يكون التدريس على مستوى من الصعب جدا لثلث‪ ،‬من السهل جدا لثلث ومناسبة للثلث النهائي من الطالب‪.‬‬
‫وبالتالي فإن مفهوم التعلم التعاوني‪ :‬يتعلم الطالب في مجموعات غير متجانسة مع خليط من الشخصيات والمواهب والضعف‬
‫(انعكاس أكثر واقعية للحياة) بشكل أفضل عندما يتعاونون بدال من التنافس ويعتمدون على بعضهم البعض للحصول على الدعم‬
‫معلومات‪.‬‬
‫‪This type of learning environment frees the teacher from the traditional lecturing mode in favour‬‬
‫‪of circulating, monitoring and challenging the students to make use of their different experiences‬‬
‫‪to expand their knowledge and skills.‬‬
‫هذا النوع من بيئة التعلم يحرر المعلم من وضع المحاضرات التقليدية لصالح تعميم ورصد وتحدي الطالب لالستفادة من‬
‫تجاربهم المختلفة لتوسيع معارفهم ومهاراتهم‪.‬‬
‫‪I support immersion programmes not simply so that Hong Kong remains ''competitive as an‬‬
‫‪international business centre'', but because children who learn a second language partake in an‬‬
‫‪educational experience that expands their horizons in addition to their cognitive, social and‬‬
‫‪affective capabilities; important goals of education indeed.‬‬
‫نسخة مرخصة لمكتب عراق نت فقط‪ .‬واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬
‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‪.‬‬
‫‪14‬‬
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Canadian-immersion
‫ ولكن ألن األطفال الذين يتعلمون لغة ثانية يشاركون‬،'‫أنا أؤيد برامج االنغماس ليس فقط لكي تبقى هونج كونج 'تنافسية كمركز أعمال دولي‬
.‫في تجربة تعليمية توسع آفاقهم باإلضافة إلى قدراتهم المعرفية واالجتماعية والوجدانية؛ واألهداف الهامة للتعليم في الواقع‬
1. This passage is ( ‫)هذه القطعة هي‬
(a) an editorial response to a letter
(b) a newspaper article
(c) a letter in response to a letter ( ‫) رسالة ردا على رسالة‬
(d) a newspaper editorial
2. How would you describe the writer's style? (‫) كيف تصفون أسلوب الكاتب؟‬
(a) written in an academic style
(b) written in a journalistic style
(c) written in a personal style ( ‫) مكتوبة بأسلوب شخصي‬
(d) written on the basis of widespread research in the area
3. How would you describe the writer's attitude towards the Canadian immersion programme:
‫كيف تصف موقف الكاتب من برنامج االنغماس الكندي‬
(a) balanced - prepared to weigh up the pros and cons
(b) unenthusiastic
(c) supportive ( ‫)داعم‬
(d) critical
4. In paragraph 8 the writer is: ( ‫ الكاتب يــ‬8 ‫) في الفقرة‬
(a) outlining her personal opinions ‫تحدد آراءها الشخصية‬
(b) reviewing possible courses of action
(c) describing possible effects of an immersion programme
(d) outlining what has already taken place
5. In paragraph 2 the writer: ( ‫ الكاتب يــ‬2 ‫) في الفقرة‬
(a) agrees completely with Mr Whelpton's argument
(b) agrees partially with Mr Whelpton's argument ( ‫) يوافق جزئيا على حجة السيد ويلبتون‬
(c) disagrees completely with Mr Whelpton's argument
(d) is overwhelmingly critical of Mr Whelpton's argument
6. According to the writer the Canadian immersion programme has been a success:
:‫وفقا للكاتب كان برنامج االنغماس الكندي نجاحا‬
(a) because students accept the objective of making English the language of the classroom
(b) because students study in classrooms where everybody is at about the same level
(c) because the students can use their first language freely
(d) because it works towards real life goals ( ‫)ألنه يعمل نحو أهداف الحياة الحقيقية‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
15
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Canadian-immersion
7. According to the writer which of the following will teachers in the Canadian immersion
programme NOT do?
‫وفقا للكاتب أي ما يلي المعلمين في برنامج االنغماس الكندي سوف ال يقومون به؟‬
(a) monitor students' progress
(b) challenge students' ideas
(c) lecture constantly to the class (‫)المحاضرة باستمرار إلى الصف‬
(d) circulate around the classroom
8. According to the writer the reality of classroom teaching: (‫)وفقا للكاتب واقع تدريس الفصول الدراسية‬
(a) is more straightforward than Mr Whelpton describes
(b) is more difficult to control than Mr Whelpton describes
(c) is more lively than Mr Whelpton describes
(d) is more complicated than Mr Whelpton describes ( ‫)هو أكثر تعقيدا من ما وصفه ويلبتون‬
9. In paragraph 3 'sterile' is closest in meaning to: (‫ 'العقيمة' هو األقرب في المعنى إلى‬3 ‫في الفقرة‬:)
(a) uninformative
(b) unusual
(c) stereotypical
(d) uninspiring ( ‫)غير ملهم‬
10. In paragraph 4 'integrate' is closest in meaning to: (‫ 'التكامل' هو األقرب في المعنى إلى‬4 ‫في الفقرة‬:)
(a) incorporate ( ‫)دمج او تجسيد‬
(b) intensify
(c) interlock
(d) interchang
11. In paragraph 4 'they' refers to: ‫ 'أنها' تشير إلى‬4 ‫في الفقرة‬:
(a) Canadian immersion programmes
(b) Whole Language Learning
(c) messages
(d) children ‫األطفال‬
12. In paragraph 8 'affective' is closest in meaning to:
(a) emotional ‫عاطفي‬
(b) rational
(c) reasoning
(d) affirmative
‫ 'العاطفية' هو األقرب في معنى‬8 ‫في الفقرة‬:
13. In paragraph 7 'in favour' could NOT be replaced by which of the following?
‫ 'لصالح' ال يمكن االستعاضة عن أي مما يلي؟‬7 ‫في الفقرة‬
(a) instead of
(b) in place of
(c) in spite of ‫بالرغم من‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
16
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Canadian-immersion
(d) as an alternative to
14. Why does the writer use a colon in paragraph 6 ?
‫؟‬6 ‫لماذا يستخدم الكاتب نقطتان في الفقرة‬
(a) to give evidence for the point made
(b) to provide a reason
(c) to introduce the consequence
(d) to explain the term ‫لشرح هذا المصطلح‬
15. In paragraph 8 "competitive as an international business centre " is in inverted commas
because:
‫ "التنافس كمركز تجاري دولي" في فواصل مقلوبة ألن‬8 ‫ في الفقرة‬.
(a) the writer is using direct speech
(b) the words are used in an unusual way
(c) the words quoted are a translation
(d) the writer is quoting from another source
‫الكاتب ينقل عن مصدر آخر‬
16. In paragraph 8 'cognitive' is closest in meaning to which of the following:
:‫ "المعرفي" هو األقرب في معنى أي مما يلي‬8 ‫في الفقرة‬
(a) recognition
(b) recording
(c) reasoning ( ‫) منطق‬
(d) reference
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
17
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safaatech@gmail.com
Donald Tsang
5
Donald Tsang
The new Financial Secretary Donald Tsang has said he is committed to the principle and
philosophy of financial management enshrined by his predecessor Sir Hamish Macleod. It was
really not surprising to hear such a message as our Government has consistently reiterated its noninterventionist policy.
‫ لم يكن‬.‫قال وزير المالية الجديد دونالد تسانغ انه ملتزم مبدأ وفلسفة اإلدارة المالية التي كرسها له سلفه السير هاميش ماكليود‬
.‫من المستغرب حقا أن نسمع مثل هذا كما أكدت حكومتنا باستمرار سياسات عدم التدخل‬
Our Government is proud of the low taxation policy, free market operation and the enterprising
nature of the economy, as it believes that all these lay the strong financial foundations that make
possible the economic boom in Hong Kong. Hence, the role of the Government is to interfere, as
little as possible, in the public sector, for fear of damaging the “normal" operation of the market.
‫ ألنها تعتقد أن كل ذلك يضع‬،‫ والطبيعة المغامرة لالقتصاد‬،‫ وعملية السوق الحرة‬،‫وحكومتنا تفخر بسياسة الضرائب المنخفضة‬
‫ بأقل قدر‬،‫ فإن دور الحكومة يتمثل في التدخل‬،‫ ومن ثم‬.‫األسس المالية القوية التي تمكن الطفرة االقتصادية في هونغ كونغ‬
.‫ خوفا من اإلضرار بالعملية "العادية" للسوق‬،‫ في القطاع العام‬،‫ممكن‬
Government spending in money terms has never exceeded 20 per cent of the Gross Domestic
Product (GDP), since 1945. Many people in Hong Kong are scared by the spectre of nemployment
and yet the Government has done nothing to solve the problem, because dministration officials
do not want to spoil the miraculous market mechanism. There is talk of “self help" by
entrepreneurs involved in the market. Meanwhile, the unemployment rate is rocketing. I believe
the Government should act to combat this problem. Owing to the lack of a comprehensive
unemployment security scheme and unemployment insurance which exist in Western industrial
countries (for example, the US and Germany), Hong Kong's jobless suffer more psychological and
social pressure than their Western counterparts.
‫ ويخشى كثير‬.1945 ‫ في المائة من الناتج المحلي اإلجمالي منذ عام‬20 ‫ولم يتجاوز اإلنفاق الحكومي من الناحية المالية أبدا‬
‫ ألن المسؤولين في اإلدارة ال تريد أن تفسد‬،‫من الناس في هونغ كونغ من شبح البطالة ولكن الحكومة لم تفعل شيئا لحل المشكلة‬
‫ في حين أن معدل البطالة‬،‫ هناك حديث عن "المساعدة الذاتية" من قبل رجال األعمال المشاركين في السوق‬.‫آلية السوق خارقة‬
‫ ونظ ار لعدم وجود نظام شامل للبطالة األمن والتأمين ضد‬،‫ وأعتقد أن الحكومة يجب أن تعمل لمكافحة هذه المشكلة‬،‫صارخ‬
‫ العاطلين عن العمل في هونغ كونغ‬،)‫ الواليات المتحدة وألمانيا‬،‫البطالة التي توجد في الدول الصناعية الغربية (على سبيل المثال‬
.‫يعانون من الضغوط النفسية واالجتماعية أكثر من نظرائهم الغربيين‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
18
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Donald Tsang
The unemployed have a heavy psychological burden to bear. This can lead to their having feelings
of low self-esteem and a feeling that they are worthless. Those who seek help from the Social
Welfare Department (SWD) have to endure the complicated application procedure and the
inhumane and harsh means test. The procedure to apply for assistance is not as easy as one would
imagine. This puts the unemployed under great pressure. I do not believe that maintaining a policy
of minimal government intervention will stem rising unemployment. The Government should
make its “invisible" hand in the market become visible by, for example, creating more job
opportunities for the unemployed, ensuring age and sex discrimination do not exist in the
workplace, restraining employers from exploiting employees - in the way that some employers do
by taking on casual staff and making them work long hours and, finally, bringing under control
the “crazy" property speculation of capitalists.
‫ وهذا يمكن أن يؤدي إلى شعورهم بانخفاض تقدير الذات والشعور بأنها ال قيمة‬.‫ويتحمل العاطلون عن العمل عبئا نفسيا ثقيال‬
‫ ويجب على أولئك الذين يطلبون المساعدة من إدارة الرعاية االجتماعية أن يتحملوا إجراءات تقديم الطلبات المعقدة واختبار‬.‫لها‬
‫ وهذا يضع العاطلين عن العمل‬.‫ إن إجراءات التقدم بطلب المساعدة ليست سهلة كما يتصور المرء‬.‫الوسائل الالإنسانية والقاسية‬
‫ وينبغي أن‬.‫ وال أعتقد أن الحفاظ على سياسة الحد األدنى من التدخل الحكومي سيؤدي إلى زيادة البطالة‬.‫تحت ضغط كبير‬
‫ وضمان‬،‫ عن طريق إيجاد المزيد من فرص العمل للعاطلين عن العمل‬،‫ مثال‬،‫تجعل الحكومة يدها "غير المرئي" في السوق مرئيا‬
‫ يقوم أرباب العمل من‬- ‫ وتقييد أرباب العمل من استغالل الموظفين‬،‫عدم وجود تمييز على أساس السن والجنس في مكان العمل‬
.‫ تحت السيطرة على "مجنون" تكهنات الملكية الرأسماليين‬،‫ وأخيرا‬،‫خالل أخذ الموظفين عارضة وجعلها تعمل لساعات طويلة‬
1. This passage is:
‫هذه القطعة هي‬
a- a newspaper editorial
b- letter to a newspaper
‫رسالة إلى صحيفة‬
(c) a newspaper article
(d) an advertisement placed in a newspaper
2. 'Hence' in paragraph 2 introduces:
a- a cause
b- an effect
‫تأثير‬
(c) a reason
(d) a question
‫ يقدم‬2 ‫"وبالتالي" في الفقرة‬:
3. What is the writer's attitude to the role of government in the Hong Kong economy?
‫ما هو موقف الكاتب من دور الحكومة في اقتصاد هونغ كونغ ؟‬
(a) critical of the new initiatives taken
b a agreeing that the less intervention, the better
(c) arguing that more intervention is require
‫مجادال أن هناك حاجة إلى مزيد من التدخل‬
d- arguing that in the past the wrong type of intervention has taken place in Hong Kong
4 In paragraph 1 'it' refers to:
‫ 'انها' تشير إلى‬1 ‫في الفقرة‬
(a) a message
(b) the government
(c ) financial management
(d) none of the above
‫ال شيء مما باألعلى‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
19
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Donald Tsang
5. In paragraph 4 'endure' could be replaced by which of the following?
‫ 'تحمل' يمكن االستعاضة عن أي مما يلي؟‬4 ‫في الفقرة‬
(a) enjoy
(b) wait for
(c ) put up With
‫تحمل مع‬
(d) start
6. in paragraph 4 'seek' could be replaced by which of the following. *
‫ 'طلب' يمكن االستعاضة عنها بأي مما يلي‬4 ‫في الفقرة‬
(a) find
(b) look for ‫ابحث عن‬
(e) choose
(d) are forced to go for
7. 'as' in paragraph 2 can best be replaced with: *
:‫ يمكن االستعاضة عنها على النحو األمثل بما يلي‬2 ‫' كما' في الفقرة‬
(a) therefore
(b) because )‫) بسبب‬
(c) at the time that
(d) while
8. In paragraph 3 'owing to' is closest in meaning- to: *
(a) because of
(b) due by
(c) caused by
(d) although
‫ 'بسبب' هو األقرب في المعنى الى‬3 ‫في الفقرة‬
‫بسبب‬
9, In paragraph 1 the word *enshrined' is closest in meaning to: *
‫ تكون كلمة "مكرس" أقرب إلى المعنى‬،1 ‫وفي الفقرة‬
a) regarded
b) cherished as sacred
‫عزيزة كالمقدسة‬
(c) Invented
d) condemned
10. In paragraph 1 the word 'reiterated" is closest in meaning to: *
‫ تكون كلمة "متكررة" أقرب إلى المعنى‬،1 ‫وفي الفقرة‬
(a) repeat
‫تكرار‬
b) summarized
c) promoted
d) denied
11. In paragraph 4 'invisible' is in inverted commas because: *
‫ 'غير مرئية' في فواصل مقلوبة ل‬4 ‫في الفقرة‬
(a) the writer is using direct speech
(b) the word is used in an unusual way
‫يتم استخدام كلمة بطريقة غير عادية‬
(c) the writer is quoting from another source
(d) to emphasize the word
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
20
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Donald Tsang
12. In paragraph 4 the word 'would' is used to indicate: *
‫ تستخدم كلمة "سوف" لإلشارة‬،4 ‫وفي الفقرة‬
(a) a guess ‫تخمين‬
(b) a past event
(c) a hypothesis that is true
(d) a theory
13. In paragraph 4 'This' refers to: *
‫ 'هذا' يشير إلى‬4 ‫في الفقرة‬
(a) pressure
(b) assistance
(c) difficult procedure
(d) harsh means test
‫إجراء صعب‬
14. What is the writer's attitude to the new Financial Secretary Donald Tsang: *
‫ما هو موقف الكاتب من وزير المالية الجديد دونالد تسانغ‬
(a )encouraging
(b) critical
‫حرج‬
(c) supportive
(d) committed
15- What is the main point of paragraph 4 * 4 ‫ما هي النقطة الرئيسية في الفقرة‬
A-to analyze the problem
B-to gave a reason for the call for action ‫إلعطاء سبب للدعوة إلى اتخاذ إجراء‬
C-to describe the operation of the free market
D-to describe the pattern of government spending
16- The word yet in line 14 is similar in meaning to which of the following? *
‫ مماثلة في معنى أي مما يلي‬14 ‫والكلمة بعد في السطر‬
(A) inspite of that
‫على الرغم من هذا‬
(B) then
(C) at the same time
(D)Up to now
17- 'Meanwhile' in line 17 can be best replaced by *
‫ يمكن أن يكون أفضل استبدالها‬17 ‫"وفي الوقت نفسه" في خط‬
(A) at the same time ‫في نفس الوقت‬
(B) Whereas
(C) in spite of the fact
(D) although
18- What is the “government" the author is referring to in this passage?
‫ما هي "الحكومة" التي يشير إليها المؤلف في هذا المقطع‬
A. The British parliament.
B. The American administration.
C. The HK authority before 1997,
1997 ‫سلطة هونج كونج قبل عام‬
D. The Chinese People's government
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
21
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Bears
6
Bears
American Black Bears live in the U.S., Canada, and Mexico. An American Black Bear can be up
to seven feet tall if it stands on its hind legs. A mother Black Bear can have 2-4 baby bears. They
have the bears in winter. The baby bears are called cubs. During the winter, the cubs stay with
their mother in the bear den. During the summer, the cubs like to go outside. They like to run and
play. The cubs drink milk provided by their mother. The cubs eat nuts, berries, and insects. The
cubs also love to eat honey. During the winter, the cubs sleep in the den with their mothers. They
rest all winter. The cubs will leave their mother the next summer. They will move away to start
their own family. Brown Bears live in the North. They live in Wyoming, Montana, Idaho,
Washington, Alaska, Canada, and northern Eurasia. Brown Bears are very big. A Brown Bear can
be up to ten feet tall if it stands on its hind legs. Like Black Bear cubs, Brown Bear cubs are born
in winter. They drink milk until spring or summer. The mothers have 2- 4 cubs. Brown Bear cubs
stay with their mothers for 2-4 years. The adult females, called sows, teach them to hunt. They like
to hunt at night. They like to hunt in large, open spaces. Brown Bears eat mostly fruits and
vegetables, but they also hunt and eat other animals.
‫ الدب األسود األمريكي يمكن أن يصل إلى سبعة أقدام إذا‬.‫الدببة السوداء األمريكية تعيش في الواليات المتحدة وكندا والمكسيك‬
‫ وتسمى الدببة‬.‫ يولد الدببة في فصل الشتاء‬.‫ دببة اطفال‬4-2 ‫ الدب األسود األم يمكن أن يكون‬.‫كان يقف على رجليه الخلفيتين‬
‫ األشبال ترغب في الذهاب‬،‫ خالل فصل الصيف‬.‫ األشبال تبقى مع أمهم في عرين الدب‬،‫ خالل فصل الشتاء‬.‫الطفل األشبال‬
.‫ والحشرات‬،‫ التوت‬،‫ األشبال تأكل المكسرات‬.‫ األشبال تشرب الحليب التي تقدمها أمهم‬.‫ انهم يحبون الجري واللعب‬.‫للخارج‬
.‫ يستريحون كل فصل الشتاء‬.‫ تنام األشبال في العرين مع أمهاتهم‬،‫ خالل فصل الشتاء‬.‫األشبال أيضا تحب أن تأكل العسل‬
‫ وهم يعيشون في‬.‫ الدببة البنية تعيش في الشمال‬.‫ وسوف يبتعدون لبدء عائلتهم‬.‫وسوف تغادر األشبال أمهما في الصيف المقبل‬
‫ الدب البني يمكن أن يصل إلى‬.‫ الدببة البنية هي كبيرة جدا‬.‫ وشمال أوراسيا‬،‫ كندا‬،‫ أالسكا‬،‫ واشنطن‬،‫ ايداهو‬،‫ مونتانا‬،‫وايومنغ‬
‫ يشربون الحليب حتى‬.‫ يولد الدب البني في الشتاء‬،‫ مثل األشبال الدب األسود‬.‫عشرة أقدام إذا كان يقف على ساقيه الخلفيتين‬
‫ تدعا‬،‫ اإلناث الكبار‬.‫ سنوات‬،4-2 ،‫ يبقون مع األمهات‬،‫ الشبل‬،‫ الدب البني‬.‫ األشبال‬4 -2 ‫ األمهات لديها‬.‫الربيع أو الصيف‬
‫ الدببة البني تأكل‬.‫ أنها ترغب في المطاردة في مساحات كبيرة مفتوحة‬.‫ أنها ترغب في المطاردة ليال‬.‫ تعلمهم الصطياد‬،sows
.‫ ولكنها أيضا تطارد وتأكل الحيوانات األخرى‬،‫في الغالب الفواكه والخضروات‬
1) When are bear cubs born?
‫متى يولد اشبال الدببة‬
A. Winter
‫الشتاء‬
B. Spring
C. Summer
D. Fall
2) What do bears do all winter?
‫ماذا تفعل الدببة حالل كل الشتاء‬
A. They learn to hunt.
B. They run and play.
C. They fish.
D. They rest.
‫انها تستريح‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
22
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Bears
3) How tall can a Brown Bear get?
‫الي أي طول يمكن أي يصل الدب البني‬
A. Under 7 feet
B. Up to 8 feet
C. Under 9 feet
D. Up to 10 feet
‫وصوال الى عشرة اقدام‬
4) Brown Bears leave their mothers…
A. when they are 1-2 years old.
B. when they are 2-4 years old.
‫ سنوات عمرها‬4 ‫ الى‬2 ‫عندما تكون من‬
C. when they are 3-5 years old.
D. when they are 4-5 years old.
5) Where do black bears like to hunt?
A. In open spaces
B. In the woods
‫في الغابات‬
C. In open spaces and in the woods
D. In open spaces and near the water
‫اين تحب الدببة السود ان تصطاد‬
1) Bear cubs are…
‫اشبال الدببة يعني‬
A. mother bears.
.B. baby bears
‫أطفال الدببة‬
C. where bears rest.
D. groups of bears.
2) What is the best synonym for during?
A. after
B. before
C. while ‫خالل‬
D. what
‫ما هو أفضل مرادف ل خالل‬
3) Outside is…
... ‫الخارج هو‬
. A. a place where bears hunt
.B. a place that is in the woods
‫مكان موجود في الغابات‬
C. a place that is not enclosed by walls.
D. a place that does not receive sunlight.
4) When you leave, you…
A. go home
B. go to sleep
C. go away
‫تذهب بعيدا‬
D. go back
5) What are open spaces?
A Big places with many trees
B. Big grassy areas
C. Small places with tall trees
D. Small grassy areas
‫عندما تغادر فانت‬
‫ماهي األماكن المفتوحة‬
‫مساحات معشبة كبيرة‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
23
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COLA 1886
7
COLA 1886
Coca-Cola was invented in 1886 by Atlanta pharmacist John S. Pemberton. The name for the
product was actually proposed by Pemeberton´s assistant, Frank Robinson. The name was taken
from the two most unusual ingredients in the drink, the South American coca leaf and the African
cola nut.
،‫ اسم المنتج اقترح فعال من قبل مساعد بيمبيرتون‬.‫ بيمبرتون‬.‫ من قبل الصيدلي جون س‬1886 ‫تم اختراع كوكا كوال في أتالنتا‬
‫ ورقة الكوكا في أمريكا الجنوبية جوزة الكوال في‬،‫ تم أخذ االسم من اثنين من المكونات األكثر غرابة في الشراب‬.‫فرانك روبنسون‬
.‫افريقيا‬
The recipe for today’s Coca-Cola is very well guarded. Many of the ingredients are known; in
addition to coca leaves and cola nut, they include lemon, orange, lime, cinnamon, nutmeg, vanilla,
caramel, and sugar. The proportions of the ingredients and the identities of Coke’s secret
ingredients are known only by a few of the Coca-Cola Company’s senior corporate officers.
،‫ ف باإلضافة إلى أوراق الكوكا وجوز الكوال‬.‫ العديد من المكونات معروفة‬.‫وصفة للكوكا كوال اليوم محروسة حراسة جيدة جدا‬
‫ نسب المكونات وهويات المكونات السرية الكوكا‬.‫ والسكر‬،‫ الكراميل‬،‫تشمل الليمون والبرتقال والجير والقرفة وجوزة الطيب والفانيليا‬
.‫ال يعرفها إال عدد قليل من كبار مسؤولي شركة كوكا كوال‬
1. The passage mainly discusses
4. which of the following is NOT true about
‫ القطعة تناقش بشكل عام‬the name Coca-Cola
(A)The success of the Coca-Cola company
‫أي مما يلي ليس صخيخا حول اسم الكوكا كوال‬
(B) The unusual ingredients in Coca- Cola
(A) the name “coca” comes from the coca leaf
(C) John S. Pemberton
(B) The name “cola” comes from the cola nut
(D)Coca-Cola’s recipe and who developed it
(C) Frank Robinson suggested the name
‫( وصفة الكوكا كوال وكيفية تطورت‬D)The inventor came up with the name
‫المخترع هو الذي اتى بالتسمية‬
2. According to the passage, who created
5. A “recipe” in line 5 is
Coca-Cola?
‫ هي‬5 ‫القطعة في السطر‬
‫ من اخترا الكوكا كوال‬, ‫( وفقا للقطعة‬A) Information about drugs for a pharmacy
(A)The Coca-Cola company
(B)A description of how to prepare something
(B) John S. Pemberton
‫توجيهات حول كيفية اعداد شيء ما‬
‫( جون بيمبرتون‬C)An accounting statement
(C) Pemberton’s assistant
(D)A corporate organization plan
(D)Frank Robinson
3. The word “unusual” in line 3 is closet in
6. The passage states that the recipe for Cocameaning to
Cola is
‫توضح القطعة ان وصفة الكوكا كوال هي‬
‫الكلمة " غير اعتيادي " قريبة في المعنى من‬
(A)Well known
(A)Uncommon ‫غير عادي‬
(B)Known by only a limited number of people
(B) Important
‫معروفة من قبل عدد محدود من االشخاص‬
(C)Unused
(C)Unknown
(D) tasty
(D)Published information
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
24
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COLA 1886
7. The word “secret” in line 7 could best be replaced by
‫ يمكن استبدالها ب‬7 ‫الكلمة " سر " في السطر‬
(A) Unrevealed ‫غير معلن‬
(B) Delicious
(C) Business
(D) Speechless
8. It can be inferred from the passage that
‫يمكن االستدالل من القطعة ان‬
(A) The public knows all the ingredients in Coca-Cola
(B) The public is not sure that coca leaves are used in Coca-Cola
(C) The public does not know how many cola nut are used in a batch of Coca-Cola
‫الجمهور ال يعرف كم يتم استخدام جوز الكوال في دفعة من كوكا كوال‬
(D) No one knows the exact proportions of ingredients used in Coca-Cola
(E)
9. The word “senior” in line 8 could best be replaced by
"‫ بعبارة "أفضل‬8 ‫ " في السطر‬senior" ‫ويمكن االستعاضة عن كلمة‬
(A) Trustworthy
(B) High-level
‫المستوى العالي‬
(C) More mature
(D) Really decisive
10. Where in the passages does the author mention who gave Coca-Cola its name?
‫أي في القطعة ذكر المؤلف كيف حصلت الكوكا كوال على اسمها‬
(A) Lines 1 – 2
2‫ و‬1 ‫السطر‬
(B) Lines 3 – 4
(C) Line 5
(D) Lines 7 – 8
11-Which of the following is NOT mentioned as an ingredient of Coca-Cola?
‫أي مما يلي لم يذكر كإضافات في الكوكا كوال‬
(A) Orange leaves
‫الياف البرتقال‬
(B) Nutmeg
(C) Citrus fruits
(D) Sugar
12.The pronoun “they” in bold refers to
‫اللفظ " هم " بالخط الغامق تشير الى‬
(A) coca leaves
(B) the proportions
(C) many of the ingredients
‫الكثير من اإلضافات‬
(D) Coke’s secret ingredients
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
25
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Cacti
8
Cacti
The cactus is a plant which grows in very hot, dry places. They do not have leaves. Instead, they
have spiny needles which stick out of their stems. There are many shapes of the cactus. Some are
small and round. Others are tall like columns or pillars. Some are shaped like tubes or bells. Some
are shaped like wheels. Some grow as trees or shrubs. Others grow as ground cover. Cactus flowers
are big, and some of them bloom at night. Their flowers come out at night because they are
pollinated by insects or small animals that come out at night. Insects and small animals carry
pollen from one cactus to another. Most cacti live in North and South America. Others live in
Africa, Madagascar, and Sri Lanka. Cacti do not have very large leaves because large leaves would
allow the water to evaporate. When water evaporates, it changes from a liquid to a gas. When it
becomes a gas, it is light enough to move through the air. That would be bad for the cactus because
the cactus needs the water to live. Some cacti have waxy coatings on their stems, so that water will
run down the stem to the roots. Cacti can absorb water from fog in the air, since it does not rain
very much in the desert. Most cacti have long roots which can spread out close to the surface so
they can absorb a lot of water on the occasions when it rains.
‫ فإنها لديها إبر شوكية تنبع الى‬،‫ بدال من ذلك‬.‫ ليس لديها أوراق‬.‫ الجافة‬،‫الصبار هو النبات الذي ينمو في األماكن الحارة جدا‬
‫ البعض اآلخر طويل القامة مثل األعمدة‬.‫ بعضها صغير ومستدير‬.‫ هناك العديد من األشكال من الصبار‬. ‫الخارج من عصاها‬
‫ وينمو‬.‫ تنمو بعضها مثل األشجار أو الشجيرات‬.‫ وتشكل بعض مثل الدواليب‬.‫ بعضها يتشكل مثل أنابيب أو أجراس‬.‫أو الركائز‬
‫ الزهور تخرج في الليل ألنها تتلقح بواسطة الحشرات‬.‫ وبعضها يزهر في الليل‬،‫ أزهار الصبار كبيرة‬.‫بعضها االخر كغطاء أرضي‬
‫ معظم‬.‫ وتحمل الحشرات والحيوانات الصغيرة حبوب اللقاح من صبار إلى آخر‬.‫أو الحيوانات الصغيرة التي تخرج في الليل‬
‫ الصبار ليس لديها أوراق كبيرة‬.‫ وبعضها االخر في أفريقيا ومدغشقر وسري ال نكا‬.‫الصبار يعيش في أمريكا الشمالية والجنوبية‬
‫ سيكون خفيف‬،‫ عندما يصبح غاز‬.‫ يتغير من سائل إلى غاز‬،‫ عندما يتبخر الماء‬.‫جدا ألن االوراق الكبيرة تسمح للمياه تتبخر‬
‫ بعض الصبار‬.‫ وهذا من شأنه أن يكون سيئا للصبار ألن الصبار يحتاج الماء للعيش‬.‫بما فيه الكفاية للتحرك من خالل الهواء‬
‫ الصبار يمكن أن تمتص الماء من الضباب‬.‫ بحيث المياه ال ينتقل لألسفل من السيقان إلى الجذور‬،‫لها طالء شمعي على سيقانها‬
‫ فمعظم الصبار لها جذور طويلة والتي يمكن أن تنتشر على مقربة من السطح حتى‬.‫ ألنه ال تمطر كثي ار في الصحراء‬،‫في الهواء‬
.‫يتمكنوا من امتصاص الكثير من الماء في المناسبات التي يحدث فيها ان تمطر‬
1) What do cacti have instead of leaves?
‫ على ماذا يحتوي الصبار كبديل عن االوراق‬-1
A. Stems
B. Tubes
C. Pillars
D. Needles
‫االبر‬
2) How are cacti shaped?
A. Like balls
B. Like tubes
C. Like wheels
D. All of the above
‫ كيف يتشكل الصبار‬-2
‫كل ما ورد أعاله‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
26
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Cacti
‫في أي مكان يكثر نمو الصبار‬
3) Where do most cacti grow?
A. North and South America
B. Southern Europe
C. Antarctica
D. Asia
‫شمال وجنوب اميركا‬
‫الصبار يمنع عمليات تبخر الماء من خالل‬
4) Cacti prevent evaporation of water by…
A. growing small leaves.
B. growing small stems.
C. growing large leaves.
D. growing deep roots
‫من خالل نمو أوراق صغيرة‬
..............‫ بعض الصبار‬-5
5) Some cacti…
A. bloom at night.
B. grow as vines.
C. grow as shrubs.
D. Both A and C are correct
A ,C
... ‫ الركائز هي‬-6
6) Pillars are…
A. small balls.
B. long tubes
C. tall columns.
D. Both A and C
‫اعمدة طويلة‬
‫ عندما تزهر الصبار‬-7
7) When cacti bloom…
A. their flowers fall off
B. their flowers come out
C. they are eaten by insects.
D. they are eaten by small animals
‫ازهارها تظهر الى الخارج‬
8) When cacti are pollinated, their pollen…
A. is carried from one cactus to another.
B. is eaten by small animals.
C. is eaten by insects.
D. Both B and C are correct
‫ فحبوب اللقاح‬،‫ عندما تلقيح الصبار‬-8
‫تنقل من صبار إلى آخر‬
‫ عندما يتبخر الماء فانه‬-9
9) When water evaporates, it…
A. changes from gas to liquid
B. changes from liquid to gas
C. changes from liquid to solid.
D. is absorbed by the stem of the cactus
‫يتحول من سائل الى غاز‬
‫ مرادف كلمة يمتص‬-10
5) A synonym for “absorb” is…
A. soak up.
B. drink in.
C. consumes.
D. All of the above
‫كل ما ورد أعاله‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
27
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Chinese University
9
Chinese University
Not even a three-day brainstorming session among top psychologists at the Chinese University
could unravel one of the world’s greatest puzzles – how the Chinese mind ticks. Michael Bond
had reason to pace the pavement of the Chinese University campus last week. The psychologist
who coordinated and moderated a three-day seminar in Chinese psychology and most of the
participants came a long way to knock heads. “If a bomb hits this building” muttered Bond, halfseriously, “It would wipe out the whole discipline.” But the only thing that went off in the Cho
Yiu Conference Hall of Chinese University was the picking of brains, the pouring out of brains
and a refrain from an on-going mantra: “more work needs to be done” or “we don’t know”.
‫وال حتى جلسة العصف الذهني التي تستمر ثالثة أيام بين كبار علماء النفس في الجامعة الصينية تستطيع كشف واحد من أعظم‬
‫ كان مايكل بوند لديه سبب في تسريع رصيف حرم الجامعة الصينية‬.‫ كيف يتكتك (يعمل) العقل الصيني‬- ‫األلغاز في العالم‬
‫ عالم النفس الذي نسق وأدار ندوة مدتها ثالثة أيام في علم النفس الصيني ومعظم المشاركين جاءوا من بعيد‬.‫األسبوع الماضي‬
‫ ولكن الشيء الوحيد‬."‫ "من شأنه أن يمحو االنضباط كله‬،‫ "إذا قصفت قنبلة هذا المبنى" تمتم بوند بشبه جدية‬.‫ليطرقوا العقول‬
‫ "يجب القيام‬:‫ وتدفق من العقول شعار مستمر‬،‫الذي انفجرت في قاعة المؤتمرات تشو يو من الجامعة الصينية كان انتقاء العقول‬
."‫بالمزيد من العمل" أو "ال نعرف‬
Each of the 36 participants was allowed 30 minutes plus use of an overhead projector to condense
years of research into data and theories. Their content spilled over from 20 areas of Chinese
behavior, including reading, learning styles, psychopathology, social interaction, personality and
modernisation. An over-riding question for observers, however, was why, in this group of 21
Chinese and 15 non-Chinese, weren’t there more professionals from mainland China presenting
research on the indigenous people? Michael Philips, a psychiatrist who works in Hubei
province,explained: “The Cultural Revolution silenced and froze the research,” said the Canadianborn doctor who has lived and worked in China for more than 10 years. “And 12 years later,
research is under way but it is too early to have anything yet.
‫ دقيقة باإلضافة إلى استخدام جهاز اإلسقاط العلوي لتكثيف سنوات من البحث في‬30 ‫ ب‬36 ‫وسمح لكل من المشاركين ال‬
،‫ والعلم النفسي‬،‫ وأساليب التعلم‬،‫ بما في ذلك القراءة‬،‫ منطقة من السلوك الصيني‬20 ‫ وقد امتد محتواهم من‬.‫البيانات والنظريات‬
‫ غير أن السؤال المطروح للمراقبين كان السبب في عدم وجود المزيد من المهنيين‬.‫ والشخصية والتحديث‬،‫والتفاعل االجتماعي‬
‫ الذين يقدمون بحوثا عن السكان األصليين؟‬،‫ من غير الصينيين‬15‫ صينيا و‬21 ‫من الصين القارية في هذه المجموعة المكونة من‬
‫ وفقا لما ذكره الطبيب‬،"‫ "لقد أسكت الثورة الثقافية وتجمد البحث‬:‫ وهو طبيب نفسي يعمل في مقاطعة هوبى‬،‫وقال مايكل فيليبس‬
‫ ال تزال البحوث جارية ولكن من السابق‬،‫ عاما‬12 ‫ "وبعد‬.‫ سنوات‬10 ‫الكندي المولود الذي عاش وعمل في الصين ألكثر من‬
.‫ألوانه الحصول على أي شيء بعد‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
28
SAFAA ALKINANI
safaatech@gmail.com
Chinese University
Besides, most of the models being used are from the West anyway.” In such a
specialised field, how can non-Chinese academics do research without possessing
fluency in Chinese? Those who cannot read, write or speak the language usually
team up with Chinese colleagues “ In 10 years, we won’t be able to do this. It’s a
money thing,” said William Gabrenya of Florida Institute of Technology, who
described himself as an illiterate Gweilo who lacks fluency in Chinese. He said that
93 per cent of the non- Chinese authors in his field cannot read Chinese. Dr.
Gabrenya raised questions such as why is research dependent on university
students, why is research done on Chinese people in coastal cities (Singapore,
Taiwan, Shanghai and Hong Kong) but not inland? “Chinese psychology is too
Confucian, too neat. He’s been dead a long time. How about the guy on motorcycle
in Taipei?” Dr. Gabrenya said, urging that research have a more contemporary
outlook.
‫ كيف يمكن‬،‫ في هذا المجال المتخصص‬." ‫ فإن معظم النماذج المستخدمة هي من الغرب على أي حال‬،‫وعالوة على ذلك‬
‫لألكاديميين غير الصينيين إجراء البحوث دون امتالك الطالقة باللغة الصينية؟ أولئك الذين ال يستطيعون القراءة والكتابة والتحدث‬
‫ وقال وليام جابرينيا من‬.‫ ونحن لن نكون قادرون على القيام بذلك‬،‫ سنوات‬10 ‫اللغة وعادة ما يجتمعون مع الزمالء الصينيين "في‬
‫ فى المائة‬93 ‫ وقال ان‬.‫ الذي وصف نفسه بأنه أميل غويلو الذي يفتقر إلى الطالقة في اللغة الصينية‬،‫معهد فلوريدا للتكنولوجيا‬
‫ أثارت غابرينيا أسئلة مثل لماذا يعتمد البحث على طلبة‬.‫من المؤلفين غير الصينيين فى مجاله ال يستطيعون قراءة الصينية‬
‫ ولماذا يجري البحث عن الشعب الصيني في المدن الساحلية (سنغافورة وتايوان وشنغهاي وهونغ كونغ) ولكن ليس في‬،‫الجامعات‬
‫ ماذا عن الرجل على دراجة نارية في تايبيه؟‬.‫ لقد مات مدة طويلة‬.‫ أنيق جدا‬،‫الداخل؟ "علم النفس الصيني كونفوشيوسية جدا‬
.‫ وحثت على أن البحوث لديها نظرة معاصرة أكثر‬،‫"تقول الدكتور غابرينيا‬
The academics came from Israel, Sweden, Taiwan, Singapore, United states, British Columbia
and, of course, Hong kong. Many of the visual aids they used by way of illustration contained eyesquinting type and cobweb-like graphs. One speaker, a sociologist from Illinois, even warned her
colleagues that she would not give anyone enough time to digest the long, skinny columns of
numbers. Is Chinese intelligence different from Western? For half of the audience who are illiterate
in Chinese, Professor Jimmy Chan of HKU examined each of the Chinese characters for
“intelligence”. Phrases such as “a mind as fast as an arrow” and connections between strokes for
sun and the moon were made. After his 25-minute speech, Chan and the group lamented that using
Western tests are the only measure available to psychologists, who are starving for indigenous
studies of Chinese by Chinese. How do Chinese children learn? David Kember of Hong Kong
Polytechnic University zeroed in on deep learning versus surface.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
29
‫‪SAFAA ALKINANI‬‬
‫‪safaatech@gmail.com‬‬
‫‪Chinese University‬‬
‫وجاء األكاديميون من إسرائيل والسويد وتايوان وسنغافورة والواليات المتحدة وكولومبيا البريطانية‪ ،‬وبطبيعة الحال‪ ،‬هونغ كونغ‪.‬‬
‫العديد من الوسائل البصرية التي استخدموها عن طريق التوضيح تحتوي على نوع التحجيم بالعين والرسوم البيانية تشبه الكوبوب‪.‬‬
‫وحذر أحد المتكلمين‪ ،‬وهو عالم اجتماع من إلينوي‪ ،‬زمالئه من أنها لن تعطي أي شخص وقتا كافيا لهضم األعمدة الطويلة‬
‫النح يلة‪ .‬هل المخابرات الصينية تختلف عن الغرب؟ وبالنسبة إلى نصف الجمهور األميين في الصين‪ ،‬قام البروفسور جيمي‬
‫تشان من جامعة هكو بفحص كل حرف من الحروف الصينية ل "الذكاء"‪ .‬عبارات مثل "العقل بأسرع سهم" واتصاالت بين‬
‫السكتات الدماغية للشمس والقمر‪ .‬وبعد خطابه الذى استمر ‪ 25‬دقيقة‪ ،‬اعرب تشان والمجموعة عن اسفه الن استخدام االختبارات‬
‫الغربية هو االجراء الوحيد المتاح لعلماء النفس الذين يتضورون جوعا لدراسات السكان األصليين الصينية من قبل الصينيين‪.‬‬
‫كيف يتعلم األطفال الصينيون؟ ديفيد كيمبر من جامعة هونغ كونغ البوليتكنيك الصفر في التعلم العميق مقابل السطحي‪.‬‬
‫‪Deep is when the student is sincerely interested for his own reasons. Surface is memorizing and‬‬
‫‪spitting out facts. It doesn't nurture any deep understanding. If the language of instruction happens‬‬
‫‪to be the children's second language, students in Hong Kong have all sorts of challenges with‬‬
‫‪English-speaking teachers from Australia, Britain and America with accents and olloquialisms.‬‬
‫‪Do Westerners have more self-esteem than Chinese? Dr. Leung Kwok, chairman of the‬‬
‫‪psychology department of Chinese University, points his finger at belief systems: the collectivist‬‬
‫‪mind-set often stereotypes Chinese unfairly. The philosophy of "yuen" (a concept sed to explain‬‬
‫‪good and bad events which are predetermined and out of the individual's control) does not foster‬‬
‫‪a positive selfconcept. Neither do collectivist beliefs, such as sacrifice for the group, compromise‬‬
‫‪and importance of using connections. "If a Chinese loses or fails, he has a stronger sense of‬‬
‫‪responsibility. He tends to blame it on himself. A non-Chinese from the West may blame it on‬‬
‫‪forces outside himself," Dr. Leung said. By the end of the three-day session, there were as many‬‬
‫‪questions raised as answered. It was agreed there was room for further research. To the layman,‬‬
‫‪so much of the discussion was foreign and riddled with jargon and on-going references to studies‬‬
‫‪and researchers. The work of the participants will resurface in a forthcoming Handbook of Chinese‬‬
‫\‪Psychology, which will be edited by Dr. Bond and published by Oxford University Press.‬‬
‫العميق هو عندما يكون الطالب مهتما بصدق ألسبابه الخاصة‪ .‬السطح هو حفظ والبصق الحقائق‪ .‬انها ال تغذي أي فهم عميق‪.‬‬
‫إذا كانت لغة التدريس هي اللغة الثانية للطفل‪ ،‬فإن الطالب في هونغ كونغ لديهم كل أنواع التحديات مع المعلمين الناطقين باللغة‬
‫اإلنجليزية من أستراليا وبريطانيا وأمريكا مع لهجات و أولوكوياليسمز‪ .‬هل الغربيين لديهم المزيد من تقدير الذات من الصينيين؟‬
‫الدكتور ليونغ كوك‪ ،‬رئيس قسم علم النفس في الجامعة الصينية‪ ،‬يشير اصبعه في نظم المعتقد‪ :‬جماعية العقل في كثير من‬
‫األحيا ن الصور النمطية الصينية بشكل غير عادل‪ .‬فلسفة "يوين" (مفهوم سيد لشرح األحداث الجيدة والسيئة التي يتم تحديدها‬
‫مسبقا والخروج من سيطرة الفرد) ال تعزز فكرة الذات اإليجابية‪ .‬ال المعتقدات الجماعية‪ ،‬مثل التضحية للمجموعة‪ ،‬حل وسط‬
‫وأهمية استخدام االتصاالت‪ .‬وقال ليونغ "اذا فقد الصينيون او فشلوا‪ ،‬فان لديه شعو ار اقوى بالمسؤولية‪ ،‬وهو يميل الى اللوم على‬
‫نفسه‪ ،‬وقد يلومه غير الصينيين من الغرب على قوات خارجه"‪ .‬وبحلول نهاية الدورة التي استمرت ثالثة أيام‪ ،‬كانت هناك أسئلة‬
‫كثيرة طرحت كما وردت‪ .‬واتفق على أن هناك مجاال إلجراء مزيد من البحوث‪ .‬أما بالنسبة للشخص العادي‪ ،‬فقد كان الكثير من‬
‫النقاش أجنبيا ومكتظا بالمصطلحات والمراجع الجارية للدراسات والباحثين‪ .‬وسيعود عمل المشاركين إلى الظهور في كتيب قادم‬
‫من علم النفس الصيني‪ ،‬سيحرره الدكتور بوند ونشرته مطبعة جامعة أكسفورد‪.‬‬
‫نسخة مرخصة لمكتب عراق نت فقط‪ .‬واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬
‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‪.‬‬
‫‪30‬‬
SAFAA ALKINANI
safaatech@gmail.com
Chinese University
1- In paragraph 12 ‘foster’ is closest in meaning to ‫ " تقارب في المعنى الى‬foster’ " 12 ‫في الفقرة‬
A- promote ‫تروج او تشجع‬
B -recreate
C- destroy
D- allow
2- In paragraph 2 the writer suggests that:
‫ الكاتب يقترح‬2 ‫في الفقرة‬
A -the building is in danger of attack
B-not many people study Chinese psychology ‫ليس الكثير من الناس يدرس علم النفس الصيني‬
C- Chinese psychology is a difficult subject to study
D- Chinese psychology is a difficult subject to organize
3- In paragraph 6 the writer suggests that:
‫ الكاتب يقترح‬6 ‫في الفقرة‬
A-the cultural revolution was a dangerous period for Chinese psychology
B-the cultural revolution was a productive period for Chinese psychology
C-the cultural revolution was an unproductive period for Chinese psychology
‫كانت الثورة الثقافية فترة غير منتجة لعلم النفس الصيني‬
D-the cultural revolution was a new beginning for Chinese psychology
4- In paragraph 7 William Gabrenya refers to himself as an 'illiterate gweilo'. This Suggests that:
... ‫'" ليقترح‬illiterate gweilo' " ‫ وليام يشير الة نفسه ب‬7 ‫في الفقرة‬
A-he feels secure in his illiteracy
B-he feels defensive about not speaking and reading Chinese
‫يشعر بالدفاع عن عدم التحدث وقراءة الصينية‬
C-he is representative of other westemers active in this field
D-he can operate perfectly well without leaming Chinese
5- In paragraph 9 which of the following does the writer NOT suggest:
‫ أي مما يلي لم يقترحها الكاتب ؟‬9 ‫في الفقرة‬
A-the conference attracted a very professional standard of presentation
‫اجتذب المؤتمر معايير مهنية للغاية للعرض‬
B the visual aids were not very easy to understand
C the visual aids were not very tidy
D the presenters were under time pressure
6- In paragraph 10 which of the following does the writer NOT report: 10 ‫أي ممايلي لم يذكرها الكاتب في الفقرة‬
A it is difficult to come to a conclusion about western and Chinese intelligence
B-Chinese characters are very difficult for westerns to master
‫الحروف الصينية من الصعب جدا على الغربيين اتقانها‬
C- it is difficult to measure Chinese intelligence with wester tests
D- more tests are required produced by Chinese for Chinese
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
31
SAFAA ALKINANI
safaatech@gmail.com
Chinese University
7- Which of the following sources does the writer quote from in this passage?
‫أي مما يلي من المصادر اقتبس الكاتب في هذه القطعة‬
A- Confucius
B-Chinese academics
‫األكاديميون الصينيون‬
C Oxford University Press
D Oxford University Press
8- The results of the conference can best be described as:
A- conclusive
B-unspectacular ‫غير مذهلة‬
C- alarming
D- surprising
9- In paragraph 4 'condense' is closest in meaning to:
A -re-fom
B- reduce
‫خفض‬
C- reflect
D- refine
‫نتائج المؤتمر يمكن وصفها بانها‬
4 ‫' في الفقرة‬condense'‫تقارب في المعنى‬
10- In paragraph 5 'an over-riding question' is closest in meaning to:
‫' " تقارب في المعنى‬an over-riding question'
A- a significant question
B-a dominating question
‫سؤال مهيمن‬
C- an overlapping question
D -an overall question
" 5 ‫في الققرة‬
11- The word 'yet' in In paragraph 6 is similar in meaning to which of the following?
‫ مشابهة في المعنى ألي مما يلي ؟‬6 ‫' في الفقرة‬yet' ‫الكلمة‬
A- in spite of that
B- nevertheless
C- at the same time
D-up to now
‫الى حد االن‬
12- In paragraph 6 'beside' is closest in meaning to:
A- still
B -in spite of that
C-in any case
‫في كل االحوال‬
D- instead
13- In paragraph 10 'indigenous' is closest in meaning to:
A- indifferent
B -indigestible
c-home-produced ‫أنتجت في المنزل‬
D- homogeneous
6 ‫' في الفقرة‬beside' ‫تقارب في المعنى‬
10 ‫' في الفقرة‬indigenous' ‫تقارب المعنى‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
32
SAFAA ALKINANI
safaatech@gmail.com
Chinese University
14- In paragraph 8 'urging' could be replaced by which of the following?
‫يمكن استبدالها باي مما يلي‬
A-insisting
B -requiring
C -suggesting
D-recommending
‫التوصية‬
'urging'
8 ‫في الفقرة‬
15- In paragraph 10 'lamented' could be replaced by which of the
‫' يمكن استبدالها ب‬lamented' 15 ‫في الفقرة‬
following?
A- emphasized
B-regretted
‫يندم‬
C- pointed our
D- suggested
16- In paragraph 11 'zeroed' could NOT be replaced by which of the
‫' ال يمكن استبدالها باي مما يلي‬zeroed' 11 ‫في الفقرة‬
following?
A- emphasized
B-depended on ‫تعتمد على‬
C- focused on
D concentrated on
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
33
SAFAA ALKINANI
safaatech@gmail.com
Tennis
10
Tennis
Tennis is a sport played between two players (singles) or between two teams of two players
(doubles). Each player uses a tennis racket to strike a hollow rubber ball covered with felt. To win,
you must hit the ball into the opponent’s court without the opponent being able to hit the ball back.
Tennis originated in the United Kingdom in the late 19th century. At first, people played tennis on
courts made of grass! These were called “lawn courts”. Now, tennis is played by millions of people
all over the world. The rules of tennis have changed very little since it was created in the 1890s.
Most tennis players play tennis because it is fun. It also is a good way to get exercise. While
playing tennis, you do a lot of running. You move your arms and legs in many ways that they do
not normally move.
‫ يستخدم كل العب مضرب التنس‬.)‫التنس هي رياضة لعبت بين العبين اثنين (الفردي) أو بين فريقين من العبين اثنين (الزوجي‬
‫ يجب ضرب الكرة في المحكمة الخصم دون ان يكون الخصم قادر على ضرب‬،‫ للفوز‬.‫لضرب كرة مطاطية مجوفة مغطاة شعر‬
‫ لعب الناس التنس على المالعب المصنوعة‬،‫ في البداية‬.th19 ‫ التنس نشأت في المملكة المتحدة في أواخر القرن‬.‫الكرة مرة أخرى‬
‫ قواعد‬.‫ تلعب التنس من قبل الماليين من الناس في جميع أنحاء العالم‬،‫ اآلن‬."‫من العشب! وكانت تسمى هذه "محاكم العشب‬
‫ كما أنها وسيلة جيدة للحصول‬.‫ يلعب معظم العبي التنس لعبة التنس ألنها متعة‬.s1890 ‫التنس تغيرت قليال جدا منذ إنشائها في‬
‫ تحريك ذراعيك وساقيك في نواح كثيرة أنها تلك التي‬.‫ انت تقوم بالكثير من الجري‬،‫ في خالل لعب التنس‬.‫على ممارسة الرياضة‬
.‫ال تتحرك عادة‬
‫ ماذا تستخدم لضرب كرة التنس‬-1
1) What do you use to hit a tennis ball?
A. A bat
B. A striker
C. A racket
‫المضرب‬
D. None of the above
2) _____ people can play tennis at once.
A. One
B. Two
C. Four
D. Both B and C
‫ من االشخاص يمكنهم لعب التنس‬...........-2
B
‫و‬
C
‫مني اين نشأت التنس‬
3) Where did tennis originate?
A. Australia
B. Asia
C. The United States
D. The United Kingdom
‫المملكة المتحدة‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
34
SAFAA ALKINANI
safaatech@gmail.com
Tennis
4) When did people start playing tennis?
‫متى بداء الناس بلعب التنس‬
A. The late 18th century.
B. The late 19th century.
‫أواخر القرن التاسع عشر‬
C. The late 1800s.
D. Both B and C.
5) Why do most people play tennis?
.A. Because it is fun
‫ألنها ممتعة‬
B. Because they want to win.
C. Because they don’t have a basketball.
D. Both A and B
‫لماذا معظم الناس تلعب التنس‬
‫إذا صدمت شخص ما فانت‬
6) If you strike something, you…
.A. hit it
‫ضربته‬
B. smash it.
C. hold it.
D. cross it out
7) A tennis ball is hollow.. This means…
‫ وهذا يعني‬.. ‫ كرة التنس جوفاء‬...
A. it is solid.
B. is filled with water.
C. it has air inside it.
‫يوجد هواء في داخلها‬
D. None of the above
8 What is the opposite of opponent?
A. Enemy
B. Teammate
C. Ally
D. Both B and C
B
‫ما هو عكس الخصم‬
‫و‬
C
9) The passage talks about where tennis originated. So, the passage talks about…
‫ القطعة هي حول‬،‫ لذلك‬.‫القطعة حول مكان نشأت التنس‬
‫من اين جاء التنس من‬
A. where tennis came from.
B. how tennis is played.
C. how tennis is scored.
D. Both B and C.
10) You do a lot of running in tennis. This means you…
‫ هذا معناه‬.‫انت تقوبالكثير من الركض في التنس‬
A. do a good deal of running.
B. need to run very much.
C. need to run very frequently.
D. All of the above
‫كب ما ورد اعاله‬
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫على حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
35
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Imagine that you have received some land to use as you wish. How would
you use this land? Use specific details to explain your answer.
Certainly, all of people have thought to such an important matter like owning a land or achieving some
money. All in all, receiving some land as an asset will be gave fantastic feeling to everyone. This
happening can completely change people’s lives. Probably, some people investigate on the land or
build factory to become richer than others. On the other hand, the minority of society, including me
prefer to use their land for improving the culture and education in their hometown. If I had received a
land, I would have been blissfully happy to use it to help my flow-citizens. It seems to me, if I had such
a land, I would prefer to build a zoo on that land. I am convinced that, making a zoo is the best choice,
because in my motherland, Iraq, there are a few zoos and building a zoo can be a good idea, also having
zoo help people to be knowledgeable about animals. Main reason for introducing the idea of building
a zoo in received land is the scarcity of zoo in my country, Iraq. Seemingly, there are a few zoos exist
in Iraq, and this issue poses a lot of problems for visitors who decided to visit a zoo. Definitely,
traveling across the country for just visiting a zoo is not logical. Because taking part in such an action
is very expensive and time consuming.
You have the opportunity to visit a foreign country for two weeks.
Which country would you like to visit? Use specific reasons and details
This is an exciting opportunity for me. I like to visit many foreign countries like Italy, Germany, China
and etc, but in my view if I should choose just one foreign country, I definitely want to visit Australia.
Australia is a wonderful country with many attractive places. In this trip I have this chance to visit
some well-known universities and professors, go to the natural places such as Tasmania’s jungles and
learn about the culture and society of Australian’s people.
In the first day of this trip, I go to the three or four top universities in Australia such as University of
Melbourne, RMIT University, Monash University and etc. In these universities, I want to have some
meeting with expertise professors in computer science, and talk about their recent researches and
academic projects. In these meetings, I can learn new and novel researches in computer science fields,
such as machine learning, bioinformatic, social network and other related topics. In addition to these
meetings, I go to the computer labs and talk with some PhD students about the university’s condition
and campus facilities. With this visit, I have opportunity to choose the best university and professor, to
pursue my study in computer science.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
36
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Groups or organizations are an important part of some people’s lives. Why are
groups or organizations important to people?
Who has not ever belonged to some organization or group? Think about it and it is probable that you
have remembered good times that you passed through in some group. Organizations are considered
valuable part of people’s lives because of by meeting with the people in the group, they could achieve
a common goal, relax by talking about common topics and meet people.
To start with, a group is a set of people which pursue some common achievement. This could be
beneficial for them either spiritual or physically. They eventually come together to develop some
strategies about how achieve their goals. For example, members of organizations which fight against
the injustice that workers suffer, gather to decide solutions for the problems that themselves are facing
inside the work. They are willing to make a strike for their rights be respected. Thus, they pursue the
common goal that is search of means of solutions. As it is said “union makes the force”.
Secondly, people usually join to groups in order to share interesting topics as for themselves as for the
other members in the group. Because they like to teach and learn issues related to that topic. Many
times, members take these exchange of information as a delightful thing which make them avoid their
own problems or even as means for relaxing.
Imagine you are preparing for a trip. You plan to be away from your home for
a year. In addition to clothing and personal care items, you can take one
additional thing. What would you take and why?
People have their own favorite accessories which they prefer to carry with themselves while traveling.
For me, the most important thing is definitely my Laptop that I pick it up with myself during any long
travel. My Laptop is more essential for me because I do my job with the usage it and I am entertained
with.
First reason for being more important of my personal computer is that I can perform my work with it.
In fact, I am dependent on my Laptop. All of my information is saved in it. So, I am sure that I will
need to it when I am far from my house. I remember, when I traveled to Turkey to stay beside my twin
sister for about one month, my Laptop was the first thing that I picked up with myself. I understood
that it was really necessary because I could do lots of my work which were not predictable before the
trip. If I didn't have my Laptop, I should come back soon, and so my pleasure of that trip would be
disrupted. In addition, the Laptop gave me the chance to connect to Internet in order to carry out some
actions like chatting with my family, or contacting with everyone who was far from me on the time.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
37
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Some people believe that a college or a university education should be
available to all students. Others believe that higher education should be
available only to good students. Discuss these views, which view do you agree
with? Explain why?
No one can argue that education is very important for the future of students. Attending higher
education is a dream almost every student. Some people assert that advanced education should be
provided only for intellectual students because it is a very high chance that smart students would
succeed in their studies. However, some argue that all students should be able to study in a
university. Both views will be discussed carefully.
On the one hand, it is certainly true that higher education is not very simple for everyone to achieve a
degree. There are many students who fail in university education and have to resign from advanced
levels. As this problem, many education organizations are concerned that this advanced education
should be available only good students who are qualified because it can preclude lower level students
to get in and decrease the possible percentage of failed students. n the other hand, there are abundant
reasons to support the latter group. Firstly, every student should have the fundamental right to study
whatever they want. The opportunity to get in a university cannot be restricted only for smart students.
If lower level students meet the requirement that qualify them to their advanced education, they will
definitely be able to pursue their professions in a higher level.
Some people prefer to spend most of their time alone. Others like to be with
friends most of the time. Do you prefer to spend your time alone or with
friends? Use specific reasons to support your answer.
How would you like to spend most of your time? Some people prefer to spend most of their time
alone, but others like to be with friends most of the time. I, however, would rather use my time with
my friends than stay alone because I can get help from my friends, reduce the stress and learn new
things.
Firstly, if you suffer from any problem, I believe that you should spend time with your friends instead
of alone; as a result, your friends may give you some advice to solve your troubles. You can tell that
story with your friends easier than talking to other people. They may sympathize for you and it may
make you happier after you relieve your bad feeling. If you stay alone and do not tell anyone about
your problem, you may, even more, struggle with it more or you may think it becomes worse and does
not have the right direction to follow. Thus, it is better when you talk with friends and have some
advice. Secondly, in the modern life, there are many things can make you upset and gain more stress.
Paying out your time with your friends is the best way to reduce your stress.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
38
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Do you agree or disagree with the following statement? Playing games teaches us
about life. Use specific reasons and examples to support your answer.
Almost everyone, from little children to adults, loves games. The types of games may change and get
more complex as we grow up, but our enjoyment never changes. Playing games is both fun and
useful, because games teach us the skills we need in life.
First of all, playing games teaches us that everything we do causes something else to happen. If we
bit a ball, it will land somewhere or someone will try to catch it. If we make certain combinations
with cards, we'll earn points. So when we play a game, we learn there is always cause/effect
relationship. We learn to pay attention to what's happening around us and see how people react to
what we do.
Playing games also teaches us how to deal with other people. We learn about teamwork, if the game
has teams. We learn how to assign tasks according to each person's skill. We learn how to get people
to do what we want, and we learn that sometimes we have to do with other people want.
Game playing teaches us how to follow rules to achieve something. In a game, the rules have been
worked out in advance and make the game go more smoothly.
Do you agree or disagree with the following statement? Watching television is
bad for children. Use specific details and examples to support your answer
Today, everyone in modern era has television in home. Television has negative effects especially for
children. They become lazy to do their homework, change their own attitude, and also in health
especially their eyes. Hence, I support statement that television can create disadvantages for kids.
Firstly, children get lazy to do anything because he always stays in front of television. Especially, if
most favorite program is plays on, they will get lazy to move. They become lazy to do anything,
especially if they get homework. Watching television is important point, homework can do then. It can
cause lower score in school. For instance, my sister is four-year-old and still in pre-school. But, she is
likes watching “gossip girl” serial-television very much. My mother always remembering her to do her
homework but she ignore her. She is watching seriously. If my mother screams to her, she will cry. In
fact, she has got lower score for every subject such as drawing, singing, sport and so on.
Secondly, television can create children’s behavior. Mostly, children follows what they see because
they do not know what is bad or good attitude. For example, my brother is six-year-old who is still in
elementary school. He likes “smack down” very much. He always watches before he goes to school.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
39
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Do you agree or disagree with the following statement? Technology has made
the world a better place to live. Use specific reasons and examples to support
your opinion.
Nowadays, with the rapid development of the technology, it becomes an important part of humans’
life. Some people think that technology has made the world a better place to live, but some people do
not agree with this idea. I, however, think that technology has made the world a higher quality place
to live because it improves our transportation, it is convenient and it is comfortable.
Firstly, with the modern technology, people can have many kinds of transportations. At the past,
people had to go by bicycle or on foot; it is really difficult for people to move far away. So in the
early 19 century, people with some technology had made the first motorbike to remove that problem.
Furthermore, today we have many airplanes, cars, ships, vessels to help us to travel easily.
Secondly, technology is extremely convenient for people, especially for many people who live far from
their family. For example, my uncle has lived and worked in America for 15 years, but my grandmother
and my family are living in Vietnam so that it is very difficult to contact with him face to face. In spite
of that, we can contact him through email or telephone calls.
Do you agree or disagree with the following statement? Advertising can tell you a
lot about a country. Use specific reasons and examples to support your answer.
Personally, I agree. I believe that advertising can tell me a lot about a country, because it tells about
their customs and traditions, living beings and studying opportunities. These aspects made some
people leave their home countries to find better living conditions.
First, advertising tells me about country’s customs. For example, I adore England, and I liked it most
because of its customs. I recognized its customs not only by advertisements in journals or magazines,
but also by films. I found out that British people are fond of sports. Almost every child knows how to
play football. Also they never speak loudly in streets, never tired of saying “sorry” and “thank you”.
Moreover they never show emotions even in tragic situations and seem to be good-tempered and
cheerful under difficulties.
Also, advertisements tell me about country’s living beings. For example, from films I found out that
British people like their home most of all, they say “my house is my castle”. Almost each of them has
its own gardens and people take care of them. Also, they keep pets. Furthermore, British people even
talk about their plants and pets. Watching films and different advertising programs I found out about
their living beings, their houses and gardens around them.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
40
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Learning about the past has no value for those of us living in the present. Do
you agree or disagree? Use specific reasons and examples to support your
answer.
Why people did not want to learning from past? I think sometimes they do not remember more about
their bad past experience, or they are afraid to trap and do the same thing as past event. In contrast, I
personally support to learn mistakes or bad experience at past time. Hence, when people say that
learning from past time does not make sense for present living, I totally disagree.
First, I think learning mistakes from past is one way to make better future. People who always learning
that will not do the same thing again. They try to analyze the cause of mistakes and try to repair their
own mistakes because of learning mistakes shows the good and bad habit. Thus, people can choose
which habits will continue at their present living.
In addition, learning about past has essential value for today living. They can make improvement or
make something new. People are never knowing more about their mistakes if they do not look back at
the past. Hence, it is necessary to evaluate and then improve their past. If they have weaknesses at the
past, they complete that to the strength. It becomes good point for living present.
Do you agree or disagree with the following statement? With the help of
technology, students nowadays can learn more information and learn it more
quickly. Use specific reasons and examples to support your answer
Technology became our hero with respect to us; it improved our daily life in many fields. The most
important range in which the technology had a great grace in progressing and benefiting the people in
the whole world was the education. Nowadays the education becomes easier than before due to the
development that changed our world to the best. In my consideration, technology is an efficient way
that upgrades the way of receiving and acquiring wide information’s.
First of all, with existing of internet earning any information is much easier than before. Internet
includes billion of educational links that saved a lot of time and efforts on the students. In the past, if
the students had a project about specific culture, they had to go to library and spend many hours in
searching for required book. After this big potential they found a little amount of the inputs that didn’t
even cover the whole project. Today, all these hard days disappeared because after one click many
links will appear in their computer screen filled with sufficient data about any subject with less time.
Second, invention of the television simplified the education path for the students. Many educational
channels contributed in growth of their thinking. These channels simplified any idea to make it clear
for their audience by showing many videos, so the students will have a visual and audio proved about
specific project.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
41
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Do you agree or disagree with the following statement? Teachers should be
paid according to how much their students learn. Give specific reasons and
examples to support your opinion.
Teachers are important part of our school lives. They teach students a variety of useful knowledge that
help us success in the future. Some people think that teachers should be paid according to how much
their students learn, whereas others disagree. As far as I am concerned, teachers should not be paid
depending on how much their students learn because it benefits neither teachers nor students.
To begin with, teachers would unnecessarily push their students to study hard if they can get more
money according to the students' performances, which in result creates pressure for the students.
Teachers may punish their students if they don't perform well on tests. In that case, students would not
enjoy going to the class and it can create tensions between them. Teachers role is to provide creative
fun lessons for students and not force them to get high score on tests.
The fact that each individual learn different speed is another reason why I hold this opinion. Some
students are faster learner, while others are slow learner. How much students learn is sometimes out of
teachers' control. For example, I had a great English teacher when I was in high school. She was very
knowledgeable and her class was always interesting, creative and fun. I learned a lot from her and most
of my classmates was doing great on tests.
Do you agree or disagree with the following statement? It is better to be a
member of a group than to be the leader of a group. Use specific reasons and
examples to support your answer.
People work such a group at various places of the world and there is one person who is leader at the
group. The members of group choose their leader who is relatively above others with specific
features and also has leadership ability. Each leader should represent his group at different places
well and always work for developing group. It is better to be a member of a group than to be the
leader of a group. I totally disagree with this view.
Firstly, when somebody is a chief of the group, he can improve himself profusely. As evidence, at
our higher school Revan is a leader of group and he was sent to another country for representing our
school. So this enabled him to broaden his horizons and to learn more information about that country.
As well he meets other people and different students and it fosters him to find out how he can speak
people who have diverse outlook.
Secondly, when someone is leader, most work depends on him and he is always supposed to rescue
his group from difficult situation. Also, the leader has little time for rest and good chief should do
one’s best for his group. For these reasons, the leader is used to hard conditions and he is more
enduring and bearable.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
42
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Do you agree or disagree with the following statement? The most important
aspect of a job is the money a person earns. Use specific reasons and
examples to support your answer.
Money is the most important factor in everyone's life. In present days, no work can be accomplished
without money. These days many people state that money is the medium by which one measures
worldly success. I think the statement " The most important aspect of a job is the money the person
earns " is definitely right. I would like to support my statement mainly for three reasons.
Firstly, our society have categorized people based on their economic status into three different
classes, they are upper class, middle class and lower class. Do any one think why they have
categorized into three classes? The answer is just on the basis of money. This strongly implies that
money is very important to have special prestige in the society.
Secondly, now -a -days most of the parents wants their children to study. Why we have to study?
What is the purpose of studying? I think the answer must be having a good job. So, what's the
purpose of having good job? The answer is earning more money, so that he can enjoy all the worldly
pleasures and he can buy whatever he wishes to. Finally, money can do anything in the present
world.
Do you agree or disagree with the following statement? One should never
judge a person by external appearances. Use specific reasons and details to
support your answer
I fully disagree with the claim that one should judge others by their external appearances. Being
beautiful or handsome, having huge amounts of money, wearing expensive clothes are all temporary
and deceptive. What remains at the end, is a good nature. My reasons and examples listed below will
strengthen my point of view.
In the first place, people are not always the same. They are sometimes happy and sometimes sad. We
might come across a person who is walking in the street and laughing. Is it fair to consider him a
crazy person? What if he has just seen or remembered a funny event? In addition, we have all seen
businessmen or presidents, so seriously talking about different issues. What about this case? Should
we consider them as serious people?
Secondly, we are all born with different levels of beauty. Everyone is beautiful in their own unique
way. My parents always told me not to judge a book by its cover. Then how can we judge people by
their looks or their types of clothing. Nothing can be as unpleasant as having a beautiful friend who is
always in her best outfits, but is always telling lies and gossiping about everyone and anyone.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
43
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
A zoo has no useful purpose. Use specific reasons and examples to explain
your answer.
Some people claim that zoos are useless and it is a cruelty to keep animals confined in small cages.
However, from my point of view zoos are very important institutions where people can learn about
environmental conservation and that every living being is part of the food chain. Besides it, zoos are
also able to protect animals on the edge of extinction.
To begin with, zoos play an important role in our society. Even though, most of the people have a
misconception that zoo are places where people go there with their family to have an enjoyable day
seeing different species of animals, actually zoos are much more than a window where animals are
exposed for people’s amusement. Zoos are important because they can protect animals on the edge of
extinction. Zoos are one of the places where scientists can be close to a wide variety of species of
animals and learn about their eating behavior, their mating habits and collect data whenever they feel
like to. This way, by having a deeper knowledge about the animal. Second, I cannot deny that not so
long ago, animals are not treated as they deserved since they are also a living being. At that time,
animals were confined in small spaces where did not allowed them to move as it supposed to.
It is sometimes said that borrowing money from a friend can harm or
damage the friendship. Do you agree? Why or why not? Use reasons and
specific examples to explain your answer.
On of the great early writer once said, "A friend in need is a friend indeed." If we are true friends
than we will always be helping our friends in need. Some would argue that, we should not borrow
money from a friend, because it can harm or damage the friendship. Others think that there is no
problem in borrowing money from a friend until unless we return it on time. After weighing
evidences and considering all the aspects I personally feel that taking money from a friend is not an
issue. A friend can definitely borrow money from other friends it he really needs it. This can be
justified by following reasons and examples.
Let's take an example of two very close friends. One of them is rich and other is very poor and can't
run his family and sometime may need help from the rich friend. In this case the friend who is poor
can ask the rich friend for money to overcome his current problems and crisis, and when ever he has
enough money he can return it back to his friend. Furthermore, I feel that, If the poor friend will be
able to return the money back to his friend then their friendship and bonding will become stronger.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
44
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Do you agree or disagree with the following statement? Telephones and Email have made communication between people less personal. Use specific
reasons and examples to support your opinion?
With globalization and urbanization of the economy, there is a major transformation in the
technology. Nowadays, people communicate with telephone and e-mail more frequently. Where ever
you are or whatever part of country you are in; you can communicate with telephone or e-mail easily.
But with more technology development, there is less personal interaction. people. Therefore, I agree
with the statement that telephones and e-mail have made communication between people less
personal. There are number of reasons why I agree with that statement:
First, today’s world has become a global village. Telephones and e-mail has connected people from
different parts of the world. Major meetings or decisions are taken on phones. You can stay in touch
with anyone anywhere. If you are a student or working somewhere, you can connect with your family
or friends with any of the communication. As for example, I am working abroad and I can connect
with my family via phone or writing an email. It is very easy. But because of this people now don’t
meet personally and has created lot of problems. People used to visit their friends house more
frequently or attend any function ceremony but now people have an excuse and they make a call or
email and inform them.
Do you agree or disagree with the following statement? Dancing plays an important
role in a culture. Use specific reasons and examples to support your answer.
Around the world, people gather to explore their emotions through dance. The dances are created as
part of celebrations, as religious services, as preparation for challenging hunts and warfare and to
express sorrow (less often than the other situations). Indeed, dance does play an important role within
a culture and reveals a wide range of information about the characteristics of a culture. Three of the
most revealing aspects of dance are the nature of the culture’s symbols and art forms revealed in
costumes and equipment, the body language (moves and gestures) which give information about social
contact behaviors and frequently the style of preferred music for the culture.
Ethnic dances, and certainly popular dancing, anywhere around the world have associated preferences
for costumes and special clothing. Through dancing, the participants are able to reveal and express
their chosen role in the garments they choose; social roles in the dance are shown public ally to the
observers as well as the other dancers. Frequently dancers utilize objects like swords or sticks or hoops
or musical instruments to further reveal information about their role in the social story portrayed in the
dance. Items such as special headwear and jewelry are further examples of the garments that in general
express preferences and culturally significant details about the particular culture.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
45
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
In the future, students may have the choice of studying at home by using
technology such as computers or television or of studying at traditional
schools. Which would you prefer? Use reasons and specific details to explain
your choice.
Studying at home and studying in a traditional way at school both have advantages. If I have a choice
to study at home by using technology or studying at traditional school, I would choose to study at
school. There are a few reasons why I feel this way. First of all, if children are studying in a
traditional way at school, they are likely to increase their intellectual abilities more, than if they study
at home. Most of the kids tend to be destructed by scores of things during the learning process,
especially those who are in elementary school. Having a teacher next to the child is crucial to keep
him concentrated on the process. My own experience illustrates it very well. When I was at school,
very often, it was difficult for me to focus on a learning subject. Sometimes I was looking in a
window and started dreaming. This took me away from the topic. Yet my teacher always brought
back my attention to the class very carefully and cunningly. To that end, in a school a teacher keeps
students focused and this way helps them to pursue studying. Second, education in school can help to
children develop skills, which are indispensable in making a successful career.
When famous people such as actors, athletes and rock stars give their
opinions, many people listen. Do you think we should pay attention to these
opinions? Use specific reasons and examples to support your
“Do not see who is saying but see what is saying”; Ali the holy person of Shieh sect told, in “Nahj ol
belaughed” his cardinal book. This comes true for every situation in which people lie. Although, for
some, famous people such as actors, athletes, and rock stars are extraordinary persons who their
sayings are much more right than other people, for others, they are just ordinary persons who their
notions make no difference at all in comparison with others. By comparison, how can recognize the
best perspective? For judging, in my opinion, the latter group overweighs the former one due to
advertisement aspects of their sayings and their personality respects.
To begin with, the seeming paradox of misunderstanding in what well-known person say and what
others understand can explain by advertisement companies: that which exploit from such famous
persons. Maybe such innocent persons describe just their normal life such as their traveling, having
their breakfasts, and even their sleeping; however, companies exploit from them however they want.
Additionally, affluent or famous persons who once was thought to be as a pattern for others their
personalities often are one dimensional. Hardly do occurs such persons be rich in all aspects; being too
beautiful but selfish, too rich but stingy, or too famous but arrogant are examples of such onedimensional spirits. “Even if I was ordinary, I would be exceptional”; an arrogant actor stated from his
so-called exceptional personality.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
46
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
If you could change one important thing about your hometown, what would
you change? Use reasons and specific examples to support your answer
Pollution is one of the major problem that every person is facing in my hometown. I live in a big city
in Visakhapatnam, where pollution is the major cause for many diseases. If i get the chance to change
one thing about my home town I would like to take certain measures to reduce pollution and make
my home town pollution free.
Firstly, there are different types of pollution they are, air pollution, water pollution, sound pollution. In
my home, all the pollutions are persistent and its causing various problems to the people living in that
area. Because of many chemical industries around my place, the industries are releasing various waste
substances into the water resources and making it polluted. This results in various water-borne diseases
for example cholera, diarrhea, dysentery etc. The air pollution is caused by the smoke released from
the industries and from automobiles because, of this many resident in my home town are suffering
from various respiratory problems. The noise pollution is caused by the high sounds from machinery
in the industries and the large vehicles. Secondly if certain measures are taken to control pollution like
planting trees, reducing deforestation, maintaining low acoustic equipment, regular pollution check for
all the vehicles, and establishing industries far from the resident areas would help in reduction of
pollution and decrease the incidence of people suffering from diseases mainly due to pollution.
Some people believe that university students should be required to attend classes.
Others believe that going to classes should be optional for students. Which point of
view do you agree with? Use specific reasons and details to explain your answer
Nowadays, it becomes a heatedly debated topic whether a student should be required to attend classes
or not. Some people hold the opinion that the university students should be required to go to classes.
However, others have a negative attitude. If I were forced to agree with one of the two positions, I
would stand behind the latter. My Arguments for this point are listed as follows.
I agree with the statement that going to classes should be optional for university students without
reservation since I believe a student is supposed to attend those classes he or she is interested in.
Naturally, interest is the mother of study. When attracted by a wonderful class, you will attend it
unforcedly and immediately. Nevertheless, not all classes are so popular in reality and no one has
interest in every class. Consequently, you should select the classes you like to attend for a higher
efficiency of studying. It can be given a good example, in current universities, many excellent
students almost have the record of skipping some boring and undesirable classes. Another reason that
can be seen by everyone is that it contributes to build a university student's ability of learning by
himself or herself. Obviously, by choosing good and meaningful classes, giving up those undesirable,
or studying these classes you cannot attend somehow by yourself, you will learn how to distribute
your study time and acquire the capability of learning by yourself, which is tremendously important
to modern university students.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
47
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Some people say that physical exercise should be a required part of every
school day. Other people believe that students should spend the whole
school day on academic studies. Which opinion do you agree with? Use
specific reasons and details to support your answer.
Some people opinion that students more time spend in study and other people think that students
should give some of the time for physical exercise in school. In my vantage point, Students require
physical exercise in small part every day school because students get vast of benefits which are
describes in forthcoming paragraphs.
Firstly, Physical activity it is not means that only yoga but school management also arrange sport
period in which various kind of game select of each day so it is helpful for students. They are
enjoying each game such as basketball, racing, badminton and so on... all this game also one kind of
exercise so students not feel tired because they are exhaust to whole day monotonous study. But after
short break they feel fresh and give more concentration in study. In addition, this exercise, yoga, and
sport game all this cause the increase the interaction between the students. I saw that some of my
classmates are very shy nature and they are not talk to anyone but when I was playing with them they
are openly talked with me. Therefore, it is help to some students who not open minded.
Secondly, Students get the advantage of the exercise because it is maintaining body healthier,
stronger and active.
How do movies and television influence people's behavior.? Give reasons and
examples to support
We should always be aware that movies and television have a great impact on people's behavior. The
effects could vary, some are good while others are awful. Here are some of the effects that movies
and TV's could have on a person:
First of all, a person's mood is definitely influenced by the kind of movie or TV show that a he is
watching. Some would be depressing, others would be fun or even a relief for a person, thus they can
absolutely ulster the mood status accordingly. For example; most of us when watching terrible events
on the news channel like for instance; virtual robberies, rapes, murders and other terrifying acts,
would definitely become depressed, scared and somehow conservative as a result of being shocked
that we are living in such a world where so many evil people exist.
Secondly, movies and TV's can also affect a person's social life behavior. If a person becomes
addicted to movies and television, he would be spending hours in front of the TV, and therefore
neglecting so many other significant issues in his life. Such person would rather stay at home watch
TV, instead of planning a joyous time with family or friends. In other words, he would insulate
himself from the real world and unfortunately would be immersed in a fictional world.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
48
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
Many people visit museums when they travel to new place. Why do you think
people visit museums? Use specific reasons and examples to support your
answer.
It is certainly true to say that, travel is becoming more popular in recent years, and considered as an
important pleasure for the large number of people. Presently, a proportion of people prefer to visit
museums when they travel to a new country. Here, I would like to account for the reasons behind this
happening.
Multifarious points throw light on the above-mentioned statement. First and foremost, when people
are visiting a new country, it is fruitful to see the museum in that country, in order to relish their
general knowledge. In other words, the museums are often reflecting the history of a country. As they
contain several manuscripts, painting, statues and so on. What is more, the museums are considered
as a precious historical and cultural aspect of every nation. Therefore, they are highly appreciated by
large number of the masses. For example, the national museum of Egypt, is a valuable source of
information about ancient Egyptian civilization. That is why every visitor to the Egypt probably will
visit this museum. Moreover, many people are amused when they visit museums and such places.
Thus, it is considered as an entertainment tool beside their historical significance.
If you could ask a famous person one question, what would you ask? Why?
Use specific reasons and details to support your answer.
Although some people try to deceive themselves that affluent persons are not different from the
others, the fact is that they “are” different. Maybe their situations entail that they behave differently;
however, they experienced some conditions that undoubtedly are strange and unbelievable for
ordinary persons like me and I think a short interview with one of them will not be void of pleasure.
Provided that I saw Microsoft owner, I asked about his feeling and his ways to success.
To begin with, the question of whether this stratum is really satisfied with their situations will be so
challenging. As an illustration, they often contemplate about what they have not, about their dark
sides; every person regardless of what they earn, suffer from a plenty of inferiorities complexes.
Therefore, that will be so exciting if such feelings related to a succeed person (in sight of other
people) be revealed. So, the question of what is their would-be goal will be practical for
understanding that. Either we can perceive about their aims in their future, or we can learn their
feelings.
Additionally, familiarizing with their private life also extremely provoke the sense of pry. Specially,
about their past and current loves; maybe it takes interference into account in their life; however,
everything has a cost that they should pay.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
49
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
People remember special gifts or presents that they have received. Why? Use
specific reasons and examples to support your answer
I think we remember special gifts we’ve received because these gifts often are part of a special
memory for us. It may be a memory of someone special we’ve cared deeply about. He or she may no
longer be alive. Or it may be a memory of a special event in our lives. It may even be a memory of
the person we once were at some particular moment in our lives.
Gifts from other people can make us feel joy every time we look at them. A gift from our parents, or
our husband or wife makes us feel loved each time we see or use it. If we have children, the first gift
our child made for us in kindergarten is cherished long after the child has grown up. A family
heirloom given to us by a grandparent makes us feel connected to our past. A gift from a good friend
is a reminder of all the good times we’ve shared. A memento from a respected colleague of a
reminder of a job we worked on successfully together. Gift may also pinpoint special events in our
lives. Gifts given to us as part of our religious heritage, such as First Communion or Chanukah gifts,
remind us of those celebrations.
only people who earn a lot of money are successful. Do you agree or
disagree with this definition of success?
People has their own way of thinking in achieving success. I think people who earn lot of money
does not mean they are successful. In Fact, people with less money can be successful in their lives.
Success means that to achieve their goals in well systematic way. It may even a small thing to
accomplish success.
Firstly, I come across many people in my life who had success in their career but unhappy with their
family they feel that even though i had lot to do with my money. There is no person who care for
them and sometimes they feel unsuccessful in their relations and lives for example: my uncles who is
tycoon had a daughter. Who is topper in her education got married with the nefarious person. My
uncle's daughter came to know this ask asked his husband he just beat and killed her. Uncle was
unhappy even though he is tycoon.
Secondly, even the people who got less money due to their profession. My aunty whose husband got
expired in less age. She had two children and bought them up very well. she feels happy that she had
given good career for them and feels success. Success mean how the people think and take things in
their perspective view. Either it may depend upon small things or big things in their life.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
50
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
•
Would you prefer to live in a traditional house or in a modern
apartment building?
If I was asked where I would I prefer to live in a traditional house or in a modern apartment building,
I think, I would hesitate to answer. This question, from my point of view, is a controversial one. In
the following paragraphs, I will analyses both these options and present my view.
From the one side, living in a modern apartment building brings many benefits. First of all, it is
cheaper than living in a traditional house and paying different kinds of fees I am not familiar with.
For instance, my friend, who recently bought a new house for his family, said me that it is much
easier to live in an apartment and I tend to believe him when I see his bills. So, living in an apartment
will definitely help me to save some money. Second of all, since I live alone I do not need a big
house with many rooms. I just need a bedroom and a living room where I can take my guests and
have my workplace. Another important benefit of living in an apartment is that I will not have to buy
much cumbersome furniture in order to furnish all rooms.
•
It has recently been announced that a large shopping center may be built
in your neighborhood. Do you support or oppose this plan? Why?
Today there is increase in the shopping centers as everyone is interested in shopping. I also very fond
of doing shopping but i strongly oppose the idea of constructing a new shopping center near my
neighborhood. Let me explain the reasons.
If we have a shopping mall nearby we can go easily to shop without a long journey but it is very
disadvantage because there is increase in the noise in that area. More vehicles will come to that area
and it becomes noisier. It will affect the students who cannot concentrate on their studies due to noisy
environment. It not only affects the students but also all the age groups.
Second reason is there is increase in the pollution due to vehicles. Pollution affects the health of the
people. These busy areas are with traffic always and it will be a problem to people who go offices
and schools from my area. These are the areas where there is more prone to accidents.
All these problems will be doubled, if any celebrity comes to that mall. There is increase in the
people who come to see the celebrities. So increased crowd and increased traffic affects the regular
people in that area.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
51
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
•
Why do you think some people are attracted to dangerous sports or
other dangerous activities? Use specific reasons and examples to
support your answer.
Among various motives that spur people to perform dangerous activities are money, pleasure, and
ironically, nescience.
Perhaps the most direct drive might come from money, which every one would need in this world.
People have enough wit to balance their certain choices, especially when they face with danger and
money. Those stunt men or women in Hollywood movies, photographers who shoot sharks or
crocodiles, or those who participate in stock car racing, are always sophisticated enough to calculate.
If they are willing to take the risk, they must have evaluated well. They know exactly the rule: the
more risks they take, the more they might get.
There also is another kind of people in this world. Money is of almost no importance to them. They
perform dangerous activities just for their own pleasure. Perhaps the most appropriate example is
sports. Actually, every kind of sports is dangerous, and even can be deadly. Danger always exists, but
people tend to simply ignore it. Take parachuting for example, who can refuse the fascination of
flying in the sky like a bird? On the other hand, it seems that danger itself makes the activity so
fascinating. To conquer is the very nature of human being from the very beginning. Pheidippides said
seconds before dropping dead two thousand years ago, "Rejoice, we conquer!" And it seems perfectly
logical for some people that celebration follows conquer.
•
Movies are popular all over the world. Explain why movies are so
popular. Use reasons and specific examples to support your answer.
Nowadays, the movie industry has launched several movies into the market and making a huge
amount of money out of it. In my opinion, movies have become so popular because watching movie
enable people to give “wings into their imagination” because people are exposed to situation in which
they would never been faced in their real life. Watching movie has become one of the most
affordable ways of entertainment and has attracted a massive number of populations into the movie
theater as well.
To begin with, not so long ago going to a movie theater was considered a fancy event. Since movies
were not so popular at that time, the majority of the population was not able to afford a movie ticket.
Therefore, watching a movie in a movie theater was considered an important social event and people
even dressed up with their most fancy outfit as they were going to attend a special occasion. Playing
movie at home with selected guest was even unimaginable for most of the people, because the
technology was way too expensive at that time. Nowadays, with the advancement of new
technologies, watching movies have become more popular. People can watch their movies in almost
anywhere that they feel like to.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
52
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
•
Parents are the best teacher. Do you agree or disagree?
Parents are the best teachers in the world. Although this is never ending debate topic. I agree with
this statement. I strongly believe in parents as teachers. No one can find better teacher than parents.
Only they can create the foundation of children's life.
Before putting further argument, I should define "Teacher". Literal meaning of the teach is the one
who teaches. Responsibilities of teacher not only includes teaching subject related knowledge, but
also includes preparing a good human being. teaching discipline, moral values of life, spiritual
teaching etc. Teacher is responsible for overall development of children.
For a teacher in any school, institute or organization is not able to develop a child into good human
being. No organization can ensure overall development of children. Specially in recent era, when
education has become business for most of the organization and teachers, the only ray of hope is
"Parents". A child follows his parents starting from his first sight in this world. Children imitate their
parents. This is the main argument behind parents being the best teachers. Parents can each not only
discipline and moral values of life, but can also teach spiritual science. They give knowledge to their
children by their life long experience. They can build thinking and analytical abilities in their
children.
•
Schools should ask students to evaluate their teachers. Do you agree or
disagree? Use specific reasons and examples to support your answer.
Teaching plays pivotal role in proper development of students, hence, it is imperative that schools
provide quality education to the students. One such way of ensuring quality education in schools is
having continuous evaluation of teachers by their students. Critics of this method don't validate the
above method as according to them, it violates the sacred and respected profession of teaching. But,
in my opinion, schools should ask students to evaluate their teachers as it will teachers to improve, it
will ensure accountability of teachers and will provide the schools an effective model of teacher's
performance evaluation.
First, evaluation of teachers will help teachers to improve on their weaknesses and work on their
shortcomings, which will eventually help them in imparting better knowledge to their students. For
example, a science teacher, who is weak in mathematics, might be oblivious of his or her
shortcoming and will continue to ignore it in absence of proper evaluation. Student evaluation will
give students the opportunity to convey teacher's weakness to her in a dignified and polite manner,
hence that teacher would get an opportunity to improve her mathematics concepts, which are also
equally important in solving tough chemical equations and complex physics derivations.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
53
SAFAA ALKINANI
safaatech@gmail.com
‫نماذج انشاء‬
• Nowadays food has become easier to prepare. Has this change
improved the way people live? Give reasons for your answer using your
own ideas and experience.
There is no doubt, that food is an essential part of living for human lives and most fundamental need
of preparing the food is to fulfill basic human need: hunger. Undoubtedly, due to latest inventions in
a market, nowadays preparing food become much easier compared to the olden days. Because of this
fact, I agree that people spend less time preparing food and can utilize this time in other professional
tasks On the one hand, in the olden days mainly women are responsible for preparing food, and they
need to spend several hours for preparing the foods, as they are using kerosene stove which is bit
difficult to operate and take longer time. Due to this fact, they are left with very less time to spare for
their personal lives. Whereas, on other hand, nowadays there are lots of new technology options
available in the market, which can make the food faster and very easily. Rice cooker, for example can
cook the rice in 10 minutes, compared to a normal cooker which normally takes half an hour and we
need to keep check manually, whether rice is being cooked or not.
•
A company has announced that it wishes to build a large factory near
your locality. Discuss the advantages and disadvantages of this new
influence on your community.
Some people believe that a large factory in the local community will bring many advantages
to the society. Others disagree and think that the factory would bring the negative parts to the
environment. The following essay will discuss in details about the advantages and
disadvantages of it.
On the one hand, it is true that building a new factory near the local residential area will
brings a lot of benefits for many parties. To begin with, the factory will generate a lot of job
opportunities for the local people. If the large factory is built near the community area, they
will absorb many employments, for the efficiency they will give priority to hire local people.
To be employed in this corporation, more young people became more educated, so level of
educated juveniles will increase notably. Local residents could expect the governmental
supports. The government would focus more on basic infrastructure in that residential area;
including transportation, education and health care. As a result, the local community will be
improved as well as the local people’s lifestyles.
On the other hand, it is undeniable that the plan could also bring negative effects to the
society and to the environment. It is fact that factories are generating wastes and they could
create harmful effects to the environment.
‫ واي مكتبة أخرى تقوم ببيعها او التصرف بها تتحمل الذمة الشرعية المترتبة على تعديها على‬.‫نسخة مرخصة لمكتب عراق نت فقط‬
.‫حقوقنا وتعتبر نسخة ذات شبهة شرعية على الطرفين البائع والمشتري‬
54
‫‪English Alphabetic‬‬
‫ﺍﻷﲜﺪﻳﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺍﻷﲜﺪﻳﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻜﺒﲑﺓ ‪1. Capital Letters‬‬
‫‪L M‬‬
‫‪Y Z‬‬
‫‪I J K‬‬
‫‪V W X‬‬
‫‪l‬‬
‫‪y‬‬
‫‪i‬‬
‫‪v‬‬
‫‪H‬‬
‫‪U‬‬
‫‪G‬‬
‫‪T‬‬
‫‪F‬‬
‫‪S‬‬
‫‪E‬‬
‫‪R‬‬
‫‪D‬‬
‫‪Q‬‬
‫‪B‬‬
‫‪O‬‬
‫‪C‬‬
‫‪P‬‬
‫‪A‬‬
‫‪N‬‬
‫ﺍﻷﲜﺪﻳﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﺼﻐﲑﺓ ‪2. Small Letters‬‬
‫‪m‬‬
‫‪z‬‬
‫‪k‬‬
‫‪x‬‬
‫‪j‬‬
‫‪w‬‬
‫‪h‬‬
‫‪u‬‬
‫‪g‬‬
‫‪t‬‬
‫‪f‬‬
‫‪s‬‬
‫‪e‬‬
‫‪r‬‬
‫‪d‬‬
‫‪q‬‬
‫‪c‬‬
‫‪p‬‬
‫‪a‬‬
‫‪n‬‬
‫‪b‬‬
‫‪o‬‬
‫ﺍﳊﺮﻭﻑ ﺍﻟﺴﺎﻛﻨﺔ ‪l Consonant Letters‬‬
‫‪b c d f g h j k l m n p q r s t v w x y z‬‬
‫ﺍﳊﺮﻭﻑ ﺍﳌﺘﺤﺮﻛﺔ ‪l Vowels Letters‬‬
‫‪o u‬‬
‫‪i‬‬
‫‪a e‬‬
‫‪Parts of Speech‬‬
‫ﺃﻗﺴﺎﻡ ﺍﻟﻜﻼﻡ‬
‫ﺗﻌﺮﻳﻒ‬
‫ﻣﺜﺎﻝ‬
‫ﺍﺳﻢ ‪Noun‬‬
‫‪Ahmed, book‬‬
‫‪I, he, she, it, etc. ……..‬‬
‫ﻫﻮ ﻣﺎ ﻳﺪﻝ ﻋﻠﻰ ﺍﺳﻢ ﺃﻭ ﳛﻞ ﳏﻠﻪ‬
‫ﺿﻤﲑ ‪Pronoun‬‬
‫‪Play, played, will play‬‬
‫ﺭﺟﻞ ﻏﲏ ‪rich man‬‬
‫ﻫﻮ ﻣﺎ ﻳﺪﻝ ﻋﻠﻰ ﺣﺪﻭﺙ ﺷﻲﺀ ﰲ ﻭﻗﺖ ﻣﺎ‬
‫ﻓﻌﻞ ‪Verb‬‬
‫ﻻﺣﻆ ﺃﻥ ﺍﻟﺼﻔﺔ ﻫﻨﺎ ﺳﺒﻘﺖ ﺍﻻﺳﻢ ﺍﳌﻮﺻﻮﻑ ﺑﻌﻜﺲ ﺍﻟﻠﻐﺔ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻛﻠﻤﺔ ﺗﺼﻒ ﺍﻻﺳﻢ ﻭﺗﻜﻮﻥ ﻗﺒﻠﻪ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺼﻔﺔ ﺑﻌﺪ ﺍﻻﺳﻢ ﺍﳌﻮﺻﻮﻑ‬
‫ﺻﻔﺔ ‪Adjective‬‬
‫‪Ahmed writes quickly.‬‬
‫ﺃﲪﺪ ﻳﻜﺘﺐ ﺑﺴﺮﻋﺔ‪.‬‬
‫ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﻛﻠﻤﺔ ﺗﺼﻒ ﺍﻟﻔﻌﻞ ﺃﻭ ﺗﺰﻳﺪ‬
‫ﺍﻟﺼﻔﺔ ﻭﺿﻮﺣﹰﺎ‬
‫‪Adverb‬‬
‫ﺣﺎﻝ‬
‫‪Ahmed goes to school‬‬
‫ﺃﲪﺪ ﻳﺬﻫﺐ ﺇﱃ ﺍﳌﺪﺭﺳﺔ‬
‫‪They traveled by plane‬‬
‫ﻫﻢ ﺳﺎﻓﺮﻭﺍ ﺑﺎﻟﻄﺎﺋﺮﺓ‬
‫ﻫﻮ ﻛﻠﻤﺔ ﺗﺄﰐ ﻣﻊ ﺍﻻﺳﻢ ﺃﻭ ﺍﻟﻀﻤﲑ ﻟﺘﺒﲔ‬
‫ﻋﻼﻗﺘﻪ ﺑﻜﻠﻤﺔ ﺃﺧﺮﻯ‬
‫ﺣﺮﻑ ﺍﳉﺮ ‪Preposition‬‬
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‫‪ Ali and Ahmad visited us yesterday.‬ﻫﻮ ﻛﻠﻤﺔ ﺗﺼﻞ ﻣﺎ ﺑﲔ ﻛﻠﻤﺔ ﻭ ﻛﻠﻤﺔ ﺃﻭ ﲨﻠﺔ‬
‫ﻋﻠﻲ ﻭ ﺃﲪﺪ ﺯﺍﺭﻭﻧﺎ ﺃﻣﺲ‬
‫ﻭﲨﻠﺔ ‪.‬‬
‫ﺣﺮﻑ ﺍﻟﻌﻄﻒ ‪Conjunction‬‬
‫‪Alas! She died.‬‬
‫ﻳﺎ ﻟﻸﺳﻒ ! ﻟﻘﺪ ﻣﺎﺗﺖ‪.‬‬
‫ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﺻﻮﺍﺕ ﺃﻭ ﺻﻴﺤﺎﺕ ﺗﻌﱪ ﻋﻦ‬
‫ﺍﻟﺘﻌﺠﺐ‬
‫ﺣﺮﻑ ﺗﻌﺠﺐ ‪Interjection‬‬
‫‪This is a book.‬‬
‫ﻫﺬﺍ ﻛﺘﺎﺏ‪.‬‬
‫ﻫﻨﺎﻙ ﺛﻼﺙ ﺃﺩﻭﺍﺕ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪:‬‬
‫‪a, an, the‬‬
‫ﺗﺴﺘﺨﺪﻡ ‪ a‬ﻗﺒﻞ ﺍﻻﺳﻢ ﺍﻟﻨﻜﺮﺓ ﺍﻟﺬﻱ ﻳﺒﺪﺃ ﲝﺮﻑ‬
‫ﺳﺎﻛﻦ‪.‬‬
‫‪This is an apple.‬‬
‫ﻫﺬﻩ ﺗﻔﺎﺣﺔ‪.‬‬
‫ﺗﺴﺘﺨﺪﻡ ‪ an‬ﻗﺒﻞ ﺍﻻﺳﻢ ﺍﻟﻨﻜﺮﺓ ﺍﻟﺬﻱ ﻳﺒﺪﺃ‬
‫ﲝﺮﻑ ﻣﺘﺤﺮﻙ‪.‬‬
‫‪This is the book I bought yesterday.‬‬
‫ﻫﺬﺍ ﻫﻮ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺬﻱ ﺍﺷﺘﺮﻳﺘﻪ ﺃﻣﺲ‪.‬‬
‫ﺗﺴﺘﺨﺪﻡ ‪ the‬ﻟﻠﺘﻌﺮﻳﻒ‬
‫ﺃﺩﺍﺓ ‪Article‬‬
‫ﻣﻼﺣﻈﺔ ‪:‬‬
‫ﺍﳉﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﺍﳉﻤﻠﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻻﺑﺪ ﻭﺃﻥ ﲢﺘﻮﻱ ﻋﻠﻰ ﻓﻌﻞ ﺧﻼﻑ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﻗﺪ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﳉﻤﻠﺔ ﺍﲰﻴﺔ ﺃﻱ ﺑﺪﻭﻥ ﻓﻌـﻞ ﻣﺜـﻞ‬
‫‪):‬ﻋﻠﻲ ﻃﺒﻴﺐ( ﻭﻟﻮ ﺃﺭﺩﻧﺎ ﺗﺮﲨﺘﻬﺎ ﺇﱃ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺣﺮﻓﻴﺎ ﻧﻘﻮﻝ ‪Ali doctor :‬‬
‫ﻭﻫﺬﻩ ﲨﻠﺔ ﺇﳒﻠﻴﺰﻳﺔ ﺧﺎﻃﺌﺔ ﻟﻌﺪﻡ ﺍﺣﺘﻮﺍﺋﻬﺎ ﻋﻠﻰ ﻓﻌﻞ ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻧﻀﻊ ﳍﺎ ﻓﻌﻞ ﻓﺘﺼﺒﺢ ‪Ali is a doctor :‬‬
‫‪Sentences‬‬
‫ﳉﻤﻞ‬
‫ﺃﻧﻮﺍﻉ ﺍ ﹸ‬
‫ﲨﻞ ﺑﺴﻴﻄﺔ‬
‫ﲨﻞ ﻣﺮﻛﺒﺔ‬
‫ﲨﻞ ﻣﻌﻘﺪﺓ‬
‫‪1. Simple Sentences‬‬
‫‪2. Compound Sentences‬‬
‫‪3. Complex Sentences‬‬
‫‪1. Simple Sentences‬‬
‫ﻫﻲ ﺍﳉﻤﻠﺔ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﻓﻌﻞ ﻭﺍﺣﺪ ﻓﻘﻂ ‪:‬‬
‫ﲨﻞ ﺑﺴﻴﻄﺔ‬
‫ﻣﺜﺎﻝ ‪:‬‬
‫‪1) I saw a boy.‬‬
‫‪2) The boy was riding a bicycle.‬‬
‫ﳝﻜﻦ ﺭﺑﻂ ﺍﳉﻤﻠﺘﲔ ﻟﻨﻜﻮﻥ ﲨﻠﺔ ﻭﺍﺣﺪﺓ ﺑﺴﻴﻄﺔ ‪:‬‬
‫‪I saw a boy riding a bicycle.‬‬
‫‪2. Compound Sentences‬‬
‫ﲨﻞ ﻣﺮﻛﺒﺔ‬
‫ﻫﻲ ﺍﳉﻤﻠﺔ ﺍﻟﱵ ﺗﺘﺮﻛﺐ ﻣﻦ ﲨﻠﺘﲔ ﺑﺴﻴﻄﺘﲔ ﳍﻤﺎ ﺻﻠﺔ ﺑﺒﻌﻀﻬﻤﺎ ﺍﻟﺒﻌﺾ ﻭﻟﻜﻞ ﻣﻨﻬﻤﺎ ﻣﻌﲎ ﻣﺴﺘﻘﻞ ﺣﻴﺚ ﻳﺘﻢ ﺭﺑﻄﻬﻤﺎ ﲝﺮﻑ‬
‫ﻋﻄﻒ ﻣﺜﻞ‪and/ but /or :‬‬
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: and ‫ ﺗﺮﺑﻂ ﲨﻠﺘﲔ ﳍﻤﺎ ﻋﻼﻗﺔ ﺑﲔ ﺑﻌﻀﻬﻤﺎ‬: ‫ﻭﺍﻭ ﺍﻟﻌﻄﻒ‬
Ahmed did his homework. Anas helped him.
: ‫ﳝﻜﻦ ﺭﺑﻂ ﺍﳉﻤﻠﺘﲔ ﻟﻨﻜﻮﻥ ﲨﻠﺔ ﻭﺍﺣﺪﺓ‬
Ahmed did his homework and Anas helped him.
but: ‫ ﺗﺮﺑﻂ ﲨﻠﺘﲔ ﻋﻦ ﺷﻴﺌﲔ ﳐﺘﻠﻔﲔ ﺃﻭ ﻣﺘﻨﺎﻗﻀﲔ‬: ‫ﻟﻜﻦ‬
Khaled is rich. He is unhappy.
: ‫ﳝﻜﻦ ﺭﺑﻂ ﺍﳉﻤﻠﺘﲔ ﻟﻨﻜﻮﻥ ﲨﻠﺔ ﻭﺍﺣﺪﺓ‬
Khaled is rich but he is unhappy.
‫ ﺗﺮﺑﻂ ﲨﻠﺘﲔ ﻳﻜﻮﻥ ﻓﻴﻬﻤﺎ ﺧﻴﺎﺭ‬: ‫ﺃﻭ‬
or:
We can play football. We can watch TV.
: ‫ﳝﻜﻦ ﺭﺑﻂ ﺍﳉﻤﻠﺘﲔ ﻟﻨﻜﻮﻥ ﲨﻠﺔ ﻭﺍﺣﺪﺓ‬
We can play football or we can watch TV.
3. Complex Sentences
‫ﲨﻞ ﻣﻌﻘﺪﺓ‬
n Noun Clause
n Adjectival Clause
n Adverbial Clause
‫ﲨﻠﺔ ﺃﲰﻴﺔ‬
‫ﲨﻠﺔ ﻭﺻﻔﻴﺔ‬
‫ﲨﻠﺔ ﻇﺮﻓﻴﺔ‬
: ‫ﻫﻲ ﺍﳉﻤﻠﺔ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ﻓﻌﻞ ﻭﺍﺣﺪ ﻭ ﻣﺮﻛﺒﺔ ﻣﻦ ﲨﻠﺘﲔ‬
Main Clause ‫ﲨﻠﺔ ﺃﺳﺎﺳﻴﺔ‬
: ‫ ﻭﻫﻲ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ‬Subordinate Clause ‫ﲨﻠﺔ ﺛﺎﻧﻮﻳﺔ‬
Clause & Phrase
‫ﺍﳉﻤﻠﺔ ﻭ ﺷﺒﻪ ﺍﳉﻤﻠﺔ‬
n A clause is a combination of words containing a verb and has a complete
meaning.
:‫ ﻣﺜﺎﻝ‬.‫ﺍﳉﻤﻠﺔ ﻫﻲ ﳎﻤﻮﻋﺔ ﻛﻠﻤﺎﺕ ﲢﺘﻮﻱ ﻋﻠﻰ ﻓﻌﻞ ﻭ ﳍﺎ ﻣﻌﲎ ﺗﺎﻡ‬
I saw the man who was carrying a stick.
n A phrase is a combination of words forming part of the sentence but
without a verb.
:‫ ﻣﺜﺎﻝ‬.‫ﺷﺒﻪ ﺍﳉﻤﻠﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﳎﻤﻮﻋﺔ ﻛﻠﻤﺎﺕ ﺗﻜﻮﻥ ﺟﺰﺀﹰﺍ ﻣﻦ ﺍﳉﻤﻠﺔ ﺑﺪﻭﻥ ﻓﻌﻞ‬
I saw the man carrying a stick.
Verb to BE “‫ﻓﻌﻞ ”ﻳﻜﻮﻥ‬
n It is used as a principal and a helping verb.
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57
: ‫ﻳﺴﺘﺨﺪﻡ ﻛﻔﻌﻞ ﺭﺋﻴﺴﻲ ﻭﻣﺴﺎﻋﺪ‬
Subject ‫ ﻓﺎﻋﻞ‬Present ‫ﻣﻀﺎﺭﻉ‬
I
am
He, She, It
is
We, They, You
are
Past ‫ﻣﺎﺿﻲ‬
was
was
were
Past participle ‫ﺃﺳﻢ ﺍﳌﻔﻌﻮﻝ‬
been
been
been
.‫ﻧﺴﺘﺨﺪﻡ ﺻﻴﻐﺔ ﺍﳌﻀﺎﺭﻉ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻋﺎﺩﺍﺕ ﺃﻭ ﺣﻘﺎﺋﻖ ﺛﺎﺑﺘﺔ‬
.‫ﻧﺴﺘﺨﺪﻡ ﺻﻴﻐﺔ ﺍﳌﺎﺿﻲ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺷﻲﺀ ﺣﺼﻞ ﻭﺍﻧﺘﻬﻰ ﰲ ﺍﳌﺎﺿﻲ‬
: Examples ‫ﺃﻣﺜﻠﺔ‬
1. I am a pupil.
2. They are boys.
Negative Sentences with the verb to BE
“‫ﺍﳉﻤﻞ ﺍﳌﻨﻔﻴﺔ ﺑﺎﻟﻔﻌﻞ ”ﻳﻜﻮﻥ‬
n We make negative statements with the verb to BE by using the word not
after the verb to be.
(not) . ‫ﻧﻜﻮﻥ ﲨﻞ ﻣﻨﻔﻴﺔ ﻣﻊ ﻓﻌﻞ )ﻳﻜﻮﻥ( ﺑﻮﺿﻊ ﻛﻠﻤﺔ ﺑﻌﺪﻩ‬
Affirmative ‫ﺇﺛﺒﺎﺕ‬
Negative ‫ﻧﻔﻲ‬
I am at home.
I am not at home.
You are tall.
You are not tall.
Making Questions with the verb to BE
“‫ﺗﻜﻮﻳﻦ ﺍﻟﺴﺆﺍﻝ ﻣﻊ ﻓﻌﻞ ”ﻳﻜﻮﻥ‬
n “Yes” or “No” questions and short answers
: ‫ﺍﻷﺳﺌﻠﺔ ﺑـ )ﻧﻌﻢ( ﻭ )ﻻ( ﻭ ﺍﻹﺟﺎﺑﺎﺕ ﳐﺘﺼﺮﺓ‬
“Yes” or “No” questions
‫ﺃﺳﺌﻠﺔ ﺇﺟﺎﺑﺘﻬﺎ ﺑـ ﻧﻌﻢ ﻭ ﻻ‬
Be
Are
Were
+Subject
‫ﻓﺎﻋﻞ‬
you
the boys
+ Complement
‫ﺗﻜﻤﻠﺔ‬
a teacher?
at school?
Short Answers ‫ﺇﺟﺎﺑﺎﺕ ﳐﺘﺼﺮﺓ‬
Affirmative ‫ﺇﺛﺒﺎﺕ‬
Negative ‫ﻧﻔﻲ‬
Yes + Subject + Be
No + Subject + Be + not
Yes, I am.
Yes, they were.
No, I am not.
No, they were not.
Verb to DO “‫ﻓﻌﻞ ”ﻳﻌﻤﻞ‬
n It is used as a principal and a helping verb.
: ‫ﻳﺴﺘﺨﺪﻡ ﻛﻔﻌﻞ ﺭﺋﻴﺴﻲ ﻭﻓﻌﻞ ﻣﺴﺎﻋﺪ‬
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58
Subject
‫ﻓﺎﻋﻞ‬
Present
‫ﻣﻀﺎﺭﻉ‬
Past
‫ﻣﺎﺿﻲ‬
Past participle
‫ﺃﺳﻢ ﺍﳌﻔﻌﻮﻝ‬
I, you, we, they
He, She, It
do
does
did
did
done
done
.‫ﻧﺴﺘﺨﺪﻡ ﺻﻴﻐﺔ ﺍﳌﻀﺎﺭﻉ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻋﺎﺩﺍﺕ ﺃﻭ ﺣﻘﺎﺋﻖ ﺛﺎﺑﺘﺔ‬
.‫ﻧﺴﺘﺨﺪﻡ ﺻﻴﻐﺔ ﺍﳌﺎﺿﻲ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺷﻲﺀ ﺣﺼﻞ ﻭﺍﻧﺘﻬﻰ ﰲ ﺍﳌﺎﺿﻲ‬
Verb to HAVE
“‫ﻓﻌﻞ ”ﳝﻠﻚ‬
n It is used as a principal and a helping verb.
: ‫ﻳﺴﺘﺨﺪﻡ ﻛﻔﻌﻞ ﺭﺋﻴﺴﻲ ﻭﻓﻌﻞ ﻣﺴﺎﻋﺪ‬
Subject
‫ﻓﺎﻋﻞ‬
Present
‫ﻣﻀﺎﺭﻉ‬
Past
‫ﻣﺎﺿﻲ‬
Past participle
‫ﺃﺳﻢ ﺍﳌﻔﻌﻮﻝ‬
I, you, we, they
have
had
had
He, She, It
has
had
had
.‫ﻧﺴﺘﺨﺪﻡ ﺻﻴﻐﺔ ﺍﳌﻀﺎﺭﻉ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻋﺎﺩﺍﺕ ﺃﻭ ﺣﻘﺎﺋﻖ ﺛﺎﺑﺘﺔ‬
.‫ﻧﺴﺘﺨﺪﻡ ﺻﻴﻐﺔ ﺍﳌﺎﺿﻲ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺷﻲﺀ ﺣﺼﻞ ﻭﺍﻧﺘﻬﻰ ﰲ ﺍﳌﺎﺿﻲ‬
Negative Sentences with verb to HAVE as a main verb
‫ﺍﳉﻤﻞ ﺍﳌﻨﻔﻴﺔ ﻣﻊ ﻓﻌﻞ ”ﳝﻠﻚ“ ﻛﻔﻌﻞ ﺭﺋﻴﺴﻲ‬
Subject
‫ﻓﺎﻋﻞ‬
+
do/does/did
+ not
+ have
+ Complement
‫ﺗﻜﻤﻠﺔ‬
I
He
They
do
does
did
not
not
not
have
have
have
a car.
A new watch.
breakfast this morning.
Making Questions with the verb to HAVE as a main verb
‫ﺗﻜﻮﻳﻦ ﺍﻟﺴﺆﺍﻝ ﻣﻊ ﻓﻌﻞ ”ﳝﻠﻚ“ ﻛﻔﻌﻞ ﺭﺋﻴﺴﻲ‬
Short Answers
‫ﺇﺟﺎﺑﺎﺕ ﳐﺘﺼﺮﺓ‬
“Yes” or “No” questions
‫ﺃﺳﺌﻠﺔ ﺇﺟﺎﺑﺘﻬﺎ ﺑـ ﻧﻌﻢ ﻭ ﻻ‬
Affirmative
‫ﺇﺛﺒﺎﺕ‬
Negative
‫ﻧﻔﻲ‬
+
No + Subject
+Subject
Yes + Subject
Complement
Do/Does/Did
+have
+ do/does/did
‫ﻓﺎﻋﻞ‬
+ do/does/did
‫ﺗﻜﻤﻠﺔ‬
+not
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Do
you
have
Does
he
have
Did
they
have
a car?
a new
watch?
Breakfast
this
morning?
Yes, I do.
No, I do not.
Yes, he does.
No, he does
not
Yes, they did.
No, they did
not.
Verb to HAVE as a helping verb
‫ﻓﻌﻞ ”ﳝﻠﻚ “ ﻛﻔﻌﻞ ﻣﺴﺎﻋﺪ‬
n Verb to have is used as a helping verb to form the perfect tense.
.‫ﻳﺴﺘﺨﺪﻡ ﻓﻌﻞ ﳝﻠﻚ ﻛﻔﻌﻞ ﻣﺴﺎﻋﺪ ﻟﻴﻜﻮﻥ ﺯﻣﻦ ﺍﳌﻀﺎﺭﻉ ﺍﻟﺘﺎﻡ‬
:‫ﺃﻣﺜﻠﺔ‬
n They have lived here for two years.
n Adel has just finished his work.
Negative Sentences with verb to HAVE as a helping verb
‫ﺍﳉﻤﻞ ﺍﳌﻨﻔﻴﺔ ﻣﻊ ﻓﻌﻞ ”ﳝﻠﻚ“ ﻛﻔﻌﻞ ﻣﺴﺎﻋﺪ‬
.‫ ﺑﻌﺪ ﻫﺬﺍ ﺍﻟﻔﻌﻞ‬not ‫ﻟﺘﻜﻮﻳﻦ ﻧﻔﻲ ﻣﻊ ﻓﻌﻞ ﳝﻠﻚ ﻧﻀﻊ‬
:‫ﺃﻣﺜﻠﺔ‬
I have lived here for a long time.
I have not lived here for a long time.
Making Questions with verb to HAVE as a helping verb
‫ﺗﻜﻮﻳﻦ ﺍﻟﺴﺆﺍﻝ ﻣﻊ ﻓﻌﻞ ”ﳝﻠﻚ“ ﻛﻔﻌﻞ ﻣﺴﺎﻋﺪ‬
n “Yes” or “No” questions and short answers
: ‫ﺍﻷﺳﺌﻠﺔ ﺑـ ﻧﻌﻢ ﺃﻭ ﻻ ﻭ ﺍﻹﺟﺎﺑﺎﺕ ﳐﺘﺼﺮﺓ‬
.‫ﻟﺘﻜﻮﻳﻦ ﺳﺆﺍﻝ ﻣﻊ ﻓﻌﻞ ﳝﻠﻚ ﻛﻔﻌﻞ ﻣﺴﺎﻋﺪ ﻧﻘﺪﻡ ﻫﺬﺍ ﺍﻟﻔﻌﻞ ﻋﻠﻰ ﺍﻟﻔﺎﻋﻞ‬
:‫ﻣﺜﺎﻝ‬
n They have lived here for a long time.
n Have they lived here for a long time?
n Yes, they have.
No, they have not.
Other Uses of Verb to HAVE
“‫ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺃﺧﺮﻯ ﻣﻊ ﻓﻌﻞ ”ﳝﻠﻚ‬
n To express necessity in the present and past have to, has to, had to.
:‫ ﻣﺜﺎﻝ‬.‫ﻟﻴﻌﱪ ﻋﻦ ﺍﻟﻀﺮﻭﺭﺓ ﰲ ﺍﳌﻀﺎﺭﻉ ﻭ ﺍﳌﺎﺿﻲ‬
I have to leave now.
n With some model auxiliaries.
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:‫ ﻣﺜﺎﻝ‬.‫ﻣﻊ ﺑﻌﺾ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻨﺎﻗﺼﺔ‬
You had better see a doctor.
n To show that something is caused by another person.
:‫ ﻣﺜﺎﻝ‬.‫ﻟﻴﺒﲔ ﺃﻥ ﺷﻴﺌﹰﺎ ﻣﺎ ﺣﺼﻞ ﺑﻮﺍﺳﻄﺔ ﺷﺨﺺ ﺁﺧﺮ‬
I have my shoes cleaned every week.
Nouns ‫ﺍﻷﲰﺎﺀ‬
Nouns are words we use to name:
: ‫ﺍﻷﲰﺎﺀ ﻫﻲ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻧﺴﺘﺨﺪﻣﻬﺎ ﻟﺬﻛﺮ‬
.‫ ﺷﻌﻮﺭ‬، ‫ ﺃﻓﻜﺎﺭ‬، ‫ ﻣﻜﺎﻥ‬، ‫ ﺷﻲﺀ‬، ‫ ﺷﺨﺺ‬، ‫ ﻋﻠﻢ‬، ‫ﺍﺳﻢ‬
‫ﺃﺷﺨﺎﺹ‬
People
man, father, teacher, neighbor, …
‫ﺃﺷﻴﺎﺀ‬
Things
book, table, sugar, fruit, …
‫ﺃﻣﺎﻛﻦ‬
Places
school, street, city, house, …..
‫ﺃﻓﻜﺎﺭ‬
Ideas
freedom, honesty, truth, ….
‫ﺷﻌﻮﺭ‬
Feelings
happiness, anger, boredom, joy, ….
Countable & Uncountable Nouns
‫ﺍﻷﲰﺎﺀ ﺍﳌﻌﺪﻭﺩﺓ ﻭ ﻏﲑ ﺍﳌﻌﺪﻭﺩﺓ‬
n Countable Nouns: are things that be counted as one, two, three, and so on.
.‫ ﺛﻼﺛﺔ ﻭﻫﻜﺬﺍ‬، ‫ ﺍﺛﻨﺎﻥ‬، ‫ ﻫﻲ ﺍﻷﺷﻴﺎﺀ ﺍﻟﱵ ﳝﻜﻦ ﻋﺪﻫﺎ ﺑـ ﻭﺍﺣﺪ‬: ‫ﺍﻷﲰﺎﺀ ﺍﳌﻌﺪﻭﺩﺓ‬
n Uncountable Nouns: cannot be counted.
.‫ ﻫﻲ ﺍﻟﱵ ﻻ ﳝﻜﻦ ﻋﺪﻫﺎ ﺃﻱ ﻻ ﳝﻜﻦ ﻭﺿﻊ ﺭﻗﻢ ﻗﺒﻠﻬﺎ‬: ‫ﺍﻷﲰﺎﺀ ﺍﻟﻐﲑ ﻣﻌﺪﻭﺩﺓ‬
Countable Nouns
‫ﺍﻷﲰﺎﺀ ﺍﳌﻌﺪﻭﺩﺓ‬
n These nouns have singular and plural forms.
.‫ﻫﺬﻩ ﺍﻷﲰﺎﺀ ﳍﺎ ﺻﻴﻎ ﻣﻔﺮﺩﺓ ﻭﲨﻊ‬
n Before singular countable nouns you can use a/an.
. a/an ‫ﻗﺒﻞ ﺍﻷﲰﺎﺀ ﺍﳌﻔﺮﺩﺓ ﺍﳌﻌﺪﻭﺩﺓ ﺗﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ‬
n You cannot use singular countable nouns alone without words such as:
a, an, one, my, your, his, etc.
.‫ﻻ ﻧﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺃﲰﺎﺀ ﻣﻔﺮﺩﺓ ﻣﻌﺪﻭﺩﺓ ﲟﻔﺮﺩﻫﺎ ﺑﺪﻭﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
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Spelling Rules for Plurals
‫ﻗﻮﺍﻋﺪ ﺇﻣﻼﺀ ﺍﳉﻤﻊ‬
We form plurals of most nouns by adding “s” to the singular noun.
.‫“ ﻟﻼﺳﻢ ﺍﳌﻔﺮﺩ‬s”‫ﻮﻥ ﺍﳉﻤﻊ ﻣﻦ ﻣﻌﻈﻢ ﺍﻷﲰﺎﺀ ﺑﺈﺿﺎﻓﺔ‬ ‫ﻧﻜ‬
Singular
Plural
one book
two books
one horse
many horses
‫ﺣــﺎﻻﺕ ﺧﺎﺻـﺔ‬
es ‫ ﻧﻀﻴﻒ ﳍﺎ‬sh, ch, z, x, s ‫ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﻨﺘﻬﻲ ﺑﺎﳊﺮﻭﻑ‬
Singular
Plural
match
matches
bus
buses
dish
box
dishes
boxes
ies ‫ ﻭﻧﻀﻴﻒ‬y ‫ ﲢﺬﻑ‬،‫ ﻭﺳﺒﻘﻪ ﺣﺮﻑ ﺳﺎﻛﻦ‬y ‫ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﻨﺘﻬﻲ ﲝﺮﻑ‬
Singular
Plural
city
baby
cities
babies
.‫ ﻓﻘﻂ‬s ‫ ﻧﻀﻴﻒ‬،‫ ﻭﺳﺒﻘﻪ ﺣﺮﻑ ﻣﺘﺤﺮﻙ‬y ‫ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﻨﺘﻬﻲ ﲝﺮﻑ‬
Singular
Plural
boy
key
boys
keys
es ‫ ﻧﻀﻴﻒ‬،‫ ﻭﺳﺒﻘﻪ ﺣﺮﻑ ﺳﺎﻛﻦ‬o ‫ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﻨﺘﻬﻲ ﲝﺮﻑ‬
Singular
Plural
potato
tomato
potatoes
tomatoes
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.‫ ﻓﻘﻂ‬s ‫ ﻧﻀﻴﻒ‬،‫ ﻭﺳﺒﻘﻪ ﺣﺮﻑ ﻣﺘﺤﺮﻙ‬o ‫ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﻨﺘﻬﻲ ﲝﺮﻑ‬
Singular
Plural
radio
radios
zoo
zoos
es ‫ ﻭﻧﻀﻴﻒ‬،v ‫ ﳓﻮﳍﺎ ﺇﱃ ﺣﺮﻑ‬fe ‫ ﺃﻭ‬f ‫ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﻨﺘﻬﻲ ﲝﺮﻑ‬
Singular
Plural
knife
shelf
knives
shelves
: ‫ﺍﻷﲰﺎﺀ ﺍﳌﺮﻛﺒﺔ ﲡﻤﻊ ﺣﺴﺐ ﺍﻻﺳﻢ ﺍﻷﺧﲑ‬
Singular
Plural
classroom
classrooms
policeman
policemen
: ‫ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻷﲰﺎﺀ ﺍﻟﺸﺎﺫﺓ‬
Singular
man
Plural
men
woman
women
child
children
person
foot
tooth
goose
mouse
people
feet
teeth
geese
mice
Uncountable Nouns
‫ﺍﻷﲰﺎﺀ ﺍﻟﻐﲑ ﺍﳌﻌﺪﻭﺩﺓ‬
n Uncountable nouns cannot be counted.
es , s ‫ﻫﻲ ﺍﻟﱵ ﻻ ﲨﻊ ﳍﺎ ﺑﺈﺿﺎﻓﺔ‬
: ‫ﺃﻣﺜﻠـــﺔ‬
n salt, coffee, tea, food, meat, gold, music, blood.
. ‫ ﻗﺒﻞ ﺍﻷﲰﺎﺀ ﺍﻟﻐﲑ ﺍﳌﻌﺪﻭﺩﺓ‬an ‫ ﺃﻭ‬a ‫ﻻ ﺗﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ‬
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‫ﻣﺰﻳﺪﹰﺍ ﻣﻦ ﺍﻷﲰﺎﺀ ﺍﻟﻐﲑ ﺍﳌﻌﺪﻭﺩﺓ‬
flour
‫ﺩﻗﻴﻖ‬
salt
‫ﻣﻠﺢ‬
meat
‫ﳊﻢ‬
information
‫ﻣﻌﻠﻮﻣﺎﺕ‬
coffee
‫ﻗﻬﻮ ﺓ‬
knowledge
‫ﻣﻌﺮﻓﺔ‬
butter
‫ﺯﺑﺪ‬
food
‫ﻃﻌﺎﻡ‬
tea
‫ﺷﺎﻱ‬
sugar
‫ﺳﻜﺮ‬
gold
‫ﺫﻫﺐ‬
blood
‫ﺩﻡ‬
news
‫ﺃﺧﺒﺎﺭ‬
glass
‫ﺯﺟﺎﺝ‬
cheese
‫ﺟﱭ‬
milk
‫ﺣﻠﻴﺐ‬
paper
‫ﻭﺭﻕ‬
bread
‫ﺧﺒﺰ‬
rice
‫ﺭﺯ‬
wood
‫ﺧ ﺸﺐ‬
furniture
‫ﻣﻔﺮﻭﺷﺎﺕ‬
rain
‫ﻣﻄﺮ‬
steel
‫ﺣﺪﻳﺪ‬
grass
‫ﻋ ﺸﺐ‬
cloth
‫ﻗﻤﺎﺵ‬
music
‫ﻣﻮﺳﻴﻘﻰ‬
marble
‫ﺭﺧﺎﻡ‬
.‫ﲨﻴﻊ ﺍﻷﲰﺎﺀ ﺍﻟﻐﲑ ﺍﳌﻌﺪﻭﺩﺓ ﺗﻌﺎﻣﻞ ﻣﻌﺎﻣﻠﺔ ﺍﳌﻔﺮﺩ‬
:‫ﺃﻣﺜﻠﺔ‬
n Coffee is a traditional drink in Saudi Arabia.
n Milk has many minerals.
. ‫ﻭﻟﻜﻦ ﻟﻮ ﻭﺿﻌﺖ ﻛﻠﻤﺎﺕ ﺗﺪﻝ ﻋﻠﻰ ﺍﻟﻜﻤﻴﺔ ﻗﺒﻞ ﺍﻻﺳﻢ ﺍﻟﻐﲑ ﻣﻌﺪﻭﺩ ﻓﺄﻧﻪ ﻳﻌﺎﻣﻞ ﻣﻌﺎﻣﻠﺔ ﺍﳉﻤﻊ‬
n Two cups of tea are not enough for me.
n Five liters of oil do not operate this machine.
Definite & Indefinite Articles
‫ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﺮﻳﻒ ﻭ ﺍﻟﻨﻜﺮﺓ‬
a/an
are used as indefinite articles. . ‫ﺗﺴﺘﺨﺪﻣﺎﻥ ﻛﺄﺩﻭﺍﺕ ﻧﻜﺮﺓ‬
The
is used as definite articles. .‫ﺗﺴﺘﺨﺪﻡ ﻛﺄﺩﺍﺓ ﻟﻠﺘﻌﺮﻳﻒ‬
n We put “a” before a noun starting with a constant sound.
.‫ ﻗﺒﻞ ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﺒﺪﺃ ﲝﺮﻑ ﺳﺎﻛﻦ‬a ‫ﻧﻀﻊ‬
n We put “an” before a noun starting with a vowel sound.
. ‫ ﻗﺒﻞ ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﺒﺪﺃ ﲝﺮﻑ ﻣﺘﺤﺮﻙ‬an ‫ﻧﻀﻊ‬
Indefinite Articles “a” & “an”
‫ﺃﺩﻭﺍﺕ ﺍﻟﻨﻜﺮﺓ‬
n We put “a” before a noun starting with a constant sound.
. ‫ ﻗﺒﻞ ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﺒﺪﺃ ﲝﺮﻑ ﺳﺎﻛﻦ‬a ‫ﻧﻀﻊ‬
n We put “an” before a noun starting with a vowel sound.
. ‫ ﻗﺒﻞ ﺍﻷﲰﺎﺀ ﺍﻟﱵ ﺗﺒﺪﺃ ﲝﺮﻑ ﻣﺘﺤﺮﻙ‬an ‫ﻧﻀﻊ‬
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Vowels : ‫ﺍﳊﺮﻭﻑ ﺍﳌﺘﺤﺮﻛﺔ‬
a–e–i–o–u
We use a/an:
Before a singular
countable noun.
a table
an egg
.‫ﻗﺒﻞ ﺍﻷﲰﺎﺀ ﺍﳌﻔﺮﺩﺓ ﺍﳌﻌﺪﻭﺩﺓ‬
Before a job, a particular ‫ﻗﺒﻞ ﺍﻟﻮﻇﻴﻔﺔ ﺃﻭ ﳎﻤﻮﻋﺔ ﻣﻌﻴﻨﺔ ﻣﻦ‬
Saleh is a doctor
He is an engineer. She is
group of people or a
.‫ﺍﻟﻨﺎﺱ ﺃﻭ ﺍﳉﻨﺴﻴﺔ‬
an English women.
nationality.
With numbers that mean
every.
“‫ﻣﻊ ﺍﻷﺭﻗﺎﻡ ﺍﻟﱵ ﺗﻌﲏ ”ﻛﻞ‬
He washes his hands ten
times a day. (means
every day).
We DO NOT use a/an:
No article is used with
abstract nouns and the
names of metals.
No article is used before
plural or uncountable
nouns.
‫ﻻ ﺗﺴﺘﺨﺪﻡ ﺃﻱ ﺃﺩﺍﺓ ﻣﻊ ﺍﻷﲰﺎﺀ‬
.‫ﺍﳌﻌﻨﻮﻳﺔ ﻭ ﺃﲰﺎﺀ ﺍﳌﻌﺎﺩﻥ‬
Love, beauty, hatred, wood,
silver, gold
‫ ﻻ ﺗﺴﺘﺨﺪﻡ ﺃﻱ ﺃﺩﺍﺓ ﻗﺒﻞ ﺍﳉﻤﻊ ﺃﻭ‬There are books on the table.
Milk is good for you.
.‫ﺍﻷﲰﺎﺀ ﺍﻟﻐﲑ ﻣﻌﺪﻭﺩﺓ‬
The Definite Article “The”
“‫ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﺮﻳﻒ ”ﺃﻝ‬
: ‫ﺗﺴﺘﺨﺪﻡ ﺃﺩﺍﺓ ﺍﻟﺘﻌﺮﻳﻒ ”ﺍﻝ“ ﻗﺒﻞ‬
The is used before:
A noun that is the only one ‫ﺍﻻﺳﻢ ﺍﻟﺬﻱ ﻻ ﻳﻮﺟﺪ ﻣﻦ ﻧﻮﻋﻪ ﺳﻮﻯ ﻭﺍﺣﺪ‬
of its kind.
.‫ﻓﻘﻂ‬
The river Nile
The Ka’aba
Names of rivers, seas,
oceans, etc….
A noun which is the object
of a sentence.
.‫ﺍﱁ‬........‫ﺎﺭ ﻭ ﺍﻟﺒﺤﺎﺭ‬‫ﺃﲰﺎﺀ ﺍﻷ‬
The Arabian Gulf
The Red Sea
.‫ﺍﻻﺳﻢ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻣﻔﻌﻮﻝ ﺑﻪ ﳉﻤﻠﺔ‬
Umar answered the question.
The names of musical
instruments.
.‫ﺃﲰﺎﺀ ﺍﻵﻻﺕ ﺍﳌﻮﺳﻴﻘﻴﺔ‬
Can you play the duff?
Names of some countries.
.‫ﺃﲰﺎﺀ ﺑﻌﺾ ﺍﻟﺒﻠﺪﺍﻥ‬
The United Kingdom The
U.S.A.
With some time
expressions.
.‫ﻣﻊ ﺑﻌﺾ ﺍﻟﺘﻌﺎﺑﲑ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻮﻗﺖ‬
at the weekend
in the evening
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With dates.
.‫ﻣﻊ ﺍﻟﺘﻮﺍﺭﻳﺦ‬
On the first day of every
month.
With some general
expressions.
.‫ﻣﻊ ﺑﻌﺾ ﺍﻟﺘﻌﺒﲑﺍﺕ ﺍﻟﻌﺎﻣﺔ‬
Listen to the radio/news.
Go to the market/desert.
Use article with the name ‫ﻧﺴﺘﺨﺪﻡ ﺃﺩﺍﺓ ﺍﻟﺘﻌﺮﻳﻒ ﺃﻝ ﻣﻊ ﺍﻻﺳﻢ ﺍﻟﺬﻱ‬
that is repeated.
.‫ﺫﻛﺮ ﻟﻠﻤﺮﺓ ﺍﻟﺜﺎﻧﻴﺔ‬
No article is used with the
names of studies of
subjects.
No article is used before
such words as school,
home, bed, work, etc.
I saw a man. The man was
young.
‫ﻻ ﺗﺴﺘﺨﺪﻡ ﺃﻱ ﺃﺩﺍﺓ ﻣﻊ ﺃﲰﺎﺀ ﺍﳌﻮﺍﺩ‬
.‫ﺍﻟﺪﺭﺍﺳﻴﺔ‬
I do not like science. My
favorite subject is
mathematics.
‫ﻻ ﺗﺴﺘﺨﺪﻡ ﺃﻱ ﺃﺩﺍﺓ ﻗﺒﻞ ﺃﲰﺎﺀ ﻣﻌﻴﻨﺔ ﻣﺜﻞ‬
....‫ ﻋﻤﻞ‬،‫ ﺳﺮﻳﺮ‬،‫ ﻣﱰﻝ‬،‫ﻣﺪﺭﺳﺔ‬
I am going to school.
I always go to bed early.
on Monday, in June
No article is used before ‫ﻻ ﺗﺴﺘﺨﺪﻡ ﺃﻱ ﺃﺩﺍﺓ ﻣﻊ ﺃﲰﺎﺀ ﻣﻌﻴﻨﺔ ﻣﺜﻞ‬
in summer (sometimes in the
such words such as day and
summer).
.
‫ﺭ‬
‫ﻮ‬
‫ﻬ‬
‫ﺸ‬
‫ﻟ‬
‫ﺍ‬
‫ﻭ‬
‫ﻡ‬
‫ﺎ‬
‫ﻳ‬
‫ﻷ‬
‫ﺍ‬
month names.
before breakfast.
Pronouns
‫ﺍﻟﻀﻤﺎﺋﺮ‬
‫ﺍﻟﻀﻤﲑ ﳛﻞ ﳏﻞ ﺍﻻﺳﻢ‬
A pronoun replaces a noun .
Subject
Pronouns
‫ﺿﻤﺎﺋﺮ ﺍﻟﻔﺎﻋﻞ‬
Possessive
Object
Pronouns Adjectives
‫ﺻﻔﺎﺕ ﺍﳌﻠﻜﻴﺔ ﺿﻤﺎﺋﺮ ﺍﳌﻔﻌﻮﻝ ﺑﻪ‬
Possessive
Pronouns
‫ﺿﻤﺎﺋﺮ ﺍﳌﻠﻜﻴﺔ‬
Reflexive
Pronouns
‫ﺿﻤﺎﺋﺮ ﺍﻻﻧﻌﻜﺎﺱ‬
I
me
my
mine
myself
you
you
your
yours
yourself
he
him
his
his
himself
she
her
her
hers
herself
it
it
its
its
itself
We
you
they
us
you
them
our
your
their
ours
yours
theirs
ourselves
yourselves
themselves
• We use a pronouns instead of a noun when it is clear who or what we are
talking about .
. ‫ﻧﺴﺘﺨﺪﻡ ﺍﻟﻀﻤﲑ ﺑﺪﻻ ﻣﻦ ﺍﻻﺳﻢ ﻋﻨﺪﻣﺎ ﻧﻜﻮﻥ ﻋﻠﻰ ﻋﻠﻢ ﻣﻊ ﻣﻦ ﺃﻭ ﻋﻦ ﺃﻱ ﺷﻲﺀ ﻧﺘﺤﺪﺙ‬
: Example
Ali is a good student. He passes all his tests.
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‫ﻣﺜﺎﻝ‬
Object Pronouns
‫ﺿﻤﺎﺋﺮ ﺍﳌﻔﻌﻮﻝ ﺑﻪ‬
n We use an object pronoun .
‫ﻧﺴﺘﺨﺪﻡ ﺿﻤﲑ ﺍﳌﻔﻌﻮﻝ ﺑﻪ‬
– After a preposition. ‫ﺑﻌﺪ ﺣﺮﻭﻑ ﺍﳉﺮ‬
Do you live near them?
Send the box directly to me.
– After to and for with verbs like make, give, send, lend, pass, take,
show.
The little boy made it for her.
Reflexive Pronouns
‫ﺿﻤﺎﺋﺮ ﺍﻻﻧﻌﻜﺎﺳﻴﺔ‬
.‫ﻧﺴﺘﺨﺪﻡ ﺿﻤﺎﺋﺮ ﺍﻻﻧﻌﻜﺎﺳﻴﺔ‬
n Reflexive pronouns are used:
– for emphasize ‫ﻟﻠﺘﺄﻛﻴﺪ‬
Did you do the decorations yourself ?
I did the painting myself.
– With some special expressions ‫ﻣﻊ ﺑﻌﺾ ﺍﻟﺘﻌﺎﺑﲑ ﺍﳋﺎﺻﺔ‬
Help yourself .
Enjoy yourself.
Behave yourself.
I live by myself. (I live alone)
Relative Pronouns
‫ﺿﻤﺎﺋﺮ ﺍﻟﻮﺻﻞ‬
• The relative pronouns are used to join sentences together.
.‫ﺗﺴﺘﺨﺪﻡ ﺿﻤﺎﺋﺮ ﺍﻟﻮﺻﻞ ﻟﺮﺑﻂ ﺍﳉﻤﻞ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ‬
: ‫ﻭ ﻟﺮﺑﻂ ﺍﳉﻤﻞ ﺍﺗﺒﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‬
.‫ ﻧﺒﺤﺚ ﻋﻦ ﻛﻠﻤﺔ ﻣﺘﻜﺮﺭﺓ ﰲ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰒ ﻧﺒﺤﺚ ﻋﻦ ﻣﻮﻗﻌﻬﺎ‬-1
who ‫ﻼ ﻧﺴﺘﻌﻤﻞ‬
‫ﻼ ﻋﺎﻗ ﹰ‬
‫ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻓﺎﻋ ﹰ‬
‫ ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻏﲑ ﻋﺎﻗﻞ ﻧﺴﺘﻌﻤﻞ‬.‫ ﻭﻧﻌﺮﻑ ﺫﻟﻚ ﺑﻮﺟﻮﺩ ﺍﻟﻜﻠﻤﺔ ﺑﻌﺪ ﺍﻟﻔﻌﻞ‬whom ‫ﻼ ﻧﺴﺘﻌﻤﻞ‬
‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻔﻌﻮ ﹰﻻ ﺑﻪ ﻋﺎﻗ ﹰ‬
. which
. ‫ ﻓﺘﺴﺘﺨﺪﻡ ﺑﺪﻝ ﺃﻱ ﻛﻠﻤﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺇﻻ ﺃﻧﻨﺎ ﻻ ﻧﻔﻀﻞ ﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﲨﻴﻊ ﺍﳉﻤﻞ‬that ‫ﺃﻣﺎ‬
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‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻟﻠﻤﻠﻜﻴﺔ ﻧﺴﺘﻌﻤﻞ ﻛﻠﻤﺔ ‪. whose‬‬
‫‪ -2‬ﺍﺣﺬﻑ ﺍﻟﻜﻠﻤﺔ ﺍﳌﺘﻜﺮﺭﺓ ﻣﻦ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺿﻊ ﺍﻻﺳﻢ ﺍﻟﺬﻱ ﺣﺬﻓﺖ ﻣﺜﻠﻪ ﰲ ﺍﳉﻤﻠﺔ ﺍﻷﻭﱃ‪.‬‬
‫ﺍﻟﺬﻱ‪ ،‬ﺍﻟﱵ ]ﻟﻠﻔﺎﻋﻞ ﺍﻟﻌﺎﻗﻞ[ ‪Who‬‬
‫ﺗﺴﺘﺨﺪﻡ ‪ who‬ﻟﺘﺤﻞ ﳏﻞ ﺍﻟﻔﺎﻋﻞ ﺍﻟﻌﺎﻗﻞ ﻭﻃﺒﻌﹰﺎ ﻧﻌﺮﻑ ﺍﻟﻔﺎﻋﻞ ﺑﻮﺟﻮﺩﻩ ﺃﻭﻝ ﺍﳉﻤﻠﺔ‪ .‬ﻻﺣﻆ ﺍﳌﺜﺎﻝ ﺍﻟﺘﺎﱄ ‪:‬‬
‫‪Here is the man. The man is a doctor.‬‬
‫ﳓﺬﻑ ﻛﻠﻤﺔ ‪ The man‬ﻣﻦ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﻧﻀﻊ ﺑﺪ ﹰﻻ ﻣﻨﻬﺎ ‪ who‬ﰒ ﻧﻀﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﻌﺪ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺣﺬﻓﻨﺎ ﻣﺜﻠﻬﺎ ﰲ‬
‫ﺍﳉﻤﻠﺔ ﺍﻷﻭﱃ ﻓﺘﺼﺒﺢ ‪:‬‬
‫‪Here is the man who is a doctor.‬‬
‫ﺃﻣﺜﻠﺔ‪:‬‬
‫‪1) The man came here. The man was a doctor.‬‬
‫‪The man who was here is a doctor‬‬
‫‪2) My friend swims well. He lives here.‬‬
‫‪My friend who lives here swims well.‬‬
‫ﺍﻟﺬﻱ‪ ،‬ﺍﻟﱵ ]ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﺍﻟﻌﺎﻗﻞ[‬
‫‪Whom‬‬
‫ﺗﺴﺘﻌﻤﻞ ‪ whom‬ﻟﺘﺤﻞ ﳏﻞ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﺍﻟﻌﺎﻗﻞ ﻭﻃﺒﻌﹰﺎ ﻧﻌﺮﻑ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﺑﻮﺟﻮﺩﻩ ﺑﻌﺪ ﺍﻟﻔﻌﻞ‪ .‬ﻻﺣﻆ ﺍﳌﺜﺎﻝ ﺍﻟﺘﺎﱄ ‪:‬‬
‫‪The man came here. I visited him.‬‬
‫ﳓﺬﻑ ﻛﻠﻤﺔ ‪ him‬ﻣﻦ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰒ ﻧﻀﻊ ‪ whom‬ﺃﻭﻝ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻧﻀﻊ ﺍﻻﺳﻢ ﺍﳌﻮﺻﻮﻝ ﻭﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﻌﺪ ﺍﻟﻜﻠﻤﺔ‬
‫ﺍﻟﱵ ﺣﺬﻓﻨﺎ ﻣﺜﻠﻬﺎ )ﺍﻟﱵ ﻳﻌﻮﺩ ﺇﻟﻴﻬﺎ ﺍﻟﻀﻤﲑ( ﻓﺘﺼﺒﺢ‪:‬‬
‫‪The man whom I visited came here.‬‬
‫ﺃﻣﺜﻠﺔ‪:‬‬
‫‪1) The man was working with me. I paid him.‬‬
‫‪The man whom I paid was working with me.‬‬
‫‪2) This is the girl. You gave her a flower.‬‬
‫‪This is the girl whom you gave a flower.‬‬
‫ﺍﻟﺬﻱ‪ ،‬ﺍﻟﱵ ]ﻟﻠﺠﻤﺎﺩ ﺍﻟﻔﺎﻋﻞ ﺃﻭ ﺍﳌﻔﻌﻮﻝ ﺑﻪ[‬
‫‪Which‬‬
‫ﺗﺴﺘﻌﻤﻞ ‪ which‬ﻟﺘﺤﻞ ﳏﻞ ﺍﻟﻔﺎﻋﻞ ﺃﻭ ﺍﳌﻔﻌﻮﻝ ﺍﻟﻐﲑ ﻋﺎﻗﻞ ﻭﻃﺒﻌﹰﺎ ﻧﻌﺮﻑ ﺍﻟﻔﺎﻋﻞ ﺑﻮﺟﻮﺩﻩ ﺃﻭﻝ ﺍﳉﻤﻠﺔ ﺃﻣﺎ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﻓﻴﻮﺟﺪ ﺑﻌﺪ‬
‫ﺍﻟﻔﻌﻞ‪ .‬ﻻﺣﻆ ﺍﳌﺜﺎﻝ ﺍﻟﺘﺎﱄ ‪:‬‬
‫‪He found his book. He lost it yesterday.‬‬
‫ﻧﺮﻯ ﺃﻥ ﻛﻠﻤﺔ ‪ him‬ﺗﻌﻮﺩ ﻋﻠﻰ ﻛﻠﻤﺔ ‪ his book‬ﻓﻨﺤﺬﻓﻬﺎ ﻭﻧﻀﻊ ﺑﺪ ﹰﻻ ﻣﻨﻬﺎ ‪ which‬ﰲ ﺃﻭﻝ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰒ ﻧﻀﻊ‬
‫ﺍﻻﺳﻢ ﺍﳌﻮﺻﻮﻝ ﻭﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺑﻌﺪ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺣﺬﻓﻨﺎ ﻣﺜﻠﻬﺎ )ﺍﻟﱵ ﻳﻌﻮﺩ ﺇﻟﻴﻬﺎ ﺍﻟﻀﻤﲑ( ﻓﺘﺼﺒﺢ ‪:‬‬
‫‪He found his book which he lost yesterday.‬‬
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: ‫ﺃﻣﺜﻠﺔ‬
1) This is the house. I live in it.
This is the house which I live in.
2) This book is cheap. It is very useful.
This book which is very useful is cheap.
That
[‫ ﺍﻟﱵ ]ﻟﻠﻌﺎﻗﻞ ﻭ ﻏﲑ ﺍﻟﻌﺎﻗﻞ ﺍﻟﻔﺎﻋﻞ ﺃﻭ ﺍﳌﻔﻌﻮﻝ ﺑﻪ‬،‫ﺍﻟﺬﻱ‬
: ‫ ﻻﺣﻆ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬.‫ ﻟﺘﺤﻞ ﳏﻞ ﺍﻟﻔﺎﻋﻞ ﺃﻭ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﺍﻟﻌﺎﻗﻞ ﻭﻏﲑ ﻋﺎﻗﻞ ﺃﻱ ﲢﻞ ﳏﻞ ﺃﻱ ﺃﺩﺍﺓ ﺳﺒﻖ ﺷﺮﺣﻬﺎ‬that ‫ﺗﺴﺘﻌﻤﻞ‬
This is the boy. You met her.
This is the boy that (whom) you met.
I have a bird. It sings.
I have a bird that (which) sings.
Whose
[‫ ﺍﻟﱵ ]ﻟﻠﻤﻠﻜﻴﺔ‬،‫ﺍﻟﺬﻱ‬
: ‫ ﻻﺣﻆ ﺍﳌﺜﺎﻝ ﺍﻟﺘﺎﱄ‬.‫ ﻟﻠﻤﻠﻜﻴﺔ‬whose ‫ﺗﺴﺘﻌﻤﻞ‬
This is the man. His car hit the boy.
This is the man whose his car hit the boy.
‫ ﰒ ﻧﻀﻊ‬whose ‫ ﻓﻨﺤﺬﻑ ﺿﻤﲑ ﺍﳌﻠﻜﻴﺔ ﻭﻧﻀﻊ ﺑﺪ ﹰﻻ ﻣﻨﻪ ﺍﻻﺳﻢ ﺍﳌﻮﺻﻮﻝ‬the man ‫ ﳑﻠﻮﻛﺔ ﻟـ‬car ‫ﻫﻨﺎ ﳒﺪ ﺃﻥ ﻛﻠﻤﺔ‬
. car ‫ﺑﻌﺪﻫﺎ ﻛﻠﻤﺔ‬
Making Questions
‫ﺗﻜﻮﻳﻦ ﺍﻷﺳﺌﻠﺔ‬
: ‫ﻟﺘﺤﻮﻳﻞ ﺍﳉﻤﻠﺔ ﺍﳋﱪﻳﺔ ﺇﱃ ﺳﺆﺍﻝ ﻧﻀﻊ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ ﰲ ﺍﻟﺒﺪﺍﻳﺔ‬
Helping Verbs : ‫ﺍﻷﻓﻌﺎﻝ ﺍﳌﺴﺎﻋﺪﺓ ﻫﻲ‬
n am – is – are – was – were – have – has – had – will – would – shall –
should – can – could – may – might – must – ought to
: ‫ﺃﻣﺜﻠـﺔ‬
n They are doctors.
Are they doctors?
n She can help us?
Can they help us?
n I will go to the market? Will you go to the market?
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‫ﺇﺫﺍ ﱂ ﻳﻜﻦ ﺑﺎﳉﻤﻠﺔ ﻓﻌﻞ ﻣﺴﺎﻋﺪ‬
‫‪ (1‬ﻣﻊ ﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ ﺑﺪﻭﻥ ‪ s‬ﻧﺴﺘﺨﺪﻡ ‪: do‬‬
‫ﺃﻣﺜﻠـﺔ ‪:‬‬
‫?‪Do they play tennis‬‬
‫?‪Do you write books‬‬
‫‪n They play tennis.‬‬
‫‪n I write books.‬‬
‫ﻻﺣﻆ ﺇﻋﺎﺩﺓ ﺍﻟﻔﻌﻞ ﺇﱃ ﺃﺻﻠﻪ )ﺍﻟﺘﺼﺮﻳﻒ ﺍﻷﻭﻝ( ﻭﺫﻟﻚ ﻟﻮﺟﻮﺩ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ‬
‫‪ (2‬ﻣﻊ ﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ ﺍﻟﺬﻱ ﺑﻪ ‪ s‬ﻧﺴﺘﺨﺪﻡ ‪: does‬‬
‫ﺃﻣﺜﻠـﺔ ‪:‬‬
‫‪n ِAhmed plays tennis.‬‬
‫?‪Does Ahmed play tennis‬‬
‫?‪n Huda watch TV. Does Huda watch TV‬‬
‫ﻻﺣﻆ ﺇﻋﺎﺩﺓ ﺍﻟﻔﻌﻞ ﺇﱃ ﺃﺻﻠﻪ )ﺍﻟﺘﺼﺮﻳﻒ ﺍﻷﻭﻝ( ﻭﺫﻟﻚ ﻟﻮﺟﻮﺩ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ‬
‫‪ (3‬ﻣﻊ ﺍﻟﻔﻌﻞ ﺍﳌﺎﺿﻲ ﻧﺴﺘﺨﺪﻡ ‪: did‬‬
‫ﺃﻣﺜﻠــﺔ ‪:‬‬
‫‪n They watched TV last night.‬‬
‫?‪Did they watch TV last night‬‬
‫‪n I played football yesterday.‬‬
‫?‪Did you play football yesterday‬‬
‫ﻣﻼﺣﻈــﺔ ‪:‬‬
‫ﻻﺣﻆ ﺇﻋﺎﺩﺓ ﺍﻟﻔﻌﻞ ﺇﱃ ﺃﺻﻠﻪ )ﺍﻟﺘﺼﺮﻳﻒ ﺍﻷﻭﻝ( ﻭﺫﻟﻚ ﻟﻮﺟﻮﺩ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ‬
‫ﲨﻴﻊ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺗﻜﻮﻥ ﺇﺟﺎﺑﺘﻬﺎ ﺑـ ‪ Yes‬ﺃﻭ ‪ No‬ﻭﺫﻟﻚ ﻷ‪‬ﺎ ﱂ ﺗﺒﺪﺃ ﺑﺄﺩﺍﺓ ﺳﺆﺍﻝ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﺴﺆﺍﻝ ﺇﻋﻄﺎﺀ ﻣﻌﻠﻮﻣﺔ ﻣﻌﻴﻨﺔ ﻓﻴﺠﺐ ﺃﻥ ﻳﺒﺪﺃ ﺑﺈﺣﺪﻯ ﺃﺩﻭﺍﺕ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ ﻭﺍﻟﱵ ﺗﺴﻤﻰ ‪:‬‬
‫‪Wh Questions‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﳌﻜﺎﻥ‬
‫ﺃﻳﻦ‬
‫?‪Where‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻟﺰﻣﺎﻥ‬
‫ﻣﱴ‬
‫?‪When‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻟﺴﺒﺐ‬
‫ﳌﺎﺫﺍ‬
‫?‪Why‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺷﻲﺀ‬
‫ﻣﺎ‪ /‬ﻣﺎﺫﺍ‬
‫?‪What‬‬
‫ﻟﻼﺧﺘﻴﺎﺭ ﺑﲔ ﺷﻴﺌﲔ‬
‫ﺃﻱ‬
‫?‪Which‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﻓﺎﻋﻞ ﻋﺎﻗﻞ‬
‫ﻣﻦ‬
‫?‪Who‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﻣﻔﻌﻮﻝ ﺑﻪ ﻋﺎﻗﻞ‬
‫ﻣﻦ‬
‫?‪Whom‬‬
‫‪17/46‬‬
‫‪70‬‬
‫)‪Wh Questions (Cont.‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﳌﻠﻜﻴﺔ‬
‫ﳌﻦ‬
‫?‪Whose‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﳊﺎﻟﺔ‬
‫ﻛﻴﻒ‬
‫?‪How‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻟﻌﺪﺩ‬
‫ﻛﻢ ﻋﺪﺩ‬
‫?‪How many‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻟﻜﻤﻴﺔ‬
‫ﻛﻢ ﻛﻤﻴﺔ‬
‫?‪How much‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻟﻄﻮﻝ‬
‫ﻛﻢ ﻃﻮﻝ‬
‫?‪How long‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻟﻌﻤﺮ‬
‫ﻛﻢ ﻋﻤﺮ‬
‫?‪How old‬‬
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﳌﺴﺎﻓﺔ‬
‫ﻛﻢ ﺑﻌﺪ‬
‫?‪How far‬‬
‫‪Steps for Making a Question‬‬
‫ﺧﻄﻮﺍﺕ ﺗﻜﻮﻳﻦ ﺍﻟﺴﺆﺍﻝ‬
‫‪ (1‬ﺍﺧﺘﺮ ﺃﺩﺍﺓ ﺍﻟﺴﺆﺍﻝ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﺠﺰﺀ ﺍﳌﺮﺍﺩ ﺍﻟﺴﺆﺍﻝ ﻋﻨﻪ‪ ،‬ﻣﺜﻞ ‪:‬‬
‫‪When, Where, Why………..etc‬‬
‫‪ (2‬ﺿﻊ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ ‪) helping verb‬ﺇﻥ ﻭﺟﺪ( ﻗﺒﻞ ﺍﻟﻔﺎﻋﻞ ﺃﻱ ﺑﻌﺪ ﺃﺩﺍﺓ ﺍﻟﺴﺆﺍﻝ ﻣﺒﺎﺷﺮﺓ ‪.‬‬
‫‪ (3‬ﺇﺫﺍ ﱂ ﻳﻜﻦ ﺑﺎﳉﻤﻠﺔ ﻓﻌﻞ ﻣﺴﺎﻋﺪ ﺍﺳﺘﺨﺪﻡ ‪:‬‬
‫* ﻣﻊ ﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ ﺑﺪﻭﻥ ‪ s‬ﻧﺴﺘﺨﺪﻡ ‪do‬‬
‫* ﻣﻊ ﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ ﺍﻟﺬﻱ ﺑﻪ ‪ s‬ﻧﺴﺘﺨﺪﻡ ‪does‬‬
‫* ﻣﻊ ﺍﻟﻔﻌﻞ ﺍﳌﺎﺿﻲ ﻧﺴﺘﺨﺪﻡ ‪did‬‬
‫ﻼ ﺃﻭ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﻨﺎﻫﺎ ﻣﻦ ﻋﻨﺪﻧﺎ ﻣﻊ ﻣﻼﺣﻈﺔ ﺇﻋﺎﺩﺓ ﺍﻟﻔﻌﻞ ﺇﱃ ﺃﺻﻠﻪ‬
‫‪ (4‬ﺿﻊ ﺍﻟﻔﺎﻋﻞ ﺑﻌﺪ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ ﺳﻮﺍﺀ ﺍﳌﻮﺟﻮﺩ ﺑﺎﳉﻤﻠﺔ ﺃﺻ ﹰ‬
‫ﺃﻱ ﺗﺼﺮﻳﻔﻪ ﺍﻷﻭﻝ ‪.‬‬
‫‪ (5‬ﺍﺣﺬﻑ ﺍﳉﺰﺀ ﺍﳌﺮﺍﺩ ﺍﻟﺴﺆﺍﻝ ﻋﻨﻪ ﻷﻧﻪ ﺟﻮﺍﺏ ﺍﻟﺴﺆﺍﻝ‪.‬‬
‫ﺃﻣﺜﻠــــﺔ ‪:‬‬
‫‪They are going to eat meat.‬‬
‫?‪What are they going to eat‬‬
‫* ﻻﺣﻆ ﺃﻧﻨﺎ ﻗﺪﻣﻨﺎ ‪ are‬ﻋﻠﻰ ‪ they‬ﻷ‪‬ﺎ ﻫﻲ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ ﰒ ﺣﺬﻓﻨﺎ ﻛﻠﻤﺔ ‪ meat‬ﻷ‪‬ﺎ ﺍﳉﻮﺍﺏ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ‪.‬‬
‫‪They played tennis at school.‬‬
‫?‪Where did they play tennis‬‬
‫‪18/46‬‬
‫‪71‬‬
‫ ﻣﻦ ﺍﻟﻔﻌﻞ ﻹﻋﺎﺩﺗﻪ ﺇﱃ‬ed ‫ ﻭﻻﺣﻆ ﺃﻳﻀﹰﺎ ﺣﺬﻑ‬.‫ ﻟﻌﺪﻡ ﻭﺟﻮﺩ ﻓﻌﻞ ﻣﺴﺎﻋﺪ ﻭ ﻷﻥ ﺍﻟﻔﻌﻞ ﰲ ﺍﳌﺎﺿﻲ‬did ‫* ﻻﺣﻆ ﺃﻧﻨﺎ ﺍﺳﺘﺨﺪﻣﻨﺎ‬
.‫ﺎ ﺍﳉﻮﺍﺏ ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ‬‫ ﻷ‬at school ‫ ﻭﻻﺣﻆ ﺃﻧﻨﺎ ﺣﺬﻓﻨﺎ‬.‫ﺃﺻﻠﻪ‬
: ‫ﻣﻼﺣﻈﺔ‬
:‫ﻻﺣﻆ ﺗﻐﻴﲑ ﺑﻌﺾ ﺍﻟﻀﻤﺎﺋﺮ ﻟﻜﻲ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﺍﳌﻌﲎ ﻣﺜﻞ‬
you ‫ ﺗﺼﺒﺢ‬I
you ‫ ﺗﺼﺒﺢ‬your
I ‫ ﺗﺼﺒﺢ‬you
we ‫ ﺗﺼﺒﺢ‬my
what ‫ﻼ ﻭ‬
‫ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺎﻋﻞ ﻋﺎﻗ ﹰ‬who ‫ﻼ ﻣﺴﺎﻋﺪﹰﺍ ﻣﻦ ﻋﻨﺪﻧﺎ ﺑﻞ ﻧﻀﻊ ﺃﺩﺍﺓ ﺍﻟﺴﺆﺍﻝ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺴﺆﺍﻝ ﻋﻦ ﺍﻟﻔﺎﻋﻞ ﻻ ﻧﺴﺘﺨﺪﻡ ﻓﻌ ًﹰ‬
.‫ﻼ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﻌﻞ ﻏﲑ ﻋﺎﻗ ﹰ‬
: ‫ﺃﻣﺜﻠﺔ‬
Ahmed broke the window.
Who broke the window?
The book describes accidents. What describes accidents?
How ‫ﺍﺳﺘﻌﻤﺎﻻﺕ‬
He was very pleased to meet his friend.
How was he to meet his friend?
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﳊﺎﻟﺔ ﺃﻭ ﺍﻟﻜﻴﻔﻴﺔ‬
How
Thirty boys are in this class.
How many boys are in this class?
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻟﻌﺪﺩ‬
How many
I am twenty years old.
How old are you?
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻟﻌﻤﺮ‬
How old
You paid five pounds for this coat.
How much did you pay for this coat?
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻟﻜﻤﻴﺔ‬
How much
It is 450 KM from Dammam to Riyadh.
How far is it from Dammam to Riyadh?
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﳌﺴﺎﻓﺎﺕ‬
How far
This rope is two meters long.
How long is this rope?
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻷﻃﻮﺍﻝ‬
How long
This fence is four meters high.
How high is this fence?
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺍﻹﺭﺗﻔﺎﻋﺎﺕ‬
How high
Sami is meter and a half tall.
How tall is Sami?
‫ﻟﻠﺴﺆﺍﻝ ﻋﻦ ﺃﻃﻮﺍﻝ ﺍﻷﺷﺨﺎﺹ‬
How tall
19/46
72
some/‫ﺑﻌﺾ‬
any/‫ﺃﻱ‬
.‫ﺎ ﰲ ﺍﳉﻤﻞ ﺍﳋﱪﻳﺔ ﻭﻟﻴﺴﺖ ﺍﳌﻨﻔﻴﺔ ﺃﻭ ﺍﻟﺴﺆﺍﻝ‬‫ ﻭﺃﺧﻮﺍ‬some ‫ﺗﺴﺘﺨﺪﻡ‬
2) Somebody was there.
1) We had some books.
3) He is somewhere.
.‫ﺎ ﻣﻊ ﺍﻟﺴﺆﺍﻝ ﻭﺍﻟﻨﻔﻲ‬‫ ﻭﺃﺧﻮﺍ‬any ‫ﻭﺗﺴﺘﺨﺪﻡ‬
: ‫ﻣﻊ ﺍﻟﺴﺆﺍﻝ‬
2) Is anybody at home?
1) Do you have any books?
3) Is he anywhere?
: ‫ﻣﻊ ﺍﻟﻨﻔﻲ‬
1) We do not have any books.
3) He is not anywhere.
2) I did not see anybody.
Making Negative
‫ﺗﻜﻮﻳﻦ ﺍﻟﻨﻔﻲ‬
:‫ ﺑﻌﺪ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ‬not ‫ﻟﺘﺤﻮﻳﻞ ﺍﳉﻤﻠﺔ ﺍﳋﱪﻳﺔ ﺇﱃ ﻧﻔﻲ ﻧﻀﻊ ﻛﻠﻤﺔ‬
Helping Verbs :‫ﺍﻷﻓﻌﺎﻝ ﺍﳌﺴﺎﻋﺪﺓ ﻫﻲ‬
am – is – are – was – were – have – has – had – will – would – shall – should –
can – could – may – might – must – ought to
: ‫ﺃﻣﺜﻠــﺔ‬
n They are happy. They are not happy?
n He can help us?
He can not help us?
Long forms & Short forms of Verb to be
(Affirmative) ‫ﰲ ﺍﻹﺛﺒﺎﺕ‬
(Negative) ‫ﰲ ﺍﻟﻨﻔﻲ‬
Long Forms
Short Forms
Long Forms
Short Forms
I am
I’m
I am not
I’m not
He is
He’s
He is not
He’s not
She is
She’s
She is not
She’s not
It is
It’s
It is not
It’s not
You are
You’re
You are not
You’re not
We are
We’re
We are not
We’re not
They are
They’re
They are not
They’re not
20/46
73
‫ﺇﺫﺍ ﱂ ﻳﻜﻦ ﰲ ﺍﳉﻤﻠﺔ ﻓﻌﻞ ﻣﺴﺎﻋﺪ ﻓﻨﺄﰐ ﺑﻔﻌﻞ ﻣﺴﺎﻋﺪ ﻣﻦ ﻋﻨﺪﻧﺎ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﻷﻓﻌﺎﻝ ﺍﳌﺴﺎﻋﺪﺓ ﻫﻲ‪ (do, does, did) :‬ﰒ ﻧﻀﻊ )‪ (not‬ﺑﻌﺪﻩ ﻣﻊ ﻣﻼﺣﻈﺔ ﺇﻋﺎﺩﺓ ﺍﻟﻔﻌﻞ ﺇﱃ ﺃﺻﻠﻪ ﺃﻱ ﺍﻟﺘﺼﺮﻳﻒ‬
‫ﺍﻷﻭﻝ ‪.‬‬
‫ﻣﻼﺣﻈﺔ ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺣﺪﻯ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻵﺗﻴﺔ ﰲ ﺍﳉﻤﻠﺔ ﻓﻨﻨﻔﻲ ﺍﳉﻤﻠﺔ ﺑﻨﻔﻲ ﺍﻟﻜﻠﻤﺔ ﻛﻤﺎ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﺇﺛﺒﺎﺕ ‪Affirmative‬‬
‫ﻧﻔﻲ ‪Negative‬‬
‫ﺑﻌ ﺾ‬
‫‪no, any‬‬
‫‪some‬‬
‫‪neither………….nor‬‬
‫ﻛﻞ ﻣﻦ‪....‬ﻭ ‪both……and‬‬
‫‪neither………….nor‬‬
‫ﺇﻣﺎ‪......‬ﺃﻭ ‪either…..or‬‬
‫‪never‬‬
‫ﺃﺣﻴﺎﻧﹰﺎ ‪sometimes‬‬
‫‪not so…………..as‬‬
‫ﻣﺜﻠﻪ‪.......‬ﻣﺜﻞ ‪as………as‬‬
‫‪not all‬‬
‫ﻛﻞ ‪all‬‬
‫‪no, not every‬‬
‫ﻛﻞ ‪every‬‬
‫ﺍﻷﺯﻣﻨﺔ ‪TENSES‬‬
‫ﺍﳌﻀﺎﺭﻉ ﺍﻟﺒﺴﻴﻂ ‪1. Present Simple Tense‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺘﻘﺎﻟﻴﺪ ﻭﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﳊﻘﺎﺋﻖ ‪.‬‬
‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ ﺍﻟﺘﺼﺮﻳﻒ ﺍﻷﻭﻝ ﻟﻠﻔﻌﻞ ﺃﻱ ﺍﻟﻔﻌﻞ ﺍ‪‬ﺮﺩ ‪.‬‬
‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ ‪:‬‬
‫ﻋﺎﺩﺓ ‪usually‬‬
‫ﺩﺍﺋﻤﹰﺎ ‪always‬‬
‫ﻛﻞ‪every‬‬
‫ﺃﺣﻴﺎﻧﺎ ً ‪sometimes‬‬
‫ﻏﺎﻟﺒﹰﺎ ‪often‬‬
‫ﻋﻤﻮﻣ‪‬ﺎ ‪generally‬‬
‫ﻣﻦ ﺣﲔ ﻵﺧﺮ ‪from time to time‬‬
‫ﺃﺑﺪﹰﺍ ‪never‬‬
‫ﻧﺎﺩﺭﺍ ‪rarely‬‬
‫ﺃﻣﺜﻠــﺔ ‪:‬‬
‫‪1.‬‬
‫‪2.‬‬
‫‪3.‬‬
‫‪4.‬‬
‫‪I go to school everyday.‬‬
‫‪They usually sleep at 11.00 p.m.‬‬
‫‪We often drink coffee in the morning.‬‬
‫‪She is never late to school.‬‬
‫ﻣﻼﺣﻈﺔ ‪ :‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺎﻋﻞ ﻣﻔﺮﺩ ﻏﺎﺋﺐ ﻧﻀﻴﻒ ‪ s‬ﺯﻳﺎﺩﺓ ﻟﻠﻔﻌﻞ ‪.‬‬
‫‪1. Ali drinks milk every morning.‬‬
‫‪2. A cow gives us milk.‬‬
‫ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ‬
‫‪2. Past Simple Tense‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺣﺪﺙ ﻭﻗﻊ ﰲ ﺍﳌﺎﺿﻲ‪.‬‬
‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ ﺍﻟﺘﺼﺮﻳﻒ ﺍﻟﺜﺎﱐ ﻟﻠﻔﻌﻞ ﺃﻱ ﺇﺿﺎﻓﺔ ‪ ed‬ﻣﻊ ﻣﻼﺣﻈﺔ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺫﺓ ‪.‬‬
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‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ ‪:‬‬
‫ﻣﻀﻰ ‪ago‬‬
‫ﺍﳌﺎﺿﻲ ‪last‬‬
‫ﺃﻭ ﺃﻱ ﺗﺎﺭﻳﺦ ﰲ ﺍﳌﺎﺿﻲ ﻣﺜﻞ‬
‫ﺃﻣﺲ ‪yesterday‬‬
‫‪in 1988 AD, in 1415 AH:‬‬
‫‪I, He, She, it‬‬
‫‪They, We, You‬‬
‫‪was‬‬
‫‪were‬‬
‫ﺃﻣﺜﻠـﺔ ‪:‬‬
‫‪1. I watched television last night.‬‬
‫‪2. They visited their uncle yesterday.‬‬
‫‪3. We went to Makkah two months often.‬‬
‫ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﺒﺴﻴﻂ‬
‫‪3. Future Simple Tense‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺣﺪﺙ ﻣﺘﻮﻗﻊ ﺣﺪﻭﺛﻪ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ‪.‬‬
‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ ‪ will‬ﺃﻭ ‪ shall‬ﰒ ﺍﻟﺘﺼﺮﻳﻒ ﺍﻷﻭﻝ ﻟﻠﻔﻌﻞ ‪.‬‬
‫ﺗﺄﰐ ‪ shall‬ﻣﻊ ﺿﻤﲑ ﺍﳌﺘﻜﻠﻢ ‪ I‬ﻭ ‪ we‬ﺃﻣﺎ ‪ will‬ﻓﺘﺄﰐ ﻣﻊ ﺑﺎﻗﻲ ﺍﻟﻀﻤﺎﺋﺮ ‪.‬‬
‫ﻭﻟﻜﻦ ‪ shall‬ﻧﺪﺭ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳊﺪﻳﺜﺔ ﻭﻗﺪ ﺣﻠﺖ ﻛﻠﻤﺔ ‪ will‬ﺑﺪﳍﺎ ﻣﻊ ﲨﻴﻊ ﺍﻟﻀﻤﺎﺋﺮ ‪.‬‬
‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ ‪:‬‬
‫ﰲ ﺍﳌﺴﺘﻘﺒﻞ ‪in the future‬‬
‫ﺍﻟﻘﺎﺩﻡ ‪next‬‬
‫ﺃﻭ ﺃﻱ ﺗﺎﺭﻳﺦ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﻣﺜﻞ‬
‫ﻏﺪﹰﺍ ‪tomorrow‬‬
‫‪in 2010 AD, in 1425 AH:‬‬
‫ﺃﻣﺜﻠـﺔ ‪:‬‬
‫‪1. I will go to school tomorrow.‬‬
‫‪2. They will play foot ball next Friday.‬‬
‫‪3. He will join the army in the future.‬‬
‫ﻫﻨﺎﻙ ﺗﻜﻮﻳﻦ ﺃﺧﺮ ﻟﻠﻤﺴﺘﻘﺒﻞ ﺍﻟﺒﺴﻴﻂ ﺑﺎﺳﺘﺨﺪﺍﻡ ‪:‬‬
‫‪going to‬‬
‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﺴﺘﻤﺮ‬
‫‪am , is , are‬‬
‫‪4. Present Continuous Tense‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺣﺪﺙ ﻳﻘﻊ ﺍﻵﻥ ﻓﻘﻂ ‪.‬‬
‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ ‪:‬‬
‫‪ + ing‬ﻓﻌﻞ ‪am / is / are +‬‬
‫‪I‬‬
‫‪am + verb + ing‬‬
‫‪He, she, it‬‬
‫‪is + verb + ing‬‬
‫‪They, we, you‬‬
‫‪are + verb + ing‬‬
‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ ‪:‬‬
‫ﺍﻧﻈﺮ ‪look‬‬
‫ﰲ ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ ‪at the moment‬‬
‫ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﺿﺮ ‪at the present time‬‬
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‫ﺍﻵﻥ ‪now‬‬
‫ﺍﺳﺘﻤﻊ ‪listen‬‬
‫ﺃﻣﺜﻠـــﺔ ‪:‬‬
‫‪1. I am reading a story at the moment.‬‬
‫‪2. They are watching television now.‬‬
‫‪3. Look! the bus is coming.‬‬
‫ﺑﻌﺾ ﺍﻷﻓﻌﺎﻝ ﻻ ﳝﻜﻦ ﺃﻥ ﺗﻘﻊ ﰲ ﺍﻻﺳﺘﻤﺮﺍﺭ ﺳﻮﺍﺀ ﺍﳌﻀﺎﺭﻉ ﺍﳌﺴﺘﻤﺮ ﺃﻭ ﺍﳌﺎﺿﻲ ﺍﳌﺴﺘﻤﺮ ﻭﻫﺬﻩ ﺍﻷﻓﻌﺎﻝ ﺗﻌﱪ ﻋﻦ ﺍﻟﺸﻌﻮﺭ ﻭﺍﻷﺫﻯ‬
‫ﻭﺍﻹﺣﺴﺎﺱ ﻭﻣﻦ ﻫﺬﻩ ﺍﻷﻓﻌﺎﻝ ‪:‬‬
‫ﻳﻔﻀﻞ ‪prefer‬‬
‫ﻳﺮﻳﺪ ‪want‬‬
‫ﳛﺐ ‪love‬‬
‫ﳛﺐ ‪like‬‬
‫ﻳﺸﻌﺮ ‪feel‬‬
‫ﻳﻜﺮﻩ ‪dislike‬‬
‫ﻳﻜﺮﻩ ‪hate‬‬
‫ﻳﺘﻤﲎ ‪wish‬‬
‫ﻳﺒﺪﻭ ‪seem‬‬
‫ﻳﻌﺘﻘﺪ ‪think‬‬
‫ﻳﺴﻤﻊ ‪hear‬‬
‫ﻳﺄﻣﻞ ‪hope‬‬
‫ﻳﻨﺎﺳﺐ ‪fit‬‬
‫ﻳﻌﺘﱪ ‪consider‬‬
‫ﳜﺸﻰ ‪fear‬‬
‫ﻳﻈﻬﺮ ‪appear‬‬
‫ﻳﺜﻖ ‪trust‬‬
‫ﻳﺼﺪﻕ ‪believe‬‬
‫ﻳﻔﻬﻢ ‪understand‬‬
‫ﺍﳌﺎﺿﻲ ﺍﳌﺴﺘﻤﺮ‬
‫‪. Past Continuous Tense‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻓﻌﻞ ﻭﻗﻊ ﰲ ﺍﳌﺎﺿﻲ ﺃﺛﻨﺎﺀ ﻭﻗﻮﻉ ﻓﻌﻞ ﺃﺧﺮ ‪.‬‬
‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ ‪:‬‬
‫‪ + ing‬ﻓﻌﻞ‪was / were +‬‬
‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ ‪:‬‬
‫ﻷﻥ ‪because‬‬
‫ﺑﻴﻨﻤﺎ ‪while‬‬
‫ﺣﻴﺚ ﺃﻥ ‪as‬‬
‫ﻋﻨﺪﻣﺎ ‪when‬‬
‫ﻣﻠﺤﻮﻇﺔ‪:‬‬
‫ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﺎ ﻳﺄﰐ ﻣﻌﻪ ﺯﻣﻦ ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ ﻭ ﺍﻟﺬﻱ ﲣﻠﻞ ﺍﳌﺎﺿﻲ ﺍﳌﺴﺘﻤﺮ ﺃﻱ ﺍﻟﺬﻱ ﻭﻗﻊ ﺃﺛﻨﺎﺀ ﺣﺪﻭﺛﻪ‪.‬‬
‫ﺃﻣﺜﻠــﺔ ‪:‬‬
‫‪While I was sleeping , a thief entered my room.‬‬
‫ﻣﺎﺿﻲ ﺑﺴﻴﻂ‬
‫ﻣﺎﺿﻲ ﻣﺴﺘﻤﺮ‬
‫)ﺑﻴﻨﻤﺎ ﻛﻨﺖ ﻧﺎﺋﻤﹰﺎ ‪ ،‬ﺩﺧﻞ ﻟﺺ ﻏﺮﻓﱵ( ﻫﺬﻩ ﺍﳉﻤﻠﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺣﺪﺛﲔ ﺃﺣﺪﳘﺎ ﻣﺎﺿﻲ ﻣﺴﺘﻤﺮ ﻭﻫﻮ ﺍﻟﻨﻮﻡ ﻭﺍﻵﺧﺮ ﺩﺧﻮﻝ ﺍﻟﻠﺺ‬
‫ﺍﻟﻐﺮﻓﺔ ﺍﻟﺬﻱ ﺣﺼﻞ ﺃﺛﻨﺎﺀ ﺍﻟﻨﻮﻡ ‪.‬‬
‫‪When we were eating , my father came .‬‬
‫ﻣﺎﺿﻲ ﺑﺴﻴﻂ‬
‫ﻣﺎﺿﻲ ﻣﺴﺘﻤﺮ‬
‫) ﺑﻴﻨﻤﺎ ﻛﻨﺎ ﻧﺄﻛﻞ ‪ ،‬ﺟﺎﺀ ﻭﺍﻟﺪﻱ( ﻫﺬﻩ ﺍﳉﻤﻠﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺣﺪﺛﲔ ﺃﺣﺪﳘﺎ ﻣﺎﺿﻲ ﻣﺴﺘﻤﺮ ﻭﻫﻮ ﺍﻷﻛﻞ ﻭﺍﻵﺧﺮ ﳎﻲﺀ ﻭﺍﻟﺪﻱ ﺍﻟﺬﻱ‬
‫ﺣﺼﻞ ﺃﺛﻨﺎﺀ ﺍﻷﻛﻞ ‪.‬‬
‫ﻣﻼﺣﻈﺔ ‪ :‬ﳝﻜﻦ ﻭﺿﻊ ﺃﺩﺍﺓ ﺍﻟﺮﺑﻂ ﻭﺳﻂ ﺍﳉﻤﻠﺔ ﺩﻭﻥ ﺃﻥ ﻳﺘﻐﲑ ﺍﳌﻌﲎ ﻓﺘﺼﺒﺢ ﺍﳉﻤﻠﺘﺎﻥ ﺍﻟﺴﺎﺑﻘﺔ ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬
‫‪A thief entered my room while I was sleeping .‬‬
‫ﻣﺎﺿﻲ ﻣﺴﺘﻤﺮ‬
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‫ﻣﺎﺿﻲ ﺑﺴﻴﻂ‬
‫ﺩﺧﻞ ﻟﺺ ﻏﺮﻓﱵ ﺑﻴﻨﻤﺎ ﻛﻨﺖ ﻧﺎﺋﻤﹰﺎ‬
‫‪My father came when we were eating .‬‬
‫ﻣﺎﺿﻲ ﻣﺴﺘﻤﺮ‬
‫ﺟﺎﺀ ﻭﺍﻟﺪﻱ ﺑﻴﻨﻤﺎ ﻛﻨﺎ ﻧﺄﻛﻞ‬
‫ﻣﺎﺿﻲ ﺑﺴﻴﻂ‬
‫ﻣﻼﺣﻈﺔ ‪:‬‬
‫ﺗﻜﺘﺐ ﺍﻟﻔﺎﺻﻠﺔ ﺇﺫﺍ ﺑﺪﺃﺕ ﺍﳉﻤﻠﺔ ﺑﻜﻠﻤﺔ ‪ while‬ﻭﲢﺬﻑ ﺇﺫﺍ ﻭﻗﻌﺖ ﰲ ﻣﻨﺘﺼﻒ ﺍﳉﻤﻠﺔ ﺍﻷﻭﱃ ‪.‬‬
‫ﺗﺬﻛﺮ ﺩﺍﺋﻤﹰﺎ ﺃﻥ ﻗﺎﻋﺪﺓ ‪ while‬ﺎ ﻓﻌﻼﻥ ﺍﻷﻭﻝ ﻃﻮﻳﻞ ﻣﺴﺘﻤﺮ ﻭ ﺍﻵﺧﺮ ﻣﻔﺎﺟﺊ ﻭﻫﻮ ﻣﺎﺿﻲ ﺑﺴﻴﻂ‪.‬‬
‫ﺍﳌﺴﺘﻘﺒﻞ ﺍﳌﺴﺘﻤﺮ ‪6. Future Continuous Tense‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺷﻲﺀ ﻣﺘﻮﻗﻊ ﺣﺪﻭﺛﻪ ﰲ ﺍﳌﺴﺘﻘﺒﻞ ﻭﻳﺴﺘﻤﺮ ﻟﻔﺘﺮﺓ ‪.‬‬
‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ ‪:‬‬
‫) ‪ + ing‬ﻓﻌﻞ‪( will + be +‬‬
‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ ‪:‬‬
‫ﰲ ﻏﻀﻮﻥ ‪in‬‬
‫ﲝﻠﻮﻝ ‪by‬‬
‫ﻋﻨﺪ ﻟﻠﺰﻣﻦ ‪at‬‬
‫ﺑﻌﺪ ‪after‬‬
‫ﻛﻞ ‪،‬ﲨﻴﻊ ‪all‬‬
‫ﻣﻦ‪..‬ﺇﱃ ‪from…to‬‬
‫ﺃﻣﺜﻠـــﺔ ‪:‬‬
‫‪1. By 7.30 tomorrow, I will be flying to Cairo.‬‬
‫‪2. They will be waiting for you at 5 o'clock .‬‬
‫ﺍﳌﻀﺎﺭﻉ ﺍﻟﺘﺎﻡ‬
‫‪7. Present Perfect Tense‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺣﺪﺙ ﺣﺼﻞ ﰲ ﺍﳌﺎﺿﻲ ﻭﺍﻧﺘﻬﻰ ﻗﺒﻞ ﳊﻈﺎﺕ ﺃﻭ ﺍﻧﺘﻬﻰ ﰲ ﺍﳌﺎﺿﻲ ﻭﻻﺯﺍﻟﺖ ﺁﺛﺎﺭﻩ ﻣﻮﺟﻮﺩﺓ ﺣﱴ‬
‫ﺍﻵﻥ‪.‬‬
‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ ‪:‬‬
‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ ‪:‬‬
‫ﺍﻟﺘﺼﺮﻳﻒ ﺍﻟﺜﺎﻟﺚ ﻟﻠﻔﻌﻞ‪has / have +‬‬
‫ﰲ ﺍﻟﺘﻮ ‪just‬‬
‫ﺃﺑﺪﹰﺍ ‪never‬‬
‫ﳌﺪﺓ ‪for‬‬
‫ﻣﻨﺬ ‪since‬‬
‫ﰲ ﺍﻷﺑﺪ ‪ever‬‬
‫ﺣﱴ ﺍﻵﻥ ‪yet‬‬
‫ﲤﺎﻣﹰﺎ ‪already‬‬
‫ﺣﺪﻳﺜﹰﺎ ‪recently‬‬
‫ﺃﻣﺜﻠــﺔ ‪:‬‬
‫‪I have lived in Riyadh for six years.‬‬
‫‪I have not visited him since 1995.‬‬
‫‪Ahmed has already finished his homework.‬‬
‫‪She has written three letters just now.‬‬
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‫‪1.‬‬
‫‪2.‬‬
‫‪3.‬‬
‫‪4.‬‬
Since & For
• Since means “from some definite point or period n the past up to now”
.‫ﺗﻌﲏ ﻛﻠﻤﺔ ”ﻣﻨﺬ“ ﺍﻋﺘﺒﺎﺭﹰﺍ ﻣﻦ ﻧﻘﻄﺔ ﺃﻭ ﻓﺘﺮﺓ ﳏﺪﺩﺓ ﰲ ﺍﳌﺎﺿﻲ ﻭ ﺣﱴ ﺍﻵﻥ‬
• For means “a definite period of time”
.‫ﺗﻌﲏ ﻛﻠﻤﺔ ”ﳌﺪﺓ“ ﻋﻠﻰ ﻓﺘﺮﺓ ﺯﻣﻨﻴﺔ‬
Since‫ﻣﻨﺬ‬
2 o’clock
Monday
yesterday
last night
last week/ last month/ last year
1996
last century
he came…………
For ‫ﳌﺪﺓ‬
a moment
3 minutes
an hour
many hours
3 days/ 5 weeks / 4 months
a year
10 years
a century
‫ﺍﳌﺎﺿﻲ ﺍﻟﺘﺎﻡ‬
8. Past Perfect Tense
.‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺣﺪﺙ ﺣﺼﻞ ﻭ ﺍﻧﺘﻬﻰ ﰲ ﳊﻈﺔ ﻣﺎ ﰲ ﺯﻣﻦ ﺍﳌﺎﺿﻲ‬
: ‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ‬
had +‫ﺍﻟﺘﺼﺮﻳﻒ ﺍﻟﺜﺎﻟﺚ ﻟﻠﻔﻌﻞ‬
: ‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ‬
after ‫ﻣﻨﺬ‬
before ‫ﳌﺪﺓ‬
which ‫ﺣﱴ ﺍﻵﻥ‬
as soon as ‫ﰲ ﺍﻷﺑﺪ‬
: ‫ﺃﻣﺜﻠــﺔ‬
1.
2.
3.
4.
I had washed before I prayed.
They went home after they had finished their work.
Ahmed had eaten the cake which he bought.
As soon as they had bought a car, they drove to Makkah.
.‫ﻻﺣﻆ ﺃﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻏﺎﻟﺒﹰﺎ ﻣﺎ ﻳﺄﰐ ﻣﻌﻪ ﺯﻣﻦ ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ ﺍﻟﺬﻱ ﺣﺪﺙ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺀ ﺍﳌﺎﺿﻲ ﺍﻟﺘﺎﻡ‬
‫ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﺘﺎﻡ‬
9. Future Perfect Tense
.‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺣﺪﺙ ﻣﺘﻮﻗﻊ ﺣﺪﻭﺛﻪ ﻭ ﺍﻧﺘﻬﺎﺅﻩ ﰲ ﺯﻣﻦ ﻣﺎ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‬
:‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ‬
will + have +‫ﺍﻟﺘﺼﺮﻳﻒ ﺍﻟﺜﺎﻟﺚ ﻟﻠﻔﻌﻞ‬
: ‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ‬
by ‫ﲝﻠﻮﻝ‬
at ‫ﻋﻨﺪ‬
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78
: ‫ﺃﻣﺜﻠـﺔ‬
1. By 2.00 this afternoon, I will have finished my work.
2. At 10.00 tonight, she will have written five letters.
10. Present Perfect Continuous Tense
‫ﺍﳌﻀﺎﺭﻉ ﺍﻟﺘﺎﻡ ﺍﳌﺴﺘﻤﺮ‬
.‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺣﺪﺙ ﻭﻗﻊ ﺟﺰﺀ ﻣﻨﻪ ﻭ ﰎ ﰲ ﺍﳌﺎﺿﻲ ﻭ ﻟﻜﻨﻪ ﻣﺴﺘﻤﺮ ﺣﱴ ﺍﻵﻥ‬
:‫ﻳﺘﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻣﻦ‬
has / have + been +‫ﻓﻌﻞ‬+ ing
: ‫ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺰﻣﻦ ﻋﺎﺩﺓ ﻣﻊ ﻛﻠﻤﺎﺕ ﻣﺜﻞ‬
for ‫ﳌﺪﺓ‬
since ‫ﻣﻨﺬ‬
: ‫ﺃﻣﺜﻠــﺔ‬
1. I have been studying English for six years.
2. She has been sleeping since 2 o’clock.
:‫ ﻻﺣﻆ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬: Present Perfect ‫ﻟﻜﻲ ﻧﻔﺮﻕ ﺑﲔ ﺍﳌﻀﺎﺭﻉ ﺍﻟﺘﺎﻡ ﺍﳌﺴﺘﻤﺮ ﻭ ﺍﳌﻀﺎﺭﻉ ﺍﻟﺘﺎﻡ‬
• Maha started making cakes three hours ago. There are now one hundred
cakes on the table.
:‫ﻥ‬‫ﻣﻦ ﻫﺬﻩ ﺍﳉﻤﻠﺘﲔ ﻧﻜﻮ‬
Present Perfect Continuous Tense ‫ﺍﳌﻀﺎﺭﻉ ﺍﻟﺘﺎﻡ ﺍﳌﺴﺘﻤﺮ‬
• She has been making cakes for three hours.
Present Perfect Tense ‫ﺍﳌﻀﺎﺭﻉ ﺍﻟﺘﺎﻡ‬
• She has made 100 cakes.
Imperatives ‫ﺻﻴﻐﺔ ﺍﻷﻣﺮ‬
• Imperatives are verbs used at the beginning of sentences either in the
affirmative or negative to indicate instructions, invitations, signs and
notices or telling someone what to do.
‫ ﺍﻹﺷﺎﺭﺍﺕ ﻭﺍﳌﻼﺣﻈﺎﺕ ﺃﻭ‬،‫ ﺍﻟﺪﻋﻮﻯ‬،‫ﺻﻴﻐﺔ ﺍﻷﻣﺮ ﻫﻲ ﺃﻓﻌﺎﻝ ﺗﺴﺘﺨﺪﻡ ﰲ ﺑﺪﺍﻳﺔ ﺍﳉﻤﻞ ﺃﻣﺎ ﺗﻜﻮﻥ ﰲ ﺍﻹﺛﺒﺎﺕ ﻟﺘﻌﱪ ﻋﻦ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬
.‫ﺇﺧﺒﺎﺭ ﺷﺨﺺ ﻣﺎﺫﺍ ﻳﻔﻌﻞ‬
• The Imperatives uses the simple form of the verb such as: walk, read,
open,….etc.
.‫ﺗﺴﺘﺨﺪﻡ ﺻﻴﻐﺔ ﺍﻷﻣﺮ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻟﻠﻔﻌﻞ ﺃﻱ ﺍﻟﺘﺼﺮﻳﻒ ﺍﻷﻭﻝ‬
Give Instructions
: ‫ﺃﻣﺜﻠــﺔ‬
‫ﺇﻋﻄﺎﺀ ﺗﻌﻠﻴﻤﺎﺕ‬
• Mix the flour and the sugar.
(Affirmative ‫)ﺇﺛﺒﺎﺕ‬
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• Take two tablets every four hours.
Make Invitations
(Affirmative ‫)ﺇﺛﺒﺎﺕ‬
‫ﺻﻴﻐﺔ ﺍﻟﺪﻋﻮﻯ‬
• Come in; make yourselves at home.
• Please start; do not wait for me.
Tell someone what to do
(Affirmative ‫)ﺇﺛﺒﺎﺕ‬
(Negative ‫)ﻧﻔﻲ‬
‫ﺇﺧﺒﺎﺭ ﺷﺨﺺ ﻣﺎ ﺳﻴﻔﻌﻠﻪ‬
• Open your book.
(Affirmative ‫)ﺇﺛﺒﺎﺕ‬
• Do not forget to post the letter. (Negative ‫)ﻧﻔﻲ‬
Give Warnings
‫ﺇﻋﻄﺎﺀ ﲢﺬﻳﺮﺍﺕ‬
• Keep out. Danger. (Affirmative ‫)ﺇﺛﺒﺎﺕ‬
Make Signs & Notices
‫ﺗﻜﻮﻳﻦ ﺇﺷﺎﺭﺍﺕ ﻭ ﻣﻼﺣﻈﺎﺕ‬
• Push.
(Affirmative ‫)ﺇﺛﺒﺎﺕ‬
• Insert 2 X 50 SR. (Affirmative ‫)ﺇﺛﺒﺎﺕ‬
• Keep off the grass.
(Affirmative ‫)ﺇﺛﺒﺎﺕ‬
‫ﺗﻜﻮﻳﻦ ﺍﻟﻄﻠﺐ‬
Make Requests
• Please open the door. (Affirmative ‫)ﺇﺛﺒﺎﺕ‬
Modals ‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﻨﺎﻗﺼﺔ‬
n A modal has only one form of the verb for all persons, but it can have
several meanings and time frames, depending on the context in which it is
used.
.‫ﺍﻟﻔﻌﻞ ﺍﻟﻨﺎﻗﺺ ﻟﻪ ﺻﻴﻐﺔ ﻭﺍﺣﺪﺓ ﻣﻊ ﲨﻴﻊ ﺍﻷﺷﺨﺎﺹ ﻭﻟﻜﻦ ﻟﻪ ﻋﺪﺓ ﻣﻌﺎﱐ ﻭ ﺃﺷﻜﺎﻝ ﺯﻣﻨﻴﺔ ﺣﺴﺐ ﺍﶈﺘﻮﻯ ﺍﻟﺬﻱ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻪ‬
n Form ‫ﺍﻟﺼﻴﻐﺔ‬
shall, should, will would, may, might, can, could, must, ought to + (‫)ﺍﻟﺘﺼﺮﻳﻒ ﺍﻷﻭﻝ ﻟﻠﻔﻌﻞ‬
n Modals have no infinitives or past participles.
.‫ﻟﻴﺲ ﻟﻠﻔﻌﻞ ﺍﻟﻨﺎﻗﺺ ﻣﺼﺪﺭ ﺃﻭ ﺗﺼﺮﻳﻒ ﺛﺎﻟﺚ‬
Modals
‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﻨﺎﻗﺼﺔ‬
shall
Expresses : ‫ﺗﻌﱪ ﻋﻦ‬
Example ‫ﻣﺜﺎﻝ‬
Promise ‫ﻭﻋﺪ‬
You shall take a reward.
Determination ‫ﺗﺼﻤﻴﻢ‬
He does not want to obey me: but he shall.
Threat ‫ﺪﻳﺪ‬
You shall be punished if you come late.
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80
Duty ‫ﺍﻟﻮﺍﺟﺐ‬
You should obey your teachers.
Advice or opinion ‫ﺍﻟﻨﺼﻴﺤﺔ ﺃﻭ ﺍﻟﺮﺃﻱ‬
You should stop smoking.
The simple future tense. ‫ﺻﻴﻐﺔ ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﺒﺴﻴﻂ‬
He will visit us tomorrow.
Determination or promise ‫ﺍﻟﺘﺼﻤﻴﻢ ﺃﻭ ﺍﻟﻮﻋﺪ‬
Possibility ‫ﺍﻹﻣﻜﺎﻧﻴﺔ‬
I will travel when I like.
We will do as you wish.
I hoped that I might succeed.
I thought that the weather might change
Ability ‫ﺍﳌﻘﺪﺭﺓ‬
He can do it carefully.
He is able to solve the problem.
Ability in the future ‫ﺍﳌﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳌﺴﺘﻘﺒﻞ‬
I shall be able to help you.
could
Past, present or future possibility
‫ ﺍﳌﺴﺘﻘﺒﻞ‬/ ‫ ﺍﳌﻀﺎﺭﻉ‬/‫ﺍﻹﻣﻜﺎﻧﻴﺔ ﰲ ﺍﳌﺎﺿﻲ‬
Fahad could drive his car a year ago.
Ali is not in class today. He could be sick.
Do not leave now. It could rain now.
must
Necessity ‫ﺍﻟﻀﺮﻭﺭﺓ‬
You must listen to your teachers.
had to
The past form of must :past necessity
‫ﺍﻟﻀﺮﻭﺭﺓ ﰲ ﺍﳌﺎﺿﻲ‬
Faisal could not come to our dinner party.
He had to stay home to study.
ought to
Advice ‫ﺍﻟﻨﺼﻴﺤﺔ‬
You ought to help the poor.
ought to
have
Actions that were advisable in the past
‫ﺃﺣﺪﺍﺙ ﻛﺎﻥ ﻣﻦ ﺍﳌﺴﺘﺤﺴﻦ ﻋﻤﻠﻬﺎ ﰲ ﺍﳌﺎﺿﻲ‬
You ought to have studied.
(You did not. That was a mistake)
should
will
might
can,
am/is/are
able to
shall be
able, will be
able
Affirmative ‫ﺇﺛﺒﺎﺕ‬
Negative ‫ﻧﻔﻲ‬
Question ‫ﺇﺛﺒﺎﺕ‬
They should eat
now.
They should not Should they eat
eat now.
now?
He will not
Will he leave?
He will leave.
leave.
He would not
He would succeed.
Would he leave?
succeed.
I might not
I might succeed.
Might I succeed?
succeed.
I may sleep.
I may not sleep.
May I sleep?
I can do it.
I can not do it.
Can I do it?
He could not
He could talk.
Could he talk?
talk.
We could not
We could have a test
Could we have a
have a test
tomorrow.
test tomorrow?
tomorrow.
You must not go
You must go now.
Must you go now?
now.
You ought to help You ought not to Ought you to help
them.
help them.
them?
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81
Short Answers ‫ﺇﺟﺎﺑﺎﺕ ﳐﺘﺼﺮﺓ‬
Affirmative
Negative
Yes, they should. No, they should not.
Yes, he will.
No, he will not.
Yes, he would.
No, he would not.
Yes, you can.
No, you can not.
Yes, he could.
No, he could not.
Yes, you could.
No, he could not.
Yes, I must.
No, I must not.
Yes, I ought to.
No, I ought not.
‫‪Comparing Adjectives‬‬
‫ﻣﻘﺎﺭﻧﺔ ﺍﻟﺼﻔﺎﺕ‬
‫ﻣﻘﺎﺭﻧﺔ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻘﺼﲑﺓ‬
‫‪1. Comparing Short Adjectives‬‬
‫‪ .1‬ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺷﻴﺌﲔ ﺃﻭ ﺷﺨﺼﲔ ‪:‬‬
‫ﰲ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻘﺎﺭﻧﺔ ﻧﻼﺣﻆ ﺇﺿﺎﻓﺔ ﺍﻟﻼﺣﻘﺔ ‪ er‬ﻷﻏﻠﺐ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻘﺼﲑﺓ ﰒ ﻛﻠﻤﺔ ‪than‬‬
‫‪• Ali is older than Ahmed.‬‬
‫‪• My Car is faster than yours.‬‬
‫ﺇﺫﺍ ﺍﻧﺘﻬﺖ ﺍﻟﺼﻔﺔ ﲝﺮﻑ ‪ e‬ﻓﺄﻧﻨﺎ ﻧﻀﻴﻒ ‪ r‬ﻓﻘﻂ‪.‬‬
‫‪• safe‬‬
‫‪safer than‬‬
‫‪• simple‬‬
‫‪simpler than‬‬
‫ﺇﺫﺍ ﺍﻧﺘﻬﺖ ﺍﻟﺼﻔﺔ ﲝﺮﻑ ‪ y‬ﻓﺄﻧﻨﺎ ﻧﻘﻠﺐ ﺍﻟـ ‪ y‬ﺇﱃ ‪ i‬ﰒ ﻧﻀﻴﻒ ‪ er‬ﻛﺎﻟﻌﺎﺩﺓ‪.‬‬
‫‪easier than‬‬
‫‪heavier than‬‬
‫‪• easy‬‬
‫‪• heavy‬‬
‫‪ .2‬ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺃﻛﺜﺮ ﻣﻦ ﺷﻴﺌﲔ ﺃﻭ ﺷﺨﺼﲔ ‪:‬‬
‫ﻧﻼﺣﻆ ﻫﻨﺎ ﺃﳘﻴﺔ ﻛﻠﻤﺔ ‪ the‬ﺍﻟﱵ ﺗﺴﺒﻖ ﺍﻟﺼﻔﺔ ﺍﳌﻘﺎﺭﻧﺔ ﻭ ﻳﻼﺣﻆ ﺇﺿﺎﻓﺔ ‪ est‬ﻫﺬﻩ ﺍﳌﺮﺓ‪.‬‬
‫‪• Everest is the highest mountain.‬‬
‫‪• This is the biggest building in Riyadh.‬‬
‫ﺇﺫﺍ ﺍﻧﺘﻬﺖ ﺍﻟﺼﻔﺔ ﲝﺮﻑ ‪ e‬ﻓﺄﻧﻨﺎ ﻻ ﻧﻀﻴﻒ ‪ e‬ﺟﺪﻳﺪﺓ‪.‬‬
‫‪• safe‬‬
‫‪the safest‬‬
‫ﺇﺫﺍ ﺍﻧﺘﻬﺖ ﺍﻟﺼﻔﺔ ﲝﺮﻑ ‪ y‬ﻓﺄﻧﻨﺎ ﻧﻘﻠﺐ ﺍﻟـ ‪ y‬ﺇﱃ ‪ i‬ﰒ ﻧﻀﻴﻒ ‪ est‬ﻛﺎﻟﻌﺎﺩﺓ‪.‬‬
‫‪the easiest‬‬
‫ﻣﻘﺎﺭﻧﺔ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻄﻮﻳﻠﺔ‬
‫‪• easy‬‬
‫‪2. Comparing Long Adjectives‬‬
‫‪ .1‬ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺷﻴﺌﲔ ﺃﻭ ﺷﺨﺼﲔ‪:‬‬
‫ﻫﻨﺎ ﺗﺘﻜﻮﻥ ﺍﻟﺼﻔﺔ ﻣﻦ ﺃﻛﺜﺮ ﻣﻦ ﻣﻘﻄﻊ‪ ،‬ﻛﻞ ﻣﻘﻄﻊ ﳛﺘﻮﻱ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ﺣﺮﻓﲔ ﻣﺘﺤﺮﻛﲔ ﻣﺘﺒﺎﻋﺪﻳﻦ‪.‬‬
‫ﺻﻌﺐ ‪difficult‬‬
‫ﲨﻴﻞ ‪beautiful‬‬
‫ﺻﺤﻴﺢ ‪correct‬‬
‫ﺧﻄﺮ ‪dangerous‬‬
‫ﻓﺼﻴﺢ ‪fluent‬‬
‫ﻣﻬﻢ ‪Important‬‬
‫ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺼﻔﺎﺕ ﻻ ﻳﻘﺒﻞ ‪ er‬ﻭﻻ ‪. est‬‬
‫ﻓﻔﻲ ﺣﺎﻟﺔ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺷﻴﺌﲔ ﺗﺴﺒﻖ ﻫﺬﻩ ﺍﻟﺼﻔﺎﺕ ﻛﻠﻤﺔ ‪ more‬ﰒ ﻛﻠﻤﺔ ‪than‬‬
‫‪• Jeddah is more beautiful than Riyadh.‬‬
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• French is more difficult than English.
: ‫ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺃﻛﺜﺮ ﻣﻦ ﺷﻴﺌﲔ ﺃﻭ ﺷﺨﺼﲔ‬.2
the most ‫ﰲ ﺣﺎﻟﺔ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺃﻛﺜﺮ ﻣﻦ ﺷﻴﺌﲔ ﺗﺴﺒﻖ ﻫﺬﻩ ﺍﻟﺼﻔﺎﺕ ﻛﻠﻤﺔ‬
• My red car is the most beautiful car in her city.
• This is the most important subject in this book.
: ‫ﻣﻼﺣﻈـﺔ‬
‫ﺍﳌﻌﲎ‬
‫ﺍﻟﺼﻔﺔ‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺃﺛﻨﲔ‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺃﻛﺜﺮ ﻣﻦ ﺃﺛﻨﲔ‬
‫ﺟﻴﺪ‬
good
better than
the best
‫ﺳﻴﺊ‬
bad
worse than
the worst
(‫ﻛﺜﲑ )ﻟﻠﻤﻌﺪﻭﺩ‬
(‫ﻛﺜﲑ )ﻟﻐﲑ ﺍﳌﻌﺪﻭﺩ‬
many
much
more than
the most
(‫ﻗﻠﻴﻞ )ﻟﻐﲑ ﺍﳌﻌﺪﻭﺩ‬
little
less than
the least
‫ﺑﻌﻴﺪ‬
far
farther than
the farthest
• Adel is better than his brother at school.
• This girl is the worst one in her class.
(‫ﻣﺜﻠﻪ ﻣﺜﻞ )ﺑﺎﻟﻀﺒﻂ‬
as……..as
not as….as ‫ﻟﻴﺲ ﻣﺜﻠﻪ ﻣﺜﻞ‬
(‫ﻣﺜﻠﻪ ﻣﺜﻞ )ﺑﺎﻟﻀﺒﻂ‬
as……..as
.‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺻﻄﻼﺡ ﺣﲔ ﻭﺟﻮﺩ ﻣﺴﺎﻭﺍﺓ ﺑﲔ ﺻﻔﺘﲔ‬
• Ali is as tall as his brother.
• This bag is as big as my bag.
not as……..as
‫ﻟﻴﺲ ﻣﺜﻠﻪ ﻣﺜﻞ‬
.‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺻﻄﻼﺡ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﻣﺴﺎﻭﺍﺓ ﺑﲔ ﺻﻔﺘﲔ‬
• Ali is not as tall as his brother.
• This bag is not as big as my bag.
Adverbs
[‫ﺍﻟﻈﺮﻭﻑ ]ﺍﻷﺣﻮﺍﻝ‬
• An Adverb always modifies a verb.
‫ﺍﻟﻈﺮﻑ ﻳﺼﻒ ﺍﻟﻔﻌﻞ ﺩﺍﺋﻤﺎﹰ‬
• Most adverbs are formed by adding ly to the adjectives.
slow
happy
slowly
happily
nice
careful
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.‫ ﻟﻠﺼﻔﺔ‬ly ‫ﻮﻥ ﺑﺈﺿﺎﻓﺔ‬ ‫ﻣﻌﻈﻢ ﺍﻟﻈﺮﻭﻑ ﺗﻜ‬
nicely
carefully
There are many kinds of adverbs:
:‫ﻫﻨﺎﻙ ﻋﺪﺓ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﻈﺮﻭﻑ‬
1. Adverbs of manner: express how an action was done.
.‫ ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﺗﻌﱪ ﻋﻦ ﻛﻴﻔﻴﺔ ﻭﻗﻮﻉ ﺍﳊﺪﺙ‬: ‫ﺍﻟﻈﺮﻭﻑ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ‬
• I closed the window carefully.
• The soldier fought bravely.
2. Adverbs of time: express the time when an action is or was done.
.‫ ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﺗﻌﱪ ﻋﻦ ﻛﻴﻔﻴﺔ ﺯﻣﻦ ﺣﺪﻭﺙ ﺍﻟﻔﻌﻞ‬: ‫ﻇﺮﻭﻑ ﺍﻟﺰﻣﺎﻥ‬
• I’m going to leave for Cairo tomorrow.
• What’s going to happen next?
3. Adverbs of place: express when an action is done.
.‫ ﺍﻟﻈﺮﻭﻑ ﺍﻟﱵ ﺗﻌﱪ ﻋﻦ ﻣﻜﺎﻥ ﻭﻗﻮﻉ ﺍﳊﺪﺙ‬: ‫ﻇﺮﻭﻑ ﺍﳌﻜﺎﻥ‬
• I shall stand here.
• I’ve looked everywhere for my lost pen.
Some words that end in ly can be both adjectives or adverbs. Most of them refer
to time.
: ‫ ﻣﺜﻞ‬.‫ ﻣﻌﻈﻢ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺗﺪﻝ ﻋﻠﻰ ﺍﻟﻮﻗﺖ‬.‫ ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻇﺮﻭﻑ ﺃﻭ ﺻﻔﺎﺕ‬ly ‫ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﻨﺘﻬﻲ ﺑـ‬
daily ‫ﻳﻮﻣﻴﹰﺎ‬
weekly ‫ﺃﺳﺒﻮﻋﻴﹰﺎ‬
monthly ‫ﺷﻬﺮﻳﹰﺎ‬
yearly ‫ﺳﻨﻮﻳﹰﺎ‬
• A daily newspaper is published daily.
• We get up early to catch an early train.
4. Adverbs of frequency: tell how often we do something.
: ‫ ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﻈﺮﻭﻑ‬.‫ ﺍﻟﱵ ﲣﱪﻧﺎ ﻋﻦ ﻋﺪﺩ ﻣﺮﺍﺕ ﺣﺪﻭﺙ ﺍﻟﺸﻲﺀ‬: ‫ﺍﻟﻈﺮﻭﻑ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺘﻜﺮﺍﺭ‬
always ‫ﺩﺍﺋﻤﹰﺎ‬
often ‫ﻏﺎﻟﺒﹰﺎ‬
usually ‫ﻋﺎﺩﺓ‬
sometimes ‫ﺃﺣﻴﺎﻧﹰﺎ‬
seldom ‫ﻧﺎﺩﺭﹰﺍ‬
Rarely ‫ﻧﺎﺩﺭﹰﺍ ﺟﺪﹰﺍ‬
Never ‫ﺃﺑﺪﹰﺍ‬
Occasionally ‫ﻣﻦ ﺣﻲ ﻵﺧﺮ‬
Verb to BE:
‫ ﻳﺄﰐ ﻇﺮﻑ ﺍﻟﺘﻜﺮﺍﺭ ﺑﻌﺪ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ‬:‫ﻓﻌﻞ ﻳﻜﻮﻥ‬
Ali is always on time.
Other Verbs:
‫ ﻳﺄﰐ ﻇﺮﻑ ﺍﻟﺘﻜﺮﺍﺭ ﻗﺒﻞ ﺍﻟﻔﻌﻞ ﺍﻟﻌﺎﺩﻱ‬:‫ﺍﻷﻓﻌﺎﻝ ﺍﻷﺧﺮﻯ‬
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Ali sometimes reads a book.
Adverbial Clause of Time
‫ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻮﻗﺖ‬
Conjunctions: ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬
when, whenever, as, as soon as, while, after, before, until, since
These words (conjunctions) link the adverbial clause of time with the main
sentence.
.‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﻫﺬﻩ ﺗﺮﺑﻂ ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻮﻗﺖ ﻣﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
• I found a watch. I was walking in the street.
• I found a watch while I was walking in the street.
: ‫ﻣﺜﺎﻝ‬
Adverbial Clause of Place
‫ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﳌﻜﺎﻥ‬
Conjunctions: ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬
where, wherever
These words (conjunctions) link the adverbial clause of place with the main
sentence.
.‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﻫﺬﻩ ﺗﺮﺑﻂ ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﳌﻜﺎﻥ ﻣﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
:‫ﻣﺜﺎﻝ‬
• Wherever he goes his brother follows him.
Adverbial Clause of Cause
‫ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺴﺒﺐ‬
Conjunctions: ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬
because, since, as
These words (conjunctions) link the adverbial clause of cause with the main
sentence.
.‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﻫﺬﻩ ﺗﺮﺑﻂ ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺴﺒﺐ ﻣﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
• I stayed at home yesterday because it was raining.
Adverbial Clause of Manner
‫ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ‬
Conjunctions: ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬
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: ‫ﻣﺜﺎﻝ‬
As, as if, as through
These words (conjunctions) link the adverbial clause of manner with the
main sentence.
.‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﻫﺬﻩ ﺗﺮﺑﻂ ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺴﻠﻮﻙ ﻣﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
.‫ ﻣﺎﺿﻲ ﻏﲑ ﺣﻘﻴﻘﻲ‬as if ‫ﺩﺍﺋﻤﹰﺎ ﻳﺄﰐ ﺑﻌﺪ‬
: ‫ﻣﺜﺎﻝ‬
• He speaks as if he were a king.
.‫ﺎ ﻏﲑ ﺣﻘﻴﻘﻴﺔ ﻭﳎﺮﺩ ﺧﻴﺎﻝ‬‫ ﻷ‬was ‫ ﺑﺪ ﹰﻻ ﻣﻦ‬were ‫ﻻﺣﻆ ﺍﺳﺘﺨﺪﺍﻡ‬
• It looks as if it would rain.
.‫ﺎ ﳎﺮﺩ ﺗﻮﻗﻊ‬‫ ﻭﻫﻮ ﻣﺎﺿﻲ ﻏﲑ ﺣﻘﻴﻘﻲ ﻭﺃ‬will ‫ ﺑﺪ ﹰﻻ ﻣﻦ‬would ‫ﻻﺣﻆ ﺍﺳﺘﺨﺪﺍﻡ‬
Adverbial Clause of Purpose
‫ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻐﺮﺽ‬
Conjunctions: ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬
that, so that, in order that
These words (conjunctions) link the adverbial clause of purpose with the
main sentence.
.‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﻫﺬﻩ ﺗﺮﺑﻂ ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻐﺮﺽ ﻣﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
a) We use (may + infinitive) when the main verb is in the present or future.
.‫ﺍﳌﺼﺪﺭ( ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﻔﻌﻞ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﺍﳌﻀﺎﺭﻉ ﺃﻭ ﺍﳌﺴﺘﻘﺒﻞ‬+‫ﻧﺴﺘﺨﺪﻡ )ﺭﲟﺎ‬
: ‫ﻣﺜﺎﻝ‬
n He works hard. He wishes to succeed.
n He works hard so that (that or in order that) he may succeed.
b) We use (might + infinitive) when the main verb is in the simple past.
.‫ﺍﳌﺼﺪﺭ( ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﻔﻌﻞ ﺍﻟﺮﺋﻴﺴﻲ ﰲ ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ‬+‫ﻧﺴﺘﺨﺪﻡ )ﺭﲟﺎ‬
n He was walking quickly in order that he might not be late.
Adverbial Clause of Result
‫ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ‬
We use:
so + adverb + that
such + noun+ that
to link the main sentence with the adverbial clause of result.
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: ‫ﻣﺜﺎﻝ‬
.‫ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺎﺕ ﻟﺮﺑﻂ ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
• The man is so weak that he can not walk.
• He wrote such good answers that he got he marks.
: ‫ﻣﺜﺎﻝ‬
Adverbial Clause of Contrast
‫ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺘﻨﺎﻗﺾ‬
Conjunctions: ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬
though, although
• These words (conjunctions) link the adverbial clause of contrast with
the main sentence.
.‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﻫﺬﻩ ﺗﺮﺑﻂ ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺘﻨﺎﻗﺾ ﻣﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
: ‫ﻣﺜﺎﻝ‬
• He is poor. He is happy.
• Although (though) he is poor, he is happy.
Adverbial Clause of Contrast
‫ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﳌﻘﺎﺭﻧﺔ‬
Conjunctions: ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬
as….as, so……as
These words (conjunctions) link the adverbial clause of contrast with the
main sentence.
.‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﻫﺬﻩ ﺗﺮﺑﻂ ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
: ‫ﻣﺜﺎﻝ‬
• Nabeel is as clever as his father.
• Sami is not so strong as his brother.
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Adverbial Clause of Condition
‫ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﳊﺎﻟﺔ‬
Conjunctions: ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ‬
if, unless
These words (conjunctions) link the adverbial clause of condition with the
main sentence.
. ‫ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ﻫﺬﻩ ﺗﺮﺑﻂ ﺍﳉﻤﻞ ﺍﻟﻈﺮﻓﻴﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﳊﺎﻟﺔ ﻣﻊ ﺍﳉﻤﻠﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ‬
: ‫ﻣﺜﺎﻝ‬
• If we are ill, we go to bed.
• If we work hard, we will succeed.
• If we worked hard, we would succeed.
• If he had fallen, he would have hurt himself.
• Unless the rain falls, the crops will not grow.
[ ‫ﻣﺜﻠﻪ ﻣﺜﻞ ]ﺑﺎﻟﻀﺒﻂ‬
as……..as
not as….as ‫ﻟﻴﺲ ﻣﺜﻠﻪ ﻣﺜﻞ‬
as……..as
[ ‫ﻣﺜﻠﻪ ﻣﺜﻞ ]ﺑﺎﻟﻀﺒﻂ‬
.‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺻﻄﻼﺡ ﺣﲔ ﻭﺟﻮﺩ ﻣﺴﺎﻭﺍﺓ ﺑﲔ ﺣﺎﻟﲔ‬
• Ahmed drives as dangerously as his brother.
not as….as ‫ﻟﻴﺲ ﻣﺜﻠﻪ ﻣﺜﻞ‬
.‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻻﺻﻄﻼﺡ ﰲ ﺣﺎﻟﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﻣﺴﺎﻭﺍﺓ ﺑﲔ ﺣﺎﻟﲔ‬
• Hamad does not drive as dangerously as his brother.
Active & Passive
‫ﺍﳌﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ﻭﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ‬
• Statements
• Questions
• Command
.‫ﻳﻘﺼﺪ ﺑﺎﳌﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ﻫﻮ ﺍﳉﻤﻠﺔ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﺎﻋﻠﻬﺎ ﻣﻌﻠﻮﻣﹰﺎ‬
.‫ﻳﻘﺼﺪ ﺑﺎﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ﻫﻮ ﺍﳉﻤﻠﺔ ﺍﻟﱵ ﻳﻜﻮﻥ ﻓﺎﻋﻠﻬﺎ ﻏﲑ ﻣﻌﻠﻮﻡ ﺃﻭ ﻗﻠﻴﻞ ﺍﻷﳘﻴﺔ‬
:‫ﻫﻨﺎﻙ ﻋﺪﺓ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﳌﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ﻭ ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ‬
‫ﺍﳉﻤﻞ ﺍﳋﱪﻳﺔ‬
‫ﺍﻷﺳﺌﻠـــﺔ‬
‫ﺍﻷﻣــــﺮ‬
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‫ﺍﳉﻤﻞ ﺍﳋﱪﻳﺔ‬
‫‪A. Statements‬‬
‫‪Ahmed broke the window yesterday.‬‬
‫ﻫﺬﻩ ﺍﳉﻤﻠﺔ ﻣﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ‪ Active‬ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﻔﺎﻋﻞ ﻓﻴﻬﺎ ﻣﻌﻠﻮﻡ ﻭﻫﻮ ‪. Ahmed‬‬
‫‪The window was broken yesterday.‬‬
‫‪The window was broken (by Ahmed) yesterday.‬‬
‫ﻫﺬﻩ ﺍﳉﻤﻠﺔ ﻣﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ‪ Passive‬ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﻔﺎﻋﻞ ﻓﻴﻬﺎ ﻏﲑ ﻣﻌﻠﻮﻡ ﻭﻫﻮ ‪ Ahmed‬ﻛﻤﺎ ﰲ ﺍﳉﻤﻠﺔ ﺍﻷﻭﱃ ﺃﻭ ﻭﺿﻊ‬
‫ﻣﻜﺎﻥ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﻣﺴﺒﻮﻗﹰﺎ ﺑــ ‪ by‬ﻛﻤﺎ ﰲ ﺍﳉﻤﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﻟﻠﺘﺤﻮﻳﻞ ﻣﻦ ﺍﳌﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ‪ Active‬ﺇﱃ ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ‪ Passive‬ﰲ ﺣﺎﻟﺔ ﺍﳉﻤﻞ ﺍﳋﱪﻳﺔ ﻧﺘﺒﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﻼ‪) .‬ﻳﻌﺮﻑ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﺑﻮﺟﻮﺩﻩ ﺑﻌﺪ ﺍﻟﻔﻌﻞ ﻣﺒﺎﺷﺮﺓ(‬
‫‪ .1‬ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﻳﺼﺒﺢ ﻓﺎﻋ ﹰ‬
‫‪ .2‬ﻧﻀﻊ ﻓﻌﻞ ‪ to be‬ﰲ ﻧﻔﺲ ﺯﻣﻦ ﺍﳉﻤﻠﺔ ﻣﻨﺎﺳﺒﹰﺎ ﻟﻠﻤﻔﻌﻮﻝ ﺑﻪ‪.‬‬
‫‪ .3‬ﺿﻊ ﺍﻟﻔﻌﻞ ﺍﻷﺻﻠﻲ ﰲ ﺍﻟﺘﺼﺮﻳﻒ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫‪ .4‬ﻧﻀﻊ ﺍﻟﻔﺎﻋﻞ ﻣﺴﺒﻮﻗﹰﺎ ﺑــ ‪ by‬ﻭﻗﺪ ﻳﺸﻄﺐ ﺇﺫﺍ ﻛﺎﻥ ﺿﻤﲑﹰﺍ‪.‬‬
‫‪ .5‬ﺃﻱ ﺯﻳﺎﺩﺓ ﰲ ﺍﳉﻤﻠﺔ ﻳﻮﺿﻊ ﻛﻤﺎ ﻫﻮ ﰲ ‪‬ﺎﻳﺔ ﺍﳉﻤﻠﺔ ﺩﻭﻥ ﺗﻐﻴﲑ‪.‬‬
‫ﺃﻣﺜﻠـــــﺔ ‪:‬‬
‫ﻣﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ‬
‫ﻣﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ‪Active‬‬
‫‪Passive‬‬
‫‪Letters are written (by Ali).‬‬
‫‪Ali writes letters.‬‬
‫‪The lesson was written (by Huda).‬‬
‫‪Huda wrote the lesson.‬‬
‫‪A car will be bought (by Saleh).‬‬
‫‪Saleh will buy a car.‬‬
‫‪Ahmed is being helped (by Ali).‬‬
‫‪Khaled is helping Ahmed.‬‬
‫‪The apple has been eaten (by her).‬‬
‫‪She has eaten the apple.‬‬
‫ﻳﺼﺮﻑ ﻓﻌﻞ ‪ to be‬ﻣﻊ ﺍﻷﺯﻣﻨﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺍﳌﻀﺎﺭﻉ ﺍﻟﺒﺴﻴﻂ‬
‫‪am, is, are‬‬
‫ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ‬
‫‪was, were‬‬
‫ﺍﳌﺴﺘﻘﺒﻞ ﺍﻟﺒﺴﻴﻂ‬
‫‪shall be, will be‬‬
‫ﺍﳌﻀﺎﺭﻉ ﺍﳌﺴﺘﻤﺮ‬
‫‪am being, is being, are being‬‬
‫ﺍﳌﺎﺿﻲ ﺍﳌﺴﺘﻤﺮ‬
‫‪was being, were being‬‬
‫ﺍﳌﻀﺎﺭﻉ ﺍﻟﺘﺎﻡ‬
‫‪has been, have been‬‬
‫ﺍﳌﺎﺿﻲ ﺍﻟﺘﺎﻡ‬
‫‪had been‬‬
‫ﻛﻞ ﻓﻌﻞ ﻣﺴﺎﻋﺪ‬
‫‪can be, could be, may be, might be, must be, ought to be‬‬
‫‪36/46‬‬
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‫ﺍﻷﺳﺌﻠﺔ‬
‫‪B. Questions‬‬
‫ﻟﻠﺘﺤﻮﻳﻞ ﻣﻦ ﺍﳌﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ‪ Active‬ﺇﱃ ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ‪ Passive‬ﰲ ﺣﺎﻟﺔ ﺍﻷﺳﺌﻠﺔ ﻧﺘﺒﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫ﻼ‪) .‬ﻳﻌﺮﻑ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﺑﻮﺟﻮﺩﻩ ﺑﻌﺪ ﺍﻟﻔﻌﻞ ﻣﺒﺎﺷﺮﺓ(‬
‫‪ .1‬ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﻳﺼﺒﺢ ﻓﺎﻋ ﹰ‬
‫‪ .2‬ﻧﻀﻊ ﻓﻌﻞ ‪ to be‬ﰲ ﻧﻔﺲ ﺯﻣﻦ ﺍﻟﺴﺆﺍﻝ‪.‬‬
‫‪ .3‬ﺿﻊ ﺍﻟﻔﻌﻞ ﺍﻷﺻﻠﻲ ﰲ ﺍﻟﺘﺼﺮﻳﻒ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫‪ .4‬ﻧﻀﻊ ﺍﻟﻔﺎﻋﻞ ﻣﺴﺒﻮﻗﹰﺎ ﺑــ ‪ by‬ﻭﻗﺪ ﻳﺸﻄﺐ ﺇﺫﺍ ﻛﺎﻥ ﺿﻤﲑﹰﺍ‪.‬‬
‫‪ .5‬ﺃﻱ ﺯﻳﺎﺩﺓ ﰲ ﺍﳉﻤﻠﺔ ﻳﻮﺿﻊ ﻛﻤﺎ ﻫﻮ ﰲ ‪‬ﺎﻳﺔ ﺍﳉﻤﻠﺔ ﺩﻭﻥ ﺗﻐﻴﲑ‪.‬‬
‫ﺃﻣﺜﻠـــــﺔ ‪:‬‬
‫ﻣﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ‪Passive‬‬
‫ﻣﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ‪Active‬‬
‫?)‪Are Letters written (by Ali‬‬
‫?‪Does Ahmed write letters‬‬
‫?)‪Was the cake eaten (by him‬‬
‫‪Did he eat the cake?.‬‬
‫?)‪Will a new car be bought (by Ali‬‬
‫?‪Will Ali buy a new car‬‬
‫‪Ahmed is being helped (by Ali).‬‬
‫?‪Why is he using a pen‬‬
‫?‪By whom the window was broken‬‬
‫?‪Who broke the window‬‬
‫ﺍﻷﻣﺮ‬
‫‪C. Command‬‬
‫ﻟﻠﺘﺤﻮﻳﻞ ﻣﻦ ﺍﳌﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ‪ Active‬ﺇﱃ ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ‪ Passive‬ﰲ ﺣﺎﻟﺔ ﺍﻷﻣﺮ ﻧﺘﺒﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫‪ .1‬ﺿﻊ ﻛﻠﻤﺔ ‪ let‬ﰲ ﺃﻭﻝ ﺍﳉﻤﻠﺔ ‪.‬‬
‫ﻼ‪) .‬ﻳﻌﺮﻑ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﺑﻮﺟﻮﺩﻩ ﺑﻌﺪ ﺍﻟﻔﻌﻞ ﻣﺒﺎﺷﺮﺓ(‬
‫‪ .2‬ﺍﳌﻔﻌﻮﻝ ﺑﻪ ﻳﺼﺒﺢ ﻓﺎﻋ ﹰ‬
‫‪ .3‬ﺿﻊ ﻓﻌﻞ ‪ to be‬ﰲ ﻧﻔﺲ ﺍﻟﺰﻣﻦ ﺃﻱ ﺍﻷﻣﺮ ﻓﻴﻜﻮﻥ ‪. be‬‬
‫‪ .4‬ﺿﻊ ﺍﻟﻔﻌﻞ ﺍﻷﺻﻠﻲ ﰲ ﺍﻟﺘﺼﺮﻳﻒ ﺍﻟﺜﺎﻟﺚ ‪.‬‬
‫ﺃﻣﺜﻠـــــﺔ ‪:‬‬
‫ﻣﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ‬
‫ﻣﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ‪Active‬‬
‫‪Passive‬‬
‫‪Let the lesson be written.‬‬
‫‪Write the lesson.‬‬
‫‪Let the door be opened.‬‬
‫‪Open the door.‬‬
‫‪Let this letter be sent to your friend.‬‬
‫‪Send this letter to your friend.‬‬
‫ﻣﻼﺣﻈـــﺔ ‪:‬‬
‫ﻼ ﻟﺬﺍ ﳚﺐ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺻﻴﻐﺔ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺃﻭ‬
‫ﻗﺪ ﺗﻜﻮﻥ ﺍﳉﻤﻠﺔ ﺍﳌﺮﺍﺩ ﲢﻮﻳﻠﻬﺎ ﺇﱃ ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ﻣﻨﻔﻴﺔ ﺃﻭ ﺳﺆﺍ ﹰﻻ ﻣﺬﻳ ﹰ‬
‫ﺍﻟﺘﺬﻳﻴﻞ ﻋﻨﺪ ﺍﻟﺘﺤﻮﻳﻞ ﺇﱃ ﺍﳌﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ‪.‬‬
‫‪37/46‬‬
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‫ﺃﻣﺜﻠــﺔ ‪:‬‬
‫ﻣﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ‬
‫ﻣﺒﲏ ﻟﻠﻤﻌﻠﻮﻡ ‪Active‬‬
‫‪Passive‬‬
‫‪Ali does not write letters‬‬
‫‪Letters are not written (by Ali).‬‬
‫?‪Dickens wrote those novels, didn’t he? Those novels were written by Dickens, weren’t they‬‬
‫?‪That play wasn’t written by Dickens, was it‬‬
‫?‪Dickens didn’t write that play, did he‬‬
‫‪Transitive & Intransitive Verbs‬‬
‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﻼﺯﻣﺔ ﻭﺍﻷﻓﻌﺎﻝ ﺍﳌﺘﻌﺪﻳﺔ‬
‫)ﺍﻷﻓﻌﺎﻝ ﺍﻟﻼﺯﻣﺔ( ‪: Intransitive Verbs‬‬
‫ﻫﻲ ﺍﻟﱵ ﻻ ﺗﺄﺧﺬ ﻣﻔﻌﻮ ﹰﻻ ﺑﻪ‪ .‬ﻣﺜﻞ‪:‬‬
‫‪The sun rises.‬‬
‫)ﺍﻷﻓﻌﺎﻝ ﺍﳌﺘﻌﺪﻳﺔ( ‪: Transitive Verbs‬‬
‫ﻫﻲ ﺍﻟﱵ ﺗﺄﺧﺬ ﻣﻔﻌﻮ ﹰﻻ ﺑﻪ ﻭﺍﺣﺪﹰﺍ ﺃﻭ ﺃﻛﺜﺮ‪ .‬ﻣﺜﻞ‪:‬‬
‫‪Ali raised his hand.‬‬
‫ﻣﻔﻌﻮﻝ ﺑﻪ‬
‫ﺍﻟﻔﻌﻞ‬
‫ﺍﻟﻔﺎﻋﻞ‬
‫*ﺍﻷﻓﻌﺎﻝ ﺍﻟﻼﺯﻣﺔ ﻻ ﳝﻜﻦ ﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ﻟﻌﺪﻡ ﻭﺟﻮﺩ ﻣﻔﻌﻮﻝ ﺑﻪ ‪‬ﺎ‪ ،‬ﺃﻣﺎ ﺍﳉﻤﻞ ﺍﻟﱵ ﲢﻮﻱ ﺃﻓﻌﺎﻝ ﻣﺘﻌﺪﻳﺔ ﻓﻴﻤﻜﻦ‬
‫ﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ ‪.‬‬
‫*ﻫﻨﺎﻙ ﺑﻌﺾ ﺍﻷﻓﻌﺎﻝ ﺍﳌﺘﻌﺪﻳﺔ ﳌﻔﻌﻮﻟﲔ ﻟﺬﺍ ﳝﻜﻦ ﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻣﺒﲏ ﻟﻠﻤﺠﻬﻮﻝ‪ .‬ﻣﺜﺎﻝ‪:‬‬
‫ﺗﺒﲎ ﺑﻄﺮﻳﻘﺘﲔ ‪:‬‬
‫‪Nora gave Huda a flower .‬‬
‫ﻣﻔﻌﻮﻝ ﺑﻪ‬
‫ﻣﻔﻌﻮﻝ ﺑﻪ‬
‫ﺍﻟﻔﻌﻞ‬
‫ﺍﻟﻔﺎﻋﻞ‬
‫‪a) Huda was given a flower (by Nora).‬‬
‫)‪b) A flower was given to Huda (by Nora‬‬
‫ﻻﺣﻆ ﻭﺿﻊ ‪ to‬ﻟﻠﻤﻔﻌﻮﻝ ﺑﻪ ﺍﻟﻌﺎﻗﻞ ‪ Huda‬ﺣﲔ ﺗﺄﺧﲑﻩ ‪.‬‬
‫‪Prepositions‬‬
‫ﺣﺮﻭﻑ ﺍﳉﺮ‬
‫ﺣﺮﻭﻑ ﺍﳉﺮ ﻛﺜﲑﺓ ﻭﻣﺘﺸﺎﺑﻜﺔ‪ ،‬ﻓﻘﺪ ﻳﻜﻮﻥ ﻟﻠﺤﺮﻑ ﺍﻟﻮﺍﺣﺪ ﺃﻛﺜﺮ ﻣﻦ ﻣﻌﲎ ﻭﺫﻟﻚ ﺣﺴﺐ ﻣﻮﻗﻌﻪ ﰲ ﺍﳉﻤﻠﺔ‪ .‬ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺜﻠﻰ ﻟﺘﻌﻠﻢ‬
‫ﺣﺮﻭﻑ ﺍﳉﺮ ﻫﻲ ﺍﻟﺘﺪﺭﺏ ﻋﻠﻴﻬﺎ ﻣﻦ ﺧﻼﻝ ﲨﻞ ﻭﻟﻴﺴﺖ ﻛﺤﺮﻭﻑ ﻣﻨﻔﺼﻠﺔ ‪.‬‬
‫‪A preposition shows the relation between the subject and the object. There are‬‬
‫‪also prepositions of time and prepositions of place.‬‬
‫ﺗﺪﻝ ﺣﺮﻭﻑ ﺍﳉﺮ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻔﺎﻋﻞ ﻭﺍﳌﻔﻌﻮﻝ ﺑﻪ ﻭﻳﻮﺟﺪ ﺃﻳﻀﹰﺎ ﺣﺮﻭﻑ ﺟﺮ ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺰﻣﻦ ﻭﺣﺮﻭﻑ ﺟﺮ ﺩﺍﻟﺔ‬
‫ﻋﻠﻰ ﺍﳌﻜﺎﻥ ‪.‬‬
‫‪38/46‬‬
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Use of Prepositions
‫ﺍﺳﺘﺨﺪﺍﻡ ﺣﺮﻭﻑ ﺍﳉﺮ‬
Prepositions ‫ﺣﺮﻭﻑ ﺍﳉﺮ‬
on
Use ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬
Example ‫ﻣﺜﺎﻝ‬
Day ‫ﺍﻷﻳﺎﻡ‬
On Monday
Day + morning, night ‫ ﺍﻟﻔﺘﺮﺓ‬+ ‫ﺍﻷﻳﺎﻡ‬
On Friday morning
Afternoon, evening, date‫ﺍﻟﺘﺎﺭﻳﺦ‬
My birthday is on June 10.
Special days‫ﺃﻳﺎﻡ ﺧﺎﺻﺔ‬
I will travel on National Day.
To mean above ‫ﲟﻌﲎ ﻓﻮﻕ‬
in
Season ‫ﻓﺼﻞ‬
The trees grow in spring.
Year ‫ﺳﻨﺔ‬
I was born in 1968.
Month ‫ﺷﻬﺮ‬
The test is in May.
The morning ‫ﺍﻟﺼﺒﺎﺡ‬
I go to work in the morning.
The evening ‫ﺍﻟﺴﻤﺎﺀ‬
I go home in the evening
‫ﰲ ﺍﻟﺪﺍﺧﻞ‬
To mean above
‫ﺍﻟﻮﻗﺖ‬
Time
at
He is in the mosque.
I will come back at 2 o’clock.
Festival ‫ﺍﻷﻋﻴﺎﺩ ﻭ ﺍﻻﺣﺘﻔﺎﻻﺕ‬
I will meat you at the school festival.
Meal times ‫ﺃﻭﻗﺎﺕ ﺍﻟﻮﺟﺒﺎﺕ‬
I will talk to my father at lunch.
The weekend ‫ﺎﻳﺔ ﺍﻷﺳﺒﻮﻉ‬
We will travel at the weekend.
Noon
‫ﺍﻟﻈﻬﺮ‬
We pray at noon everyday.
Night ‫ﺍﻟﻠﻴﻞ‬
We sleep at night.
‫ﻟﻠﻤﻜﺎﻥ‬
To mean place
He is at the grocer’s.
‫ﺣﺮﻭﻑ ﺍﳉﺮ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﳌﻜﺎﻥ‬
Prepositions of Place
Prepositions ‫ﺣﺮﻭﻑ ﺍﳉﺮ‬
The tea is on the table.
Use ‫ﺍﻻﺳﺘﺨﺪﺍﻡ‬
Example ‫ﻣﺜﺎﻝ‬
at an exact place ‫ﰲ ﻣﻜﺎﻥ ﳏﺪﺩ‬
He lives at number 5, King Fahad Street.
at work ‫ﰲ ﺍﻟﻌﻤﻞ‬
Ahmed is at work.
at the table ‫ﻋﻠﻰ ﺍﻟﻄﺎﻭﻟﺔ‬
They are standing at the dinner table
under
‫ﲟﻌﲎ ﲢﺖ‬
The cat is under the table.
in front of
‫ﲟﻌﲎ ﺃﻣﺎﻡ‬
The teacher is in front of the class.
to
direction/place ‫ﺍﲡﺎﻩ‬/‫ﻣﻜﺎﻥ‬
I go to school everyday.
at
in
To mean inside
‫ﲟﻌﲎ ﺩﺍﺧﻞ‬
Put this book in the box.
In a country ‫ﰲ ﺑﻠﺪ‬
I live in Saudi Arabia.
In a town./street ‫ﰲ ﺷﺎﺭﻉ‬/‫ﰲ ﻣﺪﻳﻨﺔ‬
I live in Al-Madina.
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in bed ‫ﰲ ﺍﻟﻔﺮﺍﺵ‬
The baby is in bed.
In a building or area ‫ﰲ ﻣﺒﲎ ﺃﻭ ﻣﻨﻄﻘﺔ‬
You were in the club last night.
In a chair ‫ﻋﻠﻰ ﺍﻟﻜﺮﺳﻲ‬
Ali is sitting in his chair.
with
‫ﲟﻌﲎ ﺑـ‬
I write with a pen.
from
‫ﲟﻌﲎ ﻣﻦ‬
I am from Riyadh.
behind
‫ﲟﻌﲎ ﺧﻠﻒ‬
The wall is behind the class.
between
‫ﲟﻌﲎ ﺑﲔ‬
Samah is sitting between Fatma and Salwa.
on
TV ‫ﻋﻠﻰ ﺷﺎﺷﺔ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‬
Ali watches football on TV every Saturday.
Time
‫ﺍﻟﻮﻗﺖ ﺍﶈﺪﺩ‬
He arrives on time.
‫ﻣﺰﻳﺪﹰﺍ ﻣﻦ ﺍﻷﻣﺜﻠﺔ‬
More Examples
Prepositions ‫ﺣﺮﻭﻑ ﺍﳉﺮ‬
in ‫ﰲ‬
Example ‫ﻣﺜﺎﻝ‬
The medicine is in the bottle.
on ‫ﻋﻠﻰ‬
The knife is on the table.
at ‫ ﺑﺎﻟﻘﺮﺏ‬،‫ﻋﻨﺪ‬
Someone is at the door.
near ‫ﺑﺎﻟﻘﺮﺏ ﻣﻦ‬
Ahmed is sitting near the window.
between ‫ﺑﲔ‬
The house is between the school and the mosque.
opposite ‫ﻣﻘﺎﺑﻞ‬
The bank is opposite to the post office.
into ‫ ﰲ‬،‫ﺩﺍﺧﻞ‬
The electrician is putting his hand into the TV.
onto ‫ﻋﻠﻰ‬
The water is spilling onto the floor.
off ‫ﻣﻦ ﻋﻠﻰ‬
The man is falling off the chair.
out of ‫ﻣﻦ ﻓﻮﻕ‬
The child is falling out of the window.
across ‫ ﺧﻼﻝ‬،‫ﻋﱪ‬
The carpenter cut across the wood.
over/above ‫ ﺃﻋﻠﻰ‬،‫ﻓﻮﻕ‬
The light is over (above) the table.
under/below ‫ ﺃﺳﻔﻞ‬،‫ﲢﺖ‬
The fire is under (below) the stairs.
through ‫ ﺧﻼﻝ‬،‫ﻋﱪ‬
The ball is going through the window.
among ‫ﻭﺳﻂ‬
The teacher is sitting among the students.
in ‫ﰲ‬
The medicine is in the bottle.
on ‫ﻋﻠﻰ‬
The knife is on the table.
at ‫ ﺑﺎﻟﻘﺮﺏ‬،‫ﻋﻨﺪ‬
Someone is at the door.
near ‫ﺑﺎﻟﻘﺮﺏ ﻣﻦ‬
Ahmed is sitting near the window.
between ‫ﺑﲔ‬
The house is between the school and the mosque.
opposite ‫ﻣﻘﺎﺑﻞ‬
The bank is opposite to the post office.
into ‫ ﰲ‬،‫ﺩﺍﺧﻞ‬
The electrician is putting his hand into the TV.
onto ‫ﻋﻠﻰ‬
The water is spilling onto the floor.
round ‫ﺣﻮﻝ‬
The car is going round the tree.
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‫‪The child is sitting in front of the TV.‬‬
‫ﺃﻣﺎﻡ ‪in front of‬‬
‫‪The headmaster is sitting behind the pupils.‬‬
‫ﺧﻠﻒ‪ ،‬ﻭﺭﺍﺀ ‪behind‬‬
‫‪The sweets are on top of the table.‬‬
‫ﻓﻮﻕ‪ ،‬ﻋﻠﻰ ‪on top of‬‬
‫‪The garage is at the side of the house.‬‬
‫ﲜﺎﻧﺐ ‪at the side of‬‬
‫‪The man is walking along the street.‬‬
‫ﻋﻠﻰ ﻃﻮﻝ ‪along‬‬
‫‪The bank is next to the baker’s.‬‬
‫ﲜﻮﺍﺭ ‪next to‬‬
‫‪Question-Tags‬‬
‫ﺍﻷﺳﺌﻠﺔ ﺍﳌﺬﻳﻠﺔ‬
‫ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﻳﻄﻠﻖ ﻋﻠﻴﻬﺎ ﺍﻷﺳﺌﻠﺔ ﺍﳌﺬﻳﻠﺔ ﻭﻫﻲ ﺗﻌﺎﺩﻝ ”ﺃﻟﻴﺲ ﻛﺬﻟﻚ؟“ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺳﺆﺍﻝ‬
‫ﳐﺘﺼﺮ ﻳﺘﺒﻊ ﲨﻠﺔ ﺧﱪﻳﺔ ﺗﺴﺒﻘﻪ ﻭﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻋﺎﺩﺓ ﻣﺎ ﳜﺎﻟﻒ ﻫﺬﻩ ﺍﳉﻤﻠﺔ ﻣﻦ ﺣﻴﺚ ﺍﻹﺛﺒﺎﺕ ﺃﻭ ﺃﻟﻨﻔﻲ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﳉﻤﻠﺔ ﺍﻟﱵ‬
‫ﺗﺴﺒﻘﻪ ﻣﺜﺒﺘﺔ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﰲ ﺍﻟﻨﻔﻲ ﻭ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻨﻔﻴﺔ ﻳﻜﻮﻥ ﺍﻟﺴﺆﺍﻝ ﻣﺜﺒﺘﹰﺎ‪.‬‬
‫* ﺃﻣﺎ ﺟﻮﺍﺏ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻓﻴﺘﺒﻊ ﺍﳉﻤﻠﺔ ﻣﻦ ﺣﻴﺚ ﺍﻹﺛﺒﺎﺕ ﺃﻭ ﺍﻟﻨﻔﻲ ﺃﻱ ﳜﺎﻟﻒ ﺍﻟﺴﺆﺍﻝ‪.‬‬
‫* ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﻣﺘﺪﺍﻭﻝ ﻛﺜﲑﹰﺍ ﻋﻨﺪ ﺍﻟﺘﺤﺪﺙ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺇﻻ ﺃﻧﻪ ﻳﻘﻞ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﳌﻜﺘﻮﺑﺔ‪.‬‬
‫”‪Questions that we expect the answer “Yes‬‬
‫ﺃﺳﺌﻠﺔ ﻧﺘﻮﻗﻊ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ ﺑـ“ﻧﻌﻢ“‬
‫ﺍﻧﻈﺮ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻪ ‪:‬‬
‫?‪* There’s a supermarket near here, isn’t there‬‬
‫‪Yes , there is.‬‬
‫*ﺍﳉﻤﻠﺔ ﺍﻟﱵ ﺗﻘﺪﻣﺖ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﲨﻠﺔ ﻣﺜﺒﺘﺔ ﻟﺬﺍ ﺟﺎﺀ ﺍﻟﺴﺆﺍﻝ ﻋﻠﻴﻬﺎ )ﺍﻟﺘﺬﻳﻴﻞ( ﻣﻨﻔﻴﹰﺎ‪ .‬ﺃﻣﺎ ﺍﳉﻮﺍﺏ ﻓﻴﻜﻮﻥ ﺑﺎﻹﺛﺒﺎﺕ ‪. Yes‬‬
‫* ﻭﻟﻜﻲ ﻧﻜﻮﻥ ﺳﺆﺍ ﹰﻻ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻧﻘﺪﻡ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ ﰒ ﻧﻀﻊ ‪ not‬ﺑﻌﺪﻩ ﻭﺫﻟﻚ ﻟﻠﻨﻔﻲ ‪.‬‬
‫ﻭ ﺍﻵﻥ ﺍﻧﻈﺮ ﺍﳌﺜﺎﻝ ﺍﻟﺘﺎﱄ ‪:‬‬
‫?‪* You come from the United States, don’t you‬‬
‫‪Yes, I do.‬‬
‫*ﰲ ﻫﺬﺍ ﺍﳌﺜﺎﻝ ﰎ ﺗﺬﻳﻴﻞ ﺍﻟﺴﺆﺍﻝ ﺑﺎﺳﺘﺨﺪﺍﻡ ‪ do‬ﻭﺫﻟﻚ ﻟﻌﺪﻡ ﻭﺟﻮﺩ ﻓﻌﻞ ﻣﺴﺎﻋﺪ ‪.‬‬
‫”‪Questions that we expect the answer “No‬‬
‫ﺃﺳﺌﻠﺔ ﻧﺘﻮﻗﻊ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ ﺑـ“ﻻ“‬
‫?‪1) You don’t come from Algeria, do you‬‬
‫‪No, I don’t.‬‬
‫?‪2) It doesn’t take long time be car, does it‬‬
‫‪No, it doesn’t.‬‬
‫*ﻻﺣﻆ ﻫﻨﺎ ﺃﻥ ﺍﻟﺴﺆﺍﻝ ﰲ ﺯﻣﻦ ﺍﳌﻀﺎﺭﻉ ﺍﻟﺒﺴﻴﻂ ﻟﺬﺍ ﺍﺳﺘﺨﺪﻣﻨﺎ ‪ do/does‬ﻛﻔﻌﻞ ﻣﺴﺎﻋﺪ ‪.‬‬
‫?‪3) You didn’t travel last year, did you‬‬
‫‪No, I didn’t.‬‬
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‫*ﻻﺣﻆ ﻫﻨﺎ ﺃﻥ ﺍﻟﺴﺆﺍﻝ ﰲ ﺯﻣﻦ ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ ﻟﺬﺍ ﺍﺳﺘﺨﺪﻣﻨﺎ ‪ did‬ﻛﻔﻌﻞ ﻣﺴﺎﻋﺪ ‪.‬‬
‫”‪Conditional “if‬‬
‫”ﻟﻮ“ ﺍﻟﺸﺮﻃﻴﺔ‬
‫ﻣﻀﺎﺭﻉ ‪1) if + present‬‬
‫ﺗﺼﺮﻳﻒ ﺃﻭﻝ ‪will +‬‬
‫)ﺇﻥ ﲤﻄﺮ ﻏﺪﹰﺍ ‪ ،‬ﺳﺄﺑﻘﻰ ﰲ ﺍﻟﺒﻴﺖ( ‪If it rains tomorrow, I will stay at home.‬‬
‫ﻣﺜﺎﻝ ‪:‬‬
‫‪If you eat too much, you will become fat.‬‬
‫ﻫﺬﺍ ﺍﳊﺪﺙ ﻏﲑ ﳑﻜﻦ ﺃﻭ ﻣﺴﺘﺤﻴﻞ ﻭﻗﻮﻋﻪ ‪.‬‬
‫ﺗﺼﺮﻳﻒ ﺃﻭﻝ ‪would +‬‬
‫ﻣﺎﺿﻲ ‪2) if + past‬‬
‫‪If Shakespeare lived today, he would use different English.‬‬
‫ﻻﺣﻆ ﺃﻥ ﺷﻜﺴﺒﲑ ﻣﺴﺘﺤﻴﻞ ﺃﻥ ﻳﻜﻮﻥ ﺣﻴﹰﺎ ﺍﻟﻴﻮﻡ‪ .‬ﻻﺣﻆ ﺃﻳﻀﹰﺎ ﺃﻧﻨﺎ ﺍﺳﺘﺨﺪﻣﻨﺎ ﺍﻟﻔﻌﻞ ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ ﻣﻊ ﲨﻠﺔ ﻟﻜﻨﻪ ﻻ ﻳﺪﻝ ﻋﻠﻰ‬
‫ﺍﳌﺎﺿﻲ‪.‬‬
‫ﻭﺍﺳﺘﺨﺪﻣﻨﺎ )ﺍﳌﺼﺪﺭ ‪ ( would +‬ﰲ ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﳉﻤﻠﺔ ﻭﻫﺬﻩ ﻫﻲ ﺍﻟﻘﺎﻋﺪﺓ ‪:‬‬
‫ﺗﺼﺮﻳﻒ ﺃﻭﻝ ‪subject+ would+‬‬
‫‪if + subject + past‬‬
‫ﻻﺣﻆ ﺃﻳﻀﹰﺎ ﺃﻥ ‪ be‬ﺗﺘﺤﻮﻝ ﺇﱃ ‪ were‬ﰲ ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﻭﻻ ﻧﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ ‪ was‬ﺣﱴ ﻟﻮ ﻛﺎﻥ ﺍﻟﻔﺎﻋﻞ ﻣﻔﺮﺩﺍ ً‪.‬‬
‫‪If I were you, I would buy a new car.‬‬
‫ﻣﺜﺎﻝ ‪:‬‬
‫ﺗﺼﺮﻳﻒ ﺛﺎﻟﺚ ‪would have +‬‬
‫ﺗﺼﺮﻳﻒ ﺛﺎﻟﺚ ‪3) if + had +‬‬
‫‪If he had lived in Taif, he would have been happy.‬‬
‫‪If he had visited Makkah, he would have seen the Ka’aba.‬‬
‫ﻣﻀﺎﺭﻉ ‪present‬‬
‫ﻣﻀﺎﺭﻉ ‪4) if + present‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺘﺮﻛﻴﺐ ﰲ ﺍﳊﺎﻟﺔ ﺍﻟﱵ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﻧﺘﻴﺠﺔ ﺍﻟﻔﻌﻞ ﺣﻘﻴﻘﺔ ﺩﺍﺋﻤﺔ ﻭﺛﺎﺑﺘﺔ‪.‬‬
‫‪If you boil water, it becomes steam.‬‬
‫) ﻟﻮ ﺃﻧﻨﺎ ﻏﻠﻴﻨﺎ ﺍﳌﺎﺀ‪ ،‬ﻓﺄﻧﻪ ﻳﺼﺒﺢ ﲞﺎﺭﹰﺍ (‬
‫ﻭﻫﺬﻩ ﺣﻘﻴﻘﺔ ﺛﺎﺑﺘﺔ ﻭﻟﻴﺴﺖ ﻣﻘﻴﺪﺓ ﺑﻮﻗﺖ ﻣﻌﲔ ﻟﺬﺍ ﺟﺎﺀﺕ ﻛﻠﻤﺔ ‪ becomes‬ﰲ ﺍﳌﻀﺎﺭﻉ ﻭﻟﻴﺴﺖ ﰲ ﺍﳌﺴﺘﻘﺒﻞ‪.‬‬
‫ﺗﻌﻠﻴﻤﺎﺕ ‪instructions‬‬
‫ﻣﻀﺎﺭﻉ ‪5) if + present‬‬
‫‪Or‬‬
‫‪If the radio is too loud, turn it off.‬‬
‫‪Turn the radio off if it is too loud.‬‬
‫‪Don’t drive a car if you are under 17.‬‬
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‫‪95‬‬
‫‪If you are under 17, don’t drive a car. Or‬‬
Reported Speech
‫ﺍﻟﻜﻼﻡ ﺍﳌﻨﻘﻮﻝ‬
.‫ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳉﻤﻞ ﻳﺴﻤﻰ ﺃﻳﻀﹰﺎ ﺍﻟﻜﻼﻡ ﺍﻟﻐﲑ ﻣﺒﺎﺷﺮ‬
Indirect Speech
There are four kinds of direct and Indirect Speech.
: ‫ﻫﻨﺎﻙ ﺃﺭﺑﻌﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﻜﻼﻡ ﺍﳌﺒﺎﺷﺮ ﻭﻏﲑ ﺍﳌﺒﺎﺷﺮ‬
1) Statement ‫ﺍﳉﻤﻠﺔ ﺍﳋﱪﻳﺔ‬
2) Question
‫ﺍ ﻟ ﺴﺆ ﺍ ﻝ‬
3) Command
‫ﺍﻟﻄﻠﺐ‬
4) Exclamation
‫ﺍﻟﺘﻌﺠﺐ‬
‫ﺍﳉﻤﻠﺔ ﺍﳋﱪﻳﺔ‬
Statement
: ‫ ﻧﺘﺒﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬Reported ‫ ﺇﱃ ﻛﻼﻡ ﻣﻨﻘﻮﻝ‬Direct ‫* ﻟﺘﺤﻮﻳﻞ ﲨﻠﺔ ﺧﱪﻳﺔ ﻣﻦ ﻣﺒﺎﺷﺮ‬
‫ ﻧﻀﻊ ﺍﻻﺳﻢ ﺃﻭ ﺍﻟﻀﻤﲑ ﰒ ﻓﻌﻞ ﺍﻟﻘﻮﻝ‬-1
.‫ ﻭﳝﻜﻨﻨﺎ ﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻨﻬﺎ‬said ‫ ﻧﻀﻊ ﺃﺩﺍﺓ ﺍﻟﺮﺑﻂ‬-2
: ‫ ﳓﻮﻝ ﺍﻟﻀﻤﺎﺋﺮ ﺣﺴﺐ ﺍﳌﻌﲎ ﻭ ﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻀﻤﺎﺋﺮ‬-3
I
he, she
we
they
My
his, her
our
their
: ‫ ﳓﻮﻝ ﺍﻷﺯﻣﻨﺔ ﻛﻤﺎ ﻳﻠﻲ‬-4
Present ‫ﻣﻀﺎﺭﻉ‬
Past ‫ﻣﺎﺿﻲ‬
Past ‫ﻣﺎﺿﻲ‬
Past Perfect ‫ﻣﺎﺿﻲ ﺗﺎﻡ‬
: ‫ ﳓﻮﻝ ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺇﻥ ﻭﺟﺪﺕ ﻛﻤﺎ ﻳﻠﻲ‬-5
Now ‫ﺍﻵﻥ‬
then ‫ﺣﻴﻨﺌﺬ‬
here ‫ﻫﻨﺎ‬
there ‫ﻫﻨﺎﻙ‬
Last night ‫ﻫﻨﺎ‬
the night before ‫ﻫﻨﺎﻙ‬
this ‫ﻫﻨﺎ‬
that ‫ﻫﻨﺎﻙ‬
yesterday ‫ﻫﻨﺎ‬
the day before ‫ﻫﻨﺎﻙ‬
tomorrow ‫ﻫﻨﺎ‬
the following day ‫ﻫﻨﺎﻙ‬
Direct ‫ﻣﺒﺎﺷﺮ‬
“I live in Riyadh”
“We are happy”
She said: "I have not been in the school library
recently”.
He said to me: "I shall see you tomorrow”.
Indirect ‫ﻏﲑ ﻣﺒﺎﺷﺮ‬
He said that he lived in Riyadh.
They said that they were happy.
She said that she had not been to the school
library recently.
He told me that he would see me the next day.
: ‫ ﻭﺍﻟﱵ ﺗﻌﲏ ﺃﺿﺎﻑ‬and added that : ‫( ﺑﲔ ﲨﻠﺘﲔ ﻟﺸﺨﺺ ﻣﺘﻜﻠﻢ ﻭﺍﺣﺪ ﻧﻀﻊ ﺑﺪ ﹰﻻ ﻣﻨﻬﺎ ﻋﺒﺎﺭﺓ‬.) ‫ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ‬
43/46
96
They said to him: “We shall see you tomorrow.
We shall visit Ahmed”.
They told him that they would see him the next
day and added that they would visit Ahmed.
: ‫ ﻣﻀﺎﺭﻉ ﺣﻴﻨﺌﺬ ﻻ ﺗﻐﲑ ﺃﺯﻣﻨﺔ ﺍﳉﻤﻠﺔ ﺇﳕﺎ ﺍﻟﺘﻐﻴﲑ ﻳﻜﻮﻥ ﻓﻘﻂ ﰲ ﺍﻟﻀﻤﺎﺋﺮ‬say, says ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻠﻤﺔ ﺍﻟﻘﻮﻝ‬
She says: “I will cook the food tomorrow”.
We say: “We are playing football now”.
She says that she will cook the food tomorrow.
We say that we are playing football now.
‫ﺍﻟﺴﺆﺍﻝ‬
Question
Present ‫ﻣﻀﺎﺭﻉ‬
Past ‫ﻣﺎﺿﻲ‬
: ‫ ﻧﺘﺒﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬Reported ‫ ﺇﱃ ﻛﻼﻡ ﻣﻨﻘﻮﻝ‬Direct ‫* ﻟﺘﺤﻮﻳﻞ ﺳﺆﺍﻝ ﻣﻦ ﻣﺒﺎﺷﺮ‬
:‫ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‬، ‫ ﳛﺪﺩ ﺯﻣﻦ ﺍﻟﺴﺆﺍﻝ‬asked ‫ ﺍﻟﻔﻌﻞ‬-1
Past ‫ﻣﺎﺿﻲ‬
Past Perfect ‫ﻣﺎﺿﻲ ﺗﺎﻡ‬
.‫ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺴﺆﺍﻝ ﳛﺘﻮﻱ ﻋﻠﻰ ﺃﺩﺍﺓ ﺳﺆﺍﻝ ﺗﺴﺘﺨﺪﻡ ﻧﻔﺴﻬﺎ ﻛﺄﺩﺍﺓ ﺭﺑﻂ‬-2
.‫ ﻳﺘﻢ ﲢﻮﻳﻞ ﺍﻟﺴﺆﺍﻝ ﺇﱃ ﲨﻠﺔ ﺧﱪﻳﺔ ﻭ ﻫﻮ ﺑﺘﻘﺪﱘ ﺍﻟﻔﺎﻋﻞ ﻋﻠﻰ ﺍﻟﻔﻌﻞ ﺍﳌﺴﺎﻋﺪ‬-3
.‫ ﻳﻼﺣﻆ ﺗﻐﻴﲑ ﺑﻌﺾ ﺍﻟﻀﻤﺎﺋﺮ ﺣﺴﺐ ﻣﻌﲎ ﺍﳉﻤﻠﺔ‬-4
Direct ‫ﻣﺒﺎﺷﺮ‬
“What is your name?”.
“Why are you late?”
“Where is your book?”.
Indirect ‫ﻏﲑ ﻣﺒﺎﺷﺮ‬
He asked me what my name was.
The teacher asked me why I was late.
He asked me where my book was.
:‫ ﻛﺄﺩﺍﺓ ﺭﺑﻂ ﻟﻠﺴﺆﺍﻝ ﺍﻟﺬﻱ ﻻ ﳛﺘﻮﻱ ﻋﻠﻰ ﺃﺩﺍﺓ ﺳﺆﺍﻝ‬if ‫ﺗﺴﺘﺨﺪﻡ‬
“Is your school very large?”.
He asked me if my school was very large.
.‫ ﺍﺣﺬﻓﻬﺎ ﻭﺣﻮﻝ ﺍﻟﻔﻌﻞ ﺇﱃ ﺯﻣﻦ ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ‬does ‫ ﺃﻭ‬do ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺴﺆﺍﻝ ﻳﺒﺪﺃ ﺃﻭ ﳛﺘﻮﻱ ﻋﻠﻰ‬
“Where do you live”.
“Does he go to school?”.
He asked me where I lived.
I asked him if he went to school.
.( had + ‫ ﺍﺣﺬﻓﻬﺎ ﻭﺣﻮﻝ ﺍﻟﻔﻌﻞ ﺇﱃ ﺯﻣﻦ ﺍﳌﺎﺿﻲ ﺍﻟﺒﺴﻴﻂ )ﺗﺼﺮﻳﻒ ﺛﺎﻟﺚ‬did ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺴﺆﺍﻝ ﻳﺒﺪﺃ ﺃﻭ ﳛﺘﻮﻱ ﻋﻠﻰ‬
“Where did you go yesterday?”.
“Did Ahmed buy a new car?”.
Sami asked me where I had gone the day before.
Ali asked me if Ahmed had bought a new car.
: ‫ ﻣﻀﺎﺭﻉ ﺣﻴﻨﺌﺬ ﻻ ﺗﻐﲑ ﺃﺯﻣﻨﺔ ﺍﳉﻤﻠﺔ ﺇﳕﺎ ﺍﻟﺘﻐﻴﲑ ﻳﻜﻮﻥ ﻓﻘﻂ ﰲ ﺍﻟﻀﻤﺎﺋﺮ‬ask, asks ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻠﻤﺔ ﺍﻟﺴﺆﺍﻝ‬
“Who is your English teacher?”.
“What are your marks?”.
They ask me who my English teacher is.
He asks me what my marks are.
Command
‫ﺍﻟﻄﻠﺐ‬
: ‫ ﻧﺘﺒﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬Reported ‫ ﺇﱃ ﻛﻼﻡ ﻣﻨﻘﻮﻝ‬Direct ‫* ﻟﺘﺤﻮﻳﻞ ﲨﻠﺔ ﻃﻠﺒﻴﺔ ﻣﻦ ﻣﺒﺎﺷﺮ‬
. ‫ ( ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻜﻼﻡ ﻳﻘﺼﺪ ﺑﻪ ﺍﻷﻣﺮ‬ordered ‫ ﻧﺴﺘﺨﺪﻡ ) ﺃﻣﺮ‬-1
. ‫ ( ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻜﻼﻡ ﻳﻘﺼﺪ ﺑﻪ ﺍﻟﺮﺟﺎﺀ ﻭﺍﻟﺘﻮﺳﻞ‬begged ‫ﻭﻧﺴﺘﺨﺪﻡ ) ﺭﺟﺎﺀ‬
44/46
97
. ‫ ( ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻜﻼﻡ ﻳﻘﺼﺪ ﺑﻪ ﺍﻟﻨﺼﻴﺤﺔ‬advised ‫ﻭﻧﺴﺘﺨﺪﻡ ) ﻧﺼﺢ‬
. ‫ ( ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻜﻼﻡ ﻣﻮﺟﻪ ﻣﻦ ﺷﺨﺺ ﺇﱃ ﺷﺨﺺ ﻳﺴﺎﻭﻳﻪ ﰲ ﺍﳌﺮﺗﺒﺔ‬told ‫ﻭﻧﺴﺘﺨﺪﻡ ) ﺃﺧﱪ‬
. ‫ ﻗﺒﻞ ﺍﻟﻔﻌﻞ‬to ‫ ﺍﺣﺬﻑ ﺍﻷﻗﻮﺍﺱ ﺍﳌﻔﺘﻮﺣﺔ ﻭﺿﻊ ﻛﻠﻤﺔ‬-2
. ‫ ﻣﻦ ﺍﳉﻤﻠﺔ ﺇﻥ ﻭﺟﺪﺗﺎ‬Please, do ‫ ﺍﺣﺬﻑ ﻛﻠﻤﱵ‬-3
. ‫ ﻏﲑ ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻀﻤﺎﺋﺮ ﺣﺴﺐ ﺍﳌﻌﲎ ﻭﻛﻤﺎ ﺳﺒﻖ‬-4
Direct ‫ﻣﺒﺎﺷﺮ‬
He said to the servant: “bring me a glass of
water”.
The son said to his father: “please , give me
some money”.
The doctor said to me: “Drink a lot of water”.
He said to me: “Do not go to the market
tonight”.
Exclamation
Indirect ‫ﻏﲑ ﻣﺒﺎﺷﺮ‬
He ordered the servant to bring him a
glass of water.
The son begged his father to give him
some money.
The doctor advised me to drink a lot of
water.
He told me not to go to the market that
night.
‫ﺍﻟﺘﻌﺠﺐ‬
: ‫ ﻧﺘﺒﻊ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬Reported ‫ ﺇﱃ ﻛﻼﻡ ﻣﻨﻘﻮﻝ‬Direct ‫* ﻟﺘﺤﻮﻳﻞ ﲨﻠﺔ ﺗﻌﺠﺐ ﻣﻦ ﻣﺒﺎﺷﺮ‬
: ‫ ﺍﺣﺬﻑ ﻛﻠﻤﺔ ﺍﻟﺘﻌﺠﺐ ﻭﺿﻊ ﺑﺪ ﹰﻻ ﻣﻨﻬﺎ ﻛﻠﻤﺔ ﺗﺪﻝ ﻋﻠﻴﻬﺎ ﻣﺜﻞ‬-1
With regret ‫ﺑﻨﺪﻡ‬
With anger ‫ﺑﻐﻀﺐ‬
With joy ‫ﺑﻔﺮﺡ‬
With admiration ‫ﺑﺈﻋﺠﺎﺏ‬
With sadness ‫ﲝﺰﻥ‬
that ‫ ﺍﺣﺬﻑ ﺍﻷﻗﻮﺍﺱ ﻭﺿﻊ ﻛﻠﻤﺔ‬-2
. ‫ ﻏﲑ ﺍﻟﻜﻠﻤﺎﺕ ﻭ ﺍﻟﻀﻤﺎﺋﺮ ﻭ ﺍﻷﻓﻌﺎﻝ ﺣﺴﺐ ﺍﳌﻌﲎ ﻭﻛﻤﺎ ﺳﺒﻖ ﰲ ﺍﳉﻤﻠﺔ ﺍﳋﱪﻳﺔ‬-3
‫ ﻭﺗﻌﺮﻓﻬﺎ ﺑﻮﺟﻮﺩ ﻋﻼﻣﺔ ﺗﻌﺠﺐ‬how, what : ‫ ﻛﻠﻤﺎﺕ ﺍﻟﺘﻌﺠﺐ ﺇﻣﺎ ﺣﺮﻑ ﺍﺳﺘﻔﻬﺎﻡ ﺍﺳﺘﻌﻤﻞ ﻛﻜﻠﻤﺔ ﺗﻌﺠﺐ ﻣﺜﻞ‬: ‫ﻣﻼﺣﻈﺔ‬
. ! ‫ ﻭﺗﻌﺮﻓﻬﺎ ﺑﻮﺟﻮﺩ ﻋﻼﻣﺔ ﺍﻟﺘﻌﺠﺐ‬Alas, Hurrah, Oh : ‫ﺎ ﻣﺜﻞ‬‫ﺎﻳﺔ ﺍﳉﻤﻠﺔ ﺃﻭ ﻛﻠﻤﺔ ﺗﻌﺠﺐ ﺑﺬﺍ‬ ‫ﰲ‬
Direct ‫ﻣﺒﺎﺷﺮ‬
Indirect ‫ﻏﲑ ﻣﺒﺎﺷﺮ‬
He said with sorrow that he would not find
He said : “Alas! I will not find my money”.
his money.
He said : “How foolish I have been”.
He said with regret that he had been foolish.
45/46
98
‫قائمة االفعال الشاذة في اللغة االنجليزية مع ترجمتها‬
‫وتصريفاتها و معانيها‬
‫‪Irregular Verb‬‬
‫االفعال الشاذة في اللغة االنجليزية ‪ :‬هي كل فعل رئيسي َّ‬
‫شذ عن قاعدة (‪{ )ed‬لم تنطبق عليه قاعدة {‪}ed‬‬
‫لذا (* راجع األفعال التي تضاف اليها ‪ ed‬من هنا )‬
‫يجب حفظ تصريفات كل فعل شاذ‪ .‬سنورد فيما يلي أهمها و أكثرها استخدامًا ‪:‬‬
‫ترجمة الفعل‬
‫التصريف األول‪/‬‬
‫حاضر‬
‫التصريف‬
‫الثاني‪ /‬ماضي‬
‫التصريف الثالث ‪/‬‬
‫اسم المفعول‬
‫يقاتل‬
‫‪fight‬‬
‫‪fought‬‬
‫‪fought‬‬
‫يجد‬
‫‪find‬‬
‫‪found‬‬
‫‪found‬‬
‫يهرب‬
‫‪flee‬‬
‫‪fled‬‬
‫‪fled‬‬
‫يطير‬
‫‪fly‬‬
‫‪flew‬‬
‫‪flown‬‬
‫ينسى‬
‫‪forget‬‬
‫‪forgot‬‬
‫‪forgotten‬‬
‫يسامح‬
‫‪forgive‬‬
‫‪forgave‬‬
‫‪forgiven‬‬
‫يتجمد‬
‫ّ‬
‫‪freeze‬‬
‫‪froze‬‬
‫‪frozen‬‬
‫يحصل على‪/‬يصل‬
‫إلى‬
‫‪get‬‬
‫‪got‬‬
‫‪got‬‬
‫يعطي‬
‫‪give‬‬
‫‪gave‬‬
‫‪given‬‬
‫يذهب‬
‫‪go‬‬
‫‪went‬‬
‫‪gone‬‬
‫ينمو‬
‫‪grow‬‬
‫‪grew‬‬
‫‪grown‬‬
‫يع ّلق‬
‫‪hang‬‬
‫‪hung‬‬
‫‪hung‬‬
‫يملك ‪ /‬يتناول‬
‫‪have‬‬
‫‪had‬‬
‫‪had‬‬
‫يسمع‬
‫‪hear‬‬
‫‪heard‬‬
‫‪heard‬‬
‫يختبئ‬
‫‪hide‬‬
‫‪hid‬‬
‫‪hidden‬‬
‫‪99‬‬
hit
hit
hit
‫يضرب‬
held
held
hold
‫يمسك‬
hurt
hurt
hurt
‫يؤذي‬
kept
kept
keep
‫ يحتفظ‬/ ‫يبقى‬
knelt
knelt
kneel
‫يركع‬
known
knew
know
‫يعرف‬
laid
laid
lay
‫يضع‬
led
led
lead
‫يقود‬
lean
‫يتكئ‬
learn
ّ
‫يتعلم‬
learnt –
learned
leant –
leaned
learnt –
learned
sung
sang
sing
ّ
‫يغني‬
sat
sat
sit
‫يجلس‬
slept
slept
sleep
‫ينام‬
slid
slid
slide
‫يتزحلق‬/‫ينزلق‬
spoken
spoke
speak
‫يتكلم‬
spent
spent
spend
‫ يمضي‬/ ‫ينفق‬
stood
stood
stand
‫يقف‬
stolen
stole
steal
‫يسرق‬
stuck
stuck
stick
‫يلصق‬
stung
stung
sting
‫يلسع‬
swollen swelled
swelled
swell
‫يتو ّرم‬
leant – leaned
100
swung
swung
swing
‫يتأرجح‬
taken
took
take
‫يأخذ‬
taught
taught
teach
‫يد ّرس‬
torn
tore
tear
ّ
‫يمزق‬
told
told
tell
‫ُيخبر‬
thought
thought
think
ّ
‫يفكر‬
/ ‫يظن‬
thrown
threw
throw
‫يرمي‬
upset
upset
upset
‫يزعج‬
woken
woke
wake
‫يستيقظ‬
worn
wore
wear
‫ يرتدي‬/‫يلبس‬
won
won
win
‫ يفوز‬/ ‫يربح‬
Written
wrote
write
‫يكتب‬
born
bore
bear
‫تلد‬
become
became
become
‫يصبح‬
begun
began
begin
‫يبدأ‬
bitten
bit
bite
ّ
‫يعض‬
blown
blew
blow
‫يهب‬
ّ
broken
broke
break
‫يكسر‬
brought
brought
bring
‫ُيحضر‬
built
built
build
‫يبني‬
burnt - burned
burnt burned
burn
‫يحرق‬
bought
bought
buy
‫يشتري‬
101
caught
caught
catch
‫يمسك‬
chosen
chose
choose
‫يختار‬
come
came
come
‫يأتي‬
cost
cost
cost
ّ
‫يكلف‬
crept
crept
creep
‫يزحف‬
cut
cut
cut
‫يقص‬
/ ‫يقطع‬
ّ
dealt
dealt
deal
‫يتعامل‬
done
did
do
‫يفعل‬
drawn
drew
draw
‫يرسم‬
dreamt –
dreamed
dreamt –
dreamed
dream
‫يحلم‬
driven
drove
drive
‫يقود‬
eaten
ate
eat
‫يأكل‬
fallen
fell
fall
‫يسقط‬
fed
fed
feed
‫ُيطعم‬
felt
felt
feel
‫يشعر‬
left
left
leave
‫ يغادر‬/ ‫يترك‬
lent
lent
lend
‫يعير‬
lain
lay
lie
‫يستلقي‬
lost
lost
lose
‫ يخسر‬/ ‫يفقد‬
made
made
make
‫يصنع‬
meant
meant
mean
‫ يعني‬/‫يقصد‬
met
met
meet
‫يقابل‬
102
paid
paid
pay
‫يدفع‬
put
put
put
‫يضع‬
read
read
read
‫يقرأ‬
ridden
rode
ride
‫يركب‬
rung
rang
ring
ّ
‫يرن‬
risen
rose
rise
‫ تشرق‬/ ‫يرتفع‬
run
ran
run
‫يركض‬
said
said
say
‫يقول‬
seen
saw
see
‫يرى‬
sold
sold
sell
‫يبيع‬
sent
sent
send
‫ُيرسل‬
set
set
set
‫يضع‬
shaken
shook
shake
ّ
‫يهز‬
shone –
shined
shone –
shined
shine
‫ يشع‬/ ‫تشرق‬
shot
shot
shoot
‫ ُيطلِق‬/ ‫يسدد‬
shut
shut
shut
‫ُيغلق‬
103
‫اختبار مهم لطالب جامعة القادسية‬
1. Who was at the party? .......... Pete, Anne, Mark, Barry, all the Pearson's, Sally
Masters and Sally Bennett. *
Anyone
Someone
Everyone
No one
2. What would you like to eat for lunch? .......... I don't mind. *
Nothing
Something
Everything
Anything
3. Where do you want to go on holiday? ......... with a beach. I don't care where we
go as long as it's sunny and has got a nice sandy beach. *
Anywhere
Nowhere
Somewhere
Everywhere
4. I have ......... to say to you. Goodbye. *
nothing
something
everything
anything
5. I felt so embarrassed at the party.I was sure that ------------- was looking at me *
anyone
someone
everyone
no one
6. Can you please ......... us some money until we get paid next week? *
lend
give
borrow
grant
7. I decided to invest in the commodities market, as the .........on offer from the
bank was at an all-time low. *
increase
interest
rent
tax
104
8. Many retailers in Jakarta refuse to exchange purchases unless you can show
them your .......... *
recipe
receipt
bill
change
9. My boss informed me that I had been nominated to ......... asales pitch to one of
our company's largest buyers *
make
perform
talk
do
10. I saw a very good ......... advertised in the newspaper this week. *
employment
occupation
work
job
11. My wife has a ......... job at the department store. *
half-time
spare-time
part-time
over-time
12. The cardiologist gave his patient a ......... for some medicine. *
recipe
statement
prescription
receipt
13. When a fire broke out at the Louvre, at least twenty .........paintings were
destroyed, including two by Henri Matisse. *
worthless
priceless
valueless
useless
14. I must remember to fill in my tax ......... before the end of this week. *
brochure
pamphlet
return
pamphlet
105
‫اختبار مهم لطالب جامعة القادسية‬
15. Can you take this money to the bank and make a ......... for me? *
loan
transaction
deposit
withdrawal
16. Tourists who try to visit Australia without a visa will usually be ......... entry into
the country. *
refused
rejected
revoked
rebuked
17. After years of working for a shoddy employer, I was finally able to ------------ from
that company and set up my own business. *
break off
break away
break out
break up
18. Did ......... phone me when I was out? *
anyone
someone
everyone
no one
19. You're face looks terribly familiar. Haven't I seen you .........before? *
anywhere
nowhere
somewhere
everywhere
20. She left the room without saying .......... *
nothing
something
everything
anything
21. I have never been ......... more beautiful than Thailand. *
somewhere
everywhere
anywhere
nowhere
106
22. NASA is currently in the process of working out how to prevent any more of its
spaceships from ----------on re-entry into Earth's atmosphere. *
breaking up
breaking out
breaking away
breaking off
23. Residents living in the immediate vicinity of the prison were told to be on the
lookout for a group of criminals who recently -------- of goal. *
broke out
broke up
broke away
broke of
24. It can be very difficult for young couples to --------their marriage when there are
young children involved. *
break up
break out
break away
break off
25. I decided to ------ my relationship with my girlfriend when I found out that she
was seeing someone else. *
break away
break off
break out
break open
26. Be careful not to spill the yolk when you --------- the egg. *
break open
break out
break down
break off
27. I asked if ......... wanted an ice cream? *
anyone
someone
everyone
no one
28. A burglar ------- my house when I was away on vacation and stole some of my electronic
goods. *
broke into
broke open
broke off
broke up
107
‫اختبار مهم لطالب جامعة القادسية‬
29. Teachers in Sydney have decided to call a snap strike next week after
negotiations with the State Government over a ten percent pay increase -----early this morning. *
broke open
broke into
broke down
broke up
30. A rebel Labour Party MP recently decided to------from his party and become an
independent member for his electorate. *
break up
break out
break off
break away
31. I am always very worried that my car will -----, because it is already twenty years
old. *
break down
break out
break away
break off
32. The Australian Labour Party doesn't currently have any politicians that would be
capable of successfully ......... the Prime Minister at the next federal election. *
running away with
running for
running against
running down
33. Hillary Clinton has not ruled out ......... president at the next election. *
running off
running for
running against
running down
34. My parents were very disappointed when they found out that I had ......... all
their money. *
run off with
run for
run against
run into
108
35. The ......... apartment block failed to attact any buyers and was taken off the
market so renovations could be carried out. *
run-off
run-through
run-after
run-down
36. Many children try to ......... from home for one reason or another at least once
during their childhood. *
run away
run for
run against
run down
37. It's so nice to ......... you again after all this time. I don't think I've seen you for at
least twenty years. *
run out
run into
run after
run off
38. Can you please ......... our marketing campaign with me one more time? I don't
fully understand it yet. *
run off
run into
run through
run after
39. Our dog loves to ......... the mail truck. *
run through
run over
run after
run in
40. My mum had a ......... with my teacher for not allowing me to go to the toilet
during class. *
run-on
run-in
rundown
run-off
109