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‫ملخص اللغة االوجليزية للسىة الثالثة ثاووي علوم تجريبية‬

the rules for when to use "A, An or The":

A = indefinite article (not a specific object, one of a number

of
the same objects) with consonants
Eg : 1- She has a dog. 2- I work in a factory.
An = indefinite article (not a specific object, one of a number
of
the same objects) with vowels (a,e,i,o,u)
Eg : 1- Can I have an apple? 2- She is an English teacher.
The = definite article (a specific object that both the person
speaking and the listener know)
The car over there is fast.
The teacher is very good, isn't he?
The first time you speak of something use "a or an", the next
time you repeat that object use "the".
I ate in a Chinese restaurant. The restaurant was very good.
DO NOT USE AN ARTICLE :
1- with countries, states, counties or provinces, lakes and
mountains except when the country is a collection of
states such as "The United States".
2- when you are speaking about things in general
3- when you are speaking about meals, places, and
transport( eg : university., taxi , home)
1« Providing that / as long as ( Express : condition) »
1- Providing that = as long as = but only if = if
*Providing that= provided that
*As long as = so long as.
The rule : providing that/as long as + présent simple =
future
simple .
Eg : providing that you work hard , you will succeed.
2« I wish , it’s high / about time : »
1- Expressing wishes :
The rule :
*I wish + past ===a regret about a présent situation (by
imagining it’s opposite)
Eg : i wish i had a car ( but i have not ).
*I wish + past perfect ===a regret about a past situation
Eg : i wish i had listened to your advice.
*I wish + would ===a desire for change in the near future .
Eg : i wish you would stop talking
*I wish + could ===to express wishes about ourselves
Eg : i wish i could be older .
2- It’s high / about time :
The rule :
*It’ high/ about time + present simple =(it is the right
times to do something)
Eg : it’s high time our country takes measures to stop
corruption
*It’ high/ about time + past simple =( this action should
be done before now)
Eg : it’s higth time the bad leaders went to jail.
3« had better/ had better not( Express : advice) »
Had better = should = ought to
The rule : had better / had better not + the verbe into
infinitive
without « to »
Eg : you ‘d better visit the doctor.
4« ‘so..that’ ‘such..that ‘ »
The rule :
1- So + adj +that
Eg : businessmen ara so honest that thier consumers fell
confident with them .
2- Such + noun phrase+ that
Eg :devloped countries have organized such economic
structures that they never stop making progress.
5« ‘the active/passive voice : ‘ »
The rule :
The active : s + v + o (the subject is the most important )
The passive : o + to be (in the tense of verbe ) + verb in to
p.p +
by + agent(s)
Eg : the teacher expain the lesson
The lesson is explained by the teacher.
Table of tense showing active and passive forms

:
tense active passive

Present simple Cleans Is Cleaned

Present continous Is/are cleaning Is/are being cleaned

Simple past Cleaned Was/ were Cleaned

Past continous Was/were cleaning Was being cleaned

Present perfect Has/have cleaned Has/have beencleaned

Past perfect Had cleaned Had been cleaned

Futur Will clean Will be clean

Present conditional Would clean Would be clean

6« ‘Affixes : ‘ »

1-prefix : is a syllable added in the begining of word to

derive its
opposit like : im , il , in , ir , dis ,un
Eg : legal ==== illegal , agree ==== disagree
2-Suffix : is a syllable added at the end of a word to derive
another word like : y , ty , ness , ance , tion
Eg : legal ==== legality , happy ==== happiness ,
important ====importance
7« degrees of certainty »

Degrees of certainty expressions

Categorical certainty 100% Will certainty / it is impossible

Probability 70% It is probable that

Possibility 50% It is possible/ can / may

Remote possibility 30 % Could/might

8« the ‘ ing ‘form »

We can use the’ ing’ form as :

1-At a part of verbe :
Present continous : am/ is / are + verb + ing
Past continous : was/were + verb + ing
2-an adj : Eg : organic food is less damaging
3-a noun : Eg : the smoking
9« the use of the present simple : »
We use the present simple :
1-to express facts that are true all the times (expositry text)
2-habitual action : eg : he always gets up at 7 :00
3-permanent truth : he works in a factory
4-declaration : i like honest actions
5- instruction : go ahead
6-future references : the match begins at 8 Monday
10« the conditionl ‘if’ : »
Type :
0- if + present ===present (sure)
1- if +present ===futur ( if you work , you’ll succeed)
2- if + past simple === would (imaginary)
3- if+ past perfect ===would have + p.p
11« the quantifiers : »
- many , much , a lot of = an axcessive amount
- few , littel = an insufficient amount
we use :
*many, few , a lot of (countable nouns).
*much, littel , a lot of (uncountable nouns) .
12« cause / result: »
*express cause = reason : because (of) , sience ,owing to
,due to
* express result= effect : as a result , so , consquently.
13« used to / used for ( Express: purpose) »
The rule :
1- Used to + verb into infinitive
Eg : internat is used to give information
2- Used for + verb into infinitive + ing
Eg : internat is used for giving information
3- The interrogative form : used only used for
Eg : what are internat used for ? .( don’t say used to)
14« ‘Dimension ; size ; distance : ‘ »
1-dimension : Wide : How wide is + s… ?
2-dimension : Long : How long is + s… ?
3-dimension : Height : How heigh is + s…. ?
1-size : Height : How heigh is + s…. ?
1-distance : How long .. ?
2-distance : How far .. ?
The adj : How far is home from school ?
*-adjective is after the measumrement
Eg : it is 30 mn far from school
*- adjective is before the preposition
Eg : it is far from school
15« ‘the stative verbs / the dynamic verbs : ‘ »
the stative verbs the dynamic verbs

-dscribe states -dscribe actions

-unlimited period -limited period

-conjugue only the simple -both simple and progressiveform

(continous)

*the groups of stative verb (refering)

feeling thinking pereption wants having

Like ,love Think See , hear Prefer, Seem ,

Hate.. ,know.. ,smell want own ,
bloy

‫مه إعذاد األخ أيمه و األخت إيمان‬

‫تم تحميل هذا الملف بواسطة موقع بكالوريا الجزائر‬

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‫االسئهخ انزً رزكشس كم سُخ فً انجكبنٕسٌب فً انهغخ االَجهٍزٌخ يع ششدٓب ثبنهغخ انعشثٍخ‬
PART ONE: Reading

‫ قشاءح‬:‫انجزء األٔل‬
A.Comprehension/ Interpretation
‫رفسٍش‬/‫فٓى‬
Read the text carefully and do the activities.
ٍّ‫إقشأ انُص جٍذا ثى قى ثبنُشبطبد انزً ره‬
Choose/give the generalidea of the text. Giving(L.L.E)
‫اخزش \ أعظ انفكشح انعبيخ نهُص‬

Write the letter which corresponds to the right answer.

‫اكزت انذشف انزي ٌٕافق اإلجبثخ انصذٍذخ‬
Are these statements true or false?
‫ْم ْزِ انجًم انخجشٌخ صخ أو خطأ؟‬

Write T or F next to the number of the statement.

‫اكزت دشف () أ دشف () ثجبَت سقى انجًهخ انخجشٌخ‬
In which paragraph is it mentioned that…?
‫؟‬....... ‫فً أي فقشح ٌزكش‬

Fill in the following table.

ً‫ايأل انجذٔل انزبن‬
Read the text and put the following sentences in the order
they appear

in the text.
‫إقشأ انُص ٔ ضع انجًم انزبنٍخ ٔفقب نزشرٍجٓب فً انُص‬

Answer the following questions according to the text.

‫اجت عٍ األسئهخ دست انُص‬

Copy the title you think is the most appropriate/give a title

to the text. Giving(L.L.E)
‫أعظ عُٕاَب نهُص‬/‫اَقم انعُٕاٌ انزي رشاِ أكثش يالءيخ نهُص‬
The text is: a) de--SS--ive, b) narrative…
‫ سشدي‬,ً‫ ٔصف‬:‫انُص‬....
ً‫ دجبج‬, ً‫جذن‬Argumentative De--SS--ive
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ً‫ٔصف‬Expository

‫إٌضبدً ’رفسٍشي‬Narrative

‫سشدي‬, ً‫قصص‬

The text is: a) a letter, b) a conversation…

A letter
A speech
A conversation
An email
A poem
A newspaper article

‫سسبنخ‬

‫خطبة‬

‫دٕاس‬

‫سسبنخ انكزشٍَٔخ‬

‫قصٍذح‬

ً‫يقبل صذف‬

‫ دٕاس‬,‫ سسبنخ‬:‫انُص‬.....
Who/what do the underlined words refer to in the text?
‫يبرا رذل انكهًخ انزً رذزٓب سطش فً انُص؟‬/ ٍ‫عهى ي‬
B.Text Exploration
‫اسزكشبف انُص‬
1. Vocabulary & Morphology
‫يفشداد ٔ ركٌٍٕ انكهًبد‬
Match words and definitions.
‫قبثم انكهًبد يع رعبسٌفٓب‬
Find in the text words whose definitions follow.
ً‫أٔجذ فً انُص انكهًبد انزً رعبسٌفٓب يب ٌه‬
Match words and their synonyms/opposites.
‫اضذادْب‬/ ‫قبثم انكهًبد يع يشادفبرٓب‬
Find in the texts words that are synonyms/opposites to the
following.
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ً‫أضذادْب يب ٌه‬/‫أٔجذ فً انُص انكهًبد انزً يشادفبرٓب‬

Complete the chart as shown in the example.
‫أكًم انجذٔل كًب ْٕ يجٍٍ فً انًثبل‬
Give the opposites of the following words keeping the same
root.
‫أعظ أضذاد انكهًبد انزبنٍخ يذبفظب عهى جزٔسْب‬
Classify the following words in the table.
‫صُف انكهًبد انزبنٍخ فً انجذٔل‬
Connect the following sentences with the words given. Make
changes if necessary.
‫ اجش رغٍٍشاد عُذ انضشٔسح‬.‫اسثظ انجًم انزً رهً ثأدٔاد انشثظ انًعطبح‬
2. Grammar
‫قٕاعذ‬
Ask the questions which the underlined words answer.
‫اطشح اسئهخ رجٍت عُٓب انكهًبد انزً رذزٓب خظ‬
Rewrite sentence B so that it means the same as sentence A.
‫)( أعذ كزبثخ انجًهخ () كً ٌكٌٕ يعُبْب ٌشجّ يعُى انجًهخ‬
Give the correct form(s) of the verbs in brackets
ٍٍ‫أعظ انصٍغخ انًُبسجخ نألفعبل انزً ثٍٍ قٕس‬
3. Sound system
ً‫انُظبو انصٕر‬
Match pairs that rhyme.

‫قبثم انكهًبد انًزُبغًخ‬

Classify the following words according to the pronunciation
of the final‘ed’ or ‘s’.

‫صُف انكهًبد دست َطق انذشف ()() انزي فً آخش انكهًخ‬

Underline or write the silent letter in each of the following
words
ً‫ضع خطب رذذ أ اكزت انذشف انصبيذ فً انكهًبد انزً ره‬
Classify the words according to their stressed syllable.

‫صُف انكهًبد دست انًقطع انزي رقع عهٍّ انشذح‬

Classify the words according to the number of their syllables.

‫صُف انكهًبد دست عذد انًقبطع انصٕرٍخ‬

4. Discourse
Fill in the gaps with words from the list.

‫ايأل انفشاغبد ثبنكهًبد انزً فً انقبئًخ‬

Match statements from column A with statements from
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column B.
‫)( قبثم انجًم انزً فً انعًٕد () يع انجًم انزً فً انعًٕد‬
Re-order the following sentences to make a coherent
passage.

‫اعذ رشرٍت انجًم انزبنٍخ نكزبثخ َص يزًبسك‬

Imagine what A/B says and complete the dialogue
‫رخٍم يب ٌقٕنّ ()() ٔ أكًم انذٕاس‬
PART TWO
ًَ‫انجزء انثب‬
Written Expression
ً‫رعجٍش كزبث‬