Full Download Ila Certificazione Lingua Araba Livello A1 Wordlist 1St Edition Marco Soave Nadia Rocchetti Online Full Chapter PDF

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Nadia Rocchetti
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�‫عر �ى�� ة‬ Marco Soave - Nadia Rocchetti
‫خ�ت ا ا �� غ �ة ا �� ة‬

Ilà - Certificazione Lingua Araba
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‫ل‬
‫ل‬
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Livello A1 Wordlist
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‫ل��ل�م�ا � ت‬
� �� ‫� ا ئ� ة‬ � ‫ت‬
� ‫ �ق� �م�� ا ك‬A1 ‫س�وى‬ � ��‫ا�لم‬
Edizioni Centro Studi Ilà

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A1
© 2021 © 2021
‫ن ة � تّ � � ف‬
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‫م‬ �
�‫�ا د ي�� رو�ي يق� ر و و ي‬
‫ك‬ ‫ا‬ ، � ��
‫ك‬ Nadia Rocchetti, Marco Soave
‫ح��ف�� ظ��ة‬ ‫ح��ق��و� م‬ ‫ك ا �ل‬
‫�و‬ � ‫�ل‬ Tutti i diritti riservati
‫ا لم�د � �ة ا �ل�ع�لم��ة‬
‫ير غ � ي‬ Direzione scientifica
‫ن‬
�‫�يولا ��د ا ��وا ر ي‬
� ‫د‬ Jolanda Guardi
�‫ح� ث‬ ��‫ف�ر� ق� ا �ل ب‬
ّ ‫�ي ن � ن � ن ة ن ة‬
Gruppo di ricerca
،��‫�ي��ت‬
‫ �ا د ي�� ك‬،��‫ح��س��ي� ب� ��شيأ‬
‫رو ي‬
Hocine Benchina, Nadia Rocchetti,
‫ف‬
،��‫ � �ل��ي ش�� س�ا ب�ات�ي� ن‬،�‫�و��سوا �ي‬ ‫�م�ا ر ك‬
‫ني‬ ‫ني‬
Marco Soave, Alice Sabatini
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�‫ج��ا �بريي ري �إ ي و�ج و ي‬
� ‫د‬ ‫ا‬�
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‫ل‬� ‫ا‬
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�‫م‬� ‫ا‬‫ل‬ �� Gabriella Maria Elena Dugoni
� ‫ا�ت��ص��م� �ن��ت�ا ا �ل ��س �م�ا ت‬
‫يم و�إ ج� ر و‬ Progetto e realizzazione grafica
‫�ور د ا‬ ‫ب�ا و�لود ا ن�ي��ي��ل� ك‬
‫ي‬
Paolo Daniele Corda
‫ن‬ ‫�خ‬
‫��ط ا �ل��ص‬ Font del testo
DecoType Emiri ،DecoType Naskh ،Brill Brill, DecoType Emiri, DecoType Naskh
‫ا �لر��سو‬
‫�أ �ل�� ش�� م��س�ا �ات��ن‬
Disegni
�‫ي ي� ب ي ي‬ Alice Sabatini
© 2021
ISBN 978-88-31357-06-7
www.certificazionearabo.com
2
info@certificazionearabo.com
2
Marco Soave - Nadia Rocchetti
‫خ�ت ا ا �� غ �ة ا �� ة‬

Ilà - Certificazione Lingua Araba
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‫ل‬
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Livello A1 Wordlist
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� ‫ �ق� �م�� ا ك‬A1 ‫س�وى‬ � ��‫ا�لم‬

1
‫�� ش‬
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‫روع إ ى‬
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Centro Studi Ilà

4
4 www.certificazionearabo.com
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‫�ن‬ ‫ت‬
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‫�‬ ‫�م� ن �أ �� ه��ذ ا ا � �غل� ض� �ض ف� � ق‬
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‫�‬ ‫�ل�� غل��ا ت‬
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‫ح�ا‬‫�‬ ‫و‬ ‫‪،‬‬ ‫��‬
‫�‬ ‫ل�‬‫�‬‫�‬‫ل‬‫�‬ ‫ا‬ ‫��‬ ‫ط‬ ‫ا‬
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‫ل‬ ‫��ا لا ت‬ ‫��ر ف�� جم‬ ‫ك‬ ‫�‬ ‫��م‬‫�‬‫ع‬
‫�‬ ‫�‬ ‫م‬‫�‬ ‫�‬
‫ص‬ ‫�‬ ‫ا‬ ‫�‬‫� ا �لت‬
‫ر‬ ‫و‬ ‫�ض‬
‫�‬ ‫�‬
‫ا �لت ق ت‬
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‫ي �إ م‬ ‫و‬ ‫و‬ ‫ي‬ ‫�‬ ‫لع‬ ‫و‬ ‫�‬ ‫ي‬ ‫م‬ ‫ي‬ ‫ي‬ ‫م‬ ‫مو ي‬
‫ّ‬ ‫ح �ظ ف� ا ل��ا ل ت ا �ل��س��ا �ق��ة‬ ‫أ‬
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‫ب ر وى � ر‬ ‫�خ��ض‬ ‫�و ن� �ج�ز ء ا مم�ا ي�‬
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‫م‬ ‫�‬ ‫�‬
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‫�‬‫ك‬ ‫ال� د � � ش‬
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‫�ش‬ ‫�ذ ّ أ نّ‬ ‫ع أ خ ن ن �ذ ت أ‬ ‫ن‬ ‫�ن‬ ‫ن‬ ‫�ذ‬ ‫ّ‬ ‫�ن‬ ‫ت‬ ‫ق‬ ‫ت‬ ‫ّأ‬
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‫�ر� � �مر� « �إلى‬ ‫و ج ير ب‬
‫أ‬ ‫�ذ‬ ‫ن‬ ‫ت ّق أ‬ ‫أ‬
‫��ا �ه� ا ا �ل�عم�ل � و ب�م��س�ا ر‬
‫�ز‬ ‫�‪�� ،‬سوا ء ��ع��ل� ال� �مر ب� �ج�‬ ‫�غ‬
‫م�� ك �ل��ل��ا ت‬ ‫ت‬ ‫ش‬
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‫�خ‬ ‫ة‬
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‫ح�� ا لم� ب�� ‬ ‫ا �ل ب��‬
‫آ‬ ‫أ‬ ‫م ع‬ ‫ع‬
‫ح��ة‬ ‫ت ّ‬ ‫ح��ة ا �ل� ن��ا ء � ا �ل��س��ا ق ‪ � ،‬خ��ذ � ن‬ ‫ت ت ت ة‬ ‫ق ئ‬ ‫�نت �ظ ة �غ‬
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‫ت‬
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‫ا لم�د � �ة ا �ل�ع�لم��ة‬
‫ير � ي‬
‫ن ةغ‬
‫�يولا ��د � ��وا ر د �ي�‬
‫‪www.certificazionearabo.com‬‬
‫‪5‬‬ ‫‪5‬‬ ‫‪Centro Studi Ilà‬‬
1
‫�� ش‬
��‫م‬
‫روع إ ى‬
‫ل‬ �
Centro Studi Ilà

6
Prefazione della direttrice scientifica
La realizzazione di un percorso certificativo di senso non si limita - nella concezione del

Centro Studi Ilà® - all’erogazione di esami e/o alla produzione di libri dei test, ma prevede
anche un lavoro di ricerca volto alla realizzazione di diversi strumenti di supporto del percorso
certificativo e di indirizzo per una didattica della lingua araba orientata al conseguimento
della certificazione. La realizzazione di questi strumenti non può prescindere dall’utilizzo
nella redazione di manuali di lingua e/o esercizi, di un vocabolario condiviso adeguato al
livello di competenza linguistica che viene proposto come raggiungibile ai discenti.
In quest’ottica, il gruppo di ricerca del Centro Studi Ilà® ha dato il via a un percorso ragionato
che ha come obiettivo la realizzazione delle Wordlist dei livelli di certificazione. La Wordlist
del Livello A1 qui presentata si caratterizza per essere la prima Wordlist in assoluto pensata
in relazione al raggiungimento del livello A1 della lingua araba in linea con le indicazioni
del QCER. Proprio nel 2020 la UE ha pubblicato una versione aggiornata del Companion
Volume del Common European Framework for Languages. Learning, Teaching, Assessment
nel quale ampio spazio viene dato alle competenze comunicative, dove viene approfondita
la categoria della mediazione e dove la letteratura entra a far parte a pieno titolo dei campi
semantici su cui testare i livelli certificativi.
Il Centro Studi Ilà® ha posto attenzione a questi due ultimi aspetti sin dall’inizio del suo
percorso e si pone pertanto come Centro al passo con le indicazione del QCER sia per la
realizzazione del presente volume, sia per il percorso di ricerca intrapreso. Nella Wordlist,
infatti, la compilazione del lessico per il livello A1 è ordinata non solo morfologicamente, ma
anche per campi semantici, all’interno dei quali, sin da questo primo livello si è tenuto conto
delle indicazioni aggiornate del QCER.
La presente Wordlist, dunque, si rivela essere un utile strumento per gli insegnanti di lingua
araba, per i docenti che desiderano preparare i propri studenti all’esame di certificazione e
anche per i discenti stessi, dai quali può essere proficuamente utilizzata per la costruzione
di un lessico personalizzato in base alle proprie esigenze.
La direttrice scientifica
7
Jolanda Guardi
www.certificazionearabo.com 7 Centro Studi Ilà

1
‫�� ش‬
��‫م‬
‫روع إ ى‬
‫ل‬ �
Centro Studi Ilà

8
Preface of the Scientific Director
Planning and implementing a meaningful certification program is not limited - in the

Centro Studi Ilà®’s view - to organizing the delivery of exams and/or publishing textbooks;
it also requires a research program devoted to the creation of valuable tools for use in the
certification program and the establishment of Arabic language teaching focused on the
skills needed to excel on the certification exam. These tools cannot disregard the use of a
common vocabulary in writing and publishing textbooks or exercise books intended to get
students to a certified level.
With this in mind, the Centro Studi Ilà®’s research group began a scientific and cultural
discussion aimed at publishing a Wordlist for each certification level. The Level A1 Wordlist
presented here is the first one of its kind for the Arabic language, as it is conceived in relation
to level A1 of the Arabic language following the CEFR recommendations. In 2020, the EU
published an updated version of the Companion Volume Common European Framework for
Languages: Learning, Teaching, Assessment, in which much space is given to communications
skills and the category of mediation is thoroughly analysed, with a focus on literature as a
semantic field to be certified.
The Centro Studi Ilà® has focused its research on these two aspects from the very beginning,
positioning itself as a pioneer in the field of Arabic language certification exams in line with
the CEFR, not only with this Wordlist but also with its entire research spectrum. In fact, the
list of words for Level A1 is ordered both morphologically and in semantic fields, taking into
account the CEFR Companion Volume’s updates and recommendations.
Thus, this Wordlist is a useful tool for Arabic teachers at all levels, for professionals wishing
to take the certification exam, for certified teachers specialized in training for certification
and for students to use to create vocabulary based on semantic fields or for other personal
needs.
The Scientific Director

Jolanda Guardi
99 Centro Studi Ilà
1
‫�� ش‬
��‫م‬
‫روع إ ى‬
‫ل‬ �
Centro Studi Ilà

10
‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬‫�‬
‫‪Ilà‬‬ ‫‪Certificazione Lingua Araba A1‬‬
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‫ي�‬ ‫يم‬
‫�خ�ا � �ص��ة �ب�ا لم��ست�� ال أ ا ��د ��ج��ة‬ ‫��ة ا ل��م��ع�ا �صر�ة ا �ل‬ ‫� ا �ل�ع ��ي��ة ا ل ش‬ ‫��ج��م �م��ف� د ا ت‬ ‫��ح�ا و�ل��ة �‬ ‫�م��ث� ��ه��ذ ا ا �ل��ع��م� �أ ّ‬
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‫ف‬ ‫ة ت‬ ‫�غ ة‬ ‫أ‬
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‫ُّ‬ ‫أ‬ ‫ف‬ ‫�ذ‬
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‫ت‬‫ل‬‫�‬ ‫ا‬ ‫م��شت�� ك �ل�� ل��غ�ا ت‬‫� ال �‬ ‫(‪ ،)www.certificazionearabo.com‬و �ل�ك و� ق� ال�إ��ط�ا ر ا ل�مر��ج��عي� ال�‬
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‫ف ت‬ ‫��ج�ا �ز ��ه��ذ ا ا �ل��ع��م� ف�� ظ� ا ��حت��را �م��ع�ا ي�ي��ر ع�ل�م��ي��ة و��ط� ق� د �قي��ق��ة �‬
‫��ج��ع�ل �م ��ن�ه �ع ن�� ص�را � ��س�ا ��سي��ا �ي� ��طو��ير�‬ ‫وا �لت�ق��ي�� ‪� .‬ل��ق�د ��قم ��ن�ا ب� ��‬
‫ر‬ ‫م‬ ‫ل‬ ‫ي‬ ‫ل‬ ‫�إ‬ ‫يم‬
‫��د �د ّ��ي��ة �� ن ا �ل� ط�� ع�ا ت ا �ت ت��ه��ت� ّ ا �� ل��غ��ة‬ ‫ةت‬ ‫��‬ ‫ةأ‬ ‫ة‬ ‫ة‬ ‫ف‬ ‫ة‬ ‫�‬ ‫ت‬ ‫�ت‬ ‫�خ‬
‫��ه�� خ�ر�ى و��سي��ل�� ج� ي� � ب�ي� ��م�� بو � ل�� ب� ل‬ ‫��ه��‪ ،‬و�م� ن� ج�‬
‫��ف�ا ء � �� ا �ل�عر��ي�� م� ن� ج�‬
‫�م��س�ا ر ا �� ب��ا ر �م��س��و�ى ا �ل ك‬
‫ي م‬ ‫�ب‬ ‫ي‬
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‫ا �ل�عر �ب��ي��ة �ي� ا �ي��ط�ا �ل��ي�ا‪.‬‬
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‫��ف�ا ء �ة ا �� ل��غ��ة‬
‫ل‬ ‫��ع�ل�م� ن� ا �خ��ت ب��ا رك‬ ‫ح��ي� ث� �ج‬ ‫�® ا �تل�� ح�د د ��ه�ا �م ��ن��ذ ت�� س��ي��س�ه‪� ،‬‬ ‫» �ل�ل�د ا ��س�ا ت‬
‫ر‬ ‫ى‬ ‫شى و� ��ه�د ا �ف� �مر�ك�ز « �إل‬ ‫و�هو��ع��م�ل �ي�ت��م�ا ��‬
‫أ‬ ‫ت‬ ‫ي‬
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‫�خ��ض ��ل��ه��ذه ا ل��م��ع�ا ي�ي��ر‪ ،‬و�ب�ع��ي�د ا �ع� ن� ال� ح ك��ا‬ ‫� ا �تل� �‬
‫�‬ ‫ا �ل�ع ��ي��ة �غ�ا �ي��ة ��ل��ّ�ي��ة‪� .‬ه ا �ع��ت��ا ا �ل�ع ��ي��ة � �ل��غ��ة��غك�� ه�ا �م� ن ا �ل�� ل��غ�ا ت‬
‫ب‬ ‫م‬ ‫ي� ع‬ ‫ير �‬ ‫ر �ب � � ج � و ي� ب ر ر �ب �‬
‫�ز ن‬ ‫ق‬
‫ح ل �ص�ع �ب��ة ا �ل�ع ��ي��ة �ع�م ��م�ا �ع� ن ا �لن��ظ� �ة ا �ل�� غل� �ي��ة الا ��س��ت �ش�� ا ��ي��ة ��ل��ه�ا � ��ج�ه ��خ�ا � ‪ .‬ت��ل�ك ا �لن��ظ� �ة ا �تل� ت� ك ّ �ن ت‬
‫�و�� مع ��م�رورا �ل �م��‬ ‫ر ي�‬ ‫ص‬ ‫ر � � بو��‬ ‫ر و�‬ ‫و� ر �ب � و و �‬ ‫�و‬
‫ح��س� �ب� �� ا لم��ن ش�� ا ت ا �ل��ق��ل��ي��ة‬ ‫ف‬
‫ا �ل� ‪� .‬ل��ي�� ه��ذ ا �‬ ‫ة � �ذ � ن‬ ‫ت� ّ � ة‬ ‫ت�ز‬
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‫ّ ة أ نّ‬ ‫ن‬ ‫أ ّن ت‬ ‫ت‬
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‫ل�‬ ‫ا‬ ‫�خ��ت��ل ف� �ع� ن �ب�ا �ق � �ل��غ�ا ت‬ ‫�‬
‫�‬ ‫��خ��لو�م� ن� �إ ��ب�را �ز ا �ل�� ل��غ��ة ا �ل�عر �ب��ي��ة ��ع��لى � ��ه�ا‬
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‫م و � ي‬ ‫�‬ ‫� � ي�‬
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‫��ر�م ن��ه�ا �م��س�ا ئ�ل � �غل�و��ي��ة وِع�ل�م��ي��ة‪.‬‬ ‫ة‬
‫�خ��ط�ا ب� ي��ح��م�ل �ي� طي��ا ��ت�ه �م��س�ا ئ�ل ا ي��د �يو�لو�ج��ي�� و��سي��ا ��سي�� ك‬ ‫�ذ �ل�ك ا �ل‬
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‫ة �ت ة‬ ‫ق � تق‬ ‫ن�‬ ‫ت ف� ن� �ز �ذ‬ ‫ث ف� ك�ز‬ ‫�� ع ف� ق‬

‫و ق�د ا �ت��م�د ر�ي� ا �ل ب��ح�� ي� �مر� « �إلى» �ل�ل�د را ��س�ا �® ي� �إ ��ج�ا ��ه� ا ا �ل��ع��م�ل��ع��لى ��ق�د ا �ل��ط�ر� ا ل��لي��د ��ي�� ا لم� ب��ع�� ح�تى‬
‫أ‬
‫� و�ه ا �ل ��س��ل��ة ا �لن��ا �ج ة ت � ّ ن ئ ن �� ن‬ ‫م��شت�� ك �ل�� ل��غ�ا ت‬ ‫�‬ ‫ا �ل� ‪�� ،‬ع��ل �ت��ط� �� ق ت� ��ص��ا ت‬
‫��ع�� ا �ل�ي� �ت�م �ب��ا ��ه�ا ا ��ط�لا �ق�ا �م��‬ ‫وو ي‬ ‫��عي� ال� ورو ب�ي� ا ل ر‬ ‫� ال�إ��ط�ا ر ا ل�مر �ج‬ ‫يوم و ى �بي� و ي‬
‫ن‬ ‫ت‬ ‫ف‬
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‫كل �ل��غ�ا � ا �ل��ع�ا ل د و� ا ��ست�� ن�ا ء‪.‬‬‫ت‬ ‫�‬ ‫ق‬
‫�� ن� ��ط��بي��ه�ا ��ع��لى �‬ ‫�م��ع�ا ي�ي��رع�ل�م��ي��ة �م�د رو��س��ة �م��ع��ر�� ب��ه�ا‪ ،‬وب�ا �ل��ت�ا لي� ي�م ك‬
‫ت‬
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‫��ج�د ر‬ ‫��ت�ا ب� ا لم��ف�رد ا � ��ه� ا ‪�� 4000‬م�ا د �‪ .‬و�هو��ع�د د �م�� ا لم��ف�رد ا � �ق�د ي� ��ب�د و �ل��لو��ه�ل�� ال� و لى �م ��ب�ا � ��ي�ه‪ ،‬و�ل ك�‬ ‫ي��ض��م�� ك‬
‫ةف‬ ‫ّ‬ ‫� �ذ أ‬
‫��ف�ا ء � �ي� ا �ل�عر�ب��ي��ة‪�� ،‬ب�ل��ج��ع��ل��ه�‬ ‫ح��ضي��ر�ي� لا �خ��ت ب��ا ر ا �ل ك‬ ‫�ر � ن� ا ��ل��ه�د �ف� �م� ن� �ذ �ل�ك �ل��ي��س ��تث� �ب��ي�ط ا �ل��ط�ل ��ب��ة ��خ�لا ل �م��س�ا ر��ه� ا �لت��‬ ‫�ب��ن�ا ا �ل� ك‬
‫م‬ ‫أ‬ ‫أ م‬ ‫أ‬ ‫أ‬
‫�ث�� م� ن ��ط� ق ا �لت‬ ‫�‬ ‫ا‬ ‫�‬ ‫ح��ي��ة ا �لث�ق��ا ف��ي��ةك ��قت‬ ‫�‬ ‫� ل � �م�ا ��م��ه� �م� ن ا �لن‬ ‫�ث�� ع��ي�ا �ا لم��ج�ا ا �ل�د لا ل ��ل��ه��ذه ا �ل�� ل��غ��ة‪�� ،‬فت�� ا ا �ل��ف‬
‫��‬ ‫ب‬‫�‬‫��‬ ‫ع‬
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‫� ي� ي ربو ر � ر� � ير‬ ‫ك‬ ‫��‬ ‫�‬ ‫ا‬‫�‬
‫�‬ ‫�م �‬ ‫و‬ ‫�ض‬
‫��‬ ‫��‬ ‫�‬ ‫و ح بو ب‬ ‫ي� �‬ ‫ل‬ ‫� ر و � ب ��‬ ‫ك‬
‫��ه��ة‬ ‫ّ‬ ‫�‬ ‫�ذ �‬ ‫ة‬ ‫� ة‬ ‫�ت ن ّ ة ت ت � �ز‬
‫ت‬ ‫��ي�ا �ع ��ن�د �إ �� ص�د ا ر �ك‬ ‫��ج�ا �ن�� سي��بر �ز ت��د ر ي�ج�‬
‫��ت� ب� « �إلى» �ل�ل�د را ��س�ا �® ا لمو ج� �‬ ‫ا لم� ��و��ع�� ا �ل�ي� �م��ت�ا ب��ه�ا ا �ل��ل��غ�� ا �ل�عر�ب��ي��‪ .‬و��ه� ا ا ��ل ب‬
‫ت أ‬ ‫ن � �ت أ نّ � ة ت� أ ف‬ ‫�ذ أ ّ أ �ذ‬ ‫ف‬ ‫ت ت أ‬
‫��لا‬ ‫� و� ��ج��ز ا ء ا �ل ك�‬ ‫��ج��م � ��ص ن��ا �� ا لم��ف�رد ا‬ ‫��‬ ‫� ال� ��خ�ر�ى‪� .‬ي��ض�ا �� إلى �ل�ك � �ن� ��ن�ا � خ�� ن�ا ب��عي�� الا ع� ب��ا ر � � ا ل�عر�ب��ي�� لا‬ ‫�ل�ل�م��س��و��ي�ا‬
‫م‬ ‫ع‬ ‫ن‬
‫ف‬
‫��ز �ي��ة �م��ث� ا � �ل��ف�� ظ��ة (‪ ،)play‬ا �ت ��ق��ا ��ه�ا � ا �ل�ع ��ي��ة‬ ‫ف‬ ‫ف‬ ‫��م�ا ��ح�د ث‬ ‫ة‬ ‫ف �� ة‬ ‫ف‬ ‫ف‬ ‫ن‬ ‫كا ��ل‬
‫ل�ي� ي ب��ل� ي� ر�ب �‬ ‫� �ي� ال�إ �ج� لي � ل ي� ��‬ ‫��ج��مع ب�ي�� الا ��س�م وا �ل��ع�ل �ي� �ل��ظ�� وا ��ح�د �‪ ،‬ك ي‬ ‫�م��ع�ا‪� ،‬‬
‫أ‬ ‫لَ‬ ‫لَ‬
‫‪11‬‬
‫ّ‬ ‫��ج� ا لم��ف� د ا ت‬ ‫ف� �ح‬ ‫ة �� ف � ت ن ف‬ ‫��‬ ‫�ذ ف‬ ‫ف‬ ‫ً‬ ‫بَ‬ ‫فظ� ن‬
‫� ا �تل��ت� ا �خ��تي��ا ر��ه�ا‪.‬‬ ‫�ل��ت�ا � ( ��ِ��ع�� و� ِ�ع ��ب�ا‪� � ،‬ي� ا �ل��ع�ل وا لم�� ص�د ر)‪� .‬ل� ا ��ه��ذه ا �ل��ظ�ا �هر� �ق�د �ر��ض�� س��ه�ا ي� �� م ر‬
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‫‪www.certificazionearabo.com‬‬ ‫‪11‬‬ ‫‪Centro Studi Ilà‬‬

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‫� �ز� � � � ا ت ا � ة ا ل �خ� ّ ة ل �خ� �ت ا � � ء �ة‬ ‫ت ّ ن‬ ‫ح�� ن�ا �أ ن ا �ل�د ا ��س�ا ت‬
‫روع إ ى‬
‫� ا �تل�� ه��ت� ب��إ ��ج�ا �ك��ت� ب� م��ف�رد � ل�عر �ب��ي�� م�� ص�� ص�� ا � ب��ا ر ل ك‬
‫��ف�ا‬ ‫ف� ا �ل ��ق� ت ا �ل ا �ه� ن لا � ظ‬
‫م‬ ‫أي‬ ‫� ر‬ ‫و ي� و � ر �‬
‫ف‬ ‫ف‬ ‫��‬ ‫ن‬ ‫�‬ ‫أ‬ ‫ف‬ ‫ن‬ ‫أ‬ ‫ّ‬
‫�‬ ‫ة‬ ‫ة‬
‫ح��ي�ا � ح�ا ��سو�ب��ي��‪� .‬ف��مث��لا �ي� ��سن�� ‪� ، 2013‬ي� �إ��ط�ا ر "ب�ر �ن�ا جم ا �لت��ع�ل��ي�‬ ‫ا �ل�� غل�و�ي��ة ��ن�ا د ر�ة‪ ،‬ر ب��م�ا ل� � �ا ي�ت��ه�ا �� غ�ل� ب� ال� �‬
‫�غ‬
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‫ح�� م��ش�‬ ‫ث‬ ‫ا �ل�ح ّ "(‪ )Lifelong Learning Program‬ا ل��م��مول �م� ��ط� �� الا ��ح�ا د الا ورو ��‪� �� ،‬ص�د ر �ر�� ب�‬
‫�‬ ‫ق‬ ‫ن‬ ‫ّ‬
‫روع‬ ‫ي‬ ‫بي‬ ‫� ر‬ ‫ي�‬
‫‪1‬‬
‫ة �� ّ �خ �ت‬ ‫� ة‬ ‫ف‬
‫� �ب��م�ا ��‬ ‫� ��ش��م�ل� ت� ‪� � 9‬ل��غ�ا ت‬ ‫�� ت�» (‪� )KELLY Project‬ق ا ��ئ� �م��ف� د ا ت‬
‫ي��ه�ا ا �ل��ل��غ�� ا �ل�عر �ب��ي��‪ ،‬و�ق�د �ت�م ا �� ي��ا ر‬ ‫و م ر‬ ‫��ي�ل�ل� �برو�ج�ي�� ك‬
‫ي‬
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‫� ن ا � �غ ة � ن ل ��تت � ن‬ ‫أ‬ ‫ة‬ ‫ّ‬ ‫ف‬
‫ح��س�� ت� د د ��ه�ا � الا ��ست��ع ل ا �ل�� غل� � ‪ ،‬ا �ع�ت��م�د ت‬ ‫ت‬ ‫�‬
‫�و��ه�ا‬ ‫� ��ع��لى ‪�� 9000‬م�ا د �‪ .‬وي� ��ب�د و � ل��ا ��ي�� م��ه�ا ا ��ع�د ى ك‬ ‫و ي� و‬ ‫ما‬ ‫ي�‬ ‫ا لم��ف�رد ا � � ب ر‬
‫ت ن‬
‫� �م��ف��رد ا �ي� ل�إ � ��ش�ا ء‬ ‫� � ن � ن��ك ��ا ��ن�ا ت‬ ‫�غ ة �‬ ‫�ت � ثّ ف �ن � �غ‬ ‫� أ ة أ ��‬ ‫� ت‬ ‫ت ّ‬ ‫ت‬
‫حر��ي�ر�م��س�رد �م��ع�د د ا �ل��ل��غ�ا �‪� .‬ه��ن�ا ك � �م��ث�ل�� خ�ر�ى ��ت��م��ل �ي� �إ ��ت�ا ج� �ل�و�ي� ا �ل��ا ��ي�� م��ن�ه ت� كوي� �ب ي�ب‬ ‫�‬
‫ن ق أ‬ ‫ّ‬
‫� � �غل�و��ي��ة ح�ا ��سو�ب��ي��ة ي��ت� ت�وظ�ي�� ف��ه�ا ��ع��لى ��ط�ا � � و��س ‪.‬‬ ‫ح ث‬
‫و‬ ‫�ت��رو�ن��ي��ة �مر��تب��ط��ة �ب� ��ب� ا جم �م�ع��لو�م�ا ��ت��ي��ة وب�‬
‫�‬ ‫�وا �م��ي��س �إ �ل �ك‬
‫ق‬
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‫ف‬ ‫ة‬ ‫أ‬ ‫أ‬ ‫��ت�ا � �م��ف� د ا ت‬ ‫أّ‬
‫��ف�ا ء � ا �ل�� ل��غ��ة ا �ل�عر �ب��ي��ة ��ي��م ك‬
‫�� ن� ا ��ست��عما �ل�ه‬ ‫� ا لم��ست��و�ى ال� ول ا �ل�د ر ��ج��ة ال� و لى (‪� )A1‬م� ن� ا �خ��ت ب��ا ر « �إلى» �ل ك‬ ‫ر‬ ‫� ��م�ا �ك ب‬
‫�خ��ص � �م� ن ��ط� �ف� ا لم�د ّ ��س�� ن ا ل��م�ع��ت��م�د � ن �ل�د � �م�ك�ز‬ ‫ل‬
‫�‬‫�‬ ‫ا‬ ‫�ه‬‫ج‬ ‫�‬‫�‬ ‫�‬
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‫��‬ ‫‪،‬‬ ‫��ع��ة ��س ا ء �م� ن ��ط� �ف� ا �ل��ط�ل��ب��ة �أ ا لم�د ّ ��س�� ن‬ ‫ب��طر�ي��ق��ة ن�ا �ج‬
‫ي� ى ر‬ ‫ي�‬ ‫ر‬ ‫و ص � ر‬ ‫� و ر ي� و ى و��‬ ‫و � ر‬
‫نّ أ ّ‬ ‫ف‬ ‫ت أن‬
‫� ف�� ش��طت��ه� ا �لت��ع�لي��م��ّ�ي��ة �لت��‬
‫� « �إلى» �ي� ا �ل�� ل��غ��ة ا �ل�عر �ب��ي��ة®‪� .‬إ � � �ه�م��ي��ة د ��ع�‬ ‫ح��ض�� ا �ل��ط�ل��ب��ة لا �خ��ت��ا ا ت‬
‫ر‬ ‫ب‬ ‫�‬ ‫ر‬ ‫ي‬ ‫« �إلى» ل�ل�د را ��س�ا ي‬
‫�‬
‫م‬ ‫م‬
‫��ج� ا �ل��ق�ا �م ��س لا �خ��ت��ا ر�م��ست�� ى �م��عّ�� ن �م� ن ج� ة ن‬ ‫�م� ن ف� �م�ع�ا ��ن��ة �ح‬ ‫� ت� �ك‬ ‫��ت�ا � �م��ف� د ا ت‬ ‫م��ش� ل �خ��ت��ا ا �ل ك � ة �غ ة‬ ‫�‬
‫��ه��‪ ،‬و�م��‬ ‫ي� �‬ ‫و‬ ‫ب‬ ‫و‬ ‫� ي� ي �� م‬ ‫ر‬ ‫��ف�ا ء � ا �ل��ل�و��ي�� ب� ك ب‬ ‫� روع ا ب ر‬
‫أ‬
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‫��ه�� خ�ر�ى ��س��م�� ب��ج��ع�ل ل�ك ا م��س��وى � ك‬ ‫ج�‬
‫ح‬
‫� ��ع�� ن الا �ع��ت��ا �م� ن ��ط� �ف� ف� � ق ا �ل��ح� ث� ل�م�ك�ز‬ ‫� ا لم�� ص�ا د ا �تل� �أ ��خ��ذ ت‬ ‫ك‬
‫� �ذ‬
‫�‬
‫ض‬ ‫�‬
‫��‬‫�‬‫�‬‫��ع�د ��ه��ذ ا ا �لت�ق��د �ي� ا �ل��س ��ي ن��عت��ق�د �أ ��ن�ه �م� ن ا �ل��‬
‫ر‬ ‫ب ر � ر ري� ب‬ ‫ب ي�‬ ‫ي�‬ ‫ر‬ ‫ر‬ ‫�‬ ‫ور‬
‫� ر ي‬ ‫� م ر�ع‬ ‫ب‬
‫�ذ‬ ‫�‬ ‫ت‬ ‫أ‬ ‫أ‬ ‫ة‬ ‫��‬ ‫أ‬
‫� ��ه� ا‪ ،‬و�هي�‪:‬‬ ‫��ت�ا � ا لم��ف� د ا ت‬ ‫�‬ ‫ة ن‬ ‫ة ث � ت �ت �‬ ‫� ة‬ ‫ت‬
‫ر‬ ‫« �إلى» �ل�ل�د را ��س�ا �® وا �ل��ل��غ�� ا �ل�عر �ب��ي�� ن�ا ء �ف��ر� ا �ل��ش�ا ورال� و�ل��ي�� م�� ج�لحر��ي�ر�ك ب‬
‫ةأ‬ ‫فّ ة‬
‫��ة ا �ل�ع ن�� ‬
‫�ك�بو��تي��ة؛‬ ‫‪0 0‬ا لم��س�ا ر د ا لمت��و�ر� ��سوا ء ا لم��ط��بوع�� وع��لى ا �ل��ش� ب�� ك‬
‫أ‬ ‫ت‬ ‫ت �خ ة �غ ت أ‬ ‫�ت‬
‫م��ت�� ك �ل�� غل��ا ت‬
‫� �مث��لا‬ ‫ش‬
‫ح��س� ب� �م�ع�ا ي�ي��ر ال�إط�ا ر ا ل�مر��ج��عي� ال� ورو ب�ي� ا ل ر‬ ‫ح��ق��ي��ق��ه�ا �‬‫� � خ�ر�ى ت�ّ �‬
‫�‬ ‫�� ب� ا لم��ف��رد ا � ا �ل‬
‫��ا �ص�� ب��ل��ا‬ ‫‪ 0 0‬ك�‬
‫ة‬ ‫�ز‬ ‫‪� 4‬ن مة �غ ة ن‬ ‫ف‬ ‫ف أ‬
‫كا �م��بر��د ج ب�ا �ل��سب�� ل��ل�� الا �ج�‬
‫��لي�� ي��؛‬ ‫�ك��س�� د‬ ‫�م� ن � � �‬
‫� طر� و ور و � ي �‬
‫‪3‬‬
‫ق� ا � ا ل ف ا ت ا � ش ئ‬
‫ل��ا ��ع��ة؛‬ ‫‪ 0 0‬و م��ي��س م��رد �‬
‫‪1‬‬ ‫‪Adam Kilgarriff, Frieda Charalabopoulou, Maria Gavrilidou, Janne Bondi Johannessen, Saussan Khalil, Sofie‬‬
‫‪Johansson Kokkinakis, Robert Lew, Serge Sharoff, Ravikiran Vadlapudi, Elena Volodina (2014). Corpus-based vocabulary‬‬
‫‪lists for language learners for nine languages. Language Resources and Evaluation. Springer. DOI 10.1007/s10579-013-9251-2‬‬
‫‪(https://link.springer.com/article/10.1007/s10579-013-9251-2).‬‬
‫‪2‬‬ ‫‪James Milton, Tomaï Alexiou (2009). Vocabulary Size Assessment: Assessing the Vocabulary Need of Learners in‬‬
‫‪12‬‬
‫‪Relation to Their CEFR Goals. In: Marina Dodigovic, María Pilar Agustín-Llach(eds) Vocabulary in Curriculum Planning. p.‬‬
‫‪9-27, Palgrave Macmillan, https://doi.org/10.1007/978-3-030-48663-1_2.‬‬
‫‪3‬‬ ‫‪https://www.cambridgeenglish.org/images/149681-yle-flyers-word-list.pdf‬‬
‫‪4‬‬ ‫‪https://www.oxfordlearnersdictionaries.com/wordlists/oxford3000-5000‬‬
‫‪Centro Studi Ilà‬‬ ‫‪12‬‬ ‫‪www.certificazionearabo.com‬‬

‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬‫�‬
‫ّ ة �ن ة ت‬ ‫ة‬ ‫ت ف ة ت‬ ‫ت �ذ‬ ‫ف ت‬ ‫�ل��ذ ا ف��ا لم��ف�� د ا ت‬

‫�غ‬ ‫ف‬ ‫ف‬ ‫ح��م��ة �ي� ��‬
‫كا ب� ا لم��رد ا � �ه� ا �هي� �م��رد ا � �م��ي��د � �ل��ل��ع ب��ي��را �ل��ل�و�ي�‪ ،‬و�هي� �ض� ر ور�ي�� و��م�ه��م�� ب�ا �ل��سب�� ل�ل�م��س��و�ى‬ ‫� ا لم��ق��‬ ‫ر‬
‫ف� ا ��ز � ن ا ل � ن‬ ‫ت‬ ‫ت‬ ‫ث‬ ‫�ت‬ ‫�غ ت أ‬ ‫أ‬ ‫ق‬ ‫ف‬ ‫ة أ‬ ‫أ‬
‫��ا �‪.‬‬ ‫ال� ول ا �ل�د ر ج�� ال� و لى (‪ )A1‬و�� ال�إط�ا رال� ورو ب�ي� �ل��ل��ا � �م� ن� � ج��ل �� ب� ي�� ه��ذه ا �ل��ع�ا ب�ي��ر ي� ل م�ا � و م ك‬
‫أ خ �ذ‬ ‫ن� ّ‬ ‫أ‬ ‫ت ت‬ ‫ق �تّ ن ف� ت ق‬
‫�‪ ،‬وا �لث��ا �ن�ي��ة �‬
‫ح��س� ب� ا لم��ج��ا ل ا �ل�د لا لي� �م ال� ��‬ ‫ل�ا ب� طر��ق��ت��ي�� ن�‪ :‬ال� و لى �‬
‫ح��س� ب� ا لم��ج��ا ل ا �ل��حو ي�‬ ‫� ا � ك��‬ ‫��س� �م��ف��رد ا‬
‫و��د ا �ب��ع��ا ي� �� مي‬
‫ع‬ ‫ي‬
‫��ع�� ن الا �ع��ت��ا ا لممّ��ز ا ت‬
‫� ا �لت��ا �لي��ة‪:‬‬ ‫بر ي‬ ‫ب ي�‬
‫ة تّ ق‬ ‫ّ ن �خ ت ف ن ت ّ ق‬
‫��ا ل‬ ‫ح�ا ��م�ه�ا ف�� جم‬ ‫كلا ا لم��ج��ا �ل�� ن�‪� .‬مث��لا ا لم��ف��رد �ة‪�� :‬س�ا ع��‪� � ،‬‬
‫�‬ ‫� ف‬
‫ح�ا ��م�ه�ا �ي� �‬ ‫��ل�� ‬ ‫��ا �ل�� ن� د لا �لي�� م‬ ‫� ا �تل� ت�وظّ��ف� ف�� جم‬ ‫‪0‬ا لم��ف�� د ا ت‬
‫ر‬
‫ي‬ ‫م �إ‬ ‫ي‬ ‫�إ‬ ‫م‬ ‫ي‬ ‫ي‬ ‫ي‬ ‫ي‬ ‫�‬
‫ت يأ‬
‫‪0‬‬
‫ا �ت � ة � ذ � ف� ا ��ز � ن‬ ‫ت‬ ‫� تْ �ف‬ ‫ف ة ت خ أُ �ق‬ ‫ن‬ ‫�ز‬ ‫ف‬ ‫ث‬ ‫ث‬
‫�‬ ‫�‬
‫�ل� و ل��ر �بي��» وك�� ل�ك ي� « ل م�ا �»؛‬
‫يم‬
‫ح��م�� ي� «ا �ل��ع�‬ ‫«ا �لب��ي�� وال� �ا �» و ي� «ا �ل �م�ا �»؛ و�م��رد �‪� :‬ا ري�‪ِ � ،‬‬
‫أ‬
‫ح�ا �ل��ة ا لم�د �ن��ة» ف� «ا �ل�� ت� ال�ث�ا ث‬ ‫ة أق‬
‫ة‬
‫�»؛ و�م��ف��رد �‪�� :‬سم�ك‪،‬‬ ‫ي و ي� ب ي و‬ ‫��ا ل «ا ��ل�هو��ة وا �ل�ع��مر وا �ل‬
‫�‬ ‫ح��م� ت� ف�� جم‬ ‫�‬‫و�م��ف��رد �ة‪� :‬صور�‪� � ،‬‬
‫ي‬ ‫ي‬ ‫أ‬
‫� ن ت أ ً‬ ‫ف‬ ‫م�� ا ت ا �ل ��ا ت‬ ‫� ا ل �ش‬ ‫� لا ت‬ ‫ح��م� ت� ف�� جم‬
‫أق‬
‫� �ا؛‬‫�» و �ي� «ا �لح��يوا �ا �» � �ي��ض‬ ‫و و�ج ب‬ ‫�‬ ‫و ر وب‬ ‫��ا ل «ا لم� و‬
‫ك‬ ‫ي‬
‫�‬‫��‬
‫�ث�� ‪� ،‬ه��ذ ا لا �ن� ف‬ ‫�ذ ت ّ ف أ‬ ‫ّ ن تّ ق‬ ‫ف أث‬

‫ح�ا ��مه�ا ف� ا لم��ا ل ا �ل� � ت‬ ‫�‬
‫�‬ ‫�‬ ‫��ا �ل�� ن‬
‫م‬ ‫ن‬ ‫��ا د �ه�ا �ي� � ك‬ ‫�� ن ي�ج�‬ ‫ت ت‬ ‫‪ � 0‬ف‬
‫��‬
‫ي ي�‬ ‫ي� ر ي ر و‬ ‫ك‬ ‫�‬ ‫�ه‬
‫��‬‫�‬ ‫د‬ ‫د‬ ‫��‬‫�‬ ‫� ر � �ج ي� ي ي� م �إ � ي� �ج‬ ‫��‬ ‫�‬‫ل‬
‫�‬ ‫ا‬ ‫ل‬ ‫د‬ ‫�‬
‫م‬ ‫�‬ ‫��‬ ‫كل ا لم��رد ا � ا �ل�يأ� ي�م ك� �إ‬ ‫‪0‬‬
‫� ف‬
‫�خ ت��ل�؛‬ ‫حي��ط م‬ ‫��ا ل � و ف�� م‬
‫�‬ ‫ا ��ست��عما ��ل�ه�ا ف�� جم‬
‫ي‬ ‫ي‬
‫أ‬ ‫أ‬ ‫أ‬ ‫ّ‬ ‫ّ‬
‫خ‬ ‫��م��ف�� د �ت ‪ :‬ع�ا ض� ‪ -‬ع�ا �ض ة �ز‬ ‫� ��عه�ا ��س ا ء ف� ا لم��ذ ك ف �ؤ�نّ ث‬ ‫ع�� ا لم��ف�� د ا ت ��تت��ع��ل ق �ا �ل �ن ت ّ‬ ‫ض‬
‫� �� ي�ا ء‪ .‬و� �ر�ى‬ ‫ر‬ ‫�ر� و �ي� ا لم ��‪ ،‬ك ر ي� ر �‬ ‫� ��س�م و �ض � و ي�‬ ‫‪ 0‬ب�� ر � � ب �ج‬ ‫‪0‬‬
‫أّ‬ ‫ّ‬ ‫�خ ف �ذ ّ‬ ‫�غ ة �ذ ّ‬
‫�ر�ه�ا �ع� ن� �م�ؤ �ن�ث��ه�ا‪� ،‬مث��ل‪ � :‬ول‬ ‫� ت��ل� �م� ك‬ ‫� ا �تل� ي�‬ ‫��ا ل ا لم��ف�� د ا ت‬
‫ر‬ ‫�ر‪ .‬ا �ل ش�� ء ن��ف��س�ه ُطبّ�� ق ف�� جم‬ ‫ف ف‬
‫ت�ّ ت��ق��د ي��م�ه�ا ��ق��ط �ي� ��صي�� ا لم� ك‬
‫ي�‬ ‫ي‬ ‫�‬ ‫ي�‬ ‫مأ‬
‫و� و لى؛‬
‫ث ف‬ ‫ت ّ‬ ‫ف أ‬ ‫أ‬ ‫ت أ �ق‬
‫��ي��را �ي�ت��ل�ك ا �ل��صي��غ��ة؛‬ ‫�� ل��رد د �ه�ا �ك‬
‫�ذ‬ ‫ف‬
‫��م � و�م�ع ّر��ة ب��ـ � ل ا �لت��عر�ي��‪ ،‬و �ل�ك را �ج‬ ‫ح��م� ت� ف�� صي��غ��ة ا ��جل‬ ‫�‬ ‫ح�ا � �‬ ‫ع�� ا لم��ص��ط��ل��‬ ‫‪ ��0‬ض‬
‫ب‬
‫ع‬ ‫ع‬ ‫ي‬ ‫‪0‬‬
‫ت �ذ أ �ق‬ ‫ف ت‬ ‫ن ث ة ت ّ �ق‬
‫ح��م� ت�‬ ‫كا ب� ا لم��ف��رد ا � �ه� ا �‬ ‫�خ�ا �ص‪� ،‬مث��ل‪:‬د ر ج��ة‪�� ،‬ف�� ‬ ‫��ا ��ل�ه�ا ا �ل‬‫ح�ا ��م�ه�ا ف�� جم‬ ‫� �ذ ا ت‬ ‫�خ�� ا لم��ف�� د ا ت‬ ‫‪ 0‬ف��ما ي�‬
‫�‬
‫ي‬
‫�‬
‫ي‬
‫�‬ ‫�ك�ي��ر� �م �إ‬ ‫� ا ل��م�ع�ا �ي� ا �ل �‬ ‫� ص ر‬ ‫ي‬ ‫‪0‬‬
‫ُ‬ ‫ن‬ ‫ن‬ ‫ّ‬ ‫�ذ‬ ‫ت‬ ‫ف‬ ‫ّ‬ ‫أ‬
‫ح�‬ ‫ق‬ ‫ت‬ ‫ف‬ ‫ث‬ ‫ة‬ ‫ث‬ ‫ت‬ ‫ف‬
‫ل�ا ب� ا �ل� �� س��ي��ص��ص لم��رد ا � ا لم��ست��و�ى ا �ل��ا �� ا �ل�د ر ج�� ا �ل��ا �� (‪�� )A2‬س��‬ ‫�خ‬ ‫ق‬ ‫ن‬
‫��ا ل «و��س�ا �ل ا �ل��ل»‪� � ،‬م�ا �ي� ا � ك��‬‫ئ‬ ‫ف�� جم‬
‫م‬ ‫ي‬ ‫ي‬ ‫ي‬ ‫ي‬
‫�خ�ا �ص ب�ا �ل��ط��ق��س؛‬ ‫�‬‫ف�� ا لم��ج��ا ل ا �ل�د لا ل� ا �ل‬
‫ي‬ ‫ي‬
‫ف ة �ذ ت‬ ‫� ��س � ك � ل �خ ت ف‬ ‫ت‬
‫� ا �لت��ا �لي��ة �مث��لا‪ :‬ب�ا �ز لا ء ‪� -‬ب�ز لا ء‪ ،‬ط�ا ج�ي�� ن� ‪ -‬ط�ا �ج�� ن�‪،‬‬ ‫كا لم��ف�� د ا ت‬
‫��ل� �ل�ل�م��رد � ا ��ه�ا‪ � ،‬ر‬ ‫ل�ا بي� ا م��‬ ‫� ا لر ا ��‬ ‫‪ 0‬ت�ّ �ض‬
‫مو ع أ م‬
‫‪0‬‬
‫ة‬ ‫أ‬ ‫ْ‬
‫� �ع� ت�ك� �ل��ف��ا �ظ �م ن�� ف��رد �؛‬ ‫ت�ا ري�خ ‪ -‬ت�� ري�خ‪ُ ،‬و ِ�ض‬
‫�‬ ‫�‬
‫أف ئ‬ ‫أ‬ ‫ّ‬ ‫ت‬ ‫ّ‬ ‫أ‬ ‫ق‬ ‫أ‬ ‫أ‬
‫ح��س� ب� ت�رت�ي�ب��ه�ا ال� �ل�� ب��ا �ي�‪،‬‬ ‫�خ��ص ال� ع�د ا د �‬ ‫� ع�ا �م��ة �‬
‫�‬ ‫�خ�� ال� ع�د ا د ت�ّ ت��ق��س��مه�ا ث�لا ث��ة � ��س�ا ‪ :‬ال� ل � ش�� م��ف�� د ا ت‬
‫ر‬ ‫م و ي م‬ ‫ي � �إلى‬ ‫‪ 0‬ف��ما ي�‬
‫�‬
‫أ‬ ‫ل‬ ‫أ م‬ ‫ص‬ ‫ي‬ ‫‪0‬‬
‫ل‬‫�‬ ‫ت‬ ‫ت‬ ‫�‬ ‫ة‬ ‫ّ‬ ‫ت‬ ‫ت‬ ‫ش‬ ‫ث‬ ‫ث‬ ‫�‬ ‫ل‬ ‫�‬ ‫ت‬ ‫ت‬ ‫�‬ ‫ة‬ ‫�‬ ‫ش‬ ‫�ث ن‬
‫�‬ ‫�‬
‫ح�� ح��س� ب� �ر �ي�ب��ه�ا ا ح��س�ا ب�ي�؛ وا ل��ا �ل�� ي��م�ل ال� ع�د ا د ا �ل��ر �ي��بي�� ح��س� ب� �ر �ي�ب��ه�ا ا ح��س�ا ب�ي�؛‬ ‫وا ل��ا �ي� ي��م�ل ال� ع�د ا د ا �ل��ص��ح��ي��‬
‫ت فق تّ ق أ ث أ ّ‬ ‫�خ ّ ت ش‬
‫��ر�ه�ا � �ه�مي��ة؛‬ ‫� ا �ل�ع ب��ا را � ��د� �‬ ‫ف� �‬
‫ح�ا � ك‬ ‫�‬
‫م �إ م‬ ‫‪ 0‬ي�ما ي��ص �� يك��ل‬ ‫‪0‬‬
‫ت‬ ‫ّ ة �ن ة‬ ‫� � ث تُ ت‬ ‫ح�ا �م��ف�� د ا ت��ه�ا �م ن�� ف�� د �ة ف� ا لم��ا لا ت‬ ‫ّن ة ن ف ت ن أ ث ت ّ ق‬ ‫‪0‬ا �ل�ع��ا ا ت‬
‫حي�� ع��بر ��م�ه��م�� ب�ا �ل��سب�� ل�ل�م��س��و�ى‬ ‫� م ر � ر ي� �ج‬ ‫��ر� �‬ ‫� ا لم ك‬
‫�و�� أ�م�� م��رد �ي�� و� ك م �إ‬ ‫بر‬
‫أ‬
‫‪0‬‬
‫ة‬
‫ال� ول ا �ل�د ر ج�� ال� و لى (‪)A1‬؛‬
‫‪13‬‬
‫ف‬ ‫ئ‬
‫�ر��ص ن��ا د ا �م�ا ع��لى ر��س ا �ل��ت ش��د ي��د �ي� �موا �ض‬
‫� �ع�ه؛‬ ‫‪0 0‬ح‬
‫م‬

‫‪1‬‬
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‫م��‬
‫ف‬ ‫ف ف‬ ‫�ق ن ق‬
‫� �ا �� إ �لي��ه؛‬
‫ي�ه�ا ��عر�ي�� ا لم��ض‬‫ح�ا � د ا � ا �لت��عر�ي�� ي� ا �لح�ا ا � ا �ل�� ط��ل� ب� � �مر ��‬ ‫‪� 0 0‬م��ا � �‬
‫ي‬ ‫ب�إ م‬
‫روع إ ى‬
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‫�‬ ‫�‬ ‫ك‬ ‫ر‬ ‫ا‬
‫�‬‫��‬ ‫�ج‬‫�‬ ‫م‬ ‫م‬‫�ج‬ ‫ا‬ ‫�‬‫ه‬‫�‬ ‫�‬ ‫ا‬ ‫د‬ ‫��‬ ‫�‬ ‫�‬
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‫ف‬ ‫ت‬
‫��ا ء � ا ل�مه�ا ا � ا � ش‬ ‫�خ‬
‫�� م ن��ه�ا �م ن��ه��ج ا لم��ست��و�ى ال� ول ا �ل�د ر ج�� ال� و لى (‪ )A1‬ا لمو ج��ه لا ��ت ب��ا رك‬ ‫ت‬
‫� �ا‪ ،‬وا �تل��لا ي��ض‬ ‫ل�ا �ب�يّ��ة � �ي��ض‬
‫�‬
‫ل��و�ي��‪،‬‬ ‫�ر‬ ‫ا � ك��‬
‫ل‬
‫ي‬ ‫ت فّ‬
‫�® وا �خ��ت ب��ا را �ل�� غل��ة ا �ل�عر�ب�ي��ة (‪.)www.certificazionearabo.com‬‬ ‫» �ل�ل�د ا ��س�ا ت‬ ‫�ق ك�ز‬
‫ر‬ ‫ا لم��و�رع��لى �مو��ع �مر� « �إ لى‬
‫أ‬ ‫أ‬ ‫ف نّ ت‬ ‫ّ‬
‫�خ�ا �ص ب�ا لم��ست��و�ى ال� ول ا �ل�د ر ج��ة ال� و لى (‪� )A1‬م� ن� ��س��ل��س�ل��ة « �إلى» ا �خ��ت ب��ا را �ل�عر�ب�ي��ة‪،‬‬ ‫� �ه��ذ ا‪ ،‬ا �ل‬
‫�‬ ‫كا � ا لم��ف�� د ا ت‬
‫ر‬ ‫كلح�ا ل ��إ � �� ب‬ ‫وع��لى �‬
‫أ‬
‫��نّ ن��ا ن��عت�� ه‪�� ،‬ا �ن�� ا �ل ��س�ا ئ� ال� خ� � ا لمت��خ��ّص��ص�� ن ف� �ت�ع��ل� ا �ل�� غل��ا ت‬ ‫ّ‬
‫�‪،‬‬ ‫بر �إلى ج ب و ل رى و � ي� ي� مي‬ ‫ل� ن� ي�ن�و ب� �ع� ن� ا لم�د ر��س ولا �ع� ن� ا ل��م�ع��ج� � وا �ل��ق��ا �مو��س‪ ،‬و�ل ك‬
‫م‬
‫��ا ل‪.‬‬ ‫�� ّ �جم‬
‫�‬
‫ك‬ ‫�‬
‫ل‬ ‫ح� ث �ع� ن ا ل��ف�� د ا ت ا ل ن��ا ��س��ة‬
‫م‬ ‫�‬ ‫� ر‬ ‫م‬ ‫�‬ ‫�‬ ‫ّ قّ‬
‫��ع�ا ��م�ه��م�ا و�ي�ما‪ ،‬وو��سي��ل��ة ��سر�ي�ع��ة �ل�ل ب��‬ ‫�مر �ج‬
‫ب ل‬
‫ا �� ف‬
‫�‬
‫�م� رك�و��س� او ��ي‬
‫�� تّ‬
‫�ن�ا د ��ة � ك�‬
‫ي ر و �ي��ي‬
‫‪Centro Studi Ilà‬‬

‫‪14‬‬ ‫‪14‬‬ ‫‪www.certificazionearabo.com‬‬
‫ة‬ � ‫� ة‬ ‫ا خ‬
A1 ��‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي‬
‫ب‬ ��
Ilà Certificazione Lingua Araba A1
Introduzione degli autori
Il presente volume costituisce il primo tentativo di raccogliere il lessico della lingua araba
standard del livello A1 della Certificazione della Lingua Araba Ilà (www.certificazionearabo.com)
secondo i criteri del Quadro Comune Europeo di Riferimento per le Lingue: apprendimento,
insegnamento, valutazione (QCER). La sua compilazione ha seguito parametri scientifici e
procedurali precisi, che la rendono sia un tassello fondamentale nello sviluppo del percorso
certificativo, sia uno strumento innovativo nel panorama editoriale italiano relativamente alla
lingua araba.
Il Centro Studi Ilà, sin dalla sua nascita, ha approcciato la certificazione linguistica con un
intento ben preciso, che viene ulteriormente sottolineato con la presente pubblicazione:
considerare la lingua araba una lingua tra le altre, discostandosi dai pregiudizi sulla sua
difficoltà intrinseca e soprattutto da un approccio linguistico di matrice orientalistica, che
ha costruito nel tempo una narrazione sulla presunta immutabilità della lingua araba dal VII
secolo a oggi. Anche le scarse pubblicazioni sul tema non mancano di sottolineare questa
diversità della lingua araba da tutte le altre lingue del mondo, ma è evidente che questo
discorso pertiene a questioni ideologiche e politiche più che a un approccio scientificamente
linguistico.
Il criterio che ha guidato il gruppo di ricerca del Centro Studi Ilà nella redazione della
presente wordlist si basa sulla critica al metodo sin qui applicato e la conseguente adozione
delle indicazioni del QCER. Infatti il QCER è uno strumento europeo costruito su standard
riconosciuti ed è potenzialmente applicabile a qualunque lingua.
La presente wordlist contiene oltre 4000 lemmi. Se a un primo impatto parrà comprendere
un numero eccessivo di vocaboli, preme ricordare che tale numero non ha l’obiettivo
di scoraggiare i discenti nel percorso di preparazione alla certificazione, bensì quello di
favorire una maggiore consapevolezza semantica e lessicale e, dal punto di vista culturale,
di aprire le porte alla curiosità di avvicinare le molteplici opportunità espressive della lingua
araba aspetto che si espliciterà nel tempo con la compilazione delle wordlist Ilà per i livelli
successivi. Va tenuto presente, inoltre, che l’arabo non condensa più categorie lessicali/parti
del discorso (es. nome e verbo) in un solo lemma, come invece può fare l’inglese (es. play) e
che tale fenomeno, pertanto, si ripercuote sulla quantità dei vocaboli presi in considerazione.
15 15 Centro Studi Ilà
1
‫�� ش‬
��‫م‬
‫روع إ ى‬
Allo stato attuale, pochi sono gli studi dedicati alla creazione di liste di vocaboli o wordlist
per la lingua araba a fini certificativi, perché il più delle volte hanno finalità di analisi
�
computazionale del linguaggio. Una lista di vocaboli che comprende anche la lingua araba
‫ل‬
è stata realizzata dal KELLY Project (https://www.hf.uio.no/iln/english/about/organization/
text-laboratory/services/kelly.html), che ha prodotto liste monolingua e per coppie di lingue
a partire da un corpus di circa 9000 vocaboli, considerati in base alla loro frequenza d’uso
nella lingua. Il progetto, finanziato dall’EU Lifelong Learning Program e la cui descrizione
compare a opera del gruppo di ricerca nel 2013,1 ha tuttavia un respiro molto ampio perché
prende in considerazione nove lingue e il suo obiettivo principale è quello di produrre dei
traducenti equivalenti per elaborare un glossario multilingue. Altri esempi sono costituiti
da prodotti linguistici a pagamento che mirano alla compilazione di database lessicali per
dizionari elettronici, software e applicazioni di analisi linguistico-computazionale su larga
scala.
La wordlist per il livello A1 della Certificazione della Lingua Araba Ilà può dunque essere
utilizzata efficacemente dai discenti della lingua, ma anche e soprattutto dai docenti,
in particolare dai Docenti Certificati Ilà (DC Ilà) nella loro attività di insegnamento in
preparazione all’esame di certificazione. L’importanza di sostenere un progetto certificativo
corredato da una wordlist sta anche nel fatto che essa, da un lato, permette di verificare
quale sia l’ampiezza del vocabolario a un determinato livello di certificazione; dall’altro,
contribuisce a rendere il livello certificativo più solido e consistente.2
Fatte queste dovute premesse, riteniamo necessario menzionare i materiali tenuti in

considerazione dal gruppo di ricerca del Centro Studi Ilà durante la fase di consultazione
preliminare e redazione della presente wordlist :
0 glossari reperibili sia online sia in formato cartaceo;

0 wordlist già realizzate per le altre lingue secondo i criteri QCER (es. quelle Cambridge3
e Oxford4 per l’inglese);
0 lemmari di frequenza.
1 Adam Kilgarriff, Frieda Charalabopoulou, Maria Gavrilidou, Janne Bondi Johannessen, Saussan Khalil, Sofie
Johansson Kokkinakis, Robert Lew, Serge Sharoff, Ravikiran Vadlapudi, Elena Volodina (2014). Corpus-based vocabulary
lists for language learners for nine languages. Language Resources and Evaluation. Springer. DOI 10.1007/s10579-013-9251-2
(https://link.springer.com/article/10.1007/s10579-013-9251-2).
2 James Milton, Tomaï Alexiou (2009). Vocabulary Size Assessment: Assessing the Vocabulary Need of Learners in
16
Relation to Their CEFR Goals. In: Marina Dodigovic, María Pilar Agustín-Llach(eds) Vocabulary in Curriculum Planning. p.
9-27, Palgrave Macmillan, https://doi.org/10.1007/978-3-030-48663-1_2.
3 https://www.cambridgeenglish.org/images/149681-yle-flyers-word-list.pdf
4 https://www.oxfordlearnersdictionaries.com/wordlists/oxford3000-5000
Centro Studi Ilà 16 www.certificazionearabo.com

‫ة‬ � ‫� ة‬ ‫ا خ‬
A1 ��‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي‬
‫ب‬ ��
I vocaboli inseriti nella wordlist pertanto sono quelli utili per esprimere atti locutori necessari
e importanti al livello A1 del QCER e che servono per collocare questi atti locutori nel tempo
e nello spazio.
I vocaboli sono repertoriati in due modi: il primo secondo la categoria grammaticale, il

secondo secondo l’ambito semantico, tenendo conto delle seguenti specificità:
0 I vocaboli che rientrano in due campi semantici differenti sono stati inseriti in
entrambi i campi semantici. Es. ‫( ��س�ا ع��ة‬in Casa e arredo e in Tempo cronologico),
‫( ت�ا �خ‬in Istruzione e formazione e in Tempo cronologico), ‫( �ص �ة‬in Identità, età e stato
�‫ري‬ ‫ور‬
civile e in Casa e arredo), ‫( ��سم�ك‬in Cibo, bevande e pasti e in Animali), e così via.
0 Tutti i vocaboli che possono rientrare in più di due campi semantici sono stati inseriti
in quello più ricorrente, il che non preclude il loro utilizzo in campi semantici e in
contesti diversi.
0 Alcune voci rilevanti in relazione al genere sono state inserite sia al maschile sia al
‫ض‬
femminile, mentre in generale gli altri lemmi vengono presentati, per convenzione,
solo al maschile: es. ‫� ��ة‬
‫ ع�ا ر �ض‬- ��‫( ع�ا ر‬modello/a). La stessa precisazione è stata ‫أ‬
‫ أ‬effettuata
per quelle parole in cui il maschile e il femminile sono diversi, come ‫ � و لى‬- ‫� ّول‬.
0 Alcuni termini sono stati inseriti anche (o solo) al plurale oppure comprensivi
dell’articolo determinativo per la loro frequente ricorrenza in questa forma.
0 Nel caso in cui un vocabolo abbia più accezioni, è stato inserito nella wordlist per
l’ambito di competenza. Es. ‫ د ر ج��ة‬è stato qui inserito in Mezzi di trasporto, mentre
nella wordlist del livello A2 sarà nel campo semantico Clima.
0 Le varie forme grafiche di uno stesso vocabolo, es. “piselli”, “tağīn”, “storia/data” ecc.
sono state inserite come voci a sé stanti.
0 È stata parimenti inserita la variante più diffusa di uno stesso vocabolo.
0 Per quanto riguarda i numeri, essi sono stati suddivisi in tre parti: la prima comprende
vocaboli generici in ordine alfabetico, la seconda i numeri cardinali in ordine di conto
e la terza i numeri ordinali in ordine di conto.
0 Nella categoria Animali sono stati collocati anche tutti gli animali comunemente
considerati edibili.
0 Per quanto riguarda le collocazioni, sono state inserite quelle più rilevanti.
0 Le espressioni composte da un sintagma sono state inserite anche scomposte nelle
singole voci laddove i singoli vocaboli siano stati ritenuti rilevanti per il livello A1.
0 Il tašdīd è sempre scritto.
0 Dove possibile, l’articolo determinativo è stato sempre inserito al secondo termine di
17
un iḍāfa.

1
‫�� ش‬
��‫م‬
‫روع إ ى‬
0 Infine, la presenza di campi semantici non presenti nel Syllabus del livello A1,
consultabile sul sito web del Centro Studi Ilà www.certificazionearabo.com, è dovuta
�
al fatto di aver immaginato un dominio più ampio di quello richiesto per le sole
‫ل‬
competenze orali relative al livello A1.
Naturalmente, una wordlist non potrà mai rimpiazzare il ruolo di un insegnante né l’utilità
d’uso di un dizionario sia monolingua sia bilingue, ma rappresenta un prezioso strumento di
consultazione e riferimento, da affiancare ai materiali, ai metodi e alle figure indispensabili
per l’apprendimento di qualsiasi lingua.
Marco Soave
Nadia Rocchetti
Centro Studi Ilà

18 18 www.certificazionearabo.com
‫ة‬ � ‫� ة‬ ‫ا خ‬
A1 ��‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي‬
‫ب‬ ��
Authors' introduction
This volume is the first attempt to collect Modern Standard Arabic vocabulary of level A1 of
the Ilà Arabic Language Certification (www.certificazionearabo.com/en/) according to the
Common European Framework of Reference for Languages: Learning, Teaching, Assessment
(CEFR). Its compilation followed accurate scientific and procedural parameters to make it
both a fundamental element in developing the certification process and an innovative tool
in the Italian publishing panorama about the Arabic language.
Since the very beginning, the Centro Studi Ilà has conceived a specific aim for the
certification, which this volume has further emphasized: considering Arabic as a language
among any others, moving away from prejudices about its intrinsic difficulty, and above
all from an Orientalist linguistic approach, which over time built up a narrative about the
presumed immutability of the Arabic language from the 7th century until today. Even the
few publications on this subject do not fail to emphasize the diversity of Arabic from all other
languages in the world, but we still think this topic comes up in ideological and political
issues rather than in a scientific linguistic approach.
When compiling this wordlist, the Centro Studi Ilà research group’s leading criterion was
grounded on criticizing the currently used method and then embracing CEFR specifications.
Indeed, the CEFR is a European tool built on recognized standards, and it can be potentially
applied to any language.
This wordlist contains over 4,000 entries. At first glance, it might include too many words;
however, it is crucial to claim that this number is not intended to discourage learners from
studying for certification but rather to encourage greater semantic and lexical awareness.
Moreover, from a cultural point of view, it might open the doors to the curiosity of
approaching the multiple expressive opportunities of Arabic an aspect that will get clearer
and clearer over time with the compilation of the Ilà wordlists for the next levels. Moreover,
Arabic does not summarize word classes/parts of speech (e.g., noun and verb) into a single
word, as English does (e.g., play), and therefore this phenomenon reflects on the number of
words taken into account.
There are few studies about creating Arabic wordlists for certification purposes because
they nearly always focus on language computational analysis. The KELLY Project
(https://www.hf.uio.no/iln/english/about/organization/text-laboratory/services/kelly.html)
19
realized multilingual wordlists (including Arabic) out of a corpus of about 9,000 words
according to their frequency. However, the project, funded by the EU Lifelong Learning

1
‫�� ش‬
��‫م‬
‫روع إ ى‬
Program and whose research group’s description dates back to 20131, has a comprehensive
outlook as it considers nine languages, and its main goal was to develop a multilingual
�
glossary with equivalent entries. Other examples include fee-paying language products
‫ل‬
that aim to compile lexical databases for electronic dictionaries, software, and large-scale
linguistic-computational analysis applications.
The A1 level wordlist of the Ilà Arabic Language Certification can therefore be used effectively
by learners of the language, but also by teachers, especially by Ilà Certified Teachers (DC
Ilà, Docenti Certificati Ilà) in their teaching activities on preparing candidates for the
certification exam. Moreover, supporting a certification project enhanced by a wordlist
is essential because, on the one hand, it allows to verify the vocabulary extent at each
certification level. On the other hand, it helps the certification level to get more substantial
and consistent.2
The Centro Studi Ilà research group examined many source materials before compiling this
wordlist:
0 both online and paper glossaries;

0 wordlists created for other languages according to the CEFR criteria (e.g., Cambridge3
and Oxford4 for English);
0 frequency wordlists.
0 Therefore, all words included in this wordlist are useful to express necessary and
relevant locutionary acts at level A1 of the CEFR.
0 The words are categorized in two ways: both according to their grammatical category
and their semantic field, taking into account the following specifications:
0 Words belonging to two different semantic fields were included in both semantic
fields. E.g., ‫( ��س�ا ع��ة‬in Home and Furniture and Chronological Time), ‫( ت�ا ري�خ‬in Education
‫ة‬ �
and Training and Chronological Time), �‫( �صور‬in Identity, Age and Marital Status and
Home and Furniture), ‫( ��س��م�ك‬in Food, Drinks, and Meals and Animals), and so on.
0 Words belonging to more than two semantic fields were included in the most recurrent
one, which does not preclude their use in different semantic fields and contexts.
1 Adam Kilgarriff, Frieda Charalabopoulou, Maria Gavrilidou, Janne Bondi Johannessen, Saussan Khalil, Sofie
Johansson Kokkinakis, Robert Lew, Serge Sharoff, Ravikiran Vadlapudi, Elena Volodina (2014). Corpus-based vocabulary
lists for language learners for nine languages. Language Resources and Evaluation. Springer. DOI 10.1007/s10579-013-9251-2
(https://link.springer.com/article/10.1007/s10579-013-9251-2).
2 James Milton, Tomaï Alexiou (2009). Vocabulary Size Assessment: Assessing the Vocabulary Need of Learners in
20
Relation to Their CEFR Goals. In: Marina Dodigovic, María Pilar Agustín-Llach(eds) Vocabulary in Curriculum Planning. p.
9-27, Palgrave Macmillan, https://doi.org/10.1007/978-3-030-48663-1_2.
3 https://www.cambridgeenglish.org/images/149681-yle-flyers-word-list.pdf
4 https://www.oxfordlearnersdictionaries.com/wordlists/oxford3000-5000
Centro Studi Ilà 20 www.certificazionearabo.com

‫ة‬ � ‫� ة‬ ‫ا خ‬
A1 ��‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي‬
‫ب‬ ��
0 Some gender-relevant entries were included both in the masculine and feminine form,
‫ض‬
whereas most of the words were presented, by convention, only in the masculine form:
e.g., ‫� ��ة‬
‫ ع�ا ر �ض‬- ��‫( ع�ا ر‬model). The same is valid
‫ أ‬for ‫ أ‬those words where the masculine and
feminine forms are different, such as ‫ و لى‬- ‫� ول‬. � ّ
0 Some words were also (or only) included in the plural; some other words were included
together with the definite article due to their frequent occurrence in this form.
0 Words with more than one meaning were included in the semantic field considered
relevant to this wordlist. E.g., ‫ د ر ج��ة‬was included in Means of Transport, whereas in the
A2 level wordlist it will be included in Weather.
0 Each graphic form of the same word, e.g., "peas," "tağīn," "history/date," etc., was
included as a stand-alone entry.
0 The most common form of the same word was also included.
0 Numbers were divided into three parts: the first one includes generic field-related
words in alphabetical order, the second one comprises cardinal numbers, and the
third one comprises ordinal numbers.
0 Also edible animals were placed into Animals.
0 Most relevant collocations were included.
0 Each syntagmas-composing word was also included as a single entry if regarded as
relevant to the level.
00 Tašdīd was always written.
0 Where possible, the definite article was always added to the second term of an iḍāfa.
0 Finally, we added semantic fields that are not currently included in the level A1 Syllabus
(check the Centro Studi Ilà’s website: www.certificazionearabo.com/en/) because we
imagined a broader semantic domain than that required only for the oral skills related
to level A1.
We are aware that any wordlist can never replace the role of a teacher nor the usefulness
of a dictionary, whether monolingual or bilingual. However it represents a special tool of
reference along with all materials, methods, and figures necessary for learning any language.
Marco Soave
Nadia Rocchetti
21 21 Centro Studi Ilà
2
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
Centro Studi Ilà

22
‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬‫�‬
‫� ا � �ة � ن ّ �ة‬ ‫� ّ�ة ا ��ل�ع �ل�‬

‫ا �ل�ه� �و� �و �مر� اوح� �ل� ا�لم�د ��ي��‬
‫ي‬
‫‪23‬‬ ‫‪23‬‬
‫‪24‬‬
‫‪24‬‬
‫‪2‬‬
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬ ‫�‬
‫� ا � �ة � ن ّ �ة‬ ‫�‬
‫ا ��ل�ه� �وّ��ة � او �ل�ع�م � او ��ل‬
‫ح� �ل� ا�لم�د ��ي��‬ ‫ر‬ ‫ي‬
‫ح�ا ��ة ا لم�د �ن� ّ��ة‬ ‫أ‬ ‫آ خَ‬
‫ي‬ ‫�ل‬ ‫ا �ل‬ ‫� و�لئ��ك‬ ‫� �ر‬
‫ا ل �أ �ة‬ ‫أ‬ ‫�آ �ن��س��ة‬
‫�مر‬ ‫� ولا ئ��ك‬
‫ا �م �أ �ة‬ ‫أ‬ ‫أ أّ‬
‫� ولا د‬ ‫� � ‪�/‬‬
‫ر‬ ‫بو م‬
‫�إ�ذ ن‬ ‫أ‬
‫ب�ا ��س��بور‬ ‫�‬ ‫� ج��ا �ن� ب�‬
‫�ا �ل�غ‬ ‫ق��ا �م��ة‬ ‫أ �ن ّ‬
‫ب‬ ‫�إ‬ ‫� �ج�� ب�ي�‬
‫�غ ن‬ ‫ق‬ ‫أخ‬
‫ب�ا �ل�و�‬ ‫��ل�‬
‫�إ يم‬ ‫� �ر�ى‬
‫�ط�ا ق��ة‬ ‫ق ّ‬ ‫أ‬
‫ب��‬ ‫�إ ��لي��مي�‬ ‫� ر�م�ل‬
‫ن� �ز ّ‬ ‫أ‬
‫قة ّ ف‬
‫ب��ط�ا �� ا �لت��عر�ي��‬ ‫��لي�� ي�‬ ‫�إ �ج‬ ‫��ا �ص‬ ‫� ش��‬
‫�خ‬
‫�ط�ا �ق��ة ا � ه ّ��ة‬ ‫ن ن‬ ‫أ‬

‫�ل� و�ي‬ ‫ب��‬ ‫�إ ��س�ا �‬ ‫� ل‬ ‫�‬
‫ص‬ ‫�‬
‫�ن��س�ا ن��ة‬ ‫أ‬
‫� ي‬ ‫ب��ط�ا �ق��ة ش��‬
‫�خ��سّ��ة‬
‫�إ �‬ ‫� �ص�لا‬
‫ب�لا د‬
‫ن نّ‬ ‫�أ ص�� ّ‬
‫�إ ��س�ا �ي�‬ ‫� لي�‬
‫ن � �ز ّ‬ ‫أ ف‬
‫ب��ل�د‬ ‫��لي�� ي�‬ ‫�إ � ك‬ ‫� ط��ا ل‬
‫ن‬ ‫ّ‬ ‫أ‬
‫ب��ل�د ا �‬ ‫�إ �ي��ط�ا لي�‬ ‫� �ع�ز ب�‬
‫� �ة‬ ‫ا � ن �ن‬ ‫أق‬
‫ب� ل�د‬ ‫‪ ��/‬ت�‬‫ب� ب‬ ‫� ��ا �ي��ق��ي�‬
‫م م‬
‫ّ‬ ‫أ‬
‫ب��ل�د �ي�‬ ‫ا ��س‬ ‫� ن�ا‬
‫م‬
‫�غ‬ ‫ا ��س �أ ��س �ة‬ ‫أ تَ‬
‫ب��لو‬ ‫م ر‬ ‫� �ن��‬
‫� ن �ن‬
‫‪ ��/‬ت�‬
‫ا ��س ع�ا ئ��ة‬
‫م ل‬ ‫�‬‫�أ �ن� ت‬
‫ب� ب‬ ‫ِ‬
‫أ‬
‫� ن��ا ت‬
‫�‬ ‫�ب‬ ‫ا ��س ع��ل‬ ‫� ن� ت�‬
‫م م‬ ‫م‬
‫�ن‬ ‫آخ ن‬ ‫أ‬
‫ب�� ت�‬ ‫ال� �رو�‬ ‫� ن�ت�ما‬
‫ا �ل� ��ا نا ت ا � شّ ��خ� �صّ��ة‬ ‫أ نت نّ‬
‫�ب� ن� ف��س�ـ‪...‬‬ ‫�بي � � ل�� ي‬ ‫� ��‬
‫أ‬
‫‪25‬‬
‫� ن� ن‬ ‫ا �لتّ� ف��ا �ص�� ا � شّ ��خ� �صّ��ة‬ ‫ّ‬
‫‪��/‬ي�‬
‫�ب و ب‬ ‫� يل ل�� ي‬ ‫� ورو ب�ي�‬

‫‪2‬‬
‫� ا � �ة � ن ّ �ة‬ ‫�‬
‫ا ��ل�ه� �وّ��ة � او �ل�ع�م � او ��ل‬
‫ح� �ل� ا�لم�د ��ي��‬ ‫ر‬ ‫ي‬
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
‫َُ‬ ‫حّ‬
‫�‬
‫�‬
‫ر جل‬ ‫�ر‬ ‫ب�وح�د‪...‬‬
‫�خ� ص��ة‬ ‫� ف��ة‬ ‫ت‬
‫ر ��‬ ‫حر‬ ‫�‪.‬‬
‫�خ� ص��ة ا �ل��ّ��س��ا ق��ة‬ ‫� �ة‬ ‫ت أ �� ة‬
‫ي‬ ‫ر ��‬ ‫ح� �ض�� ر‬ ‫�� ش ي��ر‬
‫�خ� ة ا � ق �ة‬ ‫ا �ل�خ‬ ‫ت أ �� ة‬
‫ر ��ص�� ل��ي��ا د‬ ‫ح� �ض�� رت��ك‬‫�‬
‫رو ج�‬ ‫�� ش ي��ر‬
‫� ّ‬ ‫ّ‬ ‫ّ �خ‬ ‫ت أ �� ة‬
‫ر�سمي�‬ ‫�ومي�‬ ‫حك‬ ‫ا �ل�د �ول‬ ‫�� ش ي��ر‬
‫� �ة‬ ‫ّف‬ ‫ت أ �� ة‬
‫ر� �ش� �د‬ ‫حي��ا‬ ‫ا �ل��س��ر‬ ‫�� ش ي��ر‬
‫ّف ن‬ ‫�ق‬ ‫�خ‬ ‫ت أ �� ة‬
‫ا �لت��ل��و�‬ ‫رم‬ ‫��ط�ا ب�‬ ‫ا ل�مرور‬ ‫�� ش ي��ر‬
‫تّ ف ن‬ ‫�ق‬ ‫د ��ة‬ ‫حّ��ة‬ ‫ت أ �� ة‬
‫ا �ل��لي��و�‬ ‫رم‬ ‫ول‬ ‫��سي��ا �ي‬ ‫�� ش ي��ر‬
‫ق تف‬ ‫َ ّ‬ ‫�ت��ص �‬
‫ر�م ا ��ل�ه�ا ��‬ ‫د و لي�‬ ‫� ريح‬
‫�م�ز‬ ‫ُ ّ‬ ‫�ت ص � ال �ق�ا �م��ة‬
‫ر‬ ‫د وَلي�‬ ‫�� ريح �إ‬
‫�ز �ة‬
‫ي�ا ر‬
‫ن‬
‫د�ي�‬ ‫ت��ق��ا ع�د‬
‫��س�ا ك� ن‬ ‫�ذ‬ ‫ت��ق��د�‬

‫��‬ ‫ا‬
‫يم‬
‫�ذ ا ت‬ ‫ق‬
‫��س ك ن‬
‫��‬ ‫�‬ ‫ت� ��‬
‫و يع‬
‫ُ‬ ‫�ذ‬ ‫ثن ئ ّ‬
‫�� ن‬
‫�� ي��س �‬
‫ك‬ ‫��س ك ن‬ ‫ا ت��ـ‪...‬‬ ‫��ا �ي�‬
‫نّ‬ ‫�ذ ت ّ‬ ‫ث�ن��ا �ئ ّ ا ��لّ�غ��ة‬
‫��س�ك�ي�‬ ‫ا �ي�‬ ‫ي� ل‬
‫نّ‬ ‫�ذ‬ ‫�ذ‬ ‫�ن‬
‫��س�‬ ‫ا ن��ك‪ /‬ي�ن��ك‪/‬ت�ا ن��ك‪/‬ت�ي� ن��ك‬ ‫ج��س‬
‫ّ‬ ‫�ذ‬ ‫��ن��سّ��ة‬
‫��سي��ا ��سي�‬ ‫�ل�ك‪/‬ت��ل�ك‬ ‫ج ي‬
‫��س��ا ق��ة‬ ‫�ذ �ذ �ذ‬ ‫� ا �ز‬
‫ي‬ ‫و‪ /‬ا‪� /‬ي�‬ ‫�ج و‬
‫��سيّ��د‬ ‫�ز ّ ف‬
‫را � �ش� �د‬ ‫�ج�وا ا �ل��س��ر‬
‫ّ �ة‬
‫��سي��د‬ ‫ر ج��ا ل‬ ‫ح�ا ل‬
‫‪26‬‬
‫�� ة‬ ‫ّ‬ ‫ح�ا ��ة‬
‫سي��ر‬ ‫ر ج��ا لي�‬ ‫ل‬

‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬ ‫�‬
‫� ا � �ة � ن ّ �ة‬ ‫�‬
‫ا ��ل�ه� �وّ��ة � او �ل�ع�م � او ��ل‬
‫ح� �ل� ا�لم�د ��ي��‬ ‫ر‬ ‫ي‬
‫ف‬
‫�رد‬ ‫��س�� ة �ذ ا ��ت ّ��ة‬
‫�صور‬ ‫ير ي‬
‫ف ّ‬ ‫ص �ة‬
‫�رد �ي�‬ ‫� ور‬ ‫ش��‪.‬‬
‫ف ق‬ ‫نّ‬ ‫ّ‬
‫�ر�‬ ‫�ص�ي��ي�‬ ‫� �ش� �ا ب�‬
‫ف ن‬
‫��لا �‬ ‫بع‬
‫ط�ا �‬ ‫��ش� ب��ا ب�‬
‫ف‬
‫�ي��ز ا‬ ‫ف‬ ‫ش��‬
‫�خ‬
‫ط��ل‬ ‫��ص‬
‫ق ّ �ة‬ ‫ط��ف��ة‬ ‫�خ ّ‬ ‫ش��‬
‫��ا ر‬ ‫ل‬ ‫��صي�‬
‫ّ‬ ‫قّ‬ ‫ط��ف�� ة‬
‫��د ي��ق��د‬ ‫ول‬ ‫�غ‬
‫� �ش� ��ل‬
‫م‬ ‫م‬
‫ّ‬ ‫قّ‬ ‫�ظ ف‬ ‫�ش �ة‬
‫��د ي��ق��د ن��ف��س�ه‬ ‫ر��‬ ‫��ه�ا د‬
‫م‬ ‫م‬
‫�ق ��ة‬ ‫�ز‬ ‫ش‬
‫ر�ي‬ ‫ع�ا ب�‬ ‫��هي��ر‬
‫�ق ن‬ ‫ع�ا �ز ��ة‬ ‫�ش��ي� ء‬
‫��ص�ل‬ ‫ب�‬
‫�ق �ة‬
‫ي��ا د‬ ‫ش‬ ‫ش‬
‫ع�ا �� ي�ع��ي��‬ ‫�ش��ي� ء‪� �/‬ش� �ي� ئ��ا‬
‫� �ز‬ ‫�‬ ‫��ش��خ‬
‫�ـ�ك‬ ‫�جعو‬ ‫ي‬
‫ف‬ ‫ف‬ ‫��ش��خ��ة‬
‫كا ر‬
‫ب��‬ ‫�عر�� ي�ع ِر��‬ ‫ي‬
‫ّ نّ‬ ‫�ع�ز ب�ا ء‬ ‫��ش�� خ‬
‫��ي��ر ا �ل��س�‬
‫�كب‬ ‫يو�‬
‫� ت‬ ‫��ش�� خ��ة‬
‫�‬ ‫كر‬ ‫ع��ل ��ع��ل‬
‫ِم ي م‬ ‫يو‬
‫كلا‪/‬ك��لت��ا‬
‫�‬ ‫ع�مر‬
‫�‬ ‫�ص‪ .‬ب�‪.‬‬
‫�ع‬ ‫ص�ا �ل‬

‫�‬
‫��ـ ك‬
‫م‬ ‫�م�ل‬ ‫�ح‬
‫ن‬ ‫ّ‬
‫��ـ م‬
‫كا‬ ‫�ع ن��وا �‬ ‫� ب�ص�ي�‬
‫��ـ ك نّ‬ ‫�عي��د �مي��لا د‬ ‫�غ‬
‫��‬ ‫�ص��ا ر‬
‫��ن��ة‬ ‫ف ت �ة‬ ‫ّ نّ‬ ‫�غ‬
‫ك� ي‬ ‫��ا‬ ‫�ص� ي��ر ا �ل��س�‬
‫ح��ة ال أ ��سئ��ة‬ ‫ئ‬
‫‪27‬‬
‫ف‬ ‫ق‬
‫� � ل‬ ‫لا �‬
‫��تى‬ ‫��ص ن��د و� ا �ل��بر�ي�د‬

‫‪2‬‬
‫� ا � �ة � ن ّ �ة‬ ‫�‬
‫ا ��ل�ه� �وّ��ة � او �ل�ع�م � او ��ل‬
‫ح� �ل� ا�لم�د ��ي��‬ ‫ر‬ ‫ي‬
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
‫ـ ن��ا‬ ‫�م�ز د‬ ‫ئ‬
‫و ج�‬ ‫لا �ج��‬
‫ا ��لّ�غ��ة‬ ‫�غ ة أ ّ‬
‫�ا ��س‬
‫ن‬ ‫�م�ز د و ج� ل‬ ‫�ل�� ال�‬
‫م‬
‫ن ق‬ ‫ت‬ ‫�غ ّ‬
‫�ا ط�‬ ‫�م��س��ع�ا ر‬ ‫�ل�و�ي�‬
‫�ن‬ ‫ن‬ ‫�م��س ك ن‬ ‫ق‬
‫�‬ ‫�ل�� ب�‬
‫ح��‬ ‫��‬
‫ن‬ ‫ّ‬
‫��س�ا ء‬ ‫�م��س��مى‬ ‫�لوح�د‪...‬‬
‫ن ئّ‬ ‫نّ‬
‫��س�ا �ي�‬ ‫�م��س�‬ ‫�ل��ي��س‬
‫ن‬ ‫ّ ن‬ ‫ت نّ‬
‫��س� ب�‬ ‫�م��سن��و�‬ ‫�م�� ب��ى‬
‫�ن��س��ة‬ ‫ش‬ ‫�م��ت�ز ّ‬
‫ب‬ ‫�م��هور‬ ‫و ج�‬
‫�ن��س��خ��ة‬ ‫�م��ط��لّق‬ ‫�مت��ع ّ�د د ا �ل��لّ�غ��ا ت‬
‫�‬
‫�‬
‫نف‬ ‫ف‬ ‫تق ّ ف� ّ نّ‬
‫��س‬ ‫�م�عرو��‬ ‫�م��د م ي� ا �ل��س�‬
‫ن‬ ‫�م�ع��ل �م�ا ت‬ ‫ّ نّ‬ ‫ت ّ‬
‫��ـ�ي�‬ ‫�‬ ‫و‬ ‫�م��و��س��ط ا �ل��س�‬
‫�م ن��ط��ق��ة‬ ‫ت فّ‬
‫�ـ�ه‬ ‫��‬ ‫�م��و�ى‬
‫نف‬ ‫ت فّ ّ‬
‫�ه‪�/‬ه�ـ‬ ‫�م��ص�ل‬ ‫�م��و�ي�‬
‫�ؤ‬ ‫ح�ا ف� ظ��ة‬
‫م‬
‫�ه لا ء‬ ‫��م�ه�ا ج�ر‬ ‫� ��‬
‫�ـ�ه�ا‬ ‫��مه ن��ة‬ ‫�م�د ا‬

‫�‬ ‫م‬
‫�ذ‬ ‫نّ‬ ‫نّ‬
‫�ه� ا‪�/‬ه��ذه‬ ‫��م�ه�ي�‬ ‫�م�د �ي�‬
‫�ذ ن �ذ ن ت ن ت ن‬ ‫ن‬ ‫�م�د �ن��ة‬
‫�ه� ا �‪�/‬ه� �ي�‪�/‬ه�ا �ا �‪�/‬ه�ا �ي��‬ ‫�موا ط��‬ ‫ي‬
‫ن‬ ‫ق‬
‫�ه‬
‫م‬ ‫�موا ط ن��و�‬ ‫�مرا �ه�‬
‫�ـه�‬ ‫�مو�لود‬ ‫�م ا �ه��ق��ة‬

‫�م‬ ‫ر‬
‫ّ‬
‫�ه�م�ا‬ ‫�مي�� ت�‬ ‫�مر��س�ل‬
‫‪28‬‬
‫�ـ�ه��م�ا‬ ‫�مي��لا د‬ ‫�مر��س�ل �إ �لي��ه‬

‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬ ‫�‬
‫� ا � �ة � ن ّ �ة‬ ‫�‬
‫ا ��ل�ه� �وّ��ة � او �ل�ع�م � او ��ل‬
‫ح� �ل� ا�لم�د ��ي��‬ ‫ر‬ ‫ي‬
‫نّ‬
‫�ه��‬
‫نّ‬
‫�ـ�ه��‬
‫�هو‬
‫�هي�‬
‫ث ئق‬
‫و �ا ��‬
‫ث��ق��ة‬
‫وي‬
‫وح�د‪...‬‬
‫ل �ة‬
‫وا د‬
‫و�ل�د‬
‫ُ‬
‫ُو�ل�د �يو�ل�د‬
‫ـي�‬
‫َ َّ‬
‫ـي� ‪ /‬ـي�‬
2
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
Centro Studi Ilà

30
‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬‫�‬
‫� ن � �أ�ع ا �‬
‫ا�لم�ه� � او �ل� �م� �ل‬
‫‪31‬‬ ‫‪31‬‬
‫‪32‬‬
‫‪32‬‬
‫‪2‬‬
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬ ‫�‬
‫� ن � �أ�ع ا �‬
‫ا�لم�ه� � او �ل� �م� �ل‬
‫قّ‬ ‫�أ د ا ت‬
‫ح�ا ر��س‬ ‫ب��ا ل‬ ‫ل‬ ‫�‬‫م‬‫��‬‫�‬‫ع‬‫�‬ ‫�‬
‫ل‬ ‫ا‬ ‫�‬ ‫و‬
‫ض ن‬ ‫ّ‬ ‫أ ت �ذ‬
‫ح�ا ��‬ ‫�ب� ن��ا ء‬ ‫� ��س��ا‬
‫ح�ا �ض� ن��ة‬ ‫أ‬
‫�‬ ‫ب� ّوا ب�‬ ‫� �ع�م�ا ل‬
‫ّ‬ ‫أ ن‬
‫ح�د ا د‬ ‫�ب�ي��ط�ا ر‬ ‫� �مي��‬
‫َ فّ‬ ‫ّ‬ ‫��ت��ة‬ ‫أ ن‬
‫�ر �ي�‬
‫ِح‬ ‫�ب�ي��طر�ي�‬ ‫� �مي�� ا �ل��م ك ب‬
‫تّ‬ ‫ت‬ ‫أ ق ت ّ‬
‫�وا �ي�‬
‫حك‬ ‫�ا ج�ر‬ ‫م‬
‫� ا �ل�د وا‬ ‫� و��ا‬
‫ّ ق‬ ‫ت� ّ‬ ‫أ ق ت‬
‫ح�لا �‬ ‫��ا ر �ي�‬
‫�ج‬ ‫� و��ا � ا �ل�ع��م�ل‬
‫نّ‬ ‫ت ن‬ ‫�ز �ة‬
‫ح��لوا �ي�‬ ‫�ر ج��م�ا �‬ ‫�إ ج��ا‬
‫ت� ��م��ة‬ ‫ّ‬
‫خ��ا د‬ ‫رج‬ ‫�إ د ا ر �ي�‬
‫م‬
‫خ ّ‬ ‫ت �ذ‬ ‫� فّ‬
‫��ا �ص‬ ‫��ل�مي��‬ ‫��ا �ي�‬
‫�إ ��س ك‬
‫�خ� ّ��ا �ز‬ ‫ف ئّ‬
‫�ّ ا‬ ‫�إط��ا �ي�‬
‫ب‬ ‫جرح‬
‫خ �ة‬ ‫ن‬
‫��بر‬ ‫ج�ر��سو�‬ ‫�إ م‬
‫�م�ا‬
‫�خ‬ ‫ج�زّ‬
‫� ب��ي��ر‬ ‫� ار‬ ‫ا ��ت� م�ا‬
‫�ج �� ع‬
‫خ��د �م�ا ت‬ ‫ّ‬ ‫�ت ّ‬
‫�‬ ‫ج��م�ا ل‬ ‫ا �ج�� م�ا �عي�‬
‫خ��د �م��ة‬ ‫��م�عّ��ة‬ ‫ّ‬ ‫قت‬
‫ج ي‬ ‫ا ��ص�ا د �ي�‬
‫�خ ّ‬ ‫��م�عّ��ة �ت�ع�ا �ن� ّ��ة‬ ‫ئ‬
‫��ض‬
‫� �ا ر‬ ‫وي‬ ‫ج ي‬ ‫�ا �‬
‫بع‬
‫ّ‬ ‫�خ‬ ‫��م�عّ��ة ث��ق��ا ف�ّ��ة‬ ‫ئ‬
‫�� ض�� ر�ي�‬ ‫ي‬ ‫ج ي‬ ‫ب�ا � ا ج�ل�را ئ��د‬
‫ع‬
‫ّ‬ ‫ن ّ‬
‫�خ��ط�ا ط‬ ‫�ج��د �ي�‬ ‫ح� ث�‬ ‫ب�ا �‬
‫خّ‬ ‫ّ‬ ‫ّ‬
‫��م�ا ر‬ ‫�ج�و�هر �ج�ي�‬ ‫ح�ا ر‬ ‫ب�‬
‫�‬
‫ّ‬ ‫�خ‬ ‫ّ‬ ‫ت نّ‬
‫�ور �ي�‬ ‫�ج�و�هر�ي�‬ ‫ب��س��ا �ي�‬
‫‪33‬‬
‫�خ�يّ��ا ط‬ ‫ش‬ ‫�ط�ا ��ة‬
‫ج��ي��‬ ‫ب�� ل‬

‫‪2‬‬
‫� ن � �أ�ع ا �‬
‫ا�لم�ه� � او �ل� �م� �ل‬
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
‫ّ ةأ‬ ‫ّق‬
‫��سي��د � � �ع�م�ا ل‬ ‫ر��ا �ص‬ ‫�خ�يّ��ا ط‬
‫ض ّ‬ ‫ّ�غ‬
‫� �ش� �ا �عر‬ ‫ري�ا ��ي�‬ ‫د ب�ا‬
‫�ش ّ‬ ‫�ز ن‬ ‫ّ‬
‫�� رطي�‬ ‫ب�و�‬ ‫د ب��لو�م�ا ��سي�‬
‫�ش ّ‬ ‫�ز ا ع��ة‬ ‫ت‬
‫�� رطي� ا �ل��مرور‬ ‫ر‬ ‫��ور‬ ‫د �ك‬
‫� �ش� ��ة‬ ‫�ز‬
‫رك‬ ‫�مي��ل‬ ‫د �لي��ل‬
‫�ز ّ‬ ‫ّ ن‬
‫� �ش� ر�ي�ك‬ ‫�ه�ا ر‬ ‫د �ه�ا �‬
‫�غّ‬ ‫ئق‬ ‫ئ‬
‫� �ش� � ي��ل‬ ‫��س�ا ��‬ ‫ر ��ي��س‬
‫ف ّ‬ ‫ئ � ا �ل��د ّ��ة‬
‫� �ش� ��ا �هي�‬ ‫�ر‬
‫��س�ا ح‬ ‫ر �ي��س ب ل ي�‬
‫ف ّ‬ ‫ئ ّ‬
‫� �ش� ��و�ي�‬ ‫ٍع‬
‫��س�ا‬ ‫ر ��ي��سي�‬
‫ص�ا �ئ�غ‬ ‫ت‬ ‫ّ‬
‫�‬ ‫��س�ا ع�ا � ا �ل�ع��م�ل‬ ‫را ب�‬
‫�ص�ا �‬ ‫��س�ا �عي� ا �ل��بر�ي�د‬ ‫ا ّ��ة‬

‫ح� ب�‬ ‫ر ب�‬
‫ن‬
‫ص�ا �‬ ‫��س�ا قٍ�‬ ‫را �ت� ب�‬
‫�ع‬
‫� فّ‬ ‫ق‬
‫ح�ا �ي�‬‫�ص‬ ‫��سّ��ا‬ ‫را ��ص‬
‫بح‬
‫�ّ‬
‫ح��ة‬
‫�‬‫ص‬ ‫��سبّ��ا ك‬ ‫را �ه� ب�‬
‫�ف ّ‬ ‫�� ّ‬ ‫ا �ه��ة‬
‫�ص‬ ‫س‬
‫ح��ي�‬ ‫�ج��ل‬ ‫ر ب‬
‫�صّ ّ‬ ‫ف‬ ‫ّ‬
‫�حي�‬ ‫��س��ي��ر‬ ‫ر ب� ا �لب��ي�� ت�‬
‫ّ ف‬ ‫��س ك� ت‬ ‫ّة‬
‫�صرا ��‬ ‫�ر�ي��ر‬ ‫رب�� ا �لب��ي�� ت�‬
‫قّ‬ ‫ّ‬ ‫أ‬
‫�ص��ا ر‬ ‫��س��م�ا ك‬ ‫ر ج��ل � �ع�م�ا ل‬
‫��ص ن��ا ع�ا ت‬
‫�‬ ‫��س��م��س�ا ر‬ ‫ر ج��ل ال�إط��ف��ا ء‬
‫� ف��ة‬ ‫ن ت‬ ‫ّ‬ ‫ّ‬
‫��ص��ا ع�ا � حر ي‬ ‫�ر�ي�‬‫��س��م ك�‬ ‫ر��س�ا‬
‫م‬
‫‪34‬‬
‫�ص ن��ا ع��ة‬ ‫ّ‬ ‫ّ‬
‫�‬ ‫��سي��ا ��سي�‬ ‫ر�ص�ا �ص‬

‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬ ‫�‬
‫� ن � �أ�ع ا �‬
‫ا�لم�ه� � او �ل� �م� �ل‬
‫أ‬ ‫ض‬
‫�ع ّ‬
‫�م��لي�‬ ‫ع�ا ر�� ال� �ز ي�ا ء‬ ‫��صيّ��ا د‬
‫ع�ا �ض ��ة‬ ‫ّ‬ ‫ّ‬
‫�ع�مي��د‬ ‫ر�‬ ‫��صي��ا د ا �ل��س��م�ك‬
‫أ‬ ‫نّ‬
‫�ع‬
‫�مي��ل‬ ‫� ��ة ال� �ز ي�ا ء‬
‫ع�ا ر �ض‬ ‫��صي��د لا �ي�‬
‫�ز ف‬ ‫ّ‬
‫�ع ّوا د‬ ‫ع�ا ��‬ ‫��صي��د لي�‬
‫غ نّ‬ ‫فّ‬
‫��ي�‬ ‫ع�ا ط�ل‬ ‫�صي��ر �ي�‬
‫ف ت� �ة‬ ‫ن‬
‫��ا ور‬ ‫ع�ا ط�ل �ع�� ا �ل�ع��م�ل‬ ‫� �ا ب��ط‬
‫�ض‬
‫ف نّ‬
‫��ا��ك�ه�ا �ي�‬ ‫ع�ا ل‬
‫ِم‬ ‫ط�ا �ل� ب�‬
‫ف ق‬ ‫آث‬ ‫ع�ا ل‬
‫�ر�ي�‬ ‫ال� �ا ر‬ ‫م‬ ‫ط�ا هٍ‬
‫ف ئّ‬ ‫أ‬ ‫طّ��ا خ‬
‫� �ا �ي�‬
‫��ض‬ ‫ال� �‬
‫حي��ا ء‬ ‫ع�ا ل‬
‫م‬ ‫ب�‬
‫فق‬ ‫ال ��ت� م�ا‬ ‫ّ‬
‫��ي��ر‬ ‫ا �ج �� ع‬
‫ع�ا ل‬
‫م‬ ‫ط ب��ا ل‬
‫ّ‬ ‫نّ ف‬ ‫ّّ‬
‫ف�� ا‬ ‫ا �ل��س‬ ‫ع�ا ل‬ ‫ط�ي�‬
‫لح‬ ‫م‬ ‫ب‬
‫ف� ّ‬ ‫ّ‬
‫��‬‫��ل يك‬ ‫ع�ا‬ ‫ط ب��ي� ب�‬
‫م‬
‫فّ ن‬ ‫أ ن‬
‫� ن��ا �‬ ‫ع�ا �م�ل‬ ‫ط ب��ي� ب� ال� ��سن��ا �‬
‫ف� نّ ّ‬ ‫ع�ا �م� ح ّ‬ ‫أ ف‬
‫�ي�‬ ‫�ر‬ ‫ل‬ ‫ط ب��ي� ب� ال� ط��ا ل‬
‫�خت ّ‬ ‫تق ّ‬
‫ف نّ ّ م‬ ‫ّ‬
‫��ي� ��ص‬ ‫ع�ا �م�ل �م��س��ل‬ ‫ط ب��ي� ب� ا �لر ج��ا ل‬
‫ف �ز ئ ّ‬ ‫ّ‬ ‫ّ‬
‫�ي�� ي�ا �ي�‬ ‫�ع��س�ا ل‬ ‫ط ب��ي� ب� ا �ل��ن��س�ا ء‬
‫ف‬ ‫ف‬ ‫ّ‬ ‫نّ ف‬
‫�ي��ل��سو��‬ ‫�ع��س ك�‬
‫�ر�ي�‬ ‫ط ب��ي� ب� ا �ل��س‬
‫ق ئ‬ ‫ّ‬
‫��ا ر ��‬ ‫�و‬ ‫�ع��ض‬ ‫ط ب��ي� ب� �ب�ي��طر�ي�‬
‫ق‬ ‫ّ‬ ‫ت� ّ‬
‫��ا �ضٍ�‬ ‫�ع��ط�ا ر‬ ‫��ا ر �ي�‬ ‫ط�ل� ب� �ج‬
‫ق ن‬ ‫�ع� �ة‬ ‫ّ‬
‫�ر�ص�ا �‬ ‫م�د‬ ‫طي��ا ر‬
‫�ق�مّ�ا ش‬ ‫�ع ت� ّ‬
‫‪35‬‬
‫��‬ ‫ض‬
‫�‬ ‫��ا ر �ي�‬
‫�م�ل �ج‬ ‫ع�ا ر��‬

‫‪2‬‬
‫� ن � �أ�ع ا �‬
‫ا�لم�ه� � او �ل� �م� �ل‬
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
‫قّ‬
‫�مرا ��س�ل‬ ‫�مت�� ‬ ‫�ي��ا ��س‬
‫ر �جِ م‬
‫ق‬ ‫�مت ط ّ‬
‫�مرا �� ب�‬ ‫��وع‬ ‫كا �ت� ب�‬
‫�‬
‫ّ‬ ‫ت ّ‬
‫�مرش��‬ ‫�مت��ق��ا ع�د‬ ‫كا ب�ي�‬‫��‬
‫ح‬
‫�جم‬ ‫�ّش ف‬
‫�مر� �ش� �د‬ ‫��ا ل‬ ‫ك��ا ��‬ ‫�‬
‫ّ‬ ‫م‬ ‫ئّ‬
‫�مر� �ش� �د ��سي��ا �حي�‬ ‫�‬
‫ح�ا ��س� ب�‬ ‫��ك�هر ب�ا �ي�‬
‫ّ‬ ‫��كه �ا �ئ ّ ا �ل��ّ��سّ��ا ا ت‬
‫�مرم‬ ‫م‬
‫�‬
‫ح�ا �ض� ر‬ ‫�‬ ‫� ر ب ي� ي ر‬
‫م‬
‫ف‬
‫�م�ز ا‬ ‫م‬
‫�‬
‫ح�ا‬ ‫�وا �ي��ر‬ ‫ك‬
‫رع‬ ‫ٍم‬
‫�ت ف‬ ‫ئّ‬
‫�م��س�ؤ ول‬ ‫ح��ر��‬ ‫م‬ ‫�ي��مي��ا �ي�‬
‫�ك‬
‫�م��س�ا ع�د‬ ‫�ّ‬

‫م‬ ‫لا �ع� ب�‬
‫حرر‬
‫�ت ّ‬ ‫ّ‬ ‫ض ّ‬
‫�م��س�ا ع�د ا �ج�� م�ا �عي�‬ ‫م‬
‫�‬
‫ح�ل�ل‬ ‫لا �ع� ب� ري�ا ��ي�‬
‫�ت ش‬ ‫�ّ ن ف نّ‬ ‫ة‬
‫�م��س��ا ر‬ ‫م‬
‫ح�ل�ل ��س�ا �ي�‬ ‫�ر� ا �ل��ق��د‬
‫لا �ع� ب� ك‬
‫م‬
‫ّق‬ ‫�خ ت‬ ‫�ّ‬
‫�م��سو�‬ ‫م‬
‫��ا ر‬ ‫ل‬
‫�‬
‫ح�ا‬
‫م‬
‫فّ‬ ‫�خت ّ‬ ‫م‬ ‫ّ‬
‫�م��صر �ي�‬ ‫��ص‬ ‫�ل��ص‬
‫ّ‬
‫�م��ص��م�‬ ‫مخ‬
‫�ر ج‬ ‫�ل��ق��ا ء‬
‫م‬ ‫ِ�‬
‫ّ أ‬ ‫�ّ‬ ‫�ؤ�ذّ ن‬
‫�م��ص��م� ال� �ز ي�ا ء‬ ‫�خ��ط�ط‬
‫م‬ ‫�م �‬
‫م‬
‫ّ أ‬ ‫�خ ّ � ف ت ّ ف ف‬ ‫�م�ؤ ّ خ‬
‫�م��ص��م� ال� �ل�ع�ا ب�‬
‫م‬ ‫ح��لا � ا �ل�ز ��ا ��‬ ‫م‬
‫��ط�ط‬ ‫ر�‬
‫قّ‬ ‫ّ‬ ‫ّ‬ ‫�م�ؤ ��ّ��س��س��ة‬
‫�م��ص��م�م ا �لر��ص‬ ‫�م�د ر ب�‬
‫ف‬ ‫ّ‬ ‫ّ‬ ‫ّف‬
‫�م��ص��م� ج�را �ي��ك‬
‫م‬ ‫�م�د ر��س‬ ‫�م�ؤ �ل��‬
‫خ ّ‬ ‫ّ‬ ‫�م�� م‬
‫�م��ص��م�م د ا ��لي�‬ ‫�م�دي�ر‬ ‫بر ج�‬
‫ن ّ‬ ‫ّ‬ ‫�م�د � ��ت ن� ظ�� ا �ل��ف��ّع�ا �لّ��ا ت‬ ‫ت �خ ّ‬
‫�م��ص��م�م ��ص��ا �عي�‬ ‫�‬ ‫ي‬ ‫ير يم‬ ‫�م��ص��ص‬
‫‪36‬‬
‫�ق‬ ‫ّ‬ ‫�ذ‬ ‫ّ‬
‫�م��ص��م� �موا ��ع ا �لوي� ب�‬ ‫�م� �‬
‫ي‬ ‫�مت��د ر ب�‬
‫م‬ ‫ع‬

‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬ ‫�‬
‫� ن � �أ�ع ا �‬
‫ا�لم�ه� � او �ل� �م� �ل‬
‫ّق‬ ‫�ن ت‬ ‫ّ‬
‫ورا �‬ ‫�م� ِ��ج‬ ‫�م��صور‬
‫ّ‬ ‫� ف‬
‫كل‬‫وي��‬ ‫�م ن��ج� �‬ ‫�� ي��‬
‫م��ض‬
‫م‬
‫ّ‬ ‫�م ن��د � ا �ل��م� ��ع�ا ت‬ ‫ّ ن‬ ‫� ف‬
‫و لي�‬ ‫�‬ ‫�بي‬ ‫وب‬ ‫�� ي�� ا �ل��طي��را �‬
‫م��ض‬
‫ّ‬ ‫� �ض� �� ف��ة‬
‫��مه�‬ ‫م�� ي‬
‫�م‬
‫ن‬ ‫� فة ّ ن‬
‫��م�ه��د ��س‬ ‫�� ي�� ا �ل��طي��را �‬
‫م��ض‬
‫ّ‬ ‫ن‬
‫��م�ه��د ��س �م�ع��م�ا ر �ي�‬ ‫�م��طر ب�‬
‫ق‬ ‫ّ‬
‫�مو��سي��ا ر‬ ‫م‬
‫�م�ع��ل‬
‫ظّ ف‬
‫�مو��‬ ‫�م�ع��م�ا ر‬
‫ق‬ ‫ظّ ف‬
‫و�� الا ��ست�� ب��ا ل‬ ‫�م�عي��د‬
‫فّ‬ ‫ظّ ف‬ ‫�غ ّ‬
‫�مو�� م��صر �ي�‬ ‫�م�� نٍ�‬
‫� �ن ّ‬ ‫ف‬
‫��ا �ي� يك‬
‫��‬ ‫�مي�� ك‬ ‫�م�� تٍ‬
‫�‬
‫ن�ا د ل‬ ‫ف �تّ ش‬
‫�م��‬
‫ق‬
‫ن�ا ��د‬ ‫�م��ف��ي��د‬
‫نّ‬ ‫ق‬
‫��ا ر‬‫�ج�‬ ‫�م��ا ول‬
‫ن� ة‬ ‫ّ‬
‫��م�� ب�و ب�‬ ‫ج‬ ‫�م�لا‬
‫��م��ة ��س��ن� م�ا ��ئ ّ��ة‬‫ن‬ ‫ّ‬
‫ج�‬ ‫�م��ل�� ن‬
‫ي �� ي‬ ‫ح��‬
‫ح�ا ت‬‫نّ‬
‫�‬ ‫�‬
‫�‬ ‫�م�ل�ك‬
‫نّ‬ ‫��ة‬
‫�‬
‫�‬
‫ح�ا ل‬ ‫�م��ل �ك‬
‫ن‬ ‫ّ‬
‫� ش��ا ط‬ ‫��‬‫�م��ل يك‬
‫ن ف نّ‬ ‫ثّ‬
‫��س�ا �ي�‬ ‫�م��م��ل‬
‫‪37‬‬
‫ا �ش��‬ ‫ّض‬
‫و م‬ ‫�م��مر��‬

2
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
Centro Studi Ilà

38
‫ة‬ � ‫� ة‬ ‫ا خ‬
A1 ��‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي‬
‫ب‬ ��
�� ‫� ظ‬
� �‫ا�لم‬
‫�هر‬
39 39
‫‪40‬‬
‫‪40‬‬
‫‪2‬‬
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬ ‫�‬
‫� ظ ��‬
‫ا�لم � ر‬
‫ه‬‫�‬‫�‬
‫خ��ا ّص��ة‬ ‫��س� م��ة‬ ‫�أ � ض ا � �ش �ة‬

‫�‬ ‫ب ��‬ ‫�بي�� ل��ب�� ر‬
‫خ��ا ّ�صّ��ة‬ ‫�ش �ة‬ ‫أ‬
‫�ي‬ ‫ب�� ر‬ ‫� �ج‬
‫��ع�د‬
‫�خ ن‬ ‫أ‬
‫��لا �‬
‫�ج‬ ‫� ش��‬ ‫� ح�د ب�‬
‫بع‬
‫�خ� ص��ة‬ ‫أ‬
‫�� ل‬ ‫��ش��‬ ‫حول‬ ‫��‬
‫ب يع‬
‫�خ� ص �صّ��ة‬ ‫��ن��ة‬ ‫أ‬
‫�� و� ي‬ ‫بي‬ ‫� ��س��مر‬
‫ن‬ ‫خ‬ ‫ت‬ ‫أ‬
‫��ل��ص�ا �‬ ‫��ا �عي��د‬ ‫�ج�‬ ‫� ��ش� ب��ه ي��ش� ب��ه‬
‫د �م�ع��ة‬ ‫� �ة‬
‫��ج��عي��د‬
‫ت‬ ‫أ ق‬
‫� � �ش� ��ر‬
‫ت ن‬ ‫أ‬
‫د �م‬ ‫��ع ب��ا �‬ ‫� � �ش� �ي�� ب�‬
‫وع‬
‫�ذ ��ا �ذ � ّ��ة‬ ‫��ا �ذ � ّ��ة‬ ‫أ‬
‫و ج �بي‬ ‫ج �بي‬ ‫� �ص��ل‬
‫ع‬
‫�ذ ��ا �ذ � ّ��ة ��ن��سّ��ة‬ ‫��ا �ذ � ّ��ة ��ن��سّ��ة‬ ‫أ‬
‫و ج �بي ج ي‬ ‫ج �بي ج ي‬ ‫� ��ص�ه� ب�‬
‫ح��ة‬‫�ذ و �ل‬ ‫��ل��ة‬ ‫أ ش‬
‫�ي‬ ‫ج ب‬ ‫� طر��‬
‫أ‬
‫� ن‬ ‫�ذ ي� ا �ل‬ ‫�‬ ‫� �ع��سر‬
‫ح��ص�ا �‬ ‫ل‬ ‫ج �مي��ل‬
‫ئ‬ ‫ظ‬ ‫أ‬
‫ا�‬ ‫ج��مي��ل ا �ل��م��هر‬ ‫م‬ ‫� �ع‬
‫�‬
‫رع‬ ‫ى‬
‫ح�ا ئ� ض� ‪/‬ح�ا ئ� �ض ��ة‬ ‫أ‬
‫را �ضٍ�‬ ‫�� ‬ ‫� س‬
‫�ل��‬‫�‬
‫م‬ ‫�‬
‫را �ع� ب�‬

‫ف‬
‫ح�ا �ٍ�‬ ‫أ �ن ق‬
‫� �ي��‬
‫ق‬ ‫ا ��ت��س�ا �م��ة‬
‫ر��ش��ي�‬ ‫ح�ا �م�ل‬ ‫ب�‬
‫قق‬ ‫حّ��ة‬ ‫ث �ة‬
‫ر��ي�‬ ‫�ب‬ ‫ب��ر‬
‫ن‬ ‫�ز‬ ‫ث‬
‫ع�لا �‬ ‫ح��بو ب�‬ ‫�‬ ‫�ب��ور‬
‫حّ ن‬ ‫نّ‬
‫�ر‬
‫��س�ا ح‬ ‫�را �‬ ‫ب��د �ي�‬
‫�ّ ّ‬ ‫ن‬
‫��س�ا ل‬
‫م‬ ‫ح��س�ا ��سي�‬ ‫ب��د�ي�‬
‫‪41‬‬
‫�ق‬ ‫�ّ‬ ‫ن‬
‫�س��‬ ‫ح ن��ا ء‬ ‫ب�رد ا �‬
‫يم‬

‫‪2‬‬
‫� ظ ��‬
‫ه‬‫�‬‫�‬
‫ا ل�� ا ل ت ا �د ل �ل�� ة‬

‫م � ج ا � ل� ا �ي‬
‫�مت��ض ق‬
‫� �ا �ي�‬ ‫ع��لي��ل‬ ‫��س��ل�‬
‫يم‬
‫ت ّ‬ ‫ن ن ن ن‬ ‫ن‬
‫� �� ج�ر‬
‫�م��ض‬ ‫�عي��ا �‪�/‬عي��ي��‬ ‫��س��مي��‬
‫َ‬ ‫ن َ ن َّ‬
‫�مت��ع� ب�‬ ‫�عي��ا �ي�‪�/‬عي��ي�‬ ‫� �ش� �ا �ئ� ب�‬
‫�م��ت� م�ا‬ ‫�غ‬ ‫� �ش� �ا �‬

‫�� و ج�‬ ‫�� ب�‬‫�ا �ض‬ ‫ح� ب�‬
‫�م��ت��م ّ‬ ‫ن‬ ‫غ‬
‫و ج�‬ ‫�� ب��ا �‬
‫��ض‬ ‫� �ش� �ا ر ب�‬
‫�ت ن ق‬ ‫�غ‬ ‫� �ش� �ا �م�ا ت‬
‫�م� ��ا ��س�‬ ‫ي��ر‬ ‫�‬
‫�مت�� ّ�س��ط ا �ل��ق��ا �م��ة‬ ‫ف تن‬ ‫� �ش� �ا �م��ة‬
‫و‬ ‫��ا ��‬
‫�ز ن‬ ‫ّ‬ ‫ف��ز‬
‫�مت��و��س��ط ا �لو �‬ ‫ع‬
‫� �ش� �ب� ي��ه‬
‫ف‬ ‫�شَ‬
‫ت ن‬
‫�م��ي��‬ ‫� ظ��ي��‬ ‫�� عر‬
‫ع‬
‫ّ‬ ‫�ق�ا �م��ة‬
‫م�ج‬
‫��ع�د‬ ‫� �ش� ك�‬
‫��ل‬
‫هَ‬ ‫ق‬ ‫�ن‬
‫��د‬ ‫جم‬
‫�‬ ‫�� ‬ ‫� �ش� �� ب�‬
‫�ب يح‬
‫ّ‬ ‫�ق ص�� ا �ل��ق��ا �م��ة‬
‫م‬
‫ح��ج�� ب�‬
‫�‬ ‫�� ير‬ ‫� �ش� وا ر ب�‬
‫�خ ف‬ ‫ق ّ‬ ‫�ص ت‬
‫� ت��ل�‬‫م‬ ‫�و�ي�‬ ‫�‬‫و‬
‫ض‬ ‫�ت ن ئ ّ‬ ‫�ض �ئ‬
‫�مر�ي��‬ ‫�ك��س��ا �ي�‬ ‫�‬ ‫� � ي��ل‬
‫ح��ة‬ ‫ض‬
‫�م��ست��ق��‬ ‫�ي‬‫�ل‬ ‫�ر‬ ‫��‬
‫ج‬
‫يم‬
‫ف‬
‫�ش‬
‫م��ا ب��ه‬ ‫�م��ت��س‬ ‫� �عي��‬
‫�ض‬
‫ب م‬
‫�غ‬ ‫ف �ة‬
‫�م��ص��بو‬ ‫�م��ب��سوط‬ ‫� ��ي��ر‬
‫�ض‬
‫ظ‬ ‫أّف‬ ‫ط ا �ل��ق��ا �م��ة‬
‫�م��هر‬ ‫�مت�� س�‬ ‫وي�ل‬
‫ّ‬ ‫ت ّ‬ ‫ع�ا �ج�ز‬
‫�م�ع ب��ر‬ ‫�م�� ج‬
‫��ع�د‬
‫�م� ا م‬ ‫ت� ّ‬
‫ح��م��س‬ ‫�م��‬ ‫ع�ا ٍر‬
‫لح‬
‫‪42‬‬
‫ا� ت ق‬
‫�م��لول‬ ‫�م��ت ش��ا ب��ه‬ ‫� ا �لو�� ت�‬ ‫ع�ل م�ا‬

‫ة‬ ‫� ة �‬ ‫ا خ‬
‫�ت��ا � ار �ل��لغ�� ا �ل�ع �بر��ي�� ‪A1‬‬
‫ب‬ ‫�‬ ‫�‬
‫� ظ ��‬
‫ه‬‫�‬‫�‬
‫�ز ن‬ ‫ن‬
‫و �‬ ‫�ا �ع��س‬ ‫�م�ل��‬
‫يح‬
‫��س�‬ ‫نا �ع‬
‫و يم‬ ‫� م‬ ‫�م��لي��ل‬
‫�ف‬ ‫ن‬
‫�ش��‬ ‫حي��‬‫�‬ ‫ث‬
‫�م��م�ا �ل‬
‫و م‬
‫ن‬ ‫ث‬
‫�‬
‫�‬
‫حي��ل‬ ‫�م��م�ا �ل‬
‫ن�د ��ة‬ ‫�م��م ّ‬
‫� ب�‬ ‫و ج�‬
‫ن ن‬ ‫�م��ن�ز �ع‬
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helpless lady aside from almost under the horse's hoofs. There was not a half-second to
spare.
"Did I hurt you? I hope not," said Dorothea, at the sound of a moan. She knelt in the
road still, rather paler than usual, but not excited, trying to hold the other up.
"Oh, my dear!" and the old lady burst into tears.
"Hurt! You've saved her life, anyways!" a gruff voice said. "A pluckier thing I never
seed!"
Dorothea glanced round, and became aware that her glasses were gone. She had a dim
consciousness of a gathering crowd, but to her unaided eyes all beyond a distance of
two or three inches was enveloped in mist.
"My spectacles!" she said.
There was a slight laugh, checked instantly, and a gentleman stood by her side, close
enough for Dorothea to make out the clerical dress, and a grave rather colourless face.
"I am afraid they have been broken," he said. "Are you sure you are not, hurt yourself?"
"Did it hurt you? Oh, I hope not," said Dorothea.
"Hurt! Oh no!" Dorothea looked up, smiling. "Only I'm so dreadfully blind without
glasses. I shouldn't know my own father."
Then a recollection flashed across her of the "turkey and plum-pudden," and of the
Colonel's agony of mind if he had to wait.
"But I am afraid I must make haste home," she added. "Could somebody get a cab for
—"
"For Mrs. Effingham," as she hesitated. "The hansom will take her home. And you?"
"I live close by—only two streets off. I do hope Mrs. Effingham isn't much hurt,"
Dorothea went on anxiously.
"My dear, I should have been but for you," said Mrs. Effingham.
The young clergyman had not been idle while speaking to Dorothea, but had gently
lifted the little old lady to her feet. Though disorganised as to dress, and agitated still in
manner, she was able to stand, with his help.
"No; not much hurt, I think," he said kindly.
"Things might have been very different but for your courage. Now, Mrs. Effingham, I
think we had better help you into the hansom. What do you say to dropping this young
lady at her door on your way?"
"O no, indeed; it is only three minutes' walk," protested Dorothea. "I wish I had time to
see Mrs. Effingham home, but—my father—"
"My dear, I must know where you live. I must come to thank you again," said Mrs.
Effingham, her face breaking into its sweet smile, tremulous still.
"I don't want thanks; but I should like to know that you are not the worse for this," said
Dorothea. "My father and I live at 77 Willingdon Street."
"And your name, my dear? Miss—"
"Tracy."
"Miss Tracy, 77 Willingdon Street. Will you remember?" Mrs. Effingham asked, looking at
the young clergyman, as he led her towards the hansom.
"Certainly," he answered. "I am going to see you home now, if Miss Tracy really prefers
to walk."
"Oh, much!" Dorothea answered. She gave her hand girlishly to both of them, then set
off at full speed homeward, not in the least upset by her adventure, only smiling to
herself.
"Wasn't it curious—happening just after I had so wished to be of use to somebody?

Such a dear old lady! I do hope I shall know her. There's an interest in life already.
What will my father say? I'm afraid it's awfully late."
The Colonel stood at the dining-room window, looking out, and he reached the front
door before Dorothea.
"Twelve minutes past our dinner-hour! Everything will be in rags," he said sepulchrally.
"Father, I couldn't help—"
"Hush: not a word—get ready at, once. Don't lose a moment," entreated the agonised
Colonel.
Dorothea fled upstairs, two stops at a time, tore off jacket, hat, and gloves, brushed her
hair, washed her hands, and was downstairs with amazing promptitude. But the
Colonel's gloom did not lessen.
"Fifteen minutes late! Everything will be spoilt," was his greeting.
"Father, I'm so sorry; but, indeed I couldn't help it," cried Dorothea. She took her seat,
for the turkey had appeared, and smiled across the table at him. "I should have been
quite in time, but an old lady fell down in the road, and was nearly run over. I just
pulled her on one side, and then I couldn't get away till she was safely off."
"Rags! Rags! Rags!" sighed the Colonel dolorously, shaking his head. "Have a slice of
breast?"—in a mournful tone, as much as to say, "Nothing worth eating now!"
"Please, father. I'm ravenously hungry. It cuts as if it were tender, doesn't it?" hazarded
Dorothea. "Your knife seems to go so easily."
"Tender! It's cooked to rags. All the goodness gone out of it," groaned the unhappy
Colonel.
Dorothea judiciously kept silence for a minute or two. The Colonel passed her some
delicate slices, helped himself abundantly, and began to eat.
"Father, do you know a Mrs. Effingham?"
"No—" in a preoccupied tone.
"She says she is coming to see me."
At any other time the Colonel would have taken fright. He really was too much absorbed
just now with his dinner miseries to understand aught else.
"She is the dearest little old lady, with such a kind smile." A pause. "Father, this is a
delicious turkey; and such nice stuffing."
"The turkey would be well enough—properly cooked. No goodness left in it now," said
the Colonel. "What made you so late? The service ought to have been over an hour
before."
"I stayed to Holy Communion," said Dorothea gently.
The Colonel grunted.
"If it had not been for the accident, I should have been back almost in time."
"Well, another day, pray remember," said the Colonel shortly. "I expect punctuality at
meals, whatever else you choose to do. Have some more turkey?"
"No, thank you."
The Colonel gave himself a second bountiful supply, not without sundry muttered
strictures, of which "rags" was the only word which reached Dorothea.
Even the "plum-pudden" failed to console him. It had fallen into three parts—the result,
he contended, of the fifteen minutes' delay. Everything was spoilt, as he had predicted!
The worst Christmas dinner he had had for years!
Dorothea could only listen patiently till dinner was over, and the Colonel took himself
off.
CHAPTER V
DOLLY'S JOURNAL
"I'M awfully excited to-day, because—NO, that is not the way to begin a journal. Margot
advises me to start one, now I am eighteen. She has been advising it ever since my
birthday, and this morning she gave me a charming little red book, with lock and key.
So I suppose I really must do as she wishes."
"She says it will be a make-weight to my spirits when I am disposed to bubble over. Is

there any harm in bubbling over? The world would be very dull if everybody's feelings
were always to be kept hermetically sealed."
"No fear of mine being so, at all events. I'm not reserved, and I hate reserve, and I
can't get on with reserved people. I like to say out just what I think. Of course there
must always be some little inner reserves in everybody; at least I suppose so; but that
is different from taking a pride in hiding what one feels, and in trying to seem unlike
what one is."
"There's one good thing about a private journal! One can say exactly what one likes,
and nobody's feelings are hurt. That is the only difficulty about always saying out what
one thinks. Some people are so awfully thin-skinned, always taking offence. Of course
the polite way of describing them is to say that they are 'sensitive'; but when I speak
out what I think, I call them ill-tempered."
"I suppose the correct opening for a journal is a general statement about everything
and everybody; a description of one's home and people and ways of life. But that would
take a lot of time and patience. If I have the time, I haven't the patience."
"Still, something has to be written by way of introduction, though really I don't know
why. If anybody ever reads what I write, it can only be one who knows all about
everything already. And most likely my first entry will be my last."
"However—we live at Woodlands; not a big grand place, but the quaintest of old-
fashioned houses in the quaintest of old-fashioned gardens. The house has wings and
high gables and queer little windows. And the garden in summer has no horrid carpet-
patterns or red triangles and blue squares, but is just one mass of trained sweetness—
just Nature under restraint. That was what Edred said one day last spring."
"Craye is ten minutes off, down the hill, a funny old town in a hollow. Craye went to
sleep a few hundred years ago, like the Kaiser Barbarossa; and unlike the Kaiser, it has
never woke up since, not even once in a century. Yet Craye has a railway station, and
actually it is not more by rail than an hour and a half from London. Only, as one always
has to wait at least an hour at the Junction, the journey can't be done under two hours
and a half."
"Now for the preliminary statement about our important selves."
"There is my father first; the dearest and kindest and best old father that ever lived.
Not really old either, and so handsome and soldierly still. He can be sharp sometimes,
but not to me. He spends lots of time in the clouds, and when he comes out of them, he
does dearly love to spoil his Dolly. I am sure she loves to be spoilt."
"Then there is my mother. She is two years older than my father, which didn't perhaps
show when they were young, but it does now. A woman of sixty-three is so much more
elderly than a man of sixty-one. At least it is so in this house. Mother has silver-white
hair, and she stoops, and is getting infirm—more than many of her age; while my father
is still slim and upright and active. He has iron-grey hair and never an ache or a pain,
and he makes nothing of a fifteen-miles' walk."
"I sometimes think my mother is almost more like a grandmother in the house; so
gentle and invalidish, and able to do so little. Yet nothing would go straight without her;
and she and he are like lovers still; except that he has a sort of reverent way of looking
up to her. He always calls her 'Mother,' and she calls him 'My dear!' Never anything
else."
"Next comes Isabel, our eldest. She is thirty, and looks like forty. She has managed
everything for the last ten years, and she is a dear good creature,—only rather fussy
about little things. She counts herself tremendously severe with me, though she never
can say 'No' when I coax; but then she always gives in 'only this once.' She is full of
sense, and can't understand a joke by any possibility.
"Then follows Margot, poor dear! Four years younger than Isabel, and eight years older
than me. Margot has a weak spine, and lies down a good deal; still she hates to be
called an invalid, and never will talk about herself and her symptoms. So people don't
get tired of Margot's invalidism. I don't think I should describe her as the model invalid
of story books; and yet she is not what Miss Baynes calls 'the fractious sufferer of real
life.' Sometimes she has depressed moods, but when she is happy, she has the
sweetest face in the world. And even when she is depressed, she never gets into a
temper."
"Last of all there is me—Dolly—the household pet and plague. I am not like Issy or
Margot. Issy is substantial and slow; and Margot is tall and slim; while I am small and
bony, but not a scrap delicate, and everything that I do is always done in a hurry. I have
a great lot of fair hair—golden hair some call it—but the trouble of my life is a snub
nose,—a real undeniable little snub. Nothing can hide or cure that. Issy's is too long,
with a droop at the end, worse even than mine; but Margot has the sweetest little love
of a straight nose, neither long nor short. If only I had a nose like hers, I should be
perfectly happy."
"Well, no—not perfectly, perhaps; because I should want to be tall and graceful also. It
would be so nice to carry one's head higher than other people, and always to be gentle,
and calm, and dignified. I should wish to be like Lady Geraldine—"
"'While as one who quells the lions, with a steady eye serenely
She, with level fronting eyelids, passed out stately from the room.'"
"That would be delicious! I suppose most people's eyelids are level, and face the front;
but it sounds distinguished. Mine, of course, are level, only they are always on the
move, and I am afraid I haven't 'steady eyes serenely' quelling other people."
"O me, what nonsense I am writing! Is that the good of a journal—to show one more of
one's real self?"
"I have done at last with regular lessons, and a daily governess. After the holidays, I
shall be supposed to read history and French, and to practise regularly. But my plans
always come to grief."
"They say I ought to take Emmeline for my model—good dear Emmeline Claughton,
who gets up at six and lives by clockwork, and does everything, and has time for
everybody. Whereas I lie in bed till nearly eight, and have to scramble to be in time,
and spend every day unlike the rest, and hate rules, and never have time for anything
except fun and story books, skating in winter, and tennis in summer. So I don't seem
likely to grow into a second Emmeline."
"Would Edred be pleased, if I did?"
"How stupid of me to write that! What did make me? I have a great mind to scratch out
the sentence. Now I can never show my journal to anybody."
"After all, why should I show it? And what is the harm of speaking about Edred?"
"Perhaps the proper thing here is to make a statement about the Claughtons. They live
at the Park and are very rich. There is only one daughter, Emmeline, and Emmeline has
two brothers, Mervyn and Edred. Mervyn is the heir, and he does nothing particular, but
comes and goes, and bothers people. Edred is a curate in London. I like him—oh, much
the best of the two, and so I know does Emmie."
"Mr. Claughton is kind, only too pompous, and I am not very fond of Mrs. Claughton.
She has such a way of setting everybody to rights. But very likely, she doesn't mean to
be disagreeable."
"I'm most awfully excited about—"
******
"I had to leave off in a hurry, because the lunch-bell rang. And now it doesn't seem
worth while to go back to that half-written sentence, about being awfully excited! For it
is all over, and I am so dreadfully disappointed."
"Edred was expected down yesterday for just two nights—all the time he could spare
from his work this Christmas. And Emmeline had asked me to go to the skating on their
pond this afternoon. I think it was to pass the time before three o'clock that I took to
my journal."
"But at lunch my father said a change had come, and a thaw was setting in. And before
we had done, a note arrived from Emmie, telling me that the ice was unsafe, and that
Edred had to hurry back to town to-day. So this time I shall not even see him."
"It does seem sometimes as if life were all made up of disappointments."
CHAPTER VI
A POSSIBLE ACQUAINTANCE
DOROTHEA built a good deal upon the promised call from Mrs. Effingham. As one day
after another passed, and nobody came, she began to feel flat. Not knowing the old
lady's address, she could not ask after her, so nothing remained but to wait.
Three days after Christmas, the frost broke up and a spell of mild weather set in.
Dorothea had her morning rambles pretty regularly, but she found the long afternoons
and evenings hard to get through, whether alone, or in wordless attendance on her
occupied father. What he was always so busy about, Dorothea could not make out. He
sent her upstairs or downstairs for books, and sometimes he set her to work copying
dry extracts, but he gave no reasons or explanations.
She could not flatter herself that he grew less silent. All her efforts to call out his
interest and sympathy were at present a failure.
The oppression of this continual silence was creeping over Dorothea herself. She could
not persist in talk which had no response. Silent walks, silent meals, silent tête-à-têtes
with the Colonel,—these were steadily subduing her young spirits. At thirty or forty, she
could have struck out her own way of life, could have made her own work and interests.
At eighteen, she was not free.
A Christmas card had come from Mrs. Kirkpatrick, but no letter. Dorothea, had begun to
long with actual heart-sick craving for a letter, a word, a smile, from somebody.
Anything to break the dead monotony of her present existence. Yet when New Year's
Day brought from happy schoolfellows eager scrawls about their home delights, she had
a little shower of tears over them. Her own lot was so different.
"Have you seen St. Paul's?" demanded Colonel Tracy next day at lunch.
"Seen St. Paul!" The girl had not fallen yet into London colloquialisms, and a sudden
question from her father always had a bewildering effect.
"Cathedral."
"No, never."
"I'll take you this afternoon—by omnibus. Get ready sharp, you know."
"O father, can we stay to the Service?"
"What for?"
"I should so like it."
"Don't know. I must be back by half-past four."
No hope then. But any innovation in the daily round was delightful, and Dorothea had
never been satiated with sight-seeing. She made short work of her dressing, and
Colonel Tracy looked in surprise at her bright face.
"You like going about!" he said.
"O yes, indeed."
"Well—we'll do Westminster Abbey some day. Monuments worth looking at there."
Dorothea thought they were worth looking at in St. Paul's. She would have liked to
dream over each in succession, and to spend a quiet hour studying the outlines of the
great expanse:—not a solitary hour, for she had too much of solitude, but a quiet
reverent hour, with her father by her side, feeling—if that had been possible—that he
felt with her.
Colonel Tracy's notions of "doing a cathedral" admitted of no dreams. He whisked his

daughter through the aisles and past the monuments in the most approved British style.
"That's so-and-so, my dear; and that's so-and-so," came in quick succession. The
whispering gallery was remarkable in his estimation—"best thing in the Cathedral," he
asserted.
Reaching home before five o'clock, they were met in the hall by Mrs. Stirring. "There's
been callers, Miss," the little woman said, swelling with gratification. "Callers, Miss—a
lady and a gentleman. And they come together, and the lady she was that disappointed
to find you out. I did say it was a thousand pities, for you wasn't scarcely never out,
and such a dull life too! And she hopes you'll be sure and go to see her, Miss Tracy."
Dorothea took up the cards from the hall slab, following her father into the dining-room.
"Mrs. Effingham," she said. "I wish I had been at home. To think that she should have
come this day of all days! Father, Mrs. Effingham has called—the lady who slipped down
on Christmas Day. Don't you remember—I told you?"
The Colonel's recollections of his over-boiled turkey were vivid: not so his recollections
of the cause.
"Eh, what? Somebody slipped down?"

"On Christmas Day, just before dinner; don't you remember?"
"My dear I know you were late, and everything was spoilt," said Colonel Tracy, waking
up into a lively air of attention. "Turkey a mere rag—pudding broken to pieces! Never
dined worse on Christmas Day. Next year, I'm sure I hope—"
Then he stopped, reading discomfort in his daughter's face, and asked, "Who did you
say had slipped down?"
"It was on Christmas Day—a dear old lady, coming out of church. I helped her and that
hindered me. I am afraid she would have been run over, if I had not been so near,"
added Dorothea, feeling it needful to explain.
"A policeman ought to have been at hand. Great shame!" said the Colonel, who, like
most people, expected each policeman to parade ubiquitously the whole of his beat.
"But it's done—can't be helped now. Old ladies have no business to cross streets alone.
Where's the book I left here—what's its name?"
"Father, Mrs. Effingham has been to call on us."
"Eh! Then she wasn't seriously injured! Where is that book?" soliloquised the Colonel,
peering about.
"No, and she said she would call. I should so like to know her. Somebody else has been
too—'The Rev. E. Claughton!' See, father—he has left two cards. I don't know who Mr.
Claughton is, but—"
"One o' the Curates, Miss," came in subdued tones from Mrs. Stirring in the doorway.
"What's the woman dawdling there for?" muttered Colonel Tracy, and at the sound of his
growl Mrs. Stirring vanished. Colonel Tracy received the cards from Dorothea, and
frowned over them.
"Claughton! Claughton! I don't know anybody of the name of Claughton. Must be a

mistake, my dear. Just chuck it into the waste-paper basket."
"O no; I am sure it is meant kindly. Father, he is one of the Curates of our Church. Don't
the Clergy always call?" asked Dorothea. "And I think it must be the same who helped
to lift up Mrs. Effingham. I should not know his face again, because I am so blind
without my glasses; but he had a nice voice, and I really think you would like him."
The Colonel grunted. He had a particular aversion to Curates.
"Mrs. Effingham lives in Willingdon Square, I see. Then, she can't be very far off, can
she? Father, shall I call on Mrs. Effingham alone, or will you come with me?"
"I!" uttered the Colonel, as if she had suggested a leap from the iron gallery of St.
Paul's.
"Don't you ever pay calls? I thought gentlemen did sometimes. Then may I go alone? It
can't be far off."
"Alone! No, certainly not!" Colonel Tracy spoke with sharpness. "Church was to be the
outside limit, remember! I can't have you wandering about London."
"Only if it is near—"
"My dear, I won't have it," declared the Colonel irately.
"I ought to return her call."
"There is no 'ought' in the matter. No necessity whatever. You did her a service, and she
has called to express her gratitude. That is all. The matter need go no farther. I shall
leave my card—perhaps—some day at Mr. Claughton's; not at present. His coming at all
was unnecessary."
The Colonel's decision meant no small disappointment to Dorothea, and it took her by
surprise. She had kept up so bravely hitherto, that the Colonel had no idea what this
new life really was to her. But the fresh blow, however small, proved to be the final
straw; and before Dorothea knew what to expect, three or four bright drops fell quickly
from behind her glasses.
"Eh hallo! What! Crying!"
Dorothea said, "O no!" involuntarily, and looked up with a resolute smile; yet the wet
glimmer was unmistakable.
Colonel Tracy's astonishment was unbounded. He had counted Dorothea a girl of sense,
quite superior to feminine weaknesses, and the very model of an obedient cheerful
daughter.
"What's the matter?" he asked curtly. "You don't know Mrs. What's-her-name! Why on
earth should you care to see her?"
"I don't know—anybody. I have no friends."
"Humph!" growled the Colonel.
"I don't want to grumble indeed," Dorothea went on eagerly. "Only, if I could just have
somebody—somebody I could go and talk to."
"Talk!" Colonel Tracy uttered the word with disdain. It sounded so feminine. Gentlemen
never "talk," they always "converse." If Dorothea had expressed a wish to "hold
conversations" with Mrs. Effingham, he would have had more respect for her
requirements. But to care for mere "talk!" He shrugged his shoulders, and was mute.
"Of course I must do as you wish," she added sorrowfully.
"What on earth should you want to talk about?"
Dorothea laughed. She could not help it. "Why, father,—everything," she said. "The
books I read, and the work I do, and the people I see. Is there any harm in talking?"
"Waste of time, my dear."
"But kind and pleasant words are not waste of time, are they? Words that make other
people happy."
The Colonel had a marked objection to any remark which savoured ever so slightly of
moralising. It was almost as bad as a Curate, in his estimation.
"Where can that book be?" he muttered.
Dorothea could only look upon the matter as settled. She gave one sigh, wondered
what Mrs. Effingham would think, hoped they might some day meet again coming out of
church, so that she could explain, and then cheerily set herself to find the missing
volume.
"What is the name, father? Who is it by?" she asked, smiling.
The Colonel gave her a look. He had not expected this.
"Can't remember the name," he said. "It is by—by—bother my memory! Half-bound,

with red edges."
A long search ended in success; and Dorothea then set herself to the copying out of a
dry statement about tropical climates, which had seemingly engaged her father's
affection. What could be the use of the extract she was unable to imagine. That fact did
not lessen her diligence in making a fair copy.
"Thanks," the Colonel said, when she handed it to him. Not a little to her surprise, the
monosyllable was followed by a remark "You write a good sensible hand. Like your
mother's."
"I am glad. Then handwriting may be inherited," said Dorothea.
The Colonel scratched away with his squeaking quill for another ten minutes, after
which he came to a pause, laid down the quill, gazed hard at Dorothea, and said, "I
suppose it will have to be."
"It?" repeated Dorothea.
"Your call on Mrs. What's-her-name. I'll leave you at the door some day or other, when I
happen to be going in that direction—and come for you later."
"O thank you!" Dorothea was not demonstrative commonly; but she started up in her
sudden pleasure, and gave him a kiss. "Thank you very much. How kind you are!"
The rust-red of Colonel Tracy's complexion deepened into a tint not far removed from
mahogany. He had not had such a sudden promiscuous kiss in the course of the day for
years past; not even from Dorothea. She was rather surprised at her own unwonted
impulse, and the Colonel was very much surprised indeed. At the first moment, his
impulse was to mutter "Pshaw!" and to turn brusquely away, yet the next instant he
would not have been without the kiss. It had an odd softening effect on his feelings. He
felt the better for it, and he liked Dorothea the better. But Dorothea only heard that
impatient "Pshaw!" and saw his movement of seeming disgust.
"I forgot,—you don't like being kissed," she said apologetically. "I won't do it again."
The Colonel hoped she would, but he made no sign.
"Only I am so grateful!"
"What makes you want to know people?" demanded Colonel Tracy, all the more gruffly
because of the softening within.
"Why, father,—it is so sad to have no friends. So dismal and lonely. And how can one do
kindnesses to others if one knows nobody?"
The Colonel scented a moral, and shrank into himself forthwith.
"Some afternoon" proved hard to find for the promised pleasure. One day, the Colonel
would not go out. Another day, he had an engagement another direction. Another day it
rained. So more than a week passed, and then a note came from Mrs. Effingham.
"DEAR MISS TRACY,—Will you not take tea with me this afternoon?
I want to make better acquaintance with my preserver; and I am
leaving town directly. Forgive informality.—Yours truly,"
"E. EFFINGHAM"
"P.S. No reply will mean that I may expect you at about four."
"May I go?" asked Dorothea, showing the note to her father.
Colonel Tracy noted with satisfaction that Mrs. Effingham would be going away.
"Well, if it has to be," he said. "But Mrs. Stirring must fetch you back. I don't mind if I
drop you there."
CHAPTER VII
INTRODUCTIONS
MRS. EFFINGHAM had set her heart on a comfortable tête-à-tête with her "young
preserver," as she called Dorothea. But things do not always turn out according to our
previous planning; and a little before four o'clock, the front door bell sounded
vigorously.
"Dear me! How tiresome! Now I know who that is," murmured the old lady,—not so
very old either, for she was only sixty-five; and as everybody knows, sixty-five in the
present age of hygiene is not at all advanced. She was very well kept too; little and
slender, with a soft pale skin which had not forgotten how to blush, and brown hair only
streaked with silver, and brown eyes capable of sparkling still, though not so large as
they once had been. She wore a dainty cap of real lace, and a black lace shawl over a
dress of black satin. The elderly style of attire gave her a look of greater youth.
"I know who that is," repeated Mrs. Effingham, sighing. Like many people who live
alone, she had a habit of talking to herself half-aloud. "Nobody rings like Miss Henniker,
and she said she would come before I left. But I wish she had waited till to-morrow."
"Miss Henniker," announced the trim parlour-maid. Mrs. Effingham kept no men-
servants, though well able to do so in point of worldly goods. She did not like the
responsibility, she said, and "men wanted men to manage them."
Despite her little soliloquy, Mrs. Effingham came forward in a cordial manner to
welcome the caller,—a spare middle-aged single lady, of the "usual age," sharp-
featured, and conspicuously fashionable in dress.
"My dear Miss Henniker! How do you do? How good of you to come! So busy as you
always are," the elder lady's soft voice said, not untruthfully, for she really did count it
"good"; only she suppressed the fact that some other afternoon would have been
preferable. If Miss Henniker's visits were, like those of angels, few and far between,
they were unlike angels' visits in duration. Miss Henniker was a careful economiser of
time; and when she did get to a friend's house, she commonly paid six calls in one,
thereby saving herself ten walks to and from that house. The reasoning will be found,
on examination, unimpeachable.
"How do you do? Quite well, thanks. I have been planning for weeks to see you, but—
thanks, this will do nicely," said Miss Henniker, planting herself in the chair which Mrs.
Effingham had destined for Dorothea. She did it with the air of one not lightly to be
dislodged. "Extremely busy lately, but I have contrived for once an hour's leisure.
Really, it is quite dreadful, the way one's time gets filled up. I am told that you are
leaving town directly. And you have had an accident! Nothing serious, I hope."
"O no; but it might have been," said Mrs. Effingham. She was aware that, if she did not
wish to lengthen Miss Henniker's visit, it would be wiser not to speak of Dorothea; only
the temptation was irresistible. "I slipped down coming out of Church on Christmas Day.
Oh, I really was not hurt—" in answer to a commiserating sound,—"but I might have
been. A hansom drove round the corner, and was almost upon me. I could not possibly
move in time, and I must have been run over—killed, most likely—if a young lady had
not darted forward and pulled me out of the way. Yes, quite a stranger, and such a nice-
looking lady-like girl. I have not seen her since, but she is coming to tea this afternoon,
—at least, I hope so. You will stay and see her too, of course," pursued the gentle old
lady, vanquished by Miss Henniker's energetic signs of sympathy. "My young preserver,
I call her: and really, you know, it was a most courageous thing to do. She might have
been killed in saving me. We might both have been killed."
"It was most frightful," said Miss Henniker earnestly, while her busy eyes could not
resist a little voyage of discovery round the room. Mrs. Effingham was always buying
new pictures, new ornaments, new antimacassars and vases, for her pretty drawing-
room; and Miss Henniker was always on the lookout for new ideas. "Yes, really quite
terrible," she repeated, after noting with interest a dainty arrangement of grasses and
scarves upon a side-table, Mrs. Effingham being addicted to combinations of Liberty's
silks with Nature. "You might, as you say, so easily have been killed. It was most
distressing. Christmas Day, too."
"Yes, indeed. I felt that I could not be sufficiently thankful. I meant to see Miss Tracy
and to tell her how grateful I was, long before this; but I had a cold and could not go
out. And she has been long returning my call. However, I hope we shall have her here
presently."
"Miss Tracy! Is that her name? Where does she live?"
"O only in Willingdon Street,—in lodgings. It is not a very delightful part," Mrs.
Effingham said apologetically for her heroine, as Miss Henniker's look of interest faded.
"But that will not affect Miss Tracy herself—and, after all, there is nothing in the street—
it is respectable enough, only, of course—well, I fancied that the family might be in
town only for a short time; but when I went to call, I found that they actually lived
there,—in lodgings. Just Colonel Tracy and his daughter; nobody else. It must be very
dull for the poor girl."
"But you know nothing about them. I would not be drawn into an intimacy," said Miss
Henniker.
"I assure you, they do not show any inclination to push; the difficulty is to get hold of
Miss Tracy. Ah, here I hope she—no,—it is not."
"Mr. and Miss Claughton," announced the maid.
"Emmeline Claughton!" exclaimed Mrs. Effingham. "The sweetest girl!" she paused to
whisper hurriedly to Miss Henniker. "Sister to the curate, you know. She stayed with him
nearly a month last year, and I quite fell in love with her."
"Ah!" Miss Henniker murmured, privately thinking that Mrs. Effingham was apt to fall in
love rather easily.
A tall, pale, dark-haired young lady entered, followed by a tall, pale, fair-haired young
man. Neither could be called exactly handsome, but both were more than good-looking,
and both had a certain distinguished air. Mrs. Effingham hurried forward with genuine
delight, unalloyed this time. She threw her arms affectionately round the girl, holding
out both hands the next moment to the brother, and then recoiling with a little start of
surprise.
"Why it is not—" she exclaimed.
"Not Edred, but Mervyn. My eldest brother," explained Emmeline, and the delicate
elderly hand went out again, though less enthusiastically. "We are spending two nights
in town, and I promised Edred to see you."
"My dear, I am so glad. Pray sit down," said Mrs. Effingham. "Yes, indeed—delighted to
make your brother's acquaintance. Of course, I was quite well aware that you had
another brother. But I must introduce you both to my friend,—Miss Henniker, Mr. and
Miss Claughton. Miss Henniker knows your other brother well, my dear."
Emmeline's bow was rather distant.
"You will have a cup of tea with me, of course," Mrs. Effingham said, as the tray
appeared. Emmeline looked dubiously at her brother, but Mervyn offered no objection.
"Somebody else will come directly, I hope," pursued the hostess, turning from one to
another, in the anxious endeavour to blend her little circle into one harmonious whole.
"Such a very charming girl—a Miss Tracy. She saved me from being run over on
Christmas Day. I dare say your brother told you. He was on the spot and saw it all, only
not near enough to be in time himself. Did he really not mention it?"
Mrs. Effingham looked disappointed.
"I should have thought,—he seemed so surprised at her action—her promptitude, you
know. And I assure you, it was dangerous for herself. She might have been killed. Your
brother seemed so much impressed at the moment, that I should have expected—"
"He has been extremely busy," said Emmeline, aware that silence on Edred's part might
mean more than speech. "There is always so much going on at Christmas in a London
Parish. And one of the curates has fallen ill, so they are short of hands."
"Ah, that explains," Mrs. Effingham said, her glances fluttering round to the silent
brother and the attentive Miss Henniker; "that explains why he has not been to see me.
He promised to call on Miss Tracy's father—an old Colonel, I believe, living in lodgings.
Odd that he should not make a nice home somewhere for his daughter. However, we
shall know more about them soon. I am so glad you have both come, my dear
Emmeline. So glad you should be here to make acquaintance with—"
"Miss Tracy!" was announced.
The Colonel had brought his daughter to the front door, and there had left her. She was
feeling a little shy by this time; but shyness did not mean awkwardness in her case.
Dorothea's entrance was all that it should have been; quiet, unobtrusive and self-
possessed—not self-conscious. Even when wearing her glasses, she could not see far
across the large drawing-room; and her first impression was of an indefinite crowd of
people. For a moment she hesitated, not knowing whom to accost; and impulsive Mrs.
Effingham hurried towards her.
"My dear, you have come at last. My dear, how do you do? I am so glad. I have been
longing to meet you,—to thank you. Yes, indeed, you know well that you saved my life
that day at the risk of your own. It was a perfect marvel that we were not both killed,"
Mrs. Effingham went on, with eager gratification in the idea. To have passed through a
peril and come out unhurt is particularly gratifying to some minds, and the greater the
peril, the more eminent becomes the position of the individual who has escaped.
"It was very kind of you to call. I would have come sooner if I had been able," Dorothea
said in her soft, quiet voice.
"The kindness was all the other way, my dear Miss Tracy. I assure you, I have been
telling my friends about it,—telling them they must welcome you as a heroine. I can
never thank you enough, but I shall never forget! We must always be friends. Now you
will let me introduce you. Of course introductions are not the fashion; but sometimes,
you know—" apologised Mrs. Effingham, who never could resist naming everybody to
everybody. "And we are all friends here, or, at least, I am sure we shall be. This is Miss
Henniker, a very old friend of mine. Miss Claughton and Mr. Claughton You saw the
other Mr. Claughton on Christmas Day,—the clergyman who helped me up, after you
had rescued me so bravely, my dear. This is his brother—and sister. I think you and
Emmeline Claughton will exactly suit one another. I should like you to be friends."
Dorothea found all this rather embarrassing, while Emmeline looked unapproachably
calm and dignified. Mr. Claughton, under his polite demeanour, highly enjoyed the
scene. Mrs. Effingham's beaming face clouded over faintly, as she glanced from one to
another.
CHAPTER VIII
AFTERNOON TEA
"NOW you will sit down, and have some tea," Mrs. Effingham said to Dorothea. "Yes,
here—by Emmeline—Miss Claughton, I mean. My dear, pray be kind," she whispered
distressfully to the latter, bending close to pick up a fallen antimacassar. Mervyn,
starting forward to forestall her, heard the small petition, and noted Emmeline's
irresponsive gravity. "Too bad of Em!" he told himself, with a little twirl of his fair
moustache, to hide the smile behind it.
Dorothea took the seat indicated, and Emmeline, turning towards her, made a distantly
courteous remark upon the weather.
"Yes, very fine," Dorothea answered. She wore her neat dark brown costume, the brown
hat, with its suggestion of red, suiting well her rather short and rounded face, and
delicate features. The wistful eyes shone as usual through glasses, the set of which on
her little nose, combined with the forward carriage of her head, gave a peculiar air of
keen attention. There was something about Dorothea altogether out of the common—
singularly free from self-consciousness, markedly quiet, the gloved hands lying still,
with a lady-like absence of fidgets. She seemed to be neither anxious to push her way,
nor susceptible to Emmeline's chilling manner.
Mervyn found her interesting; partly perhaps out of compassion for the charming old
lady, Mrs. Effingham; partly perhaps from a perverse love of opposition, inclining him to
go the contrary way to his sister; but partly also from a certain quickness of
appreciation. He stood up politely to hand cake and tea, and when everybody's wants
were supplied, he carelessly took possession of a chair on the other side of Dorothea.
"I suppose you are an experienced Londoner," came in subdued tones.
"I! O no," Dorothea answered. "I came home a week before Christmas."
"From—?" questioningly.
"School."
"Ah!" He had wondered what her age might be. "Not in town?"
"In Scotland. I have not been in London for years."
"And you like it?"
"I like St. Paul's—if one need not go through it merely as a sight."
Mrs. Effingham, listening to Miss Henniker, cast a grateful glance at Mervyn; and
Emmeline, hearing the murmur of voices, cast a glance also, not grateful in kind.
The conversation was not at present brilliant.
"Scotland?" Mervyn said musingly. "Edinburgh, perhaps."
"Yes; the outskirts. There is nothing in London like Arthur's Seat."
"Not even the top gallery of St. Paul's?"
"Oh!" Dorothea uttered an indignant monosyllable, then paused.
"Well?" he said, smiling.
"One can't compare the two. And everything is so shut in here. There is no getting away
from the people. Yet—" as if to herself, "I wanted to come!"
"I suppose the acmé of a school-girl's desires is to have done with school."
The wistful eyes went straight to his face, dubiously—not occupied with him, but with
her own thoughts. They were pretty eyes, he could see.
"I wonder if one goes through life like that,—always wishing for something different?"
Mervyn laughed slightly. "Is that your present state of mind?"
"I don't care for London. And I should like—very much—"
A pause.
"You would like—?" he said.
"One or two friends."
"A modest wish, at all events. Most people 'would like' one or two hundred."
"Would they?"
"Certainly. You are not in the swing of London society yet."
"My father does not care for society. But—one or two hundred friends!" incredulously.
"A lady commonly values herself by the length of her visiting-list. One or two hundred
are respectable. Four or five hundred are desirable. Seven or eight hundred are
honourable. Don't you see?"
"But how could one ever have time for so many?"
"One has not time. That's the charm of it,—always to be too busy to do anything or see
anybody."
As if in echo, Miss Henniker's tones came across the tea-table,—"I assure you, if it had
been possible—but I have been so desperately busy,—not a single moment disengaged.
Absolutely not one free moment."
Dorothea broke into a soft laugh. She was beginning to feel quite at ease with this
pleasant-mannered Mr. Claughton. Dorothea's laughter was always low, and the
accompanying smile lighted up her whole face into positive prettiness. Mervyn received
another grateful glance from Mrs. Effingham, while Emmeline sat in absolute silence.
"Don't you see?" he murmured.
"I don't see the charm of such a state of things."
"No? You haven't caught the infection yet. It's a race for life,—everybody trying to get
first. Anything to be popular and successful. More friends—otherwise, a longer visiting-
list—means popularity, which means success."
"I should like a different aim in life. Would not you?"
There was a movement of indifference. "I! O I do in town as town does—comment on

the follies of my neighbours and run in the same groove. In London, I pride myself on
the number of my acquaintances. At Craye, I pique myself upon their quality."
"You are trying to make yourself out different from what you really are, I am sure,"
Dorothea said, scanning him in her slight, yet earnest fashion. "People so often do that.
I never can understand why."
"So often do what?"
"Try to seem worse than they are. Why should they?"
"It's a weakness of human nature. Yes, I am subject to it, I believe. Edred is not. If you
want to find a thoroughly consistent being, you must make my brother's acquaintance."
Dorothea did not think she would prefer the other brother to this one; and she kept
silence. The handsome blue eyes, watching, read her thought, and the fair moustache
curled mischievously.
"And if you want an inconsistent moraliser, you must turn to me."
Dorothea could have protested; but Emmeline succeeded at last in catching Mervyn's
eye, and the two arose.
"I shall see you both again some day. Be sure you come to see me when you are in
town," Mrs. Effingham said cordially, when good-byes were said.
Emmeline bowed slightly to Dorothea as she turned away. Mervyn shook hands, smiling,
as with an old friend.
"That is really a most delightful young man," exclaimed Mrs. Effingham, when the door
was closed. "Did not you think so?"—appealing to both her companions. "Almost as nice
as his brother. And Emmeline Claughton is a charming girl, really charming,—only not
quite in her best mood to-day, perhaps. Just a little stiff, you know. The way to enjoy
Emmeline, is to have her to oneself. She is a good girl,—really good,—but sometimes
perhaps a trifle too reserved."
"A trifle too proud, I should say," observed Miss Henniker.
"O it is not pride. I assure you it is not pride. Nobody could call Emmeline Claughton
proud. I believe it is a form of shyness. She does not open out easily, and she wants a
great deal of thawing. Her brothers are much more attractive,—though the one I know
best is rather like her. But not altogether. No, certainly not altogether the same."
CHAPTER IX
WAS SOMETHING WRONG?
WITHIN ten minutes of the time fixed, Mrs. Stirring called at the door for "Miss Tracy,"
and Dorothea rose to go.
Miss Henniker still sat on perseveringly, doing her six calls in one, and the tête-à-tête
on which Mrs. Effingham had set her heart never took place. Little conversation had
passed between the elderly lady and the young girl; and each was conscious of
disappointment.
"But we will meet again, my dear," Mrs. Effingham murmured, answering Dorothea's
unspoken thought as they shook hands. "I don't quite know how long I may be absent,
or whether I shall run up to town for a month in the spring. London never suits me for
any length of time. But when I do return, I shall send for you. We will not forget one
another meantime!"
So the longed-for call was over, and nothing had come of it: nothing was likely to come
of it for the present. Dorothea, walking home in the dark beside the little lodging-house
keeper, was conscious of feeling flat. She had had an amusing peep into a life which
would have been very pleasant,—just enough of a peep to be tantalising and no more.

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