المحاضرات التمهيدية 1-2-3-3

‫مذكرة‬
‫المحاضرات‬
‫التمهيدية‬
‫عايد للتدريب أكاديمية‬
‫ملحوظة‬
‫هذه النسخة ليست للطباعة فقط‬
‫محاضرات تمهيدية لالستعداد للدورة‬
‫‪Just for warming up‬‬

‫هذه الملفات خاصة بأكاديمية عايد محمية بحقوق حفظ ونسخ فال تحاول الحصول عليها اال بشكل شرعي عن طريق رقم ‪ 5009544050‬واال تحمل المسؤلية كاملة امام الجهات‬
‫المحاضرة التمهيدية األولى‬

‫‪Letters‬‬
‫‪Upper case‬‬ ‫‪Lower case‬‬
‫‪Capital‬‬ ‫‪Small‬‬
‫‪A‬‬ ‫‪a‬‬
‫‪B‬‬ ‫‪b‬‬
‫‪C‬‬ ‫‪c‬‬
‫‪D‬‬ ‫‪d‬‬
‫‪E‬‬ ‫‪e‬‬
‫‪F‬‬ ‫‪f‬‬
‫‪G‬‬ ‫‪g‬‬
‫‪H‬‬ ‫‪h‬‬
‫‪I‬‬ ‫‪i‬‬
‫‪J‬‬ ‫‪j‬‬
‫‪K‬‬ ‫‪k‬‬
‫‪L‬‬ ‫‪l‬‬
‫‪M‬‬ ‫‪m‬‬
‫‪N‬‬ ‫‪n‬‬
‫‪O‬‬ ‫‪o‬‬
‫‪P‬‬ ‫‪p‬‬
‫‪Q‬‬ ‫‪q‬‬
‫‪R‬‬ ‫‪r‬‬
‫‪S‬‬ ‫‪s‬‬
‫‪T‬‬ ‫‪t‬‬
‫‪U‬‬ ‫‪u‬‬
‫‪V‬‬ ‫‪v‬‬
‫‪W‬‬ ‫‪w‬‬
‫‪X‬‬ ‫‪x‬‬
‫‪Y‬‬ ‫‪y‬‬
‫‪Z‬‬ ‫‪z‬‬
‫‪1‬‬ ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

‫‪Sounds‬‬
‫‪Consonant‬‬ ‫الحروف المتحركه‬ ‫‪Vowels‬‬ ‫الحروف المتحركه‬
‫ب‬ ‫‪b – bug‬‬ ‫)‪a – (cat‬‬
‫‪c‬‬ ‫س ‪-‬‬ ‫‪ c‬ك ‪k-‬‬ ‫‪Short a‬‬ ‫‪Long a‬‬
‫د‬ ‫)‪d- (dip – sad‬‬ ‫‪e‬‬

‫ف‬ ‫‪f‬‬ ‫‪Short e‬‬ ‫‪Long e‬‬
‫ق‬ ‫ج‬ ‫)‪g - (game – bag‬‬ ‫‪i‬‬
‫ه‬ ‫‪h‬‬ ‫‪Short i‬‬ ‫‪Long i‬‬
‫ج‬ ‫‪j‬‬ ‫‪o‬‬
‫ك‬ ‫–‪k‬‬ ‫‪Short o‬‬ ‫‪Long o‬‬
‫ل‬ ‫‪l‬‬ ‫‪u‬‬

‫م‬ ‫‪m‬‬ ‫‪Long u‬‬ ‫‪Long u‬‬
‫ن‬ ‫‪n‬‬ ‫‪ea‬‬

‫´ب‬ ‫‪p‬‬ ‫‪ee‬‬
‫ك‬ ‫‪q‬‬ ‫‪oo‬‬
‫ر‬ ‫‪r‬‬ ‫‪ou‬‬
‫س‬ ‫‪s‬‬
‫ت‬ ‫)‪t – (tip – sat‬‬ ‫‪ th‬ث – ذ‬
‫ڤ‬ ‫‪v‬‬ ‫ش‬ ‫‪sh‬‬
‫و‬ ‫‪w‬‬ ‫‪ ch‬ك – تش‬
‫‪ x‬إكس‬ ‫‪tio‬‬
‫ش‬ ‫‪su‬‬
‫‪tu‬‬
‫ي‬ ‫‪y‬‬ ‫ز‬ ‫‪sio‬‬

‫ز‬ ‫‪z‬‬

‫ واال تحمل المسؤلية كاملة امام الجهات‬5009544050 ‫هذه الملفات خاصة بأكاديمية عايد محمية بحقوق حفظ ونسخ فال تحاول الحصول عليها اال بشكل شرعي عن طريق رقم‬
Parts of speech
Noun Verb Adjective Adverb
)‫( إسم‬ )‫( فعل‬ )‫( صفة‬ )‫(حال‬
‫تصف االسم‬ ‫الفعل يصف‬

 Singular ‫مفرد‬ )V 1 ‫فعل مجرد‬ Quickly
Boy – girl – book - man V+ s  Short: Badly
Small Angrily
V ( play- swim – Big slowly
 Plural ‫جمع‬ drink ) Tall Hard
Boys – girls- books - men V+s ( plays – swims- Easy well
drinks)
 Long:
Expensive
Beautiful
V2 ‫الماضي البسيط‬ Difficult
)‫( التصريف الثاني للفعل‬ Interesting
 Regular )‫( منتظم‬

( played – watched-
liked)
 Irregular )‫( شاذ‬
( swam – drank- went)
V3 ‫التصريف الثالث‬
‫للفعل‬
(played – watched- liked)
( swum – drunk- gone)
Ving (playing –
going – watching-
swimming)
3 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

Pronoun Preposition Conjunctions

)‫( الضمير‬ )‫(حروف الجر‬ ‫الروابط‬
But
Subject  ‫ضمائر الفاعل‬ In So
( I – You- We- They – He- On Because
She- It ) At However
Of In order to
o She goes to school. About While
From When
Object  ‫ضمائر المفعول‬ With After
As soon as
( me – you- us – them – Before
him – her- it ) By the time
Until
o I gave her a pen. Till
o I gave a pen to her. If
o While I was playing, he

called me.
o After I had done my
work, I went home.

simple sentences ‫ الجملة تكوين‬Subject

+ verb + object ( S + V + O)
Subject Verb Object
‫فاعل‬ ‫فعل‬ ‫مفعول‬
‫ ( مفرد‬Khalid)  V\ V + S
 Noun Noun  ‫مفرد \ جمع‬
‫ ( جمع‬The boys)  V2
Pronoun  )‫( ضمائر مفعول‬
 Pronoun ( I – He- She –  Ving ( me- him – her- it – you –
It – You – We- They) them – us)
Am
Is + ving
Are
Was
+ ving
Were
Have
Has + V3
Had
Will
Must + V
Can
should

The Verb
‫األفعال الشاذه‬
V V2 V3 Ving
V - V+s
go - goes went gone going
eat – eats ate eaten eating
drink - drinks drank drunk drinking
‫األفعال المنتظمه‬
V V2 V3 Ving
V - V+s
Play – plays played played playing
Visit – visits visited visited visiting
Watch – watches watched watched watching
Verbs
Main verbs Auxiliary verbs
 Main verb they show the action. ‫الفعل يظهرون‬

 Auxiliary verb They tell us about the tense and voice of
main verb. Also called (helping verbs)
)‫ ُيطلق عليهم أيضا (أفعال مساعدة‬.‫يخبروننا عن زمن وصوت الفعل الرئيسي‬

The verb As a main verb As a helping verb

Be ‫يكون‬  I am here.  I am having a test.
(am\is\are)  He is from China.  She is preparing dinner for
 They are tall. me.
 They are doing great.
Do ‫يفعل‬  I do my favorite hobby.  I don’t know the truth.
(does\did)  You did a great job.  They didn’t arrive here yet.
 He does his job.  She doesn’t agree with me.
Have ‫يملك‬  I have a new guitar.  we have done a lot of work.

(has\had)  She has a new dress.  Have you got a dog?
 We had a funny day.  She has not got a lot of
time.

Tenses
V ‫الفعل المجرد بدون أي إضافات‬
1 ‫مضارع بسيط‬ o I always play football.
 V+s
He always plays football
V  2 ‫التصريف الثاني من الفعل‬
2 ‫ماضي بسيط‬ o We played football yesterday.
o I drank all the juice last week.
 am\is\are + ving
3 ‫مضارع مستمر‬
o I’m playing football now.
o He is doing his homework
o We are meeting them at 8 o’clock
 Was \ were + ving
‫ماضي مستمر‬ o I was sleeping ,when he called me.
9 o While we were playing, the launch was ready
 Have\has + v3
0 ‫مضارع تام‬ o We haven’t finished our work yet.
o She has already returned from Canada.
 Had + v3
0 ‫ماضي تام‬ o I found the course very easy, because my mother
had told me about it.
Will  + ‫المصدر‬
7 ‫مستقبل بسيط‬ o We will go to the beach tomorrow.

Compound sentence:
S V com conjunction S V com
subject Verb
I learn English Because it is easy
But
So
Connector
I was happy -when Ali called me
-while
After
before
By the time
As soon as
Until
To
In order to
Who which

Types of speech:
Statement.  ‫صيغة الجملة‬
o she needs to do her homework.
o I don’t want to have chicken for lunch.
o He likes banana because it have no bones.
Question?  ‫صيغة السؤال‬

Question: WH ‫سؤال بأداة استفهام‬
o What’s your last name?
o What day is it today?
o What do you think of this product?
Question: No or Yes ‫السؤال ب هل‬
o Did she clean the room?
- Yes, she did
- No, she didn’t
o Do you live in K.S.A ?
- Yes, I do.
- No, I don’t.
Imperative  ‫صيغة األمر‬

o Remember to clean your room.
o Tell me what should I do.
o Pass the salt.
o Be there at five.
o Close the door.

‫المحاضرة التمهيدية الثانية‬

NOUNS
●Nouns are divided into Common Nouns and Proper Nouns
Common nouns (people, animals, places, things)
Examples Love , boy , bird, girl
Proper Nouns names of famous people, places, things
Comes always Capital
Examples Saturday, Mecca, Nouf
Pronouns
Subject ‫الفاعل‬ Object ‫المفعول‬
Me it
I It
Him Them
He They
Her Us
She We
You
You

Examples:
 Latifa is a good girl. I love her.

 My mum cooks tasty food. She is a good cook.
 I love English.
 My father told me to study hard.
Exercises:
1. loves his mum.
(Him – His – He – Her)
2. The sky is cloudy.................is going to rain.
(She – It – Its – Him)
3.He is talking to ………….
(his – her- She – they)

‫‪Sentence structure‬‬
‫كيف نبني جملة باللغة اإلنجليزية؟ ‪sentence? a make to How‬‬
‫?‪What is a sentence‬‬ ‫ما هي الجملة؟‪V‬‬

‫‪A group of words that gives a‬‬ ‫مجموعة من الكلمات تعبر عن فكرة‬
‫‪complete idea‬‬
‫?‪What does every sentence need‬‬ ‫ماذا تحتاج كل جملة؟‬
‫‪A sentence‬‬
‫الفاعل ‪Subject‬‬ ‫الفعل ‪Verb‬‬ ‫‪Object‬‬

‫المفعول‬
‫‪He‬‬ ‫‪plays‬‬ ‫‪tennis‬‬

‫‪Ahmed‬‬ ‫‪eats‬‬ ‫‪fruits‬‬
‫‪I‬‬ ‫‪like‬‬ ‫‪my dog‬‬

Subject Pronounce:
(I/he/she/it/we/you/they)
Object Pronounce:(Me/him/her/it/us/you/them)
Examples: He eats apple.

She drinks water.
we are a family.
This is her bag.
1 - The rain flooding the village.

-is
-are
2- Those girls my sisters.
-is
-are
3- has brown hair.

-He
-Him
4- Was looking at us?
him
he

Auxiliary Verbs
 The main verb is also the principal verb. ‫الفعل‬ ‫الفعل الرئيسي هو أي‬
‫ضا‬
.‫األساسي‬
‫ يتم تعريف‬a in verb main the help that verbs as defined are verbs Helping 
.sentence ‫األفعال المساعدة على أنها األفعال التي تساعد الفعل الرئيسي في‬
.‫الجملة‬
 The three most common auxiliary verbs are "to be," "to have" and
"to do." Each of these types has multiple forms:
:‫تصريفات األفعال‬
Be  am – is – are
 was – were
 do – does – did
Do  do: (I – we – you – they)

 does: (he – she – it)
Have  have – has - had


:Do ‫يفعل‬
 I do exercise.
 I did my homework.
 She does her job
As a helping verb:
 You do not know me well.
 They did not sleep well, yesterday.
 She does not believe me.
:Be ‫يكون‬
As a main verb:
 I am a teacher.
 They are tall.
 I was here that night.
As a helping verb:

 I am having another piece of pizza.
 She is making dinner for us now.
 They are planning to go out of town.
 Peter was singing for an hour.
:Have ‫يملك‬
As a main verb: As a helping verb
● I have a car. ● I have visited Makkah before
● He has a new shirt. ● He has travelled to Paris
● We had a funny day. ● We had played football

Choose the correct answer

1. ………. snowed a lot last year. )has- she, It)
2.I ……. A student )is , are, am(
3.You ……. Happy )am , is, are(
9. The cat …… cute. )am, is , are(
0.She ………. a nice doll ) have, has(
0.My dog ……. a long tail ) have, has(
7.……. You play football? )Do, Does(
8…….. she study well? )Do, Does(

Skills ‫المحاضرة التمهيدية الثالثة‬

Listening and Reading
1.Reading
Tips General ‫نصائح عامة‬

Identify the question type
‫حدد نوع السؤال‬
Remember the location of the answer

‫السؤال تذكر موقع‬
Read the question first, not the passage
‫اقرأ السؤال‬
Skim and Scan

‫تصفح سريعا‬
Practice
‫تدرب جيدا‬
Plan your time management
‫قم بادارة وقتك‬
type question the Identify‫معرفة نوعية االسئلة‬
‫ التعامل و‬acquired skills the to according Strategies 8 have We ‫ استراتيجيات لتعامل مع االسئلة‬8 ‫ولدينا‬
‫المهارة المطلوبة‬
passage the of Purpose The ‫الغرض من القطعة‬
Inform ) ‫يخبر (لها االولوية‬
explain Purpose‫يعطي معلومة‬
Describe ‫يصف‬
Passage 1
In the year 2000, people spent $3.2 trillion dollars on travel. In 2005, they
spent $3.4 trillion. In 2016, they will probably spend about $4.2 trillion. What
is the most popular country that people go to? France is the most popular:
62.4 million people went to France in 2006. The United States is the second
most popular country to visit: 46.3 million people went there in 2006.Spain
was third, with 41.3 million visitors. Italy and Britain came next, and China was
sixth.

Question 2 - The authors purpose in Paragraph 2) is to............
A. describe
B. criticize
C. persuade
D. argue
‫ اكتساب‬passage the not first, question the Read ‫قراءة االسئلة وليس القطعة‬
Skim and Scan ‫مهارة التصفح السريع‬
time your waste don’t and way fast a in answer the reach to ●Helps ‫تساعدك علي‬.
‫الوصول اللجابة سريعا و عدم اضاعة الوقت‬
Scanners are Eyes ●Your ‫عينك متصفح سريع‬
California Strawberries
(1) Agricultural abundance is a pillar of the California dream. In 2016 the state
turned out more than $45 billion worth of meat, milk and crops. Long before
nutritionists agreed that fresh fruits and vegetables should be the center of
American diets, California farmers had planted much of their land in these
products, and today they produce half of the nation's fruits, vegetables and
nuts.
(2) But although fruits and vegetables are vaunted as healthy foods, their
impact as crops is quite different. On many California produce farms wages are
low, working conditions are poor and farmers use enormous quantities of
pesticides and precious water. This is the central contradiction of California
agriculture
(3) California's strawberry industry is the state's sixth most important
commodity in terms of the value of crops sold. Strawberries are attractive
reasonably nutritious and occasionally tasty fruits and can be grown and eaten
within California nearly year-round. But the industry's growth has relied on
heavy use of toxic chemicals and now growers face heightened restrictions on
some of their most favored chemicals: soil fumigants.
(4) Unfortunately, less toxic or non-chemical strategies that would allow
strawberries to be grown for a mass market, maintaining affordable prices, are
elusive and likely to remain so.
(5) Although strawberry production once was scattered throughout the state,
by the 1960s, it had concentrated in coastal zones to take advantage of sandy
soils and mild temperatures. Thereafter, the industry saw tremendous growth
in productivity. In Monterey and Santa Cruz counties alone, acreage more than
tripled and production increased tenfold from 1960 to 2014. Much of this
growth was enabled by advances in plant breeding and use of plastic tarps to
absorb heat, allowing growers to increase the length of strawberry seasons.

(6) But the main driver of growth has been the use of pre plant chemical
fumigants. Growers hire pest control companies to fumigate soils before
planting strawberries in order to kill soil-borne pests most importantly, plant
pathogens such as Verticillium dahliae and Macrophomina phaseolina
Without such treatment, these pathogens cause strawberry plants to wilt and
die.
(7) Now, however, the industry's fumigant of choice methyl bromide can no
longer be used in strawberry fruit production. In 1991 methyl bromide was
banned under the Montreal Protocol on Substances that used in nursery
production to ensure that starter plants are virus- and pathogen-free. One
potential replacement, methyl iodide, was approved for use in late 2010.
(8) But it was withdrawn from the market in 2012, following an activist
campaign and lawsuit that accused California regulators of performing an
inadequate review of potential health risks to workers and the general public.
Among other things, the chemical is a known neurotoxin and carcinogen.
(9) Other fumigants are still allowed, but their use is increasingly restricted by
buffer zones and township quotas. Consequently, growers are contending with
heightened levels of plant disease, some from pathogens that had never
before been evident in California strawberry fields.
(10) Can California find a less toxic way to raise 90 percent of the nation's fresh
strawberries? Although the strawberry industry is investing significant
resources into non-chemical alternatives to manage soil-borne disease, the
obstacles are formidable. The entire production system, including reliance on
fumigants, is embedded into the cost of land.
(11) Fumigation has allowed growers to plant on the same blocks of land. year
after year, and not worry about soil disease. With fumigation available to
control.
(12) Together these innovations have allowed growers to keep prime

strawberry land in production every year for much of the year, yielding
exceptional amounts of fruit. High land prices reflect these expectations and
make it unprofitable to grow strawberries using less intensive methods. The
Pacific Ocean's natural summer air-conditioning is attractive to suburbanites as
well as strawberries, so coastal development is putting additional pressure on
the cost of strawberry land while at the same time increasing public pressure
to control use of fumigants.

(13) Informed and concerned consumers ingrained with California's deep

culture of environmentalism have turned to organic strawberries, which they
see as a more sustainable option. As conventional growers took note of this
vibrant market, organic strawberry production rose fivefold between 2000 and
2012, to reach about 3,300 acres planted in 2017, which represents 12 percent
of all strawberry acreage.
(14) But although organic growers use non-chemical soil fumigation methods
or rotate strawberries with crops that have a mild disease-suppressing effect,
such as broccoli, few of them fundamentally alter the production system in
other ways.
(15) A small but dedicated set of growers have learned how to raise
strawberries for the long haul without fumigants. However, even they use
starter plants produced on fumigated soil, since no nurseries produce organic
plants. Crucially, for these growers strawberries are a minor crop in what are
otherwise highly diversified systems. And most of these producers are
52. What are two plant pathogens that harm strawberries?

(A) verticillium dahliae and macrophomina phaseolina
(B) methyl bromide and methyl iodide
(C) methyl iodide and macrophomina phaseolina
(D) verticillium dahliae and methyl bromide
53. Between which years did organic strawberry production rise by fivefold?
(A) 1960 and 2014
(B) 2005 and 2015
(C) 2010 and 2012
(D) 2000 and 2012
Identify the main topic, idea, title of the passage.
‫تحديد الموضوع الرئيسي او الفكرة العامة او العنوان‬
‫ القطعة حتي نهايتها‬umbrella an like is ●It ‫تشبه المظلة التي يندرج تحتها اهم االفكار التي تمت مناقشتها من بداية‬

main
Water, Air and Soil Contamination

Pollution is an environmental concern for people throughout the world. One
university study suggests that pollutants in the water, air, and soil cause up to
40% of the premature deaths in the world's population. The majority of these
deaths occur in developing countries.
Water in many developing countries is contaminated with toxic chemicals, also
known as toxins.
Air pollution is a growing problem throughout the world. Indoor air pollution is
one of the leading causes of lung cancer. Families in developing countries use
open stoves for cooking and heating their homes.
Soil pollution is also a major concern, both in industrial and developing
countries. Pollutants such as metals and pesticides seep into the earth's soil
and contaminate the food supply. Soil pollution causes major health risks to
entire ecosystems. This type of pollution reduces the amount of land suitable
for agricultural production and contributes to global food shortages.
1) What is the main topic of the passage?
a) Air pollution
b) Water Pollution
c) Soil Pollution
d) Types of Pollution


Listening
●test the Know 1 ‫اعرف اكثر عن االمتحان‬
How long is the test?‫المدة‬ 20 minutes

The record is on the left, the
questions are on the right.
You have to listen and choose
format? the What’s ‫شكل االمتحان‬
‫التسجيل في يسار الشاشة و االسئلة علي اليسار‬
‫استمع و اختار‬
there? are texts many How ‫عدد‬

‫التسجيالت‬ Mostly 5 records
answer to need you do skills Which Scan - Focus -Guess

questions? the ‫المهارات المطلوبة لحل‬ ‫التصفح السريع التركيز و التخمين‬
‫االمتحان‬
quickly answer and connect to answers the with Questions the 2●Read ‫قم بقراءة‬
‫االسئلة مع االجوبة لتكوين فكرة عامة و حل االسئلة بشكل اسرع‬
scan and focus, so keywords, the about all 3●It's ... ‫كيفية استخرام مفاتيح الكلمات للحل‬
Guessing●4 ‫التخمين‬
Customer 1: Can I have an orange juice, please?
Server: Regular or large?
Customer 1: How big is a large?
Server: This is a large. This is a regular.
Customer 1: I'll have a large, then, please. Without ice.
Server: OK, coming up.
● This conversation mostly takes place in…….
a) a cafe
b) a hospital
c) a house
d) a school

‫‪distractors of 5●Beware‬‬ ‫خد حذرك من التشتت‬
‫اختر اجاباتك بعناية وتمهل ‪carefully. answers your 6●Choose‬‬
‫الترادف اللفظي ‪Meaning●7‬‬
‫‪Speaker A) I will meet you in the evening‬‬
‫‪Speaker b) see you there‬‬
‫?‪When will they meet‬‬
‫‪a)9 AM‬‬
‫‪b)9 PM‬‬
‫‪c)3AM‬‬
‫‪d)3PM‬‬
‫‪Morning person‬‬ ‫شخص نهاري‬ ‫‪Morning bird‬‬

‫‪Night Person‬‬ ‫شخص ليلي‬ ‫‪Night owl‬‬
‫‪People‬‬ ‫أشخاص‬ ‫‪person‬‬
‫‪Thirty minutes‬‬ ‫نصف ساعة‬ ‫‪Half an hour‬‬
‫‪Evening‬‬ ‫مساءا‬ ‫‪PM‬‬
‫‪Morning‬‬ ‫صباحا‬ ‫‪AM‬‬
‫‪Midnight‬‬ ‫منتصف ا ليل‬ ‫‪12 AM‬‬
‫التدريب و التكرار عامل مهم للتعود علي طبيعة االسئلة ‪perfect makes ●Practice‬‬


المحاضرات التمهيدية 1-2-3-3

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المحاضرات التمهيدية 1-2-3-3

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‫مذكرة‬

‫عايد للتدريب أكاديمية‬

‫‪Just for warming up‬‬

‫المحاضرة التمهيدية األولى‬

‫‪1‬‬ ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

‫د‬ ‫)‪d- (dip – sad‬‬ ‫‪e‬‬

‫ل‬ ‫‪l‬‬ ‫‪u‬‬

‫ن‬ ‫‪n‬‬ ‫‪ea‬‬

‫ي‬ ‫‪y‬‬ ‫ز‬ ‫‪sio‬‬

‫‪2‬‬ ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

‫تصف االسم‬ ‫الفعل يصف‬

 Regular )‫( منتظم‬

3 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

Pronoun Preposition Conjunctions

o While I was playing, he

4 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

simple sentences ‫ الجملة تكوين‬Subject

5 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

Main verbs Auxiliary verbs

 Main verb they show the action. ‫الفعل يظهرون‬

6 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

The verb As a main verb As a helping verb

Have ‫يملك‬  I have a new guitar.  we have done a lot of work.

7 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

8 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

9 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

Question?  ‫صيغة السؤال‬

Imperative  ‫صيغة األمر‬

1 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

‫المحاضرة التمهيدية الثانية‬

Common nouns (people, animals, places, things)

Examples Love , boy , bird, girl

Proper Nouns names of famous people, places, things

Comes always Capital

Examples Saturday, Mecca, Nouf

Subject ‫الفاعل‬ Object ‫المفعول‬

1 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

 Latifa is a good girl. I love her.

(Him – His – He – Her)

2. The sky is cloudy.................is going to rain.

(She – It – Its – Him)

3.He is talking to ………….

(his – her- She – they)

1 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

‫كيف نبني جملة باللغة اإلنجليزية؟ ‪sentence? a make to How‬‬

‫?‪What is a sentence‬‬ ‫ما هي الجملة؟‪V‬‬

‫الفاعل ‪Subject‬‬ ‫الفعل ‪Verb‬‬ ‫‪Object‬‬

‫‪He‬‬ ‫‪plays‬‬ ‫‪tennis‬‬

‫‪1‬‬ ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

Examples: He eats apple.

1 - The rain flooding the village.

3- has brown hair.

1 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

Do  do: (I – we – you – they)

Have  have – has - had

1 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

‫‪1‬‬ ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

As a helping verb:

1 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

Choose the correct answer

1 ‫دورة ستيب‬ ‫أكاديمية عايد لتدريب‬

Skills ‫المحاضرة التمهيدية الثالثة‬

Tips General ‫نصائح عامة‬

Remember the location of the answer