International GCSE

Arabic (First Language) (4AR0)

Teacher’s guide

First examination 2011

Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and
vocational qualifications and testing to schools, colleges, employers and other places of
learning, both in the UK and internationally. Qualifications offered include GCSE, AS and
A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to
BTEC Higher National Diplomas. Pearson Education Ltd administers Edexcel GCSE
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Acknowledgements
This guide has been produced by Edexcel on the basis of consultation with teachers, examiners,
consultants and other interested parties. Edexcel would like to thank all those who contributed
their time and expertise to its development.

References to third-party material made in this document are made in good faith. We do not
endorse, approve or accept responsibility for the content of materials, which may be subject to
change, or any opinions expressed therein. (Material may include textbooks, journals,
magazines and other publications and websites.)

Authorised by Martin Stretton

Prepared by Phil Myers
All the material in this publication is copyright
© Pearson Education Limited 2012
Introduction
The Edexcel International General Certificate of Secondary Education (International GCSE) in
Arabic (First Language) is designed for schools and colleges. It is part of a suite of International
GCSE qualifications offered by Edexcel.

About this guide

This guide is for teachers who are delivering, or planning to deliver, the Edexcel International
GCSE in Arabic (First Language) qualification. The guide supports you in delivering the course
content and explains how to raise the achievement of your students. The guide:
 provides details of Assessment Objectives (AO) and criteria
 shows you how to use the assessment criteria, throughout the course of study, to indicate
individual student development and performance
 provides information for new centres about how to structure the teaching.
Contents
Why choose this qualification? 1
Support from Edexcel 2
Section A: Qualification content 3
Information for Edexcel centres 3
Information for centres starting the Edexcel International GCSE for the first time 3

Section B: Assessment 9
Assessment overview 9
Assessment overview 11
Paper 1 11
Paper 2 (continuous writing) 13
Grammatical usage 15
Assessment Objectives and weightings 16
Relationship of Assessment Objectives to papers for International GCSE 18

Section C: Planning and teaching 19

Course planner 19
‫?‪Why choose this qualification‬‬
‫‪The Edexcel International GCSE in Arabic (First Language):‬‬
‫‪‬‬ ‫‪is assessment through two compulsory written papers‬‬
‫‪‬‬ ‫‪gives the choice of writing tasks in Paper 2, allowing students to demonstrate a range of‬‬
‫‪writing styles‬‬
‫‪‬‬ ‫‪encourages reading of both contemporary and classical Arabic, fiction and non-fiction‬‬
‫‪‬‬ ‫‪gives language awareness and usage assessed through grammatical exercises.‬‬
‫‪Go to www.edexcel.com for more information about this International GCSE and related‬‬
‫‪sources.‬‬

‫ﺧﺼﺎﺋﺺ ‪Edexcel‬‬
‫‪ ‬ﺗﻤﺘﺎز ‪ Edexcel‬ﺑﺤﺮﺻﻬﺎ ﻋﻠﻰ ﺗﻘﻮﻳﻢ ﻣﺎدة اﻟﻘﻮاﻋﺪ ﺗﻘﻮﻳﻤﺎ ﻣﺴﺘﻘﻼ ﺑﺘﺨﺼﻴﺺ‬
‫ﺟﺰء ﻣﻦ اﻟﻮرﻗﺔ اﻻﻣﺘﺤﺎﻧﻴﺔ ﻟﻬﺎ ) اﻟﻘﺴﻢ اﻟﺜﺎﻟﺚ ﻣﻦ اﻟﻮرﻗﺔ اﻷوﻟﻰ( ‪ ،‬وذﻟﻚ ﻟﻤﺎ‬
‫ﻟﻬﺬﻩ اﻟﻤﺎدة ﻣﻦ أهﻤﻴﺔ ﺑﺎﻟﻐﺔ ﻓﻲ ﺟﻤﻴﻊ اﻟﻠﻐﺎت وﺧﺎﺻﺔ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪ .‬ﻓﻬﻲ ﻣﻔﺘﺎح‬
‫اﻟﻠﻐﺔ وﻣﻦ ﺧﻼﻟﻬﺎ ﻳﺴﺘﻄﻴﻊ اﻟﻄﺎﻟﺐ ﺗﻔﻜﻴﻚ اﻟﻌﺒﺎرات واﻟﺠﻤﻞ وﻓﻬﻢ اﻟﻤﻘﺼﻮد‬
‫ﻣﻨﻬﺎ‪ .‬واﻟﻤﻨﺎهﺞ اﻟﺘﻲ ﻻ ﺗﻘﺪم ﻟﻠﻄﺎﻟﺐ دراﺳﺎت ﻧﺤﻮﻳﺔ وﻟﻐﻮﻳﺔ وﻻ ﺗﺮآّﺰ ﻋﻠﻴﻬﺎ‬
‫آﺄﻧّﻤﺎ ﺗﻌﻄﻴﻪ ﺟﺴﺪا ﺑﻼ روح ﻷﻧّﻪ ﺑﺬﻟﻚ ﻳﻔﻘﺪ ﻗﺪرﺗﻪ ﻋﻠﻰ ﻓﻬﻢ اﻵﺛﺎر اﻷدﺑﻴﺔ اﻟﺘﻲ‬
‫ﺗﻮاﺟﻬﻪ ﻓﻲ ﻣﻄﺎﻟﻌﺎﺗﻪ وهﻀﻤﻬﺎ‪.‬‬
‫‪ ‬إذا اﻋﺘﻤﺪﻧﺎ ﻋﻠﻰ ﺗﻘﻮﻳﻢ ﻓﻬﻢ اﻟﻄﺎﻟﺐ ﻟﻠﻘﻮاﻋﺪ اﻟﻠﻐﻮﻳﺔ ﻣﻦ ﺧﻼل أداﺋﻪ ﻓﻲ ﻣﻬﺎرﺗﻲ‬
‫اﻟﻘﺮاءة واﻟﻜﺘﺎﺑﺔ أﻣﺮ ﻟﻪ أﺑﻌﺎدﻩ اﻟﺴﻠﺒﻴﺔ ﺣﻴﻦ ﺗﺘﻢ ﻣﺤﺎﺳﺒﺘﻪ ﻋﻠﻰ ﻣﺎ ﻳﺒﺪر ﻣﻨﻪ ﻣﻦ‬
‫أﺧﻄﺎء ﻋﻔﻮﻳﺔ ﺧﻼل اﻟﻜﺘﺎﺑﺔ اﻟﺴﺮﻳﻌﺔ وﺗﺤﺖ اﻟﻀﻐﻂ اﻟﻨﻔﺴﻲ ﻟﻼﻣﺘﺤﺎن‪ .‬وﻟﻬﺬا‬
‫ﺗﺮآﺰ إدﻳﻜﺴﻴﻞ ﻋﻠﻰ ﺗﻘﻮﻳﻢ ﻣﺪى ﻓﻬﻢ اﻟﻄﺎﻟﺐ ﻟﻘﻮاﻋﺪ اﻟﻠﻐﺔ ﺑﺸﻜﻞ ﻣﻨﻔﺼﻞ ﻟﻀﻤﺎن‬
‫ﺣﻘﻪ وﻟﻠﺘﻌﺮف ﺑﺸﻜﻞ واﺿﺢ ﻋﻠﻰ ﻓﻬﻤﻪ ﻟﻬﺎ‪ ،‬دون ﻣﻌﺎﻗﺒﺘﻪ ﺑﺘﻨﻘﻴﺺ آﻢ ﻻ ﺑﺄس‬
‫ﺑﻪ ﻣﻦ درﺟﺎﺗﻪ أﺛﻨﺎء اﺧﺘﺒﺎر ﻣﻬﺎرﺗﻲ اﻟﻘﺮاءة واﻟﻜﺘﺎﺑﺔ ﺑﺴﺒﺐ أﺧﻄﺎء آﺘﺎﺑﻴﺔ ﻏﻴﺮ‬
‫ﻣﻘﺼﻮدة وآﺜﻴﺮا ﻣﺎ ﺗﺨﻠﻮ ﻣﻦ أي ﺗﺄﺛﻴﺮ ذي ﻗﻴﻤﺔ ﺗُﺬآﺮ ﻋﻠﻰ اﻟﻤﻌﻨﻰ اﻟﺬي ﻳﺮﻳﺪ‬
‫إﻳﺼﺎﻟﻪ إﻟﻰ اﻟﻤﻤﺘﺤﻦ‬
‫‪ ‬ﻣﻮﺿﻮﻋﺎت أﺳﺌﻠﺔ إﻳﺪآﺴﻴﻞ ﻣﺸﻮّﻗﺔ ﺗﺸ ّﺪ اﻧﺘﺒﺎﻩ اﻟﻄﺎﻟﺐ وواﺿﺤﺔ ﺑﻌﻴﺪة ﻋﻦ‬
‫اﻟﻐﻤﻮض‪ ،‬وﻳﺘ ّﻢ اﺧﺘﻴﺎرهﺎ وﻓﻘﺎ ﻟﻤﻌﺎﻳﻴﺮ ﻋﻠﻤﻴﺔ دﻗﻴﻘﺔ‪.‬‬
‫‪ ‬ﺗﻬﺘ ّﻢ ‪ Edexcel‬ﺑﺂراء أهﻞ اﻟﻤﻴﺪان ﻣﻦ ﻣﺪرﺳﻴﻦ وﺑﺎﺣﺜﻴﻦ وﻣﺸﺮﻓﻴﻦ ﻟﺘﻄﻮﻳﺮ‬
‫ﺗﺪرﻳﺲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻷن هﺆﻻء هﻢ اﻟﻌﺎﻟﻤﻮن ﺑﻤﻴﻮل اﻟﻄﻼب واهﺘﻤﺎﻣﺎﺗﻬﻢ‬
‫وﻗﺪراﺗﻬﻢ اﻟﻌﻠﻤﻴﺔ‪.‬‬
‫‪ ‬ﺗﻀﻊ إدﻳﻜﺴﻞ ﻣﻌﺎﻳﻴﺮ ﺗﻘﻮﻳﻢ ﻣﻮﺿﻮﻋﻴﺔ ودﻗﻴﻘﺔ ﺗﻀﻤﻦ ﻟﻠﻄﺎﻟﺐ ﺣﻘّﻪ ﻓﻲ‬
‫اﻟﺤﺼﻮل ﻋﻠﻰ ﻧﺘﻴﺠﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻣﺎ ﻳﻘﺪّﻣﻪ ﻓﻲ ورﻗﺔ اﻻﻣﺘﺤﺎن‪ ،‬وﺗﺴﺎﻋﺪ‬
‫اﻟﻤﺼﺤﺢ ﻋﻠﻰ اﻹﻧﺼﺎف ﻓﻲ اﻟﺘﻘﻮﻳﻢ دون اﻟﺘﺄﺛﺮ ﺑﺂراﺋﻪ أو ﻋﻮاﻃﻔﻪ اﻟﺨﺎﺻﺔ ‪.‬‬
‫‪ ‬ﺗﻤﺮ أﺳﺌﻠﺔ اﻻﻣﺘﺤﺎن ﻓﻲ ‪ Edexcel‬ﺑﻌﺪد ﻣﻦ اﻟﻤﺮاﺟﻌﺎت ﻣﻦ ﻗﺒﻞ اﻟﻤﺨﺘﺼﻴﻦ‬
‫ﻟﻠﺘﺄآّﺪ ﻣﻦ اﻟﺘﺰاﻣﻬﺎ ﺑﺎﻟﻤﻌﺎﻳﻴﺮ اﻟﻤﺤﺪّدة وﻣﻦ ﻣﻄﺎﺑﻘﺘﻬﺎ ﻟﻠﻤﻨﻬﺞ اﻟﻤﻌﻠﻦ‪ ،‬وذﻟﻚ ﻣﻦ‬
‫أﺟﻞ ﺿﻤﺎن ﻣﺼﻠﺤﺔ اﻟﻄﺎﻟﺐ واﻻﺑﺘﻌﺎد ﻋﻦ اﻟﻠﺒﺲ واﻟﻐﻤﻮض‪.‬‬

‫– )‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬ ‫‪1‬‬
‫‪Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
Support from Edexcel
We are dedicated to giving you exceptional customer service. Details of our main support
services are given below. They will all help you to keep up to date with International GCSE
2009.

Website
Our website www.edexcel.com is where you will find the resources and information you need to
successfully deliver International GCSE qualifications. To stay ahead of all the latest
developments visit the microsite and sign up for our email alerts.

Ask Edexcel
Ask Edexcel is our free, comprehensive online enquiry service. Use Ask Edexcel to get the
answer to your queries about the administration of all Edexcel qualifications. To ask a question
please go to www.edexcel.com/ask and fill out the online form.

Ask the Expert

This free service puts teachers in direct contact with over 200 senior examiners, moderators and
external verifiers who will respond to subject-specific queries about International GCSE 2009
and other Edexcel qualifications.
You can contact our experts via email or by completing our online form. Visit
www.edexcel.com/asktheexpert for contact details.

Regional offices
If you have any queries about the International GCSE 2009 qualifications, or if you are
interested in offering other Edexcel qualifications your Regional Development Manager can
help you. Go to www.edexcel.com/international for details of our regional offices.

Training
A programme of professional development and training courses, covering various aspects of the
specification and examination is available. Go to www.edexcel.com for details.

2 Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0)

– Issue 1 – July 2012 © Pearson Education Limited 2012
‫‪Section A: Qualification content‬‬
‫‪Information for Edexcel centres‬‬
‫‪The specification content remains unchanged from Edexcel International GCSE Arabic‬‬
‫‪(First Language) (4308).‬‬

‫‪Information for centres starting the Edexcel International GCSE‬‬

‫‪for the first time‬‬

‫ﺗﻌﻠﻴﻤﺎت ﻟﻠﻤﺮاآﺰ اﻟﻤﻨﺘﺴﺒﺔ ﺣﺪﻳﺜﺎ‬

‫دﻟﻴﻞ اﻟﻤﻌﻠﻢ‬

‫" ‪ " edexcel‬ﻣﺆﺳﺴﺔ راﺋﺪة ﻓﻲ ﻣﺠﺎل ﻣﻨﺢ اﻟﺪرﺟﺎت اﻟﻌﻠﻤﻴﺔ ﻋﻠﻰ ﻣﺴﺘﻮى اﻟﻤﻤﻠﻜﺔ اﻟﻤﺘﺤﺪة ﺑﺨﺎﺻﺔ ‪،‬‬
‫وﺑﻘﻴﺔ دول اﻟﻌﺎﻟﻢ ﺑﻌﺎﻣﺔ ‪ .‬ﺗﻘﺪم اﻟﻤﺆﺳﺴﺔ ﺑﺮاﻣﺞ ﺗﺄهﻴﻠﻴﺔ واﺳ ﻌﺔ اﻟﻨﻄ ﺎق ﻟﻠﺤ ﺼﻮل ﻋﻠ ﻰ إﺟ ﺎزات ﻋﻠﻤﻴ ﺔ‬
‫أآﺎدﻳﻤﻴﺔ وﻣﻬﻨﻴﺔ ‪ ،‬ﺑﺠﺎﻧﺐ ﺗﻠﻚ اﻟﺘﻲ ﺗﺘﻌﻠﻖ ﺑﺘﺄهﻴﻞ اﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ اﻟﻤﺠﺎﻻت اﻟﻌﻠﻤﻴﺔ آﺎﻓﺔ ‪.‬‬
‫ﺗﻌﻤ ﻞ إﻳﺪآ ﺴﻞ ﻋ ﻦ ﻃﺮﻳ ﻖ ﺷ ﺒﻜﺔ ﻣﻜﺎﺗﺒﻬ ﺎ اﻟﺪاﺧﻠﻴ ﺔ ﺑﺎﻟﻤﻤﻠﻜ ﺔ اﻟﻤﺘﺤ ﺪة ‪ ،‬وﺧﺎرﺟﻬ ﺎ ﻋﻠ ﻰ ﺗﻘ ﺪﻳﻢ اﻟﻌ ﻮن‬
‫ﻟﻠﻤﺆﺳﺴﺎت اﻟﺘﺮﺑﻮﻳﺔ ﻣﻦ أﺟﻞ ﺗﻔﻌﻴﻞ ﺑﺮاﻣﺠﻬﺎ اﻟﺘﻌﻠﻴﻤﻴﺔ واﻟﺘﺪرﻳﺒﻴﺔ ﻟﻤﺮﺗﺎدﻳﻬﺎ ﻣﻦ اﻟﻄﻼب ‪.‬‬

‫ﻟﻤﺰﻳﺪ ﻣﻦ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﺗﻌﻴﻦ ﻋﻠﻰ ﺧﺪﻣﺔ اﻟﻌﻤﻼء ﻳﻤﻜﻦ اﻹﺗﺼﺎل ﺑﺎﻟﻬﺎﺗﻒ ‪:‬‬
‫‪+44 (0) 1204770696.‬‬

‫‪www.edexcel.com/igcse2009‬‬

‫– )‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬ ‫‪3‬‬
‫‪Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
 ‫أهﺪاف دﻟﻴﻞ اﻟﻤﻌﻠﻢ‬
‫اﻟﻤﻘﺪﻣﺔ ‪:‬‬
‫هﺬا اﻟﺪﻟﻴﻞ ﻣﻘﺼﻮر ﻋﻠﻰ ﻣﻌﻠﻤﻲ اﻟﻠﻐ ﺔ اﻟﻌﺮﺑﻴ ﺔ اﻟ ﺬﻳﻦ ﻳﻘﻮﻣ ﻮن ﺑﺘ ﺪرﻳﺲ اﻟﻄ ﻼب اﻟ ﺮاﻏﺒﻴﻦ ﻓ ﻲ ﺧ ﻮض‬
‫اﻣﺘﺤﺎﻧ ﺎت اﻟﻠﻐ ﺔ اﻟﻌﺮﺑﻴ ﺔ ﻟﻐ ﺔ أوﻟ ﻰ أي اﻟﻤ ﺴﺘﻮى اﻟﻤﺘﻘ ﺪم ‪ International GCSE‬ﺧﻼﻓ ﺎ ﻟﻠﻤ ﺴﺘﻮى‬
‫اﻟﻤﺘﻌﻠﻖ ﺑﺎﻟﻨﺎﻃﻘﻴﻦ ﺑﻐﻴﺮ اﻟﻌﺮﺑﻴﺔ أي اﻟﻤﺴﺘﻮى اﻷدﻧﻰ ‪. GCSE‬‬
‫إن أهﺪاف دﻟﻴﻞ اﻟﻤﻌﻠﻢ ﺗﺘﻤﺜﻞ ﻓﻴﻤﺎ ﻳﻠﻲ ‪-:‬‬
‫‪ ‬ﺗﻮﺳﻴﻊ داﺋﺮة اﻟﺘﻌﺮﻳ ﻒ ﺑﻤﺘﻄﻠﺒ ﺎت اﻻﻣﺘﺤ ﺎن وﺷ ﺮوﻃﻪ اﻟﺘ ﻲ ﺗ ﻀﻤﻨﺘﻬﺎ ﻧ ﺸﺮة ﺗﻮﺻ ﻴﻒ أوراق‬
‫اﻻﻣﺘﺤﺎن ﺑﺸﻜﻞ ﻣﺠﻤﻞ ‪.‬‬
‫‪ ‬ﺷﺮح إﺟﺮاءات اﻟﺘﻘﻮﻳﻢ وﻣﻌﺎﻳﻴﺮ اﻟﻘﻴﺎس ‪.‬‬
‫‪ ‬اﻗﺘﺮاح ﺑﻌﺾ اﻟﻄﺮق اﻟﻤﺴﺎﻋﺪة ﻓﻲ ﺗﺪرﻳﺲ اﻟﻤﺎدة اﻟﺘﻲ ﺗﺘﻨﺎوﻟﻬﺎ أوراق اﻻﻣﺘﺤﺎن ‪.‬‬
‫‪ ‬ﺗﻘﺪﻳﻢ ﻧﻤﺎذج ﺗﻌﻴﻦ اﻟﻤﻌﻠﻢ ﻋﻠﻰ ﺗﺨﻄﻴﻂ ﻣﺎ ﻳﺪرﺳﻪ ﻣﻦ ﻣﻨﻬﺎج ‪.‬‬

‫ﻣﺘﻄﻠﺒﺎت اﻟﺘﻘﻮﻳﻢ ‪-:‬‬

‫ه ﺬا اﻟﺠ ﺰء ﺗ ﺘﻢ ﻗ ﺮاءة ﻓﺤ ﻮاﻩ ﻣﻘﺮوﻧ ﺎ ﺑﺎﻟﺘﻮﺻ ﻴﻒ اﻟ ﺬي ﻳ ﺮد ﻓ ﻲ ﻣﺠ ﺎل ﺗﻌﺮﻳ ﻒ أوراق اﻹﻣﺘﺤ ﺎن ‪،‬‬
‫ﻓﺎﻟﻤﺬآﺮات اﻟﺘﻲ ﻳﺘﻢ إﻳﺮادهﺎ ﻓﻴﻤﺎ ﻳﻠﻲ ﺗﺴﺎﻋﺪ اﻟﻤﻌﻠﻢ ﻋﻠﻰ ﻓﻬ ﻢ ﻣﻌ ﺎﻟﻢ اﻟﺘﻘ ﻮﻳﻢ وأهﺪاﻓ ﻪ وﻣﻌ ﺎﻳﻴﺮ ﻗﻴﺎﺳ ﻪ ‪،‬‬
‫وﻋﻠﻰ اﻟﻤﻌﻠﻢ أن ﻳﻜﻮن ﻋﻠﻰ ﺑﻴﻨﺔ ﻣﻦ ﻃﺮق ﺗﺤﻘﻴﻖ اﻷهﺪاف اﻟﻤﻄﻠﻮﺑﺔ ﻣﻦ اﻟﻌﻤﻞ ﺳﻮاء أن آﺎﻧﺖ ﺗﺘﻌﻠ ﻖ‬
‫ﺑﺎﻟﻤﺠ ﺎل اﻟﻜﺘ ﺎﺑﻲ أو ﻣﺠ ﺎل اﻟﻘ ﺮاءة ‪ ،‬وﻋﻠ ﻰ ه ﺬا ﺳ ﻴﺠﺪ ﻧﻔ ﺴﻪ ﻓ ﻲ ﻣﻮﻗ ﻒ ﻳ ﺴﺘﻄﻴﻊ ﻣ ﻦ ﺧﻼﻟ ﻪ ﺗﻘ ﻮﻳﻢ‬
‫ﺗﺤﺼﻴﻞ آﻞ ﻃﺎﻟﺐ ﻣﻦ ﻃﻼﺑﻪ ‪ .‬وﻓﻬﻢ ﻣﺴﺘﻮى أداء آﻞ ﻣﻨﻬﻢ ‪ ،‬ﻣﻊ اﻟﺘﻤﻜﻦ ﻣﻦ ﺗﻮﻗﻊ اﻟﻨﺘﻴﺠﺔ اﻟﻨﻬﺎﺋﻴﺔ ‪.‬‬

‫ﻣﺬآﺮات ﺣﻮل أهﺪاف اﻟﺘﻘﻮﻳﻢ ‪-:‬‬

‫آﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷهﺪاف اﻟﺘﻘﻮﻳﻤﻴ ﺔ ﻳ ﺘﻢ اﺳ ﺘﺨﺪاﻣﻬﺎ ﺑﺪﻗ ﺔ ﻓ ﻲ إﻃ ﺎر ﻣ ﺎ وﺿ ﻌﺖ ﻟ ﻪ ‪ ،‬ﻏﻴ ﺮ أن ه ﺬا ﻻ‬
‫ﻳﻨﻔ ﻲ ﺗ ﺪاﺧﻞ اﻟﻤﻬ ﺎرات وﺗﻄﺎﺑﻘﻬ ﺎ أﺣﻴﺎﻧ ﺎ ‪ ،‬وﻋﻠﻴ ﻪ ﻳﻈ ﻞ ﻣ ﻨﺢ اﻟ ﺪرﺟﺎت ﻣﻌﺘﻤ ﺪا ﻓ ﻲ اﻟﻤﻘ ﺎم اﻷول ﻋﻠ ﻰ‬
‫اﻷداء ﻓﻲ ﻧﻄﺎق داﺋﺮة اﻷهﺪاف اﻟﺘﻘﻮﻳﻤﻴﺔ اﻟﺘﻲ ﺗﺤﻜﻢ اﻟﻌﻤﻞ اﻟﺬي ﺻﻴﻐﺖ ﻣﻦ أﺟﻠﻪ‬

‫‪4‬‬ ‫)‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬
‫‪– Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
 ‫‪ -1‬اﻟﻘﺮاءة‬
‫ﻓﻬﻢ اﻟﻨﺺ ‪-:‬‬
‫ﻟﻠﻌﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻣﻬﺎرة ﻓﻬﻢ اﻟﻨﺺ واﺳﺘﻴﻌﺎﺑﻪ ﻳﺠﺐ ﺗﻌﻠﻴﻢ اﻟﻄﻼب ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ ‬اﺳ ﺘﺨﻼص اﻟﻤﻌﻨ ﻰ اﻟ ﺬي ﻳﺤﻮﻳ ﻪ اﻟ ﻨﺺ ﻣ ﻊ إدراك ارﺗﺒ ﺎط اﻟﻠﻔ ﻆ اﻟﻤﺨﺘ ﺎر ﺑ ﺎﻟﻤﻌﻨﻰ اﻟﻤ ﺮاد‬
‫اﻟﺘﻌﺒﻴﺮ ﻋﻨﻪ ﺻﺮاﺣﺔ أو إﺷﺎرة ‪.‬‬
‫‪ ‬ﺗﺤﻠﻴﻞ اﻟﺘﻔﺴﻴﺮات اﻟﻤﺨﺘﻠﻔﺔ ﻟﻤﻌﺎﻧﻲ اﻟﻨﺺ وﻣﻨﺎﻗﺸﺘﻬﺎ ﻣﻊ ﺗﺒﻴﺎن وﺟﻮد اﻟﻐﻤﻮض إن وﺟﺪ ‪.‬‬
‫‪ ‬آﻴﻔﻴﺔ اﺳﺘﻜﺸﺎف اﻷﻓﻜﺎر واﻟﻘﻴﻢ واﻟﻤﺸﺎﻋﺮ اﻟﻤﻮدﻋﺔ ﻓﻲ اﻟﻨﺺ ‪.‬‬
‫‪ ‬ﻣﻌﺮﻓ ﺔ اﻟﻤﻔ ﺎهﻴﻢ اﻟﻤﺤﻤﻮﻟ ﺔ ﺑ ﻴﻦ ﺛﻨﺎﻳ ﺎ اﻟ ﻨﺺ ورﺑﻄﻬ ﺎ ﺑﻤ ﺎ ﺗ ﺸﻴﺮ إﻟﻴ ﻪ ﻣ ﻦ أﻓ ﺮاد أو ﻣﺠﺘﻤﻌ ﺎت‬
‫ﺻﻐﺮت أو آﺒﺮت ‪.‬‬
‫‪ ‬اﻻهﺘﻤﺎم ﺑﺘﺤﻮﻳﺮ اﻟﻤﻌﺎﻧﻲ ﻟﻠﻨﺺ اﻟﻮاﺣﺪ وﺗﻐﻴﻴﺮهﺎ ﺗﺠﺎﻩ اﻟﻤﺠﻤﻮﻋﺎت اﻟﻤﺨﺘﻠﻔﺔ ‪.‬‬
‫‪ ‬ﺗﻨﻤﻴ ﺔ اﻟﻘ ﺪرة ﻋﻠ ﻰ ﻗ ﺮاءة اﻟﻘ ﺼﺺ واﻟﺮواﻳ ﺎت واﻷﺷ ﻌﺎر واﺳ ﺘﻴﻌﺎب ﻣ ﺎ ﺗﺤﻮﻳ ﻪ ﻣ ﻦ آﻨ ﻮز‬
‫اﻟﻤﻌﺮﻓﺔ ﻟﺘﻮﺳﻴﻊ أﻓﻖ اﻟﻤﻌﺮﻓﺔ اﻟﻠﻐﻮﻳﺔ وﺗﻮﻇﻴﻔﻬﺎ ﺧﻴﺎﻟﻴﺎ وواﻗﻌﻴﺎ ‪.‬‬
‫‪ ‬اآﺘ ﺴﺎب اﻟﻘ ﺪرة ﻋﻠ ﻰ إﺑ ﺪاء وﺟﻬ ﺔ اﻟﻨﻈ ﺮ ﺣ ﻮل ﻣﻌ ﺎﻧﻲ اﻟﻨ ﺼﻮص اﻟﺘ ﻲ ﻳﻘ ﺪﻣﻬﺎ اﻟﻜﺎﺗ ﺐ‬
‫واﻟﻤﻮﺿﻮﻋﺎت اﻟﺘﻲ ﻳﺜﻴﺮهﺎ واﻟﺸﺨﺼﻴﺎت اﻟﺘﻲ ﻳﺴﺘﺨﺪﻣﻬﺎ ﻓﻲ ﻧﻘﻞ اﻓﻜﺎرﻩ ‪.‬‬
‫‪ ‬إدراك اﻟﺘﺒﺎﻳﻦ واﻟﺘﻮاﻓﻖ ﺑﻴﻦ أﺳﺎﻟﻴﺐ اﻟ ُﻜﺘّﺎب ﻣﻦ ﺧﻼل اﻟﺸﺨﺼﻴﺎت اﻟﺘﻲ ﻳﺮﺳﻤﻮﻧﻬﺎ ‪.‬‬
‫‪ ‬ﻣﻘﺎرﻧﺔ اﻟﻨﺼﻮص ﻣﻦ ﺣﻴﺚ اﻷﺳﻠﻮب واﻟﻠﻐﺔ واﻟﻤﻌﺎﻧﻲ اﺧﺘﻼﻓﺎ وﺗﺸﺎﺑﻬﺎ ‪.‬‬

‫آﺘﺐ اﻟﺘﺮاث ‪-:‬‬

‫ﻳﺘﻢ ﺗﺪرﻳﺲ اﻟﻄﻼب ﻣﺎ ﻳﻠﻲ ‪-:‬‬
‫‪ ‬ﻣﺎ ﺗﺘﺮآﻪ آﺘﺐ اﻟﺘﺮاث واﻟﻌﻘﻴﺪة ﻣ ﻦ أﺛ ﺮ ﻋﻠ ﻰ اﻟ ﻨﻔﺲ ﻣ ﻊ ﺗﺒ ﺎﻳﻦ أهﻤﻴ ﺔ ﻧ ﺼﻮﺻﻬﺎ وﺗﻮﺟﻴﻬﺎﺗﻬ ﺎ‬
‫ﻣﺜﻞ ‪ :‬اﻟﻨﺼﻮص اﻟﺪﻳﻨﻴﺔ وﺳﻴَﺮ اﻟﻔﻘﻬﺎء واﻷﻋﻴﺎن ‪.‬‬
‫‪ ‬اﻟﺴﻤﺎت اﻟﻤﻤﻴﺰة ﻷﻣﻬﺎت اﻟﻜﺘﺐ ذات اﻟﻘﻴﻢ اﻟﺘﺮاﺛﻴﺔ اﻟﻌﻠﻤﻴﺔ ‪.‬‬
‫‪ ‬اﻟﺘﺮآﻴﺰ ﻋﻠﻰ ﻣﺎ ﻧﺎﻟﺘﻪ هﺬﻩ اﻟﻜﺘﺐ ﻣﻦ اهﺘﻤﺎم وأهﻤﻴﺔ ﻋﺒﺮ اﻟﻘﺮون ‪.‬‬

‫ﻧﺼﻮص ﻣﻦ ﺗﺮاث اﻷﻣﻢ اﻷﺧﺮى وﺛﻘﺎﻓﺎﺗﻬﺎ ‪-:‬‬

‫‪ ‬ﻓﻬﻢ اﻟﻘﻴﻢ واﻟﻤﻔﺎهﻴﻢ اﻟﺘﻲ ﺗﻀﻤﻬﺎ اﻟﻨﺼﻮص ‪.‬‬
‫‪ ‬أهﻤﻴﺔ اﻟﻤﻮﺿﻮع اﻟﺬي ﺗﺘﻢ دراﺳﺘﻪ ﻣﻊ اﻻهﺘﻤﺎم ﺑﻤﺎ ﻳﻤﻴﺰ ﻟﻐﺔ ﻋﺮض ذﻟﻚ اﻟﻤﻮﺿﻮع ‪.‬‬

‫– )‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬ ‫‪5‬‬
‫‪Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
 ‫‪ ‬ﻓﻬﻢ اﻟﺴﻤﺎت اﻟﻤﻤﻴﺰة واﻟﻘﻴﻤﺔ اﻷدﺑﻴﺔ واﻟﺘﺮاﺛﻴﺔ ﻟﻠﻨﺺ ‪.‬‬
‫‪ ‬آﻴﻔﻴﺔ إﺑﺮاز اﻷﺳﺒﺎب اﻟﻤﺄﻟﻮﻓﺔ ﻟﺪى اﻟﺜﻘﺎﻓﺎت اﻟﻤﺨﺘﻠﻔﺔ وﻣﺜﺎل ذﻟﻚ ‪ :‬ﻣﻘﺎرﻧ ﺔ أﺳ ﺲ ﺗﺮﺑﻴ ﺔ اﻟﻄﻔ ﻞ‬
‫ﺑﻴﻦ ﺛﻘﺎﻓﺘﻴﻦ ﻣﺘﻐﺎﻳﺮﺗﻴﻦ ‪.‬‬
‫‪ ‬دراﺳﺎت ﻣﻮﺟﺰة ﺣﻮل ﻣﻘﺎرﻧﺔ ﺑﻌﺾ اﻟﻨﺼﻮص اﻟﻤﺴﺘﻘﺎة ﻣﻦ ﺛﻘﺎﻓﺎت ﻣﺨﺘﻠﻔﺔ ‪.‬‬
‫‪ ‬اﻟﻌﻤﻞ ﻋﻠﻰ ﻗﺮاءة ﻣﻮﺿﻮﻋﺎت ﺗﻨﺎﻗﺶ ﺑﻌﺾ اﻷﻓﻜﺎر واﻟﺘﻲ ﻣﻦ ﺧﻼﻟﻬﺎ ﻳﺒ ﺪي اﻟﻄ ﻼب ﺁراءه ﻢ‬
‫اﻟﺸﺨﺼﻴﺔ ﺣﻮل اﻟﻤﻮﺿﻮع اﻟﺬي ﻳﺘﻢ اﺧﺘﻴﺎرﻩ ‪.‬‬

‫ﻣﻌﻠﻮﻣﺎت وﺳﺎﺋﻞ اﻹﻋﻼم وﻣﻮﻗﻊ اﻟﺸﺒﻜﺎت ‪-:‬‬

‫ﻳﺘﻢ ﺗﺪرﻳﺐ اﻟﻄﻼب ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ ‪-:‬‬
‫‪ ‬اﺧﺘﻴ ﺎر ﻣﻮﺿ ﻮﻋﺎت ذات ﺻ ﻔﺔ ﻣ ﺸﺘﺮآﺔ ﻣ ﻦ وﺳ ﺎﺋﻞ اﻹﻋ ﻼم اﻟﻤﻘ ﺮوءة وﻣﻮﻗ ﻊ اﻟ ﺸﺒﻜﺎت‬
‫اﻹﻋﻼﻣﻴﺔ وﻏﻴﺮهﺎ واﻟﻌﻤﻞ ﻋﻠﻰ إﺟﺮاء ﻣﻘﺎرﻧﺔ ﺑ ﻴﻦ ﻣﺤﺘﻮﻳﺎﺗﻬ ﺎ وأﻓﻜﺎره ﺎ ﺧ ﻼل ﺣﻠﻘ ﺎت ﻧﻘ ﺎش‬
‫ﻳﺪﻳﺮهﺎ اﻟﻤﻌﻠﻢ أو أﺣﺪ اﻟﻄﻼب ‪.‬‬
‫‪ ‬اﻟﺘﺪرﻳﺐ ﻋﻠﻰ اﺳﺘﺨﺮاج وﺟﻬﺎت اﻟﻨﻈﺮ واﻟﺤﻘﺎﺋﻖ واﻟﻤﺴﻠﻤﺎت ﻣﻦ ﺑﻌﺾ اﻟﻤﻘﺎﻻت اﻟﻤﻨﺸﻮرة ‪.‬‬
‫‪ ‬ﻳﻘﻮم اﻟﻄﺎﻟﺐ ﺑﺘﻘﺪﻳﻢ اﻟﻤﻮﺿﻮﻋﺎت ﻣﻦ اﺧﺘﻴﺎرﻩ ﻋﻠﻰ ﻧﺴﻖ ﻣﺎ ﻳﻘﺮأ ﻣﺴﺘﻔﻴﺪا ﻣﻦ ﻃﺮاﺋﻖ اﻟﻌ ﺮض‬
‫واﻟﻨﻘﺎش وذﻟﻚ ﻓﻲ ﻧﺪوة ﺗﻀﻢ ﺑﻌﺾ زﻣﻼﺋﻪ ‪.‬‬
‫‪ ‬اﺳﺘﻨﺒﺎط اﻟﻌﺒ ﺎرات واﻷﺳ ﺎﻟﻴﺐ واﻟﺘﺮاآﻴ ﺐ اﻟﺘ ﻲ ﺗﻌﻤ ﻞ ﻋﻠ ﻰ أﺳ ﺮ اﻧﺘﺒ ﺎﻩ اﻟﻘ ﺎرئ ﻟﻠﻮﻗ ﻮف ﻋﻠ ﻰ‬
‫ﻓﻜﺮة ﺑﻌﻴﻨﻬﺎ ‪.‬‬
‫‪ ‬اﻻهﺘﻤﺎم ﺑﺎﻟﻘﻮاﻋﺪ اﻟﻨﺤﻮﻳﺔ واﻟﺼﺮﻓﻴﺔ واﻻﻃﻼع ﻋﻠﻰ ﻣﺎ ﻳُﻨﺸﺮ ﺑﻌﻴﻦ ﻧﺎﻗﺪة ‪ ،‬واﺳ ﺘﺨﺮاج ﺑﻌ ﺾ‬
‫اﻟﻌﺒﺎرات واﻟﺘﺮاآﻴﺐ ﻟﻤﻨﺎﻗﺸﺔ ﻣﺪى ﺻﺤﺘﻬﺎ واﻟﺘﺰاﻣﻬﺎ ﺑﻘﻮاﻋﺪ اﻟﻠﻐﺔ ‪.‬‬

‫‪ -2‬اﻟﻜﺘﺎﺑﺔ ‪-:‬‬
‫‪ ‬اﻟﻜﺘﺎﺑﺔ ﻓﻦ ﻳﻌﺘﻤﺪ ﻓﻲ اﻟﻤﻘﺎم اﻷول ﻋﻠﻰ اﻟﺜﺮوة اﻟﻠﻐﻮﻳﺔ اﻟﺘﻲ ﻳﻜﺘﺴﺒﻬﺎ اﻹﻧﺴﺎن ﻣﻦ ﺧﻼل اﻟﻘ ﺮاءة‬
‫واﻻﺳ ﺘﻤﺎع ‪ ،‬واﻟﻤﻘ ﺼﻮد ﺑ ﺎﻟﺜﺮوة اﻟﻠﻐﻮﻳ ﺔ ه ﻮ اﻧﺘﻈ ﺎم اﻟﻤﻔ ﺮدات ﻓ ﻲ ﻋﻘ ﺪ ﻣ ﻦ اﻟﺘﺮاآﻴ ﺐ‬
‫واﻟﻌﺒﺎرات اﻟﺘ ﻲ ﺗ ﺸﻜﻞ ﻣﺒ ﺎﻧﻲ اﻟﻤﻌ ﺎﻧﻲ وأوﻋﻴﺘﻬ ﺎ ‪ ،‬ﻓﻤﻌﺮﻓ ﺔ اﻟﻤﻔ ﺮدات ﻣﻬﻤ ﺎ اﺗ ﺴﻌﺖ ﺟﻮاﻧﺒﻬ ﺎ‬
‫واﻧ ﺪاﺣﺖ دواﺋﺮه ﺎ ﻻ ﺗﺠﻌ ﻞ ﻣ ﻦ اﻹﻧ ﺴﺎن آﺎﺗﺒ ﺎ ﻣ ﺎهﺮا ﺗ ﺴﺘﻘﻄﺐ ﻣﺆﻟﻔﺎﺗ ﻪ اهﺘﻤ ﺎم اﻟﻘ ﺮاء‬
‫ورﻏﺒﺎﺗﻬﻢ ﻓﻲ اﻟﺤﺮص ﻋﻠﻰ ﻣﺘﺎﺑﻌﺔ ﺗﻠﻚ اﻟﻤﺆﻟﻔﺎت‪ ،‬وﻟﻬﺬا ﻳﺘﺤﺘﻢ ﻋﻠﻰ اﻟﻤﻌﻠﻢ أن ﻳ ﺪرب ﻃﻼﺑ ﻪ‬
‫ﻋﻠ ﻰ ﻣﻌﺮﻓ ﺔ ﻣﻌ ﺎﻧﻲ اﻟﻤﻔ ﺮدات وﻓﻬﻤﻬ ﺎ ﻣ ﻦ ﺧ ﻼل اﻟﻌﺒ ﺎرات واﻟﺘﺮاآﻴ ﺐ ﻟﻴﻤﻜ ﻨﻬﻢ ﺑ ﺬﻟﻚ ﻣ ﻦ‬
‫اآﺘﺴﺎب ﻣﻬﺎرة اﻟﻜﺘﺎﺑﺔ ﺑﺴﻬﻮﻟﺔ وﻳﺴﺮ ‪.‬‬

‫‪6‬‬ ‫)‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬
‫‪– Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
‫ﻣﻤﺎ ﺗﻘﺪم ﻓﻲ اﻟﻔﻘﺮة اﻟﺴﺎﺑﻘﺔ ﻳﺘﻀﺢ ﻟﻨﺎ أن اﻟﻘﺮاءة ﺗﺤﺖ ﻣﻈﻠﺔ اﻷﺳﺲ واﻟﻤﺮﺗﻜﺰات اﻟﺘﻲ أﺷﺮﻧﺎ‬ ‫‪‬‬
‫إﻟﻴﻬ ﺎ ﻓ ﻲ ﻣﻌ ﺮض ﺣ ﺪﻳﺜﻨﺎ ﻓ ﻲ ﺻ ﺪر ه ﺬا اﻟ ﺪﻟﻴﻞ ‪ ،‬ﺣﻴ ﺚ أﻧّﻬ ﺎ اﻟﻤ ﺪﺧﻞ اﻟ ﺼﺤﻴﺢ إﻟ ﻰ ﺻ ﻴﺎﻏﺔ‬
‫اﻟﻜﺎﺗﺐ اﻟﻤﺎهﺮ اﻟﺬي ﻳﺴﺘﻄﻴﻊ أن ﻳﺼﻨﻊ ﻟﻨﻔﺴﻪ ﻗﺎﻋﺪة اﻟﻘﺮاء اﻟﻤﻬﺘﻤﻴﻦ ﺑﺄﻓﻜﺎرﻩ وﺁراﺋﻪ ‪.‬‬

‫وﻣﻦ اﻷﺳﺲ اﻟﺘﻲ ﻳﺠﺐ أن ﻳﺄﺧﺬ اﻟﻤﻌﻠﻢ ﺑﺄﺳﺒﺎﺑﻬﺎ ‪-:‬‬

‫‪ ‬اﻻهﺘﻤ ﺎم ﺑ ﺈﻳﺮاد اﻟﻌﺒ ﺎرات اﻟﺘ ﻲ ﺗ ﺸﻴﺮ إﻟ ﻰ اﻟﻤﻌ ﺎﻧﻲ ﻣﺒﺎﺷ ﺮة دون اﻟﻠﺠ ﻮء إﻟ ﻰ اﻟﺘﻌﻘﻴ ﺪ ﻏﻴ ﺮ‬
‫اﻟﻤﺮﻏﻮب واﻻﺳﺘﺮﺳﺎل ﻓﻲ ﻓﻀﻮل اﻟﻜﻼم ‪.‬‬
‫‪ ‬ﻣﺮاﻋﺎة ﻧﻤﻮ اﻟﻔﻜﺮة اﻟﺘﻲ ﺗﺘﻢ ﻣﻌﺎﻟﺠﺘﻬﺎ واﻟﻨﻬﻮض ﺑﻬﺎ إﻟﻰ ﻣﺮﺣﻠﺔ اﻻآﺘﻤﺎل ‪.‬‬
‫‪ ‬إﻳﺮاد اﻟﺤﺠﺞ واﻟﺒﺮاهﻴﻦ اﻟﺘﻲ ﺗﺴﺎﻧﺪ وﺟﻬﺔ اﻟﻨﻈﺮ اﻟﺘﻲ ﻳﺘﻢ ﻋﺮﺿﻬﺎ ‪.‬‬
‫‪ ‬اﺳ ﺘﻘﻄﺎب أهﺘﻤ ﺎم اﻟﻘ ﺎرئ ﻋﻠ ﻰ اﻣﺘ ﺪاد ﻓﻜ ﺮة اﻟﻤﻮﺿ ﻮع وﺗﺤﺎﺷ ﻲ اﻟﺮﺗﺎﺑ ﺔ اﻟﺘ ﻲ ﺗ ﻮرث اﻟﻤﻠ ﻞ‬
‫وﻓﻘﺪان اﻟﺮﻏﺒﺔ ﻓﻲ ﻣﻮاﺻﻠﺔ ﻗﺮاءة اﻟﻤﻜﺘﻮب ‪.‬‬
‫‪ ‬ﺗﺤﺎﺷ ﻲ اﻟﺘﻜ ﺮار واﻟﺘﻔﺎﺻ ﻴﻞ اﻟﺘ ﻲ ﻻ ﺗ ﺪع ﻟﻠﻘ ﺎرئ ﻣﺠ ﺎﻻ ﻹﻋﻤ ﺎل اﻟﻔﻜ ﺮ ﻓ ﻲ ﺳ ﺪ اﻟﺜﻐ ﺮات‬
‫واﻟﻤ ﺴﺎهﻤﺔ ﻓ ﻲ وﺿ ﻊ اﻟﺤﻠ ﻮل واﻟﻤﺨ ﺎرج ﺑﺎﻟﻘ ﺪر اﻟﺘ ﻲ ﺗ ﺸﻌﺮﻩ ﺑ ﺎﺣﺘﺮام اﻟﻜﺎﺗ ﺐ ﻟﻌﻘﻠ ﻪ وﻓﻜ ﺮﻩ‬
‫وإﺳﻬﺎﻣﻪ ‪.‬‬

‫اﻟﺘﺨﻄﻴﻂ ‪-:‬‬
‫ﻟﻜﻲ ﻳﺴﺘﻄﻴﻊ اﻟﻄﺎﻟﺐ أداء اﻟﻌﻤ ﻞ اﻟﻜﺘ ﺎﺑﻲ ﻓ ﻲ اﻻﻣﺘﺤ ﺎن ﺑﻨﺠ ﺎح ﻓﻌﻠ ﻰ اﻟﻤﻌﻠ ﻢ ﺗﺪرﻳﺒ ﻪ ﻋﻠ ﻰ ﺧﻄ ﻮات ﻗ ﺪ‬
‫ﺗﺘﻌﺬر ﻋﻠﻴﻪ أﺛﻨﺎء اﻻﻣﺘﺤﺎن اﻋﺘﺒﺎرا ﻟﻀﻴﻖ اﻟﻮﻗﺖ وﻣﺤﺪودﻳﺘﻪ ‪-:‬‬
‫‪ ‬وﺿﻊ ﻣﺴﻮدة ﺗﺤﻮي اﻷﻓﻜﺎر اﻟﺮﺋﻴﺴﺔ ﻟﻠﻤﻮﺿﻮع ‪.‬‬
‫‪ ‬آﺘﺎﺑﺔ اﻟﻤﻮﺿﻮع ﻓﻲ ﻣﺮﺣﻠﺘﻪ اﻷوﻟﻰ وهﻮ ﻳﺤﻤﻞ اﻷﻓﻜ ﺎر اﻟﺮﺋﻴ ﺴﺔ ﻣﺘ ﺴﻘﺔ ﻣ ﻊ اﻷﻓﻜ ﺎر اﻟﺠﺎﻧﺒﻴ ﺔ‬
‫ذات اﻟﺼﻼت اﻟﻤﻮﺿﻮﻋﻴﺔ واﻟﺼﻔﺎت اﻟﺘﻜﻤﻴﻠﻴﺔ ﻣﻊ اﻟﺘﻮآﻴ ﺪ ﻋﻠ ﻰ اﻟﺘﺴﻠ ﺴﻞ اﻟﻤﻨﻄﻘ ﻲ ﻟﻸﺣ ﺪاث‬
‫واﻷﻓﻜﺎر ‪.‬‬
‫‪ ‬اﻻﻧﺘﻘﺎل إﻟﻰ اﻟﻤﺮﺣﻠﺔ اﻷﺧﻴﺮة وهﻲ ﻣﺮﺣﻠﺔ ﻣﻴﻼد اﻟﻤﻮﺿﻮع ﻓﻲ ﺷﻜﻠﻪ وﻣﻀﻤﻮﻧﻪ اﻟﻨﻬﺎﺋﻲ ‪.‬‬

‫ﻋﻼﻣﺎت اﻟﺘﺮﻗﻴﻢ ‪-:‬‬

‫ﻳﺘﻢ ﺗﺪرﻳﺐ اﻟﻄﻼب ﻋﻠﻰ اﺳﺘﺨﺪام ﻋﻼﻣﺎت اﻟﺘﺮﻗﻴﻢ ﻓ ﻲ ﻣﻮاﺿ ﻌﻬﺎ اﻟ ﺼﺤﻴﺤﺔ ﺑﺎﻟﺪﻗ ﺔ اﻟﻜﺎﻣﻠ ﺔ وذﻟ ﻚ ﻣ ﻦ‬
‫أﺟﻞ ﺗﺴﻬﻴﻞ ﻣﻬﻤﺔ اﻟﻔﻬﻢ ﻟﻠﻘﺎرئ وﺗ ﺸﺠﻴﻌﻪ ﻋﻠ ﻰ ﻣﻮاﺻ ﻠﺔ اﻟﻘ ﺮاءة إﻟ ﻰ ﻧﻬﺎﻳ ﺔ اﻟﻤﻮﺿ ﻮع ‪ ،‬ﻓ ﺎﻟﺘﺮﻗﻴﻢ ﻓ ﻲ‬
‫اﻟﻠﻐﺔ اﻟﻤﻜﺘﻮﺑﺔ ﻳﻀﻊ اﻟﻘﺎرئ ﻣﻮﺿﻊ اﻟﻤﺴﺘﻤﻊ إﻟﻰ ﻣﺘﺤﺪث ﻳﺠﻴﺪ ﻓﻦ اﻟﺨﻄﺎﺑ ﺔ ﺑﻜ ﻞ ﻣﻘﻮﻣﺎﺗﻬ ﺎ ﻣ ﻦ وﻗﻔ ﺎت‬

‫– )‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬ ‫‪7‬‬
‫‪Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
‫ﺗﺄﻣﻠﻴ ﺔ وﺗﻌﺠﺒﻴ ﺔ واﺳ ﺘﻔﻬﺎﻣﻴﺔ إﻟ ﻰ ﻏﻴ ﺮ ذﻟ ﻚ ﻣ ﻦ اﻟﻤ ﺆﺛﺮات اﻟ ﺼﻮﺗﻴﺔ اﻟﺘ ﻲ ﺗ ﺸﺪ اﻟﻤﺘﻠﻘ ﻲ وﺗﺄﺳ ﺮ ﺳ ﻤﻌﻪ‬
‫واهﺘﻤﺎﻣﻪ ‪.‬‬

‫ﺑﻨﻴﺔ اﻟﻜﻠﻤﺔ ‪-:‬‬

‫اﻻهﺘﻤﺎم ﺑﺎﻟﻘﻮاﻋﺪ اﻹﻣﻼﺋﻴﺔ وﺧﻠﻮ اﻟﻜﺘﺎﺑﺔ ﻣﻦ اﻷﺧﻄﺎء اﻟﻬﺠﺎﺋﻴﺔ ﻳﻌﻄﻲ اﻟﻤﻮﺿﻮع ﺑﻌﺪا إﻳﻀﺎﺣﻴﺎ‬
‫وﻣﺼﺪاﻗﻴﺔ ‪ ،‬وﺑﻬﺬا ﻳﻜﺴﺐ ﺛﻘﺔ اﻟﻤﺘﻠﻘﻲ ﻓﻲ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﻮدﻋﺔ ﻓﻲ اﻟﻜﻠﻤﺎت واﻟﺘﺮاآﻴﺐ ‪ ،‬وﻟﺬا ﻓﺈن‬
‫ﻣﺮاﻗﺒﺔ ﻧﻤﻮ ﻗﺪرة اﻟﺘﻬﺠﻲ وﻣﺘﺎﺑﻌﺘﻬﺎ ﺗﻌﺪ ﻣﻦ رآﺎﺋﺰ ﻓﻦ اﻟﻜﺘﺎﺑﺔ وﻣﻘﻮﻣﺎﺗﻬﺎ ‪.‬‬

‫ﻣﻬﺎرة اﻟﺨﻂ ‪-:‬‬

‫ﺗﺤﻈﻰ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﺑﺄﻧﻤﺎط ﻣﻦ ﻓﻨﻮن اﻟﺨﻂ واﻷﺷﻜﺎل اﻟﺠﻤﺎﻟﻴﺔ ذات اﻟﻤﻈﺎهﺮ اﻟﻔﻨﻴ ﺔ ﻋﺎﻟﻴ ﺔ اﻟﻤ ﺴﺘﻮى ‪،‬‬
‫ﻓ ﺎﻟﺨﻂ اﻟﻌﺮﺑ ﻲ ﻳﺘﻤﺘ ﻊ ﺑ ﺴﻤﺎت آﺜﻴ ﺮة ؛ ﺗ ﻮﻓﺮ ﻟﻤ ﻦ ﻳﻤﻠﻜ ﻮن ﻧﻮاﺻ ﻴﻪ ﺳ ﻮاﻧﺢ اﻹﺑ ﺪاع ﻓ ﻲ ﻣﺠ ﺎل رﺳ ﻢ‬
‫اﻟﻠﻮﺣﺎت اﻟﻔﻨﻴﺔ اﻟﻨ ﺎدرة ‪ .‬إن ﺗ ﺪرﻳﺐ اﻟﻄ ﻼب ﻋﻠ ﻰ ﺗﺤ ﺴﻴﻦ اﻟﺨ ﻂ ﻳﻌﺘﺒ ﺮ ﻣ ﻦ اﻟﻮاﺟﺒ ﺎت اﻷﺳ ﺎس ﻟﻤﻌﻠ ﻢ‬
‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻓﻮﺿ ﻮح اﻟﺨ ﻂ ﻳ ﺪﻋﻮ اﻟﻘ ﺎرئ إﻟ ﻰ اﻻﻃ ﻼع ﻋﻠ ﻰ اﻟﻤﻜﺘ ﻮب وﻳﺒ ﺪي رﻏﺒﺘ ﻪ ﻓ ﻲ ﻣﺘﺎﺑﻌ ﺔ‬
‫ﻻ ﻳﺨﺘﻠﻒ اﺛﻨﺎن ﺣ ﻮل‬
‫ﻣﻌﺎﻧﻴﻪ وﻣﺮاﻣﻴﻪ ‪ ،‬آﻤﺎ أن اﻟﻮرﻗﺔ اﻻﻣﺘﺤﺎﻧﻴﺔ اﻟﺘﻲ ﺗﺄﺗﻲ ﺑﻴﻦ ﺁﻻف اﻷوراق ﻳﺠﺐ أ ّ‬
‫ﺿﺮورة وﺿﻮح اﻟﺨﻂ ﻓﻴﻬﺎ وﺣﻮل ﻗﺪرة آﺎﺗﺒﻬﺎ ﻋﻠﻰ ﻋﺮض أﻓﻜﺎرﻩ ﻋﻠﻰ اﻟﻤﻤﺘﺤﻨﻴﻦ ‪.‬‬

‫ﻣﻌﺎﻟﻢ ﻋﻠﻰ ﻃﺮﻳﻖ اﻻﻃﻼع اﻟﻤﺮﻏﻮب‬

‫ﺗﻔﺼﻴﻼ ﻟﻤﺎ أﺟﻤﻠﻨﺎﻩ ﻓﻲ ﺻﺪر هﺬا اﻟﺪﻟﻴﻞ ﻣﻦ ﻣﻘﺘﺮﺣ ﺎت ﺣ ﻮل اﻹﺷ ﺎرة إﻟ ﻰ اﻟﻤ ﺼﺎدر واﻟﻤﺮاﺟ ﻊ اﻟﺘ ﻲ‬
‫ﺗﺴﺎﻋﺪ اﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺟﻮدة اﻷداء ﻓﻲ اﻻﻣﺘﺤﺎن ‪ ،‬ﻧﻮد أوﻻ إﺛﺒﺎت ﺣﻘﻴﻘﺔ ﻣﻔﺎدهﺎ أن هﺬا اﻻﻣﺘﺤﺎن ﻳﺘﻌﺎﻣ ﻞ‬
‫ﻣﻊ ﻃﺎﻟﺐ ﻳﺘﺨﺬ ﻣﻦ اﻟﻌﺮﺑﻴﺔ اﻟﻠﻐﺔ اﻷوﻟﻰ ‪ ،‬ﻟﺬا ﻓﺈن اهﺘﻤ ﺎم اﻟﻤﻌﻠﻤ ﻴﻦ ﺑﺄﻣﻬ ﺎت اﻟﻜﺘ ﺐ ﻓ ﻲ اﻟﻠﻐ ﺔ واﻷدب‬
‫أﻣﺮ ﻣﻬﻢ ‪ ،‬ﻷﻧﻬﺎ ﺗﻮﻓﺮ ﻟﻬﻢ ﻣﻘﺘﻄﻔﺎت وﻧﻤﺎذج ﻣﻔﻴﺪة آ ﺄدب اﻟﻜﺎﺗ ﺐ ﻻﺑ ﻦ ﻗﺘﻴﺒ ﺔ واﻟﺒﻴ ﺎن واﻟﺘﺒﻴ ﻴﻦ ﻟﻠﺠ ﺎﺣﻆ‬
‫واﻟﻜﺎﻣ ﻞ ﻟﻠﻤﺒ ﺮد ‪ ،‬واﻷﻣ ﺎﻟﻲ واﻟﻨ ﻮادر ﻷﺑ ﻲ ﻋﻠ ﻲ اﻟﻘ ﺎﻟﻲ ‪ ،‬وﺑ ﺬﻟﻚ ﻳ ﻮﻓﺮون ﻟﻄﻼﺑﻬ ﻢ ﻣ ﺪﺧﻼ ﺻ ﺤﻴﺤﺎ‬
‫ﻟﻤﻴ ﺪان اﻟﻠﻐ ﺔ واﻷدب وﻳ ﺴﺎﻋﺪوﻧﻬﻢ ﻋﻠ ﻰ ﺗﻘ ﻮﻳﻢ اﻟﻠ ﺴﺎن واﻟﺒﻨ ﺎن ‪ .‬ه ﺬا ﺑﺎﻹﺿ ﺎﻓﺔ إﻟ ﻰ ﺑﻌ ﺾ اﻟ ﺴﻴﺮ‬
‫واﻟﻘﺼﺺ واﻟﺮواﻳﺎت ﻟﻤﺸﺎهﻴﺮ آﺘﺎب اﻟﻌﺮﺑﻴﺔ أﻣﺜﺎل اﻟﻌﻘﺎد وﻃﻪ ﺣﺴﻴﻦ واﻟﻄﻴ ﺐ ﺻ ﺎﻟﺢ وﻏﻴ ﺮهﻢ ﻣﻤ ﻦ‬
‫ﺷﻬﺪ ﻟﻬﻢ ﻗﺮاء اﻟﻌﺮﺑﻴ ﺔ وﻧﻘﺎده ﺎ ﺑﻘ ﺼﺐ اﻟ ﺴﺒﻖ وﺳ ﺤﺮ اﻟﺒﻴ ﺎن ‪ .‬وﻳﺠ ﺐ أن ﻻ ﻧﻨ ﺴﻰ ﺿ ﺮورة اﻻهﺘﻤ ﺎم‬
‫ﺑﺎﻟﺸﻌﺮ ﻗﺪﻳﻤﻪ وﺣﺪﻳﺜﻪ واﻟﻮﻗﻮف ﻋﻠﻰ ﻧﻤﺎذج ﻣﻨﻪ ﺑﻐﺮض دراﺳﺘﻬﺎ واﺳﺘﺨﺮاج ﻣﻌﺎﻧﻴﻬﺎ وﺗﺤﻠﻴﻠﻬﺎ ﺑ ﺮوح‬
‫ﻻ ﺗﺨﻠﻮ ﻣﻦ اﻟﻨﻈﺮات اﻟﻨﻘﺪﻳﺔ واﻟﺘﻘﻮﻳﻤﻴﺔ ‪.‬‬

‫‪8‬‬ ‫)‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬
‫‪– Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
Section B: Assessment

Assessment overview
The table below gives you an overview of the assessment for this course.
We recommend that you make this information available to students so that they are fully
prepared and know exactly what to expect in each assessment.

Paper 1 Percentage Marks Time Availability

weighting
The examination paper has three 70% of total 70 2 hours June – first
sections. 15 assessment
minutes June 2011
 Section 1 (Reading): Short-answer
comprehension questions based on
a reading passage.
 Section 2 (Writing): Students are
presented with a short text and
required to summarise it. Students
are required to produce a piece of
directed writing.
 Section 3 (Grammatical usage):
Grammatical usage tested in a
series of exercises.

Paper 2 Percentage Marks Time Availability

weighting
The examination requires students to 30% of total 60 1 hour June – first
produce two pieces of continuous 30 assessment
writing. minutes June 2011

Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0) – 9

Issue 1 – July 2012 © Pearson Education Limited 2012
 ‫ﻧﻈﺮة ﻋﺎﻣﺔ ﻋﻠﻰ اﻟﺘﻘﻮﻳﻢ‬

‫اﻟﺘﺎرﻳﺦ‬ ‫ﻣﺪة‬ ‫اﻟﺪرﺟﺎت‬ ‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ‬ ‫اﻟﻮرﻗﺔااﻷوﻟﻰ‬

‫اﻻﻣﺘﺤﺎن‬
‫ﺗﻨﻀﻤﻦ ورﻗﺔ اﻻﻣﺘﺤﺎن ﺛﻼﺛﺔ‬
‫ﺣﺰﻳﺮان‪-‬‬ ‫ﺳﺎﻋﺘﺎن‬ ‫‪70‬‬ ‫‪ %70‬ﻣﻦ‬ ‫أﻗﺴﺎم‪:‬‬
‫اﻟﺘﻘﻮﻳﻢ اﻷول ﻓﻲ‬ ‫و‪ 15‬دﻗﻴﻘﺔ‬ ‫درﺟﺔ‬ ‫اﻟﻘﺴﻢ اﻷول واﻟﺜﺎﻧﻲ واﻟﺜﺎﻟﺚ ‪.‬‬
‫ﺣﺰﻳﺮان )ﻳﻮﻧﻴﻮ(‬ ‫اﻻﻣﺘﺤﺎن‬ ‫‪ ‬اﻟﻘﺴﻢ اﻷول )اﻟﻘﺮاءة(‪:‬‬
‫‪2011‬‬ ‫اﻟﻜﺎﻣﻠﺔ‬ ‫أﺟﻮﺑﺔ ﻗﺼﻴﺮة ﻷﺳﺌﻠﺔ‬
‫اﺳﺘﻴﻌﺎب ﻣﺒﻨﻴﺔ ﻋﻠﻰ ﻗﺮاءة‬
‫ﺺ ﺧﺎرﺟﻲ‪.‬‬ ‫ﻗﻄﻌﺔ ﻣﻦ ﻧ ﱟ‬
‫‪ ‬اﻟﻘﺴﻢ اﻟﺜﺎﻧﻲ )اﻟﻜﺘﺎﺑﺔ(‪:‬‬
‫ُﻳ َﻘ ﱠﺪم ﻟﻠﻄﺎﻟﺐ ﻧﺺ ﻗﺼﻴﺮ‬
‫ﻟﻠﻘﺮاءة و ُﻳﻄﻠﺐ ﻣﻨﻪ أن ﻳﻜﺘﺐ‬
‫اﻟﻨﺺ ُﻣﻠَﺨّﺼﺎ ﺑﺎﺳﻠﻮﺑﻪ‬
‫اﻟﺨﺎص ‪.‬‬
‫اﻟﻘﺴﻢ اﻟﺜﺎﻟﺚ‪:‬‬
‫)اﻻﺳﺘﺨﺪام اﻟﻨﺤﻮي(‪ :‬ﻳﺘﻢ‬
‫اﺧﺘﺒﺎر ﻗﺪرة اﻟﻄﺎﻟﺐ‬
‫واﺳﺘﻴﻌﺎﺑﻪ ﻟﻼﺳﺘﺨﺪام اﻟﻨﺤﻮي‬
‫اﻟﺼﺤﻴﺢ ‪ ،‬وﻓﻬﻤﻪ ﻟﻠﻘﻮاﻋﺪ‬
‫اﻟﻠﻐﻮﻳﺔ ﻣﻦ ﺧﻼل إﺟﺎﺑﺘﻪ ﻋﻦ‬
‫ﻋﺪد ﻣﻦ اﻷﺳﺌﻠﺔ اﻟﻨﺤﻮﻳﺔ ‪.‬‬
‫اﻟﺘﺎرﻳﺦ‬ ‫اﻟﺘﻮﻗﻴﺖ‬ ‫اﻟﺪرﺟﺎت‬ ‫اﻟﻨﺴﺒﺔ اﻟﻤﺌﻮﻳﺔ‬ ‫اﻟﻮرﻗﺔ اﻟﺜﺎﻧﻴﺔ‬
‫ﻳُﻄﻠﺐ ﻣﻦ اﻟﻄﺎﻟﺐ أن ﻳﺨﺘﺎر‬
‫ﺣﺰﻳﺮان‪-‬‬ ‫ﺳﺎﻋﺔ و‪30‬‬ ‫‪60‬‬ ‫‪ %30‬ﻣﻦ‬ ‫ﻣﻮﺿﻮﻋﻴﻦ ﻣﻦ ﺳﺘﺔ ﻣﻮﺿﻮﻋﺎت‬
‫اﻟﺘﻘﻮﻳﻢ اﻷول ﻓﻲ‬ ‫دﻗﻴﻘﺔ‬ ‫ﻣﺠﻤﻮع‬ ‫ﺣﺮﱟ ﻋﻦ آﻞ واﺣﺪ‬ ‫ﻟﻜﺘﺎﺑﺔ ﺗﻌﺒﻴﺮ ُ‬
‫ﺣﺰﻳﺮان )ﻳﻮﻧﻴﻮ(‬ ‫اﻟﺪرﺟﺔ‬ ‫ﻣﻨﻬﻤﺎ ‪.‬‬
‫‪2011‬‬ ‫اﻟﻜﺎﻣﻠﺔ‬

‫‪10‬‬ ‫)‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬
‫‪– Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
Assessment overview

Paper 1
Two hours and 15 minutes, which includes 10 minutes recommended reading time.
The paper has a total of 70 marks.

Paper 1 has three sections.

Section 1 (30 marks)

This section assesses students’ reading comprehension through a series of short-answer
comprehension questions based on a reading passage. No marks will be deducted for poor
quality of written communication provided this does not change meaning.
This section will carry a maximum mark of 30. Students are advised to spend about 45 minutes
on this section.

Section 2 (20 marks)

Section 2 is divided into two parts.
In Part One, students will be presented with a short text which they will need to summarise.
There will be 10 marks available for the summary.
In Part Two, students will be required to produce a piece of directed writing based on the theme
of the text from Part One. The task will require students to write in a given form for a specified
purpose and audience. The form might include a letter, a speech, a report or an article. Ten
marks will be available for this writing task. The question will be marked according to the
assessment grid on page 4 of the specification.
Students are advised to spend approximately 50 minutes on Section 2 (Parts One and Two
combined).

Section 3 (20 marks)

This section tests students’ grammatical usage in a series of exercises. A guide to grammatical
usage is available on our website www.edexcel.com/igcse2009. The maximum mark available
is 20. Students are advised to spend about 30 minutes on this section.

Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0) – 11

Issue 1 – July 2012 © Pearson Education Limited 2012
 ‫اﻟﺘﻘﻮﻳﻢ‬
‫اﻟﻮرﻗﺔ اﻷوﻟﻰ‬

‫ﻣﺪة اﻹﺟﺎﺑﺔ ﻋﻦ هﺬﻩ اﻟﻮرﻗﺔ ﺳﺎﻋﺘﺎن و‪ 15‬دﻗﻴﻘﺔ‪ ،‬ﻣﻦ ﺿﻤﻨﻬﺎ ‪ 10‬دﻗﺎﺋﻖ ُﻳﻨﺼﺢ ﺑﺘﺨﺼﻴﺼﻬﺎ ﻟﻠﻘﺮاءة‪.‬‬

‫وﻳﺘﻢ ﺗﻘﻮﻳﻤﻬﺎ ﻣﻦ ‪ 70‬درﺟﺔ ‪.‬‬

‫ﺗﺘﻜﻮن هﺬﻩ اﻟﻮرﻗﺔ ﻣﻦ ﺛﻼﺛﺔ أﻗﺴﺎم‪:‬‬

‫اﻟﻘﺴﻢ اﻷول )‪ 30‬درﺟﺔ(‬

‫ُﻳ َﻘﻮم هﺬا اﻟﺠﺰء ﻣﺪى اﺳﺘﻴﻌﺎب اﻟﻄﺎﻟﺐ ﻟﻠﻨﺺ اﻟﻤﻘﺮوء ﻣﻦ ﺧﻼل اﻹﺟﺎﺑﺔ ﻋﻦ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷﺳﺌﻠﺔ‬
‫اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻨﺺ ﺑﺄُﺳﻠﻮﺑﻪ اﻟﺨﺎص وﺑﻤﻌﻨﻰ واﺿﺢ ‪ ,‬وﻻ ﻳُﺤﺎﺳﺐ ﻋﻠﻰ اﻻﺧﻄﺎء اﻹﻣﻼﺋﻴﺔ اﻟﺘﻲ ﻻ ﺗﺆﺛﺮ‬
‫ﻓﻲ اﻟﻤﻌﻨﻰ‪.‬‬
‫واﻟﺪرﺟﺔ اﻟﻘﺼﻮى اﻟﻤﻤﻨﻮﺣﺔ هﻨﺎ هﻲ ‪ 30‬درﺟﺔ‪ ،‬و ُﻳﻨﺼﺢ اﻟﻄﻼب ﺑﺘﺨﺼﻴﺺ ‪ 45‬دﻗﻴﻘﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ‬
‫هﺬا اﻟﻘﺴﻢ‪.‬‬

‫اﻟﻘﺴﻢ اﻟﺜﺎﻧﻲ )‪ 20‬درﺟﺔ(‬

‫ﻳُﻘﺪم ﻟﻠﻄﺎﻟﺐ ﻧﺺ ﻗﺼﻴﺮ ‪ ،‬وﻳُﻄﻠﺐ ﻣﻨﻪ اﻹﺟﺎﺑﺔ ﻋﻦ ﺳﺆاﻟﻴﻦ‪:‬‬

‫اﻟﺴﺆال اﻷول‪:‬‬
‫ﻳﻘﻮم اﻟﻄﺎﻟﺐ ﺑﺘﻠﺨﻴﺺ اﻟﻨﺺ ﺑﺄﺳﻠﻮﺑﻪ اﻟﺨﺎص‪ .‬واﻟﺪرﺟﺔ اﻟﻤﺨﺼﺼﺔ ﻟﻬﺬا اﻟﺴﺆال )‪ 10‬درﺟﺎت( ‪.‬‬

‫اﻟﺴﺆال اﻟﺜﺎﻧﻲ‪:‬‬
‫ﻳﻘﻮم اﻟﻄﺎﻟﺐ ﺑﻜﺘﺎﺑﺔ ﻣﻮﺿﻮع ﻣﻌﺘﻤﺪا أﻓﻜﺎر اﻟﻨﺺ‪ .‬وﻳﺠﺐ ﻋﻠﻴﻪ اﻻﻟﺘﺰام ﺑﺎﻟﺼﻴﻐﺔ اﻟﻤﺤﺪدة ﻟﻪ ﻣﺜﻞ‬
‫ﺻﻴﺎﻏﺔ رﺳﺎﻟﺔ‪ ،‬أو ﺧﻄﺎب‪ ،‬أو ﺗﻘﺮﻳﺮ‪ ،‬أو ﻣﻘﺎل ‪. ...‬‬
‫واﻟﺪرﺟﺔ اﻟﻘﺼﻮى اﻟﻤﺨﺼﺼﺔ ﻟﻬﺬا اﻟﺴﺆال )‪ 10‬درﺟﺎت( ‪ ،‬وﻳﺠﺮي ﺗﻮزﻳﻊ اﻟﺪرﺟﺎت ﺣﺴﺐ اﻟﻤﻌﺎﻳﻴﺮ‬
‫اﻟﻤﺤﺪدة ﻓﻲ اﻟﺼﻔﺤﺘﻴﻦ ‪ 5-4‬ﻣﻦ ﺟﺪول اﻟﺪرﺟﺎت ‪.‬‬
‫و ُﻳﻨﺼﺢ اﻟﻄﺎﻟﺐ ﺑﺘﺨﺼﻴﺺ ‪ 50‬دﻗﻴﻘﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ هﺬا اﻟﻘﺴﻢ‪.‬‬

‫اﻟﻘﺴﻢ ‪ 20) 3‬درﺟﺔ(‬

‫ﻳﺨﺘﺒﺮ هﺬا اﻟﻘﺴﻢ ﻗﺪرة اﻟﻄﺎﻟﺐ ﻋﻠﻰ اﺳﺘﺨﺪام اﻟﻘﻮاﻋﺪ اﻟﻨﺤﻮﻳﺔ ﻣﻦ ﺧﻼل إﺟﺎﺑﺘﻪ ﻋﻦ ﻋﺪد ﻣﻦ اﻷﺳﺌﻠﺔ ‪.‬‬
‫واﻟﺪرﺟﺔ اﻟﻘﺼﻮى اﻟﻤﺨﺼﺼﺔ ﻟﻬﺬا اﻟﻘﺴﻢ هﻲ )‪ 20‬درﺟﺔ(‪.‬‬
‫و ُﻳﻨﺼﺢ اﻟﻄﺎﻟﺐ ﺑﺘﺨﺼﻴﺺ ‪ 30‬دﻗﻴﻘﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ هﺬا اﻟﻘﺴﻢ‪.‬‬

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‫‪– Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
Paper 2 (continuous writing)
One hour and 30 minutes.
This paper has a total of 60 marks.
For paper 2 students need to produce two pieces of continuous writing. Students choose two
titles from a choice of six and are advised to write about 300 words on each of their chosen
topics. There is no penalty for exceeding or falling below this guideline, within reason.
The six titles could include a range of writing styles and purposes, such as discursive, narrative,
persuasive, descriptive, explanatory and informative.
A form of writing can be specified, such as a letter, a report, a journalistic article or a speech.
A readership for the piece of writing may be specified, such as the student’s classmates, a
teacher or local people.
Each piece of writing will be marked out of 30 according to the marking grid on pages 6-7 of
the specification. The total mark out of 60 for the two pieces of writing will be scaled to 30 per
cent of the overall assessment.
Students will be assessed on three areas:
 communication and content (18 marks out of 30)
 knowledge and application of language (six marks out of 30)
 accuracy (6 marks out of 30).
The overall time of 1 hour 30 minutes includes reading and thinking time. Students are advised
to spend about 45 minutes on each of their two pieces of writing.

Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0) – 13

Issue 1 – July 2012 © Pearson Education Limited 2012
 ‫اﻟﺘﻘﻮﻳﻢ‬
‫اﻟﻮرﻗﺔ اﻟﺜﺎﻧﻴﺔ )اﻟﻜﺘﺎﺑﺔ اﻟﺤﺮة(‬
‫ﻣﺪة اﻹﺟﺎﺑﺔ ﻋﻦ هﺬﻩ اﻟﻮرﻗﺔ ﺳﺎﻋﺔ و‪ 30‬دﻗﻴﻘﺔ‪ .‬وﻳﺘﻢ ﺗﻘﻮﻳﻤﻬﺎ ﻣﻦ )‪ 60‬درﺟﺔ( ‪.‬‬

‫ﺗﺘﻄﻠﺐ اﻟﻮرﻗﺔ اﻟﺜﺎﻧﻴﺔ ﻣﻦ اﻟﻄﺎﻟﺐ ﺗﻘﺪﻳﻢ ﻗﻄﻌﺘﻴﻦ ﻣﻦ اﻟﻜﺘﺎﺑﺔ اﻟﺤﺮة‪ .‬ﺣﻴﺚ ﻳﻘﻮم ﺑﺎﺧﺘﻴﺎر ﻣﻮﺿﻮﻋﻴﻦ ﻓﻘﻂ‬
‫ﻣﻦ ﺑﻴﻦ ﺳﺘﺔ ﻣﻮﺿﻮﻋﺎت‪ .‬وﻋﻠﻰ اﻟﻄﺎﻟﺐ آﺘﺎﺑﺔ ﻣﺎ ﻳﻘﺎرب ‪ 300‬آﻠﻤﺔ ﻋﻦ آﻞ ﻣﻮﺿﻮع‪ .‬وﻻ ﻳُﺤﺎﺳﺐ‬
‫اﻟﻄﺎﻟﺐ ﻋﻨﺪ اﻟﺰﻳﺎدة واﻟﻨﻘﺼﺎن ﻓﻲ ﺣﺪود اﻟﻤﻌﻘﻮل‪.‬‬
‫وﻗﺪ ﺗﺘﻀﻤﻦ اﻟﻌﻨﺎوﻳﻦ اﻟﺴﺘﺔ ﻣﺠﺎﻻ ﻣﻨﻮﻋﺎ ﻣﻦ اﻷﺳﺎﻟﻴﺐ اﻟﻜﺘﺎﺑﻴﺔ ‪ ،‬ﻣﻦ وﺻﻒ وﺳﺮد وﺣﻮار وﻣﺎ إﻟﻰ‬
‫ذﻟﻚ ‪.‬‬
‫وﺑﺎﻹﻣﻜﺎن ﺗﺤﺪﻳﺪ اﻟﺼﻴﻐﺔ اﻟﻜﺘﺎﺑﻴﺔ ‪ ،‬ﻣﺜﻼ‪ ،‬اﻟﺮﺳﺎﻟﺔ‪ ،‬أو اﻟﺘﻘﺮﻳﺮ‪ ،‬أواﻟﻤﻘﺎل اﻟﺼﺤﻔﻲ‪ ،‬أواﻟﺨﻄﺎب‪ .‬آﻤﺎ‬
‫ﻳﻤﻜﻦ ﺗﺤﺪﻳﺪ ﻗﺎرئ اﻟﻤﻮﺿﻮع آﺮﻓﺎق اﻟﺼﻒ‪ ،‬أو اﻟﻤﻌﻠﻢ‪ ،‬أو أﻓﺮاد اﻟﻤﺠﺘﻤﻊ اﻟﻤﺤﻠﻲ‪ ...‬اﻟﺦ‪.‬‬

‫اﻟﺪرﺟﺔ اﻟﻘﺼﻮى اﻟﻤﻤﻨﻮﺣﺔ ﻟﻜﻞ ﻣﻮﺿﻮع )‪ 30‬درﺟﺔ(‪ ،‬آﻤﺎ هﻮ ﻣﻮﺿﺢ ﻓﻲ ﺟﺪول اﻟﺪرﺟﺎت‬
‫ﺑﺎﻟﺼﻔﺤﺘﻴﻦ ‪.7-6‬‬
‫اﻟﺪرﺟﺔ اﻟﻜﻠﻴﺔ ﻟﻬﺬﻩ اﻟﻮرﻗﺔ )‪ 60‬درﺟﺔ( ‪ ،‬وهﻲ ﺗُﻤﺜﻞ )‪ (%30‬ﻣﻦ إﺟﻤﺎﻟﻲ درﺟﺔ اﻻﻣﺘﺤﺎن ‪.‬‬
‫ﻳﺘﻢ ﺗﻘﻮﻳﻢ إﺟﺎﺑﺔ اﻟﻄﺎﻟﺐ ﻋﻠﻰ اﻟﻨﺤﻮ اﻟﺘﺎﻟﻲ‪:‬‬
‫‪ ‬ﺟﻮدة اﻟﻤﺤﺘﻮى واﻟﻘﺪرة ﻋﻠﻰ إﻳﺼﺎل اﻟﻤﻌﻠﻮﻣﺎت )‪ 18‬درﺟﺔ ﻣﻦ ‪(30‬‬
‫‪ ‬اﻹﻟﻤﺎم واﻟﺘﻄﺒﻴﻖ اﻟﻠﻐﻮي )‪ 6‬درﺟﺎت ﻣﻦ ‪(30‬‬
‫‪ ‬دﻗﺔ اﻟﻠﻐﺔ ﻓﻲ إﻳﺼﺎل اﻟﻤﻌﻠﻮﻣﺎت )‪ 6‬درﺟﺎت ﻣﻦ ‪(30‬‬

‫ﻣﺪة اﻹﺟﺎﺑﺔ ﻋﻦ هﺬﻩ اﻟﻮرﻗﺔ ﺳﺎﻋﺔ و‪ 30‬دﻗﻴﻘﺔ ‪ ،‬ﻣﻦ ﺿﻤﻨﻬﺎ وﻗﺖ ﻟﻠﻘﺮاءة واﻟﺘﻔﻜﻴﺮ‪ .‬و ُﻳﻨﺼﺢ اﻟﻄﺎﻟﺐ‬
‫ﺑﺘﺨﺼﻴﺺ ‪ 45‬دﻗﻴﻘﺔ ﻟﻜﻞ ﻗﻄﻌﺔ آﺘﺎﺑﻴﺔ‪.‬‬

‫‪14‬‬ ‫)‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬
‫‪– Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
Grammatical usage
Students are expected to have full knowledge and understanding of the following grammatical
usage which will be tested in Paper 1, Section 3.

Students should have an understanding of the two types of sentence:

 verbal (beginning with a verb)
 nominal (beginning with the subject).

Students should be able to identify, describe and write accurately morphemes or distinctive
features of words, with regard to their context and grammatical functions.

More detail about grammatical usage is given in the Grammatical Usage document
available to download from the Edexcel website (www.edexcel.com).

‫اﻻﺳﺘﺨﺪام اﻟﻨﺤﻮي‬
‫ ﺣﻴﺚ ُﻳﺘﻮﻗﻊ ﻣﻦ‬. ‫ﻳﺘﻢ اﺧﺘﺒﺎر اﺳﺘﻴﻌﺎب اﻟﻄﺎﻟﺐ ﻟﻠﻘﻮاﻋﺪ اﻟﻠﻐﻮﻳﺔ ﻓﻲ اﻟﻘﺴﻢ اﻟﺜﺎﻟﺚ ﻣﻦ اﻟﻮرﻗﺔ اﻷوﻟﻰ‬
:‫اﻟﻄﺎﻟﺐ أن ﻳﻜﻮن ﻣﺘﻤﺘﻌﺎ ﺑﻤﻌﺮﻓﺔ آﺎﻣﻠﺔ وﻓﻬﻢ ﺟﻴﺪ ﻟﻼﺳﺘﺨﺪاﻣﺎت اﻟﻨﺤﻮﻳﺔ اﻟﺘﺎﻟﻴﺔ‬

. ‫ ﻣﺨﺘﻠﻒ ﺗﺮاآﻴﺐ اﻟﺠﻤﻠﺔ اﻟﻔﻌﻠﻴﺔ‬

. ‫ ﻣﺨﺘﻠﻒ ﺗﺮاآﻴﺐ اﻟﺠﻤﻠﺔ اﻻﺳﻤﻴﺔ‬

‫ إﺿﺎﻓﺔ إﻟﻰ‬، ‫ وﺳﻤﺎﺗﻬﺎ اﻟﻤﻤﻴﺰة‬،‫ﻳﺠﺐ أن ﻳﻜﻮن اﻟﻄﺎﻟﺐ ﻗﺎدرا ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻣﻌﺎﻧﻲ اﻟﻜﻠﻤﺎت ودﻻﻻﺗﻬﺎ‬
. ‫اﻟﻘﺪرة ﻋﻠﻰ آﺘﺎﺑﺘﻬﺎ وﺗﻮﻇﻴﻔﻬﺎ اﻟﺘﻮﻇﻴﻒ اﻟﺪﻗﻴﻖ‬

‫ ﻓﻲ اﻟﺸﺒﻜﺔ‬Edexcel ‫وﻳُﻨﺼﺢ اﻟﻄﺎﻟﺐ ﺑﺎﻟﺮﺟﻮع إﻟﻰ ﻣﻠﺰﻣﺔ اﻟﻘﻮاﻋﺪ اﻟﻠﻐﻮﻳﺔ اﻟﻤﺘﻮﻓﺮة ﻋﻠﻰ ﻣﻮﻗﻊ‬
.(www.edexcel.com)

Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0) – 15

Issue 1 – July 2012 © Pearson Education Limited 2012
Assessment Objectives and weightings
% in
International
GCSE
AO1: Reading
(i) read a range of texts with understanding of explicit and
implicit meanings and attitudes
40%
(ii) follow an argument, distinguishing between fact and opinion
(iii) extract, summarise and present appropriately relevant
information from a text.
AO2: Writing
(i) communicate in writing clearly and imaginatively, using and
adapting forms for different readers and purposes
(ii) organise their writing into clear and coherent sentences and 40%
whole texts
(iii) use accurate spelling, and observe the conventions of
punctuation.
AO3: Grammatical usage
(i) show an understanding of grammatical topics: cases, 20%
vocalisation, vocabulary choices and syntax.
TOTAL 100%

16 Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0)

– Issue 1 – July 2012 © Pearson Education Limited 2012
 ‫أهﺪاف اﻟﺘﻘﻮﻳﻢ وأﻏﺮاﺿﻪ‬
‫‪ %‬ﻓﻲ ﺷﻬﺎدة‬
‫‪International GCSE‬‬
‫أﻏﺮاض اﻟﻘﺮاءة وﺗﻘﻮﻳﻤﻬﺎ‪:‬‬
‫‪ .i‬ﻗﺮاءة ﻣﺠﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ اﻟﻨﺼﻮص ﻣﻊ اﺳﺘﻴﻌﺎب اﻟﻤﻌﺎﻧﻲ‬
‫واﻟﻤﻮاﻗﻒ اﻟﻀﻤﻨﻴﺔ واﻟﻮاﺿﺤﺔ‬
‫‪%40‬‬
‫‪ .ii‬اﺗﺒﺎع اﻟﻤﻨﺎﻗﺸﺔ‪ ،‬واﻟﺘﻤﻴﻴﺰ ﺑﻴﻦ اﻵراء واﻟﺤﻘﺎﺋﻖ ‪.‬‬
‫‪ .iii‬اﺳﺘﺨﺮاج‪ ،‬وﺗﻠﺨﻴﺺ‪ ،‬وﺗﻘﺪﻳﻢ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻮاردة ﻓﻲ اﻟﻨﺺ‬
‫ﺑﺎﻟﺸﻜﻞ اﻟﻤﻨﺎﺳﺐ‪.‬‬
‫أﻏﺮاض اﻟﻜﺘﺎﺑﺔ وﺗﻘﻮﻳﻤﻬﺎ ‪:‬‬
‫‪ .i‬اﻟﺘﻮاﺻﻞ ﻋﻦ ﻃﺮﻳﻖ اﻟﻜﺘﺎﺑﺔ اﻟﻮاﺿﺤﺔ واﺳﺘﺨﺪام اﻟﺨﻴﺎل‬
‫اﻟﺨﺼﺐ ﻓﻲ أﺳﺎﻟﻴﺐ ﻣﻨﻮﻋﺔ ﺗﺘﻨﺎﺳﺐ ﻣﻊ اﻟﻤﺴﺘﻮﻳﺎت اﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻟﻠﻘﺮاء‪ ،‬وﻷهﺪاف وﻏﺎﻳﺎت ﻣﺘﻌﺪدة ‪.‬‬
‫‪%40‬‬
‫‪ .ii‬ﺗﻨﻈﻴﻢ اﻟﻜﺘﺎﺑﺔ ﻓﻲ ﺟﻤﻞ واﺿﺤﺔ وﻣﺘﻤﺎﺳﻜﺔ ﺿﻤﻦ ﻧﺼﻮص‬
‫آﺎﻣﻠﺔ‬
‫‪ .iii‬اﻟﻜﺘﺎﺑﺔ اﻟﺴﻠﻴﻤﺔ إﻣﻼﺋﻴﺎ‪ ،‬ﻣﻊ ﻣﺮاﻋﺎة أﺻﻮل اﻟﺘﺮﻗﻴﻢ ﻣﻦ ﻧﻘﻂ‬
‫وﻓﻮاﺻﻞ وﻏﻴﺮهﺎ ‪. ...‬‬
‫أﻏﺮاض اﻻﺳﺘﺨﺪام اﻟﻨﺤﻮي وﺗﻘﻮﻳﻤﻪ ‪:‬‬
‫‪%20‬‬ ‫‪ .i‬ﻗﻴﺎس ﻣﺪى ﻓﻬﻢ اﻟﻄﺎﻟﺐ ﻟﻤﻮﺿﻮﻋﺎت اﻟﻨﺤﻮاﻟﻤﺨﺘﻠﻔﺔ اﻟﻤﺸﺎر‬
‫إﻟﻴﻬﺎ ﻓﻲ اﻟﻤﻠﺰﻣﺔ اﻟﻤﺘﻮﻓﺮة ﻋﻠﻰ ﻣﻮﻗﻊ ‪.Edexcel‬‬
‫‪%100‬‬ ‫اﻟﻤﺠﻤﻮع‬

‫– )‪Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0‬‬ ‫‪17‬‬
‫‪Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
Relationship of Assessment Objectives to papers for
International GCSE
Assessment Objective
Total for AO1,
Paper number AO1 AO2 AO3 AO2 and AO3
Paper 1 40% 10% 20% 70%
Paper 2 0% 30% 0% 30%
Total for 40% 40% 20%
International 100%
GCSE

International GCSE ‫اﻟﺘﻘﻮﻳﻢ اﻟﻌﺎم وﺗﻮزﻳﻊ اﻟﺪرﺟﺎت ﻋﻠﻰ ورﻗﺘﻲ اﻣﺘﺤﺎن اﻟـ‬

‫أﻏﺮاض اﻟﺘﻘﻮﻳﻢ‬
‫اﻟﻤﺠﻤﻮع‬ ‫اﻟﻘﻮاﻋﺪ‬ ‫اﻟﻜﺘﺎﺑﺔ‬ ‫اﻟﻘﺮاءة‬ ‫رﻗﻢ ورﻗﺔ اﻻﻣﺘﺤﺎن‬
%70 %20 %10 %40 ‫اﻟﻮرﻗﺔ اﻷوﻟﻰ‬
%30 %‫ﺻﻔﺮ‬ %30 %‫ﺻﻔﺮ‬ ‫اﻟﻮرﻗﺔ اﻟﺜﺎﻧﻴﺔ‬
%100 %20 %40 %40 ‫اﻟﺪرﺟﺔ اﻟﻨﻬﺎﺋﻴﺔ‬
‫ﻟﺸﻬﺎدة‬
International
GCSE

18 Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0)

– Issue 1 – July 2012 © Pearson Education Limited 2012
‫‪Section C: Planning and teaching‬‬

‫‪Course planner‬‬
‫إﻋﺪاد اﻟﻄﻼب ﻟﻨﻴﻞ ﺷﻬﺎدة اﻟـ ‪) GCSE‬اﻟﺨﻄﺔ اﻟﻌﺎﻣﺔ ﻟﻠﺘﺪرﻳﺲ(‬
‫ﻗﺒﻞ اﻟﺒﺪء ﺑﺘﻘﺪﻳﻢ ﺑﺮﻧﺎﻣﺞ اﻟـ ‪ International GCSE‬اﻟﻤﻌﻠﻦ ﻋﻠﻰ‬
‫‪ www.edexcel.com/igcse2009‬وﺗﻌﻠﻴﻤ ﻪ ﻟﻠﻄﺎﻟ ﺐ ﻳُﻔ َﺘ ﺮض ﻓﻴ ﻪ أن ﻳﻜ ﻮن ُﻣﺘﻘﻨ ﺎ ﻟﻠﻤﻮﺿ ﻮﻋﺎت‬
‫اﻟﻨﺤﻮﻳ ﺔ اﻟﺘﺎﻟﻴ ﺔ وﻟ ﻪ اﻟﻘ ﺪرة ﻋﻠ ﻰ اﺳ ﺘﻐﻼﻟﻬﺎ وﺗﻮﻇﻴﻔﻬ ﺎ ﻓ ﻲ آﺘﺎﺑﺘ ﻪ اﻟﺨﺎﺻ ﺔ وﻓ ﻲ ﻓﻬﻤ ﻪ ﻟﻤ ﺎ ﻳﻘ ﺮأﻩ ﻣ ﻦ‬
‫ﻧﺼﻮص‪:‬‬
‫‪ -‬أﻗﺴﺎم اﻟﻜﻼم )اﺳﻢ – ﻓﻌﻞ – ﺣﺮف(‪.‬‬
‫‪ -‬أﻧﻮاع اﻟﺠﻤﻞ )اﺳﻤﻴﺔ – ﻓﻌﻠﻴﺔ( ‪.‬‬
‫‪ -‬ﺑﻨﻴﺔ اﻟﺠﻤﻠﺔ ﻗﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ )ﻣﺒﺘﺪأ وﺧﺒﺮ أو ﻓﻌﻞ وﻓﺎﻋﻞ ‪.( ...‬‬
‫‪ -‬اﻟﺠﻨﺲ )ﻣﺆﻧﺚ – ﻣﺬآﺮ( ‪.‬‬
‫‪ -‬اﻟﻌﺪد )ﻣﻔﺮد – ﻣﺜﻨﻰ – ﺟﻤﻊ( ‪.‬‬
‫‪ -‬اﻟﺘﻌﻴﻴﻦ )ﻧﻜﺮة – ﻣﻌﺮﻓﺔ( ‪.‬‬
‫‪ -‬أﻧﻮاع اﻻﺳﻢ )ﻋﻠﻢ – إﺷﺎرة – ﻣﻮﺻﻮل ‪. (...‬‬
‫‪ -‬أﻧﻮاع اﻟﻔﻌﻞ وأزﻣﻨﺘﻪ )ﻣﺎﺿﻲ – ﻣﻀﺎرع – أﻣﺮ ‪. (...‬‬
‫‪ -‬اﻟﺤﺮوف ووﻇﺎﺋﻔﻬﺎ )اﻟﺠﺮ – اﻟﻌﻄﻒ – اﻟﺠﺰم – اﻟﻨﺼﺐ ‪. (..‬‬
‫وﻧﻘﺘﺮح أن ﺗُﺪرس ﻣﻮﺿﻮﻋﺎت اﻟﻘﻮاﻋﺪ اﻟﻤﻌﻠﻨﺔ ﻟﺨﻮض اﻣﺘﺤﺎن ‪ (International GCSE) edexcel‬ﻓﻲ‬
‫‪ 350‬ﺣﺼﺔ دراﺳﻴﺔ )ﺑﺎﻋﺘﺒﺎر اﻟﺤﺼﺔ ‪ 40‬دﻗﻴﻘﺔ( وﺧﻼل ﻓﺘﺮة ﻗﺪ ﺗﺘﺮاوح ﻣﺎ ﺑﻴﻦ ﻋﺎم أو ﻋﺎﻣﻴﻦ ‪،‬‬
‫وﺣﺴﺐ اﻟﺠﺪول اﻟﺘﺎﻟﻲ‪:‬‬
‫اﻟﺘﻔﺎﺻﻴﻞ‬ ‫ﻋﺪد‬ ‫اﻟﻤﺎدة‬
‫اﻟﺤﺼﺺ‬
‫ﻳﺘﺮك ﻟﻠﻤﺪرس اﺧﺘﻴﺎر ﻧﺼﻮص ﺗﺸﻤﻞ ﺣﻘﻮﻻ دراﺳﻴﺔ ﻣﺨﺘﻠﻔﺔ ﻣﺜﻞ ‪:‬‬ ‫‪150‬‬ ‫اﻟﻘﺮاءة‬
‫اﻹﻋﻼم ‪ ،‬اﻷﺧﺒﺎر ‪ ،‬اﻟﻈﻮاهﺮ اﻻﺟﺘﻤﺎﻋﻴﺔ ‪ ،‬اﻟﻈﻮاهﺮ اﻟﻄﺒﻴﻌﻴﺔ‬
‫واﻟﻤﻨﺎﺧﻴﺔ وﻏﻴﺮهﺎ ﻣﻊ اﻟﺘﺮآﻴﺰ ﻋﻠﻰ اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻟﺒﻴﺌﺔ ﺑﺎﻹﺿﺎﻓﺔ‬
‫إﻟﻰ ﻧﺼﻮص أدﺑﻴﺔ وﻧﻘﺪﻳﺔ ‪.‬‬
‫‪ -‬ﻳُﻜﻠّﻒ اﻟﻄﺎﻟﺐ ﺑﺘﺤﺮﻳﺮ ﻣﻮﺿﻮﻋﺎت ﺗﺨﺺ ﻣﺠﺎﻻت ﺣﻴﺎﺗﻴﺔ‬ ‫‪100‬‬ ‫اﻟﻜﺘﺎﺑﺔ‬
‫ﻣﺨﺘﻠﻔﺔ ‪.‬‬
‫‪ -‬ﻳُﻌﻮﱠد اﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺗﻠﺨﻴﺺ ﻧﺼﻮص ﻳﺘﻢ اﺧﺘﻴﺎرهﺎ ﻣﻦ ﻗِﺒﻞ‬
‫اﻟﻤﺪرس‪.‬‬
‫‪ -‬ﺗﻜﻠﻴﻒ اﻟﻄﺎﻟﺐ ﺑﺘﻘﺪﻳﻢ ﻣﻮﺿﻮﻋﺎت ﻣﻦ اﺧﺘﻴﺎرﻩ ﻋﻠﻰ ﻧﺴﻖ ﻣﺎ‬
‫ﻳﻘﺮأ‪ ،‬ﻣﺴﺘﻔﻴﺪا ﻣﻦ ﻃﺮاﺋﻖ اﻟﻌﺮض واﻟﻨﻘﺎش ‪ ،‬وذﻟﻚ ﻓﻲ ﻧﺪوة‬
‫ﺗﻀﻢ ﺑﻌﺾ زﻣﻼﺋﻪ‪.‬‬
‫‪ -‬ﺗﻜﻠﻴﻒ اﻟﻄﺎﻟﺐ ﺑﺈﻋﺪاد ﻋﺪد ﻣﻦ اﻟﻤﺸﺮوﻋﺎت اﻟﻜﺘﺎﺑﻴﺔ ﺧﻼل‬
‫ﻣﺪة اﻟﺘﺪرﻳﺐ وﻋﺮﺿﻬﺎ داﺧﻞ اﻟﺼﻒ ﻟﻠﻤﻨﺎﻗﺸﺔ ‪.‬‬
‫ﺗُﺪرس ﻣﺎدة اﻟﻘﻮاﻋﺪ ﺣﺴﺐ ﺟﺪول اﻟﻤﻮﺿﻮﻋﺎت اﻟﻤﻄﻠﻮﺑﺔ ‪ ،‬وﻣﻦ ﺧﻼل‬ ‫‪100‬‬ ‫اﻟﻘﻮاﻋﺪ‬
‫ﻧﺼﻮص أدﺑﻴﺔ ﻣﺨﺘﻠﻔﺔ وﺑﻬﺬا ﺗﺴﺎهﻢ ﻓﻲ ﺗﻌﺰﻳﺰ ﻗﺪرة اﻟﻄﺎﻟﺐ ﻋﻠﻰ‬
‫اﻟﻘﺮاءة واﻟﻔﻬﻢ واﻟﻜﺘﺎﺑﺔ اﻟﺴﻠﻴﻤﺔ ‪.‬‬
‫وﺗﻌﺰﻳﺰا ﻟﻤﺎ ﺟﺎء أﻋﻼﻩ ﻧﻘﺘﺮح ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ ‬اﻟﺮﺟﻮع إﻟﻰ اﻻﻣﺘﺤﺎﻧﺎت اﻟﺴﺎﺑﻘﺔ واﺳﺘﺨﺪاﻣﻬﺎ ﻧﻤﺎذج ﻟﺘﺪرﻳﺐ اﻟﻄﺎﻟﺐ وإﻋﺪادﻩ ‪.‬‬
‫‪ ‬اﻹﻟﺘﺰام ﺑﻤﻮﺿﻮﻋﺎت ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ وﺗﻐﻄﻴﺘﻬﺎ ‪.‬‬
‫‪Sb060812S:\LT\PD\IGCSE TSM\IGCSE Arabic (First Language) TSM.doc.1-27/3‬‬

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‫‪Issue 1 – July 2012 © Pearson Education Limited 2012‬‬
20 Teacher’s guide – Edexcel International GCSE in Arabic (First Language) (4AR0)
– Issue 1 – July 2012 © Pearson Education Limited 2012
July 2012

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