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| E6 English Literature Students Level six Forum |
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ÃÏæÇÊ ÇáãæÖæÚ |
2014- 12- 20
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#131 |
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ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
[FONT="Times New Roman"]ÇáÓáÇã Úáíßã
ßíÝßã Çä ÔÇÁ Çááå ãäÍíä æÕáÊ ÇáãÍÇÖÑÉ ÇáÓÇÈÚÉ....Çáå íÓÑåÇ ÚáíäÇ æÚáíßã... Çä ÔÇÁ Çááå íßæä ÇáÇÎÊÈÇÑ Óåá æäØáÚ ãäå æÇáÈÓãÉ ÔÇÞÉ æÌíåäÇ:D[/FONT] |
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2014- 12- 20
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#132 |
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ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
ãÔßæææÑ ÇÍ ÊÑææß
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2014- 12- 20
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#133 |
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ÃßÜÇÏíÜãÜí ÐåÜÈÜí
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
ÓæÇá åá åÏí ÇäæÇÚ ãÎÊáÝå Çæ ÊÛíÑ ÈÇáÇÓã ÝÞØ
ÇáãæÑÝíã ÇáãæÑÝí ÇáãæÑÝ íÚäí Ýíå ÝÑÞ Èíäåã _________________ ÓæÇá ÇáËÇäí æÔ Èíßæä ÇáÓæÇá ÇÏÇ ÇáÇÌÇÈå 1 ßáãÇÊ ÇáãÍÊæì 2 ßáãÇÊ ÇáäÍæíå æÖíÝíå _________________________ ãæÑÝíãÇÊ ÍÑå æãáÇÒãå áäæÇÚ ÇíÔ åÏí¿¿¿ ______________ ãæÑÝíã ãÔÑæØ æ ãÚÌã ãÔÑÑæØ ÇÑÈÚ ÇäæÇÚ ÈÓ ãÇÏÑí ÇäæÇÚ áíÔ _________________ æÔßÑÇ Çááå íÓÚÏßã |
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2014- 12- 20
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#134 |
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ÃßÜÇÏíÜãÜí
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
ÊÑæß ÑÈí íÓÚÏß ÇÐÇ ÎáÕÊ ÇÔÑÍ áäÇ ãä ÇáãÍÇÖÑå ÇáÚÇÔÑå ææÑÇ
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2014- 12- 20
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#135 | |
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ãõãíÒ ÈÇáãÓÊæì 8 E
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
ÇÞÊÈÇÓ:
ÇáÓÄÇá ÇáÇæá : äÚã ÊÎÊáÝ , Ýíå
Morphemes Çááí åí ÇÖÛÑ ÚäÕÑ áÛæí æÝíå Allomorphs - ÊáÞíä ÔÑÍå ÈÇáãÍÇÖÑÉ ÇáËÇäíÉ ÇáÓÄÇá ÇáËÇäí , ãÇ ÝåãÊ ÞÕÏß ÇáÓÄÇá ÇáËÇáË Ýíå Free Morphemes æÊÚÑíÝåÇ morphemes which can occur as independent words æåí Çááí ããßä Êßæä ßáãÉ áæÍÏåÇ æÊÚØí ãÚäì , ãËá go ÊÚÊÈÑ ãæÑÝíã æáÇ ÊÍÊÇÌ Çí ãæÑÝíã ËÇäí ãÚåÇ æÝíå Bound Morphemes æåí ÚßÓ ÇáÇæáì ÊÚÑíÝåÇ morphemes which cannot normally stand alone, but are attached to other morphemes to form a word áÇíãßä Êßæä áæÍÏåÇ æáÇÒã ÊÑÊÈØ ãÚ ãæÑÝíã ËÇäí áÊÚØí ßáãÉ ãËá dis åÐÇ ãæÑÝíã áßä áÇ íÝåã áæÍÏå , áÇÒã äÑÈØå ÈãæÑÝíã ËÇäí ãËáÇ dislike åäÇ ÕÇÑÊ ßáãÉ ÇáÓÄÇá ÇáÑÇÈÚ ãÇ ÝåãÊ ááÇÓÝ ÇáÓÄÇá ÈÇáÊæÝíÞ ÇÎÊí .. |
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2014- 12- 20
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#136 | |
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ãõãíÒ ÈÇáãÓÊæì 8 E
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
ÇÞÊÈÇÓ:
Êæäí ÎáÕÊ ÇáÚÇÔÑÉ ,, ãÇ ÝíåÇ Ôí íäÔÑÍ ,, ßáåÇ ÍÔæ ßáÇã ..
ãáÎÕåÇ ÈÇÎÊÕÇÑ ÊÊßáã Úä ÇáßÝÇÁÉ æÇáÇÏÇÁ .. Linguistic competence - Linguistic performance ÇáßÝÇÁÉ : Competence åí ÇáãÚÑÝÉ ÇááÛæíÉ ááãÊÍÏËíä ÇáÇÕáííä ááÛÉ Competence: refers to the linguistic knowledge of native speakers ØÈÚÇ åí Ôí ÚÞáí ÛíÑ ãÍÓæÓ inguistic competence is the unconscious knowledge that native speakers share of their native language. ÇáßÝÇÁÉ ÇááÛæíÉ åí ÇáãÚÑÝÉ ÇááÇæÇÚíÉ ÇáÊí íÔÊÑß ÈåÇ ÇáãÊÍÏËíä ÇáÇÕáííä ãÚ áÛÊåã ÇáÇã "ÇáÇÕáíÉ". ÇãÇ ÇáÇÏÇÁ Performance Ýåæ ÇáÞÏÑÉ Úáì ÇáÞíÇã ÈÇÓÊÎÏÇã ÇááÛÉ ÇáãæÌæÏÉ ÈÇáÚÞá æÇáÊí ÊßáãäÇ ÚäåÇ ÈÇáßÝÇÁÉ ÇááÛæíÉ. Performance: refers to the actual use of language in concrete situations. It is the speakers’ ability to use the unconscious knowledge of their language (which is represented by their linguistic competence). Ëã Êßáã Úä Communicative Competence ÇáßÝÇÁÉ ÇáÊæÇÕáíÉ æåäÇ íÊßáã Úä ßíÝ ßÝÇÁÉ ÇáÔÎÕ ÚäÏ ÊæÇÕáå ãÚ ÇáÇÎÑíä æåäÇ ÞÓãåÇ Çáì ËáÇËÉ ÇÞÓÇã Çæ ãßæäÇÊ Communicative competence : can be defined in terms of three components: - ÇáßÝÇÁÉ ÇáÊæÇÕáíÉ: íãßä ÊÚÑíÝåÇ ãä ÎáÇá ãßæäÇÊ ËáÇËÉ: (1) Grammatical/linguistic competence ÇáßÝÇÁÉ ÇááÛæíÉ ÇáäÍæíÉ (2) sociolinguistic competence ÇáßÝÇÁÉ ÇááÛæíÉ ÇáÇÌÊãÇÚíÉ (3) strategic competence. ÇáßÝÇÁÉ ÇáÇÓÊÑÇÊíÌíÉ Ëã ÝÕøá Ýí ßá äæÚ ãä ÍíË ÇáÊÚÑíÝ æÇáÇãËáå ÇáãÎÊÕÑ åÐÇ ÛíÑ ÔÇãá ÝÞØ ÑÄæÓ ÇÞáÇã ,, ÈÇáÊæÝíÞ |
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2014- 12- 20
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#137 |
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ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
Practice (2):
- Classify the underlined words in the following passage into content VS function words: ‘Sara Ferguson stared out the window of the café. She could not stop thinking about her dad. She was living at home with him, attending college full time. Last night her dad was complaining of chest pain. It really scared her. She had never thought about losing him. Sara was four when her mom died. Her dad had always been there for her. Now she could not stop worrying. He was only 49. She needed him.’ More practice: - Classify the words in the following passages into content VS function words: ‘Sara watched people go in and out of the shoe store across the street. It reminded her of when she was a little girl. Sara started working when she was 10 yrs old. Every Saturday, she walked to work with her dad. He owned a shoe shop in Los Angeles. Sara liked hanging out with her dad.’ ‘She also enjoyed helping the customers pick out shoes. Her dad paid $1.50 for every pair of shoes she sold. The most money she ever made in one day was $15.00. Sara’s dad taught her how to budget her money carefully. Each week, she wrote down how many pairs of shoes she sold. She counted all her money. Then Sara put 75% in a savings account that her dad opened for her. She kept 25% to spend.’ |
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2014- 12- 20
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#138 |
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ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
Çááå íÓÚÏßã ßíÝ Íá åÏí
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2014- 12- 20
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#139 |
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ÃßÜÇÏíÜãÜí äÜÜÔÜØ
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
æÃäÇ ÈÚÏ ÃÈí ÍáåÇ ...
ÃäÇ ÍáíÊåÇ ÈÓ ÃÈí ÇÍÏ íÕÍÍåÇ áí ... |
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2014- 12- 20
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#140 |
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ÃßÜÇÏíÜãÜí äÜÜÔÜØ
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ÑÏ: ÊÌãÚ ãÐÇßÑÉ ÇáäÍæ æÝÇáäÇ ÈÇÇÐä Çááå ÇáÊÝæÞ æÇáÇãÊíÇÒ
åá ÃÓÆáÉ ÇáÊÑã ÇáÝÇÆÊ ÏÇÎáÉ Ýí ÇáãÍÊæì ÇáÍÇáí ááãÇÏÉ ! ãÚ ÊÛíÑ ÇáÏßÊæÑ ¿
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ÇáãæÇÖíÚ ÇáãÊÔÇÈåå
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