‫ﺇﺧﺘﺒﺎﺭ ﺗﺪﺭﻳﺒﻰ ‪1‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫‪www.telc.net‬‬
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 ‫ﺇﺧﺘﺒﺎﺭ ﺗﺪﺭﻳﺒﻰ ‪1‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

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 ‫ﻫﺬﺍ ﺍﻹﺻﺪﺍﺭ ﻭﺃﺟﺰﺍﺅﻩ ﻣﺤﻤﻰ ﺑﻘﺎﻧﻮﻥ ﺍﻟﻤﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺃﻱ ﺍﺳﺘﺨﺪﺍﻡ ﺑﻄﺮﻳﻘﺔ ﺗﺨﺎﻟﻒ ﺗﻠﻚ ﺍﻟﻤﺴﻤﻮﺡ ﺑﻬﺎ ﻗﺎﻧﻮﻧﻴﺎ ﻳﻘﺘﻀﻲ‬
‫ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻮﺍﻓﻘﺔ ﻛﺘﺎﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﺷﺮ‪.‬‬
‫ﺍﻟﻨﺎﺷﺮ‪ :‬ﺍﻟﻬﻴﺌﺔ ﺍﻷﻭﺭﻭﺑﻴﺔ ﻟﺘﻨﻈﻴﻢ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ )ﺷﺮﻛﺔ ﺫﺍﺕ ﻣﺴﺆﻭﻟﻴﺔ ﻣﺤﺪﻭﺩﺓ ‪ (telc GmbH‬ﻣﺪﻳﻨﺔ ﻓﺮﺍﻧﻜﻔﻮﺭﺕ ﻋﻠﻰ‬
‫ﻧﻬﺮ ﺍﻟﻤﺎﻳﻦ – ﺃﻟﻤﺎﻧﻴﺎ‬
‫ﺍﻟﻤﻮﻗﻊ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ‪www.telc.net :‬‬

‫ﺟﻤﻴﻊ ﺍﻟﺤﻘﻮﻕ ﻣﺤﻔﻮﻅﺔ‪.‬‬

‫ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﻟﻰ ‪2011‬‬

‫ﺷﺮﻛﺔ ‪ telc‬ﺷﺮﻛﺔ ﺫﺍﺕ ﻣﺴﺆﻭﻟﻴﺔ ﻣﺤﺪﻭﺩﺓ – ﻣﺪﻳﻨﺔ ﻓﺮﺍﻧﻜﻔﻮﺭﺕ ﻋﻠﻰ ﻧﻬﺮ ﺍﻟﻤﺎﻳﻦ – ﺃﻟﻤﺎﻧﻴﺎ‬
‫ﺍﻟﻄﺒﺎﻋﺔ ﻭﺍﻟﺘﺼﻨﻴﻊ‪:‬‬
‫ﻁﺒﻊ ﻓﻲ ﺃﻟﻤﺎﻧﻴﺎ‬
‫ﺍﻟﺘﺮﻗﻴﻢ ﺍﻟﺪﻭﻟﻲ )‪978-3-86375-008-4 (ISBN‬‬
‫ﺭﻗﻢ ﺍﻟﻄﻠﺐ ‪ :Order No. /‬ﻛﺮﺍﺳﺔ ﺍﻻﺧﺘﺒﺎﺭ ‪6085-B00-010101‬‬
‫ﺍﻷﺳﻄﻮﺍﻧﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﻤﺪﻣﺠﺔ ‪6085-CD0-010101‬‬
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‫ﻋﺰﻳﺰﻱ ﺍﻟﻘﺎﺭﺉ‪ ،‬ﻋﺰﻳﺰﺗﻲ ﺍﻟﻘﺎﺭﺋﺔ‪:‬‬

‫ﺳﻮﺍء ﻛﻨﺖ ﺗﺮﻳﺪ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ﻣﻌﺘﺮﻑ ﺑﻬﺎ ﺗﺜﺒﺖ ﺑﻬﺎ ﻗﺪﺭﺍﺗﻚ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻭ ﻛﻨﺖ ﻣﺤﺎﺿﺮ ﺃﻭ ﻣﺪﺭﺱ ﺑﺈﺣﺪﻯ ﺩﻭﺭﺍﺕ‬
‫ﺍﻟﻠﻐﺔ ﻭﺗﺮﻳﺪ ﺇﻋﺪﺍﺩ ﺗﻼﻣﻴﺬﻙ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﺑﺎﻟﺪﻭﺭﺓ ﻻﺟﺘﻴﺎﺯ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻠﻐﺔ‪...‬ﻓﻔﻲ ﻛﻠﺘﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ ﻓﺈﻥ ﺍﻣﺘﺤﺎﻧﺎﺕ ‪ telc‬ﺍﻟﻠﻐﻮﻳﺔ ﻫﻲ‬
‫ﺍﺧﺘﻴﺎﺭﻙ ﺍﻟﺼﺤﻴﺢ‪.‬‬

‫ﺍﻟﺘﻌﺮﻳﻒ ﺑــ ‪:telc‬‬

‫ﺷﺮﻛﺔ ‪ telc‬ﺫﺍﺕ ﺍﻟﻤﺴﺆﻭﻟﻴﺔ ﺍﻟﻤﺤﺪﻭﺩﺓ ﻫﻲ ﻣﺆﺳﺴﺔ ﻏﻴﺮ ﺭﺑﺤﻴﺔ ﻭﺇﺣﺪﻯ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﺘﺎﺑﻌﺔ ﻻﺗﺤﺎﺩ ﻣﺮﺍﻛﺰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻤﺴﺘﻤﺮ‬
‫)‪ (Volkshochschulverband‬ﺍﻷﻟﻤﺎﻧﻲ‪ ،‬ﻭﻟﻠﻤﺆﺳﺴﺔ ﺗﺎﺭﻳﺦ ﻁﻮﻳﻞ ﻓﻲ ﻣﺠﺎﻝ ﺗﻌﺰﻳﺰ ﺗﻌﺪﺩ ﺍﻟﻠﻐﺎﺕ ﻓﻲ ﺃﻭﺭﻭﺑﺎ‪ .‬ﻭﻗﺪ ﺑﺪﺃ‬
‫ﺍﻷﻣﺮ ﻓﻲ ﻋﺎﻡ ‪ 1968‬ﺑﺸﻬﺎﺩﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻜﺒﺎﺭ ﻓﻲ ﺗﺨﺼﺺ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ‪ ،‬ﻭﻛﺎﻥ ﻫﺬﺍ ﺃﻭﻝ ﺍﺧﺘﺒﺎﺭ ﻟﻐﺔ ﻣﻮﺣﺪ ﻓﻲ ﺗﺎﺭﻳﺦ‬
‫ﺟﻤﻬﻮﺭﻳﺔ ﺃﻟﻤﺎﻧﻴﺎ ﺍﻻﺗﺤﺎﺩﻳﺔ‪.‬‬
‫ﻣﻨﺬ ﺫﻟﻚ ﺍﻟﺤﻴﻦ ﻭﺷﺮﻛﺔ ‪ telc‬ﺫﺍﺕ ﻣﺴﺆﻭﻟﻴﺔ ﻣﺤﺪﻭﺩﺓ )ﺃﻭ ﺍﻟﻤﺆﺳﺴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻬﺎ( ﺗﻘﻮﻡ ﺑﺪﻭﺭ ﺣﺎﺳﻢ ﻓﻲ ﻣﺠﺎﻝ ﺗﻨﻈﻴﺮ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬
‫ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﻭﺍﺳﺘﺤﺪﺍﺙ ﻋﺪﺩ ﻛﺒﻴﺮ ﻣﻦ ﻧﻤﺎﺫﺝ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻤﻬﻨﻴﺔ‪ .‬ﻭﻳﺘﻀﻤﻦ ﺑﺮﻧﺎﻣﺞ ﻣﺆﺳﺴﺔ ‪ telc‬ﺣﺎﻟﻴﺎ ﻧﺤﻮ‬
‫‪ 50‬ﺍﺧﺘﺒﺎﺭﺍ ﻟﻐﻮﻳﺎ ﺫﺍﺕ ﻣﻌﺎﻳﻴﺮ ﻣﻮﺣﺪﺓ ﻓﻲ ﺗﺴﻊ ﻟﻐﺎﺕ ﻭﺧﻤﺲ ﻣﺴﺘﻮﻳﺎﺕ ﻭﻓﻘﺎ ﻟﻺﻁﺎﺭ ﺍﻟﻤﺮﺟﻌﻲ ﺍﻷﻭﺭﻭﺑﻲ ﺍﻟﻤﻮﺣﺪ ﻟﻠﻐﺎﺕ‪:‬‬
‫ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻘﻴﻴﻢ‪ .‬ﻭﻳﻤﻜﻦ ﺗﺄﺩﻳﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻓﻲ ﺃﻛﺜﺮ ﻣﻦ ‪ 20‬ﺩﻭﻟﺔ ﻓﻲ ﺟﻤﻴﻊ ﺃﻧﺤﺎء ﺍﻟﻌﺎﻟﻢ ﻟﺪﻯ ﺃﻱ ﻣﻦ ﺷﺮﻛﺎء ‪.telc‬‬
‫ﺗﻌﺮﻑ ﻋﻠﻰ ﺃﻗﺮﺏ ﻣﺮﻛﺰ ﻟﻐﻮﻱ ﻟﻚ ﻣﻦ ﺧﻼﻝ ﻣﻮﻗﻌﻨﺎ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ )‪.(www.telc.net‬‬

‫ﻗﻴﻤﺔ ﺍﻟﺸﻬﺎﺩﺍﺕ ﺍﻟﺘﻲ ﺗﻤﻨﺤﻬﺎ ‪:telc‬‬

‫ﺇﻥ ﺩﺭﺟﺔ ﺍﻟﺸﻬﺎﺩﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻤﻤﻨﻮﺣﺔ ﺗﻘﺎﺱ ﻭﻓﻘﺎ ﻟﻤﻌﺎﻳﻴﺮ ﺍﻟﻤﻨﻬﺎﺝ ﺍﻟﻤﺘﺒﻊ ﺃﺛﻨﺎء ﻭﺿﻊ ﻭﺇﺟﺮﺍء ﻭﺗﻘﻴﻴﻢ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﺗﻘﻮﻡ‬
‫ﺟﻤﻴﻊ ﺍﺧﺘﺒﺎﺭﺍﺕ ‪ telc‬ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﻔﺎﻋﻠﻲ ﻭﻓﻘﺎ ﻟﻤﺎ ﺣﺪﺩﻩ ﺍﻹﻁﺎﺭ ﺍﻟﻤﺮﺟﻌﻲ ﺍﻷﻭﺭﻭﺑﻲ ﺍﻟﻤﺸﺘﺮﻙ ﻟﻠﻐﺎﺕ‪ :‬ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻘﻴﻴﻢ‬
‫ﻭﻗﻴﺎﺱ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﻤﺤﺎﺩﺛﺔ‪ .‬ﺟﻤﻴﻊ ﺍﺧﺘﺒﺎﺭﺍﺕ ‪ telc‬ﻣﻮﺣﺪﺓ ﺍﻟﻤﻌﺎﻳﻴﺮ ﻭﻫﺬﺍ ﻳﻌﻨﻰ ﺃﻧﻬﺎ ﺻﻤﻤﺖ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻨﺎﻫﺞ ﺍﻟﻌﻠﻤﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪ .‬ﻭﺗﻌﺪ ‪ telc‬ﻋﻀﻮﺍ ﻛﺎﻣﻞ ﺍﻟﻌﻀﻮﻳﺔ ﻓﻲ ﺟﻤﻌﻴﺔ ﻣﺨﺘﺒﺮﻱ ﺍﻟﻠﻐﺔ ﻓﻲ ﺃﻭﺭﻭﺑﺎ‬
‫ﺍﻟﻤﻌﺮﻭﻓﺔ ﺑﺎﺳﻢ )‪ (ALTE www.alte.org‬ﻭﺍﻟﺘﻲ ﺗﻀﻢ ﺃﺑﺮﺯ ﻭﺍﺿﻌﻲ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﻭﺭﻭﺑﻴﻴﻦ‪ .‬ﻭﻗﺪ ﺍﻋﺘﻤﺪﺕ ﺍﻟﻜﺜﻴﺮ‬
‫ﻣﻦ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺮﻣﻮﻗﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﺨﺎﺻﺔ ﻭﻛﺬﻟﻚ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺸﺮﻛﺎﺕ ﺑﺎﻟﺪﺍﺧﻞ ﻭﺍﻟﺨﺎﺭﺝ ﺍﻟﺸﻬﺎﺩﺍﺕ ﺍﻟﻤﻤﻨﻮﺣﺔ ﻣﻦ‬
‫‪ telc‬ﻭﻳﺴﺘﺨﺪﻣﻮﻧﻬﺎ ﻛﺄﺣﺪ ﻣﻌﺎﻳﻴﺮ ﺇﺛﺒﺎﺕ ﺍﻟﻤﺆﻫﻼﺕ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻤﻮﻅﻔﻴﻦ ﺣﻴﺚ ﺃﻥ ﺷﻬﺎﺩﺓ ﻣﻤﻨﻮﺣﺔ ﻣﻦ ‪ telc‬ﺗﺘﻀﻤﻦ ﺗﻘﺮﻳﺮﺁ‬
‫ﻣﻔﺼﻼ ﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻟﺘﻲ ﻳﺘﻤﺘﻊ ﺑﻬﺎ ﺣﺎﻣﻞ ﻫﺬﻩ ﺍﻟﺸﻬﺎﺩﺓ‪.‬‬

‫ﺃﻫﻤﻴﺔ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﺪﺭﻳﺒﻲ‪:‬‬

‫ﻣﻦ ﺑﻴﻦ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻤﻮﺣﺪﺓ ﻣﻌﺮﻓﺔ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻭﺍﻟﻤﺸﺎﺭﻛﺎﺕ ﻟﻤﺎ ﻫﻮ ﻣﺘﻮﻗﻊ ﻣﻨﻬﻢ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‪،‬‬
‫ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﺪﺭﻳﺒﻲ ﻳﻘﺪﻡ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺃﻫﺪﺍﻑ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺮﺳﻤﻲ ﻭﺷﻜﻞ ﺍﻷﺳﺌﻠﺔ ﻭﺯﻣﻦ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻴﻬﺎ ﻭﻣﻌﺎﻳﻴﺮ‬
‫ﺍﻟﺘﻘﻴﻴﻢ ﻭﻛﺬﻟﻚ ﻛﻴﻔﻴﺔ ﺇﺟﺮﺍء ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺮﺳﻤﻲ‪ .‬ﻭﺍﺧﺘﺒﺎﺭﺍﺕ ‪ telc‬ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻣﺘﻮﻓﺮﺓ ﻟﻠﺘﺤﻤﻴﻞ ﺍﻟﻤﺠﺎﻧﻲ ﻋﻠﻰ ﺍﻟﻤﻮﻗﻊ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ‬
‫‪ www.telc.net‬ﻭﺑﺈﻣﻜﺎﻧﻚ ﺃﻥ ﺗﻘﺮﺃ ﻋﻠﻰ ﺍﻟﻤﻮﻗﻊ ﺃﻳﻀﺎ ﻋﻦ ﻧﻈﺎﻡ ﺍﻻﺧﺘﺒﺎﺭ ﻛﻤﺎ ﺳﺘﺠﺪ ﻭﺻﻔﺎ ﻣﻔﺼﻼ ﻟﻄﺮﻳﻘﺔ ﺇﺟﺮﺍء ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬

‫ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻣﺰﻳﺪ ﻣﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ؟‬

‫ﻧﺤﻦ ﻋﻠﻰ ﻳﻘﻴﻦ ﺑﺄﻧﻚ ﺳﺘﻌﺜﺮ ﻟﺪﻯ ‪ telc‬ﻋﻠﻰ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻤﻼﺋﻢ ﻟﻘﺪﺭﺍﺗﻚ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻟﺪﻳﻚ ﺍﺳﺘﻔﺴﺎﺭﺍﺕ ﺗﺤﺘﺎﺝ ﻹﺟﺎﺑﺎﺕ‬
‫ﺃﻓﻜﺎﺭ ﺃﻭ ﺍﻗﺘﺮﺍﺣﺎﺕ ﻟﻠﺘﺤﺴﻴﻦ‪ .‬ﻳﺮﺟﻰ ﺍﻟﻤﺮﺍﺳﻠﺔ ﻋﻨﻮﺍﻥ ﺑﺮﻳﺪﻧﺎ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ‪[email protected]‬‬

‫ﻳﺴﺮﻧﺎ ﺍﻟﺘﻮﺍﺻﻞ ﻣﻌﻚ ﻭ ﺍﻋﻄﺎﺋﻚ ﺍﻟﻤﺸﻮﺭﺓ‪.‬‬

‫ﺍﻟﻤﺪﻳﺮ ﻟــــ ‪ telc‬ﺷﺮﻛﺔ ﺫﺍﺕ ﻣﺴﺆﻭﻟﻴﺔ ﻣﺤﺪﻭﺩﺓ‬

 ‫‪4‬‬

‫ﺍﻟﻤﺤﺘﻮﻱ‬
‫ﺍﺧﺘﺒﺎﺭ‬
‫‪5‬‬ ‫______________________________________‬ ‫ﺗﻨﺴﻴﻖ ﺍﺧﺘﺒﺎﺭ ﺷﻬﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻣﺆﺳﺴﺔ ‪ telc‬ﺍﻟﻤﺴﺘﻮﻯ ‪B1‬‬
‫‪6‬‬ ‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‬
‫__________________________________________________________________________________________________________________________‬

‫‪12‬‬ ‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬

‫_____________________________________________________________________________________________________________________________‬

‫‪14‬‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬
‫_________________________________________________________________________________________________________________________________‬

‫‪17‬‬ ‫ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ‬

‫________________________________________________________________________________________________________________________‬

‫‪18‬‬ ‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ ‬

‫____________________________________________________________________________________________________________________‬

‫‪23‬‬ ‫ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ‪S30‬‬

‫______________________________________________________________________________________________________________‬

‫ﻣﻌﻠﻮﻣﺎﺕ‬
‫‪30‬‬ ‫ﻣﻌﺎﻳﻴﺮ ﺗﻘﻴﻴﻢ »ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ«‬
‫_______________________________________________________________________________________________‬

‫‪32‬‬ ‫_________________________________________________________________________________________‬ ‫ﻣﻌﺎﻳﻴﺮ ﺍﻟﺘﻘﻴﻴﻢ »ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ«‬

‫‪34‬‬ ‫ﺍﻟﺪﺭﺟﺎﺕ ﻭ ﺍﻟﻨﺴﺐ‬
‫__________________________________________________________________________________________________________________‬

‫‪36‬‬ ‫ﺳﻴﺮ ﺍﻻﺧﺘﺒﺎﺭ‬

‫__________________________________________________________________________________________________________________________‬

‫‪39‬‬ ‫ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ‪M10‬‬

‫_____________________________________________________________________________________________________________‬

‫‪40‬‬ ‫ﺍﻟﺤﻠﻮﻝ ﻭﺍﻷﺟﻮﺑﺔ‬

‫_____________________________________________________________________________________________________________________‬

‫‪41‬‬ ‫______________________________________________________________________________________________________________‬ ‫ﺍﻟﻨﺼﻮﺹ ﺍﻟﻤﺴﻤﻮﻋﺔ‬

‫‪5‬‬

‫ﺍﺧﺘﺒﺎﺭ‬
‫ﺍﻟﺰﻣﻦ‬ ‫ﻧﻮﻉ ﺍﻻﺧﺘﺒﺎﺭ‬ ‫ﺍﻟﻬﺪﻑ‬ ‫ﺍﺧﺘﺒﺎﺭ‬

‫‪ 1‬ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‬

‫ﺃﺳﺌﻠﺔ ﻣﺰﺍﻭﺟﺔ‬ ‫‪5‬‬ ‫ﺍﻟﻔﻬﻢ ﺍﻟﻌﺎﻡ‬ ‫ﺟﺰء ‪1‬‬

‫ﺃﺳﺌﻠﺔ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺨﻴﺎﺭﺍﺕ‬ ‫‪5‬‬ ‫ﺍﻟﻔﻬﻢ ﺍﻟﻤﻔﺼﻞ‬ ‫ﺟﺰء ‪2‬‬
‫ﺃﺳﺌﻠﺔ ﻣﺰﺍﻭﺟﺔ‬ ‫‪10‬‬ ‫ﺍﻟﻔﻬﻢ ﺍﻻﻧﺘﻘﺎﺋﻲ‬ ‫ﺟﺰء ‪3‬‬
‫‪90‬‬
‫ﺩﻗﻴﻘﺔ‬ ‫‪ 2‬ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬

‫ﺃﺳﺌﻠﺔ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺨﻴﺎﺭﺍﺕ‬ ‫‪10‬‬ ‫ﺟﺰء ‪1‬‬

‫ﺃﺳﺌﻠﺔ ﻣﺰﺍﻭﺟﺔ‬ ‫‪10‬‬ ‫ﺟﺰء ‪2‬‬

‫ﺍﻷﻣﺘﺤﺎﻥ ﺍﻟﻜﺘﺎﺑﻲ‬
‫‪20‬‬ ‫ﺇﺳﺘﺮﺍﺣﺔ ﻟﻤﺪﺓ‬
‫ﺩﻗﻴﻘﺔ‬

‫‪ 3‬ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﺣﻮﺍﻟﻲ‬
‫ﺃﺳﺌﻠﺔ ﺻﻮﺍﺏ ﺃﻡ ﺧﻄﺄ‬ ‫‪5‬‬ ‫ﺍﻟﻔﻬﻢ ﺍﻟﻌﺎﻡ‬ ‫ﺟﺰء ‪1‬‬
‫‪30‬‬
‫ﺩﻗﻴﻘﺔ‬ ‫ﺃﺳﺌﻠﺔ ﺻﻮﺍﺏ ﺃﻡ ﺧﻄﺄ‬ ‫‪10‬‬ ‫ﺍﻟﻔﻬﻢ ﺍﻟﻤﻔﺼﻞ‬ ‫ﺟﺰء ‪2‬‬

‫ﺃﺳﺌﻠﺔ ﺻﻮﺍﺏ ﺃﻡ ﺧﻄﺄ‬ ‫‪5‬‬ ‫ﺍﻟﻔﻬﻢ ﺍﻻﻧﺘﻘﺎﺋﻲ‬ ‫ﺟﺰء ‪3‬‬

‫‪ 4‬ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ )ﺧﻄﺎﺏ(‬

‫‪30‬‬
‫ﺩﻗﻴﻘﺔ‬ ‫ﻛﺘﺎﺑﺔ ﺧﻄﺎﺏ ﻏﻴﺮ ﺭﺳﻤﻲ ﺃﻭ ﺷﺒﻪ ﺭﺳﻤﻲ‬
‫ﻣﻬﻤﺔ ﻛﺘﺎﺑﻴﺔ ﻣﺤﺪﺩﺓ ﺏ ‪ 4‬ﻧﻘﺎﻁ ﺇﺭﺷﺎﺩﻳﺔ‬

‫‪ 20‬ﺩﻗﻴﻘﺔ‬ ‫ﻭﻗﺖ ﺍﻟﺘﺤﻀﻴﺮ‬

‫‪ 5‬ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﺸﻔﻬﻲ‬
‫ﺍﻷﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬

‫ﺣﻮﺍﻟﻲ‬ ‫ﺇﺧﺘﺒﺎﺭ ﻓﺮﺩﻯ ﺃﻭ ﺯﻭﺟﻰ‬ ‫ﺍﻟﺘَﻌﺎﺭﻑ‬ ‫ﺟﺰء ‪1‬‬

‫‪ 15‬ﺩﻗﻴﻘﺔ‬ ‫ﻣﺤﺎﺩﺛﺔ ﻣﺸﺘﺮﻛﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﺎ‬ ‫ﺟﺰء ‪2‬‬
‫ﺍﻹﺷﺘﺮﺍﻙ ﻓﻰ ﺍﻹﻋﺪﺍﺩ ﻟﻤﻬﻤﺔ ﻣﺎ‬ ‫ﺟﺰء ‪3‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
 ‫‪6‬‬
‫‪ 90‬ﺩﻗﻴﻘﺔ ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‪،‬‬

‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ ﺟﺰء ‪1‬‬

‫ﺍﻗﺮﺃ ﺍﻟﻌﻨﺎﻭﻳﻦ ﻣﻦ ‪ a–j‬ﻭﺍﻟﻨﺼﻮﺹ ﻣﻦ ‪ 5–1‬ﻭﺣﺎﻭﻝ ﺃﻥ ﺗﺠﺪ ﻟﻜﻞ ﻧﺺ ﺍﻟﻌﻨﻮﺍﻥ ﺍﻟﻤﻨﺎﺳﺐ‪ ،‬ﺑﺈﻣﻜﺎﻧﻚ ﺇﺳﺘﺨﺪﺍﻡ ﻛﻞ ﻧﺺ ﻭ ﻛﻞ‬
‫ﻋﻨﻮﺍﻥ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪ .‬ﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ ﺣﻠﻮﻝ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 5–1‬ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪.‬‬

‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‬
‫ﻣﺠﻤﻮﻋﺎﺕ ﻗﺼﺼﻴﺔ ﻟﻜﺎﺗﺒﺎﺕ ﻋﺮﺑﻴﺎﺕ ﺑﺎﻷﻟﻤﺎﻧﻴﺔ‬ ‫‪a‬‬

‫ﺍﻟﻠﺺ ﺍﻟﺠﺎﺋﻊ‬ ‫‪b‬‬

‫ﻁﺮﻳﻘﺔ ﺟﺪﻳﺪﺓ ﻟﻠﺴﺮﻗﺔ‬ ‫‪c‬‬

‫ﺍﻟﻘﻬﻮﺓ ﺗﻌﻨﻲ ﻧﻌﻢ‬ ‫‪d‬‬

‫ﺍﻋﺘﻘﺎﻝ ﻓﻴﻞ‬ ‫‪e‬‬

‫ﻛﺎﺗﺒﺎﺕ ﻋﺮﺑﻴﺎﺕ ﻳﻜﺘﺒﻦ ﺑﺎﻷﻟﻤﺎﻧﻴﺔ‬ ‫‪f‬‬

‫ﻟﺺ ﻳﺴﺮﻕ ﻣﻄﺎﺑﺦ‬ ‫‪g‬‬

‫ﺣﺪﻳﻘﺔ ﺍﻟﺤﻴﻮﺍﻥ ﺗﺮﻓﺾ ﺍﺳﺘﻼﻡ ﻗﺮﺩ‬ ‫‪h‬‬

‫ﺍﻟﺮّﺩ ﺑﺎﻟﻘﻬﻮﺓ‬ ‫‪i‬‬

‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﻓﻴﻞ ﻳﻌﻄﻞ ﺣﺮﻛﺔ ﺍﻟﻤﺮﻭﺭ‬ ‫‪j‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
 ‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‬ ‫‪7‬‬

‫‪5‬‬
‫‪3‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪4‬‬
‫‪2‬‬
‫‪1‬‬
‫‪ 90‬ﺩﻗﻴﻘﺔ ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‪،‬‬

‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

 ‫‪8‬‬
‫‪ 90‬ﺩﻗﻴﻘﺔ ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‪،‬‬

‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ ﺟﺰء ‪2‬‬

‫ﺍﻗﺮﺃ ﺍﻟﻨﺺ ﻭﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ ،10–6‬ﺍﺧﺘﺮ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻣﻦ ﺑﻴﻦ )‪ !(a، b، c‬ﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ ﺣﻠﻮﻝ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪10–6‬‬
‫ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪ .‬ﻣﻠﺤﻮﻇﺔ ﻫﺎﻣﺔ‪ :‬ﺗﺮﺗﻴﺐ ﺍﻷﺳﺌﻠﺔ ﻻ ﻳﺘﺒﻊ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺗﺮﺗﻴﺐ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﺍﻟﻨﺺ‪.‬‬

‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‬
‫ﺍﻟﺒﺮﺝ‬
‫ﺍﻟﻤﻌﻤﻞ ﺍﻟﻮﺣﻴﺪ ﺍﻟﻤﻌﺘﻤﺪ ﻋﺎﻟﻤﻴًﺎ ﻓﻲ ﻣﺼﺮ‬

‫ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺪﻭﻟﻲ‪ .‬ﻳﺄﺗﻲ ﺫﻟﻚ ﺑﻌﺪ ﻋﺎﻣﻴﻦ ﻣﻦ ﺍﻟﻌﻤﻞ ﺍﻟﺸﺎﻕ ﺗﻢ‬ ‫ﺟﺎء ﺍﻋﺘﻤﺎﺩ ﻣﻌﺎﻣﻞ ﺍﻟﺒﺮﺝ ﺗﺘﻮﻳﺠًﺎ ﻟﺴﻨﻮﺍﺕ ﻋﺪﻳﺪﺓ ﻣﻦ ﺍﻟﻌﻤﻞ‬
‫ﺧﻼﻟﻬﻤﺎ ﺗﻘﻴﻴﻢ ﺍﻟﻜﻔﺎءﺓ ﺍﻟﻔﻨﻴﺔ ﻟﻠﻤﻌﻤﻞ ﻋﻠﻰ ﻛﺎﻓﺔ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‬ ‫ﻭﺍﻟﻌﻠﻢ ﻭﺍﻟﺨﺒﺮﺓ ﺣﺼﻞ ﺧﻼﻟﻬﺎ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺷﻬﺎﺩﺍﺕ‬
‫ﻛﺎﻓﺔ ﻣﺮﺍﺣﻞ ﺍﻟﺘﺤﺎﻟﻴﻞ ﻣﻦ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻟﻤﺤﺎﻟﻴﻞ‬ ‫ﺍﻟﺠﻮﺩﺓ ﻛﺄﻭﻝ ﻣﻌﻤﻞ ﻣﺼﺮﻱ ﻳﺤﺼﻞ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺸﻬﺎﺩﺍﺕ‪.‬‬
‫ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺇﺟﺮﺍء ﺍﻟﺘﺤﺎﻟﻴﻞ ﻭﺣﺘﻰ ﺍﻟﻤﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ‪.‬‬ ‫ﻭﻛﺄﻛﺒﺮ ﻣﻌﻤﻞ ﺗﺤﺎﻟﻴﻞ ﻁﺒﻴﺔ ﺑﻤﺼﺮ ﻭﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‬
‫ﻭﻳﺘﻢ ﻣﺘﺎﺑﻌﺔ ﺍﻟﻤﻌﻤﻞ ﺍﻟﻤﻌﺘﻤﺪ ﻣﻦ ﺳﻮﻳﺪﺍﻙ ﺑﺰﻳﺎﺭﺍﺕ‬ ‫ﻭﺟﺐ ﻋﻠﻴﻨﺎ ﺍﻟﻤﻀﻲ ﻗﺪ ًﻣﺎ ﻟﺘﻄﻮﻳﺮ ﺃﻧﻔﺴﻨﺎ ﻭﺗﻄﺒﻴﻖ ﺃﻓﻀﻞ‬
‫ﻣﻨﺘﻈﻤﺔ ﻭﻣﺘﻜﺮﺭﺓ ﻭﻳﺘﻢ ﻋﻤﻞ ﺇﻋﺎﺩﺓ ﺗﻘﻴﻴﻢ ﻛﺎﻣﻠﺔ ﻛﻞ ﺃﺭﺑﻊ‬ ‫ﺍﻟﻤﻌﺎﻳﻴﺮﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺣﺘﻰ ﻧﻀﻊ ﻣﺼﺮ ﻋﻠﻰ‬
‫ﺳﻨﻮﺍﺕ‪ .‬ﻳﻀﻤﻦ ﺍﻟﻤﻌﻤﻞ ﺍﻟﻤﻌﺘﻤﺪ ﻋﺎﻟﻤﻴًﺎ ﻟﻠﻤﺘﺮﺩﺩﻳﻦ ﻋﻠﻴﻪ‬ ‫ﺧﺮﻳﻄﺔ ﺍﻟﺘﻄﻮﺭ ﺍﻟﻄﺒﻲ ﺍﻟﻌﺎﻟﻤﻲ‪ .‬ﻭﻳُ ّﻌ ُﺪ ﻣﺠﻠﺲ ﺍﻻﻋﺘﻤﺎﺩ‬
‫ﻧﺘﺎﺋﺞ ﺩﻗﻴﻘﺔ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ‪ ،‬ﺗﻀﺎﻫﻲ ﻓﻲ ﺩﻗﺘﻬﺎ ﻧﺘﺎﺋﺞ ﺃﻱ ﻣﻦ‬ ‫ﺳﻮﻳﺪﺍﻙ – ﻭﻫﻮ ﻣﺆﺳﺴﺔ ﻋﺎﻣﺔ ﻏﻴﺮ ﻫﺎﺩﻓﺔ ﻟﻠﺮﺑﺢ – ﻣﻦ‬
‫ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﻤﻌﺘﻤﺪﺓ ﺩﻭﻟﻴًﺎ ﻓﻲ ﺟﻤﻴﻊ ﺃﻧﺤﺎء ﺍﻟﻌﺎﻟﻢ ﻣﻤﺎ ﻳﺆﻫﻠﻪ‬ ‫ﺃﻋﺮﻕ ﻭﺃﻗﺪﻡ ﻣﺠﺎﻟﺲ ﺍﻻﻋﺘﻤﺎﺩ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﺘﺤﺎﻟﻴﻞ ﺍﻟﻄﺒﻴﺔ‬
‫ﺇﻟﻰ ﺗﺼﺪﻳﺮ ﺧﺪﻣﺔ ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﻄﺒﻴﺔ ﻷﻱ ﺩﻭﻟﺔ ﺃﻭﺭﻭﺑﻴﺔ‬ ‫ﻭﻳﻌﺘﺒﺮ ﺃﺣﺪ ﻋﻠﻤﺎﺋﻬﺎ ﻭﻫﻮ ﺍﻟﺪﻛﺘﻮﺭ ﻫﻴﻠﺘﻮﻓﺖ ﺭﺍﺋﺪًﺍ ﻓﻲ‬
‫ﻭﺃﻣﺮﻳﻜﻴﺔ‪ .‬ﻭﻳﺘﻤﻴﺰ ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺪﻭﻟﻲ ﻋﻦ ﺷﻬﺎﺩﺍﺕ ﺍﻟﺠﻮﺩﺓ‬ ‫ﻭﺿﻊ ﺃﺳﺲ ﻭﻗﻮﺍﻋﺪ ﺍﻟﺠﻮﺩﺓ ﻟﻠﻤﻌﺎﻣﻞ ﺍﻟﻄﺒﻴﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻯ‬
‫ﺑﺸﻤﻮﻟﻴﺘﻪ ﻟﺠﻤﻴﻊ ﻣﺮﺍﺣﻞ ﺍﻟﺘﺤﺎﻟﻴﻞ ﻣﻦ ﻟﺤﻈﺔ ﺍﺳﺘﻘﺒﺎﻝ‬ ‫ﺍﻟﻌﺎﻟﻢ‪ .‬ﻭﻻ ﻳﺴﺎﻫﻢ ﺳﻮﻳﺪﺍﻙ ﻓﻘﻂ ﻓﻲ ﻣﻨﺢ ﺍﻋﺘﻤﺎﺩ ﺍﻟﻤﻌﺎﻣﻞ‬
‫ﺍﻟﻌﻤﻴﻞ ﻭﺣﺘﻰ ﺗﺴﻠﻴﻢ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺗﻘﻴﻴﻢ ﺍﻟﻜﻔﺎءﺓ ﺍﻟﻔﻨﻴﺔ ﻟﻠﻤﻌﻤﻞ‬ ‫ﺍﻟﻄﺒﻴﺔ ﻭﻟﻜﻨﻪ ﺃﻳﻀًﺎ ﻳﺴﺎﻫﻢ ﻓﻲ ﻭﺿﻊ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻟﻠﺠﻮﺩﺓ‬
‫ﻓﻲ ﺣﻴﻦ ﺃﻥ ﺷﻬﺎﺩﺍﺕ ﺍﻟﺠﻮﺩﺓ ﺗﻐﻄﻲ ﻣﺮﺣﻠﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‬ ‫ﻓﻲ ﺑﻠﺪﺍﻥ ﻣﺜﻞ ﺗﺮﻛﻴﺎ ﻭﻟﺒﻨﺎﻥ ﻭﺍﻷﺭﺩﻥ ﻭﺭﻭﺳﻴﺎ ﻭﺃﻳﺴﻠﻨﺪﺍ‬
‫ﻣﻦ ﻣﺮﺍﺣﻞ ﺍﻟﺘﺤﺎﻟﻴﻞ ﻭﺗﻌﺘﺒﺮ ﺗﻘﻴﻴﻤﺎ ﺟﺰﺋﻴﺎ ﻓﻘﻂ‪ ،‬ﺣﻴﺚ‬ ‫ﻭﺫﻟﻚ ﻋﻦ ﻁﺮﻳﻖ ﺗﺪﺭﻳﺐ ﺍﻟﺨﺒﺮﺍء ﻭﺍﻟﻤﺮﺍﺟﻌﻴﻦ ﻭﺍﻟﻤﻘﻴﻤﻴﻦ‬
‫ﺗﻘﻮﻡ ﺍﻟﺠﻬﺎﺕ ﺍﻟﻤﺴﺌﻮﻟﺔ ﻋﻦ ﺇﺻﺪﺍﺭ ﺷﻬﺎﺩﺍﺕ ﺍﻟﺠﻮﺩﺓ‬ ‫ﺍﻟﻔﻨﻴﻴﻦ ﻓﻲ ﻫﺬﻩ ﺍﻟﺪﻭﻝ ﻭﻛﺬﻟﻚ ﻓﻲ ﻣﺴﺎﻋﺪﺓ ﻣﺠﺎﻟﺲ‬
‫ﺑﺈﺭﺳﺎﻝ ﻋﻴﻨﺎﺕ ﺳﻨﻮﻳﺔ ﻵﻻﻑ ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﻤﺸﺘﺮﻛﺔ ﻭﺇﻋﺪﺍﺩ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﻮﻁﻨﻴﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺪﻭﻝ ﻓﻲ ﻭﺿﻊ ﺿﻮﺍﺑﻂ ﺍﻟﺠﻮﺩﺓ‬
‫ﺗﻘﺎﺭﻳﺮ ﻣﻘﺎﺭﻧﺔ ﺑﻴﻦ ﻧﺘﺎﺋﺞ ﺍﻟﻤﻌﺎﻣﻞ ﺩﻭﻥ ﻭﺿﻊ ﺍﻟﻤﻌﺎﻣﻞ ﺃﻭ‬ ‫ﺑﻤﺎ ﻳﺘﻤﺸﻰ ﻣﻊ ﺍﻟﻤﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺎﻟﻤﻴﺔ ﻟﺠﻮﺩﺓ ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﻄﺒﻴﺔ‪.‬‬
‫ﺍﻟﻤﺮﺍﺣﻞ ﺍﻷﺧﺮﻯ ﺍﻟﺨﺎﺻﺔ ﺑﻀﻤﺎﻥ ﺟﻮﺩﺓ ﺍﻟﻌﻴﻨﺎﺕ ﻣﻮﺿﻊ‬
‫ﺍﻟﺘﻘﻴﻴﻢ‪.‬‬ ‫ﺃﻋﻠﻦ ﻣﺠﻠﺲ ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺴﻮﻳﺪ ﻱ )ﺳﻮﻳﺪﺍ ﻙ( ﻓﻲ ‪18‬‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﻣﺎﺭﺱ ‪ 2010‬ﺣﺼﻮﻝ ﻣﻌﺎﻣﻞ ﺍﻟﺒﺮﺝ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ﺍﻋﺘﻤﺎﺩ‬

‫ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﻄﺒﻴﺔ ﻛﺄﻭﻝ ﻣﻌﻤﻞ ﻣﺼﺮﻱ ﻳﺤﺼﻞ ﻋﻠﻰ‬

‫)ﺍﻟﻨﺺ ﻣﺄﺧﻮﺫ ﻣﻦ ﺟﺮﻳﺪﺓ ﻣﺼﺮﻳﺔ(‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫‪ 90‬ﺩﻗﻴﻘﺔ ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‪،‬‬

‫ﻣﻠﺤﻮﻇﺔ ﻫﺎﻣﺔ‪ :‬ﺗﺮﺗﻴﺐ ﺍﻷﺳﺌﻠﺔ ﻻ ﻳﺘﺒﻊ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺗﺮﺗﻴﺐ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﺍﻟﻨﺺ‬

‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‬

‫ﺗﻘﻮﻡ ﺳﻮﻳﺪﺍﻙ …‬ ‫‪6‬‬

‫ﺑﺰﻳﺎﺭﺓ ﺍﻟﻤﻌﺎﻣﻞ ﻛﻞ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ‪.‬‬ ‫‪a‬‬

‫ﺑﺘﺠﺪﻳﺪ ﺍﻻﻋﺘﻤﺎﺩ ﻛﻞ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ‪.‬‬ ‫‪b‬‬
‫ﺑﻤﺘﺎﺑﻌﺔ ﺍﻟﻌﻤﻞ ﻓﻲ ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﻤﻌﺘﻤﺪﺓ ﻛﻞ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ‪.‬‬ ‫‪c‬‬

‫ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺪﻭﻟﻲ ﻭﺷﻬﺎﺩﺍﺕ ﺍﻟﺠﻮﺩﺓ ﻫﻮ ﺃﻥ …‬ ‫‪7‬‬

‫ﺷﻬﺎﺩﺍﺕ ﺍﻟﺠﻮﺩﺓ ﺃﻛﺜﺮ ﺩﻗﺔ ﻣﻦ ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺪﻭﻟﻲ‪.‬‬ ‫‪a‬‬

‫ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺪﻭﻟﻲ ﻳﺮﻛﺰ ﻓﻘﻂ ﻋﻠﻰ ﺟﻮﺩﺓ ﻭﺩﻗﺔ ﺍﻟﺘﺤﺎﻟﻴﻞ ﺍﻟﻄﺒﻴﺔ‪.‬‬ ‫‪b‬‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺪﻭﻟﻲ ﻳﻘﻮﻡ ﺑﺘﻘﻴﻴﻢ ﺍﻟﻤﻌﺎﻣﻞ ﻛﻤﺆﺳﺴﺔ ﻣﺘﻜﺎﻣﻠﺔ‪.‬‬ ‫‪c‬‬

‫ﺷﻬﺎﺩﺍﺕ ﺍﻟﺠﻮﺩﺓ …‬ ‫‪8‬‬

‫ﻻ ﺗﻘﻮﻡ ﺑﺘﻘﻴﻴﻢ ﺩﻗﺔ ﻧﺘﺎﺋﺞ ﺍﻟﻌﻴﻨﺎﺕ‪.‬‬ ‫‪a‬‬

‫ﻻ ﺗﻬﺘﻢ ﺑﺘﻘﻴﻴﻢ ﺍﻟﻌﺎﻣﻠﻴﻦ ﺑﺎﻟﻤﻌﺎﻣﻞ‪.‬‬ ‫‪b‬‬
‫ﺗﻬﺘﻢ ﺑﺄﻥ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻤﻌﺎﻣﻞ ﺃﺣﺪﺙ ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫‪c‬‬

‫ﻗﺒﻞ ﺃﻥ ﻳﺤﺼﻞ ﻣﻌﻤﻞ ﺍﻟﺒﺮﺝ ﻋﻠﻰ ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﺪﻭﻟﻲ …‬ ‫‪9‬‬

‫ﻛﺎﻥ ﻗﺪ ﺣﺼﻞ ﺳﺎﺑﻘًﺎ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺷﻬﺎﺩﺍﺕ ﺍﻟﺠﻮﺩﺓ‪.‬‬ ‫‪a‬‬

‫ﻛﺎﻥ ﻗﺪ ﺍﻓﺘﺘﺢ ﻋﺪﺓ ﻓﺮﻭﻉ ﺟﺪﻳﺪﺓ ﻓﻲ ﺩﻭﻝ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ‪.‬‬ ‫‪b‬‬
‫ﻛﺎﻥ ﺍﻟﻤﺠﺎﻝ ﺍﻟﻄﺒﻲ ﻓﻲ ﻣﺼﺮ ﻗﺪ ﻭﺻﻞ ﺇﻟﻰ ﺍﻟﻌﺎﻟﻤﻴﺔ‪.‬‬ ‫‪c‬‬

‫‪ 10‬ﺳﻮﻳﺪﺍﻙ ﻫﻮ …‬

‫ﻣﺆﺳﺴﺔ ﺫﺍﺕ ﺷﻬﺮﺓ ﻋﺎﻟﻤﻴﺔ ﺗﻘﻮﻡ ﺑﺘﻘﻴﻴﻢ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻤﻌﺎﻣﻞ ﺍﻟﻄﺒﻴﺔ ﺑﻤﻘﺎﺑﻞ ﻣﺎﺩﻱ ﻣﺮﺗﻔﻊ‪.‬‬ ‫‪a‬‬
‫ﻣﺆﺳﺴﺔ ﺫﺍﺕ ﺷﻬﺮﺓ ﻋﺎﻟﻤﻴﺔ ﺗﻘﻮﻡ ﺑﺘﻘﻴﻴﻢ ﺍﻟﻌﻤﻞ ﺑﺎﻟﻤﻌﺎﻣﻞ ﺍﻟﻄﺒﻴﺔ ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﺗﺮﻛﻴﺎ ﻭﻟﺒﻨﺎﻥ ﻭﺍﻷﺭﺩﻥ ﻭﺭﻭﺳﻴﺎ‬ ‫‪b‬‬
‫ﻭﺃﻳﺴﻠﻨﺪﺍ‪.‬‬
‫ﻣﺆﺳﺴﺔ ﺫﺍﺕ ﺷﻬﺮﺓ ﻋﺎﻟﻤﻴﺔ ﻫﺪﻓﻬﺎ ﻫﻮ ﺗﻘﻴﻴﻢ ﻭﺗﺪﺭﻳﺐ ﺟﻤﻴﻊ ﺃﻋﻀﺎء ﻣﻨﻈﻮﻣﺔ ﺍﻟﻌﻤﻞ ﺑﻤﺠﺎﻝ ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﻄﺒﻴﺔ‪.‬‬ ‫‪c‬‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ ﺟﺰء ‪3‬‬

‫ﺍﻗﺮﺃ ﺍﻟﻤﻮﺍﻗﻒ ﻣﻦ ‪ 20–11‬ﻭﺍﻹﻋﻼﻧﺎﺕ ﻣﻦ ‪ a–l‬ﻭﺣﺎﻭﻝ ﺃﻥ ﺗﺠﺪ ﻟﻜﻞ ﻣﻮﻗﻒ ﺍﻹﻋﻼﻥ ﺍﻟﻤﻨﺎﺳﺐ‪ ،‬ﺑﺈﻣﻜﺎﻧﻚ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﻋﻼﻥ‬
‫ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪ .‬ﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ ﺣﻠﻮﻝ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 20–11‬ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪.‬‬

‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‬
‫ﻓﻲ ﺣﺎﻟﺔ ﻋﺪﻡ ﻋﺜﻮﺭﻙ ﻋﻠﻰ ﺇﻋﻼﻥ ﻣﻨﺎﺳﺐ ﻟﻤﻮﻗﻒ ﻣﻦ ﺍﻟﻤﻮﺍﻗﻒ ﺿﻊ ﻋﻼﻣﺔ ﺃﻣﺎﻡ ﺭﻗﻢ ﺍﻟﻤﻮﻗﻒ ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪.‬‬

‫‪ 11‬ﺃﻧﺖ ﻣﻦ ﺃﺑﻮﻅﺒﻲ ﻭﻣﻮﺟﻮﺩ ﺍﻵﻥ ﻓﻲ ﺍﻟﻘﺎﻫﺮﺓ ﻭﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺳﻴﺎﺭﺓ ﻟﻤﺪﺓ ﺃﺳﺒﻮﻉ ﻭﺍﺣﺪ ﻓﻘﻂ‪.‬‬

‫‪ 12‬ﺑﻤﻨﺎﺳﺒﺔ ﻋﻴﺪ ﺯﻭﺍﺟﻜﻤﺎ ﺍﻟﺨﺎﻣﺲ ﺗﺮﻳﺪ ﺃﻧﺖ ﻭﺯﻭﺟﺘﻚ ﺃﻥ ﺗﻘﻀﻴﺎ ﺃﻣﺴﻴﺔ ﺳﻌﻴﺪﺓ ﺗﺴﺘﻤﺘﻌﺎ ﺧﻼﻟﻬﺎ ﺑﺎﻟﻤﻮﺳﻴﻘﻰ ﻭ ﺍﻟﻄﻌﺎﻡ‬
‫ﺍﻟﻄﻴﺐ‪.‬‬

‫‪ 13‬ﺃﻧﺖ ﻣﺪﺭﺱ ﻟﻐﺔ ﻓﺮﻧﺴﻴﺔ ﻭﺗﺒﺤﺚ ﻋﻦ ﻋﻤﻞ ﻣﻨﺎﺳﺐ ﺑﺈﺣﺪﻯ ﺩﻭﻝ ﺍﻟﺨﻠﻴﺞ‬

‫‪ 14‬ﺃﻧﺖ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻁﺎﻭﻟﺔ ﻛﻤﺒﻴﻮﺗﺮ‪.‬‬

‫‪ 15‬ﺃﻧﺖ ﻁﺒﻴﺐ ﻧﺎﺟﺢ ﻭﺍﻟﺘﺤﻘﺖ ﺑﻌﻤﻞ ﺟﺪﻳﺪ ﻓﻲ ﺑﻴﺮﻭﺕ ﻭﺩﺧﻠﻚ ﺍﻟﺸﻬﺮﻱ ﻣﺮﺗﻔﻊ ﻭﺗﺒﺤﺚ ﻣﻦ ﻣﺴﻜﻦ ﻣﺘﻤﻴﺰ‪.‬‬

‫‪ 16‬ﺃﻧﺖ ﻣﻬﻨﺪﺱ ﻣﺼﺮﻱ ﻭﻟﺪﻳﻚ ﺇﺑﻨﺔ ﺣﺎﺻﻠﺔ ﻋﻠﻰ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻫﺬﺍ ﺍﻟﻌﺎﻡ ﻭﺗﺒﺤﺚ ﻟﻬﺎ ﻋﻦ ﺟﺎﻣﻌﺔ ﻣﺘﻤﻴﺰﺓ ﺑﺠﻮﺩﺓ ﺃﻭﺭﻭﺑﻴﺔ‬
‫ﻭﻟﻜﻨﻚ ﻻ ﺗﺮﻳﺪﻫﺎ ﺃﻥ ﺗﺬﻫﺐ ﺑﻤﻔﺮﺩﻫﺎ ﺇﻟﻰ ﺃﻭﺭﻭﺑﺎ‪.‬‬

‫‪ 17‬ﺃﻧﺖ ﺭﺟﻞ ﻭﻏﺪًﺍ ﺣﻔﻞ ﺯﻭﺍﺟﻚ ﻭﺗﺒﺤﺚ ﻋﻦ ﺻﺎﻟﻮﻥ ﺣﻼﻗﺔ ﻣﺘﻤﻴﺰ‪.‬‬

‫‪ 18‬ﺃﻧﺖ ﻓﺮﻧﺴﻲ ﻭﺣﺼﻠﺖ ﻋﻠﻰ ﻋﻤﻞ ﺑﺠﺎﻣﻌﺔ ﺍﻟﺴﺮﺑﻮﻥ ﺑﺄﺑﻮﻅﺒﻲ ﺑﺪﺍﻳﺔ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﻘﺎﺩﻡ‪ .‬ﻟﺬﻟﻚ ﺗﺮﻳﺪ ﺃﻥ ﺗﺒﺪﺃ ﻣﻦ ﺍﻵﻥ ﻓﻲ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪ 19‬ﺍﻧﺘﻘﻠﺖ ﻟﻠﻌﻤﻞ ﺑﺎﻟﻘﺎﻫﺮﺓ ﻭﺍﺳﺘﺄﺟﺮﺕ ﺷﻘﺔ ﺻﻐﻴﺮﺓ‪ .‬ﺍﻵﻥ ﺃﻧﺖ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺑﻌﺾ ﺍﻷﺛﺎﺙ ﺭﺧﻴﺺ ﺍﻟﺜﻤﻦ‪.‬‬

‫‪ 20‬ﺃﻧﺖ ﺳﻴﺪﺓ ﺗﻠﺒﺴﻴﻦ ﺍﻟﺤﺠﺎﺏ ﻭﺗﺴﻜﻨﻴﻦ ﺍﻵﻥ ﻓﻲ ﺣﻲ ﺍﻟﻤﻬﻨﺪﺳﻴﻦ ﻭﺗﺒﺤﺜﻴﻦ ﻋﻦ ﻣﻜﺎﻥ ﻣﻨﺎﺳﺐ ﺑﺎﻟﻘﺮﺏ ﻣﻨﻚ ﻳﻤﻜﻨﻚ ﻓﻴﻪ‬
‫ﺗﺼﻔﻴﻒ ﺍﻟﺸﻌﺮ ﻭﺗﻘﻠﻴﻢ ﺍﻷﻅﺎﻓﺮ‪.‬‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫‪ 90‬ﺩﻗﻴﻘﺔ ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‪،‬‬

‫ﻛﺮﻳﻢ ﻣﻮﺗﻮﺭﺯ‬ ‫‪b‬‬ ‫ﻣﻮﺑﻴﻠﻴﺎﺕ ﺍﻟﺸﺮﻕ‬ ‫‪a‬‬

‫ﺑﻴﻊ – ﺷﺮﺍء – ﺇﺳﺘﺒﺪﺍﻝ‬ ‫ﺧﺒﺮﺓ ﻋﺎﻟﻴﺔ ﻭﺟﻮﺩﺓ ﻋﺎﻟﻤﻴﺔ‬
‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‬

‫ﺧﺼﻢ ﻳﺼﻞ ﺇﻟﻰ‬

‫ﻳﻮﺟﺪ ﺳﻴﺎﺭﺍﺕ ﺟﺪﻳﺪﺓ‬
‫ﺑﺎﻟﺘﻘﺴﻴﻂ ﺍﻟﻤﺒﺎﺷﺮ ﻭﻋﻦ ﻁﺮﻳﻖ ﺍﻟﺒﻨﻮﻙ‬
‫ﺃﺳﻌﺎﺭ ﺧﺎﺻﺔ ﻟﻠﺪﻓﻊ ﺍﻟﻨﻘﺪﻱ‬
‫‪%50‬‬
‫ﻋﻠﻰ ﺟﻤﻴﻊ ﻗﻄﻊ ﺍﻷﺛﺎﺙ‬
‫‪ 4‬ﺷﺎﺭﻉ ﺍﻻﻧﺸﺮﺍﺡ ﻣﺘﻔﺮﻉ ﻣﻦ ﻋﺒﺪﺍﻟﻤﻨﻌﻢ ﺳﻨﺪ‬
‫ﺑﻴﻊ ﺑﺎﻟﻨﻘﺪ ﻭﺍﻟﺘﻘﺴﻴﻂ ﻋﻠﻰ ‪ 10‬ﺷﻬﻮﺭ‬
‫– ﺃﺣﻤﺪ ﻋﺮﺍﺑﻲ –‬
‫ﺑﺪﻭﻥ ﻣﻘﺪﻡ ﻭﺑﺪﻭﻥ ﻓﺎﺋﺪﺓ‬
‫ﺍﻟﻤﻬﻨﺪﺳﻴﻦ‬
‫ﺑﺎﺭﻳﺲ – ﺍﻟﺴﻮﺭﺑﻮﻥ ﺃﺑﻮﻅﺒﻲ‬ ‫‪c‬‬
‫ﻣﻄﻠﻮﺏ‬ ‫‪d‬‬ ‫ﻁﺮﻳﻘﻚ ﺇﻟﻰ ﺍﻟﻨﺠﺎﺡ‬
‫ﻟﻠﻌﻤﻞ ﺑﺈﺣﺪﻯ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﻜﺒﺮﻯ ﺑﺎﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﺍﻟﺘﻤﻴﺰ ﻭﺍﻟﺮﻗﻲ ﻳﺠﺘﻤﻌﺎﻥ ﻓﻲ ﻣﻜﺎﻥ ﻭﺍﺣﺪ‬
‫ﻣﻬﻨﺪﺳﻮﻥ ﻭﺃﻁﺒﺎء ﻭﻣﺤﺎﺳﺒﻮﻥ ﻭﻓﻨﻴﻮﻥ‬ ‫ﺑﺮﺍﻣﺞ ﻟﻠﺒﻜﺎﻟﻮﺭﻳﻮﺱ ﻭﺍﻟﻤﺎﺟﺴﺘﻴﺮ‬
‫ﺧﺒﺮﺓ ﻻﺗﻘﻞ ﻋﻦ ﻋﺸﺮ ﺳﻨﻮﺍﺕ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻌﻤﻞ‬ ‫ﺑﺮﺍﻣﺞ ﻣﻜﺜﻔﺔ ﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‬
‫ﺗﺮﺳﻞ ﺍﻟﻄﻠﺒﺎﺕ ﻋﻠﻰ ﺍﻟﻌﻨﻮﺍﻥ ﺍﻟﺘﺎﻟﻲ‬ ‫ﺳﻜﻦ ﻟﻠﻄﻼﺏ ﻭﺁﺧﺮ ﻟﻠﻄﺎﻟﺒﺎﺕ‬
‫ﺷﻬﺎﺩﺍﺕ ﺗﺼﺪﺭ ﻣﻦ ﺑﺎﺭﻳﺲ‬
‫ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬
‫ﻟﻠﻤﺰﻳﺪ ﻣﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪:‬‬
‫ﺹ‪ .‬ﺏ‪ 1415 .‬ﺍﻟﺮﻳﺎﺽ‬ ‫‪[email protected]‬‬

‫‪f‬‬
‫ﺷﺮﻛﺔ ﺍﻷﺻﺪﻗﺎء‬ ‫ﺑﻴﺖ ﺍﻟﺠﻤﺎﻝ‬ ‫‪e‬‬
‫ﻷﺛﺎﺙ ﺍﻟﻤﻜﺎﺗﺐ‬ ‫ﻣﺮﻛﺰ ﺗﺠﻤﻴﻞ ﻭﻧﺎﺩﻱ ﺻﺤﻲ‬
‫ﺣﺎﻟﻴًﺎ ﻭﻟﻔﺘﺮﺓ ﻣﺤﺪﻭﺩﺓ ﺧﺼﻢ ‪%20‬‬ ‫ﺣﻤﺎﻡ ﻣﻐﺮﺑﻲ ﻭﺗﺮﻛﻲ ﻭﺑﻠﺪﻱ ‪ /‬ﺩﻟﻜﺔ ﺳﻮﺩﺍﻧﻲ ‪ /‬ﻣﺴﺎﺝ ﺗﺎﻳﻼﻧﺪﻱ‬
‫ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﻤﻨﺘﺠﺎﺕ‬ ‫‪ 24‬ﺳﺎﻋﺔ ﺑﺎﻟﻤﻬﻨﺪﺳﻴﻦ ‪ /‬ﻁﻮﺍﻝ ﺃﻳﺎﻡ ﺍﻷﺳﺒﻮﻉ‬
‫ﺍﻟﻔﺮﻉ ﺍﻟﺮﺋﻴﺴﻲ‪ 154 :‬ﺵ ﺟﺴﺮ‬ ‫ﺧﺼﻢ ﺧﺎﺹ ﻟﻠﻌﺮﺍﺋﺲ‬
‫ﺍﻟﺴﻮﻳﺲ ﺃﻣﺎﻡ ﺑﻮﺍﺑﺔ ﻧﺎﺩﻱ ﺍﻟﺸﻤﺲ‬ ‫ﻟﻠﺤﺠﺰ ﻭﺍﻹﺳﺘﻌﻼﻡ‬
‫ﻣﻮﺑﺎﻳﻞ‪0102342878 :‬‬ ‫ﺗﻠﻴﻔﻮﻥ‪0189251088 :‬‬

‫ﻣﻄﻌﻢ ﺍﻟﺴﻤﻜﺔ ﺍﻟﺬﻫﺒﻴﺔ‬ ‫‪h‬‬ ‫ﺍﻟﺼﻔﻮﺓ‬ ‫‪g‬‬

‫ﺃﺷﻬﻰ ﺍﻟﻤﺄﻛﻮﻻﺕ ﺍﻟﺒﺤﺮﻳﺔ‬ ‫ﻟﺒﻴﻊ ﻭﺷﺮﺍء ﻭﺍﺳﺘﺒﺪﺍﻝ ﻭﺗﺄﺟﻴﺮ ﺍﻟﺴﻴﺎﺭﺍﺕ‬
‫ﻳﺮﺟﻰ ﺍﻟﺤﺠﺰ ﻣﺴﺒﻘًﺎ‬ ‫ﻟﻼﺳﺘﻌﻼﻡ‪0123759841 :‬‬
‫ﺗﻠﻴﻔﻮﻥ‪ 2472901 :‬ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‬ ‫ﺑﺎﻟﻘﺎﻫﺮﺓ ﻭﺍﻹﺳﻜﻨﺪﺭﻳﺔ‬

‫ﻛﻮﺍﻓﻴﺮ ﺷﺎﻛﻴﺮﺍ‬ ‫‪j‬‬

‫ﻣﻌﻬﺪ ﺍﻟﻌﺎﻟﻢ ﺍﻟﻌﺮﺑﻲ ﺑﺒﺎﺭﻳﺲ‬ ‫‪i‬‬
‫ﻣﺎﻛﻴﺎﺝ ﻋﺮﺍﺋﺲ ﻭﻣﺎﻛﻴﺎﺝ ﺳﻬﺮﺓ‬ ‫ﻧﺪﻭﺍﺕ ﺛﻘﺎﻓﻴﺔ – ﻣﺤﺎﺿﺮﺍﺕ‬
‫ﺻﺒﻐﺎﺕ‪ ،‬ﻫﺎﻱ ﻻﻳﺖ‪ ،‬ﺇﺳﺘﺸﻮﺍﺭ‪ ،‬ﻋﻼﺝ ﺍﻟﺸﻌﺮ‪ ،‬ﺗﺴﺮﻳﺤﺎﺕ‬ ‫ﺩﻭﺭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻐﺔ ﺃﺟﻨﺒﻴﺔ‬
‫ﻣﺪﺭﺳﻮﻥ ﻋﺮﺏ‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﻋﺮﺍﺋﺲ ﻭﺳﻬﺮﺓ‪ ،‬ﺗﻨﻈﻴﻒ ﺑﺸﺮﺓ‪ ،‬ﻣﺎﻧﻴﻜﻴﺮ ﻭﺑﺎﺩﻳﻜﻴﺮ‪ ،‬ﻭﺃﺷﻴﺎء‬

‫ﺃﺧﺮﻯ‬ ‫ﺩﺭﻭﺱ ﻟﻤﺠﻤﻮﻋﺎﺕ‬
‫ﺍﻟﻤﻬﻨﺪﺳﻴﻦ‪ 7 :‬ﺵ ﺍﻟﺤﺴﻦ ﻣﺘﻔﺮﻉ ﻣﻦ ﺷﺎﺭﻉ ﻋﻤﺎﻥ‬ ‫ﺩﺭﻭﺱ ﻓﺮﺩﻳﺔ‬
‫ﻣﻮﺑﺎﻳﻞ‪0125620226 :‬‬ ‫ﺩﻭﺭﺍﺕ ﺗﻌﻠﻴﻢ ﻟﻸﻁﻔﺎﻝ‬
‫ﻣﻦ ﺳﻦ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ‬
‫ﻗﺴﻢ ﺧﺎﺹ ﻟﻠﻤﺤﺠﺒﺎﺕ‬

‫ﻟﻠﺒﻴﻊ ﺷﻘﻖ ﻭﻓﻴﻼﺕ‬ ‫‪l‬‬ ‫ﺳﻬﺮﺓ ﻧﻴﻠﻴﺔ ﻋﻠﻰ ﺃﻧﻐﺎﻡ ﺍﻟﻤﻮﺳﻴﻘﻰ‬ ‫‪k‬‬
‫ﺑﺄﺭﻗﻰ ﻣﻮﺍﻗﻊ ﺑﻴﺮﻭﺕ‬ ‫ﺍﺳﺘﻤﺘﻊ ﺑﺄﻣﺴﻴﺔ ﻣﻮﺳﻴﻘﻴﺔ ﺟﻤﻴﻠﺔ‬
‫ﻟﻠﺤﺠﺰ ﻭﺍﻻﺳﺘﻌﻼﻡ‬ ‫ﻭﻋﺸﺎء ﻓﺎﺧﺮ ﻋﻠﻰ ﻅﻬﺮ ﺍﻟﺴﻔﻴﻨﺔ ﺣﻮﺭﺱ‬
‫ﻳﻮﻣﻴًﺎ ﻣﻦ ﺍﻟﺴﺎﻋﺔ ‪ 8‬ﻣﺴﺎ ًء ﺣﺘﻲ ﻣﻨﺘﺼﻒ ﺍﻟﻠﻴﻞ‬
‫ﺷﺮﻛﺔ ﺍﻟﺠ ّﻤﺎﻝ ﻟﻠﺘﺴﻮﻳﻖ ﺍﻟﻌﻘﺎﺭﻱ‬
‫ﻳﺮﺟﻰ ﺍﻟﺤﺠﺰ ﻣﺴﺒﻘًﺎ‪3712640 :‬‬
‫‪www.aljammal-real-estate.com‬‬ ‫ﺳﻌﺮ ﺍﻟﻔﺮﺩ ‪ 250‬ﺟﻨﻴﻪ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫‪ 90‬ﺩﻗﻴﻘﺔ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬

‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺟﺰء ‪1‬‬

‫ﺍﻗﺮﺃ ﺍﻟﻨﺺ ﻭﺃﻛﻤﻞ ﺍﻟﻔﺮﺍﻏﺎﺕ ﻣﻦ ‪ .30–21‬ﺍﺧﺘﺮ ﺍﻟﺤﻞ ﺍﻟﺼﺤﻴﺢ ﻣﻦ )‪(a، b، c‬‬
‫ﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ ﺣﻠﻮﻝ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 30–21‬ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪.‬‬

‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬
‫ﻋﺰﻳﺰﻱ ﺧﺎﻟﺪ‬

‫ﺃﺭﺟﻮ ﺃﻥ ﺗﻜﻮﻥ ﺑﺼﺤﺔ ﺟﻴﺪﺓ‪ .‬ﺑﻌﺪ ﺃﻥ ﺍﻧﺘﻬﻴﺖ ﻣﻦ ﺩﺭﺍﺳﺘﻲ ﺭﺟﻌﺖ ﺇﻟﻲ ﺑﻠﺪﻱ‪ .‬ﻭﻛﻤﺎ ﺗﻌﺮﻑ ﻓﻘﺪ ﻛﻨﺖ ﺃﺭﻏﺐ ﻓﻲ ﺍﻟﺬﻫﺎﺏ‬
‫ﺇﻟﻰ ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟﻤﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭ  ‪   21‬ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ ﻓﺸﻞ ﻟﻸﺳﻒ‪ .‬ﺑﻌﺪ ﺫﻟﻚ ﺭﺟﻌﺖ ﺇﻟﻰ ﺃﻟﻤﺎﻧﻴﺎ‪،‬‬
‫ﺣﻴﺚ ﺣﺼﻠﺖ ﻋﻠﻲ ﻋﻘﺪ ﻟﻠﺘﺪﺭﺏ ﻓﻲ   ‪   22‬ﺳﻴﻤﻨﺲ ﻭﺑﻘﻴﺖ ﻫﻨﺎﻙ ﻟﻤﺪﺓ ﺳﺘﺔ ﺃﺷﻬﺮ‪ .‬ﻛﺎﻥ ﺍﻟﻌﻤﻞ   ‪  23‬‬
‫ﻣﺮﻫﻘًﺎ ﻭﻟﻜﻨﻲ ﺍﺳﺘﻔﺪﺕ ﻣﻨﻪ ﻛﺜﻴﺮًﺍ‪ .‬ﺃﻧﺖ ﺗﻌﺮﻑ ﺃﻧﻨﻲ ﻻ   ‪   24‬ﺍﻻﺳﺘﻴﻘﺎﻅ ﻣﺒﻜﺮًﺍ ﻭ  ‪   25‬ﻛﻨﺖ‬
‫ﺃﺗﻮﺍﺟﺪ ﻓﻲ ﺍﻟﺸﺮﻛﺔ ﻳﻮﻣﻴًﺎ ﺍﻟﺴﺎﻋﺔ ﺍﻟﺴﺎﺑﻌﺔ ﺻﺒﺎﺣًﺎ‪ .‬ﻟﻘﺪ ﻗﻤﺖ   ‪   26‬ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ ﺑﺎﻟﻌﻤﻞ ﻓﻲ ﺃﻗﺴﺎﻡ ﻣﺨﺘﻠﻔﺔ‪،‬‬
‫ﺑﻤﻌﻨﻰ ﺃﻧﻨﻲ ﻟﻢ ﺃﺗﺪﺭﺏ ﻓﻘﻂ ﻣﻦ ﻓﻲ ﻗﺴﻢ ﺍﻹﻧﺘﺎﺝ ﻭﻟﻜﻦ ﺃﻳﻀًﺎ ﻓﻲ ﺃﻗﺴﺎﻡ ﺍﻟﺘﺴﻮﻳﻖ ﻭﺍﻟﻤﺒﻴﻌﺎﺕ ﻭ  ‪   27‬ﺍﻟﻜﺜﻴﺮ‬
‫ﻣﻦ ﺍﻷﺷﻴﺎء‪ .‬ﻛﻤﺎ ﻛﺎﻥ ﺍﻟﺰﻣﻼء   ‪   28‬ﻛﻨﺖ ﺃﻋﻤﻞ ﻣﻌﻬﻢ ﻫﻨﺎﻙ ﻣﺘﻌﺎﻭﻧﻮﻥ ﺟﺪًﺍ‪.‬‬

‫ﺑﻌﺪ ﺍﻧﺘﻬﺎء ﻣﺪﺓ ﺍﻟﺘﺪﺭﻳﺐ ﺑﻘﻴﺖ ﻟﻤﺪﺓ ﺃﺳﺒﻮﻋﻴﻦ ﻓﻲ ﺃﻟﻤﺎﻧﻴﺎ ﺯﺭﺕ ﻓﻴﻬﻤﺎ ﺃﺻﺪﻗﺎﺋﻲ ﺍﻟﻘﺪﺍﻣﻰ   ‪   29‬ﺭﺟﻌﺖ ﺇﻟﻰ‬
‫ﺑﻠﺪﻱ‪ .‬ﺃﻧﺎ ﺃﻋﻤﻞ ﻫﻨﺎ ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﻜﺒﺮﻯ ﻭﻟﻜﻦ ﻟﻴﺲ ﻟﺪﻱ ﻭﻗﺖ ﺍﻵﻥ   ‪   30‬ﺃﺧﺒﺮﻙ ﻋﻦ ﻋﻤﻠﻲ‬
‫ﺍﻟﺠﺪﻳﺪ‪ .‬ﻻﺑﺪ ﺃﻥ ﺃﺫﻫﺐ ﺍﻵﻥ ﻭﻓﻲ ﺭﺳﺎﻟﺘﻲ ﺍﻟﻘﺎﺩﻣﺔ ﺳﻮﻑ ﺃﺣﻜﻲ ﻟﻚ ﺍﻟﻤﺰﻳﺪ‪.‬‬

‫ﻣﻊ ﺧﺎﻟﺺ ﺗﺤﻴﺎﺗﻲ‬

‫ﺻﺪﻳﻘﻚ ﻣﺎﺯﻥ‬

‫‪ a 30‬ﺇﺫﹶﺍ‬ ‫‪ a 27‬ﻋﻠﻤﺖ‬ ‫‪ a 24‬ﺃﺣﺐ‬ ‫‪ a 21‬ﻟﻜﻦ‬

‫‪ b‬ﻛﻲ‬ ‫‪ b‬ﺗﻌﻠﻤﺖ‬ ‫‪ b‬ﺃﺭﻳﺪ‬ ‫‪ b‬ﻷﻥ‬
‫‪ c‬ﺣﺴﻨﹰﺎ‬ ‫‪ c‬ﻋﻤﻠﺖ‬ ‫‪ c‬ﻳﺠﺐ‬ ‫‪ c‬ﺇﻧﻤﺎ‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫‪ a 28‬ﺍﻟﺘﻲ‬ ‫‪ a 25‬ﻣﻊ ﺫﻟﻚ‬ ‫‪ a 22‬ﺍﻟﺸﺮﻛﺎﺕ‬

‫‪ b‬ﺍﻟﺬﻱ‬ ‫‪ b‬ﻋﻨﺪ ﺫﻟﻚ‬ ‫‪ b‬ﺍﻟﺸﺮﻛﺔ‬
‫‪ c‬ﺍﻟﻠﺬﻳﻦ‬ ‫‪ c‬ﻟﺬﻟﻚ‬ ‫‪ c‬ﺷﺮﻛﺔ‬

‫‪ a 29‬ﺛﻢ‬ ‫‪ a 26‬ﺑﻴﻦ‬ ‫‪ a 23‬ﻓﻲ‬

‫‪ b‬ﺣﻴﺚ‬ ‫‪ b‬ﺣﺘﻰ‬ ‫‪ b‬ﻫﻨﺎﻙ‬
‫‪ c‬ﺃﻭ‬ ‫‪ c‬ﻓﻲ‬ ‫‪ c‬ﻫﻨﺎ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫‪ 90‬ﺩﻗﻴﻘﺔ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬

‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺟﺰء ‪2‬‬

‫ﺍﻗﺮﺃ ﺍﻟﻨﺺ ﻭﺃﻛﻤﻞ ﺍﻟﻔﺮﺍﻏﺎﺕ ﻣﻦ ‪ .40–31‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻦ ‪ ،a–o‬ﺑﺤﻴﺚ ﺃﻥ ﺗﺴﺘﺨﺪﻡ ﻛﻞ ﻛﻠﻤﺔ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪.‬‬
‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬

‫ﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ ﺣﻠﻮﻝ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 40–31‬ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪.‬‬

‫ﺑﺎﻟﺴﺎﺣﻞ ﺍﻟﺸﻤﺎﻟﻲ‬
‫ﺑﺄﺭﻗﻰ ﺍﻟﻤﻮﺍﻗﻊ‬
‫ﻓﻨﺪﻕ ﺍﻟﺴﻌﺎﺩﺓ‬
‫ﺳﺒﺎﺣﺔ ﻭﺷﻮﺍﻁﺊ‬
‫ﺘﻨﺰﻫﺎﺕ‪ ،‬ﺣﻤﺎﻣﺎﺕ‬
‫ﺗﻨﺲ ﻭﺟﻤﺎﻧﺰﻳﻮﻡ‪،‬‬ ‫ﺉ‪ ،‬ﻣ‬
‫ﻣﻮﻗﻊ ﻫﺎﺩ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻣﻼﻋﺐ‬
‫ﻝ‪ ،‬ﺃﺟﻨﺤﺔ ﻋﺎﺋﻠﻴﺔ‬ ‫ﻋﻠﻰ ﺍﻟﺒﺤﺮ‬
‫ﺑﺮﻧﺎﻣﺞ ﺗﺮﻓﻴﻬﻲ ﻟﻸﻁﻔﺎ ﺒﻮﻉ ﺷﺎﻣﻞ ﺍﻟﻔﻄﻮﺭ‬
‫ﻓﻲ ﺍﻷﺳ‬
‫‪ 1000‬ﺟﻨﻴﻪ ﻟﻠﻔﺮﺩ ﺍﻷﺳﺒﻮﻉ ﻟﻸﻁﻔﺎﻝ‬
‫ﺼﻢ ﺧﺎﺹ ﻓﻲ‬
‫ﺧ ‪hotelegypt.co‬‬
‫@‪saadahotel‬‬
‫ﻟﻼﺳﺘﻔﺴﺎﺭ‪m :‬‬

‫ﺍﻟﺴﺎﺩﺓ ﻓﻨﺪﻕ ﺍﻟﺴﻌﺎﺩﺓ‬

‫ﺗﺤﻴﺔ ﻁﻴﺒﺔ ﻭﺑﻌﺪ ‪،،،‬‬
‫ﻟﻘﺪ ﻗﺮﺃﺕ ﺇﻋﻼﻧﻜﻢ ﻭ  ‪   31‬ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪ .‬ﻧﻔﻜﺮ ﺃﻧﺎ ﻭﺯﻭﺟﺘﻲ   ‪   32‬ﺍﻟﺤﺠﺰ ﺑﻔﻨﺪﻗﻜﻢ ﻟﻲ‬
‫ﻭﻷﺳﺮﺗﻲ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ‪ 10‬ﺇﻟﻰ ‪ 25‬ﻳﻮﻟﻴﻮ‪.‬‬
‫ﺇﻧﻨﺎ ﻣﻬﺘﻤﻮﻥ ﺑﺎﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﺘﺮﻓﻴﻬﻲ   ‪   33‬ﺑﺎﻷﻁﻔﺎﻝ ﺣﻴﺚ ﺃﻧﻨﺎ ﻟﺪﻳﻨﺎ ﻁﻔﻼﻥ )ﺃﺭﺑﻊ ﻭ ﺳﺒﻊ ﺳﻨﻮﺍﺕ(‪.‬‬
‫ﻫﻞ ﺗﻮﺟﺪ ﻟﺪﻳﻜﻢ ﺇﻣﻜﺎﻧﻴﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﺴﺒﺎﺣﺔ ﻟﻸﻁﻔﺎﻝ؟‬
‫ﻭ  ‪   34‬ﻛﺎﻥ ﺫﻟﻚ ﻣﻤﻜﻨﺎ ﻓﻤﺎ ﻫﻲ ﺍﻟﺘﻜﻠﻔﺔ؟‬
‫ﻗﺮﺃﺕ ﻓﻲ ﺍﻹﻋﻼﻥ ﺃﻳﻀًﺎ ﺃﻥ ﻟﺪﻳﻜﻢ ﺧﺼﻢ ﺧﺎﺹ ﻟﻸﻁﻔﺎﻝ‪ .‬ﻓﻜﻢ   ‪   35‬ﺃﻥ ﻧﺪﻓﻊ ﻟﻄﻔﻠﻴﻨﺎ ﻓﻲ ﺍﻷﺳﺒﻮﻉ‬
‫ﺍﻟﻮﺍﺣﺪ؟‬
‫ﻭﺳﺆﺍﻟﻲ   ‪   36‬ﻻ ﻳﺨﺺ ﺍﻷﻁﻔﺎﻝ   ‪   37‬ﻳﺨﺺ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ‪ ،‬ﻓﻨﺤﻦ ﻟﺪﻳﻨﺎ ﻛﻠﺐ ﺻﻐﻴﺮ‬
‫ﻭﺍﻷﻁﻔﺎﻝ ﻣﺘﻌﻠﻘﻮﻥ   ‪   38‬ﻛﺜﻴﺮًﺍ ﻭﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺍﻻﻓﺘﺮﺍﻕ ﻋﻨﻪ ﻭﻟﺬﻟﻚ   ‪   39‬ﻋﻠﻴﻨﺎ ﺃﻥ‬
‫ﻧﺄﺧﺬﻩ ﻣﻌﻨﺎ‪ .‬ﻓﻬﻞ ﻫﺬﺍ ﻣﻤﻜﻦ؟‬
‫  ‪   40‬ﺃﻥ ﺗﺘﻔﻀﻠﻮﺍ ﺑﺎﻟﺮﺩ ﻋﻠﻴﻨﺎ ﻓﻲ ﺃﻗﺮﺏ ﻭﻗﺖ ﻣﻤﻜﻦ ﺣﺘﻰ ﻳﻤﻜﻨﻨﺎ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ ﺍﻟﻤﻨﺎﺳﺐ‪ .‬ﻛﻤﺎ‬
‫ﺃﺭﻏﺐ ﻓﻲ ﺃﻥ ﺗﺮﺳﻠﻮﺍ ﻟﻨﺎ ﺑﻌﺾ ﺍﻟﻤﻄﺒﻮﻋﺎﺕ ﺍﻟﺨﺎﺻﺔ ﺑﻔﻨﺪﻗﻜﻢ ﻛﻲ ﻧﺴﺘﻄﻴﻊ ﻗﺮﺍءﺓ ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻭﻣﺸﺎﻫﺪﺓ ﺻﻮﺭ ﻟﻪ ﻭﻟﻠﻤﻨﻄﻘﺔ ﺍﻟﻤﺤﻴﻄﺔ ﺑﻪ‪.‬‬
‫ﻭﺗﻔﻀﻠﻮﺍ ﺑﻘﺒﻮﻝ ﻓﺎﺋﻖ ﺍﻻﺣﺘﺮﺍﻡ‬
‫ﺧﺎﻟﺪ ﺇﺑﺮﺍﻫﻴﻢ‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫‪ m‬ﻓﻲ‬ ‫‪ j‬ﺃﺭﺟﻮ‬ ‫‪ g‬ﻣﺜﻞ‬ ‫‪ d‬ﻟﺪﻱ‬ ‫‪ a‬ﻋﻠﻴﻨﺎ‬

‫‪ n‬ﺁﺧﺮ‬ ‫‪ k‬ﺍﻟﺘﺎﻟﻲ‬ ‫‪ h‬ﺑﻪ‬ ‫‪ e‬ﺇﻥ‬ ‫‪ b‬ﻧﺴﺘﻄﻴﻊ‬
‫‪ o‬ﺑﻞ‬ ‫‪ l‬ﻙ‬ ‫‪ i‬ﺍﻟﺨﺎﺹ‬ ‫‪ f‬ﺇﺫﺍ‬ ‫‪ c‬ﻳﺠﺐ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫‪ 30‬ﺩﻗﻴﻘﺔ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﺟﺰء ‪1‬‬

‫ﺗﺴﺘﻤﻊ ﺇﻟﻰ ﺁﺭﺍﺀ ﺧﻤﺴﺔ ﺃﺷﺨﺎﺹ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪ ،‬ﻗﺮﺭ ﺃﺛﻨﺎﺀ ﺍﻻﺳﺘﻤﺎﻉ ﻟﻠﺘﺴﺠﻴﻞ ﺍﻟﺼﻮﺗﻲ ﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﻦ ‪ 45–41‬ﺻﻮﺍﺏ‬
‫ﻭﺿﻊ ﻋﻼﻣﺔ )‪ (+‬ﺑﺠﻮﺍﺭﻫﺎ ﻭﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺧﻄﺄ ﻭﺿﻊ ﻋﻼﻣﺔ )–( ﺑﺠﻮﺍﺭﻫﺎ‪.‬‬

‫ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ ﺣﻠﻮﻝ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 45–41‬ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪ .‬ﺍﻗﺮﺃ ﺍﻵﻥ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ ،45–41‬ﻟﺪﻳﻚ ‪ 30‬ﺛﺎﻧﻴﺔ ﻟﻠﻘﺮﺍﺀﺓ‪.‬‬

‫‪ 41‬ﺍﻟﻤﺘﺤﺪﺙ ﺿﺪ َﻣﻨﻊ ﺍﻟﺘﺪﺧﻴﻦ‪ ،‬ﻭ ﻳﺮﻯ ﻟﻠﺘﺪﺧﻴﻦ ﺃﻫﻤﻴﺔ ﺇﻗﺘﺼﺎﺩﻳﺔ‪.‬‬

‫‪ 42‬ﺍﻟﻤﺘﺤﺪﺛﺔ ﺗﺮﻯ ﺃﻧﻪ ﻻ ﻣﺎﻧﻊ ﻣﻦ ﺍﻟﺘﺪﺧﻴﻦ ﻓﻰ ﺑﻌﺾ ﺍﻷﻣﺎﻛﻦ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫‪ 43‬ﺍﻟﻤﺘﺤﺪﺙ ﻳﺮﻯ ﺃﻧﻪ ﻳﺠﺐ ﺃﻥ ﺗﻤﻨﻊ ﺍﻟﺤﻜﻮﻣﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﺪﺧﻴﻦ ﺗﻤﺎﻣﺎ‪ً.‬‬

‫‪ 44‬ﺍﻟﻤﺘﺤﺪﺛﺔ ﺗﺮﻯ ﺃﻥ ﻫﻨﺎﻙ ﺃﺳﺒﺎﺑﺎ ً ﺍُﺧﺮﻯ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻠﻮﺙ ﺍﻟﺒﻴﺌﺔ ﻏﻴﺮ ﺍﻟﺘﺪﺧﻴﻦ‬

‫‪ 45‬ﺍﻟﻤﺘﺤﺪﺙ ﻳﺮﻯ ﺃﻥ ﺍﻟﻘﻮﺍﻧﻴﻦ ﻛﺎﻓﻴﺔ ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ ﻅﺎﻫﺮﺓ ﺇﻧﺘﺸﺎﺭ ﺍﻟﺘﺪﺧﻴﻦ‪.‬‬

‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫‪ 30‬ﺩﻗﻴﻘﺔ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﺟﺰء ‪2‬‬

‫ﺗﺴﺘﻤﻊ ﻓﻲ ﻫﺬﺍ ﺍﻟﺠﺰﺀ ﺇﻟﻰ ﻣﺤﺎﺩﺛﺔ ﻣﺮﺗﻴﻦ‪ ،‬ﻗﺮﺭ ﺃﺛﻨﺎﺀ ﺍﻻﺳﺘﻤﺎﻉ ﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﻦ ‪ 46‬ﺇﻟﻰ ‪ 55‬ﺻﻮﺍﺏ ﻭﺿﻊ ﻋﻼﻣﺔ )‪ (+‬ﺑﺠﻮﺍﺭﻫﺎ‬
‫ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﻭﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺧﻄﺄ ﻭﺿﻊ ﻋﻼﻣﺔ )–( ﺑﺠﻮﺍﺭﻫﺎ‪ .‬ﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ ﺣﻠﻮﻝ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 55–46‬ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪.‬‬

‫ﺍﻗﺮﺃ ﺍﻵﻥ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 46‬ﺇﻟﻰ ‪ ،55‬ﻟﺪﻳﻚ ﺩﻗﻴﻘﺔ ﻭﺍﺣﺪﺓ ﻟﻠﻘﺮﺍﺀﺓ‪.‬‬

‫‪ 46‬ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻟﻪ ﺩﻭﺭ ﺃﺳﺎﺳﻲ ﺍﻟﻴﻮﻡ ﻓﻰ ﺍﻟﺘﺄﺛﻴﺮ ﻋﻠﻰ ﺍﻟﻤﺠﺘﻤﻊ‪.‬‬

‫‪ 47‬ﺟﻠﻮﺱ ﺍﻷﻁﻔﺎﻝ ﺃﻣﺎﻡ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻟﺴﺎﻋﺎﺕ ﻁﻮﻳﻠﺔ ﻳﻨﻤﻲ ﺫﻛﺎﺋﻬﻢ‪.‬‬

‫‪ُ 48‬ﻣﺸﺎﻫﺪﺓ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺗﺆﺛﺮ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻸﻁﻔﺎﻝ‪.‬‬

‫‪ 49‬ﻳُﻤﻜﻦ ﻟﻠﺘﻠﻔﺰﻳﻮﻥ ﺃﻥ ﻳﻜﻮﻥ ﺑﺪﻳﻼً ﻋﻦ ﺍﻻﻣﻬﺎﺕ ﺍﻟﻌﺎﻣﻼﺕ‪.‬‬

‫‪ 50‬ﻻ ﻳﺸ ّﻜﻞ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺧﻄﺮًﺍ ﻋﻠﻰ ﺻﺤﺔ ﻋﻴﻨﻲ ﺍﻟﻄﻔﻞ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺿﺎءﺓ ﺻﺤﻴﺤﺔ‪.‬‬

‫‪ 51‬ﺍﻷﻁﻔﺎﻝ ﻳﺤﺒﻮﻥ ﺍﻷﻟﻮﺍﻥ ﺍﻟﻔﺎﺗﺤﺔ‪ ،‬ﻭﺍﻟﺤﺮﻛﺔ‪ ،‬ﻭﺍﻟﺼﻮﺕ‪.‬‬

‫‪ 52‬ﻻ ﻳﺼﻠﺢ ﺇﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻛﻮﺳﻴﻠﺔ ﺃﺳﺎﺳﻴﺔ ﻟﻠﺘﻌﻠﻢ‪.‬‬

‫‪ 53‬ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﻋﺰﻟﺔ ﺍﻟﻄﻔﻞ ﻋﻦ ﺍﻟﻮﺳﻂ ﺍﻹﺟﺘﻤﺎﻋﻲ‪.‬‬

‫‪ 54‬ﻋﻠﻰ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ ﻣﺮﺍﻗﺒﺔ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻰ ﻳُﺸﺎﻫﺪﻫﺎ ﺃﺑﻨﺎﺋﻬﻢ‪.‬‬

‫‪ 55‬ﻻ ﻳﺴﺒﺐ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺁﻻﻣﺎ ً ﻓﻲ ﺍﻟﺮﺃﺱ ﻋﻨﺪ ﻣﺸﺎﻫﺪﺗﺔ ﻟﺴﺎﻋﺎﺕ ﻁﻮﻳﻠﺔ‪،‬‬

‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫‪ 30‬ﺩﻗﻴﻘﺔ ﺍﻻﺳﺘﻤﺎﻉ‬

‫ﺍﻻﺳﺘﻤﺎﻉ ﺟﺰء ‪3‬‬

‫ﺗﺴﺘﻤﻊ ﻓﻲ ﻫﺬﺍ ﺍﻟﺠﺰﺀ ﺇﻟﻰ ﺧﻤﺴﺔ ﻧﺼﻮﺹ ﻗﺼﻴﺮﺓ ﻣﺮﺗﻴﻦ‪ ،‬ﻗﺮﺭ ﺃﺛﻨﺎﺀ ﺍﻻﺳﺘﻤﺎﻉ ﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﻦ ‪ 56‬ﺇﻟﻰ ‪ 60‬ﺻﻮﺍﺏ ﻭﺿﻊ‬
‫ﻋﻼﻣﺔ )‪ (+‬ﺑﺠﻮﺍﺭﻫﺎ ﻭﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺧﻄﺄ ﻭﺿﻊ ﻋﻼﻣﺔ )–( ﺑﺠﻮﺍﺭﻫﺎ‪.‬‬

‫ﺍﻻﺳﺘﻤﺎﻉ‬
‫ﺿﻊ ﻋﻼﻣﺔ ﻋﻠﻰ ﺣﻠﻮﻝ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 60–56‬ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪ .‬ﺍﻗﺮﺃ ﺍﻵﻥ ﺍﻷﺳﺌﻠﺔ ﻣﻦ ‪ 56‬ﺇﻟﻰ ‪ ،60‬ﻟﺪﻳﻚ ﺩﻗﻴﻘﺔ ﻭﺍﺣﺪﺓ‬
‫ﻟﻠﻘﺮﺍﺀﺓ‪.‬‬

‫‪ 56‬ﺍﻟ ُﻤﻘﺎﺑﻠﺔ ﻣﻊ ﺃﺣﻤﺪ ﻳﻮﻡ ﺍﻟﺴﺒﺖ‪.‬‬

‫‪ 57‬ﻳﺴﻮﺩ ﻁﻘﺲ ﻣﻌﺘﺪﻝ ﻓﻰ ﻣﺪﻳﻨﺔ ﺍﻟﻘﺎﻫﺮﺓ‪.‬‬

‫‪ 58‬ﻋﻠﻰ ﺍﻟﻤﺴﺎﻓﺮﻳﻦ ﺍﻟﺘّﻮﺟﻪ ﺇﻟﻰ ﺑﻮﺍﺑﺔ ﺍﻟﻤﻐﺎﺩﺭﺓ ﺭﻗﻢ ‪.10‬‬

‫‪ 59‬ﻳﻮﺟﺪ ﺗﺨﻔﻴﻀﺎﺕ ﻫﺎﺋﻠﺔ ﻋﻠﻰ ﻣﻼﺑﺲ ﺍﻟﺮﺟﺎﻝ‪.‬‬

‫‪ 60‬ﻳﺘﻨﺎﻭﻝ ﺍﻟﺮﻛﺎﺏ ﻭﺟﺒﺔ ﺍﻟﻐﺬﺍء ﺑﻜﺎﻓﻴﺘﺮﻳﺎ ﺍﻟﻤﺤﻄﺔ‪.‬‬

‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫‪ 15‬ﺩﻗﻴﻘﺔ ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ‬

‫ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ‬
‫ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ‬

‫ﻋﺰﻳﺰﻱ ‪ /‬ﻋﺰﻳﺰﺗﻲ ‪...‬‬

‫ﺑﻌﺪ ﺍﻟﺘﺤﻴﺔ ‪،،،‬‬
‫ﺃﺷﻜﺮﻙ ﺟﺰﻳﻞ ﺍﻟﺸﻜﺮ ﻋﻠﻰ ﻋﻠﻰ ﺩﻋﻮﺗﻚ ﺍﻟﻠﻄﻴﻔﺔ ﺍﻟﺘﻲ ﻓﺮﺣﺖ ﺑﻬﺎ ﻛﺜﻴﺮﺍ‪ .‬ﺳﻮﻑ ﺁﺗﻲ ﻟﺰﻳﺎﺭﺗﻚ‬
‫ﻓﻲ ﺑﻠﺪﻙ ﻛﻲ ﺃﺗﻌﺮﻑ ﻋﻠﻴﻚ ﻭﻋﻠﻰ ﺃﺳﺮﺗﻚ ﺷﺨﺼﻴًﺎ ﻭ ﺃﻳﻀًﺎ ﻛﻲ ﺃﺗﻌﺮﻑ ﻋﻠﻰ ﺑﻠﺪﻙ ﻭﺷﻌﺒﻬﺎ‬
‫ﻋﻦ ﻗﺮﺏ‪ .‬ﻭﻛﻤﺎ ﺗﻌﻠﻢ ﻓﺈﻧﻨﻲ ﻟﻢ ﺃﺯﺭ ﺑﻠﺪﻙ ﻣﻦ ﻗﺒﻞ ﻭﻟﺬﻟﻚ ﻋﻨﺪﻱ ﺑﻌﺾ ﺍﻷﺳﺌﻠﺔ‪ :‬ﻣﺎ ﻫﻮ ﺃﻧﺴﺐ‬
‫ﻭﻗﺖ ﻟﺰﻳﺎﺭﺗﻚ؟ ﻫﻞ ﺍﻟﺼﻴﻒ ﻋﻨﺪﻛﻢ ﺷﺪﻳﺪ ﺍﻟﺤﺮﺍﺭﺓ؟ ﻓﺄﻧﺎ ﻻ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺗﺤﻤﻠﺤﻤﻞ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ‬
‫ﺍﻟﻌﺎﻟﻴﺔ‪ .‬ﻫﻞ ﻫﻨﺎﻙ ﺃﻳﺔ ﺃﺷﻴﺎء ﻳﺠﺐ ﻣﻌﺮﻓﺘﻬﺎ ﻗﺒﻞ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺮﺣﻠﺔ؟ ﻣﻦ ﻓﻀﻠﻚ ﺍﻛﺘﺐ ﻟﻲ ﻓﻲ‬
‫ﺃﺳﺮﻉ ﻭﻗﺖ ﻣﻤﻜﻦ ﺣﺘﻰ ﺃﺳﺘﻄﻴﻊ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﻠﺰﻳﺎﺭﺓ‪.‬‬
‫ﻣﻊ ﺧﺎﻟﺺ ﺗﺤﻴﺎﺗﻲ‬
‫ﺻﺪﻳﻘﻚ ‪ /‬ﺻﺪﻳﻘﺘﻚ‬
‫………‬

‫ﻗﻢ ﺑﺎﻟﺮﺩ ﻋﻠﻰ ﺭﺳﺎﻟﺔ ﺻﺪﻳﻘﻚ ‪ /‬ﺻﺪﻳﻘﺘﻚ‪ .‬ﺍﻛﺘﺐ ﻓﻲ ﺭﺳﺎﻟﺘﻚ ﻋﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺭﺑﻊ ﺍﻟﺘﺎﻟﻴﺔ ﺍِﺧﺘﺮ‬
‫ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﺗﺮﺍﻩ ﺃﻧﺖ ﻣﻨﺎﺳﺒًﺎ ﻟﻠﻨﻘﺎﻁ ﺍﻷﺭﺑﻊ‪ .‬ﻭﻻ ﺗﻨﺴﻰ ﺍﻟﺘﺎﺭﻳﺦ ﻭﺻﻴﻐﺔ ﺍﻟﻤﺨﺎﻁﺒﺔ ﻭﺍﻟﺘﺤﻴﺔ‪.‬‬
‫ﻭﺍﻛﺘﺐ ﺃﻳﻀًﺎ ﻣﻘﺪﻣﺔ ﻭﻧﻬﺎﻳﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻠﺨﻄﺎﺏ‪.‬‬

‫ﻣﺎ ﻫﻲ ﺍﻟﺮﺣﻼﺕ ﻭﺍﻟﺰﻳﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺮﻏﺐ ﻓﻲ ﺍﻟﻘﻴﺎﻡ ﺑﻬﺎ ﻣﻌﻪ ‪ /‬ﻣﻌﻬﺎ؟‬ ‫▪‬
‫ﻣﺎ ﻫﻮ ﺃﻧﺴﺐ ﻓﺼﻮﻝ ﺍﻟﺴﻨﺔ ﻟﻠﺰﻳﺎﺭﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺼﺪﻳﻘﻚ ‪ /‬ﻟﺼﺪﻳﻘﺘﻚ؟‬ ‫▪‬
‫ﺃﻱ ﺍﻟﻤﻼﺑﺲ ﻋﻠﻴﻪ ‪ /‬ﻋﻠﻴﻬﺎ ﺃﻥ ﻳﺤﻀﺮﻫﺎ ‪ /‬ﺗﺤﻀﺮﻫﺎ ﻣﻌﻪ ‪ /‬ﻣﻌﻬﺎ؟‬ ‫▪‬
‫ﻛﻴﻒ ﻳﺴﺘﻄﻴﻊ ‪ /‬ﺗﺴﺘﻄﻴﻊ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﻠﺮﺣﻠﺔ؟‬ ‫▪‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﻗﺒﻞ ﺃﻥ ﺗﻜﺘﺐ ﺍﻟﺨﻄﺎﺏ ﻋﻠﻴﻚ ﺑﺎﻟﺘﻔﻜﻴﺮ ﻓﻲ ﺗﺮﺗﻴﺐ ﻣﻨﺎﺳﺐ ﻟﻠﻨﻘﺎﻁ ﻭﻓﻲ ﻣﻘﺪﻣﺔ ﻭﺧﺎﺗﻤﺔ ﻣﻨﺎﺳﺒﺘﻴﻦ‪ .‬ﻭﻻ ﺗﻨﺴﻰ ﻛﺘﺎﺑﺔ‬
‫ﺍﻟﺘﺎﺭﻳﺦ ﻭﺻﻴﻐﺔ ﺍﻟﻤﺨﺎﻃﺒﺔ )ﻋﺰﻳﺰﻱ‪ ،‬ﺍﻟﺴﻴﺪ‪ ،‬ﺍﻟﻤﺤﺘﺮﻡ‪ ،‬ﺇﻟﺦ(‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫‪ 15‬ﺩﻗﻴﻘﺔ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬

‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬

‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬
‫ﻛﻴﻔﻴﺔ ﺳﻴﺮ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ؟‬

‫ﻳﻘﻮﻡ ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﺑﺈﻋﺪﺍﺩ ﺃﻧﻔﺴﻬﻢ ﺑﺸﻜﻞ ﻓﺮﺩﻱ ﻟﻼﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ ﺧﻼﻝ ﻓﺘﺮﺓ ﺍﻟﺘﺤﻀﻴﺮ ﺍﻟﻤﻤﻨﻮﺣﺔ ﻟﻬﻢ )‪ 20‬ﺩﻗﻴﻘﺔ(؛ ﻟﺬﻟﻚ‬
‫ﺳﺘﺤﺼﻞ ﻋﻠﻰ ﻭﺭﻗﺔ ﺃﺳﺌﻠﺔ ﺧﺎﺻﺔ ﺑﻜﻞ ﺟﺰء ﻣﻦ ﺃﺟﺰﺍء ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‪ ،‬ﻭﻳﺘﻢ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻕ )‪ 15‬ﺩﻗﻴﻘﺔ(‬
‫ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﺍﻟﻤﺮﺧﺺ ﻟﻬﻤﺎ ﻣﻦ ﻣﺆﺳﺴﺔ ‪ telc‬ﻟﻠﻘﻴﺎﻡ ﺑﻬﺬﻩ ﺍﻟﻤﻬﻤﺔ‪.‬‬
‫ِ‬ ‫ﺩﺍﺋﻤﺎ ﺑﻮﺍﺳﻄﺔ ﺍﺛﻨﻴﻦ ﻣﻦ‬

‫ﻣﺎ ﻫﻮ ﺍﻟﻤﻄﻠﻮﺏ ﻣﻦ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻭﺍﻟﻤﺸﺎﺭﻛﺎﺕ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ؟‬

‫ﻳﻔﺘﺮﺽ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﻜﻼﻣﻲ ﻣﻊ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ‪ ،‬ﻭﺍﻟﺮﺩ ﻋﻠﻰ ﺣﺠﺞ ﺷﺮﻛﺎﺋﻬﻢ ﺃﻭ ﺷﺮﻳﻜﺎﺗﻬﻢ‬
‫ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﺑﺤﻴﺚ ﺗﻨِﺸﺄ ﻣﺤﺎﺩﺛﺔ ﺣﻴﻮﻳﺔ ﻭﺣﻘﻴﻘﻴﺔ‪ ،‬ﻭﺗﻘﻴﻢ ﺍﻻﺳﺘﻔﺴﺎﺭﺍﺕ ﻭﺍﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﻤﺘﺒﺎﺩﻟﺔ ﺑﻴﻦ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻟﻤﺤﺎﺩﺛﺔ ﻋﻠﻰ‬
‫ﻧﺤﻮ ﺇﻳﺠﺎﺑﻲ ﻣﻦ ﻗﺒﻞ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ‪ ،‬ﻭﻳﺴﻤﺢ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻠﺤﻮﻅﺎﺕ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺨﻂ ﺍﻟﻴﺪ ﺍﻟﺘﻲ ﺩﻭﻧﺖ ﺧﻼﻝ‬
‫ﻓﺘﺮﺓ ﺍﻟﺘﺤﻀﻴﺮ ﺍﻟﻤﺴﺒﻖ‪ ،‬ﻭﻟﻜﻦ ﻻ ﻳﺴﻤﺢ ﺑﺎﻟﻘﺮﺍءﺓ ﺍﻟﺤﺮﻓﻴﺔ ﻣﻦ ﺍﻟﻮﺭﻗﺔ‪.‬‬

‫ﻣﺎ ﻫﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻬﻤﺔ ﻓﻲ ﺃﺟﺰﺍء ﺍﻻﻣﺘﺤﺎﻥ؟‬

‫ﺟﺰء ‪ 1‬ﺍﻟﺘﻌﺎﺭﻑ‬
‫ﻛﻼ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ﻟﺪﻳﻬﻤﺎ ﻧﻔﺲ ﻭﺭﻗﺔ ﺍﻷﺳﺌﻠﺔ‪ ،‬ﻭﺗﺘﻤﺜﻞ ﻣﻬﻤﺘﻬﻤﺎ ﻓﻲ ﺍﻟﺘﻌﺮﻑ ﺃﻛﺜﺮ ﻋﻠﻰ ﺑﻌﻀﻬﻤﺎ ﺍﻟﺒﻌﺾ ﻓﻲ ﻣﺤﺎﺩﺛﺔ‬
‫ﻏﻴﺮ ﺭﺳﻤﻴﺔ ﺣﻴﺚ ﻳﺤﻜﻴﺎﻥ ﻋﻦ ﻧﻔﺴﻴﻬﻤﺎ ﻭﻳﻄﺮﺡ ﻛﻞ ﻣﻨﻬﻤﺎ ﺃﺳﺌﻠﺔ ﻋﻠﻰ ﺷﺮﻳﻜﻪ ﺃﻭ ﺷﺮﻳﻜﺘﻪ ﻓﻲ ﺍﻟﻤﺤﺎﺩﺛﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ‬
‫ﺑﺎﻟﻨﻘﺎﻁ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﻤﻮﺟﻮﺩﺓ ﺑﻮﺭﻗﺔ ﺍﻷﺳﺌﻠﺔ ﺃﻥ ﺗﻜﻮﻥ ﻣﺴﺎﻋﺪﺓ ﻟﻬﻤﺎ‪ ،‬ﻭﻟﻜﻦ ﻳﻤﻜﻦ ﺃﻳﻀﺎ ﺍﻟﺤﺪﻳﺚ ﻋﻦ ﻣﻮﺍﺿﻴﻊ ﺃﺧﺮﻯ‪ ،‬ﻭﻳﺠﻮﺯ‬
‫ﻟﻠﻤﻤﺘﺤﻨﻴﻦ ﻁﺮﺡ ﻣﻮﺿﻮﻉ ﺇﺿﺎﻓﻲ ﻟﻠﻨﻘﺎﺵ ﻏﻴﺮ ﻣﻮﺟﻮﺩ ﺑﻮﺭﻗﺔ ﺍﻷﺳﺌﻠﺔ‪.‬‬

‫ﺟﺰء ‪ 2‬ﻣﺤﺎﺩﺛﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﺎ‬

‫ﻳﺤﺼﻞ ﺍﻟﻤﺸﺎﺭﻛﺎﻥ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ﻋﻠﻰ ﺃﻭﺭﺍﻕ ﺃﺳﺌﻠﺔ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻭﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ ﻳﺨﺒﺮ ﻛﻞ ﻣﻨﻬﻤﺎ ﺍﻵﺧﺮ ﺑﺎﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﻟﺪﻳﻪ ﺃﻭ‬
‫ﻟﺪﻳﻬﺎ‪ ،‬ﺛﻢ ﻳﺘﺒﺎﺩﻻﻥ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ ﻭﻳﺤﻜﻲ ﻛﻞ ﻣﻨﻬﻤﺎ ﻋﻦ ﺧﺒﺮﺍﺗﻪ ﺍﻟﺨﺎﺻﺔ ﻭﻳﺪﻟﻲ ﺑﺮﺃﻳﻪ‪.‬‬

‫ﺟﺰء ‪ 3‬ﺍﻻﺷﺘﺮﺍﻙ ﻓﻲ ﺍﻹﻋﺪﺍﺩ ﻟﻤﻬﻤﺔ ﻣﺎ‬

‫ﻳﺤﺼﻞ ﻛﻞ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻋﻠﻰ ﻧﻔﺲ ﻭﺭﻗﺔ ﺍﻷﺳﺌﻠﺔ‪ ،‬ﻭﻳﻄﻠﺐ ﻣﻨﻬﻤﺎ ﺍﻻﺷﺘﺮﺍﻙ ﻓﻲ ﺍﻟﺘﺨﻄﻴﻂ ﻟﺸﻲء ﻣﺎ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻋﻠﻰ ﻛﻞ‬
‫ﻭﺍﺣﺪ ﻣﻨﻬﻤﺎ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻷﻓﻜﺎﺭ ﻭﺗﻘﺪﻳﻢ ﺍﻗﺘﺮﺍﺣﺎﺕ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻤﻘﺘﺮﺣﺎﺕ ﺷﺮﻳﻜﻪ ﺃﻭ ﺷﺮﻳﻜﺘﻪ ﻓﻲ ﺍﻟﺤﻮﺍﺭ‪ ،‬ﻭﻋﻠﻴﻬﻤﺎ ﺗﻮﺿﻴﺢ‬
‫ﺍﻟﻤﻬﺎﻡ ﺍﻟﺘﻲ ﻳﺠﺐ ﺍﻟﻘﻴﺎﻡ ﺑﻬﺎ‪ ،‬ﻭﻣﻦ ﺍﻟﺬﻱ ﺳﻴﺘﻮﻟﻰ ﺍﻟﻘﻴﺎﻡ ﺑﻜﻞ ﻣﻬﻤﺔ‪ .‬ﻭﻳﻤﻜﻦ ﻟﻠﻨﻘﺎﻁ ﺍﻹﺭﺷﺎﺩﻳﺔ ﺍﻟﻤﻮﺟﻮﺩﺓ ﺑﻮﺭﻗﺔ ﺍﻟﻌﻤﻞ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﻋﻮﻧﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪.‬‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﺍﻟﻤﺸﺎﺭﻙ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻛﺔ ﺃ ﻭ ﺏ‬
‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬

‫ﺟﺰء ‪ 1‬ﺍﻟﺘَﻌﺎﺭﻑ‬
‫ﺗﺤﺪﺙ ﻣﻊ ﺷﺮﻳﻜﻚ ﺃﻭ ﺷﺮﻳﻜﺘﻚ ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﻋﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺍﻻﺳﻢ‬ ‫▪‬
‫ﻣﻦ ﺃﻳﻦ ﻳﻨﺤﺪﺭ ﺃﻭ ﻣﻦ ﺃﻳﻦ ﺗﻨﺤﺪﺭ‬ ‫▪‬
‫ﺃﻳﻦ ﻳﺴﻜﻦ ﺃﻭ ﺗﺴﻜﻦ )ﺍﻟﺸﻘﺔ‪ ،‬ﺍﻟﻤﻨﺰﻝ‪ ،‬ﺍﻟﺤﺪﻳﻘﺔ‪(...‬‬ ‫▪‬
‫ﺍﻷﺳﺮﺓ‬ ‫▪‬
‫ﺃﻳﻦ ﺗﻌﻠﻢ ﺃﻭ ﺗﻌﻠﻤﺖ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫▪‬
‫ﻣﺎﺫﺍ ﻳﻌﻤﻞ ﺃﻭ ﺗﻌﻤﻞ )ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺍﻟﻌﻤﻞ‪(...‬‬ ‫▪‬
‫ﺍﻟﻠﻐﺎﺕ )ﻣﺎ ﻫﻲ؟ ﻛﻢ ﻣﻦ ﺍﻟﻮﻗﺖ؟ ﻟﻤﺎﺫﺍ؟(‬ ‫▪‬

‫ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ ﻳﻤﻜﻦ ﻟﻠﻤﻤﺘﺤﻨﻴﻦ ﻁﺮﺡ ﺍﻟﻤﺰﻳﺪ ﻣﻦ ﺍﻷﺳﺌﻠﺔ‪.‬‬

‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﻣﻮﺿﻮﻋﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻳﻤﻜﻦ ﻟﻠﻤﻤﺘﺤﻨﻴﻦ ﻁﺮﺣﻬﺎ ﻟﻠﻨﻘﺎﺵ‪:‬‬

‫– ﻛﻴﻔﻴﺔ ﻗﻀﺎﺀ ﻋﻄﻠﺔ ﻧﻬﺎﻳﺔ ﺍﻷﺳﺒﻮﻉ‬
‫– ﺍﻟﻬﻮﺍﻳﺎﺕ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﺍﻟﻤﺸﺎﺭﻙ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻛﺔ ﺃ‬

‫ﺟﺰء ‪ 2‬ﻣﺤﺎﺩﺛﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﺎ‬

‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬
‫ﻗﺮﺃﺕ ﻓﻲ ﻣﺠﻠﺔ ﻣﺎ ﻣﻮﺿﻮﻋﺎ ﻋﻦ »ﺍﻟﻐﺬﺍء ﺍﻟّﺼﺤّﻲ«‪ ،‬ﺍﺧﺒﺮ ﺷﺮﻳﻜﻚ ﺃﻭ ﺷﺮﻳﻜﺘﻚ ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﻋﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﻗﺮﺃﺗﻬﺎ‪.‬‬
‫ﻭﻋﻦ ﺍﻟﻤﻮﺿﻮﻉ ﻧﻔﺴﻪ ﻗﺮﺃ ﺷﺮﻳﻜﻚ ﺃﻭ ﺷﺮﻳﻜﺘﻚ ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﻣﻌﻠﻮﻣﺎﺕ ﺃﺧﺮﻯ‪ ،‬ﻭﻳﺤﻜﻲ ﺃﻳﻀﺎ ﻋﻤﺎ ﻗﺮﺃﻩ‪ .‬ﺗﺤﺪﺙ ﺑﻌﺪ ﺫﻟﻚ ﻋﻦ‬
‫ﺍﻟﻤﻮﺿﻮﻉ ﻭﺗﻜﻠﻢ ﻋﻦ ﺧﺒﺮﺍﺗﻚ ﺍﻟﺨﺎﺻﺔ ﻭﺍﻃﺮﺡ ﺃﺳﺌﻠﺔ ﻭﻗﻢ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺃﺳﺌﻠﺔ ﺷﺮﻳﻜﻚ ﺃﻭ ﺷﺮﻳﻜﺘﻚ ﻓﻲ ﺍﻟﺤﻮﺍﺭ‪.‬‬

‫ﺃﻭﻻً ﻭﺟﺪﺕ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﻤﺠﻼﺕ‪.‬‬

‫ﺍﺧﺒﺮ ﺯﻣﻴﻠﻚ ‪ /‬ﺯﻣﻴﻠﺘﻚ ﺑﺎﺧﺘﺼﺎﺭ ﻋﻦ‪:‬‬
‫ﻣﺎﺫﺍ ﺗﺮﻱ ﻓﻲ ﺍﻟﺼﻮﺭﺓ؟‬ ‫▪‬
‫ﻣﺎ ﻫﻮ ﺍﻟﻤﻮﺿﻮﻉ ﺍﻟﺬﻱ ﺗﺘﺤﺪﺙ ﻋﻨﻪ ﺍﻟﺼﻮﺭﺓ؟‬ ‫▪‬

‫ﺍﺳﻤﻲ ﻛﺮﻳﻢ‪ ،‬ﺃﻧﺎ ﺍُﺣﺐُ ﺃﻛﻞ ﺍﻟﻮﺟﺒﺎﺕ‬

‫ﺍﻟﺴﺮﻳﻌﺔ‪ ،‬ﻷﻥ ﻁﻌﻤﻬﺎ ﻟﺬﻳﺬ! ﻭﻻ‬
‫ﻳﻬُ ﱡﻤﻨﻰ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻮﺟﺒﺎﺕ ِﺻﺤّﻴﺔ ﺃﻡ‬
‫ﻻ‪ ،‬ﻓﻬﻰ ﻟﺬﻳﺬﺓ ﺟﺪﺍً!‬
‫ُﻣﻌﻈﻢ ﺍﻟﻨﺎﺱ ﺍﻟﻴﻮﻡ ﻳﺬﻫﺒﻮﻥ ﺇﻟﻰ‬
‫ﻣﻄﺎﻋﻢ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﺴﺮﻳﻌﺔ‪ ،‬ﻷﻥ ﺍﻷﻛﻞ‬
‫ﻫُﻨﺎﻙ ﻻ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﻭﻗﺖ ﻁﻮﻳﻞ ﻓﻰ‬
‫ﺍﻟﺘﺤﻀﻴﺮ‪.‬‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﺛﺎﻧﻴًﺎ‪ :‬ﻣﺎ ﺭﺃﻳﻚ‪ ،‬ﻭﻫﻞ ﻟﻚ ﺧﺒﺮﺓ ﺳﺎﺑﻘﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ؟‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﺍﻟﻤﺸﺎﺭﻙ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻛﺔ ﺏ‬
‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬

‫ﺟﺰء ‪ 2‬ﻣﺤﺎﺩﺛﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﺎ‬

‫ﻗﺮﺃﺕ ﻓﻲ ﻣﺠﻠﺔ ﻣﻮﺿﻮﻋﺎ ﻋﻦ »ﺍﻟﻐﺬﺍء ﺍﻟّﺼﺤّﻲ«‪ ،‬ﺍﺧﺒﺮ ﺷﺮﻳﻜﻚ ﺃﻭ ﺷﺮﻳﻜﺘﻚ ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﻋﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﻗﺮﺃﺗﻬﺎ‪ .‬ﻭﻋﻦ‬
‫ﺍﻟﻤﻮﺿﻮﻉ ﻧﻔﺴﻪ ﻗﺮﺃ ﺷﺮﻳﻜﻚ ﺃﻭ ﺷﺮﻳﻜﺘﻚ ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﻣﻌﻠﻮﻣﺎﺕ ﺃﺧﺮﻯ ﻭﻳﺤﻜﻲ ﺃﻳﻀﺎ ﻋﻤﺎ ﻗﺮﺃﻩ‪ .‬ﺗﺤﺪﺙ ﺑﻌﺪ ﺫﻟﻚ ﻋﻦ ﺍﻟﻤﻮﺿﻮﻉ‬
‫ﻭﺗﻜﻠﻢ ﻋﻦ ﺧﺒﺮﺍﺗﻚ ﺍﻟﺨﺎﺻﺔ ﻭﺍﻃﺮﺡ ﺃﺳﺌﻠﺔ ﻭﻗﻢ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺃﺳﺌﻠﺔ ﺷﺮﻳﻜﻚ ﺃﻭ ﺷﺮﻳﻜﺘﻚ ﻓﻲ ﺍﻟﺤﻮﺍﺭ‪.‬‬

‫ﺃﻭﻻً ﻭﺟﺪﺕ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﺠﻼﺕ‪.‬‬

‫ﺍﺧﺒﺮ ﺯﻣﻴﻠﻚ ‪ /‬ﺯﻣﻴﻠﺘﻚ ﺑﺎﺧﺘﺼﺎﺭ ﻋﻦ‪:‬‬
‫ﻣﺎﺫﺍ ﺗﺮﻱ ﻓﻲ ﺍﻟﺼﻮﺭﺓ؟‬ ‫▪‬
‫ﻣﺎ ﻫﻮ ﺍﻟﻤﻮﺿﻮﻉ ﺍﻟﺬﻱ ﺗﺘﺤﺪﺙ ﻋﻨﻪ ﺍﻟﺼﻮﺭﺓ؟‬ ‫▪‬

‫ﻧﺤﻦ ﻧﺄﻛﻞ ﺩﺍﺋﻤﺎ ً ﺑﺎﻟﺒﻴﺖ ﺍﻟﻄﻌﺎﻡ‬

‫ﺍﻟﻤﻄﺒﻮﺥ ﺍﻟﻄﺎﺯﺝ‪ ،‬ﻭﻻ ﻧﺬﻫﺐ ﺇﻟﻰ‬
‫ﻣﻄﺎﻋﻢ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﺴﺮﻳﻌﺔ‪ ،‬ﻷﻥ‬
‫ُﺻﺤّﻲ‪ ،‬ﻛﻤﺎ ﺃﻧﻨﺎ‬ ‫ﺍﻷﻛﻞ ﻫﻨﺎﻙ ﻏﻴﺮ ِ‬
‫ﻧﺸﺘﺮﻯ ﺩﺍﺋﻤﺎ ً ﺍﻟ ُﺨﻀﺎﺭ ﻭ ﺍﻟﻔﺎﻛﻬﺔ‬
‫ﺍﻟﻄﺎﺯﺟﺔ‪ ،‬ﻷﻧﻨﺎ ﻧﻬﺘﻢ ﺟﺪﺍً ﺑﺎﻟﺘﻐﺬﻳّﺔ‬
‫ﺍﻟﺼﺤﻴّﺔ ﺍﻟﺴﻠﻴﻤﺔ‪.‬‬

‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﺛﺎﻧﻴًﺎ‪ :‬ﻣﺎ ﺭﺃﻳﻚ‪ ،‬ﻭﻫﻞ ﻟﻚ ﺧﺒﺮﺓ ﺳﺎﺑﻘﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ؟‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
 ‫‪22‬‬
‫‪ 15‬ﺩﻗﻴﻘﺔ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬

‫ﺍﻟﻤﺸﺎﺭﻙ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻛﺔ ﺃ ﻭ ﺏ‬

‫ﺟﺰء ‪ 3‬ﺍﻻﺷﺘﺮﺍﻙ ﻓﻲ ﺍﻹﻋﺪﺍﺩ ﻟﻤﻬﻤﺔ ﻣﺎ‬

‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬
‫‪© telc GmbH, Frankfurt a. M., telc Arabisch B1, 2011‬‬

‫ﻗﺮﺭ ﺃﻭﻻ ﻣﺎﺫﺍ ﺗﺮﻳﺪ ﺃﻥ ﺗﻔﻌﻞ ﻭﻟﻤﺎﺫﺍ‪ ،‬ﺍﻋﺮﺽ ﺃﻓﻜﺎﺭﻙ ﻋﻠﻰ ﺷﺮﻳﻜﻚ ﻭﻭﺿﺢ ﺃﺳﺒﺎﺑﻚ‪ ،‬ﻗﻢ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﺷﺮﻳﻜﻚ ﺃﻭ ﺷﺮﻳﻜﺘﻚ‬
‫ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﻭﺗﻌﺮﻑ ﻋﻠﻰ ﺃﺳﺒﺎﺑﻪ‪ ،‬ﺍﺗﻔﻘﺎ ﻣﻌﺎ ﻋﻠﻰ ﺍﻗﺘﺮﺍﺡ ﻣﺸﺘﺮﻙ ﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﺮﺽ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
 2
1 0
0 8
6 5
1

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

Familienname · Surname · Apellido · Nom · Cognome · ‫ · ﺍﺳﻢ ﺍﻟﻌﺎﺋﻠﺔ‬Soyadı · Фамилия

Vorname · First Name · Nombre · Prénom · Nome · · Adı · Имя

. . Beispiel: 23. April 1989

Example: 23 April 1989 . . 001 – Deutsch
002 – English
Geburtsdatum · Date of Birth · Fecha de nacimiento · Date de naissance · Data di nascita · · Doğum tarihi · Дaта рождения
003 – Français
004 – Español
005 – Italiano
Geburtsort · Place of Birth · Lugar de nacimiento · Lieu de naissance · Luogo di nascita · · Doğum yeri · Место рождения 006 – Português
© telc GmbH # 1061-S30-000001

007 – Magyar
008 – Polski
Muttersprache · First Language · Lengua materna · Langue maternelle · Madrelingua · · Anadili · Родной язык 009 – Русский язык
männlich · male · masculino · masculin · maschile · · erkek · мужской 010 – Český jazyk
weiblich · female · femenino · féminin · femminile · · kadın · жeнский
011 – Türkçe
012 –
Geschlecht · Sex · Sexo · Sexe · Sesso · · Cinsiyeti · Пол
013 – ≹䈝
000 – andere/other
Prüfungszentrum · Examination Centre · Centro examinador · Centre d’examen · Centro d’esame · · Sınav merkezi · ͎͇͓͔͇̈́͑͌͝͏͕͔͔͕͚͍͔͌͗͌͋͌͞͏͌

. . Beispiel: 17. Februar 2009

Example: 17 February 2009 . .
Prüfungsdatum · Date of Examination · Fecha del examen · Date d’examen · Data dell’esame · · Sınav tarihi · Дaта экзамена

Testversion · Test Version · Versión del examen · Version d’examen · Versione d’esame · · Sınav sürümü · Тестовая версия

www.telc.net 3622137149
telc ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
2 0 8 5

. .
SNT MNT S Q P

‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻜﺘﺎﺑﻲ‬
1 ‫ﺍﻟﻘﺮﺍءﺓ ﻭ ﺍﻟﻔﻬﻢ‬
1 a b c d e f g h i j
1 6 a b c
6
2 a b c d e f g h i j
2 7 a b c
7
3 3 8 a b c
8
a b c d e f g h i j
4 4 9 a b c
9
a b c d e f g h i j
5 a b c d e f g h i j
5 10 a b c
10

11 a b c d e f g h i j k l x
11 16 a b c d e f g h i j k l x
16
12 12 17 17
a b c d e f g h i j k l x a b c d e f g h i j k l x
13 a b c d e f g h i j k l x
13 18 a b c d e f g h i j k l x
18
14 a b c d e f g h i j k l x
14 19 a b c d e f g h i j k l x
19
15 15 20 20
a b c d e f g h i j k l x a b c d e f g h i j k l x

2 ‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬
21 a b c
21 31 31
a b c d e f g h i j k l m n o
22 a b c
22 32 a b c d g h i j k l m n o
32
e f
23 a b c
23 33 a b c d g h i j k l m n o
33
e f
24 a b c
24 34 a b c d e f g h i j k l m n o
34
25 a b c
25 35 a b c d e f g h i j k l m n o
35
26 a b c
26 36 a b c d e f g h i j k l m n o
36
27 a b c
27 37 a b c d e f g h i j k l m n o
37
28 a b c
28 38 a b c d e f g h i j k l m n o
38
29 a b c
29 39 a b c d e f g h i j k l m n o
39
30 a b c
30 40 a b c d e f g h i j k l m n o
40

‫ﺍﻓﺼﻞ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺑﻌﺪ ﺍﻹﻧﺘﻬﺎء ﻣﻦ ﺇﺧﺘﺒﺎﺭﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ ﻭﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺛﻢ ﺳﻠﻤﻬﺎ ﺇﻟﻰ‬, ‫ﻣﻦ ﻓﻀﻠﻚ‬
.‫ﻣﺮﺍﻗﺐ ﺍﻻﻣﺘﺤﺎﻥ‬
7813137145

2 – S30
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪telc‬‬
‫‪2 0 8 5‬‬

‫‪3‬‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬
‫‪41‬‬ ‫‪+‬‬ ‫–‬ ‫‪46‬‬ ‫‪+‬‬ ‫–‬ ‫‪51‬‬ ‫‪+‬‬ ‫–‬ ‫‪56‬‬ ‫‪+‬‬ ‫–‬
‫‪42‬‬ ‫‪+‬‬ ‫–‬
‫‪47‬‬ ‫‪+‬‬ ‫–‬
‫‪52‬‬ ‫‪+‬‬ ‫–‬ ‫‪57‬‬ ‫‪+‬‬ ‫–‬

‫‪43‬‬ ‫‪+‬‬ ‫–‬

‫‪48‬‬ ‫‪+‬‬ ‫–‬
‫‪53‬‬ ‫‪+‬‬ ‫–‬ ‫‪58‬‬ ‫‪+‬‬ ‫–‬

‫‪44‬‬ ‫‪+‬‬ ‫–‬

‫‪49‬‬ ‫‪+‬‬ ‫–‬
‫‪54‬‬ ‫‪+‬‬ ‫–‬ ‫‪59‬‬ ‫‪+‬‬ ‫–‬

‫‪45‬‬ ‫‪+‬‬ ‫–‬

‫‪50‬‬ ‫‪+‬‬ ‫–‬
‫‪55‬‬ ‫‪+‬‬ ‫–‬
‫‪60‬‬ ‫‪+‬‬ ‫–‬

‫ﻣﻦ ﻓﻀﻠﻚ ﺍﻓﺼﻞ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﺑﻌﺪ ﺍﻹﻧﺘﻬﺎء ﻣﻦ ﺇﺧﺘﺒﺎﺭﺍﻻﺳﺘﻤﺎﻉ ﺛﻢ ﺳﻠﻤﻬﺎ ﺇﻟﻰ ﻣﺮﺍﻗﺐ ﺍﻻﻣﺘﺤﺎﻥ‪.‬‬

‫‪6313137149‬‬

‫‪3 – S30‬‬
telc ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
2 0 8 5

Familienname · Surname · Apellido · Nom · Cognome · ‫ · ﺍﺳﻢ ﺍﻟﻌﺎﺋﻠﺔ‬Soyadı · Фамилия

Vorname · First Name · Nombre · Prénom · Nome · · Adı · Имя

‫ﻟﻠ ُﻤﻤﺘﺤﻨﻴﻦ ﻭ ﺍﻟ ُﻤﻤﺘﺤﻨﺎﺕ ﻓﻘﻂ‬

‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬
‫ﺍﻟﺠﺰء ﺍﻷﻭﻝ‬ ‫ﺍﻟﺠﺰء ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻟﺠﺰء ﺍﻟﺜﺎﻟﺚ‬
1 1 1

‫ﺍﻟ ُﻤﻤﺘﺤﻦ ﺍﻷﻭﻝ‬

A B C D A B C D A B C D

2 2 2
A B C D A B C D A B C D
3 3 3
A B C D A B C D A B C D
4 4 4
A B C D A B C D A B C D

‫ﺭﻗﻢ ﺍﻟ ُﻤﻤﺘﺤﻦ ﺍﻷﻭﻝ‬

‫ﺍﻟﺠﺰء ﺍﻷﻭﻝ‬ ‫ﺍﻟﺠﺰء ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻟﺠﺰء ﺍﻟﺜﺎﻟﺚ‬

1 A B C D
1 A B C D
1 A B C D

‫ﺍﻟ ُﻤﻤﺘﺤﻦ ﺍﻟﺜﺎﻧﻲ‬

2 2 2
A B C D A B C D A B C D
3 3 3
A B C D A B C D A B C D

4 4 4
A B C D A B C D A B C D

‫ﺭﻗﻢ ﺍﻟ ُﻤﻤﺘﺤﻦ ﺍﻟﺜﺎﻧﻲ‬

‫ﺍﻟﺠﺰء ﺍﻷﻭﻝ‬ ‫ﺍﻟﺠﺰء ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻟﺠﺰء ﺍﻟﺜﺎﻟﺚ‬

1 1 1
‫ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻨﻬﺎﺋﻲ‬

A B C D A B C D A B C D

2 2 2
A B C D A B C D A B C D
3 3 3
A B C D A B C D A B C D

4 4 4
A B C D A B C D A B C D

3465137144

4 – S30
telc ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
2 0 8 5

Фамилия · Soyadı · ‫ · ﺍﺳﻢ ﺍﻟﻌﺎﺋﻠﺔ‬Nom · Apellido · Surname · Familienname

Имя · Adı · ‫ · ﺍﻻﺳﻢ‬Prénom · Nombre · First Name · Vorname

Тестовая версия · Sınav sürümü · · Version d’examen · Versión del examen · Test Version · Testversion

‫ﺧﺎﺹ‬
4 ‫ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ‬ ‫ﺑﺎﻟﺘﻘﻴﻴﻢ‬

4339137145

5 – S30
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪telc‬‬
‫‪2 0 8 5‬‬

‫‪4‬‬ ‫ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ ﻟﻠ ُﻤﻤﺘﺤﻨﻴﻦ ﻭ ﺍﻟ ُﻤﻤﺘﺤﻨﺎﺕ ﻓﻘﻂ‬

‫ﺍﻟﺘﻘﻴﻴﻢ ﺍﻷﻭﻝ‬ ‫ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺜﺎﻧﻲ‬ ‫ﺗﻘﻴﻴﻢ ﺧﺎﺹ ﺏ ‪telc‬‬
‫ﺧﻄﺄ ﻓﻰ ﺍﻟﻤﻮﺿﻮﻉ‬ ‫ﺧﻄﺄ ﻓﻰ ﺍﻟﻤﻮﺿﻮﻉ‬ ‫ﺧﻄﺄ ﻓﻰ ﺍﻟﻤﻮﺿﻮﻉ‬
‫‪I‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﻧﻌﻢ‬ ‫ﻻ‬
‫‪I‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﻧﻌﻢ‬ ‫ﻻ‬
‫‪I‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﻧﻌﻢ‬ ‫ﻻ‬
‫ﻧﻘﻄﺔ ﺇﺿﺎﻓﻴﺔ ﺍُﻭﻟﻰ‬ ‫ﻧﻘﻄﺔ ﺇﺿﺎﻓﻴﺔ ﺍُﻭﻟﻰ‬ ‫ﻧﻘﻄﺔ ﺇﺿﺎﻓﻴﺔ ﺍُﻭﻟﻰ‬
‫‪II‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﻧﻌﻢ‬ ‫ﻻ‬
‫‪II‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﻧﻌﻢ‬ ‫ﻻ‬
‫‪II‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﻧﻌﻢ‬ ‫ﻻ‬
‫ﻧﻘﻄﺔ ﺇﺿﺎﻓﻴﺔ ﺛﺎﻧﻴﺔ‬ ‫ﻧﻘﻄﺔ ﺇﺿﺎﻓﻴﺔ ﺛﺎﻧﻴﺔ‬ ‫ﻧﻘﻄﺔ ﺇﺿﺎﻓﻴﺔ ﺛﺎﻧﻴﺔ‬
‫‪III‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﻧﻌﻢ‬ ‫ﻻ‬
‫‪III‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﻧﻌﻢ‬ ‫ﻻ‬
‫‪III‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫ﻧﻌﻢ‬ ‫ﻻ‬

‫ﺭﻗﻢ ﺍﻟ ُﻤﻤﺘﺤﻦ ﺍﻷﻭﻝ‬ ‫ﺭﻗﻢ ﺍﻟ ُﻤﻤﺘﺤﻦ ﺍﻟﺜﺎﻧﻰ‬ ‫ﺭﻗﻢ ﺍﻟ ُﻤﻤﺘﺤﻦ ‪telc‬‬

‫‪7476137140‬‬

‫‪6 – S30‬‬
‫‪29‬‬
‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
 ‫‪30‬‬
‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫ﻣﻌﺎﻳﻴﺮ ﺍﻟﺘﻘﻴﻴﻢ‬
‫»ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ«‬
‫ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭ »ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ« ﻭﻓﻘﺎ ﻟﻠﻤﻌﺎﻳﻴﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ 1‬ﻣﺮﺍﻋﺎﺓ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ‬

‫‪ 2‬ﻁﺮﻳﻘﺔ ﺍﻟﺘﻮﺍﺻﻞ‬
‫‪ 3‬ﺳﻼﻣﺔ ﺍﻟﺘﻌﺒﻴﺮ‬

‫‪ 1‬ﻣﺮﺍﻋﺎﺓ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ‬

‫ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﻣﺪﻯ ﺍﻻﻟﺘﺰﺍﻡ ﺑﻤﺮﺍﻋﺎﺓ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬

‫ﺍﻟﻨﻘﺎﻁ‬
‫‪5‬‬ ‫‪ a‬ﺗﻨﺎﻭﻝ ﺟﻤﻴﻊ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻷﺭﺑﻌﺔ ﻋﻠﻰ ﻧﺤﻮ ﻣﻨﺎﺳﺐ‪.‬‬
‫‪3‬‬ ‫‪ b‬ﺗﻨﺎﻭﻝ ﺛﻼﺛﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ ﻋﻠﻰ ﻧﺤﻮ ﻣﻨﺎﺳﺐ‪.‬‬
‫‪1‬‬ ‫‪ c‬ﺗﻨﺎﻭﻝ ﺍﺛﻨﻴﻦ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ ﻋﻠﻰ ﻧﺤﻮ ﻣﻨﺎﺳﺐ‪.‬‬
‫‪0‬‬ ‫‪ d‬ﺗﻨﺎﻭﻝ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ ﺃﻭ ﻋﺪﻡ ﺗﻨﺎﻭﻝ ﺃﻳﺔ ﻧﻘﻄﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ ﻋﻠﻰ ﻧﺤﻮ ﻣﻨﺎﺳﺐ‪.‬‬

‫‪ 2‬ﻁﺮﻳﻘﺔ ﺍﻟﺘﻮﺍﺻﻞ‬
‫ﻭﻳﺘﻢ ﻫﻨﺎ ﺗﻘﻴﻴﻢ‬
‫▪ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﻤﻨﻄﻘﻲ ﻟﻠﻨﻘﺎﻁ ﺍﻷﺳﺎﺳﻴﺔ‬
‫▪ ﺭﺑﻂ ﺍﻟﺠﻤﻞ ‪ /‬ﻭﺣﺪﺍﺕ ﺍﻟﻜﻼﻡ‬
‫▪ ﺍﻟﺘﻌﺒﻴﺮ ﺑﻄﺮﻳﻘﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﻤﺨﺎﻁﺐ ﻭﺑﺎﻟﻤﻀﻤﻮﻥ‬
‫▪ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻤﺨﺎﻁﺐ )ﺍﻟﺘﺎﺭﻳﺦ‪ ،‬ﺻﻴﻐﺔ ﺍﻟﻤﺨﺎﻁﺒﺔ‪ ،‬ﺻﻴﻐﺔ ﺍﻟﺘﺤﻴﺔ‪ /‬ﺍﻟﺨﺘﺎﻡ(‬

‫ﺍﻟﻨﻘﺎﻁ‬ ‫ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﻁﺮﻳﻘﺔ ﺍﻟﺘﻮﺍﺻﻞ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﻟﻲ‪:‬‬

‫‪5‬‬ ‫‪ a‬ﻣﻨﺎﺳﺒﺔ ﺟﺪﺍ‬
‫‪3‬‬ ‫‪ b‬ﻣﻨﺎﺳﺒﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‬
‫‪1‬‬ ‫‪ c‬ﻣﻘﺒﻮﻟﺔ ﺑﺎﻟﻜﺎﺩ‬
‫‪0‬‬ ‫‪ d‬ﻏﻴﺮ ﻣﻘﺒﻮﻟﺔ ﺇﺟﻤﺎﻻ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫ﺳﻼﻣﺔ ﺍﻟﺘﻌﺒﻴﺮ‬ ‫‪3‬‬

‫ﻳﺘﻢ ﻫﻨﺎ ﺗﻘﻴﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻭﺍﻟﻬﺠﺎء ﺍﻟﺨﻄﺎﺏ‪:‬‬
‫ﺍﻟﻨﻘﺎﻁ‬
‫‪5‬‬ ‫‪ a‬ﻻ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﺃﻳﺔ ﺃﺧﻄﺎء ﺃﻭ ﻳﺤﺘﻮﻯ ﻋﻠﻰ ﺃﺧﻄﺎء ﺑﺴﻴﻄﺔ ﻣﺘﻔﺮﻗﺔ‬
‫‪3‬‬ ‫‪ b‬ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﺃﺧﻄﺎء ﻻ ﺗﻌﻮﻕ ﺍﻟﻔﻬﻢ‬
‫‪1‬‬ ‫‪ c‬ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﺃﺧﻄﺎء ﻓﻲ ﻣﻮﺍﺿﻊ ﺟﻮﻫﺮﻳﺔ ﺗﻌﻮﻕ ﺍﻟﻔﻬﻢ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‬
‫‪0‬‬ ‫‪ d‬ﻳﺤﺘﻮﻯ ﻋﻠﻰ ﺃﺧﻄﺎء ﻛﺜﻴﺮﺓ ﻟﺪﺭﺟﺔ ﺃﻥ ﺍﻟﻨﺺ ﻳﻜﺎﺩ ﻳﻜﻮﻥ ﻏﻴﺮ ﻣﻔﻬﻮﻡ‬

‫ﻛﻴﻒ ﻳﺘﻢ ﺍﻟﺘﻘﻴﻴﻢ؟‬

‫ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﻛﻞ ﺧﻄﺎﺏ ﺑﻮﺍﺳﻄﺔ ﺍﺛﻨﻴﻦ ﻣﻦ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﺍﻟﻤﺮﺧﺺ ﻟﻬﻤﺎ ﻣﻦ ﻣﺆﺳﺴﺔ ‪ telc‬ﻟﻠﻘﻴﺎﻡ ﺑﺬﻟﻚ‪ ،‬ﻭﻳﺪﻋﻢ ﺗﻘﻴﻴﻢ ﺍﻟﻤﻤﺘﺤﻦ ﺍﻟﺜﺎﻧﻲ‬
‫ﺗﻘﻴﻴﻢ ﺍﻟﻤﻤﺘﺤﻦ ﺍﻷﻭﻝ‪ ،‬ﻭﻣﻦ ﺧﻼﻝ ﺇﺭﺳﺎﻝ ﻋﻴﻨﺎﺕ ﺩﻭﺭﻳﺔ ﺇﻟﻰ ﺍﻟﻤﺮﻛﺰ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻤﺆﺳﺴﺔ ‪ telc‬ﻳﺘﻢ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﻟﺘﻘﻴﻴﻤﺎﺕ‪.‬‬

‫ﻳﻤﻜﻦ ﻟﻠﻤﺼﺤﺤﻴﻦ ﺃﻭ ﺍﻟﻤﺼﺤﺤﺎﺕ ﻣﻨﺢ ‪ 15‬ﻧﻘﻄﺔ ﺑﺤﺪ ﺃﻗﺼﻰ )ﻋﻼﻣﺔ ﺍﻟﺘﻘﻴﻴﻢ »ﻣﻤﺘﺎﺯ«(‪ ،‬ﻭﻟﻜﻦ ﻳﻤﻜﻦ ﺃﻳﻀﺎ ﻣﻨﺢ ﺩﺭﺟﺔ‬
‫ﺇﺿﺎﻓﻴﺔ ﻋﻠﻰ ﻛﻞ ﻣﻌﻴﺎﺭ ﻣﻦ ﺍﻟﻤﻌﻴﺎﺭﻳﻦ ﺍﻟﺘﺎﻟﻴﻴﻦ‪:‬‬

‫‪ 1‬ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻣﺴﺘﻮﻯ ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺘﻨﻮﻉ ﺍﻟﻠﻐﻮﻱ )ﺍﻟﺜﺮﻭﺓ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺍﻟﺘﺮﺍﻛﻴﺐ(‬
‫‪ 2‬ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﻣﺴﺘﻮﻯ ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﻤﺘﻮﺳﻂ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻤﺤﺘﻮﻯ )ﺻﻴﺎﻏﺔ ﺍﻟﻤﺤﺘﻮﻯ(‬

‫ﻭﻟﻜﻦ ﻻ ﻳﺠﻮﺯ ﺇﻋﻄﺎء ﺍﻟﻨﻘﺎﻁ ﺍﻹﺿﺎﻓﻴﺔ ﺇﺫﺍ ﺗﻢ ﺗﻘﻴﻴﻢ ﺍﻟﺨﻄﺎﺏ ﺑﺎﻟﻔﻌﻞ ﺑﺎﻟﺪﺭﺟﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ )ﺩﺭﺟﺔ »ﻣﻤﺘﺎﺯ«( ﺃﻭ ﺇﺫﺍ ﻛﺎﻥ ﻗﺪ ﺗﻢ ﻣﻨﺢ‬
‫ﻭﺍﺣﺪﺍ ﻣﻦ ﺍﻟﻤﻌﺎﻳﻴﺮ ﺍﻟﺜﻼﺛﺔ ﺍﻟﻤﺬﻛﻮﺭﺓ ﺳﻠﻔﺎ ﺩﺭﺟﺔ »ﺟﻴﺪ« ﺃﻭ ﺩﺭﺟﺔ ﺃﻗﻞ ﻣﻨﻬﺎ‪.‬‬

‫ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻟﺨﻄﺎﺏ ﻛﺎﻣﻼ ﺑﺎﻟﺪﺭﺟﺔ »ﺻﻔﺮ«‪ ،‬ﺇﺫﺍ ﺗﻢ ﺗﻘﻴﻴﻢ ﺍﻟﻤﻌﻴﺎﺭ ‪ 1‬ﻭ ‪/‬ﺃﻭ ﺍﻟﻤﻌﻴﺎﺭ ‪ 3‬ﺑﺪﺭﺟﺔ »ﻏﻴﺮ ﻣﻘﺒﻮﻝ«‪ ،‬ﻭ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‬
‫ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻤﻘﻴﻤﻴﻦ ﻭﺍﻟﻤﻘﻴﻤﺎﺕ ﻭﺿﻊ ﺩﺭﺟﺔ »ﻏﻴﺮ ﻣﻘﺒﻮﻝ« ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ﻭﻫﺬﺍ ﻳﻌﻨﻰ ﻣﻨﺢ ﺩﺭﺟﺔ ﺻﻔﺮ ﻟﺠﻤﻴﻊ ﺍﻟﻤﻌﺎﻳﻴﺮ‪.‬‬

‫ﺍﺣﺘﺴﺎﺏ ﻣﺠﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ‬

‫ﻳﺘﻢ ﺍﺣﺘﺴﺎﺏ ﺇﺟﻤﺎﻟﻲ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﻲ ﺣﻘﻘﻬﺎ ﺍﻟﻤﺸﺎﺭﻙ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ ﻁﺒﻘﺎ ﻟﻤﺠﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﻲ ﻣﻨﺤﺖ ﻟﻠﻤﻌﺎﻳﻴﺮ‬
‫ﺍﻟﺜﻼﺛﺔ‪ ،‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺩﺭﺟﺘﻴﻦ ﺇﺿﺎﻓﻴﺘﻴﻦ ﺑﺤﺪ ﺃﻗﺼﻰ‪ ،‬ﺇﺫﺍ ﻣﺎ ﺗﻢ ﺇﻋﻄﺎء ﺩﺭﺟﺎﺕ ﺇﺿﺎﻓﻴﺔ‪.‬‬

‫ﻳﺘﻢ ﺿﺮﺏ ﺍﻟﻤﺠﻤﻮﻉ ﺍﻹﺟﻤﺎﻟﻲ ﻓﻲ ﺛﻼﺛﺔ ﺃﺛﻨﺎء ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺘﻲ ﺗﺘﻢ ﺑﻤﻘﺮ ﻣﺆﺳﺴﺔ ‪ ،telc‬ﺑﺤﻴﺚ ﻳﺤﺼﻞ ﺍﻟﻤﺸﺎﺭﻙ ﺃﻭ‬
‫ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ ﻋﻠﻰ ﺣﺪ ﺃﻗﺼﻰ ‪ 45‬ﺩﺭﺟﺔ ﻓﻲ ﺍﻣﺘﺤﺎﻥ »ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ«‪ ،‬ﻭﻫﺬﺍ ﻳﻤﺜﻞ ‪ ٪ 15‬ﻣﻦ ﺇﺟﻤﺎﻟﻲ ﻣﺠﻤﻮﻉ‬
‫ﺩﺭﺟﺎﺕ ﺍﻣﺘﺤﺎﻥ ﻣﺴﺘﻮﻯ ‪ B1‬ﺍﻟﺒﺎﻟﻎ ﻣﺠﻤﻮﻉ ﺩﺭﺟﺎﺗﻪ ‪ 300‬ﺩﺭﺟﺔ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫ﻣﻌﺎﻳﻴﺮ ﺍﻟﺘﻘﻴﻴﻢ‬
‫»ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ«‬
‫ﻳﺘﻜﻮﻥ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ )ﺍﻣﺘﺤﺎﻥ ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﺸﻔﻬﻲ( ﻣﻦ ﺛﻼﺛﺔ ﺃﺟﺰﺍء‪ ،‬ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﻛﻞ ﺟﺰء ﻣﻨﻬﺎ ﻭﻓﻘﺎ ﻟﻠﻤﻌﺎﻳﻴﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺒﻴﺮ‬ ‫‪1‬‬

‫ﺗﻨﻔﻴﺬ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻄﻠﻮﺑﺔ‬ ‫‪2‬‬
‫ﺳﻼﻣﺔ ﺍﻟﺘﻌﺒﻴﺮ‬ ‫‪3‬‬
‫ﺍﻟﻨﻄﻖ ﻭﻣﺨﺎﺭﺝ ﺍﻟﺤﺮﻭﻑ ﻭﻧﺒﺮﺓ ﺍﻟﺼﻮﺕ‬ ‫‪4‬‬

‫ﺗﻤﺜﻞ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺘﻲ ﺗﻤﻨﺢ ﻋﻠﻰ ﺍﻟﺠﺰء ‪) 2‬ﻣﺤﺎﺩﺛﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﺎ( ﻭﻋﻠﻰ ﺍﻟﺠﺰء ‪) 3‬ﺍﻻﺷﺘﺮﺍﻙ ﻓﻲ ﺍﻹﻋﺪﺍﺩ ﻟﻤﻬﻤﺔ ﻣﺎ(‬
‫ﺿﻌﻒ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺘﻲ ﺗﻤﻨﺢ ﻋﻠﻰ ﺍﻟﺠﺰء ‪) 1‬ﺍﻟﺘﻌﺎﺭﻑ(‪.‬‬

‫‪ 1‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺒﻴﺮ‬

‫ﻳﺘﻢ ﻫﻨﺎ ﺗﻘﻴﻴﻢ ﻁﺮﻳﻘﺔ ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﺤﺘﻮﻯ ﺍﻟﻤﺤﺎﺩﺛﺔ ﻭﺩﻭﺭ ﻛﻞ ﻣﺘﺤﺪﺙ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺜﺮﻭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﺤﻘﻴﻖ ﻣﻘﺼﺪ ﺍﻟﻜﻼﻡ‪.‬‬

‫ﺍﻟﺪﺭﺟﺎﺕ‬
‫ﺟﺰء ‪3&2‬‬ ‫ﺟﺰء ‪1‬‬ ‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺒﻴﺮ‬
‫‪8‬‬ ‫‪4‬‬ ‫ﻣﻨﺎﺳﺒﺔ ﺟﺪﺍ‬ ‫‪a‬‬
‫‪6‬‬ ‫‪3‬‬ ‫ﻣﻨﺎﺳﺒﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‬ ‫‪b‬‬
‫‪2‬‬ ‫‪1‬‬ ‫ﻣﻘﺒﻮﻟﺔ ﺑﺎﻟﻜﺎﺩ‬ ‫‪c‬‬
‫‪0‬‬ ‫‪0‬‬ ‫ﻏﻴﺮ ﻣﻘﺒﻮﻟﺔ ﺇﺟﻤﺎﻻ‬ ‫‪d‬‬

‫‪ 2‬ﺗﻨﻔﻴﺬ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻄﻠﻮﺑﺔ‬

‫ﻳﺘﻢ ﻫﻨﺎ ﺗﻘﻴﻴﻢ‬
‫▪ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻟﺤﺪﻳﺚ‬
‫▪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ )ﻣﺜﻞ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺨﻄﺎﺏ‪ ،‬ﻭﻋﻨﺪ ﺍﻟﻀﺮﻭﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺑﺪﻳﻠﺔ(‬
‫▪ ﺳﻼﺳﺔ ﺍﻟﺤﺪﻳﺚ‬
‫ﺍﻟﺪﺭﺟﺎﺕ‬
‫ﺟﺰء ‪3&2‬‬ ‫ﺟﺰء ‪1‬‬ ‫ﺗﻨﻔﻴﺬ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻄﻠﻮﺑﺔ‬
‫‪8‬‬ ‫‪4‬‬ ‫ﻣﻨﺎﺳﺐ ﺟﺪﺍ‬ ‫‪a‬‬
‫‪6‬‬ ‫‪3‬‬ ‫ﻣﻨﺎﺳﺐ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‬ ‫‪b‬‬
‫‪2‬‬ ‫‪1‬‬ ‫ﻣﻘﺒﻮﻝ ﺑﺎﻟﻜﺎﺩ‬ ‫‪c‬‬
‫‪0‬‬ ‫‪0‬‬ ‫ﻏﻴﺮ ﻣﻘﺒﻮﻝ ﺇﺟﻤﺎﻻ‬ ‫‪d‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫‪ 3‬ﺳﻼﻣﺔ ﺍﻟﺘﻌﺒﻴﺮ‬
‫ﻳﺘﻢ ﻫﻨﺎ ﺗﻘﻴﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﻟﻲ‬
‫ﺍﻟﺪﺭﺟﺎﺕ‬
‫ﺟﺰء ‪3&2‬‬ ‫ﺟﺰء ‪1‬‬ ‫ﺗﻘﻴﻴﻢ ﺍﻟﻤﺸﺎﺭﻙ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭﻛﺎﻵﺗﻲ‬
‫‪8‬‬ ‫‪4‬‬ ‫ﻋﺪﻡ ﺍﺭﺗﻜﺎﺏ ﺃﻳﺔ ﺃﺧﻄﺎء ﺃﻭ ﺍﺭﺗﻜﺎﺏ ﺃﺧﻄﺎء ﺑﺴﻴﻄﺔ ﻣﺘﻔﺮﻗﺔ‬ ‫‪a‬‬
‫‪6‬‬ ‫‪3‬‬ ‫ﺍﺭﺗﻜﺎﺏ ﺃﺧﻄﺎء ﻻ ﺗﻌﻮﻕ ﺍﻟﻔﻬﻢ‬ ‫‪b‬‬
‫‪2‬‬ ‫‪1‬‬ ‫ﺍﺭﺗﻜﺎﺏ ﺃﺧﻄﺎء ﻓﻲ ﻣﻮﺍﺿﻊ ﺟﻮﻫﺮﻳﺔ ﺗﻌﻮﻕ ﺍﻟﻔﻬﻢ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‬ ‫‪c‬‬
‫‪0‬‬ ‫‪0‬‬ ‫ﺍﺭﺗﻜﺎﺏ ﺃﺧﻄﺎء ﻛﺜﻴﺮﺓ ﺗﺆﺩﻱ ﺇﻟﻰ ﻓﺸﻞ ﺍﺳﺘﻤﺮ‬ ‫‪d‬‬

‫‪ 4‬ﺍﻟﻨﻄﻖ ﻭﻣﺨﺎﺭﺝ ﺍﻟﺤﺮﻭﻑ ﻭﻧﺒﺮﺓ ﺍﻟﺼﻮﺕ‬

‫ﻳﺘﻢ ﻫﻨﺎ ﺗﻘﻴﻴﻢ ﺍﻟﻨﻄﻖ ﻭﻣﺨﺎﺭﺝ ﺍﻟﺤﺮﻭﻑ ﻭﺩﺭﺟﺔ ﻧﺒﺮﺓ ﺍﻟﺼﻮﺕ‪:‬‬
‫ﺍﻟﺪﺭﺟﺎﺕ‬
‫ﺟﺰء ‪3&2‬‬ ‫ﺟﺰء ‪1‬‬ ‫ﺃﺧﻄﺎء ﺍﻟﻨﻄﻖ ﻭﻣﺨﺎﺭﺝ ﺍﻟﺤﺮﻭﻑ‬
‫‪6‬‬ ‫‪3‬‬ ‫ﻻ ﺗﻌﻮﻕ ﺍﻟﻔﻬﻢ‬ ‫‪a‬‬
‫‪4‬‬ ‫‪2‬‬ ‫ﻳﺼﻌﺐ ﻣﻌﻬﺎ ﺍﻟﻔﻬﻢ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‬ ‫‪b‬‬
‫‪2‬‬ ‫‪1‬‬ ‫ﻳﺼﻌﺐ ﻣﻌﻬﺎ ﺍﻟﻔﻬﻢ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‬ ‫‪c‬‬
‫‪0‬‬ ‫‪0‬‬ ‫ﺗﺠﻌﻞ ﺍﻟﻔﻬﻢ ﺃﻣﺮﺍ ﻣﺴﺘﺤﻴﻼ )ﺗﻘﺮﻳﺒﺎ(‬ ‫‪d‬‬

‫ﻛﻴﻒ ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ؟‬

‫ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ ﺑﻮﺍﺳﻄﺔ ﺍﺛﻨﻴﻦ ﻣﻦ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﺍﻟﻤﺮﺧﺺ ﻟﻬﻤﺎ ﻣﻦ ﻣﺆﺳﺴﺔ ‪ telc‬ﻟﻠﻘﻴﺎﻡ ﺑﺬﻟﻚ‪ ،‬ﻭﺃﺛﻨﺎء ﺍﻟﻤﺤﺎﺩﺛﺔ ﻳﻘﻮﻡ‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ ﺑﺸﻜﻞ ﻣﺴﺘﻘﻞ ﺑﺘﻘﻴﻴﻢ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻭﺑﻌﺪ ﻣﻐﺎﺩﺭﺓ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻟﻐﺮﻓﺔ ﺍﻻﻣﺘﺤﺎﻥ ﻳﻘﻮﻡ‬
‫ﺍﻟﻤﻤﺘﺤﻨﺎﻥ ﺑﻤﻘﺎﺭﻧﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻤﻤﻨﻮﺣﺔ ﻭﻳﺘﻔﻘﺎﻥ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﻣﺸﺘﺮﻙ‪.‬‬

‫ﺍﺣﺘﺴﺎﺏ ﻣﺠﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ‬

‫ﻳﻤﻜﻦ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ‪/‬ﺍﻟﻤﺸﺎﺭﻛﺎﺕ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺤﺼﻮﻝ ﻓﻲ ﺍﻟﺠﺰء ‪) 1‬ﺍﻟﺘﻌﺎﺭﻑ( ﻋﻠﻰ ﺣﺪ ﺃﻗﺼﻰ ‪ 15‬ﺩﺭﺟﺔ‪ ،‬ﺃﻣﺎ ﻓﻲ ﺍﻟﺠﺰء ‪2‬‬
‫)ﻣﺤﺎﺩﺛﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﺎ( ﻭ ﺍﻟﺠﺰء ‪) 3‬ﺍﻻﺷﺘﺮﺍﻙ ﻓﻲ ﺍﻹﻋﺪﺍﺩ ﻟﻤﻬﻤﺔ ﻣﺎ( ﻓﻴﻤﻜﻨﻬﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺣﺪ ﺃﻗﺼﻰ ‪ 30‬ﺩﺭﺟﺔ‬
‫ﻟﻜﻞ ﻣﻨﻬﻤﺎ‪ .‬ﺃﻱ ﺃﻧﻪ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ‪ 75‬ﺩﺭﺟﺔ ﻋﻠﻰ ﺇﺟﻤﺎﻟﻲ ﺃﺟﺰﺍء ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‪ .‬ﻭﻫﺬﺍ ﻳﻤﺜﻞ ‪ % 25‬ﻣﻦ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻻﻣﺘﺤﺎﻥ ‪ B1‬ﺍﻟﺒﺎﻟﻎ ﻣﺠﻤﻮﻋﺔ ﺩﺭﺟﺎﺗﻪ ‪ 300‬ﺩﺭﺟﺔ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫ﺍﻟﺪﺭﺟﺎﺕ ﻭ ﺍﻟﻨﺴﺐ‬
‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﺇﺟﻤﺎﻟﻲ‬ ‫ﺍﻟﺪﺭﺟﺎﺕ‬ ‫ﺍﻟﻤﻬﺎﻡ‬ ‫ﻧﻮﻉ ﺍﻹﺧﺘﺒﺎﺭ‬
‫ﺍﻟﺪﺭﺟﺎﺕ‬
‫‪ 1‬ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‬
‫‪25‬‬ ‫‪5–1‬‬ ‫ﺟﺰء ‪1‬‬
‫‪% 25‬‬ ‫‪75‬‬ ‫‪25‬‬ ‫‪6–10‬‬ ‫ﺟﺰء ‪2‬‬
‫‪25‬‬ ‫‪11–20‬‬ ‫ﺟﺰء ‪3‬‬

‫‪ 2‬ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬
‫‪15‬‬ ‫‪30–21‬‬ ‫ﺟﺰء ‪1‬‬
‫‪% 10‬‬ ‫‪30‬‬
‫‪15‬‬ ‫‪40–31‬‬ ‫ﺟﺰء ‪2‬‬

‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻜﺘﺎﺑﻲ‬
‫‪ 3‬ﺍﻻﺳﺘﻤﺎﻉ‬
‫‪25‬‬ ‫‪45–41‬‬ ‫ﺟﺰء ‪1‬‬
‫‪% 25‬‬ ‫‪75‬‬ ‫‪25‬‬ ‫‪55–46‬‬ ‫ﺟﺰء ‪2‬‬
‫‪25‬‬ ‫‪60–56‬‬ ‫ﺟﺰء ‪3‬‬

‫‪ 4‬ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ‬
‫‪15‬‬ ‫ﺍﻟﻤﺤﺘﻮﻱ‬
‫‪% 15‬‬ ‫‪45‬‬ ‫‪15‬‬ ‫ﻁﺮﻳﻘﺔ ﺍﻟﺘﻮﺍﺻﻞ‬ ‫ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ‬
‫‪15‬‬ ‫ﺳﻼﻣﺔ ﺍﻟﺘﻌﺒﻴﺮ‬
‫‪% 75‬‬ ‫‪225‬‬ ‫ﻧﺘﻴﺠﺔ ﺟﺰﺋﻴﺔ ‪1‬‬

‫‪ 5‬ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﺸﻔﻬﻲ‬
‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬

‫‪15‬‬ ‫ﺍﻟﺘﻌﺎﺭﻑ‬ ‫ﺟﺰء ‪1‬‬

‫‪% 25‬‬ ‫‪75‬‬ ‫‪30‬‬ ‫ﻣﺤﺎﺩﺛﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﺎ‬ ‫ﺟﺰء ‪2‬‬
‫‪30‬‬ ‫ﺍﻻﺷﺘﺮﺍﻙ ﻓﻲ ﺍﻹﻋﺪﺍﺩ ﻟﻤﻬﻤﺔ ﻣﺎ‬ ‫ﺟﺰء ‪3‬‬

‫‪% 25‬‬ ‫‪75‬‬ ‫ﻧﺘﻴﺠﺔ ﺟﺰﺋﻴﺔ ‪2‬‬

‫‪% 75‬‬ ‫‪225‬‬ ‫ﻧﺘﻴﺠﺔ ﺟﺰﺋﻴﺔ ‪ 1‬ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻜﺘﺎﺑﻲ‬

‫‪% 25‬‬ ‫‪75‬‬ ‫ﻧﺘﻴﺠﺔ ﺟﺰﺋﻴﺔ ‪ 2‬ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬

‫‪% 100‬‬ ‫‪300‬‬ ‫ﻣﺠﻤﻮﻉ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻨﻬﺎﺋﻲ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫ﻟﻤﻦ ﺗُﻤﻨﺢ ﺍﻟﺸﻬﺎﺩﺓ؟‬

‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺷﻬﺎﺩﺓ ‪ telc‬ﻻﺟﺘﻴﺎﺯ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻤﺴﺘﻮﻱ ‪ B1‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻙ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ‪ 180‬ﺩﺭﺟﺔ ﻋﻠﻰ ﺍﻷﻗﻞ‪ .‬ﺇﻻ ﺃﻧﻪ ﻳﻨﺒﻐﻲ ﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ‪ % 60‬ﻣﻦ ﺇﺟﻤﺎﻟﻲ ﺍﻟﺪﺭﺟﺔ‬
‫ﺍﻟﻨﻬﺎﺋﻴﺔ ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ ﻭﺍﻟﺘﺤﺮﻳﺮﻱ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﺗﺴﺎﻭﻱ ‪ 45‬ﺩﺭﺟﺔ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ ﻭ‪ 135‬ﺩﺭﺟﺔ ﻓﻲ‬
‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺘﺤﺮﻳﺮﻱ‪.‬‬

‫ﺍﻟﺘﻘﺪﻳﺮﺍﺕ‪:‬‬
‫ﻳﺘﻢ ﺍﺣﺘﺴﺎﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻹﺟﻤﺎﻟﻴﺔ ﺑﺈﺿﺎﻓﺔ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺠﺰﺋﻴﺔ‪ ،‬ﻭﻳﻔﻀﻲ ﻫﺬﺍ ﺇﻟﻰ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﻣﺘﻴﺎﺯ‬ ‫‪300–270‬‬
‫‪ 269.5–240‬ﺟﻴﺪ ﺟﻴﺪﺍ‬
‫‪ 239.5–210‬ﺟﻴﺪ‬
‫‪ 209.5–180‬ﻣﻘﺒﻮﻝ‬
‫ﺭﺍﺳﺐ‬ ‫‪179.5–0‬‬

‫ﺇﻋﺎﺩﺓ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ ﺍﺧﺘﺒﺎﺭ ‪ telc‬ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻤﺴﺘﻮﻱ ‪ B1‬ﻛﺎﻣﻼ ﻣﺮﺍﺭﺍ ﻭﺗﻜﺮﺍﺭﺍ ﺣﺴﺐ ﺍﻟﺮﻏﺒﺔ‪ .‬ﻭﻓﻲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﺟﺘﻴﺎﺯ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﺍﻟﺸﻔﻬﻲ ﻓﻘﻂ ﺃﻭ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻓﻘﻂ )ﺍﻷﺟﺰﺍء ﻣﻦ ‪ (4–1‬ﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ ﺃﻱ ﺟﺰء ﻣﻦ ﺃﺟﺰﺍء ﺍﻻﺧﺘﺒﺎﺭ ﻗﺒﻞ ﻣﺮﻭﺭ ﺳﻨﺔ ﻣﻦ ﺗﺎﺭﻳﺦ‬
‫ﺃﺩﺍﺋﻪ‪ .‬ﻭﺗﻤﺘﺪ ﻫﺬﻩ ﺍﻟﻤﻬﻠﺔ ﻷﻛﺜﺮ ﻣﻦ ﻋﺎﻡ ﻓﻲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺍﻻﺧﺘﺒﺎﺭ ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﻮﺍﻋﻴﺪ ﺍﻟﻤﻘﺮﺭﺓ‪ .‬ﻭﻳﻨﻄﺒﻖ ﻫﺬﺍ‬
‫ﺍﻟﻜﻼﻡ ﺃﻳﻀﺎ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺃﺣﺪ ﺃﺟﺰﺍء ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫ﺳﻴﺮ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﻋﻼﻣﺎﺕ ﺍﻟﻨﺘﻴﺠﺔ ﻓﻰ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ‪S30‬‬
‫ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ‪S30‬ﻫﻲ ﻛﺮﺍﺳﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﺛﻼﺙ ﻭﺭﻗﺎﺕ ﻳﺘﻢ ﺑﻬﺎ ﺗﺴﺠﻴﻞ ﺟﻤﻴﻊ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ‪ .‬ﻳﻘﻮﻡ ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﻭﺍﻟﻤﺸﺎﺭﻛﺎﺕ‬
‫ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ ﺑﻮﺿﻊ ﻋﻼﻣﺎﺕ ﻋﻠﻰ ﺣﻠﻮﻝ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ »ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ« ﻭ »ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ« ﻭ »ﺍﻻﺳﺘﻤﺎﻉ« ﺑﺼﻔﺤﺔ‬
‫ﺭﻗﻢ ‪ 2‬ﻭﺻﻔﺤﺔ ﺭﻗﻢ ‪ .3‬ﻭﻳﻘﻮﻡ ﺍﻟﻤﻤﺘﺤﻨﻮﻥ ﺑﺘﺪﻭﻳﻦ ﻧﺘﻴﺠﺔ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺸﻔﻬﻲ ﻓﻲ ﺻﻔﺤﺔ ﺭﻗﻢ ‪ .4‬ﻭﻟﻤﻞء ﺧﺎﻧﺎﺕ ﺍﻟﺘﺴﺠﻴﻞ‬
‫ﺍﻟﺒﻴﻀﺎﻭﻳﺔ ﻭﻛﺬﻟﻚ ﺧﺎﻧﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻻﺧﺘﺒﺎﺭ ﻭﺑﺎﻷﺷﺨﺎﺹ ﻳﻨﺒﻐﻲ ﺍﺳﺘﺨﺪﺍﻡ ﻗﻠﻢ ﺭﺻﺎﺹ ﺳﻨﻪ ﻁﺮﻱ‪.‬‬

‫‪6‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬
‫‪7‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬
‫‪8‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬

‫ﺃﻳﻦ ﻭﻛﻴﻒ ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ؟‬

‫ﺗﻌﻠﻦ ﻧﺘﻴﺠﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻓﻲ ﺍﻟﻤﻘﺮ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻤﺆﺳﺴﺔ ‪ telc‬ﺑﻤﺪﻳﻨﺔ ﻓﺮﺍﻧﻜﻔﻮﺭﺕ ﻋﻠﻰ ﻧﻬﺮ ﺍﻟﻤﺎﻳﻦ ﺑﺄﻟﻤﺎﻧﻴﺎ‪ .‬ﻳﺘﻢ ﺗﻘﻴﻴﻢ ﺍﻟﻨﺘﻴﺠﺔ‬
‫ﺇﻟﻜﺘﺮﻭﻧﻴﺎ‪ .‬ﻭﻳﺠﺮﻱ ﻋﻤﻞ ﻣﺴﺢ ﺿﻮﺋﻲ )‪ (scan‬ﻟﻜﻞ ﻛﺮﺍﺳﺔ ﺇﺟﺎﺑﺔ ‪ ،S30‬ﻭﻳﺘﻢ ﻣﻘﺎﺭﻧﺔ ﺍﻟﺤﻠﻮﻝ ﺑﺎﻟﺤﻠﻮﻝ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﺴﺠﻠﺔ‬
‫ﻓﻲ ﺑﻨﻚ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‪ .‬ﻭﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺤﺪﺩ ﻧﺘﻴﺠﺔ ﻛﻞ ﻣﺸﺎﺭﻙ ﺃﻭ ﻣﺸﺎﺭﻛﺔ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﻣﻘﺴﻤﺔ ﻭﻓﻘﺎ ﻟﻠﻤﻬﺎﺭﺍﺕ‪ .‬ﻭﻋﻠﻰ ﻫﺬﺍ ﺍﻷﺳﺎﺱ ﻳﺘﻢ ﺇﺻﺪﺍﺭ ﺍﻟﺸﻬﺎﺩﺓ‪ .‬ﻭﻓﻲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ ﺗﺴﺘﺨﺪﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺗﻢ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻴﻬﺎ‬
‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ ﻟﻨﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﻟﻠﻤﺘﺎﺑﻌﺔ ﻭﺍﻟﺘﺤﺴﻴﻦ ﺍﻟﻤﺘﻮﺍﺻﻠﻴﻦ ﻟﺠﻮﺩﺓ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬

‫ﺍﻟﻤﻤﺘﺤﻨﻮﻥ ﻭﺍﻟﻤﻤﺘﺤﻨﺎﺕ ﻭﺍﻟﻤﺼﺤﺤﻮﻥ ﻭﺍﻟﻤﺼﺤﺤﺎﺕ ﺍﻟﺘﺎﺑﻌﻮﻥ ﻟﻤﺆﺳﺴﺔ ‪telc‬‬

‫ﺍﻟﻤﻤﺘﺤﻨﻮﻥ ﺍﻟﺬﻳﻦ ﻳﻘﻴﻤﻮﻥ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺸﻔﻬﻲ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ‪ telc‬ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻤﺴﺘﻮﻯ ‪ B1‬ﺣﺎﺻﻠﻮﻥ ﻋﻠﻰ ﺭﺧﺼﺔ‬
‫ﺇﺟﺎﺯﺓ ﻣﻦ ﻣﺆﺳﺴﺔ ‪ telc‬ﺑﻌﺪ ﻣﺸﺎﺭﻛﺘﻬﻢ ﺍﻟﻨﺎﺟﺤﺔ ﻓﻲ ﺩﻭﺭﺍﺕ ‪ telc‬ﺍﻟﺘﺄﻫﻴﻠﻴﺔ‪ .‬ﻭﻳﺸﺘﺮﻁ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺤﺼﻮﻝ‬
‫ﻋﻠﻰ ﺧﺒﺮﺓ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻐﺔ ﺃﺟﻨﺒﻴﺔ ﻭﻣﻌﺮﻓﺔ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻜﻔﺎءﺓ ﻭﺍﻷﺳﺎﺱ ﺍﻟﺘﻔﺎﻋﻠﻲ ﻟﻺﻁﺎﺭ ﺍﻟﻤﺮﺟﻌﻲ ﺍﻷﻭﺭﻭﺑﻲ‬
‫ﺍﻟﻤﻮﺣﺪ ﻟﻠﻐﺎﺕ‪ .‬ﻭﺗﺴﺮﻱ ﺭﺧﺼﺔ ‪ telc‬ﻹﺟﺎﺯﺓ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﻟﻤﺪﺓ ﺛﻼﺙ ﺳﻨﻮﺍﺕ‪ .‬ﻭﻟﺘﻤﺪﻳﺪ ﺍﻟﺮﺧﺼﺔ ﻟﺜﻼﺙ ﺳﻨﻮﺍﺕ ﺗﺎﻟﻴﺔ ﻻﺑﺪ ﻣﻦ‬
‫ﺍﻟﻤﺸﺎﺭﻛﺔ ﻣﺠﺪﺩﺍ ﻓﻲ ﺩﻭﺭﺍﺕ ‪ telc‬ﺍﻟﺘﺄﻫﻴﻠﻴﺔ )ﺩﻭﺭﺍﺕ ﺗﻨﺸﻴﻄﻴﺔ(‪.‬‬

‫ﺍﻟﻤﻤﺘﺤﻨﻮﻥ ﻭﺍﻟﻤﻤﺘﺤﻨﺎﺕ ﺍﻟﻤﻜﻠﻔﻮﻥ ﺑﺘﻘﻴﻴﻢ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻜﺘﺎﺑﻴﺔ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ ﺣﺎﺻﻠﻮﻥ ﻋﻠﻰ ﺭﺧﺼﺔ ﻣﻦ ﻣﺆﺳﺴﺔ ‪telc‬‬
‫ﺑﻌﺪ ﻣﺸﺎﺭﻛﺘﻬﻢ ﺍﻟﻨﺎﺟﺤﺔ ﻓﻲ ﺩﻭﺭﺓ ﻣﻦ ﺩﻭﺭﺍﺕ ‪ telc‬ﺍﻟﺘﺄﻫﻴﻠﻴﺔ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺘﺤﺮﻳﺮﻱ‬
‫ﺗﺒﻠﻎ ﻣﺪﺓ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺘﺤﺮﻳﺮﻱ ‪ 150‬ﺩﻗﻴﻘﺔ‪ ،‬ﻭﻳﺘﻜﻮﻥ ﻣﻦ ﺛﻼﺛﺔ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻓﺮﻋﻴﺔ ﻭﻫﻲ‪» :‬ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ«‪ ،‬ﻭ»ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ«‪،‬‬
‫ﻭ»ﺍﻻﺳﺘﻤﺎﻉ« ﻭ»ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ«‪ .‬ﺑﻌﺪ ﺍﻣﺘﺤﺎﻥ ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ ﻭﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﻫﻨﺎﻙ ﻓﺘﺮﺓ ﺇﺳﺘﺮﺍﺣﺔ ﻟﻤﺪﺓ ‪ 20‬ﺩﻗﻴﻘﺔ‪ .‬ﻭﻗﺒﻞ ﺑﺪﺍﻳﺔ‬
‫ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻳﻤﻸ ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﺧﺎﻧﺎﺕ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﺑﺼﻔﺤﺎﺕ ‪ 5 ،4 ،1‬ﻓﻲ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ‪ .‬ﻭﻟﺘﺠﻨﺐ ﻭﻗﻮﻉ‬
‫ﺳﻮء ﻓﻬﻢ ﻳﻘﻮﻡ ﺍﻟﻤﺮﺍﻗﺒﻮﻥ ﻋﻠﻰ ﺍﻻﻣﺘﺤﺎﻥ ﺑﻜﺘﺎﺑﺔ ﺍﺳﻢ ﺍﻟﻤﺮﻛﺰ ﺍﻟﺬﻱ ﻳﺘﻢ ﻓﻴﻪ ﺇﺟﺮﺍء ﺍﻻﻣﺘﺤﺎﻥ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺘﺎﺭﻳﺦ‬
‫)ﺍﻟﺴﻨﺔ‪ ،‬ﺍﻟﺸﻬﺮ‪ ،‬ﺍﻟﻴﻮﻡ( ﻭﺭﻗﻢ ﻧﻤﻮﺫﺝ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﻤﻜﻮﻥ ﻣﻦ ‪ 6‬ﺧﺎﻧﺎﺕ‪.‬‬

‫ﻳﻘﻮﻡ ﺍﻟﻤﺮﺍﻗﺒﻮﻥ ﻋﻠﻰ ﺍﻻﻣﺘﺤﺎﻥ ﺑﺈﻋﻼﻡ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻴﻪ ﺑﺄﻧﻪ ﻻ ﻳﺴﻤﺢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻤﺴﺎﻋﺪﺓ ﻣﺜﻞ ﺍﻟﻘﻮﺍﻣﻴﺲ ﻭﺍﻟﻬﻮﺍﺗﻒ‬
‫ﺍﻟﻤﺤﻤﻮﻟﺔ ﻭﻏﻴﺮﻫﺎ ﻣﻦ ﺍﻷﺟﻬﺰﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ )ﻻﺋﺤﺔ ﺍﻻﻣﺘﺤﺎﻥ ﻣﺎﺩﺓ ‪.(16 ،15‬‬

‫ﺑﻌﺪ ﻗﻴﺎﻡ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ﺑﻜﺘﺎﺑﺔ ﺑﻴﺎﻧﺎﺗﻬﻢ ﺑﺪﺍﺧﻞ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ‪ S30‬ﻳﻘﻮﻡ ﺍﻟﻤﺮﺍﻗﺒﻮﻥ ﺑﺘﻮﺯﻳﻊ ﻛﺮﺍﺳﺔ ﺍﻷﺳﺌﻠﺔ‪ ،‬ﻭﺑﺪﺍﻳﺔ‬
‫ﻣﻦ ﻟﺤﻈﺔ ﺗﻮﺯﻳﻊ ﻛﺮﺍﺳﺎﺕ ﺍﻷﺳﺌﻠﺔ ﻳﻜﻮﻥ ﻟﺪﻯ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ‪ 90‬ﺩﻗﻴﻘﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ ﺃﺳﺌﻠﺔ »ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ«‬
‫ﻭ »ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ«‪ .‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻢ ﺇﻋﻼﻡ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﺑﺒﺪﺍﻳﺔ ﻭﻧﻬﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺠﺰء ﻣﻦ ﺍﻻﻣﺘﺤﺎﻥ ﺑﺸﻜﻞ ﻭﺍﺿﺢ‪ .‬ﻗﺒﻞ ﺍﻧﺼﺮﺍﻑ‬
‫ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ﺇﻟﻰ ﻓﺘﺮﺓ ﺭﺍﺣﺔ ﺑﻌﺪ ﻣﻀﻲ ﻣﺪﺓ ﺍﻟـ ‪ 90‬ﺩﻗﻴﻘﺔ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻤﺮﺍﻗﺒﻴﻦ ﺟﻤﻊ ﻭﺭﻗﺔ ﺭﻗﻢ ‪ 1‬ﻣﻦ ﻛﺮﺍﺳﺔ‬
‫ﺍﻹﺟﺎﺑﺔ‪ .‬ﻭﺑﻌﺪ ﺍﻧﺘﻬﺎء ﻓﺘﺮﺓ ﺍﻟﺮﺍﺣﺔ ﻳﺒﺪﺃ ﺍﻣﺘﺤﺎﻥ »ﺍﻻﺳﺘﻤﺎﻉ« ﺍﻟﻔﺮﻋﻲ ﺑﺘﺸﻐﻴﻞ ﺍﻷﺳﻄﻮﺍﻧﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﻤﺪﻣﺠﺔ )‪ ،(CD‬ﻭﺑﻌﺪ‬
‫ﺍﻧﺘﻬﺎء ﺍﻣﺘﺤﺎﻥ »ﺍﻻﺳﺘﻤﺎﻉ« ﻳﻘﻮﻡ ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ﺑﻔﺼﻞ ﺍﻟﻮﺭﻗﺔ ﺭﻗﻢ ‪ 2‬ﻋﻦ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ‪ ،S30‬ﺛﻢ ﻳﺴﻠﻤﻮﻧﻬﺎ‬
‫ﺇﻟﻰ ﺍﻟﻤﺮﺍﻗﺒﻴﻦ ﻟﻴﻮﺍﺻﻠﻮﺍ ﻋﻠﻰ ﺍﻟﻔﻮﺭ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺃﺳﺌﻠﺔ »ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻜﺘﺎﺑﻲ«‪ .‬ﻭﺑﻌﺪ ﻣﺮﻭﺭ ‪ 30‬ﺩﻗﻴﻘﺔ ﻳﻘﻮﻡ ﺍﻟﻤﺮﺍﻗﺒﻮﻥ ﺑﺠﻤﻊ‬
‫ﺻﻔﺤﺔ ﺭﻗﻢ ‪ 3‬ﺑﻜﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ‪ ،S30‬ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻗﺪ ﺍﻧﺘﻬﻰ‪.‬‬

‫ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺸﻔﻬﻲ‬
‫ﻣﺪﺓ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺸﻔﻬﻲ‬
‫ﻳﺘﻜﻮﻥ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺸﻔﻬﻲ ﻣﻦ ﻣﺮﺣﻠﺘﻴﻦ‪:‬‬

‫ﻓﺘﺮﺓ ﺍﻟﺘﺤﻀﻴﺮ ﻟﻼﻣﺘﺤﺎﻥ ﻣﺨﺼﺺ ﻟﻬﺎ ‪ 20‬ﺩﻗﻴﻘﺔ‬

‫ﻭﻣﺤﺎﺩﺛﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻭﻳﺨﺼﺺ ﻟﻬﺎ ﻓﻲ ﺣﺎﻟﺔ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺰﻭﺟﻲ ﻻﺛﻨﻴﻦ ﻣﻦ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻧﺤﻮ ‪ 15‬ﺩﻗﻴﻘﺔ‪ ،‬ﻭﺃﺛﻨﺎء ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‬
‫ﻳﺨﺼﺺ ﺑﺪﺍﻳﺔ ﻟﻠﺠﺰء ‪) 1‬ﺍﻟﺘﻌﺎﺭﻑ( ﻧﺤﻮ ‪ 3‬ﺩﻗﺎﺋﻖ ﺃﻣﺎ ﺍﻟﺠﺰء ‪) 2‬ﻣﺤﺎﺩﺛﺔ ﺣﻮﻝ ﻣﻮﺿﻮﻉ ﻣﺎ ( ﻭﺍﻟﺠﺰء ‪) 3‬ﺍﻻﺷﺘﺮﺍﻙ ﻓﻲ‬
‫ﺍﻹﻋﺪﺍﺩ ﻟﻤﻬﻤﺔ ﻣﺎ( ﻓﻴﺨﺼﺺ ﻟﻜﻞ ﻭﺍﺣﺪ ﻣﻨﻬﻤﺎ ﺣﻮﺍﻟﻲ ‪ 6‬ﺩﻗﺎﺋﻖ‪.‬‬

‫ﺍﻟﺘﺤﻀﻴﺮ ﻟﻼﻣﺘﺤﺎﻥ‬
‫ﻳﺘﺎﺡ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﻗﺒﻞ ﺑﺪﺍﻳﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻓﺮﺻﺔ ﺗﺤﻀﻴﺮ ﺃﻧﻔﺴﻬﻢ ﺑﺸﻜﻞ ﻓﺮﺩﻱ ﻹﺟﺮﺍء ﺍﻻﺧﺘﺒﺎﺭ ﻣﻦ ﺧﻼﻝ ﺗﺴﻠﻴﻤﻬﻢ ﺃﻭﺭﺍﻕ ﺍﻷﺳﺌﻠﺔ‬
‫ﺍﻟﺜﻼﺛﺔ‪ ،‬ﻭﻓﻲ ﻏﺮﻓﺔ ﺍﻟﺘﺤﻀﻴﺮ ﻳﻘﻮﻡ ﺃﺣﺪ ﺍﻟﻤﺮﺍﻗﺒﻴﻦ ﺑﺎﻟﺘﺄﻛﺪ ﻣﻦ ﻋﺪﻡ ﺣﺪﻳﺚ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻣﻊ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﺃﺛﻨﺎء ﻓﺘﺮﺓ ﺍﻟﺘﺤﻀﻴﺮ‪،‬‬
‫ﻭﻣﻦ ﻋﺪﻡ ﺍﺳﺘﺨﺪﺍﻣﻬﻢ ﻟﻠﻮﺳﺎﺋﻞ ﺍﻟﻤﺴﺎﻋﺪﺓ ﻛﺎﻟﻘﻮﺍﻣﻴﺲ ﻭﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻤﺤﻤﻮﻟﺔ ﻭﻏﻴﺮﻫﺎ ﻣﻦ ﺍﻷﺟﻬﺰﺓ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ )ﻻﺋﺤﺔ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﻣﺎﺩﺓ ‪ .(16 ،15‬ﻭﻳﺴﻤﺢ ﻟﻠﻤﺸﺎﺭﻛﻴﻦ ﺃﺛﻨﺎء ﻓﺘﺮﺓ ﺍﻟﺘﺤﻀﻴﺮ ﺑﻜﺘﺎﺑﺔ ﻣﻠﺤﻮﻅﺎﺕ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﻓﻲ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‪ ،‬ﻭﻳﺴﺘﺨﺪﻣﻮﻥ‬
‫ﻟﺬﻟﻚ ﺃﻭﺭﺍﻗﺎ ﻣﺨﺘﻮﻣﺔ ﺑﺨﺘﻢ ﺍﻟﻤﺮﻛﺰ ﺍﻟﺬﻱ ﻳﺠﺮﻯ ﻓﻴﻪ ﺍﻻﻣﺘﺤﺎﻥ‪ ،‬ﻭﻫﺬﻩ ﺍﻷﻭﺭﺍﻕ ﺗﻜﻮﻥ ﻣﺠﻬﺰﺓ ﻭﻣﻮﺿﻮﻋﺔ ﻣﺴﺒﻘﺎ ﻓﻲ ﻏﺮﻓﺔ‬
‫ﺍﻟﺘﺤﻀﻴﺮ‪ .‬ﻭﻻ ﻳﺴﻤﺢ ﺑﻜﺘﺎﺑﺔ ﺃﻳﺔ ﻣﻠﺤﻮﻅﺎﺕ ﻋﻠﻰ ﻭﺭﻗﺔ ﺍﻷﺳﺌﻠﺔ‪ ،‬ﻭﻻ ﻳﺴﺘﺤﺐ ﻗﺮﺍءﺓ ﺟﻤﻞ ﻛﺎﻣﻠﺔ ﻣﻤﺎ ﺗﻢ ﺗﺪﻭﻳﻨﻪ ﺃﺛﻨﺎء ﻓﺘﺮﺓ‬
‫ﺍﻟﺘﺤﻀﻴﺮ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﻣﻌﻠﻮ ﻣﺎ ﺕ‬

‫ﻣﻬﻤﺔ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﻭﺍﻟﻤﻤﺘﺤﻨﺎﺕ‬

‫ﺗﺘﻤﺜﻞ ﻣﻬﻤﺔ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﻭﺍﻟﻤﻤﺘﺤﻨﺎﺕ ﻓﻲ ﺇﺩﺍﺭﺓ ﺍﻟﺤﻮﺍﺭ ﺑﻴﻦ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻭﻳﺤﺮﺻﻮﻥ ﻋﻠﻰ ﺍﻻﻟﺘﺰﺍﻡ ﺑﻮﻗﺖ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﻭﻋﻠﻰ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻌﺎﺩﻝ ﻟﻮﻗﺖ ﺍﻟﺤﺪﻳﺚ‪ ،‬ﻭﻳﻨﺘﻘﻠﻮﻥ ﻣﻦ ﺟﺰء ﺇﻟﻰ ﺁﺧﺮ ﻣﻦ ﺃﺟﺰﺍء ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﻭﻳﻜﻮﻥ ﻧﺼﻴﺒﻬﻢ ﻣﻦ ﺍﻟﻜﻼﻡ ﺧﻼﻝ‬
‫ﻣﺪﺓ ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ ﻗﻠﻴﻼ ﺑﻘﺪﺭ ﺍﻹﻣﻜﺎﻥ‪ ،‬ﻭﻳﺘﺪﺧﻠﻮﻥ ﻓﻲ ﺣﺎﻟﺔ ﺗﻌﻄﻞ ﻣﺴﺎﺭ ﺍﻟﺤﻮﺍﺭ ﺑﻴﻦ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ‪ ،‬ﻓﻴﺤﺎﻭﻟﻮﻥ ﺇﻋﺎﺩﺓ ﺗﺤﻔﻴﺰ‬
‫ﺍﻟﺤﻮﺍﺭ ﻣﻦ ﺧﻼﻝ ﻁﺮﺡ ﺃﺳﺌﻠﺔ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻴﻪ‪ .‬ﻛﻤﺎ ﻳﺘﺪﺧﻞ ﺍﻟﻤﻤﺘﺤﻨﻮﻥ ﺃﻳﻀﺎ ﺇﺫﺍ ﺳﻴﻄﺮ ﺃﺣﺪ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻋﻠﻰ ﺍﻟﺤﻮﺍﺭ‪،‬‬
‫ﻭﻫﻨﺎ ﻳﻮﺟﻬﻮﻥ ﻛﻼﻣﻬﻢ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻟﻠﻤﺸﺎﺭﻙ ﺃﻭ ﺍﻟﻤﺸﺎﺭﻛﺔ ﺑﻨﺼﻴﺐ ﺃﻗﻞ ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﻟﻜﻲ ﻳﺪﻓﻌﻮﻩ ﺃﻭ ﻳﺪﻓﻌﻮﻫﺎ ﻟﻠﻤﺸﺎﺭﻛﺔ ﻓﻲ‬
‫ﺍﻟﺤﻮﺍﺭ‪.‬‬

‫ﻭﻣﻦ ﺍﻟﻤﻤﻜﻦ ﻣﺒﺪﺋﻴﺎ ﺗﺪﺧﻞ ﻛﻼ ﻣﻦ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﻹﻋﺎﺩﺓ ﺗﺤﺮﻳﻚ ﺣﻮﺍﺭ ﻣﺘﻮﻗﻒ ﺇﻻ ﺃﻧﻪ ﻣﻦ ﺍﻟﻤﺤﺒﺬ ﺃﻥ ﻳﻘﻮﻡ ﺃﺣﺪ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﺑﺪﻭﺭ‬
‫ﺍﻟﺸﺮﻳﻚ ﺍﻟﺤﻮﺍﺭﻱ ﻭﺍﻵﺧﺮ ﺑﺪﻭﺭ ﺍﻟﻤﺮﺍﻗﺐ‪ ،‬ﻭﻻ ﻳﻨﺒﻐﻲ ﺗﻐﻴﻴﺮ ﺗﻘﺴﻴﻢ ﺍﻷﺩﻭﺍﺭ ﺃﺛﻨﺎء ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ‪ ،‬ﻭﻓﻲ ﺣﺎﻟﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺍﻟﻔﺮﺩﻱ ﻳﻘﻮﻡ ﺃﺣﺪ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﺑﺪﻭﺭ ﺍﻟﺸﺮﻳﻚ ﺍﻟﺤﻮﺍﺭﻱ‪.‬‬

‫ﺃﺛﻨﺎء ﺍﻻﻣﺘﺤﺎﻥ ﺍﻟﺸﻔﻬﻲ ﻳﻤﺴﻚ ﻛﻼ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﺑﻮﺭﻗﺔ ﺍﻟﺘﻘﻴﻴﻢ ‪) M10‬ﺻﻔﺤﺔ ‪ (39‬ﻭﻳﻘﻮﻣﺎﻥ ﺑﺘﺴﺠﻴﻞ ﺗﻘﺪﻳﺮﺍﺗﻬﻤﺎ ﻛﻞ ﻋﻠﻰ‬
‫ﺣﺪﻩ‪ .‬ﻭﻳﺘﻢ ﺗﻘﻴﻴﻢ ﻛﻞ ﺟﺰء ﻣﻦ ﺃﺟﺰﺍء ﺍﻻﺧﺘﺒﺎﺭ ﻭﻓﻘﺎ ﻟﻤﻌﺎﻳﻴﺮ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻷﺭﺑﻌﺔ ﻟﻠﺘﻌﺒﻴﺮ ﺍﻟﺸﻔﻬﻲ )ﻗﺎﺭﻥ ﺻﻔﺤﺔ ‪ ،(32‬ﺑﺤﻴﺚ ﻳﻘﻮﻡ‬
‫ﺍﻟﻤﻤﺘﺤﻨﺎﻥ ﺑﺈﻋﻄﺎء ‪ 12‬ﺗﻘﻴﻴﻤﺎ ﻟﻜﻞ ﻣﺸﺎﺭﻙ ﺃﻭ ﻣﺸﺎﺭﻛﺔ ﻭﺑﻌﺪ ﻣﻐﺎﺩﺭﺓ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻟﻐﺮﻓﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻳﺘﺒﺎﺩﻝ ﺍﻟﻤﻤﺘﺤﻨﺎﻥ ﺗﻘﻴﻴﻤﺎﺗﻬﻤﺎ‬
‫ﻭﻳﺘﻔﻘﺎﻥ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ﻧﻬﺎﺋﻲ ﺛﻢ ﻳﻘﻮﻣﺎﻥ ﺑﺘﺪﻭﻳﻦ ﺍﻟﻨﺘﺎﺋﺞ ﻓﻲ ﺻﻔﺤﺔ ‪ 4‬ﻣﻦ ﻛﺮﺍﺳﺔ ﺍﻹﺟﺎﺑﺔ ‪.S30‬‬

‫ﺗﻔﺎﺻﻴﻞ ﻋﻦ ﺳﻴﺮ ﺍﻻﺧﺘﺒﺎﺭ‬

‫ﻣﻦ ﺍﻟﻤﻬﻢ ﻓﻲ ﺃﺟﺰﺍء ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺜﻼﺛﺔ ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﺑﺈﺟﺮﺍء ﺣﻮﺍﺭ ﺗﻠﻘﺎﺋﻲ ﺑﻘﺪﺭ ﺍﻹﻣﻜﺎﻥ ﺑﻴﻦ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ‪ ،‬ﻭﻳﺘﻮﻟﻰ‬
‫ﺍﻟﻤﻤﺘﺤﻨﻮﻥ ﺃﺛﻨﺎء ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺸﻔﻬﻲ ﻣﻬﻤﺔ ﻳﻐﻠﺐ ﻋﻠﻴﻬﺎ ﺇﺩﺍﺭﺓ ﺍﻟﺤﻮﺍﺭ ﺃﻛﺜﺮ ﻣﻦ ﻣﻬﻤﺔ ﺗﻮﺟﻴﻪ ﺍﻟﺤﻮﺍﺭ‪ .‬ﻭﻳﺘﻢ ﺗﺪﻋﻴﻢ ﻣﺴﺎﺭ ﺍﻟﺤﻮﺍﺭ‬
‫ﺍﻟﻤﻨﺸﻮﺩ ﺑﺎﻹﺩﺍﺭﺓ ﺍﻟﺼﺤﻴﺤﺔ ﻟﻠﺠﻠﺴﺔ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﺑﺎﻟﺘﻮﺍﺻﻞ ﺍﻟﺒﺼﺮﻱ ﺍﻟﻤﺘﺒﺎﺩﻝ ﻣﻊ ﺑﻌﻀﻬﻢ ﺍﻟﺒﻌﺾ ﺣﺘﻰ‬
‫ﻳﺘﺠﻨﺒﻮﺍ ﺑﻘﺪﺭ ﺍﻹﻣﻜﺎﻥ ﺍﻟﺘﻮﺟﻪ ﺑﺒﺼﺮﻫﻢ ﻧﺤﻮ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ‪ .‬ﻭﻓﻲ ﺣﺎﻟﺔ ﺗﺤﺘﻢ ﻋﻠﻰ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﺍﻟﺘﺪﺧﻞ ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﺑﺸﻜﻞ ﺗﺤﻔﻴﺰﻱ؛‬
‫ﻳﻨﺼﺢ ﺍﻟﻘﻴﺎﻡ ﺑﺬﻟﻚ ﺑﺤﺮﺹ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ ﻣﻦ ﺧﻼﻝ ﺍﻷﺳﺌﻠﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ ﺍﻻﺳﺘﻔﻬﺎﻡ‪ :‬ﻣﺎ ﺭﺃﻳﻚ؟ ﻛﻴﻒ ﻛﺎﻥ ﺫﻟﻚ؟ ﺃﻭ‬
‫ﻣﻦ ﺧﻼﻝ ﻣﺰﻳﺪ ﻣﻦ ﻣﺤﻔﺰﺍﺕ ﺍﻟﺤﻮﺍﺭ ﻋﻦ ﻁﺮﻳﻖ ﺗﻨﺎﻭﻝ ﻣﻮﺿﻮﻋﺎﺕ ﻁﺮﺣﻬﺎ ﺍﻟﻤﺸﺎﺭﻛﻮﻥ ﻓﻲ ﺍﻟﺤﻮﺍﺭ ﺑﺎﻟﻔﻌﻞ‪.‬‬

‫ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﺘﻲ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻄﺮﺣﻬﺎ ﺍﻟﻤﻤﺘﺤﻨﻮﻥ ﺑﺠﺰء‪ ) 1‬ﺍﻟﺘﻌﺎﺭﻑ(‪) ،‬ﻗﺎﺭﻥ ﺹ ‪ ،(19‬ﻻ ﺗﻄﺮﺡ ﺇﻻ ﺇﺫﺍ‬
‫ﺗﻮﻗﻒ ﺍﻟﺤﻮﺍﺭ ﺑﻴﻦ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﺑﺎﻟﻔﻌﻞ ﺑﻌﺪ ﻓﺘﺮﺓ ﻗﺼﻴﺮﺓ‪ ،‬ﺃﻭ ﺇﺫﺍ ﻛﺎﻥ ﺣﻮﺍﺭ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻳﺄﺧﺬ ﺷﻜﻞ ﻟﻌﺒﺔ ﺃﺩﻭﺍﺭ ﻣﺤﻔﻮﻅﺔ ﻋﻦ‬
‫ﻅﻬﺮ ﻗﻠﺐ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
 Teilnehmende/r • Candidate
Candidato • Katılımcı
A Candidato • Candidat
Кандидат • ‫ﻣﺸﺎﺭﻛﺔ‬/‫ﻣﺸﺎﺭﻙ‬
Teilnehmende/r • Candidate
Candidato • Katılımcı
B Candidato • Candidat
Кандидат • ‫ﻣﺸﺎﺭﻛﺔ‬/‫ﻣﺸﺎﺭﻙ‬

Nachname • Surname • Apellido • Nom Nachname • Surname • Apellido • Nom

Cognome • Soyadı • Фамилия • ‫ﺍﺳﻢ ﺍﻟﻌﺎﺋﻠﺔ‬ Cognome • Soyadı • Фамилия • ‫ﺍﺳﻢ ﺍﻟﻌﺎﺋﻠﺔ‬

Vorname • First name • Nombre • Prénom Vorname • First name • Nombre • Prénom
Nome • Adı • Имя • ‫ﺍﻻﺳﻢ‬ Nome • Adı • Имя • ‫ﺍﻻﺳﻢ‬

TEIL • PART • PARTE • PARTIE TEIL • PART • PARTE • PARTIE

PARTE • BÖLÜM • ЧАСТЬ • ‫ﺟﺰء‬ PARTE • BÖLÜM • ЧАСТЬ • ‫ﺟﺰء‬
1 2 3 1 2 3

Ausdrucksfähigkeit
Expression
Expresión

1 Capacité d’expression
Capacità espressiva A B C D A B C D A B C D A B C D A B C D A B C D
Anlatım
Выразительность
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﺒﻴﺮ‬

Aufgabenbewältigung
Task Management
Cumplimiento tarea

2
Réalisation de la tâche
Padronanza del compito A B C D A B C D A B C D A B C D A B C D A B C D
Görevi yerine getirme
Умение справляться
с задачей
‫ﺗﻨﻔﻴﺬ ﺍﻟﻤﻬﺎﻡ ﺍﻟﻤﻄﻠﻮﺑﺔ‬

Formale Richtigkeit
Language
Corrección lingüística

3
Correction linguistique
Correttezza formale A B C D A B C D A B C D A B C D A B C D A B C D
Biçimsel doğruluk
Формальная
правильность
‫ﺳﻼﻣﺔ ﺍﻟﺘﻌﺒﻴﺮ‬

Aussprache /Intonation
Pronunciation /Intonation
Pronunciación /Entonación

4
Prononciation / Intonation
Pronuncia / Intonazione A B C D A B C D A B C D A B C D A B C D A B C D
Söyleyiş / Tonlama
Произношение и
интонация
‫ ﻧﺒﺮﺓ ﺍﻟﺼﻮﺕ‬/‫ﻣﺨﺎﺭﺝ ﺍﻟﺤﺮﻭﻑ‬

Datum • Date • Fecha • Date • Data • Tarih • Дата • ‫ﺍﻟﺘﺎﺭﻳﺦ‬ Prüfende/ r • Examiner • Examinador • Examinateur • Esaminatore • Sınav yetkilisi • Экзаменатор • ‫ﺍﻟ ُﻤﻤﺘﺤﻨﺔ‬/‫ﺍﻟ ُﻤﻤﺘﺤﻦ‬

Prüfungszentrum • Examination centre • Centro examinador • Centre d’examen • Centro d’esame • Sınav merkezi • Экзаменационное учреждение • ‫ﻣﺮﻛﺰ ﺍﻷﻣﺘﺤﺎﻥ‬

telc GmbH, Bleichstraße 1, D-60313 Frankfurt am Main M10

 ‫‪40‬‬

‫ﺣﻠﻮﻝ ﺍﻷﺳﺌﻠﺔ‬
‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‪ ،‬ﺟﺰء ‪2‬‬ ‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‪ ،‬ﺟﺰء ‪1‬‬
‫‪d‬‬ ‫‪31‬‬ ‫‪a‬‬ ‫‪1‬‬
‫‪m‬‬ ‫‪32‬‬ ‫‪i‬‬ ‫‪2‬‬
‫‪i‬‬ ‫‪33‬‬ ‫‪c‬‬ ‫‪3‬‬
‫‪f‬‬ ‫‪34‬‬ ‫‪b‬‬ ‫‪4‬‬
‫‪a‬‬ ‫‪35‬‬ ‫‪j‬‬ ‫‪5‬‬
‫‪k‬‬ ‫‪36‬‬
‫‪o‬‬ ‫‪37‬‬
‫‪h‬‬ ‫‪38‬‬ ‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‪ ،‬ﺟﺰء ‪2‬‬
‫‪c‬‬ ‫‪39‬‬ ‫‪b‬‬ ‫‪6‬‬
‫‪j‬‬ ‫‪40‬‬ ‫‪c‬‬ ‫‪7‬‬
‫‪b‬‬ ‫‪8‬‬
‫‪a‬‬ ‫‪9‬‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺟﺰء ‪1‬‬ ‫‪c‬‬ ‫‪10‬‬
‫‪+‬‬ ‫‪41‬‬
‫‪+‬‬ ‫‪42‬‬
‫‪+‬‬ ‫‪43‬‬ ‫ﺍﻟﻘﺮﺍءﺓ ﻭﺍﻟﻔﻬﻢ‪ ،‬ﺟﺰء ‪3‬‬
‫‪+‬‬ ‫‪44‬‬ ‫‪g‬‬ ‫‪11‬‬
‫–‬ ‫‪45‬‬ ‫‪k‬‬ ‫‪12‬‬
‫–‬ ‫‪13‬‬
‫‪f‬‬ ‫‪14‬‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺟﺰء ‪2‬‬ ‫‪l‬‬ ‫‪15‬‬
‫‪+‬‬ ‫‪46‬‬ ‫‪c‬‬ ‫‪16‬‬
‫–‬ ‫‪47‬‬ ‫–‬ ‫‪17‬‬
‫‪+‬‬ ‫‪48‬‬ ‫‪i‬‬ ‫‪18‬‬
‫–‬ ‫‪49‬‬ ‫‪a‬‬ ‫‪19‬‬
‫‪+‬‬ ‫‪50‬‬ ‫‪j‬‬ ‫‪20‬‬
‫‪+‬‬ ‫‪51‬‬
‫–‬ ‫‪52‬‬
‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‪ ،‬ﺟﺰء ‪1‬‬
‫‪+‬‬ ‫‪53‬‬
‫‪a‬‬ ‫‪21‬‬
‫‪+‬‬ ‫‪54‬‬
‫‪c‬‬ ‫‪22‬‬
‫–‬ ‫‪55‬‬
‫‪b‬‬ ‫‪23‬‬
‫‪a‬‬ ‫‪24‬‬
‫ﺍﻻﺳﺘﻤﺎﻉ ﺟﺰء ‪3‬‬ ‫‪a‬‬ ‫‪25‬‬
‫‪+‬‬ ‫‪56‬‬ ‫‪c‬‬ ‫‪26‬‬
‫‪+‬‬ ‫‪57‬‬ ‫‪b‬‬ ‫‪27‬‬
‫–‬ ‫‪58‬‬ ‫‪c‬‬ ‫‪28‬‬
‫–‬ ‫‪59‬‬ ‫‪a‬‬ ‫‪29‬‬
‫‪+‬‬ ‫‪60‬‬ ‫‪b‬‬ ‫‪30‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪41‬‬

‫ﺍﻟﻨﺼﻮﺹ ﺍﻟﻤﺴﻤﻮﻋﺔ‬
‫ﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﺟﺰء ‪2‬‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﺟﺰء ‪1‬‬
‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﺑﺴﻢ ﺍﻟﻠﻪ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ ﺃﻋﺰﺍﺋﻲ ﺍﻟﻤﺴﺘﻤﻌﻴﻦ ﺍﻟﺴﻼﻡ‬ ‫ﺃﻫﻼً ﺑﻜﻢ ﺃﻋﺰﺍﺋﻰ ﺍﻟﻤﺴﺘﻤﻌﻴﻦ ﻓﻰ ﺑﺮﻧﺎﻣﺠﻨﺎ ﺍﻻﺳﺒﻮﻋﻰ‪) :‬ﺍﻹﻧﺴﺎﻥ ﻭ‬
‫ﻋﻠﻴﻜﻢ ﻭﺭﺣﻤﺔ ﺍﻟﻠﻪ ﻭﺑﺮﻛﺎﺗﻪ ﺃﺭﺣﺐ ﺑﺤﻀﺮﺍﺗﻜﻢ ﻓﻲ ﺣﻠﻘﺔ ﺟﺪﻳﺪﺓ ﻣﻦ‬ ‫ﺍﻟﺼﺤﺔ( ؛ ﻣﻮﺿﻮﻉ ﺣﻠﻘﺘﻨﺎ ﺍﻟﻴﻮﻡ ﻫﻮ‪ :‬ﻣﻨﻊ ﺍﻟﺘﺪﺧﻴﻦ ﻓﻲ ﺍﻷﻣﺎﻛﻦ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫ﺣﻠﻘﺎﺕ ﺑﺮﻧﺎﻣﺠﻜﻢ ﺍﻟﺤﻮﺍﺭﻱ )ﺍﻷﺳﺮﺓ ﻭ ﺍﻟﻤﺠﺘﻤﻊ( ‪.‬ﺣﻮﺍﺭ ﻣﻮﺿﻮﻋﻨﺎ‬ ‫ﻓﻜﻤﺎ ﺗﻌﻠﻤﻮﻥ ﻗﺪ ﻗﺎﻣﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻷﻭﺭﺑﻴﺔ ﺑﻤﻨﻊ ﺍﻟﺘﺪﺧﻴﻦ ﻓﻰ‬
‫ﻟﻬﺬﺍ ﺍﻟﻴﻮﻡ ﻫﻮ‪:‬‬ ‫ﺍﻷﻣﺎﻛﻦ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺩﻭﻻً ﺃﺳﻴﻮﻳﺔ ﻣﺜﻞ ﺍﻟﺼﻴﻦ‪ ،‬ﺣﺘﻰ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﺜﻞ ﻣﺼﺮ ﻭ ﺳﻮﺭﻳﺎ ﺃﺗﺨﺬﺕ ﺇﺟﺮﺍءﺍﺕ ﻣﻤﺎﺛﻠﺔ ﻟﻠ ُﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻣﻨﻊ ﺗﻠﻮﺙ‬
‫ﺇﻳﺠﺎﺑﻴﺎﺕ ﻭ ﺳﻠﺒﻴﺎﺕ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻋﻠﻰ ﺍﻷﻁﻔﺎﻝ ﻭ ﺍﻟﺸﺒﺎﺏ‬
‫ﺍﻟﺒﻴﺌﺔ‪ .‬ﻣﺮﺍﺳﻠﻨﺎ ﺑﺎﻻﺫﺍﻋﺔ ﻗﺎﻡ ﺑﺠﻮﻟﺔ ﻹﺳﺘﻄﻼﻉ ﺭﺃﻯ ﺍﻟﺸﺎﺭﻉ ﺍﻟﻌﺮﺑﻲ‬
‫ﻳﻌﺘﺒﺮ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺍﺣﺪ ﻭﺳﺎﺋﻞ ﺍﻹﻋﻼﻡ‪ ،‬ﻭﺍﻻﺗﺼﺎﻝ ﺍﻟﻤﻬﻤﺔ ﻓﻲ ﻫﺬﻩ ﺍﻷﻳﺎﻡ‬ ‫ﺣﻮﻝ ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ؛ ﻭﺍﻟﻴﻜﻢ ﻫﺬﺓ ﺍﻷﺭﺍء‪:‬‬
‫ﻣﻤﺎ ﻟﻪ ﺗﺄﺛﻴﺮ ﺇﻳﺠﺎﺑﻲ ﻭﺳﻠﺒﻲ ﻋﻠﻰ ﺟﻤﻴﻊ ﻗﻄﺎﻋﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﻧﺤﻦ ﻧﻬﺘﻢ‬
‫ﻓﻲ ﻣﺠﺎﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻋﻦ ﺗﺄﺛﻴﺮ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺍﻻﻳﺠﺎﺑﻲ ﻭﺍﻟﺴﻠﺒﻲ ﻋﻠﻰ‬ ‫‪41‬‬
‫ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺮﺑﻮﻱ ﻟﻺﻁﻔﺎﻝ‪.‬‬ ‫ﺃﻧﺎ ُﻣﺪﺧﻦ ﻣﻨﺬ ﺍﺛﻨﻲ ﻋﺸﺮ ﻋﺎﻣﺎ‪ ،‬ﻭﻻ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﺗﻮﻗﻒ ﻋﻦ ﺍﻟﺘﺪﺧﻴﻦ‪،‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻷﻁﻔﺎﻝ ﻫﻢ ﺍﻟﻤﺴﺌﻮﻟﻮﻥ ﻋﻦ ﻣﺴﺘﻘﺒﻞ ﺍﻷﻣﺔ ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﺮﺍﻣﺞ‬ ‫ﻭ ﻻ ﺃﺣﺐ ﺃﻥ ﺍﺳﺘﻨﺸﻖ ﺩﺧﺎﻥ ﺷﺨﺺ ﺁﺧﺮ ﻓﻲ ﻏﺮﻓﺔ ُﻣﻐﻠﻘﺔ‪ .‬ﻟﻴﺴﺖ ﻛﻞ‬
‫ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ ﺍﻟﻤﻘﺪﻣﺔ ﻟﻸﻁﻔﺎﻝ ﻫﻲ ﺍﻟﻤﺴﺌﻮﻟﺔ ﺇﻟﻰ ﺣﺪ ﻛﺒﻴﺮ ﻋﻦ ﺻﻴﺎﻏﺔ‬ ‫ﺍﻷﻣﺎﻛﻦ ﻣﻨﺎﺳﺒﺔ ﻟﻠﺘﺪﺧﻴﻦ‪ ،‬ﻟﺬﻟﻚ ﺃﻗﺒﻞ ﺑﻤﻨﻊ ﺍﻟﺘﺪﺧﻴﻦ ﻓﻲ ﺑﻌﺾ ﺍﻷﻣﺎﻛﻦ‬
‫ﺷﺨﺼﻴﺎﺕ ﺍﻷﻁﻔﺎﻝ‪ .‬ﻟﺬﺍ ﺭﺃﻳﻨﺎ ﺃﻥ ﻧﻠﻘﻲ ﺍﻟﻀﻮء ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ‬ ‫ﺣﺴﺐ ﺭﻏﺒﺔ ﺃﺻﺤﺎﺑﻬﺎ‪ .‬ﻟﻜﻦ ﺍﻟﻤﻘﺎﻫﻲ ﻭﺍﻟﻤﻄﺎﻋﻢ ﺃﻣﺎﻛﻦ ﻣﻨﺎﺳﺒﺔ ﺟﺪﺍً‬
‫ﺍﻟﻬﺎﻡ‪ .‬ﺃﻋﺰﺍﺋﻲ ﺃﺳﺘﻀﻴﻒ ﺣﻀﺮﺓ ﺍﻷﺳﺘﺎﺫﺓ ﻳﺎﺳﻤﻴﻦ ﺃﺣﻤﺪ ﺍﻹﻋﻼﻣﻴﺔ‬ ‫ﻟﻠﺘﺪﺧﻴﻦ‪ ،‬ﻭﻋﻤﻠﻬﺎ ﻳﺘﺄﺛﺮ ﺳﻠﺒﺎ ً ﻣﻊ ﺍﻟﻤﻨﻊ ﺍﻟﺘﺎﻡ‪ ،‬ﺍﻷﻓﻀﻞ ﻣﻨﻊ ﺯﺭﺍﻋﺔ ﺍﻟﺘﺒﻎ ﻭ‬
‫ﺍﻟﻤﺘﺨﺼﺼﺔ ﻓﻲ ﻣﺠﺎﻝ ﺍﻷﻁﻔﺎﻝ‪ ،‬ﺃﻫﻼ ﻭﺳﻬﻼ ﺑِ ِﻚ ﺃﺳﺘﺎﺫﺓ ﻳﺎﺳﻤﻴﻦ!‬ ‫ﺗﺼﻨﻴﻌﺔ ﻭ ﺍﻻﺗﺠﺎﺭ ﻓﻴﻪ‪ .‬ﻟﻜﻦ ﺫﻟﻚ ﻏﻴﺮ ﻣﻤﻜﻦ ﺗﻄﺒﻴﻘﻪ ﻋﻤﻠﻴﺎ ً ﻋﻠﻰ ﺃﺭﺽ‬
‫ﺍﻷﺳﺘﺎﺫﺓ‪ :‬ﺃﻫﻼ ﻭﺳﻬﻼ ﺑِﻚ!‬ ‫ﺍﻟﻮﺍﻗﻊ ﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻹﺟﺘﻤﺎﻋﻴﺔ‪.‬‬

‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﻧﻮﺩ ﻓﻰ ﺍﻟﺒﺪﺍﻳﺔ ﺃﻥ ﻧﺘﻜﻠﻢ ﻋﻦ ﻣﻴﺰﺓ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻛﺄﺣﺪ‬ ‫‪42‬‬

‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺒﺼﺮﻳﺔ؟‬ ‫ﻅﺎﻫﺮﺓ ﺍﻟﺘﺪﺧﻴﻦ ﺃﺻﺒﺤﺖ ﻣﻦ ﺍﻟﺼﻌﺐ ﺇﻟﻐﺎﺅﻫﺎ‪ ،‬ﻟﻜﻦ ﻳﻤﻜﻦ ﺍﻟﺴﻴﻄﺮﺓ‬
‫ﺍﻷﺳﺘﺎﺫﺓ‪ :‬ﻣﻦ ﺍﻟﻤﻌﻠﻮﻡ ﺃﻥ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻟﻪ ﺩﻭﺭ ﺃﻋﻼﻣﻲ ﺧﻄﻴﺮ ﻋﻦ ﻁﺮﻳﻖ‬ ‫ﻋﻠﻴﻬﺎ ﺑﺎﻟﺘﺪﺭﺝ ﺍﻟﺰﻣﻨﻲ ﻟﻠﻮﺻﻮﻝ ﻹﻟﻐﺎﺋﻬﺎ‪ .‬ﺃﻧﺎ ﻣﻊ ﻗﺎﻧﻮﻥ ﻣﻨﻊ ﺍﻟﺘﺪﺧﻴﻦ‪،‬‬
‫ﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﻮﺭﺓ ﻣﻦ ﺧﻼﻝ ﺣﺎﺳﺘﻲ ﺍﻟﺴﻤﻊ ﻭﺍﻟﺒﺼﺮ‪ ،‬ﻭﻫﻮ ﻳﺘﻤﻴﺰ‬ ‫ﻟﻜﻦ ﻟﻴﺲ ﻓﻲ ﻛﻞ ﺍﻷﻣﺎﻛﻦ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺑﻞ ﺍﻟﻤﻘﻔﻠﺔ ﻣﻨﻬﺎ ﻓﻘﻂ‪ ،‬ﻛﻤﺮﺣﻠﺔ ﺃﻭﻟﻰ‪،‬‬
‫ﺑﺠﺬﺏ ﺍﻻﻧﺘﺒﺎﻩ ﻭﺍﻟﺘﺮﻛﻴﺰ ﻷﻧﻪ ﻳﺸﻐﻞ ﺣﻮﺍﺱ ﺍﻹﻧﺴﺎﻥ ﺍﻟﺒﺼﺮﻳﺔ ﻭﺍﻟﺴﻤﻌﻴﺔ‬ ‫ﺃﻭ ﺗﺨﺼﻴﺺ ﺃﻣﺎﻛﻦ ﻛﺎﻟﻐﺮﻑ ﺍﻟﺨﺎﺻﺔ ﺃﻭ ﻣﺎ ﺷﺎﺑﻪ ﻓﻲ ﺍﻷﻣﺎﻛﻦ ﺍﻟﻌﺎﻣﺔ‬
‫ﻭﺍﺷﺘﻐﺎﻝ ﻫﺎﺗﺎﻥ ﺍﻟﺤﺎﺳﺘﺎﻥ ﻳﻨﺴﺠﻢ ﺍﻧﺴﺠﺎﻣﺎ ً ﻛﺎﻣﻼً ﻣﻤﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ‬ ‫ﻟﻠﻤﺪﺧﻨﻴﻦ ﻓﻘﻂ‪ ،‬ﻓﻤﻦ ﺣﻖ ﺍﻟﻤﺪﺧﻦ ﻛﻤﻮﺍﻁﻦ ﺗﺴﺘﻮﺭﺩ ﺑﻼﺩﻩ ﺍﻟﺘﺒﻎ ﺑﺄﻧﻮﺍﻋﻪ‬
‫ﺍﻟﺠﻠﻮﺱ ﺍﻟﻤﻄﻮﻝ ﻟﺴﺎﻋﺎﺕ ﻁﻮﻳﻠﺔ ﻟﻤﺘﺎﺑﻌﺔ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ ﺍﻟﺘﻲ ﻋﺎﺩﺓً‬ ‫ﺃﻥ ﺗﺨﺼﺺ ﻟﻪ ﺃﻣﺎﻛﻦ ﺧﺎﺻﺔ ﻣﺰﻭﺩﺓ ﺑﺄﺟﻬﺰﺓ ﺗﻨﻘﻴﺔ ﺍﻟﻬﻮﺍء‪.‬‬
‫ﻣﺎ ﺗﻄﻮﻝ ﺇﻟﻰ ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺘﺎﻥ‪ ،‬ﻭﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻳﻌﺘﺒﺮ ﺃﻫﻢ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺴﻤﻌﻴﺔ‬
‫ﺍﻟﺒﺼﺮﻳﺔ‪ ،‬ﺣﻴﺚ ﺃﺻﺒﺤﻨﺎ ﻧﻄﻠﻖ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﺑﻌﺼﺮ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‪،‬‬ ‫‪43‬‬
‫ﻭﺃﻁﻔﺎﻝ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‪.‬‬ ‫ﺍﻟﺤﻜﻮﻣﺎﺕ ﺍﻟﻌﺮﺑﻴﻪ ﺗﺤﻈﺮ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟ ُﻤﺒﺎﺣﺎﺕ ﻓﻼ ﻋﺠﺐ ﺃﻥ ﺗﺤﻈﺮ‬
‫ﺍﻟﺘﺪﺧﻴﻦ ﻟﻤﺎ ﺑﻪ ﻣﻦ ﺃﺿﺮﺍﺭ‪ .‬ﻟﻮ ﺃﻥ ﺣﻜﻮﻣﺎﺗﻨﺎ ﺗﺨﺎﻑ ﻋﻠﻰ ﺷﻌﻮﺑﻬﺎ ﺃﺻﻼ‬
‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﻫﻞ ﻣﺸﺎﻫﺪﺓ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺿﺮﺭ ﻳﺆﺫﻱ ﺍﻟﻄﻔﻞ؟ ﺃﻡ ﺃﻧﻪ ﻗﺪ‬ ‫ﻟﻤﻨﻌﺖ ﺍﻟﺘﺪﺧﻴﻦ ﺗﻤﺎﻣﺎ ﺃﻭ ﻋﻠﻰ ﺍﻷﻗﻞ ﻓﺮﺿﺖ ﻋﻠﻴﻪ ﺿﺮﻳﺒﻪ ﻣﺮﺗﻔﻌﻪ ﺗُﻮﺟّﻪ‬
‫ﻳﻮﺳﻊ ﻣﺪﺍﺭﻛﻪ؟‬ ‫ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﻟﻌﻼﺝ ﻣﺮﺿﻰ ﺍﻟﺘﻠﻮﺙ ﻭﻟﻜﻨﻬﺎ ﺳﻴﺎﺳﺔ ﺍﻟﻤﺼﺎﻟﺢ ﻭﺍﻟﻤﻨﺎﻓﻊ‬
‫ﺍﻷﺳﺘﺎﺫﺓ‪ :‬ﺟﺮﺕ ﻣﺆﺧﺮﺍً ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ ﺣﻮﻝ ﻫﺬﺍ ﺍﻟﻤﻮﺿﻮﻉ‪ ،‬ﻟﻠﺘﻌﺮﱡ ﻑ‬ ‫ﺍﻟﺘﻰ ﺗﻌﻮﺩ ﻋﻠﻰ ﻓﺌﻪ ﻣﻌﺮﻭﻓﺔ‪ ،‬ﻭﻟﺘﺬﻫﺐ ﺍﻟﺸﻌﻮﺏ ﺇﻟﻰ ﺍﻟﺠﺤﻴﻢ‪ .‬ﺃﺗﺤﺪﻯ ﻟﻮ‬
‫ﻋﻠﻰ ﺍﻟﻔﻮﺍﺋﺪ ﻭﺍﻷﺿﺮﺍﺭ ﻓﻲ ﻅﺎﻫﺮﺓ ﺇﺩﻣﺎﻥ ﺍﻷﻁﻔﺎﻝ ﻣﺸﺎﻫﺪﺓ ﺑﺮﺍﻣﺞ ﻫﺬﺍ‬ ‫ﺍﺳﺘﻄﺎﻋﺖ ﺣﻜﻮﻣﻪ ﻭﺍﺣﺪﻩ ﺃﻥ ﺗﺘﺨﺬ ﻗﺮﺍﺭًﺍ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻘﺮﺍﺭ‪.‬‬
‫ﻕ ﻧﻤﻮﱠﻫﻢ‪،‬‬‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﺴﺤﺮﻱ‪ .‬ﻓﻬﻞ ﻫﺬﺍ ﺍﻻﻧﻐﻤﺎﺱ ﺍﻟﻜﻠﻲ ﻟﻸﻁﻔﺎﻝ ﻳﻌﻮ ُ‬
‫ﺑﺴﺒﺐ ﺣﺮﻣﺎﻧﻬﻢ ﻣﻦ ﺍﻟﺤﺮﻛﺔ ﺍﻟﻨﺸﻄﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻬﻢ‪ ،‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺮﺣﻠﺔ‬ ‫‪44‬‬
‫ﻣﻦ ﺍﻟﻨﻤﻮ؟ ﻭﻫﻞ ﻳﺆﺛﺮ ﻋﻠﻰ ﺟﻬﺎﺯﻫﻢ ﺍﻟﻌﺼﺒﻲ؟ ﺃﻡ ﻻ؟ ﻭﺗﺰﺩﺍﺩ ﺍﻟﻤﺸﻜﻠﺔ‬ ‫ﺃﺗﻤﻨﻰ ﺃﻥ ﻳُﻤﻨﻊ ﺍﻟﺘﺪﺧﻴﻦ ﻣﻦ ﺍﻟﻜﻮﻥ ﻛﻠﻪ ﻭﺃﻥ ﻳُﺤﺎﻛﻢ ﻛﻞ ﻣﻨﺘﺠﻴﻪ ﻛﻤﺎ ﻫﻮ‬
‫ﻓﻲ ﺃﻥ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﻣﻬﺎﺕ ﻳﻌﺘ ِﻤ ْﺪﻥَ ﻋﻠﻰ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ – ﻛﺒﺪﻳﻞ ﻟﻠﻤﺮﺑﱢﻴﺎﺕ –‬ ‫ﺣﺎﻝ ﺍﻟﻤﺨﺪﺭﺍﺕ‪ ،‬ﻟﻜﻦ ﺍﻟﻤﺸﻜﻠﺔ ﻟﻴﺴﺖ ﻓﻰ ﺍﻟﺘﺪﺧﻴﻦ ﻓﻘﻂ‪ ،‬ﺑﻞ ﻓﻰ ﺗﻠﻮﺙ‬
‫ﻹﻟﻬﺎء ﺍﻷﻁﻔﺎﻝ ﻋﻦ ﻣﺘﺎﻋﺐ ﺗﻜﻮﻥ ﺃﻛﺜﺮ ﺿﺮﺭﺍً ﺃﺛﻨﺎء ﺍﻧﺸﻐﺎﻝ ﺍﻷﻣﻬﺎﺕ‬ ‫ﺍﻟﻬﻮﺍء ﻋﻦ ﻁﺮﻳﻖ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻭﺍﻟﻤﺼﺎﻧﻊ ﻭﺍﻟﺬﻯ ﻳﺼﻞ ﺍﻟﻰ ﻧﺴﺒﺔ ‪.% 20‬‬
‫ﻓﻲ ﺃﻋﻤﺎﻟﻬﻦ ﺍﻟﻤﻨﺰﻟﻴﺔ‪.‬‬ ‫ﻣﻨﻊ ﺍﻟﺘﺪﺧﻴﻦ ﺃﺻﺒﺢ ﺷﻴﺌﺎ ٌ ﻁﺒﻴﻌﻴﺎ ٌ ﻭ ُﻣﻬ ّﻤﺎٌ‪ ،‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺩﻭﻝ ﺗﻀﺮ ﺣﺘﻰ‬
‫ﺑﺼﺤﺔ ﺍﻟﺤﻴﻮﺍﻥ ﻭﺍﻟﻨﺒﺎﺕ ﻭﻟﻴﺲ ﺍﻻﻧﺴﺎﻥ ﻓﻘﻂ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻮﺍﺩﻡ ﺍﻟﻤﻨﺒﻌﺜﺔ‬
‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﻭﻟﻜﻦ ﻫﻞ ﻳﺪﺭﻙ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺼﻐﺎﺭ ﻣﺎ ﻳﺪﻭﺭ ﻓﻲ ﺟﻬﺎﺯ‬ ‫ﻣﻦ ﺳﻴﺎﺭﺍﺕ ﺍﻟﺤﻜﻮﻣﺔ ﻭﺍﻟﺠﻴﺶ ﻭﺳﻴﺎﺭﺍﺕ ﺍﻟﻤﻴﻜﺮﻭ ﺑﺎﺻﺎﺕ ﺍﻟﺘﻲ ﺗﺸﻜﻞ‬
‫ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻣﻦ ﺃﺣﺪﺍﺙ؟‬ ‫ﺃﺿﺮﺍﺭﻫﺎ ‪ 1000‬ﺿﻌﻒ ﻣﻦ ﺃﺿﺮﺍﺭ ﺍﻟﺘﺪﺧﻴﻦ ﻭﺃﻳﻀﺎ ﺍﻟﻜﻴﻤﺎﻭﻳﺎﺕ ﺍﻟﺘﻲ‬
‫ﻕ ﺍﻷﺣﺪﺍﺙ‪ ،‬ﻭﻟﻜﻦ ﺫﻟﻚ‬ ‫ُﺪﺭﻛﻮﻥ ﺃ َﺩ ﱠ‬ ‫ﺗﺪﺧﻞ ﻓﻲ ﺍﻟﺰﺭﺍﻋﺔ ﻭﺍﻟﺼﻨﺎﻋﺔ‪.‬‬
‫ﺍﻷﺳﺘﺎﺫﺓ‪ :‬ﻧﻌﻢ‪ ،‬ﺍﻷﻁﻔﺎﻝ ﺍﻟﺼﻐﺎﺭ ﻳ ِ‬
‫ﻗﺪ ﻳﺘﻔﺎﻭﺕ ﻣﻦ ﻣﺮﺣﻠﺔ ﺇﻟﻰ ﺃﺧﺮﻯ ﻓﺎﻷﻁﻔﺎﻝ ﻣﻦ ِﺳﻦﱢ ﺳﺘﺔ ﺃﺷﻬﺮ‪ ،‬ﻭﺣﺘﻰ‬
‫ﺳﻨﺔ ﻳ ُِﺤﺒّﻮﻥ ﻣﺸﺎﻫﺪﺓ ﺍﻷﺣﺪﺍﺙ ﺍﻟﻤﺘﻜﺮﺭﺓ ﻓﻲ ﺑﺮﺍﻣﺞ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‪ ،‬ﻭﻋﻠﻰ‬ ‫‪45‬‬
‫ﻫﺬﺍ ﻓﺘُﻌﺘﺒﺮ ﺇﻋﻼﻧﺎﺕ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻣﻊ ﺗﻜﺮﺍﺭﻫﺎ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﻤﻔﻀﻞ‬ ‫ﺍﻟﻤﻮﺿﻮﻉ ُﻣﻬﻢ ﺟﺪﺍ‪ ،‬ﺧﺼﻮﺻﺎ ﺃﻧﻪ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺼﺤﻪ ﺍﻟﺸﺨﺼﻴﻪ‬
‫ﻟﺪﻯ ﻫﺬﻩ ﺍﻟﻤﺮﺣﻠﺔ ﻣﻦ ﺍﻟﻌﻤﺮ‪.‬‬ ‫ﻭﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻭﺍﻳﻀﺎ ﺑﺎﻟﺜﻘﺎﻓﻪ ﺍﻟﺼﺤﻴﻪ – ﻛﻴﻒ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻤﻨﻊ ﺍﻻﺏ‬
‫ﺍﻟﺬﻯ ﻳﺪﺧﻦ ﻭﺍﻁﻔﺎﻟﻪ ﻣﻌﻪ ﺑﺎﻟﺴﻴﺎﺭﺓ‪ ،‬ﻭ ﺍﻟﺰﻭﺝ ﺍﻟﺬﻯ ﻳﺪﺧﻦ ﻭﺯﻭﺟﺘﻪ ﻣﻌﻪ‬
‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﻭﻣﺎﺫﺍ ﻋﻦ ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﻣﺮﺣﻠﺔ ﻣﺎ ﻗﺒﻞ ﺍﻟﻤﺪﺭﺳﺔ؟‬ ‫ﺑﺎﻟﺴﻴﺎﺭﺓ‪ ،‬ﻭﺍﻟﻤﺪﺭﺱ ﺍﻟﺬﻯ ﻳﺪﺧﻦ ﺍﻣﺎﻡ ﺍﻟﻄﻼﺏ‪ ،‬ﺃﻋﺘﻘﺪ ﺍﻥ ﻣﺸﻜﻠﺔ ﺍﻟﺘﺪﺧﻴﻦ‬
‫ﺍﻷﺳﺘﺎﺫﺓ‪ :‬ﺍﻷﻁﻔﺎﻝ ﻓﻲ ﻣﺮﺣﻠﺔ ﻣﺎ ﻗﺒﻞ ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﺃﻱ ﻓﻲ ِﺳﻦﱢ ﺍﻟﺮﺍﺑﻌﺔ ﻣﻦ‬ ‫ﻣﺴﺆﻭﻟﻴﺔ ﻛﻞ ﻓﺮﺩ ﻓﻰ ﺍﻟﻤﺠﺘﻤﻊ ﻭﻟﻴﺴﺖ ﻣﺴﺆﻟﻴﺔ ﺍﻟﺤﻜﻮﻣﺎﺕ ﻭﺣﺪﻫﺎ ﺃﻭ‬
‫ﺁﻥ ﻭﺍﺣﺪ‪،‬‬
‫ﺍﻟﻌﻤﺮ‪ ،‬ﺗﻜﻮﻥ ﻟﺪﻳﻬﻢ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺟﻤﻊ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﺣﺪﺍﺙ ﻓﻲ ٍ‬ ‫ﺍﻟﻘﻮﺍﻧﻴﻦ‪ .‬ﺍﺗﻤﻨﻰ ﻟﺠﻤﻴﻊ ﺍﻟﻤﺪﺧﻨﻴﻦ ﺍﻟﺼﺤﻪ ﻭﺍﻟﺴﻼﻣﻪ!!‬
‫ﺩﻭﻥ ﺗﺮﺗﻴﺐ ﻟﻤﺎ ﻳﺴﻤﻌﻮﻧﻪ ﺃﻭ ﻳﺸﺎﻫﺪﻭﻧﻪ ﻟﺬﻟﻚ ﻳﻤﻜﻨﻚ ﻣﺴﺎﻋﺪﺓ ﻁﻔﻠﻚ ﻓﻲ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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‫ﺛﺎﻟﺜﺎ ً ﻻ ﺗﺸﺎﻫﺪﻱ ﻛﻞ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ ﺍﻟﺨﺎﺻﱠﺔ ﺑﻚ‪ ،‬ﺑﺪﻭﻥ ﺑﺮﻧﺎﻣﺞ‬ ‫ﺙ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‪ ،‬ﻣﺎ ﺑﻴﻦ‪ .‬ﺍﻟﻤﺎﺿﻲ ﻭﺍﻟﺤﺎﺿﺮ‪ ،‬ﻭﺍﻟﺘﺤﺮﻙ ﻣﻌﻪ ﻣﻦ‬
‫ﺭﺑﻂ ﺃﺣﺪﺍ ِ‬
‫ُﻣ َﺴﻞﱟ ﻳﻨﺎﺳﺐ ﻁﻔﻠﻚ ﻭﻳﻨﺎﺳﺒﻚ‪.‬‬ ‫ﺣﺪﺙ ﺇﻟﻰ ﺁﺧﺮ‪ ،‬ﻭﻣﻦ ﻣﺸﻬ ٍﺪ ﺇﻟﻰ ﻣﺸﻬﺪ‪.‬‬
‫ﺭﺍﺑﻌﺎ ً ﺇﺫﺍ ﻟﻢ ﺗﻜﻮﻧﻲ ﺑﺠﻮﺍﺭ ﻁﻔﻠﻚ ﺃﺛﻨﺎء ﻣﺸﺎﻫﺪﺗﻪ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‪ ،‬ﻓﺤﺎﻭﻟﻲ‬
‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﻭ ﻫﻞ ﺗﺨﺘﻠﻒ ُﻣ ﱠﺪﺓ ﻣﺸﺎﻫﺪﺓ ﺍﻟﻄﻔﻞ ﻟﺠﻬﺎﺯ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‬
‫ﺃﻥ ﺗﻘﺪﻣﻲ ﻟﻪ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﺬﻱ ﻳﺴﺎﻋﺪﻩ‪ ،‬ﻭﻳﻨ ﱢﻤﻲ ﺫﺍﻛﺮﺗﻪ‪ ،‬ﻭﻗﺪﺭﺗﻪ ﺍﻟﻌﻘﻠﻴﺔ‪.‬‬
‫ﺣﺴﺐ ﺍﻟﺴﻦ؛ ﺃﻡ ﻻﻳﻮﺟﺪ ﻫﻨﺎﻙ ﻗﺎﻋﺪﺓ ﺛﺎﺑﺘﺔ؟‬
‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﺍﻷﺳﺘﺎﺫﺓ ﻳﺎﺳﻤﻴﻦ ﺃﺣﻤﺪ ﺍﻹﻋﻼﻣﻴﺔ ﺍﻟﻤﺘﺨﺼﺼﺔ ﻓﻲ‬
‫ﺍﻷﺳﺘﺎﺫﺓ‪ُ :‬ﻣ ﱠﺪﺓ ﻣﺸﺎﻫﺪﺓ ﺍﻟﻄﻔﻞ ﻟﺠﻬﺎﺯ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺗﺨﺘﻠﻒ ﻣﻦ ﻣﺮﺣﻠﺔ ﺇﻟﻰ‬
‫ﻣﺠﺎﻝ ﺍﻷﻁﻔﺎﻝ ﺃﺷﻜﺮﻙ ﺷﻜﺮﺍ ﺟﺰﻳﻼ!‬
‫ﺃﺧﺮﻯ‪ ،‬ﻓﺎﻟﻄﻔﻞ ﻓﻲ ِﺳﻦﱢ ﺍﻟﺮﺍﺑﻌﺔ ﻣﻦ ﺍﻟﻌﻤﺮ‪ ،‬ﻗﺪ ﻳﺸﺎﻫﺪ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺃﺭﺑﻊ‬
‫ﻟﻚ ﻭﺷﻜﺮﺍ ﻟﻤﺴﺘﻤﻌﻲ ﺍﻟﻜﺮﺍﻡ!‬
‫ﺍﻷﺳﺘﺎﺫﺓ‪ :‬ﺷﻜﺮﺍ ِ‬ ‫ﺳﺎﻋﺎﺕ ﻳﻮﻣﻴﺎً‪ ،‬ﺃﻣﺎ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺼﻐﺎﺭ ﻓﻘﺪ ﻳﺸﺎﻫﺪﻭﻧﻪ ﺍﻛﺜﺮ ﻣﻦ ﺫﻟﻚ‪.‬‬
‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﻳُﻘﺎﻝ ﺃﻥ ﻣﺸﺎﻫﺪﺓ ﺍﻷﻁﻔﺎﻝ ﻟﻠﺘﻠﻔﺰﻳﻮﻥ ﻟﻪ ﺗﺄﺛﻴﺮ ﺳﻠﺒﻲ‬
‫ﻋﻠﻰ ﺫﻛﺎﺋﻬﻢ‪ ،‬ﻫﻞ ﻫﺬﺍ ﺻﺤﻴﺢ؟‬
‫ﺍﻷﺳﺘﺎﺫﺓ‪ :‬ﺑﻼ ﺷﻚ‪ ،‬ﺇﻥ ﻣﺸﺎﻫﺪﺓ ﺍﻷﻁﻔﺎﻝ ﻟﻠﺘﻠﻔﺰﻳﻮﻥ ﻟﻪ ﺗﺄﺛﻴﺮ ﺳﻠﺒﻲ ﻋﻠﻰ‬
‫ﺍﻻﺳﺘﻤﺎﻉ‪ ،‬ﺟﺰء ‪3‬‬ ‫ﺫﻛﺎﺋﻬﻢ‪ ،‬ﻓﻜﻠﻤﺎ ﺯﺍﺩﺕ ﻣﺸﺎﻫﺪﺓ ﺍﻷﻁﻔﺎﻝ ﻟﻠﺘﻠﻔﺰﻳﻮﻥ ﺍﻧﺨﻔﺾ ﻣﺴﺘﻮﻯ‬
‫ﺗﺤﺼﻴﻠﻬﻢ ﺍﻟﺪﺭﺍﺳﻲ‪ .‬ﺗﺪﻝ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻋﻠﻰ ﺃﻥ ﻣﺸﺎﻫﺪﺓ ﺍﻷﻁﻔﺎﻝ ﺍﻟﺼﻐﺎﺭ‬
‫ﺍﻟﻨﺼﻮﺹ ﺍﻟﻤﺴﻤﻮﻋﺔ‬
‫ﻟﻠﺘﻠﻔﺰﻳﻮﻥ ﻓﺘﺮﺍﺕ ﻁﻮﻳﻠﺔ‪ ،‬ﺧﺎﺻﺔ ﻗﺒﻞ ﺍﻟﻨﻮﻡ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﺗﺰﻋﺞ ﻧﻮﻣﻬﻢ؛ ﺇﺫ‬
‫ﻳﻤﻴﻠﻮﻥ ﻟﻤﻘﺎﻭﻣﺔ ﺍﻟﻨﻮﻡ ﺍﺑﺘﺪﺍء‪ ،‬ﻭﻳﻘﻠﻞ ﻣﻦ ﻗﺪﺭﺗﻬﻢ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﺍﺗﻲ‪،‬‬
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‫ﻓﺄﻏﻠﺐ ﺑﺮﺍﻣﺞ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ‪ ،‬ﺑﻤﺎ ﻓﻲ ﺫﻟﻚ ﺗﻠﻚ ﺍﻟﻤﺴﻠﻴﺔ ﻟﻸﻁﻔﺎﻝ ﻛﺎﻟﺮﺳﻮﻡ‬
‫ﻚ ﺗﺮﻙ ﻟﻚ ﺭﺳﺎﻟﺔ ﻋﻠﻰ ﺟﻬﺎﺯ ﺍﺳﺘﻘﺒﺎﻝ ﺍﻟﻤﻜﺎﻟﻤﺎﺕ ﺍﻟﻬﺎﺗﻔﻴﺔ‬
‫ﺻﺪﻳُﻘ َ‬
‫ﺍﻟﻤﺘﺤﺮﻛﺔ‪ ،‬ﻟﻴﺴﺖ ﺗﻌﻠﻴﻤﻴﺔ ﺑﺎﻟﻤﻌﻨﻰ ﺍﻟﻮﺍﺳﻊ‪.‬‬
‫ﺍﻟﺴﻼﻡ ﻋﻠﻴﻜﻢ‪ ،‬ﻫﻨﺎ ﺃﺣﻤﺪ‪ ،‬ﺃﻧﺎ ُﻣﻀﻄﺮ ﻹﻟﻐﺎء ُﻣﻘﺎﺑﻠﺘﻨﺎ ﻳﻮﻡ ﺍﻹﺛﻨﻴﻦ‪ ،‬ﻷﻧﻰ‬ ‫ﺇﻥ ﻣﺨﺎﻁﺮ ﺇﺩﻣﺎﻥ ﺍﻷﻁﻔﺎﻝ ﻋﻠﻰ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺟﺴﻴﻤﺔ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫ُﻣﺴﺎﻓﺮ ﺇﻟﻰ ﺍﻟﻘﺎﻫﺮﺓ ﻓﻰ ﺭﺣﻠﺔ ﻋﻤﻞ ﻟﻤﺪﺓ ﺛﻼﺛﺔ ﺃﻳﺎﻡ‪ .‬ﺳﻮﻑ ﺃﻋﻮﺩ ﻳﻮﻡ‬ ‫– ﻳﻤﻜﻦ ﺃﻥ ﻳﺴﺒﺐ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻣﺸﻜﻼﺕ ﻧﻮﻡ ﻋﻨﺪ ﺍﻟﻄﻔﻞ ﺍﻟﺼﻐﻴﺮ‪ ،‬ﺇﺫ ﺃﻥ‬
‫ﺍﻟﺨﻤﻴﺲ ﺻﺒﺎﺣﺎً‪ ،‬ﻭﻟﻜﻨﻰ ﺳﺄﻛﻮﻥ ُﻣﺠﻬﺪﺍً ﻗﻠﻴﻼً‪ .‬ﻭﻳﻮﻡ ﺍﻟﺠﻤﻌﺔ ﻋﻨﺪﻯ‬ ‫ﺍﻟﺠﻠﻮﺱ ﺍﻟﻄﻮﻳﻞ ﺃﻣﺎﻣﻪ ﻛﻤﺘﻠﻖ ﻳﺜﻴﺮ ﺣﻮﺍﺳﻪ ﺑﺸﻜﻞ ﻣﻔﺮﻁ‪ ،‬ﻓﻴﺸﻌﺮ ﺍﻟﻄﻔﻞ‬
‫ﻣﻮﻋﺪ ﻋﻨﺪ ﺍﻟﻄﺒﻴﺐ‪ .‬ﻭﻟﻜﻦ ﻋﻨﺪﻯ ﻭﻗﺖ ﻛﺎﻓﻰ ﻳﻮﻡ ﺍﻟﺴﺒﺖ‪ .‬ﺇﻟﻰ ﺍﻟﻠﻘﺎء‪.‬‬ ‫ﺑﺎﻟﺘﻌﺐ ﻭﺍﻟﺘﻮﺗﺮ‪.‬‬
‫– ﻳﻘﻀﻲ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻋﻠﻰ ﺣﻴﻮﻳﺔ ﻣﺨﻴّﻠﺔ ﺍﻟﻄﻔﻞ ﺇﺫﺍ ﺗﺠﺎﻭﺯ ﺟﻠﻮﺱ ﺍﻟﻄﻔﻞ‬
‫‪57‬‬ ‫ﺃﻣﺎﻡ ﺍﻟﺸﺎﺷﺔ ﺍﻟﺤﺪ ﺍﻟﻤﻘﺒﻮﻝ‪ ،‬ﻓﻬﻮ ﻓﻲ ﺣﺎﺟﺔ ﺇﻟﻰ ﺍﻟﻠﻌﺐ ﻭﺻﺮﻑ ﻁﺎﻗﺘﻪ‬
‫ﺗﺘﻮﻗﻊ ﻫﻴﺌﺔ ﺍﻻﺭﺻﺎﺩ ﺍﻟﺠﻮﻳﺔ ﺃﻥ ﻳﺴﻮﺩ ﻁﻘﺲ ﻣﻌﺘﺪﻝ ﺍﻟﺤﺮﺍﺭﺓ ﻋﻠﻰ‬ ‫ﻭﺇﻟﻰ ﺃﻥ ﻳﺘﺨﻴﻞ‪.‬‬
‫ﺍﻟﺴﻮﺍﺣﻞ ﺍﻟﺸﻤﺎﻟﻴﺔ ﻭﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺎﺋﻞ ﻟﻠﺤﺮﺍﺭﺓ ﻋﻠﻰ ﺷﻤﺎﻝ ﺍﻟﺼﻌﻴﺪ‪،‬‬ ‫ﻳﺴﺒﺐ ﻣﺤﺘﻮﻯ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ ﺧﺼﻮﺻًﺎ ﺍﻟﻌﻨﻴﻔﺔ ﺍﺿﻄﺮﺍﺑﺎﺕ ﻓﻲ‬
‫ﺣﺎﺭﻋﻠﻰ ﺟﻨﻮﺏ ﺍﻟﺼﻌﻴﺪ ﻧﻬﺎﺭﺍ‪ ،‬ﻟﻄﻴﻒ ﻓﻲ ﺃﻭﻝ ﺍﻟﻠﻴﻞ ﻣﺎﺋﻞ ﻟﻠﺒﺮﻭﺩﺓ ﻓﻲ‬ ‫ﺍﻟﻨﻮﻡ‪ ،‬ﻭﺗﻌﺒًﺎ ﻭ ﻗﻠﻘًﺎ ﻛﺒﻴﺮًﺍ‪.‬‬
‫ﺁﺧﺮﻩ‪.‬ﻭﺗﻈﻬﺮ ﺍﻟﺴﺤﺐ ﺍﻟﻤﻨﺨﻔﻀﺔ ﻭﺍﻟﻤﺘﻮﺳﻄﺔ ﻋﻠﻰ ﺍﻟﺴﻮﺍﺣﻞ ﺍﻟﺸﻤﺎﻟﻴﺔ‪،‬‬ ‫ﻳﺴﺒﺐ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺁﻻ ًﻣﺎ ﻓﻲ ﺍﻟﺮﺃﺱ‪ ،‬ﻻ ﺳﻴﻤﺎ ﺍﻟﺸﻘﻴﻘﺔ‪ ،‬ﻭﺗﻌﺒًﺎ ﻓﻲ ﺍﻟﻨﻈﺮ ﺇﺫﺍ‬
‫ﻛﻤﺎ ﺗﻘﻞ ﺍﻟﺮﺅﻳﺔ ﺑﺴﺒﺐ ﺍﻟﺸﻮﺍﺋﺐ ﺍﻟﻌﺎﻟﻘﺔ ﻋﻠﻰ ﺍﻟﺪﻟﺘﺎ ﻭﺍﻟﻘﺎﻫﺮﺓ ﻭﺳﻴﻨﺎء‪،‬‬ ‫ﻁﺎﻝ ﺟﻠﻮﺱ ﺍﻟﻄﻔﻞ ﺃﻣﺎﻡ ﺍﻟﺸﺎﺷﺔ‪.‬‬
‫ﻭﺍﻟﺮﻳﺎﺡ ﺃﻏﻠﺒﻬﺎ ﺷﻤﺎﻟﻴﺔ ﻣﻌﺘﺪﻟﺔ ﺗﻨﺸﻂ ﺃﺣﻴﺎﻧﺎ ﻋﻠﻰ ﺧﻠﻴﺞ ﺍﻟﺴﻮﻳﺲ‪.‬‬ ‫ﻳﻔﺴﺪ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺍﻳﻀﺎ ً ﻗﺪﺭﺓ ﺍﻟﻄﻔﻞ ﻋﻠﻰ ﺍﻟﺘﺮﻛﻴﺰ‪.‬‬
‫ﺍﻟﺤﺮﺍﺭﺓ ﺑﺎﻟﻘﺎﻫﺮﺓ ‪ 29‬ﻭﺍﻻﺳﻜﻨﺪﺭﻳﺔ ‪ 24‬ﻭﺃﺳﻮﺍﻥ ‪ 37‬ﺩﺭﺟﺔ‬ ‫ﻳﺆﺛﺮ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻛﺬﻟﻚ ﺳﻠﺒًﺎ ﻓﻲ ﻣﻠﻜﺔ ﺍﻟﻘﺮﺍءﺓ ﻋﻨﺪ ﺍﻟﻄﻔﻞ ﺧﺼﻮﺻًﺎ ﺇﺫﺍ‬
‫ﻛﺎﻥ ﻻ ﻳﺤﺐ ﺍﻟﻤﻄﺎﻟﻌﺔ‪.‬‬
‫‪58‬‬
‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﺗﻜﻠﻤﻨﺎ ﻛﺜﻴﺮﺍً ﻋﻦ ﺍﻟﺴﻠﺒﻴﺎﺕ‪ ،‬ﻟﻜﻦ ﻫﻞ ﻟﻠﺘﻠﻴﻔﺰﻳﻮﻥ ﺃﺛﺎﺭ‬
‫ﺍﻟﻨﺪﺍء ﺍﻷﺧﻴﺮ ﻟﺮﻛﺎﺏ ﺍﻟﻄﺎﺋﺮﺓ ‪ MS676‬ﻭﺍﻟﻤﺘﺠﻬﺔ ﺇﻟﻰ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ‪:‬‬
‫ﺇﻳﺠﺎﺑﻴﺔ ﺃﻳﻀﺎ ً ﻋﻠﻰ ﺍﻷﻁﻔﺎﻝ؟‬
‫ﻳﺮﺟﻰ ﻣﻦ ﺍﻟﺴﺎﺩﺓ ﺍﻟﺮﻛﺎﺏ ﺍﻟﺘﻮﺟﻪ ﺇﻟﻰ ﺑﺎﺏ ﺍﻟﺴﻔﺮ ﺭﻗﻢ ‪ 6‬ﺑﺼﺎﻟﺔ ﺍﻟﺴﻔﺮ‬
‫ﺭﻗﻢ ‪ 10‬ﻭﺗﻘﺪﻳﻢ ﺟﻮﺍﺯﺍﺕ ﺍﻟﺴﻔﺮ ﻭﺗﺬﺍﻛﺮ ﺍﻟﻄﻴﺮﺍﻥ ﻟﻠﻤﺴﺆﻭﻟﻴﻦ ﺑﺸﺮﻛﺔ‬ ‫ﺍﻷﺳﺘﺎﺫﺓ‪ :‬ﻗﺪ ﻳﻜﻮﻥ ﻟﻠﺘﻠﻔﺰﻳﻮﻥ ﺁﺛﺎﺭﻩ ﺍﻻﻳﺠﺎﺑﻴﺔ ﻣﻦ ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ‬
‫ﺍﻟﻄﻴﺮﺍﻥ‪.‬‬ ‫ﺍﻟﺘﺨﻴﻞ ﻭﺍﻟﺘﻮﻋﻴﺔ ﺑﺄﻫﻤﻴﺔ ﺩﻭﺭ ﺍﻷﻭﻻﺩ ﻭﺍﻟﺒﻨﺎﺕ ﻓﻲ ﺍﻟﺤﻴﺎﺓ‪ ،‬ﻭﻫﻮ ﺑﺬﻟﻚ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﻳﺴﺎﻫﻢ ﺑﺘﻨﻤﻴﺔ ﺍﻟﻘﻴﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻻﻳﺠﺎﺑﻴﺔ ﻟﺪﻯ ﺍﻟﻤﺸﺎﻫﺪ ﻣﺜﻞ‬
‫‪59‬‬ ‫ﺍﻟﺤﺚ ﻋﻠﻰ ﺑﺮ ﺍﻟﻮﺍﻟﺪﻳﻦ ﻭﺍﻹﺣﺴﺎﻥ ﺇﻟﻰ ﺍﻟﻔﻘﺮﺍء‪.‬‬
‫ﻓﻰ ﺃﺛﻨﺎء ﺗﻮﺍﺟﺪﻙ ﺑﺄﺣﺪ ﺍﻟﻤﺮﻛﺰ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺳﻤﻌﺖ ﺍﻹﻋﻼﻥ ﺍﻟﺘﺎﻟﻰ‪:‬‬ ‫ﻛﻤﺎ ﻻ ﻳﺸ ّﻜﻞ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺧﻄﺮًﺍ ﻋﻠﻰ ﺻﺤﺔ ﻋﻴﻨﻲ ﺍﻟﻄﻔﻞ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﺍﻹﺿﺎءﺓ ﻭﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻄﻔﻞ ﻭﺍﻟﺸﺎﺷﺔ ﻭﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻤﻀﻴﻪ ﺃﻣﺎﻣﻬﺎ‬
‫ﻋﻤﻼﺋﻨﺎ ﺍﻟﻜﺮﺍﻡ‪ ،‬ﺑﻤﻨﺎﺳﺒﺔ ﻗﺮﺏ ﺇﻧﺘﻬﺎء ﻣﻮﺳﻢ ﺍﻟﺘﺨﻔﻴﻀﺎﺕ ﺍﻟﺼﻴﻔﻴﺔ‪،‬‬
‫ﺻﺤﻴﺤﺔ‪ .‬ﻭﻛﺬﻟﻚ ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺪﻳﻨﻴﺔ ﺗﺒﺼﺮ ﺍﻟﻤﺸﺎﻫﺪﻳﻦ ﺑﺄﻣﻮﺭ ﺩﻳﻨﻬﻢ ﻭﺗﻘﺪﻡ‬
‫ﻳﺴﺮﻧﺎ ﺃﻥ ﻧﻌﻠﻦ ﻋﻦ ﺗﺨﻔﻴﻀﺎﺕ ﻫﺎﺋﻠﺔ ﻋﻠﻰ ﻣﻼﺑﺲ ﺍﻷﻁﻔﺎﻝ ﻭ ﺍﻟﻨﺴﺎء‬
‫ﻟﻬﻢ ﺑﻌﺾ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﻣﻊ ﺗﻔﺴﻴﺮﻫﺎ ﻭﺷﺮﺣﻬﺎ ﻟﻬﻢ‪ ،‬ﻭﺍﻟﺤﻮﺍﺭﺍﺕ‬
‫ﺗﺼﻞ ﺇﻟﻰ ‪ ،% 70‬ﻛﻤﺎ ﻳﻮﺟﺪ ﺃﻳﻀًﺎ ﺗﺨﻔﻴﻀﺎﺕ ﻋﻠﻰ ﺃﺣﺬﻳﺔ ﺍﻟﺮﺟﺎﻝ‬
‫ﻭﺍﻟﻤﻨﺎﻗﺸﺎﺕ ﻣﻊ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎء ﺣﻮﻝ ﻗﻀﺎﻳﺎ ﺍﺟﺘﻤﺎﻋﻴﺔ ﺗﺘﻌﻠﻖ ﺑﺸﺆﻭﻥ‬
‫ﺗﺼﻞ ﺇﻟﻰ ‪ ،% 50‬ﻭﻫﺬﻩ ﺍﻟﺘﺨﻔﻴﻀﺎﺕ ﺳﺎﺭﻳﺔ ﺣﺘﻰ ﻧﻬﺎﻳﺔ ﺍﻻُﺳﺒﻮﻉ‬
‫ﺣﻴﺎﺗﻬﻢ ﻭﻣﺠﺘﻤﻌﻬﻢ ﻭﺗﺴﻮﻳﺘﻬﺎ ﺑﻤﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺗﻌﺎﻟﻴﻢ ﺩﻳﻨﻬﻢ‪.‬‬
‫ﺍﻟﻘﺎﺩﻡ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺇﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻛﻮﺳﻴﻠﺔ ﺃﺳﺎﺳﻴﺔ ﻟﻠﺘﻌﻠﻢ ﺣﻴﺚ ﻧﺴﺘﻔﻴﺪ ﻣﻦ‬
‫ﻧﻤﺎﺫﺝ ﺍﻟﺘﻌﻠﻢ ﺑﺎﻟﻤﺸﺎﻫﺪﺓ ﻭ ﺍﻟﻤﻼﺣﻈﺔ ﺃﺛﻨﺎء ﻋﺮﺽ ﺍﻟﺒﺮﺍﻣﺞ‪.‬‬
‫‪60‬‬
‫ﻓﻰ ﺃﺛﻨﺎء ﺇﻧﺘﻈﺎﺭﻙ ﻟﻠﻘﻄﺎﺭ ﺍﻟﻤﺘّﺠﻪ ﺇﻟﻰ ﻣﺪﻳﻨﺔ ﺍﻻُﻗﺼﺮ ﺳﻤﻌﺖ ﻫﺬﺍ‬ ‫ﻣﻘﺪﻣﺔﺍﻟﺒﺮﻧﺎﻣﺞ‪ :‬ﻓﻰ ﺍﻟﻨﻬﺎﻳﺔ؛ ﻣﺎﺫﺍ ﺗﻨﺼﺤﻴﻦ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ؟‬
‫ﺍﻹﻋﻼﻥ‪.‬‬
‫ﺍﻷﺳﺘﺎﺫﺓ‪ :‬ﺃﺭﻯ ﺃﻥ ﻫﻨﺎﻙ ﻭﺍﺟﺒﺎ ً ﻋﻠﻰ ﺃﻭﻟﻴﺎء ﺍﻷﻣﻮﺭ ﺗﺠﺎﻩ ﺃﻁﻔﺎﻟﻬﻢ‪،‬‬
‫ﺃﻋﺰﺍﺋﻲ ﺍﻟﻤﺴﺎﻓﺮﻳﻦ‪ ،‬ﻧﻈﺮﺍّ ﻟﻮﺟﻮﺩ ﻋﻄﻞ ﻓﻨﻰ ﺑﺄﺣﺪ ﻣﺤﺮﻛﺎﺕ ﺍﻟﻘﻄﺎﺭ ﺭﻗﻢ‬ ‫ﺧﺎﺻﺔ ﺍﻷﻣﻬﺎﺕ‪ ،‬ﺇﺫ ﻋَﻠﻴ ِﻬ ﱠﻦ ﺍﺗﱢﺒﺎﻉ ﺑﻌﺾ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ‬
‫‪ ،830‬ﻭﺍﻟﻤﺘﺠﻪ ﺇﻟﻰ ﺍﻻُﻗﺼﺮ‪ ،‬ﻓﺈﻧﻪ ﺳﻴﺘﺄﺧﺮ ﺗﺤﺮﻙ ﺍﻟﻘﻄﺎﺭ ﺣﻮﺍﻟﻰ ‪3‬‬ ‫ﺗﻠﺨﻴﺼﻬﺎ ﺑﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺳﺎﻋﺎﺕ‪ ،‬ﻟﺬﺍ ﻧﺮﺟﻮﺍ ﻣﻦ ﺍﻟﺴﺎﺩﺓ ﺍﻟﺮﻛﺎﺏ ﺍﻟﺘّﻮﺟﻪ ﺇﻟﻰ ﻛﺎﻓﻴﺘﻴﺮﻳﺎ ﺍﻟﻤﺤﻄﺔ‬ ‫ﺃﻭﻻ ﺃﻗﻮﻝ ﻟﻸﻡ‪ :‬ﺇﺧﺘﺎﺭﻱ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻲ ِﻁﺒﻘﺎ ً ﻟﻌﻤﺮ ﻁﻔﻠﻚ‪،‬‬
‫ﻭﺗﻨﺎﻭﻝ ﻭﺟﺒﺔ ﺍﻟﻐﺬﺍء ﻫﻨﺎﻙ‪ ،‬ﺑﺪﻻً ﻣﻦ ﺗﻨﺎﻭﻟﻬﺎ ﺑﺎﻟﻘﻄﺎﺭ‪ .‬ﺗﻌﺘﺬﺭ ﺇﺩﺍﺭﺓ‬ ‫ﻓﺎﻷﻁﻔﺎﻝ ﻳﺤﺒﻮﻥ ﺍﻷﻟﻮﺍﻥ ﺍﻟﻔﺎﺗﺤﺔ‪ ،‬ﻭﺍﻟﺤﺮﻛﺔ‪ ،‬ﻭﺍﻟﺼﻮﺕ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺍﻷﻁﻔﺎﻝ‬
‫ﺍﻟﻤﺤﻄﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﻌﻄﻞ ﺍﻟﻔﻨّﻲ‪ ،‬ﻭﺗﻌﺪﻛﻢ ﺑﺘﺤﺴﻴﻦ ﺍﻟﺨﺪﻣﺔ ﻓﻰ ﺍﻟﻤﺴﺘﻘﺒﻞ‪.‬‬ ‫ﺍﻟﺼﻐﺎﺭ ﻳﻤﻴﻠﻮﻥ ﺇﻟﻰ ﺍﻟﻘﺼﺺ ﺍﻟﺒﺴﻴﻄﺔ‪.‬‬
‫ﺛﺎﻧﻴﺎ ً ﺇﺧﺘﺎﺭﻱ ﺑﺮﺍﻣﺞ ﺗﻠﻔﺰﻳﻮﻧﻴﺔ ﱢ‬
‫ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻣﺜﻞ ﺑﺮﺍﻣﺞ ﺍﻟﺮﺳﻮﻡ ﺍﻟﻤﺘﺤﺮﻛﺔ‪،‬‬
‫ﺿﻌﺖ ِﺧﺼﱢ ﻴﺼﺎ ً ﻟﻸﻁﻔﺎﻝ‬
‫ِ‬ ‫ﻭ‬
‫ُ‬ ‫ﺍﻟﺒﺮﺍﻣﺞ‬ ‫ﺃﻭ ﺑﺮﺍﻣﺞ ُﻣﺴﻠﱢﻴﺔ ﺃﺧﺮﻯ‪ ،‬ﻓﻜﻞ ﻫﺬﻩ‬
‫ﻓﻲ ِﺳﻦﱢ ﺍﻟﺮﺍﺑﻌﺔ‪.‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
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telc Français A2 Ecole telc Français B1 Ecole
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Pɭɫɫɤɢɣ telc Ɋɭɫɫɤɢɣ ɹɡɵɤ A1 telc Ɋɭɫɫɤɢɣ ɹɡɵɤ A2 telc Ɋɭɫɫɤɢɣ ɹɡɵɤ B1 telc Ɋɭɫɫɤɢɣ ɹɡɵɤ B2
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As of October 2011

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 ‫ﺇﺧﺘﺒﺎﺭ ﺗﺪﺭﻳﺒﻰ ‪1‬‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺗﻮﺣﻴﺪ ﺍﻟﻤﻌﺎﻳﻴﺮ ﻭﻣﻮﺿﻮﻋﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﻭﺷﻔﺎﻓﻴﺔ ﺍﻟﻤﺘﻄﻠﺒﺎﺕ – ﻫﺬﻩ ﻫﻲ ﺳﻤﺎﺕ‬

‫ﺍﻟﺠﻮﺩﺓ ﺍﻟﻤﻤﻴﺰﺓ ﻻﺧﺘﺒﺎﺭﺍﺕ ‪ telc‬ﻟﺸﻬﺎﺩﺍﺕ ﺍﻟﻠﻐﺎﺕ‪ .‬ﻭﻣﺎ ﻳﻀﻤﻦ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ‬
‫ﻫﺬﺍ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻟﻌﺎﻟﻲ ﻓﻲ ﺟﻤﻴﻊ ﺍﺧﺘﺒﺎﺭﺍﺕ ‪ telc‬ﻟﻠﻐﺎﺕ ﻫﻮ ﺗﻤﺮﻳﻨﺎﺕ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬
‫ﺍﻟﻮﺍﺿﺤﺔ ﺍﻟﻔﻬﻢ ﻭﺫﺍﺕ ﺍﻟﺸﻜﻞ ﺍﻟﺜﺎﺑﺖ ﻟﻠﻤﺘﻄﻠﺒﺎﺕ ﻓﻲ ﺻﻮﺭﺓ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻢ ﻭﻣﻌﺎﻳﻴﺮ‬
‫ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﻤﻠﺰﻣﺔ ﺑﺸﻜﻞ ﻋﺎﻡ‪ .‬ﻭﻫﺪﻑ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﺪﺭﻳﺒﻲ ﻫﻮ ﺍﻟﻤﺤﺎﻛﺎﺓ ﺍﻟﻮﺍﻗﻌﻴﺔ‬
‫ﻻﺧﺘﺒﺎﺭ ﺷﻬﺎﺩﺓ ‪ telc‬ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻤﻀﻤﻮﻥ ﻭﺍﻟﺘﻨﻈﻴﻢ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ‬
‫ﺇﻋﺪﺍﺩ ﺍﻟﻤﺸﺎﺭﻛﻴﻦ ﻓﻲ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻤﻤﺘﺤﻨﻴﻦ ﻭﻛﺬﻟﻚ ﺑﻬﺪﻑ ﺗﻘﺪﻳﻢ ﺍﻟﻤﻌﺮﻓﺔ‬
‫ﺍﻟﻌﺎﻣﺔ ﻟﻠﺒﺎﺣﺜﻴﻦ ﻋﻨﻬﺎ‪.‬‬

‫‪Order No. 6085-B00-010101‬‬ ‫‪ISBN 978-3-86375-008-4‬‬

‫‪www.telc.net‬‬