❇️ الصفات Adjective في اللغة الانجليزية
صياغة الصفات في اللغه الانجليزية:
- باضافة y لاخر الاسم مثل:
need حاجه ➖ needy محتاج
- باضافة Ly لاخر الاسم مثل:
love محبه ➖ lovely محبوب
- باضافة ing لاخر الفعل مثل
bore يمل ➖ boring ممل
- باضافه less لاخر الاسم فيصبح معنى الصفه عكس الاسم مثل:
care اهتمام ➖ careless مهمل
صياغة الصفات في اللغه الانجليزية:
- باضافة y لاخر الاسم مثل:
need حاجه ➖ needy محتاج
- باضافة Ly لاخر الاسم مثل:
love محبه ➖ lovely محبوب
- باضافة ing لاخر الفعل مثل
bore يمل ➖ boring ممل
- باضافه less لاخر الاسم فيصبح معنى الصفه عكس الاسم مثل:
care اهتمام ➖ careless مهمل
- باضافة al لاخر الاسم مثل :
education ثقافه ➖ educational ثقافي
- باضافة an لاخر الاسم مثل:
republic جمهورية ➖ republican جمهوري
- باضافة cal لاخر الاسم مثل:
history تاريخ ➖ historical تاريخي
- باضافة ful لاخر الفعل مثل:
play لعب ➖ playful لعّيب
- بعض الصفات تختلف عن اسمها مثل:
intelliggence ذكاء ➖ smart-clever ذكي
- بعض الصفات تكون نفس الفعل مثل:
complete يكمل ➖ complete كامل
education ثقافه ➖ educational ثقافي
- باضافة an لاخر الاسم مثل:
republic جمهورية ➖ republican جمهوري
- باضافة cal لاخر الاسم مثل:
history تاريخ ➖ historical تاريخي
- باضافة ful لاخر الفعل مثل:
play لعب ➖ playful لعّيب
- بعض الصفات تختلف عن اسمها مثل:
intelliggence ذكاء ➖ smart-clever ذكي
- بعض الصفات تكون نفس الفعل مثل:
complete يكمل ➖ complete كامل
- بعض الصفات تصاغ بالتصريف الثالث للفعل مثل:
make يصنع ➖ made مصنوع
close يغلق ➖ closed مغلق
- باضافة en لاخر الاسم مثل :
wood خشب ➖ wooden خشبي
- باضافة ous لاخر الاسم مثل :
danger خطر ➖ dangerous خطير
- باضافة able لاخر الاسم مثل:
honor احترام ➖ honorable محترم
- باضافة ic لاخر الاسم مثل:
atom ذره ➖ atomic ذري
make يصنع ➖ made مصنوع
close يغلق ➖ closed مغلق
- باضافة en لاخر الاسم مثل :
wood خشب ➖ wooden خشبي
- باضافة ous لاخر الاسم مثل :
danger خطر ➖ dangerous خطير
- باضافة able لاخر الاسم مثل:
honor احترام ➖ honorable محترم
- باضافة ic لاخر الاسم مثل:
atom ذره ➖ atomic ذري
- صياغة الصفات المضاده باضافة im -in-il-un-dis قبل الصفه مثل
happy سعيد ➖ unhappy غير سعيد
accurate دقيق ➖ inaccurate غير دقيق
possible مستحيل ➖ impossible غير مستحيل
legal قانوني ➖ illegal غير قانوني
honest أمين ➖ dishonest غير امين
- صياغة الصفات المضاده المنتهيه ب less باضافة ful اخر الصفه مثل:
helpless عاجز ➖helpful مفيد
hopeless ميئوس منه ➖hopeful مفعم بالامل
useless عديم الجدوى ➖useful نافع
happy سعيد ➖ unhappy غير سعيد
accurate دقيق ➖ inaccurate غير دقيق
possible مستحيل ➖ impossible غير مستحيل
legal قانوني ➖ illegal غير قانوني
honest أمين ➖ dishonest غير امين
- صياغة الصفات المضاده المنتهيه ب less باضافة ful اخر الصفه مثل:
helpless عاجز ➖helpful مفيد
hopeless ميئوس منه ➖hopeful مفعم بالامل
useless عديم الجدوى ➖useful نافع
#ملاحظه_هامه
- لا يجوز ان تسبق الصفات باحدى اداتي التنكير a" an " الا اذا جاء الصفه والموصوف معاً
He is a hero
He is smart
في الجمله الاولى وضعنا اداة التنكير "a قبل hero لانها اسم بمعنى بطل وصفتها heroic بمعنى بطولي
اما في الجمله الثاني smart صفه بمعنى ذكي واسمها intelligence بمعنى ذكاء
- لا يجوز ان تسبق الصفات باحدى اداتي التنكير a" an " الا اذا جاء الصفه والموصوف معاً
He is a hero
He is smart
في الجمله الاولى وضعنا اداة التنكير "a قبل hero لانها اسم بمعنى بطل وصفتها heroic بمعنى بطولي
اما في الجمله الثاني smart صفه بمعنى ذكي واسمها intelligence بمعنى ذكاء
🔻 قارن بين الجمل التاليه:
1- Red robe
2- the red robe
3- the robe is red
- الجملة الاولى صفة وموصوف غير معرفه(ثوب احمر)
- الجملة الثانية صفة وموصوف معرفه(الثوب الاحمر)
- الجملة الثالثة جملة خبرية (الثوب احمر)
1- Red robe
2- the red robe
3- the robe is red
- الجملة الاولى صفة وموصوف غير معرفه(ثوب احمر)
- الجملة الثانية صفة وموصوف معرفه(الثوب الاحمر)
- الجملة الثالثة جملة خبرية (الثوب احمر)
تعليم اللغة الإنجليزية 👨🏫
<unknown> – 1190-Learners
Jana: So we're talking about learning English. Has that worked for you in any other languages too?
Peter: Actually I thought about that question before and I started studying Japanese a few years ago. I shouldn't say studying because I haven't studied so much but for some reason my Japanese learning is very different to my English learning.
Jana: How is it different?
Peter: I've learned, the little bit of Japanese that I've learned, I've learned through listening mostly and having to speak or, you know, helping myself in daily situations. I haven't been able to master enough kanji and Japanese symbols to be able to read it well or to write it well at all. So I couldn't, like before I studied English, a lot of English came to me because I read so much but now I can't read in Japanese so I'm having to rely on listening mostly and how about you?
Jana: Yeah, I learned Spanish in a similar way I learned English and that is I did study but I didn't think of it as studying. It was fun for me but I did a lot of homework and learning vocabulary and then once I reached a certain level then I went to Spain to practice but with Japanese I haven't reached that level yet and somehow I seem to have forgotten how to learn a language. It doesn't work any more so, yeah, I have been trying to learn Japanese for a few years but I think my brain has just become lazy.
Peter: It's interesting. Maybe our brains tackle every language in a different way, I don't know, because I'm also finding out it's becoming more difficult but maybe we're only getting older and that's maybe one of the reasons.
Jana: Maybe so.
Peter: Do you think age matters as you've, for language learning?
Jana: I would like to say no but I think there are different factors. So, surely, when you're young you learn faster and I think especially because there's nothing else that's occupying your mind. You're just studying. Maybe you go to high school or even university so it's easy to take on another subject. So say I want to learn French or whatever, so it's just more similar kind of thing learning but once you start working and your brain is not used to that kind of input any more, I think then it becomes more difficult.
Peter: So age might have something to do with it? But I think though I had this old friend who started, he retired and then he started studying French and he studied French I believe when he was in his twenties but then he started working and gave up and then he started again and he could afford to go to France for three months and just learn and live there and he came back and at the age of sixty five and he was so much better in his French and he'd made some French friends, so I think it has a lot to do maybe with your motivation too maybe, your interest.
Jana: That's right. I was just going to say maybe more so than age.
Peter: Yeah.
Jana: Maybe when you're young you might be more eager to learn but if you have that same kind of motivation when you're older then why not?
Peter: Because a lot of people take up studying a language later in life when they have more time or maybe more money to spend on it.
Jana: That's right. OK, let's try a bit harder.
Peter: I think so too. Let's try harder.
Peter: Actually I thought about that question before and I started studying Japanese a few years ago. I shouldn't say studying because I haven't studied so much but for some reason my Japanese learning is very different to my English learning.
Jana: How is it different?
Peter: I've learned, the little bit of Japanese that I've learned, I've learned through listening mostly and having to speak or, you know, helping myself in daily situations. I haven't been able to master enough kanji and Japanese symbols to be able to read it well or to write it well at all. So I couldn't, like before I studied English, a lot of English came to me because I read so much but now I can't read in Japanese so I'm having to rely on listening mostly and how about you?
Jana: Yeah, I learned Spanish in a similar way I learned English and that is I did study but I didn't think of it as studying. It was fun for me but I did a lot of homework and learning vocabulary and then once I reached a certain level then I went to Spain to practice but with Japanese I haven't reached that level yet and somehow I seem to have forgotten how to learn a language. It doesn't work any more so, yeah, I have been trying to learn Japanese for a few years but I think my brain has just become lazy.
Peter: It's interesting. Maybe our brains tackle every language in a different way, I don't know, because I'm also finding out it's becoming more difficult but maybe we're only getting older and that's maybe one of the reasons.
Jana: Maybe so.
Peter: Do you think age matters as you've, for language learning?
Jana: I would like to say no but I think there are different factors. So, surely, when you're young you learn faster and I think especially because there's nothing else that's occupying your mind. You're just studying. Maybe you go to high school or even university so it's easy to take on another subject. So say I want to learn French or whatever, so it's just more similar kind of thing learning but once you start working and your brain is not used to that kind of input any more, I think then it becomes more difficult.
Peter: So age might have something to do with it? But I think though I had this old friend who started, he retired and then he started studying French and he studied French I believe when he was in his twenties but then he started working and gave up and then he started again and he could afford to go to France for three months and just learn and live there and he came back and at the age of sixty five and he was so much better in his French and he'd made some French friends, so I think it has a lot to do maybe with your motivation too maybe, your interest.
Jana: That's right. I was just going to say maybe more so than age.
Peter: Yeah.
Jana: Maybe when you're young you might be more eager to learn but if you have that same kind of motivation when you're older then why not?
Peter: Because a lot of people take up studying a language later in life when they have more time or maybe more money to spend on it.
Jana: That's right. OK, let's try a bit harder.
Peter: I think so too. Let's try harder.
The Dust Bowl
The Dust Bowl is a term used to describe a region that suffered from drought and dust storms during the Great Depression. The Dust Bowl of the 1930s lasted for about a decade. It was one of the most trying times in the history of the nation. Families struggled to survive during this time. The Dust Bowl actually caused the Depression to last longer.
The Dust Bowl was located along the southern Plains. Oklahoma, Kansas, and parts of Texas, New Mexico, and Colorado made up the Dust Bowl. Drought took away the rains and the water. The land was left dry and parched. The wind came and blew the dust around.
The blowing dust made it difficult to do even simple things. It was hard to breathe, eat, and sleep with all the dust. People got sick from all the dust. Farmers were not able to grow crops. Food and water were scarce.
Sometimes the dust storms were so bad they were more like dust blizzards. One day was called “Black Sunday.” On this day, the worst dust blizzard happened. It caused a lot of damage. The rains did not come until 1939.
Challenge yourself with the test below.
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#reading_practice
The Dust Bowl is a term used to describe a region that suffered from drought and dust storms during the Great Depression. The Dust Bowl of the 1930s lasted for about a decade. It was one of the most trying times in the history of the nation. Families struggled to survive during this time. The Dust Bowl actually caused the Depression to last longer.
The Dust Bowl was located along the southern Plains. Oklahoma, Kansas, and parts of Texas, New Mexico, and Colorado made up the Dust Bowl. Drought took away the rains and the water. The land was left dry and parched. The wind came and blew the dust around.
The blowing dust made it difficult to do even simple things. It was hard to breathe, eat, and sleep with all the dust. People got sick from all the dust. Farmers were not able to grow crops. Food and water were scarce.
Sometimes the dust storms were so bad they were more like dust blizzards. One day was called “Black Sunday.” On this day, the worst dust blizzard happened. It caused a lot of damage. The rains did not come until 1939.
Challenge yourself with the test below.
-- ---------------------
#reading_practice