- •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.
As well as all being Muslims, what did Umm Ayman. Abu Hurayrah, and Salim Mawla Abu Hudhayfah all have in common?
Information Management.
Complete the chart about the five Muslims mentioned in Units 16-20. If there is no information about a certain category, leave it blank.
NAME |
PREVIOUS NAME |
ORIGINS |
QUALITIES |
ROLE IN GROWTH OF ISLAM |
Umm Ayman |
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Abu Hurayrah |
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Zayd bin Thabit |
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Abdullah bin Umar |
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Salim Mawla Abu Hudhayfah |
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d) Learner Activity
Work in groups. Choose one of the main characters in Units 16-20 and prepare a short talk about that person. Don't mention the name of the person in your talk.
Report your information to the class and let the other groups guess who your talk is about.
Listen to the other groups’ talks and guess the people. Ask additional questions about their characters and be prepared to answer questions from other groups.
e) Vocabulary in Context
Match each word from the text with the correct the meaning of unfamiliar words.
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.
Salim Mawla Abu Hudhayfah was so well respected by all Muslims that he would have been appointed as (1) ………… to Caliph Umar, if he had outlived him. However, he had (2) ………… with his adopted brother, Abu Hudhayfah, to die for the cause of Islam at Yamamah. They fulfilled this vow and were (3) ……….. next to each other. Before his death, Salim had become one of the greatest uthorities on the Qur'an and a (4) ………… for Islam. He was (5) ……….. as "one of the righteous" as he was prepared to speak up against social (6) …………, injustice, and (7)…………. . Although he was born a (8) ………… slave, he had the courage to (9) …………. Khalid bin Al-Walid, who had fought and killed a man on a mission that was meant to be peaceful. In the argument that followed, he (10) …………. and (11) ………… Khalid, even though the other was a powerful (12)………….. .
IV. Language Focus.
A. Error Recognition
Each sentence below contains at least one error. Find the errors and correct the sentences.
1. He very well respected by all Muslims.
2. At the end of the battle, who was won by the Muslims, the Muslim soldiers found Salim.
3. If Salim had lived, I would have appointed he as my successor.
4. He wanted them do it peacefully.
b) Grammar in Review.
Look at the sentences. Write the word in bold in the correct place in the chart.
After some time, the practice of adoption was barred by Islam.
Praise be to God who has made you part of my Ummah.
If Salim had lived, I would have appointed him as my successor.
Salim helped to build the new Islamic society according to principles and values found in the Quran.
PERSONAL PRONOUN (subject) |
PERSONAL PRONOUN (object) |
VERB + INFINITIVE |
ADJECTIVE CLAUSE |
PASSIVE |
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Put the following sentences in the correct order.
1. to him. / me to / Then put / rest next
2. better when / had scolded / However,'he / that Salim / Khalid. / felt a little / he heard
3. Allah (SWT). I him everything / message of/ who taught / strongly / Salim was / admired by / the Prophet (SAAS), I about the
c) Sentence Construction
Look through the texts in Units 16-20 and find a sentence fitting each of the descriptions below.
1. a sentence with a personal pronoun as a subject
2. a sentence with a personal pronoun as an object
3. a sentence with a verb followed by an infinitive
4. a sentence with a verb followed by a noun and an infinitive
5. a sentence using an adjective clause with that
6. a sentence using the passive
Grammar Cloze Task.
In pairs, fill the gaps in the passage below.
Salim Mawla Abu Hudhayfah was one of the Prophet's (SAAS) companions (1)……….. helped (2) ………… build the new Islamic society. (3) ………… was (4)………… as a great spokesman for the cause of Islam (5) …………helped to get rid of injustices. When he heard the news (6) ………… Khalid bin Al-Walid had killed a man who (7) …………invited to join Islam, he approached and scolded (8) …………. The two men (9) …………. locked in an argument, but Salim (10) ………….. to give in, even though he was the son of a slave, and Khalid was a nobleman.