‫ﺍﻟﺟﻣﻬﻭﺭﻳﺔ ﺍﻟﺟﺯﺍﺋﺭﻳﺔ ﺍﻟﺩﻳﻣﻘﺭﺍﻁﻳﺔ ﺍﻟﺷّﻌﺑﻳﺔ‬

‫ﺍﻟﺳﻧﺔ ﺍﻟﺩﺭﺍﺳﻳﺔ‪2019/2018 :‬‬ ‫ﻣﻘﺎﻁﻌﺔ ﺑﻭﻗﺎﻋﺔ ‪05‬‬

‫ﺍﻟﻣﺳﺗﻭﻯ‪ 4 :‬ﺍﺑﺗﺩﺍﺋﻲ‬ ‫ﻣﺩﺭﺳﺔ ﺍﻟﻁﺎﻫﺭ ﻋﻼﻟﻲ ‪-‬ﻋﻳﻥ ﺍﻟﺭﻭﻯ‪-‬‬
‫ﺍﻷﺳﺗﺎﺫ‪ :‬ﺧﻠﻳﻝ ﺑﻠﺑﺷﻭﺵ‬

‫ﺍﻷﻭﻝ ﻓﻲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺑﻳﺔ‬

‫ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺻﻝ ّ‬
‫ﺍﺍﻟﻧّﺹ‪:‬‬

‫‪s‬‬
‫‪m‬‬
‫ﺳﺗ َ َﻬﺎ َﻫﺫَﺍ ﺍﻟﻌﺎﻡ ﻭﻫﻲ ﻓﺭﺣﺔٌ ﻣﺑﺗﻬﺟﺔٌ‪،‬‬ ‫ﺳﺗ َ ْﻘﺑَﻠَﺕْ َﻣﺩ َْﺭ َ‬
‫ﺻﻔّ َﻬﺎ‪ ،‬ﺍِ ْ‬
‫ﻣﺗﻔﻭﻗﺔ ﻓﻲ َ‬
‫ّ‬ ‫ﺷَﻐﻐُﻭﻭﻓﻓَﺔٌ ﺑِﺩ َِﺭﺍ َ‬
‫ﺳﺗِ َﻬﺎ‪،‬‬ ‫ﺝ ﺗِ ْﻠ ِﻣﻳﻳﺫﺫَﺓٌ َ‬‫ﺭﺗﺎ ٌ‬

‫‪xa‬‬
‫ﻣﻥ ﺫَ ِﻟﻙَ ‪.‬‬
‫ﺻﻐﻳﺭ ِﺓ َﻣﻧَﻌَ َﻬﺎ ْ‬
‫ﻓﻘﺭ ﺃﺳﺭﺗِﻬﺎ ﺍﻟ ّ‬ ‫ﻟﻛﻥ َ‬‫ﻣﺣﻔﻅ ٍﺔ ﺟﺩﻳ َﺩ ٍﺓ َﻛﺑَﺎﻗِﻲ ﺯﻣﻳﻼﺗِﻬﺎ‪ّ ،‬‬ ‫ﺷﺭﺍء ﻣﺣ‬ ‫ِ‬ ‫ﻳﻣﻸ ُ ﻗ ْﻠﺑَ َﻬﺎ ﺣ ْ‬
‫ﺣﻠﻠ ُﻡ‬
‫ﻣﻥ َﺟ ْﻳ ِﺑﻪ ﺣﺎﻓﻅﺔَ ﻧﻘﻭ ٍﺩ ﺑﻬﺎ ﺩﺭﺍﻫ ُﻡ‬
‫ﻁﺕْ ْ‬ ‫ﺗﺭﻯ َﺭ ُﺟ ًﻼ ﺳﻘ ُ‬
‫ﺇﺫ ﺑ َﻬﺎ َ‬ ‫ﺟﻬﺔ ﻧﺣﻭ ﻣﺩﺭﺳ ِﺗﻬﺎ ْ‬ ‫ﻭﺑﻳﻧﻣﻣﺎ ﻫﻲ ﻣﻣﺗﺗ ّﺗﺟﻬ‬
‫ﺫﺍﺕَ ﺻﺑﺎﺡٍ ﻭﺑﻳﻧ َ‬
‫ﻳﻧﻣ‬

‫‪/e‬‬
‫َ‬
‫ﺳﺭﻋﺎﻥ ﻣﺎ ﻏﻳّﺭﺕْ ﺭﺃﻳﻬﺎ‬ ‫ﺍﻟﻣﺣﺎﻓﻅ‪ ،‬ﺛ ﱠﻡ‬
‫ِ‬ ‫َ‬
‫ﺃﺣﺳﻥ‬ ‫ّﺭﺍﻫﻡ‪ ،‬ﻭﺗ َ ْﻘﺗ َ ِﻧﻲ‬ ‫ﺃﻥ ﺗَﺄ ْ ُﺧ َﺫ ﻛ ّ‬
‫ﻛﻝﻝ ﺍﻟﺩ ِ‬ ‫ﺳ َﻬﺎ ْ‬ ‫ﻛﺛﻳﺭﺓٌ‪ ،‬ﻓَ َﺭ َ‬
‫ﺍﻭ َﺩﺗْﻬﺎﺎ ﻧﻔ ُ‬

‫‪om‬‬
‫ﺍﻟﺭﺟ ُﻝ ﺑﺫﻟﻙَ‬
‫ﺳ ﱠﺭ ّ‬ ‫ﺑﻠﻁﻑ‪ :‬ﺳﻳّﺩﻱ ﺍﻟﻛﺭﻳ ُﻡ ﻟﻘ ْﺩ ﺃ َ َ‬
‫ﺿ ْﻌﺕَ ﺣﺎﻓﻅﺗَﻙ‪ ،‬ﻓ ُ‬ ‫ﻭﺧﺎﻁﺑﺗﺗْﻪُ ﺑﻠﻁ ٍ‬ ‫ﺏ ﺍﻟﻧﱡﻘﻘﻭ ِ‬
‫ﻭﺩﺩ ﻭﺧﺎﻁﺑ‬ ‫ﻭﺃﺳﺭﻋﺕْ ﺇﻟﻰ ﺻﺎﺣ ِ‬
‫ﻗﺭ َﺭ ﺃﻥ ﻳﺷﺗﺭﻱ ﻟﻬﺎ ﻣﺣﻔﻅﺔً ﺟﺩﻳﺩﺓً‪ ،‬ﻓﻔﺭﺣﺕْ ﺑﺫﻟﻙ‬ ‫ﻣﺣﻔﻅﺗﻬﻬﺎ ﺍﻟﺑﺎﻟﻳّﺔَ ّ‬
‫ﻭﻟﻣﻣﺎ ﺭﺃﻯ ﻣﺣﻔﻅﺗ َ َ‬‫ﺳ ِﻥ ُﺧﻠُ ِﻘ َﻬﺎ‪ ،،‬ﻭﻟ ّ‬
‫ﻭﺷﻛﺭ َﻫﺎ ﻋﻠﻰ ُﺣ ْ‬
‫َ‬
‫ﺭﻭﺭ ﻳﻣﻸ ُ ﻗﻠﺑَ َﻬﺎ‪.‬‬ ‫ﻛﺑﻳﺭﺍ ﺛ ﱠﻡ ﺃﻛﻣﻠﺕْ ﻁﺭﻳﻘَ َﻬﺎ ﻰ‬
‫‪c‬‬ ‫ﻭﺍﻟﺳﺭﻭﺭ‬
‫ﺳﺭ ُ‬‫ﻣﺩﺭﺳﺔﺔ‪ ،‬ﻭﺍﻟ ّ‬
‫ﺍﻟﻣﺩﺭﺳﺔ‬
‫ﺇﻟﻰ ﺍﻟﻣﺩﺭﺳ ِ‬ ‫ﻓﺭ ًﺣﺎ ً‬
‫َ‬
‫‪n.‬‬
‫ﺃﺳﺋﻠﺔ ﺍﻟﻔﻬﻡ )‪ 3‬ﻧﻘﺎﻁ(‪:‬‬
‫‪io‬‬

‫‪ .1‬ﺍﺧﺗﺭ ﻋﻧﻭﺍﻧﺎ ﻣﻧﺎﺳﺑﺎ ﻟﻬﺫﺍ ﺍﻟﻧّﺹ ﻣﻥ ﺑﻳﻥ ﺍﻟﻌﻧﺎﻭﻳﻥ ﺍﻟﻟﺗ ّﺎ ﺔ‪:‬‬

‫ﺎﻟﻳﺔ‪:‬‬
‫ﺟـ‪ .‬ﺍﻟﺍﻟﺗﺗ ّﻠﻠﻣﻳﺫﺓ ﺍﻟﻛﺳ‬
‫ﺍﻟﻛﺳﻭﻟﺔ‪.‬‬ ‫–‬ ‫ﺏ‪ .‬ﺍﻟﺗّﻠﻣﻳﺫﺓ ﺍﻟﻔﻘﻳﺭﺓ‬ ‫–‬ ‫ﺃ‪ B‬ﺍﻟﺗّﻠﻣﻳﺫﺓ ﺍﻟ ّ‬
‫ﺳﺎﺭﻗﺔ‬
‫‪at‬‬

‫ﺏ‪ B‬ﻓﻲ ﺍﻟﻧّﺹ ﻗﺎﻣﺕ ﺍﻟﺗّﻠﻣﻳﺫﺓ ﺭﺗﺎﺝ ﺑ ُ‬

‫ﺳﻠ ُ ٍ‬
‫ﻭﻙ‪ ،‬ﻣﺎ ﻫﻭ؟ ﻭﻣﺎ ﺭﺃﻳﻙ ﻓﻳﻪ؟‬
‫‪uc‬‬

‫ﺍﻟﺑَﺎ ِﻟﻳَﺔَ‪.‬‬
‫ﺿ ْﻌ ُﻬ َﻣﺎ ﻓِﻲ ُﺟ ْﻣﻠَﺗَﻳ ِْﻥ ُﻣ ِﻔﻳ َﺩﺗَﻳ ِْﻥ‪ :‬ﺗ َ ْﻘﺗ َ ِﻧﻲ ‪ -‬ﺍﻟﺑ‬
‫ﺕ‪ B‬ﺍﺷﺭﺡ ﺍﻟﻛﻠﻣﺗﻳﻥ ﺍﻟﺗّﺎﻟﻳﺗﻳﻥ ﺛ ّﻡ َ‬

‫ﺃﺳﺋﻠﺔ ﺍﻟﻠّﻐﺔ )‪ 3‬ﻧﻘﺎﻁ(‪:‬‬

‫‪d‬‬
‫‪-e‬‬

‫‪ .1‬ﺃَﻋ ِْﺭ ْﺏ َﻣﺎ ﺗَﺣْ ﺗَﻪُ َﺧ ﱡ‬

‫ﻁ ﻓِﻲ ﺍﻟﻧﱠ ِ‬
‫ﺹ‪.‬‬
‫‪ .2‬ﺍﺳﺗﺧﺭﺝ ﻣﻥ ﺍﻟﻧّﺹ‪ :‬ﺻﻔﺔ – ﻣﻔﻌﻭﻻ ﻣﻁﻠﻘﺎ – ﺧﺑﺭﺍ – ﻓﻌﻼ ﻣﺿﺎﺭﻋﺎ‪.‬‬
‫‪cy‬‬

‫ﺣﻭﻝ ﺍﻟﻌﺑﺎﺭﺓ ﺍﻟﺗّﺎﻟﻳَﺔَ ﻣﻊ ﺍﻟﺿﻣﻳﺭﻳﻥ‪) :‬ﺃﻧﺗﻡ – ﻫﻡ(‬

‫‪ّ .3‬‬
‫‪en‬‬

‫>> ﻟ ّﻣﺎ ﺭﺃﻯ ﻣﺣﻔﻅﺗ َ َﻬﺎ ﺍﻟﺑﺎﻟﻳّﺔَ‪ّ ،‬‬

‫ﻗﺭ َﺭ ﺷﺭﺍء ﻣﺣﻔﻅ ٍﺔ ﺟﺩﻳﺩ ٍﺓ ﻟﻬﺎ <<‬

‫ﺍﻟﻭﺿﻌﻳﺔ ﺍﻹﺩﻣﺎﺟﻳﺔ )‪ 4‬ﻧﻘﺎﻁ(‪:‬‬

‫ﻳﺩﺭﺱ ﻣﻌﻙ ﻓﻲ ﺍﻟﻣﺩﺭﺳ ِﺔ ﺯﻣﻳ ٌﻝ ﻳﻌﺎﻧﻲ ﻣﻊ ﺃﺳﺭﺗﻪ ﺍﻟﻔﻘﺭ ﻭﺍﻟﺣﺭﻣﺎﻥ‪ ،‬ﻓﺗﺄﺛّﺭﺕ ﻟﺣﺎﻟﻪ‪.‬‬
‫‪ -‬ﻓﻲ ﻓﻘﺭﺓ ﻻ ﺗﻘ ّﻝ ﻋﻥ ‪ 6‬ﺃﺳﻁﺭ‪ ،‬ﺗﺣﺩّﺙ ﻋﻥ ﻣﺳﺎﻋﺩﺗﻙ ﻟﻪ ﻭﺗﺿﺎﻣﻧﻙ ﻣﻌﻪ‪ ،‬ﻣﻭ ّ‬
‫ﻅﻔﺎ ﺍﻟﻔﺎﻋﻝ ﻭﺍﻟﻣﻔﻌﻭﻝ ﺑﻪ‪.‬‬

‫ﺑﺎﻟﺗﻭﻓﻳﻖ‬
‫ّ‬
‫‪www.ency-education.com/4ap.html‬‬
 ‫ﺍﻻﺟﺎﺑﺔ ﺍﻟﻧّﻣﺫﺟﻳﺔ‪:‬‬
‫ﺍﻟﻌﻼﻣﺔ‬ ‫ﻋﻧﺎﺻﺭ ﺍﻹﺟﺎﺑﺔ‬
‫ّ‬
‫ﻣﺟﺯﺃﺓ ﻣﺟﻣﻭﻉ‬
‫ﺃﺳﺋﻠﺔ ﺍﻟﻔﻬﻡ‪:‬‬
‫‪ .1‬ﺍﻟﻌﻧﻭﺍﻥ ﺍﻟﻣﻧﺎﺳﺏ ﻟﻠﻧّﺹ ﻫﻭ‪:‬‬
‫ﺏ‪ B‬ﺍﻟﺗﻠﻣﻳﺫﺓ ﺍﻟﻣﺣﺗﺎﺟﺔ‪...................................................................................‬‬
‫‪ .2‬ﺍﻟﺳﻠﻭﻙ ﺍﻟﺫﻱ ﻗﺎﻣﺕ ﺑﻬﺎ ﺭﺗﺎﺝ ﻫﻭ ﺇﺭﺟﺎﻋﻬﺎ ﺣﺎﻓﻅﺔ ﺍﻟﻧّﻘﻭﺩ ﻟﺻﺎﺣﺑﻬﺎ‪01 ..............‬‬
‫ﻭﺭﺃﻳﻲ ﻓﻳﻪ ﺃﻧّﻪ ﺳﻠﻭﻙ‪ :‬ﺣﺿﺎﺭﻱ‪ /‬ﺟﻳﺩ‪ /‬ﻓﺎﺿﻝ‪0.5 .......................................... /‬‬

‫‪s‬‬
‫‪0.5‬‬ ‫‪ .3‬ﺷﺭﺡ ﺍﻟﻛﻠﻣﺗﻳﻥ‪:‬‬

‫‪m‬‬
‫‪03‬‬ ‫ﺗﻭﻅﻳﻔﻬﺎ‬ ‫ﺷﺭﺣﻬﺎ‬ ‫ﺍﻟﻛﻠﻣﺔ‬
‫‪ -‬ﺗﻘﺗﻧﻲ ﺍﻟﺗﻠﻣﻳﺫﺓ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻣﺩﺭﺳﻳﺔ‬ ‫ﺗﺷﺗﺭﻱ‬ ‫ﺗﻘﺗﻧﻲ‬
‫ﺗﻘﺗﻧ‬
‫ّ‬

‫‪xa‬‬
‫‪4×0,25‬‬ ‫‪ -‬ﺗﻠﺑﺱ ﺍﻟﻁﻔﻠﺔ ﺛﻳﺎﺑﺎ ﺑﺎﻟﻳﺔ‪.‬‬ ‫ﺍﻟﻘﺩﻳﻣﺔ‬ ‫ﺍﺍﻟﺑﺎﻟﻳﺔ‬

‫‪/e‬‬
‫ﺃﺳﺋﻠﺔﺔ ﺔ‪:‬‬
‫ﺍﻟﻠﻐﺔ‪:‬‬
‫ﺍﻹﻋﺭﺍﺏ‪:‬‬
‫ﺏ‪:‬‬
‫ﻹﻋﺭﺍﺏ‪:‬‬ ‫‪.1‬‬
‫ﺇﻋﺭﺍﺑﻬﺎ‬ ‫ﻣﺔ‬
‫ﺍﻟﻛﻠﻣﺔ‬

‫‪m‬‬
‫ّ‬
‫ﻭﻋﻼﻣﺔ ﺭﻓﻌﻪ ﺍﻟﺿّﻣﺔ ﺍﻟﻅﺎﻫﺭﺓ ﻋﻠﻰ ﺁﺧﺭﻩ‪.‬‬
‫ﻣﺑﺗﺩﺃ ﻣﺭﻓﻭﻉ ﻭﻋ‬ ‫ﺭﺗﺎﺝ‪:‬‬
‫‪2×0,5‬‬ ‫‪co‬‬ ‫ﻣﺎﺽ ﻣﺑﻧﻲ ﻋﻠﻰ ﺍﻟﻔﺗﺢ‪.‬‬
‫ٍ‬ ‫ﻌﻝ‬
‫ﻓﻌﻝ‬ ‫ﻗﺭ َﺭ‪:‬‬
‫ّ‬

‫ﻓﻌﻼ ﻣﺿﺎﺭﻋﺎ‬ ‫ﺧﺑﺭﺍ‬

‫ﺧﺑﺭ‬ ‫ﻣﻔﻌﻭﻻﻻ ﻣﻁﻠﻘﺎ‬
‫ﻁﻠﻘﺎ‬ ‫ﺻﻔﺔ‬
‫‪n.‬‬
‫ﻣﺗﻔﻭﻗﺔ‪،‬‬
‫ّ‬ ‫ﺷﻐﻭﻓﺔ‪،‬‬
‫ﺗﺄﺧﺫ‪.‬‬ ‫ﻓﺭﺣﺔ‪،‬‬
‫ﺗﻠﻣﻳﺫﺓ‪ ،‬ﻓﺭﺣ‬ ‫ﻓﺭﺣﺎ‬ ‫ﺻﻐﻳﺭﺓ‪،‬‬‫ﺟﺩﻳﺩﺓ‪ ،‬ﺍﻟ ّ‬
‫‪4×0,25‬‬ ‫ﻣﺗ ّﺟﻬﺔ‪،‬‬
‫ﺟﻬﺔ‪ ،‬ﻳﻣﻸ‬ ‫ﻛﺛﻳﺭﺓ‪ ،‬ﺍﻟﻛﺭﻳﻡ‪،‬‬
‫‪tio‬‬

‫‪03‬‬
‫ﺍﻟﺑﺎﻟﻳﺔ‪،‬‬
‫‪.2‬‬
‫‪ca‬‬

‫‪ .3‬ﺗﺣﻭﻳﻝ ﺍﻟﻌﺑﺎﺭﺓ ﻣﻊ ﺍﻟﺿ ّﻣﻳﺭﻳﻥ )ﺃﻧﺗﻡ‪ ،‬ﻫﻡ(‬

‫‪4×0,25‬‬ ‫ﺟﺩﻳﺩﺓ ﻟﻬﺎ‪.‬‬
‫ﻗﺭﺭﺗﻡ ﺷﺭﺍء ﻣﺣﻔﻅﺔ ﻳﺩﺓ‬ ‫‪ -‬ﺃﻧﺗﻡ ﻟ ّﻣﺎ ﺭﺃﻳﺗﻡ ﻣﺣﻔﻅﺗﻬﺎ ﺍﻟﺑﺎﻟﻳﺔ‪ّ ،‬‬
‫‪du‬‬

‫ﺎ‪.‬‬
‫ﻗﺭﺭﻭﺍ ﺷﺭﺍء ﻣﺣﻔﻅﺔ ﺟﺩﻳﺩﺓﺓ ﻟﻬﺎ‪.‬‬‫‪ -‬ﻫﻡ ﻟ ّﻣﺎ ﺭﺃﻭﺍ ﻣﺣﻔﻅﺗﻬﺎ ﺍﻟﺑﺎﻟﻳﺔ‪ّ ،‬‬

‫ﺍﻟﻭﺿﻌﻳﺔ ﺍﻹﺩﻣﺎﺟﻳﺔ‪:‬‬
‫‪-e‬‬

‫‪0,5‬‬ ‫‪........‬‬
‫ﺍﻷﺳﻁﺭ‪......................................‬‬ ‫‪ -‬ﺍﻟﻭﺟﺎﻫﺔ )ﺍﻟﻣﻼءﻣﺔ(‪ - :‬ﺍﻟﺗﻘﻳّﺩ ﺑﻌﺩﺩ‬
‫‪01‬‬ ‫‪ -‬ﺍﻻﻟﺗﺯﺍﻡ ﺑﺎﻟﻣﻭﺿﻭﻉ‪......................................‬‬
‫‪cy‬‬

‫‪ -‬ﺍﻻﺳﺗﻌﻣﺎﻝ ﺍﻟ ّ‬
‫ﺳﻠﻳﻡ‬
‫ﻷﺩﻭﺍﺕ ﺍﻟﻣﺎﺩﺓ‪:‬‬
‫‪0,5‬‬ ‫‪ -‬ﺗﻭﻅﻳﻑ ﺍﻟﻣﻔﻌﻭﻝ ﺑﻪ‪.....................................‬‬
‫‪en‬‬

‫‪04‬‬
‫‪0,5‬‬ ‫‪ -‬ﺗﻭﻅﻳﻑ ﺍﻟﻔﺎﻋﻝ‪..........................................‬‬
‫‪ -‬ﺍﻻﻧﺳﺟﺎﻡ‪:‬‬
‫‪0.5‬‬ ‫‪ -‬ﺗﺳﻠﺳﻝ ﺍﻷﻓﻛﺎﺭ ﻭﺣﺳﻥ ﺗﺭﺗﻳﺑﻬﺎ‪.........................‬‬
‫‪0,5‬‬ ‫‪ -‬ﺗﻭﻅﻳﻑ ﺃﺩﻭﺍﺕ‬
‫ﺍﻟﺭﺑﻁ‪.................................................‬‬
‫‪0,5‬‬ ‫‪ -‬ﺍﻻﺗﻘﺎﻥ ﻭﺍﻹﺑﺩﺍﻉ‪:‬‬
‫‪ -‬ﺗﻧﻅﻳﻡ ﺍﻟﻭﺭﻗﺔ ﻭﻭﺿﻭﺡ‬
‫ﺍﻟﺧ ّ‬
‫ﻁ‪........................................‬‬

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