29 نوفمبر, 2009 Tabuk University جامعة تبوك منهج السنة التمهيدية

Tabuk University
جامعة تبوك
منهج السنة التمهيدية

1- The helping verbs الأفعال المساعدة

1- Verb to be

I am

He
She is was
It
أي اسم مفرد

been

You
We are were
They
أي اسم جمع

I    am
He        is
She        is
It    is
Susan is

You    are
We                   are
They    are
John and I    are

am
be is

are

contraction

Long form الشكل الطويل Contraction الاختصار

am       ‘m
is    ‘s
are       ‘re

am not ‘m not

is not ‘s not
isn‘t

are not ‘re not
aren‘t

to be أسئلة على فعل
CHOOSE :-

1- I ( am – is – are ) a student.
2- Mr. Brown ( am - is – are ) an English citizen.
3- Hassan and I ( am – is – are ) at home.
4- ( Am – Is – Are ) I happy ?

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2- Verb to have

He

She has

I t

أي اسم مفرد

had

I

You have

We

They
أي اسم جمع

to have أسئلة على فعل
CHOOSE :-

1- I ( has – have ) a car.
2- Mr. Brown ( has – have ) two brothers.
3- Hassan and John ( has – have ) children.
4- (Has – Have ) he read the novel ?

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3- Verb to do

He
She
It does
أي اسم مفرد
did done
I
You
We do
They
أي اسم جمع

to do أسئلة على فعل
CHOOSE :-

1- I ( do - does ) my homework.
2- Mr. Brown ( don’t – doesn’t ) go there.
3- Hassan and John ( do – does ) their homework .
4- ( Do – Does ) he like swimming ?
5- ( Do – Does ) you like swimming ?

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4- وتوجد أفعال مساعدة أخرى، مثل :-

will         would
shall    should
can        could
may       might
must     ought to

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2- There is ………… يأتي بعدها مفرد
There are ………. يأتي بعدها جمع

ومثلها النفي :-

There isn’t ……….
There aren’t ……….

There is , There are أسئلة على
CHOOSE :-

1- ( There is – There are ) a pen on the table.
2- ( There is – There are ) some chairs in the room.
3- ( There isn’t – There aren’t ) any novels there.
4- ( Is there – Are there ) a book in the bag?
5- ( Is – Are ) there many stores downtown ?

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3- A- ( in , on , at ) : Time الوقت

1- the morning , the afternoon , the evening.
1- in 2- months : January , February , March , etc
3- seasons : summer , winter ,spring , autumn ( fall ).
4- Years : 1997 , 2005 , 1428 , 1430 , …. etc.

2- at 1- time : 5 o’clock , 7:30 , 9:45 , … etc.
2- night.

1- days : Saturday , Sunday , Monday , .etc.
3- on 2- تاريخ اليوم : September 20th.
3- weekdays , weekends.

4- from ………. to ………… من الساعة ……… إلى الساعة
from ……… until ……… من الساعة ……… حتى الساعة

in , on , at : Time أسئلة على
CHOOSE :-

1- He came ( in – on – at ) January.
2- I’m awake ( in – on – at ) 6:15 a.m.
3- We saw him ( in – on – at ) the morning.
4- They visited Umar ( in – on – at ) the weekend.

3- B- ( in , on , at ) : Places الأماكن

1- in 1- buildings
2- cities ( Tabuk ) , countries (Saudi Arabia

2- on 1- water : river , ocean , coast.
2- street , avenue .

3- at 1- certain places : 25, Market Street.

* تستخدم كلمة at مع الأرقام سواء مع الزمن أو مع أرقام المنازل.

in , on , at : Time أسئلة على
CHOOSE :-

1- They live ( in – on – at ) River Avenue.
2- The library is ( in – on – at ) 413 Second Avenue.
3- Mariko is ( in – on – at ) the library now.
4- He lives ( in – on – at ) London.

4- أدوات الاستفهام :

1- What … ? ماذا / ما
2- Where … ? أين ( مكان )
3- When … ? ( زمن ) متى
4- Who … ? ( شخص) من
5- How … ? كم / كيف
- How many … ? كم العدد ( عدد )
- How much … ? كم الكمية ( كمية )
- How far … ? كم تبعد / المسافة
- How fast … ? كم سرعة
- How long … ? كم طول
- How old … ? كم عمر
- How often … ? كم مرة
- How are you … ? كيف حالك

علامة استفهام + فعل رئيسي +    فاعل + فعل مساعد + أداة استفهام
?    +    ثاني كلمة + أول كلمة + _ + _
5    4                3              2       1

أسئلة على أدوات الاستفهام

CHOOSE

1- ( What – Where – When – How ) did he come ? At 7 : 30 a.m.
2- ( What – Where – When – How ) do they live ? In Tabuk.
3- How ( old – far – often – long ) are you ? I’m 23 years old.
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5- frequency adverbs :

always , usually , often , generally , sometimes , occasionally , rarely , seldom , never , every.

مع هذه الكلمات يبقى الفعل كما هو بدون أي إضافات إلا إذا كان الفاعل مفرد غائب فإننا نضع s ) ) في نهاية الفعل. و الفاعل المفرد الغائب مثل :-

He
She الفعل + s
It
أي اسم مفرد

I
You
We الفعل كما هو
They
أي اسم جمع

frequency adverbs أسئلة على

CHOOSE :-

1- He ( work – works – working ) at a grocery store.
2- I sometimes ( watch – watches – watching ) TV.

6- now , right now : الآن

مع هذه الكلمات نضيف في نهاية الفعل ing ونضع قبله فعل

to be

( am , is , are ) . مثل :-

1- Mike is buying gifts now.
2- The little boys are running right now.

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7- بعد هذه الكلمات يبقى الفعل كما هو بدون أي إضافات وكذلك بالنسبة لنفيها:-

will
would
shall
should
can
could
may بدون أي إضافات الفعل كما هو
might
must
ought
going to
do
does
did

وكذلك عندما يبدأ السؤال بإحدى هذه الكلمات أو أي فعل مساعد نجيب عليه إما Yes,…. أو No, ….. ثم نعكس أول كلمتين. ولكن نضيف كلمة not إذا كانت الإجابة No, ….

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8- حروف الجر للأماكن :-

Prepositions of place

to the left    لليسار
the right    اليمين
over                      فوق
under تحت
near    قرب
far from    بعيد عن
next to بعد
between بين
on top of      على قمة / في أعلى
across from    عبر
in front of    أمام
in back of    خلف / وراء

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Present tenseالمضارع past tense الماضي

know    knew
is / am    was
are were
have had
quit                             quit
drive drove
begin    began
sell sold
think thought

راجع الكتاب الصفحات 39 , 128 , 131 Pages 39 , 128 , 131

Long form الشكل الطويل Contraction الاختصار

will ’ll

will not won’t

cannot can’t

Long form reduced form

and ‘n

going to gonna

What are what’re

Why are where’re

them ’em

can c’n

doing doin

meet you meetcha

want to wanna

have to hafta

Aren’t you Arencha

I’m spending I’m spendin

Would you wudja

I would I’d

Could you cudju

We will we’ll

you ya

did you ja

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A- write information about yourself.

1- My name is ( Ahmad ).

2- I am 22 years old.

3- I live in Tabuk.

4- On weekends, I like to watch TV.

5- I go to University of Tabuk.

6- I like fast food.

7- I like to read novels.

Use these ( verbs - nouns - adjectives – …etc ) in sentences.

Noun adjective page : 77 Ex. 1

dirt dirty

luck lucky

wind windy

rock rocky

sleep sleepy

cloud cloudy

sun sunny

تكوين السؤال باستخدام Could ليكون بطريقة مهذبة ومؤدبة:-

1- Open the window. Could I open the window ?

2- Help me. Could you help me ?

وإجابة هذه الأسئلة تكون :-

1- في الإثبات : ( Affirmative ) Yes, of course.

2- في النفي : Sorry, but I can’t. ( Negative )

Requests : Page : 84 & 85 .

تكوين الطلب والسؤال باستخدام Would like ليكون بطريقة مهذبة ومؤدبة:-

1- some cold medicine. I would like some cold medicine.

2- learn first aid. Would you like learn first aid ?

وإجابة هذه الأسئلة تكون مثل إجابة أسئلة could :-

1- في الإثبات : ( Affirmative ) Yes, of course.

2- في النفي : Sorry, but I can’t. ( Negative )

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Subject + verb + indirect object + direct object

(person) (thing)

1- I gave him some money.

2- The teacher asked Hasan a question.

Pages 105-109تكوين السؤالMaking a question

Wh-questions وهي الأسئلة التي تبدأ بأداة استفهام.

طريقة تكوين السؤال :-

1- نضع أداة استفهام.

2- ثم نضع الفعل المساعد.

3- ثم نضع الفاعل.

4- ثم نضع الفعل الأساسي.

5- وأخيرا نضع علامة استفهام.

السؤال يتكون من خمس خطوات. و هي :-

مثال 1 :-

1 2 3 4 5

What does he write ?

علامة استفهام + الفعل الأساسي + الفاعل + الفعل المساعد + أداة استفهام

2مثال 2 :- 5 4 3 2 1

1- نضع أداة استفهام …… ………………………… Where

2- ثم نضع الفعل المساعد ………………………. do

3- ثم نضع الفاعل ………………………. you

4- ثم نضع الفعل الأصلي ……….. live

5- وأخيرا نضع علامة استفهام ……?

1- بعض أدوات الاستفهام

1- What … ? 1- ما / ماذا . . . ؟ والإجابة عليها عامة

2- When… ? 2- متى .. . ؟ لابد أن تدل الإجابة على زمن

3- Where … ? الإجابة تدل على مكان 3- أين … ؟ لابد

4- Why … ? تدل الإجابة على سبب ؟ 4- لماذا . .

5- Who … ? لابد أن تدل الإجابة على الفاعل 5- من . .؟

6- Whom … ? لابد أن تدل الإجابة على المفعول 6- من . ؟

7- Whose … ? لابد أن تدل الإجابة على المالك 7- لمن . ؟

8- Which … ? لابد أن تدل الإجابة على الاختيار 8- أي . ؟

9- How… ? 9- كيف . . . ؟ لابد أن تدل الإجابة على كيفية حدث

10- How often…?؟تدل الإجابة على عدد المرات 10- كم مرة…

11- How many … ? لابد أن تدل على العدد 11- كم عدد . . . ؟

12- How much … ? لابد تدل على الكمية 12- كم كمية . . . ؟

13- How much … ? 13- كم ثمن . . . ؟ تدل الإجابة على الثمن

14- How old… ? 14- كم عمر . . . ؟ تدل الإجابة على العمر

15- How heavy …? تدل الإجابة على الوزن 15- كم وزن … ؟

16- How tall … ? 16- كم طول . . . ؟ تدل الإجابة على الطول

17- How high … ? الارتفاع 17- كم ارتفاع … ؟ لابد تدل على

18- How wide … ? 18- كم عرض …؟ تدل الإجابة على العرض

The helping verbs 2- الأفعال المساعدة

Verb to be

I am

He was

She is

It been

You

We are were

They

Verb to have

He

She has

It

had had

I

You have

We

They

Verb to do

He

She does

It

did done

I

You do

We

They

وتوجد أفعال مساعدة أخرى، مثل :-

will would

shall should

can could

may might

must

ought to

3- الفاعل غالباً ما يأتي قبل الفعل ( أي يكون أول كلمة ).

4- الفعل الأساسي غالباً ما يأتي بعد الفاعل ( أي يكون ثاني كلمة ).

لاحظ / إذا وجدت أي كلمات إضافية فإننا نضعها بعد الفعل، أي قبل أداة الاستفهام. مثل :ـ

a-He is waiting for the bus . ( Ask What …? )

1-What is he waiting for ? ( the bus ).

b- He drinks tea every morning . (Ask What …?)

1- What does he drink every morning ? ( tea ) .

b- He drinks tea every morning . (Ask When…)

2- When does he drink tea ? ( every morning) .

لاحظ:-

1- نضع does إذا انتهى الفعل بحرف s.

2- نضع did إذا كان الفعل في الماضي . ( ed )

3- نضع do إذا لم ينتهي الفعل بحرف( s ) ولم يكن في الماضي ed

لاحظ :-

عند السؤال عن الفاعل ( الذي يكون أول كلمة ) نحذف الفاعل ونضع بدلاً منه أداة الاستفهام فقط ( (Who للأشخاص و ( (What للأشياء. مثل :-

1- He drinks tea every morning . ( Ask Who …? )

1- Who drinks tea every morning ? ( He )

2- The navy was terrible. ( Ask What …? )

2- What was terrible ? ( The navy ).

** عند تكوين السؤال يجب تجنب وضع الإجابة داخل السؤال.

** الأفعال المساعدة ( am, is, are, was, were ) لا تحتاج إلى فعل مساعد حيث أنها . تعتبر فعل أساسي وفعل مساعد في آن واحد. مثل :- 1- How are you ?

2- Where is he ?

طريقة تكوين السؤال الذي إجابته (Yes,…/ No,… ) :

الأسئلة التي إجابتها نعم أو لا (Yes,…/ No,… ) وهي عبارة عن جملة خبرية ولكن نضع الفعل قبل الفاعل . مثل :

1- He is a doctor . هو طبيب .

هل هو طبيب ؟ 2- Is he a doctor ?

3- They are farmers . هم مزارعون .

4- Are they farmers ? هل هم مزارعون ؟

ولكن إذا لم يوجد فعل مساعد فإننا نأتي بالفعل المساعد (do /does /did). مثل :ـ

1- You live here . أنت تسكن هنا .

1-Do you live here ? هل أنت تسكن هنا ؟

2- He worked there.

2- Did he work there ?

عند الإجابة على هذه الأسئلة نضع كلمة Yes,…/ No,… ثم نقلب أول كلمتين من

السؤال. ونضيف كلمة not إذا كانت الإجابة No,…

Using too with short statements :-

1- Susan had a dream about ice cream, and Mario had a dream about ice cream. ( Use short form ).

1- Susan had a dream about ice cream, and Mario did too.

2- John sees colour in his dreams, and James sees colour in his dreams. ( Use short form ).

2-John sees colour in his dreams, and James does too.

too نحذف جميع الكلام الذي بعد الفعل المكرر ونضع بدلا منه كلمة

Using either with short statements :-

1- Susan didn’t eat fish, and Mario didn’t eat fish. (Use short form).

1- Susan didn’t eat fish, and Mario didn’t either.

2- They won’t be late, and we won’t be late. (Use short form).

2- They won’t be late, and we won’t either.

نحذف جميع الكلام الذي بعد كلمة النفي المكررة ونضع بدلا منه كلمة either

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Used to اعتاد على

1- You used to sleep 17 to 18 hours a day.

1- You don’t sleep 17 to 18 hours a day now.

* نحذف used to ثم نضع مكانها don’t ونضع نهاية الجملة كلمة now .

إعداد الأستاذ / سالـم مراحيل قريشع

24 نوفمبر, 2009 Pronunciation Techniques

Pronunciation Techniques

Learning Pronunciation Rules

Teaching Oral English – Emphasis on Pronunciation Techniques for teaching oral English to secondary students and adult learners. ( Rules ).

Learning pronunciation rules :-

Every person begins studying a foreign language with learning pronunciation rules, which are important to pronounce the word correctly. The main aim of learning a foreign language is to be able to communicate with people, but bad pronunciation can cause misunderstanding. That is why it is evident: rules of pronunciation are important for every learner. Indeed, you may know grammar well, have a good extensive vocabulary, but if you have horrible pronunciation, it is very difficult to make someone understand you. Moreover, if people cannot understand what you say, they will have no interest to talk to you.

There are 26 letters in English but there are 52 sounds of English. To pronounce the words correctly, we have to hear them correctly. What you do not hear, you can not say. ( The correct reception produces correct production ).

The main aim of learning a foreign language is to be able to communicate with people but bad pronunciation causes misunderstanding. So, learning the rules of pronunciation is very important for every learner.

There are 26 letters in the English alphabet but in American English these letters can make up to 52 different sounds. English spelling rules are complicated and the sound of a vowel or consonant depends on its location in a word and the letters that surround it. By learning how to pronounce these sounds the student can effectively improve his/her English.

There are many rules of pronunciation techniques. Here are some of them :-

Rule 1 :-

The regular past participles are formed by the addition of ed or d . There are about 150 irregular verbs in all and these verbs do not have the addition ed or d . This addition of ed or d is pronounced / d , t or id / .

Unlike regular verbs, irregular verbs (about 150 in all) do not have past forms which can be predicted.

The -ed ending is not pronounced as an extra syllable.

Firstly, if the final sound of the verb’s present tense is pronounced / t or d/
the addition is pronounced / Id /

Examples :-

Hated / heit Id /
Handed / h_nd Id /

Secondly, if the final sound of the verb’s present tense is pronounced / p , k , f ,, s , ƒ or tƒ / the addition is pronounced / t /.

Examples :-

Hoped / h_pt /
Walked /w _:kt /
Passed / p _ st /
Washed / w _ ƒt /
Watched / w _ tƒt /

Thirdly, if the final sound of the verb’s present tense is pronounced / b , , h , l , m , n , r , v , w , z , z , zd / or a vowel, the addition is pronounced / d /.

Examples :-

Robbed / r_bd /
Enlaged / inl_: dzd /
Pulled / p _ld /
Mined / m __ nd /
Moved / m _vd /
Borrowed / b_r_d /
Quizzed / k __zd /
Agreed / _gr_d /

Verbs which end in the following sounds have their past endings pronounced / d /: / b / rubbed; / g / tugged; / dz / managed; / l / filled; / m / dimmed; / n / listened; vowel + / r / stirred; / v / loved; / z / seized.

The -ed in verbs that end with the / f / and / p / sounds also seem to get pronounced as / t /.

1- / t / for verbs ending with / p /, / f /, / sh /, / ch /, / k /, and / s /.

2- / Id / for vor verbs ending with / t / and / d /.

3- / d / for all the rest.

Some sounds have voice (+voice) and some others haven’t (-voice).

voice + voice
b p
v f
z s
g k
d t

If a verb ends in a +voice sound -ed will be pronounced / d /(+voice)
If a verb ends in a -voice sound -ed will be pronounced / t /(-voice)

1) If the base word ends in an unvoiced sound, then -ed= / t /.

2) If the base word ends in a voiced sound, then -ed= / d /

3) If the base word ends in the letter t or d, then -ed=/ Id /.

Rule 2 :-

Plurals are formed by the addition of s or es at the end of the singular.
There are exceptions for this rule but they are very few, such as :-

tooth teeth
foot feet
man men
woman women
child children

There are some words which have the plural as the same as the singular, such as :-

sheep    sheep
oryx      oryx
fish       fish or fishes

Regular plurals are formed by the addition of s or es at the end of the singular. This addition of s is pronounced / s , z or iz / .

1- First of all , if the final sound of the noun’s singular is / p , t , k , f ,  / the addition is pronounced / s /.

Examples :-

cups / k ^ps /
roots / r u:ts /
cakes / keIks /
roofs / ru:fs /
paths / pa:s /

2- Secondly, if the final sound of the noun’s singular is / s , z , ƒ, z , tƒ , dz / the addition is pronounced / iz /.

Examples :-

buses / b^s iz /
quizzes / kw iz iz /
dishes / di ƒ iz /
pages / peiz iz /
watches / w – tƒ iz /
bridges / bri dz iz /

3- Thirdly, if the final sound of the noun’s singular is / b , d , h , l , m , n , r , v , w , ð / or it sounds a vowel , the addition is pronounced / z /.

Examples :-

clubs / kl^bz /
hands /hands /
balls / b _:lz /
rooms / r_mz /
nouns / na_nz /
cars / ka:rz /
waves / weivz /
windows / windz /
clothes / kl thz /
seas / s i:z /
rows / r __z /

Rule 3 :- Phonetic Transcription

For students who have mastered the IPA (International Phonetic Alphabet) phonetic transcriptions can help improve their understanding of the importance of connected speech when speaking English. Dictionaries give single word phonetic transcriptions which can greatly improve students pronunciation skills. However, when speaking to native speakers, students are often surprised at how the phonetic transcriptions seem to not always match pronunciation used in connected speech. This is in great part due to the fact that English is a time stressed language, as opposed to a syllabic language.

1- If necessary quickly review the IPA, ask students to transcribe various words written on the board.

2- Lead a short discussion about the difference in pronunciation between various words spoken by themselves and in phrases.

3- Examine worksheet of text transcribed in IPA

4- Ask students to note differences between what the single word pronunciation should be and the manner in which it has been transcribed.

5- Discuss the various changes, by giving aural examples as well as written descriptions on the board.

6- Have students break up into small groups of 3-4.

7- Give groups text to be transcribed into the IPA – stress that they should practice speaking each phrase before they begin the transcription process.

8- Have groups compare their work with the transcribed text handout.

9- Discuss differences and problematic areas as a class.

Some words can have the same spelling but different pronunciation, for example:

1- I like to read / ri:d /.
2- I have read / red / that book.

Some words have different spelling but the same pronunciation, for example:

1- I have read / red / that book.
2- My favourite colour is red / red /.

There is also a tendency to focus on production as the main problem affecting the learners. Most researches however, shows clearly that the problem is more likely to be reception – what you don’t hear, you can’t say. Moreover, if the “English” sound is not clearly received, the brain of the learner converts it into the closest sound in their own language . Thus the dental English fricative /ð/ in “those” ,becomes converted by Spanish speakers into the denatlised Spanish /d/ , producing “dose” as this is what the speaker hears. Given this reality , it would seem logical to place a heavy emphasis on listening (reception) as a way into releasing appropriate pronunciation (production

The teacher gives some simple examples,

IPA Phonetic Transcription Example Text
Frustration is a burst hot-water bottle, or loathing every moment of a holiday you’re paying a fortune for. It’s using the wrong side of the Sellotape, forgetting what you were going to say, or locking yourself out. Frustration is other people parking in front of your garage, or a stranger reading a riveting letter on the bus and turning over before you get to the bottom of the page.

Text To Transcribe

The weather today will be warm for the time of year and fine on the whole. There will be showers here and there though some places will miss out completely. The good spell should hold over the next two days but there may be fog over low ground in the early mornings. That is the end of the general forecast.

Rule 4 :- VOWELS

1- a + consonant(s):

1- Consonant(s) with the exception of w followed by a and 1 or 2 Consonant(s) with the exception of r , l and y for the first consonant , a is pronounced / æ /.

Examples :-

a- Ash : the word “Ash” pronounce /æ∫/ in British English & American English.
b- Active : the word “Active” pronounce /’æktґv/ in British English & American English.
c- Damage the word “Damage” pronounce /’dæmeґdґ/ in British English & American English.
d- Ladder the word “Ladder” pronounce /’lædґ/ in British English & American English.

2- w +a + consonant(s):

2-Consonant(s) followed by w and a and Consonant(s) with the exception of r is pronounced /α:/.

Examples :-

a-WaSh the word “Wash” pronounce /w∫/ in British English &. /wα:∫/ in American English.
b-Watch : we can’t pronounce /wtt∫/ or /wα:tt∫/ as it noted before so it change to /wt∫/ /wα:t∫/.
c-Wand the word “Wand” pronounce /wnd/ in British English & /wα:nd / in American English.

3- a + i + r :
3-Consonant(s) followed by a + i + r = /eə/ $ /er/.

Examples :-
1-Airport the word “airport” pronounce /eəpэ:t/ in British English & /erpэ:rt/ in American English.

4- u + r + consonant(s):

4- Consonant(s) followed by u + r + Consonant(s) = /3:/ $ /3:r/

Examples :-

a- Accursed the word “accursed” pronounce /ґk’3:st/ in British English & American English.
b- Blurb the word “blurb” pronounce /bl3:b/ in British English & /bl3:rb/ in American English.
c- Concur the word “concur” pronounce /kґn’k3:, kґn’k3:/ in British English & /kґn’k3:r/ in American English.

5- g + vowel + consonant(s):

5- Vowel(s) followed by g + word (except e , h ) = / g /

Examples :-

a- Gun the word “gun” pronounce /gΛn/ in British English & American English.

6- Vowel(s) + r :
6- Vowel (s)(it’s necessary to at least have one vowel) + r + vowel (s) =/–/ $ / r / (if r is in first then =/ r / ) (if Consonant(s) + r + vowel (s) = / r / ).

Examples :-

a- Rest the word “rest” pronounce /rest/ in British English & American English.
b- Cart the word “cart” pronounce /kα:t/ in British English & /kα:rt/ in American English.
c- Bring the word “bring” pronounce /brґng/ in British English & American English.

Rule 5 :- (pronunciation problems ) :-

We have to use our knowledge of our students and our ears in order to be aware of their pronunciation problems, it is also useful to have some prior knowledge of what elements of English phonetics and phonology are likely to cause problems. This is one area of language learning where few people would question the use of contrastive analysis. For instance, Arabic speakers have difficulty distinguishing between / p / and / b / . Having known some of the main areas of contrast between native language and Arabic language and what difficulties students have, it then remains for the teacher to build this information into some meaningful classroom exercises.

Exercise should be simple, accessible , fun and combine reception and production. Some students (usually adults) do feel embarrassed to pull ridiculous faces when practising vowel sounds (this may be personal or cultural or both) but in general, students enjoy the pronunciation work. Where possible, exercises should be communicative in that they should (and do generate differences of opinion and disagreement about what was said/heard.

Exercise 1 :-
After having taught or exposed the students to long and short vowels through listening and oral work, the teacher can check recognition, retention and ability to discriminate in the following way.

1- The teacher writes a variety of words containing the target sounds (long and short vowels) on the board. For example,

port pit pat pert pet pot putt put part peat
1 2 3 4 5 6 7 8 9 10

The only difference in sound here is that of the vowel – familiar to anyone who has done minimal pair work. As in these examples, the word should begin and end with the same consonant. 1, 4, 9, and 10, are long vowels and the rest are short.

The teacher then models each word and individual repetition follows. The vowel sound can be isolated and the procedure repeated until the teacher is reasonably sure that there are no major problems. Then the teacher tells the students that they are going to hear one of the words and must write the number which corresponds to the word they hear. What the students have written is then checked and compared.
This automatically leads into a discussion of what they heard and what sounds they are confusing. If a student heard 2 when the teacher said 10, they are confusing the short vowel / I / with the long vowel / i: / . The teacher gives feedback and the sounds may then be modeled again and practised.

Exercise 2 :-
Two or three words are then presented together and the procedure repeated. The teacher then tells the class they are going to hear six words and that the numbers correspond to an important telephone number. The teacher delivers the words and asks , “What’s my number?”. Again there will be differences in what was heard. This allows a focus on which sounds are not being discriminated effectively by which students and where their problems lie. Later discussion may revolve around what strategies students may employ to improve their discrimination skills – songs, minimal pair games with friends, movies, radio, etc.

Learners are then invited to model the telephone number. This usually generates much discussion and disagreement along the lines of – “You said …… “, “No I did’nt “, “Say it again” and so on and is usually very lively. The teacher is, of course, the final arbiter of what was really said. The important thing is that the learners are thinking actively about their pronunciation and how to repair it if necessary. They also begin to hear themselves (often for the first time) and this is of immeasurable importance in the retention of sounds.

Exercise 3 :-
This exercise is for a multi-lingual class, but is equally effective with monolingual groups. It is more communicative in nature than Exercise A as it involves giving and carrying out instructions.

Having identified some problem areas for the class, the teacher makes a list of instructions containing these. For example:-

1- Write the letter “P” above the sheep.
(Arabic speakers often write ” B”).
2- Draw a pear next to the mouse. (Arabic speakers often draw a bear).
3- Write the words ship and sheep.
4- Write the words three and tree.
After presentation and practice of the problem areas, each student is given a piece of paper with an instruction containing such sounds. The papers are given so that a student will hear an instruction containing a sound which they have a problem hearing. The instruction is then whispered in the ear of the receiving student and they carry out what they hear. They sit down and read their instruction to the next student. This continues until all the instructions have been carried out and there is something resembling a picture on the board. No comments should be made as the work is in process.

There will be reactions from laughter to dismay as the students see how their instructions were carried out. The teacher needs to focus the students on what went wrong. Was the problem production or reception? What did student 1 say and what did student 2 hear ? The dilemma pushes the students to correct themselves and hear what they are saying. The discussions are often very animated and again the teacher must arbitrate. The learners also see the real-life consequences of not producing or not hearing appropriate English sounds as well as getting personal and class feedback on their problem areas. As in the first exercise, discussion can take place on strategies for pronunciation.

Conclusions :-

1- The exercise allows clear practice in production and reception and gives concise feedback to individual learners as to where their problems lie in these areas and how to repair them. Often these are very simple physical questions such as not rounding the lips as in / u: / in fool , which the teacher can help them focus on.

2- This, in turn, allows discussion on learning strategies for

3- pronunciation which can be drawn up it the classroom. It is a communicative exercise as it involves disagreement, repair and ( hopefully) agreement among other things.

4- Many language learners feel self conscious and negative about their pronunciation . To effectively deal with this question in the class and enable learners to see an improvement, is invariably a great psychological boost.

5-These activities can be used with learners from many different cultural and language backgrounds. They are both very useful and fun.

6- The teachers are often not the best judges of the accuracy of their students’ pronunciation . They are accustomed to it and usually very tolerant when in general, native speakers are not. Such exercises help the teachers to be more aware of real problems learners have in their oral production and to help to correct them.

7- Such activities should be an integral part of any language teaching programme as they make pronunciation an active element of the learning process and focus learners on the language they are producing.

Rule 6 :- Pronunciation – Minimal Pairs

Minimal pairs are pairs of words that have one phonological element that is different.

Example:

In the above case, the vowel sound of both words is the different phonological element.
Practicing minimal pairs can help students localize the often minute differences in pronunciation between one word and another. It also helps students practice the finer elements of common muted vowel sounds which are common to English vowel production. The following lesson provides a lesson outline with a handout minimal pairs sheet.
Aim: To improve recognition and pronunciation skills of single words.

Minimal Pairs

lit – light read – red sing – sang
bed – bad saw – sought boot – boat
soot – suit but – boot why – way
know – now wreath – wreathe leak – lick
look – luck sock – suck vest – vast
cod – card dug – dog thirst – first
fair – fear pay – bay read – lead
need – mead zoo – sue near – ne’er
catch – cash azure – assure jet – chet
liege – lease whistle – thistle beige – bays
fur – fear care – chur noon – nun

Exercise A :

After having taught or exposed the students to long and short vowels through listening and oral work, the teacher can check recognition, retention and ability to discriminate in the following way. This could also be used simply for teaching.

cod – card dug – dog thirst – first
fair – fear pay – bay read – lead
need – mead zoo – sue near – ne’er

Rule 7 :- prefixes and the suffixes

The correct use of syllable stress will greatly enhance the student’s English pronunciation.
The stress of the voice. There is a great difference between stressed and non-stressed words. The fact that only principle words such as proper nouns, principle verbs, adjectives and adverbs receive the “stress”. ( The principle verbs are stressed, auxiliary verbs are not). Basically, stress words are considered CONTENT WORDS such as

1- Nouns e.g. kitchen, Peter
2- (most) principle verbs e.g. visit, construct
3- Adjectives e.g. beautiful, interesting
4- Adverbs e.g. often, carefully
Non-stressed words are considered FUNCTION WORDS such as:
1- Determiners e.g. the, a, some, a few
2- Auxiliary verbs e.g. don’t, am, can, were
3- Prepositions e.g. before, next to, opposite
4- Conjunctions e.g. but, while, as
5- Pronouns e.g. they, she, us.
Students often focus on pronouncing each word correctly and therefore tend to pronounce in an unnatural manner. By focusing on the stress – timed factor in English – students soon begin sounding much more “authentic” as the cadence of the language begins to ring true.

These two sentences show the importance of the stressed and non-stressed words because they are different in the length ( number of words ) but each sentence seems to be approximately the same length in “stress – time”.
a- The beautiful Mountain appeared transfixed in the distance.
b- He can come on Sundays as long as he doesn’t have to do any homework.

It’s good to know that the prefixes and the suffixes are the most important thing that can change or even make the stress! the words that are base word and doesn’t have any prefix or suffix, doesn’t have any stress too, like: Stop, Count, pot … the words that have only base word and suffix(es) (base word + Suffix(es)) have stress on the first syllable like: later, common, Credit. the words that have prefix(es) and base word (Prefix(es) + base word) or prefix(es) and base word and suffix(es) (Prefix(es) + base word + Suffix(es)) have stress on the syllable between the prefix(es) and base word so if the word has one prefix so it has stress on the second syllables and the word that has two prefixes, has stress on the third syllables and … . ( ‘ The apostrophe symbol) is used to show word stress. Usually, it is placed before the stressed syllable in a word
Rules of Word Stress in English
There are two very simple rules about word stress:
1. One word has only one stress. (One word cannot have two stresses. If you hear two stresses, you hear two words. Two stresses cannot be one word. It is true that there can be a “secondary” stress in some words. But a secondary stress is much smaller than the main [primary] stress, and is only used in long words.)
2. We can only stress vowels, not consonants.
Here are some more, rather complicated, rules that can help you understand where to put the stress. But do not rely on them too much, because there are many exceptions. It is better to try to “feel” the music of the language and to add the stress naturally.
1 Stress on first syllable
rule example
Most 2-syllable nouns PRESent, EXport, CHIna, TAble
Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy

2 Stress on last syllable
rule example
Most 2-syllable verbs to preSENT, to exPORT, to deCIDE, to beGIN

There are many two-syllable words in English whose meaning and class change with a change in stress. The word present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or an adjective (opposite of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: the words export, import, contract and object can all be nouns or verbs depending on whether the stress is on the first or second syllable.
3- Stress on penultimate syllable (penultimate = second from end)
rule example
Words ending in -ic GRAPHic, geoGRAPHic, geoLOGic
Words ending in-sion and -tion teleVIsion, reveLAtion
For a few words, native English speakers don’t always “agree” on where to put the stress. For example, some people say teleVIsion and others say TELevision. Another example is: CONtroversy and conTROversy.
4 Stress on ante-penultimate syllable (ante-penultimate = third from end)
rule example
Words ending in -cy, -ty, -phy and -gy deMOcracy, dependaBIlity, phoTOgraphy, geOLogy
Words ending in -al CRItical, geoLOGical
5 Compound words (words with two parts)
rule example
For compound nouns, the stress is on the first part BLACKbird, GREENhouse
For compound adjectives, the stress is on the second part bad-TEMpered, old-FASHioned
For compound verbs, the stress is on the second part to underSTAND, to overFLOW

About the stress it’s good to know that the prefixes and the suffixes are the most important thing that can change or even make the stress! the words that are base word and doesn’t have any prefix or suffix, doesn’t have any stress too, like: Stop, Count, pot … the words that have only base word and suffix(es) (base word + Suffix(es)) have stress on the first syllable like: later, common, Credit. the words that have prefix(es) and base word (Prefix(es) + base word) or prefix(es) and base word and suffix(es) (Prefix(es) + base word + Suffix(es)) have stress on the syllable between the prefix(es) and base word so if the word has one prefix so it has stress on the second syllables and the word that has two prefixes, has stress on the third syllables and … . of course there is so many things else that i can’t write cause you should read the rules first. the pronunciation rules has over 100 rules that is helpful for the guys that wants to pronounce the new words better and having problem in writing.

Vowels Consonants

IPA words IPA words

cup, luck
bad, lab

arm, father
did, lady

cat, black
find, if

met, bed
give, flag

away, cinema
how, hello

turn, learn
yes, yellow

hit, sitting
cat, back

see, heat
leg, little

hot, rock
man, lemon

call, four
no, ten

put, could
sing, finger

blue, food
pet, map

five, eye
red, try

now, out
sun, miss

go, home
she, crash

where, air
tea, getting

say, eight
check, church

near, here
think, both

boy, join
this, mother

pure, tourist
voice, five

Consonants

IPA words

think, both

this, mother

voice, five

wet, window

zoo, lazy

pleasure, vision

just, large

VII:- Pronunciation – IPA Symbol Card Game

insect I car α
tree i cat æ

Rule 8 :- Identified problem areas,

Having identified some problem areas for the class, the teacher makes a list of instructions containing these.

examples :-
1-Draw a pear next to the mouse. (Arabic speakers often draw a bear)
2- Write the letter “P” above the sheep. (Arabic speakers often write ” B

After presentation and practice of the problem areas, each student is given a piece of paper with an instruction containing such sounds. The papers are given so that a student will hear an instruction containing a sound which they have a problem hearing. The instruction is then whispered in the ear of the receiving student and they carry out what they hear. They sit down and read their instruction to the next student. This continues until all the instructions have been carried out and there is something resembling a picture on the board. No comments should be made as the work is in.

The teacher needs to focus the students on what went wrong. Was the problem production or reception?

Rule 9 :- Homophones:-

Homophones are words that have exactly the same sound (pronunciation) but different meanings and (usually) spelling. The word homophone is made from two combining forms:
1- homo- (from the Greek word “homos”, meaning “same”
2- phone (from the Greek word “phone”, meaning “voice” or “sound”
For example, the following two words have the same sound, but different meanings and spelling:
1- hour
2- our
In the next example, the two words have the same sound and spelling, but different meanings:
1- bear (the animal)
2- bear (to carry)
Usually homophones are in groups of two (our, hour), but very occasionally they can be in groups of three (to, too, two) or even four. If we take our “bear” example, we can add another word to the group”
1- bare (naked)
2- bear (the animal)
3- bear (to tolerate)
* “Our bear cannot bear to be bare at any hour.”
The following list of 70 groups of homophones contains only the most common homophones, using relatively well-known words. These are headwords only. No inflections (such as third person singular “s” or noun plurals) are included.
air        heir
aisle isle
ante-    anti-
eye        I
bare    bear bear
be    bee
brake break
buy       by
cell       sell
cent    scent
cereal    serial
coarse     course
complement       compliment
dam          damn
dear        deer
die dye
fair    fare
fir            fur
flour       flower
for four
hair    hare
heal        heel
hear       here
him        hymn
hole whole
hour our
idle        idol
in inn
knight    night
knot    not
know    no
made maid
mail         male
meat    meet
morning mourning
none         nun
oar            or
one won
pair          pear
peace       piece
plain    plane
poor    pour
pray        prey
principal principle
profit      prophet
real          reel
right write
root route
sail    sale
sea    see
seam seem
sight site
sew      so    sow
shore   sure
sole       soul
some    sum
son       sun
stair      stare
stationary    stationery
steal    steel
suite    sweet
tail    tale
their      there
to            too two
toe          tow
waist    waste
wait weight
way        weigh
weak week
wear     where

NB: In a few cases, a third homophone, although possible, has not been included for simplicity. Different varieties and accents of English may produce variations in some of these pronunciations. The homophones listed here are based on British English.

Rule 10 :- Linking in English

When we say a sentence in English, we join or “link” words to each other. Because of this linking, the words in a sentence do not always sound the same as when we say them individually. Linking is very important in English. If you recognize and use linking, two things will happen:
1. you will understand other people more easily
2. other people will understand you more easily
There are basically two types of linking:
a- consonant + vowel
We link words ending with a consonant sound to words beginning with a vowel sound.
b- vowel + vowel
We link words ending with a vowel sound to words beginning with a vowel sound.
a- Linking Vowel to Vowel
When one word ends with a vowel sound and the next word begins with a vowel sound, we link the words with a sort of W or Y sound.
If our lips are round at the end of the first word, we insert a W sound:

oo
o We write it like this: too often who is so I do all
We say it like this: tooWoften whoWis soWI doWall

If our lips are wide at the end of the first word, we insert a Y sound:
oo
We write it like this: Kay is I am the end she asked
We say it like this: KayYis IYam theYend sheYasked

b- Linking Consonant to Vowel
When a word ends in a consonant sound, we often move the consonant sound to the beginning of the next word if it starts with a vowel sound.
For example, in the phrase “turn off”:
We write it like this: turn off
We say it like this: tur noff
Remember that it’s the sound that matters. In the next example, “have” ends with:
1- the letter “e” (vowel)
2- the sound “v” (consonant)
So we link “have” to the next word “a” which begins with a vowel sound:
We write it like this: Can I have a bit of egg?
We say it like this: Ca-nI-ha-va-bi-to-fegg?
Understanding Vowels & Consonants for Linking
To understand linking, it is important to know the difference between vowel sounds and consonant sounds. Here is a table of English vowels and consonants:
vowels a e i o u
consonants b c d f g h j k l m n p q r s t v w x y z
The table shows the letters that are vowels and consonants. But the important thing in linking is the sound, not the letter. Often the letter and the sound are the same, but not always.
For example, the word “pay” ends with:
• the consonant letter “y”
• the vowel sound “a”
Here are some more examples:
though know
ends with the letter h w
ends with the sound o o

uniform honest
begins with the letter u h
begins with the sound y o

Rule 11 :-

It is important to understand that it is what we say that matters, not what we write. It is the sound that matters, not the letter used in writing a word. So we use a long “thee” before a vowel sound, not necessarily before a vowel. Look at these cases:
vowel sound we write we say
A the apple thee apple
E the egg thee egg
I the ice-cream thee ice-cream
O the orange thee orange
U the ugli fruit thee ugli fruit

we write with we say with
the house consonant (h) thuh house consonant sound
the hour consonant (h) thee our vowel sound
the university vowel (u) thuh youniversity consonant sound
the umbrella vowel (u) thee umbrella vowel sound
Emphatic the [thee]
When we wish to place emphasis on a particular word, we can use “emphatic the” [thee], whether or not the word begins with a consonant or vowel sound. For example:
A: I saw the [thuh] President yesterday.
B: What! The [thee] President of the United States?
A: Yes, exactly.

Rule 12 :- When to Say “a” or “an”

The indefinite article is a or an. But how do we know when to say a and when to say an?
The rule is really very simple. It depends on the sound at the start of the following word. (It does not depend on the way we write the following word, it depends on the way we say it.)
A + consonant sound :-

If the following word starts with a consonant sound, then we say a.
a cat
a game of golf
a human emotion
a Peruvian
a very fat woman

AN + vowel sound

If the following word starts with a vowel sound, then we say an.
an apple
an extremely easy job
an interesting film
an old man
an umbrella

The importance of sound
Normally, we pronounce consonant letters with a consonant sound, and vowel letters with a vowel sound. But there are some exceptions. The rule about a or an is still the same. You just need to think about the sound, not the writing. Look at these examples:
consonant letter with vowel sound :-
vowel letter with consonant sound
a European country you-ro-pe-an an honest man on-est
a one-day conference won-day an hour our
a university you-ni-ver-si-ty an FBI agent eff-bee-eye

Rule 13 :- Pronunciation Glossary

These are some of the words used to talk about pronunciation. You will find them in the instructions for your Pronunciation Power program.
Air flow
The flow or passage of air out of the mouth.
Aspiration
A small “explosion” of air when you make a sound.
Auditory
Hearing (not seeing).
Clusters (blended sounds)
Two or more sounds put together to make a single sound.
Curl
A position of the tongue where the tongue is shaped in a curve, not flat.
Flatten
A position of the tongue where the tongue is flat not round.
Glide / Slide
Move the tongue as you say the sound.
Hard palate
Hard part of the roof of the mouth.
Intonation
Change in pitch of a sentence, up and down.
Lengthen sound
Make the duration of the sound longer.
Lips spread
Lips are open slightly and pulled back.
Lower
Bottom of mouth.
Pitch
Amount of height or depth of a sound.
Pressed lips
Top and bottom lips touching.
Protruded lips
Rounded lips, pushed out.
Roof
Top part of your mouth, inside.
Round lips
Make a circle with lips.
Shorten sound
Make the duration of the sound shorter.
Soft palate
Soft part of the roof of the mouth.
Tap
Touch quickly.
Tooth ridge
The hard area directly behind your top front teeth.
Top of mouth / Roof of mouth
Area of tooth ridge, hard palate and soft palate.
Unvoiced (voiceless)
The vocal cords do not vibrate.
Upper
Top of mouth.
Visual
Seeing (not hearing).
Voiced

The sound is made by vibrating the vocal cords (voice box). To test whether you are making the sound voiced, put your fingers on your voice box. With a voiced sound you should feel a vibration. All vowels are voiced.

Rule 14 :- Pronunciation Tips

These English pronunciation tips will help you get the most out of your Pronunciation Power program.

Tip 1
Do not confuse pronunciation of words with their spelling! For example, “threw” and “through”, although spelled differently, are pronounced the same. Also, identical letters or letter clusters in words do not always produce the same sound. For example, the “ough” in “though” and “through” represents a different sound in each word. Learn to practise what you hear, not what you see.

Tip 2
Imagine a sound in your mind before you say it. Try to visualize the positioning of your mouth and face. Think about how you are going to make the sound.

Tip 3

Listen to and try to imitate the Pronunciation Power instructor. In addition to listening for specific sounds, pay attention to pauses, the intonation of the instructor’s voice and patterns of emphasis. This can be just as important as the pronunciation of sounds.

Tip 4

The English language has many different dialects, and words can be pronounced differently. It is important, however, that you pronounce words clearly to ensure effective communication.

Tip 5

Finally, the Pronunciation Power program is a tool to help you. But you must practise what you are learning! Remember that you are teaching your mouth a new way to move. You are building muscles that you do not use in your own language. It is like going to the gym and exercising your body. Use the progr

Rule 15 :-

1: /l/ and /n/

1 law, nor

2 lay, nay

3 line, nine

4 let, net

5 light, night

2: /l/ and /n/

1 The laboratory technician forgot to turn off the light last night.
2 Lily locked her belongings in a locker near the language laboratory last night.
3 Nearly nine accidents happened in May last year.

3: /t/ and /d/

1 lent, lend
2 wrote, road
3 bent, bend
4 fate, fade
5 bit, bid

4- / t / and / d /

1 He had hoped to be successful in his career, but fate decided otherwise. His hopes faded.
2 The paintings are a bit too expensive; there is not any bid for them.
3 Juliet couldn’t bend her mind to her English studies even though she has a bent for English

5: /k/ and /g/

1 coat, goat
2 ankle, angle
3 back, bag
4 duck, dug
5 pluck, plug

6: /k/ and /g/

1 Please put the plug in the outlet. I’m going to pluck the duck which has dug a hole in the garden.
2 Put the heavy bag on your back.
3 Professor Kelogg twisted his ankle carelessly while he was suggesting his students look at the affair from a different angle.

7: /ɪ/ and /iː/

Pronounce the following pairs of words, paying particular attention to the vowels.
1 sheep, ship
2 sleep, slip
3 eat, it
4 feat, fit
5 seat, sit

8: /ɪ/ and /iː/

Read aloud the following extracts, paying particular attention to the words with the vowel /ɪ/ and /iː/.
1 You need to proof-read your report carefully before you submit it. Please read it again.
2 Mr. Green was grinning from ear to ear when he knew that his six pretty little sisters living in the city were going to visit him.
3 Sit on this seat and see if these slippers fit your feet.

9: /e/ and /æ/

Pronounce the following pairs of words, paying particular attention to the consonants /e/ and /æ/.
1 pen, pan
2 men, man
3 lend, land
4 send, sand
5 said, sad

10: /e/ and /æ/

Read aloud the following extracts, paying particular attention to the words with the vowel with /e/ and /æ/.
1 Jack said that he was very sad because he had broken his radio set.
2 Send that man who landed on the sand a bag of sand.
3 The man who is cooking with a pan is not one of the men who have bought the pens.

11: /ɔː/ and /ɒ/

Pronounce the following pairs of words, paying particular attention to the consonants /ɔː/ and /ɒ/.
1 port, pot
2 sport, spot
3 short, shot
4 court, cot
5 cork, cock

12: /ɔː/ and /ɒ/

1 John has bought a lot of sausages because he has sausages as breakfast almost every morning.
2 Doctor Wong, who is pointing to the clock on the wall, is Uncle Tom’s daughter.
3 George is drawing four saws, four swords, four walls and four doors on the board.

13: /uː/ and /ʊ/

Pronounce the following pairs of words, paying particular attention to the vowels.
1 Luke, look
2 food, foot
3 hoot, hood
4 fool, full
5 pool, pull

14: /uː/ and /ʊ/

Read aloud the following extracts, paying particular attention to the words with the vowel /uː/ and /ʊ/.
1 Look! Luke is pulling a fool out of the pool in the wood.
2 June said to Sue, “You should bring along with you some food and wear proper shoes when visiting the zoo next Tuesday with Ruth.”
3 Who took away the cookery book?

15: The schwa /ə/

Pronounce the following pairs of words, paying particular attention to the unstressed /ə/.

(1) Two-syllable words with weak first syllable and stress on the second syllable:

1 about, again
2 obtain, oppose
3 suppose, suggest
4 forget, forbid
5 perhaps, percent
6 surprise, survey

(2) Two-syllable words with weak second syllable and stress on the first syllable:

1 Alan, necklace
2 melon, purpose
3 hundred, open
4 circus, Autumn
5 major, minor
6 eastern, mother
7 eastern, mother
8 nature, creature

(3) Three-syllable words with weak second syllable and stress on the first syllable:

1 roundabout
2 customer
3 standardise
4 wonderland
5 yesterday

Rule 16 :- Tongue-Twisters

A tongue-twister is a sequence of words that is difficult to pronounce quickly and correctly. Even native English speakers find the tongue-twisters on this page difficult to say quickly. Try them yourself. Try to say them as fast as possible, but correctly!

1- A proper copper coffee pot.
2- Around the rugged rocks the ragged rascals ran.
3- Long legged ladies last longer.
4- Mixed biscuits, mixed biscuits.
5- A box of biscuits, a box of mixed biscuits and a biscuit mixer!

* Peter Piper picked a peck of pickled pepper.
Did Peter Piper pick a peck of pickled pepper?
If Peter Piper picked a peck of pickled pepper,
Where’s the peck of pickled pepper Peter Piper picked?

* Pink lorry, yellow lorry.
* Red leather, yellow leather, red leather, yellow leather.
* She sells sea-shells on the sea-shore.
* The sixth sick Sheik’s sixth sheep is sick.
[Sometimes described as the hardest tongue-twister in the English language.]

* Swan swam over the pond,
Swim swan swim!
Swan swam back again -
Well swum swan!

* Three grey geese in green fields grazing.
* We surely shall see the sun shine soon.

More TONGUE WISTERST :-

1-This thing.
2-sixth.
3-his thumb.
4-Pass the salt.
5-Is this it ?
6-fifths.
7-They are both healthy and wealthy.
8-Three other authors were there.
9-The lengths they go to for a breather.
10-My brother hurt his thumb on the lathe and uttered an
oath.
11-Throw three of the thickest thongs to father .
12- The thief gathered all the other leather clothes.
13-They both bathe in the warmth of a Turkish bath for their
health every three months.
14-Stop Bob sobbing.
15-Bill and Ben, The flowerpot men .
16-Ben swopped a pen for a ball with Pall.
17-Pease push the blue button for a buffet supper.
18-Peter Piper picked a peck of pickled peppers,
a beck of pickled peppers Peter Piper picked .
19-If peter Piper picked a peck of pickled peppers, where is the peck of pickled peppers peter Piper picked.
20-Betty bought a bit of butter but the bit of butter Betty bought was bitter, so Betty bought a better bit of butter.
21- Tighten your robe with a rope .
22-How much wood would a woodchuck chuck if a woodchuck
could chuck wood .

Rule 17 :- VOWELS

* A-
a
e
i + any consonant + e
o
u

1- a e = same name late came
2- e any e = sete complete delete
3- i consonant e = time mine line like
4- o e = bone more dome note
5- u e = use pure dune cure


b- Notice :-

care car

 complet complete

site sit

note not

use us

b- Take care :-

have live but put

Rule 18 :-

B -

main plain rain ai

may play day ay

law saw draw  aw

cow now how ow

ou loud out about

al all small call

ee see teeth green

sea tea team sea

wa was water wash

wo wonder

oo foot root tooth

oi join point

new flew sew grew

Rule 19 :-

1- c + ( i , e , y ) = / s/ : ci , ce , cy = / s /
circle , rice , cycle

2- g + ( i , e , y ) = /z / : gy , ge , gi = / z/
garage , region , Egypt

3- th :

then that this a- /ð/ the
thank thin b- /ɵ/ theme

4- sh : / ƒ / wash

sheep shop

5- ch : / tƒ / catch watch

cheap check

6- ph : / f / geography

phone

7- gh :

light fight eight through / – / night a-
b- enough laugh rough / f /

Two letters : class hotter sell beginning = one letter

8- tion = / ei ƒn / nation station a

Rule 20 :-

Pronouncing some letters when they come together

1- ing wing , sing , playing.

2- alk talk , walk , chalk .

3- ould could , should , would .

4- kn knife , know = n

5- wr write , wrong = r

6- gh night , right , light .
cough , enough = f .
7- er water , driver , better .

8- ir first , third , bird .

9- ur turn , burn .

10- able table , enable .

11- ve have , live , drive = v

12- ause cause , pause , clause

13- tion nation , action , mention .

14- sion television , vision .

15- ture picture , puncture .

16- all tall , small , football .

Rule 21 :-

( The letter E e)

1- Pronouns : he , she , we , me
“2- The word ” be
3- It comes after the letter (v ) at the end of the
words :
cave , live , have , drive

3- It comes at the end of the syllable ( able ):

table possible usable

4- It comes after the letters ( c & g ) to change their pronunciation ce , ge page , nice

5- It comes after a consonant to change the pronunciation of the previous vowel same , like

5- It comes after letters s , sh ,ch , x , z , o when we add (s) watches , boxes , buses

6- It comes at the end of the verbs in the past simple and P.P. before d.

7- It comes at the end of the adjectives ( comparison ) before r & st.

8- It comes at the end of the verbs to form nouns before r.

Rule 22 :-

C -

Notice : When y comes at the end of the words but not proceeded with a vowel :

1- One syllable : my cry dry by

2- More than one syllable : biology

university city country

References :-

1- English Pronunciation in Use – Mark Hancok –

Cambridge University Press.

2- Better English Pronunciation – J.D.O’Connor – Second

Edition – Cambridge University Press.

3- Teaching Pronunciation – Marinanne Celce-Murcia

+ Donna M. Briton + Janet M. Goodain -

Cambridge University Press.

4- An Introduction to the Pronunciation of English –

A. C. Gimson

5- http://www.englishclub.com

6- http://forum.wordreference.com

7- http://spelling.wordpress.com

8- http://www.eslhq.com

9- http://www.pronunciationpatterns.com

10- http://www.sharewareconnection.com

22 نوفمبر, 2009 English Parts of Speech

English Parts of Speech

1- English Parts of Speech

There are thousands of words in any language. But not all words have the same function. For example, some words express “action”. Other words express a “thing”. Other words “join” one word to another word. These are the “building blocks” of the language. When we want to build a sentence, we use the different types of word. Each type of word has its own function.

English words can be categorized into 8 basic types or classes. These classes are called “parts of speech”. It’s quite important to recognize parts of speech. This helps to analyze sentences and understand them. It also helps to construct good sentences.

This is a summary of the 8 parts of speech :-

1- Verb :-

The function or the job of the verb is the action or state. Verbs are words that tell us what a subject does or is.

The verb is king in English. The shortest sentence contains a verb. You can make a one-word sentence with a verb, for example: “Go!“, “Stop!” ,”Wait!“. You cannot make a one-word sentence with any other type of word.

The verbs can be divided into main verbs which are also called “lexical verbs” ( read , work travel ) , and the helping verbs which are also called “auxiliary verbs” ( be , have , must ). Some verbs are often called “semi-modals” because they are partly like modal helping verbs and partly like main verbs, such as ; ( need , dare , used to ). The verbs can be divided into regular ( walk , help , play ) and irregular ( go , write , drink ) or transitive ( write , grow, eat ) and intransitive ( The sun rises , died , arrived ). Many verbs, like speak, can be transitive or intransitive.

The helping verbs have no meaning on their own. They are necessary for the grammatical structure of the sentence, but they do not tell us very much alone. We usually use helping verbs with main verbs. They “help” the main verb. There are only about 15 helping verbs. But the main verbs have meaning on their own. They tell us something. Of course, there are thousands of main verbs.

There is something very special about verbs in English. Most other words (adjectives, adverbs, prepositions etc) do not change in form (although nouns can have singular and plural forms). But almost all verbs change in form. For example, the verb to wash has five forms:

to wash , wash , washes , washed , washing

Examples :- 1- English is an international language.

2- I work hard this week.

2- Noun :-

The function or the job of the noun is to indicate a person(s) , a thing(s), a place(s) or an animal(s). (( John , Smith , teacher , pen , music, London , town , dog , cat )). Nouns can be singular or plural, countable or uncountable.

Examples :- 1- Susan lives in London.

2- This is my pen.

3- Adjective :-

The function or the job of the adjective is to describe a noun.

(( good , small , green , beautiful , happy )).

Examples :- 1- This novel is very interesting.

2- He is a tall man.

4- Adverb :-

The function or the job of the adverb is to describe a verb or an adjective or an adverb. ( adjective + ly = adverb ).

(( silently , slowly , carefully , well )).

Examples :- 1- He drove slowly.

2- He is reading silently.

5- Pronoun :-

The function or the job of the pronoun is to replace a noun.

(( I , you , he , we , they )).

Examples :- 1- Susan is my sister. She is a teacher.

2- Mr. Smith is English. He was born in England.

6- Preposition :-

The function or the job of the preposition is to link a noun to another word.

(( on , of , to , at , after , between , in )).

Examples :- 1- He went to the market on Sunday.

2- We waited him at the bus stop.

7- Conjunction :-

The function or the job of the conjunction is to join words or sentences or clauses.

(( and , but , or when )).

Examples :- 1- He bought a pen and a book.

2- He was playing football when the phone rang.

8- Interjection :-

The function or the job of the interjection is as a short exclamation and sometimes inserted into a sentence.

(( Oh ! Ouch ! Hi ! Well )).

Examples :- 1- Ouch! That hurts! 2- Well, I don’t know.

More than One Function

There are words with more than one function. Many words in English can have more than one function, or be more than one part of speech. For example, “work” can be a verb and a noun; “but” can be a conjunction and a preposition; “well” can be an adjective, an adverb and an interjection. In addition, many nouns can act as adjectives. To analyze the part of speech, ask yourself: “What job is this word doing in this sentence?”

Examples :-

2-Write six simple sentences with just a subject and a verb.

subject verb

1- The sun shines.

2- They arrived.

3- He died.

4- Mary travelled.

5- The water boiled.

6- John came.

7- We walked.

8- Lucy works.

3- Compound Sentences

A compound sentence structure shows that two thoughts are connected and of equal importance. ( A compound sentence contains at least two independent clauses joined by a comma and a coordinating conjunction, a comma and a correlative conjunction, or a semicolon with no conjunction. The coordinators are as follows : for, and, nor, but, or, yet, so. Coordinators are always preceded by a comma ). e.g. :-

1- Mary ate two apples, and Lucy tried to eat the grapes.

2- John travelled by bus, but James travelLed by the train.

There are four important characteristics of compound sentences

1- A compound sentence is like a set of twins; each is a separate person, yet each is connected to the other with the same biological “make-up.” That is, each has a subject, a verb, and words to complete the thought. Although they are joined by a linking word, each sentence of the compound is complete in itself and can stand alone.

2- The two parts of the compound sentence need to be linked correctly with a comma and then a linking word at the place where one sentence ends and the other begins. (Otherwise you will have a sentence error called a run-on sentence. Run-on sentences are typically compound sentences without the proper punctuation and/or linking word.)

3- Because there are two complete sentences in a compound sentence, each has equal weight in terms of the ideas being presented. That is, you may want to link sentences into a compound to show that their ideas are equally important.

4- The linking word shows the relationship between the ideas, e.g. :-

and = the 2nd sentence contains the same type of idea
but = the 2nd sentence contains an equal but opposite idea
or = the 2nd sentence contains an equal choice
so = the 2nd sentence contains an equally important outcome or result

4- Write one complete paragraph with a topic sentence and a concluding sentence.

Neighbours are those people who live near you. The people who you can see nearby every day. The people, you may get in touch with in some daily situations. At least, some of them may share you stairs of the building or the lift. The neighbours have to respect each other. They have to deal with each other in ideal ways. For instance, when one meets anyone of his neighbours, he has to greet him politely. The neighbours are the nearest people who share you all your occasions. They visit you and congratulate you in your happy occasions, they comfort you in sad ones. They may be the first people who help you when you need help. If the neighbours co-operate with each other and help each other, all the society will become a strong unit in the face of the outer and surrounding dangers.

5- Write, (in perfect English), a short story of 3-4 pages which is humorous.

All the People are under the Law

When he failed to get the general certificate for five years, he thought that he had lost the opportunity to have a respectable job. All his dreams vanished because he could not go to the university.

Although he was very depressed, he applied for many jobs.

One day, he received an answer for his application to work as a policeman. He was very cheerful. So, he went to the concerned office as soon as he could. He submitted his papers and he soon got the job.

He was very happy to have this respectable job. His task was to tour the main street inside the town and to control the traffic there. Once he saw a man driving his car so madly. He stopped him, saying : ” where is your license ? You are a very bad driver! “

The man shrugged his shoulders, answering : ” I’m the minister. What do you want ?”

The policeman stressed asking him, “ Give me your license. You are driving at a very high speed.”

I told you, ” I’m the minister. Go away ! “

The policeman said, ” I think you are a drunk. Get out of the car. I’ll take you to the police station and there they’ll put you in jail.”

The man laughed, ” I’ll put you in prison. You’re a stupid policeman”.

The policeman tried to open the door and to get the man out of the car by force. But the man used his cell phone. He called someone.

Five minutes later, two dark cars arrived to the site, and about seven men got out of them. They all were wearing black glasses. Two young men of them pulled the policeman and pushed him into one of their cars.

The poor policeman was anxious. When he awaked, he found himself in the prison.

After a month, he was released, and he returned to his work.

Once again after two days, he saw a man driving at a very high speed. He stopped him.

” Stop your car on the right”.

After the man stopped his car, the policeman came to him. ” Hello ! How do you do ?”

The man replied : ” How do you do ?”

” Are you a minister ?” The policeman asked.

The man was very astonished. He answered,:” No, no! “

” Do you have any relationship with the minister ?”

“I don’t understand anything ! What do you mean ? The man asked.

“Is there anyone one of your relatives working with the minister ?”

” No, no! ” The man replied.

” Have you ever seen the minister ?” The policeman asked.

” No, no, at all! ” The man replied.

“Also, have you ever seen him in your dreams ?” The policeman asked.

” I told you no.” ” I haven’t seen him at all. “

” Ah ! Then come out of your car.” ” You’re a very bad driver.”

The policeman hit the him. The driver couldn’t utter with a single word. He was begging the policeman to return him his license back and to let him go.

” You’re very bad people. You don’t understand the law and you don’t apply the rules and you don’t want to !” ” So, you have to pay the price for your neglect.” The policeman added.

He continued putting one hand under the another, ” You have to know all the are under the law. No one is over the law,… even the minister.”

The poor driver nodded his head saying ,:” Yes, of course.”

The policeman sighed deeply saying, :” I understood the law after I had a nice lesson at the minister’s office.”

************************

*************

***

*

21 نوفمبر, 2009 Writing letters

Writing letters

Writing letters is all about communication. Like any other type of communication, it’s very important that you write clearly and effectively. This will make sure your message doesn’t become distorted and your letter will achieve what you intended. This section provides some hints for communicating effectively. Letter Format : To communicate effectively in a letter, it must be laid out correctly. This is particularly important when writing more formal letters.

How to write a personal letter

Do you need to write a letter but are not quite sure how to write it ? Do you need to write a personal letter? A letter for a job? A letter for school? A letter for … ? How about a letter for … ? Personal letters can be divided into two broad categories, based on the intended recipient: person-to-person letters and person-to-business letters. It is important to note that a lot of confusion exists as to what are true personal letters and what are not personal letters. For example, a “cover letter” used to transmit a report is not a personal letter – it is a business letter. On the other hand, a “cover letter” for a resume or C.V. is a personal letter. Letters that some people loosely define as personal letters which are not personal letters at all include: covering letters, employee letters, introduction letters, marketing letters, publicity letters, project letters, customer relation letters, financial and credit letters, order-related letters, sales and marketing letters, follow-up letters, announcements, fundraising letters, among others. Personal letters, such as letters to your family and friends, are often written more like conversations. You can write a letter to thank someone, or congratulate them, share family and school news, pass on interesting information, describe what has been happening, or communicate humorous stories. If you have friends or family who live a distance from you, why not write them a letter to keep in touch? Even if they live close by, a letter is a special way of showing you are thinking about them. You can format a personal letter any way you like, but there are a few important elements that you need to include, such as: Date – the date you are writing the letter. Your name and address. Greeting – your hello to the person you are writing to. Content – why you are writing, news and information. Make sure you spell words correctly, check a dictionary if you are not sure. Closing – the way you end your letter. Signature – you should sign your name to make it personal and friendly. P.S. – stands for postscript. you can use a P.S. to add something at the end of the letter that you forgot to say earlier. A P.S. always comes at the bottom of the letter, below your signature. We have to differentiate between the two primary categories of personal letters. a- Person-to-Person Letters:- Person-to-person letters are letters that one individual sends to another individual that deal with personal matters, as opposed to business matters. b- Person-to-Business Letters:- Person-to-business letters are letters that individuals send to businesses or institutions on that deal with matters related to some type of business relationship between the two parties. Personal letters, also known as friendly letters, and social notes normally have five parts. Normally in a friendly letter, the beginning of paragraphs is indented. Definition of personal letter in the AudioEnglish.net Dictionary. Meaning of personal letter. What does personal letter mean? Proper usage and pronunciation … You have to know the information that help you write the type of letter that you need. There are specifics formats that letters should follow, whether they are personal correspondence or business related. The following picture shows what a one-page friendly or personal letter should look like :-

A Picture of Friendly Letter

Name,

*Address.

Date.

Dear …,

The salutation_______________

____________________________________________________

_ The body_ __________________________________________________________________________________________________________________________________________

The conclusion___________________ _

The signature

House number & the street’s name,*

City,

Country.

James Brown, 20 King Fahed Street,

Tabuk, Saudi Arabia.

15 May 2009.

Dear Nader ,

___________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Best wishes,

James

Signature

A- Block Form :

Name of Receiver Your Name Title Address Company Name Phone Number Address E-mail (optional) Date

Dear __________,

When writing a letter using block form, no lines are indented. Include your name, address, and phone number where you can be contacted, as well as the date. You then include the name and address of the person you are sending the letter to. With new paragraphs, just skip a line instead of indenting. Add your phone number where you can be contacted in the last paragraph.

Sincerely,

Your Signature

Your Name Your Title

B- Indented Form :

Name of Receiver Your Name Title Address Company Name Phone Number Address E-mail (optional) Date

Dear __________,

When writing a letter using indented form, indent each paragraph. First include your name, address, phone number, and the date. This information should be located at the top of the page, either in the center, or indented on the right side of the paper. You then include the name and address of the person to whom you are sending the letter. At the end of the letter, place your signature on the right side of the page. Don’t forget to provide any relay information if necessary.

Sincerely,

Your Signature

Your Name Your Title

C- Simplified Style Form :

Name of Receiver Your Name Title Address Company Name Phone Number Address E-mail (optional) Date

SUBJECT LINE (use capital letters)

When writing a letter using simplified style form, put the date on the left. Then, put the receiver’s name, and his/her title, company name, and address. Write a subject line instead of a salutation. The subject line must be in all capital letters. At the end of the letter, put your name and title, all in capital letters.

YOUR NAME

YOUR TITLE

OTHER OPTIONS If you are using block format, you can place your address anywhere on the letter. You can place it at the top of the page (top center or top right side), or you can put your address at the end of the letter after your signature and name, regardless of which format you use. If you are using block form, you can place the date on the left, in the center, or on the right. However, if you are using the indented form, it is usually better to place the date on the right or on the left. Do not put it in the center. With the indented form, you can put your signature on the right or left side of the page. If you want to make your letter stand out, boldly type your name in a larger font at the top of the letter and type your address just below it in a smaller font. How to Write a Cover Letter A cover letter accompanies your resume and introduces you to the employer. In the letter, explain where you learned about the job, tell why you are interested, and highlight what parts of your background make you most qualified for the position. You also can include specific information about how you can be contacted in case the exployer would like to interview you. A bad cover letter can tempt the employer to put aside your resume without even reading it. Most important, your cover letter should not have any spelling or grammatical mistakes. Strong cover letters refer to past experience using action verbs and identify specific accomplishments that will be of most interest to the employer.

Guidelines for Application (Cover) Letter

Individual’s Name Your Present Address Title City, State, Zip Code Organization Street Address City, State, Zip Code Date of Letter

Dear ____________________: (Use Mr./Ms. and last name only)

FIRST PARAGRAPH. Indicate the reason for writing, the specific position or type of work for which your are applying, and how you learned of the opening (placement center, news media, friend, employment service). SECOND PARAGRAPH (most important paragraph). Explain why you are interested in the position, the organization, its products or services, and what you can do for the employer. If a recent graduate, explain how your academic background qualifies you for the position. If you have some practical work experience, point out specific achievements or unique qualifications. Do not repeat word for word the same information in your resume. THIRD PARAGRAPH. Refer the reader to the enclosed resume, which summarizes your qualifications, training, and experience. NOTE: Paragraphs two and three can be combined if very short. FINAL PARAGRAPH. Indicate your desire for an interview. You can suggest possible dates and times, especially if you plan to be in that city, or mention that you are flexible about scheduling. Repeat your phone number in the letter and offer any assistance for a speedy response. If you are depending on a phone relay, it is a good idea to explain how this works to a hearing employer. Close your letter with a statement or question that will encourage a response; for example, mention that you will call on a certain date to see about setting up an interview. Or, ask if the company will be recruiting in your area or if the employer desires additional information or reference.

Sincerely yours, (Your Handwritten Signature) (Type your Name)

Enclosure (Indicates that resume, application, etc., are enclosed.)

Appreciation Letters

Have you received an award or honor and want to write an appreciative letter? Have your employees, colleagues, teachers, family, or friends achieved an accomplishment? Has someone done a job well? Have you received financial contributions or scholarships and want to express your gratitude? Here are some examples on how to write your appreciation letter in a thoughtful way.

Guidelines for writing appreciation letters:

State what you appreciate and briefly explain why. Do not add other news or information not related to the appreciative gesture, the message of appreciation should stand alone. Be brief, warm, and sincere. Postcards may be used for short notes. Personal notes should be handwritten. Business letters should be typed on letterhead stationary or memo paper.

A- Financial Contributions

Dear Dr. Nader,

I am very grateful for the numerous financial contributions you have made in support of my education. Without your help, I may never have been able to complete my studies. Your generosity and help have been an inspiration to me.

Again, thank you for your encouragement and financial support.

Sincerely,

James Brown

B- Awards/Honors

To Mr. Nasser Al-Taher,

We would like to express our appreciation for your remarkable service as a member of the Rodents for Education Club. The contributions you have made to our club over the past two years have been invaluable to us.

We wish you much luck in your future endeavors.

Sincerely,

James Brown

C- Recommendations

To Dr. Sami Al-Ali,

I am applying to Oxford University’s Graduate School of Bio-Engineering. I would appreciate it if you could write a letter of recommendation for me. Enclosed is a form that outlines what the recommendation should include, my resume, and a self-addressed stamped envelope in which to send your recommendation. I appreciate you taking the time to do this for me. If for some reason you are unable to complete the recommendation for me, please let me know via email or phone.

Thank you

James Brown

D- Reply to a Sympathy Card

Dear Ms. Salah Al-Habeeb,

Thank you so much for your lovely card. I appreciate your thoughtfulness at this time of sadness in my life. I will contact you again once things change for the better.

With love

James Brown

Commas in Letter Writing

Use commas after the salutation (also called the greeting) in a personal letter and after the complimentary closing in all letters.

Salutation:

Dear Fred,

My dearest James,

Closing:

Sincerely,

Truly yours,

Capital Letters in Letters

There are two additional rules for capitalizing when writing letters.

1. Capitalize the first word and all nouns in the salutation (or greeting).

Dear Sir:

My dearest Aunt,

Greetings!

2. Capitalize the first word in the complimentary closing.

Sincerely,

Truly yours,

With best wishes,

Invitations

Do you have an engagement, wedding, baby shower, or graduation coming up? Is there a performance, school event, or meeting to which you want to invite people? Any special religious ceremonies? Do you want to invite someone to speak at your meeting or conference?

Whatever your event is, the following will help you write an effective invitation.

Guidelines for writing invitations:

State the occasion, date, time, and place. Include addresses and a map if necessary. Mention if refreshments will be served. List any charges that may apply. Include a telephone number for RSVPs. If there is a dress code, state the preferred dress in the lower left-hand corner of the card.

If you need a response, include a self-addressed, stamped reply card or envelope with your invitation.

Express that you are looking forward to seeing the person.

Do not use abbreviations and do not use contractions (don’t; we’ll) except for name titles, such as Mr., Mrs., etc.

If dinner will be served, state two separate times: the time people can start arriving and the time dinner will be served.

If you do not want gifts, briefly state that gifts are not wanted or needed. Explain that their presence is the only gift you need.

Make sure you send your invitations out with ample advance notice.

If you have guests coming from out of town or from other countries, you may want to send out your invitation several months in advance (especially if your event takes place around a holiday.) This will allow your guests adequate time to make preparations, reservations, save money, etc.

For smaller, less formal events that include local guests or guests from nearby areas, you may only need to provide a few weeks notice.

If you are inviting someone to speak at a conference, your invitation should include the following information:

Name of the conference and the sponsoring organization;

Date, time, place of the conference and speech;

Type of audience;

The type of speech, topic, and how long the speech should be;

Any accommodations that will be made, including lodging, meals, and transportation;

The name of the contact person along with phone numbers and addresses where the person can be contacted; and

Finally, articulate your pleasure of having the person speak at the meeting or conference.

Format for writing invitations

1- Formal Invitation :

Mr. and Mrs. Al-Habeeb,

Cordially invite you to a reception.

Celebrating the engagement of ……….

Susan Fareed and Nasser Baker.

To be held Sunday, the sixth of June.

At six o’clock.

Star’s Café,

25 Market Street,

Riyadh.

2- Business Invitation :

Longman’s Transportation Services.

Cordially invites you to the

15^th Annual Employees Appreciation Picnic.

The whole family is welcome!

12:00 pm to 8:00 pm.

Saturday, July 22, 1999.

Central Green Park.

Food, drink, games, and entertainment will be provided.

3- Personal Invitation :

You are invited to Robert Eyed’s 10^th birthday!

Date : Saturday June 16, 2009.

Time : 11:30 a.m. to 3:00 p.m.

Where : 36 Eastern Avenue.

Al-Naseem district, Riyadh.

Call James at

Congratulations

Do you want to congratulate someone on their anniversary, birthday, wedding, promotion, or graduation? Has your friend successfully handled a new change or reached a personal achievement ? Here are some information that will help you write a wonderful and memorable letter of congratulations. Guidelines for writing congratulations: Say your best wishes early in the message and again when you close. Make sure you mention the occasion that is being celebrated. Do not add other news or information in the message, with the exception of birthday cards. Express how happy you are for the person and how you learned about the delightful news. Avoid going overboard on flattery. Be positive and pleasant. If you have an objection about an event, do not include that in your message, or do not write a letter at all.

A- Anniversary :

Dear Mom and Dad,

Congratulations on your 25^th wedding anniversary! Just getting this far is an accomplishment, and I wish you happiness for the next 25 years and more!

Your loving daughter,

Mary

B- Graduation :

Dear Mary,

Congratulations on receiving your doctorate in Philosophy! I am sure that graduation was a sensational day for you after all the years of studying. I wish you all the success in the world! Again, congratulations on a memorable achievement.

Love,

James

C- Engagement :

Dear George,

Congratulations on your engagement! I wish you the best and look forward to your wedding day. Thank you for your lovely invitation.

Again, warmest congratulations!

Love,

James

D- Job :

Dear Sassy,

Congratulations on your new job at the Academia Institute! I am sure that you will be an invaluable contributor at Academia. I hope that you find the job rewarding and satisfying.

Good luck!

James

Friendly or Personal Letters

Personal letters, also known as friendly letters, and social notes normally have five parts. 1. The Heading. This includes the address, line by line, with the last line being the date. Skip a line after the heading. The heading is indented to the middle of the page. If using preaddressed stationery, add just the date. 2. The Greeting. The greeting always ends with a comma. The greeting may be formal, beginning with the word “dear” and using the person’s given name or relationship, or it may be informal if appropriate.

Formal: Dear James Brown, Dear Mr. Habeeb,

Informal: Hi Joe, Greetings,

(Occasionally very personal greetings may end with an exclamation point for emphasis.) 3. The body. Also known as the main text. This includes the message you want to write. Normally in a friendly letter, the beginning of paragraphs is indented. If not indented, be sure to skip a space between paragraphs. Skip a line after the greeting and before the close. 4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. It should be indented to the same column as the heading. Skip one to three spaces (two is usual) for the signature line. 5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. If the letter is quite informal, you may omit the signature line as long as you sign the letter.

Postscript. If your letter contains a postscript, begin it with P.S. and end it with your initials. Skip a line after the signature line to begin the postscript.

Q. 1 ) A personal letter to a friend you have known for years.

James Brown, 20 King Fahed Street,

Tabuk, Saudi Arabia.

15 May 2009.

Dear Nader , I’m very happy to write this letter, hoping that you will be in a good health when you receive it.

Thank you very much for your kind letter. I can’t tell you how happy I felt when I received your tender letter. Your letter awoke the sleeping past in my heart and stirred all the old memories. Believe me, I saw all our old days on a strip and they were like a film. I have read it and known that you want me to tell you every thing about my family and my present life. I like to inform you that after getting a Bachelor of Arts, I worked as a teacher for five years. But now I have my own business. My wife is a nurse and she works in a hospital which is very near to our house. I have three children; two sons and a daughter. I live in a very beautiful flat. It is on the second floor, it has three big rooms and a large hall. My neighbors are good people.

Give my hands to all your family. Please write soon and tell me every thing about you and your family. I’m looking forward to hearing from you. Best wishes,

James

Signature

Q. 2 ) A personal letter to someone you recently met.

James Brown, 20 Jamal Street,

Cairo, Egypt.

15 May 2009.

Dear Robert ,

I am writing this letter, hoping that you are in a good health when you receive it.

Really it was a short time, but it left a big effect on my life. My life has been changed a lot since our precious meeting. Do you remember when you saw me in a bad condition because I was bored and I was thinking, you whispered in my ears: ” try to read. Go and buy a book, a magazine or a newspaper and read it “.

When I returned home, I started to read. Really, I felt happy and I forgot the imagined problems that I made by myself for myself.

I’m very grateful to you because you did me a great favour when you give me the precious advice. Now I try to help people who need help because it is a great deed to draw a smile on others’ lips.

Yours sincerely,

James

Signature

Q. 3 ) A personal letter to a family member.

James Brown, 20 King Fahed Street,

Tabuk, Saudi Arabia.

15 May 2009.

Dear Niece,

You can’t imagine how pleased I was while I was writing this letter.

I would like to express my deep thank for your tender present which you sent to me and that doubtless a great thoughtful of you.

We can choose our friends, but we inherit our relatives. With you, I would have chosen you as my niece even if you were not inherited. We are like two peas in a pod and I feel we are more friends than family.

I would like to invite you and your family to spend the weekend with me on my home , I’m sure you won’t be sorry for coming because you will enjoy a happy time with my family and my mother will be here, too. Give my hands to all members in your family. I’m looking forward to seeing you soon.

Yours,

James

Signature

Q. 4 ) A personal letter to thank someone for their kindness.

James Brown, 20 King Fahed Street,

Tabuk, Saudi Arabia.

15 May 2009.

Dear Mary ,

Thank you so much for the precious present. It is so soft that I feel like you have sent me 100 hugs. When the weather gets colder, I will definitely have you in my thoughts. Thanks for your kindness. I was almost always afraid to open your gift because it was so wonderfully wrapped. The paper and bow were just lovely. I want to thank you for thinking of me and sending me the sweater. Only you think of such a gift Your generosity and kindness will always be remembered. I am sure you spent hours to do this lovely choice for me. Every time I use to wear it, I will think of you in return.

Your love,

James

Q. 5) A personal letter to a former co-worker

James Brown, 20 King Fahed Street,

Tabuk, Saudi Arabia.

15 May 2009.

Dear Adel,

I’m very pleased to write you this letter. I hope that you are well when you receive it.

Thanks so much for the great birthday present, I

really love it! I have wanted that CD for ages. How did you know? You are really cool! Thank you so much for arranging a birthday cake and flowers to be delivered to me. Arriving at work yesterday to a beautiful bouquet of tulips, following by an amazing chocolate cake that afternoon, made my birthday a real treat. I’m still smiling from the nice surprise! This appreciated present indicates the real soul of brotherhood and shows that you are still the most generous person I have ever seen. See you in the holidays. Thanks again for everything.

Best Regards,

James

21 نوفمبر, 2009 قواعد انجليزي للصف الثالث الثانوي

الوحدة الأولى

تكوين السؤالMaking a question

النوع الأول : Wh-questions وهي الأسئلة التي تبدأ بأداة استفهام.

طريقة تكوين السؤال :-

1- نضع أداة استفهام.

2- ثم نضع الفعل المساعد.

3- ثم نضع الفاعل.

4- ثم نضع الفعل الأساسي.

5- وأخيرا نضع علامة استفهام.

السؤال يتكون من خمس خطوات. و هي :-

مثال 1 :-

1 2 3 4 5

What does he write ?

علامة استفهام + الفعل الأساسي + الفاعل + الفعل المساعد + أداة استفهام

2مثال 2 :- 5 4 3 2 1

1- نضع أداة استفهام …… ………………………… Where

2- ثم نضع الفعل المساعد ………………………. do

3- ثم نضع الفاعل ………………………. you

4- ثم نضع الفعل الأصلي ……….. live

5- وأخيرا نضع علامة استفهام ……?

1- بعض أدوات الاستفهام

1- What … ? 1- ما / ماذا . . . ؟ والإجابة عليها عامة

2- When… ? 2- متى .. . ؟ لابد أن تدل الإجابة على زمن

3- Where … ? الإجابة تدل على مكان 3- أين … ؟ لابد

4- Why … ? تدل الإجابة على سبب ؟ 4- لماذا . .

5- Who … ? لابد أن تدل الإجابة على الفاعل 5- من . .؟

6- Whom … ? لابد أن تدل الإجابة على المفعول 6- من . ؟

7- Whose … ? لابد أن تدل الإجابة على المالك 7- لمن . ؟

8- Which … ? لابد أن تدل الإجابة على الاختيار 8- أي . ؟

9- How… ? 9- كيف . . . ؟ لابد أن تدل الإجابة على كيفية حدث

10- How often…?؟تدل الإجابة على عدد المرات 10- كم مرة…

11- How many … ? لابد أن تدل على العدد 11- كم عدد . . . ؟

12- How much … ? لابد تدل على الكمية 12- كم كمية . . . ؟

13- How much … ? 13- كم ثمن . . . ؟ تدل الإجابة على الثمن

14- How old… ? 14- كم عمر . . . ؟ تدل الإجابة على العمر

15- How heavy …? تدل الإجابة على الوزن 15- كم وزن … ؟

16- How tall … ? 16- كم طول . . . ؟ تدل الإجابة على الطول

17- How high … ? الارتفاع 17- كم ارتفاع … ؟ لابد تدل على

18- How wide … ? 18- كم عرض …؟ تدل الإجابة على العرض

The helping verbs 2- الأفعال المساعدة

Verb to be

I am

He was

She is

It

You

We are were

They

Verb to have

He

She has

It

had

I

You have

We

They

Verb to do

He

She does

It

did

I

You do

We

They

وتوجد أفعال مساعدة أخرى، مثل :-

will would

shall should

can could

may might

must

ought to

3- الفاعل غالباً ما يأتي قبل الفعل ( أي يكون أول كلمة ).

4- الفعل الأساسي غالباً ما يأتي بعد الفاعل ( أي يكون ثاني كلمة ).

ملاحظة :-

1- does ——– s 1- إذا انتهى الفعل بحرف

2- did ——— ed 2- إذا كان الفعل في الماضي

3- do ——-ed ولم يكن في الماضيs3-إذا لم ينته الفعل بحرف

لاحظ / إذا وجدت أي كلمات إضافية فإننا نضعها بعد الفعل، أي قبل أداة الاستفهام. مثل :ـ

a-He is waiting for the bus . ( Ask What …? )

1-What is he waiting for ? ( the bus ).

b- He drinks tea every morning . ( sk What …?)

1- What does he drink every morning ? ( tea ) .

b- He drinks tea every morning.( Ask When…?)

2- When does he drink tea ? (every morning) .

لاحظ:ـ

1- نضع does إذا انتهى الفعل بحرف s.

2- نضع did إذا كان الفعل في الماضي . ( ed )

3- نضع do إذا لم ينتهي الفعل بحرف( s ) ولم يكن في الماضي ed

لاحظ :-

عند السؤال عن الفاعل ( الذي يكون أول كلمة ) نحذف الفاعل ونضع بدلاً منه أداة الاستفهام فقط. مثل :-

1- He drinks tea every morning . ( Ask Who …? )

1- Who drinks tea every morning ? ( He )

** عند تكوين السؤال يجب تجنب وضع الإجابة داخل السؤال.

** الأفعال المساعدة ( am, is, are, was, were ) لا تحتاج إلى فعل مساعد حيث أنها . تعتبر فعل أساسي وفعل مساعد في آن واحد. مثل :-

1- How are you ?

2- Where is he ?

***** ( راجع كتاب الطالب صفحة رقم 12 )

طريقة تكوين السؤال الذي إجابته (Yes,…/ No,… ) :

الأسئلة التي إجابتها نعم أو لا (Yes,…/ No,… ) وهي عبارة عن جملة خبرية ولكن نضع الفعل قبل الفاعل . مثل :

1- He is a doctor . هو طبيب .

هل هو طبيب ؟ 2- Is he a doctor ?

3- They are farmers . هم مزارعون .

4- Are they farmers ? هل هم مزارعون ؟

ولكن إذا لم يوجد فعل مساعد فإننا نأتي بالفعل المساعد (do /does /did). مثل :ـ

1- You live here . أنت تسكن هنا .

1- Do you live here ? هل أنت تسكن هنا ؟

عند الإجابة على هذه الأسئلة نضع كلمة Yes,…/ No,… ثم نقلب أول كلمتين من السؤال. ونضيف كلمة not إذا كانت الإجابة No,…

***** ( راجع كتاب الطالب صفحة رقم 11 )

……………………………………………………………………………………

1- He has a car. ( Ask What… ? ).

1- What does he have ?

2- He has bought a car. ( Ask What… ? ).

2- What has he bought ?

** في الحالة الأولى كلمة has فعل رئيسي.

** بينما في الحالة الثانية كلمة has فعل مساعد لأنه جاء بعده الفعل الرئيسي.

Tag-questionS السؤال التذييلي

النوع الثالث : Tag-questions وهي الأسئلة التذييلية, أي يأتي سؤال في ذيل الجملة الخبرية.

ودائما يكون معنى السؤال التذييلي : أليس كذلك ؟

1- You are from this area, aren’t you ? Yes, I am.

2- You aren’t from this area, are you ? No, I am not.

3- He visits his uncle, doesn’t he ? Yes, he does.

4- I played football, didn’t I ? Yes, you did.

5- They watch the match, don’t they ? Yes, they do.

1- عند تكوين السؤال التذييلي نقلب أول كلمتين من الجملة.

2- نضع كلمة n’t إذا كانت الجملة مثبتة, كما في المثال الأول. وأما إذا كانت الجملة منفية فلا نضع أي شيء, كما في المثال الثاني.

3- إذا كان السؤال منفي , فتكون الإجابة : Yes,… ثم نقلب كلمتي السؤال.

4- إذا كان السؤال مثبت, فتكون الإجابة : No,… ثم نقلب كلمتي السؤال , ونضع كلمة n’t .

***عندما لا يوجد فعل مساعد , نضع إحدى صيغ فعل to do ) ) هكذا :-

1- عندما ينتهي الفعل بحرف s ) ) نضع ………………. does

كما في المثال الثالث.

2- عندما ينتهي الفعل بـ (ed ) أي يكون في الماضي, نضع…….did.

كما في المثال الرابع.

3- عندما لا توجد ( S ) ولا توجد ( ed ) , نضع……………..do…

كما في المثال الخامس.

والقاعدة العامة للسؤال التذييلي هي :-

الإجابة ? السؤال , الجملة

1- اثبات ? نفي , اثبات

2- نفي ? اثبات , نفي

ودائما كلمة I تحول إلى كلمة you

وكلمة you تحول إلى كلمة I

الحالة الأولى :-

السؤال التذييلـي يتكـون مـن : ? الفاعل + t’n + فعل مساعد ,

إجابة السؤال التذييلي تتكون من : الفعل المساعد + الفاعل + Yes,

اثبات ? نفي , اثبات

1- You come from this area, don’t you ? Yes, I do.

2- It costs a lot, doesn’t it ? Yes, it does.

3- You saw some men, didn’t you ? Yes, I did.

الحالة الثانية :

السؤال التذييلـي يتكـون مـن : ? الفاعل + فعل مساعد,

إجابة السؤال التذييلي تتكون من : t’n + الفعل المساعد + الفاعل + No,

نفي ? اثبات , نفي

4- You don’t come from this area, do you ? No, I don’t.

5- It doesn’t take long by car, does it ? No, it doesn’t.

6- You didn’t fast last year,did you ? No, I didn’t.

1- الفاعل هو أول كلمة في الجملة.

2- الفعل المساعد غالباً ما يكون إما do أو does أو did .

***** ( راجع كتاب الطالب صفحة رقم 39 و 40 )

الأفعال الغير نظامية ( الشاذة )

التصريف الثاني التصريف الأول

go went

fly flew

see saw

ring rang

know knew

run ran

sit sat

eat ate

win won

spend spent

fall fell

cut cut

build built

buy bought

sell sold

break broke

قاعـدة after, before, by

1- had + p.p

2- had + been + verb + ing

إذا جاءت إحدى هذه الكلمات في الجملة : after, before, by يأتي معها :-

1- في حالة المبني للمعلوم had + p.p.

2- في حالة المبني للمجهول had + been + verb + ing

مثال مبني للمعلوم :- They had killed this rhinoceros just before we arrived.

مثال مبني للمجهول :- This rhinoceros had been killed just before we arrived.

**عند التحويل من مبني للمعلوم ( active ) إلى مبني للمجهول (passive) نتبع الخطوات التالية :

1- نضع المفعول به في بداية الجملة. ( ثالث كلمة ). في هذه الحالة يكون رابع كلمة.

2- نضع فعل to be في زمن الجملة. في هذه الحالة نضع كلمة been

3- نضع الفعل في التصريف الثالث. ( ثاني كلمة ) في هذه الحالة يكون ثالث كلمة.

4- نضع الفاعل مسبوقاً بكلمة وإذا كان ضمير يستحسن حذفه.

5- نكمل ما تبقى من الجملة كما هو.

ملاحظة /

** مع كلمة afterيأتي فعلين, الفعل الذي بعدها في التصريف الثالث والفعل الآخر في التصريف الثاني.

** مع كلمة before يأتي فعلين, الفعل الذي قبلها في التصريف الثالث والفعل الآخر في التصريف الثاني.

قاعـدة for

إذا جاءت كلمة for يأتي معها :-

1- has / have + p.p. إذا كان الزمن مهم أي جاءت في الجملة كلمة for مثل :-

2- has / have + been + verb + ing إذا كان الشيء الذي فعل مهم (أو عدده).

مثال 1- He has watched three programmes.

مثال 2- He has been watching TV for two hours.

1- He ( work ) here for three years. ( Correct ).

………………………………………………………………

**نضع has been working لوجود كلمة for .

2- He ( watch - has watched - has been watching ) three programmes. ( Choose ).

**نختار has watched لعدم وجود كلمة for وكذلك لأنه ركز على عدد الأشياء التي فعلت.

قاعـدة when

إذا جاءت كلمةwhen أو كلمة …at وبعده زمن في الجملة يأتي معها :-

were + verb + ing أو was

1- At nine o’clock, I ( watch ) television.(correct …………………………………………………………………

2- They (watch ) television when the phone rang. ( Correct )

…………………………………………………………………………

** مع كلمة when يأتي فعلين,الفعل الذي بعدها يكون في التصريف الثاني( -ed ) والفعل الآخر يكون في الماضي المستمر were + verb + ing أو was

was مفرد **

were جمع **

Articles

1- نضع a أو an قبل الاسم المفرد النكرة الذي يعد, مثل :-

1- a book a table a window a man

2- an apple an egg an ice cream an orange an umbrella

** نضع an قبل حروف العلة, وهي :- an——– ( a , e , I , o , u )

* نضع قبل الاسم المفرد أو الجمع المعرفة سواءً يعد أو لا يعد. في عدة حالات, منها :-

أ‌- إذا كان الشيء معرفة أي واحد من نوعه, مثل :-

1- The sun rises in the east.

2- This is the last sentence.

ب- إذا ذكرنا الشيء مرة نكرة, نذكره في المرة الثانية معرفة, مثل :-

3- He bought a car last week. The car was expensive.

الوحدة الخامسة

Active and Passive

المبني للمعلوم والمبني للمجهول

1- We use this tense for facts. ( Change into passive ).

1- This tense is used for facts.

2- Do we use this tense for facts ? ( Change into passive ).

2- Is this tense used for facts.

3- Planets reflect light, don’t they ? Yes, they do. (passive ).

3- Light is reflected by planets, isn’t it ? Yes, it is.

4- A planet doesn’t radiate light, does it ? No, it doesn’t. ( Passive ).

4- Light isn’t radiated by planets, is it ? No, it isn’t.

**عند التحويل من مبني للمعلوم ( active ) إلى مبني للمجهول (passive) نتبع الخطوات التالية :

1- نضع المفعول به في بداية الجملة. ( ثالث كلمة ).

2- نضع فعل to be في زمن الجملة. (وغالباً ما يكون في هذه الحالة am أو is أو are)

3- نضع الفعل في التصريف الثالث. ( ثاني كلمة ).

4- نضع الفاعل مسبوقاً بكلمة وإذا كان ضمير يستحسن حذفه.

5- نكمل ما تبقى من الجملة كما هو.

Make passive :-

1- Planets reflect light.

………………………………………………………………

2- Satellites orbit planets.

………………………………………………………………

3- Stars do not reflect light.

……………………………………………………………..

4- Scientists study the universe.

……………………………………………………………..

5-Do stars radiate light ?

…………………………………………………………

المفرد والجمعSingular and Plural

**عند التحويل من المفرد إلى الجمع نتبع الخطوات التالية :-

1- نحذف حرف a الذي قبل الاسم ونضيف في آخر الاسم حرف s

2- نحذف حرف s من آخر الفعل.

3- كلمة is تحول إلى كلمة are

Make plural :

أمثلـة

1- A planet reflects light.

1- Planets reflect light.

2- A star radiates light.

2- Stars radiate light.

3- A satellite does not orbit a star.

3- Satellites do not orbit stars. ( a star ).

4- There is a planet in the solar system.

4- There are planets in the solar system.

5- Does a planet orbit a star ?

5- Do planets orbit stars ? ( a star ).

Correct

be

am is are

** تحول كلمة be إلى am أو is أو are

1- I ( be ) at school.

………..…..am….

2- Our sun ( be ) a star.

..……….is…………..

3- Galaxies ( be ) large groups of stars.

…………….…………..are…………..

4- We ( be ) not able to see other galaxies.

………………………….……..are……..

النفي Negative

** عند التحويل إلى النفي يجب وضع كلمة not بعد الفعل المساعد.

وإذا لم يوجد فعل مساعد يجب وضع فعل مساعد. وهو إما do أو does أو did .

أمثلــة :- Make negative

1- A planet is a star.

1- A planet is not a star.

2- A planet radiates light.

2- A planet does not radiate light.

3- Stars reflect light.

3- Stars do not reflect light.

4- Venus has a moon.

4- Venus does not have a moon.

5- There is a planet between Earth and Mars.

5- There is not a planet between Earth and Mars.

**** راجع صفحة 51

Combine ( Make one question )

** تكوين سؤالين من سؤال واحد:-

1- نضع السؤال القصير كما هو.

2- نضع السؤال الطويل بعده.

3- إذا لم يبدأ السؤال الطويل بأداة استفهام نضع كلمة if

4- نحذف كلمة do أو does أو did من السؤال الطويل. ونصحح الفعل.

أمثلـــة :-

1- Does Mars have an atmosphere ? Do you know ? ( Combine ).

1- Do you know if Mars has an atmosphere ?

2- What does junk food mean ? Can you tell me ? ( Combine ).

2- Can you tell me what junk food means ?

3- Does the sun have nine planets ? Who knows ? ( Combine ).

3- …………………if…………has……..…………….?

4- What is the date ? Do you know ? ( Combine

4- …………………………………………is ?

5- Is water still sold by water sellers ? Do you know ? ( Combine ).

if………………………is………… …-

**** راجع صفحة

56

الوحـدة السادسـة

قاعـدة for و since

إذا جاءت كلمة for أو since يأتي معها :-

has / have + been + verb + ing

مثال 1- He has been watching TV for two hours.

مثال 2- He has been teaching English since 1985.

1- He ( work ) here for three years. ( Correct ).

………………………………………………………………

**نضع has been working لوجود كلمة for .

2- They ( build ) that bridge since last year. ( Correct ).

………………………………………………………………

**نضع has been building لوجود كلمة . since

في المبني للمعلوم1- has / have + been + verb + ing

في المبني للمجهول 2- has / have + been + p.p.

Choose :-

3- He has been (watch – watching – waches) television for three hours.

**نختار watching لوجود كلمة for ووجود has been

4- They have been (visit – visiting – visited ) by him.

**نختار visited لوجود كلمة have been وهنا الجملة مبنية للمجهول.

يأتي مع كلمة for رقم وكلمة بعده تدل على طول الفترة. وإذا جاء غير ذلك نختار since

Choose :-

1- The phone has been ringing ( for – since ) three minutes.

** نختار for لوجود فترة ( مدة ) زمنية محددة. وكذلك وجود رقم وكلمة بعده.

2- He has been teaching English ( for – since ) 1985.

** نختار since لوجود شيء يدل على بداية الزمن.

How long … ? كم المدة ؟

1- Mr. Al-Nasser came to the office at 7 o’clock. It is 11 o’clock now. He is working. ( Ask How long … ? ).

1- How long has he been working ?

He has been working for four hours. OR :

He has been working since 7 o’clock.

Connectors أدوات الربط

تستخدم كلمة and لربط جملتين متناسقتين.

تستخدم كلمة but لربط جملتين متناسقتين.

تستخدم كلمة or لربط جملتين متناسقتين.

Joinأو Connect أربط

** عند ربط أي جملتين بأي أداة ربط, نضع أداة الربط بين الجملتين. أي بدل النقطة. مثال :-

1- Flying is comfortable. Flying is expensive. ( Join ).

1- Flying is comfortable but flying is expensive.

1- Flying is comfortable but expensive.

المحادثــة

Complete :-

No. 1 :

John : Ahmad are you any good at ………………?

Ahmad : Not bad. Why ?

John : Well, what is half a half ?

Ahmad : …………………………..

John : What do you get if you add a half and a quarter ?

( subtract one fifth from

three fifths ? )

Ahmad : ………………………………….

John : How do you …………….three quarters as ………………?

Ahmad : 75%.

No. 2 :

Reporter : How did this animal …………?

Warden : It was ……….by poachers.

Reporter : Poachers ?

Warden : Yes. ………………………………. You saw some men, …….……….. ?

Reporter : ………………………………

====================================================

No. 3 :

Reporter : You don’t come from Saudi Arabia, ……………….?

Traveller : ………………. …………………the U.A.E.

Reporter : Where………………………………?

Traveller : I am flying to Riyadh.

Reporter : Why are you going there ?

Traveller : ……………………… visit a friend.

Reporter : Thank you for talking to us.

Traveller : You ………………………

No. 4 :

Roger : Ramadan lasts for a month, ………………?

Ahmad : …………………..

Roger : You didn’t fast it last year, ……………….?

Ahmad : ………………… ………….ill.

Roger : What is the name of the big celebration at the end of Ramadan ?

Ahmad : ……………………………………

====================================================

No. 5 :

Alan : Does a planet radiate light ?

Khaled : …………………………..

Alan : Well, do planets reflect light ?

Khaled : …………………………..

Alan : Are you interested in the stars ?

Khaled : …………………………

Alan : Is the sun a star ?

Khaled : …………………………

جمــع Plural

ولكن هذه الكلمات شاذة s ) جمع : نضيف حرف Plural

foot feet

tooth teeth

man men

woman women

fish fish

sheep sheep

أخطاء الكتابةMISTAKES WRITING

1- الفراغ في بداية الفقرة . space

2- الحروف الكبيرة والصغيرة.capital letters and small letters

3- الفواصل.commas

4- النقط . full stop

5- الفواصل العلوية .apostrophe

6- To / too / two

7- and / but / or

8- has / have / had

9- القواعد ( is / are)

10- الكلمة لا تجزأ .

11- الأخطاء الإملائية.

أضــفAdd

s / sh / ch / o / x es

Add—s y ies a,e,I,o,u ys

fe / f ves

e d

Add—ed y ied a,e,I,o,u yed

stop + stopped

e take taking

Add—ing ie ying tie tying die dying

swim swimming

sit sitting get getting stop stopping

run running put putting travel traveling

قواعد الكتابة

1- الحروف الكبيرة :

1- في بداية الجملة.

2- في بداية الأسماء.

3- في بداية الألقاب.

4- في بداية أسماء اللغات.

5- في بداية أسماء الأماكن.

6- في بداية العناوين.

7- في بداية أسماء الأشهر.

8- في بداية أسماء أيام الأسبوع.

9- كلمة I بمعنى أنا.

2- النقطة :

1- في نهاية الجملة.

2- بعد الاختصارات مثل : Mr. Mrs.

a.m. p.m. e.g.بعد الاختصارات مثل : 3-

3- الفاصلة :

1-بين القوائم.

2- بعد الكلمات التي تقدم الجمل. مثل : However, First,

3- بين كل جملتين بأداة ربط في أولهما.

4- قبل كلمة ,too.

5- قبل السؤال التذييلي.

6- بعد كل ثلاثة أرقام.

7- بعد أجزاء خاصة من الرسائل.

ملاحظة/

to يأتي بعدها مفرد ( كلمة لا تنتهي بحرف s ).

تأتي في نهاية الجملة مسبوقة بفاصلة وبعدها نقطة.too

).s يأتي بعدها جمع ( كلمة تنتهي بحرف two

ملاحظة/

تربط جملتين متناسقتين متشابهتين.and

تربط جملتين متناقضتين. but

تربط جملتين بينهما اختيار. or

تدريـــــــب

Choose a , b , c or d :

1- Fertilizers and pesticides can be made from….. ……………

a- plants. b- planets. c- deforestation. d- pollution.

2- Men who hunt without permission are ………………..

a- wardens. b- rhinoceroses. c- reporters. d- poachers.

3- Reservoirs …………………. water all year round.

a- prevent. b- provide. c- precious. d- problem.

4- About………………..……… of the rain falls on sea.

a- one-fifth b- four- fifths c- half d- three-quarters

5- Sea water is ……………

a- salt water. b- fresh water. c- dirty water. d- drinkable.

6- Men who hunt without permission are ………………..

a- wardens. b- poachers. c- reporters. d- rhinoceroses.

7- Reservoirs …………………. water all year round.

a- prevent. b- provide. c- drain. d- precious.

طريقة الأسئلة QUESTIONS

1- Choose اختار

2- Correct صحح

3- Report حول إلى كلام غير مباشر

4- Change into passive حول إلى مبني للمجهول

5- Complete = Finish أكمل

6- Compare قارن

7- Connect = Join = Combine اربط

8- Use استخدم

9- Take out = Rewrite without احذف / اكتب بدون

10- Rewrite أعد كتابة

11- Answer أجب

12- Re-arrange رتب

13- Start = Begin with ابدأ ب…..

14- Make a question = Askكون سؤال

15- Add أضف

16- True / False خطأ / صواب

17- Give the opposite هات العكس

18- هات نفس المعنى Give the same meaning

19- Circle دائرة / underline ضع خطا / underlined التي تحتها خط

20- Tag-question سؤال تذييلي

21- Short reply إجابة قصيرة

سالم مراحيل قريشع

29 نوفمبر, 2009 Tabuk University جامعة تبوك منهج السنة التمهيدية

Tabuk University جامعة تبوك منهج السنة التمهيدية

1- The helping verbs الأفعال المساعدة

1- Verb to be

I am

He She is was It أي اسم مفرد

been

You We are were They أي اسم جمع

I am He is She is It is Susan is

You are We are They are John and I are

am be is

are

contraction

Long form الشكل الطويل Contraction الاختصار

am ‘m is ‘s are ‘re

am not ‘m not

is not ‘s not isn‘t

are not ‘re not aren‘t

to be أسئلة على فعل CHOOSE :-

1- I ( am – is – are ) a student. 2- Mr. Brown ( am - is – are ) an English citizen. 3- Hassan and I ( am – is – are ) at home. 4- ( Am – Is – Are ) I happy ?

==============================================

2- Verb to have

He

She has

I t

أي اسم مفرد

had

I

You have

We

They أي اسم جمع

to have أسئلة على فعل CHOOSE :-

1- I ( has – have ) a car. 2- Mr. Brown ( has – have ) two brothers. 3- Hassan and John ( has – have ) children. 4- (Has – Have ) he read the novel ?

================================================

3- Verb to do

He She It does أي اسم مفرد did done I You We do They أي اسم جمع

to do أسئلة على فعل CHOOSE :-

1- I ( do - does ) my homework. 2- Mr. Brown ( don’t – doesn’t ) go there. 3- Hassan and John ( do – does ) their homework . 4- ( Do – Does ) he like swimming ? 5- ( Do – Does ) you like swimming ?

=================================================

4- وتوجد أفعال مساعدة أخرى، مثل :-

will would shall should can could may might must ought to

=================================================

2- There is ………… يأتي بعدها مفرد There are ………. يأتي بعدها جمع

ومثلها النفي :-

There isn’t ………. There aren’t ……….

There is , There are أسئلة على CHOOSE :-

1- ( There is – There are ) a pen on the table. 2- ( There is – There are ) some chairs in the room. 3- ( There isn’t – There aren’t ) any novels there. 4- ( Is there – Are there ) a book in the bag? 5- ( Is – Are ) there many stores downtown ?

=================================================

3- A- ( in , on , at ) : Time الوقت

1- the morning , the afternoon , the evening. 1- in 2- months : January , February , March , etc 3- seasons : summer , winter ,spring , autumn ( fall ). 4- Years : 1997 , 2005 , 1428 , 1430 , …. etc.

2- at 1- time : 5 o’clock , 7:30 , 9:45 , … etc. 2- night.

1- days : Saturday , Sunday , Monday , .etc. 3- on 2- تاريخ اليوم : September 20th. 3- weekdays , weekends.

4- from ………. to ………… من الساعة ……… إلى الساعة from ……… until ……… من الساعة ……… حتى الساعة

in , on , at : Time أسئلة على CHOOSE :-

1- He came ( in – on – at ) January. 2- I’m awake ( in – on – at ) 6:15 a.m. 3- We saw him ( in – on – at ) the morning. 4- They visited Umar ( in – on – at ) the weekend.

3- B- ( in , on , at ) : Places الأماكن

1- in 1- buildings 2- cities ( Tabuk ) , countries (Saudi Arabia

2- on 1- water : river , ocean , coast. 2- street , avenue .

3- at 1- certain places : 25, Market Street.

* تستخدم كلمة at مع الأرقام سواء مع الزمن أو مع أرقام المنازل.

in , on , at : Time أسئلة على CHOOSE :-

1- They live ( in – on – at ) River Avenue. 2- The library is ( in – on – at ) 413 Second Avenue. 3- Mariko is ( in – on – at ) the library now. 4- He lives ( in – on – at ) London.

4- أدوات الاستفهام :

علامة استفهام + فعل رئيسي + فاعل + فعل مساعد + أداة استفهام ? + ثاني كلمة + أول كلمة + _____ + _____ 5 4 3 2 1

أسئلة على أدوات الاستفهام

CHOOSE

1- ( What – Where – When – How ) did he come ? At 7 : 30 a.m. 2- ( What – Where – When – How ) do they live ? In Tabuk. 3- How ( old – far – often – long ) are you ? I’m 23 years old. ===========================================

5- frequency adverbs :

always , usually , often , generally , sometimes , occasionally , rarely , seldom , never , every.

مع هذه الكلمات يبقى الفعل كما هو بدون أي إضافات إلا إذا كان الفاعل مفرد غائب فإننا نضع s ) ) في نهاية الفعل. و الفاعل المفرد الغائب مثل :-

He She الفعل + s It أي اسم مفرد

I You We الفعل كما هو They أي اسم جمع

frequency adverbs أسئلة على

CHOOSE :-

1- He ( work – works – working ) at a grocery store. 2- I sometimes ( watch – watches – watching ) TV.

6- now , right now : الآن

مع هذه الكلمات نضيف في نهاية الفعل ing ونضع قبله فعل

to be

( am , is , are ) . مثل :-

Tabuk University
جامعة تبوك
منهج السنة التمهيدية

He
She is was
It
أي اسم مفرد

You
We are were
They
أي اسم جمع

I am
He is
She is
It is
Susan is

You are
We are
They are
John and I are

am
be is

am ‘m
is ‘s
are ‘re

is not ‘s not
isn‘t

are not ‘re not
aren‘t

to be أسئلة على فعل
CHOOSE :-

1- I ( am – is – are ) a student.
2- Mr. Brown ( am - is – are ) an English citizen.
3- Hassan and I ( am – is – are ) at home.
4- ( Am – Is – Are ) I happy ?

They
أي اسم جمع

to have أسئلة على فعل
CHOOSE :-

1- I ( has – have ) a car.
2- Mr. Brown ( has – have ) two brothers.
3- Hassan and John ( has – have ) children.
4- (Has – Have ) he read the novel ?

He
She
It does
أي اسم مفرد
did done
I
You
We do
They
أي اسم جمع

to do أسئلة على فعل
CHOOSE :-

1- I ( do - does ) my homework.
2- Mr. Brown ( don’t – doesn’t ) go there.
3- Hassan and John ( do – does ) their homework .
4- ( Do – Does ) he like swimming ?
5- ( Do – Does ) you like swimming ?

will would
shall should
can could
may might
must ought to

2- There is ………… يأتي بعدها مفرد
There are ………. يأتي بعدها جمع

There isn’t ……….
There aren’t ……….

There is , There are أسئلة على
CHOOSE :-

1- ( There is – There are ) a pen on the table.
2- ( There is – There are ) some chairs in the room.
3- ( There isn’t – There aren’t ) any novels there.
4- ( Is there – Are there ) a book in the bag?
5- ( Is – Are ) there many stores downtown ?

1- the morning , the afternoon , the evening.
1- in 2- months : January , February , March , etc
3- seasons : summer , winter ,spring , autumn ( fall ).
4- Years : 1997 , 2005 , 1428 , 1430 , …. etc.

2- at 1- time : 5 o’clock , 7:30 , 9:45 , … etc.
2- night.

1- days : Saturday , Sunday , Monday , .etc.
3- on 2- تاريخ اليوم : September 20th.
3- weekdays , weekends.

4- from ………. to ………… من الساعة ……… إلى الساعة
from ……… until ……… من الساعة ……… حتى الساعة

in , on , at : Time أسئلة على
CHOOSE :-

1- He came ( in – on – at ) January.
2- I’m awake ( in – on – at ) 6:15 a.m.
3- We saw him ( in – on – at ) the morning.
4- They visited Umar ( in – on – at ) the weekend.

1- in 1- buildings
2- cities ( Tabuk ) , countries (Saudi Arabia

2- on 1- water : river , ocean , coast.
2- street , avenue .

in , on , at : Time أسئلة على
CHOOSE :-

1- They live ( in – on – at ) River Avenue.
2- The library is ( in – on – at ) 413 Second Avenue.
3- Mariko is ( in – on – at ) the library now.
4- He lives ( in – on – at ) London.

علامة استفهام + فعل رئيسي + فاعل + فعل مساعد + أداة استفهام
? + ثاني كلمة + أول كلمة + _ + _
5 4 3 2 1

1- ( What – Where – When – How ) did he come ? At 7 : 30 a.m.
2- ( What – Where – When – How ) do they live ? In Tabuk.
3- How ( old – far – often – long ) are you ? I’m 23 years old.
===========================================

He
She الفعل + s
It
أي اسم مفرد

I
You
We الفعل كما هو
They
أي اسم جمع

1- He ( work – works – working ) at a grocery store.
2- I sometimes ( watch – watches – watching ) TV.

1- Mike is buying gifts now.
2- The little boys are running right now.

==============================================
7- بعد هذه الكلمات يبقى الفعل كما هو بدون أي إضافات وكذلك بالنسبة لنفيها:-

will
would
shall
should
can
could
may بدون أي إضافات الفعل كما هو
might
must
ought
going to
do
does
did

================================================
8- حروف الجر للأماكن :-

to the left لليسار
the right اليمين
over فوق
under تحت
near قرب
far from بعيد عن
next to بعد
between بين
on top of على قمة / في أعلى
across from عبر
in front of أمام
in back of خلف / وراء

know knew
is / am was
are were
have had
quit quit
drive drove
begin began
sell sold
think thought