‫ﺍﻟﺟﻣﻬﻭﺭﻳﺔ ﺍﻟﺟﺯﺍﺋﺭﻳﺔ ﺍﻟﺩﻳﻣﻘﺭﺍﻁﻳﺔ ﺍﻟﺷﻌﺑﻳﺔ‬

‫ﻣﺗﻭﺳﻁﺔ ﺍﻟﻣﺟﺎﻫﺩ ﻋﺑﺎﺳﻲ ﺃﺣﻣﺩ ‪/‬‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺗﺭﺑﻳﺔ ﺍﻟﻭﻁﻧﻳﺔ‬

‫ﻭﺍﺩﻱ ﻣﺯﻱ‬
‫ﻣﺎي ‪2019‬‬ ‫اﳌﺴﺘﻮى ‪ :‬اﻟﺮاﺑﻌﺔ ﻣﻮﺳﻂ‬
‫اﳌﺪة ‪ :‬ﺳﺎﻋﺘﺎن‬ ‫ﺍﻟﺗﻘﻭﻳﻡ ﺍﻟﻔﺻﻠﻲ ﺍﻟﺛﺎﻟﺙ ﻓﻲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺑﻳﺔ‬
‫ﺍﻟﺴﻨﺪ ‪:‬‬

‫ﺍﻟﻭﺣﺩﺓ ﺍﻟﻭﻁﻧﻳﺔ ﻋﺎﻣﻼ ُﻣﻬ ‪$‬ﻣﺎ ﻣﻥ ﻋﻭﺍﻣﻝ ﺍﻻﻟﺗﻘﺎء ﺑﻳﻥ ﺍﻟﺟﺯﺍﺋﺭﻳﻳﻥ‪ ،‬ﻭﺃﺳﺎﺳﺎ ﻣﻛﻳﻧﺎ ﻣﻥ ﺃﺳﺱ ﺑﻘﺎء ﻛﻳﺎﻧﻬﻡ‬ ‫ﺗﻣﺛ ّ ُﻝ ﺍﻟﻭ‬
‫ﺗﻣﺛ‬

‫‪s‬‬
‫ﻋ َﻣ َﻝ ﺍﻻﺳﺗﻌﻣﺎﺭ ﻋﻠﻰ‬
‫ﻭﺍﺳﺗﻣﺭﺍﺭ ﻭﻭﺟﻭﺩﻫﻡ ﺍﻟﺗﺎﺭﻳﺧﻲ ﻭﺍﻟﺣﺿﺎﺭﻱ‪ ..‬ﻟﺫﻟﻙ ﻛﺎﻧﺕ ﻫﺫﻩ ﺍﻟﻭﺣﺩﺓ ﻫﺩﻓﺎ ﻣﻘﺻﻭﺩﺍ َ‬

‫‪m‬‬
‫ﻭﺗﺑﺩﻳﺩﻩ‪ ،‬ﻭﺳ ّﺧ ﺭ ﻟﺫﻟﻙ ﻛﻝ ﺃﺟﻬﺯﺗﻪ ﻭﺃﺭﺻﺩﺗﻪ‪ ،‬ﻭﻻ ﺗﺯﺍﻝ ﺍﻟﻘﻭﻯ ﺍﻟﻣﻌﺎﺩﻳﺔ ﻟﻸﻣﺔ ﺍﻟﺟﺯﺍﺋﺭﻳﺔ ﺗﻌﻣﻝ ﻋﻠﻰ‬ ‫ﻁﻳﻣﻪ ﻭﺗﺑﺩﻳﺩﻩ‬
‫ﺗﺣﻁﻳﻣﻪ‬
‫ﺕ ﻳﺻﺎﺭﻉ ﺑﻌﺿﻬﺎ ﺍﻟﺑﻌﺽ ﻭﺗﻔﺭﻕ ﺑﻳﻧﻬﺎ‬ ‫ﺕ)ﺳﻣﻭﻣﻬﺎ ﻗﺎﺗﻠﺔ( ﻭﻋﺭﻗﻳﺎ ٍ‬ ‫ﺗﺣﻁﻳﻡ ﻭﺣﺩﺗﻬﺎ ﺍﻟﻭﻁﻧﻳﺔ ﻭﺗﺷﺗﻳﺗﻬﺎ ﺇﻟﻰ ﻋﺻﺑﻳﺎ ٍ‬

‫‪xa‬‬
‫ﺎﺣﺭ ﻭﺍﻟﻌﺩﺍء ‪ ..‬ﻭ ﻟﺳﻧﺎ ﻫﻧﺎ ﺑﺣﺎﺟﺔ ﺇﻟﻰ ﺫﻛﺭ ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻟﻣﺧﻁﻁﺎﺕ ﻭﺍﻟﻣﺣﺎﻭﻻﺕ ﻭﺍﻟﻣﺅﺍﻣﺭﺍﺕ ﺍﻟﺗﻲ‬ ‫ﺃﺳﺑﺎﺏ ﺍﻟﺗﻧﺎﺣﺭ‬
‫ﻱ ﺍﻧﺗﻬﺎﻙ ﻟﺣﺭﻣﺔ ﺍﻟﻭﻁﻥ‪ ،‬ﻭﺍﻟﺣﺎﻣﻲ ﻟﺛﺭﻭﺍﺗﻪ‬ ‫ﻳﻛﺕ ﻭﺗﺣﺎﻙ ﻹﺳﻘﺎﻁ ﺍﻟﻭﺣﺩﺓ ﺍﻟﻭﻁﻧﻳﺔ‪ ،‬ﻷﻧﻬﺎ ﺍﻟﺣﺎﺟﺯ ﺍﻟﻣﻧﻳﻊ ﺃﻣﺎﻡ ﺃ ّ‬ ‫ِﺣ ْ‬
‫ﺍﻟﻛﺛﻳﺭ ﻣﻥ ﺍﻷﻋﺩﺍء ﺍﻻﺳﺗﻳﻼء ﻋﻠﻳﻬﺎ ﻭﺍﻻﺳﺗﺋﺛﺎﺭ ﺑﻬﺎ‪.‬‬ ‫ﻭﻁﺎﻗﺎﺗﻪ ﻭﺧﻳﺭﺍﺗﻪ ﺍﻟﺗﻲ ﻳﺭﻳﺩ ﺍﻟﻛ‬

‫‪/e‬‬
‫ﻌﻧﺎ ﻣﻥ ﻫﺫﻩ ﺍﻷﺯﻣﺔ ﺍﻟﺷﺎﻣﻠﺔ ﺍﻟﺗﻲ ﺑﺎﺗﺕ ) ﺗﻬﺩﺩ( ﻛﻳﺎﻧﻪ ﻭﺗﻌﻣﻝ ﻋﻠﻰ ﺗﺣﻁﻳﻡ ﻣﺳﺗﻘﺑﻠﻪ‪،‬‬
‫ﻭ ﺍﻟﻳﻭﻡ‪ ،‬ﺇﺫ ﻳﻌﺎﻧﻲ ﻣﺟﺗﻣﻌﻧﺎ‬

‫‪m‬‬
‫ﺍﻟﻧﺎﻋﻘﺔ ﻫﻧﺎ ﻭﻫﻧﺎﻙ ﻣﻧﺎﺩﻳﺔ ﺑﺑﻌﺽ ﺍﻟﺩﻋﻭﺍﺕ ﺍﻟﺗﻲ ﻟﻡ ﻳﻛﻥ ﻟﻬﺎ ﺃﻫﺩﺍﻑ ﺇﻻﱠ‬
‫ﺍﻷﺻﻭﺍﺕ ﺍﻟﻧ‬
‫ﺧﺎﺻﺔ ﻭﻗﺩ ﺍﺳﺗﻐﻠﺗﻬﺎ ﺑﻌﺽ ﻷﺻﻭﺍﺕ‬
‫ﺗﻘﻭﻳﺽ ﺍﻟﻭﺣﺩﺓ ﺍﻟﻭﻁﻧﻳﺔ ﻭ ﺑﺙ ﺃﺳﺑﺎﺏ ﺍﻟﻔﺭﻗﺔ ﻭﺍﻟﺷﻘﺎﻕ ﺑﻳﻥ ﺍﻟﺟﺯﺍﺋﺭﻳﻳﻥ‪ ،‬ﻣﺩﻋﻭﻣﺔ ﺑﻘﻭﻯ ﺃﺟﻧﺑﻳﺔ ﻓﺎﻋﻠﺔ ﻻ ﻳﺧﻔﻰ‬
‫‪co‬‬ ‫ُ‬
‫ﻋﺩﺍﺅﻫﺎ ﻟﻠﺷﻌﺏ ﺍﻟﺟﺯﺍﺋﺭﻱ ﻭﻋﻣﻠﻬﺎ ﺍﻟﻣﺳﺗﻣﺭ ﻋﻠﻰ ﺗﺷﺗﻳﺕ ﻛﻳﺎﻧﻪ‪ ..‬ﻧﺣﻥ ﺑﺣﺎﺟﺔ ﻣﺎﺳﺔ ﺇﻟﻰ ﺇﻋﺎﺩﺓ ﺍﻟﺗﻔﻛﻳﺭ ﻓﻲ‬
‫ﻣﻥ ﺟﺩﻳﺩ ﺇﻟﻰ ﺑﺅﺭﺓ ﺍﻟﺷﻌﻭﺭ ﺍﻟﺟﻣﻌﻲ ﻷﻓﺭﺍﺩ ﺍﻟﻣﺟﺗﻣﻊ‪ ،‬ﺣﺗﻰ ﻧﺿﻣﻥ ﻟﻬﺎ‬ ‫ﻣﻘﻭﻣﺎﺕ ﻭﺣﺩﺗﻧﺎ ﺍﻟﻭﻁﻧﻳﺔ ﻭﺍﺳﺗﺩﻋﺎﺋﻬﺎ ﻥ‬
‫‪n.‬‬
‫ﻭﺍﻷﻭﺿﺎﻉ‪.‬‬
‫ﺍﻻﺳﺗﻣﺭﺍﺭﻳﺔ ﻓﻲ ﺍﻟﻧﻔﻭﺱ ﻭﺍﻷﺭﻭﺍﺡ ﻗﺑﻝ ﺍﻟﻭﺍﻗﻊﻊ ﻭﺍﻷﻭﺿﺎ‬

‫ﺣﻣﺎﻳﺔ ﺍﻟﻭﺣﺩﺓ ﺍﻟﻭﻁﻧﻳﺔ‪ ،‬ﻣﻧﻁﻠﻘﺎ ﻣﻥ ﻭﻋﻲ ﻋﻣﻳﻖ‬ ‫ﻗﺻﻭﻯ ﻓﻲ ﺳﺑﻳﻝ ﺣﻣ‬

‫ﻯ‬ ‫ﻫﺫﻩ ﺍﻟﺩﺭﺍﺳﺔ ﻗﺭﺍءﺓ ﻓﻲ ﻓﻛﺭ ﺭﺟﻝ ﺑﺫﻝ ﺟﻬﻭﺩﺍ‬
‫‪io‬‬

‫ﻣﻥ ﻣﻘﻭﻣﺎﺗﻬﺎ‪ ..‬ﺇﻧﻪ ﺭﺍﺋﺩ ﺍﻟﺣﺭﻛﺔ ﺍﻹﺻﻼﺣﻳﺔ ﺍﻟﺣﺩﻳﺛﺔ ﻓﻲ‬ ‫ﺑﺄﻫﻣﻳﺔ ﻫﺫﻩ ﺍﻟﻭﺣﺩﺓ‪ ،‬ﻭﺇﺩﺭﺍﻙ ﻟﺿﺭﻭﺭﺓ ﻛﻝ ﻣﻘﻭﻡ ﻥ‬
‫ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﺟﺯﺍﺋﺭﻱ‪ ،‬ﺍﻹﻣﺎﻡ ﻋﺑﺩ ﺍﻟﺣﻣﻳﺩ ﺑﻥ ﺑﺎﺩﻳﺱ ﺭﺣﻣﻪ ﷲ‪ ..‬ﺍﻟﺫﻱ ﻣﺛ َﻝ ﺍﻟﺣﻔﺎ ُ‬
‫ﻅ ﻋﻠﻰ ﺍﻟﻭﺣﺩﺓ ﺍﻟﻭﻁﻧﻳﺔ ﺃﺣﺩ ﺃﺑﺭﺯ‬
‫‪at‬‬

‫ﺍﻟﺟﺯﺍﺋﺭﻱ ﺧﻼﻝ ﺍﻟﻧﺻﻑ ﺍﻷﻭﻝ ﻣﻥ ﺍﻟﻘﺭﻥ ﺍﻟﻣﺎﺿﻲ‪.‬‬‫ﻣﺣﺎﻭﺭ ﺍﻟﻌﻣﻝ ﺍﻹﺻﻼﺣﻲ ﺍﻟﺫﻱ ﻗﺎﺩﻩ ﺇﻟﻰ ﺻﻳﺎﻧﺔ ﺍﻟﻣﺟﺗﻣﻊ ﺯﺍﺋﺭﻱ‬
‫ﺩ‪.‬ﻣﺴﻌﻮﺩ ﻓﻠﻮﺳﻲ‬
‫‪uc‬‬

‫ﺍﻷﺳﺋﻠﺔ‬
‫ﺍﻟﻭﺿﻌﻳﺔ ﺍﻷﻭﻟﻰ ) ﺍﻟﻔﻬﻡ ﺍﻟﻌﺎﻡ ﻟﻠﻧّﺹ (‪ 04 :‬ﻧﻘﺎﻁ‬
‫‪d‬‬

‫‪ / 1‬ﺍﻗﺗﺭﺡ ﻋﻧﻭﺍﻧﺎ ﻣﻧﺎﺳﺑﺎ ﻟﻠﻧّﺹ‪.‬‬

‫ﺳﺭ ﻛﻳﻑ ﻳﻌﻣﻝ ﺃﻋﺩﺍء ﺍﻷﻣﺔ ﻋﻠﻰ ﺗﻔﻛﻳﻙ ﺍﻟﻭﺣﺩﺓ ﺍﻟﻭﻁﻧﻳﺔ‪.‬‬ ‫‪/2‬ﻓ ّ‬
‫‪-e‬‬

‫‪ / 3‬ﺣﺩّﺩ ﻣﻥ ﺍﻟﻧّﺹ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻻﺳﺗﻣﺭﺍﺭ ﺍﻟﻭﺣﺩﺓ ﺍﻟﻭﻁﻧﻳﺔ‪.‬‬

‫‪ /4‬ﻣﺎﺫﺍ ﺗﻣﺛّﻝ ﻟﻙ ﺷﺧﺻﻳﺔ ﻋﺑﺩ ﺍﻟﺣﻣﻳﺩ ﺑﻥ ﺑﺎﺩﻳﺱ‪.‬‬
‫‪cy‬‬

‫‪ / 5‬ﺍﺷﺭﺡ ﻣﺎ ﻳﻠﻲ‪ :‬ﻛﻳﺎﻧﻬﻡ – ﺻﻳﺎﻧﺔ‪.‬‬

‫‪en‬‬

‫ﺍﻗﻠﺏ ﺍﻟﺻـﻔـﺣـﺔ ‪2/1‬‬

‫‪ency-education.com/4am‬‬
 ‫ﺍﻟﻭﺿﻌﻳﺔ ﺍﻟﺛﺎﻧﻳﺔ )ﺗﻌﻣﻳﻖ ﺍﻟﻔﻬﻡ( ‪ 08 :‬ﻧﻘﺎﻁ‬
‫‪ / 1‬ﺃﻋﺭﺏ ﻣﺎ ﺗﺣﺗﻪ ﺧﻁ ﻓﻲ ﺍﻟﻧّﺹ‪.‬‬
‫‪ / 2‬ﺑﻳّﻥ ﻣﺣﻝ ﻣﺎ ﺑﻳﻥ ﻗﻭﺳﻳﻥ ﻓﻲ ﺍﻟﻧﺹ ﻣﻥ ﺍﻹﻋﺭﺍﺏ‪.‬‬
‫ﺗﻘﻭﻳﺽ ﺍﻟﻭﺣﺩﺓ‬
‫ُ‬ ‫‪ / 3‬ﻋﻠّﻝ ﺳﺑﺏ ﺇﻋﺭﺍﺏ ﻛﻠﻣﺔ " ﺗﻘﻭﻳﺽ " ﺑﺩﻻ ﻣﺭﻓﻭﻋﺎ ﻓﻲ ﺍﻟﺟﻣﻠﺔ ﺍﻵﺗﻳﺔ‪ :‬ﻟﻡ ﻳﻛﻥ ﻟﻬﺎ ﺃﻫﺩﺍﻑ ﺇﻻﱠ‬
‫ﺍﻟﻭﻁﻧﻳﺔ ‪.‬‬ ‫ﺍﻟﻭﻁ‬
‫‪ / 4‬ﺳ ِ ّﻡ ﺍﻟﺍﻟﺻﻭﺭﺓ ﺍﻟﺑﻳﺎﻧﻳﺔ ﻓﻲ ﺍﻟﻌﺑﺎﺭﺓ ﺍﻵﺗﻳﺔ ﻭ ﺍﺷﺭﺣﻬﺎ " ﺻﻳﺎﻧﺔ ﺍﻟﻣﺟﺗﻣﻊ"‬

‫‪s‬‬
‫ﺴﻦ ﺑﺪﻳﻌﻲ‪.‬‬ ‫ﺃﻟّﻒ ﺟﻤ‬
‫ﺟﻤﻠﺔً ﻣﻔﻴﺪﺓ ﺣﻮﻝ "ﺍﻟﻮﻁﻨﻴﺔ " ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺃﺳﻠﻮﺏ ﺇﻧﺸﺎﺋﻲ ﻭ ﻣﺤ ّ‬ ‫‪/5‬‬

‫‪m‬‬
‫‪ / 6‬ﻗ ّﺩّﺭ ﻗﻳﻣﺔ ﻣﻥ ﺍﻟﻘﻳﻡ ﺍﻟﻣﻭﺟﻭﺩﺓ ﻓﻲ ﺍﻟﻧّﺹ‪.‬‬

‫‪xa‬‬
‫‪ 08‬ﻧﻘﺎﻁ‬
‫ﻹﺩﻣﺎﺟﻳﺔ ‪8 :‬‬
‫ﺍﻟﻭﺿﻌﻳﺔ ﺍﻹﺩﻣﺎﺟﻳﺔ‬

‫ﺍﻟﺠﺒﻠّﺔ‪.‬‬

‫‪/e‬‬
‫ﺍﻹﻳﻤﺎﻥ ﻭ ﻫﻮ ﺃﻣﺮ ﻳﺴﺮﻱ ﻓﻲ ﺩﻣﺎﺋﻨﺎ ﻋﻠﻰ ﺍﻟﻔﻄﺮﺓ ﻭ ِ‬
‫ﺍﻟﻮﻁﻦ ﻣﻦ ﺍﻹﻳﻤﺎ‬
‫ﺍﻟﺴﻴﺎﻕ‪ :‬ﺣﺐ ﻁﻦ‬

‫ﻲ‪َ ،‬ﻭﻟَ ْﻮ َﻻ ﺃ َ ﱠﻥ ﻗَ ْﻮ ِﻣﻲ ﺃ َ ْﺧ َﺮ ُﺟﻮﻧِﻲ ِﻣ ْﻨ ِﻚ‬

‫ﻁﻴَﺒَ ِﻚ ِﻣ ْﻦ ﺑَﻠَ ٍﺪ ﻭﺃَﺣﺒ ِﱠﻚ ﺇﻟَ ﱠ‬
‫‪c‬‬ ‫‪om‬‬
‫ﺍﻟﺴﻨﺪ‪ :‬ﻗﺎﻝ ﺭﺳﻮﻝ ﷲ ﺻﻠﻰ ﷲ ﻋﻠﻴﻪ ﻭﺳﻠﱠﻢ ِﻟ َﻤ ﱠﻜﺔَ)) َﻣﺎ ﺃ َ ْ‬
‫ﺻ ﱠﺤ َﺤﻪُ‪.‬‬ ‫ﻏﻴ َْﺮ ِﻙ‪َ ((.‬ﺭ َﻭﺍﻩُ ﺍﻟ ِﺘ ّ ْﺮ ِﻣ ِﺬ ﱡ‬
‫ﻱ َﻭ َ‬ ‫ﺳ َﻜ ْﻨﺖُ َ‬
‫َﻣﺎ َ‬
‫‪n.‬‬
‫ﻬﺎ ﻣﻦ ﺧﻼﻟﻪ ﺃﺑﻨﺎء ﺑﻠﺪﻙ ﺇﻟﻰ ﺿﺮﻭﺭﺓ ﺍﻟﺘﻤﺴﻚ ﺑﺎﻟﻮﺣﺪﺓ ﺍﻟﻮﻁﻨﻴﺔ‬ ‫ﻣﻮﺟﻬﺎ‬ ‫ﺼﺎ ﻻ ﻳﻘ ّﻞ ﻋﻦ ﺃﺭﺑﻌﺔ ﻋﺸﺮ ﻄﺮﺍ‪،‬‬
‫ﺳﻄﺮﺍ‪ ،‬ﻣﻮ ّﺟﻬ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﺔ‪ :‬ﺃﻧﺘﺞْ ﻧ ّ‬
‫ﻣﻮﺍﺭﺩﻙ ﺍﻟ ُﻤﻜﺘﺴﺒﺔ‪.‬‬
‫ِ‬ ‫ﺍﻟﻮﻁﻦ ‪ُ ،‬ﻣ ّ‬
‫ﻮﻅﻔﺎ ﻣﺎ ﺗﺮﺍﻩ ُﻣﻨﺎﺳﺒﺎ ِﻣ ْﻦ‬ ‫‪ ،‬ﻣﺤﺎﻭﻻ ﺇﻗﻨﺎﻋﻬﻢ ﺑﻀﺮﻭﺭﺓ ﺍﻟﻌﻤﻞ ﻭ ﺗﺤ ّﻤﻞ ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﺗﺠﺎﻩ ﺍﻟﻮﻁ‬
‫‪io‬‬
‫‪at‬‬
‫‪d‬‬ ‫‪uc‬‬
‫‪-e‬‬
‫‪cy‬‬
‫‪en‬‬

‫‪.....................................................................................2/2 .....................................................................................‬‬

‫‪ency-education.com/4am‬‬