‫ﺗﻌﻠﻢ ﺧﺎﻟﺪ اﻟﻔﺮوﺳﯿﺔ ﻛﻐﯿﺮه ﻣﻦ أﺑﻨﺎء اﻷﺷﺮاف‪ ،‬وﻟﻜﻨﮫ أﺑﺪى ﻧﺒﻮ ًﻏﺎ وﻣﮭﺎرة ﻓﯿﮭﺎ ﻣﻨﺬ وﻗﺖ ﻣﺒﻜﺮ

وﺗﻤﯿﺰ ﻋﻠﻰ ﺟﻤﯿﻊ أﻗﺮاﻧﮫ‪.‬‬

‫واﻟﺠﻠَﺪ واﻹﻗﺪام‪ ،‬واﻟﻤﮭﺎرة وﺧﻔﺔ اﻟﺤﺮﻛﺔ ﻓﻲ اﻟﻜ ّﺮ واﻟﻔ ّﺮ‪.‬‬

‫َ‬ ‫ﻛﺎن ﺧﺎﻟﺪ ﺻﺎﺣﺐ ﻗﻮة ﻣﻔﺮطﺔ ﻛﻤﺎ ﻋُﺮف ﺑﺎﻟﺸﺠﺎﻋﺔ‬

‫واﺳﺘﻄﺎع أن ﯾﺜﺒﺖ وﺟﻮده ﻓﻲ ﻣﯿﺎدﯾﻦ اﻟﻘﺘﺎل‪ ،‬وأظﮭﺮ ﻣﻦ ﻓﻨﻮن اﻟﻔﺮوﺳﯿﺔ واﻟﺒﺮاﻋﺔ ﻣﺎ ﺟﻌﻠﮫ ﻣﻦ أﻓﻀﻞ ﻓﺮﺳﺎن ﻋﺼﺮه‪.‬‬

‫‪.‬‬ ‫ﻓﻜﯿﻒ ﻛﺎن ﺧﺎﻟﺪ ﯾﺨﻮض ﻣﻌﺎرﻛﮫ؟‬

‫ﺧﺎض ﺧﺎﻟﺪ ﻧﺤﻮ ﻣﺎﺋﺔ ﻣﻌﺮﻛﺔ دون أن ﯾﮭﺰم‪ ،‬ﻣﻤﺎ ﺟﻌﻞ ﻣﻨﮫ واﺣﺪًا ﻣﻦ أﻓﻀﻞ اﻟﻘﺎدة ﺗﺪﺑﯿﺮا‪ .‬ﺗﻨﺴﺐ إﻟﯿﮫ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﺨﻄﻂ‬

‫اﻟﻨﺎﺟﺤﺔ اﻟﺘﻲ ﯾﺴﺘﺨﺪﻣﮭﺎ اﻟﻤﺴﻠﻤﻮن ﻓﻲ ﻣﻌﺎرﻛﮭﻢ اﻟﻜﺒﺮى ﺧﻼل اﻟﻔﺘﻮﺣﺎت اﻹﺳﻼﻣﯿﺔ‪ .‬إذ ﯾﻌﺘﻤﺪ ﻓﻲ ﺑﻌﺾ ﻣﻌﺎرﻛﮫ ﻋﻠﻰ ﺧﻄﺔ‬

‫اﻟﺤﺮب اﻟﻨﻔﺴﯿﺔ‪ .‬ﻓﯿﻨﻄﻠﻖ أﺣﯿﺎﻧﺎ ﺑﻤﮭﺎﺟﻤﺔ ﻗﺎدة اﻟﺠﯿﻮش ﻣﺒﺎﺷﺮةً ﻟﺘﻮﺟﯿﮫ ﺿﺮﺑﺎت ﻧﻔﺴﯿﺔ ﻟﻤﻌﻨﻮﯾﺎت أﻋﺪاﺋﮫ ﻓﯿﺠﻌﻞ ﺻﻔﻮﻓﮭﻢ‬

‫ﺗﻀﻄﺮب‪ .‬ﻛﻤﺎ ﯾﺴﺘﺨﺪم أﺳﻠﻮب اﻟﻤﻨﺎوﺷﺎت ﺑﻮﺣﺪات ﺻﻐﯿﺮة ﻣﻦ اﻟﺠﻨﺪ ﻓﻲ اﻟﻤﻌﺎرك ﻻﺳﺘﻨﻔﺎد طﺎﻗﺔ أﻋﺪاﺋﮫ‪ ،‬ﺣﯿﺚ ﻛﺎن ﻋﺎدةً‬

‫ﻣﺎ ﯾﺮ ّﻛﺰ ﻋﻠﻰ إﺑﺎدة ﻗﻮاﺗﮭﻢ‪ ،‬ﺑﺪﻻً ﻣﻦ ﺗﺤﻘﯿﻖ اﻻﻧﺘﺼﺎرات اﻟﻌﺎدﯾﺔ‪ .‬ﯾﺴﺘﺨﺪم ﺧﺎﻟﺪ اﻟﺘﻀﺎرﯾﺲ ﻣﺘﻰ أﻣﻜﻨﮫ ذﻟﻚ ﺣﺘﻰ ﯾﻜﻮن ﻣﻦ‬

‫اﻟﺴﮭﻞ ﻋﻠﻰ ﻗﻮاﺗﮫ اﻻﻧﺴﺤﺎب ﻓﻲ ﺣﺎﻟﺔ اﻟﮭﺰﯾﻤﺔ‪ .‬ﻛﻤﺎ ﺑﺮع ﻓﻲ اﺳﺘﺨﺪام ﺗﻜﺘﯿﻚ اﻟﮭﺠﻮم اﻟﻤﻔﺎﺟﺊ اﻟﺬي ﯾﺸﺘّﺖ ﺑﮫ ﻗﻮات أﻋﺪاﺋﮫ‬

‫‪.‬‬ ‫ﻓﻲ ﺟﻨﺢ اﻟﻠﯿﻞ‪.‬‬

‫وﻗﺪ روي أﻧﮫ ﻗﺎل ﻋﻠﻰ ﻓﺮاش اﻟﻤﻮت‪" :‬ﻟﻘﺪ ﺷﮭﺪت ﻣﺌﺔ زﺣﻒ أو زھﺎءھﺎ‪ ،‬وﻣﺎ ﻓﻲ ﺑﺪﻧﻲ ﻣﻮﺿﻊ ﺷﺒﺮ‪ ،‬إﻻ وﻓﯿﮫ ﺿﺮﺑﺔ‬

‫ﺑﺴﯿﻒ أو رﻣﯿﺔ ﺑﺴﮭﻢ أو طﻌﻨﺔ ﺑﺮﻣﺢ وھﺎ أﻧﺎ ذا أﻣﻮت ﻋﻠﻰ ﻓﺮاﺷﻲ ‪ ،‬ﻛﻤﺎ ﯾﻤﻮت اﻟﺒﻌﯿﺮ ﻓﻼ ﻧﺎﻣﺖ أﻋﯿﻦ اﻟﺠﺒﻨﺎء"‪.‬‬

‫ﻋﺒﻘﺮﯾﺔ ﺧﺎﻟﺪ‬

‫)ﺑﺘﺼﺮف(‬

‫ﻋﺒﺎس ﻣﺤﻤﻮد اﻟﻌﻘﺎد‬

 ‫ا‪ ‬و ا‪:‬‬ ‫ا‪‬ر م‪ ‬ا‪ ‬ا‪‬‬ ‫دا‪‬ة ‪ ‬ا‪‬‬
‫‪...........................‬‬ ‫‪ ‬ا‪‬اءة‬ ‫ا‪‬ر‪ ‬ا‪‬ا‪ ‬ا‪‬‬
‫ا‪.................... :‬‬ ‫ا‪ ‬ا‪‬د‪‬‬ ‫ا‪‬رس ط‪‬رق ‪‬وي‬

‫‪-01‬أﻋﻮض ﻣﺎ ﺳﻄﺮ ﺑﻤﺎ ﯾﻔﯿﺪ اﻟﻤﻌﻨﻰ ﻧﻔﺴﮫ‪.‬‬

‫‪.........................................................................‬‬ ‫أﺑﺪى ﻧﺒﻮ ًﻏﺎ وﻣﮭﺎرة ﻓﯿﮭﺎ‪.‬‬
‫ﻣﻌـ‪-2‬ج‬ ‫‪.........................................................................‬‬ ‫ﻛﺎن ﻋﺎدةً ﻣﺎ ﯾﺮ ّﻛﺰ ﻋﻠﻰ إﺑﺎدة ﻗﻮاﺗﮭﻢ‪.‬‬
‫‪.........................................................................‬‬ ‫واﻟﺬي ﯾﺸﺘّﺖ ﺑﮫ ﻗﻮات أﻋﺪاﺋﮫ‪.‬‬

‫‪-02‬أ‪-‬ﺑﺪا ﺧﺎﻟﺪ ﻓﺎرﺳﺎ ﻣﺘﻔﻮﻗﺎ ﻣﻨﺬ ﺻﻐﺮه ‪.‬‬

‫اﻟﻘﺮﯾﻨﺔ‪"........................................................................................................" :‬‬
‫ﻣﻌـ‪-2‬ب‬
‫‪-‬ب‪-‬ﯾﺴﻌﻰ ﺧﺎﻟﺪ إﻟﻰ ﺗﺤﻘﯿﻖ اﻧﺘﺼﺎرات ﺣﺮﺑﯿﺔ ﺑﻄﺮق ﻏﯿﺮ ﻣﺄﻟﻮﻓﺔ‪.‬‬
‫اﻟﻘﺮﯾﻨﺔ‪"........................................................................................................" :‬‬
‫‪-‬ج‪-‬ﯾﺘﻌﻠﻖ ﺧﺎﻟﺪ ﺑﺎﻻﻧﺘﺼﺎر ﻟﻜﻨﮫ ﻻ ﯾﻐﻔﻞ ﻋﻦ اﻟﺘﻔﻜﯿﺮ ﻓﻲ اﻟﮭﺰﯾﻤﺔ‪.‬‬
‫اﻟﻘﺮﯾﻨﺔ‪"........................................................................................................" :‬‬

‫ﻣﻌـ‪-2‬أ‬ ‫‪-03‬ﻓﻲ اﻟﻨﺺ ﻣﻘﻄﻊ ﺗﻔﺴﯿﺮي‪.‬‬

‫‪-‬أ‪-‬أﺣﺪده‪ :‬ﻣﻦ "‪ ".........................................‬إﻟﻰ "‪"..................................................‬‬
‫‪-‬ب‪-‬أﺻﻨﻒ اﻷﻓﻌﺎل اﻟﺘﺎﻟﯿﺔ ﻓﻲ اﻟﺠﺪول‪.‬‬
‫ﻣﻌـ‪-2‬أ‬ ‫ﺧﺎض ‪-‬ﯾﻌﺘﻤﺪ‪-‬ﺑﺮع‪-‬ﯾﺸﺘﺖ‪.‬‬
‫أﻓﻌﺎل ﺗﻮاﻓﻖ اﻟﺘﻔﺴﯿﺮ‬ ‫أﻓﻌﺎل ﺗﻮاﻓﻖ اﻟﺴﺮد‬
‫‪........................................................... ...........................................................‬‬

‫ج‪-‬اﺳﺘﻌﻤﻞ اﻟﺮاوي اﻟﻤﻔﻌﻮل ﻷﺟﻠﮫ ﻓﻲ ﺛﻼث ﻣﻨﺎﺳﺒﺎت‪:‬‬

‫أﺳﺘﺨﺮﺟﮭﺎ و أﺣﺪد اﻟﺴﺆال اﻟﺬي ﺗﺠﯿﺐ ﻋﻨﮫ‪.‬‬
‫ﻣﻌـ‪-2‬أ‬
‫‪.....................................................................‬‬ ‫‪‬‬
‫‪.....................................................................‬‬ ‫‪‬‬
‫‪.....................................................................‬‬ ‫‪‬‬
‫‪ ‬ھﺬه اﻟﻤﻔﺎﻋﯿﻞ ھﻲ إﺟﺎﺑﺔ ﻋﻦ ﺳﺆال‪ :‬ﻛﯿﻒ؟ ‪ /‬ﻟﻤﺎذا؟ ‪ /‬ﻣﺎذا؟‬
‫‪-4-‬أرﺑﻂ ﺑﯿﻦ أﺳﻠﻮب اﻟﻤﻌﺮﻛﺔ و ھﺪﻓﮭﺎ‪:‬‬
‫ﻣﻌـ‪-2‬أ‬
‫إﺿﻌﺎﻓﺎ ﻟﻠﻌﺪو‪.‬‬ ‫ﻣﮭﺎﺟﻤﺔ اﻟﻘﺎدة اﻷﻋﺪاء‪.‬‬ ‫‪‬‬
‫ارﺑﺎﻛﺎ ﻟﮭﻢ‪.‬‬ ‫اﻟﮭﺠﻮم اﻟﻤﻔﺎﺟﺊ‪.‬‬ ‫‪‬‬
‫ﺗﺸﺘﯿﺘﺎ ﻟﻘﻮات اﻟﻤﻨﺎﻓﺲ‪.‬‬ ‫اﺳﺘﻌﻤﺎل وﺣﺪات ﺻﻐﯿﺮة ﻣﻦ اﻟﺠﯿﻮش‪.‬‬ ‫‪‬‬

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 ‫‪-05‬اﻋﺘﻤﺎدا ﻋﻠﻰ اﻟﻌﻨﺎﺻﺮ اﻟﺘﺎﻟﯿﺔ‪ ،‬أﻛﺘﺐ ﻓﻘﺮة أﻟﺨﺺ ﻓﯿﮭﺎ اﻟﻤﻌﺎﻧﻲ اﻟﻮاردة ﻓﻲ اﻟﻨﺺ‪.‬‬
‫‪ ‬ﻧﺒﻮغ ﺧﺎﻟﺪ ﻓﻲ رﻛﻮب اﻟﺨﯿﻞ ﻣﻨﺬ طﻔﻮﻟﺘﮫ‪.‬‬
‫‪ ‬ذﻛﺎؤه اﻟﺤﺮﺑﻲ و ﻣﮭﺎرﺗﮫ ﻓﻲ اﻟﻘﺘﺎل‪.‬‬
‫ﻣﻌـ‪3‬‬
‫‪ ‬ﺗﻌﻠﻘﮫ ﺑﺎﻟﻔﺮوﺳﯿﺔ و دﻋﻮﺗﮫ إﻟﻰ اﻹﻗﺪام واﻟﺸﺠﺎﻋﺔ‪.‬‬
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‫‪ "-06-‬ﺗﻌﻠﻢ ﺧﺎﻟﺪ اﻟﻔﺮوﺳﯿﺔ ﻛﻐﯿﺮه ﻣﻦ أﺑﻨﺎء اﻷﺷﺮاف‪ ،‬وﻟﻜﻨﮫ أﺑﺪى ﻧﺒﻮ ًﻏﺎ وﻣﮭﺎرة ﻓﯿﮭﺎ ﻣﻨﺬ وﻗﺖ ﻣﺒﻜﺮ‬
‫وﺗﻤﯿﺰ ﻋﻠﻰ ﺟﻤﯿﻊ أﻗﺮاﻧﮫ‪".‬‬
‫ﺣﺴﺐ رأﯾﻚ ﻣﺎ اﻟﺬي ﺳﺎﻋﺪ ﺧﺎﻟﺪا ﻋﻠﻰ أن ﯾﺼﺒﺢ ﺑﻄﻼ؟ ﻓﯿﻢ ﺗﺮﻏﺐ أن ﺗﺘﻤﯿﺰ و ﺗﺸﺘﮭﺮ؟و ﻟﻤﺎذا؟‬
‫ﻣﻌـ‪4-2‬‬
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‫ﺟﺪول إﺳﻨﺎد اﻷﻋﺪاد‬
‫ﻣﻌﯿﺎر اﻟﺘﻤﯿﺰ‬ ‫ﻣﻌﺎﯾﯿﺮ اﻟﺤﺪ اﻷدﻧﻰ‬ ‫ﻣﺴﺘﻮﯾﺎت اﻟﺘﻤﻠﻚ‬
‫ﻣﻌـ‪4‬‬ ‫ﻣﻌـ‪3‬‬ ‫ﻣﻌـ‪-2‬ج‬ ‫ﻣﻌـ‪-2‬ب‬ ‫ﻣﻌـ‪-2‬أ‬
‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫اﻧﻌﺪام اﻟﺘﻤﻠﻚ‬
‫‪5‬ن‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫اﻟﺘﻤﻠﻚ دون اﻷدﻧﻰ‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫اﻟﺘﻤﻠﻚ اﻷدﻧﻰ‬
‫اﻟﻤﺠﻤﻮع‪20/.. :‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫اﻟﺘﻤﻠﻚ اﻷﻗﺼﻰ‬

‫‪2/2‬‬
‫… ﻛﺎن اﻟﺤﺪﯾﺚ ﻓﻲ ذﻟﻚ اﻟﻮﻗﺖ ﻗﺪ أﺻﺒﺢ ﺻﺮﯾﺤﺎ و ﻋﺎﻟﯿﺎ ﻋﻦ اﻷﺿﺮار اﻟﺨﻄﯿﺮة اﻟﺘﻲ ﺗﺼﯿﺐ اﻟﻤﺪﺧﻨﯿﻦ و رﻏﻢ ﻣﺤﺎوﻻت‬

‫ﺷﺮﻛﺎت اﻟﺘﺪﺧﯿﻦ ﻓﻘﺪ ﺻﺪر اﻟﺤﻜﻢ ﺑﺈداﻧﺔ اﻟﺴﯿﺠﺎرة و اﻋﺘﺒﺎرھﺎ ﻣﻦ أﻛﺒﺮ أﻋﺪاء اﻹﻧﺴﺎن‪ .‬و ﻛﻤﺎ ﻟﻢ ﯾﺤﺪث ﻣﻊ أﯾﺔ ﻋﺎدة أﺧﺮى‬

‫اﻧﺘﺸﺮت ﻋﺎدة اﻟﺘﺪﺧﯿﻦ ﺑﺸﻜﻞ ﺳﺮﯾﻊ ﻓﻲ أﻧﺤﺎء اﻟﻌﺎﻟﻢ ﺳﺎﻋﺪ ﻓﻲ ذﻟﻚ زﯾﺎدة ﺗﻨﻘﻼت اﻟﻤﻮاطﻨﯿﻦ ﺑﯿﻦ اﻟﺒﻠﺪان و ﻗﯿﺎم اﻟﺪول‬

‫ﺑﺘﺸﺠﯿﻊ اﻟﻤﻮاطﻨﯿﻦ ﻋﻠﻰ اﻟﺘﺪﺧﯿﻦ ﺣﺘﻰ ﺗﻨﻤﻮ ﻋﺎﺋﺪات اﻟﻀﺮاﺋﺐ إﺿﺎﻓﺔ إﻟﻰ أن ﻣﻦ ﯾﺒﺪأ اﻟﺘﺪﺧﯿﻦ ﯾﺘﻌﻠﻖ ﺑﮫ ﺑﻔﻌﻞ "اﻟﻨﯿﻜﻮﺗﯿﻦ"‬

‫أﺣﺪ أھﻢ ﻣﻜﻮﻧﺎت اﻟﺴﯿﺠﺎرة و أﺧﻄﺮھﺎ‪ .‬و ﻟﻢ ﯾﻌﺪ اﻟﺴﺆال ﻛﻤﺎ ﻛﺎن ﻓﻲ ﻓﺘﺮة اﻟﺨﻤﺴﯿﻨﺎت و اﻟﺴﺘﯿﻨﺎت‪ :‬ھﻞ اﻟﺘﺪﺧﯿﻦ ﺿﺎر أم‬

‫ﻻ؟ و إﻧﻤﺎ أﺻﺒﺢ اﻟﺴﺆال‪ :‬ﻛﯿﻒ ﻧﺴﺎﻋﺪ اﻹﻧﺴﺎن اﻟﻤﺪﺧﻦ ﻋﻠﻰ اﻻﻣﺘﻨﺎع ﻋﻦ اﻟﺘﺪﺧﯿﻦ؟‬

‫إن اﻟﻌﻤﻠﯿﺔ ﻟﯿﺴﺖ ﻟﻐﺰا و ﻻ ﻣﺸﻜﻠﺔ و إﻧﻤﺎ ﻓﻲ ﻛﻠﻤﺔ واﺣﺪة ھﻲ إرادﺗﻚ‪ .‬ھﻞ أﻧﺖ ﻗﻮي اﻹرادة؟ إذا ﻛﻨﺖ ﻛﺬﻟﻚ ﻓﺄﻧﺖ ﻗﺎدر‬

‫ﻋﻠﻰ أن ﺗﺘﺤﺮر ﻣﻦ اﻟﺘﺪﺧﯿﻦ‪ .‬و أﻣﺎ ﻋﻠﻤﺎء اﻟﻨﻔﺲ ﻓﻲ ﺑﺮﯾﻄﺎﻧﯿﺎ ﻓﻘﺪ اﻛﺘﺸﻔﻮا أﻧﮫ ﻣﻦ اﻟﻤﻔﯿﺪ ﺗﺸﺠﯿﻊ اﻟﻤﺪﺧﻨﯿﻦ ﻋﻠﻰ ﻋﺪم‬

‫اﻟﺘﺪﺧﯿﻦ ﺑﺪﻋﻮﺗﮭﻢ ﺟﻤﯿﻌﺎ إﻟﻰ اﻻﺷﺘﺮاك ﻓﻲ ﯾﻮم ﻣﺤﺪد ﯾﻤﺘﻨﻌﻮن ﻓﯿﮫ ﻋﻦ اﻟﺘﺪﺧﯿﻦ و ﺑﺬﻟﻚ ﯾﻜﻮن ھﺬا اﻟﯿﻮم ﺧﻄﻮة ﻋﻠﻰ طﺮﯾﻖ‬

‫اﻟﺨﺮوج ﻣﻦ ﺳﺠﻦ اﻟﺘﺪﺧﯿﻦ‪ .‬ﻓﻤﺎ أن ﯾﺜﺒﺖ ﻟﻚ‪ ،‬ﻋﺰﯾﺰي اﻟﻤﺪﺧﻦ‪ ،‬ﺿﺮر أي ﺷﻲء ﺗﻤﺎرﺳﮫ ﻓﺈذا ﻓﻜﺮت ﻓﻲ اﻹﻗﻼع ﻋﻨﮫ‬

‫‪.‬‬ ‫ﻓﺎﺑﺪأ ﻓﻮرا و ﻻ ﺗﺘﺮدد وﻻ ﺗﻨﺘﻈﺮ طﻮﯾﻼ‪.‬‬

‫ﻟﻢ ﯾﻜﻦ ﻋﺰﻣﻲ ﻋﻠﻰ اﻟﻜﻒ ﻋﻦ اﻟﺘﺪﺧﯿﻦ أﻣﺮا ﺳﮭﻼ و ﻟﻢ أﺧﺒﺮ ﺑﮫ أﺣﺪا ﻣﻦ اﻟﺰﻣﻼء ﺑﻞ ﻗﺮرﺗﮫ ﺑﯿﻨﻲ و ﺑﯿﻦ ﻧﻔﺴﻲ ﻛﺎن ﺗﺤﺪﯾﺎ‬

‫ﻛﺒﯿﺮا و ﻓﻲ أول ﯾﻮم اﻣﺘﻨﻌﺖ ﻓﯿﮫ ﻋﻦ اﻟﺘﺪﺧﯿﻦ اﻛﺘﺸﻔﺖ أن ھﻨﺎك ﺣﺎﺟﺰا ﻏﯿﺮ ﻣﺮﺋﻲ ﺑﯿﻦ ﻋﻘﻠﻲ و ﻋﯿﻨﻲ ﻓﻌﯿﻨﺎي ﺗﻤﺮان ﻋﻠﻰ‬

‫اﻟﺴﻄﻮر اﻟﻤﻜﺘﻮﺑﺔ ﻓﻮق اﻷوراق اﻟﺘﻲ ﺗﺼﻞ إﻟﻲ و ﻟﻜﻦ ﻋﻘﻠﻲ ﻻ ﯾﺴﺘﻄﯿﻊ ﻓﮭﻢ ﻛﻠﻤﺔ ﻣﻦ ھﺬه اﻟﺴﻄﻮر…‬

‫‪-‬ﻗﺼﺔ ﻣﺼﺮﯾﺔ‪-‬‬

‫ﺑﺘﺼﺮف‬
 ‫ا‪ ‬و ا‪:‬‬ ‫ا‪‬ر م‪ ‬ا‪ ‬ا‪‬‬ ‫دا‪‬ة ‪ ‬ا‪‬‬
‫‪...........................‬‬ ‫‪ ‬ا‪‬اءة‬ ‫ا‪‬ر‪ ‬ا‪‬ا‪ ‬ا‪‬‬
‫ا‪.................... :‬‬ ‫ا‪ ‬ا‪‬د‪‬‬ ‫ا‪‬رس ط‪‬رق ‪‬وي‬

‫‪-01‬أﻋﻮض ﻣﺎ ﺳﻄﺮ ﺑﻤﺎ ﯾﻔﯿﺪ اﻟﻤﻌﻨﻰ ﻧﻔﺴﮫ‪.‬‬

‫‪.........................................................................‬‬ ‫ﺻﺪر اﻟﺤﻜﻢ ﺑﺈداﻧﺔ اﻟﺴﯿﺠﺎرة‪.‬‬
‫ﻣﻌـ‪-2‬ج‬ ‫‪.........................................................................‬‬ ‫أﻧﺖ ﻗﺎدر ﻋﻠﻰ أن ﺗﺘﺤﺮر ﻣﻦ اﻟﺘﺪﺧﯿﻦ‪.‬‬
‫‪.........................................................................‬‬ ‫إذا ﻓﻜﺮت ﻓﻲ اﻹﻗﻼع ﻋﻨﮫ‪.‬‬

‫‪-02‬أ‪-‬ﻛﺎن اﻟﺮاوي ّ‬
‫ﻣﺪﺧﻨﺎ‪.‬‬
‫ﻣﻌـ‪-2‬أ‬ ‫ﻻ‬ ‫ﻧﻌﻢ‬
‫اﻟﻘﺮﯾﻨﺔ‪"........................................................................................................" :‬‬
‫ﻟﺼﺤﺔ اﻹﻧﺴﺎن‪.‬‬ ‫ّ‬ ‫‪-‬ب‪-‬اﻟﺘﺪﺧﯿﻦ ﻋﺪو‬
‫ﻣﻌـ‪-2‬ب‬ ‫اﻟﻘﺮﯾﻨﺔ‪"........................................................................................................" :‬‬

‫‪-03‬اﻧﺘﺸﺮ اﻟﺘﺪﺧﯿﻦ ﺑﺴﺮﻋﺔ ﻓﻲ ﻣﺨﺘﻠﻒ أﻧﺤﺎء اﻟﻌﺎﻟﻢ‪.‬‬

‫أﺣﺪد اﻷﺳﺒﺎب اﻟﻤﺴﺎﻋﺪة ﻋﻠﻰ اﻧﺘﺸﺎره‪.‬‬
‫ﻣﻌـ‪-2‬أ‬ ‫‪..................................................................................................................... ‬‬
‫‪..................................................................................................................... ‬‬
‫‪..................................................................................................................... ‬‬
‫ﻣﻌـ‪-2‬أ‬
‫‪-04‬ﻓﻲ اﻟﻨﺺ ﻣﻘﻄﻊ ﺗﻔﺴﯿﺮي ﯾﺘﻀﻤﻦ ﺗﻮﺟﯿﮭﺎت‪.‬‬
‫‪-‬أ‪-‬أﺣﺪده‪ :‬ﻣﻦ "‪ ".........................................‬إﻟﻰ "‪"..................................................‬‬
‫‪-‬ب‪-‬أﺳﺘﺨﺮج ﻣﻦ ھﺬا اﻟﻤﻘﻄﻊ اﻟﻌﻮاﻣﻞ اﻟﻤﺴﺎﻋﺪة ﻋﻠﻰ اﻟﺘﺨﻠﺺ ﻣﻦ اﻟﺘﺪﺧﯿﻦ‪.‬‬
‫ﻣﻌـ‪-2‬أ‬ ‫‪..................................................................................................................... ‬‬
‫‪..................................................................................................................... ‬‬
‫‪..................................................................................................................... ‬‬
‫ج‪-‬أﺷﻄﺐ اﻟﺨﻄﺄ‪:‬‬
‫ﻣﻌـ‪-2‬أ‬ ‫وردت اﻟﺘﻮﺟﯿﮭﺎت ﻓﻲ ھﺬا اﻟﻤﻘﻄﻊ ﻓﻲ‪:‬‬
‫ﺻﯿﻐﺔ اﻷﻣﺮ ﻓﻘﻂ‪.‬‬
‫ﺻﯿﻐﺔ اﻟﻤﻀﺎرع اﻟﻤﺠﺰوم ﻓﻘﻂ‪.‬‬
‫ﻣﻌـ‪-2‬ب‬ ‫ﺻﯿﻐﺘﻲ اﻷﻣﺮ و اﻟﻤﻀﺎرع اﻟﻤﺠﺰوم‪.‬‬

‫‪-05‬أﺛﺮ اﻧﻘﻄﺎع اﻟﺮاوي ﻋﻦ اﻟﺘﺪﺧﯿﻦ ﻓﻲ اﻟﺒﺪاﯾﺔ ﻋﻠﻰ ﻋﻤﻠﮫ‪.‬‬

‫اﻟﻘﺮﯾﻨﺔ‪"......................................................................................................................." :‬‬

‫‪2/1‬‬
 ‫‪-06‬اﻋﺘﻤﺎدا ﻋﻠﻰ اﻟﻌﻨﺎﺻﺮ اﻟﺘﺎﻟﯿﺔ أﻛﺘﺐ ﻓﻘﺮة أﻟﺨﺺ ﻓﯿﮭﺎ اﻟﻤﻌﺎﻧﻲ اﻟﻮاردة ﻓﻲ اﻟﻨﺺ‪.‬‬
‫‪ ‬اﻧﺘﺸﺎر اﻟﺘﺪﺧﯿﻦ‪.‬‬
‫‪ ‬ﻛﯿﻔﯿﺔ اﻟﺘﺨﻠﺺ ﻣﻨﮫ‪.‬‬
‫‪ ‬ﺣﻜﺎﯾﺔ اﻟﺮاوي ﻣﻊ اﻟﺘﺪﺧﯿﻦ‪.‬‬
‫ﻣﻌـ‪3‬‬
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‫ﻣﻌـ‪4-2‬‬
‫‪ ..."-07-‬ﻟﻢ أﺧﺒﺮ ﺑﮫ أﺣﺪا ﻣﻦ اﻟﺰﻣﻼء ﺑﻞ ﻗﺮرﺗﮫ ﺑﯿﻨﻲ و ﺑﯿﻦ ﻧﻔﺴﻲ ﻛﺎن ﺗﺤﺪﯾﺎ ﻛﺒﯿﺮا‪."...‬‬
‫ﻣﺎ رأﯾﻚ ﻓﻲ ﺗﺼﺮف اﻟﺮاوي؟ و ﺑﻢ ﺗﻨﺼﺢ ﻛﻞ ﻣﺪﺧﻦ؟‬
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‫ﺟﺪول إﺳﻨﺎد اﻷﻋﺪاد‬

‫ﻣﻌﯿﺎر اﻟﺘﻤﯿﺰ‬ ‫ﻣﻌﺎﯾﯿﺮ اﻟﺤﺪ اﻷدﻧﻰ‬ ‫ﻣﺴﺘﻮﯾﺎت اﻟﺘﻤﻠﻚ‬
‫ﻣﻌـ‪4‬‬ ‫ﻣﻌـ‪3‬‬ ‫ﻣﻌـ‪-2‬ج‬ ‫ﻣﻌـ‪-2‬ب‬ ‫ﻣﻌـ‪-2‬أ‬
‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫اﻧﻌﺪام اﻟﺘﻤﻠﻚ‬
‫‪5‬ن‬ ‫‪1.5‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1.5‬‬ ‫اﻟﺘﻤﻠﻚ دون اﻷدﻧﻰ‬
‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫اﻟﺘﻤﻠﻚ اﻷدﻧﻰ‬
‫اﻟﻤﺠﻤﻮع‪20/.. :‬‬ ‫‪4.5‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪4.5‬‬ ‫اﻟﺘﻤﻠﻚ اﻷﻗﺼﻰ‬

‫‪2/2‬‬
 ‫ا‪ ‬و ا‪:‬‬ ‫ا‪‬ر م‪ ‬ا‪ ‬ا‪‬‬ ‫دا‪‬ة ‪ ‬ا‪‬‬
‫‪...........................‬‬ ‫‪ ‬ا‪ ‬ا‪‬‬ ‫ا‪‬ر‪ ‬ا‪‬ا‪ ‬ا‪‬‬
‫ا‪.................... :‬‬ ‫ا‪ ‬ا‪‬د‪‬‬ ‫ا‪‬رس ط‪‬رق ‪‬وي‬

‫أﻗﺮأ اﻟﻨﺺ اﻟﺘﺎﻟﻲ‪:‬‬

‫"زرﻗﺎء اﻟﯿﻤﺎﻣﺔ" ھﻮ ﻟﻘﺐ ﻟﻔﺘﺎة ﻋﺮﺑﯿﺔ ﻋﺎﻗﻠﺔ ﺟﻤﯿﻠﺔ‪ .‬ﻛﺎﻧﺖ ﻋﯿﻨﺎھﺎ زرﻗﺎوﯾﻦ‪ .‬وﻛﺎﻧﺖ ﺗﺮى اﻷﺷﯿﺎء‬
‫ﻣﻦ ﻣﺴﺎﻓﺎت ﺑﻌﯿﺪة ﺟﺪاً‪ ،‬ﻓﺘﺮاﻗﺐ اﻟﺸﺨﺺ ﻋﻠﻰ ﻣﺴﯿﺮة ﺛﻼﺛﺔ أﯾﺎم‪ ،‬واﻟﻨﺎس ﯾﻌﺠﺒﻮن ﻣﻦ ﻗ ّﻮة ﻧﻈﺮھﺎ‪.‬‬
‫ﺴ ّﻤﯿﺖ زرﻗﺎء اﻟﯿﻤﺎﻣﺔ‪.‬‬
‫ﻓﮭﻲ أدﻗﮭﻢ ﻧﻈﺮا‪ .‬وﻛﺎﻧﺖ ﺑﻼدھﺎ اﻟﺘﻲ ﺗﻘﯿﻢ ﺑﮭﺎ ﺗﺴ ّﻤﻰ اﻟﯿﻤﺎﻣﺔ؛ ﻓ ُ‬
‫ﺻﻌﺪت زرﻗﺎء ﯾﻮﻣﺎ إﻟﻰ اﻟﻘﻠﻌﺔ وﻧﻈﺮت ﻓﺮأت ﺷﯿﺌﺎ ﻋﺠﯿﺒﺎ ﻓﺄﻋﺎدت اﻟﻨﻈﺮ وﻗﺎﻟﺖ‪":‬أرى ﺗﺤﺖ اﻟﺸﺠﺮ‬
‫رﺟﺎﻻ ﺳﺎﺋﺮﯾﻦ و راﻛﺒﯿﻦ‪".‬‬

‫‪/01‬أﺑﯿﻦ ﻧﻮع اﻟﻤﺮﻛﺐ اﻟﻤﺴﻄﺮ و وظﯿﻔﺘﮫ‪:‬‬

‫ﻣﻌـ‪-1‬أ‬
‫وظﯿﻔﺘﮫ‬ ‫ﻧﻮﻋﮫ‬ ‫اﻟﻤﺮﻛﺐ اﻟﻤﺴﻄﺮ‬
‫‪........................................‬‬ ‫‪........................................‬‬ ‫‪ ‬اﻟﺘﻲ ﺗﻘﯿﻢ ﺑﮭﺎ‬
‫ﻣﻌـ‪-1‬ب‬ ‫‪........................................‬‬ ‫‪........................................‬‬ ‫‪ ‬أدﻗﮭﻢ ﻧﻈﺮا‬
‫‪........................................‬‬ ‫‪........................................‬‬ ‫‪ ‬ﺳﺎﺋﺮﯾﻦ و راﻛﺒﯿﻦ‬

‫‪/02‬أﺣﺪد ﻋﻼﻣﺔ اﻋﺮاب اﻷﺳﻤﺎء اﻟﻤﻠﻮﻧﺔ ﻓﻲ اﻟﻨﺺ‪.‬‬

‫ﻣﻌـ‪-1‬ب‬ ‫ﻋﻼﻣﺔ إﻋﺮاﺑﮫ‬ ‫اﻻﺳﻢ‬
‫‪............................‬‬ ‫ﻋﯿﻨﺎھﺎ‬
‫‪............................‬‬ ‫ﻣﺴﺎﻓﺎت‬
‫‪............................‬‬ ‫ﺳﺎﺋﺮﯾﻦ‬
‫ﻣﻌـ‪-2‬أ‬ ‫‪/03‬أﺷﺘﻖ ﻣﻦ ﻛﻞ ﻓﻌﻞ اﺳﻤﻲ اﻟﻔﺎﻋﻞ و اﻟﻤﻔﻌﻮل و اﻟﻤﺼﺪر‪.‬‬
‫اﻟﻤﺼﺪر‬ ‫اﺳﻢ اﻟﻤﻔﻌﻮل‬ ‫اﺳﻢ اﻟﻔﺎﻋﻞ‬ ‫اﻟﻔﻌﻞ‬
‫ﻣﻌـ‪-2‬أ‬ ‫‪........................‬‬ ‫‪........................‬‬ ‫‪........................‬‬ ‫أﻋﺎدت‬
‫‪........................‬‬ ‫‪........................‬‬ ‫‪........................‬‬ ‫ﺗﺮاﻗﺐ‬

‫‪/04‬أﻧﺘﺞ ﺟﻤﻼ ﺣﺴﺐ اﻟﻤﻄﻠﻮب ﻓﻲ ﻛﻞ ﻣﺮة‪.‬‬

‫‪ ‬ﻓﻌﻞ‪+‬ﻓﺎﻋﻞ‪ :‬ﻣﺮﻛﺐ ﻣﻮﺻﻮﻟﻲ اﺳﻤﻲ‪+‬ﺣﺎل‪.‬‬
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‫‪ ‬ﻓﻌﻞ‪+‬ﻓﺎﻋﻞ‪:‬ﺿﻤﯿﺮ ﻣﺘﺼﻞ‪+‬ﻣﻔﻌﻮل ﺑﮫ‪ :‬ﻣﺮﻛﺐ ﺗﻤﯿﯿﺰي‪.‬‬
‫ﻣﻌـ‪-2‬ب‬ ‫‪........................................................................................................ ‬‬
‫‪ ‬ﻣﺒﺘﺪأ‪:‬اﺳﻢ إﺷﺎرة ‪+‬ﺧﺒﺮ‪:‬ﻣﺮﻛﺐ ﺗﻤﯿﯿﺰي‪.‬‬
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‫‪2/1‬‬
 ‫‪/05‬أﻛﻤﻞ ﻛﻞ ﺟﻤﻠﺔ ﻣﺴﺘﺮﺷﺪا ﺑﻤﺎ وﺿﻊ ﺑﯿﻦ ﻗﻮﺳﯿﻦ‪.‬‬
‫ﻣﻌـ‪-2‬ج‬ ‫‪ ‬ﻛﺎن ﻧﺼﯿﺐ ﺟﺪي ‪) ...........................................‬ﻣﺮﻛﺐ ﺗﻤﯿﯿﺰي(‬
‫‪ ‬أﻗﺪم ﺣﻨﺒﻌﻞ ‪ ...........................‬أﻋﺪاءه‪) .‬اﺳﻢ اﻟﻔﺎﻋﻞ ﻣﻦ ر ّوع(‬
‫‪ ‬ﻓﺎز ‪ ...............................‬ﺑﺎﻟﺠﺎﺋﺰة‪) .‬ﻣﺮﻛﺐ ﻣﻮﺻﻮﻟﻲ اﺳﻤﻲ(‬

‫‪/06‬ﺣﻀﺮت ﻣﻮﺳﻢ اﻟﺤﺼﺎد و ﻛﺎن اﻟﺨﯿﺮ ﻛﺜﯿﺮا‪.‬‬

‫أﻧﺘﺞ ﻧﺼﺎ ﺗﺼﻮر ﻓﯿﮫ ﻣﻮﺳﻢ اﻟﺤﺼﺎد ﻓﻲ ﻗﺮﯾﺘﻚ ﻣﻮظﻔﺎ اﻟﻈﻮاھﺮ اﻟﻠﻐﻮﯾﺔ اﻟﻤﻄﻠﻮﺑﺔ و أﺳﺘﺨﺮﺟﮭﺎ ﻓﻲ اﻟﺠﺪول‬
‫اﻟﻤﺼﺎﺣﺐ‪.‬‬
‫ﺟﻤﻊ ﻣﺆﻧﺚ ﺳﺎﻟﻢ اﺳﻢ ﻣﺜﻨﻰ ﺟﻤﻊ ﻣﺬﻛﺮﺳﺎﻟﻢ اﺳﻢ ﻣﻔﻌﻮل ﻣﻦ‬ ‫ﻣﺮﻛﺐ ﻣﻮﺻﻮﻟﻲ‬ ‫ﻣﺮﻛﺐ ﺗﻤﯿﯿﺰي‬
‫‪.................. .................. ............ ..................... ....................... ..................‬‬

‫ﻣﻌـ‪2‬‬
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‫ﺟﺪول إﺳﻨﺎد اﻷﻋﺪاد‬

‫ﻣﻌﯿﺎر اﻟﺘﻤﯿﺰ‬ ‫ﻣﻌﺎﯾﯿﺮ اﻟﺤﺪ اﻷدﻧﻰ‬ ‫ﻣﺴﺘﻮﯾﺎت اﻟﺘﻤﻠﻚ‬

‫ﻣﻌـ‪4‬‬ ‫ﻣﻌـ‪-2‬ج‬ ‫ﻣﻌـ‪-2‬ب‬ ‫ﻣﻌـ‪-2‬أ‬ ‫ﻣﻌـ‪-1‬ب‬ ‫ﻣﻌـ‪-1‬أ‬
‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫اﻧﻌﺪام اﻟﺘﻤﻠﻚ‬
‫‪4‬ن‬ ‫‪0.5‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪0.5‬‬ ‫اﻟﺘﻤﻠﻚ دون اﻷدﻧﻰ‬
‫‪1‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫اﻟﺘﻤﻠﻚ اﻷدﻧﻰ‬
‫اﻟﻤﺠﻤﻮع‪16/.. :‬‬ ‫‪1.5‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪1.5‬‬ ‫اﻟﺘﻤﻠﻚ اﻷﻗﺼﻰ‬

‫‪2/2‬‬
 ‫ا‪ ‬و ا‪:‬‬ ‫ا‪‬ر م‪ ‬ا‪ ‬ا‪‬‬ ‫دا‪‬ة ‪ ‬ا‪‬‬
‫‪...........................‬‬ ‫‪ ‬ا‪‬م‪‬ج ا‪‬‬ ‫ا‪‬ر‪ ‬ا‪‬ا‪ ‬ا‪‬‬
‫ا‪.................... :‬‬ ‫ا‪ ‬ا‪‬د‪‬‬ ‫ا‪‬رس ط‪‬رق ‪‬وي‬

‫اﻟﻤﻮﺿﻮع‪:‬‬
‫ﺣﻞ ﻣﻮﺳﻢ اﻟﺤﺼﺎد ﻓﺎﺳﺘﻌﺪت اﻟﻌﺎﺋﻠﺔ ﻟﻠﺤﺪث اﻟﺴﻌﯿﺪ و اھﺘﻢ اﻷب ﺑﺘﻮﻓﯿﺮ اﻟﻤﻌﺪات و ﺗﺮﺗﯿﺐ اﻷﻣﻮر و اﻧﺘﻘﻠﺖ اﻟﺤﯿﺎة ﻣﻦ‬
‫اﻟﻤﻨﺰل إﻟﻰ اﻟﻤﺰارع اﻟﺸﺎﺳﻌﺔ‪.‬‬
‫ارو اﻟﺤﻜﺎﯾﺔ و اﻏﻦ ﻧﺼﻚ ﺑﻤﻘﻄﻊ ﺗﻮﺟﯿﮭﻲ ﯾﺤﺪد ﻓﯿﮫ اﻷب دور ﻛﻞ ﻓﺮد ﻣﻦ اﻟﻌﺎﺋﻠﺔ و ﺑﻤﻘﻄﻊ وﺻﻔﻲ ﯾﺼﻮر ﺑﮭﺎء اﻟﺤﻘﻮل‬
‫و ﻣﺘﻌﺔ اﻷﺟﻮاء‪.‬‬

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‫ﻣﻌـ‪1‬‬
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‫ﻣﻌـ‪2‬‬ ‫‪...................................................................................................................................‬‬
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‫ﻣﻌـ‪3‬‬
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‫ﻣﻌـ‪4‬‬
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‫ﻣﻌـ‪5‬‬ ‫‪...................................................................................................................................‬‬
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‫‪2/1‬‬
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‫ﺟﺪول إﺳﻨﺎد اﻷﻋﺪاد‬

‫ﻣﻌﯿﺎر اﻟﺘﻤﯿﺰ‬ ‫ﻣﻌﺎﯾﯿﺮ اﻟﺤﺪ اﻷدﻧﻰ‬ ‫ﻣﺴﺘﻮﯾﺎت اﻟﺘﻤﻠﻚ‬
‫ﻣﻌـ‪4‬‬ ‫ﻣﻌـ‪5‬‬ ‫ﻣﻌـ‪3‬‬ ‫ﻣﻌـ‪2‬‬ ‫ﻣﻌـ‪1‬‬
‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫اﻧﻌﺪام اﻟﺘﻤﻠﻚ‬
‫‪5‬ن‬ ‫‪0.5‬‬ ‫‪1.5‬‬ ‫‪1.5‬‬ ‫‪1.5‬‬ ‫اﻟﺘﻤﻠﻚ دون اﻷدﻧﻰ‬
‫‪1‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫اﻟﺘﻤﻠﻚ اﻷدﻧﻰ‬
‫اﻟﻤﺠﻤﻮع‪20/.. :‬‬ ‫‪1.5‬‬ ‫‪4.5‬‬ ‫‪4.5‬‬ ‫‪4.5‬‬ ‫اﻟﺘﻤﻠﻚ اﻷﻗﺼﻰ‬
‫‪2/2‬‬