- •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 – adjective clauses.
What are the similarities among the sentences in the three sets? What are the differences? Discuss your answers in groups.
Set 1.
Zayd thus became an interpreter for the Prophet (SAAS) in his dealing with people who could not speak Arabic.
Set 2
He showed the Prophet (SAAS) his sword, which was very long.
Set 3
The copies that Zayd made were sent to the provinces.
He collected portions of the Quran that were written down by others.
b) Analysis.
Look at the sentences below. Fill in the blanks with the correct word.
1. He was the one……….. collected portions of the Quran were written down by others.
2. Many Muslims ……….. had memorized the Quran had died in battle.
3. This is the copy that Zayd wrote.
4. He was the person ……….. helped preserve the Quran in its original form for all time.
Which sentences are like those in Set 1? Which are like Set 2? Which are like Set 3?
c) Comparing Structures.
Combine the following sentences using adjective clauses with who, which, or that.
1. Zayd showed the Prophet (SAAS) his sword. His sword was very long.
2. The Prophet (SAAS) sometimes dealt with people. The people could not speak Arabic.
3. He collected portions of the Quran. The portions were written down by others.
4. Many Muslims had died in battle. They had memorised the Quran.
d) Rule Formation.
Help to write the grammatical rules by completing the sentences.
1. Adjective clauses are dependent clauses which modify a noun or pronoun. They normally begin with …………. , ……….., or ……….. .
2. Adjective clauses beginning with ………..are used to talk about people.
3. Adjective clauses beginning with……….. or ……….. are used to talk about things.
e) Grammar Cloze Task.
Fill the gaps in the passage below.
Zayd bin Thabit was the first one (1)……….. wrote down all the revelations in a complete book. This task, (2) ……….. he found very difficult to do, took him a long time, (3) ……….. he finally gave the completed (4) ………… to Abu Bakr, (5) ……….. passed it on to the second caliph, Umar. By the time of Uthman's caliphate, Islam had spread widely, (6) ………. led to differences in the reading of the Quran, (7)………. caused arguments among Muslims (8)……….. different places. Uthman decided (9) ………… make many accurate copies of the Quran, (10) …………. he sent to every Muslim province. Zayd was one of those (11) ………… was asked to do the work. Uthman got back all the other copies, (12) ……….. he then burnt.
V. Critical Thinking
It is clear from the text that Zayd bin Thabit was both intelligent and hardworking. These two qualities helped Zayd to become one of the greatest scholars of Islam. Intelligence and hard work are not. however, the only qualities necessary for success in studies. Below is a list of qualities which are considered important in successful studying:
planning (short-term) • self-discipline
competitiveness • interest
intelligence • energy
motivation • good memory
initiative • hard work
independence • planning (long-term)
consistency • good luck
In groups, use dictionaries to make sure you fully understand the meaning of each word in the list above.
Look at the list and agree on which four are of the least importance, and can be removed from your list of the ten most important qualities.
Next, put your ten characteristics in order of importance.
One member of each group will report the group's findings to the class, giving reasons for their choice. Other group members should be ready to answer questions and comment on the choices of other groups.
Unit 19 ABDULLAH bin UMAR (RAA).
Pre-Reading Tasks.
Before reading the text, look at the title of this unit and answer the questions.
You will read about a careful judge who gave away his riches to help the poor. What do you know about this person? What people or events do you think of when you hear this person's name?
Work in groups. List your pieces of information about Abdullah bin Umar in order of importance.
Compare your list with other groups. How are they similar or different?
