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‫ﻛﺘﺎب “ زﺑﺎن ﻋﻤﻮﻣﻲ ارﺷﺪ زﻳﺮ ذره ﺑﻴﻦ” ﻣﺎﺣﺼﻞ ﺗﻼﺷﻲ ﮔﺴﺘﺮده ﺑﻮده و ﺑﺎ ﻫﺪف ﺗﺤﻠﻴﻞ ﻣﻨﻄﻘﻲ‬
‫و ﻧﮕﺮﺷﻲ ﻧﻮ ﺑﻪ درس زﺑﺎن ﻋﻤﻮﻣﻲِ ﻣﺸﺘﺮك ﻣﻴﺎن ﻛﻠﻴﻪ رﺷﺘﻪﻫﺎ اراﺋﻪ ﮔﺮدﻳﺪه اﺳﺖ‪.‬‬
‫اﻳﻦ ﻛﺘﺎب ﻣﺸﺘﻤﻞ ﺑﺮ دو ﺟﻠﺪ اﺳﺖ‪:‬‬
‫ﺟﻠﺪ اول آن ﺷﺎﻣﻞ ﺳﻪ زﻳﺮ ﺑﺨﺶ اﺻﻠﻲ “ﭘﺎﺳﺦ ﺑﻪ ﺳﻮاﻻت واژﮔﺎن زﺑﺎن ﻋﻤﻮﻣﻲ ﻛﻠﻴﻪ رﺷﺘﻪﻫﺎ و‬
‫ﮔﺮاﻳﺸﺎت از ﺳﺎل ‪ 86‬ﺗﺎ ‪“ ،”93‬ﺗﺄﻟﻴﻒ و اﻧﺘﺨﺎب ﻣﺠﻤﻮﻋﻪ ﺗﺴﺖﻫﺎﻳﻲ از ﻟﻐﺎت ﺿﺮوري و ﭘﺮﻛﺎرﺑﺮد” و در‬
‫ﻧﻬﺎﻳﺖ “ﺟﺎﻣﻊﺗﺮﻳﻦ راﻫﻨﻤﺎي واژﮔﺎن ﻣﻬﻢ و ﭘﺮ ﺗﻜﺮار در ﻛﻨﻜﻮر ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ” ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫ﺟﻠﺪ دوم آن ﻧﻴﺰ ﻛﻪ ﻫﻢ اﻛﻨﻮن ﭘﻴﺶ روي ﺷﻤﺎ ﻋﺰﻳﺰان اﺳﺖ‪ ،‬ﺷﺎﻣﻞ ﺳﻪ زﻳﺮ ﺑﺨﺶ اﺻﻠﻲ‪“ ،‬ﭘﺎﺳﺦ‬
‫ﻛﺎﻣﻼً ﺗﺸﺮﻳﺤﻲ ﻛﻠﻮزﺗﺴﺖﻫﺎي زﺑﺎن ﻋﻤﻮﻣﻲ ﻛﻠﻴﻪ رﺷﺘﻪﻫﺎ و ﮔﺮاﻳﺸﺎت از ﺳﺎل ‪ 86‬ﺗﺎ ‪“ ،”93‬ﺑﺮرﺳﻲ ﻛﺎﻣﻞ‬
‫دﺳﺘﻮر زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﻪ ﻫﻤﺮاه ﻧﻜﺎت ﺿﺮوري” و “آزﻣﻮنﻫﺎي ﻣﻨﺘﺨﺐ و ﺗﺄﻟﻴﻔﻲ از ﻗﻮاﻋﺪ ﻣﻬﻢ و ﭘﺮﻛﺎرﺑﺮد‬
‫زﺑﺎن اﻧﮕﻠﻴﺴﻲ )ﺑﻪ ﺻﻮرت ﻛﻠﻮزﺗﺴﺖ(” ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫ﭼﺮا زﺑﺎن ﻋﻤﻮﻣﻲ ارﺷﺪ زﻳﺮ ذره ﺑﻴﻦ؟‬
‫ﻣﺆﻟﻔﻴﻦ اﻳﻦ ﻛﺘﺎب‪ ،‬آن را ﻧﻪ ﻛﺘﺎﺑﻲ ﺗﺄﻟﻴﻔﻲ ﻛﻪ ﺑﻴﺸﺘﺮ ﻛﺘﺎﺑﻲ ﺗﺤﻘﻴﻘﻲ ﺑﺎ داﻣﻨﻪ وﺳﻴﻌﻲ از ﻣﻨﺎﺑﻊ‬
‫ﻣﻲداﻧﻨﺪ‪ .‬اﻳﺪه ﻧﮕﺎرش ﭼﻨﻴﻦ ﻛﺘﺎﺑﻲ ﺑﺎ درك روﻧﺪ ﻃﺮاﺣﻲ ﺳﻮاﻻت زﺑﺎن ﻋﻤﻮﻣﻲ ارﺷﺪ ﻃﻲ ﺳﺎلﻫﺎي‬
‫ﮔﺬﺷﺘﻪ ﺑﻪ ذﻫﻨﻤﺎن ﺧﻄﻮر ﻛﺮد‪ .‬ﻣﻮﺿﻮﻋﻲ ﻛﻪ ﺷﻤﺎ ﻧﻴﺰ در آﻳﻨﺪه ﺑﻴﺸﺘﺮ ﺑﺎ آن آﺷﻨﺎ ﺧﻮاﻫﻴﺪ ﺷﺪ‪.‬‬
‫ﻣﻬﻢﺗﺮﻳﻦ ﻣﺰﻳﺖ اﻳﻦ ﻛﺘﺎب‪ :‬وﺟﻪ ﺗﺤﻘﻴﻘﺎﺗﻲ آن اﺳﺖ ﻛﻪ ﺗﺎﻛﻨﻮن در زﻣﻴﻨﻪ زﺑﺎن ﻋﻤﻮﻣﻲ ارﺷﺪ‪ ،‬ﻛﺘﺎﺑﻲ‬
‫ﻓﺎرﺳﻲ ﺑﺎ اﻳﻦ رﻳﺰﺑﻴﻨﻲ ﺑﻪ ﺑﺤﺚ دﺳﺘﻮر زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻧﮕﺎﺷﺘﻪ ﻧﺸﺪه اﺳﺖ‪ .‬ﻫﻤﻮاره داﻧﺸﺠﻮﻳﺎن اﻳﻦ ﺳﻮال را در‬
‫ذﻫﻦ ﻣﻲﭘﺮوراﻧﻨﺪ ﻛﻪ “ﺑﺮاي ﮔﺮاﻣﺮ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻛﻨﻜﻮر ارﺷﺪ ﻛﺪام ﻣﻨﺒﻊ را ﻣﻄﺎﻟﻌﻪ ﻛﻨﻴﻢ؟” ﻣﻨﺎﺑﻊ ﻣﺘﻌﺪد ﭼﺎپ‬
‫داﺧﻞ و ﺧﺎرج از ﻛﺸﻮر ﺑﻪﻣﻨﻈﻮر ﻛﻤﻚ ﺑﻪ اﻳﻦ ﺧﻼء ﻣﻌﺮﻓﻲ ﻣﻲﮔﺮدﻧﺪ اﻣﺎ ﻳﻜﻲ دﻳﮕﺮ از اﻫﺪاﻓﻲ ﻛﻪ در ﻧﻮﺷﺘﻦ‬
‫اﻳﻦ دو ﺟﻠﺪ رأساﻟﻌﻴﻦ ﺧﻮد ﻗﺮار دادﻳﻢ‪ ،‬اﻳﻦ ﺟﻤﻠﻪ ﻣﻌﺮوف ﺑﻮد‪:‬‬
‫“ﺑﺠﺎي آﻧﻜﻪ ﭼﻨﺪﻳﻦ ﻛﺘﺎب ﺑﺨﻮاﻧﻴﺪ‪ ،‬ﻳﻚ ﻛﺘﺎب را ﭼﻨﺪﻳﻦ ﺑﺎر ﻣﻄﺎﻟﻌﻪ ﻛﻨﻴﺪ‪”.‬‬
‫از اﻳﻦ رو ﺳﻌﻲ ﺷﺪه اﺳﺖ ﺗﺎ ﺣﺪ ﻣﻤﻜﻦ ﻛﺘﺎب ﺣﺎﺿﺮ‪ ،‬ﺟﺎﻣﻌﻴﺖ و ﻣﺎﻧﻌﻴﺖ را در ﺑﺤﺚ دﺳﺘﻮر زﺑﺎن‬
‫اﻧﮕﻠﻴﺴﻲ رﻋﺎﻳﺖ ﻧﻤﺎﻳﺪ‪ .‬ﻃﺒﻘﻪ ﺑﻨﺪي ﻛﺎﻣﻞ ﻗﻮاﻋﺪ ﻣﻬﻢ و ﺿﺮوري زﺑﺎن اﻧﮕﻠﻴﺴﻲ‪ ،‬ﻣﻲﺗﻮاﻧﺪ راهﮔﺸﺎي ﻋﻤﻠﻲ‬
‫ﺷﻤﺎ داﻧﺶ ﭘﮋوﻫﺎن ﻋﺰﻳﺰ در اﻳﻦ وادي ﺑﺎﺷﺪ‪.‬‬
‫ﭼﮕﻮﻧﻪ اﻳﻦ ﻛﺘﺎب را ﻣﻄﺎﻟﻌﻪ ﻛﻨﻴﻢ؟‬

‫ﺳﺮاﻧﺠﺎم ﻃﻲ وﻋﺪهاي ﻛﻪ ﺑﻪ ﺷﻤﺎ ﻋﺰﻳﺰان داده ﺑﻮدﻳﻢ‪ ،‬ﻫﻢ اﻛﻨﻮن ﺟﻠﺪ دوم ﻛﺘﺎب زﺑﺎن ﻋﻤﻮﻣﻲ ارﺷﺪ‬
‫زﻳﺮ ذرهﺑﻴﻦ ﭘﻴﺮاﻣﻮن ﮔﺮاﻣﺮ و ﻗﻮاﻋﺪ ﺳﺎﺧﺘﺎري زﺑﺎن اﻧﮕﻠﻴﺴﻲ را در اﺧﺘﻴﺎر دارﻳﺪ‪ .‬ﺣﺎل ﺳﻮاﻟﻲ ﻛﻪ ﺗﻌﺪاد‬
‫زﻳﺎدي از داﻧﺸﺠﻮﻳﺎن‪ ،‬در ﻃﻲ ﻣﺪت ﭼﺎپ ﻣﻲﭘﺮﺳﻴﺪﻧﺪ ﻣﺮﺑﻮط ﺑﻪ ﺷﻴﻮه ﻣﻄﺎﻟﻌﻪ ﻣﺠﻤﻮﻋﻪ ﻛﺘﺐ زﺑﺎن‬
‫ﻋﻤﻮﻣﻲ ارﺷﺪ زﻳﺮ ذرهﺑﻴﻦ ﻣﻲﺑﺎﺷﺪ‪:‬‬
‫ﭘﺎﺳﺦ اﻳﻦ ﺳﻮال ﺑﺴﺘﮕﻲ ﺑﻪ ﺳﻄﺢ زﺑﺎن ﺷﻤﺎ و زﻣﺎﻧﻲ ﻛﻪ ﺷﺮوع ﺑﻪ ﺧﻮاﻧﺪن اﻳﻦ ﻛﺘﺎب ﻣﻲﻛﻨﻴﺪ‪ ،‬دارد‪.‬‬
‫‪ .1‬ﺑﺮاي ﻛﺴﺎﻧﻲ ﻛﻪ از ﺑﻬﺎر ﻳﺎ ﺗﺎﺑﺴﺘﺎن ﺷﺮوع ﺑﻪ ﺧﻮاﻧﺪن اﻳﻦ ﻛﺘﺎب ﻣﻲﻛﻨﻨﺪ‪ ،‬ﭘﻴﺸﻨﻬﺎد ﻣﻲﻛﻨﻴﻢ از‬
‫ﺑﺨﺶ اول ﻛﺘﺎب ﻛﻪ ﺑﺎ دﻗﺖ ﺧﺎﺻﻲ ﺑﻪ ﺗﺮﺗﻴﺐ و اوﻟﻮﻳﺖ ﺑﻨﺪي ﻣﻮﺿﻮﻋﺎت ﭼﻴﺪه ﺷﺪه اﺳﺖ‪ ،‬ﺷﺮوع‬
‫ﻛﻨﻨﺪ‪ .‬زﻳﺮا در اﻳﻦ ﻛﺘﺎب ﺳﻌﻲ ﺷﺪه اﺳﺖ ﺗﺎ ﺑﺎ ﺗﺮﺗﻴﺐ ﺧﺎﺻﻲ از ﺟﺰ ﺑﻪ ﻛﻞ ﺣﺮﻛﺖ ﻛﻨﻴﻢ‪ .‬از ﻓﻌﻞ‪،‬‬
‫ﺣﺮف‪ ،‬اﺳﻢ‪ ،‬ﻗﻴﺪ و ﺻﻔﺖ ﺷﺮوع ﻛﺮده ﺗﺎ در ﻧﻬﺎﻳﺖ ﺑﻪ ﻋﺒﺎرت‪ ،‬ﺷﺒﻪ ﺟﻤﻠﻪ و ﺳﺎﺧﺘﺎر ﺟﻤﻠﻪ ﺑﺮﺳﻴﻢ‪.‬‬
‫ﭘﺲ از ﺗﺴﻠﻂ ﺑﺮ ﻣﺒﺎﺣﺚ‪ ،‬از ﺗﺴﺖﻫﺎي ﻛﻨﻜﻮر ﺳﺎل ‪ 86‬ﻛﻪ ﺳﺎدهﺗﺮﻧﺪ‪ ،‬ﺷﺮوع ﻧﻤﺎﻳﻴﺪ ﺗﺎ ﺑﻪ ﻛﻨﻜﻮر‬
‫ﺳﺎل ﮔﺬﺷﺘﻪ ﺑﺮﺳﻴﺪ‪ .‬در ﻧﻬﺎﻳﺖ ﺑﺮاي ﺗﺜﺒﻴﺖ ﻳﺎدﮔﻴﺮي و ﺗﺴﻠﻂ ﺑﺮ ﻗﻮاﻋﺪ‪ ،‬از ﺗﺴﺖﻫﺎي ﺗﺄﻟﻴﻔﻲ و‬
‫ﻣﻨﺘﺨﺐ ﻏﺎﻓﻞ ﻧﺸﻮﻳﺪ‪.‬‬
‫‪ .2‬ﺑﺮاي ﻛﺴﺎﻧﻲ ﻛﻪ دﻳﺮﺗﺮ )ﻧﻴﻤﻪ دوم ﭘﺎﻳﻴﺰ ﺑﻪ ﺑﻌﺪ( ﺷﺮوع ﺑﻪ ﺧﻮاﻧﺪن ﻛﺘﺎب ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺗﻮﺻﻴﻪ ﻣﻲﺷﻮد‬
‫ﻛﻪ اﺑﺘﺪا ﺑﻪ ﺗﺴﺖﻫﺎي ﻛﻨﻜﻮرﻫﺎي ‪ 92‬ﺗﺎ ‪ 86‬ﺑﻪ ﺻﻮرت ﺑﺮﻋﻜﺲ ﭘﺎﺳﺦ دﻫﻨﺪ و ﺑﺮاي ﻧﻜﺎت ﮔﺮاﻣﺮي‬
‫ﻛﻪ ﻣﺸﻜﻞ دارﻧﺪ‪ ،‬ﺑﻪ ﺑﺨﺶ دﺳﺘﻮر زﺑﺎن رﺟﻮع ﻧﻤﺎﻳﻨﺪ و ﺑﺎ دﻗﺖ و اﺳﺘﻔﺎده از ﻣﺜﺎلﻫﺎ‪ ،‬ﺑﻪ ﻣﻔﻬﻮم و‬
‫ﻛﺎرﺑﺮد آن ﻣﻮﺿﻮع ﺧﺎص ﻣﺴﻠﻂ ﺷﻮﻧﺪ‪.‬‬
‫‪ .3‬ﺣﺠﻢ ﻣﺒﺎﺣﺚ ﭘﺮ ﺗﻜﺮار ﺑﺎﻻ ﻧﻴﺴﺖ‪ .‬ﺷﻤﺎ ﻣﻲﺗﻮاﻧﻴﺪ ﺑﺎ ﻣﺮاﺟﻌﻪ ﺑﻪ ﻣﻘﺪﻣﻪ ﺑﺨﺶ دﺳﺘﻮر زﺑﺎن‪ ،‬ﺣﺘﻲ‬
‫اﮔﺮ زﻣﺎن ﻣﺤﺪودي در دﺳﺘﺮس دارﻳﺪ‪ ،‬ﺗﻨﻬﺎ ﻣﺒﺎﺣﺚ ﻣﻬﻢ و ﭘﺮ ﺗﻜﺮار را ﻣﻄﺎﻟﻌﻪ ﻧﻤﺎﻳﻴﺪ‪ .‬ﻃﺮﻳﻘﻪ‬
‫ﻳﺎﻓﺘﻦ اﻳﻦ ﻣﺒﺎﺣﺚ در دﻳﺒﺎﭼﻪ ﻓﺼﻞ دوم ﺗﻮﺿﻴﺢ داده ﺷﺪه اﺳﺖ‪.‬‬
‫‪ .4‬ﻣﻬﻢﺗﺮﻳﻦ ﻣﻄﻠﺒﻲ ﻛﻪ ﺑﺮاي ﻳﺎدﮔﻴﺮي دﺳﺘﻮر زﺑﺎن ﺑﺎﻳﺪ ﻣﺘﺬﻛﺮ ﺷﺪ‪ ،‬اﻳﻦ اﺳﺖ ﻛﻪ ﺧﻮاﻧﺪن زﻳﺎد‬
‫ﻣﺘﻮن اﻧﮕﻠﻴﺴﻲ ﺑﻪ روﻧﺪ ﭘﻴﺸﺮﻓﺖ ﺷﻤﺎ ﻛﻤﻚ ﺷﺎﻳﺎﻧﻲ ﺧﻮاﻫﺪ ﻛﺮد‪ .‬ﮔﺮﭼﻪ در اﺑﺘﺪا ﺑﺮاي اﻓﺮادي ﻛﻪ‬
‫ﺳﻄﺢ زﺑﺎن ﻣﺘﻮﺳﻄﻲ دارﻧﺪ‪ ،‬دﺷﻮار اﺳﺖ اﻣﺎ ﺑﻪ ﻣﺮور اﻳﻦ اﻣﺮ ﺑﺮاﻳﺘﺎن آﺳﺎن ﺧﻮاﻫﺪ ﺷﺪ‪ .‬ﻣﺜﻼً در‬
‫ﻣﻮرد ﺣﺮوف اﺿﺎﻓﻪ اﻓﻌﺎل ﻛﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ داﻣﻨﻪ وﺳﻴﻊ آن ﺷﻤﺎ ﺑﻪ ﻫﻴﭻ وﺟﻪ ﻧﻤﻲﺗﻮاﻧﻴﺪ ﺗﻤﺎﻣﻲ‬
‫ﺣﺮوف را ﺣﻔﻆ ﻛﻨﻴﺪ‪ ،‬ﺗﻨﻬﺎ راه ﻳﺎدﮔﻴﺮي آن‪ ،‬ﺧﻮاﻧﺪن ﻣﺘﻮن زﻳﺎد و ﺑﻪ اﺻﻄﻼح ﻣﻠﻜﻪ ذﻫﻦ ﺷﺪن‬
‫اﺻﻄﻼﺣﺎت‪ ،‬ﻋﺒﺎرات و ﺣﺮوف اﺿﺎﻓﻪ اﺳﺖ‪.‬‬
‫‪ .5‬در آﺧﺮ ﭘﻴﺸﻨﻬﺎد ﻣﻲﺷﻮد ﭼﻨﺎﻧﭽﻪ ﺑﺎ ﺗﺮﺟﻤﻪ ﺟﻤﻼت )ﻛﻪ اﻏﻠﺐ از ﻛﻠﻤﺎت ﺳﺎده در آن اﺳﺘﻔﺎده‬
‫ﺷﺪه اﺳﺖ( ﻣﺸﻜﻞ دارﻳﺪ‪ ،‬ﺣﺘﻤﺎً اﺑﺘﺪا ﺟﻠﺪ اول را ﻣﻄﺎﻟﻌﻪ ﻧﻤﻮده و ﺳﭙﺲ ﺑﻪ ﺳﺮاغ اﻳﻦ ﺟﻠﺪ‬
‫ﺑﻴﺎﻳﻴﺪ‪ .‬اﻟﺒﺘﻪ ﺳﻌﻲ ﺷﺪه اﺳﺖ اﻳﻦ ﻛﺘﺎب ﺑﻪ ﮔﻮﻧﻪاي ﺳﺎده و روان ﺑﻴﺎن ﺷﻮد ﻛﻪ ﻧﻴﺎز ﺑﻪ داﻣﻨﻪ‬
‫ﺑﺎﻻي ﻟﻐﺎت‪ ،‬ﺟﻬﺖ ﻳﺎدﮔﻴﺮي و ﻓﻬﻢ ﻣﺜﺎلﻫﺎ ﻧﺒﺎﺷﺪ‪.‬‬
‫‪ .6‬و ﻣﻬﻢﺗﺮ از ﺗﻤﺎم ﻧﻜﺎت ﮔﻔﺘﻪ ﺷﺪه‪ ،‬ﺣﺘﻤﺎ ﻣﻘﺪﻣﻪ ﻫﺮ ﺑﺨﺶ را ﺑﻪ دﻗﺖ ﻣﻄﺎﻟﻌﻪ ﻧﻤﺎﻳﻴﺪ‪ .‬ﻧﻜﺎت ﺑﺴﻴﺎر‬
‫ﻣﻔﻴﺪ و ﺑﺎاﻫﻤﻴﺖ ﻣﺒﺎﺣﺚ‪ ،‬در ﻣﻘﺪﻣﻪ ﺑﺨﺶﻫﺎي ﻣﺨﺘﻠﻒ ﻗﺮار داده ﺷﺪه اﺳﺖ‪.‬‬
‫ﭼﻪ ﺗﻐﻴﻴﺮاﺗﻲ ﺗﺎ ﭼﺎپ آﺗﻲ ﻣﺪﻧﻈﺮ اﺳﺖ؟‬
‫ﻣﺎ در اﻳﻦ ﻛﺘﺎب ﻫﺮ ﺳﺎﻟﻪ ﺑﻪ اﻓﺰودن ﺗﺴﺖﻫﺎي ﺟﺪﻳﺪ ﻛﻨﻜﻮر و ﺑﻪ روزرﺳﺎﻧﻲ ﻧﻜﺎت ﺿﺮوري دﺳﺘﻮر زﺑﺎن‬
‫ﺧﻮاﻫﻴﻢ ﭘﺮداﺧﺖ‪ .‬در ﭘﺎﻳﺎن ﺧﺎﻃﺮ ﻧﺸﺎن ﻣﻲﻛﻨﻴﻢ‪ ،‬از آﻧﺠﺎ ﻛﻪ ﻫﻨﻮز در آﻏﺎز راه ﻫﺴﺘﻴﻢ‪ ،‬از ﺷﻤﺎ ﺧﻮاﻧﻨﺪﮔﺎن‬
‫ﻋﺰﻳﺰ درﺧﻮاﺳﺖ دارﻳﻢ ﺗﺎ از ﻃﺮﻳﻖ اﻳﻤﻴﻞ ﻳﺎ ﺳﺎﻳﺖ اﻳﻦ ﻛﺘﺎب‪ ،‬اﺷﻜﺎﻻت اﺣﺘﻤﺎﻟﻲ را ﻳﺎدآوري ﻧﻤﻮده ﺗﺎ در‬
‫ﭼﺎپﻫﺎي آﺗﻲ‪ ،‬اﺻﻼﺣﺎت ﻣﻮرد ﻧﻴﺎز ﺻﻮرت ﭘﺬﻳﺮد‪.‬‬
‫ﺷﻤﺎ ﻫﻤﺮاﻫﺎن ﻋﺰﻳﺰ ﻣﻲﺗﻮاﻧﻴﺪ اﻧﺘﻘﺎدات‪ ،‬ﭘﻴﺸﻨﻬﺎدات و ﻳﺎ ﻫﺮ ﺳﻮال ﻣﺮﺗﺒﻂ ﺑﺎ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺧﻮد را ﺑﺎ‬
‫ﻣﺮاﺟﻌﻪ ﺑﻪ وبﺳﺎﻳﺖ رﺳﻤﻲ اﻳﻦ ﻛﺘﺎب ﺑﻪ آدرس ‪ www.GeneralEnglish.ir‬و ﻳﺎ از ﻃﺮﻳﻖ ارﺳﺎل‬
‫اﻳﻤﻴﻞ ﺑﻪ ‪ GeneralEnglish.ir @ gmail.com‬ﺑﺎ ﻣﺎ در ﻣﻴﺎن ﺑﮕﺬارﻳﺪ‪.‬‬
‫ﺧﺎﻃﺮ ﻧﺸﺎن ﻣﻲﻧﻤﺎﻳﻴﻢ‪ ،‬در راﺳﺘﺎي رﺿﺎﻳﺖ ﺧﻮاﻧﻨﺪﮔﺎن ﻛﺘﺎب‪ ،‬ﺑﻪ زودي ﻣﻄﺎﻟﺐ ﺑﺴﻴﺎر ﻣﻔﻴﺪ و ﻛﺎرﺑﺮدي‬
‫و ﻫﻤﭽﻨﻴﻦ ﺗﺴﺖﻫﺎي ﻣﺘﻨﻮع در ﺳﺎﻳﺖ ﺑﺎرﮔﺬاري ﺧﻮاﻫﺪ ﺷﺪ‪ .‬اﻳﻦ ﺗﺴﺖﻫﺎ و ﻣﻄﺎﻟﺐ ﻣﻲﺗﻮاﻧﻨﺪ ﺑﻪ ﻋﻤﻖ‬
‫داﻧﺶ زﺑﺎﻧﻲ ﺷﻤﺎ ﻛﻤﻚ ﻧﻤﺎﻳﻨﺪ‪ .‬ﻣﻲﺗﻮاﻧﻴﺪ ﺣﺘﻲ ﺟﺰﺋﻲﺗﺮﻳﻦ ﺳﻮاﻻت ﺧﻮد را از ﻃﺮﻳﻖ ﭘﺮﺳﺶ و ﭘﺎﺳﺦ‬
‫ﻣﻮﺟﻮد در ﺳﺎﻳﺖ ﻣﻄﺮح ﻧﻤﺎﻳﻴﺪ ﺗﺎ در اﺳﺮع وﻗﺖ‪ ،‬ﺑﻪ آنﻫﺎ ﭘﺎﺳﺦ ﻣﻘﺘﻀﻲ داده ﺷﻮد‪.‬‬
‫در ﭘﺎﻳﺎن وﻇﻴﻔﻪ ﺧﻮد ﻣﻲداﻧﻴﻢ از ﺟﻨﺎب آﻗﺎي دﻛﺘﺮ ﻣﺠﻴﺪ اﻳﻮزﻳﺎن ﻛﻪ در ﻃﻮل ﻣﺮاﺣﻞ ﮔﺮدآوري اﻳﻦ‬
‫ﻛﺘﺎب ﻫﻤﺮاﻫﻤﺎن ﺑﻮدﻧﺪ و زﻣﺎﻧﻲ ﻛﻪ ﺑﻴﺸﺘﺮﻳﻦ ﻧﻴﺎز ﺑﻪ روﺣﻴﻪاي ﺟﻬﺖ اداﻣﻪ دادن اﻳﻦ ﻛﺎر ﺗﺤﻘﻴﻘﺎﺗﻲ‬
‫داﺷﺘﻴﻢ‪ ،‬از ﻫﻴﭻ ﻛﻤﻜﻲ درﻳﻎ ﻧﻨﻤﻮدﻧﺪ ﺗﺸﻜﺮ ﻧﻤﺎﻳﻴﻢ‪.‬‬
‫و ﻫﻤﭽﻨﻴﻦ ﺳﭙﺎس از ﻣﺪﻳﺮﻳﺖ اﻧﺘﺸﺎرات ﻧﮕﺎه داﻧﺶ‪ ،‬ﺟﻨﺎب آﻗﺎي ﻣﺤﻤﻮدﻳﺎن‪ ،‬ﻛﻪ ﺑﺎ اﻋﺘﻤﺎدﺷﺎن ﺑﻪ اﻳﻦ ﻛﺘﺎب‪،‬‬
‫ﻓﺼﻠﻲ ﻧﻮ در زﺑﺎن ﻛﻨﻜﻮر ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ ﮔﺸﻮدﻧﺪ‪.‬‬
‫در ﺗﻤﺎم ﻣﺪت ﻳﻜﺴﺎل ﻧﮕﺎرش ﺟﻠﺪ دوم ﻛﺘﺎب‪ ،‬ﻟﺒﺨﻨﺪ ﭘﺪر و ﻣﺎدر ﻋﺰﻳﺰﻣﺎن‪ ،‬اﻣﻴﺪﺑﺨﺶ و ره ﺗﻮﺷﻪ راﻫﻤﺎن ﺑﻮده اﺳﺖ‪.‬‬
‫ﻫﺎدي ﺟﻬﺎﻧﺸﺎﻫﻲ‪ -‬اﻟﻨﺎز ﻳﻮﺳﻒزاده ﺑﺮي‬
‫‪ 13‬ﻓﺮوردﻳﻦ ‪1393‬‬
‫ﺗﻮﺿﻴﺤﺎﺗﻲ ﭘﻴﺮاﻣﻮن ﺟﻠﺪ اول ﻛﺘﺎب زﺑﺎن ﻋﻤﻮﻣﻲ ارﺷﺪ زﻳﺮ ذرهﺑﻴﻦ‬
‫ﺟﻠﺪ اول ﻛﺘﺎب زﺑﺎن ﻋﻤﻮﻣﻲ ارﺷﺪ زﻳﺮذرهﺑﻴﻦ ﻛﻪ ﺑﺎ ﻫﻤﻜﺎري اﻧﺘﺸﺎرات ﻧﮕﺎه داﻧﺶ ﺑﻪ ﭼﺎپ رﺳـﻴﺪه‬
‫اﺳﺖ‪ ،‬ﻣﺒﺤﺚ واژﮔﺎن ارﺷﺪ را ﺑﻄﻮر ﻛﺎﻣﻞ ﭘﻮﺷﺶ ﻣﻲدﻫﺪ‪ .‬اﻳﻦ ﻛﺘﺎب ﺷﺎﻣﻞ ﭘﺎﺳﺦﻫﺎي ﻛﺎﻣﻼً ﺗﺸﺮﻳﺤﻲ از‬
‫زﺑﺎن ﻋﻤﻮﻣﻲ ﻛﻠﻴﻪ رﺷﺘﻪ و ﮔﺮاﻳﺸﺎت از ﺳﺎل ‪ 86‬ﺗﺎﻛﻨﻮن ﺑﻪﻫﻤﺮاه ذﻛﺮ ﻣﻨـﺎﺑﻊ آن ﻣـﻲ ﺑﺎﺷـﺪ‪ .‬ﻫﻤﭽﻨـﻴﻦ‬
‫ﻣﺸﺘﻤﻞ ﺑﺮ ﻛﺎﻣﻞﺗـﺮﻳﻦ ﻣﺠﻤﻮﻋـﻪ واژﮔـﺎن و ﻟﻐـﺎت ﺿـﺮوري و ﭘﺮﻛـﺎرﺑﺮد زﺑـﺎن اﻧﮕﻠﻴﺴـﻲ اﺳـﺖ ﻛـﻪ در‬
‫ﻛﻨﻜﻮرﻫﺎي ‪ 8‬ﺳﺎل اﺧﻴﺮ ﺑﻪ ﻛﺎر رﻓﺘﻪاﻧﺪ‪.‬‬
‫وﺟﻪ ﺗﻤﺎﻳﺰ آن ﻛﺘﺎب ﺑﺎ ﺳﺎﻳﺮ ﻛﺘﺐ ﻣﻮﺟﻮد‪ ،‬در ﭘﺎﺳﺦﮔﻮﻳﻲ ﻛﺎﻣﻼً ﺗﺸﺮﻳﺤﻲ ﺑـﻪ زﺑـﺎن ﻋﻤـﻮﻣﻲ ﻛﻠﻴـﻪ‬
‫رﺷﺘﻪﻫﺎ و ﮔﺮاﻳﺸﺎت از ﺳﺎل ‪ 86‬ﺗﺎ ‪ ،92‬ذﻛﺮ ﺗﻌﺪاد ﺗﻜﺮار واژﮔﺎن ﻣﻬـﻢ و ﭘـﺮ ﺗﻜـﺮار در اﻧﺘﻬـﺎي ﻛﺘـﺎب و‬
‫ﻣﺠﻤﻮﻋﻪ ﻗﻮي ﺗﺴﺖﻫﺎي ﺗﺄﻟﻴﻔﻲ و ﻣﻨﺘﺨﺐ اﺳﺖ‪.‬‬
‫ﻛﺘﺎب ﻣﺬﻛﻮر ﺣﺎوي ﺑﻴﺶ از ‪ 3600‬ﻣﺜﺎل و ‪ 2000‬ﻟﻐﺖ ﭘﺮﻛﺎرﺑﺮد ﺷﺎﻣﻞ ﻟﻐﺎت ﭘﺮ ﺗﻜﺮار در ﻛﻨﻜـﻮر و‬
‫ﻟﻐﺎت ﻛﺘﺎبﻫﺎي ﭘﺮﻃﺮﻓﺪاري ﻫﻤﭽﻮن ‪ 504‬و ﻟﻐﺎت ﺿﺮوري ﺗﺎﻓﻞ ﺑﻮده ﻛﻪ در اﻧﺘﻬﺎي ﻛﺘﺎب و ﺑﻪ ﺻـﻮرت‬
‫ﻛﺎﻣﻼً ﻛﺎرﺑﺮدي ﺑﻪ ﻫﻤﺮاه ﺗﺮﺟﻤﻪ ﻓﺎرﺳﻲ‪ ،‬ﻣﺘﺮادف و ﻣﺜﺎل اﻧﮕﻠﻴﺴﻲ آورده ﺷﺪهاﻧﺪ‪ .‬اﻳﻦ ﻣﺠﻤﻮﻋﻪ واژﮔـﺎن‬
‫ﺟﺎﻣﻊ‪ ،‬ﻛﻤﻚ ﺷﺎﻳﺎﻧﻲ ﺑﻪ داﻧﺶﭘﮋوﻫﺎن ﻋﺰﻳﺰ در ﻳﺎدﮔﻴﺮي ﻟﻐﺎت و ﻣﻌﺎﻧﻲ اﻳﻦ زﺑـﺎن در ﺑﺴـﺘﺮ ﻓﺮﻫﻨﮕـﻲ و‬
‫ﻛﺎرﺑﺮدي آن ﺧﻮاﻫﺪ ﻛﺮد‪.‬‬
‫در اﻧﺘﻬﺎ ﻳﺎدآور ﻣﻲﺷﻮﻳﻢ ﻛﻪ ﺟﻠﺪ اول ﻛﺘﺎب ﻧﻴﺰ ﻫﻤﺎﻧﻨﺪ ﺟﻠﺪ ﭘـﻴﺶ رو ﻫـﺮ ﺳـﺎﻟﻪ وﻳـﺮاﻳﺶ ﺷـﺪه و‬
‫ﺳﻮاﻻت ﻛﻨﻜﻮر اﺧﻴﺮ ﺑﻪ ﻫﻤﺮاه واژﮔﺎن و ﻧﻜﺎت ﺿﺮوري آن‪ ،‬ﺑـﻪ ﻣﺠﻤﻮﻋـﻪ ﻣـﺬﻛﻮر اﺿـﺎﻓﻪ ﻣـﻲﮔـﺮدد ﺗـﺎ‬
‫ﻣﺠﻠﺪي ﻏﻨﻲ و ﻣﻔﻴﺪ ﻓﺮاﻫﻢ ﮔﺮدد‪.‬‬
‫اﻣﻴﺪ آن اﺳﺖ ﻛﻪ اﻳﻦ دو ﻣﺠﻤﻮﻋﻪ ﺑﺘﻮاﻧﺪ ﻛﻤﻜﻲ ﻫﺮﭼﻨﺪ اﻧﺪك در ﭘﻴﺸﺒﺮد آﻣﻮزش زﺑﺎن ﺑﺮاي ﻧﺴـﻞ‬
‫ﺟﻮﻳﺎي داﻧﺶ ﺑﺎﺷﺪ‪.‬‬
‫ﻓﻬﺮﺳﺖ ﻣﻄﺎﻟﺐ‬
‫ﻣﻘﺪﻣــــﻪ‬
‫دﺳﺘــــﻮر زﺑﺎن اﻧﮕﻠﻴﺴﻲ‬

‫‪15‬‬ ‫ﻓﻌــﻞ و ﻣﺼــــﺪر‬
‫‪ .2‬ﺟﻤﻼت ﻣﻌﻠﻮم و ﻣﺠﻬﻮل‬ ‫‪ .1‬زﻣﺎن اﻓﻌﺎل‬
‫‪ .4‬اﻓﻌﺎل ﻛﻤﻜﻲ‬ ‫‪ .3‬اﺳﻢ ﻣﺼﺪر و ﻣﺼﺪر‬
‫‪ .5‬ﺣﺮف اﺿﺎﻓﻪ اﻓﻌﺎل‬ ‫اﺳﻢ ﻣﺼﺪر‪verb+-ing‬‬
‫ﻣﺼﺪر ‪to+-verb‬‬
‫‪43‬‬ ‫اﺳـــــــﻢ‬
‫‪ .2‬ﺣﺮوف اﺿﺎﻓﻪ ﭘﺲ از اﺳﻢ‬ ‫‪ .1‬اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش و ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬
‫‪ .3‬اﺳﺘﻔﺎده از اﺳﻢ ﺑﻪ ﻋﻨﻮان ﺻﻔﺖ‬ ‫اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش‬
‫‪ .4‬اﻧﻮاع اﺳﻢ‬ ‫اﺳﺎﻣﻲ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬
‫‪49‬‬ ‫ﺻﻔـــــﺖ‬
‫‪ .2‬ﺟﺎﻳﮕﺎه ﻗﺮارﮔﻴﺮي ﺻﻔﺖ در ﺟﻤﻠﻪ‬ ‫‪ .1‬ﻓﺮم و ﻛﺎرﺑﺮد ﺻﻔﺖ‬
‫‪ .4‬ﺻﻔﺖ ﻣﻘﺎﻳﺴﻪاي و ﺻﻔﺖ ﺗﻔﻀﻴﻠﻲ‬ ‫‪ .3‬ﺻﻔﺖ ﻓﺎﻋﻠﻲ و ﻣﻔﻌﻮﻟﻲ‬
‫ﺻﻔﺖ ﻣﻘﺎﻳﺴﻪاي‬ ‫ﺻﻔﺖ ﻓﺎﻋﻠﻲ‬
‫ﺻﻔﺖ ﺗﻔﻀﻴﻠﻲ‬ ‫ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ‬
‫‪ as…as .6‬و ‪as not…as‬‬ ‫‪ .5‬ﺗﺮﺗﻴﺐ ﻗﺮارﮔﻴﺮي ﺻﻔﺎت‬
‫‪as … as‬‬ ‫‪ .7‬ﻧﻜﺎت ﺗﻜﻤﻴﻠﻲ ﻣﺮﺑﻮط ﺑﻪ ﺻﻔﺎت‬
‫‪not as … as‬‬ ‫ﺟﺎﺑﺠﺎﻳﻲ ﺻﻔﺖ ﺑﺎ ﺣﺮف اﺿﺎﻓﻪ‬
‫‪more/less/fewer than‬‬ ‫اﺳﻢ ﺗﻮﻟﻴﺪﻛﻨﻨﺪه ﻳﺎ ﻓﺮوﺷﻨﺪه ﺑﻪ ﻋﻨﻮان ﺻﻔﺖ‬
‫اﺳﺘﻔﺎده از ‪ someone، something ،some‬و ‪...‬‬
‫اﺳﺘﻔﺎده از ﺻﻔﺖ ﺑﻪ ﺟﺎي اﺳﻢ‬
‫‪59‬‬ ‫ﻗﻴــــــﺪ‬
‫‪ .3‬ﺟﺎﻳﮕﺎه ﻗﻴﺪ در ﺟﻤﻠﻪ‬ ‫‪ .1‬ﻛﺎرﻛﺮد و ﻃﺮﻳﻘﻪ ﺳﺎﺧﺖ ﻗﻴﺪ‬
‫‪ .4‬ﻗﻴﺪ ﻣﻘﺎﻳﺴﻪاي و ﻗﻴﺪ ﺗﻔﻀﻴﻠﻲ‬ ‫‪ .2‬اﻧﻮاع ﻗﻴﺪ‬
‫ﻗﻴﺪ ﻣﻘﺎﻳﺴﻪاي‬ ‫ﻗﻴﺪ ﺣﺎﻟﺖ )‪(manner‬‬
‫ﻗﻴﺪ ﺗﻔﺼﻴﻠﻲ‬ ‫ﻗﻴﺪ ﻣﻜﺎن )‪(place‬‬
‫‪ .5‬ﻧﻜﺎت ﺗﻜﻤﻴﻠﻲ ﻣﺮﺑﻮط ﺑﻪ ﻗﻴﺪ‬ ‫ﻗﻴﺪ زﻣﺎن و ﺗﻜﺮار )‪(time & frequency‬‬
‫ﻗﻴﺪ اﻧﺪازه )‪(degree‬‬
‫ﻗﻴﺪ اﻃﻤﻴﻨﺎن )‪(certainty‬‬
‫‪67‬‬ ‫ﺿﻤــــﺎﻳﺮ و ﺣـــﺮوف‬

‫‪ .2‬ﺣﺮف اﺿﺎﻓﻪ‬ ‫‪Determiners .1‬‬
‫ﺟﺎﻳﮕﺎه ﺣﺮف اﺿﺎﻓﻪ اﺳﻢ‬ ‫‪a, an / the‬‬
‫ﺣﺮف اﺿﺎﻓﻪ ﻣﻜﺎن‬ ‫ﺿﻤﻴﺮ ﺷﻤﺎرﺷﻲ‬
‫‪at/ in /on‬‬ ‫ﺷﻤﺎرﻧﺪه اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش و ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬
‫ﺣﺮف اﺿﺎﻓﻪ زﻣﺎن‬ ‫‪few, a few/ little, a little‬‬
‫ﺣﺮف اﺿﺎﻓﻪ ﺟﻬﺖ و ﻣﺴﻴﺮ‬ ‫‪some/ any‬‬
‫ﺣﺮف اﺿﺎﻓﻪ وﺳﻴﻠﻪ‪ ،‬اﺑﺰار ﻳﺎ ﻣﺎﺷﻴﻦ‬ ‫‪all/ both/ half‬‬
‫آﺧﺮﻳﻦ ﺗﻮﺻﻴﻪ در ﻣﻮرد ﺣﺮوف اﺿﺎﻓﻪ‬ ‫‪each/ every‬‬
‫‪ .4‬ﺿﻤﻴﺮ اﻧﻌﻜﺎﺳﻲ و ﺗﺎﻛﻴﺪي‬ ‫‪either/ neither‬‬
‫‪ .5‬ﺿﻤﻴﺮ ﻣﺒﻬﻢ‬ ‫‪other/ another‬‬

‫‪ .6‬ﺿﻤﻴﺮ دوﺳﻮﻳﻪ‬ ‫اﻋﺪاد‬
‫‪ .7‬ﺣﺮوف رﺑﻂ و ﺿﻤﺎﻳﺮ ﻣﻮﺻﻮﻟﻲ‬ ‫ﺳﺎﻳﺮ ‪ determiner‬ﻫﺎ‬
‫‪such/ rather/ what/ quite‬‬
‫‪ .3‬ﻣﺎﻟﻜﻴﺖ‬
‫ﺿﻤﺎﻳﺮ ﻣﻠﻜﻲ‬
‫اﺳﺘﻔﺎده از '‪s‬‬
‫ﻣﺎﻟﻜﻴﺖ ﺑﺮاي اﺷﻴﺎ‬
‫اﺳﺘﻔﺎده از ‪one's‬‬
‫اﺷﻜﺎﻻت ﻣﺘﺪاول‬
‫‪83‬‬ ‫ﻋﺒــﺎرات‪ ،‬ﺷﺒﻪ ﺟﻤﻠﻪ و ﺟﻤﻠﻪ‬
‫‪ Clause .2‬ﻳﺎ ﺷﺒﻪ ﺟﻤﻠﻪ‬ ‫‪Phrase .1‬‬
‫ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﻫﻢﭘﺎﻳﻪ ﺳﺎز‬ ‫‪Noun phrase‬‬
‫ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﺗﺒﻌﻲ‬ ‫‪Verb phrase‬‬
‫ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﺟﻔﺘﻲ‬ ‫‪Adjective phrase‬‬
‫…‪both…and‬‬ ‫‪Adverbial phrase‬‬
‫…‪either…or‬‬ ‫‪Prepositional phrase‬‬
‫…‪neither …nor‬‬ ‫‪ .2‬ﺳﺎﺧﺘﺎر ﺟﻤﻠﻪ‬
‫…‪not only…but also‬‬ ‫ﺗﻄﺒﻴﻖ ﻓﻌﻞ و ﻓﺎﻋﻞ و ﺿﻤﺎﻳﺮ‬
‫…‪whether…or‬‬ ‫ﺗﻄﺒﻴﻖ در ﺳﻮم ﺷﺨﺺ )ﺿﻤﺎﻳﺮ ﻳﺎ ﻛﻠﻤﺎت ﻣﻔﺮد(‬
‫‪as well as‬‬ ‫ﺗﻄﺒﻴﻖ ﻓﻌﻞ در ‪clause‬‬
‫در ﻇﺎﻫﺮ ﺟﻤﻊ‪ ،‬در ﻋﻤﻞ ﻣﻔﺮد‬
‫‪ ،one‬ﻣﻔﺮد ﻳﺎ ﺟﻤﻊ؟‬
‫ﺟﻤﻊ ﺑﻨﺪي ﺗﻄﺎﺑﻖ‬
‫ﻓﻬﺮﺳﺖ ﻣﻄﺎﻟﺐ‬
‫ﻋﺒﺎرات ﻣﻮﺻﻮﻟﻲ‬ ‫ﺳﺎﺧﺘﺎر ﻣﻮازي‬

‫‪who-whom-which‬‬ ‫رﻋﺎﻳﺖ ﺳﺎﺧﺘﺎر ﻣﻮازي در ﻛﻠﻤﺎت رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز‬
‫‪that-clause‬‬ ‫رﻋﺎﻳﺖ ﺳﺎﺧﺘﺎر ﻣﻮازي ﺑﻪ ﻫﻤﺮاه ﺣﺮوف رﺑﻂ ﺟﻔﺘﻲ‬
‫‪whose-clause‬‬ ‫رﻋﺎﻳﺖ ﺳﺎﺧﺘﺎر ﻣﻮازي ﺑﻪ ﻫﻤﺮاه ‪ phrase‬ﻳﺎ ‪ clause‬ﻣﻘﺎﻳﺴﻪاي‬
‫‪where-why-when‬‬ ‫رﻋﺎﻳﺖ ﺳﺎﺧﺘﺎر ﻣﻮازي ﺑﻪ ﻫﻨﮕﺎم ﻟﻴﺴﺖ ﻧﻤﻮدن‬
‫‪how-clause‬‬ ‫واروﻧﮕﻲ‬
‫ﻃﺮﻳﻘﻪ ﺣﺬف ﺿﻤﻴﺮ ﻣﻮﺻﻮﻟﻲ‬ ‫واروﻧﮕﻲ ﭘﺲ از ﻗﻴﻮد ﻣﻨﻔﻲ‬
‫ﻣﺤﻞ ﻗﺮارﮔﻴﺮي ﺣﺮف اﺿﺎﻓﻪ‬ ‫واروﻧﮕﻲ ﺑﻪ ﻫﻤﺮاه ﺗﺮﻛﻴﺐﻫﺎي ﺧﺎﺻﻲ از ‪only‬‬
‫ﻧﻜﺎت ﺗﻜﻤﻴﻠﻲ ﻋﺒﺎرات ﻣﻮﺻﻮﻟﻲ‬ ‫واروﻧﮕﻲ ﭘﺲ از ‪ neither ،so‬و ‪nor‬‬
‫ﺷﺮﻃﻲﻫﺎ‬ ‫واروﻧﮕﻲ در ﺟﻤﻼت ﺷﺮﻃﻲ‬
‫ﺟﻤﻼت ﺷﺮﻃﻲ ﻧﻮع ﺻﻔﺮ‬ ‫واروﻧﮕﻲ ﺑﻪ ﻫﻤﺮاه ‪as‬‬
‫ﺟﻤﻼت ﺷﺮﻃﻲ ﻧﻮع اول‬ ‫واروﻧﮕﻲ ﺑﻪ ﻫﻤﺮاه ‪ so‬و ‪such‬‬
‫ﺟﻤﻼت ﺷﺮﻃﻲ ﻧﻮع دوم‬ ‫واروﻧﮕﻲ ﭘﺲ از ﻗﻴﻮد ﻣﻜﺎن‬
‫ﺟﻤﻼت ﺷﺮﻃﻲ ﻧﻮع ﺳﻮم‬ ‫ﺟﻤﻊ ﺑﻨﺪي واروﻧﮕﻲ‬
‫ﺳﺎﻳﺮ ﺟﻤﻼت ﺷﺮﻃﻲ‬
‫ﺗﺴﺖﻫﺎي ﻣﻨﺘﺨﺐ و ﺗﺎﻟﻴﻔﻲ‬

‫‪117‬‬ ‫‪ 16‬ﺳﺮي ﺳﻮاﻻت ﻛﻠﻮز ﺗﺴﺖ ﺑﻪﻫﻤﺮاه ﭘﺎﺳﺦ‬
‫ﭘﺎﺳﺦ ﺳﻮاﻻت زﺑﺎن ﻋﻤﻮﻣﻲ ﻛﻨﻜﻮر ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ ﻛﻠﻴﻪ رﺷﺘﻪﻫﺎ‬

‫‪141‬‬ ‫ﭘﺎﺳﺦ ﺗﺸﺮﻳﺤﻲ ﻛﻠﻮز ﺗﺴﺖ ‪ 86‬ﻛﻠﻴﻪ رﺷﺘﻪﻫﺎ‬
‫ﺟﺪاول‪ ،‬ﺿﻤﺎﻳﻢ و ﺧﻼﺻﻪ ﻧﻜﺎت‬

‫‪269‬‬ ‫ﺧﻼﺻﻪ ﻧﻜﺎت ﺑﻪ ﺗﺮﺗﻴﺐ دﺳﺘﻮر زﺑﺎن اﻧﮕﻠﻴﺴﻲ‬
‫در ﺑﺨﺶ دﺳﺘﻮر زﺑﺎن‪ ،‬ﺑﻪ ﺗﻔﻜﻴﻚ ﺑﺨﺶﻫﺎي ﺳﺨﻦ‪ ،‬ﺷﺮوع ﺑﻪ آﻣﻮزش زﺑﺎن ﻧﻤﻮدهاﻳﻢ‪ .‬دﻳﺪﮔﺎه ﻣﺎ ﺑﺮاي‬
‫ﺗﺪرﻳﺲ اﻳﻦ ﺑﺨﺶ‪ ،‬ﺑﻪ ﺻﻮرت ﺟﺰ ﺑﻪ ﻛﻞ ﺑﻮده اﺳﺖ‪ .‬ﺑﻪ ﮔﻮﻧﻪاي ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮد‪ ،‬ﻓﺼﻮل را ﺑﻪ ﺻﻮرت زﻳﺮ‬
‫ﻃﺒﻘﻪﺑﻨﺪي ﻧﻤﻮدهاﻳﻢ‪:‬‬
‫‪ ‬ﺿﻤﺎﻳﺮ و ﺣﺮوف‬ ‫‪ ‬ﺻﻔﺖ‬ ‫‪ ‬ﻓﻌﻞ و ﻣﺼﺪر‬
‫‪ ‬ﻗﻴﺪ‬ ‫‪ ‬اﺳﻢ‬
‫و در ﻧﻬﺎﻳﺖ در ﻓﺼﻞ آﺧﺮ ﻣﺎﺣﺼﻞ اﻳﻦ اﺟﺰا را ﺑﻪ ﺻﻮرت ﻳﻚ ﻛﻞ ﻧﮕﺎه ﻛﺮدهاﻳﻢ‪:‬‬
‫‪ ‬ﺟﻤﻠﻪ و ﺳﺎﺧﺘﺎر آن‬ ‫‪Clause ‬‬ ‫‪Phrase ‬‬
‫اﻳﻦ ﻃﺒﻘﻪ ﺑﻨﺪي ﺳﺒﺐ ﺧﻮاﻫﺪ ﺷﺪ ﺗﺎ ﺷﻤﺎ اﺑﺘﺪا ﺑﺎ اﺟﺰاي ﺳﺨﻦ آﺷﻨﺎ ﺷﺪه و ﺳﭙﺲ ﻃﺮﻳﻘﻪ اﺳﺘﻔﺎده ﺻﺤﻴﺢ‬
‫از اﻳﻦ اﺟﺰا در ﻛﻨﺎر ﻳﻜﺪﻳﮕﺮ را درك ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ از ﻣﻬﻢﺗﺮﻳﻦ وﻳﮋﮔﻲ دﺳﺘﻮر زﺑﺎن اﻳﻦ ﻛﺘﺎب‪ ،‬ﻣﺒﻨﺎ ﻗﺮار دادن روﻧﺪ ﺳﻮاﻻت ﻛﻨﻜﻮر ﺳﺎلﻫﺎي اﺧﻴﺮ‬
‫اﺳﺖ‪ .‬در اﻳﻦ راﺳﺘﺎ ﻣﺎ ﺑﺮ ﻣﺒﻨﺎي دﻓﻌﺎت ﺗﻜﺮار ﻧﻜﺎت و ﺗﻮﺟﻪ ﺑﻪ ﭘﻮﺷﺶ ﻛﺎﻣﻞ ﺗﻤﺎﻣﻲ ﻣﺒﺎﺣﺚ ﻛﻨﻜﻮر‪ ،‬ﻓﺼﻞ‬
‫ﺟﺎري را ﻧﮕﺎﺷﺘﻪاﻳﻢ‪.‬‬
‫در ﺑﺤﺚ ﮔﺮاﻣﺮ ﻛﻨﻜﻮر‪ ،‬در ﻛﻨﺎر ﻫﺮ زﻳﺮﻣﻮﺿﻮع‪ ،‬ﻋﺪدي ﺑﻪ رﻧﮓ ﻃﻮﺳﻲ درج ﺷﺪه اﺳﺖ ﻛﻪ ﻧﺸﺎن دﻫﻨﺪه‬
‫ﺗﻌﺪاد ﺳﻮاﻻت ﻣﻄﺮح ﺷﺪه از آن ﺑﺨﺶ )از ﺳﺎل ‪ 86‬ﺗﺎ ﻛﻨﻮن( ﻣﻲﺑﺎﺷﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل ﻋﺪد ‪ 15‬در ﻛﻨﺎر‬
‫زﻳﺮﻓﺼﻞ ‪) 1,1‬زﻣﺎن اﻓﻌﺎل(‪ ،‬ﻧﻤﺎﻳﺎﻧﮕﺮ آن اﺳﺖ ﻛﻪ ﺗﺎ ﻛﻨﻮن ‪ 15‬ﺳﻮال ﺑﻪ ﺻﻮرت ﻣﺴﺘﻘﻴﻢ از اﻳﻦ ﺑﺨﺶ در‬
‫ﻛﻨﻜﻮرﻫﺎي ﻣﺨﺘﻠﻒ ﻃﺮح ﺷﺪهاﺳﺖ‪ .‬ﻃﺒﻴﻌﺘﺎً ﻋﺪد ﺑﺰرﮔﺘﺮ ﺑﺮ درﺟﻪ اﻫﻤﻴﺖ ﺑﺎﻻي آن ﻣﺒﺤﺚ ﺗﺎﻛﻴﺪ ﺧﻮاﻫﺪ داﺷﺖ‪.‬‬
‫ﺟﺪول زﻳﺮ درﺻﺪ ﺳﻮاﻻت ﻣﻄﺮح ﺷﺪه ﻃﻲ ‪ 8‬ﺳﺎل اﺧﻴﺮ ﻛﻨﻜﻮر ارﺷﺪ را‪ ،‬ﺑﻪ ﺗﻔﻜﻴﻚ ﻓﺼﻮل ﻛﺘﺎب ﻧﻤﺎﻳﺶ ﻣﻲدﻫﺪ‪.‬‬
‫‪% 24 / 9‬‬ ‫ﻣﺒﺤﺚ ﻓﻌﻞ و ﻣﺼﺪر‬
‫‪%2 / 4‬‬ ‫ﻣﺒﺤﺚ اﺳــﻢ‬
‫‪%6 / 6‬‬ ‫ﻣﺒﺤﺚ ﺻــﻔﺖ‬
‫‪%5 / 3‬‬ ‫ﻣﺒﺤﺚ ﻗﻴـــﺪ‬
‫‪% 15 / 5‬‬ ‫ﺿﻤﺎﻳﺮ و ﺣﺮوف‬
‫‪% 39 / 8‬‬ ‫ﻋﺒﺎرات‪ ،‬ﺷﺒﻪ ﺟﻤﻠﻪ و ﺟﻤﻠﻪ‬
‫‪%5 / 5‬‬
‫‪1‬‬
‫ﻣﻌﻨﺎي ﻟﻐﺎت و اﺻﻄﻼﺣﺎت ﺧﺎص‬
‫اﻟﺒﺘﻪ دﻗﺖ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻣﻤﻜﻦ اﺳﺖ ﺑﺮﺧﻲ ﻓﺼﻮل درﺻﺪ ﭘﺎﻳﻴﻨﻲ داﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ ،‬اﻣﺎ ﭘﻴﺶﻧﻴﺎز ﺗﺴﻠﻂ ﺑﺮ‬
‫ﻓﺼﻮل اﺻﻠﻲ ﻫﻤﺎﻧﻨﺪ ﻋﺒﺎرات‪ ،‬ﺷﺒﻪ ﺟﻤﻠﻪ و ﺟﻤﻠﻪ ﻫﺴﺘﻨﺪ‪ .‬ﭘﺲ ﻓﺼﻠﻲ را ﺑﺪﻟﻴﻞ درﺻﺪ ﭘﺎﻳﻴﻦ از دﺳﺖ ﻧﺪﻫﻴﺪ‪.‬‬
‫ﭘﺮ ﺗﻜﺮارﺗﺮﻳﻦ زﻳﺮﻓﺼﻞﻫﺎي ﻛﺘﺎب ﺑﺮ ﺣﺴﺐ ﺗﻌﺪاد ﺗﺴﺖ ﻃﺮاﺣﻲ ﺷﺪه از آن در ‪ 8‬ﺳﺎل اﺧﻴﺮ‪ ،‬از اﻳﻦ ﻗﺮارﻧﺪ‪:‬‬
‫‪ 78‬ﺗﺴﺖ‬ ‫‪ clause‬ﻳﺎ ﺷﺒﻪ ﺟﻤﻠﻪ‬
‫‪ 23‬ﺗﺴﺖ‬ ‫ﺳﺎﺧﺘﺎر ﺟﻤﻠﻪ‬
‫‪ 19‬ﺗﺴﺖ‬ ‫ﺟﻤﻼت ﻣﻌﻠﻮم و ﻣﺠﻬﻮل‬
‫‪ 18‬ﺗﺴﺖ‬ ‫اﺳﻢ ﻣﺼﺪر و ﻣﺼﺪر‬
‫‪ 17‬ﺗﺴﺖ‬ ‫‪Determiners‬‬
‫‪ 15‬ﺗﺴﺖ‬ ‫زﻣﺎن اﻓﻌﺎل‬
‫اﮔﺮ زﻣﺎن اﻧﺪﻛﻲ در اﺧﺘﻴﺎر دارﻳﺪ‪ ،‬ﺣﺘﻤﺎً اﻳﻦ ‪ 6‬زﻳﺮﺑﺨﺶ را ﺑﻪ دﻗﺖ ﻣﻄﺎﻟﻌﻪ ﻧﻤﺎﻳﻴﺪ‪ .‬اﻳﻦ ‪ 6‬ﻣﺒﺤﺚ ﺑﻪ ﺗﻨﻬﺎﻳﻲ‬
‫‪ 66‬درﺻﺪ ﻛﻞ ﺗﺴﺖﻫﺎي ‪ 8‬ﺳﺎل اﺧﻴﺮ را ﭘﻮﺷﺶ ﻣﻲدﻫﻨﺪ‪.‬‬
‫ﻫﻤﻮاره ﺑﻪ ﺧﺎﻃﺮ داﺷﺘﻪ ﺑﺎﺷﻴﺪ‪ ،‬داﻧﺶ زﺑﺎﻧﻲ ﺷﻤﺎ زﻣﺎﻧﻲ ﺗﻘﻮﻳﺖ ﺧﻮاﻫﺪ ﺷﺪ ﻛﻪ ﻣﺘﻮن زﻳﺎدي را زﺑﺎن اﻧﮕﻠﻴﺴﻲ‬
‫ﻣﻄﺎﻟﻌﻪ ﻧﻤﺎﻳﻴﺪ‪ .‬ﺻﺮﻓﺎً از ﻃﺮﻳﻘﻪ ﻓﺮﻣﻮﻟﻪ ﻧﻤﻮدن ﻗﻮاﻋﺪ و ﺣﻔﻆ ﻧﻤﻮدن آن‪ ،‬ﻧﻤﻲﺗﻮان ادﻋﺎ ﻧﻤﻮد ﺗﺴﻠﻂ ﺑﺎﻻﻳﻲ ﺑﺮ‬
‫ﻣﺒﺤﺚ وﺟﻮد دارد‪ .‬ﭘﺲ‪ ،‬از ﻫﻤﻴﻦ اﻣﺮوز ﺳﻌﻲ ﻛﻨﻴﺪ ﺗﺎ ﻣﺘﻮن ﻣﺘﻌﺪدي را ﻣﻄﺎﻟﻌﻪ ﻧﻤﺎﻳﻴﺪ و ﺑﻪ ﻛﻠﻴﻪ اﻳﻦ ﻣﺘﻮن ﺑﺎ‬
‫ذرهﺑﻴﻦ ﮔﺮاﻣﺮي دﻗﺖ ﻧﻤﻮده و ﺗﻤﺎﻣﻲ ﻋﺒﺎرات و ﺟﻤﻼت آن را ﺑﻪ اﺟﺰاي ﺗﺸﻜﻴﻞ دﻫﻨﺪهاش ﺗﺠﺰﻳﻪ ﻧﻤﺎﻳﻴﺪ‪ .‬اﻳﻦ‬
‫ﻣﻮﺿﻮع ﺑﻪ ﺷﻤﺎ ﻛﻤﻚ ﺧﻮاﻫﺪ ﻛﺮد ﺗﺎ داﻧﺶ ﺧﻮد را در ﺣﺪ ﻗﺎﺑﻞ ﻗﺒﻮﻟﻲ ارﺗﻘﺎ دﻫﻴﺪ‪.‬‬
‫ﻧﻜﺎت ﮔﺮاﻣﺮي اراﺋﻪ ﺷﺪه در اﻳﻦ ﻛﺘﺎب ﻣﻲﺗﻮاﻧﺪ راهﮔﺸﺎي ﺷﻤﺎ ﻋﺰﻳﺰان در ﻛﻨﻜﻮر ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ‪،‬‬
‫ﻛﻨﻜﻮر دﻛﺘﺮي و ﺣﺘﻲ آزﻣﻮنﻫﺎي ﺗﺨﺼﺼﻲ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻣﺎﻧﻨﺪ ‪ TOEFL‬و ‪ IELTS‬ﺧﻮاﻫﻨﺪ ﺑﻮد‪.‬‬
‫‪ 1‬در ﺑﺮﺧﻲ از ﺳﺎلﻫﺎ از اﺻﻄﻼﺣﺎت و ﻋﺒﺎرات ﺧﺎﺻﻲ ﺳﻮال ﭘﺮﺳﻴﺪه ﺷﺪه اﺳﺖ ﻛﻪ ﺣﻔﻈﻲ ﺑﻮده و ﻣﺮﺑﻮط ﺑﻪ داﻧﺶ دﺳﺘﻮر زﺑﺎﻧﻲ ﻧﻤﻲﺑﺎﺷﺪ‪.‬‬
‫ﺧﻮﺷﺒﺨﺘﺎﻧﻪ اﻳﻦ ﺗﺴﺖﻫﺎي ﻏﻴﺮ اﺳﺘﺎﻧﺪارد در ﺳﺎلﻫﺎي اﺧﻴﺮ ﻛﻤﺘﺮ ﺷﺪه اﺳﺖ‪ .‬ﺷﺎﻳﺎن ذﻛﺮ اﺳﺖ ﺑﺴﻴﺎري از اﻳﻦ ﮔﻮﻧﻪ ﺗﺴﺖﻫﺎ ﺑﺎ داﻧﺶ ﺟﻠﺪ اول‬
‫ﻛﺘﺎب زﺑﺎن ﻋﻤﻮﻣﻲ ارﺷﺪ زﻳﺮ ذره ﺑﻴﻦ ﻗﺎﺑﻞ ﭘﺎﺳﺦﮔﻮﻳﻲ ﻣﻲ ﺑﺎﺷﻨﺪ‪.‬‬
GeneralEnglish.ir
1 future perfect progressive did
primary auxiliary
perfect progressive
shall
auxiliary verb
past perfect
past progressive
simple present
ought to
has
progressive
after
must
does
simple past
gerund
transitive
are
ing should
2
might can have
active
es
was
determiner
for
would rather
future perfect
am
do
could will is to be
may past participle used to
ed
passive
adjective
simple future
VERBS
since
complement
main verb ing-form
intransitive
present progressive
infinitive
tense
before
were would
present perfect
to
present perfect progressive simple

modals present participle
past perfect progressive
enough
be going to
future progressive
‫ﺪر‬ ‫ﻞو‬ have to

perfect
‫ﺪر‬ ‫ﺪر‬
‫ﮐ ﻜ‬
‫ﻬﻮ‬ ‫ﻮ‬
Grammar
GeneralEnglish.ir
17 ‫زﻣﺎن اﻓﻌﺎل‬
1
‫ زﻣﺎن اﻓﻌﺎل‬1,1
The simple Tenses ‫زﻣﺎنﻫﺎي ﺳﺎده‬
‫( و‬Present) ‫ ﺣﺎل‬،(Past) ‫ ﮔﺬﺷﺘﻪ‬.‫در ﻳﺎدﮔﻴﺮي ﻫﺮ زﺑﺎن از ﺳﻪ زﻣﺎن اﺻﻠﻲ اﺳﺘﻔﺎده ﺧﻮاﻫﻴﺪ ﻧﻤﻮد‬
15
.‫ راﻳﺞﺗﺮﻳﻦ زﻣﺎن ﻗﺎﺑﻞ اﺳﺘﻔﺎده در ﻣﺒﺤﺚ دﺳﺘﻮر زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻣﻲﺑﺎﺷﺪ‬،‫ ﺣﺎﻟﺖ ﺳﺎده زﻣﺎنﻫﺎ‬.(Future) ‫آﻳﻨﺪه‬
.‫ﺑﺎ ﻣﺜﺎلﻫﺎﻳﻲ ﺑﻪ ﺳﺎدﮔﻲ آنﻫﺎ را ﻓﺮا ﺧﻮاﻫﻴﺪ ﮔﺮﻓﺖ‬
‫ﺣﺎل ﺳﺎده‬
Tense Signal Words Meaning
‫ زﻣﺎن ﺣﺎل ﺳﺎده اﺗﻔﺎﻗﺎت‬،‫ﺑﻪ ﺻﻮرت ﻛﻠﻲ‬
always, every …, never,
Simple Present
normally, often, seldom, ‫ﻳﺎ ﻣﻮﻗﻌﻴﺖﻫﺎﻳﻲ را ﺷﺮح ﻣﻲدﻫﺪ ﻛﻪ‬
sometimes, usually, ‫ ﻳﺎ ﺑﺮ ﺣﺴﺐ ﻋﺎدت‬،ً‫ ﻏﺎﻟﺒﺎ‬،‫ﻫﻤﻴﺸﮕﻲ‬
if sentences type I (If ‫ در ﮔﺬﺷﺘﻪ و‬،‫ اﻳﻦ رﻓﺘﺎرﻫﺎ اﻛﻨﻮن‬.‫ﻫﺴﺘﻨﺪ‬
I talk, …)
.‫ﺷﺎﻳﺪ ﻫﻢ در آﻳﻨﺪه وﺟﻮد داﺷﺘﻪ ﺑﺎﺷﻨﺪ‬
Examples
1. It snows in Alaska.
2. Tom watches TV every day.
3. He plays football every Tuesday.
4. When does the train usually leave?
5. He does not get up early in the morning.
‫ﮔﺬﺷﺘﻪ ﺳﺎده‬
yesterday, 2 minutes ago, ‫در ﻳﻚ زﻣﺎن ﺧﺎص در ﮔﺬﺷﺘﻪ ﺑﻪ وﻗﻮع‬
Simple Past
in 1990, the other day, ‫ اﻳﻦ ﻓﻌﻞ ﻋﻤﻠﻲ اﺳﺖ ﻛﻪ‬.‫ﭘﻴﻮﺳﺘﻪ اﺳﺖ‬
last Friday
‫ﻗﺒﻼ ﺷﺮوع ﺷﺪه و ﺑﻪ ﭘﺎﻳﺎن ﻧﻴﺰ رﺳﻴﺪه‬
if sentence type II (If
I talked, …) .‫اﺳﺖ‬
Examples
1. It snowed yesterday.
2. Tom watched TV last night.
3. He played football every Tuesday.
4. I killed a snake.
5. I saw the offer advertised in the newspaper.
1
Verbs tense
‫‪18‬‬
‫آﻳﻨﺪه ﺳﺎده‬
‫‪Tense‬‬ ‫‪Signal Words‬‬ ‫‪Meaning‬‬
‫‪in a year, next …,‬‬
‫‪Simple future‬‬ ‫‪tomorrow‬‬
‫‪If-clause Type I (If you‬‬ ‫در ﻳﻚ زﻣﺎن ﺧﺎص در آﻳﻨﺪه ﺑﻪ وﻗﻮع‬
‫)‪ask her, she will help you.‬‬ ‫ﺧﻮاﻫﺪ ﭘﻴﻮﺳﺖ‪.‬‬
‫‪assumption: I think,‬‬
‫‪probably, perhaps‬‬
‫‪Examples‬‬
‫‪1. It will snow tomorrow.‬‬ ‫‪ It is going to snow tomorrow.‬ﻳﺎ‬
‫ﻳﺎ ‪2. Tom will watch TV tomorrow.‬‬ ‫‪Tom is going to watch TV tomorrow.‬‬
‫?‪3. Are you going to meet Jane tonight‬‬
‫‪4. I'll get you some coffee.‬‬
‫?‪5. Will you make dinner‬‬
‫ﺳﺎﺧﺘﺎر زﻣﺎنﻫﺎي ﺳﺎده‬

‫ﺳﺎﺧﺘﺎر ﺣﺎل ﺳﺎده‪:‬‬
‫… ‪Subject + Main verb (base) +‬‬
‫‪ + ...‬ﻓﻌﻞ اﺻﻠﻲ در زﻣﺎن ﺣﺎل‪ +‬ﻓﺎﻋﻞ‬
‫ﺳﺎﺧﺘﺎر ﮔﺬﺷﺘﻪ ﺳﺎده‪:‬‬

‫… ‪Positive: Subject + Main verb (past) +‬‬
‫‪ + ...‬ﻓﻌﻞ اﺻﻠﻲ در زﻣﺎن ﮔﺬﺷﺘﻪ‪ +‬ﻓﺎﻋﻞ‬
‫ﺳﺎﺧﺘﺎر آﻳﻨﺪه ﺳﺎده‪:‬‬

‫…… ‪Subject + Auxiliary verb(will) + Main verb (base) +‬‬
‫… ‪Subject + Auxiliary verb(am/is/are) + going to+ Main verb (base) +‬‬ ‫ﻳﺎ‬
‫ﻣﺎ ﺑﻪ ﻃﻮر ﻣﻌﻤﻮل از ﺧﻮد ﻓﻌﻞ ﻛﻤﻜﻲ در ﺟﻤﻼت ﻣﺜﺒﺖ اﺳﺘﻔﺎده ﻧﻤﻲﻛﻨﻴﻢ‪) .‬ﻣﮕﺮ در اﺳﺘﺜﻨﺎﺋﺎت و ﺟﻬﺖ ﺗﺎﻛﻴﺪ( ﻓﻌﻞ‬ ‫‪‬‬
‫ﻛﻤﻜﻲ زﻣﺎن ﺣﺎل )‪ do‬ﻳﺎ ‪ ،(does‬زﻣﺎن ﮔﺬﺷﺘﻪ )‪ (did‬و زﻣﺎن آﻳﻨﺪه ﺳﺎده )‪ will‬ﻳﺎ ‪ (be goinig to‬اﺳﺖ‪.‬‬
‫در زﻣﺎن ﺣﺎل ﺳﺎده‪ ،‬ﺑﺮاي ﺳﻮم ﺷﺨﺺ ﻣﻔﺮد )‪ (he, she, it‬ﻣﺎ ﺑﻪ اﻧﺘﻬﺎي اﻓﻌﺎل اﺻﻠﻲ ‪ s‬ﻳﺎ ﺑﻪ اﻧﺘﻬﺎي ﻓﻌﻞ ﻛﻤﻜﻲ ‪es‬‬ ‫‪‬‬
‫اﺿﺎﻓﻪ ﻣﻲﻧﻤﺎﻳﻴﻢ‪.‬‬
‫ﺑﺮاي اﻓﻌﺎل )…‪ to be (am,is,‬ﻣﺎ از ﻓﻌﻞ ﻛﻤﻜﻲ ﭼﻪ در ﺣﺎﻟﺖ ﻣﻨﻔﻲ و ﻳﺎ ﭘﺮﺳﺸﻲ اﺳﺘﻔﺎده ﻧﺨﻮاﻫﻴﻢ ﻛﺮد‪.‬‬ ‫‪‬‬
‫در زﻣﺎن ﮔﺬﺷﺘﻪ ﺳﺎده اﻓﻌﺎل ﺑﺎ ﻗﺎﻋﺪه ﺑﺎ اﻓﺰودن ‪ ed‬ﺑﻪ اﻧﺘﻬﺎي ﻓﻌﻞ ﺳﺎده ﺑﻪ زﻣﺎن ﮔﺬﺷﺘﻪ ﺗﺒﺪﻳﻞ ﻣﻲﮔﺮدﻧﺪ‪.‬‬ ‫‪‬‬
‫ﺑﺮاي اﻓﻌﺎل ﺑﻲ ﻗﺎﻋﺪه اﻳﻦ ﻣﻮﺿﻮع از ﻫﻴﭻ ﺿﺎﺑﻄﻪاي ﺗﺒﻌﻴﺖ ﻧﻤﻲﻛﻨﺪ و ﺷﻤﺎ ﺻﺮﻓﺎً ﻣﻲﺑﺎﻳﺴﺖ ﺑﻪ ﺑﺨﺶ ﺿﻤﺎﻳﻢ و ﺟﺪاول‪،‬‬ ‫‪‬‬
‫ﻗﺴﻤﺖ ﺟﺪول اﻓﻌﺎل ﺑﻲ ﻗﺎﻋﺪه )‪ (irregular verbs‬ﻣﺮاﺟﻌﻪ ﻧﻤﻮده و ﺷﻜﻞ ﮔﺬﺷﺘﻪ و ﺷﻜﻞ ﺳﻮم آنﻫﺎ را ﺣﻔﻆ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪19‬‬ ‫زﻣﺎن اﻓﻌﺎل‬
‫در ﺣﺎﻟﺖ ﻛﻠﻲ‪ ،‬اﮔﺮ ﺑﺨﻮاﻫﻴﻢ زﻣﺎن ﻳﺎ ﻣﻜﺎن ﻳﻚ روﻳﺪاد را ﺑﺎزﮔﻮ ﻛﻨﻴﻢ‪ ،‬ﻣﻲﺑﺎﻳﺴﺖ از زﻣﺎن ﮔﺬﺷﺘﻪ ﺳﺎده اﺳﺘﻔﺎده ﻛﺮد‬
‫و ﻧﻤﻲﺗﻮان از زﻣﺎن ﺣﺎل ﻛﺎﻣﻞ ﺑﻬﺮه ﺑﺮد‪.‬‬
‫‪John drove to London on Monday.‬‬
‫ﻏﺎﻟﺒﺎً زﻣﺎﻧﻲ ﻛﻪ در ﻣﺤﺎوره‪ ،‬از زﻣﺎن آﻳﻨﺪه ﺳﺎده اﺳﺘﻔﺎده ﻣﻲﻛﻨﻴﻢ‪ ،‬ﻓﻌﻞ ﻛﻤﻜﻲ را ﻣﺨﻔﻒ )‪ (contract‬ﻣﻲﻧﻤﺎﻳﻴﻢ‪ .‬ﺑﻪ‬
‫ﺻﻮرتﻫﺎي زﻳﺮ دﻗﺖ ﻧﻤﺎﻳﻴﺪ‪:‬‬
‫‪I will = I’ll‬‬ ‫‪They will = They’ll‬‬
‫‪You will not = You won’t‬‬ ‫‪He will not = He won’t‬‬
‫ﻫﻤﭽﻨﻴﻦ در ﺑﺴﻴﺎري ﻣﻮارد ﺑﻪ ﺟﺎي اﺳﺘﻔﺎده از ‪ will‬از ‪ be going to‬ﺟﻬﺖ ﺳﺎﺧﺘﻦ ﻋﻤﻞ و ﻳﺎ ﻗﺼﺪي ﻛﻪ در‬
‫آﻳﻨﺪه اﺗﻔﺎق ﺧﻮاﻫﺪ اﻓﺘﺎد اﺳﺘﻔﺎده ﻣﻲﻧﻤﺎﻳﻴﻢ‪.‬‬
‫زﻣﺎن آﻳﻨﺪه ﺳﺎده در ﻋﺒﺎرات زﻣﺎﻧﻲ )‪ (time clause‬اﺳﺘﻔﺎده ﻧﻤﻲﺷﻮد‪.‬‬

‫‪When you will arrive tonight, we will go out for dinner. WRONG‬‬
‫‪When you arrive tonight, we will go out for dinner. CORRECT‬‬
‫ﺷﺎﻳﺪ اﻳﻦ ﺳﻮال ﺑﺮاي ﺷﻤﺎ ﺑﻮﺟﻮد آﻳﺪ ﻛﻪ از ﻗﻴﻮدي ﻫﻤﭽﻮن ‪ only, ever, never, still, just‬و ﻏﻴﺮه در زﻣﺎن‬
‫آﻳﻨﺪه ﺳﺎده ﺑﻪ ﭼﻪ ﺷﻜﻞ اﺳﺘﻔﺎده ﻣﻲﻧﻤﺎﻳﻴﻢ؟ ﭘﺎﺳﺦ ﺷﻤﺎ در دو ﻣﺜﺎل زﻳﺮ ﻧﻬﻔﺘﻪ اﺳﺖ‪:‬‬
‫‪You will never help him.‬‬ ‫?‪Will you ever help him‬‬
‫‪You are never going to meet Jane.‬‬ ‫?‪Are you ever going to meet Jane‬‬
‫در ﺣﺎﻟﺖ ﻣﺠﻬﻮﻟﻲ )‪ ،(Passive‬زﻣﺎن آﻳﻨﺪه ﺳﺎده ﺑﻪ ﺻﻮرت زﻳﺮ ﺑﻴﺎن ﻣﻲﺷﻮد‪) :‬در ﻣﻮرد اﻓﻌﺎل ﻣﺠﻬﻮل در ﺳﺎﻳﺮ‬
‫ﻓﺼﻮل اﻳﻦ ﻛﺘﺎب ﺑﻴﺸﺘﺮ ﺗﻮﺿﻴﺢ ﺧﻮاﻫﻴﻢ داد‪(.‬‬
‫‪a) John will finish the work by 5:00 PM. Active‬‬
‫‪The work will be finished by 5:00 PM. Passive‬‬
‫‪b) Sally is going to make a beautiful dinner tonight. Active‬‬
‫‪A beautiful dinner is going to be made by Sally tonight. Passive‬‬
‫ﺑﺮاي ﺗﻜﻤﻴﻞ ﺑﻬﺘﺮ ﻣﺒﺤﺚ زﻣﺎنﻫﺎ ﻛﺎﻓﻲ اﺳﺖ ﺗﺎ از ﺟﺪول ﺿﻤﻴﻤﻪ زﻣﺎنﻫﺎ اﺳﺘﻔﺎده ﻧﻤﺎﻳﻴﺪ‪ .‬در آﻧﺠﺎ ﻣﻌﺎﻧﻲ ﻫﺮ زﻣﺎن‬
‫ﺑﻪ ﺗﻔﻜﻴﻚ آورده ﺷﺪه اﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﺮاي آﺷﻨﺎﻳﻲ ﺑﺎ ﺻﻮرت ﮔﺬﺷﺘﻪ و اﺳﻢ ﻣﻔﻌﻮل اﻓﻌﺎل ﺑﻲﻗﺎﻋﺪه‪ ،‬ﺑﻪ ﺑﺨﺶ‬
‫ﺟﺪاول و ﺿﻤﺎﻳﻢ ﻣﺮاﺟﻌﻪ ﻓﺮﻣﺎﻳﻴﺪ‪.‬‬
GeneralEnglish.ir
20
The Progressive1 Tenses ‫زﻣﺎنﻫﺎي اﺳﺘﻤﺮاري‬

‫ اﻳﻦ زﻣﺎن از ﺣﺎدﺛﻪاي ﻛﻪ‬.‫زﻣﺎنﻫﺎي اﺳﺘﻤﺮاري از اﺳﺘﻤﺮار وﻗﻮع ﭘﺪﻳﺪه ﻳﺎ اﺗﻔﺎﻗﻲ در ﻃﻮل ﻣﺪت زﻣﺎﻧﻲ ﻣﺸﺨﺺ ﺣﻜﺎﻳﺖ دارﻧﺪ‬
.‫ ﺳﺨﻦ ﻣﻲﮔﻮﻳﺪ‬،‫ در ﻃﻮل زﻣﺎﻧﻲ اﺳﺘﻤﺮار داﺷﺘﻪ و ﻳﺎ ﭘﺲ از زﻣﺎن ﻳﺎ واﻗﻌﻪ ﻣﺸﺨﺼﻲ اداﻣﻪ ﻳﺎﻓﺘﻪ‬،‫ﻗﺒﻼً ﺷﺮوع ﺷﺪه‬
‫ﺣﺎل اﺳﺘﻤﺮاري‬
‫دﻻﻟﺖ ﺑﺮ اﻧﺠﺎم ﻛﺎري ﻛﺎﻣﻼً در ﻟﺤﻈﻪ ﻳﺎ‬
Present Progressive
at the moment, just, just ‫ﺣﻮل و ﺣﻮش زﻣﺎن ﺣﺎل و ﻳﺎ ﺗﺼﻤﻴﻤﻲ‬
now, Listen!, Look!, now, ‫ اﻣﺎ ﺑﻴﺸﺘﺮ ﺑﻪ ﻣﻌﻨﺎي اﻧﺠﺎم‬.‫در آﻳﻨﺪه دارد‬
right now ‫ﻛﺎري در ﻟﺤﻈﻪ ﺣﺎل اﺳﺖ ﻛﻪ ﻫﻨﻮز ﺗﻤﺎم‬
.‫ﻧﺸﺪه اﺳﺖ‬
Examples
1. It‘s snowing in Alaska.
2. Tom is sleeping right now.
3. He is playing football and she is watching.
4. John's feeling much better now (= his health is improving)
5. Are you washing your clothes?
‫ﮔﺬﺷﺘﻪ اﺳﺘﻤﺮاري‬
‫ﺑﺮاي ﻛﺎري ﻛﻪ در ﮔﺬﺷﺘﻪ ﻣﺪﺗﻲ ﺧﺎص‬
‫ﺑﻪ ﻃﻮل اﻧﺠﺎﻣﻴﺪه و در زﻣﺎن ﻣﻌﻴﻨﻲ در‬
Past Progressive
‫ ﻫﻤﭽﻨﻴﻦ‬.‫ﮔﺬﺷﺘﻪ در ﺟﺮﻳﺎن ﺑﻮده اﺳﺖ‬
while, as long as
‫ﺑﺮاي ﻛﺎري ﻛﻪ در ﮔﺬﺷﺘﻪ اﻧﺠﺎم و ﺗﻮﺳﻂ‬
‫ اﺳﺘﻔﺎده‬،‫ﻛﺎري دﻳﮕﺮ ﻗﻄﻊ ﺷﺪه اﺳﺖ‬
.‫ﻣﻲﺷﻮد‬
Examples
1. When the fire started I was watching television.

2. He was sleeping when I arrived.
3. I was going to spend the day at the beach but I've decided to go on an excursion
instead.
4. While she was preparing dinner, he was washing the dishes.
5. What were you doing when the earthquake started?
6. While I was writing the email, the computer suddenly went off.
.‫ ﻧﻴﺰ اﻃﻼق ﻣﻲﺷﻮد‬continuous ،‫ در زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﻪ اﻳﻦ زﻣﺎن‬1

GeneralEnglish.ir
21 ‫زﻣﺎن اﻓﻌﺎل‬
‫آﻳﻨﺪه اﺳﺘﻤﺮاري‬
Future Progressive ‫ﺑﺮاي ﻛﺎري ﻛﻪ در ﻃﻲ زﻣﺎﻧﻲ در آﻳﻨﺪه‬
in one year, next week, ‫ﺑﻄﻮل ﺧﻮاﻫﺪ اﻧﺠﺎﻣﻴﺪ ﻳﺎ ﻗﺼﺪ و ﻋﻤﻠﻲ‬
tomorrow, …
.‫ﻛﻪ از وﻗﻮﻋﺶ در آﻳﻨﺪه ﻣﻄﻤﺌﻦ ﻫﺴﺘﻴﻢ‬
Examples
1. This time next week I will be sun-bathing in Bali..

2. Will you be bringing your friend to the party tonight?.
3. You will not be waiting for her when her plane arrives tonight.
4. He will be studying at the library tonight, so he will not see Jennifer when she
arrives..
5. We'll be having dinner when the film starts.
6. He will be preparing his lessons all next month.
‫ﺳﺎﺧﺘﺎر زﻣﺎنﻫﺎي اﺳﺘﻤﺮاري‬

:‫ﺳﺎﺧﺘﺎر ﺣﺎل اﺳﺘﻤﺮاري‬
Subject + auxiliary verb(am/is/are) + main verb-ing (Present participle) + …
:‫ﺳﺎﺧﺘﺎر ﮔﺬﺷﺘﻪ اﺳﺘﻤﺮاري‬

Subject + auxiliary verb(was/were) + main verb-ing (Present participle) + …
:‫ﺳﺎﺧﺘﺎر آﻳﻨﺪه اﺳﺘﻤﺮاري‬

Subject + auxiliary verb (will) + auxiliary verb (be) + main verb-ing + …
:‫ﺗﻔﺎوت زﻣﺎن ﺳﺎده و اﺳﺘﻤﺮاري را ﻣﻲﺗﻮان در ﻣﺜﺎل زﻳﺮ ﺟﺴﺖ و ﺟﻮ ﻧﻤﻮد‬

I was watching TV when you telephoned.
...‫ ﻣﻦ داﺷﺘﻢ ﺗﻠﻮﻳﺰﻳﻮن ﻣﻲدﻳﺪم‬،‫وﻗﺘﻲ ﺗﻮ زﻧﮓ زدي‬
‫ ﻣﻤﺘﺪ و ﻃﻮﻻﻧﻲ ﺑﻮد و ﺗﻤﺎس ﺗﻠﻔﻦ در ﻟﺤﻈﻪ ﺑﻮد و زﻣﺎﻧﻲ‬،(‫ﺑﺪﻳﻦ ﻣﻌﻨﺎ ﻛﻪ دﻳﺪن ﺗﻠﻮﻳﺰﻳﻮن )ﻓﻌﺎﻟﻴﺖ ﺗﻤﺎﺷﺎي ﺗﻠﻮﻳﺰﻳﻮن‬
.‫ﺑﻴﺶ ﺑﻪ ﻃﻮل ﻧﻴﻨﺠﺎﻣﻴﺪ‬
:‫اﻳﻦ ﻣﺜﺎل را ﺷﻤﺎ ﺗﺤﻠﻴﻞ ﻛﻨﻴﺪ‬
The car exploded while I was walking past it.
..{‫ﻣﺎﺷﻴﻦ ﻣﻨﻔﺠﺮ ﺷﺪ در ﺣﺎﻟﻲ ﻛﻪ ﻣﻦ در ﻛﻨﺎرش داﺷﺘﻢ ﻗﺪم ﻣﻲزدم}در ﺣﺎل ﻗﺪم زدن ﺑﻮدم‬
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‫‪ when‬ﻳﺎ ‪while‬؟ }اﻟﺒﺘﻪ ﺑﻪ اﻳﻦ ﻣﻮﺿﻮع در ﺑﺨﺶ ‪ clause‬ﺑﻴﺸﺘﺮ ﺧﻮاﻫﻴﻢ ﭘﺮداﺧﺖ‪{.‬‬

‫ﺑﺎﻳﺪ در ﻧﻈﺮ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻛﻪ اﻏﻠﺐ ‪ when‬ﺑﺎ زﻣﺎن ﺳﺎده اﺳﺘﻔﺎده ﻣﻲﺷﻮد در ﺣﺎﻟﻲ ﻛﻪ ‪ while‬ﺑﺎ زﻣﺎن اﺳﺘﻤﺮاري‪.‬‬
‫اﻟﺒﺘﻪ ﺑﺮ ﺣﺴﺐ اﺳﺘﻔﺎده از اﻳﻦ دو ﺣﺮف رﺑﻂ‪ ،‬ﻣﻲﺗﻮان ﺟﻤﻼﺗﻲ ﺳﺎﺧﺖ ﻛﻪ از ﻟﺤﺎظ ﻣﻌﻨﺎﻳﻲ ﺑﺴﻴﺎر ﻣﺸﺎﺑﻪ ﺑﺎﺷﻨﺪ‪:‬‬
‫‪I was studying when she called.‬‬
‫‪While I was studying, she called.‬‬
‫دﻗﺖ ﻛﻨﻴﺪ ﻛﻪ ﺑﻪ اﺷﺘﺒﺎه‪ ،‬زﻣﺎن ﺳﺎده را ﺑﺎ زﻣﺎن اﺳﺘﻤﺮاري ﺟﺎﻳﮕﺰﻳﻦ ﻧﻜﻨﻴﺪ‪ .‬ﺧﻴﻠﻲ ﺳﺎده ﺑﻪ ﻓﺎرﺳﻲ ﻣﻌﻨﻲ ﻛﻨﻴﺪ‪ .‬ﻳﻜﻲ از‬
‫راهﻫﺎي ﺳﺎده ﺑﺎدﮔﻴﺮي ﮔﺮاﻣﺮ‪ ،‬اﺳﺘﻔﺎده از ﺗﺮﺟﻤﻪ اﺳﺖ‪:‬‬
‫‪Jane was being at my house when you arrived. WRONG‬‬
‫‪Jane was at my house when you arrived. CORRECT‬‬
‫ﺑﻪ ﻓﺎرﺳﻲ ﺑﺎ ﺧﻮدﺗﻮن ﺑﮕﻴﺪ‪ :‬ﺟﻴﻦ داﺷﺖ در ﺧﺎﻧﻪام ﺑﻮد!!!! وﻗﺘﻲ ﺗﻮ رﺳﻴﺪي‪ ...‬آﻳﺎ ﻣﻌﻨﻲ ﺻﺤﻴﺤﻲ ﺧﻮاﻫﺪ داد؟‬
‫ﭘﺲ ﻫﻤﻮاره ﻧﻤﻲﺗﻮان از زﻣﺎن اﺳﺘﻤﺮاري ﺑﻬﺮه ﺑﺮد‪.‬‬
‫ﮔﺎﻫﻲ اوﻗﺎت از زﻣﺎن ﺣﺎل اﺳﺘﻤﺮاري ﻣﻲﺗﻮان ﺑﺮاي ﻧﺸﺎن دادن ﻋﻤﻠﻲ در آﻳﻨﺪه اﺳﺘﻔﺎده ﻧﻤﻮد‪ .‬در اﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﻣﺎ ﺑﺮﻧﺎﻣﻪاي‬
‫ﻣﺤﻜﻢ و ﻗﻄﻌﻲ ﻗﺒﻞ از ﺳﺨﻦ ﮔﻔﺘﻦ در ﻣﻮرد ﻛﺎر ﻣﻮرد ﻧﻈﺮ دارﻳﻢ‪ .‬ﻳﻌﻨﻲ ﻗﺒﻞ از ﮔﻔﺘﻦ ﺟﻤﻠﻪ ﺑﻪ ﺻﻮرت ﺣﺎل اﺳﺘﻤﺮاري‪ ،‬ﻣﺎ‬
‫ﺑﺮاي اﻧﺠﺎم آن ﻛﺎر ﺗﺼﻤﻴﻢ ﮔﺮﻓﺘﻪ و ﺑﺮﻧﺎﻣﻪ رﻳﺰي ﻧﻤﻮدهاﻳﻢ‪ .‬ﺑﻪ اﻳﻦ ﻣﺜﺎل دﻗﺖ ﻛﻨﻴﺪ‪:‬‬
‫‪They can play tennis with you tomorrow. They're not working.‬‬
‫‪We're eating in a restaurant tonight. We've already booked the table..‬‬
‫ﻣﺎ اﻣﺸﺐ دارﻳﻢ ﺗﻮ رﺳﺘﻮران ﻏﺬاﻣﻮن رو ﻣﻴﻞ ﻣﻲﻛﻨﻴﻢ! ﻫﻢ اﻛﻨﻮن ﻣﻴﺰﻣﻮن رو ﻫﻢ رزرو ﻛﺮدهاﻳﻢ‪} ...‬ﻫﻤﻪ ﭼﻲ ﻗﻄﻌﻲ اﺳﺖ‪{...‬‬
‫ﻳﻪ ﻣﺜﺎل ﺳﺎده دﻳﮕﺮ ﺟﻬﺖ ﺗﺒﻴﻴﻦ زﻣﺎن آﻳﻨﺪه اﺳﺘﻤﺮاري‪ .‬ﻓﺮض ﻛﻨﻴﺪ ﻓﺮدا ﺷﻤﺎ ﻗﺼﺪ دارﻳﺪ ﻛﺎري را در ﺳﺎﻋﺖ ‪2‬‬
‫ﺷﺮوع ﻛﻨﻴﺪ و در ﺳﺎﻋﺖ ‪ 7‬ﺑﻪ ﭘﺎﻳﺎن ﺑﺮﻳﺪ‪ .‬ﻳﻌﻨﻲ در ﺳﺎﻋﺖ ‪ 4‬ﺷﻤﺎ ﻣﺸﻐﻮل اﻧﺠﺎم دادن ﻛﺎري ﺧﻮاﻫﻴﺪ ﺑﻮد ﻛﻪ ﺳﺎﻋﺎﺗﻲ‬
‫ﻗﺒﻞ ﺷﺮوع ﺷﺪه و ﺳﺎﻋﺎﺗﻲ ﺑﻌﺪ ﻧﻴﺰ ﭘﺎﻳﺎن ﻣﻲﻳﺎﺑﺪ‪ .‬ﭘﺲ زﻣﺎن آﻳﻨﺪه اﺳﺘﻤﺮاري‪ ،‬ﻣﻲﺗﻮاﻧﺪ اﺳﺘﻤﺮار اﻳﻦ ﻛﺎر را در آﻳﻨﺪه‬
‫ﺑﻪ ﺧﻮﺑﻲ ﻧﺸﺎن دﻫﺪ‪:‬‬
‫‪At 4pm tomorrow, I will be working.‬‬
‫ﻛﺠﺎي ﺟﻤﻠﻪ ﺑﺎﻳﺪ از ﻗﻴﺪ )‪ (adverb‬اﺳﺘﻔﺎده ﻛﻨﻴﻢ؟‬

‫ﭘﺎﺳﺦ اﻳﻦ ﺳﻮال ﺳﺎده را ﺑﺎ ﻣﺜﺎلﻫﺎي زﻳﺮ ﺑﺪﺳﺖ ﺧﻮاﻫﻴﺪ آورد‪.‬‬
‫‪You were just studying when she called.‬‬
‫?‪Were you just studying when she called‬‬
GeneralEnglish.ir
‫ﺮﻣ ﺮم‬ ‫ﺻﻔ تﻃ ﺻ‬
. ‫ﺪ‬ ‫ﻞﻣ‬ ‫در ﺨ ﭼ ﭘ‬ ‫ﺬفﮔﺮد ﺪ‬
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‫‪44‬‬
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‫‪ 2,1‬اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش و ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬
‫ﻳﻜﻲ از ﺗﻔﺎوتﻫﺎي اﺳﺎﺳﻲ زﺑﺎن ﻓﺎرﺳﻲ و زﺑﺎن اﻧﮕﻠﻴﺴﻲ در اﻳﻦ ﺑﺨﺶ اﺳﺖ‪ .‬در زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﺮﺧﻲ اﺳﺎﻣﻲ ﻗﺎﺑﻞ‬
‫ﺷﻤﺎرش و ﺑﺮﺧﻲ دﻳﮕﺮ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش ﻫﺴﺘﻨﺪ‪ .‬ﻳﺎدﮔﻴﺮي اﻳﻦ ﺑﺨﺶ ﻋﻼوه ﺑﺮ ﻣﻨﻄﻖ ﺣﺎﻛﻢ ﺑﺮ آن‪ ،‬ﻧﻴﺎز ﺑﻪ ﺣﻔﻆ‬
‫ﺗﻌﺪاد ﺑﻲﺷﻤﺎري ﻟﻐﺎت ﺗﻘﺴﻴﻢ ﺷﺪه ﺑﻪ اﻳﻦ دو ﮔﺮوه ﻛﻠﻲ اﺳﺖ‪.‬‬
‫ﻳﻚ ﻟﻐﺖ ﺑﺮ ﺣﺴﺐ اﻳﻨﻜﻪ ﻗﺎﺑﻞ ﺷﻤﺎرش ﻳﺎ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش ﺑﺎﺷﺪ‪ ،‬ﻣﻲﺗﻮاﻧﺪ ﺣﺮوف ﺗﻌﻴﻴﻦ ﻣﺘﻔﺎوت ﮔﺮﻓﺘﻪ و ﻓﻌﻞ‬
‫ﻣﻔﺮد ﻳﺎ ﺟﻤﻊ ﻣﺘﻨﺎﺳﺐ ﺑﭙﺬﻳﺮد‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﺮ اﻳﻦ اﺳﺎس ﻣﻲﺗﻮاﻧﺪ ﺑﻪ ﺻﻮرت ﺟﻤﻊ و ﻳﺎ ﻣﻔﺮد ﺑﻪ ﻛﺎر روﻧﺪ‪.‬‬
‫‪ 2,1,1‬اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش‬

‫در ﺣﺎﻟﺖ ﻛﻠﻲ ﺑﺮاي ﺷﻨﺎﺳﺎﻳﻲ ﻳﻚ ﻛﻠﻤﻪ ﻗﺎﺑﻞ ﺷﻤﺎرش ﻳﻚ راه ﺳﺎده وﺟﻮد دارد‪ .‬ﻣﺜﻼً ‪ book‬ﻛﻠﻤﻪاي ﻗﺎﺑﻞ ﺷﻤﺎرش‬
‫اﺳﺖ‪ ،‬زﻳﺮا ﻣﺎ ﻣﻲﺗﻮاﻧﻴﻢ آن را ﺑﺸﻤﺎرﻳﻢ‪ .‬ﻣﺜﻼً ‪ 2‬ﺗﺎ ﻛﺘﺎب ﻳﺎ ‪ 2‬ﺟﻴﻦ ﻛﺘﺎب و ‪ ....‬ﻫﻤﻴﻦﻃﻮر ﻛﻠﻤﺎﺗﻲ ﭼﻮن ‪،pen‬‬
‫‪ cat ،baby ،chair‬و ‪...‬‬
‫اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش ﻫﻤﭽﻨﻴﻦ ﻣﻲﺗﻮاﻧﻨﺪ ﺟﻤﻊ ﺑﺴﺘﻪ ﺷﻮﻧﺪ‪ dogs ،books :‬و ‪...‬‬
‫ﺣﺮف ﺗﻌﺮﻳﻒ ﻧﻴﺰ ﻣﻲﺗﻮاﻧﺪ ﭘﻴﺶ از اﺳﻢ ﻗﺎﺑﻞ ﺷﻤﺎرش ﺑﻴﺎﻳﺪ‪ an apple ،a book :‬ﻳﺎ ‪ more pens‬و ‪...‬‬
‫اﻛﺜﺮ ﻟﻐﺎت ﺑﺎ اﻓﺰودن ‪ s‬ﻳﺎ ‪ es‬ﺑﻪ اﻧﺘﻬﺎي آن ﺗﺒﺪﻳﻞ ﺑﻪ اﺳﻢ ﺟﻤﻊ ﻣﻲﺷﻮﻧﺪ اﻣﺎ ﺑﺮﺧﻲ ﻟﻐﺎت ﺑﻪ ﮔﻮﻧﻪاي ﻣﺘﻔﺎوت ﺟﻤﻊ ﺑﺴﺘﻪ‬
‫ﻣﻲﺷﻮﻧﺪ‪:‬‬
‫… ‪): man/men , wife/wives , foot/feet , basis/bases , leaf/leaves,‬ﺟﻤﻊ‪/‬ﻣﻔﺮد( ﻣﺘﻔﺎوت از ﺻﻮرت ﻣﻔﺮد‬
‫… ‪): sheep/sheep , deer/deer , swine/swine,‬ﺟﻤﻊ‪/‬ﻣﻔﺮد( ﻫﻤﺎﻧﻨﺪ ﺷﻜﻞ ﻣﻔﺮد ﺧﻮد‬
‫‪ 2,1,2‬اﺳﺎﻣﻲ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬

‫ﮔﺮوﻫﻲ از اﺳﻢﻫﺎ ﻛﻪ ﻗﺎﺑﻞ ﺟﻤﻊ ﺑﺴﺘﻦ ﻳﺎ ﺷﻤﺎرش ﻧﻴﺴﺘﻨﺪ ﺑﻪ اﺳﺎﻣﻲ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش ﻣﻌﺮوﻓﻨﺪ‪ .‬ﻣﺜﻼً ‪ water‬را‬
‫ﻧﻤﻲﺗﻮان ﺷﻤﺮد‪ .‬دو ﻟﻴﻮان آب را اﮔﺮ درون ﻳﻚ ﭘﺎرچ ﺧﺎﻟﻲ ﻛﻨﻴﻢ ﺑﺎز ﻫﻢ در ﭘﺎرچ آب ﺧﻮاﻫﻴﻢ داﺷﺖ ﻧﻪ آبﻫﺎ و‬
‫ﻋﻤﻼً ﺗﻔﻜﻴﻚﭘﺬﻳﺮ از ﻳﻜﺪﻳﮕﺮ ﻧﻴﺴﺘﻨﺪ‪ .‬ﻳﺎ ﻣﺜﻼً ﮔﺮﻣﺎي ﻫﻮا را ﻧﻤﻲﺗﻮان ﺷﻤﺮد! ﻳﺎ ﺣﺘﻲ آﻣﺎدﮔﻲ ﻳﻚ ﻧﻔﺮ ﺑﺮاي ﻳﻚ‬
‫اﻣﺘﺤﺎن! ﻳﺎ ﻛﻠﻤﺎﺗﻲ ﭼﻮن ﻧﻤﻚ‪ ،‬ﻧﺎن‪ ،‬اﻃﻼﻋﺎت‪ ،‬ﻋﻮاﻃﻒ و اﺣﺴﺎﺳﺎت و ‪ ...‬ﻧﻴﺰ از اﻳﻦ دﺳﺘﻪاﻧﺪ‪.‬‬
‫اﺳﺎﻣﻲ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش ﻋﻤﻮﻣﺎً ﺑﻪ ﺻﻮرت ﻣﻔﺮد اﺳﺘﻔﺎده ﻣﻲﺷﻮﻧﺪ و ﺑﺎ آنﻫﺎ ﻓﻌﻞ ﻣﻔﺮد ﺑﻜﺎر ﻣﻲرود و از ﻃﺮف‬
‫دﻳﮕﺮ ﻧﻤﻲﺗﻮاﻧﻨﺪ ﺣﺮوف ﺗﻌﻴﻴﻦ ‪ a‬ﻳﺎ ‪ an‬را ﭘﻴﺶ از ﺧﻮد ﺑﭙﺬﻳﺮﻧﺪ‪:‬‬
‫)آب ﻗﺎﺑﻞ ﺷﻤﺎرش ﻧﻴﺴﺖ( ‪Water maintains its level.‬‬
‫)اﻃﻼﻋﺎت ﻗﺎﺑﻞ ﺷﻤﺎرش ﻧﻴﺴﺖ( ‪This information is very helpful in solving the problem.‬‬
‫)ﻧﻴﺎز و ﺿﺮورت ﻗﺎﺑﻞ ﺷﻤﺎرش ﻧﻴﺴﺖ( ‪Necessity is the mother of invention.‬‬
‫‪1‬‬
‫‪Countable and Uncountable Nouns‬‬
GeneralEnglish.ir
45 ‫ﺣﺮوف اﺿﺎﻓﻪ ﭘﺲ از اﺳﻢ‬
،little ،no ،any ،some ‫دﻗﺖ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻛﻪ ﻣﺎ ﻣﻲﺗﻮاﻧﻴﻢ ﭘﻴﺶ از اﺳﺎﻣﻲ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش از ﺣﺮوﻓﻲ ﭼﻮن‬
.‫ ﺟﻬﺖ ﺗﻌﻴﻴﻦ ﻣﻴﺰان آن اﺳﺘﻔﺎده ﻛﻨﻴﻢ‬... ‫ و‬a great deal of ،a bit of ،a piece of ،a lot of ،more
They have no information about the accused.
There is little milk in the glass.
‫ در اﻳﻦ ﺣﺎﻟﺖ ﺑﻪ‬.‫در ﺑﺮﺧﻲ ﺷﺮاﻳﻂ اﺳﺎﻣﻲ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش ﻣﻲﺗﻮاﻧﻨﺪ ﺑﻪ ﻋﻨﻮان اﺳﻢ ﻗﺎﺑﻞ ﺷﻤﺎرش ﺑﻜﺎر روﻧﺪ‬
‫ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش اﺳﺖ اﻣﺎ وﻗﺘﻲ ﺑﻪ‬،‫ در ﻣﻌﻨﺎي زﻧﺪﮔﻲ‬live ً‫ ﻣﺜﻼ‬.‫ﻣﻮﺿﻮﻋﻲ ﺧﺎص ﻳﺎ ﺑﻪ ﺣﺎﻟﺘﻲ ﻋﻤﻮﻣﻲ اﺷﺎره دارﻧﺪ‬
.‫ﻋﻨﻮان ﻧﻔﺮ ﻳﺎ زﻧﺪﮔﻲ ﻳﻚ ﻧﻔﺮ ﺑﻜﺎر ﻣﻲرود ﺗﺒﺪﻳﻞ ﺑﻪ اﺳﻢ ﻗﺎﺑﻞ ﺷﻤﺎرش ﻣﻲﺷﻮد‬
It was feared that two lives had been lost. (‫)دو ﻧﻔﺮ‬
She has long blonde hair. (‫)ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬
My father's getting a few grey hairs now. (‫)ﻗﺎﺑﻞ ﺷﻤﺎرش ﺑﻪ ﺟﻬﺖ اﺷﺎره ﺑﻪ ﻣﻮي ﺧﺎص‬
‫ اﻣﺎ‬.‫( اﻏﻠﺐ ﺑﻪ ﻋﻨﻮان اﺳﺎﻣﻲ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش دﺳﺘﻪﺑﻨﺪي ﻣﻲﺷﻮﻧﺪ‬.. ‫ آب ﭘﺮﺗﻘﺎل و‬،‫ آب‬،‫ﻧﻮﺷﻴﺪﻧﻲﻫﺎ و ﻣﺎﻳﻌﺎت )ﭼﺎي‬
.‫اﮔﺮ ﻣﺪ ﻧﻈﺮ ﻣﺎ ﻳﻚ ﻟﻴﻮان ﻳﺎ ﻳﻚ ﻓﻨﺠﺎن از آن ﺑﺎﺷﺪ )ﻣﺜﻼً در رﺳﺘﻮران و ﻣﻮﻗﻊ ﺳﻔﺎرش( ﻣﻲﺗﻮاﻧﻨﺪ ﺟﻤﻊ ﺑﺴﺘﻪ ﺷﻮﻧﺪ‬
Two teas and one coffee please.
:‫ اﺳﺎﻣﻲ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش را ﺑﻪ اﺳﻢ ﻗﺎﺑﻞ ﺷﻤﺎرش ﺗﺒﺪﻳﻞ ﻛﺮد‬،‫ ﻛﻤﻴﺖ ﻳﺎ واﺣﺪ ﺷﻤﺎرش‬،‫ﻫﻤﭽﻨﻴﻦ ﻣﻲﺗﻮان ﺑﺎ اﺷﺎره ﺑﻪ ﻧﻮع‬
a glass of milk (countable) / milk (uncountable)
a piece of information (countable) / Information (uncountable)
4
‫ ﺣﺮوف اﺿﺎﻓﻪ ﭘﺲ از اﺳﻢ‬2,2
‫ ﻟﻴﺴﺖ اﻳﻦ اﺳﺎﻣﻲ ﺑﺴﻴﺎر زﻳﺎد اﺳﺖ اﻣﺎ ﻣﺎ ﺟﻬﺖ‬.‫ ﺑﻪ ﺣﺮف اﺿﺎﻓﻪ ﻣﺨﺼﻮص ﻧﻴﺎز دارﻧﺪ‬،‫ﺑﺮﺧﻲ از اﺳﺎﻣﻲ ﭘﺲ از ﺧﻮد‬
‫ ﺑﻬﺘﺮ اﺳﺖ ﺑﻪ ﺟﺎي ﺣﻔﻆ ﻧﻤﻮدن ﻟﻴﺴﺖﻫﺎﻳﻲ اﻳﻦﭼﻨﻴﻨﻲ ﺑﻪ ﺟﻤﻼت‬.‫آﺷﻨﺎﻳﻲ ﺷﻤﺎ ﺑﺮﺧﻲ از اﻳﻦ اﺳﺎﻣﻲ را ذﻛﺮ ﻧﻤﻮدهاﻳﻢ‬
.‫ ﺻﻔﺎت و ﻗﻴﻮد را ﺗﻨﻬﺎ در ﻋﻤﻞ ﺑﻪ ﺧﺎﻃﺮ ﺳﭙﺎرﻳﺪ‬،‫ اﻓﻌﺎل‬،‫ﺑﺎ دﻗﺖ و وﺳﻮاس ﺑﻴﺸﺘﺮ ﺗﻮﺟﻪ ﻛﺮده و ﺣﺮوف اﺿﺎﻓﻪ اﺳﺎﻣﻲ‬
absence from assurance of compassion for
abundance of attack on compensation for
access to attention on complaint against
admission to authority for/on/over concession to
advice against bargain for/with confidence in
affection for battle with conformity to/with
allegiance to belief in contempt for
anger at/about/with benevolence towards control over
anxiety for blindness to conviction of
appetite for cause for/of correspondence with
approval of caution against craving for
aptitude for chance of dependence on
arrival at/in choice between desire for
assent to comparison with difference from/to
GeneralEnglish.ir
46
discussion with interview with question on

disgust at intimacy with regard for
dislike of intrusion into regret for
distaste for invitation to reply to
distrust of jealousy of report on
duty to judge of request for
eagerness for kindness to requirement of
economy of knock at resignation from
enmity for/with/against knowledge of respect for
envy of lecture on revolt against
equality with likeness to safety from
escape from liking for satisfaction with
esteem for limit to search for
excuse for longing for smell of
experience in/of look at sin against
exposure of lust for stain on
failure of meeting with submission to
faith in need for success in
fear of obedience to sympathy with
fondness for objection to taste of
freedom from/of obligation to testimony to
glance at obstruction to traitor to
gratitude for/to offence against trust in
greed for opportunity of vote against/for
grief at/for passion for wait for
guess at payment for want of
hatred of pity for wish for
hope of power over witness of
identity to prejudice against wonder at
indifference to preparation for worry about/over
indulgence of pride in yearning for
inquiry into proficiency in zeal for
insight into quarrel with/about zest for
.‫ ﻟﻴﺴﺖ ﺟﺎﻣﻊ ﺗﺮي در ﺑﺨﺶ ﺿﻤﺎﻳﻢ و ﺟﺪاول ﻗﺮار داده ﺷﺪه اﺳﺖ‬،‫ﺑﻪ ﻫﻤﻴﻦ ﻣﻨﻈﻮر‬
1 ‫ اﺳﺘﻔﺎده از اﺳﻢ ﺑﻪ ﻋﻨﻮان ﺻﻔﺖ‬2,3

1
‫ ﮔﺎﻫﻲ اوﻗﺎت‬.‫ ﻣﻜﺎن ﻳﺎ ﭼﻴﺰي اﺳﺖ و ﺻﻔﺖ ﺗﻮﺻﻴﻒ ﻛﻨﻨﺪه وﻳﮋﮔﻲ آن اﺳﻢ‬،‫ اﺳﻢ ﺷﺨﺺ‬،‫ﻫﻤﺎنﻃﻮر ﻛﻪ ﻣﻲداﻧﻴﻢ‬
:‫ در اﻳﻦ ﺣﺎﻟﺖ اﺳﻢ اول ﺑﻪ ﻋﻨﻮان ﻳﻚ ﺻﻔﺖ اﻳﻔﺎي ﻧﻘﺶ ﻣﻲﻛﻨﺪ‬.‫ﻳﻚ اﺳﻢ ﺟﻬﺖ وﺻﻒ اﺳﻤﻲ دﻳﮕﺮ ﺑﻪ ﻛﺎر ﻣﻲرود‬
history teacher (history  noun as an adjective /teacher  noun)
race horse (race  noun as an adjective /horse  noun)
1
Noun as Adjective
GeneralEnglish.ir
0
0
0
0
0
GeneralEnglish.ir
3 position
clause
as...as order
amusing
present
beautiful
linking verb
more
than
continuos
less than
well
too
as not...as amused
2 participles
some
colour
modifier
quantity good best adj.
comparative
noun
hyphen
verb or adjective est er very
quality bad
past
form and function irregular
most
ADJECTIVE
ugly
‫ﺖ‬ superlative
‫ﮐر د‬
‫در ﻪ‬ ‫ﮕ‬
‫ﻮ‬
‫ﻪی‬
‫ت‬
‫ﻜت ﻜ‬
Grammar
‫‪50‬‬
‫‪1‬‬
‫‪ 3,1‬ﻓﺮم و ﻛﺎرﺑﺮد ﺻﻔﺖ‬
‫ﻳﻚ ﺻﻔﺖ‪ ،‬ﺑﻪ ﺟﻬﺖ اﺿﺎﻓﻪ ﻧﻤﻮدن ﻣﻌﻨﺎ ﻳﺎ ﺟﺰﺋﻴﺎﺗﻲ ﺟﺪﻳﺪ ﺑﻪ اﺳﻢ در ﺟﻤﻠﻪ ﺑﻪ ﻛﺎر ﻣﻲرود‪ .‬اﻳﻦ ﺗﻮﺻﻴﻒ اﺳﻢ در زﺑﺎن‬
‫اﻧﮕﻠﻴﺴﻲ ﺑﻪ ﭼﻬﺎر ﺷﻜﻞ ﻛﻠﻲ اﻧﺠﺎم ﻣﻲﭘﺬﻳﺮد‪.‬‬
‫‪ .1‬اﺳﺘﻔﺎده از ﺻﻔﺖﻫﺎي ﺳﺎده و ﻣﺘﺪاول‬
‫‪ .2‬اﺳﺘﻔﺎده از ﺻﻔﺖ ﻓﺎﻋﻠﻲ‬
‫‪ .3‬اﺳﺘﻔﺎده از ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ‬
‫‪ .4‬اﺳﺘﻔﺎده از ﺻﻔﺖ ﻣﻘﺎﻳﺴﻪاي‬
‫اﻳﻦ ﭼﻬﺎر ﺷﻜﻞ را در اداﻣﻪ ﺑﻴﺸﺘﺮ ﺗﻮﺿﻴﺢ ﺧﻮاﻫﻴﻢ داد‪.‬‬
‫ﻳﺎدآوري‪ :‬در زﺑﺎن اﻧﮕﻠﻴﺴﻲ‪ ،‬ﺻﻔﺎت ﺗﻐﻴﻴﺮﻧﺎﭘﺬﻳﺮﻧﺪ و ﺑﺮ ﺣﺴﺐ ﺗﻌﺪاد ﻳﺎ ﺟﻨﺲ اﺳﻢ‪ ،‬ﺗﻐﻴﻴﺮ ﭘﻴﺪا ﻧﺨﻮاﻫﻨﺪ ﻛﺮد‪:‬‬
‫… ‪… some hot potatoes‬‬
‫ﺑﺮاي ﺗﺎﻛﻴﺪ روي ﻳﻚ ﺻﻔﺖ ﻣﻲﺗﻮاﻧﻴﻢ از ﺻﻔﺖ ﻳﺎ ﻗﻴﺪ دﻳﮕﺮي اﺳﺘﻔﺎده ﻛﻨﻴﻢ‪ .‬ﻣﺜﻼً از ‪ really ،very ،rather‬و ‪...‬‬
‫ﺟﻬﺖ ﺗﺎﻛﻴﺪ ﺑﻴﺸﺘﺮ ﻳﺎ ﺷﺪت ﺑﺨﺸﻴﺪن ﺑﻪ آن اﺳﺘﻔﺎده ﻣﻲﻛﻨﻴﻢ‪:‬‬
‫… ‪… a very hot potato‬‬
‫‪It starts an essentially chemical reaction.‬‬
‫‪2‬‬
‫‪2‬‬
‫‪ 3,2‬ﺟﺎﻳﮕﺎه ﻗﺮارﮔﻴﺮي ﺻﻔﺖ در ﺟﻤﻠﻪ‬
‫ﻳﻚ ﺻﻔﺖ در ﭼﻬﺎر ﺟﺎي ﻣﺨﺘﻠﻒ ﺟﻤﻠﻪ اﻣﻜﺎن اﺳﺘﻔﺎده دارد‪.‬‬
‫دﻗﻴﻘﺎً ﻗﺒﻞ از ﻳﻚ اﺳﻢ‬ ‫‪.1‬‬
‫… ‪… a beautiful girl‬‬ ‫اﻳﻦ ﺣﺎﻟﺖ ﻣﺘﺪاولﺗﺮﻳﻦ ﺣﺎﻟﺖ اﺳﺘﻔﺎده از ﺻﻔﺖ اﺳﺖ‪.‬‬
‫‪ .2‬ﭘﺲ از ﺑﺮﺧﻲ اﻓﻌﺎل )ﻋﻠﻲاﻟﺨﺼﻮص ﻓﻌﻞ رﺑﻂ‪(3‬‬
‫ﺑﺮﺧﻲ اﻓﻌﺎل ﺑﻌﺪ از ﺧﻮد ﻣﻲﺗﻮاﻧﻨﺪ ﺟﻬﺖ ﺗﻮﺿﻴﺢ ﺑﻬﺘﺮ از ﺻﻔﺖ اﺳﺘﻔﺎده ﻛﻨﻨﺪ‪) .‬در ﺣﺎﻟﺖ ﻋﺎدي ﻗﻴﻮد در‬
‫ﻣﻮرد اﻓﻌﺎل ﺗﻮﺿﻴﺢ ﻣﻲدﻫﻨﺪ‪ (.‬ﺑﺮﺧﻲ از اﻳﻦ اﻓﻌﺎل ﻋﺒﺎرﺗﻨﺪ از‪:‬‬
‫‪taste‬‬ ‫‪look‬‬ ‫‪seem‬‬ ‫‪sound‬‬ ‫‪smell‬‬ ‫‪be‬‬
‫‪The girl is beautiful.‬‬
‫‪The meet tastes funny.‬‬
‫‪The room smells bad.‬‬
‫‪ .3‬ﭘﺲ از ﺑﺮﺧﻲ اﺳﺎﻣﻲ‬
‫در ﺑﺮﺧﻲ اﺻﻄﻼﺣﺎت ﻣﺸﺨﺺ و ﺧﺎص‪ ،‬ﺻﻔﺖ ﭘﺲ از اﺳﻢ ﻣﻲآﻳﺪ‪:‬‬
‫… ‪… The Princess Royal‬‬
‫… ‪… The President elect‬‬
‫ﻣﻌﻤﻮﻻً ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﺴﺘﺮدﮔﻲ اﺻﻄﻼﺣﺎت از اﻳﻦ ﺣﺎﻟﺖ ﺳﻮال ﻃﺮح ﻧﻤﻲﺷﻮد‪.‬‬
‫‪1‬‬
‫‪Form and function of adjective‬‬
‫‪2‬‬
‫‪Position of adjective‬‬
‫‪3‬‬
‫‪linking verb‬‬
‫‪51‬‬ ‫ﺻﻔﺖ ﻓﺎﻋﻠﻲ و ﻣﻔﻌﻮﻟﻲ‬
‫‪ .4‬ﭘﺲ از اﺳﻢ ﻳﺎ ﺻﻔﺖﻫﺎﻳﻲ ﭼﻮن ‪ concerned ،involved‬و ‪present‬‬

‫‪I want to see the people involved/concerned.‬‬
‫در اﻳﻨﺠﺎ ﺑﻪ ﻣﻌﻨﺎي اﻳﻦ اﺳﺖ ﻛﻪ ﻣﻲﺧﻮاﻫﻢ ﻣﺮدم را در ﻣﻮﺿﻮع ﺑﺤﺚ درﮔﻴﺮ و ﻓﻌﺎل ﺑﺒﻴﻨﻢ‪...‬‬
‫‪Here is a list of the people present.‬‬
‫ﺑﻪ اﻳﻦ ﻣﻔﻬﻮم اﺳﺖ ﻛﻪ ﻳﻚ ﻟﻴﺴﺖ از اﻓﺮاد ﺣﺎﺿﺮ در اﻳﻨﺠﺎ وﺟﻮد دارد‪.‬‬
‫دﻗﺖ ﻛﻨﻴﺪ ﻛﻪ اﻳﻦ ﺻﻔﺖﻫﺎ ﭘﺲ از اﺳﻢ ﻣﻲآﻳﻨﺪ‪ .‬ﺣﺎل اﮔﺮ ﻫﻤﺎﻧﻨﺪ ﺣﺎﻟﺖ ﻋﺎدي‪ ،‬ﺻﻔﺖ را ﭘﻴﺶ از اﺳﻢ‬
‫ﺑﻜﺎر ﺑﺮﻳﻢ‪ ،‬ﻣﻌﻨﺎﻳﻲ ﻣﺘﻔﺎوت ﺧﻮاﻫﺪ داﺷﺖ‪:‬‬
‫ﻳﻌﻨﻲ ﺑﺤﺚ ﺟﺰﺋﻲ و ﭘﻴﭽﻴﺪه … ‪… an involved discussion‬‬
‫ﻳﻌﻨﻲ ﭘﺪر ﻧﮕﺮان و دﻟﻮاﭘﺲ … ‪… a concerned father‬‬
‫ﻳﻌﻨﻲ وﺿﻊ ﺟﺎري … ‪… the present situation‬‬
‫‪7‬‬ ‫‪ 3,3‬ﺻﻔﺖ ﻓﺎﻋﻠﻲ و ﻣﻔﻌﻮﻟﻲ‬

‫‪1‬‬
‫در زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻫﻤﭽﻮن ﺳﺎﻳﺮ زﺑﺎنﻫﺎ‪ ،‬ﺑﺮﺧﻲ اوﻗﺎت از ﺻﻔﺖﻫﺎﻳﻲ ﻛﻪ از رﻳﺸﻪ ﻓﻌﻞ ﺳﺎﺧﺘﻪ ﺷﺪهاﻧﺪ ﺟﻬﺖ ﺗﻮﺻﻴﻒ‬
‫اﺳﺎﻣﻲ اﺳﺘﻔﺎده ﻣﻲﻛﻨﻴﻢ‪ .‬اﻳﻦ ﻣﺒﺤﺚ ﺑﻪ رﻏﻢ ﺳﺎدﮔﻲ ﻛﻪ دارد‪ ،‬ﺑﺮاي داﻧﺸﺠﻮﻳﺎن ﮔﻴﺞ ﻛﻨﻨﺪه و ﭘﻴﭽﻴﺪه ﺑﻪ ﻧﻈﺮ‬
‫ﻣﻲرﺳﺪ و ﺗﻤﻴﺰ اﺳﺘﻔﺎده از ﺻﻔﺖ ﻓﺎﻋﻠﻲ ﻳﺎ ﻣﻔﻌﻮﻟﻲ در ﺟﺎﻳﮕﺎه ﻣﺮﺑﻮﻃﻪ را ﺑﺮاي آنﻫﺎ ﻣﺸﻜﻞ ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬
‫ﺳﻌﻲ ﺷﺪه اﺳﺖ ﺗﺎ در اﻳﻦ ﺑﺨﺶ ﺑﺎ ﻣﺜﺎلﻫﺎﻳﻲ ﺳﺎده و ﺗﻜﻨﻴﻚﻫﺎي ﻣﺸﺨﺺ اﻳﻦ ﻣﻮﺿﻮع را ﺑﺮاي ﻫﻤﻴﺸﻪ رﻓﻊ ﻧﻤﺎﻳﻴﻢ‪.‬‬
‫‪ 3,3,1‬ﺻﻔﺖ ﻓﺎﻋﻠﻲ‬
‫زﻣﺎﻧﻲ ﻛﻪ از ﺻﻔﺖ ﻓﺎﻋﻠﻲ ﻳﺎ ﺗﺮﻛﻴﺐ )‪ (verb+ing‬اﺳﺘﻔﺎده ﻣﻲﻧﻤﺎﻳﻴﻢ‪ ،‬اﺳﻤﻲ ﻛﻪ ﻗﺼﺪ ﺗﻮﺿﻴﺢ آن را دارﻳﻢ‪ ،‬ﻛﻨﻨﺪه ﻳﺎ‬
‫ﻓﺎﻋﻞ ﻛﺎر اﺳﺖ‪ .‬ﺑﺮاي ﻣﺜﺎل در ﺟﻤﻠﻪ "ﻣﺴﺄﻟﻪ‪ ،‬داﻧﺸﺠﻮﻳﺎن را ﮔﻴﺞ و ﺳﺮدرﮔﻢ ﻛﺮد‪» ".‬ﻣﺴﺄﻟﻪ« ﻓﺎﻋﻞ و »ﮔﻴﺞ ﻛﺮدن«‬
‫ﻓﻌﻞ ﺟﻤﻠﻪ اﺳﺖ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ از ﺻﻔﺖ ﻓﺎﻋﻠﻲ ﺑﺮاي ﺷﺮح آن ﺑﻬﺮه ﻣﻲﺑﺮﻳﻢ‪:‬‬
‫‪The problem confuses the students.‬‬ ‫‪‬‬ ‫‪It is a confusing problem.‬‬
‫ﻓﺎﻋﻞ‬ ‫ﻓﻌﻞ‬ ‫ﺻﻔﺖ ﻓﺎﻋﻠﻲ‬ ‫اﺳﻢ‬
‫در ﺣﺎﻟﺖ ﻣﻌﻜﻮس ﻧﻴﺰ ﻣﻤﻜﻦ اﺳﺖ ﺷﻤﺎ ﺑﺎ ﺟﺎي ﺧﺎﻟﻲ در ﺟﻤﻠﻪ روﺑﺮو ﺷﻮﻳﺪ ﻛﻪ از ﺷﻤﺎ ﻃﻠﺐ ﺻﻔﺖ ﻓﺎﻋﻠﻲ ﻳﺎ ﻣﻔﻌﻮﻟﻲ‬
‫ﻣﻲﻧﻤﺎﻳﺪ‪ .‬در اﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﻛﺎﻓﻲ اﺳﺖ ﺷﻤﺎ ﺣﺪس ﺑﺰﻧﻴﺪ ﻛﻪ ﻛﻠﻤﻪ ﻣﻮرد درﺧﻮاﺳﺖ ﺑﺮاي اﻳﻦ ﺟﻤﻠﻪ ﻓﺎﻋﻞ ﺑﻮده ﻳﺎ ﻣﻔﻌﻮل‪:‬‬
‫)ﭘﺎرس ﻛﺮدن=‪It was a ……. dog. (barking or barked?) (bark‬‬
‫ﻛﺎﻓﻲ اﺳﺖ ﺑﻪ اﻳﻦ ﺳﻮال ﺳﺎده ﭘﺎﺳﺦ دﻫﻴﺪ‪ .‬ﺳﮓ ﭘﺎرس ﻣﻲﻛﻨﺪ ﻳﺎ ﺳﮓ ﻣﻮرد ﭘﺎرس واﻗﻊ ﻣﻲﺷﻮد!!!؟ ﺧﺐ‪ ،‬ﻣﺸﺨﺺ‬
‫اﺳﺖ ﻛﻪ ﺟﻤﻠﻪ اول ﺻﺤﻴﺢ اﺳﺖ‪ .‬ﺳﮓ ﻓﺎﻋﻞ و ﻛﻨﻨﺪه اﻳﻦ ﻋﻤﻞ اﺳﺖ‪ ،‬ﭘﺲ ﺑﺎﻳﺪ از ﺻﻔﺖ ﻓﺎﻋﻠﻲ اﺳﺘﻔﺎده ﻧﻤﻮد‪:‬‬
‫‪It was a barking dog.‬‬
‫ﻣﺜﺎلﻫﺎﻳﻲ دﻳﮕﺮ‪:‬‬
‫‪The story amused the children.‬‬ ‫‪‬‬ ‫‪It was an amusing story.‬‬
‫‪The class bores the students.‬‬ ‫‪‬‬ ‫!‪What a boring class it is‬‬
‫‪The dog frightens the cat.‬‬ ‫‪‬‬ ‫‪The frightening dog runs after the cat.‬‬
‫‪1‬‬
‫‪Participles as adjectives‬‬
‫‪52‬‬
‫‪ 3,3,2‬ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ‬
‫زﻣﺎﻧﻲ ﻛﻪ از ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ ﻳﺎ ﺗﺮﻛﻴﺐ )‪ verb+ed‬ﻳﺎ ﺷﻜﻞ ‪ p.p‬اﻓﻌﺎل ﺑﻲ ﻗﺎﻋﺪه( اﺳﺘﻔﺎده ﻣﻲﻧﻤﺎﻳﻴﻢ‪ ،‬اﺳﻤﻲ ﻛﻪ ﻗﺼﺪ‬
‫ﺗﻮﺿﻴﺢ آن را دارﻳﻢ‪ ،‬ﻣﻔﻌﻮل ﻛﺎر اﺳﺖ‪ .‬ﺑﺮاي ﻣﺜﺎل در ﺟﻤﻠﻪ "ﻣﺴﺄﻟﻪ‪ ،‬داﻧﺸﺠﻮﻳﺎن را ﮔﻴﺞ و ﺳﺮدرﮔﻢ ﻛﺮد‪ ".‬آن ﻛﺴﺎﻧﻲ‬
‫ﻛﻪ ﮔﻴﺞ ﺷﺪهاﻧﺪ و ﻣﻔﻌﻮل آن ﻛﺎرﻧﺪ‪ ،‬داﻧﺸﺠﻮﻳﺎن ﻣﻲﺑﺎﺷﻨﺪ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ از ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ ﺑﺮاي ﺷﺮح آن ﺑﻬﺮه ﻣﻲﺑﺮﻳﻢ‪:‬‬
‫‪The problem confuses the students.‬‬ ‫‪‬‬ ‫‪They are confused students.‬‬
‫ﻓﻌﻞ‬ ‫ﻣﻔﻌﻮل‬ ‫ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ‬ ‫اﺳﻢ‬
‫در ﺣﺎﻟﺖ ﻣﻌﻜﻮس ﻧﻴﺰ ﻣﻤﻜﻦ اﺳﺖ ﺷﻤﺎ ﺑﺎ ﺟﺎي ﺧﺎﻟﻲ در ﺟﻤﻠﻪ روﺑﺮو ﺷﻮﻳﺪ ﻛﻪ از ﺷﻤﺎ ﻃﻠﺐ ﺻﻔﺖ ﻓﺎﻋﻠﻲ ﻳﺎ ﻣﻔﻌﻮﻟﻲ‬
‫ﻣﻲﻧﻤﺎﻳﺪ‪ .‬در اﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﻛﺎﻓﻲ اﺳﺖ ﺷﻤﺎ ﺣﺪس ﺑﺰﻧﻴﺪ ﻛﻪ ﻛﻠﻤﻪ ﻣﻮرد درﺧﻮاﺳﺖ ﺑﺮاي اﻳﻦ ﺟﻤﻠﻪ ﻓﺎﻋﻞ ﺑﻮده ﻳﺎ ﻣﻔﻌﻮل‪:‬‬
‫)?‪It is a newly ……. room. (painted or painting‬‬
‫ﻛﺎﻓﻲ اﺳﺖ ﺑﻪ اﻳﻦ ﺳﻮال ﺳﺎده ﭘﺎﺳﺦ دﻫﻴﺪ‪ .‬اﺗﺎق رﻧﮓ ﻣﻲﻛﻨﺪ ﻳﺎ اﺗﺎق را رﻧﮓ ﻣﻲﻛﻨﻨﺪ!!!؟ ﺧﺐ‪ ،‬ﭘﺮ واﺿﺢ اﺳﺖ ﻛﻪ‬
‫ﺟﻤﻠﻪ دوم ﺻﺤﻴﺢ ﺑﻮده و اﺗﺎق‪ ،‬ﻣﻔﻌﻮل ﺟﻤﻠﻪ اﺳﺖ‪ ،‬ﻟﺬا ﺑﺎﻳﺴﺘﻲ ﻛﻪ از ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ اﺳﺘﻔﺎده ﻧﻤﻮد‪:‬‬
‫‪It is a newly painted room.‬‬
‫از ﺗﺮﺟﻤﻪ ﻫﻢ ﻣﻲﺗﻮان ﺑﻬﺮه ﺑﺮد‪ .‬ﻣﺜﻼً اﺗﺎق رﻧﮓ ﻛﻨﻨﺪه اﺳﺖ و ﻳﺎ رﻧﮓ ﺷﻮﻧﺪه؟ ﻃﺒﻴﻌﺘﺎً در ﻫﻴﭻ ﺟﺎي دﻧﻴﺎ اﺗﺎﻗﻲ دﻳﺪه‬
‫ﻧﺸﺪه ﻛﻪ ﻗﻠﻤﻮ ﺑﺪﺳﺖ ﮔﺮﻓﺘﻪ و ﻣﺸﻐﻮل رﻧﮓ ﻛﺮدن ﺟﺎﻳﻲ ﺑﺎﺷﺪ!! ﭘﺲ اﺗﺎق‪ ،‬رﻧﮓ ﺷﻮﻧﺪه و ﻣﻔﻌﻮل ﻓﻌﻞ رﻧﮓ ﻛﺮدن‬
‫اﺳﺖ‪ ،‬ﻧﻪ ﻓﺎﻋﻞ آن‪.‬‬
‫ﻣﺜﺎلﻫﺎﻳﻲ دﻳﮕﺮ‪:‬‬
‫‪The story amused the children.‬‬ ‫‪‬‬ ‫‪The amused children laughed a lot.‬‬
‫‪The class bores the students.‬‬ ‫‪‬‬ ‫‪The bored students left the class.‬‬
‫‪The dog frightens the cat.‬‬ ‫‪‬‬ ‫‪The frightened cat runs away.‬‬
‫ﻳﻚ ﻣﺸﻜﻞ ﻣﻌﻤﻮل در ﺗﺸﺨﻴﺺ ﺻﻔﺖ ﻓﺎﻋﻠﻲ و ﻣﻔﻌﻮﻟﻲ آن اﺳﺖ ﻛﻪ ﺷﻤﺎ ﮔﻮل زﻣﺎن ﻓﻌﻞ را ﻣﻲﺧﻮرﻳﺪ!! ﻣﺜﻼً ﻓﻌﻞ ﺑﻪ‬
‫ﺻﻮرت ﮔﺬﺷﺘﻪ و ﺑﻪ ﻫﻤﺮاه ‪ ed‬اﺳﺖ اﻣﺎ ﻫﻴﭻ ارﺗﺒﺎﻃﻲ ﻧﺪارد ﻛﻪ ﺻﻔﺖ ﻣﺸﺘﻖ ﺷﺪه از آن ﻧﻴﺰ ﺑﺎﻳﺪ ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ ﻳﺎ ‪ ed‬دار‬
‫ﺑﺎﺷﺪ‪:‬‬
‫‪The story amused the children.‬‬ ‫‪‬‬ ‫‪It was an amusing story.‬‬
‫ﻳﺎ ﻓﻌﻞ اﺳﺘﻤﺮاري اﺳﺖ و ﺻﻔﺖ آن اﻟﺰاﻣﺎً ﻧﺒﺎﻳﺪ ‪ ing‬دار ﺑﺎﺷﺪ‪.‬‬
‫‪The clown was entertaining the family. ‬‬ ‫‪The family was entertained.‬‬
‫ﺑﻪ ﻃﻮر ﺧﻼﺻﻪ‪ ،‬ﻣﺎ ﻓﻘﻂ و ﻓﻘﻂ ﺑﻪ ﺟﺎﻳﮕﺎه اﺳﻤﻲ ﻛﻪ ﺻﻔﺖ را ﭘﺬﻳﺮﻓﺘﻪ‪ ،‬ﺟﻬﺖ ﺗﺸﺨﻴﺺ ﺑﺮاي اﺳﺘﻔﺎده از ﺻﻔﺖ‬
‫ﻓﺎﻋﻠﻲ ﻳﺎ ﻣﻔﻌﻮﻟﻲ ﺗﻮﺟﻪ ﻣﻲﻛﻨﻴﻢ و ﻧﻪ ﻓﻌﻞ ﺟﻤﻠﻪ‪.‬‬
‫ﮔﺎﻫﺎً در ﺗﺸﺨﻴﺺ ﻓﻌﻞ ﺑﺎ ﺻﻔﺖ ﻣﺸﻜﻞ دارﻳﻢ‪ .‬ﺑﺎز ﻫﻢ ﺑﻬﺘﺮﻳﻦ راه درك‪ ،‬ﺳﺎﺧﺘﺎر ﺟﻤﻠﻪ و ﺗﺮﺟﻤﻪ آن اﺳﺖ‪:‬‬
‫ﻓﻌﻞ‬
‫)در اﻳﻨﺠﺎ ﺳﺮﮔﺮم ﻛﺮدن ﻓﻌﻞ ﺑﺎ زﻣﺎن ﻣﺎﺿﻲ اﺳﺘﻤﺮاري اﺳﺖ( ‪1. The clown was entertaining the family.‬‬
‫)در اﻳﻨﺠﺎ ﺳﺮﮔﺮم ﻛﻨﻨﺪه ﺻﻔﺖ ﻓﺎﻋﻠﻲ اﺳﺖ( ‪2. The clown was very entertaining.‬‬
‫ﻓﻌﻞ‬
‫ﺗﺮﺟﻤﻪ ﺑﻬﺘﺮﻳﻦ راه اﺳﺖ‪ .1 :‬دﻟﻘﻚ در ﺣﺎل ﺳﺮﮔﺮم ﻛﺮدن ﺧﺎﻧﻮاده ﺑﻮد‪ .2 .‬دﻟﻘﻚ ﺑﺴﻴﺎر ﺳﺮﮔﺮم ﻛﻨﻨﺪه ﺑﻮد‪.‬‬
‫‪53‬‬ ‫ﺻﻔﺖ ﻓﺎﻋﻠﻲ و ﻣﻔﻌﻮﻟﻲ‬
‫‪ ‬ﻛﺎرﺑﺮدﻫﺎي دﻳﮕﺮ ﺻﻔﺖ ﻓﺎﻋﻠﻲ و ﻣﻔﻌﻮﻟﻲ‬

‫در ﺑﺮﺧﻲ ﻣﻮارد ﻣﺎ ﻣﻲﺗﻮاﻧﻴﻢ ﺟﻬﺖ ﻧﺸﺎن دادن ﺣﺎﻟﺘﻲ ﻛﻪ ﻫﻢ اﻛﻨﻮن در ﺣﺎل روي دادن اﺳﺖ از ﺻﻔﺖ ﻓﺎﻋﻠﻲ‬
‫اﺳﺘﻔﺎده ﻧﻤﺎﻳﻴﻢ‪ .‬در اﻳﻦ ﺣﺎﻟﺖ ﺻﻔﺖ ﻓﺎﻋﻠﻲ‪ ،‬ﻣﻌﻨﺎي اﺳﺘﻤﺮاري ﺑﻪ ﺧﻮد ﻣﻲﮔﻴﺮد‪ .‬ﻓﺮض ﻛﻨﻴﺪ ﻣﺎ در ﺣﺎل ﺑﺮﻳﺎن ﻛﺮدن‬
‫ﻣﺮغ ﺑﺮ روي اﺟﺎق ﻫﺴﺘﻴﻢ! ﺑﺎ ﺧﻮد ﻣﻲﺗﻮاﻧﻴﻢ ﺑﻪ آن ﻣﺮغ ﺑﮕﻮﻳﻴﻢ ﻣﺮغ در ﺣﺎل ﺑﺮﻳﺎن ﺷﺪن‪:‬‬
‫اﻳﻦ ﻳﻪ ﻣﺮغ در ﺣﺎل ﺑﺮﻳﺎن ﺷﺪﻧﻪ ‪ -‬ﻫﻨﻮز داره ﻣﻲﭘﺰه!! !‪This is a roasting chicken. still cooking‬‬
‫ﻫﻤﭽﻨﻴﻦ ﻣﻲﺗﻮاﻧﻴﻢ ﺑﺮاي ﻧﺸﺎن دادن ﻋﻤﻠﻲ ﻛﻪ در ﮔﺬﺷﺘﻪ ﺑﺮ روي ﭼﻴﺰ ﻳﺎ ﺷﺨﺺ ﻣﻮرد ﻧﻈﺮ اﺗﻔﺎق اﻓﺘﺎده از ﺻﻔﺖ‬
‫ﻣﻔﻌﻮﻟﻲ اﺳﺘﻔﺎده ﻛﻨﻴﻢ‪ .‬در اﻳﻨﺠﺎ ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ ﺑﻴﺎﻧﮕﺮ ﻋﻤﻠﻲ اﺳﺖ ﻛﻪ در ﮔﺬﺷﺘﻪ اﺗﻔﺎق اﻓﺘﺎده اﺳﺖ‪ .‬ﻫﻤﻴﻦ ﻣﺮغ‬
‫ﺑﻴﭽﺎره را ﻓﺮض ﻛﻨﻴﺪ! وﻗﺘﻲ ﻛﻪ ﺣﺴﺎﺑﻲ ﺳﻮﺧﺖ و ﺑﺮﻳﺎن ﺷﺪ و ﺑﺮ ﺳﺮ ﺳﻔﺮه ﺣﺎﺿﺮ ﺷﺪ‪ ،‬ﺣﺎﻻ ﻣﻲﺗﻮاﻧﻴﻢ ﺑﮕﻮﻳﻴﻢ اﻳﻦ‬
‫ﻣﺮغ ﺑﺮﻳﺎن ﺷﺪه اﺳﺖ‪...‬‬
‫اﻳﻦ ﻳﻪ ﻣﺮغ ﺣﺴﺎﺑﻲ ﺑﺮﻳﻮن ﺷﺪه اﺳﺖ! دم ﺷﻤﺎ ﮔﺮم! !‪This is a roasted chicken. well-done‬‬
‫ﻳﺎ ﻓﺮض ﻛﻨﻴﺪ ﻛﻪ ﺧﺪاي ﻧﺎﻛﺮده ﺧﻮﻧﻪ ﺗﻮن داره ﺗﻮ آﺗﺶ ﻣﻲﺳﻮزه! ﻫﻤﺴﺎﻳﻪﺗﻮن از راه ﻣﻲرﺳﻪ و ﻣﻲﮔﻪ‪:‬‬
‫)اﻳﻦ ﻳﻪ ﺧﻮﻧﻪ در ﺣﺎل آﺗﻴﺶ ﮔﺮﻓﺘﻨﻪ!( …‪This is a burning house‬‬
‫وﻗﺘﻲ ﻫﻢ ﻛﻪ ﺑﺎ ﻋﺮض ﺗﺄﺳﻒ ﺣﺴﺎﺑﻲ ﺳﻮﺧﺖ و ﭼﻴﺰي ازش ﺑﺎﻗﻲ ﻧﻤﻮﻧﺪ! ﻫﻤﺴﺎﻳﻪ ﻣﺤﺘﺮم دﻳﮕﻪ از راه ﻣﻲرﺳﻪ و ﻣﻲﮔﻪ‪:‬‬
‫)اﻳﻦ ﻳﻪ ﺧﻮﻧﻪ ﻛﺎﻣﻼً ﺳﻮﺧﺘﻪ و درب و داﻏﻮﻧﻪ!( ‪This is a completely burnt house.‬‬
‫اﺣﺘﻤﺎﻻً ﺷﻤﺎ ﻫﻤﭽﻨﺎن از اون دو ﺗﺎ ﻫﻤﺴﺎﻳﻪ دل ﺧﻮش ﻧﺪارﻳﺪ ﻛﻪ ﺑﻪ ﺟﺎي ﻛﻤﻚ‪ ،‬ﻣﺸﻐﻮل اﺳﺘﻔﺎده از ‪ past participle‬و‬
‫‪ present participle‬ﺑﻮدﻧﺪ! ﺧﺐ ﺑﻌﻀﻴﺎ اﻳﻨﺠﻮرﻳﻦ دﻳﮕﻪ!!‬
‫‪ ‬ﻧﻜﺘﻪ‪ :‬زﻣﺎﻧﻲ ﻛﻪ ﺷﻤﺎ از ﺻﻔﺖ ﻓﺎﻋﻠﻲ ﻳﺎ ﻣﻔﻌﻮﻟﻲ ﺟﻬﺖ ﺗﺸﺮﻳﺢ اﺳﻢ ﺑﻪ ﺻﻮرت ﻋﻤﻠﻲ در ﺣﺎل وﻗﻮع ﻳﺎ ﻋﻤﻠﻲ ﻛﻪ‬
‫ﺑﻪ اﺗﻤﺎم رﺳﻴﺪه اﺳﺘﻔﺎده ﻣﻲﻧﻤﺎﻳﻴﺪ‪ ،‬ﻧﻤﻲﺗﻮاﻧﻴﺪ از ﻗﻴﻮدي ﭼﻮن ‪ very‬ﻳﺎ ‪ too‬ﭘﻴﺶ از آن اﺳﺘﻔﺎده ﻧﻤﺎﻳﻴﺪ‪:‬‬
‫)ﻣﺮغِ ﺧﻴﻠﻲ در ﺣﺎل ﺑﺮﻳﺎن ﺷﺪن!! ﻣﻌﻨﻲ ﻧﻤﻲدﻫﺪ‪This is a very roasting chicken. (.‬‬
‫‪ ‬ﻣﺜﺎلﻫﺎي ﺗﻜﻤﻴﻠﻲ‪:‬‬
‫)ﺗﺠﺮﺑﻪ ﺗﺮﺳﻨﺎك ﺑﻮده _ﻧﻪ ﺗﺮﺳﻮ!_ ﻳﻌﻨﻲ ﺻﻔﺖ ﻓﺎﻋﻠﻲ( ‪... a very frightening experience ...‬‬
‫)ﻛﺘﺎب ﺟﺬاب ﺑﻮده _ﻧﻪ ﻣﺠﺬوب!!_ ﻳﻌﻨﻲ ﺑﺎز ﻫﻢ ﺻﻔﺖ ﻓﺎﻋﻠﻲ( ‪... a very interesting book ...‬‬
‫)ﻣﻘﺎﻟﻪ ﺑﻪ زﻳﺒﺎﻳﻲ ﻧﻮﺷﺘﻪ ﺷﺪه _ﻧﻪ اﻳﻨﻜﻪ ﻣﻘﺎﻟﻪ ﺧﻮدش ﻧﻮﻳﺴﻨﺪه ﺑﺎﺷﻪ_ ﻳﻌﻨﻲ ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ( ‪... a nicely written article ...‬‬
‫‪Interested people can sign up for the class.‬‬
‫)اﻓﺮاد ﻋﻼﻗﻪﻣﻨﺪ ﻳﻌﻨﻲ ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﻪ ﭼﻴﺰي ﻋﻼﻗﻪﻣﻨﺪ ﻫﺴﺘﻨﺪ _ﻧﻪ اﻓﺮادي ﻛﻪ دﻳﮕﺮان را ﻋﻼﻗﻪﻣﻨﺪ ﻣﻲﻛﻨﻨﺪ!_ ﭘﺲ ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ(‬
‫ﺑﺮﺧﻲ دﻳﮕﺮ از ﺻﻔﺖﻫﺎي ﭘﺮﻛﺎرﺑﺮد ﻓﺎﻋﻠﻲ و ﻣﻔﻌﻮﻟﻲ‪:‬‬
‫‪exploded/exploding‬‬ ‫‪occupied/occupying‬‬ ‫‪aged/aging‬‬
‫‪broken/breaking‬‬ ‫‪astonished/astonishing‬‬ ‫‪frustrated/frustrating‬‬
‫در ﺷﺮاﻳﻄﻲ ﻛﻪ از ﺻﻔﺖ ﻓﺎﻋﻠﻲ ﻳﺎ ﻣﻔﻌﻮﻟﻲ اﺳﺘﻔﺎده ﻣﻲﻧﻤﺎﻳﻴﺪ‪ ،‬ﻣﻲﺗﻮاﻧﻴﺪ ﺑﺮاي روﺷﻦ ﺷﺪن ﻣﻮﺿﻮع و ﺗﻮﺿﻴﺢ ﺑﻬﺘﺮ از‬
‫ﻗﻴﺪﻫﺎي ﻣﺮﺗﺒﻂ ﺑﺎ ﻓﻌﻞ اﺻﻠﻲ )ﭘﻴﺶ از ﺗﺒﺪﻳﻞ ﺑﻪ ﺻﻔﺖ ﺷﺪن( اﺳﺘﻔﺎده ﻧﻤﺎﻳﻴﺪ‪:‬‬
‫… ‪… a newly painted room‬‬
‫‪She looked immensely relieved when she heard the news.‬‬
‫‪The experience was absolutely terrifying.‬‬
GeneralEnglish.ir
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‫‪ 4,1‬ﻛﺎرﻛﺮد و ﻃﺮﻳﻘﻪ ﺳﺎﺧﺖ ﻗﻴﺪ‬
‫‪3‬‬
‫ﻫﻤﺎﻧﻄﻮر ﻛﻪ ﺗﻮﺿﻴﺢ داده ﺷﺪ ﺻﻔﺖ اﺳﻢ را ﺗﻮﺻﻴﻒ ﻣﻲﻛﻨﺪ اﻣﺎ ﻗﻴﺪ ﻣﻲﺗﻮاﻧﺪ ﻳﻚ ﻓﻌﻞ‪ ،‬ﺻﻔﺖ ﻳﺎ ﻗﻴﺪ دﻳﮕﺮ را‬
‫ﺗﻮﺻﻴﻒ ﻧﻤﺎﻳﺪ‪ .‬در اﺻﻼح ﺑﻪ اﻳﻦﮔﻮﻧﻪ ﺗﻮﺻﻴﻒ‪ modify ،‬ﻛﺮدن ﻣﻲﮔﻮﻳﻨﺪ‪ .‬ﭘﺲ ﻗﻴﺪ ‪ 3‬ﻛﺎرﺑﺮد ﻋﻤﺪه دارد‪:‬‬
‫)?‪John speaks loudly. (How does John speak‬‬

‫‪ ‬ﺗﻮﺻﻴﻒ و ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ درﺑﺎره ﻓﻌﻞ‪:2‬‬
‫ﺟﺎن ﺑﺎ ﺻﺪاي ﺑﻠﻨﺪ ﺻﺤﺒﺖ ﻣﻲﻛﻨﺪ‪ .‬اﻳﻦ ﻗﻴﺪ ﺑﻴﺎﻧﮕﺮ ﺣﺎﻟﺖ و ﭼﮕﻮﻧﮕﻲ ﻓﻌﻞ ﺻﺤﺒﺖ ﻛﺮدن اﺳﺖ‪...‬‬
‫)?‪Afterwards she smoked a cigarette. (When did she smoke‬‬
‫ﺑﻌﺪ از آن او ﺳﻴﮕﺎري ﻛﺸﻴﺪ‪ ...‬ﺑﻌﺪ از آن ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮي در ﻣﻮرد زﻣﺎن وﻗﻮع ﻓﻌﻞ ﺳﻴﮕﺎر ﻛﺸﻴﺪن اﺳﺖ‪...‬‬
‫‪ ‬ﺗﻮﺻﻴﻒ و ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ درﺑﺎره ﺻﻔﺖ‪:3‬‬
‫)?‪He is really handsome. (How handsome is he‬‬
‫اون واﻗﻌﺎً ﺧﻮش ﻗﻴﺎﻓﻪ اس‪ ...‬ﻛﻠﻤﻪ واﻗﻌﺎً در اﻳﻨﺠﺎ ﺻﻔﺖ ﺧﻮش ﻗﻴﺎﻓﻪ ﺑﻮدن را ﺗﻘﻮﻳﺖ ﻣﻲﻛﻨﺪ و ﺑﺪان ﺷﺪت ﻣﻲﺑﺨﺸﺪ‪.‬‬
‫!‪You look absolutely fabulous‬‬
‫ﺗﻮ ﻛﺎﻣﻼً ﺷﮕﻔﺖ اﻧﮕﻴﺰ ﺑﻪ ﻧﻈﺮ ﻣﻴﺎي‪ ...‬در اﻳﻨﺠﺎ ﻧﻴﺰ ﻛﺎﻣﻼً ﺷﺮﺣﻲ اﺿﺎﻓﻪ ﺑﺮ ﺻﻔﺖ ﺷﮕﻔﺖ اﻧﮕﻴﺰ اﺳﺖ‪.‬‬
‫‪ ‬ﺗﻮﺻﻴﻒ و ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ درﺑﺎره ﻗﻴﺪ‪:4‬‬
‫‪She played the violin extremely well.‬‬
‫اون وﻳﻮﻟﻦ رو ﺑﻪ ﺷﺪت ﻋﺎﻟﻲ ﻧﻮاﺧﺖ‪ .‬اﻳﻦ ﻗﻴﺪ ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮي درﺑﺎره ﻗﻴﺪ ﻋﺎﻟﻲ اﺳﺖ‪...‬‬
‫)?‪She drives incredibly slowly. (How slowly does she drive‬‬
‫اون ﺑﻪ ﻃﺮز ﺑﺎورﻧﻜﺮدﻧﻲ آروم راﻧﻨﺪﮔﻲ ﻣﻲ ﻛﻨﻪ‪ ...‬ﻗﻴﺪ ﺑﻪ ﻃﺮز ﺑﺎورﻧﻜﺮدﻧﻲ ﺗﻮﺻﻴﻔﻲ ﻣﻀﺎﻋﻒ ﺑﺮ ﻗﻴﺪ ﺑﻪ آراﻣﻲ اﺳﺖ‪...‬‬
‫ﻳﻚ ﻗﻴﺪ ﻛﺎرﻛﺮدﻫﺎي دﻳﮕﺮي ﻧﻴﺰ دارد‪ .‬ﺑﺮاي ﻣﺜﺎل ﺑﻪ دو ﺟﻤﻠﻪ زﻳﺮ دﻗﺖ ﻛﻨﻴﺪ‪:‬‬
‫در اﻳﻨﺠﺎ ﻗﻴﺪ "ﺑﻮﺿﻮح" ﺑﻪ ﺗﻤﺎم ﺟﻤﻠﻪ ﺑﺮ ﻣﻲﮔﺮدد‪Obviously, I can't know everything. .5‬‬
‫در اﻳﻨﺠﺎ ﻗﻴﺪ "ﻓﻮراً ﻳﺎ دﻗﻴﻘﺎ" ﺑﻪ ﻋﺒﺎرت ﺣﺮف اﺿﺎﻓﻪ ﺑﺮﻣﻲﮔﺮدد‪It's immediately inside the door. .6‬‬
‫ﺳﺎدهﺗﺮﻳﻦ راه ﺑﺮاي اﻳﺠﺎد ﻗﻴﺪ‪ ،‬اﻓﺰودن ‪ ly‬ﺑﻪ اﻧﺘﻬﺎي ﺻﻔﺎت اﺳﺖ‪:‬‬
‫)‪quick (adjective)  quickly (adverb‬‬ ‫)‪horrible (adjective)  horribly (adverb‬‬
‫‪She certainly had an interesting life.‬‬
‫اﻟﺒﺘﻪ اﻟﺰاﻣﺎً ﺑﺎ اﻓﺰودن ‪ ly‬ﺑﻪ ﻳﻚ ﺻﻔﺖ ﻧﻤﻲﺗﻮان از آن ﻗﻴﺪ ﺑﺎﻣﻌﻨﻲ ﺳﺎﺧﺖ‪.‬‬
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‫‪Form and Function of adverbs‬‬
‫‪2‬‬
‫‪Qualify or Modify a verb‬‬
‫‪3‬‬
‫‪Modify an adjective‬‬
‫‪4‬‬
‫‪Modify another adverb‬‬
‫‪5‬‬
‫‪Modify a whole sentence‬‬
‫‪6‬‬
‫‪Modify a prepositional phrase‬‬
‫‪61‬‬ ‫اﻧﻮاع ﻗﻴﺪ‬
‫از ﻃﺮف دﻳﮕﺮ ﻛﻠﻤﺎﺗﻲ ﻧﻴﺰ ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﻪ ‪ ly‬ﺧﺘﻢ ﻣﻲﺷﻮﻧﺪ اﻣﺎ ﻗﻴﺪ ﻧﻴﺴﺘﻨﺪ‪ .‬ﻣﺜﻼً ‪ lonely ،lovely ،friendly‬و‬
‫‪ neighborly‬ﻫﻤﮕﻲ ﺻﻔﺖ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺮﺧﻲ ﻧﻴﺰ ﻣﻲﺗﻮاﻧﻨﺪ ﻫﻢ در ﺟﺎﻳﮕﺎه ﻗﻴﺪي ﺑﺎﺷﻨﺪ و ﻫﻢ در ﺟﺎﻳﮕﺎه ﺻﻔﺖ‪.‬‬
‫‪ fast ،little ،daily‬از اﻳﻦ دﺳﺘﻪاﻧﺪ‪.‬‬
‫ﺑﺮﺧﻲ ﻗﻴﻮد ﻧﻴﺰ ﻫﺴﺘﻨﺪ ﻛﻪ از ﻗﺎﻋﺪه ﺧﺎﺻﻲ ﺗﺒﻌﻴﺖ ﻧﻤﻲﻛﻨﻨﺪ و ﻓﺮم ﻣﺸﺨﺺ ﮔﻔﺘﻪ ﺷﺪه را ﻧﺪارﻧﺪ‪:‬‬
‫… ‪wrong, hard, well, fast, very, never, always, often, still, late. early, high,‬‬
‫ﺟﻬﺖ آﺷﻨﺎﻳﻲ ﺑﻴﺸﺘﺮ ﺑﻪ ﺟﺪول اﺳﺘﺜﻨﺎﺋﺎت ﻗﻴﻮد در ﺑﺨﺶ ﺿﻤﺎﻳﻢ ﻣﺮاﺟﻌﻪ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ 4,2‬اﻧﻮاع ﻗﻴﺪ‬
‫‪4‬‬
‫‪1‬‬
‫‪ 4,2,1‬ﻗﻴﺪ ﺣﺎﻟﺖ )‪(Manner‬‬

‫ﻗﻴﺪ ﺣﺎﻟﺖ ﺑﻪ ﻣﺎ ﺣﺎﻟﺖ ﻳﺎ ﺻﻮرﺗﻲ ﻛﻪ ﻳﻚ ﻋﻤﻞ ﺑﻪ وﻗﻮع ﭘﻴﻮﺳﺘﻪ اﺳﺖ را ﺑﺎزﮔﻮ ﻣﻲﻛﻨﺪ‪ .‬در ﺣﻘﻴﻘﺖ اﻳﻦ ﻗﻴﺪ ﭘﺎﺳﺦ‬
‫ﭘﺮﺳﺶ "ﭼﻄﻮر؟)‪ "(how‬اﺳﺖ‪ .‬اﻳﻦ ﻗﻴﺪ اﺳﺎﺳﺎً ﺣﺎﻟﺖ ﻓﻌﻞ و ﻋﻤﻞ را ﺗﻮﺿﻴﺢ ﻣﻲدﻫﺪ‪:‬‬
‫)?‪He speaks slowly. (How does he speak‬‬
‫)?‪They helped us cheerfully. (How did they help us‬‬
‫)?‪James Bond drives his cars fast. (How does James Bond drive his cars‬‬
‫ﻣﺎ ﺑﻪ ﺻﻮرت ﻣﻌﻤﻮل ﻗﻴﺪ ﺣﺎﻟﺖ را ﺑﺎ ﻓﻌﻠﻲ ﻛﻪ در آن ﻋﻤﻠﻲ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺘﻔﺎده ﻣﻲﻛﻨﻴﻢ و ﺑﺎ اﻓﻌﺎل ﺣﺎﻟﺖ )‪(linking verb‬‬
‫از ﻗﻴﺪ اﺳﺘﻔﺎده ﻧﻤﻲﻛﻨﻴﻢ‪:‬‬
‫‪He ran fast. She came quickly. They worked happily. CORRECT‬‬
‫‪She looked beautifully. It seems strangely. They are happily. WRONG‬‬
‫ﺑﺪﻳﻦ ﻣﻌﻨﻲ ﻛﻪ اﻳﻦ ﻗﻴﺪ ﺑﺎﻳﺪ ﺣﺎﻟﺖ ﻳﻚ ﻛﺎر را ﺑﺎزﮔﻮ ﻛﻨﻴﺪ و ﻣﺜﻼً اﻳﻦ ﺟﻤﻠﻪ از ﭘﺎﻳﻪ ﻏﻠﻂ اﺳﺖ‪:‬‬
‫آن ﺑﺎ ﺧﻮﺷﺤﺎﻟﻲ ﻫﺴﺘﻨﺪ!!! ﻓﻌﻞ ﺑﻮدن ﻧﻤﻲﺗﻮاﻧﺪ ﺣﺎﻟﺖ ﺧﺎﺻﻲ ﺑﻪ ﺧﻮد ﺑﮕﻴﺮد‪ ...‬ﻣﻌﻤﻮﻻً ﺑﺮاي اﻳﻦ اﻓﻌﺎل از ﺻﻔﺖ اﺳﺘﻔﺎده‬
‫ﻣﻲﻛﻨﻴﻢ‪ They are happy :‬ﻳﺎ ‪It seems strange.‬‬
‫‪ 4,2,2‬ﻗﻴﺪ ﻣﻜﺎن )‪(Place‬‬
‫ﻗﻴﺪ ﻣﻜﺎن ﺑﻪ ﻣﺎ ﻣﻜﺎﻧﻲ ﻛﻪ در آن ﻳﻚ ﻋﻤﻞ ﺑﻪ وﻗﻮع ﭘﻴﻮﺳﺘﻪ اﺳﺖ را ﺑﺎزﮔﻮ ﻣﻲﻧﻤﺎﻳﺪ‪ .‬در ﺣﻘﻴﻘﺖ اﻳﻦ ﻗﻴﺪ ﭘﺎﺳﺦ‬
‫ﭘﺮﺳﺶ "ﻛﺠﺎ ؟)‪ "(where‬اﺳﺖ‪ .‬اﻳﻦ ﻗﻴﺪ اﺳﺎﺳﺎً ﻣﻜﺎن وﻗﻮع ﻓﻌﻞ و ﻋﻤﻞ را ﺗﻮﺿﻴﺢ ﻣﻲدﻫﺪ‪:‬‬
‫)?‪Please sit here. (Where should I sit‬‬
‫)?‪They looked everywhere. (Where did they look‬‬
‫)?‪Two cars were parked outside. (Where were two cars parked‬‬
‫ﺑﺮﺧﻲ از ﻗﻴﻮد ﻋﻼوه ﺑﺮ آﻧﻜﻪ ﻣﻲﺗﻮاﻧﻨﺪ ﻗﻴﺪ ﺑﺎﺷﻨﺪ‪ ،‬ﺑﺮﺣﺴﺐ اﺳﺘﻔﺎده ﻣﻤﻜﻦ اﺳﺖ ﺣﺘﻲ ﺣﺮف اﺿﺎﻓﻪ ﻧﻴﺰ ﺗﻠﻘﻲ ﺷﻮﻧﺪ‪:‬‬
‫)ﺣﺮف اﺿﺎﻓﻪ( ‪) / She put the red scarf on the table.‬ﻗﻴﺪ( ‪She was waiting with a red scarf on.‬‬
‫‪1‬ﻗﻴﻮد‪ ،‬اﻧﻮاع ﻣﺘﻔﺎوﺗﻲ را ﺷﺎﻣﻞ ﻣﻲﺷﻮﻧﺪ ﻛﻪ ﻣﺎ ﻣﻬﻢﺗﺮﻳﻦ آنﻫﺎ را ﺑﺮرﺳﻲ ﻣﻲﻧﻤﺎﻳﻴﻢ‪ .‬ﻗﻴﻮد ﭘﺮﺳﺸﻲ‪ ،‬ﻗﻴﺪ رﺑﻂ و ﻗﻴﺪ ﻧﻘﻄﻪﻧﻈﺮ ﻧﻴﺰ ﺟﺎي ﺑﺤﺚ دارﻧﺪ‪.‬‬
‫‪62‬‬
‫‪ 4,2,3‬ﻗﻴﺪ زﻣﺎن و ﺗﻜﺮار )‪(Time & Frequency‬‬

‫ﻗﻴﺪ زﻣﺎن‪ ،‬زﻣﺎﻧﻲ ﻛﻪ ﻳﻚ ﻋﻤﻞ در آن ﺑﻪ وﻗﻮع ﭘﻴﻮﺳﺘﻪ اﺳﺖ را‪ ،‬ﺑﻪ ﻣﺎ ﺑﺎزﮔﻮ ﻣﻲﻧﻤﺎﻳﺪ‪ .‬اﻳﻦ ﻗﻴﺪ اﺳﺎﺳﺎً زﻣﺎن و ﺗﻜﺮار‬
‫وﻗﻮع ﻓﻌﻞ ﻳﺎ ﻋﻤﻞ را ﺗﻮﺿﻴﺢ ﻣﻲدﻫﺪ‪.‬‬
‫ﻗﻴﺪ زﻣﺎن ﻣﻲﺗﻮاﻧﺪ ﭘﺎﺳﺦ ﺑﻪ اﻳﻦ ﻛﻠﻤﻪ ﭘﺮﺳﺸﻲ ﺑﺎﺷﺪ‪when? :‬‬
‫)?‪He came yesterday. (When did he come‬‬
‫)?‪I want it now. (When do I want it‬‬
‫و ﻳﺎ ﭘﺎﺳﺨﻲ ﺑﻪ اﻳﻦ ﻛﻠﻤﻪ ﭘﺮﺳﺸﻲ‪how often? :‬‬
‫)?‪They deliver the newspaper daily. (How often do they deliver the newspaper‬‬
‫)?‪We sometimes watch a movie. (How often do we watch a movie‬‬
‫در اﺻﻄﻼح ﺑﻪ ﻗﻴﺪي ﻛﻪ ﭘﺎﺳﺨﻲ ﺑﺮاي ﭘﺮﺳﺶ ?‪ how often‬ﻳﺎ ?‪ how frequently‬اﺳﺖ ﻗﻴﺪ ﺗﻜﺮار ﻧﻴﺰ ﮔﻔﺘﻪ ﻣﻲﺷﻮد‪.‬‬
‫اﻳﻦ ﻗﻴﺪ ﺑﻪ دو ﮔﺮوه ﺗﻜﺮار ﻣﺸﺨﺺ و ﺗﻜﺮار ﻧﺎﻣﺸﺨﺺ ﺗﻘﺴﻴﻢ ﻣﻲﺷﻮد‪:‬‬
‫‪‬‬ ‫… ‪: daily, once a minute, three times,‬ﺗﻜﺮار ﻣﺸﺨﺺ‬
‫‪‬‬ ‫… ‪: often, once in a while, sometimes, rarely, seldom,‬ﺗﻜﺮار ﻧﺎﻣﺸﺨﺺ‬
‫ﻣﻌﻤﻮﻻً ﻗﻴﺪ ﺑﺎ ﺗﻜﺮار ﻣﺸﺨﺺ در اﻧﺘﻬﺎي ﺟﻤﻠﻪ آورده ﻣﻲﺷﻮد‪:‬‬
‫‪The manager checks the toilets every hour.‬‬
‫اﻟﺒﺘﻪ ﺟﻬﺖ ﺗﺎﻛﻴﺪ ﺑﻴﺸﺘﺮ ﺑﺮ ﻗﻴﺪ ﻣﻲﺗﻮان آن را در اﺑﺘﺪاي ﺟﻤﻠﻪ ﻧﻴﺰ آورد‪:‬‬
‫‪Every day, more than five thousand people die on our roads.‬‬
‫ﻣﻌﻤﻮﻻً ﻗﻴﺪ ﺑﺎ ﺗﻜﺮار ﻧﺎﻣﺸﺨﺺ در ﻣﻴﺎن ﺟﻤﻠﻪ و ﭘﻴﺶ از ﻓﻌﻞ اﺻﻠﻲ ﻗﺮار ﻣﻲﮔﻴﺮﻧﺪ )ﺑﻪ ﺟﺰ ﻓﻌﻞ ‪(to be‬‬
‫‪We usually go shopping on Saturday.‬‬
‫ﺑﺮﺧﻲ از اﻳﻦ ﻗﻴﻮد ﻫﻤﭽﻮن ‪ frequently ،often ،sometimes ،occasionally‬و ‪ usually‬ﻣﻲﺗﻮاﻧﻨﺪ در اﺑﺘﺪا ﻳﺎ‬
‫اﻧﺘﻬﺎي ﺟﻤﻠﻪ ﻧﻴﺰ آورده ﺷﻮﻧﺪ‪:‬‬
‫‪Sometimes they come and stay with us. / I play tennis occasionally.‬‬
‫‪ rarely‬و ‪ seldom‬ﻧﻴﺰ ﻣﻲﺗﻮاﻧﻨﺪ در اﻧﺘﻬﺎي ﺟﻤﻠﻪ ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﻴﺮﻧﺪ‪:‬‬
‫‪We see them rarely.‬‬
‫‪John eats meat very seldom.‬‬
‫ﺟﻬﺖ آﺷﻨﺎﻳﻲ ﺑﻴﺸﺘﺮ ﺑﺎ اﻳﻦ ﻗﻴﻮد‪ ،‬ﺑﻪ ﺑﺨﺶ ﺟﺪاول و ﺿﻤﺎﻳﻢ و ﺿﻤﻴﻤﻪ درﺻﺪ ﺗﻜﺮار ﻗﻴﺪ ﺗﻜﺮار ﻧﺎﻣﻌﻴﻦ‬
‫ﻣﺮاﺟﻌﻪ ﻓﺮﻣﺎﻳﻴﺪ‪.‬‬
‫در ﺣﺎﻟﺖ ﻋﺎدي ﻓﻌﻞ ﭘﺲ از ﻓﺎﻋﻞ ﻣﻲآﻳﺪ‪ .‬اﻣﺎ ﺑﺮﺧﻲ از ﻗﻴﻮد ﻣﻨﻔﻲ ﻣﻲﺗﻮاﻧﻨﺪ ﺳﺒﺐ واروﻧﮕﻲ )‪ (inversion‬ﺷﻮﻧﺪ‪ .‬در واروﻧﮕﻲ‬
‫ﺳﺎﺧﺘﺎر ﺟﻤﻠﻪ ﺷﺒﻴﻪ ﺑﻪ ﺟﻤﻼت ﭘﺮﺳﺸﻲ ﻣﻲﺷﻮد و در ﺻﻮرت ﻧﺒﻮد ﻓﻌﻞ ﻛﻤﻜﻲ‪ ،‬آن را ﻫﻤﺎﻧﻨﺪ ﻣﺜﺎل دوم ﺑﻪ ﺟﻤﻠﻪ ﻣﻲاﻓﺰاﻳﻴﻢ‪.‬‬
‫‪I have never seen such courage. ‬‬
‫‪‬‬
‫‪Never have I seen such courage.‬‬
‫‪She rarely left the house.‬‬ ‫‪Rarely did she leave the house.‬‬
‫ﺳﺎﻳﺮ ﻗﻴﻮد ﻣﻬﻤﻲ ﻛﻪ ﺳﺒﺐ واروﻧﮕﻲ ﻣﻲﺷﻮﻧﺪ‪ ،‬از اﻳﻦ دﺳﺘﻪاﻧﺪ )ﺗﻘﺮﻳﺒﺎً ﻫﻤﮕﻲ ﻣﻌﻨﺎي ﻣﻨﻔﻲ در ﺧﻮد دارﻧﺪ(‪:‬‬
‫… ‪seldom, scarcely, hardly, not only … but also, no sooner … than, not until,‬‬
GeneralEnglish.ir
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‫‪68‬‬
‫ﺑﺤﺚ ﺣﺮوف و ﺿﻤﺎﻳﺮ از ﻣﺒﺎﺣﺚ ﻣﻬﻢ‪ ،‬ﭘﺮ ﺗﻜﺮار و اﻟﺒﺘﻪ ﺳﺎده اﺳﺖ‪ .‬از آﻧﺠﺎ ﻛﻪ اﺣﺘﻤﺎﻻً ﺗﻤﺎﻣﻲ اﻓﺮادي ﻛﻪ ﻛﺘﺎب را‬
‫ﻣﻄﺎﻟﻌﻪ ﻣﻲﻛﻨﻨﺪ دﻳﺪ اوﻟﻴﻪ و ﻣﻨﺎﺳﺒﻲ ﻧﺴﺒﺖ ﺑﻪ ﻣﻮﺿﻮع دارﻧﺪ و ﺑﻪ ﺟﻬﺖ ﺧﻼﺻﻪ ﺑﻮدن ﻣﺒﺎﺣﺚ‪ ،‬ﺑﻪ ﺻﻮرت ﻛﻠﻲ و در‬
‫ﻗﺎﻟﺐ ﻣﺜﺎل ﻣﺒﺎﺣﺚ ﻣﻬﻢ اﻳﻦ ﺑﺨﺶ را ﺗﻮﺿﻴﺢ دﻫﻴﻢ‪ .‬ﻣﻄﻤﺌﻨﺎً اﻳﻦ ﺑﺤﺚ ﺑﺴﻴﺎر ﻋﻤﻴﻖﺗﺮ از آن ﭼﻴﺰي اﺳﺖ ﻛﻪ در‬
‫ﻛﺘﺎب اﺷﺎره ﻣﻲﺷﻮد اﻣﺎ از ﻧﻈﺮ ﻣﺆﻟﻔﻴﻦ داﻧﺴﺘﻦ ﻫﻤﻴﻦ ﻣﻴﺰان ﺟﻬﺖ ﭘﺎﺳﺦ ﺑﻪ ﺗﺴﺖﻫﺎي ﻛﻨﻜﻮر ارﺷﺪ ﻛﺎﻓﻲ اﺳﺖ‪.‬‬
‫‪17‬‬ ‫‪Determiners 5,1‬‬

‫‪determiner‬ﻫﺎ ﻛﻠﻤﺎﺗﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﭘﻴﺶ از اﺳﻢﻫﺎ ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﻣﻲﮔﻴﺮﻧﺪ ﺗﺎ ﺟﺰﺋﻴﺎت ﺑﻴﺸﺘﺮي از آن اﺳﻢ را‬
‫ﺑﺎزﮔﻮ ﻧﻤﺎﻳﻨﺪ‪ .‬ﻣﺜﻼً ‪ the‬در ﻋﺒﺎرت ‪ the car‬ﻧﺸﺎن دﻫﻨﺪه ﻣﻌﺮﻓﻪ ﺑﻮدن ﻣﺎﺷﻴﻦ اﺳﺖ‪ .‬ﺑﺮﺧﻲ ‪ determiner‬را ﺿﻤﻴﺮ‬
‫ﺗﺮﺟﻤﻪ ﻛﺮدهاﻧﺪ ﻛﻪ اﻟﺒﺘﻪ ﺗﺮﺟﻤﻪ دﻗﻴﻘﻲ ﻧﻴﺴﺖ‪.‬‬
‫‪a,an/the 5,1,1‬‬
‫ﺑﺎ ﺣﺮف ﺗﻌﺮﻳﻒ‪ 1‬ﺣﺘﻤﺎً آﺷﻨﺎﻳﻲ دارﻳﺪ‪ .‬ﭘﺲ ﺧﻴﻠﻲ ﺳﺎده و ﺧﻼﺻﻪ‪ ،‬ﻣﺮوري ﺑﺮ آن ﺧﻮاﻫﻴﻢ داﺷﺖ‪:‬‬
‫‪Articles‬‬
‫ﻣﺸﺨﺺ‬ ‫ﻧﺎﻣﺸﺨﺺ‬
‫‪the‬‬ ‫‪a, an‬‬
‫ﻫﻤﺎﻧﻄﻮر ﻛﻪ ﻣﻲداﻧﻴﺪ ‪ the‬ﺑﺮاي اﺳﺎﻣﻲ آﺷﻨﺎ ﻳﺎ از ﭘﻴﺶ ﺗﻌﺮﻳﻒ ﺷﺪه ﺑﻪ ﻛﺎر ﻣﻲرود و ‪ a, an‬ﺑﺮاي اﺳﺎﻣﻲ ﻣﻔﺮد و‬
‫اﻟﺒﺘﻪ ﻧﺎﻣﺸﺨﺺ‪ .‬ﻣﺜﻼً ﺷﻤﺎ دﻳﺸﺐ ﺑﻪ آﺳﻤﺎن ﻧﮕﺎه ﻛﺮدهاﻳﺪ‪ .‬ﻳﻚ ﻣﺎه دﻳﺪهاﻳﺪ و ﻫﺰاران ﺳﺘﺎره‪ .‬اﮔﺮ ﺷﻤﺎ ﺑﺨﻮاﻫﻴﺪ آﻧﭽﻪ‬
‫دﻳﺪهاﻳﺪ را ﺑﺮاي دﻳﮕﺮي ﺑﺎزﮔﻮ ﻛﻨﻴﺪ‪ ،‬ﺑﺪﻳﻦ ﺻﻮرت ﻋﻤﻞ ﺧﻮاﻫﻴﺪ ﻛﺮد‪:‬‬
‫)زﻳﺮا ﻛﻼ ﻓﻘﻂ ﻳﻚ ﻣﺎه در آﺳﻤﺎن اﺳﺖ ﻛﻪ ﻫﻤﻪ آن را ﻣﻲﺷﻨﺎﺳﻴﻢ‪I saw the moon last night. (.‬‬
‫)ﻣﻤﻜﻦ اﺳﺖ ﺑﺮداﺷﺖ ﺷﻤﺎ از ﺳﺘﺎره ﺑﺎ دﻳﮕﺮي ﻣﺘﻔﺎوت ﺑﺎﺷﺪ و ﻣﻘﺼﻮد ﺷﻤﺎ دﻗﻴﻖ ﻣﺸﺨﺺ ﻧﻴﺴﺖ‪I saw a star last night. (.‬‬
‫در ﻣﺘﻮن ﻧﻴﺰ ﺗﺎ زﻣﺎﻧﻲ ﻛﻪ ﻣﺎ از ﭼﻴﺰي ﺳﺨﻦ ﻧﮕﻔﺘﻪاﻳﻢ و ﻣﻮﺿﻮﻋﻲ ﻧﺎآﺷﻨﺎﺳﺖ‪ ،‬از ﺣﺮف ﺗﻌﺮﻳﻒ ‪ a‬ﻳﺎ ‪ an‬اﺳﺘﻔﺎده‬
‫ﻣﻲﻛﻨﻴﻢ اﻣﺎ اﮔﺮ از آن ﺳﺨﻦ ﮔﻔﺘﻴﻢ در ﺟﻤﻼت ﺑﻌﺪي ﻣﻲﺑﺎﻳﺴﺖ از ‪ the‬ﻳﺎ ﺣﺮف ﺗﻌﺮﻳﻒ ﻣﻌﻴﻦ ﺑﻬﺮه ﺑﺮﻳﻢ‪:‬‬
‫‪A man and a woman were walking in Oxford Street. The woman saw a dress that she liked‬‬
‫‪in a shop. She asked the man if he could buy the dress for her. He said: "Do you‬‬
‫"‪think the shop will accept a cheque? I don't have a credit card.‬‬
‫‪milk , a milk‬‬ ‫‪ a‬و ‪ an‬ﻗﺒﻞ از اﺳﺎﻣﻲ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش اﺳﺘﻔﺎده ﻧﻤﻲﺷﻮﻧﺪ‪.‬‬

‫اﻟﺒﺘﻪ ﻗﻮاﻋﺪ ﻣﺘﻌﺪد دﻳﮕﺮي ﺑﺮاي اﻳﻦ ﺣﺮوف وﺟﻮد دارد ﻛﻪ ﻣﺎ ﺑﻪ ﻫﻤﻴﻦ ﻣﻴﺰان ﺑﺴﻨﺪه ﻣﻲﻛﻨﻴﻢ‪.‬‬
‫‪2‬‬
‫‪ 5,1,2‬ﺿﻤﻴﺮ ﺷﻤﺎرﺷﻲ‬
‫ﺿﻤﺎﻳﺮ ﺷﻤﺎرﺷﻲ از ﺗﻌﺪاد و ﻛﻤﻴﺖ ﻳﻚ اﺳﻢ ﺧﺒﺮ ﻣﻲدﻫﻨﺪ‪ .‬ﺿﻤﺎﻳﺮ ﺷﻤﺎرﺷﻲ ﺗﻌﺪاد زﻳﺎدي از اﻋﺪاد اﺻﻠﻲ و ﺗﺮﺗﻴﺒﻲ‬
‫ﮔﺮﻓﺘﻪ ﺗﺎ ﺷﻤﺎرﻧﺪهﻫﺎي ﻣﻌﻴﻦ و ﻧﺎﻣﻌﻴﻦ را ﺷﺎﻣﻞ ﻣﻲﺷﻮﻧﺪ‪ .‬ﻣﺎ ﻓﻘﻂ ﻣﻬﻢﺗﺮﻳﻦ آنﻫﺎ را ﻋﻨﻮان ﺧﻮاﻫﻴﻢ ﻧﻤﻮد‪:‬‬
‫‪1‬‬
‫‪Article‬‬
‫‪2‬‬
‫‪Quantifier‬‬
‫‪69‬‬ ‫‪Determiners‬‬
‫ﺷﻤﺎرﻧﺪه اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش و ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬ ‫‪5,1,2,1‬‬

‫در ﺑﺨﺶ اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش و ﻏﻴﺮ ﺷﻤﺎرش ﻧﻴﺰ ﺗﻮﺿﻴﺢ داده ﺷﺪ ﻛﻪ ﺑﺮﺧﻲ از ﺷﻤﺎرﻧﺪهﻫﺎ ﻣﻲﺗﻮاﻧﻨﺪ ﺗﻨﻬﺎ ﺑﺎ اﺳﺎﻣﻲ‬
‫ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش ﺑﻪ ﻛﺎر روﻧﺪ‪ ،‬ﺑﺮﺧﻲ دﻳﮕﺮ ﺑﺎ اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش و ﮔﺮوﻫﻲ ﻧﻴﺰ ﺑﺎ ﻫﺮ دو‪.‬‬
‫در اﻳﻦ ﺟﺪول ﻃﺒﻘﻪ ﺑﻨﺪي ﻣﻨﺎﺳﺒﻲ از اﻳﻦ اﺳﺎﻣﻲ اراﺋﻪ ﺷﺪه اﺳﺖ‪) :‬ﭘﺲ از آنﻫﺎ اﺳﻢ ﻣﻲآﻳﺪ‪(.‬‬
‫ﻫﻢ ﺑﺎ اﺳﺎﻣﻲ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش و‬
‫ﺗﻨﻬﺎ ﺑﺎ اﺳﺎﻣﻲ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬ ‫ﺗﻨﻬﺎ ﺑﺎ اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش‬
‫ﻫﻢ ﻗﺎﺑﻞ ﺷﻤﺎرش‬
‫?‪How much‬‬ ‫?‪How much or How many‬‬ ‫?‪How many‬‬
‫‪a little‬‬ ‫‪no/none‬‬ ‫‪a few‬‬
‫)‪a bit (of‬‬ ‫‪not any‬‬ ‫)‪a number (of‬‬
‫‪-‬‬ ‫)‪some (any‬‬ ‫‪several‬‬
‫‪a great deal of‬‬ ‫‪a lot of‬‬ ‫‪a large number of‬‬
‫‪a large amount of‬‬ ‫‪plenty of‬‬ ‫‪a great number of‬‬
‫‪-‬‬ ‫‪lots of‬‬ ‫‪-‬‬
‫اﺳﻢ‪+‬‬
‫‪few, a few/ little, a little‬‬ ‫‪5,1,2,2‬‬

‫اﻳﻦ ﭼﻬﺎر ﺣﺮف ﺗﻌﺮﻳﻒ ﻛﻪ ﺟﻬﺖ ﺑﻴﺎن ﻣﻘﺪار ﻳﻚ اﺳﻢ ﺑﻪ ﻛﺎر ﻣﻲروﻧﺪ‪ ،‬ﻫﺮ ﻳﻚ ﻛﺎرﺑﺮدي ﻣﺘﻔﺎوت دارﻧﺪ و در اﺳﺘﻔﺎده‬
‫از آنﻫﺎ ﻣﻲﺑﺎﻳﺴﺖ ﻧﻬﺎﻳﺖ دﻗﺖ را ﺑﻪ ﻋﻤﻞ آورد‪:‬‬
‫‪ a few‬ﺑﻪ ﻫﻤﺮاه اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش ﺑﻪ ﻛﺎر ﻣﻲرود در ﺣﺎﻟﻲ ﻛﻪ ‪ a little‬ﺑﺮاي اﺳﺎﻣﻲ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش اﺳﺘﻔﺎده‬
‫ﻣﻲﺷﻮد‪ .‬ﻫﺮ دوي اﻳﻦ ﻛﻠﻤﺎت ﻣﻌﻨﺎي ﻣﺜﺒﺖ را در ﺧﻮد ﻣﺴﺘﺘﺮ دارﻧﺪ‪:‬‬
‫)ﻳﻌﻨﻲ دوﺳﺘﺎﻧﻢ زﻳﺎد ﻧﻴﺴﺘﻦ اﻣﺎ ﺧﺐ ﻫﻤﻴﻦﻗﺪر ﻛﻔﺎﻳﺘﻪ( ‪I've got a few friends.‬‬
‫)ﻳﻌﻨﻲ ﭘﻮل ﻛﻤﻲ دارم اﻣﺎ ﺑﺮاي زﻧﺪه ﻣﻮﻧﺪن ﻛﻔﺎﻳﺖ ﻣﻲ ﻛﻨﻪ( ‪I've got a little money.‬‬
‫در ﺳﻮي ﻣﻘﺎﺑﻞ ‪ few‬و ‪ little‬ﻣﻌﻨﺎي ﻣﻨﻔﻲ ﺑﻪ ﺟﻤﻠﻪ ﻣﻲﺑﺨﺸﻨﺪ‪ .‬ﻫﻤﺎﻧﻄﻮر ﻛﻪ واﺿﺢ اﺳﺖ ‪ few‬ﺑﺮاي اﺳﺎﻣﻲ ﻗﺎﺑﻞ‬
‫ﺷﻤﺎرش و ‪ little‬ﺑﺮاي اﺳﺎﻣﻲ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش اﺳﺖ‪.‬‬
‫)ﻳﻌﻨﻲ اﻓﺮاد ﻛﻤﻲ اوﻣﺪن ﻣﻼﻗﺎﺗﺶ‪ ،‬اوﻧﻘﺪ ﻛﻢ ﻛﻪ ﻣﻲ ﺷﻪ ﮔﻔﺖ ﺻﻔﺮ ﻧﻔﺮ!!( ‪Few people visited him in hospital.‬‬
‫)ﻳﻌﻨﻲ ﺧﻴﻠﻲ ﭘﻮل ﻛﻢ داره‪ ،‬ﺗﻘﺮﻳﺒﺎً ﻣﻲ ﺷﻪ ﮔﻔﺖ ﻧﺪاره و ﺑﺪﺑﺨﺘﻪ!( ‪He had little money.‬‬
‫ﺧﻴﻠﻲ ﺳﺎده‪ :‬ﭘﺲ ‪ few‬و ‪ little‬ﻳﻌﻨﻲ ﺑﺴﻴﺎر ﻧﺎﭼﻴﺰ ﻳﺎ ﻛﻤﺘﺮ از ﺣﺪ رﻓﻊ ﻧﻴﺎز و در ﻃﺮف دﻳﮕﺮ ‪ a few‬و ‪a little‬‬
‫ﻳﻌﻨﻲ ﻛﻢ وﻟﻲ اوﻧﻘﺪري ﻫﺴﺖ ﻛﻪ ﺑﺸﻪ ﺑﺎﻫﺎش ﺳﺮ ﻛﺮد‪ .‬ﻣﺜﻼً ‪ 5‬ﺗﺎ ﻛﺘﺎب دارﻳﻢ و ‪ 5‬ﻧﻔﺮ‪ ،‬ﻣﻘﺪار ﻛﺘﺎبﻫﺎ ‪a few‬‬
‫ﻫﺴﺖ اﻣﺎ ﻛﻔﺎﻳﺘﻪ اﻣﺎ اﮔﻪ ‪ 1‬ﻋﺪد ﻛﺘﺎب ﺑﺎﺷﻪ و ‪ 5‬ﻧﻔﺮ‪ ،‬ﻣﻘﺪار ﻛﺘﺎبﻫﺎ ‪ few‬ﻣﻲ ﺷﻪ و ﺑﻪ ﻫﻤﻪ اﻓﺮاد ﻳﻪ دوﻧﻪ ﻧﻤﻲرﺳﻪ‪.‬‬
‫‪some/ any 5,1,2,3‬‬
‫اﻳﻦ دو ﻛﻠﻤﻪ‪ ،‬ﻫﻢ ﺑﺎ اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش و ﻫﻢ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش ﻗﺎﺑﻞ اﺳﺘﻔﺎدهاﻧﺪ‪ .‬ﻛﺎرﺑﺮد و اﺳﺘﻔﺎده اﻳﻦ دو در‬
‫ﺟﻤﻼت ﻣﺘﻔﺎوت اﺳﺖ‪:‬‬
‫‪ some‬اﻏﻠﺐ در ﺟﻤﻼت ﻣﺜﺒﺖ اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪:‬‬
‫)اون ﺗﻌﺪادي ﻛﺘﺎب از ﻛﺘﺎﺑﺨﻮﻧﻪ ﮔﺮﻓﺘﻪ( ‪He's got some books from the library.‬‬
‫‪ any‬در ﻧﻘﻄﻪ ﻣﻘﺎﺑﻞ در ﺟﻤﻼت ﻣﻨﻔﻲ )و اﻟﺒﺘﻪ ﭘﺮﺳﺸﻲ( ﺑﻪ ﻛﺎر ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮد‪:‬‬
‫)ﺑﻪ ﻣﻦ ﻫﻴﭻ ﭼﺎﻳﻲ ﻧﺪاد‪He didn't give me any tea. (.‬‬
‫‪70‬‬
‫اﻳﻦ دو در ﺟﻤﻼت ﭘﺮﺳﺸﻲ ﻧﻴﺰ ﻛﺎرﺑﺮد دارﻧﺪ اﻣﺎ از آﻧﺠﺎ ﻛﻪ ﻣﻌﻤﻮﻻً در ‪ cloze test‬ﺑﺎ ﺟﻤﻼت ﭘﺮﺳﺸﻲ روﺑﺮو‬
‫ﻧﻴﺴﺘﻴﺪ‪ ،‬ذﻛﺮ اﻳﻦ ﻣﻮﺿﻮع را اﻟﺰاﻣﻲ ﻧﺪاﻧﺴﺘﻴﻢ‪.‬‬
‫ﻛﻠﻤﺎت ﻣﺮﻛﺐ از ‪ any ،some‬و ‪ no‬ﻧﻴﺰ ﺑﻪ ﻫﻤﺎن ﺻﻮرت ﻛﻪ ذﻛﺮ ﺷﺪ اﺳﺘﻔﺎده ﻣﻲﺷﻮﻧﺪ‪:‬‬
‫‪some/any/no + body/thing/one/where‬‬
‫ﻫﻤﭽﻮن ‪ something‬ﻳﺎ ‪... no one‬‬
‫)ﺟﻤﻠﻪ ﻣﻨﻔﻲ( ‪She didn't go anywhere last night.‬‬
‫)ﺟﻤﻠﻪ ﻣﺜﺒﺖ( ‪Someone is sleeping in my bed.‬‬
‫)ﺟﻤﻠﻪ ﻣﺜﺒﺖ( ‪I have something to tell you.‬‬
‫)ﺟﻤﻠﻪ ﭘﺮﺳﺸﻲ( ?‪Have you anything to say‬‬
‫)ﺟﻤﻠﻪ ﻣﺜﺒﺖ( ‪I have learnt nothing since I began the course.‬‬
‫اﺳﺘﻔﺎده از ‪ nobody ،nothing‬و ‪ ...‬ﺑﻪ ﺟﺎي ‪ not … anybody ،not … anything‬ﺳﺒﺐ ﺗﺎﻛﻴﺪ در ﺟﻤﻠﻪ ﻣﻲﺷﻮد‪.‬‬
‫)ﻃﺒﻴﻌﻲ و ﺧﻨﺜﻲ ﻧﺴﺒﺖ ﺑﻪ اﻃﻼع داﺷﺘﻦ از ﻣﻮﺿﻮع‪I don't know anything about it. (...‬‬
‫)ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﻴﺸﺘﺮ و ﺗﺎ ﺣﺪودي دﻓﺎﻋﻲﺗﺮ از ﺟﻤﻠﻪ ﺑﺎﻻ‪I know nothing about it (...‬‬
‫اﮔﺮ ‪ any‬در ﻋﺒﺎرات ﻣﺜﺒﺖ ﺑﻜﺎر ﮔﺮﻓﺘﻪ ﺷﻮد ﻣﻌﻨﺎي ﻣﺘﻔﺎوﺗﻲ ﻣﻲدﻫﺪ‪:‬‬
‫)ﻫﺮ ﻛﺪوم از ﻛﺘﺎﺑﻬﺎم رو }ﻛﻪ ﻣﻲﺧﻮاي{ ﻣﻲﺗﻮﻧﻲ ﻗﺮض ﻛﻨﻲ‪You can borrow any of my books. (.‬‬
‫ﻳﻌﻨﻲ ﻣﻬﻢ ﻧﻴﺴﺖ ﻛﻪ ﻛﺪوﻣﺶ‪ ،‬ﻫﺮ ﻛﺪوم ﻛﻪ ﻣﻲﺧﻮاي‪...‬‬
‫)ﻫﺮﻛﻲ ﻣﻲﺧﻮاي ﺑﺮاي ﻧﺎﻫﺎر دﻋﻮت ﻛﻦ‪ ،‬ﺑﺮام ﻓﺮق ﻧﺪاره( ‪You may invite anybody to dinner, I don't mind.‬‬
‫ﻳﻌﻨﻲ ﻣﻬﻢ ﻧﻴﺴﺖ ﻛﻪ ﻛﻲ ﺑﺎﺷﻪ‪...‬‬
‫ﭘﺲ ﻣﻌﻨﺎي "ﻣﻬﻢ ﻧﻴﺴﺖ" در رو ﺧﻮد ﻣﺴﺘﺘﺮ داره‪ ...‬ﻣﻬﻢ ﻧﻴﺴﺖ ﻛﻲ‪ ،‬ﻣﻬﻢ ﻧﻴﺴﺖ ﭼﻲ ﻳﺎ ﻣﻬﻢ ﻧﻴﺴﺖ ﻛﺪوم‪....‬‬
‫‪all/ both/ half‬‬ ‫‪5,1,2,4‬‬

‫ﺑﺮاي اﻳﻦ ﺳﻪ ﺣﺮف‪ ،‬ﻛﻠﻴﻪ ﺣﺎﻻت ﻣﻬﻢ را در ﺟﺪاول ﻣﺮﺑﻮﻃﻪ ﺑﻪ ﻫﻤﺮاه ﻣﺜﺎل ﻃﺒﻘﻪ ﺑﻨﺪي ﻧﻤﻮدهاﻳﻢ‪:‬‬
‫‪-‬‬ ‫اﺳﻢ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش ﻳﺎ‬ ‫‪All cheese contains protein‬‬
‫‪the‬‬ ‫‪All the people in the room were silent.‬‬
‫اﺳﻢ ﻗﺎﺑﻞ ﺷﻤﺎرش ﺑﻪ ﺻﻮرت ﺟﻤﻊ‬
‫… ‪my, your,‬‬ ‫‪I've invited all my friends to the party.‬‬
‫‪All +‬‬ ‫‪this, that‬‬ ‫اﺳﻢ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬ ‫?‪Who's left all this paper on my desk‬‬
‫‪these, those‬‬ ‫اﺳﻢ ﻗﺎﺑﻞ ﺷﻤﺎرش ﺑﻪ ﺻﻮرت ﺟﻤﻊ‬ ‫!‪Look at all those balloons‬‬
‫… ‪of them,‬‬ ‫?‪Have you invited all of them‬‬
‫ﻫﻤﭽﻨﻴﻦ ‪ all‬در ﺑﺮﺧﻲ از ﺣﺎﻻت ﺑﺎﻻ ﻣﻲﺗﻮاﻧﺪ ﺑﺎ ‪ of‬ﻧﻴﺰ ﻫﻤﺮاه ﺷﻮد‪ .‬ﻣﺜﻼً ‪ all of my friend‬ﻳﺎ ‪.all my friend‬‬
‫ﻧﻜﺘﻪ دﻳﮕﺮ در ﻣﻮرد ‪ all‬اﻳﻦ اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ ﭘﺲ از ﺿﻤﻴﺮ ﺷﺨﺼﻲ … ‪ we, they,‬ﻧﻴﺰ ﻗﺮار ﺑﮕﻴﺮد‪:‬‬
‫‪We all enjoyed the concert.‬‬
‫‪71‬‬ ‫‪Determiners‬‬
‫‪-‬‬ ‫‪Both children were born in Italy.‬‬

‫‪Both +‬‬ ‫‪the‬‬ ‫‪He has crashed both (of) the cars.‬‬
‫ﻣﻘﺎﻳﺴﻪ‬ ‫‪Both (of) my parents have fair hair.‬‬
‫‪a‬‬ ‫‪I bought half a kilo of apples yesterday.‬‬
‫ﻏﻴﺮ ﻗﺎﺑﻞ‬ ‫‪You can have half (of) the cake.‬‬
‫‪the‬‬
‫‪Half +‬‬ ‫ﺷﻤﺎرش‬ ‫‪She gave me half (of) the apples.‬‬
‫ﭼﻴﺰ‬ ‫ﻳﺎ ﭼﻴﺰ‬ ‫‪Half (of) his books were in French.‬‬
‫ﻣﻜﺎن‬ ‫‪You can take half (of) this sugar.‬‬
‫زﻣﺎﻧﻲ ﻛﻪ از ﺿﻤﻴﺮ ﭘﺲ از ‪ half ،both‬ﻳﺎ ‪ all‬اﺳﺘﻔﺎده ﻣﻲﻛﻨﻴﻢ‪ ،‬آوردن ‪ of‬اﻟﺰاﻣﻲ اﺳﺖ‪:‬‬

‫… ‪All of you; both of us; half of them‬‬
‫اﻟﺒﺘﻪ آوردن ‪ of‬در ﺑﺴﻴﺎري از ﻣﺜﺎلﻫﺎي ﺑﺎﻻ ﻣﻌﻤﻮل و ﻣﺘﺪاول اﺳﺖ‪ ،‬ﺑﺠﺰ ﻣﻮاردي ﻛﻪ از ‪ article‬اﺳﺘﻔﺎده ﻧﻤﻲﻛﻨﻴﻢ‪ .‬ﻣﺜﻼً در‬
‫ﺣﺎﻟﺖ اول ‪ both‬و ‪ all‬ﻧﻴﺎزي ﺑﻪ آوردن ‪ of‬ﻧﻴﺴﺖ‪.‬‬
‫ﮔﺎﻫﻲ اوﻗﺎت ﺑﺠﺎي ‪ all‬از )‪ the whole (of‬اﺳﺘﻔﺎده ﻣﻲﺷﻮد ﻛﻪ اﻟﺒﺘﻪ ﻣﻌﻨﺎﻳﻲ ﻣﺘﻔﺎوت ﻧﻴﺰ دارد‪.‬‬
‫‪ the whole‬ﻣﻲﺗﻮاﻧﺪ ﺑﺎ اﺳﺎﻣﻲ ﻣﻔﺮد ﻗﺎﺑﻞ ﺷﻤﺎرش اﺳﺘﻔﺎده ﺷﻮد‪:‬‬
‫… ‪the whole meeting, my whole life‬‬
‫‪She lived in the same house her whole life.‬‬
‫ﻫﻤﭽﻨﻴﻦ ﻣﻲﺗﻮاﻧﺪ ﻫﻤﭽﻮن ‪ all‬ﺑﻪ ﻫﻤﺮاه ﻋﺒﺎرات زﻣﺎﻧﻲ ﻧﻴﺰ اﺳﺘﻔﺎده ﺷﻮد‪:‬‬
‫… ‪all morning / the whole morning‬‬
‫‪I was there all day. = I was there the whole day.‬‬
‫‪each/ every 5,1,2,5‬‬

‫‪ each‬زﻣﺎﻧﻲ ﺑﻪ ﻛﺎر ﻣﻲرود ﻛﻪ ﺑﺨﻮاﻫﻴﻢ ﻋﻀﻮي از ﻳﻚ ﮔﺮوه را ﺑﻪ ﺻﻮرت ﻣﺠﺮد و ﺗﻨﻬﺎ ﻧﮕﺎه ﻛﻨﻴﻢ و ‪ every‬زﻣﺎﻧﻲ ﺑﻪ‬
‫ﻛﺎر ﻣﻲرود ﻛﻪ ﺑﺨﻮاﻫﻴﻢ ﺑﻪ اﻋﻀﺎي ﺟﺎﻣﻌﻪ ﻳﺎ ﮔﺮوه ﺑﻪ ﺻﻮرت ﻳﻚ ﺳﺮي ﻳﺎ دﺳﺘﻪ ﻋﻀﻮ ﺑﺮرﺳﻲ ﻛﻨﻴﻢ‪:‬‬
‫‪Each child received a present.‬‬
‫‪Each of the children received a present.‬‬
‫‪Every child in the world deserves affection.‬‬
‫‪ each‬و ‪ every‬ﺗﻘﺮﻳﺒﺎً ﻳﻜﺴﺎن ﻣﻌﻨﻲ ﻣﻲﺷﻮﻧﺪ اﻣﺎ ﻫﻤﺎﻧﻄﻮر ﻛﻪ ﮔﻔﺘﻪ ﺷﺪ ﻛﺎرﺑﺮدي ﻣﺘﻔﺎوت دارﻧﺪ‪ .‬در ﻣﺜﺎل اول ﻫﺮ‬
‫ﺑﭽﻪ ﻳﻚ ﺟﺎﻳﺰه درﻳﺎﻓﺖ ﻛﺮد ﺑﻪ ﺑﭽﻪﻫﺎ ﺑﻪ ﺻﻮرت ﺟﺪاﮔﺎﻧﻪ ﻧﮕﺎه ﻣﻲﺷﻮد و در ﻣﺜﺎل ﺳﻮم ﻫﺮ ﺑﭽﻪ در ﺟﻬﺎن ﺳﺰاوار ﻣﻬﺮ و‬
‫ﻣﺤﺒﺖ اﺳﺖ ﺑﻪ ﻛﻠﻴﻪ ﻛﻮدﻛﺎن ﺟﻬﺎن ﺑﻪ ﺻﻮرت ﻳﻚ ﻣﺠﻤﻮﻋﻪ و ﻳﻚ ﻛﻞ ﻧﮕﺎه ﻣﻲﻛﻨﺪ‪.‬‬
‫‪ each‬را در ﺟﻤﻼت ﻣﻨﻔﻲ ﺑﻪ ﻛﺎر ﻧﺒﺮﻳﺪ و ﺑﻪ ﺟﺎي آن از ‪ none‬اﺳﺘﻔﺎده ﻛﻨﻴﺪ‪:‬‬
‫‪Each of the answers was not correct. WRONG‬‬
‫)ﺑﺎ ‪ none‬ﻓﻌﻞ ﺑﻪ ﺻﻮرت ﻣﺜﺒﺖ ﻣﻲآﻳﺪ وﻟﻲ ﻣﻨﻔﻲ ﺗﺮﺟﻤﻪ ﻣﻲﺷﻮد( ‪None of the answers was correct. CORRECT‬‬
‫ﻫﻤﻴﻨﻄﻮر ‪ each‬را ﭘﺲ از ﻗﻴﻮدي ﭼﻮن ‪ nearly ،almost‬ﻳﺎ ‪ not‬ﺑﻜﺎر ﻧﺒﺮﻳﺪ و ﺑﻪ ﺟﺎي آن از ‪ every‬اﺳﺘﻔﺎده ﻛﻨﻴﺪ‪:‬‬
‫‪Almost every window was broken.‬‬ ‫‪Not every child enjoyed the party.‬‬
GeneralEnglish.ir
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‫‪84‬‬
‫‪1‬‬
‫‪1‬‬
‫‪Phrase 6,1‬‬
‫ﻋﺒﺎرت ﻳﺎ ‪ Phrase‬ﺑﺨﺸﻲ از ﺳﺨﻦ )ادات ﺳﺨﻦ(‪ 2‬ﻳﺎ ﺑﺨﺸﻲ از ﺟﻤﻠﻪ‪ 3‬اﺳﺖ‪ Phrase .‬ﮔﺮوﻫﻲ از ﻛﻠﻤﺎت اﺳﺖ ﻛﻪ‬
‫ﻣﻌﻨﺎي ﻣﺸﺨﺼﻲ دارد اﻣﺎ ﻣﻌﻨﺎي آن ﺑﺎ اﻓﺰودن ﻗﺴﻤﺖﻫﺎي دﻳﮕﺮي ﻫﻤﭽﻮن ﻓﻌﻞ و ﻓﺎﻋﻞ ﻛﺎﻣﻞ ﺧﻮاﻫﺪ ﺷﺪ‪ .‬ﺑﺎ‬
‫ﻣﺜﺎلﻫﺎي زﻳﺮ و آﺷﻨﺎﻳﻲ ﺑﺎ اﻧﻮاع آن‪ ،‬ﺑﻪ ﺷﻨﺎﺧﺖ ﺑﻬﺘﺮي از ‪ phrase‬دﺳﺖ ﭘﻴﺪا ﺧﻮاﻫﻴﺪ ﻛﺮد‪:‬‬
‫‪Noun phrase 6,1,1‬‬

‫ﻋﺒﺎرت اﺳﻤﻲ ﮔﺮوﻫﻲ از ﻟﻐﺎت اﺳﺖ ﻛﻪ ﺣﻮل ﻳﻚ اﺳﻢ ﺳﺎﺧﺘﻪ ﻣﻲﺷﻮد‪:‬‬
‫‪A vase of roses stood on the table.‬‬
‫‪She was reading a book about the emancipation of women.‬‬
‫‪Verb phrase 6,1,2‬‬
‫ﻋﺒﺎرت ﻓﻌﻠﻲ‪ ،‬ﮔﺮوﻫﻲ از ﻛﻠﻤﺎت ﻫﺴﺘﻨﺪ ﻛﻪ ﺣﻮل ﻳﻚ ﻓﻌﻞ ﮔﺮدﻫﻢ ﻣﻲآﻳﻨﺪ‪ .‬اﻳﻦ ﮔﺮوه ﻣﻲﺗﻮاﻧﺪ ﺣﺘﻲ ﺷﺎﻣﻞ ﻓﻌﻞ‬
‫ﻛﻤﻜﻲ ﻧﻴﺰ ﺑﺎﺷﻨﺪ‪:‬‬
‫‪She had been living in London.‬‬
‫‪I will be going to college next year.‬‬
‫‪Adjective phrase 6,1,3‬‬
‫ﻋﺒﺎرت ﺻﻔﺘﻲ ﮔﺮوﻫﻲ از ﻛﻠﻤﺎت ﻫﺴﺘﻨﺪ ﻛﻪ ﺣﻮل ﻳﻚ ﺻﻔﺖ ﮔﺮدﻫﻢ ﻣﻲآﻳﻨﺪ‪:‬‬
‫‪He’s led a very interesting life.‬‬
‫‪A lot of the kids are really keen on football.‬‬
‫‪Adverbial phrase 6,1,4‬‬
‫ﮔﺮوه ﻗﻴﺪي‪ ،‬ﮔﺮوﻫﻲ از ﻛﻠﻤﺎت اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﻨﺪ ﻗﺒﻞ ﻳﺎ ﺑﻌﺪ از ﻗﻴﺪ ﻗﺮار ﺑﮕﻴﺮﻧﺪ و ﺑﺎ آن ﺗﺸﻜﻴﻞ ﮔﺮوه ﻗﻴﺪي دﻫﻨﺪ‪:‬‬
‫‪The economy recovered very slowly.‬‬
‫‪They wanted to leave the country as fast as possible.‬‬
‫‪Prepositional phrase 6,1,5‬‬
‫ﮔﺮوه ﺣﺮف اﺿﺎﻓﻪ‪ ،‬ﮔﺮوﻫﻲ از ﻛﻠﻤﺎت ﻫﺴﺘﻨﺪ ﻛﻪ ﭘﺲ از ﺣﺮف اﺿﺎﻓﻪ آﻣﺪه و ﺑﺎ آن ﮔﺮوه ﺣﺮﻓﻲ را ﺗﺸﻜﻴﻞ ﻣﻲدﻫﻨﺪ‪:‬‬
‫‪I longed to live near the sea.‬‬
‫‪The dog was hiding under the kitchen table.‬‬
‫ﺧﺐ! ﻳﻚ ﺳﻮال ﻣﻬﻢ ﭘﻴﺶ ﺧﻮاﻫﺪ آﻣﺪ! ﻣﺎ ﺑﺮاي ﭼﻲ اﺻﻼً ﺑﺎﻳﺪ ﺑﺎ ‪ phrase‬آﺷﻨﺎ ﺑﺸﻴﻢ؟؟‬
‫ﭘﺎﺳﺦ ﺳﺎده اﺳﺖ‪ .‬ﺑﺮاي ﺷﻨﺎﺧﺖ ﺑﻬﺘﺮ ﻫﺮ ﺟﻤﻠﻪ ﻧﻴﺎز اﺳﺖ ﺗﺎ اﺟﺰاي آن را ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﻴﻢ‪ .‬ﺳﺎﺧﺖ ﺻﺤﻴﺢ ﻫﺮﻳﻚ از اﺟﺰاي‬
‫ﺳﺨﻦ و در ﻛﻨﺎر ﻫﻢ ﻗﺮار دادن آنﻫﺎ ﺑﻪ ﺻﻮرت ﻣﻨﺎﺳﺐ ﻣﻨﺠﺮ ﺑﻪ اﻳﺠﺎد ﺟﻤﻠﻪاي ﺑﺎ ﺑﺎر ﻣﻌﻨﺎﻳﻲ ﻣﻨﺎﺳﺐ ﺧﻮاﻫﺪ ﺷﺪ‪ .‬ﺷﻤﺎ‬
‫ﭼﻨﺎﻧﭽﻪ ﺑﺘﻮاﻧﻴﺪ ﻫﺮﻳﻚ از اﺟﺰاي ﺑﺎﻻ را ﺑﺨﻮﺑﻲ ﺷﻨﺎﺳﺎﻳﻲ و ﺗﻔﻜﻴﻚ ﻧﻤﺎﻳﻴﺪ ﺑﻪ درك ﻛﺎﻣﻠﻲ از اﻳﻦ زﺑﺎن دﺳﺖ ﺧﻮاﻫﺪ ﻳﺎﻓﺖ‪.‬‬
‫‪ Phrase 1‬در زﺑﺎن ﻓﺎرﺳﻲ ﻣﻌﺎدل ﺧﺎﺻﻲ ﻧﺪارد ﺑﻪ ﻫﻤﻴﻦ دﻟﻴﻞ ﻣﺎ آﻧﺮا ﻫﻤﺎن ‪ phrase‬ﻣﻲ ﻧﺎﻣﻴﻢ و از ﺗﺮﺟﻤﻪ آن ﺻﺮف ﻧﻈﺮ ﻣﻲﻛﻨﻴﻢ‪.‬‬
‫‪2‬‬
‫‪Part of Speech‬‬
‫‪3‬‬
‫‪Part of Sentence‬‬
‫‪85‬‬ ‫‪Clause‬ﻳﺎ ﺷﺒﻪ ﺟﻤﻠﻪ‬
‫‪ Clause 6,2‬ﻳﺎ ﺷﺒﻪ ﺟﻤﻠﻪ‬
‫‪78‬‬
‫ﮔﺮوﻫﻲ از ﻟﻐﺎت وﺟﻮد دارد ﻛﻪ ﺷﺎﻣﻞ ﺗﻨﻬﺎ ﻳﻚ ﻋﺒﺎرت اﺳﻤﻲ )‪ (noun phrase‬و ﻳﻚ ‪ 1predicate‬ﻣﻲﺷﻮد‪.‬‬
‫‪ clause‬از ﻧﻈﺮ ﻣﻌﻨﺎﻳﻲ ﺑﻪ دو دﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻣﻲﺷﻮد‪:‬‬
‫‪ ‬واﺑﺴﺘﻪ‪ :2‬ﻳﺎ ﺑﺨﺸﻲ از ﺟﻤﻠﻪ اﺳﺖ ﻛﻪ ﺑﻪ ﺳﺎﻳﺮ ﻗﺴﻤﺖﻫﺎ واﺑﺴﺘﻪ اﺳﺖ و ﻣﺴﺘﻘﻼً ﻣﻌﻨﺎي ﻛﺎﻣﻠﻲ ﻧﻤﻲدﻫﺪ‪:‬‬
‫‪because she smiled at him‬‬
‫در اﻳﻨﺠﺎ ﻋﺒﺎرت ﺑﺎﻻ ﻣﻌﻨﺎي ﻣﺴﺘﻘﻠﻲ ﻧﻤﻲدﻫﺪ‪" .‬ﭼﻮن اون ﺑﻬﺶ ﺧﻨﺪﻳﺪ!" ﺧﺐ ﺑﺎ ﺷﻨﻴﺪن اﻳﻦ ﻋﺒﺎرت اﺣﺘﻤﺎﻻً در ذﻫﻦ‬
‫اﻳﻦ ﺳﻮال ﭘﻴﺶ ﻣﻴﺎد ﻛﻪ ﺑﻌﺪش ﭼﻲ ﺷﺪ! ﭘﺲ اﻳﻦ ﺷﺒﻪ ﺟﻤﻠﻪ واﺑﺴﺘﻪ ﺑﻪ ﺷﺒﻪ ﺟﻤﻠﻪاي دﻳﮕﺮ اﺳﺖ ﻛﻪ در ﻛﻨﺎر ﻫﻢ ﻣﻌﻨﺎي‬
‫ﻛﺎﻣﻠﻲ داده و ﺗﺒﺪﻳﻞ ﺑﻪ ﻳﻚ ﺟﻤﻠﻪ ﻣﻲﺷﻮﻧﺪ‪ .‬ﻣﺜﻼً "اون ﻣﺤﻜﻢ زد ﺗﻮ ﮔﻮﺷﺶ‪ ،‬ﭼﻮن اون ﺑﻬﺶ ﺧﻨﺪﻳﺪ!"‬
‫‪ ‬ﻣﺴﺘﻘﻞ‪ :3‬ﻳﺎ ﺧﻮد ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﻣﻌﻨﺎي ﻛﺎﻣﻠﻲ ﻣﻲدﻫﺪ و ﺑﺎ ﻋﻼﻣﺖ ﮔﺬاري )‪،!،.‬؟( ﺑﻪ ﺟﻤﻠﻪ ﺗﺒﺪﻳﻞ ﻣﻲﺷﻮد‪:‬‬
‫‪He was eating a toasted sandwich‬‬
‫در اﻳﻨﺠﺎ ﻋﺒﺎرت ﺑﺎﻻ ﻣﻌﻨﺎي ﻛﺎﻣﻠﻲ دارد‪" .‬اون داﺷﺖ ﻳﻚ ﺳﺎﻧﺪوﻳﭻ ﺑﺮﺷﺘﻪ ﻣﻲﺧﻮرد" ﺑﺮاي ﺗﺒﺪﻳﻞ اﻳﻦ ‪ clause‬ﺑﻪ ﻳﻚ‬
‫ﺟﻤﻠﻪ ﻛﺎﻓﻲ اﺳﺖ در اﻧﺘﻬﺎي ﺟﻤﻠﻪ ﻋﻼﻣﺖ ﻧﻘﻄﻪ "‪ ".‬ﻗﺮار داده و ﺑﻪ ﺷﻨﻮﻧﺪه ﺑﮕﻮﻳﻴﻢ ﺣﺮﻓﻤﺎن ﺗﻤﺎم ﺷﺪه اﺳﺖ‪ .‬ﭘﺲ ﻳﻚ‬
‫‪4‬‬
‫ﺷﺒﻪ ﺟﻤﻠﻪ در ﺻﻮرت داﺷﺘﻦ اﺳﺘﻘﻼل ﻣﻲﺗﻮاﻧﺪ ﻛﺎرﻛﺮدي ﻛﺎﻣﻼً ﻣﺸﺎﺑﻪ ﺑﺎ ﻳﻚ ﺟﻤﻠﻪ داﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫در ﺑﻴﺎﻧﻲ دﻳﮕﺮ ﻳﻚ ‪ Clause‬ﻣﻲﺗﻮاﻧﺪ اﺻﻠﻲ‪ 5‬ﺑﺎﺷﺪ ﻳﺎ ﻓﺮﻋﻲ و ﺗﺒﻌﻲ‪ .6‬ﺷﺒﻪ ﺟﻤﻠﻪ اﺻﻠﻲ ﻣﻌﻨﺎﻳﻲ ﻣﺴﺘﻘﻞ ﻣﻲدﻫﺪ و ﺷﺒﻪ‬
‫ﺟﻤﻠﻪ ﺗﺒﻌﻲ‪ ،‬ﺗﺎﺑﻊ ﺷﺒﻪ ﺟﻤﻠﻪ دﻳﮕﺮي اﺳﺖ و ﺑﻪ ﻫﻤﺮاه آن ﻣﻌﻨﻲاش ﻛﺎﻣﻞ ﺧﻮاﻫﺪ ﺷﺪ‪ .‬ﺑﻪ ﻣﺜﺎلﻫﺎي زﻳﺮ دﻗﺖ ﻛﻨﻴﺪ‪:‬‬
‫‪She was born in Spain but‬‬ ‫‪her mother is Polish.‬‬
‫‪main clause‬‬ ‫‪conjunction‬‬ ‫‪main clause‬‬
‫‪I love sport‬‬ ‫‪and‬‬ ‫‪I’m captain of the local football team.‬‬
‫‪main clause‬‬ ‫‪conjunction‬‬ ‫‪main clause‬‬
‫‪After we had had lunch ,‬‬ ‫‪we went back to work.‬‬

‫‪subordinate clause‬‬ ‫‪main clause‬‬
‫‪I first saw her in Paris‬‬ ‫‪,‬‬ ‫‪where I lived in the early nineties.‬‬
‫‪main clause‬‬ ‫‪subordinate clause‬‬
‫ﻫﻤﺎﻧﻄﻮر ﻛﻪ در ﻣﺜﺎلﻫﺎي ﺑﺎﻻ ﻣﺸﺨﺺ اﺳﺖ دو ﻣﺜﺎل اول ﻣﺘﺸﻜﻞ از دو ﺷﺒﻪ ﺟﻤﻠﻪ اﺻﻠﻲ و ﻣﺴﺘﻘﻞ ﻫﺴﺘﻨﺪ ﻛﻪ ﺗﻮﺳﻂ ﺣﺮف‬
‫رﺑﻂ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﻣﺘﺼﻞ ﺷﺪهاﻧﺪ و دو ﻣﺜﺎل آﺧﺮ ﻧﻴﺰ ﺷﺎﻣﻞ ﻳﻚ ﺷﺒﻪ ﺟﻤﻠﻪ اﺻﻠﻲ و ﻳﻚ ﺷﺒﻪ ﺟﻤﻠﻪ ﺗﺒﻌﻲ ﻳﺎ واﺑﺴﺘﻪ اﺳﺖ‪ .‬ﺷﺒﻪ‬
‫ﺟﻤﻠﻪﻫﺎي ﺗﺒﻌﻲ ﺑﻪ ﺗﻨﻬﺎﻳﻲ ﻣﻌﻨﺎي ﻣﺴﺘﻘﻠﻲ ﻧﻤﻲدﻫﻨﺪ‪ :‬ﻣﺜﻼً در ﻣﺜﺎل آﺧﺮ "‪...‬ﺟﺎﻳﻲ ﻛﻪ ﻣﻦ در اواﻳﻞ دﻫﻪ ﻧﻮد زﻧﺪﮔﻲ ﻣﻲﻛﺮدم"‬
‫‪ predicate 1‬ﺑﺨﺸﻲ از ﺟﻤﻠﻪ اﺳﺖ ﻛﻪ در ﻣﻮرد ﻓﺎﻋﻞ ﺻﺤﺒﺖ ﻣﻲﻛﻨﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل در ﺟﻤﻠﻪ ‪ ،she is an artist‬ﻣﻲﺗﻮان ‪is an artist‬‬
‫را ‪ predicate‬ﻧﺎﻣﻴﺪ ﻛﻪ اﻏﻠﺐ ‪ verb‬ﻧﻴﺰ در ﺧﻮد دارد‪.‬‬
‫‪2‬‬
‫‪dependent‬‬
‫‪3‬‬
‫‪independent‬‬
‫‪4‬در اداﻣﻪ و در ﺗﻌﺮﻳﻒ ﺟﻤﻠﻪ ﺧﻮاﻫﻴﺪ ﺧﻮاﻧﺪ ﻛﻪ ﻳﻚ ﺟﻤﻠﻪ ﻣﻲﺗﻮاﻧﺪ از ﻳﻚ ﻳﺎ ﺗﻌﺪاد ﺑﻴﺸﺘﺮي ‪ clause‬ﺗﺸﻜﻴﻞ ﺷﺪه ﺑﺎﺷﺪ ﻛﻪ ﺑﺮﺧﻲ ﻣﺴﺘﻘﻞ‬
‫و ﺑﺮﺧﻲ دﻳﮕﺮ واﺑﺴﺘﻪ اﻧﺪ‪...‬‬
‫‪5‬‬
‫‪main cluase‬‬
‫‪6‬‬
‫‪subordinate cluase‬‬
‫‪86‬‬
‫ﺣﺎل ﺑﺎ روﺷﻦ ﺷﺪن ﻣﻮﺿﻮع ﺑﻪ ﺑﺤﺚ ‪ conjunction‬ﻳﺎ ﺣﺮوف رﺑﻂ ﻛﻪ ﻧﻴﻤﻪ ﺗﻤﺎم ﻣﺎﻧﺪه ﺑﻮد ﺑﺎز ﻣﻲﮔﺮدﻳﻢ‪.‬‬
‫ﻫﻤﺎﻧﻄﻮر ﻛﻪ در آن ﺑﺨﺶ ذﻛﺮ ﺷﺪ از ﻧﻈﺮ ﻛﺎرﻛﺮدي دو ﺣﺮف رﺑﻂ وﺟﻮد دارد‪ coordinating conjunction :‬و‬
‫‪ .subordinating conjunction‬ﺑﺎ درك ﻣﻔﻬﻮم ﺷﺒﻪ ﺟﻤﻠﻪ ﺑﻪ ﺳﺮاغ اﻳﻦ ﺣﺮوف ﻣﻲروﻳﻢ‪:‬‬
‫‪ 6,2,1‬ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز‪) 1‬در ﻣﺒﺤﺚ ‪(clause‬‬

‫ﺣﺮوف رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز دو ﺑﺨﺶ از ﺟﻤﻠﻪ را ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﻣﺘﺼﻞ ﻣﻲﻧﻤﺎﻳﻨﺪ ﻛﻪ ﺑﺎ ﻳﻜﺪﻳﮕﺮ از ﻧﻈﺮ وزﻧﻲ و اﻫﻤﻴﺘﻲ‬
‫ﺑﺮاﺑﺮ و ﻳﻜﺴﺎن ﻫﺴﺘﻨﺪ‪ .‬ﻣﺜﻼً "ﻣﻦ رﻓﺘﻢ ﺧﻮﻧﻪ و ﻟﺒﺎﺳﻬﺎﻣﻮ ﺑﺮداﺷﺘﻢ"‪ .‬در اﻳﻨﺠﺎ ﻫﺮ دو ﺟﻤﻠﻪ اﻫﻤﻴﺘﻲ ﻳﻜﺴﺎن داﺷﺘﻪ‬
‫ﻛﻪ ﺑﺎ ﺣﺮف رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز "و" ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﻣﺘﺼﻞ ﺷﺪهاﻧﺪ‪ .‬اﻧﻮاع ﺣﺮوف رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز از اﻳﻦ ﻗﺮارﻧﺪ‪:‬‬
‫‪Pure conjunction‬‬ ‫‪for, and, nor, but, or, yet, so‬‬
‫ﺣﺮوف رﺑﻂ ﻣﻄﻠﻖ‬ ‫‪F A N B O Y S‬‬
‫‪Conjunctive‬‬ ‫‪accordingly, in fact, again, instead, also, likewise, besides,‬‬
‫‪Adverbs‬‬ ‫‪moreover, consequently, namely, finally, nevertheless, for,‬‬
‫ﻗﻴﻮد رﺑﻂدﻫﻨﺪه )ﻋﻄﻔﻲ(‬
‫‪example, otherwise, further, still, furthermore, that is,‬‬
‫‪hence, then, however, therefore, indeed, thus‬‬
‫ﺗﻮﺟﻪ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻛﻪ ﻗﻴﻮد رﺑﻂ دﻫﻨﺪه ﻣﻤﻜﻦ اﺳﺖ در ﺟﺎﻫﺎي دﻳﮕﺮي از ﺟﻤﻠﻪ ﺑﺎ ﻣﻌﻨﺎي ﻗﻴﺪي ﻗﺮار ﺑﮕﻴﺮﻧﺪ‪ .‬در اﻳﻦ‬
‫ﺻﻮرت اﻳﻦ ﺣﺮوف دﻳﮕﺮ ﺣﺮف رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز ﻧﻴﺴﺘﻨﺪ و ﺗﻮﺿﻴﺤﺎﺗﻲ ﻛﻪ در ﻣﻮرد آنﻫﺎ داده ﺧﻮاﻫﺪ ﺷﺪ ﭘﻴﺮاﻣﻮن‬
‫اﻳﻦﮔﻮﻧﻪ ﻗﻴﺪﻫﺎ ﺻﺎدق ﻧﻴﺴﺖ‪:‬‬
‫!‪I was still studying at six o'clock in the evening‬‬
‫‪Joey decided to go to a party instead.‬‬
‫در دو ﻣﺜﺎل ﺑﺎﻻ دﻳﮕﺮ ‪ still‬و ‪ instead‬ﺣﺮف رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز ﻧﻴﺴﺘﻨﺪ و در اﻳﻨﺠﺎ ﻧﻘﺶ ﻗﻴﺪ را ﺑﺎزي ﻣﻲﻛﻨﻨﺪ زﻳﺮا‬
‫دﻳﮕﺮ دو ﺟﻤﻠﻪ ﻫﻤﭙﺎﻳﻪ را ﺑﻪ ﻳﻜﺪﻳﮕﺮ اﺗﺼﺎل ﻧﻤﻲدﻫﻨﺪ‪.‬‬
‫دﻗﺖ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻛﻪ ﻗﻴﻮد رﺑﻂ دﻫﻨﺪه ﭘﺲ از ﺧﻮد ﻋﻼﻣﺖ ﻛﺎﻣﺎ "‪ ",‬ﺧﻮاﻫﻨﺪ داﺷﺖ و ﭼﻨﺎﻧﭽﻪ در ﻣﻴﺎﻧﻪ ﺟﻤﻠﻪ ﻗﺮار‬
‫ﺑﮕﻴﺮﻧﺪ ﻣﻲﺗﻮان ﭘﻴﺶ از آنﻫﺎ از ﺳﻤﻴﻜﺎﻟﻦ";" ﻳﺎ ﻧﻘﻄﻪ "‪ ".‬ﻣﻲآﻳﺪ‪:‬‬
‫‪Joey had an upset stomach. Accordingly, he took antacid tablets.‬‬
‫‪Joey had an upset stomach; accordingly, he took antacid tablets.‬‬
‫ﺟﻮي ﻳﻪ دلدرد ﺷﺪﻳﺪ داﺷﺖ‪ ،‬ﺑﻪ ﻫﻤﻴﻦ ﺟﻬﺖ ﻗﺮصﻫﺎي ﺿﺪ اﺳﻴﺪ ﻣﻌﺪه رو ﺧﻮرد‪...‬‬
‫ﻫﻤﺎﻧﻄﻮر ﻛﻪ در دو ﻣﺜﺎل ﺑﺎﻻ ﻣﺸﺎﻫﺪه ﻣﻲﻛﻨﻴﺪ‪ ،‬در ﺣﺎﻟﺘﻲ ﻛﻪ ﻋﻼﻣﺖ ﻧﻘﻄﻪ ﭘﻴﺶ از ﻗﻴﺪ رﺑﻂ دﻫﻨﺪه ﻗﺮار ﮔﺮﻓﺘﻪ ﺣﺮف اول ﻛﻠﻤﻪ‬
‫‪ Accordingly‬ﺑﻪ ﺻﻮرت ﺑﺰرگ ﻧﻮﺷﺘﻪ ﺷﺪه اﺳﺖ‪ .‬ﻫﺮ دو ﺣﺎﻟﺖ ﺑﺎﻻ ﺻﺤﻴﺢ و ﻗﺎﺑﻞ ﻗﺒﻮل اﺳﺖ‪.‬‬
‫ﺗﻤﺮﻳﻦ‪ :‬ﺟﻤﻠﻪ زﻳﺮ را ﺷﻤﺎ ﺗﺤﻠﻴﻞ ﻛﻨﻴﺪ و ﺻﻮرت دﻳﮕﺮ آن را ﻃﺒﻖ ﻗﺎﻋﺪه ﺑﺎﻻ ﺑﻨﻮﻳﺴﻴﺪ‪:‬‬
‫‪The clams were delicious. Likewise, the eggplant was excellent.‬‬
‫ﺣﻠﺰون ﺧﻮش ﻣﺰه ﺑﻮد‪ ،‬ﻫﻤﻴﻨﻄﻮر ﺑﺎدﻣﺠﻮن ﻫﻢ ﺣﺮف ﻧﺪاﺷﺖ!‬
‫‪1‬‬
‫‪coordinating conjunction‬‬
‫‪87‬‬ ‫‪Clause‬ﻳﺎ ﺷﺒﻪ ﺟﻤﻠﻪ‬
‫ﺣﺎل زﻣﺎﻧﻲ ﻛﻪ از ﺣﺮوف رﺑﻂ ﻣﻄﻠﻖ )‪ (FANBOYS‬اﺳﺘﻔﺎده ﻣﻲﻛﻨﻴﻢ‪ ،‬ﭘﻴﺶ از آن ﻣﻲﺗﻮان از ﻋﻼﻣﺖ ﻛﺎﻣﺎ‬
‫اﺳﺘﻔﺎده ﻛﺮد )اﻟﺒﺘﻪ اﺧﺘﻴﺎري اﺳﺖ( و ﻧﻴﺎزي ﺑﻪ ﻋﻼﻣﺘﮕﺬاري دﻳﮕﺮي ﻧﻤﻲﺑﺎﺷﺪ‪:‬‬
‫‪1. She remained silent, for her heart was heavy and her spirits low.‬‬
‫‪2. You make breakfast, and I set the table.‬‬
‫‪3. He is not smart, nor is he handsome.‬‬
‫‪4. It is an old car, but it still works well.‬‬
‫‪5. You should eat more, or you will make yourself ill.‬‬
‫‪6. I ate too much, yet I feel hungry.‬‬
‫‪7. I was in a hurry, so I took a taxi.‬‬
‫ﻣﺜﺎلﻫﺎي ﺑﺎﻻ ﺣﺎوي ﻧﻜﺎﺗﻲ ﻣﻬﻢ اﺳﺖ ﻛﻪ ﺑﻪ آنﻫﺎ اﺷﺎره ﺧﻮاﻫﻴﻢ ﻧﻤﻮد‪:‬‬
‫ﻣﺜﺎل اول‪ :‬ﻛﻠﻤﻪ ‪ for‬در ﻣﺘﻮن ادﺑﻲ ﻳﺎ ﻣﺘﻮن ﻗﺪﻳﻤﻲ ﺑﻴﺸﺘﺮ ﺑﻪ ﻋﻨﻮان رﺑﻂ دﻫﻨﺪه اﺳﺘﻔﺎده ﻣﻲﺷﻮد و در ﻣﻌﻨﺎي "زﻳﺮا" و‬
‫"ﺑﺮاي اﻳﻨﻜﻪ" اﺳﺖ‪ .‬ﻫﻤﺎﻧﻄﻮر ﻛﻪ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬آوردن ﻋﻼﻣﺖ ﻛﺎﻣﺎ ﭘﻴﺶ از آن اﺧﺘﻴﺎري اﺳﺖ‪.‬‬
‫ﻣﺜﺎل دوم‪ :‬در اﻳﻦ ﻣﺜﺎل ﻓﺎﻋﻞ ﺟﻤﻠﻪ اول ‪ you‬و ﻓﺎﻋﻞ ﺟﻤﻠﻪ دوم ‪ I‬اﺳﺖ‪ .‬در ﺣﺎﻟﺘﻲ ﻛﻪ ﻓﺎﻋﻞ دو ﺟﻤﻠﻪ ﻣﺘﻔﺎوت اﺳﺖ ﺑﺮاي ﻛﻠﻴﻪ‬
‫ﺣﺮوف رﺑﻂ اﺳﺘﻔﺎده از ﻋﻼﻣﺖ ﻛﺎﻣﺎ اﻟﺰاﻣﻲ ﺧﻮاﻫﺪ ﺑﻮد‪.‬‬
‫ﻣﺜﺎل ﺳﻮم‪ :‬ﺑﻪ اﻳﻦ ﻣﺜﺎل ﺑﻴﺸﺘﺮ دﻗﺖ ﻛﻨﻴﺪ و ﺳﻌﻲ ﻛﻨﻴﺪ ﻧﻜﺘﻪ زﻳﺮ را ﭘﻴﺶ از ﺧﻮاﻧﺪن ﻛﺸﻒ ﻛﻨﻴﺪ‪...‬‬
‫ﺑﻪ ﻫﻨﮕﺎم اﺳﺘﻔﺎده از ‪ nor‬در ﺟﻤﻠﻪ‪ ،‬ﺟﺎي ﻓﻌﻞ و ﻓﺎﻋﻞ ﺗﻐﻴﻴﺮ ﻣﻲﻛﻨﺪ و ﺻﻮرت ﺟﻤﻠﻪ ﺷﺒﻴﻪ ﺑﻪ ﺣﺎﻟﺖ ﺳﻮاﻟﻲ ﺧﻮاﻫﺪ ﺷﺪ‪ .‬ﺑﻪ اﻳﻦ‬
‫ﭘﺪﻳﺪه واروﻧﮕﻲ )‪ (inversion‬ﻣﻲﮔﻮﻳﻨﺪ‪:‬‬
‫‪He is not smart, nor he is handsome.‬‬
‫‪He is not smart, nor is he handsome. CORRECT‬‬
‫در ﺷﺮاﻳﻄﻲ ﻛﻪ ﺟﻤﻠﻪ داراي ﻓﻌﻞ اﺻﻠﻲ ﺑﺎﺷﺪ ﺑﻪ ﺟﺎي ﺟﺎﺑﺠﺎﻳﻲ ﻓﺎﻋﻞ و ﻓﻌﻞ‪ ،‬از ﻓﻌﻞ ﻛﻤﻜﻲ ﺑﺮاي ‪ inversion‬اﺳﺘﻔﺎده‬
‫ﻣﻲﻧﻤﺎﻳﻴﻢ )ﻫﻤﺎﻧﻨﺪ ﺳﻮاﻟﻲ ﻛﺮدن ﺟﻤﻠﻪ(‪) :‬ﺟﻬﺖ ﺗﻮﺿﻴﺤﺎت ﺑﻴﺸﺘﺮ ﺑﻪ ﻓﺼﻞ آﺧﺮ ﻣﺮاﺟﻌﻪ ﻛﻨﻴﺪ‪(.‬‬
‫‪I don’t expect children to be rude, nor I expect to be disobeyed.‬‬
‫‪I don’t expect children to be rude, nor do I expect to be disobeyed.‬‬
‫ﻣﺜﺎل ﺷﺸﻢ‪ :‬در اﻳﻦ ﻣﺜﺎل ‪ yet‬ﺑﻪ ﻫﻨﮕﺎم ﻣﻌﻨﺎ ﻧﻤﻮدن ﻣﻌﻨﺎي ‪ but‬ﻣﻲدﻫﺪ‪:‬‬
‫"ﻣﻦ }ﺑﺎ اﻳﻨﻜﻪ{ ﺧﻴﻠﻲ ﺧﻮردم‪ ،‬ﻫﻨﻮزم ﮔﺮﺳﻨﻤﻪ‪".‬‬ ‫ﻳﺎ‬ ‫"ﻣﻦ ﺧﻴﻠﻲ ﺧﻮردم اﻣﺎ اﺣﺴﺎس ﮔﺮﺳﻨﮕﻲ ﻣﻲﻛﻨﻢ‪".‬‬
‫ﻣﺜﺎل ﻫﻔﺘﻢ‪ :‬ﻣﺜﺎل آﺧﺮ را ﻣﻲﺗﻮان ﺑﻪ ﮔﻮﻧﻪاي دﻳﮕﺮ ﻧﻴﺰ ﻋﻼﻣﺖ ﮔﺬاري )‪ (punctuation‬ﻧﻤﻮد‪{… .so, …} :‬‬
‫‪7. I was in a hurry. So, I took a taxi.‬‬
‫ﻫﻴﭻ وﻗﺖ دو ﺟﻤﻠﻪ ﻣﺴﺘﻘﻞ را ﺗﻨﻬﺎ ﺑﺎ ﮔﺬاﺷﺘﻦ ﻛﺎﻣﺎ ﺑﻪ ﻳﻜﺪﻳﮕﺮ اﺗﺼﺎل ﻧﻤﻲدﻫﻴﻢ و ﺑﺎﻳﺴﺘﻲ ﺑﺮاي اﺗﺼﺎل آن ﺣﺘﻤﺎً از‬
‫ﺣﺮوف رﺑﻂ ﻣﻨﺎﺳﺐ اﺳﺘﻔﺎده ﻛﻨﻴﻢ‪:‬‬
‫‪The day was long , he got very tired. WRONG‬‬
‫اﻟﺒﺘﻪ ﻣﻲﺗﻮان دو ﺟﻤﻠﻪ ﻣﺴﺘﻘﻞ را ﺗﻮﺳﻂ ﺳﻤﻴﻜﺎﻟﻦ و ﺑﺪون ﻗﺮار دادن ﺣﺮف رﺑﻂ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﻣﺘﺼﻞ ﻧﻤﻮد‪:‬‬
‫‪The bank robber dodged the bullet; Joey was shot seventeen times.‬‬
‫ﺑﺎﻧﻚزن از ﮔﻠﻮﻟﻪﻫﺎ ﺟﺎﺧﺎﻟﻲ داد‪ ،‬ﺟﻮي ‪17‬ﺑﺎر ﺷﻠﻴﻚ ﻛﺮده ﺑﻮد‪.‬‬
‫‪88‬‬
‫‪ 6,2,2‬ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﺗﺒﻌﻲ‪) 1‬در ﻣﺒﺤﺚ ‪(clause‬‬

‫اﻳﻦ ﺣﺮوف دو ﺑﺨﺶ ﻏﻴﺮﻣﺴﺎوي و ﻏﻴﺮﻫﻢ وزن ﺟﻤﻠﻪ را ﺑﻪ ﻳﻜﺪﻳﮕﺮ اﺗﺼﺎل ﻣﻲدﻫﻨﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل ﻳﻚ ﺷﺒﻪ ﺟﻤﻠﻪ واﺑﺴﺘﻪ را ﺑﻪ‬
‫ﻳﻚ ﺷﺒﻪ ﺟﻤﻠﻪ ﻣﺴﺘﻘﻞ ارﺗﺒﺎط ﻣﻲدﻫﻨﺪ‪ .‬ﻟﻴﺴﺖ ﻣﻬﻢﺗﺮﻳﻦ اﻳﻦ ﺣﺮوف از اﻳﻦ ﻗﺮار اﺳﺖ‪:‬‬
‫‪after‬‬ ‫‪since‬‬ ‫‪even though‬‬ ‫‪although‬‬ ‫‪so that‬‬
‫‪in order that‬‬ ‫‪as‬‬ ‫‪supposing‬‬ ‫‪until‬‬ ‫‪because‬‬
‫‪than‬‬ ‫‪lest‬‬ ‫‪before‬‬ ‫‪till‬‬ ‫‪unless‬‬
‫‪but that‬‬ ‫‪though‬‬ ‫‪no matter‬‬ ‫‪ever since‬‬ ‫‪though‬‬
‫‪if‬‬ ‫‪that‬‬ ‫‪how‬‬ ‫‪wherever‬‬ ‫‪whereas‬‬
‫‪while‬‬ ‫‪who‬‬ ‫‪whether‬‬ ‫‪where‬‬ ‫‪why‬‬
‫‪when‬‬ ‫‪what‬‬ ‫‪which‬‬ ‫‪whenever‬‬
‫اﻳﻦ ﺣﺮوف ﻛﻪ ﺑﺎ ﺑﺴﻴﺎري از آنﻫﺎ آﺷﻨﺎ ﻫﺴﺘﻴﺪ‪ ،‬دو ﺑﺨﺶ ﻣﺴﺘﻘﻞ و واﺑﺴﺘﻪ ﺟﻤﻠﻪ را ﺑﻪ ﻳﻜﺪﻳﮕﺮ رﺑﻂ داده و ﻣﻌﻨﺎي ﻛﺎﻣﻠﻲ ﺑﻪ‬
‫ﺟﻤﻠﻪ ﻣﻲﺑﺨﺸﻨﺪ‪ .‬دو ﮔﻮﻧﻪ ﻧﮕﺎرش ﺑﺮاي اﻳﻦ ﺟﻤﻼت اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪:‬‬
‫‪ subordinating conjunction + subordinate clause + , + main clause‬‬
‫‪While she was asleep , thieves stole her handbag.‬‬
‫در ﺣﺎﻟﻲ ﻛﻪ اون ﺧﻮاب ﺑﻮد‪ ،‬دزدﻫﺎ وارد ﺷﺪﻧﺪ و ﻛﻴﻒ دﺳﺘﻲاش را دزدﻳﺪﻧﺪ‪.‬‬
‫‪ main clause + subordinating conjunction + subordinate clause‬‬

‫‪Thieves broke in and stole her handbag while she was asleep.‬‬
‫دزدﻫﺎ وارد ﺷﺪﻧﺪ و ﻛﻴﻒ دﺳﺘﻲاش را دزدﻳﺪﻧﺪ در ﺣﺎﻟﻲ ﻛﻪ اون ﺧﻮاب ﺑﻮد‪.‬‬
‫در ﺣﺎﻟﺘﻲ ﻛﻪ ﺣﺮف رﺑﻂ ﺗﺒﻌﻲ در اﺑﺘﺪاي ﺟﻤﻠﻪ ﺑﻴﺎﻳﺪ‪ ،‬اﺳﺘﻔﺎده از ﻛﺎﻣﺎ اﻟﺰاﻣﻲ اﺳﺖ و در زﻣﺎﻧﻲ ﻛﻪ در ﻣﻴﺎﻧﻪ ﺟﻤﻠﻪ ﻗﺮار ﮔﻴﺮد دﻳﮕﺮ‬
‫ﻧﻴﺎزي ﺑﻪ اﺳﺘﻔﺎده از ﻛﺎﻣﺎ ﻧﻴﺴﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ دﻗﺖ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻛﻪ ﺣﺮف رﺑﻂ ﺗﺒﻌﻲ ﻫﻤﻴﺸﻪ ﭘﻴﺶ از ﺷﺒﻪ ﺟﻤﻠﻪ ﺗﺒﻌﻲ ﻳﺎ ﻓﺮﻋﻲ ﻗﺮار‬
‫ﻣﻲﮔﻴﺮد‪ .‬در ﻣﺜﺎل ﺑﺎﻻ "در ﺣﺎﻟﻲ ﻛﻪ اون ﺧﻮاب ﺑﻮد" ﺷﺒﻪ ﺟﻤﻠﻪ ﻓﺮﻋﻲ اﺳﺖ ﻛﻪ ﺑﻪ ﺗﺒﻊ ﺟﻤﻠﻪ دﻳﮕﺮ ﻣﻌﻨﺎي ﻛﺎﻣﻞ ﭘﻴﺪا ﻣﻲﻛﻨﺪ‪.‬‬
‫ﻣﻌﺎﻧﻲ ﺗﻤﺎم ﺣﺮوف رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز و ﺗﺒﻌﻲ ذﻛﺮ ﺷﺪه را ﺣﺘﻤﺎ ﺑﺨﺎﻃﺮ داﺷﺘﻪ ﺑﺎﺷﻴﺪ‪.‬‬
‫‪ 6,2,3‬ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﺟﻔﺘﻲ‪) 2‬در ﻣﺒﺤﺚ ‪(clause‬‬

‫ﻫﻤﺎﻧﻄﻮر ﻛﻪ از اﺳﻢ اﻳﻦ ﻛﻠﻤﺎت ﭘﻴﺪاﺳﺖ‪ ،‬از دو ﺑﺨﺶ ﺗﺸﻜﻴﻞ ﺷﺪهاﻧﺪ ﻛﻪ ﺑﻪ ﺻﻮرت ﺟﻔﺘﻲ و ﻫﻤﺰﻣﺎن ﺑﻪ ﻛﺎر ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮﻧﺪ‪.‬‬
‫… ‪both … and‬‬ ‫‪6,2,3,1‬‬

‫اﻳﻦ ﺗﺮﻛﻴﺐ ﺑﻪ ﻣﻌﻨﺎي "ﻫﻢ اﻳﻦ و ﻫﻢ آن" ﻳﺎ "ﻫﺮ دوي آنﻫﺎ" ﻣﻲﺑﺎﺷﺪ‪:‬‬
‫‪In the program tonight Mary will both sing and dance.‬‬
‫‪I‘ll have both the cheesecake and the frozen chocolate.‬‬
‫در اﻳﻦ ﺳﺎﺧﺘﺎر ﻫﻤﺎﻧﻄﻮر ﻛﻪ ﻣﺸﺎﻫﺪه ﻣﻲﻛﻨﻴﺪ ﻣﻲﺑﺎﻳﺴﺖ ﻫﺮ دو ﺳﻮي آن از ﻳﻚ ﺟﻨﺲ و ﺑﻪ ﻳﻚ ﺷﻜﻞ ﺑﺎﺷﻨﺪ )ﺳﺎﺧﺘﺎر ﻣﻮازي(‪ .‬ﻣﺜ ً‬
‫ﻼ‬
‫ﭼﻨﺎﻧﭽﻪ ﭘﺲ از ‪ both‬ﻓﻌﻞ ﺑﻪ ﺻﻮرت ﺳﺎده آﻣﺪه اﺳﺖ‪ ،‬ﺑﻌﺪ از ‪ and‬ﻧﻴﺰ ﺣﺘﻤﺎً ﻓﻌﻞ ﺑﻪ ﺻﻮرت ﺳﺎده ﺑﻴﺎﻳﺪ و ﻧﺒﺎﻳﺪ ﻓﻌﻞ در زﻣﺎن ﻣﺘﻔﺎوت‬
‫ﻳﺎ اﺳﻢ ﻳﺎ ﺻﻔﺖ و ﻫﺮﭼﻴﺰي دﻳﮕﺮي اﺳﺘﻔﺎده ﻧﻤﻮد‪ .‬در ﻣﺜﺎل دوم ﺑﻌﺪ از ﻫﺮ دوي ﻛﻠﻤﺎت اﺳﻢ ﺑﺎ ﺣﺮف ﺗﻌﺮﻳﻒ ‪ the‬آﻣﺪه اﺳﺖ‪.‬‬
‫‪1‬‬
‫‪subordinating conjunction‬‬
‫‪2‬‬
‫‪correlative conjunction‬‬
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‫ﺗﺴﺖﻫﺎي اﻳﻦ ﺑﺨﺶ ﺑﻪﻣﻨﻈﻮر ﻣﺮور ﻧﻬﺎﻳﻲ و ﺟﻤﻊﺑﻨﺪي ﻗﺮار داده ﺷﺪهاﻧﺪ‪ .‬دﻟﻴﻞ ﻋﺪم اراﺋﻪ ﭘﺎﺳﺦ‬
‫ﺗﺸﺮﻳﺤﻲ و ﺗﺮﺟﻤﻪ در اﻳﻦ ﺑﺨﺶ ﻧﻴﺰ ﻫﻤﻴﻦ ﻣﻮﺿﻮع اﺳﺖ ﻛﻪ ﻣﻲﺑﺎﻳﺴﺖ ﭘﺲ از ﺗﺴﻠﻂ ﻛﺎﻣﻞ ﺑﻪ ﻣﺒﺤﺚ‬
‫ﮔﺮاﻣﺮ و ﭘﺎﺳﺦ دﻫﻲ ﺑﻪ ﺳﻮاﻻت ﻛﻨﻜﻮر ﺑﻪ اﻳﻦ ﺑﺨﺶ ﻣﺮاﺟﻌﻪ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺳﻮاﻻت ﻣﻨﺘﺨﺐ از ﻣﻨﺎﺑﻊ ﻣﻬﻤﻲ ﻛﻪ ﭘﻴﺶ از اﻳﻦ ﺳﺎﺑﻘﻪ ﻃﺮاﺣﻲ ﺳﻮال از آنﻫﺎ وﺟﻮد داﺷﺘﻪ‪،‬‬
‫ﺑﺮﮔﺰﻳﺪه و ﺟﻬﺖ ﺗﺜﺒﻴﺖ ﺑﺤﺚ دﺳﺘﻮر زﺑﺎن در ذﻫﻦ ﺷﻤﺎ اراﺋﻪ ﺷﺪه اﺳﺖ‪ .‬ﺳﻮاﻻت ﺗﺄﻟﻴﻔﻲ ﻧﻴﺰ ﻣﻨﻄﺒﻖ ﺑﺎ‬
‫روﻧﺪ ﻃﺮاﺣﻲ ﺳﻮاﻻت ﺳﺎلﻫﺎي اﺧﻴﺮ و ﻳﺎدآوري ﻗﻮاﻋﺪ ﭘﺮﻛﺎرﺑﺮد ﻃﺮاﺣﻲ ﺷﺪهاﻧﺪ ﺗﺎ ﺳﻨﺠﺸﻲ ﻣﻨﺎﺳﺐ از‬
‫داﻧﺴﺘﻪﻫﺎي ﺷﻤﺎ ﺑﻪ ﻋﻤﻞ آﻳﺪ‪.‬‬
‫در اﻧﺘﻬﺎي ﺑﺮﺧﻲ از آزﻣﻮنﻫﺎ ﻧﻴﺰ ﺗﻮﺿﻴﺤﺎت ﻣﻔﻴﺪي ﭘﻴﺮاﻣﻮن ﻧﻜﺎت ﺗﺴﺖزﻧﻲ دﺳﺘﻮر زﺑﺎن در داﺧﻞ‬
‫ﺑﺎﻛﺲﻫﺎي ﻣﺮﺑﻮﻃﻪ ﻗﺮار داده ﺷﺪه اﺳﺖ‪.‬‬
‫اﻳﻦ ﻣﺠﻤﻮﻋﻪ ‪ 16‬ﻛﻠﻮزﺗﺴﺘﻲ‪ ،‬ﺗﻘﺮﻳﺒﺎً ﻫﻢ ﺳﻄﺢ و ﻫﻢ ﺗﺮاز ﺑﺎ ﻛﻨﻜﻮر اﺻﻠﻲ ﻃﺮاﺣﻲ ﺷﺪه اﻧﺪ‪.‬‬
‫ﺗﻌﺪاد آزﻣﻮنﻫﺎي اﻳﻦ ﺑﺨﺶ در ﭼﺎپﻫﺎي آﻳﻨﺪه اﻓﺰاﻳﺶ ﺧﻮاﻫﺪ ﻳﺎﻓﺖ‪.‬‬
GeneralEnglish.ir
119 ‫ﺗﺴﺖﻫﺎي ﻣﻨﺘﺨﺐ و ﺗﺄﻟﻴﻔﻲ‬
Cloze test 1
(storyline of Inception (2010)) Dom Cobb is a skilled thief, the absolute
best in the dangerous art of extraction, …(1)… valuable secrets from deep within
the subconscious during the dream state, …(2)… the mind is at its most vulnerable.
Cobb's rare ability …(3)… him a coveted player in this treacherous new, but it has
also made him an international fugitive and cost him everything he has ever loved.
Now Cobb …(4)… a chance at redemption. One last job could give him his life
back but …(5)… he can accomplish the impossible-inception.
1- 1) is stolen 2) stole 3) stealing 4) has stolen
2- 1) wherever 2) although 3) since 4) when
3- 1) was made 2) has made 3) has been made 4) making
4- 1) offered 2) could be offered
3) is offering 4) is being offered
5- 1) only if 2) finally 3) even if 4) for
،‫ ﺑﻬﺘﺮﻳﻦ }ﺑﻲ ﻧﻘﺺ ﺗﺮﻳﻦ{ در ﻫﻨﺮ ﭘﺮﺧﻄﺮ اﺳﺘﺨﺮاج‬،‫(( "دام ﻛﺎب" دزدي ﻣﺎﻫﺮ اﺳﺖ‬2010) inception ‫)داﺳﺘﺎن ﻓﻴﻠﻢ‬
‫ زﻣﺎﻧﻲ ﻛﻪ ذﻫﻦ در‬،‫دزدﻳﺪن رازﻫﺎي ﺑﺎ ارزش از اﻋﻤﺎق }روح{ ﺑﺎ اﺳﺘﻔﺎده از ﺿﻤﻴﺮ ﻧﺎﺧﻮدآﮔﺎه }ﻣﻐﺰ{ ﻃﻲ ﺣﺎﻟﺘﻲ }ﺷﺒﻴﻪ{ روﻳﺎ‬
‫ ﭘﺮ از‬‫ او را ﺑﻪ ﻳﻚ ﺑﺎزﻳﻜﻦ }ﻣﻬﺮه{ ﻣﻄﻠﻮب در اﻳﻦ دﻧﻴﺎي ﺟﺪﻳﺪ‬،"‫ ﺗﻮاﻧﺎﻳﻲ ﻧﺎدر "ﻛﺎب‬.‫ﺑﻴﺸﺘﺮﻳﻦ ﺣﺎﻟﺖ آﺳﻴﺐ ﭘﺬﻳﺮي ﻣﻲﺑﺎﺷﺪ‬
‫ اﻣﺎ اﻳﻦ }ﻣﻮﺿﻮع{ ﻫﻤﭽﻨﻴﻦ او را ﺑﻪ ﻳﻚ ﻓﺮاري ﺑﻴﻦاﻟﻤﻠﻠﻲ ﺗﺒﺪﻳﻞ ﻧﻤﻮده و ﺑﻪ او ارزﺷﻲ ﻣﻌﺎدل‬،‫ﺧﻴﺎﻧﺖ ﻣﺒﺪل ﺳﺎﺧﺘﻪ اﺳﺖ‬
‫ آﺧﺮﻳﻦ ﺷﻐﻞ ﻣﻲﺗﻮاﻧﺪ‬.‫ ﻫﻢاﻛﻨﻮن ﺑﻪ "ﻛﺎب" ﺷﺎﻧﺴﻲ ﺑﺮاي رﺳﺘﮕﺎري ﭘﻴﺸﻨﻬﺎد ﻣﻲﺷﻮد‬.‫ﻫﺮ}آن{ﭼﻪ دﻟﺶ ﺑﺨﻮاﻫﺪ ﺑﺨﺸﻴﺪه اﺳﺖ‬
.‫ﺑﻪ او زﻧﺪﮔﻲ دوﺑﺎره ﺑﺒﺨﺸﺪ اﻣﺎ ﺗﻨﻬﺎ در ﺻﻮرﺗﻲﻛﻪ او ﺑﺘﻮاﻧﺪ اﻳﻦ ﺷﺮوع ﻧﺎﻣﻤﻜﻦ را }ﺑﺎ ﻣﻮﻓﻘﻴﺖ{ ﺑﻪ ﭘﺎﻳﺎن ﺑﺮﺳﺎﻧﺪ‬
‫‪120‬‬
‫‪ -1‬ﮔﺰﻳﻨﻪ »‪ «3‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬

‫‪is stolen‬‬ ‫دزدﻳﺪه ﻣﻲﺷﻮد‬
‫‪stole‬‬ ‫دزدﻳﺪ‬
‫‪stealing‬‬ ‫دزدﻳﺪن‬
‫‪has stolen‬‬ ‫دزدﻳﺪه اﺳﺖ‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺘﻦ ‪ (who is) stealing‬ﻧﻮﻋﻲ ﻋﺒﺎرت ﻣﻮﺻﻮﻟﻲ اﺳﺖ ﻛﻪ ﺑﺮاي ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮ ﻓﺎﻋﻞ آورده ﺷﺪه اﺳﺖ‬
‫و ﺗﺸﺨﻴﺺ آن اﻏﻠﺐ از ﻃﺮﻳﻖ ﻗﺮار ﮔﺮﻓﺘﻦ در ﺑﻴﻦ دو ﻛﺎﻣﺎ ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫…‪…,{who is} stealing valuable secrets‬‬
‫‪wherever‬‬ ‫ﻫﺮ ﺟﺎ ﻛﻪ‬
‫‪although‬‬ ‫اﮔﺮﭼﻪ‬
‫‪since‬‬ ‫از آﻧﺠﺎﻳﻲﻛﻪ‬
‫‪when‬‬ ‫ﻣﻮﻗﻌﻲ ﻛﻪ‪ ،‬زﻣﺎﻧﻲ ﻛﻪ‬
‫‪was made‬‬ ‫ﺳﺎﺧﺘﻪ ﺷﺪ‬
‫‪has made‬‬ ‫ﺳﺎﺧﺘﻪ اﺳﺖ‬
‫‪has been made‬‬ ‫ﺳﺎﺧﺘﻪ ﺷﺪه اﺳﺖ‬
‫‪making‬‬ ‫ﺳﺎﺧﺘﻦ‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺟﻤﻠﻪ ﻛﻪ ﻣﻌﻠﻮم اﺳﺖ و ﻓﻌﻞ ﻣﻌﻠﻮم ﺗﻨﻬﺎ در ﮔﺰﻳﻨﻪ ‪ 2‬ﻣﻮﺟﻮد ﻣﻲﺑﺎﺷﺪ‪.‬‬
‫‪offered‬‬ ‫ﭘﻴﺸﻨﻬﺎد ﺷﺪ‬
‫‪could be offered‬‬ ‫ﻣﻲﺗﻮاﻧﺴﺖ ﭘﻴﺸﻨﻬﺎد ﺷﻮد‬
‫‪is offering‬‬ ‫ﭘﻴﺸﻨﻬﺎد ﻣﻲﻛﻨﺪ‬
‫‪is being offered‬‬ ‫ﭘﻴﺸﻨﻬﺎد ﻣﻲﺷﻮد‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺟﻤﻠﻪ ﻛﻪ ﻣﺠﻬﻮل ﺑﻮده و زﻣﺎن آن ﺣﺎل اﺳﺘﻤﺮاري اﺳﺖ‪ ،‬ﮔﺰﻳﻨﻪ ‪ 4‬ﺻﺤﻴﺢ اﺳﺖ‪ .‬ﮔﺰﻳﻨﻪ ‪ 2‬ﻧﻴﺰ ﻣﺠﻬﻮل‬
‫اﺳﺖ اﻣﺎ ﻣﻌﻨﺎي آن ﺑﺎ ﻣﺘﻦ ﺳﺎزﮔﺎر ﻧﻴﺴﺖ‪.‬‬
‫‪only if‬‬ ‫ﺗﻨﻬﺎ در ﺻﻮرﺗﻲﻛﻪ‬
‫‪finally‬‬ ‫ﺑﺎﻻﺧﺮه‬
‫‪even if‬‬ ‫ﺣﺘﻲ اﮔﺮ‬
‫‪for‬‬ ‫ﭼﻮن ﻛﻪ‪ ،‬زﻳﺮا ﻛﻪ‪ ،‬ﺑﺮاي‬
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136
Cloze test 14
…(1)… people breathe, pollutants in the air …(2)… in the lungs or absorbed
into the body. And polluted air can harm animals and plants …(3)… people. For
this reason, our air supply should be …(4)… watched and managed to assure
…(5)… good quality.
1- 1) When 2) During 3) If 4) Until
2- 1) have deposited 2) may be deposited
3) will have deposited 4) are depositing
3- 1) as well as 2) even if 3) supposing 4) in spite of
4- 1) alternately 2) hastily 3) furtively 4) closely
5- 1) them 2) its 3) theirs 4) it
.‫« ﺻﺤﻴﺢ اﺳﺖ‬1» ‫ ﮔﺰﻳﻨﻪ‬-1

‫ دﻗﻴﻘﻪ ﺑﺮاي اﻳﻦ ﺑﺨﺶ‬3 ‫ ﺷﻤﺎ ﻧﺒﺎﻳﺪ ﺑﻴﺶ از‬.‫ﺑﻪ زﻣﺎن دﻗﺖ ﻛﻨﻴﺪ‬ .‫« ﺻﺤﻴﺢ اﺳﺖ‬2» ‫ ﮔﺰﻳﻨﻪ‬-5
‫ ﺑﺮاي‬،‫ در ﺷﺮاﻳﻄﻲ ﻛﻪ واﻗﻌﺎً وﻗﺖ زﻳﺎدي دارﻳﺪ‬.‫وﻗﺖ ﺑﮕﺬارﻳﺪ‬
.‫ دﻗﻴﻘﻪ ﻧﻴﺰ ﻣﺤﺘﻤﻠﻪ‬5 ‫ﻣﺘﻮن ﻃﻮﻻﻧﻲﺗﺮ ﺣﺘﻲ ﺗﺎ‬
،‫ﺗﻮﺟﻪ ﻛﻨﻴﺪ ﻛﻪ درﺻﻮرﺗﻲﻛﻪ زﻣﺎن ﺑﻴﺸﺘﺮي ﻫﻢ ﺑﮕﺬارﻳﺪ‬
.‫از ﺗﺴﺖﻫﺎي ﻣﺘﻦ ﺗﺨﺼﺼﻲ ﺟﺎ ﺧﻮاﻫﻴﺪ ﻣﻮﻧﺪ‬
.‫ ﻣﺪﻳﺮﻳﺖ زﻣﺎن ﺑﺴﻴﺎر ﺣﺎﺋﺰ اﻫﻤﻴﺘﻪ‬،‫در ﻛﻨﻜﻮر‬
15 ‫ دﻗﻴﻘﻪ و ﻛﻠﻮزﺗﺴﺖ‬3 ‫ رو در ﻋﺮض‬14 ‫ﻛﻠﻮزﺗﺴﺖ‬
.‫ دﻗﻴﻘﻪ ﭘﺎﺳﺦ ﺑﺪﻳﻦ‬5 ‫رو در ﻋﺮض‬
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‫در اﻳﻦ ﺑﺨﺶ ﺑﻪ " ﭘﻨﺠﺎه و ﻳﻚ" دوره از ﺳﻮاﻻت زﺑﺎن ﻋﻤﻮﻣﻲ از ﺳﺎل ‪ 86‬اﻟﻲ ‪ 93‬ﭘﺎﺳﺦ داده ﺷﺪه‬
‫اﺳﺖ‪ .‬اﻳﻦ ﭘﺎﺳﺦﻫﺎ ﻛﺎﻣﻼً ﺗﺸﺮﻳﺤﻲ ﺑﻮده و ﻋﻼوه ﺑﺮ آن‪ ،‬ﺗﺤﻠﻴﻞ ﺳﻮاﻻت و ذﻛﺮ ﻣﻨﺒﻊ ﻣﻮرد اﺳﺘﻔﺎده ﻃﺮاﺣﺎن‬
‫ﺑﺮاي ﺳﻮاﻻت ﻧﻴﺰ ﺑﺮاي اوﻟﻴﻦ ﺑﺎر ﻋﻨﻮان ﺷﺪه اﺳﺖ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﺮاي اوﻟﻴﻦ ﺑﺎر‪ ،‬ﺳﻌﻲ ﺷﺪه اﺳﺖ ﺗﺎ ﺗﺤﻠﻴﻞ‬
‫ﻣﻨﺎﺳﺒﻲ ﻧﺴﺒﺖ ﺑﻪ ﮔﺰﻳﻨﻪﻫﺎي ﮔﻤﺮاه ﻛﻨﻨﺪه اراﺋﻪ ﺷﻮد و در ﭘﺎﺳﺦ ﺑﻪ ﺗﺴﺖ دﻻﻳﻞ رد ﺳﺎﻳﺮ ﮔﺰﻳﻨﻪﻫﺎ ﻧﻴﺰ‬
‫ﻣﻄﺮح ﺷﻮد‪ .‬ﻛﻠﻴﻪ ﻣﺘﻮن ﻛﻠﻮزﺗﺴﺖﻫﺎ ﻟﻔﻆ ﺑﻪ ﻟﻔﻆ ﺗﺮﺟﻤﻪ و در اﻧﺘﻬﺎي ﻣﺘﻦ اﺻﻠﻲ آورده ﺷﺪه اﺳﺖ‪.‬‬
‫اﻳﻦ ﻓﺼﻞ ﺑﻪ ﺷﻤﺎ ﻛﻤﻚ ﺧﻮاﻫﺪ ﻧﻤﻮد ﺗﺎ ﺑﺎ روﻧﺪ ﻃﺮاﺣﻲ ﺳﻮاﻻت ﻛﻨﻜﻮر ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ‪ ،‬در ﻃﻲ اﻳﻦ‬
‫ﺳﺎلﻫﺎ آﺷﻨﺎ ﺷﺪه و از ﺳﺮدرﮔﻤﻲﻫﺎي ﻣﻌﻤﻮل‪ ،‬ﭘﻴﺮاﻣﻮن ﻛﻠﻮزﺗﺴﺖ ﻛﻠﻴﻪ رﺷﺘﻪﻫﺎ رﻫﺎ ﺷﻮﻳﺪ‪.‬‬
‫ﺟﻤﻊ آوري ﻣﺠﻤﻮﻋﻪاي اﻳﻦ ﭼﻨﻴﻦ ﻛﺎﻣﻞ و ﺑﺎ اراﺋﻪ ﭘﺎﺳﺦﻫﺎي ﻛﺎﻣﻼً ﺗﺸﺮﻳﺤﻲ‪ ،‬ﺑﻪ داوﻃﻠﺒﺎن ﻋﺰﻳﺰ ﻛﻤﻚ‬
‫ﺧﻮاﻫﺪ ﻧﻤﻮد در ﻗﺎﻟﺐ ﻣﺠﻤﻮﻋﻪاي واﺣﺪ‪ ،‬ﻧﻤﻮﻧﻪ ﺳﻮاﻻت ﺑﺴﻴﺎري را ﺗﻤﺮﻳﻦ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫دﻗﺖ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﭘﻴﺶ از ﺷﺮوع ﺳﻮاﻻت ﻫﺮ ﺳﺎل‪ ،‬ﺟﺪوﻟﻲ ﺷﺎﻣﻞ ﺗﻌﺪاد ﺗﺴﺖ ﻣﻄﺮح ﺷﺪه ﺑﻪ ﺗﻔﻜﻴﻚ‬
‫ﻣﺒﺎﺣﺚ ﻣﻮﺟﻮد در ﻓﺼﻞ دﺳﺘﻮر زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ‪ .‬اﻳﻦ ﺟﺪول ﺑﻪ ﺷﻤﺎ دﻳﺪي ﻣﻨﺎﺳﺐ ﺟﻬﺖ‬
‫ﺷﻨﺎﺳﺎﻳﻲ ﻣﺒﺎﺣﺚ ﭘﺮ اﻫﻤﻴﺖ و روﻧﺪ ﻃﺮاﺣﻲ ﺗﺴﺖﻫﺎ ﻃﻲ ‪ 8‬ﺳﺎل ﮔﺬﺷﺘﻪ ﺧﻮاﻫﺪ داد‪.‬‬
‫ﻣﺎ در ﻓﺼﻞ ‪ ،3‬ﺗﺴﺖﻫﺎي ﻣﻨﺘﺨﺐ و ﺗﺄﻟﻴﻔﻲ را ﺑﺮ ﻣﺒﻨﺎي اﻳﻦ ﺳﺮي از ﺗﺴﺖﻫﺎي ﻛﻨﻜﻮر ﻗﺮار دادهاﻳﻢ‪.‬‬
‫‪ ‬ﭼﺮا ﭘﺎﺳﺦ زﺑﺎن ﻋﻤﻮﻣﻲ ﺳﺎﻳﺮ رﺷﺘﻪﻫﺎ را ﻣﻲﺑﺎﻳﺴﺖ ﻣﻄﺎﻟﻌﻪ ﻧﻤﻮد؟‬

‫ﺳﻮاﻻت ﺗﻤﺎﻣﻲ ﮔﺮوهﻫﺎ و ﺗﻤﺎﻣﻲ ﻧﻮﺑﺖﻫﺎي آزﻣﻮﻧﻲ ﻛﺎﻣﻼً ﻫﻤﮕﻦ ﺑﻮده و از ﻣﺸﺎﺑﻬﺖ ﺑﺴﻴﺎري ﺑﺮﺧﻮردارﻧﺪ‪ .‬ﺑﺎ‬
‫ﭘﺎﺳﺨﮕﻮﻳﻲ ﺑﻪ اﻳﻦ ﺳﻮاﻻت در ﺧﻮاﻫﻴﺪ ﻳﺎﻓﺖ ﻛﻪ ﺑﻪ ﻋﻨﻮان ﻣﺜﺎل ﻣﺒﺤﺚ ﻳﺎ ﺳﺮﻓﺼﻠﻲ ﻛﻪ در ﺳﺎل ﻣﺸﺨﺼﻲ‬
‫ﺑﺮاي ﮔﺮوه ﻣﺪﻳﺮﻳﺖ ﻃﺮح ﺷﺪه ﺑﻮد‪ ،‬دو ﺳﺎل ﺑﻌﺪ ﻣﻮرد ﺳﻮال ﮔﺮوه ﻣﻬﻨﺪﺳﻲ ﻋﻤﺮان ﺑﻮده اﺳﺖ‪.‬‬
‫اﻳﻦ ﻣﻮارد‪ ،‬اﻫﻤﻴﺖ ﻣﻄﺎﻟﻌﻪ ﺳﺎﻳﺮ ﮔﺮوهﻫﺎ را ﺑﺮاي ﺷﻤﺎ ﻧﺸﺎن ﻣﻲدﻫﺪ و ﻣﺮور ﺳﻮاﻻت ﺳﺒﺐ ﺗﺴﻠﻂ ﻛﺎﻣﻞ‬
‫ﺷﻤﺎ ﺑﺮ ﻣﺒﺎﺣﺚ دﺳﺘﻮر زﺑﺎﻧﻲ ﺧﻮاﻫﺪ ﺷﺪ‪.‬‬
‫‪ ‬ﭼﮕﻮﻧﻪ اﻳﻦ ﺑﺨﺶ را ﻣﻄﺎﻟﻌﻪ ﻧﻤﺎﻳﻴﻢ؟‬

‫ﺳﻮاﻻت ﺳﺎل ‪ 86‬ﺳﺎدهﺗﺮﻧﺪ و ﺑﻪ ﻣﺮور ﻛﻪ ﺑﻪ ﺳﻮاﻻت ﺳﺎﻻي اﺧﻴﺮ ﭘﻴﺶ ﻣﻲروﻳﻢ‪ ،‬اﻳﻦ ﺳﻮاﻻت ﭘﺮﻣﺤﺘﻮاﺗﺮ‬
‫ﻣﻲﺷﻮﻧﺪ‪ .‬ﺗﻮﺻﻴﻪ ﻣﺎ اﻳﻦ اﺳﺖ ﻛﻪ از ﺳﺎل ‪ 86‬ﺷﺮوع ﻧﻤﻮده ﺗﺎ ﺑﺎ ﺗﺴﺖﻫﺎي ﭘﺎﻳﻪاي آﺷﻨﺎ ﺷﻮﻳﺪ و ﺳﭙﺲ ﺳﺎل ﺑﻪ‬
‫ﺳﺎل ﭘﻴﺶ روﻳﺪ ﺗﺎ ﺑﺎ روﻧﺪ ﺗﻐﻴﻴﺮات در ﻃﺮاﺣﻲ ﺗﺴﺖﻫﺎ‪ ،‬ﻛﺎﻣﻼً آﺷﻨﺎ ﺷﻮﻳﺪ‪.‬‬
‫ﺣﺘﻤﺎً ﺑﻪ ﮔﺰﻳﻨﻪﻫﺎﻳﻲ ﻛﻪ ﭘﺎﺳﺦ ﺳﻮال ﻧﻴﺴﺘﻨﺪ ﻧﻴﺰ دﻗﺖ ﻓﺮﻣﺎﻳﻴﺪ‪ ،‬زﻳﺮا ﻣﻤﻜﻦ اﺳﺖ رد ﮔﺰﻳﻨﻪﻫﺎي ﻏﻠﻂ در‬
‫ﺑﺤﺚ ﮔﺮاﻣﺮ‪ ،‬ﺳﺎدهﺗﺮ از ﭘﺎﺳﺦ ﺑﻪ ﺧﻮد ﺗﺴﺖ ﺑﺎﺷﺪ‪ .‬از ﭘﺎﺳﺨﮕﻮﻳﻲ ﺻﺮف‪ ،‬ﺑﻪ ﺳﻮاﻻت ﮔﺮوه ﺧﻮد اﺟﺘﻨﺎب ﻧﻤﺎﻳﻴﺪ و‬
‫دﻳﺪ ﻳﻜﺴﺎﻧﻲ را ﻧﺴﺒﺖ ﺑﻪ ﺳﻮاﻻت ﺗﻤﺎﻣﻲ ﮔﺮوهﻫﺎ داﺷﺘﻪ ﺑﺎﺷﻴﺪ زﻳﺮا ارزش و اوﻟﻮﻳﺖ ﺳﻮاﻻت ﻫﻴﭻ ﮔﺮوه‬
‫آزﻣﺎﻳﺸﻲ ﺑﺎﻻﺗﺮ از ﺳﺎﻳﺮ ﮔﺮوهﻫﺎ ﻧﻴﺴﺖ‪.‬‬
‫ﻣﻨﻄﻘﺎً ﻣﻄﺎﻟﻌﻪ اﻳﻦ ﺑﺨﺶ را از ﺳﺎل ‪ 86‬ﺷﺮوع ﻛﺮده و ﺑﺎ ﺳﺎل ‪ 93‬ﺑﻪ ﭘﺎﻳﺎن رﺳﺎﻧﻴﺪ‪.‬‬
‫ﺷﺎﻳﺎن ذﻛﺮ اﺳﺖ ﻛﻪ ﺳﻮاﻻت ﺗﻤﺎﻣﻲ ﻧﻮﺑﺖﻫﺎي آزﻣﻮن ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ در ﭼﺎپﻫﺎي آﺗﻲ‪ ،‬ﺳﺎل ﺑﻪ ﺳﺎل ﺑﻪ‬
‫اﻳﻦ ﺑﺨﺶ از ﻛﺘﺎب اﻓﺰوده ﺧﻮاﻫﻨﺪ ﺷﺪ و ﭘﺎﺳﺦ ﺳﻮاﻻت ﻛﻨﻜﻮرﻫﺎ ﺑﻪ روز ﺧﻮاﻫﻨﺪ ﮔﺮدﻳﺪ‪.‬‬
GeneralEnglish.ir
‫ﺗﻌﺪاد ﺳﻮاﻻت ﻣﻄﺮح ﺷﺪه‪ ،‬ﺑﻪ ﺗﻔﻜﻴﻚ ﻣﺒﺎﺣﺚ ﻣﻮﺟﻮد در ﻛﺘﺎب‬

‫ﺗﻌﺪاد ﺗﻜﺮار‬ ‫ﻧﺎم ﻣﺒﺤﺚ‬
‫‪13‬‬ ‫ﻣﺒﺤﺚ ﻓﻌﻞ و ﻣﺼﺪر‬
‫‪2‬‬ ‫ﺟﻤﻼت ﻣﻌﻠﻮم و ﻣﺠﻬﻮل‬
‫‪1‬‬ ‫اﺳﻢ ﻣﺼﺪر‪verb + -ing‬‬
‫‪2‬‬ ‫ﻣﺼﺪر ‪to + verb‬‬
‫‪3‬‬ ‫ﺣﺮف اﺿﺎﻓﻪ اﻓﻌﺎل‬
‫‪1‬‬ ‫ﻣﺒﺤﺚ اﺳﻢ‬
‫‪1‬‬ ‫ﺣﺮوف اﺿﺎﻓﻪ ﭘﺲ از اﺳﻢ‬
‫‪2‬‬ ‫ﻣﺒﺤﺚ ﺻﻔﺖ‬
‫‪2‬‬ ‫ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ‬
‫‪8‬‬ ‫ﺿﻤﺎﻳﺮ و ﺣﺮوف‬
‫‪1‬‬ ‫‪a ,an/the‬‬
‫‪1‬‬ ‫‪few, a few/ little, a little‬‬
‫‪1‬‬ ‫‪some/ any‬‬
‫‪1‬‬ ‫‪other/ another‬‬
‫‪2‬‬ ‫ﺣﺮف اﺿﺎﻓﻪ ﻣﻜﺎن‬
‫‪1‬‬ ‫ﺣﺮوف رﺑﻂ و ﺿﻤﺎﻳﺮ ﻣﻮﺻﻮﻟﻲ‬
‫‪7‬‬ ‫ﻋﺒﺎرات‪ ،‬ﺷﺒﻪ ﺟﻤﻠﻪ و ﺟﻤﻠﻪ‬
‫‪2‬‬ ‫ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﺗﺒﻌﻲ )در ﻣﺒﺤﺚ ‪(clause‬‬
‫‪3‬‬ ‫ﻃﺮﻳﻘﻪ ﺣﺬف ﺿﻤﻴﺮ ﻣﻮﺻﻮﻟﻲ از ﻋﺒﺎرات ﻣﻮﺻﻮﻟﻲ‬
‫‪1‬‬ ‫رﻋﺎﻳﺖ ﺳﺎﺧﺘﺎر ﻣﻮازي در ﻛﻠﻤﺎت رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز‬
‫‪1‬‬ ‫واروﻧﮕﻲ ﭘﺲ از ‪ neither ،so‬و ‪nor‬‬
‫‪4‬‬ ‫ﻣﻌﻨﺎي ﻟﻐﺖ و اﺻﻄﻼﺣﺎت ﺧﺎص‬
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‫‪11‬‬ ‫ﻣﺒﺤﺚ ﻓﻌﻞ و ﻣﺼﺪر‬
‫‪1‬‬ ‫اﺳﻢ ﻣﺼﺪر‪verb + -ing‬‬
‫‪3‬‬ ‫ﻣﺼﺪر‪to + verb‬‬
‫‪2‬‬ ‫ﺣﺮف اﺿﺎﻓﻪ اﻓﻌﺎل‬
‫‪1‬‬ ‫ﻣﺒﺤﺚ ﺻﻔﺖ‬
‫‪3‬‬ ‫ﻗﻴﺪ‬
‫‪1‬‬ ‫ﺟﺎﻳﮕﺎه ﻗﻴﺪ در ﺟﻤﻠﻪ‬
‫‪2‬‬ ‫ﻧﻜﺎت ﺗﻜﻤﻴﻠﻲ‬
‫‪4‬‬ ‫ﺿﻤﺎﻳﺮ و ﺣﺮوف‬
‫‪2‬‬ ‫ﺣﺮف اﺿﺎﻓﻪ‬
‫‪1‬‬ ‫ﺿﻤﻴﺮ اﻧﻌﻜﺎﺳﻲ و ﺗﺎﻛﻴﺪي‬
‫‪16‬‬ ‫ﻋﺒﺎرات‪ ،‬ﺷﺒﻪ ﺟﻤﻠﻪ و ﺟﻤﻠﻪ‬
‫‪1‬‬ ‫‪as well as‬‬
‫‪1‬‬ ‫ﻋﺒﺎرات ﻣﻮﺻﻮﻟﻲ‬
‫‪1‬‬ ‫‪that-clause‬‬
‫‪3‬‬ ‫‪ when-clause‬و ‪where-clause، why-clause‬‬
‫‪3‬‬ ‫ﻃﺮﻳﻘﻪ ﺣﺬف ﺿﻤﻴﺮ ﻣﻮﺻﻮﻟﻲ از ﻋﺒﺎرات ﻣﻮﺻﻮﻟﻲ‬
‫‪1‬‬ ‫ﻣﺤﻞ ﻗﺮارﮔﻴﺮي ﺣﺮف اﺿﺎﻓﻪ در ﻋﺒﺎرات ﻣﻮﺻﻮﻟﻲ‬
‫‪1‬‬ ‫ﺟﻤﻼت ﺷﺮﻃﻲ ﻧﻮع اول‬
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159 86/12/1 - ‫ﺻﺒﺢ ﭼﻬﺎرﺷﻨﺒﻪ‬
(1203) ‫ ﻣﺠﻤﻮﻋﻪ ﺷﻴﻤﻲ‬- (1201) ‫ ﻣﺠﻤﻮﻋﻪ زﻣﻴﻦ ﺷﻨﺎﺳﻲ‬- (1134 ) ‫ﺣﺴﺎﺑﺪاري‬- (1142) ‫ﻣﺠﻤﻮﻋﻪ ﻣﺪﻳﺮﻳﺖ‬
(1106) ‫ ﻣﺠﻤﻮﻋﻪ ﺗﺮﺑﻴﺖ ﺑﺪﻧﻲ و ﻋﻠﻮم ورزﺷﻲ‬- (1267) ‫ ﻣﺠﻤﻮﻋﻪ ﻣﻬﻨﺪﺳﻲ ﻣﻜﺎﻧﻴﻚ‬- (1207) ‫ﻣﺠﻤﻮﻋﻪ آﻣﺎر‬
Health is clearly an important concern …(11)… both individuals and the

planet as a whole. …(12)… many illnesses have been eradicated, others remain a
threat, and the overuse of antibiotics …(13)… to the development of resistant types
of bacteria. Nevertheless, on the whole general health …(14)…, and in developing
countries medical aid programs are already working …(15)… creating a healthier
population.
11- 1) affects 2) it affects

3) that affects 4) that it affects
12- 1) Since 2) Despite 3) Because 4) Even though
13- 1) has led 2) is led 3) leads 4) has been led
14- 1) improved 2) is improving
3) is improved 4) will be improved
15- 1) in 2) for 3) with 4) toward
‫ﺑﻪ روﺷﻨﻲ ﺳﻼﻣﺘﻲ }و ﺗﻨﺪرﺳﺘﻲ{ دﻏﺪﻏﻪ ﻣﻬﻤﻲ اﺳﺖ ﻛﻪ ﻫﻢ اﺷﺨﺎص و ﻫﻢ ﺟﻬﺎن را ﺑﻪ ﻋﻨﻮان ﻳﻚ ﻛﻞ }ﺑﻨﻲ آدم‬
‫ اﮔﺮﭼﻪ ﺑﻴﺸﺘﺮ اﻣﺮاض رﻳﺸﻪ ﻛﻦ ﺷﺪهاﻧﺪ }ﺑﺎ اﻳﻦ ﺣﺎل{ اﻟﺒﺎﻗﻲ }ﺑﺼﻮرت{ ﻳﻚ‬.‫{ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻗﺮار ﻣﻲدﻫﺪ‬...‫اﻋﻀﺎي ﻳﻚ ﭘﻴﻜﺮﻧﺪ‬
‫ ﺑﺎ‬.‫ﺗﻬﺪﻳﺪ ﺑﺎﻗﻲ ﻣﺎﻧﺪهاﻧﺪ و اﺳﺘﻔﺎده ﺑﻴﺶ از ﺣﺪ از آﻧﺘﻲ ﺑﻴﻮﺗﻴﻚﻫﺎ ﻣﻨﺠﺮ ﺑﻪ ﭘﻴﺸﺮﻓﺖ }ﺗﻮان{ ﻣﻘﺎوﻣﺖ اﻧﻮاع ﺑﺎﻛﺘﺮيﻫﺎ ﺷﺪه اﺳﺖ‬
‫ ﺑﺮﻧﺎﻣﻪﻫﺎي ﭘﺰﺷﻜﻲ ﭘﻴﺶ از اﻳﻦ در‬،‫ ﺳﻼﻣﺖ ﻋﻤﻮﻣﻲ در ﺣﺎل ﺑﻬﺒﻮد اﺳﺖ و در ﻛﺸﻮرﻫﺎي در ﺣﺎل ﺗﻮﺳﻌﻪ‬،‫اﻳﻦ وﺟﻮد در ﻛﻞ‬
.‫ﺗﻼش ﺑﻪ ﺳﻮي اﻳﺠﺎد ﺟﻤﻌﻴﺘﻲ ﺳﺎﻟﻢﺗﺮ ﻣﻲﺑﺎﺷﺪ‬
‫‪160‬‬
‫ﺑﺮﮔﺮﻓﺘﻪ از ﻛﺘﺎب”‪“Longman New Proficiency Gold Course book‬‬

‫‪ -11‬ﮔﺰﻳﻨﻪ »‪ «3‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻗﺎﻋﺪه ﺟﻤﻼت واﺑﺴﺘﻪ ﺑﺎ ﺿﻤﺎﻳﺮ ﻣﻮﺻﻮﻟﻲ‪ ،‬در اﻳﻦ ﺗﺴﺖ ﻧﻴﺰ ﺑﺮاي اﺗﺼﺎل دو ﺷﺒﻪ ﺟﻤﻠﻪ )‪ (Clause‬ﻧﻴﺎز‬
‫ﺑﻪ ﺿﻤﻴﺮ ﻣﻮﺻﻮﻟﻲ ﻣﺎﻧﻨﺪ ‪ that‬دارﻳﻢ و ﺳﭙﺲ ﻓﻌﻞ‪.‬‬
‫…‪Health is clearly an important concern that affects both individuals‬‬
‫ﻓﻌﻞ‬
‫آﺷﻜﺎرا ﺳﻼﻣﺘﻲ ﻣﻬﻢﺗﺮﻳﻦ دﻏﺪﻏﻪاي اﺳﺖ ﻛﻪ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻗﺮار ﻣﻲدﻫﺪ ﻫﻢ اﻓﺮاد را …‬
‫رد ﮔﺰﻳﻨﻪ ‪ :1‬در ﺻﻮرت ﺣﺬف ‪ that‬ﺟﻤﻠﻪ ﺑﺎ دو ﻓﻌﻞ ‪ is‬و ‪ effects‬و ﺗﻨﻬﺎ ﺑﺎ ﻳﻚ ﻓﺎﻋﻞ ‪ health‬روﺑﺮو ﺧﻮاﻫﺪ ﺷﺪ‪.‬‬
‫رد ﮔﺰﻳﻨﻪ ‪ :2‬اﻳﻦ ﮔﺰﻳﻨﻪ ﻣﻲﺗﻮاﻧﺪ ﺻﺤﻴﺢ ﺑﺎﺷﺪ اﻣﺎ ﻧﻴﺎز ﺑﻪ آن دارد ﻛﻪ ﺟﻤﻠﻪ ﭘﻴﺶ از آن ﺗﻤﺎم ﺷﺪه ﺑﺎﺷﺪ ﻳﻌﻨﻲ ﻣﺜﻼً‬
‫ﻋﻼﻣﺖ "‪ ".‬در اﻧﺘﻬﺎي ﺟﻤﻠﻪ ﻗﺒﻞ آورده ﺷﺪه ﺑﺎﺷﺪ ﺗﺎ ﺑﺘﻮان ﺟﻤﻠﻪ دوم را ﻣﺴﺘﻘﻼً ﺷﺮوع ﻛﺮد‪.‬‬
‫رد ﮔﺰﻳﻨﻪ ‪ that :4‬ﺧﻮد ﺑﻪﺟﺎي ﺿﻤﻴﺮ ‪ it‬آﻣﺪه اﺳﺖ ﺗﺎ ﻫﻢ ﺑﺎﻋﺚ اﺗﺼﺎل دو ﺟﻤﻠﻪ ﺑﻪ ﻫﻢ ﺷﻮد و ﻫﻢ از ﺗﻜﺮار دوﺑﺎره‬
‫ﺿﻤﻴﺮ در ﺟﻤﻠﻪ ﺑﻌﺪي ﺟﻠﻮﮔﻴﺮي ﮔﺮدد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ زﻣﺎﻧﻲ ﻛﻪ از اﻳﻦﮔﻮﻧﻪ ﺣﺮوف رﺑﻄﻲ اﺳﺘﻔﺎده ﻣﻲﻛﻨﻴﻢ دﻳﮕﺮ ﻧﻴﺎزي‬
‫ﺑﻪ اﺳﺘﻔﺎده از ﺿﻤﻴﺮ ﻧﺨﻮاﻫﺪ ﺑﻮد‪ .‬ﻣﺜﻞ اﻳﻦ اﺳﺖ ﻛﻪ در زﺑﺎن ﻓﺎرﺳﻲ ﺑﮕﻮﻳﻴﻢ‪":‬ﺳﻼﻣﺘﻲ و ﺗﻨﺪرﺳﺘﻲ ‪ ...‬ﻛﻪ آن ﺗﺤﺖ‬
‫ﺗﺄﺛﻴﺮ ﻗﺮار ﻣﻲدﻫﺪ‪ "...‬آن در اﻳﻨﺠﺎ ﺣﺸﻮ اﺳﺖ‪.‬‬
‫‪ -12‬ﮔﺰﻳﻨﻪ »‪ «4‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬
‫ﺑﺮاي اﺗﺼﺎل دو ﻳﺎ ﭼﻨﺪ ﺟﻤﻠﻪ و ﺳﺎﺧﺖ ﺟﻤﻼت ﺗﺮﻛﻴﺒﻲ از ‪ subordinator‬ﻫﺎ اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪ .‬در اﻳﻦ ﺟﻤﻠﻪ ﺑﺎ‬
‫ﺗﻮﺟﻪ ﺑﻪ ﻣﻌﻨﺎي آن از ‪ even though‬ﻛﻪ ﺑﺮاي ﻧﺸﺎن دادن ﺗﻔﺎوت در اﻫﻤﻴﺖ و ارزش دو ﻣﻮﺿﻮع ﻳﺎ دو ﺟﻤﻠﻪ‬
‫اﺳﺖ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ‪.‬‬
‫‪Since‬‬ ‫از آﻧﺠﺎﻳﻲﻛﻪ‬
‫‪Despite‬‬ ‫ﻋﻠﻲرﻏﻢ‪ ،‬ﺑﺎ وﺟﻮد اﻳﻨﻜﻪ‬
‫‪Because‬‬ ‫زﻳﺮا‪ ،‬ﭼﺮا ﻛﻪ‬
‫‪Even though‬‬ ‫اﮔﺮﭼﻪ‬
‫ﺳﺎﻳﺮ ﮔﺰﻳﻨﻪﻫﺎ ﺑﻪﺟﺰ ﮔﺰﻳﻨﻪ ‪ ،2‬از ﻧﻈﺮ ﻣﻌﻨﺎ ﺑﻪ راﺣﺘﻲ ﻗﺎﺑﻞ ﺣﺬف ﻫﺴﺘﻨﺪ اﻣﺎ در ﮔﺰﻳﻨﻪ ‪ 2‬ﻛﻪ از ﻧﻈﺮ ﻣﻌﻨﺎﻳﻲ ﺑﻪ ﻧﻈﺮ ﺻﺤﻴﺢ ﻣﻲآﻳﺪ‬
‫ﺑﻪ دﻟﻴﻞ ﺳﺎﺧﺘﺎري ﻗﺎﺑﻞ رد ﺷﺪن اﺳﺖ‪ .‬ﻣﺎ ﻣﻌﻤﻮﻻً ‪ despite‬را ﺑﺮاي ﺷﺮوع ﻛﺮدن ﻳﻚ ﻋﺒﺎرت ﺑﻪ ﻛﺎر ﻧﻤﻲﺑﺮﻳﻢ و ﭼﻨﺎﻧﭽﻪ ﻗﺼﺪ‬
‫اﺳﺘﻔﺎده از آن در ﺷﺮوع ﻋﺒﺎرت را دارﻳﻢ‪ ،‬اﺳﻢ ﻣﺼﺪر )ﻓﻌﻞ ‪ ing‬دار( ﻳﺎ ﻋﺒﺎرت …‪ despite the fact that‬را ﺑﻪﻛﺎر ﻣﻲﺑﺮﻳﻢ‪:‬‬
‫‪Despite neglecting his studies, he got his degree.‬‬
‫‪Despite he neglected his studies, he got his degree. WRONG‬‬
‫‪She went to Spain despite the fact that her doctor had told her to rest.‬‬
‫ﻧﻜﺘﻪ دﻳﮕﺮي ﻛﻪ در ﻣﻮرد ‪ despite‬ﺑﺎﻳﺪ در ﻧﻈﺮ داﺷﺘﻪ ﺑﺎﺷﻴﺪ اﻳﻦ اﺳﺖ ﻛﻪ ﭘﺲ از آن ﺣﺮف اﺿﺎﻓﻪ ‪ of‬ﻧﻤﻲآﻳﺪ‪ .‬ﮔﺮﭼﻪ‬
‫‪ despite‬ﻣﺘﺮادف اﺳﺖ ﺑﺎ ﻋﺒﺎرت ‪.in spite of‬‬
‫ﻫﻤﭽﻨﻴﻦ زﻣﺎﻧﻴﻜﻪ ﻗﺼﺪ ﺷﺮوع ﻋﺒﺎرت را دارﻳﻢ‪ ،‬ﻣﻲﺗﻮاﻧﻴﻢ ‪ despite‬را ﺑﺎ ‪ even though‬ﻳﺎ ‪ although‬ﺟﺎﻳﮕﺰﻳﻦ ﻛﻨﻴﻢ‪:‬‬
‫‪Although you are in the middle of the city, you feel as if you are in the countryside.‬‬
‫‪Most of us ignore this good advice, even though we know it to be true.‬‬
‫‪ even though‬ﻣﻌﻤﻮﻻً ﺗﺎﻛﻴﺪي ﺑﻴﺶ از ‪ although‬دارد و ﺳﻮرﭘﺮاﻳﺰ ﻛﻨﻨﺪه ﺗﺮ اﺳﺖ؛ ﮔﺮﭼﻪ از ﻧﻈﺮ ﻣﻌﻨﺎﻳﻲ ﻳﻜﺴﺎن ﻫﺴﺘﻨﺪ‪.‬‬
‫‪161‬‬ ‫ﺻﺒﺢ ﭼﻬﺎرﺷﻨﺒﻪ ‪86/12/1 -‬‬
‫‪ -13‬ﮔﺰﻳﻨﻪ »‪ «1‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬

‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ زﻣﺎن ﺟﻤﻠﻪ ﻗﺒﻠﻲ ﻛﻪ ﺣﺎل ﻛﺎﻣﻞ )ﺑﻪ ﺻﻮرت ﻣﺠﻬﻮل( اﺳﺖ و درﺑﺎره ﻣﻮﺿﻮﻋﻲ ﺻﺤﺒﺖ ﻣﻲﻛﻨﺪ ﻛﻪ ﻗﺒﻼً‬
‫اﺗﻔﺎق اﻓﺘﺎده و ﻫﻢ اﻛﻨﻮن در ﻣﻮرد اﺛﺮ و ﻧﺘﻴﺠﻪ آن ﺑﺤﺚ ﻣﻲﺷﻮد‪ .‬ﭘﺲ ﺑﺎﻳﺪ زﻣﺎن ﻣﺎ ﺣﺎل ﻛﺎﻣﻞ ﺑﺎﺷﺪ‪.‬‬
‫ﻓﻌﻞ ﺟﻤﻠﻪ ﻧﻴﺰ ﻻزم ﺑﻮده و ﺟﻤﻠﻪ ﻣﻌﻠﻮم اﺳﺖ و ﻧﻪ ﻣﺠﻬﻮل! ﭘﺲ ﮔﺰﻳﻨﻪﻫﺎي ﻣﺠﻬﻮل ﻧﻴﺰ ﺣﺬف ﻣﻲﺷﻮﻧﺪ‪.‬‬
‫‪has led‬‬ ‫ﻣﻨﺠﺮ ﺷﺪه اﺳﺖ )ﻣﻌﻠﻮم و ﺣﺎل ﻛﺎﻣﻞ(‬
‫‪is led‬‬ ‫ﻣﻨﺠﺮ ﻣﻲﺷﻮد )ﻣﺠﻬﻮل(‬
‫‪leads‬‬ ‫ﻣﻨﺠﺮ ﻣﻲﺷﻮد )ﻣﻌﻠﻮم(‬
‫‪has been led‬‬ ‫ﻣﻨﺠﺮ ﺷﺪه اﺳﺖ )ﻣﺠﻬﻮل ﺣﺎل ﻛﺎﻣﻞ(‬
‫ﻫﻤﻮاره ﺑﻪ ﻗﺎﻋﺪه ﺳﺎﺧﺘﺎر ﻣﻮازي و ﻧﻴﺎز ﺑﻪ ﻫﻢزﻣﺎن ﺑﻮده ﺟﻤﻠﻪ ﭘﻴﺶ از ﺣﺮف رﺑﻂ ﻫﻢﭘﺎﻳﻪ ﺳﺎز ‪ and‬ﺑﺎ ﺟﻤﻠﻪ ﭘﺲ از‬
‫آن دﻗﺖ داﺷﺘﻪ ﺑﺎﺷﻴﺪ‪.‬‬
‫‪… many illnesses have been eradicated, others remain a threat, and the overuse of‬‬
‫… ‪antibiotics has led to‬‬
‫ﻣﻌﻤﻮﻻ ﻓﻌﻞ ‪ lead‬را ﺑﻪ ﺻﻮرت ﻣﺠﻬﻮل ﺑﻜﺎر ﻣﻲﺑﺮﻳﻢ‪.‬‬
‫‪ -14‬ﮔﺰﻳﻨﻪ »‪ «2‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اداﻣﻪ ﺟﻤﻠﻪ و ﻓﻌﻞ ‪ are working‬ﻛﻪ زﻣﺎن آن ﺣﺎل اﺳﺘﻤﺮاري اﺳﺖ و ﺑﻪ ﻣﻨﻈﻮر ﺗﻄﺎﺑﻖ زﻣﺎﻧﻲ دو‬
‫ﺟﻤﻠﻪ‪ ،‬ﻣﻲﺑﺎﻳﺴﺖ ﻓﻌﻞ ‪ improve‬ﻧﻴﺰ در زﻣﺎن ﺣﺎل اﺳﺘﻤﺮاري ﺑﻜﺎر رود‪.‬‬
‫‪improved‬‬ ‫ﺑﻬﺒﻮد ﻳﺎﻓﺖ‬
‫‪is improving‬‬ ‫در ﺣﺎل ﺑﻬﺒﻮد اﺳﺖ‬
‫‪is improved‬‬ ‫ﺑﻬﺒﻮد داده ﻣﻲﺷﻮد )ﻣﺠﻬﻮل(‬
‫‪will be improved‬‬ ‫ﺑﻬﺒﻮد داده ﺧﻮاﻫﺪ ﺷﺪ )ﻣﺠﻬﻮل(‬
‫اﻳﻦ ﺳﻮال ﻫﻢ داراي ﻗﺎﻋﺪه ﺳﺎﺧﺘﺎر ﻣﻮازي ﺑﺎ ﺣﺮف رﺑﻂ ﻫﻢﭘﺎﻳﻪ ﺳﺎز اﺳﺖ‪.‬‬
‫‪… general health is improving, and in developing countries medical aid programs‬‬
‫‪are already working ….‬‬
‫‪ -15‬ﮔﺰﻳﻨﻪ »‪ «4‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬
‫‪in‬‬ ‫در‬
‫‪for‬‬ ‫ﺑﺮاي‬
‫‪with‬‬ ‫ﺑﺎ‬
‫‪toward‬‬ ‫ﺑﻪ ﺳﻮي‪ ،‬ﺑﻪ ﻣﻨﻈﻮر‬
‫‪ work towards‬در ﻣﻔﻬﻮم "اﻧﺠﺎم ﻛﺎري ﺑﻪﻣﻨﻈﻮر ﺗﺴﻬﻴﻞ دﺳﺖﻳﺎﺑﻲ ﺑﻪ ﻫﺪﻓﻲ ﻣﺸﺨﺺ" اﺳﺖ‪ .‬ﻣﺎ در اﻳﻨﺠﺎ "در‬
‫ﺗﻼش ﺑﻪ ﺳﻮي ‪ ...‬ﺑﻮدن" ﻣﻌﻨﻲ ﻧﻤﻮدهاﻳﻢ‪.‬‬
‫‪Both countries are working towards peace in the region.‬‬
‫ﻫﺮ دو ﻛﺸﻮر در ﺗﻼش ﺑﺮاي دﺳﺖﻳﺎﺑﻲ ﺑﻪ ﺻﻠﺢ در ﻣﻨﻄﻘﻪ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺳﺎﻳﺮ ﺣﺮوف اﺿﺎﻓﻪ ﮔﺮﭼﻪ ﺑﺎ ‪ work‬اﺳﺘﻔﺎده ﻣﻲﺷﻮﻧﺪ اﻣﺎ در اﻳﻨﺠﺎ ﻣﻨﺎﺳﺐ ﻧﻴﺴﺘﻨﺪ‪ .‬ﻣﺜﻼً ‪ work in‬ﻳﻌﻨﻲ وارد‬
‫ﻛﺮدن ﺷﺨﺼﻲ ﻳﺎ ﭼﻴﺰي در ﺻﻒ ﻳﺎ زﻣﺎنﺑﻨﺪي ﺧﺎﺻﻲ‪:...‬‬
‫‪The mechanic had many cars to fix, but he said he'd work my car in.‬‬
GeneralEnglish.ir
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GeneralEnglish.ir
‫‪1‬‬
‫‪5 /5‬‬ ‫ﻣﺒﺤﺚ ﻓﻌﻞ و ﻣﺼﺪر‬
‫‪1/5‬‬ ‫زﻣﺎن اﻓﻌﺎل‬
‫‪1/5‬‬ ‫اﺳﻢ ﻣﺼﺪر ‪verb + -ing‬‬
‫‪0/5‬‬ ‫اﻓﻌﺎل ﻛﻤﻜﻲ‬
‫‪2/ 5‬‬ ‫ﻣﺒﺤﺚ ﺻﻔﺖ‬
‫‪1‬‬ ‫ﺻﻔﺖ ﻓﺎﻋﻠﻲ‬
‫‪0/ 5‬‬ ‫‪as … as‬‬
‫‪4 /5‬‬ ‫ﺿﻤﺎﻳﺮ و ﺣﺮوف‬
‫‪1‬‬ ‫‪a ,an/the‬‬
‫‪0/ 5‬‬ ‫اﻋﺪاد‬
‫‪1‬‬ ‫ﺣﺮف اﺿﺎﻓﻪ زﻣﺎن‬
‫‪1‬‬ ‫ﻣﺎﻟﻜﻴﺖ ﺑﺮاي اﺷﻴﺎ‬
‫‪16/5‬‬ ‫ﻋﺒﺎرات‪ ،‬ﺷﺒﻪ ﺟﻤﻠﻪ و ﺟﻤﻠﻪ‬
‫‪1‬‬ ‫ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز )در ﻣﺒﺤﺚ ‪(clause‬‬
‫‪2‬‬ ‫ﻋﺒﺎرات ﻣﻮﺻﻮﻟﻲ‬
‫‪1/ 5‬‬ ‫‪that-clause‬‬
‫‪1‬‬ ‫‪ why-clause ،where-clause‬و‪when-clause‬‬
‫‪5/ 5‬‬ ‫ﻃﺮﻳﻘﻪ ﺣﺬف ﺿﻤﻴﺮ ﻣﻮﺻﻮﻟﻲ از ﻋﺒﺎرات ﻣﻮﺻﻮﻟﻲ‬
‫‪0 /5‬‬ ‫ﺗﻄﺒﻴﻖ در ﺳﻮم ﺷﺨﺺ )ﺿﻤﺎﻳﺮ ﻳﺎ ﻛﻠﻤﺎت ﻣﻔﺮد(‬
‫‪1‬‬ ‫واروﻧﮕﻲ ﭘﺲ از ﻗﻴﻮد ﻣﻨﻔﻲ‬
‫‪1‬‬ ‫ﻣﻌﻨﺎي ﻟﻐﺖ و اﺻﻄﻼﺣﺎت ﺧﺎص‬
‫‪1‬ﻣﻨﻈﻮر از ﻋﺪد ‪ 0,5‬آن اﺳﺖ ﻛﻪ ﺑﺮاي ﭘﺎﺳﺦ دادن ﺑﻪ ﺳﻮاﻟﻲ ﺧﺎص‪ ،‬ﻧﻴﻤﻲ از داﻧﺶ ﻳﻚ ﻣﺒﺤﺚ و ﻧﻴﻤﻲ از داﻧﺶ ﻣﺒﺤﺚ دﻳﮕﺮ ﻻزم ﺑﻮده اﺳﺖ‪.‬‬
GeneralEnglish.ir
255 92/11/16 - ‫ﺻﺒﺢ ﭼﻬﺎرﺷﻨﺒﻪ‬
(1201) ‫ ﻣﺠﻤﻮﻋﻪ زﻣﻴﻦ ﺷﻨﺎﺳﻲ‬- (1207) ‫ ﻣﺠﻤﻮﻋﻪ آﻣﺎر‬-(1134 ) ‫ ﺣﺴﺎﺑﺪاري‬- (1142) ‫ﻣﺠﻤﻮﻋﻪ ﻣﺪﻳﺮﻳﺖ‬
(1203) ‫ ﻣﺠﻤﻮﻋﻪ ﺷﻴﻤﻲ‬- (1106) ‫ ﻣﺠﻤﻮﻋﻪ ﺗﺮﺑﻴﺖ ﺑﺪﻧﻲ و ﻋﻠﻮم ورزﺷﻲ‬- (1267) ‫ﻣﺠﻤﻮﻋﻪ ﻣﻬﻨﺪﺳﻲ ﻣﻜﺎﻧﻴﻚ‬
Since World War II, direct observation of marine organisms in their natural
habitats has been made possible by underwater cameras, television, …(11)…, and
submersible craft, or submarines, that can descend to great depths. Underwater
television provides the observer with a continuous picture of events …(12)…
within the field of the submerged camera. The development of self-contained
diving equipment made it possible …(13)… marine organisms in their natural
habitat.
Morphological and taxonomic studies of marine organisms are generally

performed on preserved materials in connection with the work in museums and
universities. Physiological and embryological investigations requiring the use of
living material …(14)… generally pursued at biological stations. These are situated
on the seacoast, …(15)… the rapid transfer of specimens to the laboratory where
they may be maintained in seawater provided by special circulating systems.
11- 1) to improve diving equipment 2) improve equipment to dive

3) improving equipment of diving 4) improved diving equipment
12- 1) that occur 2) to occur 3) occur 4) occurred
13- 1) that the investigator inspect 2) for the inspector to investigate
3) to inspect the investigator by 4) that investigator’s inspection of
14- 1) is 2) to be 3) are 4) being
15- 1) facilitated 2) and facilitate
3) that facilitates 4) thus facilitating
،‫ ﺑﺮرﺳﻲ ﻣﺴﺘﻘﻴﻢ ﻣﻮﺟﻮدات درﻳﺎﻳﻲ در زﻳﺴﺖ ﺑﻮمﻫﺎي ﻃﺒﻴﻌﻲﺷﺎن ﺗﻮﺳﻂ دورﺑﻴﻦﻫﺎي زﻳﺮآﺑﻲ‬،‫از زﻣﺎن ﺟﻨﮓ ﺟﻬﺎﻧﻲ دوم‬
‫ ﻣﻤﻜﻦ ﺷﺪه‬،‫ ﺗﺠﻬﻴﺰات ﻏﻮاﺻﻲ ﺑﻬﺒﻮدﻳﺎﻓﺘﻪ و ﺷﻨﺎور}ﻫﺎ{ ﻳﺎ زﻳﺮدرﻳﺎﻳﻲﻫﺎﻳﻲ ﻛﻪ ﻣﻲﺗﻮاﻧﻨﺪ ﺗﺎ اﻋﻤﺎق زﻳﺎد ﭘﺎﻳﻴﻦ روﻧﺪ‬،‫ﺗﻠﻮﻳﺰﻳﻮن‬
‫ ﺗﺼﺎوﻳﺮ ﻣﺪاوﻣﻲ را از اﺗﻔﺎﻗﺎﺗﻲ ﻛﻪ در ﻣﻴﺪان }دﻳﺪ{ دورﺑﻴﻦ زﻳﺮآﺑﻲ روي ﻣﻲدﻫﺪ ﺑﺮاي ﻧﺎﻇﺮ ﻣﻬﻴﺎ‬،‫ ﺗﻠﻮﻳﺰﻳﻮن زﺑﺮآﺑﻲ‬.‫اﺳﺖ‬
‫ اﻳﻦ اﻣﺮ را ﺑﺮاي ﻣﺤﻘﻘﺎن ﻣﻤﻜﻦ ﺳﺎﺧﺖ}ﺗﺎ{ ﻣﻮﺟﻮدات درﻳﺎﻳﻲ را در‬،‫ ﺗﻮﺳﻌﻪ ﺗﺠﻬﻴﺰات ﻛﺎﻣﻞ ﻏﻮاﺻﻲ ﻣﺴﺘﻘﻞ‬.‫ﻣﻲﺳﺎزد‬
.‫زﻳﺴﺖﺑﻮم ﻃﺒﻴﻌﻲﺷﺎن ﺑﺮرﺳﻲ ﻛﻨﻨﺪ‬
‫ﻣﻄﺎﻟﻌﺎت ﻣﻮرﻓﻮﻟﻮژي )رﻳﺨﺖﺷﻨﺎﺳﻲ( و ﻃﺒﻘﻪ ﺑﻨﺪي ارﮔﺎﻧﻴﺴﻢﻫﺎي درﻳﺎﻳﻲ ﻋﻤﻮﻣﺎً ﺑﺮ روي ﻣﻮاد ﻧﮕﻬﺪاري ﺷﺪه در ارﺗﺒﺎط ﺑﺎ‬
‫ ﺗﺤﻘﻴﻘﺎت ﻓﻴﺰﻳﻮﻟﻮژﻳﻜﻲ و روﻳﺎن ﺷﻨﺎﺳﻲ )ﺟﻨﻴﻦ ﺷﻨﺎﺳﻲ( ﻛﻪ ﻧﻴﺎزﻣﻨﺪ اﺳﺘﻔﺎده از ﻣﻮاد‬.‫ﻛﺎر در ﻣﻮزهﻫﺎ و داﻧﺸﮕﺎهﻫﺎ اﻧﺠﺎم ﻣﻲﺷﻮد‬
‫ ﺑﻪ ﺳﺒﺐ ﺗﺴﻬﻴﻞ اﻧﺘﻘﺎل ﺳﺮﻳﻊ ﻧﻤﻮﻧﻪﻫﺎ ﺑﻪ‬.‫زﻧﺪه ﻫﺴﺘﻨﺪ ﻋﻤﻮﻣﺎً در اﻳﺴﺘﮕﺎهﻫﺎي ﺑﻴﻮﻟﻮژﻳﻜﻲ )زﻳﺴﺖ ﺷﻨﺎﺧﺘﻲ( دﻧﺒﺎل ﻣﻲﺷﻮﻧﺪ‬
‫آزﻣﺎﻳﺸﮕﺎﻫﻲ ﻛﻪ اﺣﺘﻤﺎل دارد آنﻫﺎ)ﻧﻤﻮﻧﻪﻫﺎ( ﻧﻴﺎز ﺑﻪ ﻣﺮاﻗﺒﺖ در آب درﻳﺎﻳﻲ ﻛﻪ ﺗﻮﺳﻂ ﺳﻴﺴﺘﻢﻫﺎي ﮔﺮدﺷﻲ وﻳﮋه ﺗﺄﻣﻴﻦ‬
.‫ اﻳﻦﻫﺎ )اﻳﺴﺘﮕﺎهﻫﺎي زﻳﺴﺖ ﺷﻨﺎﺧﺘﻲ( در ﺳﺎﺣﻞ درﻳﺎ ﻣﺴﺘﻘﺮ ﻫﺴﺘﻨﺪ‬،‫ داﺷﺘﻪ ﺑﺎﺷﻨﺪ‬،‫ﻣﻲﺷﻮد‬
‫‪256‬‬
‫ﻣﻘﺎﻟﻪاي ﺑﺮﮔﺮﻓﺘﻪ از ”‪“Encyclopedia Britannica‬‬

‫‪ -11‬ﮔﺰﻳﻨﻪﻫﺎي »‪ 3‬و ‪ «4‬ﺻﺤﻴﺢ اﺳﺖ‪ .‬ﭘﺎﺳﺦ ﺳﻨﺠﺶ ﮔﺰﻳﻨﻪ ‪ 4‬اﺳﺖ‪.‬‬
‫‪improved diving equipment‬‬
‫ﺻﻔﺖ ﻓﺎﻋﻠﻲ ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ‬ ‫اﺳﻢ‬
‫‪to improve diving equipment‬‬ ‫ﺗﺎ ﺗﺠﻬﻴﺰات ﻏﻮاﺻﻲ را ﺑﻬﺒﻮد ﺑﺨﺸﻨﺪ‬
‫‪improve equipment to dive‬‬ ‫ﺗﺠﻬﻴﺰات را ﺑﺮاي ﻏﻮاﺻﻲ ﻛﺮدن ﺑﻬﺒﻮد ﺑﺨﺸﻨﺪ‬
‫‪improving equipment of diving‬‬ ‫ﺗﺠﻬﻴﺰات در ﺣﺎل ﭘﻴﺸﺮﻓﺖ ﻏﻮاﺻﻲ‬
‫‪improved diving equipment‬‬ ‫ﺗﺠﻬﻴﺰات ﻏﻮاﺻﻲ ﭘﻴﺸﺮﻓﺘﻪ ﻳﺎ ارﺗﻘﺎ ﻳﺎﻓﺘﻪ‬
‫ﻣﺎ ﺗﺮﻛﻴﺐ ﺗﺠﻬﻴﺰات ﻏﻮاﺻﻲ را ﺑﻪ دو ﺷﻜﻞ ﻣﻲﺗﻮاﻧﻴﻢ ﺑﻴﺎن ﻛﻨﻴﻢ‪:‬‬
‫‪equipment of diving‬‬
‫‪diving equipment‬‬
‫در ﻧﻈﺮ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﺻﻮرت دوم‪ ،‬ﺣﺎﻟﺖ رﺳﻤﻲﺗﺮ و ﻣﻨﻄﻘﻲﺗﺮ اﻳﻦ ﺑﻴﺎن اﺳﺖ اﻣﺎ ﺑﺮ روي ﻛﺎﻏﺬ و از ﻧﻈﺮ ﮔﺮاﻣﺮي‪،‬‬
‫اﺷﻜﺎﻟﻲ در ﺑﻴﺎن اول ﻧﻴﺰ ﻧﻤﻲﺑﺎﺷﺪ‪.‬‬
‫از ﻃﺮﻓﻲ از آﻧﺠﺎﻳﻲ ﻛﻪ ﻣﺎ ﺷﻨﺎﺧﺖ ﺻﺤﻴﺤﻲ ﻧﺴﺒﺖ ﺑﻪ اﻳﻦ ﺗﺠﻬﻴﺰات ﻧﺪارﻳﻢ‪ ،‬دﻗﻴﻘﺎً ﻧﻤﻲداﻧﻴﻢ ﻛﻪ اﻳﻦ ﺗﺠﻬﻴﺰات در‬
‫زﻣﺎن ﺣﺎل در ﺣﺎل ﭘﻴﺸﺮﻓﺖ )‪ (improving‬ﻫﺴﺘﻨﺪ ﻳﺎ ﺑﻬﺒﻮد ﻳﺎﻓﺘﻪ )‪ (improved‬ﻣﻲﺑﺎﺷﻨﺪ‪ .‬از اﻳﻦ رو ﻫﺮ دو‬
‫ﮔﺰﻳﻨﻪ ﺑﺮاي ﻣﺎ ﻛﻪ داﻧﺶ ﻏﻮاﺻﻲ و ﻋﻠﻢ اﻳﻦ رﺷﺘﻪﻣﺎن ﻣﺤﺪود اﺳﺖ‪ ،‬ﻣﻤﻜﻦ ﺧﻮاﻫﺪ ﺑﻮد‪:‬‬
‫‪improving equipment of diving‬‬
‫‪improved diving equipment‬‬
‫دﻗﺖ ﻛﻨﻴﺪ ﻛﻪ در ﻣﻘﺎﻟﻪ اﺻﻠﻲ ﺑﻪ ﮔﺰﻳﻨﻪ ‪ 4‬اﺷﺎره ﺷﺪه اﺳﺖ اﻣﺎ ﻃﺮاﺣﻲ ﺑﺪ ﺳﺎﻳﺮ ﮔﺰﻳﻨﻪﻫﺎ‪ ،‬ﺳﺒﺐ اﻳﺠﺎد اﺑﻬﺎم ﺷﺪه اﺳﺖ‪.‬‬
‫ﮔﺰﻳﻨﻪ ‪ 2‬اﺳﺎﺳﺎً رد ﻣﻲﺷﻮد زﻳﺮا ﺟﻤﻠﻪ داراي ﻓﻌﻞ اﺳﺖ )‪ (has been made‬و ﻫﺮ ‪ clause‬ﺗﻨﻬﺎ ﻳﻚ ﻓﻌﻞ ﺧﻮاﻫﺪ‬
‫داﺷﺖ‪ .‬رﺟﻮع ﻛﻨﻴﺪ ﺑﻪ اﻳﻦ ﺟﻤﻠﻪ در ﺑﺤﺚ دﺳﺘﻮر زﺑﺎن اﻳﻦ ﻛﺘﺎب‪:‬‬
‫‪ clause‬ﺷﺎﻣﻞ ﺗﻨﻬﺎ ﻳﻚ ﻋﺒﺎرت اﺳﻤﻲ )‪ (noun phrase‬و ﻳﻚ ‪ predicate‬ﻣﻲﺷﻮد‪.‬‬
‫‪2‬‬
‫ﮔﺰﻳﻨﻪ ‪ 1‬ﻧﻴﺰ ﺳﺎﺧﺘﺎر ﻣﻮازي ﺗﺸﻜﻴﻞ ﺷﺪه ﺑﺎ ‪ and‬را ﺑﺮ ﻫﻢ ﺧﻮاﻫﻢ زد‪ .‬زﻳﺮا ﻣﺎ ﻧﻴﺎز ﺑﻪ ﻳﻚ اﺳﻢ دارﻳﻢ ﻧﻪ ﻣﺼﺪر‪:‬‬
‫… ‪… underwater cameras , television , …….…. , and submersible craft‬‬
‫‪ -12‬ﮔﺰﻳﻨﻪ »‪ «1‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺘﻦ‪ ،‬ﺑﺮاي اﺗﺼﺎل دو ﺟﻤﻠﻪ و اﻳﺠﺎد ﺟﻤﻠﻪ ﺗﺮﻛﻴﺒﻲ از ﺿﻤﻴﺮ ﻣﻮﺻﻮﻟﻲ ‪ that‬اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪.‬‬
‫دﻗﺖ ﻛﻨﻴﺪ ﻛﻪ ﮔﺰﻳﻨﻪ ‪ 4‬اﺷﺘﺒﺎه اﺳﺖ‪ .‬زﻳﺮا ﻓﻌﻞ ‪ occur‬ﻻزم اﺳﺖ و ﻧﻤﻲﺗﻮان از آن ﺣﺎﻟﺖ ﻣﺠﻬﻮل ﺳﺎﺧﺖ‪:‬‬
‫‪… {that are} occurred … WRONG‬‬
‫و ﺑﻌﺪ ﺑﺨﻮاﻫﻴﻢ ﺑﮕﻮﻳﻴﻢ ‪ that are‬ﻃﺒﻖ ﻗﺎﻋﺪه ﺣﺬف ﺿﻤﻴﺮ ﻣﻮﺻﻮﻟﻲ ﺣﺬف ﺷﺪه اﺳﺖ‪.‬‬
‫ﺣﺎﻟﺖ دﻳﮕﺮي ﻛﻪ ﻣﻲﺗﻮاﻧﺴﺖ ﺟﻮاب ﺑﺎﺷﺪ و اﻟﺒﺘﻪ در ﮔﺰﻳﻨﻪﻫﺎ ﻧﻴﺴﺖ ﺑﺪﻳﻦ ﺻﻮرت اﺳﺖ‪) :‬رﺟﻮع ﺑﻪ ﻗﺎﻋﺪه ﺣﺬف ﺿﻤﻴﺮ ﻣﻮﺻﻮﻟﻲ(‬
‫… ‪… continuous picture of events that occur within the field‬‬
‫… ‪… continuous picture of events occurring within the field‬‬
‫‪ predicate 2‬ﺑﺨﺸﻲ از ﺟﻤﻠﻪ اﺳﺖ ﻛﻪ در ﻣﻮرد ﻓﺎﻋﻞ ﺻﺤﺒﺖ ﻣﻲﻛﻨﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل در ﺟﻤﻠﻪ ‪ ،she is an artist‬ﻣﻲﺗﻮان ‪is an artist‬‬
‫را ‪ predicate‬ﻧﺎﻣﻴﺪ ﻛﻪ اﻏﻠﺐ ‪ verb‬ﻧﻴﺰ در ﺧﻮد دارد‪.‬‬
‫‪257‬‬ ‫ﺻﺒﺢ ﭼﻬﺎرﺷﻨﺒﻪ ‪92/11/16 -‬‬
‫‪ -13‬ﮔﺰﻳﻨﻪ »‪ «2‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬

‫ﮔﺰﻳﻨﻪ اول از ﻧﻈﺮ ﮔﺮاﻣﺮي ﻏﻠﻂ دارد‪ .‬درﺻﻮرﺗﻴﻜﻪ ﻓﺎﻋﻞ ‪ the investigator‬ﺑﺎﺷﺪ ﺑﺎﻳﺴﺘﻲ‪ ،‬ﻓﻌﻞ ﺣﺎل ﺳﺎده آن ﺑﻪ‬
‫ﺻﻮرت ﺳﻮم ﺷﺨﺺ )‪ (inspects‬ﺑﺎﺷﺪ‪.‬‬
‫ﮔﺰﻳﻨﻪ ﺻﺤﻴﺢ ﻫﻤﺎن ﺗﺮﺗﻴﺐ ‪ possible for sb. to do s.th.‬اﺳﺖ‪:‬‬
‫‪It might be possible for the documents to be sent over.‬‬
‫‪that the investigator inspect‬‬ ‫‪-‬‬

‫‪for the inspector to investigate‬‬ ‫ﺑﺮاي ﺑﺎزرس ﺑﻪ ﻣﻨﻈﻮر رﺳﻴﺪﮔﻲ ﻛﺮدن‬
‫‪to inspect the investigator by‬‬ ‫ﺑﻪ ﻣﻨﻈﻮر رﺳﻴﺪﮔﻲ ﻛﺮدن ﺑﺎزرس ﺗﻮﺳﻂ‬
‫‪that investigator’s inspection of‬‬ ‫ﻛﻪ رﺳﻴﺪﮔﻲ ﺑﺎزرس‬
‫ﮔﺰﻳﻨﻪ ‪ 4‬ﻧﻴﺰ ‪ that-clause‬اي اﺳﺖ ﻛﻪ ﻓﻌﻞ ﻧﺪارد و اﺻﻼً ﻣﻌﻨﺎي ﺻﺤﻴﺤﻲ ﻧﺨﻮاﻫﺪ داﺷﺖ‪.‬‬
‫ﮔﺰﻳﻨﻪ ‪ 3‬ﻧﻴﺰ از ﭘﺎﻳﻪ و از ﻧﻈﺮ ﻣﻌﻨﺎﻳﻲ و ﮔﺮاﻣﺮي اﺷﺘﺒﺎه اﺳﺖ‪.‬‬
‫‪ -14‬ﮔﺰﻳﻨﻪ »‪ «3‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬
‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺟﻤﻠﻪ‪ ،‬ﻓﻌﻞ آن ﺷﻜﻞ ﻣﺠﻬﻮل ﺣﺎل ﺳﺎده اﺳﺖ و ﺑﺮاي ﺗﻄﺎﺑﻖ ﺑﺎ ﻓﺎﻋﻞ ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﺻﻮرت ﺟﻤﻊ ﺑﻴﺎﻳﺪ‪.‬‬
‫‪Physiological and embryological investigations requiring the use of living material‬‬
‫ﻓﺎﻋﻞ )ﮔﺮوه اﺳﻤﻲ(‬
‫… ‪are pursued‬‬
‫ﻓﻌﻞ‬
‫در ﻧﻜﺘﻪ ﻣﺮﺑﻮط ﺑﻪ ﺣﺮف رﺑﻂ ‪ and‬آوردهاﻳﻢ ﻛﻪ ﭘﺲ از آن‪ ،‬ﻓﻌﻞ ﺑﻪ ﺷﻜﻞ ﺟﻤﻊ ﺧﻮاﻫﺪ ﺑﻮد‪.‬‬
‫ﺟﻤﻠﻪ ﻓﻌﻞ ﻧﺪارد و ﺑﺮ اﻳﻦ اﺳﺎس دو ﮔﺰﻳﻨﻪ ‪ 2‬و ‪ 4‬ﻛﻪ ﻣﺼﺪر و اﺳﻢ ﻣﺼﺪر ﻫﺴﺘﻨﺪ‪ ،‬رد ﺧﻮاﻫﺪ ﺷﺪ‪ .‬ﮔﺰﻳﻨﻪ ‪ 1‬ﻧﻴﺰ ﻣﻔﺮد‬
‫اﺳﺖ و ﻗﺎﺑﻞ ﻗﺒﻮل ﻧﺨﻮاﻫﺪ ﺑﻮد‪ .‬ﺟﻤﻠﻪ ﻧﻴﺎز ﺑﻪ ﻓﻌﻞ ﻣﺠﻬﻮل ﺣﺎل ﺳﺎده دارد ﻛﻪ ﺑﺎ ﻓﻌﻞ ﻛﻤﻜﻲ ‪ are‬ﻛﺎﻣﻞ ﺧﻮاﻫﺪ ﺷﺪ‪.‬‬
‫‪ -15‬ﮔﺰﻳﻨﻪﻫﺎي »‪ 2‬و ‪ «4‬ﺻﺤﻴﺢ اﺳﺖ‪ .‬ﭘﺎﺳﺦ ﺳﻨﺠﺶ ﮔﺰﻳﻨﻪ ‪ 4‬اﺳﺖ‪.‬‬
‫‪facilitated‬‬ ‫ﺗﺴﻬﻴﻞ ﻛﺮد‬
‫‪and facilitate‬‬ ‫و ﺗﺴﻬﻴﻞ ﻣﻲﻛﻨﺪ‬
‫‪that facilitates‬‬ ‫ﻛﻪ ﺗﺴﻬﻴﻞ ﻣﻲﻛﻨﺪ‬
‫‪thus facilitating‬‬ ‫ﺑﻪ ﺳﺒﺐ ﺗﺴﻬﻴﻞ ﻧﻤﻮدن‬
‫در اﻳﻨﺠﺎ ‪ thus‬ﺑﻪ ﻣﻌﻨﺎي "ﺑﻪ ﺳﺒﺐ ﻳﺎ ﺑﻪ ﻣﻨﻈﻮر" اﺳﺖ‪:‬‬
‫‪The oil producers will raise prices, thus increasing their profits.‬‬
‫اﻳﻦ ﺟﻤﻠﻪ ﺑﻪ ﻫﻤﺮاه ﮔﺰﻳﻨﻪ ‪ 2‬ﻧﻴﺰ ﺻﺤﻴﺢ ﺧﻮاﻫﺪ‪ .‬ﻃﺒﻖ ﺗﻮﺿﻴﺢ ﺣﺮوف رﺑﻂ ﻫﻢﭘﺎﻳﻪ ﺳﺎز‪ ،‬ﮔﺰﻳﻨﻪ ‪ 2‬ﻧﻴﺰ ﻣﻲﺗﻮاﻧﺪ ﺻﺤﻴﺢ‬
‫ﺑﺎﺷﺪ و ﻫﻴﭻ اﺷﻜﺎل ﮔﺮاﻣﺮي و ﻣﻌﻨﺎﻳﻲ ﺑﻪ آن وارد ﻧﻴﺴﺖ‪ ،‬ﮔﺮﭼﻪ از ﻧﻈﺮ ﻣﻌﻨﺎﻳﻲ ﮔﺰﻳﻨﻪ ‪ 4‬ﺻﺤﻴﺢﺗﺮ و رﺳﻤﻲﺗﺮ اﺳﺖ‪.‬‬
‫‪These are situated on the seacoast, and facilitate the rapid transfer of specimens to‬‬
‫‪the laboratory.‬‬
‫ﻫﻤﺎنﻃﻮر ﻛﻪ ﻣﻲﺑﻴﻨﺪ ﻫﺮ دو ﻃﺮف ﺣﺮف رﺑﻂ ﻫﻢﭘﺎﻳﻪ ﺳﺎز ‪ and‬ﺑﻪ ﺻﻮرت ﺟﻤﻠﻪ ﺑﺎ زﻣﺎن ﺣﺎل ﺳﺎده اﺳﺖ ﻛﻪ ﻛﺎﻣﻼً‬
‫از ﻧﻈﺮ ﮔﺮاﻣﺮي ﺻﺤﻴﺢ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻃﺮاح در ﻗﺮار دادن ﮔﺰﻳﻨﻪﻫﺎي اﺷﺘﺒﺎه دﭼﺎر ﻣﺸﻜﻞ ﺷﺪه اﺳﺖ‪.‬‬
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‫در اﻳﻦ ﺑﺨﺶ‪ ،‬ﺟﺪاول و ﺿﻤﺎﻳﻤﻲ ﻗﺮار داده ﺷﺪهاﻧﺪ ﻛﻪ ﻛﻤﻚ ﺷﺎﻳﺎﻧﻲ ﺑﻪ ﺗﻜﻤﻴﻞ ﻣﺒﺎﺣﺚ ﻣﻄﺮح ﺷﺪه‬
‫در ﻗﺴﻤﺖ دﺳﺘﻮر زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺧﻮاﻫﺪ ﻧﻤﻮد‪ .‬اﻳﻦ ﺟﺪاول از ﻣﻨﺎﺑﻊ ﻣﻌﺘﺒﺮ و ﻣﺘﻌﺪد زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻣﻮﺟﻮد‪،‬‬
‫ﺗﻬﻴﻪ و ﺗﺮﺟﻤﻪ ﺷﺪه و ﺑﺎ ﻫﺪف ﭘﻮﺷﺶ ﻛﺎﻣﻞ ﮔﺮاﻣﺮ زﺑﺎن اﻧﮕﻠﻴﺴﻲ در اﺧﺘﻴﺎر ﺷﻤﺎ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ‪.‬‬
‫ﺳﻌﻲ ﻛﺮدهاﻳﻢ ﺗﺎ در ﻫﺮ ﻗﺴﻤﺖ ﺗﻮﺿﻴﺤﺎت ﻣﻮرد ﻧﻴﺎز را اﺿﺎﻓﻪ ﻧﻤﺎﻳﻴﻢ‪ .‬اﮔﺮ درك ﻣﺤﺘﻮﻳﺎت ﺟﺪوﻟﻲ‬
‫ﺧﺎص ﺑﺮاي ﺷﻤﺎ دﺷﻮار اﺳﺖ‪ ،‬اﺣﺘﻤﺎﻻً ﺑﻪ دﻟﻴﻞ ﻋﺪم درك ﻣﺒﺤﺚ ﻣﺮﺑﻮﻃﻪ ﻣﻲﺑﺎﺷﺪ‪ .‬در اﻳﻦ ﺻﻮرت از‬
‫ﺑﺨﺶ دﺳﺘﻮر زﺑﺎن‪ ،‬ﮔﺮاﻣﺮ آن ﻗﺴﻤﺖ را ﻣﺠﺪدا ﻣﺮور ﻧﻤﺎﻳﻴﺪ‪ .‬اﻟﺒﺘﻪ ﺣﺘﻤﺎ ﺑﻪ ﺧﺎﻃﺮ دارﻳﺪ ﻛﻪ در ﺑﺨﺶ‬
‫دﺳﺘﻮر زﺑﺎن‪ ،‬ﺗﺎ ﺣﺪ ﻣﻤﻜﻦ ﺟﻬﺖ ﺗﻜﻤﻴﻞ ﻣﺒﺎﺣﺚ‪ ،‬ﺑﻪ ﺑﺨﺶ ﺟﺪاول و ﺿﻤﺎﻳﻢ ارﺟﺎع داده ﺷﺪه ﺑﻮد‪.‬‬
‫ﺑﺮاي ﮔﺮدآوري اﻳﻦ ﮔﻨﺠﻴﻨﻪ ﺟﺪاول‪ ،‬زﺣﻤﺎت ﻓﺮاواﻧﻲ ﻛﺸﻴﺪه ﺷﺪه اﺳﺖ‪ .‬ﻟﺬا از اﻳﻦ ﺑﺨﺶ ﺑﻪ اﻳﻦ‬
‫راﺣﺘﻲ ﻋﺒﻮر ﻧﻜﻨﻴﺪ‪ .‬اﺣﺘﻤﺎﻻً در ﻃﻮل ﭘﺎﺳﺦ ﺑﻪ ﺳﻮاﻻت ﻛﻨﻜﻮر‪ ،‬ﺑﺎرﻫﺎ و ﺑﺎرﻫﺎ ﺑﻪ اﻳﻦ ﺑﺨﺶ ﺳﺮ ﺧﻮاﻫﻴﺪ زد‪.‬‬
‫از اﺳﺎﺗﻴﺪ و داﻧﺸﺠﻮﻳﺎن ﻋﺰﻳﺰ ﺧﻮاﻫﺸﻤﻨﺪﻳﻢ‪ ،‬از اﺳﺘﻔﺎده از ﺟﺪاول اﻳﻦ ﺑﺨﺶ ﺑﺪون ذﻛﺮ ﻣﻨﺒﻊ ﺧﻮدداري‬
‫ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫‪271‬‬ ‫ﺟﺪاول و ﺿﻤﺎﻳﻢ‬
‫ﺟﺪول راﻫﻨﻤﺎي زﻣﺎنﻫﺎ در زﺑﺎن اﻧﮕﻠﻴﺴﻲ‬

‫‪Affirmative/Negative/Question‬‬ ‫‪Use‬‬
‫زﻣﺎن‬ ‫ﻣﻮارد ﻛﺎرﺑﺮد‬ ‫ﻛﻠﻤﺎت ﻧﺸﺎﻧﻪ‬
‫ﻋﺒﺎرت ﻣﺜﺒﺖ‪ ،‬ﻣﻨﻔﻲ و ﺳﻮاﻟﻲ‬
‫‪Form: verb‬‬ ‫‪ ‬اﺗﻔﺎﻗﻲ ﻛﻪ در زﻣﺎن ﺣﺎل ﻳﻚﺑﺎر‪ ،‬ﻫﺮﮔﺰ و ﻳﺎ ﺑﻪ ﺗﻌﺪاد دﻓﻌﺎت‬
‫‪always, every …, never,‬‬
‫‪Simple‬‬ ‫‪A: He speaks.‬‬ ‫زﻳﺎدي ﺑﻪ وﻗﻮع ﭘﻴﻮﺳﺘﻪ اﺳﺖ‪.‬‬
‫‪ ‬ﺑﻴﺎن ﺣﻘﺎﻳﻖ و ﻳﺎ واﻗﻌﻴﺖﻫﺎي ﻋﻠﻤﻲ‬
‫‪normally, often, seldom,‬‬
‫‪Present‬‬ ‫‪N: He does not speak.‬‬ ‫‪sometimes, usually‬‬
‫ﺣﺎل ﺳﺎده‬ ‫?‪Q: Does he speak‬‬ ‫‪ ‬اﺗﻔﺎﻗﺎﺗﻲ ﻛﻪ ﻳﻜﻲ ﭘﺲ از دﻳﮕﺮي ﺑﻪ وﻗﻮع ﻣﻲﭘﻴﻮﻧﺪﻧﺪ‪.‬‬ ‫‪if sentences type I (If‬‬
‫‪ ‬اﺗﻔﺎﻗﺎت ﺗﻨﻈﻴﻢ ﺷﺪه ﺗﻮﺳﻂ ﺟﺪول زﻣﺎﻧﻲ ﻳﺎ ﺑﺮﻧﺎﻣﻪ زﻣﺎنﺑﻨﺪي ‪ ‬او ﺻﺤﺒﺖ ﻣﻲﻛﻨﺪ‬ ‫)… ‪I talk,‬‬
‫‪ ‬اﺗﻔﺎﻗﺎت رخ داده در ﻟﺤﻈﻪاي ﻛﻪ در ﺣﺎل ﺑﺤﺚ ﻫﺴﺘﻴﻢ‪.‬‬

‫‪Form: (am/is/are) +verb +ing‬‬
‫‪ ‬وﻗﺎﻳﻌﻲ ﻛﻪ ﺗﻨﻬﺎ ﺑﺮاي ﻳﻚ ﻣﺪت زﻣﺎﻧﻲ ﻣﺤﺪود و ﻣﺸﺨﺺ ﺑﻪ‬

‫‪Present‬‬ ‫‪A: He is speaking.‬‬ ‫‪at the moment, just, just‬‬
‫‪Progressive‬‬ ‫‪N: He is not speaking.‬‬ ‫‪now, Listen!, Look!, now,‬‬
‫وﻗﻮع ﻣﻲﭘﻴﻮﻧﺪد‪.‬‬
‫ﺣﺎل اﺳﺘﻤﺮاري‬
‫‪ ‬ﻋﻤﻠﻲ ﻛﻪ ﺑﺮاي‬
‫‪right now‬‬
‫‪ ‬او دارد ﺻﺤﺒﺖ ﻣﻲﻛﻨﺪ‪.‬‬
‫?‪Q: Is he speaking‬‬
‫‪.‬‬‫اﺳﺖ‬ ‫ﺷﺪه‬ ‫دﻳﺪه‬ ‫ﺗﺪارك‬ ‫آﻳﻨﺪه‬
‫‪  yesterday, 2 minutes ago,‬اﺗﻔﺎﻗﻲ ﻛﻪ در زﻣﺎن ﮔﺬﺷﺘﻪ ﻳﻚﺑﺎر‪ ،‬ﻫﺮﮔﺰ و ﻳﺎ ﺑﻪ ﺗﻌﺪاد دﻓﻌﺎت‬

‫‪Form: verb+ed or irregular form‬‬
‫‪Simple Past‬‬ ‫‪A: He spoke.‬‬ ‫زﻳﺎدي ﺑﻪ وﻗﻮع ﭘﻴﻮﺳﺘﻪ اﺳﺖ‪.‬‬ ‫‪in 1990, the other day, last‬‬
‫ﮔﺬﺷﺘﻪ ﺳﺎده‬ ‫‪ ‬اﺗﻔﺎﻗﺎﺗﻲ ﻛﻪ ﻳﻜﻲ ﭘﺲ از دﻳﮕﺮي ﺑﻪ وﻗﻮع ﻣﻲﭘﻴﻮﻧﺪﻧﺪ‪.‬‬
‫‪N: He did not speak.‬‬ ‫‪Friday‬‬
‫‪ ‬ﻋﻤﻠﻲ ﻛﻪ در ﻣﻴﺎن ﻋﻤﻠﻲ دﻳﮕﺮ اﺗﻔﺎق ﻣﻲاﻓﺘﺪ‪.‬‬
‫‪if sentence type II (If‬‬
‫‪ ‬او ﺻﺤﺒﺖ ﻛﺮد‪.‬‬
‫?‪Q: Did he speak‬‬
‫)… ‪I talked,‬‬
‫‪From: (was/were)+ verb+ ing‬‬ ‫‪ ‬ﻋﻤﻠﻲ ﻛﻪ در زﻣﺎن ﻣﺸﺨﺼﻲ در ﮔﺬﺷﺘﻪ ﺑﻪ ﻃﻮل اﻧﺠﺎﻣﻴﺪه‬
‫‪A: He was speaking.‬‬ ‫اﺳﺖ‪.‬‬
‫‪ ‬اﺗﻔﺎﻗﺎﺗﻲ ﻛﻪ ﺑﻪ ﺻﻮرت ﻫﻢزﻣﺎن رخ داده اﺳﺖ‪.‬‬
‫‪Past Progressive‬‬ ‫‪N: He was not speaking.‬‬
‫ﮔﺬﺷﺘﻪ اﺳﺘﻤﺮاري‬ ‫‪when, while, as long as‬‬
‫‪ ‬ﻛﺎري ﻛﻪ در ﮔﺬﺷﺘﻪ اﻧﺠﺎم و ﺗﻮﺳﻂ ﻛﺎري دﻳﮕﺮ ﻗﻄﻊ ﺷﺪه‬
‫?‪Q: Was he speaking‬‬
‫‪ ‬او داﺷﺖ ﺻﺤﺒﺖ ﻣﻲﻛﺮد‪.‬‬ ‫اﺳﺖ‪.‬‬
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‫‪279‬‬ ‫ﺟﺪاول و ﺿﻤﺎﻳﻢ‬
‫اﻣﻜﺎن اﺳﺘﻔﺎده از ‪ Gerund‬ﻳﺎ ‪ Infinitive‬ﺑﺎ ﺗﻔﺎوت در ﻣﻌﻨﻲ‬

‫در ﺑﺮﺧﻲ اﻓﻌﺎل اﻳﻦ اﻣﻜﺎن وﺟﻮد دارد ﻛﻪ ﭘﺲ از آنﻫﺎ‪ ،‬ﻣﺼﺪر ﻳﺎ اﺳﻢ ﻣﺼﺪر ﻗﺮار ﮔﻴﺮد‪ .‬ﺑﺎﻳﺪ در ﻧﻈﺮ داﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻛﻪ‬
‫در ﺗﻌﺪادي از اﻳﻦ اﻓﻌﺎل‪ ،‬اﺳﺘﻔﺎده از ‪ Gerund‬ﻳﺎ ‪ Infinitive‬ﻣﻲﺗﻮاﻧﺪ ﻣﻌﻨﺎي ﺟﻤﻠﻪ را دﺳﺘﺨﻮش ﺗﻐﻴﻴﺮ ﻛﻨﺪ‪.‬‬
‫ﻗﻮاﻋﺪ ﻣﻬﻢﺗﺮ و ﭘﺮﺗﻜﺮار ﺑﺎ * ﻣﺸﺨﺺ ﺷﺪهاﻧﺪ‪.‬‬
‫‪She began singing/to sing.‬‬ ‫‪She is beginning to sing.‬‬
‫زﻣﺎﻧﻲ ﻛﻪ ‪ begin‬در ﺟﻤﻠﻪ ﻏﻴﺮ اﺳﺘﻤﺮاري‬ ‫زﻣﺎﻧﻲ ﻛﻪ زﻣﺎن ﺟﻤﻠﻪ اﺳﺘﻤﺮاري اﺳﺖ‪ ،‬ﺗﻨﻬﺎ‬
‫‪begin‬‬
‫اﺳﺘﻔﺎده ﺷﻮد‪ ،‬ﻣﻲﺗﻮان از ﻫﺮ دو ﺣﺎﻟﺖ‬ ‫اﻣﻜﺎن اﺳﺘﻔﺎده از ‪ infinitive‬ﻣﻴﺴﺮ اﺳﺖ‪.‬‬
‫اﺳﺘﻔﺎده ﻧﻤﻮد‪.‬‬
‫‪She dreaded taking the test.‬‬ ‫‪He dreaded to think of the‬‬
‫‪consequences of his actions.‬‬
‫ﻫﻤﻴﺸﻪ ﻓﻌﻞ ‪ dread‬ﺑﻪ ﻫﻤﺮاه ‪gerund‬‬ ‫‪ dread‬ﺑﺮﺧﻲ اوﻗﺎت ﺑﻪ ﻫﻤﺮاه ‪ infinitive‬و‬

‫‪dread‬‬ ‫ﻣﻲآﻳﺪ‪.‬‬ ‫اﻓﻌﺎﻟﻲ ﭼﻮن ‪ think‬ﻳﺎ ‪ consider‬ﻣﻲآﻳﺪ‪ .‬در‬
‫ﺟﻤﻠﻪ ﺑﺎﻻ ‪ dread to think‬ﺑﻪ ﻣﻌﻨﺎي‬
‫در اﻳﻨﺠﺎ ﻣﻌﻨﺎي "ﺗﺮﺳﻴﺪن" ﻣﻲدﻫﺪ‪.‬‬
‫"ﻧﻤﻲﺧﻮاﻫﺪ ﻓﻜﺮ ﻛﻨﺪ" اﺳﺖ‪.‬‬
‫اون ﺗﺮﺳﻴﺪ ﻛﻪ اﻣﺘﺤﺎن ﺑﺪه‪...‬‬ ‫او ﻧﻤﻲﺧﻮاﻫﺪ ﺑﻪ ﻋﺎﻗﺒﺖ ﻛﺎرﻫﺎﻳﺶ ﻓﻜﺮ ﻛﻨﺪ‪..‬‬
‫‪She forgot reading the book‬‬ ‫‪She forgot to pay the rent this‬‬
‫‪when she was a kid.‬‬ ‫‪month.‬‬
‫زﻣﺎﻧﻴﻜﻪ ‪ forget‬ﺑﻪ ﻫﻤﺮاه ‪ gerund‬اﺳﺘﻔﺎده‬ ‫زﻣﺎﻧﻴﻜﻪ ‪ forget‬ﺑﻪ ﻫﻤﺮاه ‪ infinitive‬اﺳﺘﻔﺎده‬

‫ﻣﻲﺷﻮد ﺑﻪ ﻣﻌﻨﺎي آن اﺳﺖ ﻛﻪ ﺷﻤﺎ ﭼﻴﺰي را‬ ‫ﻣﻲﺷﻮد ﺑﻪ ﻣﻌﻨﺎي آن اﺳﺖ ﻛﻪ ﺷﻤﺎ اﻧﺠﺎم دادن‬
‫*‪forget‬‬
‫ﻛﻪ در ﮔﺬﺷﺘﻪ اﻧﺠﺎم دادهاﻳﺪ ﻓﺮاﻣﻮش ﻛﺮدهاﻳﺪ‪.‬‬ ‫ﭼﻴﺰي را ﻓﺮاﻣﻮش ﻛﺮدهاﻳﺪ‪ .‬ﻣﻔﻬﻮم ﺟﻤﻠﻪ ﺑﺎﻻ اﻳﻦ‬
‫ﻣﻔﻬﻮم ﺟﻤﻠﻪ ﺑﺎﻻ اﻳﻦ اﺳﺖ‪:‬‬ ‫اﺳﺖ‪:‬‬
‫وﻗﺘﻲ اون ﺑﭽﻪ ﺑﻮد ﻛﺘﺎب رو ﺧﻮﻧﺪه وﻟﻲ اﻵن ﺑﻪ‬ ‫اون ﻓﺮاﻣﻮش ﻛﺮده ﻛﻪ ﭘﻮل اﺟﺎره رو ﭘﺮداﺧﺖ ﻛﻨﻪ‪.‬‬
‫ﺧﺎﻃﺮ ﻧﻤﻴﺎره ﺧﻮﻧﺪن ﻛﺘﺎب رو‪.‬‬
‫‪She kept talking.‬‬ ‫‪The attackers kept hostages to‬‬
‫‪prevent the police from entering.‬‬
‫ﺑﻪ ﺻﻮرت ﻋﺎدي ‪ keep‬ﺑﻪ ﻫﻤﺮاه ‪gerund‬‬ ‫‪ keep‬ﻣﻲﺗﻮاﻧﺪ ﺑﻪ ﻫﻤﺮاه ﻳﻚ ﻣﻔﻌﻮل و‬

‫اﺳﺘﻔﺎده ﻣﻲﺷﻮد ﻛﻪ داراي ﻣﻌﻨﻲ" اداﻣﻪ دادن‬ ‫‪ infinitive‬اﺳﺘﻔﺎده ﺷﻮد‪ .‬در اﻳﻦ ﺣﺎﻟﺖ ‪keep‬‬
‫*‪keep‬‬
‫ﺑﻪ ﻳﻚ ﻓﻌﺎﻟﻴﺖ" اﺳﺖ‪.‬‬ ‫ﻣﻌﻨﺎي ”‪ “in order to‬ﻳﺎ "ﺑﻪ ﻣﻨﻈﻮر" را در‬
‫ﺧﻮد ﻣﺤﻔﻮظ دارد‪ .‬ﻣﻔﻬﻮم ﺟﻤﻠﻪ ﺑﺎﻻ‪:‬‬
‫ﻣﺘﺠﺎوزﻳﻦ‪ ،‬ﮔﺮوﮔﺎنﻫﺎ را ﺑﻪ ﻣﻨﻈﻮر ﻣﻤﺎﻧﻌﺖ از ورود‬
‫ﭘﻠﻴﺲ }ﻧﺰد ﺧﻮد{ ﻧﮕﻪ داﺷﺘﻨﺪ‪.‬‬
‫‪280‬‬
‫‪The house needs cleaning.‬‬ ‫‪He needs to call his boss.‬‬

‫‪He needs him to call his boss.‬‬
‫زﻣﺎﻧﻴﻜﻪ ‪ need‬ﺑﻪ ﻫﻤﺮاه ‪ gerund‬اﺳﺘﻔﺎده‬ ‫در اﻛﺜﺮ ﻣﻮارد ‪ need‬ﺑﻪ ﻫﻤﺮاه ‪ infinitive‬ﻳﺎ‬
‫*‪need‬‬
‫ﻣﻲﺷﻮد ﻣﻌﻨﺎي ﻣﺠﻬﻮﻟﻲ در ﺧﻮد ﻣﺴﺘﺘﺮ دارد‪.‬‬ ‫ﺿﻤﻴﺮ و ‪ infinitive‬اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪.‬‬
‫ﺧﻮﻧﻪ ﻧﻴﺎز داره ﻛﻪ ﺗﻤﻴﺰ ﺑﺸﻪ‪.‬‬ ‫در اﻳﻨﺠﺎ ‪ need‬ﻣﻌﻨﻲ ‪ necessary‬ﻣﻲدﻫﺪ‪.‬‬
‫‪=house needs to be cleaned.‬‬ ‫اون ﻻزم ﺑﻮد ﻛﻪ ﺑﻪ رﺋﻴﺴﺶ زﻧﮓ ﺑﺰﻧﻪ‪.‬‬
‫‪I regretted being late to the‬‬ ‫‪We regret to inform you that‬‬
‫‪interview.‬‬ ‫‪your position at the company is‬‬
‫‪being eliminated.‬‬
‫‪regret‬‬ ‫در ﺣﺎﻟﺖ ﻣﻌﻤﻮل ‪ regret‬ﺑﻪ ﻫﻤﺮاه ‪gerund‬‬ ‫ﮔﻪﮔﺎه ‪ regret‬ﺑﻪ ﻫﻤﺮاه ‪ infinitive‬اﺳﺘﻔﺎده‬
‫اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪.‬‬ ‫ﻣﻲﺷﻮد‪ ،‬ﻣﺎﻧﻨﺪ‪ :‬ﻓﻌﻞ ‪ .inform‬ﻣﻔﻬﻮم ﺟﻤﻠﻪ ﺑﺎﻻ‪:‬‬
‫در اﻳﻨﺠﺎ ﻣﻌﻨﺎي اﻓﺴﻮس ﺧﻮردن وﺟﻮد دارد‪.‬‬ ‫ﻣﺎ ﻣﺘﺄﺳﻔﻴﻢ از ﮔﻔﺘﻦ ﺧﺒﺮ ﺑﺪ و دوﺳﺖ داﺷﺘﻴﻢ ﻛﻪ‬
‫ﻣﺠﺒﻮر ﺑﻪ ﮔﻔﺘﻦ ﺧﺒﺮ اﺧﺮاج ﺷﻤﺎ ﻧﺒﻮدﻳﻢ‪...‬‬
‫‪I remember meeting him last‬‬ ‫‪He remembered to turn off the‬‬
‫‪year.‬‬ ‫‪lights before he left.‬‬
‫زﻣﺎﻧﻲ ﻛﻪ ‪ remember‬ﺑﻪ ﻫﻤﺮاه ‪gerund‬‬ ‫زﻣﺎﻧﻲ ﻛﻪ ‪ remember‬ﺑﻪ ﻫﻤﺮاه ‪infinitive‬‬

‫اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪ ،‬ﺑﻪ ﻣﻌﻨﺎي آن اﺳﺖ ﻛﻪ ﻣﺎ‬ ‫اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪ ،‬ﺑﻪ ﻣﻌﻨﺎي آن اﺳﺖ ﻛﻪ ﺷﻤﺎ ﺑﺎﻳﺪ‬
‫*‪remember‬‬
‫واﻗﻌﻪاي ﺧﺎص از ﮔﺬﺷﺘﻪ را ﺑﻪ ﺧﺎﻃﺮ ﻣﻲآورﻳﻢ‪.‬‬ ‫اﻧﺠﺎم ﻛﺎر ﺧﺎﺻﻲ را ﺑﻪ ﺧﺎﻃﺮ داﺷﺘﻪ ﺑﺎﺷﻴﺪ و ﻧﺒﺎﻳﺪ‬
‫}ﺻﺤﺒﺖ از ﮔﺬﺷﺘﻪ{‬ ‫اﻧﺠﺎم آن را ﻓﺮاﻣﻮش ﻛﻨﻴﺪ‪{=not to forget} .‬‬
‫ﻣﻦ ﻣﻼﻗﺎت }ﻛﺮدن{ اون رو در ﺳﺎل ﮔﺬﺷﺘﻪ‬ ‫اون ﻳﺎدش ﺑﻮد}ﻓﺮاﻣﻮش ﻧﻜﺮد{ ﻛﻪ ﭼﺮاغﻫﺎ رو ﻗﺒﻞ‬
‫ﺑﻪ ﻳﺎد دارم‪.‬‬ ‫از اﻳﻨﻜﻪ ﺧﺎرج ﺑﺸﻪ ﺧﺎﻣﻮش ﺑﻜﻨﻪ‪.‬‬
‫‪Marge started talking really‬‬ ‫‪Marge is starting to talk really‬‬
‫‪fast.‬‬ ‫‪fast.‬‬
‫‪Marge started to talk really‬‬
‫‪fast.‬‬ ‫زﻣﺎﻧﻲ ﻛﻪ ‪ start‬در زﻣﺎن اﺳﺘﻤﺮاري ﺑﻜﺎر ﻣﻲرود‬
‫ﺑﺎﻳﺴﺘﻲ از ‪ infinitive‬اﺳﺘﻔﺎده ﻧﻤﻮد‪.‬‬
‫زﻣﺎﻧﻲ ﻛﻪ ‪ start‬در زﻣﺎن ﻏﻴﺮ اﺳﺘﻤﺮاري‬
‫*‪start‬‬ ‫اﺳﺘﻔﺎده ﻣﻲﺷﻮد ﻣﻲﺗﻮاﻧﺪ ﺑﺎ ‪ gerund‬ﻳﺎ‬ ‫‪I started to learn Russian, but it‬‬
‫‪ infinitive‬ﺑﻪ ﻛﺎر رود‪.‬‬ ‫‪was so much work that I finally‬‬
‫‪quit the class.‬‬
‫در ﺑﺮﺧﻲ ﺷﺮاﻳﻂ ‪ start‬ﺑﻪ ﻫﻤﺮاه ‪ infinitive‬ﺑﻪ‬

‫ﻣﻌﻨﺎي آن اﺳﺖ ﻛﻪ ﺷﻤﺎ ﻳﻚ ﻓﻌﺎﻟﻴﺖ را ﺑﻪ اﺗﻤﺎم‬
‫ﻧﺮﺳﺎﻧﺪهاﻳﺪ ﻳﺎ آن را اداﻣﻪ ﻧﺪادهاﻳﺪ‪.‬‬
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( 8) ‫ر‬ ‫ر ﺪﮐ‬ ‫ﻋ ﻮ‬ ‫ﻮ ت‬ ‫ﺤ‬ ‫ﮐ‬ ‫ﭘ‬

‫ی‬ ‫ﻜت‬ ‫ﻗﻮ ﻋﺪ‬ ‫ﺻ‬ ‫د ﻮر‬ ‫ﮐ‬ ‫ر‬

‫ﭘ‬ ‫ﻔ‬ ‫ی‬ ‫آ ﻮ‬

‫ﺻ ﻜت‬ ‫ﺿ‬ ‫ﺟﺪ‬

‫ﭼﮕﻮﻧﻪ اﻳﻦ ﻛﺘﺎب را ﻣﻄﺎﻟﻌﻪ ﻛﻨﻴﻢ؟‬

‫دﺳﺘــــﻮر زﺑﺎن اﻧﮕﻠﻴﺴﻲ‬

‫‪67‬‬ ‫ﺿﻤــــﺎﻳﺮ و ﺣـــﺮوف‬

‫‪ .5‬ﺿﻤﻴﺮ ﻣﺒﻬﻢ‬ ‫‪other/ another‬‬

‫ﻋﺒﺎرات ﻣﻮﺻﻮﻟﻲ‬ ‫ﺳﺎﺧﺘﺎر ﻣﻮازي‬

‫ﺗﺴﺖﻫﺎي ﻣﻨﺘﺨﺐ و ﺗﺎﻟﻴﻔﻲ‬

‫ﭘﺎﺳﺦ ﺳﻮاﻻت زﺑﺎن ﻋﻤﻮﻣﻲ ﻛﻨﻜﻮر ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ ﻛﻠﻴﻪ رﺷﺘﻪﻫﺎ‬

‫ﺟﺪاول‪ ،‬ﺿﻤﺎﻳﻢ و ﺧﻼﺻﻪ ﻧﻜﺎت‬

1 future perfect progressive did

present perfect progressive simple

‫ﺪر‬ ‫ﻞو‬ have to

‫ﺳﺎﺧﺘﺎر زﻣﺎنﻫﺎي ﺳﺎده‬

‫ﺳﺎﺧﺘﺎر ﮔﺬﺷﺘﻪ ﺳﺎده‪:‬‬

‫ﺳﺎﺧﺘﺎر آﻳﻨﺪه ﺳﺎده‪:‬‬

‫زﻣﺎن آﻳﻨﺪه ﺳﺎده در ﻋﺒﺎرات زﻣﺎﻧﻲ )‪ (time clause‬اﺳﺘﻔﺎده ﻧﻤﻲﺷﻮد‪.‬‬

The Progressive1 Tenses ‫زﻣﺎنﻫﺎي اﺳﺘﻤﺮاري‬

1. When the fire started I was watching television.

.‫ ﻧﻴﺰ اﻃﻼق ﻣﻲﺷﻮد‬continuous ،‫ در زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﻪ اﻳﻦ زﻣﺎن‬1

1. This time next week I will be sun-bathing in Bali..

‫ﺳﺎﺧﺘﺎر زﻣﺎنﻫﺎي اﺳﺘﻤﺮاري‬

:‫ﺳﺎﺧﺘﺎر ﮔﺬﺷﺘﻪ اﺳﺘﻤﺮاري‬

:‫ﺳﺎﺧﺘﺎر آﻳﻨﺪه اﺳﺘﻤﺮاري‬

:‫ﺗﻔﺎوت زﻣﺎن ﺳﺎده و اﺳﺘﻤﺮاري را ﻣﻲﺗﻮان در ﻣﺜﺎل زﻳﺮ ﺟﺴﺖ و ﺟﻮ ﻧﻤﻮد‬

‫‪ when‬ﻳﺎ ‪while‬؟ }اﻟﺒﺘﻪ ﺑﻪ اﻳﻦ ﻣﻮﺿﻮع در ﺑﺨﺶ ‪ clause‬ﺑﻴﺸﺘﺮ ﺧﻮاﻫﻴﻢ ﭘﺮداﺧﺖ‪{.‬‬

‫ﻛﺠﺎي ﺟﻤﻠﻪ ﺑﺎﻳﺪ از ﻗﻴﺪ )‪ (adverb‬اﺳﺘﻔﺎده ﻛﻨﻴﻢ؟‬

‫‪ 2,1,1‬اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش‬

‫‪ 2,1,2‬اﺳﺎﻣﻲ ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬

discussion with interview with question on

1 ‫ اﺳﺘﻔﺎده از اﺳﻢ ﺑﻪ ﻋﻨﻮان ﺻﻔﺖ‬2,3

‫‪ .4‬ﭘﺲ از اﺳﻢ ﻳﺎ ﺻﻔﺖﻫﺎﻳﻲ ﭼﻮن ‪ concerned ،involved‬و ‪present‬‬

‫‪7‬‬ ‫‪ 3,3‬ﺻﻔﺖ ﻓﺎﻋﻠﻲ و ﻣﻔﻌﻮﻟﻲ‬

‫‪ ‬ﻛﺎرﺑﺮدﻫﺎي دﻳﮕﺮ ﺻﻔﺖ ﻓﺎﻋﻠﻲ و ﻣﻔﻌﻮﻟﻲ‬

‫)?‪John speaks loudly. (How does John speak‬‬

‫‪ 4,2,1‬ﻗﻴﺪ ﺣﺎﻟﺖ )‪(Manner‬‬

‫‪ 4,2,3‬ﻗﻴﺪ زﻣﺎن و ﺗﻜﺮار )‪(Time & Frequency‬‬

‫‪17‬‬ ‫‪Determiners 5,1‬‬

‫‪milk , a milk‬‬ ‫‪ a‬و ‪ an‬ﻗﺒﻞ از اﺳﺎﻣﻲ ﻏﻴﺮﻗﺎﺑﻞ ﺷﻤﺎرش اﺳﺘﻔﺎده ﻧﻤﻲﺷﻮﻧﺪ‪.‬‬

‫ﺷﻤﺎرﻧﺪه اﺳﺎﻣﻲ ﻗﺎﺑﻞ ﺷﻤﺎرش و ﻏﻴﺮ ﻗﺎﺑﻞ ﺷﻤﺎرش‬ ‫‪5,1,2,1‬‬

‫‪few, a few/ little, a little‬‬ ‫‪5,1,2,2‬‬

‫‪all/ both/ half‬‬ ‫‪5,1,2,4‬‬

‫‪-‬‬ ‫‪Both children were born in Italy.‬‬

‫زﻣﺎﻧﻲ ﻛﻪ از ﺿﻤﻴﺮ ﭘﺲ از ‪ half ،both‬ﻳﺎ ‪ all‬اﺳﺘﻔﺎده ﻣﻲﻛﻨﻴﻢ‪ ،‬آوردن ‪ of‬اﻟﺰاﻣﻲ اﺳﺖ‪:‬‬

‫‪each/ every 5,1,2,5‬‬

‫‪Noun phrase 6,1,1‬‬

‫‪ Clause 6,2‬ﻳﺎ ﺷﺒﻪ ﺟﻤﻠﻪ‬

‫‪After we had had lunch ,‬‬ ‫‪we went back to work.‬‬

‫‪ 6,2,1‬ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﻫﻤﭙﺎﻳﻪ ﺳﺎز‪) 1‬در ﻣﺒﺤﺚ ‪(clause‬‬

‫‪ 6,2,2‬ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﺗﺒﻌﻲ‪) 1‬در ﻣﺒﺤﺚ ‪(clause‬‬

‫‪ main clause + subordinating conjunction + subordinate clause‬‬

‫‪ 6,2,3‬ﻛﺎرﻛﺮد ﺣﺮوف رﺑﻂ ﺟﻔﺘﻲ‪) 2‬در ﻣﺒﺤﺚ ‪(clause‬‬

‫… ‪both … and‬‬ ‫‪6,2,3,1‬‬

1- 1) is stolen 2) stole 3) stealing 4) has stolen

2- 1) wherever 2) although 3) since 4) when

3- 1) was made 2) has made 3) has been made 4) making

4- 1) offered 2) could be offered

3) is offering 4) is being offered

5- 1) only if 2) finally 3) even if 4) for

‫‪ -1‬ﮔﺰﻳﻨﻪ »‪ «3‬ﺻﺤﻴﺢ اﺳﺖ‪.‬‬

1- 1) When 2) During 3) If 4) Until