- •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.
Language Focus.
Grammar in Context – uses of the conditional
What do the sentences in Set 1 have in common? What do the sentences in Set 2 have in common? What is the difference between the sentences in Set 1 and Set 2? Discuss your answers in groups.
Set 1
If you like one of them, I will divorce her so that you can marry her!
If I lift a stone, l will definitely find gold and silver under it.
Set 2
If the rag were pulled up to cover his face, his feet would show.
If a stranger saw them, he would not know who was the boss.
b) Analysis.
Look at the sentences. Which are like those in Set 1? Which are like those in Set 2? Fill in the blanks with will or would.
1. If a dagger were to be stuck into one side of my throat and go out of the other side, it ………. be more pleasant than becoming caliph.
2. Even if 1000 swords were plunged into your body, I ………. still not give up Islam. (Unit 13)
3. If someone takes something from another person, he ………. have it tied around his neck. (Unit 10)
If someone else takes care of the problem, I ………. make sure he does a good job. (Unit 8)
If he is unjust, I ………. make sure he suffers. (Unit 8)
Why do some of the sentences use will, and others would? How are the verbs in the if clauses different? Discuss your reasons in pairs.
c) Comparing Structures.
Look at the example.
Even if 1000 swords were plunged into your body, I would still not give up Islam. (Unit 13)
Actually, 1,000 swords have not been plunged into her body.
Look at the sentences. Give the reason why each sentence uses would instead of will.
1. If the rag were pulled up to cover his face, his feet would show.
2. If a stranger saw them, he would not know who the boss was.
3. If I nominated a caliph to follow me, it would be Abu Ubaidah. (Unit 12)
4. If Allah (SWT) questioned me about my decision, I would say, “I have selected the Trustee of the Ummah”. (Unit 12)
d) Rule Formation.
Help to write the grammatical rules by completing the sentences.
1. ……….. sentences often contain a dependent clause with if.
2. When if clauses contain a verb in the ……….. , the verb in the result clause is usually in the simple present, or in the simple future (will).
3. When if clauses contain a verb in the simple past, ………… is usually used in the result clause along with the simple form of the verb.
e) Grammar Cloze Task.
In pairs, fill the gaps in the passage below.
If Abdurrahman thought of a poor Muslim while he was having breakfast, he (1)………… begin to cry. He believed that if a man died for Islam (2) ………… no money or possessions, he (3)………… be a better man than Abdurrahman. He (4) ………… believed that if he (5) ………… rich, he (6) ………… not go to Heaven. This made him want to be like ordinary men, (7) …………. he would (8) sit talking with his servants. When he was doing this, (9) ………… he were seen by a stranger, the stranger (10) ………… not know who was the employer and who was the employee.