این سوالات باید قبل از شروع دروس سال دوم از دانش آموزان گرفته شود برای تعیین سطح آنها.
"In the name of God"
1. Mrs. Smith ……. a new car.
a. is b. has c. are d. have
2. John and Peter ……… clever students.
a. are b. have c. is d. has
3. Has Jane two pens? Yes, ……………. .
a. they have b. he has c. she has d. you have
4. Mr. Brown ………. a good teacher.
a. are b. am c. has d. is
5. Are you a doctor? No, …………… not.
a. you are b . we are c. I am d. they are
6. Miss Irani and I ……….. nurses.
a. is b. are c. have d. has
7. He ………. five pencils.
a. is b. has c. am d. have
8. Have you a small house? Yes, …………….. .
a. we have b. you have c. they have d. he has
Wednesday, December 26, 2007
Tuesday, December 25, 2007
proverbs
1-One swallow Doesnot a Summer Make
2-Too Many chiefs , Not Enough Indians
3-Curiosity killed the cat
2-Too Many chiefs , Not Enough Indians
3-Curiosity killed the cat
يك بازي در تدريس زبان
Free Association
Type: verbal, written, concept checkSetup: 1 minLength: NA.
This is a fun game which can be played in a variety of ways, is quick to setup and can last a while. The idea is to freely associate words going round the class and can be used to concept check vocab as well as spelling and pronunciation.
Start: Introduce the idea of free association by writing a single word on the board and then add a couple more to show that the words have a relationship. I usually use my name, then add teacher, English etc.
Once they get the idea do a trial run by writing another word and inviting free association from class members. Once everyone is onboard you can start the games!
Get students into groups and give them different coloured chalk per team. Divide the board into as many groups as there are, and then instruct the first person in each team to write a word.
Then the first writer has to move across and write an associated word on the other team’s section, once written move on the the other team’s and so on in a round robin style.
Once they have written on each team’s section and are back to their own team, they hand the chalk over to the next member of their team and start again. Great chaos and screaming, add tension with a time limit.
When its over, check associations and spellings - sometimes you’ll get a funny association that has no match and it’s fun to find out what was going!
Another way is to give each student a piece of paper and then have them all write a word at the top and when you clap your hands they pass it on to the left or right. You can double clap and that means reverse direction. Again great fun if you start slow and build up speed!
You can also do the same thing verbally with students in circles going round, or add a ball which the student passes to their friend (or enemy) to randomize the process a little. Can be great fun if pronunciation is off and the association starts going wild!
When the dust has settled give feedback on pronunciation or spelling or relationships between the words (clarifying meaning and concepts).
Game ideas 25 Jan 2007
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Type: verbal, written, concept checkSetup: 1 minLength: NA.
This is a fun game which can be played in a variety of ways, is quick to setup and can last a while. The idea is to freely associate words going round the class and can be used to concept check vocab as well as spelling and pronunciation.
Start: Introduce the idea of free association by writing a single word on the board and then add a couple more to show that the words have a relationship. I usually use my name, then add teacher, English etc.
Once they get the idea do a trial run by writing another word and inviting free association from class members. Once everyone is onboard you can start the games!
Get students into groups and give them different coloured chalk per team. Divide the board into as many groups as there are, and then instruct the first person in each team to write a word.
Then the first writer has to move across and write an associated word on the other team’s section, once written move on the the other team’s and so on in a round robin style.
Once they have written on each team’s section and are back to their own team, they hand the chalk over to the next member of their team and start again. Great chaos and screaming, add tension with a time limit.
When its over, check associations and spellings - sometimes you’ll get a funny association that has no match and it’s fun to find out what was going!
Another way is to give each student a piece of paper and then have them all write a word at the top and when you clap your hands they pass it on to the left or right. You can double clap and that means reverse direction. Again great fun if you start slow and build up speed!
You can also do the same thing verbally with students in circles going round, or add a ball which the student passes to their friend (or enemy) to randomize the process a little. Can be great fun if pronunciation is off and the association starts going wild!
When the dust has settled give feedback on pronunciation or spelling or relationships between the words (clarifying meaning and concepts).
Game ideas 25 Jan 2007
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Stuff
Bingo Card Generator
Contact me
ESL Teaching Jobs
Forum
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Resources for teaching ESL
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Teaching tips
Posts RSS
Sunday, December 23, 2007
BBC council
Think: Latest article
Try: Latest activity
Other features
Making writing communicative"Learners need to be given tasks that are intellectually satisfying, especially when writing."
Go to this article >>
Discussing languages " This is an activity that you can use to find out about your students' opinions of language learning."
Go to this activity >>
Presenting new language
Video in the classroom
Lesson plans
Pronunciation chart
Send us an email
Try: Latest activity
Other features
Making writing communicative"Learners need to be given tasks that are intellectually satisfying, especially when writing."
Go to this article >>
Discussing languages " This is an activity that you can use to find out about your students' opinions of language learning."
Go to this activity >>
Presenting new language
Video in the classroom
Lesson plans
Pronunciation chart
Send us an email
Thursday, December 20, 2007
Tuesday, December 18, 2007
Drilling 2
Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral practice.
In the first part of this article, Drilling 1, I focused on:
- What drilling is
- What drills can be useful for
- What we should drill
- When we should drill
This second part will focus on how we drill. Here are some ideas for using drilling effectively in the classroom.
- Repetition drills
- Guessing games
- Disappearing text
- Dialogue building
- Mingle activities
- Information gaps
- Songs, rhymes and chants
- Conclusion
Repetition drills
When learners are getting used to the sounds of English it may be easier for them not to see the language written down before they practise saying it, so get them to listen to your model and then repeat.
- Make sure you give clear, natural sounding and consistent models.
- Use hand movements to indicate intonation, use your fist to beat the stress, and join or separate fingers to show word boundaries and where linking occurs in phrases. This kind of gesturing may in particular help visual learners since it helps them visualise the language they are practising.
- Back chaining helps learners focus on correct pronunciation and intonation and is also attention-grabbing. For example, when you are modelling a phrase, start at the end, getting the learners to repeat after each chunk you give them.
For example: yesterday / get up yesterday/ did you get up yesterday/ what time did you get up yesterday?
You can vary the drill in terms of who repeats - whole class, half the class, boys only, girls only, individuals. Make sure drilling is done at a snappy pace.
You can also try:
- Whisper drills (for quietening down a rowdy class)
- Shouting drills (for livening them up )
These ideas work particularly well with young learners.
Or you can liven drills up by saying things in different ways. For example, sound very happy, very sad, very bored, very excited with a facial expression to match as you model the language and get the learners to do the same.
Putting expression into it and exaggerating the intonation helps make the language more memorable.
Guessing games
Simple guessing games which require lots of repetition of the target language are ideal for practising language items at low levels and are in fact a form of drill.
- After you have used pictures to introduce vocabulary or phrases stick the pictures on the board back to front so they can't be seen. Students try to guess which picture is which.
- Pick out one picture and don't show it. Students guess which one it is.
If you're using real objects you can use the same principle by hiding the objects under a cloth or in a bag and getting them to guess which object you're holding. - For practising 'Is it..?' questions, classroom objects and describing location with children, hide a plastic spider somewhere in the room and get the children to guess where it is. 'Is it under the teacher's desk?', 'Is it behind Jose's chair?'
Disappearing text
This can be done with a list of vocabulary items or phrases, a short text or a dialogue at any level.
- Write up the text on the board. Read out the text and drill.
- Rub off a small part of it. Students have to say the whole text again.
- Gradually rub off more and more in bits and each time get the students to say the whole text.
This provides intensive drilling practice as the students have to repeat it so many times. However, the game factor also increases motivation to get it right and that gets more challenging as the activity continues.
Dialogue building
This is useful particularly for low level students to build confidence in speaking and to learn useful chunks of language. Use pictures to set a scene and elicit a dialogue.
Example:
- Have you got a pet?
- Yes, I've got a cat.
- Oh, what's its name?
- It's called Fred.
Drill each line as you elicit the dialogue.
Rather than writing the whole dialogue on the board as you go, you can just write one or two words to help them remember each line.
Example:
- Have/pet?
- Yes/
- /name?
- /Fred
- Then let the students choose different pets and make up similar dialogues in pairs. Aim for not more than eight lines or so in the dialogue or it may become difficult to memorise.
Mingle activities
With smaller classes, mingle activities work well and provide opportunities for lots of repetition of target language. A simple example of this for low level learners is 'Say and swap'.
- Learners are given flashcards or small pictures of target vocabulary items or phrases.
- They mingle and swap their pictures but as they swap they have to say the word on the picture they have.
Alternatively this can be done as a more stationary chain drill: students pass the flashcards or pictures around the whole class and again say the word each time they pass it on.
- Another example is 'Find Someone Who' which can be adapted to any level. Students have a list of people to find.
Example:Find someone who- gets up before 7.00
- watches TV in the morning
- eats toast for breakfast etc.
Students go around asking the question. In this example the language practised is 'Do you…?' and the topic daily routines. This activity generates lots of repetition of this pattern as well as providing opportunities for freer responses if the learners develop the conversation. In larger classes it can be done as a stationary group work activity.
Information gaps
Information gap activities are often designed to provide highly controlled practice of particular structures. By swapping information which requires use of a particular language pattern, the students have to solve a problem. This problem solving provides a communicative purpose to what is essentially a drill.
Example:
- The students have a shopping list of fruit they need to buy (6 oranges, 1 kilo of apples etc.)
- Student A has the prices of various fruits in one shop, student B has the prices in another shop.
- They have to ask each other and answer about the prices and complete a grid with the information.
- The task is then to decide which shop will be the cheaper one for them to buy their fruit in.
Songs, rhymes and chants
Many primary aged learners respond very well to songs, games and chants. These young learners can find it very difficult to remember how to say complete phrases in a foreign language when they are first learning, but they remember whole songs and chants with ease. Action songs like 'Head, shoulders, knees and toes' provide fun drills of language for parts of the body. Or you can make up your own action songs by putting target language to a well known tune and getting the children to do actions. For example, as you sing this to the tune of 'Frere Jacques', do actions of putting on all the clothes mentioned :
- Shorts and T-shirt
Shorts and T-shirt
Shoes and socks
Shoes and socks
Jumper hat and trousers
Jumper hat and trousers
Skirt and dress
What a mess!
When accompanied by gestures and actions, songs and chants appeal to different learning styles such as aural and kinaesthetic. Older learners may be self conscious about singing but chants and raps can still work well and, once again, involve lots of repetition.
Conclusion
Drilling is not a new or a fashionable classroom technique, but, used appropriately in the classroom, it can be of great value to our learners.
- Only drill language that will benefit from being drilled (for example if it causes pronunciation problems or if it is a useful chunk of language to be memorised)
- Don't drill too much and keep drilling stages lively.
- Respond to your learners' needs - drill if you, or they, think it will help them pronounce or memorise words or language chunks.
- Vary the way in which you do drills to help make the language more memorable.
Drilling 1
Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral practice.
- Based on the Behaviourist view that learning to speak a foreign language - like other skills - was simply a question of correct habit formation, it was thought that repeating phrases correctly lots of times would lead to mastery of the language.
- Nowadays we know that language learning is not like this - it is a far more complex and creative process - and language is a lot more than just a list of structures to be memorised.
An approach based mainly or only on language drills is unlikely to find many adherents today. However, drilling remains a useful technique in the classroom if it is used appropriately.
What drilling is
At its simplest, drilling means listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard. This is a repetition drill, a technique that is still used by many teachers when introducing new language items to their students. The teacher says (models) the word or phrase and the students repeat it.
- Other types of drill include substitution drills, or question and answer drills. Substitution drills can be used to practise different structures or vocabulary items(i.e. one or more words change during the drill).
- Example:
Prompt: 'I go to work. He?'
Response: 'He goes to work.'
- Example:
- In question and answer drills the prompt is a question and the response is the answer. This is used for practising common adjacency pairs such as 'What's the matter?', 'I've got a (headache') or 'Can I have a (pen) please?', 'Yes here you are.' The words in brackets here can be substituted during the drill.
In all drills learners have no or very little choice over what is said so drills are a form of very controlled practice. There is one correct answer and the main focus is on 'getting it right' i.e. on accuracy. Drills are usually conducted chorally (i.e. the whole class repeats) then individually . There is also the possibility of groups or pairs of students doing language drills together.
What drills can be useful for
For the learners, drills can:
- Provide for a focus on accuracy. Increased accuracy (along with increased fluency and complexity) is one of the ways in which a learner's language improves so there is a need to focus on accuracy at certain stages of the lesson or during certain task types.
- Provide learners with intensive practice in hearing and saying particular words or phrases. They can help learners get their tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language.
- Provide a safe environment for learners to experiment with producing the language. This may help build confidence particularly among learners who are not risk-takers.
- Help students notice the correct form or pronunciation of a word or phrase. Noticing or consciousness raising of language is an important stage in developing language competence.
- Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or peer correction. Many learners want to be corrected.
- Help memorisation and automisation of common language patterns and language chunks. This may be particularly true for aural learners.
- Meet student expectations i.e. They may think drilling is an essential feature of language classrooms.
For the teacher, drills can:
- Help in terms of classroom management, enabling us to vary the pace of the lesson or to get all learners involved.
- Help us recognise if new language is causing problems in terms of form or pronunciation.
What we should drill
At all levels we should drill vocabulary or chunks of language that cause pronunciation problems.
- At low levels students are still getting used to the sounds of English and need plenty of opportunity to get their tongues around them so it is likely that drilling will be used more.
- Sounds that either do not exist in their L1 or occur differently.
- Consonant clusters and weak forms may also cause difficulty - for example in words like vegetable, comfortable.
- At the phrase level intonation, stress, and weak forms often cause learner difficulties and at higher levels there may still be problems with these aspects of pronunciation. Phrases such as, 'If I'd known you were coming I'd have stayed at home' are difficult to say .
- Intonation patterns that are crucial to meaning may also be usefully practised through drilling, for example tag questions (which ask for confirmation or which are genuine questions) or expressions like You could have told me it was his birthday! (as a rebuke)
If we believe that drilling helps our learners memorise language, we should also drill useful and common language chunks to help them internalise them. This would include many common phrases such as,
- 'Hello, how are you?'
- 'Can I have a ..?'
- 'Have you got a …'
- ' If I were you I'd.. '
- etc.
Drilling of structures per se seems much less likely to be useful because of the mental processing that is required to apply grammar rules accurately, particularly if it is a new piece of language for the learners.
When we should drill
For drills to be meaningful, learners need to understand what they are being asked to say. Monotonous chanting of decontextualised language is not useful to anyone.
- This means that work on the meaning of the language must come before drilling.
- Drilling can be comfortably and effectively incorporated into many types of lessons - whether you use a PPP model or a task based approach, for example.
- Drilling may follow a language focus stage particularly if you are dealing with spoken language. It may be too much, however, to expect learners to get it right immediately so you may want to introduce drilling later for remedial purposes. Or you may do it after a fluency task as a correction strategy.
It shouldn't be used too much however; if boredom sets in it is unlikely to be useful at all.
This article published: 25th October, 2004In Drilling 2
We'll look at some ways of making drilling more creative, productive and fun for students
Vote
Drilling
Drilling is the process of students listening to and repeating sentences, phrases and words modelled by the teacher. There are different techniques such as 'chaining' and 'back-chaining', but is drilling something that you like to do with your classes?
Drilling is the process of students listening to and repeating sentences, phrases and words modelled by the teacher. There are different techniques such as 'chaining' and 'back-chaining', but is drilling something that you like to do with your classes?
How often do you use drilling with your students?
Total votes so far: 249 | ||||||||||||||||
This topic is now closed. Thank you for your contributions.
Your comments
H. Shaefi
I prefer to use driling in teaching pronunciation to my students, especially the sounds that have difficulties as (p,b)(v,f).
Sumbal, Pakistan
I think drilling is pretty good in junior classes , but it is unnecessary in senior classes; older students should listen to the lecture and write it on their notebooks. However, in junior level drilling is very useful.
Kimura Masakazu, Japan
Drilling often ends up just a mechanical repetition without thinking of the natural process of the discourse. It must be followed by/with some cognitive support by the teacher in charge.
Unnikrishnan, India
Of course, drilling has a definite role in teaching a language, like English. But drilling which fails to generate a sense of purpose, interest, challenge and involvement has no role in educating the student. Drilling begun with a good intention then turns into a trap for the good-intentioned teacher.
Geoff Hirst, UK
Some drilling is a part of getting familiar with unfamiliar words or expressions.
Nabil Boumendjel, Algeria
This technique can be boring sometimes and students may get upset
Christine, Singapore
Drilling helps for really clueless students but only for keeping up with the appearance that they are learning something... drilling must be backed with more substantial teaching and learning..
Éva Gibicsár
Drills can be very colourful as well. You may vary the number of the students who repeat together; you can vary the volume and so on. And please do not forget those kind of drills, which concentrate on the pitch or the intonation. Drills are also good for give a mental break for the students. I think the most important thing is to get the students to known what they should concentrate on during the drill. Drilling is the best situation to the students to compare their articulation and all the pronunciation issues to the native ones. bye!
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 Explains All Words - Create custom vocabularies and dictionaries (for teachers and students) |
 Usage of words in literature - Finds words in some literature books. The books which are used in the utility are mostly in public domain (expired copyright). Allows you to find example sentences for arbitrary words. |
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English Proverbs and Proverb Humor
Proverbs
A stumble may prevent a fall
All good things come to those who wait
Everyone must row with the oars he has
Every path has its puddle
God tempers the wind to the shorn lamb
One of these days is none of these days
Revenge is a dish best served cold
Worry often gives a small thing a big shadow
See also Weather Proverbs (external)
Beauty without grace is like a hook without bait.
Contributed by Charon Muck, 26 Jan 2000
Caught between a rock and a hard place
Caught between the devil and the deep blue sea
(to be stuck with two choices that are both undesirable)
Out of the frying pan and into the fire
(to go from a bad to a worse situation)
Might as well be hanged for a sheep as a lamb
(if you're going to get into the same amount of trouble, you might as well commit the greater offense)
Six of one, half a dozen of the other
(each choice is really the same thing)
Two sides of the same coin
(two aspects of a situation that are connected by necessity)
In for a penny, in for a pound
(if you're going to make a minor committment you might as well make the entire committment)
Don't count your chickens before they're hatched
(don't start making plans for something until it is a reality, rather than a pleasant speculation)
Don't cross your bridges before you get to them
(don't worry about future problems before you need to)
A stitch in time saves nine
(if you take care of a problem while it's small you won't have a bigger problem to deal with later)
(or, as Dr. Who likes to say: A stitch in time takes up space)
Time and tide wait for no man
(act in a timely fashion because you can't get back lost chances)
(or, once again as Dr. Who likes to say: Time and tide melts the snowman.)
Contributed by Rebecca Loos, Spokane, Washington, 5 June 2000
To listen is to learn, and to understand is to inspire.
Contributed by Hannah Martinez, 5 February 2002
A lie well stuck to is as good as the truth.
Contrary Proverbs
| A bird in the hand is worth two in the bush | BUT | A man's reach should exceed his grasp |
| A miss is as good as a mile | BUT | Half a loaf is better than none |
| All good things come to those who wait | BUT | Time and tide wait for no man |
| Birds of a feather flock together | BUT | Opposites attract |
| Clothes make the man | BUT | Never judge a book by its cover |
| Don't cross your bridges before you come to them | BUT | Forewarned is forearmed |
| Doubt is the beginning of wisdom | BUT | Faith will move mountains |
| Good things come in small packages | BUT | The bigger the better |
| Great starts make great finishes | BUT | It ain't over 'till it's over |
| He who hesitates is lost | BUT | Fools rush in where angels fear to tread |
| BUT | Look before you leap | |
| Practice makes perfect | BUT | All work and no play makes Jack a dull boy |
| Silence is golden | BUT | The squeaky wheel gets the grease |
| The pen is mightier than the sword | BUT | Actions speak louder than words |
| You're never too old to learn | BUT | You can't teach an old dog new tricks |
| What's good for the goose is good for the gander | BUT | One man's meat is another man's poison. |
| Wise men think alike | BUT | Fools seldom differ |
Monday, December 17, 2007
A glance at the Biography of Imam Reza
A glance at the Biography of Imam Reza A. S
Imam Reza (A.S.), the eighth Shi'ite Imam was born on Thursday 11th Zee al-Qa'adah 148 A.H. in Medina. The new-born child was named Ali by his holy father, Imam Musa al-Kazim (A.S.), the seventh Shi'ite Imam. He was divinely entitled al-Reza and his nickname was Abul Hasan.
For many times Imam Musa Al-Kazem (A.S) explicitly introduced his eldest son "Ali" as his immediate successor to accede to the divine position of Imamate.
Subsequent to the martyrdom of his father in Baghdad, on the 25th of Rajab 183 A.H. / 1 September, 799 A. D. in the prison of Abbasid caliph, Harunal_rashid, he attained the holy position of Imamate, when he was thirty five years old, and he held that divine position for twenty years.
Three Abbasid caliphs were his contemporaries: for the first ten years Harun al- Rashid, for next five years Amin and finally for the last five years Ma'mun.
Imam Reza (A.S.), the eighth Shi'ite Imam was born on Thursday 11th Zee al-Qa'adah 148 A.H. in Medina. The new-born child was named Ali by his holy father, Imam Musa al-Kazim (A.S.), the seventh Shi'ite Imam. He was divinely entitled al-Reza and his nickname was Abul Hasan.
For many times Imam Musa Al-Kazem (A.S) explicitly introduced his eldest son "Ali" as his immediate successor to accede to the divine position of Imamate.
Subsequent to the martyrdom of his father in Baghdad, on the 25th of Rajab 183 A.H. / 1 September, 799 A. D. in the prison of Abbasid caliph, Harunal_rashid, he attained the holy position of Imamate, when he was thirty five years old, and he held that divine position for twenty years.
Three Abbasid caliphs were his contemporaries: for the first ten years Harun al- Rashid, for next five years Amin and finally for the last five years Ma'mun.
سوالات و گرامر زبان انگليسي دبیرستان
A . حروف جا افتاده ي كلمات زير را بنويسيد. (3)
1. She does the puz z le right.
2. You can take p h otograph with a camera.
3. The girl is p u lling the box.
4. There was a ter r ible car accident yesterday.
5. The boy is holding his bre a th.
6. Winter is not a s uitable time for swimming.
B. زير گزينه ي درست خط بكشيد. 6
1. I had …………… English.
a. practice b. practiced
c. practicing d. practices
2. There is …………… money in the wallet.
a. no b. any
c. some d. a and c
3. The man ……………... is walking is my brother.
a. which b. who
c. whom d. ___
4. I am planning ……………. your country next week.
a. visit b. to visit
c. visiting d. visited
5. Flowers that grow in spring are ………….. .
a. spring flowers b. flowers spring
c. spring flower d. flower spring
6. I bought a book. …………. book was about grammar.
a. A b. An
c. ___ d. The
7. Whose books are these? They are …………….
a. theirs b. their
c. they d. them
8. If you come on time, you …………….. see him.
a. see b. saw
c. would see d. can see
9. I could buy the car if he ……………...
a. wanted b. wants
c. will want d. want
10. A sailor works on the ……………
a. car b. ship
c. train d. plane
11. A real car is made of ……………
a. paper b. wood
c. iron d. stone
12. A(n) ………….. is someone who travels in countries.
a. countryman b. officer
c. tourist d. professor
C. كلمات داده شده را در جملات زير بكار بريد . ( يك كلمه اضافي است). 3
(get up – earns – cage – shoe – use – mountains – shoes)
1. He earns a lot of money by writing books.
2. There is a shoe store over there.
3. Take off your shoes. They are dirty.
4. The man keeps a bird in the cage.
5. He woke up at 5, but he didn't get up till 6.
6. There are many tall mountains on the moon.
D. مترادف يا متضاد كلماتي كه زيرشان خط كشيده شده است را از ليست سمت راست بيابيد و داخل پرانتز بنويسيد. ( يك كلمه اضافي است). 2
1. I don't find out the question. (understand) a. hate
2. This is a tiny car. (very small) b. peace
3. She doesn't like onion soup. (hate) c. understand
4. We are not in war. (peace) d. cure
e. very small
. E زير كلمه ي ناهماهنگ از نظر تلفظ خط بكشيد. 1
1. (soon – too – moon – good)
2. (hope – home – house – no)
. F با توجه به معلومات خود ، جملات زير را كامل كنيد. 2
1. The capital of Iran is Tehran.
2. A night worker is a worker who works at night.
G .با كلمات داده شده جمله بسازيد. 2
1. (see – the president – want – to – I).
I want to see the president.
2. (in the park – no – I – today – see – children).
I see no children in the park today.
H. جواب سوالات ستون A را از ستون B بيابيد. ( در سمت راست يك پاسخ اضافي است). 2
1. Would you mind opening the door? (c) a. It's very big.
2. How much does a kilo of rice cost? (d) b. March.
3. How big is Tehran? (a) c. Oh, sure.
4. What month is your birthday? (b) d. About 1100 tomans. e. No, not much.
I. با توجه به تصاوير به سوالات پاسخ دهيد. 3
1. Is there any water in the glass?
Yes, there is some water in the glass.
2. Who has repaired the car for him?
The mechanic has repaired the car for him.
J.شكل درست افعال داخل پرانتز را درنقطه چين بنويسيد. 3
1. I hope to see (see) you tomorrow morning.
2. He had eaten his lunch before you came (come).
3. I would go (go) to the cinema if I weren't busy.
K. متن زير را بخوانيد و به سوالات آن پاسخ دهيد.3
The hiccups aren't an illness. They're just something that happens. They're as unwelcome as a bad cold. One of the muscles in our body start to jerking for no good reason.
Doctors can't do much for hiccups. There are a few medicines for them. It's better to wait till the hiccups go away because they usually last only a short time.
1. How long do hiccups last?
they usually last only a short time.
2. Are there any medicines for hiccups?
Yes, there are a few medicines for them.
3. Hiccups are a kind of diseases. T F
4. We don't pay much attention to hiccups. T F
Good Luck_M.Davari
+ نوشته شده در دوشنبه بیست و دوم خرداد 1385ساعت 20:38 توسط Mohammad Davari
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زبان 2 پایانی
با تشكر فراوان از سركار خانم فخرايي
Dictation:
Fill in the incomplete words.
I'm sure this medicines will cure your illness.
Their bosses were cruel to them. I see a terrible car accident.
He jumped out of bed quickly. I think it is a good topic.
We have to learn the social behavior of the people.
He requires peace and quiet. They're just something that happens.
He bought some chicken soup and cream.
Vocabulary
Fill in the blanks with the given words. There is one extra words:
(slice-trouble-spaceship-canals-reason-shopping-comment on-mixed-whole)
1. You are my older brother. You can comment on my job.
2. People who can't read and write usually get into trouble.
3. I was very thirsty so I drank a whole glass of water.
4. I missed the bus. That is the reason why I am late.
5. He can't find the address. He is mixed up.
6. A lot of pictures were taken by a Russion spaceship.
7. There are a banana and a slice of cake on the plate.
8. Small boats sails on canals about a footwide.
Choos the best answer:
1. The same side of the moon ……………. the earth all the time.
a. gloves b. burns c. faces d. turns
2. If you keep going hic , others may start to…………….
a. giggle b. cry c. jerk d. scare
3. Betty and Judy don’t have the same idea. They……….with each other.
a. describe b. disagree c. expect d. agree
4. He bought what look…………… a can of soup.
a. at b. for c. like d. out
Complete the sentences with suitable words:
1. It is way of being friendly to someone. It is a greeting.
2. During the night it is not light. It is dark.
3. A book that is about history is a history book.
4. A man who works in the navy is a sailor.
Structure:
Choose the best answer.
1. I would study more if I ………… we had a test today.
a. have known b. had known c. knew d.know
2. John …………. his homework before he ate dinner.
a. has done b. had done c. is doing d. is done
3. The letters ……… were written yesterday are here.
a. which b. who c. whom d. whose
4.They arrived in ………… England in ………. evening.
a. a/the b. ----/the c. the/----- d. the/the
Look at the pictures and answer the questions
1. What would happen if the children played football in the yard?
If they played in the yard, they might break the window.
2. Which man is from Iran?
The man who is playing football is from Iran.
Put these words in the correct order:
1. order-for-herself-Jane-a cake-to-wanted.
Jane wanted to order a cake for herself.
2. in the park-no-I-today-see-children.
I see no children in the park today.
Complete the sentences with the given word in the parentheses.
1. If it is not rainy today, we will go on a picnic. (to go)
2. Jack left his office early because he had finished his work.(to finish)
3. You are very good at drawing beautiful flowers. (to draw)
4. My sister decided to buy a blue dress. (to buy)
Language Function:
Match column A with column B. There is one extra item in B.
A B
1. Would you mind helping me at home? e a. 450 tomans.
2. When is your appointment with the doctor? f b. in Aban.
3. Does it rain much in your country? g c. It is very big.
4. What month is your birthday? b d. It’s a busy city.
5. How much is that magazine? a e. All right.
6. How big is Tabriz? c f. on the sixteenth.
g. Yes quite a lot
Pronunciation:
Write each word under the correct phonetic symbol:
(noun-bird-foot-tooth)
/au/
/u/
/u:/
/ ɜː /
noun
foot
tooth
bird
Reading Comprehension
Mini-comprehension:
Choose the best option:
1. Questions like "How are you?" aren’t real questions. Therefore we ………….. to such questions.
a. should give a true answer.
b. should give a full answer.
c. don’t have to give a true answer.
d. shouldn’t give any answers
2. The little old man stayed at home and made lovely toys out of wood.
a. The old man made lovely wooden toys.
b. The old man made the toys out of his house.
c. Nobody liked the lovely toys he made.
d. The old man went out to make lovely toys.
3.When the man ran out of bananas, Washoe kept on doing puzzles.
The above sentence means:
a.Washoe couldn’t do the puzzle without rewards.
b.The man ran out of the room to get some more bananas.
c.Washoe just liked to do puzzles and didn’t do them for rewards.
d.When the bananas finished, Washoe stopped doing puzzles.
Comprehension:
Read the passage and answer the questions.
Helen Keller lived in the United States. She was a great woman. When she was a baby , she got very sick. After many weeks the doctor said, "she is better, but now she cannot see and she cannot hear." After a few years things got worse. Helen was liked a wild animal. There was no way for Helen to speak to other people, She heard nothing. She didn’t understand anything. Then one day a teacher came to live with Helen and her family. She learned many things. She learned to read and write. She worked and traveled. Her teacher went with her everywhere. When she was older she went to college.
Her teacher sat next to her and helped her with her work. Helen helped to build schools and find books for people who couldn’t see or hear.
1. Where was Helen from?
She was from the United States.
2. Could Helen speak and see?
No, she couldn't speak and see.
Tru/Fals
3. Helen's teacher came to her house every day to teach her how to read. False
4. When Helen grew up and went to the college her teacher helped her a lot. True
5. Helen got very sick when she was an old man. False
6. Helen always traveled alone. False
Good Luck_M.Davari
+ نوشته شده در دوشنبه پانزدهم خرداد 1385ساعت 8:1 توسط Mohammad Davari
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زبان 3 - نمونه سوالات درس 4
نمونه سوالات درس 4
1 - كلمات داده شده را به طور مناسب در جاهاي خالي به كار ببريد .
( held – measure – organize – meeting – attracted – celebration – events – allow – competitions – excited)
1) When is Ali's birthday celebration ? I don’t know .
2) We held our meeting at the office last Friday .
3) What's that book about? It is about the events that occurred during the war .
4) That wrestler was very excited when he won the gold medal .
5) Our teacher promised to organize a school trip to Damavand.
6) Asian football matches attracted a lot of people last year .
7) Your final examination will be held next Saturday .
8) Let's go to the stadium to see the competitions among the athletes.
9) Reza wants to measure the length of the table .
10) Her husband doesn’t allow her to go out with them.
11) Who held the Olympic game ? The IOC
2 – با استفاده از كلمات مناسب از خودتان ،جملات زير را كامل كنيد .
1) My father is a great wrestler . He won a gold medal last year .
2) The winter Olympic games are always held in countries with snow – covered mountains .
3) The day when you were born is called your birthday.
4) A person who is good at running, jumping, is called a (n) athlete
5) It is a day or time of rest from work . It is a (n) holiday.
6) A gold medal is awarded to the first of every competition .
7) The 15th of Shaban is a great religious celebration
8) It is given to the individual who places third in a competition. It is a bronze medal.
3- شكل صحيح كلمات داخل پرانتز را بنويسيد .
1) After a long discussion , they finally decided not to sell their car . (length)
2) Without the heat and light of the sun , people and animals will die . ( hot )
3) The length of that wooden table is two meters. ( long)
4) I don’t know how they measure the height of a mountain. ( high )
5) The depth of the water here is over three meters. ( deep )
6) A bronze medal is awarded to the third place winner (win)
7) This river is very wide. We can hardly swim across it. ( wide )
8) The depth of the river can't be easily measured. (deep)
9) We measured the length of the table. (long )
10) He should swim the length of the pool. ( long )
4- بر اساس جمله داده شده ، جمله ناقص را كامل كنيد .
1) She told me, " Turn off the radio y."
She told me to turn off the radio immediatel
2) The teacher told me, "Be careful about your pronunciation."
Our teacher told me to be careful about my pronunciation.
3) Jack told me, "Wash your shirt yourself."
Jack told me to wash my shirt myself.
4) My mother told me, "."
My mother told me to clean my shoes before going out.
5) Parvin, "Please send the letter to me ."
Nahid asked Parvin to send the letter to her.
6) She said to him, "please bring your dictionary."
She asked him to bring her dictionary.
7) The teacher told us, "Don’t put your books on your desks ."
The teacher told us not to put our books on our desks.
"Mary , please be quite."
Mrs Brown asks Mary to be quite.
5 – دستور زبان – بهترين گزينه را انتخاب كنيد.
1) I ordered the children ………….. much water to wash the car.
a) not use b) don’t use c) not using d) not to use
2) We advised him …………… the promise.
a) not break b)not to break c) doesn’t break d) not breaking
3) The teacher told his students …………… their time uselessly.
a) not to spend b) don’t spend c) not spending d) not spend
4) They ordered him ……………. the bags to the second floor.
a) carried b) to carry c) carrying d) carry
درك مطلب هاي كوتاه
1) The winter Olympics are always held in countries with snow- covered mountains. These games include skiing, skating, ice hockey and so on. These sentences tell us that………… .
a) skiing is one of the winter Olympic games.
b) snow is not very important in the winter games.
c) skating is the only winter Olympic games.
d) The Winter Olympic are never held in countries where their mountains are covered with snow.
2) “When are you going to have your party?”
“It will be …………. next Monday night.
a) held b) paid c) lost d) cost
3) Takhti is an Iranian athlete. He is the father of wrestling. It means that ……………
a) Takhti’s father was an athlete in wrestling.
b) Takhti was not great in wrestling.
c) Takhti had to be an athlete in wrestling as his father.
d) Takhti helped a lot to improve wrestling in Iran.
4) The Olympics consists of two – week summer games and ten – day winter competition. It means that ………………
a) they are as long as each other .
b) the first is shorter than the second.
c) the first is longer than the second.
d) the second is not shorter than the first.
1. She does the puz z le right.
2. You can take p h otograph with a camera.
3. The girl is p u lling the box.
4. There was a ter r ible car accident yesterday.
5. The boy is holding his bre a th.
6. Winter is not a s uitable time for swimming.
B. زير گزينه ي درست خط بكشيد. 6
1. I had …………… English.
a. practice b. practiced
c. practicing d. practices
2. There is …………… money in the wallet.
a. no b. any
c. some d. a and c
3. The man ……………... is walking is my brother.
a. which b. who
c. whom d. ___
4. I am planning ……………. your country next week.
a. visit b. to visit
c. visiting d. visited
5. Flowers that grow in spring are ………….. .
a. spring flowers b. flowers spring
c. spring flower d. flower spring
6. I bought a book. …………. book was about grammar.
a. A b. An
c. ___ d. The
7. Whose books are these? They are …………….
a. theirs b. their
c. they d. them
8. If you come on time, you …………….. see him.
a. see b. saw
c. would see d. can see
9. I could buy the car if he ……………...
a. wanted b. wants
c. will want d. want
10. A sailor works on the ……………
a. car b. ship
c. train d. plane
11. A real car is made of ……………
a. paper b. wood
c. iron d. stone
12. A(n) ………….. is someone who travels in countries.
a. countryman b. officer
c. tourist d. professor
C. كلمات داده شده را در جملات زير بكار بريد . ( يك كلمه اضافي است). 3
(get up – earns – cage – shoe – use – mountains – shoes)
1. He earns a lot of money by writing books.
2. There is a shoe store over there.
3. Take off your shoes. They are dirty.
4. The man keeps a bird in the cage.
5. He woke up at 5, but he didn't get up till 6.
6. There are many tall mountains on the moon.
D. مترادف يا متضاد كلماتي كه زيرشان خط كشيده شده است را از ليست سمت راست بيابيد و داخل پرانتز بنويسيد. ( يك كلمه اضافي است). 2
1. I don't find out the question. (understand) a. hate
2. This is a tiny car. (very small) b. peace
3. She doesn't like onion soup. (hate) c. understand
4. We are not in war. (peace) d. cure
e. very small
. E زير كلمه ي ناهماهنگ از نظر تلفظ خط بكشيد. 1
1. (soon – too – moon – good)
2. (hope – home – house – no)
. F با توجه به معلومات خود ، جملات زير را كامل كنيد. 2
1. The capital of Iran is Tehran.
2. A night worker is a worker who works at night.
G .با كلمات داده شده جمله بسازيد. 2
1. (see – the president – want – to – I).
I want to see the president.
2. (in the park – no – I – today – see – children).
I see no children in the park today.
H. جواب سوالات ستون A را از ستون B بيابيد. ( در سمت راست يك پاسخ اضافي است). 2
1. Would you mind opening the door? (c) a. It's very big.
2. How much does a kilo of rice cost? (d) b. March.
3. How big is Tehran? (a) c. Oh, sure.
4. What month is your birthday? (b) d. About 1100 tomans. e. No, not much.
I. با توجه به تصاوير به سوالات پاسخ دهيد. 3
1. Is there any water in the glass?
Yes, there is some water in the glass.
2. Who has repaired the car for him?
The mechanic has repaired the car for him.
J.شكل درست افعال داخل پرانتز را درنقطه چين بنويسيد. 3
1. I hope to see (see) you tomorrow morning.
2. He had eaten his lunch before you came (come).
3. I would go (go) to the cinema if I weren't busy.
K. متن زير را بخوانيد و به سوالات آن پاسخ دهيد.3
The hiccups aren't an illness. They're just something that happens. They're as unwelcome as a bad cold. One of the muscles in our body start to jerking for no good reason.
Doctors can't do much for hiccups. There are a few medicines for them. It's better to wait till the hiccups go away because they usually last only a short time.
1. How long do hiccups last?
they usually last only a short time.
2. Are there any medicines for hiccups?
Yes, there are a few medicines for them.
3. Hiccups are a kind of diseases. T F
4. We don't pay much attention to hiccups. T F
Good Luck_M.Davari
+ نوشته شده در دوشنبه بیست و دوم خرداد 1385ساعت 20:38 توسط Mohammad Davari
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زبان 2 پایانی
با تشكر فراوان از سركار خانم فخرايي
Dictation:
Fill in the incomplete words.
I'm sure this medicines will cure your illness.
Their bosses were cruel to them. I see a terrible car accident.
He jumped out of bed quickly. I think it is a good topic.
We have to learn the social behavior of the people.
He requires peace and quiet. They're just something that happens.
He bought some chicken soup and cream.
Vocabulary
Fill in the blanks with the given words. There is one extra words:
(slice-trouble-spaceship-canals-reason-shopping-comment on-mixed-whole)
1. You are my older brother. You can comment on my job.
2. People who can't read and write usually get into trouble.
3. I was very thirsty so I drank a whole glass of water.
4. I missed the bus. That is the reason why I am late.
5. He can't find the address. He is mixed up.
6. A lot of pictures were taken by a Russion spaceship.
7. There are a banana and a slice of cake on the plate.
8. Small boats sails on canals about a footwide.
Choos the best answer:
1. The same side of the moon ……………. the earth all the time.
a. gloves b. burns c. faces d. turns
2. If you keep going hic , others may start to…………….
a. giggle b. cry c. jerk d. scare
3. Betty and Judy don’t have the same idea. They……….with each other.
a. describe b. disagree c. expect d. agree
4. He bought what look…………… a can of soup.
a. at b. for c. like d. out
Complete the sentences with suitable words:
1. It is way of being friendly to someone. It is a greeting.
2. During the night it is not light. It is dark.
3. A book that is about history is a history book.
4. A man who works in the navy is a sailor.
Structure:
Choose the best answer.
1. I would study more if I ………… we had a test today.
a. have known b. had known c. knew d.know
2. John …………. his homework before he ate dinner.
a. has done b. had done c. is doing d. is done
3. The letters ……… were written yesterday are here.
a. which b. who c. whom d. whose
4.They arrived in ………… England in ………. evening.
a. a/the b. ----/the c. the/----- d. the/the
Look at the pictures and answer the questions
1. What would happen if the children played football in the yard?
If they played in the yard, they might break the window.
2. Which man is from Iran?
The man who is playing football is from Iran.
Put these words in the correct order:
1. order-for-herself-Jane-a cake-to-wanted.
Jane wanted to order a cake for herself.
2. in the park-no-I-today-see-children.
I see no children in the park today.
Complete the sentences with the given word in the parentheses.
1. If it is not rainy today, we will go on a picnic. (to go)
2. Jack left his office early because he had finished his work.(to finish)
3. You are very good at drawing beautiful flowers. (to draw)
4. My sister decided to buy a blue dress. (to buy)
Language Function:
Match column A with column B. There is one extra item in B.
A B
1. Would you mind helping me at home? e a. 450 tomans.
2. When is your appointment with the doctor? f b. in Aban.
3. Does it rain much in your country? g c. It is very big.
4. What month is your birthday? b d. It’s a busy city.
5. How much is that magazine? a e. All right.
6. How big is Tabriz? c f. on the sixteenth.
g. Yes quite a lot
Pronunciation:
Write each word under the correct phonetic symbol:
(noun-bird-foot-tooth)
/au/
/u/
/u:/
/ ɜː /
noun
foot
tooth
bird
Reading Comprehension
Mini-comprehension:
Choose the best option:
1. Questions like "How are you?" aren’t real questions. Therefore we ………….. to such questions.
a. should give a true answer.
b. should give a full answer.
c. don’t have to give a true answer.
d. shouldn’t give any answers
2. The little old man stayed at home and made lovely toys out of wood.
a. The old man made lovely wooden toys.
b. The old man made the toys out of his house.
c. Nobody liked the lovely toys he made.
d. The old man went out to make lovely toys.
3.When the man ran out of bananas, Washoe kept on doing puzzles.
The above sentence means:
a.Washoe couldn’t do the puzzle without rewards.
b.The man ran out of the room to get some more bananas.
c.Washoe just liked to do puzzles and didn’t do them for rewards.
d.When the bananas finished, Washoe stopped doing puzzles.
Comprehension:
Read the passage and answer the questions.
Helen Keller lived in the United States. She was a great woman. When she was a baby , she got very sick. After many weeks the doctor said, "she is better, but now she cannot see and she cannot hear." After a few years things got worse. Helen was liked a wild animal. There was no way for Helen to speak to other people, She heard nothing. She didn’t understand anything. Then one day a teacher came to live with Helen and her family. She learned many things. She learned to read and write. She worked and traveled. Her teacher went with her everywhere. When she was older she went to college.
Her teacher sat next to her and helped her with her work. Helen helped to build schools and find books for people who couldn’t see or hear.
1. Where was Helen from?
She was from the United States.
2. Could Helen speak and see?
No, she couldn't speak and see.
Tru/Fals
3. Helen's teacher came to her house every day to teach her how to read. False
4. When Helen grew up and went to the college her teacher helped her a lot. True
5. Helen got very sick when she was an old man. False
6. Helen always traveled alone. False
Good Luck_M.Davari
+ نوشته شده در دوشنبه پانزدهم خرداد 1385ساعت 8:1 توسط Mohammad Davari
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زبان 3 - نمونه سوالات درس 4
نمونه سوالات درس 4
1 - كلمات داده شده را به طور مناسب در جاهاي خالي به كار ببريد .
( held – measure – organize – meeting – attracted – celebration – events – allow – competitions – excited)
1) When is Ali's birthday celebration ? I don’t know .
2) We held our meeting at the office last Friday .
3) What's that book about? It is about the events that occurred during the war .
4) That wrestler was very excited when he won the gold medal .
5) Our teacher promised to organize a school trip to Damavand.
6) Asian football matches attracted a lot of people last year .
7) Your final examination will be held next Saturday .
8) Let's go to the stadium to see the competitions among the athletes.
9) Reza wants to measure the length of the table .
10) Her husband doesn’t allow her to go out with them.
11) Who held the Olympic game ? The IOC
2 – با استفاده از كلمات مناسب از خودتان ،جملات زير را كامل كنيد .
1) My father is a great wrestler . He won a gold medal last year .
2) The winter Olympic games are always held in countries with snow – covered mountains .
3) The day when you were born is called your birthday.
4) A person who is good at running, jumping, is called a (n) athlete
5) It is a day or time of rest from work . It is a (n) holiday.
6) A gold medal is awarded to the first of every competition .
7) The 15th of Shaban is a great religious celebration
8) It is given to the individual who places third in a competition. It is a bronze medal.
3- شكل صحيح كلمات داخل پرانتز را بنويسيد .
1) After a long discussion , they finally decided not to sell their car . (length)
2) Without the heat and light of the sun , people and animals will die . ( hot )
3) The length of that wooden table is two meters. ( long)
4) I don’t know how they measure the height of a mountain. ( high )
5) The depth of the water here is over three meters. ( deep )
6) A bronze medal is awarded to the third place winner (win)
7) This river is very wide. We can hardly swim across it. ( wide )
8) The depth of the river can't be easily measured. (deep)
9) We measured the length of the table. (long )
10) He should swim the length of the pool. ( long )
4- بر اساس جمله داده شده ، جمله ناقص را كامل كنيد .
1) She told me, " Turn off the radio y."
She told me to turn off the radio immediatel
2) The teacher told me, "Be careful about your pronunciation."
Our teacher told me to be careful about my pronunciation.
3) Jack told me, "Wash your shirt yourself."
Jack told me to wash my shirt myself.
4) My mother told me, "."
My mother told me to clean my shoes before going out.
5) Parvin, "Please send the letter to me ."
Nahid asked Parvin to send the letter to her.
6) She said to him, "please bring your dictionary."
She asked him to bring her dictionary.
7) The teacher told us, "Don’t put your books on your desks ."
The teacher told us not to put our books on our desks.
"Mary , please be quite."
Mrs Brown asks Mary to be quite.
5 – دستور زبان – بهترين گزينه را انتخاب كنيد.
1) I ordered the children ………….. much water to wash the car.
a) not use b) don’t use c) not using d) not to use
2) We advised him …………… the promise.
a) not break b)not to break c) doesn’t break d) not breaking
3) The teacher told his students …………… their time uselessly.
a) not to spend b) don’t spend c) not spending d) not spend
4) They ordered him ……………. the bags to the second floor.
a) carried b) to carry c) carrying d) carry
درك مطلب هاي كوتاه
1) The winter Olympics are always held in countries with snow- covered mountains. These games include skiing, skating, ice hockey and so on. These sentences tell us that………… .
a) skiing is one of the winter Olympic games.
b) snow is not very important in the winter games.
c) skating is the only winter Olympic games.
d) The Winter Olympic are never held in countries where their mountains are covered with snow.
2) “When are you going to have your party?”
“It will be …………. next Monday night.
a) held b) paid c) lost d) cost
3) Takhti is an Iranian athlete. He is the father of wrestling. It means that ……………
a) Takhti’s father was an athlete in wrestling.
b) Takhti was not great in wrestling.
c) Takhti had to be an athlete in wrestling as his father.
d) Takhti helped a lot to improve wrestling in Iran.
4) The Olympics consists of two – week summer games and ten – day winter competition. It means that ………………
a) they are as long as each other .
b) the first is shorter than the second.
c) the first is longer than the second.
d) the second is not shorter than the first.
بارم بندي درس زبان خارجي پايه اول دبيرستان
الف- ارزش يابي مستمر (ارزش يابي كتبي و شفاهي در طول نوبت اول، دوم و در صورت تشكيل كلاس دوره تابستاني) :
1- فعاليت هاي كلاسي كتبي (20 نمره ) شامل:
1-1 انجام تكاليف درسي و پاسخگويي به سوالات
5
2-1 آزمون هاي مستمر كلاسي
5
3-1 فعاليت هاي كلاسي شفاهي
10
ب- ارزش يابي پاياني (نوبت اول، دوم، شهريور و يا دوره تابستاني)
ب -1) ارزش يابي شفاهي پاياني (10 نمره)
1- خواندن شامل: ( 6 نمره )
1-1 سرعت مناسب
1
2-1 آهنگ، تكيه و تلفظ صحيح
1
3-1 سليس خواني
2
4-1 درك مطلب
2
2 - بازگويي و خلاصه كردن مطلب خوانده شده (دانش آموزان پس از خواندن بخشي از يك درس، نكات مهم آن را در يك يا دو جمله بيان مي كنند).
5/1
3 - نقش هاي زباني (در اين قسمت مهارت دانش آموزان در اجراي مكالمات مربوط به Language Function مورد ارزش يابي قرار مي گيرد) . لازم به توضيح است كه در زبان هاي فرانسه و آلماني بخش "مكالمه" جايگزين نقش هاي زباني مي شود.
5/1
4 - تلفظ صحيح ( ارزش يابي در اين بخش صرفاً به قسمت Pronunciation كتاب محدود مي شود).
تذكر: از 10 نمره ي ارزش يابي شفاهي پاياني نوبت دوم، 5/2 نمره به نيمه اول و 5/7 نمره به نيمه دوم كتاب تعلق مي گيرد.
1
ب -2) ارزش يابي كتبي پاياني (30 نمره)
1 - ديكته - يك يا دو حرف جا افتاده از دوازده لغت در قالب جملات را بنویسد.
3
2 - واژگان شامل: ( 8 نمره )
1 -2 جايگزين كردن لغات در جملات (9 لغت در 8 جمله)
4
2 -2 تشخيص كلمات مترادف و متضاد از طريق بافت
1
3 -2 يافتن واژه هاي مناسب به منظور تكميل جملات ناقص با استفاده از دانش زباني دانش آموز
1
4 -2 پرسش هاي چهارگزينه اي
2
3- درك مطلب: ( 7 نمره )
1 -3 در اين قسمت متني در سطح متون كتاب انتخاب مي شود و دانش آموزان به سوالات مربوطه پاسخ مي دهند.
انواع سوالات:
Completion, Multiple choice, True/ False, Wh questions, Yes/ No questions
4
2 -3 (Sentence Comprehension) : در اين بخش يك يا دو جمله در هر سوال گنجانده مي شود كه درك آن ها مستلزم دانستن نكته مهمي باشد.درمورد اين جملات سوال به صورت چهار گزينه اي داده مي شود.
3
4 - دستور شامل : ( 8 نمره )
1-4 سوالات چهارگزينه اي
2
2-4 مرتب كردن جملات به هم ريخته
2
3-4 كامل كردن جملات ناقص
2
4-4 پاسخ به سوال باتوجه به تصوير
2
5- نقش هاي زباني:
مكالمات ناقصي كه توسط دانش آموز كامل مي شوند . سوالات اين بخش به قسمت Language Function كتاب درسي مربوط مي شوند. لازم به توضيح است كه در زبان هاي فرانسه آلماني بخش مكالمه جايگزين نقش هاي زباني مي شود.
3
6- تلفظ
اين بخش به دو شكل مي تواند مورد ارزش يابي قرار گيرد:
الف- استفاده از ستون و دادن مثالي براي هر ستون دانش آموزان لغات داده شده را در ستون هاي مربوط قرار مي دهند.
ب - دادن مجموعه اي از لغات كه همه به جز يكي در يك صدا مشترك هستند. دانش آموزان لغت مربوطه را مي يابند.
1
جمع نمرات
30
توجه: در ارزش يابي كتبي پاياني نوبت دوم از مجموع 30 نمره، 5/22 نمره ي آن متعلق به نيمه دوم كتاب درسي و 5/7 نمره ي آن متعلق به نيمه اول كتاب درسي مي باشد.
1- فعاليت هاي كلاسي كتبي (20 نمره ) شامل:
1-1 انجام تكاليف درسي و پاسخگويي به سوالات
5
2-1 آزمون هاي مستمر كلاسي
5
3-1 فعاليت هاي كلاسي شفاهي
10
ب- ارزش يابي پاياني (نوبت اول، دوم، شهريور و يا دوره تابستاني)
ب -1) ارزش يابي شفاهي پاياني (10 نمره)
1- خواندن شامل: ( 6 نمره )
1-1 سرعت مناسب
1
2-1 آهنگ، تكيه و تلفظ صحيح
1
3-1 سليس خواني
2
4-1 درك مطلب
2
2 - بازگويي و خلاصه كردن مطلب خوانده شده (دانش آموزان پس از خواندن بخشي از يك درس، نكات مهم آن را در يك يا دو جمله بيان مي كنند).
5/1
3 - نقش هاي زباني (در اين قسمت مهارت دانش آموزان در اجراي مكالمات مربوط به Language Function مورد ارزش يابي قرار مي گيرد) . لازم به توضيح است كه در زبان هاي فرانسه و آلماني بخش "مكالمه" جايگزين نقش هاي زباني مي شود.
5/1
4 - تلفظ صحيح ( ارزش يابي در اين بخش صرفاً به قسمت Pronunciation كتاب محدود مي شود).
تذكر: از 10 نمره ي ارزش يابي شفاهي پاياني نوبت دوم، 5/2 نمره به نيمه اول و 5/7 نمره به نيمه دوم كتاب تعلق مي گيرد.
1
ب -2) ارزش يابي كتبي پاياني (30 نمره)
1 - ديكته - يك يا دو حرف جا افتاده از دوازده لغت در قالب جملات را بنویسد.
3
2 - واژگان شامل: ( 8 نمره )
1 -2 جايگزين كردن لغات در جملات (9 لغت در 8 جمله)
4
2 -2 تشخيص كلمات مترادف و متضاد از طريق بافت
1
3 -2 يافتن واژه هاي مناسب به منظور تكميل جملات ناقص با استفاده از دانش زباني دانش آموز
1
4 -2 پرسش هاي چهارگزينه اي
2
3- درك مطلب: ( 7 نمره )
1 -3 در اين قسمت متني در سطح متون كتاب انتخاب مي شود و دانش آموزان به سوالات مربوطه پاسخ مي دهند.
انواع سوالات:
Completion, Multiple choice, True/ False, Wh questions, Yes/ No questions
4
2 -3 (Sentence Comprehension) : در اين بخش يك يا دو جمله در هر سوال گنجانده مي شود كه درك آن ها مستلزم دانستن نكته مهمي باشد.درمورد اين جملات سوال به صورت چهار گزينه اي داده مي شود.
3
4 - دستور شامل : ( 8 نمره )
1-4 سوالات چهارگزينه اي
2
2-4 مرتب كردن جملات به هم ريخته
2
3-4 كامل كردن جملات ناقص
2
4-4 پاسخ به سوال باتوجه به تصوير
2
5- نقش هاي زباني:
مكالمات ناقصي كه توسط دانش آموز كامل مي شوند . سوالات اين بخش به قسمت Language Function كتاب درسي مربوط مي شوند. لازم به توضيح است كه در زبان هاي فرانسه آلماني بخش مكالمه جايگزين نقش هاي زباني مي شود.
3
6- تلفظ
اين بخش به دو شكل مي تواند مورد ارزش يابي قرار گيرد:
الف- استفاده از ستون و دادن مثالي براي هر ستون دانش آموزان لغات داده شده را در ستون هاي مربوط قرار مي دهند.
ب - دادن مجموعه اي از لغات كه همه به جز يكي در يك صدا مشترك هستند. دانش آموزان لغت مربوطه را مي يابند.
1
جمع نمرات
30
توجه: در ارزش يابي كتبي پاياني نوبت دوم از مجموع 30 نمره، 5/22 نمره ي آن متعلق به نيمه دوم كتاب درسي و 5/7 نمره ي آن متعلق به نيمه اول كتاب درسي مي باشد.
بارم بندي درس زبان خارجي (3)
بارم بندي درس زبان خارجي (3)
الف- ارزش يابي مستمر : (20 نمره)
1- فعاليت هاي كلاسي كتبي شامل: ( 10 نمره )
1-1 انجام تكاليف درسي و پاسخگويي به سوالات
5
2-1 آزمون هاي مستمر
5
2- فعاليت هاي كلاسي شفاهي شامل : (10 نمره )
1-2- خواندن شامل: (6 نمره)
2-2- سرعت مناسب
1
3-2- آهنگ، تكيه و تلفظ صحيح
1
4-2- سليس خواني
2
5-2- درك مطلب
2
6-2- بازگويي و خلاصه كردن مطلب خوانده شده (دانش آموزان پس از خواندن بخشي از يك درس، نكات مهم آن را در يك يا دو جمله بيان مي كنند).
5/1
7-2- نقش هاي زباني ( در اين قسمت مهارت دانش آموزان در اجراي مكالمات مربوط به Language Function مورد ارزش يابي قرار مي گيرد) .
5/1
8-2- تلفظ صحيح ( ارزش يابي در اين بخش صرفا به قسمت Pronunciation كتاب محدود مي شود. لازم به توضيح است كه ارزش يابي تلفظ فقط در مورد زبان هاي انگليسي و فرانسه است
1
جمع
20
ب _ ارزش يابي پاياني (نوبت اول ، دوم و شهريور ) (40 نمره)
1- ديكته: يك يا دو حرف از واژه در جمله حذف شود (16 مورد).
4
2_ واژگان شامل ( 10 نمره )
1-2- جايگزين كردن لغات در جملات (9 لغت در 8 جمله)
4
2-2 - يا فتن واژه هاي مناسب به منظور تكميل جملات ناقص با استفاده از دانش زباني دانش آموز
3
3-2 - تشخيص اجزاء كلام (اسم ، صفت ، ضمير و غيره ) از طريق بافت ( Context)
3
3- درك مطلب: ( 11 نمره )
1-3 - در اين قسمت متني در سطح متون كتاب انتخاب مي شود و دانش آموزان به سوالات مربوطه شامل:
(Completion, Multiple choice, True/ False, Wh questions Yes/ No questions) پاسخ مي دهند
4
2-3 - (Sentence Comprehension): در اين بخش يك يا دو جمله در هر سوال گنجانده مي شود كه درك آن ها مستلزم دانستن نكته اي مي باشد.درمورد اين جملات سوال به صورت چهار گزينه اي داده مي شود
4
3-3- متن Cloze
(از آنجا كه نمونه هاي Cloze دركتاب درسي نيامده است لذا لازم است دبيران محترم اين پايه، در كلاس و در آزمون هاي مستمر ، دانش آموزان را با اين نوع آزمون آشنا سازند.)
3
4- دستور شامل: ( 9 نمره )
1-4 - سوالات چهارگزينه اي
3
2-4 - مرتب كردن جملات به هم ريخته
2
3-4 - كامل كردن جملات ناقص
2
4-4 - پاسخ به سوال با توجه به تصوير
2
5- نقش هاي زباني
مكالمات ناقصي كه توسط دانش آموز كامل مي شوند. سوالات اين بخش به قسمت Language Function كتاب درسي مربوط مي شوند .
4
6- تلفظ
اين بخش به دو شكل مي تواند مورد ارزش يابي قرار گيرد:
الف- استفاده از ستون و دادن مثالي براي هر ستون دانش آموزان لغات داده شده را در ستون هاي مربوط قرار مي دهند.
ب _ دادن مجموعه اي از لغات كه همه به جز يكي در يك صدا مشترك هستند . دانش آموزان لغت مربوطه را مي يابند.
2
جمع
40
الف- ارزش يابي مستمر : (20 نمره)
1- فعاليت هاي كلاسي كتبي شامل: ( 10 نمره )
1-1 انجام تكاليف درسي و پاسخگويي به سوالات
5
2-1 آزمون هاي مستمر
5
2- فعاليت هاي كلاسي شفاهي شامل : (10 نمره )
1-2- خواندن شامل: (6 نمره)
2-2- سرعت مناسب
1
3-2- آهنگ، تكيه و تلفظ صحيح
1
4-2- سليس خواني
2
5-2- درك مطلب
2
6-2- بازگويي و خلاصه كردن مطلب خوانده شده (دانش آموزان پس از خواندن بخشي از يك درس، نكات مهم آن را در يك يا دو جمله بيان مي كنند).
5/1
7-2- نقش هاي زباني ( در اين قسمت مهارت دانش آموزان در اجراي مكالمات مربوط به Language Function مورد ارزش يابي قرار مي گيرد) .
5/1
8-2- تلفظ صحيح ( ارزش يابي در اين بخش صرفا به قسمت Pronunciation كتاب محدود مي شود. لازم به توضيح است كه ارزش يابي تلفظ فقط در مورد زبان هاي انگليسي و فرانسه است
1
جمع
20
ب _ ارزش يابي پاياني (نوبت اول ، دوم و شهريور ) (40 نمره)
1- ديكته: يك يا دو حرف از واژه در جمله حذف شود (16 مورد).
4
2_ واژگان شامل ( 10 نمره )
1-2- جايگزين كردن لغات در جملات (9 لغت در 8 جمله)
4
2-2 - يا فتن واژه هاي مناسب به منظور تكميل جملات ناقص با استفاده از دانش زباني دانش آموز
3
3-2 - تشخيص اجزاء كلام (اسم ، صفت ، ضمير و غيره ) از طريق بافت ( Context)
3
3- درك مطلب: ( 11 نمره )
1-3 - در اين قسمت متني در سطح متون كتاب انتخاب مي شود و دانش آموزان به سوالات مربوطه شامل:
(Completion, Multiple choice, True/ False, Wh questions Yes/ No questions) پاسخ مي دهند
4
2-3 - (Sentence Comprehension): در اين بخش يك يا دو جمله در هر سوال گنجانده مي شود كه درك آن ها مستلزم دانستن نكته اي مي باشد.درمورد اين جملات سوال به صورت چهار گزينه اي داده مي شود
4
3-3- متن Cloze
(از آنجا كه نمونه هاي Cloze دركتاب درسي نيامده است لذا لازم است دبيران محترم اين پايه، در كلاس و در آزمون هاي مستمر ، دانش آموزان را با اين نوع آزمون آشنا سازند.)
3
4- دستور شامل: ( 9 نمره )
1-4 - سوالات چهارگزينه اي
3
2-4 - مرتب كردن جملات به هم ريخته
2
3-4 - كامل كردن جملات ناقص
2
4-4 - پاسخ به سوال با توجه به تصوير
2
5- نقش هاي زباني
مكالمات ناقصي كه توسط دانش آموز كامل مي شوند. سوالات اين بخش به قسمت Language Function كتاب درسي مربوط مي شوند .
4
6- تلفظ
اين بخش به دو شكل مي تواند مورد ارزش يابي قرار گيرد:
الف- استفاده از ستون و دادن مثالي براي هر ستون دانش آموزان لغات داده شده را در ستون هاي مربوط قرار مي دهند.
ب _ دادن مجموعه اي از لغات كه همه به جز يكي در يك صدا مشترك هستند . دانش آموزان لغت مربوطه را مي يابند.
2
جمع
40
DO YOU KNOW THAT ....( FOR FUN)
The longest one-syllable word in English language is "Screeched." "Underground" is the only word in the English language that begins and ends with the letters "und". "Dreamt" is the only English word that ends in the letters "mt". There are only four words in the English language which end in "dous": tremendous, horrendous, stupendous & hazardous. The dot over the letter 'i' is called a tittle. There is a seven letter word in the English language that contains ten words without rearranging any of its letters," therein": the, there, he, in, rein, her, here, here, ere, therein, herein. " Strengths" is the longest word in the English language with just one vowel. " I am." is the shortest complete sentence in the English language. The only 15 letter word that can be spelled without repeating a letter is uncopyrightable. When two words are combined to form a single word ( e.g., motor + hotel= motel, breakfast + lunch = brunch)the new word is called "Portmanteau." The words 'facetious' and 'abstemious' contain all the vowels in the correct order, as doesarsenious, meaning "containing arsenic".
An Indian Elephant has Only One Finger.
The country Australia has Two National Songs.The Saint in Tamil Nadu Named Brighuhas ThreeEyes.The Cow has Four Lungs.
The Earth Worm has Five Hearts.
In Universe Man only has Sixth Sense.
Great Philosopher Confucius was Seven Feet Height.A Spider has both Eyes and Legs as Eight.
To Reach Mouth Everest their are Nine Ways.
The Planet Satrun Has Ten Moons.
A Silkworm has Eleven Brains.
A flower name Kuranji in Tamil buds in once in Twelve Years. Indian National Song has Thirteen Lines.
Mumtaj of Taj Mahal had Fourteen Children.
The Lifetime of Wolf are Fifteen Years.
1.Coca-Cola was originally green.
2. The most common name in the world is Mohammed.
3. The name of all the continents ends with the same letter that they start with.
4. The strongest muscle in the body is the tongue.
5. There are two credit cards for every person in the United States.
6. TYPEWRITER is the longest word that can be made using the letters only on one row! of the keyboard.
7. Women blink nearly twice as much as men!
8. You can't kill yourself by holding your breath.
9. It is impossible to lick your elbow.
10. People say "Bless you" when you sneeze because when you sneeze, your heart stops for a millisecond.
11. It is physically impossible for pigs to look up into the sky.
12. The "sixth sick sheik's sixth sheep's sick" is said to be the toughest tongue twister in the English language.13. If you sneeze too hard, you can fracture a rib. If you try to suppress a sneeze, you can rupture a blood vessel in your head or neck and die.14. Each king in a deck of playing cards represents great king from history.
Spades - King DavidClubs - Alexander the Great,Hearts - CharlemagneDiamonds - Julius Caesar.
15. 111,111,111 × 111,111,111 = 12,345,678,987,654,321
16. If a statue of a person in the park on a horse has both front legs in the air, the person died in battle.17. If the horse has one front leg in the air, the person died as a result of wounds received in battle.18. If the horse has all four legs on the ground, the person died of natural causes.19. What do bullet proof vests, fire escapes, windshield wipers and laser printers all have in common?Ans. - All invented by women.
20. Question - This is the only food that doesn't spoil. What is this?Ans. – Honey
21. A crocodile cannot stick its tongue out.
22. A snail can sleep for three years.
23. All polar bears are left handed.
24. American Airlines saved $40,000 in 1987 by eliminating one olive from each salad served in first-class.25. Butterflies taste with their feet.
26. Elephants are the only animals that can't jump.
27. In the last 4000 years, no new animals have been domesticated.
28. On average, people fear spiders more than they do death.
29. Shakespeare invented the word 'assassination' and 'bump'.
30. Stewardesses are the longest word typed with only the left hand.
31. The ant always falls over on its right side when intoxicated.
32. The electric chair was invented by a dentist.
33. The human heart creates enough pressure when it pumps out to the body tosquirt blood 30 feet.
34. Rats multiply so quickly that in 18 months, two rats could have over million descendants.35. Wearing headphones for just an hour will increase the bacteria in your ear by 700 times.36. The cigarette lighter was invented before the match.
37. Most lipstick contains fish scales.
38. Like fingerprints, everyone's tongue print is different.
39. There is a Butterfly in Brazil which has the color of chocolates and also smells like Chocolate.40. Giraffe can clean there ears with their tongue.
41. Both Humans and Giraffe have the same number of bones in the neck.
42. And finally 99% of people who read this would try to lick their elbow now.
An Indian Elephant has Only One Finger.
The country Australia has Two National Songs.The Saint in Tamil Nadu Named Brighuhas ThreeEyes.The Cow has Four Lungs.
The Earth Worm has Five Hearts.
In Universe Man only has Sixth Sense.
Great Philosopher Confucius was Seven Feet Height.A Spider has both Eyes and Legs as Eight.
To Reach Mouth Everest their are Nine Ways.
The Planet Satrun Has Ten Moons.
A Silkworm has Eleven Brains.
A flower name Kuranji in Tamil buds in once in Twelve Years. Indian National Song has Thirteen Lines.
Mumtaj of Taj Mahal had Fourteen Children.
The Lifetime of Wolf are Fifteen Years.
1.Coca-Cola was originally green.
2. The most common name in the world is Mohammed.
3. The name of all the continents ends with the same letter that they start with.
4. The strongest muscle in the body is the tongue.
5. There are two credit cards for every person in the United States.
6. TYPEWRITER is the longest word that can be made using the letters only on one row! of the keyboard.
7. Women blink nearly twice as much as men!
8. You can't kill yourself by holding your breath.
9. It is impossible to lick your elbow.
10. People say "Bless you" when you sneeze because when you sneeze, your heart stops for a millisecond.
11. It is physically impossible for pigs to look up into the sky.
12. The "sixth sick sheik's sixth sheep's sick" is said to be the toughest tongue twister in the English language.13. If you sneeze too hard, you can fracture a rib. If you try to suppress a sneeze, you can rupture a blood vessel in your head or neck and die.14. Each king in a deck of playing cards represents great king from history.
Spades - King DavidClubs - Alexander the Great,Hearts - CharlemagneDiamonds - Julius Caesar.
15. 111,111,111 × 111,111,111 = 12,345,678,987,654,321
16. If a statue of a person in the park on a horse has both front legs in the air, the person died in battle.17. If the horse has one front leg in the air, the person died as a result of wounds received in battle.18. If the horse has all four legs on the ground, the person died of natural causes.19. What do bullet proof vests, fire escapes, windshield wipers and laser printers all have in common?Ans. - All invented by women.
20. Question - This is the only food that doesn't spoil. What is this?Ans. – Honey
21. A crocodile cannot stick its tongue out.
22. A snail can sleep for three years.
23. All polar bears are left handed.
24. American Airlines saved $40,000 in 1987 by eliminating one olive from each salad served in first-class.25. Butterflies taste with their feet.
26. Elephants are the only animals that can't jump.
27. In the last 4000 years, no new animals have been domesticated.
28. On average, people fear spiders more than they do death.
29. Shakespeare invented the word 'assassination' and 'bump'.
30. Stewardesses are the longest word typed with only the left hand.
31. The ant always falls over on its right side when intoxicated.
32. The electric chair was invented by a dentist.
33. The human heart creates enough pressure when it pumps out to the body tosquirt blood 30 feet.
34. Rats multiply so quickly that in 18 months, two rats could have over million descendants.35. Wearing headphones for just an hour will increase the bacteria in your ear by 700 times.36. The cigarette lighter was invented before the match.
37. Most lipstick contains fish scales.
38. Like fingerprints, everyone's tongue print is different.
39. There is a Butterfly in Brazil which has the color of chocolates and also smells like Chocolate.40. Giraffe can clean there ears with their tongue.
41. Both Humans and Giraffe have the same number of bones in the neck.
42. And finally 99% of people who read this would try to lick their elbow now.
ترجمه هاي مختلف انگليسي ( بسم ا... الرحمن الرحيم )
ترجمه هاي مختلف انگليسي ( بسم ا... الرحمن الرحيم )
1 – ترجمه ي الكساندر راس ( 1649 )
In the Name of God, gracious and merciful.
2 – ترجمه ي جرج سيل ( 1734 )
IN THE NAME OF THE MOST MERCIFUL GOD.
3 – ترجمه ي رادوِل ( 1861 )
In the Name of God, the Compassionate, the Merciful.
4 – ترجمه ي پالمرِد ( 1880 )
In the name of the merciful and compassionate God.
5 – ترجمه ي عبدالحكيم ( 1905 )
By the name of Allah, the All-providing and the most Merciful God.
6 – ترجمه ي محمد علي ( 1917 )
In the name of Allah, the Beneficent, the Merciful.
7 – ترجمه ي غلام سرور ( 1929 )
( We commence ) with the name of God. The most Merciful ( to begin with ), The most Merciful ( to the end ).
8 – ترجمه ي يوسف علي ( 1934 )
In the name of Allah, Most Gracious, Most Merciful.
9 – ترجمه ي ريچارد بِل ( 1937 )
In the name of Allah, the Merciful, the Compassionate.
10 – ترجمه ي آربِري ( 1955 )
In the name of God, the Merciful, the Compassionate.
11 – ترجمه ي شير علي ( 1955 )
In the Name of Allah, the Gracious, the Merciful.
12 – ترجمه داوود ( 1956 )
In the Name of Allah, the Compassionate, the Merciful.
13 – ترجمه ي عبدالمجيد دريابادي ( 1957 )
In the Name of Allah, the Compassionate, the Merciful.
14 – ترجمه ي مير احمد علي ( 1964 )
In the name of God, the Beneficent, the Merciful.
15 – ترجمه ي ظفرالله خان ( 1971)
In the name of Allah, Most Gracious, Ever Merciful.
16 – ترجمه ي هاشم امير علي ( 1974 )
In the name of Allah the Rahman the Rahim.
17 – ترجمه ي محمد اسد ( 1980 )
IN THE NAME OF GOD, THE MOST GRACIOUS, THE DISPENSER OF GRACE.
18 – ترجمه ايروينگ ( 1985 )
In the name of God, the Mercy-giving, the Merciful.
1 – ترجمه ي الكساندر راس ( 1649 )
In the Name of God, gracious and merciful.
2 – ترجمه ي جرج سيل ( 1734 )
IN THE NAME OF THE MOST MERCIFUL GOD.
3 – ترجمه ي رادوِل ( 1861 )
In the Name of God, the Compassionate, the Merciful.
4 – ترجمه ي پالمرِد ( 1880 )
In the name of the merciful and compassionate God.
5 – ترجمه ي عبدالحكيم ( 1905 )
By the name of Allah, the All-providing and the most Merciful God.
6 – ترجمه ي محمد علي ( 1917 )
In the name of Allah, the Beneficent, the Merciful.
7 – ترجمه ي غلام سرور ( 1929 )
( We commence ) with the name of God. The most Merciful ( to begin with ), The most Merciful ( to the end ).
8 – ترجمه ي يوسف علي ( 1934 )
In the name of Allah, Most Gracious, Most Merciful.
9 – ترجمه ي ريچارد بِل ( 1937 )
In the name of Allah, the Merciful, the Compassionate.
10 – ترجمه ي آربِري ( 1955 )
In the name of God, the Merciful, the Compassionate.
11 – ترجمه ي شير علي ( 1955 )
In the Name of Allah, the Gracious, the Merciful.
12 – ترجمه داوود ( 1956 )
In the Name of Allah, the Compassionate, the Merciful.
13 – ترجمه ي عبدالمجيد دريابادي ( 1957 )
In the Name of Allah, the Compassionate, the Merciful.
14 – ترجمه ي مير احمد علي ( 1964 )
In the name of God, the Beneficent, the Merciful.
15 – ترجمه ي ظفرالله خان ( 1971)
In the name of Allah, Most Gracious, Ever Merciful.
16 – ترجمه ي هاشم امير علي ( 1974 )
In the name of Allah the Rahman the Rahim.
17 – ترجمه ي محمد اسد ( 1980 )
IN THE NAME OF GOD, THE MOST GRACIOUS, THE DISPENSER OF GRACE.
18 – ترجمه ايروينگ ( 1985 )
In the name of God, the Mercy-giving, the Merciful.
Imam Ali's Preaches
Imam Ali Said:
The one who teaches me but a single word makes me his servant.
One who asks questions learns.
Every thing is good when it is new but friends who are good when they are old.
Don’t speak when you find it untimely.
The best of all men is one who is the most useful to the people.
If you love God clear from your heart the love of the world.
Don’t close a door that you are unable to open.
One who is content with little needs not much.
A true believer will not eat fully as long as his brother is hungry.
How can you be happy in this life than grows shorter with the passage of every hour?
The one who is unable to keep his own secrets will never be able to keep the secrets of others.
Be in such term with your friend as if he may turn against you one day and treat your enemy as if he may become a friend one day.
Entrust your friend with anything but your secrets.
Don’t let God see you away from His obedience and occupied with sins; and, consequently hate you.
Fear God who hears when you speak; and knows what you think.
By thinking you can find the way and by negligence you lose it.
One who gives advice and does not practice it himself is like a bow without string.
How bad it is to have a troublesome neighbor.
Health cannot be obtained expect by abstinence
All people are defective and deficient except those whom God saves.
Live in peace with people so that you may a peaceful life.
Jealously cannot enter the heart of a pure-hearted person
The one who teaches me but a single word makes me his servant.
One who asks questions learns.
Every thing is good when it is new but friends who are good when they are old.
Don’t speak when you find it untimely.
The best of all men is one who is the most useful to the people.
If you love God clear from your heart the love of the world.
Don’t close a door that you are unable to open.
One who is content with little needs not much.
A true believer will not eat fully as long as his brother is hungry.
How can you be happy in this life than grows shorter with the passage of every hour?
The one who is unable to keep his own secrets will never be able to keep the secrets of others.
Be in such term with your friend as if he may turn against you one day and treat your enemy as if he may become a friend one day.
Entrust your friend with anything but your secrets.
Don’t let God see you away from His obedience and occupied with sins; and, consequently hate you.
Fear God who hears when you speak; and knows what you think.
By thinking you can find the way and by negligence you lose it.
One who gives advice and does not practice it himself is like a bow without string.
How bad it is to have a troublesome neighbor.
Health cannot be obtained expect by abstinence
All people are defective and deficient except those whom God saves.
Live in peace with people so that you may a peaceful life.
Jealously cannot enter the heart of a pure-hearted person
How To Learn English ( for students)
Here are some tips which may help you to master the English Language!
1. Speak without Fear
The biggest problem most people face in learning a new language is their own fear. They worry that they won’t say things correctly or that they will look stupid so they don’t talk at all. Don’t do this. The fastest way to learn anything is to do it – again and again until you get it right. Like anything, learning English requires practice. Don’t let a little fear stop you from getting what you want.
2. Use all of your Resources
Even if you study English at a language school it doesn’t mean you can’t learn outside of class. Using as many different sources, methods and tools as possible, will allow you to learn faster. There are many different ways you can improve your English, so don’t limit yourself to only one or two. The internet is a fantastic resource for virtually anything, but for the language learner it's perfect.
3. Surround Yourself with English
The absolute best way to learn English is to surround yourself with it. Take notes in English, put English books around your room, and listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin “thinking in English.”
4. Listen to Native Speakers as Much as Possible
There are some good English teachers that have had to learn English as a second language before they could teach it. However, there are several reasons why many of the best schools prefer to hire native English speakers. One of the reasons is that native speakers have a natural flow to their speech that students of English should try to imitate. The closer ESL / EFL students can get to this rhythm or flow, the more convincing and comfortable they will become.
5. Watch English Films and Television
This is not only a fun way to learn but it is also very effective. By watching English films (especially those with English subtitles) you can expand your vocabulary and hear the flow of speech from the actors. If you listen to the news you can also hear different accents.
6. Listen to English Music
Music can be a very effective method of learning English. In fact, it is often used as a way of improving comprehension. The best way to learn though, is to get the lyrics (words) to the songs you are listening to and try to read them as the artist sings. There are several good internet sites where one can find the words for most songs. This way you can practice your listening and reading at the same time. And if you like to sing, fine.
7. Study As Often As Possible!
Only by studying things like grammar and vocabulary and doing exercises, can you really improve your knowledge of any language.
8. Do Exercises and Take Tests
Many people think that exercises and tests aren't much fun. However, by completing exercises and taking tests you can really improve your English. One of the best reasons for doing lots of exercises and tests is that they give you a benchmark to compare your future results with. Often, it is by comparing your score on a test you took yesterday with one you took a month or six months ago that you realize just how much you have learned. If you never test yourself, you will never know how much you are progressing. Start now by doing some of the many exercises and tests on this site, and return in a few days to see what you've learned. Keep doing this and you really will make some progress with English.
9. Record Yourself
Nobody likes to hear their own voice on tape but like tests, it is good to compare your tapes from time to time. You may be so impressed with the progress you are making that you may not mind the sound of your voice as much.
10. Listen to English
By this, we mean, speak on the phone or listen to radio broadcasts, audio books or CDs in English. This is different than watching the television or films because you can’t see the person that is speaking to you. Many learners of English say that speaking on the phone is one of the most difficult things that they do and the only way to improve is to practice.
1. Speak without Fear
The biggest problem most people face in learning a new language is their own fear. They worry that they won’t say things correctly or that they will look stupid so they don’t talk at all. Don’t do this. The fastest way to learn anything is to do it – again and again until you get it right. Like anything, learning English requires practice. Don’t let a little fear stop you from getting what you want.
2. Use all of your Resources
Even if you study English at a language school it doesn’t mean you can’t learn outside of class. Using as many different sources, methods and tools as possible, will allow you to learn faster. There are many different ways you can improve your English, so don’t limit yourself to only one or two. The internet is a fantastic resource for virtually anything, but for the language learner it's perfect.
3. Surround Yourself with English
The absolute best way to learn English is to surround yourself with it. Take notes in English, put English books around your room, and listen to English language radio broadcasts, watch English news, movies and television. Speak English with your friends whenever you can. The more English material that you have around you, the faster you will learn and the more likely it is that you will begin “thinking in English.”
4. Listen to Native Speakers as Much as Possible
There are some good English teachers that have had to learn English as a second language before they could teach it. However, there are several reasons why many of the best schools prefer to hire native English speakers. One of the reasons is that native speakers have a natural flow to their speech that students of English should try to imitate. The closer ESL / EFL students can get to this rhythm or flow, the more convincing and comfortable they will become.
5. Watch English Films and Television
This is not only a fun way to learn but it is also very effective. By watching English films (especially those with English subtitles) you can expand your vocabulary and hear the flow of speech from the actors. If you listen to the news you can also hear different accents.
6. Listen to English Music
Music can be a very effective method of learning English. In fact, it is often used as a way of improving comprehension. The best way to learn though, is to get the lyrics (words) to the songs you are listening to and try to read them as the artist sings. There are several good internet sites where one can find the words for most songs. This way you can practice your listening and reading at the same time. And if you like to sing, fine.
7. Study As Often As Possible!
Only by studying things like grammar and vocabulary and doing exercises, can you really improve your knowledge of any language.
8. Do Exercises and Take Tests
Many people think that exercises and tests aren't much fun. However, by completing exercises and taking tests you can really improve your English. One of the best reasons for doing lots of exercises and tests is that they give you a benchmark to compare your future results with. Often, it is by comparing your score on a test you took yesterday with one you took a month or six months ago that you realize just how much you have learned. If you never test yourself, you will never know how much you are progressing. Start now by doing some of the many exercises and tests on this site, and return in a few days to see what you've learned. Keep doing this and you really will make some progress with English.
9. Record Yourself
Nobody likes to hear their own voice on tape but like tests, it is good to compare your tapes from time to time. You may be so impressed with the progress you are making that you may not mind the sound of your voice as much.
10. Listen to English
By this, we mean, speak on the phone or listen to radio broadcasts, audio books or CDs in English. This is different than watching the television or films because you can’t see the person that is speaking to you. Many learners of English say that speaking on the phone is one of the most difficult things that they do and the only way to improve is to practice.
آزمون زبان انگليسي پايه سوم راهنمايي، درس يك، بخش ساختارهاي دستوري
ارزشيابي ورودي سوم راهنمايي
دانشآموزان عزيز با مقايسهي پاسخهاي خودتان با پاسخهاي صحيح از خودتان امتحان بگيريد. اگر توانستيد در اين آزمون به بيشتر از 75% (نمره بيشتر از 15) سوالات پاسخ صحيح بدهيد وضعيت قابل قبولي در ابتداي سال سوم راهنمايي داريد.
1. It’s ….. to twelve. It’s 11:45. (a. past b. fifteen c. a quarter d. fifty)
2. ……. books are on the desk? (a. Who b. What time c. Where d. Whose)
3. Our class ….. a whiteboard. (a. is b. has c. have D. are)
4. …. home, please. (a. Go to b. Go c. Go at d. goes)
5. Are you and your brothers students? Yes, … . (a. he is b. they are c. it is d. we are)
6. …. come here. (a. Aren’t b. Isn’t c. Don’t d. Haven’t)
7. She has a baby. …. Name is Reza. ( a. My b. Her c. His d. Your)
8. ……….. have a map. (a. Nima and I b. This boy c. Miss Irani d. Reza)
9. ……… a nurse. (a. We’re b. You’re c. It’s d. they’re)
10. That is a ………….. . (a. umbrella b. apple d. eye d. glass)
11. ….. pens are those? Ali’s. (a. What b. What time c. What color d. Whose)
12. It is ………. . (a. a green b. green book c. a green book d. green books)
13. Their brother has a car. It’s ….. car. (a. his b. your c. her d. their)
14. There are ….. in the street. (a. ten car b. ten cars c. a cars d. many car)
15. There …. many soldiers in the picture. (a. isn’t b. aren’t c. haven’t d. is)
16. This boy …… his books every day. (a. study b. studies c. to study d. are study)
17. Don't ….. Ping-Pong in the classroom. (a. play b. plays c. to play d. Are play)
18. Let's ….. to our teacher. (a. listens b. to listen c. are d. listen)
19. My ….. eats lunch. (a. brother b. brothers c. friends d. sisters)
20. That boy …. at 9 o'clock. (a. get b. gets up c. to get up d. go to bed)
21. Nima and I ……. our homework. (a. do b. are c. does d. am)
22. ….. work in the library. (a. My father b. My sisters c. Ali d. He)
23. Is Mina a nurse? Yes, …… is. ( a. he b. it c. she d. Mina)
24. Ali has …….. umbrella. (a. a b. an c. three d. two)
25. Ali and Reza ……. students. (a. has b. are c. is d. come)
26. Are ……… baskets? Yes. (a. they b. we c. this d. that)
27. We pray in a …….. . (a. radio b. street c. desk D. mosque
28. ….. girls are good students. (a. This b. They c. Those d. that)
29. We watch TV ….. home. (a. in b. at c. on d. under)
30. We play football ….. Fridays. (a. in b. at c. on d. under)
31. She looks …. the map. (a. at b. in c. on d. down)
32. What are you? I am …… . (a. Ali b. His brother c. a student d. teacher)
33. ………………….. do you live? In Tehran. (a. Who b. What c. When d. Where)
34. Ali ………. at home now. (a. is studying b. studying c. studies d. study)
35. ………………….. do you live? In Tehran. (a. Who b. What c. When d. Where)
36. I have a ….. in my pocket. (a. taxi b. yellow c. red pen d. house)
37. She eats …. at one o'clock. (a. dinner b. lunch c. breakfast d. plate)
38. Goodbye, ….. you tomorrow. (a. eat b. nice c. see d. look)
39. Their mother …… the room. (a. cleans b. comes c. opens d. prays
40. I am ………….. a letter. ( a. writing b. listening c. speaking d. looking)
براي م
دانشآموزان عزيز با مقايسهي پاسخهاي خودتان با پاسخهاي صحيح از خودتان امتحان بگيريد. اگر توانستيد در اين آزمون به بيشتر از 75% (نمره بيشتر از 15) سوالات پاسخ صحيح بدهيد وضعيت قابل قبولي در ابتداي سال سوم راهنمايي داريد.
1. It’s ….. to twelve. It’s 11:45. (a. past b. fifteen c. a quarter d. fifty)
2. ……. books are on the desk? (a. Who b. What time c. Where d. Whose)
3. Our class ….. a whiteboard. (a. is b. has c. have D. are)
4. …. home, please. (a. Go to b. Go c. Go at d. goes)
5. Are you and your brothers students? Yes, … . (a. he is b. they are c. it is d. we are)
6. …. come here. (a. Aren’t b. Isn’t c. Don’t d. Haven’t)
7. She has a baby. …. Name is Reza. ( a. My b. Her c. His d. Your)
8. ……….. have a map. (a. Nima and I b. This boy c. Miss Irani d. Reza)
9. ……… a nurse. (a. We’re b. You’re c. It’s d. they’re)
10. That is a ………….. . (a. umbrella b. apple d. eye d. glass)
11. ….. pens are those? Ali’s. (a. What b. What time c. What color d. Whose)
12. It is ………. . (a. a green b. green book c. a green book d. green books)
13. Their brother has a car. It’s ….. car. (a. his b. your c. her d. their)
14. There are ….. in the street. (a. ten car b. ten cars c. a cars d. many car)
15. There …. many soldiers in the picture. (a. isn’t b. aren’t c. haven’t d. is)
16. This boy …… his books every day. (a. study b. studies c. to study d. are study)
17. Don't ….. Ping-Pong in the classroom. (a. play b. plays c. to play d. Are play)
18. Let's ….. to our teacher. (a. listens b. to listen c. are d. listen)
19. My ….. eats lunch. (a. brother b. brothers c. friends d. sisters)
20. That boy …. at 9 o'clock. (a. get b. gets up c. to get up d. go to bed)
21. Nima and I ……. our homework. (a. do b. are c. does d. am)
22. ….. work in the library. (a. My father b. My sisters c. Ali d. He)
23. Is Mina a nurse? Yes, …… is. ( a. he b. it c. she d. Mina)
24. Ali has …….. umbrella. (a. a b. an c. three d. two)
25. Ali and Reza ……. students. (a. has b. are c. is d. come)
26. Are ……… baskets? Yes. (a. they b. we c. this d. that)
27. We pray in a …….. . (a. radio b. street c. desk D. mosque
28. ….. girls are good students. (a. This b. They c. Those d. that)
29. We watch TV ….. home. (a. in b. at c. on d. under)
30. We play football ….. Fridays. (a. in b. at c. on d. under)
31. She looks …. the map. (a. at b. in c. on d. down)
32. What are you? I am …… . (a. Ali b. His brother c. a student d. teacher)
33. ………………….. do you live? In Tehran. (a. Who b. What c. When d. Where)
34. Ali ………. at home now. (a. is studying b. studying c. studies d. study)
35. ………………….. do you live? In Tehran. (a. Who b. What c. When d. Where)
36. I have a ….. in my pocket. (a. taxi b. yellow c. red pen d. house)
37. She eats …. at one o'clock. (a. dinner b. lunch c. breakfast d. plate)
38. Goodbye, ….. you tomorrow. (a. eat b. nice c. see d. look)
39. Their mother …… the room. (a. cleans b. comes c. opens d. prays
40. I am ………….. a letter. ( a. writing b. listening c. speaking d. looking)
براي م
نمونه سوالات زبان انگلیسی دوره راهنمایی
آزمون زبان انگليسي پايه سوم راهنمايي، درس يك، بخش ساختارهاي دستوري
A. Make new sentences with adjectives.
1. I have an umbrella. (old)
2. I see two buses in the street. (old)
3. I read a book. (easy)
B. Answer these questions about yourself.
4. How old are you?
5. Do you like your school?
6. How many friends do you have in your class?
7. Do you study English at school every day?
c. Answer these questions.
8. Whose ruler is on the desk? (Ali)
9. Whose brother does he see every day? (Nima)
10. Was their car new or old? (new)
d. Answer these questions. (Short and long answers)
11. Does Ali com to school by that red taxi?? (No)
12. Does Reza have a new bicycle? (No)
13. Are you buying a new book? (Yes)
14. Are the wheels of the bicycle are very small? (N0)
E. Make sentences.
15. near/ I / my/ garden/ the/ brother's/ bicycle/ see/.
16. a/ large/ on/ there/ was/ dictionary/ the/ desk/.
17. there/ trees/ tall/ were/ garden/the/ in/ ?
F. Make questions.
18. ……………………………………………………? He wants Nima's eraser.
19. ……………………………………………………? Yes, These are the legs of the table.
20. ……………………………………………………? I am riding my brother's bicycle.
A. Make new sentences with adjectives.
1. I have an umbrella. (old)
2. I see two buses in the street. (old)
3. I read a book. (easy)
B. Answer these questions about yourself.
4. How old are you?
5. Do you like your school?
6. How many friends do you have in your class?
7. Do you study English at school every day?
c. Answer these questions.
8. Whose ruler is on the desk? (Ali)
9. Whose brother does he see every day? (Nima)
10. Was their car new or old? (new)
d. Answer these questions. (Short and long answers)
11. Does Ali com to school by that red taxi?? (No)
12. Does Reza have a new bicycle? (No)
13. Are you buying a new book? (Yes)
14. Are the wheels of the bicycle are very small? (N0)
E. Make sentences.
15. near/ I / my/ garden/ the/ brother's/ bicycle/ see/.
16. a/ large/ on/ there/ was/ dictionary/ the/ desk/.
17. there/ trees/ tall/ were/ garden/the/ in/ ?
F. Make questions.
18. ……………………………………………………? He wants Nima's eraser.
19. ……………………………………………………? Yes, These are the legs of the table.
20. ……………………………………………………? I am riding my brother's bicycle.
Vocabulary Activities
Alphabet Letters - Pictures List Colors Colors Pictures List Numbers List of numbers The Time O'clock Pictures List Time Pictures List 1 Calendar
Calendar Countries and Nationalities
Countries / Nationalities List Objects
Common Objects Pictures List Office Objects Pictures List Beauty
Beauty Objects Pictures list Transport
Vehicles Pictures List Vehicles Pictures List 2 Motorcycles Pictures List Vehicles Pictures List 3 - Cars Most frequent vocabulary List: 200 most frequent words in EnglishWith Spanish help. Now with a list of English and Spanish sentences. Las palabras más frecuentes en inglés con ayuda en Español.
Jobs
Jobs Pictures List Animals Farm Animals Pictures List Sea Animals Pictures List Forest Animals Pictures List
Insects - Animals Pictures List Jungle Animals Pictures List Savannah Animals Pictures List Other Animals - Pictures List Animals - Vocabulary List Body
Body - pictures list Clothes
Clothes Pictures List Food
Food Objects - Pictures List Bakery - Dairy - Pictures List Fruit - Pictures List Vegetables Pictures List Meat - Poultry - Seafood - Pictures List Prepared Foods - Pictures List Verbs
Verbs Pictures List Activities Pictures list Most Frequent Verbs ListPast simple
Verbos Irregulares
Irregular verbs
What did I do xword
Snap - Irregular verbs.
Calendar Countries and Nationalities
Countries / Nationalities List Objects
Common Objects Pictures List Office Objects Pictures List Beauty
Beauty Objects Pictures list Transport
Vehicles Pictures List Vehicles Pictures List 2 Motorcycles Pictures List Vehicles Pictures List 3 - Cars Most frequent vocabulary List: 200 most frequent words in EnglishWith Spanish help. Now with a list of English and Spanish sentences. Las palabras más frecuentes en inglés con ayuda en Español.
Jobs
Jobs Pictures List Animals Farm Animals Pictures List Sea Animals Pictures List Forest Animals Pictures List
Insects - Animals Pictures List Jungle Animals Pictures List Savannah Animals Pictures List Other Animals - Pictures List Animals - Vocabulary List Body
Body - pictures list Clothes
Clothes Pictures List Food
Food Objects - Pictures List Bakery - Dairy - Pictures List Fruit - Pictures List Vegetables Pictures List Meat - Poultry - Seafood - Pictures List Prepared Foods - Pictures List Verbs
Verbs Pictures List Activities Pictures list Most Frequent Verbs ListPast simple
Verbos Irregulares
Irregular verbs
What did I do xword
Snap - Irregular verbs.
Teaching English for Elementary
Writing and elementary learnersSue Leather, Freelance Trainer and Writer
This article is about bringing some energy and excitement to the process of writing in the classroom. It's about how to create a writing environment that is 'authentic,' and purposeful. It's about leaving in the communicative element of writing. In other words, it's about how to get our elementary students motivated to write.
Writing in class
Authentic writing
Characteristics of a good writing activity
Three writing activities
Conclusion
Writing in classWhat was the last thing you wrote? I'll repeat this question again in just a moment.
Now, what was the last thing your elementary students wrote? I think for my students it was 'read the paragraph and write a similar one about Dora'. The aim was to practise the 'present simple' for habitual actions. Actually, my students spend a lot of their 'writing time' consolidating new language they've learnt in class. These writing tasks are often mechanistic, repetitive and are usually at sentence, or at most, paragraph level. Usually they are designed to get the students to practise a particular form. And they are mostly writing it so that I can check it and correct it.
Top of page
Authentic writingSo back to that question: What was the last thing you wrote? If you're anything like me, it was probably an e-mail, a letter or a note. Whatever it was, there was a real motivation behind writing it. It was to a person, for a reason, with an expected response. All this implies energy, and even, if we're lucky, some excitement. If we look at the form-driven writing that our students do, and the communication-driven writing that we do, the difference is motivation.
Before we write in our own language we always ask ourselves the following questions:
Who is going to read what I've written?
What effect am I trying to achieve by writing?
How is s/he going to respond?
These questions are quite useful ones to apply to writing activities we use in the classroom, as they keep our focus on communication, rather than manipulation of form. But the classroom is different from real life. We have to create the need to communicate if we want to bring this communicative focus to our classroom writing activities.
Top of page
Characteristics of a good writing activityI want to discuss three principles underlying successful, purposeful activities at elementary level.
MotivationIt's important to create a strong, engaging context. This will generate the motivation for your students to write. In this way, teaching writing is very similar to teaching a grammar point or any 'new language'. I always ask myself the question: 'What's the context that carries the language?' Pictures, music, dialogue, realia and story will all help to create context and motivation.
ChallengeWriting is not easy. Elementary students can get discouraged if they think they have to write a lot. It's challenging, and often more interesting, to write within a time limit, or a word limit.
Follow-upCreating real communicative follow-up e.g. the response, is more energising than simply correction by the teacher. In most cases I think that correction of written work can come later.
Top of page
Three writing activitiesHere are descriptions of three writing lessons which demonstrate these principles.
'Parents never say…'This is a sentence-level writing task that even lower elementary level students can enjoy.Creating motivationElicit some of the rules that the students' parents impose at home. Write up a few on board, e.g. 'Come home before 9 o'clock. / Don't eat too many biscuits' etc. Ask: 'What do parents never say?' Now read out a few possibilities, e.g. 'Please don't tidy your room,' 'Use the telephone a lot', 'Stay up very late.'Elicit a couple more ideas. Creating challengeMake groups of four with a chairperson, writer, timekeeper and speaker. Each group has a large piece of paper. The group has to come up with eight sentences that parents never say and write up on paper. Give a time limit, say 10 minutes. Tell the students that there will be a vote on the best set of rules.Creating follow-upThe chairperson sticks up the group's rules on the board/wall. The class read all the different sets of rules and vote on which is best (not their own) If correction is needed, you can leave the 'posters' up and have a group correction session.This activity is inspired by the poem 'Top Twenty things that parents never say' by Gervase Phinn.
'Bad news' Creating motivationMake a short radio 'news item' with some shocking local news of interest to your students. For example, the news that the local sports centre is going to be knocked down. In the item the mayor/ spokesperson says that it's the only thing to be done, as a big road is going to come through town. The idea here is to provide an engaging, realistic context for writing. Pictures of the sports hall and possibly the mayor on the board will help. The idea is to provide a real context and a real 'need' to write. It's obviously important to choose something your students will feel strongly about. Creating challengeStudents then work in pairs to draft a short letter or e-mail, expressing how they feel about the proposed plan. Provide challenge by giving students a strict time limit. For the students, it's clear who they are writing to and why, so the writing should be energised. Monitor and help with language, but don't worry too much about accuracy at this stage.Creating follow-upPairs 'post' their letters/e-mails to the mayor. Students (now in the role of mayor) read the letters that other pairs have written, and respond as the mayor.
Letter to the principalCreating motivationWrite a mock letter from the principal of your school asking for ideas about how to improve the school. (It's best to ask his/her permission first.) Students then read the letter. Creating challengeStudents then work in pairs and come up with a list of 6 improvements. They have to draft a short letter to the principal. One possible problem about students working in pairs is that only one student is writing. Why not try clapping your hands every three minutes or so to get students to 'swap the pen.'Creating follow-upIf you can get your principal's co-operation, s/he can read them and give some feedback to the students!
Top of pageConclusion This article has addressed the issue of motivation in writing at elementary level. If we can create an engaging context for student writing, and if it is addressed to a person, for a reason, with an expected response, I believe that their writing will naturally become more communicative. The result of this desire to communicate is that students will want to be more accurate in their writing. And not just because I'm correcting it.Further Reading
Process Writing by Ron White and Valerie ArdntLanguage Teaching Methodology by David Nunan Progressive Writing Skills by Will FowlerDiscourse Analysis for Language Teachers by Michael McCarthyIt takes one to know one by Gervase Phinn
This article is about bringing some energy and excitement to the process of writing in the classroom. It's about how to create a writing environment that is 'authentic,' and purposeful. It's about leaving in the communicative element of writing. In other words, it's about how to get our elementary students motivated to write.
Writing in class
Authentic writing
Characteristics of a good writing activity
Three writing activities
Conclusion
Writing in classWhat was the last thing you wrote? I'll repeat this question again in just a moment.
Now, what was the last thing your elementary students wrote? I think for my students it was 'read the paragraph and write a similar one about Dora'. The aim was to practise the 'present simple' for habitual actions. Actually, my students spend a lot of their 'writing time' consolidating new language they've learnt in class. These writing tasks are often mechanistic, repetitive and are usually at sentence, or at most, paragraph level. Usually they are designed to get the students to practise a particular form. And they are mostly writing it so that I can check it and correct it.
Top of page
Authentic writingSo back to that question: What was the last thing you wrote? If you're anything like me, it was probably an e-mail, a letter or a note. Whatever it was, there was a real motivation behind writing it. It was to a person, for a reason, with an expected response. All this implies energy, and even, if we're lucky, some excitement. If we look at the form-driven writing that our students do, and the communication-driven writing that we do, the difference is motivation.
Before we write in our own language we always ask ourselves the following questions:
Who is going to read what I've written?
What effect am I trying to achieve by writing?
How is s/he going to respond?
These questions are quite useful ones to apply to writing activities we use in the classroom, as they keep our focus on communication, rather than manipulation of form. But the classroom is different from real life. We have to create the need to communicate if we want to bring this communicative focus to our classroom writing activities.
Top of page
Characteristics of a good writing activityI want to discuss three principles underlying successful, purposeful activities at elementary level.
MotivationIt's important to create a strong, engaging context. This will generate the motivation for your students to write. In this way, teaching writing is very similar to teaching a grammar point or any 'new language'. I always ask myself the question: 'What's the context that carries the language?' Pictures, music, dialogue, realia and story will all help to create context and motivation.
ChallengeWriting is not easy. Elementary students can get discouraged if they think they have to write a lot. It's challenging, and often more interesting, to write within a time limit, or a word limit.
Follow-upCreating real communicative follow-up e.g. the response, is more energising than simply correction by the teacher. In most cases I think that correction of written work can come later.
Top of page
Three writing activitiesHere are descriptions of three writing lessons which demonstrate these principles.
'Parents never say…'This is a sentence-level writing task that even lower elementary level students can enjoy.Creating motivationElicit some of the rules that the students' parents impose at home. Write up a few on board, e.g. 'Come home before 9 o'clock. / Don't eat too many biscuits' etc. Ask: 'What do parents never say?' Now read out a few possibilities, e.g. 'Please don't tidy your room,' 'Use the telephone a lot', 'Stay up very late.'Elicit a couple more ideas. Creating challengeMake groups of four with a chairperson, writer, timekeeper and speaker. Each group has a large piece of paper. The group has to come up with eight sentences that parents never say and write up on paper. Give a time limit, say 10 minutes. Tell the students that there will be a vote on the best set of rules.Creating follow-upThe chairperson sticks up the group's rules on the board/wall. The class read all the different sets of rules and vote on which is best (not their own) If correction is needed, you can leave the 'posters' up and have a group correction session.This activity is inspired by the poem 'Top Twenty things that parents never say' by Gervase Phinn.
'Bad news' Creating motivationMake a short radio 'news item' with some shocking local news of interest to your students. For example, the news that the local sports centre is going to be knocked down. In the item the mayor/ spokesperson says that it's the only thing to be done, as a big road is going to come through town. The idea here is to provide an engaging, realistic context for writing. Pictures of the sports hall and possibly the mayor on the board will help. The idea is to provide a real context and a real 'need' to write. It's obviously important to choose something your students will feel strongly about. Creating challengeStudents then work in pairs to draft a short letter or e-mail, expressing how they feel about the proposed plan. Provide challenge by giving students a strict time limit. For the students, it's clear who they are writing to and why, so the writing should be energised. Monitor and help with language, but don't worry too much about accuracy at this stage.Creating follow-upPairs 'post' their letters/e-mails to the mayor. Students (now in the role of mayor) read the letters that other pairs have written, and respond as the mayor.
Letter to the principalCreating motivationWrite a mock letter from the principal of your school asking for ideas about how to improve the school. (It's best to ask his/her permission first.) Students then read the letter. Creating challengeStudents then work in pairs and come up with a list of 6 improvements. They have to draft a short letter to the principal. One possible problem about students working in pairs is that only one student is writing. Why not try clapping your hands every three minutes or so to get students to 'swap the pen.'Creating follow-upIf you can get your principal's co-operation, s/he can read them and give some feedback to the students!
Top of pageConclusion This article has addressed the issue of motivation in writing at elementary level. If we can create an engaging context for student writing, and if it is addressed to a person, for a reason, with an expected response, I believe that their writing will naturally become more communicative. The result of this desire to communicate is that students will want to be more accurate in their writing. And not just because I'm correcting it.Further Reading
Process Writing by Ron White and Valerie ArdntLanguage Teaching Methodology by David Nunan Progressive Writing Skills by Will FowlerDiscourse Analysis for Language Teachers by Michael McCarthyIt takes one to know one by Gervase Phinn
Sunday, December 16, 2007
Monday, December 10, 2007
ELT websites
1
WWW
Useful Sites
Promoting EFL / ELT
----------------------------------------------------------------
• www.TESL-EJ.com
• Eric clearinghouse
• www.Asian EFL journal.com
• the language teacher on line
• Forum online
• www.PARE online.com
• www.tc.columbia.edu
• http://www.greatwritings.com/
• www.thinkexist.com
• www.acu.edu
• www.btinternet.com
• www.elearnaid.com
• www.conferencealerts.com
• www.ceps.georgiasouthern.edu
• http://en.wikipedia.org
• www.linguistlist.org
• http://cndls.georgetown.edu
• www.wsu.edu
• www.complete-review.com
• www.poetrymagic.co.uk
• www.hku.hk
• www.novitasroyal.org
• www.owl.english.purdue.edu
• www.writing.com
• www.talewins.com
• www.denza.fhda.edu
• www.vocabtest.com
• www.a4esl.org
• http://accurapid.com/journal/
• www.learningandteaching.info
• www.findarticles.com
• www.imdb.com
• www.rhymezoone.com
• www.wordsmith.com
• www.poetry.com
• www.vocabularya-z.com
• www.onlinejournalism.com
• www.lingulangu.org
• www.englishforums.com
2
• www.laklak.ir
• www.adinebook.com
• www.asiatefl.org/journal
• www.sagepub.com (free journal download)
• http://writing-world.com/
• http://wordsmith.com/
• http://poetry.com/
• http://custompapers.com/
• http://www.absolutewrite.com/
• http://dmcwriter.tripod.com/
• http://writing.com/
• http://writers.com/
• http://www.writesparks.com/
• http://www.asian-efl-journal.com
• http://www.eslcafe.com/
• http://www.english-4u.com/topsites/
• http://www.eslteachertalk.com/
• http://www.eslteachertalk.com/
• http://www.mes-english.com/
• http://www.iteslj.org.
• http://www.englishclub.com/
• http://www.free-english.com/Assessment.aspx
• http://semumf.tripod.com/
• http://elsevier.com/
TESOLEJ: http://iteslj.org/
CAL center for applied linguistics www.cal.org
The language teacher journal: http://www.jalt-publications.org
The electronic journal of foreign language teaching http://e-flt.nus.edu.sg
• http://www.matsda.org.uk
• http://www.tesol.org
• http://tesolarabia.org
• www.sceincedirect.com
• www.onestopenglish.com
• www.ihes.com
• www.who2.com
• www.teachingenglish.org.uk
• www.linguistic-funland.com
• www.dmoz.org
• www.diploma.or.jp
• www.eurydice.org
• www.cilt.org.uk
• www.lib.byu.edu/spc/tesl
• www.esllearning.com
• www.langoworld.com
• www.slbase.com
3
• www.realiaproject.org
• www.englishraven.com
• http://www.britishcouncil.ru/ - The British Council Russia
• http://www.britishcouncil.org/ - The British Council Russia (Main site)
• www.britishcouncil.org/english/eltecs/index.htm - English Language Teaching Contacts Scheme
(ELTeCS)
• www.cambridge.org/elt/ - Cambridge University Press ELT
•mis.britcoun.org/archives/eltecs-l.html - Archives of ELTECS-L@LIST1.BRITISHCOUNCIL.ORG
• www.britcoun.org/ukraine/ - The British Council Ukraine - Home page
• www.countryschool.com/ylsig/ - Teaching English to children: IATEFL YL-SIG web resources
• http://www.iatefl.org/ - IATEFL Website Home Page
• www3.oup.co.uk/eltj/ - ELT Journal
• www.eubank-web.com/William/t-links.htm - TESOL Affiliate Links - TexTesol - MidTesol - ESL
• www.aitech.ac.jp/~iteslj/links/ - TESL/TEFL/TESOL/ESL/EFL/ESOL Links
• http://www.tesol.org.au/ - Australian Council for TESOL Associations
• http://www.tesol.org/ - The English Zone - Learn English, ESL, EFL, TESOL, for Students and
Teachers
• mason.gmu.edu/~swidmaye/tesol.htm - Sharon's TESOL and Applied Linguistic Links
• www.discover.tased.edu.au/english/ - English Learning Area home page (Tasmania)
• www.oup.com/elt/global/teachersclub/ - Oxford Teachers' Club
• http://www.wordsurfing.co.uk/ - a vocabulary learning strategy which encourages students to
develop good language habits by keeping well-organized and personal notebooks.
• uk.groups.yahoo.com/group/wordsurfing/ - an open forum to discuss "Word Surfing" or anything
else connected to helping students with their vocabulary development and overall language
learning efficiency/enjoyment.
• http://www.indivisible.org/ - Indivisible: Stories of American Community. "An exploration of
community life in America by some of this country's most accomplished photographers, radio
producers, and folklorists."
• http://www.bartleby.com/ - "The preeminent Internet publisher of literature, reference, and verse
providing students, researchers, and the intellectually curious with unlimited access to books and
information on the web, free of charge."
• etext.virginia.edu - Electronic Text Center. Based at the University of Virginia, the ETC's goal is
to "build and maintain an Internet-accessible collection of texts and images, and to build and
maintain a user community adept at the creation and use of these materials." Includes an African-
American collection.
• http://www.fairvote.org/ - The Center for Voting and Democracy. The web site of a non-partisan,
non-profit organization that studies how voting systems affect participation, representation, and
governance.
• www.magenta.nl/crosspoint/ - Crosspoint Anti-Racism. The Internet's "biggest collection of links
in the field of human rights, anti-racism, refugees, women's rights, anti-fascism, Shoah, and
more.
• http://www.amherst.edu/~aardoc/ - AARDOC - African-American Religion: A Documentary
History Project. "[Our] goal is to produce a comprehensive history of African-American religion,
from the earliest African-European encounters along the west coast of Africa in the mid-fifteenth
century to the present day."
4
• lcweb.loc.gov/exhibits/african/intro.html - The African-American Mosaic: A Library of Congress
Resource Guide for the Study of Black History and Culture. A guide to the institution's African-
American collections. It covers the nearly 500 years of the black experience in the Western
hemisphere including Colonization, Abolition, and Migrations.
• memory.loc.gov/ammem/aaohtml/aohome.html - African American Odyssey. Collection of
narratives, songs, government documents, and maps that illustrate over 200 years of African
American achievement and struggle.
• digital.nypl.org/schomburg/writers_aa19/toc.html - African American Women Writers of the 19th
Century. Prepared by the Schomburg Center for Research in Black Culture the collection
contains essays, poetry, fiction, and autobiographical narratives.
• xroads.virginia.edu/~HYPER/wpa/wpahome.html - American Slave Narratives: An Online
Anthology. A sample of the 2,300 interviews conducted by the Works Progress Administration
(WPA) writers. The complete transcripts are available In The American Slave: A Composite
Autobiography, edited by George P. Rawick.
• newdeal.feri.org/asn/ - "Been Here So Long": Selections from the WPA American Slave
Narratives. A selection of 17 interviews of former slaves conducted by members of the Federal
Writers Project of the Works Progress Administration (WPA). Also features an introductory essay,
three lesson plans, and a modest annotated guide to related online resources.
• blackhistory.eb.com - Black History -- The Encyclopaedia Britannica Guide. A highly
recommended and rich site. It includes a timeline linked to articles on events and concepts,
extensive photographs, images, and AV clips, and biographical entries on key people. A
bibliography is included.
• docsouth.unc.edu - Documenting the American South. An electronic collection sponsored by
the Academic Affairs Library at the University of North Carolina at Chapel Hill, provides access to
digitized primary materials that offer Southern perspectives on American history and culture. It
supplies teachers, students, and researchers at every educational level with a wide array of titles
they can use for reference, studying, teaching, and research.
• www.shsw.wisc.edu/library/aanp/freedom/index.html - Freedom's Journal. Digitized PDF
versions all 103 issues of the first African-American owned and operated newspaper published in
the US, dating from 1827 to 1829. Maintained by the State Historical
• www.lib.virginia.edu/speccol/collections/jdavis/ - The Jackson Davis Collection of African-
American Educational Photographs. Photos taken between 1915 and 1930 presenting African-
American education at "colored schools" in the Southern US and also including views of Africa.
Maintained by the Special Collections Department at the University of Virginia.
• northstar.vassar.edu - The North Star. A journal of Afro-American religious history.
• www.nypl.org/research/sc/sc.html - Schomburg Center for Research in Black Culture. Includes
photographs and texts on African-American history. Examples include African-American Women
Writers of the 19th Century; Images of African Americans from the 19th Century; Harlem 1900-
1940: An African-American Community, and The Schomburg Legacy: Documenting the Global
Black Experience for the 21st Century.
• www.nps.gov/undergroundrr/contents.htm - Underground Railroad: Special Resource Study.
This National Park Service site contains information from a 1990 study of the Underground
Railroad, including "a general overview of the Underground Railroad, with a brief discussion of
5
slavery and abolitionism, escape routes used by slaves, and alternatives for commemoration and
interpretation of the significance of the phenomenon.
• http://www.undergroundrailroad.com/ - The National Underground Railroad Freedom Center.
The National Underground Railroad Freedom Center educates the public about the historic
struggle to abolish human enslavement and secure freedom for all people. The Freedom Center
teaches lessons of courage and cooperation from Underground Railroad history to promote
collaborative learning, dialogue, and action in order to inspire today's freedom movements.
• www.journale.com/withoutsanctuary/ - Without Sanctuary. Searching through America's past
for the last 25 years, collector James Allen uncovered an extraordinary visual legacy:
photographs and postcards taken as souvenirs at lynchings throughout America.
• www.cetel.org/programs.html - Ancestors in the Americas. This site accompanies "the first indepth
television series to present the untold history and contemporary legacy of early Asian
immigrants to the Americas, from the 1700s to the 1900s." Movie clips from the television
program are included.
• www.lib.uci.edu/new/seaexhibit/index.html - Documenting the Southeast Asia Refugee
Experience. The content of an exhibit of the UC Irvine Main Library, including text, photos, and
documents.
• http://www.aarweb.org/ - American Academy of Religion. Web site of the American Academy of
Religion. Founded in 1909, the AAR is the world's largest association of academics who research
or teach topics related to religion."
• http://www.arda.tm/ - American Religion Data Archive. A repository of data files on American
religion, such as surveys and membership.
• religiousmovements.lib.virginia.edu - New Religious Movements. A site on new religious
movements, maintained by Jeffrey Hadden for a sociology course at the University of Virginia.
Includes links to relevant Internet resources, definitions, and lecture outlines.
• http://www.al-islam.org/ - Al-Islam. An attractive, well-organized site to resources on all aspects
of Islam and Muslim peoples. Created by the Ahlul Bayt Digital Library Project.
• www.ciolek.com/WWWVL-Buddhism.html - The Hindu Universe. A good site with information
on all aspects of Hinduism and Hindu culture, but many sections are still under construction.
• moa.umdl.umich.edu - Making of America. A digital library of primary sources in American
social history from the antebellum period through reconstruction.
• http://www.materialreligion.org/ - Material History of American Religion. This site from the
Divinity School at Vanderbilt University "studies the history of American religion in all its
complexity by focusing on material objects and economic themes.
• http://www.cr.nps.gov/ - National NAGPRA (Native American Graves Protection and
Repatriation Act). The site for National NAGPRA -- the government branch that regulates the
Native American Graves Protection and Repatriation Act (NAGPRA).
• http://www.thehistorychannel.com/ - The History Channel. The website of the popular cable TV
channel of the same name.
6
• www.cr.nps.gov/NR/twhp/ - National Park Service - Teaching with Historic Places. Teaching
with Historic Places (TwHP) uses properties listed in the National Park Service's National
Register of Historic Places to enliven history, social studies, geography, civics, and other
subjects. TwHP has created a variety of products and activities that help teachers bring historic
places into the classroom."
• http://www.chnm.gmu.edu/ - The Center for History and New Media. The Center's web pages
provide electronic access to extensive directories, journals, sources, and professional discussions
related to historical issues. The Center's resources are designed to benefit professional
historians, high school teachers, and students of history.
WWW
Useful Sites
Promoting EFL / ELT
----------------------------------------------------------------
• www.TESL-EJ.com
• Eric clearinghouse
• www.Asian EFL journal.com
• the language teacher on line
• Forum online
• www.PARE online.com
• www.tc.columbia.edu
• http://www.greatwritings.com/
• www.thinkexist.com
• www.acu.edu
• www.btinternet.com
• www.elearnaid.com
• www.conferencealerts.com
• www.ceps.georgiasouthern.edu
• http://en.wikipedia.org
• www.linguistlist.org
• http://cndls.georgetown.edu
• www.wsu.edu
• www.complete-review.com
• www.poetrymagic.co.uk
• www.hku.hk
• www.novitasroyal.org
• www.owl.english.purdue.edu
• www.writing.com
• www.talewins.com
• www.denza.fhda.edu
• www.vocabtest.com
• www.a4esl.org
• http://accurapid.com/journal/
• www.learningandteaching.info
• www.findarticles.com
• www.imdb.com
• www.rhymezoone.com
• www.wordsmith.com
• www.poetry.com
• www.vocabularya-z.com
• www.onlinejournalism.com
• www.lingulangu.org
• www.englishforums.com
2
• www.laklak.ir
• www.adinebook.com
• www.asiatefl.org/journal
• www.sagepub.com (free journal download)
• http://writing-world.com/
• http://wordsmith.com/
• http://poetry.com/
• http://custompapers.com/
• http://www.absolutewrite.com/
• http://dmcwriter.tripod.com/
• http://writing.com/
• http://writers.com/
• http://www.writesparks.com/
• http://www.asian-efl-journal.com
• http://www.eslcafe.com/
• http://www.english-4u.com/topsites/
• http://www.eslteachertalk.com/
• http://www.eslteachertalk.com/
• http://www.mes-english.com/
• http://www.iteslj.org.
• http://www.englishclub.com/
• http://www.free-english.com/Assessment.aspx
• http://semumf.tripod.com/
• http://elsevier.com/
TESOLEJ: http://iteslj.org/
CAL center for applied linguistics www.cal.org
The language teacher journal: http://www.jalt-publications.org
The electronic journal of foreign language teaching http://e-flt.nus.edu.sg
• http://www.matsda.org.uk
• http://www.tesol.org
• http://tesolarabia.org
• www.sceincedirect.com
• www.onestopenglish.com
• www.ihes.com
• www.who2.com
• www.teachingenglish.org.uk
• www.linguistic-funland.com
• www.dmoz.org
• www.diploma.or.jp
• www.eurydice.org
• www.cilt.org.uk
• www.lib.byu.edu/spc/tesl
• www.esllearning.com
• www.langoworld.com
• www.slbase.com
3
• www.realiaproject.org
• www.englishraven.com
• http://www.britishcouncil.ru/ - The British Council Russia
• http://www.britishcouncil.org/ - The British Council Russia (Main site)
• www.britishcouncil.org/english/eltecs/index.htm - English Language Teaching Contacts Scheme
(ELTeCS)
• www.cambridge.org/elt/ - Cambridge University Press ELT
•mis.britcoun.org/archives/eltecs-l.html - Archives of ELTECS-L@LIST1.BRITISHCOUNCIL.ORG
• www.britcoun.org/ukraine/ - The British Council Ukraine - Home page
• www.countryschool.com/ylsig/ - Teaching English to children: IATEFL YL-SIG web resources
• http://www.iatefl.org/ - IATEFL Website Home Page
• www3.oup.co.uk/eltj/ - ELT Journal
• www.eubank-web.com/William/t-links.htm - TESOL Affiliate Links - TexTesol - MidTesol - ESL
• www.aitech.ac.jp/~iteslj/links/ - TESL/TEFL/TESOL/ESL/EFL/ESOL Links
• http://www.tesol.org.au/ - Australian Council for TESOL Associations
• http://www.tesol.org/ - The English Zone - Learn English, ESL, EFL, TESOL, for Students and
Teachers
• mason.gmu.edu/~swidmaye/tesol.htm - Sharon's TESOL and Applied Linguistic Links
• www.discover.tased.edu.au/english/ - English Learning Area home page (Tasmania)
• www.oup.com/elt/global/teachersclub/ - Oxford Teachers' Club
• http://www.wordsurfing.co.uk/ - a vocabulary learning strategy which encourages students to
develop good language habits by keeping well-organized and personal notebooks.
• uk.groups.yahoo.com/group/wordsurfing/ - an open forum to discuss "Word Surfing" or anything
else connected to helping students with their vocabulary development and overall language
learning efficiency/enjoyment.
• http://www.indivisible.org/ - Indivisible: Stories of American Community. "An exploration of
community life in America by some of this country's most accomplished photographers, radio
producers, and folklorists."
• http://www.bartleby.com/ - "The preeminent Internet publisher of literature, reference, and verse
providing students, researchers, and the intellectually curious with unlimited access to books and
information on the web, free of charge."
• etext.virginia.edu - Electronic Text Center. Based at the University of Virginia, the ETC's goal is
to "build and maintain an Internet-accessible collection of texts and images, and to build and
maintain a user community adept at the creation and use of these materials." Includes an African-
American collection.
• http://www.fairvote.org/ - The Center for Voting and Democracy. The web site of a non-partisan,
non-profit organization that studies how voting systems affect participation, representation, and
governance.
• www.magenta.nl/crosspoint/ - Crosspoint Anti-Racism. The Internet's "biggest collection of links
in the field of human rights, anti-racism, refugees, women's rights, anti-fascism, Shoah, and
more.
• http://www.amherst.edu/~aardoc/ - AARDOC - African-American Religion: A Documentary
History Project. "[Our] goal is to produce a comprehensive history of African-American religion,
from the earliest African-European encounters along the west coast of Africa in the mid-fifteenth
century to the present day."
4
• lcweb.loc.gov/exhibits/african/intro.html - The African-American Mosaic: A Library of Congress
Resource Guide for the Study of Black History and Culture. A guide to the institution's African-
American collections. It covers the nearly 500 years of the black experience in the Western
hemisphere including Colonization, Abolition, and Migrations.
• memory.loc.gov/ammem/aaohtml/aohome.html - African American Odyssey. Collection of
narratives, songs, government documents, and maps that illustrate over 200 years of African
American achievement and struggle.
• digital.nypl.org/schomburg/writers_aa19/toc.html - African American Women Writers of the 19th
Century. Prepared by the Schomburg Center for Research in Black Culture the collection
contains essays, poetry, fiction, and autobiographical narratives.
• xroads.virginia.edu/~HYPER/wpa/wpahome.html - American Slave Narratives: An Online
Anthology. A sample of the 2,300 interviews conducted by the Works Progress Administration
(WPA) writers. The complete transcripts are available In The American Slave: A Composite
Autobiography, edited by George P. Rawick.
• newdeal.feri.org/asn/ - "Been Here So Long": Selections from the WPA American Slave
Narratives. A selection of 17 interviews of former slaves conducted by members of the Federal
Writers Project of the Works Progress Administration (WPA). Also features an introductory essay,
three lesson plans, and a modest annotated guide to related online resources.
• blackhistory.eb.com - Black History -- The Encyclopaedia Britannica Guide. A highly
recommended and rich site. It includes a timeline linked to articles on events and concepts,
extensive photographs, images, and AV clips, and biographical entries on key people. A
bibliography is included.
• docsouth.unc.edu - Documenting the American South. An electronic collection sponsored by
the Academic Affairs Library at the University of North Carolina at Chapel Hill, provides access to
digitized primary materials that offer Southern perspectives on American history and culture. It
supplies teachers, students, and researchers at every educational level with a wide array of titles
they can use for reference, studying, teaching, and research.
• www.shsw.wisc.edu/library/aanp/freedom/index.html - Freedom's Journal. Digitized PDF
versions all 103 issues of the first African-American owned and operated newspaper published in
the US, dating from 1827 to 1829. Maintained by the State Historical
• www.lib.virginia.edu/speccol/collections/jdavis/ - The Jackson Davis Collection of African-
American Educational Photographs. Photos taken between 1915 and 1930 presenting African-
American education at "colored schools" in the Southern US and also including views of Africa.
Maintained by the Special Collections Department at the University of Virginia.
• northstar.vassar.edu - The North Star. A journal of Afro-American religious history.
• www.nypl.org/research/sc/sc.html - Schomburg Center for Research in Black Culture. Includes
photographs and texts on African-American history. Examples include African-American Women
Writers of the 19th Century; Images of African Americans from the 19th Century; Harlem 1900-
1940: An African-American Community, and The Schomburg Legacy: Documenting the Global
Black Experience for the 21st Century.
• www.nps.gov/undergroundrr/contents.htm - Underground Railroad: Special Resource Study.
This National Park Service site contains information from a 1990 study of the Underground
Railroad, including "a general overview of the Underground Railroad, with a brief discussion of
5
slavery and abolitionism, escape routes used by slaves, and alternatives for commemoration and
interpretation of the significance of the phenomenon.
• http://www.undergroundrailroad.com/ - The National Underground Railroad Freedom Center.
The National Underground Railroad Freedom Center educates the public about the historic
struggle to abolish human enslavement and secure freedom for all people. The Freedom Center
teaches lessons of courage and cooperation from Underground Railroad history to promote
collaborative learning, dialogue, and action in order to inspire today's freedom movements.
• www.journale.com/withoutsanctuary/ - Without Sanctuary. Searching through America's past
for the last 25 years, collector James Allen uncovered an extraordinary visual legacy:
photographs and postcards taken as souvenirs at lynchings throughout America.
• www.cetel.org/programs.html - Ancestors in the Americas. This site accompanies "the first indepth
television series to present the untold history and contemporary legacy of early Asian
immigrants to the Americas, from the 1700s to the 1900s." Movie clips from the television
program are included.
• www.lib.uci.edu/new/seaexhibit/index.html - Documenting the Southeast Asia Refugee
Experience. The content of an exhibit of the UC Irvine Main Library, including text, photos, and
documents.
• http://www.aarweb.org/ - American Academy of Religion. Web site of the American Academy of
Religion. Founded in 1909, the AAR is the world's largest association of academics who research
or teach topics related to religion."
• http://www.arda.tm/ - American Religion Data Archive. A repository of data files on American
religion, such as surveys and membership.
• religiousmovements.lib.virginia.edu - New Religious Movements. A site on new religious
movements, maintained by Jeffrey Hadden for a sociology course at the University of Virginia.
Includes links to relevant Internet resources, definitions, and lecture outlines.
• http://www.al-islam.org/ - Al-Islam. An attractive, well-organized site to resources on all aspects
of Islam and Muslim peoples. Created by the Ahlul Bayt Digital Library Project.
• www.ciolek.com/WWWVL-Buddhism.html - The Hindu Universe. A good site with information
on all aspects of Hinduism and Hindu culture, but many sections are still under construction.
• moa.umdl.umich.edu - Making of America. A digital library of primary sources in American
social history from the antebellum period through reconstruction.
• http://www.materialreligion.org/ - Material History of American Religion. This site from the
Divinity School at Vanderbilt University "studies the history of American religion in all its
complexity by focusing on material objects and economic themes.
• http://www.cr.nps.gov/ - National NAGPRA (Native American Graves Protection and
Repatriation Act). The site for National NAGPRA -- the government branch that regulates the
Native American Graves Protection and Repatriation Act (NAGPRA).
• http://www.thehistorychannel.com/ - The History Channel. The website of the popular cable TV
channel of the same name.
6
• www.cr.nps.gov/NR/twhp/ - National Park Service - Teaching with Historic Places. Teaching
with Historic Places (TwHP) uses properties listed in the National Park Service's National
Register of Historic Places to enliven history, social studies, geography, civics, and other
subjects. TwHP has created a variety of products and activities that help teachers bring historic
places into the classroom."
• http://www.chnm.gmu.edu/ - The Center for History and New Media. The Center's web pages
provide electronic access to extensive directories, journals, sources, and professional discussions
related to historical issues. The Center's resources are designed to benefit professional
historians, high school teachers, and students of history.
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