Prep

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Poetry
* The Rainbow
* Composed Upon
Westminster Bridge
* The Solidary Reaper
* Blow, Blow
* If

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English Grammar Practice
* Who is the poet who wrote? ‫ذح؟‬١‫ وزت اٌمظ‬ٜ‫ِٓ اٌشبػش اٌز‬
It is William Wordsworth.
* What do you know about the poet, William Wordsworth? ‫ِبرا رؼشف ػٓ اٌشبػش؟‬
He was the first great poet of the romantic period. .ٝ‫ى‬١‫ِبٔز‬ٚ‫ اٌؼظش اٌش‬ٟ‫ُ ف‬١‫ي شبػش ػظ‬ٚ‫وبْ أ‬
He toured the countryside and came close to the life of the country people and nature.
.‫ؼخ‬١‫اٌطج‬ٚ ‫ف‬٠‫بح عىبْ اٌش‬١‫اؽزه ثؾ‬ٚ ‫ف‬٠‫ اٌش‬ٟ‫عبي ف‬
This nature love influenced his writings. .ٗ‫ وزبثبر‬ٍٝ‫ؼخ ػ‬١‫أصشد رٍه اٌطج‬
In 1843, he was crowned Poet Laureate. .ٝ‫بسٖ شبػشا ٌٍجالؽ اٌٍّى‬١‫ رُ اخز‬1843 َ‫ ػب‬ٟ‫ف‬
His main concept of poetry was that “it is a spontaneous overflow of powerful emotions”.
."‫خ‬٠ٛ‫ ٌٍّشبػش اٌم‬ٝ‫ائ‬ٛ‫ أٔٗ "رذفك ػش‬ٛ٘ ‫ ػٓ اٌشؼش‬ٝ‫غ‬١‫ِٗ اٌشئ‬ٛٙ‫وبْ ِف‬

My heart leaps up when I behold

A rainbow in the sky;
So was it when my life began;
So is it now I am a man
So be it when I shall grow old,
Or let me die!
The child is father of the Man;
And I could wish my days to be
Bound each to each by natural Piety

rainbow a multicoloured arch in the sky which appears after rains ‫ط لضػ‬ٛ‫ل‬
leaps jumps ‫مفض‬٠
behold see ٜ‫ش‬٠
bound joined together ‫ؽذ‬ٛ٠ – ُ‫ؼ‬٠
piety reverence and devotion to God ٜٛ‫اٌزم‬

* It is: ab cc ab c dd

* The poet expreses his happiness for seeing a rainbow in the sky.
.‫ اٌغّبء‬ٝ‫ط لضػ ف‬ٛ‫خ ل‬٠‫ؼجش اٌشبػش ػٓ فشؽزٗ ثشإ‬٠
* He says that his heart jumps in a happy way. .‫مفض ِٓ اٌفشؽخ‬٠ ٗ‫ي اٌشبػش أْ لٍج‬ٛ‫م‬٠

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* He felt that when he was young and it still makes him happy as an adult.
.ٗ‫ شجبث‬ٝ‫ذا ف‬١‫غؼٍٗ عؼ‬٠ ‫ضاي ٘زا‬٠ ‫ال‬ٚ ٖ‫ طغش‬ٝ‫شؼش ثزٌه ف‬٠ ْ‫وب‬
* He wishes that he will feel this when he is older as well. .‫ؼب‬٠‫ىجش أ‬٠ ‫س ػٕذِب‬ٛ‫غزّش ٘زا اٌشؼ‬٠ ْ‫ أ‬ّٕٝ‫ز‬٠
* He prefers to die if seeing a rainbow no longer made him happy.
.ٖ‫ط لضػ رغؼذ‬ٛ‫خ ل‬٠‫د اْ ٌُ رؼذ سإ‬ّٛ٠ ْ‫فؼً اٌشبػش أ‬٠
* The poet, in line 7, sums up his philosophy of life. He believes that everyone is influenced by his
childhood and that the child is Man’s first teacher or instructor.
.‫ي ٌٍشبة‬ٚ‫ اٌّؼٍُ األ‬ٛ٘ ً‫أْ اٌطف‬ٚ ٗ‫ٌز‬ٛ‫زؤصش ثطف‬٠ ‫ؼزمذ أْ وً شخض‬٠ ٛٙ‫بح ف‬١‫ اٌؾ‬ٟ‫ٍخض اٌشبػش فٍغفزٗ ف‬٠ ‫ذ اٌغبثغ‬١‫ اٌج‬ٝ‫ف‬
* Finally, the poet hopes that love and respect for God and religion will give him peace and calmness.
.‫ٕخ‬١‫اٌغى‬ٚ َ‫ّٕؾبٖ اٌغال‬٠ ‫ف‬ٛ‫ٓ ع‬٠‫اٌذ‬ٚ ٌٗ‫اؽزشاَ اال‬ٚ ‫ؤًِ اٌشبػش أْ ؽت‬٠ ،‫خ‬٠‫ب‬ٌٕٙ‫ ا‬ٝ‫ف‬
* The poet’s love for nature is reflected in these lines. .‫ؼخ‬١‫بد ؽت اٌشبػش ٌٍطج‬١‫ رٍه األث‬ٝ‫زؼؼ ف‬٠
* He talks about himself in connection with nature. .‫ؼخ‬١‫ ػاللزٗ ثبٌطج‬ٝ‫زؾذس ػٓ ٔفغٗ ف‬٠
* So long as the poet remembers nature, he feels happy. .‫شؼش ثبٌغؼبدح‬٠ ٛٙ‫ؼخ ف‬١‫ززوش اٌطج‬٠ ‫ؽبٌّب أْ اٌشبػش‬

1. Personification ‫حشخيض‬: “My heart leaps up when I behold”

* The poet gives the heart a human quality that is can jump.
2. Contrast ‫ حضاد‬/ ‫حىالض‬:
* There is a contrast between (life began) and (die).
* It makes the meaning stronger and clearer. .‫ػؼ‬ٚ‫أ‬ٚ ٜٛ‫ أل‬ٕٝ‫غؼً اٌّؼ‬٠ ٗٔ‫ا‬
3. Metaphor ‫اسخعاسة‬: “Bound each to each”
* The poet describes life as chain which is joined together.
4. Poradox: “The child is father of the Man”
* The poet uses a statement that seems to be abused, but having a reasonable and sensible meaning.
.ُ١‫ؽى‬ٚ ‫ي‬ٛ‫ ِؼم‬ٕٝ‫ب ِؼ‬ٌٙ ٓ‫ٍىخ ٌى‬ٙ‫ ِغز‬ٚ‫غزخذَ اٌشبػش عٍّخ رجذ‬٠
5. Repetition:
* In the third, fourth and fifth lines, the word (So) is repeated three times.
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1. What does Wordsworth think about the rainbow? ‫ما سأِ اٌشاعش فّ لُس لزح؟‬
He believes that man change from a baby into a man, a father and dies, but the rainbow doesn’t
change. .‫ش‬١‫زغ‬٠ ‫ط لضػ ال‬ٛ‫د ٌىٓ ل‬ّٛ٠ ُ‫ أة ص‬ٌٝ‫ ثبٌغ صُ ا‬ٌٝ‫ي ِٓ ؽفً ا‬ٛ‫زؾ‬٠ ْ‫ؼزمذ أْ االٔغب‬٠
2. Why did Wordsworth write “The Rainbow”? ‫ٌمارا وخب اٌشاعش اٌمظيذة؟‬
To describe his admiration of a natural Phenomenon which is the rainbow.
.‫ط لضػ‬ٛ‫ ل‬ٝ٘ٚ ‫خ‬١‫ؼ‬١‫ظف اػغبثٗ ثظب٘شح ؽج‬١ٌ
3. When do you think the poet first heard a song about rainbows?
‫ مخّ سمع اٌشاعش أغىيت عه لُس لزح ألَي مشة؟‬،‫فّ سأيه‬
When he was a child. .‫ػٕذِب وبْ ؽفال‬
4. Why does the heart of the poet leap up when he sees a rainbow in the sky?
‫ٌمارا يمفز لٍب اٌشاعش فشدا عىذما يشِ لُس لزح فّ اٌسماء؟‬

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English Grammar Practice
 Because the rainbow symbolizes the continuation in the poet’s life who saw the same rainbow
when he was a child. So, his heart leaps up.
.ٗ‫فشػ لٍج‬٠ ‫ ٌزا‬.‫ط ػٕذِب وبْ ؽفال‬ٛ‫ ٔفظ اٌم‬ٜ‫ سأ‬ٜ‫بح اٌشبػش اٌز‬١‫خ ؽ‬٠‫ اعزّشاس‬ٌٝ‫شِض ا‬٠ ‫ط لضػ‬ٛ‫الْ ل‬
5. What is the central idea of Wordsworth’s “The Rainbow”?
‫ما اٌفىشة اٌشئيسيت ٌٍمظيذة؟‬
It’s that the sort of person we are when we’re young determines the sort of person we grow up
to be. The poet compares himself in connection with nature. The poet expresses his love for nature.
.‫ؼخ‬١‫ؼجش اٌشبػش ػٓ ؽجٗ ٌٍطج‬٠ .‫ؼخ‬١‫ٓ اٌطج‬١‫ث‬ٚ ٗ‫ٓ ٔفغ‬١‫مبسْ اٌشبػش ث‬٠ .‫ىجش‬٠ ‫زٗ ػٕذِب‬١‫ػ‬ٛٔ ‫خ اٌشخض وطفً رؾذد‬١‫ػ‬ٛٔ
6. How is The Rainbow a good example of the romantic poetry?
‫ويف حعخبش حٍه اٌمظيذة مثاي ٌٍشعش اٌشَماوخيىّ؟‬
The poem is about the love of nature. .‫ؼخ‬١‫ذح ػٓ ؽت اٌطج‬١‫اٌمظ‬
The poet talks about himself alone. .ٗ‫زؾذس اٌشبػش ػٓ ٔفغ‬٠
The poet talks about a personal experience and the topic is popular.
.‫ع شبئغ‬ٛ‫ػ‬ِٛٚ ‫خ‬١‫زؾذس اٌشبػش ػٓ رغشثخ شخظ‬٠
7. What kind of language is used in the poem? ‫ما وُع اٌٍغت اٌمسخخذمت فّ اٌمظيذة؟‬
The language used is simple but beautiful. .‫ٍخ‬١ّ‫طخ ٌىٓ ع‬١‫اٌٍغخ ثغ‬
8. How does the poet make a clever comparison between man and nature?
‫ويف يعمذ اٌشاعش مماسوت رويت بيه االوسان َاٌطبيعت؟‬
Nature doesn’t change while man can change and die. .‫د‬ّٛ٠ٚ ‫ش‬١‫زغ‬٠ ْ‫ّٕب االٔغب‬١‫ش ث‬١‫ؼخ ال رزغ‬١‫اٌطج‬
9. How does William Wordsworth show his love for the nature in (The Rainbow)?
‫ويف يبيه اٌشاعش دبً ٌٍطبيعت؟‬
He is happy when he sees a rainbow in the sky. .‫ اٌغّبء‬ٝ‫ط لضػ ف‬ٛ‫ ل‬ٜ‫ش‬٠ ‫ذا ػٕذِب‬١‫ظجؼ عؼ‬٠
10. How does the poet show continuity in man’s life? ‫ويف يبيه اٌشاعش اسخمشاسيت دياة االوسان؟‬
He says that man changes and dies. .‫د‬ّٛ٠ٚ ‫ش‬١‫زغ‬٠ ْ‫ي أْ االٔشب‬ٛ‫م‬٠
11. How is the poet’s religious tendency clear in the poem? ‫ما اٌميً اٌذيىّ ٌٍشاعش فّ اٌمظيذة؟‬
He shows great love and respect for nature. .‫ؼخ‬١‫اؽزشاِٗ ٌٍطج‬ٚ ٗ‫ٓ اٌشبػش ؽج‬١‫ج‬٠
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My heart leaps up when I behold

A rainbow in the sky;
So was it when my life began;
So is it now I am a man
So be it when I shall grow old,
Or let me die!
The child is father of the Man;
And I could wish my days to be
Bound each to each by natural Piety
1. Paraphrase the above lines.
2. Pick out a contrast.

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3. Find a personification.
4. Give the meaning of: rainbow, leaps and piety.
5. What’s the name of the poet?
6. What’s the religious theme of the poem?
7. What is the main idea of the poem?
8. What comparison does the poet make between man and nature?
9. How does the poet show his religious side of character?
10. What is the rhyme scheme of the poem?
11. How does the poet feel when he sees nature?
12. What’s the poet’s philosophy in life?
13. What does the poet hope at the end of the poem?
14. What does Wordsworth think about the rainbow?
15. Why did Wordsworth write “The Rainbow”?
16. When did the poet first hear a song about rainbows?
17. Why does the heart of the poet leap up when he sees a rainbow in the sky?
18. How is The Rainbow a good example of the romantic poetry?
19. What kind of language is used in the poem?
20. How does the poet make a clever comparison between man and nature?
21. How does William Wordsworth show his love for the nature in (The Rainbow)?
22. How does the poet show continuity in man’s life?

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English Grammar Practice
* Who is the poet who wrote? ‫ذح؟‬١‫ وزت اٌمظ‬ٜ‫ِٓ اٌشبػش اٌز‬
It is William Wordsworth.
* What do you know about the poet, William Wordsworth? ‫ِبرا رؼشف ػٓ اٌشبػش؟‬
He was the first great poet of the romantic period. .ٝ‫ى‬١‫ِبٔز‬ٚ‫ اٌؼظش اٌش‬ٟ‫ُ ف‬١‫ي شبػش ػظ‬ٚ‫وبْ أ‬
He toured the countryside and came close to the life of the country people and nature.
.‫ؼخ‬١‫اٌطج‬ٚ ‫ف‬٠‫بح عىبْ اٌش‬١‫اؽزه ثؾ‬ٚ ‫ف‬٠‫ اٌش‬ٟ‫عبي ف‬
This nature love influenced his writings. .ٗ‫ وزبثبر‬ٍٝ‫ؼخ ػ‬١‫أصشد رٍه اٌطج‬
In 1843, he was crowned Poet Laureate. .ٝ‫بسٖ شبػشا ٌٍجالؽ اٌٍّى‬١‫ رُ اخز‬1843 َ‫ ػب‬ٟ‫ف‬
His main concept of poetry was that “it is a spontaneous overflow of powerful emotions”.
."‫خ‬٠ٛ‫ ٌٍّشبػش اٌم‬ٝ‫ائ‬ٛ‫ أٔٗ "رذفك ػش‬ٛ٘ ‫ ػٓ اٌشؼش‬ٝ‫غ‬١‫ِٗ اٌشئ‬ٛٙ‫وبْ ِف‬

Earth has not anything to show more fair:

Dull would he be of soul who could pass by
A sight so touching in its majesty:
This City now doth, like a garment, wear
The beauty of the morning; silent, bare,
Ships, towers, domes, theatres, and temples lie
Open unto the fields, and to the sky;
All bright and glittering in the smokeless air.
Never did sun more beautifully steep
In his first splendour, valley, rock, or hill;
Ne'er saw I, never felt, a calm so deep!
The river glideth at his own sweet will:
Dear God! the very houses seem asleep;
And all that mighty heart is lying still!

fair beautiful ً١ّ‫ع‬

dull not lively ‫ت‬١‫وئ‬
soul Man’s moral and emotional nature ‫ػ – إٌفظ‬ٚ‫اٌش‬
sight view ‫ِٕظش‬

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 touching affecting the emotions ‫ِؾشن ٌٍّشبػش‬
majesty greatness ‫ػظّخ‬
garment cloak, clothing ‫ػجبءح‬
bare plain, simple ٜ‫ – ػبس‬ٌٝ‫خب‬
temples buildings dedicated to the worship of God ‫ِؼبثذ‬
glittering shining, sparkling ‫الِغ‬
steep to involve or be involved deeply in ٝ‫شزشن ف‬٠
splendour magnificence ‫ػخ‬ٚ‫س‬
valley an elongated depression between hills or mountains ٜ‫اد‬ٚ
glideth moves slowly along ‫زؾشن ثجؾء‬٠
mighty having or showing superior power or strength ُ١‫ػظ‬

* It is: a b b aa bb a c d c d c d.

* According to the poet, this is the most beautiful scene on earth.

.‫ األسع‬ٍٝ‫ذ ػ‬ٙ‫ أعًّ ِش‬ٛ٘ ‫ اٌشبػش ٘زا‬ٜ‫ؽجمب ٌشأ‬
* Anyone who passes by and does not observe or feel this beauty must be an unhappy person,
because the sight and atmosphere are so impressive.
.ٓ٠‫ش‬ٙ‫ ِج‬ٛ‫اٌغ‬ٚ ‫ذ ألْ إٌّظش‬١‫ش عؼ‬١‫ْ شخظب غ‬ٛ‫ى‬١‫ذ ع‬١‫شؼش ثغّبٌٗ ثبٌزؤو‬٠ ٚ‫ذ أ‬ٙ‫الؽع ٘زا اٌّش‬٠ ‫ال‬ٚ ‫ّش‬٠ ‫ شخض‬ٜ‫أ‬
* The beauty of the morning is the cloak that the city is wearing.
.‫ٕخ‬٠‫ب اٌّذ‬ٙ٠‫ رشرذ‬ٝ‫ اٌؼجبءح اٌز‬ٝ‫عّبي اٌظجبػ ف‬
* In the morning, the beauty is striking in its simplicity. .ٗ‫ ثغبؽز‬ٝ‫جشص ٘زا اٌغّبي ف‬٠ ‫ اٌظجبػ‬ٝ‫ف‬
* When you look at the open fields, beyond them you can see ships sailing on the river, towers of
churches, domes, theatres and temples.
.‫اٌّؼبثذ‬ٚ ‫اٌمجت صاٌّغبسػ‬ٚ ‫أثشاط اٌىٕبئظ‬ٚ ‫ش‬ٌٕٙ‫ ا‬ٝ‫ب عفٓ رجؾش ف‬ٙ‫ خٍف‬ٜ‫ي اٌشبعؼخ عزش‬ٛ‫ اٌؾم‬ٌٝ‫ػٕذِب رٕظش ا‬
* One can also see beyond all these the beautiful open view of the sky.
.ً١ّ‫ ِب خٍف ٘زا إٌّظش اٌغ‬ٜ‫ش‬٠ ْ‫غ اٌفشد أ‬١‫غزط‬٠
* What makes the view really more interesting and more beautiful is the pure, smokeless air.
.‫ ِٓ األدخٕخ‬ٌٝ‫ اٌخب‬ٟ‫اء إٌم‬ٌٛٙ‫ ا‬ٛ٘ ً١ّ‫ع‬ٚ ‫ك‬١‫غؼً إٌّظش ش‬٠ ‫ِب‬
* It makes everything look bright and shining. .‫ثشالب‬ٚ ‫ الِؼب‬ٚ‫جذ‬٠ ‫ء‬ٟ‫غؼً وً ئ‬٠ ٛٙ‫ف‬
* Man has never seen such a beautiful sun spreading its rays everywhere.
.ْ‫ وً ِىب‬ٝ‫ب ف‬ٙ‫ رٕضش أشؼز‬ٝ‫ٍخ اٌز‬١ّ‫ رٍه اٌشّظ اٌغ‬ٜ‫غجك ٌشخض أْ سأ‬٠ ٌُ
* It covers everything: valleys, rocks and hills. .‫اٌزالي‬ٚ ‫س‬ٛ‫اٌظخ‬ٚ ْ‫ب‬٠‫د‬ٌٛ‫ ا‬:‫ء‬ٟ‫ وً ئ‬ٝ‫ رغط‬ٝٙ‫ف‬
* Among all this, one has never seen or felt such a deep silence.
.ْٛ‫زا اٌغى‬ٙ‫ شؼش ث‬ٚ‫ االٔغبْ أ‬ٜ‫غجك أْ سأ‬٠ ٌُ ،ٍٗ‫ٓ ٘زا و‬١‫ث‬ٚ
* Even the river flows or runs on its own way and its own will.
.‫ثبسادرٗ اٌخبطخ‬ٚ ‫ ِغبسٖ اٌخبص‬ٝ‫ ف‬ٜ‫غش‬٠ٚ ‫زذفك‬٠ ‫ش‬ٌٕٙ‫ ا‬ٝ‫ؽز‬
* Dear God! All the people seem asleep and so does the powerful, industrial world.
.ُ‫ ٔبئ‬ٝ‫وزٌه اٌؼبٌُ اٌظٕبػ‬ٚ ٓ١ّ‫غ إٌبط ٔبئ‬١ّ‫ أْ ع‬ٚ‫جذ‬٠ !ٌٝٙ‫ب ا‬٠

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English Grammar Practice
1. Personification ‫حشخيض‬:
* The poet dresses the city in a garment and gives it a heart, makes the sun "in his first splendour"
a benefactor and bestows on the river a will of its own.
2. Alliteration ‫جىاس‬: Dull would he be of soul who could pass by
A sight so touching in its majesty
3. Simile ً‫حشبي‬: This City now doth like a garment wear
The beauty of the morning silent, bare:
* The poet compares beauty to a garment.
4. Metaphor ‫اسخعاسة‬: Dear God! the very houses seem asleep;
* The poet compares houses to a creature that sleeps.
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1. What is the main idea of the poem? ‫ما اٌفىشة اٌشئيسيت ٌٍمظيذة؟‬
The poet expresses the effect of his looking at London from Westminster Bridge.
.ٜ‫ثش‬ٛ‫ق اٌى‬ٛ‫خ ٌٕذْ ِٓ ف‬٠‫ؼجش اٌشبػش ػٓ رؤصشٖ ثشإ‬٠
2. What is the religious theme of the poem? ‫ما اٌمُضُع اٌذيىّ ٌٍمظيذة؟‬
The beautiful scenery makes the poet appeal to God whose presence is seen and felt in the
beautiful scenery both man-made and God-made.
.ْ‫ االٔغب‬ٚ‫اء وبٔذ ِٓ طٕغ هللا أ‬ٛ‫ٍخ ع‬١ّ‫ؼخ اٌغ‬١‫ اٌطج‬ٝ‫دٖ ف‬ٛ‫ع‬ٚ ٍٝ‫زغ‬٠ ٜ‫ هللا اٌز‬ٌٝ‫زؼشع ا‬٠ ‫غؼً اٌشبػش‬٠ ً١ّ‫ اٌغ‬ٝ‫ؼ‬١‫إٌّظش اٌطج‬
3. What kind of poem is "Composed upon Westminster Bridge"?
‫أِ وُع مه اٌمظائذ حىُن حٍه اٌمظيذة؟‬
It is an Italian sonnet, written in iambic pentameter with ten syllables per line.
4. What is the significance of the title of William Wordsworth's poem "Composed upon
Westminster? ‫ذح؟‬١‫اْ اٌمظ‬ٕٛ‫ِب دالٌخ ػ‬
He describes the image of London he and his sister saw as they travelled across the bridge early
in the morning. .‫ اٌظجبػ اٌجبوش‬ٝ‫ ف‬ٜ‫ثش‬ٛ‫ٓ ػجش اٌى‬٠‫ُ٘ ِغبفش‬ٚ ٗ‫أخز‬ٚ ٛ٘ ‫ّٕب سآ٘ب‬١‫ظف اٌشؼش ٌٕذْ ث‬٠
5. What is Wordsworth's attitude towards the city of London in his poem "Composed upon
Westminster? ‫ذح؟‬١‫ اٌمظ‬ٝ‫ٕخ ٌٕذْ ف‬٠‫ ِذ‬ٛ‫ِب ارغبٖ اٌشبػش ٔؾ‬
The poems expressing his love and wonder for the countryside and nature.
.‫ؼخ‬١‫اٌطج‬ٚ ‫ف‬٠‫اػغبثٗ ثبٌش‬ٚ ٗ‫ؼجش اٌشبػش ػٓ ؽج‬٠
6. Why is there no mention of the people in London in the poem 'Composed upon Westminster
Bridge”? ‫ذح؟‬١‫ اٌمظ‬ٟ‫زوش اٌشبػش عىبْ ٌٕذْ ف‬٠ ٌُ ‫ٌّبرا‬
Because the subject is the comparison of the city’s calm in the early morning (before people are
out of bed) to the calm of nature:
.‫ؼخ‬١‫مبظ إٌبط ثغّبي اٌطج‬١‫ اٌظجبػ لجً اعز‬ٝ‫ٕخ ف‬٠‫ء اٌّذ‬ٚ‫ ِمبسٔخ ٘ذ‬ٛ٘ ‫ع‬ٛ‫ػ‬ٌّٛ‫الْ ا‬
7. According to Wordsworth, how does London look from Westminster Bridge?
‫ ويف حبذَ ٌىذن مه اٌجسش؟‬،‫طبما ٌٍشاعش‬
He describes it as "touching in its majesty," and says its beauty is the equal of any vista in nature.
.‫ؼخ‬١‫ ػٕظش ِٓ ػٕبطش اٌطج‬ٜ‫زمبسة ِٓ عّبي ا‬٠ ‫زب‬ٌٙ‫أْ عّب‬ٚ ‫ب رؾشن اٌّشبػش‬ٙٔ‫ أ‬ٍٝ‫ب اٌشبػش ػ‬ٙ‫ظف‬٠
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8
 1. Earth has not anything to show more fair:
Dull would he be of soul who could pass by
A sight so touching in its majesty:
This City now doth, like a garment, wear
The beauty of the morning; silent, bare,
Ships, towers, domes, theatres, and temples lie
Open unto the fields, and to the sky;
a. Paraphrase the above lines.
b. pick out a figure of speech.
c. How does the poet shock the reader in the first line?
d. What’s the name of the poet?
e. Give the meanings of “garment”, “majesty” and “fair”.
f. What is the religious theme of the poem?
2. All bright and glittering in the smokeless air.
Never did sun more beautifully steep
In his first splendour, valley, rock, or hill;
Ne'er saw I, never felt, a calm so deep!
The river glideth at his own sweet will:
Dear God! the very houses seem asleep;
And all that mighty heart is lying still!
a. Paraphrase the above lines.
b. pick out a figure of speech.
c. Give the meanings of “steep”, “glideth” and “splendour”.
d. What kind of poem is "Composed upon Westminster Bridge"?
e. What is the significance of the title "Composed upon Westminster Bridge”?
f. What is the poet’s attitude towards London?

9
English Grammar Practice
* Who is the poet who wrote “The Solitary Reaper”? ‫ذح؟‬١‫ وزت اٌمظ‬ٜ‫ِٓ اٌشبػش اٌز‬
It is William Wordsworth.
* What do you know about the poet, William Wordsworth? ‫ِبرا رؼشف ػٓ اٌشبػش؟‬
He was the first great poet of the romantic period. .ٝ‫ى‬١‫ِبٔز‬ٚ‫ اٌؼظش اٌش‬ٟ‫ُ ف‬١‫ي شبػش ػظ‬ٚ‫وبْ أ‬
He toured the countryside and came close to the life of the country people and nature.
.‫ؼخ‬١‫اٌطج‬ٚ ‫ف‬٠‫بح عىبْ اٌش‬١‫اؽزه ثؾ‬ٚ ‫ف‬٠‫ اٌش‬ٟ‫عبي ف‬
This nature love influenced his writings. .ٗ‫ وزبثبر‬ٍٝ‫ؼخ ػ‬١‫أصشد رٍه اٌطج‬
In 1843, he was crowned Poet Laureate. .ٝ‫بسٖ شبػشا ٌٍجالؽ اٌٍّى‬١‫ رُ اخز‬1843 َ‫ ػب‬ٟ‫ف‬
His main concept of poetry was that “it is a spontaneous overflow of powerful emotions”.
."‫خ‬٠ٛ‫ ٌٍّشبػش اٌم‬ٝ‫ائ‬ٛ‫ أٔٗ "رذفك ػش‬ٛ٘ ‫ ػٓ اٌشؼش‬ٝ‫غ‬١‫ِٗ اٌشئ‬ٛٙ‫وبْ ِف‬
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

solitary single / lonely ‫ذ‬١‫ؽ‬ٚ

reaper a person who reaps or cuts the wheat ‫ رمطغ اٌضسع‬ٝ‫اٌجٕذ اٌز‬
behold look at ٌٝ‫ٕظش ا‬٠
single alone ‫ذ‬١‫ؽ‬ٚ
yon there ‫ٕ٘بن‬
highland a mountainous ٍٝ‫عج‬
lass girl ‫ثٕذ‬
reaping cutting the grain ‫رمطغ اٌضسع‬
binds the grain ties the grain together ‫ب‬٠ٛ‫ة ع‬ٛ‫رؼُ اٌؾج‬
grain seeds ‫س‬ٚ‫اٌجز‬
melancholy sad ٓ٠‫ؽض‬
strain song ‫خ‬١ٕ‫أغ‬
vale valley ٜ‫اد‬ٚ
profound deep ‫ك‬١ّ‫ػ‬
overflowing spread ‫رٕزشش‬
plaintive sad – sorrowful ٓ٠‫ؽض‬
numbers words ‫وٍّبد‬
humble simple ‫ؾ‬١‫ثغ‬
lay song ‫خ‬١ٕ‫أغ‬
matter problems ‫س – ِشىالد‬ِٛ‫أ‬
natural ordinary ٜ‫ – ػبد‬ٝ‫ؼ‬١‫ؽج‬
sorrow sadness ْ‫اٌؾض‬
pain bodily or mental suffering ٌُ‫أ‬

10
 theme a subject on which a person writes or speaks ‫ع‬ٛ‫ػ‬ِٛ
maiden girl ‫ ثٕذ‬- ‫ذح‬١‫ع‬
sickle a tool used for reaping wheat ‫اٌخ ٌمطغ اٌمّؼ‬
motionless not moving ‫زؾشن‬٠ ‫صبثذ – ال‬
mounted climbed ‫ظؼذ‬٠ – ‫زغٍك‬٠
bore carried ًّ‫لبَ ثؾ‬

Behold her, single in the field,

Yon solitary Highland lass!
Reaping and singing by herself;
Stop here, or gently pass!
Alone she cuts and binds the grain,
And sings a melancholy strain;
O listen! For the vale profound
Is overflowing with the sound

* The poet asks the reader to look at the Scottish girl reaping and singing alone in the field.
.ً‫ اٌؾم‬ٝ‫ؽذ٘ب ف‬ٚ ٕٝ‫رغ‬ٚ ‫ رؾظذ اٌمّؼ‬ٝ‫خ اٌز‬٠‫ اٌفزبح االعىزٍٕذ‬ٌٝ‫ٕظش ا‬٠ ْ‫ء أ‬ٜ‫طٍت اٌشبػش ِٓ اٌمبس‬٠
* He asks us either to stop to listen to her or to pass quietly so as not disturb her.
.‫ب‬ٙ‫ْ أْ ٔضػغ‬ٚ‫ء د‬ٚ‫ذ‬ٙ‫ أْ ّٔش ث‬ٚ‫ اٌفزبح أ‬ٌٝ‫لف ٌٕغزّغ ا‬ٛ‫طٍت اٌشبػش ِٕب اِب أْ ٔز‬٠
* She is alone in the field cutting the wheat and piling it together while singing a sad song.
.‫ب‬ٙ‫ز‬١ٕ‫ اغ‬ٕٝ‫ّٕب رغ‬١‫ؼٗ ث‬١ّ‫َ ثزغ‬ٛ‫رم‬ٚ ‫ذح رمطغ اٌمّؼ‬١‫ؽ‬ٚ ‫اٌفزبح‬
* The echoing of her song spreads and fills the whole valley.
.ٍٗ‫ و‬ٜ‫اد‬ٌٛ‫ّأل ا‬٠ٚ ‫ٕزشش‬٠ ‫خ‬١ٕ‫ األغ‬ٜ‫طذ‬

No nightingale did ever chant

More welcome notes to weary bands
Of travellers in some shady haunt,
Among Arabian sands:
A voice so thrilling ne'er was heard
In spring time from the cuckoo bird
Breaking the silence of the seas
Among the farthest Hebrides

11
English Grammar Practice
* The poet tells us that the voice of the singing girl is much sweeter than that of the lovely
nightingale. .ً١ّ‫ت اٌغ‬١ٌ‫د اٌؼٕذ‬ٛ‫د اٌفزبح أػزة ِٓ ط‬ٛ‫خجشٔب اٌشبػش أْ ط‬٠
* Her song is a comfort and a relief to the travellers across the Arabian Desert as it tells them that
they have at last reached a cool shady place after traveling so long in the hot desert.
ٝ‫ً ف‬٠ٛ‫ ِىبْ ِظًٍ ثؼذ عفش ؽ‬ٌٝ‫ا ا‬ٍٛ‫ط‬ٚ ‫ُ لذ‬ٙٔ‫ب رخجشُ٘ أ‬ٙٔ‫ أل‬ٞ‫ اٌظؾشاء اٌىجش‬ٝ‫ٓ ف‬٠‫اعزشخبء ٌٍّغبفش‬ٚ ‫ب ِظذس ساؽخ‬ٙ‫ز‬١ٕ‫أغ‬
.‫اٌظؾشاء‬
* Her voice is also more beautiful than that of a cuckoo which disturbs the silence of Hebrides
islands announcing coming of the lovely spring.
.ً١ّ‫غ اٌغ‬١‫َ اٌشث‬ٚ‫ىغش طّذ اٌغضس ِؼٍٕب لذ‬٠ ٜ‫اق اٌز‬ٛ‫ل‬ٌٛ‫د ؽبئش ا‬ٛ‫ب أعًّ ِٓ ط‬ٙ‫ر‬ٛ‫ط‬

Will no one tell me what she sings?

Perhaps the plaintive numbers flow
For old, unhappy, far-off things,
And battles long ago:
Or is it some more humble lay,
Familiar matter of today?
Some natural sorrow, loss, or pain,
That has been, and may be again?

* As the girl was singing in Scottish, the poet couldn't understand the song because of the sad tone.
.‫ٕخ‬٠‫خ ثغجت إٌجشح اٌؾض‬١ٕ‫ُ األغ‬ٙ‫ف‬٠ ْ‫غزطغ اٌشبػش أ‬٠ ٌُ ،‫خ‬٠‫ ثبٌٍغخ االعىزٍٕذ‬ٕٝ‫ألْ اٌجٕذ وبٔذ رغ‬
* He thought that she might have been singing a sad ballad about ancient tragedies or battles or she
might have been singing a very simple song about the happenings of today; sorrow, sadness or
pain that happens daily.
ٓ‫طخ ػ‬١‫خ ثغ‬١ٕ‫ أغ‬ٕٝ‫ب وبٔذ رغ‬ٙٔ‫ أ‬ٚ‫ اٌّؼبسن أ‬ٚ‫ّخ أ‬٠‫بد اٌمذ‬٠‫ذ‬١‫ٕخ ػٓ اٌزشاع‬٠‫خ ؽض‬١ٕ‫ أغ‬ٕٝ‫اػزمذ اٌشبػش أْ اٌفزبح سثّب وبٔذ رغ‬
.ٌُ‫ األ‬ٚ‫ أ‬ٝ‫ األع‬ٚ‫خ ِضً اٌؾضْ أ‬١ٌ‫أؽذاس ؽب‬

What'er the theme, the maiden sang

As if her song could have no ending;
I saw her singing at her work,

12
 And o'er the sickle bending;
I listen'd motionless still;
And, as I mounted up the hill,
The music in my heart I bore,
Long after it was heard no more.

* The poet says that although he couldn't understand the song, he stopped to listen without moving.
.‫ْ رؾشن‬ٚ‫غّغ ثذ‬٠ ٝ‫لف ٌى‬ٛ‫خ ٌزا ر‬١ٕ‫ُ وٍّبد األغ‬ٙ‫ف‬٠ ٌُ ٗٔ‫ي اٌشبػش أ‬ٛ‫م‬٠
* When he started moving away climbing the hill, the song remained in his ear and heart for a long
time. The music in his heart makes him recollect the song.
‫غزشعغ‬٠ ٗ‫ لٍجٗ عؼٍز‬ٝ‫ ف‬ٝ‫م‬١‫ع‬ٌّٛ‫ا‬ٚ .ً٠ٛ‫لذ ؽ‬ٌٛ ٗ‫لٍج‬ٚ ٗ١ٔ‫ أر‬ٝ‫خ رزشدد ف‬١ٕ‫ ظٍذ األغ‬،ً‫ اٌز‬ٍٝ‫ اٌزؾشن أػ‬ٝ‫ػٕذِب ثذأ اٌشبػش ف‬
.‫خ‬١ٕ‫األغ‬
* This brings us back to the poet's concept of poetry "It is recollection of the experience which
inspires the poet"
."‫ُ اٌشبػش‬ٍٙ‫ ر‬ٝ‫ اعزذػبء ٌٍخجشاد اٌز‬ٛ٘ٚ" :‫َ اٌشبػش ػٓ اٌشؼش‬ٛٙ‫ ِف‬ٌٝ‫ذٔب ا‬١‫ؼ‬٠ ‫٘زا‬
* The girl in the field represents the immortal nature. .‫ؼخ اٌخبٌذح‬١‫ اٌطج‬ٌٝ‫ اٌؾمً رشِض ا‬ٝ‫اٌفزبح ف‬
* The poet compares nature to her endless song while he represents the mortal man because he dies.
.‫د‬ّٛ٠ ٗٔ‫ أل‬ٝٔ‫ االٔغبْ اٌفب‬ٌٝ‫شِض ا‬٠ ٛ٘ ‫ّٕب‬١‫ب ث‬ٌٙ ‫خ‬٠‫ب‬ٙٔ ‫ ال‬ٝ‫ب اٌز‬ٙ‫ز‬١ٕ‫ؼخ ثؤغ‬١‫شجٗ اٌشبػش اٌطج‬٠
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

1. Contrast:
* “stop” and “pass”
* “long ago” and “today”
* “high land” and “valley”
* “seas” and “sands”
* “motionless” and “mounted up”
* The poet used those opposite words to make the meaning clear.
2. Simile: "As if her song has no ending"
* The poet compares the girl's song to an endless thing using the word as.
3. Personification:
"The music in my heart I bore,
Long after it was heard no more"
* The poet personifies his heart as a person who can carry things.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

1. What does the poem consist of? ‫مم حخىُن اٌمظيذة؟‬

It consists of four stanzas of eight lines each.
2. What was Wordsworth mainly interested in? ‫ما اٌزِ يٍخم بً اٌشاعش؟‬
He was mainly interested in man in relation to nature. .‫ؼخ‬١‫ػاللزٗ ثبٌطج‬ٚ ْ‫زُ ثبالٔغب‬ٙ٠

13
English Grammar Practice
3. What would this poem show if translated into a painting?
‫مارا سُف حبيه حٍه اٌمظيذة ٌُ حم حذُيٍٍا اٌّ ٌُدت فىيت؟‬
It would show a vast landscape with a human figure as a central focal point.
.ْ‫عطٗ أغب‬ٛ‫ز‬٠ ٝ‫ؼ‬١‫ف رؼشع ِٕظش ؽج‬ٛ‫ع‬
4. What are the elements of romanticism in the poem?
‫ما ٌّ عىاطش اٌشَماوخيىيت فّ اٌمظيذة؟‬
Aloneness: single / solitary / alone / by herself.
Sadness: unhappy / sorrow / pain / motionless / loss.
Talking about nature: field / grain / valley / spring / high land / seas / sands.
Talking about strange things: Nightingale in Arabia / Cuckoo in the Hebrides
5. The girl in the field represents Man in the world and in time. Discuss.
.‫ والش رٌه‬.‫حشمز اٌفخاة فّ اٌذمً اٌّ االوسان فّ اٌعاٌم َاٌزمه‬
The girl is standing alone in the field which represents Man living a lonely life.
.‫ذح‬١‫ؽ‬ٚ ‫بح‬١‫ش ؽ‬١‫ؼ‬٠ ٜ‫ االٔغبْ اٌز‬ٌٝ‫رشِض ا‬ٚ ً‫ اٌؾم‬ٝ‫ذح ف‬١‫ؽ‬ٚ ‫رمف اٌفزبح‬
She also remains working and singing which represents immortal life while Man listens to her
and goes as man can be considered mortal.
.ٝٔ‫ الْ االٔغبْ فب‬ٝ‫ّؼ‬٠ ُ‫ب ص‬ٙ١ٌ‫غزّغ ا‬٠ ْ‫ّٕب االٔغب‬١‫بح اٌخبٌذح ث‬١‫ اٌؾ‬ٌٝ‫ ٌزشِض ا‬ٕٝ‫رغ‬ٚ ًّ‫رظً اٌفزبح رؼ‬
6. Does the poet understand the song? Why? ‫ًٌ يفٍم اٌشاعش األغىيت؟ ٌمارا؟‬
No, he doesn't understand it because the girl was singing in Scottish dialect.
.‫خ‬٠‫ ثٍىٕخ اعىزٍٕذ‬ٕٝ‫ب ألْ اٌفزبح رغ‬ّٙٙ‫ف‬٠ ‫ ال‬ٛ٘ ‫ال‬
7. What does the poet compare the girl's voice to? ‫بمارا يماسن اٌشاعش طُث اٌفخاة؟‬
The poet compares her voice to that nightingale and the cuckoo.
.‫اق‬ٛ‫ل‬ٌٛ‫ا‬ٚ ‫ت‬١ٌ‫د اٌؼٕذ‬ٛ‫ب ثظ‬ٙ‫ر‬ٛ‫مبسْ اٌشبػش ط‬٠
He says that the girl's voice is even sweeter and more beautiful than their voices.
.‫ّب‬ٙ١‫ر‬ٛ‫ثخ ِٓ ط‬ٚ‫ب أوضش ػز‬ٙ‫ر‬ٛ‫ي اٌشؼش أْ ط‬ٛ‫م‬٠
8. What does the nightingale say in its song? ‫مارا يمُي اٌعىذٌيب فّ أغىيخً؟‬
Its song tells tired travelers that they have reached a cool pleasant shady place after a hot
exhausting journey in the Arabian deserts.
.‫خ‬١‫ اٌؼشث‬ٜ‫ اٌظؾبس‬ٝ‫ً ثؼذ سؽٍخ ِش٘مخ ف‬١ّ‫ع‬ٚ ًٍ‫ ِىبْ ِظ‬ٌٝ‫ا ا‬ٍٛ‫ط‬ٚ ‫ُ لذ‬ٙٔ‫ٓ أ‬١‫ٓ اٌّزؼج‬٠‫زٗ اٌّغبفش‬١ٕ‫رخجش أغ‬
9. Why does the cuckoo bird break the silence of the sea? ‫ٌمارا يىسش طائش اٌُلُاق طمج اٌبذاس؟‬
It breaks the silence of the sea to announce the arrival of spring. .‫غ‬١‫َ اٌشث‬ٚ‫ؼٍٓ لذ‬٠ ٝ‫ٌى‬
10. What does the poet say the song may be about? ‫مارا يعخمذ اٌشاعش أن حىُن األغىيت بخظُص؟‬
He says she may be singing a sad song about old tragedies or battles or a present sorrow which
has happened and may happen again.
.‫ؾذس ِغذدا‬٠ ‫لذ‬ٚ ‫ ؽذس‬ٜ‫ اٌز‬ٌٝ‫ اٌؾضْ اٌؾب‬ٚ‫ّخ أ‬٠‫اٌّؼبسن اٌمذ‬ٚ ٝ‫ ػٓ اٌّآع‬ٕٝ‫ي أْ اٌفزبح سثّب رغ‬ٛ‫م‬٠
11. Why does the poet say the song is endless? ‫ٌمارا يمُي اٌشاعش أن األغىيت خاٌذة؟‬
Because he carried the music in his heart even when he went up the hill and could hear her
voice no more.
.‫د‬ٛ‫غّغ اٌظ‬٠ ‫ؼذ‬٠ ٌُٚ ً‫ ثؼذ اْ طؼذ اٌز‬ٝ‫ لٍجٗ ؽز‬ٝ‫ ف‬ٝ‫م‬١‫ع‬ٌّٛ‫ألٔٗ ؽًّ ا‬
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14
 1. Behold her, single in the field,
Yon solitary Highland lass!
Reaping and singing by herself;
Stop here, or gently pass!
Alone she cuts and binds the grain,
And sings a melancholy strain;
O listen! For the vale profound
Is overflowing with the sound
a. What was Wordsworth mainly interested in?
b. Does the poet understand the theme of the song? Why?
c. What are the elements of romanticism in this poem?
d. Extract from the above stanza the words which refer to aloneness.
e. What is the "Highland lass" doing?
f. Comment on the word "Highland".
g. What is the picture of nature that Wordsworth gives the reader in "The Solitary Reaper" ?
h. In "The Solitary Reaper", what is the relationship between the girl and the title of the poem
i. "It is said that William Wordsworth is mainly interested in man in relation to nature."
How far is this shown in "The Solitary Reaper"?
2. No nightingale did ever chant
More welcome notes to weary bands
Of travellers in some shady haunt,
Among Arabian sands:
A voice so thrilling ne'er was heard
In spring time from the cuckoo bird
Breaking the silence of the seas
Among the farthest Hebrides
a. Paraphrase the lines above.
b. Give the meanings of: chant – weary – haunt.
c. Detect a figure of speech.
d. Who is the poet?
e. What does a nightingale sing about?
3. Will no one tell me what she sings?
Perhaps the plaintive numbers flow
For old, unhappy, far-off things,
And battles long ago:
Or is it some more humble lay,
Familiar matter of today?
Some natural sorrow, loss, or pain,
That has been, and may be again?

15
English Grammar Practice
a. Paraphrase the above stanza.
b. Pick out a figure of speech.
c. What are the meanings of “plaintive” and “humble”?
d. Mention the elements of romanticism in the poem.
e. What does the poet say the song may be about?
4. What'er the theme, the maiden sang
As if her song could have no ending;
I saw her singing at her work,
And o'er the sickle bending;
I listen'd motionless still;
And, as I mounted up the hill,
The music in my heart I bore,
Long after it was heard no more.
a. Paraphrase the above lines.
b. Pick out a figure of speech.
c. Write the meanings of “bore” and “maiden”.
d. The girl in the field represents Man in the world and in time. Discuss.
e. Does the poet understand the song? Why?
f. What does the poet compare the girl's voice to?
g. Why does the cuckoo bird break the silence of the sea?
h. Why does the poet say the song is endless?

16
* Who is the poet who wrote “Blow, Blow”? ‫ذح؟‬١‫ وزت اٌمظ‬ٜ‫ِٓ اٌشبػش اٌز‬
It is William Shakespeare.
* What do you know about the poet, William Shakespeare? ‫ِبرا رؼشف ػٓ اٌشبػش؟‬
He was born at Stratford in 1564.
In 1587, he began his acting career in the Globe Theatre in London.
A few years later, he became owner of that theatre.
He was a genius, a great poet and an outstanding dramatist.
He wrote many poems and plays.
His works are famous all over the world.

* In “As You Like It” one of Shakespeare’s plays, the lawful Duke of a part in France was driven
out of his dukedom by his brother.
.ٗ١‫اعطخ أخ‬ٛ‫ ٌفشٔغب ث‬ٝ‫ق اٌششػ‬ٚ‫ اٌذ‬ٝ‫ رُ ٔف‬،‫ش‬١‫بد شىغج‬١‫ ِغشؽ‬ٜ‫ اؽذ‬ٝ‫ف‬
* The banished Duke and his followers went to live in the forest of Arden.
.‫ اٌغبثخ‬ٝ‫ا ف‬ٛ‫ش‬١‫ؼ‬١ٌ ٗ‫أرجبػ‬ٚ ٝ‫ق إٌّف‬ٚ‫عٗ اٌذ‬ٛ‫ر‬
* Orlando, a brave young man who was cruelly treated by his brother and forced to leave home,
fled, with his servant Adam, to the same forest and met the Duke there.
.‫ق ٕ٘بن‬ٚ‫لبثال اٌذ‬ٚ ‫ ٘شة ِغ خبدِٗ ٌٕفظ اٌغبثخ‬،ٓ‫ؽ‬ٌٛ‫ رشن ا‬ٍٝ‫أعجش ػ‬ٚ ٗ١‫ح ِٓ أخ‬ٛ‫ شبة شغبع رّذ ِؼبٍِزٗ ثمغ‬،ٚ‫سالٔذ‬ٚ‫أ‬
* During a meal together, Amiens, the Duke’s attendant sang this song.
.‫خ‬١ٕ‫ق ثغٕبء رٍه األغ‬ٚ‫ لبَ أؽذ أرجبع اٌذ‬،‫ب‬٠ٛ‫عجخ ع‬ٌٛ ٌُٙٚ‫خالي رٕب‬

Blow, blow, thou winter wind,

Thou art not so unkind;
As man's ingratitude;
Thy tooth is not so keen,
Because thou art not seen,
Although thy breath be rude.
Heigh-ho! Sing heigh ho! Unto the green holly:
Most friendship is feigning, most loving mere folly.
Then heigh-ho! the holly!
This life is most jolly.

17
English Grammar Practice
 thou you
thy teeth your bite is not as sharp as a person who can be seen ‫أعٕبٔه‬
unkind unnatural – cruel ٝ‫لبع‬
ingratitude unthankfulness - the return of evil for good. ً١ّ‫ػذَ االِزٕبْ – ٔىشاْ اٌغ‬
rude rough ٝ‫لبع‬
heigh-ho expression of joy ‫ش ػٓ اٌغؼبدح‬١‫رؼج‬
holly an evergreen plant used as a sign of joy and for Christmas decorations
feigning deceiving ‫ِخبدع‬
folly foolishness ‫اٌغجبء‬
jolly gay – pleasant ‫ذ‬١‫عؼ‬
mere just – only ‫فمؾ‬

* It is: aa b cc b dddd

* The poet asks the wind to blow hard. ‫ت ثشذح‬ٙ‫بػ أْ ر‬٠‫طٍت اٌشبػش ِٓ اٌش‬٠
* He says the cold and strong wind is much kinder than ungrateful friends.
.ً١ّ‫ اٌغ‬ٜ‫جخ ِٓ األطذلبء ٔبوش‬١‫خ أوضش ؽ‬٠ٛ‫اٌم‬ٚ ‫بػ اٌجبسدح‬٠‫ي أْ اٌش‬ٛ‫م‬٠
* He adds, sorrowfully, that a very rough wind cannot hurt as much as the rudeness of mankind.
.‫لبؽخ اٌجشش‬ٚ ً‫ ِض‬ٜ‫ّىٓ أْ رئر‬٠ ‫فخ ال‬١ٕ‫بػ اٌؼ‬٠‫ أْ اٌش‬ٝ‫ؼب ثؤع‬٠‫ف أ‬١‫ؼ‬٠

1. Personification ‫حشخيض‬: Blow, blow thou winter wind

* The poet personifies the wind as a man then he addresses it and asks it to blow and freeze.
2. Personification ‫حشخيض‬: Thou art not so unkind
* The winter wind is given human ability to be kind or not.
3. Personification ‫حشخيض‬: Thy tooth is not so keen,
* The poet gives the winter the image of a person having teeth.
4. Personification ‫حشخيض‬: Although they breath to rude.
* The poet gives the winter wind the image of a person breathing.
5. Alliteration ‫جىاس‬: heigh- ho! sing, heigh ho! Unto the green holly;
* The vowel sound is repeated in heigh - ho and holly.
6. Repetition: Blow, blow thou winter wind
* The word 'blow' is used more than one time to give music.
7. Simile ً‫حشبي‬: As man's ingratitude;
* The winter wind is compared to man's ingratitude.

18
 Freeze, freeze, thou bitter sky,
That dost not bite so nigh
As benefits forgot:
Though thou the water wrap,
Thy sting is so sharp
As friend remember'd not
Heigh-ho! Sing heigh! Ho unto the green holly:
Most friendship is feigning, most loving mere folly:
Then heigh-ho! The holly!
This life is most jolly

bitter sharp – painful ٌُ‫ؽبد – ِئ‬

so nigh so close (near the bones) ‫ت‬٠‫لش‬
benefits good deeds ‫ِٕبفغ – أػّبي ؽغٕخ‬
wrap change the form by water into ice or blowing it into waves ‫ش‬١‫غ‬٠
sting the bite of an insect ‫ٌذغخ اٌؾششح‬
dost does not

* It is: aa b cc b dddd
aa b cc b dddd

* The poet asks the winter cold to freeze the water. But, although very cold water is shocking, it’s
less painful than a friend who forgets friendship.
.‫ْ اٌظذالخ‬ٚ‫ٕىش‬٠ ٓ٠‫غّذ اٌّبء ٌىٓ ثشغُ ؽذح رٌه اال أْ رٌه ألً أٌّب ِٓ األطذلبء اٌز‬٠ ْ‫طٍت اٌشبػش ِٓ ثشد اٌشزبء أ‬٠
* The behavior of a false friend could have a greater effect on man’s spirit than the cold weather
that could change water into ice.
.‫ذ‬١ٍ‫ ع‬ٌٝ‫ي اٌّبء ا‬ٛ‫ؾ‬٠ ‫ لذ‬ٜ‫ ٔفظ االٔغبْ ِٓ اٌشزبء اٌمبسط اٌز‬ٍٝ‫ْ ٌٗ أصش أوجش ػ‬ٛ‫ى‬٠ ‫ف لذ‬٠‫ك اٌّض‬٠‫رظشف اٌظذ‬

1. Personification ‫حشخيض‬: Freeze, freeze, thou bitter sky,

That dost not bite so nigh
* The winter sky is given human ability to bite.
2. Simile ً‫حشبي‬: That dost not bite so nigh
As benefits forgot:

19
English Grammar Practice
* The bitter sky of winter is not as bad as benefits forget.
3. Simile ً‫حشبي‬: Thy sting is so sharp
As friend remember'd not
* The poet compares the bite of cold to ungrateful friends.
4. Repetition: Freeze, freeze, thou bitter sky,
* The word “freeze” is used two times to give music.
5. Alliteration ‫جىاس‬: Though thou the water warp,
* The consonant sound (t) is repeated in (though, thou and the).
* The consonant sound (w) is repeated in (water and warp).
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1. What does the poem, “Blow, Blow” consist of? ‫مم حخىُن اٌمظيذة؟‬
It consists of two stanzas.
2. What is the main idea of the poem? ‫ما اٌفىشة اٌشئيسيت ٌٍمظيذة؟‬
The poet wants to say that most friendship is false and most love is foolish.
.‫أْ أوضش اٌؾت أؽّك‬ٚ ‫فخ‬٠‫ي أْ ِؼظُ اٌظذالبد ِض‬ٛ‫م‬٠ ْ‫ذ اٌشبػش أ‬٠‫ش‬٠
People only pretend to love each other but they are unfaithful and untrue.
.ٓ١‫ف‬٠‫ِض‬ٚ ٓ١‫ش ِخٍظ‬١‫ُ غ‬ٕٙ‫ُ اٌجؼغ ٌى‬ٙ‫ْ ثؼؼ‬ٛ‫ؾج‬٠ ُٙٔ‫ إٌبط أ‬ٝ‫ذػ‬٠
3. What does the poet encourage man to do? Why? ‫مارا يشجع اٌشاعش االوسان عٍي فعًٍ؟ ٌمارا؟‬
The poet encourages man to keep away from a lot of his fellow men and to enjoy the happy life
in the forest without hatred and dishonesty.
.‫ػذَ اخالص‬ٚ ‫خ‬١٘‫ْ وشا‬ٚ‫ اٌغبثخ ثذ‬ٝ‫ذح ف‬١‫بح اٌغؼ‬١‫االعزّزبع ثبٌؾ‬ٚ ‫ االثزؼبد ػٓ إٌبط‬ٍٝ‫ؾش اٌشبػش االٔغبْ ػ‬٠
The poet does this because he considers nature to be much kinder than man.
.ْ‫جخ ِٓ االٔغب‬١‫ؼخ أوضش ؽ‬١‫ؼزجش اٌطج‬٠ ٗٔ‫َ اٌشبػش ثزٌه أل‬ٛ‫م‬٠
4. What effect does the repetition of lines have on the poem? ‫ما حأثيش حىشاس األبياث عٍّ اٌمظيذة؟‬
This gives music. .ٝ‫م‬١‫ع‬ٌّٛ‫ػب ِٓ ا‬ٛٔ ‫خٍك‬٠ ‫٘زا‬
5. How does the poet compare between man and nature? ‫ويف يماسن اٌشاعش بيه االوسان َاٌطبيعت؟‬
Man’s ingratitude and unfaithfulness are more bitter and more cruel than the wind.
.‫بػ‬٠‫ح ِٓ اٌش‬ٛ‫ػذَ اخالطٗ أوضش لغ‬ٚ ْ‫ػذَ اِزٕبْ االٔغب‬
6. What does the repetition in the poem show? ‫مارا يبيه اٌخىشاس فّ اٌمظيذة؟‬
It emphasises the meaning of the false friendship and the false pretence of love.
.‫االدػبء اٌىبرة ٌٍؾت‬ٚ ‫فخ‬٠‫ اٌظذالخ اٌّض‬ٕٝ‫ئوذ ِؼ‬٠
It also gives internal music to the poem as we find that it is a song.
.‫خ‬١ٕ‫ذح ألٕٔب ٔغذ٘ب رشجٗ األغ‬١‫ اٌمظ‬ٍٝ‫خ ػ‬١ٍ‫ اٌذاخ‬ٝ‫م‬١‫ع‬ٌّٛ‫ع ِٓ ا‬ٛٔ ‫ؼب‬٠‫ أ‬ٝ‫ؼف‬٠
7. What does the poet say about friendship and love? Why?
‫مارا يمُي اٌشاعش عه اٌظذالت َاٌذب؟ ٌمارا؟‬
All love is foolish and all friendship is false. .‫فخ‬٠‫وً اٌظذالخ ِض‬ٚ ‫ف‬٠‫وً اٌؾت ِض‬
Because people only pretend to love each other. .‫ُ اٌجؼغ‬ٙ‫ْ ثؼؼ‬ٛ‫ؾج‬٠ ُٙٔ‫ْ فمؾ أ‬ٛ‫ذػ‬٠ ‫ألْ إٌبط‬
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

20
 1. Blow, blow, thou winter wind,
Thou art not so unkind;
As man's ingratitude;
Thy tooth is not so keen,
Because thou art not seen,
Although thy breath be rude.
Heigh-ho! Sing heigh ho! Unto the green holly:
Most friendship is feigning, most loving mere folly.
Then heigh-ho! the holly!
This life is most jolly.
a. Paraphrase the lines above.
b. Pick out two figures of speech.
c. How is the poem a blow against love and friendship?
d. Give the meanings of: feigning, mere, and folly.
e. What is the name of the poet?
f. What is the occasion of the poem?
g. Why does the poet use repetition?
h. How does the poet describe the bitter sky?

2. Freeze, freeze, thou bitter sky,

That dost not bite so nigh
As benefits forgot:
Though thou the water wrap,
Thy sting is so sharp
As friend remember'd not
Heigh-ho! Sing heigh! Ho unto the green holly:
Most friendship is feigning, most loving mere folly:
Then heigh-ho! The holly!
This life is most jolly
a. Paraphrase the above stanza.
b. Detect two figures of speech.
c. Give the meanings of: nigh, benefits and holly.
d. What is the main idea of the poem?
e. What does the poet encourage man to do? Why?
f. How does the poet compare between man and nature?
g. What does the poet say about friendship and love? Why?
h. From the poet’s point of view, which is worse than the bitter sky?

21
English Grammar Practice
* Who is the poet who wrote “If”? ‫ذح؟‬١‫ وزت اٌمظ‬ٜ‫ِٓ اٌشبػش اٌز‬
It is Rudyard Kipling.
* What do you know about the poet, Rudyard Kipling? ‫ِبرا رؼشف ػٓ اٌشبػش؟‬
He was born in Bombay in 1865. He was educated in England. He worked as a journalist.
He began his literary career by writing stories. Then he began to write novels.
He wrote many books and much verse.
In 1907, was awarded the Nobel Prize. He died in 1936.

If you can keep your head when all about you

Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies,
Or, being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise;

allowance having patience ‫اٌظجش‬

deal in lies use lies in treating others ‫ىزة‬٠
give way to allow ‫غّؼ ثــ‬٠

* The poet is a father who gives his son some advice. .ٕٗ‫ ٔظبئؼ الث‬ٝ‫ؼط‬٠ ‫ أة‬ٛ٘ ‫اٌشبػش‬
* He teaches him how to face life which is full of good and evil, fortune and misfortune.
.‫اٌؼغش‬ٚ ‫غش‬١ٌ‫ا‬ٚ ‫اٌشش‬ٚ ‫ش‬١‫ئخ ثبٌخ‬١ٌٍّ‫بح ا‬١‫اعٗ اٌؾ‬ٛ٠ ‫ف‬١‫ؼٍّٗ و‬٠
* He asks him to be brave and have confidence in himself. .ٗ‫ضك ثٕفغ‬٠ ْ‫أ‬ٚ ‫ْ شغبػب‬ٛ‫ى‬٠ ْ‫طبٌجٗ أ‬٠
* He calls him to have the patience to listen to others’ criticism even if it is untrue.
.ٝ‫م‬١‫ش ؽم‬١‫اْ وبْ غ‬ٚ ٝ‫ٓ ؽز‬٠‫خش‬٢‫ ٔمذ ا‬ٌٝ‫غزّغ ا‬٠ ْ‫أ‬ٚ ‫ٗ اٌظجش‬٠‫ْ ٌذ‬ٛ‫ى‬٠ ْ‫طبٌجٗ أ‬٠
* He advises him to follow an honest, loving moderate way of life.
.‫ِؼزذي‬ٚ ‫ِؾت‬ٚ ‫بح طبدق‬١‫ ّٔؾ ؽ‬ٕٝ‫زج‬٠ ْ‫ٕظؾٗ أ‬٠

22
 If you can dream—and not make dreams your master;
If you can think—and not make thoughts your aim;
If you can meet with triumph and disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to broken,
And stoop and build them up with worn-out tools;

master lord - leader ٝ‫زغىُ ف‬٠

triumph victory - success ‫ االٔزظبس‬- ‫إٌغبػ‬
disaster failure ً‫اٌفش‬
imposters things of persons that are imposed on you or that deceive you ٓ١‫اٌّذػ‬
twisted wound - changed ‫ش‬١‫رزغ‬
knaves evil, bad people ‫األششاس‬
stoop bend your body ‫ عغذن‬ٕٝ‫رؾ‬
tools instruments - equipment ‫اد‬ٚ‫أد‬

* Life imposes different circumstances of success and failure, which contradict one’s demands and
hopes, so the poet advises his son to always try again.
ٍٟ‫ي ِغذدا ػ‬ٚ‫ؾب‬٠ ْ‫ٕظؼ اٌشبػش اثٕٗ أ‬٠ ‫آِبٌٗ ٌزا‬ٚ ْ‫ رٕبلغ ِطبٌت االٔغب‬ٝ‫اٌز‬ٚ ً‫اٌفش‬ٚ ‫ف ِخزٍفخ ٌٍٕغبػ‬ٚ‫بح ظش‬١‫رفشع اٌؾ‬
.َ‫ا‬ٚ‫اٌذ‬

If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your beginnings;
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: “Hold on”;

23
English Grammar Practice
 heap pile ُ‫رزشاو‬
pitch a throw from the hand ‫ذ‬١ٌ‫ِال ا‬
toss action of throwing suddenly ِٝ‫ش‬٠ – ٝ‫ٍم‬٠
winnings gains ‫ِىبعت‬
sinew a kind of string that ties the muscles ‫اٌؼظت‬
serve your turn to preserve ٍٝ‫ؾبفع ػ‬٠
hold on don't give in ٍُ‫غزغ‬٠ ‫ال‬

* When the son risks then fails to reach his goal, he must not lose his nerve but be brave enough
to summon up courage and “hold on” by his strong will and determination.
‫غزؤٔف‬٠ ٟ‫خ ٌى‬١‫ْ شغبع ثذسعخ وبف‬ٛ‫ى‬٠ ْ‫غت أ‬٠ ٓ‫ٌى‬ٚ ٗ‫فمذ أػظبث‬٠ ْ‫غت أ‬٠ ‫ ٘ذفٗ ال‬ٌٟ‫ي ا‬ٛ‫ط‬ٌٛ‫ ا‬ٟ‫فشً ف‬٠ٚ ٓ‫خبؽش االث‬٠ ‫ػٕذِب‬
.ٖ‫اطشاس‬ٚ ‫خ‬٠ٛ‫زّبعه ثبسادرٗ اٌم‬٠ٚ

If you can talk with crowds and keep your virtue,

Or walk with kings-nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run-
Yours is the Earth and everything that’s in it,
And-which is more-you’ll be a Man, my son!

crowds common people ٓ١٠‫إٌبط اٌؼبد‬

foes enemies ‫األػذاء‬
count deal with you ‫زؼبًِ ِؼه‬٠
times when you feel your heart is full of hatred towards your enemies
unforgiving
‫ش ِزغبِؼ‬١‫غ‬
distance run hard, fruitful labour ‫اٌؼًّ اٌشبق‬

* The poet advises his son to be flexible, equally modest with common people as well as with
people of rank. .‫ اٌّىبٔخ‬ٜٚ‫إٌبط ر‬ٚ ٓ١٠‫اػؼب ِغ وال ِٓ إٌبط اٌؼبد‬ٛ‫ْ ِز‬ٛ‫ى‬٠ ْ‫أ‬ٚ ‫ْ ِشٔب‬ٛ‫ى‬٠ ْ‫ٕظؼ اٌشبػش اثٕٗ أ‬٠

24
 * He should forgive his enemies before his friends, but at the same time not get involved with
them. .ٖ‫ٕذِظ ِغ أػذاإ‬٠ ‫لذ ال‬ٌٛ‫ ٔفظ ا‬ٝ‫ف‬ٚ ٗ‫غبِؼ أػذاءٖ لجً أطذلبئ‬٠ ْ‫ االثٓ أ‬ٍٝ‫ ػ‬ٝ‫ٕجغ‬٠
* He must try to compensate for every minute of hard feelings towards them.
.ُ٘ٛ‫ء ٔؾ‬ٟ‫س اٌغ‬ٛ‫مخ ِٓ اٌشؼ‬١‫ع وً دل‬ٛ‫ؼ‬٠ ْ‫ االثٓ أ‬ٍٝ‫ ػ‬ٝ‫ٕجغ‬٠
* Then and only then will son possess the whole world and be a “man”.
.‫ اٌىٍّخ‬ٕٝ‫ظجؼ سعً ثّؼ‬٠ٚ ٍٗ‫ٍّه االثٓ اٌؼبٌُ و‬٠ ‫ف‬ٛ‫ػٕذئز ع‬

1. What is the main idea of the poem “If”? ‫ما اٌفىشة اٌشئيسيت ٌٍمظيذة؟‬
The poet gives his son some advice on how to face life which is full of good and evil, fortune and
misfortune.
.‫اٌؼغش‬ٚ ‫غش‬١ٌ‫ا‬ٚ ‫اٌشش‬ٚ ‫ش‬١‫ئخ ثبٌخ‬١ٌٍّ‫بح ا‬١‫خ اٌؾ‬ٙ‫اع‬ِٛ ‫خ‬١‫ف‬١‫ي و‬ٛ‫مذَ اٌشبػش الثٕٗ ثؼغ إٌظبئؼ ؽ‬٠
2. Mention some of the pieces of advice the poet gives his son.
.ً‫اروش بعض اٌىظائخ اٌخّ يُجٍٍا اٌشاعش البى‬
To be brave and have confidence in himself. .ٗ‫ضك ثٕفغ‬٠ٚ ‫ْ شغبػب‬ٛ‫ى‬٠ ْ‫أ‬
To have the patience to listen to others’ criticism even if it is untrue.
.ٝ‫م‬١‫ش ؽم‬١‫ وبْ غ‬ٌٛٚ ٝ‫ٓ ؽز‬٠‫خش‬٢‫ ٔمذ ا‬ٌٝ‫غزّغ ا‬١ٌ ‫ّزٍه اٌظجش‬٠ ْ‫أ‬
To follow an honest, loving moderate way of life. .‫ِؼزذي‬ٚ ‫بح طبدق‬١‫ ّٔؾ ؽ‬ٝ‫زٕج‬٠ ْ‫أ‬
To always try again. .َ‫ا‬ٚ‫ اٌذ‬ٍٝ‫ي ِغذدا ػ‬ٚ‫ؾب‬٠ ْ‫أ‬
To have strong will and determination. .‫االطشاس‬ٚ ‫خ‬٠ٛ‫ ثبالسادح اٌم‬ٍٝ‫زؾ‬٠ ْ‫أ‬
To be flexible, equally modest with common people as well as with people of rank.
.‫ اٌّىبٔخ‬ٜٚ‫إٌبط ر‬ٚ ٓ١٠‫اػؼب ِغ وال ِٓ إٌبط اٌؼبد‬ٛ‫ْ ِز‬ٛ‫ى‬٠ ْ‫أ‬ٚ ‫ْ ِشٔب‬ٛ‫ى‬٠ ْ‫أ‬
To forgive his enemies before his friends, but at the same time not get involved with them.
.ٖ‫ٕذِظ ِغ أػذاإ‬٠ ‫لذ ال‬ٌٛ‫ ٔفظ ا‬ٝ‫ف‬ٚ ٖ‫غبِؼ أػذاإٖ لجً أطذلبإ‬٠ ْ‫أ‬
3. What kind of life does the poet advise his son to follow?
‫ما وُع اٌذياة اٌخّ يىظخ اٌشاعش ابىً أن يذياٌا؟‬
An honest, loving moderate way of life. .‫ِؼزذٌخ‬ٚ ‫بح طبدلخ‬١‫ؽ‬
4. Why does the poet advise his son to always try again? ‫ٌمارا يىظخ اٌشاعش ابىً أن يذاَي مجذدا؟‬
Because life imposes different circumstances of success and failure, which contradict one’s
demands and hopes.
.ٌٗ‫آِب‬ٚ ‫ رزؼبسع ِغ ِطبٌت اٌّشء‬ٝ‫اٌز‬ٚ ً‫اٌفش‬ٚ ‫ف ِخزٍفخ ِٓ إٌغبػ‬ٚ‫بح رفشع ظش‬١‫ألْ اٌؾ‬
5. What does the poet advise his son to do when he fails to reach his goal?
‫بمارا يىظخ اٌشاعش ابىً أن يفعً عىذما يفشً فّ اٌُطُي اٌي ٌذفً؟‬
He must not lose his nerve but be brave enough to summon up courage and “hold on” by his
strong will and determination.
.‫اطشاس‬ٚ ‫خ‬٠ٛ‫زّبعه ثبسادح ل‬٠ٚ ‫غزؤٔف‬٠ ٝ‫خ و‬١‫ ثبٌشغبػخ اٌىبف‬ٍٝ‫زؾ‬٠ ْ‫ أ‬ٝ‫ٕجغ‬٠ٚ ٗ‫فمذ أػظبث‬٠ ْ‫ أ‬ٝ‫ٕجغ‬٠ ‫ال‬
6. How should the son treat others? ‫ويف يىبغّ عٍّ االبه أن يعامً اآلخشيه؟‬
He should be equally modest with common people as well as with people of rank.
.‫ اٌّىبٔخ‬ٜٚ‫إٌبط ر‬ٚ ٓ١٠‫اػؼب ِغ وال ِٓ إٌبط اٌؼبد‬ٛ‫ْ ِز‬ٛ‫ى‬٠ ْ‫ أ‬ٝ‫ٕجغ‬٠

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English Grammar Practice
7. When will the sun be a “man”? ‫مخّ يظبخ االبه سجال بمعىّ اٌىٍمت؟‬
If he follows his father’s advice. .‫ارا احبع وظيذت َاٌذي‬
8. What is the poem composed of? ‫مم حخىُن اٌمظيذة؟‬
It is composed of four stanzas.
9. What are the comparisons in the poem? What is the effect of using them?
‫ما ٌّ اٌمماسواث اٌمُجُدة باٌمظيذة َما حأثيشٌا؟‬
“keep your head” and “losing theirs”
“lied about” and “deal in lies”
“truth” and “imposters”
“triumph” and “disasters”
“winnings” and “loss”
“foes” and “loving friends”
These comparisons clarify the picture of perfection which the poet is trying to describe.
10. How does the poet clarify the picture of perfection? ‫ويف يُضخ اٌشاعش طُسة اٌىماي؟‬
Through using many comparisons. .‫ش ِٓ اٌّمبسٔبد‬١‫ثبعزخذاَ ػذد وج‬
11. What is the poet’s definition of the word “man”? ‫ما حعشيف اٌشاعش ٌىٍمت (سجً)؟‬
A person who has good morals, strength of character and a generous, loving, understanding,
forgiving nature.
.‫ِزغبِؾخ‬ٚ ‫ِزفبّ٘خ‬ٚ ‫ِؾجخ‬ٚ ‫ّخ‬٠‫ؼخ وش‬١‫ؽج‬ٚ ‫خ‬١‫ح شخظ‬ٛ‫ل‬ٚ ‫ذح‬١ّ‫ّزٍه أخالق ؽ‬٠ ٜ‫ اٌشخض اٌز‬ٛ٘
12. Why does the poet repeat the word “If” several times?
‫ٌمارا يىشس اٌشاعش وٍمت "ٌُ" مشاث عذيذة؟‬
To make the picture complete. .‫سح وبٍِخ‬ٛ‫غؼً اٌظ‬٠ ٟ‫ٌى‬
13. What does the poem of “If” say that you should do when people do not trust you?
‫بمارا حُطيه اٌمظيذة أن حفعً ان ٌم يثك به اٌىاس؟‬
You should trust yourself but understand why they might not trust you.
.ْٚ‫خش‬٢‫ضك ثه ا‬٠ ٌُ ‫ُ ٌّبرا‬ٙ‫غت أْ رف‬٠ ٓ‫ٌى‬ٚ ‫ أْ رضك ثٕفغه‬ٝ‫ٕجغ‬٠
14. Why do you think that the poem of “If” says you should not look too good?
‫ٌمارا حُطيه اٌمظيذة بأال حذاَي أن حبذَ أفضً مه غيشن؟‬
Because people might think you are trying to show them that you are better or more important
than them.
.ُِٕٙ ُ٘‫ أ‬ٚ‫ُ أٔه أفؼً أ‬ٌٙ ٓ١‫ي أْ رج‬ٚ‫ْ أٔه رؾب‬ّٛٙ‫ف‬٠ ‫ألْ إٌبط لذ‬
15. Why do you think that dreams should not be “your master”?
‫ٌمارا ال يىبغّ أن حجعً أدالمه حخذىم به؟‬
Dreams do not always come true. .َ‫ا‬ٚ‫ اٌذ‬ٍٝ‫ألْ األؽالَ ال رزؾمك ػ‬
You sometimes have to change your hopes for the future. .ً‫ؽبره ٌٍّغزمج‬ّٛ‫ش ؽ‬١١‫ رغ‬ٌٝ‫بٔب رؼطش ا‬١‫أؽ‬
16. Do you think that it is important to be able to talk to all kinds of people in life? Why/ Why
not? ‫ ٌمارا ال؟‬/ ‫ًٌ حعخمذ أوً مه اٌمٍم أن حىُن لادسا عٍّ اٌخذذد اٌّ وً أوُاع اٌبشش؟ ٌمارا‬
Yes, as you understand things better when you think about other people’s opinions.
.ٓ٠‫خش‬٢‫ اػزجبسن أساء ا‬ٝ‫س ثشىً أفؼً ػٕذِب رؼغ ف‬ِٛ‫ُ األ‬ٙ‫ٔؼُ ألٔه رف‬
17. What is the message of the poem of “If”? ‫ما سساٌت اٌمظيذة؟‬
If you follow the advice in the poem, you can achieve anything and everything.
.‫ء‬ٟ‫وً ش‬ٚ ‫ء‬ٟ‫ ش‬ٜ‫ّىٕه أْ رؾمك أ‬٠ ‫ذح‬١‫ؾخ ثبٌمظ‬١‫ارا ارجؼذ إٌظ‬

26
18. Do you find the poem of “If” inspiring? Why/Why not? ‫ ٌمارا ال؟‬/ ‫ًٌ حعخمذ أن اٌمظيذة مٍٍمت؟ ٌمارا‬
Yes, I find it inspiring. .‫ّخ‬ٍِٙ ‫ب‬ٙٔ‫ٔؼُ أػزمذ أ‬
I imagine myself following this advice and being successful in life.
.‫بح‬١‫ اٌؾ‬ٝ‫أؽمك إٌغبػ ف‬ٚ ‫ذح‬١‫دح ثبٌمظ‬ٛ‫ع‬ٌّٛ‫ أرجغ إٌظبئؼ ا‬ٝ‫ً ٔفغ‬١‫أرخ‬
19. What kind of person does the poem of “If” say that you should be?
‫ما وُعيت اٌشخض اٌخّ حُطيه اٌمظيذة أن حىُن عٍيً؟‬
A person who is brave, strong, kind, calm, understanding and imaginative.
.‫ِجذع‬ٚ ُٙ‫ِزف‬ٚ ‫ء‬ٜ‫٘بد‬ٚ ‫ت‬١‫ؽ‬ٚ ٜٛ‫ل‬ٚ ‫شخض شغبع‬
20. What do you think makes a successful person? ‫ مارا يجعً االوسان واجذا؟‬،‫فّ سأيه‬
Bravery, strength, kindness and imagination. .‫االثذاع‬ٚ ‫جخ‬١‫اٌط‬ٚ ‫ح‬ٛ‫اٌم‬ٚ ‫اٌشغبػخ‬
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1. If you can keep your head when all about you

Are losing theirs and blaming it on you;
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or, being lied about, don’t deal in lies,
Or, being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise;
a. Paraphrase the above lines.
b. Give the meanings of: “deal in lies” and “allowance”.
c. What is the poem composed of?
d. How does the poet clarify the picture of perfection?
e. What does the poem of “If” say that you should do when people do not trust you?
f. Why do you think that dreams should not be “your master”?
g. What is the message of the poem of “If”?
2. If you can dream—and not make dreams your master;
If you can think—and not make thoughts your aim;
If you can meet with triumph and disaster
And treat those two impostors just the same;
If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to broken,
And stoop and build them up with worn-out tools;
a. Paraphrase the stanza.
b. Pick out a contrast.
c. What are the meanings of “triumph”, “imposters” and “stoop”?
d. What is the main idea of the poem “If”?
e. Mention some of the pieces of advice the poet gives his son.

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English Grammar Practice
f. What kind of life does the poet advise his son to follow?
g. Why does the poet advise his son to always try again?
3. If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your beginnings;
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: “Hold on”;
a. Paraphrase these lines.
b. Give the meanings of “hold on” and “pitch”.
c. Pick out a figure of speech.
d. How should the son treat others?
e. What are the comparisons in the poem? What is the effect of using them?
f. What is the poet’s definition of the word “man”?
g. Do you find the poem of “If” inspiring? Why/Why not?
h. What kind of person does the poem of “If” say that you should be?
4. If you can talk with crowds and keep your virtue,
Or walk with kings-nor lose the common touch;
If neither foes nor loving friends can hurt you;
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds’ worth of distance run—
Yours is the Earth and everything that’s in it,
And-which is more-you’ll be a Man, my son!
a. Paraphrase the above lines.
b. What is the meaning of “foes”?
c. Detect a contrast.
d. What does the poet advise his son to do when he fails to reach his goal?
e. When will the sun be a “man”?
f. Why does the poet repeat the word “If” several times?
g. Why do you think that the poem of “If” says you should not look too good?
h. What do you think makes a successful person?

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