- •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 passive
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
He memorised many hadiths, but did not like to repeat them in case he made a mistake.
He watched the Prophet (SAAS) very closely so that he could copy him perfectly.
He turned it down because he was afraid of making mistakes on matters concerning Islam.
Set 2
He asked for permission to fight at Badr but was turned down.
He was finally allowed to fight at the Battle of the Trench.
He was known for his knowledge.
Analysis.
Look at the passage and circle all the verbs. Which are used like those in Set 1? Which are like those in Set 2?
For more than seventy years Abdullah served Islam. He was known for his knowledge, humility, generosity, piety, and truthfulness. Abdullah was described as the “brother of the night”. He would stay up all night performing salat, weeping, seeking the forgiveness of Allah (SWT) and reading the Quran. Abdullah preferred the life of a poor man. However, he was very rich, because he was loved by Allah (SWT), the Prophet (SAAS), and all his fellow Muslims.
Why do you think some verbs are used in the passive form instead of in the active?
Comparing Structures.
Look at the following sentences.
Abdullah was described as the “brother of the night”.
People described Abdullah as the “brother of the night’.
Rewrite the following sentences, changing the active verbs to passive, and the passive verbs to active.
Again, the Prophet (SAAS) turned him down.
When Abdullah was offered the job of qadi by the caliph Uthman, he turned it down.
Money should be used to get the necessities of life, not to get luxuries.
He added up the cost of everything.
d) Rule Formation.
Help to write the grammatical rules by completing the sentences.
1. The passive can be made with a form of the verb………… plus the past participle of a verb, e.g., was described.
2. In the passive, the object of an active verb becomes the …………. of the sentence. e.g., The Prophet (SAAS) allowed Abdullah to fight becomes Abdullah was allowed to fight.
3. When using the passive, sometimes the doer of the action can be indicated by using the word…………. , e.g., Abdullah was loved by Allah (SWT).
e) Grammar Cloze Task.
In pairs, fill the gaps in the passage below.
Money (1)………… not considered to be very important (2) ………… Abdullah bin Umar. He felt that money should (3) …………. used as someone's servant and should not be (4) ……….. to become his master. Money can be (5)………… to get the necessities of life, (6) ……….. it should not be used for luxuries. One day, his house (7)………… entered by a man who studied all his possessions. He found that everything was (8) ……….. only 100 dirhams. (9) ………….. Abdullah preferred (10) ………… live the life of a poor man, he (11)………… loved (12) …………. Allah (SWT), the Prophet (SAAS), and his fellow Muslims.