- •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.
V. Critical Thinking.
We have read in the text that Abdullah did not want to be a judge and that it was only after a lot of persuasion that the caliph Uthman got Abdullah to change his mind. No doubt. Uthman used a number of different arguments to finally persuade Abdullah to become a qadi.
In groups, think of and list some of the arguments Uthman might have used.
Consider the following problem: You are a first-year student of economics and you are very unhappy with the course and with your performance, and have lost interest in the subject. You have always been interested in business management, however, and have decided that you would like to transfer to this course. The problem is that the head of economics docs not like his students transferring to other courses.
You must prepare arguments to put forward to the head of economics to persuade him to allow you to transfer to business management. The more arguments you have, the better your chances will be of persuading him.
One member of each group will present their arguments to the class and the class will reply to these arguments as if it were the head of economics. Other group members can support their spokesperson during this discussion. Decide at the end which group has come up with the most persuasive arguments.
Unit 20 (Revision) SALIM Mawla ABU HUDHAYFA (RAA).
I. Pre-Reading Tasks.
Before reading the text look at the title of this unit and answer the questions.
You will read about a great builder of Islamic society at the time of the Prophet (SAAS). 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 Salim Mawla Abu Hudhayfah in order of importance.
Compare your list with other groups. How are they similar or different?
II. Reading.
As you read, try to find the information you listed above in the text.
Salim
Mawla Abu Hudhayfah (RAA)
was
one of the greatest authorities on the Quran. He
was very well respected by all Muslims. When he was very young,
however, he was a mere slave.
This was before the coming of Islam.
He
was adopted as a son by a Muslim whose name was Abu Hudhayfah bin
Utbah (RAA).
After
some time, the practice of adoption was barred by Islam. As a result,
Salim had to change
his status from a son to a brother. Since he did not know his father,
he remained under the
protection of Abu Hudhayfah. He therefore changed his name to Salim
Mawla Abu Hudhayfah.
Salim
was strongly admired by the Prophet (SAAS),
who
taught him everything about the
message of Allah (SWT).
Salim
knew everything about the Quran and was an excellent teacher
and leader. The Prophet (SAAS)
said
of him, “Praise be to God who had made you part of
my Ummah”. Even his fellow Muslim brothers referred to him as
“Salim min as-Salihin” (Salim
is one of the righteous). Salim
helped to build the new Islamic society according to principles and
values found in the
Quran. He became a great spokesman for the cause of Islam. He helped
to destroy unjust class
divisions and false social distinctions. When he saw injustice,
unfairness, cruelty, and discrimination,
he spoke up against it. One day, the Prophet (SAAS)
sent
some of his companions to the villages and tribes near Makkah.
He sent them as da’I’s
to
invite people to join Islam. He wanted them to do it peacefully.
During
the mission, the leader, Khalid bin Al-Walid, fought with another man
and killed him. As
soon as Salim saw what Khalid had done, he went up to him and
reprimanded him. The two of them argued, but Salim stood his ground
even though he was once a poor slave and Khalid
was a powerful Makkan nobleman. When
the Prophet (SAAS)
heard
of the killing he was very upset. However, he felt a little better
when he heard that Salim had scolded Khalid. Salim’s
relationship with all people was good but he had a strong brotherly
love for Abu Hudhayfah.
They did everything together. One day the two of them joined an
expedition to fight
the enemies of Islam at Yamamah. The two brothers embraced each other
and made a vow to die for the cause of Islam. At
the end of the battle, which was won by the Muslims, the Muslim
soldiers found Salim. He
was lying on the ground, dying. Salim asked them about his brother
Abu Hudhayfah. They told him that Abu Hudhayfah had died. The last
few words Salim uttered were, “Then put me to
rest next to him”. Both
men had fulfilled their vows. They had died together in battle for
the cause of Islam.
Together they lived in Islam, and together they died for Islam. As
Salim lay dying, Umar
(RAA),
the
second caliph, said, “If Salim had lived, I would have appointed
him as my successor”.
