Prep

1
Poetry
* Day
* I wandered lonely as
a Cloud.
* The Tiger
* The Rescue
* Great Wide Beautiful
Wonderful World

1
English Grammar Practice
Question (1)
* Who is the poet who wrote “Day”?
‫ذح؟‬١‫ وزت اٌمق‬ٜ‫ِٓ اٌؾبػش اٌز‬
It is Sir Cecil Spring Rice.

Question (2)
* What do you know about the poet, Sir Cecil Spring Rice? ‫ِبرا رؼشف ػٓ اٌؾبػش؟‬
* He studied at Oxford. .‫سد‬ٛ‫ خبِؼخ أوغف‬ٟ‫دسط ف‬
* He got two important awards. .ٓ١‫ٓ ٘بِز‬١‫ خبئضر‬ٍٝ‫زقً ػ‬

Question (3)
* What is the main idea of the poem (Day)? ‫ذح؟‬١‫خ ٌٍمق‬١‫غ‬١‫ِب اٌفىشح اٌشئ‬
It is about elements of nature and how busy they are. .َ‫ب‬ّٙ‫ُ ث‬ٌٙ‫ أؾغب‬ٜ‫ِذ‬ٚ ‫ؼخ‬١‫ب ػٓ ػٕبفش اٌطج‬ٙٔ‫ا‬

Question (4)
* What is the difference between humans and elements of nature? ‫ؼخ؟‬١‫ػٕبفش اٌطج‬ٚ ‫ٓ اٌجؾش‬١‫ِب اٌفشق ث‬
Humans finish their task and die but elements of nature work hard for ever.
.‫ؼخ رؼًّ ثدذ ٌألثذ‬١‫ُ ٌىٓ ػٕبفش اٌطج‬ٙ‫ّز‬ِٙ ٝٙ‫رٕز‬ٚ ْٛ‫ر‬ّٛ٠ ‫اٌجؾش‬
Question (5)
* What are the various elements that build the earth and help us to live on it?
‫ب؟‬ٙ١ٍ‫ؼ ػ‬١‫ اٌؼ‬ٍٝ‫رغبػذٔب ػ‬ٚ ‫ األسك‬ٕٝ‫ رج‬ٟ‫ػخ اٌز‬ٕٛ‫ِب اٌؼٕبفش اٌّز‬
The sea, the rain, the air and the sun. .‫اٌؾّظ‬ٚ ‫اء‬ٌٛٙ‫ا‬ٚ ‫اٌّطش‬ٚ ‫اٌجسش‬
Question (6)
* How are the various elements of nature helpful (useful)? ‫ؼخ؟‬١‫ِب فبئذح ػٕبفش اٌطج‬
They build the earth and help us to live on it. .‫ب‬ٙ١ٍ‫ؼ ػ‬١‫ اٌؼ‬ٍٝ‫رغبػذٔب ػ‬ٚ ‫ األسك‬ٕٝ‫ رج‬ٟ٘

"I am busy," said the sea.

"I am busy, think of me.
Making continents to be.
"I am busy," said the sea.

busy having too much work to do ‫ِشغىي‬

continents large land masses ‫لاساخ‬

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* The rhyme scheme of the stanza is: (a a a a)

Question (7)
* Paraphrase the above stanza./ Paraphrase the above lines. ‫بد اٌغبثمخ‬١‫اؽشذ األث‬
The poet talks about the sea and the work it does. .ٗ‫َ ث‬ٛ‫م‬٠ ٜ‫اٌؼًّ اٌز‬ٚ ‫زسذس اٌؾبػش ػٓ اٌجسش‬٠
The sea forms the continents which we live on. .‫ب‬ٙ١ٍ‫ؼ ػ‬١‫ ٔؼ‬ٟ‫ؾىً اٌمبساد اٌز‬٠ ‫اٌجسش‬
Question (8)
* How important is the sea? ‫خ اٌجسش؟‬١ّ٘‫ِب أ‬
It forms the continents which we live on. .‫ب‬ٙ١ٍ‫ؼ ػ‬١‫ ٔؼ‬ٟ‫ؾىً اٌمبساد اٌز‬٠ ٛ٘

1. Personification ‫ذشخيص‬ “I‟m busy”, said the sea.

* The poet personifies the sea as a man who can talk and work. .ًّ‫اٌؼ‬ٚ َ‫غ اٌىال‬١‫غزط‬٠ ً‫ؾخـ اٌؾبػش اٌجسش وشخ‬٠
2. Alliteration ‫جٕاط‬
* The letter (s) is repeated in (said) and (sea).
* This alliteration gives music. .ٝ‫م‬١‫ع‬ٌّٛ‫ػب ِٓ ا‬ٛٔ ‫خٍك‬٠ ‫٘زا اٌدٕبط‬
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"I am busy," said the rain.

"When I fall it is not in vain.
Wait and you will see the grain.
"I am busy," said the rain.

in vain uselessly ‫هثاء‬

grain wheat, rice, etc. )‫اٌذثىب (واٌمّخ واألسص‬

* The rhyme scheme of the stanza is: (b b b b)

Question (9)
* Paraphrase the above stanza./ Paraphrase the above lines. ‫بد اٌغبثمخ‬١‫اؽشذ األث‬
The poet talks about the rain and the work it does. .ٗ‫َ ث‬ٛ‫م‬٠ ٜ‫اٌؼًّ اٌز‬ٚ ‫زسذس اٌؾبػش ػٓ اٌّطش‬٠
The rain doesn‟t fall uselessly. .‫غمو ٘جبء‬٠ ‫اٌّطش ال‬

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English Grammar Practice
 The rain helps the grain to grow to feed the world. .ٌُ‫طؼُ اٌؼب‬١ٌ ٌّٕٛ‫ ا‬ٍٟ‫ً) ػ‬١‫ة (اٌّسبف‬ٛ‫غبػذ اٌسج‬٠ ‫اٌّطش‬
Question (10)
* How important is the rain? ‫خ اٌّطش؟‬١ّ٘‫ِب أ‬
It helps us to grow food in the fields. .‫ي‬ٛ‫ اٌسم‬ٟ‫ صساػخ اٌطؼبَ ف‬ٍٝ‫غبػذٔب ػ‬٠

1. Personification ‫ذشخيص‬ “I‟m busy”, said the rain.

* The poet personifies the rain as a man who can talk and work. .ًّ‫اٌؼ‬ٚ َ‫غ اٌىال‬١‫غزط‬٠ ً‫ؾخـ اٌؾبػش اٌّطش وشخ‬٠
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"I am busy," said the air.

"Blowing here and blowing there,
Up and down and everywhere.
"I am busy," said the air.

blowing moving along )‫ يرذشن (ٌٍشياح واٌهىاء‬/ ‫يهة‬

up and down high and low ً‫ألػًٍ وأعف‬

* The rhyme scheme of the stanza is: (c c c c)

Question (11)
* Paraphrase the above stanza. / Paraphrase the above lines. ‫بد اٌغبثمخ‬١‫اؽشذ األث‬
The poet talks about the air and the work it does. .ٗ‫َ ث‬ٛ‫م‬٠ ٜ‫اٌؼًّ اٌز‬ٚ ‫اء‬ٌٛٙ‫زسذس اٌؾبػش ػٓ ا‬٠
The air blows here, there, up, down and everywhere. .ْ‫ وً ِىب‬ٝ‫ف‬ٚ ً‫ألعف‬ٚ ٍٝ‫ألػ‬ٚ ‫ٕ٘بن‬ٚ ‫ت) ٕ٘ب‬ٙ٠( ‫زسشن‬٠ ‫اء‬ٌٛٙ‫ا‬
It moves in all directions to move the clouds and help us to breathe.
.‫ اٌزٕفظ‬ٍٝ‫غبػذٔب ػ‬٠ٚ ‫سشن اٌغُست‬٠ ٝ‫ وً ِىبْ ٌى‬ٟ‫زسشن ف‬٠ ٗٔ‫ا‬
Question (12)
* Why is the air necessary for life? ‫بح؟‬١‫ ٌٍس‬ٜ‫س‬ٚ‫اء مش‬ٌٛٙ‫ٌّبرا ا‬
It moves the clouds and helps us to breathe. .‫ اٌزٕفظ‬ٍٝ‫غبػذٔب ػ‬٠ٚ ‫سشن اٌغُست‬٠ ٗٔ‫ا‬

1. Personification ‫ذشخيص‬ “I‟m busy”, said the air.

* The poet personifies the air as a man who can talk and work. .ًّ‫اٌؼ‬ٚ َ‫غ اٌىال‬١‫غزط‬٠ ً‫اء وشخ‬ٌٛٙ‫ؾخـ اٌؾبػش ا‬٠
2. Contrast ‫ ذضاد‬/ ‫ذٕالض‬
* There is a contrast between (here) and (there).
* There is a contrast between (up) and (down).

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* It makes the meaning stronger and clearer. .‫مر‬ٚ‫أ‬ٚ ٜٛ‫ أل‬ٕٝ‫دؼً اٌّؼ‬٠ ٗٔ‫ا‬

"I am busy," said the sun.

"All my planets, every one,
Know my work is never done.
"I am busy," said the sun.

planets Earth, Mars, Venus, etc. ‫اٌىىاوة‬

is never done never finishes ‫ال يٕرهً اتذا‬

* The rhyme scheme of the stanza is: (d d d d)

Question (13)
* Paraphrase the above stanza./ Paraphrase the above lines. ‫بد اٌغبثمخ‬١‫اؽشذ األث‬
The poet talks about the sun and the important job it does. .‫ب‬ٙ‫َ ث‬ٛ‫ رم‬ٝ‫بِخ اٌز‬ٌٙ‫فخ ا‬١‫ظ‬ٌٛ‫ا‬ٚ ‫زسذس اٌؾبػش ػٓ اٌؾّظ‬٠
The sun is the centre of the solar system. .‫خ‬١‫ػخ اٌؾّغ‬ّٛ‫ ِشوض اٌّد‬ٟ٘ ‫اٌؾّظ‬
All planets are aware of the sun‟s job as they journey around it. .‫ب‬ٌٙٛ‫س ز‬ٚ‫ رذ‬ٝ٘ٚ ‫فخ اٌؾّظ‬١‫ظ‬ٚ ٝ‫اوت رؼ‬ٛ‫وً اٌى‬
The sun‟s job is never finished. .ُ‫ اثذا‬ٝٙ‫فخ اٌؾّظ ال رٕز‬١‫ظ‬ٚ
Without the sun, all living things would die. .‫خ‬١‫د وً اٌىبئٕبد اٌس‬ّٛ‫ْ اٌؾّظ عز‬ٚ‫ثذ‬
Question (14)
* What important job does the sun do? ‫ب اٌؾّظ؟‬ٙ٠‫ رإد‬ٟ‫بِخ اٌز‬ٌٙ‫فخ ا‬١‫ظ‬ٌٛ‫ِب ا‬
The sun is the centre of the solar system. .‫خ‬١‫ػخ اٌؾّغ‬ّٛ‫ ِشوض اٌّد‬ٟ٘ ‫اٌؾّظ‬
Without the sun, all living things would die. .‫خ‬١‫د وً اٌىبئٕبد اٌس‬ّٛ‫ْ اٌؾّظ عز‬ٚ‫ثذ‬

1. Personification ‫ذشخيص‬ “I‟m busy”, said the sun.

* The poet personifies the sun as a person who can talk and work. .ًّ‫ؼ‬٠ٚ ٍُ‫زى‬٠ ‫ؾخـ اٌؾبػش اٌؾّظ وؾخـ‬٠
2. Alliteration ‫جٕاط‬
* The letter (s) is repeated in (said) and (sun).
* This alliteration gives music. .ٝ‫م‬١‫ع‬ٌّٛ‫ػب ِٓ ا‬ٛٔ ‫خٍك‬٠ ‫٘زا اٌدٕبط‬
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Sea and rain and air and sun,

Here's a fellow toiler one,

5
English Grammar Practice
 Whose task will soon be done.

toiler worker ‫ػاًِ ِجرهذ‬

fellow comrade, friend. ‫صذيك‬
task job, work. )ًّ‫ِهّح (ػ‬

* The rhyme scheme of the stanza is: (d d d)

Question (15)
* Paraphrase the above stanza. / Paraphrase the above lines. ‫بد اٌغبثمخ‬١‫اؽشذ األث‬
The poet says that he is a fellow worker whose task will soon be done because he will die.
.‫د‬ّٛ١‫جب ألٔٗ ع‬٠‫ّزٗ) لش‬ِٙ( ٗ‫فز‬١‫ظ‬ٚ ٝٙ‫ذ عزٕز‬ٙ‫ي اٌؾبػش أٔٗ ػبًِ ِدز‬ٛ‫م‬٠
The job of the sea, rain, air and sun will never end. .‫ أثذا‬ٝٙ‫اٌؾّظ ٌٓ رٕز‬ٚ ‫اء‬ٌٛٙ‫ا‬ٚ ‫اٌّطش‬ٚ ‫فخ اٌجسش‬١‫ظ‬ٚ
The poet‟s job is not as important or as unending as the job of the sea, rain, air and sun.
.‫اٌؾّظ‬ٚ ‫اء‬ٌٛٙ‫ا‬ٚ ‫اٌّطش‬ٚ ‫فخ اٌجسش‬١‫ظ‬ٚ ً‫ّخ ِث‬٠‫ ِغزذ‬ٚ‫غذ ٘بِخ أ‬١ٌ ‫فخ اٌؾبػش‬١‫ظ‬ٚ
Question (16)
* How does the poet compare his job with that of the sea, rain, air and sun?
‫اٌؾّظ؟‬ٚ ‫اء‬ٌٛٙ‫ا‬ٚ ‫اٌّطش‬ٚ ‫فخ اٌجسش‬١‫ظ‬ٚٚ ٗ‫فز‬١‫ظ‬ٚ ٓ١‫مبسْ اٌؾبػش ث‬٠ ‫ف‬١‫و‬
The poet‟s job is not as important or as unending as the job of the sea, rain, air and sun.
.‫اٌؾّظ‬ٚ ‫اء‬ٌٛٙ‫ا‬ٚ ‫اٌّطش‬ٚ ‫فخ اٌجسش‬١‫ظ‬ٚ ً‫ّخ ِث‬٠‫ ِغزذ‬ٚ‫غذ ٘بِخ أ‬١ٌ ‫فخ اٌؾبػش‬١‫ظ‬ٚ

1. Metaphor ‫اعرؼاسج‬
* The poet compares his work to that of the sea, rain, air and sun.
.‫اٌؾّظ‬ٚ ‫اء‬ٌٛٙ‫ا‬ٚ ‫اٌّطش‬ٚ ‫ػًّ اٌجسش‬ٚ ٍّٗ‫ٓ ػ‬١‫مبسْ اٌؾبػش ث‬٠
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1. What kind of poem is “Day”? ‫ذح؟‬١‫ٗ رٍه اٌمق‬١ٌ‫ ا‬ّٝ‫ع ِٓ اٌمقبئذ رٕز‬ٛٔ ٞ‫أ‬
It is a children‟s poem. .‫ذح ٌألهفبي‬١‫ب لق‬ٙٔ‫ا‬
It is short and simple. .‫طخ‬١‫ثغ‬ٚ ‫شح‬١‫ب لق‬ٙٔ‫ا‬
It is similar to a song. .‫خ‬١ٕ‫ب رؾجٗ األغ‬ٙٔ‫ا‬
2. Why does the poet start the first four stanzas with “I‟m busy”?
‫ي)؟‬ٛ‫ٌٗ (أٔب ِؾغ‬ٛ‫ ثم‬ٌٝٚ‫ػبد األسثؼخ األ‬ٛ‫ٌّبرا ثذأ اٌؾبػش اٌّمط‬
To make a comparison between elements of nature. .‫ؼخ‬١‫ٓ ػٕبفش اٌطج‬١‫َ ثّمبسٔخ ث‬ٛ‫م‬١ٌ
To talk about each element‟s job. .‫فخ وً ػٕقش‬١‫ظ‬ٚ ٓ‫زسذس ػ‬١ٌ
3. What does the poem consist of? ‫ذح؟‬١‫ْ اٌمق‬ٛ‫ُِ رزى‬
It consists of five verses or stanzas. .‫خ‬٠‫ػبد ؽؼش‬ٛ‫ْ ِٓ خّظ ِمط‬ٛ‫رزى‬
4. What kind of rhyming scheme is there in the poem (Day)? ‫ذح؟‬١‫ اٌمق‬ٟ‫خ ِغزخذَ ف‬١‫ع ِٓ اٌمبف‬ٛٔ ٞ‫أ‬
It is very easy and straightforward. .)‫ر (ِجبؽش‬٠‫فش‬ٚ ‫ً خذا‬ٙ‫أٗ ع‬

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 It is (aaaa, bbbb, cccc, dddd, ddd).
5. Why is the poem simple? ‫طخ؟‬١‫ذح ثغ‬١‫ٌّبرا اٌمق‬
The poet is not trying to write a heroic poem with an important message.
.‫خ ثشعبٌخ ٘بِخ‬١ٌٛ‫ذح ثط‬١‫ي اٌؾبػش وزبثخ لق‬ٚ‫سب‬٠ ‫ال‬
The poem is short and for children. .‫ٌألهفبي‬ٚ ‫شح‬١‫ذح لق‬١‫اٌمق‬
6. How is the poem similar to a song? ‫خ؟‬١ٕ‫ذح ِغ األغ‬١‫ف رزؾبثٗ اٌمق‬١‫و‬
The poet creates relationships between individual words like “rain”, “vain” and “grain”.
.‫ٓ اٌىٍّبد اٌّزٕبغّخ‬١‫خٍك اٌؾبػش ػاللخ ث‬٠
The poet creates chanting sounds. .‫خ‬١‫اد غٕبئ‬ٛ‫خٍك اٌؾبػش أف‬٠
7. What kind of language is used in the poem? ‫ذح؟‬١‫ اٌمق‬ٟ‫ع اٌٍغخ اٌّغزخذِخ ف‬ٛٔ ‫ِب‬
The language is simple but beautiful. .‫ٍخ‬١ّ‫خ‬ٚ ‫طخ‬١‫اٌٍغخ ثغ‬
8. Quote the lines in which the poet compares his work to that of the elements of nature.
.‫ؼخ‬١‫ب اٌؾبػش ثّمبسٔخ ػٍّٗ ثؼًّ ػٕبفش اٌطج‬ٙ١‫َ ف‬ٛ‫م‬٠ ٟ‫بد اٌز‬١‫اروش األث‬
Sea and rain and air and sun,
Here's a fellow toiler one,
Whose task will soon be done.
9. What is similar between the poet and the elements of nature? ‫ؼخ؟‬١‫ٓ ػٕبفش اٌطج‬١‫ث‬ٚ ‫ٓ اٌؾبػش‬١‫خٗ اٌؾجٗ ث‬ٚ ‫ِب‬
They both work and do tasks. .َ‫ب‬ِٙ ٗ٠‫ٌذ‬ٚ ًّ‫ؼ‬٠ ‫والّ٘ب‬
10. What is different between the poet and the elements of nature? ‫ؼخ؟‬١‫ػٕبفش اٌطج‬ٚ ‫ٓ اٌؾبػش‬١‫خٗ االخزالف ث‬ٚ ‫ِب‬
The poet will finish his task and die but elements of nature work hard for ever.
.‫ؼخ رؼًّ ثدذ ٌألثذ‬١‫ّزٗ ٌىٓ ػٕبفش اٌطج‬ِٙ ٝٙ‫رٕز‬ٚ ‫د اٌؾبػش‬ّٛ١‫ع‬
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1. What do you think of Sir Cecil Spring Rice?

2. What is (Day) about?
3. What does the Sir Rice write about in (Day)?
4. How important is the sea?
5. Mention the four elements of nature that (Day) talks about.
6. What differentiates elements of nature from humans?
7. What favour ‫ ِؼشوف‬- ً‫ جّي‬do elements of nature do for us?
8. What does the poem describe?
9. What important work (task) does the sea (the rain) (the air) (the sun) do?
10. What does the sea (the rain) (the air) (the sun) say?
11. What are the various elements that build the earth?
12. What are the elements of nature mentioned in the poem? What is the task of each?
13. In what way does man differ from elements of nature?
14. What is the form of the poem?
15. Why will the poet's task soon be done?
16. What is the rhyme scheme of the poem?
17. Who is the poet who wrote “Day”? What do you know about him?
18. Why are the elements of nature important?
19. What kind of poem is “Day”?
20. Why does the poet start the first four stanzas with “I‟m busy”?

7
English Grammar Practice
21. What does the poem consist of?
22. What‟s the theme of the poem?
23. Give the meaning of the following words: planets - in vain - grain - toiler - task?
24. What is the work of the sea (the rain) (the air) (the sun) according to the poem "Day"?
"I am busy," said the sun.
"All my planets, every one,
Know my work is never done.
"I am busy," said the sun.
25. Paraphrase the above stanza.
26. Pick out a figure of speech.
27. What is the alliteration in the above lines? What is its effect?
28. What's the rhyme scheme?
"I'm busy", said the sea
……………………………………………
……………………………………………
……………………………………………
29. Complete the above stanza and paraphrase it.
30. What's the figure of speech in the first line?
31. What's the name of the poet?
32. What's the main idea of the poem?
33. How does the poet compare himself with elements of nature?
Sea and rain and air and sun,
Here's a fellow toiler one,
Whose task will soon be done.
34. Paraphrase the above lines.
35. Give the meaning of the words: “task” and “fellow”.
36. What is the main figure of speech in the above stanza.
37. Why is the main idea of the stanza?
38. What do you think of the language of the poem?

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* Who is the poet who wrote? ‫ذح؟‬١‫ وزت اٌمق‬ٜ‫ِٓ اٌؾبػش اٌز‬
It is William Wordsworth.
* What do you know about the poet, William Wordsworth?
‫ِبرا رؼشف ػٓ اٌؾبػش؟‬
He was the first great poet of the romantic period. .ٝ‫ى‬١‫ِبٔز‬ٚ‫ اٌؼقش اٌش‬ٟ‫ُ ف‬١‫ي ؽبػش ػظ‬ٚ‫وبْ أ‬
He toured the countryside and came close to the life of the country people and nature.
.‫ؼخ‬١‫اٌطج‬ٚ ‫ف‬٠‫بح عىبْ اٌش‬١‫اززه ثس‬ٚ ‫ف‬٠‫ اٌش‬ٟ‫خبي ف‬
This nature love influenced his writings. .ٗ‫ وزبثبر‬ٍٝ‫ؼخ ػ‬١‫أثشد رٍه اٌطج‬
In 1843, he was crowned Poet Laureate. .ٝ‫بسٖ ؽبػشا ٌٍجاله اٌٍّى‬١‫ رُ اخز‬1843 َ‫ ػب‬ٟ‫ف‬
His main concept of poetry was that “it is a spontaneous overflow of powerful emotions”.
."‫خ‬٠ٛ‫ ٌٍّؾبػش اٌم‬ٝ‫ائ‬ٛ‫ أٔٗ "رذفك ػؾ‬ٛ٘ ‫ ػٓ اٌؾؼش‬ٝ‫غ‬١‫ِٗ اٌشئ‬ٛٙ‫وبْ ِف‬

I wandered lonely as a cloud.

That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

wander to go from place to another place without any purpose ‫يرجىي‬

float go up in the air ‫يطفى‬
o'ver over ‫فىق‬
vales small valleys ‫ودياْ صغيشج‬
crowd a large number together without order ‫ِجّىػح‬
host great number ‫ػذد وثيش‬
daffodils yellow flowers ‫صهىس إٌشجظ‬
beneath under ‫ ذذد‬- ً‫أعف‬
fluttering moving gently - trembling ً‫ ذرّاي‬- ‫ذشفشف‬
breeze light gentle wind ‫ سياح خفيفح‬- ُ‫ٔغي‬

9
English Grammar Practice
* The rhyme scheme of the stanza is: (ab ab cc)

* The poet was walking aimlessly as a cloud when he suddenly saw a great number of daffodils
everywhere beside the lake, under the trees.
.‫أعفً األؽدبس‬ٚ ‫شح‬١‫اس اٌجس‬ٛ‫ وً ِىبْ خ‬ٟ‫س إٌشخظ ف‬ٛ٘‫ش ِٓ ص‬١‫ ػذد وج‬ٜ‫ي ثال ٘ذف وغسبثخ ػٕذِب سأ‬ٛ‫زد‬٠ ‫وبْ اٌؾبػش‬
* The daffodils looked as if they were dancing and moving along the side of the water.
.‫ي اٌّبء‬ٛ‫رزسشن ثط‬ٚ ‫ب رزشالـ‬ٙٔ‫وأ‬ٚ ‫س إٌشخظ‬ٛ٘‫ثذد ص‬
* The poet is talking about nature and about himself as a part of it.
.‫ب‬ِٕٙ ‫ػٓ ٔفغٗ ودضء‬ٚ ‫ؼخ‬١‫زسذس اٌؾبػش ػٓ اٌطج‬٠

1. Simile ‫ذشثيه‬: (I wandered lonely as a cloud.)

* The poet describes himself as a cloud floating in the sky. .‫ اٌغّبء‬ٟ‫ؾجٗ اٌؾبػش ٔفغٗ ثغسبثخ رزسشن ف‬٠

2. Alliteration ‫جٕاط‬: That floats on high o'er vales and hills,

* The letter (h) is repeated in (high) and (hills).
* This alliteration gives music. .ٝ‫م‬١‫ع‬ٌّٛ‫ػب ِٓ ا‬ٛٔ ‫خٍك‬٠ ‫٘زا اٌدٕبط‬
3. Alliteration ‫جٕاط‬: Beside the lake, beneath the trees,
* The letter (b) is repeated in (beside) and (beneath).
* The sound (z) is repeated in (the lake) and (the trees).
4. Alliteration ‫جٕاط‬: When all at once I saw a crowd,
* The sound (w) is repeated in (when) and (once).
5. Contrast ‫ ذضاد‬/ ‫ ذٕالض‬:
* There is a contrast between (lonely) and (crowd).
* There is a contrast between (vales) and (hills).
* There is a contrast between (beneath) and (over).
* These contrasts strengthen and clarify the meaning. .ٗ‫مس‬ٛ‫ر‬ٚ ٕٝ‫ اٌّؼ‬ٜٛ‫رٍه اٌّزنبداد رم‬
6. Personification ‫ذشخيص‬: Fluttering and dancing in the breeze.
* The poet personifies the daffodils as dancers. .ْٛ‫شلق‬٠ ‫س إٌشخظ وأؽخبؿ‬ٛ٘‫ؾخـ اٌؾبػش ص‬٠
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Continuous as the stars that shine

And twinkle on the Milky Way,
They stretch'd in never-ending line
Along the margin of a bay:

10
 Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

twinkle shine with a trembling, sparkling light ‫ذٍّغ‬

the Milky Way a constellation of stars in the sky َ‫وىوثح ِٓ إٌجى‬
stretched became longer ‫اِرذخ‬
margin edge ‫ هاِش‬- ‫دافح‬
bay a part of the sea enclosed by a wide curve of the shore ‫ ِضيك‬- ‫خٍيج‬
glance a fast look ‫ٔظشج عشيؼح‬
tossing throwing up, raising up ‫ذشفغ‬
sprightly lively ‫ تغؼادج‬- ‫تذيىيح‬

* The rhyme scheme of the stanza is: (ab ab cc)

* The poet describes the daffodils as the stars that shine brightly in the sky.
.‫ اٌغّبء‬ٟ‫ رزألأل ف‬ٟ‫َ اٌز‬ٛ‫س إٌشخظ وبٌٕد‬ٛ٘‫قف اٌؾبػش ص‬٠
* He says that daffodils were rising up and down in a lively show as if they were ballet dancers.
.ٗ١ٌ‫ُ سالقبد ثب‬ٙٔ‫ً وأ‬١ّ‫خ‬ٚ ٞٛ١‫ ػشك ز‬ٟ‫رٕخفل ألعفً ف‬ٚ ٍٝ‫س إٌشخظ وبٔذ رشرفغ ألػ‬ٛ٘‫ي ثأْ ص‬ٛ‫م‬٠
* The number of daffodils was so great and they throwing their heads in a lively way.
.‫ٍخ‬١ّ‫مخ خ‬٠‫ُ ثطش‬ٙ‫ع‬ٚ‫ْ سء‬ٛ‫سشو‬٠ ‫ا‬ٛٔ‫وب‬ٚ ‫ش‬١‫س إٌشخظ وج‬ٛ٘‫وبْ ػذد ص‬

1. Simile ‫ذشثيه‬: “Continuous as the stars that shine”

* The poet likens the daffodils to the shiny stars. .‫َ اٌالِؼخ‬ٛ‫س إٌشخظ ثبٌٕد‬ٛ٘‫ؾجٗ اٌؾبػش ص‬٠
2. Personification ‫ذشخيص‬: “Tossing their heads in sprightly dance”
* The poet likens the daffodils to dancers who raise their heads in happiness while they are dancing.
.ٓ‫شلق‬٠ ‫ّٕب‬١‫عٗ ْ ثغؼبدح ث‬ٚ‫شفؼٓ سؤ‬٠ ‫س إٌشخظ ثشالقبد‬ٛ٘‫ؾجٗ اٌؾبػش ص‬٠
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

The waves beside them danced; but they

Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:

11
English Grammar Practice
 I gazed-and gazed-but little thought
What wealth the show to me had brought:

outdid excelled, became better than ٓ‫ ذذغٓ ػ‬/ ًٍ‫ذفىق ػ‬

sparkling shining ‫الِؼح‬
glee happiness and gaiety ‫عؼادج وفشدح‬
jocund gay, merry ‫ عؼيذ‬- ‫ِشح‬
wealth having a lot of money ‫اٌثشاء‬
company number of people that man is with ‫ سفمح‬- ‫صذثح‬
gaze look with fixed eyes for a long time ‫ يذلك إٌظش‬- ‫يّؼٓ إٌظش‬

* The rhyme scheme of the stanza is: (ab ab cc)

* The poet holds a comparison between the daffodils and the waves that were dancing in the lake.
.‫شح‬١‫ اٌجس‬ٟ‫ رزشالـ ف‬ٟ‫اج اٌز‬ِٛ‫ٓ األ‬١‫ث‬ٚ ‫س إٌشخظ‬ٛ٘‫ٓ ص‬١‫ؼمذ اٌؾبػش ِمبسٔخ ث‬٠
* The daffodils were much better in dancing than the waves. .‫اج‬ِٛ‫س إٌشخظ رشلـ أفنً ِٓ األ‬ٛ٘‫ص‬
* The daffodils were so lovely that they filled the poet with joy and happiness.
.‫اٌغؼبدح‬ٚ ‫ب ِألد اٌؾبػش ثبٌفشزخ‬ٙٔ‫ٍخ خذا ٌذسخخ أ‬١ّ‫س إٌشخظ خ‬ٛ٘‫وبٔذ ص‬
* The poet kept looking at the daffodils and thinking for a long time.
.ً٠ٛ‫لذ ه‬ٌٛ ‫ب‬ٙ١‫ش ف‬١‫اٌزفى‬ٚ ‫س إٌشخظ‬ٛ٘‫ ص‬ٌٝ‫ إٌظش ا‬ٟ‫اعزّش اٌؾبػش ف‬

1. Personification ‫ذشخيص‬: “The waves beside them danced.”

* The poet personifies the waves as dancers. .‫اج وشالقبد‬ِٛ‫ؾخـ اٌؾبػش األ‬٠
2. Metaphor ‫اعرؼاسج‬: What wealth the show to me had brought:
* The poet likens the happiness he got through that fortune. .‫ح‬ٚ‫ب ثبٌثش‬ٙ١ٍ‫ زقً ػ‬ٟ‫ؾجٗ اٌؾبػش اٌغؼبدح اٌز‬٠
3. Alliteration ‫جٕاط‬: The waves beside them danced; but they
* The letter (b) is repeated in (beside) and (but).
* This alliteration gives music. .ٝ‫م‬١‫ع‬ٌّٛ‫ػب ِٓ ا‬ٛٔ ‫خٍك‬٠ ‫٘زا اٌدٕبط‬
4. Alliteration ‫جٕاط‬: What wealth the show to me had brought:
* The letter (w) is repeated in (what) and (wealth).
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

12
 For often, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then-my heart with pleasure fills,
And dances with the daffodils.

oft often ً ‫غاٌثا‬

couch bed َ‫ِىاْ اٌشادح او إٌى‬
pensive thoughtful, dreaming ٌُ‫ دا‬- ‫عاسح‬
inward eye the eye of the mind ‫ اٌخاطش‬- ‫اٌثاي‬
bliss heavenly happiness ‫ ٔؼّح‬- ‫عؼادج‬
flash appear suddenly ‫ يضًء فجأج‬- ‫يىِض‬
mood state of mind ‫اٌذاٌح اٌّضاجيح‬
vacant not busy thinking ‫غيش ِٕشغال تاٌرفىيش‬
solitude loneliness ‫اٌىدذج‬

* The rhyme scheme of the stanza is: (ab ab cc)

* The poet describes the great effect of the daffodils on him. .ٗ١ٍ‫ش ٌٍٕشخظ ػ‬١‫ش اٌىج‬١‫قف اٌؾبػش اٌزأث‬٠
* The poet never forgets the beautiful picture of the daffodils. .‫ٍخ ٌٍٕشخظ‬١ّ‫سح اٌد‬ٛ‫ٕظ أثذا اٌق‬٠ ‫ال‬
* Whenever he lies on bed, the lovely sight of the daffodils comes to his mind.
.ٕٗ٘‫ ر‬ٟ‫س إٌشخظ ف‬ٛ٘‫ً ٌض‬١ّ‫ٗ إٌّظش اٌد‬١‫أر‬٠ ٗ‫ فشاؽ‬ٟ‫ر ف‬٠‫غزش‬٠ ‫لذ‬ٚ ٞ‫ أ‬ٟ‫ف‬
* This sight fills his heart with happiness and he feels as if his heart is dancing with the daffodils.
.‫س إٌشخظ‬ٛ٘‫شلـ ِغ ص‬٠ ٗ‫وأْ لٍج‬ٚ ‫ؾؼش‬٠ٚ ‫ّأل لٍجٗ ثبٌغؼبدح‬٠ ‫ذ‬ٙ‫٘زا اٌّؾ‬

1. Personification ‫ذشخيص‬: “And dances with the daffodils”

* The poet likens his heart to a man that dances out of happiness. .‫شلـ ِٓ اٌفشزخ‬٠ ً‫ؾجٗ اٌؾبػش لٍجٗ ثشخ‬٠
2. Metaphor ‫اعرؼاسج‬: “They flash upon that inward eye”
* The poet likens mind to an eye that sees the daffodils. .‫ إٌشخظ‬ٜ‫ٓ رش‬١‫ؾجٗ اٌؾبػش اٌؼمً ثؼ‬٠
3. Contrast ‫ ذضاد‬/ ‫ ذٕالض‬: “In vacant or in pensive mood,”
* There is a contrast between (vacant) and (pensive).
* It makes the meaning stronger and clearer. .‫مر‬ٚ‫أ‬ٚ ٜٛ‫ أل‬ٕٝ‫دؼً اٌّؼ‬٠ ٗٔ‫ا‬

13
English Grammar Practice
4. Alliteration ‫جٕاط‬: They flash upon that inward eye
* The sound (z) is repeated in (they) and (that).
5. Alliteration ‫جٕاط‬: And dances with the daffodils.
* The letter (d) is repeated in (dances) and (daffodils).
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1. What does the poem consist of? ‫ذح؟‬١‫ْ اٌمق‬ٛ‫ُِ رزى‬

It consists of four verses or stanzas. .‫خ‬٠‫ػبد ؽؼش‬ٛ‫ْ ِٓ أسثؼخ ِمط‬ٛ‫رزى‬
2. What is the main idea of the poem? ‫ذح؟‬١‫خ ٌٍمق‬١‫غ‬١‫ِب اٌفىشح اٌشئ‬
The poet is describing the effect of nature (daffodils) on him.
.ٗ١ٍ‫س إٌشخظ) ػ‬ٛ٘‫ؼخ (ص‬١‫ش اٌطج‬١‫قف اٌؾبػش رأث‬٠

1. Who was the author of this poem? And what is it about?

2. What is the poet describing in the first stanza?
3. Give lines that show the daffodils stretched along the lake like the stars shinning in the sky.
4. What did the poet liken himself to?
5. Where were the daffodils?
6. I wandered lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze
a. Paraphrase the above lines.
b. Find the figures of speech.
c. Write down the rhyme scheme.
7. The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed-and gazed-but little thought
What wealth the show to me had brought:
a. What does the pronoun „them‟ refer to?
b. Find a metaphor and a perdonification.
c. What did the poet think he had found?
8. What‟s the poet‟s reaction to nature?
9. In the poem, the poet compares the dancing of the daffodils to the dancing of the waves in the
lake. Show.
10. I wandered lonely as a cloud

14
 ……………………………………………………
……………………………………………………
Complete the stanza.
Paraphrase the lines.
Write the rhyme scheme.
11. Continuous as the stars that shine
And twinkle on the Milky Way,
They stretch'd in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance
a. Paraphrase the above lines.
b. Find a personification and a simile.
c. Write the rhyme scheme.
12. In what way are the daffodils like the waves?
13. In what way are the daffodils like the stars?
14. Pick out a contrast in the first stanza.
15. Pick out a simile in the second stanza.
16. Pick out a personification in the third stanza.
17. Pick out a metaphor in the fourth stanza.
18. Give the meanings of these words: solitude, pensive, wander and fluttering.
19. Continuous as the stars that shine
And twinkle on the Milky Way,
They stretch'd in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.
a. Paraphrase the above lines.
b. Give meanings for: (tossing) and (glance).
c. What is the name of the poet?
d. What is the message of the poem?
e. Pick out two figures of speech.
f. What is the rhyme scheme of the above mentioned lines?
20. What was the effect of the daffodils on the poet?
21. What does the poet liken the daffodils to?
22. For often, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;

15
English Grammar Practice
 And then-my heart with pleasure fills,
And dances with the daffodils.
a. Paraphrase the above lines.
b. What is the figure of speech in “In vacant or pensive mood”
c. What do you think of the poem?
d. What rhyme scheme is there in the above lines?

* Who is the poet who wrote? ‫ذح؟‬١‫ وزت اٌمق‬ٜ‫ِٓ اٌؾبػش اٌز‬
It is William Blake.
* What do you know about the poet, William Blake?
‫ِبرا رؼشف ػٓ اٌؾبػش؟‬
He was an English poet. .‫ب‬٠‫ض‬١ٍ‫وبْ ؽبػشا أد‬
He made good achievements as a poet and a painter. .َ‫سعب‬ٚ ‫ذح وؾبػش‬١‫زمك ئٔدبصاد خ‬

Tiger, tiger, burning bright

In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?

burning growing brightly ‫ ذٍّغ‬- ‫ذششق‬

immortal eternal, unfading ُ‫ دائ‬- ‫خاٌذ‬
frame to form ‫ يٕغك‬- ً‫يشى‬
fearful causing fear ‫ِخيف‬
symmetry beauty based on excellence of proportion ‫ ذٕاظش‬- ‫ذٕاعك‬
thy your

* The poet addresses the tiger that shines and glows with fiery eyes and shining fur in the forest
during the night. .‫ اٌغبثخ‬ٟ‫ً ف‬١ٌٍ‫ٖ اٌالِغ ثب‬ٚ‫فش‬ٚ ‫خ‬٠‫ٗ إٌبس‬١ٕ١‫ٍّغ ثؼ‬٠ ٜ‫خبهت اٌؾبػش إٌّش اٌز‬٠
* He asks the tiger, “Who created you with such a beautiful body?”
"‫ً؟‬١ّ‫زا اٌدغُ اٌد‬ٙ‫ خٍمه ث‬ٜ‫ "ِٓ اٌز‬,‫غأي إٌّش‬٠ ٛٙ‫ف‬
* He assures that God is great to create such a perfect creature.
.‫ق اٌشائغ‬ٍٛ‫ُ ألٔٗ خٍك ِثً ٘زا اٌّخ‬١‫إوذ أْ هللا ػظ‬٠ ٛٙ‫ف‬

16
1. Metaphor ‫اعرؼاسج‬: "Tiger! Tiger! Burning bright,"
* The poet is comparing the tiger to a glorious burning flame. .‫ت ِسزشق‬ٍٙ‫ؾجٗ اٌىبرت إٌّش ث‬٠
2. Alliteration ‫جٕاط‬: "Tiger! Tiger! Burning bright,"
* The letter (b) is repeated in (burning) and (bright).
* This alliteration gives music. .ٝ‫م‬١‫ع‬ٌّٛ‫ػب ِٓ ا‬ٛٔ ‫خٍك‬٠ ‫٘زا اٌدٕبط‬
3. Alliteration ‫جٕاط‬: (Could frame thy fearful symmetry?)
* The letter (f) is repeated in (frame) and (fearful).
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

In what distant deeps or skies

Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare seize the fire ?

distant far, remote ‫تؼيذ‬

thine your ‫ ٍِىه‬- ‫ٌه‬
dare venture ‫يجشؤ‬
aspire hope ‫ يطّخ‬- ًِ‫يأ‬
seize take hold of ًٍ‫يغرىًٌ ػ‬

* The poet asks the tiger, “What deep power created this blazing fire in your eyes?” “Who can
dream of catching such a quick and fast animal?”
‫غ‬٠‫اْ عش‬ٛ١‫بد ز‬١‫ افط‬ٍٝ‫دشؤ ػ‬٠ ٜ‫ه؟" "ِٓ اٌز‬١ٕ١‫ ػ‬ٟ‫٘دخ ف‬ٛ‫ خٍمذ رٍه إٌبس اٌّز‬ٟ‫شح اٌز‬١‫ح اٌىج‬ٛ‫ "ِب اٌم‬,‫غأي اٌؾبػش إٌّش‬٠
"‫ ِثٍه؟‬ٝ‫رو‬ٚ
* The poet assures that no one can ever dare come near such a blazing fire.
.‫٘دخ‬ٛ‫مزشة ِٓ رٍه إٌبس اٌّز‬٠ ْ‫دشؤ أ‬٠ ‫إوذ اٌؾبػش أْ ال أزح‬٠

1. Alliteration ‫جٕاط‬ In what distant deeps or skies

* The letter (d) is repeated in (distant) and (deeps).
2. Alliteration ‫جٕاط‬ On what wings dare he aspire?
* The letter (w) is repeated in (what) and (wings).
3. Metaphor ‫اعرؼاسج‬ Burnt the fire of thine eyes?
* The poet is comparing the tiger to a glorious burning flame. .‫ت ِسزشق‬ٍٙ‫ؾجٗ اٌىبرت إٌّش ث‬٠
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17
English Grammar Practice
 And what shoulder and what art
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand and what dread feet?

art skill ٓ‫ ف‬- ‫ِهاسج‬

twist bend ًٕ‫يث‬
sinews tough cords that unite a muscle with some other part ‫أوذاس‬
dread arousing great fear ‫ ِخيف‬- ‫ِفضع‬

* The poet says that no one, however strong he might be, can overcome such a fierce animal.
.)‫اْ اٌؾشط (إٌّش‬ٛ١‫ ِثً ٘زا اٌس‬ٍٟ‫زغٍت ػ‬٠ ْ‫غ أ‬١‫غزط‬٠ ٗ‫ر‬ٛ‫ّب وبٔذ ل‬ِٙ ‫ي اٌؾبػش أْ ال أزذ‬ٛ‫م‬٠
* When the tiger gets angry or feels danger, it becomes wild and violent.
.‫ف‬١ٕ‫ػ‬ٚ ‫زؼ‬ٛ‫قجر ِز‬٠ ‫ؾؼش ثبٌخطش‬٠ ٚ‫غنت إٌّش أ‬٠ ‫ػٕذِب‬

1. Metaphor ‫اعرؼاسج‬ Could twist the sinews of thy heart?

* The poet likens the heart of the tiger to a musical instrument.
2. Alliteration ‫جٕاط‬ And when thy heart began to beat,
* The letter (b) is repeated in (began) and (beat).
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What the hammer? What the chain?

In what furnace was thy brain?
What the anvil? What dread grasp
Dare its deadly terrors clasp?

hammer an instrument for driving nails ‫ِطشلح‬

chain a series of metal rings passing through one another. ‫عٍغٍح‬
furnace an enclosed place in which metal is shaped ْ‫فش‬
anvil the block on which metal is shaped by hammering ‫عٕذاْ اٌذذاد‬
grasp seize ًٍ‫ يغرذىر ػ‬- ‫يّغه تــ‬

18
 deadly causing death ً‫ لاذ‬- ‫ِّيد‬
clasp seize with the hand ًٍ‫ يمثض ػ‬- ‫يّغه‬

* Neither a hammer or a chain can trap the tiger because it is clever.

.‫ خذا‬ٝ‫ عٍغٍخ أعش إٌّش ألٔٗ رو‬ٚ‫ّىٓ ٌّطشلخ أ‬٠ ‫ال‬
* The tiger‟s fearful claws are deadly and stronger than any hunting weapon.
.‫ذ‬١‫ عالذ ٌٍق‬ٞ‫ ِٓ أ‬ٜٛ‫أل‬ٚ )‫زخ (لبرٍخ‬١ِّ ‫فخ‬١‫ِخبٌت إٌّش اٌّخ‬

When the stars threw down their spears,

And water'd heaven with their tears,
Did He smile His work to see?
Did He who made the lamb make thee?

spears sharp, pointed instrument ‫سِاح‬

lamb a young sheep ًّ‫د‬

* When the stars send down their spears (rays) and when heaven (the sky) washes the earth with its
tears (the rain), God must be pleased to see His wonderful creation.
.ً١ّ‫لٗ اٌد‬ٍٛ‫ذ ثّخ‬١‫ ِٓ اٌّإوذ أْ اٌخبٌك عؼ‬,)‫ب (اٌّطش‬ٙ‫ػ‬ِٛ‫رٕضي اٌغّبء د‬ٚ ً‫ب ٌألعف‬ٙ‫َ اؽؼز‬ٛ‫ػٕذِب رغٍو إٌد‬
* The poet wonders at the greatness of God who created both the tamed lamb and the fierce tiger.
.‫إٌّش اٌؾشط‬ٚ ‫غ‬٠‫د‬ٌٛ‫ خٍك وال ِٓ اٌسًّ ا‬ٜ‫زؼدت اٌؾبػش ِٓ لذسح هللا اٌز‬٠

1. Metaphor ‫اعرؼاسج‬ When the stars threw down their spears,

* The poet likens the rays of the stars to spears. .‫َ ثشِبذ‬ٛ‫ؾجٗ اٌؾبػش أؽؼخ إٌد‬٠
2. Metaphor ‫اعرؼاسج‬ And water'd heaven with their tears,
* The poet likens the drops of rain to tears. .‫ع‬ِٛ‫ؾجٗ اٌؾبػش لطشاد اٌّطش ثبٌذ‬٠
3. Alliteration ‫جٕاط‬ When the stars threw down their spears,
* The letter (s) is repeated in (stars) and (spears).
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Tiger, tiger, burning bright

In the forests of the night,

19
English Grammar Practice
 What immortal hand or eye
Dare frame thy fearful symmetry?

* The poet repeats this stanza to create internal music. .‫خ‬١ٍ‫ داخ‬ٝ‫م‬١‫ع‬ِٛ ‫ػخ ِٓ أخً خٍك‬ٛ‫ذ اٌؾبػش رٍه اٌّمط‬١‫ؼ‬٠
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

1. What does the poem consist of? ‫ذح؟‬١‫ْ اٌمق‬ٛ‫ُِ رزى‬

It consists of six stanzas of four lines each. .‫بد‬١‫ػخ ِٓ أسثؼخ أث‬ٛ‫ػبد وً ِمط‬ٛ‫ْ ِٓ عذ ِمط‬ٛ‫رزى‬
2. What is the rhyme scheme of the poem? ‫ذح؟‬١‫خ اٌمق‬١‫ِب لبف‬
It is (aa bb cc dd)
3. What is the main idea of the poem? ‫ذح؟‬١‫خ ٌٍمق‬١‫غ‬١‫ِب اٌفىشح اٌشئ‬
It gives a beautiful description of the tiger. .‫ً ٌٍّٕش‬١ّ‫فف خ‬ٚ َ‫ رمذ‬ٟ٘
4. What does the poet wonder at? ‫زؼدت اٌؾبػش؟‬٠ ُِ
The greatness of God who created both the tamed lamb and the fierce tiger.
.‫إٌّش اٌؾشط‬ٚ ‫ف‬١ٌ‫غ األ‬٠‫د‬ٌٛ‫ خٍك وال ِٓ اٌسًّ ا‬ٜ‫ػظّخ اٌخبٌك اٌز‬
5. What characteristics of the tiger does the poet admire? ‫ إٌّش؟‬ٟ‫ب اٌؾبػش ف‬ٙ‫ؼدت ث‬٠ ٟ‫ِب اٌغّبد اٌز‬
Courage, strength and beauty. .‫اٌدّبي‬ٚ ‫ح‬ٛ‫اٌم‬ٚ ‫اٌؾدبػخ‬
6. What question puzzles the poet? ‫ش اٌؾبػش؟‬١‫س‬٠ ٜ‫ِب اٌغإاي اٌز‬
How God created both the tamed lamb and the fierce tiger.
.‫إٌّش اٌؾشط‬ٚ ‫ف‬١ٌ‫غ األ‬٠‫د‬ٌٛ‫ف خٍك هللا وال ِٓ اٌسًّ ا‬١‫و‬
7. What kind of poem is “the Tiger”? / What do you think of the poem? ‫ب؟‬ٙ١‫ه ف‬٠‫ ِب سا‬/ ‫ذح؟‬١‫ع اٌمق‬ٛٔ ‫ِب‬
It is a simple poem which allows for pauses at the end of every line.
ٜ‫ذ ؽؼش‬١‫خ وً ث‬٠‫ب‬ٙٔ ‫لف ِغ‬ٛ‫طخ رغّر ثبٌز‬١‫ذح ثغ‬١‫ لق‬ٟ٘
It is a lyric poem focusing on the nature of God and his creations.
.ٗ‫خٍم‬ٚ ‫ؼخ اٌخبٌك‬١‫ هج‬ٍٝ‫خ رشوض ػ‬١‫ذح غٕبئ‬١‫ب لق‬ٙٔ‫ا‬
8. Why daren‟t anyone catch the tiger? ‫بد إٌّش؟‬١‫ افط‬ٍٟ‫دشؤ أزذ ػ‬٠ ‫ٌّبرا ال‬
Because it is fast, clever and strong. .ٜٛ‫ل‬ٚ ٝ‫رو‬ٚ ‫غ‬٠‫ألٔٗ عش‬
9. How does the poet describe the tiger‟s claws? ‫قف اٌؾبػش ِخبٌت إٌّش؟‬٠ ‫ف‬١‫و‬
The tiger‟s fearful claws are deadly and stronger than any hunting weapon.
.‫ذ‬١‫ عالذ ٌٍق‬ٞ‫ ِٓ أ‬ٜٛ‫أل‬ٚ )‫زخ (لبرٍخ‬١ِّ ‫فخ‬١‫ِخبٌت إٌّش اٌّخ‬
10. Why does the poet repeat the first stanza at the end of the poem?
‫ذح؟‬١‫خ اٌمق‬٠‫ب‬ٙٔ ٟ‫ ف‬ٌٝٚ‫ػخ األ‬ٛ‫ذ اٌؾبػش اٌّمط‬١‫ؼ‬٠ ‫ٌّبرا‬
To create internal music. .‫خ‬١ٍ‫ داخ‬ٝ‫م‬١‫ع‬ِٛ ‫ِٓ أخً خٍك‬
11. Why does the poet make a comparison between the tiger and the lamb?
‫اٌسًّ؟‬ٚ ‫ٓ إٌّش‬١‫ؼمذ اٌؾبػش ِمبسٔخ ث‬٠ ‫ٌّبرا‬
To assure the greatness of God. .‫ ػظّخ اٌخبٌك‬ٍٝ‫إوذ ػ‬١ٌ
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

20
 1. Tiger, tiger, burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
a. Paraphrase this stanza.
b. Pick out a figure of speech.
c. Who wrote the poem?
d. What kind of poem is this?
e. Give the meaning of the word “symmetry”.
f. What is amazing about the tiger?
2. In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare seize the fire?
a. Paraphrase the above lines.
b. Give the meanings of these words: (thine), (aspire) and (dare).
c. What do you know about the poet?
d. Detect a figure of speech from the above lines.
3. And what shoulder and what art
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand and what dread feet?
a. Paraphrase the above stanza.
b. What is the figure of speech in “What dread hand and what dread feet?”?
c. What is the rhyme scheme of the above mentioned lines?
d. What is the meaning of “dread”?
4. What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? What dread grasp
Dare its deadly terrors clasp?
a. What does the underlined word mean?
b. Paraphrase the stanza.
c. Pick out a figure of speech from the stanza.
5. When the stars threw down their spears,
And water'd heaven with their tears,
Did He smile His work to see?
Did He who made the lamb make thee?
a. Paraphrase the lines.
b. Why does the poet make a comparison between the tiger and the lamb?
c. Pick out a figure of speech.
6. What does the poet wonder at?
7. What are the lines that show God‟s perfection of creating the tiger?
8. How does the poet create internal music in his poem?
9. What does the poem consist of?
10. What is the rhyme scheme of the poem?
11. What is the main idea of the poem?

21
English Grammar Practice
12. What characteristics of the tiger does the poet admire?
13. How does the poet describe the tiger?
14. What question makes the poet puzzled?
15. What kind of poem is “the Tiger”?
16. What do you think of the poem?
17. Why daren‟t anyone catch the tiger?
18. How does the poet describe the tiger‟s claws?
19. Why does the poet repeat the first stanza at the end of the poem?
20. Why does the poet make a comparison between the tiger and the lamb

* Who is the poet who wrote? ‫ِٓ اٌشاػش اٌزي ورة اٌمصيذج؟‬
It is Serraillier.

rescue to save / helping someone out of danger ‫أمار‬

wage to move from one side to side ً‫ يرٕم‬- ‫يرذشن‬

The wind is loud,

The wind is blowing,
The waves are big,
The waves are growing.
What’s that? What’s that?
A dog is crying,
It’s in the sea,
A dog is crying.
His or hers
Or yours or mine?
A dog is crying,
A dog is crying.

* The poet is describing the storm.

* The wind is loud and blowing.
* The waves are high and growing.

22
* A dog in the sea is crying for help and barking.

Is no one there?
A boat is going,
The waves are big,
A man is rowing,
The waves are big
The waves are growing.
Where’s the dog?
It isn’t crying.
His or hers
Or yours or mine?
Is it dying?
Is it dying?

* A boat is heading for the dog.

* The waves are big and high.
* A man is rowing the boat.
* The dog stops crying.
* The poet asks what happened to the dog and if it has died.

The wind is loud,

The wind is blowing,
The waves are big,
The waves are glowing.
Where’s the boat?
It’s upside down.
And where’s the dog,
And must it drown?
His or hers
Or yours or mine?
O, must it drown?

23
English Grammar Practice
 O, must it drown?

* The boat turns upside down.

* There‟s no sight of the dog.
* The poet asks if the dog has drowned.

Where’s the man?

He’s on the sand,
So tired and wet
He cannot stand.
And where’s the dog?
It’s in his hand,
He lies it down
Upon the sand.
His or hers
Or yours or mine?
The dog is mine!
The dog is mine!

* The man reaches the shore safely.

* The man is so wet and tired that he can‟t stand.
* The man has rescued the dog and the dog is in his hand.
* The man puts the dog on the sand.
* The poet now recognizes the dog. It is his own dog.

So tired and wet

And still it lies.
I stroke its head,
It opens its eyes,
It wages its tail,
So tired and wet.

24
 I call its name,
For it’s my pet,
Not his or hers
Or yours, but mine-
And up it gets,
And up it gets!

* The poet describes the feelings between him and his dog.
* The poet pats its dog.
* The dog opens its eyes and shakes its tail with happiness and gratefulness.
* The poet calls out the dog‟s name so it gets up.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

1. Why does the poet use questions and answers?
To make the sight clear and easy to understand.
2. What kind of relation was there between the poet and the dog?
They were close to each other.
3. Why does the poet repeats the lines?
To create some kind of internal music.
4. What kind of poem is (The Rescue)?
It is a ballad.
5. Why is (The Rescue) considered a ballad?
Because it tells a story.
6. How does the poem end happily?
The dog is rescued.
7. What does the poem consist of?
It consists of five parts, of twelve lines each.
8. What kind of language is used in the poem?
The language is simple and there are no difficult words.
9. Why is the poem easy?
The language is simple.
The lines are short.
There is a rhyme scheme.
There is a repetition of lines.
10. What is the main idea of the poem?
It shows the ties and the mutual love between the poet and the dog, between man and animal.
.ْ‫ا‬ٛ١‫اٌس‬ٚ ْ‫ٓ االٔغب‬١‫ ث‬,‫اٌىٍت‬ٚ ‫ٓ اٌؾبػش‬١‫اٌست اٌّزجبدي ث‬ٚ ‫اثو‬ٚ‫ٓ اٌش‬١‫ب رج‬ٙٔ‫ا‬
‫بد؟‬١‫ االث‬ٟ‫ثخ ف‬ٛ‫األخ‬ٚ ‫غزخذَ اٌؾبػش األعئٍخ‬٠ ‫ٌّبرا‬
.ّٗٙ‫ً ف‬ٙ‫ع‬ٚ ‫امر‬ٚ ‫ذ‬ٙ‫دؼً اٌّؾ‬٠ ٟ‫ٌى‬
‫اٌىٍت؟‬ٚ ‫ٓ اٌؾبػش‬١‫ وبٔذ ث‬ٟ‫ع اٌؼاللخ اٌز‬ٛٔ ‫ِب‬
.‫ّب اٌجؼل‬ٙ‫ٓ ِٓ ثؼن‬١‫ج‬٠‫ا لش‬ٛٔ‫وب‬
‫بد؟‬١‫ىشس اٌؾبػش االث‬٠ ‫ٌّبرا‬
.‫خ‬١ٍ‫ اٌذاخ‬ٝ‫م‬١‫ع‬ٌّٛ‫ع ِٓ ا‬ٛٔ ‫خٍك‬٠ ٝ‫ٌى‬
‫ذح؟‬١‫ع اٌمق‬ٛٔ ‫ِب‬
.‫خ‬١‫ب لقخ غٕبئ‬ٙٔ‫ا‬
‫خ؟‬١‫ذح لقخ غٕبئ‬١‫ٌّبرا رؼزجش اٌمق‬
.‫ لقخ‬ٝ‫ب رسى‬ٙٔ‫أل‬
‫ذح؟‬١‫خ عؼ‬٠‫ب‬ٙٔ ‫ذح‬١‫ اٌمق‬ٝٙ‫ف رٕز‬١‫و‬
.‫زُ أمبر اٌىٍت‬٠
‫ذح؟‬١‫ْ اٌمق‬ٛ‫ُِ رزى‬
.‫زب‬١‫ ػؾش ث‬ٕٝ‫ وً خضء ِٓ اث‬,‫ْ ِٓ خّغخ أخضاء‬ٛ‫رزى‬
‫ذح؟‬١‫ اٌمق‬ٟ‫ع اٌٍغخ اٌّغزخذِخ ف‬ٛٔ ‫ِب‬
.‫خذ وٍّبد فؼجخ‬ٛ‫ال ر‬ٚ ‫طخ‬١‫اٌٍغخ ثغ‬
‫ٍخ؟‬ٙ‫ذح ع‬١‫ٌّبرا اٌمق‬
.‫طخ‬١‫اٌٍغخ ثغ‬
.‫شح‬١‫بد لق‬١‫األث‬
.‫خ‬١‫ٕ٘بن لبف‬
.‫بد‬١‫ٕ٘بن رىشاس ٌألث‬
‫ذح؟‬١‫خ ٌٍمق‬١‫غ‬١‫ِب اٌفىشح اٌشئ‬

25
English Grammar Practice
 --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

1. Who is the poet who wrote the Rescue?

2. What do you think of the poet‟s style? Why?
3. Why does the poet use questions and answers?
4. What kind of relation is there between the poet and the dog?
5. What do the poet and the dog do in the end?
6. Why does the poet repeats the lines?
7. What kind of poem is (The Rescue)?
8. Why is (The Rescue) considered a ballad?
9. How does the poem end happily?
10. What does the poem consist of?
11. What kind of language is used in the poem?
12. What makes the poem easy to understand?
13. What is the main idea of the poem?
14. Give the meanings of the words: “rescue” and “wage”.
15. The wind is loud,
The wind is blowing,
The waves are big,
The waves are growing.
What’s that? What’s that?
A dog is crying,
It’s in the sea,
A dog is crying.
His or hers
Or yours or mine?
A dog is crying,
A dog is crying.
a. Paraphrase the above stanza.
16. Is no one there?
A boat is going,
The waves are big,
A man is rowing,
The waves are big
The waves are growing.
Where’s the dog?
It isn’t crying.

26
 His or hers
Or yours or mine?
Is it dying?
Is it dying?
a. Paraphrase the lines.
b. Pick out an alliteration and say why it is used.
c. What made the poet think the dog had died?

17. The wind is loud,

The wind is blowing,
The waves are big,
The waves are glowing.
Where’s the boat?
It’s upside down.
And where’s the dog,
And must it drown?
His or hers
Or yours or mine?
O, must it drown?
O, must it drown?
a. Paraphrase the above lines.
b. What relation is there between the poet and the dog?
18. Where’s the man?
He’s on the sand,
So tired and wet
He cannot stand.
a. Complete the part of the poem and paraphrase it.
b. What is the main idea of the poem?
19. So tired and wet
And still it lies.
I stroke its head,
It opens its eyes,
It wages its tail,
a. Complete the part of the poem and paraphrase it.
b. What do you think makes the poem easy to follow?

27
English Grammar Practice
* Who is the poet who wrote (Great, Wide, Beautiful, Wonderful, World)? ‫ذح؟‬١‫ وزت اٌمق‬ٜ‫ِٓ اٌؾبػش اٌز‬
It is William Brigty Rands (W. B. Rands).
* What do you know about the poet, W. B. Rands? ‫ِبرا رؼشف ػٓ اٌؾبػش؟‬
He was a British writer and one of the major authors of nursery rhymes of Victorian era.
.‫ب‬٠‫س‬ٛ‫ىز‬١‫ ػقش ف‬ٟ‫ٓ ٌىزبثبد األهفبي ف‬١ِ‫ب‬ٌٙ‫أزذ اٌىزبة ا‬ٚ ‫ب‬٠‫ض‬١ٍ‫وبْ وبرجب أد‬
He wrote poems under false names like (Henry Holbeach). .‫وزت اٌمقبئذ ثأعّبء ِغزؼبسح‬
He had a great struggle and led a life of poverty. .‫بح اٌفمش‬١‫ػبػ ز‬ٚ ‫شا‬١‫وبفر وث‬
He wrote many successful poems and fairy tales for children. .‫لقـ األهفبي‬ٚ ‫ذ ِٓ اٌمقبئذ إٌبخسخ‬٠‫وزت اٌؼذ‬

Great, wide, beautiful, wonderful World,

With the wonderful water around you curled,
And the wonderful grass on your breast,
World, you are beautifully dressed.

great large, big )ُ‫وثيش (ػظي‬

wide big, extensive )‫واعغ (ِّرذ‬
curled wrapped around ‫ٍِفىف‬
breast chest, heart ‫اٌصذس‬

* The rhyme scheme of the stanza is: (a a b b)

* Paraphrase the above stanza./ Paraphrase the above lines. ‫بد اٌغبثمخ‬١‫اؽشذ األث‬
The poet is amazed by the beauty of the world. .)ْٛ‫ي ِٓ خّبي اٌؼبٌُ (اٌى‬ٛ٘‫اٌؾبػش ِز‬
He says that the world is wonderful with beautiful seas and oceans wrapped around it.
.ٌٗٛ‫ٍخ رٍزف ز‬١ّ‫طبد خ‬١‫ِس‬ٚ ‫ْ سائغ ثجسبس‬ٛ‫ي أْ اٌى‬ٛ‫م‬٠
He sums up the verse saying that the world is beautifully dressed.
.‫ٍخ‬١ّ‫ٓ ثّالثظ خ‬٠‫زض‬٠ ٌُ‫ػخ لبئال أْ اٌؼب‬ٛ‫خزقش رٍه اٌّمط‬٠

1. Personification ‫ذشخيص‬: And the wonderful grass on your breast,

* The poet personifies the world as a person with human characteristics and has a breast.
.‫ٌٗ فذس‬ٚ ‫خ‬٠‫ْ وؾخـ ٌٗ عّبد ثؾش‬ٛ‫ؾخـ اٌؾبػش اٌى‬٠

28
2. Personification ‫ذشخيص‬: World, you are beautifully dressed.
* The poet personifies the world as a person who is beautifully dressed.
.‫ٍخ‬١ّ‫ ِالثظ خ‬ٜ‫شرذ‬٠ ‫ْ وؾخـ‬ٛ‫ؾخـ اٌؾبػش اٌى‬٠
3. Alliteration ‫جٕاط‬:
* The letter (W) is repeated in (wide), (wonderful) and (world).
* The letter (W) is repeated in (with), (wonderful) and (water).
* This alliteration gives music. .ٝ‫م‬١‫ع‬ٌّٛ‫ػب ِٓ ا‬ٛٔ ‫خٍك‬٠ ‫٘زا اٌدٕبط‬
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Ah, you are so great, and I am so small,

I tremble to think of you, World, at all;
And yet, when I said my prayers to-day,
A whisper inside me seemed to say,
You are more than Earth, though you are such a dot:
You can love and think, and the Earth cannot!

tremble shake with anxiety ‫يشذؼذ لٍما‬

prayers the time of worshiping God ‫اٌصٍىاخ‬
whisper a quiet speaking sound ‫صىخ هاِظ‬
dot very small speck or point ‫ٔمطح صغيشج‬

* The rhyme scheme of the stanza is: (c c d d e e)

* Paraphrase the above stanza. / Paraphrase the above lines. ‫بد اٌغبثمخ‬١‫اؽشذ األث‬
* When the poet continues to think about the world, he realizes that it is very big and great.
.‫ُ خذا‬١‫ػظ‬ٚ ‫ش خذا‬١‫ذسن أْ اٌؼبٌُ وج‬٠ ٌُ‫ اٌؼب‬ٟ‫ش ف‬١‫افً اٌؾبػش اٌزفى‬ٛ٠ ‫ػٕذِب‬
* The greatness of the world makes the poet tremble and shake with nervousness.
.‫خ‬١‫شرؼذ ثؼقج‬٠ ‫ْ ردؼً اٌؾبػش‬ٛ‫ػظّخ (مخبِخ) اٌى‬
* He realizes how small and unimportant man he is in comparison to the world.
.)ْٛ‫ش ٘بَ ِمبسٔخ ثبٌؼبٌُ (اٌى‬١‫غ‬ٚ ‫ش‬١‫ سخً فغ‬ٛ٘ ُ‫ذسن و‬٠
* A voice inside the poet (His spirit) tells him that even though he is smaller than the world, he is
more important than it because he is a man and man can think and love while the world cannot.
‫ست‬٠ٚ ‫فىش‬٠ ْ‫غ أ‬١‫غزط‬٠ ْ‫االٔغب‬ٚ ْ‫خ الٔٗ أغب‬١ّ٘‫زٗ) رخجشٖ ثأٔٗ ثشغُ أٔٗ افغش ِٓ اٌؼبٌُ اال أٔٗ اوثش أ‬ٚ‫د داخً اٌؾبػش (س‬ٛ‫ف‬
.‫غ رٌه‬١‫غزط‬٠ ‫ٌىٓ اٌؼبٌُ ال‬
* God, the Creator, has made man the most important thing in the world.
.ٌُ‫ اٌؼب‬ٟ‫ أُ٘ وبئٓ ف‬ٛ٘ ْ‫هللا _ اٌخبٌك _ خؼً االٔغب‬

29
English Grammar Practice
1. Alliteration ‫جٕاط‬: Ah, you are so great, and I am so small,
* The letter (a) is repeated in (Ah), (are) and (am).
* This alliteration gives music. .ٝ‫م‬١‫ع‬ٌّٛ‫ػب ِٓ ا‬ٛٔ ‫خٍك‬٠ ‫٘زا اٌدٕبط‬
2. Alliteration ‫جٕاط‬: I tremble to think of you, World, at all;
* The letter (t) is repeated in (tremble) and (to).
3. Alliteration ‫جٕاط‬: A whisper inside me seemed to say,
* The letter (s) is repeated in (seemed) and (say).
4. Contrast ‫ ذضاد‬/ ‫ذٕالض‬: Ah, you are so great, and I am so small,
* There is a contrast between (great) and (small).
* It makes the meaning stronger and clearer. .‫مر‬ٚ‫أ‬ٚ ٜٛ‫ أل‬ٕٝ‫دؼً اٌّؼ‬٠ ٗٔ‫ا‬
5. Contrast ‫ ذضاد‬/ ‫ذٕالض‬: You can love and think, and the Earth cannot!
* There is a contrast between (can) and (cannot).
6. Metaphor ‫اعرؼاسج‬: You are more than Earth, though you are such a dot:
* The poet describes himself as a very small dot. .‫شح خذا‬١‫قف اٌؾبػش ٔفغٗ وٕمطخ فغ‬٠
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1. What does the poem consist of? ‫ذح؟‬١‫ْ اٌمق‬ٛ‫ُِ رزى‬

It consists of ten lines of verse. .‫خ‬٠‫بد ؽؼش‬١‫ْ ِٓ ػؾشح أث‬ٛ‫رزى‬
2. What does the poem emphasize? ‫ذح؟‬١‫ رإوذٖ اٌمق‬ٜ‫ِب اٌز‬
2. What two contrasting ideas does the poem emphasize? ‫ذح؟‬١‫ّب اٌمق‬ٙ‫مس‬ٛ‫ٓ ر‬١‫ٓ اٌٍز‬١‫ٓ اٌّزٕبلنز‬١‫ِب اٌفىشر‬
The world is greater and bigger than man. .ْ‫أوجش ِٓ االٔغب‬ٚ ُ‫اٌؼبٌُ أػظ‬
Man is more important than the world. .ٌُ‫ش ِٓ اٌؼب‬١‫االٔغبْ أُ٘ ثىث‬
3. What kind of rhyme scheme is there in the poem? ‫ذح؟‬١‫ اٌمق‬ٟ‫خ ِغزخذَ ف‬١‫ع ِٓ اٌمبف‬ٛٔ ٞ‫أ‬
It is quite simple and traditional. .‫ زذ ِب‬ٌٝ‫ ا‬ٜ‫ذ‬١ٍ‫رم‬ٚ ‫و‬١‫أٗ ثغ‬
It is (aa, bb, cc, dd, ee).
4. What kind of language is used in the poem? ‫ذح؟‬١‫ اٌمق‬ٟ‫ع اٌٍغخ اٌّغزخذِخ ف‬ٛٔ ‫ِب‬
The language is simple and straightforward. .‫سخ‬٠‫فش‬ٚ ‫طخ‬١‫اٌٍغخ ثغ‬
5. What is the main idea of the poem? ‫ذح؟‬١‫خ ٌٍمق‬١‫غ‬١‫ِب اٌفىشح اٌشئ‬
Man is the greatest creature on earth. .‫ األسك‬ٍٝ‫ق ػ‬ٍٛ‫ أػظُ ِخ‬ٛ٘ ْ‫االٔغب‬
6. How does the poet describe the world? ‫قف اٌؾبػش اٌؼبٌُ؟‬٠ ‫ف‬١‫و‬
It is wide, wonderful, great and beautiful. .ً١ّ‫خ‬ٚ ُ١‫ػظ‬ٚ ‫سائغ‬ٚ ‫اعغ‬ٚ ٗٔ‫ا‬
7. Why is man more important than the world? ‫ْ؟‬ٛ‫ٌّبرا االٔغبْ أُ٘ ِٓ اٌى‬
Man can love and think while the world cannot. .‫غ رٌه‬١‫غزط‬٠ ‫ْ ال‬ٛ‫ّٕب اٌى‬١‫ست ث‬٠ٚ ‫فىش‬٠ ْ‫غ االٔغبْ أ‬١‫غزط‬٠
8. What effect does thinking of the greatness of the world have on the poet?
‫ اٌؾبػش؟‬ٍٝ‫ْ ػ‬ٛ‫ ػظّخ اٌى‬ٟ‫ش ف‬١‫ش اٌزفى‬١‫ِب رأث‬
He trembles with nervousness. .‫خ‬١‫شرؼذ ثؼقج‬٠
9. What is the religious theme of the poem? ‫ذح؟‬١‫ اٌمق‬ٟ‫ ف‬ٕٝ٠‫ع (اٌدبٔت) اٌذ‬ٛ‫م‬ٌّٛ‫ِب ا‬
Allah created man to be the most important thing on earth. .‫ األسك‬ٍٟ‫ْ أُ٘ وبئٓ ػ‬ٛ‫ى‬١ٌ ْ‫خٍك هللا االٔغب‬
10. How does the poet emphasize the greatness and largeness of the world?
‫ْ؟‬ٛ‫مخبِخ اٌى‬ٚ ‫إوذ اٌؾبػش ػظّخ‬٠ ‫ف‬١‫و‬

30
 Using adjectives like (great), (wonderful), (wide) and (beautiful).
.)ً١ّ‫(خ‬ٚ )‫اعغ‬ٚ( ,)‫ (سائغ‬,)ُ١‫ِغزخذِب ففبد ِثً (ػظ‬
11. What makes (creates) the contrast in the poem? ‫ذح؟‬١‫ اٌمق‬ٟ‫ع ِٓ اٌزٕبلل (اٌزنبد) ف‬ٛٔ ‫خٍك‬٠ ٜ‫ِب اٌز‬
In the first six lines, the poet emphasizes the greatness of the world.
.ْٛ‫ ػظّخ اٌى‬ٍٝ‫إوذ اٌؾبػش ػ‬٠ ٌٝٚ‫بد اٌغذ األ‬١‫ األث‬ٟ‫ف‬
In the next seven lines, the poet emphasizes that man is more important than the world.
.ْٛ‫إوذ اٌؾبػش أْ االٔغبْ أُ٘ ِٓ اٌى‬٠ ‫خ‬١ٌ‫بد اٌغجغ اٌزب‬١‫ األث‬ٟ‫ف‬
All lines are short but the last two lines are longer. .‫ي‬ٛ‫ٓ أه‬١‫ز‬١‫شح ٌىٓ آخش ث‬١‫بد لق‬١‫وً األث‬
12. How does the poet show the internal music in the poem? ‫ذح؟‬١‫خ ٌٍمق‬١ٍ‫ اٌذاخ‬ٝ‫م‬١‫ع‬ٌّٛ‫مر اٌؾبػش ا‬ٛ٠ ‫ف‬١‫و‬
Using alliteration. .)‫ ٌٍىٍّبد‬ٌٝٚ‫ثبعزخذاَ اٌدٕبط (رىشاس األزشف األ‬
13. How does the poet make use of the last two lines? ‫ٓ؟‬١‫ز‬١‫غزغً اٌؾبػش آخش ث‬٠ ‫ف‬١‫و‬
He sums up his main idea that man is more important than the world.
.ْٛ‫خ ثأْ االٔغبْ أُ٘ ِٓ اٌى‬١‫غ‬١‫ٍخـ فىشرٗ اٌشئ‬٠

1. Who was the author of this poem? And what is it about?

2. What does the poet wonder at?
3. How does the poet describe the world?
4. What does the poet liken the world to?
5. Write the lines in which the poet marvels at how wonderful and big the world is.
6. What does the poet compare between in the first part?
7. Give the meaning of the following words: tremble – curled dot.
8. “Ah, you are so great and I am so small”
a. What is described by the word „great‟?
b. Who is described by the word „small‟?
c. Is the difference in size the most important thing?
9. Write the second part of “Great, Wide, Beautiful, Wonderful World.”
10. Write down the lines that show how wonderful the world is compared to Man.
11. “And the wonderful grass on your breast.”
a. What is meant by the word „your‟?
b. Does the world have a „breast‟?
c. What does the poet mean by the word „breast‟?
12. What whisper did the poet hear while praying?
13. What comparison is there in this poem?
14. How does the poet feel when he thinks of the greatness of the world?
15. Who is greater the world or Man? Why?
16. What can Man do?

31
English Grammar Practice
 17. Great, wide, beautiful, wonderful world,
With the wonderful water around you curled,
And the wonderful grass on your breast,
World, you are beautifully dressed.
Ah, you are so great, and I am so small
a. Paraphrase the above lines.
b. Find a personification and explain it.
c. Write the rhyme scheme.
18. And yet when I said my prayers today
A whisper inside me seemed to say
You are more than the world though you are such a dot
a. What is the main idea of the poem?
b. What's the name of the poet?
c. How is man superior to nature?
19. Great, wide, beautiful, wonderful world
With the wonderful water around you curled
And the wonderful grass on your breast
World you are beautifully dressed
a. Paraphrase the above stanza.
b. Pick out a figure of speech.
c. What's the alliteration in the first line?
d. What's the rhyme scheme?
20. What does the poet emphasize in the first two lines? How?
21. How does the poet change his idea throughout the poem?
22. How does the poet use the last two lines?
23. Describe the show wonder to the poet.
24. What two contrasting ideas does the poem emphasize?
25. How does the poet describe the world?
26. Why is man more important than the world?
27. What effect does thinking of the greatness of the world have on the poet?
28. What is the religious theme of the poem?
29. How does the poet emphasize the greatness and largeness of the world?
30. What makes (creates) the contrast in the poem?

32