- •Р. Р. Шангараев Классические исламские тексты на английском языке практикум
- •Научный редактор: д-р пед. Наук, профессор р.М. Мухаметшин
- •II. Reading . Develop your reading skills: As you read, try to find the information you listed above in the text.
- •Information Management
- •IV. Language Focus. Grammar in Context
- •V. Critical Thinking.
- •Reading. Develop your reading skills: As you read, try to find the information you listed above in the text.
- •Information Management
- •V. Critical Thinking.
- •IV. Language Focus. Grammar in Context
- •II. Reading . Develop your reading skills: As you read, try to find the information you listed above in the text.
- •Information Management
- •IV. Language Focus. Grammar in Context
- •V. Critical Thinking.
- •Reading. Develop your reading skills: As you read, try to find the information you listed above in the text.
- •IV. Language Focus.
- •Analysis.
- •II. Reading. Develop your reading skills: As you read, try to find the information you listed above in the text.
- •III. Meaning Focus.
- •IV. Language Focus. Grammar in Context
- •Analysis
- •Comparing Structures
- •II. Reading. Develop your reading skills: As you read, try to find the information you listed above in the text.
- •The Generosity of Talha.
- •The Fighter.
- •III. Meaning Focus.
- •Reading
- •III. Meaning Focus.
- •IV. Language Focus.
- •Rule Formation.
- •V. Critical Thinking.
- •III. Meaning Focus.
- •Language Focus.
- •Reading.
- •Meaning Focus.
- •Language Focus.
- •Error Recognition.
- •Grammar in Review.
- •Critical Thinking.
- •Meaning Focus.
- •IV. Language Focus
- •Rule Formation.
- •Reading.
- •III. Meaning Focus.
- •Language Focus.
- •Grammar Cloze Task.
- •In pairs, fill the gaps in the passage below.
- •Critical Thinking.
- •Unit 13 sa’d bin abu waqqas (raa).
- •Reading.
- •Meaning Focus
- •Language Focus.
- •V. Critical Thinking.
- •Unit 14 abdurrahman bin auf (raa).
- •II. Reading.
- •III. Meaning Focus.
- •In the reading text there are a number of facts about Abdurrahman’s character and life, and evidence to support those facts. Read the story again and complete the chart.
- •Language Focus.
- •In pairs, fill the gaps in the passage below.
- •Critical Thinking.
- •Reading.
- •III. Meaning Focus.
- •Language Focus.
- •Sentence Construction.
- •Grammar Cloze Task.
- •V. Critical Thinking.
- •Reading.
- •III. Meaning Focus.
- •Language Focus.
- •Rule Formation.
- •V. Critical Thinking.
- •Reading.
- •III. Meaning Focus.
- •In the story of Abu Hurayrah there are a number of cause-effect chains. Read the story again and complete the table below.
- •Language Focus.
- •Critical Thinking.
- •Reading.
- •Meaning Focus.
- •Language Focus.
- •V. Critical Thinking
- •Reading.
- •Meaning Focus.
- •Language Focus.
- •Analysis.
- •Comparing Structures.
- •In pairs, fill the gaps in the passage below.
- •V. Critical Thinking.
- •II. Reading.
- •III. Meaning Focus.
- •Information Management.
- •IV. Language Focus.
- •V. Critical Thinking.
Meaning Focus.
a) True/False Statements.
Read the text quickly and look at the following statements. Do you agree with these agreements? Why\ Why not?
1. Many people hated Zaid because he prayed in front of the Ka’ba.
2. Neither Sa'id nor Talha fought with the Muslims in the Battle of Badr.
3. When he was ruler of Damascus, Sa’id wrote to Umar asking him for permission to join the Muslims in the fight for Islam.
The following items are about information in Units 7-9.
4. Abu Bakr, Umar, and Uthman were all traders before they became Muslims. 5. Umar protected the Prophet (SAAS) from the idolaters in the Battle of Badr. 6. According to the text, Abu Bakr and Uthman were beaten by idolaters in the early days of Islam.
b) Information Search.
Answer the questions using information from the text.
1. Zaid didn’t become a Muslim because he...
refused to worship idols.
used to pray in front of the Ka’ba.
Didn’t know how to worship God.
died before Muhammad (SAAS) became a Prophet
2. The people insulted Sa'id when he returned from Greater Syria because he...
had been on a mission for the Prophet (SAAS).
was always in front of the Prophet (SAAS) in battle.
hadn’t fought in the Battle of Badr with the Muslims.
was given a share of the booty of the battle.
3. Why do you think it was no surprise that Sa’id became one of the first Muslims?
The following items are about information in Units 7-9.
4. Which of the following statements is not true according to the text about the first three caliphs?
Abu Bakr ensured that all Muslims continued to pay zakat.
Uthman helped others to understand the meaning of the revelations.
Umar was a polite young man who never lost his temper.
All three of the caliphs were generous.
5. Which of the three caliphs mentioned did not die violently? How did the others die?
6. Give an example of how each of the three caliphs’ achievements had an effect on the Muslim way of life.
c) Information Management A lot is written about the good characteristics of the three caliphs in Units 7-9. This of course, does not mean that these were their only good points, or that the other caliphs did not share these characteristics. Read the text again and fill in the chart. For each caliph, tick \/ each characteristic that is mentioned in the text.
CHARACTERISTIC |
ABU BAKR |
UMAR |
UTHMAN |
modesty |
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intelligence |
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politeness |
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generosity |
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wealth |
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humility |
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tolerance |
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fairness |
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bravery |
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piety |
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d) Learner Activity.
1. Work in groups. Make up statements about each of the people featured in Units 7-10. 2.Take turns reading your statements to the class. Listen to the other groups’ statements and guess who the statements are about. 3. Compete to see which group guesses the most statements correctly.
e) Vocabulary in Context.
Match each word from the text with the correct meaning.
1. glory a. have enough courage to do something
2. brought to life b. valuable things taken in battle
3. slapped c. unable to see
4. dare d. great honour, fame, and admiration
5. enemy e. went in the direction of
6. major f. a person who intends to harm another
7. mission g. made to live again
8. share h. blamed, charged with doing something wrong
9. booty i. hit with the flat of the hand
10. headed for j. main, most important
11. left out k. remarked, made a statement
12. accused 1. not included
13. stealing m. taking what does not belong to oneself
14. commented n. going somewhere with a particular purpose
15. blind o. one’s own part of something
f) Semantic Cloze Task
Use some of the words from the previous task to complete the passage below. Use the words in their correct form.
Sa’id’s wife, Fatimah, became a Muslim when he did, much to the anger of her brother, Umar. Umar (1)……….. to (2)……….. her for believing in the One True God, making him the (3) ……….. of Allah (SWT). Sa’id was a companion of the Prophet (SAAS), but was on a (4) ……….. in Syria when one of the (5) ……….. battles, the Battle of Badr, took place. Nevertheless, the Prophet (SAAS) knew that Sa’id’s absence was not his fault and thus allowed him to (6) ……….. their (7) ………….. . Sa’id enjoyed fighting in the army with Muhammad (SAAS), so when he was appointed ruler of Damascus, he felt (8)……….. as the army then (9) ……….. Jerusalem. He (10) ………… in a letter that he wished Abu Ubaidah (SAAS) would send someone else to rule Damascus so that he could rejoin the army.