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من يتصفح الأن |
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يوجد حاليا, 25 ضيف/ضيوف 0 عضو/أعضاء يتصفحون الموقع.
أنت غير مسجل لدينا. تستطيع التسجيل مجانا بالضغط هنا |
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| كيف نرد على المواضيع |
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 عالوا لنتعلم كيف نرد على المواضيع بقسم الـeأحياناً عندما نأتي لنرد على موضوع ما في قسم اللغه الإنجليزيه نتردد كثيراً ماذا نكتب
ونستسلم بعدم الرد
وبالتأكيد يجب علينا أن تكون ردودنا من صلب الموضوع ....
ولكن هناك عبارات شهيره لانستغني عنها لنستطيع الرد بها عن أي موضوع ما منها:
Thank you alot for this topic
معناها :شكراً كثيراً على هذا الموضوع
Thanks sisterbrother
معناها: شكراً أختي /أخي
.......It is great words about
معناها: كلمات رائعه عن....<<على حسب اللي يتكلم عنه الموضوع
مثلاً: it is great words about mother
معناها: كلمات رائعه عن الأم.
It is nice topic
معناها: موضوع جميل
cool topic
نفس المعنى تقريباً
WoooooW
تعبير عن إعجابك بالموضوع..مع إضافة كلمة شكر
really I like it
معناها: حقيقة أعجبني الموضوع
thanks for your efforts
معناها: اشكرك على جهودك
*وعندما نطرح موضوع بقسم الإنجليزي ونريد أن نرد على من رد على مواضيعنا حينما يكتب من رد على موضوعك thanks
نرد بقول you are welcome
معناها: عفواً
thaaaanks for passing
معناها : اشكرك على المرور
* وهذه كلمات تفيدنا من خلال الرد
member<<عضو
supervisor<<مشرف
Boss<<مدير
*وهذه اختصارات لبعض الكلمات
thanks<<thanx
sister<<sis
thank you<<thank u
see you<<c u
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| How To Write a Good Paragraph? |
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 How To Write a Good Paragraph?How To Write a Good Paragraph? Hi Everyone Writing is an important skill in English, so I will put topic about how to write a good paragraph.First of all what is a paragraph?A paragraph is a group of sentences about one topic. There is usually one sentence that tells you the topic. All the other sentences tell more about the topic. What are the parts of a paragraph?The parts of a paragraph are:*Topic sentence.* Supporting sentences.*Concluding sentences. Topic sentence is the most important sentence in a paragraph. It tells the reader what the paragraph is about-its main idea. The topic sentence is usually the first sentence in a paragraph. The topic sentence has two parts: the topic and the controlling idea.The topic is the subject of your paragraph – it is what you are writing about. The controlling idea limits or controls your topic to the one aspect you want to write about. Topics can have more than one controlling idea, but it is impossible to write about them all in one paragraph.Topic sentences are often opinions – what you think or feel. A simple fact is not a good topic sentence because there is nothing more you can write about it. However, if a topic sentence is an opinion, then you can explain why you can think or feel this way.Another kind of topic sentence divides the topic into different parts (e.g. Canada is one of the best countries in the world). Remember that when you use this kind of topic sentence, you need to support it by talking about the different parts (i.e. not 1 or 2 in the above example, but all three).More examples:The topic is my friend. The controlling ideas explain what the writer will say about the topic. These controlling ideas tell the reader what to expect in the supporting sentences.For ExampleTopic: My friend Controlling sentence:is an honest person. is the funniest person I know.has a terribly dangerous job.A topic sentence must not be a simple fact or a specific detail. The controlling idea must say something about the topic that can then be supported, developed, or demonstrated in the supporting sentences. The controlling idea must also not too general, or the topic sentence will be unclear.For example:A surprise party is a kind of party. (Too general)There were 14 guests at my surprise birthday party. (Too specific)My classmates gave me an unforgettable surprise party for my 18th birthday.The last topic sentence is effective because it introduces the topic and has a controlling idea that can be developed in the supporting sentences. The paragraph will probably tell the story of the party. Supporting sentences tells the reader more about the topic that was introduced in the topic sentence. Supporting sentence give more specific information to strengthen the opinion of the topic sentence. Specific information can be given by writing more facts, details and/or examples of the topic.All supporting sentences should relate to the topic sentence. If a sentence does not belong, we should cross it out as it is irrelevant.Supporting sentences can include definitions, explanations, and examples. Read the topic sentence below.For example:TopicYoung peopleControlling idea:are too dependent on computers.Supporting definition:Dependency on computers means that young people cannot perform the normal tasks and functions of daily life without them.Supporting explanation:In the old days, people memorized important information, but today's youth rely on their computers, cell phone, and PDA's to do assignments, record numbers, and save important information. As a result, they can find themselves unprepared in an emergency such as an electrical blackout. Once their batteries die, these people will not be able communicate. Supporting example:For example, I do all my schoolwork on my computer. When my computer crashed last week, I lost my only draft of an essay that was due the next day. As a result, I got a bad grade.Alos, use signal words to help guide your reader from one idea to the next, such as:First,… Second,… Lastly,…One reason,… Next,… Most importantly,… Concluding sentence is the last sentence in your paragraph is called the concluding sentence or conclusion. This sentence tells the reader that it is the end of paragraph. The concluding sentence and the topic sentence are similar. They are both general sentences – they do not have specific information. Concluding sentences can be written like a topic sentence, but it should be written in different words (use synonyms and antonyms to make the paragraph more interesting for your reader).Many concluding sentences start with one of the following phrases (followed by a comma):In conclusion, …In summary, …To conclude, ...Concluding, or final sentence of a paragraph usually reminds the reader of the topic and controlling idea of the paragraph. The concluding sentence restates the main idea.For example:Topic sentence: I love the color red.concluding sentence: I like to live life in a strong way, so I think I will always admire the color red.In addition to restating the main idea, the concluding sentence may:*Warn the reader.*Make a prediction.*Give an opinion about the topic. Finally, there is a nice example for a paragraph is BURGER. Best Regards 
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| !! أســـــاســــيــــات الــــــحــــــــوار !! |
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 !! أســـــاســــيــــات الــــــحــــــــوار !!للشكر
Thanks Thanks, very much Thanks a lot Very may thanks Thank you
للرد على الشكر
Not at all That’s all right You are welcome Welcome
للاعتذار
I’m so sorry So sorry I beg your pardon Pardon me My apology Allow me May I
للرد على الاعتذار
Not at all It’s all right
للتحذير
Take care Look out Take care pay yourself
للتطوع بتقديم خدمة
May I help you Any help Anything I can do for you
للرد
Yes, pleas
للرجاء
Will you Would you Excuse me
للرد على الرجاء
Sure Certainly Of course Sure if I can With pleasure I'm afraid I can’t Of course not
التمنيات
Have a nice weekend You, too Have a nice day I wish you will You, too I wish you the best Bless you Please remember me to
الإعجاب
Fantastic Fine Good Great It’s nice Wonderful What a
المحبة
It’s a great pleasure for me to How could we ever forget you We were together at least
الموافقة
All right As you like Certainly Exactly I agree I don’t blame you I know what you mean I see It’s up to you Naturally
لا يوجد مانع
mind never No problem Okay I guess so I hope so I think so I would be glad to That’s a good idea Well Very well with pleasure
عدم الموافقة
All right, but I can’t agree I can’t agree with you I don’t believe so I don’t expect so I don’t hope so I don’t think so
للرفض
No That’s wrong I refuse to believe that You are quite wrong No way
التعريف الأشخاص
Hello, I’m I’d like to introduce Let me introduce you to Pleased to meet you How do you do
الاستئذان
I really must go now Ok See you See you again See you later So long Take care
رد الفعل
How exciting! How terrible I am delighted I don’t care What a pity What a shame
للانتظار
Just a minute Just a moment please Wait a minute
طلب التكرار
What did you say Please speak more loudly Speak up Speak up please, I can’t hear you
تعابير للربط
Above all Accordingly After all As a result Finally First of all Fortunately However
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| كيفية نطق بعض الحروف في اللغة الإنجليزية(هام للمبتدئين ) |
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السلام عليكم ورحمة الله وبركاته
هذا درس رائع جدا وهام بالنسبة للمبتدئين
كيفية نطق بعض الحروف في اللغة الإنجليزية
ان بعض الحروف الأنكليزيه يختلف لفظها ..وذلك حسب موقعها من الكلمه والحركه المرادفه لها. وهنا سوف نأخذها بالتفصيل.
1. (C) حرف ( السي) غالبا ما يكون لفظه كحرف (ك) مثل :
معسكر ( اللفظ) كامب Camp
مدرسه ( اللفظ) سكول School
2. (ch) اذا جاء حرف ال (C) مع حرف (H) في بداية الكمله ، او في نها يتها فانه يلفظ (ج) اذا كان شديدا او (تش ) بدرجه اقل مثل:
فلفل حار ( اللفظ) جلي Chili مباراة ( اللفظ) ما تش Match
وفي الحالت الشاذه يلفظ مثل ( كاف) او (شين ) مثل: ماكينه ( اللفظ) مشين Machine
3. (ce) وكذلك (ci) تلفظان مثل حرف السين مثل:
دائره ( اللفظ) سيركل Circle
4. (du) ويكون اللفظ كالمعتاد (دو) . الا اذا سبقه حرف العله(e) فانه يلفظ (أج) مثل:
مثقف ( اللفظ) اجيوكيتد Educated 5. (ea) وكذلك (ee) تلفظان مثل حرف (ي) ياء مطوله مثل:
قريب ( اللفظ) نيير Near
6. (g) تلفظ غالبا مثل الحرف (ك) مثل :
يذهب ( اللفظ) جو Go خاتم ( اللفظ) رينج Ring
7. (hg) هذين الحرفين صامتين بدون لفظ مثل :
عالي ( اللفظ) هاي High قتال ( اللفظ) فايت Fight
8. (kn) اذا ابيدت الكلمه بهذين الحرفين ، فان الحرف (k) يكون صامتا ، ولا يلفظ مثل :
سكين ( اللفظ) نايف Knife ركبه ( اللفظ) ني Knee
9. (ph) تلفظ مثل الحرف (فاء) تماما مثل :
فلسفه ( اللفظ) فيلوسوفي Philosophy
10. (qu) تلفظ مثل الحرفين (كو) مثل :
هادىء ( اللفظ) كوايت Quiet
11. (r) تلفظ خفيفه اذا كانت في اخر الكلمه مثل :
باب ( اللفظ) دور Door
12. (sh) ويكون لفظها مثل حرف ( الشين ) تماما مثل :
حاد ( اللفظ) شارب Sharp يضيء ( اللفظ) شاين Shine
13. (ts) اذا جاء حرف (t) قبل حرف (s) دونما ياتي بعده حرف ما فانه يكون صامتا ، ولا يلفظ مثل :
الوالدين ( اللفظ) بارنتس Parents
14. (th) تلفظ بحسب الحركه . اما مثل حرف (ذ) او حرف (ثاء) مثل :
اذا ( اللفظ) ذن Then نظريه ( اللفظ) ثيوري Theory
15. (w) تلفظ مثل حرف واو مثل :
ماء ( اللفظ) وتر Water
16. (wr) اذا كانت الكلمه مبتدئه بهذين الحرفين فان الحرف (w) يكون صامتا ، لا يلفظ مثل :
يكتب ( اللفظ) رايت Write
17. (y) يلفظ مثل حرف ( الياء) مثل :
لماذا ( اللفظ) واي Why
18. مجموعة (tion) وكذلك (sion) فانها تلفظ ( شن ) مثل :
عمل ( اللفظ) اكشن Action
19. (ght) فانها تلفظ بالحرف ( التاء ) مثل :
ضوء ( اللفظ) لايت Light
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| Modifications in Chomsky's grammar |
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 Modifications in Chomsky's grammarChomsky's system of transformational grammar was substantially modified in 1965. Perhaps the most important modification was the incorporation, within the system, of a semantic component, in addition to the syntactic component and phonological component. (The phonological component may be thought of as replacing the morphophonemic component of Syntactic Structures.) The rules of the syntactic component generate the sentences of the language and assign to each not one but two structural analyses: a deep structure analysis as represented by the underlying phrase marker, and a surface structure analysis, as represented by the final derived phrase marker. The underlying phrase marker is assigned by rules of the base (roughly equivalent to the PS [Phrase-Structure] rules of the earlier system); the derived phrase marker is assigned by the transformational rules. The interrelationship of the four sets of rules is shown diagrammatically in Figure 7. The meaning of the sentence is derived (mainly, if not wholly) from the deep structure by means of the rules of semantic interpretation; the phonetic realization of the sentence is derived from its surface structure by means of the rules of the phonological component. The grammar ("grammar" is now to be understood as covering semantics and phonology, as well as syntax) is thus an integrated system of rules for relating the pronunciation of a sentence to its meaning. The syntax, and more particularly the base, is at the "heart" of the system, as it were: it is the base component (as the arrows in the diagram indicate) that generates the infinite class of structures underlying the well-formed sentences of a language. These structures are then given a semantic and phonetic "interpretation" by the other components.The base consists of two parts: a set of categorial rules and a lexicon. Taken together, they fulfill a similar function to that fulfilled by the phrase-structure rules of the earlier system. But there are many differences of detail. Among the most important is that thelexicon (which may be thought of as a dictionary of the language cast in a particular form) lists, in principle, all the vocabulary words in the language and associates with each all the syntactic, semantic, and phonological information required for the correct operation of the rules. This information is represented in terms of what are called features. For example, the entry for "boy" might say that it has the syntactic features: [+ Noun], [+ Count], [+ Common], [+ Animate], and [+ Human]. The categorial rules generate a set of phrase markers that have in them, as it were, a number of "slots" to be filled with items from the lexicon. With each such "slot" there is associated a set of features that define the kind of item that can fill the "slot." If a phrase marker is generated with a "slot" for the head of a noun phrase specified as requiring an animate noun (i.e., a noun having the feature [+ Animate]), the item "boy" would be recognized as being compatible with this specification and could be inserted in the "slot" by the rule of lexical substitution. Similarly, it could be inserted in "slots" specified as requiring a common noun, a human noun, or a countable noun, but it would be excluded from positions that require an abstract noun (e.g., "sincerity") or an uncountable noun (e.g., "water"). By drawing upon the syntactic information coded in feature notation in the lexicon, the categorial rules might permit such sentences as "The boy died," while excluding (and thereby defining as ungrammatical) such nonsentences as "The boy elapsed." One of the most controversial topics in the development of transformational grammar is the relationship between syntax and semantics. Scholars working in the field are now agreed that there is a considerable degree of interdependence between the two, and the problem is how to formalize this interdependence. One school of linguists, called generative semanticists, accept the general principles of transformational grammar but have challenged Chomsky's conception of deep structure as a separate and identifiable level of syntactic representation. In their opinion, the basic component of the grammar should consist of a set of rules for the generation of well-formed semantic representations. These would then be converted by a succession of transformational rules into strings of words with an assigned surface-structure syntactic analysis, there being no place in the passage from semantic representation to surface structure identifiable as Chomsky's deep structure. Chomsky himself has denied that there is any real difference between the two points of view and has maintained that the issue is purely one of notation. That this argument can be put forward by one party to the controversy and rejected by the other is perhaps a sufficient indication of the uncertainty of the evidence. Of greater importance than the overt issues, in so far as they are clear, is the fact that linguists are now studying much more intensively than they have in the past the complexities of the interdependence of syntax, on the one hand, and semantics and logic, on the other. Whether it will prove possible to handle all these complexities within a comprehensive generative grammar remains to be seen. The role of the phonological component of a generative grammar of the type outlined by Chomsky is to assign a phonetic "interpretation" to the strings of words generated by the syntactic component. These strings of words are represented in a phonological notation (taken from the lexicon) and have been provided with a surface-structure analysis by the transformational rules (see Figure 7). The phonological elements out of which the word forms are composed are segments consisting of what are referred to technically as distinctive features (following the usage of the Prague school, see below The Prague school). For example, the word form "man," represented phonologically, is composed of three segments: the first consists of the features [+ consonantal], [+ bilabial], [+ nasal], etc.; the second of the features [+ vocalic], [+ front], [+ open], etc.; and the third of the features [+ consonantal], [+ alveolar], [+ nasal], etc. (These features should be taken as purely illustrative; there is some doubt about the definitive list of distinctive features.) Although these segments may be referred to as the "phonemes" /m/, /a/, and /n/, they should not be identified theoretically with units of the kind discussed in the section on Phonology under Structural linguistics. They are closer to what many American structural linguists called "morphophonemes" or the Prague school linguists labelled "archiphonemes," being unspecified for any feature that is contextually redundant or predictable. For instance, the first segment of the phonological representation of "man" will not include the feature [+ voice]; because nasal consonants are always phonetically voiced in this position in English, the feature [+ voice] can be added to the phonetic specification by a rule of the phonological component. One further important aspect of generative phonology (i.e., phonology carried out within the framework of an integrated generative grammar) should be mentioned: its dependence upon syntax. Most American structural phonologists made it a point of principle that the phonemic analysis of an utterance should be carried out without regard to its grammatical structure. This principle was controversial among American linguists and was not generally accepted outside America. Not only has the principle been rejected by the generative grammarians, but they have made the phonological description of a language much more dependent upon its syntactic analysis than has any other school of linguists. They have claimed, for example, that the phonological rules that assign different degrees of stress to the vowels in English words and phrases and alter the quality of the relatively unstressed vowel concomitantly must make reference to the derived constituent structure of sentences and not merely to the form class of the individual words or the places in which the word boundaries occur.
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| لا يوجد مقال مشهور اليوم. |
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مقالات سابقة |
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| Sunday, February 05 | | · | Chomsky's grammar |
| · | Putting Grammar into Translation وضع القواعد في الترجمة |
| · | Unit 17: The Context of Language Research |
| · | Transformational grammar |
| · | لماذا غدا اتباع مدرسة جومسكي اللغوية مخطئين : 44 سبباً |
| · | نظرية النحو التوليدي التحويلي واكتساب اللغة |
| Monday, January 16 | | · | Official Website of New Zealand Poet & Photographer Monica Toretto |
| Saturday, December 31 | | · | مصور عراقي محترف في الثامنة من عمره |
| Sunday, November 27 | | · | تركيب الجمله في اللغه الانكليزيه |
| Sunday, October 09 | | · | الاسئلة الذيلية |
| Monday, September 19 | | · | I can’t believe |
| Tuesday, August 30 | | · | البادئات واللواحق النافية Negative Prefixes and Suffixes |
| · | التعجب |
| · | تَقديم عرض |
| Monday, August 29 | | · | قواعد اضافة s , ed , ing |
| Sunday, August 28 | | · | الكلام المباشر والغير مباشر |
| · | جمـــلة الطريقة |
| · | جملة التناقض |
| Saturday, August 27 | | · | الجملة الزمنية |
| · | الجملة الغرضية |
| · | جملة النتيجة |
| Friday, August 26 | | · | الجملة الشرطية |
| · | الجملــــة الامـرية |
| · | الاسئلة الذيلية |
| Thursday, August 25 | | · | English Conjunctions |
| · | السؤال بأستخدام ادوات الاستفهام |
| Wednesday, August 24 | | · | السؤال جوابهُ نعم او لا |
| · | الافعال الشكليه المساعدة |
| · | الافعال التي تأخذ مفعولين |
| Tuesday, August 23 | | · | Collocations المتـلازمـــات اللفــظية |
مقالات قديمة
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