‫د ﭘﻮﻫﻨ ولﺎﻳرت‬

‫د ﭘﻮﻫﻨ ولﺎﻳرت‬
 ‫ﻟﻴﻜﻮا ﻻ ن‪:‬‬
‫ﺩ ﺳﺮ ﻣﺆﻟﻒ ﻣﺮﺳﺘﻳﺎﻝ ﺳﻴﺪ ﻣﺤﻤﻮﺩ )ﻛﺎﺭ‪‬ﺮ(‬
‫ﻋﺒﺪﺍﻟﻜﺮﻳﻢ )ﻗﺎﺩﺭ(‬
‫ﻓﺮﻭﺯﺍﻥ )ﺧﺎﻣﻮﺵ(‬
‫ﺳﻴﻒ ﺍﻟﺮﺣﻤﻦ )ﺁﺷﻨﺎ(‬
‫ﺩ ﻣﺆﻟﻒ ﻣﺮﺳﺘﻳﺎﻝ ﺍﻣﻴﻦ ﺍﷲ )ﻧﮋﻧﺪ(‬

‫ادﻳ ﺘﻮر‪:‬‬
‫ﻣﺆﻟﻒ ﻋﺒﺪﺍﻟﻈﺎﻫﺮ )‪‬ﻠﺴﺘﺎﻧﻰ( ﺩ ﺗﻌﻠﻴﻤﻰ ﻧﺼﺎﺏ ﺩ ﭘﺮﺍﺧﺘﻴﺎ ﺍﻭ ﺩﺭﺳﻰ ﻛﺘﺎﺑﻮﻧﻮ ﺩ ﺗﺎﻟﻴﻒ ﺭﺋﻴﺲ‬

‫ﻣﺎﻟﻲ ﺍﻭ ﺗﺨﻨﻴﻜﻲ ﻣﺮﺳﺘﻲ‪ :‬ﺩ ﺟﺎﭘﺎﻥ ﺩ ﻧ‪‬ﻳﻮﺍﻟﻮ ﻣﺮﺳﺘﻮ ﺍﺩﺍﺭﻩ )ﺟﺎﯾﮑﺎ(‬

‫‪‬ﻳﺰﺍﻳﻦ ﺍﻭ ﻛﻤﭙﻮﺯ‪ :‬ﻋﺒﺪﺍﻟﻠﻄﻴﻒ )ﺭﺷﻴﺪﻯ(‬
 ‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬

‫ﺳﺮﻳﺰه‬

‫ﺩ ﻟﻮﻯ ﺧﺪﺍﻯ ﺷﮑﺮ ﺍﺩﺍ ﮐﻮﻭ ﭼﯥ ﺯﻣﻮ‪ ‬ﺩ ﻣﺠﺎﻫﺪ ﻣﻠﺖ ﺩ ﮐﻠﮑﯥ ﺍﺭﺍﺩﯤ‪ ،‬ﺩ ﻣﻠ‪‬ﺮﻭ ﻣﻠﺘﻮﻧﻮ ﺍﻭ ﺩ ﻧ‪ ‬ﺩ ﺑﺸﺮ ﺩﻭﺳﺘﻮ ﻫﯧﻮﺍﺩﻭ ﺩ‬
‫ﻧﻴﮑﻮ ﻫﻠﻮ ‪‬ﻠﻮ ﭘﻪ ﭘﺎﻳﻠﻪ ﮐﯥ ﭘﻪ ﻫﯧﻮﺍﺩ ﮐﯥ ﺳﺮﺍﺳﺮﻱ ﺳﻮﻟﻪ ﺍﻭ ﺭﻭﺍ ﺳﻴﺎﺳﻲ ﻧﻈﺎﻡ ‪‬ﻴﻨ‪ ‬ﺷﻮ ﺍﻭ ﻟﻪ ﺟ‪‬ﯤ ‪‬ﺨﻪ ﺭﺍ ﭘﻴﺪﺍ ﺷﻮﻯ ‪‬ﻮ ﮐﻠﻦ‬
‫ﮐ‪‬ﺍﻭ ﻳﯥ ﭘﺎﻱ ﺗﻪ ﻭﺭﺳﺎﻭﻩ‪.‬‬
‫ﺩ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺍﺳﻼﻣﻲ ﺟﻤﻬﻮﺭﻳﺖ ﺍﻭ ﭘﻪ ﺳﺮ ﮐﯥ ﻣﺤﺘﺮﻡ ﺣﺎﻣﺪ )ﮐﺮﺯﻱ( ﺩ ﻭﺍﮐﻤﻦ ﻭ ‪‬ﻧﻴﺰ ﻧﻈﺎﻡ ﻟﻪ ﭘﯧﻞ ‪‬ﺨﻪ ﻣﻠﻲ ﺳﺘﺮ ﻭ ﻣﻮﺧﻮ‬
‫ﺗﻪ ﺩ ﺭﺳﻴﺪﻭ ﭘﻪ ﻫﻴﻠﻪ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﺑﻴﺎ ﺭﻏﺎﻭﻧﯥ ﺍﻭ ﭘﺮﺍﺧﺘﻴﺎ ﭘﻪ ‪‬ﻮﻟﻮ ﺑﺮﺧﻮ ﮐﯥ ﺩ ﻧﻮﻭ ﭘﺮﻭ‪‬ﺮﺍﻣﻮﻧﻮ ﺗـ‪ ‬ﻻﺭﻩ ﺩ ﺧﭙﻞ ﮐﺎﺭ ﭘﻪ ﺩﺳﺘﻮﺭ ﮐﯥ‬
‫ﺭﺍﻭﺳﺘﻠﯥ ﺩﻩ‪ .‬ﺩﺩﻏﻪ ‪‬ﺎﻏﻠﻲ ﺩ ‪‬ﻳﺮ ﺯﻳﺎﺕ ﻣﻼﺗ‪ ‬ﺍﻭ ﺯ‪‬ﻩ ﺳﻮﺍﻧﺪﻭ ﻻﺭ‪‬ﻮﻭﻧﻮ ‪‬ﺨﻪ ﺩ ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﺑﺮﺧﻪ ﮐﯥ ﭘﺮ ﻟﻪ ﭘﺴﯥ ﻫﻠﯥ‬
‫‪‬ﻠﯥ ﺍﻭ ﺍﻏﻴﺰﻣﻦ ‪‬ﺎﻣﻮﻧﻪ ﺍﻭ ﺩ ﻣﻠﻲ ﺳﺘﺮ ﻓﺮﻫﻨ‪ ‬ﺩ ﻧﻮﻱ ﮐﻴﺪﻭ ﺍﻭ ﻏﻮ‪‬ﻳﺪﻭ ﭘﻪ ﻻﺭﻩ ﮐﯥ ﻫ‪‬ﻪ ﺍﻭ ﺩ ﻧﻮﻱ ﻧﺴﻞ ﺭﻭﺯﻧﻪ‪ ،‬ﭼـﯥ ﺩ ﻣﻠـﻲ‬
‫ﻳﻮﻭﺍﻟﻲ‪ ،‬ﻣﺘﻤﺪﻧﻮ ﺍﻭ ﺭﻳ‪‬ﺘﻨﻮ ﺍﻭ ﭘﻴﺎﻭ‪‬ﻭ ﻣﺴﻠﻤﺎﻧﺎﻧﻮ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻱ‪ ،‬ﺗﺮ ﮐ‪‬ﻭ ﻻﻧﺪﯤ ﺩﻱ‪.‬‬
‫ﺩ ﭘﻮﻫﻨﯥ ﻭﺯﺍﺭﺕ ﺩ ﻫﻐﻮ ﻻﺭ‪‬ﻮﻭﻧﻮ ﺍﻭ ﻧﻮ‪‬ﺘﻮﻧﻮ ﻟﻪ ﺟﻤﻠﯥ ‪‬ﺨﻪ ﭼﯥ ﺩ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩ ﭘﻮﻫﻨﯥ ﺩ ﺑﻴﺎﺭﻏﺎﻭﻧﯥ ﭘﻪ ﻻﺭﻩ ﮐﯥ ﻳﯥ ﺗـﺮ ﻻﺱ‬
‫ﻻﻧﺪﯤ ﻟﺮﻱ ﺩ ﺗﻌﻠﯿﻤﻰ ﻧﺼﺎﺏ ﺩ ﭘﺮﺍﺧﺘﻴﺎ ﺍﻭ ﺩﺭﺳﻲ ﻛﺘﺎﺑﻮﻧﻮ ﺩ ﺗﺎﻟﻴﻒ ﺭﻳﺎﺳﺖ ﺗﻪ ﺩﻧﺪﻩ ﻭﺭﮐ‪‬ﯤ ﺩﻩ ﭼﯥ ﻟﻪ ﻳﻮﯤ ﺧﻮﺍ ﺩ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﺩ ﻟﻮﺳﺖ ﺩ‬
‫ﮐﺘﺎﺑﻮﻧﻮ ﺩ ﮐﻤ‪‬ﺖ ﺍﻭ ﻧﺸﺘﻮﺍﻟﻲ ﺳﺘﻮﻧﺰﻩ ﻟﺮﯤ ﮐ‪‬ﻱ ﺍﻭ ﻟﻪ ﺑﻠﻪ ﭘﻠﻮﻩ ﺩ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩ ﺍﺳﻼﻣﻲ ﺟﻤﻬﻮﺭﻱ ﺩﻭﻟﺖ ﺩ ﻋﻠﻤﻲ ﺍﻭ ﻓﺮﻫﻨ‪‬ﻲ ﭘﺎﻟﻴﺴ‪ ‬ﺍﻭ‬
‫ﻣﻮﺧﻮ ﭘﻪ ﺭ‪‬ﺎ ﮐﯥ ﺩ ﻭﺍﺣﺪ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﭘﻪ ﺗﺮﺗﻴﺒﻮﻟﻮ ﺳﺮﻩ ﭼﯥ ﺩ ﻫﻴﻮﺍﺩ ﺍﻭﺳﻨﻴﻮ ﺍﻭ ﺭﺍﺗﻠﻮﻧﮑﻮ ﺍ‪‬ﺗﻴﺎﻭﻭ ﺗﻪ ‪‬ﻮﺍﺏ ﻭﻭﺍﻳﻲ ﺑﻮﺧﺖ ﺷﻲ‪.‬‬
‫ﺩ ﻧﻮﻱ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﻣﻮﺧﻪ ﺩ ﻫﻴﻮﺍﺩ ﺩ ﺑﭽﻴﺎﻧﻮ ﺍﺳﻼﻣﻲ ﺍﻭ ﻋﻠﻤﻲ ﺭﻭﺯﻧﻪ ﺍﻭ ﺯﺩﻩ ﮐ‪‬ﻩ ﺩﻩ ﭼﯥ ﺯﻣﻮ‪ ‬ﺩ ‪‬ـﻮﻟﻨﯥ ﺩ ﻏﻮ‪‬ـﺘﻨﻮ ﺍﻭ‬
‫ﻧ‪‬ﻳﻮﺍﻟﻮ ﻣﻌﻴﺎﺭﻭﻧﻮ ﺳﺮﻩ ﺑﺮﺍﺑﺮﻩ ﻭﻱ‪ .‬ﺩ ﻣﻨ‪ ‬ﭘﺎﻧ‪‬ﯥ ﭘﻪ ﺗﺮ‪ ‬ﮐﯥ ﺩ ﭘﻮﻫﯥ ﺩ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻣﺎﺷﻮﻣﺎﻧﻮ‪ ،‬ﺗﻨﮑﻴﻮ ‪‬ﻮﺍﻧﺎﻧﻮ ﺍﻭ ‪‬ﻮﺍﻧﺎﻧﻮ ﭘﻪ ﺫﻫﻦ‬
‫ﮐﯥ ﺳﺎﻟﻢ ﺗﻔﮑﺮ ﭘﻴﺎﻭ‪‬ﻯ ﮐﻮﻱ ﺍﻭ ﻫﻐﻮﻯ ﺩ ﻧﻮﯤ ﭘﻮﻫﯥ ﻟﻪ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﮐﻮﻱ‪ .‬ﺯﻣﻮ‪ ‬ﺩ ﻫﻴﻮﺍﺩ ‪‬ﻮﺍﻧﺎﻥ ﺑﺎﻳﺪ ﭘﻪ ﻋﻠﻢ ﺍﻭ ﻛﻤـﺎل‬
‫ﺳﻨﺒﺎﻝ ﻣﺴﻠﻤﺎﻧﺎﻥ‪ ،‬ﺩﻳﻨﺪﺍﺭﻩ‪ ،‬ﺩﻳﻦ ﭘﺎﻟﻪ ﻫﻴﻮﺍﺩ ﺧﻮ‪‬ﻮﻭﻧﮑﻲ ﺍﻭ ﻫﻴﻮﺍﺩﻭאﻝ ﺧﻮ‪‬ﻮﻭﻧﮑﻲ ﺍﻧﺴﺎﻧﺎﻥ ﻭﻱ ﺍﻭ ﺩ ﻋﻠﻮﻣﻮ ﺩ ﭘﺮﻣﺨﺘﻴﺎ ﺍﻭ ﺩ ﻣﻌﺎﺻﺮ‬
‫ﺗﻤﺪﻥ ﺩ ﭘﺮﻣﺨﺘ‪ ‬ﺳﺮﻩ ﺍﺷﻨﺎﺋﻲ ﻭﻟﺮﻱ‪ .‬ﭘﻪ ‪‬ﻴﻨ‪ ‬ﻫﻮ‪ ‬ﺳﺮﻩ ﺩ ﻫﻐﻮ ﻧﻮﻭ ﺍﻭ ﻣﺜﺒﺘﻮ ﺑﺪﻟﻮﻧﻮﻧﻮ ‪‬ﺨﻪ ﭼﯥ ﺭﺍﻣﻨ‪‬ﺘﻪ ﺷﻮﻱ ﺩﻱ ‪‬ﻪ ﻭﺍﺧﻠﻲ‪.‬‬
‫ﻫﻐﻮﻱ ﺩ ﻧﻮﻱ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺳﻮﮐﺎﻟﻪ ‪‬ﻮﻟﻨﯥ ﺩ ﺟﻮ‪‬ﻳﺪﻭ ﭘﻪ ﻫﻴﻠﻪ‪ ،‬ﺩ ﺳﺎﻳﻨﺲ ﺍﻭ ﺗﮑﻨﺎﻟﻮﮊ‪ ‬ﻟﻪ ﺑﺪﻟﻮﻧﻮﻧﻮ ﺑﺮﺳﻴﺮﻩ ﺑﺎﻳﺪ ﺩ ﺍﻧﺴﺎﻧﻲ ﻋﻠﻮﻣﻮ ﻟﻪ‬
‫ﺑﻨﺴ‪‬ﻮﻧﻮ‪ ،‬ﺩ ﺑﺸﺮ ﺩ ﺣﻘﻮﻧﻮ‪ ،‬ﺳﻮﻟﯥ‪ ،‬ﻣﻠﻲ ﻳﻮﻭﺍﻟﻲ ﺍﻭ ﺳﻮﻟﻪ ﻳﺰ ‪ ‬ﮊﻭﻧﺪ ‪‬ﺨﻪ ﺧﺒﺮ ﻭﻱ ﺩ ﺗﺮﻭﺭﻳﺰﻡ‪ ،‬ﺩ ﻣﺨﺪﺭﻩ ﺗﻮﮐـﻮ ﺩ ﺗﻮﻟﻴـﺪ ﺍﻭ‬
‫ﻗﺎﭼﺎﻕ ﺳﺮﻩ ﻣﺒﺎﺭﺯﻩ ﺍﻭ ﻫﻴﻮﺍﺩ ﭘﺎﻟﻨﻪ ﺩ ﺧﭙﻠﻮ ﺯﺩﻩ ﮐ‪‬ﻭ ﭘﻪ ﺳﺮ ﮐﯥ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ‪.‬‬
‫ﺯﻣﻮ‪ ‬ﺩ ﺻﺎﺩﻗﻮ‪ ،‬ﺯ‪‬ﻩ ﺳﻮﺍﻧﺪﻭ ﺍﻭ ﺗﺠﺮﺑﻪ ﻟﺮﻭﻧﮑﻮ ‪‬ﻮﻭﻧﮑﻮ ‪‬ﺨﻪ ﭼﯥ ﺩ ﻧﻮﻱ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﺳﺮﻩ ﺳﻢ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﺑﭽﻴﺎﻧﻮ ﺩ ﺯﺩﻩ‬
‫ﮐ‪‬ﯤ ﺍﻭ ﺭﻭﺯﻧﯥ ﺳﺘﺮ ﻣﺴﺌﻮﻟﻴﺖ ﭘﻪ ﻏﺎ‪‬ﻩ ﻟﺮﻱ‪ .‬ﺩﻏﻪ ﺭﺍﺯ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﭘﻮﻫﻨﯥ ﺩ ﺑﺮﺧﯥ ﺩ ﻧﻮﺭﻭ ﻋﻠﻤﻲ‪ ،‬ﻓﺮﻫﻨ‪‬ﻲ ﺷﺨﺼﻴﺘﻮﻧﻮ ﺍﻭ ﭘﻮﻫﺎﻧﻮ‬
‫‪‬ﺨﻪ ﻫﻴﻠﻪ ﻟﺮﻭ ﭼﯥ ﺩ ﺧﭙﻠﻮ ﺭﻏﻨﺪﻩ ﻧﻈﺮﻭﻧﻮ ﺍﻭ ﻭ‪‬ﺍﻧﺪﻳﺰﻭﻧﻮ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﮐﻮﻟﻮ ﺳﺮﻩ ﺯﻣﻮ‪ ‬ﻟﻪ ﻣﺆﻟﻔﺎﻧﻮ ﺳﺮﻩ ﺩ ‪‬ـﻮﻭﻧﮑﯽ ﺩ ﻻﺭ‪‬ـﻮﺩ‬
‫ﮐﺘﺎﺏ ﭘﻪ ﺗﺎﻟﯿﻒ ﮐﯥ ﻫﻤﮑﺎﺭﻱ ﻭﮐ‪‬ﻱ‪.‬‬
‫ﺩﻏﻪ ﺭﺍﺯ ﺩ ﺩﻭﺳﺖ ﻫﯿﻮﺍﺩ ﺟﺎﭘﺎﻥ ﺩ )‪ (JICA‬ﻟﻪ ﻣﻮﺳﯿﺴﯥ ‪‬ﺨﻪ ﭼﯥ ﺩ ﺩﺭﯾﻢ ‪‬ﻮﻟ‪‬ﻲ ﺩ ‪‬ﻮﻭﻧﮑﻲ ﺩ ﻻﺭ‪‬ﻮﺩ ﮐﺘﺎﺏ ﭘﻪ ﺗﺎﻟﯿﻒ‬
‫ﺍﻭ ﭼﺎﭖ ﮐﯥ ﻳﯥ ﺩ ﭘﻮﻫﻨﯥ ﺩ ﻭﺯﺍﺭﺕ ﺳﺮﻩ ﻣﺎﺩﻱ ﺍﻭ ﺗﺨﻨﯿﮑﯽ ﻣﺮﺳﺘﻪ ﮐ‪‬ﯤ ﺩﻩ ﺧﻮ‪‬ﻲ ‪‬ﺮ‪‬ﻨﺪﻭ‪.‬‬

‫ﻭﻣﻦ ﺍﷲ ﺍﻟﺘﻮﻓﻴﻖ‬
‫ﻣﺤﻤﺪ ﺣﻨﻴﻒ ) ﺍﺗﻤﺮ (‬
‫ﺩﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩ ﺍﺳﻼﻣﻲ ﺟﻤﻬﻮﺭﻳﺖ ﺩﭘﻮﻫﻨﯥ ﻭﺯﻳﺮ‬

‫ﺃ‬
 ‫ﻓﻬﺮﺳﺖ‬

‫ﻣﺦ‬ ‫ﺳﺮﻟﻴﻚ‬

‫ﻗﺮﺁﻥ ﮐﺮﯾﻢ ‪١ ...............................................................................................................................‬‬

‫ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﮐﻮﭼﻨﯿﻮﺍﻟﯽ ‪٤ .........................................................................................................‬‬
‫ﺣﻀﺮﺕ ﺍﺑﻮﺑﮑﺮ ﺻﺪﯾﻖ )ﺭﺽ( ‪٧ ...............................................................................................................‬‬
‫ﺩ ‪‬ﻮﻭﻧﻜﻮ ﻣﻘﺎﻡ ‪١٠ ..........................................................................................................................‬‬
‫‪‬ﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ‪١٣ .........................................................................................................................‬‬
‫‪‬ﻮﻛﻪ ﺍﻭ ﻛﯧﺴﻪ ‪١٦ ...........................................................................................................................‬‬
‫ﺭﺍ‪‬ﯥ ﭼﯥ ﻛﺘﺎﺏ ﻭﻟﻮﻟﻮ ‪١٩ ....................................................................................................................‬‬
‫ﻗﻠﻢ ﻭﺍﻳﻲ ‪٢٢ .................................................................................................................................‬‬
‫ﺩ ﭘﻮﻫﻮﻟﻮ ﺍﻭ ﺭﺍ ﭘﻮﻫﻮﻟﻮ ﻻﺭﯤ ﭼﺎﺭﯤ ‪٢٥ ........................................................................................................‬‬
‫ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻗﻌﻪ ‪٢٨ ...........................................................................................................................‬‬
‫ﺿﺮﻭﺭﻱ ﺭﻗﻌﻪ ‪٣١ .............................................................................................................................‬‬
‫ﻣﺎﺷﻮﻣﺎﻧﻮ ﻟﻮﺑﯥ ‪٣٤ ............................................................................................................................‬‬
‫ﺑﺮﻳﺎﻟﻰ ‪٣٧ ....................................................................................................................................‬‬
‫ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺣﻘﻮﻧﻪ ‪٤٠ .....................................................................................................................‬‬
‫ﺩ ﻣﻮﺭ ﻭﺭ‪٤٣ ............................................................................................................................... ‬‬
‫ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ‪٤٦ .................................................................................................................‬‬
‫ﻧﻈﻢ ‪٤٩ ......................................................................................................................................‬‬
‫‪‬ﺎﻧ‪‬ﺎﻧﻲ ‪٥٢ ..................................................................................................................................‬‬
‫ﻫﻮ‪‬ﻴﺎﺭﻩ ﻧﺠﻠ‪٥٥ ............................................................................................................................ ‬‬
‫ﺯﺭﻏﻮﻧﻪ ﺍﻭ ﺍﺣﻤﺪ ‪٥٨ ..........................................................................................................................‬‬
‫ﺧﻮﺍﺧﻮ‪‬ﻯ ‪٦١ ................................................................................................................................‬‬
‫ﻧﺜﺮ ‪٦٤ .......................................................................................................................................‬‬
‫ﻣﻜﺮﺟﻨﻪ ‪‬ﯧﺪ‪‬ﻩ ﺍﻭ ﻧﺎ ﭘﻮﻩ ﭼﺮ‪٦٧ ............................................................................................................ ‬‬
‫ﻣﺎﻳﻨﻮﻧﻪ ‪٧٠ ....................................................................................................................................‬‬
‫ﺗﺮﺍﻓﻴﻜﻲ ﻻﺭ‪‬ﻮﻭﻧﯥ ‪٧٣ .......................................................................................................................‬‬
‫ﺭﯦ‪‬ﺘﻴﺎ ﻭﻳﻞ ‪٧٧ ...............................................................................................................................‬‬
‫ﺭﻭﻏﺘﻴﺎ ‪٧٩ ....................................................................................................................................‬‬
‫ﺩ ﭼﺎﭘﯧرﻳﺎﻝ ﺩ ﭘﺎﻛﻮﺍﻟﻲ ﺳﺎﺗﻨﻪ ‪٨٢ ...............................................................................................................‬‬
‫ﺯﻣﻮ‪ ‬ﭼﺎﭘﯧرﻳﺎﻝ ‪٨٥ ............................................................................................................................‬‬
‫ﺩ ﺳ‪‬ﺮ‪ ‬ﻜﻮﻟﻮ ﺯﻳﺎﻧﻮﻧﻪ ‪٨٨ ..................................................................................................................‬‬
‫ﭼﺮﭼﺮﻙ ﺍﻭ ﻣﯧ‪‬ﻯ ‪٩١ ........................................................................................................................‬‬
‫ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺳﺎﺗﻨﻪ ‪٩٤ ..........................................................................................................................‬‬
‫ﺩ ﻣﻼﺭﻳﺎ ﻧﺎﺭﻭﻏﻲ ‪٩٧ ..........................................................................................................................‬‬
‫ﺩ ﻫﯧﻮﺍﺩ ﺳﺮﻩ ﻣﻴﻨﻪ ‪١٠٠ .........................................................................................................................‬‬
‫ﺩ ﻏﺰﻧﻰ ‪‬ﺎﺭ ‪١٠٣ ..............................................................................................................................‬‬

‫ﺏ‬
 ‫ﻣﺦ‬ ‫ﺳﺮﻟﻴﻚ‬

‫ﺩﻭﻩ ﺍﺧﺘﺮﻭﻧﻪ ‪١٠٦ ..............................................................................................................................‬‬

‫ﺩ ﺗ‪ ‬ﺭﺍ ﺗ‪ ‬ﻭﺳﯧﻠﯥ ‪١٠٩ .....................................................................................................................‬‬
‫ﺟﺮ‪‬ﻪ ‪١١٢ ....................................................................................................................................‬‬
‫ﻭﺯﻟﻮﺑﻪ )ﺑﺰﻛﺸﻲ( ‪١١٥ .........................................................................................................................‬‬
‫ﺩ ﺍﻭ‪‬ﻱ ﻣﻮﺳﻢ ‪١١٨ ............................................................................................................................‬‬
‫ﺑﺎﻏﻮﺍﻥ ‪١٢١ ....................................................................................................................................‬‬
‫ﺩ ﻭﻧﻮ ‪‬ﺘﯥ ‪١٢٤ ................................................................................................................................‬‬
‫ﺩ ﻭﺧﺖ ﺍﺭﺯ‪‬ﺖ ‪١٢٧ ..........................................................................................................................‬‬
‫ﺑﺎﺭﺍﻥ ‪١٣٠ ....................................................................................................................................‬‬
‫ﺑﺰ‪‬ﺮ ‪١٣٣ .....................................................................................................................................‬‬
‫ﺗﺮ‪‬ﺎ‪١٣٦ .................................................................................................................................... ‬‬
‫ﺗﯧﻠﻔﻮﻥ ‪١٣٩ ....................................................................................................................................‬‬
‫ﺩ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻭﺯﺭﻭﻧﻪ ‪١٤٢ ........................................................................................................................‬‬
‫ﻃﺒﻴﻌﻰ ﺷﺘﻤﻨ‪١٤٥ ............................................................................................................................. ‬‬
‫ﻛﺎﺭ ﺍﻭ ﻃﺒﻴﻌﺖ ‪١٤٨ ............................................................................................................................‬‬
‫ﻭﺭﻣﻮﻧﻪ ‪١٥١ ...................................................................................................................................‬‬
‫ﻣﺘﻠﻮﻧﻪ ‪١٥٤ ....................................................................................................................................‬‬
‫ﺩ ﻣﻨﻲ ﻣﻮﺳﻢ ‪١٥٧ ..............................................................................................................................‬‬
‫ﺩ ﮊﻣﯥ ﻣﻮﺳﻢ ‪١٦٠ .............................................................................................................................‬‬
‫ﺩ ﺍﻭﺭ ‪‬ﻲ ﺍﻭ ﺯﻳﺎﻧﻮﻧﻪ ‪١٦٣ ......................................................................................................................‬‬
‫ﺍﻟﻮﺗﻮﻧﻜﻲ ﻣﺮﻏﺎﻥ ‪١٦٦ ..........................................................................................................................‬‬
‫ﺭ‪‬ﺘﻨﻰ ﻫﻠﻚ ‪١٦٩ ..............................................................................................................................‬‬
‫ﺩ ﻛﻮﺭﻧﻴﻮ ﭼﺮ‪‬ﺎﻧﻮ ﺳﺎﻧﻪ ‪١٧٢ ....................................................................................................................‬‬
‫ﭘﺮ ﺣﻴﻮﺍﻧﺎﺗﻮ ﺯ‪‬ﻩ ﺳﻮﻯ ‪١٧٥ .....................................................................................................................‬‬
‫ﻣﺮﻏﺎﻥ ﺍﻭ ﺩ ‪‬ﺎﻟﻮ ﺟﻮ‪‬ﻭﻧﻪ ‪١٧٨ .................................................................................................................‬‬
‫‪‬ﻪ ﻛ‪‬ﻩ ﻭ‪‬ﻩ ‪١٨١ ..............................................................................................................................‬‬
‫ﺩ ﺷﺎﺗﻮ ﻣﭽ‪١٨٤ .............................................................................................................................. ‬‬
‫ﻭﺭﯦ‪‬ﻢ ‪‬ﺮﻧ‪‬ﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻲ؟ ‪١٨٧ .............................................................................................................‬‬
‫ﺭﻭﻏﻪ ﺟﻮ‪‬ﻩ ‪١٩٠ ...............................................................................................................................‬‬
‫ﺩ ﺯﺭﺩ ﺁﻟﻮ ﺯ‪‬ﻯ ‪١٩٣ ...........................................................................................................................‬‬
‫ﺯﻳﺎﺭ ﺍﻭ ﻫﻮﺳﺎﻳﻲ ‪١٩٦ ...........................................................................................................................‬‬
‫ﻟﻴﻚ ﻧ‪‬ﯥ ‪١٩٩ ................................................................................................................................‬‬
‫ﺳﺎﺩﻩ ﻛﻠﻤﯥ ‪٢٠٢ ...............................................................................................................................‬‬
‫ﻣﺮﻛﺒﻰ ﻛﻠﻤﯥ ‪٢٠٥ .............................................................................................................................‬‬
‫ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ‪٢٠٨ ................................................................................................................................‬‬
‫ﻣﺨﺘﺎ‪‬ﯤ ‪٢١١ ..................................................................................................................................‬‬
‫ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﻪ ‪٢١٤ ...........................................................................................................................‬‬
‫ﺟﻤﻠﻪ ‪٢١٧ ....................................................................................................................................‬‬

‫ﺝ‬
 ‫ﻟﻮﻣ‪‬ﻯ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﯿﮏ‪ :‬ﻗﺮﺁﻥ ﻛﺮﻳﻢ )ﻟﻮﻣ‪ ‬ﺍﻭ ﺩﻭﻫﻢ( ﻣﺦ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻗﺮﺁﻥ ﻛﺮﻳﻢ ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﻮ‬
‫ﺑﺎﻧﺪﯤ ﻋﻤﻞ ﻛﻮﻝ ﺍﻭ ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ ﺩﻱ )‪‬ﻠﻮﺭ‬
‫ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻻﺭ‪‬ﻮﻭﻧﻜﯥ ‪ -‬ﺭﻫﻨﻤﺎ‪ ،‬ﻧﺎﺯﻝ ‪ -‬ﻟﻴ‪‬ﻝ ﺷﻮﻯ‪ ،‬ﻗﺒﻠﻪ‬
‫‪ -‬ﺩ ﻟﻤﺎﻧ‪‬ﻪ ﻟﻮﺭﻯ‪ ،‬ﺎﻧ‪‬ﻯ ‪ -‬ﻣﺸﺨﺺ‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩﺭﺳﯥ ﻛﺘﺎﺏ‪ -‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺳﻼﻡ ﻟﻪ ﺍﺩﺍ ﻛﻮﻟﻮ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﺩ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤٰﻦ ﺍﻟﺮﺣﻴﻢ ﭘﻪ ﻭﻳﻠﻮ ﺳﺮﻩ ﺧﭙﻞ ‪‬ﺎﻥ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ‪ ،‬ﺧﭙﻞ ﻧﻮﻡ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﻟﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﻫﻢ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺧﭙﻞ‬
‫ﻧﻮﻣﻮﻧﻪ ﻭ‪‬ﻴﻲ ﺍﻭ ﭘﻪ ﻣﻴﻨﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﻧﻮﻣﻮﻧﻪ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﻭﺭﻭﺳﺘﻪ ﺑﻪ ‪‬ﻮﻭﻧﻜﻰ ﺧﭙﻠﻪ ﻛ‪‬ﻧﻼﺭﻩ ﺩﻭﻯ ﺗﻪ ﺭﻭ‪‬ﺎﻧﻪ ﻛ‪‬ﻱ‬
‫ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻩ ﻭﺍﻳﻲ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﭼﯥ ﺩﻯ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ‪‬ﻪ ﻏﻮﺍ‪‬ﻱ ﺍﻭ ‪‬ﺮﻧ‪‬ﻪ ﻛﻮﻟﻲ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ‬ ‫ﺷﻲ ﺧﭙﻠﯥ ﻣﻮﺧﯥ ﺗﻪ ﻭﺭﺳﻴ‪‬ﻱ ﺍﻭ ﺑﺮﻳﺎﻭﻱ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﻟﻮﺳﺖ ﺳﺮﻩ ﺩ ﺯ‪‬ﻩ ﻧﻴﻮﻱ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻩ ﻭﻧﻪ ﻭﺷﻲ‪.‬‬ ‫ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻛﺘﺎﺏ ﻟﻮﻣ‪‬ﻯ ﻣﺦ ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻫﻐﻪ ﻛﯥ ﺩﯤ ﺍﻧ‪‬ﻮﺭ‬
‫ﭘﻮﻫﻪ‪ :‬ﻮﻙ ﻭﻳﻠﻰ ﺷﻲ ﭼﯥ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺩ ﭼﺎ ﻛﺘﺎﺏ ﺍﻭ ﻭﻟﯥ‬ ‫ﺗﻪ ﭘﺎﻡ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﻭﺍﻳﻲ ﭼﯥ ﻫﻐﻪ ﻛﻮﻡ ﻛﺘﺎﺏ ﺩﻯ؟‬
‫ﻣﺴﻠﻤﺎﻧﺎﻧﻮ ﺗﻪ ﺭﺍﻟﻴ‪‬ﻝ ﺷﻮﻯ ﺩﻯ؟‬ ‫ﻛﻠﻪ ﭼﯥ ﺩﻭﻯ ﻗﺮﺁﻥ ﺷﺮﻳﻒ ﻭﭘﯧﮋﺍﻧﺪ ﺩﺍ ﭘﻮ‪‬ﺘﻨﻪ ﺩﻯ ﻭﻛ‪‬ﻱ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺗﺎﺳﻮ ﻛﻮﻟﻰ ﺷﺊ ﭼﯥ ﺩ ﻣﺘﻦ ﻫﺮﻩ ﺟﻤﻠﻪ ﺑﯧﻠﻪ ﺑﯧﻠﻪ‬ ‫ﭼﯥ ﻗﺮﺁﻧﻜﺮﻳﻢ ﭘﻪ ﭼﺎ ﻧﺎﺯﻝ ﺷﻮﻯ ﺩﻯ؟‬
‫ﻭﻟﻮﻟﺊ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺍﻭ ﺩ ﻫﻐﻮ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﭘﻪ ﭘﺎﻯ ﻛﯥ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺗﻼﻭﺕ ﺗﻪ ﻣﻴﻨﻪ ﺍﻭ ﻫ‪‬ﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﺍﻭ )‪‬ﻠﻮﺭ ﻟﻮﻣ‪‬‬
‫ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫ﻛﺮ‪‬ﯥ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻟﻐﺘﻮﻧﻪ ﺩﯤ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻗﺮﺁﻧﻜﺮﻳﻢ ﭘﻪ ﻗﺪﺭ ﺍﻭ ﻟﻮ‪‬ﻭﺍﻟﻲ‬ ‫ﻭﺭﺗﻪ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﭘﻮﻫﯧﺪﻝ! ﺍﻭ ﭘﻮﻩ ﺷﻮ ﭼﯥ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺩ ﺧﺪﺍﻯ)ﺝ( ﻛﺘﺎﺏ ﺩﻯ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻟﻮﺳﺖ ﭘﻪ ﻟﻮ‪‬‬
‫ﺍﻭ ﺣﻀﺮﺕ ﻣﺤﻤﺪ)ﺹ( ﺩ ﻣﺴﻠﻤﺎﻧﺎﻧﻮ ﺩ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ‬ ‫ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻩ ﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺭﺍﻟﻴ‪‬ﻝ ﺷﻮﻯ ﺩﻯ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﺩﺍ ﺑﺮﺧﻪ )ﻗﺮﺁﻥ ﻛﺮﻳﻢ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ‬
‫ﺩ ﺧﺪﺍﻯ )ﺝ( ﻛﺘﺎﺏ ﺩﻯ ﭼﯥ )‪ ۶۶۶۶‬ﺍﻳﺘﻮﻧﻪ ﺍﻭ ‪ ۱۱۴‬ﺳﻮﺭﯤ‬ ‫ﻫﻐﻪ ﻣﻄﻠﺐ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﻭﺍﻭ‪‬ﻭﻱ‪.‬‬
‫ﻟﺮﻱ( ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻳﺎﺩ ﺩﯤ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻟﻪ ﻛﯥ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ‬

‫‪١‬‬
 ‫ﻟﻮﻣ‪ ‬ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻗﺮﺁﻥ ﻛﺮﻳﻢ )ﻟﻮﻣ‪ ‬ﻣﺦ(‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻗﺮﺁﻥ ﻛﺮﻳﻢ ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﻮ‬
‫ﺑﺎﻧﺪﯤ ﻋﻤﻞ ﻛﻮﻝ ﺍﻭ ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ ﺩﻱ )ﺩﺭﯤ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﻼﻭﺕ ‪ -‬ﻗﺮﺁﻧﻜﺮﻳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻗﺒﻠﻪ ‪ -‬ﺩ ﻟﻤﺎﻧ‪‬ﻪ‬
‫ﻟﻮﺭﻯ‪ ،‬ﺩﺭﻧﺎﻭﻯ ‪ -‬ﺍﺣﺘﺮﺍﻡ‪ ،‬ﻧﺎﺯﻝ ‪ -‬ﺭﺍﻟﻴ‪‬ﻝ ﺷﻮﻯ‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﺗﯧﺮ ﺩ ﻟﻮﺳﺖ‬
‫ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪‬ﺮﺍﻧﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ! ﻣﻮ‪ ‬ﺍﻭ ﺗﺎﺳﻮ ﭘﻮﻫﻴ‪‬ﻭ ﭼﯥ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺩ‬
‫ﺧﺪﺍﻯ )ﺝ( ﻛﺘﺎﺏ ﺩﻯ ﻧﻮ ﺑﺎﻳﺪ ﺯﻳﺎﺭ ﻭﺑﺎﺳﻮ ﭼﯥ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺯﺩﻩ‬
‫ﺍﻭ ﺗﻼﻭﺕ ﻛ‪‬ﻭ‪ ،‬ﺩ ﺗﻼﻭﺕ ﺩ ﺩﺭﻧﺎﻭﻱ ﻟﻪ ﭘﺎﺭﻩ ﺍﻭﺩﺱ ﻭﻛ‪‬ﻭ‪،‬‬
‫ﺟﻤﻠﯥ ﺩﯤ ﭘﺮﯤ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻻ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪ ،‬ﺩ‬ ‫ﺩ ﻗﺒﻠﯥ ﭘﻪ ﻟﻮﺭ ﻛﻴﻨﻮ ﺍﻭ ﺩ ﻗﺮﺁﻧﻜﺮﻳﻢ ﻻﺭ‪‬ﻮﻭﻧﯥ ﭘﺮ ‪‬ﺎﻥ ﻋﻤﻠﻲ‬
‫ﺟﻤﻌﻮ ﺍﻭ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬ ‫ﻛ‪‬ﻭ ﻫﻤﺪﺍ ﺭﻧ‪‬ﻪ ﺩ ‪‬ﻮﻭﻧﻜﻮ ﺍﺣﺘﺮﺍﻡ ﺩ ﺍﺩﺍﺭﯤ ﺍﻭ ‪‬ﻮﻭﻧ‪‬ﯥ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺁﺩﺍﺏ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻮ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﭘﻴﻞ ﻛﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‪.‬‬ ‫ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺧﺒﺮﯤ ﺩﯤ ﭘﺮﯤ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻋﻤﻠﻲ ﺗﻮ‪‬ﻪ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ ﺩ‬ ‫ﻭﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺑﻴﺎ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭﺩﺱ ﻛﻮﻟﻮ ﺗﻤﺜﻴﻞ ﻭﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﺭﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻟﺮﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﺎﻏﻠﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩ ﺍﻧ‪‬ﻴﺰﯤ ﺍﻭ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ‪‬ﻭﻝ ﺩﺍ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﺩ ﺩﻭﻯ ﺩ )ﭘﻮﻫﯥ( ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫‪ ۱‬ﻟﻪ‪ :‬ﺩ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺩ ﺗﻼﻭﺕ ﭘﻪ ﻭﺧﺖ ﻛﯥ ﺑﺎﻳﺪ ﻛﻮﻣﯥ‬
‫ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻧﻴﻮﻟﻮ ﺳﺮﻩ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﺧﻮﺍﺗﻪ ﻛﯧﻨﻮ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﻮﻙ ﺩ ﻟﻮﺳﺖ ﺩ ﭼﻮﻛﺎ‪ ‬ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎﻭ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ ۲‬ﻟﻪ‪ :‬ﻣﺴﻠﻤﺎﻧﺎﻥ ﺑﺎﻳﺪ ﺩ ﻗﺮﺁﻧﻜﺮﻳﻢ ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﻮ ﻋﻤﻞ ﻭﻛ‪‬ﻱ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺩ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﺗﻪ ﻣﻔﺮﺩﯤ ﻛﻠﻤﯥ ﻟﻴﻜﻠﻰ ﺷﺊ؟‬ ‫‪ ۳‬ﻟﻪ‪ :‬ﺩ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺩ ﺗﻼﻭﺕ ﻟﻪ ﭘﺎﺭﻩ ﻟﻮﻣ‪ ‬ﺑﺎﻳﺪ ‪‬ﻪ ﻭﻛ‪‬ﻭ؟‬
‫)ﺝ(‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺩ ﺧﺪﺍﻯ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﻫﻐﻮﻯ ﺩ ‪‬ﻮ‬
‫ﻛﺘﺎﺏ ﺩﻯ ﺍﻭ ﺗﻼﻭﺕ ﺳﺮﻩ ﻳﯥ ‪‬ﯦﺮﻩ ﻣﻴﻨﻪ ﻭ‪‬ﻮﻭﻟﻪ؟‬ ‫‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺩ ﺗﻼﻭﺕ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﻭﺧﺖ ﻛﯥ ﺩ ﻫﻐﻪ ﭘﻪ ﺍﺩﺑﻮﻧﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺩ ﻛﻮﺭﻧ‪ ‬ﻟﻪ ﻣﺸﺮﺍﻧﻮ ‪‬ﺨﻪ ﺩﯤ ﺍﻭﺩﺱ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬
‫ﻼ ﻭ‪‬ﺊ‪.‬‬
‫ﻛﻮﻝ ﺯﺩﻩ ﻛ‪‬ﻱ ﺍﻭ ﺳﺒﺎ ﺗﻪ ﺩﯤ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﻛﯥ ﻋﻤ ﹰ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﺨﺘﯥ ﺗﻪ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ‬

‫‪٢‬‬
 ‫ﻟﻮﻣ‪ ‬ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻗﺮﺁﻥ ﻛﺮﻳﻢ )ﻟﻮﻣ‪‬ﻯ ﺍﻭ ﺩﻭﻳﻢ( ﻣﺦ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻗﺮﺁﻥ ﻛﺮﻳﻢ ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﻮ‬
‫ﺑﺎﻧﺪﯤ ﻋﻤﻞ ﻛﻮﻝ ﺍﻭ ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ ﺩﻱ )‪‬ﻮﻝ‬
‫ﻣﺘﻦ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﺎﻡ – ﻓﻜﺮ‪ ،‬ﻣﻘﺪﺱ‪ -‬ﺳﭙﻴ‪‬ﻠﻰ‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﭘﻪ ﻛﺘﺎﺏ ﻛﯥ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﺍﺳﯥ ﻻﺭ‪‬ﻮﻭﻧﯥ‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﻪ ﭘﻪ ‪‬ﺎﻛﻠﻲ ﻭﺧﺖ ﻛﯥ ﺭﺍﺷﻲ‪ .‬ﺩ ﻫﻐﻪ‬
‫‪‬ﻮﻟﻮ ﻗﻮﺍﻋﺪﻭ ﺍﻭ ﺍﺻﻮﻟﻮ ﺗﻪ ﺩﺭﻧﺎﻭﻱ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧ‪‬ﯥ ﭼﯥ ﺩ‬
‫ﺩﻭﻯ ﺩ ﻛﻮﺭ ﭘﻪ ﺷﺎﻥ ﺩﻯ ﺩ ﻫﻐﻪ ﭘﻪ ﭘﺎﻛﻮﺍﻟﻰ ﺍﻭ ﺳﺎﺗﻨﻪ ﻛﯥ‬
‫ﭘﻮﺭﻩ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺧﭙﻠﻮ ﺩﺭﺳﻮﻧﻮ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ‬
‫ﺩ ﻫﺮﯤ ﻭﺭ‪‬ﯥ ﻟﻮﺳﺘﻮﻧﻪ ﭘﻪ ﺧﭙﻞ ﻭﺧﺖ ﻛﯥ ﻭﻟﻮﻟﻲ ﺩ ﻧﻦ ﻛﺎﺭ‬
‫ﻭﺍ‪‬ﻭﻱ‪.‬‬ ‫ﺳﺒﺎﺗﻪ ﭘﺮﯤ ﻧﻪ ‪‬ﺩﯤ ﭼﯥ ‪‬ﻳﺮ ﻛﺎﺭ ﺑﻴﺎ ﭘﻪ ﻳﻮ ﻭﺭ‪ ‬ﻛﻮﻟﻰ ﻧﻪ ﺷﻲ‬
‫‪ -‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻴﻨﯥ ﻟﻐﺘﻮﻧﻪ ﺗﻠﻔﻆ‪ ،‬ﻣﻌﻨﺎ ﺍﻭ‬ ‫ﺩ ﻫﺮﯤ ﻭﺭ‪‬ﯥ ﺍﺭﺯﻩ ﻭﻧﻪ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻳﺮﻩ ‪‬ﻪ‬
‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻫ‪‬ﻮﻧﻪ ﺩﻩ ﻫﻢ ﻟﻪ ﻳﺎﺩﻩ ﻭﻧﻪ ﺑﺎﺳﻲ ﺍﻭ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺩﯤ ﭘﻪ ‪‬ﻳﺮﻩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻣﻴﻨﻪ ﺍﻭ ﭘﻮﺭﻩ ﻏﻮﺭ ﺳﺮﻩ ﭘﺎﻯ ﺗﻪ ﻭﺭﺳﻮﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻠﯥ ‪‬ﯥ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻠﻮ ﻻﺭ‪‬ﻮﻭﻧﻮ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ‬
‫‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ‬ ‫ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ ﻛﺘﺎﺏ ﺩ ﻟﻮﻣ‪‬ﻱ ﻣﺦ ﺍﻧ‪‬ﻮﺭﺗﻪ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺩ‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻗﺮﺁﻧﻜﺮﻳﻢ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ﭼﯥ ﺩﺍ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺗﺎﺳﻮ ﻭﭘﻮﻫﯧﺪﺉ ﭼﯥ ﻗﺮﺍﻧﻜﺮﻳﻢ ﺩ ﭼﺎ ﻛﺘﺎﺏ ﺩﻯ؟‬ ‫ﺑﺎﻋﻈﻤﺘﻪ ﻛﺘﺎﺏ ﺩ ﺍﻟﻪ ﺗﻌﺎﻟﻰ )ﺝ( ﻟﻪ ﺧﻮﺍ ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﺗﻪ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﻮﻙ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﻳﯥ ﭘﻪ‬ ‫ﻣﺴﻠﻤﺎﻧﺎﻧﻮ ﺩ ﭘﻮﺭﻩ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺭﺍﻟﻴ‪‬ﻝ ﺷﻮﻱ ﺩﻯ‪.‬‬
‫ﺗﺨﺘﻪ ﻟﻴﻜﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﻗﺮﺍﻧﻜﺮﻳﻢ ﻟﻪ ﻻﺭ‪‬ﻮﻭﻧﻮ ‪‬ﺨﻪ ﺩ‬ ‫ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﺗﺮﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻴﺮﻭﻱ ﻛﻮﻟﻮ ﺫﻫﻨﻴﺖ ﭘﻴﺪﺍ ﺷﻮ‪.‬‬ ‫ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﺩ ﺍﻣﻼ ﭘﻪ ‪‬ﻭﻝ‬
‫)ﺝ(‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻗﺮﺍﻧﻜﺮﻳﻢ ﺩ ﺧﺪﺍﻯ‬ ‫ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻛﺘﺎﺏ ﺍﻭ ﺣﻀﺮﺕ ﻣﺤﻤﺪ)ﺹ( ﺗﻪ ﺩ ﻣﺴﻠﻤﺎﻧﺎﻧﻮ ﺩ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻟﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭼﯥ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﻟﻪ ﺧﻮﺍ‬
‫ﭘﺎﺭﻩ ﺭﺍ ﻟﻴ‪‬ﻝ ﺷﻮﻯ ﺩﻯ‪.‬‬ ‫ﭘﻪ ‪‬ﺮﻭﭘﻮﻧﻮ ﺑﺎﻧﺪﯤ ﻭﻳﺸﻞ ﺷﻮﻯ ﻭﻭ ﺩﻭﻯ ﺩﯤ ﺧﭙﻞ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﭘﻪ ﺩﯤ ‪‬ﻭﻝ ﭘﻴﻞ ﻛ‪‬ﻱ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺘﻦ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛﯥ ﻭﻟﻴﻜﻲ )ﺗﻼﻭﺕ‪ ،‬ﻣﻘﺪﺱ‪ ،‬ﺍﻧ‪‬ﻮﺭ(‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ‪‬ﻴﻨﻲ ﻛﻠﻤﯥ ﭘﻪ ﺗﻮﺭﻭ‬

‫‪٣‬‬
 ‫ﺩﻭﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﻛﻮﭼﻨﻴﻮﺍﻟﯽ )‪ (۴ -۳‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵:‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ‬
‫ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﺩ ﻟﻮ‪ ‬ﺷﺨﺼﻴﺖ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ‬
‫ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻋﻤﻞ ﻛﻮﻝ ﺩﻱ )‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﺎﻭﻧﺪ )‪‬ﺘﻦ(‪ ،‬ﺩﺭﻧﺎﻭﻯ )ﺍﺣﺘﺮﺍﻡ(‪ ،‬ﭼﻠﻨﺪ )ﻛ‪‬ﻩ‬
‫ﻭ‪‬ﻩ(‪ ،‬ﻻﻧﺠﻪ )ﺷﺨ‪‬ﻩ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻛﻠﻤﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﺭﺍﻭ‪‬ﻝ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ‪‬ﻨ‪ ‬ﭘﺮ ‪‬ﻨ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻣﻴﻨﯥ ﺍﻭ‬
‫ﻭﺭﻭﺭ‪ ‬ﺳﺮﻩ ﻳﻮ ﺩ ﺑﻞ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺍﺻﻼﺡ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺍﺻﻼﺡ ﻛﻮﻟﻮ ﻛﯥ ﻭﺭﺳﺮﻩ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ!‬
‫ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩﯤ ﺧﭙﻠﻰ ﺳﺘﻮﻧﺰﻱ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﻣﺘﻦ‬ ‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﺮﻭﭘﻮﻧﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫)ﺝ(‬
‫‪‬ﺨﻪ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﺩ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺩ ‪‬ﻮ‬ ‫ﺩ ﺍﻟﻒ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﻗﺮﺁﻥ ﻛﺮﻳﻢ ﺩ ﺧﺪﺍﻯ ﻛﺘﺎﺏ ﺍﻭ‬
‫ﺍﻭ ﺳﻤﻮ ﻟﻴﻜﻨﻮ ﻛﺎﺭﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ‪.‬‬ ‫ﺑﺸﺮ ﺗﻪ ﻭﻟﻲ ﺭﺍﻟﻴ‪‬ﻝ ﺷﻮﻯ ﺩﻯ؟‬
‫‪-۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﯥ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ‬ ‫ﺩ ﺏ ‪‬ﻟﻪ ﺩ ﻗﺮﺁﻧﻜﺮﻳﻢ ﺩ ﺁﻳﺘﻮﻧﻮ ﺍﻭ ﺳﻮﺭﻭ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﭘﺎﺭﻩ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﻭﺭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺑﺮﺧﻪ ﻛﯥ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻭﺳﯧﻠﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩ ﺝ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺗﺎﺳﻮ ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﺩ ﺻﻔﺎﺗﻮ ﭘﻪ ﻫﻜﻠﻪ‬ ‫ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻟﻰ ﺷﺊ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺩﻭﻯ ﭘﺎﻣﻠﺮﻧﻪ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ! ﺗﺎﺳﻮ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﺊ؟‬ ‫ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩﺍ ﭘﻮ‪‬ﺘﻨﻪ ﺩﯤ ﻭﺭ‪‬ﺨﻪ ﻭﻛ‪‬ﻱ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺩ ﻫﻐﻮﻯ‬ ‫ﭼﯥ ﺗﺎﺳﻮ ﺩ ﺧﭙﻞ ﭘﻴﻐﻤﺒﺮ ﺣﻀﺮﺕ ﻣﺤﻤﺪ)ﺹ( ﭘﻪ ﻫﻜﻠﻪ ‪‬ﻪ ﻭﻳﻠﻰ ﺷﺊ؟‬
‫ﺩﺭﻧﺎﻭﻱ ﺍﻭ ﻟﻪ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ‪‬ﺨﻪ ﻳﯥ ﭘﻴﺮﻭﻱ ﺿﺮﻭﺭ ﻭ‪‬ﻨﻠﻪ‪.‬‬ ‫ﺩ ﺩﻭﻯ ﺗﺮ‪‬ﻮﺍﺑﻮﻧﻮ ﻭﺭﻭﺳﺘﻪ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫)ﺹ(‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺣﻀﺮﺕ ﻣﺤﻤﺪ‬ ‫ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺯﻣﻮﻧ‪ ‬ﺳﺘﺮ ﻻﺭ‪‬ﻮﺩ ﺩ ﻧﻮﺭﻭ ‪‬ﻳﺮﻭ ﻭ‪‬ﺗﻴﺎ ﻭ ﺗﺮ‪‬ﻨ‪ ‬ﺩ ‪‬ﻳﺮﻭ ‪‬ﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻯ ﺩﺭﺱ ﻋﻨﻮﺍﻥ ﺍﻭ ‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ‬
‫ﺍﻭ ﻧﻴﻜﻮ ﺍﺧﻼﻗﻮ ﺧﺎﻭﻧﺪ ﻭ‪.‬‬ ‫ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﺩ ﻫﻐﻪ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﺩ‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ )ﺍﺧﻼﻕ‪،‬‬ ‫ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻫﻢ ﻻﺭ‪‬ﻮﻭﻧﯥ ﺍﻭ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﺭﻧ‪ ،‬ﺩﺭﻧﺎﻭﻯ‪ ،‬ﻻﻧﺠﻪ ﺍﻭ ﻫﻠﻚ( ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻪ ‪‬ﻜﻠﻰ ﻟﻴﻚ ﺳﺮﻩ ﻭﻟﻴﻜﻲ!‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ‬

‫‪٤‬‬
 ‫ﺩﻭﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ)ﺹ( ﻛﻮﭼﻨﻴﻮﺍﻟﯽ )‪ (۴ -۳‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵:‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ‬
‫ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﺩ ﻟﻮ‪ ‬ﺷﺨﺼﻴﺖ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ‬
‫ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻋﻤﻞ ﻛﻮﻝ ﺩﻱ )ﻟﻪ ﭘﻨ‪‬ﻤﯥ ﺗﺮ ﺍﺗﻤﯥ ﻛﺮ‪‬ﯥ ﭘﻮﺭﯤ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺟ‪‬ﻩ )ﺟﻨ‪ ،(‬ﺑﯥ ﻭﺯﻟﻪ )ﻏﺮﻳﺐ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ‬
‫ﻛﻠﻤﻮ ﭘﻪ ﺗﻮﺭﻭ ﺍ‪‬ﻭﻝ( ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ‪‬ﻨ‪ ‬ﭘﻪ‬
‫‪‬ﻨ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﺳﻤﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ‬
‫‪‬ﺮﻭﭘﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩﺍﺳﯥ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪:‬‬
‫ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ ﺩﺍ ﻓﻌﺎﻟﻴﺖ ﺩﯤ ﺗﺮ ﭘﺎﻳﻪ ﭘﻮﺭﯤ ﭘﻪ ‪‬ﻮﻟﻮ ﺑﺎﻧﺪﯤ‬ ‫‪ ۱‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬
‫ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺍﺭﺯﻭﻧﯥ ﻛﯥ ﺩﯤ ﺩ ﺩﻭﻯ ﻭ‪‬ﺗﻴﺎﻭﯤ ﻭﺳﺘﺎﻳﻲ‬ ‫ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺍﻭ ﺩ ﻻ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻫﻐﻮﻯ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬ ‫‪ ۲‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﻗﺮﺁﻧﻜﺮﻳﻢ ﭘﻪ ﭼﺎ ﺑﺎﻧﺪﯤ ﻧﺎﺯﻝ ﺷﻮﻯ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻧﻮﻱ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﺯﺩﻩ‬ ‫ﺩﻯ؟‬
‫ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ ﭼﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‬
‫ﺩ ﺩﻭﯤ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ(‬ ‫ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ‬
‫‪‬ﺮ‪‬ﻨﺪﻭﻩ ﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫)ﺹ(‬
‫ﻟﻪ ﺧﭙﻠﻮ ﻫﻤﺰﻭﻟﻮ ﺍﻭ ﻛﻮﺭﻧ‪‬‬ ‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺣﻀﺮﺕ ﻣﺤﻤﺪ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﭘﻨ‪‬ﻤﻪ‪ ،‬ﺷﭙ‪‬ﻣﻪ‪ ،‬ﺍﻭﻭﻣﻪ ﺍﻭ ﺍﺗﻤﻪ‬
‫ﺳﺮﻩ ‪‬ﻪ ‪‬ﻭﻝ ﭼﻠﻨﺪ ﻛﺎﻭﻩ؟‬ ‫ﻛﺮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁّﻳﺎ ﺩ ﻛﻮﻣﯥ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻮﻟﻰ ﺷﻲ ﭼﯥ‬ ‫ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬
‫ﻛﻠﻤﯥ ﻟﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻳﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﺨﺘﯥ ﺗﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ)ﺹ( ﺍﺧﻼﻗﻮ ‪‬ﺨﻪ‬ ‫ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﺩﯤ ﭘﺮﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭘﻨﺪ ﻭﺍﺧﯧﺴﺖ ﺍﻭ ﭘﻴﺮﻭﻯ ﻛﻮﻝ ﻳﯥ ﻻﺯﻡ ﻭ‪‬ﻨﻞ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺧﭙﻞ ﭘﻴﻐﻤﺒﺮ ﺩ ﻛﻮﭼﻨﻴﻮﺍﻟﻲ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﺩ ﺻﻔﺘﻮﻧﻮ ﺍﻭ ﺍﺧﻼﻗﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﭘﻴﺪﺍ ﻛ‪‬ﻝ؟‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻮﺭﻧ‪ ‬ﻏ‪‬ﻭ )ﺧﭙﻠﻮ‬ ‫ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﺭﻭﻧﻮ ﺍﻭ ﺧﻮﻳﻨﺪﻭ( ﺗﻪ ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﺩ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ‪‬ﺮﻭﭘﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ‬
‫ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺳﻴﺎﻟ‪ ‬ﭘﻪ ‪‬ﻭﻝ ﺩ ﭼﻮﻛﺎ‪ ‬ﻟﻪ ﺗﻮﺭﻭ ‪‬ﺨﻪ ﻛﻠﻤﯥ ﺟﻮ‪‬ﯤ ﺍﻭ ﭘﻪ‬

‫‪٥‬‬
 ‫ﺩﻭﻳﻢ ﻟﻮﺳﺖ‬
‫ﻋﻨﻮﺍﻥ‪ :‬ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ)ﺹ( ﻛﻮﭼﻨﻴﻮﺍﻟﯽ )‪ (۴ -۳‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵:‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ‬
‫ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﺩ ﻟﻮ‪ ‬ﺷﺨﺼﻴﺖ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ‬
‫ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻋﻤﻞ ﻛﻮﻝ ﺩﻱ )ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﻠﻲ )ﻋﻤﻠﻲ(‪ ،‬ﭘﻪ ﺍ‪‬ﻩ )ﭘﻪ ﺑﺎﺭﻩ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ )ﭘﻪ‬
‫ﻣﺪﻳﻨﻪ ﻣﻨﻮﺭﻩ ﻛﯥ ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﺯﻳﺎﺭﺕ(‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ‬
‫ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﭘﻪ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ‬
‫ﺩﻭﻯ ﺩﯤ ﭘﻪ ﺧﭙﻞ ﻣﻨ‪ ‬ﻛﯥ ﺩ ﻳﻮ ﺑﻞ ﺧﺒﺮﯤ ﭘﻪ ﻣﻠ‪‬ﺮﺗﻮﺏ ﺳﺮﻩ‬
‫ﺍﺻﻼﺡ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻱ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ‬ ‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺧﭙﻠﯥ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﭘﻴﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ)ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫‪ ۱‬ﻟﻪ‪ :‬ﻗﺒﻠﻪ ‪‬ﻪ ﺗﻪ ﻭﺍﻳﻲ؟‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺮ‪‬ﻨﺪﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ ۲‬ﻟﻪ‪ :‬ﻮﻙ ﭘﻪ ﻋﻤﻠﻲ ﺗﻮ‪‬ﻪ ﺩ ﺍﻭﺩﺱ ﭘﻴ‪‬ﯥ ﻛﻮﻟﻰ ﺷﻲ؟‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪ ۳‬ﻟﻪ‪ :‬ﺩﯤ ﭘﻪ ‪‬ﯦﺮﻩ ﻣﯧﻨﻪ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺩ ﻛﻠﻤﻮ ﺍﻣﻼ ﻛﺎﺭ‬
‫)ﺹ(‬
‫ﻛﻮﻡ‬ ‫ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺣﻀﺮﺕ ﻣﺤﻤﺪ‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺧﻮﻳﻮﻧﻪ ﺩﺭﻟﻮﺩﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﭘﻨ‪‬ﻪ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﭘﻨ‪‬ﻪ ﻛﻠﻤﯥ ﺩ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ‪‬ﻭﻝ ﭘﻪ ﻭ‪‬ﻭ ﻭ‪‬ﻭ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ‬
‫ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﺍﻭ ﻛﻠﻤﯥ ﭘﻪ ‪‬ﻪ ‪‬ﻭﻝ‬ ‫ﻭﻟﻴﻜﻲ ﺍﻭ ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ ‪‬ﺍﻟ‪ ‬ﻛ‪‬ﻱ ﺍﻭ ‪‬ﺎﻧﻠﻪ ‪‬ﺎﻧﻠﻪ ﺩﯤ ﻭﻟﻮﻟﻲ‬
‫ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ )ﺩ‬
‫ﺫﻫﻨﻴﺖ‪:‬‬ ‫ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺩ ‪‬ﻪ ﺷﻲ ﺍﻭ ﭘﻪ ﻛﻮﻡ ‪‬ﺎﻯ ﻛﯥ ﭘﺮﻭﺕ ﺩﻯ(‬
‫)ﺹ (‬
‫ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ ﺩ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﭘﻴﺮﻭﻱ ﻟﻪ‬ ‫‪‬ﺮﺍﻧﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ!‬
‫ﺯ‪‬ﻩ ‪‬ﺨﻪ ﻭﻣﻨﻠﻪ؟‬ ‫ﺗﺎﺳﻮ ﺩ ﻣﺪﻳﻨﯥ ﻣﻨﻮﺭﯤ ﻧﻮﻡ ﺍﻭﺭﻳﺪﻟﻲ ﺩﻱ؟ ﺑﻴﺎ ﺩﯤ ﺩ ﻟﻮﺳﺖ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺟﻤﻠﯥ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫)ﺹ(‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ ﺩ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﺍﻭ ﺩ ‪‬ﯦﺮﻭ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻋﺎﻟﻲ ﺍﺧﻼﻗﻮ ‪‬ﺨﻪ ﺧﺒﺮﺷﻮﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻣﺘﻦ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻴﻜﻞ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ )ﻟﻮ‪ ،‬ﺍﺧﻼﻕ‪ ،‬ﻛ‪‬ﻩ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻟﻮ ﭘﻪ ﺳﻴﺎﻟﻴﻮ ﻛﯥ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﻣﺘﻦ‬
‫ﻭ‪‬ﻩ( ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬

‫‪٦‬‬
 ‫ﺩﺭﻳﻢ ﻟﻮﺳﺖ‬
‫)ﺭﺽ(‬
‫)‪ (۶ -۵‬ﻣﻮﺧﻮﻧﻪ‬ ‫ﺳﺮﻟﻴﻚ‪ :‬ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫)ﺭﺽ(‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﺩ‬
‫ﻟﻮ‪ ‬ﺷﺨﺼﻴﺖ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻋﻤﻞ ﻛﻮﻝ ﺍﻭ ﺩ‬
‫ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎﻭ ﭘﻮﻫﯧﺪﻝ ﺩﻱ )ﭘﻨ‪‬ﻪ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺷﻬﺮﺕ )ﻧﺎﻣﺘﻮﻭﺍﻟﻰ(‪ ،‬ﻛ‪‬ﻩ ﻭ‪‬ﻩ )ﻋﻤﻞ ﺍﻭ‬
‫ﻛﺮﺩﺍﺭ(‪ ،‬ﺧﺎﻭﻧﺪ )‪‬ﺘﻦ(‪ ،‬ﺩﻧﺪﯤ )ﻭﻇﻴﻔﯥ(‪ ،‬ﺭﻳ‪‬ﺘﻨﻰ )ﺻﺎﺩﻕ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﺩﺍﺳﯥ ﺗﻮ‪‬ﻪ‬
‫ﻭ‪‬ﻮﺭﻱ ﭼﯥ ﺩ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﺎﺭ ﻛﻮﻟﻮ ﺗﻪ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ‪،‬‬
‫ﻫﻐﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭼﯥ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻭ‪‬ﺗﻴﺎ ﻟﺮﻱ ﺩ‬
‫ﻫﻐﻮ ﺩ ﺗﺸﻮﻳﻖ ﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻫﻐﻮﻯ ﭘﻪ ‪‬ﻮ ﺍﻟﻔﺎﻇﻮ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻳﻮ ﺩ ﺑﻞ ﭘﻪ‬ ‫ﺩ ﻳﻮﯤ ﺩﺭﺳﯥ ﺳﻴﺎﻟﻰ ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ ﺍﻭ ﻟﻪ ﻳﻮ ﺑﻞ‬
‫ﻣﺸﻮﺭﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﻲ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﺨﻪ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮ‪‬ﺘﻨﯥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻣﺘﻦ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﻛﻮﻣﯥ ‪‬ﻟﯥ ﭼﯥ ‪‬ﻪ ﺍﻭ ﺯﻳﺎﺕ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻳﻠﻲ ﺩﻱ‬
‫ﺩ ﺍﻣﻼ ﭘﻪ ‪‬ﻭﻝ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻫﻐﻪ ﺑﻪ ﻭ‪‬ﻭﻧﻜﻲ ﻭﺷﻤﻴﺮﻝ ﺷﻲ‪.‬‬
‫)ﺭﺽ(‬
‫ﭘﻪ ﻫﻜﻠﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺗﯧﺮ ﺩﺭﺱ ﻟﻪ ﻧﻮﻱ ﺩﺭﺱ ﺳﺮﻩ ﺩ ﺍ‪‬ﻳﻜﻮ ﺩ‬
‫ﭘﻪ ‪‬ﺮﻭﭘﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺳﺎﺗﻠﻮ ﻟﻪ ﭘﺎﺭﻩ ﺍﻭ ﻫﻢ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﻭﻩ ﻭﺍﻳﻲ ﭼﯥ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻲ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫ﺣﻀﺮﺕ ﻣﺤﻤﺪ )ﺹ( ﻟﻮﻣ‪ ‬ﻳﺎﺭ ‪‬ﻪ ﻧﻮﻣﻴﺪﻩ ؟‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﺩ ﺧﭙﻠﻰ ﭘﻮﻫﯥ ﻟﻪ ﻣﺨﯥ‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﻛﻠﻪ ﭼﯥ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ )ﺹ( ﭘﻪ ﻧﻮﻡ ﺍﻭ ﻟﻘﺐ ﭘﻮﻫﻴ‪‬ﺉ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ ﺍﺭﺯﻩ ﻭﻧﻪ ﻣﻌﻠﻮﻣﻪ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﺊ؟‬ ‫ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ )ﺹ( ﻛ‪‬ﻩ ﻭ‪‬ﻩ ‪‬ﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﺍﻭ ﻟﻮﻣ‪ ‬ﭘﻨ‪‬ﻪ ﻛﺮ‪‬ﻲ ﭘﻪ‬
‫ﺍﻭ ﺩ ﭘﻴﺮﻭﻱ ﻭ‪ ‬ﻭﺑﻠﻞ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻛﻠﻤﻮ ﺗﻠﻔﻆ ﺩﯤ ﻭﺭﺗﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺣﻀﺮﺕ‬ ‫ﻭ‪‬ﻴﻲ ﺩ ﻟﻐﺎﺗﻮ ﻣﻌﻨﺎ ﺩﯤ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ ﺩﺭﺱ ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ‬
‫ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ )ﺭﺽ( ﺩ ﺭﺳﻮﻝ ﺍﻛﺮﻡ )ﺹ( ﻟﻮﻣ‪‬ﻯ ﻳﺎﺭ ﻭ‪.‬‬ ‫ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺩﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬ ‫‪ -‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻟﻮﺳﺖ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﻭﻛﺎﺭﻩ ﻭﻱ‪) :‬ﺻﺪﻳﻖ‪ ،‬ﺧﺎﻭﻧﺪ‪ ،‬ﺷﺘﻤﻨ‪.(‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﭘﻪ ﻣﻌﻨﺎ ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٧‬‬
 ‫ﺩﺭﻳﻢ ﻟﻮﺳﺖ‬
‫)ﺭﺽ(‬
‫)‪ (۵-۶‬ﻣﻮﺧﻮﻧﻪ‬ ‫ﺳﺮﻟﻴﻚ‪ :‬ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫)ﺭﺽ(‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﺩ‬
‫ﻟﻮ‪ ‬ﺷﺨﺼﻴﺖ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻋﻤﻞ ﻛﻮﻝ ﺍﻭ ﺩ‬
‫ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎﻭ ﭘﻮﻫﯧﺪﻝ ﺩﻱ )ﻟﻪ ﺷﭙ‪‬ﻣﯥ ﺗﺮ ﻟﺴﻤﯥ(‬
‫ﻛﺮ‪‬ﯥ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺷﺘﻤﻨﻲ )ﺩﺍﺭﺍﻳﯥ(‪ ،‬ﺑﯥ ﻭﺯﻟﻪ )ﻧﺎﺩﺍﺭﻩ(‪ ،‬ﻣﻌﺒﻮﺙ )ﭘﻪ‬
‫ﭘﻴﻐﻤﺒﺮ‪ ‬ﺎﻛﻞ ﻛﯧﺪﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﭘﻪ ﻛﺘﺎﺏ ﻛﯥ ﺩ ﻟﻮﺳﺖ‬
‫ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ ‪‬ﺎﻛﻠﻮ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺩ ﺩﻏﻮ‬
‫ﻛﻠﻤﻮ )ﺻﺪﻳﻖ‪ ،‬ﺧﺎﻭﻧﺪ‪ ،‬ﺷﺘﻤﻨﻲ( ﺟﻤﻠﯥ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ ﻟﻮﻣ‪ ‬ﺩﯤ ﺩﻭﻯ‬
‫ﭘﻪ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﺩﺍﺳﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ﺩ ‪‬ﻲ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ ۱‬ﻟﻪ‪ :‬ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ)ﺭﺽ( ﺩ ﭘﻼﺭ ﻧﻮﻡ ‪‬ﻪ ﺩﻯ؟‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪ ۲‬ﻟﻪ‪ :‬ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ)ﺭﺽ( ﻟﻮﻣ‪‬ﻯ ﻳﺎﺭ ‪‬ﻮﻙ ﻭ؟‬
‫)ﺭﺽ(‬
‫ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﻭ ﭘﯧﮋﺍﻧﺪ؟‬ ‫‪ ۳‬ﻟﻪ‪ :‬ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ )ﺭﺽ( ﻟﻪ ﻭﻟﯥ ﺩ ﺻﺪﻳﻖ ﻟﻘﺐ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﻭﺭﻛ‪ ‬ﺷﻮﻯ ﻭ؟‬
‫ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻣﺘﻦ ‪‬ﺨﻪ ﺩ )ﺻﺪﻳﻖ‪ ،‬ﻭﺭﻳﻦ ﺍﻭ ﻫﺠﺮﺕ(‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪‬‬
‫ﻛﻠﻤﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯧﻴﯥ ﻛﺎﺭﻭﻟﻰ‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺷﻲ؟‬ ‫ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫)ﺭﺽ(‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﺩ ﺻﺪﺍﻗﺖ ﺍﻭ ﺍﻣﺎﻧﺖ ﺩﺍﺭﻯ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻪ ﻫﻜﻠﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻨﺪ ﻭﺍﺧﻴﺴﺖ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ‪‬ﺎﺭﻧﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻮﺭﻧ‪ ‬ﻟﻪ ﻏ‪‬ﻭ ‪‬ﺨﻪ ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺻﺪﻳﻖ )ﺭﺽ( ﺩ ﻟﻮ‪ ‬ﺷﺨﺼﻴﺖ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ‬ ‫)ﺭﺽ(‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﺩ ﻛ‪‬ﻭ‬
‫ﺳﺒﺎﺗﻪ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﻭﺍﻳﻲ!‬ ‫ﻭ‪‬ﻭ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٨‬‬
 ‫ﺩﺭﻳﻢ ﻟﻮﺳﺖ‬
‫)ﺭﺽ(‬
‫)‪ (۵-۶‬ﻣﻮﺧﻮﻧﻪ‬ ‫ﺳﺮﻟﻴﻚ‪ :‬ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫)ﺭﺽ(‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﺩ‬
‫ﻟﻮ‪ ‬ﺷﺨﺼﻴﺖ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻋﻤﻞ ﻛﻮﻝ ﺍﻭ ﺩ‬
‫ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎﻭ ﭘﻮﻫﯧﺪﻝ ﺩﻱ )ﺷﭙ‪ ‬ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺷﺘﻤﻨﻰ )ﺩﺍﺭﺍﻳﻲ(‪ ،‬ﺭﺣﻠﺖ )ﻭﻓﺎﺕ ﻛﯧﺪﻝ(‪ ،‬ﻏﺰﻩ‬
‫ﻳﺎ ﻏﺰﺍ )ﺩ ﻣﺴﻠﻤﺎﻧﺎﻧﻮ ﺍﻭ ﻛﺎﻓﺮﺍﻧﻮ ﺗﺮ ﻣﻨ‪ ‬ﺟﻨ‪ ،(‬ﺎﻛﻞ‬
‫)ﺗﻌﻴﻨﻮﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫‪‬ﺎﻛﻠﻮ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ‬
‫ﺻﺪﻳﻖ )ﺭﺽ( ﺩ ﻟﻮ‪ ‬ﺷﺨﺼﻴﺖ ﭘﻪ ﻫﻜﻠﻪ( ﺩﺍﺳﯥ ﻭ‪‬ﻮﺭﻱ ﭼﯥ ﺩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﺎﺭﻛﻮﻟﻮ ﺍﻭ ﻧﻪ ﻛﻮﻟﻮ ﺗﻮﭘﯧﺮ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻪ ﺩﻭﻯ ﺑﺎﻧﺪﯤ ﻫﻐﻪ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ )ﻫﺠﺮﺕ‪ ،‬ﻣﻠ‪‬ﺮﻯ‪ ،‬ﻏﺰﺍ ‪‬ﺎﻧﯥ‪،‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻣﺸﺮ‪ ،‬ﺎﻛﻞ‪ ،‬ﺧﻼﻓﺖ‪ ،‬ﺭﺣﻠﺖ‪ (.....‬ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‬ ‫ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ‪:‬‬
‫)ﺭﺽ(‬
‫ﺍﻭ ﻫﺮﯤ ‪‬ﻟﯥ ﺗﻪ ﺩﯤ ﻭﺳﭙﺎﺭﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﺎﺭﺕ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﻟﻮ‪ ‬ﺷﺨﺼﻴﺖ‬
‫ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﻠﻤﻮ ﺗﻪ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ!‬
‫)ﺭﺽ(‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﭘﻪ ﺩﻭﻯ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﻮﻯ‬ ‫ﭘﻪ ﻛ‪‬ﻭ ﻭ‪‬ﻭ‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ‬
‫ﺩ ﻛﺎﺭ ﻧﻴﻤ‪‬ﺗﻴﺎﻭﯤ ﺩﯤ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩ ﺍﻣﻼ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﻟﻪ ‪‬ﯥ ﻭﻧ‪‬ﯤ ﺍﺧﻴﺴﺘﻨﯥ ‪‬ﺨﻪ ﺧﻮ‪‬ﻲ ﻭ‪‬ﻴﻲ!‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﺗﻪ‬
‫)ﺭﺽ(‬
‫ﺩ ﺩﺭﺱ ﻟﻪ ﭘﻴﺎﻥ‬ ‫‪ -‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ‬ ‫ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻫﻐﻪ ﭘﯧﮋﻧﻲ ﺍﻭ ﭘﻪ ﻫﻜﻠﻪ ﻳﯥ‬
‫‪‬ﺨﻪ ﻭ ﭘﯧﮋﺍﻧﺪ؟‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻟﻰ ﺷﻲ؟ ﺗﺮ ﺩﯤ ﺍﺭﺯﻭﻧﯥ ﻭﺭﻭﺳﺘﻪ ﺑﻪ ﭘﻪ ﺧﭙﻠﻪ‬
‫)ﺭﺽ(‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﭘﻪ ﻛ‪‬ﻭ ﻭ‪‬ﻭ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺑﺎﻧﺪﯤ ﺧﺒﺮ ﺍﻭ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻭﻟﻰ‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ‬
‫ﺍﻭ ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﻟﻮﺳﺖ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫)ﺭﺽ(‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﺩ ﻫﻐﻪ‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮ‪‬ﻭ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻟﻪ ﺍﻣﻠﻪ ﺩ ‪‬ﻳﺮﯤ ﺩﺭﻧﺎﻭ‪ ‬ﻭ‪ ‬ﻭﺑﺎﻟﻪ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﻳﻮ ﺑﻞ‬
‫ﺻﺪﻳﻖ )ﺭﺽ( ﺩ ‪‬ﻮ ﺧﻮﻳﻮﻧﻮﭘﻪ ﻫﻜﻠﻪ ﺍﻭﻭﻩ ﺟﻤﻠﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺳﺮﻩ ﭘﻪ ﻣﺸﻮﺭﯤ ﻭﻟﻮﻟﻲ‪.‬‬

‫‪٩‬‬
 ‫‪‬ﻠﻮﺭﻡ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ‪‬ﻮﻭﻧﻜﻲ ﻣﻘﺎﻡ )‪ (۸ - ۷‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻧﺎﻭﻱ ﺍﻭ ﺩ ﻫﻐﻪ ﺩ ﺩﻧﺪﻱ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ‬
‫ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ ﺩﻱ )ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻲ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻮﻛﺎﻟﻲ )ﺁﺭﺍﻣﻲ(‪ ،‬ﺭﻭﺯﻱ )ﺗﺮﺑﻴﻪ ﻛﻮﻱ(‪ ،‬ﻣﻘﺎﻡ )ﺩﺭﻳ‪(‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻟﻮﺳﺖ ﻛﺘﺎﺏ‪ ،‬ﺩ ﻛﺘﺎﺏ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺩ )ﺣﻀﺮﺕ‬
‫ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ )ﺭﺽ( ﺩ ‪‬ﻮ ﺧﻮﻳﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﻭﯤ ﺟﻤﻠﯥ(‬
‫ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﻫﻐﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭼﯥ ﺩﻧﺪﻩ‬
‫ﻳﯥ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﻭﻱ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ‬
‫ﻭﺭﻭﭘﯧﮋﻧﻲ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﭘﻪ ﻟ‪ ‬ﻛﯥ ﭘﻪ ‪‬ﺮﻭﭘﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫)ﺭﺽ(‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺩ ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﻪ ﻭﻳﻠﻰ ﺷﺊ؟‬
‫)ﺹ(‬
‫ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﺣﻀﺮﺕ ﺍﺑﻮﺑﻜﺮ ﺻﺪﻳﻖ)ﺭﺽ(ﺩ ﺣﻀﺮﺕ ﻣﺤﻤﺪ‬
‫ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻡ ﻳﺎﺭ ﻭ؟‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻟﻪ ﻛﯥ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﺍﻭ ﻛﻠﻤﯥ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻛﺘﺎﺏ‬
‫ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﻭﻭﺍﺋﻲ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﺊ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻧﻮﻱ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺍﻭ ﻣﻴﻨﯥ ﺳﺮﻩ ﻭﺍﻭﺭﻱ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ(‬ ‫ﺍﻭ ﺧﭙﻞ ﻗﻀﺎﻭﺕ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ!‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﻣﻘﺎﻡ ﻭﭘﯧﮋﺍﻧﺪ ﺍﻭ ﺩ ﻫﻐﻮﻱ‬ ‫ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩﯤ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﭘﻪ ﺧﺪﻣﺘﻮﻧﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮ ﺧﺪﻣﺘﻮﻧﻮ ﻟﻪ ﺍﻣﻠﻪ‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﺩﻭﻯ ﻗﺪﺭ ﺍﻭ ﺩﺭﻧﺎﻭﻱ ﻛﻮﻱ؟‬ ‫‪ -۱‬ﺗﺎﺳﯥ ﻟﻴﻚ ﻟﻮﺳﺖ ﻟﻪ ﭼﺎ ‪‬ﺨﻪ ﺯﺩﻩ ﻛﻮﺉ؟‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﺯﺩﻩ ﻛ‪‬ﯤ‬ ‫‪ -۲‬ﻮﻭﻧﻜﻰ ﺩ ﭼﺎ ﭘﻪ ‪‬ﯧﺮ ﭘﺮ ﻣﻮ‪ ‬ﺣﻖ ﻟﺮﻱ؟‬
‫‪‬ﺨﻪ ﺩ ‪‬ﻮﻭﻭﻧﻜﻮ ﺩ ﺣﻘﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﭘﻴﺪﺍ ﻛ‪‬ﻝ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﻭﺭﻛ‪‬ﻝ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ‬
‫ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻳﯥ ﻭﻟﻴﻜﻲ )ﺳﻮﻛﺎﻟﻰ‪ ،‬ﺭﻭﺯﻱ‪ ،‬ﻣﻘﺎﻡ(‪.‬‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬

‫‪١٠‬‬
 ‫‪‬ﻠﻮﺭﻡ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ‪‬ﻮﻭﻧﻜﻲ ﻣﻘﺎﻡ )‪ (۸ - ۷‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻧﺎﻭﻱ ﺍﻭ ﺩ ﻫﻐﻪ ﺩ ﺩﻧﺪﻱ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ‬
‫ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ ﺩﻱ )‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻤﺎﻧ‪‬ﻞ )ﺗﺠﻠﻴﻞ ﻛﻮﻝ‪ ،‬ﺳﺘﺎﻳﻞ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺩ‬
‫)ﺳﻮﻛﺎﻟﻲ‪ ،‬ﺭﻭﺯﻱ‪ ،‬ﻣﻘﺎﻡ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻱ‬
‫ﺍﻭ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ‪‬ﻨ‪ ‬ﭘﺮ ‪‬ﻨ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬
‫ﻳﻮ ﺑﻞ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺳﻤﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩ‬
‫ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪،‬‬ ‫‪‬ﻮﻭﻧﻜﻮ ﺩ ﻣﻘﺎﻡ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﺍﻭ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍ‪‬ﻳﻜﻮ ﭘﻪ ﺍ‪‬ﻩ ﻟﻪ ﺯﺩﻩ‬
‫‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ)ﺳﻮﻛﺎﻟﻰ‪ ،‬ﺩﺭﻧﺎﻭﻱ ﺍﻭ ﻫﯧﻮﺍﺩ( ﻫﻐﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﭘﺮ ﻣﻮ‪ ‬ﺑﺎﻧﺪﯤ ﺩ ﭼﺎ ﭘﻪ ﺷﺎﻥ ﺣﻖ ﻟﺮﻱ؟‬
‫ﻛﻠﻤﯥ ﭼﯥ ﻳﻮﻩ ﻣﻌﻨﺎ ﻟﺮﻱ ﭘﻴﺪﺍ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﺮ ﺍﺭﺯﻭﻧﯥ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﺮﺍﺩﻓﯥ ﻳﺎ ﺩ ‪‬ﯤ ﻣﻌﻨﺎ ﻟﺮﻭﻧﻜﯥ‬ ‫ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻭﻧﻜﻮ ﺩ ﻣﻘﺎﻡ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ‬ ‫ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﺩ ﻫﻐﻪ ﺩﺭﻧﺎﻭﻯ ﺿﺮﻭﺭ ﻭﺑﺎﻟﻪ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﺩ ﻟﻮ‪ ‬ﻣﻘﺎﻡ‬ ‫ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﻫﻜﻠﻪ ﻟﻪ ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﯧﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺷﻮﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺩﻭﯤ ﻛﺮ‪‬ﯥ )‪‬ﻠﻮﺭﻣﻪ ﺍﻭ ﭘﻨ‪‬ﻤﻪ ﻛﺮ‪‬ﻪ( ﺩﯤ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﭼﻮﻛﺎﺕ ‪‬ﺨﻪ ﻫﻐﻪ ﻛﻠﻤﯥ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﭼﯥ ﻳﻮ ﺷﺎﻥ ﻣﻌﻨﻰ ﻟﺮﻱ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ‬
‫ﻭﻟﻴﻜﻲ ﻟﻜﻪ‪) :‬ﺩﺭﻧﺎﻭﻯ‪ ،‬ﻮﻭﻧﻜﻰ ﺍﻭ ﺳﻮﻛﺎﻟﻪ(‬

‫‪١١‬‬
 ‫‪‬ﻠﻮﺭﻡ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ‪‬ﻮﻭﻧﻜﻲ ﻣﻘﺎﻡ )‪ (۸ - ۷‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻧﺎﻭﻱ ﺍﻭ ﺩ ﻫﻐﻪ ﺩ ﺩﻧﺪﻱ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﭘﻪ‬
‫ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ ﺩﻱ )ﺍﻭﻭﻣﻪ ﺍﻭ ﺍﺗﻤﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﻴﻮﺍﺩ )ﻭﻃﻦ(‪ ،‬ﭘﻪ ‪‬ﯧﺮ )ﭘﻪ ﺷﺎﻥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﺍﻭ ﺩ‬
‫ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ‪‬ﻠﻮﺭﻣﯥ ﺍﻭ‬
‫ﭘﻨ‪‬ﻤﯥ ﻛﺮ‪‬ﯥ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩﯤ‬
‫ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﻴﺮ‬
‫ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﺍﻭﻟﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺗﻴﺮﻭ ﺩﺭﺳﻮﻧﻮ ﺩ ﺍ‪‬ﻳﻜﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ؟‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﺍﺳﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ‬ ‫‪ -۱‬ﺩ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﻣﻘﺎﻡ ﺩ ﻟﻤﺎﻧ‪‬ﻠﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺧﺒﺮﯤ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫ﻭﻛ‪‬ﺉ؟‬
‫ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺍﻭ ﺧﺒﺮﻭ ﺗﻪ ﭘﻪ ﻣﻴﻨﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻭﻧﻜﻮ ﺩ ﻣﻘﺎﻡ ﭘﻪ ﺩﺭﻧﺎﻭﻱ ﺑﺎﻧﺪﯤ ﭘﻮﻩ‬ ‫ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺷﺎﺑﺎﺵ ﺩﯤ ﻭﻩ ﻭﺍﻳﯥ‪.‬‬
‫ﺷﻮﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩ ﻛﻠﻤﻮ ﺍﻭ ﺟﻤﻠﻮ ﺍﻣﻼ ﻛﺎﺭ‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺗﺨﺘﯥ ﺗﻪ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﭘﻪ ﻫﺮ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﻭﻧﻜﻮ ﺧﺪﻣﺘﻮﻧﻪ ﺩ ﻗﺪﺭ ﻭ‪ ‬ﻭﺑﻠﻞ؟‬ ‫ﻳﻮﻩ ﺑﺎﻧﺪﯤ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ‪‬ﻮﻭﻧﻜﻲ ﺩ‬ ‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﭘﻪ ﺷﺎﻥ ﭘﻪ ﻣﻮ‪ ‬ﺣﻖ ﻟﺮﻱ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ )ﻟﻤﺎﻧ‪‬ﻞ‪ ،‬ﺩﺭﻧﺎﻭﻯ‪ ،‬ﻮﻭﻧﻜﻲ ﺍﻭ‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‬
‫ﺳﻮﻛﺎﻟﻪ( ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ‪ .‬ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻛﻠﻤﯥ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ‪.‬‬

‫‪١٢‬‬
 ‫ﭘﻨ‪‬ﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ )‪ (۱۰ -۹‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺻﺎﻓﻮ ﺻﻔﺘﻮﻧﻮ ﭘﻮﻫﯧﺪﻝ‪.‬‬
‫ﺩ ﻫﻢ ‪‬ﻭﻟﻪ )ﻣﺘﺮﺍﺩﻓﻮ( ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺳﻤﻪ ﻛﺎﺭﻭﻧﻪ ﺍﻭ‬
‫ﺩ ﺩﯤ ﺷﻌﺮ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﻯ ﻟﻮﻣ‪‬ﻱ‬
‫ﺑﻴﺘﻮﻧﻪ(‪ .‬ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺯﻳﺎﺭ)ﻛﻮﺷﺶ(‪ ،‬ﻣﺪﺍﻡ )ﺗﻞ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ‬
‫)ﺩ ﺩﻏﻮ ﻛﻠﻤﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻧﻪ ﻟﻤﺎﻧ‪‬ﻞ‪ ،‬ﺩﺭﻧﺎﻭﻯ‪،‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺍﻭ ﺳﻮﻛﺎﻟﻪ( ﺗﺮﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻳﻨﺴﻲ ﺍﺟﺮﺍ ﻛﻮﻭﻧﻜﻲ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ‪‬ﻨ‪ ‬ﭘﺮ ‪‬ﻨ‪ ‬ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﯧﻮﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﭘﻪ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻩ ﻭﻳﺸﻲ ﺍﻭ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﭘﻪ ﺩﯤ ‪‬ﻭﻝ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﻟﻪ ﭘﺎﺭﻩ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺩﻭﻩ‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﭘﻪ ﻣﺸﻮﺭﯤ ﻭﻟﻮﻟﻲ‪.‬‬ ‫ﺩ ﺍﻟﻒ ‪‬ﻟﻪ ﺩﯤ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﺩ ﻣﻘﺎﻡ ﺍﻭ ﺩﺭﻧﺎﻭﻱ ﭘﻪ ﻫﻜﻠﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺗﺮﺍﻧﯥ ﭘﻪ ‪‬ﻭﻝ ﻭﻟﻮﻟﻲ‪.‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻢ ﻭﺯﻧﻪ ﻛﻠﻤﯥ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ‬ ‫ﺩ ﺏ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻧﻈﻢ ﻛﯥ ﻫﻢ ﻣﻌﻨﺎ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩ ﺝ ‪‬ﻟﻪ ﺩﯤ ﻟﻴﻜﻞ ﺷﻮﯤ ﻛﻠﻤﯥ ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﻲ ﻟﻪ ﭘﺎﺭﻩ‬ ‫‪‬ﻮﻭﻧﻜﯥ ﺩﯤ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻻ‪‬ﻪ ﻛﺎﺭ‬
‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ‬ ‫ﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩﻭﻯ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺻﻔﺘﻮﻧﻮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻣﻮ‪ ‬ﭼﺎﺗﻪ ‪‬ﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻳﻠﻰ ﺷﻮ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺩﻭﻯ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﭘﻴﺮﻭﻱ‬ ‫ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﻟﻪ ﺍﻭﺭﻳﺪﻟﻮ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ‬
‫ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩﻭﻯ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻮ ﺻﻔﺘﻮﻧﻮ ﺑﺎﻧﺪﯤ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ )ﺩﺭﻯ ﻟﻮﻣ‪‬ﻱ ﺑﻴﺘﻮﻧﻪ( ﭘﻪ ﺗﺨﺘﻪ‬
‫ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﻫﻐﻮ ‪‬ﺨﻪ ﻳﯥ ﭘﻴﺮﻭﻱ ﻻﺯﻣﻪ ﻭ‪‬ﻠﻪ؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻮﺯﻭﻥ ﺍﻭ ‪‬ﻪ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ‬ ‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ‬
‫ﺻﻔﺎﺗﻮ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﻴﺪﻝ‪ ،‬ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺑﻠﺪ ﺷﻮﻝ‪.‬‬ ‫ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺑﻴﺘﻮﻧﻪ ﭘﻪ‬ ‫ﺩ ﻫﻢ ﻣﻌﻨﺎ ﻭﻭ ﻛﻠﻤﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻣﺜﺎﻟﻮﻧﻪ ﺩﯤ ﺭﺍﻭ‪‬ﻱ‪.‬‬

‫‪١٣‬‬
 ‫ﭘﻨ‪‬ﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ )‪ (۱۰ -۹‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺻﺎﻓﻮ ﺻﻔﺘﻮﻧﻮ ﭘﻮﻫﯧﺪﻝ‪ .‬ﺩ‬
‫ﻫﻢ ‪‬ﻭﻟﻪ )ﻣﺘﺮﺍﺩﻓﻮ( ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺳﻤﻪ ﻛﺎﺭﻭﻧﻪ ﺍﻭ ﺩ ﺩﯤ‬
‫ﺷﻌﺮ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻠﻮﺭﻡ ﺍﻭ ﭘﻨ‪‬ﻢ ﺷﭙ‪‬ﻡ ﺑﻴﺖ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﺪﺍﻡ )ﻫﻤﻴﺸﻪ(‪ ،‬ﻟﻤﺎﻧ‪‬ﻨﻪ )ﺍﺣﺘﺮﺍﻡ ﻛﻮﻝ‪-‬ﺗﺠﻠﻴﻞ‬
‫ﻛﻮﻝ(‪ ،‬ﻣﻬאﻝ ﻭﻳﺶ )ﺗﻘﺴﻴﻢ ﺍﻭﻗﺎﺕ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﻯ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ )ﻟﻮﺳﺘﻠﻮ ﺷﻮﻭ ﺑﻴﺘﻮﻧﻮ‬
‫ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﺩ ﻫﻐﻮ ﺍﺟﺮﺍ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‬
‫ﻳﻮ ﺩ ﺑﻞ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ‪‬ﺮﻭﭘﯧﺰﻩ‬
‫ﺗﻮ‪‬ﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻫﻜﻠﻪ ﺑﻴﺘﻮﻧﻪ ﭘﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻫﻐﻪ ﭘﻪ ﻭﺯﻥ ﺳﺮﻩ‬ ‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ‪‬ﻪ ﻟﻮﺳﺘﻮﻟﻮ ﻛﯥ ﺩﯤ ﻳﻮ ﺗﺮ ﺑﻠﻪ ﺳﻴﺎﻟﻲ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺻﻔﺘﻮﻧﻪ ﻭ‪‬ﻴﻲ!‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﺮﺍﺩﻓﻲ ﻳﺎ ﻫﻢ ﻣﻌﻨﺎ ﻛﻠﻤﯥ ﭘﻪ ﻧﻈﻢ ﻛﯥ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺑﻴﺘﻮﻧﻮ ﻫﻢ ﻭﺯﻧﻪ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ‬
‫ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺗﻮﺭﻭ ﺩﯤ ﻭﺍ‪‬ﻭﻱ‪.‬‬
‫ﻟﻜﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ‪ -‬ﺷﺎ‪‬ﺮﺩﺍﻥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﻫﻐﻮﻯ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺯﻳﺎﺭ ﺍﻭ ﻛﻮ‪ ‬ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﺩﺭﺱ ﺗﻪ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ‬
‫‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻧ‪‬ﻮﺭﺗﻪ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺩﯤ ﺩ ﻫﻐﻮﻯ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﻧﻈﺮ ﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﺩﺍ ﭘﻮ‪‬ﺘﻨﻪ ﺩﯤ ﻭﺭ‪‬ﺨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪ :‬ﺗﺎﺳﻲ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻮ ﻛ‪‬ﻭ ﻭ‪‬ﻭ‬ ‫ﭼﯥ ‪‬ﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻳﺎﺳﺖ ‪‬ﻪ ﺑﺎﻳﺪ ﻭﻛ‪‬ﺉ؟‬
‫ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩ ﺩﻭﻯ ﺗﺮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﺭ‪‬ﺎ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺑﻴﺘﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﭘﺮﻯ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻈﻢ ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ‪‬ﻠﻮﺭﻡ‪ ،‬ﭘﻨ‪‬ﻢ ﺍﻭ ﺷﭙ‪‬ﻡ ﺑﻴﺖ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ‪‬ﻮ ﺻﻔﺘﻮﻧﻮ ‪‬ﺨﻪ ﻳﯥ ﭘﻨﺪ‬ ‫ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻫﻐﻪ ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻭﺍﺧﻴﺴﺖ؟‬ ‫ﺩﯤ ﻫﻢ ﺩ ﻫﻐﻪ ﻟﻮﺳﺘﻠﻮ ﺗﻪ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺗﻜﺮﺍﺭ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻫﻢ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻭﺯﻧﻪ ﻛﻠﻤﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻫﻢ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ‪‬ﻴﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺻﻔﺎﺗﻮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺩ ﻧﻈﻢ ﻟﻪ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮ ﻳﻮ ﺑﻴﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ )ﺯﻳﺎﺭ‪ -‬ﺷﻮﻕ ‪-‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ‬
‫ﭘﻮﻫﻪ( ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٤‬‬
 ‫ﭘﻨ‪‬ﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ )‪ (۹-۱۰‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺻﺎﻓﻮ ﺻﻔﺘﻮﻧﻮ ﭘﻮﻫﯧﺪﻝ‪ .‬ﺩ‬
‫ﻫﻢ ‪‬ﻭﻟﻪ )ﻣﺘﺮﺍﺩﻓﻮ( ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺳﻤﻪ ﻛﺎﺭﻭﻧﻪ ﺍﻭ ﺩ ﺩﯤ‬
‫ﺷﻌﺮ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﻭﺭﻭﺳﺘﯥ ﺩﺭﯤ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺁﺯﻣﻮﻳﻨﻪ )ﺍﻣﺘﺤﺎﻥ(‪ ،‬ﺍ‪) ‬ﺍ‪‬ﯧﺮﻧﻪ‪ ،‬ﺍﺩﻩ ﻛﻮﻝ(‪،‬‬
‫ﻋﺮﻓﺎﻥ )ﭘﻴﮋﻧﺪ‪‬ﻠﻮﻱ‪ ،‬ﻣﻌﺮﻓﺖ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‬
‫ﺍﻭ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﻯ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ )ﺯﻳﺎﺭ‪ ،‬ﭘﻮﻫﻪ‬
‫ﺍﻭ ﺷﻮﻕ ﻛﻠﻤﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻝ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‬
‫ﺍﻭ ﺩ ﻫﻐﻪ ﺳﻤﻮﻟﻴﻜﻠﻮ ﺗﻪ ﺩﯤ ﺩﻭﻯ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﻳﻮ ﺗﺮ ﺑﻠﻪ ﭘﺮﯤ‬
‫ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﺮ ﻳﻮ ﺩﺍ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻳﻮ ﻳﻮ ﺗﻦ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻈﻢ ﻫﻢ ﻭﺯﻧﻪ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻭ‪‬ﺎﻛﻲ ﭼﯥ ﻟﻪ ﻧﻮﺭﻭ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺍﻭ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﺳﻤﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻟﺮﻱ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﭘﻪ ﺳﺘﻮﻧﺰﻭ ﻛﯥ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ‬ ‫ﺍﻭ ﺳﻢ ﻗﻀﺎﻭﺕ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻛﺘﺎﺏ ﺍﻧ‪‬ﻮﺭ ﺗﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩﻭﻯ ﺑﺎﻳﺪ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻻﺯﻣﻮ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﺧﺒﺮﻭ ﭘﺎﺗﯥ ﺑﺮﺧﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﻭﻭﺍﻳﻲ ﺍﻭ ﻫﻢ ﺩﯤ ﺩﺍ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻮ‪‬ﺘﻨﻪ ﻭﺭ‪‬ﺨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮ ‪‬ﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻈﻢ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺑﺎﻳﺪ ﻛﻮﻡ ﻛﺎﺭﻭﻧﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻈﻢ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺍﻭ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﺎﺗﯥ ﺑﺮﺧﻪ )‪‬ﻠﻮﺭ ﻭﺭﻭﺳﺘﻲ‬
‫ﻣﻮﺯﻭﻥ ‪‬ﻭﻝ ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫ﺑﻴﺘﻮﻧﻪ( ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺍﻭ ‪‬ﻪ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺻﻔﺎﺗﻮ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ‬ ‫ﺩﯤ ﻛ‪‬ﻱ ﺩ ﻛﻠﻤﻮ ﺩ ﺗﻠﻔﻆ ﺍﻭ ﺳﻤﯥ ﺍﺩﺍ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺭ‪‬ﺎ‬
‫ﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﺭﻭﺯﻝ ﺷﻲ؟‬ ‫ﻭﺍﭼﻮﻱ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺻﻔﺎﺗﻮ‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﭘﻮﻫﻴﺪﻝ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩﺍ ﻛﻠﻤﯥ )‪‬ﻜﻠﻰ‪ ،‬ﻫﯧﻮﺍﺩ‪ ،‬ﻼﻥ‪ ،‬ﻃﺮﻓﺪﺍﺭﺍﻥ‪ ،‬ﺧﺎﻭﻧﺪﺍﻥ‪،‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﺷﻌﺮ ﭘﻪ ﻳﺎﺩ ﺯﺩﻩ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫ﺭﻓﻴﻘﺎﻥ( ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ‬
‫ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬

‫‪١٥‬‬
 ‫ﺷﭙ‪‬ﻡ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻮﻛﻪ ﺍﻭ ﻛﯧﺴﻪ )‪ (۱۲ -۱۱‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﻴﺴ‪ ‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﻣﻄﻠﺐ ﭘﻮﻩ ﺷﻴﺰ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﻴﺴ‪ ‬ﺳﻤﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ‬
‫)ﻟﻮﻣ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﺮ‪‬ﻨ‪) ‬ﺗﺮ ﺧﻮﺍ(‪ ،‬ﻮﻝ )ﻏﻮﻧ‪ ،(‬ﻧ‪‬ﺘﯥ )ﻟ‪‬ﯧﻠﻲ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ‪‬ﻪ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩ ﺷﻌﺮ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﯥ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺩ ﺳﺘﻮﻧﺰﻭﻭ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﻭﻭ ‪‬ﻟﻮ‬
‫ﻛﻠﻤﯥ )ﻧ‪‬ﺘﯥ‪ ،‬ﺗﯧ‪‬ﻩ‪ ،‬ﻮﻛﻪ‪ ،‬ﻧﺎﺭﻱ( ﭼﯥ ‪‬ﻮﻭﻧﻜﻲ ﻣﺨﻜﻰ ﻟﻪ‬ ‫ﻭﻳﺸﻞ ﺷﻲ‪:‬‬
‫ﻣﺨﻜﯥ ﭘﻪ ﻣﻴﺰ ﺑﺎﻧﺪﯤ ﺍﻳ‪‬ﻲ ﺩﻯ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻭ‪‬ﺗﻴﺎﻭﻭ ﺧﺒﺮﯤ‬
‫ﻭﻟﻴﻜﻲ ﺍﻭ ﻫﻢ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﺳﺎﺩﻩ ﺟﻤﻠﻪ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ )‪‬ﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ( ﺑﻴﺘﻮﻧﻪ ﺩﯤ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺍ‪‬ﻭﻧﺪ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﻛﯥ ﺍﻧﺘﻘﺎﺩﯤ ﺑﺮﺧﻪ ﻭﭘﯧﮋﻧﺪﻟﻪ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺴﻰ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫ﭼﯥ ﺩﻏﻮ ﺍﻧ‪‬ﻴﺰﻩ ﻳﯥ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ‪:‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﺳﻤﯥ ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫‪ -۱‬ﺁﻳﺎ ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮ ‪‬ﻮﻛﻪ ‪‬ﻪ ﺗﻪ ﻭﺍﻳﻲ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ‪‬ﻮﻛﻪ ﺩ ﺩﻭﻯ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﻯ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺑﯧﻼ ﺑﯧﻠﯥ ﺑﺮﺧﯥ‬
‫ﺍﺧﻼﻗﻲ ﺯ‪‬ﻭﺭﺗﻴﺎ ﺗﻪ ﻭﺩﻩ ﻭﺭﻛﻮﻱ؟‬ ‫ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻳﺎﻝ ﺩﯤ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ )‪‬ﻮﻛﻪ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻭﺩﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻛﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻟﻮﻟﻲ ﺍﻭ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫‪ -‬ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﯥ ﺩ ‪‬ﻮﻛﯥ ﻭﻳﻠﻮ ﺍﻭ ﺑﻴﺎﻧﻮﻟﻮ ﻣﻬﺎﺭﺕ ﭘﻴﺪﺍ‬ ‫ﺗﻜﺮﺍﺭ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﻟﻪ ﻫﻐﻮ ‪‬ﺨﻪ ﺩﯤ ﺩ ﻫﻐﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ‬
‫ﺷﻮ‪.‬‬ ‫ﻭﭘﻮ‪‬ﺘﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ﻟﻐﺎﺕ )ﻧ‪‬ﺘﻲ‪،‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ‬
‫ﻛﯧﺴ‪ ،‬ﻧﺎﺭﯤ( ﭘﻪ ﺟﻤﻠﻮﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻱ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮﻛﯥ ﻟﻴﻜﻠﻲ‬

‫‪١٦‬‬
 ‫ﺷﭙ‪‬ﻡ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻮﻛﻪ ﺍﻭ ﻛﯧﺴﻪ )‪ (۱۲ -۱۱‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﻴﺴ‪ ‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﻣﻄﻠﺐ ﭘﻮﻩ ﺷﻴﺰ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﻴﺴ‪ ‬ﺳﻤﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ‬
‫)ﺩﻭﻩ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﺴﯥ)ﻫﻐﻪ ﺷﺎﻥ(‪ ،‬ﻜﺎﺭﯤ )‪‬ﺮ‪‬ﻨﺪﻳ‪‬ﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ ﺍﻭ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﻯ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ‬
‫ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻝ( ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ‬
‫ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺍﻭ ﺩ ﺩﻭﻱ ﻧﯧﻤ‪‬ﺗﻴﺎﻭﯤ ﭘﻪ ﻳﻮ ﺑﻞ‬
‫ﺳﻤﯥ ﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻩ ﻭﻧﻲ ﻟﻪ ﭘﺎﺭﻩ‪،‬‬
‫‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻭ ‪‬ﻭﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻛﯧﺴﻪ ﭘﻪ ﻳﺎﺩ ﺑﻴﺎﻥ ﻛ‪‬ﻱ‪.‬‬
‫ﺑﺎﺏ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﻟﻐﺘﻮﻧﻪ ﭼﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﻱ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍﻧﺘﻘﺎﺩﯤ ‪‬ﻮﻛﯥ ﭘﻪ ﻣﺮﺍﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﻱ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺍﻧ‪‬ﻴﺰﻩ ﭘﻪ ‪‬ﻭﻝ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﻣﻌﻨﺎ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪‬ﻴﻨﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻲ‬ ‫ﺍﻭ ﺩ ‪‬ﻮﻛﻲ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﻫﻐﻮﻯ ﺗﻪ ﺩﯤ‬
‫ﺷﻲ‪.‬‬ ‫ﺑﻠﻨﻪ ﻭﺭﻛ‪‬ﻱ ﭼﯥ ﻛﻮﻣﻪ ‪‬ﻮﻛﻪ ﻳﺎ ﻛﯧﺴ‪ ‬ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﻴﺴ‪ ‬ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺑﻴﺎ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ‬
‫ﭼﯥ ﻫﺮ ﻳﻮ ‪‬ﺎﻧﺘﻪ ‪‬ﯦﺮ ‪‬ﺎﻧ‪‬ﻱ ﻣﺮﺍﻣﻮﻧﻪ ﻟﺮﻱ؟‬ ‫ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺮﯤ ﭘﻮﻩ ﺍﻭ ﭘﻪ ﻫﻐﻮ ﺩﯤ ﺗﻜﺮﺍﺭ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺍ‪‬ﺧﻮﻧﻮ‬ ‫‪ -٢‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪﻩ ﻛﻠﻤﯥ ﻟﻜﻪ )ﮊﻣﻰ – ﻣﺴﺎﻓﺮ –‬
‫‪ -‬ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﯥ ﺩ ﺍﻭﺭﻳﺪﻟﻮ‪ ،‬ﻟﻴﺪﻟﻮ‪ ،‬ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﺩ‬ ‫ﻛﻠﻰ – ‪‬ﻤﻜﻪ – ﻧﺎﺭﻩ ‪ -‬ﺗ‪‬ﻟﻲ( ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮﻛﯥ ﻣﺨﻜﯥ ﻟﻪ‬
‫ﻣﻬﺎﺭﺗﻮﻧﻮ ﺩ ‪‬ﺮ‪‬ﻨﺪﻭﻟﻮ ﻭ‪‬ﺗﻴﺎ ﭘﻴﺪﺍ ﺷﻮﻩ؟‬ ‫ﻣﺨﻜﻲ ﭼﻤﺘﻮ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﻴﺰ ﺩﯤ ﻛﻴ‪‬ﺩﻱ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪‬ﺨﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺭﺍﺷﻲ ﺍﻭ ﻳﻮ ﻳﻮ ﻛﺎﺭﺕ ﺩﯤ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ‬ ‫ﻭﺍﺧﻠﻲ ﺍﻭ ﻫﻐﻪ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﭘﻪ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺗﻮﺭﻭ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﻰ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬

‫‪١٧‬‬
 ‫ﺷﭙ‪‬ﻡ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻮﻛﻪ ﺍﻭ ﻛﯧﺴ‪ (۱۲ -۱۱) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﻴﺴ‪ ‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﻣﻄﻠﺐ ﭘﻮﻩ ﺷﻴﺰ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﻴﺴ‪ ‬ﺳﻤﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ‬
‫)ﺩﻭﻩ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻮﻛﻪ )ﺧﻨﺪﺍ ﻟﺮﻭﻧﻜﯥ ﻟﻨ‪‬ﯤ ﻛﯧﺴﯥ(‪ ،‬ﻛﯧﺴ‪‬‬
‫)ﭼﻴﺴﺘﺎﻥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ ﺍﻭ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ‬
‫ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ )ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ(‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﭘﺎﺭﻩ ﺩﯤ ﻫﻐﻪ ﭘﻪ ‪‬ﻜﻠﻲ ﻟﻴﻚ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﺳﺘﺎﻳﻲ ﺗﺮ‪‬ﻮ ﺩ ﻧﻮﺭﻭ ﺩ ﻫ‪‬ﻮﻧﯥ ﻭﺳﯧﻠﻪ ﺷﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﻫﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ‪‬ﺨﻪ ﻫﻴﻠﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﺩ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﯧﺴ‪ ‬ﭘﻪ ﺑﺎﺏ‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺩ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﯧﺴ‪ ‬ﺍﺻﻠﻲ ﻣﺮﺍﻣﻮﻧﻪ ﺩﯤ ﺑﻴﺎﻥ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛ‪‬ﻱ‪ ،‬ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺧﺒﺮﯤ ﺩﯤ ﺳﺮﻩ ﭘﺮﺗﻠﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﻮ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﭘﻪ ‪‬ﻮﻛﻮ ﺍﻭ‬ ‫ﻭﻳﻨﺎﻭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻛﯧﺴﻮ ﻛﯥ ﺳﺘﺮ ﺳﺘﺮ ﻣﺮﺍﻣﻮﻧﻪ ﺑﻴﺎﻧﻴ‪‬ﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﯧﺴﻰ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﭘﻪ‬ ‫ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﺷﭙ‪ ‬ﻛﺴﻴﺰ ‪‬ﻟﻮ ﻛﯥ ﭘﻪ ﺩ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻳﯥ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻛﻠﻤﻮ ﭘﻪ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﺎﺭﺗﻮﻧﻮ ﺑﺎﻧﺪﯤ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻛﯥ ﺍﻭ ﻛﯧﺴ‪ ‬ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰ‬ ‫ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﻫﻐﻪ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻩ ﻭﺍﻳﻲ‪.‬‬
‫ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ ﭘﻨﺪ ﻳﯥ ﺗﺮﯤ ﻭﺍﺧﯧﺴﺖ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺳﭙﻴﻨﻮ ﭘﺎ‪‬ﻮ ‪‬ﺨﻪ ﻭﺍ‪‬ﻭ ﻭﺍ‪‬ﻩ ﻛﺎﺭﺗﻮﻧﻪ ﺟﻮ‪‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﭘﻪ ﻣﺘﻦ‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﻫﺮﻩ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻫﺮ ﻛﺎﺭﺕ ﻛﯥ ﻳﻮﻩ ﻛﻠﻤﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﻛﯥ ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﺯﺩﻩ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻳﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﭘﻪ ﺗﻮﺭﻭ ﻭﻭﻳﺸﻲ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ ﭘﺨﭙﻠﻮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪ ‬ﻭﻱ ﻟﻜﻪ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﻣ‪‬ﯤ ﻛﯧﺴﻰ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﻟﻪ ﭘﺎﺭﻩ ﺩ‬
‫)‪‬ﻮﻛﻪ‪ ،‬ﻛﯧﺴ‪ ،‬ﻧ‪‬ﺘﯥ‪ ،‬ﻣﺨﺎﻣﺦ(‬ ‫ﻣﺸﻮﺭﻱ ﭘﻪ ‪‬ﻭﻝ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻟﻴﻜﻠﻮ ﺩ ﻣﻬﺎﺭﺕ ﺩ ﭘﻴﺎﻭ‪‬ﺗﻴﺎ ﻟﻪ‬

‫‪١٨‬‬
 ‫ﺍﻭﻭﻡ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﺍ‪‬ﺊ ﭼﯥ ﻛﺘﺎﺏ ﻭﻟﻮﻟﻮ )‪ (۱۴ -۱۳‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﻟﻪ ﻫﺮ ‪‬ﻪ ﻧﻪ ﺯﻳﺎﺗﻪ ﺍ‪‬ﺗﻴﺎ‬
‫ﻟﺮﻭ‪ .‬ﻫﻤﺪﺍ ﺭﻧ‪‬ﻪ ﺩ ﻛﺘﺎﺏ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﻮ‬
‫ﻳﯥ ﻋﻤﻞ ﻛﻮﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‬
‫)ﻟﻮﻣ‪‬ﯤ ﺩﺭﯤ ﻛﺮ‪‬ﻲ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﺮﭘﺎﻳﻪ )ﺗﺮﺁﺧﺮﻩ(‪ ،‬ﻣﺮﻏﻠﺮﻱ )ﺍﺭﺯ‪‬ﺘﻤﻨﯥ ﻣﺮ‪،(‬‬
‫ﭘﻪ ‪‬ﯧﺮ )ﭘﻪ ﺷﺎﻥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﻟﻐﺘﻮﻧﻪ(‬
‫ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﯤ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ‬
‫ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺗﺮﺳﺮﻩ‬
‫ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ‬ ‫‪ -۱‬ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮ ‪‬ﻮﻛﻪ ﺍﻭ ﻛﯧﺴ‪ ‬ﻪ ﺗﻪ ﻭﺍﻳﻲ؟‬
‫ﻭﻏ‪‬ﻳ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﺭﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۲‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‬
‫ﻣﺮﺳﺘﻪ ﺩﯤ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻫﻐﻮﻱ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺧﺒﺮﯤ ﺩﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺑﻴﺎ ﭘﻮﺭﻩ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﻭ‪‬ﻴﻲ!‬ ‫ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﻟﻪ ﻛﺘﺎﺏ ‪‬ﺨﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪،‬‬
‫ﭘﻪ ﻻﺱ ﺭﺍﻭ‪‬ﻱ ‪‬ﻲ ﺩ ﮊﻭﻧﺪ ﺗﺮ ﭘﺎﻳﻪ ﭘﻮﺭﻱ ﭘﺎﺗﯥ ﻛﻴ‪‬ﻱ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩ ﻛﻠﻤﻮ ﺍﻣﻼ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺑﺎﻧﺪﯤ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩﻛﺘﺎﺏ ﻫﺮ ﺗﻮﺭﻱ ﺍﻭ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻫﺮﻩ ﻛﻠﻤﻪ ﺩ ﻣﺮﻏﻠﺮﻭ ﭘﻪ ‪‬ﯧﺮ ﺍﺭﺯ‪‬ﺖ ﻟﺮﻱ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺘﺎﺑﻮﻧﻮ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪‬‬
‫‪‬ﻮ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﻪ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻛﺮ‪‬ﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ‪‬ﻴﺮ ﺷﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﺟﻤﻠﯥ ﺩﯤ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﭘﻪ‬
‫ﺗﻮ‪‬ﻪ ﻛﺎﺭ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻱ ﺩﯤ ﺧﭙﻠﻲ ﺗﯧﺮﻭﺗﻨﯥ‬

‫‪١٩‬‬
 ‫ﺍﻭﻭﻡ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﺍ‪‬ﺊ ﭼﯥ ﻛﺘﺎﺏ ﻭﻟﻮﻟﻮ )‪(۱۴ -۱۳‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﻟﻪ ﻫﺮ ‪‬ﻪ ﻧﻪ ﺯﻳﺎﺗﻪ ﺍ‪‬ﺗﻴﺎ‬
‫ﻟﺮﻭ‪ .‬ﻫﻤﺪﺍ ﺭﻧ‪‬ﻪ ﺩ ﻛﺘﺎﺏ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﻮ‬
‫ﻳﯥ ﻋﻤﻞ ﻛﻮﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‬
‫)‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻳﻮﺍﺯﻳﺘﻮﺏ )‪‬ﺎﻧﻠﻪ ﻭﺍﻟﻰ‪ ،‬ﺗﻨﻬﺎﻳﯥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﺭﯤ‬
‫ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻟﻴﻜﻞ( ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬
‫ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻠﻪ ﺩﯤ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﻣﺮﺳﺘﻪ‬
‫ﻭﺭﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫)ﺩﻯ‪ ،‬ﭘﻮﻫﻪ‪ ،‬ﺍﭼﻮﻱ(‬ ‫ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﯥ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩ ﺩﻭﻯ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﭘﻮ‪‬ﺘﻨﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻩ ﻭﺍﻳﯥ‪.‬‬
‫)ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﭘﺎﻡ ﻛﯥ‬ ‫‪ -۱‬ﻛﻮﻡ ﻛﺘﺎﺑﻮﻧﻪ ﻣﻮ ﺧﻮ‪‬ﻴ‪‬ﻱ؟‬
‫ﻭﻧﻴﺴﻲ ﺍﻭ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻭﻯ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﺧﭙﻠﻮ ﻛﺘﺎﺑﻮﻧﻮ ﻧﻮﻣﻮﻧﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻛﺘﺎﺏ ‪‬ﯦﺮﯤ ﺍﺭﺯ‪‬ﺘﻨﯥ‬ ‫ﻭﺍﺧﻠﻲ ﺍﻭ ﺩ ‪‬ﻮ ﭘﻪ ﻫﻜﻠﻪ ﻳﯥ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﻻﺭ‪‬ﻮﻭﻧﯥ ﻟﺮﻱ؟‬ ‫ﺩﻭﻯ ﻭﻫ‪‬ﻪ ﻭﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺟﻤﻠﻮ ﺗﺶ ‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ(‬
‫ﻛﻠﻤﻮ ﺳﺮﻩ ﺑﺸﭙ‪‬ﻭﻟﻲ ﺷﻲ؟‬ ‫ﻛﺮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﻛﺘﺎﺏ ﭘﻪ ﻟﻮﺳﺘﻠﻮ‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﻐﻪ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻫﻢ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭ ﭘﻮﻫﯧﺪﻟﻮ ﺳﺮﻩ ﺩ ﺩﻭﻯ ﻓﻜﺮﻭﻧﻪ ﭘﺮﺍﺧﺘﻴﺎ ﻣﻮﻣﻲ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻛﺘﺎﺏ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﻭﺭﺗﻪ ‪‬ﻮﺭﯤ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻛﻮﻱ؟‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩﺍ ﺟﻤﻠﯥ ﭘﻪ ﻣﻨﺎﺳﺒﻮ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻﻧﺪﯤ ﺩﻭﯤ ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫ﻛﻠﻤﻮ ﺳﺮﻩ ‪‬ﻛﯥ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -۱‬ﻛﺘﺎﺏ ‪‬ﯦﺮ ﺍﺭﺯ‪‬ﺘﻨﺎﻙ ﺷﻰ )_____(‪.‬‬
‫‪ -۱‬ﻛﺘﺎﺏ ﺩ ﻫﺮ ‪‬ﻪ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﺭﺍ ﻛﻮﻱ‪.‬‬ ‫‪ -۲‬ﺩ ﻛﺘﺎﺏ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻧﺴﺎﻥ )_____( ﺯﺩﻩ ﻛﻮﻱ‪.‬‬
‫‪ -۳‬ﻛﺘﺎﺏ ﺯﻣﻮ‪ ‬ﻓﻜﺮ ﭘﻪ ﻛﺎﺭ)_____(‪.‬‬

‫‪٢٠‬‬
 ‫ﺍﻭﻭﻡ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﺍ‪‬ﺊ ﭼﯥ ﻛﺘﺎﺏ ﻭﻟﻮﻟﻮ )‪ (۱۴ -۱۳‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﻟﻪ ﻫﺮ ‪‬ﻪ ﻧﻪ ﺯﻳﺎﺗﻪ ﺍ‪‬ﺗﻴﺎ‬
‫ﻟﺮﻭ‪ .‬ﻫﻤﺪﺍ ﺭﻧ‪‬ﻪ ﺩ ﻛﺘﺎﺏ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﻮ‬
‫ﻳﯥ ﻋﻤﻞ ﻛﻮﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‬
‫)ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﻲ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﻨﺪ )ﻧﺼﻴﺤﺖ(‪ ،‬ﻻﺭ‪‬ﻮﻭﻧﯥ )ﭘﻮﻫﻮﻧﯥ(‪ ،‬ﻮﻭﺭﻱ‬
‫)‪‬ﻰ ﻟﺮﻭﻧﻜﯥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ‬
‫ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ( ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻠﻪ ﺩﯤ‬
‫‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ‬
‫ﻛﺘﺎﺏ ﻣﻮ‪ ‬ﺗﻪ ‪‬ﻮﺭﯤ )____(ﻛﻮﻱ‪.‬‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﺍ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻛﺘﺎﺏ ﺯﻣﻮ‪ ‬ﺩ ﻓﻜﺮ )____( ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ‪.‬‬ ‫‪ -۱‬ﻛﺘﺎﺏ ﺯﻣﻮ‪ ‬ﺩ ﻛﻮﻡ ﻭﺧﺖ ﻣﻠ‪‬ﺮﻯ ﺩﻯ؟‬
‫ﺭﺍ‪‬ﻲ ﭼﯥ )_____( ﻭﻟﻮﻟﻮ‪.‬‬ ‫‪ -۲‬ﻣﻮ‪ ‬ﺩ ﺧﭙﻠﻮ ﻓﻜﺮﻭﻧﻮ ﺩ ﻭﺩﯤ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻪ ﺑﺎﻳﺪ ﻭﻛ‪‬ﻭ؟‬
‫)ﻭﺩﯤ‪ ،‬ﻛﺘﺎﺏ‪ ،‬ﻻﺭ‪‬ﻮﻭﻧﻰ(‬ ‫‪ -۳‬ﻛﺘﺎﺏ ﻟﻮﺳﺘﻞ ‪‬ﻪ ‪‬ﻪ ﻟﺮﻱ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺍﺭﺯﻭﻧﻲ ﻛﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩﻭ‪ ‬ﺯﺩﻩ‬
‫ﺩ ﺩﻭﻯ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﭘﺎﻡ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﯥ ﻭﻧﻴﺴﻲ ﺍﻭ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﺧﭙﻠﻮ ﻛﺘﺎﺑﻮﻧﻮ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺘﺎﺑﻮﻧﻮ ﺩ ﻟﻮﺳﺘﻠﻮ ﭘﻪ ‪‬ﻮ ﭘﻮﻫﯧﺪﻟﻲ‬ ‫ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ ﺍﻭ ﺩ ﻫﺮ ﻳﻮﻩ ﭘﺮ‪‬ﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‬
‫ﺩﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺑﻴﺎ ﭘﻮﺭﻩ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﺍﻣﻼ ﻛﺎﺭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﺟﻤﻠﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‬
‫ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﯤ ﻟﻮﺳﺖ ﻟﻪ ﺯﺩﻩ ﻛ‪‬ﯤ ‪‬ﺨﻪ ﺩﺍ‬ ‫ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﻭ‪‬ﺗﻴﺎ ﺗﺮ ﻻﺳﻪ ﻛ‪‬ﻩ ﭼﯥ ﺩ ﻛﺘﺎﺏ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ‬ ‫ﻫﻐﻪ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺸﻮﺭﻱ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﯥ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻣﻄﺎﻟﻌﯥ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪‬‬
‫ﺩ ﺍﺳﺘﻌﺪﺍﺩﻭﻧﻮ ﭘﻴﺎﻭ‪‬ﻱ ﻛﻴﺪﻝ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﻏﻠﻞ ﺍﻭ ﺩ ﻛﺘﺎﺏ ﭘﻪ‬ ‫ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ‪‬ﻴﺮ ﺷﻲ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﻛﺎﺭ ﺍﻭ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩ ﻣﺮﺳﺘﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺩ ﻛﺘﺎﺏ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺩﻭﻩ ﺳﺎﺩﻩ ﺟﻤﻠﻲ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺟﻤﻠﻮ ﺗﺶ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ!‬ ‫‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ﺳﺮﻩ ﺑﺸﭙ‪ ‬ﻛ‪‬ﻱ‪.‬‬

‫‪٢١‬‬
 ‫ﺍﺗﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻗﻠﻢ ﻭﺍﻳﻲ )‪(۱۶ -۱۵‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻗﻠﻢ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‪ ،‬ﻮ ﺍﻭ ﺍ‪‬ﺗﻴﺎﻭ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ‬
‫ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﻟﻮﻣ‪ ‬ﺩﻭﻩ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑﻴﺪﻳﺎ )ﺩ‪‬ﺘﻪ(‪ ،‬ﺑﻮ‪‬ﻲ )ﺷﯧﻨﻠﻰ(‪ ،‬ﭘﻴﺮﻭﻱ )ﺗﻚ‬
‫ﻻﺭﻱ(‪ ،‬ﻋﺰﺕ )ﻗﺪﺭ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻗﻠﻤﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ )ﺩ‬
‫ﻛﺘﺎﺏ ﭘﻪ ﻫﻜﻠﻪ ﺟﻤﻠﯥ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ‬
‫ﺩﯤ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ‬
‫ﺍﺭﺯﻭﻧﻪ ﺩﯤ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪‬ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﺩ ﻟﻮﻣ‪ ‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ﻳﻮﻩ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺟﻤﻠﻰ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬ ‫‪ -‬ﺩ ﺩﻭﻫﻤﯥ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ‬
‫ﻭﻟﻮﻟﻲ‪.‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺧﭙﻠﻮ ﻗﻠﻤﻮﻧﻮ ‪‬ﻭﻟﻮﻧﻪ‬ ‫‪ -‬ﺩ ﺩﺭﻳﻤﯥ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﺩ‬
‫ﺍﻭ ﺭﻧ‪‬ﻮﻧﻪ ﺑﻴﺎﻥ ﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻛﺎﺭﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪،‬‬ ‫ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﺑﺮﺧﻮ ﻛﯥ ‪‬ﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﭘﻮ‪‬ﺘﻨﻮ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮ ‪‬ﻭﻟﻪ ﻗﻠﻤﻮﻧﻪ ﻭﭘﯧﮋﻧﺪﻝ؟‬ ‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻟﻴﻚ ﻛﯥ ﺩ ﻛﻮﻡ ‪‬ﻭﻝ ﻗﻠﻤﻮﻧﻮ ‪‬ﺨﻪ‬ ‫‪ -۱‬ﺗﺎﺳﯥ ﺧﭙﻠﯥ ﻟﻴﻜﻨﯥ ﭘﻪ ‪‬ﻪ ﺷﻲ ﻛﻮﻱ؟‬
‫ﻛﺎﺭ ﺍﺧﻠﻲ؟‬ ‫‪ -۲‬ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻮ ‪‬ﻭﻟﻪ ﻗﻠﻤﻮﻧﻪ ‪‬ﻮﺭﺉ ﻧﻮﻣﻮﻧﻪ ﻳﯥ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻣﺨﯥ ﺩ ﻗﻠﻢ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬ ‫ﻭﺍﺧﻠﺊ؟‬
‫ﻭﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺳﺎﺗﻨﻰ ﺗﻪ ﻳﯥ ﭘﺎﻣﻠﺮ ﺍ‪‬ﻳﻨﻪ ﻭﺑﻠﻠﻪ؟‬ ‫ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﭘﺎﻯ ﻛﯥ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻗﻠﻢ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺑﺎﻧﺪﯤ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ!‬
‫ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪‬ﻱ ﺩﻭﻩ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪‬ﻱ ﺩﻭﯤ ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﺑﺎﺩ ﻳﯥ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺟﻤﻠﻰ ﻭﻟﻮﻟﻲ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ‬

‫‪٢٢‬‬
 ‫ﺍﺗﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻗﻠﻢ ﻭﺍﻳﻲ )‪(۱۶ -۱۵‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻗﻠﻢ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‪ ،‬ﻮ ﺍﻭ ﺍ‪‬ﺗﻴﺎﻭ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ‬
‫ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺩﺭﻧﺎﻭﻯ )ﺍﺣﺘﺮﺍﻡ(‪ ،‬ﻭﺳﻴﻠﻪ )ﻭﺍﺳﻄﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ‬
‫ﻭ‪‬ﻮﺭﻱ )ﺩ ﻟﻮﻣ‪‬ﻳﻮ ﺩﻭﻭ ﺟﻤﻠﻮ ﻟﻴﻜﻞ ﺍﻭ ﻟﻪ ﻳﺎﺩ ﺯﺩﻩ ﻛﻮﻝ( ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﺗﯧﺮﻭﺗﻨﯥ ﺩ ﻣﻴﻨﯥ ﺍﻭ ﻭﺭﻭﺭﻯ ﻟﻪ ﻣﺨﯥ‬
‫ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﺍﺳﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺗﺎﺳﻲ ﺧﭙﻠﻰ ﻟﻴﻜﻨﯥ ﭘﻪ ‪‬ﻪ ﺷﻲ ﻛﻮﺉ؟‬
‫)ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﭘﺎﻡ ﻛﯥ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻟﻮﻣ‪‬ﻯ ﺟﻤﻠﯥ ﻟﻪ ﻳﺎﺩﻩ ﻭﻩ ﻭﺍﻳﯥ؟‬
‫ﻭﻧﻴﺴﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﺟﻤﻠﯥ ﭘﻪ ﺗﺨﺘﻪ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﭘﻮﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ‬
‫ﺷﻮﻝ؟‬ ‫ﺩ ﺍﻧ‪‬ﻮﺭﻭﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﻟﻨ‪‬ﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻯ ﻟﻮﺳﺖ ﭘﻪ ﺭﻭﺍﻧﻪ ﮊﭘﻪ ﻭﻟﻮﻟﻲ؟‬ ‫ﺩﻭﻯ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺟﻤﻠﻰ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻭﻳﻠﻮ ﺳﺮﻩ ﺫﻫﻨﻴﺖ‬ ‫ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺗﺮﻻﺳﻪ ﻛ‪ ‬ﭼﯥ ﻣﻮ‪ ‬ﻟﻴﻜﻞ ﺩ ﻗﻠﻢ ﭘﻪ ﻭﺳﻴﻠﻪ ﻛﻮﻭ؟‬ ‫ﻭﺍﻭﺭﻱ ﺍﻭ ﺗﻜﺮﺍﺭ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﻭﻳﻠﻮ ﻣﻬﺎﺭﺕ ﭘﻴﺪﺍ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛ‪‬ﻯ ﺩﻯ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘﻲ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺟﻤﻠﻰ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ‬
‫ﺩﺭﯤ ﻭﺭﻭﺳﺘﻰ ﺟﻤﻠﻰ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٢٣‬‬
 ‫ﺍﺗﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻗﻠﻢ ﻭﺍﻳﻲ )‪ (۱۶ -۱۵‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻗﻠﻢ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‪ ،‬ﻮ ﺍﻭ ﺍ‪‬ﺗﻴﺎﻭ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ‬
‫ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻮﻝ ﻣﺘﻦ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻋﺰﺕ )ﻗﺪﺭ(‪ ،‬ﭘﻠﻮﻳﺎﻥ )ﻃﺮﻓﺪﺍﺭﺍﻥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪:‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ )ﺩ‬
‫ﺟﻤﻠﻮ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ‬
‫ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﺮﻭﭘﻮﻧﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪‬ﺨﻪ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۱‬ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘﻲ ﺟﻤﻠﯥ ﺩﯤ ﭘﻪ ﻳﺎﺩ ﻭﻟﻮﻟﺊ؟‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -۲‬ﻮﻝ ﻟﻮﺳﺖ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺳﺮﻩ ﻭﻟﻮﻟﺊ؟‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪ -۳‬ﺗﺎﺳﻮ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺧﭙﻠﻮ ﻗﻠﻤﻮﻧﻮ ﻧﻮﻣﻮﻧﻪ ﺍﻭ ﺭﻧ‪‬ﻮﻧﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻗﻠﻢ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻭﻭﺍﺋﻲ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺟﻤﻠﯥ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﺩﻭﻩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﻰ ﻟﻴﻜﻠﻰ ﺷﻲ‪.‬‬ ‫ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻴﻜﻲ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺍﻣﻼ ﭘﻪ ﻭﻳﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻭ‪‬ﺗﻴﺎ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻯ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﺗﺮﻻﺳﻪ ﻛ‪‬ﻩ ﺍﻭ ﺩ ﭘﺎﻣﻠﺮﻧﯥ ﻭ‪‬ﻳﯥ ﺑﻮﻟﻲ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻟﻮﺳﺘﻠﻮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻗﻠﻢ ﺩ ﺍﻫﻤﻴﺖ ﺍﻭ ‪‬ﻮ ﭘﻪ‬
‫ﺳﺮﻩ ﺩ ﻭﻳﻠﻮ ﻣﻬﺎﺭﺕ ﺍﻭ ﻭ‪‬ﺗﻴﺎ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﺩ ‪‬ﻮﻝ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ‪‬ﻮﻟﯥ ﺟﻤﻠﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﯤ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬

‫‪٢٤‬‬
 ‫ﻧﻬﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﭘﻮﻫﻮﻟﻮ ﺍﻭ ﺭﺍﭘﻮﻫﻮﻟﻮ ﻻﺭﯤ ﭼﺎﺭﯤ )‪ (۱۸ -۱۷‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﭘﻮﻫﻮﻟﻮ ﺍﻭ ﺭﺍ ﭘﻮﻫﻮﻟﻮ ﺩ ﻣﻬﺎﺭﺗﻮﻧﻮ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ ﺍﻭ ﻻﺭﻭ ﭼﺎﺭﻭ ﻭﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ‬
‫ﻳﯥ ﻭﻟﻴﻜﻲ )ﺩ ﻟﻮﺳﺖ ﺩﻭﯤ ﻟﻮﻣ‪‬ﻧ‪ ‬ﻛﺮ‪‬ﻲ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﻮﻫﻮﻧﻪ )ﺩ ﺑﻞ ﭼﺎ ﭘﻮﻫﻮﻝ(‪ ،‬ﭘﻮﻫﯧﺪﻧﻪ )ﺩ ‪‬ﺎﻥ‬
‫ﭘﻮﻫﻮﻝ(‪ ،‬ﭘﻴﻞ )ﺷﺮﻭﻉ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻟﻴﻜﻠﻰ‬
‫ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻗﻠﻢ‬
‫ﻭﺍﻳﻲ ﻟﻴﻜﻨﻪ( ﺗﺮﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ ﭘﻪ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﺳﻢ ﻭﭘﻮﻫﻮﻱ‪ ،‬ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ‬
‫ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭ ﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ ﻭﻟﻮﻟﻲ ﺍﻭ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﭘﻮﻫﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻐﺎﺕ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﺎﺗﯥ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻐﺘﻮﻧﻮ ﻣﻌﻨﺎ ﭘﻪ ﻳﺎﺩ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻐﺎﺗﻮﺗﻪ ﺳﺎﺩﻩ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺭﻭﺍﻧﻮ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﻏﻮ ﭘﻮ‪‬ﺘﻨﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫‪ -۱‬ﺳﺘﺎﺳﻮ ﭘﻪ ﻓﻜﺮ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ‪‬ﻪ ﺷﻰ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺭﺍ‪‬ﻴﻲ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﺩ ﺩﻭﻭ ﻟﻮﻣ‪‬ﻳﻮ‬ ‫‪ -۲‬ﺗﺎﺳﻮ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﭘﻪ ﻣﻮﺧﻪ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﺮﺍﻡ‬
‫ﻛﺮ‪‬ﻮ ﭘﻪ ﻣﺮﺍﻡ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻭﭘﻮﻫﯧﺪﻟﻰ؟‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺑﯧﻼ ﺑﯧﻠﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﺑﺎﺏ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺍ‪‬ﻭﻧﺪﯤ ﻛﻠﻤﯥ ﺳﻤﯥ ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩ ﻟﻐﺎﺗﻮ ﺳﻤﻪ ﻛﺎﺭﻭﻧﻪ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﻧﻮﻱ ﻟﻮﺳﺖ )ﺩﻭﻯ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻰ( ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﭘﻪ ﻟﻮﺳﺘﻠﻮ‪،‬‬ ‫ﻭﻟﻴﻜﻲ ﺍﻭ ﻭﺩﯤ ﻟﻮﻟﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﻮﻱ ﭼﯥ ﺩ‬
‫ﻟﻴﻜﻠﻮ ﻫﺮ ‪‬ﻪ ﺯﺩﻩ ﻛﻴ‪‬ﻱ؟‬ ‫ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﻣﻌﻨﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﭘﻪ ﺧﭙﻠﻪ ﮊﺑﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺫﻛﺮ ﺷﻮﻯ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ‪ ،‬ﺗﻜﺮﺍﺭ ﺩﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻐﺎﺗﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻛﺎﺭﻭﻧﯥ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﻟﻪ ﻫﻐﻮ ‪‬ﺨﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﻟﻐﺘﻮﻧﻮ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﻣﺘﻦ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻐﺎﺕ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻲ ﺷﻲ؟‬ ‫ﻣﻄﻠﺐ ﻭﭘﻮ‪‬ﺘﻲ‪.‬‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ )ﺩﻭﻩ ﻛﺮ‪‬ﯥ(‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﭘﻪ‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻣﻴﺰ ﺩﻯ ﺗﺮﺗﻴﺐ ﻛ‪‬ﻱ‪.‬‬

‫‪٢٥‬‬
 ‫ﻧﻬﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﭘﻮﻫﻮﻟﻮ ﺍﻭ ﺭﺍﭘﻮﻫﻮﻟﻮ ﻻﺭﯤ ﭼﺎﺭﯤ )‪ (۱۸ -۱۷‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﭘﻮﻫﻮﻟﻮ ﺍﻭ ﺭﺍ ﭘﻮﻫﻮﻟﻮ ﺩ ﻣﻬﺎﺭﺗﻮﻧﻮ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ ﺍﻭ ﻻﺭﻭ ﭼﺎﺭﻭ ﻭﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ‬
‫ﻳﯥ ﻭﻟﻴﻜﻲ )ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﺩﻭﯤ ﺟﻤﻠﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﻔﺎﻫﻤﻪ )ﭘﻮﻫﻮﻝ ﺍﻭ ﺭﺍ ﭘﻮﻫﻮﻝ(‪ ،‬ﺷﻔﺎﻫﯥ )ﻭﻳﻨﺎﻳﻴﺰ(‬
‫ﺍﻭ ﻟﻴﻚ )ﺧﻂ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ‬
‫ﻟﻐﺘﻮﻧﻮ ﻣﻌﻨﺎ ﺍﻭ ﺟﻤﻠﯥ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮﻛﺘﻨﯥ ﻻﻧﺪﯤ‬
‫ﻭﻧﻴﺴﻲ ﭘﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ‬
‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻭ ‪‬ﻟﻮ‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻐﺖ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺳﺎﺩﻩ‬ ‫ﻭﻭﻳﺸﻲ ﺍﻭ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﻰ ‪‬ﺨﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩﺍ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺟﻤﻠﯥ ﺗﺮﻱ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩﻣﺘﻦ ﺟﻤﻠﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺍ‪‬ﻭﻧﺪ ﻟﻐﺘﻮﻧﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﺭﻭ ﻭﺍ‪‬ﻭ ‪‬ﻟﻮ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﻏﻮ ﺍ‪‬ﻭﻧﺪﻭ ﭘﻮ‪‬ﺘﻨﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻨﻲ ﻟﻮﺳﺖ ﭘﻪ ﻣﻮﺧﻪ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﭼﻤﺘﻮ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩﯤ ﻻﻧﺪﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪ -۱‬ﺗﺎﺳﻮ ﻭﻳﻠﻲ ﺷﺊ ﭼﯥ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﻣﻮﺧﻪ ‪‬ﻪ ﺩﻩ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻟﻮ ﻭ‪‬ﺗﻴﺎ ﻟﺮﻱ؟‬ ‫‪ -۲‬ﺳﺘﺎﺳﻮ ﭘﻪ ﭘﺎﻡ ﺩ ﭘﻮﻫﻮﻟﻮ ﺍﻭ ﺭﺍ ﭘﻮﻫﻮﻟﻮ ﺍﺭﺯ‪‬ﺖ ‪‬ﻪ ‪‬ﻭﻝ ﺩﻯ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍ‪‬ﻭﻧﺪ ‪‬ﻮﺍﺑﻮﻧﻮ ﺩ ﺯﻳﺎﺭﻧﻮ ﭘﻪ‬
‫‪‬ﻮﻧﻴﺰﯤ ﻣﺮﺳﺘﯥ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺑﺎﺏ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﭘﻪ ﭘﺎﻳﻠﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﺑﺎﻧﺪﯤ ﻭﻟﻴﻜﻲ‪ ،‬ﻭﺩﯤ‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻟﻮﻟﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺧﺒﺮﻭ ﺍﻭ ﺍﺗﺮﻭ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺫﻛﺮ ﺷﻮﻯ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﺨﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﺭﻭﺯﻧﻴﺰﻩ‪ ،‬ﺑ‪‬ﻪ ﻭﭘﻮ‪‬ﺘﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺯﻳﺎﺭﻧﯥ ﭘﻪ ﺑﺎﺏ ﻳﻮﻩ ﻛﺮ‪‬ﻪ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ ﻟﻜﻪ‪:‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫)ﭘﻮﻫﻮﻝ‪ ،‬ﺭﺍﭘﻮﻫﻮﻝ‪ ،‬ﻭﻳﻨﺎﻳﻴﺰ‪ ،‬ﻟﻴﻚ( ﺩ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﺎﺗﻮﻧﻮ ‪‬ﺨﻪ‬

‫‪٢٦‬‬
 ‫ﻧﻬﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﭘﻮﻫﻮﻟﻮ ﺍﻭ ﺭﺍﭘﻮﻫﻮﻟﻮ ﻻﺭﯤ ﭼﺎﺭﯤ )‪ (۱۸ -۱۷‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﭘﻮﻫﻮﻟﻮ ﺍﻭ ﺭﺍ ﭘﻮﻫﻮﻟﻮ ﺩ ﻣﻬﺎﺭﺗﻮﻧﻮ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ ﺍﻭ ﻻﺭﻭ ﭼﺎﺭﻭ ﻭﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ‬
‫ﻳﯥ ﻭﻟﻴﻜﻲ )ﺩ ﻟﻮﺳﺖ ﺩ ﺩﺭﻳﻤﯥ ﺑﺮﺧﯥ ﺩﻭﯤ ﺟﻤﻠﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍ‪‬ﺗﻴﺎ )ﺿﺮﻭﺭﺕ(‪ ،‬ﺍ‪‬ﻭﻧﺪ )ﻭﺭﭘﻮﺭﯤ ﺗ‪‬ﻟﻲ‪ ،‬ﭘﻪ‬
‫ﻫﻜﻠﻪ( ﺍﻭ ﻧﺎﺭﻭﻏﻲ )ﺭﻧ‪‬ﻮﺭﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭ‪،‬‬
‫ﺩ ﻟﻮﺳﺖ ﻏﻮ‪‬ﺘﻨﯥ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ‪‬ﯥ ﺯﻳﺎﺭﻧﯥ‬
‫ﭘﻪ ﺑﺎﺏ ﺩﻭﻩ ﻛﺮ‪‬ﯥ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ ﭘﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩ ﻣﺮﺳﺘﻮ ﻏﻮ‪‬ﺘﻮﻧﻜﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻮﻩ‬
‫ﻛ‪‬ﻱ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﺗﻨﻪ ﺩﻯ ﻟﻐﺎﺕ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﺎﺗﻰ‬ ‫‪‬ﻮ ﺑﺮﺧﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺳﺎﺩﻩ ﺟﻤﻠﯥ ﺗﺮﯤ ﺟﻮ‪‬ﻱ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﺗﺮ‪ ‬ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺎﺕ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﻫﻜﻠﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻪ ﻳﻮﻩ ﺍﻭ ﺑﻞ ﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﺩ ﻏﻮ‪‬ﺘﻨﻮ ﭘﻪ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺑﺮﺧﻪ ﻛﯥ ﺧﺒﺮﯤ ﺍﺗﺮﻱ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻨﻲ ﻟﻮﺳﺖ ﭘﻪ ﻣﻮﺧﻪ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﺭ ﻭﺍ‪‬ﻭ ‪‬ﻟﻮ ﻫ‪‬ﯥ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻏﻮ ﭘﻮ‪‬ﺘﻨﻮ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻐﺎﺕ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﻭﻏﻮﺍ‪‬ﻱ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩ ﺯﺩﻩ ﻛ‪‬ﻭ ﭘﻪ ﺑﺎﺏ ﻣﺮﺳﺘﻪ‬ ‫‪ -۱‬ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ‪‬ﻪ ﺩﻯ؟‬
‫ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪ -۲‬ﭘﻪ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﻛﯥ ﻣﻮ ‪‬ﻪ ﺯﺩﻩ ﻛ‪‬ﻝ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺑﻴﻼ ﺑﻴﻠﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﺑﺎﺏ‬
‫ﺑﺮﺧﻮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺧﺒﺮﻭ ﺍﺗﺮﻭ ﺩ ‪‬ﺎﻛﻠﻲ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ‬
‫ﻣﺮﺍﻡ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻩ ﺷﻮﻱ ﺩﻱ؟‬ ‫ﻭﻟﻮﻟﻲ ﺗﺮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻳﯥ ﻭﺍﻭﺭﻱ ﺍﻭ ﻭﻳﯥ ‪‬ﻮﺭﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﻰ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ﻣﺮﺍﻣﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫)ﺍ‪‬ﺗﻴﺎ‪ ،‬ﺍ‪‬ﻭﻧﺪ‪ ،‬ﻧﺎﺭﻭﻍ(‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﻮ ﺗﻨﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ‬

‫‪٢٧‬‬
 ‫ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻗﻌﻪ )‪ (١٩‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻭﻗﻌﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﻭﻳﯥ ﻟﻴﻜﻲ ﺍﻭ‬
‫ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻪ ﻭﺧﺖ ﻛﯥ ﺧﭙﻞ ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﻪ ﻳﻮﻩ ﺭﻗﻌﻪ ﻭﺍﺳﺘﻮﻱ‪.‬‬
‫ﺍﻣﻼﺀ‪ ،‬ﺍﻧﺸﺎﺀ ﺍﻭ ﻟﻴﻚ ﺩﻭﺩ ﺯﺩﻩ ﻛ‪‬ﻱ )ﺩﻭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧﺎﺭﻭﻍ )ﺭﻧ‪‬ﻮﺭ‪ -‬ﻣﺮﻳﺾ(‪ ،‬ﺍﺳﺘﻮﻯ )ﻟﻴ‪‬ﻱ(‪،‬‬
‫ﺧﺪﺍﻱ ﻣﻪ ﻛ‪‬ﻩ )ﺧﺪﺍﻯ ﺩﯤ ﻭﻧﻪ ﻛ‪‬ﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ ﺍﻭ ﻭ‪‬ﯤ ﺗﺨﺘﯥ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﭘﻮﻫﻮﻟﻮ ﺍﻭ‬
‫ﺭﺍﭘﻮﻫﻮﻟﻮ ﻟﻪ ﻟﻮﺳﺖ ‪‬ﺨﻪ( ﻭ‪‬ﻮﺭﻱ ﭘﻮﻩ ﺍﻭ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻧﻮﺭ ﻫﻢ ﻭﻫ‪‬ﻪ ﻭﻱ ﺍﻭ ﻣﺮﺳﺘﻮ ﻏﻮ‪‬ﺘﻮﻧﻜﻮ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ‪‬ﻲ ﺍﺭﺯﻭﻧﯥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﺭﺱ ﺍ‪‬ﻭﻧﺪ ﻛﻠﻤﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﺩﻭﻯ ﭘﻪ ﺩﺭﻭ ‪‬ﻟﻮﻭﻭﻳﺸﻲ ﺍﻭ ﺩﺍ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻭﻟﻴﻜﻲ ﺑﻴﺎ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﻭﺭﻛ‪‬ﻱ ﭼﯥ ﻭﻳﯥ ﻟﻮﻟﻲ ﺍﻭ ﻳﻮ ﻳﻮ ﺗﻦ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺟﻤﻠﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﯤ ﺭﺍﺷﻲ ﺍﻭ ﭘﺮ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ‪‬ﺎﻛﻠﻲ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ!‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﭘﻪ ﻣﻴﻨﻪ ﻣﻴﻨﻪ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻠﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﺮﺍﻡ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ‪ :‬ﻛﻪ ﺧﺪﺍﻯ ﻣﻪ ﻛ‪‬ﻩ ﻧﺎﺭﻭﻏﻪ ﺷﺊ ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﻪ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪‬ﻨ‪‬ﻪ ﺧﺒﺮ ﻭﺭﻛﻮﺉ!‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﻲ ﭘﻪ ‪‬ﺎﻧ‪‬ﻱ ‪‬ﻮ‪‬ﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﺗﺮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻭﺭﻭﺳﺘﻪ ﺩ ﺩﻭﻯ ﺩ ﻻ‬
‫ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﭘﻮﻫﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺑﺸﭙ‪ ‬ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍﻣﻼ ﭘﻪ ﺩﻭﺩ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻗﻌﻪ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﺩﻭﯤ ﻟﻮﻣ‪ ‬ﺟﻤﻠﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪،‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻟﻪ ﺯﺩﻩ ﻛ‪‬ﻭ‬ ‫ﻭﺩﯤ ﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻟﻮﻟﻲ ﺩ‬
‫‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺫﻫﻨﻲ ﻭﺩﻩ ﭘﺮﺍﺧﺘﻴﺎ ﻣﻮﻣﻰ‪.‬‬ ‫ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﺍﻭ ﺟﻤﻠﻮ ﻟﻴﻜﻨﻪ ﺩﻭ‪‬ﻭ ﺗﺨﺘﻮ ﭘﻪ‬
‫ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻧﻮﻱ ﻛﻠﻤﯥ ﻳﯥ ﭘﻪ ﻧﻮﻭ ﻣﻔﺎﻫﻴﻤﻮ ﻛﯥ ﺯﺩﻩ ﻛ‪‬ﻱ؟‬ ‫ﻣﺦ ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ )ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ( ﭘﻪ ﺟﻤﻠﻮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ )ﺭﻧ‪‬ﻮﺭ‪،‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﺎﻧ‪‬ﯤ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﺍﺳﺘﻮﻯ‪ ،‬ﺧﺪﺍﻯ ﻣﻪ ﻛ‪‬ﻩ(‪.‬‬ ‫ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﭘﺮﯤ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٢٨‬‬
 ‫ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻗﻌﻪ )‪ (١٩‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻭﻗﻌﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﻭﻳﯥ ﻟﻴﻜﻲ‬
‫ﺍﻭ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻪ ﻭﺧﺖ ﻛﯥ ﺧﭙﻞ ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﻪ ﻳﻮﻩ ﺭﻗﻌﻪ‬
‫ﻭﺍﺳﺘﻮﻱ‪ .‬ﺍﻣﻼﺀ‪ ،‬ﺍﻧﺸﺎﺀ ﺍﻭ ﻟﻴﻚ ﺩﻭﺩ ﺯﺩﻩ ﻛ‪‬ﻱ )ﺩﻭﯤ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻮﻭﻧ‪‬ﻰ )ﺩ ‪‬ﻮﻭﻧﯥ ‪‬ﺎﻯ(‪ ،‬ﻮﻟ‪‬ﻲ )ﺩ ﺯﺩﻩ‬
‫ﻛ‪‬ﻭ ‪‬ﺎﻱ(‪ ،‬ﻧﺎﺳﻮﺏ )ﻏﻴﺮ ﺣﺎﺿﺮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻧﻮﻭ ﻟﻐﺘﻮﻧﻮ ﺩ‬
‫ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻧﻪ( ﺗﺮﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ‪ ،‬ﭘﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﺩﯤ ﻭﻫ‪‬ﻮﻝ ﺷﻲ ﺍﻭ ﺩ ﻣﺮﺳﺘﯥ ﻏﻮ‪‬ﺘﻮﻧﻜﻮ ﺳﺮﻩ ﺩﯤ ﭘﻪ ﺯ‪‬ﻩ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﭘﻮﺭﻱ ﻛﻮﻣﻚ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ )‪‬ﻮﻟ‪‬ﻲ‪،‬‬ ‫‪ -‬ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﻭﻭ‬
‫ﻧﺎﺳﻮﺏ‪ ،‬ﻮﻭﻧ‪‬ﻲ‪ ،‬ﻪ‪ ،‬ﻭ‪‬ﺗﻴﺎ‪ (......‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ‬ ‫‪‬ﻟﻮ ﻳﺎ ﺑﺮﺧﻮ ﻭﻩ ﻭﻳﺸﻲ!‬
‫ﻭﺳﭙﺎﺭﻱ ﭘﻪ ﻫﻐﻮﻯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﭘﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﺗﻮﺭﻭ ﺩﯤ ﻭﺍ‪‬ﻭﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻲ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﺍﻭ ﺯﻳﺎﺭﻧﻰ ﺩ ﻗﺪﺭ ﻭ‪ ‬ﻭﺑﻮﻟﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻮ‪ ‬ﻭﻟﯥ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻗﻌﻪ ﺩ ‪‬ﻮﻭﻧ‪‬ﻰ ﺍﺩﺍﺭﯤ ﺗﻪ ﺍﺳﺘﻮﻭ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻘﺼﺪ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺧﭙﻠﻲ ﻧﻈﺮ ﻳﯥ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﻲ ﺩ ﻛﺘﺎﺏ‬ ‫ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﻣﻌﻠﻮﻣﺎﺗﻮ ﺩ ﺑﺸﭙ‪‬ﻭﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ‬
‫ﻟﻪ ﻣﺨﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﺩ ‪‬ﻮﻟ‪‬ﻲ‬
‫ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ! ﻟﻪ ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﯧﻤﻮ ﺳﺮﻩ ﺑﻠﺪ ﺷﻮﻝ؟‬ ‫ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﻭﺩﯤ ﻟﻮﻟﻲ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺮﯤ ﭘﻮﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻗﻌﻪ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﻪ ﻣﻌﻨﺎ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ!‬ ‫ﺩﯤ ﻭﺭ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﯥ!‬

‫‪٢٩‬‬
 ‫ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻗﻌﻪ )‪ (١٩‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻭﻗﻌﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﻭﻳﯥ ﻟﻴﻜﻲ‬
‫ﺍﻭ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻪ ﻭﺧﺖ ﻛﯥ ﺧﭙﻞ ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﻪ ﻳﻮﻩ ﺭﻗﻌﻪ‬
‫ﻭﺍﺳﺘﻮﻱ‪ .‬ﺍﻣﻼﺀ‪ ،‬ﺍﻧﺸﺎﺀ ﺍﻭ ﻟﻴﻚ ﺩﻭﺩ ﺯﺩﻩ ﻛ‪‬ﻱ )ﺩﺭﯤ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧﺎﺭﻭﻏ‪) ‬ﻣﺮﻳﻀﻲ(‪ ،‬ﻫﻴﻠﻪ )ﺁّﺭﺯﻭ(‪ ،‬ﻧﺎﺳﻮﺏ)ﻏﻴﺮ‬
‫ﺣﺎﺿﺮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﻟﻴﻜﻠﻰ‬
‫ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ) ﺩ ﻧﺎﺭﻭﻏﻰ ﺩ‬
‫)ﺭﻗﻌﻰ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺗﺸﻮﻳﻖ ﺍﻭ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﻣﺘﻦ ﺩ‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻣﻼ ﭘﻪ ‪‬ﻭﻝ ﻭﻭﺍﻳﻲ ﺍﻭ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻟﯥ ﻭ‪‬ﺎﻛﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﺩﺭﺱ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﺎﻧ‪‬ﻱ ﺗﻮ‪‬ﻪ ﻳﻮﻩ ﻳﻮﻩ ﺩ ﻧﺎﺭﻭﻏ‪‬‬ ‫ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺭﻗﻌﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ‬ ‫ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ‪:‬ﻫﺮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ؟‬
‫ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﻳﻮﺑﻞ ﺗﻪ ﺩ ﻛﻠﻤﻮ ﺍﻣﻼ ﻭﻭﺍﺋﻲ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺩ ﺭﻗﻌﻮ ﭘﻪ ﻣﻔﻬﻮﻡ‬ ‫ﻭﻟﻴﻜﻲ؟‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺍﻭ ﻓﻌﺎﻟﺘﻴﻮﻧﻮ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺭﻗﻌﻪ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ‬ ‫ﺍﻭ ﻫﻢ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﺮ ﺗﺨﺘﯥ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺭﻗﻌﻰ ﭘﻪ ﻟﻴﻜﻠﻮ ﺍﻭ ﺯﺩﻩ ﻛﻮﻟﻮ‬ ‫ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ‬
‫ﭘﻪ ﻣﺮﺳﺘﻪ ‪‬ﺍ‪‬ﻣﻦ ﻛﻴ‪‬ﻱ ﭼﯥ ﺩ ﻏﻮ‪‬ﺘﻠﻮ ﭘﻪ ﻭﺧﺖ ﻛﯥ ﻳﯥ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ‬
‫ﻟﻴﻜﻠﻲ ﺷﻲ‪.‬‬ ‫ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺩ ﺭﻗﻌﯥ ﻟﻴﻜﻞ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺍﻭ ﻟﻮﺳﺘﻞ ﺯﺩﻩ ﻛ‪‬ﻝ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻮﻟﻪ ﺭﻗﻌﻪ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ‪‬ﻴﺮ ﺷﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٣٠‬‬
 ‫ﻳﻮﻭﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺿﺮﻭﺭﻱ ﺭﻗﻌﻪ )‪ (٢٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺿﺮﻭﺭﻱ ﺭﻗﻌﯥ ﺩ ﻟﻴﻜﻨﻰ ﭘﻪ ﻫﺪﻑ ﺍﻭ ﻣﻄﻠﺐ‪،‬‬
‫ﻭﭘﻮﻫﯧ‪‬ﻱ‪ ،‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﻟﻪ ﻳﺎﺩﻩ ﻳﯥ ﺯﺩﻩ ﻛﻮﻝ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‬
‫)ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍ‪‬ﺗﻴﺎ )ﺿﺮﻭﺭﺕ(‪ ،‬ﺍﺳﺘﻮﻝ )ﻟﻴ‪‬ﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪﻭﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻧﺎﺭﻭﻏ‪‬‬
‫ﺭﻗﻌﻪ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻫﻐﻮ ﺗﻪ ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ‬
‫ﭼﯥ ﻛﻮﻡ ﻳﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺧﭙﻞ ﻛﺎﺭ ﭘﻪ ﻣﻴﻨﻪ ﺳﺮﻩ ﺗﺮﺳﺮﻩ‬
‫ﻛ‪‬ﻯ ﺩﻯ ﺩ ﻫﻐﻮ ﻭ‪‬ﺗﻴﺎﻭﻱ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﻟﻪ ﻳﻮ ﺑﻞ‬
‫‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻭﻳﻮﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ‬
‫ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ ﺍﻭ ﭘﻪ ‪‬ﻮ ﺍﻟﻔﺎﻇﻮ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬ ‫ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺍﻭ ﻧﻮﻱ ﺩﺭﺱ ﺩ ﺍ‪‬ﻳﻜﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﺍﺳﯥ‬
‫ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ‬ ‫ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ‪:‬‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﻪ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻪ ‪‬ﺎﻯ ﻛﻮﻡ ﺿﺮﻭﺭﻱ ﻛﺎﺭ ﭘﻴ‪ ‬ﺷﻲ ﺧﭙﻞ ‪‬ﻮﻭﻧ‪‬ﻲ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺗﻪ ‪‬ﻪ ‪‬ﻭﻝ ﺭﻗﻌﻪ ﺍﺳﺘﻮﺉ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﺩﯤ ﭘﻮﺭﻩ ﺩﻗﺖ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺿﺮﻭﺭﺕ ﺩ ﺭﻗﻌﯥ )ﻟﻴﻚ( ﭘﻪ ﻣﻄﻠﺐ‬ ‫ﻭﺷﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )ﺩﻭﯤ ﻛﺮ‪‬ﯥ( ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪،‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺍﻭ ﺿﺮﻭﺭﺕ ﺩ ﺭﻗﻌﻮ ﺗﻮﭘﯧﺮ‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ‬
‫ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﻭﻛ‪‬ﻱ‪ .‬ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺿﺮﻭﺭﺕ ﺍﻭ ﺍ‪‬ﺗﻴﺎ ﺭﻗﻌﻪ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﻪ ﻣﻄﻠﺐ ﺩﯤ ﻭﭘﻮ‪‬ﺘﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺩ ﺳﺘﻮﻧ‪‬ﻮ ﭘﻪ ﻭﺧﺖ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛﯥ ﺩ ﻳﻮﯤ ﺭﻗﻌﯥ ﻟﻪ ﻣﺨﯥ ﺧﭙﻞ ‪‬ﻮﻭﻧﺰﻱ ﺗﻪ ﺧﺒﺮ ﻭﺭﻛﻮﻟﻰ ﺷﻮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﭼﯥ ﻧﺎﺳﻮﺏ ﻭﻧﻪ ﺑﻠﻞ ﺷﻲ‪.‬‬ ‫ﻣﺨﯥ ﻳﻮ ﺑﻞ ﺗﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﻰ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﻛﻠﻤﯥ ﻳﻮﻩ ﻳﻮﻩ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻗﻌﯥ ﭘﻪ ﻟﻴﻜﻨﻮ ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫ﻟﻴﻜﻠﻲ ﭘﻪ ﻣﻴﺰ ﻛﻴ‪‬ﺩﻱ ﺍﻭ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻗﻌﯥ ﺩ ﻟﻴﻜﻨﻮ ﭘﻪ ﺍ‪‬ﺗﻴﺎ ﻫﻢ ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫ﭼﯥ ﻳﻮ ﻳﻮ ﺗﻦ ﺩﯤ ﻛﺎﺭﺕ ﺭﺍ ﻭﺍﺧﻠﻲ ﺍﻭ ﺩ ﻫﻐﻪ ﻛﻠﻤﻪ ﺩﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬ ‫‪ -‬ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺭﺍﺷﻲ ﻫﻐﯥ ﻛﻠﻤﯥ ﺗﻪ‬
‫ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ )ﺍ‪‬ﺗﻴﺎ‪ ،‬ﻮﻭﻧ‪‬ﯥ‬ ‫ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺟﻤﻠﻮ‬
‫ﺍﻭ ﻟﻴﻚ(‬ ‫ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻏﻮﺭﻩ ﺟﻤﻠﯥ ﻳﺎ ﺟﻤﻠﻮ ﻟﻴﻜﻮﻭﻧﻜﻰ ﺩﯤ‬

‫‪٣١‬‬
 ‫ﻳﻮﻭﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺿﺮﻭﺭﻱ ﺭﻗﻌﻪ )‪ (٢٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺿﺮﻭﺭﻱ ﺭﻗﻌﯥ ﺩ ﻟﻴﻜﻨﻰ ﭘﻪ ﻫﺪﻑ ﺍﻭ ﻣﻄﻠﺐ‪،‬‬
‫ﻭﭘﻮﻫﯧ‪‬ﻱ‪ ،‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﻟﻪ ﻳﺎﺩﻩ ﻳﯥ ﺯﺩﻩ ﻛﻮﻝ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‬
‫)ﺩﻭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺩﺭﻧﺎﻭﻯ )ﺍﺣﺘﺮﺍﻡ(‪ ،‬ﻫﻴﻠﻪ )ﺁﺭﺯﻭ(‪ ،‬ﺳﻮﺑﺘﻴﺎ )ﺣﺎﺿﺮﻱ(‪،‬‬
‫ﻧﺎﺳﻮﺏ )ﻏﻴﺮﺣﺎﺿﺮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪﻭ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺍ‪‬ﺗﻴﺎ‪ ،‬ﻮﻭﻧ‪‬ﻰ ﺍﻭ‬
‫ﻟﻴﻚ ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﯥ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻭ‪ ‬ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪ ،‬ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺭﺍﺷﻲ ﻟﻪ ﻛﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﭘﻪ‬ ‫ﭘﻪ ﺩﻭﻭ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ ﺍﻭ ﻟﻪ ﺩﻭﺍ‪‬ﻭ ‪‬ﻟﻮ ﺩﯤ ﻳﻮ ﻳﻮ ﺗﻦ‬
‫ﺧﭙﻠﻪ ﺧﻮ‪‬ﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬ ‫ﻭ‪‬ﺎﻛﻲ ﭼﯥ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﻣﺦ ﻛﯥ ﻭﺩﺭﻳ‪‬ﻱ ﺍﻭ ﻟﻪ ﺑﻠﻲ ‪‬ﻟﻲ ﺩﯤ‬
‫ﺟﻮ‪‬ﻩ ﺷﻮﻱ ﻛﻠﻤﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﺳﺮﻩ ﭘﺮﺗﻠﻪ ﺷﻲ ﺩ ‪‬ﻮ ﺍﻭ ﺯﻳﺎﺗﻮ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻲ ﺍﻭ ‪‬ﺍ‪‬ﻣﻨﻰ ﺍﺭﺯﻭﻧﯥ ﻟﻪ‬ ‫‪‬ﻮﺍﺑﻮﻧﻮ ﻭﻳﻮﻭﻧﻜﻲ ﺩﯤ ﻭ‪‬ﻭﻧﻜﻲ ﻭ‪‬ﻮﺩﻝ ﺷﻲ‪.‬‬
‫ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺍ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﻣﻮ‪ ‬ﻭﻟﻲ ‪‬ﻮﻭﻧ‪‬ﯥ ﺗﻪ ﺩ ﺍ‪‬ﺗﻴﺎ ﭘﻪ ﻭﺧﺖ ﻛﯥ ﺭﻗﻌﻪ ﺍﺳﺘﻮﻭ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺿﺮﻭﺭﻯ ﺭﻗﻌﯥ ﺩ ﻟﻴﻜﻨﻮ ﭘﻪ ﺍ‪‬ﺗﻴﺎ‬ ‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﻭﺍﻭﺭﻳﺪﻝ ﺷﻲ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﻣﻌﻠﻮﻣﺎﺗﻮ‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺩ ﺑﺸﭙ‪‬ﻭﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﭘﻪ ﻣﻌﻨﺎﻭﻭ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﭘﻪ ﻣﺸﻮﺭﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺿﺮﻭﺭﺕ ﺭﻗﻌﻪ ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻰ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﺯﺩﻩ ﻛ‪‬ﻱ ﺳﺮﻩ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ‬ ‫ﻧﻮﺭﻭ ﺗﻪ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩ ﺿﺮﻭﺭﻱ ﺭﻗﻌﯥ ﭘﻪ ﻟﻴ‪‬ﻟﻮ ﺳﺮﻩ ﻣﻮ‪ ‬ﻧﻪ ﻏﻴﺮ ﺣﺎﺿﺮﻳ‪‬ﻭ!‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻧﻮﺭﻭ ﭘﻪ ﻣﺨﻜﻲ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺿﺮﻭﺭﻱ ﺭﻗﻌﻰ ﭘﻪ ﻟﻴﻜﻨﻮ ﻭﭘﻮﻫﻴﺪﻝ!‬ ‫‪ -‬ﭘﺎﺗﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ‬
‫‪ -‬ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ‪.‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮﻩ ﺿﺮﻭﺭﻱ ﺭﻗﻌﻪ ﭘﺨﭙﻠﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭼﯥ ﺗﻮﺭﯤ ﭘﻜﯥ ﻟﻴﻜﻞ ﺷﻮﻱ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ!‬ ‫ﺩ ﻣﻴﺰ ﭘﻪ ﺳﺮ ﺁﻣﺎﺩﻩ ﻛ‪‬ﻱ ﺍﻭ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ‬

‫‪٣٢‬‬
 ‫ﻳﻮﻭﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺿﺮﻭﺭﻱ ﺭﻗﻌﻪ )‪ (٢٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺿﺮﻭﺭﻱ ﺭﻗﻌﯥ ﺩ ﻟﻴﻜﻨﻰ ﭘﻪ ﻫﺪﻑ ﺍﻭ ﻣﻄﻠﺐ‪،‬‬
‫ﻭﭘﻮﻫﯧ‪‬ﻱ‪ ،‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﻟﻪ ﻳﺎﺩﻩ ﻳﯥ ﺯﺩﻩ ﻛﻮﻝ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‬
‫)ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻮﺑﺘﻴﺎ )ﺣﺎﺿﺮﻱ(‪ ،‬ﺳﻮﺏ )ﺣﺎﺿﺮ(‪ ،‬ﻧﺎﺳﻮﺏ‬
‫)ﻏﻴﺮ ﺣﺎﺿﺮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﻳﻮﻩ ﺿﺮﻭﺭﻱ‬
‫ﺭﻗﻌﻪ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺍﻭ ﭘﻪ ﺩﻭﻯ ﺩﯤ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‬
‫ﻣﺨﻜ‪ ‬ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ‬
‫ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻳﺎﺑﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﺩ‬
‫ﺷﻮﻱ ﻟﻜﻪ‪) :‬ﺿﺮﻭﺭ‪ ،‬ﻮﻭﻧ‪‬ﻰ‪ ،‬ﺍﺳﺘﻮﻝ‪ ،‬ﺍ‪‬ﺗﻴﺎ‪ ،‬ﺍﺩﺍﺭﻩ‪ ،‬ﻛﺎﺭ ﺍﻭ‬ ‫ﻳﻮﺑﻞ ﭘﻪ ﻣﻘﺎﺑﻞ ﻛﯥ ﻭ‪‬ﺎﻛﻲ ﭼﯥ ﺩ ﻳﻮﺑﻞ ﺳﻮﺍﻟﻮﻧﻮ ﺗﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ‬
‫ﺩﺭﻧﺎﻭﻱ( ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭﺳﭙﺎﺭﻱ ﭼﯥ ﻳﻮﻩ ﻳﻮﻩ ﻟﻨ‪‬ﻩ ﺍﻭ ﺳﺎﺩﻩ‬ ‫ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﭘﻮﺭﻩ ﺗﻮﺟﻪ ﺳﺮﻩ ﭘﻪ ‪‬ﻮ‪‬ﻮ ﺗﻨﻮ ﺑﺎﻧﺪﯤ ﺩﺍ ﺍﺭﺯﻩ‬
‫ﺟﻤﻠﻪ ﺩﯤ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻧﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﭘﻪ ﭘﺎﻱ ﻛﯥ ﺩﯤ ﺩﻭﻯ ﭘﻪ ‪‬ﻮ ﺍﻟﻔﺎﻇﻮ ﻭﻧﺎﺯﻩ ﻭﻯ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﻳﺎﺩﻭﻧﯥ ﺍﻭ ﻟﻪ ﺍﻭﺳﻨﻲ ﺩﺭﺱ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﻭ ‪‬ﺍ‪‬ﻣﻨﯥ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫ﺳﺮﻩ ﺩ ﻫﻐﻪ ﺍ‪‬ﻳﻜﻮ ﺗﻪ ﭘﻪ ﺩﯤ ﺗﻮ‪‬ﻪ ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﭼﯥ‪ :‬ﺩ ﻳﻮﯤ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫ﻧﺎﺭﻭﻏ‪ ‬ﺍﻭ ﺩ ﺿﺮﻭﺭﻯ ﺭﻗﻌﻰ ﺗﻮﭘﻴﺮ ﺑﻪ ‪‬ﻨ‪‬ﻪ ﻭﻛﻮﻟﻰ ﺷﻮ‪.‬‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺑﻪ ﺩ ﺧﭙﻠﻰ ﭘﻮﻫﯥ ﻟﻪ ﻣﺨﯥ ﺩ ﺩﯤ ﺗﺸﺨﻴﺺ ﺍﻭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺮﻳﻀ‪ ‬ﺍﻭ ﺩ ﺿﺮﻭﺭﻱ ﺭﻗﻌﻮ ﺗﻮﭘﯧﺮ‬ ‫ﺗﻮﭘﻴﺮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺑﻪ ‪‬ﻮﻭﻧﻜﻰ ﺩ‬
‫ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺩ ﺑﺸﭙ‪‬ﻭﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻪ ﺭﻗﻌﻮ ﺗﻪ ﺍ‪‬ﺗﻴﺎ ﺩﺭﻟﻮﺩﻩ ﻟﻴﻜﻠﻲ ﻳﯥ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻮﺳﺖ ﺑﻴﺎ ﻟﻪ ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻮﻯ ﭘﺎﻡ ﺩﯤ ﺩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ‪‬ﺍ‪ ‬ﻣﻦ ﺷﻮﻝ ﭼﯥ ﺩﻭﻯ ﺩ ‪‬ﻮﻭﻧﺰﯤ‬ ‫ﻫﻐﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻌﻨﺎ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﭘﻪ ﺩﻭﻯ ﺩﯤ ﻫﻢ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﺍﺩﺍﺭﻩ ﻟﻪ ﺧﭙﻠﻮ ﺳﺘﻮﻧ‪‬ﻮ ‪‬ﺨﻪ ﺩ ﻟﻴﻜﻮﻧﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺧﺒﺮﻭﻟﻰ ﺷﻲ؟‬ ‫ﻛﺮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﺭﺑﺎﻧﺪﯤ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺿﺮﻭﺭﻯ ﺭﻗﻌﯥ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﺩﻭﻩ‬
‫ﻟﻴﻜﻠﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﭼﯥ ﻳﻮ ﺩﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺧﭙﻠﻲ ﺳﺘﻮﻧﺰﯤ‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻞ ﻭﺍ‪‬ﻩ ﻭﺭﻭﺭ ﻟﻪ ﭘﺎﺭﻩ ﻳﻮﻩ ﺿﺮﻭﺭﻱ‬ ‫ﻭﻭﺍﻳﻲ ﭼﯥ ﻭﻳﯥ ﻟﻴﻜﻲ‪.‬‬
‫ﺭﻗﻌﻪ ﻭﻟﻴﻜﻲ!‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻴﻨﻰ ﻛﻠﻤﯥ ﭼﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ‬

‫‪٣٣‬‬
 ‫ﺩﻭﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﺎﺷﻮﻣﺎﻧﻮ ﻟﻮﺑﯥ )‪ (٢٢ -٢١‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻞ ﻫﻴﻮﺍﺩ ‪‬ﻭﻝ ‪‬ﻭﻝ ﻟﻮﺑﯥ‬
‫ﻭﭘﻴﮋﻧﻲ‪ .‬ﺩ ﻫﻐﻮ ﭘﻪ ‪‬ﻮ ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ‬
‫ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻲ )ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻮﺑﯥ )ﻣﺸﻐﻮﻟﺘﻴﺎ(‪ ،‬ﻧﺎﻧ‪‬ﻜﻰ )‪ ،(‬ﻟﻴﻨﺪ‪‬‬
‫)ﻛﻤﺎﻥ(‪ ،‬ﺑﻨ‪‬ﻱ )ﭼﻮﺭﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺿﺮﻭﺭﻱ‬
‫ﺭﻗﻌﻰ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ‬
‫ﺩﺍﺳﯥ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﺧﭙﻠﻮ ﻭ‪‬ﺗﻴﺎﻭﻭ ﺳﺮﻩ ﺩ ﻳﻮ ﺑﻞ‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺳﺘﻮﻧﺰﻭ‬
‫ﭘﻪ ﺻﻮﺭﺕ ﻛﯥ ﺩﯤ ﻟﻪ ﺩﻩ ‪‬ﺨﻪ ﻣﺮﺳﺘﻪ ﻭﻏﻮﺍ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﻰ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ‬
‫ﻣﺸﻮﺭﯤ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ )ﺍﻟﻒ( ﻟﺮﻭﻧﻜﻰ‬ ‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻭ ‪‬ﺮﻭﭘﻮﻧﻮ ﺳﺮﻩ ﺟﻼ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻳﻮﯤ ﻳﻮﯤ‬
‫ﻛﻠﻤﻰ ﺩ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﺎﺭﺗﻮﻧﻮ ﭘﻪ ﻣﻨ‪ ‬ﻛﯥ ﭘﻴﺪﺍ ﺍﻭ ﺑﻴﻞ ‪‬ﺎﻯ‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﺳﺮﻩ ﺩﯤ ﺩ ﺩﻭﻯ ﺗﺮﻣﻨ‪‬ﻪ ﺳﻴﺎﻟ‪ ‬ﻛﯥ ﻭ‪ ‬ﺍﻭ ﻭ‪‬ﻭﻧﻜﯥ‬
‫ﻛﯥ ﺩﯤ ﻛ‪‬ﻴ‪‬ﺩﻱ‪.‬‬ ‫‪‬ﺮﻭﭖ ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﻴﮋﻧﻲ‪.‬‬
‫ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻫﻐﻪ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‬ ‫ﺍﻭﻟﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮﻩ ﺿﺮﻭﺭﻱ ﺭﻗﻌﻪ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺍﻭ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﻠﻤﻮ ﻛﯥ )ﻯ( ﻟﺮﻭﻧﻜﻲ ﻛﻠﻤﯥ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﭘﻪ ﻧ‪‬ﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﻐﻮ ﻛﺎﺭﺗﻮﻧﻪ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪‬ﻴﻲ!‬
‫ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ )ﻯ( ﻟﺮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺨﻜ‪ ‬ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻧﺎﺯﻭﻱ ﻫﻐﻮﻯ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺧﭙﻠﯥ ﻭﻃﻨﻲ ﻟﻮﺑﯥ ﻭﭘﻴﮋﻧﺪﻟﯥ؟‬ ‫ﻧﻮﺭﻭﺗﻪ ﻭﺭﻭﭘﻴﮋﻧﻲ ﺍﻭ ﻟﻪ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺑﻮ ﭘﻪ ﭘﻴﮋﻧﺪﻟﻮ ﺳﺮﻩ ﺩ ﻫﻐﻪ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻳﻮﯤ ‪‬ﯥ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻋﻤﻠﻰ ﻛﻮﻟﻮ ﺑﺮﻻﺳﻲ ﺩﻱ؟‬ ‫ﭘﺎﻡ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻮ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻟﻪ ﻫﺮ ‪‬ﺮﻭﭖ ‪‬ﺨﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺑﻮ ﭘﻪ ﭘﻴﮋﻧﺪﻟﻮ ﺳﺮﻩ ﺩ ﻫﻐﻮ ﺩ‬ ‫ﺩﻯ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻪ ﺷﻴﺎﻥ ﻭﻳﻨﻲ ﭘﻪ ﻫﻐﻪ ﺩﯤ‬
‫ﺍﺟﺮﺍﻛﻮﻟﻮ ﻭ‪‬ﺗﻴﺎ ﺗﻪ ﻫﻴﻠﻪ ﻣﻦ ﺩﻱ‪.‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺧﭙﻠﻲ ﻭﻃﻨﻲ ﻟﻮﺑﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻣﺘﻦ )ﭘﻨ‪‬ﻪ ﻛﺮ‪‬ﻰ( ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﻫﻐﻪ ﺩﯤ‬
‫ﻭﭘﻴﮋﻧﺪﻟﻰ‪.‬‬ ‫ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﺯﺩﻩ ﺍﻭ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬ ‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻣﺘﻦ ﭘﻪ‬
‫ﻟﻴﻜﻠﻮ ﻳﯥ ﻭﺗﻮﺍﻧﻴﺪﻝ‪.‬‬ ‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻠﻮ ﻭﻃﻨﻲ ﻟﻮﺑﻮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﺩﯤ ﭘﻪ‬
‫ﻧﻮﻣﻮﻧﻪ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ‬

‫‪٣٤‬‬
 ‫ﺩﻭﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﺎﺷﻮﻣﺎﻧﻮ ﻟﻮﺑﯥ )‪(٢٢ -٢١‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻞ ﻫﻴﻮﺍﺩ ‪‬ﻭﻝ ‪‬ﻭﻝ ﻟﻮﺑﯥ ﻭﭘﯧﮋﻧﻲ‪ .‬ﺩ‬
‫ﻫﻐﻮ ﭘﻪ ‪‬ﻮ ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﻴﺎﻭ‪‬ﻯ )ﻗﻮﻯ(‪ ،‬ﻮﻟﻨﻪ)ﺟﺎﻣﻌﻪ(‪ ،‬ﺳﻴﻮﺭﻯ )ﺳﺎﻳﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻭﻃﻨﻰ ﻟﻮﺑﻮ‬
‫ﺩ ﻧﻮﻣﻮﻧﻮ ﻟﻴﻜﻞ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﯤ‬
‫ﺍﻭ ﭘﻪ ﺩﻭﻯ ﺑﺎﻧﺪﯤ ﺩﯤ ‪‬ﻴﻚ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺗﻴﺮ ﺩﺭﺱ ‪‬ﺨﻪ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ‬
‫ﺩﺍﺳﻲ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﺮﻭﭘﻴﺰ ‪‬ﻭﻝ ﻫﻐﻮ‬
‫ﺗﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﻭﻟﻴﻜﻲ ﺧﭙﻞ ﻛﺎﺭﺗﻮﻧﻪ ﺩﯤ ﻧﻮﺭﻭ ‪‬ﺮﻭﭘﻮﻧﻮ ﺗﻪ ﻭﺳﭙﺎﺭﻱ ﺍﻭ ﻫﺮ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻭﻃﻨﻲ ﻟﻮﺑﻮ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ‪.‬‬
‫‪‬ﺮﻭﭖ ﺩﯤ ﻫﻐﻪ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﺩﺍﺳﻲ ﺗﺮﺗﻴﺐ ﻛ‪‬ﻱ ﭼﯥ ﻳﻮﻩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﻏﻪ ﻧﻮﻣﻮﻧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻨﻈﻤﻪ ﺍﻭ ﺳﻤﻪ ﺟﻤﻠﻪ ﺗﺮﯤ ﺟﻮ‪‬ﻩ ﺷﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ ﭘﻪ ﺗﻮﺭﻭ ﺑﺎﻧﺪﯤ ﻭﻭﺷﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﻛﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﺟﻮ‪‬ﻩ ﺷﻮﻱ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﻭ‪‬ﺗﻴﺎ ﻭﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩﻻﺑﺮﻳﺎﻭﻭ ﻟﻪ ﭘﺎﺭﻩ‬
‫‪ -‬ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﯤ ﺗﺸﻮﻳﻖ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﺗﻪ ﺩ ﻳﻮﯤ ﺍﺷﺎﺭﻯ ﺍﻭ ﺍﻧ‪‬ﻴﺰﯤ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﭘﻪ ﺷﻜﻞ ﺩﻭﻯ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﺩ ﻫﻐﻮ ﻟﻮﺑﻮ ﻧﻮﻣﻮﻧﻪ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺍﺧﻠﻲ ﭼﯥ ﺯﺩﻩ ﻳﯥ ﺩﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﻟﻮﺑﯥ ‪‬ﻪ ‪‬ﻭﻝ ﺟﺴﻤﻰ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﺩ ﺧﭙﻠﯥ ﺧﻮ‪‬ﯥ ﻟﻮﺑﻰ ﻭ‪‬ﻴﻲ ﺍﻭ ﭘﻪ ﭘﺎﺗﯥ ﺑﺮﺧﻮ‬
‫ﺍﻭ ﺫﻫﻨﻲ ‪‬ﯥ ﻟﺮﻱ؟‬ ‫ﺑﻪ ‪‬ﻮﻭﻧﻜﻲ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ!‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺩﻭﻯ ﺩ ﻫﻐﻮ ﻟﻮﺑﻮ ﭘﻪ ﻛﻮﻟﻮ ﻭﺗﻮﺍﻧﻴﺪﻝ ﭼﯥ ﺟﺴﻤﻰ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻨ‪‬ﻪ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﯥ‬
‫ﺍﻭ ﺫﻫﻨﻲ ‪‬ﯥ ﻟﺮﻱ؟‬ ‫ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻮ ﭘﻪ ﻫﺮ ﺑﺮﺧﻪ ﺩﯤ ﺭ‪‬ﺎ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﺩﻭﻯ ﻭﻃﻨﻲ ﻟﻮﺑﯥ‬ ‫ﻭﺍﭼﻮﻱ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺍ‪‬ﺗﻴﺎﻭﻭ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺑﯥ ‪‬ﻮ ﻧﻪ ﺩﻱ؟‬ ‫‪ -‬ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ‬
‫ﺩ ﺩﺭﺱ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻃﻨﻰ ﻟﻮﺑﯥ ﻭﭘﯧﮋﻧﺪﻟﻰ؟‬ ‫ﻳﻮﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﺍﻭ ﻛﻠﻤﯥ ﻳﯥ ﻭﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻭﺭﺳﺮﻩ ﺑﻠﺪ ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ )ﻥ(‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﺮﻭﭘﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﺳﭙﻴﻨﻮ ﻛﺎﻏﺬﻭﻧﻮ‬
‫ﻟﺮﻭﻧﻜﻰ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﺨﻪ ﻭﺍ‪‬ﻩ ﻭﺍ‪‬ﻩ ﻛﺎﺭﺗﻮﻧﻪ ﺟﻮ‪ ‬ﺍﻭ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﺩﯤ ﭘﺮﯤ‬

‫‪٣٥‬‬
 ‫ﺩﻭﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﺎﺷﻮﻣﺎﻧﻮ ﻟﻮﺑﯥ )‪ (٢٢ -٢١‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻞ ﻫﻴﻮﺍﺩ ‪‬ﻭﻝ ‪‬ﻭﻝ ﻟﻮﺑﯥ ﻭﭘﯧﮋﻧﻲ‪.‬‬
‫ﺩ ﻫﻐﻮ ﭘﻪ ‪‬ﻮ ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ‬
‫ﻭﻟﻴﻜﻲ )ﭘﻨ‪‬ﻪ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻏﻮ‪‬ﺘﻨﻪ )ﺧﻮﺍﻫﺶ(‪ ،‬ﺩﻭﺩ )ﺭﻭﺍﺝ(‪ ،‬ﻮﻟﻨﻪ )ﺟﺎﻣﻌﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻥ ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻞ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺩ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻫ‪‬ﻰ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻧﻮﺭﻭ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﻟﻴﺪﻧﯥ ﺗﻪ ﺩﯤ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻰ ﻳﻮ ﺗﺮ ﺑﻠﻪ ﻭ‪‬ﻤﺎﺭﻯ ﭼﯥ ﻫﻐﻪ ﺗﯧﺮﻭﺗﻨﯥ ‪‬ﻴﻚ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻩ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺟﻮ‪ ‬ﺷﻮﻭ ﻛﺎﺭﺗﻮﻧﻮ ﭘﻪ ﻭﺳﻴﻠﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮ ﻳﻮ ﺗﻦ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﻣﺨﯥ ﺗﻪ ﺭﺍﺷﻲ ﺍﻭ ﺩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﺟﻮ‪ ‬ﺷﻮﻯ ﻛﺎﺭﺗﻮﻧﻪ ﺩ‬
‫‪‬ﻮﻟﯥ ﻛﯧﺴﻰ ﻣﻄﻠﺐ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﻭﺍﻳﻲ‪.‬‬ ‫ﻣﻴﺰ ﻟﻪ ﺳﺮﻩ ﭘﻮﺭﺗﻪ ﺍﻭ ﻫﻐﻪ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺍﺳﺘﻌﻤﺎﻝ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫ﺗﻮﺭﻭ ﺩﯤ ﻭﺍ‪‬ﻭﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩ ‪‬ﯥ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﭘﻮﺭﻩ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻯ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺎﺷﻮﻣﺎﻧﻮ ﺩ ﻟﻮﺑﻮ ﭘﻪ ﻫﻜﻠﻪ‬ ‫ﺩ ﻻ‪‬ﻪ ﻛﺎﺭﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﻰ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﻟﻪ ﻟﻮﻣ‪ ‬ﺍﻭ ﺩﻭﻫﻤﯥ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩﯤ ﺩﺍﺳﻰ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻟﻮﺑﯥ ﻳﻮﺍﺯﻯ ﺩ‬ ‫ﭘﻮ‪‬ﺘﻰ ﭼﯥ ‪‬ﻮ ‪‬ﻭﻟﻪ ﻟﻮﺑﻰ ﻣﻮ ﺯﺩﻩ ﺩﻱ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ؟‬
‫ﺳﺎﻋﺖ ﺗﯧﺮ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﻧﻪ ﺑﻠﻜﯥ ﺩ ﺟﺴﻤﻲ‪ ،‬ﺫﻫﻨﻲ ﻭﺩﯤ ﺍﻭ‬ ‫ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﻯ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﭘﻴﺎﻭ‪‬ﺗﻴﺎ ﻟﻪ ﭘﺎﺭﻩ ﻫﻢ ﺍ‪‬ﻳﻦ ﻛﺎﺭ ﺩﻯ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﺎﺗﻰ ﺍﻭ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﭘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻮﺑﯥ ﻭﭘﻴﮋﻧﺪﻟﻰ؟‬ ‫ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻫﻐﻪ‬
‫‪ -‬ﺁﻳﺎ ﺩ ﺩﺭﺱ ﻟﻪ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫ﻟﻮﺳﺘﻠﻮ ﺗﻪ ﻭ‪‬ﻤﺎﺭﻱ ﺩ ﻫﻐﻰ ﭘﻪ ﻣﻌﻨﺎ ﺩﯤ ﻫﻢ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ )ﻧﻴﺰﯤ ﻭﻫﻨﯥ ﺍﻭ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻬﻠﻮﺍﻧ‪ (‬ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ‬

‫‪٣٦‬‬
 ‫ﺩﻳﺮﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺮﻳﺎﻟﻰ )‪ (٢٥ -٢٣‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺩﮐﻴﺴﯥ‪ ،‬ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﮑﻞ‪ ،‬ﺩ ﮊﻭﻧﺪ ﺩﮐ‪‬ﺍﻭﻭﻧﻮ ﺍﻭ‬
‫ﺳﺨﺘﻴﻮ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺩ ﻗﻮﻱ ﻋﺰﻡ‪ ،‬ﺩ ﺻﺒﺮ ﺩﺭﻟﻮﺩﻝ ﺍﻭ ﺩ ﻧﺎ‬
‫ﺍﻣﻴﺪ‪ ‬ﺨﻪ ﺩ ‪‬ﺎﻥ ﮊﻏﻮﺭﻝ ﺩﻱ )ﺍﺗﻪ ﻟﻮﻣ‪‬ﻧ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑﯥ ﻭﺯﻟﯥ )ﻏﺮﻳﺒﻪ(‪ ،‬ﻛﻮﻧ‪‬ﻩ ﻣﻮﺭ )ﺑﯥ ﻣﻴ‪‬ﻩ‪ ،‬ﻣﻮﺭ‬
‫ﭼﯥ ‪‬ﺘﻦ ﻣ‪ ‬ﺷﻮﯤ ﻭﻱ(‪ ،‬ﺧﺎﻣﻚ ﺩﻭﺯﻯ )ﻻﺱ ‪‬ﻨ‪‬ﻧﻪ(‪،‬‬
‫ﺳﺘﻮﻧ‪‬ﯥ )ﻛ‪‬ﺍﻭﻭﻧﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻧﻴﺰﯤ ﻭﻫﻠﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‬
‫ﺍﻭ ﻧﻮﺭ ﻭﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﺩ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩﺍﺳﯥ ﺩﻧﺪﯤ ﺩﯤ ﻭﺭ ﻭﺳﭙﺎﺭﯤ ﭼﯥ‪:‬‬
‫ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ ﻟﻜﻪ‪) :‬ﺑﯥ ﻭﺯﻟﯥ‪ ،‬ﻛﻮﻧ‪‬ﻩ ﻣﻮﺭ‪ ،‬ﻣﻚ ﻛﻨ‪‬ﻧﻪ‪،‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻣﺎﺷﻮﻣﺎﻧﻮ ﭘﻪ ﻟﻮﺑﻮ ﺭ‪‬ﺎ ﺍﻭﭼﻮﻱ‪.‬‬
‫ﺳﺘﻮﻧ‪‬ﯥ( ﻭﻟﻮﻟﻲ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺫﻛﺮﺷﻮﯤ ﻛﺮ‪‬ﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺍﻭ ﭘﺎﺗﻰ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﺳﺎﺩﻩ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻳﺎﺩﻭ ﺷﻮﻭ ﻛﺮ‪‬ﻮ ﺍ‪‬ﻭﻧﺪ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﺭﻭ ﻭﺍ‪‬ﻭ ‪‬ﻟﻮ ﺯﻳﺎﺭﻭﻧﻪ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻻ‪‬ﯥ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ(‬ ‫ﭘﺮﻣﺨﺘﻴﺎ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻫﻐﻪ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﻟﻪ ﭘﺎﺭﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺟﺎﻧﺪﺍﺩ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩ ﻛﯧﺴﯥ ﭘﻪ ﻣﺮﺍﻡ‬ ‫ﺩ ﻟﻮﺳﺖ ﺩ ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ ﭘﻪ ﻫﻜﻠﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫‪ -۱‬ﺩ ﺟﺎﻧﺪﺍﺩ ﻏﺮﻳﺒﯥ ﻛﻮﺭﻧ‪ ‬ﺑﻪ ﻟﻪ ﻛﻮﻣﯥ ﻻﺭﯤ ‪‬ﺨﻪ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺳﻤﯥ ﻟﻮﺳﺘﻠﯥ‬ ‫ﻭﺭ‪‬ﻨﯥ ﮊﻭﻧﺪ ﺩ ﺳﺘﻮﻧﺰﻭ ﻣﺨﻨﻴﻮﻯ ﻛﺎﻭﻩ؟‬
‫ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -۲‬ﺍﻛﺒﺮ ‪‬ﻮﻙ ﻭ ﺍﻭ ﻭﻟﻲ ﻳﯥ ﺩ ﺟﺎﻧﺪﺍﺩ ﻟﻪ ﻛﻮﺭﻧﯥ ﺳﺮﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍ‪‬ﻭﻧﺪ ﻛﯧﺴﻲ ﺩ ﺳﺘﻮﻧﺰﯤ ﺩ ﻟﺮﯤ ﻛﻮﻟﻮ‬ ‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻩ؟‬
‫ﭘﻪ ﻻﺭﻭ ﭼﺎﺭﻭ ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩ ﻣﺮﺳﺘﯥ ﻓﻜﺮ ﻟﺮﻱ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺨﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﻓﻜﺮ ﻭﻛ‪‬ﻱ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺍﻭ ‪‬ﻮ ﺗﻨﻪ ﭼﯥ ﻛﯧﺴﻪ ﻳﯥ ﭘﻪ ﻛﻮﺭ ﻛﯥ ﻟﻮﺳﺘﻠﻰ ﺩﻩ ﺍﻭﺱ ﺩﯤ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻏﺮﻳﺒﻰ ﻛﻮﺭﻧ‪ ‬ﭘﻪ ﺯﻳﺎﺭﻭﻧﻪ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻟ‪‬ﻲ ﻛﯥ ﻧﻮﺭﻭﺗﻪ ﺩﺍ ﻛﯧﺴﻪ ﭘﻪ ﻟﻨ‪‬ﻩ ﺗﻮ‪‬ﻪ ﺑﻴﺎﻥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻛﯥ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻛﯧﺴﻲ ﺩ ﺑﻴﺎﻧﻮﻟﻮ ﺗﻮﺍﻥ ﭘﻴﺪﺍ ﺷﻮ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﻟﻪ )ﺩﻭﻫﻤﯥ ﺗﺮ ﺍﺗﻤﯥ ﻛﺮ‪‬ﯥ(‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫ﭘﻮﺭﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻭﺩﯤ ﻟﻮﻟﻲ‪ ،‬ﺩ ﻣﻄﺎﻟﺒﻮ ﭘﻪ ﻣﻌﻨﺎ‪ ،‬ﻣﻔﻬﻮﻡ‬
‫ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺭﺍﻭ‪‬ﻱ‪.‬‬ ‫ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻟﻮﻟﻲ‪.‬‬
‫)ﻧﺎﺭﻭﻍ‪ ،‬ﺑﯧ‪‬ﻩ‪ ،‬ﭙﻲ(‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ‬

‫‪٣٧‬‬
 ‫ﺩﻳﺮﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺮﻳﺎﻟﻰ )‪ (٢٥ -٢٣‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺩﮐﻴﺴﯥ‪ ،‬ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﮑﻞ‪ ،‬ﺩ ﮊﻭﻧﺪ ﺩﮐ‪‬ﺍﻭﻭﻧﻮ ﺍﻭ‬
‫ﺳﺨﺘﻴﻮ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺩ ﻗﻮﻱ ﻋﺰﻡ‪ ،‬ﺩ ﺻﺒﺮ ﺩﺭﻟﻮﺩﻝ ﺍﻭ ﺩ ﻧﺎ‬
‫ﺍﻣﻴﺪ‪ ‬ﺨﻪ ﺩ ‪‬ﺎﻥ ﮊﻏﻮﺭﻝ ﺩﻱ )ﻣﻨ‪‬ﻨ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﺎﻳﻦ )ﭼﺎﻭﺩﯦﺪﻭﻧﻜﻲ ﻣﻮﺍﺩ(‪ ،‬ﺷﯧﻠﻪ )ﺧﻮ‪،(‬‬
‫‪‬ﭙﻰ )ﺯﺧﻤﻰ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻣﺎﻳﻦ‬
‫ﻣﻮﺩﻝ‪ ،‬ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﺩ ﺟﻤﻠﻮ‬
‫ﺟﻮ‪‬ﻭﻧﻪ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ‬
‫ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺍﺻﻼﺡ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﺩ ﺩﻧﺪﯤ ﺳﻢ‬
‫ﻟﻴﻜﻮﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ‬
‫ﻛﯥ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ‪‬ﻮﻟ‪‬ﻰ ﭘﻪ ﻣﺦ ﻛﯥ ﺩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ؟‬
‫)ﻣﺎﻳﻦ ﺩ ﭼﺎﻭﺩﻟﻮ ﺍﻭ ﺧﻄﺮﻭﻧﻮ( ‪‬ﺨﻪ ﺩ ‪‬ﺎﻥ ﺳﺎﺗﻨﯥ ﻛ‪‬ﻧﻪ ﺗﺮﺳﺮﻩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﯥ ﭼﯥ ﺩ ﺟﺎﻧﺪﺍﺩ ﻛﻮﺭﻧ‪ ‬ﻟﻪ ﻛﻮﻣﯥ ﻻﺭﯤ‬
‫ﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﻓﻌﺎﻟﻴﺖ ﺍﻭ ﻭ‪‬ﺗﻴﺎ ﻭﺳﺎﺋﻲ‪.‬‬ ‫‪‬ﺨﻪ ﺩ ﮊﻭﻧﺪ ﺳﺘﻮﻧﺰﯤ ﺍﻭﺍﺭﻭﻟﻰ ﺷﻲ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﯥ ﭼﯥ ﺩ ﮊﻭﻧﺪ ﺩ ﺳﺨﺘﻴﻮ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﻛﯥ‬
‫ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪‬ﻛﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ )ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﺑﺎﻳﺪ ‪‬ﻪ ﻭﻛ‪‬ﻭ؟‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﺷﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﻭ‪‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﻭﺭﻭﺳﺘﻪ ﺗﺮ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﺍﻭ ﺍﻧ‪‬ﻴﺰﻱ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ )ﺟﺎﻧﺪﺍﺩ ﻛﻮﺭﻧ‪‬‬ ‫ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﺩﯤ‬
‫ﻟﻪ ﻛﻮﻣﻰ ﻻﺭﯤ ﮊﻭﻧﺪ ﻛﺎﻭﻩ(؟‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﻠﻤﻮ ﺳﻤﯥ ﻣﻌﻨﺎ ‪‬ﺎﻧﯥ ﭘﻴﮋﻧﺪﻟﻰ ﺍﻭ‬ ‫ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﻭﻳﻠﻰ ﺷﻲ؟‬ ‫ﻫﻢ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ ﺩﯤ ﭘﻮﺭﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺟﺎﻧﺪﺍﺩ ﻛﯧﺴﻪ ﭘﻪ ﺷﻔﺎﻫﻰ ‪‬ﻮ‪‬ﻪ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‬
‫ﻭﻳﻠﻲ ﺷﻲ؟‬ ‫ﺩ ﻫﻐﻪ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻫﻢ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﻣﺎﻳﻦ ﺩ ﭼﺎﻭﺩﻧﯥ ﺍﻭ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺧﻄﺮﻭﻧﻮ ‪‬ﺨﻪ ‪‬ﺎﻧﻮﻧﻪ ﻭﺳﺎﺗﻰ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻣﺎﻳﻦ ‪‬ﻪ‬ ‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ‪‬ﻴﺮ ﺷﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺷﻲ ﺩﻯ ﺍﻭ ‪‬ﺮﻧ‪‬ﻪ ‪‬ﺎﻧﻮﻧﻪ ﻟﻪ ﺧﻄﺮ ‪‬ﺨﻪ ﺋﯥ ﻭﺳﺎﺗﻰ؟‬ ‫ﺩﻭﻯ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺎﻳﻦ ﺩ ﭼﺎﻭﺩﯦﺪﻭ ﺍﻭ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻳﻮ ﻳﻮ ﺗﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﺭﺍ‬
‫ﺩ ﺟﺎﻧﺪﺍﺩ ﻛﯧﺴﻪ ﺧﭙﻠﻪ ﻛﻮﺭﻧ‪ ‬ﺗﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻞ ﻭﺍ‪‬ﻩ‬ ‫ﻭﺍﺧﻠﻲ ﺍﻭ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ‬
‫ﺧﻮﻳﻨﺪﻯ ﺍﻭ ﻭﺭﻭﻧﻪ ﺩﯤ ﻟﻪ ﺩﯤ ﺧﻄﺮﻭﻧﻮ ‪‬ﺨﻪ ﺧﺒﺮ ﻛ‪‬ﻱ‪.‬‬ ‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬

‫‪٣٨‬‬
 ‫ﺩﻳﺮﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺮﻳﺎﻟﻰ )‪ (٢٥ -٢٣‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺩﮐﻴﺴﯥ‪ ،‬ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﮑﻞ‪ ،‬ﺩ ﮊﻭﻧﺪ ﺩﮐ‪‬ﺍﻭﻭﻧﻮ ﺍﻭ‬
‫ﺳﺨﺘﻴﻮ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺩ ﻗﻮﻱ ﻋﺰﻡ‪ ،‬ﺩ ﺻﺒﺮ ﺩﺭﻟﻮﺩﻝ ﺍﻭ ﺩ ﻧﺎ‬
‫ﺍﻣﻴﺪ‪ ‬ﺨﻪ ﺩ ‪‬ﺎﻥ ﮊﻏﻮﺭﻝ ﺩﻱ )ﻭﺭﻭﺳﺘ‪ ‬ﺍﺗﻪ ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﮊﻏﻮﺭﻝ )ﺑﭻ ﻛﻮﻝ(‪ ،‬ﺧﻮﺍﺷﻴﻨﻲ )ﺧﭙﻪ(‪،‬ﻭﺯ‪‬ﺎﺭﺗﻴﺎ )ﺑﯧﻜﺎﺭﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮ ﻧﻈﺮ ﺗﯧﺮﻩ‬
‫ﻛ‪‬ﻱ‪ ،‬ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻ ﻭﻫ‪‬ﻮﻯ ﺍﻭ ﻧﻮﺭﻭ ﺳﺮﻩ‬
‫ﺩﯤ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ‬
‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﺗﺮﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﭘﻪ ‪‬ﯥ ﺯﺩﻩ‬
‫ﻛ‪‬ﯤ ﻛﯥ ﻛﻮﻣﻚ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺑﯧ‪‬ﻩ= ﻣﻨ‪‬ﻩ‪ ،‬ﻻﻟﻪ‪ ،‬ﺯﺭ ﺭﺍﺗ‪‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ‪‬ﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﭙﻲ= ﻧﺎﺭﻭﻍ‪ ،‬ﺧﻮﺍﺷﻴﻨﻰ‪ ،‬ﺯﺧﻤﻰ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻪ ﺑﯧﻮﺯﻟﻮ ﺧﻠﻜﻮ ﺳﺮﻩ ﺩ ﻣﺮﺳﺘﻮ ﺍ‪‬ﺗﻴﺎ ﻭ‪‬ﻴﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺑﺎﺏ ﺩ ﺯﺩﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﭘﯧ‪‬ﻰ ﭘﻪ ﺑﺎﺏ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺯﺩﻩ ﻛ‪‬ﻱ ﻻﺭﯤ ﺩﯤ ﺗﺮﯤ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ‪.‬‬ ‫‪‬ﻠﻮﺭﻣﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺩﻏﻮ ‪‬ﺎﻛﻠﻮ ﻟﻐﺘﻮﻧﻮ ﺳﻤﻪ ﻣﻌﻨﺎ ﭘﻪ ﺧﭙﻠﻮ‬
‫ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﭘﻮﻫﻴ‪‬ﻱ؟‬ ‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﺩ ﺑﻴﻼ ﺑﻴﻠﻮ ﺑﺮﺧﻮ ﭘﻪ ﻣﻄﻠﺐ‬ ‫)ﺯ‪‬ﻩ ﺳﻮﻯ‪ ،‬ﭘﻪ ﻫﻜﻠﻪ‪ ،‬ﻫ‪‬ﻮﻝ(‬
‫ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﺩﻭﻯ ﺩ ﺯﻳﺎﺭﻧﯥ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﺍ‪‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺟﺎﻧﺪﺍﺩ ﻛﯧﺴﻪ ﭘﻪ ﺧﭙﻠﻪ ﮊﺑﻪ ﭘﻪ‬ ‫ﻭﺭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻪ ﺭﺍﺗﻠﻮﻧﻜﻰ ﺑﻪ ﻭﻟﺮﻱ‪.‬‬
‫ﺳﺎﺩﻩ ﺍﻟﻔﺎﻇﻮ ﺳﺮﻩ ﻭﻳﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺍﺗﻪ ﭘﺎﺗﯥ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻟﻪ ﺑﯥ ﻭﺯﻟﻮ ﺳﺮﻩ ﺩ‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺧﺒﺮﯤ‬
‫ﻣﺮﺳﺘﯥ ‪‬ﯦﺮ ﺍﺭﺯ‪‬ﺘﻤﻦ ﻛﺎﺭ ﺩﻯ؟‬ ‫ﻭﻛ‪‬ﻱ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻪ ﺩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺮﺳﺘﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬ ‫ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﺟﻤﻠﻮ ﺗﺶ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ‬
‫‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ‪‬ﻙ ﻛ‪‬ﻯ‪.‬‬ ‫ﻣﺸﻮﺭﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﻐﻪ‬
‫)ﺩﻩ(‬ ‫‪ -۱‬ﺩﺍ ﻫﻠﻚ ﻋﻴﺒﯥ ____‬ ‫ﺩ ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻫﻢ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺸﻮﺭﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫)ﺩﻯ(‬ ‫‪ -۲‬ﻫﻐﻪ ﻫﻠﻜﺎﻥ ﻋﻴﺒﺠﻦ _____‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﻟﻐﺘﻮﻧﻮ ﺳﻤﻪ ﻣﻌﻨﺎ ﭘﻪ ﻧ‪‬ﻪ ﻛ‪‬ﻱ‪:‬‬
‫)ﺩﻱ‬ ‫‪ -۳‬ﺩﺍ ﺟﻠ‪ ‬ﻋﻴﺒﻲ _____‬ ‫ﺯﻏﻢ= ﻣﻨﻨﻪ‪ ،‬ﻛ‪‬ﺍﻭ‪ ،‬ﺻﺒﺮ‬

‫‪٣٩‬‬
 ‫‪‬ﻮﺍﺭﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺣﻘﻮﻧﻪ )‪(٢٧ -٢٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﭘﻼﺭ ﺍﻭ ﻣﻮﺭ ﭘﻪ ﺣﻘﻮﻧﻮ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﻟﻪ ﻫﻐﻮﻯ ﺳﺮﻩ‬
‫ﻧﻴﻜﻲ ﻛﻮﻝ‪ ،‬ﻟﻪ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺩ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﺟﻮ‪‬ﻭﻝ ﺍﻭ‬
‫ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﭘﻨ‪‬ﻪ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﭙﯧ‪‬ﻠﻰ )ﭘﺎﻙ(‪ ،‬ﺩﺭﻧﺎﻭﻯ )ﺍﺣﺘﺮﺍﻡ(‪ ،‬ﺧﻮ‪‬ﻱ )ﺷﺮﻳﻨﯥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭ‬
‫ﺍﻭ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺩﻭﻯ ﺩﯤ ﭘﻪ ﺧﭙﻞ‬
‫ﻣﻨ‪‬ﻲ ﺷﻜﻞ ﺩ ﻳﻮ ﺑﻞ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺳﻤﻪ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬ ‫ﭘﻪ ﻛﺘﺎﺭﻭﻧﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﻳﻮﯤ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ﺷﻜﻞ ﺩﯤ ﻭﻫ‪‬ﻮﻝ‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﻭ‪‬ﻭ ﻭ‪‬ﻭ ﻛﺎﺭﺗﻮﻧﻮ ﺟﻮ‪‬ﻭﻧﯥ ﺗﻪ‬ ‫ﺷﻲ ﭼﯥ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭﻫﺮ ﻳﻮ ﺩﯤ ﭘﻪ ﺩﯤ ﻭ‪‬ﻤﺎﺭﻱ ﭼﯥ ﭘﻪ ﺧﭙﻠﻮ ﻭ‪‬ﻭ‬ ‫ﻟﻮﻣ‪ ‬ﻛﺘﺎﺭ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻳﻮﻩ ﻳﻮﻩ )ﻡ( ﻟﺮﻭﻧﻜﯥ ﻛﻠﻤﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩ ﺯﻳﺎﺗﻮ‬ ‫ﺩﻭﻫﻢ ﻛﺘﺎﺭ ﺩﯤ ﺩ ﻫﻐﻪ ﭘﻪ ﻛﻠﻤﻮ ﻛﯥ )ﻭ( ﻟﺮﻭﻧﻜﯥ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻮﻧﻜﻲ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﻌﺮﻓﻲ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻢ ﻛﺘﺎﺭ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﺗﻮﺭﻭ ﺩﯤ ﻭﺍ‪‬ﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﺍﻭ ﻋﺪﺍﻟﺖ ﺳﺮﻩ ﺩ ﺩﻭﻯ ﺩ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫ﭘﺎﻳﻠﻪ ﺍﻋﻼﻥ ﻛ‪‬ﻱ ﺍﻭ ﻭ‪‬ﻭﻧﻜﻰ ﻛﺘﺎﺭ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ ﺍﻭ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩ ‪‬ﻮﻟﻮ ﭘﻪ ﻣﺦ ﻛﯥ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﭘﻪ ﺣﻘﻮﻧﻮ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺩ ﺣﻘﻮﻧﻮ ﭘﻪ ﭘﻮﻫﯧﺪﻭ‬ ‫ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﺩ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ‪‬ﻮﺍﺏ ﺗﻪ ﺩﯤ‬
‫ﻼ ﭘﺎﻣﻠﺮﻧﻪ ﻛﻮﻱ؟‬‫ﺳﺮﻩ ﻫﻐﻪ ﺗﻪ ﻋﻤ ﹰ‬ ‫ﺭﺍﻭﺑﻮﻟﻲ ﭼﯥ ﻣﻮ‪ ‬ﺩ ﺧﭙﻞ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ‪‬ﻪ ‪‬ﻭﻝ ﺧﺪﻣﺖ ﻭﻛ‪‬ﻭ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺍﺣﺘﺮﺍﻡ ﺍﻭ‬ ‫ﺗﺮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ ﺩ ﺩﻭﻯ ﺩ‬
‫ﺩﺭﻧﺎﻭﻯ ﻻﺯﻡ ﺑﻮﻟﻲ؟‬ ‫ﻣﻌﻠﻮﻣﺎﺗﻮ ﺩ ﺯﻳﺎﺗﻴﺪﻭ ﭘﻪ ﺧﺎﻃﺮ ﭘﻪ ﺧﭙﻠﻪ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ )ﭘﻨ‪‬ﻪ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ( ﭘﻪ ﺗﺨﺘﯥ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﭘﻪ ﺍﺣﺘﺮﺍﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪،‬‬
‫‪ -‬ﺁﻳﺎ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﻳﯥ ﻧﻮﻱ ﻣﻔﺎﻫﻴﻢ ﺍﻭ ﻣﻮﺿﻮﻋﺎﺕ ﺯﺩﻩ ﻛ‪‬ﻝ؟‬ ‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺗﻜﺮﺍﺭ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ )ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ( ﻛﻠﻤﻮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺗﻪ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ؟‬ ‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻳﻮ ﺩ ﺑﻞ ﭘﻪ‬

‫‪٤٠‬‬
 ‫‪‬ﻮﺍﺭﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺣﻘﻮﻧﻪ )‪ (٢٧ -٢٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﭘﻼﺭ ﺍﻭ ﻣﻮﺭ ﭘﻪ ﺣﻘﻮﻧﻮ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﻟﻪ ﻫﻐﻮﻯ ﺳﺮﻩ ﻧﻴﻜﻲ‬
‫ﻛﻮﻝ‪ ،‬ﻟﻪ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺩ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﺟﻮ‪‬ﻭﻝ ﺍﻭ ﺩ ﻣﺘﻦ‬
‫ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﻟﻪ ﭘﻨ‪‬ﻤﯥ ﺗﺮ ﺍﺗﻤﯥ ﻛﺮ‪‬ﯥ ﭘﻮﺭﯤ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺩﺭﻧﺎﻭﻯ )ﺍﺣﺘﺮﺍﻡ(‪ ،‬ﻣﺮﺳﺘﻪ )ﻛﻮﻣﻚ(‪ ،‬ﺳﭙﻴ‪‬ﻠﻲ )ﭘﺎﻙ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧﯥ ﺩﻧﺪﻩ )ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ‬
‫ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﻰ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻫﻐﻪ ﺩﯤ ﭘﻪ ﻧ‪‬ﻪ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﺍﺳﯥ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ ﭼﯥ ﺩ‬
‫ﻳﻮﺑﻞ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ‪‬ﻩ ﺳﻤﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﺳﺘﻮﻧﺰﻭ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭼﯥ ﻭﻳﯥ ﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﺩ ﻣﻴﺰ ﭘﻪ ﺳﺮ ﻛﻴ‪‬ﺩﻱ‬ ‫‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩﻭﻩ ﺗﻨﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﯥ ﻭ‪‬ﺎﻛﻲ‬
‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻟﻪ ‪‬ﻮ ﺗﻨﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻳﻮ ﻳﻮ‬ ‫ﭼﯥ ﻫﺮ ﻳﻮ ﻟﻪ ﺑﻠﯥ ‪‬ﻟﯥ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺩﺭﯤ ﻳﺎ ‪‬ﻠﻮﺭ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﻛﺎﺭﺕ ﺭﺍ ﻭﺍﺧﻠﻲ ﺍﻭ ﻫﻐﻪ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬ ‫ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ ﺍﻭ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ‬
‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻫﻐﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﻮﺍﺑﻮﻧﻮ ﭼﯥ ﺳﻢ ﻭ ﺩ ﻫﻐﻮ ‪‬ﻟﻪ ﺩﯤ ﺑﺮﻳﺎﻟﻲ ﺍﻭ ﺍﻭﻟﻪ ﺍﻋﻼﻥ ﺷﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺷﻜﻞ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺍﻧ‪‬ﻮﺭ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻟﻪ ﺩﻭﯤ ‪‬ﺨﻪ ﺩﯤ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ ﻟﻪ ﻣﻮﺭ ﺍﻭ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻼﺭ ﺳﺮﻩ ﭘﻪ ﻛﺎﺭﻭﻧﻮ ﻛﯥ ‪‬ﻪ ‪‬ﻭﻝ ﻣﺮﺳﺘﻪ ﻛﻮﺉ؟ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺩ ﺣﻘﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ‬ ‫ﭘﻪ ﺍﻭﺭﻳﺪﻭ ﺳﺮﻩ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻼﺩ‬‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻋﻤ ﹰ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ )ﻧﻮﻯ ﻟﻮﺳﺖ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ‬
‫ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺍﺣﺘﺮﺍﻡ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻭﻛ‪‬ﻱ‪ .‬ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻫ‪‬ﻮﻱ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴﺪﻝ!‬ ‫ﭼﯥ ﺩ ﻳﻮﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻱ ﺳﺮﻩ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻧﻮﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺍﻭ ﻣﻄﺎﻟﺒﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫ﻣﻄﻠﺐ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ )ﻣﺴﻠﻤﺎﻥ‪،‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺧﭙ‪‬ﺎﻥ‪ ،‬ﺍﺧﻼﻕ ﺍﻭ ﻣﻮﺭ( ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‬

‫‪٤١‬‬
 ‫‪‬ﻮﺍﺭﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺣﻘﻮﻧﻪ )‪ (٢٧ -٢٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﭘﻼﺭ ﺍﻭ ﻣﻮﺭ ﭘﻪ ﺣﻘﻮﻧﻮ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﻟﻪ ﻫﻐﻮﻯ ﺳﺮﻩ‬
‫ﻧﻴﻜﻲ ﻛﻮﻝ‪ ،‬ﻟﻪ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺩ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﺟﻮ‪‬ﻭﻝ ﺍﻭ‬
‫ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻠﻮﺭ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻏﻮﺭﻩ )‪‬ﺎﻛﻞ(‪ ،‬ﻣﻴﻨﻪ )ﻣﺤﺒﺖ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧﯥ ﺩﻧﺪﻩ )ﺩ ﻛﻠﻤﻮ ﭘﻪ‬
‫ﺗﻮﺭﻭ ﺍ‪‬ﻭﻝ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩﯤ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺟﻤﻠﯥ ﻳﻮﻩ ﻳﻮﻩ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﺩ ﺗﺨﺘﯥ ﭘﻪ ﻣﺦ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﭘﺮ ﻣﻮ‪ ‬ﺑﺎﻧﺪﯤ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫‪‬ﻳﺮ ﺣﻘﻮﻧﻪ ﻟﺮﻱ؟‬ ‫‪‬ﻪ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺧﺪﻣﺖ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻛﻮﻝ ﺿﺮﻭﺭﻱ ﺧﺒﺮﻩ ﺩﻩ؟‬ ‫ﻋﻨﻮﺍﻥ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﻫﻜﻠﻪ ﻭﭘﻮ‪‬ﺘﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﺮﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻼ ﺩ ﺧﭙﻠﯥ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ‬‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻋﻤ ﹰ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﺍﺣﺘﺮﺍﻡ ﻭﻛ‪‬ﻱ؟‬ ‫ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺘﻦ ﺩ ﺟﻤﻠﻮ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﺑﺎﻧﺪﯤ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﻻﺱ ﺑﺮﻯ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺑﺎﻳﺪ ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﻳﻮ ﺩ ﺑﻞ ﭘﻪ‬
‫ﺩﺭﻧﺎﺭﻭﻱ ﻭﻛ‪‬ﻱ؟‬ ‫ﻣﺸﻮﺭﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺁﻭﺍﺭﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﺍﻭ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﭘﻪ ﺣﻘﻮﻧﻮ ﺑﺎﻧﺪﯤ‬ ‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﯤ ﻛﻠﻤﯥ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻧﻮﻭ ﻟﻐﺘﻮﻧﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎﺷﻮﻝ؟‬ ‫ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻟﻐﺘﻮﻧﻪ )ﺳﭙﯧ‪‬ﻠﻲ‪،‬‬ ‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬
‫ﺩﺭﻧﺎﻭﻯ‪ ،‬ﺧﺪﻣﺖ( ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬
‫ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺩﯤ ﺣﺎﺻﻞ ﻛ‪‬ﻱ‪.‬‬

‫‪٤٢‬‬
 ‫ﭘﻨ‪‬ﻪ ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻮﺭ ﻭﺭ‪ (٢٩ -٢٨) ‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﻮﺭ ﺩ ﻭﺭ‪‬ﯥ ﺩ ﻧﻤﺎﻧ‪‬ﻠﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺭﻛﻮﻝ‪ ،‬ﺩ ﻣﻔﺮﺩﻭ ﺍﻭ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟ‪‬ﻮﻟﻰ )ﻣﺼﺮﻭﻓﻮﻟﯥ(‪ ،‬ﻧﻤﺎﻧ‪‬ﻞ )ﺗﺠﻠﻴﻠﻮﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﭘﻪ ﻛﺘﺎﺏ ﻛﯥ ﺩ ﻟﻮﺳﺖ‬
‫ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻓﻌﺎﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‬
‫ﺍﻭ ﺩﻭﻯ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ‬
‫ﺧﭙﻠﻰ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻳﻮﻩ ‪‬ﻟﻪ ﺩﯤ ﻟﻪ ﺑﻠﯥ ‪‬ﻟﯥ ﺳﺮﻩ ﺩ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻟﺮﻱ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﺩ ﺯﻳﺎﺗﻮ ﻧﻤﺮﻭ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻟﻮﺩﻧﻜﯥ ‪‬ﻟﻪ ﻭ‪‬ﻭﻧﻜﻰ ﺍﻋﻼﻥ ﻛ‪‬ﻱ ﺍﻭ ‪‬ﯦﺮﻩ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﻧ‪‬ﻮﺭ ﻟﻴﺪﻭﺗﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺩ ﻭﺭ‪‬ﯥ ﺩ ﻟﻤﺎﻧ‪‬ﻠﻮ ﭘﻪ ﻋﻠﺖ ﺍﻭ‬ ‫ﺭﺍﻭﺑﻮﻟﻲ ﺍﻭ ﭘﻮ‪‬ﺘﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻣﻮﺭ ﺩ ﻭﺭ‪‬ﯥ ﺩ ﻟﻤﺎﻧ‪‬ﻨﯥ‬
‫ﺳﺒﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﭘﻪ ﻫﻜﻠﻪ ‪‬ﻮﻣﺮﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺮﻱ؟ ﻛﻠﻪ ﭼﯥ ﺩ ﺩﻭﻯ ‪‬ﻮﻝ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺩ ﺣﻘﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﻭﺍﻭﺭﻳﺪﻝ ﺷﻮﻩ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻭﺭﻛﻮﻟﻲ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﯥ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﻼﺩ‬‫‪ -‬ﺁﻳﺎ ﺩ ﻣﻮﺭ ﺩ ﺣﻘﻮﻧﻮ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻋﻤ ﹰ‬ ‫ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪ ،‬ﺩ ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ‬
‫ﺩﯤ ﻭﺭ‪‬ﯥ ﻟﻤﺎﻧ‪‬ﻨﯥ ﺗﻪ ﭼﻤﺘﻮ ﺩﻱ؟‬ ‫ﻫﻢ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺫﻫﻨﻴﺖ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺩ ﻣﻮﺭ ﺩﺭﻧﺎﻭﻯ‬ ‫ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻩ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮﺳﻲ‪.‬‬
‫ﻛﻮﻱ؟‬ ‫‪-‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﺭﻭﺳﺘﻪ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﻳﻮﺑﻞ ﺗﻪ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺩ ﺩﺭﻧﺎﻭﻱ ﭘﻪ ﺧﺎﻃﺮ ﺩ ﺯﺩﻩ ﻟﻪ‬ ‫ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﭼﯥ ﭘﻪ ﻟﻴﻜﻠﻮ ﻳﯥ ﺑﺮ ﻻﺳﻲ ﺷﻲ‪.‬‬
‫ﻛﻮﻣﯥ ﺩﻏﻪ ﻭﺭ‪ ‬ﻟﻤﺎﻧ‪‬ﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﻟﻪ ﺳﭙﯧﻨﻮ ﻛﺎﻏﺬﻭﻧﻮ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪‬ﺨﻪ ﻭﺍ‪‬ﻩ ﻭﺍ‪‬ﻩ ﻛﺎﺭﺗﻮﻧﻪ ﺟﻮ‪ ‬ﺍﻭ ﭘﻪ ﻫﻐﻮ ﺩﯤ ﺧﭙﻠﯥ ﺯﺩﻩ ﺷﻮﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﭘﻪ ﺩﺭﻧﺎﻭﻱ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻛﻠﻤﯥ ﻭﻟﻴﻜﻲ ﭼﯥ ﭘﻪ ﺩﯤ ﺗﻮ‪‬ﻪ ﺑﻪ ﺩ ﺯﻳﺎﺗﻮ ﻛﻠﻤﻮ ﻟﻴﻜﻮﻭﻧﻜﻰ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﻣﻮﺭ ﻭﺭ‪ ‬ﻭﻟﯥ ﻟﻤﺎﻧ‪‬ﻮ؟‬ ‫ﺧﭙﻠﻲ ﻭ‪‬ﺗﻴﺎ ﻭﯤ ﻭ‪‬ﻴﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﺩﺭﯤ ﻟﻮﻣ‪‬‬ ‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ‬
‫ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬

‫‪٤٣‬‬
 ‫ﭘﻨ‪‬ﻪ ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻮﺭ ﻭﺭ‪ (٢٩ -٢٨) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﻮﺭ ﺩ ﻭﺭ‪‬ﯥ ﺩ ﻧﻤﺎﻧ‪‬ﻠﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺭﻛﻮﻝ‪ ،‬ﺩ ﻣﻔﺮﺩﻭ ﺍﻭ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺎﻳﺴﺘﻪ )‪‬ﻜﻠﻰ(‪ ،‬ﻴﺪ‪) ‬ﺩ ‪‬ﻠﻮﻧﻮ‪‬ﯧ‪،(‬‬
‫ﺳﻮﻏﺎﺕ )‪‬ﺍﻟ‪(‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪‬‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺩ ‪‬ﻜﻠﻲ ﺍﻭ ﺳﻢ ﻟﻴﻚ‬
‫ﻟﻴﻜﻠﻮ ﺗﻪ ﺩﯤ ﺩﻭﻯ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﻟﻴﻜﻠﻮ ﺳﺘﺎﻳﻨﻪ ﺩﯤ‬
‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻳﻮ ﺩ ﺑﻞ‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﭘﻪ ﻏﻮﺭ ﺳﻤﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻭﻩ ﺗﻨﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ‪‬ﻮﻟ‪‬ﻲ‬
‫ﻣﺨﯥ ﺗﻪ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﻫﻐﻮﻯ ﺗﻪ ﺩﯤ ﺩﻧﺪﻩ ﻭﺭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﺧﭙﻠﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺧﻮ‪‬ﻪ ﻟﻪ ‪‬ﻮ ﺗﻨﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻲ ﺩﺍ ﺍﺭﺯﻩ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﭼﺎ ‪‬ﻮﺍﺑﻮﻧﻪ ‪‬ﻪ ﺍﻭ ﺳﻢ ﻭ‪ .‬ﺩﻭﻯ ﺩﯤ ﭘﻪ ‪‬ﻮ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺍﻟﻔﺎﻇﻮ ﺍﻭ ﻛﻠﻤﺎﺗﻮ ﺑﺎﻧﺪﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺩ ﻭﺭ‪‬ﻰ ﺩ ﻟﻤﺎﻧ‪‬ﻠﻮ ﭘﻪ ﻣﻄﻠﺐ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﺍﻭ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ‪‬ﻭﻝ ﻭﻭﺍﻳﻲ‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﭼﯥ ‪‬ﻮﻙ ﻭﻳﻠﻲ ﺷﻲ ﭼﯥ ﺩ ﻣﻮﺭ ﻭﺭ‪ ‬ﻪ ‪‬ﻭﻝ ﻭﻟﻤﺎﻧ‪‬ﻮ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺩ ﻭﺭ‪‬ﯥ ﺩ ﻟﻤﺎﻧ‪‬ﻠﻮ ‪‬ﺨﻪ ﺩ ﻫﻐﯥ‬ ‫ﺗﺎﺳﻮ ﻛﻠﻪ ﺩ ﻣﻮﺭ ﻭﺭ‪ ‬ﻟﻤﺎﻧ‪‬ﻠﻲ ﺩﻩ ﻳﺎ ﻣﻮ ﻟﻴﺪﻟﻲ ﺩﻩ؟‬
‫ﭘﻪ ﺣﻘﻮﻧﻮ ﺍﻭ ﺩﺭﻧﺎﻭﯤ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ‪ ،‬ﺩ ﻧﻮﻱ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﻣﻌﻠﻮﻣﺎﺗﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﭘﺎﻯ ﻛﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ‪‬ﻴﻨﻮ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﻟﻪ ﭘﺎﺭﻩ ﺟﻤﻌﯥ ﺭﺍﻭ‪‬ﻟﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ )‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ( ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺭ ﺩ ﺍﺣﺘﺮﺍﻡ ﺍﻭ ﺩﺭﻧﺎﻭﻱ ﻟﻪ‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ‬
‫ﻣﺨﯥ ﺩ ﻫﻐﯥ ﺩ ﻭﺭ‪‬ﯥ ﻟﻤﺎﻧ‪‬ﻞ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ﻭﺑﻠﻞ‪.‬‬ ‫ﻛﯥ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻠﻮﺭ ﻛﺴﻴﺰﻩ ‪‬ﻟﻪ ﺟﻮ‪‬ﻩ‬
‫‪ -‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻧﻮﻭ ﻛﻠﻤﻮ‪ ،‬ﻟﻐﺘﻮﻧﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎ‬ ‫ﻛ‪‬ﯤ‪ ،‬ﻟﻮﺳﺖ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ‬
‫ﺷﻮﻝ؟‬ ‫ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﭼﯥ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﻧﻮﻱ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﻣﺨﻜﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﺩ ﻣﻴﺰ ﻟﻪ ﺳﺮﻩ ﺭﺍ ﻭﺍﺧﻠﻲ‬
‫ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ‬ ‫ﺍﻭ ﺩ ﺩﻏﻮ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﺟﻤﻌﯥ ﺩﯤ ﺩ ﺗﺨﺘﯥ ﭘﻪ ﻣﺨﯥ ﻭﻟﻴﻜﻲ ﻟﻜﻪ‪:‬‬
‫ﻭﻟﻴﻜﻲ )‪‬ﻜﻠﻰ‪ ،‬ﻴﺪ‪ ‬ﺍﻭ ﺳﻮﻏﺎﺕ(‬ ‫ﻣﻮﺭ ﻭﺭ‪ ‬ﺧﻮﺭ ﻭﺭﻭﺭ ﻣﺦ ‪......‬‬

‫‪٤٤‬‬
 ‫ﭘﻨ‪‬ﻪ ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻮﺭ ﻭﺭ‪ (٢٩ -٢٨) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﯾﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﻮﺭ ﺩ ﻭﺭ‪‬ﯥ ﺩ ﻧﻤﺎﻧ‪‬ﻠﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺭﻛﻮﻝ‪ ،‬ﺩ ﻣﻔﺮﺩﻭ ﺍﻭ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﺮﻳﻜ‪‬ﻩ )ﭘﺮﯦﻜﻮ‪ ،(‬ﺑﯥ ‪‬ﺎﻳﻪ )ﺑﯥ ‪‬ﯥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻧﻪ( ﺩﻯ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ ‪‬ﻪ ﻛﺎﺭ ﻛﻮﻝ‬
‫ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺑﻴﺎ ﺩﯤ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪ ‬ﻧﺎﺳﺘﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ‬
‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻳﻮﺑﻞ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻭﺭﻭﺭ‪ ‬ﺍﻭ‬
‫ﺩﻭﺳﺘ‪ ‬ﺳﺮﻩ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫ﻟﻴﻜﻠﻲ ﺩ ﻣﻴﺰ ﭘﻪ ﺳﺮ ﻛ‪‬ﻴ‪‬ﺩﻱ ﻳﻮ ﻳﻮ ﺗﻦ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺧﻮ‪‬ﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ‬
‫ﺭﺍﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻫﻐﻪ ﻛﻠﻤﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﯥ ﻣﻔﺮﺩﻩ ﻛﻠﻤﻪ ﺩﯤ ﭘﻪ‬ ‫ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺩ‬
‫ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﻭﻯ ﻣﻴﻨﻪ ﺍﻭ ﭼﻤﺘﻮﻭﺍﻟﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻠﯥ ‪‬ﺍ‪‬ﻳﻨﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺩﯤ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﭼﯥ‪ :‬ﺗﺎﺳﻮ ﺩ ﻣﻮﺭ ﺩ ﻭﺭ‪‬ﯥ ﺩ ﻟﻤﺎﻧ‪‬ﻨﯥ ﻟﻪ‬
‫ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩ ‪‬ﯥ ﺍﺭﺯﻩ ﻭﻧﯥ ﺩ ﺗﺮﺳﺮﻩ ﻛﻮﻟﻮ ﻟﻪ‬ ‫ﺍﻣﻠﻪ ﺧﭙﻠﯥ ﻣﻮﺭ ﺗﻪ ‪‬ﻪ ﺷﻰ ﺍﺧﻠﺊ؟ ﺩ ﻫﺮ ﻳﻮﻩ ‪‬ﻮﺍﺏ ﺗﻪ ﺑﻪ‬
‫ﭘﺎﺭﻩ ﺩﯤ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺑﻪ ﺩﻭﻯ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﭼﯥ ﻭ‪‬ﻩ ﺍﻭ ﻣﻨﺎﺳﺒﻪ ‪‬ﺍﻟ‪ ‬ﻪ ﺷﻲ ﺩﻩ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻌﯥ ﺍﻭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪‬‬
‫ﺟﻤﻌﻮﻧﻪ ﻣﻔﺮﺩﯤ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺁﻭﺍﺯ ﺑﻪ ﻳﯥ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺑﻪ ﻳﯥ ﻛ‪‬ﻱ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﺑﻪ ﻳﯥ ﭘﻪ ﻳﻮﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺩ ﻣﻮﺭ‬ ‫ﻳﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﺭﻧﺎﻭﻱ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻛﻮﻱ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻞ ﺷﻲ ﺍﻭ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﺩﯤ‬
‫‪ -‬ﺁﻳﺎ ﺩ ﺩﺭﺱ ﭘﻪ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻳﻮ ﻳﻮ ﺗﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺩ ﻣﻔﺮﺩﻭ ﺍﻭ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﻭﺗﻮﺍﻧﻴﺪﻝ؟‬ ‫‪ -‬ﻭﺭﻭﺳﺘﻪ ﺩﻯ ﻳﻮ ﻻﻳﻖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻣﺘﻦ ﻧﻮﺭﻭ ﺗﻪ ﺍﻣﻼ‬
‫‪ -‬ﺁﻳﺎ ﻟﻪ ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﯧﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫ﻭﻭﺍﻳﻲ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﺩ ﻣﺸﻮﺭﯤ ﭘﻪ ‪‬ﻭﻝ ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻣﺘﻦ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﭘﻪ‬ ‫ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ‪‬ﯧﻨﯥ ﻛﻠﻤﯥ ﭼﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ‬

‫‪٤٥‬‬
 ‫ﺷﭙﺎ‪‬ﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ )‪ ( ٣١ -٣٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻫﻢ ﻭﭘﻮﻫﯧ‪‬ﻱ ﭼﯥ ﻟﻴﻚ‬
‫ﺍﻭ ﻟﻮﺳﺖ ﺩ ﮊﻭﻧﺪ ﻟﻪ ﻟﻮﻣ‪‬ﻧﻴﻮ ﺍ‪‬ﺗﻴﺎ ‪‬ﺨﻪ ﺩﻯ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺩ‬
‫ﻣﺘﺮﺍﺩﻓﻮ ﻛﻠﻤﻮ ﭘﻪ ﻧ‪‬ﻪ ﻛﻮﻝ ﺍﻭ ﻟﻮﺳﺘﻞ ﺩﻱ )ﺩ ﻣﺘﻦ ﭘﻨ‪‬ﻪ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﻞ )ﻫﻤﻴﺸﻪ(‪ ،‬ﻣﺘﺮﺍﺩﻓﯥ )ﻫﻢ ﻣﻌﻨﺎ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﺘﻦ ﻟﻴﻜﻞ(‬
‫ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺩ ﻣﺨﻜ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻭﻧﻪ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ‬
‫ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ﺩﺭﻭ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩﺍﺳﯥ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛﯥ ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺩ ﺯﻳﺎﺗﻮ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﻱ ﻛﻠﻤﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻮﻭﻧﻜﻰ ‪‬ﺮﻭﭖ ﺑﻪ ﻭ‪‬ﻭﻧﻜﻲ ﻭﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﺩﺭﺱ‬ ‫ﺩﻭﻯ ﻭ‪‬ﺗﻴﺎ ﻭﯤ ﺩﯤ ﻳﺎﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﺩﺭﺱ ﺗﻪ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﺎﻡ ﺭﺍ ﺍ‪‬ﻭﻟﻮ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ‪ ،‬ﺩ ﻟﻴﻚ ﻭﻟﻮﺳﺖ ﺯﺩﻩ ﻛ‪‬ﻩ ‪‬ﻪ ‪‬ﯥ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻟﺮﻱ؟ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﺑﯧﻼ ﺑﯧﻞ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩ ﺧﭙﻠﯥ ﭘﻮﻫﯥ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ‪‬ﻪ ‪‬ﯥ ﻟﺮﻱ؟‬ ‫ﺍﻧﺪﺍﺯﻩ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺑﻪ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﻫﻤﺪﯤ ﻣﻮﺿﻮﻉ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﺩ ‪‬ﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻮ ﻟﻪ ﭘﺎﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮﺍﻭ ﻟﻴﻜﻠﻮ ﻭﺗﻮﺍﻧﻴﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ )ﻟﻮﻣ‪‬ﻯ ﭘﻨ‪‬ﻪ ﻛﺮ‪‬ﯥ( ﭘﻪ ﺗﺨﺘﯥ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ ﻟﻴﻜﻠﻲ ﺍﻭ ﭘﻪ ﻧ‪‬ﻪ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﭘﻪ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻣﺮﺳﺘﻪ ﺯﻣﻮ‪ ‬ﺩ ﮊﻭﻧﺪ ‪‬ﻳﺮﯤ ﺳﺘﻮﻧﺰﯤ ﺍﻭﺍﺭﻳ‪‬ﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺳﺮﻩ ﺩ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻨ‪‬ﻪ ﭘ‪‬ﻪ ﺗﻨﻪ ﭘﻪ ‪‬ﺮﻭﭘﻮﻧﻮ ﻛﯥ ﺳﺮﻩ‬
‫ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺗﻨﻈﻴﻢ ﺷﻲ ﺍﻭ ﻣﺘﻦ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﻛﻠﻤﻮ ﻣﺘﺮﺍﺩﻓﯥ‬ ‫‪ -‬ﭘﻪ ‪‬ﺮﻭﭘﻮﻧﻮ ﻛﯥ ﺩﯤ ﻻﻳﻖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻮﺭﻭ ﺗﻪ ﻣﺘﻦ ﺩ‬
‫ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫)ﺗﻞ‪ ،‬ﮊﻭﺑﻞ ﺍﻭ ﮊﻏﻮﺭﻝ(‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﻫﺮ ‪‬ﺮﻭﭖ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﻣﺘﻦ‬

‫‪٤٦‬‬
 ‫ﺷﭙﺎ‪‬ﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ )‪( ٣١ -٣٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻫﻢ ﻭﭘﻮﻫﯧ‪‬ﻱ‬
‫ﭼﯥ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﺩ ﮊﻭﻧﺪ ﻟﻪ ﻟﻮﻣ‪‬ﻧﻴﻮ ﺍ‪‬ﺗﻴﺎ ‪‬ﺨﻪ ﺩﻯ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ‬
‫ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﻣﺘﺮﺍﺩﻓﻮ ﻛﻠﻤﻮ ﭘﻪ ﻧ‪‬ﻪ ﻛﻮﻝ ﺍﻭ ﻟﻮﺳﺘﻞ ﺩﻱ )ﺩ‬
‫‪ (۹ -۶‬ﻛﺮ‪‬ﯥ ﭘﻮﺭﯤ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮﺭﯦﺪﻩ )ﺗﻴﺘﻴﺪﻩ(‪ ،‬ﻫﻚ ﭘﻚ )ﺣﻴﺮﺍﻥ(‪ ،‬ﺳﻤﺪﻻﺳﻪ‬
‫)ﺩﻓﻌﺘﹰﺎ(‪ ،‬ﺍﻧﺪﻳﺸﻪ )ﭘﺮﻳﺸﺎﻧﻰ(‪ ،‬ﻓﻜﺮ )ﺗﺸﻮﻳﻖ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﭘﻪ ﻟﻮﺳﺖ ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ(‬
‫ﻭ‪‬ﻮﺭﻱ ﺩ ﻫﻐﻮ ﺍﺟﺮﺍﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻳﻪ ﺧﭙﻠﻪ ﭘﻪ‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﯥ ﻣﺘﺮﺍﺩﻓﻪ )ﻫﻢ ﻣﻌﻨﺎ( ﻛﻠﻤﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻱ ﻟﻜﻪ‪:‬‬
‫ﻣﺮﺳﺘﻪ‬ ‫ﮊﻏﻮﺭﻝ‬ ‫ﺗﻞ‬
‫ﻫﻚ ﭘﻚ ﺍﻭ ﻧﻮﺭ‪....‬‬ ‫ﺧﻮﺷﺤﺎﻝ‬ ‫ﮊﻭﺑﻞ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺍﻭ ﻟﻴﻚ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ‬
‫ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﺩ‬
‫ﮊﻭﻧﺪ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﯦﺮ ﺿﺮﻭﺭ ﺩﻱ؟‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴﺪﻝ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻮﯤ ﻛﻠﻤﯥ ﺍﻭ ﻟﻐﺘﻮﻧﻪ ﻭﭘﯧﮋﻧﺪﻝ ﺍﻭ ﻟﻪ‬
‫ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﻭﻛﺎﺭﻩ ﻭﻯ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫)ﻫﻚ ﭘﻚ‪ ،‬ﺳﻤﺪﻻﺳﻪ‪ ،‬ﺍﻧﺪﯦ‪‬ﻨﻪ(‬
‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫ﺩﻭﻯ ﺑﺎﻧﺪﯤ ﺩ ﻳﻮﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻱ ﺳﺮﻩ ﺗﯧﺮﻭﺗﻨﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ﺩ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻐﺘﻮﻧﻮ‪،‬‬
‫ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻟﻮ‪ ،‬ﺩ ﻣﺘﺮﺍﺩﻓﻮ ﻛﻠﻤﻮ ﭘﻴﺪﺍ ﻛﻮﻟﻮ ﺍﻭ ﻧﻮﺭﻭ ﺑﺮﺧﻮ‬
‫ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ‬
‫ﻭﻳﻠﻮ ﺳﺮﻩ ﺩﯤ ﺩ ﺩﻭﻯ ﻫ‪‬ﯥ ﺍﻭ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ‬
‫ﺩﻭﻯ ﭘﺎﻡ ﺩﻏﻮ ﭘﻮ‪‬ﺘﻨﯥ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﭼﯥ ﻣﻮ‪ ‬ﻭﻟﯥ ﻟﻴﻚ‬
‫ﻭﻟﻮﺳﺖ ﺯﺩﻩ ﻛﻮﻭ؟ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ‪‬ﺨﻪ ﺩ ﻧﻮﻱ‬
‫ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻟﻰ ﺷﻲ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﺑﻪ ﭘﻪ‬
‫ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻫﻢ ﻭﺭﺗﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻟﻪ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺳﺮﻩ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﻣﺘﻦ ﻭﻟﻮﺳﺘﻠﻰ ﺷﻲ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ‬
‫ﺗﻮ‪‬ﻪ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﭘﻪ‬
‫ﻭﺍﺭ ﺳﺮﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﻣﺘﻦ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ‬
‫ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻣﺸﻮﺭﯤ ﭘﻪ ﺷﻜﻞ ﺣﻞ ﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻰ‬
‫ﺩﯤ ﻟﻪ ﻣﺘﻦ ‪‬ﺨﻪ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺩ ﻣﻴﺰ‬
‫ﭘﻪ ﺳﺮ ﺩﯤ ﻭﺍﭼﻮﻱ ﺍﻭ ﻳﻮ ﻳﻮ ﺗﻦ ﺩﯤ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻫﻐﻪ ﻛﻠﻤﻪ‬

‫‪٤٧‬‬
 ‫ﺷﭙﺎ‪‬ﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ )‪( ٣١ -٣٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻫﻢ‬
‫ﻭﭘﻮﻫﯧ‪‬ﻱ ﭼﯥ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﺩ ﮊﻭﻧﺪ ﻟﻪ ﻟﻮﻣ‪‬ﻧﻴﻮ ﺍ‪‬ﺗﻴﺎ ‪‬ﺨﻪ‬
‫ﺩﻯ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﻣﺘﺮﺍﺩﻓﻮ ﻛﻠﻤﻮ ﭘﻪ ﻧ‪‬ﻪ ﻛﻮﻝ‬
‫ﺍﻭ ﻟﻮﺳﺘﻞ ﺩﻱ )ﺩ ‪ (۹ -۶‬ﻛﺮ‪‬ﯥ ﭘﻮﺭﯤ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻮﻏﺎﺕ )ﺗﺤﻔﻪ(‪ ،‬ﮊﻏﻮﺭﻱ )ﻧﺠﺎﺕ ﻣﻮﻣﻲ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻧﻪ( ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﺩﯤ ﺩ ﺩﻭﻯ ﻛﺎﺭ‬
‫ﻛﻮﻝ ﻭﺳﺘﺎﻳﻲ ﺍﻭﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﻟﻪ ‪‬ﻟﻮ ‪‬ﺨﻪ ﺑﯧﻠﯥ ﺑﯧﻠﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺱ‪+‬ﭖ‪+‬ﻭ‪++‬ﻡ‪= +‬‬ ‫ﺱ‪+‬ﻭ‪+‬ﻍ‪+‬ﺍ‪+‬ﺕ =‬ ‫ﻳﻮﻩ ‪‬ﻟﻪ ﺩﯤ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺯ‪+‬ﻭ‪+‬ﻯ =‬ ‫ﺝ‪+‬ﺏ‪+‬ﺍ‪+‬ﺭ‪+‬ﺥ‪+‬ﺍ‪+‬ﻥ =‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﻙ‪+‬ﻭ‪+‬ﺭ‪+‬ﻥ‪= +‬‬ ‫ﭖ‪+‬ﻝ‪+‬ﺍ‪+‬ﺭ =‬ ‫ﺍﻭ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ‪‬ﻮ ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩ ﺩﻭﻯ ﻧﺘﯧﺠﻪ ﭘﻪ ﻟﻮﻣ‪‬ﻯ‪،‬‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫ﺩﻭﻫﻤﻪ ﺍﻭ ﺩﺭﻳﻤﻪ ﺩﺭﺟﯥ ﻛﯥ ﻭ‪‬ﻴﻲ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﭘﻪ ﻣﻔﻬﻮﻡ‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺩﯤ ﻭﺭﺗﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺗﻜﺮﺍﺭﻭﻟﻮﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﭘﻪ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺳﺮﻩ ﺳ‪‬ﻱ ﭘﻮﻫﻪ ﺗﺮﻻﺳﻪ ﻛﻮﻱ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻣﺘﻦ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﭼﯥ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻭﻳﯥ ﻟﻴﻜﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﯤ ﻛﯧﺴﯥ ﻣﻄﻠﺐ ﭘﻪ ﺧﭙﻠﻪ ﮊﺑﻪ ﺩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ ﺩ‬ ‫ﻣﺸﻮﺭﻱ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﻭﯤ ﺩﻭﯤ ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺍ ﻛﺎﺭﺗﻮﻧﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭﺳﭙﺎﺭﻯ ﭼﯥ ﻳﻮﻩ‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻳﻮﻩ ﻛﻠﻤﻪ ﺗﺮﯤ ﭼﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬

‫‪٤٨‬‬
 ‫ﺍﻭﻭﻩ ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻧﻈﻢ )‪ (٣٣ -٣٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻧﻈﻢ ﭘﯧﮋﻧﺪﻝ‪ ،‬ﺩ ﻧﻈﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ‬
‫ﻟﻮﻣ‪‬ﻯ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧﻈﻢ )ﻫﻐﻪ ﻭﻧﻴﺎ ﺍﻭ ﻟﻴﻜﻨﻲ ﺩﯤ ﭼﯥ ﻭﺯﻥ ﺍﻭ ﻗﺎﻓﻴﻪ ﻭﻟﺮﻱ(‬
‫ﺑﻴﺖ‪ :‬ﺩ ﻧﻈﻢ ﻫﻐﻪ ﺑﺮﺧﻪ ﺩﻩ ﭼﯥ ﻟﻪ ﺩﻭﻭ ﻣﺼﺮﻋﻮ ‪‬ﺨﻪ ﺟﻮ‪‬ﻩ‬
‫ﺷﻮﯤ ﻭﻱ‪.‬‬
‫ﻣﺼﺮﻉ‪ :‬ﻳﻮ ﺑﻴﺖ ﺗﻪ ﻣﺼﺮﻉ ﻭﺍﻳﯥ ﺍﻭ ﻣﺼﺮﺍﻉ ﻳﯥ ﺟﻤﻊ ﺩﯤ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﻟﻴﻜﻠﻲ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻴﻚ ﺍﻭ‬
‫ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻩ ﺩﻭﯤ ﺟﻤﻠﯥ ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭ ﻫﻢ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪،‬‬
‫ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﺩﯤ ﺩ ‪‬ﻨ‪ ‬ﭘﺮ ‪‬ﻨ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﺍﻭ ﭘﻪ ﻣﻴﺰ ﻳﯥ ﺍﻳ‪‬ﻲ ﺩﻱ ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﻛﻠﻤﯥ ﺭﺍﭘﻮﺭﺗﻪ‬ ‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‬
‫ﻛ‪‬ﻱ ﭼﯥ ﻟﻮﻣ‪ ‬ﺑﻴﺖ ﺗﺮﯤ ﺟﻮ‪ ‬ﺷﻲ ﺍﻭ ﺑﻠﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﻭﻫﻢ‬ ‫ﻳﻮﻩ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺑﻴﺖ ﺍﻭ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺩﺭﻳﻢ ﺑﻴﺖ ﻛﻠﻤﯥ ﺭﺍ ﻭﺍﺧﻠﻲ ﺍﻭ ﭘﻮﺭﻩ‬ ‫ﺑﻠﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﻣﺘﻦ ‪‬ﺨﻪ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﭘﻪ‬
‫ﺑﻴﺖ ﺩﯤ ﺗﺮﯤ ﺟﻮ‪ ‬ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬ ‫ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻮﺭﻩ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻣﺮﺳﺘﻪ ﻭﺭﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺭﻭﺳﺘ‪ ‬ﻟﻪ ﺩﯤ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺍﻭ ﻭ‪‬ﺗﻴﺎﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ﺩﺍﺳﯥ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺗﺎﺳﻮ ﺩ ﻧﻈﻢ ﻛﻠﻤﻪ ﺍﻭﺭﯦﺪﻟﻰ ﺩﻩ ﺍﻭ ﻧﻈﻢ ﭘﯧﮋﻧﺊ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻈﻢ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﺮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻭﺭﻭﺳﺘﻪ ﺑﻪ ﺩ ﺩﻭﻯ ﺩ ﻻﭘﻮﻫﻮﻟﻮ ﻟﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﻭﺭﺳﺮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻈﻢ ﭘﻪ ﻣﻮﺯﻭﻥ ‪‬ﻭﻝ ﻟﻮﺳﺘﻠﻰ‬ ‫ﭘﺎﺭﻩ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻈﻢ ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻧﻈﻢ‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﭘﻪ‬
‫ﭘﯧﮋﻧﺪﻟﻰ ﺷﻲ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻈﻢ ﻭﭘﯧﮋﺍﻧﺪ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﻳﻮ ﺑﻞ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ) ﺑﻴﺖ‪ ،‬ﻣﺼﺮﻉ ﺍﻭ ﻭﺯﻥ( ﻟﻪ ﻛﻠﻤﻮ ﺳﺮﻩ‬ ‫ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺑﻠﺪ ﺷﻮﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺨﻜﯧﻨ‪ ‬ﺩﺭﯤ ‪‬ﻟﯥ ﻻﻧﺪﯤ ﻓﻌﺎﻟﻴﺖ ﺗﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺑﺮﺧﻪ ﭘﻪ‬ ‫ﺭﺍﻭﺑﻮﻟﻲ‪.‬‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﻟﻪ ﻳﺎﺩﻩ ﺩﯤ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩ ﺑﻴﺘﻮﻧﻮ ﻛﻠﻤﯥ ﺑﯧﻠﯥ ﺑﯧﻠﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﺑﺎﻧﺪﯤ ﻟﻴﻜﻠﻲ‬

‫‪٤٩‬‬
 ‫ﺍﻭﻭﻩ ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻧﻈﻢ )‪ (٣٣ -٣٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻧﻈﻢ ﭘﯧﮋﻧﺪﻝ‪ ،‬ﺩ ﻧﻈﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻠﻮﺭ‬
‫ﻭﺭﻭﺳﺘﻲ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧﻨﺪﺍﺭﻩ )ﺗﻤﺎﺷﺎ(‪ ،‬ﻏﻮ‪‬ﻨ‪) ‬ﻳﺮﻏﻞ(‪ ،‬ﻮﭖ )‪‬ﻮﭖ‬
‫ﻭﻫﻞ(‪ ،‬ﻏﻮﻧ‪) ‬ﺩ ‪‬ﻤﻜﯥ ﻟﻮ‪‬ﻩ ﺑﺮﺧﻪ(‪ ،‬ﻮ‪‬ﯤ )ﺩ ‪‬ﻤﻜﯥ ﺩ ﻣﺦ‬
‫ﻛ‪‬ﺘﻪ ﺑﺮﺧﻪ( ‪‬ﺍﺭ )ﻭﻳﺮﻩ‪ ،‬ﺗﺮﺱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻧﻈﻢ ﻟﻴﻜﻞ‬
‫ﺍﻭ ﺯﺩﻩ ﻛﻮﻝ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ ﺩ ﻻﻳﻘﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺯﻳﺎﺭﻧﯥ ﺩﯤ ﭘﻪ ﻗﺪﺭ ﺩﺍﻧ‪ ‬ﺳﺮﻩ ﻳﺎﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ‬
‫ﭼﻮﭘﺘﻴﺎ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻳﺎﺩ ﺩﯤ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻫﺮﯤ ‪‬ﻟﯥ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫ﻳﻮﻩ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﯤ ﻛﻠﻤﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺑﻠﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺑﻠﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺑﺮﺧﯥ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻟﻮ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﺎﻳﻠﻪ ﺍﻋﻼﻥ ﻛ‪‬ﻱ ﺍﻭ ﻭ‪ ‬ﻟﻮ‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻈﻢ‪ ،‬ﺑﻴﺖ ﺍﻭ ﻣﺼﺮﻉ ﻭﭘﯧﮋﻧﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﺎﻣﻠﺮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭼﻮﻛﺎﺕ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﺗﻪ ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﺍﻭ ﻟﻪ ‪‬ﻮ ﺗﻨﻮ ﺩﯤ ﻭﭘﻮ‪‬ﺘﻲ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻈﻢ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺍﻭ ﻣﻮﺯﻭﻥ ‪‬ﻭﻝ‬ ‫ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﻧﻈﻢ ﺩﯤ ﻭﺭﻭﭘﯧﮋﻧﻲ‪.‬‬
‫ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ )‪‬ﻠﻮﺭ ﻭﺭﻭﺳﺘﻲ ﺑﻴﺘﻮﻧﻪ( ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻈﻢ ﻛﻠﻤﯥ ﭘﻪ ﺍﻣﻼ ﻛﯥ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻈﻢ ﻭﭘﯧﮋﺍﻧﺪ ﺍﻭ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﻛﯥ ﻳﯥ‬ ‫ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﺯﻥ ﺳﺎﺗﻠﻮ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻛﻮﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻈﻢ ﻭﭘﯧﮋﺍﻧﺪﻩ ﺍﻭ ﻫﻐﻪ ﭘﻪ ﻫﺮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻧﻈﻢ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ‬
‫‪‬ﺎﻯ ﻛﯥ ﭼﯥ ﻭ‪‬ﻮﺭﻱ ﭘﻴﮋﻧﺪﻟﻰ ﻳﯥ ﺷﻲ؟‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﻭﺩﯤ ﻟﻴﻜﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻳﻤﯥ ﺑﺮﺧﯥ ﻟﻮﺳﺘﻞ ﺷﻮﻱ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻳﺎﺩ ﺩﯤ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﻧﻈﻢ ﻟﻪ ‪‬ﺎﻥ ﺳﺮﻩ ﭘﻪ‬

‫‪٥٠‬‬
 ‫ﺍﻭﻭﻩ ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻧﻈﻢ )‪ (٣٣ -٣٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻧﻈﻢ ﭘﯧﮋﻧﺪﻝ‪ ،‬ﺩ ﻧﻈﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩ ‪‬ﻮﻝ‬
‫ﻧﻈﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﺎ‪‬ﻮﻝ »ﻏﺎ‪‬ﻮﻝ« )ﺩ ﻻﻟﻪ ‪‬ﻞ(‪ ،‬ﺑﯧﺪﺍ )ﺳﺎﺭﺍ ﻳﺎ‬
‫ﺻﺤﺮﺍ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ‪‬ﻠﻮﺭﻭ‬
‫ﻭﺭﻭﺳﺘﻴﻮ ﺑﻴﺘﻮﻧﻮ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺩ ﻳﻮﻩ ﺩﻭﻭ ﺗﻨﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺍﻭ ﭘﺎﺗﯥ ﺩﯤ ﭘﻪ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﯧﺮﻭﺗﻨﯥ‬
‫ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ﺩﻭﻭ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﻟﻪ ﻳﻮ ﺑﻞ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﺨﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬ ‫ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩ ‪‬ﻮ ﺍﻭ ﺯﻳﺎﺗﻮ ﭘﻮ‪‬ﺘﻨﻮ‬
‫ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ‬ ‫‪‬ﻮﺍﺏ ﻭﻳﻮﻧﻜﻲ ﺑﺮﻳﺎﻟﻲ ﺍﻋﻼﻥ ﺍﻭ ﻫﻐﻪ ﺩﯤ ﻭﻫ‪‬ﻪ ﻭﻱ‪.‬‬
‫ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻈﻢ ﭘﻪ ﺑﺮﺧﻮ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﭘﻪ ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻈﻢ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻈﻢ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﺎﻧ‪‬ﺗﻴﺎ ﻭﻭ ﺗﻪ ﻣﺘﻮﺟﯥ ﻛ‪‬ﻱ ﭼﯥ ﻟﻪ ﻧﻮﺭﻭ ﻟﻴﻜﻨﻮ ﺍﻭ ﻭﻳﻠﻮ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﭘﻮﻩ‬ ‫ﺳﺮﻩ ‪‬ﯦﺮ ﺗﻮﭘﻴﺮ ﻟﺮﻱ‪.‬‬
‫ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻈﻢ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻈﻢ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﻭﺯﻥ ﺳﺮﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻈﻢ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ ﻫﻐﻪ‬ ‫ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺧﻮ‪‬ﻮﻱ ﺍﻭ ﭘﻪ ﻣﻴﻨﻪ ﻳﯥ ﻟﻮﻟﻲ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﺮ ﻳﻮ ﭘﻪ ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﻧﻈﻢ ﭘﻪ ﻟﻮ‪‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺁﻭﺍﺯ ﻟﻪ ﻳﺎﺩﻩ ﻭﻭﺍﻳﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻟﻮﺳﺖ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻧﻈﻢ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻈﻢ‪ ،‬ﺑﻴﺖ ﺍﻭ ﻣﺼﺮﻉ ﻫﻢ ﻭﭘﯧﮋﻧﺪﻟﻪ؟‬ ‫ﭼﯥ ﺩﻭﻯ ﻳﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻳﻮ ﺗﺮ ﺑﻠﻪ ﺧﭙﻠﯥ ﻛﺘﺎﺑﭽﯥ ﻳﻮ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺑﻞ ﺗﻪ ﻭﺭﻛ‪‬ﻱ ﭼﯥ ﺗﯧﺮﻭﺗﻨﯥ ﻳﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﻛﺘﺎﺑﭽﻮﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻴﻜﻠﻮ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ ﺩﺍﺳﯥ ﻣﻨﻈﻢ‬
‫‪‬ﻮﻝ ﻧﻈﻢ ﺩﯤ ﺑﻴﺎ ﭘﻪ ﻳﺎﺩ ﻭﻭﺍﻳﻲ‪.‬‬ ‫ﻛ‪‬ﻱ ﭼﯥ ﭘﻮﺭﻩ ﺑﻴﺘﻮﻧﻪ ﺗﺮﯤ ﺟﻮ‪ ‬ﺷﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ‬
‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٥١‬‬
 ‫ﺍﺗﻪ ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺎﻧ‪‬ﺎﻧﻲ )‪ (٣٥ -٣٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺷﻌﺮ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ‪‬ﺎﻧ‪‬ﺎﻧﻲ ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ‬
‫ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﭘﻪ ﺷﻌﺮ ﻛﯥ ﺩ ﻣﺘﻀﺎﺩﻭ ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ ﺩﻱ‬
‫)ﺩﺭﯤ ﻟﻮﻣ‪‬ﻯ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺎﻧ‪‬ﺎﻧﻲ )‪‬ﺎﻥ ﻟﻪ ﻧﻮﺭﻭ ‪‬ﺨﻪ ﻟﻮ‪ ‬ﻨﻞ(‪ ،‬ﭼﻐﻴﺪﻝ )ﺷﻮﺭﻛﻮﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻧﻈﻢ ﺩ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﯥ‬
‫ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﺘﺎﺑﭽﯥ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺳﺮﻩ ﻭﺭﻛ‪‬ﻱ ﭼﯥ‬
‫ﺩ ﻳﻮﺑﻞ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻯ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻧﻦ ‪‬ﻮﻙ ﺣﺎﺿﺮ ﺩﻱ ﭼﯥ ﺩﻟﺘﻪ‬
‫ﭼﻤﺘﻮ ﺷﻮﻱ ﺩﯤ ﻭﻟﻮﻟﻲ‪.‬‬ ‫ﺭﺍﺷﻲ ﺍﻭ ﺯﻣﺎ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ﺩﯤ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ ﺣﺎﺿﺮ ﺷﻮﻱ ﺯﺩﻩ‬
‫ﺑﻠﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﻭﺭﻭﺳﺘ‪ ‬ﻟﻪ ﺩﯤ ‪‬ﻮ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﺩﺭﺱ ﺩ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻐﺘﻮﻧﻮ ﺍﻭ ﻟﻴﻜﻠﻮ‬
‫ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ‪.‬‬ ‫ﭘﻪ ﺑﺮﺧﻮ ﻛﯥ ﺩﯤ ﺗﺮﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﻭ‪‬ﺗﻴﺎ ﺩ ﻻ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺯﻳﺎﺗﯧﺪﻭ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩﻭﻯ ﻧﻮﺭ ﻫﻢ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺩ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫ﺩﻭﻯ ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﺎﻧ‪‬ﺎﻧ‪ ‬ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪ .‬ﺩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﺎﻧ‪‬ﺎﻧ‪ ‬ﺩ ﺯﻳﺎﻥ ﭘﻪ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻣﻌﻠﻮﻣﺎﺕ ﭼﯥ ﺩ ﺩﻭﻯ ﻟﻪ ﭘﻮﻫﯥ ‪‬ﺨﻪ ﺍﺳﺘﺎﺫﯤ ﺗﻮﺏ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﻭ ﺑﻴﺘﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻛﻮﻱ ﭘﻪ ﻏﻮﺭ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻈﻢ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻈﻢ )ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﺑﻴﺘﻮﻧﻪ( ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﺎﻧ‪‬ﺎﻧ‪ ‬ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻟﻪ‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺍﻭ ﻣﻮﺯﻭﻥ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺯﺩﻩ‬
‫‪‬ﺎﻧ‪‬ﺎﻧ‪ ‬ﺨﻪ ‪‬ﺎﻥ ﺳﺎﺗﻲ؟‬ ‫ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﭘﻪ ﻧﻮﺑﺖ ﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﺎﻧ‪‬ﺎﻧ‪ ‬ﭘﻪ ﺿﺮﺭﻭﻧﻮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻳﻮﺑﻞ‬
‫‪ -‬ﺁﻳﺎ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﭘﻪ ﻣﺮﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮﺳﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬ ‫ﻳﻮ ﺑﻞ ﺗﻪ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻩ ﻭﺍﻳﻲ ﭼﯥ ﻭﻳﻲ ﻟﻴﻜﻲ‪.‬‬
‫ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫)‪‬ﺎﻧ‪‬ﺎﻧ‪ ،‬ﭼﻐﯧﺪﻝ‪ ،‬ﺯﻳﺎﻥ(‬ ‫ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﻧﻈﻢ ﻛﻠﻤﯥ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﭼﯥ ﭘﺨﻮﺍ‬

‫‪٥٢‬‬
 ‫ﺍﺗﻪ ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺎﻧ‪‬ﺎﻧﻲ )‪ (٣٥ -٣٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺷﻌﺮ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ‪‬ﺎﻧ‪‬ﺎﻧﻲ ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ‬
‫ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﭘﻪ ﺷﻌﺮ ﻛﯥ ﺩ ﻣﺘﻀﺎﺩﻭ ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ ﺩﻱ‬
‫)‪ ۴‬ﺗﺮ ‪ (۶‬ﺑﻴﺖ ﭘﻮﺭﯤ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﻨ‪‬ﻭﺳﻜﻰ )ﺗﻮﭖ(‪ ،‬ﻏﺒﺮ‪‬ﯥ )ﺟﻮ‪‬ﻩ(‪ ،‬ﻏﻠﻴﻢ )ﺩ‪‬ﻤﻦ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ‬
‫ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻱ ﺩ ‪‬ﻴﻨﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺩﯤ ﭘﻪ‬
‫ﺧﭙﻠﻪ ﺍﻭ ﺩ ﻧﻮﺭﻭ ﺩﯤ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪ .‬ﺩ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﯤ ﭘﺎﻣﻠﺮﻭﻧﻜﻲ ﺩﯤ ﺗﺸﻮﻳﻖ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻭﺭﻭﭘﯧﮋﻧﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻳﻮﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻫﺮﯤ ‪‬ﻟﯥ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻀﺎﺩﻭ ﻛﻠﻤﻮ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﭼﻤﺘﻮ ﺷﻮﻱ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﺩﯤ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ‬ ‫ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻟﻜﻪ‪ :‬ﻧ‪‬ﺩﻯ ﺍﻭ ﻟﺮﯤ‪ -‬ﺟﻨ‪ ‬ﺍﻭ ﺳﻮﻟﻪ – ﺗﻴ‪ ‬ﺍﻭ ﺟ‪.‬‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ﺗﺮﺗﻴﺐ ﺳﺮﻩ ﭘﻪ ﻣﻴﺰ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﻛ‪‬ﻴ‪‬ﺩﻱ ﭼﯥ ﺳﻢ ﺑﻴﺘﻮﻧﻪ ﺗﺮﯤ ﺟﻮ‪ ‬ﺷﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭ‪ ‬ﺍﻭ ﻓﻌﺎﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻫﻐﻮﻯ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﺎﻧ‪‬ﺎﻧ‪ ‬ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻗﺪﺭ ﺩﺍﻧﯥ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﭘﯧﮋﻧﺪﻟﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ‬ ‫‪‬ﺎﻧ‪‬ﺎﻧﻲ ﭘﻪ ﻣﻌﻨﺎ ﻭﭘﻮﻫﯧﺪﺉ ﺍﻭﺱ ‪‬ﻮﻙ ﺩ ﻫﻐﻪ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ‬
‫ﺷﻲ؟‬ ‫ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ ﻛﻮﻟﻰ ﺷﻲ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻟﻪ‬ ‫ﺩ ﺩﻭﻯ ﺩ ﻣﻌﻠﻮﻣﺎﺗﻮ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺑﻪ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪‬ﺎﻧ‪‬ﺎﻧ‪ ‬ﺨﻪ ‪‬ﺎﻥ ﺳﺎﺗﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )‪ (۶ -۵ -۴‬ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﯥ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﺎﻧ‪‬ﺎﻧ‪ ‬ﭘﻪ ﻣﻌﻨﺎ‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺍﻭ ﻣﻮﺯﻭﻥ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺗﺮ ﭘﺎﻳﻪ ﺩﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺩ ﺩﯤ ﻻﻧﺪﯤ ﻛﻠﻤﻮ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﭘﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﺊ!‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫)ﻟﺮﯤ‪ ،‬ﻻﻧﺪﯤ‪ ،‬ﺩﻟﺘﻪ‪ ،‬ﺳﻮﻟﻪ‪ ،‬ﺩﻭﺳﺖ ﺍﻭ ﻳﻮﻭﺍﻟﻰ(‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ‬

‫‪٥٣‬‬
 ‫ﺍﺗﻪ ﻟﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺎﻧ‪‬ﺎﻧﻲ )‪ (٣٥ -٣٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺷﻌﺮ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ‪‬ﺎﻧ‪‬ﺎﻧﻲ ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ ﺩ ﻫﻐﻪ‬
‫ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﭘﻪ ﺷﻌﺮ ﻛﯥ ﺩ ﻣﺘﻀﺎﺩﻭ ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ‬
‫ﺩﻱ )ﺩﺭﯤ ﻭﺭﻭﺳﺘﻲ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﺰﻩ )ﺧﻮﻧﺪ(‪ ،‬ﯧ‪‬ﻩ )ﺧﯧ‪‬ﻪ(‪ ،‬ﺳﻴﻼﻧﻴﺎﻥ )ﺳﻴﻞ‬
‫ﻛﻮﻭﻧﻜﻲ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﺘﻀﺎﺩﻭ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﺩ ﻳﻮ ‪‬ﻮ ﺗﻨﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﺩﯤ ﭘﺮﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩ ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ‬
‫ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﭼﯥ‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﭘﻪ ﻫﺮﯤ ﺑﺮﺧﯥ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻈﻢ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻌﻨﺎ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭﻛ‪‬ﻱ‪ ،‬ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻳﺮ ‪‬ﻪ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﺎﻧ‪‬ﺎﻧ‪ ‬ﺍﻭ ﺩ ﻫﻐﻪ ﺩ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﺑﯥ ﺗﺮﺗﻴﺒﻪ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺑﻴﺘﻮﻧﻪ ﺟﻮ‪‬ﻭﻟﻰ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺧﺒﺮﯤ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﯤ ﭼﯥ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ‬
‫ﺷﻲ؟‬ ‫ﻳﯥ ﻛﻮﻡ ﻧﻮﻱ ‪‬ﻜﻲ ﺯﺩﻩ ﻛ‪‬ﻱ ﺍﻭ ﻫﻐﻮ ﺗﻪ ﻳﯥ ﭘﺎﻡ ﺷﻮﻯ ﺩﻱ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻈﻢ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ‪‬ﻟﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ‪‬ﺎﻧ‪‬ﺎﻧﻲ ﺍﻧﺴﺎﻥ ﺗﻪ‬ ‫ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺗﺮﺍﻧﯥ ﭘﻪ ﺷﻜﻞ ‪‬ﻮ ﻭﺍﺭﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﻛ‪‬ﺍﻭﻭﻧﻪ ﭘﻴﺪﺍ ﻛﻮﻱ؟‬ ‫ﺩ ﺑﻴﺘﻮﻧﻮ ﻣﻌﻨﺎ ﭘﻪ ‪‬ﺎﻧ‪‬ﯤ ﺗﻮ‪‬ﻪ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻟﻮ ﺗﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﺭﯤ ﺩﺭﯤ ﺑﻴﺘﻮﻧﻪ ﻭﺭﻭﺳﭙﺎﺭﯤ ﭼﯥ ﻫﺮﻩ ﻛﻠﻤﻪ ﻳﯥ ﭘﻪ ﻭ‪‬ﻭ ﺳﭙﻴﻨﻮ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺑﻠﺪ ﺷﻮﻝ‪.‬‬ ‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩﻭﻯ ﻭ‪‬ﻤﺎﺭﻱ ﭼﯥ ﭘﻪ ﺧﭙﻠﻮ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪‬ﻟﻮ ﻛﯥ ﻟﻪ ﻫﻐﻮ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺑﻴﺘﻮﻧﻪ ﺟﻮ‪ ‬ﻛ‪‬ﻱ‪ ،‬ﻫﺮﯤ ‪‬ﻟﯥ ﭼﯥ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻻﻧﺪﯤ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ‬ ‫‪‬ﻪ ﺍﻭ ﮊﺭ ﺩﺍ ﻛﺎﺭ ﺗﺮ ﺳﺮﻩ ﻛ‪ ‬ﻫﻐﻪ ﺑﻪ ﺩ ﺩﻏﻪ ﻓﻌﺎﻟﻴﺖ ﻭ‪‬ﻭﻧﻜﻲ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﺑﻠﻞ ﺷﻲ‪.‬‬
‫)ﻣﺮﻏ‪ ،‬ﺟﻨ‪ ،‬ﺎﻧ‪‬ﺎﻧﻲ ﺍﻭ ﭘﯧﺸﻮ(‬ ‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬

‫‪٥٤‬‬
 ‫ﻧﻮ ﻧﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻫﻮ‪‬ﻴﺎﺭﻩ ﻧﺠﻠ‪ (٣٧ -٣٦) ‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﻟﻪ ﺑﯥ ﻭﺯﻟﻮ ﺍﻭ ﺳﭙﻴﻦ‬
‫‪‬ﻳﺮﻭ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻛﻮﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‬
‫)ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑﯥ ﻭﺯﻟﻲ )ﺑﯥ ﻭﺳﻲ ﺍﻭ ﻏﺮﻳﺒﯥ(‪ ،‬ﺳﭙﻴﻦ ‪‬ﻳﺮﻯ‬
‫)ﺑﻮ‪‬ﺍ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫)ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ‬
‫ﺗﯧﺮﻭ ﺗﻨﯥ ﺩﯤ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﺩﯤ ﻭﺳﺘﺎﻳﻞ ﺷﻲ‪.‬‬
‫‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ ﺩ ﺳﭙﻴﻦ ‪‬ﻳﺮﻱ ﺳ‪‬ﻱ ﭘﻴ‪‬ﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ‬
‫ﺧﭙﻠﻮ ﻣﺮﺳﺘﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻯ‪.‬‬ ‫ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻟ‪ ‬ﻛﯥ ﭘﻴﻞ ﺍﻭ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‬
‫ﻛﯥ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﺗﻪ ‪‬ﻴﺮ ﺷﻲ ﺍﻭ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩﯤ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﭘﺮﯤ‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ‪.‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺯ‪‬ﻩ ﺳﻮﻱ ﺍﻭ ﻣﺮﺳﺘﯥ ﭘﻪ ﻣﻔﻬﻮﻡ ﭘﻮﻩ‬ ‫ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺯ‪‬ﻩ ﺳﻮﺍﻧﺪ‪ ‬ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺷﻮﻝ؟‬ ‫ﺍﺣﺴﺎﺳﺎﺕ ﺭﺍﻭﭘﺎﺭﻭﻯ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺩ ﺗﺨﺘﯥ ﺍﻭ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﺩﯤ ﻟﻮﺳﺖ ‪‬ﺨﻪ ﺩ ﺑﯥ ﻭﺯﻟﻮ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﺳﺮﻩ ﺩ ﻣﺮﺳﺘﯥ ﺍﺣﺴﺎﺱ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﭙﻴﻦ ‪‬ﻳﺮﻭ ﺍﻭ ﺑﯥ‬ ‫ﻭﻛ‪‬ﻱ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﺩﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻭﺯﻟﻮ ﺳﺮﻩ ﺩ ﻣﺮﺳﺘﻮ ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﭘﻪ ﻛﺘﺎﺑﻮﻧﻮ ﻛﯥ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭ‪‬ﻮﺭﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﺩ‬

‫‪٥٥‬‬
 ‫ﻧﻮﻧﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻫﻮ‪‬ﻴﺎﺭﻩ ﻧﺠﻠ‪ (٣٧ -٣٦) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﻟﻪ ﺑﯥ ﻭﺯﻟﻮ ﺍﻭ ﺳﭙﻴﻦ‬
‫‪‬ﻳﺮﻭ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻛﻮﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩ‬
‫ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺍﻭ ‪‬ﻠﻮﺭﻣﻪ ﺟﻤﻠﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗ‪ ‬ﺭﺍ ﺗ‪) ‬ﺗﻠﻞ ﺭﺍ ﺗﻠﻞ(‪ ،‬ﭘﺎﻡ )ﻛﺘﻞ‪ ،‬ﻏﻮﺭ‬
‫ﻛﻮﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﺘﻦ ﻟﻴﻜﻞ(‬
‫ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺑﺎﻧﺪﯤ ﭘﻪ ﺧﭙﻞ ﻣﻨ‪ ‬ﻛﯥ ﺳﺮﻩ ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﻯ‬
‫‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﺩﺭﺱ‬
‫ﺟﻤﻠﻪ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺧﭙﻠﻪ ﺳﻴﺎﻟﻲ ﺩﯤ ﺗﺮﺳﺮﻩ‬ ‫ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﺩ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﻟﻪ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺍﻧ‪‬ﻮﺭ ﻟﻪ ﻣﺨﯥ ﭘﻪ‬
‫ﻛﻮﻧﻜﻮ ‪‬ﺨﻪ ﺩ ‪‬ﻮ ﺩﺍﺳﻰ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ‬ ‫‪‬ﻟﻪ ﻳﻴﺰ ‪‬ﻭﻝ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ‬
‫ﺩﻭﻯ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪ‬ ‫ﺩ ﻣﺘﻦ ﭘﻪ ﺑﺎﺭﻩ ﻛﯥ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﻛ‪‬ﻱ‪.‬‬ ‫ﺟﻤﻠﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ‬ ‫ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺗﺨﺘﯥ ﺗﻪ ﺩﯤ‬
‫ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫ﻭ‪‬ﻮﺭﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﻣﺘﻦ ﻛﯥ ﻧﻮﻣﻮﻧﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻴﺪﺍ ﺍﻭ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ﺗﻪ ﻭﺭ ﭘﻪ ‪‬ﻮﺗﻪ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺳﺮﻩ ﺩ‬ ‫ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﺮﺳﺘﯥ ﺍﻭ ﺯ‪‬ﻩ ﺳﻮﻱ ﺍﺣﺴﺎﺱ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ‪‬ﻭﻝ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪‬‬
‫ﻣﺮﺳﺘﻮ ﺭﺳﻮﻟﻮ ﭘﻪ ﻫﻜﻠﻪ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺧﺒﺮﯤ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺗﻪ ﭘﻪ ﻛﺘﺎﺑﻮﻧﻮ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻛﯥ ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺟﻤﻠﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ‬

‫‪٥٦‬‬
 ‫ﻧﻮ ﻧﺴﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻫﻮ‪‬ﻴﺎﺭﻩ ﻧﺠﻠ‪ (٣٧ -٣٦) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﻟﻪ ﺑﯥ ﻭﺯﻟﻮ ﺍﻭ ﺳﭙﻴﻦ‬
‫‪‬ﻳﺮﻭ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻛﻮﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩ‬
‫ﻟﻮﺳﺖ ﺩﻭﻯ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑﺮﻳﺎﻟ‪) ‬ﻛﺎﻣﻴﺎﺏ(‪ ،‬ﻫﻤﻴﺸﻪ )ﺗﻞ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺖ‬
‫ﺩﺭﻳﻤﯥ ﺍﻭ ‪‬ﻠﻮﺭﻣﯥ ﻛﺮ‪‬ﯥ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ‬
‫ﻣﺮﺳﺘﻪ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻟﯥ ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩﯤ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ ﺩ ﻻﻧﺪﯤ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰ ‪‬ﻭﻝ ﺩ ﻟﻮﺳﺖ ‪‬ﺨﻪ ﭘﻪ ﺗﺨﺘﯥ‬ ‫ﺟﻤﻠﻮ ﺗﺶ ‪‬ﺎﻳﻮﻧﻪ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﭘﻪ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﻠﻤﻮ ‪‬ﻙ‬
‫ﺑﺎﻧﺪﯤ ﺩ ﺍﻣﻼ ﻭﻳﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﺳﻴﺎﻟ‪ ‬ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ‬ ‫ﻛ‪‬ﻱ‪.‬‬
‫ﺩﯤ ﺩ ﺩﻭﻯ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫( ‪‬ﻮﻟ‪‬ﯥ ﻛﯥ ﺯﺩﻩ ﻛ‪‬ﻩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺻﺎﺑﺮﻩ ﭼﯥ ﭘﻪ )‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ ﻟﻪ‬ ‫ﻛﻮﻱ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ‬ ‫( ﭘﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﻳﻮ ﺳﭙﻴﻦ ‪‬ﻳﺮﯤ ﺳ‪‬ﻯ ﻳﯥ ﻭﻟﻴﺪ ﭼﯥ )‬
‫ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ‪.‬‬ ‫ﺧﻮﺍ ﻛﯥ ﻭﻻ‪ ‬ﺩﻯ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻟﻪ ﭼﺎ ﺳﺮﻩ ﺑﺎﻳﺪ‬ ‫( ﺗﻴﺮ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﻏﻮ‪‬ﺘﻞ ﻳﯥ ﭼﯥ ﺩ ﺳ‪‬ﻙ ‪‬ﺨﻪ )‬
‫ﻣﺮﺳﺘﻪ ﻭﺷﻲ؟‬ ‫ﺷﻲ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﺳﻤﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺳﻢ ﻟﻴﻜﻠﻰ ﺍﻭ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﺩﻏﻪ ﻣﺘﻦ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺩ ‪‬ﻟﻪ ﻳﺰﻭ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ‬ ‫ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ‬
‫ﺍﻭ ﺳﻴﺎﻟ‪ ‬ﺨﻪ ﺧﻮ‪ ‬ﺷﻮﻝ ﺍﻭ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﻭﺭﻛﻮﻟﻮ ﺳﺮﻩ‬ ‫ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪،‬‬
‫ﺧﻮ‪‬ﯥ ﺍﺣﺴﺎﺱ ﻛﻮﻱ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻟﻮﺳﺘﻠﻮ‪،‬‬ ‫ﺭﺍﺷﻲ ﺍﻭ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺩﯤ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﺭﺗﻪ‬
‫ﻟﻴﻜﻠﻮ ﺍﻭ ﺩ ﺍﻣﻼ ﺩ ﻛﺎﺭﻭﻟﻮ ﻣﻬﺎﺭﺕ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ )ﺑﯥ ﻭﺯﻟﻮ‪ ،‬ﺳﭙﻴﻦ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪‬ﻳﺮﻱ‪ ،‬ﻫﻤﻴﺸﻪ ﺍﻭ ﺑﺮﻳﺎﻟﻰ( ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﻟﻪ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﺑﻴﺎ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺭﺍﻭ‪‬ﻯ‪.‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﺎﺭﻧﻪ‬
‫ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٥٧‬‬
 ‫ﺷﻠﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺯﺭﻏﻮﻧﻪ ﺍﻭ ﺍﺣﻤﺪ )‪ (٣٩ -٣٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻧﻮﻣﻮﻧﻮ‬
‫ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﺧﭙﻠﯥ‬
‫ﻛﻮﺭﻧ‪ ‬ﺳﺮﻩ ﭘﻪ ﭼﺎﺭﻭ ﻛﯥ ﻣﺮﺳﺘﻪ ﻛﻮﻝ ﺩﻱ )ﻟﻮﻣ‪ ‬ﻠﻮﺭ‬
‫ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻮ )ﺭﯦﺒﻞ(‪ ،‬ﻭ‪‬ﻯ )ﺧﻮﺷﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﻏﻨﻤﻮ ﻭ‪‬ﻯ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺩﻭﻯ‬
‫ﻛﺮ‪‬ﯥ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻯ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﭘﻪ ﺧﭙﻞ ﻣﻨ‪‬ﯥ ‪‬ﻭﻝ ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ‬
‫ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺑﻴﺎﻥ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻪ ﻳﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩ ﺯﺩﻩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻩ ﻭﺍﻳﻲ ﭼﯥ ﻏﻨﻢ ‪‬ﻪ ﻭﺧﺖ ﻛﺮﻝ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﺩ ﺳﻤﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﺗﺮ‪ ‬ﻛﯥ‬
‫ﻛﻴ‪‬ﻱ ﺍﻭ ‪‬ﻪ ﻭﺧﺖ ﻟﻮﻛﻴ‪‬ﻯ؟‬ ‫ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﯥ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ﺗﻮ‪‬ﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩ ‪‬ﺮ‪‬ﻨﺪﻭﻟﻮ ﻟﻪ ﭘﺎﺭﻩ‬ ‫ﻭﭘﻮ‪‬ﺘﻲ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﺉ ﺍﻭ ﭘﻪ ﺩﯤ ﺍ‪‬ﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﻧ‪‬ﻮﺭﻭﻧﻮ ﻧﻮﻣﻮﻧﻪ ﭘﻴ‪‬ﻧﺪﻟﻰ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﺉ؟‬
‫ﺷﻲ؟‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﻟﻪ ﻳﻮ ﻣﻠ‪‬ﺮﻯ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ ﺳﺘﺎﺳﻮ ﻣﻮﺭ ﺍﻭ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺍﻭ‬ ‫ﭘﻼﺭ ﭘﻪ ﻛﻮﺭ ﻛﯥ ﻛﻮﻡ ﻛﺎﺭﻭﻧﻪ ﻛﻮﻱ؟‬
‫ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﻟﻪ ﻳﻮﻩ ﺗﻦ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﺗﺎﺳﯥ ﻟﻪ ﻣﻮﺭ ﺍﻭ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺩ ﻣﻮﺭ ﺍﻭ‬ ‫ﭘﻼﺭ ﺳﺮﻩ ‪‬ﻪ ‪‬ﻭﻝ ﻣﺮﺳﺘﯥ ﻛﻮﺉ؟‬
‫ﭘﻼﺭ ﺳﺮﻩ ﺩ ﻣﺮﺳﺘﯥ ﺍﺣﺴﺎﺱ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻣﻴﻨﻪ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫ﻛﺮﻭﻧﺪﻭ ﻛﯥ ﺩ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺳﺮﻩ ﭘﻪ ﻛﺎﺭ ﻛﯥ ‪‬ﻭﻥ ﻭﻛ‪‬ﻱ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺩ ﻟﻮﺳﺖ ﺩﻭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪ ‬ﺩﯤ ﭘﺨﭙﻠﻮ‬ ‫ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺗﻜﺮﺍﺭ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻛ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬

‫‪٥٨‬‬
 ‫ﺷﻠﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺯﺭﻏﻮﻧﻪ ﺍﻭ ﺍﺣﻤﺪ )‪ (٣٩ -٣٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻧﻮﻣﻮﻧﻮ‬
‫ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﺧﭙﻠﯥ‬
‫ﻛﻮﺭﻧ‪ ‬ﺳﺮﻩ ﭘﻪ ﭼﺎﺭﻭ ﻛﯥ ﻣﺮﺳﺘﻪ ﻛﻮﻝ ﺩﻱ )ﭘﻨ‪‬ﻤﻪ‪ ،‬ﺷﭙ‪‬ﻣﻪ‬
‫ﺍﻭ ﺍﻭﻭﻣﻪ( ﻛﺮ‪‬ﻪ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭ‪‬ﻯ )ﺧﻮﺷﻪ(‪ ،‬ﻮﻟﻮﻱ )ﺟﻤﻊ ﻛﻮﻯ(‪ ،‬ﻟﺴﺘﻮ‪‬ﯥ‬
‫)ﺁﺳﺘﻴﻦ(‪ ،‬ﻏﻨﻢ )‪‬ﻨﺪﻡ(‪ ،‬ﻣﺮﺳﺘﻪ )ﻛﻤﻚ(‪ ،‬ﭘﻴﻞ )ﺷﺮﻭﻉ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ ‪‬ﻭ‪‬‬
‫‪‬ﻮ‪‬ﻪ‪ ،‬ﺩ ﻏﻨﻤﻮ ﻭ‪‬ﻯ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫)ﻣﺘﻦ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻯ ﭘﻪ ﭼ‪‬ﻜﺘﻴﺎ ﺳﺮﻩ ﺩﯤ ﭘﻪ‬
‫ﻧ‪‬ﻪ ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ‬
‫ﻣﻴﻨﻪ ﺍﻭ ﻭﺭﻭﺭ‪ ‬ﺳﺮﻩ ﺳﻤﯥ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ‬
‫ﻭﻭﻳﺸﻲ ﺍﻭ ﻫﻢ ﺩ ﺩﻭﻯ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ ﺳﺎﺩﻩ‬
‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‬ ‫ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﻛﻠﻪ ﭼﯥ ﺍﺣﻤﺪ ﺍﻭ ﺯﺭﻏﻮﻧﻪ ﻟﻪ ‪‬ﻮﻭﻧ‪‬ﻲ ‪‬ﺨﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻏﻨﻤﻮ ﻟﻮ ﺍﻭ ﺩ ﻭ‪‬ﻭ‬ ‫ﻛﻮﺭﺗﻪ ﺭﺍﻏﻠﻞ ﭘﻪ ﻛﻮﺭ ﻛﯥ ﻳﯥ ‪‬ﻪ ﻭﻟﻴﺪﻝ؟‬
‫‪‬ﻮﻟﻮﻝ ﺩ ‪‬ﻮﻟ‪‬ﻰ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﻭ‪‬ﻴﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﺍﺣﻤﺪ ﺯﺭﻏﻮﻧﯥ ﺗﻪ ‪‬ﻪ ﻭﻭﻳﻞ؟‬
‫‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮ ﻣﺮﺳﺘﻪ ‪‬ﻪ ‪‬ﯥ ﻟﺮﻱ؟ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ‬ ‫ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻧﻮﻯ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻮ ﻟﻪ ﻣﺨﯥ ﻭﻛ‪‬ﯤ ﭼﯥ ﺩ ﺩﻭﻯ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻴﻨﻮ ﭘﻮ‪‬ﺘﻨﻮ ﻟﻪ ﻣﺨﯥ‬
‫ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻫ‪‬ﻮﻱ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻟﻪ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ‬ ‫‪ -۱‬ﺗﺎﺳﻮ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻪ ﻭﻳﻨﺊ؟ ﻧﻮﻣﻮﻧﻪ ﻳﯥ ﻭﺍﺧﻠﺊ؟‬
‫ﺳﺮﻩ ﭘﻪ ﻛﺎﺭﻭﻧﻮ ﻛﯥ ‪‬ﻪ ‪‬ﻭﻝ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ؟‬ ‫‪ -۲‬ﭘﻪ ﭘ‪‬ﻮ ﺍﻭ ﻛﺮﻭﻧﺪﻭ ﻛﯥ ‪‬ﻪ ﺷﻴﺎﻥ ﻛﺮﻝ ﻛﻴ‪‬ﻱ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻮﻟﻰ ﺷﻲ ﭼﯥ ﻟﺴﺘﻮ‪‬ﯥ ﭘﻮﺭﺗﻪ‬ ‫‪-۳‬ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ﺩ ﻏﻨﻤﻮ ﻟﻮ ﻟﻴﺪﻝ ﻛﻴ‪‬ﻱ ﻛﻪ ﺩ ﻏﻨﻤﻮ ﻛﺮﻝ؟‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻏﻨﻤﻮ ﻭ‪‬ﻯ ﺭﺍ‪‬ﻮﻝ ﻛ‪‬ﻱ؟‬ ‫ﺧﭙﻞ ﻣﻌﻠﻮﻣﺎﺕ ﻧﻮﺭﻭ ﻣﻠ‪‬ﺮﻭﺗﻪ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﺉ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻟﻪ ﺩﻏﻪ ﻟﻮﺳﺖ ‪‬ﺨﻪ ﺯﺩﻩ ﻛ‪‬ﻝ ﭼﯥ‬ ‫ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﻣﺮﺳﺘﻪ ﺍﻭ ﻛﺎﺭ ﻛﻮﻟﻮ ﻛﯥ ﺍﺧﻼﻗﻰ ﺯ‪ ‬ﻭﺭﺗﻴﺎ ﭘﻴﺪﺍ ﻛﻴ‪‬ﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﺩ ﻟﻮﺳﺖ )ﭘﻨ‪‬ﻤﻪ‪ ،‬ﺷﭙ‪‬ﻣﻪ ﺍﻭ ﺍﻭﻭﻣﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﭘﻪ‬ ‫ﻛﺮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ‬
‫ﻛﺎﺭ ﺍﻭ ﻫﻤﻜﺎﺭ‪ ‬ﻛﯥ ﻛﻮﺭﻧﻰ ﺍﻗﺘﺼﺎﺩ ﭘﻴﺎﻭ‪‬ﻯ ﺍﻭ ﺩ ﻣﻮﺭ ﺍﻭ‬ ‫ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ‬
‫ﭘﻼﺭ ﺭﺿﺎﻳﺖ ﺗﺮ ﻻﺳﻪ ﻛﻴ‪‬ﻯ‪.‬‬ ‫ﻭﺍﺭﺳﺮﻩ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺩ )ﻣﺮﺳﺘﻪ‪ ، ،‬ﻟﻮ( ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﺊ ﺍﻭﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻳﯥ ﺭﺍﻭ‪‬ﻯ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬

‫‪٥٩‬‬
 ‫ﺷﻠﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺯﺭﻏﻮﻧﻪ ﺍﻭ ﺍﺣﻤﺪ )‪ (٣٩ -٣٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻧﻮﻣﻮﻧﻮ ﭘﯧﮋﻧﺪﻝ‬
‫ﺍﻭ ﺩ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﺧﭙﻠﯥ ﻛﻮﺭﻧ‪ ‬ﺳﺮﻩ‬
‫ﭘﻪ ﭼﺎﺭﻭ ﻛﯥ ﻣﺮﺳﺘﻪ ﻛﻮﻝ ﺩﻱ )ﻭﺭﻭﺳﺘ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑﺮﺳﻴﺮﻩ )ﺳﺮﺑﯧﺮﻩ(‪ ،‬ﻛ‪) ‬ﻳﻮ ‪‬ﺎﻯ(‪ ،‬ﺳﺘ‪‬ﺗﻴﺎ‬
‫)ﺳﺘﻮﻣﺎﻧﻰ(‪ ،‬ﭘﺎﻯ )ﺁﺧﺮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪،‬‬
‫ﻡ‬ ‫ﭼﻮﻛﺎﺕ ﺗﻮﺭﻯ‪.‬‬
‫ﻝ‬ ‫ﻝ‬ ‫ﻍ‬ ‫ﺍ‬ ‫ﺭ‬
‫ﻥ‬ ‫ﺱ‬
‫ﻡ‬ ‫ﺕ‬
‫ﻭ‬ ‫ﻩ‬
‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﻟﻐﺘﻮﻧﻮ‬
‫ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻯ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ‪‬ﻭﻝ ﻟﻪ ﭼﻮﻛﺎ‪ ‬ﺩ ﺗﻮﺭﻭ‬ ‫ﻫﻐﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ ﭼﯥ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻳﯥ ﺳﻤﻪ‬
‫‪‬ﺨﻪ ﭘﻪ ﻋﻤﻮﺩﻱ ﺍﻭ ﺍﻓﻘﻲ ﺗﻮ‪‬ﻪ ﻛﻠﻤﯥ ﺟﻮ‪‬ﻯ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﻪ‬ ‫ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﻭﻯ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ‬
‫ﺩﯤ ﻭﻟﻴﻜﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﭘﻪ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﺳﻤﻮ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﻫﻐﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭼﯥ ﺳﻢ ‪‬ﻮﺍﺏ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩ ﻣﻌﻠﻮﻣﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ‬ ‫ﻭﻧﻪ ﻭﺍﻳﻰ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﺭﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﻭﻯ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻳﻮﻯ ﺍﻧ‪‬ﻴﺰﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻝ ﻣﺘﻦ ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ ﻣﻄﻠﺐ‬ ‫ﺩﺍ ﺭﻧ‪‬ﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ )ﺁﻳﺎ ﻟﻪ ﺧﭙﻠﯥ ﻛﻮﺭﻧ‪ ‬ﺳﺮﻩ ﺩ ﻣﺮﺳﺘﯥ ﭘﻪ‬
‫ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻛﻮﻟﻰ ﺷﺊ؟( ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺗﺮ ﻣﻌﻠﻮﻣﻮﻟﻮ ﻭﺭﻭﺳﺘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍﺣﻤﺪ ﺍﻭ ﺯﺭﻏﻮﻧﯥ ﻏﻮﻧﺪﯤ ﺩ‬ ‫ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﺩﻭﻯ ﺗﻪ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﺣﺴﺎﺱ ﻟﻪ ﻣﺨﯥ ﺩ ﺧﭙﻠﯥ ﻛﻮﺭﻧ‪ ‬ﺳﺮﻩ ﭘﻪ ﻛﺎﺭﻭﻧﻮ ﻛﯥ ‪‬ﻭﻥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫ﻛﻮﻱ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﯥ ﺩ ﺧﭙﻠﯥ ﻛﻮﺭﻧ‪ ‬ﺳﺮﻩ ﺩ ‪‬‬ ‫ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫ﻛﺎﺭ ﻛﻮﻟﻮ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﺷﻮﻩ؟‬ ‫ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪‬ﻮﻭﻧ‪‬ﯥ ﺩ ﺳﺒﻖ ﻭﻳﻠﻮ ﭘﻪ ‪‬ﻨ‪ ‬ﻛﯥ ﺑﺎﻳﺪ ﭘﻪ ﻛﻮﺭﻭ ﺍﻭ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﻛﺮﻭﻧﺪﻭﻯ ﻫﻢ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﻣﻔﻬﻮﻡ ﭘﻪ ﺑﺎﺏ ﺩﯤ ‪‬ﻨﺪﻩ ﻭﻧﯥ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻠﻮﺭ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﻭﻯ ﭘﻪ ‪‬ﻮ ﺍﻟﻔﺎﻇﻮ ﻭﺳﺘﺎﻳﻲ‪.‬‬

‫‪٦٠‬‬
 ‫ﻳﻮﻭﻳﺸﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺧﻮﺍﺧﻮ‪‬ﻯ )‪ (٤١ -٤٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺧﻮﺍﺧﻮ‪‬ﻱ ﭘﻪ ﻣﻌﻨﺎ‬
‫ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﺧﻮﺍﺧﻮ‪‬ﻱ ﺩﺭﻟﻮﺩﻝ ﺩﻱ )‪‬ﻠﻮﺭ‬
‫ﻟﻮﻣ‪‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺯ‪‬ﻩ ﺳﻮﻯ )ﺗﺮﺣﻢ(‪ ،‬ﭘﻴ‪‬ﻪ )ﺣﺎﺩﺛﻪ‪ ،‬ﻭﺍﻗﻌﻪ(‪ ،‬ﻟﻮﺭ‬
‫)ﻃﺮﻑ(‪ ،‬ﭘﺎﻡ )ﺗﻮﺟﻪ(‪ ،‬ﺎﻡ )ﻗﺪﻡ(‪ ،‬ﻐﺎﺳﺘﻪ )ﻣﻨ‪‬ﻩ(‪ ،‬ﺑﺮﻩ‬
‫)ﺗﻴ‪‬ﻩ( ﺍﻭ ﻧ‪‬ﺘﻰ )ﭼﺴﭙﻴﺪﻟﻰ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )‪‬ﻠﻮﺭ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ( ﻭ‪‬ﻮﺭﻯ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨ‪ ‬ﺩﯤ‬
‫ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ‬
‫ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻟﯥ ﻭ‪‬ﺎﻛﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ‬
‫‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ ﺗﻤﺜﻴﻞ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪‬‬ ‫ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺳﺮﻩ ﺩ ﺩﻭﻯ ﻣﻠ‪‬ﺮﺗﻴﺎ ﺍﻭ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۱‬ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﺊ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﭘﻮ‪‬ﺘﻨﻮ‬ ‫‪) -۲‬ﭘ‪‬ﻰ‪ ،‬ﻻﺳﺘﻮ‪‬ﻰ‪ ،‬ﭘﻮﺭﺗﻪ ﻛﻮﻝ‪ ( ،‬ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ‬
‫ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫ﻭﻳﻨﺎﻳﯧﺰﻩ ﺷﻔﺎﻫﻲ ﺗﻮ‪‬ﻪ ﻳﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﺉ؟‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ‪.‬‬ ‫‪ -۳‬ﻫﻤﻜﺎﺭﻱ ﺍﻭ ‪ ‬ﻛﺎﺭ ﻛﻮﻝ ‪‬ﻪ ‪‬ﯥ ﻟﺮﻱ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺯ‪‬ﻩ ﺳﻮﻯ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺍﻧ‪‬ﻮﺭ ﺗﻪ‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﻫﺮ ﻳﻮ ﺟﻼ ﺟﻼ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻮﻟﻰ ﺷﻲ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺳﻤﻮﻥ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩ ﺯ‪‬ﻩ ﺳﻮﻱ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ ﺍﻭﺑﻴﺎ‬
‫ﻛﯥ ﭘﻮﺭﻩ ﺗﻤﺜﻴﻞ ﻭﻛ‪‬ﻱ؟‬ ‫ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻟﻪ ﻳﯧﺰﻭ ﺍﻭ ﺧﭙﻞ ﻣﻨ‪‬ﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫‪‬ﺨﻪ ﻭ‪‬ﺗﻴﺎ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻩ؟‬ ‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﻛﻪ ﻳﻮ ‪‬ﻮﻙ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻟﻪ ﻳﻮﯤ ﭘﻴ‪‬ﯥ ﺳﺮﻩ ﻣﺨﺎﻣﺦ ﺷﻲ ﺑﺎﻳﺪ ‪‬ﻪ ‪‬ﻭﻝ ﻣﺮﺳﺘﻪ ﻭﺭﺳﺮﻩ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﻭﺷﻲ؟‬ ‫ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﻏﻮﺭ ﺩﯤ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ‪‬ﻠﻮﺭ‬ ‫ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻱ ﺩ ﺯﻳﺎﺭﻧﯥ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﺮﻭﭘﻲ ‪‬ﻭﻝ ﻟﻪ ﻟﻮﺳﺖ ﺳﺮﻩ ﺳﻢ ﺩ‬

‫‪٦١‬‬
 ‫ﻳﻮﻭﻳﺸﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺧﻮﺍﺧﻮ‪‬ﻯ )‪ (٤١ -٤٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺧﻮﺍﺧﻮ‪‬ﻱ ﭘﻪ ﻣﻌﻨﺎ‬
‫ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﺧﻮﺍﺧﻮ‪‬ﻱ ﺩﺭﻟﻮﺩﻝ ﺩﻱ )ﺩ‬
‫ﻟﻮﺳﺖ ﭘﻨ‪‬ﻤﻪ‪ ،‬ﺷﭙ‪‬ﻣﻪ ﺍﻭ ﺍﻭﻭﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﺎﻡ )ﺗﻮﺟﻪ(‪ ،‬ﻨ‪‬ﻮﻧﻮﻧﻪ )ﺩ ﭘ‪‬ﻮ ‪‬ﻨ‪‬ﻮﻧﻮﻧﻪ‪،‬‬
‫ﺍﺩﻭﻣﻮﻧﻪ(‪ ،‬ﮊﻭﺑﻞ )ﺯﺧﻤﻲ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ‪‬ﻠﻮﺭ ﻟﻮﻣ‪‬ﻭ‬
‫ﻛﺮ‪‬ﻮ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻯ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ‬
‫‪‬ﺮﻭﭘﻰ ‪‬ﻭﻝ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻠﻪ ﺩﯤ ﺩ‬
‫ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﺮﻭﭘﻮﻧﻮ ﻭﻭﻳﺸﻲ ﺍﻭ‬
‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﭘﻪ ﭘﻮ‪‬ﺘﻨﻮ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﺗﻪ ﭘﻪ ‪‬ﺮﻭﭘﻰ ‪‬ﻭﻝ ﻟﻪ ﻳﻮ ﺑﻞ‬ ‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ‪ :‬ﺗﺎﺳﻮ ﺩ ﺯ‪‬ﻩ ﺳﻮﻱ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻩ ﺷﻮﺉ ﺧﭙﻞ‬
‫‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﺉ؟‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﺑﺸﭙ‪‬ﻭﻟﻮ ﻛﯥ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﻳﻮ ﻟﻪ ﺑﻞ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻰ ﺍﻭ ﻣﻌﻨﺎ ﻳﯥ ﻛ‪‬ﺉ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ ﻧﻮﻱ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﺊ؟‬
‫ﻟﻮﺳﺖ ﻛﯥ ﭘﻪ ‪‬ﻮ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫)ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ(‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﭘﻮ‪‬ﺘﻲ ﺍﻭ ﭘﻪ ﻧﻮﻯ ﺩﺭﺱ ﻛﯥ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﻭ ﺍﺯﻣﺎﻳﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯ‪‬ﻩ ﺳﻮﻯ ﻭﭘﯧﮋﺍﻧﺪ؟ ﺍﻭ ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬ ‫‪ -۱‬ﺗﺎﺳﻮ ﻛﻮﻡ ﻭﺧﺖ ﭘﻪ ﭼﺎ ﺑﺎﻧﺪﯤ ﺯ‪‬ﻩ ﺳﻮﻯ ﻛ‪‬ﻯ ﺩﻯ؟ ﻛﻪ‬
‫ﻣﻌﻨﺎ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻣﻮ ﻛ‪‬ﻱ ﻭﻱ ‪‬ﻪ ‪‬ﻭﻝ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ‬ ‫‪ -‬ﻫﺮ ﻳﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺧﭙﻠﯥ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺷﻲ؟‬ ‫ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ ﻭﺭﻭﺳﺘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﭘﻪ‬ ‫ﺩﯤ ﺩ ﻟﻮﺳﺖ )ﭘﻨ‪‬ﻤﻪ‪ ،‬ﺷﭙ‪‬ﻣﻪ ﺍﻭ ﺍﻭﻭﻣﻪ( ﻛﺮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‬
‫ﻧﻮﺭﻭ ﺑﺎﻧﺪﯤ ﺑﻪ ﺯ‪‬ﻩ ﺳﻮﻯ ﻭﻛ‪‬ﻱ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺍﻭ‬ ‫ﻟﻮﻣ‪‬ﻯ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﻟﻴﻜﻠﻰ ﺷﻲ ﺩ ﺯ‪‬ﻩ ﺳﻮﻱ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﺩﯤ ﻳﻮ ﻳﻮ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﻭﺭﻛ‪‬ﻝ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ‬ ‫ﺭﺍﻭﺍﺧﻠﻲ ﻳﻮ ﺗﻦ ﺩﯤ ﺍﻣﻼ ﻭﻭﺍﻳﯥ ﺍﻭ ﺑﻞ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻟﻐﺘﻮﻧﻪ‪) :‬ﭘﺎﻡ‪ ،‬ﻛﯧ‪‬ﻮﺩ‪ ،‬ﻨ‪‬ﻮﻧﻮﻧﻪ ﺍﻭ ﮊﻭﺑﻞ(‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬

‫‪٦٢‬‬
 ‫ﻳﻮﻭﻳﺸﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺧﻮﺍﺧﻮ‪‬ﻯ )‪ (٤١ -٤٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﯾﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺧﻮﺍﺧﻮ‪‬ﻱ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ‬
‫ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﺧﻮﺍﺧﻮ‪‬ﻱ ﺩﺭﻟﻮﺩﻝ ﺩﻱ )ﻭﺭﻭﺳﺘ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺯ‪‬ﻩ ﺳﻮﻯ )ﻣﻬﺮﺑﺎﻧﻲ(‪ ،‬ﮊ‪‬ﻝ )ﮔﺮﻳﻪ ﻛﺮﺩﻥ(‪ ،‬ﺍﻭ‪‬ﻜﻰ‬
‫)ﺍﺷﻚ(‪ ،‬ﻫﯧﺮ )ﻓﺮﺍﻣﻮﺵ( ﺍﻭ ﻣﻨﻨﻪ )ﺗﺸﻜﺮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﻟﻐﺘﻮﻧﻮ ﺍﻭ ﻧﻮﻭ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ‬
‫ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻝ( ﻭ‪‬ﻮﺭﻯ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﻴﺮﻭﺗﻨﯥ‬
‫ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﺍﻭ ﺩ ﺩﻭﻯ ‪‬ﻟﯥ ﺩﯤ ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ‬
‫ﺳﺮﻩ ﻭﻛ‪‬ﻯ‪.‬‬
‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﭼﻮﭘﻴﺘﺎ ﺳﺮﻩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ‬
‫ﺩﯤ ﻏﻮ‪ ‬ﻭﺭﺗﻪ ﻭﻧﻴﺴﻲ‪.‬‬ ‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪......‬‬
‫‪ -‬ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﺮﯤ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩ ﺗﯧﺮ ﺩﺭﺱ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺭﺍﻭ‪‬ﺉ؟‬
‫ﻣﺦ ﻛﯥ ﺩﯤ ﺩ ﻣﺘﻦ ﺍﻭ ﻛﯧﺴﯥ ﭘﻪ ﻣﻄﻠﺐ ﻳﻮ ﻳﻮ ﺗﻦ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‬ ‫ﺩﺭﻳﻢ ‪‬ﻟﻪ‪ :‬ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﺩﻭﻯ ﭘﻪ ‪‬ﻮ ﺍﻟﻔﺎﻇﻮ ﻭﺳﺘﺎﻳﻲ‪.‬‬ ‫ﺩ ﺗﺨﺘﯥ ﭘﻪ ﻣﺦ ﻭﻟﻴﻜﻲ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ ﺩ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﭘﻪ ‪‬ﻮ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﻰ ﻟﻨ‪‬ﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻱ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫ﺍﻟﻔﺎﻇﻮ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ ﺷﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﻫﺮ ﻳﻮ ﺩ ‪‬ﻮﻟ‪‬ﻲ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﭘﻪ ‪‬ﻮﻟﻮ ﺳﺎﻛ‪‬ﻮ‬ ‫ﻣﺨﯥ ﺗﻪ ﺭﺍﺷﻲ ﺍﻭ ﭘﻪ ﻋﻤﻮﻣﻲ ﺗﻮ‪‬ﻪ ﺩﯤ ﺩ ﺯ‪‬ﻩ ﺳﻮﻱ ﭘﻪ ﻫﻜﻠﻪ ﺧﭙﻞ‬
‫ﻣﻮﺟﻮﺩﺍﺗﻮ ﻛﯥ ﺯ‪‬ﻩ ﺳﻮﯤ ‪‬ﻪ ﻛﺎﺭ ﺩﻯ؟‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻮﻱ ﻛﻠﻤﯥ ﺍﻭ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺳﻤﻮ‬ ‫ﺍﻭ ﻫﻢ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪‬‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ‪‬ﺨﻪ ﺩ ﺯ‪‬ﻩ ﺳﻮﻯ‬ ‫ﺑﻴﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻛﻠﻤﻮ ﻟﻪ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﻳﻮ ﻳﻮ‬
‫ﺍﺣﺴﺎﺱ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫ﻛﺎﺭﺕ ﺭﺍﻭﺍﺧﻠﻲ ﺍﻭ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻟﻴﻚ ﺍﻭ ﻟﻮﺳﺖ‪ ،‬ﺍﻣﻼ ﺍﻭ‬ ‫ﺑﻠﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ‬
‫ﺩ ﺟﻤﻠﻮ ﭘﻪ ﺟﻮ‪‬ﻭﻟﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ‪.‬‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺎﻛﻞ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﺉ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬

‫‪٦٣‬‬
 ‫ﺩﻭﻩ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻧﺜﺮ )‪ (٤٣ -٤٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻧﺜﺮ ﭘﯧﮋﻧﺪﻝ‪ ،‬ﺩ ﻧﻈﻢ ﺳﺮﻩ ﺩ ﻫﻐﻪ ﺗﻮﭘﻴﺮ‪ ،‬ﺩ ﻫﻐﻪ ﻟﻮﺳﺘﻞ‬
‫ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﻟﻮﻣ‪ ‬ﺩﻭﻩ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧ‪‬ﯥ )ﻋﻼﻣﻪ(‪ ،‬ﻣﺮﺗﺐ )ﺗﺮﺗﻴﺐ ﺷﻮﻯ(‪ ،‬ﻴ‪‬ﻩ‬
‫)ﺷﻜﻢ‪ ،‬ﺧﯧ‪‬ﻪ(‪ ،‬ﺧﻮ‪‬ﻳ‪‬ﻱ )ﺩﺭﺩ ﻛﻮﻱ( ﺍﻭ ﺳﻮﻯ )ﺳﻮﺯﺵ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻯ ﺍﻭ ﭘﻪ ﭼ‪‬ﻜﺘﻴﺎ ﺳﺮﻩ ﺩﯤ ﭘﻪ ﻧ‪‬ﻪ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ‪‬ﯧﻚ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﺩ‬
‫ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩﺍﺳﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﻫﺮﯤ ‪‬ﻟﯥ ﺗﻪ ﺑﺮﺧﻪ‬
‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۱‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ؟‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰ ‪‬ﻭﻝ ﺳﺮﻩ ﺩ ﻧﺜﺮ ﺗﻌﺮﻳﻒ ﭘﻪ‬ ‫‪ -۲‬ﻟﻪ ﺩﯤ ﻧﻮﻱ ﻛﻠﻤﯥ ﺍﻭ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻟﻴﻜﻲ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -۳‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ؟‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻮﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﻟﻪ ﻫ‪‬ﻮ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩ ﺩﻭﯤ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫‪‬ﺨﻪ ﻣﻨﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﺎﻣﻠﺮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭼﯥ ﺩ ﻧﺜﺮ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺜﺮ ﭘﻪ ﺗﻌﺮﻳﻒ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻱ؟‬ ‫ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻲ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﻭﺍﻳﻲ ﭼﯥ ﺩ ﻏﻪ ﺧﺒﺮﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺜﺮ ﻟﻮﺳﺖ ﻟﻮﺳﺘﻠﻰ ﺷﯥ؟‬ ‫ﭼﯥ ﻭﻛ‪‬ﯤ ﻫﻤﺪﯤ ﺗﻪ ﻧﺜﺮ ﻭﺍﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﻮﯤ ‪‬ﻭ‪ ‬ﺯﻳﺎﻥ ﭘﻮﻩ ﺷﻮﻝ ﺍﻭ‬ ‫ﺩﻭﻩ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﺩ ﺧﻮ‪‬ﻟﻮ ‪‬ﺨﻪ ﻳﯥ ‪‬ﻩ ﻛﻮﻱ‪.‬‬ ‫ﻣﻔﻬﻮﻡ ﺩﻯ ﻭﺭﺗﻪ ﻭ‪‬ﻴﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﺳﻮﯤ‬ ‫ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ‬
‫‪‬ﻭ‪ ‬ﺍﻭ ﻧﻮﺭﻭ ﻣﻀﺮﻭ ﺍﻭ ﺯﻳﺎﻧﻤﻨﻮ ﺷﻴﺎﻧﻮ ﻟﻪ ﺧﻮ‪‬ﻟﻮ ‪‬ﺨﻪ‬ ‫ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ‬
‫ﻧﺎﺭﻭﻏﻰ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍ‪‬ﻲ‪.‬‬ ‫ﺩﯤ ﭘﻪ ﻣﻴﻨﻪ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩﯤ ﻧﺜﺮ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻭﺭﻭﭘﻴﮋﻧﯥ ﺍﻭ ﻣﺜﺎﻟﻮﻧﻪ ﺩﯤ ﻭﻭﺍﻳﯥ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ )ﻧﺜﺮ ‪‬ﻪ ﺗﻪ ﻭﺍﻳﯥ؟( ﺩ ﭼﻮﻛﺎﺕ ﻟﻪ ﻣﺨﯥ ﭘﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ‬

‫‪٦٤‬‬
 ‫ﺩﻭﻩ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻧﺜﺮ )‪ (٤٣ -٤٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻧﺜﺮ ﭘﯧﮋﻧﺪﻝ‪ ،‬ﺩ ﻧﻈﻢ ﺳﺮﻩ ﺩ ﻫﻐﻪ ﺗﻮﭘﻴﺮ‪ ،‬ﺩ ﻫﻐﻪ ﻟﻮﺳﺘﻞ‬
‫ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩ ﻟﻮﺳﺖ ﺩﻭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺩﺭﻣﻞ )ﺩﻭﺍﻳﯥ‪ ،‬ﻋﻼﺝ‪ ،‬ﺩﺭﻣﻠﻨﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻰ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﻧﺜﺮ ‪‬ﻪ ﺗﻪ‬
‫ﻭﺍﻳﯥ ﺩ ﭼﻮﻛﺎﺕ ﺗﻌﺮﻳﻒ( ﭘﻪ ﻳﻮ ﻛﺘﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ‬
‫ﭼ‪‬ﻜﺘﻴﺎ ﺳﺮﻩ ﺩﯤ ﭘﻪ ﻧ‪‬ﻪ ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮ ﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻭﺍﺳﻄﻪ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪،‬ﺩ ﺩﻭﻯ‬
‫‪‬ﺮﻭﭘﻮﻧﻪ ﺩﯤ ﻫﻢ ﻭ‪‬ﺎﻛﯥ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺗﯧﺮ‬
‫ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ ﻟﻜﻪ‪:‬‬
‫ﻳﻮﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﻰ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ‬ ‫‪ -۱‬ﺗﺎﺳﯥ ﻧﺜﺮ ﭘﯧﮋﻧﺊ؟ ﺧﭙﻞ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﺉ؟‬
‫ﭘﻪ ﻣﺮﺳﺘﻪ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -۲‬ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮ ﻧﺜﺮ ‪‬ﻪ ﺗﻪ ﻭﺍﻳﻰ ﺗﻌﺮﻳﻒ ﻳﯥ ﻛ‪‬ﺉ؟‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭼﯥ ﺧﭙﻠﻪ ﻳﯥ ﻣﺨﻜﯥ‬ ‫‪ -۳‬ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﺊ؟ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬
‫ﺍﻣﺎﺩﻩ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭﺳﭙﺎﺭﻱ ﭼﯥ ﻫﺮ ﻳﻮ ﻫﺮﯤ ﻛﻠﻤﯥ‬ ‫ﺩﻭﻯ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ؟‬
‫ﺗﻪ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻏ‪‬ﻭﻱ ﭼﯥ ﺩ ﻧﺜﺮ ﭘﻪ ﻫﻜﻠﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﻮﻣﺮﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺮﻱ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﺍﺳﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ‬ ‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﭘﻪ ﺧﭙﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ )ﺩﻭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ( ﭘﻪ‬
‫ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﺷﻲ‪.‬‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﻫﻢ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺜﺮ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﭘﻮﻩ‬ ‫ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ﺑﻴﺎ‬
‫ﺷﻮﻝ ﻳﻮﻩ ﻧﻤﻮﻧﻪ ﻳﯥ ﻭﻳﻠﻲ ﺷﻲ؟‬ ‫ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﺜﺮ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻴﻚ ﻧ‪‬ﯥ ﻟﻜﻪ‪،«،» ،«.» ) :‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺜﺮ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ ﺩ ﻟﻴﻚ ﺍﻭ‬ ‫»؟«‪ («!» ،‬ﻭﺭﻭ‪‬ﻴﻲ‪.‬‬
‫ﻟﻮﺳﺖ ﻧ‪‬ﯥ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻧﻴﺴﻲ ﺍﻭ ﭘﺎﻣﻠﺮﻧﻪ ﻭﺭﺗﻪ ﻛﻮﻱ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﻧﺜﺮ ﻭﭘﯧﮋﺍﻧﺪ؟‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﭼﻮﭘﺘﻴﺎ ﺩﯤ ﻟﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﯤ‬ ‫‪‬ﺎﻥ ﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺩﯤ ﻣﺘﻦ ﺟﻤﻠﯥ ﺩ‬

‫‪٦٥‬‬
 ‫ﺩﻭﻩ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻧﺜﺮ )‪ (٤٣ -٤٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻧﺜﺮ ﭘﯧﮋﻧﺪﻝ‪ ،‬ﺩ ﻧﻈﻢ ﺳﺮﻩ ﺩ ﻫﻐﻪ ﺗﻮﭘﻴﺮ‪ ،‬ﺩ ﻫﻐﻪ ﻟﻮﺳﺘﻞ‬
‫ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩ ﻟﻮﺳﺖ ‪‬ﻮﻝ ﻣﺘﻦ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺭﻭﻏﯥ )ﺟﻮ‪‬ﯤ(‪ ،‬ﺩﺭﻣﻞ )ﺩﻭﺍﻳﯥ(‪ ،‬ﻧﺎﺭﻭﻍ‬
‫)ﻧﺎﺟﻮ‪(‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻛﻠﻤﻮ ﻟﻐﺘﻮﻧﻮ‪ ،‬ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪،‬‬
‫ﻛﺘﺎﺏ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﻭﯤ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﻲ( ﻭ‪‬ﻮﺭﻯ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ‬
‫ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺮﻭﭘﻮﻧﻪ‬
‫ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻮﻝ ﻣﺘﻦ ﭘﻮ‪‬ﺘﻨﯥ ﻟﻪ ﺯﺩﻩ‬ ‫ﭘﻪ ﺩﺍﺳﯥ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ‬ ‫‪ -۱‬ﻧﺜﺮ ‪‬ﻪ ﺗﻪ ﻭﺍﺋﻰ؟ ﻟﻪ ﭼﻮﻛﺎ‪ ‬ﺳﺮﻩ ﺳﻢ ﻳﯥ ﺗﻌﺮﻳﻒ ﻛ‪‬ﺉ؟‬
‫ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩﯤ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ‪.‬‬ ‫‪ -۲‬ﻟﻴﻚ ﻧ‪‬ﯥ ﺩ ﺗﺨﺘﯥ ﭘﻪ ﻣﺦ ﻭﻟﻴﻜﺊ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻧﺜﺮ ﻛﯥ ﻟﻴﻚ ﻧ‪‬ﯥ ﻭﭘﻴﮋﻧﺪﯤ؟‬ ‫‪ -۳‬ﺗﺎﺳﻮ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ‪‬ﺨﻪ ‪‬ﻪ ﭘﻨﺪ ﺍﻭ ﻧﺘﻴﺠﻪ ﻭﺍﺧﻴﺴﺘﻪ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ‬ ‫ﺧﭙﻞ ﻣﻌﻠﻮﻣﺎﺕ ﺑﻴﺎﻥ ﻛ‪‬ﺉ؟‬
‫ﻭﻳﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺯﺩﻩ ﻛ‪‬ﯤ ﺩ ‪‬ﻴﻨ‪‬ﺖ ﺍﻭ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﻭﻳﻠﻮ ﺳﺮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺜﺮ ﺍﻭ‬ ‫‪‬ﻪ ﺯﺩﻩ ﻛﻮﻟﻮ ﭘﻪ ﺧﺎﻃﺮ ﺩ ﺗﺨﺘﯥ ﭘﻪ ﻣﺦ ﺩ ﺍﻣﻸ ﮐﺎﺭ ﻭﮐ‪‬ﻱ ﺍﻭ‬
‫ﻧﻈﻢ ﭘﻪ ﺗﻮﭘﻴﺮ ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩﯤ ﺩ ﻧﻈﻢ ﺍﻭ ﻧﺜﺮ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺜﺮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ‬ ‫ﺩ ﺗﻮﭘﻴﺮ ﭘﻪ ﺍ‪‬ﻩ ﻣﺜﺎﻟﻮﻧﻪ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭ ﻟﻪ ﻧﻈﻢ ﺳﺮﻩ ﻳﯥ ﭘﻪ ﺗﻮﭘﻴﺮﻭﻧﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻻﻧﺪﯦﻨﻴﻮ ﺟﻤﻠﻮ ﺗﺶ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ﺳﺮﻩ ‪‬ﻙ‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺭﭘﺴﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫( ﺩﻯ؟‬ ‫‪ -‬ﺍﻛ‪‬ﺮ ﻭﻭﻳﻞ ﻧﻦ ﺩﯤ ‪‬ﻪ )‬ ‫‪ -‬ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻟﻪ ﻟﻴﻜﻠﻲ ﺷﻮﻭ‬
‫( ‪‬ﻭ‪ ‬ﻳﯥ ﺧﻮ‪‬ﻟﯥ ﺩﻩ‪.‬‬ ‫‪ -‬ﻧﺎﺭﻭﻍ ﻭﻭﻳﻞ )‬ ‫ﻛﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﻳﻮ ﻳﻮ ﺭﺍ ﻭﺍﺧﻠﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻞ‬
‫( ﺩﺭﻣﻞ ﻭﺭﻛ‪‬ﻝ‪.‬‬ ‫‪ -‬ﺩﺍﻛ‪‬ﺮ ﻭﺭﺗﻪ )‬ ‫‪‬ﺮﻭﭖ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﺭﻳﻢ ‪‬ﺮﻭﭖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺧﻮ‪‬ﻟﻲ‬ ‫ﺩﺳﺘﺮ‪‬ﻮ‬ ‫ﺳﻮﻯ‬ ‫ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬

‫‪٦٦‬‬
 ‫ﺩﺭﻭ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﻜﺮﺟﻨﻪ ‪‬ﯧﺪ‪‬ﻩ ﺍﻭ ﻧﺎ ﭘﻮﻩ ﭼﺮ‪ (٤٥ -٤٤) ‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ‪ ،‬ﺳﻢ ﺩﻱ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ‬
‫ﺩﯤ ﭘﻮﻩ ﺷﻲ ﭼﯥ ﻣﻜﺮ ﺍﻭ ﻓﺮﻳﺐ ‪‬ﻪ ﻛﺎﺭﻭﻧﻪ ﻧﻪ ﺩﻱ ﺍﻭ ﺩ ﭼﺎ ﭘﻪ‬
‫ﻣﻜﺮ ﺍﻭ ﻓﺮﻳﺐ ‪‬ﻮﻙ ﻭﻧﻪ ﻏﻮﻟﻴ‪‬ﻱ )ﻟﻮﻣ‪‬ﻱ ﺩﻭﯤ ﺟﻤﻠﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻛﻠﻰ )ﺩ ﺍﻭﺳﻴﺪﻭ ‪‬ﺎﻯ(‪ ،‬ﯧﺪ‪‬ﻩ )ﻏﺮﻧﻰ ﮊﻭﻱ(‪،‬‬
‫ﻣﻜﺮ )‪ (‬ﺍﻭ ﻧﺴﺐ )ﺳﻠﺴﻠﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﻧﺜﺮ ‪‬ﻪ ﺗﻪ‬
‫ﻭﺍﺋﻲ؟ ﺩ ﺗﻌﺮﻳﻒ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻯ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ ﺍﻭ ﻫﻢ ﺩﯤ ﺩﻭﻯ‬
‫ﭘﻪ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ ﺍﻭ ﻫﻐﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭼﯥ ﺧﭙﻠﯥ‬
‫ﺩﻧﺪﯤ ﻳﯥ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﻭﺳﺘﺎﻳﻞ ﺷﻲ ﺍﻭ ﺩ ﺩﻭﻯ‬
‫ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬ ‫ﺯﻳﺎﺭﻧﻪ ﺩﯤ ﺩ‪‬ﯥ ﺭﺍﺗﻠﻮﻧﻜﻰ ﺯﻳﺮﻯ ﻭﺑﻮﻟﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩﻭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ‬
‫ﭘﻪ ﻭﺯﻥ ﺳﺮﻩ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ‪‬ﺎﺭﻧﻪ‬ ‫ﻟ‪ ‬ﻛﯥ ﺩﺍﺳﻲ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭﺩ ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﻛﯥ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۱‬ﻟﻪ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ ﻧﻮﻱ‬ ‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻟﻮﺳﺖ ﻛﯥ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﯤ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫‪ -۲‬ﻟﻪ ﺩﯤ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻛﯧﺴﯥ ﭘﻪ ‪‬ﻭﻝ ﭘﻪ ﻳﺎﺩ ﻧﻮﺭﻭ ﺗﻪ ﻭﻭﺍﻳﺊ!‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﻭ‪‬ﻴﻲ‪.‬‬ ‫‪ -۳‬ﺩ ﻧﺜﺮ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﺉ؟ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ﺩ ﺷﻴﺎﻧﻮ‬ ‫ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﺳﻤﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻭﻳﻮﻧﻜﻲ‬
‫ﻧﻮﻣﻮﻧﻪ ﻭﭘﯧﮋﻧﺪﻝ؟‬ ‫ﺩﯤ ﺩ ﻻ ﻫ‪‬ﻮﻟﻮ ﺍﻭ ﻛﻮ‪‬ﻮﻧﻮ ﻟﻪ ﭘﺎﺭﻩ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺳﻢ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ‬
‫ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﺧﭙﻞ ﻓﻜﺮ ﺍﻭ ﭘﻮﻫﻰ ﻟﻪ ﻣﺨﯥ ﺩﯤ ﭘﺮﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻣﻜﺮ ﺑﺪ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ ﻭﺭﻭﺳﺘﻪ‬
‫ﻭ‪‬ﺎﻧﻪ ﺍﻭ ﻟﻪ ﻫﻐﻪ ‪‬ﺨﻪ ‪‬ﺎﻥ ﺳﺎﺗﻲ؟‬ ‫ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﻭﻩ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﺩﺭﺱ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﺳﺮﻩ ﺯﺩﻩ‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻢ ﭘﻪ‬
‫ﻛﻮﻭﻧﻜﻮ ﻛﯥ ﺩ ﻟﻮﺳﺖ ﺩ ﺳﻤﻮ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﺳﻤﻮ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺕ‬ ‫ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﭘﻴﺪﺍ ﻛ‪‬ﻯ ﺩﻯ؟‬ ‫ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﺭﯤ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﺩ ﻛﺘﺎﺏ‬

‫‪٦٧‬‬
 ‫ﺩﺭﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﻜﺮﺟﻨﻪ ‪‬ﯧﺪ‪‬ﻩ ﺍﻭ ﻧﺎ ﭘﻮﻩ ﭼﺮ‪ (٤٥ -٤٤) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ‪ ،‬ﺳﻢ ﺩﻱ ﻭﻟﻴﻜﻲ ﺍﻭ‬
‫ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻲ ﭼﯥ ﻣﻜﺮ ﺍﻭ ﻓﺮﻳﺐ ‪‬ﻪ ﻛﺎﺭﻭﻧﻪ ﻧﻪ ﺩﻱ ﺍﻭ ﺩ‬
‫ﭼﺎ ﭘﻪ ﻣﻜﺮ ﺍﻭ ﻓﺮﻳﺐ ‪‬ﻮﻙ ﻭﻧﻪ ﻏﻮﻟﻴ‪‬ﻱ )‪‬ﻠﻮﺭﻡ‪ ،‬ﭘﻨ‪‬ﻢ ﺍﻭ‬
‫ﺷﭙ‪‬ﻡ ﺑﻴﺖ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮ‪) ‬ﺧﻮ‪‬ﻭﻟﻦ(‪ ،‬ﻧﻴﻎ )ﺳﻴﺦ(‪ ،‬ﻳﻮﺁﻥ )ﻳﻮﻭﺍﺭﯤ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻟﻴﻜﻠﻲ‬
‫ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪‬ﻳﻮ‬
‫ﺩﺭﻳﻮ ﺟﻤﻠﻮ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﻴﺮﻭﺗﻨﯥ‬
‫ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ‬
‫‪‬ﻮ ﺍﻟﻔﺎﻇﻮ ﻭﺳﺘﺎﻳﻲ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺮﻭﭘﻮﻧﻪ ﻭ‪‬ﺎﻛﻲ ﺍﻭ ﺩ ﺗﯧﺮ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ‪‬ﻮﻝ ﻣﺘﻦ ﭘﻪ ‪‬ﻪ ﺁﻭﺍﺯ‬ ‫ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﭘﻪ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻴﻞ ﻛ‪‬ﻱ‪:‬‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻫﻐﻮﻯ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺟﻤﻠﻰ ﺩﯤ ﭘﻪ ﻭﺯﻥ ﺳﺮﻩ ﻭﻟﻮﻟﻲ؟‬
‫ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﺩ ﻣﺘﻦ ﺟﻤﻠﻰ‬ ‫ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩﯤ ﻣﺘﺮﺍﺩﻓﻲ ﻛﻠﻤﯥ ﻭ‪‬ﻴﻲ!‬
‫ﺗﺮﺗﻴﺐ ﺍﻭﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺩ‬ ‫ﻭﻭﺍﻳﻲ ﭼﯥ‪:‬‬
‫ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ‬ ‫‪ -۱‬ﭘﻪ ﭘﻮﺭﺗﻨﻲ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻪ ﻭﻳﻨﺊ ﻧﻮﻣﻮﻧﻪ ﺋﯥ ﻭﺍﺧﻠﺊ؟‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۲‬ﺗﺎﺳﻮ ﻛﻠﻪ ‪‬ﻴﺪ‪‬ﻩ ﻟﻴﺪﻟﯥ ﺩﻩ؟ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﺉ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ ﻣﻌﻨﺎ ﭘﻮﻩ‬ ‫‪ -۳‬ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻣﺮﻏﺎﻧﻮ ﺍﻭ‬
‫ﺷﻮﻝ؟‬ ‫ﮊﻭﻭ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ؟ ﺍﻭ ﺩ ﻫﻐﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﺳﻤﯥ ﻭﻟﻮﺳﺘﻠﻲ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻯ ﺍﻭ ﻣﺮﺳﺘﻪ ﺩﯤ ﻭﺭﺳﺮﻩ‬
‫ﺷﻮﯤ؟‬ ‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩ ﻣﺘﻦ ﺩﺭﯤ ﻭﺭﻭﺳﺘﻲ ﺟﻤﻠﻰ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪،‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﭘﻪ ﻭﻳﻠﻮ ﺳﺮﻩ ﺍﺧﻼﻗﻰ‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ ،‬ﺩ ﻫﻐﻮ ﻣﻄﻠﺐ ﺍﻭ‬
‫ﺯ‪‬ﻭﺭﺗﻴﺎ ﭘﻴﺪﺍ ﻛﻮﻯ؟‬ ‫ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﺩﯤ ﻫﻢ ﻭﻏ‪‬ﻳ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻟﻪ ﻳﻴﺰﻭ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ‬ ‫ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻫﻐﻪ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺳﺮﻩ ﺁﺷﻨﺎﻳﻲ ﭘﻴﺪﺍ ﻛﻮﻱ ﺍﻭ ‪‬ﻪ ﻧﺘﻴﺠﻪ ﻳﯥ ﺗﺮﯤ ﻭﺍﺧﯧﺴﺘﻪ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺭﯤ ﻭﺭﺳﺘﻰ ﺟﻤﻠﻰ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻰ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ؟‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٦٨‬‬
 ‫ﺩﺭﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﻜﺮﺟﻨﻪ ‪‬ﯧﺪ‪‬ﻩ ﺍﻭ ﻧﺎ ﭘﻮﻩ ﭼﺮ‪ (٤٥ -٤٤) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ‪ ،‬ﺳﻢ ﺩﻱ ﻭﻟﻴﻜﻲ ﺍﻭ‬
‫ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻲ ﭼﯥ ﻣﻜﺮ ﺍﻭ ﻓﺮﻳﺐ ‪‬ﻪ ﻛﺎﺭﻭﻧﻪ ﻧﻪ ﺩﻱ ﺍﻭ ﺩ‬
‫ﭼﺎ ﭘﻪ ﻣﻜﺮ ﺍﻭ ﻓﺮﻳﺐ ‪‬ﻮﻙ ﻭﻧﻪ ﻏﻮﻟﻴ‪‬ﻱ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻨﺎﻭﺭ )ﮊﻭﻭﻱ ﺍﻭ ﻭﺣﺸﻲ ﺣﻴﻮﺍﻧﺎﺕ(‪ ،‬ﻭﻳﺮﻭﻭﻧﻜﻲ‬
‫)‪‬ﺍﺭﻭﻭﻧﻜﻰ(‪ ،‬ﻏﻼ )ﭘ‪‬ﻮﻝ( ﺍﻭ ‪‬ﺍﺭﯦﺪﻭﻧﻜﻲ )ﻭﻳﺮﻳﺪﻭﻧﻜﻲ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻛﻠﻤﻮ ﺍﻭ‬
‫ﻟﻐﺘﻮﻧﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻛﻴﺴ‪ ‬ﭘﻪ‬
‫ﻳﺎﺩ ﺳﺮﻩ ﻭﻳﻞ ﺍﻭ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻭﺩﯤ ﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ‪‬ﻟﻪ‬
‫ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﻳﯥ ﺩ ﺗﺮﺍﻧﯥ ﭘﻪ ‪‬ﻭﻝ ﻭﻩ ﻭﺍﻳﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ‬
‫ﺩﻭﺍ‪‬ﻭ ﺑﺮﺧﻮ ﻛﯥ ﺩﻭﻯ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪ .‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻩ‬
‫ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻳﺸﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰ ‪‬ﻭﻝ ﻛﻴﺴ‪ ‬ﭘﻪ ﻳﺎﺩﻩ ﻭﻟﻮﻟﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ‪‬ﻮﻟﻮ ‪‬ﻟﻮ ﻛﯥ ﺩﯤ ‪‬ﻮﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻬﻜﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻟﺮﻱ‪.‬‬
‫‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺩﯤ ﺟﻤﻠﯥ ﺩﯤ ﻭﻟﻮﻳﻲ!‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﻭ‪‬ﻲ‪.‬‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩﯤ ﻟﻴﻜﻠﻲ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﯧﺴﻰ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ!‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﯧﺴﻰ ﭘﻪ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩﯤ ﺩﻣﺘﻦ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﭼﺎ ﭘﻪ ﻣﻜﺮ ﺍﻭ ﭼﻞ‬ ‫ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﺑﺎﻧﺪﯤ ﺑﺎﻳﺪ ﻭﻧﻪ ﻏﻮﻟﻴ‪‬ﻯ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﯧﺴ‪ ‬ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﭼﺎ ﺩ‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻢ ﭘﻪ‬
‫ﻣﻜﺮ ﺍﻭ ﭼﻞ ﺗﺮ ﺗﺎﺛﻴﺮ ﻻﻧﺪﯤ ﺭﺍ ﻧﻪ ﺷﻲ‪.‬‬ ‫ﻭﺍﺭﺳﺮﻩ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻫﻐﻪ ﻭﻟﻮﻟﻲ‪ .‬ﻮﻭﻧﻜ‪ ‬ﺩﯤ ﺩ ﻛﯧﺴ‪‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩ ﺑﻴﺘﻮﻧﻮ ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﯧﺴ‪ ‬ﺷﻌﺮ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﻫﻢ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺧﭙﻠﻲ ﻛﻮﺭﻧ‪ ‬ﺗﻪ ﺑﻴﺎﻥ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﻴﺴ‪ ‬ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬

‫‪٦٩‬‬
 ‫‪‬ﻠﻮﺭ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺎﻳﻨﻮﻧﻪ )‪ (٤٧ -٤٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺎﻳﻨﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻫﻐﻮ ﻟﻪ ﺧﻄﺮﻭﻧﻮ ‪‬ﺨﻪ ﺧﺒﺮﻳﺪﻝ‬
‫ﺍﻭ ﺩ ‪‬ﺎﻥ ﺩ ﺳﺎﺗﻠﻮ ﭘﻪ ﻻﺭﻭ ﭼﺎﺭﻭ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﺎﻳﻨﻮﻧﻪ )ﭼﺎﻭﺩﺑﺪﻭﻧﻜﻰ ﻣﻮﺍﺩ(‪ ،‬ﭼﺎﻭﺩﻧﯥ )ﺍﻧﻔﺠﺎﺭ(‪،‬‬
‫ﻟﻪ ﺑﺪﻩ ﻣﺮﻏﻪ )ﻟﻪ ﺑﺪﻩ ﺑﺨﺘﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ‬
‫‪‬ﺎﻛﻠﻮ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺗﻮ‪‬ﻪ‬
‫ﻭ‪‬ﯧ‪‬ﻱ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﯥ ﭘﻪ ﻋﻤﻮﻣﻲ ﺗﻮ‪‬ﻪ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬
‫ﺯﻳﺎﺭﻧﯥ ﻫﻴﻠﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ‬
‫ﻛﻠﻤﯥ ﻟﻜﻪ‪) :‬ﻣﺎﻳﻨﻮﻧﻪ‪ ،‬ﺧﻄﺮ‪ ،‬ﭼﺎﻭﺩﻧﯥ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻭﺩﯤ ﻟﻮﻟﻲ‬ ‫ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ‪.‬‬
‫ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﻛﻠﻤﯥ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻣﻜﺮﺟﻨﯥ ‪‬ﻴﺪ‪‬ﻯ ﻛﯧﺴﻪ ﭘﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫ﺧﭙﻠﻪ ﺳﺎﺩﻩ ﻭﻳﻨﺎ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﻜﺮ ﺟﻨﯥ ‪‬ﯧﺪ‪‬ﻯ ﺩ ﺩﺭﺱ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ ﺍﻭ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﺩﺭﺱ ﺩ ﻣﺘﻦ ﺩ ﺍﺻﻠﻰ ﻣﺮﺍﻡ ﭘﻪ ﻫﻜﻠﻪ‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﻟﻴﻜﻞ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺘﻦ ﺩ ﺍﺻﻠﻲ ﻣﺮﺍﻡ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮﻫﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﺗﺮﻻﺳﻪ ﻛ‪‬ﯤ ﺩﻩ؟‬ ‫ﻭﭘﻮ‪‬ﺘﻰ ﭼﯥ‪:‬‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪ -۱‬ﺁﻳﺎ ﺳﺘﺎﺳﻮ ﭘﻪ ﻓﻜﺮ ﻣﺎﻳﻨﻮﻧﻪ ﭘﻪ ﻛﻮﻣﻪ ﻛﭽﻪ ﺧﻄﺮ ﻧﺎﻙ ﺩﻱ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ‪‬ﺎﻛﻠﯥ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -۲‬ﺁﻳﺎ ﺗﺎﺳﻮ ﻟﻪ ﻣﺎﻳﻨﻮﻧﻮ ‪‬ﺨﻪ ‪‬ﺎﻧﻮﻧﻪ ﺑﭻ ﻛﻮﻟﻰ ﺷﺊ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪ ‬ﻭﻟﻮ ﻣﻬﺎﺭﺕ ﺗﺮﻻﺳﻪ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﻯ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ‪‬ﺎﻥ ﺗﻪ ﻣﻌﻠﻮﻣﻪ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ‬
‫ﻛ‪‬ﻱ ﺩﻯ؟‬ ‫‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻟﻮ ﺳﺮﻩ ﻣﺎﻳﻨﻮﻧﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )ﻣﺎﻳﻨﻮﻧﻪ( )ﺩﻟﻮﻣ‪‬ﻧﻴﻮ ﻛﺮ‪‬ﻮ(‬
‫ﻭﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﻟﻪ ﺧﻄﺮﻭﻧﻮ ‪‬ﺨﻪ ‪‬ﺎﻥ ﺳﺎﺗﻲ؟‬ ‫ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﻭﺩﯤ ﻟﻮﻟﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺮﯤ ﭘﻮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﺩﺭﺱ ﺍﺭﺯ‪‬ﺖ‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﻭﺭﺗﻪ ﺩﯤ ﻭﻭﺍﻳﯥ ﭼﯥ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﻣﻄﻠﺐ‬
‫ﺩﺍﺩﻯ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﺨﺘﻠﻔﻮ ﺑﺮﺧﻮ ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫ﻣﺎﻳﻨﻮﻧﻪ ﻭﭘﯧﮋﻧﻲ ﺍﻭ ﻟﻪ ﺧﻄﺮ ‪‬ﺨﻪ ﻳﯥ ‪‬ﺎﻥ ﻭﺳﺎﺗﺊ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻴﻜﻞ ﺷﻮﻱ ﺑﺮﺧﻪ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﻏﻪ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﯥ‬

‫‪٧٠‬‬
 ‫‪‬ﻠﻮﺭ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺎﻳﻨﻮﻧﻪ )‪ (٤٧ -٤٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺎﻳﻨﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻫﻐﻮ ﻟﻪ ﺧﻄﺮﻭﻧﻮ ‪‬ﺨﻪ ﺧﺒﺮﻳﺪﻝ‬
‫ﺍﻭ ﺩ ‪‬ﺎﻥ ﺩ ﺳﺎﺗﻠﻮ ﭘﻪ ﻻﺭﻭ ﭼﺎﺭﻭ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭ‪‬ﻱ )ﺧﻠﻚ(‪ ،‬ﺿﺪ )ﻣﺨﺎﻟﻒ(‪ ،‬ﻫﯧﻮﺍﺩ )ﻭﻃﻦ(‪،‬‬
‫ﻋﻴﺒﻰ )ﻣﻌﻴﻮﺏ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﺩ ﻛﺘﻠﻮ ﭘﻪ ﺗﺮ‪ ‬ﻛﯥ‬
‫ﻫﻐﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﭼﯥ ﺳﻤﯥ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﻳﯥ ﻟﻴﻜﻠﻲ ﺁﻓﺮﻳﻦ‬
‫ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ ﺩﻭﻯ ﻫ‪‬ﯥ ﺩﯤ ﻭﺳﺘﺎﻳﯥ ﺑﻴﺎ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ‪‬ﻮ ﺗﻨﻪ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺩ ﻣﺎﻳﻨﻮ ﺩ ﺧﻄﺮ ﭘﻪ ﺑﺎﺑﻪ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻳﻮ‬ ‫ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﺩﯤ ﺳﺘﻮﻧﺰﻯ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮﺳﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ‪‬ﺎﻛﻠﯥ ﻛﻠﻤﯥ ﻟﻜﻪ )ﻣﺎﻳﻦ‪ ،‬ﺧﻄﺮ‪ ،‬ﻫﯧﻮﺍﺩ‪ ،‬ﻟﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺍ‪‬ﻭﻧﺪ ﻟﻴﻜﻠﯥ ﻛﻠﻤﯥ ﻟﻜﻪ‪:‬‬ ‫ﺑﺪﻩ ﻣﺮﻏﻪ( ﭘﻪ ‪‬ﺎﻧ‪‬ﻭ‪ ،‬ﺎﻧ‪‬ﻭ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭ ﻭﻱ‪.‬‬
‫ﻣﺎﻳﻨﻮﻧﻪ‪ ،‬ﺧﻄﺮ‪ ،‬ﭼﺎﻭﺩﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﺨﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﻳﻮ ﺑﻞ ﻟﻪ ﻣﺎﻳﻨﻮﻧﻮ ‪‬ﺨﻪ ﺩ‬
‫ﺩﯤ ﺫﻛﺮ ﺷﻮﻱ ﻟﻐﺎﺕ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫‪‬ﺎﻥ ﺳﺎﺗﻠﻮ ﭘﻪ ﻻﺭﻭ ﭼﺎﺭﻭ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﻣﻌﻠﻮﻣﺎﺗﻮ ﺩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﻟﻮﺳﺖ ﺩ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻌﻠﻮﻣﻮﻟﻮ ﭘﻪ ﻻﺭﻩ ﺩﺍﺳﯥ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺩ ‪‬ﻮﻟﻮ ﺑﺮﺧﻮ ﭘﻪ ﻣﺮﺍﻡ ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫ﺁﻳﺎ ﺗﺎﺳﻮ ﻣﺎﻳﻨﻮﻧﻪ ﭘﯧﮋﻧﺊ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺍﻭﺱ ﻟﻮﺳﺖ ﻟﻴﻜﻠﻰ ﺍﻭ ﻟﻮﺳﺘﻠﻰ‬ ‫ﺁﻳﺎ ﺗﺎﺳﻮ ﺧﭙﻞ ﻣﻠ‪‬ﺮﻱ ﺩ ﻣﺎﻳﻨﻮﻧﻮ ﻟﻪ ﺧﻄﺮ ‪‬ﺨﻪ ﺑﭻ ﻛ‪‬ﻱ ﺩﻱ؟‬
‫ﺷﻲ؟‬ ‫ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻭﻧﻪ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻨﻴﺖ ﻛﯥ ﺩ ﺯﺩﻩ ﻛ‪‬ﻭ ﺩ ﺯﺩﻩ ﻛﻮﻟﻮ‬ ‫ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﯥ ﭘﻮﻫﻪ ﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﺩﯤ ﺑﺎﺏ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‬
‫ﻻﺭﯤ ﭼﺎﺭﯤ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﻏﻠﻲ ﺩﯤ ﺍﻭ ﻣﻴﻨﻪ ﻳﯥ ﻭﺭﺳﺮﻩ ﭘﻴﺪﺍ ﺷﻮﯤ ﺩﻩ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺑﺮﺧﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩﺍﺩﻯ ﭼﯥ ﺯﺩﻩ‬ ‫ﻭﺩﯤ ﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺍﻭ ﺩ ﺩﯤ ﺑﺮﺧﯥ ‪‬ﺎﻛﻠﯥ ﻟﻐﺘﻮﻧﻪ ﻟﻜﻪ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ‬ ‫ﻭ‪‬ﻱ‪ ،‬ﺿﺪ‪ ،‬ﻫﯧﻮﺍﺩ‪ ،‬ﻋﻴﺒﻲ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻭﺩﯤ ﻟﻮﻟﻲ‪ ،‬ﺯﺩﻩ‬
‫ﺩﻏﻮ ﻛﻠﻤﻮ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺮﯤ ﭘﻮﻩ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫)‪‬ﻪ‪ ،‬ﻳﻮﻩ‪ ،‬ﺭ‪‬ﺎ‪ ،‬ﺑﭻ ﻛﻴﺪﻝ(‬ ‫ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬

‫‪٧١‬‬
 ‫‪‬ﻠﻮﺭ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺎﻳﻨﻮﻧﻪ )‪ (٤٧ -٤٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺎﻳﻨﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻫﻐﻮ ﻟﻪ ﺧﻄﺮﻭﻧﻮ ‪‬ﺨﻪ ﺧﺒﺮﻳﺪﻝ‬
‫ﺍﻭ ﺩ ‪‬ﺎﻥ ﺩ ﺳﺎﺗﻠﻮ ﭘﻪ ﻻﺭﻭ ﭼﺎﺭﻭ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﻴﺖ )ﺧﭙﺎﺭﻩ ﺷﻮﻱ(‪ ،‬ﭼﻮﯤ )ﭼﺎﻭﺩﻳ‪‬ﻱ(‪ ،‬ﭘ‪) ‬ﻧﺎ‬
‫‪‬ﺮ‪‬ﻨﺪ( ﺍﻭ ﻧ‪‬ﯥ )ﻋﻼﻣﯥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭ‪‬ﯧ‪‬ﻱ‬
‫ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ‬
‫ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﺩﯤ ﭘﻪ ﺩﻭﻯ ﺑﺎﻧﺪﯤ ﺩ ﻳﻮﺑﻞ‬
‫ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪ ،‬ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﺩ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ‪:‬‬
‫ﻭﻏ‪‬ﻳ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﭘﻪ ﻣﺮﺍﻡ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭ ﻭﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﻱ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻠﻮﺭﻣﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺎﻳﻨﻮﻧﻮ ﺧﻄﺮ ﻟﺮﻭﻧﻜﻲ ‪‬ﺎﻳﻮﻧﻪ ﺧﭙﻠﻮ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﻱ ﻛﻠﻤﯥ ﻟﻜﻪ‪:‬‬ ‫ﻣﻠ‪‬ﺮﻭﺗﻪ ﻭﺭﻭ‪‬ﻴﻲ‬
‫)ﺗﻴﺖ‪ ،‬ﭼﻮﻱ‪ ،‬ﭘ‪ ،‬ﻧ‪‬ﯥ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ‬
‫ﺩﯤ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻫﻐﻪ ﻟﻐﺘﻮﻧﻪ ﻭﻛﺎﺭ ﻭﻱ‪.‬‬ ‫ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﭘﺎﻯ ﻛﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺯﻳﺎﺭﻧﯥ ﺍﻭ ﻭ‪‬ﺗﻴﺎ ﻭﯤ ﻭﺳﺘﺎﻳﻲ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﭘﻮﻫﯥ‬ ‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ‪:‬‬
‫ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻴﻜﻠﻮ ﺩ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺩ ﺯﺩﻩ ﻛ‪‬ﻱ ﺍﺭﺯﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ؟‬ ‫ﺁﻳﺎ ﻟﻪ ﻣﺎﻳﻨﻮ ‪‬ﺨﻪ ‪‬ﺎﻧﻮﻧﻪ ﺍﻭ ﻣﻠ‪‬ﺮﯤ ﺑﭻ ﻛﻮﻟﺊ ﺷﺊ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﻭﻣﺮﻩ ﭘﻮﻫﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ ﺩﻩ ﭼﯥ‬ ‫ﺁﻳﺎ ﺧﭙﻠﻮ ﻣﻠ‪‬ﺮﻭ ﺗﻪ ﻣﻮ ﻭﻳﻠﻲ ﺩﯤ ﭼﯥ ﺩ ﻣﺎﻳﻨﻮﻧﻮ ﺩ ﺷﺘﻮﻥ‬
‫ﻧﻮﺭﻭﺗﻪ ﻣﺎﻳﻨﻮﻧﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ؟‬ ‫ﺳﻴﻤﯥ ﺗﻪ ﻣﻪ ‪‬ﻲ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻜﻠﻮ ﺍﻭ ﻟﻮﺳﺘﻠﻮ ﭘﻪ ﻣﻬﺎﺭﺕ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ‪‬ﺨﻪ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﺩ ﺩﻭﻯ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺫﻫﻦ ﺩﯤ ﺗﻪ ﭼﻤﺘﻮ ﺷﻮﻯ ﺩﯤ ﭼﯥ‬ ‫ﭘﻮﻫﻪ ‪‬ﺎﻧﺘﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻟﻰ ﺷﻲ ﺍﻭ ﭘﻪ ﭘﺎﺗﯥ ﺑﺮﺧﯥ ﺩﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺩ ﻣﺎﻳﻨﻮﻧﻪ ‪‬ﺨﻪ ‪‬ﺎﻥ ﻭﺳﺎﺗﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﺭﻳﻤﯥ ﺑﺮﺧﯥ ﻧﻮﻯ ﻟﻮﺳﺖ ﺍﻭ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩﺍﺩﻯ ﭼﯥ ﺁﻳﺎ ﺯﺩﻩ‬ ‫ﻭﻟﻴﻜﻲ‪ ،‬ﻭﺩﯤ ﻟﻮﻟﻲ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﻮﻱ ﺍﻭ‬
‫ﻛﻮﻭﻧﻜﻮ ﻣﺎﻳﻨﻮﻧﻪ ﻭﭘﯧﮋﻧﺪﻝ ﭼﯥ ﻟﻪ ﻫﻐﻪ ‪‬ﺨﻪ ‪‬ﺎﻧﻮﻧﻪ ﻭﺳﺎﺗﻲ؟‬ ‫ﻟﻮﺳﺖ ﺩﯤ ﻭﺭﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺩﺭﺱ ﭘﻪ‬
‫ﻣﺎﻳﻨﻮﻧﻮ ‪‬ﻭﻟﻮﻧﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺩﻏﻮ ﺧﻄﺮﻧﺎﻛﻮ ﺷﻴﺎﻧﻮ ﺩﯤ‬

‫‪٧٢‬‬
 ‫ﭘﻨ‪‬ﻪ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺗﺮﺍﻓﻴﻜﻲ ﻻﺭ‪‬ﻮﻭﻧﯥ )‪ (٤٩ -٤٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﻭ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ﺍ‪‬ﺗﻴﺎ ﻳﯥ‬
‫ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﺎﻡ )ﻓﻜﺮ ﻛﻮﻝ(‪ ،‬ﺗ‪ ‬ﺭﺍ ﺗ‪) ‬ﺗﻠﻞ ﺭﺍﺗﻠﻞ(‪ ،‬ﺧﻮﺍ‬
‫)ﭘﻠﻮ‪ ،‬ﻟﻮﺭﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩﺭﺳﯥ ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﺍ‪‬ﺧﻮﻧﻪ‬
‫ﻭ‪‬ﯧ‪‬ﻱ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩ ﺗﯧﺮ‬
‫ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ‬
‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﺗﺮﻱ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‬
‫ﺭﻭﺣﻴﻪ ﭘﻪ ﺩﻭﻯ ﻛﯥ ﻭﺭﻭﺯﻱ‪.‬‬ ‫ﺍﻭ ﭘﺎﺗﻰ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺎﻳﻨﻮﻧﻮ ﭘﻪ ﺍ‪‬ﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ ﻟﻜﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺎﻳﻨﻮﻧﻮ ﺩ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫)ﺍﻧ‪‬ﻮﺭ‪ ،‬ﭘﺎﻡ‪ ،‬ﺗ‪ ‬ﺭﺍ ﺗ‪ (‬ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻭﺩﯤ ﻟﻮﻟﻲ ﻧﻮﺭ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﺍ‪‬ﻭ ‪‬ﻟﻮ ﺩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮﻛﯥ ﻭﻛﺎﺭ ﻭﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻧﻜﻲ ﺩ ﺩﻏﻮ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ‬ ‫ﭘﻮ‪‬ﺘﻨﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭﻭﻧﻮ ﺗﻪ‬
‫ﺍﺭﺯﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ‬ ‫ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﺍﻭﻭﺩﯤ ﻭﺍﻳﻲ ﭼﯥ‪:‬‬
‫ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺗﺮﯤ ‪‬ﺮ‪‬ﻨﺪ ﺷﻲ‪.‬‬ ‫‪ -۱‬ﺗﺎﺳﻮ ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﯤ ﭘﯧﮋﻧﺊ؟‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪ -‬ﺗﺎﺳﻮ ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﻭ ﺩ ﭘﯧﮋﻧﺪﻟﻮ ﻟﻪ ﻣﺨﯥ ‪‬ﺎﻧﻮﻧﻪ ﻟﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺗﺮﺍﻓﻴﻜﻲ ﻻﺭ‪‬ﻮﻭﻧﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫ﺗﺮﺍﻓﻴﻜﻲ ﭘﯧ‪‬ﻮ ‪‬ﺨﻪ ﺑﭻ ﻛﻮﻟﻰ ﺷﺊ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻐﺎﺕ ﻣﻌﻨﻰ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪ -۳‬ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﺍﻧ‪‬ﻮﺭﻭ ﺍﻭ ﺭﻧ‪‬ﻮﻧﻮ ﭘﻪ ﻣﻄﻠﺐ ﭘﻮﻫﻴ‪‬ﺉ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻟﻮ ﻣﻬﺎﺭﺕ ﺯﺩﻩ ﻛ‪‬ﻯ ﺩﻯ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ﺑﺎﻧﺪﯤ ﻭﻳﺎ‪ ‬ﻛﻮﻱ ﺍﻭ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﻧ‪‬ﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ ﺩﺍ‬ ‫ﺩ ‪‬ﻪ ﻛﺎﺭ ﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﺣﺴﺎﺱ ﻛﻮﻱ ﭼﯥ ﻟﻪ ﺳﺮﻙ ‪‬ﺨﻪ ﭘﻪ ﺗﯧﺮﻳﺪﻟﻮ ﻛﯥ ‪‬ﺎﻥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﻲ؟‬ ‫ﻭﻟﻮﻟﻲ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩﺍﺩﻯ ﭼﯥ ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺗﺮﺍﻓﻴﻜﻲ ﭘﻴ‪‬ﻮ ﭘﻪ ﻻﺭﻭ ﭼﺎﺭﻭ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﻣﺘﻦ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻳﻮ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﻯ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮﺳﻲ ﺍﻭ ﺩﻭ ﺭﻭﺭ‪‬‬

‫‪٧٣‬‬
 ‫ﭘﻨ‪‬ﻪ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺗﺮﺍﻓﻴﻜﻲ ﻻﺭ‪‬ﻮﻭﻧﯥ )‪ (٤٩ -٤٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﻭ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ﺍ‪‬ﺗﻴﺎ ﻳﯥ‬
‫ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﻟﻪ ‪ ٨-٤‬ﮐﺮ‪‬ﯥ(‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻮﻣ‪) ‬ﺍﻭﻝ(‪ ،‬ﺑﺎﻳﺪ )‪‬ﺎﻳﻲ(‪ ،‬ﭘﻪ ‪‬ﺍ‪‬ﻩ ﺯ‪‬ﻩ‬
‫)ﻣﻄﻤﺌﻦ ﺯ‪‬ﻩ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮ ﻛﺘﻠﻮ ﻻﻧﺪﯤ‬
‫ﻭﻧﻴﺴﯥ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺍﻧﻌﺎﻣﻮﻧﻮ ﻭﻭﻳﺎ‪‬ﻱ ﺩ ﻧﻮﺭﻭ ﭘﺎﻡ ﺩﯤ‬
‫ﺯﻳﺎﺭﻭﻧﻮ ﺗﻪ ﻭ‪‬ﺮ‪‬ﻮﯤ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ‬
‫ﺗﻴﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﭘﻪ ﺩﯤ ‪‬ﻭﻝ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻟﻜﻪ‪ :‬ﭘﻪ ﻫﻜﻠﻪ‪ ،‬ﻛﺮ‪‬ﻪ‪ ،‬ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻭﺩﯤ ﻟﻮﻟﻲ‪،‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﺮﺍﻓﻴﻜﻮ ﺩ ﻛﺎﺭﻛﻮﻭﻧﻜﻮ ﺩ ﺍﺭﺯ‪‬ﺘﻤﻨﻮ ﺩﻧﺪﻭ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺫﻛﺮ ﺷﻮﯤ ﻛﻠﻤﯥ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ‬ ‫ﭘﻪ ﺑﺎﺏ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺭﺳﻢ ﻛ‪‬ﻱ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﺭﻭ ﻭﺍ‪‬ﻭ ‪‬ﻟﻮ ﺩ ﺯﻳﺎﺭﻭﻧﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭ ﻫﺮﻩ ﻳﻮﻩ ﺩﯤ ﭘﻪ ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﺗﺸﺮﻳﺢ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻳﺮﻭ ﺯﻳﺎﺭﻭﻧﻮ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﺩﻭﻯ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﭼﯥ ﺩ ﻫﺮﯤ ﻋﻼﻣﯥ ﭘﻪ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ‬ ‫ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩ ‪‬ﻴﻨﻮ ﭘﻮ‪‬ﺘﻮ ﭘﻪ ﻭﺳﻴﻠﻪ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ‬
‫ﻭﭘﻮﻫﻴ‪‬ﻱ‪.‬‬ ‫ﻫﻜﻠﻪ ﺩ ﺩﻭﻱ ﭘﻮﻫﻪ ‪‬ﺎﻧﺘﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ‬ ‫‪ -۱‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﯤ ﭘﯧﮋﻧﺪﻱ ﺩﯤ؟‬
‫ﺗﻮ‪‬ﻪ ﻭﺍﺭﺯ ﻭﻱ‪.‬‬ ‫‪ -۲‬ﺗﺎﺳﻮ ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﯤ ‪‬ﻮﻣﺮﻩ ‪‬ﻮﺭﯤ ﺑﻮﻟﺊ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﻧ‪‬ﻮ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﺩﻗﺖ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻳﻮ ﺩ ﺑﻞ ﺳﺮﻩ ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﭘﯧ‪‬ﻮ‬ ‫‪‬ﻮ ﭘﻮﻫﯧﺪﻭ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ‬
‫‪‬ﺨﻪ ﺩ ‪‬ﺎﻥ ﺳﺎﺗﻨﯥ ﭘﻪ ﻫﻜﻠﻪ ﻣﺮﺳﺘﯥ ﻛﻮﻟﻲ ﺷﻲ؟‬ ‫ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﻭ ﺩﯤ ﻭﺭﺗﻪ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﻧ‪‬ﻮ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻟﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪،‬‬
‫ﺳﺮﻙ ‪‬ﺨﻪ ﺩ ﺗﯧﺮﻳﺪﻟﻮ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﺍ‪‬ﻣﻦ ﺷﻮﻝ‪.‬‬ ‫ﻭﺩﯤ ﻟﻮﻟﻲ‪ ،‬ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﭘﯧ‪‬ﻮ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﺧﻄﺮ ﺩ ‪‬ﻮﻭﻟﻮ ﻻﺭﯤ ﭼﺎﺭﯤ ‪‬ﻴﻲ؟‬ ‫ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﻭ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﭘﻮﺭﻩ ﻏﻮﺭ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺭﯤ ﺗﺮﺍﻓﻴﻜﻲ ﻧ‪‬ﯥ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺭﺳﻢ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺍ‪‬ﻭﻧﺪﯤ ﻟﻴﻜﻠﯥ ﻛﻠﻤﯥ‬

‫‪٧٤‬‬
 ‫ﭘﻨ‪‬ﻪ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺗﺮﺍﻓﻴﻜﻲ ﻻﺭ‪‬ﻮﻭﻧﯥ )‪ (٤٩ -٤٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﯾﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﻭ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ﺍ‪‬ﺗﻴﺎ ﻳﯥ ﭘﻮﻫﯧﺪﻝ‬
‫ﺍﻭ ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻠﻮﺭﻭ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ )ﻫﻤﺪﺍﺷﺎﻥ(‪ ،‬ﻣﺎﺷﻮﻣﺎﻥ )ﻛﻮﭼﻨﻴﺎﻥ(‪،‬‬
‫ﺧﻮﺍ )ﭘﻠﻮ(‪ ،‬ﻻﺭﻭﻯ )ﭘﻪ ﻻﺭﺗﻠﻮﻧﻜﻰ(‪ ،‬ﺎﻧ‪‬ﻯ )ﻳﻮﺍﺯﻳﻨ‪،(‬‬
‫ﻣﺨﻨﻴﻮﻯ )ﺳﺎﺗﻨﻪ(‪ ،‬ﺎﻛﻠﻲ ‪‬ﺎﻳﻮﻧﻪ )ﻣﻌﻠﻮﻡ ‪‬ﺎﻳﻮﻧﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ‬
‫ﺗﺮﺍﻓﻴﻜﻲ ﻧ‪‬ﯥ ﻧ‪‬ﺎﻧﯥ‪.‬‬

‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺗﺮﺍﻓﻴﻜﻲ‬
‫ﭘﻪ ﻣﺮﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ ﺍﻭ ﺳﺘﻮﻧﺰﻱ ﻟﻪ ﻣﻨ‪‬ﯥ ﻳﻮﺳﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﺎﻛﻠﻮ ﻋﺒﺎﺭﺗﻮﻧﻮ ﻟﻜﻪ‪ :‬ﺎﻛﻠﻲ ‪‬ﺎﻳﻮﻧﻪ‪،‬‬
‫‪‬ﺎﻧ‪‬ﯤ ﻻﺭ‪‬ﻮﻭﻧﯥ‪ ،‬ﻣﺨﻨﻴﻮﻯ ﺍﻭ ﺑ‪‬ﯥ‪.‬‬
‫ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻭﺩﯤ ﻟﻮﻟﻲ‪ ،‬ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺫﻛﺮ‬
‫ﺷﻮﻱ ﻋﺒﺎﺭﺗﻮﻧﻪ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﺮﺍﻓﻴﻜﻲ ﻧ‪‬ﯥ ﻭﭘﯧﮋﻧﺪﻟﯥ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻣﻬﺎﺭﺕ ﻟﺮﻱ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺧﭙﻠﻮ ﻣﻠ‪‬ﺮﻭ ﺳﺮﻩ ﺩ ﻣﺮﺳﺘﻮ ﻛﻮﻟﻮ‬
‫ﺫﻫﻨﻴﺖ ﭘﻴﺪﺍ ﻛ‪‬ﻯ ﺩﻯ؟‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬
‫‪ -‬ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩﺍﺩﻯ ﭼﯥ ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺘﻞ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﺯﺩﻩ ﻛﻮﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺗﺮﺍﻓﻴﻜﻲ ﻧ‪‬ﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﺍ‬
‫ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﭘﻪ )‪‬ﺎﻧ‪‬ﻯ‪ ،‬ﻣﺎﺷﻮﻣﺎﻥ‪،‬‬
‫ﻫﻤﺪﺍﺭﻧ‪‬ﻪ‪ ،‬ﻣﺨﻨﻮﻯ(‬
‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫ﻧ‪‬ﻮ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺳﺎﺩﻩ ﺟﻤﻠﯥ ﻭﺭ‪‬ﺨﻪ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻠﻮﺭﻣﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﺍﺷﺎﺭﻭ ﻧﻮﻣﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮﻟﻮ ‪‬ﻟﻮ ﺩ ﺯﻳﺎﺭﻧﯥ‬
‫ﺳﺘﺎﻳﻨﻪ ﻭ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‬
‫ﭼﯥ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﻮﻣﺮﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺮﻱ ﺍﻭ ﭘﻪ ﻧﻮﺭﻭ‬
‫ﺑﺮﺧﻮ ﺩﯤ ﺑﻴﺎ ﻭﺭﻭﺳﺘﻪ ﺩ ﺩﻭﻯ ﻟﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ‪‬ﺨﻪ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﻯ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -۱‬ﺗﺎﺳﻮ ﺩ ﺷﻴﻦ‪ ،‬ﺳﻮﺭﺍ ﺯﻳ‪ ‬ﺭﻧ‪ ‬ﺩ ﺍﺷﺎﺭﻭ ﭘﻪ ﻣﻄﻠﺐ‬
‫ﭘﻮﻫﻴ‪‬ﺉ ﭼﯥ ﺩ ‪‬ﻪ ﺷﻲ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻛﻮﻱ؟‬
‫‪ -۲‬ﺩ ﺩﺭﯦﺪﻭ ﻧ‪‬ﻪ ﭘﻴﮋﻧ‪‬؟‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﺩﻭﻯ ﺗﻪ ﺩﯤ ﭘﻪ ﻫﻐﻮ ﭘﻮﻫﯧﺪﻝ ﺿﺮﻭﺭ ﻭﺑﻮﻟﻲ‪ ،‬ﻜﻪ ﭼﯥ ﻟﻪ‬
‫‪‬ﺎﻧﻲ ﺧﻄﺮ ‪‬ﺨﻪ ﺧﻼﺹ ﺷﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻭﺩﯤ‬
‫ﻟﻮﻟﯥ ﺍﻭ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﻫﻐﻪ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻳﻮﺑﻞ‬

‫‪٧٥‬‬
 ‫ﺷﭙ‪ ‬ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﻳ‪‬ﺘﻴﺎ ﻭﻳﻞ )‪ (٥١ -٥٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭ‪‬ﺘﻴﺎ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻩ ﺍﻭ‬
‫ﺭ‪‬ﺘﻴﺎ ﻭﻳﻞ ﺩ ‪‬ﺎﻥ ﻋﺎﺩﺕ ﻭ‪‬ﺮ‪‬ﻮﻱ‪ .‬ﺩ ﺩﺭﻭﻏﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ‬
‫ﺑﺎﻧﺪﯤ ﻫﻢ ﻭﭘﻮﻫﻴ‪‬ﻱ ) ﭘﻨ‪‬ﻪ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻋﺰﺕ )ﺩﺭﻧﺎﻭﻯ(‪ ،‬ﺍﻋﺘﺒﺎﺭ )ﺑﺎﻭﺭ(‪ ،‬ﺧﺎﻡ )ﺍﻭﻡ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭ‬
‫ﺍﻭ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ‬
‫ﻭﻭﻳﺸﻞ ﺷﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺭﺳﻢ ﺷﻮﻯ ﺗﺮﺍﻓﻴﻜﻲ ﻧ‪‬ﯥ ﺍﻭ‬
‫ﻧ‪‬ﺎﻧﯥ ﻭ‪‬ﻴﻲ ﺍﻭ ﺩ ﻫﺮﯤ ﻳﻮﯤ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ‬
‫ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﯤ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺧﭙﻞ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺎﺕ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪‬ﻮﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﭘﻪ ﺑﺮﺧﻮ ﻛﯥ ﺍﺭﺯﻩ ﻭﻧﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﻻﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﺭﺱ ﺩ ﭘﻴﻞ ﻛﯧﺪﻭ ﺍﻧ‪‬ﻴﺰﻩ ﭘﻪ ﺩﺍ ‪‬ﻭﻝ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﻭﺍﻳﻲ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪﻭ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ‬ ‫‪ -۱‬ﺭ‪‬ﺘﻴﺎ ﻭﻳﻞ ﻭﻟﻲ ‪‬ﻪ ﻛﺎﺭ ﺑﻮﻟﻮ؟‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۲‬ﻮﻙ ﭼﯥ ﺭ‪‬ﺘﻴﺎ ﻭﺍﻳﻲ ﺧﻠﻚ ﻭﺭﺗﻪ ﭘﻪ ﻛﻮﻣﻪ ﺳﺘﺮ‪‬ﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺕ ﻟﺮﻱ؟‬ ‫‪‬ﻮﺭﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩﺭ‪‬ﺘﻴﺎ ﻭﻳﻠﻮ ﺍﺭﺯ‪‬ﺖ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ‬
‫ﻛﺎﺭ ﻛ‪‬ﻯ ﺩﻯ ﺍﻭ ﺩ ﺭ‪‬ﺘﻴﺎ ﻭﻳﻠﻮ ﭘﻠﻮﻳﺎﻥ ﺷﻮﻝ؟‬ ‫ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺩ ﺑﺸﭙ‪‬ﻭﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﺨﭙﻠﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﻟﻮﺳﺖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻴﻜﻠﻮ ﺑﺮﻳﺎﻟﻲ ﻛﻮﻱ ﺍﻭ ﺫﻫﻨﻲ ﭘﺎﻧ‪‬ﻪ ﻳﯥ ﻭﺩﻩ ﻛﻮﻱ؟‬ ‫‪ -‬ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﻧﻮﻯ ﺩﺭﺱ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ‬ ‫ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﺭﺱ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻌﻨﺎ ﺩﯤ ﻭﺭﺗﻪ ﻭ‪‬ﺎﻛﻲ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﻯ ﻭﻛﺎﺭﻭﻱ )ﺭ‪‬ﻴﺘﺎ‪،‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻟﻮﺳﺖ‪ ،‬ﻣﺮﻏﻠﺮﯤ(‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻳﻮ‬
‫ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬

‫‪٧٦‬‬
 ‫ﺷﭙ‪ ‬ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﻋﻨﻮﺍﻥ‪ :‬ﺭﻳ‪‬ﺘﻴﺎ ﻭﻳﻞ )‪ (٥١ -٥٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭ‪‬ﺘﻴﺎ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻩ ﺍﻭ‬
‫ﺭ‪‬ﺘﻴﺎ ﻭﻳﻞ ﺩ ‪‬ﺎﻥ ﻋﺎﺩﺕ ﻭ‪‬ﺮ‪‬ﻮﻱ‪ .‬ﺩ ﺩﺭﻭﻏﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ‬
‫ﺑﺎﻧﺪﯤ ﻫﻢ ﻭﭘﻮﻫﻴ‪‬ﻱ )ﻟﻪ ‪ ١١ -٦‬ﮐﺮ‪‬ﯥ ﭘﻮﺭﯤ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﺸﻬﻮﺭ )ﻧﺎﻣﺘﻮ(‪ ،‬ﻳﻮ‪‬ﻞ )ﻳﻮﻭﺍﺭ(‪ ،‬ﻣﺮﻏﻠﺮﻩ‬
‫)ﺍﺭﺯ‪‬ﺘﻤﻨﻪ ﻣﺮﻯ‪ ،‬ﻣﺮﻭﺍﺭﻳﺪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ‬
‫ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻮﻟ‪‬ﻲ ﺗﻪ ﺩ ﻻﻫ‪‬ﻪ ﻭﻧﯥ ﺩ ﭘﺎﺭﻩ‬
‫ﻭﺭﭘﯧﮋﻧﯥ ﺍﻭ ‪‬ﯥ ﺭﺍﺗﻠﻮﻧﻜﻰ ﺗﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﺎﻣﻠﺮﻧﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ‪.‬‬
‫‪-‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﭘﻮ‪‬ﺘﻲ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻟﻐﺘﻮﻧﻪ )ﻣﺸﻬﻮﺭ‪ ،‬ﻳﻮ‪‬ﻞ‪ ،‬ﻣﻠﻐﻠﺮﻩ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻣﻌﻨﺎ ﺩﯤ‬ ‫ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﺗﻮﺭﻭ ﺩﯤ ﻭﺍ‪‬ﻭﻱ ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫ﻭﻛﺎﺭﻭﻱ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺭ‪‬ﺘﻴﺎ ﻭﻳﻠﻮ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺧﺒﺮﯤ ﺍﻭ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﺁﻓﺮﻳﻦ ﻭﻳﻠﻮ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ‬ ‫ﺳﺮﻩ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺭ‪‬ﺘﻴﺎ ﻭﻳﻠﻮ ﺩ ﺩﺭﺱ ﺩﭘﺎﺗﯥ ﺑﺮﺧﯥ‬
‫ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺩﺍﺳﯥ ﻫ‪‬ﻮﻧﯥ ﻭﻛ‪‬ﻱ ﭼﯥ‪ :‬ﻭﻟﻰ ﺧﻠﻚ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺷﺎ‪‬ﺮﺩﺍﻥ ﺩ ﻟﻮﺳﺖ ﺩ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﺩ ﻟﻮﺳﺘﻠﻮ‬ ‫ﺩﺭﻭﺍﻏﺠﻦ ﺳ‪‬ﻯ ﺑﺎﻭﺭ ﻧﻪ ﻛﻮﻱ؟ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﺩﯤ ﭘﻪ ﺩﯤ‬
‫ﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺗﻮﻧﻪ ﻟﺮﻱ؟‬ ‫ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺎﻧﺘﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺭ‪‬ﺘﻴﺎ ﺩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻧﻮﯤ ﺯﺩﻩ ﻛ‪‬ﻱ ﺳﺮﻩ ﺩ ﺭ‪‬ﺘﻴﺎ‬ ‫ﺍﺭﺯ‪‬ﺖ ﺍﻭ ﺩ ﺩﺭﻭﻏﻮ ﭘﻪ ﺑﯥ ﺑﺎﻭﺭ‪ ‬ﺑﺎﻧﺪﯤ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻭﻳﻠﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﺩﺭﻭﻏﻮ ‪‬ﺨﻪ ‪‬ﻩ ﻛﻮﻱ؟‬ ‫ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻟﻴﻜﻮﻧﻜﻲ ﺍﻭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﻣﺘﻦ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪‬‬
‫ﻟﻮﺳﺘﻮﻧﻜﻲ ﺭﻭﺯﻟﻰ ﻛﻴ‪‬ﻯ؟‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻮﺧﯥ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺧﺒﺮﯤ‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﺭ‪‬ﺘﻴﺎ ﻭﻳﻠﻮ ﭘﻪ ﺑﺎﺏ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻳﻮﻩ ﻛﺮ‪‬ﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﻟﻴﻜﺊ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ‬
‫ﺳﺘﻮﻧﺰﻱ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻰ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ‬

‫‪٧٧‬‬
 ‫ﺷﭙ‪ ‬ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﻳ‪‬ﺘﻴﺎ ﻭﻳﻞ )‪ (٥١ -٥٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭ‪‬ﺘﻴﺎ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻩ ﺍﻭ‬
‫ﺭ‪‬ﺘﻴﺎ ﻭﻳﻞ ﺩ ‪‬ﺎﻥ ﻋﺎﺩﺕ ﻭ‪‬ﺮ‪‬ﻮﻱ‪ .‬ﺩ ﺩﺭﻭﻏﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ‬
‫ﺑﺎﻧﺪﯤ ﻫﻢ ﻭﭘﻮﻫﻴ‪‬ﻱ )ﭘﻨ‪‬ﻪ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍﺭﺯ‪‬ﺖ )ﻭ‪‬ﺗﻴﺎ(‪ ،‬ﻣﻴﻨﻪ )ﻣﺤﺒﺖ(‪ ،‬ﻳﻘﻴﻦ )ﺑﺎﻭﺭ(‪،‬‬
‫ﺩﺭﻭﻏﺠﻦ )ﺩﺭﻭﻍ ﻭﻳﻮﻧﻜﻲ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﺗﺮﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻧﺎﺯﻭﻱ‬
‫ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﺩ ﭘﺎﺭﻩ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﺑﯧﻼﺑﯧﻠﻮ ﺑﺮﺧﻮ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ‬
‫‪‬ﻙ ﻛ‪‬ﻱ‪:‬‬ ‫‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -۱‬ﻪ ﺷﻲ ﭼﯥ ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ ﺩ ﺍﻧﺴﺎﻥ ______ ﻋﺰﻥ ﺳﺎﺗﻰ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺭ‪‬ﺘﻴﺎ ﻭﻳﻠﻮ ﺩ ﻟﻮﺳﺖ ﻣﺮﺍﻡ ﻭﻭﺍﻳﯥ‪.‬‬
‫ﻫﻐﻪ ﺭ‪‬ﺘﻴﺎ ﻭﻳﻞ ﺍﻭ ﻟﻪ ﺩﺭﻭﻏﻮ ‪‬ﺨﻪ ﺩ ‪‬ﺎﻥ ______ ﺩﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﺩ ﻟﻐﺘﻮﻧﻮ ﺩ ﻣﻌﻨﺎ ﭘﻮ‪‬ﺘﻨﯥ‬
‫‪ -۲‬ﻛﻪ ﻳﻮ ‪‬ﻞ ‪‬ﻮﻙ ﭘﻪ ﺩﺭﻭﺍﻏﻮ ﻣﺸﻬﻮﺭ ﺷﻮ ﻧﻮ ﺩ ﻫﻐﻪ ﭘﻪ‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫_____ ﻫﻢ ﺧﻠﻚ ﺑﺎﻭﺭ ﻧﻪ ﻟﺮﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ‪‬ﻳﺮﻩ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ‬
‫ﻛ‪‬ﻭ ﭘﻪ ﻭ‪‬ﻭ ﺭﻳ‪‬ﺘﻴﺎ‬ ‫ﺳﺎﺗﻞ‬ ‫ﻋﺰﺕ‬ ‫‪‬ﯥ ﺭﺍﺗﻠﻮﻧﻜﯥ ﺍﻣﻴﺪﻭﺍﺭﯤ ﺩﯤ ﻭﺭﻛ‪‬ﻱ ﭼﯥ ﺯﻳﺎﺭ ﺗﻞ‬
‫ﺑﺮﻳﺎﻟﻴﺘﻮﺑﻮﻧﻪ ﻟﺮﻱ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﻭﻩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫ﻭﺍﻳﻲ ﻛﻪ ‪‬ﻮﻙ ﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ ﻧﻴﻜﻤﺮﻏﻪ ﻭﻱ ﺍﻭ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩ‬ ‫ﺧﻠﻚ ﻭﺭ ﺑﺎﻧﺪﯤ ﺑﺎﻭﺭ ﻭﻛ‪‬ﻱ ﻧﻮ ‪‬ﺎﻳﻲ ‪‬ﻪ ﻭﻛ‪‬ﻱ؟‬
‫ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻣﺮﺳﺘﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭ‪‬ﺘﻴﺎ ﻭﻳﻠﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩ ﻻﭘﻮﻫﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﭘﻪ ﺟﻮ‪‬ﻭﻟﻮ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫ﭘﻮﻫﯧ‪‬ﻱ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻭﺭﺗﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﺭ‪‬ﺘﻴﺎ ﻭﻳﻠﻮ ﺳﺮﻩ ﻣﻴﻨﻪ ﺍﻭ ﻟﻪ‬ ‫ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﺭﻭﻏﻮ ‪‬ﺨﻪ ﻛﺮﻛﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺭ‪‬ﺘﻴﺎ ﺍﻭ ﺩﺭﻭﻏﻮ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ‬
‫ﻫﻜﻠﻪ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ‬ ‫ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩﯤ ﭘﺮﯤ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺟﻤﻠﻮ ﺗﺶ ‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ‬

‫‪٧٨‬‬
 ‫ﺍﻭﻭﻩ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﻭﻏﺘﯿﺎ )‪ (٥٣ -٥٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺭﻭﻏﺘﻴﺎ ﺩ ﺳﺎﺗﻨﯥ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ‬
‫ﭘﻮﻩ ﺷﻲ‪ .‬ﺧﭙﻞ ﺑﺪﻥ ﭘﺎﻙ ﻭﺳﺎﺗﻲ ﺍﻭ ﺩ ﺩﯤ ﺷﻌﺮ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ‬
‫ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ )‪‬ﺎﻛﻠﻲ ﻟﻮﺳﺖ ﺩﻭﻩ ﻟﻮﻣ‪‬ﻱ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺭﻭﻏﺘﻴﺎ )ﺳﻼﻣﺘﻲ(‪ ،‬ﻟﻮﺑﯥ )ﺳﺎﻋﺖ ﺗﯧﺮﻱ( ﺍﻭ‬
‫‪‬ﻜﻼ )‪‬ﺎﻳﺴﺖ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭ‬
‫ﺍﻭ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﺗﯧﺮ‬
‫ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ‬
‫‪‬ﻭﻝ ‪‬ﻭﻝ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﺗﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﻟﻪ ‪‬ﯥ‬
‫ﺯﺩﻩ ﻛ‪‬ﻱ ‪‬ﺨﻪ ﺩﯤ ‪‬ﺍ‪‬ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻳﻮ ‪‬ﻮ ﺗﻨﻪ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﻣﺨﯥ ﺗﻪ ﺭﺍﺷﻲ ﺍﻭ ﻭﺩﯤ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺩﺭﻭﻏﻮ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻟﻲ ﺍﻭ ﭘﺎﺗﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﻛﻠﻤﯥ ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺭ‪‬ﺘﻴﺎ ﺍﻭ ﺩﺭﻭﻏﻮ ﭘﺮﺗﻠﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ ﺩﺍﺳﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺩ ﺩﻭﻯ ﺯﻳﺎﺭﻧﯥ ﺍﻭ ﻫ‪‬ﯥ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﻟﻮ ﻣﻬﺎﺭﺗﻮﻧﻮ‬ ‫ﺩﯤ ﻭﺳﺘﺎﻳﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺩ‬
‫‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﺧﺒﺮﯤ ﻭﺍﻭﺭﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﻟﻪ ﭘﺎﺭﻩ ﺩﻭﻯ ﺩﺍﺳﻰ ﻭﻫ‪‬ﻮﻱ ﭼﯥ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﭘﺎﻛﯥ ﺩ ﺭﻭﻏﺘﻴﺎ ﻟﻪ ﭘﺎﺭﻩ‬ ‫ﻛﻪ ‪‬ﻮﻙ ﺧﭙﻞ ﺑﺪﻥ ﭘﺎﻙ ﺳﺎﺗﻰ ﺩ ﻫﻐﻪ ﺭﻭﻏﺘﻴﺎ ﺑﻪ ‪‬ﺮﻧ‪‬ﻪ ﻭﻱ؟‬
‫‪‬ﯦﺮﻩ ‪‬ﻪ ﻟﺮﻱ؟‬ ‫ﺩ ﺩﯤ ﭘﻮ‪‬ﺘﻨﻰ ﭘﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ﺑﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺍﺭﺯﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻭﻏﺘﻴﺎ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩ ﻟﻴﻜﻠﻮ ﺍﻭ ﻟﻮﺳﺘﻠﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﻟﻮﻣ‪‬ﻱ ﺩﻭﻩ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻝ؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺟﻤﻠﯥ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻭﻏﺘﻴﺎ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ‬ ‫ﺩﯤ ﭘﻪ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻫﻐﻰ ﺳﺎﺗﻠﻮ ﺗﻪ ﻳﯥ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻩ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺑﻴﺘﻮﻧﻪ ﺩ ﻳﻮﯤ ﺗﺮﺍﻧﯥ ﭘﻪ ﺷﻜﻞ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻈﻢ ﻭﭘﯧﮋﺍﻧﺪ؟‬ ‫ﻭﻟﻮﻟﻲ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﻳﻮ ﺗﻦ ﺑﻴﺘﻮﻧﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ‬
‫‪ -‬ﺁﻳﺎ ﻧﻈﻢ ﺩ ﺑﯧﻼ ﺑﯧﻠﻮ ﭘﻪ ﺍ‪‬ﺧﻮﻧﻮ ﺍﻭ ﻣﻌﻨﺎﻭﻭ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻭﻟﻴﻜﻲ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻈﻢ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﻟﻐﺘﻮﻧﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻳﺎﺩ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﺗﻪ ﻭﺳﭙﺎﺭﻱ ﺍﻭ ﻫﺮﻩ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻩ‬

‫‪٧٩‬‬
 ‫ﺍﻭﻭﻩ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﻭﻏﺘﯿﺎ )‪ (٥٣ -٥٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺭﻭﻏﺘﻴﺎ ﺩ ﺳﺎﺗﻨﯥ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ‬
‫ﭘﻮﻩ ﺷﻲ‪ .‬ﺧﭙﻞ ﺑﺪﻥ ﭘﺎﻙ ﻭﺳﺎﺗﻲ ﺍﻭ ﺩ ﺩﯤ ﺷﻌﺮ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬
‫ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ )ﺩﺭﻳﻢ ﺍﻭ ‪‬ﻠﻮﺭﻡ ﺑﻴﺖ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺣﺪ )ﺍﻧﺪﺍﺯﻩ‪ ،‬ﺑﺮﻳﺪ(‪ ،‬ﭘﺎﻣﻠﺮﻧﻪ )ﺗﻮﺟﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫‪‬ﺎﻛﻠﻮ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ )ﺩ ﻧﻈﻢ‬
‫ﻟﻴﻜﻞ( ﺍﻭ ﺩ ﻫﻐﻮ ‪‬ﺮﻧ‪‬ﻮﺍﻟﻲ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﺩﯤ ‪‬ﻮﻟ‪‬ﻴﻮﺍﻟﻮ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﭘﻴﺎﻭ‪‬ﯤ‬
‫ﺯﺩﻩ ﻛ‪‬ﻯ ﻟﻪ ﭘﺎﺭﻩ ﻭﻫ‪‬ﻮﻱ‪ .‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻩ‬
‫ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ ﺍﻭ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﯥ‬
‫‪‬ﺨﻪ ﺩﯤ ﺩ ﺩﺭﺱ ﺩ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﻣﻴﺰ ﻭﺍﭼﻮﻱ ﺍﻭ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﻣ‪‬ﻯ ﺑﺮﺧﯥ ﻣﺘﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺭﻭﻏﺘﻴﺎ ﻫﻮﺍ ‪‬ﻜﻼ ﭘﺎﻙ ﺧﻮﺭﺍﻙ ﻣﭽﺎﻥ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺍ‪‬ﻭﻧﺪ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻩ ﻭﻱ‪.‬‬
‫ﻣﻴﻜﺮﻭﺑﻮﻧﻪ ‪‬ﺎﻥ ﺧﻮﺷﺤﺎﻟﻪ ﺟﻨﺤﺎﻝ ﻟﻮﺑﻰ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﺮﻳﻮ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺭﻭﻏﺘﻴﺎ ﺍﻭ ‪‬ﺎﻥ ﺳﺎﺗﻨﯥ ﭘﻪ‬
‫ﺳﺘﺎﻧﻪ‬ ‫ﺧﻮﺭﺍﻙ ﺑﺪﻥ‬ ‫ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺯﺭﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻏﻮ‪‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﺍﺳﯥ‬ ‫ﻭﻧﻴﺴﻲ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﺩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻭﻧﻰ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺧﭙﻠﻪ ‪‬ﺍ‪‬ﻳﻨﻪ ﺩﯤ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻭﻏﺘﻴﺎ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺑﺎﻧﺪﯤ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﺭﻭﻏﺘﻴﺎ ﺩ ﺳﺎﺗﻨﯥ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺑﺎﻳﺪ ‪‬ﻪ ﻭﻛ‪‬ﻭ؟‬
‫ﻭﺭﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺍﺭﺯﻩ ﻭﻧﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻭ‪‬ﺗﻴﺎ ﻭﻭ ﻛﯥ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ‬ ‫ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﻮﻣﺮﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺮﻱ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ ﭘﻴﺎﻭ‪‬ﻯ ﺷﻮﻱ ﺍﻭ ﺩﻭﻯ ﻳﯥ ﻛﻮﻟﻰ ﺷﻲ ﭼﯥ ﺧﭙﻠﻪ ﻭ‪‬ﺗﻴﺎ‬ ‫ﭘﺎﺗﻰ ﺑﺮﺧﯥ ﺩﯤ ﺩﻭﻯ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻭ‪‬ﻴﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )ﺩﺭﻳﻢ ﺍﻭ ‪‬ﻠﻮﺭﻡ ﺑﻴﺖ( ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺫﻫﻦ ﺩﯤ ﺗﻪ ﭼﻤﺘﻮ ﺷﻮﻯ ﭼﯥ ﺩ‬ ‫ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ‬
‫ﺭﻭﻏﺘﻴﺎ ﺳﺎﺗﻨﯥ ﺗﻪ ﺗﻮﺟﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﻐﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﭘﻪ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺩﻯ ﺩ ﺩﻭﻯ ﺧﺒﺮﯤ ﻫﻢ ﻭﺍﻭﺭﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻭﻧﺪﻭ ﻣﻬﺎﺭﺗﻮﻧﻮ ﻭﭘﻮﻫﻴﺪﻝ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﻧﻮﻯ ﻛﻠﻤﯥ ﺍﻭ ﻣﻔﺎﻫﻴﻢ ﻳﯥ ﺯﺩﻩ ﻛ‪‬ﻝ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺗﺮﺍﻧﯥ ﭘﻪ‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭ ﺑﺮﺧﯥ ﻟﻮﺳﺘﻞ ﺷﻮﻱ‬ ‫‪‬ﻭﻝ ﻭﻟﻮﻟﻲ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﺩﺍ ﻛﺎﺭﺗﻮﻧﻪ ﭼﯥ ﭘﺨﻮﺍ ﻟﻴﻜﻞ ﺷﻮﻱ‬

‫‪٨٠‬‬
 ‫ﺍﻭﻭﻩ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﻭﻏﺘﯿﺎ )‪ (٥٣ -٥٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺭﻭﻏﺘﻴﺎ ﺩ ﺳﺎﺗﻨﯥ ﭘﻪ ‪‬ﻮ ﺍﻭ‬
‫ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﭘﻮﻩ ﺷﻲ‪ .‬ﺧﭙﻞ ﺑﺪﻥ ﭘﺎﻙ ﻭﺳﺎﺗﻲ ﺍﻭ ﺩ ﺩﯤ ﺷﻌﺮ ﺩ‬
‫ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ )ﻟﻮﺳﺖ ﺩﻭﯤ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺭﻭﻏﺘﻴﺎ )ﺭﻭﻍ ﻭﺍﻟﻰ(‪ ،‬ﻣﻜﺮﻭﺑﻮﻧﻪ )ﮊﻭﻧﺪﻯ ﻣﻀﺮ‬
‫ﺷﻴﺎﻥ(‪ ،‬ﺎﻥ )ﻣﻜﺎﺭ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍ‪‬ﻭﻧﺪ ﺗﯧﺮ ﻟﻮﺳﺖ ‪‬ﺎﻛﻠﯥ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ) ﺩ‬
‫ﻧﻈﻢ ﻟﻴﻜﻨﻪ( ﺗﺮ ﻧﻈﺮﻩ ﺗﯧﺮﻩ ﻛ‪‬ﻱ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﻲ‪ ،‬ﺍ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻮﻫﻮﻟﻮ ﺗﻪ ﭼﻤﺘﻮ ﻛ‪‬ﻱ‪ ،‬ﺩ ﺗﯧﺮ‬
‫ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺟﻤﻠﻪ ﺩﯤ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺫﻛﺮ ﺷﻮﻱ ﻧﻈﻢ ﭘﻪ ﻳﺎﺩ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﺍ‪‬ﻭﻧﺪ ﺑﺮﺧﯥ ‪‬ﻮﻝ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ‬ ‫ﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺍ‪‬ﻭﻧﺪ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭ‬
‫ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ‬ ‫ﻭﻱ‪ ،‬ﻠﻮﺭﻣﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ‬
‫‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻧﻈﻢ ‪‬ﺮﻧ‪‬ﻮﺍﻟﻰ ﻭ‪‬ﻴﻲ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻜﺮﻭﺏ ﺩ ﻟﻐﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﻫﻐﻪ‬ ‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﺩﺭﺱ ﺩ ‪‬ﻪ ‪‬ﻴ‪‬ﺖ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﭘﻪ ﺿﺮﺭﻭﻧﻮ ﭘﻮﻫﯧﺪﻟﻰ ﺩﻱ؟‬ ‫ﻭﺭ‪‬ﺨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬ ‫‪ -۱‬ﻧﻈﻢ ﻣﻮ ﭘﻪ ﻳﺎﺩ ﺯﺩﻩ ﻛ‪‬ﻯ ﺩﻯ؟‬
‫ﻟﻴﻜﻠﻮ ﺗﻮﺍﻥ ﻟﺮﻱ؟‬ ‫‪ -۲‬ﻛﻪ ﭼﯧﺮﯤ ﺧﭙﻠﯥ ﺭﻭﻏﺘﻴﺎ ﺗﻪ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻧﻪ ﻛ‪‬ﻭ ‪‬ﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩ ﺭﻭﻏﺘﻴﺎ ﺩ ﺳﺎﺗﻨﯥ‬ ‫ﺭﺍﭘﻴ‪‬ﻯ؟ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ‪‬ﺎﻧ‪‬ﻱ ﺗﻮ‪‬ﻪ‬
‫ﭘﻮﻫﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻳﯥ ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫ﻭﺍﻭﺭﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﺍﻭﻝ ﭘﺨﭙﻠﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﺑﻴﺎ ﺩﯤ ﺩ ﻫﻐﻪ‬
‫ﭘﻮﻫﯥ ﺳﻤﯥ ﻻﺭﯤ ﻭﺭ‪‬ﻴﯥ؟‬ ‫ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﭘﻪ ﺟﻮ‪‬ﻩ ﻭﻟﻮ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩﻭﻩ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺑﻴﺘﻮﻧﻪ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍ‪‬ﻭﻧﺪ ﻧﻮﻱ ﻟﻮﺳﺖ ‪‬ﺎﻛﻠﻲ ﻟﻐﺘﻮﻧﻪ‪:‬‬
‫)ﺭﻭﻏﺘﻴﺎ‪ ،‬ﻣﻜﺮﻭﺏ‪ ،‬ﺎﻥ( ﻳﻮ ﺑﻞ ﺗﻪ ﻣﻌﻨﺎ ﺍﻭ ﻳﻮﻩ ﻳﻮﻩ ﺳﺎﺩﻩ‬

‫‪٨١‬‬
 ‫ﺍﺗﻪ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﭼﺎﭘﯧرﻳﺎﻝ ﺩ ﭘﺎﻛﻮﺍﻟﻲ ﺳﺎﺗﻨﻪ )‪ (٥٥ -٥٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺧ‪‬ﻠﻮ ﺩ ‪‬ﺎﻯ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻧﻮﻳﻮ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ‬
‫ﺩﻏﻪ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻟﻮﻣ‪‬ﻧ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧﺎﺭﻭﻍ )ﺭﻧ‪‬ﻮﺭ(‪ ،‬ﺭﻭﻏﺘﻴﺎ )ﺭﻭﻍ ﻭﺍﻟﻰ(‪ ،‬ﺍﻭﺭ‪‬ﺖ‬
‫)ﺑﺎﺭﺍﻥ(‪ ،‬ﺧﻮﺳﺎ )ﻭﺭﻭﺳﺖ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﻭ‪‬ﯧ‪‬ﻱ ﻣﺨﻜ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﺷﺎﺑﺎﺵ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ ﺗﯧﺮ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻩ ﻭﻧﻮ ﭘﻪ ﺑﺎﺏ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﻭﯤ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺭﻭﻏﺘﻴﺎ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻮﻯ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﻜﺮﻭﺏ ﺩ ﺿﺮﺭﻭﻧﻮ ﭘﻪ ﺑﺎﺏ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻟﻮﺳﺖ ﭘﻪ ‪‬ﺎﻧ‪‬ﻱ ‪‬ﺎﻧ‪‬ﻱ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ‪.‬‬ ‫ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ‪‬ﺨﻪ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺖ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻧﻮﻱ‬
‫ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﭘﻪ ﺑﺎﺏ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ‬ ‫ﻟﻮﺳﺖ ﺩ ﺍ‪‬ﻭﻧﺪ ﻣﺮﺍﻡ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬
‫ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭ‪‬ﺖ ﻭ‪‬ﻴﻲ‪.‬‬ ‫ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﺉ!‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﺮﺍﻣﻮﻧﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۱‬ﺩ ﺩﻭﻯ ﺗﺮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻭﺭﻭﺳﺘﻪ ﭼﯥ ﺩ ﺍﻧ‪‬ﻮﺭ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﭼ‪‬ﻠﻴﻮ ﺍﻭ ﻛﺜﺎﻓﺎﺗﻮ ﭘﻪ ﺿﺮﺭﻭﻧﻮ‬ ‫ﻳﯥ ﻟﺮﻱ ﺑﻴﺎ ﺩﯤ ﻭﻭﺍﻳﻲ ﻛﻪ ﺩ ﺧﻮ‪‬ﻭ ﺩ ‪‬ﻴﻨﻮ ﺷﻴﺎﻧﻮ ﭘﻮﺳﺘﻜﯥ ﭘﻪ‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﺎﻛﻠﻲ ‪‬ﺎﻯ ﻛﯥ ﻭﺍﻧﻪ ﭼﻮﻭ ‪‬ﻪ ﭘﻴ‪‬ﻴ‪‬ﻱ؟‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪ -۲‬ﺗﺎﺳﻮ ﺩ ﺧ‪‬ﻠﻮ ﺩ ﺍﭼﻮﻟﻮ ‪‬ﺎﻯ ﭘﻪ ﻛﻮﺭ ﻛﯥ ‪‬ﺎﻛﻠﯥ‪ ،‬ﺧﭙﻠﻮ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻣﻬﺎﺭﺕ ﻟﺮﻱ؟‬ ‫ﻭ‪‬ﻭ ﺧﻮﻳﻨﺪﻭ ﺍﻭ ﻭﺭﻭ‪‬ﻮ ﺗﻪ ‪‬ﻮﻭﻟﻰ ﺩﻯ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻭﻟﻲ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻟﻪ ﭼ‪‬ﻠﻴﻮ ﺍﻭ ﻛﺜﺎﻓﺎﺗﻮ‬ ‫ﺩﯤ ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻣﻪ ﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﻧﻮﻱ ﻟﻮﺳﺖ ﻛﯥ ‪‬ﻮﻣﺮﻩ‬
‫‪‬ﺨﻪ ﻣﺮﺿﻮﻧﻪ ﭘﻴﺪﺍ ﻛﻴ‪‬ﻱ ‪‬ﻜﻪ ‪‬ﺎﻥ ﺗﺮﯤ ﺳﺎﺗﻲ‪.‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻟﺮﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻭﻏﺘﻴﺎ ﺩ ﭘﺎﻙ ﭼﺎﭘﻴرﻳﺎﻝ ﺍﻭ‬ ‫ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ‬
‫ﺩ ﻣﺮﺿﻮﻧﻮ ﺩ ﻣﺨﻨﻴﻮﻱ ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﻛﻠﻤﻮ ﺳﻢ ﺗﻠﻔﻂ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﻣﺘﻦ‬ ‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﻧﻮﻯ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ‬
‫ﻣﻄﻠﺐ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺟﻮ‪‬ﺖ ﺩﯤ ﻭﺭﻭ‪‬ﻴﻲ ﺍﻭ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬

‫‪٨٢‬‬
 ‫ﺍﺗﻪ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﭼﺎﭘﯧرﻳﺎﻝ ﺩ ﭘﺎﻛﻮﺍﻟﻲ ﺳﺎﺗﻨﻪ )‪ (٥٥ -٥٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺧ‪‬ﻠﻮ ﺩ ‪‬ﺎﻯ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻧﻮﻳﻮ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ‬
‫ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ‬
‫ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ ﻟﻪ ‪ ۸ -۵‬ﭘﻮﺭﯤ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮﺍ‪‬ﻩ )ﺧﻮﺭﺍﻛﯥ ﺷﻴﺎﻥ(‪ ،‬ﻧﺎﻣﻴﻨ‪‬ﻠﻰ )ﻧﺎ ﭘﺎﻙ(‪،‬‬
‫ﻧﺎﺭﻭﻍ )ﺭﻧ‪‬ﻮﺭ(‪ ،‬ﺧﻮﺳﺎ )ﻭﺭﺍﺳﺘﻪ ‪،‬ﮔﻨﺪﻩ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﺩﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺑﺮﺧﯥ ﻟﻴﻜﻞ ﻭ‪‬ﯧﺮﯤ‪ ،‬ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪ ،‬ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﺩﯤ ﺩ ‪‬ﯥ ‪‬ﺍ‪‬ﻳﻨﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -۲‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺨﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻳﻮ ﺗﻦ ﻭ‪‬ﺎﻛﯥ ﺗﺮ ‪‬ﻮ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ‬
‫ﻧﻮﺭﻭ ﺗﻪ ﺩ ﻣﺘﻦ ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‪.‬‬ ‫ﭼﺎﭘﻴرﻳﺎﻝ ﺩ ﺳﺎﺗﻨﯥ ﺍﺭﺯ‪‬ﺘﻮﻧﻪ ﻭﺍﻭﺭﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺧﻮﺳﺎ ﺍﻭﺑﻮ ﺍﻭ ﺩ ﭼ‪‬ﻠﻴﻮ ﺩ ﺿﺮﺭﻭﻧﻮ ﭘﻪ ﺑﺎﺏ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮﻧ‪‬ﻮﺍﻟﻲ ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍﺻﻠﻲ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻟﻪ ﺩﻭﻯ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﺩ ﻟﻴﻜﻠﻮ ﺍﻭ ﻟﻮﺳﺘﻠﻮ‬ ‫‪‬ﺨﻪ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ‬
‫ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ ﺩﻱ؟‬ ‫ﻧﻮﻱ ﻣﻮﺿﻮﻉ ﻛﯥ ﺩﻟﻪ ﺩﻭﻯ ﻓﻜﺮ ﭘﻪ ﻛﺎﺭ ﻭﺍﭼﻮﻱ ﺍﻭ ﻧﻮﺭﯤ ﻫﻢ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺩ ﺧ‪‬ﻠﻮ ﺍﻭ ﭼ‪‬ﻠﻴﻮ‬ ‫ﭘﻪ ﺧﭙﻠﻮ ﻣﻌﻠﻮﻣﺎﺗﻮ ﺑﺎﻧﺪﯤ ﻛﺮﻩ ﻛﺘﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺑﯧ‪‬ﺎﻳﻪ ﺍﭼﻮﻧﻪ ﺭﻭﻏﺘﻴﺎ ﺗﻪ ﺯﻳﺎﻥ ﻟﺮﻱ؟‬ ‫ﺩ ﺳﯧﻤﻪ ﻳﻴﺰﯤ ﻛﻜ‪‬ﺗﻴﺎ ﺍﻭ ﺩ ﭼ‪‬ﻠﻴﻮ ‪‬ﺨﻪ ﺩ ‪‬ﺎﻥ ﺳﺎﺗﻠﻮ ﭘﻪ ﻻﺭﻭ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ‪‬ﻮﻭﻧﻴﺰﯤ ﺑﺮﺧﯥ ﻭﺭ‬ ‫ﭼﺎﺭﻭ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻪ ﻭﻱ؟‬
‫ﭘﻪ ‪‬ﻮﺗﻪ ﻛﻮﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﭘﺨﭙﻠﻪ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ‪ ،‬ﻣﻌﻨﺎ ﺍﻭ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﺑﺎﺏ ﺩﯤ ﻫﻢ ﺭ‪‬ﺎ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻣﻌﻨﺎ ﺍﻭ‬ ‫ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺟﻤﻠﯥ ﺩﯤ ﺗﺮﯤ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫)ﻧﺎﺭﻭﻍ‪ ،‬ﺧﻮﺍ‪‬ﻩ‪ ،‬ﻧﺎﻣﻴﻨ‪‬ﻠﻲ‪ ،‬ﺑﺎﺭﺍﻥ(‬ ‫‪ -۱‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﺨﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺳﺮﻩ‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﻲ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬

‫‪٨٣‬‬
 ‫ﺍﺗﻪ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﭼﺎﭘﯧرﻳﺎﻝ ﺩ ﭘﺎﻛﻮﺍﻟﻲ ﺳﺎﺗﻨﻪ )‪ (٥٥ -٥٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺧ‪‬ﻠﻮ ﺩ ‪‬ﺎﻯ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻧﻮﻳﻮ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ‬
‫ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ ﺩ ‪‬ﺎﻛﻠﻲ‬
‫ﻟﻮﺳﺖ )ﻭﺭﻭﺳﺘ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻴ‪‬ﺩﻭﻯ )ﻳﻮ ﺑﻞ ‪‬ﺎﻯ ﺗﻪ ﻭ‪‬ﻝ(‪ ،‬ﺗﻮ‪‬ﻪ )‪‬ﻭﻝ(‪،‬‬
‫ﭼﺎﭘﻴرﻳﺎﻝ )ﺩ ﮊﻭﻧﺪ ﺳﻴﻤﻴﺰﻩ ﺳﯧﻤﻪ(‪ ،‬ﮊﻏﻮﺭﻝ )ﺑﭻ ﻛﻮﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﺍ‪‬ﻭﻧﺪ ﺗﯧﺮ ﻟﻮﺳﺖ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ ﺩ ‪‬ﺎﻛﻠﻮ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫)ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﯧ‪‬ﻱ ﻣﺨﻜ‪ ‬ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ‪،‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬
‫ﺩﯤ ﺩ ﺍ‪‬ﻭﻧﺪ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ ﻭ‪‬ﻮﺭﻱ ﺍ‪‬ﻭﻧﺪ ﻟﻐﺘﻮﻧﻪ )ﻧﺎﺭﻭﻍ‪،‬‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺍ‪‬ﻭﻧﺪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺩ ‪‬ﻮﻟ‪‬ﻲ ‪‬ﻮﻝ ﺯﺩﻩ‬
‫ﺭﻭﻏﺘﻴﺎ‪ ،‬ﭘﻮﺳﺘﻜﯥ‪ ،‬ﺍﺭﺯ‪‬ﺖ‪ ،‬ﻣﭽﺎﻥ‪ ،‬ﺍﻧﺴﺎﻥ‪ ،‬ﭼﺎﭘﻴرﻳﺎﻝ‪،‬‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﭘﺎﻣﻠﺮﻧﻪ‪ ،‬ﺑﺎﺭﺍﻥ(ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭﺳﭙﺎﺭﯤ ﺗﺮ‪‬ﻮ ﻫﻐﻪ ﻳﻮ ﻳﻮ ﭘﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪،‬‬
‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﻳﯥ ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﺩ ﻟﻮﺳﺖ ﻣﺮﺍﻡ ﻭﺍﻭﺭﻭﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﭘﻮﻫﻪ‬ ‫ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ‪‬ﻠﻮﺭﻣﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ‬
‫ﻭﺍﺭﺯﻭﻱ‪.‬‬ ‫ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ﺩ ﭘﺎﻙ ﺳﺎﺗﻠﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ‬
‫ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫ﻟﭙﺎﺭﻩ ﺩﯤ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺍﺳﻲ ﻓﻌﺎﻟﻴﺖ ﻣﻬﺎﺭﺕ ﻟﺮﻱ ﭼﯥ‬ ‫‪ -۱‬ﺩ ﺧﭙﻞ ﺳﯧﻤﻪ ﻳﻴﺰ ﭼﺎﭘﻴرﻳﺎﻝ ﺩ ﭘﺎﻙ ﺳﺎﺗﻠﻮ ﭘﻪ ﺑﺎﺏ ‪‬ﺎﻳﻲ‬
‫ﺩ ﻧﺎﭘﺎﻛﻮ ﺳﯧﻤﻪ ﻳﻴﺰﻭ ﺷﻴﺎﻧﻮ ﺿﺮﺭﻭﻧﻪ ﺧﭙﻠﻮ ﻣﻠ‪‬ﺮﻭ ﺗﻪ ﻭﺭ‬ ‫‪‬ﻪ ﻭﻛ‪‬ﻭ؟‬
‫ﻭ‪‬ﻴﻲ؟‬ ‫‪ -۲‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺑﻴﺎ ﺩﯤ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺧﭙﻞ ﭼﺎﭘﻴرﻳﺎﻝ ﭘﺎﻙ‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﺖ‬
‫ﻭﺳﺎﺗﻲ ﺍﻭ ﺧﭙﻠﻲ ﺭﻭﻏﺘﻴﺎ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ؟‬ ‫ﺩﯤ ﻭﺭ ﻭ‪‬ﻴﻲ‪ ،‬ﺑﻴﺎ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩﺍ ﺩﻯ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻠﻮ‪،‬‬ ‫ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﻟﻪ ﻫﻐﻮﻯ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺧﺒﺮﯤ ﭘﺮﯤ‬
‫ﻟﻴﻜﻠﻮ ﺍﻭ ﺩ ﮊﻭﻧﺪ ﭘﻪ ﻻﺭﻭ ﭼﺎﺭﻭ ﭘﻮﻫﻮﻱ؟‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ )‪‬ﻮﻛﻪ‪،‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭼﺎﭘﻴرﻳﺎﻝ‪ ،‬ﮊﻏﻮﺭﻝ( ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﭘﺨﭙﻠﻮ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﯥ‪.‬‬ ‫ﻛﯥ ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﻲ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻰ‬

‫‪٨٤‬‬
 ‫ﻧﻬﻪ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺯﻣﻮ‪ ‬ﭼﺎﭘﯧرﻳﺎﻝ )‪ (٥٧ -٥٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺧﭙﻞ ﭼﺎﭘﻴرﻳﺎﻝ ﻭﭘﯧﮋﻧﻲ‪ ،‬ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ﻟﻪ‬
‫ﭘﺎﺭﻛﻮﻧﻮ‪ ،‬ﺳﺎﻋﺖ ﺗﻴﺮﯤ ﻭﺳﺎﻳﻠﻮ ﭘﻪ ﺳﺎﺗﻠﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻩ ﺷﻲ ﺍﻭ‬
‫ﺩﺍ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻲ )‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭼﺎﭘﻴرﻳﺎﻝ )ﺷﺎﻭﺧﻮﺍ ﺳﯧﻤﯥ(‪ ،‬ﯦﺮﻩ )ﺗﻴ‪‬ﻩ(‪،‬‬
‫‪‬ﺎﺭﻭﻱ )ﺣﻴﻮﺍﻧﺎﺕ(‪ ،‬ﻪ )ﻻﺳﺘﻪ ﺭﺍﻭﺭﻧﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻱ ﺩ ﭘﺎﻡ ﻭ‪ ‬ﻟﻴﻜﻨﻲ ﺩﯤ ﻧﻮﺭﻭ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﺗﺸﻮﻳﻖ ﻟﻪ ﭘﺎﺭﻩ ﻭﻭﻳﺸﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ‬
‫ﻭﻭﻳﺸﻲ ﺍﻭ ﻫﺮﯤ ﻳﻮﯤ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻟﻪ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﺟﻤﻠﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻭﻧﻪ ‪‬ﺎﺭﻭﻱ‬ ‫ﻏﻠﯥ ﻣﻴﻮﯤ‬ ‫ﺧﺎﻭﺭﻩ ﺍﻭﺑﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻏﻮ ﻟﻴﻜﻠﻮ ﻛﻠﻤﻮ ﺗﻪ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ‬
‫ﻏﻠﻪ‬ ‫ﻣﻴﻮﻩ ﺧﺎﻭﺭﻱ ﻭﻧﯥ ‪‬ﺎﺭﻭﻱ ﺍﻭﺑﻪ‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻭﻭﺍﻳﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﺎﺭ ﺍﻭ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺗﻪ ‪‬ﯧﺮ ﺷﻲ ﺩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻳ‪ ‬ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﺩﻭﻯ ﻫ‪‬ﯥ‪ ،‬ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﻳﻮ ﻛﺘﺎﺏ ﻛﯥ ﺩ ﻟﻮﺳﺖ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺍﻧ‪‬ﻮﺭ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪‬ﻴﻲ ﺍﻭ ﭘﻮ‪‬ﺘﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺳﺘﺎﺳﻮ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ﭘﻪ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻧﻈﺮ ﭼﺎﭘﻴرﻳﺎﻝ ‪‬ﻪ ﺗﻪ ﻭﺍﻳﻲ‪ .‬ﺩ ﺩﻭﻯ ﺩ ﻧﻈﺮﻭﻧﻮ ﻟﻪ ﺍﻭﺭﻳﺪﻭ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﭘﻪ ﭼﺎﭘﻴرﻳﺎﻝ ﻛﯥ ﺯﻣﻮ‪ ‬ﺩ‬ ‫ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺍﻭ ﻭ‪‬ﺗﻴﺎ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﺧﭙﻠﻪ‬
‫‪‬ﻮ ﺍﺧﯧﺴﺘﻠﻮ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻪ ‪‬ﻭﻝ ﺷﻴﺎﻥ ﻣﻮﺟﻮﺩ ﺩﻱ؟‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻣﺘﻦ ﻭﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻭﻟﻴﻜﻞ ﺷﻮ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﻣﻮ‪ ‬ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ﺩ ﭘﯧﮋﻧﺪﻟﻮ ﻟﻪ ﻣﺨﯥ ﺩ‬ ‫ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‬
‫ﻫﻐﻪ ﺩ ﺧﺮﺍﺑﻮ ﺷﻴﺎﻧﻮ‪‬ﺨﻪ ‪‬ﻩ ﻛﻮﻱ؟‬ ‫ﺍﻭ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﺮ ﭘﺎﻳﻪ ﭘﻮﺭﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭼﺎﭘﻴرﻳﺎﻝ ﻭﭘﻴﮋﺍﻧﺪ ﺍﻭ ﺩﻫﻐﻪ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺩ ﻳﻮﻩ ﺍﻭ‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻱ ﺩﯤ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﭼﺎﭘﻴرﻳﺎﻝ ﻛﯥ ﺩ ﻫﺮ ﺷﻲ ﺩ ﺳﺎﺗﻨﯥ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻳﻮ ﺗﻦ ﻭ‪‬ﺎﻛﻲ ﭼﯥ ﺩﻭﻱ ﺗﻪ‬
‫ﺫﻫﻨﻴﺖ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺗﻴﺮﻭﺗﻨﯥ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻻﻧﺪﯤ ﻛﻠﻤﯥ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﻟﻪ ﭘﺎﺭﻩ ﻣﻔﺮﺩﯤ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ ﻟﻜﻪ‪:‬‬ ‫ﻛﻠﻤﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﭘﻴﺪﺍ ﺍﻭ ﺩﯤ ﻳﻮﯤ ﺑﻠﯥ ﭘﻪ ‪‬ﻨ‪ ‬ﻛﯥ ﺩﯤ‬
‫)‪‬ﺎﺭﻭﻱ‪ ،‬ﺧﺎﻭﺭﻩ‪ ،‬ﺗﻴ‪‬ﻩ‪ ،‬ﺑﺮﻩ‪ ،‬ﺍﻭﺑﻪ ﺍﻭﻭﻧﯥ(‬ ‫ﻛ‪‬ﻴ‪‬ﺩﻱ‪.‬‬

‫‪٨٥‬‬
 ‫ﻧﻬﻪ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺯﻣﻮ‪ ‬ﭼﺎﭘﯧرﻳﺎﻝ )‪ (٥٧ -٥٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺧﭙﻞ ﭼﺎﭘﻴرﻳﺎﻝ ﻭﭘﯧﮋﻧﻲ‪ ،‬ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ﻟﻪ‬
‫ﭘﺎﺭﻛﻮﻧﻮ‪ ،‬ﺳﺎﻋﺖ ﺗﻴﺮﯤ ﻭﺳﺎﻳﻠﻮ ﭘﻪ ﺳﺎﺗﻠﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩﺍ‬
‫ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻲ )ﭘﻨ‪‬ﻤﯥ ﺗﺮ ﺍﺗﻤﯥ ﻛﺮ‪‬ﯥ ﭘﻮﺭﯤ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻤﺴﻮﺭﺗﻴﺎ )ﺳﺮﺳﺒﺰﻱ(‪ ،‬ﭘﺎﻣﻠﺮﻧﻪ )ﺗﻮﺟﻪ(‪ ،‬ﮊﻏﻮﺭﻱ‬
‫)ﺑﭻ ﻛﻮﻱ(‪ ،‬ﺎﻛﻠﻰ )ﺗﻌﻴﻦ ﺷﻮﻯ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻣﻴﻨﻪ ﺩﯤ ﻟﻴﻜﻞ ﺷﻮﯤ ﺩﻧﺪﯤ‬
‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩﺍﺳﯥ ﺩﯤ ﻭﺭ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻨﯥ ﭼﯥ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻫﻐﻪ ﻭﻟﻴﻜﻲ ﺩ ﺯﻳﺎﺗﻮ ﻟﻴﻜﻨﻮ ‪‬ﻟﻪ ﺑﻪ ﭘﻜﯥ ﻭ‪‬ﻭﻧﻜﻲ ﻭﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ﺑﺮﺧﯥ ﺍﺧﻴﺴﻮ ‪‬ﺨﻪ ﺧﻮ‪‬ﻲ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﻭ‪‬ﺗﻴﺎ ﻭﯤ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭼﺎﭘﻴرﻳﺎﻝ ﻭﭘﯧﮋﺍﻧﺪ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻛﺘﺎﺏ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻫﻐﻪ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﭼﯥ ﺧﺪﺍﻯ )ﺝ( ﺯﻣﻮ‪ ‬ﭘﻪ ﭼﺎﭘﻴرﻳﺎﻝ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﻛﯥ ﻛﻮﻡ ﺷﻴﺎﻥ ﺯﻣﻮ‪ ‬ﺩ ‪‬ﺘﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻴﺪﺍ ﻛ‪‬ﻱ ﺩﻱ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﻭﺍﻭﺭﻱ ﺍﻭ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻣﻪ ﻛ‪‬ﻱ‬
‫ﺫﻫﻨﻴﺖ‪:‬‬ ‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻧﻮﺭﻭ ﺑﺮﺧﻮ ﻛﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﺩ ﺧﭙﻞ ﭼﺎﭘﻴرﻳﺎﻝ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﺩ ﺍﺭﺯ‪‬ﺖ ﺩ ﭘﻮﻫﯧﺪﻭ ﺫﻫﻨﻴﺖ ﻟﺮﻱ؟‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻟﻪ ﭼﺎﭘﻴرﻳﺎﻝ ‪‬ﺨﻪ ‪‬ﯦﺮﯤ‬ ‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﯥ ﺍﺧﯧﺴﺘﻠﻲ ﺷﻲ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺩ ﻳﻮﻩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭼﺎﭘﯧرﻳﺎﻝ ﻭﭘﯧﮋﺍﻧﺪ؟‬ ‫ﺍﻭ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﭘﻪ ﭼﺎﭘﯧرﻳﺎﻝ ﻛﯥ ﻟﻪ ‪‬ﯦﺮﻭ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﺷﻴﺎﻧﻮ ‪‬ﺨﻪ ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ ‪‬ﻪ ﺍﺧﯧﺴﺘﻠﻰ ﺷﻲ؟‬ ‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ )ﭘﻨ‪‬ﻤﻪ‪ ،‬ﺷﭙ‪‬ﻣﻪ‪،‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﯥ ﺳﺮﻩ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ‬
‫ﺍﻭﻭﻣﻪ ﺍﻭ ﺍﺗﻤﻪ ﻛﺮ‪‬ﻪ( ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺟﻤﻌﯥ ﺍﻭ ﻣﻔﺮﺩ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩﯤ ﭘﻪ ﻭ‪‬ﻭ ﻭ‪‬ﻭ‬

‫‪٨٦‬‬
 ‫ﻧﻬﻪ ﻭﻳﺸﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺯﻣﻮ‪ ‬ﭼﺎﭘﯧرﻳﺎﻝ )‪ (٥٧ -٥٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺧﭙﻞ ﭼﺎﭘﻴرﻳﺎﻝ ﻭﭘﯧﮋﻧﻲ‪ ،‬ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ﻟﻪ‬
‫ﭘﺎﺭﻛﻮﻧﻮ‪ ،‬ﺳﺎﻋﺖ ﺗﻴﺮﯤ ﻭﺳﺎﻳﻠﻮ ﭘﻪ ﺳﺎﺗﻠﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩﺍ‬
‫ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻲ )‪‬ﻠﻮﺭ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﻤﺪﺍﺭﺍﺯ )ﻫﻤﺪﺍﺷﺎﻥ(‪ ،‬ﺳﺮﺑﻴﺮﻩ )ﻋﻼﻭﻩ ﭘﺮ ﺩﯤ(‪،‬‬
‫ﻟﻮﺑﯥ )ﺑﺎﺯﯤ‪ ،‬ﺳﺎﻋﺖ ﺗﻴﺮﻯ(‪ ،‬ﺯﻳﺎﻥ )ﺗﺎﻭﺍﻥ‪ ،‬ﺿﺮﺭ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﺘﻦ ﻟﻴﻜﻞ(‬
‫ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻭ‪‬ﺗﻴﺎﻭﻭ ﺗﻪ ﺩﯤ ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ ﺍﻭ ﺩﺍﺳﯥ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﯤ ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﺩﻭﻱ ﻳﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻟﻴﻜﻞ ﺷﻮﻱ ﻭﺍ‪‬ﻩ ﻛﺎﺭﺗﻮﻧﻪ ﭼﯥ ﻛﻠﻤﯥ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﻳﻰ ﭘﻪ ﻛﯥ ﻟﻴﻜﻠﻲ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﺳﻤﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﻭﺭﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ‪‬ﻴﻨﻲ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﻱ ﺩ ﺩﻭﻯ ﺩ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺍﻭ ﺯﻳﺎﺭﻭﻧﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﭘﻪ ﭼﺎﭘﯧرﻳﺎﻝ ﻛﯥ ﻟﻪ ﻛﻮﻣﻮ‬ ‫ﺍﻭ ﺩ ﻻ‪‬ﻪ ﻛﻮﺷﺶ ﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﺷﻴﺎﻧﻮ ‪‬ﺨﻪ ‪‬ﻪ ﺍﺧﻴﺴﺘﻞ ﻛﻴ‪‬ﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﺗﺎﺳﯥ ﺩ ﺧﭙﻞ ﻛﻠﻰ ﭼﺎﭘﻴرﻳﺎﻝ ﺗﻪ ‪‬ﻪ ‪‬ﻭﻝ ﭘﺎﻣﻠﺮﻧﻪ ﻛﻮﺉ؟ ﺯﺩﻩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺟﻤﻌﯥ ﻛﻠﻤﯥ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻠﯥ ﭘﻮﻫﯥ ﭘﻪ ﺍﻧﺪﺍﺯﻩ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺧﺒﺮﯤ ﭘﺮﯤ‬
‫ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴﺪﻝ‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﻫﻢ ﺗﻜﺮﺍﺭ‬
‫ﺍﻭ ﺩ ﻫﻐﻪ ﺳﺎﺗﻨﯥ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻛﻮﻱ؟‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩﯤ ﺩ ﻣﻔﺮﺩﻭ ﺍﻭ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﭘﻪ ﻫﻜﻠﻪ ﺍﺷﺎﺭﻩ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ﺩ ‪‬ﻮﻟﻮ ﺷﻴﺎﻧﻮ ﻟﻜﻪ‪ :‬ﺍﻭﺑﻪ‪،‬‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻫﻮﺍ‪ ،‬ﻣﻴﻮﯤ ﺩﺍﻧﯥ ﺍﻭﻧﻮﺭﻭ ﺷﻴﺎﻧﻮ ﭘﻪ ‪‬ﯥ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍﻛﻠﻤﯥ )‪‬ﺎﺭﻭﻱ‪،‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﺍﻟﻮﺗﻮﻧﻜﻲ‪ ،‬ﺳﻤﺴﻮﺭﺗﻴﺎ‪ ،‬ﭘﺎﻣﻠﺮﻧﻪ‪ ،‬ﻼﻥ‪ ،‬ﺯﻳﺎﻥ( ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬ ‫ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻫﻐﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﭼﯥ‬

‫‪٨٧‬‬
 ‫ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺳ‪‬ﺮ‪ ‬ﻜﻮﻟﻮ ﺯﻳﺎﻧﻮﻧﻪ )‪ (٥٩ -٥٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺳ‪‬ﺮ‪‬ﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﺎﻥ ﺗﺮﯤ ﺳﺎﺗﻞ ﺍﻭ ﺩ‬
‫ﺩﯤ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺯﻳﺎﻥ )ﺗﺎﻭﺍﻥ(‪ ،‬ﺳ‪‬ﻯ )ﻟ‪‬ﻣﻮﻥ(‪ ،‬ﻣﻮﺩﻩ )ﻭﺧﺖ(‪،‬‬
‫ﻧﺎﺭﻭﻏﻰ )ﺭﻧ‪‬ﻮﺭﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﺩ ﻣﻨﻈﻤﻮ ﺍﻭ ﺳﻤﻮ ﻟﻴﻜﻨﻮ‬
‫ﻳﺎﺩﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺩﯤ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﻟﻪ ﺧﻮﺍ ﺗﻴﺎﺭ ﺷﻮﻱ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ‬
‫ﻛﺎﺭﺗﻮﻧﻪ ﺩ ﻣﻴﺰ ﻟﻪ ﺳﺮﻩ ﻳﻮ ﻳﻮ ﺭﺍ ﭘﻮﺭﺗﻪ ﺍﻭ ﻭﺩﯤ ﻟﻮﻟﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﺧﺎﻃﺮ ﺩ ﺯﺩﻩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﻛﺎﺭﺗﻮﻧﻪ ﺩﺍﺳﯥ ﺗﺮﺗﻴﺐ ﻛ‪‬ﻱ ﭼﯥ ﺟﻤﻠﯥ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﺗﺮﯤ ﺟﻮ‪‬ﯤ ﺷﻲ؟‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺗﺮ ‪‬ﻮ ﺩ ﺩﻭﻯ ﻟﻪ ﻃﺮﻓﻪ ‪‬ﺍ‪‬ﻩ ﺷﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳ‪‬ﺮﺗﻮ ﺩ ‪‬ﻜﻮﻟﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭ‪‬ﺎﺭﻱ ﺍﻭ ﻟﻪ ﻫ‪‬ﻮ ‪‬ﺨﻪ ﺩﯤ ‪‬ﻪ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻟﻪ ﺳ‪‬ﺮﺗﻮ ‪‬ﺨﻪ ﻛﻮﻣﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﭼﯥ ﺩ‬
‫ﻧﺎﺭﻭﻏﻰ ﭘﻴﺪﺍ ﻛﻴ‪‬ﻱ؟‬ ‫ﺳ‪‬ﺮﺕ ‪‬ﻜﻮﻝ ﻛﻮﻣﯥ ﻧﺎﺭﻭﻏ‪ ‬ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﻛﻮﻱ؟ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻲ ﺍﻭ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﻳﯥ ﺩ‬ ‫ﺗﺮ ﻛﻮﻣﻪ ﭼﯥ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﻣﻌﻮﻟﻮﻣﺎﺕ ﻟﺮﻱ ﺧﺒﺮﯤ ﺩﯤ ﭘﺮﯤ‬
‫ﺍﻣﻸ ﭘﻪ ‪‬ﻭﻝ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳ‪‬ﺮﺗﻮ ﺩ ‪‬ﻜﻮﻟﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﻭﭘﻮﻫﻴﺪﻝ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻣﺘﻦ )‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻰ( ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺍﻭ ﻟﻪ ﻫﻐﻮ ‪‬ﺨﻪ ﺩ ‪‬ﺎﻥ ﺳﺎﺗﻠﻮ ﺫﻫﻨﻴﺖ ﻭﺭﺳﺮﻩ ﻣﻠ‪‬ﺮﻱ ﺷﻮ؟‬ ‫ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳ‪‬ﺮ‪‬ﻮ ﺩ ‪‬ﻜﻮﻟﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻟﻪ ﺳ‪‬ﺮ‪‬ﻮ ‪‬ﻜﻮﻟﻮ ‪‬ﺨﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻳﻮ‬
‫‪‬ﯦﺮﯤ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻴﺪﺍ ﻛﻴ‪‬ﻱ؟‬ ‫ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﻟﺮﻱ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻻﻧﺪﯤ ﻛﻠﻤﯥ‬ ‫‪ -‬ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻫﺮﻩ ‪‬ﻟﻪ ﻛﯥ ﺩﯤ ﻳﻮ ﺗﻜ‪‬ﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ‬
‫)ﺯﻳﺎﻥ‪ ،‬ﻣﻮﺩﻩ‪ ،‬ﺭﻭﻏﺘﻴﺎ‪ ،‬ﺳﺒﺰﻯ‪ ،‬ﺳ‪‬ﺮﺕ( ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ‬ ‫ﻧﻮﺭﻭ ﺗﻪ ﻣﺘﻦ ﺩ ﺍﻣﻸ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ‬
‫ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﯤ ﺩ ﻳﻮﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬

‫‪٨٨‬‬
 ‫ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺳ‪‬ﺮ‪ ‬ﻜﻮﻟﻮ ﺯﻳﺎﻧﻮﻧﻪ )‪ (٥٩ -٥٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺳ‪‬ﺮ‪‬ﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﺎﻥ ﺗﺮﯤ ﺳﺎﺗﻞ ﺍﻭ ﺩ‬
‫ﺩﯤ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻠﻮﺭ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﻤﺪﺍﺭﺍﺯ )ﻫﻤﺪﺍ ﺷﺎﻥ(‪ ،‬ﻟﻮ‪‬ﻰ )ﺩﻭﺩ(‪ ،‬ﻣﺎﺷﻮﻡ‬
‫)ﻛﻮﭼﻨﻰ(‪ ،‬ﻭﮊﻏﻮﺭﻱ )ﺑﭻ ﻛ‪‬ﻯ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ‬
‫ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺯﻳﺎﺭﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭ ﻫﻢ‬
‫ﻛﻮ‪ ‬ﻛﻮﻟﻮ ﺗﻪ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﻛﺎﺭ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩﺍ ﺩﻭﺍ‪‬ﻩ ‪‬ﻟﻲ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﺩ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ‪‬ﻭﻝ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﺩﯤ ﻟﻤﺒﺮﯤ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﺩ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺯﻳﺎﺗﻮ ﻟﻤﺒﺮﻭ ﻟﺮﻭﻧﻜﯥ ‪‬ﻟﻪ ﺩ ﺩﯤ ﺳﻴﺎﻟ‪ ‬ﻭ‪‬ﻭﻧﻜﯥ ﺍﻋﻼﻥ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﻟﻪ ﻛﺘﻮ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﺩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺳ‪‬ﺮﺗﻮ ‪‬ﻜﻮﻝ ‪‬ﯦﺮ‬ ‫ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ‪ :‬ﺩ ﺳ‪‬ﺮﺗﻮ ‪‬ﻜﻮﻝ ﺩ‬
‫ﺯﻳﺎﻧﻮﻧﻪ ﻟﺮﻱ؟‬ ‫ﻧﺎﺭﻭﻏﻴﻮ ﺗﺮ‪‬ﻨ‪ ‬ﻧﻮﺭ ﻛﻮﻡ ﺯﻳﺎﻧﻮﻧﻪ ﻟﺮﻱ ﺍﻭ ﺧﻠﻚ ﻭﻟﯥ ﺗﺮﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺳ‪‬ﺮﺗﻮ ﻟﻪ ‪‬ﻜﻮﻟﻮ ‪‬ﺨﻪ‬ ‫ﻛﺮﻛﻪ ﻛﻮﻱ؟ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﺩ ﺧﭙﻠﯥ ﭘﻮﻫﯥ ﭘﻪ ﺍﻧﺪﺍﺯﻩ‬
‫ﺍﻧﺴﺎﻥ ﭘﻪ ‪‬ﻳﺮﻭ ﻧﺎﺭﻏﻴﻮ ﺍﺧﺘﻪ ﻛﻴ‪‬ﻱ؟‬ ‫‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺑﻪ ﻭﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﭘﻪ ﻛﻮﻣﻮ ﭘﺎﺗﯥ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﻣﻮﺿﻮﻋ‪‬ﺎﻧﻮ ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ )ﻧﻮﻱ ﻟﻮﺳﺖ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳ‪‬ﺮﺗﻮ ﺩ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻪ ﭘﻮﻫﻴﺪﻭ‬ ‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺳﺮﻩ ﻟﻪ ﻫﻐﻪ ‪‬ﺨﻪ ﻛﺮﻛﻪ ﻛﻮﻱ ﺍﻭ ﺩ ‪‬ﺎﻥ ﺳﺎﺗﻨﯥ ﺫﻫﻨﻴﺖ ﻳﯥ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ ﺩﻯ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺩ ﻳﻮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻩ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻛﻠﻤﻮ ﺍﻭ ﺟﻤﻠﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﺍﻭ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳ‪‬ﺮ‪‬ﻮ ‪‬ﻜﻮﻟﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭﺩﯤ ﻟﻴﻜﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻛﺎﺭﻩ ﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬

‫‪٨٩‬‬
 ‫ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﻋﻨﻮﺍﻥ‪ :‬ﺩ ﺳ‪‬ﺮ‪ ‬ﻜﻮﻟﻮ ﺯﻳﺎﻧﻮﻧﻪ )‪ (٥٩ -٥٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺳ‪‬ﺮ‪‬ﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﺎﻥ ﺗﺮﯤ ﺳﺎﺗﻞ ﺍﻭ ﺩ‬
‫ﺩﯤ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﺎﻭﺍﻥ )ﺿﺮﺭ(‪ ،‬ﻣﺎﺷﻮﻡ )ﻭ‪‬ﻭﻛﻰ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺘﻞ‬
‫ﺷﻮﯤ ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩﺍﺳﯥ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﯤ ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﻛﻠﻤﯥ ﺗﻪ ﺩ ﻫﻐﯥ ﻣﻌﻨﺎ ﻭﻟﻴﻜﻲ ﻟﻜﻪ ﺩﺍ ﻛﺎﺭﺗﻮﻧﻪ‪ :‬ﺿﺮﺭ= ﺯﻳﺎﻥ‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺭﻭﻏﺘﻴﺎ ﻧﺎﺭﻭﻏﻲ‬ ‫ﺯﻳﺎﻥ‬ ‫ﺑﭻ ﻛﻮﻝ ﻣﺎﺷﻮﻡ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺭﺍﻏﻠﻲ ﻟﻐﺘﻮﻧﻪ ﭘﻪ‬
‫ﻭ‪‬ﻭﻛﻰ‬ ‫ﺿﺮﺭ ﮊﻏﻮﺭﻱ ﺭﻭﻏﻮﺍﻟﻰ ﺭﻧ‪‬ﻮﺭ‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﻏﻪ ﻟﻴﻜﻞ ﺷﻮﯤ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭﺍ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻱ ﺩ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺍﻭ ﻛﻮ‪‬ﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳ‪‬ﺮ‪‬ﻮ ‪‬ﻜﻮﻟﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﺧﭙﻠﯥ‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﭘﻮﻫﯥ ﭘﻪ ﺍﻧﺪﺍﺯﻩ ﺩ ﺳ‪‬ﺮ‪‬ﻮ ﺩ ‪‬ﻜﻮﻟﻮ ﺍﻭ ﺩ ﻫﻐﻪ ﺩ ﺿﺮﺭﻭﻧﻮ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﻠﻤﻮ ﻣﻌﻨﺎ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺍﻭ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺗﺮ‬
‫ﻼ ﻟﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻋﻤ ﹰ‬ ‫ﺍﺭﺯﻭﻧﯥ ﻭﺭﻭﺳﺘﻪ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺳ‪‬ﺮ‪ ‬ﻜﻮﻟﻮ ‪‬ﺨﻪ ‪‬ﻩ ﻛﻮﻱ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺩ ﺳ‪‬ﺮ‪‬ﻮ ﺩ ‪‬ﻜﻮﻟﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ‬
‫‪ -‬ﺁﻳﺎ ﺩ ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻫﻢ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻣﺸﻮﺭﻱ ﭘﻪ ﺑ‪‬ﻪ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ )ﺳ‪‬ﺮ‪ ،‬ﺭﻭﻏﺘﻴﺎ ﺍﻭ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺩ ﻳﻮﻩ ﺗﻦ ﭘﻪ ﻣﺮﺳﺘﻪ‬
‫ﺿﺮﺭ( ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﻳﻮ ﺗﺮ ﺑﻠﻪ ﺳﺮﻩ ‪‬ﻴﻚ ﻛ‪‬ﻱ‪.‬‬
‫ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﯤ ﻛﻠﻤﯥ ﭘﻪ‬
‫ﻭﺍﺭﺳﺮﻩ ﺭﺍﭘﻮﺭﺗﻪ ﻛ‪‬ﻱ ﺍﻭ ﻫﺮﻩ ﻳﻮﻩ ﺩﯤ ﺩ ﻛﺎﺭﺕ ﻟﻴﻜﻞ ﺷﻮﻱ‬

‫‪٩٠‬‬
 ‫ﻳﻮ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﭼﺮﭼﺮﻙ ﺍﻭ ﻣﯧ‪‬ﻯ )‪ (٦١ -٦٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺧﺖ ﺑﯥ ﻛﺎﺭﻩ ﺗﻴﺮﻭﻟﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ ﻭﺧﺖ‬
‫‪‬ﺨﻪ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ‪‬ﻪ ﺍﺧﻴﺴﺘﻞ ﺍﻭ ﺩ ﺩﯤ ﻛﻴﺴﯥ ﻟﻮﺳﺘﻞ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﺩﻱ )ﭘﻨ‪‬ﻪ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺯﻳﺎﺭ )ﻛﻮ‪ ،(‬ﻣﻴ‪‬ﻯ )ﻣﻮﺭﭼﻪ(‪ ،‬ﺳﻨﺪﺭﯤ )ﺑﺪﻟﯥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻛﻠﻤﻮ ﭘﻪ ﺟﻤﻠﻮ‬
‫ﻛﯥ ﻛﺎﺭﻭﻝ( ﭘﻪ ﻳﻮ ﻧﻈﺮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻣﻴﻨﻪ ﻭאﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺗﻮﭘﻴﺮ ﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ﺩﺭﯤ ‪‬ﻟﻮ ﻛﯥ ﺗﻨﻈﻴﻢ ﻛ‪‬ﻱ‪:‬‬
‫ﻛﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﻲ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﻳﻮ ﺗﺮ ﺑﻠﻪ ﺳﺮﻩ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺳ‪‬ﺮﺗﻮ ﺩ ‪‬ﻜﻮﻟﻮ ﺩ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻣﺘﺮﺍﺩﻓﻮ ﻛﻠﻤﻮ ﻣﻮﻧﺪﻟﻮ ﺗﻪ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﺉ‪.‬‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﯥ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺳ‪‬ﺮ‪‬ﻮ ﺩ‪‬ﻜﻮﻟﻮ ﻟﻪ ﻣﺘﻦ ‪‬ﺨﻪ ﻳﻮﻩ‬
‫ﻭﺭﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻳﻮﻩ ﻛﻠﻤﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻩ ﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫ﺯﻳﺎﻥ ﻧﺎﺭﻭﻏﻲ ﻣﻮﺩﻩ ﺳ‪‬ﺮﺕ ﺿﺮﺭ ﭘﻴﺴﻲ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺑﺮﺧﻪ ﻛﯥ ﺩﺍﺳﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬ ‫ﺩ ﺩﻭﻯ ﺩ ﺯﻳﺎﺭﻧﯥ ﺩﺭﻧﺎﻭﻯ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﯧﺴﯥ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﺩ ﻭﺧﺖ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﺩ ﺩﻭﻯ ﭘﺎﻣﻠﺮﻧﻪ ﺩ‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻭﺩﯤ ﭘﻮ‪‬ﺘﯥ ﭼﯥ ﺗﺎﺳﻮ ﺧﭙﻞ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻞ ﺷﻲ؟‬ ‫ﻭﺧﺖ ﭘﻪ ﺑﯧﻜﺎﺭ‪ ‬ﺳﺮﻩ ﺗﯧﺮﻭﺉ ﺍﻭ ﻛﻪ ﭘﻪ ﻛﺎﺭﻭﺯﻳﺎﺭ ﺑﺎﻧﺪﯤ؟ ﺩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ‬ ‫ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺗﺮ ﻣﻌﻠﻮﻣﻴﺪﻭ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻲ‬
‫ﻛﻮ‪ ‬ﻛﻮﻱ ﭼﯥ ﺗﺮﯤ ‪‬ﻪ ﻭﺍﺧﻠﻲ؟‬ ‫ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﺍﻧﺴﺎﻥ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ﭘﻨ‪‬ﻪ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫ﻭﺧﺖ ﻻﺯﻳﺎﺕ ﺍﺭﺯ‪‬ﺖ ﻟﺮﻱ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺍﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﻻﻧﺪﻳﻨﻮ ﻛﻠﻤﻮ‬ ‫ﻣﻄﻠﺐ ﺩﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﺍﻭ‬
‫ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ!‬ ‫ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩﯤ ﻣﺘﺮﺍﺩﻓﻮ ﻛﻠﻤﻮ ﺗﻪ ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭ‪‬ﻯ ﺯﻳﺎﺭ ﺳﻨﺪﺭﯤ ﻣﻴ‪‬ﻯ ﺧﻮﺍ‪‬ﻩ ﻛﺮ‪‬ﻪ ‪‬ﻮﻟ‪‬ﻲ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩﻭﺑﻰ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ‬

‫‪٩١‬‬

‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﻭﺍ‪‬ﻩ ﻭﺍ‪‬ﻩ ﻛﺎﺭﺗﻮﻧﻪ‬
‫ﺟﻮ‪ ‬ﻛ‪‬ﻱ ﺍﻭ ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ ﺩﯤ ﭘﻜﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ‬
‫ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ ﻭﻟﻮﻟﻲ‪ ،‬ﺩ ﺳﻤﻮ ﺍﻭ ﺯﻳﺎﺗﻮ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻮﻧﻜﻲ ﺑﻪ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻧﻜﻲ ﻭﭘﻴﮋﻧﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬
‫ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﯧﺴﯥ ﭘﻪ ﻣﻮﺧﯥ ﺍﻭ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ‬
‫ﻭﺧﺖ ﻟﻪ ﺑﻴ‪‬ﺎﻳﻪ ﺗﻴﺮﻭﻟﻮ ‪‬ﺨﻪ ﻳﯥ ﻣﺨﻨﻴﻮﻱ ﻛﻮﻱ؟‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﯧﺴﻰ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﺩ ﻭﺧﺖ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻮﻩ ﺷﻮﻝ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺍﻭ‪‬ﻯ‬ ‫ﮊﻣﻰ‬ ‫ﺳﻨﺪﺭﯤ‬ ‫ﻣﻴ‪‬ﻯ‬
‫‪٩٢‬‬
‫ﻳﻮ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﭼﺮﭼﺮﻙ ﺍﻭ ﻣﯧ‪‬ﻯ )‪ (٦١ -٦٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺧﺖ ﺑﯥ ﻛﺎﺭﻩ ﺗﻴﺮﻭﻟﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ ﻭﺧﺖ‬
‫‪‬ﺨﻪ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ‪‬ﻪ ﺍﺧﻴﺴﺘﻞ ﺍﻭ ﺩ ﺩﯤ ﻛﻴﺴﯥ ﻟﻮﺳﺘﻞ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﺩﻱ )ﭘﻨ‪‬ﻪ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮﺍﺭﻱ )ﺯﺣﻤﺖ(‪ ،‬ﻏﻠﻰ )ﭼﻮﭖ(‪ ،‬ﻧ‪‬ﺎ )‪‬ﺍ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬
‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﺘﺮﺍﺩﻓﻮ ﻛﻠﻤﻮ ﻟﻴﻜﻞ(‬
‫ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺍﻭ ﭘﻪ ﺧﭙﻠﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪ ،‬ﺩ ﺯﺣﻤﺖ‬
‫ﻛ‪‬ﻮ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻭﺭﻭﭘﻴﮋﻧﻲ!‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﺮ ﻣﻨ‪ ‬ﺩﯤ ﺩ ﺳﻴﺎﻟ‪ ‬ﭘﻪ‬
‫ﺗﻮ‪‬ﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ‪ :‬ﻟﻪ ‪‬ﻟﻮ ‪‬ﺨﻪ ‪‬ﻮﻙ ﺣﺎﺿﺮﻳ‪‬ﻱ‬
‫ﭼﯥ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﻭﻟﻮﻟﻲ؟ ﺑﻴﺎ ﺩﯤ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﺩ ﻛﻮﻡ ‪‬ﻟﯥ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻐﺘﻮﻧﻮ ﻣﻌﻨﺎ ﻭﻳﻠﻲ ﺷﻲ؟‬
‫ﺍﻭ ‪‬ﻮﻙ ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﯥ ﻟﻴﻜﻠﻲ؟ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ‬
‫ﺩﻗﺖ ﺳﺮﻩ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭ‪‬ﺎﺭﻱ ﺍﻭ ﻧﻤﺮﯤ ﺩﯤ ﻭﺭﻛ‪‬ﻱ ﺑﻴﺎ‬
‫ﺩﯤ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩ ﺯﻳﺎﺗﻮ ﻧﻤﺮﻭ ﻟﺮﻭﻧﻜﻰ ‪‬ﻟﻪ ﺑﺮﻳﺎﻟﻲ ﺍﻋﻼﻥ ﻛ‪‬ﻱ‬
‫ﺍﻭ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﺩﺭﺱ ﺗﻪ ﺩ ﺗﻮﺟﻪ ﺍﻭ ﭘﺎﻣﻠﺮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ‬
‫ﻭﻭﺍﻳﻲ ﭼﯥ‪ :‬ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮ ﺩ ﻭﺧﺖ ﺑﯥ ‪‬ﺎﻳﻪ ﺗﻴﺮﻭﻝ ‪‬ﻪ ﺯﻳﺎﻥ‬
‫ﻟﺮﻱ؟ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻮﺭﻩ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪،‬‬
‫ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﺮﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻨ‪‬ﻪ ﻛﺴﻴﺰﯤ ‪‬ﻟﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﯤ ﺍﻭ ﺩ‬
‫ﻣﺘﻦ ﺟﻤﻠﯥ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﻳﺎﺭ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺩ ﻛﯧﺴﯥ ﭘﻪ ﻣﻄﻠﺐ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
 ‫ﻳﻮ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﭼﺮﭼﺮﻙ ﺍﻭ ﻣﯧ‪‬ﻯ )‪ (٦١ -٦٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺧﺖ ﺑﯥ ﻛﺎﺭﻩ ﺗﻴﺮﻭﻟﻮ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ ﻭﺧﺖ‬
‫‪‬ﺨﻪ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ‪‬ﻪ ﺍﺧﻴﺴﺘﻞ ﺍﻭ ﺩ ﺩﯤ ﻛﻴﺴﯥ ﻟﻮﺳﺘﻞ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﺩﻱ )ﺩ ﻣﺘﻦ ﺗﻜﺮﺍﺭ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻨﺪﺭﯤ )ﺑﺪﻟﯥ(‪ ،‬ﻧ‪‬ﺎ )‪‬ﺍ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻩ ﻭﻧﻪ( ﺩﻯ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺳﻤﯥ ﻟﻴﻜﻨﻲ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﺩ‬
‫ﻻﺭ‪‬ﻮﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻭ‪‬ﻴﻲ‪ ،‬ﺩ ﺩﻭﻯ ﺩ ﺗﺸﻮﻳﻖ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ ﺩﺍﺳﯥ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻳﯥ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ‬
‫‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﯥ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻟﯥ ﻭ‪‬ﺎﻛﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻱ ﺳﺮﻩ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﻴﺴﯥ ﭘﻪ ﻣﻄﻠﺐ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ‬
‫ﻛﻠﻤﻮ ﺗﻮﺭﻭ ﺗﻪ ﺩﯤ ﭘﺎﻡ ﻭﻛ‪‬ﻱ ﺍﻭ ﻫﻐﻪ ﻛﻠﻤﯥ ﺩﯤ ﭘﻪ ﺗﻮﺭﻭ‬ ‫ﻭﺍﻳﻲ ﭼﯥ ﭼﺮﭼﺮﻙ ‪‬ﻪ ﻛﺎﺭ ﻛﺎﻭﻩ ﻛﻪ ﻣﻴ‪‬ﻱ؟‬
‫ﻭﺍ‪‬ﻭﻱ ﭼﯥ ‪‬ﻮﻭﻧﻜﻲ ﻣﺨﻜﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﺍﻭ ﭘﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﻟﻪ ﺩﯤ ﺩﺭﺱ ‪‬ﺨﻪ ﻳﯥ ‪‬ﻪ ﻧﺘﻴﺠﻪ‬
‫ﻣﻴﺰ ﺑﺎﻧﺪﯤ ﻳﯥ ﺍﻳ‪‬ﯥ ﺩﻱ‪.‬‬ ‫ﻭﺍﺧﻴﺴﺘﻪ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﻏﻮﺭﻩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﺁﻓﺮﻳﻦ ﺍﻭ ﺷﺎﺑﺎﺵ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺑﺮﺧﻪ ﻛﯥ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺧﭙﻞ ﮊﻭﻧﺪ ﺍﻭ ﻛﺎﺭﻭﻧﻮ ﺗﻪ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﻣﺘﻮﺟﯥ ﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﻭﺍﻳﻲ ﭼﯥ ﺳﺘﺎﺳﻮ ﭘﻪ ﻓﻜﺮ ﻛﻪ ‪‬ﻮﻙ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﯧﺴﯥ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺧﭙﻠﻮ ﻛﺎﺭﻭﻧﻮ ﻛﯥ ﺯﻳﺎﺭ ﺑﺎﺳﻲ ﮊﻭﻧﺪ ﺑﻪ ﻳﯥ ‪‬ﻪ ‪‬ﻭﻝ ﻭﻯ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻟﻰ ﺩﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﺩ ﻛﻠﻤﻮ ﺍﻣﻼ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﻣﻴﻨﯥ ﺳﺮﻩ ﻭﺍﻭﺭﯤ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﭘﻮﺭﻩ ﺯ‪‬ﻩ ﺳﻮﻯ ﺍﻭ ﻣﻬﺮﺑﺎﻧﯥ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ﺩﻏﻪ ﻟﻮﺳﺖ ‪‬ﺨﻪ ﭘﻨﺪ ﻭﺍﺧﻴﺴﺖ ﺍﻭ‬ ‫ﺳﺮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﮊﻭﻧﺪ ﭼﺎﺭﻭ ﺍﻭ ﻣﺴﻮﻭﻟﻴﺘﻮﻧﻮ ﺗﻪ ﻣﺘﻮﺟﯥ‬
‫ﭘﻪ ﻭﺭ‪‬ﻴﻨﻮ ﭼﺎﺭﻭ ﻛﯥ ﺗﺮﯤ ‪‬ﻪ ﺍﺧﻠﻲ؟‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﯥ ﺩﯤ ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬ ‫ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺩ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﻫﻢ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﯧﺴﻪ ﺧﭙﻠﻮ ﻭ‪‬ﻭ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻴﺴﯥ ﻣﺘﻦ ﺍﻭ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ‬
‫ﺧﻮﻳﻨﺪﻭ ﺍﻭ ﻭﺭﻭ‪‬ﻮ ﺗﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩﺍ ﻛﻠﻤﯥ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻭﺧﺖ ﺳﺎﻋﺘﻴﺮﻱ ﻛﺘﺎﺏ ﻟﻮﺳﺖ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬

‫‪٩٣‬‬
 ‫ﺩﻭﻩ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﻋﻨﻮﺍﻥ‪ :‬ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺳﺎﺗﻨﻪ )‪ (٦٣ -٦٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺩ ﺭﻭﻏﺘﻴﺎ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺩﻱ )‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮ‪‬ﻳﺪﻝ )ﺩﺭﺩ ﻛﻮﻝ(‪ ،‬ﻣﺎﺕ )‪‬ﻮ‪‬ﻪ ﺷﻮﻯ‪ ،‬ﭘﺎﺳﻲ‬
‫)ﭘﻮﺭﺗﻨ‪(‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻛﻠﻤﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻩ ﻭﻧﻪ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺳﻤﯥ ﺍﻭ ﻣﻨﻈﻤﯥ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﯤ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪‬ﻴﻲ ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺗﻴﺮ ﺩﺭﺱ ﻛﯥ ﺍﺭﺯﻩ ﻭﻧﻪ‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﻛﯥ ﺩﯤ ﻭﺭ‪‬ﺨﻪ‬
‫ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﺭﻭ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ‬
‫ﺧﭙﻞ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺩﯤ ﺩﺍﺳﯥ ﭘﻴﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﻧﻮﺭﻭ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﻫﻐﻮﻱ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﭼﺮﭼﺮ ﻙ ﺍﻭ ﻣﻴ‪‬ﻱ ﻛﻴﺴﻪ ﭘﻪ‬
‫‪-‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺩ ﻣﺘﻦ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ ﭘﻪ‬ ‫ﺳﺎﺩﻩ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﺗﻮﺭﻭ ﺩﯤ ﻭﺍ‪‬ﻭﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﻴﺴﻲ ﺟﻤﻠﯥ ﻳﻮﻩ ﻳﻮﻩ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻏﺎ‪ ‬ﺍﻛﺘﺮ ﻣﻼﻟ‪ ‬ﺩﻭﺩ ﻣﺎﺕ ﺑﺎﺩﺍﻡ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺷﻴﺎﻥ ﻛﻠﻴﻨﻴﻚ ﭘﻼﺭ ﭘﺮﻭﻥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﺩﻗﺖ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺩﻭﻯ ﻟﻪ ﺗﻮﺟﻪ ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻠﻮ ‪‬ﺨﻪ ﺩﯤ ﻣﻨﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﯥ ﺩ ﻫﻐﻪ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺩﯤ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻭﻏﻮ ﺍﻭ ﺟﻮ‪‬ﻭ ﻏﺎ‪‬ﻮﻧﻮ ﭘﻪ ‪‬ﻮ‬ ‫ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﭼﯥ ﺭﻭﻍ ﺍﻭ ﺟﻮ‪ ‬ﻏﺎ‪‬ﻮﻧﻪ ‪‬ﻪ ‪‬ﯥ ﻟﺮﻱ؟‬
‫ﭘﻮﻫﻴﺪﻟﻲ ﺩﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻮﺭﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺍﻧﺪﺍﺯﻩ ﺩﯤ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ‪‬ﺎﻧﺘﻪ ‪‬ﺮ‪‬ﻨﺪﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﭘﻮﻫﻴﺪﻭ‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺳﺮﻩ ﺩ ﻫﻐﻮ ﺳﺎﺗﻨﯥ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻛﻮﻯ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ‪‬ﻠﻮﺭ ﻟﻮﻣ‪‬ﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻭﻟﻴﻜﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻭﻏﻮ ﺍﻭ ﺳﺎﻟﻤﻮ ﻏﺎ‪‬ﻮﻧﻮ ﭘﻪ ‪‬ﻮ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻠﻤﯥ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺍﻭ ﺟﻤﻠﯥ ﻭﻟﻮﺳﺘﻠﻰ ﺍﻭ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻭﻟﻴﻜﻠﻰ ﺷﻮﻯ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺟﻤﻠﯥ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ‬ ‫ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ‬
‫ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ‬ ‫ﺩﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﺧﻮ‪‬ﻳﺪﻩ‬ ‫ﭘﺎﺳﻨﻲ‬ ‫ﻣﺎﺕ‬ ‫ﻭﻟﻴﻜﻲ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮ ﺗﻦ ﻻﻳﻖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭ‪‬ﺎﻛﻲ ﭼﯥ ﻣﺘﻦ‬

‫‪٩٤‬‬
 ‫ﺩﻭﻩ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺳﺎﺗﻨﻪ )‪ (٦٣ -٦٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺩ ﺭﻭﻏﺘﻴﺎ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺩﻱ )ﭘﻨ‪‬ﻤﻪ‪ ،‬ﺷﭙ‪‬ﻣﻪ‪ ،‬ﺍﻭﻭﻣﻪ ﺍﻭ ﺍﺗﻤﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺯﻳﺎﻧﻤﻦ )ﺗﺎﻭﺍﻧﻲ(‪ ،‬ﺟﻮﻭﻝ )ﮊﻭﻭﻝ‪ ،‬ﺟﻮﻳﺪﻥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩ‬
‫ﻛﻠﻤﻮ ﺭﺍﻭ‪‬ﻝ( ﭘﻪ ﻳﻮ ﻳﻮ ﻧﻈﺮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﯥ ﺍﻭ ﺳﻤﯥ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﯤ ﺩﯤ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﻭﺳﺘﺎﺋﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻳﻮﯤ ‪‬ﯥ‬
‫ﺭﺍﺗﻠﻮﻧﻜﻲ ﻟﻪ ﭘﺎﺭﻩ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻠﻮ ﺗﻪ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ﻳﻮﻟﻪ ﺑﻞ ﺳﺮﻩ ﻳﯥ ‪‬ﻴﻚ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ ﺩﺍﺳﯥ ‪‬ﻮ‪‬ﻪ ﻭﻛ‪‬ﻱ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﭼﯥ ﺩ ﻟﻮﺳﺖ ﺩ ‪‬ﻪ ﺗﻜﺮﺍﺭ ﭘﻪ ﺷﻜﻞ ﺗﺮﺳﺮﻩ ﺷﻲ ﺍﻭ ﺯﺩﻩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻠﻮﺭ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﻳﻮ ﺑﻞ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﺭﻭ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺗﻪ ﺩﯤ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﻟﻪ ﻣﺘﻦ ‪‬ﺨﻪ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺭﻭﻏﻮ ﺍﻭ ﺟﻮ‪‬ﻭ ﻏﺎ‪‬ﻮﻧﻮ ﭘﻪ ‪‬ﻮ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﺸﻮﺭﯤ ﭘﻪ ﺗﻮ‪‬ﻪ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﺍﻭ ﺩﻭﺑﺎﺭﻩ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﻯ ﻛﻠﻤﯥ ﻳﻮﻩ ﻳﻮﻩ ﭘﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﺳﺮﻩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‬ ‫ﻭﺍﻭﺭﻱ ‪‬ﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﻭﺳﺘﺎﺋﻰ ﺍﻭ ﺩ ﻧﻴﻤﻜ‪‬ﻭ ‪‬ﻮﺍﺑﻮﻧﻮ ﺩ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺳﻤﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﭘﻪ ﻏﺎ‪‬ﻮﻧﻮ ﺑﺎﻧﺪﯤ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﻛﻪ‬
‫ﻛﻠﻜﻮ ﺷﻴﺎﻧﻮ ﻣﺎﺗﻮﻝ ﻫﻐﻮ ﺗﻪ ﺯﻳﺎﻥ ﺭﺳﻮﻱ؟‬ ‫ﻛﻮﻣﻪ ﻛﯧﺴﻪ ﻟﺮﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﺍﻭ ﻳﺎ ﺩﯤ ﻟﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻲ ﺷﻲ؟‬ ‫ﺩﻭﻯ ‪‬ﺨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﻟﻪ ﺩﯤ ‪‬ﺨﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﺎﻡ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺩ ﻛﻠﻜﻮ ﺷﻴﺎﻧﻮ ﭘﻪ‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﭼﯥ ﺗﺎﺳﻮ ﺩ ﺧﭙﻠﻮ ﻏﺎ‪‬ﻮﻧﻮ ﺩ ﺳﺎﺗﻨﯥ ﻟﻪ‬
‫ﻣﺎﺗﻮﻟﻮ ﻏﺎ‪‬ﻮﻧﻪ ﺯﻳﺎﻧﻤﻦ ﻛﻴ‪‬ﻱ‪ ،‬ﻧﻮ ﻟﻪ ﺩﯤ ﻛﺎﺭ ‪‬ﺨﻪ ‪‬ﻩ ﻛﻮﻱ؟‬ ‫ﭘﺎﺭﻩ ﺑﺎﻳﺪ ‪‬ﻪ ﻭﻛ‪‬ﺉ؟‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺩ ﺭﻭﻍ ﺳﺎﺗﻠﻮ‬ ‫ﺩ ﻫﺮ ﻳﻮﻩ ‪‬ﻮﺍﺏ ﻭﻳﻠﻮ ﺗﻪ ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ ﺍﻭ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺩ ﭘﺎﻙ ﺳﺎﺗﻠﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺳﭙﺎﺭ‪‬ﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﻭﻩ ﻭﺍﺭﻩ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ )ﻧﻮﻯ ﻟﻮﺳﺖ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫)ﻫﻴ‪‬ﻜﻠﻪ ﭘﻪ ﻏﺎ‪‬ﻮﻧﻮ ﻛﻠﻚ ﺷﻴﺎﻥ ﻣﻪ ﻣﺎﺗﻮﺉ‪ ،‬ﻜﻪ ﭼﯥ ﺩ‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ‬
‫ﻛﻠﻜﻮ ﺷﻴﺎﻧﻮ ﻣﺎﺗﻮﻝ ﻏﺎ‪‬ﻮﻧﻪ ﺯﻳﺎﻧﻤﻦ ﻛﻮﻱ(‬ ‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬

‫‪٩٥‬‬
 ‫ﺩﻭﻩ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺳﺎﺗﻨﻪ )‪ (٦٣ -٦٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺩ ﺭﻭﻏﺘﻴﺎ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺩﻱ )‪‬ﻠﻮﺭ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﺎﺗﻨﻪ )ﻧﮕﺎﻩ ﻛﺮﺩﻥ(‪ ،‬ﺩﺭﻣﻞ )ﺩﻭﺍﻳﯥ(‪ ،‬ﺍﺧﺘﻪ )ﻛﻜ‪(‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﻭﻭ ﺟﻤﻠﻮ‬
‫ﻟﻴﻜﻞ( ﭘﻪ ﻳﻮ ﻳﻮ ﻧﻈﺮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻪ ﻟﻴﻜﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﻧﺎﺯﻭﻱ ﺍﻭ ﭘﺮﻣﺨﺘ‪ ‬ﺗﻪ ﺩﻯ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﺩ ﺯ‪‬ﻩ‬
‫ﺳﻮﻯ ﻟﻪ ﻣﺨﯥ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻭ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺩﺭﺱ ﻟﻪ ﻫﺮﯤ ﻣﻮﺧﯥ‬
‫ﺍﻭ ﻭﺩﯤ ﻟﻴﻜﻲ ﺍﻭ ﺧﭙﻠﻲ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﺨﻪ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻛﻠﻤﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻪ ﺗﺨﺘﯥ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻭﻟﻴﻜﻲ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺭﺍﻭ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻪ ﻣﺘﻦ ‪‬ﺨﻪ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻭﻟﻴﻜﻲ ﺍﻭ ﻭﺩﯤ ﻟﻮﻟﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﺩﯤ ﺁﻓﺮﻳﻦ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﺩ ﭘﺎﻙ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﭼﯥ ﭘﻪ‬
‫ﺳﺎﺗﻠﻮ ﻟﻪ ﭘﺎﺭﻩ ﺑﺎﻳﺪ ‪‬ﻪ ﻭﻛ‪‬ﻱ؟‬ ‫ﻏﺎ‪‬ﻮﻧﻮ ﺑﺎﻧﺪﯤ ﺩ ﻛﻠﻜﻮ ﺷﻴﺎﻧﻮ ﻣﺎﺗﻮﻝ ﻛﻮﻡ ﺯﻳﺎﻧﻮﻧﻪ ﻟﺮﻱ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﻭﺍﻭﺭﻱ ﺍﻭ ﭘﻪ ﭘﺎﺗﯥ ﺷﻮﻭ ﺑﺮﺧﻮ ﺩﯤ ﺧﭙﻠﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﺩ ﻏﺎ‪‬ﻮﻧﻮ‬ ‫ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﭘﺎﻙ ﺳﺎﺗﻞ ﺿﺮﻭﺭ ﻭﺑﻠﻞ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻏﺎ‪‬ﻮﻧﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺯﺩﻩ‬
‫ﺩ ﻫﻐﻮ ﭘﻪ ﺳﺎﺗﻨﻪ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩﺍ ﻛﻠﻤﯥ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ‬
‫ﺩﯤ ﻭﻟﻴﻜﺊ!‬ ‫ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺁﻭﺍﺭﻱ ﻛ‪‬ﻱ‪.‬‬
‫)ﺧﻮﺍ‪‬ﻩ‪ ،‬ﺍﻛﺘﺮ‪ ،‬ﺳﺎﺗﻨﻪ‪ ،‬ﺍﺭﺯ‪‬ﺖ ﻧﺎﻙ(‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻧﻜﻲ ﺩﯤ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﺩ ﻣﺘﻦ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ‬

‫‪٩٦‬‬
 ‫ﺩﺭﯤ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻼﺭﻳﺎ ﻧﺎﺭﻭﻏﻲ )‪ (٦٥ -٦٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﭼﯥ‬
‫ﺩ ﻣﻼﺭﻳﺎ ﻧﺎﺭﻭﻏﻲ ﺩ ﻣﺎﺷﻲ ﺩ ﭼﻴﭽﻠﻮ ﭘﻪ ﻭﺳﻴﻠﻪ ﺍﻧﺴﺎﻥ ﺗﻪ‬
‫ﻟﻴ‪‬ﺩﻭﻝ ﻛﻴ‪‬ﻱ ﺍﻭ ﺩ ﻣﺨﻨﻴﻮﻱ ﻟﻪ ﭘﺎﺭﻩ ﻳﯥ ﺑﺎﻳﺪ ﻭﻻ‪‬ﻱ ﺍﻭ ﻧﺎﭘﺎﻛﻪ‬
‫ﺍﻭﺑﻪ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮ‪‬ﻝ ﺷﻲ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍﻧﺎﻓﻴﻞ )ﺩ ﻣﻼﺭﻳﺎ ﺩﻧﺎﺭﻭﻏ‪ ‬ﻟﻴ‪‬ﺩﻭﻧﻜﻲ ﻣﺎﺷﻲ(‪،‬‬
‫ﺳﻴﻤﯥ )ﺩ ﺍﻭﺳﻴﺪﻭ ‪‬ﺎﻳﻮﻧﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻛﻠﻤﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﺍ‪‬‬
‫ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ‪‬ﻮ ﺗﻨﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﺎﺗﻲ ﻧﻮﺭﯤ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ‬
‫ﺩﯤ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪ ‬ﻧﺎﺳﺘﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭﺳﭙﺎﺭﯤ ﺍﻭ ﺩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻣﺨﻜﻴﻨﻴﻮ ‪‬ﻟﻮ ﻛﯥ ﺩ ﻳﻮﻩ ﺗﻦ ﭘﻪ‬ ‫ﻫﻐﻮﻯ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﻭﺭ ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﺳﺘﻠﻮ ﺳﺮﻩ ﺩ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﭘﻪ ﺳﭙﻴﻨﻮ ﻭ‪‬ﻭ ﻭ‪‬ﻭ‬ ‫ﭘﻪ ﺩﻭﻭ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻩ ﻭﻳﺸﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍﺳﯥ‬
‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺭﺍ‪‬ﻮﻟﻮ ﺷﻮﻭ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﭘﻪ‬ ‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﻳﻮﻩ ‪‬ﻟﻪ ﺩﯤ ﻟﻪ ﺑﻠﻲ ‪‬ﺨﻪ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩﺍﺳﯥ ﻛﻠﻤﯥ ﺭﺍ ﻭﺍﺧﻠﻲ ﭼﯥ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺗﺮﯤ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﻟﻪ ﻟﻮﻣ‪ ‬ﻟﯥ ‪‬ﺨﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺟﻮ‪‬ﻩ ﺷﻲ‪ ،‬ﻭ‪ ‬ﺍﻭ ﺗﻜ‪‬ﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﻭﺭﺳﺮﻩ ﭘﻮﺭﻩ ﻣﺮﺳﺘﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻋﺎﺩﻻﻧﻪ ﺗﻮ‪‬ﻪ ﻫﺮﯤ ‪‬ﻟﯥ ﺗﻪ ﭘﻪ ‪‬ﻪ ‪‬ﻮﺍﺏ‬
‫ﻛﻮﻱ‪.‬‬ ‫ﺳﺮﻩ ﻧﻤﺮﻱ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺑﻪ ﺩ ﺯﻳﺎﺗﻮ ﻧﻤﺮﻭ ﻭ‪‬ﻭﻧﻜﯥ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﭘﻮﺭﻩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪‬ﻟﻪ ﭘﻪ ﺩﯤ ﺳﻴﺎﻟ‪ ‬ﻛﯥ ﺑﺮﻳﺎﻟ‪ ‬ﻭ‪‬ﻠﻪ ﺷﻲ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﺩﺭﺱ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺑﻪ ﺩ ﻳﻮﯤ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ ﻛﺘﺎﺏ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺩ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻱ ﺍﻭ ﺩ ﺍﻧ‪‬ﻮﺭ ﻟﻪ ﻣﺨﯥ ﺑﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻼﺭﻳﺎ ﻧﺎﺭﻭﻏﻲ ﻭﭘﻴﮋﻧﺪﻟﻪ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻫﻐﻪ ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺩ ﻣﺎﺷﻲ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻲ‬ ‫ﺩﯤ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﻣﻼﺭﻳﺎ ‪‬ﻪ ‪‬ﻭﻝ ﺗﺒﻪ ﺍﻭ ﻧﺎﺭﻭﻏﻲ ﺩﻩ؟‬
‫ﺷﻲ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﻭﻏ‪‬ﻳ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﭘﻪ ﻣﻌﻠﻮﻣﺎﺗﻮ ﺑﻪ ﻭﭘﻮﻫﻴ‪‬ﻱ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻼﺭﻳﺎ ﺍﻧﺎﻓﻴﻞ ﻣﺎﺷﻲ ﻭﭘﻴﮋﺍﻧﺪ ﺍﻭ ﺩ‬ ‫ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺑﻪ ﭘﻪ ﺧﭙﻠﻪ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﻫﻐﻪ ﻟﻪ ﭼﯧﭽﻠﻮ ‪‬ﺨﻪ ‪‬ﺎﻥ ﺳﺎﺗﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺘﻦ ﻧﻮﻯ ﻛﻠﻤﯥ‪،‬‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﺩﯤ ﻭﺭﺗﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‬
‫ﺟﻤﻠﯥ ﺍﻭ ﻣﻔﺎﻫﻢ ﻭﭘﻴﮋﻧﺪﻝ ﭼﯥ ﺩ ﺫﻫﻨﻲ ﭘﺎﻧ‪‬ﯥ ﭘﻪ ﭘﻴﺎﻭ‪‬ﺗﻴﺎ ﻛﯥ‬ ‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪‬ﻳﺮ ﺍﻏﻴﺰ ﻟﺮﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﻯ ﺟﻤﻠﯥ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﺩﯤ ﻳﻮ ﺑﻞ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺗﻪ ﺩ ﻫﻐﻪ ﻣﻄﻠﺐ ﻭﻭﺍﻳﻲ‪.‬‬

‫‪٩٧‬‬
 ‫ﺩﺭﯤ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻼﺭﻳﺎ ﻧﺎﺭﻭﻏﻲ )‪ (٦٥ -٦٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﭼﯥ ﺩ ﻣﻼﺭﻳﺎ‬
‫ﻧﺎﺭﻭﻏﻲ ﺩ ﻣﺎﺷﻲ ﺩ ﭼﻴﭽﻠﻮ ﭘﻪ ﻭﺳﻴﻠﻪ ﺍﻧﺴﺎﻥ ﺗﻪ ﻟﻴ‪‬ﺩﻭﻝ ﻛﻴ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﻣﺨﻨﻴﻮﻱ ﻟﻪ ﭘﺎﺭﻩ ﻳﯥ ﺑﺎﻳﺪ ﻭﻻ‪‬ﻱ ﺍﻭ ﻧﺎﭘﺎﻛﻪ ﺍﻭﺑﻪ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮ‪‬ﻝ ﺷﻲ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﻤﻴﺸﻪ )ﺗﻞ(‪ ،‬ﺯﻳ‪‬ﻯ )ﺩﻳﻮ ‪‬ﻭﻝ ﻧﺎﺭﻭﻏ‪ ‬ﻧﻮﻡ‬
‫ﺩﻯ(‪ ،‬ﻻﻣﻞ )ﻋﻠﺖ‪ ،‬ﺳﺒﺐ(‪ ،‬ﺪﻭﻧﻪ )ﻭﻻ‪‬ﯤ ﺍﻭﺑﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺘﻞ‬
‫ﺷﻮﻭ ﺟﻤﻠﻮ ﻟﻴﻜﻞ( ﭘﻪ ﻳﻮ ﻳﻮ ﻧﻈﺮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻻﻳﻖ ﺍﻭ ﻭ‪‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﺳﭙﺎﺭ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻧﻮﺭﻭ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﻭ‪‬ﻮﺭﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﺍﻭ ﭘﻪ ‪‬ﻨ‪ ‬ﻛﯥ ﺩﯤ ﻭﺭﺗﻪ ﻛﻴ‪‬ﺩﻱ‪.‬‬ ‫ﻫﺮﻩ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻱ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﺩﺭﺱ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻟﻪ ﺟﻤﻠﻮ ‪‬ﺨﻪ ﻛﻠﻤﯥ ﭘﻪ ﻭ‪‬ﻭ ﻭ‪‬ﻭ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻼﺭﻳﺎ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻪ ﺩﺭﻣﻠﻨﻰ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﭘﻪ ﺗﺮﺗﻴﺒﻮﻟﻮ ﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬
‫ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ‬
‫ﭘﻪ ﺗﻮ‪‬ﻪ ﻛﺎﺭﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻭﺩﯤ ﭘﻮ‪‬ﺘﯥ ﭼﯥ ﺗﺎﺳﯥ ﻛﻠﻪ ﺩ ﻣﻼﺭﻳﺎ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻼﺭﻳﺎ ﻣﺎﺷﯥ ﻭﭘﯧﮋﻧﺪﻩ ﺍﻭ ﻟﻪ ﻫﻐﯥ‬ ‫ﻧﺎﺭﻭﻏ‪ ‬ﺍﺧﺘﻪ ﺷﻮﻱ ﻳﺎﺳﺖ ﺑﻴﺎ ﻣﻮ ‪‬ﻪ ‪‬ﻭﻝ ﺩﻫﻐﯥ ﺩﺭﻣﻠﻨﻪ ﻛ‪‬ﯦﺪﻩ؟‬
‫‪‬ﺨﻪ ‪‬ﺎﻥ ﺳﺎﺗﻲ ﭼﯥ ﺩ ﻣﻼﺭﻳﺎ ﭘﻪ ﻧﺎﺭﻭﻏ‪ ‬ﺍﺧﺘﻪ ﻧﻪ ﺷﻲ؟‬ ‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ ﺩ ﺩﻭﻱ ﺩ ﭘﻮﻫﯥ ﺍﻧﺪﺍﺯﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺩﯤ ﺗﺮﯤ ﻣﻌﻠﻮﻣﻪ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﺗﯥ ﺑﺮﺧﻮﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻼﺭﻳﺎ ﺩ ﻣﺎﺷﻲ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮ ﻻﺳﻪ ﻛ‪‬؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﺭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻛﻮﻟﻲ ﺷﻮﻝ ﭼﯥ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﻭﭘﻴﮋﻧﯥ‬ ‫ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ‬
‫ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ؟‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻏﻮ ﻻﻧﺪﻧﻴﻮ ﻛﻠﻤﻮ ﺗﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭼﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﻱ ﺩﯤ ﭘﻪ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﻮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ‬
‫ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺳﺘﻮﻧﺰﻭ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﻣﺮﺳﺘﻪ ﻭﻏﻮﺍ‪‬ﻱ‪.‬‬
‫ﻛﻤﻮﺍﻟﻰ‬ ‫ﺳﻮ‪‬‬ ‫ﮊﻭﻧﺪ‬ ‫ﻧﺎﺭﻭﻏﻲ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻀﺎﺩﻭ ﻛﻠﻤﻮ ﻟﻴﮑﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ﻣﻴﺰ‬
‫ﺳﺎﺗﻨﻪ‬ ‫ﭘﺎﻙ‬ ‫ﻭﺭﻭﺳﺘﻪ‬ ‫‪‬ﯦﺮ‬ ‫ﻭﺍﭼﻮﻱ ﺍﻭ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﺷﻤﻴﺮ‬
‫ﺳﺮﻩ ﻛﺎﺭﺗﻮﻧﻪ ﺭﺍ ﭘﻮﺭﺗﻪ ﻛ‪‬ﻱ ﺍﻭ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﺩﯤ ﻭﺭﺗﻪ ﭘﻴﺪﺍ‬

‫‪٩٨‬‬
 ‫ﺩﺭﯤ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻼﺭﻳﺎ ﻧﺎﺭﻭﻏﻲ )‪ (٦٥ -٦٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﭼﯥ‬
‫ﺩ ﻣﻼﺭﻳﺎ ﻧﺎﺭﻭﻏﻲ ﺩ ﻣﺎﺷﻲ ﺩ ﭼﻴﭽﻠﻮ ﭘﻪ ﻭﺳﻴﻠﻪ ﺍﻧﺴﺎﻥ ﺗﻪ‬
‫ﻟﻴ‪‬ﺩﻭﻝ ﻛﻴ‪‬ﻱ ﺍﻭ ﺩ ﻣﺨﻨﻴﻮﻱ ﻟﻪ ﭘﺎﺭﻩ ﻳﯥ ﺑﺎﻳﺪ ﻭﻻ‪‬ﻱ ﺍﻭ ﻧﺎﭘﺎﻛﻪ‬
‫ﺍﻭﺑﻪ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮ‪‬ﻝ ﺷﻲ )ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍ‪‬ﻭﻧﺪ )ﻣﺮﺑﻮﻁ(‪ ،‬ﺧﻄﺮﻧﺎﻙ )‪‬ﯦﺮ ﺯﻳﺎﻧﻤﻦ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﺘﻀﺎﺩﻭ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻞ( ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪ ‬ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﻳﻮﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﺩﯤ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﻟﺮﻯ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﭘﻪ ‪‬ﻟﻴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻱ ﺩﯤ ﭘﻪ ﺩﺭﻭ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻣﻼﺭﻳﺎ ﺩ ﻣﺎﺷﻲ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﺩﺭﺱ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﻼﺭﻳﺎ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻣﻼﺭﻳﺎ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻪ ﺩﺭﻣﻠﻨﯥ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﻼﺭﻳﺎ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﺩ ﻣﺨﻨﻴﻮﻱ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻛﻮﻟﻲ ﺷﻲ؟‬ ‫‪‬ﻮ ﺍﻭ ﺳﻤﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻭﻳﻮﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻭﻟﻲ ﺷﻲ؟‬ ‫ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﺍﻭﺭﻱ ﺍﻭ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻼﺭﻳﺎ ﺩ ﻣﺎﺷﻲ ﭘﻪ ﺧﻄﺮﻭﻧﻮ ﺍﻭ‬ ‫ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺯﻳﺎﻧﻮﻧﻮ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﻴﺪﻝ ﺍﻭ ﻟﻪ ﻫﻐﻪ ‪‬ﺨﻪ ﻳﯥ ‪‬ﺎﻥ ﺳﺎﺗﻨﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﺿﺮﻭﺭ ﻭﺑﻠﻠﻪ!‬ ‫ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻼﺭﻳﺎ ﺩ ﻧﺎﺭﻭﻏ‪ ‬ﭘﻪ‬ ‫ﻫﻢ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ ﺑﻴﺎﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺘﻠﻮ ﺗﻪ ﻭ‪‬ﻤﺎﺭﻱ‬
‫ﺩﺭﻣﻠﻨﯥ ﻫﻢ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺍﻭ ﻫﺮﻩ ﺟﻤﻠﻪ ﺩﯤ ﭘﻪ ﺩﻭﻯ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﭘﻪ‬
‫]ﺍ‪‬ﻳﻦ – ﻣ‪‬ﻳﻨﻪ – ﺯﻳﺎﻥ[‬ ‫ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﺩﯤ ﻟﻴﻜﻲ‪.‬‬

‫‪٩٩‬‬
 ‫‪‬ﻠﻮﺭ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻫﯿﻮﺍﻧ‪ ‬ﻣﯿﻨﻪ )‪ (٦٧ -٦٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﻟﻪ ﻫﻴﻮﺍﺩ ﺳﺮﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻴﻨﯥ ﺍﻭ ﻫﻐﻪ ﺗﻪ ﺩ‬
‫ﺧﺪﻣﺖ ﻛﻮﻟﻮ ﺩ ﺫﻫﻨﻴﺖ ﻭﺩﻩ ﺍﻭ ﭘﻴﺎﻭ‪‬ﺗﻴﺎ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪)  :‬ﺷﺮﻳﻚ(‪ ،‬ﻭﺩﻩ )ﻟﻮﻳﯧﺪﻝ(‪ ،‬ﭘﻴﺎﻭ‪‬ﺗﻴﺎ )ﻭﺩﻩ‬
‫ﻛﻮﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﻧﺨﺸﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ‬
‫ﺩﯤ ﭘﻪ ﻧ‪‬ﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﺩﻭﻯ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﻭﺭﭘﺴﯥ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ‬
‫ﺩ ﻧﺨﺸﻲ ﭘﻪ ﺭﺳﻤﻮﻟﻮ ﺧﭙﻞ ﻣﻨ‪‬ﻲ ﺳﻴﺎﻟﻲ ﭘﻴﻞ ﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻲ‬ ‫ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻫﺮﯤ ‪‬ﻟﯥ ﭼﯥ ﺧﭙﻞ ﻛﺎﺭ ‪‬ﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬‬ ‫‪ -۱‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﻣﻼﺭﻳﺎ ‪‬ﻪ ‪‬ﻭﻝ ﻧﺎﻭﺭﻏﻲ ﺩﻩ؟‬
‫ﭘﻪ ‪‬ﻮ ﺍﻟﻔﺎﻇﻮ ﺳﺮﻩ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬ ‫‪ -۲‬ﻟﯥ ﺗﻪ ﺩﯤ ﻭﻭﺍﻳﯥ ﭼﯥ ﺁﻳﺎ ﺗﺎﺳﯥ ﻛﻠﻪ ﺩ ﻣﻼﺭﻳﺎ ﭘﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ‬ ‫ﻧﺎﺭﻭﻏ‪ ‬ﺍﺧﺘﻪ ﺷﻮﻱ ﻳﺎﺳﺖ؟ ﻧﺘﯧﺠﻪ ﻳﯥ ﻭﻭﺍﺋﻲ‪.‬‬
‫ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺩ‬ ‫‪ -۳‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﺊ‪.‬‬
‫)ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ‪‬ﻜﺎﺭﻭﻯ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﺗﻪ‬
‫ﺷﻲ‪.‬‬ ‫‪‬ﻴﺮ ﺷﻲ ﺍﻭ ﺩ ﻫﻐﻮ ﺷﻴﺎﻧﻮ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ ﭼﯥ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﻫﯧﻮﺍﺩ ﻟﻪ ﻛﻮﻣﻮ‬ ‫ﻟﻴﺪﻝ ﻛﻴ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺷﻴﺎﻧﻮ ‪‬ﺨﻪ ‪‬ﻪ ﺍﺧﻠﻮ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ )ﺩﺭﻯ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ( ﭘﻪ ﺗﺨﺘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨٰﻰ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ‬
‫ﺷﻲ؟‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﻣ‪‬ﻯ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﻏﻪ ﺩﺭﺱ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ‬ ‫ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﻴﻮﺍﺩﻧ‪ ‬ﻣﻴﻨﯥ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ‬
‫ﺩ ﺯﺩﻩ ﻛ‪‬ﻭ ﺍﻭ ﺩ ﻫﯧﻮﺍﺩ ﺳﺮﻩ ﺩ ﻣﻴﻨﯥ ﺳﺒﺐ ﻭ‪‬ﺮ‪‬ﻴﺪ‪.‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﻫﯧﻮﺍﺩ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻪ ﻧﻌﻤﺘﻮﻧﻮ ﺯﻣﻮ‪ ‬ﺑﺪﻥ ﻭﺩ ﻩ ﻛﻮﻱ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﭼﻮﭘﺘﻴﺎ ﺳﺮﻩ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ‬ ‫ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺩﻭﻯ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻨ‪‬ﻪ ﭘﻨ‪‬ﻪ ﺗﻨﻪ ﺩ ﻫﯧﻮﺍﺩ‬

‫‪١٠٠‬‬
 ‫‪‬ﻠﻮﺭ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻫﯿﻮﺍﻧ‪ ‬ﻣﯿﻨﻪ )‪ (٦٧ -٦٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﻟﻪ ﻫﻴﻮﺍﺩ ﺳﺮﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻴﻨﯥ ﺍﻭ ﻫﻐﻪ ﺗﻪ ﺩ‬
‫ﺧﺪﻣﺖ ﻛﻮﻟﻮ ﺩ ﺫﻫﻨﻴﺖ ﻭﺩﻩ ﺍﻭ ﭘﻴﺎﻭ‪‬ﺗﻴﺎ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺮﺍﻥ )ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ‪ ،‬ﺧﻮ‪ ،(‬ﺛﺒﻮﺕ )ﺍﺛﺒﺎﺕ(‪،‬‬
‫ﻳﻮﻭﺍﺯﯤ )‪‬ﺎﻧ‪‬ﻯ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﭘﻪ‬
‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﯥ ﻛﻠﻤﯥ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪‬ﻳﻮ ﺩﺭﻭ‬
‫ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺟﻮ‪‬ﯤ ﺍﻭ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬
‫ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰ ‪‬ﻭﻝ ﺳﺮﻩ ﭘﻴﺪﺍ ﻛ‪‬ﻱ ﺍﻭ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ‬ ‫ﻛﻮﻭﻧﻜﻮ ﻧﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ‪.‬‬ ‫ﺍﻭﻟﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻛﺘﺎﺏ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﻟﻪ ﺯﺩﻩ‬ ‫ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﺩﺍﺳﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﻧﻌﻤﺘﻮﻧﻮ ﺍﻭ ﻟﻪ ﻫﻐﻮ ‪‬ﺨﻪ ﺩ ‪‬ﯥ‬
‫)ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﭘﺎﻡ ﻛﯥ‬ ‫ﺍﺧﻴﺴﺘﻨﯥ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻧﻴﺴﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻣﻮ‪ ‬ﻭﻟﯥ ﻟﻪ ﺧﭙﻞ ﻫﯧﻮﺍﺩ ﺳﺮﻩ ﻣﻴﻨﻪ ﻟﺮﻭ ﭘﻪ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻧﻮﻭ ﻟﻐﺘﻮﻧﻮ ﺍﻭﻛﻠﻤﻮ‪ ،‬ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ‬ ‫ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﭘﯧﮋﻧﺪﯤ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﺳﻤﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻫﺮ ﻛﻠﻰ ﻭﻛ‪‬ﻱ‪،‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻮﯤ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ‬ ‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ‪ ،‬ﻠﻮﺭﻣﻪ ﺍﻭ ﭘﻨ‪‬ﻤﻪ ﻛﺮ‪‬ﻪ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺧﭙﻞ ﻫﯧﻮﺍﺩ ﭘﻪ ﻃﺒﻴﻌﯥ ﻧﻌﻤﺘﻮﻧﻮ‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨٰﻰ ﺩﯤ ﻛ‪‬ﻱ‪،‬‬
‫ﺑﺎﻧﺪﯤ ﻭﻳﺎ‪‬ﻱ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻢ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻴﻜﻠﻲ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺧﭙﻞ ﻭﻃﻦ ﺩ ﻃﺒﯿﻌﯥ‬ ‫ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻩ‬
‫ﻧﻘﺸﻰ ﻧﻮﻡ ﺍﻭ ﺷﺘﻤﻨ‪ ‬ﺳﺮﻩ ﺍﺷﻨﺎ ﺷﻮﻝ؟‬ ‫ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﻛ‪ ‬ﺷﻮﻱ ﻧﻮﻱ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ‬
‫ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮﺭ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ ﻳﻮ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ )ﻫﯧﻮﺍﺩ‪،‬‬
‫)‪‬ﺮﺍﻥ‪ ،‬ﺛﺒﻮﺕ‪ ،‬ﻳﻮﻭﺍﺯﯤ(‬ ‫‪‬ﻪ‪ ،‬ﻭﺩﻩ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺑﻠﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻫﻐﻮ ﻣﺘﺮﺍﺩﻓﯥ ﻛﻠﻤﯥ‬

‫‪١٠١‬‬
 ‫‪‬ﻠﻮﺭ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻫﯿﻮﺍﻧ‪ ‬ﻣﯿﻨﻪ )‪ (٦٧ -٦٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﻟﻪ ﻫﻴﻮﺍﺩ ﺳﺮﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻴﻨﯥ ﺍﻭ ﻫﻐﻪ ﺗﻪ ﺩ‬
‫ﺧﺪﻣﺖ ﻛﻮﻟﻮ ﺩ ﺫﻫﻨﻴﺖ ﻭﺩﻩ ﺍﻭ ﭘﻴﺎﻭ‪‬ﺗﻴﺎ ﺍﻭ ﺩ ﺩﯤ ﻣﺘﻦ ﺳﻢ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭﺩﺍﻥ )ﺁﺑﺎﺩ(‪ ،‬ﻭﻳﺠﺎ‪) ‬ﻭﺭﺍﻥ(‪ ،‬ﺩ ﺯ‪‬ﻩ ﻟﻪ ﻛﻮﻣﯥ‬
‫)ﺩ ﺯ‪‬ﻩ ﻟﻪ ﺍﺧﻼﺻﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩ‬
‫ﻧﻘﺸﻰ ‪‬ﻮﻭﻝ‪ ،‬ﭘﻪ ﻭ‪‬ﻭ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﻃﺒﻌﯥ ﺷﺘﻤﻨﻴﻮ‬
‫ﻟﻴﻜﻞ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ )ﺩ ﻧﻮﻭ ﻟﻐﺘﻮﻧﻮ‬
‫ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﭘﻪ ‪‬ﻳﺮﯤ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺳﻤﯥ ﺍﻭ ﭘﻪ ‪‬ﻟﻮ ﺩﯤ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪‬‬
‫ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ‬ ‫ﻛﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۱‬ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ‪‬ﻮ‪‬ﻪ ﺩﯤ ﺩ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ‪‬ﻭﻝ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻸ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻭﻭﺍﻳﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫‪ -۲‬ﺍﻭ ﭘﻪ ﺳﻴﺎﻟ‪ ‬ﺳﺮﻩ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨٰﻰ ﺍﻭ ﭘﻪ‬
‫ﻧﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ‬ ‫ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۳‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺧﭙﻞ ﭼﭗ ﻻﺱ ﻣﻮ‪‬ﻰ ﻛ‪‬ﻱ ﺩ ﺩﻭﻳﻢ ﺯﺩﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨٰﻰ ﺍﻭ ﻣﻄﻠﺐ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻛﻮﻭﻧﻜﻲ ﻧﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻲ ﺷﻲ؟‬ ‫ﻻﺳﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﻭﺩﯤ ﻭﺍﻳﻲ ﭼﯥ ﺩ ‪‬ﻪ ﺷﻲ ﺷﻜﻞ ﻟﻴﺪﻯ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﻧﻘﺸﻲ ﺟﻮ‪‬ﻭﻝ ﭘﻪ ﺯ‪‬ﻩ‬ ‫ﺷﻲ ﻧﻮﻡ ﺩﯤ ﻭﺍﺧﻠﻲ )ﻫﯧﻮﺍﺩ ﻧﻘﺸﻪ(‪.‬‬
‫ﭘﻮﺭﻱ ﺩﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ‪ ،‬ﻠﻮﺭﻣﻪ ﺍﻭ ﭘﻨ‪‬ﻤﻪ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﻟﻮﺳﺖ ﻭﻳﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ‬ ‫ﻛﺮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨٰﻰ‬
‫ﻣﻬﺎﺭﺕ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﻭﻭﺍﻳﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻛﻠﻤﯥ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﺮﻭﭘﯧﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩ ﻫﻴﻮﺍﺩ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﯤ ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﻏﻠﻄ‪ ‬ﺩﯤ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪.‬‬
‫)ﻫﯧﻮﺍﺩ‪ ،‬ﻟﻤﺮ‪ ،‬ﺧﺎﻭﺭﻩ‪ ،‬ﺮﺍﻥ(‬ ‫ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬

‫‪١٠٢‬‬
 ‫ﭘﻨ‪‬ﻪ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻏﺰﻧﻰ ‪‬ﺎﺭ )‪ (٦٩ -٦٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺧﭙﻞ ﻫﻴﻮﺍﺩ ﺩ ﻏﺰﻧﻲ ﺩ‬
‫ﺗﺎﺭﻳﺨﻲ ﻧ‪‬ﻮ ﻧ‪‬ﺎﻧﻮ ﭘﻴﮋﻧﺪﻝ ﺩﻱ )ﺩﻭﻯ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧ‪‬ﻮ )ﻧ‪‬ﺎﻧﯥ(‪ ،‬ﻟﺮﻏﻮﻧﻰ )ﭘﺨﻮﺍﻧﻰ(‪ ،‬ﺳﭙ‪‬ﻠﻰ‬
‫)ﭘﺎﻙ(‪ ،‬ﺭﺍﺗ‪) ‬ﺭﺍﺗﻠﻞ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺟﻤﻠﻮ ﺗﺶ‬
‫‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ‪‬ﻛﻮﻝ( ﻭ‪‬ﻮﺭﻱ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ‬
‫ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﺳﻤﯥ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩﻭﻱ‬
‫ﭘﻪ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﭘﻪ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺩﯤ ﺗﻴﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﻮﻙ ﺩ ﻏﺰﻧﻲ ﺩ ‪‬ﺎﺭ ﭘﻪ ﺍ‪‬ﻩ ﺧﺒﺮﯤ ﻛﻮﻟﻰ ﺷﻲ؟‬
‫)ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺮ‪‬ﻨﺪﻭﻝ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩﯤ ﻭﺭﻛ‪‬ﻝ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﯤ ﺭﺍﻭ‪‬ﺉ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﻏﺰﻧﻰ ‪‬ﺎﺭ ﭘﻪ‬ ‫)ﻭﺩﺍﻥ‪ ،‬ﻭﻳﺠﺎ‪ ،‬ﺩ ﺯ‪‬ﻩ ﻟﻪ ﻛﻮﻣﯥ( ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ‬
‫ﻛﻮﻡ ﻭﺧﺖ ﺩﺍ ﭘﺎﭼﺎﻫﺎﻧﻮ ﻣﺮﻛﺰ )ﭘﻼﺯﻣﻴﻨﻪ( ﺷﻮ؟‬ ‫‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭﺩﻭﻱ ﺩﯤ ﻻ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﺳﻤﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﯥ‬
‫ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻏﺰﻧﻲ ﺩ ‪‬ﺎﺭ ﺍﻭ ﺩ ﻫﻐﻪ ﺩ ﻟﺮﻏﻮﻧﻮ‬ ‫ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫ﻧ‪‬ﻮ ﻧ‪‬ﺎﻧﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ ﺫﻫﻨﯥ ﺍﻭ ﻓﻜﺮﻱ ﭘﺮﺍﺧﺘﻴﺎ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻏﺰﻧﻲ ﺩ ‪‬ﺎﺭ ﭘﻪ ﺍ‪‬ﻩ ﭼﯥ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﻧﺎﻣﻲ ‪‬ﺎﺭﻭﻧﻮ‬ ‫ﭘﻪ ﻛﻮﻡ ﻭﺧﺖ ﻛﯥ ﺩ ﭘﺎﭼﺎﻳﺎﻧﻮ ﻣﺮﻛﺰ ﺅ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ‬
‫ﻟﻪ ﺟﻤﻠﯥ ‪‬ﺨﻪ ﺩ ﻏﺰﻧﯥ ﻟﻪ ﻟﺮﻏﻮﻧﻲ ‪‬ﺎﺭ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻧﻮﻭﻛﻠﻤﻮ ﻫﻢ ﻣﻌﻨﺎ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻛﻠﻤﻰ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ )ﻟﺮﻏﻮﻧﻰ‪،‬‬
‫‪ -‬ﻳﻮ ﻣﻨﺎﺭ ﺩﯤ ﭘﻪ ﻳﻮﻩ ﭘﺎ‪‬ﻪ ﻛﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﺭﺳﻢ ﻛ‪‬ﻱ‪.‬‬ ‫ﺳﭙ‪‬ﻠﻰ‪ ،‬ﺭﺍﺗ‪(‬‬

‫‪١٠٣‬‬
 ‫ﭘﻨ‪‬ﻪ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻏﺰﻧﻰ ‪‬ﺎﺭ )‪ (٦٩ -٦٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺧﭙﻞ ﻫﻴﻮﺍﺩ ﺩ ﻏﺰﻧﻲ ﺩ‬
‫ﺗﺎﺭﻳﺨﻲ ﻧ‪‬ﻮ ﻧ‪‬ﺎﻧﻮ ﭘﻴﮋﻧﺪﻝ ﺩﻱ )ﺩﻭﻯ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻮﺍﻛﻤﻦ )ﺗﻮﺍﻧﻤﻦ(‪ ،‬ﭘﺎﻟﻮﻧﻜﻰ )ﺳﺎﺗﻮﻧﻜﻰ‪ ،‬ﻋﺰﺕ‬
‫ﻭﺭﻛﻮﻭﻧﻜﻰ(‪ ،‬ﻧﺎﻣﺘﻮ )ﻣﺸﻬﻮﺭ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺖ ﺩ‬
‫ﺩﻭﻭ ﻟﻮﻣ‪‬ﻳﻮﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﺍﻭ ﺩ ﺩﻭﻱ ‪‬ﻟﯥ ﺩﯤ‬
‫ﭘﻪ ‪‬ﻮ ﻧﻮﻣﻮﻧﻮ ﻭﻧﻮﻣﻮﻱ ﻟﻜﻪ‪) :‬ﻮﺍﻛﻤﻦ‪ ،‬ﭘﺎﻟﻮﻧﻜﻲ‪ ،‬ﻧﺎﻣﺘﻮ( ﺑﻴﺎ‬
‫ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻴﻞ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ‬ ‫‪ -۱‬ﻮﺍﻛﻤﻦ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺟﻠﻤﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‬ ‫ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۲‬ﭘﺎﻟﻮﻧﻜﻲ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﯥ ﭼﯥ‪ :‬ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻱ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ‬ ‫‪‬ﻮﻙ ﻭ ﺍﻭ ‪‬ﻪ ﻛﺎﺭﻭﻧﻪ ﻳﯥ ﻛ‪‬ﻱ ﺩﻱ‪.‬‬
‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ‬ ‫‪ -۳‬ﻧﺎﻣﺘﻮ ‪‬ﻟﻪ ﺩﯤ ﭼﯥ ﺩ ﺩ ﻏﺰﻧﯥ ‪‬ﺎﺭ ‪‬ﻪ ﻭﺧﺖ ﺩ ﻏﺰﻧﻲ‬
‫)ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﻭ‪‬ﻴﻲ‪.‬‬ ‫ﭘﺎﭼﺎﻫﺎﻧﻮ ﺩ ﭘﺎﭼﺎﻫﻰ ﻣﺮﻛﺰ ﺅ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩ ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻱ ﺩ ﻭﺧﺖ ﺩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﭘﻪ ﻣﻴﻨﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ‬
‫ﻏﺰﻧﯥ ﺩ ‪‬ﺎﺭ ﭘﻪ ﻣﻬﻤﻮ ﺗﺮﺳﺮﻩ ﺷﻮﻭ ﻛﺎﺭﻭﻧﻮ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻱ ﻣﻬﻢ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﭘﻴﻞ ﻛﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ‬
‫ﻛﺎﺭﻭﻧﻪ ﻧﻮﺭﻭ ﺗﻪ ﻭﻳﻠﻰ ﺷﻲ‪.‬‬ ‫ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻏﺰﻧﯥ ﺩ ‪‬ﺎﺭ ﭘﻪ ﻟﺮﻏﻮﻧﻮ ﻧ‪‬ﻮ‬ ‫‪ -۱‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻱ ﭘﯧﮋﻧﺊ؟‬
‫ﻧ‪‬ﺎﻧﻮ ﺑﺎﻧﺪﯤ ﻭﻳﺎ‪‬ﻱ؟‬ ‫‪ -۲‬ﺗﺎﺳﻮﺩ ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻱ ﻛﻮﻣﻪ ﻛﯧﺴﻪ ﺍﻭﺭﻳﺪﻟﯥ ﺩﻩ؟‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺧﭙﻞ ﻫﯧﻮﺍﺩ ﺩ ﻟﺮﻏﻮﻧﻮ‬ ‫ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺖ )ﺩﺭﻳﻤﻪ‪ ،‬ﻠﻮﺭﻣﻪ ﺍﻭ ﭘﻨ‪‬ﻤﻪ( ﻛﺮ‪‬ﻪ‬
‫ﻭﻳﺎ‪‬ﻭﻧﻮ ﻟﻪ ﻧ‪‬ﻮ ﻧ‪‬ﺎﻧﻮ ﺳﺮﻩ ﺑﻠﺪﺗﻴﺎ ﭘﻴﺪﺍ ﻛ‪‬ﻩ ﺍﻭ ﺩ ﻫﻐﻮ ﺳﺎﺗﻨﻪ‬ ‫ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ‬
‫ﺍ‪‬ﻳﻨﻪ ﺑﻮﻟﻲ؟‬ ‫ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ﻻﻧﺪﯤ ﻛﻠﻤﯥ ﺳﺘﺮ‪،‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩﻧﻮﻱ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬
‫ﻏﺎ‪‬ﻩ‪ ،‬ﻮﺍﻛﻤﻦ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٠٤‬‬
 ‫ﭘﻨ‪‬ﻪ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻏﺰﻧﻰ ‪‬ﺎﺭ )‪ (٦٩ -٦٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺧﭙﻞ ﻫﻴﻮﺍﺩ ﺩ ﻏﺰﻧﻲ ﺩ‬
‫ﺗﺎﺭﻳﺨﻲ ﻧ‪‬ﻮ ﻧ‪‬ﺎﻧﻮ ﭘﻴﮋﻧﺪﻝ ﺩﻱ )ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﺘﺮ )‪‬ﻳﺮ ﻟﻮﻯ(‪ ،‬ﻏﺎ‪‬ﻩ )‪‬ﺮﺩﻥ(‪ ،‬ﺩ ﺳ‪‬ﻙ ﻏﺎ‪‬ﻩ )ﺩ‬
‫ﺳ‪‬ﻙ ‪‬ﻨ‪‬ﻩ(‪ ،‬ﻭﻳﺎ‪‬ﻭﻧﻪ )ﺧﻮﺷﺤﺎﻟ‪ ،(‬ﻫﻤﺪﺍﺭﺍﺯ )ﻫﻤﺪﺍ ‪‬ﻭﻝ(‬
‫ﻣﺎ‪) ‬ﻭﺩﺍﻧﻰ(‪ ،‬ﺍﺳﺘﻮ‪‬ﻨ‪‬ﻰ )ﺩ ﺍﻭﺳﯧﺪﻭ ‪‬ﺎﻯ(‪ ،‬ﺳﺮﺗﯧﺮﻱ )ﻋﺴﻜﺮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﻟﺮﻏﻮﻧﻰ‪،‬‬
‫‪‬ﻮﺍﻛﻤﻦ ﺍﻭ ﻣﺎ‪ ‬ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ‬
‫ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩﻭﻯ ﭘﻪ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ‬
‫‪‬ﻮﺍﻛﻤﻦ‪ ،‬ﺳﭙﻴ‪‬ﻠﻰ‪ ،‬ﭘﺎﻟﻮﻧﻜﻲ‪ ،‬ﻧﺎﻣﺘﻮ‪ ،‬ﻫﻨﺮﻣﻨﺪﺍﻧﻮ‪ ،‬ﺎﺭﻭﻧﻪ‪،‬‬ ‫ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﭘﻪ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻳﺎ‪‬ﻭﻧﻮ‪ ،‬ﻣﺎ‪ (‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮ ﻳﻮ ﺭﺍ‬ ‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ‬
‫ﻭﺍﺧﻠﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛﯥ ﺩ ﺍﻣﻼ ﭘﻪ ‪‬ﻭﻝ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﯤ ‪‬ﺎﺭﻧﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﻮﻙ ﻭﻳﻠﻲ ﺷﻲ ﭼﯥ ﺩ ﻏﺰﻧﻲ ‪‬ﺎﺭ ﺩ ﭼﺎ ﻟﻪ ﺧﻮﺍ‬
‫ﻭﻛ‪‬ﻱ‪ .‬ﻪ ﻟﻴﻜﻮﻧﻜﻲ ﺍﻭ ﺩ ﺩﻭﻯ ﻭ‪‬ﺗﻴﺎﻭﯤ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬ ‫ﺍﺩﺍﺭﻩ ﻛﻴﺪﻩ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪،‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻭﺭﻛ‪‬ﻝ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﺩ ﺗﺨﺘﯥ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻣﺦ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﺉ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﻏﺰﻧﻲ ﻭﻳﺎ‪‬ﻟﻲ ﻧ‪‬ﯥ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ‬
‫ﻧ‪‬ﺎﻧﯥ ﻛﻮﻣﯥ ﺩﻱ؟‬ ‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫ﺗﻮ‪‬ﻪ ﻭﻛﺎﺭﻭﻟﻰ ﺷﻮﻝ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﯤ ﻟﻮﺳﺖ ﻟﻪ ﺯﺩﻩ ﻛ‪‬ﻱ ‪‬ﺨﻪ ﺩ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﯥ‬
‫ﺧﭙﻞ ﻫﯧﻮﺍﺩ ﻟﻪ ﻟﺮﻏﻮﻧﻮ ‪‬ﺎﺭﻭﻧﻮ ﺳﺮﻩ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫‪‬ﺨﻪ ﻳﻮ ﻳﻮ ﺗﻦ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻧﻜﻰ ﺩ ﻧﺎﻣﺘﻮ ﭘﺎﭼﺎﻫﺎﻧﻮ ﭘﻪ ‪‬ﻮ ﺧﺪﻣﺘﻮﻧﻮ ﺩ‬ ‫ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻫﻐﻮ ﭘﻪ ﺑﺮﻳﺎﻭﻭ ﺍﻭ ﺩ ﻫﻴﻮﺍﺩ ﭘﻪ ﺗﺎﺭﻳﺨﻰ ﻭﻳﺎ‪‬ﻭﻧﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺷﻮﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ )ﻏﺰﻧﻮﻳﺎﻧﻮ‪،‬‬

‫‪١٠٥‬‬
 ‫ﺷﭙ‪ ‬ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩﻭﻩ ﺍﺧﺘﺮﻭﻧﻪ )‪ (٧١ -٧٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﻮﭼﻨﻲ ﺍﻭ ﻟﻮﻯ ﺍﺧﺘﺮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩﺍ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ‬
‫ﻭﻟﻴﻜﻲ )ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻛﻮﭼﻨﻰ )ﻭ‪‬ﻭﻛﻰ(‪ ،‬ﭘﺎﻯ )ﺁﺧﺮ(‪ ،‬ﻣﺎﺷﻮﻣﺎﻥ‬
‫)ﻛﻮﭼﻨﻴﺎﻥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ‬
‫ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ( ﺩﯤ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺗﻴﺮﻭﺗﻨ‪ ‬ﺩﯤ ﭘﻪ ﺩﻭﻩ‬
‫ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩ ﺩﻭﻱ ‪‬ﻟﯥ ﺩﯤ ﻭ‪‬ﺎﻛﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﻛﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻧﻮﻱ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﺭﯤ‬ ‫ﻟﻮﺳﺖ ﺳﺮﻩ ﺍ‪‬ﻳﻜﻲ ﺩﯤ ﻭ‪‬ﻴﺊ‪.‬‬
‫ﻛﺮ‪‬ﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ‬ ‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ؟‬
‫ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻏﺰﻧﻲ ﺩ ‪‬ﺎﺭ ﺩ ﻟﺮﻏﻮﻧﻮ ﺁﺛﺎﺭﻭ ﻧﻮﻣﻮﻧﻪ ﭘﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰ ‪‬ﻭﻝ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﻳﻮ‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ؟‬
‫ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻟﻴﻜﻠﻲ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﭘﻪ‬ ‫ﺩﯤ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﭘﻴﻞ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺗﺮ ﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ‪‬ﺎﻥ ﺗﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﭼﻨﻰ ﺍﻭ ﻟﻮﻯ ﺍﺧﺘﺮ ﻭﭘﻴﮋﺍﻧﺪ؟‬ ‫ﻣﻌﻠﻮﻣﻪ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ‬ ‫‪ -‬ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﺭﺳﻢ ﻛﯥ ‪‬ﻪ ﻭﻳﻨﺊ؟ ﻧﻮﻣﻮﻧﻪ ﻳﯥ ﻭﺍﺧﻠﺊ؟‬
‫ﺗﻮ‪‬ﻪ ﻭﻛﺎﺭﻭﻟﻰ ﺷﻮﻩ؟‬ ‫‪ -‬ﺩ ﻟﻮﺳﺖ ﺩ ﺍﻧ‪‬ﻮﺭ ﭘﻪ ﺑﺎﺭﻩ ﻛﯥ ﺧﺒﺮﯤ ﻭﻛ‪‬ﺉ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﯤ ﻟﻮﺳﺖ ﻟﻪ ﺯﺩﻩ ﻛ‪‬ﻯ ‪‬ﺨﻪ ﺩ‬ ‫‪ -‬ﻮﻙ ﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﻣﻮ‪ ‬ﻣﺴﻠﻤﺎﻧﺎﻥ ﭘﻪ ﻛﺎﻝ ﻛﯥ ‪‬ﻮ‬
‫ﺧﭙﻞ ﻫﻴﻮﺍﺩ ﻟﻪ ﺩﻭﺩﻭﻧﻮ ﺳﺮﻩ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫ﺍﺧﺘﺮﻭﻧﻪ ﻟﺮﻭ؟‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍﺧﺘﺮﻭﻧﻪ ﻭﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻧﻮﻱ‬
‫ﺩﻭﺩﻭﻧﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪‬‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ‬
‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬

‫‪١٠٦‬‬
 ‫ﺷﭙ‪ ‬ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩﻭﻩ ﺍﺧﺘﺮﻭﻧﻪ )‪ (٧١ -٧٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﻮﭼﻨﻲ ﺍﻭ ﻟﻮﻯ ﺍﺧﺘﺮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩﺍ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ‬
‫ﻭﻟﻴﻜﻲ )‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﻤﺪﺍﺭﺍﺯ )ﻫﻤﺪﺍ‪‬ﻭﻝ(‪ ،‬ﺍﺩﺍ )ﭘﻪ ‪‬ﺎﻯ ﻛﻮﻝ(‪،‬‬
‫‪‬ﺎﺭﻭﻱ )ﺣﻴﻮﺍﻧﺎﺕ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪ ‬ﺩﺭﻭ‬
‫ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻭ‬
‫‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩﯤ ﺩ ‪‬ﻮ ﺳﺎﺩﻩ‬
‫ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ‪ :‬ﻛﻮﭼﻨﯥ ﺍﺧﺘﺮ ‪‬ﻪ ﻭﺧﺖ ﻟﻤﺎﻧ‪‬ﻲ؟ ﻣﻌﻠﻮﻣﺎﺕ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﻛﻠﻤﻮ ﺍﻣﻼ ﻭﻩ‬ ‫ﻭﺭﻛ‪‬ﻱ!‬
‫ﻭﺍﻳﻲ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﻮﻙ ﻭﻳﻠﻲ ﺷﻲ ﭼﯥ ﻟﻮﻱ ﺍﺧﺘﺮ ﻛﻮﻡ ﺍﺧﺘﺮ ﺗﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻭﺍﻳﯥ؟ ﺍﻭ ﭘﻪ ﺩﻏﻮ ﻭﺭ‪‬ﻮ ﻛﯥ ﻣﺴﻠﻤﺎﻧﺎﻥ ‪‬ﻪ ﻛﻮﻱ؟‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﺭﺯﻩ ﻭﻧﻪ ﻟﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﺍﺧﺘﺮﻭﻧﻮ ﻛﯥ ﺯﻣﻮ‪ ‬ﺩ ﻫﻴﻮﺍﺩ ﭘﻪ ﺩﻭ ﺩﻭﻧﻮ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ ﭘﻮ‪‬ﺘﻨﻮ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍﺧﺘﺮﻭﻧﻮ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭﻣﻔﻬﻮﻡ ﭘﻮﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ ﺩ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﺩ‬
‫ﺷﻮﻝ؟‬ ‫ﺍ‪‬ﻭﻧﺪﻭ ﭘﻮ‪‬ﺘﻨﻮ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻳﻮ ﻳﻮ ﺗﻦ ﺩ ﻛﻮﭼﻨﻲ ﺍﻭ ﻟﻮﻱ ﺍﺧﺘﺮ‬ ‫ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺩ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ‪‬ﻭﻝ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﭘﻪ ﻫﻜﻠﻪ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﻛﯥ ﺧﺒﺮﯤ ﻛﻮﻟﻲ ﺷﻲ؟‬ ‫‪ -‬ﭘﻪ ﺍﺧﺘﺮﻭﻧﻮ ﻛﯥ ﭘﺎﻛﯥ ﺟﺎﻣﯥ ﺍﻏﻮﻧﺪﺉ؟ ﻛﻪ ﺩ ﭼﺎ ﺳﺮﻩ ﺧﭙﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍﺧﺘﺮﻭﻧﻮ ﻟﻪ ﻣﺮﺍﺳﻤﻮ ‪‬ﺨﻪ‬ ‫ﻭﺉ ﭘﻪ ﺩﯤ ﻭﺭ‪‬ﻮ ﻛﯥ ‪‬ﻪ ﻛﻮﺉ؟‬
‫ﺧﻮﺷﺤﺎﻟﻴﺘﺎ ﺗﺮ ﻻﺳﻪ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺴﻠﻤﺎﻧﺎﻧﻮ ﺩ ﺍﺧﺘﺮﻭﻧﻮ ﭘﻪ‬ ‫ﺩﯤ ﻻﺯﻣﯥ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺩ ﻧﻮﻱ‬
‫ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﭘﻮﻩ ﺷﻮﻝ‪.‬‬ ‫ﻟﻮﺳﺖ ﺩ ‪ ۶ -۴‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﺩﺭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ‬ ‫ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻫﻐﻪ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬

‫‪١٠٧‬‬
 ‫ﺷﭙ‪ ‬ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩﻭﻩ ﺍﺧﺘﺮﻭﻧﻪ )‪ (٧١ -٧٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﻮﭼﻨﻲ ﺍﻭ ﻟﻮﻯ ﺍﺧﺘﺮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩﺍ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ‬
‫ﻭﻟﻴﻜﻲ )ﻭﺭﻭﺳﺘ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﻮﺍﻥ )ﻭﺱ(‪ ،‬ﺳﯧﺮﻟﻰ )ﺩ ﻭﺯﯤ ﻛﻮﭼﻨﯥ ﺑﭽﯥ(‪،‬‬
‫‪‬ﺎﺭﻭﻱ‪ ،‬ﮊﻭﻭﻱ )ﺣﻴﻮﺍﻧﺎﺕ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ ‪‬ﺎﺭﻳﻮ‬
‫ﺭﺳﻤﻮﻧﻪ ﺍﻭ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ‪‬ﻮ ﻛﺮ‪‬ﻮ‬
‫ﻟﻴﻜﻞ( ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺧﭙﻠﯥ‬
‫ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺗﯧﺮﻭﺗﻨﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺯﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻟﯥ ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﺩ ﻣﻌﻠﻮﻣﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺭﺍﺷﻲ ﺩ ﺭﺳﻤﻮﻧﻮ ﺍﻭ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﻧﻮﻱ ﻛﻠﻤﯥ ﭘﻴﺪﺍ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ‪‬ﻮﻟﻮ ﻛﻠﻤﻮ ﭘﻪ‬ ‫ﺍﻭ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻳﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬
‫ﻣﻌﻨﺎﻭﻭ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﻟﻪ ﻣﺨﯥ ﺍﻣﻼ ﻭﻛﺎﺭﻭﻟﻲ ﺷﻮﻩ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺍﺧﺘﺮﻭﻧﻮ ﺩ ﭘﺮﻭ‪‬ﺮﺍﻣﻮﻧﻮ ﺍﻭ ﻛ‪‬ﻧﻮ‬ ‫ﻭﺭﭘﺴﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﺗﺨﺘﯥ ﻟﻪ‬
‫ﺳﺮﻩ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫ﻣﺨﯥ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰ ‪‬ﻭﻝ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ‬
‫‪‬ﺎﻭﻧ‪‬ﻳﺎﻥ‬ ‫‪‬ﺎﺭﻭﻱ‬ ‫ﺗﻮﺍﻥ‬ ‫ﻣﺨﯥ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﺗﺨﺘﯥ ﭘﻪ ﻣﺦ ﺍﻣﻼ ﻭﻩ ﻭﺍﻳﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ‬

‫‪١٠٨‬‬
 ‫ﺍﻭﻭﻩ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺗ‪ ‬ﺭﺍ ﺗ‪ ‬ﻭﺳﻴﻠﯥ )‪ (٧٣ -٧٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻚ ﺍﻭ ﺭﺍ‪‬ﻚ ﺩ ﻭﺳﻴﻠﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ‬
‫ﻳﯥ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‬
‫)ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﯧﻮﺍﺩ )ﻭﻃﻦ(‪ ،‬ﭘﺮﻣﺨﺘ‪) ‬ﭘﺮﻣﺨﺘﻴﺎ(‪ ،‬ﻭﺳﯧﻠﯥ‬
‫)ﻭﺳﺎﻳﻞ(‪ ،‬ﺍ‪‬ﺗﻴﺎ )ﺍﺣﺘﻴﺎﺝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ ﻧﻮﻭ ﻟﻐﺘﻮﻧﻮ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭ‪‬ﻮﺭﻱ ﻟﻪ‬
‫ﻣﺨﻜ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﻣﻨﻨﻪ ﻭﻛ‪‬ﻱ ﺩ ﻧﻮﺭﻭ ﺳﺮﻩ‬
‫ﺩﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺩ ‪‬ﻪ ‪‬ﺍ‪ ‬ﺩ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫ﺩﺭﻭ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺑﻴﻼ ﺑﻴﻠﻮ ﺑﺮﺧﻮ ﺍﺭﺯﻩ ﻭﻧﻪ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺩ ﻟﻮﺳﺖ ﭘﺮ ﻟﻪ ﭘﺴﯥ ﻟﻮﺳﺘﻨﻪ ﺩﯤ ﭘﻪ ﻫﺮ‬ ‫ﺩﯤ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻳﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‬
‫ﻛﯥ ﺩ ﺍ‪‬ﻭﻧﺪﯤ ﻛﻠﻤﯥ )ﻫﯧﻮﺍﺩ‪ ،‬ﭘﺮﻣﺨﺘ‪ ،‬ﻭﺳﯧﻠﻲ ﺍﻭ ﺍ‪‬ﻳﺘﺎ(‬ ‫ﺩﯤ ﺫﻛﺮ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪ ،‬ﺩﺭﻳﻤﻪ‬
‫ﻣﺨﻜﯥ ﻟﻪ ﻣﺨﻜﯥ ﻟﻴﻜﻠﻲ ﭘﻪ ﻣﻴﺰ ﻛﻴ‪‬ﺩﯤ‪ ،‬ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩﯤ ﺯﺩﻩ‬ ‫‪‬ﻟﻪ ﺩﯤ ﻫﺮ ﻳﻮ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭ‪‬ﺍﻧﺪ ﻳﺎﺩ ﺷﻮﻱ‬
‫ﻛﻮﻭﻧﻜﻲ ﺭﺍ ﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﻫﺮﻩ ﻛﻠﻤﻪ ﺩﯤ ﭘﻪ ﺍ‪‬ﻭﻧﺪﻭ ﺗﻮﺭﻭ‬ ‫ﻟﻮﺳﺖ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺗﻪ ﺩﯤ ﺩ ‪‬ﯥ ﺯﻳﺎﺭﻧﯥ‬
‫ﻭﻭﻳﺸﻲ‪.‬‬ ‫‪‬ﺍ‪ ‬ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻟﻮﺳﺖ ﺩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ‬
‫ﺍﺭﺯﻩ ﻭﻧﯥ ﺍﻭ ﺗﻜﺮﺍﺭ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ‬ ‫ﭘﺎﺭﻩ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻳﻮﯤ ‪‬ﯥ ﺍﻧ‪‬ﯧﺰﯤ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩﯤ ﻭ‪‬ﻴﻲ‪.‬‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ‪‬ﻮﻙ ﻟﻐﺘﻮﻧﻪ ﺳﻢ ﻣﻌﻨﺎ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪ -۱‬ﺗﺎﺳﻮ ﺩ ﺍﻧ‪‬ﻮﺭ ﭘﻪ ﻛﺘﻮ ﺳﺮﻩ ﭘﻪ ﻛﻮﻡ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﺉ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﺩ‬ ‫‪ -۲‬ﻮﻙ ﺩ ﺗ‪ ‬ﺭﺍﺗ‪ ‬ﺩ ﻭﺳﻴﻠﻮ ﺩ ﻧﻮﻣﻮﻧﻮ ﭘﻪ ﺑﺎﺏ‬
‫ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺕ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻯ ﺩﻯ؟‬ ‫‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻛﻮﻟﻲ ﺷﻲ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ )‪ (۲‬ﻛﺮ‪‬ﯥ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ‬
‫ﺑﺪﻟﻮﻥ ﺭﺍﻏﻠﻰ ﺩﻯ ﺍﻭ ﺩ ﭘﺮﻣﺨﺘ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺯﻳﺎﺗﯥ ﺗﻪ ﺁﻣﺎﺩﻩ ﺩﻱ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭﻝ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﺑﻴﺎ ﺩﯤ ﻟﻐﺘﻮﻧﻪ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻛﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻫﺮ‬ ‫ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻻﺭﯤ ﭼﺎﺭﯤ ﺩﯤ ﻭﺭﻭ‪‬ﻴﻲ‪،‬‬
‫ﺍ‪‬ﺧﻴﺰﻩ ﭘﻮﻫﻪ ﺗﺮﻻﺳﻪ ﻛﻮﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗ‪ ‬ﺭﺍﺗ‪ ‬ﺩ ﻭﺳﺎﻳﻠﻮ‬ ‫ﻭﻟﻮﻟﻲ‪ ،‬ﭘﻪ ﻧﻮﺭﻭ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺍﻭ ﻟﻪ ﭘﺎﺗﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻧﻮﻣﻮﻧﻪ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﯤ ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻟﻮ ﭘﻪ ﺑﺎﺏ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻏﻮﺍ‪‬ﻱ‪.‬‬

‫‪١٠٩‬‬
 ‫ﺍﻭﻭﻩ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺗ‪ ‬ﺭﺍ ﺗ‪ ‬ﻭﺳﻴﻠﯥ )‪ (٧٣ -٧٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻚ ﺍﻭ ﺭﺍ‪‬ﻚ ﺩ ﻭﺳﻴﻠﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ‬
‫ﻳﯥ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩﻭﯤ‬
‫ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮﺍ‪‬ﻩ )ﺩ ﺧﻮ‪‬ﻭﻟﻮ ﺷﻴﺎﻥ(‪ ،‬ﻭ‪) ‬ﻣﻨﺎﺳﺐ(‪،‬‬
‫ﻫﻤﺪﺍﺭﺍﺯ )ﻫﻤﺪﺍﺷﺎﻥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛ‪‬ﻭ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺩ ﻟﻐﺘﻮﻧﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﻭ‪‬ﻮﺭﻱ ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ ﺩﯤ ﻭﻧﻴﺴﻲ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬
‫ﺑﺸﭙ‪‬ﯤ ﺯﺩﻩ ﻛ‪‬ﯤ ﻟﻪ ﭘﺎﺭﻩ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛ‪‬ﻭ ﺍﻭ ﺩ ﺗﻴﺮ‬
‫ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ‪‬ﻮﻟﻮ ﻣﻬﺎﺭﺗﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ‬
‫ﻭﻛ‪‬ﻱ ﺗﺮ ‪‬ﻮ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺯﺩﻩ ﻛ‪‬ﻭ ‪‬ﺍ‪ ‬ﺗﺮﻻﺳﻪ ﺷﻲ‪.‬‬ ‫ﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺮ ﺗﻪ ﻟﻪ ﻣﻮ‪‬ﺮ‪ ،‬ﻣﻮ‪‬ﺮ ﺳﺎﻳﻜﻞ‪ ،‬ﺑﺎﺳﻴﻜﻞ‬ ‫ﻭﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩ ‪‬ﻚ ﺭﺍ ‪ ‬ﺩ ﻭﺳﻴﻠﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫‪‬ﺨﻪ ﺩ ﺗ‪ ‬ﺭﺍﺗ‪ ‬ﻧﻮﺭ ﻭﺳﺎﻳﻞ ﻫﻢ ﭘﻴﮋﻧﯥ؟‬ ‫ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ﺍﻭ ﻧﻮﻣﻮﻧﻪ ﺩﯤ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺳﻢ ﻟﻴﻜﻠﻰ ﺍﻭ ﺳﻢ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺯﻳﺎﺭﻧﻮ ﺳﺘﺎﻳﻨﻰ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫ﺩﻭﻯ ﺗﻪ ﺩﯤ ﺩ ﺑﺸﭙ‪‬ﻭ ﻫ‪‬ﻮﻧﻮ ﻟﻪ ﭘﺎﺭﻩ ﻭﻭﺍﻳﻲ ﭼﯥ ﺩ ﻟﻮﺳﺖ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗ‪ ‬ﺭﺍ ﺗ‪ ‬ﺩ ﻭﺳﻴﻠﻮ ﺩ ﭘﻴﮋﻧﺪﻟﻮ ﭘﻪ‬ ‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﻭ‪‬ﻮﺭﻱ‪.‬‬
‫ﻫﻜﻠﻪ ﺧﻮ‪‬ﯥ ‪‬ﻜﺎﺭﻩ ﻛ‪‬ﻩ؟‬ ‫‪ -‬ﻣﻮ‪ ‬ﺍﻭ ﺗﺎﺳﯥ ﺩ ﺗﻠﻮ ﺭﺍﺗﻠﻮ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻪ ﺷﻲ ﺗﻪ ﺍ‪‬ﺗﻴﺎ ﻟﺮﻭ؟‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺯﺩﻩ ﻛﻮﻱ ﺍﻭ ﺩ ﮊﻭﻧﺪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﭘﻪ ﭼﺎﺭﻭ ﭘﻮﻫﻴ‪‬ﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻦ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﭘﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻪ ﭼﻮﻛﺎﺕ ﻣﻔﺮﺩﻭ‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻝ ﺩﯤ ﻭﺭ‬
‫ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻊ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭ‪‬ﻴﻲ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺑﻴﻼ‬
‫ﺟﻤﻊ‬ ‫ﻣﻔﺮﺩ‬ ‫ﺑﻴﻠﯥ ﺑﺮﺧﯥ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻮ‪‬ﺮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﭘﺮ ﻟﻪ ﭘﺴﻲ‬
‫ﺁﺱ‬ ‫ﻟﻮﺳﺘﻨﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭ‪‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ‬
‫ﻛﭽﺮ‬ ‫ﺫﻛﺮ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺗﻮﺭﻭ ﻭﻭﻳﺸﻲ ﺑﻴﺎ ﺩﯤ ﺳﺎﺩﻩ ﺟﻤﻠﯥ ﻭﺭ‪‬ﺨﻪ‬
‫ﺑﺎﻳﺴﻜﻞ‬ ‫ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬

‫‪١١٠‬‬
 ‫ﺍﻭﻭﻩ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺗ‪ ‬ﺭﺍ ﺗ‪ ‬ﻭﺳﻴﻠﯥ )‪ (٧٣ -٧٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻚ ﺍﻭ ﺭﺍ‪‬ﻚ ﺩ ﻭﺳﻴﻠﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ‬
‫ﻳﯥ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺩﯤ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩﻭﯤ‬
‫ﺁﺧﺮﻧ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺎﺭﻭﻱ )ﺣﻴﻮﺍﻧﺎﺕ(‪ ،‬ﺳﺘﻮﻧ‪‬ﯥ )ﻛ‪‬ﺍﻭﻭﻧﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﺍﻧ‪‬ﻮﺭ‪،‬‬
‫ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ‬
‫ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻ ﻭﻧﺎﺯﻭﻱ‪ ،‬ﻟﻪ ﻧﻮﺭ ﻭﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﯥ‬
‫ﺍﻭ ﻭﺭﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ‬
‫‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﻟﻪ ﻧﻮﺭﻭ ‪‬ﻟﻮ ﺳﺮﻩ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﭘﻪ ﻣﺸﻮﺭ‪ ‬ﺩ‬
‫‪ -‬ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﭘﻪ ﻣﺸﻮﺭﻩ‬ ‫ﺩﺭﺳﯥ ﺯﺩﻩ ﻛ‪‬ﻭ ﺳﻴﺎﻟﻲ ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﻛ‪‬ﻱ ﺗﺮ ‪‬ﻮ ﺩ ‪‬ﻟﻮ ﺗﺮﻣﻨ‪ ‬ﺩ‬
‫ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﺯﻳﺎﺭﻭﻧﻮ ﻛﭽﻪ ‪‬ﻮ ﭼﻨﺪﻩ ﺍﻭ ﺩﺍ ‪‬ﻟﻪ ﺩﯤ ﻗﻀﺎﻭﺕ ﻭﻛ‪‬ﻱ‪،‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩ ﻣﻔﺮﺩ ﺍﻭ ﺟﻤﻌﯥ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺗﯧﺮ ﻟﻮﺳﺖ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‬
‫ﻛﻠﻤﯥ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪ .‬ﻠﻮﺭﻣﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﺩ ‪ ‬ﺭﺍ ‪ ‬ﺩ ﻭﺳﯧﻠﻮ ﺩ ‪‬ﻭﻟﻮﻧﻮ ﺩ ﭘﻴﮋﻧﺪﻟﻮ‬ ‫ﺗﯧﺮ ﻟﻮﺳﺖ ﻣﻄﻠﺐ ‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ ﺍﻭ ﻫﺮﻳﻮ ﺩﯤ ﭘﻪ ﺧﭙﻞ ﻭﺍﺭﺳﺮﻩ‬
‫ﺍﻭ ﺩ ﺩﺭﺱ ﺩ ﻣﺮﺍﻣﻮﻧﻮ ﭘﻪ ﭘﻮﻫﯧﺪﻟﻮ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﻟﻪ ﺯﺩﻩ‬ ‫ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺨﻜﯥ ﻧﻮﺭﻭ ﺗﻪ ‪‬ﻪ ﻭﻩ ﻭﺍﻳﻲ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺑﻴﻼ ﺑﯧﻠﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮﻟﻮ ‪‬ﻟﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﺯﻳﺎﺭ ﻛ‪‬ﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﺍﺳﯥ ﭘﻮﻫﻪ ﺗﺮ ﻻﺳﻪ ﻛ‪‬ﻱ ﭼﯥ ﺩ ﺗ‪‬‬ ‫‪‬ﻟﯥ ﻻﺭ‪‬ﻮﻭﻧﯥ ﺍﻭ ﻫ‪‬ﯥ ﺩﯤ ﭘﻪ ﻟﻮﻣ‪‬ﻯ ﻛﺘﺎﺭ ﻛﯥ ﻭﺷﻤﻴﺮﻱ‪.‬‬
‫ﺭﺍ ﺗ‪ ‬ﻭﻝ ‪‬ﻭﻝ ﻭﺳﻴﻠﻲ ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺍﻭ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍ‪‬ﻳﻜﻮ ﺩ ‪‬ﻴﻨ‪‬ﻮﻟﻮ ﻟﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﻤﻮ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﺳﻤﻮ ﻟﻴﻜﻠﻮ ﺗﻮﺍﻥ ﻟﺮﻱ؟‬ ‫ﭘﺎﺭﻩ ﺩ ﭘﺨﻮﺍﻧﻴﻮ ﺍﻭ ﺍﻭﺳﻴﻨﻮ ﺗ‪ ‬ﺭﺍ ﺗ‪ ‬ﻭﺳﻴﻠﻲ ﻭﺭﻭﭘﯧﮋﻧﯥ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﻣﺜﺒﺖ ﺑﺪﻟﻮﻥ ﭘﻴﺪﺍ ﺷﻮﻱ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺳﺮﻟﻴﻚ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﻟﻮﺳﺖ‬
‫ﺍﻭ ﺩ ﻭﺳﻴﻠﻮ ﺩ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﺗﻠﻠﻮ ﻋﻠﺖ ﻋﻠﻢ ﺍﻭ ﺯﺩﻩ ﻛ‪‬ﻩ ‪‬ﻲ؟‬ ‫ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ‪‬ﻪ ﺍﻭ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺎﺕ ﺩﯤ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﺯﺩﻩ ﻛ‪‬ﯤ ﺳﻤﯥ‬ ‫ﻛﯥ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺫﻛﺮ‬
‫ﻻﺭﯤ ﭼﺎﺭﯤ ﻭﺭ‪‬ﻴﯥ‪ ،‬ﺩ ﺗ‪ ‬ﺭﺍ ﺗ‪ ‬ﻭﺳﺎﻳﻞ ﻳﯥ ﻭﭘﻴﮋﻧﺪﻝ؟‬ ‫ﺷﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ‪‬ﻮ‪ ،‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺗﺮ ‪‬ﻮ ‪‬ﻮﻝ‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﻟﻐﺘﻮﻧﻮ ﻣﻌﻨﺎ ﭘﻪ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﭘﻮﻩ ﺷﻲ‪.‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪‬ﺎﺭﻭﻱ =‬ ‫‪ -‬ﺩ ﻟﻮﺳﺖ ﭘﺮ ﻟﻪ ﭘﺴﻲ ﻟﻮﺳﺘﻨﻪ ﺍﻭ ﻟﻴﻜﻨﻪ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ‬
‫ﺳﺘﻮﻧﺰﯤ =‬ ‫‪‬ﻮﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺗﺮ ﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬

‫‪١١١‬‬
 ‫ﺍﺗﻪ ﺩﻳﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺟﺮ‪‬ﻪ )‪ (٧٥ -٧٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺟﺮ‪‬ﻪ ﻭﭘﻴﮋﻧﻲ‪ ،‬ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻲ ﭼﯥ ﺷﺨ‪‬ﻱ ﺍﻭ‬
‫ﺳﺘﻮﻧﺰﯤ ﭘﻪ ﺟﺮ‪‬ﻮ ﺍﻭﺍﺭﻳ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ‬
‫ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﻱ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺭﺍﻏﻮﻧ‪‬ﻳ‪‬ﻱ )ﻳﻮ ‪‬ﺎﻯ ﻛﻴ‪‬ﻱ(‪ ،‬ﭘﺮﯦﻜ‪‬ﻩ )ﻓﻴﺼﻠﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩﺭﺳﻲ ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻩ ﻭﻝ( ﻭ‪‬ﻮﺭﻱ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﻲ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ‬
‫‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ ﺍﻭ‬
‫ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﻛﯥ ﺩﯤ ﻭﺭ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺑﺎﻧﺪﯤ ﺩﯤ ﻛﯧ‪‬ﺩﻱ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺫﻛﺮ ﺷﻮﻱ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ )ﺍﻭﻭﻩ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ( ﺩ ﺗﺮﺍﻓﻴﻜﻮ ﺩ‬
‫ﻛﻠﻤﯥ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪ ،‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬ ‫‪‬ﮓ ﺭﺍﺗ‪ ‬ﺩ ﻭﺳﯧﻠﻮ ﺩ ﭘﻴﮋﻧﺪﻟﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺧﭙﻞ ﺍﺳﺘﺎﺫ ﺗﻪ‬
‫ﻟﻮﺳﺖ ﭘﺮ ﻟﻪ ﭘﺴﻲ ﻭﻟﻮﻟﻲ‪.‬‬ ‫‪‬ﺍ‪ ‬ﻭﺭﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﻧ‪‬ﻮ ﺩ ‪‬ﻮﻭﻟﻮ ﭘﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺯﺩﻩ‬ ‫ﻫﻜﻠﻪ ﺩ ﺧﭙﻠﻮ ﻣﻠ‪‬ﺮﻭ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ‬
‫ﻛﻮﻭﻧﻜﻲ ﻭ ﺁﺯﻣﻮ ﻳﯥ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﯥ ﺩﯤ ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺗﯧﺮ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﻛﻮﻟﻮ‬ ‫ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ‪‬ﻮ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﺨﭙﻞ ﻭﺍﺭ ﺩ ﻣﻠﻲ ﺟﺮ‪‬ﻮ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﺗﺮ‪ ‬ﻛﯥ ﺩﯤ ‪‬ﺎﻧﺘﻪ ‪‬ﺍ‪ ‬ﭘﻴﺪﺍ ﻛ‪‬ﻱ ﭼﯥ ﺯﺩﻩ‬
‫ﭘﻪ ﺑﺎﺏ ﺧﺒﺮﯤ ﻛﻮﻟﻲ ﺷﻲ؟‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮﻣﺮﻩ ﭼﻤﺘﻮ ﺩﯤ ﺍﻭ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ‪‬ﺨﻪ ﺧﻮ‪‬ﯥ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻟﺮﻱ‪.‬‬
‫ﻭ‪‬ﻮﻭﻟﻪ ﺍﻭ ﻟﻪ ﺩﯤ ﻻﺭﯤ ‪‬ﺨﻪ ﺩ ﺳﺘﻮﻧﺰﻭ ﭘﻪ ﺣﻞ ﻛﻮﻟﻮ ﺑﺎﻧﺪﯤ‬ ‫‪ -۱‬ﻮﻙ ﺩ ﺗﺮﺍﻓﻴﻜﻲ ﻭﺳﺎﻳﻠﻮ ‪‬ﻭﻟﻮﻧﻪ ‪‬ﻮﻭﻟﻰ ﺷﻲ؟ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫‪‬ﺍ‪‬ﻩ ﺷﻮﻝ؟‬ ‫ﺩﯤ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﮊﻭﻧﺪ ﭘﻪ ‪‬ﻮﻟﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﻻﺭﻭ ﭼﺎﺭﻭ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪،‬‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ‬ ‫ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻝ ﺩﯤ ﻭﺭﻭ‪‬ﻴﻲ‪.‬‬
‫ﻟﻮﻳﯥ ﺟﺮ‪‬ﯥ ﭘﻪ ﺑﺎﺏ ﻳﻮﻩ ﻛﺮ‪‬ﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ﻛﻠﻤﯥ‬
‫)ﺭﺍﻏﻮﻧ‪‬ﻳ‪‬ﻱ‪ ،‬ﺍ‪‬ﻭﻧﺪ‪ ،‬ﭘﺮﯦﻜ‪‬ﻩ( ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻴﺰ‬

‫‪١١٢‬‬
 ‫ﺍﺗﻪ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺟﺮ‪‬ﻪ )‪ (٧٥ -٧٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺟﺮ‪‬ﻪ ﻭﭘﻴﮋﻧﻲ‪ ،‬ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻲ ﭼﯥ ﺷﺨ‪‬ﻱ ﺍﻭ‬
‫ﺳﺘﻮﻧﺰﯤ ﭘﻪ ﺟﺮ‪‬ﻮ ﺍﻭﺍﺭﻳ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ‬
‫ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻣﻨ‪‬ﻨﻰ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺟﺮ‪‬ﻪ )‪‬ﻮ ﻛﺴﻴﺰﻩ ﻏﻮﻧ‪‬ﻩ(‪ ،‬ﺷﺨ‪‬ﻩ )ﺟﻨ‪‬ﻮﻧﻪ(‪،‬‬
‫ﺳﺘﻮﻧﺰﯤ )ﻛ‪‬ﺍﻭﻭﻧﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ ﺩ ﻛﻠﻤﻮ ﺍ‪‬ﻭﻧﺪ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ‬
‫ﻣﻌﻨﺎ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻮﻩ ﺍﻭ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻫ‪‬ﻮﻱ ﻟﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺧﭙﻞ‬ ‫ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩ ﺩﺭﺱ ﻟﻪ‬
‫‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﻫﺮﻯ ﺑﺮﺧﯥ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻭ ﺑﺮﺧﻮ ﻭﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻳﺸﻲ‪ ،‬ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﻟﻮ‪ ‬ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪،‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﻛﯥ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ‬
‫‪ -‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺩ ﻟﻮﻳﯥ ﺟﺮ‪‬ﯥ ﭘﻪ ﻣﺮﺍﻣﻮﻧﻮ ﻭﭘﻮﻫﯧﺪﻟﻲ؟‬ ‫ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻙ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﯧﺪﻟﻰ ﺩﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻰ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﭘﻪ ﺟﻮ‪ ‬ﻭﻟﻮ ﭘﻮﻫﯧﺪﻟﻲ ﺩﻱ؟‬ ‫‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺩ ﺩﻭﻯ ﺗﺮ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﻤﻮ ﻟﻴﻜﻠﻮ ﺍﻭ ﺳﻤﻮ ﻟﻮﺳﺘﻠﻮ ﻣﻬﺎﺭﺕ ﻟﺮﻱ؟‬ ‫‪‬ﻮﺍﺑﻮﻧﻮ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﺮﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﻴﺪﻟﻮ ﺳﺮﻩ ﺩ ﺟﺮ‪‬ﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﻣﺘﻦ ﺩﯤ‬
‫ﻟﻪ ﭘﺎﻳﻠﻮ ‪‬ﺨﻪ ﺧﻮ‪ ‬ﺍﻭ ‪‬ﺍ‪‬ﻣﻦ ﺷﻮﻝ ﭼﯥ ﺯﻣﻮ‪ ‬ﺩ ‪‬ﻮﻟﻨﻲ‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻪ ﻛﯥ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻝ ﺩﯤ‬
‫ﺳﺘﻮﻧﺰﯤ ﭘﺮﯤ ﻟﺮﻱ ﻛﻴ‪‬ﻱ؟‬ ‫ﻭﺭﻭ‪‬ﻴﻲ ﻳﺎﺩ ﺷﻮﻱ ﻟﻮﺳﺖ ﺩﯤ ﭘﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩﺍﺩﯤ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﻧﺎﭘﻮﻫﯥ ‪‬ﺨﻪ ﺳﺎﺗﯥ‪ ،‬ﺩ ﻟﻮﺳﺘﻠﻮ ﻟﻴﻜﻠﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮﻫﻴ‪‬ﻱ‪.‬‬ ‫ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍ‪‬ﻭﻧﺪ ﻛﺎﺭﺗﻮﻧﻮ ﺩ ‪‬ﺎﻛﻠﻮ ﻛﻠﻤﻮ ﭘﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﺍ‬ ‫ﺑﺎﺏ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻛﻠﻤﯥ‬
‫ﻻﻧﺪﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭ ﻭﻱ‪.‬‬ ‫ﺩﯤ ﭘﻪ ﺩﻭﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﺮ ﺗﺨﺘﯥ ﺩﻱ ﻭﻟﻴﻜﻲ‪.‬‬

‫‪١١٣‬‬
 ‫ﺍﺗﻪ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺟﺮ‪‬ﻪ )‪ (٧٥ -٧٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺟﺮ‪‬ﻪ ﻭﭘﻴﮋﻧﻲ‪ ،‬ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻲ ﭼﯥ ﺷﺨ‪‬ﻱ ﺍﻭ‬
‫ﺳﺘﻮﻧﺰﯤ ﭘﻪ ﺟﺮ‪‬ﻮ ﺍﻭﺍﺭﻳ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ‬
‫ﻟﻴﻜﻞ ﺩﻱ )ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﺘﻮﻧﺰﯤ )ﻛ‪‬ﺍﻭﻭﻧﻪ(‪ ،‬ﺎﻧ‪‬ﻱ )ﺗﺎﻛﻠﻲ(‪ ،‬ﻣﻨﻠﯥ‬
‫)ﻗﺒﻮﻝ ﺷﻮﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫)ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻩ ﻭﻝ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻮﻩ ﺍﻭ‬
‫ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻫ‪‬ﻮﻱ‪ ،‬ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ‬
‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ‬
‫ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ!‬ ‫ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻝ ﭘﻪ ﻛﯥ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ‬ ‫‪‬ﻭﻥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻭ‬
‫ﭘﺎﺭﻩ ‪‬ﻮ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﺑﺮﺧﻮ ﻭﻭﻳﺸﻲ‪ ،‬ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﻣﻨﺎﺳﺐ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺗﺮﯤ ‪‬ﺮ‪‬ﻨﺪ ﺷﻲ‪.‬‬ ‫ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﻮﺭﻭ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﭘﻪ ﻣﻌﻨﺎﻭﻭ ﭘﻮﻫﻴﺪﻟﻲ‬ ‫ﻭﻭﻳﺸﻲ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪،‬‬
‫ﺩﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻧﻮﻱ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺳﻤﻮ ﻟﻴﻜﻠﻮ ﺍﻭ ﺳﻤﻮ ﻟﻮﺳﺘﻠﻮ‬ ‫ﻟﻮﺳﺖ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩﺍ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻣﻬﺎﺭﺕ ﭘﻪ ‪‬ﺎﻥ ﻛﯥ ﭘﻴﺪﺍ ﻛ‪‬ﻱ؟‬ ‫ﺯﻣﻮ‪ ‬ﺧﻠﻚ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﻟﻪ ﻛﻮﻣﯥ ﻻﺭﯤ ﺣﻠﻮﻱ ﺩ ﺯﺩﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛ‪‬ﯤ ‪‬ﺨﻪ‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺗﺸﻮﻳﻖ ﺩﯤ‬
‫ﺧﻮ‪‬ﯥ ﺍﻭ ‪‬ﺍ‪ ‬ﭘﻴﺪﺍ ﺷﻮﻱ ﭼﯥ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﻟﻪ ﺩﯤ ﻻﺭﻱ‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻣﻌﻠﻮﻣﺎﺕ ﭘﻪ ﺧﭙﻠﻪ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭﺍﺭﻭﻟﻲ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﻭﻝ ﭘﻪ ﺧﭙﻠﻪ ﺍﻭ ﺑﻴﺎ ﭘﻪ ﺯﺩﻩ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺟﺮ‪‬ﯥ ﭘﻪ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪ ،‬ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﭘﻪ‬
‫ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻴﻜﻠﻮ ﭘﻪ ﻻﺭﻭ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺟﻮ‪‬ﻟﻮ ﺩﯤ ‪‬ﺎﻧﻮﻧﻪ ﭘﻮﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ‬
‫ﻻﻧﺪﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﺗﻮ‪‬ﻪ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﻟﻪ ﻳﻮ‬
‫ﭘﺮﯦﻜ‪‬ﻩ‬ ‫ﺩﻭﺩ‬ ‫ﺟﺮ‪‬ﻪ‬ ‫ﺑﻞ ﺳﺮﻩ ﺣﻞ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ‬

‫‪١١٤‬‬
 ‫ﻧﻬﻪ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺯﻟﻮﺑﻪ )ﺑﺰﻛﺸﻲ( )‪ (٧٧ -٧٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺩ ﺑﺰﻛﺸﻲ ﺩ ﻟﻮﺑﯥ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ‬
‫ﺩﯤ ﻟﻮﺑﯥ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﻛﻮﻝ ﺩﻱ )ﺩ ﻟﻮﺳﺖ‬
‫‪‬ﻠﻮﺭ ﻟﻮﻣ‪‬ﻧ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﺮﻏﻮﻧ‪) ‬ﭘﺨﻮﺍﻧ‪ ،(‬ﺩﻭﺩ )ﺭﻭﺍﺝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺭﺳﺎﻣ‪ ،‬ﺳﻴﻤﻴﻴﺰ ﺗﻮﻛﯥ‪ ،‬ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻰ‬
‫ﻛﻠﻤﯥ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ )ﺩ ﺟﺮ‪‬ﻲ ﭘﻪ ﺑﺎﺏ ﻣﻌﻠﻮﻣﺎﺕ(‬
‫ﻛﻮﺭﻧﯥ ﺩﻧﺪﻩ ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﻭﻳﺎ‪‬ﻝ ﺷﻲ‪ ،‬ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﭘﻪ ﺩﻳﺮﻩ ﻣﻴﻨﻪ ﻣﺮﺳﺘﯥ ﻭﺷﻲ ﺍﻭ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺧﭙﻠﻮ ﺗﯧﺮﻭﺗﻨﻮ ﺗﻪ ‪‬ﯧﺮ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ‬
‫‪‬ﻮﻧﻜﻲ‪ ،‬ﻣﻴﺪﺍﻥ‪ ،‬ﺩﻭﺩ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪ ،‬ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻭ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪ :‬ﻟﻪ‬
‫ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻟﻮﺳﺖ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻛﺎﺭ‬ ‫ﻟﻮﻣ‪ ‬ﻟﯥ ‪‬ﺨﻪ ﺩﯤ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۱‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺩ ﺟﺮ‪‬ﻮ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ ﺧﭙﻠﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻛﻮﻟﻰ ﺷﺊ؟‬
‫‪‬ﻮﻭﻧﻜﻲ ﺑﻪ ﺩﺍ ﺍﺭﺯﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻮﺳﺖ‬ ‫‪ -۲‬ﺩ ﺩﻭﻳﻤﯥ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺟﺮ‪‬ﻮ ﺍﺭﺯ‪‬ﺘﻤﻨﯥ‬
‫ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﺩ ﻭﺯﻟﻮﺑﯥ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺧﺒﺮﯤ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩﻧﺪﯤ ﺭﺍﻭ‪‬ﻴﻲ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺯﻟﻮﺑﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﭘﻪ ﺗﻴﺮ ﻟﻮﺳﺖ ﺭ‪‬ﺎ‬
‫ﻭﺭﻛﻮﻟﻲ ﺷﻲ؟‬ ‫ﻭﺍﭼﻮﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻮﺭﻩ ﻭﭘﻮﻫﻮﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺳﻤﻪ ﻟﻴﻜﻨﻪ ﻛﯥ ﺧﭙﻞ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺧﭙﻠﻪ ﭘﻴﻞ ﻛ‪‬ﻱ‪ ،‬ﻫﻐﻪ ﺩﯤ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ ‪‬ﻮﻭﻟﻰ ﺷﻲ؟‬ ‫ﻣﻨﺎﺳﺐ ﻏ‪ ‬ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﻟﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻨﻮﻧﻮ ﺍﻭ ‪‬ﯧﺮﻭﻛﯥ ﺩ ﻭﺯﻟﻮ ﺑﯥ‬ ‫‪‬ﺨﻪ ﻫﻴﻠﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ‬
‫ﺩ ﻟﻴﺪﻟﻮ ﻟﻪ ﻛﺒﻠﻪ ﺩ ﺧﻮ‪ ‬ﺩ ﺑﺪﻟﻮﻥ ﻧ‪‬ﯥ ‪‬ﻜﺎﺭﻱ؟‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻝ‬
‫‪‬ﻪ ﮊﻭﻧﺪ ﻛﻮﻟﻮ ﺍﻭ ﻫﺮ ﺍ‪‬ﺧﻴﺰ ﭘﻮﻫﺎﻭﻱ ﻻﺭﯤ ﻭﺭ‪‬ﻴﻲ؟‬ ‫ﺩﯤ ﻭﺭﻭ‪‬ﻴﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ‬ ‫‪ -۱‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻭﻟﻮﻟﻲ‪.‬‬
‫)ﻭﺯﻟﻮﺑﻪ ‪ -‬ﺮ – ﭘﺨﻮﺍﻧ‪(‬‬ ‫‪ -۲‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ‪‬ﺎ‪‬ﻠﻲ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪:‬‬

‫‪١١٥‬‬
 ‫ﻧﻬﻪ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺯﻟﻮﺑﻪ )ﺑﺰﻛﺸﻲ( )‪ (٧٧ -٧٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺩ ﺑﺰﻛﺸﻲ ﺩ ﻟﻮﺑﯥ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ‬
‫ﺩﯤ ﻟﻮﺑﯥ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﻛﻮﻝ ﺩﻱ )‪‬ﻠﻮﺭ ﻣﻨ‪‬ﻨﯥ‬
‫ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺭﺍ‪‬ﺮﺧﯥ )ﺭﺍﺗﺎﻭﻳ‪‬ﻱ(‪ ،‬ﺑﺸﭙ‪‬ﻩ )ﭘﻮﺭﻩ(‪ ،‬ﺎﻛﻞ‬
‫)ﻣﻌﻠﻮﻣﻮﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ ﻛﻠﻤﻮ ‪‬ﺎﻛﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻭﺯﻟﻮﺑﻪ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﻩ ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﯧ‪‬ﻱ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻ ﻭﻫ‪‬ﻮﻱ‬
‫ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ‪‬ﻮﻭﻧﻴﺰﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬
‫ﻟﻮﻣ‪‬ﻯ ﺷﻤﻴﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺍ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ‬ ‫ﺗﻴﺮ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﻧ‪‬ﻮﺭ ﭘﻪ‬
‫ﻛ‪‬ﻱ‪:‬‬ ‫ﺑﺎﺏ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻏﻮﺍ‪‬ﻱ‪ .‬ﻟﻪ ﻳﻮ‬
‫ﺭﺍ‪‬ﺮﺧﯥ )ﺑﺸﭙ‪ ،‬ﺎﻛﻞ( ﺩﻭﻫﻢ ﺷﻤﻴﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺫﻛﺮ‬ ‫ﺷﻤﻴﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻧﻮﺭ ﺩﯤ ﺩ ﻫﻐﻪ ﺩﺭﺱ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﺍ‪‬ﻭﻧﺪ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫ﻟﻮﺳﺖ ﺩﯤ ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﺨﭙﻠﻪ ﻭﻟﻮﻟﻲ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻳﻮﻩ‪،‬‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻰ ﻭﻛ‪‬ﻱ؟‬ ‫ﻳﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻫﺮﻩ ﺑﺮﺧﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻫﻴﺪﻟﻲ ﺩﻱ ﭼﯥ ﺩ ﻭﺯﻟﻮﺑﯥ ﺩ‬ ‫ﻭﺭﺗﻪ ﻣﻌﻨﺎ‪ ،‬ﺟﻤﻠﯥ ﺩﯤ ﻭﺭ ﺯﺩﻩ ﺍﻭ ﻧﻮﻱ ﻟﻮﺳﺖ )ﻭﺯﻟﻮﺑﯥ( ﺍﻭ ﺩ‬
‫ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﺗﻠﻮ ﻭﺧﺖ ﻭ‪‬ﻴﻲ؟‬ ‫)ﺍﻧ‪‬ﻮﺭ( ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺑﺸﭙ‪ ‬ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻧﻮﻱ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﺑﺸﭙ‪‬ﯤ ﺯﺩﻩ ﻛ‪‬ﻱ‬
‫ﺩ ﺧﺒﺮﻭ ﻛﻮﻟﻮ ﻣﻬﺎﺭﺕ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩﺍﺳﯥ ﻻﺭ‪‬ﻮﻭﻧﯥ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ﺍﻧ‪‬ﻮﺭ‬
‫‪‬ﺎﻯ ﺷﻮﻱ ﺩﻱ ﭼﯥ ﺩ ﻭﺯﻟﻮﺑﻮ ﭘﻪ ﻟﺮﻏﻨﺘﻮﺏ ﺍﻭ ‪‬ﻪ ﻭﺍﻟﻲ‬ ‫ﭘﻪ ﻫﻜﻠﻪ ﻭﻭﺍﻳﻲ ﭼﯥ ﺍﻧ‪‬ﻮﺭ ‪‬ﻪ ﻭﻳﻨﻲ؟‬
‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻠ‪‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺯﻟﻮﺑﯥ ﭘﻪ ﻫﻜﻠﻪ‬ ‫ﺗﯧﺮﻭﺗﻨﯥ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﺎ ﺩ ﻟﻮﺑﯥ ﭘﻪ ﻫﻜﻠﻪ ﺧﭙﻞ ﺍﺳﺘﺎﺫﻯ‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻭﺯﻟﻮﺑﯥ ﺩ ﻟﻮﺳﺖ‬ ‫ﻭ‪‬ﺎﻛﻲ ﺗﺮ ‪‬ﻮ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺑﯥ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﺧﭙﻞ ﻣﻨ‪ ‬ﻛﯥ ﭘﻪ ﺩﻭﻭ ﺑﺮﺧﻮ ﻭﻭﻳﺸﻞ ﺷﻲ‬

‫‪١١٦‬‬
 ‫ﻧﻬﻪ ﺩﯦﺮﺷﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺯﻟﻮﺑﻪ )ﺑﺰﻛﺸﻲ( )‪ (٧٧ -٧٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺩ ﺑﺰﻛﺸﻲ ﺩ ﻟﻮﺑﯥ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ‬
‫ﺩﯤ ﻟﻮﺑﯥ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﻛﻮﻝ ﺩﻱ )‪‬ﻠﻮﺭ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ )ﻫ‪‬ﯥ(‪ ،‬ﻟﻪ )‪‬ﺮﻭﭖ(‪ ،‬ﺧﭙﻠﻮﺍﻛﻲ‬
‫)ﺁﺯﺍﺩﻱ(‪ ،‬ﭘﻪ ﻭﻳﺎ‪) ‬ﭘﻪ ﺧﻮﺷﺤﺎ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ ﻛﻠﻤﻮ ‪‬ﺎﻛﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻏﻮﺭ‬
‫ﻭ‪‬ﻮﺭﻱ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫ‪‬ﻮﻧﯥ ﺗﻪ ﭼﻤﺘﻮ ﮐ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ‬
‫ﺑﺮﺧﻮ ﻛﯥ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺯﻟﻮﺑﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‪ ،‬ﻟﺮﻏﻮﻧﺘﻮﺏ‪ ،‬ﺩ ﺳﭙﺮﻭ ﭘﻪ ﻏ‪‬ﺘﻠﻴﺎ ﺍﻭ ﻧﻮﺭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ ﺩﻭﻣﺮﻩ ﭘﻮﻫﻪ ﻟﺮﻱ‬ ‫‪‬ﻪ ﻭﺍﻟﻲ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ‬
‫ﭼﯥ ﺩ ﻧﻮﺭﻭ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﺭﺱ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﻫﻜﻠﻪ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﯥ‪.‬‬
‫ﺩﯤ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍ‪‬ﻭﻧﺪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺫﻛﺮ ﺷﻮﻭ ﻟﻐﺘﻮﻧﻮ ﺳﻢ ﺗﻠﻔﻆ‬ ‫ﻟﻮﺳﺖ ﺩﯤ ﭘﻪ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺩ ﺟﻤﻠﻮ‬
‫ﻛﻮﻟﻰ ﺷﻲ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻳﯥ ﻛﺎﺭﻭﻟﻲ ﺷﻲ؟‬ ‫ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭ ﺩﯤ ﻭﺭﻭ‪‬ﻴﯥ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰ ‪‬ﺮﻧ‪‬ﻮﺍﻟﻲ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺯﻟﻮﺑﻮ ﭘﻪ ﻟﯧﺪﻭ ﺧﻮ‪‬ﯥ ﻭﻛ‪‬ﻭ ﺍﻭ‬ ‫ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ ﺩﯤ ﺯﺩﻩ‬
‫ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩﺍﺳﯥ ﻟﻮﺑﯥ ﭼﯥ ﺯﻣﻮ‪ ‬ﺩ ﻏ‪‬ﺘﻠﻮ ﺧﻠﻜﻮ ﻏ‪‬ﺘﻠﺘﻴﺎ‬ ‫ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﻛ‪‬ﻱ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ﺍﻧ‪‬ﻮﺭ ﭘﻪ ﻣﺮﺍﻡ ﺩﯤ ‪‬ﻮﻝ‬
‫‪‬ﻴﻲ ﺩﻭﻯ ﭘﺮﯤ ﻭﻳﺎ‪‬ﻱ‪.‬‬ ‫ﻭﭘﻮﻫﻮﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺳﻤﯥ ﺯﻳﺎﺭﻧﯥ ﺗﻪ ﭼﻤﺘﻮ ﻛ‪‬ﻱ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ‬ ‫ﺍﻭ ﭘﻪ ﭘﺎﯤ ﻛﯥ ﺩﯤ ﻭﺍﺭ ﭘﻪ ﻭﺍﺭ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﺑﯧﻼ‬
‫ﺧﭙﻞ ﻫﯧﻮﺍﺩ ﻫﺮ ‪‬ﻭﻝ ﻟﻮﺑﯥ ﻭﺭ ﻭ‪‬ﻮﻭﻟﯥ ﺷﻲ؟‬ ‫ﺑﯧﻠﯥ ﺑﺮﺧﯥ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧﻰ ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﺟﻤﻠﻮ ﺗﺶ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ ‪‬ﺎﻛﻠﻲ ﻟﻐﺘﻮﻧﻪ‬
‫‪‬ﺎﻳﻮﻧﻪ ﻟﻐﺘﻮﻧﻪ ‪‬ﻙ ﻛ‪‬ﻱ‪:‬‬ ‫ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪) :‬ﻭﻳﺎ‪ ،‬ﻧﻨﺪﺍﺭﻩ‪ ،‬ﺭﺍﺯ‪ ،‬ﭘﺮﺗﻪ‪ ،‬ﺗﺮﺳﺮﻩ ﻛﻴ‪‬ﻱ( ﺯﺩﻩ‬
‫ﺳﯧﻤﻮ‬ ‫ﻟﺮﻏﻮﻧﯥ‬ ‫ﻫﯧﻮﺍﺩ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ‬
‫‪ -۱‬ﻭﺯﻟﻮﺑﻪ ‪‬ﯦﺮﻩ _____ ﻟﻮﺑﻪ ﺩﻩ‪.‬‬ ‫ﺩﯤ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﻟﻐﺘﻮﻧﻪ‬
‫‪ -۲‬ﻭﺯﻟﻮﺑﻪ ﺯﻣﻮ‪ ‬ﺩ _____ ﭘﻪ ﺷﻤﺎﻟﻰ ___ ﻛﯥ ﺭﻭﺍﺝ‬ ‫ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﻩ‪.‬‬ ‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ‪‬ﻠﻮﺭﻭ‬
‫ﻣﻬﺎﺭﺗﻮﻧﻮ )ﺁﻭﺭﻳﺪﻝ‪ ،‬ﻟﻴﺪﻝ‪ ،‬ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ( ﺩ ﺯﺩﻩ ﻛ‪‬ﻱ ﭘﻪ‬

‫‪١١٧‬‬
 ‫‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﻋﻨﻮﺍﻥ‪ :‬ﺩ ﺍﻭ‪‬ﻱ ﻣﻮﺳﻢ )‪ (٧٩ -٧٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺍﻭ‪‬ﻱ ﺩ ﻣﻮﺳﻢ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﺍﻭ‪‬ﻱ ﭘﻪ ﻣﻮﺳﻢ ﻛﯥ ﺩ‬
‫ﻫﻮﺍ‪ ،‬ﻣﻴﻮﻭ ﺍﻭ ﻏﻠﻮ ﺩﺍﻧﻮ ﺩ ﭘﺨﻴﺪﻭ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ ﻣﺘﻦ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍﻭ‪‬ﻯ )ﺩﻭﺑﻰ(‪ ،‬ﺗﻮﺩﻭﺧﻪ )‪‬ﺮﻣﻰ(‪ ،‬ﭘﯧﮋﻧﺪﻝ )ﺑﻠﺪﺗﻴﺎ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﻯ ﺑﺮﺧﯥ‬
‫ﻟﻴﻜﻞ( ﭘﻪ ﭘﻮﺭﻩ ﻣﻬﺎﺭﺕ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺩ ﻫﻐﻪ ﺩ ‪‬ﻮ ﺍﻭ ‪‬ﻴ‪‬ﻧﻮ ﻟﻪ ﭘﺎﺭﻩ‬
‫ﺩﯤ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻳﻮ ﺑﻞ ﺗﻪ ﻭ‪‬ﻤﺎﺭﻱ ﭼﯥ ﭘﻪ ﻣﻴﻨﻪ ﺍﻭ‬
‫ﻭﺭﻭﺭ‪ ‬ﺳﺮﻩ ﺩﯤ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﺗﻴﺮﻭﺗﻨﯥ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮﺳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺯﺭﻭﻧﻪ ﺩ ﺩﻭﻭ ﭘﻮﻫﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﭘﻪ ﻣﺮﺳﺘﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﺩ ﻛﺎﺭ ﺩ ﺳﻤﻮﻥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪ -‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻫﺮﻩ ‪‬ﻟﻪ ﻛﯥ ﻳﻮ ﻻﻳﻖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻮﺭﻭ ﺗﻪ ﺍﻣﻼ‬ ‫ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ ﺍﻭ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ﺗﻪ ﺩﯤ ﻭﺧﺖ ﺍﻭ ﻭﺍﻙ‬
‫ﻭﻭﺍﻳﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﻟﻴﻜﻲ ﺑﻴﺎ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺧﭙﻠﯥ‬ ‫ﻭﺭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﺧﭙﻠﻪ ﺧﻮ‪‬ﻪ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﺑﺎﻳﺪ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﭘﻪ ﺍ‪‬ﻩ ﺩ ﻫﻐﻪ ﺩ ﻟﻐﺘﻮﻧﻮ ﺩ ﻣﻌﻨﺎ ‪‬ﺎﻧﻮ ﭘﻪ‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ‬ ‫ﺑﺮﺧﻪ ﻛﯥ ﻭﻯ ﺍﻭ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ‬
‫ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻣﻴﺎﺷﺘﻲ ﭘﻪ ﻓﺼﻠﻮﻧﻮ ﻛﯥ‬ ‫ﺩﻭﻯ ﭘﻮﻫﻪ ﺍﻭ ﺩﺭﺳﯥ ﻣﻬﺎﺭﺗﻮﻧﻪ ﻭ‪‬ﻮﺩﻟﻰ ﺷﻲ‪.‬‬
‫ﺟﺪﺍ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺍﻭ‪‬ﻱ ﻣﻴﺎﺷﺘﻰ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻛﺘﺎﺏ ﻛﯥ ﺭﺍﻏﻠﻰ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺩ ﺯﺩﻩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﯥ ‪‬ﺨﻪ ﺩ ‪‬ﺍ‪‬ﻣﻦ ﻛﻴﺪﻭ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺗﻮﺟﻪ ﻭﺍ‪‬ﻭﻱ ﺍﻭ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩﯤ‬
‫ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﻣﻴﻮﯤ ﭘﻪ ﻛﻮﻡ ﻣﻮﺳﻢ ﻛﯥ ﭘﺨﻴ‪‬ﻱ؟ ﻛﻪ ﻛﻮﻡ ﻳﻮﻩ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻭﻳﻞ )ﺩﺍﻭ‪‬ﻯ ﻣﻮﺳﻢ( ﻧﻮ ﺑﻴﺎ ﺩﯤ ﻭﺭﺗﻪ ﻭﻭﺍﻳﻲ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺍﻭ‪‬ﻯ ﻣﻴﺎﺷﺘﻲ ﻭﭘﯧﮋﻧﺪﻟﯥ ﺍﻭ ﻣﻮﺳﻢ‬ ‫ﭼﯥ ﺍﻭ‪‬ﻯ ﺩ ﻛﺎﻝ ‪‬ﻮﻡ ﻣﻮﺳﻢ ﺩﻯ؟ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺩﯤ ﺩﻭﻯ‬
‫ﻳﯥ ﺗﺸﺨﻴﺼﻮﻟﻲ ﺷﻲ؟‬ ‫ﻭﻏ‪‬ﻭﻱ ﭼﯥ ‪‬ﻮﻣﺮﻩ ﺩ ﺩﯤ ﻣﻮﺳﻢ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮﻫﻴ‪‬ﻱ ﻧﻮﺭ ﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺑﻴﺎ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺍﻭ‪‬ﻱ ﻣﻮﺳﻢ ﻭﭘﻴﮋﺍﻧﺪ ﺍﻭ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﻭ‪‬ﻱ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻰ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺗﻮﺩﻭﺧﻪ ﻛﯥ ﺩ ‪‬ﺎﻥ ﺩ ﺳﺎﺗﻨﯥ ﺫﻫﻨﻴﺖ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﺍﻭ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻮﺳﻤﻮﻧﻪ ﺩﯤ ﻭﺭﺗﻪ ﻭ‪‬ﻴﻲ ﻣﻌﻨﻰ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﻭﺭﺗﻪ ﻭﺳﭙ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻮﻱ ﻛﻠﻤﯥ ﺍﻭ ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﺯﺩﻩ ﻛ‪‬ﻝ؟‬ ‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺩ ﻫﺮ ﻣﻮﺳﻢ ﻣﻴﺎﺷﺘﻲ ﺩﯤ ﭘﻪ ﺩﻭﻯ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺍﻭ‪‬ﻱ ﻣﻴﺎﺷﺘﯥ ﻭﭘﻴﮋﻧﺪﻟﻰ ﺍﻭ ﻧﻮﻣﻮﻧﻪ ﻳﯥ ﻭﻳﻠﻲ ﺷﻲ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻮ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺩ ﺍﻭ‪‬ﻱ ﺩ ﻣﻴﺎﺷﺘﻮ ﺗﺮ ﻧﻮﻣﻮﻧﻮ‬ ‫ﻭﻟﻮﻟﻲ ﺩ ﻳﻮ ﺑﻞ ﺳﺘﻮﻧﺰﻭ ﺗﻪ ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻣﺮﺳﺘﻪ‬
‫ﻻﻧﺪﯤ ﺩﯤ ﻛﺮ‪‬ﯥ ﻭﺑﺎﺳﻲ‪.‬‬ ‫ﻏﻮ‪‬ﺘﻮﻧﻜﻮ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﺷﻲ‪.‬‬

‫‪١١٨‬‬
 ‫‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺍﻭ‪‬ﻯ ﻣﻮﺳﻢ )‪ (٧٩ -٧٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺍﻭ‪‬ﻱ ﺩ ﻣﻮﺳﻢ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﺍﻭ‪‬ﻱ ﭘﻪ ﻣﻮﺳﻢ ﻛﯥ ﺩ‬
‫ﻫﻮﺍ‪ ،‬ﻣﻴﻮﻭ ﺍﻭ ﻏﻠﻮ ﺩﺍﻧﻮ ﺩ ﭘﺨﻴﺪﻭ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ ﻣﺘﻦ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧ‪‬ﻜﻲ )ﺧﺮﺑﻮﺯﻩ(‪ ،‬ﺳﭙﻤﺎ )ﺫﺧﻴﺮﻩ(‪ ،‬ﭘﻴﻞ‬
‫)ﺷﺮﻭﻉ(‪ ،‬ﺯﻳﺎﺭ )ﻛﻮ‪(‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﻴﺎﺷﺘﻮ ﺩ‬
‫ﻧﻮﻣﻮﻧﻮ ﻟﻴﻜﻞ( ﻟﻪ ﻳﻮﯤ ﻣﺨﯥ ﻭﻩ ﻭﻳﻨﯥ ‪‬ﻰ ﻟﻴﻜﻨﯥ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ‬
‫ﻭﺭﻭ‪‬ﻴﻲ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﺩ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻧﺎﻣﻪ ﻭﺑﻮﻟﻲ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺍﻭﺧﻮ‪‬ﯥ ﺩﯤ ﺗﺮﯤ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﺩﻭﻩ ﺩﻭﻩ ﻛﺴﻪ ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﻳﻮ ﺑﻞ ﺗﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﻟﻪ ﺗﯧﺮ ﺩﺭﺱ ‪‬ﺨﻪ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﺩ ‪‬ﺍ‪‬ﻳﻨﯥ ﻟﻪ ﭘﺎﺭﻩ‬
‫ﺩﯤ ﻏﻮ‪ ‬ﻛ‪‬ﻴ‪‬ﺩﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﻭﺭﺗﻪ ﻭ‪‬ﻴﻲ‪.‬‬ ‫‪‬ﻟﻪ ﻳﯧﺰﻩ ‪‬ﺎﻛﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﺍﺳﯥ ﺩﯤ ﺧﭙﻠﯥ ﭘﻮ‪‬ﺘﻨﯥ ﭘﻴﻞ ﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﭘﻪ‬ ‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻳﻮ ﻛﺎﻝ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﻭﻩ ﻭﺍﻳﻲ‪.‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻫﻐﻮ ﻣﻴﻮﻭ ﺍﻭ ﻏﻠﻮ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻫﻐﻮ ﻛﯥ ﺩ ﺍﻭ‪‬ﻱ ﻣﻴﺎﺷﺘﻲ ﺑﯧﻠﻲ ﺍﻭ ‪‬ﺮ‪‬ﻨﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺍﻭ‪‬ﻯ ﭘﻪ ﻣﻮﺳﻢ ﻛﯥ ﭘﻴﺪﺍ ﻛﻴ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ﺁﻓﺮﻳﻦ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ‪‬ﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ ﺩﺍﺳﯥ‬ ‫ﺗﺘﻴﻨ‪‬ﺖ ﺍﻭ ﺯﺩﻩ ﻛ‪‬ﯤ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﺑﻴﺎ ﺑﻴﺎ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺭﺳﻢ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﺷﻲ‪.‬‬ ‫ﺷﻮﻯ ﻣﻴﻮﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭ‪‬ﻴﻲ ﺍﻭ ﺩﻫﻐﻮﻯ ﻧﻮﻣﻮﻧﻪ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭ ﭘﻮﻫﯧﺪﻝ ﭼﯥ ﭘﻪ ﺍﻭ‪‬ﻱ ﻛﯥ ﻛﻮﻣﯥ‬ ‫ﺗﺮﯤ ﻭﭘﻮ‪‬ﺘﯥ ﺍﻭ ﻫﻢ ﺩﯤ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﭼﯥ ﺩ ﺍﻭ‪‬ﻱ ﭘﻪ ﻣﻮﺳﻢ‬
‫ﻣﻴﻮﯤ ﭘﺨﻴ‪‬ﻱ؟‬ ‫ﻛﯥ ﻛﻮﻣﯥ ﻣﯧﻮﻱ ﺍﻭ ﻏﻠﯥ ﭘﺨﻴ‪‬ﻱ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻏﻮﺍ‪‬ﻱ ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺧﭙﻠﻲ ﭘﻮﻫﯥ ﭘﻪ ﺍﻧﺪﺍﺯﻩ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻣﻴﻮﻱ ﺯﻣﻮ‪ ‬ﺩ‬ ‫ﻭﺭﻛﻮﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﭘﻪ‬
‫ﺭﻭﻏﺘﻴﺎ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻳﺮ ‪‬ﯥ ﻟﺮﻱ ﺧﻮ ﺑﺎﻳﺪ ﭘﺎﻛﯥ ﻭﺧﻮ‪‬ﻝ ﺷﻲ‪.‬‬ ‫ﺍﻧﺪﺍﺯﻩ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﺍﻭ‪‬ﻱ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫ﭘﻪ ﻣﻮﺳﻢ ﻛﯥ ﻛﻮﻣﯥ ﻣﻴﻮﯤ ﭘﺨﻴ‪‬ﻱ؟‬ ‫ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻫﻐﻮ ﻣﻴﻮﻭ ﻧﻮﻣﻮﻧﻪ ﭼﯥ‬ ‫‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ‬
‫ﭘﻪ ﺍﻭ‪‬ﻱ ﻛﯥ ﭘﺨﻴ‪‬ﻱ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺍﻭ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩﯤ ﭘﺮﯤ ﻭﻟﻮﻟﻲ‪.‬‬

‫‪١١٩‬‬
 ‫‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺍﻭ‪‬ﻯ ﻣﻮﺳﻢ )‪ (٧٩ -٧٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺍﻭ‪‬ﻱ ﺩ ﻣﻮﺳﻢ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﺍﻭ‪‬ﻱ ﭘﻪ ﻣﻮﺳﻢ ﻛﯥ ﺩ‬
‫ﻫﻮﺍ‪ ،‬ﻣﻴﻮﻭ ﺍﻭ ﻏﻠﻮ ﺩﺍﻧﻮ ﺩ ﭘﺨﻴﺪﻭ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺩ ﻣﺘﻦ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ )ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍ‪‬ﺗﻴﺎ )ﺍﺣﺘﻴﺎﺟﺎﺕ(‪ ،‬ﭘﻠﻮﺭﻝ )ﺧﺮ‪‬ﻮﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ) ﺩ ﺍﻭ‪‬ﻱ ﺩ ﻣﻴﻮﻭ‬
‫ﺩ ﻧﻮﻣﻮﻧﻮ ﻟﻴﻜﻞ( ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ ﺯﻳﺎﺭ‬
‫ﺍﻳﺴﺘﻮﻧﻜﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭﻧﺎﺯﻭﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻣﻴﺎﺷﺘﻮ ﺍﻭ‬
‫ﻣﻴﻮﻭ ﻧﻮﻣﻮﻧﻪ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﭼﯥ ﻣﺨﻜﯥ ﻟﻴﻜﻠﻲ ﺩﯤ ﭘﻪ ﻣﻴﺰ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﻟﻪ ﺧﭙﻞ ‪‬ﺎﻥ ﺳﺮﻩ ﻭﻩ‬ ‫ﻛﯧ‪‬ﺩﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﻳﻮﯤ ‪‬ﻟﯥ ﺗﻪ‬
‫ﻭﺍﻳﻲ ﺗﺮ ‪‬ﻮ ﭘﻪ ﻳﺎﺩ ﻳﯥ ﺯﺩﻩ ﺷﻲ‪.‬‬ ‫ﺩﯤ ﺑﻠﻨﻪ ﻭﺭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻣﻴﻮﯤ ﻛﺎﺭﺗﻮﻧﻪ‪ ،‬ﺑﯧﻞ ﻛ‪‬ﻱ ﺑﻠﻪ ‪‬ﻟﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺩﯤ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﺗﺮﯤ ‪‬ﻮﻝ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩﯤ ﻫﺮﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫‪‬ﻟﻪ ﺧﭙﻠﻪ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻭ‪ ‬ﺍﻭ ﻛﺎﺭﻧﺪﻩ ‪‬ﻟﻪ ﺩﯤ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﺍﻭ‪‬ﻱ ﭘﻪ ﻣﻮﺳﻢ ﻛﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‬
‫ﻭﻟﻲ ﻣﻴﻮﯤ ﭘﺨﻴ‪‬ﻱ؟‬ ‫ﻭﻟﯥ ﭘﻪ ﺍﻭ‪‬ﻱ ﻛﯥ ﻣﻴﻮﯤ ﺍﻭ ﺩﺍﻧﯥ ﭘﺨﻴ‪‬ﻱ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻛﻠﻤﯥ ﭘﻪ‬ ‫ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ‪‬ﯥ ﭘﻮﻫﻮﻧﯥ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﺍﻭ ﻣﻌﻠﻮﻣﺎﺗﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﻳﻮﯤ ﺑﺮﺧﯥ ﻣﻴﻮﻭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘﻲ ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫ﺍﻭ ﻏﻠﻮ ﭘﻪ ﺧﺮ‪‬ﻮﻟﻮ ﺳﺮﻩ )ﺑ‪ ‬ﻭאﻝ( ﺍﻭ ﺑﺰ‪‬ﺮﺍﻥ ﺩ ﺧﭙﻞ ﮊﻭﻧﺪ‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻛﺮﺍﺭ‪ ‬ﺳﺮﻩ ﺩﯤ ﭘﻪ ﻟﻮ‪ ‬ﻏ‪ ‬ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ‬
‫ﺍ‪‬ﺗﻴﺎﻭﯤ ﻟﺮﯤ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﻭﺭﺗﻪ ﺭﻭ‪‬ﺎﻧﻪ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻫﻢ ﭘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺍﻭ‪‬ﻱ ﺩ ﻣﻮﺳﻢ ﭘﻪ ﻣﻴﺎﺷﺘﻮ‬ ‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻭﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﺍﻭ‪‬ﻱ ﺩ ﻣﻮﺳﻢ ﺩ ﻣﻴﻮﻭ ﺍﻭ ﻏﻠﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻣﺘﻦ ﻟﻪ ﺳﺮﻩ ﻭﻟﻮﻟﻲ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻟﻐﺘﻮﻧﻪ )ﺍ‪‬ﺗﻴﺎﻭﯤ –‬ ‫ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫ﭘﻠﻮﺭﻝ – ﺧ‪‬ﻜﻲ – ﺯﻳﺎﺭ( ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺨﻜﻴﻨﻲ ﻛﺎﺭﺗﻮﻧﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﺳﺮﻩ ﻭﺭﻛ‪‬ﻱ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﺍﻭ ﻫﻐﻪ ﻛﻠﻤﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬

‫‪١٢٠‬‬
 ‫ﻳﻮ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺎﻏﻮﺍﻥ )‪ (٨١ -٨٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺑﺎﻏﻮﺍﻥ ﺩ ﺩﻧﺪﯤ ﺩ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ‬
‫ﺩﻏﻪ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻣﺸﺎﺑﻪ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ‬
‫ﺩﻱ )‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑ‪‬ﻮאﻝ )ﺑﺎﻏﻮﺍﻥ(‪ ،‬ﺑ‪) ‬ﺑﺎﻍ(‪)  ،‬ﺳﺎﻋﺖ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﻛﺎﺭﻭﻝ( ﺩ ﻟﻴﺪﻧﯥ ﺍﻭ ﺍﻭﺭﻳﺪﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩﻭﯤ ﭘﻪ ﻛﺘﺎﺭﻭﻧﻮ ﻛﯥ ﻭﻩ‬
‫ﻭﻳﺸﻲ ﭘﻪ ‪‬ﻮ ﺗﻨﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻟﻐﺘﻮﻧﻮ ﺩ ﺳﻤﯥ ﻛﺎﺭﻭﻧﯥ‬
‫ﻳﺎﺩﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﺩ ﺳﻤﻮ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭﻭ‪‬ﻴﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ‬
‫‪‬ﺨﻪ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰ ‪‬ﻭﻝ ﻭﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻞ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺩﯤ ﺩﺍﺳﯥ ﭘﻴﻞ ﻛ‪‬ﻱ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻣﺘﻦ ﺩﺍﺳﯥ ﭘﻴﻞ ﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻝ ﻳﯥ ﻭﺍﻭﺭﻱ‪.‬‬
‫ﺍﻭ ﻟﻪ ﻛﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﺩﯤ ﻳﻮ ﻳﻮ ﻛﺎﻏﺬﯤ ﻛﺎﺭﺕ ﺭﺍ ﭘﻮﺭﺗﻪ ﻛ‪‬ﻱ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﺍﻭ ﺩ ﻣﺸﺎﺑﻬﻮ )ﺳﺮﻩ ﻭﺭﺗﻪ( ﻛﻠﻤﻮ ﻣﻌﻨﺎ ﺩﯤ ﻣﺨﯥ ﺗﻪ ﻭﺭﺗﻪ ﻭﻟﻴﻜﻲ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻛﻠﻤﯥ ﻳﻮﻩ ﻳﻮﻩ ﺩ ﺍﻣﻼ ﭘﻪ ‪‬ﻭﻝ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﯥ‪.‬‬
‫ﻛﻮﺭ‬ ‫ﻛﻮﺭ‬ ‫ﺧﻮﺍ‬ ‫ﺧﻮﺍ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮﻟﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ‪‬ﻪ ‪‬ﻮﺍﺏ ﻭﻳﻮﻧﻜﻰ‬
‫ﺑﻴﻞ‬ ‫ﺑﻴﻞ‬ ‫ﻟﻮﺭ‬ ‫ﻟﻮﺭ‬ ‫ﺩﯤ ﻭﭘﻴﮋﻧﻲ ﻫﻐﻪ ﺩﯤ ‪‬ﻳﺮ ‪‬ﻪ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻞ ﻣﻨ‪ ‬ﻛﯥ ﻧﻮﺭﯤ ﻣﺸﺎﺑﻬﻮ ﻛﻠﻤﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ‬
‫ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺍﻧ‪‬ﻮﺭ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻭﭘﻮ‪‬ﺘﯥ ﺗﺎﺳﯥ ﭘﻮﻫﯧ‪‬ﻯ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫ﭼﯥ ﺑﻨﻮאﻝ ﭼﺎﺗﻪ ﻭﺍﻳﯥ؟ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻈﺮﻭﻧﻪ ﺩﯤ ﻭﺍﻭﺭﻱ ﭘﻪ ﺩﯤ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫ﻫﻜﻠﻪ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ ﻭﺍﺭﺯﻭﻱ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺑ‪‬ﻮאﻝ ﺩ ﺩﻧﺪﯤ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﭘﻪ ﺧﭙﻠﻪ ﭘﺮﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻐﺘﻮﻧﻪ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻳﯥ‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ‪‬ﻜﻠﻰ ﻏ‪ ‬ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﺩ ﻟﻐﺘﻮﻧﻮ ﺍﻭ ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻪ‬
‫ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﻛﯥ ﺩﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻣﻬﺮﺑﺎﻧﯥ ﺳﺮﻩ ﻳﻮ ﻳﻮ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﻟﻪ ﺑ‪‬ﻮאﻝ ﺳﺮﻩ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﻟﻮﺳﺖ ﺩﯤ ﭘﺮﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻩ ﺍﻭ ﻫﻐﻪ ﻛﺎﺭ ﻳﯥ ﺩ ﻭﻃﻦ ﻟﻪ ﭘﺎﺭﻩ ﺳﻤﺴﻮﺭﺗﻴﺎ ﻭﺑﻠﻠﻪ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻛﻠﻤﻮ ﺍﻭ ﻧﻮﻭ ﻣﻔﺎﻫﻴﻤﻮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ‬
‫ﺳﺮﻩ ﺑﻠﺪ ﺷﻮﻝ‪.‬‬ ‫ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩﯤ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﻟﻪ ﭘﺎﺭﻩ ﭘﺮﯤ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺭﯤ ﻣﺸﺎﺑﻪ ﻛﻠﻤﯥ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻣﺸﺎﺑﻬﻮ )ﺳﺮﻩ ﻭﺭﺗﻪ( ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ ﭼﯥ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻟﻪ ﻣﻌﻨﺎ ﻭﻭ ﺳﺮﻩ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻣﺨﻜﯥ ﻳﯥ ﻟﻴﻜﻠﻲ ﺩ ﻣﻴﺰ ﭘﻪ ﺳﺮ ﻛ‪‬ﻴ‪‬ﺩﻱ ﺍﻭ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺭﺍﺷﻲ‬

‫‪١٢١‬‬
 ‫ﻳﻮ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺎﻏﻮﺍﻥ )‪ (٨١ -٨٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺑﺎﻏﻮﺍﻥ ﺩ ﺩﻧﺪﯤ ﺩ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ‬
‫ﺩﻏﻪ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻣﺸﺎﺑﻪ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ‬
‫ﺩﻱ )ﻟﻪ ﭘﻨ‪‬ﯥ ﺗﺮ ﺍﺗﻤﯥ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﻮﺩﻩ )ﻭﺧﺖ(‪ ،‬ﭼ‪‬ﭼﯥ )ﻣﺰﯤ(‪ ،‬ﻟﻪ ﻛﺒﻠﻪ )ﻟﻪ‬
‫ﺍﻣﻠﻪ(‪ ،‬ﺍ‪‬ﻳﻦ )ﺿﺮﻭﺭ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻱ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﺸﺎﺑﻬﻮ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻞ( ﺩ ﺩﻭﻭ ﺗﻨﻮ ‪‬ﺎﻛﻞ ﺷﻮﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻭﺳﻴﻠﻪ‬
‫ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻮ ﺟﻤﻠﯥ ﺩﯤ ﭘﻪ ﺩﻭﻱ ﺑﺎﻧﺪﯤ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪،‬‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻱ ﺩ ‪‬ﻮ ﺟﻤﻠﻮ ﺍﻭ ﺯﻳﺎﺭﻧﻮ ﻣﻨﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻟﻪ ﻫﺮﯤ ﺑﺮﺧﯥ ﺧﺨﻪ ﺩﯤ‬
‫ﺳﺘﻮﻧ‪‬ﯥ ﺩﯤ ﺩ ﻣﺸﻮﺭﻯ ﭘﻪ ﺗﻮ‪‬ﻪ ﺍﻭﺍﻭﺭﻱ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺭ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﻣﺸﺎﺑﻪ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﻛ‪‬ﻱ ﺍﻭ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺑ‪‬ﻮאﻝ ﺩ ﺩﻧﺪﯤ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻰ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩﯤ ﺩ ﻫﻐﻮ ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ‬
‫‪ -‬ﭘﻪ ‪‬ﻟﻮ ﻛﯥ ﺩﯤ ﻳﻮ ﺗﻦ ﻣﺘﻦ ﻧﻮﺭﻭ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‬ ‫ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻫﻐﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺸﺎﺑﻬﻮ ﻛﻠﻤﻮ ‪‬ﺨﻪ ‪‬ﻮ ﻣﺜﺎﻟﻮﻧﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﭘﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﯥ؟‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ‪‬ﻪ ﻏﻮ‪ ‬ﺷﻲ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﺩﯤ ﺩﻭﻯ ﻭﻧﺎﺯﻭﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺑ‪‬ﻮאﻝ ﺑﻪ ﺩ ﺧﭙﻞ ﺯﻳﺎﺭ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ‬
‫ﭘﻪ ﭘﺎﻯ ﻛﯥ ‪‬ﯦﺮﻩ ‪‬ﻪ ﻭﺍﺧﯧﺴﺘﻠﻰ ﺷﻲ؟‬ ‫ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ﺗﻪ ﺭﺍﻭﺑﻮﻟﻲ ﭼﯥ ﺑ‪‬ﻮאﻝ ﭼﺎﺗﻪ ﻭﺍﻳﻲ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﺍﻭ ‪‬ﻪ ﻛﻮﻱ؟ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﻛﺎﺭ ﺍﻭ ﺯﻳﺎﺭ ‪‬ﻪ ﺍﻭ‬ ‫ﺍﻭ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﯥ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭﻭ‬
‫ﺑﻴﻜﺎﺭﻱ ﺧﻮﺍﺭﻱ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﻭ‪‬ﻱ؟‬ ‫ﺑﺮﺧﻮ ﻛﯥ ﭼﯥ ﻭﻳﻞ ﻳﯥ ﺍ‪‬ﻳﻦ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﻭﻳﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺗﻮﻧﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﻟﻪ ﭘﻨ‪‬ﻤﯥ ﺗﺮ ﺍﺗﻤﯥ ﻛﺮ‪‬ﯥ ﭘﻮﺭﯤ‬
‫ﻭﺭ ﺯﺩﻩ ﻛﻮﻱ‪.‬‬ ‫ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﺳﺘﻮﻧﺰﻣﻨﻰ ﻛﻠﻤﯥ ﺩﯤ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻻﻧﺪﯤ ﻛﻠﻤﯥ ﭘﻪ‬ ‫ﻭﺭﺗﻪ ﺗﻜﺮﺍﺭ ﺍﻭ ﺩ ﻣﻌﻨﺎ ﺩ ‪‬ﺮ‪‬ﻨﺪﻟﻮ ﻛﻮﻟﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﺭﺳﺮﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺩﻭﻯ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺑ‪‬ﻮאﻝ‬ ‫‪‬‬ ‫ﭼ‪‬ﭼﯥ‬ ‫ﺍ‪‬ﺗﻴﺎ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﻰ‬

‫‪١٢٢‬‬
 ‫ﻳﻮ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺎﻏﻮﺍﻥ )‪ (٨١ -٨٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺑﺎﻏﻮﺍﻥ ﺩ ﺩﻧﺪﯤ ﺩ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ‬
‫ﺩﻏﻪ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻣﺸﺎﺑﻪ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ‬
‫ﺩﻱ )ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪:‬ﺍ‪) ‬ﺍﺣﺘﻴﺎﺝ(‪ ،‬ﺟﺎﻳﺪﺍﺩ )ﺷﺘﻤﻨﯥ(‪ ،‬ﺍﺧﺘﻪ )ﺑﻮﺧﺖ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻧﻪ( ﭘﻪ ﻣﻬﺮﺑﺎﻧﻲ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺩ ﺩﻭﻱ ﺧﻄﺮﻭﻧﻮ‬
‫ﺗﻪ ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻟﻴﻜﻨﻮ ﭘﻪ ﺍﺻﻮﻟﻮ ﺑﺎﻧﺪﯤ ﻭﺭﻭ ﻭﺭﻭ‬
‫ﺑﺮﺍﺑﺮ ﺷﻲ‪ ،‬ﭘﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭ ﻫﻢ ﭘﺮﻣﺨﺘ‪ ‬ﺗﻪ ﭼﻤﺘﻮ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﯥ ﺭﺍﺗﻠﻮﻧﻜﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺧﭙﻠﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺩ ﻧﻮﺭﻭ ﭘﻪ ﻣﺮﺳﺘﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺩﻭﻱ ﺗﺮﻣﻨ‪ ‬ﺩﯤ ﺩ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻏﻮ ﻛﻠﻤﻮ ﺧﭙﻠﻰ ﻣﻌﻨﺎﻭﯤ ﺩ ﻫﻐﻮ‬ ‫‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ‪:‬‬
‫ﺗﺮﻣﺦ ﺩ ﻛﺮ‪‬ﻮ ﻟﻪ ﻣﺨﯥ ﻭ‪‬ﻴﯥ!‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ‪‬ﻮﻙ ﻛﻮﻟﻲ ﺷﻲ ﭼﯥ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻫﯧﻮﺍﺩ ‪‬ﻪ ﻭﺭﻩ ﻭﻳﺠﺎ‪ ‬ﺑ‪‬ﻮאﻝ ﺯﻳﺎﺭ ﻣﻮﺩﻩ ﺑ‪‬‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻣﺸﺎﺑﻪ ﻛﻠﻤﯥ ﺩ ﻣﺘﻦ ‪‬ﺨﻪ ﭘﻴﺪﺍ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﻳﯥ‬
‫ﻟﻮﺭﻳﺪﻧﻪ ﺿﺮﺍﺏ ﻭﻃﻦ ﺑﺎﻏﻮﺍﻥ ﻓﺎﻳﺪﻩ ﺑﺎﻍ ﺯﺣﻤﺖ ﻭﺧﺖ‬ ‫ﻟﻪ ﻣﻌﻨﺎ‪‬ﺎﻧﻮ ﺳﺮﻩ ﻟﻴﻜﻠﻰ ﺷﺊ؟‬
‫ﻣﺜﺎﻝ‪ :‬ﻫﻴﻮﺍﺩ ﻭﻃﻦ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﺍ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻟﻰ ﺷﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻬﺮﺑﺎﻧﯥ ﺳﺮﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﻻﻫ‪‬ﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﻳﺎﺭﻧﯥ ﺗﻪ ﺗﻴﺎﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﺗﻪ ﺩ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﭘﻮ‪‬ﺘﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﻟﻪ ﺗﺎﺳﻮ ‪‬ﺨﻪ ﻛﻮﻡ ﻳﻮ ﻣﺸﺎﺑﻪ ﻛﻠﻤﯥ ﭘﻴﮋﻧﺪﻟﻰ ﺷﻲ؟‬ ‫ﭼﯥ ﺑ‪‬ﻮאﻝ ‪‬ﻮﻙ ﺩﻯ ﺍﻭ ‪‬ﻪ ﻛﻮﻱ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ‪‬ﻮﻙ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﺮ ﺍﻭﺭﻳﺪﻭ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﺩ ﺩﻭﻯ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺯﻳﺎﺭﻧﻪ ﭘﻪ ﻫﺮ ﻛﺎﺭ‬ ‫ﺩ ﭘﻮﻫﯧﺪﻭ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﯥ ‪‬ﻪ ﺍﻭ ‪‬ﻪ ﻧﺘﻴﺠﻪ ﻟﺮﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻛﯧﺴﯥ ﻣﻄﻠﺐ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻔﻬﻮﻡ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻛﯧﺴﻲ ﻣﻄﻠﺐ ﺩﯤ ﺗﺮﯤ ﻭﭘﻮ‪‬ﺘﻰ!‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻝ ﺯﺩﻩ ﻛ‪‬ﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻟﻮﺳﺘﻞ ﺷﻮﯤ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﺳﺘﻮﻧﺰﻭ ﺩ‬
‫ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ؟‬ ‫ﻟﺮﯤ ﻛﻮﻟﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٢٣‬‬
 ‫ﺩﻭﻩ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻭﻧﻮ ‪‬ﺘﯥ )‪ (٨٣ -٨٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﻧﻮ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴ‪‬ﻱ ﺩ‬
‫ﻣﻴﻮﻭ ﻟﺮﻭﻧﻜﻮ ﺍﻭ ﺑﯥ ﻣﻴﻮﻭ ﻭﻧﻮ ﭘﻪ ﺗﻮﭘﻴﺮ ﺍﻭ ‪‬ﺘﻮ ﻭﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ‬
‫ﻻﻧﺪﯤ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ )ﺩﺭﯤ ﻧﻴﻤﻲ ﻟﻮﻣ‪‬ﻧ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﯧﻤﻪ )ﺩﺍﻭﺳﻴﺪﻭ ‪‬ﺎﻯ(‪ ،‬ﺳﭙﯧ‪‬ﻠﻰ )ﭘﺎﻙ(‪،‬‬
‫‪‬ﺎﺭﻭﻱ )ﺣﻴﻮﺍﻧﺎﺕ(‪ ،‬ﻧﺎﻭ‪) ‬ﻧﺎﻣﻨﺎﺳﺐ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﯤ‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﭘﻪ ﺩﺍﺳﯥ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﭼﯥ ﺯﻳﺎﺭﻛ‪‬‬
‫ﻛﺎﺭﻛﻮﻭﻧﻜﻲ ﻭﭘﻴﮋﻧﯥ ﻫﻐﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻰ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻧﻮﺭﻭ‬
‫ﻫ‪‬ﻮﻭﻟﻮ ﺗﻪ ﭼﻤﺘﻮ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﻟﻪ‬
‫ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻳﯥ ﺩ ﻣﺸﻮﺭﻱ ﭘﻪ ‪‬ﻭﻝ ‪‬ﻴﻚ ﻛ‪‬ﺉ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﺭﯤ‬
‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻰ ﺷﻮﻯ ﺩ ﻣﻴﺰ ﭘﻪ ﺳﺮ ﻭﺍﭼﻮﻱ ﺍﻭ ﻟﻪ ﻫﺮﯤ‬ ‫‪‬ﻮﻧﯥ ‪‬ﻟﯥ ﭘﻪ ﺳﻴﺎﻟ‪ ‬ﺳﺮﻩ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﺗﺮﯤ‬
‫‪‬ﻟﯥ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺭﺍﺷﻲ ﺩ ﻫﻐﻮ ﻟﻪ ﺗﺮﺗﻴﺒﻮﻟﻮ‬ ‫ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪‬ﺨﻪ ﺩﯤ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺑ‪‬ﻮאﻝ ﺩ ﺩﻧﺪﯤ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍﺳﯥ ﺑﯧﻼ ﺑﯧﻠﻰ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﻟﻪ ﻭﻧﻮ ‪‬ﺨﻪ ﻛﻮﻣﯥ ‪‬ﯥ ﺗﺮﻻﺳﻪ ﻛﻮﻟﻲ ﺷﻮ؟‬
‫ﭼﯥ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ؟‬
‫ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﻟﻪ ﻫ‪‬ﻮ ‪‬ﺨﻪ ﻣﻨﻨﻪ ﻭﻛ‪‬ﻱ ‪‬ﻪ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﻧﻮ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﭘﻪ ﺧﻮ‪‬ﻭ ﺍﻟﻔﺎﻇﻮ ﺳﺮﻩ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ‬
‫‪ -‬ﻟﻪ ﺗﺎﺳﻮ ‪‬ﺨﻪ ‪‬ﻮﻙ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺩﻭﻯ ﭘﺎﻡ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﭘﻪ ﺩﯤ ﺍ‪‬ﻩ ﺩﯤ ﻟﻪ‬
‫‪ -‬ﭘﻪ ﺗﺎﺳﻮ ﻛﯥ ﻛﻮﻡ ﻳﻮ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻩ ﻭﻟﻲ ﺷﻲ؟‬ ‫ﺩﻭﻯ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻪ ﺩﻱ ﺍﻭ ﺩ ﺩﻭﻱ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺩﺍ‬ ‫ﻧﻈﺮ ﻛﻮﻣﯥ ﻭﻧﯥ ‪‬ﻮﺭﯤ ﺩﯤ؟‬
‫ﺫﻫﻨﻴﺖ ﭘﻴﺪﺍ ﻛ‪‬ﻯ ﭼﯥ ﺩﻭﻧﻮ ﺳﺎﺗﻨﻪ ‪‬ﯦﺮﻩ ﺿﺮﻭﺭﻯ ﺧﺒﺮﻩ ﺩﻩ ﺍﻭ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ‪‬ﻴﺮﺗﻴﺎ ﺳﺮﻩ ﻭﺍﺭﻱ ﺍﻭ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﺩﯤ‬
‫ﺑﺎﻳﺪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﺭﺗﻪ ﻭﺷﻲ؟‬ ‫ﺩ ﺩﻭﻱ ﭘﻮﻫﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ ﺍﻭ ﭘﻴﺎ ﺩﯤ ﭘﻪ ﭘﺎﺗﯥ ﺑﺮﺧﯥ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻟﻮﺳﺖ ‪‬ﺨﻪ ﺩﻭﻧﻮ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﯥ‬
‫ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺫﻫﻨﹰﺎ ﺩﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺯﺩﻩ ﻛ‪‬ﻭ ﺗﻪ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺟﻼﺟﻼ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭼﻤﺘﻮ ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻟﻐﺘﻮﻧﻪ )ﺳﯧﻤﻪ‪،‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻳﻮ‬
‫ﺳﭙﯧ‪‬ﻠﻰ‪ ،‬ﺎﺭﻭﻱ‪ ،‬ﻧﺎﻭ‪‬ﻩ( ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻩ ﻭﻱ ﺍﻭ ﭘﻪ‬ ‫ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺟﻤﻠﻮ ﻫﺮﻩ ﻛﻠﻤﻪ ﭼﯥ ﭘﻪ ﺟﻼ ﺟﻼ‬

‫‪١٢٤‬‬
 ‫ﺩﻭﻩ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻭﻧﻮ ‪‬ﺘﯥ )‪ (٨٣ -٨٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﻧﻮ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴ‪‬ﻱ ﺩ‬
‫ﻣﻴﻮﻭ ﻟﺮﻭﻧﻜﻮ ﺍﻭ ﺑﯥ ﻣﻴﻮﻭ ﻭﻧﻮ ﭘﻪ ﺗﻮﭘﻴﺮ ﺍﻭ ‪‬ﺘﻮ ﻭﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ‬
‫ﻻﻧﺪﯤ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ )ﺩﺭﯤ ﻧﻴﻤﻲ ﻟﻮﻣ‪‬ﻧ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻤﺴﻮﺭ )‪‬ﯧﺮﺍﺯ(‪ ،‬ﺳﻤﺴﻮﺭﺗﻴﺎ )‪‬ﯧﺮﺍﺯﯤ(‪ ،‬ﻟ‪‬‬
‫)ﺳﻠﺴﻠﻪ(‪ ،‬ﺳﺮﺑﻴﺮﻩ )ﺑﺮﺳﻴﺮﻩ(‪ ،‬ﺍ‪‬ﺗﻴﺎﻭﯤ )ﺍﺣﺘﻴﺎﺟﺎﺕ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻩ‬
‫ﻭﻧﻪ( ﺩ ﻭﺧﺖ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻧﻴﻮﻟﻮ ﺳﺮﻩ ﻭ‪‬ﻴﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﺩ ﻛﻮﺭﻧﯥ‬
‫ﺩﻧﺪﯤ ﺍﺭﺯ‪‬ﺖ ﭼﯥ ﺩ ﺩﺭﺱ ﺩ ‪‬ﻴﻨ‪‬ﺖ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﯦﺮ ﺍﻏﻴﺰﻣﻦ ﺩﻯ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ‬
‫ﺧﭙﻠﻰ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻩ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮﺳﯥ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺩﺭﺱ ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﻛﯥ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺩ ﺩﻏﻪ ﻣﺘﻦ ﺍﻣﻼ ﻛﺎﺭ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪‬ﻴﻲ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﻭﻧﯥ ‪‬ﻪ ‪‬ﯥ ﻟﺮﻱ؟‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻣﺘﻦ ﻛﯥ )ﺱ( ﻟﺮﻭﻧﻜﯥ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﺍﻭ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﻣﺘﻦ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻛﺎﺭﻭﻱ؟‬
‫)ﻟﻜﻪ‪ :‬ﺳﯧﻤﻪ ‪ ،‬ﺍﻧﺴﺎﻥ(‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ‪،‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫‪‬ﻪ ﺍﻭ ﺳﻢ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻫﻐﻮ ﻭﻳﻮﻧﻜﻮ ﺗﻪ ﺩﯤ ﺩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﯤ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬ ‫ﻧﻮﺭﯤ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﺑﻴﺎ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺍﺷﺎﺭﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﻧﻮ ﺩ ‪‬ﻮ ﭘﻪ ‪‬ﻭﻟﻮﻧﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﻭﺍﻳﻲ ﭼﯥ ﺗﺎﺳﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﻮﺭﻭﻧﻮ ﻛﯥ ﻭﻧﯥ ﻟﺮﺉ‪،‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻣﺘﻦ ﻛﯥ )ﺱ( ﻟﺮﻭﻧﻜﯥ ﻛﻠﻤﯥ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺩ ﺩﻭﻯ ﺩ ﺗﺸﻮﻳﻖ ﻛﻮﻟﻮ ﻻﺭﯤ ﭼﺎﺭﯤ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩ ﻭﻧﻮ ﺩ ‪‬ﻮ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻭﻧﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﺗﻪ ﺯﻳﺎﻥ ﻧﻪ ﺭﺳﻮﻱ؟‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﯥ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﻧﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫‪‬ﻮ ﭘﻮﻩ ﺷﻮﻝ ﺍﻭ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﻳﯥ ﻣﻌﻠﻮﻣﺎﺕ ﺑﺸﭙ‪ ‬ﻛ‪‬ﻝ؟‬ ‫ﻭﻟﻮﻟﻲ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﺮﺍﻡ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺩﻭﻫﻤﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬

‫‪١٢٥‬‬
 ‫ﺩﻭﻩ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻭﻧﻮ ‪‬ﺘﯥ )‪ (٨٣ -٨٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﻧﻮ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴ‪‬ﻱ ﺩ‬
‫ﻣﻴﻮﻭ ﻟﺮﻭﻧﻜﻮ ﺍﻭ ﺑﯥ ﻣﻴﻮﻭ ﻭﻧﻮ ﭘﻪ ﺗﻮﭘﻴﺮ ﺍﻭ ‪‬ﺘﻮ ﻭﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ‬
‫ﻻﻧﺪﯤ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ )ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮﺭﺍ )‪‬ﯦﺮﻩ ﺯﻳﺎﺕ(‪ ،‬ﺗﺮﯤ )ﻟﻪ ﻫﻐﻪ ‪‬ﺨﻪ(‪،‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﯤ‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﭘﻪ ‪‬ﯦﺮﯤ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﭼﯥ ﭼﺎ ﻭﺭﺗﻪ‬
‫‪‬ﯦﺮﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻛ‪‬ﻳﺪﻩ‪ ،‬ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ ﺩﯤ ﻭﭘﯧﮋﻧﯥ ﺩ ﺩﻭﻯ‬
‫ﻭ‪‬ﺗﻴﺎﻭﯤ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻫﻢ ﻭ‪‬ﻴﻲ ﺍﻭ ‪‬ﯦﺮ ‪‬ﻪ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻣﺘﻦ ﻟﻪ ﻫﺮﯤ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺑﺮﺧﯥ ‪‬ﺨﻪ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﭘﻮ‪‬ﺘﻰ ﺍﻭ ﺩﻭﯤ ‪‬ﻟﯥ ﺩﯤ ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻠﻮﺭ ﻛﺴﻴﺰﻭ ‪‬ﻟﻮ ﻛﯥ ﻣﺘﻦ ﭘﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﻣﻴﻮﯤ ﻟﺮﻭﻧﻜﻰ ﻭﻧﯥ ﻛﻮﻣﯥ ﺩﯤ؟‬
‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻩ ﻭﺍﻳﻲ ﭼﯥ ﺩ ﻭﻧﻮ ﺷﺘﻮﻥ ﻭﻟﻲ ﺯﻣﻮ‪ ‬ﺩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻛﻠﻤﯥ ﻳﻮﻩ ﻳﻮﻩ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﺭﻭﻏﺘﻴﺎ ﻟﻪ ﭘﺎﺭﻩ ﺍﺭﺯ‪‬ﺖ ﻟﺮﻱ؟‬
‫‪-‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﻛﻠﻤﯥ ﭼﯥ ﺩ )ﻭ( ﺗﻮﺭﻱ ﻭﻟﺮﻱ ﻳﻮﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻣﺘﻦ ﺟﻼ ﺟﻼ ﻭﻟﻮﻟﻲ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﻳﻮﻩ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻠﻰ ‪‬ﺍ‪‬ﻳﻨﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﺍﻭﺭﻱ‪،‬‬
‫‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫‪‬ﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﺩﯤ ﺩﻭﻯ ﺗﻮﭘﯧﺮ ﻛ‪‬ﻱ‬
‫ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻫﻐﻮﻯ ﺩﯤ ﭘﻪ ‪‬ﻪ ﺷﺎﻥ ﻳﺎﺩ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﻧﻮ ﭘﻪ ﻧﻮﺭﻭ ‪‬ﻮ ﻫﻢ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﻭﻧﻮ ﻧﻮﺭﻭ ‪‬ﻮ ﺗﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ،‬ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬ ‫ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﻭﺍﻳﻲ ﭼﯥ ﺩ ﻭﻧﻮ ﻧﻮﺭﯤ ‪‬ﺘﯥ ﺩ ﻫﻐﻮ ﻣﻴﻮﯤ ﺍﻭ‬
‫ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻟﺮ‪‬ﻲ ﺩﯤ‪ .‬ﺩ ﻣﻴﻮﻭ ﺩ ‪‬ﻭﻟﻮﻧﻮ‪ ،‬ﻮ ﺍﻭ ﺩ ﻫﻐﻮ ﺩ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﭘﻪ ﺑﺮﺧﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻣﻴﻮﻭ ﺳﺮﻩ ﻣﻴﻨﻪ ﻟﺮﻱ ﺍﻭ ﺩ ﻭﻧﻮ‬ ‫ﻛﯥ ﺩﯤ ﻫﺮ ﻳﻮ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﻣﻌﻠﻮﻣﺎﺗﻮ ﺩ‬
‫ﺳﺎﺗﻠﻮ ﭘﻪ ﻓﻜﺮ ﻛﯥ ﺷﻮﻝ؟‬ ‫ﺑﺸﭙ‪‬ﻭﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻱ ﺩﯤ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺍ‪‬ﺧﻮﻧﻮ‬ ‫ﻭﭘﻮﻫﻮﻱ ﭼﯥ ﻣﻴﻮﻩ ﻟﺮﻭﻧﻜﻲ ﻭﻧﯥ ﺩﯤ ﭘﻪ ﺗﻴ‪‬ﻭ ﻭﻧﻪ ﻭﻟﻲ‪.‬‬
‫ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ )ﻭﻧﻮ‪ ،‬ﻣﻴﻮﻭ ﺍﻭ ﺭﻭﻏﺘﻴﺎ(‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻫﻐﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬

‫‪١٢٦‬‬
 ‫ﺩﺭﯤ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻭﺧﺖ ﺍﺭﺯ‪‬ﺖ )‪ (٨٥ -٨٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﻫﻐﻪ ‪‬ﺨﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ‬
‫‪‬ﻪ ﺍﺧﻴﺴﺘﻞ ﺍﻭ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﺩ ﻣﻬﺎﺭﺗﻮﻧﻮ ﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻝ‬
‫ﺩﻱ )ﺩ ﻣﺘﻦ ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭ‪‬ﻳﺎ )ﻣﻔﺖ(‪ ،‬ﻳﻮ ‪‬ﻞ )ﻳﻮ ﻭﺍﺭ(‪ ،‬ﭘﺎﻳﻠﻪ )ﻧﺘﻴﺠﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ‬
‫ﻛﻠﻤﻮ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ )ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﻛﺎﺭﻭﻝ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ( ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ‬
‫ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻳﺎ ﻛﺘﺎﺭﻭﻧﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ‬
‫ﻟﻮﺳﺖ ﺩ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﯤ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﯤ ﻭﺭﺗﻪ ‪‬ﯧﺮ ﺷﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺗﻴﺮ ﺩﺭﺱ ﻛﯥ ﺩ ‪‬ﯥ ﺍﺭﺯﻩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺟﻼﺟﻼ ﺗﻮ‪‬ﻪ ﺩ ﻭﺧﺖ ﺩ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ‬ ‫ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺧﭙﻞ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﭘﻴﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻭﻧﻮ ﺩ ‪‬ﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﻴﻮﻩ ﻟﺮﻭﻧﻜﻮ ﺍﻭ ﺑﯥ ﻣﻴﻮﻭ ﻭﻧﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ‪‬ﻮ ﺩﺍﺳﻲ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ .‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﻧﻮﻱ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﺩﻭﻱ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺭﺍﻭ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﻭ‪‬ﻴﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺩ ﻫﻐﻮ ﭘﻮﻫﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻲ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻭﺧﺖ ﭘﻪ ﻫﻜﻠﻪ ﺩ ‪‬ﻮﻭﻧﻜﻲ‬ ‫ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ﺳﻢ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻳﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻟﻪ ﻭﺧﺖ‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻭ‪‬ﻮﺭﻱ‬
‫ﺳﺮﻩ ﺑﺎﻳﺪ ﺑﯥ ﭘﺮﻭﺍﻳﻲ ﻭﻧﻪ ﻛ‪‬ﻱ؟‬ ‫ﺑﻴﺎ ﺩﯤ ﺩ ﻫﺮﯤ ‪‬ﺮﻭﭖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺭﺍﺷﻲ ﻳﻮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻛﻪ‬ ‫ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ‬
‫ﻛﺎﺭﻭﻧﻪ ﭘﻪ ﻭﺧﺖ ﺳﺮﻩ ﺗﺮﺳﺮﻩ ﺷﻲ ﭘﺎﻳﻠﻪ ﺑﻪ ﻳﯥ ‪‬ﻪ ﻭﻱ‪.‬‬ ‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻪ ﻣﻴﻨﻪ‬

‫‪١٢٧‬‬
 ‫ﺩﺭﯤ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻭﺧﺖ ﺍﺭﺯ‪‬ﺖ )‪ (٨٥ -٨٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﻫﻐﻪ ‪‬ﺨﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ‬
‫‪‬ﻪ ﺍﺧﻴﺴﺘﻞ ﺍﻭ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﺩ ﻣﻬﺎﺭﺗﻮﻧﻮ ﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻝ‬
‫ﺩﻱ )ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﯧﺮ )ﻟﻪ ﻳﺎﺩﻩ ﺍﻳﺴﺘﻞ(‪ ،‬ﻭ‪‬ﻳﺎ )ﻣﻔﺖ(‪ ،‬ﺑﻮﻟﻲ )ﻳﺎﺩﻩ ﻭﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻰ( ﭘﻪ‬
‫ﻏﻮﺭ ﺍﻭ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﻫﺮﯤ ‪‬ﻟﻰ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ‬
‫ﺑﻠﻰ ‪‬ﻟﯥ ﺑﺎﻧﺪﯤ ﺩﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﺳﺘﺎﻳﻨﻪ‬
‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻫﻤﺪﯤ ‪‬ﻟﻮ ‪‬ﺨﻪ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ‬
‫ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺗﺎﺳﯥ ﺩ ﺧﭙﻠﻮ ﻛﺎﺭﻭﻧﻮ ﻭﺧﺖ ‪‬ﻨ‪‬ﻪ ‪‬ﺎﻛﯥ؟‬
‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ‪‬ﻮﻙ ﭼﯥ ﺩ ﮊﻭﻧﺪ ﺍﻭ ﺩ ‪‬ﻮﻭﻧ‪‬ﯥ ﭘﻪ ﭼﺎﺭﻭﻛﯥ‬
‫ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺑﯥ ﭘﺮﻭﺍﻳﻲ ﻛﻮﻱ ‪‬ﻪ ﺗﺎﻭﺍﻥ ﺑﻪ ﻭﻛ‪‬ﻱ؟‬
‫‪ -‬ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﺩ ‪‬ﻮﻟ‪‬ﻲ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ‪‬ﻮﻙ ﻭﻳﻠﻰ ﺷﻲ ﭼﯥ ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‬
‫ﭘﻪ ﻣﺦ ﻛﯥ ﺩ ﻭﺧﺖ ﺩ ‪‬ﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﭘﻪ ﺍ‪‬ﻩ ﺧﭙﻞ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫‪‬ﻪ ‪‬ﯥ ﻟﺮﻱ؟‬
‫ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ‪.‬‬ ‫‪‬ﻠﻮﺭﻣﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺟﻤﻠﻲ ﺩﯤ ﻭﺭﺗﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﺩﯤ‬
‫‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﻭ‪‬ﻴﺊ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﻳﻮﯤ ﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﻭﻭﺍﻳﻲ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺧﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -‬ﺁﻳﺎ ﺗﺎﺳﯥ ﺍﻭﺭﻳﺪﻟﻲ ﺩﻱ ﭼﯥ ﻭﺍﻳﻲ )ﻭﺧﺖ ﻟﻜﻪ ﺳﺮﻩ ﺯﺭ ﺩﻯ(‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﺧﭙﻠﯥ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﻧﻈﺮﻭ ﺍﻭ ﺧﺒﺮﻭ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﻭﺧﺖ ﻟﻜﻪ ﺳﺮﻩ ﺯﺭ ﺩﻯ‬ ‫ﺍﻭﺭﻳﺪﻭﻧﻪ ﻭﺭﻭﺳﺘﻪ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘﻲ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﻧﻮ ﺩﻭﻯ ﺩ ﺧﭙﻠﻮ ﻛﺎﺭﻭﻧﻮ ﭘﻪ ﻛﻮﻟﻮ ﻛﯥ ﻭﺧﺖ ﭘﻪ ﻧﻈﺮ ﻛﯥ ﻧﻴﺴﻲ؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻭﺧﺖ‬ ‫ﻟﻮﻣ‪‬ﻯ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻳﻮ ﻳﻮ ﺗﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ‬
‫‪‬ﯦﺮ ﻗﻴﻤﺖ ﻟﺮﻱ ﺑﺎﻳﺪ ﻭ‪‬ﻳﺎ ﻳﯥ ﻟﻪ ﻻﺳﻪ ﻭﺭﻧﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﺭﯤ‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ‬

‫‪١٢٨‬‬
 ‫ﺩﺭﯤ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻭﺧﺖ ﺍﺭﺯ‪‬ﺖ )‪ (٨٥ -٨٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﻟﻪ ﻫﻐﻪ ‪‬ﺨﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ‬
‫‪‬ﻪ ﺍﺧﻴﺴﺘﻞ ﺍﻭ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﺩ ﻣﻬﺎﺭﺗﻮﻧﻮ ﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻝ‬
‫ﺩﻱ )ﭘﻪ ‪‬ﻮﻝ ﻣﺘﻦ ﺑﺎﻧﺪﯤ ﻛﺎﺭﻛﻮﻝ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪،‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﺟﻤﻠﯥ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ‬
‫ﻭﻟﻴﻜﻲ )ﺯﻩ ﭘﻪ ﭼ‪‬ﻜ‪ ‬ﺭﻭﺍﻥ ﻳﻢ( )ﺯﻩ ﭼﯥ ﻳﻮ ‪‬ﻞ ﻻ‪‬ﺷﻢ ﺑﻴﺎ ﻧﻪ‬
‫ﺭﺍ ‪‬ﺮ‪‬ﻢ( )ﺯﻣﺎ ﭘﻪ ﻗﺪﺭ ‪‬ﻴﻨ‪ ‬ﺧﻠﻚ ﻧﻪ ﭘﻮﻫﻴ‪‬ﻱ( )ﻟﻪ ﻣﺎ ﺳﺮﻩ‬
‫ﺑﯥ ﭘﺮﻭﺍﻳﻲ ﻛﻮﻱ( )ﻣﺎ ﻭ‪‬ﻳﺎ ﻟﻪ ﻻﺳﻪ ﻣﻪ ﻭﺭﻛﻮﺉ( )ﺯﻩ ‪‬ﯦﺮ‬
‫ﺍﺭﺯ‪‬ﺘﻤﻦ ﻳﻢ( )ﺧﻠﻚ ﻣﺎﺳﺮﻩ ﺯﺭﻟﻮﺑﯥ(‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺖ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻣﻴﻨﻪ ﺍﻭ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‬
‫ﺍﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬ ‫ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﺩ ﭘﻮﻫﻲ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ ﺑﻴﺎ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﻟﻪ ﺯﺩﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ﺩ ﻣﻌﻠﻮﻣﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺧﻠﻚ ﻭﺧﺖ ﺩ ‪‬ﻪ ﺷﻲ ﭘﻪ ﻧﺎﻣﻪ ﻳﺎﺩﻭﻱ؟‬
‫ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ‪‬ﻮﻙ ﻭﻳﻠﻰ ﺷﻲ ﭼﯥ ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﺍﻣﻼ‬ ‫‪‬ﻪ ‪‬ﻪ ﻟﺮﻱ؟‬
‫ﻭﻳﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺗﺎﺳﻮ ﭘﻮﻫﻴ‪‬ﺉ ﭼﯥ ﻟﻪ ﻭﺧﺖ ﺳﺮﻩ ﺑﯥ ﭘﺮﻭﺍﻳﻲ ﻛﻮﻝ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺧﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻩ ﺷﻮﻝ ﺍﻭ‬ ‫‪‬ﻪ ﺗﺎﻭﺍﻥ ﻟﺮﻱ؟‬
‫ﻭ‪‬ﻳﺎ ﻳﯥ ﻟﻪ ﻻﺳﻪ ﻧﻪ ﻭﺭﻛﻮﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ‬ ‫ﺩﻭﻱ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ‬
‫ﻭﺧﺖ ‪‬ﻳﺮ ﻟﻮ‪ ‬ﺍﺭﺯ‪‬ﺖ ﻟﺮﻱ ﺍﻭ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﺩﯤ ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ‬ ‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺟﻤﻠﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﻳﻮ ﻳﻮ ﺩ ﻣﻴﺰ ﻟﻪ ﺳﺮﻩ‬
‫ﺗﺮﯤ ‪‬ﻪ ﻭﺍﺧﻠﻲ‪.‬‬ ‫ﺭﺍﻭﺍﺧﻠﻲ ﺍﻭ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻲ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ )ﻭ‪‬ﻳﺎ‪ ،‬ﭼ‪‬ﻜ‪ ،‬ﻫﯧﺮ( ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫ﺩﯤ ﺩﻭﻯ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﺩ ‪‬ﻮﻝ ﻣﺘﻦ ﭘﻪ ﻣﻄﻠﺐ‬

‫‪١٢٩‬‬
 ‫‪‬ﻠﻮﺭ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺎﺭﺍﻥ )‪ (٨٧ -٨٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﺎﻳﺪ ﭘﻮﻩ ﺷﻰ ﭼﯥ ﺑﺎﺭﺍﻥ ‪‬ﻨ‪‬ﻪ ﻣﻨ‪ ‬ﺗﻪ‬
‫ﺭﺍ‪‬ﻲ‪ .‬ﻪ ‪‬ﯥ ﻟﺮﻱ‪ ،‬ﺍﻭ ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪.‬‬
‫)ﻟﻮﻣ‪ ‬ﺩﻭﻯ ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭﺩﻩ )ﻧﻤﻮ ﺍﻭ ﻟﻮﻳﺪﻧﻪ(‪ ،‬ﺎﺭﻭﻱ )ﺣﻴﻮﺍﻧﺎﺕ(‪،‬‬
‫ﺍﻟﻮﺗﻮﻧﻜﻲ )ﻣﺮﻏﺎﻥ(‪ ،‬ﭘﺎﻳ‪‬ﺖ )ﻫﻤﻴﺸﻪ ﻭﺍﻟﻲ(‪ ،‬ﺳﻤﺴﻮﺭﺗﻴﺎ )ﺗﺎﺯﻩ‬
‫ﻭﺍﻟﻲ(‪ ،‬ﻣﻮﻣﻲ )ﺗﺮﻻﺳﻪ ﻛﻮﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺩ‬
‫ﻧﻮﻭ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫)ﻭﺧﺖ‪ ،‬ﺍﺭﺯ‪‬ﺖ‪ ،‬ﺳﺮﻩ ﺯﺭ‪ ،‬ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻝ( ﭘﻪ‬
‫ﻏﻮﺭ ﺍﻭ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﻟﯥ ﻭ‪‬ﺎﻛﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﺩﯤ ﻟﻪ ﺯﺩﻩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ ﺩ ﻟﻴﻜﻠﻮ‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﻳﻮ ﻳﻮ ﺭﺍﻭﺍﺧﻠﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺳﺮﻩ ﺩﯤ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻴﻜﻲ‬ ‫ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ؟‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺧﭙﻠﻪ ﺧﻮ‪‬ﯥ ﺩﯤ ﻭﺭﻭ‪‬ﻲ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﭘﻪ ﺍﺻﻠﻲ ﻣﻄﻠﺐ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩ )ﻭﺧﺖ‪ ،‬ﺍﺭﺯ‪‬ﺖ‪ ،‬ﺳﺮﻩ ﺯﺭ‪ ،‬ﻭ‪‬ﻳﺎ‪ ،‬ﭼ‪‬ﻜﻲ( ﻛﻠﻤﯥ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫ﭘﻪ ﻟﻨ‪‬ﻭ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ؟ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻱ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻠﻮ ﺗﻪ ﺩﯤ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪ ‬ﻭ‪‬ﻴﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻪ ﭘﻴﻞ ﺳﺮﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ﺑﺎﺭﺍﻥ ‪‬ﺨﻪ ﻛﻮﻣﯥ ‪‬ﯥ ﭼﯥ‬ ‫ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ‪‬ﻴﺮ ﺷﻲ‪ ،‬ﻧﻮﻣﻮﻧﻪ ﺩﯤ ﻭﺍﺧﻠﻲ ﺍﻭ‬
‫ﮊﻭﻧﺪﻳﻮ ﻣﻮﺟﻮﺩﺍﺗﻮ ﺗﻪ ﺭﺳﻴ‪‬ﻱ ﻭﭘﻴﮋﺍﻧﺪﯤ؟‬ ‫ﺧﺒﺮﯤ ﺩﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﺑﺎﺭﺍﻥ ‪‬ﻤﻜﻰ ﺗﻪ ‪‬ﻪ ‪‬ﯥ ﺭﺳﻮﻱ؟ ﺑﻴﺎ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﻠﻤﻮ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ‬ ‫ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺟﻤﻠﯥ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ﻭﻳﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻮﯤ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﺑﺎﺭﺍﻥ ﺩ ﺍﻫﻤﻴﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ‬
‫ﻟﻪ ﻫﻐﻪ ﺳﺮﻩ ﻳﯥ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﺷﻮﻩ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ‬ ‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻧﺴﺎﻧﺎﻥ‪ ،‬ﺎﺭﻭﻱ‪ ،‬ﺍﻟﻮﺗﻮﻧﻜﻲ ﺍﻭ ﺩ ﻧﻮﺭﻭ ﮊﻭﻧﺪﻳﻮ ﺷﻴﺎﻧﻮ ﮊﻭﻧﺪ ﺩ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺍﻭﺑﻮ ﭘﻪ ﻣﺮﺳﺘﻪ ﭘﺎﻳ‪‬ﺖ ﻣﻮﻣﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ ﻛﺘﺎﺏ‬ ‫ﻭﻟﻮﻟﻲ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻟﻪ ﻣﺨﯥ ﺩ ﻫﻐﻮ ﺷﻴﺎﻧﻮ ﻧﻮﻣﻮﻧﻪ ﻭﻟﻴﻜﻲ ﭼﯥ ﺑﺎﺭﺍﻥ ﻭﺭﺗﻪ ‪‬ﻪ ﺭﺳﻮﻱ‪.‬‬ ‫ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٣٠‬‬
 ‫‪‬ﻠﻮﺭ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺎﺭﺍﻥ )‪ (٨٧ -٨٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﺎﻳﺪ ﭘﻮﻩ ﺷﻰ ﭼﯥ ﺑﺎﺭﺍﻥ ‪‬ﻨ‪‬ﻪ ﻣﻨ‪ ‬ﺗﻪ‬
‫ﺭﺍ‪‬ﻲ‪ .‬ﻪ ‪‬ﯥ ﻟﺮﻱ‪ ،‬ﺍﻭ ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩ‬
‫ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﺩﻭﯤ ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑﺨﺎﺭ )ﺑ‪‬ﺍﺱ(‪ ،‬ﭘﻮﺭﺗﻪ )ﺟ‪‬ﯥ ﺧﻮﺍﺗﻪ(‪ ،‬ﻭ‪‬ﺍﻧ‪‬ﻲ‬
‫)ﭘﻠﻮﺷﯥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﻯ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫)ﺩ ﻫﻐﻮ ﺷﻴﺎﻧﻮ ﺩ ﻧﻮﻣﻮﻧﻮ ﻟﻴﻜﻨﻪ ﭼﯥ ﺑﺎﺭﺍﻥ ﻭﺭﺗﻪ ‪‬ﻪ ﺭﺳﻮﻱ( ﭘﻪ‬
‫ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻭ‬
‫‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭﻭﺗﻪ ﺩ ﺗﺸﻮﻳﻖ‬
‫ﻟﻪ ﭘﺎﺭﻩ ﻭﺭﻭﭘﯧﮋﻧﯥ‪ ،‬ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻟﻲ ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫‪ -۱‬ﺑﺎﺭﺍﻥ ‪‬ﻨ‪‬ﻪ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍ‪‬ﻲ‪.‬‬ ‫‪ -۱‬ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ‬
‫‪ -۲‬ﺑﺨﺎﺭ ‪‬ﻪ ﺗﻪ ﻭﺍﻳﯥ؟‬ ‫ﻭﺍﺭﺳﺮﻩ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۳‬ﺩ ‪‬ﻤﻜﯥ ﺩ ﺍﻭﺑﻮ ﺑﺨﺎﺭ ﻛﻮﻣﯥ ﺧﻮﺍﺗﻪ ‪‬ﯥ؟‬ ‫‪ -۲‬ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻫﻐﻮ ﺷﻴﺎﻧﻮ ﻧﻮﻣﻮﻧﻪ ﺩﯤ ﻭﺍﺧﻠﻲ ﭼﯥ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﻴﻨﻪ ﺩﯤ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ‬ ‫ﺑﺎﺭﺍﻥ ﻭﺭﺗﻪ ‪‬ﻪ ﺭﺳﻮﻱ‪.‬‬
‫ﺩ ﺩﻭﻱ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۳‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻫﻐﻮ ﺷﻴﺎﻧﻮ ﻧﻮﻣﻮﻧﻪ ﺩﯤ ﻭﺍﺧﻠﻲ ﭼﯥ ﺍﻭ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻩ ﻟﻪ ﺯﺩﻩ‬ ‫ﺑﻪ ﻭﺭﺗﻪ ‪‬ﻪ ﺭﺳﻮﻱ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﻭ‪‬ﻴﻲ‪.‬‬ ‫ﺩﻭﻱ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻩ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﺍﻭﺑﻮ ﺩ‬ ‫‪ -‬ﻮﻙ ﻭﻳﻠﻲ ﺷﻲ ﭼﯥ ﺑﺎﺭﺍﻥ ‪‬ﻤﻜﻲ ﺗﻪ ‪‬ﻪ ‪‬ﯥ ﺭﺳﻮﻱ؟‬
‫ﺑﺨﺎﺭﻧﻪ ‪‬ﻨ‪‬ﻪ ﺑﺎﺭﺍﻥ ﺟﻮ‪‬ﻳ‪‬ﻱ؟‬ ‫‪ -‬ﻛﻪ ﭼﻴﺮﯤ ﺑﺎﺭﺍﻥ ﻧﻪ ﻭﻱ ‪‬ﻪ ﭘﻴ‪‬ﻴ‪‬ﻱ؟ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻮﻟﻲ ﺷﻲ ﭼﯥ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ‬ ‫ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺩﻭﻳﻤﯥ‬
‫ﻳﻮ ﺑﻞ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ؟‬ ‫ﺑﺮﺧﯥ ﺩﻭﻱ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻤﺮ ﻭ‪‬ﺍﻧ‪‬ﯥ‪ ،‬ﺑﺨﺎﺭ ﺍﻭ ﺩ ﺑﺎﺭﺍﻥ ﺩ‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪‬‬
‫ﺍﻫﻤﻴﺖ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﭘﻪ ‪‬ﺎﻧﻮﻧﻮ ﻛﯥ ﺩ ﻭ‪‬ﺗﻴﺎ ﺍﺣﺴﺎﺱ ﻭﻛ‪‬؟‬ ‫ﻭﻧﻴﺴﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺑﺎﺭﺍﻥ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻧﻮﻱ‬
‫‪‬ﻨ‪‬ﻪ ﻣﻨ‪‬ﺘﻪ ﺭﺍ‪‬ﻲ؟‬ ‫ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺩ ﻟﻮﺳﺖ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺟﻤﻠﯥ )ﺩﻭﻳﻤﻪ‬ ‫ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩﯤ ﺩﻭﻯ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﭘﻪ ‪‬ﻟﻪ‬
‫ﺑﺮﺧﻪ( ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻳﻴﺰ ‪‬ﻭﻝ ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬

‫‪١٣١‬‬
 ‫‪‬ﻠﻮﺭ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺎﺭﺍﻥ )‪ (٨٧ -٨٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﺎﻳﺪ ﭘﻮﻩ ﺷﻰ ﭼﯥ ﺑﺎﺭﺍﻥ ‪‬ﻨ‪‬ﻪ ﻣﻨ‪ ‬ﺗﻪ‬
‫ﺭﺍ‪‬ﻲ‪ .‬ﻪ ‪‬ﯥ ﻟﺮﻱ‪ ،‬ﺍﻭ ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩ‬
‫ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﺩﺭﯤ ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭﺭﻳ‪) ‬ﺍﺑﺮ(‪ ،‬ﭘﻪ ‪‬ﯧﺮ )ﭘﻪ ‪‬ﻭﻝ(‪ ،‬ﺎ‪‬ﻜﻲ‬
‫)ﻗﻄﺮﯤ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪،‬‬
‫)ﻭﺭ‪ ،‬ﻓﻀﺎ‪ ،‬ﺎ‪‬ﻜﻮ‪ ،‬ﻣﺎﺩﻩ ﺳﻤﺴﻮﺭ‪ ،‬ﺎﺭﻭﻟﻮ(‪،‬‬
‫)ﺍﻟﻮﺗﻮﻧﻜﻮ‪ ،‬ﺑﺨﺎﺭ‪ ،‬ﻭ‪‬ﺍﻧ‪‬ﻰ‪ ،‬ﺭﺍ‪‬ﻜﺘﻪ‪ ،‬ﺑﺎﺭﺍﻥ(‪ ،‬ﺩ ﻛﻠﻤﻮ‬
‫ﻛﺎﺭﺗﻮﻧﻪ ﭼﯥ ﻣﺨﻜﯥ ‪‬ﻮﻭﻧﻜﻲ ﺗﻴﺎﺭ ﻛ‪‬ﻱ ﺩﻱ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫)ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺩﻭﻭ ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‬
‫ﻛﯥ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻭ ﺩ ﺩﻭﻱ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺍﺻﻼﺡ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪‬ﻴﻲ ﺍﻭ ﺳﺘﺎﻳﻨﻪ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﻛﻢ ﺯﻭﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪‬‬
‫‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﺳﺮﻩ ﺳﭙﺎﺭ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻟﻲ ﺩ )ﻭﺭﻳ‪ ،‬ﺑﺎﺭﺍﻥ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻭ ‪‬ﺎ‪‬ﻜﻲ( ﭘﻪ ﻧﻮﻣﻮﻧﻮ ﻭﻧﻮﻣﻮﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺑﺎﺭﺍﻥ‬ ‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬
‫‪‬ﻨ‪‬ﻪ ﻣﻨ‪‬ﺘﻪ ﺭﺍ‪‬ﻲ؟‬ ‫ﻛﻮﻭﻧﻜﻮ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ ﺍﻭ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺳﻢ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﺳﻢ‬ ‫‪ -‬ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮ ﺑﺎﺭﺍﻥ ‪‬ﻨ‪‬ﻪ ﻣﻨ‪‬ﺘﻪ ﺭﺍ‪‬ﻲ؟‬
‫ﻟﻴﻜﻠﻮ ﻛﯥ ﻭ‪‬ﺗﻴﺎ ﻭ‪‬ﻮﺩﻟﻪ؟‬ ‫‪ -‬ﺑﺎﺭﺍﻥ ‪‬ﻪ ﺷﻰ ﺍﻭ ﺧﻠﻚ ﻳﯥ ‪‬ﻪ ﺑﻮﻟﻲ؟ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﺭﺍﻥ ﺩ ﮊﻭﻧﺪ ﺩ ﭘﺎﻳ‪‬ﺖ ﻳﻮﻩ ﻣﻬﻤﻪ‬ ‫‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻭﺳﻴﻠﻪ ﻭﺑﻠﻠﻪ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﻱ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﮊﻭﻧﺪﺍﻧﻪ ﻛﯥ ﺩ‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‬
‫ﺑﺎﺭﺍﻥ ﺍﻭ ﺍﻭﺑﻮ ﭘﻪ ‪‬ﻮﻟﻮ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺟﻤﻠﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰ ﺩﻭﻝ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﭘﻪ‬
‫ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﻛﻠﻤﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﺍﻣﻼ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ‬

‫‪١٣٢‬‬
 ‫ﭘﻨ‪‬ﻪ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺰ‪‬ﺮ )‪ (٨٩ -٨٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻧﻈﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺑﺰ‪‬ﺮ ﺩ ﺩﻧﺪﯤ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺩﻱ‪) .‬ﻮﻝ ﻧﻈﻢ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑﺰ‪‬ﺮ )ﺩﻫﻘﺎﻥ(‪ ،‬ﻳﻮﯤ )ﻗﻠﺒﻪ(‪ ،‬ﻏﻮﺍﻳﻲ )ﻏﻮﺍﻳﺎﻥ(‪،‬‬
‫ﺷﯧﻨﺪﻝ )ﺗﻴﺘﻮﻝ(‪ ،‬ﻭﺗﺮﻩ )ﻧﻴﻤﻪ ﻭﭼﻪ ‪‬ﻤﻜﻪ ﭼﯥ ﻛﺮ ﺍﻭ ﻳﻮﯤ ﺗﻪ‬
‫ﺑﺮﺍﺑﺮﻩ ﻭﻱ(‪ ،‬ﻭﺭﻭ )ﭘﻪ ﻛﺮﺍﺭ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻧﻮﻭ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﻭﻭ ﻭﺭﻭﺳﺘﻴﻮ‬
‫ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ‬
‫ﺩﯤ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ‪‬ﻴﻚ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻟﯥ‬
‫ﻭ‪‬ﺎﻛﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﺩﯤ ﭘﻪ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﺩﺍﺳﯥ ﭘﻴﻞ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻧﻈﻢ ﻳﻮ ﻳﻮ ﺑﻴﺖ ﺩ ﻛﺘﺎﺏ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﻮﻙ ﻭﻳﻠﻰ ﺷﻲ ﭼﯥ ﺑﺎﺭﺍﻥ ‪‬ﻤﻜﯥ ﺗﻪ ‪‬ﻪ ‪‬ﯥ‬
‫ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺭﺳﻮﻱ؟‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻧﻈﻢ ﻳﻮ ﻳﻮ ﺑﻴﺖ ﺩ ﻛﺎﺭﺗﻮﻧﻮ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﺑﺎﺭﺍﻥ ﺩ ﺑﺰ‪‬ﺮ ﺩ ﻛﺎﺭ ﺍﻭ ﻛﺮ ﺳﺮﻩ ‪‬ﻪ ﻣﺮﺳﺘﻪ‬
‫ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻭﺯﻥ ﺳﺮﻩ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﻮﻟﻰ ﺷﻲ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﻮﻙ ﺩ ﺑﺎﺭﺍﻥ ﺩ ‪‬ﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻟﻰ ﺷﻲ؟‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻱ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩﻭﻯ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻧﻈﻢ ﻟﻪ ﻣﺨﯥ ﺑﺰ‪‬ﺮ ﻭﭘﯧﮋﺍﻧﺪ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﻟﻪ ﭘﺎﺭﻩ ﻟﻮﻣ‪ ‬ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺑﺰ‪‬ﺮ ﻧﻈﻢ ﭘﻪ ﻭﺯﻥ ﺍﻭ ﺁﻭﺍﺯ ﺳﺮﻩ‬ ‫ﻛﻮﻭﻧﻜﻮ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺩﯤ ﭘﺎﻡ ﻭﺭﻭﺍ‪‬ﻭﻱ‪.‬‬
‫ﻭﻭﻳﻠﻲ ﺷﻮ؟‬ ‫‪ -‬ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻪ ﻭﻳﻨﺊ؟ ﻧﻮﻣﻮﻧﻪ ﻳﯥ ﻭﺍﺧﻠﺊ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰ ‪‬ﻭﻝ ﺩ ﻧﻈﻢ ﻟﻪ ﻭﻳﻠﻮ ‪‬ﺨﻪ‬ ‫‪ -‬ﺗﺎﺳﻮ ﺑﺰ‪‬ﺮ ﭘﻴﮋﻧﺊ ﺍﻭ ﻭﻭﺍﻳﺊ ﭼﯥ ‪‬ﻪ ﻛﺎﺭ ﻛﻮﻱ؟‬
‫ﺩ ﺧﻮ‪ ‬ﺍﺣﺴﺎﺱ ﻭﻛ‪‬؟‬ ‫‪ -‬ﺑﺰ‪‬ﺮ ﻣﻮ‪ ‬ﺗﻪ ‪‬ﻪ ‪‬ﻪ ﺭﺳﻮﻟﻰ ﺷﻲ؟‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺑﺰ‪‬ﺮ ﺩ ﻛﺎﺭ ﺍﻭ ﻛﺮ ﻟﻪ ﺳﺎﻣﺎﻥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮ ﻣﻌﻠﻮﻣﺎﺗﻮ ﻭﺭﻛﻮﻝ ﭘﻪ ‪‬ﻮ ﺍﻟﻔﺎﻇﻮ‬
‫ﺳﺮﻩ ﺑﻠﺪﺗﻴﺎ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫ﺳﺮﻩ ﻭﺳﺘﺎﻳﻲ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻝ ﻧﻈﻢ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻣﻨﺎﺳﺐ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺑﺰ‪‬ﺮ ﻧﻈﻢ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮﯤ ﻛﯥ‬ ‫ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺗﻜﺮﺍﺭ‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٣٣‬‬
 ‫ﭘﻨ‪‬ﻪ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺰ‪‬ﺮ )‪ (٨٩ -٨٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻧﻈﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺑﺰ‪‬ﺮ ﺩ ﺩﻧﺪﯤ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺩﻱ‪) .‬ﺩ ﻧﻈﻢ ﺩﺭﯤ ﻭﺭﻭﺳﺘﻲ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﺎﻟﻪ )ﺩ ﺑﺰ‪‬ﺮ‪ ‬ﻳﻮﻩ ﺁﻟﻪ ﺩﻩ(‪ ،‬ﻛﺮﻛﯧﻠﻪ )ﭘﻪ ‪‬ﻤﻜﯥ‬
‫ﻛﯥ ﺩ ﺗﺨﻤﻮ ﻛﺮﻝ(‪ ،‬ﺳﭙﻴﻦ )ﺳﻔﻴﺪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪) ،‬ﻭﺗﺮﻩ‪،‬‬
‫ﻳﻮﻳﯥ‪ ،‬ﻣﺎﻟﻪ‪ ،‬ﻭﺷﯧﺪﻝ‪ ،‬ﻛﺮﻛﯧﻠﻪ‪ ،‬ﺷﻴﻦ( ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﻟﻮ ﻣ‪‬ﻳﻮ‬
‫ﺩﺭﻳﻮ ﺑﻴﺘﻮﻧﻮ ﻟﻴﻜﻨﻪ( ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﻣﻴﻨﻪ ﺍﻭ ﻭﺭﻭﺭ‪ ‬ﺳﺮﻩ ﻳﻮ ﺩ ﺑﻞ‬
‫ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﯥ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻈﻢ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺑﻴﺎﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ؟‬
‫ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﺩﻛﺘﺎﺏ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰ ‪‬ﻭﻝ ﺩ ﻛﻠﻤﻮ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻪ ‪‬ﺨﻪ ﻳﻮ‬ ‫ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ؟‬
‫ﻳﻮ ﻛﺎﺭﺕ ﺭﺍ ﻭﺍﺧﻠﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩ ﻭﺧﺖ ﺩ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻟﻨ‪ ‬ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺍﻣﻼ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩ )ﻭﺧﺖ‪ ،‬ﻗﺪﺭ‪ ،‬ﺳﺮﻩ ﺯﺭ( ﻛﻠﻤﯥ ﭘﻪ ﻟﻨ‪‬ﻭ ﺟﻤﻠﻮ‬
‫ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﻛﯥ ﻭﻛﺎﺭﻭﻱ؟‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﺩ ﻣﻌﻠﻮﻣﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺑﺰ‪‬ﺮﯤ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺑﺮﻛﺘﻮﻧﻮ ﭘﻮﻫﻴ‪‬ﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﭘﻪ ﺍ‪‬ﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻈﻢ ﭘﻪ ‪‬ﻪ ﺁﻭﺍﺯ ﺍﻭ ﻭﺯﻥ ﺳﺮﻩ ﻭﻭﻳﻠﻰ ﺷﻮ؟‬ ‫ﻫ‪‬ﻮﻧﻪ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ ﺍﻭ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﯤ ﻣﺘﻦ ﻟﻪ ﺯﺩﻩ ﻛ‪‬ﯤ ‪‬ﺨﻪ‬ ‫‪ -‬ﺑﺰ‪‬ﺮ ﭘﻪ ‪‬ﻤﻜﻪ ﺑﺎﻧﺪﯤ ‪‬ﻪ ﻛﻮﻱ؟‬
‫ﺑﺰ‪‬ﺮ‪ ‬ﺳﺮﻩ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫‪ -‬ﺩ ﺑﺰ‪‬ﺮﺍﻧﻮ ﺩ ﻛﺮﻟﻮ ﺩ ﺳﺎﻣﺎﻥ ﺍﻻﺗﻮ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﺊ؟ ﻭﺭﻭﺳﺘﻪ ﺩﯤ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺑﺰ‪‬ﺮ‪ ‬ﺩ ﺳﺎﻣﺎﻥ ﺍﻭ ﺩ ﺑﺰ‪‬ﺮ ﻟﻪ ﻛﺎﺭ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﭘﺮﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﻧﻈﻢ ﺩﺭﯤ ﻭﺭﻭﺳﺘﻲ‬
‫ﺍﻭ ﻓﻌﺎﻟﻴﺖ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ‪.‬‬ ‫ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻈﻢ ﺩﺭﯤ ﻭﺭﻭﺳﺘﻲ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻧﻈﻢ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‬
‫ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﺭﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٣٤‬‬
 ‫ﭘﻨ‪‬ﻪ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺑﺰ‪‬ﺮ )‪ (٨٩ -٨٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻧﻈﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺑﺰ‪‬ﺮ ﺩ ﺩﻧﺪﯤ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺩﻱ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻰ )‪‬ﻰ(‪ ،‬ﻛﻴ‪) ‬ﭼﭗ(‪ ،‬ﻟﻮﺭﻯ )ﭘﻠﻮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﺗﻮﻛﻲ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻧﻈﻢ ﺩﻭﻩ‬
‫ﻭﺭﻭﺳﺘﻲ ﺑﻴﺘﻮﻧﻪ( ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﺩ ﺩﻭﻱ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰ ‪‬ﻭﻝ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺳﻤﯥ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩﻭﻯ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻟﻪ ﻫﻐﯥ ﻭﺭﻭﺳﺘﻪ‬
‫ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪‬ﺨﻪ ﻟﻨ‪‬ﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﻻﻫ‪‬ﻮﻧﯥ ﺗﻪ ﺩﯤ ﺯﻣﻴﻨﻪ‬
‫ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﺭﺳﺮﻩ ﻭﻛ‪‬ﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ‬ ‫ﺑﺮﺍﺑﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﻣﻼ ﭘﻪ ﺷﺎﻥ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻈﻢ ﺩ ﺩﺭﻭ ﻭﺭﻭﺳﺘﻴﻮ ﺑﻴﺘﻮﻧﻮ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﺨﻪ ﻳﻮ ﻳﻮ ﺑﻴﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ )ﻭﺗﺮﻩ‪ ،‬ﻳﻮﯤ‪ ،‬ﻏﻮﻳﻲ‪ ،‬ﻣﺎﻟﻪ‪ ،‬ﻛﺮﻛﯧﻠﻪ( ﻛﻠﻤﯥ‬
‫‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﻭ‪‬ﻴﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩ ﺑﺰ‪‬ﺮ‪ ‬ﭘﻪ ‪‬ﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﯧﺴ‪ ‬ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻮﺭﯤ ﻛﯧﺴ‪ ‬ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )ﻛﻴﺴﯥ( ﻟﻪ ﭘﻴﻞ ‪‬ﺨﻪ ﻣﺨﻜﯥ‬
‫ﻭﻩ ﻭﻳﻠﻲ ﺷﻮﯤ؟‬ ‫ﺩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪‬ﻛﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﯧﺴ‪ ‬ﭘﻪ ﺯﺩﻩ ﻛ‪‬ﻩ ﻛﯥ ﺩ ﺧﻮ‪‬‬ ‫‪ -‬ﻮﻙ ﻳﻮﻩ ﻛﯧﺴﻲ ﻭﻳﻠﻲ ﺷﻲ؟ ﺩ ﻛﯧﺴ‪ ‬ﺯﺩﻩ ﻛﻮﻝ ﺍﻭ ﻭﻳﻞ‬
‫ﺍﺣﺴﺎﺱ ﻭﻛ‪ ‬ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺳﺮﻩ ﻳﯥ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫‪‬ﻪ ‪‬ﺘﻪ ﻟﺮﻱ؟ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﻛﻮﻣﻪ ﻟﻨ‪‬ﻩ ﻛﯧﺴ‪ ‬ﺯﺩﻩ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻛﯧﺴ‪ ‬ﺩ ﺩﻭﻱ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )ﻛﯧﺴ‪ (‬ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺩ ﭘﻮﻫﯥ ﻭﺩﯤ ﺍﻭ ﭘﺮﺍﺧﻴﺘﺎ ﺗﻪ ‪‬ﻪ ﺭﺳﻮﻱ‪.‬‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﯧﺴ‪ ‬ﺩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﯧﺴ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺍ‪‬ﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻛﻮﺭﻧ‪ ‬ﻏ‪‬ﻭ ﺗﻪ ﺑﻪ ﻳﺎﺩ ﻭﻭﺍﻳﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ‪‬ﺨﻪ ﻳﺎ ﻟﻪ ‪‬ﺎﻧﻪ‬
‫ﻛﯧﺴ‪ ‬ﻭﻭﺍﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ‬

‫‪١٣٥‬‬
 ‫ﺷﭙ‪ ‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺗﺮﻛﺎ‪ (٩١ -٩٠) ‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺗﺮﻛﺎ‪‬ﻲ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﺩ ﺗﺮﻛﺎ‪ ‬ﺩ ﺳﺎﻣﺎﻧﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪،‬‬
‫ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﺮﻛﺎﻥ )ﻧﺠﺎﺭ(‪ ،‬ﻛﺴﺐ )ﺣﺮﻓﻪ(‪ ،‬ﺍ‪‬ﺗﻴﺎ )ﺿﺮﻭﺭﺕ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺑﺰ‪‬ﺮ ﺩ ﺩﺭﻳﻤﯥ ﺑﺮﺧﯥ‬
‫ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﻲ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ‬
‫ﺯﺩﻩ ﻛ‪‬ﻱ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻟﻪ ﻣﻌﻨﺎ ﺳﺮﻩ ﻭﻟﻴﻜﻲ ﺍﻭ‬
‫ﺟﻤﻠﻲ ﺩﯤ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻱ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻟﻐﺎﺗﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩ ﻛﺎﺭﻭﻟﻮ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﻻﺭﯤ ﭼﺎﺭﯤ ﻭ‪‬ﻴﻲ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺑﺰ‪‬ﺮ ﺩ‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ ﺍﺭﺯﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺯﻳﺎﺭﻧﯥ ﭘﻪ ﺑﺎﺏ ‪‬ﺮ‪‬ﻨﺪﻩ ﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺗﺮﻛﺎ‪ ‬ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻟﻲ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛ‪‬ﯤ ﺍﻭ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ‬
‫ﺷﻲ؟‬ ‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ‬ ‫‪ -۱‬ﻮﻙ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﻧ‪‬ﻮﺭ ﭘﻪ ﻣﻄﻠﺐ ﭘﻮﻫﻴ‪‬ﻱ؟‬
‫ﻣﻬﺎﺭﺗﻮﻧﻪ ﻟﺮﻱ؟‬ ‫‪ -۲‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ‪‬ﻮﻙ ﭘﻪ ﻫﯧﻮﺍﺩ ﻛﯥ ﺩ ﻣﻠﯥ ﻟﻮﺑﻮ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﺮﻛﺎ‪ ‬ﺩ ﺧﺪﻣﺖ ﻟﻪ ﺍﻣﻠﻪ ﺩ‬ ‫ﭘﻪ ﺑﺎﺏ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻛﻮﻟﻰ ﺷﻲ‪.‬‬
‫ﺩﺭﻧ‪‬ﺖ ﻭ‪ ‬ﻭﺑﺎﻟﻪ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﺮﻛﺎﻧ‪ ‬ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻻﺳﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﺗﻪ ﺭﺍﻭ‪‬؟‬ ‫ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺟﻮ‪‬ﻟﻮ ﻻﺭﻱ ﭼﺎﺭﯤ ﺩﯤ ﻭﺭﻭ‪‬ﻴﻲ ﺍﻭ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﻫﻢ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﺮﻛﺎ‪ ‬ﭘﻪ ﺑﺎﺏ ﻳﻮﻩ ﻛﺮ‪‬ﻪ ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺩ ﻳﻮ ﺑﻞ ﺗﯧﺮ ﻭﺗﻨﯥ ﺩﯤ ﺳﻤﯥ‬
‫ﻛ‪‬ﻱ‪ ،‬ﺩ ﻛﻠﻤﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻳﻮ ﻟﻪ ﺑﻞ ﺳﺮﻩ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‬
‫ﺍﻭ ﭘﻪ ﺗﻮﺭﻭ ﺩﯤ ﻭﺍ‪‬ﻭﻱ‪.‬‬

‫‪١٣٦‬‬
 ‫ﺷﭙ‪ ‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺗﺮﻛﺎ‪ (٩١ -٩٠) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺗﺮﻛﺎ‪‬ﻲ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﺩ ﺗﺮﻛﺎ‪ ‬ﺩ ﺳﺎﻣﺎﻧﻮﻧﻮ‬
‫ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩﺭﯤ ﻣﻨ‪‬‬
‫ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻫﻤﺪﺍﺭﺍﺯ )ﻫﻤﺪﺍﺷﺎﻥ(‪ ،‬ﺑﺰ‪‬ﺮﻱ )ﺩﻫﻘﺎﻧﻲ(‪ ،‬ﻛﺮ‬
‫)ﺩﻫﻘﺎﻧﻲ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ )ﺩ ﺗﺮﻛﺎ‪ ‬ﭘﻪ ﻫﻜﻠﻪ ﻳﻮﻩ ﺟﻤﻠﻪ(‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﯧ‪‬ﻱ‪ ،‬ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﻲ ﻟﻪ ﻣﺮﺳﺘﻮ ﻏﻮ‪‬ﺘﻮﻧﻮﻛﻮ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ‬
‫ﻟﻪ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺩ ﭘﺎﺭﻩ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ‪‬ﻟﻮ ﻛﯥ ﻭ‪‬ﺎﻛﻲ ﻟﻪ‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ﺑﯧﻠﻰ ﺑﯧﻠﯥ ﺑﺮﺧﯥ ﻭﻟﻮﻟﻲ ﺑﻴﺎ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ‬
‫ﺩﯤ ﭘﻪ ‪‬ﻮ ﻛﺴﻮ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﺍﻭ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻳﺎﺩ ﺷﻮﻱ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫‪‬ﻮﻟ‪‬ﻴﻮﺍﻟﻮ ﺗﻪ ﻣﻌﻨ ٰﻰ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﺍ‪‬ﻭﻧﺪ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ﻳﻮﻩ‬ ‫ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭﺍ‪‬ﻧﺪﯤ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ﺟﻤﻠﻮ ﺗﺶ ‪‬ﺎﻳﻮﻧﻪ ﭘﻪ‬
‫ﺑﺮﺧﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‪.‬‬ ‫ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ‪‬ﻙ ﻛ‪‬ﻱ‪:‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -۱‬ﺗﺮﻛﺎ‪‬ﯥ ‪‬ﯦﺮ ‪‬ﻮﺭ ﻛﺴﺐ ______ )ﺩﻯ‪ ،‬ﺩﻩ(‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫‪ -۲‬ﺗﺮﻛﺎ‪ ‬ﺗﻪ ﻫﺮ ‪‬ﻮﻙ ﺍ‪‬ﺗﻴﺎ _____ )ﻟﺮﻭ‪ ،‬ﻟﺮﻱ(‪.‬‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﺑﺎﺏ ﺍﺭﺯﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -۳‬ﺩ ﺍﺟﻤﻞ ﻣﺸﺮ ﻭﺭﻭﺭ ____ ﺩﻯ )ﺗﺮﻛﺎﻥ‪ ،‬ﻧﺠﺎﺭ(‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﺳﻢ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻠﻰ ‪‬ﺎﺭﻧﯥ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﺳﻢ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛ‪‬ﯤ ﺩ ﭘﻮﻫﺎﻭﻱ ﭘﻪ‬ ‫‪‬ﺨﻪ ﺩ ﻳﻮﯤ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﺍ‪‬ﻭﻧﺪ ﺧﻮ‪‬ﯥ ‪‬ﻜﺎﺭﻩ ﻛ‪‬ﻩ؟‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻧﺎﭘﻮﻫ‪ ‬ﺨﻪ ﺩ‬ ‫‪ -۱‬ﺁﻳﺎ ﻟﻪ ﺗﺎﺳﻮ ‪‬ﺨﻪ ﻛﻮﻡ ﻳﻮ ﺩ ﺗﺮﻛﺎ‪ ‬ﺩ ﺳﺎﻣﺎﻧﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﭘﻮﻫﯥ ﭘﻪ ﻻﺭﺑﻴﺎ ﻳﯥ ﺍﻭ ﺩ ﮊﻭﻧﺪ ﺍﺭﺯ‪‬ﺘﻮﻧﻪ ﻭﺭ ‪‬ﻴﯥ‪.‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻟﻰ ﺷﻲ؟‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﺁﻳﺎ ﺗﺎﺳﻮ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﻭﻳﻠﻲ ﺷﻲ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﭘﻪ ﺧﭙﻠﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﻫﻐﻪ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬

‫‪١٣٧‬‬
 ‫ﺷﭙ‪ ‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺗﺮﻛﺎ‪ (٩١ -٩٠) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺗﺮﻛﺎ‪‬ﻲ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﺩ ﺗﺮﻛﺎ‪ ‬ﺩ ﺳﺎﻣﺎﻧﻮﻧﻮ‬
‫ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩﻭﯤ‬
‫ﺁﺧﺮﻧ‪‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﺮﺳﺮﻩ ﻛﻮﻱ )ﭘﺎﻯ ﺗﻪ ﺭﺳﻮﻱ(‪ ،‬ﺑﺮﯦ‪‬ﻨﺎﻳﯥ‬
‫)ﺑﺮﻗﯥ(‪ ،‬ﻟ‪‬ﻩ ﻣﻮﺩﻩ )ﻟ‪ ‬ﻭﺧﺖ(‪ ،‬ﺩ ﺍ‪‬ﺗﻴﺎﻭ‪) ‬ﺩ ﺿﺮﻭﺭﺕ ﻭ‪(‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻧﻮﻱ ﻛﻠﻤﯥ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ )ﺑﺰ‪‬ﺮ ﺩ ﺩﻭﻫﻤﯥ‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭ‪‬ﻴ‪‬ﻱ ﭘﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﻫ‪‬ﻮﻝ ﺷﻲ‪ ،‬ﺩ ﻣﺮﺳﺘﻮ ﻏﻮ‪‬ﺘﻮﻧﻜﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺳﺮﻩ ﺩﯤ ﻧﻪ‬
‫ﻫﯧﺮﯦﺪﻭﻧﻜﯥ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﺯﺩﻩ‬
‫ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻦ ﺗﻜﺮﺍﺭ ﺍﻭ ﻳﻮ ﺗﻦ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺩ‬ ‫ﻛﻮﻧﻜﻲ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺑﺰﻛﺮ ﺩ ﺳﺎﻣﺎﻧﻮﻧﻮ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﻫﻜﻠﻪ ﺩ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺑﺰ‪‬ﺮ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻟﻮ ﭘﻪ ﺑﺮﺧﻪ‬ ‫ﺩ ﻛﺴﺐ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﻫﻜﻠﻪ ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﯥ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ‪‬ﻮﻟﻮ ‪‬ﺨﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﺩﯤ ﺩ ﻣﻨﻨﯥ ﭘﻪ ﺗﺮ‪ ‬ﻛﯥ ﺩﻭﻯ ‪‬ﯥ ﺯﻳﺎﺭﻧﯥ ﺗﻪ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ ‪‬ﺎﻧﺘﻪ ﺍﺭﺯﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻧﻮﯤ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻫﻴ‪‬ﻯ ﭼﯥ ﺩ ﻛﺴﺒ‪‬ﺮﻭ ﺩﻧﺪﯤ‬ ‫ﺍ‪‬ﻭﻧﺪ ﻫ‪‬ﻮﻭﻧﻜﻲ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺗﺮ‬
‫‪‬ﻮﻣﺮﻩ ﺍﺭﺯ‪‬ﺖ ﻟﺮﻱ؟‬ ‫ﻣﻌﻠﻮﻣﻴﺪﻭ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﺮﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪:‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﺳﻤﻪ‬ ‫‪ -۱‬ﺁﻳﺎ ﺳﺘﺎﺳﻮ ‪‬ﺨﻪ ﻛﻮﻡ ﻳﻮ ﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﺑﺰ‪‬ﺮ ﭘﻪ ‪‬ﻤﻜﻮ‬
‫ﻟﻴﻜﻠﻰ ﺍﻭ ﻟﻮﺳﺘﻠﻲ ﺷﻲ؟‬ ‫ﻛﯥ ‪‬ﻪ ‪‬ﻭﻝ ﺗﺨﻤﻮﻧﻪ ﻛﺮﻱ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺧﻮ‪‬ﯥ ‪‬ﻜﺎﺭﻩ ﻛ‪‬ﻩ ﭼﯥ ﺩ ﻟﻮﺳﺖ‬ ‫‪ -۲‬ﺑﺰ‪‬ﺮﻱ ﭘﻪ ‪‬ﻮﻟﻨﻪ ﻛﯥ ‪‬ﻪ ﺍﺭﺯ‪‬ﺖ ﻟﺮﻱ؟‬
‫ﺯﺩﻩ ﻛ‪‬ﯤ ﺩﻭﻯ ﺗﻪ ﺳﻤﯥ ﻻﺭﻱ ﻭﺭ‪‬ﻴﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻫﻠﯥ ‪‬ﻠﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ‪‬ﯥ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﺑﺪﻭ ﻻﺭﻭ ‪‬ﺨﻪ ‪‬ﻮ ﻻﺭﻭ ﺗﻪ ﺑﻴﺎ‬ ‫ﺯﻳﺎﺭﻧﯥ ﻫﻴﻠﻪ ﺩﯤ ﻭﺭ‪‬ﺨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻳﯥ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﻭﺭ ﭘﻪ ﺑﺮﺧﻪ ﻛﻮﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )ﺗﺮﻛﺎ‪ (‬ﺳﺮﻟﻴﻚ ﺍﻭ ﺩ ﻟﻮﺳﺖ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﺠﻮ ﻛﯥ‬ ‫ﺟﻮ‪‬ﻭﻝ ﺩﯤ ﻭﺭﻭ‪‬ﻴﻲ‪.‬‬
‫ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﺟﻼ‪ ،‬ﺟﻼ ﺗﻮ‪‬ﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩ‬

‫‪١٣٨‬‬
 ‫ﺍﻭﻭﻩ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺗﯧﻠﻴﻔﻮﻥ )‪ (٩٣ -٩٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺗﯧﻠﻔﻮﻥ ﻭﭘﻴﮋﻧﻲ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻳﯥ ﭘﻮﻩ‬
‫ﺷﻲ‪ .‬ﺑﺸﺮ ﺗﻪ ﺩ ﺧﺪﻣﺖ ﻛﻮﻟﻮ ﺫﻫﻨﻴﺖ ﭘﻴﺪﺍ ﻛ‪‬ﻱ‪ .‬ﺍﻭ ﻻﻧﺪﯤ‬
‫ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻰ‪) .‬ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺟﻮ‪‬ﺖ )ﺟﻮ‪‬ﺗﻴﺎ(‪ ،‬ﺍﺧﺘﺮﺍﻉ )ﻣﻴﻨ‪ ‬ﺗﻪ ﺭﺍﻭ‪‬ﻝ(‪،‬‬
‫ﭘﻮﻫﻪ )ﻋﻠﻢ(‪ ،‬ﺑﺸﭙ‪) ‬ﭘﻮﺭﻩ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‬
‫ﺍﻭ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻭﺭﻭﺳﺘ‪‬‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﯧ‪‬ﻱ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻ‬
‫ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻻﺯﻣﯥ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻩ‬
‫ﺗﯧﻠﻔﻮﻥ‪ ،‬ﺧﺪﻣﺖ‪ ،‬ﺍﺧﺘﺮﺍﻉ ﭘﻪ ﻣﻴﺰ ﻛﻴ‪‬ﺩﻱ‪ ،‬ﻳﻮ ﻳﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ‬ ‫ﻭﻧﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺑﻴﻼ ﺑﻴﻠﻮ ﺑﺮﺧﻮ ﻛﯥ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﺩﯤ ﺭﺍﻏﻮﺍ‪‬ﻱ ﺗﺮ ‪‬ﻮ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻳﯥ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﻫﻜﻠﻪ ﺩ ‪‬ﻮﻟ‪‬ﻴﻮﺍﻟﻮ‬
‫ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﭘﻪ ﻣﻨ‪ ‬ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﺮﻛﺎ‪ ‬ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺳﺎﻣﺎﻧﻮﻧﻮ ﭘﻪ ﺑﺎﺏ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ ﺩ‬ ‫ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﻮ‪‬ﻮﻧﻮ ﺍﻭ ﻫ‪‬ﻮ ﭘﻪ ﺑﺮﺧﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﻠﻔﻮﻥ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﻛ‪‬؟‬ ‫ﻛﯥ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ‪‬ﺎﻛﻠﻰ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ‬ ‫ﻭﻭﺍﻳﻲ ﭼﯥ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻪ ﺷﻰ ﻭﻳﻨﺊ؟ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺍﻭ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫ﭘﻪ ﺩﯤ ﺍ‪‬ﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﺗﯧﻠﻴﻔﻮﻥ ﭘﻪ ﺍﺧﺘﺮﺍﻉ‬ ‫ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪ ،‬ﺗﯧﻠﻔﻮﻥ ﺩ ‪‬ﻪ ﺷﻲ‬
‫ﺳﺮﻩ ‪‬ﺮﺍﻫﻢ ﺑﻞ ﺑﺸﺮﺗﻪ ﻟﻮﻯ ﺧﺪﻣﺖ ﻛ‪‬ﻯ ﺩﻯ ﺍﻭ ﻫﺮ ﺍﻧﺴﺎﻥ‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﻛﺎﺭﻭﻝ ﻛﻴ‪‬ﻱ؟ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫ﺗﺮ ﺧﭙﻠﯥ ﻭﺳﯥ ﺑﺎﻳﺪ ﻧﻮﺭﻭ ﺗﻪ ﺧﺪﻣﺖ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻭﺍﻳﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻮﻯ ﻭﺳﺘﺎﻳﻲ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﺩ ﻟﻴﻜﻠﻮ‪،‬‬ ‫ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ‬
‫ﻟﻮﺳﺘﻠﻮ ﻻﺭﯤ ﭼﺎﺭﯤ ﻭﺭﻭ‪‬ﻴﻲ‪.‬‬ ‫ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭﯤ ﺩﯤ ﻭﺭ ﻭ‪‬ﻴﻲ ﭘﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ )ﺗﯧﻠﻔﻮﻥ‪ ،‬ﺍﺧﺘﺮﺍﻉ‪ ،‬ﺟﻮ‪‬ﺖ( ﻛﻠﻤﯥ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ‪.‬‬ ‫ﺩ ﻟﻮﺳﺖ ﭘﺮﻟﻪ ﭘﺴﯥ ﻟﻮﺳﺘﻨﻪ ﺩﯤ ﭘﻪ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ‬
‫ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﻰ ﺍ‪‬ﻭﻧﺪ ﻛﻠﻤﯥ ﻟﻜﻪ‪:‬‬

‫‪١٣٩‬‬
 ‫ﺍﻭﻭﻩ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺗﯧﻠﻔﻮﻥ )‪ (٩٣ -٩٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺗﯧﻠﻔﻮﻥ ﻭﭘﻴﮋﻧﻲ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻳﯥ ﭘﻮﻩ‬
‫ﺷﻲ‪ .‬ﺑﺸﺮ ﺗﻪ ﺩ ﺧﺪﻣﺖ ﻛﻮﻟﻮ ﺫﻫﻨﻴﺖ ﭘﻴﺪﺍ ﻛ‪‬ﻱ‪ .‬ﺍﻭ ﻻﻧﺪﯤ‬
‫ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻰ‪) .‬ﺩﺭﯤ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑﺸﭙ‪) ‬ﭘﻮﺭﻩ(‪ ،‬ﭘﻪ ﻫﻜﻠﻪ )ﭘﻪ ﺳﺒﺐ(‪ ،‬ﭘﺮﻣﺨﺘ‪) ‬ﺗﺮﻗﻲ(‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ ﺗﻮﺭﻭ‬
‫ﺍ‪‬ﻭﻝ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﺩﻭﻯ ﺩﯤ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪ ،‬ﻣﺨﻜ‪‬‬
‫ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ‬
‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻳﺎﺑﻲ ﻟﻪ ﭘﺎﺭﻩ‬
‫ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﺩ ﻳﻮﺑﻞ ﭘﻪ ﻣﻘﺎﺑﻞ ﻛﯥ ﻭ‪‬ﺎﻛﻲ ﭼﯥ ﺩ ﻳﻮ ﺑﻞ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺳﻮﺍﻟﻮﻧﻮﺗﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﯥ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﻪ‪،‬‬ ‫ﺳﺮﻩ ﭘﻪ ‪‬ﻮ ﺗﻨﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﺍ ﺍﺭﺯﻭﻧﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺍﻭ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍ‪‬ﻳﻜﻮ ﺩ ‪‬ﻴﻨ‪‬ﺖ ﻟﻪ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ‪ :‬ﻛﻪ ﺗﯧﻠﻔﻮﻥ ﻧﻪ ﻭﺍﻱ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﺗﯧﻠﻔﻮﻥ ﭘﻪ ﻭﺳﯧﻠﻪ‬ ‫ﺍﻭﺳﻨ‪ ‬ﺳﺘﻮﻧﺰﯤ ﺑﻪ ‪‬ﻨ‪‬ﻪ ﻟﻪ ﻣﻨ‪‬ﻪ ﺗﻠﻲ؟‬
‫ﺍﻧﺴﺎﻥ ﻛﻮﻟﻲ ﺷﻲ ﭼﯥ ﻟﻪ ﺧﭙﻠﻮ ﺩﻭﺳﺘﺎﻧﻮ ﺳﺮﻩ ﺍ‪‬ﻳﻜﻲ ‪‬ﻴﻨ‪‬ﯥ‬ ‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ‬
‫ﻛ‪‬ﻱ؟‬ ‫ﭘﻮﻫﯥ ﺍﺭﺯﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺳﻢ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻣﺘﻦ )ﺩﺭﯤ ﻛﺮ‪‬ﯥ( ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺑﺸﺮ ﺗﻪ ﺩ‬ ‫ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻣﺘﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺧﺪﻣﺖ ﻛﻮﻟﻮ ﺫﻫﻨﻴﺖ ﭘﻴﺪﺍ ﻛﻮﻱ؟‬ ‫ﻭﻟﻮﻟﻲ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﺩﻏﻪ ﺩﺭﺱ ﭘﻪ ﺯﺩﻩ ﻛﻮﻟﻮ ﺳﺮﻩ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻟﻴﻜﻠﻮ ﭘﻪ ﻣﻬﺎﺭﺗﻮﻧﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﺟﻤﻠﻰ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﯤ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ‪ ،‬ﺯﺩﻩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ )ﺍﻟﻒ( ﻟﺮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﺩ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﺎﺭﺗﻮﻧﻮ ﭘﻪ‬
‫ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻣﻨ‪ ‬ﻛﯥ ﭘﻴﺪﺍ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻫﻐﻪ ﻟﻴﻜﻠﯥ ﻛﻠﻤﯥ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﭘﻪ ﺟﻤﻠﻮ ﻭﻛﺎﺭﻭﻱ‪.‬‬

‫‪١٤٠‬‬
 ‫ﺍﻭﻭﻩ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺗﯧﻠﻔﻮﻥ )‪ (٩٣ -٩٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺗﯧﻠﻔﻮﻥ ﻭﭘﻴﮋﻧﻲ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻳﯥ ﭘﻮﻩ‬
‫ﺷﻲ‪ .‬ﺑﺸﺮ ﺗﻪ ﺩ ﺧﺪﻣﺖ ﻛﻮﻟﻮ ﺫﻫﻨﻴﺖ ﭘﻴﺪﺍ ﻛ‪‬ﻱ‪ .‬ﺍﻭ ﻻﻧﺪﯤ‬
‫ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻰ‪) .‬ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭﺍﺳﺘﻮﻱ )ﻭﻟﻴ‪‬ﻱ(‪ ،‬ﻣﻮﺑﺎﻳﻞ )ﺟﻴﺒﻲ ﺗﯧﻠﻔﻮﻥ(‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻟﻴﻜﻠﻲ‬
‫ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ) ﺩ ﺟﻤﻠﻮ ﻟﻴﻜﻨﻰ ( ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﭘﻪ ‪‬ﻧﺪ‪ ‬ﺗﻮ‪‬ﻪ ﻭ‪‬ﻮﺭﻱ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﭘﻪ ‪‬ﻴﻨﻮ ﺑﺎﻧﺪﯤ ﺩﯤ‬
‫ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ‪‬ﻴﻨﻮ ﻟﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻯ ﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﺗﯧﻠﻔﻮﻥ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ ﺩﯤ ﺩ ‪‬ﻮ ﺗﻨﻮ ‪‬ﺨﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻭﻏﻮﺍ‪‬ﻱ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻪ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﭼﻤﺘﻮﺍﻟﻲ ﻟﻪ ﭘﺎﺭﻩ ﺩﻭﻯ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻠﻮ ﺗﻪ ﺩﯤ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺍﺭﺯﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺯﺩﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺗﯧﻠﻔﻮﻥ ﭘﻪ ﻫﻜﻠﻪ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩ ﺗﯧﻠﻴﻔﻮﻥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺩ ﺗﯧﻠﻴﻔﻮﻥ ﭘﻪ ﺍ‪‬ﺗﻴﺎ ﺍﻭ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺑﻴﻼ ﺑﻴﻠﯥ ﺑﺮﺧﯥ ﻟﻮﺳﺘﻠﻰ‬ ‫ﺿﺮﻭﺭﺕ ﺑﺎﻧﺪﯤ ‪‬ﻪ ﻭﭘﻮﻫﯧﺪﻝ ﻧﻮ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭ ﻧﯥ‬
‫ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺩﯤ ﻭﺳﺘﺎﻳﻲ ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻩ ﺷﻮﻝ ﺷﻮﻝ ﭼﯥ ﺩ ﺗﯧﻠﻔﻮﻥ ﺍﻭ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺗﯧﻠﻔﻮﻥ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﯥ‬
‫ﻣﻮﺑﺎﻳﻞ ﭘﻪ ﻭﺳﻴﻠﻪ ﺍﻧﺴﺎﻥ ﻛﻮﻟﻲ ﺷﻲ ﭼﯥ ﺧﭙﻠﻲ ﻏﻮ‪‬ﺘﻨﯥ ﺍ‪‬ﻭﻧﺪ‬ ‫ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﻟﻮﺭﯤ ﺗﻪ ﻭﻟﯧ‪‬ﺩﻩ ﻭﻯ‪.‬‬ ‫ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪ .‬ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﺗﯧﻠﻔﻮﻥ ﻟﻮﺳﺖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻧﻮﻱ‬ ‫ﻟﻮﺳﺖ ﭘﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻣﻌﻠﻮﻣﺎﺗﻮﻧﻪ ﻭﺭ‪‬ﻴﻲ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻭﺭﻛ‪‬ﻝ ﺷﻮﻭ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ ﺗﯧﻠﻔﻮﻥ ﺩ ﻟﻮﺳﺖ‬ ‫ﻛﻠﻤﻮ ﺳﻤﻪ ﻣﻌﻨﺎ ﺩ ﭼﻮﻛﺎ‪ ‬ﻟﻪ ﻛﻠﻤﻮ ‪‬ﻪ ﭘﻴﺪﺍ ﺍﻭ ﺩ ﻛﻠﻤﻮ ﺗﺮ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﻨ‪‬ﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬

‫‪١٤١‬‬
 ‫ﺍﺗﻪ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻭﺯﺭﻭﻧﻪ )‪ (٩٥ -٩٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻰ‬
‫ﭼﯥ ﺍﻧﺴﺎﻥ ﺩ ﻣﺮﻏﺎﻧﻮ ﺩ ﺍﻟﻮﺗﻠﻮ ﻟﻪ ﻣﺨﯥ ﺍﻟﻮﺗﻜﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻩ‪.‬‬
‫)‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻮﺑﯥ )ﻣﺴﺘﻲ(‪ ،‬ﻧﺎ‪‬ﺎﭘﻪ )ﻧﺎﺑﺒﺮﻩ(‪ ،‬ﻣﺮﻏ‪‬‬
‫)ﺍﻟﻮﺗﻮﻧﻜﻲ(‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻰ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺗﯧﻠﻔﻮﻥ ﺩ ﻭﺭﻭﺳﺘ‪‬‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺩ ﺩﻭﻯ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺩﻭﻯ‬
‫ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪ ،‬ﭘﺎﺗﯥ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﯥ ﺩ ﻳﻮ ﺗﻦ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻮﺭﻭ ﺗﻪ ﺩ ﻣﺘﻦ ﺍﻣﻼ ﻭﻩ ﻭﺍﻳﻲ ﺍﻭ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ‪‬ﻭﻝ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﻳﻮ ﺑﻞ ﺗﻪ‬ ‫ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺗﺮ‬
‫ﺩﯤ ﺩ ﺍﺻﻼﺡ ﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﻭﺳﭙﺎﺭﻱ‪.‬‬ ‫ﻣﻨ‪‬ﻪ ﺩ ﻳﻮﯤ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ﻧﺘﯧﺠﯥ ﻛﯥ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺭﻛ‪‬ﻱ ﺩ ‪‬ﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺗﻨﻈﻴﻢ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪ :‬ﻟﻮﻣ‪ ‬ﻟﻪ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﺩﯤ ﺩ ﺗﯧﻠﻔﻮﻥ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﺑﺮﺧﻮ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻟﻪ ﺩﯤ ﻛﻠﻤﯥ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺑﺮﺧﯥ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻠﻮﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺕ ﺗﺮ ﻻﺳﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬
‫ﻛ‪‬ﻱ ﺩﻯ؟‬ ‫ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻟﻪ ‪‬ﻮ ﺯﺩﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺍﻧﺴﺎﻥ ﭘﻪ ﺯﺩﻩ ﻛ‪‬ﯤ‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﺮﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﻭﺭﻭﺳﺘﻪ‬
‫ﺳﺮﻩ ﺩﺍﺳﯥ ﻛﺎﺭﻭﻧﻪ ﻛﻮﻟﻲ ﺷﻲ ﭼﯥ ﺩ ﺑﺸﺮ ﻟﻪ ﭘﺎﺭﻩ ﻟﻮﻯ‬ ‫ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺧﺪﻣﺘﻮﻧﻪ ‪‬ﻞ ﻛﻴ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺍﻧﺴﺎﻥ ﻓﻜﺮﻱ ﻭﺩﯤ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ‬ ‫ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﭼﯥ ﭘﻪ ﻧﺘﯧﺠﻪ ﻛﯥ ﻳﯥ ﻟﻮﻯ ﻟﻮﻯ ﻛﺎﺭﻭﻧﻪ ﻛﻮﻟﻰ ﺷﻲ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩﯤ ﺗﺮﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺑﺮﺧﯥ ﻣﺘﻦ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ‬
‫ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻣﺸﻮﺭﻱ ﭘﻪ ﺗﻮ‪‬ﻪ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮﺳﻲ‪ ،‬ﭘﻪ ﻫﺮﻩ ‪‬ﻟﻪ‬

‫‪١٤٢‬‬
 ‫ﺍﺗﻪ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻭﺯﺭﻭﻧﻪ )‪ (٩٥ -٩٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻰ‬
‫ﭼﯥ ﺍﻧﺴﺎﻥ ﺩ ﻣﺮﻏﺎﻧﻮ ﺩ ﺍﻟﻮﺗﻠﻮ ﻟﻪ ﻣﺨﯥ ﺍﻟﻮﺗﻜﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻩ‪.‬‬
‫)‪‬ﻠﻮﺭ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﺎﻡ )ﻏﻮﺭ‪ ،‬ﭘﺎﻣﻠﺮﻧﻪ(‪ ،‬ﺁﻟﻮﺯﻯ )ﭘﻪ ﻫﻮﺍ ‪‬ﻰ(‪،‬‬
‫ﺁﻟﻮﺗﻮﻧﻜﻲ )ﭘﻪ ﻫﻮﺍ ﻛﯥ(‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﺍ‪‬ﻭﻧﺪ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ )ﺩ ﺍﻧﺴﺎﻥ ﻓﻜﺮﻱ ﻭﺩﻩ( ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﺗﺮ ﻛﺘﻨﯥ ﺗﯧﺮﻩ ﻛ‪‬ﻱ ﺯﻳﺎﺭﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻﻭﻫ‪‬ﻮﻱ ﭘﻪ‬
‫ﻧﻴﻤ‪‬ﺗﻴﺎﻭﻭ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩﻭﻯ ﺩ ﺗﯧﺮ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﻟﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﻛﻮﻡ ﻣﺮﻏﺎﻥ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‬
‫ﻭﺯﺭﻭﻧﻪ ﻟﺮﻱ ﻫﺮ ﻳﻮ ﺩﯤ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﻟﻮ‪ ‬ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺩ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻧﻮﻣﻮﻧﻪ ﭼﯥ‬ ‫ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﺑﺎﺏ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﺨﻜﻰ ﻳﯥ ﻟﻴﻜﻠﻲ ﭘﻪ ﻣﻴﺰ ﻛﻴ‪‬ﺩﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺯﻳﺎﺭﻧﯥ ﻭﺳﺘﺎﻳﻲ ﺩ ﻧﻮﻱ‬
‫ﻳﻮ ﻳﻮ ﻭﻟﻮﻟﻲ ﺍﻭ ﻭﺩﯤ ﻭﺍﻳﻲ ﭼﯥ ﻫﻐﻪ ﭼﯧﺮﯤ ﮊﻭﻧﺪ ﻛﻮﻱ‪.‬‬ ‫ﻟﻮﺳﺖ ﭘﻪ ﺑﺎﺏ ﺩﯤ ﺩ ﻫ‪‬ﻮﻧﯥ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺍﻧﺴﺎﻧﺎﻥ ﻟﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﺯﺩﻩ‬ ‫ﺍﻟﻮﺗﻜﯥ ﭘﻪ ﻛﻮﻣﻮ ﺑﺮﺧﻮ ﻛﯥ ‪‬ﻲ ﺍﺧﻠﻲ؟‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﻭ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺑﺎﺏ ﺩﺍﺳﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻟﻨ‪‬‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﻭ‪‬ﻴﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﻰ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﻳﻮ ﺟﻤﻠﻮ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺳﻤﻮ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﺳﻤﻮ ﻟﻴﻜﻠﻮ‬ ‫ﻛﯥ ﺩﻯ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻣﻬﺎﺭﺕ ﺯﺩﻩ ﻛ‪‬ﻱ ﺩﻯ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺫﻫﻦ ﺩﺍ ﻣﻨﻠﻰ ﺩﻩ ﭼﯥ ﺯﺩﻩ ﻛ‪‬ﻩ‬ ‫ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﻧﺪﻩ ﻭﺭﻛ‪‬ﻱ ﭼﯥ‬
‫ﻫﻮ‪‬ﻴﺎﺭﻱ ﻭﺭ ﭘﻪ ﺑﺮﺧﻪ ﻛﻮﻱ ﻧﻮ ‪‬ﻜﻪ ﻳﯥ ﻭﺭﺳﺮﻩ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﺷﻮ؟‬ ‫ﺍﻭﻝ ﭘﺨﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺸﻮﺭﯤ ﻭﻛ‪‬ﻱ ﻟﻮﺳﺖ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩ ﺍﻧﺴﺎﻥ‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺧﭙﻠﻮ ﺳﺘﻮﻧﺰﻭ ﺩ ﺍﻭﺍﺭﻭﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﻳﻮ‬
‫ﺩ ﻓﻜﺮ ﭘﻪ ﺗﻮﺍﻥ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺑﻞ ‪‬ﺨﻪ ﻣﺮﺳﺘﻪ ﻭﻏﻮﺍ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ )ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ(‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻣﺘﻦ ﺩ‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻪ ‪‬ﻜﻠﻲ ﺧﻂ ﺳﺮﻩ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‬

‫‪١٤٣‬‬
 ‫ﺍﺗﻪ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻭﺯﺭﻭﻧﻪ )‪ (٩٥ -٩٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻰ‬
‫ﭼﯥ ﺍﻧﺴﺎﻥ ﺩ ﻣﺮﻏﺎﻧﻮ ﺩ ﺍﻟﻮﺗﻠﻮ ﻟﻪ ﻣﺨﯥ ﺍﻟﻮﺗﻜﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻩ‪.‬‬
‫)‪‬ﻠﻮﺭ ﺁﺧﺮﻧ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻗﻮﻩ )ﺗﻮﺍﻥ(‪ ،‬ﭘﻮﻫﻪ )ﭘﻮﻫﺎﻭﻯ(‪ ،‬ﭘﻮﻫﻨﻪ )ﻋﻠﻢ(‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ )ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﻩ ﻭ‪‬ﻮﺭﻱ ﺩ ﺯﻳﺎﺭ ﻛ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ﺯﻳﺎﺭ ‪‬ﺨﻪ ﺩﻯ ﻣﻨﻨﻪ‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻟﻪ ﻫﺮﯤ ﺑﺮﺧﯥ ‪‬ﺨﻪ ﺩﯤ ﺗﺮﯤ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪ .‬ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﻭﻳﻨﺎ ﻭﻟﻮﻟﻲ!‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﻻﺭ ‪‬ﻮﻭﻧﻪ ﻭﺷﻲ ﭼﯥ ﺩ ﺟﻤﻠﻮ ﺗﺶ‬ ‫ﺩﯤ ﺩ ﻫﻐﻮ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ ﭼﯥ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ﻟﻴﺪﻝ ﻛﻴ‪‬ﻱ‬
‫‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ‪‬ﻙ ﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻭ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺧﭙﻠﯥ ﭘﻮﻫﯥ ﻟﻪ ﻣﺨﯥ ﺩ ﺍﺧﺘﺮﺍﻉ ﺷﻮﻭ ﺷﻴﺎﻧﻮ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ ﭼﯥ ﺩﻭﻯ ﭘﻜﻲ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺮﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻠﻮﺭﻭ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺩ ﺯﺩﻩ ﻛ‪‬ﯤ‬ ‫ﻧﻮﻱ ﺩﺭﺱ ﺩ ‪‬ﻮ ﭘﻮﻫﯧﺪﻭ ﺍﻭ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻭﭘﻮ‪‬ﺘﻲ‪:‬‬
‫ﺍﺭﺯﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﭼﯥ ﻛﻮﻡ ﺣﻴﻮﺍﻧﺎﺕ ﻭﺯﺭﻭﻧﻪ ﻟﺮﻱ ﺍﻭ ﭘﻪ ﺁﻟﻮﺗﻮﻧﻜﻮ ﻛﯥ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﺭﻩ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻭﺯﺭﻭﻧﻮ ﺍﺭﺯ‪‬ﺖ ‪‬ﻪ ﺩﻯ؟‬
‫ﻳﻮﻩ ﺷﻮﻝ ﭼﯥ ‪‬ﻮﻟﯥ ﺍﺧﺘﺮﺍﻉ ‪‬ﺎﻧﻰ ﺩ ﺍﻧﺴﺎﻥ ﻟﻪ ﻓﻜﺮ ‪‬ﺨﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﻧﻮﻱ‬
‫ﺭﺍﻭﺗﻠﻲ ﺩﯤ‪.‬‬ ‫ﺩﺭﺱ ﺩ ﭘﻮﻫﯥ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﺭ ﭘﺮﻣﺨﺘ‪‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻟﻮ ﻣﻬﺎﺭﺕ ﭘﻴﺪﺍ ﻛ‪‬؟‬ ‫ﺗﻪ ﺩﯤ ﻫﻢ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﻛﯧﺴﻲ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺳﺮﻩ ﭘﻮﻩ‬ ‫ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ ﭘﻪ ﻟﻮ‪ ‬ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‬
‫ﺷﻮﻝ ﭼﯥ ﺍﻧﺴﺎﻥ ﺩ ﺧﭙﻠﻲ ﭘﻮﻫﯥ ﭘﻪ ﻣﺮﺳﺘﻪ ﻭﻛﻮﻟﻲ ﺷﻮﻝ ﭼﯥ‬ ‫ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺗﺸﻮ ﺟﻤﻠﻮ ﺑﺸﭙ‪‬ﻭﻝ ﺩﯤ ﻭﺭﻭ‪‬ﻴﻲ ﺑﻴﺎ ﺩﯤ‬
‫ﺍﺧﺘﺮﺍﻋ‪‬ﺎﻧﯥ ﻭﻛ‪‬ﻱ؟‬ ‫ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﻣﺘﻦ ﺩ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻴﻜﻠﻮ ﭘﻪ ﭘﻮﻫﺎﻭﻱ‬ ‫ﻣﻄﻠﺐ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺳﺮﺑﯧﺮﻩ ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ ﺩ ﺍﺧﺘﺮﺍﻋ‪‬ﺎﻧﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻫﻐﻮ ﺣﻴﻮﺍﻧﺎﺗﻮ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ ﭼﯥ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺁﻟﻮﺗﻮﻧﻜﻮ ﭘﻪ ﺑﺎﺏ ﻳﻮﻩ ﻛﺮ‪‬ﻪ ﻣﻌﻠﻮﻣﺎﺕ ﭘﻪ‬ ‫ﺍﻭﭼﺖ ﺍﻟﻮﺗﻞ ﻛﻮﻱ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩﯤ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ ﻳﻮ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺑﻞ ﺳﺮﻩ ﺩﯤ ﭘﺮﯤ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ‬
‫ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪.‬‬

‫‪١٤٤‬‬
 ‫ﻧﻬﻪ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻃﺒﻴﻌﻲ ﺷﺘﻤﻨﻲ )‪ (٩٧ -٩٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻫﻴﻮﺍﺩ ﺩ ﺍﻗﺘﺼﺎﺩﯤ ﺷﺘﻤﻨﯧﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺳﺎﺗﻨﻪ‪،‬‬
‫ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﺟﻤﻌﻲ ﺍﻭ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻣﺘﻦ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﺮﻩ ﺯﺭ )ﻃﻼ(‪ ،‬ﺷﺘﻤﻨﻲ )ﺩﺍﺭﺍﻳﻲ(‪ ،‬ﺳﻴﻨﺪﻭﻧﻪ‬
‫)ﺩﺭﻳﺎﺑﻮﻧﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﯥ‬
‫ﻟﻴﻜﻞ( ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻴ‪‬ﻱ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﺩﯤ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺗﺸﻮﻳﻖ ﺍﻭ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﻏﻮﺭﻩ ﻛ‪‬ﻱ ﭼﯥ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺑﻴﻼ ﺑﻴﻠﯥ ﺑﺮﺧﯥ ‪‬ﺮ‪‬ﻨﺪﯤ ﺍﻭ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻫﻢ ﺗﻜﺮﺍﺭ ﺷﻲ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍﻧﺴﺎﻥ ﺩ ﻓﻜﺮﻱ ﻗﻮﻯ ﭘﻪ ﺑﺮﺧﻪ‬
‫ﻻﺭ‪‬ﻮﻭﻧﯥ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﯥ ﻧﻮﻱ ﺍﺧﺘﺮﺍﻋ‪‬ﺎﻧﯥ ﺍﻭ ﻧﻮ‪‬ﺘﻮﻧﻪ ‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻏﻮ‬
‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻣﻄﻠﺐ ﺩ ﻛﯧﺴﻲ ﭘﻪ ‪‬ﻭﻝ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﻟﻪ ﭘﺎﺭﻩ ﭼﯥ ﭘﻪ ﭼﻮﻛﺎ‪ ‬ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﻯ ﺩ ﺟﻤﻌﯥ‬
‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﻛﻠﻤﯥ ﺟﻮ‪‬ﻱ ﺍﻭ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﺩﻗﺖ‬
‫ﺳﻴﻨﺪ‬ ‫ﺳﻴﻨﺪﻭﻧﻪ‬
‫ﺳﺮﻩ ﻭﺍﻭﺭﻱ ‪‬ﻪ ﺍﻭ ﻭ‪ ‬ﻮﺍﺏ ﻭﺭﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ‬
‫‪‬ﻨ‪‬ﻠﻮﻧﻪ‬
‫‪‬ﻴﻨﯥ ﻧﻴﻤ‪‬ﺗﻴﺎ ﻭﯤ ﺩﯤ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ‪.‬‬
‫ﻏﺮﻭﻧﻪ‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻴﻨﯥ‬
‫ﺗﺎﺭﻳﺨﻮﻧﻪ‬
‫ﺩﺍﺳﯥ ﻟﻨ‪‬ﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ‪‬ﯥ‬
‫ﻛﺎﻧﻮﻧﻪ‬
‫ﻫ‪‬ﻮﻧﯥ ﻭﻱ ﻟﻮﻯ ﺧﺪﺍﻯ )ﺝ( ﺯﻣﻮ‪ ‬ﺩ ﻓﻜﺮ ﺩ ‪‬ﯥ ﻭﺩﯤ ﻟﻪ ﭘﺎﺭﻩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ ﻣﻬﺎﺭﺕ‪،‬‬
‫ﭘﻪ ﻃﺒﻌﻴﺖ ﻛﯥ ﻛﻮﻡ ﺷﻴﺎﻥ ﭘﻴﺪﺍ ﻛ‪‬ﻱ ﺩﻱ؟ ‪‬ﻮﺍﺏ ‪ :‬ﻫﻮﺍ ﺧﻮﺍ‪‬ﻩ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﺍﻭ ﺍﻭﺑﻪ ‪ ....‬ﺍﻭ ﺩ ﻃﺒﻌﻴﺖ ‪‬ﻮﻟﻪ ﺷﺘﻤﻨﻲ‪ ،‬ﺩﻏﻪ ﺯﻣﻮ‪ ‬ﺩ ﻧﻨﻨﻰ ﺩﺭﺱ‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻭﻧﻜﻰ ﭘﺮﯤ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻮﺿﻮﻉ ﺩﻩ ﺩ ﻃﺒﻌﻴﺖ ﺷﺘﻤﻨﻲ ﻟﻜﻪ‪ :‬ﻫﻮﺍ‪ ،‬ﺍﻭﺑﻪ‪ ،‬ﻏﺮﻭﻧﻪ‪ ،‬ﻛﺎﻧﻮﻧﻪ‪،‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺳﻴﻨﺪﻭﻧﻪ‪ ،‬ﻣﻌﺪﻧﻮﻧﻪ ﺍﻭ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﻃﺒﻌﻴﻲ ﺷﺘﻤﻨﻲ ‪‬ﻪ ﺗﻪ ﻭﻭﺍﻳﻲ؟‬ ‫‪‬ﺨﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺷﺘﻤﻨﻴﻮ ﭘﻪ ‪‬ﻮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﭘﻪ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺑﺮﻻﺳﻲ ﺷﻮﻝ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ .‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺧﭙﻠﻰ ﻃﺒﻴﻌﻰ ﺷﺘﻤﻨ‪ ‬ﻭﭘﻴﮋﻧﺪﻟﯥ‪ ،‬ﺍﻭ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺧﻮﺷﺤﺎﻝ ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ‪‬ﺎﻧ‪‬ﻯ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺑﺮﺧﯥ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻﻧﺪﯤ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﺗﻪ‬ ‫ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ ﻫﻐﻮ ﺟﻤﻌﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺑﻴﺘﻮﻧﻮ ﺍﻣﻼ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻛﺎﺭﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﻛﺎﻥ ﺳﻴﻨﺪ ﻭﻧﻪ ‪‬ﻪ‬ ‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩ ‪‬ﻮﻭﻧﻜﻲ ﭘﻪ‬

‫‪١٤٥‬‬
 ‫ﻧﻬﻪ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﯿﮏ‪ :‬ﻃﺒﻴﻌﻰ ﺷﺘﻤﻨﻲ )‪ (٩٧ -٩٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻫﻴﻮﺍﺩ ﺩ ﺍﻗﺘﺼﺎﺩﯤ ﺷﺘﻤﻨﯧﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺳﺎﺗﻨﻪ‪،‬‬
‫ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﺟﻤﻌﻲ ﺍﻭ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻣﺘﻦ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﻭﺭﻭﺳﺘ‪ ‬ﺑﻴﺘﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻛﺎﻧﻮﻧﻪ )ﻣﻨ‪‬ﻨ‪ ‬ﺯﻳﺮﻣﯥ(‪ ،‬ﭘﻮﻫﻪ )ﻋﻠﻢ( ﺍﻭ ﭘﺖ )ﻋﺰﺕ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ‬
‫ﺗﻪ ﺩ ﻫﻐﻮ ﺩ ﺟﻤﻌﻮ ﻟﻴﻜﻨﻪ( ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ ﺍﺟﺮﺍ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ‪‬ﻨ‪ ‬ﭘﺮ ‪‬ﻨ‪ ‬ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻛﯥ ﻭﻟﻮﻟﻲ ﺩ ﻳﻮ ﺑﻞ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ ﭼﯥ ﺩ ‪‬‬ ‫ﭘﻪ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻫﺮﯤ ﺑﺮﺧﯥ ‪‬ﺨﻪ ﺩﯤ ﺑﻴﻼ‬
‫ﻟﻮﺳﺘﻞ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻪ ﻧﻴﺖ ﺍﻭ ﻫﻤﻜﺎﺭﻱ ﺭﻭﺣﻴﻪ ﻭﺍﺭﺯﻭﻱ‪.‬‬ ‫ﺑﻴﻠﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ‪‬ﻴﻨﯥ ﺟﻤﻊ ﻛﻠﻤﯥ ﭼﯥ‬ ‫ﺩ ﺍﻟﻒ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻃﺒﻴﻌﻰ ﺷﺘﻤﻨﻴﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫‪‬ﻮﻭﻧﻜﻲ ﻣﺨﻜﯥ ﭘﻪ ﻛﺎﺭ‪‬ﻮﻧﻮ ﻛﯥ ﺍﻣﺎﺩﻩ ﻛ‪‬ﻱ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺏ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﻣﻌﻨﺎ ﺍﻭ ﺩ‬
‫ﺭﺍﻭﺍﺧﻠﻲ ﺍﻭ ﺩ ﻫﻐﻮ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﻣﻔﺮﺩﯤ ﻛﻠﻤﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫)ﺝ( ‪‬ﻟﻪ ﺩﯤ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﻛﺎﻧﻮﻧﻪ‬ ‫ﻫﻴﻮﺍﺩﻭﻧﻪ‬ ‫ﺗﺎﺭﻳﺨﻮﻧﻪ‬ ‫ﺳﻴﻨﺪﻭﻧﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺩ‬
‫ﭘﻮﻫﯥ‬ ‫‪‬ﻨ‪‬ﻠﻮﻧﻪ‬ ‫ﺩ‪‬ﺘﻲ‬ ‫ﻏﺮﻭﻧﻪ‬ ‫ﺗﻴﺮ ﺩﺭﺱ ﭘﻪ ﺯﺩﻩ ﻛ‪‬ﻩ ﻛﯥ ﺩﯤ ﺩ ﺩﻭﻯ ﺯﻳﺎﺭﻧﯥ ﺩ ﻗﺪﺭ ﻭ‪ ‬ﻭﺑﻮﻟﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻭﭘﻮ‪‬ﺘﯥ ﻟﻪ ﻃﺒﻴﻌﻰ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﺩﺍﺳﯥ‬ ‫ﺷﺘﻤﻨﻴﻮ ‪‬ﺨﻪ ﺑﺎﻳﺪ ‪‬ﻨ‪‬ﻪ ‪‬ﻪ ﻭﺍﺧﻴﺴﺘﻞ ﺷﻲ؟‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﭘﺮﯤ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩ‪‬ﻨ‪‬ﻠﻮﻧﻮ ‪‬ﺨﻪ ‪‬ﻪ ﺷﻰ ﭘﻪ ﻻﺱ ﺭﺍ‪‬ﻲ؟‬
‫ﭘﻮﻫﻪ‪:‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﯥ ﺳﺮﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﭘﻮﺭﻩ ﻣﻬﺎﺭﺕ ﺳﺮﻩ ﻟﻮﺳﺘﻠﻰ‬ ‫ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﯥ ﻧﻮﺭﯤ ﻫﻢ‬
‫ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺗﻘﻮﻳﻪ ﺍﻭ ﺩ ﭘﺮﻣﺨﺘﻴﺎ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻃﺒﻴﻌﻲ ﺷﺘﻤﻨﻴﻮ ﺷﺘﻮﻥ ﺍﻭ ﺳﺎﺗﻨﻪ ﺩ‬ ‫‪-‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺷﺘﻤﻨﻰ ﺷﻌﺮ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺩﯤ‬
‫ﻫﻴﻮﺍﺩ ﺩ ﭘﺮﻣﺨﺘ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻳﺮﻩ ﺿﺮﻭﺭﻱ ﻭ‪‬ﻠﻪ؟‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺷﺘﻤﻨﻴﻮ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺍﺭﺯ‪‬ﺖ‬ ‫ﺩ ﻫﺮﯤ ﺑﺮﺧﯥ ﻣﻌﻨﺎ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻪ ﭘﻮﻫﻴﺪﻭ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺩﻭﻯ‬
‫ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻲ‪.‬‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ )ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ( ﺑﻴﺘﻮﻧﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﺭﺳﻮﻱ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺷﻌﺮ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ‬

‫‪١٤٦‬‬
 ‫ﻧﻬﻪ ‪‬ﻠﻮﻳ‪‬ﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻃﺒﻴﻌﻰ ﺷﺘﻤﻨﻲ )‪ (٩٧ -٩٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻫﻴﻮﺍﺩ ﺩ ﺍﻗﺘﺼﺎﺩﯤ ﺷﺘﻤﻨﯧﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺳﺎﺗﻨﻪ‪،‬‬
‫ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﺟﻤﻌﻲ ﺍﻭ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻣﺘﻦ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩ ‪‬ﻮﻝ ﺷﻌﺮ ﻟﻮﺳﺘﻞ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻛﺎﻧﻮﻧﻪ )ﻣﻌﺪﻧﻮﻧﻪ(‪ ،‬ﺳﻴﻨﺪﻭﻧﻪ )ﺩﺭﻳﺎﺑﻮﻧﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ‬
‫ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ‪‬ﻜﻠﯥ ﺍﻭ ﺳﻤﯥ‬
‫ﻟﻴﻜﻨﯥ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﺩ ﺗﺸﻮﻳﻖ ﻟﻪ ﭘﺎﺭﻩ ﻭ‪‬ﻴﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ‬
‫ﻟﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻝ ﺯﺩﻩ‬
‫ﻳﻮ ﺑﻞ ﺳﺘﻮﻧﺰﯤ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺣﻞ ﻛ‪‬ﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬ ‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻛﯥ ﺳﻬﻴﻢ ﺷﻲ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ‬
‫ﺩﯤ ﺩ ﻳﻮﻩ ﺗﻦ ﭘﻪ ﺍﻣﻼ ﻭﻳﻠﻮ ﺳﺮﻩ ﺍﻣﻼ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻭﻳﺸﻲ‪:‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻠﯥ ‪‬ﺍ‪‬ﻳﻨﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ‬ ‫ﻣﻌﻨﺎ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺩﺭﺱ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ‬
‫‪‬ﻮ ‪‬ﻭﻝ ‪‬ﻭﻝ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺧﭙﻠﻮ ﻃﺒﻴﻌﻲ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻔﻬﻮﻡ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺷﺘﻤﻨﻴﻮ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻫﻐﻪ ﻭﺳﺎﺗﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺟﻤﻊ ﺍﻭ ﻣﻔﺮﺩﯤ ﻛﻠﻤﯥ‬ ‫ﺍﻧ‪‬ﻮﺭ ﭘﻮﺭﯤ ﺍ‪‬ﻭﻧﺪ ‪‬ﻴﻨﯥ ﻧﻮﺭﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺩ ﻫﻐﻮ‬
‫ﻭﻳﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﺩﯤ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻃﺒﻴﻌﻰ ﺷﺘﻤﻨﻴﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬ ‫ﭘﻮﻫﯥ ﺍﻭ ‪‬ﻴﺮﻛ‪ ‬ﺗﻪ ﺩﯤ ﺩ ﻗﺪﺭ ﭘﻪ ﺳﺘﺮ‪‬ﻪ ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻲ‬
‫ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺳﺎﺗﻨﻪ ﺍﻭ ﭘﺎﻣﻠﺮﻧﻪ ﻳﯥ ﺿﺮﻭﺭ ﻭﺑﻠﻠﻪ؟‬ ‫ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺑﺮﺧﻪ )‪‬ﻮﻝ ﺷﻌﺮ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪‬‬
‫ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺍﻭﺍﺯ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻃﺒﻴﻌﻰ ﺷﺘﻤﻨﻴﻮ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﻫﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻃﺒﻴﻌﻲ ﺷﺘﻤﻨﻴﻮ ﭘﻪ ‪‬ﻮ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻳﻮﻩ ﻳﻮﻩ ﻣﻔﺮﺩﻩ ﺍﻭ ﺩ ﺟﻤﻌﯥ ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻮﻝ ﺷﻌﺮ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ‬
‫‪‬ﻟﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺑﻴﺘﻮﻧﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ‬

‫‪١٤٧‬‬
 ‫ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻛﺎﺭ ﺍﻭ ﻃﺒﻴﻌﺖ )‪ (٩٩ -٩٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﺩ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩ ﺑﯥ ﻛﺎﺭ‪ ‬ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﺍﻭ ﺑﺪﻭ ﭘﺎﻳﻠﻮ ﻭﭘﻮﻫﻴ‪‬ﻱ‪ .‬ﺍﻭ‬
‫ﻻﻧﺪﯤ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﻯ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺩ )ﻃﺒﻴﻌﻲ ﺷﺘﻤﻨﻴﻮ ﺩ‬
‫ﺑﻴﺘﻮﻧﻮ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﺍﻭ ﺩﻗﺖ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺯﻳﺎﺭﺍﻳﺴﺘﻮﻧﻜﻲ ﺍﻭ ‪‬ﻪ ﻛﺎﺭ‬
‫ﻛﻮﻭﻧﻜﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ ﺍﻭ ﺩ ﻫﻐﻮﻯ ﺩ‬
‫ﻻﺗﺸﻮﻳﻖ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩ ﺩﻭﻯ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭ‪‬ﻴﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ‬
‫ﺩﺭﻟﻮﺩﻭ ﺳﺮﻩ ﺩﯤ ﺩ ﺩﻭﻯ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺷﻲ‪.‬‬ ‫ﺑﻴﻼ ﺑﻴﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻟﻮ ﺯﺩﻩ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﻛﻮﻭﻧﻜﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ﺍﻭ ‪‬ﻭﻥ ﭘﻪ ﻛﯥ ﻭﻛﻮﻟﻰ ﺷﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‬ ‫ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻫﺮﯤ ‪‬ﻟﯥ ﺗﻪ ﺩﯤ‬
‫ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ ﻏﻮ‪ ‬ﻛ‪‬ﻴ‪‬ﺩﻱ‪ ،‬ﭘﻪ ﻣﺸﻮﺭﯤ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ‬ ‫‪‬ﺎﻧ‪‬ﻯ ﻓﻌﺎﻟﻴﺖ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻃﻴﺒﻌﻲ ﺷﺘﻤﻨﻴﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻳﻮ ﺗﺮ ﺑﻠﻪ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﻟﻪ ﻣﻴﻨ‪‬ﻪ ﻳﻮﻭﺳﻲ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻪ ﻃﺒﻴﻌﻲ ﺷﺘﻤﻨﻴﻮ ‪‬ﺨﻪ ﻧﻮﻡ ﻭﺍﺧﻠﻲ ﺍﻭ ﺩ ﻫﻐﻮ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫ﭘﻪ ‪‬ﻮ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﺩﺍﺳﯥ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﺗﺨﺘﯥ ﺑﺎﻧﺪﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﻟﻐﺘﻮﻧﻪ ﻭﻟﻴﻜﻲ ﺍﻭ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﭘﺮﯤ ﺣﺎﺻﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﺍﻭ ﻃﺒﻴﻌﺖ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﺍ ﻭ‪‬ﺗﻴﺎ ﭘﻴﺪﺍ ﻛ‪‬ﻩ ﭼﯥ ﺟﻤﻠﻰ ﺳﻤﯥ‬ ‫ﻭﺍﻭﺭﻱ ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻮﭘﻴﺮ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺗﻴﺮ ﺩﺭﺱ‬
‫ﻭﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻭﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﭘﻮﻫﯧﺪﻧﻪ ﺩﯤ ﭘﺮ ﻣﺨﺘ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﻳﻮ ﺑﻞ ‪‬ﺎﻡ ﻭﺷﻤﻴﺮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ﺩﺑﯥ ﻛﺎﺭ‪‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﭘﻪ ﭘﺎﻳﻠﻮ ﻭﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺗﺮﻳﻨﻪ ‪‬ﺎﻥ ﺳﺎﺗﻲ؟‬ ‫ﭘﺎﻣﻠﺮﻧﻪ ﻫﻐﻪ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﺗﺮﯤ ﺩﯤ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﭘﻪ ﺍﻧ‪‬ﻮﺭ‬
‫ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﺩﻭﻯ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﺍﻭ ﻃﺒﻴﻌﺖ ﭘﻪ ﻟﻮﺳﺖ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻛﯥ ﺩ ﭘﻮﻫﯥ ﺍﻧﺪﺍﺯﻩ ﻣﻌﻠﻮﻣﻪ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﺨﭙﻠﻪ ﺩ ﻛﺎﺭ ﺍﻭ ﻃﺒﻴﻌﺖ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﭘﻪ ﺍﻏﻴﺰﻭ ﺍﻭ ﺩ ﺑﻴﻜﺎﺭ‪ ‬ﭘﻪ ﺑﺪﻭ‬ ‫ﻫﻜﻠﻪ ﻟﻨ‪ ‬ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ﺗﺸﻮﻳﻖ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻧﺘﻴﺠﻮ ﻫﻢ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪‬‬ ‫ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺳﺘﻮﻧﺰﻭ ﭘﻪ‬

‫‪١٤٨‬‬
 ‫ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻛﺎﺭ ﺍﻭ ﻃﺒﻴﻌﺖ )‪ (٩٩ -٩٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﺩ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩ ﺑﯥ ﻛﺎﺭ‪ ‬ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﺍﻭ ﺑﺪﻭ ﭘﺎﻳﻠﻮ ﻭﭘﻮﻫﻴ‪‬ﻱ‪ .‬ﺍﻭ‬
‫ﻻﻧﺪﯤ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪‬‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﻭ‪ ‬ﺍﻭ ﺯﻳﺎﺭ ﻛ‪‬ﻮ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﺩ ﺯ‪‬ﻩ ﻟﻪ ﻛﻮﻣﯥ ﺧﭙﻠﻪ ﻣﻬﺮﺑﺎﻧﻲ ﻭﺭﻭ‪‬ﻴﻲ ﺍﻭ ﭘﺨﭙﻠﻮ‬
‫‪‬ﻮ ﻻﺭ‪‬ﻮﻭﻧﻮ ﺩﯤ ﻭﺭﺗﻪ ﺩ ‪‬ﻮ ﻫ‪‬ﻮ ﻻﺭﻩ ﺧﻼﺻﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ‬
‫ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﻏﻮﺭﻩ ﻛ‪‬ﻱ ﭼﯥ ﺩ ‪‬ﻮﻝ ﻟﻮﺳﺖ ﺑﯧﻼ ﺑﯧﻠﯥ ﺑﺮﺧﯥ ﭘﻜﯥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﺟﻤﻠﯥ ﺍﻣﻼ ﻭﻭﺍﻳﻲ‬ ‫ﺭﺍﺷﻲ ﺍﻭ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ‪‬ﻭﻥ ﻣﻮﻗﻊ ﭘﻴﺪﺍ ﺷﻲ ﻧﻮ‬
‫ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﯥ ﺳﺮﻩ ﺩﯤ ﺧﭙﻠﻰ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﯤ ﻛﻠﻤﯥ ﭘﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﻣ‪ ‬ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺑﺮﺧﯥ ﺟﻤﻠﻰ ﭘﻪ‬
‫ﻭﺍﺭﺳﺮﻩ ﺭﺍﻭﺍﺧﻠﻲ‪.‬‬ ‫ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻳﻮﻩ ‪‬ﻟﻪ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﭼﯥ ﭘﻪ ﺗﺨﺘﯥ ﻳﯥ ﻭﻟﻴﻜﻰ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﺑﻠﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻫﻐﻮ ﺟﻤﻊ ﺍﻭ ﻣﻔﺮﺩ ﻛﻠﻤﯥ ﺳﺮﻩ ﺑﻴﻠﻰ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻣﻄﻠﺐ ﭘﻪ ﺧﭙﻠﻪ ﺳﺎﺩﻩ ﮊﺑﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻫﻐﻮ ﻛﻠﻤﻮ ﻟﻪ ﭘﺎﺭﻩ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻧﻮﺭﻭ ﻧﻴﻤ‪‬ﺗﻴﺎ ﻭﯤ ﺩﯤ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﺑﺸﭙ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺍﻧ‪‬ﻮﺭ ﭘﻪ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺍﺭﺗﺒﺎﻁ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﺩ ﻛﺎﺭ ﺍﻭ ﺯﻳﺎﺭ ﭘﻪ ‪‬ﻮ ﭘﺎﻳﻠﻮ ﺍﻭ ﺑﯥ ﻛﺎﺭ‪ ‬ﭘﻪ ﺑﺪﻭ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻃﺒﻴﻌﺖ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻧﺘﻴﺠﻮ ‪‬ﻮﻙ ﻏﻮﺍ‪‬ﻱ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﻛﻠﻪ ﭼﯥ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻳﯥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻫﻢ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻭﺍﻭﺭﻳﺪﻝ ﻧﻮ ‪‬ﻮﻭﻧﻜﻲ ﺗﻪ ﺑﻪ ﻧﻮﻯ ﺩﺭﺱ ﻛﯥ ﺩ ﻫﻐﻮﻯ ﭘﻮﻫﻪ ﻭﺭ‪‬ﺮ‪‬ﻨﺪﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺳﻤﻪ ﻟﻮﺳﺘﻨﻪ ﺍﻭ ﻟﻴﻜﻨﻪ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺷﻲ ﺩ ﻫﻐﻮﻯ ﻣﻌﻠﻮﻣﺎﺕ ﺩﯤ ﺩ ﻗﺪﺭ ﻭ‪ ‬ﻭﺑﻮﻟﻲ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ‬ ‫ﺿﺮﻭﺭﻱ ﻣﻮﺿﻮﻋ‪‬ﺎﻧﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﺭﺱ ﻭﻳﻞ ﺧﭙﻞ ﻛﺎﺭ ﺑﻮﻟﻲ ﺍﻭ ‪‬ﻳﺮﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﺭﺗﻪ ﻛﻮﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺟﻤﻠﻰ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩﺍ ﻭ‪‬ﺗﻴﺎ ﻳﯥ ﺗﺮ ﻻﺳﻪ ﻛ‪‬ﻩ‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﭼﯥ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﻳﯥ ﻧﻮﯤ‪ ،‬ﺟﻤﻠﯥ ﺍﻭ ﻧﻮﻱ ﻣﻔﺎﻫﻴﻢ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ )ﺩﻭﻫﻤﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺑﺮﺧﻪ( ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ!‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺟﻤﻠﻰ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ‬

‫‪١٤٩‬‬
 ‫ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻛﺎﺭ ﺍﻭ ﻃﺒﻴﻌﺖ )‪ (٩٩ -٩٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﺩ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩ ﺑﯥ ﻛﺎﺭ‪ ‬ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﺍﻭ ﺑﺪﻭ ﭘﺎﻳﻠﻮ ﻭﭘﻮﻫﻴ‪‬ﻱ‪ .‬ﺍﻭ‬
‫ﻻﻧﺪﯤ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻲ ﺍﻭ ﺳﻢ ﻳﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪:‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻰ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ‬
‫ﻟﻴﻜﻨﻪ( ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺩ ﻫﻐﻮ ﺗﻴﺮﻭﺗﻨﻮ ﺗﻪ ﺩﯤ ﭘﺎﻡ ﻭﻛ‪‬ﻱ‬
‫ﺍﻭ ﺩ ﭘﻮﻫﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﺭﺗﻪ ﻻﺯﻣﯥ ﻻﺭ‪‬ﻮﻭﻧﻰ ﻭﻛ‪‬ﻱ ﻫﻐﻮ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﭼﯥ ﺯﻳﺎﺭﻭﻧﻪ ‪‬ﺎﻟﻠﻲ ﺩﻱ ﻭﺭ‪‬ﺨﻪ ﺩﯤ ﺧﻮ‪‬ﯥ ﻭ‪‬ﻴﻲ ﺩ‬
‫ﻫ‪‬ﻮﻧﻰ ‪‬ﻪ ﺯﻣﻴﻨﻪ ﺩﯤ ﻭﺭﺗﻪ ﺑﺮﺍﺑﺮ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺷﺎﻥ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ‬
‫ﺧﭙﻠﻮ ﻭ‪‬ﻭ ﺗﺨﺘﻮ ﻛﯥ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﻏﻮﺭﻩ ﻛ‪‬ﻱ ﭼﯥ ﺩ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻭﻥ ﭘﻜﯥ ﺍﻣﻜﺎﻥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﯤ ﻛﻠﻤﯥ ﭘﻪ‬ ‫ﻭﻟﺮﻱ ﺩﻭﻯ ﺗﻪ ﺑﺎﻳﺪ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ﺍﻭ ﻟﻪ ﺗﻮﺍﻥ ﺳﺮﻩ ﺑﺮﺍﺑﺮﯤ ﻭﻱ ﻧﻮ‬
‫ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﭘﻪ ﺗﻮﺭﻭ ﻭﻭﻳﺸﻲ‪.‬‬ ‫ﻛﻴﺪﻯ ﺷﻲ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪ :‬ﭘﻪ ﺗﺮ ﺗﻴﺐ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫ﭼﯥ ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺩﻭﻫﻤﯥ ‪‬ﻟﯥ ‪‬ﺨﻪ ﭘﻪ ﺧﭙﻠﻪ ﺧﻮ‪‬ﻪ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻫﺮ‬ ‫ﻃﺮﺡ ﻛ‪‬ﻱ ﺩ ﻫﻐﻮ ﭘﻪ ‪‬ﻮﺍﺏ ﻭﻳﻠﻮ ﺳﺮﻩ ﺩﯤ ﺑﻴﺎ ﺩﻭﻯ ﻟﻪ ﻟﻮﻣ‪‬‬
‫ﺍ‪‬ﺧﻴﺰﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻟﯥ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭘﻪ ﻫﻤﺪﯤ ﺗﺮﺗﻴﺐ ﺑﻪ ﻛﺎﺑﻮ ﺯﻳﺎﺗﻪ ﺑﺮﺧﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻛﯥ ‪‬ﻭﻥ ﻭﻛ‪‬ﻯ ﺷﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻛﻮﻟﻰ ﺷﻮﻝ ﭼﯥ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻛﻠﻤﯥ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﺧﭙﻠﻪ ﻳﺎ ﭘﻪ ﻛﻮﻡ ﺯﺩﻩ‬
‫ﺗﻮﺭﻭ ﻭﻭﻳﺸﻲ؟‬ ‫ﻛﻮﻭﻧﻜﻲ ﻳﻮﻩ ﺧﻮ‪‬ﻩ ﺷﺎﻧﯥ ‪‬ﻮﻛﻪ ﻳﺎ ﻛﻴﺴﻪ ﻭﻭﺍﻳﻲ ﭼﯥ ﺩ ﻛﺎﺭ ﺍﻭ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﻛﺎﺭ ﭘﻪ ﻭﺳﯧﻠﻪ‬ ‫ﻃﺒﻴﻌﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻭﻱ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺑﺮﺧﻪ ﭘﻪ‬
‫ﺧﭙﻞ ﻫﻴﻮﺍﺩ ﺗﻪ ﺧﺪﻣﺖ ﻛﻮﻟﻰ ﺷﻮ ﺍﻭ ﺧﭙﻞ ﻫﻴﻮﺍﺩ ﺗﻪ ﺧﺪﻣﺖ‬ ‫ﺭﻭ‪‬ﺎﻧﻪ ﺻﻮﺭﺕ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻪ ﺩ‬
‫ﻛﻮﻝ ﺩ ﻫﺮ ﺍﻧﺴﺎﻥ ﺩﻧﺪﻩ ﺩﻩ؟‬ ‫ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ ﻳﻮ ‪‬ﻮ ﻛﻠﻤﯥ ﺩﯤ ﻭﺭﺗﻪ‬
‫ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ‪‬ﻮﻟﻰ ﻛ‪‬ﻧﯥ ﭘﻪ ﺯﺩﻩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﺍﻭ ﻃﺒﻴﻌﺖ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻋﻤﻠﻲ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ﺯﺩﻩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﺭ ﺍ‪‬ﺗﻴﺎ ﻭﻭ ﺗﻪ ﻣﺘﻮﺟﯥ ﺷﻮﻝ؟‬ ‫ﻛ‪‬ﯤ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻭﺭﺗﻪ ﻻﺭﯤ ﺧﻼﺻﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﺎﺭ ﻛﻮﻟﻮ ﺭﻭﺣﻴﻪ ﭘﻪ ‪‬ﯥ ﻻﺭ‪‬ﻮﻭﻧﯥ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺳﺮﻩ ﻭﻫ‪‬ﻮﻝ ﺷﻮﻩ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﻛﺎﺭ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻻﻧﺪﯤ ﻟﻐﺘﻮﻧﻪ ﻟﻮﻣ‪‬‬ ‫ﻭﺍﭼﻮﻱ ﺍﻭ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩﯤ ﭘﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻧﺪﯤ ﻫﻢ ﻭﺯﻧﻪ‬
‫ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ‪‬ﻜﻠﻰ ﺧﻂ‬ ‫ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻫﺮ ﻳﻮ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻫﻤﺪﺍ ﻛﻠﻤﯥ‬
‫)ﻭﺩﺍﻥ – ﺑﯥ ﻛﺎﺭ(‬ ‫ﺩﯤ ﻭﻟﻴﻜﻲ‪:‬‬ ‫ﻫﻴﺠﺎ ﻛ‪‬ﻱ‪ .‬ﻟﻜﻪ‪ :‬ﺯﻳﺎﺭ‪ -‬ﻛﺎﺭ‪ -‬ﺧﻮﺍﺭ‪.‬‬

‫‪١٥٠‬‬
 ‫ﻳﻮ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺭﻣﻮﻧﻪ )‪ (١٠١ -١٠٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺭﻣﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ ﭘﺮﯤ ﻋﻤﻞ‬
‫ﻛﻮﻝ ﺍﻭ ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩﺭﯤ ﻟﻮﻣ‪‬‬
‫ﺟﻤﻠ‪.(‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭﺭﻣﻮﻧﻪ )ﭘﻨﺪﻭﻧﻪ(‪ ،‬ﮊﻣﻨﻮ )ﻭﻋﺪﻭ( ﺍﻭ ﻛﺮﻭﻧﺪﻩ‬
‫)ﻛﺮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻧﻪ( ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﺍﻭ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ .‬ﺩ‬
‫ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﭘﻪ ‪‬ﻮ ﺗﻨﻮ ﻭﻟﻮﻟﻲ‪ ،‬ﺩ ﻫﻐﻮ ﻧﻴﻤ‪‬ﺗﻴﺎﻭﯤ‬
‫ﺩﯤ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﻛﺎﺭ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺩﺭﺱ ﻟﻪ‬
‫ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﻟﻴﻜﻠﻮ ﻛﺎﺭ ﻭﻛ‪‬ﻱ ﺍﻭ‬ ‫ﻣﺨﺘﻠﻔﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩﯤ‬
‫ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﻟﻪ ﻣﻴﻨ‪‬ﻪ ﻳﻮﺳﻲ‪.‬‬ ‫ﻭﺭﺗﻪ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﻭﺳﭙﺎﺭﻱ‪ ،‬ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻛﺎﺭ ﺍﻭ ﻃﺒﻴﻌﺖ ﺩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﻭﺭﻣﻮﻧﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﭘﻪ ﻳﺎﺩ‬ ‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻭﻳﻠﻮﺩ‬
‫ﻭﻟﻮﻟﻲ ﭼﯥ ‪‬ﻪ ﻳﯥ ﭘﻪ ﺫﻫﻦ ﻛﯥ ‪‬ﺎﻯ ﻭﻧﻴﺴﻰ ﺍﻭ ﺑﻴﺎ ﻳﯥ ﭘﻪ‬ ‫ﻣﻬﺎﺭﺕ ﺧﭙﻠﻪ ﺗﻮﺍﻧﻤﻨﺪﻱ ﻭ‪‬ﻴﻲ ﺍﻭ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ‬
‫ﻛﺎﺭﻭﻟﻮ ﻭﭘﻮﻫﻴ‪‬ﻱ‪.‬‬ ‫ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ )ﻭﺭﻣﻮﻧﻪ( ‪‬ﻪ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﻣﻌﻨﺎ ﻟﺮﻱ؟ ﺍﻭ ﻛﻠﻪ ﻣﻮ ﻟﻪ ﭼﺎ ‪‬ﺨﻪ ﻭﺭﻣﻮﻧﻪ )ﻧﺼﻴﺤﺘﻮﻧﻪ(‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻭﺭﻳﺪﻟﻲ ﺩﻱ؟ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﺩ ﺧﭙﻠﻲ ﭘﻮﻫﯥ ﭘﻪ ﺍﻧﺪﺍﺯﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺭﻣﻮﻧﻮ ﭘﻪ ﺍﺻﻠﻰ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﺭﻣﻮﻧﻪ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻭﺭﻣﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﻟﻨ‪ ‬ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﺭﺱ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻏﻪ ﺳﺮﻟﻴﻚ )ﻭﺭﻣﻮﻧﻪ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ‬
‫ﻭﺭﻣﻮﻧﻮ ﺗﻪ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻛﻮﻱ ﺍﻭ ﻋﻤﻠﻰ ﻛﻮﻝ ﻳﯥ ﻫﻢ ﺩ ‪‬ﺎﻥ‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻭﺭﻣﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﻟﻪ ﭘﺎﺭﻩ ﺿﺮﻭﺭ ﺑﻮﻟﻲ؟‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﺩﺭﺱ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺳﺮﻩ ﻟﻪ ﻧﻮﻭ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻠﻤﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺍﺷﻨﺎ ﺷﻮﻝ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺭﯤ ﻭﺍ‪‬ﻩ ﺟﻤﻠﯥ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﺑﻞ ﺳﺮﻩ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻳﺎﺩ ﺩﯤ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺣﻞ ﻛ‪‬ﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬

‫‪١٥١‬‬
 ‫ﻳﻮ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺭﻣﻮﻧﻪ )‪ (١٠١ -١٠٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺭﻣﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ ﭘﺮﯤ ﻋﻤﻞ‬
‫ﻛﻮﻝ ﺍﻭ ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﮊﻏﻮﺭﻱ )ﻧﺠﺎﺕ ﻭﺭﻛﻮﻱ(‪ ،‬ﻛﻮﻫﻰ )‪‬ﺎﻩ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍ‪‬ﻭﻧﺪ ﭼﻮﻛﺎﺕ‬
‫ﺍﻭ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻭﺭﻣﻮﻧﻪ ﻟﻴﻜﻞ ﺍﻭ‬
‫ﺯﺩﻩ ﻛﻮﻝ( ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻴ‪‬ﻯ ﺩ ‪‬ﻮ ﺗﻨﻮ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ‬
‫ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﺎﺗﯥ ﺩﯤ ﺩﺍﺳﯥ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻳﯥ ﻳﻮ ﺗﺮ ﺑﻠﻪ ﭘﻪ ﻭﺭﻭﺭ‪ ‬ﺳﺮﻩ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﭼﯥ ﭘﻪ‬
‫ﺩﻭﻯ ﻛﯥ ﺩ ﻫﻤﻜﺎﺭ‪ ‬ﺍﻭ ﻧ‪‬ﺩﯦﻮﺍﻟﻲ ﺭﻭﺣﻴﻪ ﻭﺭﻭﺯﻝ ﺷﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺑﻴﻼ ﺑﻴﻠﻰ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻟﻪ ﺑﯧﻠﻮ ﺑﯧﻠﻮ ‪‬ﻟﻮ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﻱ ﻛﻠﻤﯥ ﭼﯥ‬ ‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺗﺎﺳﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﺭﻣﻮﻧﻪ ﻟﻪ ﻳﺎﺩﻩ ﻭﻭﺍﻳﺊ!‬
‫‪‬ﻮﻭﻧﻜﻲ ﻣﺨﻜﻰ ﻟﻪ ﻣﺨﻜﻰ ﺁﻣﺎﺩﻩ ﻛ‪‬ﻱ ﻳﻮﻩ ﻳﻮﻩ ﺭﺍ ﻭﺍﺧﻠﻲ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺗﺎﺳﻮ ﺑﻪ ﻳﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺗﺨﺘﯥ ﭘﺮ ﻣﺦ ﻭﻟﻴﻜﺊ‪.‬‬
‫‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪ ‬ﺩﯤ ﻛﻴ‪‬ﺩﻱ ﭘﺎﺗﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻫﻐﻮ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﻫﻐﻮ ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻯ ﻛ‪‬ﺉ‪.‬‬
‫ﻟﻪ ﺗﺮﺗﻴﺒﻮﻟﻮ ‪‬ﺨﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻯ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﻟﻮﺳﺘﻨﻰ ﺍﻭ ﻟﻴﻜﻨﯥ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺗﻪ ﭘﻮﺭﻩ‬
‫ﭼﻰ ﻟﻪ ﺑﺪﻭ ﻛﻴ‪‬ﻯ‬ ‫ﮊﺑﻪ‬ ‫‪‬ﻮﻙ ﺧﭙﻠﻪ‬ ‫ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﻭ‪ ‬ﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﺭﻩ ﺩﯤ ﻭﺭﺗﻪ ﭘﻮﺭﻩ‬
‫ﻧﻪ ﭘ‪‬ﻤﺎﻧﻪ ﺧﺒﺮﻭ ﻧﻪ ﮊﻏﻮﺭﻯ ﭘﻪ ﮊﻭﻧﺪﻛﻰ‬ ‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﭘﻪ ﻏﺮﺽ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬ ‫ﻭﭘﻮ‪‬ﺘﯥ ﺗﺎﺳﻮ ﺧﻮﺩ ﻭﺭﻣﻮﻧﻮ ﭘﻪ ﺍﺻﻠﻰ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﺉ ﺍﻭﺱ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻭﺍﻳﺊ ﭼﯥ ﻟﻪ ﭼﺎﻣﻮ ﻛﻮﻡ ﻭﺧﺖ ﻭﺭﻣﻮﻧﻪ ﺍﻭﺭﻳﺪﻟﻲ ﺩﻱ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺭﻣﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺩﻭﻯ ﺑﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻠﯥ ﻣﻬﺮﺑﺎﻧ‪‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﭘﻪ ﻣﻬﺎﺭﺗﻮﻧﻮ‬ ‫ﻏﺒﺮ‪‬ﻮﻥ ﻭ‪‬ﻴﻲ‪.‬‬
‫ﺑﺎﻧﺪﯤ ﺑﺮﻳﺎﻟﻲ ﺷﻮﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻭﺭﻣﻮﻧﻪ ‪‬ﻳﺮﯤ ﭘﺨﯥ‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ ،‬ﺩ ﻫﻐﻪ ﺩﻭﻳﻠﻮ ﺿﺮﻭﺭﺕ ﺩﯤ ﻫﻢ‬
‫ﺍﻭ ﺛﺎﺑﺘﯥ ﺧﺒﺮﯤ ﺩﻱ ﺑﺎﻳﺪ ﻋﻤﻞ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺭﺗﻪ ﻭ‪‬ﻴﻲ ﺍﻭ ﺩ ﺩﻏﻮ ﭘﺨﻮ ﺧﺒﺮﻭ ﺍﺭﺯ‪‬ﺖ ﺗﻪ ﺩﯤ ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﺑﻴﺎ‬
‫ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﺍﻭ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﻠﻤﻮ‪ ،‬ﺟﻤﻠﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻭﺭﻣﻮﻧﻮ ﺟﻤﻠﻰ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ‬
‫ﻣﻄﻠﺐ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻳﻮ ﻟﻪ ﺑﻞ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬ ‫ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺧﭙﻠﯥ‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬

‫‪١٥٢‬‬
 ‫ﻳﻮ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺭﻣﻮﻧﻪ )‪ (١٠١ -١٠٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺭﻣﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ ﭘﺮﯤ ﻋﻤﻞ‬
‫ﻛﻮﻝ ﺍﻭ ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩﻭﻯ ﻭﺭﻭﺳﺘ‪‬‬
‫ﺟﻤﻠﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺗﺪﺑﻴﺮ )ﺩ ﻳﻮ ﻛﺎﺭ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻛﻮﻟﻮ ﭘﻼﻥ ﺳﻨﺠﻮﻝ‬
‫ﺍﻭ ﻓﻜﺮ(‪ ،‬ﻛﻴﻨﺪﻝ )ﭼﻘﺮﻭﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﻭﻫﻤﯥ‬
‫ﺑﺮﺧﯥ ﻧﻪ( ﭘﻪ ‪‬ﻳﺮ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ .‬ﺩ ﻫﻐﻮ ﺩ ﺍﺻﻼﺡ ﻟﻪ‬
‫ﭘﺎﺭﻩ ﺩﯤ ﻳﻮ ﺗﺮ ﺑﻠﻪ ﻭ‪‬ﻤﺎﺭﻝ ﺷﻲ ﭼﯥ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪ ‬ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﭘﺎﻣﻠﺮﻧﻰ‬
‫ﺍﻭ ﻛﺎﺭ ﻛﻮﻟﻮ ‪‬ﺨﻪ ﺩﯤ ﻣﻨﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺩﺭﺱ ﻟﻪ‬
‫ﭘﻪ ﻣﺮﺳﺘﻪ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﺑﻴﻼ ﺑﻴﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻯ ﺗﻪ ﺩﯤ ﭘﻮﺭﻩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ‬ ‫ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻛﯥ ‪‬ﻭﻥ ﻭﻛ‪‬ﻱ‬
‫ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺩﯤ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﻳﻮ ﺑﻞ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻭﺭﻣﻮﻧﻮ ﭘﻪ ﻋﻤﻠﻲ ﻛﻮﻟﻮ ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺗﻪ ﺩﯤ ﻭ‪‬ﻴﻲ ﭼﯥ ﺳﻤﻮﺍﻟﻰ ﻳﯥ ﻭﻣﻨﻞ ﺷﻲ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﺭﻣﻮﻧﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﻫﺮ ﺗﻦ ﺩﯤ ﺭﺍﺷﻲ ﭘﺮ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺍﻭﺭﻳﺪﻟﻮ ﺗﻪ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺩﯤ ﺣﺎﺻﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﺩﻭﻱ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻮ ﺗﻪ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻮﻭﻧﻜﻰ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﻭﺭﻣﻮﻧﻮ ﺗﻪ ﻏﻮ‪ ‬ﻧﻴﻮﻝ ﺩ‬
‫ﺩﯤ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﭘﻴﻞ ﻛﯥ ﻭﭘﻮ‪‬ﺘﻲ‬
‫ﺩﻭﻯ ﭘﻪ ‪‬ﻪ ﺗﻤﺎﻣﻴ‪‬ﻱ؟‬
‫ﭼﯥ‪ :‬ﺩ ﻣﻮﺭ‪ ،‬ﭘﻼﺭ ﺍﻭ ﺍﺳﺘﺎﺩ ﺍﻭ ﻧﻮﺭﻭ ﻣﺸﺮﺍﻧﻮ ‪‬ﺨﻪ ﺩ ﻭﺭﻣﻮﻧﻮ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ‪‬ﻮﻝ ﻭﺭﻣﻮﻧﻪ ﻟﻮﺳﺘﻠﻰ‪ ،‬ﻟﻴﻜﻠﻰ ﺍﻭ ﺩ‬
‫ﺍﻭﺭﻳﺪﻝ ‪‬ﻪ ‪‬ﻪ ﻟﺮﻱ؟ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﺮﺗﻠﻪ ﻭﻛ‪‬ﻱ‬
‫ﺍﻣﻼ ﭘﻪ ‪‬ﻭﻝ ﻫﻢ ﻛﺎﺭﻛﻮﻟﻰ ﺷﻲ؟‬
‫ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺩﯤ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﺳﺘﺎﻳﻲ ﺍﻭ ﭘﻪ ﭘﺎﻯ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﻟﻮﻳﺎﻧﻮ ﺧﺒﺮﯤ ‪‬ﻮﻟﻰ‬
‫ﻛﯥ ﺩﯤ ﭘﺮﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﺗﺠﺮﺑﻮ ﭘﻪ ﺍﺳﺎﺱ ﺍﻭ ﺩ ﮊﻭﻧﺪ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻳﺮﯤ ‪‬ﺘﻮﺭﯤ ﺩﻱ؟‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ ﺩ ﺗﺨﺘﯥ ﭘﺮﻣﺦ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﺭﻣﻮﻧﻪ ﻭﭘﯧﮋﻧﺪﻝ ﺩ ﻫﻐﻮ ﺯﺩﻩ ﻛ‪‬ﻭ‬
‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‬
‫ﺗﻪ ﻳﯥ ﺧﺎﺻﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻩ؟‬
‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻮﻝ ﻭﺭﻣﻮﻧﻪ ﭘﻪ ﻳﺎﺩ ﺯﺩﻩ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛ‪‬ﻱ ﺍﻭ ﻳﻮﺍﺯﯤ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻳﻮﺑﻞ‬

‫‪١٥٣‬‬
 ‫ﺩﻭﻩ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺘﻠﻮﻧﻪ )‪ (١٠٣ -١٠٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻠﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻫﻐﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﻴﺪﻝ‬
‫ﭘﻪ ﻭﺭ‪‬ﻴﻨﻰ ﮊﻭﻧﺪ ﻛﯥ ﺩ ﻣﺘﻠﻮﻧﻮ ﺳﻤﻪ ﭘﻪ ‪‬ﺎﻯ ﻛﺎﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﻣﺘﻠﻮﻧﻮ ﻟﻴﻜﻞ ﺍﻭ ﺯﺩﻩ ﻛﻮﻝ ﺩﻱ‪) .‬ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻣﺘﻠﻮﻧﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﻞ )ﻣﻠ‪‬ﺮﻯ(‪ ،‬ﻛﺮﯤ )ﻛﺮﻝ ﻛﻮﻱ(‪ ،‬ﺭﯦﺒﻲ‬
‫)ﻟﻮﻛﻮﻱ(‪ ،‬ﮊﺭﻧﺪﻩ )ﺁﺳﻴﺎﺏ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻣﺘﻠﻮﻧﻮ ﺍﻭ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻭﺭﻣﻮﻧﻮ ﻟﻴﻜﻞ ﺍﻭ‬
‫ﺯﺩﻩ ﻛﻮﻝ( ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺍﻭ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ‪‬ﻴﻚ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺯﺭﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﺑﯧﻼ‬
‫ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﯥ‬
‫ﻟﻪ ﻣﺨﯥ ﻣﺘﻠﻮﻧﻪ ﺍﻭ ﻛﻠﻤﯥ ﻳﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‬ ‫ﺷﺎﻣﻞ ﻛ‪‬ﻱ ﺍﻭ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﺩ ﺩﻭﻯ ﻟﻪ ﭘﻮﻫﯥ ﺳﺮﻩ ﭘﻴﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻟﯥ ﺩﯤ ﻭ‪‬ﺎﻛﻲ ﺍﻭ‬
‫ﺩ ﻫﺮ ﻣﺘﻞ ﺑﯧﻞ ﺑﯧﻞ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﻭﻏ‪‬ﻳ‪‬ﻯ‪.‬‬ ‫ﻫﺮﯤ ‪‬ﻟﯥ ﺗﻪ ﺩﯤ ﺩ ‪‬ﺎﻧ‪‬ﻱ ﻓﻌﺎﻟﻴﺖ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﭘﻴﻞ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫‪‬ﺨﻪ ﺩ ﺍﻧ‪‬ﻴﺰﻩ ﻳﻲ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻣﺘﻠﻮﻧﻮ ﺩ ﺍﺭﺯ‪‬ﺖ ﺍﻭ‬
‫)ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ( ﺩ ﻣﻌﻠﻮﻣﻮﻟﻮ‬ ‫ﻛﺎﺭﻭﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﺗﺎﺳﯥ ﻣﺘﻠﻮﻧﻮ ﺳﺮﻩ ﺁﺷﻨﺎﻳﻲ ﻟﺮﺉ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻠﻮﻧﻮ ﭘﻪ ﺍﻫﻤﻴﺖ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫‪ -‬ﺁﻳﺎ ﺗﺎﺳﯥ ﺗﻪ ﭘﻪ ﻛﻮﺭ ﻛﯥ ‪‬ﻮﻙ ﻣﺘﻞ ﻭﺍﻳﻲ؟‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻱ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭﻣﺮﺳﺘﻪ ﺩﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﻛﻠﻤﯥ‬ ‫ﻭﺭﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻟﻮﺳﺘﻠﻲ ﺍﻭ ﻭﻟﻴﻜﻠﻰ ﺷﻮﯤ؟‬ ‫ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪‬ﻱ ﺩﺭﻱ ﻣﺘﻠﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺧﭙﻠﻮ ﺧﺒﺮﻭ ﻛﯥ ﻛﻮﻟﻰ ﺷﻲ ﻛﻮﻡ ﻣﺘﻞ ﻭﻭﺍﻳﻲ؟‬ ‫ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺘﻠﻮﻧﻮ ﺩ ﺯﺩﻩ ﻛ‪‬ﯤ ‪‬ﺨﻪ ﭘﻪ‬ ‫ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﺯﺩﻩ‬
‫‪‬ﺎﻧﻮﻧﻮ ﻛﯥ ﺩ ﻭ‪‬ﺗﻴﺎ ﺍﺣﺴﺎﺱ ﻭﻛ‪‬؟‬ ‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺭﺍﺷﻲ ﺍﻭ ﻳﻮ ﻳﻮ ﻣﺘﻞ ﺩﯤ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﻟﻪ ﻣﺘﻠﻮﻧﻮ ‪‬ﺨﻪ ﭘﻪ‬ ‫ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻯ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫‪‬ﻮﻟﻨﻴﺰﻭ ﭼﺎﺭﻭﻛﯥ ﻛﺎﺭ ﺍﺧﻴﺴﺘﻠﻰ ﺷﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺭﯤ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﻣ‪‬ﻱ ﻣﺘﻠﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ‬

‫‪١٥٤‬‬
 ‫ﺩﻭﻩ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺘﻠﻮﻧﻪ )‪ (١٠٣ -١٠٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻠﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻫﻐﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﻴﺪﻝ‬
‫ﭘﻪ ﻭﺭ‪‬ﻴﻨﻰ ﮊﻭﻧﺪ ﻛﯥ ﺩ ﻣﺘﻠﻮﻧﻮ ﺳﻤﻪ ﭘﻪ ‪‬ﺎﻯ ﻛﺎﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﻣﺘﻠﻮﻧﻮ ﻟﻴﻜﻞ ﺍﻭ ﺯﺩﻩ ﻛﻮﻝ ﺩﻱ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮﻯ )ﻋﺎﺩﺕ(‪ ،‬ﻚ )ﻏ‪ ،(‬ﻧﻪ ﺧﯧﮋﻯ )ﻧﻪ ﭘﻮﺭﺗﻪ‬
‫ﻛﻴ‪‬ﻯ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻣﺘﻠﻮﻧﻮ ﺍﻭ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﺭﻭ ﻟﻮﻣ‪‬ﻳﻮ‬
‫ﻣﺘﻠﻮﻧﻮ ﻟﻴﻜﻨﻪ( ﭘﻪ ﺩﻗﺖ ﺍﻭ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ ﺩﻭﻯ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ‬
‫ﻭﻭﻳﺸﻲ ﺑﻴﺎ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﺩ ﺑﯧﻼ ﺑﯧﻠﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﻣﺘﻠﻮﻧﻪ‬ ‫ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ ﺍﻭ ﺩ ﻭﻳﻠﻮ ﭘﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ )ﺩ ﺧﭙﻞ ﻋﻤﻞ ﺩ ﻻﺭﯤ ﻣﻞ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ‬
‫ﻭﺧﺖ ﺍﻭ ‪‬ﺎﻯ ﺩﯤ ‪‬ﺎﻧﻮﻧﻪ ﭘﻮﻩ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺩﻏﻪ ﻣﺘﻞ ﭼﯥ )‪‬ﻪ ﻛﺮﯤ ﻫﻐﻪ ﺑﻪ ﺭﻳﺒﯥ( ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﻪ ﻭﻭﺍﻳﻰ؟‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺩ ﺗﺮﻻﺳﻪ ﻛﻮﻟﻮ ﭘﻪ ﺧﺎﻃﺮ ‪‬ﻴﻨﯥ ﻻﺯﻣﯥ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ‪‬ﻮﻙ ﺩ ﺩﯤ ﻣﺘﻞ ﻣﻔﻬﻮﻡ ﻭﻳﻠﻰ ﺷﻲ )ﮊﺭﻧﺪﻩ ﻛﻪ ﺩ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﭘﻼﺭ ﺩﻩ ﻫﻢ ﭘﻪ ﻭﺍﺭ ﺩﻩ(؟‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ( ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﺷﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺩﺭﻧﺎﻭﻯ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺘﻠﻮﻧﻮ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ ﺩ ﻣﺘﻠﻮﻧﻮ ﺍﺭﺯ‪‬ﺖ‪ ،‬ﺩ ﻣﺘﻠﻮﻧﻮ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻫﺮ ﻣﺘﻞ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ‬ ‫ﻛﺎﺭﻭﻧﻪ ﺍﻭ ﺩ ﻫﻐﻪ ﺍ‪‬ﺗﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭ‪‬ﻴﻲ‪.‬‬
‫ﺑﺎﻧﺪﯤ ﺧﺒﺮﯤ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﺩﺭﯤ ﻣﺘﻠﻮﻧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺘﻠﻮﻧﻮ ﻟﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺒﻮﻧﻮ ‪‬ﺨﻪ‬ ‫ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻨﺪ ﺗﺮﻻﺳﻪ ﻛ‪‬؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮ ﻳﻮ ﻣﺘﻞ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﻣﺘﻠﻮﻧﻮ ﭘﻪ ﻳﺎﺩ ﺯﺩﻩ‬ ‫ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻝ ‪‬ﻮﻟﻮ ﺗﻪ ﺿﺮﻭﺭ ﺩﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻠﻮﻧﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻠﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬
‫ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻳﺎﺩﻭ ﺩﯤ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻱ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٥٥‬‬
 ‫ﺩﻭﻩ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴ‪ :‬ﻣﺘﻠﻮﻧﻪ )‪ (١٠٣ -١٠٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻠﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻫﻐﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﻴﺪﻝ‬
‫ﭘﻪ ﻭﺭ‪‬ﻴﻨﻰ ﮊﻭﻧﺪ ﻛﯥ ﺩ ﻣﺘﻠﻮﻧﻮ ﺳﻤﻪ ﭘﻪ ‪‬ﺎﻯ ﻛﺎﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﻣﺘﻠﻮﻧﻮ ﻟﻴﻜﻞ ﺍﻭ ﺯﺩﻩ ﻛﻮﻝ ﺩﻱ‪) .‬ﺩﻭﻩ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﺴﺘﻮ‪‬ﻰ )ﺍﺳﺘﻴﻦ(‪ ،‬ﮊﺑﻪ )ﺯﺑﺎﻥ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻏﻮﺭ ﺍﻭ ﻣﻬﺮﺑﺎﻧ‪‬‬
‫ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ‬
‫ﻳﻮ ﺑﻞ ﻳﺎ ‪‬ﻨ‪ ‬ﭘﺮ ‪‬ﻨ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﺑﻴﺎ ﺩﯤ ﺩﻭﻱ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﺩ ‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﺮﺳﺘﻪ ﻛﻮﻝ ﺩ ﺩﻭﻯ ﺩﺍﻳﻤﯥ ﻋﺎﺩﺕ ﻭ‪‬ﺮ‪‬ﻲ‪.‬‬ ‫ﺩ ﺍﻟﻒ ‪‬ﻟﻪ‪ :‬ﻮﻙ ﻛﻮﻟﻰ ﺷﻲ ﭼﯥ ﻣﺘﻠﻮﻧﻪ ﻟﻪ ﻳﺎﺩ ﻭﻭﺍﻳﻲ؟‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﻣﺘﻠﻮﻧﻪ ﻳﻮ ﻳﻮ ﭘﻪ ﻳﺎﺩ‬ ‫ﺩ ﺏ ‪‬ﻟﻪ‪ :‬ﺩ ﻣﺘﻠﻮﻧﻮ ﻣﻄﻠﺐ ﺩﯤ ﭘﻪ ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﺗﺸﺮﻳﺢ ﻛ‪‬ﻱ؟‬
‫ﻭﻭﺍﻳﻲ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‬ ‫ﺩ ﺝ ‪‬ﻟﻪ‪ :‬ﻣﺘﻠﻮﻧﻪ ﺩﯤ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻣﺎﺭ ﺭﺳﻢ ﺩ ﻳﻮﻩ ﺯﺩﻩ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬ ‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻣﺮﺳﺘﻪ ﺭﺍﭘﻮﺭﺗﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ‪:‬‬
‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﭘﻪ ﺭﺳﻢ ﻛﯥ ‪‬ﻪ ﺷﻲ ﻭﻳﻨﺊ؟‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ( ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﺷﻲ‪.‬‬ ‫ﺁﻳﺎ ﻣﺎﺭ ﺗﻪ ‪‬ﻮﻙ ﭘﻪ ﻟﺴﺘﻮﻧﻲ ﻛﯥ ‪‬ﺎﻯ ﻭﺭﻛﻮﻱ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻠﻮﻧﻮ ﭘﻪ ﻣﻄﻠﺐ ﭘﻮﻩ ﺷﻮﻱ ﺩﻱ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻮﻟﻲ ﺷﻲ ﭼﯥ ﻣﺘﻠﻮﻧﻪ ﻟﻪ ﻳﺎﺩ‬ ‫ﺩﯤ ﻫﻜﻠﻪ ﺩ ﺩﻭﻯ ﺩ ﺳﻮﻳﯥ ﺳﺮﻩ ﺳﻢ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ ﺍﻭ ﺯﺩﻩ‬
‫ﻭﻭﺍﻳﻲ؟‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﻮﻱ ﭼﯥ ﻟﻪ ﻣﺎﺭ ‪‬ﺨﻪ ﻳﯥ ﻣﻄﻠﺐ ‪‬ﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻠﻮﻧﻮ ﺩ ﺯﺩﻩ ﻛﻮﻟﻮ ﺍﻭ ﺩ ﻫﻐﻮ‬ ‫ﺷﻰ ﺩﻯ ﺍﻭ ﺩﺍ ﻣﺘﻞ ‪‬ﻪ ﻭﺧﺖ ﻛﺎﺭﻭﻝ ﻛﻴ‪‬ﻱ‪.‬‬
‫ﻛﺎﺭﻭﻟﻮ ﺳﺮﻩ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻩ ﺍﻭ ﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﺧﭙﻠﻮ ﺧﺒﺮﻭ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫‪‬ﻪ ‪‬ﻴﻨ‪‬ﺖ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﻣﺘﻠﻮﻧﻮ ‪‬ﺨﻪ ﻛﺎﺭ ﻭﺍﺧﻠﻲ؟‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ ﺑﻴﺎ ﺩﯤ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻠﻮﻧﻮ ﭘﻪ ﺍﻫﻤﻴﺖ ﺍﻭ ﻛﺎﺭﻭﻧﻮ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻫﻐﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻩ ﻭﺭﻭﺳﺘﻲ ﻣﺘﻠﻮﻧﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻣﺘﻠﻮﻧﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﻣﺘﻠﻮﻧﻪ ﺩﯤ ﻟﻪ ﻳﺎﺩ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻟﻮﻟﻲ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩﺍ‬

‫‪١٥٦‬‬

‫ﺳﺮﻩ ﭘﻴﺪﺍ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻗﻮﺱ ﻋﻘﺮﺏ ﺑﻮﻟﻰ ﺗﻮﺩﻭﺧﻪ‬ ‫ﻟ‪‬ﻡ‬ ‫ﺗﻠﻪ‬
‫‪‬ﺮﻣﻮﺍﻟﻰ ‪‬ﮋﺩﻡ ﻳﺎﺩﻭﻱ ﺧﺰﺍﻥ ﺗﺮﺍﺯﻭ ﻣﻴﺰﺍﻥ ﻛﻤﺎﻥ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﺩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ (‬
‫ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺩ ﻣﻨﻰ ﻣﻴﺎﺷﺘﯥ ﻛﻮﻣﯥ ﺩﯤ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻨﻲ ﺩ ﻣﻴﺎﺷﺘﯥ ﻧﻮﻣﻮﻧﻪ ﻟﻮﺳﺘﻠﻰ ﺍﻭ‬
‫ﻟﻴﻜﻠﻰ ﺷﻲ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﭘﻪ ﭘﻴﮋﻧﺪﻟﻮ ﺳﺮﻩ ﺩ‬
‫ﺧﻮ‪ ‬ﺍﺣﺴﺎﺱ ﻭﻛ‪‬؟ ﭼﯥ ﭘﺪﯤ ﻣﻮﺳﻢ ﻛﯥ ﺩ ﻣﯧﻮﻭ ﺍﻭ ﻏﻠﻮ‪،‬‬
‫ﺩﺍﻧﻮ ‪‬ﻳﺮﻩ ﭘﺮﯦﻤﺎﻧﻲ ﻭﻱ؟‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﺎﻝ ﺩ ﺩﺭﻳﻢ ﻓﺼﻞ ﺍﻭ ﺩ ﻫﻐﯥ ﺩ‬
‫ﻣﻴﺎﺷﺘﻮ ﻟﻪ ﻧﻮﻣﻮﻧﻪ ﺳﺮﻩ ﺑﻠﺪﺗﻴﺎ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﻭﯤ‬
‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺩﺭﯤ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻨﻲ ﻣﻮﺳﻢ )‪ (١٠٥ -١٠٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴ‪‬ﻱ‬
‫ﭼﯥ ﺑﺰ‪‬ﺮﺍﻥ ﺩ ﭘﺴﺮﻟﻲ ﻟﻪ ﻛﺎﺭ ﺍﻭ ﺯﻳﺎﺭ ‪‬ﺨﻪ ﺩ ﻣﻨﻲ ﭘﻪ ﻣﻮﺳﻢ‬
‫ﻛﯥ ‪‬ﻪ ﺍﺧﻠﻲ‪) .‬ﻟﻮﻣ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﻨﻰ )ﺩ ﻣﻨﻲ ﻣﻮﺳﻢ(‪ ،‬ﺗﻠﻪ )ﺩ ﻣﻴﺰﺍﻥ ﻣﻴﺎﺷﺖ(‪ ،‬ﻟ‪‬ﻡ )ﻋﻘﺮﺏ‬
‫ﻣﻴﺎﺷﺖ(‪ ،‬ﻟﯧﻨﺪ‪) ‬ﻗﻮﺱ(‪ ،‬ﺑﻮﻟﻰ )ﻳﺎﺩﻩ ﻭﻱ(‪ ،‬ﺗﻮﺩﻭﺧﻪ )‪‬ﺮﻣﻮﺍﻟﻰ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ‪.‬‬
‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻏﻮﺭ ﺍﻭ‬
‫ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﭘﻪ ﻧ‪‬ﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﻛﺘﺎﺭ ﭘﻪ‬
‫ﻛﺘﺎﺭ ﭘﻪ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪ .‬ﺩ ﺩﻭﻯ ‪‬ﻟﯥ‬
‫ﺩﯤ ﻭ‪‬ﺎﻛﻲ‪ ،‬ﺑﻴﺎ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻫ‪‬ﻮﻧﯥ ﭘﻪ ‪‬ﻭﻝ‬
‫ﻣﻨﻰ‬ ‫ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺍﺭﺯﻭﻧﻪ ﭘﻴﻞ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﻟﻪ‬
‫‪‬ﯥ ﺩﻧﺪﯤ ‪‬ﺨﻪ ﺩﯤ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻗﺪﺭ ﺩﺍﻧﻲ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻧﻮﻱ‬
‫ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻭﻱ ﻟﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﺍﻧ‪‬ﻮﺭ‬
‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﺍ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫‪ -۱‬ﻭﻳﻠﻰ ﺷﺊ ﭼﯥ ﻣﻨﻲ ﺩ ﻛﺎﻝ ‪‬ﻮﻭﻡ ﻣﻮﺳﻢ ﺩﻯ؟‬
‫‪ -۲‬ﺩ ﻣﻨﻲ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﺍﺧﻴﺴﺘﻠﻰ ﺷﺊ؟ ﻫﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬
‫ﺧﭙﻠﯥ ﭘﻮﻫﯥ ﭘﻪ ﺍﻧﺪﺍﺯﻩ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﻭﺍﻳﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻱ ﭘﻮﻫﻪ‬
‫ﻭﺳﺘﺎﻳﻲ ﺑﻴﺎ ﺩﯤ ﭘﺨﭙﻠﻪ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺩﻭﻯ‬
‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻳﻮ ﻳﻮ ﺗﻦ‬
‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺭﺍﺷﻲ ﺍﻭ ﻟﻮﺳﺖ ﺩﯤ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻻﻧﺪﯤ ﭼﻮﻛﺎﺗﻮﻧﻮ ﻛﯥ ﻫﻢ ﻣﻌﻨﺎ ﻛﻠﻤﯥ‬
‫‪١٥٧‬‬
 ‫ﺩﺭﯤ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻨﻰ ﻣﻮﺳﻢ )‪ (١٠٥ -١٠٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴ‪‬ﻱ‬
‫ﭼﯥ ﺑﺰ‪‬ﺮﺍﻥ ﺩ ﭘﺴﺮﻟﻲ ﻟﻪ ﻛﺎﺭ ﺍﻭ ﺯﻳﺎﺭ ‪‬ﺨﻪ ﺩ ﻣﻨﻲ ﭘﻪ ﻣﻮﺳﻢ‬
‫ﻛﯥ ‪‬ﻪ ﺍﺧﻠﻲ‪) .‬ﺩ ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﺩﻭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻤﺴﻮﺭ )ﺷﻴﻦ ﺍﻭ ﺳﺒﺰ(‪ ،‬ﺭﻧ‪‬ﻴﻨﻪ )ﺭﻧ‪‬ﺎﺭﻧ‪(‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺖ‬
‫ﺩﻭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰ ﺗﻮ‪‬ﻪ ﺍﺻﻼﺡ ﻛ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻟﯥ ﺩ‬
‫)ﺳﻤﺴﻮﺭ‪ ،‬ﺭﻧ‪‬ﻴﻨﻪ ﺍﻭ ﻫﻮﺍ( ﭘﻪ ﻧﻮﻣﻮﻧﻮ ﻭﻧﻮﻣﻮﻱ ﺑﻴﺎ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ‬
‫ﺍﺭﺯﻩ ﻭﻧﻪ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ‪..‬‬
‫ﺳﻤﺴﻮﺭ ‪‬ﻟﻪ‪ :‬ﻮﻙ ﻭﻳﻠﻰ ﺷﻲ ﭼﯥ ﻣﻨﻰ ﺩ ﻛﺎﻝ ‪‬ﻮﻭﻡ ﻓﺼﻞ ﺩﻯ؟‬
‫ﺻﻮﺭﺕ ﻛﯥ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩ ﺭﻧ‪‬ﻴﻨﻪ ‪‬ﻟﻪ‪ :‬ﺩ ﻣﻨﻲ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﺩﯤ ﻭﻭﺍﻳﻲ؟‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ‬ ‫ﺩ ﻫﻮﺍ ‪‬ﻟﻪ‪ :‬ﺩ ﻣﻨﻲ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﺩﯤ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﺍﻭ‬
‫ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻭ ﺳﺮﻩ ﺍﻭﺍﺭﯤ ﻛ‪‬ﻱ‪.‬‬ ‫ﺧﺒﺮﯤ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﭘﻴﻞ ﻛﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ‬ ‫ﻫ‪‬ﻮﻧﻪ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ‪.‬‬
‫ﻭﻧﻪ ﻛﯥ ‪‬ﻮ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺩ )ﭘﻮﻫﯥ‪،‬‬ ‫‪ -‬ﺗﺎﺳﯥ ﻭﻳﻠﻰ ﺷﻲ ﭼﯥ ﭘﻪ ﻛﻮﻣﻮ ﻣﻮﺳﻤﻮﻧﻮ ﻛﯥ ﺷﭙﻪ ﺍﻭ ﻭﺭ‪‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺳﺮﻩ ﺑﺮﺍﺑﺮﻳ‪‬ﻱ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺩ ﻣﻨﻲ ﭘﻪ ﻣﻮﺳﻢ ﻛﯥ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﭘﺴﺮﻟﻲ ﺍﻭ ﻣﻨﻲ ﭘﻪ ﺍ‪‬ﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﺷﭙﻪ ﺍﻭ ﻭﺭ‪ ‬ﺳﺮﻩ ﺑﺮﺍﺑﺮﻳ‪‬ﻱ؟‬ ‫ﺑﻴﺎ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ‪‬ﻭﻝ ﺩ ﻟﻮﺳﺖ ﺩ ﺟﻤﻠﻮ‬ ‫ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﺩﻭﯤ ﻛﺮ‪‬ﯥ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﺍﻣﻼ ﻭﻭﻳﻠﻰ ﺍﻭ ﻭﻟﻴﻜﻠﻰ ﺷﻮﯤ؟‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻨﻲ ﺩ ‪‬ﻪ ﻫﻮﺍ ﺍﻭ ﺭﻧ‪‬ﻴﻨﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭼﺎﭘﯧﺮאﻝ ‪‬ﺨﻪ ﺩ ﺧﻮ‪ ‬ﺍﺣﺴﺎﺱ ﻛﻮﻱ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﻣﻮﺳﻤﻮﻧﻮ ﺩ ﻧﻈﻢ‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ‬
‫ﺑﺪﻟﻮﻧﻮ ﺳﺮﻩ ﺑﻠﺪﺗﻴﺎ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻩ‪.‬‬ ‫ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﺎﻏﺬ ‪‬ﺨﻪ ﻭﺍ‪‬ﻩ ﻛﺎﺭﺗﻮﻧﻪ ﺟﻮ‪ ‬ﻛ‪‬ﻱ ﺍﻭ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺩﻭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ‬ ‫ﺑﻴﺎ ﺩﯤ ﺩ ﻣﻨﻲ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﭘﻜﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﺤﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩ ﺩﻭﻱ ﻓﻌﺎﻟﻴﺖ ﺗﺮ ‪‬ﺎﺭﻧﻰ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ ﺍﻭ ﺩ ﻧﻴﻤ‪‬ﺗﻴﺎ ﭘﻪ‬

‫‪١٥٨‬‬
 ‫ﺩﺭﯤ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻣﻨﻰ ﻣﻮﺳﻢ )‪ (١٠٥ -١٠٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴ‪‬ﻱ‬
‫ﭼﯥ ﺑﺰ‪‬ﺮﺍﻥ ﺩ ﭘﺴﺮﻟﻲ ﻟﻪ ﻛﺎﺭ ﺍﻭ ﺯﻳﺎﺭ ‪‬ﺨﻪ ﺩ ﻣﻨﻲ ﭘﻪ ﻣﻮﺳﻢ‬
‫ﻛﯥ ‪‬ﻪ ﺍﺧﻠﻲ‪) .‬ﺩ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻴﻤﻮ )ﻣﻨﻄﻘﻪ(‪ ،‬ﭘﺎ‪‬ﯥ )ﺑﺮ‪ ،(‬ﮊﻳ‪‬ﻳﺪﻭ‬
‫)ﮊﻳ‪‬ﻭﺍﻟﻰ(‪ ،‬ﭘﻴﻞ )ﺷﺮﻭﻉ(‪ ،‬ﺭﮊﻳ‪‬ﻯ )ﺗﻮﺋﻴ‪‬ﻯ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻧﻮﻳﻮ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬
‫ﺳ‪‬ﻭ ﺗﻮﺩﻭ ﺳﻴﻤﻮ ﭘﺎ‪‬ﯥ ﺯﻳ‪‬ﻳﺪﻭ ﭘﺨﻴ‪‬ﻱ ﺭﻧ‪‬ﻴﻨﻪ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺖ ﺩ‬
‫ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﺩﺭﻳﻮ ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻪ ﺩﻭﻯ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ‬
‫ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻱ ﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺳﺘﺎﻳﻨﻪ‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ‪‬ﻟﯥ ﺩﯤ ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﻪ ﭘﺮﻣﺨﺘ‪ ‬ﺯﻣﻴﻨﻪ ﺩﯤ ﻭﺭﺗﻪ ﺑﺮﺍﺑﺮﻩ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﺩ ‪‬ﺎﻧ‪‬ﺗﻴﺎ ﺍﻭ ﺑﺪﻟﻮﻥ ﭘﻪ‬ ‫ﭘﻪ ‪‬ﻮ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻫﻜﻠﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩﯤ ﻟﻴﻜﻠﻮ ﻛﺎﺭ‪‬ﻮﻧﻮ ﻟﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺟﻤﻠﻰ ﺩﯤ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ؟‬
‫ﻣﺨﯥ ﻛﻠﻤﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ‪ :‬ﺑﺰ‪‬ﺮﺍﻥ ‪‬ﻨ‪‬ﻪ ﺩ ﺧﭙﻞ ﺗﻴﺮ ﻭﺧﺖ ﺩ ﻛﺎﺭ ﺍﻭ ﺯﻳﺎﺭ‬
‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﯥ ﭘﻪ ﻣﻨﯥ ﻛﻲ ﺍﺧﻠﻲ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﻟﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ‪ :‬ﺩ ﻛﺎﻝ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﺩﯤ ﭘﻮﺭﻩ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ‪‬ﻮ ﺩ ﺩﻭﻯ ﺩ )ﭘﻮﻫﯥ‪،‬‬ ‫ﺍﻭ ﻭﺩﯤ ﻟﻮﻟﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﭘﻪ ‪‬ﺎﻧ‪‬ﻭ ﺑﺪﻟﻮﻧﻮﻧﻮ‬ ‫ﻭﺭﺗﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﻭﻯ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻨﻲ ‪‬ﯥ ﺍﻭ ﺩ ﺑﺪﻟﻮﻧﻮﻧﻮ ﻧ‪‬ﯥ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﻧ‪‬ﺎﻧﯥ ﺑﻴﺎﻧﻮﻟﻰ ﺷﻲ؟‬ ‫ﻳﻮ ﻳﻮ ﺗﻦ ﺭﺍﺷﻲ ﺍﻭ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﺗﻜﺮﺍﺭ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﺩ ﻣﯧﻮﻭ ﺍﻭ ﺩﺍﻧﻮ‬ ‫ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪‬ﺨﻪ ﺧﻮﻧﺪ ﺍﺧﻠﻲ ﺍﻭ ﺩﺍ ﻳﻮ ‪‬ﻮﺭﻩ ﻣﻮﺳﻢ ﺑﻮﻟﻲ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﯤ ﻣﻮﺳﻢ ﻣﻴﻮﯤ ﺍﻭ ﺧﻮﺭﻛﻲ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﻣﻮﺍﺩ ﻭﭘﯧﮋﻧﺪﻝ‪.‬‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻣﻨﻲ ﺩ ‪‬ﻮ ﭘﻪ ﻫﻜﻠﻪ ﻟﻪ ﻳﻮ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﯤ ﻭﺭﻭﺳﺘ‪‬‬ ‫ﺑﻞ ﺳﺮﻩ ﺧﺒﺮﯤ ﺍﺗﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﻫﻢ ﺩﯤ ﺧﭙﻠﯥ ﻛﻮﺭﻧ‪‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻴﻜﻠﻮ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ ﺩ ﻣﻴﺰ ﻟﻪ ﻣﺨﯥ‬
‫ﻏ‪‬ﻭ ﺗﻪ ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﺑﻴﺎ ﻥ ﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺭﺍﻭﺍﺧﻠﻲ ﻫﻐﻪ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﺗﺨﺘﯥ ﭘﺮ ﻣﺦ ﺩﯤ‬

‫‪١٥٩‬‬
 ‫‪‬ﻠﻮﺭ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﮊﻣﻰ ﻣﻮﺳﻢ )‪ (١٠٧ -١٠٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﮊﻣﯥ ﺩ ﻣﻮﺳﻢ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﺩﻏﻪ ﻣﻮﺳﻢ ﺩ ﻫﻮﺍ ﭘﻪ ‪‬ﻳﺮ‬
‫ﺑﺪﻟﻮﻥ ﺍﻭ ﺳ‪‬ﻳﺪﻭ ﺑﺎﻧﺪﯤ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﮊﻣ‪ ‬ﭘﻪ ﻳﺨﻨ‪ ‬ﻛﯥ ﺩ ‪‬ﺎﻥ‬
‫ﺳﺎﺗﻨﻲ ﺫﻫﻨﻴﺖ ﻭﺭﻛﻮﻝ ﺩﻱ‪) .‬ﺩ ﻟﻮﺳﺖ ‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭ‪‬ﺍﻧ‪‬ﯥ )ﺷﻌﺎﻉ(‪ ،‬ﺗﻮﺩﻭﺧﻪ )ﺣﺮﺍﺭﺕ(‪ ،‬ﻣﺮﻏﻮﻣﻰ‬
‫)ﺟﺪﻯ(‪ ،‬ﺳﻠﻮﺍﻏﻪ )ﺩﻟﻮ(‪ ،‬ﻛﺐ )ﺣﻮﺕ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻭﭼﯥ ‪‬ﺎﻧ‪‬ﻲ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﺩﻭﯤ ﻛﺮ‪‬ﯥ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ‬
‫ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬
‫‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ‪ :‬ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﺩ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﻨﻰ ﺩ ﻣﻴﻮﻩ ﻟﺮﻭﻧﻜﻮ ﺍﻭ ﺑﯥ ﻣﻴﻮﻭ ﻭﻧﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﺍﻭﻏﻮﺭ ﺳﺮﻩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﺉ ﭼﯥ ﭘﻪ ‪‬ﺮﻭﭘﻴﺰﻩ ‪‬ﻭﻝ ﺩ‬ ‫ﻭﺍﻭﺭﻱ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ‬
‫ﻟﻮﺳﺖ ﺩ ﻛﻠﻤﻮ ﺍﻭ ﺟﻤﻠﻮ ﺍﻣﻼ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ‬ ‫ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﻫ‪‬ﻮﻭﻧﻜﻲ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺗﯧﺮ‬
‫ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﻳﯥ ‪‬ﻮﺍﺏ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ ﺩﻭﻯ ﭘﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺮﻩ ﺑﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩ ﻫﻐﻮﻯ ﺩ ﭘﻮﻫﯥ ﺍﻧﺪﺍﺯﻩ ﻫﻢ ‪‬ﻮﻭﻧﻜﻰ ﺗﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﺷﻲ ﭼﯥ ﭘﻪ ﭘﺎﺗﯥ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﭘﻪ ﺧﺎﻃﺮ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﻟﻪ‬ ‫ﺑﺮﺧﻪ ﻛﯥ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩﻭﻯ‬ ‫‪ -‬ﮊﻣﻰ ﺩ ﻛﺎﻝ ‪‬ﻮﻭﻡ ﻣﻮﺳﻢ ﺩﻯ؟ ﺍﻭ ﭘﻪ ﭘﻮﺭﺗﻨﻲ ﺍﻧ‪‬ﻮﺭ ﻛﯥ‬
‫ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﻭ‪‬ﻴﻲ‪.‬‬ ‫ﻛﻮﻡ ﻣﻮﺳﻢ ﻭﻳﻨﺊ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﮊﻣﻲ ﺩ ﻣﻮﺳﻢ ﺩ ﻣﻴﺎﺷﺘﻮ ﭘﻪ ﻧﻮﻣﻮﻧﻮ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -‬ﺧﻠﻚ ﺩ ﮊﻣﻲ ﺩ ﺭﺍﺭﺳﻴﺪﻭ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻪ ﺗﻴﺎﺭﻱ ﻧﻴﺴﻲ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩ ﻛﻠﻤﻮ ﺍﻭ ﺟﻤﻠﻮ ﺩ ﺍﻣﻼ‬ ‫‪ -‬ﻴﻨﻲ ﺧﻠﻚ ﮊﻣﻰ ﭘﻪ ﻛﻮﻣﻮ ﻧﻮﻣﻮﻧﻮ ﻳﺎﺩﻭﻱ؟ )ﺗﻮﺩﯤ ﺟﺎﻣﯥ‪،‬‬
‫ﻛﺎﺭ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩ ﺳﻮﻥ ﻣﻮﺍﺩ( ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﮊﻣﻲ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﯥ ﺩ ﮊﻣﻲ ﻟﻪ ﻳﺨﻨﻲ ‪‬ﺨﻪ ﺩ‬ ‫ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﺎﻥ ﺳﺎﺗﻨﯥ ﻓﻜﺮ ﭘﻴﺪﺍ ﺷﻮ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﭘﻪ ﮊﻣﻲ ﻛﯥ ﺍﻧﺴﺎﻧﺎﻥ‬ ‫ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ‬
‫ﻛﻮﻣﻮ ﺷﻴﺎﻧﻮ ﺗﻪ ﺯﻳﺎﺕ ﺍ‪ ‬ﺩﻱ ﺗﺮ ‪‬ﻮ ﻭﻛﻮﻟﻰ ﺷﻲ ﻟﻪ ﺩﯤ‬ ‫ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺳﺘﻮﻧﺰﻭ ‪‬ﺨﻪ ﭘﻪ ﺳﻼﻣﺘﻲ ﺳﺮﻩ ﻭﻭﺯﻱ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺭﺍﺷﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻛﺮ‪‬ﻪ ﺩﯤ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺩﻭﻯ‬
‫ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٦٠‬‬
 ‫‪‬ﻠﻮﺭ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﮊﻣﻲ ﻣﻮﺳﻢ )‪ (١٠٧ -١٠٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﮊﻣﯥ ﺩ ﻣﻮﺳﻢ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﺩﻏﻪ ﻣﻮﺳﻢ ﺩ ﻫﻮﺍ ﭘﻪ ‪‬ﻳﺮ ﺑﺪﻟﻮﻥ‬
‫ﺍﻭ ﺳ‪‬ﻳﺪﻭ ﺑﺎﻧﺪﯤ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﮊﻣ‪ ‬ﭘﻪ ﻳﺨﻨ‪ ‬ﻛﯥ ﺩ ‪‬ﺎﻥ ﺳﺎﺗﻨﻲ‬
‫ﺫﻫﻨﻴﺖ ﻭﺭﻛﻮﻝ ﺩﻱ‪) .‬ﺩ ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ‪‬ﻠﻮﺭ ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﯧﻤﻪ )ﻣﻨﻄﻘﻪ(‪ ،‬ﻧ‪‬ﺘﺮ )ﺩ ﻏﺮﻩ ﻳﻮ ‪‬ﻭﻝ ﻭﻧﻪ ﺩﻩ(‪،‬‬
‫ﻭﺭﻳ‪‬ﻱ )ﻣﻴﺒﺎﺭﺩ(‪ ،‬ﻭﻳﻠﻰ ﻛﻴ‪‬ﻯ )ﺍﻭﺑﻪ ﻛﻴ‪‬ﻱ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻧﻮﻭ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬
‫ﻧﺎﺭﻧﺞ ﺳﺒﺮ ﻧ‪‬ﺘﺮ ﻧﻨ‪‬ﺮﻫﺎﺭ ﻟﻐﻤﺎﻥ‬ ‫ﻛ‪‬ﺘﻮﻧﻪ ﮊﺭ‬
‫ﻭﺍﻭﺭﻩ ﻭﻳﻠﻲ‬ ‫ﻭﺭﻳ‪‬ﻱ‬ ‫ﭘﻜﺘﻴﺎ‬ ‫ﻛﻨﺪﻫﺎﺭ‬ ‫ﻛﻮﻧ‪‬‬

‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﺩﻗﺖ ﺳﺮﻩ‬
‫ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺧﭙﻠﯥ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ‬
‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ‬
‫ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ‪‬ﻭﻝ ﻳﻮ ﻳﻮ ﺗﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺭﺍﺷﻲ ﺍﻭ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﺩﯤ ﻳﻮ ﻛﺎﺭﺕ ﺭﺍﻭﺍﺧﻠﻲ ﺍﻭ‬
‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭﻟﻪ ﻧﻮﺭﻭ ‪‬ﻟﻮ ‪‬ﺨﻪ ﺩﯤ ﻳﻮ ﺗﻦ ﻫﻐﻪ ﭘﻪ‬
‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺳﺘﺎﻳﻨﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﺩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ(‬
‫ﺩ ﻣﻌﻠﻮﻣﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﭘﻴﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻫﯧﻮﺍﺩ ﺗﻮﺩﯤ ﺳﻴﻤﯥ ﻭﭘﯧﮋﺍﻧﺪﯤ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭ‪‬ﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﻛﻠﻤﯥ‬
‫ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻠﻰ ﺷﻮﯤ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﺗﻮﺩﻭ ﺳﻴﻤﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻭ‬
‫ﺳﺮﻩ ﺩ ﻭ‪‬ﺗﻴﺎ ﺍﺣﺴﺎﺱ ﻛﻮﻱ؟‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺳﺮﻩ ﺩ ﻫﯧﻮﺍﺩ ﺩ‬
‫ﺗﻮﺩﻭ ﺳﻴﻤﻮ ﺍﻭ ﻭﻻﻳﺎﺗﻮ ﺍﻭ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩ ﻣﯧﻮﻭ ﺍﻭ ﻏﻠﻮ ﺳﺮﻩ‬
‫ﺑﻠﺪﺗﻴﺎ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻩ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫ﺗﻴﺮﻭﺗﻨﯥ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬
‫ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻟﯥ ﺍﻭ ﻛﺘﺎﺭﻭﻧﻪ ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﺑﻴﻼ‬
‫ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﭘﻮﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺩﯤ ﺍ‪‬ﻩ ﺩﯤ ﭘﻪ ﺗﯧﺮ‬
‫ﻟﻮﺳﺖ ﻛﯥ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ‪‬ﺎﻥ ﺗﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ‬
‫ﺗﻮ‪‬ﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪‬ﻯ ﻛﺘﺎﺭ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﺩ ﻛﺘﺎﺏ‬
‫ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﻭﻫﻢ ﻛﺘﺎﺭ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﻛﻠﻤﯥ ﺍﻣﻼ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺩﺭﻳﻢ ﻛﺘﺎﺭ ﺩﯤ ﺩ ﻣﻨﻲ ﺩ ﻣﻮﺳﻢ ﺍﻭ ﻣﻴﺎﺷﺘﻮ ﻧﻮﻣﻮﻧﻪ ﻭﻭﺍﻳﻲ؟‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩ‬
‫ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﭘﻪ ﺍ‪‬ﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺍﻧ‪‬ﻴﺰﻩ ﻳﻲ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻙ ﻛﻮﻟﻰ ﺷﻲ ﭼﯥ ﺩ ﻫﻴﻮﺍﺩ ﺩ ﺗﻮﺩﻭ ﺳﻴﻤﻮ ﻧﻮﻣﻮﻧﻪ ﻭﻭﺍﻳﻲ؟‬
‫‪ -‬ﻭﺍﻭﺭﻩ ‪‬ﻪ ﻭﺧﺖ ﻭﺭﻳ‪‬ﻱ؟ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﺧﺒﺮﯤ‬
‫ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ‪‬ﻠﻮﺭ‬
‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺍﻭ‬
‫ﻣﻄﻠﺐ ﺩﯤ ﻭﺭﺗﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻳﻮ ﻳﻮ ﺗﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ‬
‫ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﻧﻮﺭ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬

‫‪١٦١‬‬
 ‫‪‬ﻠﻮﺭ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﮊﻣﻲ ﻣﻮﺳﻢ )‪ (١٠٧ -١٠٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﮊﻣﯥ ﺩ ﻣﻮﺳﻢ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﺩﻏﻪ ﻣﻮﺳﻢ ﺩ ﻫﻮﺍ ﭘﻪ ‪‬ﻳﺮ ﺑﺪﻟﻮﻥ‬
‫ﺍﻭ ﺳ‪‬ﻳﺪﻭ ﺑﺎﻧﺪﯤ ﭘﻮﻫﻴﺪﻝ ﺍﻭ ﺩ ﮊﻣ‪ ‬ﭘﻪ ﻳﺨﻨ‪ ‬ﻛﯥ ﺩ ‪‬ﺎﻥ ﺳﺎﺗﻨﻲ‬
‫ﺫﻫﻨﻴﺖ ﻭﺭﻛﻮﻝ ﺩﻱ‪) .‬ﺩ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺷﺘﻤﻨﻰ )ﺑ‪‬ﺍﻳﻲ(‪ ،‬ﻮﺭﯤ )ﺩ ‪‬ﯥ ﻭﺍﻻ(‪ ،‬ﺑﯥ ﻭﺯﻟﻪ )ﻏﺮﻳﺐ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ‬
‫ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻠﯥ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻭ ‪‬ﻟﻮ ﻛﯥ ﺳﻤﯥ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ‬
‫‪‬ﻟﯥ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﯥ ﺗﻪ ﭼﻤﺘﻮ ﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻫﯧﻮﺍﺩ ﺩ ﺗﻮﺩﻭ ﺳﯧﻤﻮ ﺩ ﻣﯧﻮﻭ ﺍﻭ ﻭﻧﻮ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ‪.‬‬
‫ﺩ ﺩﻏﻮ ﻭﺳﺎﻳﻠﻮ ‪‬ﺨﻪ ﭼﯥ ‪‬ﻴﻨﯥ ﻭﺧﺖ ﻛﻮﻡ ﺧﻄﺮﻭﻧﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ‬
‫ﺭﺍﭘﻴ‪‬ﻴ‪‬ﻱ ﺧﺒﺮﯤ ﺩﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻟﻴﻜﻲ ﺩ ﺩﻭﻯ ﻫ‪‬ﯥ ﺍﻭ ﻛﻮ‪‬ﻮﻧﻪ ﺩﯤ ﭘﻪ ﻗﺪﺭ ﻳﺎﺩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻧﻮﻱ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﭘﻪ ﺍ‪‬ﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻩ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ )ﭘﻮﻫﯥ‪،‬‬ ‫ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩﺍ ﺟﻤﻠﯥ ﺩﯤ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﯤ ﺩ ﺩﻭﻯ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻭ ﭘﻮﻫﻪ ‪‬ﺎﻥ ﺗﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﻣﺘﻞ )ﻛﺎﺑﻞ ﺑﯥ ﺯﺭﻭ ‪‬ﻪ ﺩﻯ ﻧﻪ‬ ‫‪ -‬ﺗﺎﺳﻮ ﭘﻪ ﻛﻮﺭﻭﻧﻮ ﻛﯥ ﺩ ﺗﻮﺩﻭﺍﻟﻰ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﻛﻮﻣﻮ ﺷﻴﺎﻧﻮ‬
‫ﺑﯥ ﻭﺍﻭﺭﯤ( ﭘﻪ ﻣﻔﻬﻮﻡ ﺍﻭ ﻣﻌﻨﺎ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪‬ﺨﻪ ﻛﺎﺭ ﺍﺧﻠﺊ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺨﺎﺭ‪ ،‬ﺻﻨﺪﻟ‪ ‬ﺍﻭ ﭼﺮ‪ ‬ﺩ‬ ‫ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺩ ﮊﻣﻲ ﺩ ﺗﻮﺩﻭﺧﯥ ﻭﺳﺎﻳﻠﻮ ﺍﻭ ﺩ ﻫﻐﻮﻯ ﻟﻪ ﻟﻪ‬
‫ﻛﻮﺭﻭﻧﻮ ﺩ ﺗﻮﺩﻭﻟﻮ ﻭﺳﺎﻳﻠﻮ ﭘﻪ ﻣﻄﻠﺐ ﭘﻮﻩ ﺍﻭ ﺩ ﻫﻐﻮ ﻟﻮﺳﺘﻨﻪ ﺍﻭ‬ ‫ﺧﻄﺮﻭﻧﻮ ‪‬ﺨﻪ ﺩ ‪‬ﺎﻥ ﺳﺎﺗﻨﯥ ﭘﻪ ﺑﺎﺭﻩ ﻛﯥ ﺩ ﺩﻭﻯ ﺗﻮﺟﻪ ﺭﺍﻭ‪‬ﺮ‪‬ﻮﻱ‬
‫ﻟﻴﻜﻨﻪ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺭ‪‬ﺎ ﺩﯤ ﭘﺮﯤ ﻭﺍﭼﻮﻱ ﺍﻭ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﺩﯤ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺩ ﺧﭙﻠﯥ‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻣﺘﻞ ﭘﻪ ﺑﺮﺧﻪ‬
‫ﺭﻭﻏﺘﻴﺎ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺗﻮﺩﻭﺧ‪ ‬ﻛﻮﻡ ﺷﻴﺎﻥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﺩ ‪‬ﻴﻨﻮ‬ ‫ﻛﯥ ﺩﯤ ﻫﻢ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬
‫ﻭﺳﺎﻳﻠﻮ ﻟﻜﻪ‪ :‬ﺩ ‪‬ﺎﺯ‪ ،‬ﺍﻭﺭ‪ ،‬ﺑﺮ‪‬ﻨﺎ‪ ،‬ﺗﻴﻞ ﺍﻭ ﻧﻮﺭ ﭼﯥ ﺗﺒﺎﻩ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛﻮﻭﻧﻜﻲ ﺧﻄﺮﻭﻧﻪ ﻟﺮﻱ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻟﻴﻚ‪ ،‬ﻟﻮﺳﺖ ﺍﻭ ﺩ ﻣﺘﻞ ﭘﻪ ﻣﻌﻨﺎ‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﭼﻮﭘﺘﻴﺎ‬
‫ﺍﻭ ﻣﻔﻬﻮﻡ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺳﺮﻩ ﺩﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﻳﻮ ﻳﻮ ﺗﻦ‬
‫‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩ )ﺻﻨﺪﻟ‪ ،‬ﺑﺨﺎﺭ‪ ،‬ﭼﺮ‪ (‬ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ ﺍﻭ‬

‫‪١٦٢‬‬
 ‫ﭘﻨ‪‬ﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺍﻭﺭ ‪‬ﯥ ﺍﻭ ﺯﻳﺎﻧﻮﻧﻪ )‪ (١٠٩ -١٠٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪‬ﻯ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺍﻭﺭ ﺩ ﺍﺭﺯ‪‬ﺖ‪ ،‬ﻮ ﺍﻭ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻪ‬
‫ﻫﻜﻠﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻝ ﺩﻱ‪) .‬ﻟﻮﻣ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﺨﻮﺍ )ﺗﻴﺮ ﻭﺧﺖ(‪ ،‬ﻟﻪ ﻛﺒﻠﻪ ) ﻟﻪ ﺳﺒﺒﻪ(‪ ،‬ﺎﺭﻭﻱ‬
‫)ﺣﻴﻮﺍﻧﺎﺕ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ )‪ (٥٤‬ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ‪ ،‬ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺳﺘﺎﻳﻞ ﺷﻲ‬
‫ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ‪‬ﻮﻭﻧﻴﺰﯤ ﻣﺮﺳﺘﯥ ﻭﺷﻲ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ‬
‫‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫‪ -‬ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ‬
‫ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪ ،‬ﺑﻞ ﺷﻤﯧﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻐﺘﻮﻧﻪ‬ ‫‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺍ‪‬ﻭﻧﺪ‬
‫ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪ ،‬ﺑﻞ ﺷﻤﻴﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ‬ ‫ﺑﺮﺧﯥ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ‬
‫ﻭﻭﺍﻳﻲ ﺍﻭ ﺗﻴﺮ ﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻣﺮﺍﻣﻮﻧﻪ ‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ‪‬ﺎﻧﺘﻪ‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﺗﻪ ‪‬ﻴﺮ ﻛ‪‬ﻱ‪ ،‬ﺗﺮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ‬
‫ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻧ‪‬ﻮﺭ ﺩ ﺑﯧﻼﺑﯧﻠﻮ ﺑﺮﺧﻮ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻟﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺍﻭﺭ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺎﺏ ﺩﻭﻣﺮﻩ ﭘﻮﻫﻪ‬ ‫ﻫﺮ ‪‬ﺮﻭﭖ ‪‬ﺨﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩﺍ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫ﺗﺮﻻﺱ ﻛ‪‬ﯤ ﺩﻩ ﭼﯥ ﻧﻮﺭ ﻣﻠ‪‬ﺮﻱ ﻭ ﭘﻮﻫﻮﻱ؟‬ ‫‪ -۱‬ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮ ﺍﻭﺭ ‪‬ﻪ ﺷﻰ ﺩﻯ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻣﻬﺎﺭﺕ ﻟﺮﻱ؟‬ ‫‪ -۲‬ﻣﻮ‪ ‬ﺧﭙﻞ ﺧﻮﺍ‪‬ﻩ ﭘﻪ ‪‬ﻪ ﺷﻲ ﭘﺨﻮﻭ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺍﻭﺭ ﺩ ‪‬ﻮ ﺗﺮ ‪‬ﻨ‪‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ‬
‫‪‬ﻴﻨﯥ ﻭﺧﺖ ﺯﻳﺎﻧﻮﻧﻪ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﻭ‪‬ﻱ‪.‬‬ ‫ﺑﺸﭙ‪ ‬ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ ﺗﺮ ‪‬ﻮ ﺩﻭﻯ ‪‬ﺍ‪ ‬ﻣﻦ ﺩﺭﺱ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﭘﻪ ﻟﻮﺳﺖ ﺍﻭ ﻟﻴﻚ ﭘﻮﻫﯧ‪‬ﻱ‪ .‬ﺯﺩﻩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺳﺮ ﻟﻴﻚ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺩ‬
‫ﻛﻮﻭﻧﻜﻰ ﺩ ﭘﻮﻫﯥ ﻻﺭﯤ ﭼﺎﺭﯤ ﭘﻴﺪﺍ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﻟﻮﺳﺖ ‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‬
‫‪ -٤‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺑﻴﺎ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻟﻐﺘﻮﻧﻪ )ﺍﻭﺭ‪ ،‬ﺗﻮﺩﻭﺧﻪ‪ ،‬ﺍﺭﺯ‪‬ﺖ( ﻣﻌﻨﺎ ﺍﻭ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﻭﺍﺭ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ‪‬ﻴﻨﯥ ﻟﻐﺘﻮﻧﻪ‬
‫)ﺑﺰ‪‬ﺮ‪ ،‬ﺗﺠﺮﺑﻪ ﻛﺎﺭ‪ ،‬ﺑﻮﺧﺖ( ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻳﺎﺩﻭﻧﻪ‪ :‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ )ﺍﻟﻤﺎﺳﻚ( ﭘﻪ ﺍ‪‬ﻩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٦٣‬‬
 ‫ﭘﻨ‪‬ﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺍﻭﺭ ‪‬ﯥ ﺍﻭ ﺯﻳﺎﻧﻮﻧﻪ )‪ (١٠٩ -١٠٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺍﻭﺭ ﺩ ﺍﺭﺯ‪‬ﺖ‪ ،‬ﻮ ﺍﻭ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻪ‬
‫ﻫﻜﻠﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻝ ﺩﻱ‪) .‬ﻠﻮﺭ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻪ ﺍﻣﻠﻪ )ﻟﻪ ﺳﺒﺒﻪ(‪ ،‬ﺭ‪‬ﺎ )ﺭﻭ‪‬ﻨﺎﻳﻲ(‪ ،‬ﺗﻮﺩﻭﺧﻪ‬
‫)‪‬ﺮﻣﻲ(‪ ،‬ﺳﻮﻟﻮﻝ )ﻣ‪‬ﻞ(‪،‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ‬
‫‪‬ﺎﻛﻠﻮﻛﻠﻤﻮﻛﺎﺭ‪‬ﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ )‪ (٥٤‬ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﻩ )ﻳﻮﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻳﻞ( ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ‪ ،‬ﻭ‪ ‬ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻧﺎﺯﻭﻝ ﺷﻲ‪ ،‬ﻧﻮﺭ ﺩﯤ ﻭﻫ‪‬ﻮﻱ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ‬
‫ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻭﺍﺭ ﭘﻪ ﻭﺍﺭ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻣﺮﺍﻣﻮﻧﻮ ﭘﻪ ﭘ‪‬ﺍﻭ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭﻭ ﺍﻭ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﭼﺎﺭﻭ ﭘﻪ ﺑﺎﺏ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺳﻤﻮ‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﻛﭽﻪ ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻣﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﺳﻤﻮ ﻟﻴﻜﻠﻮ ﭘﻪ ﺑﺎﺏ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺧﻠﻚ ﺩ ﻛﻮ‪‬ﻮ ﺩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﺗﻮﺩﻭﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ‪‬ﻪ ﺷﻲ ‪‬ﺨﻪ ‪‬ﻪ ﺍﺧﻠﻲ؟‬ ‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪ :‬ﺧﻠﻚ ﺩ ﻛﻮ‪‬ﻮ ﺩ ﺗﻮﺩﻭ ﻟﻮ ﻟﻪ ﭘﺎﺭﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﻰ ﺳﻤﻰ ﻟﻴﻜﻠﻰ ﺍﻭ‬ ‫ﻟﻪ ‪‬ﻪ ﺷﻲ ‪‬ﺨﻪ ‪‬ﻪ ﺍﺧﻠﻲ؟ ﺩ ﻫﺮ ‪‬ﺮﻭﭖ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫ﺑﻪ ﻭﻏ‪‬ﻳ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻪ ﺑﺸﭙ‪‬ﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﺳﻮאﻝ ﺭ‪‬ﺎ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺧﻮﺍ‪‬ﻩ ﺍﻭ ﻧﻮﺭ ﺷﻴﺎﻥ‬ ‫ﻭﺍﭼﻮﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ‪‬ﻠﻮﺭ ﻣﻨ‪‬ﻨ‪‬‬
‫ﭘﻪ ﺍﻭﺭ ﭘﺨﻴ‪‬ﻱ‪.‬‬ ‫ﻛﺮ‪‬ﯥ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺳﺮﻩ ﺩ ﺍﻭﺭ‬ ‫ﺩﯤ ﻭﻛﺎﺭﻭﻱ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺩﺭﺱ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ‬
‫ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺍ‪‬ﻩ ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺳﺮﻩ ﻧﻮﯤ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻠﻤﯥ ﺯﺩﻩ ﻛﻮﻱ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻭﻩ ﺩﻭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﺨﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺩﺍﺳﯥ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ ﺍﻭﺭ ‪‬ﯥ ﺍﻭ ﺯﻳﺎﻧﻮﻧﻪ‬ ‫ﭘﻪ ﻛﺎﺭ ﻟ‪‬ﻴﺎ ﻛ‪‬ﻱ ﭼﯥ ﺍﻭﻝ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺑﻴﺎ ﺩﯤ ﺩ ﻳﻮ‬
‫ﭘﻪ ﻟﻨ‪ ‬ﻭﻝ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺑﻞ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬

‫‪١٦٤‬‬
 ‫ﭘﻨ‪‬ﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺍﻭﺭ ‪‬ﯥ ﺍﻭ ﺯﻳﺎﻧﻮﻧﻪ )‪ (١٠٩ -١٠٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺍﻭﺭ ﺩ ﺍﺭﺯ‪‬ﺖ‪ ،‬ﻮ ﺍﻭ ﺯﻳﺎﻧﻮﻧﻮ‬
‫ﭘﻪ ﻫﻜﻠﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻝ ﺩﻱ‪) .‬ﻠﻮﺭ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺑﺪﻟﻮﻥ )ﺍﻭ‪‬ﺘﻮﻥ(‪ ،‬ﻣﻮﺳﻢ )ﻭﺧﺖ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ‪‬ﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫‪‬ﺎﻛﻠﻮﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭ‪‬ﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮ‬

‫ﻛﺘﻨﯥ ﺗﻴﺮﻩ ﻛ‪‬ﻱ‪ ،‬ﻣﺨﻜ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻﻭﻫ‪‬ﻮﻱ ﺩﺧﭙﻞ‬
‫‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪ .‬ﻟﻮﻣ‪‬‬
‫‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻣﺘﻦ ﺩﺧﭙﻠﻮ ﻣﻠ‪‬ﺮﻭ ﭘﻪ ﻣﺮﺳﺘﻪ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ‬
‫ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ‬
‫ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺧﭙﻞ ﺍﺳﺘﺎﺯﻱ ﭘﻪ ﻛﻮﻣﻚ ﺩ ﺟﻤﻠﻮ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩ ﺟﻮ‪ ‬ﻭﻟﻮ ﭘﻪ ﺑﺎﺏ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪‬ـﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛـﻮﻭﻧﻜﻮ ﺩ ﺑﺸﭙ‪‬ﯤ ﺯﺩﻩ ﻛ‪‬ﯤ ﭘﻪ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﺭﯤ ﻭﺍ‪‬ﻭ ‪‬ﻟﻮ ﺩ ﺯﻳﺎﺭﻭﻧﻮ ﻣﻨﻨﻪ ﻭﻛ‪‬ﻱ‪ .‬ﺑﻴﺎ‬
‫ﺑﺎﺏ ﺍﺭﺯﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﯤ ﺩﺍ ﭘﻮ‪‬ﺘﻨﻪ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﭘﻪ ﻭﺍﺭ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺍﻭﺭ ﺩ ‪‬ﻮ ﺍﻭ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻪ ﻫﻜﻠﻪ‬ ‫ﺍﻭﺭ ﺭ‪‬ﺎ ﻟﺮﻱ ﺍﻭ ﻛﻪ ﻧﻪ؟ ﭘﺨﻮﺍﻧﻴﻮ ﺧﻠﻜﻮ ﺩ ﺍﻭﺭ ﻟﻪ ﺭ‪‬ﺎ ‪‬ﺨﻪ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﻛ‪‬؟‬ ‫ﻭﻟﯥ ‪‬ﻪ ﺍﺧﯧﺴﺘﻠﻪ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﻟﻪ ﻟﻐﺘﻮﻧﻮ ‪‬ﺨﻪ ﻣﻨﺎﺳﺒﯥ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﭘﻪ ﻭﺍﺭ ﭘﺮﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ‬
‫ﺟﻤﻠﯥ ﺟﻮ‪‬ﻭﻟﻰ ﺷﻲ ﺍﻭ ﻫﻢ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﺧﺒﺮﻯ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺑﺎﻳﺪ ﻟﻪ ﺍﻭﺭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﻧﻮﻱ ﭘﻨ‪‬ﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ ﻣﺘﻦ )ﺍﻭﺭ( ﺳﺮﻟﻴﻚ ﭘﻪ‬
‫ﺳﺮﻩ ﺑﯥ ﭘﺮﻭﺍﻳﻲ ﻭﻧﻜ‪‬ﻱ ‪‬ﻜﻪ ﭼﯥ ‪‬ﻳﺮﯤ ﻭﺭﺍﻧ‪ ‬ﺭﺍﻣﻨ‪ ‬ﺗﻪ‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﺩﯤ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﻟﻐﺘﻮﻧﻪ‬
‫ﻛﻮﻱ؟‬ ‫ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﺩ ﻻﺭﻭ ﭼﺎﺭﻭ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﺩﯤ‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﭘﻪ ﺩﯤ ﻛﯥ ﺩﻯ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻫﺮ‬ ‫ﻭﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﻧﻮﯤ ﻛﻠﻤﯥ ﺯﺩﻩ ﻛﻮﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﻧﺪﻩ ﻭﺭﻛ‪‬ﻱ ﭼﯥ ﭘﺨﭙﻠﻮ ﻣﻨ‪‬ﻮ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻻﻧﺪﯤ ﻛﻠﻤﯥ ﭘﻪ ﻟﻨ‪‬ﻭ‬ ‫ﻛﯥ ﭘﻪ ‪‬ﻮ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺟﻤﻠﯥ ﻭﻟﻮﻟﻲ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﺍﻭ ﺧﭙﻠﻰ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭﺭ ﻛﺸﻒ ﻏﺮﻭﻧﻮ ﺭ‪‬ﺎ ﺗﻮﺩﻭﺧﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩﻏﻪ‬
‫ﻟﻐﺘﻮﻧﻪ‪) :‬ﻫﻴ‪‬ﻜﻠﻪ‪ ،‬ﺑﯥ ﭘﺮﻭﺍﻳﻲ( ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬

‫‪١٦٥‬‬
 ‫ﺷﭙ‪ ‬ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺍﻟﻮﺗﻮﻧﻜﻲ ﻣﺮﻏﺎﻥ )‪ (١١١ -١١٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻣﺮﻏﺎﻧﻮ ﺍﻭ ﺩ ﻫﻐﻮ ﺩ‬
‫‪‬ﻴﻨﻮ ‪‬ﻭﻟﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ‪‬ﻮ ﻳﯥ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪) .‬ﺩﺭﻱ‬
‫ﻟﻮﻣ‪‬ﻧ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍﻟﻮﺗﻮﻧﻜﻲ )ﻣﺮﻏﺎﻥ(‪ ،‬ﺁﻟﻮﺯﻱ )ﺁﻟﻮﺗﻨﻪ ﻛﻮﻱ(‪،‬‬
‫ﻣﺮﻏ‪) ‬ﻭ‪‬ﻭﻛﯥ ﻣﺮﻏ‪ ،‬ﻭ‪‬ﻭﻛﻲ ﺁﻟﻮﺗﻮﻧﻜﻰ(‪.‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ‪‬ﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﭘﻪ‬
‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ‪‬ﺎﻛﻠﯥ ﻛﻠﻤﯥ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬

‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ ﺯﻳﺎﺭﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬
‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻣﻮﻝ ﺩﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﭘﻪ ﺩﯤ ﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﺩﻏﻪ ﻣﺮﻏﺎﻥ‪:‬‬
‫)ﺑﺎﺯﺍﻥ‪ ،‬ﻫﻴﻠ‪ ، ‬ﻣﺮﻏﺎﻭ‪ ،‬ﺑﺘﯥ‪ ،‬ﺑﺎ‪‬ﯥ( ﺩ ﻛﻮﻣﻮ ﻣﺮﻏﺎﻧﻮ ﻟﻪ‬
‫ﺷﻤﻴﺮ ‪‬ﺨﻪ ﺩﻱ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻛﻮﺭﻧﻴﻮ ﺍﻭ ﺁﻟﻮﺗﻮﻧﻜﻮ ﻣﺮﻏﺎﻧﻮ‬
‫ﻧﻮﻣﻮﻧﻪ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻨﻮﻧﻮ ﻛﯥ ﺩﻫﺮ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﺯﺩﻩ ﻛ‪‬ﻩ ﺧﻮ‪‬ﻲ ‪‬ﺮ‪‬ﻨﺪﻳ‪‬ﻱ؟‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻛﯥ‬
‫ﻏ‪‬ﻭﻧﻪ‪ ،‬ﺗﻮﺭﻱ‪ ،‬ﻛﻠﻤﯥ‪ ،‬ﺟﻤﻠﯥ‪ ،‬ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺯﺩﻩ ﻛﻮﻱ؟‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺩﻏﻮ ﺟﻤﻠﻮ ﺗﺶ ‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ‪‬ﻙ ﻛ‪‬ﻱ‪:‬‬
‫‪ -۱‬ﻮﻟﯥ ﻣﺮﻏ‪ ‬ﺍﻭ ﻣﺮﻏﺎﻥ ﺁﻟﻮﺗﻮﻧﻜﻲ ـــــ ﺩﻱ‪ ،‬ﺩﻩ‪.‬‬
‫‪ -۲‬ﻴﻨﯥ ﺁﻟﻮﺗﻮﻧﻜﻲ ‪‬ﻮﻝ ﻛﺎﻝ ﭘﻪ ﻳﻮﻩ ‪‬ﺎﻯ ﻛﯥ ﮊﻭﻧﺪ‬
‫ـــــــــــ )ﺗﯧﺮﻭﻯ‪ ،‬ﻟﺮﻱ(‪.‬‬
‫‪ -۳‬ﭼﺮ‪‬ﯥ ﭼﺮ‪‬ﺎﻥ ــــــــــ ﺩﻱ‪.‬‬
‫ﻛﻮﺭﻧ‪ ‬ﺳﻤﻨﺪﺭﻱ‬
‫ﺩﯤ ﻭﻧﺎﺯﻭﻱ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ‪‬ﻮﻭﻧﻴﺰﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺗﻴﺮ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﺗﻪ‬
‫ﺭﺍﻭ‪‬ﺮ‪‬ﻮﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺍﻧ‪‬ﻮﺭ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ‬
‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﺮﺍﺧﻪ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ )‪ (۵۶‬ﻟﻮﺳﺖ )ﺁﻟﻮﺗﻮﻧﻜﻲ ﻣﺮﻏﺎﻥ( ﭘﻪ‬
‫ﻫﻜﻠﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫‪ -۱‬ﺩ ﻛﻮﻣﻮ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻣﺮﻏﺎﻧﻮ ﻧﻮﻣﻮﻧﻪ ﭘﯧﮋﻧﺊ ﻧﻮﻣﻮﻧﻪ ﻳﯥ ﻭﺍﺧﻠﺊ؟‬
‫‪ -۲‬ﻣﻮ‪ ‬ﺩ ﻛﻮﻣﻮ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻟﻪ ﻏﻮ‪‬ﻮ ﺍﻭ ﻫ‪‬ﻴﻮ ‪‬ﺨﻪ ‪‬ﻪ ﺍﺧﻠﻮ؟‬
‫‪ -۳‬ﻛﻮﻡ ﺍﻟﻮﺗﻮﻧﻜﻲ ﭘﻪ ﺍﻭﺑﻮ ﻛﯥ ﻻﻣﺒﻲ؟ ﻧﻮﻣﻮﻧﻪ ﻳﯥ ﻭﺍﺧﻠﻲ؟‬
‫ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺑﯧﻞ ﺑﯧﻞ ﻣﻌﻠﻮﻣﺎﺗﻮﻧﻪ ﻭﺭﻛ‪‬ﻱ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺑﺸﭙ‪‬ﻩ ﺭ‪‬ﺎ‬
‫ﭘﺮﯤ ﻭﺍﭼﻮﻱ ﺑﻴﺎ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺮ ﻣﺦ ﻭﻟﻮﻟﻲ‪،‬‬
‫ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻫﻐﻪ ﻭ ﻛﺎﺭﻭﻱ‪ ،‬ﺫﻛﺮ‬
‫ﺷﻮﻯ ﻟﻮﺳﺖ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﻛﺴﺎﻧﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﻣﺮﺍ ﻡ ﭘﻪ ‪‬ﻮﺗﻪ‬
‫ﻛ‪‬ﻱ‪.‬‬

‫‪١٦٦‬‬
 ‫ﺷﭙ‪ ‬ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺍﻟﻮﺗﻮﻧﻜﻲ ﻣﺮﻏﺎﻥ )‪ (١١١ -١١٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻣﺮﻏﺎﻧﻮ ﺍﻭ ﺩ ﻫﻐﻮ ﺩ ‪‬ﻴﻨﻮ‬
‫‪‬ﻭﻟﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ‪‬ﻮ ﻳﯥ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪) .‬ﺩﺭﻱ ﻣﻨ‪‬ﻨﯥ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻴﻤﻮ )‪‬ﺎﻳﻮﻧﻮ(‪ ،‬ﺑﻴﺮﺗﻪ )ﺑﻴﺎ‪ ،‬ﺭﺍ‪‬ﺮ‪‬ﻴﺪﻝ(‪،‬‬
‫ﭘﻴﺎﻭ‪‬ﻯ )ﺗﻮﺍﻧﻤﻦ(‪ ،‬ﻭﻟﻮﻧﻪ )ﺷﻜﻠﻮﻧﻪ(‪ ،‬ﺟ‪) ‬ﻟﻮ‪ ‬ﺍﻭ ﺍﻭﭼﺖ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ‪‬ﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫‪‬ﺎﻛﻠﻮ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭ‪‬ﻮﺭﻱ‬
‫ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﻧﻮﺭ ﺩﯤ ﺩ ﺯﺩﻩ ﻛ‪‬ﻭ ﺑﻬﻴﺮ ﺗﻪ‬
‫ﺭﺍﻭﺑﻮﻟﻲ‪ .‬ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻳﻮﻳﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ‬
‫)ﺳﯧﻤﻮ‪ ،‬ﺑﻴﺮﺗﻪ‪ ،‬ﭘﻴﺎﻭ‪‬ﻯ( ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺁﻟﻮﺗﻮﻧﻜﻮ ﻣﺮﻏﺎﻧﻮ ﭘﻪ ﺍ‪‬ﻩ ﭘﻮﻫﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺫﻛﺮ ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭ ﻭﻱ‪،‬‬
‫ﺗﺮﻻﺳﻪ ﻛ‪‬ﻩ؟‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻣﻄﻠﺐ ﺑﻴﺎﻥ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻳﻮ ‪‬ﻞ ﺑﻴﺎ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ‬
‫‪ -۱‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻨﺎﺳﺒﻮ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻝ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﻭﺍﻭﺭﻱ‪.‬‬
‫‪ -۲‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺮﻏﺎﻧﻮ ﺩ ‪‬ﻮ ﭘﻪ ﺑﺎﺏ ﺧﺒﺮﯤ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻣﻨ‪‬ﻨ‪ ‬ﺟﻤﻠﻰ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﯾﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩ ﺁﻟﻮﺗﻮﻧﻜﻮ ﺩ ﻟﻴﺪﻟﻮ‬ ‫ﻣﺨﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻭﺭﺗﻪ‬
‫ﭘﻪ ﻫﻜﻠﻪ ﺧﻮ‪‬ﻲ ‪‬ﻜﺎﺭﻳ‪‬ﻱ؟‬ ‫ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻫﻐﻪ ﻭ ﻛﺎﺭﻭﻱ‪ .‬ﺑﻴﺎ ﺩﯤ ﻭﺍﺭ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﭘﻪ ﻭﺍﺭ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻮﻯ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۱‬ﺁﯾﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻏﻮ‪‬ﻪ ﺧﻮ‪‬ﻭﻧﻜﻲ ﻣﺮﻏﺎﻥ ﻭﭘﯧﮋﻧﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۲‬ﺁﯾﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺑﺎﻳﺪ ﻣﺮﻏﺎﻥ ﻟﻪ ﻣﻨ‪‬ﻪ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﻯ ﭘﻪ ﺩﻏﻮ ﻧﻮﻣﻮﻧﻮ ﻛﯥ ﻣﻔﺮﺩ ﺍﻭ ﺩ ﺟﻤﻊ ﻛﻠﻤﯥ‬
‫ﻭﻻ‪ ‬ﻧﺸﻰ ﺍﻭ ﭘﻪ ‪‬ﻳﺮ‪‬ﺖ ﻛﯥ ﻳﯥ ﻫ‪‬ﻪ ﻭﻛ‪‬ﻭ؟‬ ‫ﭘﻴﺪﺍ ﻛ‪‬ﻱ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻣﺮﻏﺎﻥ ﺯﺍ‪‬ﻰ ‪‬ﺎﺭﻭ ‪‬ﺎﺭﻭ‪‬ﺎﻧﯥ ﺑﺎﺯﺍﻥ ﺑﺎ‪‬ﯥ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩ ‪‬ﻮ ﻣﺮﻏﺎﻧﻮ ﻧﻮﻣﻮﻧﻪ‬ ‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬
‫ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﺑﻠﻪ ﻭﺭ‪ ‬ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻫﻐﻪ ﻭﺭﻭ‪‬ﻴﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺯﺩﻩ ﻛ‪‬ﻭ ‪‬ﻮﻝ ﻣﻬﺎﺭﺗﻮﻧﻪ‬
‫‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬

‫‪١٦٧‬‬
 ‫ﺷﭙ‪ ‬ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺍﻟﻮﺗﻮﻧﻜﻲ ﻣﺮﻏﺎﻥ )‪ (١١١ -١١٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﺍﻟﻮﺗﻮﻧﻜﻮ ﻣﺮﻏﺎﻧﻮ ﺍﻭ ﺩ ﻫﻐﻮ ﺩ‬
‫‪‬ﻴﻨﻮ ‪‬ﻭﻟﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ‪‬ﻮ ﻳﯥ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪) .‬ﺩﺭﯤ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﻨ‪‬ﻠﯥ )ﭘﻨﺠﯥ(‪.‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﭘﻪ‬
‫ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮﻛﺘﻨﯥ ﻻﻧﺪﯤ‬
‫ﻭﻧﻴﺴﻰ ﺩ ﺳﺘﺎﻳﻠﻮ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻞ ﺷﻲ ﻧﻮﺭ ﺩﯤ‬
‫ﻭﻫ‪‬ﻮﻝ ﺷﻲ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺧﭙﻞ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﻟﻮﻣ‪ ‬ﺩﻭﻫﯥ ﺑﺮﺧﯥ ﺩ ﻣﺘﻦ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﺮﻧ‪‬ﻮﺍﻟﻲ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭ ﻛ‪‬ﻱ‪ .‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻏﻮ‪‬ﻪ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﺧﻮ‪‬ﻭﻧﻜﻮ ﻣﺮﻏﺎﻧﻮ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪،‬‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺍﻧﺪﺍﺯﻩ ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻣﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮﯤ ﺩﺭﻳﻤﯥ ﺑﺮﺧﯥ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﻨ‪‬ﻠﯥ‪ ،‬ﭘﻴﺎﻭ‪‬ﻱ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺮﻏﺎﻧﻮ ﺩ ‪‬ﻮ ﭘﻪ ﺑﺎﺏ ﭘﻮﻫﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻩ؟‬ ‫ﻛﻠﻤﯥ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻫﻐﻪ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﺳﻢ ﻟﻴﻜﻠﻰ ﺍﻭ ﺳﻢ ﻟﻮﺳﺘﻠﻰ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﻳﻮ ‪‬ﻞ‬
‫ﺷﻲ؟ ﺍﻭ ﺩ ﻣﺮﻏﺎﻧﻮ ﻧﻮﻣﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﺑﻴﺎ ﺭﺍ ﻭ‪‬ﺮ‪‬ﻮﻱ ﺗﺮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺁﺯﺍﺩﻯ ﺧﺒﺮﯤ ﭘﺮﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﯾﺎ ﺩ ﺩﯤ ﻟﻮﺳﺖ ‪‬ﺨﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺮﻏﺎﻧﻮ ﺩ‬ ‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﺮﺍﺧﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪‬ﻮ ﺩ ﺍﺧﻴﺴﺘﻠﻮ ‪‬ﺨﻪ ﺩ ﺧﻮ‪ ‬ﺍﺣﺴﺎﺱ ﻛﻮﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ )ﺁﻟﻮﺗﻮﻧﻜﻲ ﻣﺮﻏﺎﻥ( ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﯾﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ‬ ‫ﻣﺨﯥ ﭘﻪ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻫﻐﻪ‬
‫ﻣﺮﻏﺎﻥ ﺩ ﺍﻧﺴﺎﻧﺎﻧﻮ ﺩ ﮊﻭﻧﺪ ﺿﺮﻭﺭﻯ ﺍ‪‬ﺗﻴﺎ ﺩﻩ؟‬ ‫ﻭﻛﺎﺭﻭﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -٤‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻧﻮﻱ ﻟﻮﺳﺖ ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻭﻩ ﺩﻭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻟ‪‬ﻴﺎ ﻛ‪‬ﻱ ﭼﻲ‬
‫ﻣﺮﻏ‪ ،‬ﻣﺮﻏﺎﻥ‪ ،‬ﺁﻟﻮﺗﻮﻧﻜﻲ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ‬ ‫ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺩﺭﻳﻤﯥ ﺑﺮﺧﯥ ﻟﻪ ﻛﺮ‪‬ﻮ ‪‬ﺨﻪ ﺍﻣﻼ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻭﻭﺍﻳﻲ ﺑﻴﺎ ﺩﯤ ﭘﺨﭙﻞ ﻣﻨ‪ ‬ﻛﯥ ﺧﭙﻠﻰ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ ﺗﺮ‬
‫‪‬ﻮ ﺩ ﺗﻴﺮﻭﺗﻨﻮ ﻣﺨﻪ ﻭﻧﻴﻮﻝ ﺷﻲ‪.‬‬

‫‪١٦٨‬‬
 ‫ﺍﻭﻭﻩ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭ‪‬ﺘﻨﻰ ﻫﻠﻚ )‪ (١١٣ -١١٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺍﻧﺼﺎﻑ ﺍﻭ ﺭ‪‬ﺘﻴﻨﻮﻟﻰ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﻭﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻣﻔﺮﺩﻭ ﺍﻭ ﺩ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﺗﻮﭘﻴﺮ ﻭﻛ‪‬ﻱ‬
‫ﺍﻭ ﺩﺍ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻰ ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ‪) .‬ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍﻧ‪‬ﻮﺭ )ﺗﺼﻮﻳﺮ(‪ ،‬ﭘﻠﻮﺭﻧ‪‬ﻰ )ﺩﺧﺮ‪‬ﻮﻟﻮ ﺩﻛﺎﻥ(‪،‬‬
‫ﺍ‪‬ﺗﻴﺎ )ﺍﺣﺘﻴﺎﺝ(‪ ،‬ﭘﻠﻮﺭﻝ )ﺧﺮ‪‬ﻮﻝ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺩ ‪‬ﺎﻛﻠﻮ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ )‪ (٥٦‬ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮ ﻛﺘﻨﻰ ﺗﻴﺮﻩ ﻛ‪‬ﻱ ﭘﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬
‫ﻭﻧﺎﺯﻭﻝ ﺷﻲ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﺷﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬
‫ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺩ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﯾﺸﻲ‪:‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪،‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪:‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺎﻥ ﺗﻪ ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻟﻮﺗﻮﻧﻜﻲ‪ ،‬ﺷﻤﯧﺮ‪ ،‬ﺗﻮﺍﻥ‪.‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭ ﻧﻮﺭﻭﺗﻪ ﻭﺭﻭ‪‬ﻲ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻮﺭﻭ ﺩ ﭘﻮﻫﻮﻟﻮ‪ ،‬ﭘﻮﻫﻪ ﻟﺮﻱ ﭼ‪ ‬ﻣﺮﺳﺘﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ ﻣﻄﻠﺐ ‪‬ﺮ‪‬ﻨﺪﻩ‬
‫ﻭﺭﺳﺮﻩ ﻭﻛ‪‬ﻱ؟‬ ‫ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻮﺧﻪ ﺍﻭ ﻫﺪﻑ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﺳﻤﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ‬ ‫ﺭﺍﻭ‪‬ﺮ‪‬ﻮﻱ ﺗﺮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﺮﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ ﺑﻴﺎ ﺩﯤ‬
‫ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﭘﻠﻮﺭﻟﻮ ﻛﯥ ﺩ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻦ )ﺭ‪‬ﺘﻴﻨﻰ ﻫﻠﻚ( ﭘﻪ ﻟﻮ‪‬‬
‫ﺍﻧﺼﺎﻑ ﺍﻭ ﺭﻳ‪‬ﺘﻨﻮﺍﻟﻰ ﭘﻠﻮﻳﺎﻥ ﺷﻮﻝ؟‬ ‫ﺁﻭﺍﺯ ﭘﻪ ‪‬ﻳﺮﻩ ﻣﻴﻨﻪ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‪ ،‬ﻟﻮﺳﺘﻮﻧﻜﻲ‪ ،‬ﻟﻴﻜﻮﻧﻜﻲ ﺭﻭﺯﻝ ﻛﻴ‪‬ﻱ‬ ‫ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻝ ﺩﯤ ﻭﺭﻭ‪‬ﻴﻲ ﻭﺭﻭﺳﺘﻪ ﺩﯤ‬
‫ﺩ ﭘﻮﻫﯥ ﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻟﻮ ﭘﻪ ﻣﺮﺳﺘﻪ ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ ﺑﺮﻳﺎﻟﻲ ﻭﻱ‪.‬‬ ‫ﻫﻤﺪﺍ ﻟﻮﺳﺖ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﺍﺭ ﭘﻪ ﻭﺍﺭ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻏﻮ ﻛﻠﻤﻮ ﻛﯥ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻣﻔﺮﺩﯤ ﺍﻭ ﺟﻤﻌﯥ ﻛﻠﻤﯥ ﺭﺍ ﻭ‪‬ﻴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﺳﺮﻩ‬
‫ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻣﻠ‪‬ﺮﻱ ﻛ‪‬ﻱ ﺗﺮ ‪‬ﻮ ﭘﺨﭙﻞ ﻣﻨ‪ ‬ﻛﯥ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ‬
‫ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﻛﺘﺎﺏ‬ ‫ﻫﻠﻚ‬ ‫ﭘﻮﻩ‬ ‫ﺳ‪‬ﻱ‬ ‫ﻛﻠﻤﻪ‬ ‫ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ‬
‫ﻛﻠﻤﯥ‬ ‫ﺍﻧ‪‬ﻮﺭ‬ ‫ﻟﻮﺳﺖ‬ ‫ﻛﺘﺎﺑﻮﻧﻪ‬ ‫ﻛﯧﺴﻪ‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬

‫‪١٦٩‬‬
 ‫ﺍﻭﻭﻩ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭ‪‬ﺘﻨﻰ ﻫﻠﻚ )‪ (١١٣ -١١٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺍﻧﺼﺎﻑ ﺍﻭ ﺭ‪‬ﺘﻴﻨﻮﻟﻰ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﻭﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻣﻔﺮﺩﻭ ﺍﻭ ﺩ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﺗﻮﭘﻴﺮ‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﺍ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻰ ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﻠﻮﺭﻧ‪‬ﯥ )ﺩ ﺧﺮ‪‬ﻮﻟﻮ ﻫ‪ ،(‬ﭘﻠﻮﺭﻝ )ﺧﺮ‪‬ﻮﻝ(‪،‬‬
‫ﻟﺲ ‪‬ﻮﻥ )ﻟﺴﻴﺰ(‪ ،‬ﺍ‪‬ﺗﻴﺎ )ﺍ‪‬ﻩ(‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫‪‬ﺎﻛﻠﻮ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮﻛﺘﻨﯥ‬
‫ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭ ﻫﻢ ‪‬ﻮ ﺯﺩﻩ‬
‫ﻛ‪‬ﻭ ﺗﻪ ﻭﻫ‪‬ﻮﻝ ﺷﻲ‪ ،‬ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻢ ﺩ ﺯﺩﻩ ﻛ‪‬ﻭ‬
‫ﺩ ﭘﺎﺭﻩ ﭼﻤﺘﻮ ﻛ‪‬ﻱ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺩ ﭘﺎﺭﻩ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﺩ ﻛﭽﯥ ‪‬ﺮﻧ‪‬ﻮﺍﻟﻰ ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻤﺪﻏﻪ ﺟﻤﻠﯥ ﭘﺮ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﺩﻏﻮ ﻛﻠﻤﻮ ﻛﯥ ﻣﻔﺮﺩﯤ ﺍﻭ ﺟﻤﻌﯥ ﻛﻠﻤﯥ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻫﯧ‪‬ﻱ ﭼﯥ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ‪‬ﻪ ﺍﺭﺯ‪‬ﺖ ﻟﺮﻱ؟‬ ‫‪‬ﻮﺗﻪ ﻛ‪‬ﻱ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻳ‪‬ﺘﻨﻮﺍﻟﻲ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﭘﻠﻮﺭﻧ‪‬ﻰ ﻟﺲ ‪‬ﻮﻥ ﻟﻮﺳﺖ ﺩﺭﺳﻮﻧﻪ ﻫﻠﻚ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻫﺮ ‪‬ﻭﻝ‬
‫ﻛﻠﻤﻮ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺕ ﻟﺮﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻫ‪‬ﻮﻧﯥ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭ‪‬ﺘﻴﺎ ﻭﻳﻠﻮ ﻟﻪ ﻣﺨﯥ ﺩ ﺧﻮ‪‬‬ ‫ﻭﻛ‪‬ﻱ ﭼﯥ ﻫﻠﻚ ﻭﻟﯥ ﻟﻪ ﺩﻛﺎﻥ ‪‬ﺨﻪ ‪‬ﻜﺘﻪ ﺷﻮ ﺍﻭ ﻫﻐﻪ‬
‫ﺍﺣﺴﺎﺱ ﻛﻮﻱ؟‬ ‫ﺳ‪‬ﻱ ﺳﭙﯥ ﻳﯥ ﻣﻨ‪‬ﻩ ﻛ‪‬ﻩ؟ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻦ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪‬‬
‫‪ -‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺘﻮﻧﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻟﻴﻜﻞ‪ ،‬ﻟﻮﺳﺘﻞ ﺍﻭ ﺩ‬ ‫ﺍﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺩ ﻟﻐﺘﻮﻧﻮ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭﯤ ﺩﯤ‬
‫ﮊﻭﻧﺪ ﺩ ﻻﺭﻭ ﭼﺎﺭﻭ ﭘﻮﻫﻪ ﻭﺭ ﭘﻪ ﺑﺮﺧﻪ ﻛﻮﻱ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻭﺭﻭ‪‬ﻴﻲ ﺑﻴﺎ ﺩﯤ ﺩﻏﻪ ﻟﻮﺳﺖ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻧﻮﻭ ﻛﻠﻤﻮ‪ ،‬ﺟﻤﻠﻮ ﺍﻭ ﻧﻮﻳﻮ ﻣﻔﺎﻫﻴﻤﻮ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺳﺮﻩ ﺑﻠﺪ ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻏﻮ ﻛﻠﻤﻮ ﻛﯥ ﻧﻮﻣﻮﻧﻪ ﺍﻭ ﺻﻔﺘﻮﻧﻪ ﺭﺍ ﭘﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﭘﭽﻮ‬ ‫‪‬ﻮﺗﻪ ﻛ‪‬ﻱ‪:‬‬
‫ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫)ﻛﺘﺎﺏ‪ ،‬ﻟﻮﺳﺖ‪ ،‬ﭘﻮﻩ‪ ،‬ﻪ( ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٧٠‬‬
 ‫ﺍﻭﻭﻩ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭ‪‬ﺘﻨﻰ ﻫﻠﻚ )‪ (١١٣ -١١٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺍﻧﺼﺎﻑ ﺍﻭ ﺭ‪‬ﺘﻴﻨﻮﻟﻰ ﭘﻪ ﺍﺭﺯ‪‬ﺖ‬
‫ﻭﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻣﻔﺮﺩﻭ ﺍﻭ ﺩ ﺟﻤﻌﻮ ﻛﻠﻤﻮ ﺗﻮﭘﻴﺮ ﻭﻛ‪‬ﻱ‬
‫ﺍﻭ ﺩﺍ ﻣﺘﻦ ﺳﻢ ﻭﻟﻮﻟﻰ ﺍﻭ ﻭﻳﯥ ﻟﻴﻜﻲ‪) .‬ﺩﻭﻯ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺍﺧﻴﺴﺘﻮﻧﻜﻲ )ﭘﯧﺮﻭﺩﻭﻧﻜﻲ(‪ ،‬ﺭ‪‬ﺘﻴﻨﻮﻟﻰ‬
‫)ﺭ‪‬ﺘﻴﺎﻳﻨﻪ(‪ ،‬ﺷﺎﺑﺎﺵ )ﺁﻓﺮﻳﻦ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ‪‬ﺎﻛﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮﻛﺘﻨﯥ ﻻﻧﺪﯤ‬
‫ﻭﻧﻴﺴﻲ ﺩ ‪‬ﻮﻟ‪‬ﻲ ‪‬ﻮﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺯﻳﺎﺭﻭﻧﻮ ﺗﻪ ﻭﻫ‪‬ﻮﻱ‬
‫ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻳﻮ ﻳﻮ ﺗﻦ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺟﻤﻠﻰ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭ‪‬ﺘﻴﻨﻮﻟﻰ ﺍﻭ ﭘﻪ ﭘﻠﻮﺭﻟﻮ ﻛﯥ ﺩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﻭﻭﺍﻳﻲ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ‬
‫ﺍﻧﺼﺎﻑ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮ ﻳﻮ ﺗﻦ ﻟﻪ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺩ ﺟﻤﻌﯥ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﭘﻮﻫﻪ ﻟﺮﻱ ﭼﯥ ﻟﻐﺘﻮﻧﻪ )ﭘﻮﻫﻪ‪،‬‬ ‫ﻛﻠﻤﯥ ﺟﻮ‪‬ﻱ ﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﺳﺖ‪ ،‬ﺯﻳﺎﺭ( ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﻤﻮ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﺳﻤﻮ ﻟﻴﻜﻠﻮ ﺩ ﻣﻬﺎﺭﺕ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﻟﻐﺘﻮﻧﻪ‬
‫ﻟﻪ ﻣﺨﯥ ‪‬ﻪ ﻭ‪ ‬ﺑﺮﻳﺎﻟﻴﺘﻮﺑﻮﻧﻪ ﺗﺮ ﻻﺳﻪ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩﯤ ﻳﻮ ﻳﻮ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺑﻴﻠﻮ‪ ،‬ﺑﻴﻠﻮ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛ‪‬ﻭ ﭘﻪ‬ ‫ﻭﻛﺎﺭﻭﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﻫﻜﻠﻪ ﺧﻮ‪‬ﻲ ﭘﻴﺪﺍ ﺷﻮﯤ ﺩﻩ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛ‪‬ﻭ ﻟﻨ‪‬ﯤ ‪‬ﻮﺭﯤ ﻻﺭﯤ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻴﻜﻠﻮ ﺍﻭ ﭘﻮﻫﯥ ﭘﻪ‬ ‫ﭼﺎﺭﯤ ﻭﺭﻭ‪‬ﻴﻲ‪.‬‬
‫ﺗﺮﻻﺳﻪ ﻛﻮﻟﻮ ﺍﻭ ﭘﻪ ‪‬ﻮﻟﻮ ﺍﺧﻼﻗﻮ ﺳﻤﺒﺎﻝ ﺩﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﻳﻮ ﻳﻮ ﻛﺮ‪‬ﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻﻧﺪﯤ ﻛﻠﻤﯥ ﭘﻪ ﻟﻨ‪‬ﻭ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻭﻭﺍﻳﻲ ﺑﻴﺎ ﺩﯤ ﭘﺨﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ‬
‫ﻫﻠﻜﺎﻥ ﺳ‪‬ﻯ ﻟﺲ ‪‬ﻮﻥ ﺧﻮﺷﺤﺎﻟﻪ‬ ‫ﻣﺮﺳﺘﻮ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺍﺭﺯﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺗﺮ‬
‫‪‬ﻮ ﺩ ﺩﻭﻯ ﭘﻪ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﺍﺭﺯ‪‬ﺖ( ﺧﺒﺮ ﺷﻲ‪.‬‬

‫‪١٧١‬‬
 ‫ﺍﺗﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻛﻮﺭﻧﻴﻮ ﭼﺮ‪‬ﺎﻧﻮ ﺳﺎﺗﻨﻪ )‪ (١١٥ -١١٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪‬ﻯ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻛﻮﺭﻧﻴﻮ ﭼﺮ‪‬ﻮ ﺍﻭ ﭼﺮ‪‬ﺎﻧﻮ ﺭﻭﺯﻧﻪ ﺍﻭ ﺩ‬
‫ﻫﻐﻮ ﭘﻪ ﺳﻤﯥ ﭘﺎﻟﻨﯥ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺩﻱ‪) .‬ﺩﺭﻱ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﭙﻪ )ﺧﻮﺍﺷﻴﻨﻰ(‪ ،‬ﭘﺎﻟﻨﻪ )ﭘﺮﻭﺭﺵ(‪،‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻧﻪ( ﭘﻪ ﻏﻮﺭ ﺍﻭ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻯ ﺩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺗﻮﺟﻪ ﺍﻭ ﭘﺎﻣﻠﺮﻧﯥ ﺗﻪ ﺩﯤ ﺩ ﻗﺪﺭ ﭘﻪ ﺳﺘﺮ‪‬ﻪ ﻭ ‪‬ﻮﺭﻱ‬
‫ﻫﻐﻮﻯ ﺩﯤ ﻻ ﻫ‪‬ﻮﻧﯥ ﺗﻪ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﻯ ﺩ ﺩﻭﻯ‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ‬
‫ﺑﻴﻼﺑﻴﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﻰ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﭘﻮﺭﻩ ﻣﻬﺎﺭﺗﻮﻧﻪ ﭘﻪ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻱ ‪‬ﻮﻝ ﭘﻪ‬
‫ﻛﺎﺭﺗﻮﻧﻪ ﺭﺍ ﭘﻮﺭﺗﻪ ﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻭﻧﻜﻲ ﻣﺨﻜﻰ ﺟﻮ‪ ‬ﻛ‪‬ﻱ ﺍﻭ ﻛﻠﻤﻰ‬ ‫ﻛﯥ ‪‬ﻭﻥ ﻭﻛ‪‬ﻯ ﺷﻲ ﻧﻮ ﭘﻪ ‪‬ﻟﻮ ﺩﻱ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﻳﯥ ﭘﺮﻯ ﻟﻴﻜﻠﻰ ﺩﻱ‪ .‬ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ ﻫﻐﻮ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺩﺭﺱ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺩﯤ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻯ ﻛ‪‬ﻱ‪ .‬ﭘﺎﺗﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﻛﻠﻤﯥ ﭘﻪ ﺗﻮﺭﻭ ﻭﻭﻳﺸﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻌﻨﺎ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﻭﺍﻭﺭﻱ ‪‬ﻪ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ‬ ‫‪‬ﻮﺍﺏ ﻭﻳﻮﻧﻜﻰ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻫﻐﻮ ﺩﯤ ﺑﻴﺎ ﺑﻴﺎ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﺩﯤ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺗﺮ ﻻﺳﻪ ﻛ‪‬ﻯ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺩ ﭼﺮ‪‬ﻮ ﺍﻭ‬ ‫ﻛﺘﺎﺏ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻭﺩﯤ ﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﺑﺎﻧﺪﯤ‬
‫ﭼﺮ‪‬ﺎﻧﻮ ﺳﺎﺗﻨﻪ ‪‬ﺎﻧ‪‬ﻱ ﭘﺎﻣﻠﺮﻧﻪ ﻏﻮﺍ‪‬ﻱ؟‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﻭﺭ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﻰ ﺗﺎﺳﻰ ﭘﻪ ﺧﭙﻠﻮ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﺳﻤﯥ‬ ‫ﻛﻮﺭﻭﻧﻮ ﻛﯥ ﺩ ﺧﭙﻠﻮ ﭼﺮ‪‬ﺎﻧﻮ ‪‬ﻪ ‪‬ﻭﻝ ﺳﺎﺗﻨﻪ ﻛﻮﺉ؟ ﺩﺩﻭﻯ‬
‫ﻟﻮﺳﺘﻠﻲ ﺷﻲ؟‬ ‫ﻣﻌﻠﻮﻣﺎﺗﻮ ﺗﻪ ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﻣﺘﻮﺟﻰ‬ ‫ﺩ ﻗﺪﺭ ﻭ‪ ‬ﻭﺑﻮﻟﻲ ﺍﻭ ﭘﻪ ﭘﺎﺗﯥ ﻣﻮﺿﻮﻋ‪‬ﺎﻧﻮ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺷﻮﻝ ﭼﯥ ﺩ ﭼﺮ‪‬ﺎﻧﻮ ﺭﻭﻏﺘﻴﺎ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ‪‬ﻳﺮﻩ ﻣﻬﻤﻪ ﺧﺒﺮﻩ ﺩﻩ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﺮ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﻯ ﻛ‪‬ﻱ‪ ،‬ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺩﯤ ﭘﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭼﺮ‪‬ﻮ ﺍﻭ ﭼﺮ‪‬ﺎﻧﻮ ﺳﺎﺗﻨﻪ ﺯﺩﻩ ﻛ‪‬ﻩ‪.‬‬ ‫ﻭﺍﺭ ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺩ ﭼﺮ‪‬ﺎﻧﻮ ﭘﻪ ﺳﺎﺗﻨﻪ ﻛﻰ ﻳﯥ ‪‬ﻴﻨﯥ ﻣﻬﻢ ‪‬ﻜﻰ ﻟﻜﻪ ﭘﺎﻙ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻣﺘﻦ‬
‫ﺧﻮﺍ‪‬ﻩ‪ ،‬ﺍﻭﺑﻪ‪ ،‬ﻭﺍﻛﺴﻴﻦ ﺍﻭ ﻧﻮﺭﻯ ﺧﺒﺮﻯ ﻫﻢ ﺿﺮﻭﺭ ﻭ‪‬ﻠﻰ؟‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﺳﺘﻮﻧﺰﻭ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ ﺯﺩﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺘﻦ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‪ ،‬ﺧﭙﻠﻰ ﺗﯧﺮﻭﺗﻨﯥ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﻭ‪‬ﻴﻲ ﺍﻭ ﺳﻤﻲ ﺩﯤ ﻛ‪‬ﯤ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻫﻐﻪ‬

‫‪١٧٢‬‬
 ‫ﺍﺗﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻛﻮﺭﻧﻴﻮ ﭼﺮ‪‬ﺎﻧﻮ ﺳﺎﺗﻨﻪ )‪ (١١٥ -١١٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻛﻮﺭﻧﻴﻮ ﭼﺮ‪‬ﻮ ﺍﻭ ﭼﺮ‪‬ﺎﻧﻮ‬
‫ﺭﻭﺯﻧﻪ ﺍﻭ ﺩ ﻫﻐﻮ ﭘﻪ ﺳﻤﯥ ﭘﺎﻟﻨﯥ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺩﻱ‪.‬‬
‫)‪‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮﺍ‪‬ﻩ )ﺧﻮﺭﺍﻛﻰ ﺷﻴﺎﻥ(‪ ،‬ﻣﺮﻏﺎﻧﭽﻪ )ﺩﭼﺮ‪‬ﺎﻧﻮ ﺩ‬
‫ﺍﻭﺳﻴﺪﻭ ‪‬ﺎﻯ(‪.‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ‬
‫ﻟﻴﻜﻞ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ ﺩ ﺩﻭﻯ ﺯﻳﺎﺭﻭﻧﻪ ﺍﻭ ﺯﻳﺎﺭﻧﻰ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ‬
‫ﻭ‪‬ﻴﻲ ﺍﻭ ﺩ ﻫﻐﻮ ﻗﺪﺭ ﺩﺍﻧﻰ ﺩﯤ ﻭﻛ‪‬ﻱ‪ .‬ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺧﭙﻠﯥ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻯ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﻭﻯ ﭘﻪ‬
‫‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻟﻪ ﻫﺮﻯ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﺑﻴﻼ ﺑﻴﻠﻮ‬
‫ﺩﯤ ﻫﻤﻴﺸﻪ ﭘﻪ ﺩﻭﻯ ﻛﯥ ﭘﻴﺎﻭ‪‬ﻯ ﺷﻲ ﭼﻰ ﺩ ﻭﺭﻭﺭﻯ ﺍﻭ ﻧ‪‬ﺩﻳﻮﺍﻟﻰ‬ ‫ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻟﻮ ﺗﻪ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ‬
‫ﺭﻭﺣﻴﻪ ﻳﻲ ﻭﺭﻭﺯﻝ ﺷﻲ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺳﭙﻴﻨﻮ ﻛﺎﻏﺬﻭﻧﻮ‬ ‫ﺍﻭ ﺩ ﻫﻐﻮ ﺩ ﭘﻮﻫﯥ ﺳﺮﻩ ﺑﺮﺍﺑﺮﻯ ﻭﻱ‪.‬‬
‫‪‬ﺨﻪ ﻭﺍ‪‬ﻩ ﻛﺎﺭﺗﻮﻧﻪ ﺟﻮ‪ ‬ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻫﻐﻪ ﻛﯥ ﺩﯤ ﺩ ﺟﻤﻠﻮ ﻳﻮﻩ ﻳﻮﻩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﭼﺮ‪‬ﻮ ﭼﺮ‪‬ﺎﻧﻮ ﺩ ﺳﺎﺗﻨﯥ ﭘﻪ‬
‫ﻛﻠﻤﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﻣﻴﺰ ﺩﯤ ﻭﺍﭼﻮﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ‬ ‫ﻫﻜﻠﻪ ﺧﭙﻞ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺗﺮﺗﻴﺒﻮﻟﻮ ‪‬ﺨﻪ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻰ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﻭﻟﻮﻟﻰ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﻰ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﻰ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ ،‬ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﻰ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺯﻳﺎﺭ‬
‫ﻭﻛ‪‬ﻯ ﭼﯥ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﺧﭙﻞ ‪‬ﺍﺩ ﺗﺮ ﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﺍﻳﺴﺘﻮﻧﻜﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭ ﻫﻢ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭ ﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺩ ﻋﺎﺑﺪﯤ ﭼﺮ‪‬ﺎﻥ ﻭﻟﯥ‬ ‫ﻧﻮﻱ ﻟﻮﺳﺖ ﺗﻪ ﺩ ﻫ‪‬ﻮﻧﻰ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﺩ ﻛﻮﺭﻧﻴﻮ‬
‫ﻭﺭ‪ ‬ﭘﻪ ﻭﺭ‪ ‬ﺧﻮﺍﺭﻳﺪﻝ؟‬ ‫ﭼﺮ‪‬ﺎﻧﻮ ‪‬ﺨﻪ ﻛﻮﻣﯥ ‪‬ﯥ ﺍﺧﻠﻮ؟ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﺗﯥ ﺑﺮﺧﻮ ﺩﯤ ﺑﻴﺎ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﭼﺮ‪‬ﺎﻧﻮ ﭘﻪ ‪‬ﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )‪ (۶-۴‬ﻛﺮ‪‬ﯥ ﭘﻮﺭﯤ ﭘﻪ‬
‫ﺳﺎﺗﻨﯥ ﺳﺮﻩ ﻟﻪ ﻫﻐﻮ ‪‬ﺨﻪ ﭘﻪ ‪‬ﻪ ﺷﺎﻥ ‪‬ﻪ ﺍﺧﯧﺴﺘﻞ ﻛﻴ‪‬ﻱ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﻭ ﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪ ،‬ﺍﻭ ﺩ ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻮ ﻛﯥ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻮﯤ ﻛﻠﻤﯥ ﺍﻭ ﻧﻮﻱ ﻣﻔﺎﻫﻴﻢ ﺯﺩﻩ ﻛ‪‬ﻝ ﺍﻭ‬ ‫ﺩﯤ ﻭﺭ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﺭﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻣﺘﻦ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ‬ ‫ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﻫﺮ ﻳﻮ ﺩﯤ ﺑﻞ ﺗﻪ ﻏﻮ‪ ‬ﻛ‪‬ﻴ‪‬ﺩﻱ ﺍﻭ ﺩﻳﻮ ﺑﻞ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻰ‪.‬‬ ‫ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﭘﻪ ‪‬ﯦﺮﻩ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﺁﻭﺍﺭﻯ ﻛ‪‬ﻯ ﺍﻭ ﺩﺍ ﻋﻤﻞ‬

‫‪١٧٣‬‬
 ‫ﺍﺗﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﻛﻮﺭﻧﻴﻮ ﭼﺮ‪‬ﺎﻧﻮ ﺳﺎﺗﻨﻪ )‪ (١١٥ -١١٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻛﻮﺭﻧﻴﻮ ﭼﺮ‪‬ﻮ ﺍﻭ ﭼﺮ‪‬ﺎﻧﻮ‬
‫ﺭﻭﺯﻧﻪ ﺍﻭ ﺩ ﻫﻐﻮ ﭘﻪ ﺳﻤﯥ ﭘﺎﻟﻨﯥ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ ﺩﻱ‪) .‬ﺩﺭﻱ‬
‫ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧﺎﺭﻭﻏﻰ )ﻧﺎﺟﻮ‪‬ﻯ(‪ ،‬ﮊﻏﻮﺭﻝ )ﺳﺎﺗﻞ(‪ ،‬ﻏﻮ‪‬ﻦ‬
‫)ﭼﺎﻍ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﺩﻭﻫﻤﯥ‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ ﺩﯤ ﺗﻞ‬
‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ﭘﺮﻣﺨﺘ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻻﻫ‪‬ﯥ ﻭﻧﻪ‬
‫ﺳﭙﻤﻮﻱ‪.‬‬
‫ﭼﯥ ﺩ ﻧﯧﻤ‪‬ﻭ ﺟﻤﻠﻮ ﺗﺶ ‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺑﺸﭙ‪‬ﯤ ﻛ‪‬ﯤ ﺍﻭ ﺩ ﻧﯧﻤ‪‬ﺗﻴﺎ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﻣﺮﺳﺘﻪ‬ ‫‪‬ﺨﻪ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻫﺮﻯ ﺑﺮﺧﻰ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﺩﻭﻯ‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻪ ﭘﻮﻫﯧﺪﻭ ‪‬ﺨﻪ ﺩﯤ ‪‬ﺎﻥ ‪‬ﺍ‪ ‬ﻣﻦ ﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ‬ ‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭﺩ ﻟﻮﺳﺖ ﺩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﻯ ﺩ ﻛﻮﺭﻧﻴﻮ ﭼﺮ‪‬ﻮ ﺍﻭ ﭼﺮ‪‬ﺎﻧﻮ ﭘﻪ ﺳﺎﺗﻨﯥ ﺑﺎﻧﺪﯤ‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺗﺮ‪‬ﻮ ﺩﺩﻭﻯ ﭘﻪ ﺯﺩﻩ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛ‪‬ﻭ ‪‬ﺍ‪‬ﻩ ﺷﻲ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩ ﭼﺮ‪‬ﺎﻧﻮ ﻟﻪ ﺳﺎﺗﻠﻮ ‪‬ﺨﻪ ‪‬ﻨ‪‬ﻪ ‪‬ﻪ ﺍﺧﯧﺴﺘﻠﻰ ﺷﻮ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭﻣﻄﻠﺐ ﻭ ﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﻱ ﺟﻤﻠﯥ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬ ‫ﻛ‪‬ﻱ‪.‬‬
‫ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﺳﺮﻩ ﭘﺮﺗﻠﻪ ﻛ‪‬ﻱ ‪‬ﻪ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺩ ﭼﺮ‪‬ﻮ‬ ‫ﺩﻱ ﺗﻮﭘﻴﺮ ﺍﻭﻭﺳﺘﺎﻳﻲ‪ .‬ﻮﻭﻧﻜﻰ ﺩﻱ ﺩ ﻧﻮﯤ ﺩﺭﺱ ﺩ ﻫ‪‬ﻮﻧﯥ‬
‫ﭼﺮ‪‬ﺎﻧﻮ ﺳﺎﺗﻨﯥ ﺗﻪ ﺳﻤﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻩ‪.‬‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻭﺍﻛﺴﻴﻦ ﭘﻪ ﻫﻜﻠﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪ .‬ﺩﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺩﯤ ﭘﻪ ﺩ ﻗﺖ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭼﺮ‪‬ﻮ ﺍﻭ ﭼﺮ‪‬ﺎﻧﻮ ﺩ ﺳﺎﺗﻨﯥ ﭘﻪ ﻫﻜﻠﻪ‬ ‫‪ -‬ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮ ﻻﺳﻪ ﻛ‪‬؟‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﭘﻪ‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﭘﭽﻮﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﭘﻮﻩ ﻛ‪‬ﻱ‬

‫‪١٧٤‬‬
 ‫ﻧﻬﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﭘﺮ ﺣﻴﻮﺍﻧﺎﺗﻮ ﺯ‪‬ﻩ ﺳﻮﻯ )‪ (١١٧ -١١٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﭘﻪ ‪‬ﺎﺭﻭﻳﻮ ﺑﺎﻧﺪﯤ ﺩ ﺯ‪‬ﻩ‬
‫ﺳﻮﻱ ﺩﺭﻟﻮﺩﻝ ﺩﻱ‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺯ‪‬ﻩ ﺳﻮﻯ )ﺧﻮﺍﺧﻮ‪‬ﻯ(‪ ،‬ﺎﺭﻭﻱ )ﺣﻴﻮﺍﻧﺎﺕ(‪،‬‬
‫ﺩﻧﺪﻩ )ﻭﻇﻴﻔﻪ(‪.‬‬
‫ﺩﺭﺳﻰ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﺗﻴﺮ ﻟﻮﺳﺖ ﻟﻴﻜﻨﻪ( ﭘﻪ‬
‫ﭘﻮﺭﻩ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ‪ .‬ﺯﻳﺎﺭ ﻛ‪ ‬ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ‬
‫ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺩﯤ‬
‫ﺩ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻣﺮﺳﺘﻪ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ‬
‫ﻫﺮﯤ ﺑﺮﺧﯥ ‪‬ﺨﻪ ﺩﯤ ﺑﯧﻼ ﺑﯧﻠﻰ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻟﻮ ﺗﻪ ﺩ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﻴﺴﺰﻩ‬ ‫ﭘﻪ ﻛﯥ ‪‬ﻭﻥ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﭘﻪ ﻓﻌﺎﻟﻴﺘﻮ ﺳﺮﻩ ﺩﯤ ﺩ ﺩﻭﻯ‬
‫ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺣﻞ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬ ‫ﺩ ﺯﺩﻩ ﻛ‪‬ﯤ ﻣﻬﺎﺭﺗﻮﻧﻪ ﭘﻴﺎﻭ‪‬ﻱ ﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ‬
‫ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺩ‬ ‫ﻛﻮﻭﻧﻜﻮ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﭘﻪ ‪‬ﻟﻮ ﻛﯥ ﺗﺮﺗﻴﺐ ﻛ‪‬ﻱ‪.‬‬
‫ﻳﻮﻩ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺳﻤﯥ ﻛ‪‬ﻱ‪ .‬ﺯﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﭼﺮ‪‬ﻮ ﺍﻭ ﭼﺮ‪‬ﺎﻧﻮ ﺩ ﺳﺎﺗﻨﯥ‬
‫ﻛﯥ ﻛﻠﻤﯥ ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ ﺍﻭ ﺗﻮﺭﻱ ﺩﯤ ﻭ ﺷﻤﻴﺮﻱ‪.‬‬ ‫ﭘﻪ ﻫﻜﻠﻪ ﭼﯥ ‪‬ﻮﻣﺮﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻟﺮﻱ ﻭﺩﯤ ﻭﺍﻳﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﻰ‪،‬‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﺩ ﭼﺮ‪‬ﻮ ﺍﻭ ﭼﺮ‪‬ﺎﻧﻮ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫ﺩ ‪‬ﻮ ﺳﺎﺗﻠﻮ ﻟﻪ ﭘﺎﺭﻩ ﺑﺎﻳﺪ ‪‬ﻪ ﻭﻛ‪‬ﻭ؟‬
‫ﻭﻛ‪‬ﻯ ﺍﻭ ﺧﭙﻠﻪ ‪‬ﺍ‪‬ﻳﻨﻪ ﺩﯤ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ‪‬ﻭﻝ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭ ﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻫﺮﻩ ‪‬ﻟﻪ ﻛﯥ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻏﻮﺭ ﻭﺍﻭﺭﻱ ﺩ ‪‬ﻮ ‪‬ﻜﻮ ﻳﺎﺩﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﻧﻴﻤ‪‬ﺗﻴﺎﻭﻭ ﺗﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭ ﭘﻮﻫﻴﺪﻝ ﭼﯥ ﭘﻪ ﺣﻴﻮﺍﻧﺎﺗﻮ ﺗﺮﺣﻢ ﺩ‬ ‫ﺩﯤ ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻧﺴﺎﻥ ﻟﻮ‪ ‬ﺻﻔﺖ ﺩﻯ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﺗﻪ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬
‫ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﻝ‪،‬‬ ‫ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﺩﯤ‬
‫ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺍﻭ ﺩ ﺩﺭﺱ ﻣﺮﺍﻣﻮﻧﻪ ﻳﯥ ﺯﺩﻩ ﻛ‪‬ﻝ‪.‬‬ ‫ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﺮﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﭘﻪ ﻛﻠﻤﻮ‪ ،‬ﺟﻤﻠﻮ ﺍﻭ ﻧﻮﻭ ﻣﻔﺎﻫﻴﻤﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﺩ ﻗﺪﺭ‬
‫ﻭ‪ ‬ﻭﺑﻮﻟﻲ ﺍﻭ ﭘﻪ ﭘﺎﺗﯥ ﺑﺮﺧﻮ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺩﻏﻮ ﻛﻠﻤﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﯥ‬
‫ﻳﻮﻩ ﻳﻮﻩ ﻛﺮ‪‬ﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺯ‪‬ﻩ ﺳﻮﻱ ‪‬ﺎﺭﻭﻱ ﺍﻧ‪‬ﻮﺭ‬
‫ﺑﺎﻧﺪﻯ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﻮﻯ ﺳﺘﻮﻧﺰﻱ ﺩﯤ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬

‫‪١٧٥‬‬
 ‫ﻧﻬﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﭘﺮ ﺣﻴﻮﺍﻧﺎﺗﻮ ﺯ‪‬ﻩ ﺳﻮﻯ )‪ (١١٧ -١١٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﭘﻪ ‪‬ﺎﺭﻭﻳﻮ ﺑﺎﻧﺪﯤ ﺩ ﺯ‪‬ﻩ‬
‫ﺳﻮﻱ ﺩﺭﻟﻮﺩﻝ ﺩﻱ‪) .‬ﺩﺭﯤ ﻣﻨ‪‬ﻨﯥ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺯﻳﺎﻥ )ﺗﺎﻭﺍﻥ(‪ ،‬ﭘﺨﻮﺍﻧ‪) ‬ﻟﺮﻏﻮﻧﻲ(‪ ،‬ﺗﻨﺪﻩ )ﺗ‪‬ﻯ‬
‫ﻭﺍﻟﻰ(‪ ،‬ﻟﻮﻧ‪) ‬ﭘ‪‬ﻜﻰ(‪.‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﺟﻤﻠﻮ ﻟﻴﻜﻨﻪ(‬
‫ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ‬
‫ﺩﯤ ﻣﺮﺳﺘﻪ ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻫﺮﻩ‬
‫ﺑﺮﺧﻪ ﻟﻪ ﻳﻮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﻭ ﭘﻮ‪‬ﺘﻲ ﺍﻭ ﭘﻮ‪‬ﺘﻨﯥ ﺩﯤ ﭘﻪ ﺩﯤ ‪‬ﻭﻝ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﻠﻤﯥ ﺩ ﻛﺎﺭﺗﻮﻧﻮ‬ ‫ﺭﺍﻭ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻟﻮﺳﺖ ﺩ ﺗﻜﺮﺍﺭ ﺑ‪‬ﻪ ﻭﻟﺮﻱ‪.‬‬
‫ﻟﻪ ﻣﺨﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺭﺍﻭ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﭘﻪ ﺣﻴﻮﺍﻧﺎﺗﻮ ﺑﺎﻧﺪﯤ ﺩ ﺯ‪‬ﻩ ﺳﻮﻱ ﭘﻪ ﻫﻜﻠﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ؟‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺩﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻯ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺭﺍﻏﻠﯥ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬
‫ﭼﯥ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﭘﺮﻯ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻯ‪.‬‬ ‫ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﭘﺮ ﺣﻴﻮﺍﻧﺎﺗﻮ ﺑﺎﻧﺪﯤ ﻭﻟﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺍﺭﺯﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﺗﻴﺮ‬
‫ﺗﺮﺣﻢ ﭘﻜﺎﺭ ﺩﻯ؟‬ ‫ﺩﺭﺱ ﻛﯥ ﻳﻲ ‪‬ﻮﻣﺮﻩ ﭘﻮﻫﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ ﺩﻩ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ‬
‫ﻼ ﻟﻪ ﻧﻮﺭﻭ‬‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺧﭙﻠﻮ ﻟﻮﺑﻮ ﻛﻰ ﻋﻤ ﹰ‬ ‫ﺩﺭﺱ ﺩ ﭼﻤﺘﻮﻭﺍﻟﻰ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻛﻪ‬
‫ﺣﻴﻮﺍﻧﺎﺗﻮ ﺳﺮﻩ ﺗﺮﺣﻢ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﻛﻮﻣﻪ ﻛﯧﺴﻪ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﻭﻟﺮﻱ ﻭﺭﻭﺳﺘﻪ ﺗﺮ ﺩﻭﻯ ﺩﯤ ﭘﻪ ﺩﻯ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺑﺎﺭﻩ ﻛﯥ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻭ ﭘﻮﻫﯧﺪﻝ ﭼﻰ ﺭﺣﻢ ﺍﻭ ﺯ‪‬ﻩ ﺳﻮﻯ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻰ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ‬
‫ﺩ ﻣﺴﻠﻤﺎﻧﺎﻧﻮ ﻟﻪ ‪‬ﻮ ﺻﻔﺘﻮﻧﻮ ‪‬ﺨﻪ ‪‬ﻞ ﻛﻴ‪‬ﻯ؟‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺗﻜﺮﺍﺭ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ‬ ‫ﺍﻭ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫ﻭﭘﻮﻫﻴﺪﻝ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ ﻳﻮ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺑﻞ ﺳﺮﻩ ﺩﯤ ﭘﺮﯤ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻯ ﺟﻤﻠﯥ‬
‫ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﭼﯥ ﻭﻳﻲ ﻟﻴﻜﻲ ﺍﻭ ﺧﭙﻠﯥ‬

‫‪١٧٦‬‬
 ‫ﻧﻬﻪ ﭘﻨ‪‬ﻮﺳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﭘﺮ ﺣﻴﻮﺍﻧﺎﺗﻮ ﺯ‪‬ﻩ ﺳﻮﻯ )‪ (١١٧ -١١٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﭘﻪ ‪‬ﺎﺭﻭﻳﻮ ﺑﺎﻧﺪﯤ ﺩ ﺯ‪‬ﻩ‬
‫ﺳﻮﻱ ﺩﺭﻟﻮﺩﻝ ﺩﻱ‪) .‬ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭﮊﻏﻮﺭﻩ )ﻧﺠﺎﺕ ﻭﺭﻛ‪ ،(‬ﻭﺑﺨﺸﻪ )ﻭﺑ‪‬ﻪ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ‬
‫ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ ﺗﻜ‪‬ﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭ ﻫﻢ ﻭﻫ‪‬ﻮﻱ ﺍﻭﺩ‬
‫ﻻ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﺯﻣﻴﻨﻪ ﺩﯤ ﻭﺭﺗﻪ ﺑﺮﺍﺑﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺍﺭﺯ ﻭﻧﻪ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﻰ‬
‫ﺩﺍﺳﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﺑﻴﻼﺑﻴﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﯤ ﺩ‬
‫ﺩﻭﻯ ﺩ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺗﺮﻻﺳﻪ ﻛﻮﻝ ‪‬ﺎﻥ ﺗﻪ ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪ .‬ﺩﻭﻯ‬
‫ﺩﯤ ﻭ‪‬ﻮﺭﯤ ﺍﻭ ﻟﻪ ﺧﭙﻞ ﻣﻠ‪‬ﺮﻱ ‪‬ﺨﻪ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻏﻮﺍ‪‬ﻱ‪.‬‬ ‫ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺟﻼ ﺟﻼ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺩﯤ ﻭﺭﻭﺳﭙﺎﺭﻱ‪.‬‬
‫ﻣﻠ‪‬ﺮﻯ ﺩﯤ ﺧﭙﻠﻪ ﻣﺮﺳﺘﻪ ﻭﻧﻪ ﺳﭙﻤﻮﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺗﻞ‬ ‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﻛﯧﺴﻪ ﭘﻪ ﻭﻳﻨﺎﻳﻴﺰﻩ‬
‫ﺯﻳﺎﺭ ﻭﺑﺎﺳﻲ ﺩ ﺩﻭﻯ ﺗﺮﻣﻨ‪ ‬ﻣﻴﻨﻪ ﺍﻭ ﻣﻠ‪‬ﺮﺗﻴﺎ ‪‬ﻴﻨ‪‬ﻪ ﻭﺳﺎﺗﻲ‪.‬‬ ‫ﺗﻮ‪‬ﻪ ﻭﺍﻭﺭﻭﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﻰ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻪ ‪‬ﻴﻨﻮ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﻟﻮﻟﻲ‪.‬‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﻰ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﺍﺭﺯﻭﻧﻪ ﭘﻪ ﺩﺍﺳﯥ ‪‬ﻭﻝ ﻭﻛ‪‬ﻱ ﭼﯥ‬
‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺩﯤ ﺗﺮﯤ ﻻﺳﺘﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻯ ﺗﺸﻮﻳﻖ ﺍﻭ ﻻ ﻫ‪‬ﻮﻭﻧﯥ ﺍﻭ ﭘﺮﻣﺨﺘ‪ ‬ﺗﻪ ‪‬ﺎﻧﻮﻧﻪ ﭼﻤﺘﻮ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺗﺮﺣﻢ ﺍﻭ ﺯ‪‬ﻩ ﺳﻮﻯ ﭘﻪ ﻣﻔﻬﻮﻡ ﻭ‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺯ‪‬ﻩ ﻟﻪ ﻛﻮﻣﻲ ﺩﺭﺱ ﻭﻳﻠﻮ ﺗﻪ ﺗﻴﺎﺭ ﺷﻲ‪.‬‬
‫ﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﺩﻱ ﺑﺮﺧﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﻰ ﻟﻮﺳﺘﻠﻰ‬ ‫ﻛﯥ ﻟ‪‬ﻩ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ ﭼﯥ ﻭﻟﯥ ﺧﺪﺍﻯ ﺗﻌﺎﻟﻰ )ﺝ( ﺍﻧﺴﺎﻧﺎﻧﻮ ﺗﻪ‬
‫ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺍﻣﺮ ﻛ‪‬ﻯ ﺩﻯ ﭼﯥ ﭘﻪ ‪‬ﻮﻟﻮ ﺣﻴﻮﺍﻧﺎﺗﻮ ﺑﺎﻧﺪﯤ ﺭﺣﻢ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻭ ﭘﻮﻫﯧﺪﻝ ﭼﻰ ﻟﻪ ﺣﻴﻮﺍﻧﺎﺗﻮ ﺳﺮﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﺮ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ‬
‫ﺯ‪‬ﻩ ﺳﻮﻯ ﻭ‪ ‬ﺍﻭ ﻣﻨﺎﺳﺐ ﻛﺎﺭ ﺩﻯ؟‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﺍﻭ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬ ‫ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭ ﺩﯤ ﻭﺭ ﻭ‪‬ﻴﻲ‪.‬‬
‫ﻟﻴﻜﻠﻮ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ ﻳﻮ ﺑﻞ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﻰ‬ ‫ﺳﺮﻩ ﺩﯤ ﭘﺮﯤ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻯ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺟﻤﻠﻰ ﻳﻮ‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺑﻞ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ ﭼﻰ ﻭﻳﯥ ﻟﻴﻜﻰ ﺍﻭ ﺧﭙﻠﻰ ﺗﻴﺮﻭﺗﻨﯥ‬

‫‪١٧٧‬‬
 ‫ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺮﻏﺎﻥ ﺍﻭ ﺩ ‪‬ﺎﻟﻮ ﺟﻮ‪‬ﻩ ﻭﻧﻪ )‪ (١١٩ -١١٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻰ ﭼﯥ ﺍﻟﻮﺗﻮﻧﻜﻰ ﻫﻢ ﺩ‬
‫ﺧﭙﻞ ﻧﺴﻞ ﺩ ‪‬ﯦﺮ‪‬ﺖ ﺍﻭ ﭘﺎﻳ‪‬ﺖ ﻟﻪ ﭘﺎﺭﻩ ﺧﭙﻠﻮ ‪‬ﺎﻧﻮ ﺍﻭ ﺑﭽﻴﻮ ﺗﻪ‬
‫‪‬ﺎﻟﻲ ﺟﻮ‪‬ﻭﻱ‪ ،‬ﭘﻪ ‪‬ﺎﻟﻮ ﻛﯥ ﻫ‪ ‬ﺍﭼﻮﯤ ﺍﻭ ﺧﭙﻞ ﺑﭽﻰ ﭘﻪ ﻛﯥ‬
‫ﺭﻭﺯﻱ‪) .‬ﭘﻨ‪‬ﻪ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺳﻤﺴﻮﺭ)‪‬ﻴﺮﺍﺯ(‪ ،‬ﻣ‪‬ﻮﻛﻪ )‪‬ﻮﻧ‪‬ﻪ(‪ ،‬ﻟ‪‬ﻴﺎ‬
‫)ﺑﻮﺧﺖ(‪ ،‬ﻣﻮﺩﻩ )ﻭﺧﺖ(‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ‪‬ﺎﻛﻠﻮ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﺗﻴﺮ ﻟﻮﺳﺖ‬
‫ﺩﺩﺭﻳﻤﯥ ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ ‪‬ﯥ ﺍﻭ ﺳﻤﯥ‬
‫ﻟﻴﻜﻨﯥ ﺩﯤ ﺩ ‪‬ﻪ ﺗﺸﻮﻳﻖ ﻟﻪ ﭘﺎﺭﻩ ﻧﻮﺭﻭﺗﻪ ﻭ‪‬ﻴﻲ ﺍﻭﺩ ﻻﻫ‪‬ﻮﻧﻰ‬
‫ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﭘﻪ ﺧﭙﻠﯥ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭﻧﺎﺯﻭﻱ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ‬
‫ﻣﺮﺳﺘﻪ ﺍﻭ ﻻﺯﻣﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﺉ‪ .‬ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩﻧﺪﻩ ﻭﺭﻛ‪‬ﻱ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭ ﺩﯤ ﻭﺭﺗﻪ ﻭ‪‬ﻴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ‬ ‫ﭼﯥ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫ﺩﻭﻯ ﺑﺎﻧﺪﻯ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﺍﻭ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺍﺻﻼﺡ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﭘﻮﺭﻩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺣﻞ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ‬ ‫ﻟﻮﺳﺖ ﻟﻪ ﺑﻴﻼﺑﻴﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﭘﻪ ‪‬ﻮﻟﻮ ﻣﻬﺎﺭﺗﻮﻧﻮ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﺟﻤﻠﯥ ﺍﻭ ﻛﻠﻤﯥ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﭘﻪ‬ ‫ﻭﻛ‪‬ﻱ‪ .‬ﺩﻭﻯ ﺩﯤ ﭘﻪ ‪‬ﺎﻛﻠﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩﺍﺳﯥ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬
‫ﻭﺭﻭﺭ‪ ‬ﺳﺮﻩ ﺩﯤ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬ ‫ﺩﯤ ﻭﺭﻛ‪‬ﻱ ﭼﻰ ﺩ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﺎﻡ ﻭ‪ ‬ﺍﻭ ﻟﻪ ﭘﻮﻫﯥ‬
‫ﺗﺨﺘﯥ ﻣﺨﯥ ﺗﻪ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺭﺍﻭﻏﻮ‪‬ﺘﻞ ﺷﻲ ﺍﻭ ﺩ ﻣﻴﺰ ﻟﻪ ﺳﺮﻩ ﺩﯤ‬ ‫ﺳﺮﻩ ﻳﯥ ﺑﺮﺍﺑﺮﯤ ﻭﻱ‪.‬‬
‫ﻛﺎﺭﺗﻮﻧﻪ ﭼﯥ ﻛﻠﻤﻰ ﭘﻪ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﻱ ﺭﺍ ﭘﻮﺭﺗﻪ ﻛ‪‬ﻱ ﺍﻭ ﻫﻐﻮ ﺗﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﻟﻮﻯ ﺧﺪﺍﻯ )ﺝ(‬
‫ﺩﯤ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﺎﺭﻭﻱ )ﺣﻴﻮﺍﻧﺎﺕ( ﺩ ‪‬ﻪ ﻟﻪ ﭘﺎﺭﻩ ﭘﻴﺪﺍﻛ‪‬ﻱ ﺩﻱ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﺟﻤﻠﯥ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺗﻮﻧﻮ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻯ ﭼﯥ ﺧﭙﻠﻪ ‪‬ﺍ‪‬ﻳﻨﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻟﻴﻜﻲ ﺍﻭ ﭘﺎﺗﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻫﻐﻮ ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻭﭘﻮﻫﻴﺪﻝ ﭼﻰ ﺁﻟﻮﺗﻮﻧﻜﻲ ﺩ ‪‬ﻪ ﻟﻪ ﭘﺎﺭﻩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﻭﻳﻠﻮ ﺳﺮﻩ ﺑﯧﻞ ﺑﯧﻞ‬
‫‪‬ﺎﻥ ﺗﻪ ‪‬ﺎﻟﯥ ﺟﻮ‪‬ﻭﻱ؟‬ ‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ‪‬ﻪ ﭘﻴﻞ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﯥ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﺩ ﻫﺮ ﻳﻮﻩ ﺧﺒﺮﻭ ﺗﻪ ﺩﯤ ﭘﻪ ﺩﻗﺖ ﺳﺮﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺍﻟﻮﺗﻮﻧﻜﻰ ‪‬ﺎﻟﻰ ﺩ ﺧﭙﻞ ﮊﻭﻧﺪ‬ ‫ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺩﺩﻭﻯ ﭘﻮ‪‬ﺘﻨﯥ ﭼﯥ ﺩ ﺁﻟﻮﺗﻮﻧﻜﻮ ﭘﻪ ﻫﻜﻠﻪ ‪‬ﻮﻙ ﻭﻳﻠﻰ‬
‫ﺩ ﭘﺎﻳ‪‬ﺖ ﻟﻪ ﭘﺎﺭﻩ ﺟﻮ‪‬ﻭﻱ‪ .‬ﻧﻮ ﺩﻭﻯ ﺑﺎﻳﺪ ﻫﻐﻮ ﺗﻪ ﺯﻳﺎﻥ ﻭﻧﻪ ﺭﺳﻮﻱ‪.‬‬ ‫ﺷﻰ ﭼﯥ ﭘﻪ ﭘﺴﺮﻟﻰ ﺍﻭ ﺍﻭ‪‬ﻱ ﻛﯥ ‪‬ﻪ ﻛﻮﻯ ﺍﻭ ﭼﯧﺮﺗﻪ ﻭﻱ؟ ﺩ ﺩﻭﻯ ﺩ‬
‫ﺍﺭﺯ‪‬ﺖ‪:‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩﺍﺩﻯ ﺟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ‪،‬‬ ‫‪‬ﻮﺍﺑﻮﻧﻮ ﺩ ﺍﻭﺭﻳﺪﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ ﺍﻭ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺟﻤﻠﯥ‪ ،‬ﺩ ﻟﻮﺳﺖ ﻣﺮﺍﻣﻮﻧﻪ‪ ،‬ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺯﺩﻩ ﻛﻮﻱ‪.‬‬ ‫ﻭﺭﺗﻪ ‪‬ﺮ‪‬ﻨﺪ ﺷﻮﻝ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻫﻤﺪﯤ ﺑﺮﺧﻪ ﻛﯥ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﺑﺮﺧﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ‬
‫ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﻰ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ‪‬ﻴﻨﯥ ﻣﺸﻜﻠﻮ ﻛﻠﻤﻮ ﺗﻪ ﺩﯤ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ‬

‫‪١٧٨‬‬
 ‫ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺮﻏﺎﻥ ﺍﻭ ﺩ ‪‬ﺎﻟﻮ ﺟﻮ‪‬ﻩ ﻭﻧﻪ )‪ (١١٩ -١١٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻰ ﭼﯥ ﺍﻟﻮﺗﻮﻧﻜﻰ ﻫﻢ ﺩ‬
‫ﺧﭙﻞ ﻧﺴﻞ ﺩ ‪‬ﯦﺮ‪‬ﺖ ﺍﻭ ﭘﺎﻳ‪‬ﺖ ﻟﻪ ﭘﺎﺭﻩ ﺧﭙﻠﻮ ‪‬ﺎﻧﻮ ﺍﻭ ﺑﭽﻴﻮ ﺗﻪ‬
‫‪‬ﺎﻟﻲ ﺟﻮ‪‬ﻭﻱ‪ ،‬ﭘﻪ ‪‬ﺎﻟﻮ ﻛﯥ ﻫ‪ ‬ﺍﭼﻮﯤ ﺍﻭ ﺧﭙﻞ ﺑﭽﻰ ﭘﻪ ﻛﯥ‬
‫ﺭﻭﺯﻱ‪) .‬ﺷﭙ‪‬ﻣﻪ‪ ،‬ﺍﻭﻣﻪ ﺍﻭ ﺍﺗﻤﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻜﻠﻰ )‪‬ﺎﻳﺴﺘﻪ(‪ ،‬ﻟ‪‬ﻴﺎ )ﺑﻮﺧﺖ(‪ ،‬ﻭﺍ‪‬ﻪ )‪‬ﻴﺎﻩ‪،‬‬
‫ﺷﻴﻨﻠﻲ(‪.‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺍﻭ‬
‫ﻟﻴﻜﻠﻰ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪-۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﻟﻮﻣ‪‬‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﺯﻳﺎﺭ ﻛ‪ ‬ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﻧﻮﺭﻭﺗﻪ ﻭﺭﻭﭘﻴﮋﻧﯥ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ ‪‬ﻰ ﻫ‪‬ﻮﻧﻰ ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻨﯥ‬
‫ﺯﻣﻴﻨﻪ ﺩﯤ ﻭﺭﺗﻪ ﺑﺮﺍﺑﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ‬
‫ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻫﺮﯤ ﺑﺮﺧﯥ ‪‬ﺨﻪ ‪‬ﻭﻝ ‪‬ﻭﻝ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻟﻴﻜﻠﻮ ﻛﻠﻤﻮ ﻛﺎﺭ‪‬ﻮﻧﻪ ﺭﺍ ﭘﻮﺭﺗﻪ ﻛ‪‬ﻱ ﺍﻭ‬ ‫ﺍﻭ ﻣﻬﺎﺭﺗﻮﻧﻪ ﺩﯤ ﭘﻜﯥ ‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﯥ ﻭﻧ‪‬ﯤ ﺍﺧﯧﺴﺘﻮ‬
‫ﺟﻤﻠﯥ ﺩﯤ ﻭﺭﺗﻪ ﺟﻮ‪‬ﯤ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﻭﻟﻴﻜﻰ‪.‬‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ‪:‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﻰ‪،‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﻰ ﻣﺮﻏﺎﻥ ﺯﻣﻮ‪ ‬ﺩ ﻫﻴﻮﺍﺩ ﭘﻪ ﻛﻮﻣﻮ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﺩﺭﺱ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﻰ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﺎﻳﻮﻧﻮ ﻛﻰ ﮊﻭﻧﺪ ﻛﻮﻱ؟‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﺍﻟﻮﺗﻮﻧﻜﻲ ﻭﻟﯥ ‪‬ﺎﻥ ﺗﻪ ‪‬ﺎﻟﯥ ﺟﻮ‪‬ﻭﻱ؟‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻣﺮﻏﺎﻥ ‪‬ﻨ‪‬ﻪ ﺍﻭ ﻭﻟﯥ ‪‬ﺎﻧﻮ ﺗﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﺎﻟﯥ ﺟﻮ‪‬ﻭﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﻯ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺍﻭ ﭘﻪ ﻫﻐﻮ ﻛﯥ ﻓﻌﺎﻟﻪ ﺯﺩﻩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﻭ ﺑﺮﺧﻮ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ‬ ‫ﻛﻮﻭﻧﻜﻰ ﺩ ﺯ‪‬ﻩ ﻟﻪ ﻛﻮﻣﻲ ﻭﺳﺘﺎﻳﻲ‪ .‬ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫ﻫﻜﻠﻪ ﻭﻭﺍﻳﻲ ﭼﯥ ﺩ ﺗﺎﺳﻮ ﺩ ﻣﻌﻠﻮﻣﺎﺗﻮ ﻟﻪ ﻣﺨﯥ ﺩﻭﻯ ﭘﻪ ‪‬ﺎﻟﻮ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﻭﺍ‪‬ﻩ ﺑﺮﺧﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻛﯥ ‪‬ﻪ ‪‬ﻭﻝ ﮊﻭﻧﺪ ﻛﻮﻱ؟ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﻰ ﺍﻧﺪﺍﺯﻩ‬
‫ﺫﻫﻨﻴﺖ‪:‬‬ ‫ﺩﻯ ﺩ ﺩﻭﻯ ﻟﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ‪‬ﺨﻪ ‪‬ﺎﻥ ﺗﻪ ﻣﻌﻠﻮﻣﻪ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﺧﻮﺷﺤﺎﻝ ﺷﻮﻝ؟‬ ‫ﺩ ‪‬ﻲ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻭﭘﻮﻫﯧﺪﻝ ﭼﻰ ‪‬ﻮﻝ ﺍﻟﻮﺗﻮﻧﻜﻲ ﺩ ﺧﭙﻞ ﭘﺎﻳ‪‬ﺖ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ )ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ( ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻰ‬
‫ﻟﻪ ﭘﺎﺭﻩ ﺯﻳﺎﺭﻭﻧﻪ ‪‬ﺎﻟﻲ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﻱ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪ ،‬ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭ‬
‫‪ -‬ﺩ ﻧﻮﻭ ﻛﻠﻤﻮ‪ ،‬ﺟﻤﻠﻮ ﺯﺩﻩ ﻛ‪‬ﻩ‪.‬‬ ‫ﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻯ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻫﻢ ﻭ ﭘﻮ‪‬ﺘﻰ‪.‬‬
‫‪ -‬ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺯﺩﻩ ﻛﻮﻟﻮ ﺳﺮﻩ ﺩ ﺩﻭﻯ ﻓﻜﺮﻱ ﻭﺩﻩ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍ‪‬ﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺍ ﻻﻧﺪﻯ ﻛﻠﻤﯥ ﻣﻌﻨﺎ ﺍﻭ ﺑﻴﺎ‬ ‫ﺗﻮ‪‬ﻪ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪،‬‬
‫ﺩﯤ ﭘﻪ ﺟﻤﻠﻮ ﻛﻰ ﺭﺍﻭ‪‬ﺉ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ‪‬ﻮ ﻛﺮ‪‬ﯥ ﺩ ﺍﻣﻼ ﭘﻪ‬
‫‪‬ﺎﻟﻰ ﺳﻤﺴﻮﺭ ﻣﺮﻏﺎﻥ‬ ‫ﺗﻮ‪‬ﻪ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‪ ،‬ﭼﯥ ﻳﻮ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺧﭙﻠﯥ ‪‬ﻟﯥ‬

‫‪١٧٩‬‬
 ‫ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺮﻏﺎﻥ ﺍﻭ ﺩ ‪‬ﺎﻟﻮ ﺟﻮ‪‬ﻩ ﻭﻧﻪ )‪(١١٩ -١١٨‬‬
‫ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻰ ﭼﯥ ﺍﻟﻮﺗﻮﻧﻜﻰ ﻫﻢ ﺩ‬
‫ﺧﭙﻞ ﻧﺴﻞ ﺩ ‪‬ﯦﺮ‪‬ﺖ ﺍﻭ ﭘﺎﻳ‪‬ﺖ ﻟﻪ ﭘﺎﺭﻩ ﺧﭙﻠﻮ ‪‬ﺎﻧﻮ ﺍﻭ ﺑﭽﻴﻮ ﺗﻪ‬
‫‪‬ﺎﻟﻲ ﺟﻮ‪‬ﻭﻱ‪ ،‬ﭘﻪ ‪‬ﺎﻟﻮ ﻛﯥ ﻫ‪ ‬ﺍﭼﻮﯤ ﺍﻭ ﺧﭙﻞ ﺑﭽﻰ ﭘﻪ ﻛﯥ‬
‫ﺭﻭﺯﻱ‪) .‬ﺩﺭﻱ ﻭﺭﻭﺳﺘ‪‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﺁﺯﺍﺭ )‪‬ﻮﺭ(‪ ،‬ﺮﺍﻥ )ﺯ‪‬ﻩ ﺗﻪ ﻧ‪.(‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﻟﻐﺘﻮﻧﻮ ﭘﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻧﻪ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ‪ .‬ﯥ ﺍﻭ ﻣﻨﺎﺳﺒﻰ ﺟﻤﻠﯥ‬
‫ﺩﯤ ﭘﺮﻯ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻮﻯ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻯ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ‬
‫ﻻﺯﻣﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﺭﻳﻎ ﻧﻪ ﻛ‪‬ﻯ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﻭﻯ ﭘﻪ ‪‬ﻟﻮ‬
‫ﻭﻩ ﻭﻳﺸﻲ ﺍﻭ ﺩﻭﻯ ﺗﻪ ﺩﯤ ﺍﺧﺘﻴﺎﺭ ﻭﺭﻛ‪‬ﻝ ﺷﻲ ﭼﯥ ﻳﻮﻩ ‪‬ﻟﻪ ﻟﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺑﻠﻰ ‪‬ﺨﻪ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻫﺮﯤ ﺑﺮﺧﻰ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻰ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫ﻭﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻳﻮﻩ ﺣﻜﻢ ﭘﻪ ﺗﻮ‪‬ﻪ ﻋﺪﺍﻟﺖ ﻭﻛ‪‬ﻯ ﺍﻭ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩ ﻫﺮ ﺳﻮאﻝ ﭘﻪ ‪‬ﻮﺍﺏ ﺳﺮﻩ ﺩﯤ ﻧﻤﺮﻯ ﻭﺭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺁﻟﻮﺗﻮﻧﻜﻮ ﭘﻪ ﮊﻭﻧﺪ ﺍﻭ ﺩ ‪‬ﺎﻟﻰ ﺩ‬ ‫ﺩﯤ ﺩ ﺯﻳﺎﺗﻮ ﻧﻤﺮﻭ ‪‬ﻟﻪ ﻭ‪‬ﻭﻧﻜﻲ ﻭ‪ ‬ﻭ‪‬ﻞ ﺷﻲ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﺟﻮ‪‬ﻳﺪﻭ ﭘﻪ ﺗﺮﺗﻴﺐ ﻫﻢ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺩ ﻧﻮﻱ ﺩﺭﺱ ﭘﻪ ﻫﻜﻠﻪ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻰ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺟﻤﻠﻰ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻞ ﺷﻲ؟‬ ‫‪ -۱‬ﭘﻪ ﻫﻐﻮ ‪‬ﺎﻳﻮ ﻛﻰ ﭼﯥ ﻭﻧﻰ ﺍﻭ ‪‬ﻨ‪‬ﻠﻮﻧﻪ ﻧﻪ ﻭﻱ ﺑﻴﺎ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﺭﺱ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﺩ ﺁّﻟﻮﺗﻮﻧﻜﻮ ﺩ ﮊﻭﻧﺪ‬ ‫ﺍﻟﻮﺗﻮﻧﻜﻰ ﭼﯧﺮﻱ ‪‬ﺎﻟﻲ ﺟﻮ‪‬ﻭﻱ‪.‬‬
‫ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﻣﻴﻨﻪ ﭘﻴﺪﺍﻛ‪‬ﻩ ﺍﻭ ﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻫﻐﻮﻯ ﺗﻪ ﺯﻳﺎﻥ ﻭﻧﻪ ﺭﺳﻮﻱ؟‬ ‫‪ -۲‬ﻣﺮﻏﺎﻥ ﺧﭙﻠﯥ ‪‬ﺎﻟﯥ ﻟﻪ ‪‬ﻪ ﺷﻲ ‪‬ﺨﻪ ﺟﻮ‪‬ﻭﻱ؟ ﭘﻪ ﺑﺸﭙ‪‬‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺩﻗﺖ ﺳﺮﻩ ﺩﻱ ﺩﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﻣﻌﻠﻮﻣﺎﺕ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺧﭙﻞ ﻫﻴﻮﺍﺩ ﺩ ﻣﺮﻏﺎﻧﻮ ﺍﻭ ﺍﻟﻮﺗﻮﻧﻜﻮ ﭘﻪ‬ ‫ﺩﯤ ﺩ ﺳﺘﺎﻳﻨﯥ ﻭ‪ ‬ﻭ ﺑﻮﻟﻲ ﺍﻭ ﭘﻪ ﺁﺧﺮﻩ ﻛﻰ ﺩﯤ ﺩ ‪‬ﻴﻨﻮ ﻧﻪ ﻭﻳﻞ‬
‫ﮊﻭﻧﺪ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺷﻮﻭ ﺧﺒﺮﻭ ﺑﺮﺧﻪ ﺩﯤ ﭘﻪ ﻛﯥ ﺯﻳﺎﺗﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﻣﻄﺎﻟﺒﻮ ﺍﻭ ﻣﻔﺎﻫﻴﻤﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ) ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﻪ( ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻﻧﺪﯤ ﺟﻤﻠﻮ ﺗﺶ ‪‬ﺎﻳﻮﻧﻪ ﺩ‬
‫ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻗﻮﺳﻮﻧﻮ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ﺳﺮﻩ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ‪‬ﻙ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺍﻟﻒ‪ :‬ﺍﻟﻮﺗﻮﻧﻜﻲ ﺩ ‪‬ﺎﻟﻮ ﭘﻪ ﺟﻮ‪‬ﻭﻟﻮ ﭘﻴﻞ _____‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ‬
‫)ﻛﻮﻱ‪،‬ﻛﻮﻯ(‬
‫ﻣﺸﻮﺭﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺏ‪ :‬ﻣﻮ‪ ‬ﺗﻪ ﭘﻪ ﻛﺎ ﺩﻩ ﭼﯥ ﺩ ﻣﺮﻏﺎﻧﻮ ‪‬ﺎﻟﻮ ﺗﻪ ﻻﺱ ﻭﺭﻧﻪ ﻭ‪‬ﻭ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﻳﻮﺑﻞ ﺳﺮﻩ ﺩ ﻣﺘﻦ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻯ ﺍﻭ‬
‫ﺍﻭ ﺩ ﻫﻐﻮ ‪‬ﺎﻟﯥ ﺧﻮﺍﺑﻰ______‪) .‬ﻧﻜ‪‬ﻭ‪ ،‬ﻭﺭﺍﻧﯥ(‬ ‫ﺳﺘﻮﻧﺰﻣﻨﻰ ﻛﻠﻤﯥ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬

‫‪١٨٠‬‬
 ‫ﯾﻮﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻪ ﻛ‪‬ﻩ ﻭ‪‬ﻩ )‪ (١٢١ -١٢٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪‬ﻯ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻮ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﻟﻪ ﺑﺪﯤ ﺭﻭﻳﯥ ‪‬ﺨﻪ‬
‫‪‬ﺎﻥ ﮊﻏﻮﺭﻝ ﺩ ﮊﻭﻧﺪ ﭘﻪ ﭼﺎﺭﻭ ﻛﯥ ﺩ ﺷﻮ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻏﻮﺭﻩ ﻛﻮﻝ‬
‫ﺍﻭ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﻧﻮﻣﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ ﺩﻱ‪) .‬ﻟﻮﻣ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﻴ‪‬ﻪ )ﻭﺍﻗﻌﻪ(‪ ،‬ﺭﻭﻳﻪ )ﭼﻠﻨﺪ(‪ ،‬ﮊﻏﻮﺭﻝ )ﺳﺎﺗﻞ(‪.‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ‪‬ﺎﻛﻠﻮ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﺭﻳﻤﯥ‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻣﺨﻜ‪‬ﻮ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﻟﻴﻜﻨﯥ ﺩﯤ ﻭﺳﺘﺎﺋﻲ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ‬
‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻳﻮ ﺑﻞ ﺳﻤﯥ ﺍﻭ ﺑﻴﺎ‬
‫ﺩﯤ ﺩﻭﻱ ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬ ‫‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺭﺍﻭﺍﺧﻠﻲ ﺍﻭ ﻫﻐﻮ ﺗﻪ ﺩﯤ ﺩ ﺗﺨﺘﻰ ﭘﻪ ﻣﺦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫ﻛ‪‬ﻱ‪ ،‬ﭘﺎﺗﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻛﻠﻤﯥ ﭘﻪ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺮﻏﺎﻧﻮ ﺍﻭ ‪‬ﺎﻟﻮ ﺟﻮ‪‬ﻭﻟﻮ ﭘﻪ ﺍ‪‬ﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻩ ﻭﻧﻪ ﻛﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ‬
‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩﺩﻭﻯ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻭﻭﺍﻳﻲ ﭼﯥ‪:‬‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺮ‪‬ﻨﺪ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﭘﻪ ﭘﻮﺭﺗﻨﻲ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻮﻙ ﻭﻳﻨﺊ؟ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﺉ ﺍﻭ‬
‫ﭘﻮﻫﻪ‪:‬‬ ‫ﺑﻴﺎ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ‪‬ﯥ ﺍﻭ ﺑﺪﯤ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻮﺧﯥ ﺍﻭ ﻫﺪﻑ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺭﻭﻳﯥ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ‪‬ﻪ ﭼﻠﻨﺪ ﺍﻭ ﺑﺪﯤ ﺭﻭﻳﯥ ﭘﻪ ﺗﻮﭘﻴﺮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ﺩﯤ ﺩﺩﻭﻯ ﭘﻮﻫﻪ ﭘﻪ ﻧﻮﻯ ﺩﺭﺱ ﻛﯥ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ‪‬ﻪ‬ ‫‪‬ﺎﻥ ﺗﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﭘﺎﺗﻰ ﺑﺮﺧﻮ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻟﻮﺳﺘﻠﻰ ﺍﻭ ‪‬ﻪ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ( ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺩ ‪‬ﯥ‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺭﻭﻳﯥ ﭘﻠﻮﻳﺎﻥ ﺩﻱ ﭼﯥ ﻟﻪ ﻫﺮ ﭼﺎ ﺳﺮﻩ ﻳﯥ ﻭﻟﺮﻱ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻰ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺯﺩﻩ ﻛ‪‬ﯤ ﻛﯥ ﭘﻮﻫﻪ‪،‬‬ ‫ﺭﺍﺷﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺍﻭ ﺩ ‪‬ﻰ ﺭﻭﻳﯥ ‪‬ﻪ ﺫﻫﻨﻴﺖ ﺗﺮﻻﺳﻪ ﻛ‪‬؟‬ ‫ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻯ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬

‫‪١٨١‬‬
 ‫ﯾﻮﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻪ ﻛ‪‬ﻩ ﻭ‪‬ﻩ )‪ (١٢١ -١٢٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻮ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﻟﻪ ﺑﺪﯤ ﺭﻭﻳﯥ ‪‬ﺨﻪ‬
‫‪‬ﺎﻥ ﮊﻏﻮﺭﻝ ﺩ ﮊﻭﻧﺪ ﭘﻪ ﭼﺎﺭﻭ ﻛﯥ ﺩ ﺷﻮ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻏﻮﺭﻩ ﻛﻮﻝ‬
‫ﺍﻭ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﻧﻮﻣﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ ﺩﻱ‪) .‬ﺩ ﻟﻮﺳﺖ ﺩﺩﻭﻫﻤﻰ‬
‫ﺑﺮﺧﯥ ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﭼﻠﻨﺪ )ﭼﻠﻴﺪﻝ ‪‬ﻪ ﺭﻭﻳﻪ(‪ ،‬ﭘﺎﻡ )ﺗﻮﺟﻪ(‪ ،‬ﻮﺯﺍﺭ‬
‫)ﺍﭼﻮﻝ‪ ،‬ﻭﺍﺭﻭﻝ(‪ ،‬ﻟ‪‬ﻴﺎ )ﻣﺼﺮﻭﻑ‪ ،‬ﺑﻮﺧﺖ(‪.‬‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻱ ﻣﻮﺍﺩ‪ :‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻧﻮﻭ ﻛﻠﻤﻮﻭ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬
‫)ﻭﻟ‪‬ﺎﻭﻩ‪ ،‬ﻮﺯﺍﺭ‪ ،‬ﭘﺎﻡ‪ ،‬ﺑﺪﭼﻠﻨﺪ‪ ،‬ﻳﻮ‪‬ﻞ‪ ،‬ﻟ‪‬ﻴﺎ ﺍﻭ ﻭ‪‬ﻱ(‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﺗﻴﺮ ﺩﺭﺱ ﺩ ﺩﻭﻭ ﻛﺮ‪‬ﻮ‬
‫ﻟﻴﻜﻨﻪ( ﭘﻪ ﻟﻄﻒ ﺍﻭ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻯ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩﺩﻭﻯ‬
‫ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﺩ ﻣﺨﻜ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺍﺻﻼﺡ ﺍﻭ ﺩﺩﻭﻯ ‪‬ﻟﯥ ﺩﯤ‬
‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺩﻫﻐﻮ ﻟﻪ ﺗﺮﺗﻴﺒﻮﻟﻮ ‪‬ﺨﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ‬ ‫ﻭ‪‬ﺎﻛﻲ‪ .‬ﺑﻴﺎ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﭘﻪ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ‪ .‬ﭘﻪ ﺩﯤ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻳﻮﻳﻮ ﺗﻦ ﻫﻐﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﻭﻝ ﭼﻰ ﺩ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻭﻥ‪ ،‬ﭘﻮﻫﻪ ﺍﻭ ﺫﻭﻕ ﭘﻪ ﭘﺎﻡ ﻛﻰ ﻭﻧﻴﺴﻰ ﭘﻪ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭﺗﻤﺮﻳﻦ‪:‬‬ ‫ﻫﺮ ‪‬ﻮﺍﺏ ﺳﺮﻩ ﺩﯤ ﺩﻭﻯ ﻻ ﻛﻮ‪ ‬ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻠﻮ ﺗﻪ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬ ‫ﻭﻟﻮﻟﻰ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ؟‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﻰ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ‬
‫ﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫ﻣﺨﻰ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣ ﹾ‬ ‫ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻰ‪.‬‬
‫ﻭﻟﻴﻜﻰ ﺍﻭ ﻫﻢ ﺩﯤ ﭘﻪ ﺩﻏﻮ ﻛﻠﻤﻮ ﻛﯥ ﻧﻮﻣﻮﻧﻪ ﻭﺭﺗﻪ ﻭ‪‬ﻴﻲ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﻭﺍﻳﯥ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫)ﺧﭙﻪ‪ ،‬ﺯﺭﻏﻮﻧﻪ‪ ،‬ﻗﻠﻢ‪ ،‬ﻟﻴﻜﻨﻪ‪ ،‬ﻭ‪‬ﻣﻪ(‪.‬‬ ‫ﺩﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻩ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻫ‪‬ﻮﻧﯥ ﺗﻪ ﭘﺎﻡ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﭘﻮ‪‬ﺘﯥ ﭼﯥ ﺁﻳﺎ ﺩ ﺑﺪﯤ‬
‫ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﺩ ﻣﻌﻠﻮﻣﻮﻟﻮ‬ ‫ﺭﻭﻳﯥ ﭘﻪ ﺍ‪‬ﻩ ‪‬ﻪ ﭘﻮﻫﻴ‪‬ﺉ؟ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﺉ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬
‫ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‬ ‫ﺑﺪﯤ ﺭﻭﻳﯥ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﻯ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻫﻐﻮ ﭘﺎﻳﻠﯥ ﻫﻢ ﻭ‪‬ﻴﻲ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺑﺪﯤ ﺭﻭﻳﯥ ﭘﻪ ﭘﺎﻳﻠﻮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﭼﯥ ﺗﻞ ‪‬ﻪ ﻧﺘﻴﺠﻪ ﻧﻪ ﻟﺮﻱ ﺍﻭ ﭘﻪ ﻣﻘﺎﺑﻞ ﻛﻰ ﺩﯤ ﺩ ‪‬ﻲ ﺭﻭﻳﯥ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻛﻠﻤﻮ ﻛﯥ ﻧﻮﻣﻮﻧﻪ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻭﻏ‪‬ﻳ‪‬ﻱ ﺍﻭﻭﺭﻭﺳﺘﻪ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺑﺪﯤ ﺭﻭﻳﯥ ﺩ ﺑﺪﯤ ﻧﺘﯧﺠﯥ ﻟﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﺩﺭﯤ ﻛﺮ‪‬ﯥ‬
‫ﻣﺨﯥ ﺩﺍ ﺫﻫﻨﻴﺖ ﻭﺍﺧﻴﺴﺖ ﭼﯥ ﻟﻪ ﻫﻐﻪ ‪‬ﺨﻪ ‪‬ﺎﻥ ﻭ ﺳﺎﺗﻲ؟‬ ‫ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﺯﺩﻩ ﻛ‪‬ﻩ ﻛﯥ ﺯﺩﻩ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻮﻣ‪‬ﻯ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻳﻮ ﻳﻮ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩ ﺑﺪﯤ ﺭﻭﻳﯥ ﭘﻪ ﺯﻳﺎﻧﻮﻧﻮ ﭘﻮﻩ ﺷﻮﻝ ﺍﻭ ﭘﻪ ﻛﻠﻤﻮ ﻛﯥ‬ ‫ﺗﻦ ﺭﺍﺷﻲ ﺍﻭ ﺩﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫ﺩ ﻧﻮﻣﻮﻧﻮ ﻟﻪ ﭘﻴﮋﻧﺪﻟﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ‪.‬‬ ‫ﻭﻟﻮﻟﻲ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩﺩﻭﻫﻤﻰ ﺑﺮﺧﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ﻣﻴﺰ ﺁﻣﺎﺩﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﺩﺭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﭼﻰ ﻫﻐﻪ ﭘﻮﺭﺗﻪ ﻛ‪‬ﯤ‬

‫‪١٨٢‬‬
 ‫ﯾﻮﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻪ ﻛ‪‬ﻩ ﻭ‪‬ﻩ )‪ (١٢١ -١٢٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﻮ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﻟﻪ ﺑﺪﯤ ﺭﻭﻳﯥ ‪‬ﺨﻪ‬
‫‪‬ﺎﻥ ﮊﻏﻮﺭﻝ ﺩ ﮊﻭﻧﺪ ﭘﻪ ﭼﺎﺭﻭ ﻛﯥ ﺩ ﺷﻮ ﻛ‪‬ﻭ ﻭ‪‬ﻭ ﻏﻮﺭﻩ ﻛﻮﻝ‬
‫ﺍﻭ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﻧﻮﻣﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ ﺩﻱ‪) .‬ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻧﻮﻱ ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭ‪‬ﻯ )‪‬ﺮﺳﻨﻪ(‪ ،‬ﺧﻮﺍﺷﻴﻨﻰ )ﺧﭙﻪ‪ ،‬ﻣﺘﺎﹾﺛﺮ(‪ ،‬ﻣﻨﻨﻪ‬
‫)ﺗﺸﻜﺮﻯ(‪.‬‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻱ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻟﻴﻜﻠﻲ‬
‫ﺩﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﺭﻭ‬
‫ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ‬
‫ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰ ‪‬ﻭﻝ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪ .‬ﺑﻴﺎ ﺩﯤ ﺩ ﻭﻯ‬
‫ﭘﻪ ‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻞ ﺷﻲ ﺍﻭ ﻫﻢ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ‬
‫ﺩﻟﻮﺳﺖ ﻟﻪ ﻫﺮﯤ ﺑﺮﺧﯥ ‪‬ﺨﻪ ﺑﯧﻼ ﺑﯧﻠﻰ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‪.‬‬ ‫ﺩ ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ؟‬
‫‪ -‬ﺩ ﻫﺮ ‪‬ﺮﻭﭖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺑﻞ ﺑﯧﻞ ﺩ ﺑﺪﭼﻠﻨﺪ ﺍﻭ ‪‬ﻲ‬ ‫ﺩ ﻭﻳﻨﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻣﺘﻦ ﭘﻪ ﺳﻤﻮﻥ ﺩ ﺑﺪﯤ ﺭﻭﻳﯥ ﺍﻭ ﺩﻫﻐﻪ ﺩ ﺑﺪﻭ‬
‫ﺭﻭﻳﯥ ﭘﻪ ﻫﻜﻠﻪ ﻟﻨ‪ ‬ﻟﻨ‪ ‬ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬ ‫ﻧﺘﻴﺠﻮ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﻯ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﯥ‬ ‫ﺩ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻩ ﻭﺍﻳﯥ ﭼﯥ ﺑﺪ ﭼﻠﻨﺪ ﺯﻣﻮ‪ ‬ﺍ‪‬ﻳﻜﻰ ‪‬ﻪ ‪‬ﻭﻝ‬
‫ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺸﻮﺭﻩ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﻟﻪ ﻣﻴﻨ‪‬ﻪ ﻳﻮﺳﻲ‪.‬‬ ‫ﺧﺮﺍﺑﻮﻱ؟ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ‪ .‬ﺑﻴﺎ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ‬ ‫‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺑﺪﻩ ﺭﻭﻳﻪ ﭘﻪ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪ‬
‫)ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﭘﻪ ﺍ‪‬ﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭ‪‬ﻴﻲ ﺳﺮﻩ ﻭﺭﺗﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﻭﻧﯥ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ‪‬ﻨ‪ ‬ﻛﯥ ﺩﯤ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﻏﻪ ﻣﺘﻦ ﺩ ﺯﺩﻩ ﻛ‪‬ﻯ ‪‬ﺨﻪ ﺩ ‪‬ﻪ‬ ‫‪‬ﯥ ﺭﻭﻳﯥ ﭘﺎﻳﻠﻪ ﻭ‪‬ﻴﻲ ﭘﻪ ﻫﻐﯥ ﺩﯤ ‪‬ﯧﻨ‪‬ﺎﺭ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺩﯤ‬
‫ﭼﻠﻨﺪ ﺍﻭ ﺑﺪﯤ ﺭﻭﻳﯥ ﭘﻪ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻫﻜﻠﻪ ﺩﯤ ﻭﺭﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰ ‪‬ﻭﻝ ﻣﺘﻦ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪ -‬ﺗﺎﺳﯥ ﻟﻪ ﺧﭙﻠﻮ ‪‬ﻮﻟ‪‬ﻴﻮﺍﻟﻮ ﺍﻭ ﻫﻤ‪‬ﻮﻟﻮ ﺳﺮﻩ ‪‬ﻪ ‪‬ﻭﻝ ﺭﻭﻳﻪ ﺑﺎﻳﺪ ﻭﻟﺮﺉ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﺍ ‪‬ﺮ‪‬ﻨﺪ ﺷﻮﻩ ﭼﯥ ﭘﻪ ﮊﻭﻧﺪ ﻛﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺩﻭﻯ ‪‬ﻭﻝ ‪‬ﻭﻝ ﺧﺒﺮﯤ ﻭﺍﻭﺭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ‬
‫ﺑﺎﻳﺪ ﺩ ﺑﺪﭼﻠﻨﺪ ﭘﺮ‪‬ﺎﻯ ‪‬ﻪ ﺭﻭﻳﻪ ﻏﻮﺭﻩ ﻛ‪‬ﻱ؟‬ ‫‪‬ﯥ ﺭﻭﻳﯥ ﭘﻪ ﻫﻜﻠﻪ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ‪‬ﻪ ﺫﻫﻨﻴﺖ ﺗﺮﻱ ﻭﺍﺧﻠﻲ‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ‬ ‫ﭘﻪ ﻭﻳﻨﺎﻭﻭ ﻛﯥ ﺩ ﻫﻐﻮ ﻣﻬﻢ ﺍﻭ ‪‬ﻪ ‪‬ﻜﻲ ﭘﻪ ﻧﻮﺭﻭ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻠﻤﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﻰ ﺭﺍﻭ‪‬ﻝ ﭘﻮﺭﻩ ﺯﺩﻩ ﻛ‪‬ﻝ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺭﯤ ﻭﺭﻭﺳﺘﻨ‪ ‬ﻛﺮ‪‬ﯥ ﭘﺮﺗﺨﺘﯥ ﻭﻟﻴﻜﻰ‪ ،‬ﭘﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻻﻧﺪﯤ ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ﺑﺸﭙ‪‬ﯤ ﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺍﺭ ﺳﺮﻩ ﺭﺍﺷﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ‬
‫‪ -‬ﺯﺭﻏﻮﻧﻪ ﭘﻪ ﺩﺭﻳﻢ ‪‬ﻮﻟ‪‬ﻲ ﻛﯥ ﺯﺩﻩ ﻛ‪‬ﻩ ____ ‪.‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺑﻰ ﻟﻪ ﺍﺟﺎﺯﯤ ‪‬ﺨﻪ ﺩ ﭼﺎ ﻗﻠﻢ ____ ﺩﺍ ‪‬ﻪ ﻛﺎﺭ ____ ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺑﻰ ﻟﻪ ﻣﻨﻨﻰ ‪‬ﺨﻪ ﻳﯥ _____ ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬

‫‪١٨٣‬‬
 ‫ﺩﻭﻩ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺷﺎﺗﻮ ﻣﭽ‪ (١٢٣ -١٢٢) ‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪‬ﺉ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺷﺎﺗﻮ ﺩ ﻣﭽﻴﻮ ﺭﻭﺯﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺩ ‪‬ﻮ ﺍﻭ ‪ ‬ﮊﻭﻧﺪ‬
‫ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻮ‪) ‬ﺍﻭﭼﺖ(‪ ،‬ﻛ‪‬ﻮﻩ )ﻟﻪ ﺧ‪‬ﻮ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻮﻩ(‪ ،‬ﻣ‪‬‬
‫)ﭼﺎ‪.(‬‬
‫ﺩﺭﺳﻰ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻰ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻛ‪‬ﻮ ﺍﻭ‬
‫ﭼﺎ‪‬ﻴﻮ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﺭﻭ ﻭﺭﻭﺳﺘﻴﻮ‬
‫ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩﺩﻭﻯ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ‬
‫ﭘﻪ ﺷﭙ‪ ‬ﻛﺴﻴﺰﻭ ‪‬ﻟﻮ ﻛﯥ ﺩ ﻭ‪‬ﺍﻭ ﻣﺨﻜ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺸﻮﺭﯤ‬
‫ﻟﻪ ﻣﺨﯥ ﺳﻤﯥ ﻛ‪‬ﯤ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻟﯥ ﻭ ‪‬ﺎﻛﻲ‪.‬‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬ ‫ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﭘﻪ ﺟﻼ ﺟﻼ ﺗﻮ‪‬ﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ‬
‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻳﺮﯤ ﻣﻴﻨﯥ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﭘﺎﻡ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺟﻤﻠﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻣﺘﻦ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﺍﻭ ﺩ ﻳﻮ ﺑﻞ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﻭﺭﺗﻪ ﺳﻤﯥ ﻛ‪‬ﻯ‪.‬‬ ‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﺩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﺨﺘﯥ ﭘﺮﻣﺦ ﺩﺍ ﻛﻠﻤﯥ )ﺧﭙﻪ‪ ،‬ﺯﺭﻏﻮﻧﻪ‪ ،‬ﻗﻠﻢ‪،‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ(‬ ‫ﻟﻴﻜﻨﻪ‪ ،‬ﻭ‪‬ﻣﻪ( ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻧﻮﻣﻮﻧﻪ ﭘﻪ ﻛﯥ ﭘﻴﺪﺍ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ ﺍﻭ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﺭﺗﻪ ﻟﻨ‪‬ﻱ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻱ ﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﺩ ﺷﺎﺗﻮ ﻣﭽ‪‬‬ ‫ﻟﻮﻟﻲ‪ .‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻠﻮ ﺗﻪ ﭘﻪ ﻗﺪﺭ ﻭ‪‬ﻮﺭﻱ‪.‬‬
‫‪‬ﻪ ‪‬ﻭﻝ ﺭﻭﺯﻝ ﻛﻴ‪‬ﻱ ﺍﻭ ‪‬ﻪ ‪‬ﯥ ﻟﺮﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﭘﻪ ﺍ‪‬ﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻟﻮﺳﺖ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫‪‬ﺨﻪ ﻫ‪‬ﻮﻭﻧﻜﯥ ﭘﻮ‪‬ﺘﻨﯥ ﭘﻴﻞ ﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺷﺎﺗﻮ ﺩ ‪‬ﻮ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﺩ‬ ‫‪ -‬ﭘﻪ ﭘﻮﺭﺗﻨ‪ ‬ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻪ ﻭﻳﻨﺊ؟ ﺩ ﺷﺎﺗﻮ ﻣﭽ‪ ‬ﻣﻮ ﻟﻴﺪﻟﯥ ﺩﻩ؟‬
‫ﺧﭙﻠﯥ ﺭﻭﻏﺘﻴﺎ ﺍﻭ ﺩ ﺑﺪﻥ ﺩ ﭘﻴﺎﻭ‪‬ﺗﻴﺎ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻫﻐﻮ ﺧﻮ‪‬ﻝ‬ ‫ﺧﺒﺮﻯ ﭘﺮﯤ ﻭﻛ‪‬ﺉ؟ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ‪‬ﺨﻪ ﺩﯤ ﺩ ﺩﻭﻯ‬
‫ﺿﺮﻭﺭﻱ ﺑﻮﻟﻲ؟‬ ‫ﭘﻮﻫﻪ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﻯ ﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺷﺎﺗﻮ ﺩ ﻣﭽﻴﻮ ﺩ ﺭﻭﺯﻧﯥ ﺍﻭ‬ ‫‪ -‬ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫ﺳﺎﺗﻨﯥ ﺳﺮﻩ ﺑﻠﺪﺗﻴﺎ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻩ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﭘﻪ ﻣﻌـﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻟﻮﺳﺖ ﺩﺭﯤ ﻟﻮﻣ‪‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺭﺍﺷﻲ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ‬
‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻰ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﻱ ﺑﺸﭙ‪‬ﻩ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٨٤‬‬
 ‫ﺩﻭﻩ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺷﺎﺗﻮ ﻣﭽ‪ (١٢٣ -١٢٢) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺷﺎﺗﻮ ﺩ ﻣﭽﻴﻮ ﺭﻭﺯﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺩ ‪‬ﻮ ﺍﻭ ‪ ‬ﮊﻭﻧﺪ‬
‫ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩ ‪‬ﻠﻮﺭﻣﯥ‪ -‬ﭘﻨ‪‬ﻤﯥ ﻛﺮ‪‬ﯥ ﭘﻮﺭﯤ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﺩﻧﺪﻩ )ﻭﻇﻴﻔﻪ(‪ ،‬ﺯﺑﯧ‪‬ﻞ )ﭼﻮﺷﻞ(‪.‬‬
‫ﺩﺭﺳﻰ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ‪:‬‬
‫ﺻﻨﺪﻭﻕ ﺳﺎﺗﻮﻧﻜﻰ ﺷﻴﺮﯤ ﺯﺑﻴ‪‬ﻲ ﻣﻠﻜﯥ‬
‫ﺭﻭﺯﻧﻪ ﺳﺎﺗﻮﻧﻜﻲ‬ ‫‪‬ﻴﻨﻪ ‪‬ﻠﻮﻳ‪‬ﺖ ﺣﺸﺮﻩ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪‬‬
‫ﺩﺭﻭ ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻱ‬
‫ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻟﯥ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﻱ ﺩ ﺩﻭﻯ ﻟﻪ ﻛﺎﺭ ‪‬ﺨﻪ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭ‪‬ﺎﻛﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﺩﯤ ﭘﻪ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﻛﯥ ﺗﺮﺳﺮﻩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰ ‪‬ﻭﻝ ﺩﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﺩ‬ ‫ﻛ‪‬ﻯ ﺍﻭ ﺩ ﻛﺎﺭ ﺩ ﺳﻤﻮﻥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩﻭﻯ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻛﻠﻤﻮ ﺍﻣﻼ ﻳﻮ ﺑﻞ ﺗﻪ ﻭﻭﺍﻳﯥ ﺍﻭ ﭘﺮﺗﺨﺘﻪ ﺍﻭ ﻳﺎ ﺩﯤ ﭘﻪ ﻛﺘﺎﺑﭽﻮ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻛﯥ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﭘﻪ ﻣﻔﻬﻤﻮﻡ ﺍﻭ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻧﻮﻱ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﺯﺩﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﺍﻣﻼ ﻭﻭﺍﻳﻲ؟‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ(‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ‪ ،‬ﺳﺘﺎﻳﻨﻪ ﺩﯤ‬
‫ﺩ ﻣﻌﻠﻮﻣﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻛ‪‬ﻯ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ ﭘﻪ ﺍ‪‬ﻩ ﻟﻪ ﺯﺩﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩ ﺷﺎﺗﻮ ﺩ ﻣﭽﻴﻮ ﺩ ﺭﻭﺯﻧﯥ ﺍﻭ ﺩ ﻫﻐﻮ‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺍﻧ‪‬ﻴﺰﻩ ﻳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻟﻪ ﻣﭽﻴﻮ ‪‬ﺨﻪ ‪‬ﻪ ﺷﻰ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻲ؟‬
‫ﺩ‪‬ﯥ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮ ﻻﺳﻪ ﺷﻮ؟‬
‫‪ -‬ﺗﺎﺳﻮ ﺷﺎﺕ ﻟﻴﺪﻟﯥ ﺩﻱ؟ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﻭ‪‬ﻴ‪‬ﻱ‪ ،‬ﺩﻭﻯ ﺩﯤ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ‬
‫ﻭﻟﻴﻜﻰ ﺷﻮﻱ‪ ،‬ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻳﯥ ﻫﻢ ﻭﻟﻴﻜﻠﯥ؟‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﺷﺎﺗﻮ ﺩ ﻣﭽﻴﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻧﻮﻱ ﻟﻮﺳﺖ )‪‬ﻠﻮﺭ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ( ﭘﻪ‬
‫ﺳﺎﺗﻞ ﺍﻭ ﺭﻭﺯﻧﻪ ﺩ ﻛﻮﺭﻧﻴﻮ ﺷﺘﻤﻨﯥ ﭘﻴﺎﻭ‪‬ﻱ ﻛﻮﻱ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺭﺍﺷﻲ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﺩ ﺗﺨﺘﯥ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺑﺎﻧﺪﯤ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻧﻮﻭ ﻛﻠﻤﻮ ﺍﻭ ﺟﻤﻠﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﯥ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﺑﺮﺧﯥ ‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻰ‪.‬‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻛﺘﺎﺑﻮﻧﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‪.‬‬

‫‪١٨٥‬‬
 ‫ﺩﻭﻩ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﻋﻨﻮﺍﻥ‪ :‬ﺩ ﺷﺎﺗﻮ ﻣﭽ‪ (١٢٣ -١٢٢) ‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺷﺎﺗﻮ ﺩ ﻣﭽﻴﻮ ﺭﻭﺯﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﺩ ‪‬ﻮ ﺍﻭ ‪ ‬ﮊﻭﻧﺪ‬
‫ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛﻮﻝ ﺍﻭ ﺩ ﺩﻏﻪ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩ ﻟﻮﺳﺖ ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﭘﻴﺎﻭ‪‬ﻱ )ﻗﻮﻱ(‪ ،‬ﺩﻧﺪﻩ )ﻭﻇﻴﻔﻪ(‬
‫ﺩﺭﺳﻰ ﻣﺮﺳﺘﻨﺪﻭﻱ ﺗﻮﻛﻰ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺖ ﺩ‬
‫ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺩ‬
‫ﺩﻭﻯ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ‬
‫ﺩﯤ ﺩﻭﻯ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﺩﯤ ﺩ ‪‬ﻮ‬
‫ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩﺍﺳﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪‬ﻱ ‪‬ﻟﻪ ‪‬ﺨﻪ ‪‬ﻮﻙ ﻭﻳﻠﻰ ﺷﻲ ﭼﯥ ﺩ ﺷﺎﺗﻮ ﺩﻣﭽﻮ ﺭﻭﺯﻧﻪ ﺍﻭ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺳﺎﺗﻨﻪ ‪‬ﻪ ‪‬ﻭﻝ ﻛﻴ‪‬ﻱ؟‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻧﻮﯤ ﻟﻮﺳﺖ ﻛﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺍﺭﺯﻭﻧﻪ ﭘﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ )ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ‬ ‫ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ﺑﺮﺧﯥ ‪‬ﺮ‪‬ﻨﺪﯤ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩ ﺷﺎﺗﻮ ﺩ ﻣﭽﻴﻮ ﺩ ‪‬ﻮ ﭘﻪ ﺑﺎﺏ ﻧﻮﺭﻭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﭘﻪ ﺍﺻﻠﻲ ﻣﻄﻠﺐ ﭘﻮﻩ ﺷﻮﻱ ﺩﻱ؟‬ ‫ﺗﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺷﺎﺗﻮ ﺩ ﻣﭽﻴﻮ ﺩ ﺭﻭﺯﻧﻰ ﭘﻪ ﻫﻜﻠﻪ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ‪ .‬ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻭﺭﻛ‪‬ﻝ ﺷﻮﻭ‬ ‫ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﻛﻠﻤﻮ ﺳﻤﻪ ﻣﻌﻨﺎ ﭘﻪ ﭼﻮﻛﺎ‪ ‬ﻛﯥ ﭘﻪ ﻧ‪‬ﻪ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺷﺎﺗﻮ ﺩ ﭘﯧﮋﻧﺪﻟﻮ ‪‬ﺨﻪ ﭼﯥ ﺑﺪﻥ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﻣﻌﻨﺎ‬
‫ﭘﻴﺎﻭ‪‬ﻯ ﻛﻮﻱ ﺩﺧﻮﺷﺎﻟ‪ ‬ﺍﺣﺴﺎﺱ ﻭﻛ‪‬؟‬ ‫ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺷﺎﺗﻮ ﺩ ﻣﭽﻴﻮ ﺩ ﮊﻭﻧﺪﺍﻧﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻪ ﻧﻈﻢ ﺍﻭ ﺩ ﻫﻐﻮ ﭘﻪ ‪‬ﻮ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻣﺨﯥ ﻭﻟﻮﻟﯥ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﺷﭙ‪ ‬ﻛﺴﻴﺰﯤ ‪‬ﻟﯥ ﺟﻮ‪‬ﯤ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﻫﻢ ﺩﯤ ﺩ )ﺷﺎﺕ‪ ،‬ﻣﭽ‪ ‬ﺍﻭ ‪‬ﻮﺭ( ﻛﻠﻤﯥ‬ ‫)ﺷﺎﺕ‪ ،‬ﺟ‪ ،‬ﺮﻡ ﺍﻭ ﻫﯧﻮﺍﺩ( ﻛﻠﻤﻮ ﻣﻌﻨﺎ ﻟﻪ ﭼﻮﻛﺎ‪ ‬ﺨﻪ‬
‫ﭘﻪ ﺳﺎﺩﻩ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻏﻮﺭﻩ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ ﺍﻭ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻋﺴﻞ ﻟﻮ‪‬ﻩ ﺳﻮ‪ ‬ﺗﻮﺩ ﻭﻃﻦ‬

‫‪١٨٦‬‬
 ‫ﺩﺭﯤ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﻋﻨﻮﺍﻥ‪ :‬ﻭﺭﯦ‪‬ﻢ ‪‬ﺮﻧ‪‬ﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻲ؟ )‪ (١٢٥ -١٢٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﺳﻢ ﻟﻴﻜﻞ‪ ،‬ﺩ ﻧﻮﻳﻮ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ‬
‫ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻳﯥ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪.‬‬
‫)‪‬ﻠﻮﺭ ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭﺭﻳ‪‬ﻢ )ﺍﺑﺮﻳﺸﻢ ﻳﺎ ‪‬ﻳﺮ ﻗﻴﻤﺘﯥ ﺍﻭ ﻧﺎﺯﻙ ﺗﺎﺭﻭﻧﻪ(‪.‬‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻰ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺖ ﺩ ﺩﺭﯤ‬
‫ﻭﺭﻭﺳﺘﻴﻮ ﻛﺮ‪‬ﻮ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ‪ .‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ‪ ،‬ﺩ ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ‬
‫ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ‪‬ﻮ‪‬ﻪ ﺳﻤﯥ ﻛ‪‬ﻱ ﺩ ﺩﻭﻯ ‪‬ﻟﯥ ﺩﯤ ﻭ ‪‬ﺎﻛﻲ‪ .‬ﺩ‬
‫ﺗﯧﺮﻟﻮﺳﺖ ﺍﺭﺯﻭ ﻧﻪ ﺩﯤ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﺩﺍﺳﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻟﻮﻣ‪‬ﻯ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﯥ ﭼﯥ ﺩ ﺷﺎﺗﻮ ﻣﭽ‪ ‬ﭼﻴﺮﯤ ﮊﻭﻧﺪ ﻛﻮﻟﻰ ﺷﻲ؟‬
‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ ﺩ ﺗﺨﺘﯥ ﭘﻪ ﻣﺦ‬
‫ﻭﻭﺍﻳﻲ ﺍﻭ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪.‬‬ ‫ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺭﺍﻭ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩﻧﻮﯤ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﺧﺎﻃﺮ ﻟﻪ ﺯﺩﻩ‬ ‫ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻩ ﺩﯤ ﺩﻭﻯ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺩﯤ ﺩ ﻟﻮﺳﺖ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺩ )ﭘﻮﻫﯥ‪،‬‬ ‫ﺍﻧ‪‬ﻮﺭﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪ -‬ﺗﺎﺳﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍﻧ‪‬ﻮﺭﻭﻧﻮ ﻛﯥ ‪‬ﻪ ﺷﻴﺎﻥ ﻭﻳﻨﺊ؟ ﭘﻪ ﻭﺍﺭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﺳﺮﻩ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﺉ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺍﻭ ﻣﻌﻠﻮﻣﺎﺗﻮ ﻟﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺖ ﺳﻢ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺑﺸﭙ‪‬ﯤ ﺍﺭﺯﻭﻧﯥ ‪‬ﺨﻪ ﭼﯥ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﻳﯥ ﻟﺮﻱ ‪‬ﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭ ﭘﻮﻫﯧﺪﻝ ﭼﻰ ﻭﺭﻳ‪‬ﻢ ‪‬ﻳﺮ ﻛﻠﻚ‬ ‫ﻳﺎﺩﻭﻧﻪ ﺑﻴﺎ ﺩﯤ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﻭﺭﻳ‪‬ﻢ ‪‬ﻨ‪‬ﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻰ؟ ﺑﻴﺎ‬
‫ﺍﻭ ﺍﺭﺯ‪‬ﺘﻨﺎﻙ ﺗﺎﺭﻭﻧﻪ ﺩﻱ ﺯﻣﻮﻧ‪ ‬ﭘﻪ ﻫﻴﻮﺍﺩ ﻛﯥ ﭘﻴﺪﺍ ﻛﻴ‪‬ﻱ ﺩ‬ ‫ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪‬ﺉ‬
‫ﻫﻐﻮ ﺭﻭﺯﻧﯥ ﺍﻭ ﺳﺎﺗﻨﯥ ﺗﻪ ﺑﺎﻳﺪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻭ؟‬ ‫‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﺩﯤ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪ .‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪،‬‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻭﺭﻳ‪‬ﻢ‬ ‫ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺑﻴﺎﻥ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﭘﺴﻲ‬
‫‪‬ﻨ‪‬ﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻰ ﺍﻭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺑﺎﻧﺪﻱ ﻳﯥ ﻫﻢ ﭘﻮﻩ‬ ‫ﺗﻜﺮﺍﺭ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮﻭﺗﻨﻮ ﺩ ﻣﺨﻨﻴﻮ ﭘﻪ ﺑﺎﺏ‬
‫ﺷﻮﻝ؟‬ ‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻﻧﺪﯤ ﻛﻠﻤﯥ ﭘﻪ ﻟﻨ‪‬ﻭ ﺟﻤﻠﻮ ﻛﻰ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ ﭘﻮﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﺭﻳ‪‬ﻢ ﺗﺎﺭﻭﻧﻪ ﻫ‪ ‬ﻮﻛﺮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬

‫‪١٨٧‬‬
 ‫ﺩﺭﯤ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺭﯦ‪‬ﻢ ‪‬ﺮﻧ‪‬ﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻲ؟ )‪ (١٢٥ -١٢٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﺳﻢ ﻟﻴﻜﻞ‪ ،‬ﺩ ﻧﻮﻳﻮ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ‬
‫ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻳﯥ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪.‬‬
‫)ﺩ ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭﺭﻳ‪‬ﻢ‪ ،‬ﺍﻟﻮﺗﻞ‪ ،‬ﻏﻮﺯﻩ‪ ،‬ﭼﯧﻨﺠﻲ‪ ،‬ﺑﻬﺮ‪ ،‬ﺟﻮ‪‬ﻭﻯ‪ ،‬ﺧﻮﺍﺗﻪ‪.‬‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ ﺍﻭ ﺩ‬
‫ﻧﻮﻭ ﻛﻠﻤﻮ ﻟﻴﻜﻠﯥ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩﻟﻮﺳﺖ ﺩ ﻟﻮﻣ‪‬‬
‫ﻛﺮ‪‬ﯥ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﯤ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺩ ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ‬
‫‪‬ﻟﻪ ﻛﯥ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩﯤ ﺩﻭﻯ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‬
‫ﺑﻴﺎ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﺩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪‬ﻱ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺷﭙ‪ ‬ﻛﺴﻴﺰﻭ ‪‬ﻟﻮ ﻛﯥ ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﺩ‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﭼﯧﻨﺠﻴﻮ ﺩ ﮊﻭﻧﺪ ﺍﻭ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﭘﻪ ﺍ‪‬ﻩ ﻣﺸﻮﺭﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﻟﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﺩ ﺗﺎﺭﻭﻧﻪ ‪‬ﻨ‪‬ﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻲ‪.‬‬
‫ﻭﺭﻳ‪‬ﻤﻮ ‪‬ﺨﻪ ‪‬ﻪ ﺷﻲ ﺟﻮ‪‬ﻳ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺩﻭﻯ ﺳﺮﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﻯ ﻭﺭﻛ‪‬ﻝ ﺷﻮﻯ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ‬
‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﯥ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻰ ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﺩﻭﻯ ﻓﻌﺎﻟﻴﺘﺘﻮﻧﻪ ﻭﺳﺘﺎﻳﻲ ‪ .‬ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﭘﻴﻞ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﭘﻪ ﺧﺎﻃﺮ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬ ‫ﭘﻪ ﺍ‪‬ﻩ ﺩ ﺍﻧ‪‬ﻴﺰﻱ ﭘﻪ ‪‬ﻭﻝ ‪‬ﻴﻨﯥ ﭘﻮ‪‬ﺘﻨﯥ ﭘﻴﻞ ﻛ‪‬ﻱ ‪.‬‬
‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ )ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ‬ ‫‪ -‬ﻟﻪ ﻭﺭﻳ‪‬ﻤﻮ ‪‬ﺨﻪ ‪‬ﻪ ﺷﻴﺎﻥ ﺟﻮ‪‬ﻳ‪‬ﻯ؟ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ‬
‫ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛ‪‬ﺉ؟ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﻣﻌﻠﻮﻣﺎﺗﻮ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭ ﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻟﻪ ﻭﺭﻳ‪‬ﻤﻮ ‪‬ﺨﻪ ‪‬ﻪ‬ ‫ﭘﺎﺗﯥ ﻣﻮﺿﻌ‪‬ﺎﻧﻮ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺷﻲ ﺟﻮ‪‬ﻳ‪‬ﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﺩ ﺗﺨﺘﯥ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺟﻤﻠﯥ ﺳﻤﯥ ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫ﭘﺮﻣﺦ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﻭﭘﻮﻫﻴﺪﻝ ﭼﻰ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺭﺍﺷﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬
‫ﻭﺭﻳ‪‬ﻢ ‪‬ﻳﺮ ﺍﺭﺯ‪‬ﺘﻨﺎﻙ ﺍﻭ ﻛﻠﻚ ﺗﺎﺭﻭﻧﻪ ﺩﻱ ﭼﯥ ﻭﺭ‪‬ﺨﻪ‬ ‫ﺩﯤ ﺩ ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ‬
‫‪‬ﻮﻛﺮ ﺍﻭ ﻧﻮﺭ ﻗﻴﻤﺘﻲ ﺷﻴﺎﻥ ﺟﻮ‪‬ﻳ‪‬ﻱ؟‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﻴﺪﻝ ﺩ ﻭﺭﻳ‪‬ﻤﻮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪‬ﺨﻪ ‪‬ﻪ ﺷﻴﺎﻥ ﺟﻮ‪‬ﻳ‪‬ﻱ ﺍﻭ ﭼﯧﻨﺠﻲ ‪‬ﻪ ‪‬ﻭﻝ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﻛﻮﻱ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﻛﯥ ﻟﻪ ﺩﻭﻯ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﻣﺘﻦ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪١٨٨‬‬
 ‫ﺩﺭﯤ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺭﯦ‪‬ﻢ ‪‬ﺮﻧ‪‬ﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻲ؟ )‪ (١٢٥ -١٢٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﺳﻢ ﻟﻮﺳﺘﻞ‪ ،‬ﺳﻢ ﻟﻴﻜﻞ‪ ،‬ﺩ ﻧﻮﻳﻮ ﻛﻠﻤﻮ ﭘﻪ ﻣﻌﻨﺎ‬
‫ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻳﯥ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪.‬‬
‫)ﺩﻟﻮﺳﺖ ‪‬ﻠﻮﺭ ﻭﺭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﻮﺍ‪‬ﻩ )ﺧﻮﺭﺍﻙ(‪ ،‬ﻮﻛﺮ )ﺗﻜﻪ(‪،‬‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩﻛﺘﺎﺏ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫ﺩﻏﻮ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪:‬‬
‫ﻏﻮﺯﯤ ﺍﻭ‪‬ﺩ ﺗﺎﻭﻭﻱ ﺭﻭﻏﺘﻴﺎ ‪‬ﻪ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫)ﺩﻟﻮﺳﺖ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ‪ .‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ‬
‫ﭘﻪ ﻳﻮ ﺑﻞ ﺑﺎﻧﺪﻯ ﺳﻤﯥ ﻛ‪‬ﻯ ﺍﻭ ﻫﻢ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻟﯥ ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫ﺑﻴﺎ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﯥ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﺩﻭﻯ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮ ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ‪‬ﻟﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ‬
‫ﻳﻴﺰ ‪‬ﻭﻝ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻴﻜﻠﻰ ﻛﻠﻤﻮ ﺗﻪ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﺩ ﺗﺨﺘﯥ‬ ‫ﺩﯤ ﻛ‪‬ﻯ؟‬
‫ﭘﺮﻣﺦ ﻭﻟﻴﻜﻲ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩﻭﻯ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﺩ ﺳﺎﺗﻨﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﻱ ﻭﻛ‪‬ﻱ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﻳﻮﻩ ﻳﻮﻩ ﭘﻪ ﺟﻤﻠﻮ‬
‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻯ ﭼﯥ ﺩ ﺩﻭﻯ‬ ‫ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﺩ ﺗﺨﺘﯥ ﭘﺮ ﻣﺦ ﺩﯤ ﻭﻟﻴﻜﻲ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬
‫)ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ﻭ‪‬ﻴﻲ‪.‬‬ ‫ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻪ ‪‬ﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﯤ ﻟﻮﺳﺖ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﭼﻴﻨﺠﻴﻮ ﭘﻪ ﺭﻭﺯﻧﯥ‪ ،‬ﺳﺎﺗﻨﯥ‬ ‫ﭘﻴﻞ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻴﻨﯥ ﺍﻧ‪‬ﻴﺰﻩ ﻳﯥ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻭ ‪‬ﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫‪ -‬ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﭼﯧﻨﺠﻲ ﻛﻮﻡ ‪‬ﺎﻯ ﻛﯥ ﺳﺎﺗﻞ ﻛﻴ‪‬ﻯ؟ ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻛﻮﻟﻲ ﺷﻮﻝ ﭼﯥ ﺩ ﻭﺭﻛ‪‬ﻝ ﺷﻮﻭ‬ ‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪ .‬ﻭﺭﻭﺳﺘﻪ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﺑﻴﺎ‬
‫ﻛﻠﻤﻮ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﭘﻴﺪﺍ ﺍﻭ ﻭﻟﻴﻜﻲ؟‬ ‫ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﺩﯤ ﺩ ﺗﺨﺘﯥ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﻭﺭﻳ‪‬ﻤﻮ ﺩﺭﻟﻮﺩﻝ ﭘﻪ ﻫﻴﻮﺍﺩ ﻛﯥ ﺩ‬ ‫ﭘﺮﻣﺦ ﻭﻟﻴﻜﻲ‪ .‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ‬
‫‪‬ﻰ ﻳﻮﻩ ‪‬ﻪ ﻭﺳﻴﻠﻪ ﻭ ﺑﻠﻠﻪ ﺍﻭ ﭘﺮﯤ ﻭﻳﺎ‪‬ﻱ؟‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ .‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺭﺍﺷﻲ‪ ،‬ﺩ ﺗﺨﺘﯥ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﺩ ﭼﯧﻨﺠﻴﻮ ﭘﻪ‬ ‫ﻟﻪ ﻣﺨﯥ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﺭﻭﺯﻧﻪ‪ ،‬ﺳﺎﺗﻨﻪ ﺍﻭ ‪‬ﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ‬ ‫ﺑﺸﭙ‪‬ﻩ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﺭﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪ .‬ﺍﻭ ﺩ ﻭﺭﻳ‪‬ﻤﻮ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺍ‪‬ﻩ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﺩﯤ ﻟﻪ ﺧﭙﻠﯥ ﻛﻮﺭﻧ‪ ‬ﺳﺮﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻯ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ‬

‫‪١٨٩‬‬
 ‫‪‬ﻠﻮﺭ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﻭﻏﻪ ﺟﻮ‪‬ﻩ )‪ (١٢٧ -١٢٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺩ ﺷﺨ‪‬ﻭ ﺍﻭ ﻻﻧﺠﻮ ‪‬ﺨﻪ ‪‬ﺎﻥ‬
‫ﺳﺎﺗﻞ ﺍﻭ ﺩ ﺭﻭﻏﯥ ﺟﻮ‪‬ﻱ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪.‬‬
‫)ﻟﻮﻣ‪‬ﻧ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﺷﺨ‪‬ﻩ )ﻧ‪‬ﺘﻪ(‪ ،‬ﭘﯧ‪‬ﯥ )ﻭﺍﻗﻌﯥ(‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩﻛﺘﺎﺏ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫‪‬ﺎﻛﻠﻮ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﻩ )ﻭﺭﯦ‪‬ﻢ ‪‬ﻨ‪‬ﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻲ( ﺗﺮ ﭘﺎﻣﻠﺮﻧﯥ ﺗﻴﺮﻩ ﻛ‪‬ﻱ‪ ،‬ﺯﻳﺎﺭ‬
‫ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻫ‪‬ﻮﻝ ﺷﻲ ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺯﻳﺎﺭﻭﻧﻮ ﺗﻪ ﭼﻤﺘﻮ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻭﻧﻪ ﺩﯤ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪:‬‬
‫ﺗﻪ ﻭﻫ‪‬ﻮﻱ ﺗﺮ ‪‬ﻮ ﭘﻪ ﺷﺮﻳﻜﻪ ﺗﻮ‪‬ﻪ ﺩ ﻳﻮ ﺍﻭ ﺑﻞ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ )ﻭﺭﻳ‪‬ﻢ( ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪،‬‬
‫ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻜﯥ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪‬ﻴﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﺩ ﺍﻣﻼ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻭﺳﻴﻠﻪ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﭘﻮﻫﻪ‪،‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﻟﻴﻜﻠﻰ ﻛﻠﻤﯥ ﻳﻮ ﻳﻮ ﻛﺲ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪ .‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺭﻭﻏﻰ ﺟﻮ‪‬ﯤ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺗﺸﻮﻳﻖ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺳﻤﻮ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﺳﻤﻮ ﻟﻴﻜﻠﻮ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ‬
‫ﺗﻮﺍﻥ ﻟﺮﻱ؟‬ ‫ﺭﺍﻭﺍ‪‬ﻭﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﭘﻪ ﺍﻧ‪‬ﻮﺭ ﻛﯥ ‪‬ﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺧﻮ‪‬ﻲ ﻭ‪‬ﻮﻭﻟﻪ ﭼﯥ ﺩ ﺭﻭﻏﻰ‬ ‫‪‬ﻮﺭﺉ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﭘﻮﻫﯧﺪﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ‬
‫ﺟﻮ‪‬ﯤ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﭘﻮﻩ ﺷﻮﻝ ﺍﻭ ‪‬ﻮﻭﻧﻜﻲ ﻭﺳﺘﺎﻳﻞ ﺍﻭ ﭘﻪ‬ ‫ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﻫ‪‬ﻮﻧﻜﻲ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‪:‬‬
‫ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﻳﯥ ﺩ ﺷﺨ‪‬ﯤ ﻻﺭ ﭘﺮﯦ‪‬ﻮﺩﻟﻪ؟‬ ‫‪ -۱‬ﺁﻳﺎ ﺟ‪‬ﻩ ﺍﻭ ﺷﺨ‪‬ﻩ ‪‬ﻪ ﻋﻤﻞ ﺩﻯ ﺍﻭ ﻛﻪ ﺑﺪ ﻭﻟﻲ؟‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﺷﺨ‪‬ﻭ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﺩ ﺧﭙﻠﯥ ﭘﻮﻫﯥ ﭘﻪ ﺗﻮﺍﻥ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ‬
‫ﺍﻭ ﻻﻧﺠﻮ ﺩ ﺣﻞ ﻛﻮﻟﻮ ﭘﻪ ﻫﻜﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﭘﻴﺪﺍ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ‪‬ﻠﻮﺭ ﻟﻮﻣ‪‬ﻧ‪ ‬ﻛﺮ‪‬ﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻻﻧﺪﯤ ﻛﻠﻤﯥ ﭘﻪ ﻟﻨ‪‬ﻭ ﺟﻤﻠﻮ ﻛﯥ‬ ‫ﻣﺨﯥ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﻭﻟﻮﻟﻲ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻪ‬
‫ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻛﯥ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫)ﺭﻭﻏﻪ ﺟﻮ‪‬ﻩ‪ ،‬ﺷﺨ‪‬ﻩ‪ ،‬ﺷﺮ‪ ،‬ﻭﺭﻭﺭ(‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﺩﻭﻩ ﺩﻭﻩ ﻛﺴﻪ ﺩ ﻛﻠﻤﻮ ﺍﻭ ﺍﻣﻼ ﻟﻴﻜﻠﻮ‬

‫‪١٩٠‬‬
 ‫‪‬ﻠﻮﺭ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﻭﻏﻪ ﺟﻮ‪‬ﻩ )‪ (١٢٧ -١٢٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺩ ﺷﺨ‪‬ﻭ ﺍﻭ ﻻﻧﺠﻮ ‪‬ﺨﻪ ‪‬ﺎﻥ‬
‫ﺳﺎﺗﻞ ﺍﻭ ﺩ ﺭﻭﻏﯥ ﺟﻮ‪‬ﻱ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪.‬‬
‫)ﻣﻨ‪‬ﻨ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﺷﺨ‪‬ﻩ )ﻧ‪‬ﺘﻪ(‪ ،‬ﻮﺯﺍﺭﻭﻧﻪ )ﻭﺍﺭﻭﻧﻪ(‪ ،‬ﺍ‪) ‬ﻣﺠﺒﻮﺭ(‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻲ‪ :‬ﺩﻛﺘﺎﺏ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺩ‬
‫)ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺳﻢ ﻛﺎﺭﻭﻝ( ﭘﻪ ﻏﻮﺭ ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ‬
‫ﻭﻧﻴﺴﻲ‪.‬‬
‫ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻞ ﺷﻲ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ‬
‫ﺩﯤ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﺗﺮ‪ ‬ﻛﯥ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻛﺎﺭ ﺩ ﺳﻤﻮﻥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﭼﻮﭘﺘﻴﺎ ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺑﻴﺎ ﺩﯤ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩ ﻫﻐﻪ ﻣﻄﻠﺐ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻳﻮ ﺑﻞ ﺗﻪ ﻭﻭﺍﻳﻲ‪.‬‬ ‫ﺩ ﺩﻭﻫﻤﻰ ‪‬ﻟﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩﻏﻪ ﻟﻐﺘﻮﻧﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻭﺳﯧﻠﻪ ﺩ ﺩﻭﻯ‬ ‫)ﻻﻧﺠﻪ‪ ،‬ﺷﺨ‪‬ﻩ‪ ،‬ﺟﻨ‪(‬‬
‫)ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﺑﺎﻧﺪﯤ ﺩ ﻛﻠﻤﻮ ﺍﻣﻼ ﻛﺎﺭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﻱ ﭘﻮﻫﻴﺪﻟﻲ ﺩﯤ ﭼﯥ ﺩ ﻟﻮﺳﺖ‬ ‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻮﺧﻪ ﺍﻭ ﺩ ﻫﻐﻮ ﺯﺩﻩ ﻛ‪‬ﻩ ‪‬ﻪ ‪‬ﻪ ﺭﺳﻮﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﻫ‪‬ﻮﻧﯥ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﯥ ﺩ ﺳﻤﻮ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﺳﻤﻮ‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺭﻭﻏﻪ ﺟﻮ‪‬ﻩ ﻣﻮ‪ ‬ﺗﻪ ‪‬ﻪ‬
‫ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺕ ﭘﻴﺪﺍ ﺷﻮﻯ ﺩﻯ؟‬ ‫‪‬ﯥ ﻟﺮﻱ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻦ ﻭﺭ‪‬ﯥ ﺩ ﺩﺭﺱ ﭘﻪ ﺯﺩﻩ ﻛ‪‬ﻩ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﻪ ﺩ ﺧﭙﻠﻰ ﭘﻮﻫﯥ ﭘﻪ ﺍﻧﺪﺍﺯﻩ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‬
‫‪‬ﻳﺮ ﺧﻮﺷﺤﺎﻝ ﺷﻮﻱ ﭼﯥ ﻭﺭﻭﺳﺘﻪ ﻟﻪ ﺩﯤ ‪‬ﺨﻪ ﺑﻪ ﺧﭙﻠﯥ‬ ‫ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﺑﺸﭙ‪‬ﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺳﺘﻮﻧﺰﻯ ﭘﻪ ﺭﻭﻏﻪ ﺍﻭ ﺟﻮ‪‬ﻩ ﺣﻞ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﻨ‪‬ﻨ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻫﺮ ﺩﺭﺱ ﭘﻪ ﻣﺘﻦ ﻛﯥ‬ ‫ﻣﺨﯥ ﭘﻪ ﺧﭙﻠﻪ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻪ ﻛﯥ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺩ‬
‫ﺑﯧﻼ ﺑﯧﻠﯥ ﭘﻮﻫﯥ ﺍﻭ ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﺮﻻﺳﻪ ﻛﻮﻱ؟‬ ‫ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭ ﺩﯤ ﻭﺭﻭ‪‬ﻴﻲ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻫﻤﺪﺍ ﺩﺭﺱ ﺗﻜﺮﺍﺭ ﺍﻭ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﺍ ﻻﻧﺪﯤ ﻛﻠﻤﯥ ﭘﻪ ﻟﻨ‪‬ﻭ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬ ‫ﻟﻮﺳﺖ ﭘﻪ ﻣﺮﺍﻡ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺯﺩﻩ‬
‫)ﻭﺭ‪ ،‬ﻛﺸﺮ‪ ،‬ﺳﻮﻟﻪ(‬ ‫ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﺩﻧﺪﻩ ﻭﺭﻛ‪‬ﻱ ﭼﯥ ﻳﻮ ﺍﻭ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ‪.‬‬

‫‪١٩١‬‬
 ‫‪‬ﻠﻮﺭ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺭﻭﻏﻪ ﺟﻮ‪‬ﻩ )‪ (١٢٧ -١٢٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺩ ﺷﺨ‪‬ﻭ ﺍﻭ ﻻﻧﺠﻮ ‪‬ﺨﻪ ‪‬ﺎﻥ‬
‫ﺳﺎﺗﻞ ﺍﻭ ﺩ ﺭﻭﻏﯥ ﺟﻮ‪‬ﻱ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪.‬‬
‫)‪‬ﻠﻮﺭ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﺸﺮ )ﻟﻮﻯ(‪ ،‬ﻛﺸﺮ )ﻛﻮﭼﻨﻰ‪ ،‬ﻭ‪‬ﻭﻛﻰ(‪ ،‬ﻣﺸﺮﺗﻮﺏ‬
‫)ﻟﻮﻳﻲ‪ ،‬ﻟﻮﻯ ﻭﺍﻟﻰ(‪ ،‬ﺩﺭﻧﺎﻭﻯ )ﺩﺭﻧ‪‬ﺖ(‪ ،‬ﻻﻧﺠﯥ )ﺟﻨﺠﺎﻝ(‪،‬‬
‫ﺷﺨ‪‬ﻩ )ﻧ‪‬ﺘﻪ ﺍﻭ ﺟﻨ‪(‬‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻯ ﺗﻮﻛﻰ‪:‬ﺩ ﻛﺘﺎﺏ ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬
‫)ﻭﺭ‪ ،‬ﻛﺸﺮ‪ ،‬ﺳﻮﻟﻪ( ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺳﻢ ﻛﺎﺭﻭﻝ‪ ،‬ﺩﯤ‬
‫ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺳﻤﯥ ﺩﯤ ﻛ‪‬ﻱ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺍﻣﻼ ﭘﻪ ﻟﻴﻜﻠﻮ ﻛﯥ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ‬ ‫ﻭﻫ‪‬ﻮﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ‬
‫ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺍﻭﺍﺭﻱ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﺳﺖ ﺟﻤﻠﻰ ﻭﻟﻮﻟﻲ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ‪‬ﻠﻮﺭﻭ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺁﺧﺮﻧﻴﻮ ﻛﺮ‪‬ﻮ ﺍ‪‬ﻭﻧﺪ ﻟﻐﺘﻮﻧﻪ‪) :‬ﻣﺸﺮ‪ ،‬ﻛﺸﺮ‪ ،‬ﻣﺸﺮﺗﻮﺏ‪،‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﭘﻮﻫﯥ‪،‬‬ ‫ﺩﺭﻧﺎﻭﻯ‪ ،‬ﺷﺨ‪‬ﻩ‪ ،‬ﻻﻧﺠﻪ( ﻫﺮ ﻳﻮ ﭘﻪ ﺧﭙﻠﻮ ﺗﻮﺭﻭ ﻭﺍ‪‬ﻭﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ( ‪‬ﺎﻧﺘﻪ ﻣﻌﻠﻮﻡ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻣﺘﻀﺎﺩﯤ ﻛﻠﻤﯥ ﺩ ﺗﺨﺘﯥ ﭘﺮ ﻣﺦ ﻭﻟﻴﻜﻲ ﺍﻭ ﺩ ﻛﻠﻤﻮ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﺍ ﭘﻮﻫﻪ ﺍﻭ ﻭ‪‬ﺗﻴﺎ ﻟﺮﻱ ﭼﯥ ﺩ ﺭﻭﻏﻰ‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻭﻭﺍﻳﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻱ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﻱ ﻟﻮﺳﺖ ﺗﻪ‬
‫ﺟﻮ‪‬ﯤ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ؟‬ ‫ﺩﯤ ﺩﻭﻯ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﻣﻬﺎﺭﺕ ﻟﺮﻱ ﭼﯥ ﺳﻢ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﺟﻤﻠﯥ ﻭﻟﻮﻟﻲ‪ ،‬ﺍ‪‬ﻭﻧﺪ ﻟﻐﺘﻮﻧﻪ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﺳﻢ ﻟﻴﻜﻞ ﻭﻛ‪‬ﻱ؟‬ ‫ﺩﯤ ﭘﻜﯥ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻭﻟﻮﻟﻲ‪ ،‬ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺧﻮﺷﺤﺎﻝ ﺩﻱ ﭼﯥ ﺩ ﻫﺮ ﻟﻮﺳﺖ‬ ‫‪‬ﻴﻨﻮ‪ ،‬ﻴﻨﻮ ﺩﯤ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﺯﺩﻩ ﻛ‪‬ﻩ ﻛﯥ ﻧﻮﻱ ﻧﻮﻯ ﻣﺮﺍﻣﻮﻧﻪ ﺯﺩﻩ ﻛ‪‬ﻱ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺟﻤﻠﻮ ﺗﺶ ‪‬ﺎﻳﻮﻧﻪ ﺩ ﻗﻮﺳﻮﻧﻮ ﭘﻪ ﻣﻨﺎﺳﺒﻮ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻛﯥ ﻟﻪ ﺯﺩﻩ ﻛ‪‬ﯤ ﭘﻪ‬ ‫ﺍﻭ ﺳﻤﻮ ﻛﻠﻤﻮ ﺳﺮﻩ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﭘﭽﻮ ﻛﯥ ﺑﺸﭙ‪ ‬ﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺗﻮﻧﻮ ﺳﺮﺑﯧﺮﻩ ﺩ ﻟﻮﺳﺖ ﻣﺮﺍﻣﻮﻧﻪ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺑﻴﻼ ﺑﻴﻠﻮ‬ ‫‪ -‬ﻳﻮ ﻭﺭ‪ ‬ﺍﺟﻤﻞ ﻟﻪ ﺧﭙﻞ ﻭﺭﻭﺭ ﺳﺮﻩ ﺩ ﻟﻮﺑﻮ ﻛﻮﻟﻮ ﭘﻪ ﻭﺧﺖ‬
‫ﺑﺮﺧﻮ ﺯﺩﻩ ﻛﻮﻝ ﺩﻱ‪.‬‬ ‫ﻛﯥ ﭘﻪ _____ ﺷﻮ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﭼﯥ ﻧﺎ ‪‬ﺎﭘﻪ ﻳﯥ ﭘﻼﺭ ﻛﻮﺭﺗﻪ ____‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺭﻭﻏﻰ ﺟﻮ‪‬ﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﻭﺭﻭﺳﺘﻰ ﺑﺮﺧﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﺍﺳﯥ ﭘﻪ ﻛﺎﺭ ﻭﺍﭼﻮﻱ ﭼﯥ ﺩ‬
‫ﺩﺭﺱ ﺩ ﻟﻮﺳﺘﻠﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮﻝ ﻭﻧ‪‬ﻩ ﻭﺍﺧﻠﻲ ﭘﻪ ﻣﻔﻬﻮﻡ ﺩﯤ‬

‫‪١٩٢‬‬
 ‫ﭘﻨ‪‬ﻪ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺯﺭﺩ ﺁﻟﻮ ﺯ‪‬ﻯ )‪ (١٢٩ -١٢٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺗﻪ ﻭﺩﻩ ﻭﺭﻛﻮﻝ‬
‫ﺍﻭ ﺩ ﺩﯤ ﻛﻴﺴﯥ ﭘﻪ ﻣﻮﺧﯥ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪) .‬ﻟﻮﻣ‪‬ﻧ‪ ‬ﭘﻨ‪‬ﻪ ﻛﺮ‪‬ﯥ(‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﺯ‪‬ﻯ )ﺗ‪‬ﺨﻢ(‪ ،‬ﺑﺰ‪‬ﺮ )ﻛﺮﻭﻧﻜﻰ(‪ ،‬ﺑﻮﺧﺖ )ﻟ‪‬ﻴﺎ‪،‬‬
‫ﻣﺸﻐﻮﻝ(‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬
‫ﻟ‪‬ﻴﺎ ﭘ‪‬ﻰ ﺷﺦ ﺣﺮﻛﺖ ﻧﻴﺎﻟ‪‬ﻲ ﺯﻭ‪‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ )‪ (۶۴‬ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺭﻭﻏﯥ‬
‫ﺟﻮ‪‬ﯤ ﺩ ﻭﺭﻭﺳﺘ‪ ‬ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ‪ ،‬ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ‬
‫ﺍﻭ ﺗﯧﺮﻭﺗﻨ‪ ‬ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺩﭘﺎﺭﻩ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﺭﻭ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﺩ ﺭﻭﻏﯥ ﺟﻮ‪‬ﯤ ﭘﻪ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ ﺫﻫﻨﻴﺖ ﺍﻭ ﭘﻪ‬ ‫ﺑﻴﻼﺑﻴﻠﻮ ﺑﺮﺧﻮ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺑﺎﺏ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺍﺭﺯﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﺧﭙﻞ ﻭﺍﺭ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺯ‪‬ﻭ ﺩ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻪ ﻫﻜﻠﻪ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻯ‪.‬‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮ ﻻﺳﻪ ﻛ‪‬؟‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ﻟﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ‪‬ﺨﻪ ﺧﻮ‪‬ﯥ ﻭ‪‬ﻴﻲ ﺍﻭ ﻻ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻝ ﺯﺩﻩ ﻛ‪‬ﻝ؟‬ ‫ﻫ‪‬ﻮﻟﻮ ﺗﻪ ﺩﯤ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺯ‪‬ﻭ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪‬‬
‫ﻫﻐﻮ ﺳﺎﺗﻨﯥ ﺍﻭ ‪‬ﺨﻮﻧﯥ ﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻩ؟‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻜﯥ ﻣﻌﻨﺎ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻮ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺑﻴﻼ ﺑﻴﻠﻮ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﺮﯤ ﺑﺮﺧﯥ ﭘﻪ ﺑﺎﺏ ﺩﯤ‬
‫ﺑﺮﺧﻮ ﻛﯥ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﺮﺍﻣﻮﻧﻮ ﻭﭘﻮﻫﺪﻝ ﺍﻭ ﺩ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻴﻜﻠﻮ‬ ‫‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﺭ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ‪.‬‬
‫‪‬ﻭﻝ ‪‬ﻭﻝ ﻻﺭﯤ ﭼﺎﺭﯤ ﺯﺩﻩ ﻛ‪‬ﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺩﻏﻮ ﺟﻤﻠﻮ ﺗﺶ ‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ‪‬ﻙ ﻛ‪‬ﻱ‪:‬‬ ‫)ﺑﺰ‪‬ﺮ‪ ،‬ﺑﻮﺧﺖ‪ ،‬ﺗﺠﺮﺑﻪ ﻛﺎﺭ( ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‬
‫ﻳﻮﻩ ﻭﺭ‪ ‬ﻳﻮﻩ ﻫﻠﻚ ﭘﻪ ﻻﺭﻛﯥ ﺯﺭﺩﺁﻟﻮــــ‪) .‬ﺧﻮ‪‬ﻝ‪ ،‬ﻣﻴﻨ‪‬ﻞ‪،‬‬ ‫ﻧﻮﺭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﻏﻮﺭ‪‬ﻮﻝ( ﻳﻮﻩ ﺯﻭ‪ ‬ﺗﺠﺮﺑﻪ ﻛﺎﺭ ﺑﺰ‪‬ﺮ ﭼﯥ ﺩ ‪‬ﻮﺍﻥ ﻫﻠﻚ ﺩ ﺯ‪‬ﻭ‬ ‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻫﻢ ﻳﻮ ﺑﻞ ﺗﻪ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺍﻣﻼ ﻭﻭﺍﻳﯥ ﺍﻭ‬
‫ﻏﻮﺭ‪‬ﻮﻝ ﻭﻟﻴﺪﻝ ﻧﻮ ﻭﺭﭘﺴﻲ ﻭﺭﻏﺊ ﺯ‪‬ﻱ ﻳﻲ ﺭﺍ‪‬ﻮﻝ ــــ ﺍﻭ ﺩ‬ ‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﯤ ﺧﭙﻠﻲ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫ﺧﭙﻞ ﭘ‪‬ﻲ ﭘﻪ ﭘﻮﻟﻪ ﻛﯥ ﻳﻲ ﺗﺮ ﺧﺎﻭﺭﻭ ــــ ‪‬ﺦ ﻛ‪‬ﻝ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻛﻠﻤﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻪ ﺗﺨﺘﻪ‬
‫ﺧﻮ‪‬ﻝ ﻣﻴﻨ‪‬ﻞ ﻛ‪‬ﻝ ﻻﻧﺪﯤ‬ ‫ﻭﻟﻴﻜﻲ ﺍﻭ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﯤ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬

‫‪١٩٣‬‬
 ‫ﭘﻨ‪‬ﻪ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺯﺭﺩ ﺁﻟﻮ ﺯ‪‬ﻯ )‪ (١٢٩ -١٢٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺗﻪ ﻭﺩﻩ ﻭﺭﻛﻮﻝ‬
‫ﺍﻭ ﺩ ﺩﯤ ﻛﻴﺴﯥ ﭘﻪ ﻣﻮﺧﯥ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪) .‬ﻠﻮﺭ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﯥ(‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟ‪‬ﻴﺎ )ﺑﻮﺧﺖ(‪ ،‬ﻮﺍﻥ )ﺯﻟﻤﻰ(‪ ،‬ﺎﻭﻧ‪‬ﻳﺎﻥ )ﻫﻤﺴﺎﻳﻪ(‪،‬‬
‫ﻣﻮﺳﻢ )ﻭﺧﺖ(‪.‬‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩﻛﻠﻤﻮﻛﺎﺭﺗﻮﻧﻪ‪.‬‬
‫ﺑﺰ‪‬ﺮ‬ ‫ﺷﻴﻦ‬ ‫ﺯ‪‬ﯤ ﻏﻮﺭﺭ‪‬ﻮﻝ ﻧﻴﺎﻟ‪‬ﻲ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺟﻤﻠﻮ ﺗﺶ‬
‫‪‬ﺎﻳﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﻛﻠﻤﻮ ‪‬ﻛﻮﻝ( ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ‬
‫ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﺩ ﻧﻮﺭﻭ ﺗﻴﺮ ﻭﺗﻨﯥ ﺳﻤﯥ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺍﺭﺯﻭﻧﻪ ﺩﯤ‬
‫ﺩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻭﺳﻴﻠﻪ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﭘﻪ ﻣﺸﻮﺭﻩ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ )ﻟ‪‬ﻴﺎ‪ ،‬ﻮﺍﻥ‪،‬‬
‫ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﺎﻭﻧ‪‬ﻳﺎﻥ‪ ،‬ﻣﻮﺳﻢ( ﺩﯤ ﭘﻪ ﺗﻮﺭﻭ ﻭﻭﻳﺸﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﭘﻪ ﻟﻴﻜﻠﯥ ﻛﻠﻤﻮﻛﯥ )ﺯﻭ‪ ،‬ﭘ‪‬ﻰ‪،‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ‬ ‫‪‬ﺦ(‪ ،‬ﺣﺮﻛﺖ‪ ،‬ﻧﻴﺎﻟ‪‬ﻲ ﻛﻠﻤﻮ ﺗﻪ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﺍﺭﺯﻭﻧﻪ ﭘﻪ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﻮ ﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺍ‪‬ﻭﻧﺪ ﻟﻮﺳﺖ ﺩ ﺍﻧ‪‬ﻮﺭ ﺑﯧﻼﺑﯧﻠﯥ ﺑﺮﺧﯥ ﺍﻭ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺯ‪‬ﻯ ﺩ ﻛﺮﻟﻮ ﭘﻪ ‪‬ﻪ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻫﻐﻪ ﭘﻪ ﻣﻄﻠﺐ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﺟﻤﻠﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ‪:‬‬
‫ﻛﯥ ﻭﻛﺎﺭﻭﻟﻰ ﺷﻮﻝ؟‬ ‫ﺯﺭﺩ ﺁﻟﻮ ﭘﻪ ﻛﻮﻡ ﻣﻮﺳﻢ ﻛﯥ ﭘﻴﺪﺍ ﻛﻴ‪‬ﻱ؟ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺩﺭﺱ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﭘﻪ ﻭﺳﻴﻠﻪ‬ ‫ﻛﻮﻭﻧﻜﻮ ﻟﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻮ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﭘﻪ ﺩﯤ ﻫﻜﻠﻪ ﭘﻮﺭﻩ ﺭ‪‬ﺎ‬
‫ﺩ ﺯ‪‬ﻭ ﺳﺎﺗﻨﻪ ﺿﺮﻭﺭ ﻭﺑﻠﻞ؟‬ ‫ﻭﺍﭼﻮﻱ‪ .‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ )ﺩ ﺯ‪‬ﻭ ﺳﺎﺗﻨﻪ(‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺯﺩﻩ ﻛﻮﻟﻰ‬ ‫ﺍﻭ ‪‬ﻠﻮﺭ ﻣﻨ‪‬ﻨﯥ ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ‬
‫ﺷﻲ ﺍﻭ ‪‬ﯥ ﺗﺠﺮﺑﯥ ﺗﺮﻻﺳﻪ ﻛﻮﻟﻰ ﺷﻲ‪.‬‬ ‫ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺩ ﻛﺎﺭﻭﻟﻮ ﻻﺭﯤ‬
‫‪-۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﭼﺎﺭﯤ ﻭﺭﻭ‪‬ﻴﯥ‪ ،‬ﺑﻴﺎ ﺩﯤ ﻫﻤﺪﺍ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﻣﺘﻦ‬ ‫ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬
‫ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰ ‪‬ﻭﻝ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ‬

‫‪١٩٤‬‬
 ‫ﭘﻨ‪‬ﻪ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺩ ﺯﺭﺩ ﺁﻟﻮ ﺯ‪‬ﻯ )‪ (١٢٩ -١٢٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺗﻪ ﻭﺩﻩ ﻭﺭﻛﻮﻝ‬
‫ﺍﻭ ﺩ ﺩﯤ ﻛﻴﺴﯥ ﭘﻪ ﻣﻮﺧﯥ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪) .‬ﻠﻮﺭ ﺁﺧﺮﻧ‪‬ﻛﺮ‪‬ﯥ(‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﻮﺩﻩ )ﻭﺧﺖ(‪ ،‬ﺧﻮﺍﺭ )ﻏﺮﻳﺐ(‪ ،‬ﺗﺮﯤ )ﻭﺭ‪‬ﺨﻪ(‪،‬‬
‫ﺭﻭﺯﻧﻪ )ﭘﺎﻟﻨﻪ(‪ ،‬ﺩﺍ‪‬ﻠﯥ )ﺩﺍ ﻭﺍﺭ(‪.‬‬
‫ﺩﺭﺳﻲ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﻟﻴﻜﻠﻲ ﺩ‬
‫ﻛﻠﻤﻮﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﻭﻫﻤﯥ‬
‫ﺑﺮﺧﯥ ‪‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ( ﻭ‪‬ﻮﺭﻱ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﻲ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﻱ ﻣﺮﺳﺘﯥ ﻭ ﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﺩ ﺗﻴﺮ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﻟﻪ‬
‫ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩﯤ ﺑﻴﻠﻲ ﺑﻴﻠﻲ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻣﻄﻠﺐ ﺍﻭ ﻣﻘﺼﺪ ﺑﻴﺎﻥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ‬ ‫ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﻣﺘﻦ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﺩ ﻟﻐﺘﻮﻧﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﺭﻛ‪ ‬ﺷﻮﻱ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‬
‫ﺭﺍﻭ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺧﭙﻠﻲ ﺗﯧﺮﻭﺗﻨﯥ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫)ﻟ‪‬ﻴﺎ‪ ،‬ﻮﺍﻥ‪ ،‬ﺎﻭﻧ‪‬ﻳﺎﻥ‪ ،‬ﻣﻮﺳﻢ( ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﻪ ﭘﺮﻣﺨﺘ‪‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪،‬‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﺩﻭﻯ ﺗﺸﻮﻳﻖ ﺍﻭ ﻭﺭﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﭘﻪ ﺑﺮﺧﻪ ‪‬ﺎﻧﺘﻪ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﺯﺩﻩ‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛ‪‬ﯤ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﭘﻪ ﺍﻭ‪‬ﯤ ﻛﯥ ﻛﻮﻣﯥ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﻫﺪﻑ ﺍﻭ ﻣﻄﻠﺐ‬ ‫ﻣﻴﻮﻱ ﭘﺨﻴ‪‬ﻱ؟‬
‫ﭘﻮﻫﻴﺪﻟﻲ ﺩﻱ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻣﻮ‪‬ﻱ ﭘﻮ‪‬ﺘﻨﯥ ﭘﻪ ﻫﻜﻠﻪ ﺧﭙﻞ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻮﻟﻲ ﺷﻲ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﺟﻤﻠﻮ‬ ‫ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻮ‬
‫ﻛﯥ ﻭﻛﺎﺭﻭﻟﻲ؟‬ ‫‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩ ﻧﻴﺎﻟ‪‬ﻴﻮ ﺩ ﻛﺮﻟﻮ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﺍﻭ ‪‬ﻠﻮﺭ ﻭﺭﻭﺳﺘ‪‬‬
‫ﺷﻮﻕ ﭘﻴﺪﺍ ﺷﻮ؟‬ ‫ﻛﺮ‪‬ﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺑﻴﺎ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ‬
‫ﺩﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻫﺮ ﻟﻮﺳﺖ ﺩ ‪‬ﺎﻛﻠﻮ‬ ‫ﺩﯤ ﭘﻪ ﻛﯥ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻝ ﺩﯤ ﻭﺭ ﻭ‪‬ﻴﯥ ﺑﻴﺎ ﺩﯤ‬
‫ﻣﺮﺍﻣﻮﻧﻮ ﭘﻪ ﺗﺮ‪ ‬ﻛﯥ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺯﺩﻩ ﻛﻮﻱ‪.‬‬ ‫ﺫﻛﺮ ﺷﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﺑﯧﻠﻪ ﺑﯧﻠﻪ ﺗﻮ‪‬ﻪ ﺩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻏﻮ ﻟﻐﺘﻮﻧﻮ )ﻣﻮﺩﻩ‪،‬‬ ‫ﺗﺨﺘﻰ ﻟﻪ ﻣﺨﯥ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﺧﻮﺍﺭﺍﻥ‪ ،‬ﺭﻭﺯﻧﻪ‪ ،‬ﻮﻭﻧﻜﻰ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ( ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻱ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬

‫‪١٩٥‬‬
 ‫ﺷﭙ‪ ‬ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺯﻳﺎﺭ ﺍﻭ ﻫﻮﺳﺎﻳﻲ )‪ (١٣١ -١٣٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﯤ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﺩ ﺩﯤ‬
‫ﻛﯧﺴﯥ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﻟﻮﻣ‪‬ﻧ‪ ‬ﭘﻨ‪‬ﻪ ﻛﺮ‪‬ﯥ(‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﯤ )ﺷﺮﻳﻜﯥ(‪ ،‬ﻣﺮﺳﺘﯥ )ﻛﻮﻣﻜﻮﻧﻪ(‪ ،‬ﻟﻮﺳﺖ‬
‫)ﺩﺭﺱ(‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ‪‬ﺎﻛﻠﻮ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ )ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﻛﺘﺎﺑﭽﻮ‬

‫ﻛﯥ ﻟﻴﻜﻞ( ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮ ﻛﺘﻨﯥ ﺗﻴﺮﻩ ﻛ‪‬ﻱ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﺩﯤ ﻭﻫ‪‬ﻮﻝ ﺷﻲ ﻟﻪ ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﻮﻭﻧﻜﻰ‬
‫ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﺍﻭ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﺩﺭﺱ ﻟﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜ‪ ‬ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﻣﺘﻦ ‪‬ﺨﻪ ﺩﻭﯤ‬
‫ﺩﻭﯤ ﻛﺮ‪‬ﯥ ﭘﻪ ﻟﻮ‪ ‬ﺍﻭ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻯ ﺩ ﻣﺮﺳﺘ‪ ‬ﻛﻮﻟﻮ ﺍﻭ ﻧﻪ ﻛﻮﻟﻮ ﭘﻪ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺫﻛﺮ ﺷﻮﯤ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ‬
‫ﭘﺎﻳﻠﻮ ﭘﻮﻫﻴﺪﻟﻲ ﺩﻱ؟‬ ‫ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻐﺘﻮﻧﻮ ﺩ ﻣﻌﻨﺎ ﻛﻮﻟﻮ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻐﺘﻮﻧﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻮ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﻛﯥ ﺩ ﺭﺍﻭ‪‬ﻟﻮ ﺗﻮﺍﻥ ﻟﺮﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺗﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ‪‬ﻴﺮ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ﺯﺩﻩ‬ ‫ﻛ‪‬ﻱ ﺗﺮ‪‬ﻮ ﭘﻪ ﺩﻏﻪ ﺑﺮﺧﻪ ﻛﯥ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﻛ‪‬ﻱ ‪‬ﺨﻪ ﺧﻮﺷﺤﺎﻝ ﺍﻭ ﻟﻪ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻠﻮ ﺗﻪ ﻭﻫ‪‬ﻮﻝ ﺷﻮﻝ؟‬ ‫ﭘﻮﻫﻪ ﺩﯤ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ‪‬ﺎﻥ ﺗﻪ ﻣﻌﻠﻮﻣﻪ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﭘﻮﺭﻩ ﺍﻭ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‪ ،‬ﺍﻟﻔﺒﺎﹾ‪ ،‬ﻛﻠﻤﯥ‪ ،‬ﺟﻤﻠﯥ‪،‬‬ ‫‪‬ﻪ ﻭﺳﺘﺎﻳﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﭘﺮﺍﺧﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻣﻄﻠﺐ ﺍﻭ ﻣﻮﺧﻪ ﺯﺩﻩ ﻛ‪‬ﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪ ‬ﺍﻭ ﻣﻨﺎﺳﺐ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﯥ ﺩﯤ ﭘﻪ ﺩﻏﻪ ﭼﻮﻛﺎﺕ ﻛﯥ ﺩ‬ ‫ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﭘﻪ ﻛﯥ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭ ﺩﯤ‬
‫ﺗﻴﺮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺗﻮﺭﯤ ﺳﺮﻩ ﻭﻧ‪‬ﻠﻮﻱ ﺍﻭ ﻛﻠﻤﯥ ﺩﯤ ﺗﺮﯤ ﺟﻮ‪‬ﯤ‬ ‫ﻭﺭﻭ‪‬ﻴﻲ‪ ،‬ﻫﻤﺪﺍ ﺩﺭﺱ ﺩﯤ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‬
‫ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺍﻭ ﺩ ﻫﺮﯤ ﺟﻤﻠﯥ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻡ‬ ‫ﭼﺮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪‬‬ ‫ﻏﻨـ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﺑﺮﺧﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻳﻮ ﺑﻞ‬
‫ﺳﺘﻪ‬ ‫ﻣﺮ‬ ‫ﺗﻪ ﻭﻭﺍﻳﯥ ﺍﻭ ﺧﭙﻠﻰ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﺳﻤﯥ ﻛ‪‬ﯤ‪.‬‬
‫‪‬ﯥ‬ ‫‪‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺘﻦ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ‬
‫ﺳﺘﻞ‬ ‫ﺯﺩﻩ‬ ‫ﭘﻮﺭﻩ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ ﺍﻭ ﻣﺸﻮﺭﻩ ﺩﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻤﻪ‬ ‫ﻟﻮ‬ ‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﻟﻮ ﻣﻬﺎﺭﺗﻮﻧﻮ‬
‫ﻫﻦ‬ ‫ﻙ‬
‫ﺩ ﺯﺩﻩ ﻛ‪‬ﻭ ﺍﺭﺯﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛ‪‬ﻩ‬ ‫ﺫ‬

‫‪١٩٦‬‬
 ‫ﺷﭙ‪ ‬ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺯﻳﺎﺭ ﺍﻭ ﻫﻮﺳﺎﻳﻲ )‪ (١٣١ -١٣٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﯤ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﺩ ﺩﯤ‬
‫ﻛﯧﺴﯥ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻮ)ﺭﯦﺒﻞ(‪ ،‬ﺩﺭﻣﻨﺪ )ﻛﻮ‪ ‬ﺍﻭ ﻏﻮﻧ‪‬ﻩ ﺷﻮﻱ ﻏﻠﻪ(‪ ،‬ﺯﻳﺎﺭ‬
‫)ﻛﻮ‪ ،(‬ﻫﻤﺖ )ﻣﻴ‪‬ﺍﻧﻪ(‪ ،‬ﺭﯦﺒﻞ )ﻟﻮ ﻛﻮﻝ(‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻟﻴﻜﻠﻲ‬
‫ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‬

‫ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﯤ ﺩ ﺗﯧﺮﻭﺗﻨﻮ ﭘﻪ‬
‫ﺳﻤﻮﻟﻮ ﻛﯥ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪ ،‬ﻛﻮﻣﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﭼﯥ ﻭ‪‬ﺗﻴﺎ ‪‬ﻮﺩﻟﻰ ﻭﯤ ﻫﻐﻮﻱ ﺩﯤ ﺩ ﻗﺪﺭ ﻭ‪ ‬ﻭﺑﻮﻟﻲ ﺍﻭ ﺩﺍﺳﯥ‬
‫ﻫ‪‬ﻮﻭﻧﯥ ﺩﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﯥ ﺳﻴﺎﻟ‪‬‬
‫ﺍﻭ ﻣﺜﺒﺖ ﺭﻗﺎﺑﺖ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﻭ‪‬ﻱ‪.‬‬
‫ﺗﺮ ‪‬ﻮ ﭼﯥ ﻟﻮﺳﺖ ﻳﯥ ‪‬ﻪ ﺯﺩﻩ ﺷﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻟﻪ ﺑﻴﻼ ﺑﻴﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮ‪‬ﺘﻨﻰ ﻭﻛ‪‬ﻱ ﭼﯥ ﺁﻳﺎ ﺩﺩﻭﻫﻢ‬ ‫ﻛ‪‬ﻱ ‪‬ﻮﻝ ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﺮﯤ ‪‬ﺮ‪‬ﻨﺪ ﺷﻲ ﺍﻭ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ‬
‫ﺩﺭﺱ ﺩ ﻣﺘﻦ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻣﻄﻠﺐ ﭘﻮﻩ ﺷﻮﻱ؟‬ ‫ﭘﻮ‪‬ﺘﻨﻮ ‪‬ﺨﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻗﺪﺭﺩﺍﻧﻰ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ‬
‫ﺍﻭ ﻣﻄﻠﺐ ﺩ ﻛﯧﺴﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻳﻠﻰ ﺷﻲ؟‬ ‫‪‬ﯥ ﭘﺎﻣﻠﺮﻧﯥ ﺍﻭ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﭘﻮ‪‬ﺘﻰ ﭼﯥ ﺗﺎﺳﻮ ﭘﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﺍ‪ ‬ﺳﺮﻩ ﺩﺍ ﺩﺭﻙ ﻛ‪‬ﻩ ﭼﯥ ﻣﺮﺳﺘﻪ‬ ‫ﻛﺎﺭﻭﻧﻮ ﻛﯥ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻛﻮﻯ؟‬
‫ﻳﻮ ﻏﻮﺭﻩ ﺍﻭ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ﻋﻤﻞ ﺩﻱ؟‬ ‫‪ -‬ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﭘﻪ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻴﻞ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻫﻐﻪ ﭘﻨ‪‬ﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﭘﻪ ‪‬ﺍ‪ ‬ﻣﻨﻪ ﺗﻮ‪‬ﻪ ﻣﺮﺳﺘﯥ ﻛﻮﻟﻮ ﺗﻪ‬ ‫ﻛﺮ‪‬ﯥ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﺩ ‪‬ﻮﻟ‪‬ﻲ ﻣﺨﯥ ﺗﻪ ﺩﯤ ﺭﺍﺷﻲ ﭘﻪ‬
‫ﭼﻤﺘﻮ ﺩﻱ؟‬ ‫ﻟﻮ‪ ‬ﺍﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﭘﻪ ‪‬ﻴﻨﻮ ﻛﻠﻤﻮ ﺩﯤ ﻟﻜﻪ ﻭ‪‬ﻩ ﻛﻮﻝ‪،‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﻣﺮﺳﺘ‪ ‬ﺩ ﻧﻪ ﻛﻮﻟﻮ ﻧﺎﻭ‪‬ﻩ ﭘﺎﻳﻠﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬ ‫ﺧﻤﻴﺮﻩ ﻛﻮﻝ ﺍﻭ ﭘﻪ ﻧﻮﺭﻭ ﺩﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩ ﻳﻮﻛﻤﺰﻭﺭﻱ ﺍﻭ ﻧﺎﻭ‪ ‬ﻋﻤﻞ ﭘﻪ ﺗﻮ‪‬ﻪ ﺣﻔﻆ ﺷﻮ؟‬ ‫ﺩﯤ ﭘﻪ ‪‬ﻮﻟﻮ ﺳﻤﻮﻧﻮ ﭘﻮﻩ ﻛ‪‬ﻱ ﺍﻭ ﻟﻪ ﻫﻐﯥ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺯﺩﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﺍ ﻭﻣﻨﻠﻪ ﭼﯥ ﻣﺮﺳﺘﻪ‬ ‫ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ ﭘﻪ ﺗﻴﺮﻭﺗﻨﻮ ﻛﯥ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﻭﺭﺳﺮﻩ‬
‫ﻛﻮﻝ ﺑﺎﺍﺭﺯ‪‬ﺘﻪ ﻋﻤﻞ ﺩﻯ؟‬ ‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﯧﺴﯥ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﻟﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻟﻪ ﻻﺭﯤ ﺩﻟﻮﺳﺖ ﺩﻏﻪ ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ‬
‫ﻣﻨ‪‬ﻮ ﻛﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﻳﻮ ﺑﻞ‬
‫ﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﯥ ﺍﻭ ﺗﺮ ﻭﺳﻪ ﻭﺳﻪ ﺩﯤ ﺗﻤﺮﻳﻦ ﻭﻛ‪‬ﻱ‬ ‫ﺗﻪ ﺩ ﺍﻣ ﹾ‬

‫‪١٩٧‬‬
 ‫ﺷﭙ‪ ‬ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺯﻳﺎﺭ ﺍﻭ ﻫﻮﺳﺎﻳﻲ )‪ (١٣١ -١٣٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ‪‬ﯤ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﺍﻭ ‪‬ﻮ ﭘﻮﻫﯧﺪﻝ‪ ،‬ﺩ ﺩﯤ‬
‫ﻛﯧﺴﯥ ﺳﻢ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻮﭘﻮﻧﻪ )ﺧﻴﺰ ﻭﻫﻞ(‪ ،‬ﻟﻮ )ﺭﯦﺒﻞ(‪ ،‬ﺯﻳﺎﺭ )ﻛﻮ‪.(‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻟﻴﻜﻠﻲ ﺩ‬
‫ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﻭﻫﻤﻰ‬

‫ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻳﻮ ﻧﻈﺮ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻫﻐﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭼﯥ‬
‫ﻭ‪‬ﺗﻴﺎ ‪‬ﻮﻭﻳﯥ ﺩﻩ ﺩ ﻗﺪﺭ ﭘﻪ ﺳﺘﺮ‪‬ﻪ ﺩﯤ ﻭﺭﺗﻪ ﻭﻛﺘﻞ ﺷﻲ ﺍﻭ ﻧﻮﺭ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭ ﻫ‪‬ﻮﻝ ﺷﻲ ﭼﯥ ﻧﻴﻤ‪‬ﺗﻴﺎﻭﻱ ﻟﺮﯤ‬
‫ﻛ‪‬ﻱ‪ ،‬ﺩ ﻭ‪‬ﺗﻴﺎ ﺍﻭ ﭘﺮﻣﺨﺘ‪ ‬ﻫﻠﯥ ‪‬ﻠﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻏﻪ ﺭﺍﺯ‬
‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﺩﯤ ﻭﺭﺗﻪ ﻭﺷﻲ ﭼﯥ ﺩ ﺧﻮﺷﺤﺎﻟ‪ ‬ﭘﻪ ﻓﻀﺂ ﻛﯥ ﻳﻮ ﺩ‬
‫ﺑﻞ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫ﺑﻴﺎ ﺩﯤ ﻳﻮ ﺗﻜ‪‬ﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻧﻮﺭﻭ ﺗﻪ ﺩ ﻟﻮﺳﺖ ﺩﻏﻪ ﺑﺮﺧﻪ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ‬
‫ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﯥ ﺍﻭ ﭘﻪ ﭘﺎﻱ ﻛﯥ ﺩﯤ ﺩ ﻣﺸﻮﺭﻱ ﭘﻪ ‪‬ﻭﻝ‬ ‫ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﺑﯧﻠﻰ ﺑﯧﻠﻰ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺩ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻴﻜﻠﻮ‬
‫ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻬﺎﺭﺗﻮﻧﻪ ﺩﯤ ﭘﻪ ﺩﻭﻯ ﻛﯥ ﻭ‪‬ﯧ‪‬ﻱ ﺩ ﻟﻮﺳﺖ ﻣﻮﺧﻪ ﺩﯤ ﻟﻪ ﺩﻭﻯ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﯥ ﺍﻭ ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﻗﺪﺭ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﭘﻪ ﺧﺎﻃﺮ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﺭﻳﻢ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ‬
‫‪‬ﻴﻨﻮ ﺑﺮﺧﻮ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻱ ﻭ ﺍﺭﺯﻭﻝ ﺷﻲ‪.‬‬ ‫ﻟﻮﺳﺖ ﻫﺪﻑ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﭼﯥ ﻣﺮﺳﺘﻪ ﻛﻮﻝ ‪‬ﻪ ‪‬ﻭﻝ ﻛﺎﺭﻯ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭ ﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﺑﻴﻜﺎﺭ‪‬‬ ‫ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﻭﺍﻭﺭﻱ ‪‬ﻪ ﺍﺭﺯﻭﻧﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺩ ﺩﻭﻯ‬
‫‪‬ﺨﻪ ‪‬ﻩ ﻭﻛ‪‬ﻱ؟‬ ‫ﭘﻮﻫﻪ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﺩﻭﻯ ﺗﻪ ﻭﻭﺍﻳﻲ ﭼﯥ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﭘﻪ ﻣﻨﺎﺳﺐ ‪‬ﺎﻯ ﺍﻭ ﻣﻨﺎﺳﺐ ﻭﺧﺖ ﻛﯥ‬ ‫‪‬ﻮﻙ ﺯﻳﺎﺭ ﻭﻧﻪ ‪‬ﺎﻟﻲ ﺩﻏﻪ ﺑﻪ ﻳﯥ ﺣﺎﻝ ﻭﻱ!‬
‫ﻣﺮﺳﺘﯥ ﺗﻪ ﺣﺎﺿﺮ ﺩﻱ؟ ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘﯥ ﭘﻨ‪‬ﻪ ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩ ﻣﺮﺳﺘﯥ ﭘﻪ ﺍ‪‬ﻩ ﻣﺜﺒﺖ‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺩ ‪‬ﻮﻟ‪‬ﻰ ﻣﺨﯥ ﺗﻪ ﺩﯤ ﺭﺍﺷﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ‬
‫ﺑﺪﻟﻮﻥ ﺭﺍﻏﻠﻰ ﺍﻭ ﺩ ﻣﺮﺳﺘﻲ ﻛﻮﻟﻮ ﭘﻪ ‪‬ﻰ ﭘﺎﻳﻠﻰ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺩﺩﯤ ﻟﻪ ﭘﺎﺭﻩ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﻮﺿﻮﻉ ﭘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺑﻴﻜﺎﺭ‪ ‬ﭘﻪ ﺯﻳﺎﻥ ﺍﻭ ﺩ‬ ‫ﻣﺎﻫﻴﺖ ﺍﻭ ﻣﻄﻠﺐ ‪‬ﻪ ﻭ ﭘﻮﻫﻴ‪‬ﻱ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﺩﯤ‬
‫ﻛﺎﺭ ﭘﻪ ﺍﺭﺯ‪‬ﺖ ﻭﭘﻮﻫﻴﺪﻝ‪ ،‬ﭘﻮﻫﻪ ﻳﻲ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻩ ﻟﻮﺳﺘﻞ ﺍﻭ‬ ‫ﻭﻛ‪‬ﻱ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ‬
‫ﻟﻴﻜﻞ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﯤ ﻛﯧﺴﻪ ﭘﻪ ﻳﺎﺩ ﺯﺩﻩ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ‬
‫ﺩﯤ ﻫﻐﻪ ﺧﭙﻠﻮ ‪‬ﻮﻟ‪‬ﻴﻮﺍﻟﻮ ﺗﻪ ﻭﺍﻭﺭﻭﻱ‪.‬‬ ‫ﻳﻮ ﺗﻦ ﭘﻪ ﻭﺍﺭ ﺳﺮﻩ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﺭﺗﻪ ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬

‫‪١٩٨‬‬
 ‫ﺍﻭﻭﻩ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﻋﻨﻮﺍﻥ‪ :‬ﻟﻴﻚ ﻧ‪‬ﯥ )‪ (١٣٣ -١٣٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﻫﻐﻮ ﺗﻪ‬
‫ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﺍﻭ ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩﺭﯤ ﻟﻮﻣ‪‬‬
‫ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧ‪‬ﯥ )ﻧ‪‬ﺎﻧﻰ(‪ ،‬ﻟﻴﻚ ﻧ‪‬ﯥ )ﺩ ﻟﻴﻜﻠﻮ ﻟﻪ ﭘﺎﺭﻩ ﺧﺎﺻﯥ‬
‫ﻧ‪‬ﯥ(‬
‫ﺷﺎﺭﺣﻪ )‪ (:‬ﻫﻐﻪ ﻋﻼﻣﻪ ﭼﯥ ﺗﻮﺿﻴﺢ ﺍﻭ ﺳﭙ‪‬ﻧﻪ ﻭﺭﭘﺴﻰ ﺭﺍﺷﻲ‪.‬‬
‫ﺳﻮﺍﻟﻴﻪ )؟( ﻫﻐﻪ ﻧ‪‬ﻪ ﭼﯥ ﺩ ﭘﻮ‪‬ﺘﻨﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺟﻤﻠﻮ ﭘﻪ ﭘﺎﻯ‬
‫ﻛﯥ ﺭﺍﺷﻲ ﻟﻜﻪ‪ :‬ﺍﺣﻤﺪ ﺟﺎﻧﻪ! ﺗﺎﻧﻦ ﻣﺤﻤﻮﺩ ﻭﻟﻴﺪﻩ؟‬
‫ﻧﺪﺍﺋﻴﻪ )!( ﺩﺍ ﻧ‪‬ﻪ ﺩ ﻏ‪ ‬ﺍﻭ ﺧﻄﺎﺏ ﻟﻪ ﭘﺎﺭﻩ ﺭﺍﻭ‪‬ﻝ ﻛﻴ‪‬ﻱ ﻟﻜﻪ‪:‬‬
‫‪‬ﺮﺍﻧﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ! ﻫﻤﺪﺍ ﺍﻭﺱ ﺩ ﺗﺎﺳﻮ ﺩ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻟﻮ‬
‫ﻭﺧﺖ ﺩﻱ‪.‬‬
‫ﻛﺎﻣﻪ )‪ (،‬ﺩﺍ ﻧ‪‬ﻪ ﺩ ﺟﻤﻠﻮ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺍﻳ‪‬ﻮﺩﻝ ﻛﻴ‪‬ﻱ ﻟﻜﻪ‪ :‬ﺯﻩ‬
‫ﻧﻦ ﻭﺧﺘﻰ ‪‬ﻮﻭﻧ‪‬ﻰ ﺗﻪ ﺭﺍﻏﻠﻢ ﭼﯥ ﺩﺭﺱ ﻭﻭﺍﻳﻢ‪.‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻟﻴﻜﻠﻲ‬
‫ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩﺭﻳﻤﻰ‬

‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻟﻮ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ‬
‫ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﻰ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻣﺸﻮﺭﻯ‬
‫ﺳﺮﻩ ﺳﻤﯥ ﻛ‪‬ﻱ ﭘﻪ ﻣﺸﻮﺭﻩ ﻛﻮﻟﻮ ﺍﻭ ‪‬ﯤ ﻫﻤﻜﺎﺭ‪ ‬ﻭﺭﺗﻪ ﻫﻤﻴﺸﻪ‬
‫ﺗﺎﻛﻴﺪ ﻭﺷﻲ ﭼﯥ ﭘﻪ ﺩﻭﻯ ﻛﯥ ﺩﺍ ﺭﻭﺣﻴﻪ ﭘﻮﺭﻩ ﻭﺭﻭﺯﻝ ﺷﻲ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻳﻮ ﺑﻞ‬
‫ﭘﻪ ﻣﺮﺳﺘﻪ ﺍﻭ ﻣﺸﻮﺭﻩ ﺩﯤ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺳﻤﯥ ﺍﻭ ﺍﺻﻼﺡ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ‬
‫ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻟﻴﻚ ﻧ‪‬ﯥ ﭘﻪ ﻟﻮﺳﺘﻠﻮ‬
‫ﺍﻭ ﻟﻴﻜﻠﻮ ﻛﯥ ﺁﺳﺎﻧﺘﻴﺎﻭﯤ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﻭ‪‬ﻱ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﭘﻪ‬
‫ﻛﺎﺭﻭﻟﻮ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﻴﺪﻝ؟‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺩ ﻟﻴﻚ‬
‫ﻧ‪‬ﻮ ﻛﺎﺭﻭﻟﻮ ﺗﻪ ﺁﻣﺎﺩﻩ ‪‬ﯥ ﺍﻭ ﻣﻴﻨﻪ ﻳﯥ ﻭ‪‬ﻮﺩﻟﻪ؟‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩ ﻛﻠﻤﻮ ﺍﻭ ﺟﻤﻠﻮ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬
‫ﻟﻴﻜﻠﻮ ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻧﻮﻱ ﻟﻮﺳﺖ ﻛﯥ ﻧﻮﻱ ﻣﻄﺎﻟﺐ ﺍﻭ‬
‫ﻣﻔﺎﻫﻴﻢ ﺯﺩﻩ ﻛ‪‬ﻝ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﯥ ﻟﻴﻜﻞ ﺷﻮﻱ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ‬
‫ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﯧﮋﻧﻲ ﺍﻭ ﺩ ‪‬ﻪ‬
‫ﭘﺮﻣﺨﺘ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩﻭﻯ ﺗﻪ ﻻﺯﻣﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﻟﻮﺳﺘﻞ‬
‫ﺷﻮﻱ ﺑﺮﺧﯥ ‪‬ﺨﻪ ﺑﯧﻼ ﺑﯧﻠﻲ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﺍﺳﯥ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬
‫ﺩﯤ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ‪‬ﻮﻝ ﺩ ﺯ‪‬ﻩ ﻟﻪ ﻛﻮﻣﯥ‬
‫ﭘﻪ ﻛﯥ ‪‬ﻭﻥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩﻭﻯ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻯ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﺎﺭ ﺍﻭ ﺯﻳﺎﺭ ﺍﻭ ﺩ ﻫﻐﻮ ﺩ ﭘﺎﻳﻠﻮ ﭘﻪ ﻫﻜﻠﻪ‬
‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻐﺘﻮﻧﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩ‬
‫ﺗﺨﺘﯥ ﭘﺮ ﻣﺦ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﺭﺗﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻮﺭﻩ ﻭﺍﻭﺭﻱ ﺩ ﺩﻭﻯ‬
‫ﻟﻪ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻟﻮ ﺩﯤ ﺧﻮ‪‬ﯥ ‪‬ﺮ‪‬ﻨﺪﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻴﻚ ﻧ‪‬ﻮﺗﻪ‬
‫ﺍﺷﺎﺭﻩ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﻱ ﭘﻮ‪‬ﺘﻰ ﭼﯥ ﺗﺎﺳﯥ ﻟﻴﻚ ﻧ‪‬ﯥ ﭘﻴﮋﻧﺊ؟ ﺍﻭ ﻟﻪ‬
‫ﺩﻭﻯ ‪‬ﺨﻪ ﺩﯤ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻏﻮﺍ‪‬ﻱ ﺩ ﻫﺮ ﻳﻮﻩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻫﻪ ﺩﯤ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﺩ ﻗﺪﺭ ﻭ‪ ‬ﻭﺑﻮﻟﻲ ﺍﻭ ﭘﻪ‬
‫ﭘﺎﻯ ﻛﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻮﺭﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ‪ ،‬ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﯤ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ‬
‫ﺑﻴﺎ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬

‫‪١٩٩‬‬
 ‫ﺍﻭﻭﻩ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻟﻴﻚ ﻧ‪‬ﯥ )‪ (١٣٣ -١٣٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﻫﻐﻮ ﺗﻪ‬
‫ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﺍﻭ ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﻠﻮﺭﻣﻪ‪ ،‬ﭘﻨ‪‬ﻤﻪ‬
‫ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﺷﺎﺭﺣﻪ )ﺩ ﺗﻮﺿﻴﺢ ﺍﻭ ﺳﭙ‪‬ﻧﻰ ﻧ‪‬ﻪ(‬
‫ﺳﻮﺍﻟﻴﻪ )ﺩ ﭘﻮ‪‬ﺘﻨﯥ ﻧ‪‬ﻪ(‬
‫ﻧﺪﺍﺋﻴﻪ )ﺩ ﻏ‪ ‬ﻧ‪‬ﻪ(‬
‫ﻛﺎﻣﻪ )ﺩ ﻟﻨ‪‬ﯤ ﺩ ‪‬ﻨ‪ ‬ﻧ‪‬ﻪ(‬
‫‪‬ﻜﻰ‪) :‬ﺗﻢ ﻧ‪‬ﻪ( ﻳﺎ ﺩ ﭘﺎﻯ ﺍﻭ ﺗﻤﺎﻡ ﻭﺍﻟﻰ ﻧ‪‬ﻪ‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ‬

‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﺩ ‪‬ﻮ ‪‬ﻜﻮ ﺩﯤ‬
‫ﻳﺎﺩﻩ ﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻧﻴﻤ‪‬ﺗﻴﺎﻭ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ‬
‫ﺩﻭﯤ ﺩﻯ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩ ﺯ‪‬ﻩ ﻟﻪ ﻛﻮﻣﯥ ﻣﺮﺳﺘﻪ‬
‫ﻭﻛ‪‬ﻱ ﺗﺮ ‪‬ﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﻳﯥ ﺳﻤﯥ ﺷﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻩ ﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ‬
‫ﺑﯧﻼﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ‪‬ﻮﻟﯥ‬
‫ﺗﻮ‪‬ﻪ ﺩﯤ ﻭﻟﻮﻟﻲ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩﯤ ﭘﺮﯤ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻮﺧﯥ ﭘﻪ ﻛﯥ ﺷﺎﻣﻠﻰ ﻭﻱ ﺍﻭ ﺩ ‪‬ﻮﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ﭘﻮﻫﯥ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‪ ،‬ﭘﻪ ﺩﯤ‬ ‫ﺳﺮﻩ ﺑﺮﺍﺑﺮﯤ ﺍﻭ ﻭﺭﺗﻪ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ﻭﻱ ﺍﻭ ﺩ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺩ ‪‬ﻪ‬
‫ﺗﻮ‪‬ﻪ ﭼﯥ ﻳﻮ ﺗﻦ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻭﻟﻴﻜﻲ ﺑﻴﺎ‬ ‫ﺗﻨﻈﻴﻢ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩﻭﻯ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺩﯤ ﺩ ﺧﭙﻠﻮ ﺗﯧﺮﻭﺗﻨﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻟﻪ ﭘﻮﻫﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻫﺮ ﻧ‪‬ﻪ ﭘﻪ ‪‬ﺎﻧ‪‬ﻱ ﺗﻮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﺍﻭ‬
‫ﻣﺮﺳﺘﻪ ﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﺧﭙﻠﻮ ﺳﺘﻮﻧﺰﻭ ﺗﻪ ﺩﯤ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺧﺒﺮﯤ ﺩﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻰ ﻛﺎﺭﺗﻮﻧﻪ ﭼﯥ ﻣﺨﻜﻰ ‪‬ﻮﻭﻧﻜﻲ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﻛﺎﺭﻭﻝ ﭘﻪ ﻣﺜﺎﻟﻮﻧﻮ ﻛﯥ ‪‬ﺮ‪‬ﻨﺪ‬
‫ﻟﻴﻜﻠﻲ ﺍﻭ ﺁﻣﺎﺩﻩ ﻛ‪‬ﻱ ﺩﻱ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺭﺍﻭﺍﺧﻠﯥ ﻫﺮ ﻳﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬ ‫ﺍﻭ ﻭﺍﺿﺢ ﻛ‪‬ﻱ‪.‬‬
‫ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺩ ﻟﻴﻜﻠﯥ ﻛﻠﻤﯥ ﻟﻪ ﭘﺎﺭﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﺳﺎﺗﻞ ﺍﻭ‬
‫ﺍﻭ ﺩﺍ ﻛﺎﺭ ﺩﯤ ﺗﺮ ﭘﺎﻳﻪ ﭘﻮﺭﯤ ﭘﻪ ‪‬ﻮﻟﻮ ﺑﺎﻧﺪﯤ ﻋﻤﻠﻲ ﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻴﻜﻞ ‪‬ﻮﻣﺮﻩ ﺿﺮﻭﺭﻱ ﺩﻱ؟‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﺩ ﭘﻮﺭﻩ ‪‬ﺍ‪‬ﻳﻨﯥ ﻟﻪ ﭘﺎﺭ ﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﻭ‪‬ﻴﻲ‪.‬‬ ‫ﺳﻤﯥ ﺧﺒﺮﯤ ﺩﯤ ﻭﻣﻨﻲ ﺍﻭ ﻧﻴﻤ‪‬ﺗﻴﺎﻭﯤ ﺩﯤ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻮﺗﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﭘﻪ ﻟﻴﻜﻨﻪ ﺍﻭ ﻟﻮﺳﺘﻨﻪ ﻛﯥ‬ ‫ﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﻪ ﭘﻮﻫﯧﺪﻭ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩ ﻳﻮﯤ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﭘﻪ‬
‫ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﻛﺎﺭﻭﻝ ‪‬ﻳﺮ ﺿﺮﻭﺭ ﺩﻱ؟‬ ‫ﺗﻮ‪‬ﻪ ﺩﺍﺳﯥ ﻧﻮﻱ ﻣﺜﺎﻟﻮﻧﻪ ﺭﺍﻭ‪‬ﻱ ﭼﯥ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﺿﺮﻭﺭﺕ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﻟﻴﻚ ﻧ‪‬ﯥ ‪‬ﻪ ‪‬ﻭﻝ‬ ‫ﺍﻭ ﺍ‪‬ﺗﻴﺎﻭﻱ ﻭ‪‬ﻴﻲ ﺍﻭ ﻫﻐﻪ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﻭﺭﺗﻪ ‪‬ﺮ‪‬ﻨﺪﯤ ﻛ‪‬ﻱ‬
‫ﻛﺎﺭﻭﻝ ﻛﻴ‪‬ﻱ ﺍﻭ ﭘﻪ ﻛﻮﻣﻮ ‪‬ﺎﻳﻮﻧﻮ ﻛﯥ ﻟﻪ ﻛﻮﻣﻮ ﻟﻴﻚ ﻧ‪‬ﻮ‬ ‫ﭼﯥ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﻟﻪ ﻧﻪ ﭘﺎﻣﻠﺮﻧﯥ ‪‬ﺨﻪ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍ‪‬ﻲ‪.‬‬
‫‪‬ﺨﻪ ﻛﺎﺭ ﻭﺍﺧﻠﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ‪‬ﺎﻛﻠﯥ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻣﻴﻨﻪ ﭘﻴﺪﺍ‬ ‫ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﺩ ﻫﻐﻮ ﻧ‪‬ﻮ‪ ،‬ﻧ‪‬ﺎﻧﻮ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ‬
‫ﻛ‪‬ﻩ ﭼﯥ ﺑﺎﻳﺪ ﻟﻴﻚ ﻧ‪‬ﯥ ﭘﻮﺭﻩ ﻭﭘﯧﮋﻧﯥ؟‬ ‫ﺑﻴﺎ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺭﺍﻏﻠﯥ ﺩﻱ‪،‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﭘﻪ ﺍﻫﻤﻴﺖ‬ ‫ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‬
‫ﺍﻭ ﺿﺮﻭﺭﺕ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺍﻭ ﺩ ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻫﻢ ﺗﺮﯤ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻫﺮﻱ ﻧ‪‬ﯥ ﻟﻪ ﭘﺎﺭﻩ ﻳﻮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻣﺜﺎﻝ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻧﻮﻱ ﺑﺮﺧﻪ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ‬

‫‪٢٠٠‬‬
 ‫ﺍﻭﻭﻩ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻟﻴﻚ ﻧ‪‬ﯥ )‪ (١٣٣ -١٣٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﻫﻐﻮ ﺗﻪ ﭘﻮﺭﻩ‬
‫ﭘﺎﻣﻠﺮﻧﻪ ﺍﻭ ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ ﺍﻭ ﻟﻴﻜﻞ ﺩﻱ‪) .‬ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻨ‪‬ﻳﺮ‪) ‬ﻧﻴﺸﻜﺮ(‪ ،‬ﭘﻠﻮﺭﻝ )ﺧﺮ‪‬ﻮﻝ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ ﻛﻠﻤﻮ‬
‫ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ‬

‫ﻫﺮﯤ ﻧ‪‬ﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻳﻮﻩ ﻣﺜﺎﻝ ﻟﻴﻜﻨﻪ( ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﺳﺮﻩ‬
‫ﻭ‪‬ﻮﺭﻱ ﭘﻪ ‪‬ﻴﻨﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ ﺧﭙﻠﻪ‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻮ ‪‬ﻪ ﻟﻴﻜﻨﻪ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﻧﻮﺭﻭ‬
‫ﻫ‪‬ﻮﻧﻮ ﺗﻪ ﺩﯤ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺯﺩﻩ‬
‫ﻛ‪‬ﻱ ﭘﻪ ﻏﺮﺽ ﺩ ﻟﻮﺳﺖ ﻟﻪ ﺑﻴﻼ ﺑﻴﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪ ،‬ﭼﯥ ‪‬ﻮﻭﻧﻜﻲ ﭘﻮﺭﻩ ‪‬ﺍ‪ ‬ﺗﺮ ﻻﺳﻪ ﻛ‪‬ﻱ ﺍﻭ‬
‫ﺩﻭﻯ ﺩﯤ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪.‬‬
‫ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﺩﻭﻫﻤﻰ ﺑﺮﺧﯥ‪ ،‬ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻞ ﺷﻮﻱ ﻟﻴﻚ ﻧ‪‬ﯥ ﭘﻪ‬ ‫ﻭﻟﻮﻟﻲ ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﻐﻪ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺟﻤﻠﻮ‬
‫ﻭﺍﺭﺳﺮﻩ ﺩ ﻣﻴﺰ ﻟﻪ ﻣﺨﯥ ﺭﺍﻭﺍﺧﻠﻲ ﺍﻭ ﻫﺮﻩ ﻳﻮﻩ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﺎﺗﻰ‬ ‫‪‬ﻴﻨﯥ ﻛﻠﻤﯥ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ .‬ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮ ﻳﻮ ﻣﺜﺎﻝ ﻭﺭﺗﻪ ﺟﻮ‪ ‬ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﻯ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﺍﻭ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻨﻪ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ‪‬ﯥ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﭼﯥ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ‬ ‫ﺭﺍﺗﻠﻮﻭﻧﻜﻲ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻧﻮﺭ ﻫﻢ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛ‪‬ﻩ ﭘﻪ ‪‬ﻪ ‪‬ﻭﻝ ﺗﺮﺳﺮﻩ ﺷﻮﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﺗﻪ ﺩ ﺩﯤ ﺩ ﭼﻤﺘﻮﻭﺍﻟﻰ ﻟﻪ ﭘﺎﺭﻩ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ ﺗﺎﺳﻮ ﻟﻪ ﻟﻴﻚ ﻧ‪‬ﻮ ‪‬ﺨﻪ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ ﺩ ﻫﻐﻮ‬ ‫ﺩ ﻛﻮﻣﻰ ﻳﻮﯤ ﭘﻪ ﻛﺎﺭ ﻧﻪ ﭘﻮﻫﻴ‪‬ﻱ؟ ﺩﻭﻯ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ‬
‫ﺗﻮﭘﯧﺮ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺗﺨﺘﯥ ﻣﺨﯥ ﺗﻪ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﺩ ﻫﺮ ﻳﻮﻩ ﺧﺒﺮﻭ ﺗﻪ ﺩﯤ ﭘﺎﻣﻠﺮﻧﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻛﯥ ﻟﻴﻚ ﻧ‪‬ﯥ‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﻫﻜﻠﻪ ﺩ ﺩﻭﻯ‬
‫ﺳﻤﯥ ﻭﻛﺎﺭﻩ ﻭﻟﯥ؟‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﺍﻭ ﭘﻮﻫﻪ ﺩ ﺳﺘﺎﻳﻨﻰ ﻭ‪ ‬ﻭﺑﻮﻟﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻯ ﻟﻮﺳﺖ )ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ( ﭘﻪ‬
‫ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ ﻟﻪ ﺗﻴﺮﻭﺗﻨﻮ ‪‬ﺨﻪ ﻣﺨﻨﻴﻮﻱ ﻛﻴ‪‬ﻱ؟‬ ‫ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻴﻚ ﻧ‪‬ﯥ ﻭﭘﯧﮋﻧﺪﻟﻲ؟‬ ‫ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻫﻢ ﭘﺮﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻴﻚ ﻧ‪‬ﻮ ﻛﺎﺭﻭﻟﻮ ﺑﺎﻧﺪﯤ ﻫﻢ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺍﻭ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻪ ‪‬ﻜﻠﻲ ﺧﻂ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻣﺘﻦ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‬

‫‪٢٠١‬‬
 ‫ﺍﺗﻪ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺳﺎﺩﻩ ﻛﻠﻤﯥ )‪ (١٣٥ -١٣٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺩ ﻛﻠﻤﯥ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﺗﻌﺮﻳﻒ ﻳﯥ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ﺩ ﻫﻐﯥ ﻛﺎﺭﻭﻧﻪ ﺩﻩ‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﻮﺧﻪ )ﻫﺪﻑ(‪ ،‬ﻛﺎﺭﻭﻝ )ﺍﺳﺘﻌﻤﺎﻟﻮﻝ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ‬

‫ﺩﺭﻳﻤﯥ ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﺍﻭ ﺩﻗﺖ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪،‬‬
‫‪‬ﯥ ﺍﻭ ﺳﻤﻰ ﻟﻴﻜﻨﯥ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪‬ﻴﻲ ﺍﻭ ﺩ ﻻ ﭘﺮﻣﺨﺘ‪ ‬ﻟﻪ‬
‫ﭘﺎﺭﻩ ﺩﯤ ﻧﻮﺭ ﻫﻢ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﻟﻮﺳﺖ ﺑﯧﻼ ﺑﯧﻠﯥ ﺑﺮﺧﯥ ﻭ‪‬ﻴﻲ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ‬
‫ﭘﻮﻫﯥ ﺍﻭ ﺫﻭﻕ ﺳﺮﻩ ﺑﺮﺍ ﺑﺮﯤ ﻭﻱ ﺍﻭ ﺩ ﻓﻌﺎﻟﻴﺖ ﺩ ‪‬ﻪ ﺗﺮﺳﺮﻩ‬
‫ﻛﻴﺪﻭ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰ‪ ‬ﺩﯤ ﺩ ﻣﺸﻮﺭﯤ ﭘﻪ ‪‬ﻭﻝ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮﺳﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﻠﻤﻮ ‪‬ﻮ ﻣﺜﺎﻟﻮﻧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺍﻭ ﺧﭙﻠﯥ ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﺩ ﭘﻮﻫﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﻣﺮﺳﺘﻪ ﻟﻪ ﻣﻨ‪‬ﻪ ﻳﻮﺳﻲ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﺍ ﻛﻠﻤﻰ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻞ ﺷﻮﻱ ﻛﺎﺭﺗﻮﻧﻪ ﺭﺍﻭﺍﺧﻠﻲ ﺍﻭ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ‪،‬‬
‫ﺩ ﻫﻐﻮ ﻟﻪ ﺗﺮﺗﻴﺒﻮﻟﻮ ‪‬ﺨﻪ ﺩﯤ ﺟﻤﻠﯥ ﺟﻮ‪‬ﻱ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩ ‪‬ﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﻳﻮﯤ ﻫ‪‬ﻮﻧﯥ ﺳﺮﻩ ﺩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺍﻭ ﻟﻪ ﻫﺮ ﻳﻮﻩ‬
‫ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮﺍ‪‬ﻱ ﺟﯥ ﻛﻠﻤﯥ ﭘﻪ ‪‬ﻪ ﺷﻲ ‪‬ﺨﻪ ﺟﻮ‪‬ﻳ‪‬ﻯ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻠﻤﯥ ﻭﭘﯧﮋﻧﺪﻟﻰ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﻳﯥ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺧﺒﺮﯤ ﺩﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻰ‪ ،‬ﻟﻴﻜﻠﻰ ﺍﻭ ﭘﻪ ﺟﻤﻠﻮ‬ ‫ﺍﻭ ﻣﻌﻠﻮﻣﺎﺕ ﺩ ﻗﺪﺭ ﻭ‪ ‬ﻭﺑﻮﻟﻲ ﺍﻭ ﭘﻪ ﭘﺎﺗﯥ ﻣﻮﺿﻮﻉ ﺩﯤ ﭘﻪ‬
‫ﻛﯥ ﻛﺎﺭﻩ ﻭﻟﻲ ﺷﻲ؟‬ ‫ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻲ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻠﻤﻪ ﻭﭘﯧﮋﻧﺪﻟﻪ‪ ،‬ﻛﻮﻟﻰ ﺷﻲ ﭼﯥ ﻟﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪ ،‬ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫ﺗﯧﺮﻭﺗﻨﻮ ‪‬ﺨﻪ ‪‬ﺎﻥ ﻭﺳﺎﺗﻲ؟‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﻐﻪ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺩﯤ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻠﻤﯥ ﻭﭘﯧﮋﻧﺪﻟﻰ؟‬ ‫ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺍﻭ ﺩ ﻣﻄﻠﺐ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﻟﻪ ﻛﻠﻤﻮ ﺍﻭ ﺟﻤﻠﻮ ﺳﺮﻩ ﺑﻠﺪﺗﻴﺎ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ﻳﻮ ﻳﻮ ﺗﻦ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ ﭘﺮﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ )ﻟﻮﻣ‪‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺑﺮﺧﻪ( ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻣﺘﻦ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ‬

‫‪٢٠٢‬‬
 ‫ﺍﺗﻪ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺳﺎﺩﻩ ﻛﻠﻤﯥ )‪ (١٣٥ -١٣٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺩ ﻛﻠﻤﯥ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﺗﻌﺮﻳﻒ ﻳﯥ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ﺩ ﻫﻐﯥ ﻛﺎﺭﻭﻧﻪ ﺩﻩ‪.‬‬
‫)ﭘﻨ‪‬ﻤﻪ‪ ،‬ﺷﭙ‪‬ﻣﻪ‪ ،‬ﺍﻭﻣﻪ ﺍﻭ ﺍﺗﻤﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪:‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ ﺩﯤ‬
‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﺑﯧﻼ‬
‫ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﻰ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﻟﻮﺳﺖ ﻛﯥ ﺑﻴﻞ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺑﻴﻞ ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﺮﻱ ‪‬ﺮ‪‬ﻨﺪ ﺷﻲ ﺩ ﺩﻯ ﻓﻌﺎﻟﻴﺖ ﺩ ﺳﻤﻮﻥ ﻟﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ ﻳﻮ ﺑﻞ‬ ‫ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺳﺮﻩ ﺩﯤ ﻣﺸﻮﺭﻩ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﻣﺘﻦ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﻯ ﺩ ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﻛﻠﻤﻮ ﺗﻪ‬ ‫ﻣﺨﯥ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺟﻤﻠﯥ ﺟﻮ‪‬ﻱ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻣﺘﻦ ﻛﯥ ﺭﺍﻭ‪‬ﻝ ﺷﻮﻱ ﻛﻠﻤﯥ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ‪‬ﻴﻨﻰ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺑﯧﻠﻲ ﺑﯧﻠﻲ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩ ‪‬ﻪ ‪‬ﻮﺍﺏ ﻭﻳﻮﻧﻜﻲ ﺩﯤ ﺗﺤﺴﻴﻦ ﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻫﻢ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻛﻠﻤﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ‪‬ﺎﻧﻮﻧﻪ ﭘﻮﻩ ﻛ‪‬ﻝ؟‬ ‫ﺩ ﺯﻳﺎﺭ ﻟﻪ ﭘﺎﺭﻩ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻛﺎﺭﻭﻟﻲ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺩﻭﻯ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻠﻤﯥ ﻭﭘﯧﮋﻧﺪﻟﻰ ﺍﻭ ﺩ ﻫﻐﻮ ﻟﻪ‬ ‫ﺧﺨﻪ ﻭﭘﻮ‪‬ﺘﯥ ﭼﯥ ﺗﺎﺳﻮ ﺩ ﻛﻠﻤﯥ ﭘﻪ ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﭘﻮﻫﻴ‪‬ﺋﻲ؟‬
‫ﻟﻮﺳﺘﻨﻲ ﺍﻭ ﻟﻴﻜﻨﻲ ﺳﺮﻩ ﻳﯥ ﻣﻴﻨﻪ ﭘﻴﺪﺍ ﻛ‪‬ﻩ ﺍﻭ ﺩ ﻫﻐﻮ ﺯﺩﻩ ﻛﻮﻝ‬ ‫ﺩ ﻫﺮﻩ ﻳﻮﻩ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﻏﻮﺭﻩ ﺳﺮﻩ ﻭﺍﻭﺭﻭﻱ ﺍﻭ ﭘﻪ ﺩﯤ‬
‫ﻳﯥ ﺿﺮﻭﺭ )ﺍ‪‬ﻳﻦ( ﻭﺑﻠﻞ؟‬ ‫ﻫﻜﻠﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﯥ ﺯﻳﺎﺭ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺘﻦ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﹼﺐ‬ ‫ﺍﻳﺴﺘﻨﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩﻭﻯ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺑﺮﺧﻪ ﭘﻪ ‪‬ﻪ ﺍﻭ ﺧﻮﻧﺪﻭﺭ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪،‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﻐﻪ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﻫﻜﻠﻪ ﺩﯤ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻲ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺑﺮﺧﻪ )ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ( ﭘﻪ‬ ‫ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ‬
‫ﻛﺘﺎﺑﭽﻮ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻫﻐﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺗﺮﯤ ﻭﭘﻮ‪‬ﺘﻲ‪.‬‬

‫‪٢٠٣‬‬
 ‫ﺍﺗﻪ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺳﺎﺩﻩ ﻛﻠﻤﯥ )‪ (١٣٥ -١٣٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺘﻦ ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺩ ﻛﻠﻤﯥ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﺗﻌﺮﻳﻒ ﻳﯥ ﭘﻮﻫﯧﺪﻝ ﺍﻭ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ﺩ ﻫﻐﯥ ﻛﺎﺭﻭﻧﻪ ﺩﻩ‪.‬‬
‫)ﺩﺭﯤ ﻭﺭﻭﺳﺘ‪ ‬ﺧﺒﺮﯤ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻮﺭ )ﺧﻮﺍ‪-‬ﻃﺮﻑ(‪ ،‬ﻟﻮ‪‬ﺘﻞ )ﻭﻳﻞ(‪ ،‬ﻧ‪‬ﻪ )ﻧ‪‬ﺎﻧﻪ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺑﺮﺧﯥ‬
‫ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﺩ ‪‬ﻮ ﻟﻴﻜﻨﻮ ﺍﻭ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻧﻜﻮ‬
‫ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﺧﭙﻠﻲ‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ ‪‬ﻭﻝ ‪‬ﻭﻝ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ ﺍﻭ ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﺮﯤ ‪‬ﺮ‪‬ﻨﺪ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻣﺮﺳﺘﻪ ﻭﻏﻮﺍ‪‬ﻱ‪.‬‬ ‫ﺷﻲ ﺍﻭ ﻫﻢ ‪‬ﻮﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻛﯥ ‪‬ﺪﻭﻥ ﻭﻟﺮﻱ‪ ،‬ﻧﻮ ﺩ ﺩﻏﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻣﻴﺰ ﻟﻪ‬ ‫ﻓﻌﺎﻟﻴﺖ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺳﺮﻩ ﺭﺍ ﭘﻮﺭﺗﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﭘﻪ ﺗﺮﺗﻴﺒﻮﻟﻮ ﺳﺮﻩ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﻟﻨ‪‬ﻩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻫﻤﯥ ﺑﺮﺧﯥ ﻟﻮﺳﺘﻞ ﺷﻮﻱ‬
‫ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ ﺍﻭ ﭘﺎﺗﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺟﻤﻠﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﻠﻤﻮ ﺗﻪ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺧﭙﻞ ‪‬ﺍ‪‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺩ‬
‫ﺩﯤ ﺗﺮ ﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺮﺗﻠﻪ ﺩﯤ ﭘﻪ ‪‬ﻮﺍﺑﻮﻧﻮ ﻛﯥ ﻟﻪ ﭘﺎﻣﻪ ﻧﻪ ﻏﻮﺭ‪‬ﻮﻱ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻠﻤﯥ ﻭﭘﯧﮋﻧﺪﻟﯥ ﺍﻭ ﻫﻐﻪ ﻟﻪ ﺗﻮﺭﻭ ﺳﺮﻩ‬ ‫ﺗﺮ ‪‬ﻮﻟﻮ ‪‬ﻪ ‪‬ﻮﺍﺏ ﺩﯤ ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻭ‪‬ﻴﻲ‪.‬‬
‫ﺗﻮﭘﻴﺮ ﻛﻮﻟﻰ ﺷ‪‬؟‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻛﻠﻤﻮ ﭘﻪ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻴﻜﻠﻮ ﺍﻭ ﭘﻪ‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﻛﻠﻤﻮ ‪‬ﻮ ﻣﺜﺎﻟﻮﻧﻪ ﻭﻭﺍﻳﻲ ﺩﻭﻯ ﺗﻪ‬
‫ﺟﻤﻠﻮ ﻛﯥ ﺩ ﻫﻐﻮ ﺩ ﻛﺎﺭﻭﻧﯥ ﻻﺭ ﭘﻴﺪﺍ ﻛ‪‬ﻩ؟‬ ‫ﺩﯤ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﻣﺜﺎﻟﻮﻧﻮ ﭘﻪ ﻭﻳﻠﻮ ﺳﺮﻩ ﺩﯤ ‪‬ﻪ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻠﻤﻪ ﻭﭘﻴﮋﻧﺪﻟﻪ ﺍﻭ ﺩ ﻫﻐﻮ ﻟﻪ ﻏﻠﻄﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﺩ ﻛﺘﺎﺏ ﻳﺎ ﺩ ﺗﺨﺘﯥ ﻟﻪ‬
‫ﺩ ﻛﺎﺭﻭﻧ‪ ‬ﺨﻪ ‪‬ﻩ ﻛﻮﻱ؟‬ ‫ﻣﺨﯥ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﻪ ﭘﻮﻫﯧﺪﻭ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺂﻧﺪﯤ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻟﻪ ﻛﻠﻤﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺷﻮﻝ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﻭﻝ ﻫﻢ ﺯﺩﻩ ﻛ‪‬ﻩ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻣﻌﻨﺎ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﻯ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻭﻩ ﺩﻭﻩ ﺗﻨﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ‪ ،‬ﺩ‬
‫ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺧﭙﻠﻮ ﺳﺘﻮﻧﺰﻭ ﺍﻭ ﺗﯧﺮﻭﺗﻨﻮ ﻟﭙﺎﺭﻩ ﺩﯤ ﻟﻪ ﻧﻮﺭﻭ ﭘﻮﻫﻮ ﺯﺩﻩ‬

‫‪٢٠٤‬‬
 ‫ﻧﻬﻪ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺮﻛﺒﯥ ﻛﻠﻤﯥ )‪ (١٣٧ -١٣٦‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﻟﻪ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺩ ﻫﻐﻮ‬
‫ﺗﻮﭘﻴﺮ ﺍﻭ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻛﯥ ﻳﯥ ﺳﻢ ﻛﺎﺭﻭﻝ ﺩﻱ‪) .‬ﺩﻭﻩ‬
‫ﻟﻮﻣ‪ ‬ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﺧﭙﻠﻮﺍﻛﯥ )ﺁﺯﺍﺩﻱ(‪ ،‬ﻭﺭ‪ ‬ﭘﺎ‪‬ﻪ )ﺭﻭﺯﻧﺎﻣﻪ(‪.‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﻟﻴﻜﻠﻲ‬
‫ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺳﺎﺩﻩ ﻛﻠﻤﻮ ﺩ‬
‫ﺩﺭﻳﻤﯥ ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﭘﻪ ﻏﻮﺭ ﺍﻭ ﺩﻗﺖ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻰ‬
‫ﻟﻴﻜﻨﻰ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪‬ﻴﻲ ﻫﻐﻮﻯ ﺩﯤ ‪‬ﻪ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ‬
‫ﺩﯤ ‪‬ﻨ‪ ‬ﭘﺮ ‪‬ﻨ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺗﻪ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩ ﻳﻮ‬
‫ﺑﻞ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺗﻴﺮ ﺩﺭﺱ ﻛﯥ ﺩ ‪‬ﯥ‬
‫ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﺩ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ‬
‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻮﻝ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻛﺎﺭ ﻭﺍﭼﻮﻱ ﺩﻭﻯ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﭘﻪ ﻣﻴﻨﻪ ﭘﻪ ﻛﯥ ‪‬ﻭﻥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﯥ ﺯﺩﻩ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﻛ‪‬ﯤ ﺍﺭﺯﻭﻧﻪ ﻫﻢ ﺗﺮﺳﺮﻩ ﺷﻲ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻣﺘﻦ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬ ‫ﺩ ﻛﺎﺭ ﺩ ‪‬ﻪ ﺳﻤﻮﻟﻮ ﺍﻭ ﺗﺮﺗﻴﺐ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ‬
‫ﭘﻪ ﻣﺸﻮﺭﯤ ﺳﺮﻩ ﺩﯤ ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﻛ‪‬ﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬ ‫‪‬ﻟﻮ ﻭﻩ ﻭﻳﺸﻲ‪:‬‬
‫ﻣﺘﻦ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ﻭ‪‬ﻴﻲ ﭘﻪ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺟﻤﻠﯥ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻣﻴﻨﯥ ﺍﻭ ﻭﺭﻭﺭ‪ ‬ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﻟﻴﻜﻠﻲ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﻛﻠﻤﯥ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻫﺮﯤ ﻳﻮﯤ ﻛﻠﻤﯥ ﺗﻪ ﻳﻮﻩ ﻳﻮﻩ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺟﻤﻠﻪ ﺟﻮ‪‬ﻩ ﺍﻭ ﭘﻪ ﺗﺨﺘﻪ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ ﭘﻪ ﻫﻜﻠﻪ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩ ﻣﻄﻠﺐ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺮﻛﺒﯥ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻮﻧﻜﻲ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﻣﺮﻛﺒﯥ‬ ‫ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ﻧﻮﻯ ﺩﺭﺱ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻟﻪ ﺯﺩﻩ‬
‫ﻛﻠﻤﯥ ﻭﭘﯧﮋﻧﺪﻟﯥ ﺍﻭ ﺩ ﻭ‪‬ﺗﻴﺎ ﺍﺣﺴﺎﺱ ﻳﯥ ﻭﻛ‪ ‬ﺍﻭ ﺩ ﻫﻐﻮ‬ ‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﭘﻮ‪‬ﺘﻲ ﭼﯥ ﺩ ﻛﻠﻤﯥ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ ﺍﻭﺱ‬
‫ﭘﯧﮋﻧﺪﻝ ﻳﯥ ﺣﺘﻤﻲ ﻭﺑﻠﻞ‪.‬‬ ‫ﻣﺮﻛﺒﻲ ﻛﻠﻤﯥ ﭘﯧﮋﻧﯥ؟‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺩ ﺳﻤﻮ ‪‬ﻮﺍﺑﻮﻧﻮ ﺗﻮﭘﯧﺮ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﭘﻮﺭﻩ ﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫ﺩﯤ ﻭﻛ‪‬ﻱ ﭘﻪ ﻧﻮﯤ ﺩﺭﺱ ﻛﯥ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﺩ ﻗﺪﺭ ﻭ‪‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﻣﺮﻛﺒﯥ ﻛﻠﻤﯥ ﻭﭘﯧﮋﻧﺪﻟﯥ‪.‬‬ ‫ﻭﺑﻮﻟﻲ ﺍﻭ ﭘﻪ ﭘﺎﺗﯥ ﺑﺮﺧﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﻜﻰ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺑﺮﺧﯥ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻰ‪ ،‬ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﻫﻐﻪ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ ﻣﻮﺧﯥ ﺩﯤ‬

‫‪٢٠٥‬‬
 ‫ﻧﻬﻪ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺮﻛﺒﻰ ﻛﻠﻤﯥ )‪ (١٣٧ -١٣٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﻟﻪ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺩ ﻫﻐﻮ‬
‫ﺗﻮﭘﻴﺮ ﺍﻭ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻛﯥ ﻳﯥ ﺳﻢ ﻛﺎﺭﻭﻝ ﺩﻱ‪) .‬ﺩﺭﻳﻤﻪ‬
‫ﺍﻭ ‪‬ﻠﻮﺭﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻜﻠﻰ )‪‬ﺎﻳﺴﺘﻪ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ‬
‫ﻟﻴﻜﻨﻪ( ﭘﻪ ﻏﻮﺭ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻰ ﻟﻴﻜﻨﯥ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭ‪‬ﻴﻲ ﻭ‪‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﺩ ‪‬ﻪ ﭘﺮﻣﺨﺘ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻫﻐﻪ‬
‫ﻭﻫ‪‬ﻮﻱ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﭘﻪ ﺩﻭﻭ ‪‬ﻟﻮ ﺑﺎﻧﺪﯤ ﻭﻭﻳﺸﻲ ﺍﻭ ﻟﻪ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩﯤ ﭘﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ‬ ‫ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﺮ ﻣﻨ‪‬ﻪ ﺩﯤ ﻳﻮﻩ‬
‫ﻣﻴﺰ ﻟﻪ ﺳﺮﻩ ﺭﺍﻭﺍﺧﻠﻲ ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ ﻭﻟﻮﻟﻲ ﺑﻴﺎ ﺩﯤ ﻫﺮ ﻳﻮ ﻭﻳﻞ‬ ‫ﺳﻴﺎﻟﻲ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﺩﻱ ﻟﻤﺒﺮﯤ ﻭﺭﻛ‪‬ﻱ ﺍﻭ‬
‫ﺷﻮﻭ ﻛﻠﻤﻮ ﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ‬ ‫ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﺍ‪‬ﻭ‪ ‬ﻛ‪‬ﻱ‪.‬‬
‫ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ﭘﻮﻫﯧﺪﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺩﯤ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ ﻣﺮﻛﺒﯥ ﻛﻠﻤﯥ ‪‬ﻪ ‪‬ﻭﻝ ﻛﻠﻤﯥ ﺩﻱ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫‪‬ﻮﻙ ﻳﯥ ﻣﺜﺎﻝ ﻭﻳﻠﻰ ﺷﻲ؟‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﻭﺍﻭﺭﻱ ﭘﻪ ﻧﻮﻱ‬
‫‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﭘﻪ ﻫﻜﻠﻪ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﺱ ﻛﯥ ﺩﯤ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ ﺍﺭﺯﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ‪‬ﯦﺮ ‪‬ﻪ ﺩﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻣﺮﻛﺒﯥ ﺍﻭ ﺳﺎﺩﻩ ﻛﻠﻤﯥ ﻭﭘﯧﮋﻧﺪﻟﯥ ﺍﻭ‬ ‫ﻭﺳﺘﺎﻳﻲ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﺩ ﺩﻭﻱ ﺩ ‪‬ﻮ ﭘﻮﻫﻴﺪﻭ ﻟﻪ‬
‫ﻟﻪ ﻳﻮ ﺑﻞ ‪‬ﺨﻪ ﻳﯥ ﺗﻮﭘﻴﺮ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﭘﺎﺭﻩ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺮﻛﺒﯥ ﻛﻠﻤﻰ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ( ﭘﻪ ﺗﺨﺘﻪ‬
‫ﻛﺎﺭﻭﻟﻰ ﺷﻲ؟‬ ‫ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻣﻌﻨ ٰﻰ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ‬ ‫ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ‬
‫ﺳﺎﺩﻩ ﻛﻠﻤﯥ ﻫﻢ ‪‬ﯥ ﻭﭘﻴﮋﻧﺪﻟﯥ ﻣﻴﻨﻪ ﻭﺭﺳﺮﻩ ﭘﻴﺪﺍ ﺷﻮﻩ؟‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﻣﻄﻠﺐ ﺍﻭ ﻣﻔﻬﻮﻡ ﺩﯤ ﺗﺮﯤ ﻭﭘﻮ‪‬ﺘﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻣﺮﻛﺒﯥ ﻛﻠﻤﯥ ﻭﭘﯧﮋﻧﺪﻟﯥ؟‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﻟﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺳﺎﺩﻩ ﺍﻭ ﻣﺮﻛﺒﯥ ﻛﻠﻤﯥ ﺳﺮﻩ ﺗﻮﭘﯧﺮ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩﯤ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻣﺘﻦ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ ﻛﯥ ﭘﻨ‪‬ﻪ ﻣﺜﺎﻟﻮﻧﻪ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﻣﺸﻮﺭﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﺧﭙﻠﻮ ﺳﺘﻮﻧﺰﻭ ﺩ ﻟﺮﯤ ﻛﻮﻟﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﺩﯤ ﻟﻪ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻣﺮﺳﺘﻪ ﻭﻏﻮﺍ‪‬ﻱ‪.‬‬

‫‪٢٠٦‬‬
 ‫ﻧﻬﻪ ﺷﭙﯧﺘﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺮﻛﺒﯥ ﻛﻠﻤﯥ )‪ (١٣٧ -١٣٦‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﻟﻪ ﻣﻔﺮﺩﻭ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺩ ﻫﻐﻮ ﺗﻮﭘﻴﺮ ﺍﻭ ﭘﻪ‬
‫ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻟﻴﻜﻠﻮ ﻛﯥ ﻳﯥ ﺳﻢ ﻛﺎﺭﻭﻝ ﺩﻱ‪) .‬ﭘﻨ‪‬ﻪ ﺍﻭ ﺷﭙ‪‬ﻣﻪ ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﯧﻜﺮﻱ )ﭘﻮ‪‬ﻧﻰ(‪ ،‬ﺳﭙﻴﻦ ﺑﻮﻟﺪﻙ )ﭘﻪ ﻛﻨﺪﻫﺎﺭ ﻛﯥ ﺩ‬
‫ﻳﻮﯤ ﻭﻟﺴﻮﺍﻟﻰ ﻧﻮﻡ ﺩﻯ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﻟﻴﻜﻠﻲ‬
‫ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ‬
‫‪‬ﻮ ﻣﺜﺎﻟﻮﻧﻪ( ﻭ‪‬ﻮﺭﻱ ﭘﻪ ‪‬ﻮ ﺗﻨﻮ ﺩﯤ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺦ ﻛﯥ‬
‫ﻭﻟﻮﻟﻲ ‪‬ﻴﻨﻮ ﺗﯧﺮﻭﺗﻨﻮ ﺗﻪ ﺩﯤ ﺩ ﺩﻭﻯ ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻠﻮ‬
‫‪‬ﺨﻪ ﺩﻯ ﻣﻨﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻭﺩﯤ ﺳﺘﺎﻳﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﯧﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻳﻮ ﺗﻦ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ‬
‫ﻟﻴﻜﻲ ﺍﻭ ﺧﭙﻠﯥ ﻏﻠﻄ‪ ‬ﺩﯤ ﺩ ﻧﻮﺭﻭ ﭘﻪ ﻣﺮﺳﺘﻪ ﺳﻤﯥ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﻭﻯ ﭘﻪ ﺧﻮ‪‬ﻪ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﻣﺨﯥ ﺗﻪ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﻟﻪ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﺍﻭ ﺑﻴﺎ‬ ‫‪‬ﺨﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﺩ ﺯﺩﻩ‬
‫ﺩﯤ ﻫﻐﻪ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻩ ﻭﻱ ﻛ‪‬ﻱ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻮ ﺩ ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﺍ‪‬ﻩ ﺩﯤ ﺩ ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﻭﺭ ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ ﺍﻭ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩ ﻻﭘﺮﻣﺨﺘ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﭘﻮﺭﻩ ﭘﺎﻣﻠﺮﻧﻪ ﺳﺮﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻮﻱ ﺩﺭﺱ ﺗﻪ ﻭﻫ‪‬ﻮﻱ ﺩ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﻮﻣﯥ ﻣﻨﺎﺳﺒﯥ ﻛﯧﺴﯥ ﻳﺎ ﻓﻜﺎﻫﻲ ﭘﻪ ﻭﻳﻠﻮ ﺩﯤ ﻟﻪ ﺩﻭﻯ ‪‬ﺨﻪ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﻳﺎ ﺩ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ‬ ‫ﺩﯤ ﭘﻮ‪‬ﺘﻨﯥ ‪‬ﻮﺍﺏ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﻣﺮﻛﺒﯥ ﻛﻠﻤﯥ ﭘﻪ ﻟﻮﺳﺖ‬
‫ﭘﻪ ﺍ‪‬ﻩ ﭘﻮﻩ ﺷﻮﻝ؟‬ ‫ﻛﯥ ﭘﯧﮋﻧﺪﻟﻰ ﺍﻭ ﻭﻳﻠﻰ ﺷﻲ؟‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ ﺳﻤﻪ ﻟﻮﺳﺘﻨﻪ ﺍﻭ‬ ‫‪ -‬ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﺩﯤ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺩ ﺩﯤ‬
‫ﻟﻴﻜﻨﻪ ﻛﻮﻟﻲ ﺷﻲ؟‬ ‫ﺑﺮﺧﯥ ﻣﻌﻠﻮﻣﺎﺕ ﺩﯤ ﻭ‪ ‬ﺍﻭ ﻣﻨﺎﺳﺐ ﻭﺑﻮﻟﻲ ﺍﻭ ﭘﻪ ﺩﺭﻧﺎﻭﻯ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻣﺮﻛﺒﻮ ﻛﻠﻤﻮ ﺍﻭ ﻧﻮﻭ ﻣﻔﺎﻫﻴﻤﻮ ﭘﻪ‬ ‫ﺗﺮﯤ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﯤ ﺑﺮﺧﯥ ﺩ ﭘﻮﺭﻩ ‪‬ﺮ‪‬ﻨﺪﻩ ﻭﻧﯥ‬
‫ﭘﻮﻫﻴﺪﻭ ﺳﺮﻩ ﺩ ﻟﻮ‪‬ﺗﻴﺎ ﺍﻭ ﻭ‪‬ﺗﻴﺎ ﺍﺣﺴﺎﺱ ﻭﻛ‪ ‬ﺍﻭ ﺩ ﻣﺮﻛﺒﻮ‬ ‫ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ ﻳﯥ ﺿﺮﻭﺭ )ﺍ‪‬ﻳﻦ( ﻭﺑﻠﻞ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺗﻜﺮﺍﺭ ﺍﻭ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﻭﭘﻮﻫﻴﺪﻝ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻧﻮﻱ ﻛﻠﻤﯥ ﺍﻭ ﺟﻤﻠﯥ ﻭﻟﻮﺳﺘﻠﯥ ﺍﻭ ﻭﻟﻴﻜﻠﯥ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻟﻪ ﻳﻮ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺑﻞ ‪‬ﺨﻪ ﺩﯤ ﺩ ﺧﭙﻠﻮ ﺳﺘﻮﻧﺰﻭ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻣﺮﺳﺘﻪ ﻭﻏﻮﺍ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ ﻣﺘﻦ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻣﺘﻦ ﺍﻣﻼ ﻳﻮ ﺑﻞ ﺗﻪ ﻭﻭﺍﻳﻲ ﭼﯥ ﻭﻳﯥ‬

‫‪٢٠٧‬‬
 ‫ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺭﻭﺳﺘﺎ‪‬ﯤ )‪ (١٣٩ -١٣٨‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬
‫ﻟﻴﻜﻠﻮ ﻛﯥ ﻳﯥ ﺳﻢ ﻛﺎﺭﻭﻝ ﺩﻱ‪) .‬ﺩﻭﯤ ﻟﻮﻣ‪‬ﻧ‪ ‬ﻛﺮ‪‬ﻪ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻭﺭﻭﺳﺘﺎ‪‬ﻱ )ﺩ ﭘﺴﻮﻧﺪﻭﻧﻮ‪ ،‬ﻧﺎﺧﭙﻠﻮﺍﻛﯥ ﻛﻠﻤﯥ(‪ ،‬ﻣﻮﺧﻪ‬
‫)ﻣﻘﺼﺪ(‪ ،‬ﭘﺎﻯ )ﺁﺧﺮ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ ﺩ‬
‫ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ )ﻣﺮﻛﺒﻰ ﻛﻠﻤﯥ(‬
‫ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺗﺮ ﻛﺘﻨ‪ ‬ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ‬
‫ﺩﯤ ﺯﻳﺎﺭﻧﯥ ﺗﻪ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻻﺯﻣﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ‬
‫ﻭﻛ‪‬ﻱ‪.‬‬
‫ﭘﻮﻫﻦ‪+‬ﺗﻮﻥ ﻳﻮ‪+‬ﻭﺍﻟﻰ ﻧﻢ‪+‬ﺟﻦ ﺁﺱ‪+‬ﺍﻥ ﺭﻭﻍ‪+‬ﺗﻴﺎ ﺭﻭﻏﻤﻦ‪+‬ﻣﻦ ﻟﻴﻮﻧﻰ‪ +‬ﺗﻮﺏ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫ﻟﻴﻮﻧﻴﺘﻮﺏ‬ ‫ﭘﻮﻫﻨﺘﻮﻥ ﻳﻮﻭﺍﻟﻰ ﻧﻤﺠﻦ ﺁﺳﺎﻥ ﺭﻭﻏﺘﻴﺎ ﺭﻭﻏﻤﻦ‬ ‫ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ ﺍﻭ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﭼﯥ ﺗﺎﺳﯥ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻭﺭﻭﺳﺘﺎ‪‬ﻱ ﻛﻠﻤﻪ ﺍﻭﺭﻳﺪﻟﯥ ﺩﻩ؟‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﭘﻪ ﺑﺎﺏ ﺧﺒﺮﯤ‬
‫ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﺩ ﻛﺎﺭ ﻭﻟﻮ ﻻﺭﯤ ﭼﺎﺭﻱ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﭘﻮﻫﻪ ﻟﺮﻱ ﭼﯥ ﭘﻪ ﻣﺘﻦ ﻛﯥ‬ ‫ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮ ﻳﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺗﺨﺘﯥ‬
‫ﻭﺭﻭﺳﺘﺎ‪‬ﻱ ﺭﺍﻭ‪‬ﻴﻲ؟‬ ‫ﻣﺨﯥ ﺗﻪ ﺭﺍﺷﻲ ﭘﻪ ﺗﺨﺘﻪ ﺑﺎﻧﺪﯤ ﺩﯤ )ﺩ ‪‬ﻮﻭﻧﻜﻲ ﻟﻪ ﺧﻮﺍ ﭘﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺳﻤﻪ ﺗﻮ‪‬ﻪ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ ﻛﺎﺭﻭﻟﻲ‬ ‫ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﺮ‪‬ﻮ ﻛﯥ( ﻭﺭﻭﺳﺘﺎ‪‬ﻱ ﻭ‪‬ﻴﻲ‪.‬‬
‫ﺷﻲ؟‬ ‫ﺩﺭﻣﻠﺘﻮﻥ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺫﻫﻦ ﻛﯥ ﺩ ‪‬ﻮ ﺯﺩﻩ ﻛ‪‬ﻭ ﺑﺪﻟﻮﻥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ‬
‫ﭘﻴﺪﺍ ﺷﻮﻯ ﺩﻯ ﺍﻭ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ ﻟﻪ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺗﻮﭘﻴﺮ ﻛﻮﻟﻲ ﺍﻭ‬ ‫ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﺧﺒﺮﯤ‬
‫ﭘﻴﮋﻧﺪﻟﻰ ﺷﻲ؟‬ ‫ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﺑﺸﭙ‪‬ﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻫﺮ ﻟﻮﺳﺖ ﻛﯥ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )ﻭﺭﻭﺳﺘﺎ‪‬ﯤ( ﺩ ﻛﺘﺎﺏ ﻟﻪ‬
‫ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﻧﻮﯤ ﻛﻠﻤﯥ ﺍﻭ ﻣﺮﺍﻣﻮﻧﻪ ﺯﺩﻩ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﻣﺨﯥ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺍﻭ ﺩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﻻﺭ ﺩﯤ ﻭﺭﻭ‪‬ﻴﯥ‪ ،‬ﺑﻴﺎ ﺩﯤ ﻫﻤﺪﺍ ﻧﻮﯤ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻻﻧﺪﻧﻴﻮ ﻛﻠﻤﻮ ﻛﯥ ﻭﺭﻭﺳﺘﺎ‪‬ﯤ ﭘﺨﭙﻠﻮ‬ ‫ﻟﻮﺳﺖ ﭘﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻪ ﻧ‪‬ﻪ ﻛ‪‬ﻱ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻏﻤﺠﻦ‬ ‫ﺳﭙﻲ ﻭﺍﻟﻰ‬ ‫ﻣﻠﻤﺴﺘﻮﻥ‬ ‫ﺭﻭﻏﺘﻮﻥ‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻏﻮ ‪‬ﻭ ﻛﻠﻤﻮ ﻛﯥ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ‬
‫ﺷﺎ‪‬ﺮﺩﺍﻥ ﺭﻭﻏﺘﻴﺎ ﺳﻮﺩﻣﻦ ﺭﻭﻏﻤﻦ ﭘﻮﻫﻤﻦ‬ ‫ﺭﺍﻭ‪‬ﻴﻲ‪.‬‬

‫‪٢٠٨‬‬
 ‫ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺭﻭﺳﺘﺎ‪‬ﯤ )‪ (١٣٩ -١٣٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬
‫ﻟﻴﻜﻠﻮ ﻛﯥ ﻳﯥ ﺳﻢ ﻛﺎﺭﻭﻝ ﺩﻱ‪) .‬ﺩﻭﯤ ﻣﻨ‪‬ﻨ‪ ‬ﻛﺮ‪‬ﻰ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧﻈﻢ )ﻭﺯﻥ ﻟﺮﻭﻧﻜﻰ ﻣﺘﻦ(‪ ،‬ﻧﺜﺮ )ﻧﺎ ﻭﺯﻥ ﻭאﻝ ﻣﺘﻦ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ )‪ (٦٩‬ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﻩ )ﺩ ﻛﻠﻤﻮ ﻣﻌﻨﺎ ﻛﻮﻝ( ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ‪ ،‬ﻭ‪ ‬ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﻧﻮﺭ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﺗﯧﺮﻭﺗﻨﻮ ﭘﻮﻩ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ‬
‫ﻭﻭﻳﺸﻲ‪ .‬ﺩ ﻟﻮﻣ‪ ‬ﻟﯥ ﻫﺮﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ‬
‫ﺗﻌﺮﻳﻒ ﻛ‪‬ﻱ ﺩ ﺩﻭﻳﻤﯥ ‪‬ﻟﯥ ﺩ ﻫﺮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩﻏﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻛﻠﻤﯥ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ )ﻭאﻝ‪ ،‬ﺗﻮﺏ‪ ،‬ﺗﻴﺎ‪ ،‬ﻣﻦ‪ ،‬ﺟﻦ‪ ،‬ﻭﺍﻟﻰ(‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩ ﺩﻭﯤ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ‬ ‫ﻼ ﻭﻭﺍﻳﻲ ﺑﻴﺎ‬
‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﻭﻩ ﺩﻭﻩ ﺯﺩﻩ ﻛﻮﻧﻜﻲ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣ ﹰ‬
‫ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﺩﯤ ﭘﻪ ‪‬ﻩ ﺳﺮﻩ ﺧﭙﻠﯥ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ ﭘﻪ‬ ‫ﺩﻭﻯ ‪‬ﻪ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﻭﺳﺘﺎﻳﻲ‪.‬‬
‫ﻛﻠﻤﻮ ﻛﯥ ﻭ‪‬ﻴﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ )‪ (۷۰‬ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﺗﻪ ﺩ ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ ﻛﻠﻤﯥ ﻛﺎﺭﻭﻟﻲ ﺷﻲ؟‬ ‫ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻭﻱ ﺗﺮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﺍﻭ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺧﻮ‪‬ﻰ ﺍﺣﺴﺎﺳﻮﻱ ﭼﯥ ﭘﻪ ﻧﻮﻭ‬ ‫ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻲ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺭ‪‬ﺎ ﭘﺮﯤ‬
‫ﻛﻠﻤﻮ ﻛﯥ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ ﻭ ﭘﯧﮋﻧﺪﻟﻰ ﺷﻲ؟‬ ‫ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﺩﺭﺱ ﭘﻪ ﺭ‪‬ﺎ ﻛﯥ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‪،‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ )‪ (۷۰‬ﻟﻮﺳﺖ ﻣﺘﻦ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ‬
‫ﻛﻠﻤﯥ‪ ،‬ﺟﻤﻠﻰ‪ ،‬ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ ﺍﻭ ﺩﺭﺳﻲ ﻣﺮﺍﻣﻮﻧﻪ ﺯﺩﻩ ﻛﻮﻱ؟‬ ‫ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﻛ‪‬ﻱ ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ ﺍﻭ ﺩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﺩﻧﺪﯤ ﺩﯤ ﻭﺭﻭ‪‬ﻲ‪ ،‬ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻻﻧﺪﻳﻨﻲ ﺟﺪﻭﻝ ﻛﯥ ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ ﺑﺮﺧﯥ‬ ‫‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﻧ‪‬ﻪ ﻛ‪‬ﻱ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺩ ﻛﺎﺑﻞ ﭘﻮﻫﻨﺘﻮﻥ ﭘﻪ ﻛﻮﻡ ‪‬ﺎﻯ ﻛﯥ ﺩﻯ؟‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ﺩﻏﻮ ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﺗﻪ ﻳﻮ ﻳﻮ ﻣﺜﺎﻝ‬
‫ﻟﻴﻜﻮאﻝ ﭼﺎﺗﻪ ﻭﻳﻠﻰ ﺷﻮ؟‬ ‫ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﯤ ﻭﻟﻴﻜﻲ )ﻭﺍﻟﻰ‪ ،‬ﻳﻮ‪ ،‬ﺟﻦ‪،‬‬
‫ﭘﻪ ﺭﻧ‪‬ﻮﺭ ﻛﯥ ﺩ ﻟﻴﻮﻧﺘﻮﺏ ﻧ‪‬ﯥ ‪‬ﺍﻛﺘﺮ ﻣﻌﻠﻮﻡ ﻭﻟﻰ ﺷﻲ‪.‬‬ ‫ﻏﻢ‪ ،‬ﺗﻴﺎ‪ ،‬ﻭ‪ ،‬ﻭאﻝ‪ ،‬ﻟﻴﻚ‪ ،‬ﺗﻮﺏ‪ ،‬ﻟﻴﻮﻥ‪ ،‬ﺗﻮﺏ‪ ،‬ﻪ(‬

‫‪٢٠٩‬‬
 ‫ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻭﺭﻭﺳﺘﺎ‪‬ﯤ )‪ (١٣٩ -١٣٨‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ﻟﻮﺳﺘﻠﻮ ﺍﻭ‬
‫ﻟﻴﻜﻠﻮ ﻛﯥ ﻳﯥ ﺳﻢ ﻛﺎﺭﻭﻝ ﺩﻱ‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻟﻴﻚ ﻭאﻝ‪ ،‬ﭘ‪‬ﺘﻮﺍﻟﻰ‪ ،‬ﻏﻤﺠﻦ‪ ،‬ﺳﺘ‪‬ﻳﺘﻮﺏ‪ ،‬ﺍ‪‬ﺗﻴﺎ‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ ﺍﻭ‬
‫ﻟﻴﻜﻠﻲ ﺩ ﻛﻠﻤﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ )‪ (٦٩‬ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﻩ )ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﻛﺎﺭﻭﻧﻪ( ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ‪ ،‬ﻣﺨﻜ‪‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﯥ‪ ،‬ﺩ ‪‬ﻮﻟ‪‬ﻲ ﻟﻪ ﻧﻮﺭﻭ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﺳﺮﻩ ﺩﯤ ‪‬ﻮﻭﻧﻴﺰﯤ ﻣﺮﺳﺘﯥ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﺩ ﭘﺎﺭﻩ ﺩﯤ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ )‪ (۶۹‬ﻟﻮﺳﺖ ﺩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﺩ ﺍﺭﺯ‪‬ﺖ‬
‫ﭘﻪ ﺑﺎﺏ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪ ،‬ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮ ﻳﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﭘﻪ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺍﻣﻼ ﻳﯥ ﺗﻮ‪‬ﻪ ﻳﻮ ﺑﻞ ﺗﻪ ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ ﺍﻣﻼ ﻭﻩ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﻭﺍﻳﯥ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺩ ﻳﻮ ﺍﻭ ﺑﻞ ﺗﯧﺮﻭﺗﻨﯥ ﺳﻤﯥ‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ‪‬ﺎﻧﺘﻪ ﺩ ﻣﻌﻠﻮﻣﻴﺪﻭ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫ﻛ‪‬ﻱ‪ ،‬ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﻛﻠﻤﻮ ﻛﯥ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ )ﻧﺎ ﺧﭙﻠﻮﺍﻛﯥ(‬
‫ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﻠﻤﯥ ﭘﻪ ﻧ‪‬ﻪ ﻛ‪‬ﻱ‪:‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﻭﻣﺮﻩ ﭘﻮﻫﻪ ﻟﺮﻱ ﭼﯥ ﺧﭙﻞ ﻣﻠ‪‬ﺮﻱ ﺩ‬ ‫ﺳﭙﻴﻦ ﻭﺍﻟﻰ ﺳﺘ‪‬ﺗﻴﺎ ﻣﺸﺮﺗﻮﺏ ﻣﺎ‪‬ﻲ ﺟﻦ ﺳﻮﺑﻤﻦ‬
‫ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﭘﻪ ﻣﻌﻨﺎ ﭘﻮﻩ ﻛ‪‬ﻱ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﻣﺘﻦ ﺳﺮﻟﻴﻚ ﺗﻪ ﺩ ﺯﺩﻩ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﺩ ﺳﻤﻮ ﻟﻮﺳﺘﻠﻮ ﺍﻭ ﺳﻤﻮ‬ ‫ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺭﺍﻭ‪‬ﺮ‪‬ﻮﻱ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‬
‫ﻟﻴﻜﻠﻮ ﻣﻬﺎﺭﺕ ﻟﺮﻱ؟‬ ‫ﺑﻴﺎ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ﺫﻫﻦ ﻛﯥ ﺩ ﻟﻮﺳﺖ ﺩ ‪‬ﻮ ﺯﺩﻩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ )‪ (۷۰‬ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪،‬‬
‫ﻛ‪‬ﻭ ﭘﻪ ﻫﻜﻠﻪ ﺧﻮ‪‬ﯥ ﻟﻴﺪﻝ ﻛﻴ‪‬ﻱ؟‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺎﺕ ﺩﯤ ﭘﻜﯥ ﻣﻌﻨﺎ ﻛ‪‬ﻱ‪ ،‬ﺩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬ ‫ﺟﻤﻠﻮ ﺟﻮ‪‬ﺖ ﺩﯤ ﻭﺭﻭ‪‬ﻴﯥ‪ ،‬ﺑﻴﺎ ﺩﯤ ﭘﻪ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺫﻛﺮ‬
‫ﻟﻮﺳﺘﻮﻧﻜﻲ‪ ،‬ﻟﻴﻜﻮﻧﻜﻲ ﺭﻭﺯﻱ ﺍﻭ ﭘﻪ ﭘﻮﻫﻪ ﻳﯥ ﺳﻤﺒﺎﻟﻪ ﻭﻱ‪.‬‬ ‫ﺷﻮﻱ ﻟﻮﺳﺖ ﺗﻜﺮﺍﺭ ﺍﻭ ﺩ ﻭﺭﻭﺳﺘﺎ‪‬ﻭ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﻏﻮ‪‬ﺘﻨﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩﯤ ﻭﺭ‪‬ﺨﻪ ﻭﻛ‪‬ﻱ ﺗﺮ ‪‬ﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﯤ ﺗﻪ ﭼﻤﺘﻮ ﺷﻲ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﺨﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﺩﻏﻪ ﻭﺭﻭﺳﺘﺎ‪‬ﻱ )ﻣﻦ‪ ،‬ﺗﻴﺎ‪،‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻭﺍﻟﻰ‪ ،‬ﻭאﻝ‪ ،‬ﺗﻮﺏ( ﭘﻪ ﻛﻠﯧﻤﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪:‬‬ ‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩ ﻧﻮﻱ‬
‫)ﻣﻦ‪ ،‬ﺗﻴﺎ‪ ،‬ﻭﺍﻟﻰ‪ ،‬ﻭאﻝ‪ ،‬ﺗﻮﺏ(‬ ‫ﻟﻮﺳﺖ ﻣﺘﻦ ﺗﻜﺮﺍﺭ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ ﻳﯥ ﻭﺍﻭﺭﻭﻱ‪.‬‬

‫‪٢١٠‬‬
 ‫ﻳﻮ ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺨﺘﺎ‪‬ﯤ )‪ (١٤١ -١٤٠‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺨﺘﺎ‪‬ﻭ ﭘﯧﮋﻧﺪﻝ‪ ،‬ﺩ ﻣﺨﺘﺎ‪‬ﻭ ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ‬
‫ﺍﻭ ﭘﻪ ﻟﻴﻜﻨﻮ ﺍﻭ ﻟﻮﺳﺘﻨﻮ ﻛﯥ ﺩ ﻫﻐﻮ ﺳﻤﻪ ﻛﺎﺭﻭﻧﻪ ﺩﻩ‪) .‬ﻟﻮﻣ‪‬ﻧ‪‬‬
‫ﺩﻭﯤ ﮐﺮ‪‬ﯥ(‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻣﻮﺧﻪ )ﻫﺪﻑ ﻭ ﻣﻘﺼﺪ(‪ ،‬ﺗﺎ‪‬ﻱ )ﻭﻧﺪﻭﻧﻪ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ‪‬ﺎﮐﻠﻮ ﮐﻠﻤﻮ ﮐﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ )‪ (۷۰‬ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﻩ )ﺩ ﺭﻭﺳﺘﺎ‪‬ﻭ ﮐﺎﺭﻭﻝ( ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ‪ ،‬ﺯﯾﺎﺭ‬
‫ﺍﻳﺴﺘﻮﻧﻜﻰ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻲ ﺩ ﻧﻮﺭﻭ ﺩ ﭘﺎﺭﻩ ﺩﯤ ﺩ‬
‫ﺯﺩﻩ ﮐ‪‬ﯤ ﻻﺭﯼ ﻭ‪‬ﯿﻲ‪ ،‬ﺩ ﺧﭙﻞ ‪‬ﺍ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯼ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﭘﻪ ‪‬ﻟﻮ ﻭﻭﯾﺸﻲ‪ :‬ﻟﻮﻣ‪‬ﯤ ‪‬ﻟﻪ ﺩﯤ ﯾﻮ ﯾﻮ ﺗﻦ ﺩ ﻣﺨﺘﺎ‪‬ﻭ ﺩ ﺩﻧﺪﯤ‬
‫ﺑﻪ ﻫﮑﻠﻪ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﮐ‪‬ﯼ‪ ،‬ﺩﻭﯾﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﯾﻮ ﯾﻮ ﮐﺲ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫‪‬ﻮ ﻣﺨﺘﺎ‪‬ﻭ ﻧﻮﻣﻮﻧﻪ ﻭﺍﺧﻠﻲ‪ ،‬ﺩﺭﯾﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﮐﯥ ﺩ ﮐﺎﺭﺗﻮﻧﻮ ﻟﻴﻜﻠﻲ ﮐﻠﻤﯥ ﯾﻮ ﺑﻞ ﺗﻪ ﺩ ﺍﻣﻼ ﭘﻪ ‪‬ﻮ‪‬ﻪ ﻭﻩ‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺍﯾﯥ‪ ،‬ﺑﯿﺎﺩﯤ ﺧﭙﻠﯥ ﺗﯿﺮﻭﺗﻨﯥ ﺩ ﯾﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺳﻤﯥ ﮐ‪‬ﯼ‪.‬‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺩﯤ ﭘﻮﻫﻪ ﻟﺮﯼ ﭼﯥ ﻣﺨﺘﺎ‪‬ﻱ ﺑﻪ‬ ‫‪‬ﻮﻭﻧﮑﯽ ﺩﯤ ﺩ ﻧﻮﻱ )‪ (۷۱‬ﻟﻮﺳﺖ ﺳﺮﻟﯿﮏ ﺗﻪ ﺩ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬
‫ﻛﻠﻤﻮ ﻛﯥ ﻭﭘﯧﮋﻧﻲ؟‬ ‫ﭘﺎﻡ ﺭﺍﻭﺍ‪‬ﻭﯼ‪ ،‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﯤ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﮐ‪‬ﯼ‪ ،‬ﺑﯿﺎﺩﯤ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﺍ ﻣﻬﺎﺭﺕ ‪‬ﻮﻭﻟﯽ ﺷﯽ ﭼﯥ ‪‬ﻮ‬ ‫‪‬ﻮﻭﻧﮑﯽ ﭘﺮﯼ ﻭﻏ‪‬ﯾ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﯤ ﭘﻮﻩ ﮐ‪‬ﯼ‪.‬‬
‫ﻣﺨﺘﺎ‪‬ﯼ ﺑﻪ ﺳﻢ ﺷﮑﻞ ﻭﻟﯿﮑﯽ‪.‬‬ ‫‪ -‬ﻮﻭﻧﮑﯽ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻣﺘﻦ ﺩ ﮐﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﻟﻮ‪‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺿﺮﻭﺭ‬ ‫ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺩ ﺟﻮ‪‬ﻭﻟﻮ‬
‫ﻭ‪‬ﻨﻠﻪ ﭼﯥ ﻣﺨﺘﺎ‪‬ﻱ ﻟﻪ ﭘﻮﺭﻩ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺗﻮﭘﯧﺮ ﻛ‪‬ﻱ‪.‬‬ ‫ﻻﺭ ﺩﯤ ﻭﺭ ﭘﻪ ‪‬ﻮﺗﻪ ﮐ‪‬ﻱ‪ ،‬ﺑﯿﺎﺩﯤ ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺍ‪‬ﻭﻧﺪ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻴﻜﻠﻮ ﭘﻮﻫﻪ ﺗﺮ‬ ‫ﻟﻮﺳﺖ ﺗﮑﺮﺍﺭ ﮐ‪‬ﯼ‪.‬‬
‫ﻻﺳﻪ ﻛ‪‬ﻱ ﺩﻩ ﭼﯥ ﻣﺨﺘﺎ‪‬ﻯ ﻭﭘﻴﮋﻧﻲ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﭘﻪ ﺩﻏﻮ ﺟﻤﻠﻮ ﮐﯥ ﺩﯤ ﻣﺨﺘﺎ‪‬ﯤ ‪‬ﻮﻭﻟﻰ ﺷﯽ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻨ‪‬ﻪ ﺩﺍﺳﯥ ﻛﻠﻤﯥ‬ ‫‪ -۱‬ﻧﺎﭘﻮﻩ ﺳ‪‬ﯼ ﻟﮑﻪ ‪‬ﻭﻧﺪ ﺩﺍﺳﯥ ﺩﯼ‪.‬‬
‫ﻭﻟﻴﻜﻲ ﭼﯥ ﻣﺨﺘﺎ‪‬ﻱ ﻭﻟﺮﻱ‪.‬‬ ‫‪ -۲‬ﺑﯥ ‪‬ﺎﯾﻪ ﺧﺒﺮﯤ ﮐﻮﻝ ‪‬ﻪ ﮐﺎﺭ ﻧﻪ ﺩ‪.‬‬
‫‪ -۳‬ﺍﺣﻤﺪ ﺑﺎ ﺍﺩﺏ ﻫﻠﮏ ﺩﯼ‪.‬‬
‫‪ -۴‬ﻫﻤﻔﮑﺮﻩ ﻣﻠ‪‬ﺮﻯ ‪‬ﻪ ﻭﯼ‪.‬‬

‫‪٢١١‬‬
 ‫ﻳﻮ ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺨﺘﺎ‪‬ﯤ )‪ (١٤١ -١٤٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ ﺩ ﻣﺨﺘﺎ‪‬ﻭ ﭘﯧﮋﻧﺪﻝ‪ ،‬ﺩ ﻣﺨﺘﺎ‪‬ﻭ ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ‬
‫ﭘﻪ ﻟﻴﻜﻨﻮ ﺍﻭ ﻟﻮﺳﺘﻨﻮ ﻛﯥ ﺩ ﻫﻐﻮ ﺳﻤﻪ ﻛﺎﺭﻭﻧﻪ ﺩﻩ‪) .‬ﻣﻨ‪‬ﻨ‪‬‬
‫ﺩﻭﯤ ﮐﺮ‪‬ﯽ(‬
‫ﻟﻐﺘﻮﻧﻪ‪) :‬ﻧﺎﺑﻴﻨﺎ‪ ،‬ﺑﯥ ﻓﻜﺮﻩ‪ ،‬ﺑﺎ ﺍﺩﺏ‪ ،‬ﻫﻢ ﻛﺎﺭ‪ ،‬ﺑﺪﻟﻮﻥ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫‪‬ﺎﮐﻠﻮ ﮐﻠﻤﻮ ﮐﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﻴﺮ )‪ (۷۰‬ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪‬‬
‫ﺩﻧﺪﻩ )ﺩ ﻭ‪‬ﻭﺳﺘﺎ‪‬ﻭ ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ ﻟﻴﻜﻞ( ﺗﺮ ﻛﺘﻨﯥ ﻻﻧﺪﯤ‬
‫ﻭﻧﻴﺴﻲ‪ ،‬ﺯﯾﺎﺭﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﻫ‪‬ﻮﻝ ﺷﻲ ﭼﯥ ﻟﻪ‬
‫ﻧﻮﺭﻭ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ ﺩ ﺧﭙﻞ ‪‬ﺁﺩ ﺍﻭ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺩ‬
‫‪‬ﻮﻟ‪‬ﻲ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻮ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻳﻮ ﻳﻮ ﺗﻦ ﺩ )ﻧﺎ‪ ،‬ﺑﯥ‪ ،‬ﺑﺎ‪،‬ﻫﻢ( ﻧﺎﺧﭙﻠﻮﺍﻛﯥ ﻟﻪ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬ ‫ﺧﭙﻠﻮﺍﻛﻮ ﻛﻠﻤﻮ ﺳﺮﻩ ﻭﻧ‪‬ﻠﻮﻱ‪ ،‬ﺩﻭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮ ﻳﻮ ﺯﺩﻩ‬
‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻛﻮﻭﻧﻜﻰ ﺩ ﻣﺨﺘﺎ‪‬ﻱ ﻛﻠﻤﯥ ﭘﻪ ﻳﺎﺩ ﭘﻪ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻭﺍﻳﻲ ﺍﻭ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻣﺨﺘﺎ‪‬ﻭ ﺩ ﻛﺎﺭﻭﻟﻮ ﭘﻮﻫﻪ ﺗﺮﻻﺳﻪ ﻛ‪‬ﻱ ﺩﻩ؟‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻣﺨﺘﺎ‪‬ﻱ ﻟﺮﻭﻧﻜﻲ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻣﺨﺘﺎ‪‬ﻱ ﻟﺮﻭﻧﻜﯥ ﻛﻠﻤﯥ ﻟﻮﺳﺘﻠﻲ ﺍﻭ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﺎﻡ ﺩ ﻧﻮﻱ )‪ (۷۱‬ﻟﻮﺳﺖ ﻣﺘﻦ‬
‫ﻟﻴﻜﻠﻲ ﺷﻲ؟‬ ‫ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ‪ ،‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺧﺒﺮﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺫﻫﻦ ﺩﺍ ﻭﻣﻨﻠﻪ ﭼﯥ ﺩ ﻣﺨﺘﺎ‪‬ﻭ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺑﺸﭙ‪‬ﻩ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﭘﯧﮋﻧﺪﻝ ﺣﺘﻤﻰ ﺧﺒﺮﻩ ﺩﻩ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ )‪ (۷۱‬ﻟﻮﺳﺖ ﻣﺘﻦ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‪ ،‬ﻟﻮﺳﺘﻞ‪ ،‬ﻟﻴﻜﻞ‪ ،‬ﺩ ﻣﺨﺘﻠﻔﻮ‬ ‫ﭘﻪ ﻟﻮ‪ ‬ﺍﻭ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﻭﻟﻮﻟﻲ‪ ،‬ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ ﺍﻭ ﺩ ﺟﻤﻠﻮ ﺟﻮ‪‬ﻭﻟﻮ‬
‫ﻛﻠﻤﻮ ﭘﯧﮋﻧﺪﻝ ﺍﻭ ﺩ ﻫﻐﻮ ﻛﺎﺭﻭﻝ ﻳﯥ ﺯﺩﻩ ﻛ‪‬ﻝ؟‬ ‫ﻻﺭ ﺩﯤ ﻭﺭﻭ‪‬ﻴﯥ ﺑﻴﺎ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺩﻏﻮ ﺟﻤﻠﻮ ﻛﯥ ﺩ ﻣﺨﺘﺎﯤ ﻛﻠﻤﯥ ﺭﺍ ﭘﻪ ‪‬ﻮﺗﻪ‬ ‫‪ -‬ﺩﻭﻩ ﺩﻭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺩ ﻣﺨﺘﺎ‪‬ﻭ‬
‫ﺍﻭ ﺑﻴﺎ ﺩﯤ ﻫﻐﻪ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪:‬‬ ‫ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ ﭘﻪ ﻟﻴﻜﻠﻮ ﭘﻴﻞ ﻭﻛ‪‬ﻱ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ﺩ ﻳﻮ ﺍﻭ ﺑﻞ ﺗﻴﺮﻭﺗﻨﯥ‬
‫‪ -۱‬ﺗﻮﺭﻳﺎﻟﻰ ﺑﺎ ﺍﺩﺏ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩﻯ‪.‬‬ ‫ﺳﻤﯥ ﻛ‪‬ﻱ ﺍﻭ ﭘﻪ ﻣﻠ‪‬ﺮﺗﻴﺎ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۲‬ﻣﺤﻤﻮﺩ ﻧﺎ ﺗﻮﺍﻥ ﺩﻯ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻧﺎﺧﭙﻠﻮﺍﻛﻰ ﻟﻴﻜﻠﻰ ﻛﻠﻤﯥ‬
‫‪ -۳‬ﺍﻧﻮﺭ ﺑﯥ ﻭﺍﻙ ﺩﻯ‪.‬‬ ‫)ﻧﺎ‪ ،‬ﺑﯥ‪ ،‬ﺑﺎ‪ ،‬ﻫﻢ( ﭘﻪ ﻣﻴﺰ ﻭﺍﭼﻮﻱ ﻳﻮ ﻳﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ‬
‫‪ -۴‬ﺷﺮﻳﻒ ﺯﻣﺎ ﻫﻤﻔﻜﺮﻩ ﺍﻭ ﺯﻣﺎ ﻫﻤﺨﻳﺎﻝ ﺩﻯ‪.‬‬ ‫ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﻫﻐﻪ ﺩﯤ ﭘﻪ ﻛﻠﻤﻮ ﻛﯥ ﻭﻛﺎﺭﻭﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ‬
‫‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﻭﺍﻳﻲ‪.‬‬

‫‪٢١٢‬‬
 ‫ﻳﻮ ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻣﺨﺘﺎ‪‬ﯤ )‪ (١٤١ -١٤٠‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻣﺨﺘﺎ‪‬ﻭ ﭘﯧﮋﻧﺪﻝ‪ ،‬ﺩ ﻣﺨﺘﺎ‪‬ﻭ ﻟﺮﻭﻧﻜﻮ ﻛﻠﻤﻮ ﭘﻴﮋﻧﺪﻝ‬
‫ﺍﻭ ﭘﻪ ﻟﻴﻜﻨﻮ ﺍﻭ ﻟﻮﺳﺘﻨﻮ ﻛﯥ ﺩ ﻫﻐﻮ ﺳﻤﻪ ﻛﺎﺭﻭﻧﻪ ﺩﻩ‪) .‬ﺁﺧﺮﻧ‪‬‬
‫ﺩﺭﯤ ﮐﺮ‪‬ﯽ(‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻧﺎﭘﻮﻩ )ﺑﯥ ﭘﻮﻫﯥ(‪ ،‬ﻭﻧﺪ )ﻧﺎ ﺑﻴﻨﺎ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫‪‬ﺎﮐﻠﻮ ﮐﻠﻤﻮ ﮐﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺗﯧﺮ )‪(۷۰‬‬

‫ﻟﻮﺳﺖ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻣﺨﺘﺎ‪‬ﻭ ﭘﻪ ﻛﻠﻤﻮ ﻛﯥ ﻛﺎﺭﻭﻝ( ﺗﺮ‬
‫ﻛﺘﻨﯥ ﺗﯧﺮﻩ ﻛ‪‬ﻱ ﺯﻳﺎﺭ ﻛ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺳﺘﺎﻳﻞ ﺷﻲ ﻟﻪ‬
‫ﻧﻮﺭﻭ ﺳﺮﻩ ﺩﯤ ‪‬ﻮﻭﻧﻴﺰﯤ ﻣﺮﺳﺘﯥ ﻭﺷﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻧﻮﻱ )‪ (۷۱‬ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﺗﻪ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ‬
‫ﭘﺎﻡ ﻭﺍ‪‬ﻭﻱ ﺗﺮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻫﻐﻮ ﺧﺒﺮﻱ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ‬
‫‪‬ﻮﻭﻧﻜﻰ ﭘﺮﺍﺧﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ ﻟﻪ ﻫﻐﻪ ﻭﺭﻭﺳﺘﻪ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﻏﻮ ﺟﻤﻠﻮ ﻛﯥ ﻣﺨﺘﺎ‪‬ﯤ ﭘﻴﺪﺍ‬ ‫ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺳﺮﻟﻴﻚ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﭘﻪ ﻫﺮ ﺍ‪‬ﺧﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩﯤ‬
‫ﻛﻮﻟﻰ ﺷﻲ ﺍﻭ ﻫﻐﻪ ﻟﻴﻜﻠﻰ ﺍﻭ ﻟﻮﺳﺘﻠﻰ ﺷﻲ؟‬ ‫‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﭘﺮﻯ ﻭﻛ‪‬ﻱ ﻟﻮﺳﺖ ﺩﯤ ﻭﻟﻮﻟﻲ ﻟﻐﺘﻮﻧﻪ ﺩﯤ ﻣﻌﻨﺎ‬
‫‪ -۱‬ﺍﺳﺪ ﺑﯥ ﻛﻮﺭﻩ ﺩﻯ‪.‬‬ ‫ﻛ‪‬ﻱ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﺩ ﻣﺨﺘﺎ‪‬ﻭ ‪‬ﺎﻳﻮﻧﻪ ﻭ‪‬ﻴﯥ ﺑﻴﺎ ﺩﯤ ﻫﻤﺪﺍ‬
‫‪ -۲‬ﺳﺘﺎﺭ ﻧﺎﺭﻭﻍ ﺩﻯ‪.‬‬ ‫ﻟﻮﺳﺖ ﭘﻪ ‪‬ﻮ ‪‬ﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺗﻜﺮﺍﺭ ﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﻫﻤ‪‬ﻮﻟﻰ ﺩ ﻭﺭﻭ ﭘﻪ ﺷﺎﻥ ‪‬ﺮﺍﻥ ﻭﻱ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺧﻮ‪‬ﯥ ‪‬ﻜﺎﺭﻩ ﻛ‪‬ﻩ ﭼﯥ ﭘﻪ ﺩﺭﺱ‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻛﺎﺭﺗﻮﻧﻮ ‪‬ﺎﻛﻠﯥ ﻛﻠﻤﯥ )ﻫﻤﻜﺎﺭ‪ ،‬ﻧﺎﻭ‪‬ﻩ‪ ،‬ﺑﻰ‬
‫ﻭﭘﻮﻫﯧﺪﻝ ﺍﻭ ﭘﻪ ﭘﺎﻳﻠﻪ ﻛﯥ ﻳﯥ ﻣﺨﺘﺎ‪‬ﻱ ﻟﻪ ﻧﻮﺭﻭ ﻛﻠﻤﻮ ‪‬ﺨﻪ‬ ‫ﻓﻜﺮﻩ‪ ،‬ﻧﺎﭘﻮﻩ‪ ،‬ﺑﯥ ﻛﺎﺭﻩ‪ ،‬ﺑﺎﺍﺩﺏ( ﭘﻪ ﻣﻴﺰ ﻭﺍﭼﻮﻱ ﻳﻮ ﻳﻮ ﺯﺩﻩ‬
‫ﺗﻮﭘﻴﺮ ﻛ‪‬ﻝ؟‬ ‫ﻛﻮﻭﻧﻜﻰ ﺩﯤ ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﻣﺨﺘﺎ‪‬ﻱ ﺩﯤ ﭘﻪ ﻛﯥ ﻭ‪‬ﻴﻲ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺩ ﻫﺮ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﺩﺍﺩﻯ ﭼﯥ ﺯﺩﻩ‬ ‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬
‫ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﻟﻮﺳﺘﻠﻮ‪ ،‬ﻟﻴﻜﻠﻮ ﭘﻮﻫﻮﻱ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻮﻫﻪ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻟﻪ ﺩﻏﻮ ﻣﺨﺘﺎ‪‬ﻭ ‪‬ﺨﻪ‬ ‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﻣﺨﺘﺎ‪‬ﯤ ﻛﻮﻣﯥ ﻛﻠﻤﯥ‬
‫)ﻫﻢ‪ ،‬ﺑﯥ‪ ،‬ﻧﺎ‪ ،‬ﺑﺎ( ﺟﻤﻠﯥ ﺟﻮ‪‬ﻱ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﯤ؟‬

‫‪٢١٣‬‬
 ‫ﺩﻭﻩ ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﻪ )‪ (١٤٣ -١٤٢‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﺍﻭ ﺟﻤﻠﻮ ﭘﻪ ﺗﻮﭘﻴﺮﻭﻧﻮ‬
‫ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪:‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫‪‬ﺎﮐﻠﻮ ﮐﻠﻤﻮ ﮐﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﭘﻪ ﻛﻠﻤﻮ ﻛﯥ ﺩ‬
‫ﺭﻭﺳﺘﺎ‪‬ﻭ ﺭﺍﻭ‪‬ﻝ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ﻭ‪ ‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭ‪‬ﺎﻛﻲ‬
‫ﭼﯥ ﺩ ﻧﻮﺭﻭ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨ‪ ‬ﻳﯥ ﺳﻤﯥ ﻛ‪‬ﻱ ﺩ‬
‫ﺩﻭﻯ ﻟﻪ ﻫﺮ ﻓﻌﺎﻟﻴﺖ ﺍﻭ ﺯﻳﺎﺭﺍﻳﺴﺘﻠﻮ ‪‬ﺨﻪ ﺩﯤ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﺍﺳﯥ‬
‫ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ )ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺑﺮﺧﯥ ﭘﻪ ﻛﯥ‬
‫‪‬ﺮ‪‬ﻨﺪﯤ ﺷﻲ ﺍﻭ ﻫﻢ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻟﻪ ﭘﺎﺭﻩ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ‬
‫ﺩﻱ ﺍﻭ ﻟﻪ ﭘﻮﻫﯥ ﺳﺮﻩ ﻳﯥ ﺑﺮﺍﺑﺮﻯ ﻭﻱ ﺍﻭ ﺩ ﺩﻏﻪ ﻓﻌﺎﻟﻴﺖ ﺩ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﺗﺮﺳﺮﻩ ﻛﻴﺪﻭ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﺍﻭ ﻣﻄﻠﺐ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﻳﻮ ﺑﻞ ﺗﻪ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻩ ﻭﺍﻳﻲ ﺍﻭ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮ ﺑﻞ ﺗﻪ ‪‬ﻮ ﻛﻠﻤﯥ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ﭼﯥ ﭘﻪ ﺗﺨﺘﯥ ﻳﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺳﺮﻩ ﺍﻭﺍﺭﻱ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻫﻐﻪ ﻛﻠﻤﯥ ﭘﻪ ﺟﻤﻠﻮ ﻛﯥ ﻭﻛﺎﺭﻩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﻟﻴﻜﻠﻲ ﻛﻠﻤﯥ ﭼﯥ ‪‬ﻮﻭﻧﻜﻲ‬ ‫ﻭﻱ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﺨﻜﯥ ﻟﻪ ﻣﺨﻜﯥ ﭼﻤﺘﻮ ﻛ‪‬ﻱ ﺩﻱ ﻭ‪‬ﻴﻲ ﺍﻭ ﻋﺒﺎﺭﺗﻮﻧﻪ ﺩﯤ ﻭﺭ‪‬ﺨﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ﻭ‪‬ﺗﻴﺎ‪ ،‬ﭘﻪ ‪‬ﻳﺮﻩ ‪‬ﻪ ‪‬ﻮ‪‬ﻪ ﻭﺳﺘﺎﻳﻲ ﺍﻭ‬
‫ﻭ‪‬ﺎﻛﯥ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻧﻮﺭﻭ ﺗﻪ ﺩﯤ ﻟﻪ ﻫﻐﻮ ﻓﻌﺎﻟﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ‬
‫ﻧﺮﻳﻨﻪ ﭘﻪ ﻫﺮ ﺍﻭ‪‬ﻪ ﻛ‪‬ﻩ ﺯﺩﻩ ﺩ ﻋﻠﻢ ﺩﻩ ﻓﺮﺽ‬ ‫ﭼﯥ ﭘﻪ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﻛﯥ ﺯﻳﺎﺗﻪ ﻭﻧ‪‬ﻩ ﺍﺧﻠﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﻰ‪،‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ‪‬ﯥ ﻫ‪‬ﻮﻧﯥ ﺍﻭ ﻧﻮﻱ ﺩﺭﺱ ﺗﻪ ﺩ ﭘﺎﻣﻠﺮﻧﯥ ﻟﻪ‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ‪‬ﻮ‬ ‫ﭘﺎﺭﻩ ﭘﻮ‪‬ﺘﻨﻪ ﻭﻛ‪‬ﻱ ﺗﺎﺳﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ )ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﻪ(‬
‫ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ‪‬ﻪ ﺍﺭﺯﻭﻧﻪ ﺗﺮﺳﺮﻩ ﺷﻲ‪.‬‬ ‫ﺍﻭﺭﯦﺪﻟﻰ ﺍﻭ ﭘﯧﮋﻧﯥ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﻪ ﻭﭘﯧﮋﻧﺪﻟﻪ؟‬ ‫ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻣﻌﻠﻮﻣﺎﺕ ﺩﯤ ﭘﻪ ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﻭﺍﻭﺭﻱ‪ ،‬ﻪ ﺍﻭ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺟﻤﻠﻪ ﺍﻭ ﻋﺒﺎﺭﺕ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﺳﻢ ‪‬ﻜﻲ ﻣﻮﺿﻮﻋﺎﺕ ﺩﯤ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺩ‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺟﻤﻠﻰ ﺍﻭ ﻋﺒﺎﺭﺗﻮﻧﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ‬ ‫ﻣﻌﻠﻮﻣﺎﺗﻮ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺩﺍ ‪‬ﻜﻰ ﺩﯤ ﻭﺭﺗﻪ ﻭ‪‬ﻴﯥ ﭼﯥ ﻟ‪ ‬ﻟ‪‬‬
‫ﺩ ﺧﭙﻠﻮ ﺳﺘﻮﻧﺰﻭ ﺩ ﻟﺮﻱ ﻛﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩ ‪‬ﺍ‪ ‬ﺍﺣﺴﺎﺱ ﻭﻛ‪‬؟‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻫﻢ ﭘﻪ ﭘﺎﻯ ﻛﯥ ‪‬ﯦﺮﻳ‪‬ﻱ ﺍﻭ ﻟﻪ ﺗﺎﺳﻮ ‪‬ﺨﻪ ﻟﻮﻯ ﻟﻮﻯ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫ﻋﺎﻟﻤﺎﻥ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍ‪‬ﻲ ﺑﻴﺎ ﺩﯤ ﻭﺭﺗﻪ ﭘﻪ ﺧﭙﻠﻪ ﻫﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ )ﻧﻮﻯ ﻟﻮﺳﺖ( ﭘﻪ ﺗﺨﺘﻰ ﻭﻟﻴﻜﻲ ﭘﻪ ﻣﻨﺎﺳﺐ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﻪ ﻭﭘﻴﮋﻧﺪﻟﻪ‪.‬‬ ‫ﺁﻭﺍﺯ ﺳﺮﻩ ﺩﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬ ‫ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺍﻭ ﭘﻪ‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻣﻄﻠﺐ ﺩﯤ ﻫﻢ ‪‬ﺮ‪‬ﻨﺪﻭﻧﯥ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٢١٤‬‬
 ‫ﺩﻭﻩ ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﻪ )‪ (١٤٣ -١٤٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﺍﻭ ﺟﻤﻠﻮ ﭘﻪ ﺗﻮﭘﻴﺮﻭﻧﻮ ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪:‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭﻭﻧﻪ‪ ،‬ﺩ‬
‫‪‬ﺎﮐﻠﻮ ﮐﻠﻤﻮ ﮐﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ :‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪‬‬

‫ﺩﻧﺪﻩ )ﺩ ﻟﻮﻣ‪ ‬ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﭘﻪ ﭘﻮﺭﻩ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪،‬‬
‫ﻫﻐﻮ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭼﯥ ﭘﻪ ﻟﻴﻜﻨﻪ ﻛﯥ ﭘﺎﻣﺮﻧﻪ ﺍﻭ ﻏﻮﺭ ﻛ‪‬ﻯ ﺩﻯ‬
‫ﻫﻐﻪ ﺩﯤ ﻧﻮﺭﻭ ﺗﻪ ﻭﺭﻭﭘﻴﮋﻧﯥ ﻟﻪ ﻫﻐﻮ ‪‬ﺨﻪ ‪‬ﻪ ﻳﺎﺩﻭﻧﻪ ﻭﻛ‪‬ﻱ‬
‫ﭼﯥ ﺩ ﻧﻮﺭﻭ ﺩ ﻫ‪‬ﻮﻧﯥ ﺍﻭ ﺗﺸﻮﻳﻖ ﺳﺒﺐ ﺷﻲ ﭘﻪ ﭘﺎﻯ ﻛﯥ ﺩﯤ‬
‫ﺩﻭﻯ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻪ ﻭﺭﻭﺭ‪ ‬ﺍﻭ ﻣﻠ‪‬ﺮﺗﻮﺏ ﺳﺮﻩ‬
‫ﺩ ﻳﻮ ﺑﻞ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺳﻤﻪ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﻟﻮﺳﺖ ﻟﻪ‬
‫ﺑﯧﻼ ﺑﯧﻠﻮ ﺑﺮﺧﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﻟﻮﺳﺖ ﻭﺭﺗﻪ‬
‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬ ‫ﭘﻮﺭﻩ ﺗﻜﺮﺍﺭ ﺷﻲ ﺍﻭ ﺩﻭﻯ ﻳﯥ ﻟﻪ ‪‬ﻮﺍﺏ ﻭﺭﻛﻮﻟﻮ ﺳﺮﻩ ﻣﻴﻨﻪ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬ ‫ﻭ‪‬ﻴﻲ ‪‬ﻪ ‪‬ﻮﺍﺏ ﻭﺭﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﯤ ﻣﻨﻨﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﻪ‬
‫ﻣﺸﻮﺭﻩ ﺩﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﭘﺮﻣﺨﺘ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﺭﺗﻪ ﺯﻣﻴﻨﻪ ﺑﺮﺍﺑﺮﻩ ﻛ‪‬ﻱ ﺩ ‪‬ﯥ ﺍﺭﺯﻩ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻟﻮ ﻛﯥ ﺍﻣﻼ ﻛﺎﺭ ﻭﻛ‪‬ﻱ ﺍﻭ ﺩ‬ ‫ﻭﻧﯥ ﺍﻭ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻮ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﺧﭙﻠﻮ ﻏﻠﻄﻴﻮ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺁﻣﺎﺩﻩ ﺷﻮﻭ ﻛﺎﺭﺗﻮﻧﻮ ﻛﯥ ﺟﻤﻠﯥ ﺍﻭ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﻛﻠﻤﻪ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﺎﺗﯥ‬
‫ﻋﺒﺎﺭﺗﻮﻧﻪ ﺳﺮﻩ ﺑﻴﻞ ﻛ‪‬ﻱ‪.‬‬ ‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺗﻪ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﻛ‪‬ﻱ ﺩﺍ ﺩﻭﻩ ‪‬ﻟﻪ ﺩﯤ ﺩ ﺩﯤ‬
‫ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﻛﯥ ﺩﺭﺱ ﻭﺍﻳﻮ‬ ‫ﺯﻣﻮ‪ ‬ﻣﻠ‪‬ﺮﻯ ﺍﻳﻤﻞ ﺩﻯ‬ ‫ﺯﻣﺎ ﻛﺘﺎﺏ‬ ‫ﺳﻴﺎﻟ‪ ‬ﻳﻪ ﭘﺎﯤ ﻛﯥ ﺍﺭﺯﻳﺎﺏ ﺷﻲ ﭼﯥ ﻛﻮﻣﻰ ‪‬ﻟﻰ ‪‬ﻪ ﺍﻭ ﺯﻳﺎﺕ ‪‬ﻮﺍﺑﻮﻧﻪ‬
‫ﺯﻣﻮ‪ ‬ﻫﻴﻮﺍﺩ‬ ‫ﺯﻣﻮ‪ ‬ﻮﻟ‪‬ﻰ‬ ‫‪‬ﻮﻟ‪‬ﻰ ‪‬ﻪ ‪‬ﺎﻯ ﺩﻯ‬ ‫ﻭﻳﻠﻲ ﺩﻱ ﻫﻐﻪ ﺩﯤ ﻭ‪ ‬ﻭﺑﻠﻞ ﺷﻲ ﺍﻭ ﻧﻮﺭ ﺩﯤ ﻫﻢ ﺗﺸﻮﻳﻖ ﺷﻲ‪.‬‬
‫ﻟﺮﻏﻮﻧﻰ ﺗﺎﺭﻳﺦ ﻟﺮﻱ‬ ‫ﺯﻣﻮ‪ ‬ﺮﺍﻥ ﻫﻴﻮﺍﺩ ﺍﻓﻐﺎﻧﺴﺎﻥ‬ ‫‪‬ﺮﺍﻥ ﻫﻴﻮﺍﺩ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﺭﯤ ﻫ‪‬ﻮﻧﯥ ﺍﻭ ﭘﺮﻣﺨﺘ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺟﻤﻠﯥ ﺍﻭ ‪‬ﻮ ﻋﺒﺎﺭﺗﻮﻧﻪ ﻭﻭﺍﻳﻲ ﻟﻜﻪ ﺩ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ‪‬ﻮﻝ ﺧﻠﻚ ﭘﻪ‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺍﺭﺯﻭﻧﻰ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﻰ‪ ،‬ﻣﻬﺎﺭﺕ‪،‬‬ ‫ﺍﺑﻦ ﺳﻴﻨﺎ ﻭﻳﺎ‪‬ﻱ ﺯﻩ ﻧﻦ ﺧﭙﻞ ﻣﻜﺘﺐ ﺗﻪ ‪‬ﻢ ﻟﻪ ﺍﺣﻤﺪ ﺳﺮﻩ ﺯﻣﺎ‬
‫ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭﺭﻭﺭ ﻧﺎﺳﺖ ﻯ ﭘﻪ ﺩﯤ ﺟﻤﻠﻮ ﻛﯥ ﺩﯤ ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﻪ ﺳﺮﻩ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﻮ ﭘﻪ ﻣﻌﻨﺎ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺑﯧﻞ ﺍﻭ ﻭﺩﯤ ‪‬ﻴﻲ )ﺟﻤﻠﻪ ﺩﻭﯤ ﺍﺳﺎﺳﯥ ﺑﺮﺧﯥ ﻟﺮﻱ ﻟﻜﻪ ﻣﺒﺘﺪﺍ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﻋﺒﺎﺭﺗﻮﻧﻪ ﺍﻭ ﺟﻤﻠﯥ ﻟﻮﺳﺘﻠﻰ ﺍﻭ ﻟﻴﻜﻠﻰ ﺷﻲ؟‬ ‫ﻭ ﺧﺒﺮ( ﻋﺒﺎﺭﺕ ﻛﯥ ﺧﺒﺮ ﻧﺸﺘﻪ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﺍﻭ ﺟﻤﻠﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻟﻮ ﺳﺮﻩ ﭘﻪ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﺍﻭﺭﻱ ﺳﻢ ﺍﻭ‬
‫ﺩﯤ ﺑﺮﺧﻪ ﻛﯥ ﺧﭙﻠﯥ ﺳﺘﻮﻧ‪‬ﯥ ﻟﻪ ﻣﻨ‪‬ﻪ ﻭ‪‬ﻱ ﻭﺍﻳﯥ ﭼﯥ ﻋﺒﺎﺭﺕ‬ ‫ﻧﺎ ﺳﻢ ﺩﯤ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﺍﻭ ‪‬ﻴﺮﻛﻲ ﺩﯤ‬
‫ﭘﻮﺭﻩ ﻣﻄﻠﺐ ﻧﺸﻲ ﺍﺩﺍ ﻛﻮﻟﻲ ﺍﻭ ﺟﻤﻠﻪ ﭘﻮﺭﻩ ﻣﻄﻠﺐ ﺍﺩﺍ ﻛﻮﻟﻲ ﺷﻲ‪.‬‬ ‫ﻭﺳﺘﺎﻳﻲ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﻛ‪‬ﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﻣﻄﻠﺐ ﺍﻭ‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ‬
‫ﻣﻌﻨﺎ ﺑﺎﻧﺪﯤ ﻭﭘﻮﻫﯧﺪﻝ‪.‬‬ ‫ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ‪‬ﯥ ﺯﺩﻩ ﻛ‪‬ﻱ ﻟﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻨ‪‬ﻪ ﻋﺒﺎﺭﺗﻮﻧﻪ ﺍﻭ ﭘﻨ‪‬ﻪ‬ ‫ﭘﺎﺭﻩ ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻭﻟﻮﻟﻲ‪ ،‬ﺩ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻣﻄﻠﺐ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٢١٥‬‬
 ‫ﺩﻭﻩ ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﻪ )‪ (١٤٣ -١٤٢‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪ ،‬ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﺍﻭ ﺟﻤﻠﻮ ﭘﻪ ﺗﻮﭘﻴﺮﻭﻧﻮ‬
‫ﭘﻮﻫﻴﺪﻝ ﺩﻱ‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪:‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻟﻮﺳﺖ ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺩ‬
‫ﻋﺒﺎﺭﺗﻮﻧﻮ ﺍﻭ ﺟﻤﻠﻮ ﻛﺎﺭﺗﻮﻧﻪ‪.‬‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ‬
‫ﺍﻭ ﺟﻤﻠﻮ ﻟﻴﻜﻨﻪ( ﭘﻪ ﭘﻮﺭﻩ ﻏﻮﺭ ﺍﻭ ﺩﻗﺖ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ ‪‬ﻴﻨﻰ ﻟﻴﻜﻨﯥ‬
‫ﺩﯤ ﭘﻪ ﺩﻭﻯ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ ﺩ ﻫﻐﻮ ﻏﻠﻄ‪ ‬ﺩﯤ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻮﺗﻪ ﻛ‪‬ﻱ‬
‫ﺍﻭ ﻧﻮﺭﻩ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﺍﺻﻼﺡ‬
‫ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﻟﻪ ‪‬ﻪ ﻛﺎﺭﻛﻮﻟﻮ ‪‬ﺨﻪ ﺩﯤ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﺩ ‪‬ﯥ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻚ ‪‬ﺨﻪ ﺩ ﺑﻴﻠﻮ ﺑﻴﻠﻮ ﻣﻬﺎﺭﺗﻮﻧﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ‪‬ﻮﻟﻮ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ﺗﻪ ﺩﯤ ﭘﻪ ‪‬ﻮﺍﺏ ﻭﻳﻠﻮ ﻛﯥ ﺑﻠﻨﻪ ﻭﺭﻛ‪‬ﻱ ﺩ ﺩﻭﻯ‬
‫ﻣﺸﻮﺭﻩ ﺩﯤ ﭘﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻭ‪‬ﺗﻴﺎ ﺩﯤ ﭘﻪ ﭘﺎﻡ ﻛﯥ ﻭﻧﻴﺴﻲ ﭘﻪ ﻫﺮ ﻓﻌﺎﻟﻴﺖ ﺳﺮﻩ ﺩﯤ ﻭﺳﺘﺎﻳﻲ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻣﺘﻦ ﺩ ﺍﻣﻼ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻟﻴﻜﻲ ﺍﻭ‬ ‫ﺩ ‪‬ﻪ ﺯﺣﻤﺖ ﻛﺸ‪ ‬ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺗﺸﻮﻳﻖ ﻛ‪‬ﻱ‪.‬‬
‫ﺧﭙﻠﯥ ﺳﺘﻮﻧﺰﯤ ﺩﯤ ﺩ ﻳﻮ ﺑﻞ ﭘﻪ ﻣﺮﺳﺘﻪ ﺍﻭﺍﺭﻯ ﻛ‪‬ﻱ‪.‬‬ ‫ﺩ ‪‬ﻮﻟﻮ ﺩ ‪‬ﻭﻥ ﺍﻭ ﺑﺮﺧﯥ ﺍﺧﻴﺴﺘﻨﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻪ ﺳﭙﻴﻨﻮ ﻛﺎﻏﺬﻭﻧﻮ ‪‬ﺨﻪ ﻭﺍ‪‬ﻩ ﻭﺍ‪‬ﻩ‬ ‫ﭘﻪ ﺩﻭﺭﻭ ‪‬ﻭﻝ ﻭﻭﻳﺸﻲ‪:‬‬
‫ﻛﺎﺭﺗﻮﻧﻪ ﺟﻮ‪ ‬ﻛ‪‬ﻱ ﺍﻭ ﻋﺒﺎﺭﺗﻮﻧﻪ ﺩﯤ ﭘﻪ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﺩﺭﺱ ﻋﺒﺎﺭﺗﻮﻧﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪ :‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﻰ‪،‬‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻋﺒﺎﺭﺗﻮﻧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﭘﻮ‪‬ﺘﻨﯥ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩ ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﯥ ﺩ ﺗﻮﭘﯧﺮ ﭘﻪ ﻫﻜﻠﻪ ﺧﺒﺮﯤ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻭﻛ‪‬ﻱ ﭼﯥ ﭘﻮﺭﻩ ﺍﺭﺯﻭﻧﻪ ﺗﺮﺳﺮﻩ ﺷﻲ‪.‬‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﺩﻗﺖ ﺳﺮﻩ ﻭﺍﻭﺭﻱ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﺍﻭ ﺟﻤﻠﻮ ﭘﻪ ﺗﻮﭘﻴﺮ ﻭﭘﻮﻫﻴﺪﻝ؟‬ ‫ﺩ ﺩﻭﻯ ﺯﻳﺎﺭ ﺍﻳﺴﺘﻠﻮ ﺗﻪ ﺩﯤ ﭘﻪ ﻗﺪﺭ ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ‪‬ﻪ‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﺍﻭ ﺟﻤﻠﻮ ﻣﺜﺎﻟﻮﻧﻪ ﻭﻳﻠﻰ‬ ‫ﭘﺮﻣﺨﺘ‪ ‬ﺍﻭ ﻛﻮ‪‬ﻮﻧﻮ ﻟﻪ ﭘﺎﺭﻩ ﺩﯤ ﻭﻫ‪‬ﻮﻱ‪.‬‬
‫ﺍﻭ ﻟﻴﻜﻠﻲ ﺷﻲ!‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﺩﺭﺱ ﺩ ﻫ‪‬ﻮﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﺫﻫﻨﻴﺖ‪:‬‬ ‫ﺩﺍﺳﻰ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩﻭﻯ ﺗﻪ ﻧﻮﻯ ﺍﻭ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ﻭﻱ ﻟﻜﻪ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻋﺒﺎﺭﺗﻮﻧﻮ ﻭﭘﯧﮋﻧﺪﻝ ﺍﻭ ﻳﻮ ﻟﻪ ﺑﻞ ‪‬ﺨﻪ ﻳﯥ‬ ‫ﺗﺎﺳﻮ ﭘﻪ ﺧﭙﻞ ‪‬ﻮﻟ‪‬ﻲ ﻛﯥ ‪‬ﻮ ﻣﺜﺎﻟﻮﻧﻪ ﺩ ﻋﺒﺎﺭﺕ ﭘﻪ ﺗﻮ‪‬ﻪ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺗﻮﭘﻴﺮﻭﻟﻰ ﺷﻲ؟‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﺩﻗﺖ ﺳﺮﻩ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﻋﺒﺎﺭﺗﻮﻧﻮ ﺍﻭ ﺟﻤﻠﻮ ﺩ ﺗﻮﭘﯧﺮ ﭘﻪ ﭘﻮﻫﯧﺪﻭ‬ ‫ﻭﺍﻭﺭﻱ ﺩ ﺩﻭﻯ ﭘﻮﻫﻪ ﺩﯤ ﭘﻪ ﻧﻮﻱ ﺩﺭﺱ ﻛﯥ ﻭﺳﺘﺎﻳﻲ ﺍﻭ ﭘﻪ‬
‫ﺳﺮﻩ ﻟﻪ ﺗﻴﺮﻭﺗﻨﻮ ‪‬ﺨﻪ ‪‬ﻩ ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﭘﺎﻯ ﻛﯥ ﺩﯤ ﭘﻪ ﺧﭙﻠﻪ ﺭ‪‬ﺎ ﭘﺮﯤ ﻭﺍﭼﻮﻱ‪.‬‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪:‬‬ ‫‪ -‬ﻮﻭﻧﻜﻰ ﺩﻯ ﻧﻮﻱ ﻟﻮﺳﺖ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻋﺒﺎﺭﺕ ﺍﻭ ﺟﻤﻠﯥ ﻭﭘﯧﮋﻧﺪﻟﻲ؟‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ ﺩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﺩﯤ ﻭﻏ‪‬ﻳ‪‬ﻱ ﺍﻭ ﺑﻴﺎ‬
‫‪ -‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻧﻮﻱ ﻛﻠﻤﯥ‪ ،‬ﺟﻤﻠﻰ ﺍﻭ ﻋﺒﺎﺭﺗﻮﻧﻪ ﻭﭘﯧﮋﻧﺪﻝ‪.‬‬ ‫ﺩﯤ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺎﻧﺪﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﺩﻭﻩ ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﻭﻟﻮﻟﻲ ﺍﻭ‬

‫‪٢١٦‬‬
 ‫ﺩﺭﯤ ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺟﻤﻠﻪ )‪ (١٤٥ -١٤٤‬ﻣﺨﻮﻧﻪ‬
‫ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺟﻤﻠﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﻭ ﻣﻔﻬﻮﻡ ﻳﯥ ﭘﻮﻫﻴﺪﻝ‪.‬‬
‫)ﺩ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻨﻞ )ﺷﻤﯧﺮﻝ(‪ ،‬ﺮﺍﻥ )ﺩﻭﺳﺖ(‪ ،‬ﺭﺍﻏﻰ )ﺁﻣﺪ(‪.‬‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﺩ ﻛﻠﻤﻮ ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‬
‫ﺑﺸﭙ‪ ‬ﻣﻔﻬﻮﻡ ‪‬ﻮ‪‬ﻪ ‪‬ﻨﻞ ‪‬ﺮﺍﻥ ﺭﺍﻏﻰ ﺟﻤﻠﻪ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ‬
‫ﺩﺭﻳﻤﯥ ﺑﺮﺧﯥ ﻟﻴﻜﻞ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺩ ﺩﻭﻯ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﻳﻮ‬
‫ﺑﻞ ﺑﺎﻧﺪﯤ ﺳﻤﯥ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻱ ‪‬ﻟﯥ ﻭ‪‬ﺎﻛﻲ‪.‬‬
‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺍﺭﺯﻭﻧﻪ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ‬
‫ﺩ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻟ‪ ‬ﻛﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﻭﻭﺍﻳﻲ ﭼﯥ ﺟﻤﻠﻪ ‪‬ﻪ ﺗﻪ ﻭﺍﻳﻲ؟‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﺸﭙ‪‬ﯤ ﺟﻤﻠﯥ ﺍﻭ ﻋﺒﺎﺭﺗﻮﻧﻪ ﻭﭘﯧﮋﻧﺪﻝ؟‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺑﺸﭙ‪‬ﻭ ﺟﻤﻠﻮ ﺍﻭ ﻋﺒﺎﺭﺗﻮﻧﻮ ﺗﻮﭘﯧﺮ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻫﺮ ﻳﻮ ﻋﺒﺎﺭﺗﻮﻧﻪ ﭘﻪ ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﻧﻮﺭﻭ ﺗﻪ‬
‫ﻛﻮﻟﻰ ﺷﻲ؟‬ ‫ﺩﯤ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻧﻜﻮ ﺩ ﻟﻮﺳﺖ ﭘﻪ ﭘﻮﻫﯧﺪﻭ ﺳﺮﻩ ﺧﻮ‪ ‬ﻭﻛ‪‬ﻩ؟‬ ‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﺩﯤ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﺩ ﺟﻤﻠﻲ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﻟﻮﻣ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﭘﻪ‬
‫ﭘﻮﻩ ﺷﻮﻝ ﺍﻭ ﭘﻪ ﻣﺘﻨﻮﻧﻮ ﻛﯥ ﺩ ﺟﻤﻠﯥ ‪‬ﺮﻧ‪‬ﻮﺍﻟﻰ ﺍﻭ ﺑﺸﭙ‪‬ﯤ‬ ‫ﺗﺨﺘﯥ ﻭﻟﻴﻜﻲ ﭘﻪ ﻟﻮ‪ ‬ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺩﯤ ﻭﻟﻮﻟﻲ‪ ،‬ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﺟﻤﻠﯥ ﻳﯥ ﻭﭘﯧﮋﻧﺪﯤ‪.‬‬ ‫ﻣﻔﻬﻮﻡ ﺑﺎﻧﺪﯤ ﺩﯤ ﺭ‪‬ﺎ ﻭﺍﭼﻮﻱ‪.‬‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ‬ ‫ﺗﺨﺘﯥ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ‪‬ﻮﻧﻜﻰ ﺩﯤ ﻭﺭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﻣﺘﻦ ﻭﻟﻮﻟﻲ ﻳﻮ ﺑﻞ ﺗﻪ ﺩﯤ ﺍﻣﻼ ﻭﻩ ﻭﺍﻳﻲ ﺍﻭ‬
‫ﭘﻪ ﺧﭙﻠﻮ ﻣﻨ‪‬ﻮ ﻛﯥ ﺩﯤ ﻟﻪ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﻣﺸﻮﺭﻩ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﭘﻪ ﺑﺮﺧﻪ ﻛﯥ ﻟﻪ ﺯﺩﻩ‬
‫ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ‪‬ﻮ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ ﺩﻭﻯ ﺩ ﭘﻮﻫﯥ‪،‬‬
‫ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ ﻭ‪‬ﻴﻲ‪.‬‬

‫‪٢١٧‬‬
 ‫ﺩﺭﯤ ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﺳﺮﻟﻴﻚ‪ :‬ﺟﻤﻠﻪ )‪ (١٤٥ -١٤٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﻭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺟﻤﻠﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﻭ ﻣﻔﻬﻮﻡ ﻳﯥ ﭘﻮﻫﻴﺪﻝ‪.‬‬
‫)ﻭﺭﻭﺳﺘ‪ ‬ﺩﺭﯤ ﻛﺮ‪‬ﯥ(‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﺮﺍﻥ )ﻗﺪﺭﻣﻦ(‪ ،‬ﺑﺸﭙ‪) ‬ﻣﻜﻤﻞ(‬
‫ﺩﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ ‪.......‬‬
‫)ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭘﺮﻣﻮﻧ‪ ‬ﺮﺍﻥ ﺩﻯ(‪) ،‬ﺭﺍﻏﻰ(‪) ،‬ﺩﺍ ﺩ ﺑﺮﻳﺎﻟﻰ ﻛﺘﺎﺏ‬
‫ﺩﻯ(‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﺎﻏﻠﻰ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ )ﺩ ﻟﻮﺳﺖ‬
‫ﻟﻮﻣ‪ ‬ﻠﻮﺭ ﻛﺮ‪‬ﯥ ﻟﻴﻜﻨﻪ( ﻭ‪‬ﻮﺭﻱ ﺍﻭ ﺗﯧﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ﺩﻭﻩ‬
‫ﻛﺴﻴﺰﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺳﻤﯥ ﻛ‪‬ﻱ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ‬
‫ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩﯤ ﺩ ‪‬ﻟﻮ ‪‬ﺎﻛﻨﯥ ﺗﺮﺳﺮﻩ ﻛ‪‬ﻱ ﺑﻴﺎ‬
‫ﺩﯤ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ‪‬ﻮ‬
‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ‪‬ﻭﻝ ﺩﻭﻩ ﭘﻪ ﺩﻭﻩ ﻳﻮ ﺑﻞ ﺗﻪ‬ ‫ﺳﺎﺩﻩ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺍﻣﻼ ﻭﻭﺍﻳﻲ‪.‬‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﺩ ﺗﯧﺮ ﻟﻮﺳﺖ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﻧﻮﻱ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯﻭﻧﯥ ﻟﻪ ﭘﺎﺭﻩ ﺩ ﺯﺩﻩ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﻭﻩ ﻭﺍﻳﯥ ﭼﯥ )ﺟﻤﻠﻪ ‪‬ﻪ ﺗﻪ ﻭﺍﻳﻲ( ﺗﻌﺮﻳﻒ ﺩﻯ ﻛ‪‬ﻱ‪.‬‬
‫ﻛﻮﻭﻧﻜﻮ ﺩ ﭘﻮﻫﯥ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺩ ﺍﺭﺯ‪‬ﺖ ﺩ‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﻪ ﺩﻯ ﺩﺍ ﺟﻤﻠﻪ )ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭘﺮ ﻣﻮﻧ‪ ‬ﺮﺍﻥ ﺩﻯ( ﺍﻭ‬
‫‪‬ﺮ‪‬ﻨﺪﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﻮ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬ ‫)ﺭﺍﻏﻰ( ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ ﺍﻭ ﺗﻌﺮﻳﻒ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺗﻮﭘﯧﺮ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩ ﺟﻤﻠﯥ ﭘﻪ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﭘﻮﻫﯧﺪﻝ؟‬ ‫ﺩﯤ ﻭﻭﺍﻳﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻰ ﭘﻪ ﻭﺭﻛ‪‬ﻝ ﺷﻮﻭ ﺟﻤﻠﻮ ﻛﯥ ﺑﺸﭙ‪‬ﯤ‬ ‫‪ -‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻧﻮﻯ ﻟﻮﺳﺖ ﺩﺍﻧ‪‬ﻴﺰﯤ ﭘﻪ ‪‬ﻭﻝ ﻟﻪ ﺯﺩﻩ ﻛﻮﻧﻜﻮ‬
‫ﺟﻤﻠﯥ ﻭﺭ ﭘﻪ ‪‬ﻮﺗﻪ ﻛﻮﻻﻯ ﺷﻲ؟‬ ‫‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺟﻤﻠﻪ ﺍﻭ ﻋﺒﺎﺭﺕ ﭘﻴﮋﻧﻲ ﺍﻭ ﻛﻪ ﻧﻪ ﻟﻜﻪ‪:‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺟﻤﻠﯥ ﭘﻪ ﺯﺩﻩ ﻛ‪‬ﻩ ﻛﯥ ﺩ ﻟﻮﺳﺘﻠﻮ‬ ‫‪ -‬ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭘﺮ ﻣﻮﻧ‪ ‬ﺮﺍﻥ ﺩﻯ‪ ،‬ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺯﻣﻮﻧ‪ ‬ﻫﯧﻮﺍﺩ ﺩﻯ‬
‫ﺍﻭ ﻟﻴﻜﻠﻮ ﻭ‪‬ﺗﻴﺎ ﺗﺮ ﻻﺳﻪ ﻛ‪‬ﻩ؟‬ ‫‪‬ﻮﻭﻧﻜﯥ ﺩﯤ ﺑﻴﺎ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﻛ‪‬ﻱ ﺍﻭ ﻧﻮﻱ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﭘﻪ ﺩﯤ ﻭﭘﻮﻫﯧﺪﻝ ﭼﯥ‬ ‫ﻟﻮﺳﺖ ﺩﯤ ﭘﻪ ﺗﺨﺘﻪ ﻭﻟﻴﻜﻲ‪.‬‬
‫ﺟﻤﻠﻪ ﻟﻪ ﻳﻮﯤ ﻳﺎ ‪‬ﻮ ﻛﻠﻤﻮ ‪‬ﺨﻪ ﺟﻮ‪‬ﻳ‪‬ﻱ ﺍﻭ ﻫﻢ ﺩﺍ ﭼﯥ ﻣﻌﻨﺎ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰ ‪‬ﻭﻝ ﺩ ﻟﻴﻜﻠﻮ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ‬
‫ﺍﻭ ﻣﻄﻠﺐ ﺗﺮﯤ ﻭﺍﺧﻴﺴﺘﻞ ﺷﻲ‪.‬‬ ‫ﻣﺨﯥ ﺟﻤﻠﯥ ﺟﻮ‪‬ﯤ ﺍﻭ ﭘﻪ ﺗﺨﺘﯥ ﺩﯤ ﻭﻟﻴﻜﻲ‪ ،‬ﻮﻭﻧﻜﻲ ﺩﯤ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﺩ ﻟﻮﺳﺖ ﺩﺭﻱ ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ ﭘﻪ ﺧﭙﻠﻮ‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻟﻮﺳﺖ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﻭﻟﻮﻟﻲ‪ ،‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬

‫‪٢١٨‬‬
 ‫ﺩﺭﯤ ﺍﻭﻳﺎﻳﻢ ﻟﻮﺳﺖ‬
‫ﻋﻨﻮﺍﻥ‪ :‬ﺟﻤﻠﻪ )‪ (١٤٥ -١٤٤‬ﻣﺨﻮﻧﻪ‬
‫ﺩﺭﻳﻤﻪ ﺑﺮﺧﻪ‬
‫ﻭﺧﺖ‪ ۴۵ :‬ﺩﻗﻴﻘﯥ‬
‫ﻣﻮﺧﻪ‪ :‬ﺩ ﺟﻤﻠﻮ ﭘﻴﮋﻧﺪﻝ ﺍﻭ ﭘﻪ ﻣﻌﻨﺎ ﻭ ﻣﻔﻬﻮﻡ ﻳﯥ ﭘﻮﻫﻴﺪﻝ‪ .‬ﺍﻭ ﺩ‬
‫ﺟﻤﻠﯥ ﻟﻴﻜﻞ ﺍﻭ ﻟﻮﺳﺘﻞ ﺩﻱ‪.‬‬
‫ﻟﻐﺘﻮﻧﻪ‪ :‬ﻮﻟ‪‬ﻴﻮאﻝ )ﻫﻢ ‪‬ﻮﻟ‪‬ﻲ ﻭﺍﻻ(‪ ،‬ﻮﻭﻧ‪‬ﻰ )ﺩ ‪‬ﻮﻭﻧﯥ ‪‬ﺎﻯ(‬
‫ﺩ ﻟﻮﺳﺖ ﻣﺮﺳﺘﻨﺪﻭﻯ ﻣﻮﺍﺩ‪ :‬ﻛﺘﺎﺏ‪ ،‬ﻟﻴﻜﻠﻲ ﻛﺎﺭﺗﻮﻧﻪ‬
‫ﺯﻩ ﺧﻮﺷﺤﺎﻟﻪ ﺷﺮﻳﻒ ﺯﻣﺎ ‪‬ﻮﻟ‪‬ﻴﻮאﻝ ﭘﺎﻛﻮﺍﻟﻰ ﺩ ﺍﻳﻤﺎﻥ ﻳﻮﻩ ﺑﺮﺧﻪ ﺩﻩ‬
‫ﺯﻩ ﭘﺎﻙ ﺧﻮﺍ‪‬ﻩ ﺧﻮﺭﻡ ﺍﺟﻤﻞ ‪‬ﻮﻭﻧ‪‬ﻰ ﺗﻪ ﺍﻳﻤﻞ ﻛﺘﺎﺏ ﺳﭙﻮ‪‬ﻣ‪ ‬ﻟﻴﻚ ﺭﺍﻏﻰ‬

‫‪ -۱‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪:‬‬
‫‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭ‪‬ﻮﺭﻱ ﻟﻮﺳﺖ‬
‫)ﻭﺭﻭﺳﺘ‪ ‬ﻛﺮ‪‬ﯥ( ﻭ‪‬ﻮﺭﻱ ﭘﻪ ﻧ‪‬ﻪ ﺩﯤ ﻛ‪‬ﻱ ﺍﻭ ﺩ ﺩﻭﻯ‬
‫ﺗﻴﺮﻭﺗﻨﯥ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰ ‪‬ﻭﻝ ﺳﻤﯥ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ ﺩﻭﻱ ‪‬ﻟﯥ‬
‫ﻭ‪‬ﺎﻛﯥ ﺍﻭ ﺩ ﺗﻴﺮ ﻟﻮﺳﺖ ﭘﻪ ﺍﺭﺯﻭﻧﻪ ﻛﯥ ﺩﯤ ﺩ ﻫﺮﯤ ‪‬ﻟﯥ ‪‬ﺨﻪ‬
‫ﺑﯧﻼ ﺑﯧﻠﻲ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻋﺒﺎﺭﺗﻮﻧﻪ ﭼﯥ ﺑﺸﭙ‪‬ﻩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﺗﺮﻱ ﻧﻪ ﺍﺧﯧﺴﺘﻞ ﻛﻴ‪‬ﻱ‬ ‫ﻟﻮﻣ‪ ‬ﻟﻪ ﺩﯤ ﭘﻪ ﻭﺍﺭﺳﺮﻩ ﻳﻮﻩ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ‬
‫ﻭﻩ ﻭﺍﻳﻲ‪ .‬ﻟﻜﻪ‪ :‬ﺯﻣﺎ ﻛﺘﺎﺏ‪.‬‬ ‫ﻭﻟﻮﻟﻲ ﺍﻭ ﻣﻌﻨﺎ ﺩﯤ ﻛ‪‬ﻱ‪.‬‬
‫‪ -‬ﻫﻐﻪ ﭼﯥ ﭘﻪ ﻳﻮﻭﺍﺯﯤ ﺗﻮ‪‬ﻪ ﻳﻮﻩ ﺟﻤﻠﻪ ﻭﻱ )ﺭﺍﻏﻰ( ‪‬ﻮﻭﻧﻜﻲ‬ ‫ﺩﻭﻫﻤﻪ ‪‬ﻟﻪ ﺩﯤ ﺩﺍﺳﯥ ﺟﻤﻠﯥ ﻭﻭﺍﻳﻲ ﭼﯥ ﺑﺸﭙ‪‬ﻩ ﻣﻌﻨﺎ ﺍﻭ‬
‫ﺩﯤ ﺩﻭﻱ ‪‬ﺎﺭﻧﻪ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻣﻔﻬﻮﻡ ﺗﺮﯤ ﻭﺍﺧﻴﺴﺘﻠﻰ ﺷﻲ‪.‬‬
‫‪ -۳‬ﺍﺭﺯﻩ ﻭﻧﻪ‪:‬‬ ‫ﺩﺭﻳﻤﻪ ‪‬ﻟﯥ ﺗﻪ ﺩﯤ ‪‬ﻮﻭﻧﻜﻰ ﻭﻭﺍﻳﻲ ‪‬ﻮﻙ ﻭﻳﻠﻲ ﺷﻲ ﭼﯥ )ﺭﺍﻏﻰ(‬
‫‪‬ﻮﻭﻧﻜﻲ ﻟﻪ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﭘﻮ‪‬ﺘﻨﯥ ﻭﻛ‪‬ﻱ ﭼﯥ ﺩ‬ ‫ﺍﻭ )ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭘﺮ ﻣﻮ‪ (‬ﻪ ‪‬ﻭﻝ ﺟﻤﻠﯥ ﺩﻱ؟ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ ﺩ‬
‫ﺩﻭﻯ ﺩ ﭘﻮﻫﻰ‪ ،‬ﻣﻬﺎﺭﺕ‪ ،‬ﺫﻫﻨﻴﺖ ﺍﻭ ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‬ ‫ﺩﻭﻯ ‪‬ﻮﺍﺑﻮﻧﻪ ﭘﻪ ﻣﻴﻨﻪ ﻭﺍﻭﺭﻱ ﺍﻭ ﺳﺘﺎﻳﻨﻪ ﺩﯤ ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺩ‬
‫‪‬ﺮ‪‬ﻨﺪﻭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬ ‫ﻟﻴﻜﻞ ﺷﻮﻭ ﻛﺎﺭﺗﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﺟﻤﻠﯥ ﻭﻟﻮﻟﻲ ﺍﻭ ﺧﺒﺮﯤ ﺩﯤ ﭘﺮﯤ‬
‫ﭘﻮﻫﻪ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ )ﺭﺍﻏﻰ( ﻛﻠﻤﯥ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻮﻝ ﭼﯥ‬ ‫ﻭﻛ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻫﻐﻪ ﻭﻟﻴﻜﻲ ‪‬ﻮﻭﻧﻜﻰ ﺩﯤ‬
‫ﭘﻪ ﻳﻮﻭﺍﺯﯤ ﺗﻮ‪‬ﻪ ﻳﻮﻩ ﺟﻤﻠﻪ ﺩﻩ؟‬ ‫ﺩ ﺩﻭﻯ ‪‬ﺎﺭﻧﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﻣﻬﺎﺭﺕ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﭘﻪ ‪‬ﻟﻪ ﻳﯧﺰﻩ ﺗﻮ‪‬ﻪ ﺍﻣﻼ ﻭﻛﺎﺭﻭﻟﻰ ﺷﻮﻩ؟‬ ‫‪ -۲‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪:‬‬
‫ﺫﻫﻨﻴﺖ‪ :‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺩ ﺟﻤﻠﯥ ﺩ ﺗﻮﭘﯧﺮﻭﻧﻮ ﭘﻪ ﭘﯧﮋﻧﺪﻭ ﺳﺮﻩ ﭘﻪ‬ ‫‪ -‬ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ‪‬ﻟﻪ ﻳﻴﺰﻩ ﺗﻮ‪‬ﻪ ﺩ ﻛﺘﺎﺏ ﻟﻪ ﻣﺨﯥ ﻳﻮ‬
‫‪‬ﺎﻧﻮﻧﻮ ﻛﯥ ﺩ ﻭ‪‬ﺗﻴﺎ ﺍﺣﺴﺎﺱ ﻭﻛ‪‬؟‬ ‫ﺑﻞ ﺗﻪ ﺩ ﺗﺨﺘﯥ ﭘﻪ ﻣﺦ ﺍﻣﻼ ﻭﻭﺍﻳﻲ ‪‬ﻮﻭﻧﻜﻲ ﺩﯤ ﻭﺭﺳﺮﻩ‬
‫ﺩ ﻟﻮﺳﺖ ﺍﺭﺯ‪‬ﺖ‪ :‬ﺁﻳﺎ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺟﻤﻠﻮ ﺍﻭ ﻋﺒﺎﺭﺗﻮﻧﻮ ﺳﺮﻩ‬ ‫ﻣﺮﺳﺘﻪ ﻭﻛ‪‬ﻱ‪.‬‬
‫ﺁﺷﻨﺎ ﺷﻮﻝ ﺍﻭ ﺑﻴﺎ ﭘﻪ ﺧﭙﻠﻪ ﻟﻨ‪‬ﯤ ﺟﻤﻠﯥ ﺍﻭ ﻋﺒﺎﺭﺗﻮﻧﻪ ﻟﻴﻜﻠﻲ ﺷﻲ‪.‬‬ ‫‪ -‬ﺩ ﺯﺩﻩ ﻛﻮﻭﻧﻜﻮ ﺑﯧﻼ ﺑﯧﻠﻲ ‪‬ﻟﯥ ﺩ ﻣﺸﻮﺭﯤ ﭘﻪ ‪‬ﻭﻝ ﭘﻨ‪‬ﻪ‬
‫‪ -۴‬ﻛﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ‪:‬‬ ‫ﭘﻨ‪‬ﻪ ﺩﺍﺳﯥ ﺟﻤﻠﯥ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﻭﻟﻴﻜﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ‬
‫ﺯﺩﻩ ﻛﻮﻭﻧﻜﻲ ﺩﯤ ﭘﻪ ﺧﭙﻠﻮ ﻛﺘﺎﺑﭽﻮ ﻛﯥ ﭘﻨ‪‬ﻪ ﺑﺸﭙ‪‬ﯤ ﺟﻤﻠﯥ‬ ‫ﻧﻮﺭﻭ ﺗﻪ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺍﻭ ﺩﺭﯤ ﻋﺒﺎﺭﺗﻮﻧﻪ ﻭﻟﻴﻜﻲ‪.‬‬ ‫‪ -‬ﻫﻐﻪ ﺟﻤﻠﯥ ﭼﯥ ﺑﺸﭙ‪‬ﻩ ﻣﻌﻨﺎ ﺍﻭ ﻣﻔﻬﻮﻡ ﻭﻟﺮﻱ ﻟﻜﻪ‪) :‬ﺷﺮﻳﻒ‬
‫ﺯﻣﺎ ‪‬ﻮﻟ‪‬ﻴﻮאﻝ ﺩﻯ( ﻭﻭﺍﻳﻲ‪.‬‬

‫‪٢١٩‬‬