English language lecture

Grammer
By lecture Saja Abdullah Mohammed
 Tenses
Present Simple

The tense of a verb indicates the time at which an

action or state of being happens. The verbs change
form to show the various tenses. Some verbs are
regular in their changes, some are irregular.
‫ األفعال ر‬.‫يشي زمن الفعل إىل الوقت الذي يحدث فيه الفعل أو حالة الوجود‬
‫تغي شكلها إلظهار األزمنة‬ ‫ر‬
‫غي منتظم‬ ‫ بعض األفعال منتظمة يف ر‬.‫المختلفة‬
‫ وبعضها ر‬، ‫تغييها‬

• We use this tense with habit ‫ٌستخدم هذا الزمن مع العادات‬

Structure of sentence:
S + V (s) + com.
‫( التملك‬s) ‫إذا كان الفاعل مفرد ٌكون الفعل الرئٌسً مع‬
He
She (s)
It
(s) ‫إذا كان الفاعل جمع ٌكون الفعل الرئٌسً بدون‬

They
We
You without (s)
I

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 ‫هناك ظروف تستخدم مع زمن المضارع البسٌط‬
every day, every week, every month, every year
‫وأٌضا ظروف التكرار‬
(always, usually, sometime, often, never, seldom, rarely, once/
twice,occasionally )
That mean repeated action or event.
e.g: He drinks coffee every morning .
e.g: They rarely watch T.V .
e.g: We catch the bus every morning.

• We use this tense with fact or general truth ‫يستخدم هذا الزمن مع الحقائق‬

• E.g: Water ……… at zero degree.

• freeze b) freezing c) froze d) freezes
e.g: Water ……… at 100 degree.
• boil b) boils c) boiling d) boiled
e.g: The earth revolves around the sun.
e.g: The sun rises from the east.
. To express an action with a future time expression ‫للتعبي عن‬
‫ر‬ ‫ايضا يستخدم‬
‫مستقبل‬
‫ي‬ ‫زمن‬
‫بتعبي ي‬
‫ر‬ ‫عمل‬

e.g I leave tomorrow

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 ‫ ر‬if
‫الشطية‬
‫والن تستخدم لوصف الحقائق العامة والنتائج‬
‫(الحالة االوىل)تستخدم مع زمن المضارع البسيط ي‬
‫العلمية‬

If+present simple,….present simple

e.g:if you put salt into water ,it melts

‫جملة ر‬
‫الشط‬
if you put salt into water
‫جواب ر‬
‫الشط‬ it melts
e.g:when you look directly to the sun ,you can’t open your eyes

if +present simple ,…..will+ infinitive

e.g: if it doesn’t rain ‘I will go out

‫( البسٌط المضارع زمن فً السؤال‬Question)

Does or Do + S + infinitive verb + com.?

(Does)‫إذا كان الفاعل مفرد ٌكون السؤال بـ‬

He
Does She
It

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 (Do) ‫إذا كان الفاعل جمع ٌكون السؤال بـ‬

They
We
Do You
I
e.g: Layla goes to shopping every Friday.
Does Layla go to shopping every Friday?
Yes, she does. No, she doesn't.
e.g: They watch TV every day.
Do They watch TV every day?
Yes, they do. No, they don't.

Negative ً‫النف‬
S + don't (doesn't) + infinitive verb + com.
e.g : Jim reads Arabic every day.
Jim doesn't read Arabic every day.
e.g: We speak French.
We don't speak French.

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 Past Simple
What do we mean by past simple? its tens that talk about action or event
happen and finish in the past.
S + V.ed + com.
‫هناك ظروف تستخدم مع زمن الماضً البسٌط‬
Yesterday, ago, last (week, day, month, year), in the past, 1995, in an ancient,
once upon time.
(ed) ‫اذا كان الفعل قٌاسً ٌأخذ‬
Work - worked
Print - printed
ً‫او ٌكون غٌر قٌاس‬
Go - went
See - saw
Leave - left
ً‫ٌستخدم هذا الزمن مع حدث حدث وانتهى تماما فً زمن الماض‬ •

e.g: I watched TV yesterday.

Last week, she talked about her company.
Seven months ago, it rained strongly.
She visited us a week ago.
ً‫ٌستخدم هذا الزمن مع عادة فً زمن الماض‬ •

e.g: He studied hard when he was student.

When I was in England, I always carried an umbrella.

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If +past simple,…would + infintive

ً‫مع الجمل الشرطٌة من النوع الثان‬ •

Ex: If he came, he would meet her.

‫عند السؤال عن الوقت‬ •

What time was it when you met her?

•

(Question) ‫السؤال فً زمن الماضً البسٌط‬

Did + S + infinitive verb + com.?

e.g: He came early last night.

Did he come early last night?
Yes, he did. No, he didn't.

e.g : I played tennis last Friday.

Did you play tennis last Friday?
Yes, I did. No, I didn't.

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 Negative ً‫النف‬
S + didn't + infinitive verb + com.

e.g: I went to the cinema yesterday.

I didn't go to the cinema yesterday.
e.g: She worked in Cairo from 1990 to 1995.
She didn't work in Cairo from 1990 to 1995.

Present Continuous
Structure of sentence:
am
S + is + V.ing + com.
are
‫هناك ظروف تستخدم مع زمن المضارع المستمر‬
Now, today, still, at the moment, at the present….

What do we mean by present continuous?

• For something that is happing at the moment of speaking:
e.g: Please, be quiet, the children are sleeping now.
It is raining now.
• Something which is happing before and after a given time:
e.g: At eight o'clock, we are having breakfast.
• For something which we think its temporary:

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 I'm working in London for the next two weeks.
Or I’m living with some friends until I find an apartment
• For something which is new and contrast with a previous state:
e.g: These days most people are using an email instead of hand writing.
What sort of clothes are teenagers wearing now days?
• To show something is changing, growing or developing:
e.g: The children are growing quickly.
The climate is changing rapidly.
Your English is improving.
• To show something which has been arrange or planned
Ex: Mary is going to a new school next term.
Note : When we use the present continuous tense with "always " the
sentence has a meaning of "too often /too much "and this annoys the
speaker .
ً
‫ ر‬/ ‫"دائما" يكون للجمله معن كثيا جدا‬
‫اكي من الالزم"وهذا ما يزعج المتحدث‬ ‫ر‬ ‫عندما نستخدم زمن المضارع مع كلمة‬

e.g :John is always inviting his friends over.)He does it all the time and it
annoys me

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 Stative Verbs
Like, love, prefer, hate, want, wish, need, think, imagine, believe, know,
realize, forget, suppose, hope, see, seem, appear, sound, taste, smell, belong,
contain.

How To Differentiate Between Stative Verbs & Action Verbs

‫الفرق ربي‬ Stative verbs & Action verbs

‫أوال‬: stative verbs

stative verbs:
,‫ الشعور‬,‫الحس‬
‫ي‬ ‫ الوزن والقياس‬,‫ االعتقاد‬,‫ األحاسيس‬,‫ه أفعال محددة تستخدم لتصف المشاعر‬ ‫ي‬
. ‫ الحواس الطبيعية والملكية‬,‫االحتمال أو الظن‬
. ‫تأت هذه الفعال يف زمن المضارع البسيط‬
‫ي‬
: ‫ومن هذه األفعال‬
‫أفعال الحواس الطبيعية مثل‬ : touch, taste, see, hear, feel, smell
‫والتفكي مثل‬
‫ر‬ ‫أفعال االعتقاد‬ : think, remember, believe, know
‫أفعال االحتمال مثل‬: seem, look like, appear
‫أفعال الملكية مثل‬ : own, belong, have
‫أفعال المشاعر واألحاسيس مثل‬: love, hate, feel, like, prefer, need, want

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‫‪examples:‬‬
‫‪1- it tastes delicious.‬‬
‫إن مذاقها لذيذ‬

‫‪2- I think it is going to rain today.‬‬

‫أعتقد أنها سوف تمطر‬

‫‪Or I think you are right‬‬

‫انا اعتقد انت عل حق‬

‫‪3- she looks like her mother.‬‬

‫إنها تشبه والداتها‬

‫‪4- this bag belongs to the man in this cafe.‬‬

‫تخص هذه الحقيبة الرجل الجالس يف هذا الكافيه‬

‫‪5- I love going out with my friends every week.‬‬

‫أصدقات كل أسبوع‬
‫ي‬ ‫أحب التسكع مع‬

‫‪action verbs:‬‬
‫تسىم بأفعال الحركة ‪ ,‬أي أنها أفعال حسية ظاهرة توضح الفاعل الذي قام بهذا الحدث وتستخدم‬
‫االنجليية‪.‬‬
‫ر‬ ‫األكي من أفعال اللغة‬
‫ر‬ ‫هذه األفعال يف كل األزمنة ولها النصيب‬
‫‪examples:‬‬
‫‪1- Anthony is throwing the football.‬‬
‫أنطوت بالكرة‬
‫ي‬ ‫يقذف‬

‫‪2- She accepted the job offer.‬‬

‫لقد وافقت عل طلب الوظيفة‬

‫‪3- I'll play this song on my guitar.‬‬

‫سأعزف هذه األغنية عل جيتاري‬

‫‪10‬‬
4- Close the door!
‫اغلق الباب‬

5- They bought a new house.

‫لقد قاموا ر‬
‫بشاء ميل جديد‬

‫عل الرغم من ذلك هناك بعض األفعال‬ stative ‫ولكنها تظهر يف شكل‬ ing ‫ولكن تختلف هذه االفعال عن معناها ك‬
stative verbs
However, there are some verbs that look like they should be stative, but may
appear in the ing form. These verbs differ in meaning to the stative verbs.
examples:
1- I see Michael, but he can’t see me. I’m too far away. (I see him with my
eyes.)
- James is seeing Marsha. They’ve been together for a month. (He’s dating
her.)
2- Jeremy has a Mercedes. (He owns it.)
- Sara is having lunch with her editor. (She’s eating lunch)

Which one correct?

• He is wanting to buy a new computer.
• He wants to buy a new computer.
dynamic‫ و‬Stative ً‫هناك بعض االفعال ممكن ان تات‬
‫( له معنٌان ٌفكر و ٌعتقد‬think) ‫الفعل‬
‫اذا كان القصد من الجملة ٌفكر نستخدم زمن المضارع المستمر‬
I'm thinking to study in America.
‫واذا كان القصد من الجملة ٌعتقد نستخدم زمن المضارع البسٌط‬

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She thinks it will be rain tomorrow.
.
‫جمل توضح الفرق بٌن المضارع البسٌط والمستمر‬
• She is working here until Monday.
She works here until Monday.
• Where is Ahmed? He is cleaning the car.
Where is Ahmed? He cleans the car.
• Vegetarians do not eat meat.
Vegetarians are not eating meat.

Past Continuous
Structure of sentence:
S + was or were + V.ing + com.

‫الماض‬
‫ي‬ ‫والذي يستعمل من أجل التكلم عن حدث وقع واستمر لمدة معينة من الوقت يف‬

e.g: At eight o'clock of the last night, I was studying English.

At three o'clock of yesterday, I was writing some letters.
At this time of yesterday, I was sitting at my desk at work.
‫الماض‬
‫ي‬ ‫الدراسة حدث وقع واستمر لمدة معينة من الوقت يف‬

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 ‫‪Present Perfect‬‬
‫‪Structure of sentence:‬‬
‫‪S + has or have + p.p. + com.‬‬

‫‪He‬‬
‫‪She‬‬ ‫‪has + p.p.‬‬
‫‪It‬‬

‫‪We‬‬
‫‪They‬‬
‫‪You‬‬ ‫‪have + p.p.‬‬
‫‪You‬‬

‫الظروف التً تستخدم مع هذا الزمن‬

‫‪Just, already, yet, ever, never, for, since, only, recently, still,so far, up to now.‬‬

‫عندما نتكلم عن حدث بدأ فً الماضً ومازال له بعض التأثٌر فً الوقت الحالً‪ .‬وٌمكن أن ٌكون هذا التأثٌر شٌئا قد مررت به فً‬
‫حٌاتك ومازال له تأثٌر على حٌاتك‪ .‬وٌمكن أن ٌُستخدم أٌضا لألشٌاء التً تغٌرت بمرور الوقت‪ ،‬أو لمهمة لم تكتمل فً الماضً‬
‫‪.‬وستكتمل فً المستقبل‬

‫‪e.g:I have lived in Bristol since 1984.‬‬

‫‪13‬‬
 :‫ٌستخدم هذا الزمن فً الحاالت التالٌة‬
• For something start in the past and continuous into the present:
Ex: They have been married for nearly fifty years.
She has been in Liverpool all her life.
• For something we have done several times in the past and continuo to
do:
e.g: We have visited Portugal several times .
‫( مع الجمل المنفٌة واالستفهامٌة وٌكون موقعها نهاٌة الجملة‬yet) ‫تستخدم‬
e.g: She hasn’t gone to the gym yet.

‫( مع السؤال‬ever) ‫تستخدم‬
e.g: Have you ever seen a ghost?
‫( مع الجواب‬never) ‫تستخدم‬
e.g: I have never seen a ghost.
(has or have).‫( بعد الفعل المساعد‬already) ‫( و‬just) ‫تستخدم‬

‫للتعبي عن فعل مكتمل يف الوقت القريب‬

‫ر‬ ‫تستخدم‬Just

e.g:I have just finished my work

‫الرئيس يف الجملة بصيغة التاكيد‬
‫ي‬ ‫ ي‬already
‫تات ربي الفعل المساعد والفعل‬

e.g : She has already eaten her dinner

‫بمعن لقد نتاولت عشاءها‬
ً ً ً
‫سينته قريبا‬
‫ي‬ ‫تستخدم لنقول ان شيئا ما لم ينته بعد وعادة عندما نتوقع انه‬Still

e.g : Jane still hasn’t arrived

e.g :He has still got a lot of work to do

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 (Question)‫السؤال فً زمن المضارع التام‬
Has or Have + S + P.P. + com.?
e.g: They have traveled to Monaco.
Have they traveled to Monaco?
Yes, they have. No, they haven't
. e.g: Where ………… been up to now?
• Have you b) had you c) has you d) did you

Past Perfect
Structure of sentence:
S + had + p.p. + com.
e.g: The train had just left when I arrived at the station.
e.g: She had just left the room when the police came.
e.g: I had saved my document before the computer crashed.

The different between Past simple and Past perfect

)‫تماما‬ ‫ٌستخدم الماضً البسٌط اذا الفعل حدث وانتهى ولٌس له اثر حالً (انتهى‬ •

‫اخر ٌكون الحدث الً حصل اول ماضً تام والحدث الذي‬ ‫الماضً التام ٌعبر عن حدوث فعل قبل حصول فعل‬ •
‫حصل ثانً ماضً بسٌط‬

e.g: When Khalid arrived at home, his brother Ahmed had gone to air port.
e.g: After it had stopped raining, I went out to play football.
e.g: I had turned off the light before I went out.
e.g: Ali succeed the exam after he had studied hard.

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 Future Tense
• Will, shall
S + will + + infinitive verb + com.
.‫( اي بمعنى القرار السرٌع‬Rapid) ‫( مع‬will) ‫تستخدم‬ •

e.g: I'm thirsty I think I will buy a drink.

.‫( اي بمعنى العرض‬Offer) ‫( مع‬will) ‫تستخدم‬ •

e.g: That look heavy, I will help you with it.

e.g: This is a difficult problem; I will help you with it.
.‫( اي بمعنى الوعد‬Promise) ‫( مع‬will) ‫تستخدم‬ •

e.g: Don’t worry I won't tell anyone.

e.g: I promise I will come back one day.
.‫( اي بمعنى التهدٌد‬Threat) ‫( مع‬will) ‫تستخدم‬ •

e.g: If you don't stop, I will tell your mother.

e.g: If you don't study for your exam, I will punish you.

.‫( اي بمعنى الرفض‬Refusal) ‫( مع‬will) ‫تستخدم‬ •

e.g: She won't listen to anything I say.

ً
‫ايضا مع الطلب‬

e.g: Will you help me with my exam tomorrow?

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 • going to
S + (am, is, are) + going to + infinitive verb + com
. ‫( مع اذا كان القرار اتخذ قبل وقت التكلم‬going to) ‫تستخدم‬ •

Mean the decision was made before the moment of speaking.

e.g: I'm going to go to the beach next weekend.
e.g: She is going to read a novel.

Conjunction

• Past continuous + When + past simple.

•
and

When + past simple, past continuous.

e.g: I was swimming when you called me.

e.g: He was walking back to his flat when he heard an explosion.
e.g: Sammy was waiting for us when we got off the plan.
e.g: What were you doing when you broke your leg?
e.g: What were you doing when the earth quake started?
e.g: When the phone rang, she was writing a letter?
e.g: You were not listening to me when I told you to turn the oven off.

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 • Past simple + While + past continuous
as
•
While + past continuous, past simple.
e.g: I studied English while my sister was watching TV.
e.g: He played on the piano while I was visiting him.
e.g: While John was sleeping last night, someone stole his car.
e.g: While I was writing the email, the computer suddenly went off.
e.g: they arrived while we are having dinner .

• Past simple + because or after + past perfect.

Because or after + past perfect, past simple.
e.g: After I had studied, I watched TV.
e.g: She went home because her father had called her yesterday.

• Past perfect + before or so + past simple.

Because or after + past simple, past perfect.
e.g: I had brushed my teeth before I went to bed.
e.g: I had eaten before I drank a cup of tea.

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 Since, for
Since

Since ‫ و‬for ‫ما الفرق؟‬

Since: ‫وتعن منذ تستخدم للتعبي عن بداية حدث استمر ر‬.
‫لفية من الزمن‬ ‫ر‬ ‫ي‬

For: ‫للتعبي عن مدة استمرار الحدث‬

‫ر‬ ‫ ي‬.
‫وتعن لمدة وتستخدم‬

‫( مع اٌام االسبوع‬Since) ‫تستخدم‬ •

e.g: I have gone to school since Monday.

(o'clock)‫( مع الساعات‬Since) ‫تستخدم‬ •

e.g: We have been in school since 8:00 AM.

(last)‫( فً حالة وجود كلمة‬Since) ‫تستخدم‬ •

e.g: I'm hungry; I haven't eaten anything since last night.

e.g: I have only known her since the beginning of last week.
(1995, 1986)‫( فً حالة وجود تارٌخ قدٌم‬Since) ‫تستخدم‬ •

e.g: I have lived in Baghdad since 1995.

e.g: He has been here since April and he still can't speak a word of German.
(was born)‫( فً حالة وجود كلمة‬Since) ‫تستخدم‬ •

e.g: I have lived in Liverpool since I was born.

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 ‫( مع االرقام‬for) ‫تستخدم‬ •

e.g: He has been here for six months and still can't speak a word of German.
e.g: We have stayed in India for two weeks.
‫( اٌضا مع‬for) ‫تستخدم‬ •

For (no. of hours, days, weeks, months, years)

For (a month, a day, a week, a month, a year, a long time, half an hour)
e.g: I waited for the bus for half an hour.
e.g: She had been smoking for a long time.
e.g: I have been in America for a month.

‫ اٌّؼبسع اٌزبَ ِغ‬FOR ٚ SINCE

‫خ‬١ِٕ‫ب اٌض‬ٙ‫ذ ِذر‬٠‫ إِب ثزؾذ‬ٌٟ‫لذ اٌؾب‬ٌٍٛ ‫خ عبثمخ‬١ِٕ‫ فزشح ص‬ٌٝ‫ ُّْ ِىٕٕب اإلشبسح إ‬٠ ،َ‫ػٕذِب ٔغزخذَ اٌّؼبسع اٌزب‬
َ‫ك اعزخذا‬٠‫ ػٓ ؽش‬for +َ‫ك اعزخذا‬٠‫خ اٌ َؾذَس ػٓ ؽش‬٠‫ذ ٔمطخ ثذا‬٠‫ ثزؾذ‬ٚ‫خ أ‬١ِٕ‫ اٌّذح اٌض‬since + ‫إٌمطخ‬
ِٓ ً‫ ُّْ ِىٓ اعزخذاَ و‬٠ .‫خ‬١ِٕ‫ اٌض‬FOR ٚ SINCE ََ‫ ر ُ ْغز َْخذ‬.‫ؼب‬
ً ٠‫ اٌزبَ أ‬ٟ‫ ِغ صِٓ اٌّبػ‬SINCE ‫ِغ األصِٕخ‬
َ‫ ُّْ ِىٓ اعزخذا‬٠ ‫ّٕب‬١‫ ث‬،‫ اٌزبِخ فمؾ‬FOR ‫ؾ‬١‫ اٌجغ‬ٟ‫ِغ صِٓ اٌّبػ‬.

For + ‫هذة زهنيت‬

for six years, for a week, for a month, for hours, for two hours

I have worked here for five years.

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 Since + ‫نقطت زهنيت‬

since this morning, since last week, since yesterday

since I was a child, since Wednesday, since 2 o'clock

I have worked here since 1990.

‫ الوضارع الخام هع‬FOR

She has lived here for t0 for a week.

‫ الوضارع الخام هع‬SINCE

She has lived here since 1980.

We have taught at this school since 1965.

Alice has been married since March 2nd.

They have been at the hotel since last Tuesday.

There are four basic types of conditional sentences in the English language

‫الحاالث‬ ‫االسخخذام‬ ‫الخكوين‬

Zero ‫حصف الحقائق العاهت‬ condition +Result
‫والنخائج العلويت‬ if+present simple ,….present simple
conditional e.g :if you heat water,it boils
First ‫وحسخخذم لوصف هوقف‬ if +present simple ,…will+infinitive
conditional ‫هحذد هن الووكن حذوثت‬ if you study , you will pass the exam
‫في الوسخقبل‬
Second ‫الخخيل او الخوني لحذود‬ if +past simple ,…would + infintive
conditional ‫شيئ في الوسخقبل‬ if I had a lot of money , I would buy
imaginary home
Third ‫حسخخذم لوصف هوقف في الواضي‬ if +past perfect,..would + have + past
Conditional ‫لن يحذد و ولكننا نخخيل نخيجت‬ simple
‫هذا الووقف لو حذد‬ e.g:If he had worked hard .he
would have earned a promotion

21
Other examples

Zero conditional (type 0)I take my umbrella if it rains

First conditional (type 1): I'll call you if I work late.

Second conditional (type 2): If the bus didn't arrive on time, I would drive you to
the airport.

Third conditional (type 3): She wouldn't have come if I hadn't invited her.

The main difference between the first conditional and the second conditional is
about probability: the first conditional is realistic, the second conditional is
unrealistic.

Sometimes we can use both with the following difference in meaning.

If I see him, I will tell him. (I suppose I will see him, because we go to the same
school.)

If I saw him, I would tell him. (I don't think I will see him, because he is ill.)

If I need your help, I'll call you. (It is probable that I will need your help.)

If I needed your help, I'd call you. (It is not very probable that I will need your
help.)

Passive voice
Use of Passive

Passive voice is used when the focus is on the action. It is not important or not
known, however, who or what is performing the action.

Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not
know, however, who did it.

22
Sometimes a statement in passive is more polite than active voice, as the following
example shows:

Example: A mistake was made

In this case, I focus on the fact that a mistake was made, but I do not blame anyone

Look at this table

Tense Active Passive
Present simple I make a cake A cake is made (by me)
Present continuous I am making a cake A cake is being (by me)
Past simple I made a cake A cake was made
Past continuous I was making a cake A cake was being made(by
me)
Present perfect I have made a cake A cake has been made (by me)
Past perfect I had made a cake A cake had been made (by
me)
Future simple I will make a cake A cake will be made (by me)

Wh-question
Question Usages Examples
words
What Used to ask about things What are you doing?
What do you think about the movie?
When Used to ask about time When will the meeting start?
When are you leaving?
Where Used to ask about places Where‟s my bag?
Where do you live?
Who Used to ask about people Who do you love the most in your family?
- Who told you that story?
Whom Used to ask about people(object - Whom did you see in the morning? I saw
of verb Mr. Mark, my English teacher.
- Whom was Jim talking to? He was talking
to Jack, his new roommate.
Which Used to ask about choices Which one do you choose? The left or
right?
Of all the drinks in the menu, which one
would you like?
Whose Used to ask about possession Whose pencil is this? Is it yours?

23
Why Used to ask about reason/causes - Why did it happen? I didn’t understand.
- Why is he crying?
How Used to ask about manner/ How can you explain this problem? Please tell
process

Introduction to Count and Noncount Nouns

Count and noncount nouns vary from language to language. In some languages,
there are no count nouns (e.g., Japanese). In addition, some nouns that are
noncount in English may be countable in other languages (e.g., hair or information)

Count Nouns
What is a count noun?

Count nouns can be separated into individual units and counted. They
usually have both a singular and a plural form. Most English nouns are count
nouns.

one phone, two phones

one dog, two dogs

one shirt, two shirts

However, a few countable nouns only have a plural form in English. Here
are a few examples:

clothes
pants
jeans
shorts
pajamas

24
 These are often used with some sort of quantifier, or quantity word, to show
how they are counted (e.g., "a pair of" pants, "two pairs of" pants, "some" pants).

Non-count Nouns

What is a non-count noun?

Non-count (or uncountable) nouns exist as masses or abstract quantities that

cannot be counted. They have no plural form. Although most English nouns are
count nouns, noncount nouns frequently occur in academic writing.

Important: Non count nouns do not use the indefinite articles "a" or "an."
They can, however, use the definite article "the" if what is being referred to is
specific. They can also use no article if what is being referred to is general
(generic) or nonspecific.

Some, any, much, many, few and little are all words that come before nouns to
help explain them. Some and any are both “determiners” – they tell us whether the
noun phrase is general or specific. Some and any are both “general determiners”,
which means they refer to an indefinite or unknown quantity of something.

Much, many, few and little are all “quantifiers”. Quantifiers are used to give
information about quantity (the number of something). Both much and many
suggest a large quantity of something, whilst little and few mean: not as much, or
not as many. However, if you use a little or a few this means: a small amount!

Some vs. any

The words some and any are used when the exact number or amount of something
is not known, or when it‟s not important. Some and any are both used to refer to an
indefinite quantity or number.

25
For example:

There are some birds in our garden.

(We don‟t know exactly how many birds are in the garden or it doesn‟t matter how
many birds there are exactly)

Some and any are known as “general determiners”. They are used to modify nouns,
specifically to tell us that the noun phrase is general (rather than specific). They
can be used with:

Countable or uncountable nouns:

We don‟t have any time to get popcorn before the film starts.(Time is uncountable)

We still have some apples on the tree. (Apples are countable)

Singular or plural nouns:

We don‟t have any chicken left for dinner. (Chicken is singular)

It‟s such nice weather! Let‟s invite some friends round for a BBQ. (Friends is
plural)

When do I use some and when do I use any?

Although some and any are both used to describe an indefinite number, they are
used in different ways. So how do we use them correctly?

In general, some is used in positive sentences (that don’t contain the word
‘not’):

I would love to try some of that food! It looks delicious!

I have bought some strawberries and cream to have for dessert.

26
Let‟s invite some friends round and have a party tonight!

Some people think it‟s better to eat healthily than to exercise a lot.

Any is used in negative sentences (that contain the word ‘not’):

We don‟t have any space left in the car so we won‟t be able to give you a lift.

I don‟t need any help with my homework because I can do it on my own.

There isn‟t any milk in the fridge so we‟ll have to have black coffee.

I‟m not hungry at the moment so I don‟t want anything to eat.

And in questions:

Have you got any idea how long the film lasts?

Do you have any brothers or sisters?

It would be great to season these potatoes. Is there any salt and pepper?

Do you have any plans for the summer?

Exceptions

There are some exceptions to these rules. We can use some in questions when
offering something or making requests:

Would you like some milk and sugar in your tea?

Can I get you something to drink while you wait?

27
Shall we invite some friends round?

I left my wallet at home; can I borrow some money for lunch?

We use any in positive sentences when we mean “it doesn‟t matter which…”:

There‟s no seating plan so you can sit anywhere you like.

You can play any song by that band. I love them all!

Choose any pair of shoes you want. They‟re all the same price.

I don‟t mind which pair of shoes you buy me. I‟ll take any of them!

Much vs. many

Much and many are known as “quantifiers”. They are used to talk about quantities,
amounts or degrees (along with „a lot of‟ and „lots of‟) and suggest a large quantity
of something.

When do I use much and when do I use many?

Many is used with plural, countable nouns (e.g. dogs, dollars, tables, children).
Much is used with singular, uncountable nouns (e.g. happiness, music, water,
time):

There aren‟t many doctors in the hospital today. (doctors are countable)

Many Brits choose to retire in Spain. (Brits/British people are countable)

There isn‟t much light in this room so let‟s open the curtains. (light is uncountable)

Too much money was spent on the Royal Wedding. (money is uncountable)

We usually use much and many with questions and negative statements:

28
How many apples do you want?

How much time does it take to get to your house from here?

I don‟t think many people agree with her views on marriage.

There wasn‟t much noise coming from the house, even though there was a party
going on.

We sometimes use much and many in positive statements when:

They are used with so, as or too:

I think he has too many tattoos! I don‟t like them.

Sarah has so much money at the moment; she must be earning a lot!

John makes as much money as Sarah.

If much or many are used before articles (a/an, the), demonstratives (this,
that), possessives (my, your) or pronouns (him, them), they are followed by
‘of’:

How much of this book have you read?

Not many of the students come from privileged backgrounds?

I couldn‟t ride a bike for much of my childhood.

How many of them are under the age of 30?

In spoken English, cert Generally, it is more common to use lots of/a lot ofin
positive statements. This is more informal:

The shop had a sale on so I spent lots of money!

29
We have a lot of time so there‟s no need to rush.

Anna has lots of friends so she‟s always busy.

I think a lot of music sounds the same these days..

Few vs. little

Little and few are “quantifiers”. When they are used on their own they have a
negative meaning to suggest „not as much or not as many as might be expected‟.

But be careful! When little and few are used with an article – a little or a few– both
words mean „some‟ and have a positive meaning.

When do I use few and when do I use little?

Little is used with singular, uncountable nouns and few is used with plural,
countable nouns to mean „not as much‟ or „not as many‟. For example:

The play made little sense to me, but I‟m glad you enjoyed it. (sense is
uncountable) = the play didn‟t make much sense.

A little is used with singular, uncountable nouns and a few is used with plural,
countable nouns to mean „some‟:

We have a little time before the play starts so why don‟t we get a drink?

We have a little space in our car if you want a lift.

There are a few good candidates that have applied so I‟m sure we‟ll find someone
for the job.

We stayed in Spain a few days before going on to France.

30
each and several

As determiners the difference between several and each is that several is separate,
distinct; particular while each is all; every;

Prepositions
are words which show the relationship between a noun or a pronoun object and
some other words in the sentence. They are always followed by nouns or pronouns.
They are called "the biggest little words” in English because they have very
important functions.

ُ‫ز‬٠ .‫ اٌغٍّخ‬ٟ‫ ف‬ٜ‫ثؼغ اٌىٍّبد األخش‬ٚ ٗ‫ي ث‬ٛ‫ش اٌّفؼ‬١ّ‫ ػ‬ٚ‫ٓ اعُ أ‬١‫ش اٌؼاللخ ث‬ٙ‫ رظ‬ٟ‫ اٌىٍّبد اٌز‬ٟ٘
ُٙ٠‫خ ألْ ٌذ‬٠‫ض‬١ٍ‫ اٌٍغخ اإلٔغ‬ٟ‫شح" ف‬١‫ُ "أوجش اٌىٍّبد اٌظغ‬ٙ١ٍ‫طٍك ػ‬٠ .‫ اٌؼّبئش‬ٚ‫ب دائ ًّب ثبألعّبء أ‬ٙ‫ارجبػ‬
‫خ‬٠‫ّخ ٌٍغب‬ِٙ ‫ظبئف‬ٚ.

Three Groups of Prepositions:

a. Prepositions of place, position and direction.

b. Prepositions of time.

c. Prepositions for other relationships.

31
Some common preposition

place position direction Time others

Above Beyond opposite After except
Across By on
Along down out(of) before as
Among from outside at like
At in over by about
Away in front of around for with
From inside through during without
Behind into to from for
Below near towards in by
Beside off under
Between to

Although prepositions are hard to generalize with separate rules, there is one
simple rule about them. And, unlike most rules, this rule has no exceptions.

Rule:

They are always followed by a "noun", never followed by a verb.

By "noun" we include:

Noun (cat, money, love)

Proper Noun (name) (London, Mary)

Pronoun (you, him, us)

Noun Group (my first car)

ٍٝ‫ػ‬ٚ .‫ب‬ٕٙ‫طخ ػ‬١‫اؽذح ثغ‬ٚ ‫ إال أْ ٕ٘بن لبػذح‬، ‫اػذ ِٕفظٍخ‬ٛ‫ف اٌغش ثم‬ٚ‫ُ ؽش‬١ّ‫ثخ رؼ‬ٛ‫ اٌشغُ ِٓ طؼ‬ٍٝ‫ػ‬
. ‫زٖ اٌمبػذح‬ٌٙ ‫عذ اعزضٕبءاد‬ٛ‫ ال ر‬، ‫اػذ‬ٛ‫ػىظ ِؼظُ اٌم‬

32
 ‫لبػذح‬
ً
‫ِطٍك‬ ً‫زجؼٗ فؼ‬٠ ‫ ال‬، "ُ‫ُ "اع‬ٙ‫زجؼ‬٠ ‫دائ ًّب ِب‬

ٓ١ّ‫َ ثزؼ‬ٛ‫ِٓ خالي "االعُ" ٔم‬

)‫ ؽت‬، ‫ ِبي‬، ٗ‫)لط‬

ٞ‫ ِبس‬، ْ‫ؼ (االعُ) (ٌٕذ‬١‫)االعُ اٌظؾ‬

ٓ‫ ٔؾ‬، ٛ٘ ، ‫ش (أٔذ‬١ّ‫)ػ‬

ٌٝٚ‫ األ‬ٟ‫بسر‬١‫ػخ اعّبء (ع‬ّٛ‫)ِغ‬

If we want to follow with a verb, we must use the "-ing" form which is really a
gerund or verb in noun form

‫غخ‬١‫غت اْ ٔغزخذَ ط‬٠ ً‫ف اٌغش ثفؼ‬ٚ‫ارا اسدٔب اْ ٔزجغ ؽش‬

Ing ُ‫غخ اع‬١‫ فؼً ثظ‬ٚ‫ا‬

Look at this table

Subject +verb preposition "noun"

The pen is On The table.

He lives In England.
Henry is looking For You.
The newspaper is Under Your green book.
She isn‟t used To Working.
We ate Before Coming.

Preposition of Time/Place At ,in and on

At for a PRECISE TIME

In for MONTHS, YEARS, CENTURIES and LONG PERIODS

On for DAYS and Dates

‫(حسخخذم هع الوقج الوحذد‬at)

33
 ‫ٍخ‬٠ٛ‫اٌفزشاد اٌط‬ٚ،ْٚ‫اٌمش‬،‫اد‬ٕٛ‫اٌغ‬، ‫ش‬ٙ‫(رغزخذَ ِغ االش‬in)

‫(حسخخذم هع ايام االسبوع والخواريخ‬on)

At In On
At 4:30 pm In March On Monday
At 3 o‟clock In winter On 6 March
At noon In the summer On 22Dec.2021
At dinnertime In 1999 On Christmas day
At bedtime In the next century On your birthday
At the moment In the future On new year‟s

Notice that use of the prepositions of time in and on in these common

expressions:

In the morning /On Monday morning

In the afternoon(s) / On Sunday afternoons

In the evening(s) / On Friday evenings

When we say next, last, this, every we do not use at, in, on.

I went to New York last June (not in last June)

She is coming back next Monday. (not on next Monday)

I go home every Easter . (not at every Easter)

We'll call you this afternoon. (not in this afternoon)

: ‫ ٘زٖ اٌؼجبساد اٌشبئؼخ‬ٟ‫لذ ف‬ٌٍٛ ‫ف اٌغش‬ٚ‫اؽفع أْ اعزخذاَ ؽش‬

ٓ١ٕ‫ طجبػ االص‬/ ‫ اٌظجبػ‬ٟ‫ف‬

‫ طجبػ األؽذ‬/ ‫ اٌظجبػ‬ٟ‫ف‬

‫َ األؽذ‬ٛ٠ ‫ش‬ٙ‫ ثؼذ ظ‬/ ‫ش‬ٙ‫ فزشح ِب ثؼذ اٌظ‬ٟ‫ف‬

34
 ‫بد اٌغّؼخ‬١‫ أِغ‬ٟ‫ ف‬/ ‫ اٌّغبء‬ٟ‫ف‬

ٍٝ‫ػ‬ٚ ٟ‫ وً الِب ال ٔغزخذِٗ ف‬، ‫٘زا‬،‫ش‬١‫ االخ‬،ٌٟ‫ي اٌزب‬ٛ‫ػٕذِب ٔم‬

)ٟ‫ اٌّبػ‬ٛ١ٔٛ٠ ٟ‫ظ ف‬١ٌ( ٟ‫ اٌّبػ‬ٛ١ٔٛ٠ ٟ‫سن ف‬ٛ٠ٛ١ٔ ٌٝ‫ر٘جذ إ‬

) َ‫ٓ اٌمبد‬١ٕ‫َ االص‬ٛ٠ ‫ظ‬١ٌ( .ً‫ٓ اٌّمج‬١ٕ‫َ االص‬ٛ٠ ‫د‬ٛ‫ب عزؼ‬ٙٔ‫ا‬

) ‫ذ اٌفظؼ‬١‫ وً ػ‬ٟ‫ظ ف‬١ٌ( .‫ذ فظؼ‬١‫ إٌّضي وً ػ‬ٌٝ‫أر٘ت إ‬

) َٛ١ٌ‫ش ا‬ٙ‫ظ ثؼذ ظ‬١ٌ( .َٛ١ٌ‫ش ا‬ٙ‫عٕزظً ثه ثؼذ ظ‬

In General

At for a point .

In for an enclosed space .

On for a surface .

At In 0n
At the bus stop In London On the wall
At the corner In the grand On the ceiling
At the entrance In a box On the floor
At the crossroad In a building On the carpet
At the top of page In a car On a page
Some other common uses of at/on/in

At In On
At home In a car On a busIn a car On a bus
At work In a taxi On a train
In a taxi On a train
At school In a helicopter On a plan
In a helicopter On a plane
At university In an elevator On a bicycle
In an elevator On a bicycle
At the top In the sky On the radio
In the sky On the radio
At the bottom In the street On the left
In the street On the left
At the side In a row On a horse
In a row On a horse
At reception In a bout On a bout

35
 Article
Articles in English are complicated, and there are many rules for their use.
However, learning a few general rules about the use of the articles is helpful; the
logic of these rules can be transferred to most uses of the article. In addition to
learning the rules, you can gain a good working use of the articles through reading
and listening. Remember that the article is not stressed, so don't listen for its full
value! Also, ask native speakers to help you when you don't know whether or not
to use the article.

‫اػذ اٌؼبِخ‬ٛ‫ فئْ رؼٍُ ثؼغ اٌم‬، ‫ِغ رٌه‬ٚ .‫ب‬ِٙ‫اػذ العزخذا‬ٛ‫ذ ِٓ اٌم‬٠‫ٕ٘بن اٌؼذ‬ٚ ، ‫خ ِؼمذح‬٠‫ض‬١ٍ‫ثبٌٍغخ اإلٔغ‬
‫اػذ‬ٛ‫ رؼٍُ اٌم‬ٌٝ‫ب ثبإلػبفخ إ‬ٙ‫ ِؼظُ اعزخذاِبر‬ٌٝ‫اػذ إ‬ٛ‫ّىٓ ٔمً ِٕطك ٘زٖ اٌم‬٠ ‫ذ ؛‬١‫ي اعزخذاَ اٌّمبالد ِف‬ٛ‫ؽ‬
، ٗ١ٍ‫ذ ػ‬٠‫زُ اٌزشذ‬٠ ٌُ ‫ رزوش أْ اٌّمبي‬.‫االعزّبع‬ٚ ‫ذ ِٓ خالي اٌمشاءح‬١‫ ع‬ٍّٟ‫ اعزخذاَ ػ‬ٍٝ‫ي ػ‬ٛ‫ّىٕه اٌؾظ‬٠ ،
‫ذ‬٠‫ٓ ِغبػذره ػٕذِب ال رؼشف ِب إرا وٕذ رش‬١١ٍ‫ٓ األط‬١‫ؼب ِٓ اٌّزؾذص‬ ً ٠‫ّزٗ اٌىبٍِخ! اؽٍت أ‬١‫ٌزٌه ال رغزّغ ٌم‬
. ‫اعزخذاَ اٌّمبٌخ أَ ال‬

Table of Article

Number indefinite definite

singular a/ an the
plural nothing the
Non-count nothing the

Quick hints

(a)before consonants (a book) ‫ف اٌغبوٕخ‬ٚ‫لجً اٌؾش‬

(An) before vowels (an exam) ‫ف اٌؼٍخ‬ٚ‫لجً ؽش‬

Pronunciation is what matters. ‫ِغ اِزذاداد إٌطك‬

an hour ('h' is silent and it's pronounced: an our)

Temporary illnesses: (I have a headache, a cold, a fever, a backache) ‫ِغ االِشاع‬

‫اٌّؤلزخ‬

"The" with superlative forms (He is the smartest kid I have seen.)‫ِغ اٌّفبػٍخ‬

36
Some rules using articles

Singular count nouns :

. indefinite : use „a‟

.definite : use "the"

My daughter wants to buy a dog this weekend. (Indefinite-Could be any dog)

The dog in the backyard is very cute.(Definite-The one in the backyard)

‫ وٍت‬ٞ‫ْ أ‬ٛ‫ى‬٠ ْ‫ّىٓ أ‬٠ ، ّٝ‫ش ِغ‬١‫ أعً غ‬ٌٝ‫ (إ‬.‫ع‬ٛ‫خ ٘زا األعج‬٠‫ب‬ٙٔ ٟ‫ذ ششاء وٍت ف‬٠‫ رش‬ٟ‫)اثٕز‬

ٟ‫ اٌفٕبء اٌخٍف‬ٟ‫د ف‬ٛ‫ع‬ٌّٛ‫ رٌه ا‬- ‫ذ‬١‫ (ثبٌزأو‬.‫خ‬٠‫ف ٌٍغب‬١‫ ٌط‬ٟ‫ اٌفٕبء اٌخٍف‬ٟ‫)اٌىٍت ف‬

He requested a puppy for his birthday. ‫الدح‬١ِ ‫ذ‬١‫ ػ‬ٟ‫ا ً ف‬ٚ‫ؽٍت عش‬

He wanted the puppy he played with at the pet shop. ‫ ِزغش‬ٟ‫ ٌؼت ِؼٗ ف‬ٞ‫ اٌز‬ٚ‫اساد اٌغش‬
‫فخ‬١ٌ‫أبد األ‬ٛ١‫اٌؾ‬

She ordered a hamburger without onions. ً‫ْ ثظ‬ٚ‫ؽٍجذ ّ٘جشوش ثذ‬

Did you drink the coke I just ordered? ٛ‫ب ٌٍز‬ٙ‫ ؽٍجز‬ٟ‫ال اٌز‬ٛ‫ً٘ ششثذ اٌى‬

Plural count nouns:

Use "the‫" عنذها نحذد شي هن هجووعت‬

e.g The flowers in her garden are beautiful. (definite) ‫ٍخ‬١ّ‫ب ع‬ٙ‫مز‬٠‫ ؽذ‬ٟ‫س ف‬ٛ٘‫اٌض‬

Do you like reading grammar rules? ‫اػذ‬ٛ‫ً٘ رؾت لشاءح اٌم‬

Do you like reading the grammar rules on this page? ٗ‫ ٘زٖ اٌظفؾ‬ٟ‫اػذ ف‬ٛ‫ً٘ رؾت لشاءح اٌم‬

2-Use of the

e.g He has experience. (if indefinite or mentioned for the first time) ْ‫خ خجشح (ارا وب‬٠‫ٌذ‬
)ٖٚ‫ي ِش‬ٚ‫س ال‬ٛ‫ ِزو‬ٚ‫ش ِؾذد ا‬١‫غ‬

37
He has the experience necessary for the job. (if definite or mentioned before) ‫خ‬٠‫ٌذ‬
‫فخ‬١‫ظ‬ٌٍٛ ‫اٌخجشح اٌٍضِخ‬

)ً‫س ِٓ لج‬ٛ‫ ِزو‬ٚ‫(ارا وبْ ِؾذد ا‬

3- When referring to a group of people by use of an adjective rather than a noun,

use "the".

ِٓ ً‫ػخ ِٓ االشخبص ثبعزخذاَ طفخ ثذال‬ّٛ‫ ِغ‬ٌٝ‫ؼب ػٕذ االشبسح ا‬٠‫رغزخذَ ا‬

ُ‫االع‬

the elderlyٓ١ٕ‫اٌّغ‬ unemployedٓ١ٍ‫اٌؼبؽ‬

the richٟٕ‫اٌغ‬ the sick‫غ‬٠‫اٌّش‬

the

the homelessْٚ‫اٌّزششد‬ the young ‫اٌشجبة‬

4- Some countries are preceded by "the", usually if the name is plural, contains an
adjective, or includes "of".

)ِٓ( ّٓ‫زؼ‬٠ ٚ‫ طفخ ا‬ٍٝ‫ ػ‬ٞٛ‫خز‬٠ ٚ‫لخ ػبدح ً ارا وبْ االعُ عّؼب ً ا‬ٛ‫ ثؼغ اٌجٍذاْ ِغج‬the

The United States ‫بد اٌّزؾذح‬٠‫ال‬ٌٛ‫ ا‬The Soviet Unionٟ‫ز‬١‫ف‬ٛ‫ االرؾبد اٌغ‬The Republic of
‫خ‬٠‫س‬ّٛٙ‫ع‬

America‫ىب‬٠‫اِش‬ Russia‫ب‬١‫ع‬ٚ‫س‬ Congo ٛ‫ٔغ‬ٛ‫اٌى‬

Japan ْ‫بثب‬١ٌ‫ا‬ Spain ‫ب‬١ٔ‫اعجب‬

Mexico‫ه‬١‫اٌّىغ‬

5- Rivers, Oceans, Seas, Groups of Mountains & Islands use "the" ‫طبد‬١‫اٌّؾ‬ٚ ‫بس‬ٙٔ‫األ‬
‫اٌغضس‬ٚ ‫ػبد اٌغجبي‬ّٛ‫ِغ‬ٚ ‫اٌجؾبس‬ٚ

6- Titles of People

When a title is given with a name, use nothing

38
ٟ‫ ش‬ٞ‫ ال رغزخذَ أ‬، ُ‫اْ ثبع‬ٕٛ‫زُ إػطبء ػ‬٠ ‫ػٕذِب‬

‫د‬ٛ‫س عى‬ٛ‫غ‬١‫ف‬ٚ‫ اٌجش‬ٞ‫ٓ ِبس‬٠ٛ‫زشبي و‬١ِ ‫ظ‬١‫اٌشئ‬

e.g President Michael

Queen Mary

When a title is used without a name, use "the" ‫ اعزخذَ "اي‬، ُ‫ْ اع‬ٚ‫اْ ثذ‬ٕٛ‫ػٕذ اعزخذاَ ػ‬

the queen

The professor

The president

7- When a school has "of" in its title, use "the ‫ ؽشف‬ٍٝ‫ اٌّذسعخ ػ‬ٞٛ‫ب ػٕذِب رؾز‬ٙٔ‫ا‬ٕٛ‫ ػ‬ٟ‫ف‬
ِٓ (‫اٌغش‬

e.g The University of Arizona

London

When a school does not have "of" in its title, use nothing ٚ‫ اٌّذسعخ ا‬ٞٛ‫ػٕذِب ال رؾز‬
)‫ب ال رغزخذَ( اي‬ٙٔ‫ا‬ٕٛ‫ ػ‬ٟ‫( ِٓ) ف‬ٍٝ‫اٌغبِؼخ ػ‬

e.g Lincoln High school

Moores University

7- Location versus Activity

When referring to an activity, use nothing

e.g : I am going to school now.(activity-study)

e.g:He is always on time for class. (activity-learn)

When referring to the location, use "the"

39
‫)‪e.g:The meeting is at the school. (location-campus‬‬

‫)‪e.g:They are remodeling the movie theater. (location-building‬‬

‫)‪e.g:The new student had trouble finding the class. (location-classroom‬‬

‫ػٕذ اإلشبسح إٌ‪ٔ ٝ‬شبؽ ِب ‪ ،‬ال رغزخذَ أ‪ ٞ‬ش‪ٟ‬ء‬

‫أب را٘ت اٌ‪ ٝ‬اٌّذسعخ االْ (ٔشبؽ ‪ -‬دساعخ (‬

‫٘‪ ٛ‬دائّب ف‪ ٟ‬اٌ‪ٛ‬لذ اٌّؾذد ٌٍظف‪ٔ( .‬شبؽ اٌزؼٍُ (‬

‫ػٕذ اإلشبسح إٌ‪ ٝ‬اٌّ‪ٛ‬لغ ‪ ،‬اعزخذَ "اي "‬

‫االعزّبع ف‪ ٟ‬اٌّذسعخ‪ِٛ( .‬لغ‪-‬اٌؾشَ اٌغبِؼ‪( ٟ‬‬

‫إٔ‪٠ ُٙ‬ؼ‪١‬ذ‪ ْٚ‬رشى‪ ً١‬اٌّغشػ اٌغ‪ّٕ١‬بئ‪( .ٟ‬ثٕبء اٌّ‪ٛ‬لغ (‬

‫‪ٚ‬اعٗ اٌطبٌت اٌغذ‪٠‬ذ طؼ‪ٛ‬ثخ ف‪ ٟ‬اٌؼض‪ٛ‬س ػٍ‪ ٝ‬اٌفظً‪ِٛ( .‬لغ‪-‬ؽغشح اٌذساعخ (‬

‫‪40‬‬
 Conversation
Introduction

There are some strategies you have to do it before answer this question .

1. Read the whole question

2. Answer it in your mind according your undrtstanding
3. Exclude the wrong answers

We have another strategies is

Select the best and good answer.

Read all answer option

Make an educated guess

Word you should know it‟s meaning

Suggest ‫مزشػ‬٠

Imply ّٓ‫زؼ‬٠- ٌٝ‫ش ا‬١‫ش‬٠

Refer to ٌٝ‫ش ا‬١‫ش‬٠

Mean ‫مظذ‬٠

Infer ‫غزٕزظ‬٠

For example

Ahmed: did Merry go to the bank this morning ?

Ali: yes she did ,she got a new checking account

41
What does Ali imply :

a. Merry wrote several checks

b.Merry wanted to check up on the bank

c. A new checking account was opened

d. Merry checked on the balance in her account

Read the dialogues and choose the most appropriate options to complete the
dialogues.

1.

Doctor

Take this medicine for a week and you'll start to feel better.

Patient

---------------

Doctor

Are you sure? It's the best on the market.

Patient

Yes I am. Can you please prescribe another one?

A) What shall i do if unexpected side effects arise?

B) What is the ideal dosage for my weight?

C) No, it's too early to prescribe another medicine.

D) But I've used it before and it did not help at all.

E) It looks as if the illness has already been cured.

42
2.

Jake

How did you like the movie you saw last night?

Karen

I can't say it was the best I've ever seen.

Jake

---------------

Karen

Certainly not. Do not waste your time.

A) Did you go alone or with a friend from work?

B) Hadn't you read the reviews before you went to see it?

C) What do you mean by saying it depends?

D) I knew I could always count on you.

E) Then you wouldn't recommend it, would you?

43
3.

Father

What? You crashed the car again?

Son

---------------

Father

I'm sure it wasn't. This is the third accident you have had this year.

Son

You're very angry now, dad. We had better talk about this later on.

A) I do apologize. I promise it won't happen again.

B) Was the car in good condition?

C) But it wasn't my fault. You've got to believe me.

D) Was it worth the money and time you had wasted?

E) Why do you ask? Don't you know it's too late now?

44
4.

Chuck

---------------

Sue

Why do you think so?

Chuck

Whenever we meet, she pretends not to see me.

Sue

I don't think it's because she hasn't got over her anger. She's having

a bad time at work nowadays.

A) It seems that Martha is still angry with me.

B) Martha will never make a good manager.

C) I have never seen a smarter woman than Martha.

D) One thing that I especially like about Martha is her sincerity.

E) Martha has finally managed to get over her resentment.

45
 Reading comprehension
Introduction

In the reading test ,your task is to read one short passage and answer it :

Five multiple –choice items.

Five true and false items .

‫ت‬١ٌ‫عذ خّظ ِطب‬ٛ‫ي ر‬ٚ‫ اٌغؤاي اال‬ٟ‫ف‬

1-on textual information -‫ِٗ ِٓ اٌمطؼخ‬ٍٛ‫ِؼ‬

2-on textual information ‫ِخ ِٓ اٌمطؼخ‬ٍٛ‫ِؼ‬

3-on the main idea of the passage ‫ع اٌمطؼخ‬ٛ‫ػ‬ِٛ ٓ‫ِخ ػ‬ٍٛ‫ِؼ‬

4-on vocabulary ‫ ِفشدح ِٓ اٌمطؼخ‬ٕٝ‫ػٓ ِؼ‬

5- on vocabulary‫ ِفشدح ِٓ اٌمطؼخ‬ٕٝ‫ػٓ ِؼ‬

(synonym-refer to –means) (opposite –antonym)

ّٓ‫زؼ‬٠ ‫ ِٓ اٌمخػخ‬ٟٔ‫اٌفشع اٌضب‬

2- Five true &false items

1-on textual information ‫ِخ ِٓ اٌمطؼخ‬ٍٛ‫ِؼ‬

2- on textual information ‫ِخ ِٓ اٌمطؼخ‬ٍٛ‫ِؼ‬

3- on textual information ‫ِخ ِٓ اٌمطؼخ‬ٍٛ‫ِؼ‬

4-Inference knowledge ‫خ ِٓ اٌمطؼخ‬١‫ِخ اعزٕزبع‬ٍٛ‫ِؼ‬

-5Inference knowledge ‫خ ِٓ اٌمطؼخ‬١‫ِخ اعزٕزبع‬ٍٛ‫ِؼ‬

‫ؼ اٌخطأ‬١‫ظ اٌزظؾ‬١ٌٚ ‫ خطب‬ٚ‫ْ االعبثخ فمؾ طؼ ا‬ٛ‫رى‬

46
 ٌٟ‫ْ ثبٌشىً اٌزب‬ٛ‫أّبؽ االعئٍخ رى‬

This passage is mainly about:

A B C D ‫ع اٌمطؼخ‬ٛ‫ػ‬ِٛ ٓ‫ٌٍغؤاي ػ‬

The passage is concerned with ‫خ االلطؼخ‬٠‫ ثذا‬ٟ‫دح ف‬ٛ‫ع‬ِٛ ْٛ‫ب رى‬ٙ‫بٔب اعبثز‬١‫ اؽ‬ٚ

A B C D

In line 3 ,the word „ ….. means ‫غأي ػٓ ِفشدح‬٠ ‫ سلُ عطش ٕ٘ب‬ٍٝ‫ ػ‬ٞٛ‫ؾز‬٠ ‫ْ اٌغؤاي‬ٛ‫ى‬٠ ‫ػٕذِب‬

A B C D ‫ ِشادف‬ٚ‫اِب ِؼبوظ ا‬

For the main idea question , look at the first line of passage .

For vocabulary question ,look at the line number

For the directly and indirectly answered detail question ,choose a key word in the
question , and skim for that key word (or a related idea )in the passage

For overall review questions , the answer are found anywhere in the passage

ُٙ‫ك اٌف‬٠‫اة ػٓ ؽش‬ٛ‫ؾذد اٌغ‬٠ٚ ‫دحثؼذ لشائخ اٌمطؼخ وبٍِخ‬ٛ‫ع‬ِٛ ْٛ‫خ رى‬١‫ثبٌٕغجخ ٌالعئٍخ االعزٕزبع‬

47
 Sample
Many people have heard of Helen Keller. She is famous because she was
unable to see or hear, but learned to speak and read and went onto attend college
and earn a degree. Her life is a very interesting story, one that she developed into
an autobiography, which was then adapted into both a stage

Helen Keller was not born blind and deaf. When she was a small baby, she
had a very high fever for several days. As a result of her sudden illness, baby
Helen lost her eyesight and her hearing. Because she was so young when she went
deaf and blind, Helen Keller never had any recollection of being able to see or
hear. Since she could not hear, she could not learn to talk. Since she could not see,
it was difficult for her to move around. For the first six years of her life, her world
was very still and dark.

Imagine what Helen‟s childhood must have been like. She could not hear her
mother‟s voice. She could not see the beauty of her parent‟s farm. She could not
recognize who was giving her a hug, or a bath or even where her bedroom was
each night. More sad, she could not communicate with her

parents in any way. She could not express her feelings or tell them the things she
wanted. It must have been a very sad childhood.

48
 When Helen was six years old, her parents hired her a teacher named Anne
Sullivan. Anne was a young woman who was almost blind. However, she could
hear and she could read Braille, so she was a perfect teacher for young Helen. At
first, Anne had a very hard time teaching Helen anything. She described her first
impression of Helen as a “wild thing, not a child.” Helen did not like Anne at first
either. She bit and hit Anne when Anne tried to teach her. However, the two of
them eventually came to have a great deal of love and respect.

Anne taught Helen to hear by putting her hands on people‟s throats. She
could feel the sounds that people made. In time, Helen learned to feel what people
said. Next, Anne taught Helen to read Braille, which is a way that books are
written for the blind. Finally, Anne taught Helen to talk. Although Helen did learn
to talk, it was hard for anyone but Anne to understand her.

As Helen grew older, more and more people were amazed by her story. She
went to college and wrote books about her life. She gave talks to the public, with
Anne at her side, translating her words. Today, both Anne Sullivan and Helen
Keller are famous women who are respected for their lives‟ work.

49
1. Helen Keller could not see and hear and so, what was her biggest problem in
childhood?

a. Inability to communicate

b. Inability to walk

c. Inability to play

d. Inability to eat

2. Helen learned to hear by feeling the vibrations people made when they spoke.
What were these vibrations were felt through?

a. Mouth

b. Throat

c. Ears

d. Lips

3. From the passage, we can infer that Anne Sullivan was a patient teacher. We can
infer this because

a. Helen hit and bit her and Anne still remained her

teacher.

b. Anne taught Helen to read only.

c. Anne was hard of hearing too.

d. Anne wanted to be a teacher.

50
4. Helen Keller learned to speak but Anne translated her words when she spoke in
public. The reason Helen needed a translator was because

a. Helen spoke another language.

b. Helen‟s words were hard for people to understand.

c. Helen spoke very quietly.

d. Helen did not speak but only used sign language

5.In the first line the word „famous „means

a. Popular

b. Well-known

c. Sociable

d. Humbler

6. In line eight the antonym of word „dark „ is -----

a. Shine

b. Bright

c. Brillant

d. Lambent

51
‫‪7. The suitable title for Hellen‟s life is‬‬

‫‪a. power‟s will‬‬

‫‪b. To give in‬‬

‫‪c.forgiveness‬‬

‫‪d. The sacrifice‬‬

‫عّغ اٌىض‪١‬ش ِٓ إٌبط ػٓ ٘‪ ٓ١ٍ١‬و‪ٍ١‬ش‪ .‬إٔ‪ٙ‬ب ِش‪ٛٙ‬سح ألٔ‪ٙ‬ب ٌُ رىٓ لبدسح ػٍ‪ ٝ‬اٌشي‪٠‬خ أ‪ ٚ‬اٌغّغ ‪ٌ ،‬ىٕ‪ٙ‬ب رؼٍّذ‬
‫اٌزؾذس ‪ٚ‬اٌمشاءح ‪ٚ‬ر٘جذ إٌ‪ ٝ‬اٌىٍ‪١‬خ ‪ٚ‬ؽظٍذ ػٍ‪ ٝ‬دسعخ ػٍّ‪١‬خ‪ .‬ؽ‪١‬بر‪ٙ‬ب لظخ ش‪١‬مخ ٌٍغب‪٠‬خ ‪ ،‬لظخ ؽ‪ٛ‬سر‪ٙ‬ب‬
‫ٌزظجؼ ع‪١‬شح رار‪١‬خ ‪ٚ ،‬اٌز‪ ٟ‬رُ رى‪١١‬ف‪ٙ‬ب ثؼذ رٌه ف‪ ٟ‬وً ِٓ اٌّغشػ ‪.‬‬

‫ِغشؽ‪١‬خ ‪ٚ‬ف‪ .ٍُ١‬و‪١‬ف رغٍجذ ٘‪ ٓ١ٍ١‬و‪ٍ١‬ش ػٍ‪ ٝ‬إػبلبر‪ٙ‬ب ٌزظجؼ اِشأح ِش‪ٛٙ‬سح؟ ربثغ اٌمشاءح ٌّؼشفخ رٌه ‪.‬‬

‫٘‪ ٓ١ٍ١‬و‪ٍ١‬ش ٌُ ر‪ٌٛ‬ذ ػّ‪١‬بء ‪ٚ‬طّبء‪ .‬ػٕذِب وبٔذ ؽفٍخ طغ‪١‬شح ‪ ،‬وبٔذ رؼبٔ‪ ِٓ ٟ‬اسرفبع شذ‪٠‬ذ ف‪ ٟ‬دسعخ‬
‫ٔظشا ألٔ‪ٙ‬ب وبٔذ طغ‪١‬شح‬
‫ً‬ ‫اٌؾشاسح ٌؼذح أ‪٠‬بَ‪ٔ .‬ز‪١‬غخ ِشػ‪ٙ‬ب اٌّفبعئ ‪ ،‬فمذد اٌطفٍخ ٘‪ ٓ١ٍ١‬ثظش٘ب ‪ٚ‬عّؼ‪ٙ‬ب‪.‬‬
‫ٔظشا ألٔ‪ٙ‬ب ٌُ‬
‫ً‬ ‫عذًا ػٕذِب أط‪١‬جذ ثبٌظُّ ‪ٚ‬اٌؼّ‪ ٌُ ، ٝ‬رززوش ٘‪ ٓ١ٍ١‬و‪ٍ١‬ش أثذًا أٔ‪ٙ‬ب لبدسح ػٍ‪ ٝ‬اٌشي‪٠‬خ أ‪ ٚ‬اٌغّغ‪.‬‬
‫ٔظشا ألٔ‪ٙ‬ب ٌُ رغزطغ اٌشي‪٠‬خ ‪ ،‬وبْ ِٓ اٌظؼت ػٍ‪ٙ١‬ب اٌزؾشن‪ .‬خالي‬ ‫ً‬ ‫رغزطغ اٌغّغ ‪ ٌُ ،‬رغزطغ رؼٍُ اٌىالَ‪.‬‬
‫‪.‬اٌغٕ‪ٛ‬اد اٌغذ األ‪ ِٓ ٌٝٚ‬ؽ‪١‬بر‪ٙ‬ب ‪ ،‬وبْ ػبٌّ‪ٙ‬ب عبوًٕب ‪ِٚ‬ظٍ ًّب ٌٍغب‪٠‬خ ‪.‬‬

‫رخ‪ ً١‬و‪١‬ف وبٔذ ؽف‪ٌٛ‬خ ٘‪ ٌُ .ٓ١ٍ١‬رغزطغ عّبع ط‪ٛ‬د ‪ٚ‬اٌذر‪ٙ‬ب‪ ٌُ .‬رغزطغ سي‪٠‬خ عّبي ِضسػخ ‪ٚ‬اٌذ‪ٙ٠‬ب‪ٌُ .‬‬
‫رغزطغ اٌزؼشف ػٍ‪ ِٓ ٝ‬وبْ ‪٠‬ؼبٔم‪ٙ‬ب أ‪٠ ٚ‬غزؾُ أ‪ ٚ‬ؽز‪ِ ٝ‬ىبْ غشفخ ٔ‪ِٙٛ‬ب وً ٌ‪ٍ١‬خ‪ .‬أوضش ؽضٔب ‪ ٌُ ،‬رغزطغ‬
‫اٌز‪ٛ‬اطً ِؼ‪ٙ‬ب‪.‬‬

‫ا‪٢‬ثبء ثأ‪ ٞ‬شىً ِٓ األشىبي‪ ٌُ .‬رغزطغ اٌزؼج‪١‬ش ػٓ ِشبػش٘ب أ‪ ٚ‬إخجبسُ٘ ثبألش‪١‬بء اٌز‪ ٟ‬رش‪٠‬ذ٘ب‪ .‬ال ثذ أٔ‪ٙ‬ب‬
‫وبٔذ ؽف‪ٌٛ‬خ ؽض‪ٕ٠‬خ ٌٍغب‪٠‬خ ‪.‬‬

‫‪52‬‬
‫ػٕذِب وبٔذ ٘‪ ٓ١ٍ١‬رجٍغ ِٓ اٌؼّش عذ عٕ‪ٛ‬اد ‪ٚ ،‬ظف‪ٙ‬ب ‪ٚ‬اٌذا٘ب ِؼٍّخ رذػ‪ ٝ‬آْ ع‪١ٌٛ‬فبْ‪ .‬وبٔذ آْ شبثخ شجٗ‬
‫ػّ‪١‬بء‪ِٚ .‬غ رٌه ‪ ،‬وبٔذ رغّغ ‪ٚ‬رمشأ ؽش‪٠‬مخ ثش‪ٌ ، ً٠‬زا وبٔذ ِؼٍّخ ِضبٌ‪١‬خ ٌ‪ ٓ١ٍ١ٙ‬اٌظغ‪١‬شح‪ .‬ف‪ ٟ‬اٌجذا‪٠‬خ ‪،‬‬
‫‪ٚ‬اع‪ٙ‬ذ آْ طؼ‪ٛ‬ثخ ثبٌغخ ف‪ ٟ‬رؼٍ‪ ٓ١ٍ١٘ ُ١‬أ‪ ٞ‬ش‪ٟ‬ء‪ٚ .‬طفذ أطجبػ‪ٙ‬ب األ‪ٚ‬ي ػٓ ٘‪ ٓ١ٍ١‬ثأٔٗ "ش‪ٟ‬ء ‪ٚ‬ؽش‪، ٟ‬‬
‫ؼب‪ٌ .‬مذ ػؼذ ‪ٚ‬ػشثذ آْ ػٕذِب ؽب‪ٌٚ‬ذ آْ رؼٍ‪ّٙ١‬ب‪ِٚ .‬غ‬ ‫‪١ٌٚ‬ظ ؽفٍخ"‪ ٌُ .‬رؾت ٘‪ ٓ١ٍ١‬آْ ف‪ ٟ‬اٌجذا‪٠‬خ أ‪ً ٠‬‬
‫رٌه ‪ ،‬ؽظً االصٕبْ ف‪ ٟ‬إٌ‪ٙ‬ب‪٠‬خ ػٍ‪ ٝ‬لذس وج‪١‬ش ِٓ اٌؾت ‪ٚ‬االؽزشاَ ‪.‬‬

‫ػٍّذ آْ ٘‪ ٓ١ٍ١‬أْ رغّغ ِٓ خالي ‪ٚ‬ػغ ‪٠‬ذ‪ٙ٠‬ب ػٍ‪ ٝ‬ؽٍك إٌبط‪ّ٠ .‬ىٕ‪ٙ‬ب أْ رشؼش ثبألط‪ٛ‬اد اٌز‪٠ ٟ‬ظذس٘ب‬
‫إٌبط‪ .‬ثّش‪ٚ‬س اٌ‪ٛ‬لذ ‪ ،‬رؼٍّذ ٘‪ ٓ١ٍ١‬أْ رشؼش ثّب ‪٠‬م‪ ٌٗٛ‬إٌبط‪ .‬ثؼذ رٌه ‪ ،‬ػٍّّذ آْ ٘‪ ٓ١ٍ١‬لشاءح ؽش‪٠‬مخ‬
‫خ‪١‬شا ‪ ،‬ػٍّذ آْ ٘‪ ٓ١ٍ١‬أْ رزؾذس‪ .‬ػٍ‪ ٝ‬اٌشغُ ِٓ أْ ٘‪ٓ١ٍ١‬‬ ‫ثش‪ ٟ٘ٚ ، ً٠‬ؽش‪٠‬مخ رُىزت اٌىزت ٌٍّىف‪ٛ‬ف‪ .ٓ١‬أ ً‬
‫رؼٍّذ اٌزؾذس ‪ ،‬وبْ ِٓ اٌظؼت ػٍ‪ ٝ‬أ‪ ٞ‬شخض غ‪١‬ش آْ ف‪ّٙٙ‬ب ‪.‬‬

‫ِغ رمذَ ٘‪ ٓ١ٍ١‬ف‪ ٟ‬اٌؼّش ‪ ،‬أذ٘ش اٌىض‪١‬ش ِٓ إٌبط ِٓ لظز‪ٙ‬ب‪ .‬ر٘جذ إٌ‪ ٝ‬اٌىٍ‪١‬خ ‪ٚ‬وزجذ وزجًب ػٓ ؽ‪١‬بر‪ٙ‬ب‪.‬‬
‫‪Anne Sullivan ٚHelen‬أػطذ ِؾبدصبد ٌٍغّ‪ٛٙ‬س ‪ِ ،‬غ آْ ثغبٔج‪ٙ‬ب ‪ٚ ،‬رشعّذ وٍّبر‪ٙ‬ب‪ .‬اٌ‪ ، َٛ١‬وً ِٓ‬
‫ِٓ إٌغبء اٌّش‪ٛٙ‬ساد اٌٍ‪ٛ‬ار‪٠ ٟ‬ؾظ‪ ٓ١‬ثبالؽزشاَ ٌؼٍّ‪ ٓٙ‬ف‪ ٟ‬اٌؾ‪١‬بح ‪.Keller‬‬

‫‪ ٓ١ٍ١٘ .9‬و‪ٍ١‬ش ٌُ رغزطغ اٌشي‪٠‬خ ‪ٚ‬اٌغّغ ‪٘ٚ‬ىزا ‪ِ ،‬ب ٘‪ ٟ‬أوجش ِشىٍز‪ٙ‬ب ف‪ ٟ‬اٌطف‪ٌٛ‬خ ‪.‬‬

‫أ‪ .‬ػذَ اٌمذسح ػٍ‪ ٝ‬اٌز‪ٛ‬اطً‬

‫ة‪ .‬ػذَ اٌمذسح ػٍ‪ ٝ‬اٌّش‪ٟ‬‬

‫ط‪ .‬ػذَ اٌمذسح ػٍ‪ ٝ‬اٌٍؼت‬

‫د‪ .‬ػذَ اٌمذسح ػٍ‪ ٝ‬األوً‬

‫‪53‬‬
‫‪ .10‬رؼٍّذ ٘‪ ٓ١ٍ١‬اٌغّبع ِٓ خالي اٌشؼ‪ٛ‬س ثبال٘زضاصاد اٌز‪٠ ٟ‬ظذس٘ب إٌبط ػٕذِب ‪٠‬زؾذص‪ِ .ْٛ‬ب اٌز‪. ٞ‬‬
‫شؼشد ثٗ ٘زٖ اال٘زضاصاد؟‬

‫أ‪ .‬فُ‬

‫ة‪ .‬ؽٍك‬

‫ط‪ .‬آراْ‬

‫د‪ .‬شفٗ‬

‫‪ ِٓ .11‬اٌّمطغ ‪ّ٠ ،‬ىٕٕب أْ ٔغزٕزظ أْ آْ ع‪١ٌٛ‬فبْ وبٔذ ِؼٍّخ طج‪ٛ‬س‪ّ٠ .‬ىٕٕب أْ ٕٔىش ٘زا ثغجت ‪.‬‬

‫أ‪ .‬ػشثز‪ٙ‬ب ٘‪ٚ ٓ١ٍ١‬ػؼز‪ٙ‬ب ‪ٚ‬ظٍذ آْ ٘‪ٟ‬‬

‫‪ِ.‬ؼٍُ‬

‫‪.‬ة‪ .‬ػٍّذ آْ ٘‪ ٓ١ٍ١‬اٌمشاءح فمؾ‬

‫ؼب‬
‫‪.‬ط‪ .‬وبٔذ آْ رغّغ أ‪ً ٠‬‬
‫‪.‬د‪ .‬أسادد آْ أْ رظجؼ ِؼٍّخ‬

‫‪ ٓ١ٍ١٘.12‬و‪ٍ١‬ش رؼٍّذ اٌزؾذس ٌىٓ آْ رشعّذ وٍّبر‪ٙ‬ب ػٕذِب رؾذصذ ف‪ ٟ‬األِبوٓ اٌؼبِخ‪ .‬وبْ عجت ‪.‬‬
‫اؽز‪١‬بط ٘‪ٌّ ٓ١ٍ١‬زشعُ ٘‪ ٛ‬رٌه‬

‫‪.‬أ‪ .‬رؾذصذ ٘‪ٌ ٓ١ٍ١‬غخ أخش‪ٜ‬‬

‫‪.‬ة‪ .‬وبْ ِٓ اٌظؼت ػٍ‪ ٝ‬إٌبط ف‪ ُٙ‬وٍّبد ٘‪ٓ١ٍ١‬‬

‫‪.‬ط‪ .‬رؾذصذ ٘‪ ٓ١ٍ١‬ث‪ٙ‬ذ‪ٚ‬ء شذ‪٠‬ذ‬

‫‪.‬د‪ ٌُ .‬رزؾذس ٘‪ ٓ١ٍ١‬ثً اعزخذِذ ٌغخ اإلشبسح فمؾ‬

‫‪54‬‬
 Essay writing
planning and writing an essay

Read the question or essay title carefully to make sure you understand exactly what
is required .

Brainstorming

Quickly note down some ideas on the topic as you think of them .Then write down
some vocabulary that you know you will need to write about this subject .

planning

If you are asked to discuss a topic or give your opinion it is important to organize
your thoughts and present your arguments clearly in paragraph ,and to work out the
structure of your essay before you start to write

 Essay plan

paragraph 1

Introduce the topic

paragraph 2

Give points of view and information ,in support of the argument with reasons

paragraph 3

Give contrasting views

55
paragraph 4

Conclude

(give your own opinion or interpretation )

Useful links and markers

Introducing a point

Nowadays many people order food online rather than cooking at home .

There are two main reasons for this ,

Firstly ……..

Describing consequences

As a result , level of fitness are declining

Consequently , obesity and high cholesterol levels are becoming increasingly

widespread

To give more information

*In addition ,increasing amount of oily ,spicy and unhygienic fast food is being
consumed .

*Furthermore /moreover , people spend a great deal of time surfing the internet or
watching T.V

*Finally /Lastly , parents are less likely to teach their children how to cook and
benefits of homemade

food.

To introducing a contrasting point

56
*However, some school are trying to encourage healthier eating habits .

*in contrast , other countries have introduce compulsory cooking lessons .

*On the other hand , certain recipes are experiencing increased popularity

*While /Whereas , the government wants to tackle the issue , advertisers continue
to target young people .

Concluding

*In conclusion / to sum up , it is the responsibility ,not of the government , but of

the individual to change their lifestyle.

*To conclude , rather than relying on online food delivery ,people and especially
parents should cook at home to reap the health benefits

What is a paragraph ?

Paragraph definition : A paragraph is a unit of writing in a larger body of

work. A paragraph expresses a particular topic or theme.

ٓ١‫ع ِؼ‬ٛ‫ػ‬ِٛ ٚ‫ع ا‬ٛ‫ػ‬ِٛ ٓ‫ش ِٓ اٌؼًّ اٌفمشح رؼجش ػ‬١‫ وج‬ٞ‫ عض‬ٟ‫ؽذح ِٓ اٌىزبثخ ف‬ٚ ٟ٘ ‫اٌفمشح‬

What is a Paragraph?

A paragraph is a component of fictional prose and non-fiction writings

‫خ‬١‫الؼ‬ٌٛ‫اٌىزبثخ ا‬ٚ ٌٟ‫ب‬١‫ٔبد إٌضش اٌخ‬ٛ‫ اؽذ ِى‬ٟ٘

When writing essays, research papers, books, etc., new paragraphs are
indented to show their beginnings. Each new paragraph begins with a new
indentation.

‫بس‬ٙ‫ذح الػ‬٠‫ػغ ِغبفخ ثبدئخ ٌفمشاد عذ‬ٚ ُ‫ز‬٠، ‫ رٌه‬ٌٝ‫ِب ا‬ٚ ‫خ‬١‫ساق اٌجؾض‬ٚ‫اال‬ٚ ‫ػٕذ وزبثخ اٌّمبالد‬
‫ش رجذا وً فمشح‬١‫ب ؽ‬ٙ‫بر‬٠‫ثذا‬

‫ذح‬٠‫ذح ثّغبفخ ثبدئخ عذ‬٠‫عذ‬

57
 The purpose of a paragraph is to express a speaker‟s thoughts on a particular
point in a clear way that is unique and specific to that paragraph. In other words,
paragraphs shouldn‟t be mixing thoughts or ideas. When a new idea is introduced,
generally, a writer will introduce a new paragraph.

‫ِؾذدح ٌزٍه‬ٚ ‫ذح‬٠‫اػؾخ فش‬ٚ ‫مخ‬٠‫ٕخ ثطش‬١‫ي ٔمطخ ِؼ‬ٛ‫ش ػٓ أفىبس اٌّزؾذس ؽ‬١‫ اٌزؼج‬ٛ٘ ‫اٌغشع ِٓ اٌفمشح‬
‫ُ فىشح‬٠‫زُ رمذ‬٠ ‫ ػٕذِب‬.‫ األفىبس‬ٚ‫ظ ِٓ األفىبس أ‬٠‫ْ اٌفمشاد ػجبسح ػٓ ِض‬ٛ‫غت أال رى‬٠ ، ‫ آخش‬ٕٝ‫ ثّؼ‬.‫اٌفمشح‬
.‫ذح‬٠‫مذَ اٌىبرت فمشح عذ‬١‫ ع‬، َ‫ ثشىً ػب‬، ‫ذح‬٠‫عذ‬

What is the basic paragraph structure

A topic sentence : is the first sentence of the body paragraph. Simply put, the
topic sentence introduces the topic of the paragraph. A good topic sentence will be
broad enough to allow for explication but narrow enough that it does not require a
paragraph that is too long.

ْٛ‫ عزى‬.‫ع اٌفمشح‬ٛ‫ػ‬ِٛ ‫خ‬١‫ رمذَ اٌغٍّخ االفززبؽ‬، ‫ ثجغبؽخ‬. ‫ ِٓ فمشح‬ٌٝٚ‫ اٌغٍّخ األ‬ٟ٘ ‫خ‬١‫اٌغٍّخ االفززبؽ‬
‫ٍخ‬٠ٛ‫ش ال رزطٍت فمشح ؽ‬١‫ ثؾ‬ٟ‫ىف‬٠ ‫مخ ثّب‬١‫ب ػ‬ٕٙ‫ٌى‬ٚ ‫ش‬١‫ ٌٍغّبػ ثبٌزفغ‬ٟ‫ىف‬٠ ‫اعؼخ ثّب‬ٚ ‫ذح‬١‫ع اٌغ‬ٛ‫ػ‬ٌّٛ‫عٍّخ ا‬
.‫عذًا‬

The supporting sentences of a paragraph :are the sentences between the topic
sentence and the concluding sentence. The supporting sentences “support” the
topic sentence. That is, they explain and elaborate the point of the paragraph.

‫ اٌغًّ اٌذاػّخ "رذػُ" عٍّخ‬.‫خ‬١ِ‫اٌغٍّخ اٌخزب‬ٚ ‫خ‬١‫ٓ اٌغٍّخ االفززبؽ‬١‫ اٌغًّ ث‬ٟ٘ ‫ٌغًّ اٌذاػّخ ٌٍفمشح‬
.‫ْ ٔمطخ اٌفمشح‬ٛ‫ػؾ‬ٛ٠ٚ ْٛ‫ششؽ‬٠ ُٙٔ‫ أ‬ٞ‫ أ‬.‫ع‬ٛ‫ػ‬ٌّٛ‫ا‬

The concluding sentence: is the last sentence in the paragraph. It should succinctly
end the paragraph

.‫غبص‬٠‫بء اٌفمشح ثئ‬ٙٔ‫ٗ إ‬١ٍ‫غت ػ‬٠ .‫ اٌفمشح‬ٟ‫شح ف‬١‫ اٌغٍّخ األخ‬ٟ٘ ‫خ‬١ِ‫ٌغٍّخ اٌخزب‬

58
Sample 1
Social media

The second generation of the web has begun to appear and allows
communication between the second generation of the web and allows
communication between users in the environment of their interests, links or ties.

Flying on the site (My Space), in (My Space), in (December of the year 2004
AD), its pages reached more than the Google search engine, and its competitor
(Facebook application) which was made available in 2007. m) Applications for
developers to create new applications for the site and thus significantly increase the
number of its users.

There are lots of positive and negative uses of social media in our daily life .The
positive uses can lead people to productive use of time , healthy conversations in
which people like and enjoy by sharing personal and professional activities with a
wide variety of people , groups and communities .

The negative uses of social media start when we don‟t have an alternative to
spending time . When people are bored with work when students are bored with
study when they feel low or even highly confident they go on social media .

Social media is a time pass platform for most people , especially the
younger population . The content on social media is so much engaging that people
even forget about the time and their goals .Social media networking websites and
apps create captivating content to make people excited ,but this happen to much an
extent that people find themselves being addicted to do it.

59
 ‫وسائل الخواصل االجخواعي‬

‫ثذأ اٌغ‪ ً١‬اٌضبٔ‪ ِٓ ٟ‬اٌ‪٠ٛ‬ت ف‪ ٟ‬اٌظ‪ٛٙ‬س ‪٠ٚ‬غّؼ ثبالرظبي ث‪ ٓ١‬اٌغ‪ ً١‬اٌضبٔ‪ ِٓ ٟ‬اٌ‪٠ٛ‬ت ‪٠ٚ‬غّؼ ثبالرظبي ث‪ٓ١‬‬
‫اٌّغزخذِ‪ ٓ١‬ف‪ ٟ‬ث‪١‬ئخ ا٘زّبِبر‪ ُٙ‬أ‪ ٚ‬س‪ٚ‬اثط‪ ُٙ‬أ‪ ٚ‬س‪ٚ‬اثط‪.ُٙ‬‬

‫‪ ،‬ف‪( ٟ‬د‪٠‬غّجش ِٓ اٌؼبَ ‪ٚ ، )َ 2004‬طٍذ )‪ ،(My Space‬ف‪(My Space) ٟ‬رؾٍك ػٍ‪ِٛ ٝ‬لغ‬
‫اٌز‪ ٞ‬رُ ر‪ٛ‬ف‪١‬شٖ ف‪ ٟ‬ػبَ )‪ِٕٚ ،Facebook‬بفغٗ (رطج‪١‬ك ‪Google‬طفؾبرٗ إٌ‪ ٝ‬أوضش ِٓ ِؾشن ثؾش‬
‫‪ ) َ .2002.‬رطج‪١‬مبد ٌٍّط‪ٛ‬س‪ ٓ٠‬إلٔشبء رطج‪١‬مبد عذ‪٠‬ذح ٌٍّ‪ٛ‬لغ ‪ٚ‬ثبٌزبٌ‪ ٟ‬ص‪٠‬بدح ػذد ِغزخذِ‪ٙ١‬ب ثشىً وج‪١‬ش‬

‫ٕ٘بن اٌىض‪١‬ش ِٓ االعزخذاِبد اإل‪٠‬غبث‪١‬خ ‪ٚ‬اٌغٍج‪١‬خ ٌ‪ٛ‬عبئً اٌز‪ٛ‬اطً االعزّبػ‪ ٟ‬ف‪ ٟ‬ؽ‪١‬برٕب اٌ‪١ِٛ١‬خ ‪ّ٠ٚ ،‬ىٓ‬
‫أْ رم‪ٛ‬د االعزخذاِبد اإل‪٠‬غبث‪١‬خ إٌبط إٌ‪ ٝ‬االعزخذاَ اٌّضّش ٌٍ‪ٛ‬لذ ‪ٚ ،‬اٌّؾبدصبد اٌظؾ‪١‬خ اٌز‪٠ ٟ‬ؾج‪ٙ‬ب إٌبط‬
‫‪٠ٚ‬غزّزؼ‪ ْٛ‬ث‪ٙ‬ب ِٓ خالي ِشبسوخ األٔشطخ اٌشخظ‪١‬خ ‪ٚ‬اٌّ‪١ٕٙ‬خ ِغ ِغّ‪ٛ‬ػخ ِزٕ‪ٛ‬ػخ ِٓ األشخبص‬
‫‪ٚ‬اٌّغّ‪ٛ‬ػبد‪ٚ .‬اٌّغزّؼبد‪.‬‬

‫رجذأ االعزخذاِبد اٌغٍج‪١‬خ ٌ‪ٛ‬عبئً اٌز‪ٛ‬اطً االعزّبػ‪ ٟ‬ػٕذِب ال ‪٠‬ى‪ٌ ْٛ‬ذ‪ٕ٠‬ب ثذ‪ٌ ً٠‬مؼبء اٌ‪ٛ‬لذ‪ .‬ػٕذِب‬
‫‪٠‬شؼش إٌبط ثبًٌٍّ ِٓ اٌؼًّ ػٕذِب ‪٠‬شؼش اٌطالة ثبًٌٍّ ِٓ اٌذساعخ ػٕذِب ‪٠‬شؼش‪ ْٚ‬ثبٌؼؼف أ‪ ٚ‬ؽز‪ ٝ‬ثضمخ‬
‫ػبٌ‪١‬خ ِٓ اعزخذاِ‪ٌّٛ ُٙ‬الغ اٌز‪ٛ‬اطً االعزّبػ‪.ٟ‬‬

‫‪ٚ‬عبئً اٌز‪ٛ‬اطً االعزّبػ‪ ٟ٘ ٟ‬ػجبسح ػٓ ِٕظخ ٌزّش‪٠‬ش اٌ‪ٛ‬لذ ٌّؼظُ إٌبط ‪ٚ ،‬خبطخ اٌشجبة‪.‬‬
‫اٌّؾز‪ ٜٛ‬ػٍ‪ٚ ٝ‬عبئً اٌز‪ٛ‬اطً االعزّبػ‪ِّ ٟ‬زغ ٌٍغب‪٠‬خ ٌذسعخ أْ إٌبط ‪ٕ٠‬غ‪ ْٛ‬اٌ‪ٛ‬لذ ‪ٚ‬أ٘ذاف‪ .ُٙ‬رٕشئ ِ‪ٛ‬الغ‬
‫آعشا ٌغؼً إٌبط ِزؾّغ‪ٌٚ ، ٓ١‬ىٓ ٘زا ‪٠‬ؾذس إٌ‪ ٝ‬ؽذ وج‪١‬ش‬
‫‪ٚ‬رطج‪١‬مبد شجىبد اٌز‪ٛ‬اطً االعزّبػ‪ِ ٟ‬ؾز‪ً ٜٛ‬‬
‫ٌذسعخ أْ إٌبط ‪٠‬غذ‪ ْٚ‬أٔفغ‪ِ ُٙ‬ذِٕ‪ ٓ١‬ػٍ‪ ٝ‬اٌم‪١‬بَ ثزٌه ‪..‬‬

‫‪ٚ‬عبئً اٌز‪ٛ‬اطً االعزّبػ‪ ٟ٘ ٟ‬ػجبسح ػٓ ِٕظخ ٌزّش‪٠‬ش اٌ‪ٛ‬لذ ٌّؼظُ إٌبط ‪ٚ ،‬خبطخ اٌشجبة‪.‬‬
‫اٌّؾز‪ ٜٛ‬ػٍ‪ٚ ٝ‬عبئً اٌز‪ٛ‬اطً االعزّبػ‪ِّ ٟ‬زغ ٌٍغب‪٠‬خ ٌذسعخ أْ إٌبط ‪ٕ٠‬غ‪ ْٛ‬اٌ‪ٛ‬لذ ‪ٚ‬أ٘ذاف‪ .ُٙ‬رٕشئ ِ‪ٛ‬الغ‬
‫آعشا ٌغؼً إٌبط ِزؾّغ‪ٌٚ ، ٓ١‬ىٓ ٘زا ‪٠‬ؾذس إٌ‪ ٝ‬ؽذ وج‪١‬ش‬
‫‪ٚ‬رطج‪١‬مبد شجىبد اٌز‪ٛ‬اطً االعزّبػ‪ِ ٟ‬ؾز‪ً ٜٛ‬‬
‫ٌذسعخ أْ إٌبط ‪٠‬غذ‪ ْٚ‬أٔفغ‪ِ ُٙ‬ذِٕ‪ ٓ١‬ػٍ‪ ٝ‬اٌم‪١‬بَ ثزٌه ‪.‬‬

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Sample 2
Friendship

True friendship can be define as the mutual relationship that occurs between two
individual . It is created when one is feeling comfort and emotionally safe when
sharing his/her thoughts with the others.

Friendship has been with us since childhood and this friendship is the best
and most beneficial to us personally .Because it helps us in in the development of
social and cognitive skills .

It also increases self-confident ;when play with children of the same age , the child
can face new situations . And having friends of the same age helps to find
appropriate solutions and gain continuous experience .

The best of that convergence is the mutual understanding and knowledge of the
qualities and the personalities of others, which makes us more confident and best
deal with them which brings us comfort in dealing with these people from others
who became our friends at a later time in life , for example .

So we find ourselves always inclined to be with friends of childhood and they are
our friend who listen to us in understand our feelings and stand next to us during
exposure to any problem

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‫‪ّ٠‬ىٓ رؼش‪٠‬ف اٌظذالخ اٌؾم‪١‬م‪١‬خ ثأٔ‪ٙ‬ب اٌؼاللخ اٌّزجبدٌخ اٌز‪ ٟ‬رؾذس ث‪ ٓ١‬شخظ‪٠ .ٓ١‬زُ إٔشبيٖ ػٕذِب ‪٠‬شؼش اٌّشء‬
‫ثبٌشاؽخ ‪ٚ‬األِبْ ػبؽف‪ً١‬ب ػٕذ ِشبسوخ أفىبسٖ ِغ ا‪٢‬خش‪.ٓ٠‬‬

‫اٌظذالخ ِ‪ٛ‬ع‪ٛ‬دح ِؼٕب ِٕز اٌظغش ‪٘ٚ‬زٖ اٌظذالخ ٘‪ ٟ‬االفؼً ‪ٚ‬االوضش فبئذح ٌٕب شخظ‪١‬ب الٔ‪ٙ‬ب رغبػذٔب‬
‫ف‪ ٟ‬رّٕ‪١‬خ اٌّ‪ٙ‬بساد االعزّبػ‪١‬خ ‪ٚ‬اٌّؼشف‪١‬خ‪.‬‬

‫وّب أٔٗ ‪٠‬ض‪٠‬ذ ِٓ اٌضمخ ثبٌٕفظ ؛ فؼٕذ اٌٍؼت ِغ أؽفبي ِٓ ٔفظ اٌؼّش ‪ّ٠ ،‬ىٓ أْ ‪ٛ٠‬اعٗ اٌطفً ِ‪ٛ‬الف عذ‪٠‬ذح‪.‬‬
‫وّب أْ ‪ٚ‬ع‪ٛ‬د أطذلبء ِٓ ٔفظ اٌؼّش ‪٠‬غبػذ ػٍ‪ ٝ‬إ‪٠‬غبد اٌؾٍ‪ٛ‬ي إٌّبعجخ ‪ٚ‬اوزغبة اٌخجشح اٌّغزّشح ‪.‬‬

‫أفؼً ِب ف‪٘ ٟ‬زا اٌزمبسة ٘‪ ٛ‬اٌف‪ ُٙ‬اٌّزجبدي ‪ٚ‬اٌّؼشفخ ثظفبد ‪ٚ‬شخظ‪١‬بد ا‪٢‬خش‪ِّ ، ٓ٠‬ب ‪٠‬غؼٍٕب أوضش صمخ‬
‫ً‬
‫رؼبِال ِؼ‪ِّ ُٙ‬ب ‪٠‬غٍت ٌٕب اٌشاؽخ ف‪ ٟ‬اٌزؼبًِ ِغ ٘ؤالء األشخبص ِٓ ا‪٢‬خش‪ ٓ٠‬اٌز‪ ٓ٠‬أطجؾ‪ٛ‬ا‬ ‫‪ٚ‬أفؼً‬
‫أطذلبء ٌٕب ف‪ٚ ٟ‬لذ الؽك‪ .‬اٌؾ‪١‬بح ػٍ‪ ٝ‬عج‪ ً١‬اٌّضبي‪.‬‬

‫ٌزٌه ٔغذ أٔفغٕب ّٔ‪ ً١‬دائ ًّب إٌ‪ ٝ‬أْ ٔى‪ِ ْٛ‬غ أطذلبء اٌطف‪ٌٛ‬خ ‪ ُ٘ٚ‬أطذلبئب اٌز‪٠ ٓ٠‬غزّؼ‪ ْٛ‬إٌ‪ٕ١‬ب ف‪ ٟ‬ف‪ُٙ‬‬
‫ِشبػشٔب ‪ٚ‬اٌ‪ٛ‬ل‪ٛ‬ف ثغبٔجٕب أصٕبء اٌزؼشع أل‪ِ ٞ‬شىٍخ ‪.‬‬

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