- •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
- •IV. Language Focus. Grammar in Context
- •V. Critical Thinking.
- •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 personal pronouns.
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
I saw lights shining from my womb and lighting up the mountains, hills, and valleys around Makkah.
She stayed at his house to look after Muhammad (SAAS).
You are blessed, Umm Ayman; surely, you will have a place in Paradise.
Set 2
Abdullah's father came to him and told him to go with a trading caravan which wasleaving for Syria.
The Prophet (SAAS) asked his companions if one of them would like to marry her.
О my mother, there is indeed a place for you in Paradise.
b) Analysis.
Look at the passage and circle all the personal pronouns. Write 1 for each that is used like those in Set 1. Write 2 for each that is used like those in Set 2.
When the Prophet (SAAS) migrated to Yathrib, he left Umm Ayman behind in Makkah to look after his household. Eventually, she followed him to Yathrib (Madinah) on her own. In Madinah, she helped the Prophet (SAAS) and all Muslims everywhere. When the Prophet (SAAS) died, she cried bitterly. When asked why she was crying, she said, “By Allah, I knew that the Messenger of Allah would die, but I am crying because the revelation from Allah has come to an end for us”.
Look at the passage again. Which person in the story does each of the pronouns refer to?
c. Comparing Structures.
Rewrite the sentences, replacing the words in bold with the correct pronoun.
Aminah told Barakah about the dream.
Barakah, the new bride, and bridegroom were all very happy.
Barakah stayed with Muhammad (SAAS) and Khadijah in Khadijah’s house and Barakah looked after Muhammad (SAAS) and Khadijah.
Umm Ayman was the only one who was so close to the Prophet (SAAS) throughout his life from birth to death.
Rule Formation.
Help to write the grammatical rules by completing the sentences.
Personal pronouns take the place of ………… .
Personal pronouns can be used as the ………… of a sentence or clause, e.g., They were all very happy.
Personal pronouns can also be used as the ……….. , e.g., Aminah told her about it.
e) Grammar Cloze Task.
Fill the gaps in the passage below.
When Umm Ayman was fifty, Muhammad (SAAS) asked his companions if one of (1)……….. would like to marry (2) ……….. (3)……….. all said nothing as (4) …………. was not beautiful any longer. However, Zayd offered to marry (5) …………, as (6) ………… thought that (7) ………… was better than any beautiful woman. Umm Ayman was so devoted (8)……….. the Prophet (SAAS) that (9) ……….. followed (10) ……….. to Yathrib on foot (11) ……….. the mountains. Her feet were so swollen and sore that the Prophet (SAAS) said, "There is a place for (12) ……….. in Paradise."