‫ﻗﺴﻢ اﻟﻤﺮاآﺰ اﻟﺠﻤﺎهﻴﺮﻳﺔ‬ ‫وزارة اﻟﺘﺮﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ‬

‫ﻣﻨﻬﺎج هﻴﻼ‬ ‫ﻣﺪﻳﺮﻳﺔ اﻟﻤﺠﺘﻤﻊ واﻟﺸﺒﺎب – اﻟﻨﻬﻮض ﺑﺄﺑﻨﺎء اﻟﺸﺒﻴﺒﺔ‬

‫اﻣﺘﺤﺎن ﻓﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟ ‪ 9‬ﺳﻨﻮات ﺗﻌﻠﻴﻤﻴﺔ‬

‫מבחן דגם שפה וספרות ערבית – ‪ 9‬שנ"ל‬

‫اﺳﻢ اﻟﻌﺎﺋﻠﺔ‪____________:‬‬ ‫اﻻﺳﻢ اﻟﺸﺨﺼﻲ‪__________ :‬‬

‫ﻣﺮآﺰ اﻟﺘﻌﻠﻴﻢ‪___________:‬‬ ‫رﻗﻢ اﻟﻬﻮﻳﺔ‪_____________:‬‬
‫ﻣﺪﻳﺮ ﻣﺮآﺰ اﻟﺘﻌﻠﻴﻢ – اﻻﺳﻢ‪__________ :‬‬

‫اﻟﺘﻮﻗﻴﻊ‬
‫__________‬ ‫اﻟﺘﺎرﻳﺦ __‪__/__/‬‬

‫ﻣﺪة اﻻﻣﺘﺤﺎن‪ 90 :‬دﻗﻴﻘﺔ‬

‫משך הבחינה‪ 90 :‬דקות‬
‫ﻳﻔﺤﺺ هﺬا اﻻﻣﺘﺤﺎن ﻓﻬﻢ اﻟﻤﻘﺮوء واﻟﻤﻌﺮﻓﺔ اﻟﻠﻐﻮﻳﺔ‪.‬‬
‫اﻟﻰ اﻟﻤﻤﺘﺤﻦ اﻟﻌﺰﻳﺰ‪:‬‬
‫ﻗﺴﻢ اﻟﻤﺮاآﺰ اﻟﺠﻤﺎهﺮﻳﺔ ﻳﺮى ﺑﻨﺰاهﺔ اﻻﻣﺘﺤﺎن اﻟﺘﺰاﻣًﺎ ﻻ ﻳﻤﻜﻦ ﺗﺠﺎوزﻩ ﻣﻦ ﻗﺒﻞ اﻟﻤﻤﺘﺤﻦ‪.‬‬
‫ﻓﺎﻻﻟﺘﺰام ﺑﻨﺰاهﺔ اﻻﻣﺘﺤﺎن ﻳﺘﻄﻠﺐ اﻟﺘﺰاﻣًﺎ ﺑﺎﻹرﺷﺎدات واﻟﺘﻌﻠﻴﻤﺎت اﻟﺸﻔﻮﻳﺔ واﻟﻜﺘﺎﺑﻴﺔ اﻟﺘﻲ ﺗﻌﻄﻲ ﻗﺒﻞ‬
‫اﻟﺒﺪء ﺑﺎﻻﻣﺘﺤﺎن‪.‬‬

‫ﻧﺸﻜﺮآﻢ ﻋﻠﻰ ﺗﻌﺎوﻧﻜﻢ وﻧﺘﻤﻨﻰ ﻟﻠﺠﻤﻴﻊ‬

‫اﻟﻨﺠﺎح‬
 ‫מבחן דגם – שפה וספרות ערבית – ‪ 9‬שנ"ל‬

‫ﻗﺴﻢ اﻟﻤﺮاآﺰ اﻟﺠﻤﺎهﻴﺮﻳﺔ‬

‫ارﺷﺎدات ﻟﻠﻤﺘﺤﻦ‪ /‬ة‬

‫اﻻرﺷﺎدات واﻟﺘﻌﻠﻴﻤﺎت ﻓﻲ هﺬا اﻻﻣﺘﺤﺎن ﻣﻜﺘﻮﺑﺔ ﺑﺼﻴﻐﺔ اﻟﻤﺬآﺮ وهﻲ ﻣﻮﺟﻬﺔ ﻟﻠﻤﻤﺘﺤﻨﺎت‬
‫واﻟﻤﻤﺘﺤﻨﻴﻦ ﻋﻠﻰ ﺣ ٍّﺪ ﺳﻮاء‪.‬‬

‫ﻳﺘﺄﻟﻒ اﻻﻣﺘﺤﺎن ﻣﻦ ﻗﺴﻤﻴﻦ‪:‬‬

‫)‪ (60‬درﺟﺔ‬ ‫ﻣﻜﻮّن ﻣﻦ )‪ (3‬اﺳﺌﻠﺔ ﻓﻲ ﻣﺠﺎل ﻓﻬﻢ اﻟﻤﻘﺮوء‬ ‫اﻟﻘﺴﻢ اﻷول‪:‬‬

‫)‪ (40‬درﺟﺔ‬ ‫ﻣﻜﻮّن ﻣﻦ ﺳﺆاﻟﻴﻦ ﻓﻲ ﻣﺠﺎل اﻟﻠﻐﺔ واﻟﺘﻌﺒﻴﺮ‬ ‫اﻟﻘﺴﻢ اﻟﺜﺎﻧﻲ‪:‬‬

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 ‫מבחן דגם – שפה וספרות ערבית – ‪ 9‬שנ"ל‬

‫إﻗﺮأ اﻟﻨﺺ اﻟﺘﺎﻟﻲ ﺑﺘﻤﻌﻦ ﺛﻢ أﺟﺐ ﻋﻦ اﻷﺳﺌﻠﺔ اﻟﺘﻲ ﺗﻠﻴﻪ‪:‬‬

‫اﻟﻤﻨﻔﻠﻮﻃﻲ‬ ‫"ﻳﻮم اﻟﻌﻴﺪ"‬
‫ﺖ ﻟﻴﻠﺔ َ ﻋﻴ ٍﺪ ﻣﻦ‬
‫ن إﻣﺮأة ً ﺑﺎﺋﺴﺔ ً وﻗﻔ ْ‬
‫ب اﻟﻤﺮو َء ِة واﻹﺣﺴﺎن ِ‪ ،‬أ ﱠ‬
‫ﺖ ﻓﻲ ﺑﺎ ِ‬
‫ﻞ ﻣﺎ ﺳﻤﻌ ُ‬
‫أﻓﻀ ُ‬
‫ﺐ ﻷﻃﻔﺎِﻟﻬُﻢ‬
‫ﻚ اﻟﻠﻴﻠ ِﺔ ﻹﺑﺘﻴﺎع ِ اﻟﻠﻌ ِ‬
‫س ﻓﻲ ﺗﻠ َ‬
‫ﺲ‪ .‬ﻳﻄﺮُﻗ ُﻪ اﻟﻨﺎ ُ‬
‫ﻞ ﻓﻲ ﺑﺎرﻳ َ‬
‫ت ﺗﻤﺎﺛﻴ َ‬
‫اﻷﻋﻴﺎد ﺑﺤﺎﻧﻮ ِ‬
‫ت ﻓﻲ ﺣُﺴ ِﻨ ِﻪ وﺟﻤﺎِﻟ ِﻪ‪.‬‬
‫ﻦ اﻟ َﻤ ْﺮ َﻣﺮِ‪ ،‬هﻮ أﻳﺔ ُ اﻵﻳﺎ ِ‬
‫ل ﺻﻐﻴ ٍﺮ ِﻣ َ‬
‫اﻟﺼﱢﻐﺎرِ‪ ،‬ﻓﻮﻗ َﻊ ﻧﻈﺮُهﺎ ﻋﻠﻰ ﺗﻤﺜﺎ ٍ‬
‫ﻚ اﻟﻤﻨﺎﻇ ِﺮ اﻟﺼﱢﺒﻴﺎﻧ ﱠﻴ ِﺔ ﻣﺎ‬
‫ﺖ ﺑﻤﺮﺁ ُﻩ اﺑﺘﻬﺎﺟ ًﺎ ﻋﻈﻴﻤﺎً‪ ،‬ﻻ ﻷﻧﻬﺎ ﻏﺮﻳﺮة ٌ ﺑﻠﻬﺎ ُء ﻳَﺴﺘ ِﻔﺰﱡهﺎ ﻣﻦ ﺗﻠ َ‬
‫ﺠ ْ‬
‫ﻓﺎﺑﺘ َﻬ َ‬
‫ل اﻟﺼﻐﺎرَ‪ ،‬ﺑﻞ ﻷﻧﻬﺎ آﺎﻧﺖ ﺗﻨﻈ ُﺮ إﻟﻴ ِﻪ ﺑﻌﻴﻦ ِ وﻟﺪِهﺎ اﻟﺼّﻐﻴ ِﺮ اﻟﺬي ﺗﺮآﺘ ُﻪ ﻓﻲ ﻣﻨﺰﻟﻬﺎ‬
‫ﻳﺴﺘﻔ ﱡﺰ اﻷﻃﻔﺎ َ‬
‫ﻞ‬
‫ت ﻓﻴ ِﻪ ﺳﺎﻋﺔ ً‪ ،‬واﻟﺮﱠﺟ ُ‬
‫ﺐ اﻟﺤﺎﻧﻮ ِ‬
‫ﻳﻨﺘﻈ ُﺮ ﻋﻮدﺗﻬﺎ إﻟﻴ ِﻪ ﺑﻠﻌﺒ ِﺔ اﻟﻌﻴ ِﺪ آﻤﺎ وﻋﺪﺗ ُﻪ‪ .‬ﻓﺄﺧﺬت ﺗﺴﺎ ِو ُم ﺻﺎﺣ َ‬
‫ل إﻟﻰ ﺛﻤ ِﻨﻪِ‪ ،‬وأﻧﻬﺎ ﻻ ﺗﺴﺘﻄﻴ ُﻊ‬
‫ن ﻳﺪهﺎ ﻻ ﺗﺴﺘﻄﻴ ُﻊ اﻟﻮﺻﻮ َ‬
‫ﻳﻐﺎﻟﻲ ﺑ ِﻪ ﻣُﻐﺎﻻة ً ﺷﺪﻳﺪة ً‪ ،‬ﺣﺘﻰ ﻋِﻠﻤَﺖ أ ﱠ‬
‫ﺐ اﻷمﱢ‪ ،‬اﻟﻰ‬
‫ﻞ ﺑﻴﻦ ﺟﻨﺒَﻴ ِﻪ ﻗﻠﺒًﺎ آﻘﻠ ِ‬
‫اﻟﻌﻮدة ﺑﺪوﻧ ِﻪ‪ .‬ﻓﺴﺎﻗﺘﻬﺎ اﻟﻀﱠﺮورة ُ اﻟﺘﻲ ﻻ ﻳﻘﺪﱢ ُر ﻗﺪرهﺎ إﻻ ﻣﻦ ﺣﻤ َ‬
‫ﻞ ﻻ ﻳﺮاهﺎ‪ ،‬وﻻ ﻳﺸﻌ ُﺮ ﺑﻤﻜﺎ ِﻧِﻬﺎ‪.‬‬
‫ن اﻟﺮّﺟ َ‬
‫ﻦأﱠ‬
‫ﺚ ﺗﻈ ﱡ‬
‫أن ﺗ ُﻤﺪﱠ ﻳَﺪهﺎ ﺧِﻔﻴﺔ ً إﻟﻰ اﻟﺘﻤﺜﺎل ِ‪ ،‬ﻓﺘﺴﺮﻗ ُﻪ ﻣﻦ ﺣﻴ ُ‬
‫ف ﻣﻦ ﻋﺎﻗﺒ ِﺔ‬
‫ﻖ ﻓﻲ ﺁن ٍ واﺣ ٍﺪ ﺧﻔﻘﺘﻴﻦ ِ ﻣﺨﺘﻠﻔﺘﻴﻦ ِ‪ ،‬ﺧﻔﻘﺔ َ اﻟﺨﻮ ِ‬
‫ﺛﻢ رﺟﻌﺖ أدراﺟَﻬﺎ‪ ،‬وﻗﻠﺒُﻬﺎ ﻳﺨﻔ ُ‬
‫ت ﻗﻠﻴﻠ ٍﺔ إﻟﻰ وﻟﺪِهﺎ‪.‬‬
‫ﻓِﻌﻠﺘِﻬﺎ‪ ،‬وﺧﻔﻘﺔ ُ اﻟﺴﱡﺮو ِر ﺑﺎﻟﻬﺪ ﱠﻳ ِﺔ اﻟﺠﻤﻴﻠ ِﺔ اﻟﺘﻲ ﺳﺘﻘ ﱢﺪﻣُﻬﺎ ﺑﻌ َﺪ ﻟﺤﻈﺎ ٍ‬
‫ل‬
‫ﺚ ﻻ ﺗﻔﻮﺗ ُﻪ ﻣﻌﺮﻓﺔ ُ ﻣﺎ ﻳﺪو ُر ﺣﻮ ُ‬
‫ﺣ ﱠﺪ ِة اﻟﻨﻈ ِﺮ ﺑﺤﻴ ُ‬
‫ت ﻣﻦ اﻟﻴﻘﻈ ِﺔ و ِ‬
‫ﺐ اﻟﺤﺎﻧﻮ ِ‬
‫ن ﺻﺎﺣ ُ‬
‫وآﺎ َ‬
‫ف ﻣﻨﺰﻟﻬﺎ‪ ،‬ﺛﻢ‬
‫ﺳ ُﻢ ﻣﻮا ِﻗ َﻊ أﻗﺪاﻣِﻬﺎ‪ ،‬ﺣﺘﻰ ﻋ َﺮ َ‬
‫ﺖ اﻟﻤﺮأة ُ ﻣﻜﺎﻧﻬﺎ ﺣﺘﻰ ﺗﺒﻌَﻬﺎ ﻳﺘﺮ ﱠ‬
‫ﺣ ْ‬
‫ﺣﺎﻧﻮ ِﺗﻪِ‪ ،‬ﻓﻤﺎ َﺑ ِﺮ ِ‬
‫ﺻﻌِﺪوا ﺟﻤﻴﻌًﺎ إﻟﻰ اﻟﻐﺮﻓ ِﺔ‬
‫ﺐ إﻟﻰ اﻟﺸّﺮﻃﺔ‪ ،‬ﻓﺠﺎ َء ﺑﺠُﻨﺪﻳﱠﻴﻦ ﻟﻠﻘﺒﺾ ِ ﻋﻠﻴﻬﺎ‪ ،‬و َ‬
‫ﺗﺮآﻬﺎ وﺷﺄﻧﻬﺎ وذه َ‬
‫ت‬
‫ﺣ ِﻪ واﺑﺘﻬﺎﺟ ِﻪ ﺑﺘﻤﺜﺎِﻟ ِﻪ ﻧﻈﺮا ِ‬
‫ي وﻟﺪِهﺎ‪ ،‬ﺗﻨﻈ ُﺮ إﻟﻰ ﻓﺮ ِ‬
‫اﻟﺘﻲ ﺗﺴﻜﻨﻬﺎ‪ ،‬ﻓﻔﺎﺟﺄوهﺎ وهﻲ ﺟﺎﻟﺴﺔ ٌ ﺑﻴﻦ ﻳَﺪ ﱠ‬
‫ل‬
‫ع اﻟﺘﻤﺜﺎ َ‬
‫ﻞ ﻋﻠﻰ اﻟﻮﻟ ِﺪ ﻓﺎﻧﺘﺰ َ‬
‫اﻟﻐﺒﻄ ِﺔ واﻟﺴﺮور‪ .‬ﻓﻬﺠ َﻢ اﻟﺠﻨﺪﻳﱠﺎن ﻋﻠﻰ اﻷم ﻓﺎﻋﺘﻘﻼهﺎ‪ ،‬وهﺠ َﻢ اﻟﺮﺟ ُ‬
‫ع ﻣِﻨﻪُ‪ ،‬ﺑﻞ ﻋﻠﻰ أ ﱢﻣ ِﻪ اﻟﻤﺮﺗﻌﺪ ِة‬ ‫ﻣﻦ ﻳ ِﺪ ِﻩ‪ .‬ﻓﺼﺮ َ‬
‫خ اﻟﻮﻟ ُﺪ ﺻﺮﺧﺔ ً ﻋﻈﻴﻤﺔ ً‪ ،‬ﻻ ﻋﻠﻰ اﻟﺘﻤﺜﺎل ِ اﻟﺬي أﻧﺘﺰ َ‬
‫ك ﺑﺄﻣّﻲ ﻳﺎ‬
‫ﻦ َﻳﺪَي ِ اﻟﺮﱠﺟﻞ ِ‪ :‬رُﺣﻤﺎ َ‬
‫ث ﺑﻴ َ‬
‫ﻖ ﺑﻬﺎ وهﻮ ﺟﺎ ٍ‬
‫ﻦ َﻳﺪَي اﻟﺠُﻨﺪﻳﱠﻴﻦ ِ‪ .‬وآﺎﻧﺖ آﻠﻤﺔ ٌ ﻧﻄ َ‬
‫ﺑﻴ َ‬
‫ي‪.‬‬
‫ﻣﻮﻻ َ‬
‫ق إﻃﺮاﻗ ًﺎ‬
‫ﻞ أﻣﺎ َم هﺬا اﻟﻤﻨﻈ ِﺮ اﻟﻤﺆﺛﺮِ‪ ،‬وأﻃﺮ َ‬
‫ﻞ اﻟﻮﻟ ُﺪ ﻳﺒﻜﻲ ﺑﻜﺎ ًء ﺷﺪﻳﺪًا‪ .‬ﻓﺠﻤ َﺪ اﻟﺮّﺟ ُ‬
‫وﻇ ﱠ‬
‫ﺾ اﻧﺘﻔﺎﺿَﺔ ً‬
‫س اﻟﻜﻨﺎﺋﺲ ِ ﻣُﺆذِﻧﺔ ً ﺑﺈﺷﺮاق ِ ﻓﺠ ِﺮ اﻟﻌﻴ ِﺪ‪ .‬ﻓﺎﻧﺘﻔ َ‬ ‫ﻃﻮﻳﻼ ً‪ .‬وإﻧﻪ ﻟﻜﺬﻟ َ‬
‫ﻚ إذ دﻗﺖ أﺟﺮا ُ‬
‫ك هﺬ ِﻩ اﻷﺳﺮة َ اﻟﺼﻐﻴﺮة َ اﻟﻤﺴﻜﻴﻨﺔ َ ﺣﺰﻳﻨﺔ ً ﻣﻨﻜﻮﺑﺔ ً ﻓﻲ اﻟﻴﻮم ِ‬
‫ﺐ ﻋﻠﻴ ِﻪ أن ﻳﺘﺮ َ‬
‫ﺻ ُﻌ َ‬
‫ﺷﺪﻳﺪة ً‪ ،‬و َ‬
‫ت ﻓﻲ اﺗﻬﺎم ِ هﺬﻩ‬
‫ﻦ أﻧﻲ أﺧﻄﺄ ُ‬
‫ل ﻟﻬﻤﺎ‪" :‬أﻇ ﱡ‬
‫ﺖ إﻟﻰ اﻟﺠُﻨﺪﻳﱠﻴﻦ ِ وﻗﺎ َ‬
‫س ﺟﻤﻴﻌﺎً‪ ،‬ﻓﺎﻟﺘﻔ َ‬
‫ح ﻓﻴ ِﻪ اﻟﻨﺎ ُ‬
‫اﻟﺬي ﻳﻔﺮ ُ‬
‫ع ﻣﻦ اﻟﺘﻤﺎﺛﻴﻞ ِ"‪.‬‬
‫اﻟﻤﺮأ ِة ﻓﺄﻧﻲ ﻻ أﺑﻴ ُﻊ هﺬا اﻟﻨﻮ َ‬

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 ‫מבחן דגם – שפה וספרות ערבית – ‪ 9‬שנ"ל‬

‫ﺖ ه َﻮ إﻟﻰ اﻟﻮﻟﺪِ‪ ،‬ﻓﺎﺳﺘﻐﻔ َﺮ ُﻩ ذﻧ َﺒ ُﻪ إﻟﻴ ِﻪ وإﻟﻰ أ ﱢﻣ ِﻪ‪ .‬ﺛ ﱠﻢ ﻣﺸﻰ إﻟﻰ اﻷ ﱢم ﻓﺎﻋﺘﺬ َر‬
‫ﻓﺎﻧﺼﺮَﻓﺎ ﻟﺸﺄﻧِﻬﻤﺎ‪ .‬واﻟﺘﻔ َ‬
‫ﻦ ﻓِﻌﻠﺘِﻬﺎ‪.‬‬
‫ﺾ ﻋﺮﻗًﺎ ﺣﻴﺎ ًء ِﻣ ْ‬
‫ت ﻟﻪ ﻓﻀﻠ ُﻪ وﻣﺮوﺋﺘﻪُ‪ ،‬وﺟَﺒﻴﻨَﻬﺎ َﻳﺮْﻓ ﱡ‬
‫ﺷ ﱠﺪ ِﺗﻪِ‪ ،‬ﻓﺸﻜﺮ ْ‬
‫إﻟﻴﻬﺎ ﻋﻦ ﺧﺸﻮﻧ ِﺘ ِﻪ و ِ‬
‫ﻞ ﻋﻴ َﺪهُﻤﺎ أﺳ َﻌ َﺪ وأهﻨﺄ ِﻣﻤﱠﺎ آﺎﻧﺎ ﻳَﻈﻨﱠﺎن ِ‪.‬‬
‫ﺟ َﻌ َ‬
‫وﻟﻢ ﻳُﻔﺎرﻗﻬُﻤﺎ ﺣﺘﻰ أﺳﺪى إﻟﻴﻬﻤﺎ ﻣﻦ اﻟ ﱢﻨﻌَﻢ ِ ﻣﺎ َ‬
‫اﻟﻘﺴﻢ اﻷول‪ (60) :‬درﺟﺔ‬
‫‪ .1‬ﺿﻊ اﻟﻜﻠﻤﺎت واﻟﺘﻌﺎﺑﻴﺮ اﻵﺗﻴﺔ ﻓﻲ ﺟﻤﻞ ﻣﻔﻴﺪة وﻓﻲ ﺳﻴﺎق ﺟﺪﻳﺪ ﻏﻴﺮ اﻟﺬي ﻓﻲ اﻟﻨﺺ‪ (30).‬درﺟﺔ‬
‫ﻳﻄﺮﻗﻪ اﻟﻨﺎس‪__________________________________________________ :‬‬
‫اﻃﺮق اﻃﺮاﻗ ًﺎ ﻃﻮﻳﻼ ً‪_____________________________________________ :‬‬
‫ﺟ ُﻪ‪__________________________________________________ :‬‬
‫رﺟﻊ ادرا َ‬
‫ﺾ ﻋﺮﻗًﺎ‪__________________________________________________ :‬‬
‫ﻳَﺮﻓ ّ‬
‫ﻋﺎﻗﺒﺔ ﻓﻌﻠﺘﻬﺎ‪___________________________________________________ :‬‬
‫ﻏﺮﻳﺮة‪______________________________________________________ :‬‬
‫أﺳﺪى إﻟﻴﻪ ﻧﻌﻤًﺎ‪_________________________________________________ :‬‬
‫ﻣﻐﺎﻻة‪______________________________________________________ :‬‬
‫ﺳﺎﻗﺘﻬﺎ اﻟﻀﺮورة‪________________________________________________ :‬‬
‫ﺧﻔﻘﺎت اﻟﻘﻠﺐ‪__________________________________________________ :‬‬
‫ﺲ ﺻﻔﺎت ﻟﻜﻞ ﻣﻦ ﺷﺨﺼﻴﺔ اﻷم وﺷﺨﺼﻴﺔ اﻟﺒﺎﺋﻊ )ﻻ ﻳﺸﺘﺮط ان ﺗﻜﻮن ﺟﻤﻴﻊ اﻟﺼﻔﺎت‬
‫‪ .2‬اآﺘﺐ ﺧﻤ َ‬
‫)‪ (10‬درﺟﺎت‬ ‫ﻓﻲ اﻟﻨﺺ(‬
‫اﻷم‪________________________________________________________ :‬‬
‫___________________________________________________________‬
‫اﻟﺒﺎﺋﻊ‪:‬‬
‫___________________________________________________________‬
‫___________________________________________________________‬
‫ي‪.‬‬ ‫‪ .3‬ﻓﻲ اﻟﻨﺺ ﺛﻼث ﻓﻘﺮات‪ ،‬ﺗﻨﺘﻬﻲ اﻷوﻟﻰ ﺒ ِ إﻟﻰ وﻟﺪِهﺎ‪ .‬وﺗﻨﺘﻬﻲ اﻟﺜﺎﻧﻴﺔ ﺒ ِ رُﺣﻤﺎ َ‬
‫ك ﺑﺄﻣّﻲ ﻳﺎ ﻣﻮﻻ َ‬
‫وﺗﻨﺘﻬﻲ اﻟﺜﺎﻟﺜﺔ ﺑﻨﻬﺎﻳﺔ اﻟﻨﺺ‪ .‬إﺧﺘﺮ ﻋﻨﻮاﻧ ًﺎ ﻣﻼﺋﻤًﺎ ﻟﻜﻞ ﻓﻘﺮة ﻣﻦ اﻟﻔﻘﺮات ووﺿﺢ ﺳﺒﺐ اﺧﺘﻴﺎرﻩ ﺛﻢ‬
‫)‪ (20‬درﺟﺔ‬ ‫ﻟﺨﺺ اﻟﻘﺼﺔ ﺑﺨﻤﺴﺔ إﻟﻰ ﺳﺒﻌﺔ اﺳﻄﺮ‪.‬‬
‫ﻋﻨﻮان اﻟﻔﻘﺮة اﻷوﻟﻰ وﺳﺒﺐ اﺧﺘﻴﺎرﻩ‪____________________________________ :‬‬
‫___________________________________________________________‬
‫ﻋﻨﻮان اﻟﻔﻘﺮة اﻟﺜﺎﻧﻴﺔ وﺳﺒﺐ اﺧﺘﻴﺎرﻩ‪____________________________________ :‬‬
‫___________________________________________________________‬

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 ‫מבחן דגם – שפה וספרות ערבית – ‪ 9‬שנ"ל‬

‫ﻋﻨﻮان اﻟﻔﻘﺮة اﻟﺜﺎﻟﺜﺔ وﺳﺒﺐ اﺧﺘﻴﺎرﻩ‪____________________________________ :‬‬

‫___________________________________________________________‬

‫ﺗﻠﺨﻴﺺ اﻟﻘﺼﺔ‪:‬‬
‫___________________________________________________________‬
‫___________________________________________________________‬
‫___________________________________________________________‬
‫___________________________________________________________‬
‫___________________________________________________________‬
‫___________________________________________________________‬
‫___________________________________________________________‬
‫اﻟﻘﺴﻢ اﻟﺜﺎﻧﻲ‪ (40) :‬درﺟﺔ‬
‫)‪ (20‬درﺟﺔ‬ ‫‪ .4‬اﺗﺨﺬ ﻣﻮﻗﻔ ًﺎ ﻣﻌﻠﻼ ً ﺗﺠﺎﻩ اﻟﻤﻮاﻗﻒ واﻟﺸﺨﺼﻴﺎت اﻟﺘﺎﻟﻴﺔ‬
‫ﻣﺮوءة اﻟﺒﺎﺋﻊ‪__________________________________________________ :‬‬
‫___________________________________________________________‬
‫اﻻﻣﺮأة اﻟﺒﺎﺋﺴﺔ‪_________________________________________________ :‬‬
‫___________________________________________________________‬
‫ﻣﻌﺎﻧﺎة اﻟﻔﻘﺮ‪___________________________________________________ :‬‬
‫___________________________________________________________‬
‫ﺳﺮﻗﺔ اﻟﺘﻤﺜﺎل‪__________________________________________________ :‬‬
‫___________________________________________________________‬
‫ﺧﻔﻘﺎت ﻗﻠﺐ اﻻﻣﺮأة‪______________________________________________ :‬‬
‫___________________________________________________________‬
‫)‪ (20‬درﺟﺔ‬ ‫‪ .5‬إﻟﻰ ﻣﺎذا ﻳﻌﻮد ﺿﻤﻴﺮ اﻟﻬﺎء اﻟﺬي ﺗﺤﺘﻪ ﺧﻂ ﻣﻤﺎ ﻳﺄﺗﻲ‪.‬‬
‫‪ .1‬ﻓﺎﺑﺘﻬﺠﺖ ﺑﻤﺮﺁ ُﻩ ‪:‬‬
‫‪ .2‬ﻳﻄﺮقﻩ اﻟﻨﺎس ‪:‬‬
‫‪ .3‬ﺗﺮآﺖ ُﻩ ﻓﻲ اﻟﻤﻨﺰل ‪:‬‬
‫‪ .4‬ﻓﺴﺎﻗﺖﻩا اﻟﻀﺮورة ‪:‬‬
‫‪ .5‬ﻓﻔﺎﺟﺄوﻩا ‪:‬‬

‫‪5‬‬
 ‫מבחן דגם – שפה וספרות ערבית – ‪ 9‬שנ"ל‬

‫‪ .6‬ﻓﺎﺳﺘﻐﻔﺮﻩ ‪:‬‬
‫‪ .7‬اﻧﺘﺰع ﻣﻦﻩ ‪:‬‬
‫‪ .8‬ﺣﺎﻧﻮتﻩ ‪:‬‬
‫ﻦﻩ ‪:‬‬
‫ﺴِ‬‫ﺣْ‬
‫‪ُ .9‬‬
‫‪ .10‬ﻣﻨﺰلﻩا ‪:‬‬

‫‪6‬‬