‫ﻣﻘــﺪﻣــﺔ‬

‫ﺑﺴﻢ اﷲ اﻟﺮﺣﻤﻦ اﻟﺮﺣﻴﻢ‬

‫ﺍﻟﺤﻤﺩ ﷲ ﺍﻟﺫﻱ َﻴﺴّﺭ ﻟﻨﺎ ﺃﻥ ﻨﻔﺘﺢ ﺒﻴﻥ ﺃﻴﺩﻱ ﻁﻼﺒﻨﺎ ﻭﺍﻟﺭﺍﻏﺒﻴﻥ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ﻜﻠﻐﺔ ﺜﺎﻨﻴﺔ ﻫﺫﺍ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺸﺎﻤل ﻟﻘﻭﺍﻋﺩ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ‪ ،‬ﻭﻗﺩ ﺘﻨﺎﻭﻟﻨﺎ ﻓﻴﻪ ﻤﺎ‬
‫ﻴﻠﻲ‪:‬‬
‫ﻭﻀﻌﻨﺎ ﻨﺼﻭﺼﹰﺎ ﻨﺴﺘﻨﺒﻁ ﺍﻟﻘﺎﻋﺩﺓ ﻤﻥ ﺨﻼﻟﻬﺎ ﻭﻫﺫﺍ ﻴﻌﻁﻲ ﺍﻟﻁـﻼﺏ ﺯﺍﺩﹰﺍ‬ ‫‪-١‬‬
‫ﻟﻐﻭﻴﹰﺎ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺇﺘﻘﺎﻥ ﺍﻟﻘﺎﻋﺩﺓ ﺒﺸﻜل ﻋﻤﻠﻲ‪.‬‬
‫ﺘﻀﻤﻥ ﺍﻟﻜﺘﺎﺏ ﺃﻤﺜﻠﺔ ﻭﺸﺭﻭﻁﹰﺎ ﻟﻠﻘﺎﻋﺩﺓ ‪.‬‬ ‫‪-٢‬‬
‫ﺃﻜﺜﺭﻨﺎ ﻤﻥ ﺍﻟﺘﻤﺎﺭﻴﻥ ﺨﻠﻑ ﻜل ﺩﺭﺱ ‪ ،‬ﻟﻴﺘﻤﻜﻥ ﺍﻟﻁﻼﺏ ﻤﻥ ﺇﺘﻘﺎﻥ ﺍﻟﻘﺎﻋﺩﺓ‬ ‫‪-٣‬‬
‫ﺒﺸﻜﻠﻬﺎ ﺍﻟﺼﺤﻴﺢ ﻭﻟﺘﺭﺴﺦ ﻓﻲ ﺃﺫﻫﺎﻨﻬﻡ ‪.‬‬
‫‪ - ٤‬ﺃﻭﺭﺩﻨﺎ ﻤﺼﻁﻠﺤﺎﺕ ﻜﺜﻴﺭﺓ ﺘﺘﻌﻠﻕ ﺒﺎﻟﺤﻴﺎﺓ ﺍﻟﻴﻭﻤﻴﺔ ﻟﻨﺭﺒﻁ ﺍﻟﻠﻐﺔ ﺒﺎﻟﺤﻴﺎﺓ ‪.‬‬

‫ﻭﺍﷲ ﺍﻟﻤﻭﻓﻕ‬
‫دار اﻟﻘﻠﻢ اﻟﻌﺮﺑﻲ ﻓﻲ ﺣﻠﺐ‬

‫ﻣﻼﺣﻈﺔ‪:‬‬
‫اﻟﻨﺺ اﻟﻤﻮﺟﻮد هﻨـﺎ ﻟـﻴﺲ اﻟﻨﺴـﺨﺔ اﻟﻜﺎﻣﻠـﺔ ﻋـﻦ اﻟﻜﺘـﺎب‬
‫اﻷﺳﺎﺳﻲ و إﻧﻤﺎ ﻣﻘﺘﻄﻔﺎت ﻣﻦ اﻟﻜﺘﺎب ﻳﻤﻜﻦ ﻟﻤﺴـﺘﺨﺪم‬
‫اﻟﺮﺟﻮع إﻟﻴﻬﺎ ﻟﻼﻃﻼع ﻋﻠﻰ ﻣﻮﺿﻮﻋﺎت اﻟﻜﺘﺎب ﺑﺸﻜﻞ ﻋﺎم‪.‬‬

‫‪-3-‬‬
 ‫‪LESSON I:‬‬
‫‪Verb Be: Forms, Patterns, Uses, Articles,‬‬
‫‪Demonstratives, Pronouns, Contractions‬‬

‫… ﺍﻟﺩﺭﺱ ﺍﻷﻭل…‬
‫ﻓﻌل ﺍﻟﻜﻭﻥ ‪ :‬ﺍﻷﺸﻜﺎل ‪ ،‬ﺍﻟﻨﻤﺎﺫﺝ ‪ ،‬ﺍﺴﺘﻌﻤﺎل ﺃﺩﻭﺍﺕ ﺍﻟﺘﺤﺩﻴﺩ ‪ ،‬ﺍﻟﻀﻤﺎﺌﺭ ‪ ،‬ﺍﻟﺘﻘﻠﻴﺹ ‪.‬‬

‫ﻥ‬
‫ﺱ ﺍﻷﻭّل ﻗﺼـﻴﺭ ﻭﺴـﻬل ‪ ،‬ﻟﻜـ ﱠ‬
‫ﻴﺘﺤﺩّﺙ ﻫﺫﺍ ﺍﻟﻜﺘﺎﺏ ﻋﻥ ﻗﻭﺍﻋﺩ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ‪.‬ﺍﻟﺩﺭ ُ‬
‫ﺝ ﺍﻟﻔﻘﺭﺍﺕ ﻟﻴﺴﺕ ﻤﻤﺘﻌ ﹰﺔ ‪ ،‬ﻟﻜﻨﻬﺎ ﻤﺴﺎﻋﺩ ﹲﺓ ‪.‬‬
‫ﺱ ﺍﻷﺨﺭﻯ ﻁﻭﻴﻠ ﹲﺔ ﻭﺼﻌﺒﺔ ‪.‬ﻨﻤﺎﺫ ُ‬
‫ﺍﻟﺩﺭﻭ َ‬

‫‪-‬‬ ‫‪This is Professor Smith. He’s tall.‬‬

‫‪-‬‬ ‫‪This is Mrs. Smith. She’s very beautiful.‬‬
‫‪-‬‬ ‫‪This is Jack. He’s French.‬‬
‫‪-‬‬ ‫‪This is Mr. Arthur. He’s a writer.‬‬
‫‪-‬‬ ‫‪Sue Liu isn’t here now. She is away.‬‬

‫ﻜﻤﺎ ﺘﺭﻯ‪ ،‬ﺍﻟﺘﻔﺴﻴﺭ ﺒﺴﻴﻁ ‪.‬ﻭﺍﻟﺘﺭﺍﻜﻴﺏ ﻭﺍﻀﺤﺔ‪.‬‬

‫‪1- Sentence patterns‬‬ ‫‪ - ١‬ﻨﻤﺎﺫﺝ ﺍﻟﺠﻤﻠﺔ‬

‫ﺘﻌﺘﺒﺭ ﺍﻟﺠﻤﻠ ﹸﺔ ﻷﻴّﺔ ﻟﻐ ٍﺔ ﺍﻟﻭﺤﺩ ﹶﺓ ﺍﻷﺴﺎﺴ ّﻴ ﹶﺔ‪ .‬ﻭﻟﻜﻲ ﺘﺘﻜﻠﻡ ﻭﺘﻜﺘﺏ ﺒﺸﻜل ﺼـﺤﻴﺢ ﻋﻠﻴـﻙ‬
‫ﻼ ﻭﺃﺴﺌﻠﺔ‪.‬ﻭﻓﻲ ﻜل ﺩﺭﺱ ﺴـﻨﻠﻘﻲ ﻨﻅـﺭﺓ‬
‫ﻤﻌﺭﻓﺔ ﻭﻀﻊ ﺍﻟﻜﻠﻤﺎﺕ ﺒﺎﻟﺸﻜل ﺍﻟﻤﻨﺎﺴﺏ ﻟﺘﹸﺸﻜل ﺠﻤ ﹰ‬
‫ﻋﻠﻰ ﺒﻌﺽ ﻨﻤﺎﺫﺝ ﺍﻟﺠﻤل ﺍﻹﻨﻜﻠﻴﺯﻴﺔ‪ .‬ﻭﺇﺫﺍ ﺘﺎﺒﻌﺕ ﺒﺎﻨﺘﺒﺎﻩ ﻫـﺫﻩ ﺍﻟﻨﻤـﺎﺫﺝ‪ ،‬ﺴـﺘﻜﻭﻥ ﺠﻤﻠﹸـﻙ‬
‫ﺼﺤﻴﺤﺔ‪.‬‬

‫‪-4-‬‬
 2- Statements with verb be ‫ ﺍﻟﺠﻤل ﻤﻊ ﻓﻌل ﺍﻟﻜﻭﻥ‬- ٢

SUBJECT ‫ﺍﻟﻔﺎﻋل‬ ‫ﻓﻌل‬ COMPLEMENT ‫ﺒﻘﻴﺔ ﺍﻟﺠﻤﻠﺔ‬

VERB Adverb
Noun /Pronoun Be Article Adjective Noun Place Time
or (not) ‫ﺃﺩﺍﺓ ﺘﻨﻜﻴﺭ‬ ‫ﺼﻔﺔ‬ ‫ﺍﺴﻡ‬ ‫ﻤﻜﺎﻥ‬ ‫ﺯﻤﺎﻥ‬
Demonstrative
‫ ﺍﺴﻡ‬- ‫ ﻀﻤﻴﺭ‬- ‫ﺍﺴﻡ‬
‫ﺇﺸﺎﺭﺓ‬
This is a big book.
It is blue.
Mr. Smith is an English professor.
He isn’t here now.
He is away.
His students aren’t American.
They are foreign students.

3-Yes/No questions with verb be ‫ﻻ ﻤﻊ ﻓﻌل ﺍﻟﻜﻭﻥ‬/ ‫ ﺃﺴﺌﻠﺔ ﻨﻌﻡ‬- ٣

(a) (‫)ﺁ‬
Ve rb Subject Complement Response
Be (not)Noun/Pronoun Art Adj Noun Place Time
Or
demonstrative
Is Mr. Smith here now? No, he isn’t.
Isn’t he away? Yes, he is.
Are his students Young? Not very young.
Aren’t they Freshmen? No, they aren’t.
Is Jack a foreign student? Yes, he is.
Isn’t that Jack there? Yes, it is.

4-Information questions with verb be ‫ﺃﺴﺌﻠﺔ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻊ ﻓﻌل ﺍﻟﻜﻭﻥ‬- ٤

-5-
 (a ) (‫)ﺁ‬
Question Verb Subject ‫ﻓﺎﻋل‬ Comple ment
word ‫ﻓﻌل‬ ‫ﺒﻘﻴﺔ ﺍﻟﺠﻤﻠﺔ‬
‫ﻜﻠﻤﺔ‬ Adv.
Be Art. Adj. Noun Place Time
‫ﺍﻟﺴﺅﺍل‬
‫ﺼﻔﺔ‬ ‫ﺍﺴﻡ‬ ‫ﻤﻜﺎﻥ‬ ‫ﺯﻤﺎﻥ‬
What is a foreign student?
Who is Jack?
Where is he now?
When was he here?
Who is here now?

5- Forms of be ‫ ﺃﺸﻜﺎل ﻓﻌل ﺍﻟﻜﻭﻥ‬- ٥

( a ) Present ‫) ﺁ ( ﺤﺎﻀﺭ‬
Person Singular Plural
‫ﺸﺨﺹ‬ ‫ﻤﻔﺭﺩ‬ ‫ﺠﻤﻊ‬
1 I am We
2 You are You
He
She is
3 They
It

(b) Past ‫)ﺏ( ﻤﺎﺽ‬

Person Singular Plural
‫ﺸﺨﺹ‬ ‫ﻤﻔﺭﺩ‬ ‫ﺠﻤﻊ‬
1 I was We
2 You were You
-6-
 ‫‪3‬‬ ‫‪He‬‬
‫‪She‬‬ ‫‪was‬‬ ‫‪They‬‬
‫‪It‬‬

‫‪6- Pronouns used with be‬‬ ‫‪ - ٦‬ﻀﻤﺎﺌﺭ ﺘﺴﺘﻌﻤل ﻤﻊ ﻓﻌل ﺍﻟﻜﻭﻥ‬

‫‪( a ) Forms‬‬ ‫) ﺁ ( ﺍﻷﺸﻜﺎل‬

‫‪Person‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬

‫‪1‬‬ ‫‪I‬‬ ‫‪We‬‬
‫‪2‬‬ ‫‪you‬‬
‫‪3‬‬ ‫‪He‬‬ ‫‪They‬‬
‫‪She‬‬
‫‪It‬‬

‫‪7- Contractions of be‬‬ ‫‪ - ٧‬ﺘﻘﻠﻴﺹ ﻓﻌل ﺍﻟﻜﻭﻥ‬

‫ﻋﺎﺩﺓ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﻭﻓﻲ ﻜل ﺍﻟﻜﺘﺎﺒﺎﺕ ﻤﺎ ﻋﺩﺍ ﻤﻌﻅـﻡ ﺍﻟﻜﺘﺎﺒـﺎﺕ ﺍﻟﺭﺴـﻤﻴﺔ ‪ ،‬ﻨﻘﻠـﺹ‬

‫ﺍﻷﺸﻜﺎل ﻓﻲ ﺍﻟﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﻟﻔﻌل ﺍﻟﻜﻭﻥ ﻭﻨﻀﻤﻬﻡ ﻤﻊ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻷﺨﺭﻯ ‪ .‬ﻭﻨﺴﻤﻲ ﺍﻷﺸـﻜﺎل‬
‫ﺍﻟﻨﺎﺘﺠﺔ ﺒﺎﻟﺘﻘﻠﻴﺹ‪.‬‬

‫‪( a ) With pronouns‬‬ ‫) ﺁ ( ﻤﻊ ﺍﻟﻀﻤﺎﺌﺭ‬

‫‪Person‬‬ ‫‪Singular‬‬ ‫‪Plural‬‬

‫‪1‬‬ ‫‪I’m‬‬ ‫‪We’re‬‬
‫‪2‬‬ ‫‪you’re‬‬
‫‪3‬‬ ‫‪He’s‬‬ ‫‪They’re‬‬
‫‪She’s‬‬
‫‪It’s‬‬

‫‪-7-‬‬
 ‫‪8- Negative and contractions of not‬‬ ‫‪ - ٨‬ﻨﻔﻲ ﻭﺘﻘﻠﻴﺹ ‪not‬‬

‫ل ﻤﻥ ﺃﺸﻜﺎل ﻓﻌل ﺍﻟﻜﻭﻥ ﺍﻟﺤﺎﻀﺭ ﻭﺍﻟﻤﺎﻀـﻲ ﻤــﻊ ‪ ، /not/‬ﻤـﺎ ﻋـﺩﺍ ‪، /am/‬‬

‫ﻴﺘﺼل ﻜ ٌ‬
‫ﺘﺨﺘﺼﺭ ‪ . /not/‬ﻭﻫﺫﻩ ﻫﻲ ﺃﺸﻜﺎﻟﻬﺎ ﺍﻟﻌﺎﺩﻴﺔ ‪:‬‬
‫‪isn’t - wasn’t - aren’t - weren’t‬‬

‫‪9- Demonstratives‬‬ ‫‪ - ٩‬ﺃﺴﻤﺎﺀ ﺍﻹﺸﺎﺭﺓ‬

‫‪Singular‬‬ ‫‪Plural‬‬

‫‪This‬‬ ‫‪These‬‬

‫‪That‬‬ ‫‪Those‬‬

‫‪10- Place words‬‬ ‫‪ - ١٠‬ﻜﻠﻤﺎﺕ ﻅﺭﻑ ﺍﻟﻤﻜﺎﻥ‬

‫)ﺁ( ‪ Here‬ﺘﺩل ﻋﻠﻰ ﻤﻭﻗﻊ ﺍﻟﻤﺘﻜﻠﻡ ‪.‬‬

‫)ﺏ( ‪ There‬ﺘﻌﻨﻲ ﺃﻱ ﻤﻜﺎﻥ ﺁﺨﺭ ﻴﻤﻜﻥ ﺃﻥ ﻴﺸﺎﺭ ﺇﻟﻴﻪ ‪ ،‬ﺃﻭ ﺃﻱ ﻤﻜﺎﻥ ﺁﺨﺭ ﺫﻜﺭ ﺴﺎﺒﻘ ﹰﺎ ‪.‬‬

‫‪-8-‬‬
 ‫‪Here‬‬
‫ﻫﻨﺎ‬

‫‪There‬‬
‫ﻫﻨﺎﻙ‬

‫‪11- Question words‬‬ ‫‪ - ١١‬ﺃﺩﻭﺍﺕ ﺍﻻﺴﺘﻔﻬﺎﻡ‬

‫ﻥ(‬
‫ﺘﺴﺄل ﻋﻥ ﺸﺨﺹ ﺃﻭ ﺃﺸﺨﺎﺹ ‪َ ) .‬ﻤ ْ‬ ‫‪Who‬‬ ‫)ﺁ(‬
‫) ﻤﺎﺫﺍ (‬ ‫ﺘﺴﺄل ﻋﻥ ﺸﻲﺀ ﺃﻭ ﺃﺸﻴﺎﺀ ‪.‬‬ ‫‪What‬‬ ‫)ﺏ(‬
‫) ﺃﻴﻥ (‬ ‫‪ Where‬ﺘﺴﺄل ﻋﻥ ﻤﻜﺎﻥ ﺃﻭ ﺃﻤﺎﻜﻥ‪.‬‬ ‫)ﺠـ(‬
‫) ﻤﺘﻰ (‬ ‫‪ When‬ﺘﺴﺄل ﻋﻥ ﺍﻟﻭﻗﺕ‪.‬‬ ‫)ﺩ(‬

‫‪12- Uses of verb be‬‬ ‫‪ - ١٢‬ﺍﺴﺘﻌﻤﺎﻻﺕ ﻓﻌل ﺍﻟﻜﻭﻥ‬

‫ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ‪ ،‬ﻴﺴﺘﻌﻤل ﻓﻌل ﺍﻟﻜﻭﻥ ﻟﻴﻌﺒﺭ ﻋﻥ ﺒﻌﺽ ﺍﻟﻤﻭﺍﻗﻑ ﻭﺍﻟـﺫﻱ ﻴﻌﺒـﺭ‬
‫ﻋﻨﻪ ﺒﺄﻓﻌﺎل ﻤﺨﺘﻠﻔﺔ ‪ ،‬ﺃﻭ ﺒﺩﻭﻥ ﻓﻌل ﻋﻠﻰ ﺍﻹﻁﻼﻕ ‪ ،‬ﻜﻤﺎ ﻓﻲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺨﺭﻯ ‪..‬‬
‫ﻴﺴﺘﻌﻤل ﻓﻌل ﺍﻟﻜﻭﻥ ﻟﻴﺨﺒﺭ ﻋﻥ ﺍﻟﻤﻌﺎﻨﻲ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪Tom is a professor.‬‬ ‫) ﺁ ( ﻤﻬﻨﺔ‬

‫‪Betty is a student.‬‬
‫‪Sam is Ame rican.‬‬ ‫) ﺏ ( ﺍﻟﺠﻨﺴﻴﺔ‬
‫‪Jack is French.‬‬

‫‪-9-‬‬
 ‫‪13- Articles‬‬ ‫‪ - ١٣‬ﺃﺩﻭﺍﺕ ﺍﻟﺘﻨﻜﻴﺭ ﻭﺍﻟﺘﻌﺭﻴﻑ‬

‫‪ an/a‬ﺸﻜﻼﻥ ﻟﻨﻔﺱ ﺍﻟﻤﻌﻨﻰ ‪ .‬ﺘﻌﻨﻲ ﺍﻟﻭﺍﺤﺩ ﺍﻟﻤﻔﺭﺩ ‪ .‬ﻨﻀﻊ ‪ a‬ﺃﻭ ‪ an‬ﻗﺒـل ﻤﻌﻅـﻡ‬ ‫)ﺁ(‬
‫ﺍﻷﺴﻤﺎﺀ ﺍﻟﻤﻔﺭﺩﺓ ‪ .‬ﺒﻴﻨﻤﺎ ﻨﺴﺘﻌﻤل ‪ one‬ﻗﺒل ﺍﻻﺴﻡ ﻓﻘﻁ ﻜﺎﻗﺘﺭﺍﺡ ﻟﻴﻠﺤﻅ ﺍﻟﻔﺭﻕ ﻤﻊ ﺍﺜﻨـﻴﻥ‬
‫ﺃﻭ ﺃﻜﺜﺭ‪:‬‬
‫‪Example: I have four glasses but only one jug.‬‬
‫ﻴﻌﺘﻤﺩ ﺍﺴﺘﻌﻤﺎل ‪ a‬ﺃﻭ ‪ an‬ﻋﻠﻰ ﺍﻟﻘﺎﻋﺩﺓ ﺍﻟﺼﻭﺘﻴﺔ ‪.‬‬
‫ﺃﺴﺌﻠﺔ‬ ‫ﺍﻟﻘﺎﻋﺩﺓ‬
‫‪a horse‬‬ ‫ﺘﺴﺘﻌﻤل ‪ a‬ﻗﺒل ﺍﻟﻜﻠﻤﺔ ﺍﻟﺘﻲ ﺘﺒﺩﺃ ﺒﺤﺭﻑ ‪a cat‬‬
‫‪a book‬‬ ‫‪a pen‬‬
‫ﺴﺎﻜﻥ‪.‬‬
‫‪an egg‬‬ ‫ﺘﺴﺘﻌﻤل ‪ an‬ﻗﺒل ﺍﻟﻜﻠﻤـﺔ ﺍﻟﺘـﻲ ﺘﺒـﺩﺃ ‪an hour‬‬
‫‪an orange‬‬ ‫‪an apple‬‬
‫ﺒﺤﺭﻑ ﺼﻭﺘﻲ ) ‪( a-e-i-o-u‬‬

‫‪14- Names and titles‬‬ ‫‪ - ١٤‬ﺃﺴﻤﺎﺀ ﻭﺃﻟﻘﺎﺏ‬

‫ﺍﻟﻠﻘﺏ‬ ‫ﺍﻻﺴﻡ ﺍﻟﻤﻌﻁﻰ‬ ‫ﺍﺴﻡ ﺍﻟﻌﺎﺌﻠﺔ‬

‫‪-10-‬‬
 Mr. Jack Miller ‫ ﻗﺒـل‬Mr. ‫)ﺁ( ﻻ ﻨﺴﺘﻌﻤل‬
Mr. - Miller ‫ﺍﻻﺴﻡ ﺍﻟﻤﻌﻁﻰ ﻋﻨﺩﻤﺎ ﻻ ﻨﺫﻜﺭ‬
- Jack - . ‫ﺍﺴﻡ ﺍﻟﻌﺎﺌﻠﺔ‬
‫)ﺏ( ﺃﺤﻴﺎﻨ ﹰﺎ ﻨـﺩﻋﻭ ﺍﻟﺭﺠـل‬
. ‫ﺒﺎﺴﻡ ﻋﺎﺌﻠﺘـــــﻪ‬
- - Miller

Mrs. Jack Miller ‫)ﺠـ( ﻓﻲ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬

Mrs. Mary Miller . ‫ﺘﺴﺘﻌﻤل ﺍﻟﻤﺭﺃﺓ ﺍﺴﻡ ﺯﻭﺠﻬﺎ‬
Mrs. - Miller
- - Miller ‫)ﺩ( ﻓـﻲ ﺍﻟﻭﺜـﺎﺌﻕ ﺍﻟﻤﺼــﺩﻗﺔ‬
- Mary - ‫ﺘﺴﺘﻌﻤل ﺍﻟﻤﺭﺃﺓ ﺍﺴﻤﻬﺎ ﺍﻟﻤﻌﻁﻰ‬
. ‫ﻟﻬﺎ‬
Miss Sue Miller ‫ ﻟﻘﺏ ﻴﻁﻠـﻕ‬Miss (‫)ﻫـ‬
Miss - Miller .‫ﻋﻠﻰ ﺍﻤﺭﺃﺓ ﻟﻡ ﺘﺘﺯﻭﺝ ﺒﻌﺩ‬
- Sue -
Ms. Susan Mike ‫ ﻟﻘــﺏ ﺠﺩﻴــﺩ‬Ms. (‫)ﻭ‬
/miz/ ‫ﺘﻠﻔﻅ‬ ‫ﻭﺤﺩﻴﺙ ﻴﻁﻠﻕ ﻋﻠﻰ ﺍﻟﻤـﺭﺃﺓ‬
‫ـﺭﻑ‬‫ـﺏ ﺃﻥ ﺘﻌـ‬
‫ﺍﻟﺘـﻲ ﻻ ﺘﺤـ‬
.‫ﻜﻤﺘﺯﻭﺠﺔ ﺃﻭ ﻏﻴﺭ ﻤﺘﺯﻭﺠﺔ‬
15- Adjective forms for nationalities ‫ ﺼﻔﺎﺕ ﺘﺸﻜل ﺍﻟﺠﻨﺴﻴﺎﺕ‬- ١٥

N- Ending Sibilant ending Miscellaneous

N ‫ﺘﻨﺘﻬﻲ ﺒﺤﺭﻑ‬ ‫ﺘﻨﺘﻬﻲ ﺒﺄﺼﻭﺍﺕ ﺼﻔﻴﺭﻴﺔ‬ ‫ﻤﺘﻨﻭﻉ‬
American English Czech
Belgian Turkish Greek
Colombian Danish Iraqi
German Dutch Eskimo
Russian French
Iranian Japanese
Hungarian Swiss
Korean
-11-
 ‫‪Syrian‬‬

‫‪16- Pronunciation helps‬‬ ‫‪ - ١٦‬ﻤﺴﺎﻋﺩﺍﺕ ﺍﻟﻠﻔﻅ‬

‫)ﺁ( ‪ :Vowel sounds‬ﺇﻥ ﺍﻟﺤﺭﻭﻑ ﺍﻟﺼﻭﺘﻴﺔ ﻜﺄﺤﺭﻑ ﻫـﻲ ‪ ( a-e-i-o-u ) :‬ﻭﺃﺤﻴﺎﻨـ ﹰﺎ‬
‫)‪ ، (y‬ﻟﻜﻦ ﻜﺄﺼﻭﺍﺕ ﻓﺈﻨﻪ ﻴﻭﺠﺩ ﻤﺎﻴﻘﺎﺭﺏ ‪ ١٩‬ﺤﺭﻓ ﹰﺎ ﺼﻭﺘﻴ ﹰﺎ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ‪.‬‬

‫ﺇﻥ ﺍﻟﺤﺭﻭﻑ ﺍﻟﺼﻭﺘﻴﺔ ﻫﻲ ﺍﻷﺼﻭﺍﺕ ﺍﻟﺘﻲ ﻴﻨﺘﺠﻬﺎ ﺘﺫﺒﺫﺏ ﺍﻟﺤﺒﺎل ﺍﻟﺼـﻭﺘﻴﺔ ﻭﺍﻟﻬـﻭﺍﺀ‬
‫ﺍﻟﺫﻱ ﻴﺘﺩﻓﻕ ﻤﻥ ﺍﻟﻔﻡ ﺒﺩﻭﻥ ﺘﻭﻗﻑ ﻤﺜل )‪ P‬ﺃﻭ ‪ ( K‬ﺃﻭ ﺒﺎﻟﻌﺼﺭ ﻤﺜل ) ‪ F‬ﺃﻭ ‪. ( S‬‬
‫☺ ﻨﻭﺭﺩ ﻫﻨﺎ ﺃﻤﺜﻠﺔ ﻋﻥ ﺍﻟﺤﺭﻭﻑ ﺍﻟﺼﻭﺘﻴﺔ‪:‬‬
‫‪a in am‬‬
‫‪e in be‬‬
‫‪i in it‬‬

‫‪17- Punctuation‬‬ ‫‪ - ١٧‬ﺍﻟﺘﻨﻘﻴﻁ ) ﺃﺩﻭﺍﺕ ﺍﻟﺘﺭﻗﻴﻡ (‬

‫‪ -‬ﻻﺤﻅ ﺍﻟﺤﺭﻭﻑ ﺍﻟﻜﺒﻴﺭﺓ ﻭﻋﻼﻤﺎﺕ ﺍﻟﺘﺭﻗﻴﻡ ﻓﻲ ﺍﻟﺠﻤل ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪Mr . Jack Miller is a teacher .‬‬
‫? ‪Is Mrs . Miller a teacher‬‬
‫‪No , she isn’t .‬‬
‫? ‪Is Miss Black an instructor‬‬
‫‪No , she’s a student .‬‬
‫‪This is an English class .‬‬
‫‪The teacher is Professor Miller .‬‬

‫) ﺁ ( ‪ ) Capitals‬ﺍﻟﺤﺭﻭﻑ ﺍﻟﻜﺒﻴﺭﺓ ( ‪:‬‬

‫ﺩﺍﺌﻤ ﹰﺎ ﻨﺒﺘﺩﺉ ﻜل ﺠﻤﻠﺔ ﺒﺤﺭﻑ ﻜﺒﻴﺭ‪.‬‬

‫‪-12-‬‬
 ‫ﻜـل ﺍﻷﺴﻤـﺎﺀ ﺘﺒﺩﺃ ﺒﺄﺤﺭﻑ ﻜﺒﻴﺭﺓ‪.‬‬
‫ﻜـل ﺍﻷﻟﻘـﺎﺏ ﺘﺒﺩﺃ ﺒﺄﺤﺭﻑ ﻜﺒﻴﺭﺓ‪.‬‬
‫ﺍﻟﺠﻨﺴﻴـﺎﺕ ﺘﺒﺩﺃ ﺒﺄﺤـﺭﻑ ﻜﺒﻴـﺭﺓ‪.‬‬

‫‪ - ١٨‬ﺃﺴﺌﻠﺔ ﻴﺴﺄﻟﻬﺎ ﺍﻟﻁﻼﺏ ﺃﺤﻴﺎﻨ ﹰﺎ ‪18- Questions students sometimes ask‬‬

‫?‪(a) Is it really correct to use contractions‬‬

‫?‪- Are they good English‬‬
‫ﻻ ﻤﻥ ﺍﻷﺸﻜﺎل ﺍﻟﻁﻭﻴﻠﺔ ‪.‬‬
‫‪ -‬ﻨﻌﻡ ‪ ،‬ﺇﻨﻬﺎ ﻟﻐﺔ ﺇﻨﻜﻠﻴﺯﻴﺔ ﺠﻴﺩﺓ ‪ ،‬ﻭﺘﺴﺘﻌﻤل ﻋﺎﺩﺓ ﺒﺩ ﹰ‬
‫?‪(b) Is it better to say he’s not or he isn’t‬‬
‫‪ -‬ﻻ ﻴﻭﺠﺩ ﻓﺭﻕ ﺒﻴﻨﻬﻤﺎ ﻷﻥ ﻜﻼ ﺍﻟﻌﺒﺎﺭﺘﻴﻥ ﺘﻌﻨﻴﺎﻥ ﻨﻔﺱ ﺍﻟﺸﻲﺀ ‪ .‬ﻴﺴﺘﻌﻤل ﺒﻌﺽ ﺍﻟﻨـﺎﺱ‬
‫‪ He’s not‬ﻟﻠﺘﺄﻜﻴﺩ ﻋﻠﻰ ‪ not‬ﻭﺘﺴﺘﻌﻤل ‪ he isn’t‬ﻓﻲ ﺃﻭﻗﺎﺕ ﺃﺨﺭﻯ ‪.‬‬
‫)‪(c‬‬ ‫ﻟﻤﺎﺫﺍ ﻨﻜﺘﺏ ﻜﻠﻤﺔ ‪ professor‬ﻤﺭﺓ ﺒﺤﺭﻑ ﻜﺒﻴﺭ ﻭﺃﺤﻴﺎﻨ ﹰﺎ ﺒﺤﺭﻑ ﺼﻐﻴﺭ ؟‬
‫‪Professor Brown‬‬ ‫ﺘﻜﺘﺏ ‪ Professor‬ﺒﺤﺭﻑ ﻜﺒﻴﺭ ﺇﺫﺍ ﻜﺎﻨﺕ ﺘﺭﻤﺯ ﻻﺴﻡ ﻤﺜل ‪:‬‬
‫ﻭﺘﻜﺘﺏ ﺒﺤﺭﻑ ﺼﻐﻴﺭ ﻤﻊ ﺍﻷﺴﻤﺎﺀ ﺍﻟﻌﺎﺩﻴﺔ ‪.‬‬
‫‪status you don’t know.‬‬

‫‪-13-‬‬
 LESSON II:
Simple present: S – Forms, Auxiliary Do
Compound sentences: And, But;

… ‫… ﺍﻟﺩﺭﺱ ﺍﻟﺜﺎﻨﻲ‬
Do ‫ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ‬- S - ‫ ﺃﺸﻜﺎل‬: ‫ﺍﻟﺤﺎﻀﺭ ﺍﻟﺒﺴﻴﻁ‬
‫ ﻟﻜﻥ ؛‬، ‫ ﻭ‬: ‫ﺍﻟﺠﻤل ﺍﻟﻤﺭﻜﺒﺔ‬

Jack lives in a dormitory. He gets up at seven o’clock in the

morning. He eats breakfast at seven thirty. He goes to class at eight
o’clock. He studies in the library in the afternoon. He does homework
assignments and watches TV in the evening. He goes downtown on
Saturdays, and he goes to the movies on Saturday nights.
Bill doesn’t live in a dormitory; he has a room in a private
home. He doesn’t have classes in the morning on Tuesdays and
Thursdays. On those days he sleeps until nine o’clock. He doesn’t like
movies but he likes concerts. He listens to music on the radio at night.
Jack doesn’t know Bill but he sees him everyday. They are in
the same chemistry class. Betty Allen is in that class too. She knows
them both and they know her. They work in the same laboratory. It is
a large sunny laboratory and they like it very much.

-14-
 ‫‪1- Simple present tense‬‬ ‫‪ - ١‬ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺒﺴﻴﻁ‬

‫ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﺇﻨﻪ ﻟﻴﺱ ﺯﻤﻨ ﹰﺎ ﺒﺴﻴﻁ ﹰﺎ ﻷﻨـﻪ ﻴﺘﻁﻠـﺏ ﺍﺴـﺘﻌﻤﺎل ) ‪ ( S‬ﺒﻌـﺩ ﺍﻟ ﻀـﻤﺎﺌﺭ‬
‫‪ .It-she-he‬ﻫﺫﺍ ﺍﻟﺯﻤﻥ ﻻ ﻴﻌﺒﺭ ﻋﻥ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺤﺎﻟﻲ ﺃﻴﻀ ﹰﺎ ‪ .‬ﻟﻜﻨﻨﺎ ﻨﺤﺘﺎﺝ ﺇﻟﻰ ﺍﺴﺘﻌﻤﺎل ﺯﻤـﻥ‬
‫ﺁﺨﺭ ﻫﻭ ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﻤﺴﺘﻤﺭ ‪ .‬ﻴﺴﺘﻌﻤل ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺒﺴﻴﻁ ﻟﻴﻌﺒﺭ ﻋﻥ ﻋﻤـل ﻤﺘﻜـﺭﺭ‬
‫ﺃﻭ ﺍﻋﺘﻴﺎﺩﻱ ﻜﻤﺎ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ‪ .‬ﻭﻴﺴﺘﻌﻤل ﻫﺫﺍ ﺍﻟـﺯﻤﻥ ﻟﻴﻌﺒـﺭ ﻋـﻥ ﺍﻟﺤﻘـﺎﺌﻕ ﺍﻟﻌﺎﻤـﺔ‬
‫ﺃﻭ ﺍﻟﻌﻠﻤﻴﺔ ﻤﺜل ‪:‬‬
‫‪Example: Water runs downhill.‬‬ ‫ﻤﺜﺎل ‪ :‬ﻴﺠﺭﻱ ﺍﻟﻤﺎﺀ ﺇﻟﻰ ﺃﺴﻔل ﺍﻟﻭﺍﺩﻱ‪.‬‬

‫‪2- Affirmative statement pattern‬‬ ‫‪ - ٢‬ﻨﻤﻭﺫﺝ ﺍﻟﺠﻤﻠﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ‬

‫‪Subject‬‬ ‫‪Verb‬‬ ‫‪Comple ment‬‬ ‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬

‫ﺍﻟﻔﺎﻋل‬ ‫ﺍﻟﻔﻌل‬ ‫‪Adverb‬‬ ‫ﻅﺭﻑ‬
‫ﻀﻤﻴﺭ ‪ /‬ﺍﺴﻡ‬ ‫ﻓﻌل ﺒﺴﻴﻁ ‪S +‬‬ ‫‪Object‬‬ ‫‪Place‬‬ ‫‪Time‬‬
‫ﻤﻔﻌﻭل ﺒﻪ‬ ‫ﻤﻜﺎﻥ‬ ‫ﺯﻤﺎﻥ‬
‫‪Jack‬‬ ‫‪lives‬‬ ‫‪in a dormitory.‬‬
‫‪He‬‬ ‫‪gets up‬‬ ‫‪at 7 O’clock.‬‬
‫‪He‬‬ ‫‪eats‬‬ ‫‪breakfast in a dormitory‬‬ ‫‪at7: 30.‬‬
‫‪The Allens‬‬ ‫‪have‬‬ ‫‪breakfast at home‬‬ ‫‪at 8:00.‬‬

‫‪3- Auxiliary do‬‬ ‫‪ - ٣‬ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ‪do‬‬

‫ﻻ ﻨﺤﺘﺎﺝ ﺇﻟﻰ ﺍﻟﻔﻌـل ﺍﻟﻤﺴـﺎﻋﺩ ‪ do‬ﺃﻭ ‪ does‬ﻭﺫﻟـﻙ‬

‫ﻟﻜﻲ ﻨﻌﻤل ﺠﻤﻠﺔ ﻤﻨﻔﻴﺔ ﺃﻭ ﺴﺅﺍ ﹰ‬
‫ﺤﺴﺏ ﺍﻟﻀﻤﺎﺌﺭ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ‪:‬‬
‫‪☺ I-we-they- you‬‬ ‫‪do‬‬
‫‪☺ He-she-it‬‬ ‫‪does‬‬

‫‪-15-‬‬
 don’t ‫ ﻫﻭ‬not ‫ ﻤﻊ‬do ‫ﻭﺍﻟﺸﻜل ﺍﻟﻤﺨﺘﺼﺭ ﻟـ‬
doesn’t ‫ ﻫﻭ‬not ‫ ﻤﻊ‬does ‫ﻭﺍﻟﺸﻜل ﺍﻟﻤﺨﺘﺼﺭ ﻟـ‬

4- Negative statement pattern ‫ ﻨﻤﻭﺫﺝ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻤﻨﻔﻴﺔ‬- ٤

Subject Verb ‫ﺍﻟﻔﻌل‬ Comple ment ‫ﺒﻘﻴﺔ ﺍﻟﺠﻤﻠﺔ‬

‫ﺍﻟﻔﺎﻋل‬
Aux. Do ‫ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺍﻟﻔﻌل ﺍﻟﻌﺎﺩﻱ‬ ‫ﻅﺭﻑ‬ ‫ﻅﺭﻑ ﺯﻤﺎﻥ‬
Simple/s
-form Main Object ‫ﻤﻜﺎﻥ‬ Time
simple
Place

Bill doesn’t live in a dormitory.

He doesn’t have classes on Tuesdays.
Jack and Bill don’t work in the lab on Saturdays.

5- Yes/No question pattern ‫ ﻻ‬/‫ ﻨﻤﻭﺫﺝ ﺴﺅﺍل ﻨﻌﻡ‬- ٥

Aux. do ‫ﺍﻟﻔﺎﻋل‬ Verb Complement

‫ﺍﻟﺠﻭﺍﺏ‬
(not) ‫ﺍﻟﻔﻌل‬ ‫ﺒﻘﻴﺔ ﺍﻟﺠﻤﻠﺔ‬
Subject
Simple/s Simple ‫ﻅﺭﻑ ﺯﻤﺎﻥ ﻅﺭﻑ ﻤﻜﺎﻥ ﺍﻟﻤﻔﻌﻭل ﺒﻪ‬ Response
Object Place Time
Does Jack eat breakfast in the dorm at 7:30? Yes, he does.
Doesn’t he see his friends then? Yes, he does.
Do the Allens get up early? No, they don’t.
Don’t they have breakfast at eight? Yes, they do.

-16-
 6- Information question patterns ‫ ﻨﻤﺎﺫﺝ ﺃﺴﺌﻠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬- ٦

a. Subject unknown ‫)ﺁ( ﺍﻟﻔﺎﻋل ﻤﺠﻬﻭل‬

1. Affirmative ‫ ﺍﻹﻴﺠﺎﺏ‬- ١
QW ‫ﺍﻟﻔﻌل‬ Complement ‫ﺒﻘﻴﺔ ﺍﻟﺠﻤﻠﺔ‬ ‫ﺍﻟﺠﻭﺍﺏ‬
‫ﻜﻠﻤﺔ ﺍﻟﺴﺅﺍل‬ Verb ‫ﻅﺭﻑ ﻤﻜﺎﻥ ﺍﻟﻤﻔﻌﻭل ﺒﻪ‬ ‫ﻅﺭﻑ ﺯﻤﺎﻥ‬
S- form Time
Object Place Response
Who takes* chemistry? Jack, Betty
and Bill.
Who works in the lab on Saturdays? Nobody.
What amuses Jack? TV.
What relaxes Bill? Good music.

. 6 ‫ ﻤﻥ ﺍﻟﻔﻘﺭﺓ‬C‫ ﻜﻤﺎ ﺒﺎﻟﻔﻘﺭﺓ‬do ‫ ﻨﺴﺘﻌﻤل ﺍﻟﻔﻌل ﺍﻟﺒﺩﻴل‬، ‫ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻨﺸﺎﻁ ﻏﻴﺭ ﻤﻌﺭﻭﻑ‬

8- S-Forms S - ‫ ﺍﻟﺸﻜل‬- ٨

a. Spelling ‫)ﺁ( ﺍﻟﺘﻬﺠﺌﺔ‬

Examples ‫ﺃﻤﺜﻠﺔ‬ Rules ‫ﺍﻟﻘﻭﺍﻋﺩ‬
get gets s ‫ ﺘﺸﻜل ﺒﺎﻀﺎﻓﺔ‬-s- ‫)ﺃ( ﻤﻌﻅﻡ ﺍﻟﺸﻜل‬
buy buys
‫ﻟﻠﻔﻌل ﺍﻟﺒﺴﻴﻁ‬
Go goes ‫)ﺏ( ﻋﻨﺩﻤﺎ ﻴﻨﺘﻬﻲ ﺍﻟﻔﻌــل ﺍﻟﺒﺴﻴــﻁ‬
do does
miss misses ch ‫ ﺃﻭ‬ss ‫ـﺭﻑ‬ ‫ ﺃﻭ ﺒﺤــ‬، o ‫ــ‬ ‫ﺒــ‬
watch watches . ‫ ﺇﻟﻰ ﻨﻬﺎﻴﺔ ﺍﻟﻔﻌل‬es ‫ﻨﻀﻴﻑ‬
study studies y ‫)ﺠـ( ﻋﻨﺩﻤﺎ ﻴﻨﺘﻬـﻲ ﺍﻟﻔﻌـل ﺒــ‬
hurry hurries
dry dries ie ‫ ﺇﻟﻰ‬y ‫ ﻨﺒﺩل‬، ‫ﻭﻴﺴﺒﻘﻪ ﺤﺭﻑ ﺴﺎﻜﻥ‬
. s ‫ﺜﻡ ﻨﻀﻴﻑ‬

-17-
 ‫‪be‬‬ ‫‪is‬‬ ‫)ﺩ( ‪ Be‬ﻭ ‪ Have‬ﺸﺎﺫﺍﻥ ‪.‬‬
‫‪have‬‬ ‫‪has‬‬

‫‪b. Distribution‬‬ ‫)ﺏ( ﺍﻟﺘﻭﺯﻴﻊ‬

‫ﻨﻀﻊ ﺍﻟﺸﻜل ‪ s‬ﺒﻌﺩ ﺍﻟﺸﺨﺹ ﺍﻟﺜﺎﻟﺙ ﺍﻟﻐﺎﺌﺏ ﺍﻟﻤﻔﺭﺩ ﻭﺃﺴﻤﺎﺀ ﺍﻹﺸﺎﺭﺓ ﻭﻫﻲ ‪:‬‬
‫‪that, this, he, she, it.‬‬
‫‪I- You- We- They‬‬ ‫ﻭﻨﺴﺘﻌﻤل ﺍﻟﺸﻜل ﺒﺩﻭﻥ ‪ s‬ﻤﻊ ﺍﻟﺒﻘﻴﺔ ‪:‬‬

‫‪9- Pronouns: object forms‬‬ ‫‪ - ٩‬ﺍﻟﻀﻤﺎﺌﺭ ‪ :‬ﺸﻜل ﺍﻟﻤﻔﻌﻭل ﺒﻪ‬

‫‪a.‬‬ ‫)ﺁ(‬

‫‪Person‬‬ ‫ﺍﻟﺸﺨﺹ‬ ‫‪Singular‬‬ ‫ﻤﻔﺭﺩ‬ ‫‪Plural‬‬ ‫ﺠﻤﻊ‬

‫‪1‬‬ ‫‪me‬‬ ‫‪us‬‬
‫‪2‬‬ ‫‪you‬‬
‫‪3‬‬ ‫‪him‬‬ ‫‪then‬‬
‫‪her‬‬
‫‪it‬‬

‫)ﺏ( ﻨﺴﺘﻌﻤل ‪ it‬ﻤﻊ ﺍﻷﻁﻔﺎل ﻭﺍﻟﺤﻴﻭﺍﻨﺎﺕ ﻭﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﺠﻨﺱ ﻏﻴﺭ ﻤﻌﺭﻭﻑ ‪.‬‬

‫‪-18-‬‬
 ‫‪10- Whom‬‬ ‫‪ - ١٠‬ﻤــﻥ‬

‫‪ Whom‬ﻫﻲ ﺸﻜل ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﻤﻥ ‪ who‬ﺘﺴﺘﻌﻤل ﻓﻲ ﺍﻟﻜﺘﺎﺒـﺔ ﺍﻟﺭﺴـﻤﻴﺔ ﻭﻨـﺎﺩﺭﹰﺍ ﻤـﺎ‬

‫ﺘﺴﺘﻌﻤل ﻓﻲ ﺍﻟﻤﺤﺎﺩﺜﺔ ﺇﻻ ﺒﻌﺩ ﺤﺭﻑ ﺍﻟﺠﺭ ﻭﺒﺸﻜل ﻤﺒﺎﺸﺭ‪ .‬ﻜﻤﺎ ﻓﻲ ﺍﻟﺴﺅﺍل ‪:‬‬
‫?‪With whom does Betty study‬‬
‫ﻭﻟﻜﻥ ﻴﻔﻀل ﻋﻠﻴﻬﺎ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻷﻜﺜﺭ ﺸﻴﻭﻋ ﹰﺎ ﻭﻫﻭ ‪:‬‬
‫?‪Who does Betty study with‬‬

‫‪ - ١١‬ﺍﻟﺠﻤل ﺍﻟﻤﺭﻜﺒﺔ ‪ :‬ﻭ ‪ ،‬ﻟﻜﻥ ‪11- Compound sentences: and, but; ; ،‬‬

‫ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻟﺩﻴﻨﺎ ﺠﻤﻠﺘﺎﻥ ﺒﺴـﻴﻁﺘﺎﻥ ﻤﺘﻨﺎﻅﺭﺘـﺎﻥ ﻗﻭﺍﻋـﺩﻴ ﹰﺎ ﻭﻤﻌﻨﺎﻫﻤـﺎ ﻤﺘﻌﻠـﻕ‬

‫ﺒﺒﻌﻀﻬﻤﺎ ‪ ،‬ﻓﺈﻨﻨﺎ ﻨﻭﺤﺩّﻫﻤﺎ ﻋﺎﺩﺓ ﻓﻲ ﺠﻤﻠﺔ ﻤﺭﻜﺒﺔ ﻭﺍﺤﺩﺓ ‪.‬‬

‫‪12- Phrase‬‬ ‫‪ - ١٢‬ﻋﺒــﺎﺭﺓ‬

‫ﺘﺴﺘﻌﻤل ﻜﻠﻤﺔ ‪ phrase‬ﺒﺸﻜل ﻤﺨﺘﻠﻑ ﻓﻲ ﻜﺘﺏ ﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﻤﺨﺘﻠﻔﺔ ‪ .‬ﺘﻌﻨـﻲ ﺒﻬـﺫﺍ‬

‫ﺍﻟﻜﺘﺎﺏ ﻤﺠﻤﻭﻋﺔ ﻜﻠﻤﺎﺕ ﺘﻌﻤل ﻤﻌ ﹰﺎ ﻜﻭﺤﺩﺓ ﻟﺘﻨﺠﺯ ﻭﻅﻴﻔ ﹰﺔ ﻤﻔـﺭﺩ ﹰﺓ ‪ ،‬ﻟـﺘﻤﻸ ﺃﺤـﺩ ﺃﻤـﺎﻜﻥ‬
‫ﻨﻤﻭﺫﺝ ﺍﻟﺠﻤﻠﺔ ‪ .‬ﻟﻠﻌﺒﺎﺭﺍﺕ ﺃﻨﻤﺎﻁ ﻭﻨﻤﺎﺫﺝ ﻤﺨﺘﻠﻔﺔ ﻋﺩﻴﺩﺓ ‪ .‬ﻟﻴﺱ ﻟﻠﻌﺒـﺎﺭﺓ ﻓﺎﻋـل ﺃﻭ ﻓﻌـل‬
‫ﻤﺘﻌﻠﻕ ﺒﻬﺎ ‪.‬‬

‫‪13- Place phrases‬‬ ‫‪ - ١٣‬ﻤﻜﺎﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ‬

‫ﻋﺎﺩﺓ ‪ ،‬ﺘﻘﺩﻡ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺒﺤﺭﻭﻑ ﺍﻟﺠﺭ ﻭﻫﻜﺫﺍ ﺘﺩﻋﻰ ﻋﺒﺎﺭﺍﺕ ﺤﺭﻭﻑ ﺍﻟﺠﺭ ‪.‬‬
‫‪a.‬‬ ‫)ﺁ(‬
‫‪Place phrases‬‬ ‫ﻤﻜﺎﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫‪Preposition‬‬ ‫‪Article‬‬ ‫‪Adjective‬‬ ‫‪Noun‬‬

‫‪-19-‬‬
 ‫ﺤﺭﻑ ﺍﻟﺠﺭ‬ ‫ﺍﻷﺩﺍﺓ‬ ‫ﺼﻔﺔ‬ ‫ﺍﺴﻡ‬
in a dormitory
in the library
in a sunny lab
at the movies
at home

14- Place toward ‫ ﻨﺤﻭ ﺍﻟﻤﻜﺎﻥ‬- ١٤

‫ ﻴﺠــﺭﻱ ( ﺘﺘﺒﻌﻬـﺎ ﻋﺒـﺎﺭﺍﺕ‬، ‫ ﻴﻤﺸـﻲ‬، ‫ ) ﻴـﺫﻫﺏ‬: ‫ﺍﻷﻓﻌﺎل ﺍﻟﺤﺭﻜﻴـﺔ ﻤﺜل‬

. ‫ ﺒﻌﻀﻬﺎ ﻴﺤﻭﻱ ﺃﺩﺍﺓ ﺘﻌﺭﻴﻑ ﻭﺒﻌﻀﻬﺎ ﻻ ﻴﺤﻭﻱ‬، to ‫ﻤﻜﺎﻥ ﺘﺒﺩﺃ ﺒـ‬
.‫ ﺸﺎﺫﺘﺎﻥ‬downtown ‫ ﻭ‬home ‫ﺇﻥ ﻜﻠﻤﺘﻲ‬
: ‫ﺘﻌﻠﻡ ﻫﺫﻩ ﺍﻟﺘﻌﺎﺒﻴﺭ‬
Subject Verb Place ‫ﻤﻜﺎﻥ‬
‫ﺍﻟﻔﺎﻋل‬ ‫ﻓﻌل‬ To The Noun ‫ﺍﺴﻡ‬
We go - - home.
We go - - downtown.
We go to - class.
to - school.
to - church.
to - bed.
We go to the library.
to the movies.
to the store.
to the *country/city

‫ ﻜﻤﺎ ﺍﺴـﺘﻌﻤﻠﺕ ﻫﻨـﺎ ﺘﻌﻨـﻲ‬، country ‫ ﻟﻜﻥ‬، ‫ﺩﻭﻟﺔ‬/‫ ﻭﺤﺩﻫﺎ ﺘﻌﻨﻲ ﻗﻁﺭ‬country *
. ‫ﻤﻨﻁﻘﺔ ﺭﻴﻔﻴـﺔ‬

-20-
‫‪15- Time phrases‬‬ ‫‪ - ١٥‬ﻋﺒﺎﺭﺍﺕ ﺍﻟﺯﻤﺎﻥ‬

‫ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﻜﻭﻥ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺯﻤﺎﻥ ﺒﻨﻔﺱ ﺍﻟﻨﻤﻭﺫﺝ ‪ .‬ﺍﻻﺴﻡ ﻴﺴـﻤﻲ ﺍﻟـﺯﻤﻥ ‪ .‬ﻴﺠـﺏ‬
‫ﺤﻔﻅ ﺤـﺭﻭﻑ ﺍﻟﺠـﺭ ﻏﻴﺒ ﹰﺎ ‪ ،‬ﺤﻴﺙ ﻴﺨﺘﻠﻑ ﺍﺴﺘﻌﻤﺎﻟﻬﺎ ﻤـﻊ ﺍﺨﺘﻼﻑ ﻋﺒﺎﺭﺍﺕ ﺍﻟـﺯﻤﻥ ‪.‬‬
‫ﻭﻏﻴﺎﺏ ﺃﻭ ﺤﻀﻭﺭ ﺃﺩﺍﺓ ﺍﻟﺘﻌﺭﻴﻑ ﺜﺎﺒﺕ ﺃﻴﻀ ﹰﺎ ‪.‬‬
‫‪a.‬‬ ‫)ﺁ(‬
‫‪Time phrase‬‬ ‫ﻋﺒﺎﺭﺓ ﺍﻟﺯﻤﻥ‬
‫‪Prep.‬‬ ‫‪The‬‬ ‫‪Noun‬‬ ‫ﺍﺴﻡ‬
‫‪in‬‬ ‫‪the‬‬ ‫‪morning‬‬
‫‪in‬‬ ‫‪the‬‬ ‫‪afternoon‬‬
‫‪in‬‬ ‫‪the‬‬ ‫‪evening‬‬
‫‪at‬‬ ‫‪-‬‬ ‫‪noon‬‬
‫‪at‬‬ ‫‪-‬‬ ‫‪night‬‬
‫‪on‬‬ ‫‪-‬‬ ‫‪Saturdays‬‬

‫ﺘﺤﺩﺩ ﺤﺭﻭﻑ ﺠﺭ ﻋﺩﻴﺩﺓ ﺒﺎﻟﻔﻌل ﺍﻟﺫﻱ ﻴﺴﺒﻘﻬﺎ ﺒﻐﺽ ﺍﻟﻨﻅﺭ ﻋﻥ ﺍﻻﺴﻡ ﺍﻟﺫﻱ ﻴﻠﻴﻬﺎ ‪.‬‬
‫‪Listen to, point to ….‬‬

‫‪17- Two- word ve rbs‬‬ ‫‪ - ١٧‬ﻓﻌل ﻤﻥ ﻜﻠﻤﺘﻴﻥ‬

‫ﺇﻥ ﺍﻟﻔﻌل ﻤﻥ ﻜﻠﻤﺘﻴﻥ ﻴﺘﺄﻟﻑ ﻤﻥ ﺍﻟﻔﻌل ﻭﻴﺘﺒﻌﻪ ﺤﺭﻑ ﺠﺭ ﻤﺤﺩﺩ ﺤﻴـﺙ ﻴﺒـﺩل ﻤﻌﻨـﻰ‬
‫ﺍﻟﻔﻌل ‪ ،‬ﺘﻘﻭﻡ ﺍﻟﻜﻠﻤﺘﺎﻥ ﻜﻔﻌل ﻭﺍﺤﺩ ﻓﻲ ﺠﻤﻠﺔ ‪ .‬ﻤﺜل ‪:‬‬
‫‪get up = arise‬‬ ‫ﻴﻨﻬﺽ ﻤﻥ ﺍﻟﺴﺭﻴﺭ‬

‫‪18- Pronunciation helps‬‬ ‫‪ - ١٨‬ﺃﻟﻔﺎﻅ ﺘﺴﺎﻋﺩ‬

‫) ﺁ ( ﺍﻷﺼﻭﺍﺕ ﺍﻟﺠﻬﻭّﺭﻴﺔ ﻜﻠﻬﺎ ﺃﺼﻭﺍﺕ ﺘﺼﺩﺭ ﻋﻥ ﺍﻫﺘﺯﺍﺯ ﺍﻟﺤﺒﺎل ﺍﻟﺼﻭﺘﻴﺔ ‪ .‬ﻜل ﺍﻷﺤﺭﻑ‬
‫ﺍﻟﺼﻭﺘﻴﺔ ﻭﺃﻜﺜﺭ ﻤﻥ ﻨﺼﻑ ﺍﻷﺤﺭﻑ ﺍﻟﺴﺎﻜﻨﺔ ﺘﻤﺜل ﺃﺼﻭﺍﺘ ﹰﺎ ﺠﻬﻭّﺭﻴﺔ ‪.‬‬

‫‪-21-‬‬
‫)ﺏ( ﺍﻷﺼﻭﺍﺕ ﺍﻟﺼﺎﻤﺘﺔ ﻫﻲ ﺃﺼﻭﺍﺕ ﺘﺘﻡ ﺒﺩﻭﻥ ﺍﻫﺘﺯﺍﺯ ﺍﻟﺤﺒﺎل ﺍﻟﺼﻭﺘﻴﺔ ‪ .‬ﺘﻤﺜـل ﻫـﺫﻩ‬
‫ﺍﻷﺼﻭﺍﺕ ﺍﻟﺤﺭﻭﻑ ‪ k, f, p, t‬ﻭﻫﻲ ﺃﻤﺜﻠﺔ ﻋﻥ ﺃﺼﻭﺍﺕ ﺼﺎﻤﺘﺔ ‪.‬‬

‫‪-22-‬‬
 Lesson III:
- Continuous present: ING - Forms, Auxiliary be, Expletive There.

… ‫… اﻟﺪرس اﻟﺜﺎﻟﺚ‬
. ‫ ﻭﻜﻠﻤﺔ ﻫﻨﺎﻙ‬BE ‫ ﻓﻌل ﺍﻟﻜﻭﻥ‬، ING ‫ ﺸﻜل‬: ‫ ﺍﻟﺤﺎﻀﺭ ﺍﻟﻤﺴﺘﻤﺭ‬-

This is the reference room in the main library. There are many books
on the shelves. There are many large tables in this room, and many
students are working at the tables. One student is looking up a word in the
big dictionary on the table near the door. A tall boy is asking the reference
librarian a question. Several people are reading. A pretty blond girl is
copying some information from an encyclopedia into her notebook.
This is the school cafeteria. There is a long line of people by the
counter. Some people are standing and waiting. Some are choosing their
food and putting it on their trays. A fat boy is ordering some ice cream. A
thin lady is picking out a salad. The cashier is taking money and making
change. Some people are already eating. Betty Allen is eating in the
cafeteria. She is finishing her dessert right now.
This is our classroom .We are sitting in our seats and we are paying
attention to the instructor. We are listening carefully but we don’t
understand everything. We are looking at the blackboard and we see the
sentence patterns there. We are thinking about prepositions but we don’t
remember them very well. We want to learn English well now because we
need it.

-23-
 ‫‪1- Activity in progress‬‬ ‫‪ - ١‬ﺍﻟﻨﺸﺎﻁ ﻓﻲ ﺍﻟﺘﻘﺩﻡ‬

‫ﻴﻌﺒﺭ ﻋﻥ ﻫﺫﺍ ﺍﻻﺴﺘﻤﺭﺍﺭ ﺒﻔﻌل ﻤﻜﻭﻥ ﻤﻥ ﺍﻟﺸﻜل ﺍﻟﺤﺎﻀﺭ ﻟﻔﻌل ﺍﻟﻜﻭﻥ‪ be‬ﺯﺍﺌـﺩ ﺍﻟﺸـﻜل ‪.ing‬‬
‫ﻴﺴﻤﻰ ﻫﺫﺍ ﺍﻟﺯﻤﻥ ﺍﻟﻨﺎﺘﺞ ﺒﺄﺴﻤﺎﺀ ﻋﺩﻴﺩﺓ ﻤﺨﺘﻠﻔﺔ ‪ .‬ﻭﻨﺩﻋﻭﻩ ﻫﻨﺎ ﺍﻟﺤﺎﻀﺭ ﺍﻟﻤﺴﺘﻤﺭ ‪.‬‬

‫‪2- Auxiliary be‬‬ ‫‪ - ٢ ٥‬ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ‪be‬‬

‫ﺃﺸﻜﺎل ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ‪ be‬ﻫﻲ )‪ .(am , is , are‬ﻴﺘﺤﺩ ﻫﺫﺍ ﺍﻟﻔﻌل ﺍﻟﻤﺴـﺎﻋﺩ ﻤـﻊ ﺍﻟﻀـﻤﺎﺌﺭ‬
‫ﻻ‪.‬‬
‫ﻭﻤﻊ ‪ not‬ﻟﺘﺸﻜل ﺍﻻﺴﺘﻤﺭﺍﺭ ‪ .‬ﻭﻴﺴﺘﺒﺩل ﻤﻊ ﺍﻟﻔﺎﻋل ﻟﻴﺸﻜل ﺴﺅﺍ ﹰ‬

‫‪3- ING -Forms‬‬ ‫‪ - ٣‬ﺸﻜل ‪ING‬‬

‫ﺘﺸﻜل ﻤﻥ ﺍﻟﻔﻌل ﺍﻟﻤﻨﺘﻬﻲ ﺒـ ‪ . ing‬ﻭﻟﻬﺎ ﻋﺩﺓ ﺍﺴﺘﻌﻤﺎﻻﺕ ﻓﻲ ﺍﻟﻘﻭﺍﻋـﺩ ﺍﻹﻨﻜﻠﻴﺯﻴـﺔ ‪ .‬ﻭﻟﻬـﺎ‬

‫ﺃﺴﻤﺎﺀ ﻋﺩﻴـﺩﺓ ﻣﺜ ﻞ ‪) (present participle ) :‬ﺍﺴـﻡ ﺍﻟﻔﺎﻋـل( ‪) (gerund) ،‬ﺍﻟﻔﻌـل‬
‫ﺍﻟﻤﻨﺘﻬـﻲ ﺒــ ‪) (verbal noun) .( ing‬ﺍﻻﺴـﻡ ﺍﻟﻔﻌﻠـﻲ( ‪(verbal adjective ) ،‬‬
‫)ﺍﻟﺼﻔﺔ ﺍﻟﻔﻌﻠﻴﺔ( ﻭﻨﺤﻥ ﻨﺩﻋﻭﻩ ﻭﺒﺒﺴﺎﻁﺔ ﺸﻜل ‪. ing‬‬

‫‪4- Spelling of the ING -forms‬‬ ‫‪ - ٤‬ﺘﻬﺠﺌﺔ ﺍﻟﺸﻜل ‪ING‬‬

‫‪Examples‬‬ ‫ﺃﻤﺜﻠﺔ‬ ‫‪Rules‬‬ ‫ﺍﻟﻘﺎﻋﺩﺓ‬

‫‪have‬‬ ‫‪having‬‬ ‫)ﺁ( ﻋﻨﺩﻤﺎ ﻴﻨﺘﻬﻲ ﺍﻟﻔﻌل ﺒـ ‪ ، e‬ﻴﺤـﺫﻑ‬
‫‪write‬‬ ‫‪writing‬‬ ‫ﻋﻨﺩ ﺇﻀﺎﻓﺔ ‪ be . ing‬ﻤﺴﺘﺜﻨﺎﺓ‪.‬‬
‫‪be‬‬ ‫‪being‬‬
‫‪sit‬‬ ‫‪sitting‬‬ ‫)ﺏ( ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻔﻌل ﻤﻥ ﻤﻘﻁﻊ ﻭﺍﺤﺩ‬
‫‪stop‬‬ ‫‪stopping‬‬ ‫ﻭﻴﻨﺘﻬﻲ ﺒﺤﺭﻑ ﺴﺎﻜﻥ ) ﻤﺎ ﻋﺩﺍ ‪w, x,‬‬
‫‪run‬‬ ‫‪running‬‬ ‫‪ (y‬ﻭﻴﺴﺒﻘﻪ ﺤﺭﻑ ﺼـﻭﺘﻲ‪ .‬ﻴﻀـﺎﻋﻑ‬

‫‪-24-‬‬
 look looking ‫ ﺃﻤـﺎ‬. ing ‫ﺍﻟﺤﺭﻑ ﺍﻟﺴﺎﻜﻥ ﻋﻨﺩ ﺇﻀﺎﻓﺔ‬
wear wearing ‫ﺇﻥ ﻜﺎﻥ ﺍﻟﺤﺭﻑ ﺍﻟﺴﺎﻜﻥ ﺍﻷﺨﻴﺭ ﻤﺴـﺒﻭﻗﹰﺎ‬
.‫ﺒﺤﺭﻓﻴﻥ ﺼﻭﺘﻴﻥ ﻓﻼ ﻴﻀﺎﻋﻑ‬
admit admitting ‫)ﺠـ( ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻔﻌل ﺃﻜﺜﺭ ﻤﻥ ﻤﻘﻁﻊ‬
forget forgetting ‫ﻭﺍﺤﺩ ﻭﻴﻨﺘﻬﻲ ﺒﺤﺭﻑ ﺴﺎﻜﻥ ﻭﻗﺒﻠﻪ ﺣ ﺮف‬
‫ ﻴﻀﺎﻋﻑ ﺍﻟﺤﺭﻑ اﻟﺴ ﺎآﻦ‬، ‫ﺼﻭﺘﻲ ﻭﺍﺤﺩ‬
. ‫ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻤﻘﻁﻊ ﺍﻷﺨﻴﺭ ﻤﺸﺩﺩﹰﺍ‬
‫ﺒﻴﻨﻤﺎ ﻻ ﻴﻀﺎﻋﻑ ﺍﻟﺤﺭﻑ ﺍﻟﺴﺎﻜﻥ ﺍﻷﺨﻴﺭ‬
listen listening .‫ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻤﻘﻁﻊ ﺍﻷﺨﻴﺭ ﻏﻴﺭ ﻤﺸﺩﺩ‬
re member re membering
die dying ‫ ﺘﺤﺫﻑ‬، ie ‫)ﺩ( ﻋﻨﺩﻤﺎ ﻴﻨﺘﻬﻲ ﺍﻟﻔﻌل ﺒـ‬
tie tying . ing ‫ ﻗﺒل ﺍﻀﺎﻓﺔ‬y ‫ ﺇﻟﻰ‬i ‫ ﻭﺘﻘﻠﺏ‬e
lie lying
do doing ، ‫)ﻫـ( ﻤﻊ ﺒﻘﻴـﺔ ﺍﻟﺤـﺎﻻﺕ ﺍﻷﺨـﺭﻯ‬
see seeing ‫ ﺇﻟﻰ ﺍﻟﻔﻌل ﺍﻟﺒﺴـﻴﻁ ﻭﺒـﻼ‬ing ‫ﻨﻀﻴﻑ‬
stand standing .‫ﺘﻐﻴﻴﺭ‬
study studying

5- Statement pattern ‫ ﻨﻤﻭﺫﺝ ﺍﻟﺠﻤﻠﺔ‬- ٥

(‫)ﺁ‬
a.
Subject Verb phrase Comple ment
‫ﺍﻟﻔﺎﻋل‬ ‫ﻋﺒﺎﺭﺓ ﺍﻟﻔﻌل‬ ‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬
Aux Be(not) ing Object‫ﻤﻔﻌﻭل ﺒﻪ‬ Place ‫ﻤﻜﺎﻥ‬
Many students are working at the tables.
A pretty girl is copying something from an encyclopedia.
One student is looking up a word in the dictionary.
The cashier isn’t eating.
The fat boy isn’t picking out a salad.
The customers aren’t hurrying.

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 6- Yes/No question pattern ‫ ﻻ‬/ ‫ ﻨﻤﺎﺫﺝ ﺃﺴﺌﻠﺔ ﻨﻌﻡ‬- ٦

a. (‫)ﺁ‬
Aux Be Subject Verb ‫ﺍﻟﻔﻌل‬ Comple ment ‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬
(Not) ‫ﺍﻟﻔﺎﻋل‬ Ing -Form Object ‫ﻤﻔﻌﻭل ﺒﻪ‬ Place ‫ﻤﻜﺎﻥ‬
Is the tall boy asking a question?
Are many students reading?
Aren’t Jack and Bill studying in the library?
Isn’t the cashier eating?

7- Information question patterns ‫ ﻨﻤﺎﺫﺝ ﺃﺴﺌﻠﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬- ٧

a. ‫)ﺁ( ﺍﻟﻔﺎﻋل ﻤﺠﻬﻭل‬

QW Verb phrase Complement Response
‫ﻋﺒﺎﺭﺓ ﺍﻟﻔﻌل‬ ‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬ ‫ﺍﻹﺠﺎﺒﺔ‬
Aux Be Ing Object Place
(not)
Who is making change? The cashier.
Who is finishing dessert? Betty.
What is happening at the counter? People are waiting.
Who isn’t studying in the library? Jack and Bill.

8- Non – action verbs ‫ ﺃﻓﻌﺎل ﻏﻴﺭ ﺤﺭﻜﻴﺔ‬- ٨

‫ﻋﺎﺩﺓ ﻻ ﺘﺴﺘﻌﻤل ﺍﻷﻓﻌﺎل ﻏﻴﺭ ﺍﻟﺤﺭﻜﻴﺔ ﻤﻊ ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﻤﺴﺘﻤﺭ ﻭﻫﺫﻩ ﺍﻷﻓﻌﺎل ﺘﻌﺒـﺭ‬
: ‫ ﻭﻫﺫﻩ ﺍﻷﻓﻌﺎل ﻫﻲ‬. ‫ﻋﻥ ﺸﺭﻭﻁ ﺃﻭ ﺤﺎﻻﺕ ﻋﻘﻠﻴﺔ ﺃﻭ ﺇﺩﺭﺍﻙ‬
Verbs not used in continuous present ‫ﺃﻓﻌﺎل ﻻ ﺘﺴﺘﻌﻤل ﻤﻊ ﺍﻟﺤﺎﻀﺭ ﺍﻟﻤﺴﺘﻤﺭ‬
Mental state ‫ﺍﻟﺤﺎﻟﺔ ﺍﻟﻌﻘﻠﻴﺔ‬ Condition Perception ‫ﺇﺩﺭﺍﻙ‬
believe like remember belong feel (3)
think (1) love forget own smell (3)
know need have (2) taste (3)
seem prefer owe hear

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 ‫‪understand‬‬ ‫‪want‬‬ ‫‪cost‬‬ ‫‪see‬‬
‫‪wish‬‬ ‫‪mean‬‬
‫‪resemble‬‬
‫)‪ (1‬ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ‪ think‬ﺒﻤﻌﻨﻰ ﻴﻌﺘﻘﺩ‪.‬‬
‫)‪ (2‬ﻋﻨﺩﻤﺎ ﺘﻌﻨﻲ ﻴﻤﺘﻠﻙ ‪.‬‬
‫)‪ (3‬ﻋﻨﺩﻤﺎ ﺘﺴﺘﻌﻤل ﻜﺄﻓﻌﺎل ﻻﺯﻤﺔ ﻜﺘﻭﻀﻴﺢ ‪.‬‬
‫‪Example: The floor feels cold.‬‬
‫‪The fish tastes spoiled.‬‬
‫‪The milk tastes sour.‬‬

‫‪9- Verbs with pre positions‬‬ ‫‪ - ٩‬ﺃﻓﻌﺎل ﻤﻊ ﺤﺭﻭﻑ ﺍﻟﺠﺭ‬

‫‪look at‬‬ ‫ﻓﻲ ﻫﺫﺍ ﺍﻟﺩﺭﺱ ﻟﺩﻴﻨﺎ ﻓﻘﻁ ‪:‬‬

‫‪think about‬‬
‫‪talk to‬‬

‫‪10- Two – word verbs‬‬ ‫‪ - ١٠‬ﺃﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ‬

‫‪) :look up‬ﻤﻌﻠﻭﻤﺔ( ﺍﺒﺤﺙ ﻋﻥ ﻜﻠﻤﺔ ﻓﻲ ﺍﻟﻘﺎﻤﻭﺱ ‪.‬‬

‫‪) :pick out‬ﺸﻴﺌ ﹰﺎ ﻤﺎ( ﺍﺨﺘﺭ ‪.‬‬

‫‪11- There‬‬ ‫‪ - ١١‬ﻫﻨـﺎﻙ‬

‫ﻻ ﺘﺴﺘﻌﻤل ‪ there‬ﺩﺍﺌﻤ ﹰﺎ ﻜﻅﺭﻑ ﻤﻜﺎﻥ ‪ .‬ﺃﺤﻴﺎﻨ ﹰﺎ ﺘﺤﺸﺭ ﺤﺸﺭﹰﺍ ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻨﻬﺎ ﻻ‬
‫ﺘﻌﻨﻲ ﻭﺤﺩﻫﺎ ﺸﻴﺌ ﹰﺎ ﻭﻟﻜﻨﻬﺎ ﺘﻌﻨﻲ ﺸﻴﺌ ﹰﺎ ﻤﻊ ﺍﻟﻜﻠﻤـﺔ ﺍﻟﺘﻲ ﺘﻠﻴﻬﺎ‪ .‬ﺩﺍﺌﻤ ﹰﺎ ﻴﺘﺒﻌﻬﺎ ﻓﻌل ﺍﻟﻜﻭﻥ ‪Be‬‬
‫ﺤﻴـﺙ ﺘﻜﻭﻥ ‪ is‬ﻤﻊ ﺍﻟﻤﻔﺭﺩ ﻭ ‪ are‬ﻤﻊ ﺍﻟﺠﻤﻊ ‪ .‬ﻤﻌﻅﻡ ﺍﻟﺠﻤل ﺍﻟﺒﺴﻴﻁﺔ ﺍﻟﺘﻲ ﺘﺒﺩﺃ ﺒـ‬
‫‪ there‬ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﻋﺒﺎﺭﺓ ﻤﻜﺎﻥ ﻟﺘﻜﻤل ﻫﺫﻩ ﺍﻟﺠﻤل ‪.‬‬

‫‪ - ١٢‬ﻨﻤﺎﺫﺝ ﺍﻟﺠﻤل ﻤﻊ ‪12- Sentence patterns with expletive there there‬‬

‫‪-27-‬‬
 ‫) ﺁ ( ﺍﻟﺠﻤﻠﺔ‬
Expletive Be (not) Subject Verb Comple ment
There Aux/verb ING Object Place Time
There is a long line in the cafeteria.
There are many people waiting by the counter.
There isn’t anyone by the fountain.
There aren’t enough people serving the hot food.

13- Possessive forms of pronouns ‫ ﺼﻔﺎﺕ ﺍﻟﻤﻠﻙ ﻤﻥ ﺍﻟﻀﻤﺎﺌﺭ‬- ١٣

‫ ﺼﻔـﺎﺕ ﺘﺴﺘﻌﻤل ﻗﺒـل ﺍﻷﺴﻤﺎﺀ ﻭﺼـﻔﺎﺕ ﺘﺴـﺘﻌﻤل‬. ‫ﻴـﻭﺠﺩ ﻨﻭﻋﺎﻥ ﻤـﻥ ﺼﻔﺎﺕ ﺍﻟﻤﻠﻙ‬
. ‫ﻤﻜﺎﻥ ﺍﻷﺴﻤﺎﺀ‬
(‫)ﺼﻔﺎﺕ ﺍﻟﻤﻠﻙ‬ ‫) ﺁ ( ﻗﺒل ﺍﻷﺴﻤﺎﺀ‬
Person Singular Plural
1 my our
2 your
3 his their
her
its
(‫)ﻀﻤﺎﺌﺭ ﺍﻟﻤﻠﻙ‬ ‫)ﺏ( ﺒﺩﻭﻥ ﺃﺴﻤﺎﺀ‬
Person Singular Plural
1 mine ours
2 yours
3 his theirs
hers
its

‫ ﺘﺴﺘﻌﻤل ﻫﺫﻩ ﺍﻷﺸﻜﺎل ﻤﻊ ﺃﺴﻤﺎﺀ ﺃﻗﺴﺎﻡ ﺍﻟﺠﺴﻡ‬- ١

Wash your hands. Close your eyes.
. ‫ ﺘﺴﺘﻌﻤل ﺃﻴﻀ ﹰﺎ ﻤﻊ ﺍﻟﻌﺎﺌﻠﺔ ﺃﻭ ﻤﻊ ﺍﻷﺼﺩﻗﺎﺀ‬- ٢
Betty lives with her uncle.
Jack and Bill are her classmates.

-28-
‫ﺒﻴﻨﻤﺎ ﻀﻤﺎﺌﺭ ﺍﻟﻤﻠﻙ ﺒﺩﻭﻥ ﺃﺴﻤﺎﺀ ﻴﺠﺏ ﺃﻥ ﺘﺩل ﻋﻠﻰ ﺸﻲﺀ ﻗﺩ ﺫﻜﺭ ﻗﺒل ﻓﺘﺭﺓ ﻭﺠﻴﺯﺓ ﺃﻭ ﻤﻌﻨﺎﻩ‬
‫ﻤﺘﻀﻤﻥ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ‪.‬‬
‫?‪That book is mine. Where is yours‬‬

‫‪14- Whose‬‬ ‫‪ - ١٤‬ﻟﻤﻥ‬

‫‪ Whose‬ﻫﻲ ﺸﻜل ﺍﻟﺘﻤﻠﻙ ﻟـ ‪ .who‬ﻴﺴﺘﻌﻤل ﻋﺎﺩﺓ ﻗﺒل ﺍﻻﺴﻡ ‪.‬‬

‫?‪Whose book is that‬‬
‫?‪Whose uncle is Mr. Allen‬‬

‫ﻴﻤﻜﻥ ﺍﺴﺘﻌﻤﺎل ‪ whose‬ﺒﺩﻭﻥ ﺍﺴﻡ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﻓﻘﺭﺍﺕ ﺍﻟﺘﻤﻠﻙ ﻴﺸﺎﺭ ﺇﻟﻴﻬﺎ ‪.‬‬
‫?‪Whose is this‬‬
‫?‪Whose are these notes‬‬

‫‪-29-‬‬
LESSON IV:
Frequency, time, numbers and related topics

… ‫… اﻟﺪرس اﻟﺮاﺑﻊ‬
‫ﻅﺭﻭﻑ ﺍﻟﺘﻜﺭﺍﺭ ﻭﺍﻟﺯﻤﺎﻥ ﻭﺍﻟﻤﻜﺎﻥ ﻭﺍﻷﻋﺩﺍﺩ ﻭﻤﻭﺍﻀﻴﻊ ﺃﺨﺭﻯ ﺫﺍﺕ ﺼﻠﺔ‬

Bill doesn’t have a private telephone; he uses the public

phone in the drug store near his house. Sometimes he calls up his
mother, long distance. He usually makes a person-to-person call.
He picks up the receiver, drops a dime in the coin box, and dials
the operator. He says, “I want to speak to Mrs. William Brown in
Westview. The area code is 357 and the number is 408-3972.” Bill
often calls his mother after nine p.m. because the charge is always
less at night. He calls her in the morning on the twenty-first of
April. That’s her birthday. He wishes her a happy birthday and asks
her how she feels. After three minutes he says good-bye and hangs
up.

1- Frequency adverbs ‫ ﻅﺭﻭﻑ ﺍﻟﺘﻜﺭﺍﺭ‬- ١

‫ ﻭﻋــﺎﺩﺓ‬. ‫ﺘﺴﺘﻌﻤل ﻅﺭﻭﻑ ﺍﻟﺘﻜﺭﺍﺭ ﻟﺘﻌﺒﺭ ﻭﺒﺸﻜـل ﺘﻘﺭﻴﺒﻲ ﻋﻥ ﻋـﺩﺩ ﺍﻟﻤﺭﺍﺕ ﺍﻟﻤﻜـﺭﺭﺓ‬
. ‫ ﻭﻨﺫﻜﺭ ﻫﻨﺎ ﺒﻌﺽ ﻫﺫﻩ ﺍﻟﻅﺭﻭﻑ ﺍﻟﺸﺎﺌﻌﺔ‬. ‫ﻻ ﺘﺴﺘﻌﻤل ﻤﻊ ﺃﺯﻤﻨﺔ ﺍﻟﻤﺴﺘﻤﺭ‬
Affirmative: always, usually, frequently, often, sometimes,
occasionally.
Negative: seldom, rarely, hardly, ever, never.
Interrogative: ever?

2- Position of frequency adverbs ‫ ﻤﻭﻀﻊ ﻅﺭﻭﻑ ﺍﻟﺘﻜﺭﺍﺭ‬- ٢

-30-
‫ﻴﺤﺩﺩ ﻅﺭﻑ ﺍﻟﺘﻜﺭﺍﺭ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ﺒﺎﻟﻔﻌل ‪ .‬ﻭﻫﻭ ﻋﺎﺩﺓ ﻴﺴﺒﻕ ﺍﻟﻔﻌل ﻓﻲ ﺠﻤل ﺍﻟﺤﺎﻀﺭ‬
‫ﺍﻟﺒﺴﻴﻁ ﻤﺎ ﻟﻡ ﻴﻜﻥ ﺍﻟﻔﻌل ‪ .be‬ﻜﻤﺎ ﻓﻲ ﺍﻷﻤﺜﻠـﺔ ‪:‬‬

‫‪a.‬‬ ‫ﺃ‪-‬‬
‫‪Subject‬‬ ‫)‪(FA‬‬ ‫‪Verb‬‬ ‫)‪(FA‬‬ ‫‪Comple ment‬‬
‫‪Bill‬‬ ‫‪often‬‬ ‫‪calls up‬‬ ‫‪his mother after 9 p.m.‬‬
‫‪The charge‬‬ ‫‪is‬‬ ‫‪usually‬‬ ‫‪less at night.‬‬

‫)ﺏ( ﺘﻜﺘﺏ ﺒﻌﺽ ﻅﺭﻭﻑ ﺍﻟﺘﻜﺭﺍﺭ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺒﺸﻜل ﺨﺎﺹ ‪ sometimes‬ﻓﻲ ﺒﺩﺍﻴــﺔ ﺃﻭ‬
‫ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤل ‪ .‬ﻭﻻ ﺘﻨﺎﺴﺏ ﻜل ﻅﺭﻭﻑ ﺍﻟﺘﻜﺭﺍﺭ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ‪.‬‬
‫‪Sometimes Bill calls up his mother in the morning.‬‬
‫‪Bill calls up his mother in the morning sometimes.‬‬

‫‪3- Time at the beginning‬‬ ‫‪ - ٣‬ﻅﺭﻑ ﺍﻟﺯﻤﺎﻥ ﻤﻥ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ‬

‫ﻋﺎﺩﺓ ﻴﻭﻀﻊ ﻅﺭﻑ ﺍﻟﺯﻤﺎﻥ ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤﻠﺔ ﻭﻟﻜﻥ ﻋﻨﺩﻤﺎ ﻨﺭﻴﺩ ﺘﺄﻜﻴﺩ ﻅﺭﻑ ﺍﻟﺯﻤﺎﻥ ﻨﻀـﻌﻪ‬
‫ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ ‪.‬‬

‫‪Time‬‬ ‫ﺯﻤﺎﻥ‬ ‫‪Normal word order‬‬ ‫ﺘﺭﺘﻴﺏ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻁﺒﻴﻌﻲ‬

‫‪On Saturday nights‬‬ ‫‪Jack goes to the movies.‬‬
‫‪On Tuesdays‬‬ ‫‪Bill doesn’t get up early.‬‬
‫‪At noon‬‬ ‫‪there is always a long line in the cafeteria.‬‬
‫‪Right now‬‬ ‫‪the students are having an English lesson.‬‬
‫‪Today‬‬ ‫‪they are studying prepositions.‬‬

‫‪4- Place at the beginning‬‬ ‫‪ - ٤‬ﻅﺭﻑ ﺍﻟﻤﻜﺎﻥ ﻓﻲ ﺍﻟﺒﺩﺍﻴﺔ‬

‫ﻴﻤﻜﻥ ﻟﻅﺭﻑ ﺍﻟﻤﻜﺎﻥ ﺃﻥ ﻴﺄﺘﻲ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ ﻤﻥ ﺃﺠل ﺍﻟﺘﺄﻜﻴﺩ ﺃﻭ ﻜﻨﻭﻉ ﻤﻥ ﺍﻟﺘﻐﻴﻴﺭ‪ .‬ﺒﺎﻟﺭﻏﻡ‬
‫ﻼ ﻤﺎ ﻴﺘﻜﺭﺭ ‪ .‬ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﻘﻊ ﻅﺭﻑ ﺍﻟﻤﻜﺎﻥ ﺒﻭﺠﻭﺩ ‪.there‬‬ ‫ﻤﻥ ﺃﻥ ﻫﺫﺍ ﺍﻟﺸﻜل ﻗﻠﻴ ﹰ‬
‫)ﺁ(‬
‫‪a.‬‬

‫‪-31-‬‬
 ‫‪Place‬‬ ‫ﻤﻜﺎﻥ‬ ‫ﺘﺭﺘﻴﺏ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻁﺒﻴﻌﻲ ‪Normal word orde r‬‬
‫‪In the drug store‬‬ ‫‪there is a public telephone.‬‬
‫‪In the reference room‬‬ ‫‪there are many encyclopedias.‬‬
‫‪There‬‬ ‫‪the students do their assignments.‬‬
‫‪There‬‬ ‫‪Jack studies in the afternoon.‬‬
‫‪b.‬‬ ‫)ﺏ(‬
‫ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ‪ there‬ﻓﻲ ﺍﻟﺒﺩﺍﻴﺔ ﻓﺈﻨﻬﺎ ﺘﺸﻴﺭ ﺇﻟﻰ ﻤﻜﺎﻥ ﺫﻜﺭ ﺴﺎﺒﻘ ﹰﺎ ‪ ،‬ﺒﻴﻨﻤﺎ ﺒﺎﻗﻲ ﻜﻠﻤﺎﺕ ﺍﻟﺠﻤﻠـﺔ‬
‫ﺘﻜﻭﻥ ﻁﺒﻴﻌﻴﺔ ﻜﻤﺎ ﻓﻲ ﺍﻟﺠﺩﻭل )‪ . (a‬ﻭﻋﻨﺩﻤﺎ ﺘﺸﻴﺭ ‪ there‬ﺇﻟﻰ ﺸﻲﺀ ﻗﺩ ﺃﺸـﻴﺭ ﺇﻟﻴـﻪ ﻓـﺈﻥ‬
‫ﻜﻠﻤﺎﺕ ﺍﻟﺠﻤﻠﺔ ﺘﻜﻭﻥ ﻤﻌﻜﻭﺴﺔ ‪ .‬ﻭﻨﻔﺱ ﺍﻟﺸﻲﺀ ﻴﺤﺩﺙ ﻤﻊ ‪.here‬‬

‫‪Place‬‬ ‫‪Inverted word order‬‬

‫‪Verb‬‬ ‫‪Subject‬‬
‫‪There‬‬ ‫‪is‬‬ ‫‪the bookstore.‬‬
‫‪Here‬‬ ‫‪come‬‬ ‫‪the Allens.‬‬
‫‪There‬‬ ‫‪goes‬‬ ‫‪the bus.‬‬
‫‪5- Some facts about numbers‬‬ ‫‪ - ٥‬ﺒﻌﺽ ﺍﻟﺤﻘﺎﺌﻕ ﻋﻥ ﺍﻷﻋﺩﺍﺩ‬

‫ﺒﻭﺠﺩ ﻨﻭﻋﺎﻥ ﻤﻥ ﺍﻷﻋﺩﺍﺩ ‪:‬ﺃﺼﻠﻴﺔ ﻭﺘﺭﺘﻴﺒﻴﺔ ‪ .‬ﺘﺴـﺘﻌﻤل ﺍﻷﻋـﺩﺍﺩ ﺍﻷﺼـﻠﻴﺔ ﻓـﻲ ﺍﻟﺤﺴـﺎﺏ‬
‫ﻭﺍﻟﻌﺩ‪.‬ﺒﻴﻨﻤﺎ ﺘﺸﻴﺭ ﺍﻷﻋﺩﺍﺩ ﺍﻟﺘﺭﺘﻴﺒﻴﺔ ﻋﻠﻰ ﺍﻟﻤﺭﺘﺒﺔ ‪ .‬ﻴﻭﺠﺩ ﺒﻌﺽ ﺍﻟﺘﺭﺍﺒﻁ ﻏﻴﺭ ﺍﻟﻤﻨﻁﻘـﻲ ﻓـﻲ‬
‫ﺍﻟﺘﻬﺠﺌﺔ ﻭﻓﻲ ﻟﻔﻅ ﺍﻷﻋﺩﺍﺩ ‪ .‬ﺍﻨﺘﺒﻪ ﺇﻟﻰ ﺍﻷﺸﻜﺎل ﺍﻟﺘﻲ ﺘﺤﺘﻬﺎ ﺨﻁ ﻓﻲ ﺍﻟﺠﺩﻭل‪:‬‬

‫‪-32-‬‬
 Cardinal ‫ﻋﺩﺩ ﺃﺼﻠﻲ‬ Ordinal ‫ﻋﺩﺩ ﺘﺭﺘﻴﺒﻲ‬
st
1 one 1 first
2 two 2nd second
3 three 3rd third
4 four 4th fourth
5 five 5th fifth
6 six 6th sixth
7 seven 7th seventh
8 eight 8th eighth
9 nine 9th ninth
10 ten 10th tenth
11 eleven 11th eleventh
12 twelve 12th twelfth
13 thirteen 13th thirteenth
14 fourteen 14th fourteenth
15 fifteen 15th fifteenth
16 sixteen 16th sixteenth
17 seventeen 17th seventeenth
18 eighteen 18th eighteenth
19 nineteen 19th nineteenth
20 twenty 20th twentieth
21 twenty-one 21st twenty-first
30 thirty 30th thirtieth
40 forty 40th fortieth
50 fifty 50th fiftieth
60 sixty 60th sixtieth
70 seventy 70th seventieth
80 eighty 80th eightieth
90 ninety 90th ninetieth
100 one hundred 100th one hundredth
1000 one thousand 1000th one thousandth
1.000.000 one million 1.000.000th one millionth

.‫ﻻ‬
‫ ﻴﺄﺘﻲ ﺍﻟﻌﺩﺩ ﺍﻟﺘﺭﺘﻴﺒﻲ ﺃﻭ ﹰ‬، ‫)ﺏ( ﻋﻨﺩﻤﺎ ﻴﻘﻴﺩ ﺍﻻﺴﻡ ﺒﺎﻟﻌﺩﺩ ﺍﻷﺼﻠﻲ ﻭﺍﻟﻌﺩﺩ ﺍﻟﺘﺭﺘﻴﺒﻲ‬

-33-
 Ordinal Cardinal Noun
The first five exercises are easy.
The second five exercises are hard.

-34-
Lesson V:
Uncountable and plural forms
Quantities and Number agreements

… ‫… اﻟﺪرس اﻟﺨﺎﻣﺲ‬
. ‫ ﺍﻨﺴﺠﺎﻡ ﺍﻟﻜﻤﻴﺎﺕ ﻭﺍﻷﻋﺩﺍﺩ‬- ‫ﺃﺸﻜﺎل ﺍﻟﺠﻤﻊ ﻭﺍﻷﺴﻤﺎﺀ ﺍﻟﻼﻤﻌﺩﻭﺩﺓ‬

This is a conversation between Jack and Betty.

Jack: What do you do here in summer?
Betty: I take one course in summer school and I play a lot of
tennis. Sometimes I go on picnics with my friends. We have lots
of fun.
Jack: Where do you go on picnics?
Betty: There aren’t many good places near here. We usually go
to lake-of-the-woods.
Jack: What do you take with you?
Betty: We always take a lot of food: bread, meat, tomatoes,
potato chips, pickles, fruit, cake and coffee. We buy a little ice
cream and a few cold drinks at the lake. There’s a refreshment
stand there.
Jack: Are there any boats at the lake?
Betty: Yes, there are some, but we don’t use them. None of my
friends like to go boating. A few of us play the guitar and we all
sing. Sometimes we take off our shoes and go wading. On very
hot days we put on our swimming suits and go swimming.
Jack: Is there a charge for swimming?

Betty: Yes, there is, but it’s not very much.

Jack: Is there any entertainment at the lake in the evening?
Betty: No, there isn’t any entertainment; we entertain
ourselves. We always have a good time at lake-of-the-woods.
My aunt and uncle go with us sometimes and they always
enjoy themselves too.

-35-
 ******************

George frequently consults his adviser. This is a conversation

between them.
Adviser: Do you need a little help again?
George: Yes, I do. I need some information and some advice.
Adviser: Are you having any trouble?
George: Yes, I’m taking economics with Professor Miller,
but I’m not making out (to succeed) very well. I have very
little knowledge of mathematics. What do you advise?
Adviser: I advise hard work. Economics is a difficult subject
but it doesn’t require much knowledge of mathematics.

‫ ﺍﻟﻼﻤﻌﺩﻭﺩ‬- ١

‫ ( ﻭﻻ ﻴﺴـﺒﻘﻬﺎ‬s ) ‫ ﻭﻟﻴﺱ ﻟﻬﺎ ﺸـﻜل ﺍﻟﺠﻤـﻊ‬. ‫ﻴﻭﺠﺩ ﺒﻌﺽ ﺍﻷﺸﻴﺎﺀ ﺒﻁﺒﻴﻌﺘﻬﺎ ﻏﻴﺭ ﻤﻌﺩﻭﺩﺓ‬
.(a/an) ‫ﺒﺎﻟﻤﻔﺭﺩ‬

2- Categories of uncountable ‫ ﻓﺌﺎﺕ ﺍﻟﻼﻤﻌﺩﻭﺩ‬- ٢

‫ ﻭﺒﺸـﻜل ﺨـﺎﺹ‬. ‫ ﻟﺫﻟﻙ ﺘﺼـﻌﺏ ﺘﺭﺠﻤﺘﻬـﺎ‬، ‫ﺇﻥ ﻓﻜﺭﺓ ﺍﻟﻤﻌﺩﻭﺩ ﻟﻴﺴﺕ ﻨﻔﺴﻬﺎ ﺒﻜل ﺍﻟﻠﻐﺎﺕ‬
. ‫ ﺍﻟﺸﻌﺭ ﻭﺍﻟﻌﺸﺏ ﻭﺍﻟﺭﺯ‬: ‫ﺍﻷﺸﻴﺎﺀ ﺍﻟﻤﺎﺩﻴﺔ ﺍﻟﻤﻜﻭﻨﺔ ﻤﻥ ﺠﺯﻴﺌﺎﺕ ﺼﻐﻴﺭﺓ ﻤﺜل‬
. ‫ﺭﺒﻤﺎ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻷﺸﻴﺎﺀ ﻤﻌﺩﻭﺩ ﹰﺓ ﻓﻲ ﻟﻐﺎﺕ ﺃﺨﺭﻯ ﻟﻜﻨﻬﺎ ﻏﻴﺭ ﻤﻌﺩﻭﺩﺓ ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ‬
‫ ﻭﻨﻭﺭﺩ ﻫﻨﺎ ﺒﻌـﺽ‬. ‫☺ ﻴﻤﻜﻥ ﺃﻥ ﻨﺼﻨﻑ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻼﻤﻌﺩﻭﺩﺓ ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ﺒﺄﺭﺒﻊ ﻓﺌﺎﺕ‬
. ‫ﺍﻷﻤﺜﻠﺔ ﻋﻥ ﻜل ﻓﺌﺔ‬

Abstract Material Generic Non –plurals with final (s)

‫ﺃﺴﻤﺎﺀ ﻤﺠﺭﺩﺓ‬ ‫ﻤﺎﺩﺓ‬ ‫ﻋﺎﻡ ﺃﻭ ﺠﻨﺴﻲ‬ ‫( ﻭﻏﻴﺭ ﺠﻤﻊ‬s) ‫ﻴﻨﺘﻬﻲ ﺏ‬
advice meat fruit economics
help rice apparatus mathematics
information bread equipment physics
knowledge cake machinery civics
trouble coffee furniture mumps
work ice cream mail measles
enjoyment water baggage news

-36-
 fun oil jewelry tennis
recreation grass clothing (and other games)
relaxation hair money
‫ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻜﻤﻴﺔ ﺘﺴﺘﻌﻤل ﻓﻘﻁ ﻤﻊ ﺍﻟﻼ ﻤﻌﺩﻭﺩ‬- ٣
3- Quantity terms only with uncountable

.‫ ﺒﻤﻌﻨﻰ ﻗﻠﻴل ﻗﺒل ﺍﻷﺴﻤﺎﺀ ﺍﻟﻼ ﻤﻌﺩﻭﺩﺓ ﻓﻲ ﺠﻤل ﺍﻟﺜﺒﺎﺕ ﻭﻓﻲ ﺍﻷﺴﺌﻠﺔ‬little ‫)ﺁ( ﺘﺴﺘﻌﻤل‬

George needs a little information.

Does he need a little help?
Doesn’t he want a little advice?

. ‫ ﺒﻤﻌﻨﻰ ﻜﺜﻴﺭ ﺒﺸﻜل ﺭﺌﻴﺴﻲ ﻤﻊ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻤﻨﻔﻴﺔ ﻭﺍﻟﺴﺅﺍل‬much ‫)ﺏ( ﺘﺴﺘﻌﻤل‬

We don’t have much money but we have a lot of fun.

Do you have much homework?

4- Number agreement ‫ ﻤﻭﺍﻓﻘﺔ ﺍﻷﺭﻗﺎﻡ‬- ٤

. ‫ ﺇﻥ ﺍﻷﻓﻌﺎل ﺍﻟﺘﻲ ﺘﺴﺘﻌﻤل ﻤﻊ ﺍﻷﺴﻤﺎﺀ ﺍﻟﻼ ﻤﻌﺩﻭﺩﺓ ﺘﻜﻭﻥ ﺩﺍﺌﻤ ﹰﺎ ﺒﺼﻴﻐﺔ ﺍﻟﻤﻔﺭﺩ‬-
. ‫ﺇﻥ ﺍﻟﻀﻤﺎﺌﺭ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻜﺒﺩﻴل ﻋﻥ ﺍﻷﺴﻤﺎﺀ ﺍﻟﻼ ﻤﻌﺩﻭﺩﺓ ﺘﻜﻭﻥ ﺩﺍﺌﻤ ﹰﺎ ﺒﺼﻴﻐﺔ ﺍﻟﻤﻔﺭﺩ‬

Advice is cheap but experience is dear.

Opportunity knocks but once.
Virtue is its own reward.
My furniture is worn out. I need to replace it.

5- Double duty words ‫ ﻜﻠﻤﺎﺕ ﻟﻬﺎ ﻤﻬﻤﺔ ﻤﻀﺎﻋﻔﺔ‬- ٥

-37-
‫ﺒﺎﻟﻁﺒﻊ ﻴﻭﺠﺩ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺘﻜﻭﻥ ﺇﻤﺎ ﻤﻌﺩﻭﺩ ﹰﺓ ﺃﻭ ﻻ ﻤﻌـﺩﻭﺩﺓ ﻤﻌﺘﻤـﺩﺓ ﻋﻠـﻰ ﻁﺭﻴﻘـﺔ‬
. ‫ ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﻜﻭﻥ ﻤﻌﻨﻰ ﺍﻟﺸﻜل ﺍﻟﻤﻌﺩﻭﺩ ﻤﺨﺘﻠﻔ ﹰﺎ ﺘﻤﺎﻤ ﹰﺎ ﻋـﻥ ﻤﻌﻨـﻰ ﺍﻟـﻼ ﻤﻌـﺩﻭﺩ‬.‫ﺍﺴﺘﻌﻤﺎﻟﻬﺎ‬
: ‫ﻭﻨﻭﺭﺩ ﻫﻨﺎ ﺒﻌﺽ ﺍﻷﻤﺜﻠﺔ‬

Uncountable Word Countable

‫ﺍﻟﻼ ﻤﻌﺩﻭﺩ‬ ‫ﺍﻟﻜﻠﻤﺔ‬ ‫ﺍﻟﻤﻌﺩﻭﺩ‬
Commerce in general Business a store or factory
Visitors Company a business enterprise
metal money, coins Change an alternation
The transparent material glass a drinking receptacle
(pl.)spectacles
the metal iron a household appliance
for smoothing clothing
the material paper a newspaper
a written composition
(pl.) official
identification
space room a partitioned area
The beverage tea a late afternoon party
Exertion, labor work an artistic composition:
graphic, literary,
musical
The quality of being young youth a young person

6- Countable ‫ ﺍﻻﺴﻡ ﺍﻟﻤﻌﺩﻭﺩ‬- ٦

‫ ( ﻓﻲ ﻨﻬﺎﻴـــﺔ ﺍﻟﻜﻠﻤـﺔ‬s ) ‫ ﻭﻨﺴﺘﻌﻤل‬. a/an ‫ﻴﺠﺏ ﺃﻥ ﻴﺴﺒﻕ ﺍﻻﺴﻡ ﺍﻟﻤﻌﺩﻭﺩ ﻓﻲ ﺍﻟﻤﻔﺭﺩ‬

. ‫ ( ﺇﺫﺍ ﻟﻡ ﻴﻜﻥ ﺠﻤﻌﻬﺎ ﺠﻤﻌ ﹰﺎ ﺸﺎﺫﹰﺍ‬s ) ‫ ﻤﻌﻅﻡ ﺃﺴﻤﺎﺀ ﺍﻟﺠﻤﻊ ﺘﻨﺘﻬﻲ ﺒـ‬. ‫ﻷﻜﺜﺭ ﻤﻥ ﻭﺍﺤﺩ‬

-38-
‫‪7- Regul ar plural forms‬‬ ‫‪ - ٧‬ﺃﺸﻜﺎل ﺍﻟﺠﻤﻊ ﺍﻟﻨﻅﺎﻤﻴﺔ‬

‫)ﺁ( ﺍﻟﺘﻬﺠﺌﺔ )‪: (spelling‬‬

‫‪Examples‬‬ ‫ﺃﻤﺜﻠﺔ‬ ‫‪Rules‬‬ ‫ﺍﻟﻘﺎﻋﺩﺓ‬
‫‪box‬‬ ‫‪boxes‬‬ ‫‪ - ١‬ﻋﻨﺩﻤﺎ ﺘﻨﺘﻬﻲ ﺍﻟﻜﻠﻤﺔ ﺒـ ‪:‬‬
‫‪wish‬‬ ‫‪wishes‬‬
‫‪s, z, ch, sh, or x‬ﻨﻀﻴﻑ ‪ es‬ﻓـﻲ ﻨﻬﺎﻴـﺔ‬
‫ﺍﻟﻜﻠﻤﺔ‬
‫‪tomato‬‬ ‫‪tomatoes‬‬ ‫‪ - ٢‬ﻋﻨﺩﻤﺎ ﺘﻨﺘﻬﻲ ﺍﻟﻜﻠﻤﺔ ﺒــ )‪ (o‬ﻴﺴـﺒﻘﻬﺎ‬
‫‪mosquito‬‬ ‫‪mosquitoes‬‬
‫ﺤﺭﻑ ﺴﺎﻜﻥ ﻨﻀﻴﻑ ‪.es‬‬
‫‪leaf‬‬ ‫‪leaves‬‬ ‫‪ - ٣‬ﻋﻨﺩﻤﺎ ﺘﻨﺘﻬﻲ ﺍﻟﻜﻠﻤﺔ ﺒـ ‪ f or fe‬ﻨﺴﺘﺒﺩل‬
‫‪wife‬‬ ‫‪wives‬‬
‫‪self‬‬ ‫‪selves‬‬ ‫‪ f or fe‬ﺒـ ‪ v‬ﻭﻨﻀﻴﻑ ‪.es‬‬
‫‪Party‬‬ ‫‪parties‬‬ ‫‪ - ٤‬ﻋﻨﺩﻤﺎ ﺘﻨﺘﻬﻲ ﺍﻟﻜﻠﻤﺔ ﺒـ‪ y‬ﻴﺴﺒﻘﻬﺎ ﺤـﺭﻑ‬
‫‪library‬‬ ‫‪libraries‬‬
‫ﺴﺎﻜﻥ ‪ ،‬ﻨﺴﺘﺒﺩل ‪ y‬ﺒـ ‪ I‬ﻭﻨﻀﻴﻑ ‪.es‬‬
‫‪friend‬‬ ‫‪friends‬‬ ‫‪ - ٥‬ﻨﻀﻴﻑ ﻓﻲ ﺒﺎﻗﻲ ﺍﻟﺤﺎﻻﺕ ) ‪ (s‬ﻓﻲ ﻨﻬﺎﻴـﺔ‬
‫‪studio‬‬ ‫‪studios‬‬
‫‪day‬‬ ‫‪days‬‬ ‫ﺍﻟﺠﻤﻠﺔ ‪.‬‬

‫)ﺏ( ﺍﺴﺘﺜﻨﺎﺀﺍﺕ )‪ (Exceptions‬ﻨﻀﻴﻑ ) ‪ (s‬ﻓﻘﻁ ‪:‬‬

‫‪epochs‬‬ ‫‪stomachs‬‬ ‫‪ - ١‬ﻋﻨﺩﻤﺎ ﺘﻠﻔﻅ ‪ ch‬ﺒـ ‪/k/‬‬

‫‪Pianos‬‬ ‫‪sopranos‬‬ ‫‪ - ٢‬ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻟﻜﻠﻤﺔ ﻤﻨﺘﻬﻴﺔ ﺒــ)‪(o‬‬
‫ﻤﻊ ﺍﻟﻤﻭﺴﻴﻘﺎ ﻭﺒﻌﺽ ﺍﻟﺤﺎﻻﺕ ﺍﻷﺨﺭﻯ‬
‫‪chiefs, roofs, handkerchiefs‬‬ ‫‪ - ٣‬ﻫﺫﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺜﻼﺙ ﺍﻟﻤﻨﺘﻬﻴـﺔ ﺒــ‪f‬‬
‫ﻴﻀﺎﻑ ) ‪ (s‬ﻓﻘﻁ ﺒﺩﻭﻥ ﺘﻐﻴﻴﺭ ‪. f‬‬

‫‪-39-‬‬
‫‪8- Irregular plural forms‬‬ ‫‪ - ٨‬ﺃﺸﻜﺎل ﺍﻟﺠﻤﻊ ﺍﻟﺸﺎﺫﺓ‬

‫ﺃﺸﻜﺎل ﺍﻟﺠﻤﻊ ﺍﻟﺸﺎﺫﺓ ﻗﻠﻴﻠﺔ ‪ .‬ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﻷﻜﺜﺭ ﺘﺩﺍﻭ ﹰﻻ ﻫﻲ ‪:‬‬

‫ﺭﺠـل ‪man‬‬ ‫ﺍﻤـﺭﺃﺓ ‪woman :‬‬ ‫ﻭﻟـﺩ ‪child :‬‬ ‫ﺜـﻭﺭ ‪ox :‬‬ ‫ﻤﻔﺭﺩ ‪:‬‬
‫ﻗﺩﻡ ‪foot :‬‬ ‫ﺴﻥ ‪tooth :‬‬ ‫ﺇﻭﺯ ‪goose :‬‬ ‫ﻓﺄﺭ ‪mouse‬‬
‫‪feet teeth geese‬‬ ‫‪mice‬‬ ‫ﺠﻤﻊ ‪men women children oxen :‬‬

‫‪9- Foreign plural forms‬‬ ‫‪ - ٩‬ﺃﺸﻜﺎل ﺍﻟﺠﻤﻊ ﺍﻷﺠﻨﺒﻴﺔ ) ﻤﻥ ﻟﻐﺎﺕ ﺃﺨﺭﻯ (‬

‫)ﺁ( ﺃﺴﻤﺎﺀ ﻗﻠﻴﻠﺔ ﺫﺍﺕ ﺃﺼل ﺇﻏﺭﻴﻘﻲ ﺃﻭ ﻻﺘﻴﻨﻲ ﺒﻘﻲ ﺠﻤﻌﻬﺎ ﻜﻤﺎ ﻫﻭ ﻓﻲ ﺃﺼﻠﻬﺎ ‪.‬‬
‫ﻗﻠﻴل‬ ‫ﺃﺴﺎﺱ‬ ‫ﺃﺯﻤﺔ‬ ‫ﻤﻌﻠﻭﻤﺔ‬ ‫ﻅﺎﻫﺭﺓ ﻁﺒﻴﻌﻴﺔ‬ ‫ﺍﻟﺤﺎﻓﺯ‬
‫‪: analysis basis‬ﻤﻔﺭﺩ‬ ‫‪crisis‬‬ ‫‪datum phenomenon stimulus‬‬
‫‪:analyses bases‬ﺠﻤﻊ‬ ‫‪crises‬‬ ‫‪data‬‬ ‫‪phenome na‬‬ ‫‪stimuli‬‬

‫)ﺏ( ﺒﻌﺽ ﺍﻷﺴﻤﺎﺀ ﺍﻟﺸﺎﺌﻌﺔ ﻤﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻼﺘﻴﻨﻴﺔ ﻟﻬﺎ ﺸﻜل ﺍﻟﺠﻤﻊ ﺍﻹﻨﻜﻠﻴﺯﻱ ﻭﺸﻜل ﺍﻟﺠﻤـﻊ‬
‫ﺍﻷﺼﻠﻲ ﻟﻬﺎ ‪ .‬ﻴﺴﺘﻌﻤل ﻜﻼ ﺍﻟﺸﻜﻠﻴﻥ ‪ .‬ﺍﻟﺸﻜل ﺍﻟﻼﺘﻴﻨﻲ ﺭﺴﻤﻲ ﺃﻜﺜﺭ‪.‬‬
‫ﻤﻔﺭﺩ‬ ‫ﺠﻤﻊ‪/‬ﻻﺘﻴﻨﻲ‬ ‫ﺠﻤﻊ ‪ /‬ﺇﻨﻜﻠﻴﺯﻱ‬
‫‪ formula‬ﺼﻴﻐﺔ‬ ‫‪formulae‬‬ ‫‪formulas‬‬
‫‪ medium‬ﻭﺴﻴﻁ‬ ‫‪media‬‬ ‫‪me diums‬‬
‫‪ me morandum‬ﻤﺫﻜﺭﺓ‬ ‫‪me morandums‬‬ ‫‪me morandum‬‬

‫‪10- No special form for plural‬‬ ‫‪ - ١٠‬ﻻ ﻴﻭﺠﺩ ﺸﻜل ﺨﺎﺹ ﻟﻠﺠﻤﻊ‬

‫) ﺁ ( ‪ deer‬ﻏﺯﺍل ‪ fish ،‬ﺴﻤﻙ ‪ sheep ،‬ﻏﻨﻡ ‪ ،‬ﻟﻴﺱ ﻟﻬﺎ ﺸﻜل ﺍﻟﺠﻤﻊ ﻭﻨﻘﻭل‪:‬‬
‫‪-40-‬‬
 ‫‪Two deer, three fish, four sheep.‬‬

‫)ﺏ( ﺇﻥ ‪ series‬ﻭ ‪ means‬ﻟﻬﻤﺎ ﺸﻜل ﺍﻟﺠﻤﻊ ﻭﻟﻜﻨﻬﻡ ﻴﺴﺘﻌﻤﻠﻭﻥ ﻜﻤﻔﺭﺩ ‪:‬‬

‫‪a series of operations, a means of transportation.‬‬
‫ﺴﻠﺴﻠﺔ ﻋﻤﻠﻴﺎﺕ‬ ‫ﻭﺴﻴﻠﺔ ﻨﻘل‬

‫‪11- Plural-only-words‬‬ ‫‪ - ١١‬ﻜﻠﻤﺎﺕ ﺒﺤﺎﻟﺔ ﺍﻟﺠﻤﻊ ﻓﻘﻁ‬

‫)ﺁ( ﺘﻭﺠﺩ ﺒﻌﺽ ﺍﻷﺸﻴﺎﺀ ﻤﺅﻟﻔﺔ ﻤﻥ ﻗﺴﻤﻴﻥ ﻤﺘﺸﺎﺒﻬﻴﻥ ﺘﻜﻭﻥ ﺩﺍﺌﻤ ﹰﺎ ﺒﺤﺎﻟﺔ ﺍﻟﺠﻤﻊ ‪ .‬ﻨـﺫﻜﺭ‬
‫ﻤﻨﻬﺎ ‪:‬‬
‫ﻤﻘﺹ ‪scissors‬‬ ‫‪trousers‬‬ ‫ﺒﻨﻁﺎل‬ ‫‪glasses‬‬ ‫ﻨﻅﺎﺭﺍﺕ‬
‫ﻤﻠﻘﻁ ﺼﻐﻴﺭ ‪tweezers‬‬ ‫‪pants‬‬ ‫ﺒﻨﻁﺎل‬ ‫ﻨﻅﺎﺭﺍﺕ ‪spectacles‬‬
‫ﻤﻠﻘﻁ ‪tongs‬‬ ‫‪pajamas‬‬ ‫ﻤﻨﻅﺎﺭ ﺃﻭ ﻤﺠﻬﺭ ‪ binoculars‬ﺒﻴﺠﺎﻤﺔ‬

‫)ﺏ( ﻫﻨﺎﻙ ﻜﻠﻤﺘﺎﻥ ﻋﺎﺩﻴﺘﺎﻥ ﻟﻴﺱ ﻟﻬﻡ ﺸﻜل ﺍﻟﻤﻔﺭﺩ ﻭﻫﻤﺎ ‪:‬‬
‫ﺍﻟﻨﺎﺱ ‪people :‬‬ ‫ﻤﻼﺒﺱ ‪clothes :‬‬

‫‪ - ١٢‬ﺘﺴﺘﻌﻤل ﻋﺒﺎﺭﺍﺕ ﺍﻟﻜﻤﻴﺔ ﻤﻊ ﺍﻟﺠﻤﻊ ﻓﻘﻁ‬

‫‪12- Quantity terms only with plurals‬‬

‫) ﺁ ( ﺘﺴﺘﻌﻤل ‪ a few‬ﻗﺒل ﺃﺴﻤﺎﺀ ﺍﻟﺠﻤﻊ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﻭﺍﻟﺴﺅﺍل ‪.‬‬

‫‪George has a few friends in College Town.‬‬
‫?‪Do you have a few minutes to spare‬‬
‫?‪Don’t they have a few boats at the lake‬‬
‫)ﺏ( ﺘﺴﺘﻌﻤل ‪ many‬ﻗﺒل ﺃﺴﻤﺎﺀ ﺍﻟﺠﻤﻊ ﻓﻲ ﻜل ﺃﺸﻜﺎل ﺍﻟﺠﻤﻠﺔ ‪.‬‬
‫‪Betty has many friends.‬‬

‫‪-41-‬‬
 She doesn’t have many relatives.
Does Jane have many clothes?

13- Of ‫ﻥ‬
ْ ‫ ﻤِـ‬- ١٣

. ‫ ﻋﻨﺩﻤﺎ ﺘﺤﺩﺩ ﺍﻟﻜﻤﻴﺔ‬a little, a few, much, many : of ‫ﺘﺘﺒﻊ‬

Many of Betty’s friends go on picnics.
They don’t spend much of their time studying.
A few of the serious students take books with them.
They spend a little of their time studying.

‫ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻤﻊ ﺍﻟﻼ ﻤﻌﺩﻭﺩ ﻭﺍﻟﺠﻤﻊ‬- ١٤

14- Quantity terms used with both uncountable and plurals

. ‫ ﻭﻻ ﺘﺴﺘﻌﻤل ﻤﻊ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻤﻨﻔﻴﺔ‬. ‫ ﻤﻊ ﺍﻟﺠﻤﻠﺔ ﻭﺍﻟﺴﺅﺍل‬some ‫) ﺁ ( ﺘﺴﺘﻌﻤل‬

We always take some fruit.
Would you like some bananas?
. ‫ ﻤﻊ ﺍﻟﺴﺅﺍل ﻭﻤﻊ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻤﻨﻔﻴﺔ‬any ‫)ﺏ( ﺘﺴﺘﻌﻤل‬
I don’t use any sugar.
Do you want any cream?

15- Quite (‫ )ﺘﻤﺎﻤ ﹰﺎ‬Quite - ١٥

: ‫ﻋﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل‬. ‫ ﻤﻌﻨﻰ ﺒﻌﺽ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺫﻜﻭﺭﺓ ﺒﺎﻷﻋﻠﻰ‬quite ‫ﺘﻌﻜﺱ‬

.‫ ﺘﻌﻨﻲ ﻨﻭﻋ ﹰﺎ ﻤﺎ ﺭﻗﻡ ﻜﺒﻴـﺭ‬quite a few ‫ ﻭ‬، ‫ ﺘﻌﻨﻲ ﻨﻭﻋ ﹰﺎ ﻤﺎ ﻜﻤﻴﺔ ﻜﺒﻴﺭﺓ‬quite a little
.a lot ‫ ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﻌﻨﻲ ﺃﻗل ﻤﻥ‬quite a lot
Few people go swimming in winter (‫)ﺒﺸﻜل ﻋﻤﻠﻲ ﻻ ﺃﺤﺩ‬

-42-
 A few go in spring (‫)ﺭﺒﻤﺎ ﺃﺭﺒﻌﺔ ﺃﻭ ﺨﻤﺴﺔ‬
Quite a few go in summer ( ‫)ﻜل ﺍﻟﺸﺎﻁﺊ ﻤﻤﺘﻠﺊ‬
Few < a fe w < quite a few
Little <a little <quite a little

‫ ﺍﻟﻀﻤﺎﺌﺭ‬- ١٦
16- Pronouns

. ‫ ﺘﺴﺘﻌﻤل ﺃﻴﻀ ﹰﺎ ﻜﻀﻤﺎﺌﺭ‬، no ‫ ﻤﺎ ﻋﺩﺍ‬، ‫ﻜل ﺘﻌﺎﺒﻴﺭ ﺍﻟﻜﻤﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻟﺩﺭﺱ‬

.none ‫ ﻫﻭ‬no ‫ ﻭﺍﻟﻀﻤﻴﺭ ﻟـ‬. lots ‫ ﻭ‬lot ‫ ﺒﻌﺩ‬of ‫ﺘﺤﺫﻑ‬

The Allens don’t have much money but the Bakers have a lot.
We need some paper. Do you have any?
George has a few relatives in this country but Sue Liu has none.

19- Two-word verbs ‫ ﺃﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ‬- ١٩

:‫ﻴﺴﺘﻌﻤل ﺍﻟﻔﻌل ﻤﻥ ﻜﻠﻤﺘﻴﻥ ﺒﻌﻼﻗﺘﻪ ﻤﻊ ﺍﻟﺜﻴﺎﺏ ﻜﺎﻟﺘﺎﻟﻲ‬

put on (clothes): ‫ﻴﻠﺒ ﺱ‬
take off (clothes): ‫ﻴﺨﻠ ﻊ ﻤﻼﺒﺴﻪ‬
wear out (clothes): ‫ﻤﻬﺘﺭﺉ ﺃﻭ ﺒﺎ ٍل‬
try on (clothes): ‫ﻴﺠﺭﺏ ﺍﻟﻠﺒﺎﺱ ﻗﺒل ﺍﻟﺸﺭﺍﺀ‬
make out: ‫ﻴﻨﺠﺢ‬

-43-
 ‫‪20- Idioms with go‬‬ ‫‪ - ٢٠‬ﻤﺼﻁﻠﺤﺎﺕ ﻤﻊ ‪go‬‬

‫) ﺁ ( ﻴﺴﺘﻌﻤل ﻨﻤﻭﺫﺝ ‪ go+ing‬ﻟﻴﻌﺒﺭ ﻋﻥ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻟﻨﺸﺎﻁ ﻟﻐﺭﺽ ﻤﺎ ‪.‬‬

‫ﻴﻐﺘﺴل ‪go bathing‬‬ ‫‪go hiking‬‬ ‫ﻴﺘﻤﺸﻰ‬ ‫‪go riding‬‬ ‫ﻴﺭﻜﺏ‬
‫‪go‬‬ ‫ﻴﺼــﻁﺎﺩ‬ ‫ﻴﺘﺴــﻠﻕ ‪go climbing‬‬ ‫‪go driving‬‬ ‫ـﻭﻕ‬ ‫ﻴﺴـ‬
‫‪fishing‬‬
‫ﻴﺨﻭﺽ ‪go wading‬‬ ‫‪go skating‬‬ ‫ﻴﺭﻗﺹ ‪ go dancing‬ﻴﺘﺯﻟﺞ‬
‫ﻴﺴـﺒﺢ ‪go‬‬ ‫‪go skiing‬‬ ‫ﻴﺘـﺯﻟﺞ‬ ‫ﻴﺘﺴـﻭﻕ ‪go shopping‬‬
‫‪swimming‬‬
‫‪go on a picnic ،‬‬ ‫‪go for a walk‬‬ ‫)ﺏ( ﻨﺴﺘﻌﻤل ﺃﻴﻀ ﹰﺎ ﻋﺒﺎﺭﺍﺕ‬
‫‪go to the beach،‬‬ ‫‪go to a party‬‬

‫‪21- Pronunciation‬‬ ‫‪ - ٢١‬ﻤﺴﺎﻋﺩﺍﺕ ﺍﻟﻠﻔﻅ‬

‫‪helps‬‬

‫) ﺁ ( ﻟﻔﻅ ﺍﻟﺠﻤﻊ ﺍﻟﻨﻅﺎﻤﻲ ‪:‬‬

‫‪Examples‬‬ ‫ﺃﻤﺜﻠﺔ‬ ‫‪Rules‬‬ ‫ﺍﻟﻘﺎﻋﺩﺓ‬

‫‪dishes‬‬ ‫‪ - ١‬ﻋﻨﺩﻤﺎ ﻴﻨﺘﻬﻲ ﺍﻟﻔﻌل ﺍﻟﺒﺴﻴﻁ ﺑﺤ ﺮف‬
‫‪sandwiches‬‬ ‫ﺼﻔﻴﺭﻱ‪ ،‬ﺴﻴﻜﻭﻥ ﻟﺸﻜل ﺍﻟﺠﻤﻊ ﺃﻜﺜـﺭ‬
‫‪places‬‬ ‫ﻤﻥ ﻤﻘﻁﻊ ‪ ،‬ﻭﻴﺒﺩﻭ ﺼﻭﺕ ﺍﻟﻤﻘﻁﻊ ﻤﺜل‬
‫ﻟﻔﻅ ‪/Iz/ is‬‬
‫‪rooms‬‬ ‫‪ - ٢‬ﻋﻨﺩﻤﺎ ﻴﻨﺘﻬﻲ ﺍﻟﻔﻌل ﺍﻟﺒﺴﻴﻁ ﺑﺤ ﺮف‬
‫‪shoes‬‬ ‫ﺠﻬﻭﺭﻱ ﻟﻴﺱ ﺼـﻔﻴﺭﻱ ‪ ،‬ﻓﺴـﻴﻜﻭﻥ‬
‫‪clothes‬‬ ‫ﺍﻟﺼﻭﺕ ﺍﻷﺨﻴﺭ ﻟﺸﻜل ﺍﻟﺠﻤﻊ ﺠﻬﻭﺭﻱ‪.‬‬
‫‪picnics‬‬ ‫‪ - ٣‬ﻋﻨﺩﻤﺎ ﻴﻨﺘﻬـﻲ ﺍﻟﺸـﻜل ﺍﻟﺒﺴـﻴﻁ‬
‫‪drinks‬‬ ‫ﺒﺤـﺭﻑ ﺴـﺎﻜﻥ ﻭﻟـﻴﺱ ﺼ ـﻔﻴﺭﻱ ‪،‬‬
‫‪boats‬‬ ‫ﻓﺴﻴﻜﻭﻥ ﺍﻟﺼﻭﺕ ﺍﻟﻨﻬﺎﺌﻲ ﻟﺸﻜل ﺍﻟﺠﻤﻊ‬
‫ﺼﺎﻤﺕ‪.‬‬

‫‪-44-‬‬
‫ﻗﻠﺩ ﻤﻌﻠﻤﻙ ﻓﻲ ﺍﻟﻠﻔﻅ ﻭﺘﺄﻜﺩ ﻤﻥ ﻟﻔﻅ ﺍﻟﻤﻘﻁﻊ ﺍﻹﻀﺎﻓﻲ ﻟﻸﺼﻭﺍﺕ ﺍﻟﺼﻔﻴﺭﻴﺔ ‪ ،‬ﻻﺤـﻅ ﺒـﺄﻥ‬
‫‪ clothes‬ﻟﻬﺎ ﻤﻘﻁﻊ ﻟﻔﻅﻲ ﻭﺍﺤﺩ‪.‬‬

‫)ﺏ( ﺍﻟﺠﻤﻊ ﺍﻟﺸﺎﺫ ‪Irregular plurals :‬‬

‫ﻤﻥ ﺍﻟﻤﻬﻡ ﻟﻔﻅ ﺍﻟﺤﺭﻭﻑ ﺍﻟﺼﻭﺘﻴﺔ ﻷﺸﻜﺎل ﺍﻟﺠﻤﻊ ﺍﻟﺸﺎﺫﺓ ﺒﺸـﻜل ﻭﺍﻀـﺢ ‪ .‬ﻷﻥ ﺍﻟﺤـﺭﻭﻑ‬
‫ﺍﻟﺼﻭﺘﻴﺔ ﻫﻲ ﺍﻟﺘﻲ ﺘﻤﻴﺯ ﺍﻟﺸﻜل ﺍﻟﻤﻔﺭﺩ ﻤﻥ ﺍﻟﺠﻤﻊ ‪ .‬ﻗﻠﺩ ﺃﺴﺘﺎﺫﻙ ﻭﺍﻨﺘﺒﻪ ﺇﻟﻰ ﺍﻟﺘﻐـﺎﻴﺭ ﻓـﻲ‬
‫‪ . women‬ﻻﺤﻅ ﺃﻥ ﺍﻟﻜﻠﻤﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺒﺎﻟﺭﻏﻡ ﻤـﻥ‬ ‫‪woman ، men‬‬ ‫‪man‬‬
‫ﺍﺨﺘﻼﻓﻬﺎ ﻓﻲ ﺍﻟﺘﻬﺠﺌﺔ ﻓﻲ ﺍﻟﻤﻘﻁﻊ ﺍﻟﺜﺎﻨﻲ ‪ ،‬ﻓﺴﻴﺨﺘﻠﻑ ﺍﻟﻠﻔﻅ ﻓﻲ ﺍﻟﻤﻘﻁﻊ ﺍﻷﻭل‪.‬‬

‫‪-45-‬‬
 Lesson VI:
Future: Simple and continuous
Time clauses, Adjective phrases

… ‫… اﻟﺪرس اﻟﺴﺎدس‬
‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺼﻔﺎﺕ‬، ‫ ﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺯﻤﻨﻴﺔ‬- ‫ ﺍﻟﺒﺴﻴﻁ ﻭﺍﻟﻤﺴﺘﻤﺭ‬: ‫ﺍﻟﻤﺴﺘﻘﺒل‬

Mrs. Allen is going to have a party next Sunday. She’s going to

invite some of her husband’s students too. She is making a list of guests
right now. Later today she will write the invitations. Then she’ll plan the
games and the refreshments.
At this time next Sunday the Allens will be very busy. Mrs. Allen
will be preparing refreshments and her niece will be helping her. Mr. Allen
will be straightening up the living room and moving furniture. The guests
will be arriving. There will be singing and dancing at the party. Everyone
will have a good time.
Mrs. Allen is having her party now. Betty is about to introduce the
guests. They’ll talk for a while and then they’ll play games. Let’s listen to
their conversation.

Betty: Jack, this is Bill Brown. Bill, this is Jack Jones. You’re in the
same chemistry class.
Bill: How do you do?
Jack: Glad to meet you, Bill. That’s a pretty big class. You can’t
know everybody, which lab section are you in?

Bill: Section H, at three o’clock. My table is in the back of the room

near the assistant’s desk.
Jack: I’m in that section too. Mine is the table by the door in
the front of the room. That tall girl with red hair works on my
right. Do you know her?
Bill: Yes, she’s my friend’s sister. She’s very shy but she’s
friendly when she knows you. She’s coming to the party later.

-46-
She’ll be here in a little while. I will introduce you when she
arrives.

1- Verb phrases for simple future ‫ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻔﻌل ﻟﻠﻤﺴﺘﻘﺒل ﺍﻟﺒﺴﻴﻁ‬- ١

‫ ﻴﻤﻜﻥ ﺍﺴﺘﻌﻤﺎل‬. ‫ﺘﻭﺠﺩ ﻁﺭﻕ ﻋﺩﻴﺩﺓ ﻟﻠﻜﻼﻡ ﻭﺍﻟﻜﺘﺎﺒﺔ ﻋﻥ ﺍﻟﻤﺴﺘﻘﺒل ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ‬
. ‫ﻥ ﺨﺎﺼﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﻤﺭﺠﻊ ﺍﻟﻤﺴﺘﻘﺒل ﺍﻟﺒﺴﻴﻁ‬
ٍ ‫ ﻗﻠﺔ ﻤﻨﻬﺎ ﻟﻬﺎ ﻤﻌﺎ‬، ‫ﺒﻌﻀﻬﺎ ﺒﺎﻟﺘﺒﺎﺩل‬
‫ ﻫﺫﺍ ﺍﻟﺸﻜل ﻫﻭ ﺍﻷﻜﺜﺭ ﺸﻴﻭﻋ ﹰﺎ ﻭﻴﺴﺘﻌﻤل ﺍﻟﻔﻌل‬:Be + going to + simple verb ( ‫) ﺁ‬
. ‫ ﻭﻻ ﻴﺘﻁﻠﺏ ﻋﺒﺎﺭﺓ ﺯﻤﻨﻴﺔ ﻤﺼﺎﺤﺒﺔ ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺤﺎﺠﺘﻪ ﻟﺯﻤﻥ‬. ‫ﺍﻟﻭﺍﻀﺢ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل‬
.‫ﻭﻨﻭﺭﺩ ﻫﻨﺎ ﺍﻟﻨﻤﺎﺫﺝ‬

QW AUX Subject Verb Phrase Complement

Be Noun/QW Aux Going Simpl Object P/T
Be to e
Mrs. Allen is going to have a party
Is Mrs. Allen going to have a party?
Who is going to have a party?
When is Mrs. Allen going to have a party?

‫ ﻭﻴﻤﻜﻥ ﺃﻥ ﺘﺴﺘﻌﻤل ﻜﻔﻜﺭﺓ ﺇﻀـﺎﻓﻴﺔ‬. ‫ ﺃﻴﻀ ﹰﺎ ﺘﺸﻴﺭ ﻟﻠﻤﺴﺘﻘﺒل‬:will + simple verb (‫)ﺏ‬
‫ ﻟﻜﻥ ﺭﺒﻤﺎ ﺘﺤﺘﺎﺝ ﻭﺍﺤﺩﺓ‬، ‫ ﻭﻻ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﻋﺒﺎﺭﺓ ﺯﻤﻨﻴﺔ‬. ‫ﻟﻠﻭﻋﺩ ﻭﺍﻟﺘﺼﻤﻴﻡ ﺃﻭ ﺍﻟﺤﺘﻤﻴﺔ‬
.

QW Aux Subject Verb Phrase Complement

Will Noun/QW Aux Will Simple Object Place Time
She will write the invitation later today.
Will she write the invitation later today?
Who will write the invitations?
When will she write the invitations?

-47-
 2- Present tense for future time ‫ ﺍﻟﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﻤﻥ ﺃﺠل ﺯﻤﻥ ﺍﻟﻤﺴﺘﻘﺒل‬- ٢

‫ﻴﺸﻴﺭ ﻭﺠﻭﺩ ﻋﺒﺎﺭﺓ ﺍﻟﻤﺴﺘﻘﺒل ﺍﻟﺯﻤﻨﻴﺔ ﻟﻠﻔﻌل ﺍﻟﺤﺎﻀﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﺠﻤﻠﺔ ﺘﺸﻴﺭ ﺇﻟﻰ ﺤﺩﺙ ﻗﺭﻴﺏ‬
. ‫ﺍﻟﺤﺩﻭﺙ ﻭﻟﻴﺱ ﺇﻟﻰ ﺤﺩﺙ ﻤﺘﻜﺭﺭ ﺃﻭ ﻤﺄﻟﻭﻑ‬

a. Simple and s- ‫( ﺍﻟﺸـﺨﺹ ﺍﻟﺜﺎﻟـﺙ ﺍﻟﻤﻔـﺭﺩ ﺍﻟﻐﺎﺌـﺏ‬s ) ‫) ﺁ ( ﺍﻟﻔﻌل ﺍﻟﺒﺴﻴﻁ ﻭ‬

forms

Subject Verb Comple ment

Time (future)
The Bakers arrive tomorrow.
Richard graduates in June.
The next meeting is a week from today.

b. Continuous present ‫)ﺏ( ﺍﻟﺤﺎﻀﺭ ﺍﻟﻤﺴﺘﻤﺭ‬

Subject Verb Comple ment
Time (future)
The Bakers are coming tomorrow.
Richard is graduating in June.
The conference is taking place next month.

3- Continuous ‫ ﺍﻟﻤﺴﺘﻘﺒل ﺍﻟﻤﺴﺘﻤﺭ‬- ٣

f
‫ ﻴﺠـﺏ ﺃﻥ‬.‫ﻴﺴﺘﻌﻤل ﺍﻟﻤﺴﺘﻘﺒل ﺍﻟﻤﺴﺘﻤﺭ ﻟﻴﺅﻜﺩ ﻋﻠﻰ ﺍﻟﻨﺸﺎﻁ ﻓﻲ ﻭﻗﺕ ﻤﺤﺩﺩ ﻓﻲ ﺍﻟﻤﺴـﺘﻘﺒل‬
.‫ﻴﻌﺒﺭ ﻋﻥ ﺍﻟﻭﻗﺕ ﺒﺠﻤﻠﺔ ﺃﻭ ﺒﺠﻤﻠﺔ ﺴﺎﺒﻘﺔ ﺒﻨﻔﺱ ﺍﻟﻤﺤﺎﺩﺜﺔ‬

-48-
 QW Aux
Subject Verb phrase Complement
Will
N/QW Will Be ing Object P Time
Mrs. Allen will be preparing refreshments at
this time next week.
Will Mrs. Allen be preparing refreshments at
this time next week?
Who will be preparing refreshments at
this time next week?
When will Mrs. Allen be preparing refreshments ?
What will she be doing at this time next week?

:4-
‫ﻫﻲ‬Future
‫ﺍﻟﻤﺴﺘﻘﺒل‬time
‫) ﺁ ( ﻜﻠﻤﺎﺕ ﻭﻗﺕ‬soon ، later ، tomorrow .
‫ﺍﻟﻤﺴﺘﻘﺒل‬ ‫ ﻋﺒﺎﺭﺍﺕ ﻭﻗﺕ‬- ٤

. ‫)ﺏ( ﺃﻤﺎ ﺃﺸﺒﺎﻩ ﺠﻤل ﻭﻗﺕ ﺍﻟﻤﺴﺘﻘﺒل ﻓﻬﻲ ﺫﺍﺕ ﺃﻨﻤﺎﻁ ﻋﺩﻴﺩﺓ‬
‫ ﺃﻭ‬the ‫)ﻻ ﺘﺴـﺒﻕ ﺒــ‬.next Monday, next year, next month, next week - ١
.(‫ﺤﺭﻑ ﺠﺭ‬
.in two years ، in a few minutes ، in a little while - ٢
.a year from now ، a month from now ، a week from now - ٣
the week after next ، the day after tomorrow : The … after - ٤
.at this time next week ، at 3 o’clock tomorrow - ٥

، ‫ ﻭﺃﻓﻌـﺎل ﻤﺘﺼـﻠﺔ‬، ‫ ﻟﻬﺎ ﻓﺎﻋل‬. ‫)ﺠـ( ﺘﻘﻭﻡ ﻤﺠﻤﻭﻋﺔ ﺃﺸﺒﺎﻩ ﺍﻟﺠﻤل ﻜﻭﺤﺩﺓ ﻓﻲ ﺍﻟﺠﻤﻠﺔ‬
‫ ﻭﺴﻭﻑ ﻨﺩﻋﻭﻫﺎ‬. ‫وﺑﻘﻴ ﺔ ﺍﻟﺠﻤﻠﺔ ﻭﺘﻘﺩﻡ ﺒﻜﻠﻤﺎﺕ ﺘﺩﻋﻰ ﺒﺄﺴﻤﺎﺀ ﻤﺨﺘﻠﻔﺔ ﺒﻘﻭﺍﻋﺩ ﻤﺨﺘﻠﻔﺔ‬
‫ ﻭﻨﺴﺘﻌﻤل ﻤﻌﻬﺎ ﻋﺒﺎﺭﺓ ﺍﻟﺯﻤﻥ‬. ‫ﺒﺒﺴﺎﻁﺔ ﻋﻼﻤﺎﺕ ﺃﺸﺒﺎﻩ ﺍﻟﺠﻤﻠﺔ‬when.
: when ‫ ﻨﻤﻭﺫﺝ ﺍﻟﺠﻤﻠﺔ ﻤﻊ ﻋﺒﺎﺭﺓ ﺍﻟﺯﻤﻥ‬- ١
Subject Verb Complement ‫ﺘﺘﻤﺔ‬
‫ﻓﺎﻋل‬ ‫ﻓﻌل‬
Time clause ‫ﺸﺒﻪ ﺠﻤﻠﺔ ﺍﻟﺯﻤﻥ‬
CM S V C
‫ﻋﻼﻤﺔ ﺍﻟﺯﻤﻥ‬ ‫ﻓﺎﻋل‬ ‫ﻓﻌل‬ ‫ﺒﻘﻴﺔ ﺍﻟﺠﻤﻠﺔ‬

-49-
 ‫‪She‬‬ ‫‪is friendly‬‬ ‫‪when‬‬ ‫‪she‬‬ ‫‪knows‬‬ ‫‪you.‬‬
‫‪I‬‬ ‫‪will introduce you when‬‬ ‫‪she‬‬ ‫‪arrives.‬‬
‫‪ - ٢‬ﻤﻜﺎﻥ ﻋﺒﺎﺭﺓ ﺍﻟﺯﻤﻥ ‪ :‬ﺘﺄﺘﻲ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ ﻗﺒل ﺍﻟﻔﺎﻋل ‪.‬‬
‫‪ - ٣‬ﻴﺴﺘﻌﻤل ﺍﻟﻔﻌل ﺍﻟﺤﺎﻀﺭ ﺍﻟﺒﺴﻴﻁ ﻤﻊ ﺯﻤﻥ ﺍﻟﻤﺴﺘﻘﺒل ‪.‬‬

‫‪5- then: meaning and uses‬‬ ‫‪ - ٥‬ﺒﻌﺩﺌﺫ ‪ :‬ﺍﻟﻤﻌﻨﻰ ﻭﺍﻻﺴﺘﻌﻤﺎل‬

‫) ﺁ ( ‪ : then‬ﻫﻲ ﻜﻠﻤﺔ ﺯﻤﻨﻴﺔ ﺘﺸﻴﺭ ﺇﻟﻰ ﺯﻤﻥ ﺫﻜﺭ ﺴﺎﺒﻘ ﹰﺎ ‪ .‬ﺘﺄﺘﻲ ﻋﺎﺩﺓ ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤﻠـﺔ‬
‫‪.‬‬
‫‪Mrs. Allen is going to have a party next Sunday.‬‬

‫‪Betty will introduce Jack and Bill then.‬‬

‫ﺘﺄﺘﻲ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ ‪ . next.‬ﻋﻨﺩﻤﺎ ﺘﺴﺘﻌﻤل ﻤﺜل ‪ : next‬ﻴﺴﺘﻌﻤل ﻤﺜل ‪)then‬ﺏ(‬

‫‪Later today she’ll write the invitations.‬‬
‫‪Then she’ll plan the games and refreshments.‬‬

‫ﻓﺈﻨﻬـﺎ ﻏﺎﻟﺒ ﹰﺎ ‪ then‬ﻟﻴﺴﺕ ﺤﺭﻑ ﻋﻁﻑ ‪ .‬ﻭﻋﻨﺩﻤﺎ ﻨﺒﺩﺃ ﺍﻟﺠﻤﻠﺔ ﺒـ ‪)then‬ﺠـ( ﻻﺤﻅ ﺒﺄﻥ‬
‫ﻤﺎ ﺘﺴﺘﻌﻤل ﻟﺘﻭﺼل ﺠﻤﻠﺔ ﺴﺎﺒﻘﺔ ﻤﻊ ﺤﺭﻑ ﻋﻁﻑ ‪.‬‬
‫‪They’ll talk for a while and then they’ll play games.‬‬

‫‪6- Auxiliary will‬‬ ‫‪ - ٦‬ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ‪Will‬‬

‫ﻻ ﻴﺄﺘﻲ ﺒﻌﺩ ‪) will‬ﺃﻭ ‪ (s) ( shall‬ﺍﻟﺸﺨﺹ ﺍﻟﺜﺎﻟﺙ ﺍﻟﻤﻔﺭﺩ ﺃﻭ ‪.ing‬‬

‫) ﺁ ( ﻭﺃﺸﻜﺎل ﺍﻻﺨﺘﺼﺎﺭ ﻤﻊ ‪ will‬ﻫﻲ ‪:‬‬

‫‪I’ll, you’ll, he’ll, she’ll, it’ll, we’ll, they’ll.‬‬

‫ﻭﻻ ﺘﺄﺘﻲ ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤﻠﺔ ﺇﺫﺍ ﻜﺎﻨﺕ ﺒﺸﻜل ﻤﺨﺘﺼﺭ ‪.‬‬
‫)ﺏ( ﺍﻻﺨﺘﺼﺎﺭ ﻤﻊ ‪ not‬ﻫﻭ ﻜﺎﻟﺘﺎﻟﻲ ‪:‬‬

‫‪-50-‬‬
 ‫‪Will not = won’t‬‬

‫‪7- you, indefinite‬‬ ‫‪ you - ٧‬ﻏﻴﺭ ﻤﺤﺩﻭﺩ‬

‫ﻴﺸﻴﺭ ﺍﻟﻀﻤﻴﺭ ‪ you‬ﻋﺎﺩﺓ ﺇﻟﻰ ﺸﺨﺹ ﺃﻭ ﺃﺸﺨﺎﺹ ﺘﺘﻜﻠﻡ ﺇﻟﻴﻬﻡ‪ .‬ﻭﺃﺤﻴﺎﻨ ﹰﺎ ﻻ ﻴﺸـﻴﺭ ﺇﻟـﻰ ﺃﻱ‬
‫ﻲ‬
‫ﺸﺨﺹ ﺃﻭ ﺃﺸﺨﺎﺹ ﻤﺤﺩﺩﻴﻥ ‪ ،‬ﻭﻫﻨﺎ ﻴﻌﻨﻲ ﺃﻱ ﺸﺨﺹ ﺃﻭ ﻜل ﺸﺨﺹ ‪ .‬ﻭﻫﺫﺍ ﺘﻌﺒﻴﺭ ﻋـﺎﻤ ّ‬
‫‪ .‬ﻭﺒﺸﻜل ﻋﺎﻡ ﻻ ﻴﺴﺘﻌﻤل ‪ you‬ﺒﻬﺫﺍ ﺍﻟﻤﻌﻨﻰ ﺒﺎﻟﻜﺘﺎﺒﺔ ﻤﺎ ﻋﺩﺍ ﺒﺎﻟﻜﺘﺎﺒﺔ ﺫﺍﺕ ﺍﻟﻁﺎﺒﻊ ﺍﻟﺭﺴـﻤﻲ‬
‫‪.‬‬
‫‪You can’t know everybody.‬‬
‫‪She’s friendly when she knows you.‬‬

‫‪8- Which‬‬ ‫‪ - ٨‬ﺃﻱ‬

‫ﺘﺴﺘﻌﻤل ‪ which‬ﻟﻠﺴﺅﺍل ﻋﻥ ﺸﺨﺹ ﺃﻭ ﺃﻜﺜﺭ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻌﻴﻨﺔ ‪.‬‬

‫?‪Which lab sections are you in‬‬

‫?‪Which table do you work at‬‬
‫ﺃﺤﻴﺎﻨ ﹰﺎ ﺘﺴﺘﻌﻤل ‪ what‬ﻓﻲ ﻤﻜﺎﻥ ‪.which‬‬
‫‪ Which‬ﺃﻜﺜﺭ ﺩﻗﺔ ‪ ،‬ﻟﻜﻥ ‪ what‬ﻤﻘﺒﻭﻟﺔ‪.‬‬

‫‪9- More about place‬‬ ‫‪ - ٩‬ﺍﻟﻤﺯﻴﺩ ﻋﻥ ﻅﺭﻑ ﺍﻟﻤﻜﺎﻥ‬

‫ﻻﺤﻅ ﺍﻟﻘﺎﻋﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻟﺘﺤﺩﻴﺩ ﺍﻟﻤﻜﺎﻥ ﻀﻤﻥ ﻤﻨﻁﻘﺔ ﻤﻌﻴﻨﺔ ‪ ،‬ﺃﻭ ﺒﺎﻟﺭﺠﻭﻉ ﻟﺸﺨﺹ ﻤﺎ‪.‬‬

‫‪-51-‬‬
 ‫‪Rules‬‬ ‫ﻗﺎﻋﺩﺍﺕ‬ ‫‪Examples‬‬ ‫ﺃﻤﺜﻠﺔ‬
‫‪ in‬ﻗﺒل ﺃﻤﺎﻡ ﻭﺨﻠﻑ‬ ‫‪in the front of the room in front of me‬‬
‫‪in the back of the room in back of me‬‬
‫‪ on‬ﻗﺒل ﻴﻤﻴﻥ ﻭﻴﺴﺎﺭ‬ ‫‪on the right‬‬ ‫‪on my right‬‬
‫‪on the left‬‬ ‫‪on my left‬‬

‫‪We drive on the right.‬‬

‫‪We pass on the left.‬‬

‫‪10- Possessive forms of nouns‬‬ ‫‪ - ١٠‬ﺃﺸﻜﺎل ﺍﻟﺘﻤﻠﻙ ﻤﻥ ﺍﻷﺴﻤﺎﺀ‬

‫ﺇﻥ ﺃﺸﻜﺎل ﺍﻟﺘﻤﻠﻙ ﻤﻥ ﺍﻷﺸﻴﺎﺀ ﺍﻟﺘﻲ ﺘﻨﺘﻬﻲ ﺒـ )‪ (s‬ﻭﺍﻟﺘﻲ ﺘﺒﺩﻭ ﻜﺎﻟﺠﻤﻊ ﺇﻨﻤﺎ ﻫﻲ ﺍﻟﻔﺎﺼـﻠﺔ‬
‫ﺍﻟﻌﻠﻴﺎ ‪.S +‬‬
‫)ﺁ( ﻟﻴﺱ ﻟﻜل ﺍﻷﺴﻤﺎﺀ ﺃﺸﻜﺎل ﺍﻟﺘﻤﻠﻙ‪ .‬ﻭﻫﺫﻩ ﺍﻷﺸﻜﺎل ﺘﺸﻴﺭ ﺇﻟـﻰ ﺃﺸـﺨﺎﺹ ‪ ،‬ﻭﺤﻴﻭﺍﻨـﺎﺕ‬
‫ﻭﺃﻤﺎﻜﻥ ﻭﺃﻭﻗﺎﺕ ﺃﻭ ﻨﻘﻭﺩ ﻋﻨﺩﻤﺎ ﺘﺘﺒﻌﻬﻡ ﻜﻠﻤﺔ ‪. worth‬‬
‫‪George’s parents College Town’s mayor a dollar’s worth of‬‬
‫‪gasoline his dog’s name yesterday’s newspaper 10 dollars’ worth‬‬
‫‪groceries.‬‬
‫ﻭﻻ ﻨﺴﺘﻌﻤل )‪ (’s‬ﻤﻊ ﻜﻠﻤﺎﺕ ﻤﺜل ‪ ،‬ﻜﺭﺴﻲ ﻭﻁﺎﻭﻟﺔ ‪ .‬ﻭﻟﻜﻥ ﻨﻘﻭل ‪:‬‬
‫‪The legs of the chair and the top of the table.‬‬

‫)ﺏ( ﺩﺍﺌﻤ ﹰﺎ ﻻ ﺘﻌﺒﺭ ﺃﺸﻜﺎل ﺍﻟﺘﻤﻠﻙ ﻋﻥ ﺍﻟﺘﻤﻠﻙ ‪ .‬ﺇﻨﻬﺎ ﺘﻌﺒﺭ ﻋﻥ ﺃﻨﻭﺍﻉ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻟﻌﻼﻗـﺎﺕ‬
‫ﺒﻴﻥ ﺸﻜل ﺍﻟﺘﻤﻠﻙ ﻭﺍﻻﺴﻡ ﺍﻟﺫﻱ ﻴﺘﺒﻌﻪ‪.‬‬

‫‪-52-‬‬
 ‫‪11- Adjective phrases‬‬ ‫‪ - ١١‬ﻋﺒﺎﺭﺍﺕ ﺍﻟﺼﻔﺔ‬

‫ﻫﻲ ﻋﺒﺎﺭﺍﺕ ﺘﻘﻴﺩ ﺍﻷﺴﻤﺎﺀ ﺍﻟﻤﻌﺭﻭﻓﺔ ‪.‬‬

‫)ﺁ( ﺍﻟﺸﻜل )‪ : (form‬ﺘﺘﺄﻟﻑ ﻤﻥ ﺤﺭﻑ ﺠﺭ ﻭﺍﺴﻡ ﻤﻊ ﺃﻭ ﺒﺩﻭﻥ ﻤﻘﻴﺩ ‪.‬‬
‫)ﺏ( ﺘﺭﺘﻴﺏ )‪ : (order‬ﺒﻌﻜﺱ ﺼﻔﺎﺕ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﻔﺭﺩﺓ ‪ ،‬ﺘﺘﺒﻊ ﺍﻟﻌﺒـﺎﺭﺍﺕ ﺍﻟﻜﻠﻤـﺎﺕ ﺍﻟﺘـﻲ‬
‫ﺘﻘﻴﺩﻫﺎ ‪.‬‬
‫‪A tall girl with red hair.‬‬

‫‪-53-‬‬
 Lesson VII:
Simple Past: Regular and irregular
while, when, ago

‫ﺍﻟﺩﺭﺱ ﺍﻟﺴﺎﺒﻊ‬
. ‫ ﺍﻟﻔﻌل ﺍﻟﻨﻅﺎﻤﻲ ﻭﺍﻟﻔﻌل ﺍﻟﺸﺎﺫ‬:‫ﺍﻟﻤﺎﻀﻲ ﺍﻟﺒﺴﻴﻁ‬
. ‫ ﻤﻨﺫ‬،‫ ﻋﻨﺩﻤﺎ‬،‫ﺒﻴﻨﻤﺎ‬

Bill introduced Jack and Jane at Mrs. Allen’s party last Sunday.
They talked about their studies and about their hobbies. They sang folk
songs while Mrs. Allen played the piano. They played records and danced
in the large room in Mrs. Allen’s basement. They ate ice cream and drank
cokes and had a good time. When the party was over, Jack took Jane
home.
George came to this country a year ago. He didn’t know much
English then but he worked hard and studied every day and now he speaks
well and understands everything. He was going to major in history but he
changed his mind. He’s in sociology now.
The foreign students of this university went on a bus trip to the
countryside last spring. They visited several campuses on the way. They
stopped in Kentucky and saw the famous racetrack there. They observed
experimental forms in the Tennessee Valley and they listened to lectures
about farming and soil conservation. They stayed overnight with American
families.

1- Simple past ‫ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺒﺴﻴﻁ‬- ١

.‫ﻴﻌﺒﺭ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺒﺴﻴﻁ ﻋﻥ ﺤﺩﺙ ﺘﻡ ﺴﺎﺒﻘ ﹰﺎ ﻓﻲ ﺍﻟﻤﺎﻀﻲ‬

-54-
 ‫‪2- Regular past tense forms‬‬ ‫‪ - ٢‬ﺸﻜل ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺒﺴﻴﻁ ﺍﻟﻨﻅﺎﻤﻲ‬

‫ﺇﻥ ﺍﻟﺸﻜل ﺍﻟﻨﻅﺎﻤﻲ ﺍﻟﺒﺴﻴﻁ ﻴﺘﻜﻭﻥ ﺒﺈﻀﺎﻓﺔ ‪ ed‬ﺇﻟﻰ ﻨﻬﺎﻴﺔ ﺍﻟﻔﻌل ﻜﺎﻟﺘﺎﻟﻲ ‪:‬‬
‫‪Examples‬‬ ‫ﺃﻤﺜﻠﺔ‬ ‫‪Rules‬‬ ‫ﺍﻟﻘﺎﻋﺩﺓ‬
‫‪change‬‬ ‫‪changed‬‬ ‫)ﺃ( ﻋﻨﺩﻤﺎ ﻴﻨﺘﻬﻲ ﺍﻟﻔﻌل ﺒـ ‪ e‬ﻨﻀﻴﻑ ‪ d‬ﻓﻘﻁ ‪.‬‬
‫‪dance‬‬ ‫‪danced‬‬
‫‪plan‬‬ ‫‪planned‬‬ ‫)ﺏ( ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻔﻌل ﻤﻥ ﻤﻘﻁـﻊ ﻭﺍﺤـﺩ ﻭﻴﻨﺘﻬـﻲ‬
‫‪shop‬‬ ‫‪shopped‬‬
‫‪stop‬‬ ‫‪stopped‬‬ ‫ﺒﺤﺭﻑ ﺴﺎﻜﻥ ﻤﺎ ﻋﺩﺍ ﺍﻟﺤﺭﻭﻑ )‪ (c, w, x, y‬ﻭﻴﺴـﺒﻘﻪ‬
‫ﺤﺭﻑ ﺼﻭﺘﻲ‪ .‬ﻓﻔﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟـﺔ ﻴﻀـﺎﻋﻑ ﺍﻟﺤـﺭﻑ‬
‫ﺍﻟﺴﺎﻜﻥ ﻗﺒل ﺇﻀﺎﻓﺔ ‪.ed‬‬
‫‪picnic‬‬ ‫‪picnicked‬‬
‫‪panic‬‬ ‫‪panicked‬‬ ‫ﺇﺫﺍ ﺍﻨﺘﻬﺕ ﺍﻷﻓﻌﺎل ﺏ )‪ (c‬ﻨﻀﻴﻑ ‪ k‬ﻭﻤﻥ ﺜﻡ ‪.ed‬‬
‫‪omit‬‬ ‫‪omitted‬‬ ‫)ﺠـ( ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻔﻌل ﻤﻥ ﻤﻘﻁﻌﻴﻥ ﺃﻭ ﺃﻜﺜﺭ ﻭﻴﻨﺘﻬﻲ‬
‫‪occur‬‬ ‫‪occurred‬‬
‫ﺒﺤﺭﻑ ﺴﺎﻜﻥ ﻭﻗﺒﻠﻪ ﺤﺭﻑ ﺼﻭﺘﻲ ﻨﻀـﺎﻋﻑ ﺍﻟﺤـﺭﻑ‬
‫ﺍﻟﺴﺎﻜﻥ ﺍﻷﺨﻴﺭ ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻤﻘﻁﻊ ﺍﻷﺨﻴﺭ ﻤﺸﺩﺩﹰﺍ‪.‬‬
‫‪ -‬ﻭﻻ ﻴﻀﺎﻋﻑ ﺍﻟﺤﺭﻑ ﺍﻷﺨﻴﺭ ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻤﻘﻁﻊ ﺍﻷﺨﻴﺭ‬
‫‪visit‬‬ ‫‪visited‬‬
‫‪listen‬‬ ‫‪listened‬‬ ‫ﻏﻴﺭ ﻤﺸﺩ ّﺩ‪.‬‬
‫‪look‬‬ ‫‪looked‬‬ ‫) ﻫـ( ﺒﺎﻗﻲ ﺍﻷﻓﻌﺎل ﺍﻟﻨﻅﺎﻤﻴﺔ ﺍﻷﺨﺭﻯ ﻴﻀﺎﻑ ﻓﻘـﻁ ‪ed‬‬
‫‪talk‬‬ ‫‪talked‬‬
‫‪stay‬‬ ‫‪stayed‬‬ ‫ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﻔﻌل ‪.‬‬

‫‪3- Irregular past tense forms‬‬ ‫‪ - ٣‬ﺃﺸﻜﺎل ﺍﻟﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺒﺴﻴﻁ‬

‫ﻼ ﺸﺎﺫﹰﺍ ﻭﺘﺴﺘﻌﻤل ﻜﺜﻴـﺭﹰﺍ‬

‫‪ -‬ﻴﺠﺏ ﺤﻔﻅ ﺃﺸﻜﺎل ﺍﻟﻤﺎﻀﻲ ﺍﻟﺸﺎﺫﺓ ﻏﻴﺒ ﹰﺎ‪ .‬ﻴﻭﺠﺩ ﺤﻭﺍﻟﻲ ‪ ١٥٠‬ﻓﻌ ﹰ‬
‫ﻼ‬
‫ﺒﺎﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ‪ .‬ﻓﻲ ﺍﻟﻘﺎﺌﻤﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺍﻷﻓﻌﺎل ﺍﻟﻤﻌﻠﻤﺔ ﺒﺈﺸﺎﺭﺓ )*( ﻴﻜﻭﻥ ﺍﺴﺘﻌﻤﺎﻟﻬﺎ ﻗﻠـﻴ ﹰ‬
‫ﺘﺴﺘﻌﻤل ﻓﻘﻁ ﻤﻥ ﺃﺠل ﺍﻹﻗﺭﺍﺭﺍﺕ ‪ .‬ﺒﻴﻨﻤﺎ ﺍﻷﻓﻌﺎل ﺍﻟﺒﺎﻗﻴﺔ ﺘﺴﺘﻌﻤل ﻴﻭﻤﻴ ﹰﺎ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻌـﺎﺩﻱ‬
‫‪.‬‬

‫‪-55-‬‬
‫ﺘﺨﺘﻠﻑ ﺃﻓﻌﺎل ﺸﺎﺫﺓ ﻋﺩﻴﺩﺓ ﺒﺘﻐﻴﻴﺭ ﺤﺭﻑ ﺼﻭﺘﻲ ﻓﻲ ﺩﺍﺨل ﺍﻟﻔﻌل ﻭﺒﻌﻀﻬﺎ ﻴﺨﺘﻠـﻑ ﺒـﺎﻟﺤﺭﻑ‬
‫ﺍﻟﺴﺎﻜﻥ ﺍﻷﺨﻴﺭ ‪ .‬ﻭﻗﺩ ﻭﻀﻌﺕ ﻫﺫﻩ ﺍﻷﻓﻌﺎل ﻓﻲ ﻗﻭﺍﺌﻡ ﻟﻴﺴﻬل ﺤﻔﻅﻬﺎ‪.‬‬
‫) ﺁ ( ﺃﻓﻌﺎل ﻟﻴﺱ ﻟﻬﺎ ﺸﻜل ﻤﺎﺽ ﺨﺎﺹ ‪ .‬ﻴﺴﺘﻌﻤل ﺍﻟﺸﻜل ﻓﻲ ﺍﻟﺤﺎﻀﺭ ﻭﻓﻲ ﺍﻟﻤﺎﻀﻲ ﻋﻠﻰ‬
‫ﺍﻟﺴﻭﺍﺀ ‪.‬‬
‫‪bet‬‬ ‫‪cost‬‬ ‫‪let‬‬ ‫‪set‬‬ ‫‪spread‬‬
‫*‬
‫‪bid‬‬ ‫‪cut‬‬ ‫‪put‬‬ ‫‪shed‬‬ ‫‪thrust‬‬
‫*‬ ‫*‬
‫‪burst‬‬ ‫‪hit‬‬ ‫‪quit‬‬ ‫‪slit‬‬ ‫‪wed‬‬
‫*‬ ‫*‬
‫‪cast‬‬ ‫‪hurt‬‬ ‫‪rid‬‬ ‫‪split‬‬ ‫‪wet‬‬

‫)ﺏ( ﻴﺘﻐﻴﺭ ﻓﻘﻁ ﺍﻟﺤﺭﻑ ﺍﻟﺴﺎﻜﻥ ﺍﻷﺨﻴﺭ ‪ .‬ﻴﻨﺘﻬﻲ ﺍﻟﻔﻌل ﺍﻟﻤﺎﻀﻲ ﺒـ ‪.t‬‬
‫‪Simple‬‬ ‫‪Past‬‬ ‫‪Simple‬‬ ‫‪Past‬‬
‫‪bend‬‬ ‫‪bent‬‬ ‫‪* rend‬‬ ‫‪rent‬‬
‫‪build‬‬ ‫‪built‬‬ ‫‪send‬‬ ‫‪sent‬‬
‫‪*dwell‬‬ ‫‪dwelt‬‬ ‫‪spend‬‬ ‫‪spent‬‬
‫‪lend‬‬ ‫‪lent‬‬

‫‪ - ٤‬ﺃﻓﻌﺎل ﻤﻊ ﺃﺸﻜﺎل ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل‬

‫‪4- Verbs with s pecial past participle forms‬‬

‫ﺴﻨﺘﻜﻠﻡ ﻓﻴﻤﺎ ﺒﻌﺩ ﻋﻥ ﺠﻤل ﺘﺴﺘﻌﻤل ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل‬

‫‪.‬ﻨﻭﺭﺩ ﻫﻨﺎ ﻗﺎﺌﻤﺔ ﺃﺸﻜﺎل ﺍﻟﻔﻌل ﺍﻟﻤﺎﻀﻲ ﻭﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل ﺍﻟﻤﺘﻤﺎﺜﻠﺔ ‪:‬‬
‫)ﺁ( ﺘﺒﺩل ﺤﺭﻑ ﺼﻭﺘﻲ ﻨﻅﺎﻤﻲ ] ‪ [ I‬ﺇﻟﻰ ] ‪ [ æ‬ﺇﻟﻰ ] ‪:(u, a, i) [ Λ‬‬

‫‪Simple‬‬ ‫‪Past‬‬ ‫‪Participle‬‬

‫‪begin‬‬ ‫‪began‬‬ ‫‪begun‬‬
‫‪drink‬‬ ‫‪drank‬‬ ‫‪drunk‬‬
‫‪swim‬‬ ‫‪swam‬‬ ‫‪swum‬‬
‫‪ring‬‬ ‫‪rang‬‬ ‫‪rung‬‬
‫‪shrink‬‬ ‫‪shrank‬‬ ‫‪shrunk‬‬
‫‪sing‬‬ ‫‪sang‬‬ ‫‪sung‬‬

‫‪-56-‬‬
sink sank sunk
spring sprang sprung
stink stank stunk

:‫ﺍﻟﻔﻌﻼﻥ ﺍﻟﺸﺎﺫﺍﻥ ﻟﻬﺫﺍ ﺍﻟﺘﻤﺎﺜل ﻫﻤﺎ‬

Simple Past Participle
come came come
run ran run

5- Patterns for past events ‫ ﻨﻤﺎﺫﺝ ﻷﺤﺩﺍﺙ ﺍﻟﻤﺎﻀﻲ‬- ٥

، ‫ ﺘﻜﻭﻥ ﺍﻟﻨﻤﺎﺫﺝ ﻨﻔﺴﻬﺎ ﻜﻤﺎ ﻓﻲ ﺯﻤﻥ ﺍﻟﺤﺎﻀـﺭ‬، ‫ ﻜﻔﻌل ﺃﺴﺎﺴﻲ‬be ‫) ﺁ ( ﻤﻊ ﻓﻌل ﺍﻟﻜﻭﻥ‬
.be ‫ ﻻ ﻴﺴﺎﻋﺩ ﻓﻌل ﻤﺴﺎﻋﺩ ﺁﺨﺭ ﻤﻊ‬.‫ﻭﻟﻜﻥ ﺒﺼﻴﻐﺔ ﺍﻟﻤﺎﻀﻲ‬

Question Verb Subject Verb Be Complement

Phrase Be Name/QW (not) Noun phrase Place phrase
George was the best student in Mr. Allen’s class.
Was George the best student in Mr. Allen’s class?
Who was the best student in Mr. Allen’s class?
In whose class was George the best student?
In which class was George the best student?
He wasn’t a good student in economics.

‫ ﻓﻲ ﺍﻟﺠﻤل ﺍﻟﻤﺅﻜﺩﺓ‬. ‫ ﺘﺭﺘﻴﺏ ﺍﻟﻜﻠﻤﺎﺕ ﻨﻔﺴﻪ ﻜﻤﺎ ﻓﻲ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺒﺴﻴﻁ‬، ‫)ﺏ( ﻤﻊ ﻜل ﺍﻷﻓﻌﺎل‬
‫ ﺃﻤﺎ ﻓﻲ ﺠﻤل ﺍﻟﻨﻔﻲ ﻭﺍﻟﺴـﺅﺍل ﻓﻴﻜـﻭﻥ ﺍﻟﻔﻌـل‬. ‫ﻴﻜﻭﻥ ﺍﻟﻔﻌل ﺒﺼﻴﻐﺔ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺒﺴﻴﻁ‬
. ‫ﺍﻟﻤﺴﺎﻋﺩ ﻭﻴﻜﻭﻥ ﺍﻟﻔﻌل ﺍﻟﻌﺎﺩﻱ ﻓﻲ ﺼﻴﻐﺔ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺒﺴﻴﻁ‬

QW Aux Do Subject Verb Comple ment

Past Aux Main Obj. Place Time
do

-57-
 George came here a year ago.
He didn’t know much English then.
Did he study everyday?
What did he study?
Who helped George?

6- Ago (‫ ﻤﻨﺫ )ﻓﻲ ﺍﻟﻤﺎﻀﻲ‬- ٦

‫ ِﺒﻌَـ ﱟﺩ‬، ‫ ﻴﺸﻴﺭ ﺇﻟﻰ ﻓﺘﺭﺓ ﻤﺤـﺩﺩﺓ ﻓـﻲ ﺍﻟﻤﺎﻀـﻲ‬. ‫ ﻤﻊ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺒﺴﻴﻁ ﻓﻘﻁ‬ago ‫ﻴﺴﺘﻌﻤل‬
‫ ﻫـﻲ‬ago . ‫ ﻴﺄﺘﻲ ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ﺒﺩ ﹰﻻ ﻤﻥ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ‬.‫ﻲّ ﺇﻟﻰ ﺍﻟﺤﺎﻀﺭ‬
ً ‫ﺘﺭﺍﺠُﻌ‬
.before ‫ ﻻ ﺘﺴﺘﻌﻤل‬. ‫ﺍﻟﻜﻠﻤﺔ ﺍﻟﻭﺤﻴﺩﺓ ﺍﻟﺘﻲ ﺘﺴﺘﻌﻤل ﺒﻬﺫﺍ ﺍﻟﺸﻜل‬
Example: George came to this country a year ago.
Miss Liu moved to College Town three months ago.

7- Time clauses ‫ ﺃﺸﺒﺎﻩ ﺠﻤﻠﺔ ﺍﻟﺯﻤﻥ‬- ٧

: ‫ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﻘﺩﻡ ﺠﻤل ﺍﻟﺯﻤﻥ ﺒﺼﻴﻐﺔ ﺍﻟﻤﺎﻀﻲ ﺒـ‬

. before (‫ )ﻤﻥ ﻗﺒل‬، after (‫)ﺒﻌﺩ‬، while (‫ )ﺒﻴﻨﻤﺎ‬، when (‫)ﻋﻨﺩﻤﺎ‬
.‫ ﻋﻥ ﻋﻼﻗﺔ ﻤﺘﺘﺎﻟﻴﺔ ﺒﺴﻴﻁﺔ‬before / after ‫)ﺁ( ﺘﻌﺒﺭ‬

Subject Verb Complement

Obje Time clauses
ct CM S V P
George didn’t know English before he came here.
He learned it after he arrived.

-58-
 ‫ﺍﻟﺩﺭﺱ ﺍﻟﺜﺎﻤﻥ‬
‫ﺍﻋﺘﺎﺩ ﻋﻠﻰ ‪ used to‬ﻭ ﻴﺘﻭﺠﺏ ﻋﻠﻰ ‪ have to‬ﺍﻟﺤﺸﻭ ﺍﻟﻀﻤﻴﺭ‪ it‬ﻭ ﺍﻷﺴﻤﺎﺀ‬
‫ﺍﻟﺘﻲ ﺘﺤﺩﺩ ﺍﻷﺴﻤﺎﺀ‬

‫ﻴﻭﺠﺩ ﻨﺹ ﻓﻲ ﺍﻟﻜﺘﺎﺏ ﺼﻔﺤﺔ ‪١٢٧‬‬

‫ﺍﻋﺘﺎﺩ ﻋﻠﻰ ‪ +‬ﻓﻌل ﺒﺴﻴﻁ ‪: Used to + Simple Verb:‬‬

‫ﻴﻌﺒﺭ ‪ used to‬ﻋﻥ ﻋﺎﺩﺓ ﺍﻭ ﻋﻤل ﻤﺘﻜﺭﺭ ﻓﻲ ﺍﻟﻤﺎﻀﻲ ﻴﺘﺸﻜل ﺍﻟﺴﺅﺍل ﻭ ﺍﻟﻨﻔﻲ ﻤﻊ ‪used‬‬
‫‪to‬‬

‫ﻤﻊ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ‪ do‬ﻜﻤﺎ ﻓﻲ ﺼﻴﻐﺔ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺒﺴﻴﻁ ‪.‬‬

‫ﻨﻤﺎﺫﺝ ﻟﻌﺎﺩﺓ ﻓﻲ ﺍﻟﻤﺎﻀﻲ‪:‬‬

‫ﻟﻡ ﻴﻌﺩ ﻤﻭﺠﻭﺩﹰﺍ ﺒﻌﺩ ﺍﻵﻥ ‪:Any More‬‬

‫‪-59-‬‬
 ‫ﻴﺴﺘﻌﻤل ﻫﺫﺍ ﺍﻟﺘﻌﺒﻴﺭ ‪ any more‬ﻓﻲ ﺍﻟﺠﻤل ﺍﻟﻤﻨﻔﻴﺔ ﻭ ﺍﻟﺴﺅﺍل ﻭ ﻴﺸﻴﺭ ﺇﻟﻰ ﺤﺎﻟﺔ ﺃﻭ‬
‫ﻤﻭﻗﻑ‬

‫ﻜﺎﻨﺕ ﻤﻭﺠﻭﺩﺓ ﺴﺎﺒﻘ ﹰﺎ ﻭ ﺍﻵﻥ ﻟﻡ ﺘﻌﺩ ﻤﻭﺠﻭﺩﺓ ‪ .‬ﻏﺎﻟﺒﺎ ﻤﺎ ﺘﺴﺘﻌﻤل ﻤﻊ ﺠﻤل ﻓﻴﻬﺎ ‪to used‬‬

‫ﻟﺘﻅﻬﺭ ﺘﻌﺎﻜﺴ ﹰﺎ ﻤﻊ ﺍﻟﻤﺎﻀﻲ ‪.‬‬

‫ﻴﺘﻭﺠﺏ ﻋﻠﻰ ‪ +‬ﺍﻟﺸﻜل ﺍﻟﺒﺴﻴﻁ ‪:‬‬

‫ﻴﺴﺘﻌﻤل ‪ + have to‬ﺍﻟﻔﻌل ﺍﻟﺒﺴﻴﻁ ﻟﻴﻌﺒﺭ ﻋﻥ ﺍﻟﻀﺭﻭﺭﺓ ‪ .‬ﻴﺘﺸﻜل ﺍﻟﺴﺅﺍل ﻭ ﺍﻟﻨﻔﻲ ﻤﻌﺎ‬

‫ﺒﺎﺴﺘﻌﻤﺎل ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ‪ .do‬ﻭ ﻋﻨﺩﻤﺎ ﻨﺴﺘﻌﻤل ‪ have‬ﺒﻬﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﻓﺈﻨﻬﺎ ﻻ ﺘﺘﺤﺩ‬
‫ﺇﻁﻼﻗ ﹰﺎ‬

‫ﻤﻊ ﺍﻴﺔ ﻜﻠﻤﺔ ﺃﺨﺭﻯ ﺒﺸﻜل ﻤﺨﺘﺼﺭ ‪.‬‬

‫ﻨﻤﺎﺫﺝ ﻤﻊ ‪:Have to‬‬

‫)ﺁ( ﺟﻤﻞ ﺗﻮآﻴﺪﻱﺔ ) إﻱﺠﺎﺑﻴﺔ(‪:‬‬

‫‪-60-‬‬
 ‫‪:IT‬‬

‫ﻟﻴﺴﺕ ‪ it‬ﺩﺍﺌﻤﺎ ﻀﻤﻴﺭﹰﺍ ﺸﺨﺼﻴﺎ ‪ .‬ﺘﻜﻭﻥ ﺃﺤﻴﺎﻨﺎ ﻤﺤﺸﻭﺓ ‪ .‬ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﻻ ﺘﺸﻴﺭ ‪ it‬ﻷﻱ ﺸﻲﺀ‬

‫ﺇﻁﻼﻗ ﹰﺎ ‪ .‬ﺇﻨﻬﺎ ﻓﻘﻁ ﺘﻤﻸ ﻤﻜﺎﻨﺎ ﻓﻲ ﻨﻤﻭﺫﺝ ﺍﻟﺠﻤﻠﺔ ‪.‬‬

‫)ﺃ( ‪ it‬ﺍﻟﻼﺸﺨﺼﻴﺔ ‪ .impersonal‬ﺘﺴﺘﻌﻤل ﻓﻲ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺯﻤﻥ ﻭ ﺍﻟﻁﻘﺱ ﻭ ﺍﻟﻤﺴﺎﻓﺔ ﻭ‬

‫ﺍﻟﺘﻌﺭﻴﻑ ‪ .‬ﻻﺤﻅ ﺍﻻﺴﺘﻌﻤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻟـ ‪ . it‬ﺍﺤﻔﻅ ﻫﺫﻩ ﺍﻷﻤﺜﻠﺔ ‪:‬‬

‫‪TIME‬‬

‫‪Is it too late ? No, it's early.‬‬

‫‪What time is it ? It's two o'clock .‬‬

‫‪What day is it ? It's Wednesday.‬‬

‫‪-61-‬‬
‫‪WEATHER‬‬

‫‪What's it like out ? It's pretty cold.‬‬

‫‪Is it raining ? No, but it looks like rain.‬‬

‫ﺠﺩﹰﺍ ‪/‬ﺠﺩﹰﺍ‪/‬ﻜﺎﻑ ‪:Very / Too / Enough‬‬

‫)ﺁ( ‪ very‬ﻤﺸﺩﺩﺓ ‪ .‬ﺘﻘﻭﻱ ﻤﻌﻨﻰ ﺍﻟﻜﻠﻤﺔ ﺍﻟﺘﻲ ﺘﻠﻴﻬﺎ ﻤﺒﺎﺸﺭﺓ ‪ .‬ﺘﺴﺒﻕ ﺍﻟﺼﻔﺔ ﻭ ﻜﻠﻤﺎﺕ‬
‫ﺍﺨﺭﻯ‬

‫ﻭ ﺘﺸﻴﺭ ﻟﻠﻭﻗﺕ ﻭ ﺍﻟﺘﺘﺎﺒﻊ ﻭﺍﻟﻜﻤﻴﺔ ﻭ ﺍﻟﻤﺴﺎﻓﺔ ﻭ ﺍﻷﺴﻠﻭﺏ ﻭ ﺍﻟﺤﺎﻟﺔ ‪.‬‬

‫‪George was very little.‬‬

‫)ﺏ( ‪ too‬ﻻ ﺘﻜﻭﻥ ﻤﺸﺩﺩﺓ ‪ .‬ﻟﻬﺎ ﻤﻌﻨﻰ ﺃﻜﺜﺭ ﺘﺤﺩﻴﺩﹰﺍ ﻤﻥ ‪ . very‬ﺘﺴﺘﻌﻤل ‪ too‬ﻤﻊ ﻋﻤل ﻤﺎ‬
‫ﻼ ﺤﻴﺙ ﺇﻥ ﻨﺘﻴﺠﺔ ﺍﻟﺤﺎﻟﺔ ﺘﺼﻑ ﺍﻟﻜﻠﻤﺔ‬
‫ﺇﻤﺎ ﻤﻌﺒﺭﹰﺍ ﻋﻨﻪ ﺒﻤﺼﺩﺭ ﺍﻭ ﻀﻤﻨﻴ ﹰﺎ ‪ ،‬ﻭ ﻴﻜﻭﻥ ﻤﺴﺘﺤﻴ ﹰ‬
‫ﺍﻟﺘﻲ ﺘﻠﻲ ‪.too‬‬

‫ﻻ ﻴﻌﺒﺭ ﺍﻟﻤﻭﺍﻁﻥ ﺍﻹﻨﻜﻠﻴﺯﻱ ﻋﻤﺎ ﻫﻭ ﻤﺴﺘﺤﻴل ﻟﻜﻥ ﺇﺴﺘﻌﻤﺎل ‪ too‬ﺘﺘﻀﻤﻥ ﻤﻌﻨﻰ ﺍﻻﺴﺘﺤﺎﻟﺔ‬

‫ﺍﻟﻤﺼﺩﺭ ﺍﻟﻤﺤﺩﺩ‪:Infinitive Which limit :‬‬

‫ﺇﻥ ‪ +to‬ﺍﻟﻔﻌل ﺘﺴﻤﻰ ﺒﺎﻟﻤﺼﺩﺭ ‪ .infinitive‬ﺘﺴﺘﻌﻤل ﺍﻟﻤﺼﺎﺩﺭ ﺒﻁﺭﻕ ﻤﺨﺘﻠﻔﺔ ‪ .‬ﻜﻤﺎ ﻓﻲ‬
‫ﺍﻷﻤﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬

‫‪-62-‬‬
 ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺤﺩﺩﺓ‪:For Phrases which limit :‬‬

‫ﺘﺤﺩﺩ ﺍﻟﺼﻔﺎﺕ ﻭ ﺍﻟﻅﺭﻭﻑ ﺒـ ‪.phrases for‬‬

‫)ﻷﻱ ﺸﺨﺹ ﺁﺨﺭ ﻭ ﻟﻴﺱ( ‪This lesson is hard for me‬‬

‫ﻋﻨﺩﻤﺎ ﻜل ﻤﻥ ﺍﻟﻤﺼﺩﺭ ﻭ ﻋﺒﺎﺭﺓ ‪ for‬ﺘﺤﺩﺩ ﻤﻌﻨﻰ ﺍﻟﻜﻠﻤﺔ ‪ ،‬ﻓﺈﻥ ‪ for-phrase‬ﺩﺍﺌﻤ ﹰﺎ ﺘﺴﺒﻕ‬

‫ﺍﻟﻤﺼﺩﺭ ‪.‬‬

‫ﺍﻟﻤﺼﺎﺤﺒﺔ‪: Accompaniment :‬‬

‫ﺇﻥ ﻋﺒﺎﺭﺍﺕ ﺤﺭﻑ ﺍﻟﺠﺭ ﺍﻟﻤﺒﺘﺩﺌﺔ ﺒــ‪ with‬ﺘﺸﻴﺭ ﻏﺎﻟﺒ ﹰﺎ ﺇﻟﻰ ﺍﻟﻤﺼﺎﺤﺒﺔ ‪ .‬ﻭ ﻴﻜﻭﻥ ﻤﻜﺎﻨﻬﺎ‬
‫ﺒﻌﺩ ﺍﻟﻔﻌل ﺍﻟﻤﺘﻌﺩﻱ ﻭ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺃﻭ ﻋﺒﺎﺭﺓ ﺍﻟﻤﻜﺎﻥ‬

‫ﺃﺴﻤﺎﺀ ﺘﻌﺭﻑ ﺃﺴﻤﺎﺀ ‪:Nouns Modify Nouns‬‬

‫)ﺁ( ﻋﻨﺩﻤﺎ ﻴﺄﺘﻲ ﺍﺴﻤﺎﻥ ﻤﻌﺭﻭﻓﺎﻥ ﻋﻠﻰ ﺍﻟﺘﺘﺎﺒﻊ ‪ ،‬ﻴﺤﺩﺩ ﺍﻻﺴﻡ ﺍﻷﻭل ﺍﻻﺴﻡ ﺍﻟﺜﺎﻨﻲ ‪ .‬ﺍﻻﺴﻡ‬
‫ﺍﻟﺫﻱ ﻴﺤﺩﺩﻩ ﻋﺎﺩﺓ ﻴﻜﻭﻥ ﺒﺎﻟﺸﻜل ﺍﻟﺒﺴﻴﻁ ‪ ،‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﺍﻻﺴﻡ ﺍﻟﻤﻌﺭﻑ ﺠﻤﻊ‪.‬‬

‫)ﺏ( ﺃﺴﻤﺎﺀ ﺍﻟﻌﻠﻡ ﺍﻟﺘﻲ ﻟﻬﺎ ﺸﻜل ﺍﻟﺠﻤﻊ ﺘﺴﺘﻌﻤل ﻟﺘﺤﺩﻴﺩ ﺍﻟﻤﻜﺎﻥ‪.‬‬

‫ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ‪:Duration‬‬

‫ﻴﻌﺒﺭ ﻋﻥ ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ﺒﻁﺭﻕ ﻋﺩﻴﺩﺓ ‪ .‬ﺤﺭﻓﺎ ﺍﻟﺠﺭ ﺍﻟﻤﺴﺘﻌﻤﻼﻥ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ ﻫﻤﺎ‬

‫‪-63-‬‬
 . for ‫ ﻭ‬until

.a ‫ ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﺘﺒﻌﻬﺎ ﺭﻗﻡ ﺃﺼﻠﻲ ﺍﻭ‬. ‫ ﺘﻘﺩﻡ ﻋﺒﺎﺭﺓ‬for (‫)ﺁ‬

for two or three hours for a little while

for six days for a long time

-64-
 ‫اﻟﺪرس اﻟﺘﺎﺳﻊ‬

‫اﻟﻤﺎﺿﻲ اﻟﻤﺴﺘﻤﺮ ‪ ،‬ﻧﻤﺎذج اﻟﺠﻤﻠﺔ اﻟﻤﺮآﺒﺔ ‪ ،‬أﺷﺒﺎﻩ ﺟﻤﻠﺔ اﻟﺼﻔﺔ‬

‫‪Lesson 9‬‬

‫‪Continuous Past-Compound sentences patterns‬‬

‫‪Adjective clause‬‬

‫ﺍﻟﻔﻌل ﺍﻟﻤﺎﻀﻲ ﺍﻟﻤﺴﺘﻤﺭ‪:‬‬

‫ﻴﻌﺒﺭ ﻋﻥ ﺍﻟﻌﻤل ﺍﻟﻤﺎﻀﻲ ﺍﻟﻤﺴﺘﻤﺭ ﺒﻌﺒﺎﺭﺓ ﺍﻟﻔﻌل ﺍﻟﻤﻜﻭﻨﺔ ﻤﻥ ﺍﻟﺸﻜل ﺍﻟﻤﺎﻀﻲ ﻟﻠﻔﻌل ‪- was‬‬

‫‪ +we re , be‬ﺍﻟﻔﻌل ﺍﻟﻤﻨﺘﻬﻲ ﺒـ ‪ ing‬ﻟﻠﺯﻤﻥ ﺍﻟﻨﺎﺘﺞ ﺃﺴﻤﺎﺀ ﻋﺩﻴﺩﺓ ﺴﻨﺩﻋﻭﻫﺎ ﺒﺎﻟﻤﺎﻀﻲ‬

‫ﺍﻟﻤﺴﺘﻤﺭ‪.‬‬

‫ﺘﻌﺎﺒﻴﺭ ﺍﻟﺯﻤﻥ ﺍﻷﺴﺎﺴﻴﺔ‪:Essential Time expressions :‬‬

‫ﻋﻠﻰ ﺍﻟﺠﻤل ﺍﻟﺘﻲ ﺘﺤﻭﻱ ﻤﺎﻀﻴﺎ ﻤﺴﺘﻤﺭﺍ ﺘﺘﻀﻤﻥ ﺘﻌﺎﺒﻴﺭ ﺯﻤﻨﻴﺔ ﻤﺤﺩﺩﺓ ‪ ،‬ﻤﺎ ﻟﻡ ﻴﻌﺒﺭ ﻋﻥ‬

‫ﺍﻟﺯﻤﻥ ﺒﺠﻤﻠﺔ ﺴﺎﺒﻘﺔ ‪ .‬ﻴﻜﻭﻥ ﺇﻤﺎ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ ﺍﻭ ﻓﻲ ﻨﻬﺎﻴﺘﻬﺎ ‪.‬‬

‫ﺒﻴﻨﻤﺎ ﻭ ﻤﺭﺓ ﺃﺨﺭﻯ ‪:While and Again‬‬

‫‪-65-‬‬
 ‫ﺘﺫﻜﺭ ﺒﺄﻥ ‪ while‬ﺘﻘﺘﺭﺡ ﻓﺘﺭﺓ ﻤﻥ ﺍﻟﺯﻤﻥ ﺒﻴﻨﻤﺎ ‪ whe n‬ﺘﺴﺘﻌﻤل ﻋﺎﺩﺓ ﻓﻲ ﻋﻼﻗﺎﺘﻬﺎ ﻤﻊ‬
‫ﻨﺸﺎﻁ ﺩﻗﻴﻕ ﻓﻲ ﺍﻟﻤﻭﺍﻋﻴﺩ ‪.‬‬

‫ﻭ ﺘﺸﻐل ﻭﻗﺘﺎ ًﻗﻠﻴﻼ ﺠﺩﹰﺍ ‪ .‬ﺇﺫ ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﻘﺩﻡ ‪ while‬ﺠﻤﻼ ﻟﻬﺎ ﺯﻤﻥ ﻤﺴﺘﻤﺭ ‪ ،‬ﻤﺜل ﻫﺫﻩ‬
‫ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ﺍﻟﻤﺅﻜﺩﺓ ‪.‬‬

‫ﻨﻤﺎﺫﺝ ﻟﺠﻤل ﺍﻟﻤﺎﻀﻲ ﺍﻟﻤﺴﺘﻤﺭ ‪:Patterns for Continuous Past sentences‬‬

‫ﺇﻥ ﺠﻤل ﺍﻟﻤﺎﻀﻲ ﺍﻟﻤﺴﺘﻤﺭ ﺘﺸﺎﺒﻪ ﺘﻤﺎﻤﺎ ﺠﻤل ﺍﻟﺤﺎﻀﺭ ﺍﻟﻤﺴﺘﻤﺭ ﻤﺎ ﻋﺩﺍ ﻋﺒﺎﺭﺓ ﺍﻟﺯﻤﻥ ﻓﻲ‬

‫ﺍﻟﻤﺎﻀﻲ ‪ .‬ﻜﺫﻟﻙ ﺍﻷﻓﻌﺎل ﺍﻟﺤﺴﻴﺔ ﻻ ﻴﻤﻜﻥ ﺍﺴﺘﻌﻤﺎﻟﻬﺎ ﻤﻊ ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﻤﺴﺘﻤﺭ‪.‬‬

‫ﻨﻤﺎﺫﺝ ﺠﺩﻴﺩﺓ ﻟﻠﺠﻤل ﺍﻟﻤﺭﻜﺒﺔ‪:New Patterns for Compound Sentences :‬‬

‫ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺠﻤﻠﺘﺎﻥ ﻟﻬﻤﺎ ﻓﺎﻋﻼﻥ ﻤﺨﺘﻠﻔﺎﻥ ﻭ ﻟﻜﻥ ﻟﻬﻤﺎ ﻨﻔﺱ ﺍﻟﺼﻔﺔ ﺃﺤﻴﺎﻨﺎ ﻴﻤﻜﻥ‬
‫ﺍﺘﺤﺎﺩﻫﻤﺎ ﻟﻌﻤل ﺠﻤﻠﺔ ﻤﺭﻜﺒﺔ ‪.‬‬

‫ﺘﺨﻔﺽ ﺍﻟﺼﻔﺔ ﺇﻟﻰ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ﺍﻷﻭل ﻟﻌﺒﺎﺭﺓ ﺍﻟﻔﻌل ‪.‬‬

‫)ﺃ( ﺃﻴﻀ ﹰﺎ ﺘﻀﺎﻑ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻟﺠﻤﻠﺘﺎﻥ ﻤﺅﻜﺩﺘﻴﻥ ‪.‬‬

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 ‫ﺩ‪ :‬ﻴﻤﻜﻥ ﺍﺴﺘﺒﺩﺍل ‪used to ،do, have to‬‬

‫ﻫـ ‪ :‬ﻟﻜﻥ‬

‫ﺃﻴﻀ ﹰﺎ ﻭ ﻻ ‪:So and Neither‬‬

‫ﻴﺴﺘﻌﻤل ﺃﺤﻴﺎﻨﺎ ‪ so‬ﻭ ‪ neither‬ﺒﺩﻻ ﻤﻥ ‪ too‬ﻭ ‪ ، either‬ﻟﻜﻥ ﻨﻤﻭﺫﺝ ﺍﻟﺠﻤﻠﺔ ﻤﺨﺘﻠﻔﺔ‬

‫ﻜﻠﻴ ﹰﺎ ‪ ،‬ﺘﺘﺒﻊ ﻫﺫﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺭﺒﻁ ﻤﺒﺎﺸﺭﺓ ﻭ ﻴﻜﻭﻥ ﺘﺭﺘﻴﺏ ﻜﻠﻤﺎﺕ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺜﺎﻨﻴﺔ‬
‫ﻤﻌﻜﻭﺴﺔ‪.‬‬

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 ‫ﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺘﻲ ﺘﺤﺩﺩ ﺍﺴﻡ ﺍﻟﻀﻤﻴﺭ‪Clauses that modify nouns/pronouns :‬‬

‫ﻜﻤﺎ ﻨﻌﻠﻡ ﺍﻥ ﺍﻟﺼﻔﺔ ﺘﺴﺒﻕ ﺍﻟﻤﻭﺼﻭﻑ ‪ .‬ﻭ ﺍﻴﻀ ﹰﺎ ﺍﻻﺴﻤﺎﺀ ﻭ ﺒﺩﻻﺅﻫﺎ ﺘﺤﺩﺩ ﺒﺄﺸﺒﺎﻩ ﺠﻤل ‪.‬‬

‫ﺘﻭﺠﺩ ﺍﻨﻤﺎﻁ ﻤﺨﺘﻠﻔﺔ ‪ .‬ﻻﺤﻅ ﻫﺫﻩ ﺍﻷﻤﺜﻠﺔ ﻤﻥ ﻨﻤﺎﺫﺝ ﺍﻟﺩﺭﺱ ‪.‬‬

‫)ﺁ( ﻟﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﺩﻻﻟﺔ ﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﻭ ﻓﺎﻋل‬

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 ‫ﺍﺴﺘﻌﻤﺎل ‪:The‬‬

‫ﻋﻨﺩﻤﺎ ﺘﺤﺩ ﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻤﺤﺩﺩﺓ ﻤﺭﺠﻊ ﺍﻷﺴﻡ ﺍﻟﻤﺤﺩﺩ ﺇﻟﻰ ﺤﺎﻟﺔ ﻤﺤﺩﺩﺓ ﺨﺎﺼﺔ‪ ،‬ﻓﻴﺴﺒﻕ‬
‫ﺍﻷﺴﻡ ‪.the‬‬

‫ﻜل ﻭﺍﺤﺩ‪/‬ﻜل‪/‬ﺍﻟﺠﻤﻴﻊ ‪:Each /Very/ All :‬‬

‫)ﺁ( ‪ each‬ﺘﻠﻔﺕ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻟﻰ ﻓﺼل ﺍﻷﻋﻀﺎﺀ ﻋﻥ ﺍﻟﻤﺠﻤﻭﻋﺔ ‪.‬‬

‫‪Each boy had a special job to do.‬‬

‫)ﺏ( ‪ every‬ﺘﺅﻜﺩ ﻋﻠﻰ ﻭﺤﺩﺓ ﺍﻟﻤﺠﻤﻭﻋﺔ ‪ .‬ﻟﻸﻋﻀﺎﺀ ﻟﻬﻡ ﺸﺊ ﻤﺎ ﻤﺸﺘﺭﻙ‪.‬‬

‫‪Every boy had to participate.‬‬

‫)ﺠـ(‪ each‬ﻭ ‪ every‬ﻴﺴﺘﻌﻤﻼﻥ ﻜﻤﻔﺭﺩ ﻴﺘﺒﻌﻬﻤﺎ ﺍﺴﻡ ﻤﻔﺭﺩ ﻭ ﺸﻜل ﺍﻟﻔﻌل ﺍﻟﻤﻔﺭﺩ ‪.‬‬

‫‪Each boy has his special job to do.‬‬

‫‪Every boy has to participate.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻤﺭﻜﺒﺔ‪:Compound Words :‬‬

‫‪someone‬‬ ‫‪anyone‬‬ ‫‪no one‬‬ ‫‪everyone‬‬

‫‪somebody‬‬ ‫‪anybody‬‬ ‫‪nobody‬‬ ‫‪everybody‬‬

‫ﺃﻱ ‪:Any‬‬

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 ‫إﻟﻰ ﺟﺎﻧﺐ آﻮن ‪ any‬ﺗﻌﺒﺮ ﻋﻦ اﻟﻜﻤﻴﺔ ‪ .‬و رﺑﻤﺎ ﺗﻌﻨﻲ ‪ any‬ﻻ ﻱﻬﻢ ﻣﻦ ﻱﻜﻮن او ﺷﺊ ﻱﻜﻮن ﻭ ﺍﻹﺴﺘﻌﻤﺎل‬
‫ﺍﻟﻌﺎﺩﻱ ﻟــ ‪any‬ﻋﻨﺩﻤﺎ ﻴﺄﺘﻲ ﻓﻲ ﺠﻤﻠﺔ ﻤﺅﻜﺩﺓ ‪.‬‬

‫‪Parents may visit their sons any Sunday.‬‬

‫ﺗﺴﺘﻌﻤﻞ ‪ One‬آﻌﺪد أﺻﻠﻲ و أﻱﻀًﺎ ﻟﻬﺎ اﺱﺘﻌﻤﺎﻻت أﺧﺮى‪:‬‬

‫ﺃ( ﺇﻥ ﺍﻟﻀﻤﻴﺭ ﺍﻟﺸﺨﺼﻲ ﺍﻟﻐﻴﺭ ﻤﺤﺩﺩ ﺒــ ‪ one‬ﻴﻌﻨﻲ ﺍﻱ ﺸﺨﺹ ﺍﻭ ﻜل ﺸﺨﺹ ‪ .‬ﺇﻥ‬
‫ﺍﺴﺘﻌﻤﺎل ‪ one‬ﺸﺊ ﺭﺴﻤﻲ ﺘﻘﺭﻴﺒﺎ ًﺴﺘﺭﺍﻩ ﻓﻲ ﺍﻟﻜﺘﺎﺒﺔ ﻭ ﺴﺘﺴﻤﻌﻪ ﻓﻲ ﺍﻟﻤﺤﺎﻀﺭﺍﺕ ﻭ ﻟﻜﻥ‬
‫ﺍﺴﺘﻌﻤﺎﻟﻪ ﻗﻠﻴل ﻓﻲ ﺍﻟﻤﺤﺎﺩﺜﺔ ‪.‬‬

‫‪one must eat to live.‬‬

‫‪one can't know everything.‬‬

‫)ﺏ( ﻟﻜﻲ ﻨﺘﺠﻨﺏ ﺍﻟﺘﻜﺭﺍﺭ ‪ ،‬ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﺴﺘﺒﺩل ‪ one‬ﻷﺴﻡ ﺃﻭ ﺸﺒﻪ ﺠﻤﻠﺔ ﺍﺴﻤﻴﺔ ﻋﻨﺩﻤﺎ‬
‫ﺘﺴﺘﻌﻤل ﺒﻬﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ‪ .‬ﻭ ﺍﻟﺸﻜل ﺍﻟﺠﻤﻊ ﻟـ ‪ one‬ﻫﻭ ‪.ones‬‬

‫ﺍﻵﺨﺭ ‪:Other‬‬

‫ﺇﻥ ‪ othe r‬ﻫﻲ ﺼﻔﺔ ﻭ ﻀﻤﻴﺭ ‪.‬‬

‫)ﺃ( ﻜﺼﻔﺔ ‪ ،‬ﻟﻬﺎ ﺸﻜﻼﻥ ‪ another :‬ﻗﺒل ﺍﻷﺴﻡ ﺍﻟﻤﻔﺭﺩ ‪ othe r،‬ﻗﺒل ﺍﻻﺴﻡ ﺍﻟﺠﻤﻊ ﻭ‬

‫ﺍﻟﻼﻤﻌﺩﻭﺩ ‪.‬‬

‫‪another boy‬‬ ‫‪othe r boys‬‬ ‫‪other advice‬‬

‫‪another day‬‬ ‫‪othe r days‬‬ ‫‪other information‬‬

‫)ﺏ( ﻜﻀﻤﻴﺭ ‪ ،‬ﻴﺴﺘﺒﺩل ﺍﻻﺴﻡ ﺍﻟﻤﻔﺭﺩ ﺒـ‪ another‬ﻭ ﺍﻟﺠﻤﻊ ﺒــ ‪.others‬‬
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 ‫اﻟﺪرس اﻟﻌﺎﺷﺮ‬
‫آﻴﻒ ‪ :‬ﻧﻤﻮذج اﻟﺴﺆال و اﻟﺠﻮاب‬
‫اﻟﺴﺒﺒﻴﺔ ‪.GET، HAVE, MAKE :‬‬
‫‪HOW: question and answer patterns‬‬
‫‪Causative : have , make, get.‬‬

‫ﻱﻮﺟﺪ ﻧﺺ ﻓﻲ اﻟﻜﺘﺎب ﺹﻔﺤﺔ ‪ ١٥٧‬و ﺹﻔﺤﺔ ‪١٥٨‬‬

‫ﺃﺴﺌﻠﺔ ﻜﻴﻑ ‪:/How-Questions‬‬

‫ﺇﻥ ‪ how‬ﻟﻴﺱ ﺴﺅﺍﻻ ﺩﻗﻴﻘﺎ ﻤﺜل ‪ when‬ﺍﻭ ‪ .who‬ﺇﻥ ‪ how‬ﻴﺴﺎل ﻋﻥ ﺍﻟﻭﺴﻴﻠﺔ ﺍﻭ‬
‫ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻲ ﺘﻡ ﻓﻴﻬﺎ ﺍﻟﻌﻤل ﺍﻭ ﻋﻥ ﺍﻷﺩﺍﺓ ﺍﻟﺘﻲ ﺃﻨﺠﺯﺕ ﺍﻟﻌﻤل ‪ .‬ﺇﻥ ﺠﻭﺍﺏ ‪ how‬ﻟﻪ ﻁﺭﻕ‬
‫ﻋﺩﻴﺩﺓ ﻤﺨﺘﻠﻔﺔ‪.‬‬

‫ﺇﺠﺎﺒﺎﺕ ﻷﺴﺌﻠﺔ ‪) :How‬ﺁ( ‪ :noun+ by‬ﻴﻜﻭﻥ ﺍﻟﺠﻭﺍﺏ ﺒﺎﺴﻡ ﻋﻥ ﻭﺴﻴﻠﺔ ﺍﻟﻨﻘل ‪ .‬ﺇﻥ‬
‫ﺍﻻﺴﻡ ﻫﻭ ﺍﻟﺸﻜل ﺍﻟﺒﺴﻴﻁ ﺒﺩﻭﻥ‬

‫ﺃﻱ ﺃﺩﺍﺓ ﺘﺤﺩﻴﺩ ﺃﻭ ﻤﺤﺩﺩ ‪.‬‬

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 :Adverbs of Manner :‫ﻅﺭﻭﻑ ﺍﻟﻁﺭﻴﻘﺔ‬

-72-
 ‫ﻋﺒﺎﺭﺓ ﺍﻟﺴﺅﺍل ﻤﻊ ‪:Question Phrases with How :How‬‬

‫)ﺃ( ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﺘﺒﻊ ‪ how‬ﺼﻔﺔ ﺃﻭ ﻋﺒﺎﺭﺓ ﻜﻤﻴﺔ ﺃﻭ ﻭﻗﺕ ﺃﻭ ﺃﺴﻠﻭﺏ ﺃﻭ ﻤﺴﺎﻓﺔ ﺃﻭ ﺘﻜﺭﺍﺭ ‪.‬‬

‫ﻭ ﺘﻜﻭﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺘﺎﻤﺔ ﻭ ﻤﻭﻗﻌﻬﺎ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺴﺅﺍل ﻜﺴﺅﺍل ﻤﻌﻠﻭﻤﺎﺕ‪.‬‬

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 ‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺴﺅﺍل ﻤﻊ ‪:Whose, Which What‬‬

‫)ﺃ(ﻏﺎﻟﺒﺎ ﻤﺎ ﻴﺘﺒﻊ ﻫﺫﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺃﺴﻤﺎﺀ‪ ،‬ﻤﺸﻜﻠﺔ ﻋﺒﺎﺭﺍﺕ ﺃﺴﺌﻠﺔ ﻤﺜل ﺍﻟﻔﻘﺭﺓ ‪/ ٤/‬‬

‫ﻤﺎ ﻨﻭﻉ ‪: What Kind Of‬‬

‫ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺴﺅﺍل ﺍﻟﻌﺎﻡ ‪ .‬ﻭ ﻜﻠﻤﺎﺕ ﻤﻥ ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﻤﺜل ‪style, sort ، type ،make‬‬
‫ﺘﺴﺘﻌﻤل ﺒﻬﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﻤﻊ ﺍﻭ ﺒﺩﻭﻥ ‪ of‬ﺒﻴﻨﻤﺎ ‪ ،color, flavor, size‬ﺘﺴﺘﻌﻤل ﺒﺩﻭﻥ ‪:of‬‬

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 ‫ﺍﻟﺘﺭﺍﻜﻴﺏ ﺍﻟﺴﺒﺒﻴﺔ ‪:Causative Constructions‬‬

‫ﻫﻲ ﻨﻤﺎﺫﺝ ﺠﻤل ﺨﺎﺼﺔ ﺒﻔﻌﻠﻴﻥ ‪ .‬ﻴﻔﺴﺭﺍﻥ ﺍﻥ ﺸﺨﺼ ﹰﺎ ﻴﺴﺒﺏ ﻟﺸﺨﺹ ﺍﺨﺭ ﻻﻥ ﻴﻔﻌل ﺸﻴﺌﺎ‬
‫ﻤﺎ‪ .‬ﻭ ﺍﻷﻓﻌﺎل ﺍﻟﺜﻼﺜﺔ ﺍﻟﺘﻲ ﺘﺴﺘﻌﻤل ﺒﻬﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﻫﻲ ‪ have, make,get :‬ﻨﻤﻭﺫﺝ‬
‫‪ have‬ﻭ ‪ make‬ﻴﺨﺘﻠﻑ ﻗﻠﻴﻼ ﻋﻥ ‪.get‬‬

‫)ﺃ( ﻻﺤﻅ ﺍﻟﻔﺭﻕ ﻓﻲ ﺍﻷﻤﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫ﻧﻤﺎذج ‪ Let‬و ‪:Let and Help Patterns :Help‬‬

‫ﺘﻘﺩﻡ ‪ help‬ﻭ ‪ let‬ﻨﻔﺱ ﻨﻤﺎﺫﺝ ﺍﻟﻤﺴﺒﺒﺎﺕ ‪ let .‬ﺘﺸﺒﻪ ‪ have‬ﻭ ‪ make‬ﺒﻴﻨﻤﺎ ‪help‬‬
‫ﺘﺴﺘﻌﻤل ﺍﻟﻁﺭﻴﻘﺘﺎﻥ ‪ .‬ﻴﺴﺘﻌﻤل ﺍﻟﻤﺼﺩﺭﻋﻨﺩﻤﺎ ﻴﺤﻭﻱ ﺍﻟﻔﺎﻋل ﺸﺒﻪ ﺠﻤﻠﺔ ﻤﻌﺭﻓﺔ ‪.‬‬

‫ﻱﺼﺒﺢ و أﺻﺒﺢ ﻣﺄﻟﻮﻓًﺎ‪:Used to and Get Used To :‬‬

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 ‫ﺇﻥ ‪ get used to‬ﻭ ‪ used to be‬ﻤﺼﻁﻠﺤﺎﻥ ﺒﻤﻌﻨﻰ ﻴﺼﺒﺢ ﻭ ﺍﺼﺒﺢ ﻤﺄﻟﻭﻓ ﹰﺎ ‪ .‬ﻋﻨﺩﻤﺎ‬
‫ﻴﺘﻌﻭﺩ ﺸﺨﺹ ﻤﺎ ﻋﻠﻰ ﻤﻭﻗﻑ ﻤﺎ ﻓﻴﺒﺩﻭ ﻁﺒﻴﻌﻴﺎ ﻭ ﻟﻴﺱ ﻏﺭﻴﺒ ﹰﺎ ﺒﺄﻴﺔ ﺤﺎل ‪ .‬ﻫﺫﻩ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬

‫ﻤﻌﺭﻭﻓﺔ ﻭ ﻴﺠﺏ ﺤﻔﻅﻬﺎ ‪ .‬ﻭ ﻻ ﺘﺨﻠﻁ ﺒﻴﻨﻬﻤﺎ ﻭ ﺒﻴﻥ ‪+ used to‬ﺍﻟﻔﻌل ﺍﻟﺒﺴﻴﻁ ﻭ ﻫﻭ‬
‫ﺘﺭﻜﻴﺏ ﻤﺨﺘﻠﻑ ﻜﻠﻴ ﹰﺎ ‪ .‬ﻻﺤﻅ ﻨﻤﺎﺫﺝ ﺍﻟﺠﻤل ﻟﻬﺫﻩ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ‪.‬‬

‫ﺍﻟﺒﺩل )ﺍﻟﻌﻁﻑ( ‪:Appositive‬‬

‫ﺇﻥ ﺍﻟﻌﻁﻑ ﺘﺭﻜﻴﺏ ﻗﻭﺍﻋﺩﻱ ﺤﻴﺙ ﻜﻠﻤﺘﺎﻥ ﺍﻭ ﺸﺒﻪ ﺠﻤﻠﺔ ﺘﺸﻴﺭ ﺇﻟﻰ ﻨﻔﺱ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺍﻭ‬

‫ﻟﻠﺸﺨﺹ ﻭ ﺘﺨﺩﻡ ﻨﻔﺱ ﺍﻟﻭﻅﻴﻔﺔ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻤﺘﻭﻀﻌﺔ ﺒﺠﺎﻨﺏ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪ .‬ﻋﺎﺩﺓ‬
‫ﺘﻌﺭﻑ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺍﻷﻭﻟﻰ ‪ .‬ﺇﻥ ﻓﺎﻋل ﺍﻟﺠﻤﻠﺔ ﺍﻷﻭﻟﻰ ﻓﻲ ﺍﻟﻤﺜﺎل ﺍﻟﺘﺎﻟﻲ ﻴﺤﻭﻱ ﻋﻁﻔ ﹰﺎ ‪.‬‬

‫ﻟﻭﻗﺕ ﻤﻌﻴﻥ ‪:By a certain Time‬‬

‫ﻋﻨﺩﻤﺎ ﻨﻘﻭل ﺇﻥ ﺸﻴﺌﺎ ﻤﺎ ﻗﺩ ﺘﻡ ﺍﻭ ﺴﻭﻑ ﻴﺘﻡ ﺒﻭﻗﺕ ﻤﻌﻴﻥ ‪ ،‬ﻓﺈﻨﻨﺎ ﻨﺸﻴﺭ ﻋﺎﺩﺓ ﺇﻟﻰ ﻨﺸﺎﻁ‬
‫ﺃﻭ ﻟﻌﻤﻠﻴﺔ ﺘﺘﻁﻠﺏ ﺸﻴﺌﺎ ﻏﻴﺭ ﻤﺤﺩﺩ ﻟﻜﻨﻪ ﻴﺤﻭﻱ ﻓﺘﺭﺓ ﻤﻥ ﺍﻟﺯﻤﻥ ﻭ ﺘﺸﻴﺭ ‪ by‬ﺇﻟﻰ ﺍﻥ ﺍﻟﻨﺸﺎﻁ‬
‫ﺍﻭ ﺍﻟﻌﻤﻠﻴﺔ ﺴﻭﻑ ﺘﻨﺘﻬﻲ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻤﺫﻜﻭﺭ ﺍﻭ ﻗﺒل ﺍﻟﻭﻗﺕ ‪.‬‬

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 ‫اﻟﺪرس اﻟﺤﺎدي ﻋﺸﺮ‬
‫اﻟﺤﺎﺿﺮ اﻟﺘﺎم ‪ :‬اﻟﺒﺴﻴﻂ و اﻟﻤﺴﺘﻤﺮ و اﻟﻔﻌﻞ اﻟﻤﺴﺎﻋﺪ‬
‫ﻷﺟﻞ‪ ،‬ﻣﻨﺬ ‪ ،‬ﺗﻤﺎﻣًﺎ ‪ ،‬ﻣﺆﺥﺮًا ‪ ،‬ﻟﺘﻮﻩ ‪ ،‬ﺑﻌﺪ‪.‬‬
‫‪Lesson 11‬‬
‫‪Present Perfect: Simple and continuous‬‬
‫‪AUXILIARY HAVE FOR, SINCE, JUST, RECENTLY,‬‬
‫‪ALREADY, YET‬‬
‫ﻱﻮﺟﺪ ﻧﺺ ﻓﻲ اﻟﻜﺘﺎب ﺹﻔﺤﺔ ‪١٧٤‬‬

‫ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﺒﺴﻴﻁ‪:Simple Present Perfect Tense :‬‬

‫ﻴﺘﺄﻟﻑ ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﺒﺴﻴﻁ ﻤﻥ ‪ have‬ﺍﻭ ‪ has‬ﻭ ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل ‪.‬‬

‫ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ‪:Auxiliary HAVE :Have‬‬

‫ﻟﻪ ﻨﻔﺱ ﺸﻜل ﺍﻟﻔﻌل ‪ .have‬ﻭ ﻜﻼﻫﻤﺎ ﻤﺘﺸﺎﺒﻪ ﺒﻴﻨﻤﺎ ‪ have‬ﻜﻔﻌل ﻤﺴﺎﻋﺩ ﺘﻨﻀﻡ ﻤﻊ‬
‫ﺍﻟﻀﻤﺎﺌﺭ ﻭ ﻤﻊ ‪ not‬ﻟﺘﺸﻜل ﺍﺨﺘﺼﺎﺭﹰﺍ ‪.‬‬

‫‪-77-‬‬
 ‫ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل‪: Past Participle :‬‬

‫ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻔﻌل ﻨﻅﺎﻤﻴ ﹰﺎ ﻓﺈﻥ ﺍﺴﻡ ﻤﻔﻌﻭﻟﻪ ﻟﻪ ﻨﻔﺱ ﺸﻜل ﺍﻟﻤﺎﻀﻲ‪ ،‬ﺒﻴﻨﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻔﻌل ﺸﺎﺫﹰﺍ‬
‫ﻓﺈﻥ ﺸﻜل ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﻟﻪ ﺸﻜل ﻤﺨﺘﻠﻑ ﻋﻥ ﺍﻟﻔﻌل ﺍﻟﺤﺎﻀﺭ ‪.‬‬

‫ﻋﺒﺎﺭﺍﺕ ﺍﻟﺯﻤﻥ‪:Time Expressions :‬‬

‫ﻟﻴﺴﺕ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺯﻤﻥ ﺍﺴﺎﺴﻴﺔ ‪ ،‬ﺘﺴﺘﻌﻤل ﻫﺫﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻤﻊ ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﺒﺴﻴﻁ‬

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 ‫ﻟﺘﺸﻴﺭ ﺇﻟﻰ ﻓﺘﺭﺓ ﺍﻟﻤﺎﻀﻲ‪ ،‬ﻭ ﻻ ﺘﺴﺘﻌﻤل ﻋﺒﺎﺭﺍﺕ ﺍﻟﺯﻤﻥ ﺍﻟﻤﺤﺩﺩﺓ ﺍﻟﻤﺎﻀﻴﺔ ﻤﻊ ﺯﻤﻥ‬
‫ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﺒﺴﻴﻁ ‪.‬‬

‫ﻨﻤﺎﺫﺝ ﺍﻟﺠﻤل‪:Sentence Patterns :‬‬

‫ﺍﻻﺴﺘﻌﻤﺎﻻﺕ‪:Uses :‬‬

‫ﻴﺴﺘﻌﻤل ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﻤﺴﺘﻤﺭ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫)ﺃ ( ﻟﻌﻤل ﺍﻭ ﺤﺎﻟﺔ ﺍﻭ ﺘﻜﺭﺍﺭ ﻓﻲ ﺍﻟﻤﺎﻀﻲ ﻭ ﺭﺒﻤﺎ ﻴﺘﻜﺭﺭ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ‪.‬‬

‫)ﺏ( ﻟﻌﻤل ﺍﻭ ﺤﺎﻟﺔ ﺘﻤﺕ ﻓﻲ ﻭﻗﺕ ﻏﻴﺭ ﻤﺤﺩﺩ ﺒﺎﻟﻤﺎﻀﻲ ‪ .‬ﺭﺒﻤﺎ ﺘﺤﻭﻱ ﻫﺫﻩ ﺍﻷﻨﻭﺍﻉ ﻤﻥ‬
‫ﺍﻟﺠﻤل ﻜﻠﻤﺎﺕ ﻤﺜل ‪ recently just, already‬ﺠﻤل ﺍﻟﻨﻔﻲ ﻤﻥ ﻫﺫﺍ ﺍﻟﻨﻭﻉ ﺩﺍﺌﻤﺎ ﺘﺤﻭﻱ‬
‫ﺍﻟﻜﻠﻤﺔ ‪.yet‬‬

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 ‫ﻷﺠل‪:For and Since :‬‬

‫ﺘﻨﺎﺴﺏ ﻫﺫﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻭﻀﺎﻉ ﺍﻟﺯﻤﻥ ﺍﻟﻌﺎﺩﻴﺔ‪.‬‬

‫)ﺁ( ‪ : for‬ﺘﻘﺩﻡ ﻋﺒﺎﺭﺍﺕ ﻟﻔﺘﺭﺓ ﺯﻤﻨﻴﺔ ‪ ،‬ﻭ ﻁﻭل ﺍﻟﺯﻤﻥ ﺍﻟﻔﻌﻠﻲ ﻴﺤﺩﺩ ﺒــ ‪for 6‬‬
‫‪.months‬‬

‫)ﺏ( ‪ :since‬ﻜﻌﺒﺎﺭﺓ ﺘﺴﻤﻰ ﺒﺩﺍﻴﺔ ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ‪ .‬ﻭ ﺘﻜﻭﻥ ﺍﻟﻨﻬﺎﻴﺔ ﻓﻲ ﻟﺤﻅﺔ ﺍﻟﺘﻜﻠﻡ ﻤﺜﺎل‬

‫ﺘﻤﺎﻤ ﹰﺎ ﻤﺅﺨﺭﹰﺍ ﻗﺒل ﺒﺭﻫﺔ ﻭ ﺒﻌﺩ‪:Just Recently, already, yet :‬‬

‫ﻏﺎﻟﺒﺎ ﻤﺎ ﺘﻘﻊ ﻫﺫﻩ ﺍﻟﻅﺭﻭﻑ ﻓﻲ ﻤﻜﺎﻥ ﻅﺭﻭﻑ ﺍﻟﺘﻜﺭﺍﺭ ﺒﻴﻥ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ﻭ ﺍﻟﻔﻌل ﺍﻟﺭﺌﻴﺴﻲ‬
‫‪ ،‬ﻭ ﻫﺫﺍ ﺍﻟﻤﻜﺎﻥ ﺍﻟﻭﺤﻴﺩ ﻟـ ‪ just‬ﺒﻴﻨﻤﺎ ﺍﻟﻅﺭﻭﻑ ﺍﻷﺨﺭﻯ ﺘﻘﻊ ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤﻠﺔ ‪ ،‬ﺒﻴﻨﻤﺎ‬
‫‪ yet‬ﺘﺴﺘﻌﻤل ﻓﻘﻁ ﻤﻊ ﺍﻷﺴﺌﻠﺔ ﻭ ﺍﻟﺠﻤل ﺍﻟﻤﻨﻔﻴﺔ ﻭ ﺘﻘﻊ ﻋﺎﺩﺓ ﻓﻲ ﻨﻬﺎﻴﺔﺍﻟﺠﻤﻠﺔ ‪.‬‬

‫)ﺃ( ﺘﻌﻨﻲ ‪ just‬ﺘﻤﺎﻤ ﹰﺎ ﻗﺒل ﻟﺤﻅﺔ ﺍﻟﺘﻜﻠﻡ‬

‫)ﺏ( ﺘﻌﻨﻲ ‪ recently‬ﻀﻤﻥ ﻭﻗﺕ ﻗﺼﻴﺭ ﻓﻲ ﺍﻟﻤﺎﻀﻲ‬

‫)ﺝ(‬

‫)ﺩ (‬

‫ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﻤﺴﺘﻤﺭ‪:‬‬

‫إن زﻣﻦ اﻟﺤﺎﺿﺮ اﻟﻤﺴﺘﻤﺮ ﻱﻨﻘﺴﻢ إﻟﻰ ﺙﻼﺙﺔ اﻗﺴﺎم‪:‬‬

‫ﺸﻜل ﺍﻟﺤﺎﻀﺭ ﻤﻥ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ‪form have+ been+ ing‬‬

‫اﻟﻌﺒﺎرات اﻟﺰﻣﻨﻴﺔ أﺱﺎﺱﻴﺔ‪:Time Expressions are essential :‬‬

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 ‫ﺇﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺯﻤﻨﻴﺔ ﺍﺴﺎﺴﻴﺔ ﻤﻊ ﻫﺫﺍ ﺍﻟﺯﻤﻥ ﻜﻤﺎ ﻫﻲ ﺍﺴﺎﺴﻴﺔ ﻤﻊ ﺍﻟﻤﺎﻀﻲ ﺍﻟﻤﺴﺘﻤﺭ ‪.‬‬

‫ﻭ ﻫﻲ ﻋﺒﺎﺭﺍﺕ ﺯﻤﻨﻴﺔ ﺘﺴﺒﻘﻬﺎ ‪ for‬ﺍﻭ ‪ since‬ﺍﻭ ﻋﺒﺎﺭﺍﺕ ﻤﺜل ‪:‬‬

‫‪this week, today, recently, all the day ....‬‬

‫ﻨﻤﺎﺫﺝ ﺍﻟﺠﻤل‪:sentence Patte rns :‬‬

‫ﺍﻻﺴﺘﻌﻤﺎل‪:Use :‬‬

‫ﻴﺴﺘﻌﻤل ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﻤﺴﺘﻤﺭ ﻟﻴﺅﻜﺩ ﻋﻠﻰ ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ﻭ ﻻ ﻴﻭﺠﺩ ﺍﺴﺘﺜﻨﺎﺀﺍﺕ ‪.‬‬

‫ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﺤﻭﻱ ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﻤﺴﺘﻤﺭ ﺍﻥ ﺍﻟﻌﻤل ﺍﻭ ﺍﻟﺤﺎﻟﺔ ﺴﺘﺴﺘﻤﺭ ﻟﺒﻌﺽ ﺍﻟﻭﻗﺕ‬
‫ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ‪.‬‬

‫ﺘﺴﺘﻌﻤل ﻤﻊ ﻫﺫﺍ ﺍﻟﺯﻤﻥ ﺍﻷﻓﻌﺎل ﺍﻟﺤﺭﻜﻴﺔ )ﺍﻷﻓﻌﺎل ﺍﻟﺘﻲ ﺘﻘﺒل ‪ ing‬ﻭ ﻟﻴﺱ ﺍﻓﻌﺎل ﺍﻟﺤﻭﺍﺱ(‪.‬‬

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‫ﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﻤﺴﺘﻤﺭ ﻤﻘﺎﺒل ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ﺍﻟﺒﺴﻴﻁ ‪:‬‬

‫‪-82-‬‬
 LESSON XII:
Past perfect: Simple and Continuous
Indirect objects , noun clauses .

… ‫… اﻟﺪرس اﻟﺜﺎﻧﻲ ﻋﺸﺮ‬

‫ ﺍﻟﺒﺴﻴﻁ ﻭﺍﻟﻤﺴﺘﻤﺭ‬: ‫ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ‬
‫ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﻏﻴﺭ ﺍﻟﻤﺒﺎﺸﺭ ﻭﺃﺸﺒﺎﻩ ﺍﻟﺠﻤل ﺍﻻﺴﻤﻴﺔ‬

The students in Professor Baker’s afternoon class had been

waiting for almost ten minutes this afternoon when the professor
finally showed up. He said that he was very sorry. He told them he
had lost his watch. He asked one of the students the time and the
student replied that it was ten after two. After that, Professor Baker
explained oxidation to his students, and he asked them some
questions, which he had prepared for them. When he had finished, he
announced an exam for next week. Then he dismissed the class.
Bill had been working on the same problem for two hours when
Jack called him up and asked if he had solved it. Bill said that he
hadn’t but that he was still trying to. Jack said that he had spent from
four o’clock until six o’clock trying to solve it, but that he hadn’t been
able to. He told Bill that he had given up at six o’clock and gone to
dinner .
George had been living in College Town for almost six months
when his cousin Nick arrived from Greece. He had been boarding
with an American family since his arrival, and he had learned a great
deal about American habits and customs. He had gained considerable
facility in English, and he had gotten used to eating American food.
He hadn’t had many letters from home, however, and he was anxious
for news of his family. Nick told him that his father had been quite ill
for several weeks during the summer. “But he got over his illness
before I left” Nick added.

-83-
 1- Simple Past Perfect Tense ‫ ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ ﺍﻟﺒﺴﻴﻁ‬- ١

.not ‫ ﻤﻊ ﺍﻟﻀﻤﺎﺌﺭ ﻭﻤﻊ‬had ‫ ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﺘﺼل‬. ‫ ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل‬+ had ‫ﻴﺘﻜﻭﻥ ﻤﻥ‬

2- Uses ‫ ﺍﻻﺴﺘﻌﻤﺎل‬- ٢

: ‫ﻴﺴﺘﻌﻤل ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ ﺍﻟﺒﺴﻴﻁ ﺒﺸﻜل ﺃﺴﺎﺴﻲ ﻓﻲ ﺜﻼﺙ ﺤﺎﻻﺕ‬

‫ ﻭﺒﺸﻜل ﺨﺎﺹ ﻋﻨﺩﻤﺎ ﻻ ﺘﺸﻴﺭ‬، ‫) ﺃ ( ﻟﻴﻌﺒﺭ ﻋﻥ ﻋﻼﻗﺔ ﺍﻟﺯﻤﻥ ﺒﻴﻥ ﺤﺩﺜﻴﻥ ﺘﻤﱠﺎ ﻓﻲ ﺍﻟﻤﺎﻀﻲ‬
. ‫ ( ﻟﻬﺫﻩ ﺍﻟﻌﻼﻗﺔ‬when ) clause maker
Main clause ‫ﺍﻟﺠﻤﻠﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ‬
S ‫ﺍﻟﻔﺎﻋل‬ ‫ﺸﺒﻪ ﻋﺒﺎﺭﺓ ﺍﻟﻔﻌل‬V- phrase C ‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬
Prof. Baker had already dismissed the class …
Jack had given up trying to solve the problem
…
George had learned English quite well …

time clause ‫ﻋﺒﺎﺭﺓ ﺍﻟﺯﻤﻥ‬

Maker S ‫ﻓﺎﻋل‬ V ‫ﻓﻌل‬ C ‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬
… when he announced the exam.
… when he called up Bill.
… by the time his cousin arrived.

.‫)ﺏ( ﻟﻨﻘل ﺍﻟﺠﻤل ﺍﻟﻤﺼﻨﻭﻋﺔ ﻓﻲ ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺒﺴﻴﻁ ﺃﻭ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ‬

Reported speech ‫ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل‬
- Professor Baker said that h ‫ﻤﻘﺎﺒل‬
had lost his watch.
- Jack said that he had give
up at six o'clock .
Direct speech ‫ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﺒﺎﺸﺭ‬
- Professor Baker said
“ I have lost my watch.”
- Jack said, “I gave up at si
o’clock. ”

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 ‫‪- Nick told George that hi‬‬ ‫‪- Nick told George‬‬
‫‪father had gotten over his‬‬ ‫‪“Your father got over his‬‬
‫‪illness.‬‬ ‫”‪illness‬‬

‫‪ Simple past‬ﻤﻘﺎﺒل ﻤﺎﻀﻲ ﺘﺎﻡ ‪3- Past perfect‬‬ ‫‪ - ٣‬ﻤﺎﻀﻲ ﺒﺴﻴﻁ‬

‫‪- Jack had spent two hours on the‬‬ ‫‪- Jack spent two hours on‬‬
‫‪proble m when he gave up.‬‬ ‫‪the problem before he‬‬
‫‪gave up.‬‬
‫) ﻴﻨﻌﻜﺱ ﺘﺘﺎﺒﻊ ﺍﻷﺤﺩﺍﺙ ﻓﻲ ﺃﺯﻤﻨﺔ ﺍﻟﻔﻌل ‪ .‬ﻴﻌﺒﺭ‬ ‫) ﻴﻌﺒﺭ ﻋﻥ ﺘﺘﺎﺒﻊ ﺍﻟﺤـﺩﺙ ﺒﺎﺴـﺘﻌﻤﺎل‬
‫ﻋﻥ ﺍﻟﺤﺩﺙ ﺍﻷﻭل ﻓﻲ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ (‪.‬‬ ‫ﻋﺒﺎﺭﺓ ﺍﻟﺯﻤﻥ ‪.( before‬‬
‫‪- George had lived here for six‬‬ ‫‪- George lived here six‬‬
‫‪months. When his cousin Nick‬‬ ‫‪months. Then his cousin‬‬
‫‪arrived from Greece.‬‬ ‫‪Nick arrived from Greece.‬‬
‫) ﻴﻨﻌﻜﺱ ﺘﺘﺎﺒﻊ ﺍﻷﺤﺩﺍﺙ ﻓﻲ ﺃﺯﻤﻨﺔ ﺍﻟﻔﻌل ‪ .‬ﻴﻌﺒﺭ‬ ‫) ﻴﻌﺒﺭ ﻋﻥ ﺍﻟﺘﺘﺎﺒﻊ ﺒﺎﺴﺘﻌﻤﺎل ‪.(then‬‬
‫ﻋﻥ ﺍﻟﺤﺩﺙ ﺍﻷﻭل ﺒﺼﻴﻐﺔ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ(‪.‬‬
‫‪- Professor Baker had already‬‬ ‫‪- Professor Baker‬‬
‫‪dis missed the class when he‬‬ ‫‪announced an exam after‬‬
‫‪announced the exam.‬‬ ‫‪he dis missed the class.‬‬
‫) ﺘﻅﻬﺭ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺯﻤﻨﻴﺔ ﻟﻠﺤﺩﺜﻴﻥ ﺒﻜﻠﻤﺔ ) ﻴﻅﻬﺭ ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ ﺒﺄﻨﻪ ﺼﺭﻑ ﺍﻟﺼﻑ‬
‫ﺤﺩﺙ ﺃﻭ ﹰﻻ ‪ .‬ﻭﺘﺸﻴﺭ ‪ already‬ﺒﺄﻥ ﺍﻟﺘﺭﺘﻴﺏ ﻏﻴـﺭ‬ ‫ﺍﻟﺯﻤﻥ ‪. ( after‬‬
‫ﻋﺎﺩﻱ ﺃﻭ ﻏﻴﺭ ﻤﺘﻭﻗﻊ (‪.‬‬
‫ﻜﻤﺎ ﺘﺭﻯ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻟﻤﺫﻜﻭﺭﺓ ﺃﻋﻼﻩ ‪ ،‬ﻴﻤﻜﻥ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﻨﻔﺱ ﺍﻟﺤﻘـﺎﺌﻕ ﺒـﺄﻱ ﺯﻤـﻥ ‪.‬‬
‫ﻴﺴﺘﻌﻤل ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ ﺒﺸﻜل ﺃﻜﺜﺭ ﻓﻲ ﺍﻟﻜﺘﺎﺒﺔ ﺍﻟﺭﺴﻤﻴﺔ ﻋﻨﻬﺎ ﻓﻲ ﺍﻟﺘﻜﻠﻡ ‪.‬‬

‫‪4- Continuous past perfect‬‬ ‫‪ - ٤‬ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ ﺍﻟﻤﺴﺘﻤﺭ‬

‫ﻴﺘﻜﻭﻥ ﻤﻥ ‪ + been + had‬ﺸﻜل ‪. ing‬‬

‫‪5- Use‬‬ ‫‪ - ٥‬ﺍﻻﺴﺘﻌﻤﺎل‬

‫ﻴﻬﺘﻡ ﻫﺫﺍ ﺍﻟﺯﻤﻥ ﺒﺎﻟﺘﻌﺒﻴﺭ ﻋﻥ ﻓﺘﺭﺓ ﺍﻟﺤﺩﺙ ﺃﻭ ﺍﻟﻨﺸﺎﻁ ﻓﻲ ﺍﻟﻤﺎﻀﻲ ﺤﻴﺙ ﻴﻘـﺎﻁﻊ ﺃﻭ ﻴﺨـﺘﻡ‬
‫ﺒﻨﺸﺎﻁ ﻤﺎﻀﻲ ﺁﺨﺭ ﺃﻭ ﺤﺩﺙ ‪.‬‬

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 6- Two time expressions ‫ ﺘﻌﺒﻴﺭﺍﻥ ﺯﻤﻨﻴﺎﻥ‬- ٦

‫ﻫﺫﺍﻥ ﺍﻟﺘﻌﺒﻴﺭﺍﻥ ﺍﻟﺯﻤﻨﻴﺎﻥ ﺃﻭ ﻤﺎ ﻴﻌﺎﺩﻟﻬﻤﺎ ﻤﻁﻠﻭﺒﺎﻥ ﻓﻲ ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘـﺎﻡ ﺇﻤـﺎ ﺒـﻨﻔﺱ‬
. ‫ﺍﻟﺠﻤﻠﺔ ﺃﻭ ﺒﺠﻤﻠﺔ ﻗﺒﻠﻪ ﺃﻭ ﺒﻌﺩﻩ ﻤﺒﺎﺸﺭﺓ‬

7- Sentence pattern ‫ ﻨﻤﻭﺫﺝ ﺍﻟﺠﻤﻠﺔ‬- ٧

S ‫ﺍﻟﻔﺎﻋل‬ V ‫ﺍﻟﻔﻌل‬ P ‫ﻤﻜﺎﻥ‬ T1 ‫ﺯﻤﻥ ﺃﻭل‬ T2 ‫ﺯﻤﻥ ﺜﺎﻨﻲ‬

The students had been waiting for almost ten minutes when Prof. Baker
showed up.
Bill had been working for two hours when Jack called.
George had been in college town for almost six months when Nick
came
from Greece.

Continuous past perfect ‫ ﻤﺎﻀﻲ ﺘﺎﻡ ﻤﺴﺘﻤﺭ‬- ٨

‫ﻤﺎﻀﻲ ﺘﺎﻡ‬8- Past perfect

‫ﻤﻘﺎﺒل‬
a. George had lived with an American - George had been living with an
Family for six months when nick American family for six
arrived. months when nick arrived.
‫) ﺭﺒﻤﺎ ﺘﻘﺘﺭﺡ ﻫﺫﻩ ﺍﻟﺠﻤﻠﺔ ﻟﺒﻌﺽ ﺍﻟﻤﺘﺤﺩﺜﻴﻥ‬ ‫) ﺭﺒﻤﺎ ﺘﻘﺘﺭﺡ ﻫـﺫﻩ ﺍﻟﺠﻤﻠـﺔ ﻟـﺒﻌﺽ‬
‫ﺒﺄﻨﻪ ﻗﺩ ﺒﺩﱠل ﺘﺭﺘﻴﺒﺎﺕ ﻤﻌﻴﺸﺘﻪ ﺒﻌﺩ ﻭﺼـﻭل‬ ‫ﺍﻟﻤﺘﺤﺩﺜﻴﻥ ﺒﺄﻨﻪ ﺴـﻭﻑ ﻴﺘـﺎﺒﻊ ﻨﻔـﺱ‬
( ‫ ﻟﻜﻨﻬﺎ ﻻ ﺘﻘﻭل ﺫﻟﻙ ﺒﺸﻙ ﻤﺤﺩﺩ‬، ‫ﻙ‬
ْ ‫ِﻨ‬ ‫ﺘﺭﺘﻴﺒﺎﺕ ﺍﻟﻤﻌﻴﺸﺔ ﻟﻜﻨﻬﺎ ﻓﻲ ﺍﻟﻭﺍﻗـﻊ ﻻ‬
( ‫ﺘﻘﻭل ﺫﻟﻙ‬

9- Indirect objects ‫ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﻏﻴﺭ ﺍﻟﻤﺒﺎﺸﺭ‬- ٩

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‫ﻟﻘﺩ ﻨﺎﻗﺸﻨﺎ ﺃﻥ ﺒﻌﺽ ﺍﻷﻓﻌﺎل ﻻ ﺘﺄﺨﺫ ﻤﻔﻌﻭ ﹰﻻ ﺒﻪ ﻭﺒﻌﻀﻬﺎ ﺘﺄﺨﺫ ‪ .‬ﻴﻭﺠﺩ ﺃﻴﻀ ﹰﺎ ﺃﻓﻌـﺎل ﺘﺄﺨـﺫ‬
‫ﻤﻔﻌﻭﻟﻴﻥ ﺒﻪ ‪ ،‬ﺃﺤﺩﻫﻤﺎ ﻤﺒﺎﺸﺭ ﻭﺍﻷﺨﺭ ﻏﻴﺭ ﻤﺒﺎﺸﺭ ‪ .‬ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﻏﻴـﺭ ﺍﻟﻤﺒﺎﺸـﺭ ﻴﻜـﻭﻥ‬
‫ﺸﺨﺼ ﹰﺎ ﺤﻴﺙ ﻴﺘﻡ ﺍﻟﺸﻲﺀ ﻟﻪ ‪.‬‬
‫‪ to ، Ø. p‬ﺃﻭ ‪(Ø) - for‬‬
‫‪To‬‬ ‫‪To or Ø‬‬ ‫‪Ø‬‬ ‫‪Ø or for‬‬ ‫‪For‬‬
‫‪admit‬‬ ‫‪bring‬‬ ‫‪ask‬‬ ‫‪build‬‬ ‫‪answer‬‬
‫‪announce‬‬ ‫‪give‬‬ ‫‪charge‬‬ ‫‪buy‬‬ ‫‪cash‬‬
‫‪describe‬‬ ‫‪lend‬‬ ‫‪cost‬‬ ‫‪draw‬‬ ‫‪change‬‬
‫‪explain‬‬ ‫‪offer‬‬ ‫‪find‬‬ ‫‪design‬‬
‫‪introduce‬‬ ‫‪owe‬‬ ‫‪get‬‬ ‫‪do‬‬
‫‪mention‬‬ ‫‪pay‬‬ ‫‪make‬‬ ‫‪prepare‬‬
‫‪recommend‬‬ ‫‪sell‬‬ ‫‪prescribe‬‬
‫‪say‬‬ ‫‪send‬‬ ‫‪pronounce‬‬
‫‪Speak‬‬ ‫‪show‬‬
‫‪suggest‬‬ ‫‪teach‬‬
‫‪tell‬‬
‫‪write‬‬

‫)ﺏ( ﻴﺨﺘﻠﻑ ﻤﻜﺎﻥ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﻏﻴﺭ ﺍﻟﻤﺒﺎﺸﺭ ﺒﺤﺴﺏ ﺤﺭﻑ ﺍﻟﺠﺭ ﺍﻟﺫﻱ ﻴﺴﺒﻘﻪ ‪ ،‬ﻭﺃﻴﻀ ﹰﺎ‬
‫ﺒﺤﺴﺏ ﻁﺒﻴﻌﺔ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺍﻟﻤﺒﺎﺸﺭ ‪.‬‬

‫ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﺠﺩ ﺍﻟﻁﻼﺏ ﺼﻌﻭﺒﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺃﻱ ﺍﻟﻜﻠﻤﺎﺕ ﻴﺴﺘﻌﻤﻠﻭﻥ ‪ ،‬ﻭﻫﺫﺍ ﻏﻴﺭ ﻤﻔـﺎﺠﺊ ﻷﻥ‬
‫ﻜل ﺍﻟﻜﻠﻤﺎﺕ ﻟﻬﺎ ﻨﻔﺱ ﺍﻟﻨﺸﺎﻁ ‪ .‬ﺍﻟﻔﺭﻕ ﻫﻭ ﺃﻨﻬﺎ ﺘﺴﺘﻌﻤل ﻓﻲ ﻨﻤﺎﺫﺝ ﻤﺨﺘﻠﻔﺔ ‪.‬‬
‫)ﺁ( ‪ say‬ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﺴﺘﻌﻤل ﻟﻴﻘﺩﻡ ﻤﻘﻭﻟﺔ ﻤﺒﺎﺸﺭﺓ ﺃﻭ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ‪.‬‬

‫‪S‬‬ ‫ﻓﺎﻋل‬ ‫‪V‬‬ ‫ﻓﻌل‬ ‫ﻤﻔﻌﻭل ﺒﻪ ﻤﺒﺎﺸﺭ ‪D.O.‬‬

‫‪Professor Baker‬‬ ‫‪said,‬‬ ‫‪“ I have lost my watch ” .‬‬
‫‪Professor Baker‬‬ ‫‪said,‬‬ ‫‪that he had lost his watch.‬‬

‫)ﺏ( ‪ tell‬ﻨﺎﺩﺭﹰﺍ ﻤﺎ ﻴﺴﺘﻌﻤل ﻤﻊ ﺍﻟﻤﻘﻭﻟﺔ ﺍﻟﻤﺒﺎﺸﺭﺓ ‪ .‬ﻭﻴﺘﻁﻠﺏ ﻫﺫﺍ ﺍﻟﻔﻌل ﻤﻔﻌﻭ ﹰﻻ ﺒـﻪ ﻏﻴـﺭ‬
‫ﻤﺒﺎﺸﺭ ﻤﺎ ﻋﺩﺍ ﺒﻌﺽ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﻤﻌﻴﻨﺔ ‪.‬‬

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 ‫ﻓﺎﻋل ‪S‬‬ ‫ﻓﻌل ‪V‬‬ ‫ﻤﻔﻌﻭل ﺒﻪ ﻤﺒﺎﺸﺭ ‪ D.O.‬ﻤﻔﻌﻭل ﺒﻪ ﻏﻴﺭ ﻤﺒﺎﺸﺭ‬
‫‪I.O.‬‬
‫‪Professor Baker‬‬ ‫‪told‬‬ ‫‪his students that he had lost his‬‬
‫‪watch.‬‬

‫ﻴﺴﺘﻌﻤل ﺍﻟﻔﻌل ‪ tell‬ﺃﻴﻀ ﹰﺎ ﻤﻊ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻤﻊ ﺃﻭ ﺒﺩﻭﻥ ﻤﻔﻌﻭل ﺒﻪ ﻤﺒﺎﺸﺭ ‪.‬‬

‫‪tell a story‬‬ ‫‪tell the truth‬‬ ‫‪tell the time‬‬
‫‪tell a secret‬‬ ‫‪tell a lie‬‬ ‫‪tell (all) about‬‬

‫ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﺴﺘﻌﻤل ﺍﻟﺠﻤل ﺍﻻﺴﻤﻴﺔ ﻜﻤﻔﻌﻭل ﺒﻪ ﻤﺒﺎﺸﺭ ﺒﻌﺩ ﺃﻓﻌﺎل ﻤﻌﻴﻨﺔ‪.‬‬

‫)ﺃ( ‪ that‬ﻫﻲ ﺃﺩﺍﺓ ﺭﺒﻁ ﺘﺴﺘﻌﻤل ﻟﺘﻘﺩﻡ ﻤﻔﻌﻭل ﺒﻪ ﻟﺠﻤﻠﺔ ﺍﺴﻤﻴﺔ ﺒﻌﺩ ‪ say‬ﺃﻭ ‪ . tell‬ﻏﺎﻟﺒ ﹰﺎ‬
‫ﻤﺎ ﻴﺤﺫﻑ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﻭﻓﻲ ﺍﻟﻜﺘﺎﺒﺔ ﻏﻴﺭ ﺍﻟﺭﺴﻤﻴﺔ ‪.‬‬
‫ﺍﻟﻔﺎﻋل ‪S‬‬ ‫ﺍﻟﻔﻌل ‪V‬‬ ‫ﻤﻔﻌﻭل ﺒﻪ ﻏﻴﺭ‬ ‫‪D.O.‬‬ ‫ﻤﻔﻌﻭل ﺒﻪ ﻤﺒﺎﺸﺭ‬
‫ﻤﺒﺎﺸﺭ ‪I.O.‬‬
‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ ‪ C‬ﻓﻌل ‪ V‬ﻓﺎﻋل ‪CM S‬‬
‫‪that‬‬
‫‪Professor Baker said‬‬ ‫)‪(that‬‬ ‫‪he‬‬ ‫‪was‬‬ ‫‪sorry.‬‬
‫‪He‬‬ ‫‪told his students (that) he‬‬ ‫‪had lost his watch.‬‬
‫‪Nick‬‬ ‫‪said‬‬ ‫‪(that) George’s father had been ill.‬‬

‫)ﺏ ( ‪ Ask‬ﻋﻨﺩﻤﺎ ﻴﻌﻨﻲ ) ﻴﻁﺭﺡ ﺴﺅﺍ ﹰﻻ ( ﻻ ﻴﺘﺒﻌﻪ ‪ + That‬ﺠﻤﻠﺔ ‪ .‬ﻭﺭﺒﻤﺎ ﻴﺄﺨﺫ ﺠﻤﻠﺔ‬
‫ﻤﻔﻌﻭ ﹰﻻ ﺒﻪ ﻴﺴﺒﻘﻬﺎ ‪.If‬‬

‫ﺍﻟﻔﺎﻋل ‪S‬‬ ‫ﺍﻟﻔﻌل ‪V‬‬ ‫ﻤﻔﻌﻭل ﺒﻪ ﻏﻴﺭ‬ ‫‪D.O.‬‬ ‫ﻤﻔﻌﻭل ﺒﻪ ﻤﺒﺎﺸﺭ‬

‫ﻤﺒﺎﺸﺭ ‪I.O.‬‬ ‫‪CM‬‬ ‫ﻓﺎﻋل ‪S‬‬ ‫ﻓﻌل ‪V‬‬ ‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ ‪C‬‬
‫‪Jack‬‬ ‫‪asked‬‬ ‫‪Bill‬‬ ‫‪if‬‬ ‫‪he had solved the problem.‬‬
‫‪Bill‬‬ ‫‪asked‬‬ ‫‪Jack‬‬ ‫‪if‬‬ ‫‪he had eaten‬‬ ‫‪dinner.‬‬

‫‪12- Two-word verbs‬‬ ‫‪ - ١٢‬ﺃﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ‬

‫ﻓﻲ ﻫﺫﺍ ﺍﻟﺩﺭﺱ ﻫﻲ ‪:‬‬

‫‪-88-‬‬
 ‫‪Show up :‬ﻴﻅﻬﺭ‬
‫‪ Give up :‬ﻴﻜﻑ ﻋﻥ ﺍﻟﻤﺤﺎﻭﻟﺔ ‪ -‬ﻴﺴﺘﺴﻠﻡ‬
‫ﻥ‬
‫‪Get over ( an illness ) :‬ﻴﺸﻔﻰ ِﻤ ْ‬

‫‪13- Verbs with preposition‬‬ ‫‪ - ١٣‬ﻓﻌل ﻤﻊ ﺤﺭﻑ ﺍﻟﺠﺭ‬

‫ﻓﻲ ﻫﺫﺍ ﺍﻟﺩﺭﺱ ﻫﻲ ‪Work on :‬‬

‫‪14- Exercises‬‬ ‫‪ - ١٤‬ﺍﻟﺘﻤﺎﺭﻴﻥ‬

‫) ﺃ ( ﺍﺤﺭﺹ ﻋﻠﻰ ﻟﻔﻅ ‪They’d ، We’d ، She’d ، He’d ،You’d ، I’d ،‘d‬‬
‫ﺃﺜﻨﺎﺀ ﺍﻟﺘﻜﻠﻡ ﺒﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ ‪.‬‬
‫)ﺏ( ‪ I’d‬ﻟﻬﺎ ﻤﻘﻁﻌﺎﻥ ﻟﻔﻅﻴﺎﻥ ‪ .‬ﺍﻟﺼﻭﺕ ﺍﻟﺜﺎﻨﻲ ﺍﻟﺼﻭﺘﻲ ) ﻏﻴﺭ ﻤﻜﺘـﻭﺏ ( ﻫـﻭ ﻨﻔـﺱ‬
‫ﻼ ﻭﺃﻜﺜﺭ ﺘﺭﻜﻴﺯﹰﺍ ‪ .‬ﻟﻴﺱ ﻤﺸﺩّﺩﹰﺍ ﻭﻟﻜﻥ ﻴﺠﺏ ﺃﻥ ﻴﻠﻔﻅ ‪.‬‬‫ﺍﻟﻤﻘﻁﻊ ﺍﻷﻭل ‪ ،‬ﺃﻭ ﺃﺨﻔﺽ ﻗﻠﻴ ﹰ‬

‫‪-89-‬‬
 LESSON XIII:
Future perfect: Simple and Continuous
Two – word verbs, tag Questions

… ‫… اﻟﺪرس اﻟﺜﺎﻟﺚ ﻋﺸﺮ‬

‫ ﺍﻟﺒﺴﻴﻁ ﻭﺍﻟﻤﺴﺘﻤﺭ‬: ‫ﺍﻟﻤﺴﺘﻘﺒل ﺍﻟﺘﺎﻡ‬
. ‫ ﺃﻟﻴﺱ ﻜﺫﻟﻙ‬، ‫ﺃﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ‬

Professor and Mrs. Baker have known each other since they
were children. They grew in the same town, but they went to different
colleges. They hadn’t seen each other for four years when they met on
a ship going to England. During the trip they made up their minds to
get married the following September. When they got home they talked
over their plans with their parents. At first Emily Baker’s mother
asked her to put off the wedding until December, but she changed her
mind. That was almost forty years ago. Next September second, Dr.
and Mrs. Baker will have been married for forty year. Dr. Baker will
have retired, and they will have taken off for a trip around the world.
The Allens bought a house when they first moved to College
Town. That was almost six years ago. By June first they will have been
living in that house for six years.
When Professor Miller called on them last week, he asked them
about their house.
Prof. Miller: You’ve owned this house quite a while, haven’t you?
Prof. Allen: It will be six years soon, won’t it?
Mrs. Allen: It will be six years in June.
Prof. Miller: Taxes are pretty high in College Town aren’t they?
Prof. Allen: Yes, they are, but it is nice to own your own house. You
live in an apartment, don’t you?
Prof. Miller: Yes, I do. I’d like to own a home, but I think I’ll wait
until I get married. A house is a big responsibility for
one person.
Prof. Allen: That’s right, isn’t it, Ruth?
Mrs. Allen: Yes, indeed. That’s right.

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 ‫‪1- Simple future perfect tense‬‬ ‫‪ - ١‬ﺍﻟﺯﻤﻥ ﺍﻟﻤﺴﺘﻘﺒل ﺍﻟﺘﺎﻡ ﺍﻟﺒﺴﻴﻁ‬

‫ﻫﻭ ﻋﺒﺎﺭﺓ ﻓﻌﻠﻴﺔ ﻴﺘﻜﻭﻥ ﻤﻥ ‪ + have + will‬ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل ‪ .‬ﻭﻴﺘﻌﻠﻕ ﺒﺈﻜﻤﺎل ﺍﻟﻌﻤل ﻗﺒل‬
‫ﻋﻤل ﺁﺨﺭ ﺃﻭ ﺯﻤﻥ ﺁﺨﺭ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ‪ .‬ﻴﺠﺏ ﺃﻥ ﺘﺤﻭﻱ ﺠﻤل ﻫﺫﺍ ﺍﻟﺯﻤﻥ ﻋﺒﺎﺭﺓ ﺯﻤﻨﻴﺔ ﺘﺩل‬
‫ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﺒل ‪ .‬ﻭﻫﺫﻩ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ﻫﻲ ‪ when‬ﺃﻭ ﻋﺒﺎﺭﺍﺕ ﻤﺴﺒﻭﻗﺔ ﻓﻲ ‪by, next,‬‬
‫‪. in‬‬

‫‪3- Continuous future perfect‬‬ ‫‪ - ٣‬ﺍﻟﻤﺴﺘﻘﺒل ﺍﻟﺘﺎﻡ ﺍﻟﻤﺴﺘﻤﺭ‬

‫ﻭﻫﻭ ﻋﺒﺎﺭﺓ ﻓﻌﻠﻴﺔ ﺘﺘﻜﻭﻥ ﻤﻥ ‪ ing – form + have + will‬ﺘﺅﻜﺩ ﻋﻠﻰ ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ‬
‫ﻟﺤﺩﺙ ﺍﻟﻤﺴﺘﻘﺒل ﺃﻭ ﻋﻥ ﺤﺎﻟﺔ ﺤﺎﻀﺭﺓ ﺘﺼل ﻟﻠﻤﺴﺘﻘﺒل ‪ .‬ﻋﺒﺎﺭﺘﺎ ﺯﻤﻥ ﻀﺭﻭﺭﻴﺘﺎﻥ ﻤﻊ ﻫﺫﺍ‬
‫ﺍﻟﺯﻤﻥ ‪:‬‬
‫‪5- Choice of time‬‬ ‫ﺍﻟﺯﻤﻥﻤﺤﺩﺩ ‪ .٢‬ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ‪.‬‬
‫ﻤﺴﺘﻘﺒﻠﻲ‬ ‫ﺤﺩﺙ‬
‫ﺍﺨﺘﻴﺎﺭ‬ ‫‪- ٥.١‬‬

‫ﻴﺴﺘﻌﻤل ﺍﻟﻤﺴﺘﻘﺒل ﺍﻟﺘﺎﻡ ﺃﻗل ﻤﻥ ﺍﻷﺯﻤﻨﺔ ﺍﻷﺨﺭﻯ ﻷﻨﻪ ﻴﻤﻜﻥ ﺃﻥ ﻴﻌﺒﺭ ﻋﻨـﻪ ﺒﻁـﺭﻕ ﺃﻗـل‬
‫ﺃﻨﺎﻗﺔ‪ .‬ﻷﻥ ﻜل ﻤﺴﺘﻘﺒل ﺘﺎﻡ ﻤﺴﺘﻤﺭ ﻴﻤﻜﻥ ﺃﻥ ﻴﻌﺒﺭ ﻋﻨﻪ ﺒﻤﺴﺘﻘﺒل ﺘﺎﻡ ﺒﺴﻴﻁ ‪ .‬ﻴﺴﺘﻌﻤل ﺸﻜل‬
‫‪ –ing‬ﻟﻴﺅﻜﺩ ﻋﻠﻰ ﺍﻟﻔﺘﺭﺓ ﺍﻟﺯﻤﻨﻴﺔ ﻭﻴﺴﺘﻌﻤل ﺍﻟﻤﻌﻭل ﺒﻪ ﻟﻴﺅﻜﺩ ﻋﻠﻰ ﺍﻹﻜﻤﺎل ‪.‬‬
‫ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻔﻌل ﻁﻭﻴﻠﺔ ﻓﻨﺎﺩﺭﹰﺍ ﻤﺎ ﺘﺴﺒﺏ ﻤﺸﺎﻜل ﻟﻠﻤﺘﻌﻠﻤﻴﻥ ‪.‬‬

‫‪6- Two-word verbs‬‬ ‫‪ - ٦‬ﺃﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ‬

‫ﻓﻲ ﻫﺫﺍ ﺍﻟﺩﺭﺱ ﻫﻲ ‪:‬‬

‫ﻴﺯﻭﺭ ‪call on :‬‬
‫ﻴﺨﻀﻊ ‪hand in :‬‬
‫ﻴﻘﺭﺭ‪make up one's mind :‬‬
‫ﻴﺅﺠل ‪put off :‬‬
‫ﻴﻐﺎﺩﺭ ‪take off :‬‬
‫ﻴﻨﺎﻗﺵ ‪talk over :‬‬
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 ‫‪7- Multiple meanings/multiple patterns‬‬ ‫ﻥ ﻋﺩﻴﺩﺓ‪/‬ﻨﻤﺎﺫﺝ ﻋﺩﻴﺩﺓ‬
‫‪ - ٧‬ﻤﻌﺎ ٍ‬

‫ﻥ ﻋﺩﻴﺩﺓ ﻓﻲ ﺴﻴﺎﻕ ﻨﺹ ﻤﺨﺘﻠﻑ ‪ ،‬ﻟﺫﻟﻙ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻘﻭﺍﻋﺩﻱ‬

‫ﺘﻌﺒﺭ ﺃﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ ﻋﻥ ﻤﻌﺎ ٍ‬
‫ﺍﻟﺫﻱ ﻴﺘﺒﻌﻭﻨﻪ ﻴﺨﺘﻠﻑ ﺃﻴﻀ ﹰﺎ ‪ .‬ﺃﺤﺩ ﺍﻷﻤﺜﻠﺔ ﻫﻭ ‪ take off‬ﻭﻫﻭ ﻤﻭﺠﻭﺩ ﻓﻲ ﺍﻟﻔﻘﺭﺓ )‪ (٨‬ﻓـﻲ‬
‫ﺍﻷﺴﻔل ﻟﻔﻌل ﻤﺘﻌ ٍﺩ ﻭﻓﻌل ﻻﺯﻡ ﻭﻟﻴﺱ ﻜﻼﻫﻤﺎ ‪ .‬ﻓـﻲ ﺍﻟﻤﻼﺒـﺱ ‪ take off‬ﺘﻌﻨـﻲ ﻴﺨﻠـﻊ‬
‫ﺍﻟﻤﻼﺒﺱ ﻭﻫﻭ ﻓﻌل ﻻﺯﻡ ‪ ،‬ﻭﻓﻲ ﺍﻟﺴﻔﺭ ﻴﻌﻨﻲ ﻴﻐﺎﺩﺭ ﻭﻫﻭ ﻤﺘﻌ ٍﺩ ‪ .‬ﺍﻷﻓﻌﺎل ﻓﻲ ﺍﻟﻘﺎﺌﻤﺔ ﻤﻌﻨﺎﻫﺎ‬
‫ﺒﺤﺴﺏ ﻤﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﺩﺭﺱ ‪.‬‬

‫‪8- Transitive / intransitive‬‬ ‫‪ - ٨‬ﻻﺯﻡ ‪ /‬ﻤﺘﻌ ٍﺩ‬

‫ﺍﻟﻔﻌل ﻤﻥ ﻜﻠﻤﺘﻴﻥ ﻤﺼﻨﻔﻴﻥ ﻜﺎﻟﺘﺎﻟﻲ ﻓﻲ ﻫﺫﺍ ﺍﻟﺠﺩﻭل ‪:‬‬

‫‪Transitive‬‬ ‫ﻓﻌل ﻻﺯﻡ‬ ‫ﻓﻌل ﻤﺘﻌ ٍﺩ ‪ intransitive‬ﻜﻼﻫﻤﺎ ‪Both‬‬

‫‪call on‬‬ ‫‪put off‬‬ ‫‪call up‬‬ ‫‪get up‬‬
‫‪get over(illness) put on‬‬ ‫‪give up‬‬ ‫‪make out‬‬
‫‪hand in‬‬ ‫‪take off‬‬ ‫‪hang up‬‬ ‫‪show up‬‬
‫‪look up‬‬ ‫‪talk over‬‬ ‫‪take off‬‬
‫‪make up (mind) try on‬‬
‫‪pick out‬‬ ‫‪wear out‬‬
‫‪pick up‬‬

‫‪9- Separable/inseparable‬‬ ‫‪ - ٩‬ﻗﺎﺒل ﻟﻠﻔﺼل ‪ /‬ﻏﻴﺭ ﻗﺎﺒل ﻟﻠﻔﺼل‬

‫ﺭﺒﻤﺎ ﺘﺼﻨﻑ ﻓﻌل ﺍﻟﻜﻠﻤﺘﻴﻥ ﺍﻟﻤﺘﻌﺩﻱ ﻜﺎﻟﺘﺎﻟﻲ ‪:‬‬

‫)ﺃ( ﺇﻥ ﺍﻟﻔﻌل ﻤﻥ ﻜﻠﻤﺘﻴﻥ ﺍﻟﻘﺎﺒل ﻟﻠﻔﺼل ﺍﻟﺫﻱ ﻟﻪ ﻤﻔﻌﻭل ﺒﻪ ﻴﻘﻊ ﺒﻴﻥ ﻗﺴﻤﻲ ﺍﻟﻔﻌل ‪:‬‬
‫‪Example: Professor Miller called on the Allens last week.‬‬
‫‪George’s got over his illness by spring.‬‬

‫‪-92-‬‬
 ‫ﺇﻥ ﺍﻟﻔﻌﻠﻴﻥ ‪ call on‬ﻭ ‪ get over‬ﻫﻤﺎ ﺍﻟﻔﻌﻼﻥ ﺍﻟﻭﺤﻴﺩﺍﻥ ﺍﻟﻘﺎﺒﻼﻥ ﻟﻼﻨﻔﺼﺎل ‪.‬‬

‫‪10- Scope of two-word verbs‬‬ ‫‪ - ١٠‬ﻤﺩﻯ ﻓﻬﻡ ﺍﻟﻔﻌل ﻤﻥ ﻜﻠﻤﺘﻴﻥ‬

‫ﻻ ﺃﺤﺩ ﻴﻌﺭﻑ ﻋﺩﺩ ﺍﻷﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ﻭﻟﻜﻥ ﻋﺩﺩﻫﺎ ﻜﺜﻴﺭ ﺠﺩﹰﺍ ‪ .‬ﻭﻫـﻲ‬
‫ﻤﻌﺭﻭﻓﺔ ﺃﻜﺜﺭ ﻓﻲ ﺍﻟﻤﺤﺎﺩﺜﺔ ﻋﻨﻪ ﻓﻲ ﺍﻟﻜﺘﺎﺒﺔ ‪ ،‬ﻭﻟﻜﻥ ﺒﻌﻀﻬﺎ ﻴﺤﺩﺙ ﻭﺒﺸـﻜل ﻤﻨـﺘﻅﻡ ﻓـﻲ‬
‫ﺍﻟﻜﺘﺎﺒﺔ ﻭﺤﻴﺙ ﻻ ﺘﻭﺠﺩ ﻁﺭﻴﻘﺔ ﺃﺨﺭﻯ ﻟﻠﺘﻌﺒﻴﺭ ﻋﻥ ﻨﻔﺱ ﺍﻟﻤﻌﻨﻰ ‪ .‬ﻭﺘﺨﺘﻠـﻑ ﺍﻷﻓﻌـﺎل ﻤـﻥ‬
‫ﻜﻠﻤﺘﻴﻥ ﻤﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻋﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺒﺭﻴﻁﺎﻨﻴﺔ ﺃﻜﺜﺭ ﻤـﻥ ﺍﻟﻤﺭﺍﺩﻓـﺎﺕ ﺍﻷﺨـﺭﻯ ‪.‬‬
‫ﻭﺃﺤﻴﺎﻨ ﹰﺎ ﻫﺫﻩ ﺍﻟﺤﻘﻴﻘﺔ ﺘﺅﺩﻱ ﺇﻟﻰ ﺴﻭﺀ ﺘﺭﺠﻤﺔ ﻤﺴ ﱟل ‪.‬‬

‫‪ - ١١‬ﺒﻌﺽ ﺍﻹﻀﺎﻓﺎﺕ ﻋﻥ ﺃﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ‬

‫‪11- Some additional two-word verbs‬‬

‫ﻼ ﻤﻥ ﻜﻠﻤﺘﻴﻥ ﺸﺎﺌﻌﺔ ﺍﻻﺴﺘﻌﻤﺎل ﻭﻋﻠﻴﻙ ﺃﻥ ﺘﺤﻔﻅﻬﺎ ‪.‬‬

‫ﻴﻭﺠﺩ ﻫﻨﺎ ﻋﺸﺭﻭﻥ ﻓﻌ ﹰ‬

‫‪Transitive‬‬ ‫ﻻﺯﻡ‬ ‫ﻤﺘﻌ ٍﺩ ‪Intransitive‬‬

‫ﻗﺎﺒل ﻟﻠﻔﺼل ‪separable‬‬ ‫ﻏﻴﺭ ﻗﺎﺒل ﻟﻠﻔﺼل‪inseparable‬‬
‫)‪call off (cancel‬‬ ‫)‪call on (ask a recite‬‬ ‫‪break down (stop‬‬
‫)‪do over (repeat‬‬ ‫)‪go over (review‬‬ ‫)‪functioning‬‬
‫)‪fill out (complete‬‬ ‫)‪keep on (continue‬‬ ‫)‪come back(return‬‬
‫)‪find out (discover‬‬ ‫)‪look into (investigate‬‬ ‫)‪come over(visit‬‬
‫)‪leave out (omit‬‬ ‫‪run across (discover by‬‬ ‫‪come to (regain‬‬
‫)‪look/over(examine‬‬ ‫)‪chance‬‬ ‫)‪consciousness‬‬
‫)‪pass out (distribute‬‬ ‫)‪run into (meet by chance‬‬ ‫)‪get along (progress‬‬
‫)‪take up (discuss‬‬ ‫)‪pass out (faint‬‬

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 ‫‪12- Modification of two-word verbs‬‬ ‫‪ - ١٢‬ﺘﺤﺩﻴﺩ ﺍﻷﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ‬

‫ﻻ ﻴﺴﺘﻌﻤل ﻅـﺭﻭﻑ ﻋﺩﻴـﺩﺓ ﻤﻊ ﺍﻷﻓﻌﺎل ﻤﻥ ﻜﻠﻤﺘﻴﻥ ‪ .‬ﺍﻟﻜﻠﻤـﺔ ﺍﻷﻜﺜـﺭ ﺍﺴـﺘﻌﻤﺎ ﹰﻻ ﻫـﻲ‬

‫‪ right‬ﻭﺍﻟﺘﻲ ﺘﻌﻨﻲ ﺒﻬﺫﺍ ﺍﻟﺴﻴﺎﻕ ﺒﻤﻌﻨﻰ ﺒﺎﻟﺤﺎل ‪ .‬ﻴﺄﺘﻲ ﻫـﺫﺍ ﺍﻟﻅـﺭﻑ ﺒﻴﻥ ﻗﺴﻤﻲ ﺍﻟﻔﻌــل‬
‫ﻭ ﺤﺘﻰ ﻤﻊ ﺍﻟﻔﻌل ﺍﻟﻤﺘﻌﺩﻱ ﻭﻏﻴﺭ ﻗﺎﺒل ﻟﻠﻔﺼل ‪ .‬ﻭﻋﻨﺩﻤﺎ ﻴﻔﺼل ﺍﻟﻔﻌل ﺒﻤﻔﻌﻭل ﺒﻪ ﻭﺒﻤﺤـﺩﺩ‬
‫ﻓﻴﺴﺒﻕ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺍﻟﻤﺤﺩﺩ ﺍﻟﺫﻱ ﻴﻠﻴﻪ ‪.‬‬

‫‪When the alarm clock rings, Bill gets right up.‬‬

‫‪When a problem seems hard, Jack gives right up.‬‬
‫‪When you don’t know a word, you should look it right up.‬‬

‫‪13- Tag question‬‬ ‫‪ - ١٣‬ﺃﻟﻴﺱ ﻜﺫﻟﻙ‬

‫ﻫﻲ ﺃﺴﺌﻠﺔ ﻗﺼﻴﺭﺓ ﻤﻥ ‪ Yes / No‬ﺘﻀﺎﻑ ﻟﻠﺠﻤﻠﺔ ‪ .‬ﻭﺘﺴﺘﻌﻤل ﻓﻲ ﺍﻟﻤﺤﺎﺩﺜﺔ ﻭﻨـﺎﺩﺭﹰﺍ ﻤـﺎ‬
‫ﺘﺴﺘﻌﻤل ﻗﻲ ﺍﻟﻜﺘﺎﺒﺔ ﻤﺎ ﻋﺩﺍ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل ‪ .‬ﻭﻴﺴﺘﻌﻤل ‪ Tag question‬ﻟﻴﺤـﺎﻓﻅ ﻋﻠـﻰ‬
‫ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﺍﻟﻤﺤﺎﺩﺜﺔ ﺤﻴﺙ ﺇﻥ ﺍﻟﻤﺘﺤﺩﺙ ﻏﻴﺭ ﻤﺘﺄﻜﺩ ﻤﻥ ﺠﻤﻠﺘﻪ ﻭﻴﻁﻠﺏ ﺍﻟﺘﺄﻜﻴﺩ ‪ .‬ﻭﻴﻌﻜﺱ‬
‫ﺍﻟﻤﻭﻗﻔﺎﻥ ﺍﻟﻤﺨﺘﻠﻔﺎﻥ ﻓﻲ ﻨﺒﺭﺓ ﺍﻟﺼﻭﺕ ‪ . intonation‬ﺃﻱ ﻓﻲ ﺭﻓﻊ ﺃﻭ ﺨﻔﺽ ﺍﻟﺼـﻭﺕ ﻓـﻲ‬
‫ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻠﻐﺎﺕ ‪ Tag question‬ﻭﺍﺤﺩﺓ ﻭﻟﻜﻥ ﻓﻲ ﺍﻟﻠﻐـﺔ ﺍﻹﻨﻜﻠﻴﺯﻴـﺔ ﻟﻜـل ﺠﻤﻠـﺔ ﻟﻬـﺎ‬
‫‪ Tag question‬ﻤﻨﻔﺼل ‪.‬‬

‫) ﺁ ( ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻟﺠﻤﻠﺔ ﺇﻴﺠﺎﺒﻴﺔ ‪ ،‬ﻴﻜﻭﻥ ﺍﻟﺴﺅﺍل ﻨﻔﻴ ﹰﺎ ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻟﺠﻤﻠـﺔ ﻨﻔﻴـ ﹰﺎ ‪،‬‬
‫ﻴﻜﻭﻥ ﺍﻟﺴﺅﺍل ﺇﻴﺠﺎﺒﻴ ﹰﺎ ‪.‬‬

‫)ﺏ( ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻓﻌل ﺍﻟﺠﻤﻠﺔ ﻓﻌل ﺍﻟﻜﻭﻥ ‪ ، be‬ﻓﻴﻜﻭﻥ ﺍﻟﺴﺅﺍل ﻨﻔﺱ ﺍﻟﺸﻜل ‪.‬‬
‫?‪Taxes are high in College Town, aren’t they‬‬
‫?‪That’s right, isn’t it‬‬
‫‪-94-‬‬
 ‫‪14- Verbs with prepositions‬‬ ‫‪ - ١٤‬ﺃﻓﻌﺎل ﻤﻊ ﺤﺭﻭﻑ ﺍﻟﺠﺭ‬

‫ﻓﻲ ﻫﺫﺍ ﺍﻟﺩﺭﺱ ﻫﻭ ‪:‬‬

‫ﻴﺒﻠﻎ ﺴﻥ ﺍﻟﻨﻀﺞ ‪Grow up :‬‬

‫‪15- Pronunciation helps‬‬ ‫‪ - ١٥‬ﻤﺴﺎﻋﺩﺍﺕ ﺍﻟﻠﻔﻅ‬

‫)ﺃ( ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻟﻤﺘﻜﻠﻡ ﻤﺘﺄﻜﺩﹰﺍ ﻤﻥ ﺼﺤﺔ ﺠﻤﻠﺘﻪ ‪ ،‬ﻭﻴﻀﻴﻑ ‪ Tag question‬ﻓﻘـﻁ ﻤـﻥ‬
‫ﺃﺠل ﺍﻟﻤﺤﺎﺩﺜﺔ ‪ ،‬ﻓﻴﻜﻭﻥ ﺭﻓﻊ ﻭﺨﻔﺽ ﺍﻟﺼﻭﺕ ﻓﻲ ﺍﻟﺴﺅﺍل ﻫﻭ ﻨﻔﺴﻪ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ‪.‬‬

‫)ﺏ( ﺇﺫﺍ ﻟﻡ ﻴﻜﻥ ﺍﻟﻤﺘﻜﻠﻡ ﻤﺘﺄﻜﺩﹰﺍ ﻤﻥ ﺠﻤﻠﺘﻪ ﻓﺴﻴﻁﻠﺏ ﺍﻟﺘﺄﻜﻴﺩ ‪ ،‬ﻓﺴﻴﻜﻭﻥ ﻨﺒﺭﺓ ﺍﻟﺴﺅﺍل ﻫﻲ‬
‫ﺭﻓﻊ ﺍﻟﺼﻭﺕ ﻷﻱ ﺴﺅﺍل ‪. yes / no‬‬
‫ﻴﺠﺩ ﻤﻌﻅﻡ ﺍﻟﻤﺘﻌﻠﻤﻭﻥ ﺃﻥ ﺍﻟﻨﻤﻭﺫﺝ ) ﺁ ( ﺃﻜﺜﺭ ﺼﻌﻭﺒﺔ ﻤﻥ ﺍﻟﻨﻤﻭﺫﺝ ) ﺏ ( ‪.‬‬

‫‪16- Punctuation‬‬ ‫‪ - ١٦‬ﻋﻼﻤﺎﺕ ﺍﻟﺘﺭﻗﻴﻡ‬

‫?‪Taxes are high here , aren’t they‬‬

‫?‪That’s right , isn’t it‬‬
‫ﻻﺤﻅ ﻋﻼﻤﺔ ﺍﻟﺘﺭﻗﻴﻡ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺘﻲ ﺘﺤﻭﻱ ‪ . tag question‬ﻭﺘﺴﺒﻕ ﺍﻟﻔﺎﺼﻠﺔ ﺍﻟﺴـﺅﺍل ‪.‬‬
‫ﺘﺒﺩﺃ ﺍﻟﻜﻠﻤﺔ ﺍﻷﻭﻟﻰ ﻟﻠﺴﺅﺍل ﺒﺤﺭﻑ ﺼﻐﻴﺭ ﻭﻟﻴﺱ ﻜﺒﻴﺭﹰﺍ ﻭ ﺘﻭﻀﻊ ﻋﻼﻤﺔ ﺍﺴﺘﻔﻬﺎﻡ ﻓﻲ ﻨﻬﺎﻴﺘﻪ‬
‫‪.‬‬

‫‪-95-‬‬
 LESSON XIV:
MODAL AUXILIARIES AND RELATED IDIOMS
TENSE SEQUENCE, REPORTED SPEECH

… ‫… اﻟﺪرس اﻟﺮاﺑﻊ ﻋﺸﺮ‬

. ‫ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﺍﻟﺸﻜﻠﻴﺔ ﻭﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﻤﺭﺘﺒﻁﺔ ﺒﻬﺎ‬
‫ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل‬، ‫ﺘﻌﺎﻗﺏ ﺍﻟﺯﻤﻥ‬

Miss Liu can’t read for very long without getting a

headache. One of the girls in her class told her that she should go
to Health Service and see a doctor. “You ought to see a doctor as
soon as possible,” she said. “You might need glasses.”
As soon as Miss Liu had some free time, she went to the
Health Service and asked for an appointment with an eye doctor.
“I’d like an eye examination,” she said.
The appointment clerk said that the doctor could see her at
3:15.“The doctor can see you at 3:15 this afternoon,” she said.
Miss Liu replied that she would not be able to be there at
3:15 because she had a three o’clock class.
“The doctor might take you at about ten to four,” the
appointment clerk suggested,” but I’m not sure. Sometimes he
goes home at four o’clock. Shall I put you down for ten to four, or
would you rather come tomorrow?”
“I’ll come at ten to four,” Miss Liu replied. “I should have
come last week. I may be straining my eyes.”
When Miss Liu went to her three o’clock class, she asked her
instructor for permission to leave a little early. “May I leave at
3:45 today?” she asked. “I have to have an eye examination. I get
terrible headaches when I read. I must need glasses”
The instructor said that she might leave at 3:45, and then he
added, “You had better take down the assignment for next time.”
Miss Liu went back to the Health Service at 3:45. The doctor
was busy and she had to wait about half an hour. She could have

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‫‪read her assignment in that time but she didn’t. She would have‬‬
‫‪done it if she hadn’t had a headache. She couldn’t help thinking.‬‬
‫”‪“I should be reading my assignment.‬‬
‫‪When she saw the doctor, he put drops in her eyes and then‬‬
‫‪she couldn’t read at all. “The effect of these drops will have worn‬‬
‫‪off by midnight,” the doctor told her. “You had better not try to‬‬
‫”‪read tonight.‬‬

‫**********‬

‫‪ - ١1- The ten modal auxiliaries‬ﺃﺸﻜﺎل ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﺍﻟﻌﺸﺭﺓ‬

‫‪can/could, will/would, shall/should, ought, may/might, and must.‬‬

‫ﺘﺨﺘﻠﻑ ﻫﺫﻩ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻋﻥ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﺍﻷﺨﺭﻯ ) ‪ ( do , be , have‬ﺤﻴـﺙ‬

‫ﻻ ﺘﺄﺨﺫ ) ‪ ( s‬ﺍﻟﺸﺨﺹ ﺍﻟﺜﺎﻟﺙ ﺃﻭ ﺸﻜل ‪ ing‬ﺃﻭ ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل ‪ .‬ﻭﺃﻴﻀ ﹰﺎ ﺇﻥ ﺸـﻜل ﺍﻟﻤﺎﻀـﻲ‬
‫ﻟﻬﺎ ﻴﻌﺒﺭ ﻋﻥ ﻨﻔﺱ ﻤﻌﻨﻰ ﺃﺸﻜﺎل ﺍﻟﺤﺎﻀﺭ ﺃﻭ ﺍﻟﺸﻜل ﺍﻟﺒﺴﻴﻁ ‪ .‬ﻭ ﺃﻴﻀ ﹰﺎ ﺘﻘﻊ ﻓﻲ ﺠﻤـل ﺘـﺩل‬
‫ﻋﻠﻰ ﺯﻤﻥ ﺍﻟﻤﺴﺘﻘﺒل ‪ .‬ﻭﻋﻠﻴﻪ ﻴﺠﺏ ﺃﻥ ﻨﺘﺫﻜﺭ ﺒﺄﻥ ﺸﻜل ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ﻻ ﻴﺸﻴﺭ ﺒﺎﻟﻀﺭﻭﺭﺓ‬
‫ﺇﻟﻰ ﺍﻟﻤﺭﺠﻊ ﺍﻟﺯﻤﻨﻲ ﻟﻠﺠﻤﻠﺔ ﺍﻟﺘﻲ ﺍﺴﺘﻌﻤل ﻓﻴﻬﺎ ‪ .‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻙ ﺇﻥ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻔﻌل ﻤـﻊ‬
‫ﺃﺸﻜﺎل ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ﺍﻟﺴﻠﺒﻲ ﻻ ﺘﻌﺒﺭ ﺩﺍﺌﻤ ﹰﺎ ﻋﻥ ﻋﻜﺱ ﺍﻟﺠﻤﻠﺔ ﺍﻹﻴﺠﺎﺒﻲ ‪ .‬ﻭﻴﺘﻁﻠﺏ ﺍﻟﺴﺅﺍل‬
‫ﻤﻊ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ﻴﺘﻁﻠﺏ ﺠﻭﺍﺒ ﹰﺎ ﻤﻌﺒﺭﹰﺍ ﺒﺠﻭﺍﺏ ﺁﺨﺭ ‪ .‬ﻭﻫـﺫﺍ ﻴﻌﻨـﻲ ﺃﻥ ﻤﻌـﺎﻨﻲ ﺍﻷﻓﻌـﺎل‬
‫ﺍﻟﻤﺴﺎﻋﺩﺓ ﻤﻌﻘﺩﺓ ﺠﺩﹰﺍ ‪.‬‬
‫ﺘﺸﻜل ﻤﻌﻅﻡ ﻫﺫﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺍﺨﺘﺼﺎﺭﺍﺕ ﻤﻊ ‪ not‬ﻭﺃﺸﻬﺭ ﻫﺫﻩ ﺍﻷﺸﻜﺎل ﻫﻲ ‪:‬‬
‫‪) couldn’t, won’t, wouldn’t, shouldn’t, mightn’t, mustn’t‬ﻓﻘﻁ ‪ N‬ﻭﺍﺤﺩﺓ( ‪Can’t‬‬
‫ﻭﻨﺎﺩﺭﹰﺍ ﻤﺎ ﺘﺘﻘﻠﺹ ‪ not‬ﻤﻊ ‪ shall , ought , may‬ﻭﺘﺨﺘﺼـﺭ ﺃﻴﻀـ ﹰﺎ ‪ would , will‬ﻤـﻊ‬
‫ﻀﻤﺎﺌﺭ ﺍﻟﻔﺎﻋل ‪ I will = I’ll .‬ﻭ ﻤﻊ ‪ would = I’d‬ﻭﻻ ﻴﺄﺘﻲ ﺍﻟﺸـﻜل ﺍﻟﻤﺨﺘﺼـﺭ ﺃﺒـﺩﹰﺍ‬
‫ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤﻠﺔ ‪.‬‬

‫‪-97-‬‬
‫ﻭﺃﻓﻀل ﻁﺭﻴﻘﺔ ﻟﻔﻬﻡ ﺍﺴﺘﻌﻤﺎل ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻫﻲ ﻓﻲ ﻤﺸـﺎﻫﺩﺓ ﻜﻴﻔﻴـﺔ ﺍﺴـﺘﻌﻤﺎﻟﻬﺎ ﻭ‬
‫ﺍﻟﺘﺩﺭﺏ ﻋﻠﻴﻬﺎ ﻭﺫﻟﻙ ﺒﻌﻤل ﺠﻤل ﻜﺎﻟﺠﻤل ﺍﻟﺘﻲ ﺘﺴﻤﻌﻬﺎ ‪ ،‬ﺩﺍﺌﻤ ﹰﺎ ﺘﺄﻜﺩ ﻤﻥ ﻤﻌﻨﻰ ﻤﺎ ﺘﻘﻭل ‪ .‬ﺇﻥ‬
‫ﺠﻤل ﺍﻟﺩﺭﺱ ﻭﺍﻟﺘﻔﺴﻴﺭﺍﺕ ﺍﻟﺘﻲ ﺴﺘﺄﺘﻲ ﻓﻴﻤﺎ ﺒﻌﺩ ﺴﺘﺴﺎﻋﺩﻙ ﻋﻠﻰ ﻓﻬﻡ ﺒﻌﺽ ﺘﻌﻘﻴﺩﺍﺕ ﻫـﺫﻩ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﻏﻴﺭ ﺍﻟﻌﺎﺩﻴﺔ ‪.‬‬
‫)ﺃ( ‪ can / could‬ﻭﺘﻌﻨﻲ ﺍﻟﻤﻘﺩﺭﺓ ﻭﺍﻹﻤﻜﺎﻨﻴﺔ ﻭﺍﻟﻔﺭﺼﺔ ﻭﺍﻷﺫﻥ ‪.‬‬
‫‪ .١‬ﺍﻟﻤﻘﺩﺭﺓ ﻟﻠﺤﺎﻀﺭ ﻟﻠﻨﻔﻲ ﻭﺍﻟﺘﺄﻜﻴﺩ ﻟﻠﻔﻌل ‪: can‬‬
‫‪George can read English quite well now.‬‬
‫‪Miss Liu can’t read without getting a headache .‬‬

‫‪ .٢‬ﺍﻟﻤﻘﺩﺭﺓ ﻓﻲ ﺍﻟﻤﺎﻀﻲ ﻤﻊ ﺍﻗﺘﺭﺍﺡ ﺒﺘﺒﺩل ﺍﻟﺤﺎﻟﺔ ) ‪: ( could‬‬

‫‪Until a short time ago, Miss Liu could read without getting a‬‬
‫‪headache.‬‬
‫‪George couldn’t read English very well when he first came to‬‬
‫‪America.‬‬

‫‪٣‬‬
‫‪2-Sentence patterns with modals‬‬ ‫‪- ٢‬ﻨﻤﺎﺫﺝ ﺍﻟﺠﻤل ﻤﻊ ﺍﻷﻓﻌﺎل‬

‫ﺠﻤﻴﻊ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻤﺎ ﻋﺩﺍ ‪ ought‬ﻴﺘﺒﻌﻬﺎ ﻓﻌل ﻓﻲ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺒﺴﻴﻁ ‪ ،‬ﻭﻴﺘﻜـﻭﻥ‬ ‫)ﺃ(‬
‫ﺍﻟﻨﻔﻲ ﺒﺈﻀﺎﻓﺔ ‪ not‬ﺒﻌﺩ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ‪ .‬ﻭﻴﺘﻜﻭﻥ ﺍﻟﺴﺅﺍل ﺒﻭﻀﻊ ﺍﻟﻔﻌل ﺍﻟﻤﺴـﺎﻋﺩ‬
‫ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺴﺅﺍل ﻗﺒل ﺍﻟﻔﺎﻋل ‪ .‬ﻻ ﻴﺴﺘﻌﻤل ﺍﻟﻔﻌل ‪ do‬ﻤﻊ ﻫﺫﻩ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ‪.‬‬

‫‪Modal‬‬ ‫‪S‬‬ ‫‪V‬‬ ‫ﻓﻌل‬ ‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬

‫‪QW‬‬ ‫‪C‬‬
‫‪Modal‬‬ ‫‪Simple‬‬ ‫‪Other‬‬ ‫‪O‬‬ ‫‪T‬‬

‫‪-98-‬‬
 Miss Liu should have read her assignment this
afternoon.
Should Miss Liu have read her assignment this
afternoon?
Who should have read her assignment this
afternoon?
When should Miss Liu have read her assignment?
‫ ﻓﻌل ﺒﺴﻴﻁ ﻭﻤﻊ ﺍﻟﻨﻔﻲ ﻭﺍﻟﺴﺅﺍل ﻴﺘﺒﻊ ﻨﻔﺱ ﻁﺭﻕ ﺒـﺎﻗﻲ ﺍﻷﻓﻌـﺎل‬+ ought to ‫)ﺏ( ﻴﺘﺒﻊ‬
. ‫ﺍﻟﻤﺴﺎﻋﺩﺓ‬
Modal S V ‫ﻓﻌل‬ C ‫ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬
QW
Modal infinitive Other O T
Miss Liu ought to have read her assignment this
afternoon.
ought Miss Liu to have read her assignment this
afternoon?
Who ought to have read her assignment this
afternoon?
What ought Miss Liu to have done this
afternoon?

‫ ﻤﺼﻁﻠﺤﺎﺕ ﻭﻜﻠﻤﺎﺕ ﻤﺘﻌﻠﻘﺔ ﺒﺎﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ‬- ٣

3- Related words and idioms

‫ ﻫﺫﺍ ﺍﻟﻤﺼﻁﻠﺢ ﻴﻌﺒﺭ ﻋﻥ ﻋﺩﻡ ﺍﻟﻤﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻤﻨﻊ ﻭﻴﺘﺒﻌـﻪ‬: Couldn’t , can’t help (‫)ﺃ‬
. it ‫ ﺃﻭ‬ing ‫ﺸﻜل‬
The doctor can’t help keeping people waiting.
He doesn’t like it, but he can’t help it.
Miss Liu couldn’t help thinking that she should be reading her
assignment.

.‫ ﻭﻴﺘﺒﻌﻪ ﻤﺼﺩﺭ ﻋﻠﻰ ﺍﻷﻏﻠﺏ‬. want ‫ ﻫﻲ ﻤﺭﺍﺩﻑ ﻭﺩﻱ ﻟﻠﻔﻌل‬would like (‫)ﺏ‬
. ‫ ﻫﻭ ﻨﻭﻉ ﻤﻥ ﺍﻟﺩﻋﻭﺓ‬would like ‫ ﺇﻥ ﺍﻟﺴﺅﺍل ﻤﻊ‬.١
The doctor said, “Would you like to come in now?”

-99-
Jack asked Jane if she would like to go to movie.

. ‫ ﻫﻲ ﻨﻭﻉ ﻤﻥ ﺍﻷﻤﺭ ﺃﻭ ﺍﻟﻁﻠﺏ‬would like ‫ ﺇﻥ ﺍﻟﺠﻤﻠﺔ ﻤﻊ‬.٢

I would like a me nu, please.
I would like to see a menu, please.

‫ ﺒﻤﻌﻨﻰ ﺃﺭﻴﺩ ﻭﻋﻨـﺩﻤﺎ‬would like ‫ ﺒﻤﻌﻨﻰ ﻴﺴﺘﻤﺘﻊ ﻤﻊ‬like ‫ﺍﺤﺭﺹ ﻋﻠﻰ ﺃﻥ ﻻ ﺘﺨﻠﻁ ﺒﻴﻥ‬
. ‫ ﻴﺨﺘﻠﻑ ﺍﻟﻤﻌﻨﻰ‬، ‘d ‫ ﺇﻟﻰ‬would ‫ﺘﺨﺘﺼﺭ‬
I like chocolate cake. (I enjoy eating it.)
I’d like a piece chocolate cake. (Bring me a piece now.)
I’d like to have a piece of chocolate cake.

.‫ ﻴﺘﺒﻌﻪ ﺸﻜل ﺍﻟﻔﻌل ﺍﻟﺒﺴﻴﻁ‬. ‫ ﻤﺼﻁﻠﺢ ﻴﻌﻨﻲ ﻴﻔﻀل‬would rather (‫)ﺝ‬

Would you rather come tomorrow ?
Miss Liu said that she would rather come at ten to four.

‫ ﺒﺎﻟﺭﻏﻡ ﻤـﻥ‬. ‫ ﻴﺘﺒﻌﻪ ﺸﻜل ﺍﻟﻔﻌل ﺍﻟﺒﺴﻴﻁ‬. ‫ ﻤﺼﻁﻠﺢ ﻴﻌﺒﺭ ﻋﻥ ﺍﻟﻨﺼﻴﺤﺔ‬Had better (‫)ﺩ‬
‫ ﻭﻋﺎﺩﺓ ﻤﻊ‬. ‫ ﻫﻲ ﺒﺼﻴﻐﺔ ﺍﻟﻤﺎﻀﻲ ﻟﻜﻨﻬﺎ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺼﻁﻠﺢ ﻻ ﺘﺸﻴﺭ ﻟﻠﻤﺎﻀﻲ‬had ‫ﺃﻥ‬
. ‫ﺍﻟﻀﻤﻴﺭ ﺍﻟﻔﺎﻋل ﺒﺸﻜل ﻤﺨﺘﺼﺭ‬
You had better take down the assignment for next time.
You’d better take it down.

‫ ﻭﻴﺠﺏ ﻋﺩﻡ ﺍﻟﺨﻠـﻁ‬. perhaps ‫ ﻭﻫﻲ ﻅﺭﻑ ﻤﺭﺍﺩﻑ ﻟﻜﻠﻤﺔ‬. ‫ ﻜﻠﻤﺔ ﻭﺍﺤﺩﺓ‬Maybe (‫) ﻫـ‬
‫ ﻜﻼﻫﻤﺎ ﻤﺘﺸﺎﺒﻬﺎﻥ ﺒﺎﻟﻤﻌﻨﻰ ﻭﻟﻜﻨﻬﻡ ﻴﺨﺘﻠﻔﺎﻥ ﻓﻲ‬. ‫ ﻓﻌل‬+ ‫ ﻜﻠﻤﺘﻴﻥ‬may be ‫ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ‬
. ‫ﻨﻤﺎﺫﺝ ﺍﻟﺠﻤﻠﺔ‬
Maybe it is raining in London now.
It may be raining in London.

. ‫ ﻫﻲ ﺼﻔﺔ ﺘﺩل ﻋﻠﻰ ﺍﻟﺠﺎﻫﺯﻴﺔ ﺍﻟﻤﺴﱠﺭﺓ‬Willing (‫)ﻭ‬

Professor Allen is always willing to help his students.

-100-
 ‫ ﻨﻤﺎﺫﺝ ﺍﻟﺠﻤل ﻤﻊ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‬- ٤ 4- Sentence patterns with idioms

‫ ﻻﺤﻅ ﻭﺒﺸﻜل ﺨﺎﺹ ﺍﻷﺸﻜﺎل ﺍﻟﺘـﻲ ﺘﺘﺒـﻊ ﻜـل‬. ‫)ﺃ( ﻴﺘﺒﻊ ﻜل ﻤﺼﻁﻠﺢ ﺸﻜل ﻓﻌل ﻤﺨﺘﻠﻑ‬
. ‫ ﻭﻴﺘﻜﻭﻥ ﺍﻟﻔﻌل ﻤﻊ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﺒﻭﻀﻊ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺴﺅﺍل‬.‫ﻤﺼﻁﻠﺢ‬

S V C
Idiom ( note form )
The doctor can’t help keeping people waiting.
Miss Liu would like to see an eye doctor.
We had better read the assignment.
‫ ﻴﺘﺒﻌﻬﺎ ﺸﻜل ﺍﻟﻔﻌل ﺍﻟﺒﺴـﻴﻁ ﺭﺒﻤـﺎ ﻴﺄﺨـﺫ‬. ‫ ﻫﻲ ﻨﻭﻉ ﻤﻥ ﺍﻟﻤﻘﺎﺭﻨﺔ‬would rather (‫)ﺏ‬
‫ ﻭﻴﺘﺒﻌﻬﺎ ﻓﻌل ﺁﺨـﺭ ﺒﺴـﻴﻁ‬than ‫ ﻴﺘﻁﻠﺏ ﺍﻟﺸﻜل ﺍﻟﻜﺎﻤـل ﺒﻌﺩﺌـ ٍﺫ‬. ‫ﻤﻔﻌﻭ ﹰﻻ ﺒـﻪ ﺃﻭ ﻻ ﻴﺄﺨﺫ‬
: ‫ ﻻﺤﻅ ﺍﺨﺘﻼﻓﺎﺕ ﺍﻟﻨﻤﺎﺫﺝ ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ‬. ‫ﺃﻭ ﻤﻔﻌﻭل ﺒﻪ ﺁﺨﺭ ﻟﻨﻔﺱ ﺍﻟﻔﻌل‬
S V C
Idiom Simple O Than V O
Betty would rather study than work.
Betty would rather study lite rature than
chemistry.
Betty would rather study che mistry than
housework.

‫ ﺘﺘﺎﺒﻊ ﺍﻟﺯﻤﻥ ﺍﻟﻘﻭﺍﻋﺩﻱ‬- ٥ 5- Tense sequence

‫ ﻓﻌﺎﺩﺓ ﻴﺘﻭﺍﻓﻕ ﻓﻌل ﺍﻟﺠﻤﻠﺔ ﻤـﻊ ﺯﻤـﻥ‬، ‫ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻤﻔﻌﻭ ﹰﻻ ﺒﻪ ﻟﻠﻔﻌل ﺸﺒﻪ ﺠﻤﻠﺔ ﺍﺴﻤﻴﺔ‬
. ‫ ﺃﻭ ﺃﻨﻪ ﻴﻜﻭﻥ ﻓﻲ ﺍﻟﻤﺎﻀﻲ ﺃﺒﻌﺩ ﻋﻨﻪ ﻓﻲ ﺍﻟﻔﻌل ﺍﻟﺭﺌﻴﺴﻲ‬، ‫ﺍﻟﻔﻌل ﺍﻟﺭﺌﻴﺴﻲ‬
Professor Allen knows that his students don’ t always understand.

( present ) ( present )
Professor Allen knew that his students didn’t always understand.

( past ) ( past )
-101-
Professor Allen knew that his students hadn’ t always understood. (1)

( past ) ( past perfect )

. ‫( ﺒﺸﻜل ﻋﺎﻡ ﻫﺫﺍ ﺼﺤﻴﺢ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل‬1)

‫ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل ﻭ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ‬- ٦6- Reported speech and modals

‫ﻋﻨﺩﻤﺎ ﺘﺘﺒﺩل ﺍﻟﺠﻤل ﻤﻊ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻤﻥ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﺒﺎﺸﺭ ﺇﻟﻰ ﺍﻟﻘﻭل ﻏﻴﺭ ﺍﻟﻤﺒﺎﺸﺭ‬
‫ﻭﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻔﻌل ﺍﻟﺭﺌﻴﺴﻲ ﻤﺎﻀﻴ ﹰﺎ‬
‫ﺘﺼﺒﺢ‬
could can (‫)ﺃ‬
The clerk said, “The doctor can see you at 3:15.”
The clerk said that the doctor could see Miss Liu at 3:15.
‫ﺘﺼﺒﺢ‬
would will (‫)ﺏ‬
Miss Liu said, “ I will come at ten to four.”
Miss Liu said that she would come at ten to four.
‫ﺘﺼﺒﺢ‬
should shall (‫)ﺝ‬
The clerk asked, “Shall I put you down for ten to four?”
The clerk asked if she should put Miss Liu down for ten to four.

should ‫ ﺘﺒﻘﻰ‬should (‫)ﺩ‬

Miss Liu kept thinking, “I should be reading my assignment.”
Miss Liu kept thinking, that she should be reading her assignment.

ought ‫ ﺘﺒﻘﻰ‬ought (‫) ﻫـ‬

Miss Liu’s friend said, “You ought to have your eyes examined.”
Miss Liu’s friend said, that she ought to have your eyes examined.
‫ﺘﺼﺒﺢ‬

-102-
 ‫‪might‬‬ ‫)ﻭ( ‪may‬‬
‫”‪Miss Liu’s instructor said, “You may leave at 3:45.‬‬
‫‪Miss Liu’s instructor said that she might leave at 3:45.‬‬

‫)ﺯ( ‪ must‬ﺘﺒﻘﻰ ‪ must‬ﺃﻭ ﺘﺼﺒﺢ ‪. had to‬‬

‫”‪Miss Liu said, “I must have my eyes examined.‬‬
‫‪Miss Liu said that she must have her eyes examined.‬‬
‫‪Miss Liu said that she had to have her eyes examined.‬‬

‫‪ - ٧7- Pronouns in reported speech‬ﺍﻟﻀﻤﺎﺌﺭ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل‬

‫ﻻﺤﻅ ﻭﺒﺸﻜل ﺨﺎﺹ ﺍﻟﻔﺭﻕ ﻓﻲ ﺍﻟﻀﻤﺎﺌﺭ ﺒﻴﻥ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﺒﺎﺸﺭ ﻭﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل ﻓﻲ ﺍﻟﺠﻤل‬
‫ﺍﻟﺴﺎﺒﻘﺔ ‪ .‬ﻋﻨﺩﻤﺎ ﺘﻌﻤل ﺠﻤل ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل ‪ ،‬ﺍﺤﺭﺹ ﻋﻠﻰ ﺍﺴﺘﻌﻤﺎل ﺍﻟﻀﻤﺎﺌﺭ ﺍﻟﻤﻨﺎﺴﺒﺔ ‪.‬‬
‫‪ - ٨‬ﻤﺴﺎﻋﺩﺍﺕ ﺍﻟﻠﻔﻅ‬ ‫‪8- Pronunciation helps‬‬

‫)ﺃ( ﺍﻟﺸﻜل ﺍﻟﻤﺨﺘﺼﺭ ﻤﻥ ‪ can‬ﻭ ‪ . can’t‬ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﻘﻭل ﺍﻟﻁﺎﻟﺏ ‪:‬‬

‫‪He can do something.‬‬
‫‪He can’t do it.‬‬ ‫ﻴﻌﺘﻘﺩ ﺍﻟﻤﺴﺘﻤﻊ ﺒﺄﻨﻪ ﻴﻘﻭل‬
‫ﺍﻟﻤﺸﻜﻠﺔ ﻟﻴﺱ ﻓﻲ ﻟﻔﻅ ‪ t‬ﻭﻟﻜﻥ ﻫﻲ ﻓﻲ ﺍﻟﺤﺭﻑ ﺍﻟﺼﻭﺘﻲ ‪ .‬ﺇﻥ ‪ can‬ﻻ ﺘﺸﺩﺩ ‪ ،‬ﻭﻨﺘﻴﺠﺔ ﻟﻬـﺫﺍ‬
‫ﻴﺨﺘﺼﺭ ﺍﻟﺤﺭﻑ ﺍﻟﺼﻭﺘﻲ ﻭﻴﺭﻜﺯ ﻋﻠﻴﻪ ‪ .‬ﺇﻥ ﺼﻭﺕ ‪ can’t‬ﻴﻌﻁﻲ ﻋﺎﺩﺓ ﻗﻴﻤﺘﻪ ﺍﻟﻜﻠﻴﺔ ﻭﻫـﺫﺍ‬
‫ﻴﻌﻁﻴﻨﺎ ﺘﻌﺎﻜﺴ ﹰﺎ ﻤﻠﺤﻭﻅ ﹰﺎ ﻟﻠﻜﻠﻤﺘﻴﻥ ﻓﻲ ﺤﺩﻴﺙ ﺍﻟﺭﺠل ﺍﻹﻨﻜﻠﻴﺯﻱ ‪.‬‬
‫‪Example: Mr. Allen can read French but he can’t speak it.‬‬

‫)ﺏ( ‪ L‬ﺍﻟﺼﺎﻤﺘﺔ ‪ .‬ﻻ ﺘﻠﻔﻅ ‪ L‬ﻓﻲ ‪ should ، could‬ﺃﻭ ‪.would‬‬

‫ﺇﻥ ‪ would‬ﺘﻠﻔﻅ ﻤﺜل ‪ wood‬ﻭﺍﻟﻜﻠﻤﺘﺎﻥ ﺍﻟﺒﺎﻗﻴﺘﺎﻥ ﻟﻬﻤﺎ ﻨﻔﺱ ﺍﻟﻭﺯﻥ ‪.‬‬

‫)ﺝ( ‪ gh‬ﺍﻟﺼﺎﻤﺘﺔ ‪ :‬ﻻ ﺘﻠﻔﻅ ‪ gh‬ﻓﻲ ‪ ought‬ﺃﻭ ‪. might‬‬

‫‪-103-‬‬
‫)ﺩ( ﺍﻟﻨﻔﻲ ‪ couldn’t wouldn’t , shouldn’t , mightn’t .‬ﻜﻠﻬﺎ ﻟﻬﺎ ﻤﻘﻁﻌﺎﻥ ﻟﻔﻅﻴﺎﻥ‬
‫‪ .‬ﻭﻴﺤﻭﻱ ﺍﻟﻤﻘﻁﻊ ﺍﻟﻠﻔﻅﻲ ﺍﻟﺜﺎﻨﻲ ﻤﻥ ﻜل ﻤﻨﻬﺎ ﺍﻟﻤﻘﻁﻊ ﺍﻟﺼﻭﺘﻲ‪ ، n‬ﺇﻥ ‪ t‬ﺍﻷﻭﻟﻰ ﻓﻲ‬
‫‪ mustn’t‬ﻻ ﺘﻠﻔﻅ ‪.‬‬

‫‪-104-‬‬
 LESSON XV:
Directions, Instructions, Suggestions
ORDER OF MODIFIERS, MORE NOUN CLAUSES

… ‫… اﻟﺪرس اﻟﺨﺎﻣﺲ ﻋﺸﺮ‬

‫ ﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺠﻤل ﺍﻻﺴﻤﻴﺔ‬، ‫ ﺘﺭﺘﻴﺏ ﺍﻟﻤﺤﺩﺩﺍﺕ‬، ‫ ﺍﻻﻗﺘﺭﺍﺤﺎﺕ‬، ‫ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬، ‫ﺍﻻﺘﺠﺎﻫﺎﺕ‬

The doctor in the Health Service who examined Miss Liu’s eyes
told her that she needed glasses but he did not prescribe any for her. “I
do not prescribe lenses,” he said. “You will have to go to some one else
for that. You will have to go to an optometrist.” He gave her a small
white card with a name and address on it. “Don’t put it off.” he warned.
“Make an appointment today.”
Miss Liu called the telephone number on the card and made an
appointment to see the optometrist. She asked the appointment clerk
how to get to the office. “Take a # 2 bus to Main and Elm.” The clerk
said. “Get off there and walk two blocks east on Elm. Go as far as Beech
Street. Cross Beech Street and then turn left and walk about half a block
along Beech until you come to 457. It’s across the street from the town
building. Take the elevator; the doctor’s office is on the third floor,
Room 323. Please get here on time. Please don’t be late; the doctor is
very busy.”
Miss Liu was very interested in what she saw in the optometrist’s
office. There was a large upright leather chair in the middle of the room
with letters of all sizes on it. In the back of the chair there was a mirror
on the wall, which had a small electric light bulb above it. Before Miss
Liu finished looking around, the doctor entered and asked her to sit
down in the large chair. He asked her who had recommended him to
her. She couldn’t remember the doctor’s name just then, but she
remembered it afterwards.

**********

-105-
 ‫‪ - ١‬ﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬ ‫‪1- Directions and instructions‬‬

‫ﺘﻔﻬﻡ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺒﺴﻬﻭﻟﺔ ﻋﻨﺩﻤﺎ ﺘﻌﻁﻰ ﺒﺸﻜل ﺃﻤﺭ ‪ . imperative‬ﺩﺍﺌﻤـ ﹰﺎ ﺘﺒـﺩﺃ‬
‫ﺍﻟﺠﻤﻠﺔ ﺒﻌﺒﺎﺭﺓ ﺍﻟﻔﻌل ﻭﻟﻴﺱ ﻟﻬﺎ ﻓﺎﻋل ‪ .‬ﻋﺒﺎﺭﺓ ﺍﻟﻔﻌل ﺍﻟﻤﻨﻔﻴﺔ ﺘﻌﻤل ﺒﺎﻟﻁﺭﻴﻘـﺔ ﺍﻻﻋﺘﻴﺎﺩﻴـﺔ‬
‫‪ don’t‬ﺃﻭ ﻤﻊ ﺍﻟﻜﻠﻤﺔ ‪. never‬‬

‫) ‪(Do +not‬‬ ‫‪Verb simple‬‬ ‫‪Object‬‬ ‫‪Place‬‬ ‫‪Time‬‬

‫‪form‬‬
‫‪Take‬‬ ‫‪a # 2 bus to Main and Elm.‬‬
‫‪Walk‬‬ ‫‪along Beech street until you come to 43.‬‬
‫‪Don’t‬‬ ‫‪put off‬‬ ‫‪seeing an optometrist.‬‬
‫‪Never‬‬ ‫‪neglect‬‬ ‫‪your eyes.‬‬

‫‪2-Requests‬‬ ‫‪-٢‬‬

‫ﺘﺘﻜﻭﻥ ﺠﻤﻠﺔ ﺍﻟﻁﻠﺒﺎﺕ ﺒﻨﻔﺱ ﻁﺭﻴﻘﺔ ﺠﻤﻠﺔ ﺍﻷﻤﺭ ﻭﻟﻜﻥ ﺘﺴﺒﻘﻬﺎ ﺍﻟﻜﻠﻤﺔ ﺍﻟﻠﻁﻴﻔـﺔ ‪. please‬‬
‫ﻤﻥ ﺍﻷﺩﺏ ﺃﻥ ﺘﻀﻊ ‪ please‬ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ ‪ ،‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺇﻤﻜﺎﻨﻴﺔ ﻭﻗﻭﻋﻬﺎ ﻓـﻲ ﻨﻬﺎﻴـﺔ‬
‫ﺍﻟﺠﻤﻠﺔ ‪ .‬ﺃﺒﺩﹰﺍ ﻻ ﺘﻀﻊ ‪ please‬ﺒﻴﻥ ﺍﻟﻔﻌل ﻭﺍﻟﻤﻔﻌﻭل ﺒﻪ ‪.‬‬

‫‪Please‬‬ ‫‪Verb‬‬ ‫‪Comple ment‬‬

‫)‪(Do + not‬‬ ‫‪Simple‬‬ ‫‪P‬‬ ‫‪T‬‬
‫‪Please‬‬ ‫‪get‬‬ ‫‪here‬‬ ‫‪on time.‬‬
‫‪Please‬‬ ‫‪don’t‬‬ ‫‪be‬‬ ‫‪late.‬‬

‫‪ - ٣‬ﺩﻋﻨﺎ‬ ‫)‪3- Let’s (let us‬‬

‫ﺘﻘﺩﻡ ﺍﻗﺘﺭﺍﺡ ﻴﺘﻀﻤﻥ ﺍﻟﻤﺘﻜﻠﻡ ‪ .‬ﻭﻏﺎﻟﺒ ﹰﺎ ﺘﺴﺘﻌﻤل ﺒﺸﻜﻠﻬﺎ ﺍﻟﻤﺨﺘﺼﺭ ‪ .‬ﺇﻥ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺍﻟﻤﺒﺎﺸﺭ‬
‫ﻟـ ‪ Let‬ﻫﻭ ﺩﺍﺌﻤ ﹰﺎ ﻓﻌل ﻤﻊ ﺘﺘﻤﺔ ﺃﻭ ﺒﺩﻭﻨﻬﺎ ‪.‬‬

‫‪-106-‬‬
 ‫‪Let’s‬‬ ‫) ‪( not‬‬ ‫‪Verb‬‬ ‫‪Complement‬‬
‫‪Let’s‬‬ ‫‪go‬‬ ‫‪to class.‬‬
‫‪Let’s‬‬ ‫‪hurry.‬‬
‫‪Let’s‬‬ ‫‪not‬‬ ‫‪be‬‬ ‫‪late.‬‬
‫‪Let’s‬‬ ‫‪help professor Baker look for his watch.‬‬

‫‪ - ٤‬ﺍﻗﺘﺭﺍﺤﺎﺕ‬ ‫‪4- Suggestions‬‬

‫ﻴﻌﺒﺭ ﻋﻥ ﺍﻗﺘﺭﺍﺤﺎﺕ ﺫﺍﺕ ﻁﺒﻴﻌـﺔ ﺭﺴﻤﻴـﺔ ﻓﻲ ﺠﻤل ﻤﻊ ﻤﻔﻌﻭل ﺒﻪ ﻟﺠﻤﻠﺔ ﺍﺴﻤﻴﺔ ﻤﻊ ‪that‬‬
‫ﻻ ﺘﻁﺒﻕ ﻗﺎﻋﺩﺓ ﺘﺘﺎﺒﻊ ﺍﻟﺯﻤﻥ ﺍﻟﻘﻭﺍﻋﺩﻱ ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻻﺕ ﺤﻴﺙ ﻴﺸﻴﺭ ﺍﻟﻔﻌـل ﻓـﻲ ﺍﻟﺠﻤﻠـﺔ‬
‫ﺍﻻﺴﻤﻴﺔ ﺇﻟﻰ ﺤﺎﻟﺔ ﻏﻴﺭ ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﻟﺤﻅﺔ ﺍﻟﺘﻜﻠﻡ ‪ .‬ﻭﺩﺍﺌﻤ ﹰﺎ ﻴﻜﻭﻥ ﻓﻌل ﻤﻔﻌﻭل ﺒـﻪ ﺍﻟﺠﻤﻠـﺔ‬
‫ﺍﻻﺴﻤﻴﺔ ﺒﺸﻜﻠﻪ ﺍﻟﺒﺴﻴﻁ )ﻴﺩﻋﻰ ‪ Subjunctive‬ﺍﺤﺘﻤﺎﻟﻲ ﻋﻨﺩﻤﺎ ﻴﺴـﺘﻌﻤل ﻫﻜـﺫﺍ( ﺒﻐـﺽ‬
‫ﺍﻟﻨﻅﺭ ﻋﻥ ﺯﻤﻥ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻤﺴﺘﻘﻠﺔ ‪. independent‬‬

‫‪S‬‬ ‫‪V‬‬ ‫‪O‬‬

‫‪CM‬‬ ‫‪S‬‬ ‫‪V‬‬ ‫‪C‬‬
‫‪The doctor‬‬ ‫‪suggested‬‬ ‫‪that‬‬ ‫‪Miss Liu‬‬ ‫‪see‬‬ ‫‪an‬‬
‫‪optometrist.‬‬
‫‪He‬‬ ‫‪urged‬‬ ‫‪that‬‬ ‫‪she‬‬ ‫‪make an appointment at‬‬
‫‪once.‬‬
‫‪The clerk‬‬ ‫‪requested‬‬ ‫‪that‬‬ ‫‪she‬‬ ‫‪be‬‬ ‫‪on‬‬
‫‪time.‬‬

‫ﻻ ﺒﻪ ﻟﺠﻤﻠﺔ ﺍﺴﻤﻴﺔ ﺍﺤﺘﻤﺎﻟﻴﺔ‬

‫‪ - ٥‬ﺃﻓﻌﺎل ﺘﺄﺨﺫ ﻤﻔﻌﻭ ﹰ‬
‫‪5- Verbs taking subjective noun-clause object‬‬

‫‪advise‬‬ ‫ﻴﻨﺼﺢ‬ ‫‪insist‬‬ ‫ﻴﺼﺭ ﻋﻠﻰ‬ ‫‪request‬‬ ‫ﻴﻁﻠﺏ‬

‫‪ask‬‬ ‫ﻫﻨﺎ ﺘﻌﻨﻲ )ﻴﻁﻠﺏ(‬ ‫‪prefer‬‬ ‫ﻴﻔﻀل‬ ‫‪require‬‬ ‫ﻴﺘﻁﻠﺏ‬
‫‪demand‬‬ ‫‪ propose‬ﻴﻁﻠﺏ‬ ‫‪ suggest‬ﻴﻘﺘﺭﺡ‬ ‫ﻴﻘﺘﺭﺡ‬

‫‪-107-‬‬
 forbid ‫ﻴﻤﻨ ﻊ‬ recommend ‫ﻴﺄﻤﺭ‬ urge ‫ﻴﻠﺢ‬

. ‫ ﻴﻭﺠﺩ ﺃﻓﻌﺎل ﺃﺨﺭﻯ ﻭﻟﻜﻥ ﻫﺫﻩ ﺍﻷﻓﻌﺎل ﻫﻲ ﺍﻷﻜﺜﺭ ﺍﺴﺘﻌﻤﺎ ﹰﻻ‬-

‫ ﻤﻔﻌﻭل ﺒﻪ ﻟﺠﻤﻠﺔ ﺍﺴﻤﻴﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ﺴﺅﺍل‬- ٦
6- Noun-clause objects made from questions

‫ ﻭﻋﻨﺩﻤﺎ ﻴـﺄﺘﻲ‬، ‫ ﺘﺄﺘﻲ ﻗﺒل ﺍﻟﻔﺎﻋل‬Verb BE ‫)ﺃ( ﺇﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﻲ ﺘﺘﻜﻭﻥ ﻤﻊ ﻓﻌل ﺍﻟﻜﻭﻥ‬
: ‫ ﻓﺈﻥ ﺍﻟﻔﻌل ﻴﺘﺒﻊ ﺍﻟﻔﺎﻋل ﻜﻤﺎ ﻓﻲ ﺍﻟﺠﻤل‬، ‫ﻓﻌل ﺍﻟﻜﻭﻥ ﻤﻊ ﺠﻤﻠﺔ ﺍﺴﻤﻴﺔ‬
Question: Where is the office?

Noun clause: ….Where the office is

As object: Who knows where the office is?
Question: What street is it on?

Noun clause: …What street it is on

As object: Do you know what street it is on ?

‫ ﺘﺸﻜل ﺴﺅﺍ ﹰﻻ ﻗﺒل‬Modal ‫ ﻭﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﺍﻷﺨﺭﻯ‬have , be ‫)ﺏ( ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ‬

. ‫ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺠﻤﻠﺔ ﺍﺴﻤﻴﺔ ﻓﺈﻥ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ﻴﺘﺒﻊ ﺍﻟﻔﺎﻋل‬. ‫ﺍﻷﻓﻌﺎل‬
Question: Why is Miss Liu going downtown?

Noun clause: ….Why Miss Liu is going downtown

As objects: Who knows Why Miss Liu is going downtown?
Question: What has she done about her headaches?
Noun clause: …What she has done about her headaches
As object: Do you know what she has done about her
headaches?
Question: What time will she be back?
Noun clause: … what time she will be back?
As object: No one knows what time she will be back.

-108-
 ‫ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻜﺎﻥ‬- ٧ 7- Expressions of place

‫ ﻭﻫﻲ ﺘﺴـﺘﻌﻤل‬on , in , at : ‫ﺘﻬﺘﻡ ﻫﺫﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺒﺸﻜل ﺭﺌﻴﺴﻲ ﺒﺎﻻﺴﺘﻌﻤﺎﻻﺕ ﺍﻟﺜﺎﺒﺘﺔ ﻟـ‬
‫ ﻴﻭﺠﺩ ﻓﻲ ﺍﻷﺴﻔل ﺒﻌﺽ ﺤـﺭﻭﻑ ﺍﻟﺠـﺭ ﻭﺒﻌـﺽ ﺍﻟﻅـﺭﻭﻑ ﻭﺒﻌـﺽ‬. ‫ﺃﻴﻀ ﹰﺎ ﻜﺤﺭﻑ ﺠﺭ‬
. ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺸﻴﺭ ﺇﻟﻰ ﺍﻟﻤﻜﺎﻥ‬

a. Relative position indicators ‫)ﺃ( ﺍﻟﺩﺍل ﻋﻠﻰ ﺍﻟﻤﻜﺎﻥ ﺫﻱ ﺍﻟﺼﻠﺔ‬

by in front of above around
near in back of below opposite
next to before beneath across (from)
against behind over on top of
beside between under in the middle of
along side of among underneath at the bottom of

: ‫ ﻴﺴﺘﻌﻤل ﺒﻌﺩ ﺍﻷﻓﻌﺎل ﺍﻟﺤﺭﻜﻴﺔ‬، ‫)ﺏ(ﺍﻟﺩﺍل ﺍﻟﻤﺒﺎﺸﺭ‬

b. Direction indicators, used after verbs of motion:

from up through on north inside

to down past off south outside
into across as far as right east upstairs
out of along around left west downstairs

‫ ﻋﺒﺎﺭﺍﺕ ﺃﺤﻴﺎﻨ ﹰﺎ ﺘﺭﺒﻙ‬- ٨ 8- Words that sometimes get confused

across ‫ ﻭ‬cross (‫)ﺃ‬

‫ ﻫﻲ ﻓﻌل ﻴﺩل ﻋﻠﻰ ﺍﻟﺤﺭﻜﺔ‬cross
Cross Beech Street
Never cross a street without looking both ways.

-109-
 . ‫ ﻴﺩل ﻋﻠﻰ ﻤﻜﺎﻥ ﺃﻭ ﺍﺘﺠﺎﻩ‬across
The doctor’s office is across the street from the Town Building.
Walk across Beech Street.

passed ‫ ﻭ‬past (‫)ﺏ‬

. ‫ ﻓﻌل ﻴﺩل ﻋﻠﻰ ﺍﻻﺘﺠﺎﻩ ﻋﻨﺩﻤﺎ ﻴﺴﺘﻌﻤل ﺒﻌﺩ ﻓﻌل ﺍﻟﺤﺭﻜﺔ‬past
Go past the drugstore on the corner.
. pass ‫ ﻫﻲ ﺸﻜل ﺍﻟﻤﺎﻀﻲ ﻤﻥ‬passed
Miss Liu passed a drugstore on her way to the optometrist’s
office.

‫ ﺘﺭﺘﻴﺏ ﺍﻟﻤﺤﺩﺩ ﺍﻻﺴﻤﻲ‬- ٩ 9- Order of nominal modifiers

‫ ﻟﻨﺭﺍﺠﻊ ﻤـﺎ‬. ‫ ﻟﺩﻴﻨﺎ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﻤﺜﻠﺔ ﻓﻲ ﺩﺭﻭﺱ ﺴﺎﺒﻘﺔ‬.‫ﺇﻥ ﺘﺭﺘﻴﺏ ﺍﻟﻤﺤﺩﺩ ﺍﻻﺴﻤﻲ ﺜﺎﺒﺕ‬
. ‫ﺘﻌﻠﻤﻨﺎﻩ ﺴﺎﺒﻘ ﹰﺎ ﻭﻟﻨﻨﻅﺭ ﺇﻟﻰ ﻨﻤﺎﺫﺝ ﺇﻀﺎﻓﻴﺔ‬
a. Modifiers which precede ‫)ﺃ( ﻤﺤﺩﺩ ) ﺘﻌﺭﻴﻑ ( ﻴﺴﺒﻕ‬
‫ ﺇﻥ ﺍﻷﺩﺍﺓ‬. ‫ﺃﺒﺩﹰﺍ ﻻ ﺘﺤﺩﺩ ﺃﺩﻭﺍﺕ ﺍﻟﺘﺤﺩﻴﺩ )ﺍﻟﺘﻌﺭﻴﻑ( ﺃﻭ ﺍﻟﺘﻨﻜﻴﺭ ﺃﻭ ﺼﻔﺎﺕ ﺍﻟﻤﻠﻙ ﻨﻔﺱ ﺍﻻﺴـﻡ‬
. ‫ﻗﺒل ﺼﻔﺔ ﺍﻟﻤﻠﻙ ﺘﺤﺩﺩ ﺍﻟﻤﻠﻙ‬
the assignment my assignment the student’s assignment

. apostrophe . (‘s) ‫ ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﺤﺩﺩ ﻀﻤﻴﺭ ﺍﻟﻤﻠﻙ ﺸﻜل ﺼﻔﺔ ﺍﻟﻤﻠﻙ‬.٢

Your roommate’s assignment Your father’s advice
the third floor.
8. She got …… the elevator on the fourth floor.
9. She had to walk …… one flight.

-110-
LESSON XVI:
Infinitive and infinitive phrases
More Adjective clauses:
Restrictive vs. Non Restrictive

‫ﺍﻟﺩﺭﺱ ﺍﻟﺴﺎﺩﺱ ﻋﺸﺭ‬

‫ﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺸﺒﻪ ﺠﻤﻠﺔ ﺍﻟﺼﻔﺔ‬ ‫ﺼﺩَﺭ ﻭﻋِﺒﺎﺭﺍﺕ ﺍﻟﻤﺼﺩﺭ‬
ْ ‫ﺼﻴﻐ ﹸﺔ ﺍﻟﻤ‬
. ‫ﺍﻟﻤﻘﻴّﺩ ﻤﻘﺎﺒل ﺍﻟﻼﻤﻘﻴﺩ‬

It is sometimes difficult for a teacher to persuade a student to

work hard enough to pass. Most students who go abroad to study want
to succeed; they try to understand the assignments that their teachers
give them and do their work well. Unfortunately, many of them fail to
realize their language handicap. They allow themselves to believe
they will learn just by listening, and they pretend to understand
everything anyone says to them. Really they need to study grammar,
which is essential for communication. Their teachers urge them to
attend language classes, but they can’t force them to.
To do your best in any field, you need to know the language of
instruction well. Don’t be afraid to ask questions about things you
don’t understand. If you can’t find anyone to ask, bring your
questions to class; if your teacher can’t answer them, someone else
will be able to. Your classmates, whose experiences are different from
yours, are eager to help and be helped. It is not easy to study in a
foreign language, but you will succeed if you are determined to.

-111-
 ‫‪1- Infinitive‬‬ ‫‪ - ١‬ﺍﻟﻤﺼﺩﺭ‬

‫‪ +‬ﻓﻌل ﺒﺴﻴﻁ ﻭﻴﺨﺩﻡ ﻜﻤﻔﺭﺩ ‪ .‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻨﻪ ﻤﺘﻜﻭّﻥ ﻤﻥ ﺸـﻜل ‪to‬ﺍﻟﻤﺼﺩَﺭ ﻴﺘﺄﻟﹼﻑ ﻤﻥ‬
‫ﻲ ﻓﻲ ﺍﻟﺠﻤﻠﺔ‪ ،‬ﻟﻪ ﺼﻔﺎﺕ ﻓﻌﻠﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜـﻭﻥ ﻜﻔﺎﻋـل ﺃﻭ‬
‫ﺍﻟﻔﻌل ﻟﻜﻨﻪ ﻟﻴﺱ ﺍﻟﻔﻌ َل ﺍﻟﺭﺌﻴﺴ ّ‬
‫ﻜﻤﻔﻌﻭل ﺒﻪ ﺃﻭ ﺃﻱ ﺘﺘﻤﺔ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ‪.‬‬

‫‪2- Infinitive phrase‬‬ ‫‪ - ٢‬ﻋﺒﺎﺭﺓ ﺍﻟﻤﺼﺩﺭ‬

‫ﺒﺒﺴﺎﻁﺔ ﺘﻌﻨﻲ ﻋﺒﺎﺭ ﹸﺓ ﺍﻟﻤﺼﺩﺭ ‪ ،‬ﺍﻟﻤﺼﺩﺭ ﻤﻊ ﻓﺎﻋﻠﻪ ﻭﺒﻘﻴﺔ ﺍﻟﺠﻤﻠﺔ ‪.‬‬

‫‪ - ٣‬ﺍﻟﻤﺼﺩﺭ ﻭ ﻋﺒﺎﺭﺓ ﺍﻟﻤﺼﺩﺭ ﻜﻔﺎﻋل‬

‫‪3- Infinitives and Infinitive phrases as subjects‬‬

‫)ﺃ( ﻭﻀﻊ ﺍﻟﻔﺎﻋل ﺍﻟﻌﺎﺩﻱ ‪ ،‬ﻗﺒل ﺍﻟﻔﻌل ﺍﻟﺭﺌﻴﺴﻲ ﻭﺭﺒﻤﺎ ﻴﺘﻡ ﺒﺎﻟﻤﺼﺩﺭ ‪ ،‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﻫـﺫﺍ‬
‫ﺍﻟﻨﻤﻭﺫﺝ ﻟﻴﺱ ﻏﺎﻟﺒ ﹰﺎ ‪ .‬ﻭﻋﻨﺩﻤﺎ ﻴﺴﺘﻌﻤل ﺍﻟﻤﺼﺩﺭ ﻜﻔﺎﻋل ﻓﺈﻨﻪ ﻴﻜﻭﻥ ﺩﺍﺌﻤ ﹰﺎ ﻜﺠﻤﻠﺔ ﻭﻟﻴﺱ‬
‫ﻅ ﺃﻥ ﺍﻟﻔﺎﻋ َل ﺍﻟﻤﺼﺩﺭﻱ ﻴﺘﺒﻌﻪ ﻓﻌل ‪. S +‬‬
‫ﻜﺴﺅﺍل ‪ .‬ﻻﺤ ﹾ‬
‫ﺇﻥ ﻓﺎﻋل ﻋﺒﺎﺭﺓ ﺍﻟﻤﺼﺩﺭ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻴﺴﺒﻘﻬﺎ ‪. for‬‬

‫‪Subject‬ﺍﻟﻔﺎﻋل‬ ‫‪V‬ﻓﻌل‬ ‫‪C‬ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬

‫‪S‬ﺍﻟﻔﺎﻋل‬ ‫‪infinitive‬‬ ‫‪C‬ﺘﺘﻤﺔ ﺍﻟﺠﻤﻠﺔ‬
‫‪To study‬‬ ‫‪isn’t‬‬ ‫‪easy.‬‬
‫‪For anyone‬‬ ‫‪to study‬‬ ‫‪in a foreign language isn’t‬‬ ‫‪easy.‬‬
‫‪To succeed‬‬ ‫‪requires‬‬ ‫‪effort.‬‬
‫‪For anyone‬‬ ‫‪to succeed at college‬‬ ‫‪requires‬‬ ‫‪effort.‬‬

‫)ﺏ( ﺍﻟﻔﺎﻋل ﺍﻟﻤﻨﺯﺍﺡ ﻫﻭ ﺃﺤﻴﺎﻨ ﹰﺎ ﺍﻻﺴﻡ ﺍﻟﻤﻌﻁﻰ ﻟﻠﻤﺼﺩﺭ ﺃﻭ ﻟﻌﺒﺎﺭﺓ ﺍﻟﻤﺼﺩﺭ ﻭﺍﻟﺫﻱ ﻴﻘﻊ ﺒﻌـﺩ‬
‫ﺍﻟﻔﻌل ﻓﻲ ﺠﻤﻠﺔ ﺘﺒﺩﺃ ﻤﻊ ‪ it‬ﺍﻟﺴﺎﺒﻘﺔ ‪ .‬ﻻﺤﻅ ﺒﺄﻥ ﻓﺎﻋل ﺍﻟﻤﺼﺩﺭ ﻫﻭ ﻀﻤﻴﺭ ‪ ،‬ﺇﻨﻪ ﺸﻜل‬
‫ﺍﻟﻤﻔﻌﻭل ﺍﻟﺫﻱ ﻴﺴﺒﻘﻪ ‪. for‬‬

‫‪-112-‬‬
QW BE / It V C Displaced subject
Do S Infinitive C
It is not easy to study.
It is not easy for me to study in a foreign language.
It requires effort to succeed.
Is it easy to study?
Is it easy for you to study in a foreign language?
Does it require effort to succeed?
Why is it hard to study?
Why is it hard for me to study in a foreign language?
Where does it require effort to succeed?

‫ ﺍﻟﻤﺼﺩﺭ ﻭ ﻋﺒﺎﺭﺓ ﺍﻟﻤﺼﺩﺭ ﻜﻤﻔﻌﻭل ﺒﻪ ﻤﺒﺎﺸﺭ‬- ٤

4- Infinitives and infinitive phrases as direct objects

. ‫ ﻓﻠﻥ ﻴﺘﻜﺭﺭ‬، ‫) ﺃ (ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻓﺎﻋل ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺍﻟﻤﺼﺩﺭﻱ ﻨﻔﺱ ﻓﺎﻋل ﺍﻟﺠﻤﻠﺔ‬

S V O
Infinitive Object of infinitive
Most students want to succeed.
They try to understand their assignments.
They fail to realize their handicap.

‫ ﺇﺫﺍ ﻜﺎﻥ‬. ‫ ﻓﻴﻅﻬﺭ ﻗﺒل ﺍﻟﻤﺼﺩﺭ‬، ‫)ﺏ( ﻋﻨﺩﻤﺎ ﻴﺨﺘﻠﻑ ﻓﺎﻋ ُل ﺍﻟﻤﺼﺩﺭ ﻋﻥ ﻓﺎﻋل ﺍﻟﺠﻤﻠﺔ‬
. ‫ ﺇﻨﻪ ﺸﻜل ﺍﻟﻤﻔﻌﻭل ﺒﻪ‬، ‫ﻀﻤﻴﺭﹰﺍ‬

S V O
S Infinitive O
Most fathers want their sons to succeed.
They encourage them to study science.
They expect them to do their best.

-113-
 ‫ﻻ ﺒﻪ ﻤﺼﺩﺭﻴ ﹰﺎ‬
‫ﻻ ﺘﺄﺨﺫ ﻤﻔﻌﻭ ﹰ‬
‫ ﺃﻓﻌﺎ ﹰ‬- ٥5- Verbs which take infinitive object

‫ ﻜﻤـﺎ ﻓـﻲ‬، do ‫ ﻤﻥ ﻫﺫﻩ ﺍﻷﻓﻌـﺎل‬. ‫ﻻ ﻴﻤﻜﻥ ﻟﻜل ﺍﻷﻓﻌﺎل ﺃﻥ ﺘﺤﻭﻱ ﻤﺼﺩﺭﹰﺍ ﻜﻤﻔﻌﻭل ﺒﻪ‬
‫ ﺘﺤـﻭﻱ‬. ‫ ﺘﻘﻊ ﻓـﻲ ﻜـﻼ ﺍﻟﻨﻤـﻭﺫﺠﻴﻥ‬want ‫ ﺏ ( ﻭﺍﻟﻘﻠﻴل ﻤﺜل‬.4 ) ، ( ‫ ﺁ‬.4 ) ‫ﺍﻟﻨﻤﻭﺫﺝ‬
. ‫ﺍﻟﻘﺎﺌﻤﺔ ﺒﺎﻷﺴﻔل ﺃﻓﻌﺎ ﹰﻻ ﻗﻠﻴﻠﺔ ﻟﻜﻨﻬﺎ ﺘﺴﺘﺨﺩﻡ ﻜﺩﻟﻴل ﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﺎﺫﺝ‬
Pattern .a. Pattern .b. Both patterns
Students try to succeed Their fathers encourage
them to study
agree learn advise permit ask
attempt mean allow persuade expect
begin neglect cause remind like
care offer convince request need
consent plan encourage teach prepare
continue prefer forbid tell want
decide pretend force urge would like
desire promise get (cause)
fail refuse hire
forget remember instruct
hesitate start invite
hope try oblige
intend order

‫ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺍﻟﻤﺼﺩﺭ ﻭﻋﺒﺎﺭﺓ ﺍﻟﻤﺼﺩﺭ ﻓﻲ ﺍﻟﺠﻤل ﺍﻟﻤﺭﻜﺒﺔ‬- ٦

6- Infinitive and infinitive - phrases objects in
compound sentences

‫ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻟﻠﺠﻤﻠﺔ ﺍﻟﻤﺭﻜﺒﺔ ﻤﺼﺩﺭ ﻭﻋﺒﺎﺭﺓ ﺍﻟﻤﺼﺩﺭ ﻓﻲ ﻤﻜﺎﻥ ﺍﻟﻤﻔﻌـﻭل ﺒـﻪ ﻟﻠﺠﻤﻠـﺔ‬
‫ ﺃﻥ ﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﺍﻻﻋﺘﻤﺎﺩﻴـﺔ‬to ‫ ﺘﺩل‬. to ‫ﺍﻻﻋﺘﻤﺎﺩﻴﺔ ﺍﻷﻭﻟﻰ ﻭﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﻨﺘﻬﻲ ﺍﻟﺠﻤﻠﺔ ﻓﻲ‬
. ‫ﺍﻟﺜﺎﻨﻴﺔ ﻟﻬﺎ ﻨﻔﺱ ﻤﻔﻌﻭل ﺒﻪ ﺍﻟﺠﻤﻠﺔ ﺍﻷﻭﻟﻰ‬
Simple sentences ‫ﺍﻟﺠﻤل ﺍﻟﺒﺴﻴﻁﺔ‬
Their teachers urge them to attend language classes.
Their teachers can’t force them to attend language classes.

-114-
 (‫ ﺍﻟﻤﺼﺩﺭ ﻜﻤﺤﺩﺩ )ﻜﻤﻌﱠﺭﻑ‬- ٧ 7- Infinitives as modifiers

‫ ﻻﺤﻅ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﺘﺎﻟﻲ‬. ‫ ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﺤﺩﺩ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻷﺴﻤﺎﺀ‬. ‫ ﻤﻥ ﺍﻷﺴﻤﺎﺀ‬: Of nouns (‫)ﺃ‬
:
Betty has a term paper to write. She has a lab report to finish, too.

‫ ﻴﺘﻀﺢ ﻫﺫﺍ ﻓﻲ ﺍﻟﻤﺜـﺎل‬، ‫ ﻤﻊ ﺍﻟﺼﻔﺎﺕ ﺃﻭ ﺍﻟﻅﺭﻭﻑ‬:of Adverbs or adjectives (‫)ﺏ‬

Don’t be afraid to ask : ‫ﺍﻟﺘــﺎﻟﻲ‬
questions .

Some students don’t work hard enough to pass.

Some students don’t know how to plan their time.
They can’t decide which subject to study first or
how long to spend on each assignment.

‫ ﺍﻟﻤﺼﺩﺭ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل‬- ٨ 8- Infinitive in reported s peech

. ‫ﻴﺼﺒﺢ ﺍﻷﻤﺭ ﻓﻲ ﺍﻟﻘﻭل ﺍﻟﻤﺒﺎﺸﺭ ﻤﺼﺩﺭﹰﺍ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﺍﻟﻤﻨﻘﻭل‬

George’s adviser said, “Work hard.”
George’s adviser told him to work hard.
The clerk said to Miss Liu, “Don’t be late.”
The clerk said not to be late.
The clerk asked Miss Liu not to be late.

-115-
 ‫‪ - ٩‬ﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺸﺒﻪ ﺠﻤﻠﺔ ﺍﻟﺼﻔﺔ‬ ‫‪9- More adjective clauses‬‬

‫ﻴﻭﺠﺩ ﺴﺘﺔ ﺃﺸﺒﺎﻩ ﺠﻤل ﺍﻟﺼﻔﺔ ﻓﻲ ﺍﻟﺩﺭﺱ ‪ .‬ﺘﻤﺜل ﻤﻌﻅﻡ ﺃﻨﻭﺍﻉ ﺍﻟﺼﻔﺎﺕ ﺍﻟﺘﻲ ﺴﺘﻘﺎﺒﻠﻬﺎ ﻓـﻲ‬
‫ﻗﺭﺍﺀﺘﻙ ‪ .‬ﻭﻫﺫﺍ ﺍﻟﺠﺩﻭل ﻴﺭﺘﺒﻬﺎ ﺤﺴﺒﻤﺎ ﻭﺭﺩﺕ ﻓﻲ ﺍﻟﺩﺭﺱ ‪ .‬ﻟﻨﻠﻘـﻲ ﺍﻟﻨﻅـﺭ ﻋﻠـﻰ ﺃﻭﺠـﻪ‬
‫ﺍﻟﺘﺸﺎﺒﻪ ﻭﺃﻭﺠﻪ ﺍﻻﺨﺘﻼﻑ ‪.‬‬

‫‪Noun /‬‬ ‫‪Adjective clause‬‬

‫‪pronoun‬‬ ‫‪CM‬‬ ‫= ‪CM‬‬ ‫‪Subject‬‬ ‫‪Verb‬‬ ‫‪Comple ment‬‬
‫‪subject‬‬
‫‪students‬‬ ‫‪who‬‬ ‫‪go‬‬ ‫‪abroad to‬‬
‫‪study.‬‬
‫‪assignments that‬‬ ‫‪their teacher give‬‬ ‫‪them‬‬
‫‪everything‬‬ ‫‪anyone‬‬ ‫‪says‬‬ ‫‪to them‬‬
‫‪grammar,‬‬ ‫‪which‬‬ ‫‪is‬‬ ‫‪essential for‬‬
‫‪communication‬‬
‫‪things‬‬ ‫‪you‬‬ ‫‪don’t understand.‬‬
‫‪Classmates, whose‬‬ ‫‪experiences are different from yours‬‬

‫) ﺃ ( ﺍﻟﺘﺸﺎﺒﻪ ‪ :‬ﻟﻜل ﺸﺒﻪ ﺠﻤﻠﺔ ﻓﺎﻋل ﻭﻓﻌل ﻴﺤﺩﺩ ﺍﻟﻜﻠﻤﺔ ﺍﻟﺘﻲ ﺘﺴﺒﻘﻪ ‪.‬‬
‫)ﺏ( ﺍﻻﺨﺘﻼﻑ ‪ :‬ﺘﺨﺘﻠﻑ ﺃﺸﺒﺎﻩ ﺍﻟﺠﻤل ﻭﺍﺤﺩﺓ ﻋﻥ ﺍﻷﺨﺭﻯ ﺒﻁﺭﻕ ﻋﺩﻴﺩﺓ ‪.‬‬

‫‪ - ١٠‬ﻤﺴﺎﻋﺩﺍﺕ ﺍﻟﻠﻔﻅ‬ ‫‪10- Pronunciation helps‬‬

‫) ﺃ ( ﺇﻥ ‪ to‬ﺍﻟﻨﻬﺎﺌﻴﺔ ﻟﻠﺠﻤﻠﺔ ﺍﻟﻤﺭﻜﺒﺔ ﺍﻟﻤﺨﺘﺼﺭﺓ ﻻ ﺘﺸﺩﱠﺩ ‪ ،‬ﻟﻜﻥ ﺍﻟﺤﺭﻑ ﺍﻟﺼـﻭﺘﻲ ﻴﺘﻠﻘـﻰ‬

‫ﺼﻔﺎﺘﻪ ﺍﻟﻜﺎﻤﻠﺔ ‪ ،‬ﻴﺸﺒﻪ ﻗﺎﻓﻴﺔ ‪.too‬‬
‫)ﺏ( ﻴﻭﺠﺩ ﺇﺴﻘﺎﻁ ﻓﻲ ﻨﺒﺭﺓ ﺍﻟﺼﻭﺕ ﻭﺘﻭﻗﻑ ﻗﺼﻴﺭ ﻗﺒل ﻭﺒﻌﺩ ﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﻏﻴﺭ‬
‫ﺍﻟﻤﻘﻴﺩﺓ ‪ .‬ﻜﻤـﺎ ﻓﻲ ﺍﻟﻤﺜﺎل ﺍﻟﺘﺎﻟﻲ ‪:‬‬
‫‪Gram‬‬ ‫‪ca‬‬
‫‪mar, which is essential for communi‬‬ ‫‪tion, is‬‬
‫‪bor‬‬
‫‪sometimes‬‬ ‫‪ing.‬‬
‫‪class‬‬ ‫‪dif‬‬
‫‪-116-‬‬
‫‪Your‬‬ ‫‪mates, whose experiences are‬‬ ‫‪ferent from yours,‬‬

‫‪are eager to help and be h‬‬

‫‪elped.‬‬

‫‪ - ١١‬ﻋﻼﻤﺎﺕ ﺍﻟﺘﺭﻗﻴﻡ – ﺘﺠﻨﺏ ﻫﺫﻩ ﺍﻷﺨﻁﺎﺀ ﺍﻟﺸﺎﺌﻌﺔ‬

‫‪11- Punctuation – avoid these common errors‬‬

‫)ﺃ( ﻻ ﺘﻀﻊ ﻓﺎﺼﻠﺔ ﻗﺒل ﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ ؛ ﺇﻨﻬﺎ ﺘﺴﺒﺏ ﺴﻭﺀ ﺍﻟﻘﺭﺍﺀﺓ ‪.‬‬
‫‪People who put commas in wrong places cause confusion.‬‬
‫‪ ،‬ﻫﺫﺍ ﻴﻌﻨﻲ ﺃﻥ ﺍﻟﺠﻤﻠﺔ ﺘﻌﻨﻲ ﻜل ﺍﻟﻨﺎﺱ ‪ places‬ﻭﺒﻌﺩ ‪who‬ﺇﺫﺍ ﻭﻀﻌﻨﺎ ﻓﺎﺼﻠﺔ ﻗﺒل‬
‫ﻴﻀﻌﻭﻥ ﺍﻟﻔﻭﺍﺼل ﻓﻲ ﺍﻷﻤﺎﻜﻥ ﺍﻟﺨﺎﻁﺌﺔ ﻭﺒﺒﺴﺎﻁﺔ ﻫﺫﺍ ﻟﻴﺱ ﺼﺤﻴﺤ ﹰﺎ ‪.‬‬
‫ﺕ‬
‫ﺱ ﺍﻟﻔﺎﺼﻠﺔ ﺍﻟﺜﺎﻨﻴﺔ ‪ ،‬ﺍﻷﻭﻟﻰ ﺍﻟﺘﻲ ﺘﺤﺩﺩ ﻨﻬﺎﻴﺔ ﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻼﺃﺴﺎﺴﻴﺔ ﻤﺎ ﻟﻡ ﺘﺄ ِ‬
‫)ﺏ( ﻻ ﺘﻨ َ‬
‫ﺸﺒﻪ ﺍﻟﺠﻤﻠﺔ ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤﻠﺔ ‪.‬‬
‫‪Jack’s father , who lives in Chicago , visited us last weekend.‬‬
‫‪We were visited by Jack’s father , who lives in Chicago.‬‬

‫‪-117-‬‬
LESSON XVII:
USES OF ING-FORMS
PASSIVE VOICE

… ‫… اﻟﺪرس اﻟﺴﺎﺑﻊ ﻋﺸﺮ‬

‫ﺍﺴﺘﻌﻤﺎﻻﺕ ﺸﻜل‬ING ‫ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻭل‬

Taking a course in elementary science in a large university can

be a very trying experience. Such courses are usually taught by
groups of staff members instead of by individual professors. The
lectures are given in huge auditoriums and may be attended by as
many as five hundred students. Just finding a seat can be a problem.
Interrupting a lecture to request an explanation is out of the question,
(impossible).
Students do have a chance to ask questions, however, while
meeting in the quiz sections they are required to attend. These are
smaller groups supervised by teaching assistants. At these meetings,
readings are assigned and problems discussed. Quizzes are given
regularly; all grades are recorded and averaged at the end of a
semester. Getting behind in one’s assignments can be very upsetting.
Regular laboratory work is also a part of these courses. Certain
prescribed experiments must be completed and written up. Some of
these necessitate setting up complicated equipment. An inexperienced
student either risks breaking the equipment or waits for the lab
attendant to help him. In either case he probably will not have time to
finish experimenting before the bell rings and another student comes
to take over his place. It is indeed amazing that such experiences seem
to produce many capable enterprising scientists.

-118-
 ‫ﻜﻔﻌل ‪ - ١ing‬ﺸﻜل‬ ‫)‪1- ing-forms as verbs (present participles‬‬

‫ﺭﺃﻴﻨﺎ ﻜﻴﻑ ﻨﺴﺘﻌﻤل ﺍﻟﻔﻌل ‪ ing +‬ﻤﻊ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ ‪ be‬ﻟﻴﺸﻜل ﺍﻟﻔﻌل ﺍﻟﺭﺌﻴﺴـﻲ ﻟﻠﺠﻤﻠـﺔ‬
‫ﻓﻲ ﺍﻟﺯﻤﻥ ﺍﻟﻤﺴﺘﻤﺭ ‪ .‬ﻴﺠﺏ ﺃﻥ ﻨﺘﺫﻜﺭ ﺃﻥ ﺸﻜل ‪ ing‬ﻤﻊ ﺍﻟﻔﻌل ﻭﺤﺩﻩ ﻻ ﻴﻤﻜـﻥ ﺃﻥ ﻴﻜـﻭﻥ‬
‫ﺍﻟﻔﻌل ﺍﻟﺭﺌﻴﺴﻲ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ‪.‬‬

‫ﻜﺎﺴﻡ ‪ - ٢ing‬ﺸﻜل‬ ‫)‪2- ing-forms as nouns (gerunds‬‬

‫ﺒﺸﻜل ﻋﺎﻡ ﺒﻌﺽ ﺃﺸﻜﺎل ‪ ing‬ﺘﺴﺘﻌﻤل ﻜﺎﺴﻡ ﺒﺤﻴﺙ ﻨﻨﺴﻰ ﺸﻜل ﺍﻟﻔﻌل ﺍﻷﺼـﻠﻲ ‪ .‬ﻭﻋـﺎﺩﺓ‬
‫ﺘﺴﺘﻌﻤل ﻜﺄﺴﻤﺎﺀ ﻏﻴﺭ ﻤﻌﺩﻭﺩﺓ ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻨﻨﺎ ﺃﺤﻴﺎﻨ ﹰﺎ ﻨﻀﻴﻑ ) ‪ ( s‬ﺍﻟﺠﻤﻊ ﺇﻟـﻰ ﻨﻬﺎﻴـﺔ‬
‫ﺍﻻﺴﻡ ‪ .‬ﻤﺜﺎل ‪:‬‬
‫‪readings, writings, teachings, misspellings‬‬
‫ﺇﻥ ﺸﻜل ‪ ing‬ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﻜﻔﺎﻋل ﺃﻭ ﻜﻤﻔﻌﻭل ﺒﻪ ﺃﻭ ﺒﻘﻴﺔ ﺍﻟﻔﻌل ﻭﻜﻤﻔﻌﻭل ﺒﻪ ‪ .‬ﺒﻤﻌﻨﻰ‬
‫ﺁﺨﺭ ‪ ،‬ﺇﻨﻬﺎ ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺃﻤﺎﻜﻥ ﺍﻷﺴﻤﺎﺀ ﻓﻲ ﺍﻟﺠﻤل ‪.‬‬

‫‪3- ing-form phrases‬‬ ‫‪ - ٣‬ﻋﺒﺎﺭﺓ ﺸﻜل ‪ing‬‬

‫ﻋﺎﺩﺓ ﺒﺎﻟﺼﻴﻐﺔ ﺍﻟﻤﻠﻜﻴﺔ ‪)ing .‬ﺁ( ﻓﻲ ﺍﻟﻜﺘﺎﺒﺔ ﺍﻟﺭﺴﻤﻴﺔ ﻭﺍﻟﺤﺩﻴﺙ ‪ ،‬ﻴﻜﻭﻥ ﺸﻜل‬
‫‪S‬‬ ‫‪V‬‬ ‫‪C‬‬
‫‪S‬‬ ‫‪ing-form‬‬ ‫‪C‬‬ ‫‪S ing-form‬‬ ‫‪C‬‬
‫‪Jack’s‬‬ ‫‪forgetting‬‬ ‫‪to read the assignment resulted in his failing‬‬ ‫‪a quiz.‬‬
‫‪Jack’s not handing in‬‬ ‫‪lab reports‬‬ ‫‪prevented her‬‬ ‫‪getting a good grade.‬‬
‫)ﺏ( ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻷﻗل ﺭﺴﻤﻴﺔ ﻭﺒﻌﺩ ﺃﻓﻌﺎل ﺍﻟﺤﺱ ﻭﺍﻹﺩﺭﺍﻙ ‪ .‬ﺭﺒﻤﺎ ﻴﻜﻭﻥ ﻓﺎﻋل ﺸـﻜل ‪- ing‬‬
‫ﺸﻜل ﺍﺴﻡ ﺒﺴﻴﻁ ﺃﻭ ﻀﻤﻴﺭ ﻤﻔﻌﻭل ﺒﻪ ‪.‬‬
‫‪S‬‬ ‫‪V‬‬ ‫‪C‬‬
‫‪S‬‬ ‫‪ing-form‬‬ ‫‪C‬‬

‫‪-119-‬‬
 ‫‪I‬‬ ‫‪watched‬‬ ‫‪Jack‬‬ ‫‪doing his‬‬ ‫‪assignment.‬‬
‫‪I‬‬ ‫‪noticed‬‬ ‫‪him‬‬ ‫‪underlining some sentences.‬‬
‫‪I‬‬ ‫‪didn’t see‬‬ ‫‪him‬‬ ‫‪taking‬‬ ‫‪notes.‬‬
‫ﻻ ﺒـﻪ ﺒﺸﻜل ‪: - ing‬‬
‫‪ - ٤‬ﺃﻓﻌﺎل ﺘﺄﺨﺫ ﻤﻔﻌﻭ ﹰ‬
‫‪4- Verbs, which take ing-form, objects‬‬
‫ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﺄﺨﺫ ﺒﻌﺽ ﺍﻷﻓﻌﺎل ﻤﻔﻌﻭ ﹰﻻ ﺒﻪ ﺒﺸﻜل ‪ -ing‬ﻭﻟﻴﺱ ‪ + to‬ﻓﻌل ﻭﻫﻨﺎﻙ ﺃﻓﻌﺎل ﺃﺨﺭﻯ‬
‫ﻴﺄﺘﻲ ﺒﻌﺩﻫﺎ ﻤﺼﺩﺭ ﺃﻭ ﺸﻜل ‪ ing‬ﻭﺘﻌﺒﺭ ﻋﻥ ﻨﻔﺱ ﺍﻟﻤﻌﻨﻰ ‪.‬‬
‫ﻓﻲ ﺤﺎﻻﺕ ﻗﻠﻴﻠﺔ ‪ ،‬ﻴﻌﺒﺭ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺍﻟﻤﻨﺘﻬﻲ ﺒـ ‪ ing‬ﻋﻥ ﺍﻟﻤﻌﻨـﻰ ﺍﻟـﺫﻱ ﻴﺨﺘﻠـﻑ ﻋـﻥ‬
‫ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺍﻟﻤﺼﺩﺭ ‪ .‬ﻭﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﻤﺭﺒﻜﺔ ﻟﻠﻤﺘﻌﻠﻡ ﻭﻫﻲ ﻤﺼﺩﺭ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻌﺩﻴﺩﺓ ‪.‬‬
‫ﺴﻨﻘﺩﻡ ﺍﻟﻘﺎﺌﻤﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻜﺩﻟﻴل ﻟﻤﻤﺎﺭﺴﺔ ﺍﻟﻨﻤﺎﺫﺝ ‪.‬‬

‫)ﺃ( ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻴﺄﺘﻲ ﺒﻌﺩ ﻫﺫﻩ ﺍﻷﻓﻌﺎل ﻤﻔﻌﻭل )ﺏ( ﺭﺒﻤﺎ ﻴﺘﺒﻊ ﻫﺫﻩ ﺍﻷﻓﻌﺎل ﻤﻔﻌﻭل ﺒﻪ ﺒﺸﻜل‬
‫ﺃﻭ ﻤﺼﺩﺭ ‪ .‬ﻤﻌﻨﻰ ﺍﻟﻨﻤﻭﺫﺠﻴﻥ ﻭﺍﺤﺩ ‪–ing.‬‬ ‫‪ .‬ﻭﺃﺒﺩﹰﺍ ﻻ ﻴﺄﺘﻲ ﺒﻌﺩﻫﺎ ‪ing‬ﺒﻪ ﻴﻨﺘﻬﻲ ﺒـ‬
‫‪Bill likes reading.‬‬ ‫ﻤﻔﻌﻭل ﺒﻪ ﺒﺼﻴﻐﺔ ﺍﻟﻤﺼﺩﺭ‪.‬‬
‫‪Bill likes to read.‬‬ ‫‪Bill enjoys reading.‬‬
‫‪attempt‬‬ ‫‪admit‬‬ ‫‪keep‬‬
‫‪begin‬‬ ‫‪appreciate‬‬ ‫‪keep on‬‬
‫‪continue‬‬ ‫‪avoid‬‬ ‫‪postpone‬‬
‫‪intend‬‬ ‫‪can’t help‬‬ ‫‪practice‬‬
‫‪like‬‬ ‫‪consider‬‬ ‫‪recall‬‬
‫‪neglect‬‬ ‫‪deny‬‬ ‫‪regret‬‬
‫‪plan‬‬ ‫‪enjoy‬‬ ‫‪risk‬‬
‫‪prefer‬‬ ‫‪finish‬‬ ‫‪stop‬‬
‫‪start‬‬ ‫‪get through‬‬ ‫‪suggest‬‬
‫‪try‬‬ ‫‪give up‬‬ ‫‪understand‬‬

‫‪5- Sense perception verbs‬‬ ‫‪ - ٥‬ﺍﻷﻓﻌﺎل ﺍﻟﺤﺴﻴﺔ ﻭﺍﻹﺩﺭﺍﻙ‬

‫ﺭﺒﻤﺎ ﺘﺄﺘﻲ ﻫﺫﻩ ﺍﻷﻓﻌﺎل ﺒﺎﻟﺸﻜل ﺍﻟﺒﺴﻴﻁ ﺃﻭ ﺒﺸﻜل ‪ ing‬ﻭﻟﻜﻥ ﻟﻴﺱ ﺒﺎﻟﻤﺼﺩﺭ ‪ .‬ﺇﻥ ﻓﺎﻋل‬
‫‪ ing‬ﻋﺎﺩﺓ ﻤﻌﺒﺭ ‪.‬‬

‫‪-120-‬‬
 ‫ﺍﻷﻓﻌﺎل ‪watch – see – observe – notice :‬‬ ‫)ﺃ (‬

‫‪6- Forget and remember‬‬ ‫‪ - ٦‬ﻴﻨﺴﻰ ﻭﻴﺘﺫﻜﺭ‬

‫ﻥ ﻤﺨﺘﻠﻔـﺔ ‪.‬‬
‫ﻴﺘﺒﻊ ﻫﺫﻩ ﺍﻷﻓﻌﺎل ﺸﻜل ‪ - ing‬ﻭﺍﻟﻤﺼﺩﺭ ﻟﻜﻥ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺘﻌﺒﺭ ﻋﻥ ﻤﻌﺎ ٍ‬
‫ﺇﻥ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﻋﻼﻤﺔ ﺍﻟﺯﻤﻥ ﻭﺍﻟﻔﻌل ﺍﻟﺭﺌﻴﺴﻲ ﻭﺒﻴﻥ ﻓﻌل ﺍﻟﻤﻔﻌﻭل ﺒﻪ ‪.‬‬

‫)ﺃ( ﻴﻌﺒﺭ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺒـ ‪ ing‬ﻋﻥ ﺍﻟﺤﺭﻜﺔ ‪ ،‬ﻭﺍﻟﻤﻭﻗﻑ ﻴﺤﺩﺙ ﻗﺒل ﺤﺩﻭﺙ ﺍﻟﻔﻌل ﺍﻟﺭﺌﻴﺴﻲ‬
‫)‪(2‬‬ ‫)‪(1‬‬
‫‪Jack remembers talking with his instructor.‬‬
‫)‪(2‬‬ ‫)‪(1‬‬
‫‪He forgets making an appointment with him.‬‬

‫)ﺏ( ﻴﻌﺒﺭ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﻋﻥ ﺍﻟﺤﺭﻜﺔ ﻭﺍﻟﻤﻭﻗﻑ ﺍﻟﺫﻱ ﻴﺤﺩﺙ ﺇﻤﺎ ﺒﻌﺩ ) ﻓﻲ ﺤﺎﻟـﺔ ﻴﺘـﺫﻜﺭ ( ﺃﻭ‬
‫ﻟﻴﺱ ﻋﻠﻰ ﺍﻹﻁﻼﻕ ) ﻓﻲ ﺤﺎﻟﺔ ﻴﻨﺴﻰ ( ‪.‬‬
‫)‪(1‬‬ ‫)‪(2‬‬
‫‪Jack remembered to make an appointment with his instructor.‬‬
‫)‪(1‬‬ ‫)×(‬
‫‪He forgot to keep it.‬‬
‫ﻜﺎﺴﻡ ﻤﺤﺩﺩ ‪ - ٧ing‬ﺸﻜل‬ ‫‪7- ing-forms as noun modifie rs‬‬

‫ﺘﺴﺘﻌﻤل ﺃﺸﻜﺎل ‪ ing‬ﺒﺸﻜل ﻋﺎﻡ ﻟﺘﺤﺩﺩ ﺍﻻﺴﻡ ‪ .‬ﻭﺘﺸﻐل ﻨﻔﺱ ﻤﻜﺎﻥ ﺍﻻﺴﻡ ﻜﺼﻔﺎﺕ ﻋﺎﺩﻴﺔ ‪.‬‬

‫‪teaching assistants , enterprising scientists‬‬ ‫)ﺃ( ﻗﺒل ﺍﻻﺴﻡ ﻟﺘ َﻌﺭﱢﻓﻪ ‪:‬‬

‫‪Getting behind is upsetting.‬‬ ‫)ﺏ( ﺒﻌﺩ ﻓﻌل ﺍﻟﻜﻭﻥ ‪: be‬‬
‫‪I find my work challenging‬‬ ‫)ﺝ( ﺒﻌﺩ ﺍﻻﺴﻡ ﻟﺘ َﻌﺭﱢﻓﻪ ‪:‬‬

‫‪-121-‬‬
 8- Meaning of ing-form modifie rs ing ‫ﻥ ﺘﺤﺩﺩ ﺸﻜل‬
ٍ ‫ ﻤﻌﺎ‬- ٨

‫ﻴﺴﺘﻌﻤل ﺸﻜل‬ing ‫ﻜﺼﻔﺎﺕ ﺤﻴﺙ ﻤﻥ ﺍﻟﻤﺴﺘﺤﻴل ﺃﻥ ﺘﺸﺭﺡ ﻜل ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻤﺨﺘﻠﻔـﺔ ﺒﻴﻨﻬـﺎ‬

‫ ﻋﻠﻴﻨـﺎ‬، ‫ ﻭﻟﻜﻲ ﻨﻤﻴﺯﻫﺎ ﻋﻥ ﻤﺤﺩﺩﺍﺕ ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل‬، ‫ ﺒﺄﻴﺔ ﺤﺎل‬. ‫ﻭﺒﻴﻥ ﺍﻻﺴﻡ ﺍﻟﺫﻱ ﻴﺤﺩﺩﻫﺎ‬
: ‫ﺃﻥ ﻨﻠﺤﻅ ﺍﻻﺴﺘﻌﻤﺎﻟﻴﻥ ﺍﻟﺘﺎﻟﻴﻴﻥ‬
. ‫)ﺃ( ﻟﻭﺼﻑ ﺘﺄﺜﻴﺭ ﺸﺨﺹ ﺃﻭ ﻤﻭﻗﻑ ﻋﻠﻰ ﺁﺨﺭ‬
An interesting person is a person who interests you.
A boring lecture is a lecture which bores you.
A challenging lesson is a lesson which challenges you.
A disappointing experience is an experience which disappoints you.
. ‫)ﺏ( ﻟﺘﺩل ﻋﻠﻰ ﻋﻤل ﻓﻲ ﺘﻘﺩﻡ‬

9- ing-forms in time phrases ‫ ﻤﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺯﻤﻨﻴﺔ‬ing ‫ ﺸﻜل‬- ٩

: ‫ﺇﻥ ﺸﻜل ﺍﻟﻔﻌل ﺍﻟﻭﺤﻴﺩ ﺍﻟﺫﻱ ﻴﺴﺘﻌﻤل ﻤﺒﺎﺸﺭﺓ ﺒﻌﺩ ﻜﻠﻤﺎﺕ ﺍﻟﺯﻤﻥ‬
before, after, until, since, while, and when
. ‫ ﺃﺒﺩﹰﺍ ﻻ ﺘﻀﻊ ﻤﺼﺩﺭﹰﺍ ﺒﻌﺩ ﺇﺤﺩﻯ ﻜﻠﻤﺎﺕ ﺍﻟﺯﻤﻥ ﻤﺒﺎﺸﺭﺓ‬. ing ‫ﻫﻭ ﺸﻜل‬

We finish our assignments before relaxing.

We relax after finishing our assignments.
Don’t try to listen to the radio while studying.

10- ing-form afte r other prepositions ‫ ﺒﻌﺩ ﺤﺭﻭﻑ ﺍﻟﺠﺭ‬ing ‫ ﺸﻜل‬- ١٠

‫(ﺇﻥ ﺸﻜل ﺍﻟﻔﻌل ﺍﻟﻭﺤﻴﺩ ﺍﻟﺫﻱ ﻴﻘﻊ ﻤﺒﺎﺸﺭﺓ ﺒﻌﺩ ﺤﺭﻑ ﺍﻟﺠﺭ ﻤﺎ ﻋﺩﺍ ﺤﺭﻑ ﺍﻟﺠـﺭ‬to) ‫ﻫـﻭ‬
‫ﺸﻜل‬ing. -
‫)ﺃ( ﻻﺤﻅ ﺃﻤﺜﻠﺔ ﺸﻜل‬ing: ‫ﺒﻌﺩ ﺤﺭﻭﻑ ﺍﻟﺠﺭ ﻓﻲ ﺍﻟﻔﻘﺭﺓ ﺍﻟﺘﺎﻟﻴﺔ‬

-122-
 If you are interested in taking a course in elementary science in
a large university, plan on reading the assignments before attending
the lecture so that you will understand what is being said. There is no
opportunity for asking questions during lectures. Try to get some
experience in setting up lab equipment; don’t depend on your lab
partner doing it for you. And don’t be surprised at having to take
unannounced quizzes. That’s par for the course. (‫)ﺘﻌﻨﻲ ﺃﻥ ﺍﻟﻤﻭﻗﻑ ﻁﺒﻴﻌﻲ‬

11- The Passive ‫ ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻭل‬- ١١

‫ ﻴﻭﺠﺩ ﺒﻌﺽ ﺍﻟﺠﻤل‬، ‫ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻥ ﺍﻟﺘﺭﺘﻴﺏ ﺍﻟﻌﺎﺩﻱ ﻟﻠﺠﻤﻠﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ﺍﻟﻔﺎﻋل ﻴﺴﺒﻕ ﺍﻟﻔﻌل‬
‫ ﻴﺴـﻤﻲ‬. ‫ﺤﻴﺙ ﺍﻟﻔﺎﻋل ﻴﻘﻊ ﻓﻲ ﺠﻤﻠﺔ ﺤﺭﻑ ﺠﺭ ﻗﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤﻠﺔ ﺃﻭ ﻟﻴﺱ ﻋﻠﻰ ﺍﻹﻁـﻼﻕ‬
. ‫ﺍﻟﻔﺎﻋل ﺍﻟﻘﻭﺍﻋﺩﻱ ﺍﻟﺸﺨﺹ ﺃﻭ ﺍﻟﺸﻲﺀ ﻭﺍﻟﺫﻱ ﻴﻘﻊ ﻭﺒﺸﻜل ﻋﺎﺩﻱ ﻓﻲ ﻤﻜﺎﻥ ﺍﻟﻤﻔﻌﻭل ﺒـﻪ‬
( active voice ) ‫ ﻭﺍﻟﺘﻲ ﺘﻌﺎﺭﺽ ﺍﻟﻤﺒﻨـﻲ ﻟﻠﻤﻌﻠـﻭﻡ‬. ‫ﻴﻘﺎل ﻟﻬﺫﻩ ﺍﻟﺠﻤل ﻤﺒﻨﻴﺔ ﻟﻠﻤﺠﻬﻭل‬
. ‫ﻓﻘﻁ ﺘﺴﺘﻌﻤل ﺍﻷﻓﻌﺎل ﺍﻟﻤﺘﻌﺩﻴﺔ ﻓﻲ ﺘﺭﻜﻴﺏ ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻭل‬.
Active : Teaching assistants assign readings.
Passive : Readings are assigned by teaching
assistants.

12- Patterns of passive sentences ‫ ﻨﻤﺎﺫﺝ ﺠﻤل ﺍﻟﻤﺠﻬﻭل‬- ١٢

‫ ﻴﺘﺒﻌـﻪ ﺍﺴـﻡ‬be ‫ﻼ ﻤﺎ ﻤﻥ ﺍﻟﻔﻌل ﺍﻟﻤﺴﺎﻋﺩ‬

‫ﺩﺍﺌﻤ ﹰﺎ ﺘﺤﻭﻱ ﺠﻤل ﺍﻟﻤﺠﻬﻭل ﺸﻜ ﹰ‬ (‫)ﺃ‬
.be ‫ﺍﻟﻤﻔﻌﻭل ﻤﻊ ﺃﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﺍﻷﺨﺭﻯ ﻴﺴﺒﻘﻬﺎ‬

( ‫)ﺏ‬
S V C
Aux Be p. p. By Performe r

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‫‪Courses‬‬ ‫‪are‬‬ ‫‪taught‬‬ ‫‪by groups of professors.‬‬
‫‪Lectures‬‬ ‫‪are‬‬ ‫‪attended‬‬ ‫‪by‬‬ ‫‪many students.‬‬
‫‪Quiz sections have to‬‬ ‫‪be‬‬ ‫‪supervised.‬‬
‫‪Experiments must‬‬ ‫‪be‬‬ ‫‪completed.‬‬

‫‪13- When to use the passive voice‬‬ ‫‪ - ١٣‬ﻤﺘﻰ ﻴﺴﺘﻌﻤل ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻭل‬

‫ﻴﺴﻤﻰ ﺍﻟﺘﺭﻜﻴﺏ ﺍﻟﻔﻌﻠﻲ ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻭل ﻭﻻ ﻴﺴﺘﻌﻤل ﻜﺜﻴﺭﹰﺍ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ﻜﻤﺎ ﻫﻭ ﻓﻲ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﺨﺭﻯ ‪ .‬ﻴﺴﺘﻌﻤﻠﻪ ﺃﺤﻴﺎﻨ ﹰﺎ ﺍﻟﻜﺎﺘﺏ ﻟﻴﻨﻭﻉ ﻓﻲ ﺃﺴﻠﻭﺏ ﺠﻤﻠﻪ ‪ ،‬ﻟﻜﻥ ﺍﺴـﺘﻌﻤﺎﻟﻪ ﻟـﻴﺱ‬
‫ﻫﺎﻤ ﹰﺎ ﻟﻠﻁﻼﺏ ﺍﻟﺫﻴﻥ ﻴﺭﻏﺒﻭﻥ ﺍﻟﺘﻭﻀﻴﺢ ‪ .‬ﺇﻥ ﺠﻤل ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﻌﻠﻭﻡ ‪ ،‬ﺤﻴﺙ ﺍﻟﻔﺎﻋل ﻫﻭ ﻓـﻲ‬
‫ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ ‪ ،‬ﻫﻭ ﺍﻷﻜﺜﺭ ﺸﻴﻭﻋ ﹰﺎ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ﻓﻲ ﺍﻟﺤﺩﻴﺙ ﻭﺍﻟﻜﺘﺎﺒﺔ ‪ .‬ﺘﻭﺠﺩ ﻤﻭﺍﻗﻑ‬
‫ﻤﺤﺩﺩﺓ ﻴﺴﺘﻌﻤل ﻓﻴﻬﺎ ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻭل ‪ .‬ﻭﻫﻲ ﻜﺎﻟﺘﺎﻟﻲ ‪:‬‬
‫)ﺃ( ﻋﻨﺩﻤﺎ ﻻ ﻨﻌﻠﻡ ﻤﻥ ﺃﻨﺠﺯ ﺍﻟﻌﻤل ‪.‬‬
‫‪Bill’s slide rule was made in Germany.‬‬
‫‪The second–hand book that he bought had been written in.‬‬

‫)ﺏ( ﻋﻨﺩﻤﺎ ﻴﻔﻀل ﻋﺩﻡ ﺫﻜﺭ ﺍﻟﻘﺎﺌﻡ ﺒﺎﻟﻌﻤل ‪:‬‬

‫‪Miss Liu was given some bad advice when she first arrived here.‬‬
‫‪She was told that her English was satisfactory for university work.‬‬
‫‪14- Passive-like causatives‬‬ ‫‪ - ١٤‬ﺍﻟﻤﺴﺒﺒﺎﺕ ﺍﻟﺸﺒﻴﻬﺔ ﺒﺎﻟﻤﺒﻨﻲ‬

‫ﺇﻥ ﺘﺭﻜﻴﺏ ﺍﻟﺠﻤل ﺍﻟﻤﺴﺒﺒﺔ ﻤﻊ ‪ ، have‬ﻓﻐﺎﻟﺒ ﹰﺎ ﻤﺎ ﻨﺤﺫﻑ ﺍﻟﻘﺎﺌﻡ ﺒﺎﻟﻌﻤل ﺍﻟﻤﺴﺒﺏ ﻟﻠﻌﻤل ﻷﻨﻪ‬
‫ﺇﻤﺎ ﻴﻜﻭﻥ ﻭﺍﻀﺤ ﹰﺎ ﺃﻭ ﻟﻴﺱ ﺒﺫﻱ ﺃﻫﻤﻴﺔ‪ .‬ﻻ ﺘﻌﺘﺒﺭ ﻤﺜل ﻫﺫﻩ ﺍﻟﺘﺭﺍﻜﻴﺏ ﻤﺒﻨﻴﺔ ﻟﻠﻤﺠﻬﻭل ﻷﻨﻬـﺎ‬
‫ﻻ ﺘﺤﻭﻱ ﻓﻌل ﺍﻟﻜﻭﻥ ‪ ، be‬ﻟﻜﻥ ﺍﻟﻔﻌل ﻫﻭ ﻓﻲ ﺼﻴﻐﺔ ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل ‪ .‬ﻗﺎﺭﻥ ﺍﻟﻨﻤﻭﺫﺠﻴﻥ ﻓـﻲ‬
‫ﺍﻷﺴﻔل ‪.‬‬
‫‪Prof. Miller has his students write all papers‬‬ ‫‪in ink.‬‬
‫‪Prof. Miller has‬‬ ‫‪all papers written in ink.‬‬

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‫ ﺭﺒﻤﺎ ﻴﺫﻜﺭ ﺍﻟﻘﺎﺌﻡ ﺒﺎﻟﻌﻤل ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤﻠـﺔ ﻭﻴﺴـﺒﻘﻪ‬، ‫ﻜﻤﺎ ﻓﻲ ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻭل ﺍﻟﺤﻘﻴﻘﻲ‬
. by ‫ﺤﺭﻑ ﺍﻟﺠﺭ‬
Miss Liu had her eyes examined by an optometrist.

15- Past participles as modifie rs ‫ ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل ﻜﻤﺤﺩﺩ‬- ١٥

. ‫)ﺃ( ﺇﻥ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻤﺘﻌﻠﻕ ﺒﺘﺭﻜﻴﺏ ﺍﻟﻤﺒﻨﻲ ﻴﻜﻭﻥ ﻓﻲ ﺍﺴﺘﻌﻤﺎل ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل ﻜﻤﺤﺩﺩ ﺍﻻﺴﻡ‬
Passive : Quiz sections are supervised by assistants.
Modifier : The students attend supervised quiz sections.
Passive : Readings are assigned.
Modifier : The course includes assigned readings.

. ‫ ﻤﻌﺎﻜﺱ ﻟﻌﻤل ﻜﺎﻥ ﻤﺴﺘﻤﺭﹰﺍ‬، ‫)ﺏ( ﻴﺸﻴﺭ ﻤﺤﺩﺩ ﺍﺴﻡ ﺍﻟﻤﻔﻌﻭل ﺇﻟﻰ ﻋﻤل ﻗﺩ ﺘﻡ ﻟﺘﻭﻩ‬
Boiled water is water which has been boiled.
Boiling water is water which is in the process of boiling.
6. We push ahead our clocks in order to enjoy long, light evenings.
7. Many people go camping in the mountains or at the seaside.
8. Not much work is done.
9. Birds fly south in fall.
10. They use snow mobiles now.

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LESSON XVIII:
COMPARISON AND CONTRAST
Like, alike, the same as, different from

… ‫… اﻟﺪرس اﻟﺜﺎﻣﻦ ﻋﺸﺮ‬

‫ﺍﻟﻤﻘﺎﺭﻨﺔ ﻭ ﺍﻻﺨﺘﻼﻑ‬
‫ ﻤﺨﺘﻠﻑ ﻋﻥ‬، ‫ ﺫﺍﺕ ﺍﻟﺸﻲﺀ‬، ‫ ﻤﺘﻤﺎﺜل‬، ‫ﻴﺸﺒﻪ‬

Since we have to learn the patterns of comparison, let’s compare

the people we know in College Town. Let’s compare the professors
first. Professor Allen, who teaches English to foreign students, is
about the same age as Professor Miller, the economics teacher. They
are much younger than Professor Baker. (As a matter of fact,
Professor Baker is the oldest member of the staff. He is going to retire
next year) Professor Allen’s personality is quite different from
Professor Miller’s. They are both good teachers and in that respect
they are alike, but Professor Miller is much more serious than
Professor Allen. Professor Allen is livelier and friendlier than
Professor Miller; he participates more in social activities than
Professor Miller does, and he doesn’t work as hard as Professor
Miller does. Professor Miller works like a beaver. He’s probably the
most ambitious member of the faculty.
Mrs. Allen and Mrs. Baker differ from each other in many ways
besides age. Ruth Allen is taller and slimmer than Emily Baker. She
walks faster and she gets things done more quickly than Mrs. Baker
does. Mrs. Baker on the other hand, is less busy than Mrs. Allen
because she only keeps house; She doesn’t work in the library. She is
much more interested in politics than Ruth Allen is. She’s a member
of the league of Women Voters.
Bill is probably the best student of those we know, and Jane is
undoubtedly the poorest. Jack’s social interests are the same as Jane’s,
but he gets better grades than she does. Betty is like Bill. She studies
hard and she doesn’t relax until her assignments are finished. George,

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the boy from Greece, is one of the most intelligent students in the
college, but his grades aren’t quite as good as Bill’s because he still
has a little trouble with the language. The least happy of all the
students is Miss Liu. She came here just a few months ago and she
isn’t used to it here yet. She will be much happier when she has been
here longer and knows the language better.

Comparison: : ‫ﺍﻟﻤﻘﺎﺭﻨﺔ‬
‫ﻴﺴﺘﻌﻤل ﻟﻠﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺃﺜﻨﻴﻥ ﺃﻭ ﺃﻜﺜﺭ ﻟﻸﺸﻴﺎﺀ ﻭﺍﻷﺸﺨﺎﺹ ﻭﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺃﻭ ﺤﺎﻻﺕ ﺘﺘﻁﻠـﺏ‬
‫ ﺘﻭﻀـﺢ ﺍﻟﻔﻘـﺭﺍﺕ‬. ‫ﻨﻤﺎﺫﺝ ﺠﻤل ﻤﺨﺘﻠﻔﺔ ﻋﻥ ﺍﻟﺠﻤل ﺍﻟﺘﻲ ﻤﺭﺕ ﻤﻌﻨﺎ ﻓﻲ ﺍﻟﺩﺭﻭﺱ ﺍﻟﺴﺎﺒﻘﺔ‬
. ‫ﺍﻟﺘﺎﻟﻴﺔ ﺍﻷﻜﺜﺭ ﺍﺴﺘﻌﻤﺎ ﹰﻻ ﻟﻠﻤﻘﺎﺭﻨﺔ‬

×+×+×+×+×+×+×+×+×+×+×+×+×

‫ ﺘﻁﺎﺒﻕ ﺘﺎﻡ‬- ١ 1- Complete sameness

: ‫ﻴﻌﺒﺭ ﻋﻥ ﺍﻟﺘﻁﺎﺒﻕ ﺍﻟﺘﺎﻡ ﺒﻁﺭﻴﻘﺘﻴﻥ‬

: as ‫ ﻻ ﺘﺴﺘﺒﺩل ﺃﻴﺔ ﻜﻠﻤﺔ ﺃﺨﺭﻯ ﺒـ‬. ‫ ﺘﻌﻠﱠﻡ ﻫﺫﻩ ﺍﻟﺘﻌﺎﺒﻴﺭ ﻜﻭﺤﺩﺓ‬: The same as ( ‫)ﺃ‬
One Verb The same as Another
(be)
Jack’s social interests are the same as Jane’s (social interests).
My book is the same as yours.
The front window is the same as the rear window.

. ‫ ﻻﺤﻅ ﻓﻲ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻜل ﺍﻷﺸﻴﺎﺀ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﻤﻘﺎﺭﻨﺘﻬﺎ ﻗﺒل ﺍﻟﻔﻌل‬: Alike (‫)ﺏ‬
things being compared Verb Alike
Jack’s and Jane’s social interests are alike.
Your book and mine are alike.
The two windows in this room are alike.

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 ‫ ﻤﺜل‬: ‫ ﺍﻟﺘﺸﺎﺒﻪ ﻓﻲ ﻤﺠﺎﻻﺕ ﻋﺩﻴﺩﺓ‬- ٢2- Similarity in many respects: Like

One Verb Like Another

Betty is like Bill.
Jack looks like his father.
Professor Miller works like a beaver.

☺ Look ( here ) means : appear.

‫ ﺍﻟﺘﺸﺎﺒﻪ ﻓﻲ ﻤﺠﺎل ﻭﺍﺤﺩ‬- ٣ 3- Similarity in one respect

: The same + ( noun ) (‫)ﺃ‬

Things being compared Verb The same + Noun
Professor Allen and Professor Miller are the same age.
Jack and Jane have the same interests.
My book and yours contain the same information.

: The same ( noun ) as (‫)ﺏ‬

One Verb The same ( noun ) as Another
Professor Allen is the same age as Professor Miller (is).
Jack has the same interests as Jane (has).
Betty’s hair is the same color as her mother’s.
My book contains the same information as yours.

‫ ﺇﻥ ﺍﻟﻠﻐـﺔ‬. ‫ﻟﻜل ﻤﻥ ﺍﻟﻠﻐﺎﺕ ﻁﺭﻴﻘﺔ ﻤﻌﻴﻨﺔ ﻟﻠﺤﺩﻴﺙ ﻭﺘﺴﺘﻌﻤل ﻏﺎﻟﺒ ﹰﺎ ﻭﺘﺼﺒﺢ ﻜﻠﻤﺎﺕ ﻓﺭﻴـﺩﺓ‬
‫ ﺴﺘﺠﺩ ﻫﻨﺎ ﺒﻌﻀ ﹰﺎ‬.as … as ‫ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ﻏﻨﻴﺔ ﻭﺒﺸﻜل ﺨﺎﺹ ﻓﻲ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﻘﺎﺭﻨﺔ ﻟﻨﻤﻭﺫﺝ‬
: ‫ ﻻ ﺘﺴﺘﻌﻤل ﻓﻲ ﺍﻟﻜﺘﺎﺒﺔ ﺍﻟﺭﺴﻤﻴﺔ‬، ‫ﻤﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ‬
as blind as a bat as old as the hills
as brown as a berry as pale as a ghost
as busy as a bee as proud as a peacock
as cool as a cucumber as quiet as a mouse
as dead as a doornail as right as rain

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 as deaf as a post as stubborn as a mule
as easy as ABC as sure as fate
as good as gold as thick as thieves
as hard as nails as warm as toast
as large as life as white as a sheet

‫ ﺘﻌﺩﻴل ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺸﺎﺒﻬﺔ‬- ٥ 5- Modification of similarity terms

. ‫ﻜل ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺫﻜﻭﺭﺓ ﺃﻋﻼﻩ ﻴﻤﻜﻥ ﺃﻥ ﺘﻌﺩل‬

.‫ ﺘﺸﺎﺒﻬ ﹰﺎ ﺃﻗل ﻤﻥ ﺍﻟﺠﻤل ﺍﻟﺘﺎﻤﺔ‬almost, nearly, about ‫)ﺃ( ﺘﻘﺩﻡ‬
Professor Allen is almost the same age as Professor Miller.
George’s grades are nearly as good as Bill’s.
. ‫ ﻋﻠﻰ ﺍﻟﺘﺸﺎﺒﻪ‬exactly ‫ ﻭ‬just ‫)ﺏ( ﺘﺅﻜﺩ‬
My book is just like yours.
They are exactly alike.
‫ ﺠﻤل ﻋﺎﻤﺔ ﻋﻥ ﺍﻟﻔﺭﻕ‬- ٦ 6- General statements of difference

: ‫ﻴﻌﺒﺭ ﻋﻨﻬﺎ ﺒﻁﺭﻴﻘﺘﻴﻥ‬

‫ ﻴﺨﺘﻠﻑ ﻋﻥ‬: Differ from (‫)ﺃ‬

One Differ (s) from Another

Ruth Allen differs from Emily Baker in many ways.
Bill’s personality differs from Jack’s.
Children (often) differs from their parents.

. ‫ ﻤﺨﺘﻠﻑ ﻋﻥ‬: different from (‫)ﺏ‬

One V Different from Another
Professor Allen’s personality is different from Professor Miller’s.
Mrs. Baker’s interests are different from Mrs. Allen’s.
The British pattern is different from the American.

‫ ﺘﻌﺎﺒﻴﺭ ﻤﻌﺩﻟﺔ ﻟﻠﻔﺭﻕ ﺍﻟﻌﺎﻡ‬- ٧

7- Modification of terms of general
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‫ ﻻﺤـﻅ ﺃﻤـﺎﻜﻥ‬. ‫ ﻓﺭﻗ ﹰﺎ ﺃﻗل ﻤﻥ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻌﺎﻤـﺔ‬a little ‫ ﻭ‬somewhat ‫)ﺃ( ﺘﻘﺩﻡ‬
: ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﻓﻲ ﺍﻟﺘﻭﻀﻴﺤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‬
The British pattern differs somewhat from the American
one.
The British pattern is a little different from the American
one.
‫ ﻴﺠﺏ ﺘﻀﻤﻴﻥ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻜﻤﻴﺔ ﻟﺘﺅﻫـل‬. ‫ ﻋﻠﻰ ﺍﻟﻔﺭﻕ‬entirely, very, quite ‫)ﺏ( ﺘﺅﻜﺩ‬
: ‫ ﻻﺤﻅ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﺎﻟﻴﺔ‬. ( ٦ .‫ﺍﻟﻨﻤﻭﺫﺝ ) ﺃ‬
Bill’s personality differs quite a lot from Jack’s.
Bill’s personality is entirely different from Jack’s.

‫ ﻤﻘﺎﺭﻨﺔ ﺸﻴﺌﻴﻥ ﺃﻭ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺨﺘﻠﻔﺘﻴﻥ‬- ٨

8- Comparison of two things or groups which differ

. Than ‫ ﻭﻴﺘﺒﻌﻬﺎ‬er ‫ﻴﻨﺘﻬﻲ ﺍﻟﺸﻜل ﺍﻟﻤﻘﺎﺭﻥ ﻟﻠﺼﻔﺎﺕ ﻭﺍﻟﻅﺭﻭﻑ ﺒـ‬

‫ ﺇﻟـﻰ‬er ‫ ﻴﺘﺸﻜل ﺸﻜل ﺍﻟﻤﻘﺎﺭﻨﺔ ﺒﺈﻀـﺎﻓﺔ‬، ‫)ﺃ( ﺇﻥ ﺍﻟﺼﻔﺎﺕ ﻭﺍﻟﻅﺭﻭﻑ ﺫﺍﺕ ﺍﻟﻤﻘﻁﻊ ﺍﻟﻭﺍﺤﺩ‬
. ‫ﻨﻬﺎﻴﺔ ﺍﻟﺸﻜل ﺍﻟﺒﺴﻴﻁ‬
young younger than fast faster than
tall taller than hard harder than
‫) ﻻﺤﻅ ﻤﻀـﺎﻋﻔﺔ ﺍﻟﺤـﺭﻑ‬m ‫ – ﻗﺒـل ﺇﻀـﺎﻓﺔ‬er ( slim slimmer
than

‫ ﻴﺘﺸﻜل ﺸﻜل ﺍﻟﻤﻘﺎﺭﻥ ﺒﺘﺒـﺩﻴل‬، y‫)ﺏ( ﻓﻲ ﺍﻟﺼﻔﺎﺕ ﺫﺍﺕ ﺍﻟﻤﻘﻁﻌﻴﻥ ﺍﻟﻠﻔﻅﻴﻴﻥ ﻭﺍﻟﻤﻨﺘﻬﻴﻴﻥ ﺒـ‬
er ‫ ﻭﻤﻥ ﺜﻡ ﻨﻀﻴﻑ‬i ‫ ﺇﻟﻰ‬y
busy busier than happy happier than
friendly friendlier than lively livelier than

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 ‫ ﺘﺭﻜﻴﺏ ﺍﻟﻤﻘﺎﺭﻨﺔ ﺍﻟﻤﻀﺎﻋﻑ‬- ٩9- The double comparative structure

‫ ﻨﺴﺘﻌﻤل‬، ‫ﻋﻨﺩﻤﺎ ﻨﺭﻴﺩ ﺃﻥ ﻨﻌﺒﺭ ﻋﻥ ﺃﻥ ﺩﺭﺠﺔ ﺍﻟﻨﻭﻋﻴﺔ ﺃﻭ ﺍﻟﺴﻤﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻷﺨﺭﻯ‬
: ‫ﻨﻤﻭﺫﺝ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬
The + -ER S V C The + -ER S V C
More More
Less Less

The farther we live from campus the earlier we have to get up.
The more we study during the semester the less we have to cram later
The less we spend the more we save.

‫ ﻤﻘﺎﺭﻨﺔ ﺜﻼﺜﺔ ﺃﺸﻴﺎﺀ ﺃﻭ ﻤﺠﻤﻭﻋﺎﺕ ﺃﻭ ﺃﻜﺜﺭ ﻤﺨﺘﻠﻔﺔ‬- ١٠

10- Comparison of three or more things or groups which differ

. the ‫ ﻭﻋﺎﺩﺓ ﻴﺴﺒﻘﻬﺎ‬est ‫ ﻟﻠﺼﻔﺔ ﻭﺍﻟﻅﺭﻑ ﺘﻨﺘﻬﻲ ﺒـ‬superlative ‫ﺇﻥ ﺃﺸﻜﺎل ﺍﻷﻓﻀﻠﻴﺔ‬
‫ ﺇﻟـﻰ ﻨﻬﺎﻴـﺔ‬est ‫)ﺁ( ﺇﻥ ﺸﻜل ﺍﻷﻓﻀﻠﻴﺔ ﻟﻠﺼﻔﺔ ﻭﺍﻟﻅﺭﻑ ﻤﻥ ﻤﻘﻁﻊ ﻭﺍﺤﺩ ﻴﺘﺸﻜل ﺒﺈﻀﺎﻓﺔ‬
. the ‫ﺍﻟﺸﻜل ﺍﻟﺒﺴﻴﻁ ﻭﻴﺴﺒﻘﻬﺎ‬
old the oldest fast the fastest
poor the poorest hard the hardest
slim the slimmest

‫ ﻴﺘﺸﻜل ﻓﻲ ﺘﺒـﺩﻴل‬، y ‫)ﺏ( ﺇﻥ ﺸﻜل ﺍﻷﻓﻀﻠﻴﺔ ﻟﻠﺼﻔﺔ ﻤﻥ ﻤﻘﻁﻌﻴﻥ ﻟﻔﻅﻴﻴﻥ ﻭﺍﻟﻤﻨﺘﻬﻲ ﺒـ‬
. est ‫ ﻭﺇﻀﺎﻓﺔ‬i ‫ ﺇﻟﻰ‬y
pretty the prettiest
happy the happiest
lucky the luckiest
angry the angriest

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‫‪ - ١١‬ﺍﻷﺸﻜﺎل ﺍﻟﺸﺎﺫﺓ ﻟﻠﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺸﻴﺌﻴﻥ ﻭ ﺍﻷﻓﻀﻠﻴﺔ‬
‫‪11- Irregular comparative and superlative forms‬‬

‫ﻴﻭﺠﺩ ﺍﻟﻘﻠﻴل ﻤﻥ ﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺎﺌﻌﺔ ﻭﺍﻟﻅﺭﻭﻑ ﻟﻬﺎ ﺃﺸﻜﺎل ﺸﺎﺫﺓ ﻭﻫﻲ ‪:‬‬
‫‪good‬‬ ‫‪better than‬‬ ‫‪the best‬‬
‫‪well‬‬ ‫‪better than‬‬ ‫‪the best‬‬
‫‪bad‬‬ ‫‪worse than‬‬ ‫‪the worst‬‬
‫‪badly‬‬ ‫‪worse than‬‬ ‫‪the worst‬‬
‫‪little‬‬ ‫‪less than‬‬ ‫‪the least‬‬
‫‪much‬‬ ‫‪more than‬‬ ‫‪the most‬‬
‫‪many‬‬ ‫‪more than‬‬ ‫‪the most‬‬
‫‪far‬‬ ‫‪farther than‬‬ ‫‪the farthest‬‬

‫‪12- Absolutes‬‬ ‫‪ - ١٢‬ﺍﻟﻤﻁﻠﻕ‬

‫ﺇﻤﺎ ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﺸﺨﺹ ﻨﺎﺌﻤ ﹰﺎ ﺃﻭ ﻤﺴﺘﻴﻘﻅ ﹰﺎ ‪ ،‬ﺇﻤﺎ ﺤﺎﻀﺭﹰﺍ ﺃﻭ ﻏﺎﺌﺒ ﹰﺎ ‪ ،‬ﺇﻤﺎ ﺃﻥ ﻴﻜـﻭﻥ ﻤﻴﺘـ ﹰﺎ ﺃﻭ‬
‫ﺤﻴ ﹰﺎ ‪ .‬ﺇﻤﺎ ﺃﻥ ﺘﻜﻭﻥ ﺍﻟﺠﻤﻠﺔ ﺼﺤﻴﺤﺔ ﺃﻭ ﺨﺎﻁﺌﺔ ‪ ،‬ﻭﺍﻟﺴﺅﺍل ﺇﻤﺎ ﺃﻥ ﻴﻜﻭﻥ ﺼﺤﻴﺤ ﹰﺎ ﺃﻭ ﻴﻜﻭﻥ‬
‫ﻏﻠﻁ ﹰﺎ ‪ .‬ﺇﻥ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺘﻲ ﺘﺼﻑ ﻤﺜل ﻫﺫﻩ ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﻁﻠﻘـﺔ ﻻ ﺘﺴـﺘﻌﻤل ﻤـﻊ ﺍﻟﻤﻘﺎﺭﻨـﺔ‬
‫ﻭﺍﻷﻓﻀﻠﻴﺔ ‪ .‬ﻤﺎ ﻋﺩﺍ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺠﺎﺯﻴﺔ ﻤﺜل ‪deader than a doornail :‬‬

‫‪13- Common errors to avoid‬‬ ‫‪ - ١٣‬ﺃﺨﻁﺎﺀ ﺸﺎﺌﻌﺔ ﻴﺠﺏ ﺘﺠﻨﺒﻬﺎ‬

‫)ﺃ( ﻤﻘﺎﺭﻨـﺎﺕ ﻨﺎﻗﺼـﺔ ‪ :‬ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﺤـﺩﺩ ﺍﻹﻋﻼﻨﺎﺕ ﻤﻥ ﺃﻥ ﻤﻨﺘﺠـ ﹰﺎ ﻤﻌﻴﻨـ ﹰﺎ ‪ better‬ﺃﻭ‬

‫‪ more durable‬ﺃﻭ ‪ ،less costly‬ﺒﺩﻭﻥ ﺃﻥ ﻴﺨﺒﺭﻨﺎ ﻤﻊ ﺃﻱ ﺸﻲﺀ ﻗﺎﺭﻥ ﻫﺫﺍ ﺍﻟﻤﻨـﺘﺞ‬
‫‪.‬‬
‫ﺇﻥ ﻋﺒﺎﺭﺓ ‪ Finer quality at greater savings‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﺎﻤﻴﺔ ﺸﺎﺌﻌﺔ ﻻ ﺘﻘﺒل‬
‫ﻤﺜل ﻫﺫﻩ ﺍﻟﻤﻘﺎﺭﻨﺎﺕ ﺍﻟﻨﺎﻗﺼﺔ ﺇﻻ ﺒﺎﻹﻋﻼﻨﺎﺕ ‪ .‬ﻭﺃﺤﻴﺎﻨ ﹰﺎ ﻋﻨﺩﻤﺎ ﻻ ﻴﻜﻭﻥ ﻀﺭﻭﺭﻴ ﹰﺎ ﺃﻥ ﺘﺤﺩﺩ‬
‫ﻤﻘﺎﺭﻨﺔ ﻜﺎﻤﻠﺔ ﻷﻨﻬﺎ ﻭﺍﻀﺤﺔ ‪ .‬ﺇﻥ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻨﻬﺎﺌﻴﺔ ﻟﻨﻤﺎﺫﺝ ﺍﻟﺩﺭﺱ ﻭﺍﻀﺤﺔ ‪ .‬ﻭﺴﺘﻜﻭﻥ‬
‫ﺍﻟﻤﻘﺎﺭﻨﺔ ﺍﻟﺘﺎﻤﺔ ﻫﻲ ‪:‬‬
‫‪-132-‬‬
 She will be much happier than she is when she has been here
longer than she has and knows the language better than she
does.

‫ ﻋﻠﻴﻨﺎ ﺃﻥ ﻨﻜﻭﻥ ﺤﺭﻴﺼـﻴﻥ‬، ‫ ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺃﻨﻨﺎ ﻨﺤﺫﻑ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻭﺍﻀﺤﺔ‬: ‫)ﺏ( ﺍﻟﻐﻤﻭﺽ‬
‫ ﻋﻠـﻰ ﺴـﺒﻴل ﺍﻟﻤﺜـﺎل ﺇﻥ‬. ‫ﻋﻠﻰ ﻋﺩﻡ ﻋﻤل ﺠﻤل ﻴﻤﻜﻥ ﺃﻥ ﺘﻔﺴﺭ ﺒﺄﻜﺜﺭ ﻤﻥ ﻁﺭﻴﻘﺔ‬
: ‫ﺍﻟﺠﻤﻠﺔ‬
Betty is more like Bill than Jane could.
Betty is more like Bill than Jane is (like Bill) ‫ﺘﻌﻨﻲ ﺃﻥ‬
Betty is more like Bill than she is like Jane. ‫ﺃﻭ‬

. ‫ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻻﺕ ﻤﻥ ﺍﻟﻀﺭﻭﺭﻱ ﺃﻥ ﻨﻀﻊ ﻜل ﺍﻟﻨﻤﻭﺫﺝ ﻟﻨﺠﻌل ﺍﻟﻤﻌﻨﻰ ﻭﺍﻀﺤ ﹰﺎ‬

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LESSON XIX:
CONDITIONS AND RESULTS: IF, WHETHER, UNLESS,
WISHES AND HOPES

… ‫… اﻟﺪرس اﻟﺘﺎﺱﻊ ﻋﺸﺮ‬

‫ ﻭ ﺍﻟﺘﻤﻨﻲ ﺍﻵﻤﺎل‬، ‫ ﻤﺎ ﻟﻡ‬، ‫ ﻓﻴﻤﺎ ﺇﺫﺍ‬، ‫ ﺇﺫﺍ‬: ‫ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ﻭﺍﻟﻨﺘﻴﺠﺔ‬

Betty likes Jane even though she isn’t a very good student. Betty
worries about the poor marks that Jane gets in chemistry quizzes. She
wishes that Jane worked harder. “What will you do if you don’t pass
chemistry?” She once asked her friend.
“If I don’t pass it, I’ll take it again,” Jane answered.
“It’s a required course in my field. I’m in home economics.” After a
while she added, “Professor Baker says that my work is improving
and that I can still pass if I do well on the final exam. I didn’t
understand the lectures at all at first. But I understand them better
now.” Betty said that she hoped that Jane would pass, and that she
would help her review.
If Betty didn’t have an aunt and uncle living in College Town, she
would probably have to live in a dormitory. One day Jane asked
her where she would live if her uncle went to teach in another
college.
“I don’t know what I’d do if Uncle Bill moved away,” Betty
answered. “I suppose I would move to a dorm unless I went with him.
I hope he won’t leave until I finish my courses. I don’t want to
transfer to another school if I can help it.” “avoid”
Miss Liu told George that she wouldn’t have come to this
country if she had known how difficult it was to study in a foreign
language. “I wish I had studied English in high school,” she said. “I
had an opportunity to, but I didn’t know whether I’d ever have a
chance to use the language or not.”
George told her to do her best and not to worry. “Give yourself a
little more time,” he said. “You’ll begin to understand everything
soon.”

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 ‫‪1- Conditionals: if‬‬ ‫‪ - ١‬ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ‪if :‬‬

‫ﺇﻥ ﺍﻟﺠﻤل ﺍﻷﺴﺎﺴﻴﺔ ) ﺍﻟﻤﺴﺘﻘﻠﺔ ( ﺘﻌﺒﺭ ﻋﻥ ﻨﺘﻴﺠﺔ ﻤﺘﺨﻴﻠﺔ ﻟﺤﺎﻟﺔ ﻭﺍﺤﺩﺓ ﺃﻭ ﺃﻜﺜﺭ ﻤﻥ ﺤﺎﻟـﺔ‬
‫‪ .‬ﻋﺎﺩﺓ ﺘﺤﺩﺩ ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ﻤﻊ ﺠﻤل ﻤﺒﺘﺩﺌﺔ ﺒـ ‪ ، if‬ﺤﻴﺙ ﻴﻤﻜﻥ ﺃﻥ ﺘﺄﺘـﻲ ﻗﺒل ﺃﻭ ﺒﻌـﺩ‬
‫ﺍﻟﺠﻤﻠﺔ ﺍﻟﻨﺎﺘﺠﺔ ‪ .‬ﺘﻘﺘﺭﺡ ‪ if‬ﺸﻴﺌ ﹰﺎ ﻤﺎ ﻏﻴﺭ ﺤﻘﻴﻘﻲ ‪ ،‬ﻏﻴﺭ ﻤﻭﺠـﻭﺩ ﻭﻤﻌـﺎﻜﺱ ﻟﻠﺤﻘﻴﻘـﺔ ﺃﻭ‬
‫ﻟﻠﻤﺴﺘﻘﺒل ‪ .‬ﺇﻥ ﺍﻟﻔﻌل ﻓﻲ ﺠﻤﻠﺔ ‪ if‬ﻻ ﻴﻜﻭﻥ ﻨﻔﺱ ﺸﻜل ﺍﻟﺠﻤﻠﺔ ﺍﻟﻨﺎﺘﺠﺔ ﻟﻨﻔﺱ ﺍﻟﺠﻤﻠـﺔ ‪) .‬‬
‫ﻴﺴﻤﻰ ﺍﻟﻔﻌل ﺍﻟﻤﻌﺎﻜﺱ ﻟﻠﺤﻘﻴﻘﺔ ﺒـ ‪ " subjunctive‬ﺍﺤﺘﻤﺎﻟﻲ " (‪.‬‬

‫‪2- Future conditions‬‬ ‫‪ - ٢‬ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬

‫ﺘﻘﻊ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺸﺭﻁﻴﺔ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻓﻲ ﺍﻟﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ) ﺒﺴﻴﻁ ﺃﻭ ﺸﻜل ) ‪. ( ( s‬‬

‫‪Result Clause‬‬ ‫‪Conditional clause‬‬

‫) ‪( future time‬‬ ‫) ‪( present tense‬‬
‫‪What will you do‬‬ ‫? ‪if you don’t pass chemistry‬‬
‫‪Jane can pass‬‬ ‫‪if she does well on her final exam.‬‬
‫‪Betty will help Jane‬‬ ‫‪if Jane needs help.‬‬

‫‪3- Present conditions‬‬ ‫‪ - ٣‬ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ﻓﻲ ﺍﻟﺤﺎﻀﺭ‬

‫ﺘﻘﻊ ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ﺍﻟﺤﺎﻀﺭﺓ ﻓﻲ ﺍﻟﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ) ﺍﻟﻔﻌل ﺒﺼﻴﻐﺔ ﺍﻟﻤﺎﻀـﻲ ( ‪ .‬ﺘﺤـﻭﻱ‬
‫ﺍﻟﺠﻤﻠﺔ ﺍﻟﻨﺎﺘﺠﺔ ﺃﺤﺩ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﺍﻟﺘﺎﻟﻴﺔ ‪.“would, could, or might” :‬‬
‫) ‪Conditional clause ( past tense ) Result clause ( present tense‬‬
‫‪If Professor Allen were(1) not in College Town,‬‬ ‫‪Betty might live in a dorm.‬‬
‫‪If Professor Allen left College town,‬‬ ‫‪Betty would move to a dorm.‬‬

‫‪-135-‬‬
 ‫ﻻﺤﻅ ﺍﺴﺘﻌﻤﺎل ‪ were‬ﺒﺩ ﹰﻻ ﻤﻥ ‪ . was‬ﺇﻥ ‪ were‬ﻫﻲ ﺍﻟﺸﻜل ﺍﻟﺘﻘﻠﻴﺩﻱ ﻟﻼﺤﺘﻤﺎﻟﻴﺔ‬ ‫)‪(1‬‬

‫ﻭﺘﺼﺒﺢ ﻟﻠﻤﻔﺭﺩ ﻭﺍﻟﺠﻤﻊ ‪“subjunctives”.‬‬

‫‪4- Past conditions‬‬ ‫‪ - ٤‬ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ﻓﻲ ﺍﻟﻤﺎﻀﻲ‬

‫ﺘﻘﻊ ﻓﻲ ﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ ) ‪ ( had + p.p.‬ﺘﺤﻭﻱ ﺍﻟﺠﻤﻠـﺔ ﺍﻟﻨﺎﺘﺠـﺔ ‪would, could,‬‬
‫‪ might‬ﻭﻴﻌﺒﺭ ﻋﻨﻬﺎ ﺒﺯﻤﻥ ﺍﻟﺤﺎﻀﺭ ﺍﻟﺘﺎﻡ ) ‪. ( have + p.p.‬‬

‫) ‪Result clause ( past time‬‬ ‫) ‪Conditional clause ( past perfect tense‬‬

‫‪Miss Liu wouldn’t have come here‬‬ ‫‪if she had known how difficult it would be.‬‬
‫‪She would have studied English‬‬ ‫‪if she had been sure of coming.‬‬

‫‪5- Modal auxiliaries in -if- clause‬‬ ‫‪ - ٥‬ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻤﻊ ﺍﻟﺠﻤل ‪if‬‬

‫ﺘﻭﻀﺢ ﺍﻟﻨﻤﺎﺫﺝ ﻓﻲ ﺍﻟﻔﻘﺭﺓ ﺍﻟﺴﺎﺒﻘﺔ ﺴﻬﻭﻟﺔ ﺘﻌﻠﻤﻬﻡ ﻭﻜﺫﻟﻙ ﺍﻟﺠﻤل ﺍﻟﺸـﺭﻁﻴﺔ ﺍﻟﺘـﻲ ﻻ‬
‫ﺘﺤﻭﻱ ﺃﻓﻌﺎ ﹰﻻ ﻤﺴﺎﻋﺩﺓ ‪ .‬ﻭﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺫﻟﻙ ‪ ،‬ﻓﺴﻴﻘﻊ ﺍﻟﻤﺘﻌﻠﻡ ﻓـﻲ ﺤﻴـﺭﺓ ﻻﺨﺘﻴـﺎﺭ ﺍﻟﺸـﻜل‬
‫ﺍﻟﺼﺤﻴﺢ ﻷﻥ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻻ ﺘﺄﺨﺫ ﻨﻔﺱ ﺍﻷﺸﻜﺎل ﻜﺎﻷﻓﻌﺎل ﺍﻷﺨﺭﻯ ‪ .‬ﻭﺍﻟﺤـل ﺍﻟﻭﺤﻴـﺩ‬
‫ﻫﻭ ﻓﻲ ﺤﻔﻅ ﻫﺫﻩ ﺍﻷﻓﻌﺎل ﺍﻟﻤﺴﺎﻋﺩﺓ ﻀﻤﻥ ﺠﻤل ﻨﻤﻭﺫﺠﻴﺔ ‪ .‬ﻭﺍﻟﺠﻤل ﺍﻟﺘﺎﻟﻴـﺔ ﺴﺘﺴـﺎﻋﺩﻙ‬
‫ﻋﻠﻰ ﻓﻬﻡ ﺃﺸﻜﺎل ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ﺍﻟﺜﻼﺜﺔ ‪.‬‬
‫‪1. If I can help you, I will.‬‬ ‫) ﺭﺒﻤـﺎ ﺃﺴـﺎﻋﺩﻙ ‪.‬‬
‫ﻟﻜﻨﻨﻲ ﻏﻴﺭ ﻤﺘﺄﻜﺩ (‬
‫‪2. If I could help you, I would.‬‬ ‫) ﻟﺴﻭﺀ ﺍﻟﺤﻅ ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ‬
‫ﺍﻟﻤﺴﺎﻋﺩﺓ (‬
‫‪3. If I could have helped you, I would have.‬‬
‫)ﻟﻥ ﺃﻓﻌل ﻷﻨﻨﻲ ﻟﺴﺕ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺍﻟﻤﺴﺎﻋﺩﺓ(‬

‫‪-136-‬‬
 ‫‪6- Whether … or not‬‬ ‫‪ - ٦‬ﻓﻴﻤﺎ ﺇﺫﺍ … ﺃﻭ ﻻ‬

‫)ﺃ( ﺍﻟﻤﻌﻨﻰ ‪ :‬ﺘﻘﺩﻡ ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴـﺔ ﺒـ ‪ whether‬ﻭﺭﺒﻤﺎ ﺘﻌﺘﺒـﺭ ﻤﻌﺎﻜﺴــﺔ ﻟﻠﺠﻤﻠـﺔ‬

‫ﺍﻟﺸﺭﻁﻴﺔ ‪ . if‬ﺘﺩل ‪ whether‬ﺃﻨﻪ ﻻ ﺘﺄﺜﻴﺭ ﻟﻠﺤﺎﻟﺔ ﺍﻟﻤﻭﺼﻭﻓﺔ ﻋﻠﻰ ﺍﻟﺤﻘﻴﻘﺔ ﺍﻟﻤـﺫﻜﻭﺭﺓ‬
‫ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻟﻤﺴﺘﻘﻠﺔ ‪.‬‬
‫)ﺏ( ﺍﻟﺸﻜل ‪ :‬ﻗﻭﺍﻋﺩﻴ ﹰﺎ ‪ ،‬ﺘﻘﺩﻡ ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ﺒـ ‪ if‬ﻭ ‪ whether‬ﻭﻫﻤـﺎ ﻤﺘﺸـﺎﺒﻬﺎﻥ ‪.‬‬
‫ﻭﻴﺴﺘﻌﻤل ﻤﻌﻬﻤﺎ ﻨﻔﺱ ﺸﻜل ﺍﻟﻔﻌل ﻭﺍﻷﺯﻤﻨﺔ ‪ .‬ﺍﻟﻔﺭﻕ ﺍﻟﻭﺤﻴﺩ ﻫـﻭ ﺃﻥ ﺍﻟﺸـﺭﻁ ﺒﻌـﺩ‬
‫‪ whether‬ﻴﺘﺒﻌﻪ ‪ not‬ﺃﻭ ‪ . by‬ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻟﺠﻤﻠﺔ ﻁﻭﻴﻠﺔ ﺠﺩﹰﺍ ﻓﻴﻠﺤـﻕ ‪ the‬ﺃﻭ ‪not‬‬
‫ﺒﻌﺩ ‪ whether‬ﻤﺒﺎﺸﺭﺓ ‪.‬‬

‫‪7- Unless‬‬ ‫‪ - ٧‬ﻤﺎ ﻟﻡ ‪:‬‬

‫ﺃﻴﻀ ﹰﺎ ﺘﺘﻘﺩﻡ ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ‪ .‬ﺘﻌﻨﻲ ‪ unless‬ﺇﺫﺍ ﻻ ‪ .‬ﺇﻥ ﺸﻜل ﺍﻟﻔﻌل ﻫﻭ ﻨﻔﺴﻪ ﻤﻊ ﺠﻤل ‪if‬‬
‫ﻤﺎ ﻋﺩﺍ ﺠﻤل ﺍﻟﻨﻔﻲ ﺘﺼﺒﺢ ﺇﻴﺠﺎﺒﻴﺔ ﻭﺍﻹﻴﺠﺎﺒﻴﺔ ﺘﺼﺒﺢ ﻨﻔﻴ ﹰﺎ ‪ ،‬ﻭﻤﺜل ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ﺍﻷﺨـﺭﻯ‬
‫‪ ،‬ﺭﺒﻤﺎ ﺘﺴﺒﻕ ﺠﻤﻠﺔ ‪ unless‬ﺃﻭ ﺘﺘﺒﻊ ﺍﻟﺠﻤل ﺍﻟﻤﺴﺘﻘﻠﺔ ‪.‬‬

‫‪Betty won’t transfer to another school unless she has to.‬‬

‫‪Betty would move to a dorm unless she went with her uncle.‬‬
‫‪Unless Professor Miller had been promised a promotion, he would not‬‬
‫‪have taken the position here.‬‬

‫‪-137-‬‬
 ‫‪8- Wish‬‬ ‫‪ - ٨‬ﺍﻟﺘﻤﻨﻲ‬

‫ﺇﻥ ‪ Wish‬ﻻ ﺘﻘﺭﺭ ﺸﺭﻁ ﹰﺎ ‪ ،‬ﻟﻜﻨﻬﺎ ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﺸﻴﺭ ﺇﻟﻰ ﺸﻲﺀ ﻏﻴﺭ ﺤﻘﻴﻘﻲ ‪ ،‬ﻤﻌﺎﻜﺱ ﻟﻠﻭﺍﻗﻊ‬
‫‪ .‬ﻨﺘﻤﻨﻰ ﺃﺸﻴﺎﺀ ﻻ ﻨﻤﺘﻠﻜﻬﺎ ‪ ،‬ﻭﻟﺤﻭﺍﺩﺙ ﻻ ﻴﻤﻜﻥ ﺃﻥ ﺘﺤﺩﺙ ‪ .‬ﻴﺤﻤل ﺸﻜل ﺍﻟﻔﻌل ﻓـﻲ ﺠﻤـل‬
‫ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﺒﻌﺩ ‪ Wish‬ﻨﻔﺱ ﻋﻼﻤﺔ ﺍﻟﺯﻤﻥ ﻜﻤﺎ ﻫﻲ ﻓﻲ ﺍﻟﺠﻤل ﺍﻟﺸﺭﻁﻴﺔ ‪ .‬ﻴﻌﺒﺭ ﻋﻥ ﺃﻤﻨﻴﺔ‬
‫ﺒﺎﻟﺤﺎﻀﺭ ﺒﺼﻴﻐﺔ ﺍﻟﺯﻤﻥ ﺍﻟﻤﺎﻀﻲ ‪ .‬ﻭﻴﻌﺒﺭ ﻋﻥ ﺍﻷﻤﻨﻴﺔ ﺒﺎﻟﻤﺎﻀﻲ ﺒﺼﻴﻐﺔ ﺍﻟﻤﺎﻀﻲ ﺍﻟﺘﺎﻡ ‪.‬‬
‫‪Betty wishes that Jane worked harder.‬‬
‫‪Jack wishes he had a car.‬‬
‫‪Everyone occasionally wishes he were someone else.‬‬
‫‪Miss Liu wishes that she had studied English in high school.‬‬

‫‪ - ٩‬ﺃﻤﻨﻴﺎﺕ ﻤﺤﺘﻤﻠﺔ‬ ‫‪9- Possible Wishes‬‬

‫ﺘﺴﺘﻌﻤل ﺍﻷﻤﻨﻴﺎﺕ ﺍﻟﻤﺤﺘﻤﻠﺔ ﻋﻥ ﺍﻟﻤﺴﺘﻘﺒل ‪ .‬ﻭﻴﻭﺠﺩ ﻨﻤﻭﺫﺠﺎﻥ ‪:‬‬

‫ﻤﻔﻌﻭل ﺒﻪ ﻏﻴﺭ ﻤﺒﺎﺸﺭ‬ ‫ﻤﻔﻌﻭل ﺒﻪ ﻤﺒﺎﺸﺭ‬
‫‪ : Wish +‬ﺘﻌﺒﺭ ﻋﻥ ﺭﻏﺒﺔ ﻟﺸﻲﺀ ﻤﺎ ﻴﺤﺩﺙ ﻋﺎﺩﺓ ﺸـﻲﺀ‬ ‫‪I.o‬‬ ‫)ﺃ( ‪. + D.o.‬‬
‫ﺴﺎﺭ ‪.‬‬
‫‪We wish you a happy New Year.‬‬
‫‪Everyone wished the graduates successful careers.‬‬

‫)ﺏ( ‪ : wish + infinitive‬ﻫﻲ ﻋﺒﺎﺭﺓ ﻤﺭﺍﺩﻓﺔ ﻟﹻ ‪ . want‬ﻭﺘﺸﻌﺭ ﺍﻟﻨـﺎﺱ ﺃﻨﻬـﺎ ﺃﻜﺜـﺭ‬

‫ﻟﺒﺎﻗﺔ ﻭﺃﺩﺒ ﹰﺎ ﻤﻥ ‪. want‬‬
‫‪Betty does not wish to transfer to another school.‬‬

‫‪-138-‬‬
 10- Hope ‫ ﺍﻷﻤل‬- ١٠

‫ﺘﺸﻴﺭ‬hope ‫ ﻨﺄﻤـل ﻓﻘـﻁ‬. ‫ ﺍﻟﻤﺎﻀﻲ ﺃﻭ ﺍﻟﻤﺴـﺘﻘﺒل‬، ‫ ﺍﻟﺤﺎﻀﺭ‬: ‫ﺇﻟﻰ ﺍﻟﻤﺠﻬﻭل ﻟﻜل ﻭﻗﺕ‬
.‫ﻟﻺﻤﻜﺎﻨﻴﺔ‬
‫ ﺭﺒﻤﺎ ﻴﺴﺘﻌﻤل ﺍﻟﻤﺼـﺩﺭ ﺃﻭ‬، ‫)ﺃ( ﻋﻨﺩﻤﺎ ﻴﻌﺒﺭ ﺍﻟﺸﺨﺹ ﻋﻥ ﺃﻤل ﻟﺸﻲﺀ ﻤﺎ ﻤﺘﻌﻠﻕ ﺒﻨﻔﺴـﻪ‬
. ‫ ﺍﻟﻤﻌﻨﻰ ﻫﻭ ﻨﻔﺴﻪ‬. that - ‫ﺠﻤﻠﺔ‬
Jane hopes to pass chemistry.
Jane hopes that she will pass chemistry.
Miss Liu hopes to understand everything soon.
Miss Liu hopes that she will understand everything soon.

- ‫ ﺘﺴﺘﻌﻤل ﻓﻘﻁ ﺠﻤﻠﺔ‬. ‫)ﺏ( ﻋﻨﺩﻤﺎ ﻨﻌﺒﺭ ﻋﻥ ﺃﻤل ﻻ ﻴﺘﻌﻠﻕ ﺒﺸﺨﺹ ﻤﺎ‬that ‫ ﺭﺒﻤﺎ‬.
‫ﺘﺤﺫﻑ ﺍﻟﻜﻠﻤﺔ‬that.
Betty hopes that Jane will pass.
She hopes her uncle won’t leave College Town.
George hopes that Sue Liu will understand everything soon.

11- Whether this or that ‫ ﻓﻴﻤﺎ ﺇﺫﺍ ﻫﺫﺍ ﺃﻭ ﺘﻠﻙ‬- ١١

‫ ﺘﺴﺘﻌﻤل‬، ‫ﺒﺎﻹﻀﺎﻓﺔ ﻟﻠﻨﻤﻭﺫﺝ ﺍﻟﻤﺸﺭﻭﺡ ﺴﺎﺒﻘ ﹰﺎ‬whether ‫ﻟﺘﺴﺒﻕ ﺠﻤل ﺍﻻﺨﺘﻴﺎﺭ ﻭﺍﻟﺘـﻲ‬
. ‫ﻼ ﺸﺭﻁﻴﺔ‬
‫ﻫﻲ ﻟﻴﺴﺕ ﺠﻤ ﹰ‬
. ‫ ﻻﺤﻅ ﺒﺸﻜل ﺨﺎﺹ ﺃﺸﻜﺎل ﺍﻟﻔﻌل‬: ‫)ﺃ( ﻓﻲ ﺠﻤﻠﺔ ﺍﻟﻤﻔﻌﻭل ﺒﻪ‬
I don’t know whether the Allens have a Plymouth or a Ford?
Do you know whether Bill is a sophomore or a junior?
Jane didn’t say whether she was alone or with friends.
I don’t know whether it’s still raining or not.
: ‫)ﺏ( ﻓﻲ ﻋﺒﺎﺭﺍﺕ ﺍﻟﻤﺼﺩﺭ‬
Jane can’t decide whether to study or to go shopping.
Bill didn’t know whether to go home by train or by bus.

-139-
‫‪When Sue Liu was in high school, her father hadn’t decided whether‬‬
‫‪or not to send her abroad to study.‬‬

‫‪12- Pronunciation‬‬ ‫‪ - ١٢‬ﺍﻟﻠﻔﻅ‬

‫ﺇﻥ ﻟﻔﻅ ‪ whether‬ﻫﻭ ﻨﻔﺱ ﻟﻔﻅ ﺍﻟﻜﻠﻤﺔ ‪ ) weather‬ﺍﻟﻁﻘﺱ ( ‪ .‬ﻴﺠـﺏ ﻋـﺩﻡ ﺍﻟﺨﻠـﻁ‬
‫ﺒﻴﻨﻬﻤﺎ ﺃﺜﻨﺎﺀ ﺍﻟﻜﺘﺎﺒﺔ ‪.‬‬

‫‪13- Punctuation‬‬ ‫‪ - ١٣‬ﻋﻼﻤﺎﺕ ﺍﻟﺘﺭﻗﻴﻡ‬

‫‪If Betty didn’t have an aunt and uncle in College Town, she would‬‬
‫‪probably have to live in a dormitory.‬‬
‫‪If George calls, I want to talk to him.‬‬
‫ﻤﻥ ﺃﺠل ﺴﻬﻭﻟﺔ ﻭﺇﻴﻀﺎﺡ ﺍﻟﻘﺭﺍﺭ ‪ ،‬ﻨﻀﻊ ﺍﻟﻔﺎﺼﻠﺔ ﺒﻌﺩ ﺃﻴﺔ ﺠﻤﻠـﺔ ﺘﺎﺒﻌـﺔ ‪ .‬ﻭﺒﺎﻟﻤﻤﺎﺭﺴـﺔ‬
‫ﺍﻟﻔﻌﻠﻴﺔ ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﻨﻬﻤل ﺫﻟﻙ ‪ ،‬ﻭﺒﺸﻜل ﺨﺎﺹ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻟﺠﻤﻠﺔ ﺍﻷﻭﻟﻰ ﻗﺼﻴﺭﺓ ‪ ،‬ﻜﻤﺎ ﻓﻲ‬
‫ﺍﻟﻤﺜﺎل ﺍﻟﺜﺎﻨﻲ ‪ .‬ﻷﻨﻪ ﻤﻥ ﺍﻟﻤﻨﺎﺴﺏ ﻭﻀﻊ ﺍﻟﻔﺎﺼﻠﺔ ﺒﻌﺩ ‪ ، calls‬ﻟﻜﻥ ﻻ ﻴﺘﻘﻴـﺩ ﺒـﺫﻟﻙ ﻜـل‬
‫ﺍﻟﻨﺤﻭﻴﻴﻥ‪.‬‬

‫‪-140-‬‬
LESSON XX:
WHY? REASONS AND PURPOSES: BECAUSE,
SO THAT, IN ORDER TO
CONCESSION: ALTHOUGH, EVEN THOUGH,
IN SPITE OF, BUT … ANYWAY
CONSEQUENCE: THUS, THERFORE, CONSEQUENTLY, AS
A RESULT

… ‫اﻟﻌﺸﺮون‬ ‫… اﻟﺪرس‬
‫ ﻟﻜﻲ‬، ‫ ﺇﻟﻰ ﺤﺩ ﺃﻨﻪ‬، ‫ ﻷﻥ‬: ‫ﻟﻤﺎﺫﺍ ؟ ﺃﺴﺒﺎﺏ ﻭﺃﻏﺭﺍﺽ‬
. ‫ﺒﺄﻴﺔ ﺤﺎل‬ … ‫ ﻟﻜﻥ‬، ‫ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ‬، ‫ ﺤﺘﻰ ﻟﻭ ﺃﻥ‬، ‫ ﺒﺎﻟﺭﻏﻡ ﻤﻥ‬: ‫ﺒﺩﻴﻬﻲ‬
. ‫ ﻜﻨﺘﻴﺠﺔ‬، ‫ ﻭﻫﻜﺫﺍ‬، ‫ ﻟﺫﻟﻙ‬، ‫ ﻫﻜﺫﺍ‬: ‫ﻨﺘﻴﺠﺔ‬

Although we have almost completed our review of English

sentence patterns, we still haven’t asked or answered any questions
beginning with “why”. The reason we haven’t is that there are many
different ways to talk and write about causes and results. Some of the
patterns are quite complex, and therefore we have left them until last.
Let’s look at a few paragraphs about causes and results to see if we
can recognize the patterns.
Professor Allen spends a lot of time with his students because of
the pleasure he gets from helping people. He particularly enjoys
working with foreign students because he learns so much from them.
He always says, “A teacher needs to keep on learning in order to
improve his teaching.” Mrs. Allen agrees, and thus she helps out by
arranging social evenings, even though she is very busy with her work
at the library.
Professor Baker is fond of his students, too, but he hasn’t spent
much time with them lately. He has been teaching for such a long
time that he is a little tired of classrooms and laboratories and offices.
Besides, his doctor told him to take it easy. Consequently, he is
looking forward to his retirement and to his trip around the world.

-141-
Mrs. Baker is making all the arrangements for the trip so that there
won’t be any problems about the reservations. “Bruce is a very kind
and generous man,” she says, “but he is so forgetful that I have to take
care of all the details myself.”
One reason why Bill Brown goes to Westview to see his mother
so often is that his father died last year. Another reason is that he likes
the beautiful countryside around Westview. He hopes to live there
after he graduates. He will have to stay at college for several years,
however, because he wants to be an engineer.
The other students may not have to stay so long. Miss Liu came
here to learn to be a librarian. In spite of the difficulties she is having
right now, she will probably do quite well. George was going to study
history right now, but he became interested in Sociology so he
changed his program.
His father says he isn’t quite sure what a sociologist does, but he is
proud of his son anyway. Jane is in home economics. Her parents
want her to have a college degree even though she isn’t interested
in a career. Jack is still trying to find something he is interested in
besides having a good time, and Betty is so interested in everything
that she hasn’t been able to make up her mind about a career yet.

**********

1- Why ‫ ﻟﻤﺎﺫﺍ‬- ١

‫ ﺃﻭ ﺭﺒﻤـﺎ‬، ‫ ﺭﺒﻤﺎ ﻴﻜﻭﻥ ﺍﻟﺴﺒﺏ ﻗﺩ ﺤﺩﺙ ﻟﺘﻭﻩ‬. ‫ ﻟﻠﺴﺅﺍل ﺤﻭل ﺍﻷﺴﺒﺎﺏ‬why ‫ﺘﺴﺘﻌﻤل ﺃﺴﺌﻠﺔ‬
. ‫ﺴﻴﺤﺩﺙ ﺸﻲﺀ ﻤﻥ ﺃﺠل ﻏﺭﺽ ﻤﺎ‬
Example: W hy are you giving me a ticket?
Because you crossed the street against the traffic signal.
(reason)
Why did you do that ?
To get to the other side. (purpose)

-142-
 2- Oral responses ‫ ﺇﺠﺎﺒﺎﺕ ﺸﻔﻭﻴﺔ‬- ٢

to ‫ ﺃﻭ‬so ‫ ﺃﻭ‬. ‫ ﺒﺎﻹﻀﺎﻓﺔ ﻟﺠﻤﻠﺔ ﺍﻟﺴﺒﺏ‬Because ‫ ﺒـ‬why ‫ﻋﺎﺩﺓ ﺘﺘﺄﻟﻑ ﺇﺠﺎﺒﺎﺕ ﺃﺴﺌﻠﺔ‬
‫ ﻭﺒﻤﺎ ﺃﻥ ﻜل ﻫﺫﻩ ﺍﻟﻜﻠﻤﺎﺕ ﻫـﻲ ﺃﺩﻭﺍﺕ ﺭﺒـﻁ‬. ‫ ﺒﺎﻹﻀﺎﻓﺔ ﻟﺠﻤﻠﺔ ﺍﻟﻐﺭﺽ‬in order to ‫ﺃﻭ‬
.‫ﻼ ﺘﺎﻤﺔ‬
‫ ﻭﻻ ﺘﻌﺘﺒﺭ ﺍﻹﺠﺎﺒﺎﺕ ﺠﻤ ﹰ‬، ‫ﻟﻨﻭﻉ ﺃﻭ ﺁﺨﺭ‬

\3- Complete ‫ ﺠﻤل ﻜﺎﻤﻠﺔ‬- ٣

‫ ﻴﻭﺠـﺩ‬. ‫ﻋﺎﺩﺓ ﺘﺘﻀﻤﻥ ﺍﻟﺠﻤل ﺍﻟﻜﺎﻤﻠﺔ ﺃﺴﺒﺎﺒ ﹰﺎ ﺃﻭ ﺃﻏﺭﺍﻀ ﹰﺎ ﺃﻭ ﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻴﻀـ ﹰﺎ‬
.‫ ﻭﺍﻟﻨﻤﺎﺫﺝ ﺍﻷﻜﺜﺭ ﺸﻴﻭﻋ ﹰﺎ ﺴﺘﺘﻭﻀﺢ ﻻﺤﻘ ﹰﺎ‬. ‫ﻋﺩﺓ ﻨﻤﺎﺫﺝ ﻤﺨﺘﻠﻔﺔ‬

(‫ ﺴﺒﺏ )ﺠﻤﻠﺔ ﺍﻋﺘﻤﺎﺩﻴﺔ‬+ (‫ ﺍﻟﻨﺘﻴﺠﺔ )ﺠﻤﻠﺔ ﻤﺴﺘﻘﻠﺔ‬- ٤

4- Result (independent clause) + reason (dependent clause)

. ‫ ﻫﻲ ﺃﺩﻭﺍﺕ ﺭﺒﻁ ﺘﺴﺘﻌﻤل ﻤﻊ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ‬for , since , as ، because ‫)ﺃ( ﺇﻥ‬

. ‫ ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﺒﻘﻴﺔ‬because ‫ﻋﻠﻰ ﺍﻷﻏﻠﺏ ﺘﺘﻜﺭﺭ‬
(‫)ﺏ‬
Result ‫ﻨﺘﻴﺠﺔ‬ Reason ‫ﺴﺒﺏ‬
Prof. Allen enjoys working with foreign students because he learns a lot from them.
Mrs. Allen helps him entertain his students as she enjoys their company too.
Mrs. Baker takes care of the details since her husband is very forgetful.
Mrs. Baker takes care of the details for her husband is very forgetful.

(‫ ﻨﺘﻴﺠﺔ )ﺠﻤﻠﺔ ﻤﺴﺘﻘﻠﺔ‬+ (‫ ﺴﺒﺏ )ﺠﻤﻠﺔ ﺍﻋﺘﻤﺎﺩﻴﺔ‬- ٥

5- Reason (dependent) + result (independent)

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 ‫)ﺃ( ﻨﺴﺘﻌﻤل‬since , as , because . ‫ ﻤﻊ ﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ‬since ‫ ﻻ‬. ‫ﻫﻲ ﺍﻷﻜﺜﺭ ﺍﺴﺘﻌﻤﺎ ﹰﻻ‬
‫ﻨﺴﺘﻌﻤل‬for. ‫ﺃﺒﺩﹰﺍ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺴﺒﺒﻴﺔ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﺠﻤﻠﺔ‬
‫ ﺇﻥ ﺍﻻﺴﻡ ﺫﺍ ﺍﻟﺼﻠﺔ ﺒﺎﻟﺠﻤﻠﺔ ﻴﺘﻭﻀﻊ ﻓﻲ ﺍﻟﺠﻤﻠـﺔ‬، ‫)ﺏ( ﻋﺎﺩﺓ ﺘﻘﻊ ﺍﻟﻀﻤﺎﺌﺭ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺜﺎﻨﻴﺔ‬
( ٤ ) ‫ ﻗﺎﺭﻥ ﻫﺫﻩ ﺍﻟﺠﻤل ﻤﻊ ﺠﻤل ﺍﻟﻔﻘﺭﺓ‬. ‫ﺍﻷﻭﻟﻰ ﺒﻐﺽ ﺍﻟﻨﻅﺭ ﻋﻥ ﺍﺴﺘﻘﻼﻟﻴﺔ ﺍﻟﺠﻤﻠﺔ‬

‫ ﺴﺒﺏ‬Reason ‫ ﻨﺘﻴﺠﺔ‬Result
Because Prof. Allen learns a lot from his students, he enjoys working with them.
As Mrs. Allen enjoys the company of her husbands, students, she helps entertain them.
Since Prof. Baker is very forgetful, his wife takes care of the details.

6- Because of + ‫ ﺍﻻﺴﻡ‬+ ‫ ﺒﺴﺒﺏ‬- ٦

Noun

‫ ﺭﺒﻤﺎ ﺘﻘـﻊ ﻗﺒـل ﺃﻭ ﺒﻌـﺩ‬. ‫ ﻫﻲ ﻁﺭﻴﻘﺔ ﺃﺨﺭﻯ ﻟﻠﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﺴﺒﺏ‬Because of + Noun ‫ﺇﻥ‬
. ‫ﺍﻟﻨﺘﻴﺠﺔ‬
Prof. Allen spends time with his students because of the pleasure it
gives him.
Because of Prof. Baker’s forgetfulness, Mrs. Baker takes care of the
details.

‫ ﻏﻴﺭ ﺭﺴﻤﻲ‬: (‫ ﻨﺘﻴﺠﺔ )ﺠﻤﻠﺔ ﺍﻋﺘﻤﺎﺩﻴﺔ‬+ (‫ ﺴﺒﺏ ) ﺠﻤﻠﺔ ﻤﺴﺘﻘﻠﺔ‬- ٧

7- Reason (independent) + result (dependent): informal

‫ ﻴﺴﺘﻌﻤل ﺒﺸﻜل ﻭﺍﺴﻊ‬، ‫ ﻭﻫﻲ ﻨﻤﻭﺫﺝ ﺠﻤﻠﺔ ﻋﺎﻤﻲ‬. ‫ ﺠﻤﻠﺔ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻻﻋﺘﻤﺎﺩﻴﺔ‬so ‫)ﺃ( ﺘﺘﻘﺩﻡ‬
. ‫ ﻭﻟﻜﻨﻬﺎ ﻏﻴﺭ ﻤﻘﺒﻭﻟﺔ ﻓﻲ ﺍﻟﻜﺘﺎﺒﺔ ﺍﻟﺭﺴﻤﻴﺔ‬،

(‫)ﺏ‬
‫ ﺴﺒﺏ‬Reason ‫ ﻨﺘﻴﺠﺔ‬Result

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George became interested in sociology so he changed his program.
Mrs. Allen wants to help her husband so she arranges social Evenings.

‫ ﺭﺴﻤﻴﺔ‬: ((‫ ﻨﺘﻴﺠﺔ )ﺠﻤﻠﺔ ﻏﻴﺭ ﻤﺴﺘﻘﻠﺔ)ﺍﻋﺘﻤﺎﺩﻴﺔ‬+ (‫ ﺴﺒﺏ )ﺠﻤﻠﺔ ﻤﺴﺘﻘﻠﺔ‬- ٨

8- Reason (independent) + result (dependent) : formal

‫ )ﺃ( ﺇﻥ‬as a result , consequently , therefore , thus ‫ﻫﻲ ﺍﻟﻁﺭﻕ ﺍﻟﺭﺴـﻤﻴﺔ‬

‫ ﻟﻜﻨﻬـﺎ‬، ‫ ﺘﻌﺒﺭ ﻜﻠﻬﺎ ﻋﻥ ﻨﻔﺱ ﺍﻟﻤﻌﻨـﻰ‬. ‫ﻓﻲ ﺇﺨﺒﺎﺭ ﺃﻥ ﻤﺎ ﻴﺘﺒﻌﻬﺎ ﻫﻭ ﻨﺘﻴﺠﺔ ﻤﺎ ﺴﺒﻘﻬﺎ‬
. ‫ﺘﺨﺘﻠﻑ ﻗﻭﺍﻋﺩﻴ ﹰﺎ‬
‫ ﻭﻋﻠﻴﻪ ﻋﻨﺩﻤﺎ ﻨﺴـﺘﻌﻤل ﻫـﺫﻩ‬. ‫ﻼ ﻜﺎﻤﻠﺔ‬
‫)ﺏ( ﻻ ﺘﺼل ﻫﺫﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺠﻤل ﺇﻨﻬﺎ ﺘﺘﻘﺩﻡ ﺠﻤ ﹰ‬
‫ ﻴﺤﺩﺩ ﺍﻟﺴﺒﺏ ﻓـﻲ ﺠﻤﻠـﺔ‬. ‫ ﻋﻠﻴﻨﺎ ﺃﻥ ﻨﻜﻭﻥ ﺤﺭﻴﺼﻴﻥ ﻓﻲ ﻋﻼﻤﺎﺕ ﺍﻟﺘﺭﻗﻴﻡ‬، ‫ﺍﻟﻜﻠﻤﺎﺕ‬
. ‫ ﻭﺘﺤﺩﺩ ﺍﻟﻨﺘﻴﺠﺔ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬.‫ﻭﺍﺤﺩﺓ‬

‫ ﺴﺒﺏ‬Reason ‫ ﻨﺘﻴﺠﺔ‬Result
Mrs. Allen wants to help her husband. Thus, she arranges social evenings.
Prof. Baker is a little tired of teaching. Consequently, he is looking forward to
his retirement.

(‫)ﺝ‬and ) ‫ ( ; ﺃﻭ‬semicolon ‫ ﺭﺒﻤﺎ ﻴﺭﺒﻁﺎﻥ ﺠﻤﻠﺘﻴﻥ ﻭﻴﺠﻌﻼﻨﻬﻤـﺎ ﺠﻤﻠـﺔ ﻭﺍﺤـﺩﺓ‬:

. ‫ﻤﺭﻜﺒﺔ‬
Reason and Result
Some patterns are complex, and therefore, we have left them until last.
We haven’t practiced cause-result expressions before; consequently we must
practice them now.

9- So (adj. / adv.) that that (‫ ﻅﺭﻑ‬/ ‫ ﻟﺫﻟﻙ )ﺼﻔﺔ‬- ٩

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 ‫ ﺃﺤﻴﺎﻨ ﹰﺎ ﺘﺤﺫﻑ‬. ‫ ﻭﻻ ﺠﻤﻠﺔ ﺘﺴﺘﻌﻤل ﻭﺤﺩﻫﺎ‬. ‫ﺘﻌﺒﺭ ﻋﻥ ﻨﺘﻴﺠﺔ ﻟﺩﺭﺠﺔ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺯﺓ‬that
.

Reason so … that Result

Bruce Baker is so forgetful that his wife has to take care of the details.
Betty is so interested in everything that she’s having trouble choosing a career.
We have studied so diligently that we know all the patterns in his book.
: that (‫ ﺍﺴﻡ‬+ ‫ ﻜﺫﻟﻙ )ﻤﺤﺩﺩ‬/ ‫ ﻤﺜل‬- ١٠
10- Such / so (modifiers + noun) that:

‫ ﺘﺤﺫﻑ‬. ‫ﻭﻻ ﺠﻤﻠﺔ ﻤﺴﺘﻘﻠﺔ‬. ( ٩ ) ‫ﺇﻥ ﻫﺫﺍ ﺍﻟﺘﺭﻜﻴﺏ ﻫﻭ ﻨﻤﻭﺫﺝ ﻤﺨﺘﻠﻑ ﻋﻥ‬that ‫ﺃﺤﻴﺎﻨ ﹰﺎ‬
.

12- So that ‫ ﺒﺤﻴﺙ‬- ١٢

would , will , could , ‫ﻼ ﻤﺴﺎﻋﺩﹰﺍ ﻋﺎﺩﺓ ﻤﺜـل‬

‫ ﺒﺠﻤﻠﺔ ﻋﺭﺽ ﺘﺤﻭﻱ ﻓﻌ ﹰ‬So that ‫ﺘﻘﺩﻡ‬
. ‫ ﺒﺎﻟﺭﻏﻡ ﺃﻨﻬﺎ ﺘﺴﺒﻘﻬﺎ ﺃﺤﻴﺎﻨ ﹰﺎ‬، ‫ ﻭﺘﺭﺘﻴﺒﻬﺎ ﺍﻟﻌﺎﺩﻱ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ﻫﻭ ﺒﻌﺩ ﺠﻤﻠﺔ ﺍﻟﻨﺘﻴﺠﺔ‬can
( ‫)ﺃ‬
Result ( independent) Purpose ( dependent )
Mrs. Baker is making the arrangements so that there won’t be any trouble.
Prof. Allen tries to learn new things so that he can improve his teaching.

‫ ﻭﻫﺫﺍ ﺍﻟﻨﻤﻭﺫﺝ ﻴﺨﺘﻠﻑ ﺘﻤﺎﻤ ﹰﺎ ﻋﻥ‬. ‫ ﻓﻲ ﺍﻟﻤﺤﺎﺩﺜﺔ‬so ‫ ﺇﻟﻰ‬So that ‫)ﺏ( ﻏﺎﻟﺒ ﹰﺎ ﻤﺎ ﺘﺨﺘﺼﺭ‬
. ‫ ﻻﺤﻅ ﺍﻻﺨﺘﻼﻑ ﻓﻲ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻟﺠﻤل‬. ( ٧ ) ‫ﺍﻟﻨﻤﻭﺫﺝ ﺍﻟﻤﺫﻜﻭﺭ ﻓﻲ ﺍﻟﻔﻘﺭﺓ‬
13- Purpose ‫ ﻏﺭﺽ‬- ١٣

‫ﻴﻌﺒﺭ ﻋﻥ‬Purpose ‫ ﺃﺤﻴﺎﻨ ﹰﺎ ﺒﺎﻟﻤﺼﺩﺭ ﻤﻊ ﺃﻭ ﺒﺩﻭﻥ ﻜﻠﻤﺎﺕ‬in order:

Result Purpose
Miss Liu came here to learn to be a librarian.
Bill goes home to see his mother.
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A teacher needs to keeping learning in order to improve his teaching.

14- For + noun ‫ ﺍﺴﻡ‬+ For - ١٤

‫ﺃﻴﻀ ﹰﺎ ﺘﺴﺘﻌﻤل ﻜﻐﺭﺽ‬

Result Purpose
Miss Liu is studying for a degree in library science.
Mrs. Baker went to a travel agent for their tickets.

15- What … for ‫ ﻤﺎﺫﺍ … ﻷﺠل‬- ١٥

. ‫ ﻻﺤﻅ ﺍﻷﺴﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬. why ‫ﺇﻨﻪ ﺘﻌﺒﻴﺭ ﻋﺎﻤﻲ ﻤﻨﻔﺼل ﻟﻪ ﻨﻔﺱ ﻤﻌﻨﻰ‬
What did Mrs. Baker go to the travel agent for?
What does Professor Allen spend so much time with his students for?
. why ‫ ﻫﻲ ﻨﻔﺱ ﺇﺠﺎﺒﺎﺕ ﺍﻷﺴﺌﻠﺔ ﺍﻟﻤﺒﺘﺩﺌﺔ ﺒـ‬what … for ‫ﺇﻥ ﺍﻹﺠﺎﺒﺎﺕ ﻟﻸﺴﺌﻠﺔ‬

16- Concession ‫ ﺍﻟﺒﺩﻴﻬﻲ‬- ١٦

: ‫ﺘﺼﺎﺤﺏ ﺍﻟﺠﻤل ﺍﻟﺒﺩﻴﻬﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﻨﺘﺎﺌﺞ ﻏﻴﺭ ﺍﻟﻤﺘﻭﻗﻌﺔ‬

‫ ﺭﺒﻤﺎ ﻴﺴﺒﻘﺎﻥ ﺃﻭ ﻴﺘﺒﻌﺎﻥ‬. ‫ ﺍﻟﺠﻤل ﺍﻹﻋﺘﻤﺎﺩﻴﺔ‬even though ‫ ﻭ‬although ‫)ﺁ( ﺘﺘﻘﺩﻡ‬
. ‫ﺠﻤﻠﺔ ﺍﻟﻨﺘﻴﺠﺔ‬

Although we have almost completed our review, we haven’t taken up

“why” yet.

Mrs. Allen arranges social evening even though she has a lot of work
at the library.

. the fact that ‫ – ﺃﻭ ﺠﻤﻠﺔ ﺘﺘﻘﺩﻡ ﺒـ‬ing ‫ ﺸﻜل‬، ‫ ﺍﺴﻡ‬in spite of ‫)ﺏ( ﻴﺘﺒﻊ‬
-147-
In spite of Miss Liu’s present problems, she will probably do quite
well.
Mrs. Allen arranges social evenings in spite of being quite busy at the
library.
George’s father is proud of his son in spite of the fact that he doesn’t
understand what George is studying.

17- Besides ‫ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ‬- ١٧

. ‫ ﻭﺍﻟﺘﻲ ﺘﻌﻨـﻲ‬Beside ‫ ﻴﺠﺏ ﻋﺩﻡ ﺍﻟﺨﻠﻁ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ‬. ‫ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ‬Besides ‫ﺘﻌﻨﻲ‬
. ‫ﺒﺠﺎﻨﺏ ﻜﺫﺍ‬
Jack is still trying to find something he is interested in besides having
a good time.

18- However ‫ ﻜﻴﻔﻤﺎ‬، ‫ ﻤﻬﻤﺎ‬- ١٨

‫ ﺇﻨﻬﺎ ﻟﻴﺴﺕ ﺭﺍﺒﻁﺔ ﺠﻤﻠﺔ‬. ‫ ﺇﻟﻰ ﺍﻟﺘﻌﺎﻜﺱ ﻤﻊ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺘﻲ ﻋﻤﻠﺕ ﻟﺘﻭﻫﺎ‬However ‫ﺘﺸﻴﺭ‬
. ‫ ﺭﺒﻤﺎ ﺘﻘﻊ ﻤﻊ ﺃﻱ ﻋﺩﺩ ﻤﻥ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﺨﺘﻠﻔﺔ‬. ‫ ﻋﻠﻰ ﺃﻴﺔ ﺤﺎل‬.
Bill hopes to live in Westview after he graduates.
(However,) he must (,however,) stay in College Town (,however,)
for a few more years (,however).

19- Punctuation ‫ ﻋﻼﻤﺎﺕ ﺍﻟﺘﺭﻗﻴﻡ‬- ١٩

1. Prof. Allen enjoys working with students because he learns

a lot from them.
2. Because Prof. Allen learns a lot from students , he enjoys
working with them .

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‫)ﺃ( ﻓﻲ ﺠﻤﻠﺔ ﺍﻟﺴﺒﺏ – ﺍﻟﻨﺘﻴﺠﺔ ‪ ،‬ﻋﻨﺩﻤﺎ ﺘﺄﺘﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺭﺌﻴﺴﻴﺔ ﺃﻭ ﹰﻻ ‪ ،‬ﻓﻼ ﺘﻭﺠﺩ ﻓﺎﺼﻠﺔ ﻓﻲ‬
‫ﺩﺍﺨل ﺍﻟﺠﻤﻠﺔ )ﻜﻤﺎ ﻓﻲ ﺍﻟﺠﻤﻠﺔ ) ‪ . ((١‬ﻋﻨﺩﻤﺎ ﺘﺄﺘﻲ ﺍﻟﺠﻤﻠﺔ ﺍﻹﻋﺘﻤﺎﺩﻴﺔ ﺃﻭ ﹰﻻ ‪ ،‬ﻓﻴﺘﺒﻌﻬـﺎ‬
‫ﻋﺎﺩﺓ ﻓﺎﺼﻠﺔ ) ﺍﻟﺠﻤﻠﺔ ) ‪. ( ( ٢‬‬

‫‪-149-‬‬
 ‫‪LESSON XXI:‬‬
‫‪THE SOUNDS AND SPELLINGS OF ENGLISH‬‬
‫‪A GUIDE TO INTELLIGENT GUESSING‬‬

‫… اﻟﺪرس اﻟﺤﺎدي واﻟﻌﺸﺮون …‬

‫ﺍﻷﺼﻭﺍﺕ ﻭ ﺍﻟﺘﻬﺠﺌﺔ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ‬
‫ﺍﻟﺩﻟﻴل ﺇﻟﻰ ﺍﻟﺘﺨﻤﻴﻥ ﺍﻟﺫﻜﻲ‬

‫ﻜل ﻤﻥ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ﻴﺩﺭﻙ ﺠﻴﺩﹰﺍ ﺃﻥ ﺍﻟﺘﻬﺠﺌﺔ ﺸﺎﺫﺓ ﺠﺩﹰﺍ ‪ .‬ﻋﻨﺩﻤﺎ ﺘﺭﻯ ﻜﻠﻤﺔ‬
‫ﺠﺩﻴﺩﺓ ‪ ،‬ﻻ ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺘﺄﻜﺩ ﻜﻴﻑ ﺘﻠﻔﻅ ؛ ﻭﻋﻨﺩﻤﺎ ﺘﺴﻤﻊ ﻜﻠﻤـﺔ ﺠﺩﻴـﺩﺓ ‪ ،‬ﻻ ﺘﺴـﺘﻁﻴﻊ ﺃﻥ‬
‫ﺘﺘﺄﻜﺩ ﻤﻥ ﺍﻟﺘﻬﺠﺌﺔ ‪ .‬ﻭﻋﻨﺩﻤﺎ ﺘﺭﻴﺩ ﻤﻌﺭﻓﺔ ﺍﻟﺘﻬﺠﺌﺔ ﻤﻥ ﺍﻷﻓﻀل ﺍﻟﻨﻅﺭ ﺇﻟﻴﻬﺎ ﻓﻲ ﺍﻟﻘﺎﻤﻭﺱ ‪،‬‬
‫ﻭﻏﺎﻟﺒ ﹰﺎ ﻻ ﺘﺴﺘﻁﻴﻊ ﺃﻥ ﺘﺠﺩﻫﺎ ﻓﻲ ﺍﻟﻘﺎﻤﻭﺱ ﺒﺸﻜل ﺩﻗﻴﻕ ﻷﻨﻙ ﻻ ﺘﻌﺭﻑ ﻜﻴﻑ ﺘﻬﺠﻰﺀ ‪.‬‬
‫ﺇﻥ ﺍﻟﻘﺎﺌﻤﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻭﻀﻌﺕ ﻟﺘﺴﺎﻋﺩﻙ ﻋﻠﻰ ﺇﻴﺠﺎﺩ ﺍﻟﻜﻠﻤﺎﺕ ﻓﻲ ﺍﻟﻘﺎﻤﻭﺱ ‪ .‬ﺇﻥ ﺍﻟﺭﻤﻭﺯ‬
‫ﺩﺍﺨل ﺍﻷﻗﻭﺍﺱ ﺘﺴﺘﻌﻤﻠﻬﺎ )‪ (IPA‬ﻫﻴﺌﺔ ﺍﻟﺼﻭﺘﻴﺎﺕ ﺍﻟﺩﻭﻟﻴـﺔ ‪International Phonetic‬‬
‫‪ . Association‬ﻭﻫﺫﻩ ﺍﻟﺭﻤﻭﺯ ﺘﻤﺜل ﺍﻷﺼﻭﺍﺕ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﻜﻠﻴﺯﻴﺔ ‪ .‬ﺘﺴﺘﻌﻤل ﺍﻟﻌﺩﻴﺩ ﻤـﻥ‬
‫ﺃﻨﻅﻤﺔ ﺍﻟﺭﻤﻭﺯ ﺍﻟﺼﻭﺘﻴﺔ ﺍﻟﻤﺭﻀﻴﺔ ﺤﺎﻟﻴ ﹰﺎ ‪ ،‬ﻭﻋﻠﻴﻙ ﺃﻥ ﺘﺘﻌﻠﻤﻬﺎ ‪ .‬ﺒـﺎﻟﺭﻏﻡ ﻤـﻥ ﺃﻥ ﻤﻌﻅـﻡ‬
‫ﺍﻟﻘﻭﺍﻤﻴﺱ ﻻ ﺘﺴﺘﻌﻤل ﺍﻟﺭﻤﻭﺯ ﺍﻟﺼﻭﺘﻴﺔ ‪ ،‬ﻟﻜﻨﻬﺎ ﺘﻀﻊ ﺍﻟﻌﻼﻤﺔ ﺍﻟﺼﻭﺘﻴﺔ ﺍﻟﻤﻤﻴﺯﺓ ﺇﻤﺎ ﻓـﻭﻕ‬
‫ﺍﻟﺤﺭﻑ ﺃﻭ ﺘﺤﺘﻪ ‪ ،‬ﻭﻟﻜل ﻗﺎﻤﻭﺱ ﻨﻅﺎﻤﻪ ﺍﻟﺨﺎﺹ ‪ .‬ﻭﻋﻠﻴﻪ ﻻ ﻴﻨﺼﺢ ﺒﻤﺤﺎﻭﻟﺔ ﺘﻌﻠﻡ ﺍﺴﺘﻌﻤﺎل‬
‫ﺍﻟﺭﻤﻭﺯ ‪ ،‬ﻭﻟﻜﻥ ﺒﺒﺴﺎﻁﺔ ﻋﻠﻴﻙ ﺍﻟﺭﺠﻭﻉ ﺇﻟﻰ ﺍﻟﻘﻭﺍﺌﻡ ﻜﺩﻟﻴل ﺇﻟﻰ ﺍﻟﺘﺨﻤﻴﻥ ﺍﻟﺫﻜﻲ ﻟﻤﻌﺭﻓﺔ ﺍﻟﻠﻔﻅ‬
‫ﺍﻟﺼﺤﻴﺢ ‪.‬‬

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 Consonant sounds ‫ﺍﻷﺼﻭﺍﺕ ﺍﻟﺴﺎﻜﻨﺔ‬
‫ـﺔ‬
‫ﺍﻟﺘﻬﺠﺌـــ‬ Spellings ‫ﺍﻟﺭﻤــــﻭﺯ‬
symbols
[p] pen, apt, cup
[b] boy, robbed, cab
[t] two, bottle, cat
[d] dog, order, had
[k] come, kick, anchor, chorus
[g] go, dragged, wig, ghost, guide,
guess
[f] face, calf, phase, cough
[v] very, average, above, of
[θ] thin, tooth
[δ] then, other, breathe
[s] see, seiling, psychic
[z] zoo, jazz, was
[ ] che, sure, chauffeur, cash
[3] measure, garage
[h] he, who
[t ] cheese, question, capture, which,
witch
[ d3 ] judge, gem, giant
[ m] man, thumb, calm, damn
[n] no, know, gnaw, reign, pneumatic
[ ] thing, think
[l] like, allow, mill, mile
[ w] won, one, quick, why
[ hw ] why, where (some dialects
‫)ﺒﻌﺽ ﺍﻟﻠﻬﺠﺎﺕ‬
[ j] you, use, onion
[r] right, write, rhyme

Vowel Sounds ‫ﺍﻷﺼﻭﺍﺕ ﺍﻟﺼﻭﺘﻴﺔ‬

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‫ﺘﺒﺩﻭ ﺍﻟﺤﺭﻭﻑ ﺍﻟﺼﻭﺘﻴﺔ ﻓﻲ ﺍﻟﻤﻘﺎﻁﻊ ﺍﻟﻠﻔﻅﻴﺔ ﻏﻴﺭ ﺍﻟﻤﺸﺩﺩﺓ ﻤﻌﻅﻤﻬﺎ ﻤﺘﺸﺎﺒﻪ ﺒﻐﺽ ﺍﻟﻨﻅﺭ‬
‫ﻋﻥ ﺘﻬﺠﺌﺘﻬﺎ ‪ .‬ﺭﺒﻤﺎ ﻴﻬﺠﺄ ﻫﺫﺍ ﺍﻟﺼﻭﺕ ﻤﻊ ﺃﻱ ﺤﺭﻭﻑ ﺼﻭﺘﻴﺔ ‪.‬‬
‫ﻴﻌﺘﺒﺭﺍﻥ ﻤﺩﻏﻤﻴﻥ ﻓﻲ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻷﻨﻅﻤﺔ ﺍﻟﺼﻭﺘﻴﺔ ‪ .‬ﺍﻨﻅﺭ ﺍﻟﺼ ﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪ [ o ] .‬ﻭ ] ‪*[ e‬‬

‫‪Diphthongs‬‬ ‫ﺍﻹﺩﻏﺎﻡ‬

‫] ‪[ eI‬‬ ‫‪ate, play, grey, great‬‬

‫] ‪[ ai‬‬ ‫‪I, ice, high, height, die, by, buy, bye, rhyme‬‬
‫] [‬ ‫‪so, sow, sew, soap, toe‬‬
‫] ‪[ au‬‬ ‫‪out, owl, cow, bough‬‬
‫]‪[ i‬‬ ‫‪boy, boil‬‬
‫] ‪[ ju‬‬ ‫‪beauty, fuse, few, view‬‬

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 ‫‪LESSON XXII:‬‬
‫‪SUMMARY OF USES OF PUNCTUATION‬‬
‫‪Capital Letters‬‬

‫… اﻟﺪرس اﻟﺜﺎﻧﻲ واﻟﻌﺸﺮون …‬

‫ﻤﻠﺨﺹ ﻋﻥ ﺍﺴﺘﻌﻤﺎل ﻋﻼﻤﺎﺕ ﺍﻟﺘﺭﻗﻴﻡ ‪ ،‬ﺍﻟﺤﺭﻭﻑ ﺍﻟﻜﺒﻴﺭﺓ‬

‫ﺇﻥ ﺍﻟﻐﺭﺽ ﺍﻟﻭﺤﻴﺩ ﻟﻌﻼﻤﺎﺕ ﺍﻟﺘﺭﻗﻴﻡ ﻫﻭ ﻤﺴﺎﻋﺩﺓ ﺍﻟﻘﺎﺭﺉ ﻋﻠﻰ ﺍﻟﻔﻬﻡ ﻤـﺎﺫﺍ ﻴﻌﻨﻴـﻪ‬
‫ﺍﻟﻜﺎﺘﺏ‪ .‬ﻭﻋﻠﻴﻪ ‪ ،‬ﺘﻭﺠﺩ ﻜﻤﻴﺔ ﻤﻌﻴﻨﺔ ﻤﻥ ﺍﻟﺤﺭﻴﺔ ﻓﻲ ﺍﺴﺘﻌﻤﺎل ﺍﻟﻌﻼﻤﺎﺕ ﺍﻟﻤﺘﻨﻭﻋﺔ ‪ ،‬ﻭﺒﺸﻜل‬
‫ﺨﺎﺹ ﺍﻟﻔﺎﺼﻠﺔ ) ‪ . ( comma‬ﻴﺠﺏ ﺍﻟﺘﻘﻴﺩ ﻭﺒﺸﻜل ﻋﺎﻡ ﺒﺎﻻﺴﺘﻌﻤﺎﻻﺕ ﺍﻟﻤﺫﻜﻭﺭﺓ ﻓﻲ ﻫـﺫﺍ‬
‫ﺍﻟﻨﺹ ‪ ،‬ﺒﺎﻟﺭﻏﻡ ﺃﻥ ﺍﻟﺒﻌﺽ ﻻ ﻴﻭﺍﻓﻕ ﻋﻠﻴﻬﺎ ‪.‬‬
‫)ﺁ( ‪ (’) The Apostrophe‬ﺍﻟﻔﺎﺼﻠﺔ ﺍﻟﻌﻠﻴﺎ ‪:‬‬
‫ﺘﺴﺘﻌﻤل )’( ‪:‬‬
‫‪ .١‬ﻤﻊ ﺍﻻﺨﺘﺼﺎﺭﺍﺕ ﻤﺜل ‪. n’t‬‬
‫‪ .٢‬ﻤﻊ ﺍﻟﻜﻠﻤﺔ ‪. o’clock‬‬
‫‪ .٣‬ﺘﺴﺘﻌﻤل ﻤﻊ ﺍﻟﺘﻤﻠﻴﻙ ﻭﻤﻊ ﺍﻷﺼل ‪ ،‬ﻭﻤﻊ ﺍﻟﻘﻴﺎﺱ‬
‫‪ .٥‬ﻟﻔﺼل ﻜﻠﻤﺎﺕ ﺍﻟﻤﺘﺤﺩﺙ ﻋﻥ ﺍﻟﺠﻤل ﺍﻻﺴﺘﻬﻼﻟﻴﺔ ‪.‬‬

‫ﺃﻨﺘﻬﻰ ﺒﺤﻤﺩ ﺍﷲ‬

‫ﻤﻊ ﺘﺤﻴﺎﺕ‬
‫ﺩﺍﺭ ﺍﻟﻘﻠﻡ ﺍﻟﻌﺭﺒﻲ ﻟﻠﻨﺸﺭ ﻭ ﺍﻟﺘﻭﺯﻴﻊ‬

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