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‫‪Lesson ‬‬ ‫‪Reading‬‬ ‫‪Reading‬‬ ‫اﻟﺪرس اﻟﺜﺎﻧﻲ واﻟﻌﺸﺮون‬ ‫اﻟﻘﺮاءة‬ ‫& ‪SOCIAL‬‬ ‫‪CULTURAL‬‬ ‫+‪‬‬ ‫‪Overview‬‬ ‫ﻧﻈﺮﺓ ﻋﺎﻣﺔ‬ ‫‪Asharq Al-Awsat‬‬ ‫‪ Words‬‬ ‫,‪Read the passage and, with a partner‬‬ ‫ﺍﻗﺮﺃ ﺍﻟﻨﺺ ﻭﻧﺎﻗﺶ ﺍﻟﻔﻜﺮﺓ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻣﻊ ﺯﻣﻴﻠﻚ.‬ ‫.‪discuss the main idea‬‬ ‫ﺃﻛﺎﺩﻳﻤﻲ ﻋﺮﺍﻗﻲ ﻟـ ”ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ“:‬ ‫١‬ ‫ﻗﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ ﻓﻲ ﺷﻮﺍﺭﻉ ﺍﻟﻌﺎﺻﻤﺔ ﻣﻐﺎﻣﺮﺓ ﻛﺒﻴﺮﺓ‬ ‫ﻟﻨﺪﻥ: ”ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ“‬ ‫ﻓﻲ ﺑﻐﺪﺍﺩ، ﻻ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺧﺎﺭﻃﺔ ﺑﺎﻟﻄﺮﻕ ﻭﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﻔﺘﻮﺣﺔ ﺑﻞ ﺑﺎﻟﻄﺮﻕ ﻭﺍﻟﺠﺴﻮﺭ‬ ‫١‬ ‫ﺍﻟﻤﻐﻠﻘﺔ ﺣﺘﻰ ﺗﻌﺮﻑ ﺃﻱ ﺍﻟﺸﻮﺍﺭﻉ ﺗﺴﻠﻚ ﻭﺃﻧﺖ ﺗﺬﻫﺐ ﺇﻟﻰ ﻋﻤﻠﻚ. ﻫﺬﻩ ﺍﻟﺒﺪﻳﻬﺔ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ‬ ‫ﱠ‬ ‫ﺻﻔﺎء ﺍﻟﺒﻴﺎﺗﻲ ﺍﻟﻤﺪﺭﺱ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ ﺍﻟﺬﻱ ﻳﺸﻜﻮ ﻣﻦ ﺃﻧﻪ ﻳﻘﻀﻲ ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺘﻴﻦ‬ ‫ّ‬ ‫ﻳﻮﻣﻴﺎ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻋﻤﻠﻪ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ ﻗﺎﺩﻣﺎ ﻣﻦ ﺟﺎﻧﺐ ﺍﻟﻜﺮﺥ ﻟﻴﻌﺒﺮ ﺟﺴﺮ ﺍﻟﺠﺎﺩﺭﻳﺔ.‬ ‫ﻭﻳﻀﻴﻒ ﺍﻟﺒﻴﺎﺗﻲ ﻟـ ”ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ“ ﻗﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ ﻓﻲ ﺷﻮﺍﺭﻉ ﺑﻐﺪﺍﺩ ﻣﻐﺎﻣﺮﺓ ﻛﺒﻴﺮﺓ؛‬ ‫ﻓﻬﻨﺎﻙ ﺍﻻﺯﺩﺣﺎﻣﺎﺕ ﻭﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﻭﻣﺮﻭﺭ ﻣﻮﺍﻛﺐ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ، ﻣﺸﻴﺮﺍ ﺇﻟﻰ ﺃﻥ“ ﺟﻤﻴﻊ‬ ‫ﺃﻋﻀﺎء ﻣﺠﻠﺲ ﺍﻟﻨﻮﺍﺏ ﻭﺍﻟﻮﺯﺭﺍء ﻭﺍﻟﻤﺴﺆﻭﻟﻴﻦ ﺍﻟﺤﻜﻮﻣﻴﻴﻦ ﻭﺍﻟﺤﺰﺑﻴﻴﻦ ﻭﻣﻘﺮﺍﺕ ﺍﻷﺣﺰﺍﺏ‬ ‫ﺍﻟﺘﻲ ﺍﺧﺘﺎﺭﺕ ﺃﻣﻜﻨﺘﻬﺎ ﻭﺳﻂ ﺍﻷﺣﻴﺎء ﺍﻟﺴﻜﻨﻴﺔ، ﺃﻏﻠﻘﺖ ﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﺆﺩﻳﺔ ﺇﻟﻴﻬﺎ ﻭﻭﺿﻌﺖ‬ ‫ﻗﻮﺍﻃﻊ ”ﻛﻮﻧﻜﺮﻳﺘﻴﺔ“ ﻭﻧﻘﺎﻁ ﺣﺮﺍﺳﺔ ﻭﺃﺿﺤﺖ ﻣﻘﺎﻃﻌﺎﺕ ﺧﺎﺻﺔ ﺑﻬﻢ، ﻣﻤﺎ ﺯﺍﺩ ﻭﻳﺰﻳﺪ ﻓﻲ‬ ‫ﻣﺸﻜﻠﺔ ﺍﻻﺧﺘﻨﺎﻗﺎﺕ ﺍﻟﻤﺮﻭﺭﻳﺔ“.‬ ‫ﻭﺣﺴﺐ ﺍﻋﺘﺮﺍﻓﺎﺕ ﻣﺴﺆﻭﻟﻴﻦ ﻋﺮﺍﻗﻴﻴﻦ ﻓﺈﻥ ﺃﻛﺜﺮ ﻣﻦ ٧٦٪ ﻣﻦ ﺷﻮﺍﺭﻉ ﻭﺟﺴﻮﺭ ﺑﻐﺪﺍﺩ ﻣﻐﻠﻘﺔ‬ ‫٢‬ ‫ﻷﺳﺒﺎﺏ ﺃﻣﻨﻴﺔ، ﻧﺎﻫﻴﻚ ﻣﻦ ﺍﻟﻄﺮﻕ ﻭﺍﻟﺠﺴﻮﺭ ﺍﻟﺘﻲ ﺗﻐﻠﻖ ﺁﻧﻴﺎ ﻭﺣﺴﺐ ﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﺪﺙ‬ ‫ﻳﻮﻣﻴﺎ، ﺗﻀﺎﻑ ﺇﻟﻴﻬﺎ ﺃﻋﻤﺎﻝ ﺍﻟﺤﻔﺮﻳﺎﺕ ﻭﺗﺮﻣﻴﻢ ﺍﻟﺠﺴﻮﺭ ﻭﺍﻷﺭﺻﻔﺔ ﻓﻲ ﻣﻌﻈﻢ ﻣﻨﺎﻃﻖ ﺑﻐﺪﺍﺩ‬ ‫ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﻟﺘﻘﺎﻃﻌﺎﺕ ﺍﻟﻤﻬﻤﺔ، ﺣﻴﺚ ﻳﺼﺮ ﺍﻟﻤﻬﻨﺪﺳﻮﻥ ﻭﺍﻟﻌﻤﺎﻝ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺭﻏﻢ ﺍﻟﻌﻨﻒ‬ ‫ﺍﻟﻴﻮﻣﻲ ﺍﻟﺬﻱ ﻳﺆﺧﺮ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻷﺷﻐﺎﻝ. ﻭﻓﻲ ﺑﻐﺪﺍﺩ ٣١ ﺟﺴﺮﺍ ﺭﺋﻴﺴﻴﺎ ﻋﻠﻰ ﻧﻬﺮ ﺩﺟﻠﺔ‬ ‫ﺗﻮﺻﻞ ﺑﻴﻦ ﻧﺎﺣﻴﺘﻲ ﺍﻟﺮﺻﺎﻓﺔ ﻭﺍﻟﻜﺮﺥ، ﻟﻜﻦ ﺃﻛﺜﺮﻫﺎ ﻣﻐﻠﻖ ﺣﺎﻟﻴﺎ ﻟﺪﻭﺍﻉ ﺃﻣﻨﻴﺔ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ‬ ‫ﻳﺆﺩﻱ ﺇﻟﻰ ﺃﺯﻣﺎﺕ ﺳﻴﺮ ﻣﺴﺘﻌﺼﻴﺔ ﺑﺤﻴﺚ ﻳﻀﻄﺮ ﺍﻟﺒﻌﺾ ﺇﻟﻰ ﺍﻻﻧﺘﻈﺎﺭ ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺔ‬ ‫ﻟﻘﻄﻊ ﻣﺴﺎﻓﺔ ﻻ ﺗﺘﺠﺎﻭﺯ ﺃﺭﺑﻌﺔ ﺍﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ.‬ ‫)ﺍﻟﺒﻘﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ(‬ ‫1‬ ‫‪adapted from asharqalawsat.com‬‬ ‫1.22‬ ‫‪Teacher Edition‬‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬
‫‪Reading‬‬ ‫‪Lesson ‬‬ ‫)ﺑﻘﻴﺔ(‬ ‫ﻣﻦ ﺟﻬﺘﻪ، ﻳﻘﻮﻝ ﺍﻟﻤﻬﻨﺪﺱ ﻣﺼﻄﻔﻰ ﻣﺤﻤﺪ، ﺃﺣﺪ ﺍﻟﻤﺸﺮﻓﻴﻦ ﻋﻠﻰ ﺇﻧﺸﺎء ﺍﻟﺠﺴﺮ ﺍﻟﺬﻱ ﻳﺮﺑﻂ‬ ‫٣‬ ‫ﺑﻴﻦ ﺣﻴﻲ ﺍﻟﻘﺎﻫﺮﺓ ﻭﺍﻟﺒﻨﻮﻙ ”ﺇﻥ ﻋﻤﻠﻨﺎ ﺗﻮﻗﻒ ﻣﺮﺍﺕ ﻋﺪﺓ ﻭﻟﻔﺘﺮﺍﺕ ﺯﻣﻨﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﺑﺴﺒﺐ‬ ‫ﺍﻷﻭﺿﺎﻉ ﺍﻻﻣﻨﻴﺔ، ﻟﻜﻨﻨﺎ ﻋﺎﻭﺩﻧﺎ ﺍﻟﻌﻤﻞ ﻣﻨﺬ ﺣﻮﺍﻟﻰ ﺃﺳﺒﻮﻉ ﻹﻛﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻉ“، ﻣﻌﺒﺮﺍ ﻋﻦ‬ ‫ﺃﻣﻠﻪ ﻓﻲ ”ﺍﺳﺘﻘﺮﺍﺭ ﺍﻷﻭﺿﺎﻉ ﻓﻲ ﻋﻤﻮﻡ ﺍﻟﻤﺪﻳﻨﺔ ﻹﻧﺠﺎﺯ ﺍﻟﻤﺸﺎﺭﻳﻊ“. ﻭﺃﻭﺿﺢ ﺃﻥ ”ﺗﺸﻴﻴﺪ‬ ‫ﺍﻟﺠﺴﺮ ﻳﺴﺘﻮﺟﺐ ﻣﺎ ﻻ ﻳﻘﻞ ﻋﻦ ٠٨ ﺃﻟﻒ ﻃﻦ ﻣﻦ ﺍﻹﺳﻤﻨﺖ ﻭ ٠٢ ﻃﻨﺎ ﻣﻦ ﺍﻟﺤﺪﻳﺪ، ﺇﻻ‬ ‫ﺃﻥ ﻧﺼﻒ ﻫﺬﻩ ﺍﻟﻜﻤﻴﺎﺕ ﻭﺻﻠﺖ ﺇﻟﻰ ﻣﻮﻗﻊ ﺍﻟﻌﻤﻞ“، ﻣﺸﻴﺮﺍ ﺇﻟﻰ ﺃﻥ ”ﺍﻧﺘﺸﺎﺭ ﻗﻮﺍﺕ ﺍﻷﻣﻦ‬ ‫ﻭﺍﻟﺪﻭﺭﻳﺎﺕ ﺣﻮﻝ ﺍﻟﻤﻜﺎﻥ ﻳﺴﺎﻋﺪ ﻛﺜﻴﺮﺍ ﻋﻠﻰ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻷﻣﺎﻥ ﻭﻳﺪﻓﻊ ﺑﺎﻟﻌﻤﺎﻝ ﺇﻟﻰ ﻣﻮﺍﺻﻠﺔ‬ ‫ﺍﻟﻌﻤﻞ ﺑﻨﺸﺎﻁ“. ﻭ ُﺸﻴﺮ ﻧﻬﺎﺩ ﻋﺒﺪ ﺍﷲ، ٤٢ ﻋﺎﻣﺎ، ﺃﺣﺪ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﺍﻟﻤﺸﺮﻭﻉ ﻭﻳﺴﻜﻦ ﻓﻲ‬ ‫ﻳ‬ ‫ﻣﺪﻳﻨﺔ ﺍﻟﺼﺪﺭ ﺇﻟﻰ ”ﺍﺷﺘﺒﺎﻛﺎﺕ ﻣﺘﻜﺮﺭﺓ ﻗﺮﻳﺒﺔ ﻣﻦ ﻫﻨﺎ ﻭﺃﺣﻴﺎﻧﺎ ﺗﺴﻘﻂ ﻗﺬﺍﺋﻒ ﻫﺎﻭﻥ، ﻣﻤﺎ‬ ‫ﻳﺪﻓﻌﻨﺎ ﺇﻟﻰ ﺍﻟﻬﺮﺏ ﺑﺴﺮﻋﺔ، ﻓﺎﻟﺤﻴﺎﺓ ﺃﻫﻢ ﻣﻦ ﺃﻥ ﻳﺘﺄﺧﺮ ﺍﻟﻌﻤﻞ ﻳﻮﻣﺎ ﺃﻭ ﻳﻮﻣﻴﻦ“. ﺃﻣﺎ ﺃﻧﺲ‬ ‫ﻋﺒﺪ ﺍﷲ، ٧٣ ﻋﺎﻣﺎ، ﺻﺎﺣﺐ ﺃﺣﺪ ﻣﻌﺎﻣﻞ ﺇﻧﺘﺎﺝ ﻣﻮﺍﺩ ﺍﻟﺒﻨﺎء ﻓﻲ ﺑﻐﺪﺍﺩ، ﻓﺈﻧﻪ ﻳﻘﻮﻝ ”ﺍﻟﻤﺒﻴﻌﺎﺕ‬ ‫َْ‬ ‫ﺗﻮﻗﻔﺖ ﻛﻮﻥ ﺣﺮﻛﺔ ﺍﻟﺒﻨﺎء ﺿﻌﻴﻔﺔ ﺟﺪﺍ ﺧﺼﻮﺻﺎ ﻓﻲ ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﻤﺘﻮﺗﺮﺓ“.‬ ‫‪Vocabulary & Phrases‬‬ ‫ﻣﻌﺎﻧﻲ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫‪a. For each sentence, select all the words‬‬ ‫ﺃ. ﺍﺧﺘﺮ ﻛﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻌﻄﻲ‬ ‫‪or phrases in the parentheses that have‬‬ ‫ﻧﻔﺲ ﺍﻟﻤﻌﻨﻰ ﻟﻠﻜﻠﻤﺔ ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﺧﻂ ﻓﻲ‬ ‫‪the same meaning as the underlined‬‬ ‫ﺍﻟﺠﻤﻞ ﺍﻟﺘﺎﻟﻴﺔ.‬ ‫.‪word in the sentence‬‬ ‫١. ﻫﺬﻩ ﺍﻟﺒﺪﻳﻬﺔ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺻﻔﺎء ﺍﻟﺒﻴﺎﺗﻲ ﺍﻟﻤﺪﺭﺱ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ ﺍﻟﺬﻱ ﻳﺸﻜﻮ ﻣﻦ ﺃﻧﻪ ﻳﻘﻀﻲ ﺃﻛﺜﺮ‬ ‫ّ‬ ‫ﻣﻦ ﺳﺎﻋﺘﻴﻦ ﻳﻮﻣﻴﺎ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻋﻤﻠﻪ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ.‬ ‫)ﻳﺸﻜﻮ: ﻳﺸﺘﻜﻲ ـ ُﻌﺮﺏ ﻋﻦ ﻋﺪﻡ ﺭﺿﺎﻩ ـ ﻳﺒﻜﻲ ـ ﻳﺘﺄﻟّﻢ(‬ ‫ﻳ‬ ‫٢. ﺃﻏﻠﻘﺖ ﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﺆﺩﻳﺔ ﺇﻟﻴﻬﺎ ﻭﻭﺿﻌﺖ ﻗﻮﺍﻃﻊ ”ﻛﻮﻧﻜﺮﻳﺘﻴﺔ“ ﻭﻧﻘﺎﻁ ﺣﺮﺍﺳﺔ.‬ ‫)ﻗﻮﺍﻃﻊ: ﻣﻨﺎﻃﻖ ـ ﺣﻮﺍﺟﺰ ـ ﻣﻮﺍﻧﻊ(‬ ‫٣. ﺑﻌﺾ ﺍﻟﻄﺮﻕ ﻭﺍﻟﺠﺴﻮﺭ ﺗﻐﻠﻖ ﺁﻧﻴﺎً ﻭﺣﺴﺐ ﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﺪﺙ ﻳﻮﻣﻴﺎ.‬ ‫)ﺁﻧﻴﺎً: ﻓﻲ ﺣﻴﻨﻪ ـ ﺃﻭﺗﻮﻣﺎﺗﻴﻜﻴﺎً ـ ﺩﺍﺋﻤﺎً(‬ ‫٤. ﻓﻲ ﺑﻐﺪﺍﺩ ١٣ ﺟﺴﺮﺍ ﺭﺋﻴﺴﻴﺎ ﻋﻠﻰ ﻧﻬﺮ ﺩﺟﻠﺔ ﺗﻮﺻﻞ ﺑﻴﻦ ﻧﺎﺣﻴﺘﻲ ﺍﻟﺮﺻﺎﻓﺔ ﻭﺍﻟﻜﺮﺥ، ﻟﻜﻦ‬ ‫ﺃﻛﺜﺮﻫﺎ ﻣﻐﻠﻖ ﺣﺎﻟﻴﺎ ﻟﺪﻭﺍﻉ ﺃﻣﻨﻴﺔ.‬ ‫)ﺩﻭﺍﻉ: ﺃﺳﺒﺎﺏ ـ ﻣﺒﺮﺭﺍﺕ ـ ﺳﻠﻮﻙ ـ ﺩﻭﺍﻓﻊ(‬ ‫ّ‬ ‫ٍ‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬ ‫‪Teacher Edition‬‬ ‫2.22‬
‫‪Lesson ‬‬ ‫‪Reading‬‬ ‫٥.ﺇﻥ ﻋﻤﻠﻨﺎ ﺗﻮﻗﻒ ﻣﺮﺍﺕ ﻋﺪﺓ ﻭﻟﻔﺘﺮﺍﺕ ﺯﻣﻨﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﺑﺴﺒﺐ ﺍﻷﻭﺿﺎﻉ ﺍﻻﻣﻨﻴﺔ، ﻟﻜﻨﻨﺎ ﻋﺎﻭﺩﻧﺎ ﺍﻟﻌﻤﻞ‬ ‫ﻣﻨﺬ ﺣﻮﺍﻟﻰ ﺃﺳﺒﻮﻉ ﻹﻛﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻉ.‬ ‫ُ‬ ‫)ﻋﺎﻭﺩﻧﺎ ﺍﻟﻌﻤﻞ: ﺭﺟﻌﻨﺎ ﺇﻟﻰ ﺍﻟﻌﻤﻞ ـ ﺍﺳﺘﺄﻧﻔﻨﺎ ﺍﻟﻌﻤﻞ ـ ﻋﺪﻧﺎ ﺇﻟﻰ ﺍﻟﻌﻤﻞ(‬ ‫َْ‬ ‫٦.ﺍﻟﻤﺒﻴﻌﺎﺕ ﺗﻮﻗﻔﺖ ﻛﻮﻥ ﺣﺮﻛﺔ ﺍﻟﺒﻨﺎء ﺿﻌﻴﻔﺔ ﺟﺪﺍ ﺧﺼﻮﺻﺎ ﻓﻲ ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﻤﺘﻮﺗﺮﺓ.‬ ‫َْ‬ ‫)ﻛﻮﻥ: ﻷﻥ ـ ﻟﻜﻦ ـ ﺑﺴﺒﺐ ﺃﻥ ـ ﺣﻴﺚ ﺃﻥ(‬ ‫‪b. Find the meaning of the underlined‬‬ ‫ﺏ. ﻧﺎﻗﺶ ﻣﻊ ﺯﻣﻼﺋﻚ ﻓﻲ ﺍﻟﻔﺼﻞ ﻣﻌﻨﻰ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫‪words or phrases as they appear in the‬‬ ‫ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﺧﻂ ﻛﻤﺎ ﻭﺭﺩﺕ‬ ‫‪passage. Discuss your findings with‬‬ ‫ﻓﻲ ﺍﻟﻨﺺ.‬ ‫.‪the class‬‬ ‫١. ﺇﻥ ﺃﻛﺜﺮ ﻣﻦ ٧٦٪ ﻣﻦ ﺷﻮﺍﺭﻉ ﻭﺟﺴﻮﺭ ﺑﻐﺪﺍﺩ ﻣﻐﻠﻘﺔ ﻷﺳﺒﺎﺏ ﺃﻣﻨﻴﺔ، ﻧﺎﻫﻴﻚ ﻣﻦ ﺍﻟﻄﺮﻕ‬ ‫ﻭﺍﻟﺠﺴﻮﺭ ﺍﻟﺘﻲ ﺗﻐﻠﻖ ﺁﻧﻴﺎ ﻭﺣﺴﺐ ﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﺪﺙ ﻳﻮﻣﻴﺎ.‬ ‫___________________________________________________________‬ ‫‪not to mention‬‬ ‫٢. ﻗﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ ﻓﻲ ﺷﻮﺍﺭﻉ ﺑﻐﺪﺍﺩ ﻣﻐﺎﻣﺮﺓ ﻛﺒﻴﺮﺓ؛ ﻓﻬﻨﺎﻙ ﺍﻻﺯﺩﺣﺎﻣﺎﺕ ﻭﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﻭﻣﺮﻭﺭ‬ ‫ﻣﻮﺍﻛﺐ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ.‬ ‫‪convoy‬‬ ‫___________________________________________________________‬ ‫٣. ﻫﺬﻩ ﺍﻟﺒﺪﻳﻬﺔ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺻﻔﺎء ﺍﻟﺒﻴﺎﺗﻲ ﺍﻟﻤﺪﺭﺱ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ ﺍﻟﺬﻱ ﻳﺸﻜﻮ ﻣﻦ ﺃﻧﻪ ﻳﻘﻀﻲ‬ ‫ّ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺘﻴﻦ ﻳﻮﻣﻴﺎ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻋﻤﻠﻪ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ.‬ ‫‪insight/perception‬‬ ‫___________________________________________________________‬ ‫٤. ﺗﺸﻴﻴﺪ ﺍﻟﺠﺴﺮ ﻳﺴﺘﻮﺟﺐ ﻣﺎ ﻻ ﻳﻘﻞ ﻋﻦ ٠٨ ﺃﻟﻒ ﻃﻦ ﻣﻦ ﺍﻹﺳﻤﻨﺖ ﻭ٠٢ ﻃﻨﺎ ﻣﻦ ﺍﻟﺤﺪﻳﺪ.‬ ‫‪to require‬‬ ‫___________________________________________________________‬ ‫٥. ﻭ ُﺸﻴﺮ ﻧﻬﺎﺩ ﻋﺒﺪ ﺍﷲ، ﺃﺣﺪ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﺍﻟﻤﺸﺮﻭﻉ ﻭﻳﺴﻜﻦ ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻟﺼﺪﺭ ﺇﻟﻰ ”ﺍﺷﺘﺒﺎﻛﺎﺕ‬ ‫ﻳ‬ ‫ﻣﺘﻜﺮﺭﺓ ﻗﺮﻳﺒﺔ ﻣﻦ ﻫﻨﺎ ﻭﺃﺣﻴﺎﻧﺎ ﺗﺴﻘﻂ ﻗﺬﺍﺋﻒ ﻫﺎﻭﻥ، ﻣﻤﺎ ﻳﺪﻓﻌﻨﺎ ﺇﻟﻰ ﺍﻟﻬﺮﺏ ﺑﺴﺮﻋﺔ“.‬ ‫‪clashes, engagement(s) in a war‬‬ ‫___________________________________________________________‬ ‫3.22‬ ‫‪Teacher Edition‬‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬
‫‪Reading‬‬ ‫‪Lesson ‬‬ ‫‪c. The same word appears in the sentences‬‬ ‫ﺝ. ﻓﻲ ﻛﻼ ﺍﻟﻌﻤﻮﺩﻳﻦ )ﺃ( ﻭ)ﺏ( ﺗﻈﻬﺮ ﻧﻔﺲ‬ ‫‪in Column A and Column B. As you‬‬ ‫ﻛﻠﻤﺔ ﻓﻲ ﺳﻴﺎﻗﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ. ﺍﻗﺮﺃ ﺍﻟﺠﻤﻠﺘﻴﻦ‬ ‫‪read, carefully consider the context to‬‬ ‫‪determine how the underlined word’s‬‬ ‫ﺑﺘﻔﺤﺺ ﺛﻢ ﻗﺮﺭ ﻣﻌﻨﻰ ﺍﻟﻜﻠﻤﺔ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﱡ‬ ‫‪meaning changes in accordance with that‬‬ ‫ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﺧﻂ ﻭﻓﻘﺎ ﻟﻠﺴﻴﺎﻕ ﺍﻟﺬﻱ‬ ‫.‪context‬‬ ‫ﻭﺭﺩﺕ ﻓﻴﻪ.‬ ‫ﺏ‬ ‫ﺃ‬ ‫ﺃﻏﻠﻘﺖ ﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﺆﺩﻳﺔ ﺇﻟﻴﻬﺎ ﻭﻭﺿﻌﺖ‬ ‫ﻋﻨﻮﺍﻥ ﻣﻘﺎﻝ: ﺍﺧﺘﻨﺎﻗﺎﺕ ﻧﺘﻴﺠﺔ ﺗﺴﺮﺏ ﻏﺎﺯ‬ ‫١‬ ‫ﻗﻮﺍﻃﻊ ﻛﻮﻧﻜﺮﻳﺘﻴﺔ ﻭﻧﻘﺎﻁ ﺣﺮﺍﺳﺔ ﻭﺃﺿﺤﺖ‬ ‫ﺍﻟﻜﻠﻮﺭ ﺟﻨﻮﺏ ﻛﺮﺑﻼء.‬ ‫ﻣﻘﺎﻃﻌﺎﺕ ﺧﺎﺻﺔ ﺑﻬﻢ، ﻣﻤﺎ ﺯﺍﺩ ﻭﻳﺰﻳﺪ ﻓﻲ‬ ‫ﻣﺸﻜﻠﺔ ﺍﻻﺧﺘﻨﺎﻗﺎﺕ ﺍﻟﻤﺮﻭﺭﻳﺔ.‬ ‫‪traffic jam‬‬ ‫___________________________‬ ‫)‪suffocation(s‬‬ ‫___________________________‬ ‫ﺍﻟﻤﻬﻨﺪﺱ ﻣﺼﻄﻔﻰ ﻣﺤﻤﺪ، ﺃﺣﺪ ﺍﻟﻤﺸﺮﻓﻴﻦ ﻋﻠﻰ‬ ‫ﻣﻮﻗﻊ ﻓﻴﺲ ﺑﻮﻙ: ”ﺭﺟﻞ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺮﺑﻂ‬ ‫٢‬ ‫ﺇﻧﺸﺎء ﺍﻟﺠﺴﺮ ﺍﻟﺬﻱ ﻳﺮﺑﻂ ﺑﻴﻦ ﺣ ّﻲ ﺍﻟﻘﺎﻫﺮﺓ‬ ‫ﻴ‬ ‫ﺣﺬﺍءﻩ ﺩﻭﻥ ﺃﻥ ﻳﻤﺴﻜﻪ“.‬ ‫ﻭﺍﻟﺒﻨﻮﻙ.‬ ‫‪to connect, link‬‬ ‫___________________________‬ ‫)‪to tie (up‬‬ ‫___________________________‬ ‫ﻓﻲ ﺑﻐﺪﺍﺩ ﻻ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺧﺎﺭﻃﺔ ﺑﺎﻟﻄﺮﻕ‬ ‫ﺳﺆﺍﻝ: ﻛﻴﻒ ﺗﺴﻠﻚ ﻋﻨﺪﻣﺎ ﺗﺠﺪ ﺍﻟﺴﻠﻌﺔ ﺍﻟﺘﻲ‬ ‫٣‬ ‫ﻭﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﻔﺘﻮﺣﺔ ﺑﻞ ﺑﺎﻟﻄﺮﻕ ﻭﺍﻟﺠﺴﻮﺭ‬ ‫ﺍﺷﺘﺮﻳﺘﻬﺎ ﻓﻴﻬﺎ ﻋﻄﺐ ؟ ﻫﻞ ﺗﻌﻴﺪﻫﺎ ﻟﻠﺒﺎﺋﻊ ﺑﻜﻞ‬ ‫ﺍﻟﻤﻐﻠﻘﺔ ﺣﺘﻰ ﺗﻌﺮﻑ ﺃﻱ ﺍﻟﺸﻮﺍﺭﻉ ﺗﺴﻠﻚ ﻭﺃﻧﺖ‬ ‫ﺟﺮﺃﺓ؟ ﺃﻡ ﺗﻄﻠﺐ ﻣﻦ ﺃﺣﺪ ﺃﻥ ﻳﻌﻴﺪﻫﺎ ﻟﻠﺒﺎﺋﻊ؟ ﺃﻡ‬ ‫ﺗﺬﻫﺐ ﺇﻟﻰ ﻋﻤﻠﻚ.‬ ‫ﱡ‬ ‫ﺗﺮﻣﻴﻬﺎ ﺑﻼ ﺗﺮﺩﺩ؟‬ ‫)‪to follow, travel, take (a road‬‬ ‫___________________________‬ ‫)ﺳﻠﻮﻙ ‪to behave (behavior‬‬ ‫___________________________‬ ‫ﺟﻤﻴﻊ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ ﺍﻟﺤﻜﻮﻣﻴﻴﻦ ﻭﺍﻟﺤﺰﺑﻴﻴﻦ‬ ‫ﺷﻬﺪﺕ ﺑﺎﻛﺴﺘﺎﻥ ﺗﻄﻮﺭﺍﺕ ﻣﻴﺪﺍﻧﻴﺔ ﺧﻄﻴﺮﺓ‬ ‫٤‬ ‫ﻭﻣﻘﺮﺍﺕ ﺍﻷﺣﺰﺍﺏ ﺍﻟﺘﻲ ﺍﺧﺘﺎﺭﺕ ﺃﻣﻜﻨﺘﻬﺎ ﻭﺳﻂ‬ ‫ﺃﺑﺮﺯﻫﺎ ﻣﻘﺘﻞ ﺍﻟﺰﻋﻴﻤﺔ ﺑﻴﻨﻈﻴﺮ ﺫﻭ ﺍﻟﻔﻘﺎﺭ ﻋﻠﻲ‬ ‫ﺍﻷﺣﻴﺎء ﺍﻟﺴﻜﻨﻴﺔ، ﺃﻏﻠﻘﺖ ﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﺆﺩﻳﺔ ﺇﻟﻴﻬﺎ‬ ‫ﺑﻮﺗﻮ ﺍﻟﺘﻲ ﺿﺤﺖ ﺑﺤﻴﺎﺗﻬﺎ ﺟﺮﺍء ﺗﻌﺮﺿﻬﺎ‬ ‫ّ‬ ‫ّ‬ ‫ﻭﻭﺿﻌﺖ ﻗﻮﺍﻃﻊ ”ﻛﻮﻧﻜﺮﻳﺘﻴﺔ“ ﻭﻧﻘﺎﻁ ﺣﺮﺍﺳﺔ‬ ‫ﻟﻌﻤﻠﻴﺔ ﺇﺭﻫﺎﺑﻴﺔ ﺟﺮﺕ ﻓﻲ ﺃﺟﻮﺍء ﻏﺎﻣﻀﺔ.‬ ‫ﻭﺃﺿﺤﺖ ﻣﻘﺎﻃﻌﺎﺕ ﺧﺎﺻﺔ ﺑﻬﻢ.‬‫ْ َ‬ ‫‪to become‬‬ ‫___________________________‬ ‫‪to sacrifice‬‬ ‫___________________________‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬ ‫‪Teacher Edition‬‬ ‫4.22‬
‫‪Lesson ‬‬ ‫‪Reading‬‬ ‫‪d. Go over the passage again, and extract‬‬ ‫ﺩ. ﺍﻗﺮﺃ ﺍﻟﻘﻄﻌﺔ ﻣﺮﺓ ﺃﺧﺮﻯ، ﺛﻢ ﺍﺳﺘﺨﺮﺝ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫‪any vocabulary that you still do not‬‬ ‫ﺍﻟﺘﻲ ﻻ ﺗﻌﺮﻑ ﻣﻌﻨﺎﻫﺎ ﻭﻧﺎﻗﺸﻬﺎ ﻣﻊ ﺯﻣﻼﺋﻚ ﻓﻲ‬ ‫‪know. Write the words in the space‬‬ ‫ﺍﻟﻔﺼﻞ؟‬ ‫.‪below and discuss them with the class‬‬ ‫___________________________________________________________‬ ‫___________________________________________________________‬ ‫‪Comprehension‬‬ ‫ﺍﻻﺳﺘﻴﻌﺎﺏ‬ ‫.‪a. Answer the questions‬‬ ‫ﺃ. ﺃﺟﺐ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ.‬ ‫١. ﻣﻢ ﻳﺸﻜﻮ ﺻﻔﺎء ﺍﻟﺒﻴﺎﺗﻲ، ﻭﻣﺎ ﺃﺳﺒﺎﺏ ﺗﻠﻚ ﺍﻟﺸﻜﻮﻯ؟‬ ‫ّ‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫٢. ﻣﺎ ﺍﻷﺳﺒﺎﺏ ﻏﻴﺮ ﺍﻷﻣﻨﻴﺔ ﻟﻼﺧﺘﻨﺎﻗﺎﺕ ﺍﻟﻤﺮﻭﺭﻳﺔ؟‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫٣. ﻛﻴﻒ ﺃﺛﺮﺕ ﺍﻟﺘﻮﺗﺮﺍﺕ ﺍﻷﻣﻨﻴﺔ ﻋﻠﻰ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻣﻦ ﺟﻬﺔ، ﻭﻋﻠﻰ ﺍﻟﻤﻮﺍﻃﻨﻴﻦ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ؟‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫٤. ﻣﺎ ﻫﻲ ﺁﻣﺎﻝ ﺍﻟﻤﻬﻨﺪﺱ ﻣﺼﻄﻔﻰ ﻣﺤﻤﺪ، ﻭﻟﻤﺎﺫﺍ؟‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫٥. ﻣﺎ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻲ ﻳﻌﻴﺸﻬﺎ ﻧﻬﺎﺩ ﻋﺒﺪ ﺍﷲ ؟‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫5.22‬ ‫‪Teacher Edition‬‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬
‫‪Reading‬‬ ‫‪Lesson ‬‬ ‫.‪b. Translate the paragraph‬‬ ‫ﺏ. ﺗﺮﺟﻢ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﺇﻟﻰ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ.‬ ‫ﻭﻓﻲ ﺑﻐﺪﺍﺩ ١٣ ﺟﺴﺮﺍ ﺭﺋﻴﺴﻴﺎ ﻋﻠﻰ ﻧﻬﺮ ﺩﺟﻠﺔ ﺗﻮﺻﻞ ﺑﻴﻦ ﻧﺎﺣﻴﺘﻲ ﺍﻟﺮﺻﺎﻓﺔ ﻭﺍﻟﻜﺮﺥ، ﻟﻜﻦ ﺃﻛﺜﺮﻫﺎ ﻣﻐﻠﻖ‬ ‫ﺣﺎﻟﻴﺎ ﻟﺪﻭﺍﻉ ﺃﻣﻨﻴﺔ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺆﺩﻱ ﺇﻟﻰ ﺃﺯﻣﺎﺕ ﺳﻴﺮ ﻣﺴﺘﻌﺼﻴﺔ ﺑﺤﻴﺚ ﻳﻀﻄﺮ ﺍﻟﺒﻌﺾ ﺇﻟﻰ ﺍﻻﻧﺘﻈﺎﺭ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺔ ﻟﻘﻄﻊ ﻣﺴﺎﻓﺔ ﻻ ﺗﺘﺠﺎﻭﺯ ﺃﺭﺑﻌﺔ ﺍﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ.‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬ ‫‪Teacher Edition‬‬ ‫6.22‬
Lesson  Reading Topical Discussions ‫ﻣﻨﺎﻗﺸﺎﺕ ﻣﻮﺿﻮﻋﻴﺔ‬ a. In the first paragraph, what is ironic ‫ﺃ. ﻣﺎ ﺍﻟﻤﻔﺎﺭﻗﺔ ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻬﺎ ﻓﻲ ﺍﻟﻔﻘﺮﺓ ﺍﻷﻭﻟﻰ ﻓﻴﻤﺎ‬ about using a map in Baghdad? ‫ﻳﺘﻌﻠﻖ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺨﺮﻳﻄﺔ ﻓﻲ ﺑﻐﺪﺍﺩ؟‬ ____________________________________________________________ ____________________________________________________________ b. According to the passage, what are ‫ﺏ. ﺣﺴﺐ ﻣﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﻨﺺ، ﻣﺎ ﻫﻲ ﺍﻟﺘﺄﺛﻴﺮﺍﺕ‬ the positive and negative effects of ‫ﺍﻹﻳﺠﺎﺑﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ﻟﻺﺟﺮﺍءﺍﺕ ﺍﻷﻣﻨﻴﺔ ﻋﻠﻰ‬ security measures on daily life in Iraq? ‫ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﻓﻲ ﺍﻟﻌﺮﺍﻕ؟‬ ____________________________________________________________ ____________________________________________________________ c. Do you think that the word “‫ﻣﻐﺎﻣﺮﺓ‬ ‫ﺝ. ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﻛﻠﻤﺔ ”ﻣﻐﺎﻣﺮﺓ“ ﻣﻨﺎﺳﺒﺔ ﻟﻮﺻﻒ‬ ” is an appropriate description of the ‫ﺗﺠﺮﺑﺔ ﻗ ّﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ ﻓﻲ ﺑﻐﺪﺍﺩ، ﻭﻟﻤﺎﺫﺍ؟‬ ‫ﻴ‬ driving experience in Baghdad? Why or why not? ____________________________________________________________ ____________________________________________________________ d. Discuss with your classmates possible ‫ﺩ. ﻧﺎﻗﺶ ﻣﻊ ﺯﻣﻼﺋﻚ ﺍﻟﺤﻠﻮﻝ ﺍﻟﺘﻲ ﻣﻦ ﺷﺄﻧﻬﺎ‬ solutions to the situation in Iraq, as ‫ﺗﺤﺴﻴﻦ ﺍﻷﻭﺿﺎﻉ ﻓﻲ ﺍﻟﻌﺮﺍﻕ ﻛﻤﺎ ﻭﺻﻔﺖ‬ ِ ُ described in the passage. .‫ﻓﻲ ﺍﻟﻨﺺ‬ ____________________________________________________________ ____________________________________________________________ 22.7 Teacher Edition Arabic Basic Course / Semester III UNIT TWELVE
Listening Lesson  ‫اﻻﺳﺘﻤﺎع‬ Passage 1 ‫ﺍﻟﻨﺺ ﺍﻷﻭﻝ‬ Vocabulary & Phrases ‫ﻣﻔﺮﺩﺍﺕ ﻭﻋﺒﺎﺭﺍﺕ‬ Make sure you know these words .‫ﺗﺄﻛﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬ or phrases. hand grenade ‫ﻗﻨﺎﺑﻞ ﻳﺪﻭﻳﺔ‬ to foil/defeat ‫ﺃﺣﺒﻂ / ﺇﺣﺒﺎﻁ‬ َ‫ﱠ‬ to occur at the dismantle ‫ﻓﻜﻚ / ﺗﻔﻜﻴﻚ‬ ََ ‫ﺗﺰﺍﻣﻦ / ﺗﺰﺍ ُﻦ‬ ‫ﻣ‬ same time approximately/ ُ ‫ﻗﺮﺍﺑﺔ‬ cell(s) ‫َﻴ‬ ‫ﺧﻠ ّﺔ / ﺧﻼﻳﺎ‬ about infiltrator َ َُ ‫ﻣﺘﺴﻠﻞ‬ to sneak in ‫ﺗﺴﻠّﻞ / ﺗﺴﻠﱡﻞ‬ َ challenge ّ ‫ﺗﺤﺪﻱ‬ to reflect ِ َْ َ َ َ ‫ﻋﻜﺲ / ﻳﻌﻜﺲ‬ Part A ( ‫ﺍﻟﺠﺰء ) ﺃ‬ Scola - MBC Listen to the segment and extract the ‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﻭﺍﺳﺘﺨﺮﺝ ﺍﻟﻔﻜﺮﺓ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺃﺭﺑﻊ‬ : min. main idea and four supporting details. .‫ﻣﻌﻠﻮﻣﺎﺕ ﺗﻔﺼﻴﻠﻴﺔ‬ ____________________________________________________________ ____________________________________________________________ The script for this ____________________________________________________________ step is on page ____________________________________________________________ 22.13. ____________________________________________________________ ____________________________________________________________ Arabic Basic Course / Semester III UNIT TWELVE Teacher Edition 22.8
Lesson  Listening Part B (‫ﺍﻟﺠﺰء )ﺏ‬ Scola - MBC : min. Listen to the segment and answer .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﺛﻢ ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬ the questions. 1. What was reported by “Oqaz” ‫١. ﻣﺎ ﺍﻟﺬﻱ ﻧﺸﺮﺗﻪ ﺟﺮﻳﺪﺓ ﻋﻜﺎﻅ؟‬ newspaper? The script for this step is on page ____________________________________________________________ 22.13. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. What security-related incidents have ‫٢. ﻣﺎ ﺍﻷﺣﺪﺍﺙ ﺍﻷﻣﻨﻴﺔ ﺍﻟﺘﻲ ﺟﺮﺕ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ‬ taken place in Saudi Arabia during the ‫ﺍﻟﺴﻌﻮﺩﻳﺔ ﺧﻼﻝ ﺍﻷﺷﻬﺮ ﺍﻟﺜﻼﺛﺔ ﺍﻟﻤﺎﺿﻴﺔ؟‬ last three months? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 22.9 Teacher Edition Arabic Basic Course / Semester III UNIT TWELVE
Listening Lesson  Passage 2 ‫ﺍﻟﻨﺺ ﺍﻟﺜﺎﻧﻲ‬ Vocabulary & Phrases ‫ﻣﻔﺮﺩﺍﺕ ﻭﻋﺒﺎﺭﺍﺕ‬ Make sure you know these words .‫ﺗﺄﻛﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬ or phrases. named/called ‫ُﺴ ّﻰ‬ ‫ﻣَﻤ‬ recent َ ‫ﻣ ََ ﻣ‬ ‫ُﺴﺘﺠﺪ / ُﺴﺘﺠﺪﺍﺕ‬ to be brought about to share ُ َ َ ‫ﺗﻘﺎﺳﻢ / ﺗﻘﺎﺳﻢ‬ ‫ﱡ‬ ‫ََ ﱠ‬ ‫ﺗﻤﺨﺾ ﻋﻦ / ﺗﻤﺨﺾ‬ by volunteer ‫َُ ﱢ‬ ‫ﻣﺘﻄﻮﻉ‬ to resolve ‫ﺣﺴﻢ / ﺣﺴﻢ‬ َْ ََ elements of the “awakenings” ‫ﻋﻨﺎﺻﺮ ﺍﻟﺼﺤﻮﺓ‬ fate ‫ﻣﺼﻴﺮ‬ َ inclusion/ incorporation ‫َﻣ‬ ‫ﺩ ْﺞ‬ His Excellency (‫ﺩﻭﻟﺔ٢ )ﺍﻟﺮﺋﻴﺲ‬ affiliation with/ membership in ‫ﺍﻧﺘﺴﺎﺏ‬ qualified ‫ﻛﻔﺆ‬ to be able to directive/ contain/absorb ‫ﺍﺳﺘﻮﻋﺐ / ﺍﺳﺘﻴﻌﺎﺏ‬ guideline(s) ‫ﺗﻮﺟﻴﻪ / ﺗﻮﺟﻴﻬﺎﺕ‬ Scola - Jordan Listen to the segment and answer .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﺛﻢ ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬ : min. the questions. 1. Who were the two participants ‫١. ﻣﻦ ﻫﻤﺎ ﺍﻟﻤﺸﺘﺮﻛﺎﻥ ﻓﻲ ﺫﻟﻚ ﺍﻟﻤﺆﺗﻤﺮ‬ in the news conference? ‫ﺍﻟﺼﺤﺎﻓﻲ؟‬ ّ ___________________________________________________________ The script for this step is on page ___________________________________________________________ 22.14. 2. What was the primary objective ‫٢. ﻣﺎ ﺍﻟﻬﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﻤﺆﺗﻤﺮ ﺍﻟﺼﺤﺎﻓﻲ؟‬ ّ of the news conference? ___________________________________________________________ ___________________________________________________________ 2 His Excellency Arabic Basic Course / Semester III UNIT TWELVE Teacher Edition 22.10
Lesson  Listening 3. What are the solutions/actions ‫ُﱢ‬ ‫٣. ﻣﺎ ﺍﻟﺤﻠﻮﻝ ﺍﻟﺘﻲ ﻗﺪﻣﺖ ﻓﻲ ﺍﻟﻤﺆﺗﻤﺮ ﻟﺘﺤﻘﻴﻖ‬ presented to achieve the objective ‫ﺍﻟﻬﺪﻑ ﺍﻟﻤﺬﻛﻮﺭ؟‬ mentioned? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Passage 3 ‫ﺍﻟﻨﺺ ﺍﻟﺜﺎﻟﺚ‬ Vocabulary & Phrases ‫ﻣﻔﺮﺩﺍﺕ ﻭﻋﺒﺎﺭﺍﺕ‬ Make sure you know these words .‫ﺗﺄﻛﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬ or phrases. to enter suddenly/ ambush/trap ‫ﻛﻤﻴﻦ / ﻛﻤﺎﺋﻦ‬ ْ‫ﺩَ َ ﺩ‬ ‫َﻫﻢ / َﻫﻢ‬ raid good news ْ‫ﺑ‬ ‫ُﺸﺮﻯ / ﺑﺸﺎﺋﺮ‬ within the scope of ‫ﻓﻲ ﺇﻃﺎﺭ‬ Scola - Jordan : min. Listen to the segment and answer .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﺛﻢ ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬ the questions. 1. How did new technology help the Iraqi ‫١. ﻛﻴﻒ ﺳﺎﻋﺪﺕ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ ﺍﻟﻘﻮﺍﺕ‬ forces? Provide details. ‫ﺍﻟﻌﺮﺍﻗﻴﺔ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻤﺬﻛﻮﺭﺓ؟ ﺃﻋﻂ ﺑﻌﺾ‬ The script for this .‫ﺍﻟﺘﻔﺼﻴﻼﺕ‬ step is on page ___________________________________________________________ 22.14. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 2. What was the outcome of the operation ‫٢. ﻣﺎ ﻧﺘﺎﺋﺞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻤﺬﻛﻮﺭﺓ؟‬ mentioned? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 22.11 Teacher Edition Arabic Basic Course / Semester III UNIT TWELVE
Hone Your Listening Skills Lesson  ‫اﺻﻘﻞ ﻣﮫﺎراﺗﻚ اﻻﺳﺘﻤﺎﻋﻴﺔ‬ Passage 1 ‫ﺍﻟﻨﺺ ﺍﻷﻭﻝ‬ Scola - Dubai Listen to the segment and extract .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﻭﺍﺳﺘﺨﺮﺝ ﺛﻼﺙ ﻣﻌﻠﻮﻣﺎﺕ ﺭﺋﻴﺴﻴﺔ‬ : min. three EEIs. _________________________________________________________ _________________________________________________________ _________________________________________________________ Passage 2 ‫ﺍﻟﻨﺺ ﺍﻟﺜﺎﻧﻲ‬ Part A ( ‫ﺍﻟﺠﺰء ) ﺃ‬ Scola - Sudan Listen to the segment and extract .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﻭﺍﺳﺘﺨﺮﺝ ﺛﻼﺙ ﻣﻌﻠﻮﻣﺎﺕ ﺭﺋﻴﺴﻴﺔ‬ : min. three EEIs. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Part B (‫ﺍﻟﺠﺰء )ﺏ‬ Scola - Sudan Listen to the segment and extract .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﻭﺍﺳﺘﺨﺮﺝ ﺛﻼﺙ ﻣﻌﻠﻮﻣﺎﺕ ﺭﺋﻴﺴﻴﺔ‬ : min. three EEIs. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Arabic Basic Course / Semester III UNIT TWELVE Teacher Edition 22.12
‫‪Lesson ‬‬ ‫‪Scripts‬‬ ‫‪Scripts‬‬ ‫:‪Script for page 22.8, Passage 1, Part A‬‬ ‫ﺍﻟﻤﺬﻳﻌﺔ:‬ ‫ﻓﻲ ﺧﻄﻮﺓ ﺃﻣﻨﻴﺔ ﺟﺪﻳﺪﺓ ﺿﺪ ﺍﻹﺭﻫﺎﺏ ﺃﺣﺒﻄﺖ ﻗﻮﺍﺕ ﺍﻷﻣﻦ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻋﻤﻠﻴﺎﺕ ﻟﺘﻬﺮﻳﺐ ﻣﺎ ﻳﻘﺎﺭﺏ ﺍﻟﻄﻦ‬ ‫ﻣﻦ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻤﺘﻔﺠﺮﺓ ﻭﺛﻼﺛﺔ ﻋﺸﺮﺓ ﻗﻨﺒﻠﺔ ﻳﺪﻭﻳﺔ ﻭﻗﺬﻳﻔﺔ ” ﺍﻵﺭ ﺑﻲ ﺟﻲ ” ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺃﻛﺜﺮ ﻣﻦ ﺧﻤﺴﺔ‬ ‫ﻋﺸﺮ ﺃﻟﻒ ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﺬﺧﺎﺋﺮ ﺍﻟﻤﺘﻨﻮﻋﺔ ﻛﺎﻧﺖ ﻓﻲ ﻃﺮﻳﻘﻬﺎ ﺇﻟﻰ ﺍﻟﻤﻤﻠﻜﺔ ﻋﺒﺮ ﺣﺪﻭﺩﻫﺎ ﺍﻟﺠﻨﻮﺑﻴﺔ.‬ ‫ﺍﻟﻤﺮﺍﺳﻠﺔ:‬ ‫ّ‬ ‫ﻋﻠﻰ ﺍﻟﺤﺪﻭﺩ ﺍﻟﺠﻨﻮﺑﻴﺔ ﻣﻊ ﺍﻟﻴﻤﻦ ﻗﻮﺍﺕ ﺣﺮﺱ ﺍﻟﺤﺪﻭﺩ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺗﺤﺒﻂ ﻋﻤﻠﻴﺎﺕ ﺗﻬﺮﻳﺐ ﻣﺎ ﻳﻘﺎﺭﺏ ﺍﻟﻄﻦ‬ ‫ﻣﻦ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻤﺘﻔﺠﺮﺓ ﻭﻋﺪﺩ ﻣﻦ ﺍﻟﻘﻨﺎﺑﻞ ﺍﻟﻴﺪﻭﻳﺔ ﻭﻗﺬﺍﺋﻒ ” ﺍﻵﺭ ﺑﻲ ﺟﻲ ” ﻭﺃﺻﺎﺑﻊ ﺍﻟﺪﻳﻨﺎﻣﻴﺖ ﻭﻣﺌﺎﺕ ﻣﻦ‬ ‫ّ‬ ‫ّ‬ ‫ﺍﻟﻘﻄﻊ ﺍﻟﻤﺘﻨﻮﻋﺔ ﻭﺁﻻﻑ ﺍﻟﺬﺧﺎﺋﺮ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﻛﻤﻴﺔ ﻛﺒﻴﺮﺓ ﻣﻦ ﺍﻟﻤﺨﺪﺭﺍﺕ ﻛﺎﻧﺖ ﻓﻲ ﻃﺮﻳﻘﻬﺎ ﺇﻟﻰ ﺍﻟﻤﻤﻠﻜﺔ.‬ ‫ّ‬ ‫:‪Script for page 22.9, Passage 1, Part B‬‬ ‫ﺍﻟﻤﺬﻳﻌﺔ:‬ ‫ً‬ ‫ﻋﻤﻠﻴﺔ ﺃﻣﻨﻴﺔ ﺟﺪﻳﺪﺓ ﻛﺸﻔﺖ ﺗﻔﺎﺻﻴﻠﻬﺎ ﺻﺤﻴﻔﺔ ﻋﻜﺎﻅ ﻧﻘﻼ ﻋﻦ ﺃﺟﻬﺰﺓ ﺃﻣﻦ ﺳﻌﻮﺩﻳﺔ ﻣﺸﻴﺮﺓ ﺇﻟﻰ ﺗﺰﺍﻣﻦ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ ﻣﻊ ﺗﻤﻜﻦ ﺍﻟﻘﻮﺍﺕ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻣﻦ ﺗﻔﻜﻴﻚ ﺧﻤﺲ ﺧﻼﻳﺎ ﺇﺭﻫﺎﺑﻴﺔ ﻭﺍﻟﻘﺒﺾ ﻋﻠﻰ ﻗﺮﺍﺑﺔ ﺳﺒﻌﻤﺎﺋﺔ ﺷﺨﺺ‬ ‫ّ‬ ‫ﺃﻭﻗﻒ ﻣﻨﻬﻢ ﻧﺤﻮ ﺧﻤﺴﻤﺎﺋﺔ ﻭﻋﺸﺮﻳﻦ ﻓﻲ ﻋﺪﺩ ﻣﻦ ﺍﻟﻤﻨﺎﻃﻖ ﻛﺎﻧﻮﺍ ﻳﺨﻄﻄﻮﻥ ﻟﺸﻦ ﻫﺠﻤﺎﺕ ﺇﺭﻫﺎﺑﻴﺔ‬ ‫ﺗﺴﺘﻬﺪﻑ ﻣﻨﺸﺌﺔ ﻧﻔﻄﻴﺔ ﻭﺃﺧﺮﻯ ﺃﻣﻨﻴﺔ ﻓﻲ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ.‬ ‫ﺍﻷﺷﻬﺮ ﺍﻟﺜﻼﺛﺔ ﺍﻷﺧﻴﺮﺓ ﺷﻬﺪﺕ ﺍﻟﻘﺒﺾ ﻋﻠﻰ ﻧﺤﻮ ﺛﻼﺛﺔ ﻭﺛﻤﺎﻧﻴﻦ ﺃﻟﻒ ﺷﺨﺺ ﻛﺎﻧﻮﺍ ﻳﺤﺎﻭﻟﻮﻥ ﺍﻟﺘﺴﻠﻞ‬ ‫ﺇﻟﻰ ﺍﻟﻤﻤﻠﻜﺔ ﻣﻌﻈﻤﻬﻢ ﻋﺒﺮ ﺣﺪﻭﺩﻫﺎ ﻣﻊ ﺍﻟﻴﻤﻦ ﻓﻲ ﺣﻴﻦ ﻳﺒﺪﻭ ﻟﻢ ﻳﺒﻠﻎ ﻋﺪﺩ ﺍﻟﻤﺘﺴﻠﻠﻴﻦ ﻋﺒﺮ ﺍﻟﺤﺪﻭﺩ ﺍﻟﻌﺮﺍﻗﻴﺔ‬ ‫ً‬ ‫ﺳﻮﻯ ﺛﻼﺛﺔ ﻭﺃﺭﺑﻌﻴﻦ ﻣﺘﺴﻠﻼ ﻓﻘﻂ.‬ ‫ﺃﺭﻗﺎﻡ ﻣﺜﻴﺮﺓ ﺗﻌﻜﺲ ﺣﺠﻢ ﺍﻟﺘﺤﺪﻱ ﺍﻷﻣﻨﻲ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺴﻌﻮﺩﻱ.‬ ‫ﻣﻴﺴﺎء ﺍﻟﻌﺎﻣﻮﺩﻱ ﺃﻡ ﺑﻲ ﺳﻲ‬ ‫31.22‬ ‫‪Teacher Edition‬‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬
‫‪Scripts‬‬ ‫‪Lesson ‬‬ ‫:2 ‪Script for page 22.10, Passage‬‬ ‫ﺍﻟﻤﺬﻳﻌﺔ:‬ ‫ﻋﻘﺪ ﺍﻟﻴﻮﻡ ﻣﺆﺗﻤﺮ ﺻﺤﻔﻲ ﻟﻠﻤﺘﺤﺪﺛﻴﻦ ﺍﻟﺮﺳﻤﻴﻴﻦ ﺑﺎﺳﻢ ﺧﻄﻂ ﻓﺮﺽ ﺍﻟﻘﺎﻧﻮﻥ ﻭﺍﻟﻘﻮﺍﺕ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﺠﻨﺴﻴﺎﺕ‬ ‫ﻋﺮﺽ ﺧﻼﻟﻪ ﺁﺧﺮ ﺍﻟﻤﺴﺘﺠﺪﺍﺕ ﺍﻟﻤﻴﺪﺍﻧﻴﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻋﻠﻰ ﺍﻟﺴﺎﺣﺔ ﺍﻟﻌﺮﺍﻗﻴﺔ ﻭﺑﻐﺪﺍﺩ ﺑﺼﻮﺭﺓ ﺧﺎﺻﺔ.‬ ‫ﺍﻟﻤﺮﺍﺳﻞ:‬ ‫ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻷﻣﻨﻴﺔ ﻭﺍﻟﻌﺴﻜﺮﻳﺔ ﻫﻲ ﻣﻦ ﺗﺴﻴﻄﺮ ﺩﻭﻣﺎً ﻋﻠﻰ ﺍﻷﺣﺪﺍﺙ ﻓﻲ ﺍﻟﻌﺮﺍﻕ ﻭﺁﺧﺮﻫﺎ ﺗﻠﻚ ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ّ‬ ‫ﺍﻟﺘﻲ ﺍﻧﻄﻠﻘﺖ ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻟﻌﻤﺎﺭﺓ ﺟﻨﻮﺑﻲ ﺍﻟﺒﻼﺩ ﺗﺤﺖ ﻣﺴﻤﻰ ﺑﺸﺎﺋﺮ ﺍﻟﺴﻼﻡ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﻣﺎ ﺗﻤﺨﺾ ﻋﻦ‬ ‫ﺑﺎﻗﻲ ﺍﻟﺤﻤﻼﺕ ﺍﻟﻌﺴﻜﺮﻳﺔ ﺍﻟﺘﻲ ﻣﺎ ﺯﺍﻟﺖ ﻣﺴﺘﻤﺮﺓ ﻓﻲ ﺍﻟﺒﺼﺮﺓ ﻭﺑﻐﺪﺍﺩ ﻭﺍﻟﻤﻮﺻﻞ ﻭﺍﻟﺘﻲ ﺗﻘﺎﺳﻢ ﺍﻹﻋﻼﻥ‬ ‫ّ‬ ‫ّ‬ ‫ﻋﻨﻬﺎ ﺍﻟﻤﺘﺤﺪﺛﺎﻥ ﺑﺎﺳﻢ ﺧﻄﺔ ﻓﺮﺽ ﺍﻟﻘﺎﻧﻮﻥ ﻭﺍﻟﻨﺎﻃﻖ ﺑﺎﺳﻢ ﺍﻟﻘﻮﺍﺕ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺠﻨﺴﻴﺔ ﻭﺍﻟﺘﻲ ﻛﺎﻧﺖ ﻣﻦ ﺃﻫ ّﻬﺎ‬ ‫ﻤ‬ ‫ﺗﺤﺪﻳﺪ ﻣﺼﻴﺮ ﻣﺎ ﻳﺴﻤﻰ ﺑﻌﻨﺎﺻﺮ ﺍﻟﺼﺤﻮﺓ.‬ ‫ﺭﺟﻞ:‬ ‫ﺣﺴﻢ ﻣﻮﺿﻮﻉ ﻣﺘﻄﻮﻋﻲ ﺃﺑﻨﺎء ﺍﻟﻌﺮﺍﻕ ﺃﻭ ﺍﻟﺼﺤﻮﺍﺕ ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻘﺒﻠﺔ ﺑﻤﺎ ﻳﻨﺴﺠﻢ ﻣﻊ ﺗﻮﺟﻴﻬﺎﺕ ﺩﻭﻟﺔ‬ ‫ّ‬ ‫ﺤﺔ ﺑﺪﻣﺞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺠ ّﺪﺓ ﻭﺍﻟﻜﻔﺆﺓ ﻭﺍﻟﺘﻲ ﺗﻨﻄﺒﻖ ﻋﻠﻴﻬﺎ ﺷﺮﻭﻁ‬ ‫ﻴ‬ ‫ﺭﺋﻴﺲ ﺍﻟﻮﺯﺭﺍء ﺍﻟﻘﺎﺋﺪ ﺍﻟﻌﺎﻡ ﻟﻠﻘﻮﺍﺕ ﺍﻟﻤﺴﻠّ‬ ‫ﺍﻻﻧﺘﺴﺎﺏ ﺇﻟﻰ ﺍﻷﺟﻬﺰﺓ ﺍﻷﻣﻨ ّﺔ ﺑﺄﺳﺮﻉ ﻭﻗﺖ ﻣﻤﻜﻦ ﻭﺍﺳﺘﻴﻌﺎﺏ ﺍﻷﻋﺪﺍﺩ ﺍﻷﺧﺮﻯ ﻓﻲ ﻭﻇﺎﺋﻒ ﺍﻟﺨﺪﻣﺎﺕ ﻓﻲ‬ ‫ﻴ‬ ‫ّ‬ ‫ﻭﺯﺍﺭﺍﺕ ﻭﺩﻭﺍﺋﺮ ﺍﻟﺪﻭﻟﺔ ﻭﺣﺴﺐ ﺍﻟﻤﺆﻫﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻜﻞ ﻭﺍﺣﺪ ﻣﻨﻬﻢ.‬ ‫:3 ‪Script for page 22.11, Passage‬‬ ‫ﺍﻟﻤﺬﻳﻊ:‬ ‫ﺃﻋﻠﻦ ﺍﻟﻨﺎﻃﻖ ﺑﺎﺳﻢ ﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺃ ّﻪ ﺗﻢ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺗﺴﻌﻴﻦ ﻣﻨﺰﻻ ﻣﻔﺨﺨﺎً ﺃﺛﻨﺎء ﻋﻤﻠﻴﺎﺕ ﺩﻫﻢ‬ ‫ً‬ ‫ﻧ ّ‬ ‫ّ‬ ‫ﻓﻲ ﺛﻼﺙ ﻣﻨﺎﻃﻖ ﻓﻲ ﻣﺤﺎﻓﻈﺔ ﺩﻳﺎﻟﻰ ﻓﻲ ﺇﻃﺎﺭ ﻋﻤﻠﻴﺔ ﺑﺸﺎﺋﺮ ﺍﻟﺨﻴﺮ ﺿﺪ ﺍﻟﻘﺎﻋﺪﺓ ﻭﺃﺿﺎﻑ ﺍﻟﻠﻮﺍء ﻣﺤﻤﺪ‬ ‫ﻣﻜﻨﺖ ﺍﻟﻘﻮﺍﺕ ﻣﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ‬‫ﺍﻟﻌﺴﻜﺮﻱ ﺃﻥ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﺤﺪﻳﺜﺔ ﺍﻟﺘﻲ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﺠﻴﺶ ﻫﻲ ﺍﻟﺘﻲ ّ‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫ﻫﺬﻩ ﺍﻟﻤﻨﺎﺯﻝ ﻣﺆﻛﺪﺍ ﻋﺪﻡ ﺍﻧﻔﺠﺎﺭ ﺃﻱ ﻣﻦ ﻫﺬﻩ ﺍﻟﻤﻨﺎﺯﻝ ﺍﻟﻤﻌﺪﺓ ﻛﻜﻤﺎﺋﻦ ﻟﻠﻘﻮﺍﺕ ﺍﻟﻤﺪﺍﻫﻤﺔ.‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﺃﻋﻠﻦ ﺍﻟﻌﺴﻜﺮﻱ ﺃﻥ ﺍﻟﻘﻮﺍﺕ ﺍﻟﻌﺮﺍﻗﻴﺔ ﺗﻤﻜﻨﺖ ﻣﻦ ﻗﺘﻞ ﺃﺭﺑﻌﺔ ﺇﺭﻫﺎﺑﻴﻴﻦ ﻣﺮﺗﺒﻄﻴﻦ ﺑﺘﻨﻈﻴﻢ‬ ‫ﺍﻟﻘﺎﻋﺪﺓ ﺃﺛﻨﺎء ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻋﺘﻘﻠﺖ ﺛﻼﺛﻴﻦ ﻣﻄﻠﻮﺑﺎً ﺁﺧﺮﻳﻦ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﺑﺪﺃﺕ ﻓﺠﺮ ﺍﻟﻴﻮﻡ ﻓﻲ ﺗﻠﻚ‬ ‫ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﺘﻲ ﺷﻬﺪﺕ ّﺮﺍﺕ ﻣﺴﺘﻤﺮﺓ ﻭﺗﻔﺠﻴﺮﺍﺕ ﺍﻧﺘﺤﺎﺭﻳﺔ.‬ ‫ّ‬ ‫ﺗﻮﺗ‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬ ‫‪Teacher Edition‬‬ ‫41.22‬

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Abc U12 L22 Te Dg 100708

  • 1. ‫‪Lesson ‬‬ ‫‪Reading‬‬ ‫‪Reading‬‬ ‫اﻟﺪرس اﻟﺜﺎﻧﻲ واﻟﻌﺸﺮون‬ ‫اﻟﻘﺮاءة‬ ‫& ‪SOCIAL‬‬ ‫‪CULTURAL‬‬ ‫+‪‬‬ ‫‪Overview‬‬ ‫ﻧﻈﺮﺓ ﻋﺎﻣﺔ‬ ‫‪Asharq Al-Awsat‬‬ ‫‪ Words‬‬ ‫,‪Read the passage and, with a partner‬‬ ‫ﺍﻗﺮﺃ ﺍﻟﻨﺺ ﻭﻧﺎﻗﺶ ﺍﻟﻔﻜﺮﺓ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻣﻊ ﺯﻣﻴﻠﻚ.‬ ‫.‪discuss the main idea‬‬ ‫ﺃﻛﺎﺩﻳﻤﻲ ﻋﺮﺍﻗﻲ ﻟـ ”ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ“:‬ ‫١‬ ‫ﻗﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ ﻓﻲ ﺷﻮﺍﺭﻉ ﺍﻟﻌﺎﺻﻤﺔ ﻣﻐﺎﻣﺮﺓ ﻛﺒﻴﺮﺓ‬ ‫ﻟﻨﺪﻥ: ”ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ“‬ ‫ﻓﻲ ﺑﻐﺪﺍﺩ، ﻻ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺧﺎﺭﻃﺔ ﺑﺎﻟﻄﺮﻕ ﻭﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﻔﺘﻮﺣﺔ ﺑﻞ ﺑﺎﻟﻄﺮﻕ ﻭﺍﻟﺠﺴﻮﺭ‬ ‫١‬ ‫ﺍﻟﻤﻐﻠﻘﺔ ﺣﺘﻰ ﺗﻌﺮﻑ ﺃﻱ ﺍﻟﺸﻮﺍﺭﻉ ﺗﺴﻠﻚ ﻭﺃﻧﺖ ﺗﺬﻫﺐ ﺇﻟﻰ ﻋﻤﻠﻚ. ﻫﺬﻩ ﺍﻟﺒﺪﻳﻬﺔ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ‬ ‫ﱠ‬ ‫ﺻﻔﺎء ﺍﻟﺒﻴﺎﺗﻲ ﺍﻟﻤﺪﺭﺱ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ ﺍﻟﺬﻱ ﻳﺸﻜﻮ ﻣﻦ ﺃﻧﻪ ﻳﻘﻀﻲ ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺘﻴﻦ‬ ‫ّ‬ ‫ﻳﻮﻣﻴﺎ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻋﻤﻠﻪ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ ﻗﺎﺩﻣﺎ ﻣﻦ ﺟﺎﻧﺐ ﺍﻟﻜﺮﺥ ﻟﻴﻌﺒﺮ ﺟﺴﺮ ﺍﻟﺠﺎﺩﺭﻳﺔ.‬ ‫ﻭﻳﻀﻴﻒ ﺍﻟﺒﻴﺎﺗﻲ ﻟـ ”ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ“ ﻗﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ ﻓﻲ ﺷﻮﺍﺭﻉ ﺑﻐﺪﺍﺩ ﻣﻐﺎﻣﺮﺓ ﻛﺒﻴﺮﺓ؛‬ ‫ﻓﻬﻨﺎﻙ ﺍﻻﺯﺩﺣﺎﻣﺎﺕ ﻭﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﻭﻣﺮﻭﺭ ﻣﻮﺍﻛﺐ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ، ﻣﺸﻴﺮﺍ ﺇﻟﻰ ﺃﻥ“ ﺟﻤﻴﻊ‬ ‫ﺃﻋﻀﺎء ﻣﺠﻠﺲ ﺍﻟﻨﻮﺍﺏ ﻭﺍﻟﻮﺯﺭﺍء ﻭﺍﻟﻤﺴﺆﻭﻟﻴﻦ ﺍﻟﺤﻜﻮﻣﻴﻴﻦ ﻭﺍﻟﺤﺰﺑﻴﻴﻦ ﻭﻣﻘﺮﺍﺕ ﺍﻷﺣﺰﺍﺏ‬ ‫ﺍﻟﺘﻲ ﺍﺧﺘﺎﺭﺕ ﺃﻣﻜﻨﺘﻬﺎ ﻭﺳﻂ ﺍﻷﺣﻴﺎء ﺍﻟﺴﻜﻨﻴﺔ، ﺃﻏﻠﻘﺖ ﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﺆﺩﻳﺔ ﺇﻟﻴﻬﺎ ﻭﻭﺿﻌﺖ‬ ‫ﻗﻮﺍﻃﻊ ”ﻛﻮﻧﻜﺮﻳﺘﻴﺔ“ ﻭﻧﻘﺎﻁ ﺣﺮﺍﺳﺔ ﻭﺃﺿﺤﺖ ﻣﻘﺎﻃﻌﺎﺕ ﺧﺎﺻﺔ ﺑﻬﻢ، ﻣﻤﺎ ﺯﺍﺩ ﻭﻳﺰﻳﺪ ﻓﻲ‬ ‫ﻣﺸﻜﻠﺔ ﺍﻻﺧﺘﻨﺎﻗﺎﺕ ﺍﻟﻤﺮﻭﺭﻳﺔ“.‬ ‫ﻭﺣﺴﺐ ﺍﻋﺘﺮﺍﻓﺎﺕ ﻣﺴﺆﻭﻟﻴﻦ ﻋﺮﺍﻗﻴﻴﻦ ﻓﺈﻥ ﺃﻛﺜﺮ ﻣﻦ ٧٦٪ ﻣﻦ ﺷﻮﺍﺭﻉ ﻭﺟﺴﻮﺭ ﺑﻐﺪﺍﺩ ﻣﻐﻠﻘﺔ‬ ‫٢‬ ‫ﻷﺳﺒﺎﺏ ﺃﻣﻨﻴﺔ، ﻧﺎﻫﻴﻚ ﻣﻦ ﺍﻟﻄﺮﻕ ﻭﺍﻟﺠﺴﻮﺭ ﺍﻟﺘﻲ ﺗﻐﻠﻖ ﺁﻧﻴﺎ ﻭﺣﺴﺐ ﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﺪﺙ‬ ‫ﻳﻮﻣﻴﺎ، ﺗﻀﺎﻑ ﺇﻟﻴﻬﺎ ﺃﻋﻤﺎﻝ ﺍﻟﺤﻔﺮﻳﺎﺕ ﻭﺗﺮﻣﻴﻢ ﺍﻟﺠﺴﻮﺭ ﻭﺍﻷﺭﺻﻔﺔ ﻓﻲ ﻣﻌﻈﻢ ﻣﻨﺎﻃﻖ ﺑﻐﺪﺍﺩ‬ ‫ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺍﻟﺘﻘﺎﻃﻌﺎﺕ ﺍﻟﻤﻬﻤﺔ، ﺣﻴﺚ ﻳﺼﺮ ﺍﻟﻤﻬﻨﺪﺳﻮﻥ ﻭﺍﻟﻌﻤﺎﻝ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺭﻏﻢ ﺍﻟﻌﻨﻒ‬ ‫ﺍﻟﻴﻮﻣﻲ ﺍﻟﺬﻱ ﻳﺆﺧﺮ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﻷﺷﻐﺎﻝ. ﻭﻓﻲ ﺑﻐﺪﺍﺩ ٣١ ﺟﺴﺮﺍ ﺭﺋﻴﺴﻴﺎ ﻋﻠﻰ ﻧﻬﺮ ﺩﺟﻠﺔ‬ ‫ﺗﻮﺻﻞ ﺑﻴﻦ ﻧﺎﺣﻴﺘﻲ ﺍﻟﺮﺻﺎﻓﺔ ﻭﺍﻟﻜﺮﺥ، ﻟﻜﻦ ﺃﻛﺜﺮﻫﺎ ﻣﻐﻠﻖ ﺣﺎﻟﻴﺎ ﻟﺪﻭﺍﻉ ﺃﻣﻨﻴﺔ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ‬ ‫ﻳﺆﺩﻱ ﺇﻟﻰ ﺃﺯﻣﺎﺕ ﺳﻴﺮ ﻣﺴﺘﻌﺼﻴﺔ ﺑﺤﻴﺚ ﻳﻀﻄﺮ ﺍﻟﺒﻌﺾ ﺇﻟﻰ ﺍﻻﻧﺘﻈﺎﺭ ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺔ‬ ‫ﻟﻘﻄﻊ ﻣﺴﺎﻓﺔ ﻻ ﺗﺘﺠﺎﻭﺯ ﺃﺭﺑﻌﺔ ﺍﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ.‬ ‫)ﺍﻟﺒﻘﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ(‬ ‫1‬ ‫‪adapted from asharqalawsat.com‬‬ ‫1.22‬ ‫‪Teacher Edition‬‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬
  • 2. ‫‪Reading‬‬ ‫‪Lesson ‬‬ ‫)ﺑﻘﻴﺔ(‬ ‫ﻣﻦ ﺟﻬﺘﻪ، ﻳﻘﻮﻝ ﺍﻟﻤﻬﻨﺪﺱ ﻣﺼﻄﻔﻰ ﻣﺤﻤﺪ، ﺃﺣﺪ ﺍﻟﻤﺸﺮﻓﻴﻦ ﻋﻠﻰ ﺇﻧﺸﺎء ﺍﻟﺠﺴﺮ ﺍﻟﺬﻱ ﻳﺮﺑﻂ‬ ‫٣‬ ‫ﺑﻴﻦ ﺣﻴﻲ ﺍﻟﻘﺎﻫﺮﺓ ﻭﺍﻟﺒﻨﻮﻙ ”ﺇﻥ ﻋﻤﻠﻨﺎ ﺗﻮﻗﻒ ﻣﺮﺍﺕ ﻋﺪﺓ ﻭﻟﻔﺘﺮﺍﺕ ﺯﻣﻨﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﺑﺴﺒﺐ‬ ‫ﺍﻷﻭﺿﺎﻉ ﺍﻻﻣﻨﻴﺔ، ﻟﻜﻨﻨﺎ ﻋﺎﻭﺩﻧﺎ ﺍﻟﻌﻤﻞ ﻣﻨﺬ ﺣﻮﺍﻟﻰ ﺃﺳﺒﻮﻉ ﻹﻛﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻉ“، ﻣﻌﺒﺮﺍ ﻋﻦ‬ ‫ﺃﻣﻠﻪ ﻓﻲ ”ﺍﺳﺘﻘﺮﺍﺭ ﺍﻷﻭﺿﺎﻉ ﻓﻲ ﻋﻤﻮﻡ ﺍﻟﻤﺪﻳﻨﺔ ﻹﻧﺠﺎﺯ ﺍﻟﻤﺸﺎﺭﻳﻊ“. ﻭﺃﻭﺿﺢ ﺃﻥ ”ﺗﺸﻴﻴﺪ‬ ‫ﺍﻟﺠﺴﺮ ﻳﺴﺘﻮﺟﺐ ﻣﺎ ﻻ ﻳﻘﻞ ﻋﻦ ٠٨ ﺃﻟﻒ ﻃﻦ ﻣﻦ ﺍﻹﺳﻤﻨﺖ ﻭ ٠٢ ﻃﻨﺎ ﻣﻦ ﺍﻟﺤﺪﻳﺪ، ﺇﻻ‬ ‫ﺃﻥ ﻧﺼﻒ ﻫﺬﻩ ﺍﻟﻜﻤﻴﺎﺕ ﻭﺻﻠﺖ ﺇﻟﻰ ﻣﻮﻗﻊ ﺍﻟﻌﻤﻞ“، ﻣﺸﻴﺮﺍ ﺇﻟﻰ ﺃﻥ ”ﺍﻧﺘﺸﺎﺭ ﻗﻮﺍﺕ ﺍﻷﻣﻦ‬ ‫ﻭﺍﻟﺪﻭﺭﻳﺎﺕ ﺣﻮﻝ ﺍﻟﻤﻜﺎﻥ ﻳﺴﺎﻋﺪ ﻛﺜﻴﺮﺍ ﻋﻠﻰ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻷﻣﺎﻥ ﻭﻳﺪﻓﻊ ﺑﺎﻟﻌﻤﺎﻝ ﺇﻟﻰ ﻣﻮﺍﺻﻠﺔ‬ ‫ﺍﻟﻌﻤﻞ ﺑﻨﺸﺎﻁ“. ﻭ ُﺸﻴﺮ ﻧﻬﺎﺩ ﻋﺒﺪ ﺍﷲ، ٤٢ ﻋﺎﻣﺎ، ﺃﺣﺪ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﺍﻟﻤﺸﺮﻭﻉ ﻭﻳﺴﻜﻦ ﻓﻲ‬ ‫ﻳ‬ ‫ﻣﺪﻳﻨﺔ ﺍﻟﺼﺪﺭ ﺇﻟﻰ ”ﺍﺷﺘﺒﺎﻛﺎﺕ ﻣﺘﻜﺮﺭﺓ ﻗﺮﻳﺒﺔ ﻣﻦ ﻫﻨﺎ ﻭﺃﺣﻴﺎﻧﺎ ﺗﺴﻘﻂ ﻗﺬﺍﺋﻒ ﻫﺎﻭﻥ، ﻣﻤﺎ‬ ‫ﻳﺪﻓﻌﻨﺎ ﺇﻟﻰ ﺍﻟﻬﺮﺏ ﺑﺴﺮﻋﺔ، ﻓﺎﻟﺤﻴﺎﺓ ﺃﻫﻢ ﻣﻦ ﺃﻥ ﻳﺘﺄﺧﺮ ﺍﻟﻌﻤﻞ ﻳﻮﻣﺎ ﺃﻭ ﻳﻮﻣﻴﻦ“. ﺃﻣﺎ ﺃﻧﺲ‬ ‫ﻋﺒﺪ ﺍﷲ، ٧٣ ﻋﺎﻣﺎ، ﺻﺎﺣﺐ ﺃﺣﺪ ﻣﻌﺎﻣﻞ ﺇﻧﺘﺎﺝ ﻣﻮﺍﺩ ﺍﻟﺒﻨﺎء ﻓﻲ ﺑﻐﺪﺍﺩ، ﻓﺈﻧﻪ ﻳﻘﻮﻝ ”ﺍﻟﻤﺒﻴﻌﺎﺕ‬ ‫َْ‬ ‫ﺗﻮﻗﻔﺖ ﻛﻮﻥ ﺣﺮﻛﺔ ﺍﻟﺒﻨﺎء ﺿﻌﻴﻔﺔ ﺟﺪﺍ ﺧﺼﻮﺻﺎ ﻓﻲ ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﻤﺘﻮﺗﺮﺓ“.‬ ‫‪Vocabulary & Phrases‬‬ ‫ﻣﻌﺎﻧﻲ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫‪a. For each sentence, select all the words‬‬ ‫ﺃ. ﺍﺧﺘﺮ ﻛﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﻌﻄﻲ‬ ‫‪or phrases in the parentheses that have‬‬ ‫ﻧﻔﺲ ﺍﻟﻤﻌﻨﻰ ﻟﻠﻜﻠﻤﺔ ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﺧﻂ ﻓﻲ‬ ‫‪the same meaning as the underlined‬‬ ‫ﺍﻟﺠﻤﻞ ﺍﻟﺘﺎﻟﻴﺔ.‬ ‫.‪word in the sentence‬‬ ‫١. ﻫﺬﻩ ﺍﻟﺒﺪﻳﻬﺔ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺻﻔﺎء ﺍﻟﺒﻴﺎﺗﻲ ﺍﻟﻤﺪﺭﺱ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ ﺍﻟﺬﻱ ﻳﺸﻜﻮ ﻣﻦ ﺃﻧﻪ ﻳﻘﻀﻲ ﺃﻛﺜﺮ‬ ‫ّ‬ ‫ﻣﻦ ﺳﺎﻋﺘﻴﻦ ﻳﻮﻣﻴﺎ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻋﻤﻠﻪ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ.‬ ‫)ﻳﺸﻜﻮ: ﻳﺸﺘﻜﻲ ـ ُﻌﺮﺏ ﻋﻦ ﻋﺪﻡ ﺭﺿﺎﻩ ـ ﻳﺒﻜﻲ ـ ﻳﺘﺄﻟّﻢ(‬ ‫ﻳ‬ ‫٢. ﺃﻏﻠﻘﺖ ﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﺆﺩﻳﺔ ﺇﻟﻴﻬﺎ ﻭﻭﺿﻌﺖ ﻗﻮﺍﻃﻊ ”ﻛﻮﻧﻜﺮﻳﺘﻴﺔ“ ﻭﻧﻘﺎﻁ ﺣﺮﺍﺳﺔ.‬ ‫)ﻗﻮﺍﻃﻊ: ﻣﻨﺎﻃﻖ ـ ﺣﻮﺍﺟﺰ ـ ﻣﻮﺍﻧﻊ(‬ ‫٣. ﺑﻌﺾ ﺍﻟﻄﺮﻕ ﻭﺍﻟﺠﺴﻮﺭ ﺗﻐﻠﻖ ﺁﻧﻴﺎً ﻭﺣﺴﺐ ﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﺪﺙ ﻳﻮﻣﻴﺎ.‬ ‫)ﺁﻧﻴﺎً: ﻓﻲ ﺣﻴﻨﻪ ـ ﺃﻭﺗﻮﻣﺎﺗﻴﻜﻴﺎً ـ ﺩﺍﺋﻤﺎً(‬ ‫٤. ﻓﻲ ﺑﻐﺪﺍﺩ ١٣ ﺟﺴﺮﺍ ﺭﺋﻴﺴﻴﺎ ﻋﻠﻰ ﻧﻬﺮ ﺩﺟﻠﺔ ﺗﻮﺻﻞ ﺑﻴﻦ ﻧﺎﺣﻴﺘﻲ ﺍﻟﺮﺻﺎﻓﺔ ﻭﺍﻟﻜﺮﺥ، ﻟﻜﻦ‬ ‫ﺃﻛﺜﺮﻫﺎ ﻣﻐﻠﻖ ﺣﺎﻟﻴﺎ ﻟﺪﻭﺍﻉ ﺃﻣﻨﻴﺔ.‬ ‫)ﺩﻭﺍﻉ: ﺃﺳﺒﺎﺏ ـ ﻣﺒﺮﺭﺍﺕ ـ ﺳﻠﻮﻙ ـ ﺩﻭﺍﻓﻊ(‬ ‫ّ‬ ‫ٍ‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬ ‫‪Teacher Edition‬‬ ‫2.22‬
  • 3. ‫‪Lesson ‬‬ ‫‪Reading‬‬ ‫٥.ﺇﻥ ﻋﻤﻠﻨﺎ ﺗﻮﻗﻒ ﻣﺮﺍﺕ ﻋﺪﺓ ﻭﻟﻔﺘﺮﺍﺕ ﺯﻣﻨﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﺑﺴﺒﺐ ﺍﻷﻭﺿﺎﻉ ﺍﻻﻣﻨﻴﺔ، ﻟﻜﻨﻨﺎ ﻋﺎﻭﺩﻧﺎ ﺍﻟﻌﻤﻞ‬ ‫ﻣﻨﺬ ﺣﻮﺍﻟﻰ ﺃﺳﺒﻮﻉ ﻹﻛﻤﺎﻝ ﺍﻟﻤﺸﺮﻭﻉ.‬ ‫ُ‬ ‫)ﻋﺎﻭﺩﻧﺎ ﺍﻟﻌﻤﻞ: ﺭﺟﻌﻨﺎ ﺇﻟﻰ ﺍﻟﻌﻤﻞ ـ ﺍﺳﺘﺄﻧﻔﻨﺎ ﺍﻟﻌﻤﻞ ـ ﻋﺪﻧﺎ ﺇﻟﻰ ﺍﻟﻌﻤﻞ(‬ ‫َْ‬ ‫٦.ﺍﻟﻤﺒﻴﻌﺎﺕ ﺗﻮﻗﻔﺖ ﻛﻮﻥ ﺣﺮﻛﺔ ﺍﻟﺒﻨﺎء ﺿﻌﻴﻔﺔ ﺟﺪﺍ ﺧﺼﻮﺻﺎ ﻓﻲ ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﻤﺘﻮﺗﺮﺓ.‬ ‫َْ‬ ‫)ﻛﻮﻥ: ﻷﻥ ـ ﻟﻜﻦ ـ ﺑﺴﺒﺐ ﺃﻥ ـ ﺣﻴﺚ ﺃﻥ(‬ ‫‪b. Find the meaning of the underlined‬‬ ‫ﺏ. ﻧﺎﻗﺶ ﻣﻊ ﺯﻣﻼﺋﻚ ﻓﻲ ﺍﻟﻔﺼﻞ ﻣﻌﻨﻰ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫‪words or phrases as they appear in the‬‬ ‫ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﺧﻂ ﻛﻤﺎ ﻭﺭﺩﺕ‬ ‫‪passage. Discuss your findings with‬‬ ‫ﻓﻲ ﺍﻟﻨﺺ.‬ ‫.‪the class‬‬ ‫١. ﺇﻥ ﺃﻛﺜﺮ ﻣﻦ ٧٦٪ ﻣﻦ ﺷﻮﺍﺭﻉ ﻭﺟﺴﻮﺭ ﺑﻐﺪﺍﺩ ﻣﻐﻠﻘﺔ ﻷﺳﺒﺎﺏ ﺃﻣﻨﻴﺔ، ﻧﺎﻫﻴﻚ ﻣﻦ ﺍﻟﻄﺮﻕ‬ ‫ﻭﺍﻟﺠﺴﻮﺭ ﺍﻟﺘﻲ ﺗﻐﻠﻖ ﺁﻧﻴﺎ ﻭﺣﺴﺐ ﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﺪﺙ ﻳﻮﻣﻴﺎ.‬ ‫___________________________________________________________‬ ‫‪not to mention‬‬ ‫٢. ﻗﻴﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ ﻓﻲ ﺷﻮﺍﺭﻉ ﺑﻐﺪﺍﺩ ﻣﻐﺎﻣﺮﺓ ﻛﺒﻴﺮﺓ؛ ﻓﻬﻨﺎﻙ ﺍﻻﺯﺩﺣﺎﻣﺎﺕ ﻭﺍﻻﻧﻔﺠﺎﺭﺍﺕ ﻭﻣﺮﻭﺭ‬ ‫ﻣﻮﺍﻛﺐ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ.‬ ‫‪convoy‬‬ ‫___________________________________________________________‬ ‫٣. ﻫﺬﻩ ﺍﻟﺒﺪﻳﻬﺔ ﺗﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺻﻔﺎء ﺍﻟﺒﻴﺎﺗﻲ ﺍﻟﻤﺪﺭﺱ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ ﺍﻟﺬﻱ ﻳﺸﻜﻮ ﻣﻦ ﺃﻧﻪ ﻳﻘﻀﻲ‬ ‫ّ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺘﻴﻦ ﻳﻮﻣﻴﺎ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻋﻤﻠﻪ ﻓﻲ ﺟﺎﻣﻌﺔ ﺑﻐﺪﺍﺩ.‬ ‫‪insight/perception‬‬ ‫___________________________________________________________‬ ‫٤. ﺗﺸﻴﻴﺪ ﺍﻟﺠﺴﺮ ﻳﺴﺘﻮﺟﺐ ﻣﺎ ﻻ ﻳﻘﻞ ﻋﻦ ٠٨ ﺃﻟﻒ ﻃﻦ ﻣﻦ ﺍﻹﺳﻤﻨﺖ ﻭ٠٢ ﻃﻨﺎ ﻣﻦ ﺍﻟﺤﺪﻳﺪ.‬ ‫‪to require‬‬ ‫___________________________________________________________‬ ‫٥. ﻭ ُﺸﻴﺮ ﻧﻬﺎﺩ ﻋﺒﺪ ﺍﷲ، ﺃﺣﺪ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﺍﻟﻤﺸﺮﻭﻉ ﻭﻳﺴﻜﻦ ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻟﺼﺪﺭ ﺇﻟﻰ ”ﺍﺷﺘﺒﺎﻛﺎﺕ‬ ‫ﻳ‬ ‫ﻣﺘﻜﺮﺭﺓ ﻗﺮﻳﺒﺔ ﻣﻦ ﻫﻨﺎ ﻭﺃﺣﻴﺎﻧﺎ ﺗﺴﻘﻂ ﻗﺬﺍﺋﻒ ﻫﺎﻭﻥ، ﻣﻤﺎ ﻳﺪﻓﻌﻨﺎ ﺇﻟﻰ ﺍﻟﻬﺮﺏ ﺑﺴﺮﻋﺔ“.‬ ‫‪clashes, engagement(s) in a war‬‬ ‫___________________________________________________________‬ ‫3.22‬ ‫‪Teacher Edition‬‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬
  • 4. ‫‪Reading‬‬ ‫‪Lesson ‬‬ ‫‪c. The same word appears in the sentences‬‬ ‫ﺝ. ﻓﻲ ﻛﻼ ﺍﻟﻌﻤﻮﺩﻳﻦ )ﺃ( ﻭ)ﺏ( ﺗﻈﻬﺮ ﻧﻔﺲ‬ ‫‪in Column A and Column B. As you‬‬ ‫ﻛﻠﻤﺔ ﻓﻲ ﺳﻴﺎﻗﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ. ﺍﻗﺮﺃ ﺍﻟﺠﻤﻠﺘﻴﻦ‬ ‫‪read, carefully consider the context to‬‬ ‫‪determine how the underlined word’s‬‬ ‫ﺑﺘﻔﺤﺺ ﺛﻢ ﻗﺮﺭ ﻣﻌﻨﻰ ﺍﻟﻜﻠﻤﺔ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﱡ‬ ‫‪meaning changes in accordance with that‬‬ ‫ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﺧﻂ ﻭﻓﻘﺎ ﻟﻠﺴﻴﺎﻕ ﺍﻟﺬﻱ‬ ‫.‪context‬‬ ‫ﻭﺭﺩﺕ ﻓﻴﻪ.‬ ‫ﺏ‬ ‫ﺃ‬ ‫ﺃﻏﻠﻘﺖ ﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﺆﺩﻳﺔ ﺇﻟﻴﻬﺎ ﻭﻭﺿﻌﺖ‬ ‫ﻋﻨﻮﺍﻥ ﻣﻘﺎﻝ: ﺍﺧﺘﻨﺎﻗﺎﺕ ﻧﺘﻴﺠﺔ ﺗﺴﺮﺏ ﻏﺎﺯ‬ ‫١‬ ‫ﻗﻮﺍﻃﻊ ﻛﻮﻧﻜﺮﻳﺘﻴﺔ ﻭﻧﻘﺎﻁ ﺣﺮﺍﺳﺔ ﻭﺃﺿﺤﺖ‬ ‫ﺍﻟﻜﻠﻮﺭ ﺟﻨﻮﺏ ﻛﺮﺑﻼء.‬ ‫ﻣﻘﺎﻃﻌﺎﺕ ﺧﺎﺻﺔ ﺑﻬﻢ، ﻣﻤﺎ ﺯﺍﺩ ﻭﻳﺰﻳﺪ ﻓﻲ‬ ‫ﻣﺸﻜﻠﺔ ﺍﻻﺧﺘﻨﺎﻗﺎﺕ ﺍﻟﻤﺮﻭﺭﻳﺔ.‬ ‫‪traffic jam‬‬ ‫___________________________‬ ‫)‪suffocation(s‬‬ ‫___________________________‬ ‫ﺍﻟﻤﻬﻨﺪﺱ ﻣﺼﻄﻔﻰ ﻣﺤﻤﺪ، ﺃﺣﺪ ﺍﻟﻤﺸﺮﻓﻴﻦ ﻋﻠﻰ‬ ‫ﻣﻮﻗﻊ ﻓﻴﺲ ﺑﻮﻙ: ”ﺭﺟﻞ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺮﺑﻂ‬ ‫٢‬ ‫ﺇﻧﺸﺎء ﺍﻟﺠﺴﺮ ﺍﻟﺬﻱ ﻳﺮﺑﻂ ﺑﻴﻦ ﺣ ّﻲ ﺍﻟﻘﺎﻫﺮﺓ‬ ‫ﻴ‬ ‫ﺣﺬﺍءﻩ ﺩﻭﻥ ﺃﻥ ﻳﻤﺴﻜﻪ“.‬ ‫ﻭﺍﻟﺒﻨﻮﻙ.‬ ‫‪to connect, link‬‬ ‫___________________________‬ ‫)‪to tie (up‬‬ ‫___________________________‬ ‫ﻓﻲ ﺑﻐﺪﺍﺩ ﻻ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﺧﺎﺭﻃﺔ ﺑﺎﻟﻄﺮﻕ‬ ‫ﺳﺆﺍﻝ: ﻛﻴﻒ ﺗﺴﻠﻚ ﻋﻨﺪﻣﺎ ﺗﺠﺪ ﺍﻟﺴﻠﻌﺔ ﺍﻟﺘﻲ‬ ‫٣‬ ‫ﻭﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﻔﺘﻮﺣﺔ ﺑﻞ ﺑﺎﻟﻄﺮﻕ ﻭﺍﻟﺠﺴﻮﺭ‬ ‫ﺍﺷﺘﺮﻳﺘﻬﺎ ﻓﻴﻬﺎ ﻋﻄﺐ ؟ ﻫﻞ ﺗﻌﻴﺪﻫﺎ ﻟﻠﺒﺎﺋﻊ ﺑﻜﻞ‬ ‫ﺍﻟﻤﻐﻠﻘﺔ ﺣﺘﻰ ﺗﻌﺮﻑ ﺃﻱ ﺍﻟﺸﻮﺍﺭﻉ ﺗﺴﻠﻚ ﻭﺃﻧﺖ‬ ‫ﺟﺮﺃﺓ؟ ﺃﻡ ﺗﻄﻠﺐ ﻣﻦ ﺃﺣﺪ ﺃﻥ ﻳﻌﻴﺪﻫﺎ ﻟﻠﺒﺎﺋﻊ؟ ﺃﻡ‬ ‫ﺗﺬﻫﺐ ﺇﻟﻰ ﻋﻤﻠﻚ.‬ ‫ﱡ‬ ‫ﺗﺮﻣﻴﻬﺎ ﺑﻼ ﺗﺮﺩﺩ؟‬ ‫)‪to follow, travel, take (a road‬‬ ‫___________________________‬ ‫)ﺳﻠﻮﻙ ‪to behave (behavior‬‬ ‫___________________________‬ ‫ﺟﻤﻴﻊ ﺍﻟﻤﺴﺆﻭﻟﻴﻦ ﺍﻟﺤﻜﻮﻣﻴﻴﻦ ﻭﺍﻟﺤﺰﺑﻴﻴﻦ‬ ‫ﺷﻬﺪﺕ ﺑﺎﻛﺴﺘﺎﻥ ﺗﻄﻮﺭﺍﺕ ﻣﻴﺪﺍﻧﻴﺔ ﺧﻄﻴﺮﺓ‬ ‫٤‬ ‫ﻭﻣﻘﺮﺍﺕ ﺍﻷﺣﺰﺍﺏ ﺍﻟﺘﻲ ﺍﺧﺘﺎﺭﺕ ﺃﻣﻜﻨﺘﻬﺎ ﻭﺳﻂ‬ ‫ﺃﺑﺮﺯﻫﺎ ﻣﻘﺘﻞ ﺍﻟﺰﻋﻴﻤﺔ ﺑﻴﻨﻈﻴﺮ ﺫﻭ ﺍﻟﻔﻘﺎﺭ ﻋﻠﻲ‬ ‫ﺍﻷﺣﻴﺎء ﺍﻟﺴﻜﻨﻴﺔ، ﺃﻏﻠﻘﺖ ﺍﻟﺸﻮﺍﺭﻉ ﺍﻟﻤﺆﺩﻳﺔ ﺇﻟﻴﻬﺎ‬ ‫ﺑﻮﺗﻮ ﺍﻟﺘﻲ ﺿﺤﺖ ﺑﺤﻴﺎﺗﻬﺎ ﺟﺮﺍء ﺗﻌﺮﺿﻬﺎ‬ ‫ّ‬ ‫ّ‬ ‫ﻭﻭﺿﻌﺖ ﻗﻮﺍﻃﻊ ”ﻛﻮﻧﻜﺮﻳﺘﻴﺔ“ ﻭﻧﻘﺎﻁ ﺣﺮﺍﺳﺔ‬ ‫ﻟﻌﻤﻠﻴﺔ ﺇﺭﻫﺎﺑﻴﺔ ﺟﺮﺕ ﻓﻲ ﺃﺟﻮﺍء ﻏﺎﻣﻀﺔ.‬ ‫ﻭﺃﺿﺤﺖ ﻣﻘﺎﻃﻌﺎﺕ ﺧﺎﺻﺔ ﺑﻬﻢ.‬‫ْ َ‬ ‫‪to become‬‬ ‫___________________________‬ ‫‪to sacrifice‬‬ ‫___________________________‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬ ‫‪Teacher Edition‬‬ ‫4.22‬
  • 5. ‫‪Lesson ‬‬ ‫‪Reading‬‬ ‫‪d. Go over the passage again, and extract‬‬ ‫ﺩ. ﺍﻗﺮﺃ ﺍﻟﻘﻄﻌﺔ ﻣﺮﺓ ﺃﺧﺮﻯ، ﺛﻢ ﺍﺳﺘﺨﺮﺝ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫‪any vocabulary that you still do not‬‬ ‫ﺍﻟﺘﻲ ﻻ ﺗﻌﺮﻑ ﻣﻌﻨﺎﻫﺎ ﻭﻧﺎﻗﺸﻬﺎ ﻣﻊ ﺯﻣﻼﺋﻚ ﻓﻲ‬ ‫‪know. Write the words in the space‬‬ ‫ﺍﻟﻔﺼﻞ؟‬ ‫.‪below and discuss them with the class‬‬ ‫___________________________________________________________‬ ‫___________________________________________________________‬ ‫‪Comprehension‬‬ ‫ﺍﻻﺳﺘﻴﻌﺎﺏ‬ ‫.‪a. Answer the questions‬‬ ‫ﺃ. ﺃﺟﺐ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ.‬ ‫١. ﻣﻢ ﻳﺸﻜﻮ ﺻﻔﺎء ﺍﻟﺒﻴﺎﺗﻲ، ﻭﻣﺎ ﺃﺳﺒﺎﺏ ﺗﻠﻚ ﺍﻟﺸﻜﻮﻯ؟‬ ‫ّ‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫٢. ﻣﺎ ﺍﻷﺳﺒﺎﺏ ﻏﻴﺮ ﺍﻷﻣﻨﻴﺔ ﻟﻼﺧﺘﻨﺎﻗﺎﺕ ﺍﻟﻤﺮﻭﺭﻳﺔ؟‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫٣. ﻛﻴﻒ ﺃﺛﺮﺕ ﺍﻟﺘﻮﺗﺮﺍﺕ ﺍﻷﻣﻨﻴﺔ ﻋﻠﻰ ﺍﻟﺤﻴﺎﺓ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻣﻦ ﺟﻬﺔ، ﻭﻋﻠﻰ ﺍﻟﻤﻮﺍﻃﻨﻴﻦ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ؟‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫٤. ﻣﺎ ﻫﻲ ﺁﻣﺎﻝ ﺍﻟﻤﻬﻨﺪﺱ ﻣﺼﻄﻔﻰ ﻣﺤﻤﺪ، ﻭﻟﻤﺎﺫﺍ؟‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫٥. ﻣﺎ ﻇﺮﻭﻑ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻲ ﻳﻌﻴﺸﻬﺎ ﻧﻬﺎﺩ ﻋﺒﺪ ﺍﷲ ؟‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫5.22‬ ‫‪Teacher Edition‬‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬
  • 6. ‫‪Reading‬‬ ‫‪Lesson ‬‬ ‫.‪b. Translate the paragraph‬‬ ‫ﺏ. ﺗﺮﺟﻢ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﺇﻟﻰ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ.‬ ‫ﻭﻓﻲ ﺑﻐﺪﺍﺩ ١٣ ﺟﺴﺮﺍ ﺭﺋﻴﺴﻴﺎ ﻋﻠﻰ ﻧﻬﺮ ﺩﺟﻠﺔ ﺗﻮﺻﻞ ﺑﻴﻦ ﻧﺎﺣﻴﺘﻲ ﺍﻟﺮﺻﺎﻓﺔ ﻭﺍﻟﻜﺮﺥ، ﻟﻜﻦ ﺃﻛﺜﺮﻫﺎ ﻣﻐﻠﻖ‬ ‫ﺣﺎﻟﻴﺎ ﻟﺪﻭﺍﻉ ﺃﻣﻨﻴﺔ؛ ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺆﺩﻱ ﺇﻟﻰ ﺃﺯﻣﺎﺕ ﺳﻴﺮ ﻣﺴﺘﻌﺼﻴﺔ ﺑﺤﻴﺚ ﻳﻀﻄﺮ ﺍﻟﺒﻌﺾ ﺇﻟﻰ ﺍﻻﻧﺘﻈﺎﺭ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺳﺎﻋﺔ ﻟﻘﻄﻊ ﻣﺴﺎﻓﺔ ﻻ ﺗﺘﺠﺎﻭﺯ ﺃﺭﺑﻌﺔ ﺍﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ.‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫____________________________________________________________‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬ ‫‪Teacher Edition‬‬ ‫6.22‬
  • 7. Lesson  Reading Topical Discussions ‫ﻣﻨﺎﻗﺸﺎﺕ ﻣﻮﺿﻮﻋﻴﺔ‬ a. In the first paragraph, what is ironic ‫ﺃ. ﻣﺎ ﺍﻟﻤﻔﺎﺭﻗﺔ ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻬﺎ ﻓﻲ ﺍﻟﻔﻘﺮﺓ ﺍﻷﻭﻟﻰ ﻓﻴﻤﺎ‬ about using a map in Baghdad? ‫ﻳﺘﻌﻠﻖ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺨﺮﻳﻄﺔ ﻓﻲ ﺑﻐﺪﺍﺩ؟‬ ____________________________________________________________ ____________________________________________________________ b. According to the passage, what are ‫ﺏ. ﺣﺴﺐ ﻣﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﻨﺺ، ﻣﺎ ﻫﻲ ﺍﻟﺘﺄﺛﻴﺮﺍﺕ‬ the positive and negative effects of ‫ﺍﻹﻳﺠﺎﺑﻴﺔ ﻭﺍﻟﺴﻠﺒﻴﺔ ﻟﻺﺟﺮﺍءﺍﺕ ﺍﻷﻣﻨﻴﺔ ﻋﻠﻰ‬ security measures on daily life in Iraq? ‫ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ ﻓﻲ ﺍﻟﻌﺮﺍﻕ؟‬ ____________________________________________________________ ____________________________________________________________ c. Do you think that the word “‫ﻣﻐﺎﻣﺮﺓ‬ ‫ﺝ. ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﻛﻠﻤﺔ ”ﻣﻐﺎﻣﺮﺓ“ ﻣﻨﺎﺳﺒﺔ ﻟﻮﺻﻒ‬ ” is an appropriate description of the ‫ﺗﺠﺮﺑﺔ ﻗ ّﺎﺩﺓ ﺍﻟﺴﻴﺎﺭﺓ ﻓﻲ ﺑﻐﺪﺍﺩ، ﻭﻟﻤﺎﺫﺍ؟‬ ‫ﻴ‬ driving experience in Baghdad? Why or why not? ____________________________________________________________ ____________________________________________________________ d. Discuss with your classmates possible ‫ﺩ. ﻧﺎﻗﺶ ﻣﻊ ﺯﻣﻼﺋﻚ ﺍﻟﺤﻠﻮﻝ ﺍﻟﺘﻲ ﻣﻦ ﺷﺄﻧﻬﺎ‬ solutions to the situation in Iraq, as ‫ﺗﺤﺴﻴﻦ ﺍﻷﻭﺿﺎﻉ ﻓﻲ ﺍﻟﻌﺮﺍﻕ ﻛﻤﺎ ﻭﺻﻔﺖ‬ ِ ُ described in the passage. .‫ﻓﻲ ﺍﻟﻨﺺ‬ ____________________________________________________________ ____________________________________________________________ 22.7 Teacher Edition Arabic Basic Course / Semester III UNIT TWELVE
  • 8. Listening Lesson  ‫اﻻﺳﺘﻤﺎع‬ Passage 1 ‫ﺍﻟﻨﺺ ﺍﻷﻭﻝ‬ Vocabulary & Phrases ‫ﻣﻔﺮﺩﺍﺕ ﻭﻋﺒﺎﺭﺍﺕ‬ Make sure you know these words .‫ﺗﺄﻛﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬ or phrases. hand grenade ‫ﻗﻨﺎﺑﻞ ﻳﺪﻭﻳﺔ‬ to foil/defeat ‫ﺃﺣﺒﻂ / ﺇﺣﺒﺎﻁ‬ َ‫ﱠ‬ to occur at the dismantle ‫ﻓﻜﻚ / ﺗﻔﻜﻴﻚ‬ ََ ‫ﺗﺰﺍﻣﻦ / ﺗﺰﺍ ُﻦ‬ ‫ﻣ‬ same time approximately/ ُ ‫ﻗﺮﺍﺑﺔ‬ cell(s) ‫َﻴ‬ ‫ﺧﻠ ّﺔ / ﺧﻼﻳﺎ‬ about infiltrator َ َُ ‫ﻣﺘﺴﻠﻞ‬ to sneak in ‫ﺗﺴﻠّﻞ / ﺗﺴﻠﱡﻞ‬ َ challenge ّ ‫ﺗﺤﺪﻱ‬ to reflect ِ َْ َ َ َ ‫ﻋﻜﺲ / ﻳﻌﻜﺲ‬ Part A ( ‫ﺍﻟﺠﺰء ) ﺃ‬ Scola - MBC Listen to the segment and extract the ‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﻭﺍﺳﺘﺨﺮﺝ ﺍﻟﻔﻜﺮﺓ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻭﺃﺭﺑﻊ‬ : min. main idea and four supporting details. .‫ﻣﻌﻠﻮﻣﺎﺕ ﺗﻔﺼﻴﻠﻴﺔ‬ ____________________________________________________________ ____________________________________________________________ The script for this ____________________________________________________________ step is on page ____________________________________________________________ 22.13. ____________________________________________________________ ____________________________________________________________ Arabic Basic Course / Semester III UNIT TWELVE Teacher Edition 22.8
  • 9. Lesson  Listening Part B (‫ﺍﻟﺠﺰء )ﺏ‬ Scola - MBC : min. Listen to the segment and answer .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﺛﻢ ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬ the questions. 1. What was reported by “Oqaz” ‫١. ﻣﺎ ﺍﻟﺬﻱ ﻧﺸﺮﺗﻪ ﺟﺮﻳﺪﺓ ﻋﻜﺎﻅ؟‬ newspaper? The script for this step is on page ____________________________________________________________ 22.13. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. What security-related incidents have ‫٢. ﻣﺎ ﺍﻷﺣﺪﺍﺙ ﺍﻷﻣﻨﻴﺔ ﺍﻟﺘﻲ ﺟﺮﺕ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ‬ taken place in Saudi Arabia during the ‫ﺍﻟﺴﻌﻮﺩﻳﺔ ﺧﻼﻝ ﺍﻷﺷﻬﺮ ﺍﻟﺜﻼﺛﺔ ﺍﻟﻤﺎﺿﻴﺔ؟‬ last three months? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 22.9 Teacher Edition Arabic Basic Course / Semester III UNIT TWELVE
  • 10. Listening Lesson  Passage 2 ‫ﺍﻟﻨﺺ ﺍﻟﺜﺎﻧﻲ‬ Vocabulary & Phrases ‫ﻣﻔﺮﺩﺍﺕ ﻭﻋﺒﺎﺭﺍﺕ‬ Make sure you know these words .‫ﺗﺄﻛﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬ or phrases. named/called ‫ُﺴ ّﻰ‬ ‫ﻣَﻤ‬ recent َ ‫ﻣ ََ ﻣ‬ ‫ُﺴﺘﺠﺪ / ُﺴﺘﺠﺪﺍﺕ‬ to be brought about to share ُ َ َ ‫ﺗﻘﺎﺳﻢ / ﺗﻘﺎﺳﻢ‬ ‫ﱡ‬ ‫ََ ﱠ‬ ‫ﺗﻤﺨﺾ ﻋﻦ / ﺗﻤﺨﺾ‬ by volunteer ‫َُ ﱢ‬ ‫ﻣﺘﻄﻮﻉ‬ to resolve ‫ﺣﺴﻢ / ﺣﺴﻢ‬ َْ ََ elements of the “awakenings” ‫ﻋﻨﺎﺻﺮ ﺍﻟﺼﺤﻮﺓ‬ fate ‫ﻣﺼﻴﺮ‬ َ inclusion/ incorporation ‫َﻣ‬ ‫ﺩ ْﺞ‬ His Excellency (‫ﺩﻭﻟﺔ٢ )ﺍﻟﺮﺋﻴﺲ‬ affiliation with/ membership in ‫ﺍﻧﺘﺴﺎﺏ‬ qualified ‫ﻛﻔﺆ‬ to be able to directive/ contain/absorb ‫ﺍﺳﺘﻮﻋﺐ / ﺍﺳﺘﻴﻌﺎﺏ‬ guideline(s) ‫ﺗﻮﺟﻴﻪ / ﺗﻮﺟﻴﻬﺎﺕ‬ Scola - Jordan Listen to the segment and answer .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﺛﻢ ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬ : min. the questions. 1. Who were the two participants ‫١. ﻣﻦ ﻫﻤﺎ ﺍﻟﻤﺸﺘﺮﻛﺎﻥ ﻓﻲ ﺫﻟﻚ ﺍﻟﻤﺆﺗﻤﺮ‬ in the news conference? ‫ﺍﻟﺼﺤﺎﻓﻲ؟‬ ّ ___________________________________________________________ The script for this step is on page ___________________________________________________________ 22.14. 2. What was the primary objective ‫٢. ﻣﺎ ﺍﻟﻬﺪﻑ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻠﻤﺆﺗﻤﺮ ﺍﻟﺼﺤﺎﻓﻲ؟‬ ّ of the news conference? ___________________________________________________________ ___________________________________________________________ 2 His Excellency Arabic Basic Course / Semester III UNIT TWELVE Teacher Edition 22.10
  • 11. Lesson  Listening 3. What are the solutions/actions ‫ُﱢ‬ ‫٣. ﻣﺎ ﺍﻟﺤﻠﻮﻝ ﺍﻟﺘﻲ ﻗﺪﻣﺖ ﻓﻲ ﺍﻟﻤﺆﺗﻤﺮ ﻟﺘﺤﻘﻴﻖ‬ presented to achieve the objective ‫ﺍﻟﻬﺪﻑ ﺍﻟﻤﺬﻛﻮﺭ؟‬ mentioned? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Passage 3 ‫ﺍﻟﻨﺺ ﺍﻟﺜﺎﻟﺚ‬ Vocabulary & Phrases ‫ﻣﻔﺮﺩﺍﺕ ﻭﻋﺒﺎﺭﺍﺕ‬ Make sure you know these words .‫ﺗﺄﻛﺪ ﻣﻦ ﻣﻌﺮﻓﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬ or phrases. to enter suddenly/ ambush/trap ‫ﻛﻤﻴﻦ / ﻛﻤﺎﺋﻦ‬ ْ‫ﺩَ َ ﺩ‬ ‫َﻫﻢ / َﻫﻢ‬ raid good news ْ‫ﺑ‬ ‫ُﺸﺮﻯ / ﺑﺸﺎﺋﺮ‬ within the scope of ‫ﻓﻲ ﺇﻃﺎﺭ‬ Scola - Jordan : min. Listen to the segment and answer .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﺛﻢ ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‬ the questions. 1. How did new technology help the Iraqi ‫١. ﻛﻴﻒ ﺳﺎﻋﺪﺕ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺤﺪﻳﺜﺔ ﺍﻟﻘﻮﺍﺕ‬ forces? Provide details. ‫ﺍﻟﻌﺮﺍﻗﻴﺔ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻤﺬﻛﻮﺭﺓ؟ ﺃﻋﻂ ﺑﻌﺾ‬ The script for this .‫ﺍﻟﺘﻔﺼﻴﻼﺕ‬ step is on page ___________________________________________________________ 22.14. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 2. What was the outcome of the operation ‫٢. ﻣﺎ ﻧﺘﺎﺋﺞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻤﺬﻛﻮﺭﺓ؟‬ mentioned? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 22.11 Teacher Edition Arabic Basic Course / Semester III UNIT TWELVE
  • 12. Hone Your Listening Skills Lesson  ‫اﺻﻘﻞ ﻣﮫﺎراﺗﻚ اﻻﺳﺘﻤﺎﻋﻴﺔ‬ Passage 1 ‫ﺍﻟﻨﺺ ﺍﻷﻭﻝ‬ Scola - Dubai Listen to the segment and extract .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﻭﺍﺳﺘﺨﺮﺝ ﺛﻼﺙ ﻣﻌﻠﻮﻣﺎﺕ ﺭﺋﻴﺴﻴﺔ‬ : min. three EEIs. _________________________________________________________ _________________________________________________________ _________________________________________________________ Passage 2 ‫ﺍﻟﻨﺺ ﺍﻟﺜﺎﻧﻲ‬ Part A ( ‫ﺍﻟﺠﺰء ) ﺃ‬ Scola - Sudan Listen to the segment and extract .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﻭﺍﺳﺘﺨﺮﺝ ﺛﻼﺙ ﻣﻌﻠﻮﻣﺎﺕ ﺭﺋﻴﺴﻴﺔ‬ : min. three EEIs. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Part B (‫ﺍﻟﺠﺰء )ﺏ‬ Scola - Sudan Listen to the segment and extract .‫ﺍﺳﺘﻤﻊ ﻟﻠﻨﺺ ﻭﺍﺳﺘﺨﺮﺝ ﺛﻼﺙ ﻣﻌﻠﻮﻣﺎﺕ ﺭﺋﻴﺴﻴﺔ‬ : min. three EEIs. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Arabic Basic Course / Semester III UNIT TWELVE Teacher Edition 22.12
  • 13. ‫‪Lesson ‬‬ ‫‪Scripts‬‬ ‫‪Scripts‬‬ ‫:‪Script for page 22.8, Passage 1, Part A‬‬ ‫ﺍﻟﻤﺬﻳﻌﺔ:‬ ‫ﻓﻲ ﺧﻄﻮﺓ ﺃﻣﻨﻴﺔ ﺟﺪﻳﺪﺓ ﺿﺪ ﺍﻹﺭﻫﺎﺏ ﺃﺣﺒﻄﺖ ﻗﻮﺍﺕ ﺍﻷﻣﻦ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻋﻤﻠﻴﺎﺕ ﻟﺘﻬﺮﻳﺐ ﻣﺎ ﻳﻘﺎﺭﺏ ﺍﻟﻄﻦ‬ ‫ﻣﻦ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻤﺘﻔﺠﺮﺓ ﻭﺛﻼﺛﺔ ﻋﺸﺮﺓ ﻗﻨﺒﻠﺔ ﻳﺪﻭﻳﺔ ﻭﻗﺬﻳﻔﺔ ” ﺍﻵﺭ ﺑﻲ ﺟﻲ ” ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺃﻛﺜﺮ ﻣﻦ ﺧﻤﺴﺔ‬ ‫ﻋﺸﺮ ﺃﻟﻒ ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﺬﺧﺎﺋﺮ ﺍﻟﻤﺘﻨﻮﻋﺔ ﻛﺎﻧﺖ ﻓﻲ ﻃﺮﻳﻘﻬﺎ ﺇﻟﻰ ﺍﻟﻤﻤﻠﻜﺔ ﻋﺒﺮ ﺣﺪﻭﺩﻫﺎ ﺍﻟﺠﻨﻮﺑﻴﺔ.‬ ‫ﺍﻟﻤﺮﺍﺳﻠﺔ:‬ ‫ّ‬ ‫ﻋﻠﻰ ﺍﻟﺤﺪﻭﺩ ﺍﻟﺠﻨﻮﺑﻴﺔ ﻣﻊ ﺍﻟﻴﻤﻦ ﻗﻮﺍﺕ ﺣﺮﺱ ﺍﻟﺤﺪﻭﺩ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺗﺤﺒﻂ ﻋﻤﻠﻴﺎﺕ ﺗﻬﺮﻳﺐ ﻣﺎ ﻳﻘﺎﺭﺏ ﺍﻟﻄﻦ‬ ‫ﻣﻦ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻤﺘﻔﺠﺮﺓ ﻭﻋﺪﺩ ﻣﻦ ﺍﻟﻘﻨﺎﺑﻞ ﺍﻟﻴﺪﻭﻳﺔ ﻭﻗﺬﺍﺋﻒ ” ﺍﻵﺭ ﺑﻲ ﺟﻲ ” ﻭﺃﺻﺎﺑﻊ ﺍﻟﺪﻳﻨﺎﻣﻴﺖ ﻭﻣﺌﺎﺕ ﻣﻦ‬ ‫ّ‬ ‫ّ‬ ‫ﺍﻟﻘﻄﻊ ﺍﻟﻤﺘﻨﻮﻋﺔ ﻭﺁﻻﻑ ﺍﻟﺬﺧﺎﺋﺮ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﻛﻤﻴﺔ ﻛﺒﻴﺮﺓ ﻣﻦ ﺍﻟﻤﺨﺪﺭﺍﺕ ﻛﺎﻧﺖ ﻓﻲ ﻃﺮﻳﻘﻬﺎ ﺇﻟﻰ ﺍﻟﻤﻤﻠﻜﺔ.‬ ‫ّ‬ ‫:‪Script for page 22.9, Passage 1, Part B‬‬ ‫ﺍﻟﻤﺬﻳﻌﺔ:‬ ‫ً‬ ‫ﻋﻤﻠﻴﺔ ﺃﻣﻨﻴﺔ ﺟﺪﻳﺪﺓ ﻛﺸﻔﺖ ﺗﻔﺎﺻﻴﻠﻬﺎ ﺻﺤﻴﻔﺔ ﻋﻜﺎﻅ ﻧﻘﻼ ﻋﻦ ﺃﺟﻬﺰﺓ ﺃﻣﻦ ﺳﻌﻮﺩﻳﺔ ﻣﺸﻴﺮﺓ ﺇﻟﻰ ﺗﺰﺍﻣﻦ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ ﻣﻊ ﺗﻤﻜﻦ ﺍﻟﻘﻮﺍﺕ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻣﻦ ﺗﻔﻜﻴﻚ ﺧﻤﺲ ﺧﻼﻳﺎ ﺇﺭﻫﺎﺑﻴﺔ ﻭﺍﻟﻘﺒﺾ ﻋﻠﻰ ﻗﺮﺍﺑﺔ ﺳﺒﻌﻤﺎﺋﺔ ﺷﺨﺺ‬ ‫ّ‬ ‫ﺃﻭﻗﻒ ﻣﻨﻬﻢ ﻧﺤﻮ ﺧﻤﺴﻤﺎﺋﺔ ﻭﻋﺸﺮﻳﻦ ﻓﻲ ﻋﺪﺩ ﻣﻦ ﺍﻟﻤﻨﺎﻃﻖ ﻛﺎﻧﻮﺍ ﻳﺨﻄﻄﻮﻥ ﻟﺸﻦ ﻫﺠﻤﺎﺕ ﺇﺭﻫﺎﺑﻴﺔ‬ ‫ﺗﺴﺘﻬﺪﻑ ﻣﻨﺸﺌﺔ ﻧﻔﻄﻴﺔ ﻭﺃﺧﺮﻯ ﺃﻣﻨﻴﺔ ﻓﻲ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺸﺮﻗﻴﺔ.‬ ‫ﺍﻷﺷﻬﺮ ﺍﻟﺜﻼﺛﺔ ﺍﻷﺧﻴﺮﺓ ﺷﻬﺪﺕ ﺍﻟﻘﺒﺾ ﻋﻠﻰ ﻧﺤﻮ ﺛﻼﺛﺔ ﻭﺛﻤﺎﻧﻴﻦ ﺃﻟﻒ ﺷﺨﺺ ﻛﺎﻧﻮﺍ ﻳﺤﺎﻭﻟﻮﻥ ﺍﻟﺘﺴﻠﻞ‬ ‫ﺇﻟﻰ ﺍﻟﻤﻤﻠﻜﺔ ﻣﻌﻈﻤﻬﻢ ﻋﺒﺮ ﺣﺪﻭﺩﻫﺎ ﻣﻊ ﺍﻟﻴﻤﻦ ﻓﻲ ﺣﻴﻦ ﻳﺒﺪﻭ ﻟﻢ ﻳﺒﻠﻎ ﻋﺪﺩ ﺍﻟﻤﺘﺴﻠﻠﻴﻦ ﻋﺒﺮ ﺍﻟﺤﺪﻭﺩ ﺍﻟﻌﺮﺍﻗﻴﺔ‬ ‫ً‬ ‫ﺳﻮﻯ ﺛﻼﺛﺔ ﻭﺃﺭﺑﻌﻴﻦ ﻣﺘﺴﻠﻼ ﻓﻘﻂ.‬ ‫ﺃﺭﻗﺎﻡ ﻣﺜﻴﺮﺓ ﺗﻌﻜﺲ ﺣﺠﻢ ﺍﻟﺘﺤﺪﻱ ﺍﻷﻣﻨﻲ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﺴﻌﻮﺩﻱ.‬ ‫ﻣﻴﺴﺎء ﺍﻟﻌﺎﻣﻮﺩﻱ ﺃﻡ ﺑﻲ ﺳﻲ‬ ‫31.22‬ ‫‪Teacher Edition‬‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬
  • 14. ‫‪Scripts‬‬ ‫‪Lesson ‬‬ ‫:2 ‪Script for page 22.10, Passage‬‬ ‫ﺍﻟﻤﺬﻳﻌﺔ:‬ ‫ﻋﻘﺪ ﺍﻟﻴﻮﻡ ﻣﺆﺗﻤﺮ ﺻﺤﻔﻲ ﻟﻠﻤﺘﺤﺪﺛﻴﻦ ﺍﻟﺮﺳﻤﻴﻴﻦ ﺑﺎﺳﻢ ﺧﻄﻂ ﻓﺮﺽ ﺍﻟﻘﺎﻧﻮﻥ ﻭﺍﻟﻘﻮﺍﺕ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﺠﻨﺴﻴﺎﺕ‬ ‫ﻋﺮﺽ ﺧﻼﻟﻪ ﺁﺧﺮ ﺍﻟﻤﺴﺘﺠﺪﺍﺕ ﺍﻟﻤﻴﺪﺍﻧﻴﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻋﻠﻰ ﺍﻟﺴﺎﺣﺔ ﺍﻟﻌﺮﺍﻗﻴﺔ ﻭﺑﻐﺪﺍﺩ ﺑﺼﻮﺭﺓ ﺧﺎﺻﺔ.‬ ‫ﺍﻟﻤﺮﺍﺳﻞ:‬ ‫ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻷﻣﻨﻴﺔ ﻭﺍﻟﻌﺴﻜﺮﻳﺔ ﻫﻲ ﻣﻦ ﺗﺴﻴﻄﺮ ﺩﻭﻣﺎً ﻋﻠﻰ ﺍﻷﺣﺪﺍﺙ ﻓﻲ ﺍﻟﻌﺮﺍﻕ ﻭﺁﺧﺮﻫﺎ ﺗﻠﻚ ﺍﻟﻌﻤﻠﻴﺔ‬ ‫ّ‬ ‫ﺍﻟﺘﻲ ﺍﻧﻄﻠﻘﺖ ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻟﻌﻤﺎﺭﺓ ﺟﻨﻮﺑﻲ ﺍﻟﺒﻼﺩ ﺗﺤﺖ ﻣﺴﻤﻰ ﺑﺸﺎﺋﺮ ﺍﻟﺴﻼﻡ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﻣﺎ ﺗﻤﺨﺾ ﻋﻦ‬ ‫ﺑﺎﻗﻲ ﺍﻟﺤﻤﻼﺕ ﺍﻟﻌﺴﻜﺮﻳﺔ ﺍﻟﺘﻲ ﻣﺎ ﺯﺍﻟﺖ ﻣﺴﺘﻤﺮﺓ ﻓﻲ ﺍﻟﺒﺼﺮﺓ ﻭﺑﻐﺪﺍﺩ ﻭﺍﻟﻤﻮﺻﻞ ﻭﺍﻟﺘﻲ ﺗﻘﺎﺳﻢ ﺍﻹﻋﻼﻥ‬ ‫ّ‬ ‫ّ‬ ‫ﻋﻨﻬﺎ ﺍﻟﻤﺘﺤﺪﺛﺎﻥ ﺑﺎﺳﻢ ﺧﻄﺔ ﻓﺮﺽ ﺍﻟﻘﺎﻧﻮﻥ ﻭﺍﻟﻨﺎﻃﻖ ﺑﺎﺳﻢ ﺍﻟﻘﻮﺍﺕ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺠﻨﺴﻴﺔ ﻭﺍﻟﺘﻲ ﻛﺎﻧﺖ ﻣﻦ ﺃﻫ ّﻬﺎ‬ ‫ﻤ‬ ‫ﺗﺤﺪﻳﺪ ﻣﺼﻴﺮ ﻣﺎ ﻳﺴﻤﻰ ﺑﻌﻨﺎﺻﺮ ﺍﻟﺼﺤﻮﺓ.‬ ‫ﺭﺟﻞ:‬ ‫ﺣﺴﻢ ﻣﻮﺿﻮﻉ ﻣﺘﻄﻮﻋﻲ ﺃﺑﻨﺎء ﺍﻟﻌﺮﺍﻕ ﺃﻭ ﺍﻟﺼﺤﻮﺍﺕ ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻘﺒﻠﺔ ﺑﻤﺎ ﻳﻨﺴﺠﻢ ﻣﻊ ﺗﻮﺟﻴﻬﺎﺕ ﺩﻭﻟﺔ‬ ‫ّ‬ ‫ﺤﺔ ﺑﺪﻣﺞ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺠ ّﺪﺓ ﻭﺍﻟﻜﻔﺆﺓ ﻭﺍﻟﺘﻲ ﺗﻨﻄﺒﻖ ﻋﻠﻴﻬﺎ ﺷﺮﻭﻁ‬ ‫ﻴ‬ ‫ﺭﺋﻴﺲ ﺍﻟﻮﺯﺭﺍء ﺍﻟﻘﺎﺋﺪ ﺍﻟﻌﺎﻡ ﻟﻠﻘﻮﺍﺕ ﺍﻟﻤﺴﻠّ‬ ‫ﺍﻻﻧﺘﺴﺎﺏ ﺇﻟﻰ ﺍﻷﺟﻬﺰﺓ ﺍﻷﻣﻨ ّﺔ ﺑﺄﺳﺮﻉ ﻭﻗﺖ ﻣﻤﻜﻦ ﻭﺍﺳﺘﻴﻌﺎﺏ ﺍﻷﻋﺪﺍﺩ ﺍﻷﺧﺮﻯ ﻓﻲ ﻭﻇﺎﺋﻒ ﺍﻟﺨﺪﻣﺎﺕ ﻓﻲ‬ ‫ﻴ‬ ‫ّ‬ ‫ﻭﺯﺍﺭﺍﺕ ﻭﺩﻭﺍﺋﺮ ﺍﻟﺪﻭﻟﺔ ﻭﺣﺴﺐ ﺍﻟﻤﺆﻫﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻜﻞ ﻭﺍﺣﺪ ﻣﻨﻬﻢ.‬ ‫:3 ‪Script for page 22.11, Passage‬‬ ‫ﺍﻟﻤﺬﻳﻊ:‬ ‫ﺃﻋﻠﻦ ﺍﻟﻨﺎﻃﻖ ﺑﺎﺳﻢ ﻭﺯﺍﺭﺓ ﺍﻟﺪﻓﺎﻉ ﺍﻷﻣﺮﻳﻜﻴﺔ ﺃ ّﻪ ﺗﻢ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ ﺗﺴﻌﻴﻦ ﻣﻨﺰﻻ ﻣﻔﺨﺨﺎً ﺃﺛﻨﺎء ﻋﻤﻠﻴﺎﺕ ﺩﻫﻢ‬ ‫ً‬ ‫ﻧ ّ‬ ‫ّ‬ ‫ﻓﻲ ﺛﻼﺙ ﻣﻨﺎﻃﻖ ﻓﻲ ﻣﺤﺎﻓﻈﺔ ﺩﻳﺎﻟﻰ ﻓﻲ ﺇﻃﺎﺭ ﻋﻤﻠﻴﺔ ﺑﺸﺎﺋﺮ ﺍﻟﺨﻴﺮ ﺿﺪ ﺍﻟﻘﺎﻋﺪﺓ ﻭﺃﺿﺎﻑ ﺍﻟﻠﻮﺍء ﻣﺤﻤﺪ‬ ‫ﻣﻜﻨﺖ ﺍﻟﻘﻮﺍﺕ ﻣﻦ ﺍﻟﻌﺜﻮﺭ ﻋﻠﻰ‬‫ﺍﻟﻌﺴﻜﺮﻱ ﺃﻥ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﺤﺪﻳﺜﺔ ﺍﻟﺘﻲ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﺠﻴﺶ ﻫﻲ ﺍﻟﺘﻲ ّ‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫ﻫﺬﻩ ﺍﻟﻤﻨﺎﺯﻝ ﻣﺆﻛﺪﺍ ﻋﺪﻡ ﺍﻧﻔﺠﺎﺭ ﺃﻱ ﻣﻦ ﻫﺬﻩ ﺍﻟﻤﻨﺎﺯﻝ ﺍﻟﻤﻌﺪﺓ ﻛﻜﻤﺎﺋﻦ ﻟﻠﻘﻮﺍﺕ ﺍﻟﻤﺪﺍﻫﻤﺔ.‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﺃﻋﻠﻦ ﺍﻟﻌﺴﻜﺮﻱ ﺃﻥ ﺍﻟﻘﻮﺍﺕ ﺍﻟﻌﺮﺍﻗﻴﺔ ﺗﻤﻜﻨﺖ ﻣﻦ ﻗﺘﻞ ﺃﺭﺑﻌﺔ ﺇﺭﻫﺎﺑﻴﻴﻦ ﻣﺮﺗﺒﻄﻴﻦ ﺑﺘﻨﻈﻴﻢ‬ ‫ﺍﻟﻘﺎﻋﺪﺓ ﺃﺛﻨﺎء ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻋﺘﻘﻠﺖ ﺛﻼﺛﻴﻦ ﻣﻄﻠﻮﺑﺎً ﺁﺧﺮﻳﻦ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﺑﺪﺃﺕ ﻓﺠﺮ ﺍﻟﻴﻮﻡ ﻓﻲ ﺗﻠﻚ‬ ‫ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﺘﻲ ﺷﻬﺪﺕ ّﺮﺍﺕ ﻣﺴﺘﻤﺮﺓ ﻭﺗﻔﺠﻴﺮﺍﺕ ﺍﻧﺘﺤﺎﺭﻳﺔ.‬ ‫ّ‬ ‫ﺗﻮﺗ‬ ‫‪Arabic Basic Course / Semester III UNIT TWELVE‬‬ ‫‪Teacher Edition‬‬ ‫41.22‬