‫ﺍﻟﺘﺎﺭﻳﺦ‪2019/12/01 :‬‬ ‫ﻣﺘﻮﺳﻄﺔ ﺍﻹﺧﻮﺓ ﺑﻌﻠﻲ ﻋﺸﻌﺎﺷﺔ‬

‫ﺍﻟﻤـــﺪﺓ‪ :‬ﺳﺎﻋﺘﺎﻥ‪.‬‬ ‫ﻣﺴﺘﻮﻯ ﺍﻟﺜﺎﻟﺜﺔ ﻣﺘﻮﺳﻂ‬

‫ﺍﻻﺧﺘﺒــﺎﺭ ﺍﻷﻭﻝ ﻓـــــﻲ ﻣﺎﺩﺓ ﺍﻟﻠﻐــﺔ ﺍﻟﻌﺮﺑﻴـــﺔ‬
‫ﺍﻟﻨﺺ‪:‬‬
‫ﻣﺎ ﺃﻅﻠﻢ ﺍﻷﻗﻮﻳﺎء ﻣﻦ ﺑﻨﻲ ﺍﻹﻧﺴﺎﻥ! ﻭﻣﺎ ﺃﻗﺴﻰ ﻗﻠﻮﺑﻬﻢ! ﻻ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﺗﺼﻮﺭ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﺇﻧﺴــﺎﻥ‬
‫ﺣﺘﻰ ﺃﺭﺍﻩ ﻣﺤﺴﻨﺎ‪ ،‬ﻷﻧﻨﻲ ﻻ ﺃﻋﺘﻤﺪ ﻓﻀﻼ ﺻﺤﻴﺤﺎ ﺑﻴﻦ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﺤﻴﻮﺍﻥ ﺇﻻ ﺑﺎﻹﺣﺴﺎﻥ ﻭﺍﻟﺮﺣﻤﺔ‪.‬‬
‫ﻭﻓﺮﺝْ ﻛﺮﺑﺔ ﺍﻟﻤﻜﺮﻭﺏ‬ ‫ﻭﻋﺰ ﺍﻟﻤﺤﺰﻭﻥ ِ ّ‬‫ﻭﺍﻛﺲ ﺍﻟﻌﺎﺭﻱ ِ ّ‬‫ُ‬ ‫ﺍﻟﺮﺟﻞ ﺍﻟﺴﻌﻴﺪ‪ ،‬ﻛﻦ ﺭﺣﻴﻤﺎ‪ ،‬ﺃَﻁ ِﻌﻢ ﺍﻟﺠﺎﺋﻊ‬ ‫ﺃﻳﻬﺎ ﺮﺟ‬
‫ﺧﻴﺮ ﻋﺰﺍء ﻳﻌﺰﻳﻚ ﻋﻦ ﻫﻤﻮﻣﻚ ﻭﺃﺣﺰﺍﻧﻚ‪ ،‬ﻭﻻ ﺗﻌﺠﺐ ﺃﻥ ﻳﺄﺗﻴــــﻚ‬ ‫ﻦ ﻟﻚ ﻣﻣﻦ ﻫﻫﺬﺍ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺒﺎﺋﺲ َ‬ ‫ْ‬
‫ﻳﻜﻦ‬
‫ﺷﻖ ﺭﺩﺍء ﺍﻟﻠﻴﻞ‪ .‬ﺃَﺣﺴِﻦ ﺇﻟﻰ ﺍﻟﻔﻘﺮﺍء ﻭﺍﻟﺒﺎﺋﺴﻴﻦ‪ .‬ﻟﻴﺘــﻚ‬
‫ﺳﻮﻮﺍﺩ ﺍﻟ َﺤﻠَ ِﻚ‪ ،‬ﻓﺎﻟﺒﺪﺭ ﻻ ﻳﻄﻠﻊ ﺇﻻ ﺇﺫﺍ ّ‬‫ﻟﻨﻮﺭ ﻣﻦ َ‬
‫ﺍﻟﻨﻮﺭ‬
‫ﻮﺭ‬

‫‪s‬‬
‫ﻧﻈﺮﻙ ﻋﻠــﻰ ﻣﺤﺰﻭﻥ ﺃﻭ ﻣﻜﺮﻭﺏ ﻓﻴﺒﺘﺴﻢ ﺳﺮﻭﺭﺍ ﺑﺒﻜﺎﺋﻚ‪ ،‬ﺍﻏﺘﺒﺎﻁـﺎ ﺑﺪﻣﻮﻋــﻚ؛ ﻷﻥ‬ ‫ﻠﻤﺎ ﻭﻗﻊ ﻧﻈ‬
‫ﻜﻲ ﻛﻛﻠﻤﺎ‬
‫ﺗﺒﻜﻲ‬

‫‪m‬‬
‫ﻋﻠﻰ ﺧﺪﻳﻚ ﻓﻲ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ ﺇﻧﻤﺎ ﻫﻲ ﺳﻄﻮﺭ ﻣﻦ ﻧﻮﺭ ﺗﺴﺠﻞ ﻟﻚ ﻓــﻲ ﺗﻠــﻚ‬ ‫ﻲ ﺗﻨﺤﺪﺭ ﻋ‬
‫ﺍﻟﺪﻣﻮﻉ ﺍﻟﺘﻲ‬
‫ﻉ‬

‫‪xa‬‬
‫ﻋﺎﺭ‪ ،‬ﻭﻻ ﻣﻐﺒﻮﻥ ﻭﻻ ﻣﻬﻀﻮﻡ‪،‬‬ ‫ﺇﻧﺴﺎﻥ‪ .‬ﻟﻮ ﺗﺮﺍﺣﻢ ﺍﻟﻨﺎﺱ ﻟَﻤﺎ ﻛﺎﻥ ﺑﻴﻨﻬﻢ ﺟﺎﺋﻊ ﻭﻻ ٍ‬ ‫ﺇﻧﺴﺎﻥ‬
‫ﺒﻴﻀﺎء ﺃﻧﻚ ﺇﻧﺴ‬
‫ﺍﻟﺼﺤﻴﻔﺔ ﺍﻟﺒﻴﻀﺎء‬
‫ﻀﺎء‬
‫ﻤﺤﺖ ﺍﻟﺮﺣﻤﺔ ﻭﺍﻟﺘﻀﺎﻣﻦ ﺍﻟﺸﻘﺎء‬ ‫ﻮﻥ ﻣﻦ ﺍﻟﻤﺪﺍﻣﻊ‪ ،‬ﻭﻭﺍﻁﻤﺄﻧّﺖ ﺍﻟ ُﺠﻨﻮﺏ ﻓﻲ ﺍﻟﻤﻀﺎﺟﻊ‪ ،‬ﻭﻟَ ْ‬ ‫ﻭﻷ ْﻗﻔَﺮﺕ ﺍﻟﺠﻔﻮﻥ‬

‫‪/e‬‬
‫ﺍﻟﺼﺒﺢ ﻣﺪﺍﺩ ﺍﻟﻈﻼﻡ‪.‬‬ ‫ﻤﺤﻮﻮ ﻟﺴﺎﻥ ﺍﻟﺼ‬
‫ﻣﻦ ﺍﻟﻤﺠﺘﻤﻊ ﻛﻤﺎ ﻳﻤﺤﻮ‬
‫ﻣﺎﺕ ﻋﻨﻬﺎ ﺯﻭﺟﻬﺎ ﻭﻟــﻢ ﻳﺘﺮﻙ ﻟﻬﺎ ﻏﻴﺮ ﺻﺒﻴﺔ ﺻﻐﺎﺭ‪ .‬ﻭﺍﺭﺣــﻢ‬ ‫ﺍﻷﺭﻣﻠﺔ ﺍﻟﺘﺘـــــﻲ ﻣﺎ‬
‫ﺍﺭﺣﻢ ﻷﺭﻣﻠﺔ‬
‫ﺃﻳﻬــﺎ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻢ‬

‫‪m‬‬
‫ﺲ‪ ،‬ﻭﻳﺘﺄﻟﻟﻟﻢﻢ ﻛﻛﻤﺎ ﺗﺗﺘﺄﻟﻢ‪ ،‬ﻭﻳﺒﻜﻲ ﺑﻐﻴﺮ ﺩﻣﻮﻉ‪.‬‬
‫‪co‬‬ ‫ﺍﻟﺤﻴﻮﺍﻥ‪ ،‬ﻷﻧﻪ ﻳﺤﺲ ﻛﻤﺎ ﺗﺤﺲ‪،‬‬
‫ﻭﺍﻟﻤﺤﺮﻭﻣﻴﻦ‪ ،‬ﻭﺍﻣﺴﺤﻮﺍ ﺩﻣﻮﻉ ﺍﻷﺷﻘﻴﺎء‪.‬‬
‫ﻭﺍﻟﻤﺤﺮﻭﻣﻴ‬
‫ﺒﺎﺋﺴﻴﻦ ﻭﺍﻟﻤﺤﺮ‬
‫ﺴﻴﻦ‬
‫ﺃﻳﻬﺎ ﺍﻟﺴﻌﺪﺍء‪ ،‬ﺃﺣﺴﻨﻮﺍ ﺇﻟﻰ ﺍﻟﺒﺎﺋﺴﻴﻦ‬
‫‪ -1‬ﺃﻓﻬﻢ ﻧﺼﻲ‪:‬‬
‫‪ -‬ﺻﻎ ﻓﻜﺮﺓ ﻋﺎﻣﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻨﺺ‪(1).‬‬
‫‪n.‬‬

‫ﻣﻦ ﺍﻹﻧﺴﺎﻧﻲ‪(1) .‬‬

‫ﻀﺎﻣﻦ‬
‫‪ -‬ﺍﺳﺘﺨﺮﺝ ﻣﻦ ﺍﻟﻨﺺ ﺻﻮﺭ ﺍﻟﺮﺣﻤﺔ ﻭﺍﻟﺘﻀﺎﻣﻦ‬
‫‪tio‬‬

‫ﺐ ﺍﻟﻨﺺ؟)‪(1‬‬
‫ﺣﺴﺐ‬
‫‪ -‬ﻣﺎ ﻫﻲ ﺁﺛﺎﺭ ﺍﻟﺘﻀﺎﻣﻦ ﻓﻲ ﺣﻴﺎﺓ ﺍﻟﻔﺮﺩ ﻭﺍﻟﻤﺠﺘﻤﻊ ﺴﺐ‬
‫ﺟﻤﻠﺔ‪ :‬ﺃ ْﻗﺃﻗﻔَﺮﺮﺕ‪ -‬ﺍﻏﺘ‬
‫ﺍﻏﺘﺒﺎﻁﺎ‪(2) .‬‬ ‫ﻓﻲ ﻤﻠﺔ‪:‬‬
‫‪ -‬ﻫﺎﺕ ﻣﺮﺍﺩﻑ ﺍﻟﻜﻠﻤﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻭﻭﻅﻒ ﻛﻼ ﻣﻨﻬﻤﺎ ﻲ‬
‫‪ca‬‬

‫‪ -‬ﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﻠﻨﺺ؟‪(0.5).‬‬

‫‪ -2‬ﻗﻮﺍﻋﺪ ﻟﻐﺘﻲ‪:‬‬
‫‪ -‬ﺃﻋﺮﺏ ﻣﺎ ﺗﺤﺘﻪ ﺧﻂ ﻓﻲ ﺍﻟﻨﺺ‪(1) .‬‬
‫‪du‬‬

‫ْ‬
‫‪ -‬ﺍﺟﻌﻞ ﺍﻟﻔﻌﻞ ﺍﻵﺗﻲ ﻣﺒﻨﻴﺎ ﻋﻠﻰ ﺍﻟﺴﻜﻮﻥ ﺛﻢ ﻣﺒﻴﻨﻴﺎ ﻋﻠﻰ ﺍﻟﻔﺘﺢ)ﻳﻄﻠُﻊ(‪(1) .‬‬
‫"ﺍﻟﺮﺟﻞ ﺭﺣﻴﻢ"‪5).‬‬
‫‪(0.5‬‬ ‫ﺟﻞ‬ ‫‪ -‬ﺃﺩﺧﻞ)ﻻ( ﺍﻟﻨﺎﻓﻴﺔ ﻟﻠﺠﻨﺲ ﻋﻠﻰ ﺍﻟﺠﻤﻠﺔ ﺍﻵﺗﻴﺔ ﻣﺮﺍﻋﻴﺎ ﺷﺮﻭﻁ ﻋﻤﻠﻬﺎ‪:‬‬
‫‪-e‬‬

‫‪ -‬ﺻﻎ ﻣﻦ ﺍﻟﻔﻌﻠﻴﻦ ﺍﻵﺗﻴﻴﻦ ﺻﻴﻎ ﺍﻟﻤﺒﺎﻟﻐﺔ ﻭﺣﺪﺩ ﻭﺯﻧﻴﻬﻤﺎ‪ :‬ﻳﺒﻜﻲ‪َ -‬‬

‫ﻅﻠَ َﻢ‪(2) .‬‬
‫‪ -3‬ﺃﺗﺬﻭﻕ ﻧﺼﻲ‪:‬‬
‫‪cy‬‬

‫‪ -‬ﻣﺎ ﺍﻟﻐﺮﺽ ﻣﻦ ﻛﺜﺮﺓ ﺃﻓﻌﺎﻝ ﺍﻷﻣﺮ ﻓﻲ ﺍﻟﻨﺺ؟)‪(0.5‬‬

‫‪ -‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ )ﺍﻟﺒﺎﺋﺲ( ﻭ)ﺍﻷﺷﻘﻴﺎء(‪ ،‬ﻭﻛﻴﻒ ﻧﺴﻤﻲ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ؟)‪(1‬‬
‫‪ِ -‬ﺃﻟّﻒ ﻋﺒﺎﺭﺓ ﻋﻠﻰ ﻣﻨﻮﺍﻝ ﺍﻟﻌﺒﺎﺭﺓ‪ ":‬ﻟﻮ ﺗﺮﺍﺣﻢ ﺍﻟﻨﺎﺱ ﻟﻤﺎ ﻛﺎﻥ ﺑﻴﻨﻬﻢ ﺟﺎﺋﻊ ﻭﻻ ٍ‬
‫‪en‬‬

‫ﻋﺎﺭ"‪(0.5).‬‬
‫‪ -4‬ﺍﻟﻮﺿﻌﻴﺔ ﺍﻹﺩﻣﺎﺟﻴﺔ‪(8) :‬‬
‫ﺍﻟﺴﻴﺎﻕ‪ :‬ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻭﺛﻴﻘﺔ ﺑﻴﻦ ﺍﻹﻋﻼﻡ ﻭﺍﻟﺘﻀﺎﻣﻦ‪.‬‬
‫ﺍﻟﺴﻨﺪ‪ :‬ﻗﺎﻝ ﺍﻟﻤﺪﻳﺮ ﺍﻟﻌﺎﻡ ﻟﻘﻨﺎﺓ ﺍﻟﺸﺮﻭﻕ‪":‬ﺿﺮﻭﺭﺓ ﺇﻳﻼء ﺍﻟﻌﻨﺎﻳﺔ ﺍﻟﻘﺼﻮﻯ ﻟ ِﻘﻴَﻢ ﺍﻟﺘﻀﺎﻣﻦ ﺑﻴﻦ ﺃﺑﻨﺎء ﺍﻟﺸﻌﺐ‬
‫ﺍﻟﺠﺰﺍﺋﺮﻱ ﻭﺧﺎﺭﺝ ﺍﻟﻘﻄﺮ ﻟﻴﺸﻤﻞ ﺍﻟﺘﺂﺯﺭ ﺳﻜﺎﻥ ﻏﺰﺓ ﻭﺍﻟﺼﺤﺮﺍء ﺍﻟﻐﺮﺑﻴﺔ"‬
‫ﺍﻟﺘﻌﻠﻴﻤﺔ‪ :‬ﺣﺮﺭ ﻓﻘﺮﺓ ﺣﺠﺎﺟﻴﺔ ﺗﺒﻴﻦ ﻓﻴﻬﺎ ﺩﻭﺭ ﺍﻹﻋﻼﻡ ﻓﻲ ﺗﻨﺸﻴﻂ ﺍﻟﻔﻌﻞ ﺍﻟﺘﻀﺎﻣﻨﻲ ﻓﻲ ﺍﻟﺠﺰﺍﺋﺮ ﻭﺧﺎﺭﺟﻬﺎ‪ ،‬ﻣﻮﻅﻔﺎ‬
‫ﺍﺳﻢ ﻓﺎﻋﻞ ﻭﻁﺒﺎﻗﺎ‪.‬‬

‫ﺑﺎﻟﺘﻮﻓﻴﻖ‬ ‫ﺍﻧﺘﻬﻰ‬
‫‪孶室宰孱宨宱宦宼孰宨宧宸宦室宷宬宲宱孱宦宲宰‬‬