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GAS ylh 5 slags — | 0.50 Ley Glad) GS eit sea L alla sLuaiat ths — (2008 5 1929 dalla 40331) ee + gS) See sats aya lead LLG) — 25 A) Sod opty Galle gala ang Gad — 0.25 + (galall gals 0.50 prea y geskaes byob Gua bye Ye Ss el) sLatyl 36 | Aaa 1110 tieEpa pall pote25) Abi piel ag pel Ay gad WLM y Ole gh gt ol pull 2009 og 3? 230 5 02 :au) Pompe OUR ION B\tca] SCaal Que yu gall an) his Gf Ge ial) gle SY) E guca gall TEXTE La défaite la plus dramatique de notre société est son incapacité 4 donner une place 4 chacum Etrangement, le constat de cette défaite est brouillé par l'emploi d’un mot qui désignait autrefois una circonstance agréable, le chémage. Les joumées chOmées étaient les repos accordés en l'honneur d’ua événement glorieux. Ce méme mot définit maintenant Pimpossibilité de jouer un réle actif dans la collectivité, Etre en chémage, c’est étre en trop. Paradoxalement, !'extension de cette plaie est le résultat d’un magnifique succés de notre intelligence: faire reculer la malédiction du travail, Les machines, maintenant aidées par les outils informatiques, font la plus grande part des taches autrefois nécessaires, et cette heureuse évolution va certainement se prolonger: La conséquence normale devait étre de permettre a chacun d’étendre dans son parcours de vie la place des activités choisies. Par une aberration monstrueuse nos sociétés ont fait du travail la principale clé d’entrée dans notre société. Celui qui ne trouve pas de travail se trouve exclu (...) Les chasseurs-cueilleurs qu’étaient nos lointains ancétres ne connaissaient que des activités considérées aujourd’hui comme des loisirs. Ils n’ont imaginé de retourner le sol, de semer, de récolter, de mettre a Pabri la nourriture que depuis & peine quinze mille ans. Pour cela, il a fallu créer des outils, construire des greniers, défendre ceux-ci contre les voleurs, faire la guerre. Certes, ce statut d’éleveurs- agriculteurs permettait de disposer d'une plus grande quantité de nourriture, mais le prix 4 payer, obligation de travailler, a pu parattre & certains bien lourd. Mais, pour produire, il faut désormais moins d’efforts. Un jour viendra oit i n’en faudra presque plus; les machines s'en chargeront, Nous devrions nous en réjouir; stupidement, par manque d’imagination devant ces conditions nouvelles, nous le déplorons. Pour maintenir le systéme de répartition d’autrefois, nous inventons des biens rigoureusement inutiles, les « gadgets », dont nous nous efforgons de persuader les consommateurs qu’ils sont nécessaires ; cela donne du travail & ceux qui les produisent, & ceux qui en font la publicité, & ceux qui les vendent, 4 ceux qui les détruisent ; mais ce travail nest qu'une fatigue inutile et dévore souvent des ressources non renouvelables de notre planéte. Cette fuite en avant vers la consommation aboutit & une véritable obésité des sociétés les plus riches. ‘Lest temps de s'interroger sur la finalité de la vie en commun. D'aprés Albert Jacquard, A toi qui n'est pas encore né(e), Calmann-Lévy, 2000 anQUESTIONS 1/ COMPREHENSION : (13 points) 1/ La société actuelle rejette les chémeurs. -Relevez dans le premier et le deuxitme paragraphes deux expressions de méme sens. 2! Parmi les propositions suivantes, recopiez celle qui convient au texte. a- Le chémage trouve ses origines dans le développement technologique. b- Le chdmage recule grice au développement technologique. c- Le chémage est & Porigine du développement technologique. 3/ « Paradoxalement, I’extension de cette plaie est le résultat d’un magnifique succes de notre intelligence. » Dans cette phrase, paradoxalement veut dire : © normalement, © étrangement, © assurément. Recopiez. la bonne réponse. « ...extension de cette plaie... » ‘A quoi renvoie I’expression soulignée ? 5/ Relevez du texte trois mots qui appartiennent au champ lexical du « travail ». 6/ Aujourd’bui, faut-il travailler plus pour produire plus ? ~ Répondez en relevant une phrase dans le 4*"* paragraphe. 71 « Les machines s'en chargeront » «nd cour qui en font la publicité. » A quoi renvoie le pronom souligné dans chacune de ces phrases ? 8/ Relever du texte la phrase dans laquelle I’auteur donne un conseil. 97 Donnez.un titre au texte, 11/ PRODUCTION ECRITE : (07 points) Traitez l'un des deux sujets au choix, 1 / Faites, en une dizaine de lignes, le compte rendu objectif de ce texte. 21 Notre société est de plus en plus confrontée aux problémes dus au chOmage. Rédigez un texte d’une dizaine de lignes dans lequel vous donnerez les causes et les conséquences du chémage en Algérie. 42elt € sea sal TEXTE Ti ne se passe pas de jour sans que l'on annonce une nouvelle catastrophe écologique. Lthomme, dit-on, en. surexploitant la Terre et en détruisant les équilibres naturels, prépare immanquablement une catastrophe planétaire : les foréts disparaissent, Tair est pollué. eau va manquer, quant a fa population, elle va exploser, ce qui produira famines ici, épidémies 1a, situations explosives partout . Pourtant, tout cela est faux. La situation écologique du globe ne cesse de s‘améliorer. Mais si les choses vont en saméliorant, cela ne veut pas nécessairement dire qu’elles sont bonnes. II reste beaucoup & faire. Llexplosion démographique mondiale annoneée avec la perspective de 12 milliards dthumains n'est pas dans les chiffies. La population va se stabiliser, puis décroitre. La planéte ne senfonce donc pas dans la disette généralisée. Il y a de plus en plus de nourriture par téte Ghabitant et le nombre de personnes victimes de la famine est en décroissance. La pauvreté sur la plantte a été réduite en cinquante ans plus que pendant les cing cents années précédentes. ‘Quant au fameux effet de serre et au réchauffement climatique de la planéte, les incertitudes sont considérables, les changements du cycle de l'eau sont importants et leurs effets mal connus. Toutes les prévisions quantitatives sur !élévation du niveau de mer ont été pulvérisées par le temps. Le climat change sans doute, mais comment et & quelle vitesse ? Nul ne le sait vraiment ! Tout cela ne veut pas dire quil n'y a pas de problémes & l'échelle de la planéte. L’eau en est un partout. Elle ne manque pas de maniére globale, mais sa répartition et sa pollution engendrent de graves difficultés. Les solutions de gestion de eau, des nappes phréatiques et des fleuves existent. A nous de les mettre en cuvre en y consacrant les moyens nécessaires. Les catastrophes naturelles vont sans doute faire de plus en plus de victimes en raison d'une urbanisation incontrdlée et risquée. On peut cependant la maitriser. Le nombre de pauvres continue & augmenter, méme si, en valeur relative, il diminue. Le sida et la tuberculose ravagent l'Afrique. On ne consacte pas les moyens quill faudrait pour les enrayer. Reste qu'au total, statistiquement, les choses vont s'améliorer. Dans tous les pays du monde, Tespérance de vie ne cesse d'augmenter. N'est-ce pas, au fond, la meilleure mesure de état du monde, méme si de graves inégalités demeurent ? Diaprés Claude Allegre, L'Express du 22/08/2002 QUESTIONS 1/ COMPREHENSION : (13 points) 1 —Le théme abordé dans le texte est © les difficultés rencontrées par la planéte, Ia situation écologique de la planéte, + Jes catastrophes naturelles. Recopiez la bonne réponse.2~Quelles sont les deux théses qui s'opposent dans le texte ? 3—Relevez une phrase du texte qui montre que l'auteur ne partage pas le point de vue des autres, 4 ~ Complétez le tableau ci-dessous avec les mots, expressions et phrases de la liste suivante : catastrophe planétaire ~ 1a population va se stabiliser ~ situations explosives — pauvreté réduite — Teau va manquer — l'eau est partout — le disette est généralisée — I'espérance de vie ne cesse aaugmenter. Les autres auteur 5~" ...ce gui produira famines ici, épidémies 10, situations explosives partout ". Le mot souligné signifie : situations maitrisables, situations incontrélables, situations ordinaires, situations critiques. Recopiez la bonne réponse. 6 ~ Relevez quatre (04) mots ou expressions qui appartiennent au champ lexical du désastre écologique. 1- a. «L'homme, dit-on, en surexploitant la Terre et en détruisant les équilibres naturels, prépare immanquablement une catastrophe planétaire. » b. « On peut cependant la maitriser. » ‘A gui renvoient les pronoms soulignés dans chaque phrase ? 8 ~ Proposez un titre au texte. H1/ PRODUCTION ECRITE: (07 points) Traitez V'un des deux sujets au choi 1 ~Faites, en une dizaine de lignes, le compte rendu object de ce texte. 2 — Vous faites partie d'une association qui lutte pour la préservation de environnement. Lancez. un appel a toutes les nations pour les inciter A protéger la planéte. 44Corrigés et barémes : Série : Lettres et Philosophie Sujet (la défaite la plus dramatique) Réponses Note Compréhension : (13 points) partielle | totale 1. Tes deux expressions : - étre en trop Dix2 02 = se trouve exclu 7 réponse a a or 3. étrangement a 4. Réponse: chémage ror 1 3.” semer- récolter- eréer- construire- défendre- activités- 0.50x3 | 01,50 Accepter trois réponses - |" 6 mais,pour produire,il faut désormais moins defforis saranus [02 [02 les pronoms soulignés renvoient & : 030x2 | Ol ~ «en»: faire des efforts | _- wen» : gadgets | 8. lest temps de s’interroger sur la finalité de la vie en commun. 02 7 9. Accepter tout titre en rapport avec le théme | 0150 | 01,50 _ Sujet /TL_ne se passe pas un jour Eee an Réponses I Note Compréhension : (13 points) \ partielle | totale T.La situation écologique de la terre | T T ‘2.les deux théses qui s‘opposent: | 2 = homme, di-on, en surexploitant la ‘Tere et en détruisant les équiibres naturels, prépare | 1x2 immanquablement une catastrophe planétaire - La situation écologique du globe ne cesse de s'améliorer. 3.pourtant tout cela est faux TS 5 Les autres Tauteur o2sx8 | 02 catastrophe planétaire - 1a population va se stabiliser | situations explosives | - pauvreté réduite eau va manquer ~ Teau est partout Ja disette généralisée_| - Vespérance de vie ne cesse daugmenter___| [S-explosives = critiques /6. es foréts disparaissent- Tair est pollué eau va manquer - famines ~ épidémies- |__ ravage 1} 7. le pronom «on renvoie & | ‘& CeUX qui croient qu'on va vers une catastrophe | b- auteur et ceux qui croient que la situation écologique peut s’améliorer |__ACCEPTER : I'autewr et ceux qui partagent son avis |_§ Aseepter tout tire en rapport aves Te themeProduction éerite : (7 points) Note partielle [ totale Sujet libre 1, Organisation de la production : (03 points) ~ Présentation du texte (mise en page selon le type d’éerit demandé) ~ Cohérence du texte - Progression des informations - Absence de répétitions - Absence de contre sens ~ Emploi de connecteurs - Structure adéquate (introduetion ~ développement ~ conclusion) 0.50 025x4 0.50.3 03 | 2. Planification de la production ; (02 points) ~ Choix énonciatif en relation avec la consigne -- Choix des informations (originalité et pertinence des idées 02 | 3. Utilisation de ta langue de facon appropriée : (03 points) = Correction des phrases au plan syntaxique ~ Adéquation du lexique a la thématique | - Utilisation adéquate des signes de ponctuation ~ Emploi correct des temps et des modes |_-Orthographe (pas plus de 10 fautes pour un texte de 150 mots environ) 0.25 0.25 0.25 0.25 02 [Compte rendu | L Organisation de la production : (02 points) | Présentation du texte (mise en page) - Présence de titre et de sous titres ~Cohérence du texte ~ Progression des informations ~ Absence de répétitions - Absence de contre sens - Emploi de connecteurs = Structure adéquate (accroche ~ résumé -) 2. Planification de la production: (02 - Choix énonciatif en relation avec fa consigne ~ Choix des informations (sélection des informations essentielles) 0.25 025 028x4 0.50 02 fion de la langue de facon appropriée : (03 points) = Correction des phrases au plan syntaxique ~ Adéquation du lexique a fa théma - Utilisation adéquate des signes de ponctuation ~ Emploi correct des temps et des modes -- Orthographe (pas plus de 10 fautes pour un texte de 150 mots environ) 0.50 0.50 0.50 0.50 03 22Fath) Abt gill dy tt dy ggabl bball Si bcedh pb gt OF yall Ab ph dy Sl 3 yy 2009 cigs 24399 SPL abel Wy SIS Otrel Manly QiaT saad haeaiy ciliols -Buht Ayjalaty 4a s30l D het TOagld oye gia gall aah shady cf ats le A s9! & da gall Part One : Reading (15 points) A/ Comprehension (07 points) Read the text carefully then do the activities. Bribery, a form of pecuniary corruption, constitutes a crime and is defined as the offering, receiving, or soliciting of any item of value to influence the actions of an official or other person iat discharge of a public or legal duty. The bribe is the gift bestowed to influence the recipient's conduct. Ig may be any money, good, right in action, property, privilege, advantage, or merely a promise af undertaking to induce or influence the action, vote, or influence of a person in an official public capacity. The offence may be divided into two great classes: the one, where a person invested with power is induced by payment to use it unjustly; the other, where power is obtained by purchasing the suffrages of those who can impart it. Likewise, the briber might hold a powerful role and control the transaction; or in other cases, a bribe may be effectively extracted from the person paying it, although this is better known as extortion. The forms that bribery takes are numerous. For example, a motorist might bribe a police officer not to issue a ticket for speeding, a citizen seeking paperwork or utility line connections might bribe a functionary for faster service. Bribery may also take the form of a secret commission, a profit made by am agent, in the course of his employment, without the knowledge of his principal. Bribers and recipients of bribery are likewise numerous although bribers have one common denominator and that is the financial ability to bribe. 1, Say whether the following statements are True or False according to the text. a) Bribery is giving a valuable item to influence the recipient conduct. b) Bribery is a lawful activity. ©) Bribery can take different forms. 2. Complete the following table with information from paragraph three. ‘Who uses bribery? ‘Who receives the bribe? Why do they use bribery? | 3. What or who do the underlined words refer to in the text? a) 11) ») the one (§2) ©) his (§3) 4, Answer the following questions according to the text, a) What are the effects of bribery? +b) What is meant by extortion? ) What characterizes bribers? 5. What type is the text? a) narrative b) expository ©) prescriptive Ay lineB/ Text Exploration (08 points) 1. Find in the text words or phrases closest in meaning to the following: a) effect (§1) ) unfairly (§2) __) looking for (§3) 2. Complete the following chart as shown in the example. Verb ‘Noun Z __ Adjective coruption action financial 3. Combine the following pairs of sentences using the given connectors. Make any necessary changes. 2) The system of law is well implemented. Companies avoid bribery actions. (so...that) ») Specialists consultancies will help multinational companies. Multinational companies trade more ethically. (provided that) 4. Fill in each gap with one word from the list. contract - exchange - services - offering - business . Employees, managers, or salespeople of a.........may offer money or gifts to a potential of favour. For instance, a food service company was recently accused of sevseeeeeeBifts to an assistant warden of a local prison in exchange of a...........allowing the company to provide the food . Jn the state's prisons. client in 5. Underline the stressed syllables in the following words. corruption — public — capacity — extortion Part Two: Written Expression (05 points) Choose one of the following topics. Either Topic 1: According to you, how can we fight bribery? Use the following notes to write a composition of about 100 words. - _ setting well implemented system of law ~ punishing any offence (bribery activities) - making companies sign commitment contracts inspecting the work of public officials/agents Or Topic 2: You were a victim of a corrupt agent or civil servant .Write a composition of about 100 words in which you speak about the circumstances of that situation and how you reacted. 4 yp DinkoPart One: Reading (15 points) A/ Comprehension (07 points) Read the text carefully then do the activities. it means “someone who comes from Aztlan”, a place commonly believed to be situated in nor Mexico or the southwest U.S. It is applied to all the people linked by trade, custom, religion language. ‘The society traditionally was divided into two social classes; the Macehualli (people) or and the Pilli or nobility. In the later days of the empire, the concept of Macehualli had changed: only of the population were dedicated to agriculture and food production. The other 80% of society were only warriors, but also skilled artisans and aggressive traders. Eventually, most of the Macehuallis wea dedicated to arts and crafts. Their works were an important source of income for the city. The Mexica, one of the Aztec groups, were one of the first people in the world to have mandatory * education for nearly all children. There were two types of schools: the felpochcalli, for practical and military studies, and the calmecac, for advanced learning in writing, astronomy, statesmanship, and theology. Until the age of 14, the education of children was in the hands of their parents, but supervised by the authorities. Periodically they attended their local temples to test their progress. The term Aztec refers to the empire of the Mexicas. In Nahuatl, the native language of the = Adapted from Wikipedia, the free encyclopaedia * Compulsory/obligatory 1, The passage is taken from: a)anewspaper b) the Internet _¢) a book 2. What or who do the underlined words refer to in the text? a) it (§1) b) they (§3) 3. Answer the following questions according to the text. 8) What were the common things that related the Aztecs? b) The Aztec society comprised two classes. What were they? ©) Was the Aztec education reserved to one particular group? Justify from the text. 4. Order the following ideas according to their occurrence in the text. a) Social classes and economic activities. ) Location of the empire. c) Schooling of the Aztec children. 4) The financial importance of craftwork. BY Text Exploration (08 points) 1, Find in the text words or phrases closest in meaning to the following: a)connected(§1) _b) qualified (§2)_) advance (§3) 2, Ask the questions that the underlined words answer. a) The term Aztec refers to the empire of the Mexicas. b) There were two types of schools. 4 yp Binio3. Complete the following chart as shown in the example. Verb el ‘Noun I ‘Adjective | Example: to produce production ~ productive : a : practical education to believe 4. Fill in each gap with one word from the list. God — famous - would ~ of By AD 1500, the leading groups of people in central Mexico were the Aztecs. They were for their ferocity and warfare was extremely so important for them. The blood the captured prisoners was a gift offered to their - This, they believed, them god’s satisfaction. 5. Classify the following words according to the pronunciation of their final “ed”. believed — situated — linked — applied — divided — advanced Wd. Tal fidl FE SS Part Two: Written Expression (0S points) Choose one of the following topics. ither Topic 1: Some people think that the Islamic civilization brought litle if not nothing to ty. Using the following notes, write a composition of about 100 words convincing these people at this idea is not true. The Islamic civilization brought many benefits to mankind .. ~ bring back dignity to mankind = establish principles of equality/ democracy ~ formulate theories! write referential medical books ~ establish the ideal way of governing Or Topic 2: Do you think that the study of ancient civilizations is so important? Justify. 4 pd iniobutt play Gay! Aas) yale age dS) 6 aga ee Bribery Part 1 :Comprehension T pts 15pts |1.a)T b)F c)T 2. 15 pts : Not to issue a ticket Amotorist | Apolice officer Fyrpoeding | Acitizen ‘A functionary For faster service a 7 | 15 pts /3.a)the bribe b)class—¢) an agent 15 pls | 4. a) Influence the action, vote or influence of person in an official public capacity | b) Extortion is a bribe effectively extracted from the person paying it. ) The financial ability to bribe. | Ipt | 5- The text is expository. | | Text Exploration | 15pts |1-a) influenced) unjustly _¢) seeking | 8 pts 2 FH +e 1.5 pts Verb Noun Adjective | To act/ To activate | Action ‘active / acting To influence influence Influential To finance [Hinance financial | 1-5 pts | 3. a) The system of law is so well implemented that companies avoid ibery actions. ») Specialists consultancies will help multinational companies provided that they trade more ethically. 2.5 PIs | 4. business — exchange — offering — contract — services. 1 pt | 5. comuption - public - capacity — extortion Part 2 :Written Expression 3 Pts | Topic 1 : Form Spis | 2pts Content 2.5 pts Topic 2: ‘opic 2: Form 2.5 pts Contentfilly ST at Ay jules! Aa cial dais play UY! gt Aalt Yay! pelic age _Egeeall oll ge ead Egneyall Antec ] Part 1 :Comprehension | T pts | Ipt | 1.c)A Book | | 1.5 pts |2.a) The term Aztec —_b) children | | I pt | 3.) The common things that related the Aztecs were trade , custom , | religion and language. | | Ipt b) The Macebualli or peasantry and the Pilli or nobility. | | 0.5pt | _ c)No, it was not. The Mexica, one of the Aztec groups, were the | first people in the world to have mandatory education for nearly all | children./There were two types of schools: the telpochcalli, for | practical and military studies and Calmecac, for advance learning in writing, 2 pts | 4. b) location of the empire. a) social classes and economic activities 4) The financial importance of craftwork ¢) schooling of the Aztec 8 pts children. Text Exploration 1.5 pts | 1-a) linked 4) skilled ¢) progress 1.5 pts |2- a) What does the term Aztec refer to ? 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ELS ce Ub g calla & Susilay eB poly Sa: Boge deg ‘ eee ed as Oils & one 6 Ge A ale 87-85 « uae H.C.A 2004 12/7 4aculos (12/12 ) carers o gsti(e oo oe AI sh la 8 Sy fy 5LB SSS 5d Gay YG ths aps -1 $ OAs 6 culls te neh UL -2 $ Ga sesls gy cuts God 8h 55 GG Gul Ge -3 Lay IS Ga pel Gla Las -4 "Say gd pun pai LY) Callas sLanli -5) a" Lily os & jal Ge nals g ULB gd LUG Ub oy wLib-6 Tal af coda cats alas Le ayy ail" LA eet Gable -7 (8/8) Wat ow lid (4 He ts Gisasl cial unt SF Gta cat oI os unl 3 " guanals Con ears gat) 12/8 dakeXalti Tignewt n meyres tettbeddil am tata. D ayen i yedran id-nni : Yexser-d Ihal deg yiwet n ‘Ageffur yekkat s uzayed; adu yebya ad yessifeg leqramed. Ula deg lecqayeq n lelwah ‘Yerma tescedda-d uletma-s ger wallen-is; tekcem-itt tergagayt. Ayen yetred baba ad as-yekkes teggumma. Ula d netta ur yerkid ara, yekker yeffey. Nesla-as mi yessawel i gma-s. Rran di sin leemum. Usar-d akk s axxam, deg xemsa ney setta yid-sen. S yicifad d yibrenyas, zzin d Ageffur yekkat irennu; teggumma ad teswawi. Nutni ffyen akken i ttlam d lehwa; tffen abrid d Nekkni §Gan-ay-d tasusmi d tamwanest. ‘Ssbeh, mi d-ukiy, ufiy-d baba yenned deg utlaw, yettes deg teymert. Abernus-is yebzeg, i yer tagest, ineggi s amnar. Tattucin n yemma d tizeggayin deg yimetti. Ur ufin ara xalt, Seg ur tdal ti nney fell-as; yiwen ur yezri amek i as-tedra i tmeybunt. Ma d nekk, cukkey d iyzer itty Yiwen magéi yezra. Mi ara afen medden yiwen yemmut, idegger awal, ad yelhu yef tuddar, ad d-asen lyaci ad twalin. Ma nnsen, ad tawin s axxam-is, ad elwzen as, ad t-netien azekka-nni, ma ur t-eqilen ara, ad yettwantel wissen amek di tmurt taberranit. Yak d n Rebbi akk. Ma d imawlan-is ad t-aysen. ‘Akken i tedra yid-ney. Ddurt merra d anadi. Tameslubt meskint tyab, tezger si ddunit yer tedfer ulotma-s. tid wasif yer rrif, ad s ‘Yemma tejreh tasa-s acku uread yehli udeddic n tmettant n nanna, mi tendef s twayit yeglan s Ma nniy-d nettru atas yef xalti, skaddbey, acku seg wasmi temmut nanna, amzun akken lehzen deg uxxam-nney, yezdey deg-ney, yettidir yid-ney, ru iyeblan yal ass. Limer ad nerr tasa d lemyidalt. rrif, nezmer ad d-nini neeya di tegnit deg i nella. Rnu nessaram cwit n liser. Siwa yemma i as-ih lib i tyita-agi taneggarut. Tenna-d :" Yerrez ufurek aneggaru n twacult, ahbuh !" Afurek n useklu i yewwet maras, ur d uzar uyur ara terzu ney ara yerzun fellas. Ur testi yiwen-nniden, ala Rebbi d uxxam n urgaz-is lehnana n dderya-s, Tikwal tettlummu deg yiman-is, teqgar :" Stehzay deg ultma’. ‘Mouloud FE} Mmi-s n yigellil, H.C.A. 2004, Sb.L Tigzi nudris: (12/12) Ini-d d acu-t unallas deg tseddart tamezwarut. Suffey-d iferdisen n tutiayt i -id-yemmalen. Dacui yedran d xalti-s n unallas 7 ‘Acuyer at uxxam ur ttrun ara atas yef mut n tmesiubt ? Kkes-d seg udris aktawal n Imut. Sefhem-d tanfalit-a :' Tezger seg ddunit yer laxert’ Yemma-s n unallas tenna di taggara n udris:" Stehzay deg uletma." Ini-d ma tenfee nndama deg teswiein yecban tagi? J. Sled tafyir-a : " Megger-itid wasif yer mi” Asenfali stira : (08/08) Hd ullis s talya n tedyant yedran, ad talsed deg-s tamsalt n tmeslubt iyef d-yewwi udris ' Xaiti" , aniwa, melmi, anida, amek). 12/10 tabaRte HOM LAVORO T44TOH AGE “LE tots. A Mel B MHEOe! BEM : M4XO4O-A EASE DEK MGtet | 4401244, RATIO MERK+t © tKM4E; Et MOY> +A MOOELIEK UALOPL4A. the AK UCL MEL 1 EK Met tOHEt-A. THLL* HOMDA~A HALO RO HHM4lCO; T4REHL-Ett T4OKKeMt. Mel HOE Dee oA OK KAO *YOE, TEXKILLe. the A tts 10 MHOREA Os, THRK#O MGUY. HOU--O LE TEOO44L & XL*-O. OO+l AE OL! 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Ce NSY-AMTTOt YO YH Rel, OKANO, OK! OK OLS FELL lelle, LAM KA MEARH TUXK* MEK UXXOL-EY, TARA AEKAEY, TH4HEASO MEAHY, Ol EYEE Med +OO. UEL#O +A HOO tO A WLYREst AS OOEK, MALO +A A-GIE IeMe AS T4XOt MAK Selle. Ol OO*OeL GSBY 1 UBOHO. Ste MALL & +O-SAMMI LULA & ANSte--KE +oXKOrr. Yele-A "MOOK HILFE K o14XXOs | teeSrkt, GOS |" W104 1 2O#KUs & TMetet LOO, 10 ATURROE 1290 #10 Ov t4OKt 1eY eO+ MOK LeUL-+O, 10 T4OUE MEE-NGEH, he OFOME A IXKL 1 1OXK-2O eK KE Me Alele 1 AAON+-O. MOKh t44tHLLt MAX MEL+1-€O, +4UU°O :" Ot4GR-¥ AS MAT". Litt M408, LEB-O | ER+HUEL, KE. 2004, *O4Ot4O 85-87. 12/1 dade| FORRES 1 1EOKO - (12/12) 1, GA A Set EOD ARK tOHAAOH t+L4Re-Ort, G2 Uey-A SMeOAOH! 1 tetbellt St-EAMECLekel. A sGt & MAVOsl A RektB-O 1 ekb-O 7 StY4O ot AXKeL 20 ttOMl Or YO VA ELIt 1 L4ONOr ? KR#O-A OFX WOO +Krerek 1 ELI. CRUGHL-A FeWeNSt-» 2 AKREO OK AAUEL Y4O LREO?! TAIL*-O 1 te Halle AB TKK+Oe | HEORO : "OrHSR-¥ AS UAT", Sie- A Le t41Iet Mele AK t4Os2#2l SCO+l +-KS? 7. 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Ayen yettfen inebgi deg uxxam n umeddakelis : 02. |-Atwxxam euzzen-t | > Tlagad yer yisyaren -Ubti azidan - Ides deg tissi d wusu yehman 12 3 D tamyart i d-yekkren yer yinebgi ad Utesqager, acku bab n uxcam 01.5 | yessetha ad yessuffey ameddakelis. 4 Aktawal n tegrest : Adfel, Ikanun, asemmid, azizen, agris, adu, tiqqad. o2 02. | 5 Anamek n tenfalit : “Tennuyed d yimsisker” = ruh ad txedmed tilufa n tlawin. 1.5 | 6 Inebgi yuyal d amessas acku yesseyzef tirezzaf-is armi yuyal zzay yef wat wocam. 7- Tasledt n tefyirt-a s usebgen n yisumar-ines : - Yekkuki yer Ikanun = Asumer agejdan. 02 | - jwakken = tasyunt n yiswi. - iwakken ad yezzizen = asumer amsentel n yiswi. (53) 12/3 Ania3) SM: Bale heat ay gat Sle Toa t tet pote ll - Asenfali s tira ‘Adris ad yii d ullis. Aktazal ad ibedd yef yisefranen-a : Adris d ullis (tayessa n wullis tefrez). ~ Tutlayt : Asemres n yinamalen n wakud / adeg. Asemres n yimyagen d tmezra Asemres n umawal Agader n yilugan n tira Asigez n udris - Taseddast /Tazdawt Lebni n tefyar tummidin Tugna gar tefyar d tseddarin Agader n yilugan n tezdawt tadrisant 12/4 danaUps JAI Y 9 All win lo Apna Ly ocd LIP hast Le MON ahaa Lo robaed Cha gyal Lap pall Ut BO ys Les: Baal Gb CY] aa) hale Sa Q&>Sgoil lV to). eee ii Lian pote | |-18RxE 1 12080: O1 | 4-1tO AEK HEOEO-- A -XY-O-T1 (OLOO> £ 2E0E0). | 2: TITEYYILAL SHORE AK IKKE 1 ALANA-KAL-2O: og [oe RRL eRe. ~ TERRA THO TEOT-O81, eee “KEN, - SEO MRK 22008 A 1008 TATA. ae 12 OLS | 3-At-LY-Or & ANEKKO# T#O SMOKE +A +-414OK40LE0, -OKs OD 1 ARN OOH A: +A THOOITEY +LenaeKEL-£0. A Ktetek 1 HEROKO : ALE, UKM, KCL, *KSKEL,KOLO, Es, TEE. 5. eLeR 1 teLWekSt : 44IYEE A TELOLOK*O" = O84 +h AREALEE, FOX) thea, G-SHORKE MYL A L4OOO «CK? MOOVAEM 1204KXI-2O OLS 15 | TY KKM Pe ot ET. 7-t-OMEt 1 TEMNEOt-- O O#OKEl 1 MLOIT-O-EHO- 02 | -TMERK3KE TeO UKell = -OrL4O “ReLAel. - SRR =t-OF24 | MEOH -SURKAl “A NEKKOKEl = OHLAO “LOMA 1 NEOHE, 55 ) 12/5 dainAub SUN 2a) shal is) yey es Ca ee ma] We on vate enayd T= O48 © 220- BORO +A TENE A MELD. KEKE + EOEAME YET NEOEKO“L+ : - OTHOKEH : u o OHOHEO BEANE 05 | 220+ tetHYe0 | - ©0408: 12 *OHH4L 20-1 | wy] 15 *EOEO A NEEO (t+¥EOOe 1 HUEO 1420042). HET: 0.5 | O#rO#0 1 NEWELL KIA / “AO. 05 | @sro#e 1 MECN A tL4KO>. 0.5 | @eroe@ 1 sree, 0.5 | sxsmtO 1 MEEK 1 420°, 05 | .oexex 1 sA0g0. + PORNO / 4B: os 4012 1 +420 tETeAgl. ae ) SRE KO FIMO A +OeA-OEI. | BeatO 1 MEK | t4XEstt t-EOLOIt. 12/6 fakeWalger Sud Sg AE gll oda plo Appl pail! Uyyahtt ash fF BABS renee do laa Ce Bacon Landsat Nain phen Ut bale hyil 1 (a5) ghaila & AYU Gy ssh SIS gs -1 7 ddl LDL Wil - 1 ods: an (cha sleds ul . 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Md: nesia. 7 = Imgimen: md: Nekni, agan-ay. 7 2- Xalti-s n unallas teereq, tennejia, ur d-ban later-is, yen ur yezri anda i d-tegra. 4 3- Ur trun ara at-uxxam yef Imut n tmeslubt acku llan yakan heznen ef mut n nanna-tsen, 4 aktawal n imut : Targagayt, imetti, yemmut, ad eiwzen, ad | a netien, yettwantel, laxert, tejreh tasa, ... 5- Asegzi n tenfalit :" Tezger seg ddunit yer laxert" = Temmut. : 6- Yif xir ad neg azal i umdan mi yedder, wamma ma yemmut, ur tneffee nndama. 7- Tasledt n tefyirt :" Idegger-it-id wasif yer rif” 12 Idegger: |: d amatar udmawan ( d asentel) dogger : d aseyru ( afegeag) na it: d amgim awsil , d asemmad usrid. os id : d tazelya n trila. os wasif : d asemmad imsegzi (amezwanu) os yor: d tanzert. | s rif: d asemmad arusrid. : ] 12/9 dais1 DI cad: Bale ysl ay ys zo) a ee Let polis TEE yap Ni Asenfalis tira ‘Adris ad yii d tadyant yedran. 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