‫ﺍﻟﺟﻣﻬﻭﺭﻳﺔ ﺍﻟﺟﺯﺍﺋﺭﻳﺔ ﺍﻟﺩّﻳﻣﻘﺭﺍﻁﻳﺔ ﺍﻟ ّ‬

‫ﺷﻌﺑﻳﺔ‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﻳﺔ ﺍﻟﻭﻁﻧﻳﺔ‬
‫ﺍﻟﻣﻭﺳﻡ ﺍﻟﺩّﺭﺍﺳﻲ‪2019/2018 :‬‬ ‫ﺷﻬﻳﺩ ّ‬
‫ﺍﻟﻁﺎﻫﺭ ّ‬
‫ﻋﻼﻟﻲ‬ ‫ﺍﺑﺗﺩﺍﺋﻳﺔ ﺍﻟ ّ‬
‫ﺍﻟﻣﺩّﺓ‪ :‬ﺳﺎﻋﺔ ﻭﻧﺻﻑ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ‪ :‬ﺍﻟﺧﺎﻣﺳﺔ ﺍﺑﺗﺩﺍﺋﻲ‬

‫ﺍﻷﻭﻝ ﻓﻲ ﻣﺎﺩﺓ ﺍﻟﻠّﻐﺔ ﺍﻟﻌﺭﺑﻳّﺔ‬

‫ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺻﻝ ّ‬
‫ﺍﻟﺳﻧﺩ‪:‬‬‫ﺍﻟﺳ‬
‫ﺍﻟﻌﺎﺷﺭ ﻣﻥ ﺷﻬﺭ ﻧﻭﻓﻣﺑﺭ ‪ ،2001‬ﺗﻭﻗّﻔﺕ ﺍﻟﺣﻳﺎﺓ ُ ﻓﻲ ﻣﺩﻳﻧ ِﺔ ﺑﺎ ِ‬

‫‪s‬‬
‫ﺍﻟﻭﺍﺩِﻱ ﺑﻌﺩ ﺃﻥ‬ ‫ﺏ َ‬ ‫ِ‬ ‫ﻭﻡ‬
‫ﺻﺑﻳﺣ ِﺔ ﺍﻟﻳَ ِ‬ ‫ﻓﻲ ﺻ‬
‫ﺽ‬ ‫ﺃﺭ ٍ‬ ‫ﻭﺗﺗﺣﻭ َﻝ ﺇﻟﻰ ْ‬ ‫ﺕ ﺇﻟﻰ ﻣﻘﺑﺭﺓٍ‬ ‫ﺎﺱ‪ ،‬ﻗﺑﻝ ﺃﻥ ﺗ ْﺳﺗ َ َﺣﻳ َﻝ ﻓﻲ ﻟﺣﻅﺎ ٍ‬ ‫ﺳﻭﻗًﺎ ﻣﻣﺯﺩﻫﺭﺓ ً ﻋﺎﻣﺭﺓ ً ﺑﺎﻟﻧّ ِ‬ ‫ﻛﺎﻧﺕ ُ‬

‫‪m‬‬
‫ّ‬
‫ﺷﺩﻳﺩﺓً‪...‬‬ ‫ﺍﻟﺭﻳﺎ ُﺡ َ‬
‫ﺍﻷﻣﻁﺎﺭ ﺑﻐﺯﺍﺭﺓ‪ ،‬ﻭﻫﺑّﺕ ّ‬ ‫ُ‬ ‫ﺕ‬‫ﺗﺳﺎﻗﻁ ِ‬ ‫ﻳﻥ‪ ،‬ﻓﻘﺩ ﺗﺳ‬ ‫ﻟﻠﻣﻣ ْﻧ ُﻛﻭ ِ‬
‫ﻛﻭﺑﺑﺑﻳﻥ‬ ‫ﻟﻠﻠ َ‬
‫ﺳﺎ ِﻫ ُﻣﻭﺍ ﻓﻲ‬ ‫ﺎﻥ ﺍﻟ َﺣﺎ ِﺩﺙِ‪ِ ،‬ﻟﻳُ َ‬ ‫ﻣﺳﺎﻣﻊ ﺍﻟ ُﻣﻭﺍﻁﻧِﻳﻥ ﺣﺗّﻰ َﻫﺑﱡﻭﺍ ﺇﻟﻰ َﻣ َﻛ ِ‬ ‫ِ‬ ‫ﺎﻥ ﺇﻟﻰ‬ ‫ﺿ ِ‬ ‫َﻰ َﺧﺑَ ُﺭ ﺍﻟﻔَﻳَ َ‬ ‫ﺇﻥ ﺗَﻧَﺎﻧﺎﻫﻫ‬
‫َﺎﻫﻰ‬ ‫ﻭﻣﺎ ْ‬

‫‪xa‬‬
‫ﻭﺍﻹﺳﻌﺎﻑ‪...‬‬‫ﺍﻹﻧﻘﺎﺫ ﻭﺍﻹﺳ ِ‬ ‫ﺎﺕ ﺍﻹﻧﻘﺎ ِﺫ‬ ‫ﺕ‬
‫ﻋﻣﻠﻳﺎ ِ‬
‫ﻭﺁﺧﺭ‬
‫ُ‬ ‫ﺙ ﺇﺧﻭﺍﻧِ ِﻪ ﺍﻟ ُﻣﺗ َ َﺭﺍ ِﻛ َﻣﺔَ ﺍﻟﺫﻳﻥ ﺃﻫﻠﻛﻬﻡ ﺍﻟﻐَ َﺭ ِ‬
‫ﻕ( ‪،‬‬ ‫ﺝ ُﺟﺛ َ َ‬ ‫ﺍﻟﺟﺎﺭﻑ ﻟﻳُﺧﺭ َ‬
‫ِ‬ ‫ﺍﻟﻣﺎء‬
‫ﻁ ﻟﻣ‬
‫ﺍﻟﻣﺎ ِ‬ ‫ﺩﺧﻝ ﻭﺳ َ‬
‫ﻭﺳﻁ‬ ‫ﺷﺎﺏ ﻳﺩﺧﻝ‬ ‫ﺎﺏ‬ ‫ٌ‬ ‫)ﻓﻬﺫﺍ‬

‫‪/e‬‬
‫ﺍﻹﺳﻌﺎﻑ‪.‬‬
‫ِ‬ ‫ﻉ ﺑﻪ ﻧﺣﻭ ﺳﻳّﺎﺭﺓ‬ ‫َﻁ َﺭﺓٍ ﻭﻳﺳﺭ ُ‬ ‫ﻁﻔﻼ ﻓﻲ ﺣﺎﻟ ٍﺔ ﺧ ِ‬ ‫ﻭﺛﺎﻟﺙ ﻳﺣﻣ ُﻝ ً‬ ‫ْﻥ‪ ،‬ﻭﺛﺎ ٌ‬ ‫ﻭﻋﺟﻭﺯ ْﻳﻥ‬ ‫ﺃﻁﻔﺎ ٍﻝ ﻭﻋﺟﻭﺯَ‬ ‫ﻳﻧﻘﺫ ﺃﺭﺑﻌَﺔَ ﻁﻔﺎ‬
‫ﻕ ﻭﺗ َ ْﺳ ِﻬﻳ ِﻝ‬ ‫ﺍﻟﻁﺭ ِ‬‫ّ‬ ‫ﻓﺗﺢ‬
‫ِ‬ ‫ﺕ ﺑﺂﻻﺗِﻬﺎ ﺍﻟﺛ ّ ِﻘﻳﻠَ ِﺔ ﻓﻲ‬ ‫ﻋ ْ‬ ‫ﺍﻁﻧِﻳﻥَ ‪ ،‬ﻭﺷﺭ َ‬ ‫ﻰ ﺍﻟ ُﻣ َﻭ ِ‬ ‫ْﺵ ِﺇﻟَﻟﻰ‬ ‫ﺟ ْﻳ ِﺵ‬ ‫ﺍﻟﺟ‬
‫ﺕ ﺍﻟ َ‬ ‫ﻭﺣﺩﺍﺕُ‬
‫ُ‬ ‫ﺍﻧﺿ ّﻣ ْ‬
‫ﺕ‬

‫‪m‬‬
‫ﺕ ﺍﻟﻣﻬﺩّﻣﺔ‪.‬‬ ‫ﺎﻡ ﺍﻟﺑِﻧَﺎﻳﺎ ِ‬‫ﻁ َ‬‫ﻭﺃﺑﻌﺩﺕ ُﺣ َ‬
‫ْ‬ ‫ﺕ ﺍﻟ ُﻣﺗﻛﺩّﺳ ِﺔ‪،‬‬ ‫ّﺎﺭﺍ ِ‬
‫ﺎﺭﺍﺕ‬‫ﺍﻟﺳﻳﻳّﺎﺎﺭ‬
‫ﻝ ﺍﻟﺳ‬ ‫ﺍﻟﻣﻭﺍﺻﻼﺕِ‪ ،‬ﻓﺄَﺯَ ﺍ َﺣﺕ ﻫﻳﺎﻛ َ‬
‫ﻫﻳﺎﻛﻝ‬
‫ﻱِ‪.‬‬
‫ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﺟﺯﺍﺋﺭ ّ‬
‫ِ‬ ‫ﻭﺍﻟﺗﺂﺯ ُﺭ ﻓﻲ ﺃﺃﺑﻬﻰ ُﺣﻠّ ٍﺔ ﺑﻳﻥ ﺃﻓﺭﺍﺩ‬ ‫ُ‬ ‫ﻣﺭﺓ ً ﺃﺧﺭﻯ ﺍﻟﺍﻟﺗﺗ ّ َﻛﺎﻓُ ُﻝ‬ ‫ﻅﻬﺭ ّ‬ ‫َ‬ ‫ﻭ َﻫ َﻛﺫَﺍ‬
‫»ﺭﻳﺎﺽ ﺍﻟﻧّﺻﻭﺹ«‬
‫ﺍﻷﺳﺋﻠﺔ‪:‬‬
‫ﺍﻷﺳﺋ‬
‫‪co‬‬
‫ﺣﻭﻝ ﺍﻟﻔﻬﻡ‪ 3) :‬ﻧﻘﺎﻁ(‬
‫‪n.‬‬
‫ﺃ‪ B‬ﺿﻊ ﻋﻧﻭﺍﻧًﺎ ﻣﻧﺎﺳﺑًﺎ ﻟﻠ ّ‬
‫ﺳﻧﺩ‪.‬‬
‫‪tio‬‬

‫ﺳﺑﺏ ﺍﻟّﺫﻱ ﺟﻌﻝ ﺍﻟﻣﻭﺍﻁﻧﻳﻥ ﻳﻬﺑّﻭﻥ ﺇﻟﻰ ﺎﻥ‬

‫ﻣﻛﺎﻥ ﺍﻟﺣﺎﺩﺙ؟‬ ‫ﺏ‪ B‬ﻣﺎ ﺍﻟ ّ‬
‫ﺳﺗ َ ِﺣﻳ ُﻝ – ﺍﻟﻣﺗﻛﺩّﺳﺔ‪.‬‬
‫ﺟﻣﻝ ﻣﻣﻥ ﺇﻧﺷﺎﺋﻙ‪ :‬ﺗ َ ْ‬
‫ﻭﻅﻔﻬﻣﺎ ﻓﻲ ﺟ‬ ‫ﺳﻧﺩ ﻣﺭﺍﺩﻑ ﺍﻟﻛﻠﻣﺗﻳﻥ ﺍﻟﺗّﺎﻟﻳﺗﻳﻥ‪ ،‬ﺛ ّ‬
‫ﺛﻡﻡ ﻅﻔﻬﻣﺎ‬ ‫ﺝ ‪ .‬ﺍﺳﺗﺧﺭﺝ ﻣﻥ ﺍﻟ ّ‬
‫ﺳﻧﺩ ﺿﺩﺍ ﻟﻠﻛﻠﻣﺔ ﺍﻟﺗﺎﻟﻳﺔ‪ :‬ﺧﺎﻟﻳﺔ‪.‬‬
‫‪ca‬‬

‫ﺩ ‪ .‬ﻫﺎﺕ ﻣﻥ ﺍﻟ ّ‬
‫ﺣﻭﻝ ﺍﻟﻠّﻐﺔ‪ 3) :‬ﻧﻘﺎﻁ(‬
‫‪du‬‬

‫ﺃ‪ B‬ﺃﻋﺭﺏ ﻣﺎ ﺗﺣﺗﻪ ّ‬

‫ﺧﻁ‪.‬‬
‫ﺏ‪ B‬ﺍﺳﺗﺧﺭﺝ ﻣﻥ ﺍﻟ ّ‬
‫ﺳﻧﺩ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪-e‬‬

‫ﺟﻣﻠﺔ ﻣﻧﺳﻭﺧﺔ‬ ‫ﻓﻌﻼ ﺻﺣﻳﺣﺎ‬ ‫ﻓﻌﻼ ﻣﺯﻳﺩﺍ ﺑﺣﺭﻑ‪ ،‬ﻣﺑﻳﻧﺎ ﻣﺻﺩﺭﻩ‬

‫‪cy‬‬

‫ﺣﻭﻝ ﺍﻟﻌﺑﺎﺭﺓ َ ﺍﻟﻭﺍﻗﻌﺔَ ﺑﻳﻥ ﻗﻭﺳﻳﻥ ﻓﻲ ﺍﻟ ّ‬

‫ﺳﻧﺩ ﺇﻟﻰ ﺍﻟﺟﻣﻊ ﺍﻟﻣﺫ ّﻛﺭ‪.‬‬ ‫ﺝ‪ّ .‬‬
‫ﺩ ‪ .‬ﻋﻠّﻝ ﺳﺑﺏ ﻛﺗﺎﺑﺔ ﺍﻟﻬﻣﺯﺓ ﻓﻲ ﻫﺫﻩ ﺍﻟﻛﻠﻣﺔ‪ :‬ﺍﻟﺟﺯﺍﺋﺭﻱ‪.‬‬
‫‪en‬‬

‫ﺍﻟﻭﺿﻌﻳﺔ ﺍﻹﺩﻣﺎﺟﻳﺔ‪ 4) :‬ﻧﻘﺎﻁ(‬

‫ﺿﺎﻣﻥ ﻭﺍﻟﺗّﻛﺎﻓُ ُﻝُ‪.‬‬
‫ُ‬ ‫ﺟﻭﺍ ِﻣ ْﻠﺅُﻩ ﺍﻟﺗ ّ‬ ‫ﺳﻧﺩ‪ :‬ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﺃﻥ ﻧﺣﻳﺎ ﻓﻲ ﻣﺟﺗﻣﻊ ﻗﻭﻱ ﻭﺻﻠ ٍ‬
‫ﺏ‪ ،‬ﻋﻠﻳﻧﺎ ْ‬
‫ﺃﻥ ﻧﺧﻠﻖَ ‪Y‬‬ ‫ﺍﻟ ّ‬
‫ﺍﻟﺗّﻌﻠﻳﻣﺔ‪ :‬ﺍﻛﺗﺏ ﻓﻘﺭﺓ ﻣﻥ ﻋﺷﺭﺓ )‪ (10‬ﺃﺳﻁﺭ‪ ،‬ﺗﺗﺣﺩّﺙ ﻓﻳﻬﺎ ﻋﻥ ﻓﺎﺋﺩﺓ ﺍﻟﺗّﺿﺎﻣﻥ‪ ،‬ﻭﺍﻟﻧّﺗﺎﺋﺞ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺃﻥ‬
‫ﻧﺟﻧﻳﻬﺎ ﻓﻲ ﺣﺎﻝ ﻏﻳﺎﺑﻪ‪.‬‬
‫ﻅﻔﺎ‪ :‬ﻓﻌﻼ ﻣﻌﺗﻼ‪ ،‬ﻭﺟﻣﻠﺔ ﺍﺳﺗﻔﻬﺎﻣﻳﺔ‪.‬‬ ‫ﻣﻭ ّ‬

‫ﻣﻭﻓﻘﻭﻥ‬
‫ّ‬

‫‪www.ency-education.com/5ap.html‬‬
 ‫ﺍﻹﺟﺎﺑﺔ ﺍﻟﻧّﻣﻭﺫﺟﻳﺔ ﻭﺳﻠّﻡ ﺍﻟﺗﻧﻘﻳﻁ‪:‬‬
‫ﺍﻟﻌﻼﻣﺔ‬ ‫ﺍﻹﺟﺎﺑﺔ ﺍﻟﻧّﻣﻭﺫﺟﻳﺔ‬
‫ﻛﻠّﻳﺔ‬ ‫ّ‬
‫ﻣﺟﺯﺃﺓ‬ ‫ﺣﻭﻝ ﺍﻟﻔﻬﻡ‬

‫‪0,5‬‬ ‫ﺃ‪ B‬ﻋﻧﻭﺍﻥ ﺍﻟﻧ‪Y‬ﺹ‪ :‬ﺍﻟﺗّﺿﺎﻣﻥ ﺑﻳﻥ ﺍﻟﺟﺯﺍﺋﺭﻳﻳﻥ‪.‬‬

‫ﺳﺑﺏ ﺍﻟّﺫﻱ ﺟﻌﻝ ﺍﻟﻣﻭﺍﻁﻧﻳﻥ ﻳﻬﺑّﻭﻥ ﺇﻟﻰ ﻣﻛﺎﻥ ﺍﻟﺣﺎﺩﺙ ﻟﻳﺳﺎﻫﻣﻭﺍ‬‫ﺏ‪ B‬ﺍﻟ ّ‬
‫‪1‬‬
‫ﻋﻣﻠﻳﺎﺕ ﺍﻹﻧﻘﺎﺫ ﻭﺍﻹﺳﻌﺎﻑ‪.‬‬ ‫ﻓﻲ ﻋﻣﻠ‬

‫‪s‬‬
‫ﺍﻟﻣﺭﺍﺩﻑ‪:‬‬
‫ﺝ‪ .‬ﺍﻟﻣﺭ‬
‫‪03‬‬

‫‪m‬‬
‫ﺍﻟﺗﻭﻅﻳﻑ‬ ‫ﻣﻣﺭﺍﺩﻓﻬﺎ‬ ‫ﺍﻟﻛﻠﻣﺔ‬

‫‪xa‬‬
‫‪4×0,25‬‬
‫ﻣﻥ ﺍﺧﺗﻳﺎﺭﻩ‬ ‫ﺗﺗﺣﻭﻝ‬
‫ّ‬ ‫ﺳﺗﺣﻳﻝ‬
‫ﺗﺳﺗﺣﻳﻝ‬
‫ﻣﻥ ﺍﺧﺗﻳﺎﺭﻩ‬ ‫ﺍﻟﻣﺗﺭﺍﻛﻣﺔ‬
‫ﺍﻟﻣﺗﺭ‬ ‫ﺍﻟﻣﺗﻛ ّﺩّﺳﺔ‬
‫ﺳﺔ‬ ‫ﻣﺗﻛ‬
‫ﺩ‪ .‬ﺍﻟﺗ ّﺿﺎﺩ‪:‬‬
‫ﺿﺎﺩ‪:‬‬

‫‪/e‬‬
‫‪0,5‬‬
‫ﻋﺎﻣﺭﺓ‬
‫ﺧﺎﻟﻳﺔ ≠ ﻣﺭﺓ‬
‫ﺣﻭﻝ ﺍﻟﻠّﻐﺔ‬

‫‪m‬‬
‫ﺃ‪ B‬ﺍﻹﻋﺭﺍﺏ‪:‬‬
‫‪co‬‬ ‫ﺇﺇﻋﺭﺍﺑﻬﺎ‬ ‫ﺍﻟﻛﻠﻣﺔ‬
‫ﺟﺭﻩ ﺍﻟﻛﺳﺭﺓ ﺍﻟﻅﺎﻫﺭﺓ ﻋﻠﻰ ﺁﺧﺭﻩ‬
‫ﻭﻋﻼﻣﺔ ّ‬ ‫ﻣﺟﺭﻭﺭ ﻭﻋﻼ‬
‫ﺍﻟﻣﻭﺍﻁﻧﻳﻥ ﻣﺿﺎﻑ ﺇﻟﻳﻪ ﺟﺭﻭﺭ‬
‫ﻋﻠﻰ ﺍﻟﻔﺗﺢ ﻓﻲ ﻣﻣﺣﻝ ﺭﻓﻊ ﻣﺑﺗﺩﺇ‬
‫ﻲ ﻰ‬‫ﺍﺳﻡ ﺇﺷﺎﺭﺓ ﻣﺑﻧﻲ‬ ‫ﻫﺫﺍ‬
‫‪4×0,25‬‬
‫‪n.‬‬
‫ﻼﻣﺔ ﻧﺻﺑﻪ ﺍﻟﻔﺗﺣﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻋﻠﻰ ﺁﺧﺭﻩ‬
‫ﻣﻔﻌﻭﻝ ﺑﻪ ﻣﻧﺻﻭﺏ ﻭﻋﻼﻣﺔ‬ ‫ً‬
‫ﻁﻔﻼ‬
‫ﺍﻟﻅﺎﻫﺭﺓ ﻋﻠﻰ ﺁﺧﺭﻫﺎ‬
‫ﺍﻟﻅﺎﻫﺭ‬
‫ﻫﺎ ﺍﻟﻛﺳﺭﺓ ﺍﻟﻅﺎﻫ‬
‫ﺟﺭ ﺎ‬‫ﺍﻟﻣﺗﻛﺩّﺳﺔ ﺻﻔﺔ ﻣﺟﺭﻭﺭﺓ ﻭﻋﻼﻣﺔ ّ‬
‫‪tio‬‬

‫ﺏ‪B‬‬
‫ﻣﻧﺳﻭﺧﺔ‬
‫ﺟﻣﻠﺔ ﻣﻧﺳ‬ ‫ﻓﻌﻝ ﻣﺯﻳﺩ ﺑﺣﺭﻑ ﻭﻭﺯﻧﻪ ﻓﻌﻼ ﺻﺣﻳﺣﺎ‬
‫‪03‬‬
‫ﻭﻗًﺎ‬
‫ﺳﻭﻗ‬‫ﻛﺎﻧﺕ ُ‬ ‫ﻅﻬﺭ‪ -‬ﺷﺭﻋﺕ‪ -‬ﻳﺩﺧﻝ‬ ‫ﺇﻫﻼﻙ‬ ‫ﺃﻫﻠﻙ‬
‫‪4×0,25‬‬
‫‪ca‬‬

‫ﻳﺧﺭﺝ‪....‬‬ ‫ﺇﺯﺍﺣﺔ‬ ‫ﺃﺯﺍﺡ‬

‫ﺇﺑﻌﺎﺩ‬ ‫ﺃﺑﻌﺩ‬
‫ﺝ‪ .‬ﺗﺣﻭﻳﻝ ﺍﻟﻌﺑﺎﺭﺓ ﺇﻟﻰ ﺍﻟﺟﻣﻊ ﺍﻟﻣﺫ ّﻛﺭ‪:‬‬
‫‪du‬‬

‫ﺍﻟﻣﻣﺗ َ َﺭﺍ ِﺍﻛﻛ َﻣﺔَ‬

‫ﺧﻭﺍ ِﻧ ِﻪ ﺍﻟ ُ‬ ‫ﺍﻟﺟﺎﺭﻑ ﻟﻳُﺧﺭﺟﻭﺍ ُﺟﺛ َ َ‬
‫ﺙ ﺇﺧﻭﺍ‬ ‫ِ‬ ‫ﺍﻟﻣﺎء‬
‫ِ‬ ‫ﻓﻬﺅﻻء ﺷﺑﺎﺏ ﻳﺩﺧﻠﻭﻥ ﻭﺳ َ‬
‫ﻁ‬
‫‪3×0,25‬‬
‫‪,25‬‬
‫ﻕ‪.‬‬‫ﺍﻟﺫﻳﻥ ﺃﻫﻠﻛﻬﻡ ﺍﻟﻐَ َﺭ ِ‬
‫ﺩ‪ .‬ﺍﻟﺟﺯﺍﺋﺭﻱ = ﻛﺗﺑﺕ ﺍﻟﻬﻣﺯﺓ ﺍﻟﻣﺗﻭﺳﻁﺔ ﻋﻠﻰ ﺍﻟﻧﺑﺭﺓ ﻷﻧﻬﺎ ﻣﻛﺳﻭﺭﺓ ﻭﻣﺎ ﻗﺑﻠﻬﺎ‬
‫‪-e‬‬

‫‪0,25‬‬
‫‪,25‬‬
‫ﺣﺭﻑ ﻣ ّﺩ ﺳﺎﻛﻥ‪.‬‬
‫ﺍﻟﻭﺿﻌﻳﺔ ﺍﻹﺩﻣﺎﺟﻳﺔ‬
‫‪cy‬‬

‫‪01‬‬
‫‪0,5‬‬ ‫ﻓﺎﺋﺩﺓ ﺍﻟﺗﺿﺎﻣﻥ‬ ‫ﺍﻟﻭﺟﺎﻫﺔ‬
‫‪0,5‬‬ ‫ﻧﺗﺎﺋﺞ ﻏﻳﺎﺑﻪ‬ ‫)ﺍﻻﻟﺗﺯﺍﻡ ﺑﺎﻟﻣﻭﺿﻭﻉ(‬
‫‪0,5‬‬ ‫ﺗﺭﺍﺑﻁ ﺍﻷﻓﻛﺎﺭ‬
‫‪en‬‬

‫‪1,25‬‬ ‫‪0,5‬‬ ‫ﺍﻟﺗّﺳﻠﺳﻝ ﺍﻟﻣﻧﻁﻘﻲ‬ ‫ﺍﻻﻧﺳﺟﺎﻡ‬

‫‪0,25‬‬ ‫ﺍﻷﺳﻠﻭﺏ ﺍﻟﻣﻧﺎﺳﺏ‬
‫‪0,25‬‬ ‫ﻗﻭﺍﻋﺩ ﺍﻟﻧﺣﻭ ﻭﺍﻟﺻﺭﻑ ‪+‬‬
‫‪0,25 +‬‬ ‫ﺍﻻﺳﺗﻌﻣﺎﻝ ﺍﻟﺳﻠﻳﻡ ﻟﻠﺗﻌﻠﻳﻣﺔ‪.‬‬ ‫ﺍﻻﺳﺗﻌﻣﺎﻝ ﺍﻟﺳﻠﻳﻡ‬
‫‪01‬‬
‫‪0,25‬‬ ‫ﺍﻹﻣﻼء ﺍﻟﺻّﺣﻳﺢ‬ ‫ﻷﺩﻭﺍﺕ ﺍﻟﻣﺎﺩﺓ‬
‫‪0,25‬‬ ‫ﺍﺳﺗﻌﻣﺎﻝ ﻋﻼﻣﺎﺕ ﺍﻟﻣﻭﻗﻑ‬
‫‪0,25‬‬ ‫ﺗﻧﻅﻳﻡ ﺍﻟﻭﺭﻗﺔ‬
‫ﻭﺿﻭﺡ ﺍﻟﺧ ّ‬ ‫ﺍﻻﺗﻘﺎﻥ‬
‫‪0,75‬‬ ‫‪0,25‬‬ ‫ﻁ ﻭﻣﻘﺭﻭﺋﻳﺗﻪ‬
‫ﻭﺍﻹﺑﺩﺍﻉ‬
‫‪0,25‬‬ ‫ﺗﻭﻅﻳﻑ ﺍﻟﺷﻭﺍﻫﺩ )ﺁﻳﺎﺕ‪ ،‬ﻗﺭﺁﻥ(‬

‫‪www.ency-education.com/5ap.html‬‬