- •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.
Information Management
The sentences below are about Balqis, Queen of Sheba. Number them in the correct order.
………… The queen’s advisors told her to ignore the letter.
………… A few days later the Queen of Sheba visited King Solomon in person.
………… The hoopoe told King Solomon about a place called Sheba
………… Balqis couldn't understand why her throne looked different.
…………. Balqis submitted with Solomon to Allah (SWT), the Lord of the Worlds.
………… Balqis realized that Solomon was no ordinary king.
………… The king commanded the bird to take a letter lo the Queen of Sheba.
…………. The messengers returned and told the queen that Solomon would attack Sheba.
………… King Solomon told Balqis about the One True God.
…………. However, Balqis decided to send her messengers to the king with great gifts.
………… A jinn brought the queen's throne to the king, and his courtiers changed it appearance.
………… The king was angry and told the messenger they couldn't buy his friendship.
d) Learner Activity.
Read the story of Balqis, Queen of Sheba, again. The story can be divided into the following parts:
the story of the hoopoe
in the court of the queen
the visit of the messengers
the arrival of Balqis
in the Palace of Glass
2. Work in groups. Each group chooses one part of the story and retells it to the class. Listen to the other groups and check their information.
e) Vocabulary in Context
Match each word from the text with the correct meaning.
1. worshipped a. very surprised
2. virtuous b. extremely valuable
3. throne c. believing that something can be done
4. proud d. people who give opinions on what to do
5. ignore e. people who аде present in a royal court 6. submit f. showed great respect
7. advisors g. pay no attention to
8. wealth h. a decorated chair used by a ruler
9. confidently i. how something looks on the outside
10. magnificent j. very beautiful or impressive, splendid
11. precious k. pleased, satisfied with oneself
12. courtiers l. uncovered something hidden
13. appearance m. a large amount of money and property
14. revealed n. having good morals and behaviour
15. amazed o. give in to a greater power
Use some of the words from the previous task to complete the passage below. Use the words in their correct form.
King Solomon’s (1) ………….. flew in the land of Sheba and brought hack to its master a report of a (2) ………… queen whose people worshipped the sun. Solomon sent a letter to the Queen of Sheba hoping that she would not be too (3) …………. to accept his advice. He wanted her to (4) ………….. to Allah (SWT) Her (5) …………. wanted to fight Solomon’s army, but she decided in the end to go and see him herself. When she reached Solomon’s palace, she was (6) …………. to find her own (7) ………….. there, but changed in (8) …………. . She realised that King Solomon had magical powers as well as great (9) ………… She could not (10) ………… thee wisdom and power of Solomon and so she agreed to marry him and to spread the word of Allah (SWT) to her people.