English and You Kian Pishkar PhD Islamic Azad University, Jieroft Branch Bahram Dehganpour PhD Islamic Azad university Lenjan Branch Maryam Shirzad PhD Shahrekord Medical Sciences University Ali Naderi Shojaei PhD Islamic Azad University, International Jolfa Branch
Simin Chalipa Islamic Azad University, Jieroft Branch Nooshin Nasery Islamic Azad university Bandar Abbas Branch
RAHNAMA PRESS
September 2015
ﻋﻨﻮان و ﻧﺎم ﭘﺪﻳﺪآورEnglish and You/ Kian Pishkar…[et al]. : ﻣﺸﺨﺼﺎت ﻧﺸﺮ:
ﺗﻬﺮان :رﻫﻨﻤﺎ2015 = 1394 ،م.
ﻣﺸﺨﺼﺎت ﻇﺎﻫﺮي:
118ص.
ﺷﺎﺑﻚ:
978-964-367-626-1
وﺿﻌﻴﺖ ﻓﻬﺮﺳﺘﻨﻮﻳﺴﻲ :ﻓﻴﭙﺎ ﻳﺎدداﺷﺖ:
اﻧﮕﻠﻴﺴﻲ.
ﻳﺎدداﺷﺖ:
ﻣﺆﻟﻔﺎن :ﻛﻴﺎن ﭘﻴﺸﻜﺎر ،ﻣﺮﻳﻢ ﺷﻴﺮزاد ،ﻋﻠﻲ ﻧﺎدري ،ﺑﻬﺮام دﻫﻘﺎنﭘﻮر ،ﺳﻴﻤﻴﻦ ﭼﻠﻴﭙﺎ و ﻧﻮﺷﻴﻦ ﻧﺎﺻﺮي
آواﻧﻮﻳﺴﻲ ﻋﻨﻮان:
اﻳﻨﮕﻠﻴﺶ ...
ﻣﻮﺿﻮع:
زﺑﺎن اﻧﮕﻠﻴﺴﻲ - -راﻫﻨﻤﺎي آﻣﻮزﺷﻲ
ﻣﻮﺿﻮع:
زﺑﺎن اﻧﮕﻠﻴﺴﻲ - -ﺧﻮدآﻣﻮز
ﺷﻨﺎﺳﻪ اﻓﺰوده:
ﭘﻴﺸﻜﺎر ،ﻛﻴﺎن-1348 ،
ﺷﻨﺎﺳﻪ اﻓﺰوده:
Pishkar, Kian
ردهﺑﻨﺪي ﻛﻨﮕﺮه:
9 1394اﻟﻒPE1130/
ردهﺑﻨﺪي دﻳﻮﻳﻲ:
428
ﺷﻤﺎره ﻛﺘﺎﺑﺸﻨﺎﺳﻲ ﻣﻠﻲ3928501 :
All rights reserved. No part of this book may be reproduced in any form or by any means without the permission, in writing, from the Publisher. RAHNAMA PRESS Copyright © 2015 No. 112, Shohadaye Zhandarmerie St. (Moshtagh St.), Between Farvardin & Fakhre Razi, Enghelab Ave., Oppo. Tehran University, Tehran, Iran. P.O. Box: 13145/1845 - Tel: (021) 66416604 & 66400927 E-mail:
[email protected] http://www.rahnamapress.net
، English and youﻣﺆﻟﻔﺎن :ﻛﻴﺎن ﭘﻴﺸﻜﺎر ،ﻣﺮﻳﻢ ﺷﻴﺮزاد ،ﻋﻠﻲ ﻧﺎدري ،ﺑﻬﺮام دﻫﻘﺎنﭘﻮر ،ﺳﻴﻤﻴﻦ ﭼﻠﻴﭙﺎ و ﻧﻮﺷﻴﻦ ﻧﺎﺻﺮي ،ﻃﺮح و اﺟﺮا :رﻫﻨﻤﺎ ،ﭼﺎپ :ﭼﺎﭘﺨﺎﻧﻪ ﻧﻘﺮهﻓﺎم ،ﭼـﺎپ اول ،1394 :ﺗﻴـﺮاژ 2500 :ﻧﺴﺨﻪ ،ﻧﺎﺷﺮ :اﻧﺘﺸﺎرات رﻫﻨﻤﺎ، آدرس :ﻣﻘﺎﺑﻞ داﻧﺸﮕﺎه ﺗﻬﺮان ،ﺧﻴﺎﺑﺎن ﻓﺮوردﻳﻦ ،ﻧﺒﺶ ﺧﻴﺎﺑﺎن ﺷﻬﺪاي ژاﻧﺪارﻣﺮي ،ﭘـﻼك ،112ﺗﻠﻔﻦ، 66400927 : ، 66481662 ، 66416604ﻓﺎﻛﺲ ، 66467424 :ﻓـﺮوﺷـﮕﺎه رﻫﻨـﻤﺎ ،ﺳﻌﺎدتآﺑﺎد ،ﺧﻴـﺎﺑـﺎن ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﻳﻲ ﺟﻨﻮﺑﻲ ،ﺑﻴﻦ 40و 42ﺷﺮﻗﻲ ،ﭘﻼك ،27ﺗﻠﻔﻦ ، 88694102 :آدرس ﻓﺮوﺷﮕﺎه ﺷﻤﺎره :4ﺧﻴﺎﺑﺎن ﭘﻴﺮوزي ﻧﺒﺶ ﺧﻴﺎﺑﺎن ﺳﻮم ﻧﻴﺮوي ﻫﻮاﻳﻲ ،ﺗﻠﻔﻦ ،77482505 :ﻧﻤﺎﻳﺸﮕﺎه ﻛﺘﺎب رﻫﻨﻤﺎ ،ﻣﻘﺎﺑﻞ داﻧﺸﮕﺎه ﺗﻬﺮان ﭘﺎﺳﺎژ ﻓﺮوزﻧﺪه ،ﺗﻠﻔﻦ: ، 66950957ﺷﺎﺑﻚ978-964-367-626-1 : ﺣﻖ ﭼﺎپ ﺑﺮاي ﻧﺎﺷﺮ ﻣﺤﻔﻮظ اﺳﺖ ﻗﻴﻤﺖ 60000 :رﻳﺎل
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ﭘﻴﺶ ﮔﻔﺘﺎر ﺑﺎ ﻳﺎري ﺣﻀﺮت ﺣﻖ و ﺑﺎ اﻟﻄﺎف ﺣﻀﺮت وﻟﻴﻌﺼﺮ در ﺳﺎﻟﻲ ﻛﻪ ﻣﺰﻳﻦ ﺷﺪه ﺑﻪ ﻧﺎم ﻋﺰم و ﻣﺪﻳﺮﻳﺖ ﺟﻬـﺎدي ﺑﺎر دﻳﮕﺮ ﺑﺮ آن ﺷﺪﻳﻢ ﺗﺎ ﻣﺠﻤﻮﻋﻪ اي ﻛﺎرآﻣﺪ ،ﻣﻨﺴﺠﻢ و ﭘﻮﻳﺎ را ﺟﻬﺖ ﻛﻤﻚ ﺑﻪ زﺑﺎن آﻣﻮزان ،داﻧﺸﺠﻮﻳﺎن و ﻛﻠﻴﻪ داﻧﺶ ﭘﮋوﻫﺎﻧﻲ ﻛﻪ ﺑﻪ ﻧﺤﻮي در ﺗﻼش ﺟﻬﺖ ﭘﻴﺸـﺮﻓﺖ و ﺗﺮﻗـﻲ در زﻣﻴﻨـﻪ آﻣـﻮزش زﺑـﺎن ﺧﺎرﺟـﻪ ﻣﻲ ﺑﺎﺷﻨﺪ را ﻓﺮاﻫﻢ ﺳﺎزﻳﻢ .ﻣﺠﻤﻮﻋﻪ اراﺋﻪ ﺷﺪه از ﻣﻌﺘﺒﺮﺗﺮﻳﻦ ﻣﺘﻮن ﻣﻮﺟﻮد ،ﺑﺎ دﻗـﺖ ،ﺣﺴﺎﺳـﻴﺖ و ﻇﺮاﻓـﺖ ﺑﺴﻴﺎر ﺟﻬﺖ رﻓﻊ ﻣﺸﻜﻞ زﺑﺎن آﻣﻮزان ﻋﺰﻳﺰ در ﻛﻠﻴﻪ ﻣﻘﺎﻃﻊ ﺑﺮاﺳﺎس ﺳﺮﻓﺼﻠﻬﺎي وزارت ﻋﻠﻮم ﮔـﺮدآوري و ﺗﻨﻈﻴﻢ ﺷﺪه اﺳﺖ ،ﭼﺮا ﻛﻪ ﺑﺎ اراﺋﻪ ﻣﺘﻮن ﻣﺘﻨﻮع در ﺳـﻄﻮح ﻣﺨﺘﻠﻒ ﻧﻴـﺎز ﻛﻠﻴـﻪ ﻫﻤﻜـﺎران داﻧﺸـﮕﺎﻫﻲ در دوره ﻫﺎي ﭘﻴﺶ داﻧﺸﮕﺎﻫﻲ ،زﺑﺎن ﺧﺎرﺟﻪ و ﻫﻤﭽﻨﻴﻦ ﻛﻠﻴﻪ زﺑﺎن آﻣـﻮزاﻧﻲ ﻛـﻪ ﺗﻤﺎﻳـﻞ ﺑـﻪ ﺷـﺮﻛﺖ در ﻣﻘـﺎﻃﻊ GREرا دارﻧﺪ ،(IELTSﻣﺨﺘﻠﻒ آزﻣﻮن ﻫﺎي زﺑﺎﻧﻲ اﺳﺘﺎﻧﺪارد ،ﻣﻠﻲ و ﺑـﻴﻦ اﻟﻤﻠﻠـﻲ( ﺗﺎﻓـﻞ ،ﺗﻮﻟﻴﻤـﻮ ﺑﺮآورده ﺧﻮاﻫﺪ ﻧﻤﻮد .دروس اﻳﻦ ﻛﺘﺎب ﻫﻤﺮاه ﺑﺎ اراﺋـﻪ ﻣﺘـﻮن ﻣﻨﺎﺳﺐ ﺟﻬـﺖ درك ﻣﻔـﺎﻫﻴﻢ ،درﺑﺮﮔﻴﺮﻧـﺪه ﻣﺘﺮادف ﻫﺎ )ﺑﻴﺶ از 3000ﻟﻐﺖ( ﺑﻮده و ﺑﺎ ﺗﺄﻛﻴﺪ ﺑﺮ ﻟﻐﺎت ﻛﻠﻴﺪي ﻣﻮﺟﻮد در ﻣﺘﻦ، اراﺋﻪ ﻧﻤﻮده اﺳﺖ. ﻫﻤﺎﻧﻨﺪ ﻛﺘﺎب ﻗﺒﻠﻲ اﻳﻨﺠﺎﻧﺐ ﺑﺮاي اوﻟﻴﻦ ﺑﺎر در ﻛﺸﻮر ﭼﮕﻮﻧﮕﻲ ﺗﻠﻔﻆ ﺣﺮوف ﺑﻜﺎر ﺑﺮده ﺷﺪه درﻛﻨﺎر ﻫﻢ ﺑﺮاﺳﺎس اﺻﻮل آواﺷﻨﺎﺳﻲ و زﺑﺎﻧﺸﻨﺎﺳﻲ ﺑﻪ اﻳﻦ ﻣﺠﻤﻮﻋﻪ اﺿﺎﻓﻪ ﮔﺮدﻳﺪه اﺳﺖ ﻛﻪ ﺣﺎﺻﻞ ﭼﻨـﺪﻳﻦ ﺳـﺎل ﺗﺠﺮﺑﻪ ﺗﺪرﻳﺲ ﻣﻲ ﺑﺎﺷﺪ ﺗﺎ ﺷﺎﻳﺪ ﺑﺘﻮاﻧﺪ ﮔﺮه اي ﻛﻮﭼﻚ از ﻣﺸﻜﻼت ﺑﺰرگ زﺑﺎن آﻣﻮزان ﮔﺮاﻧﻘﺪر را ﺑﮕﺸﺎﻳﺪ. ﺑﺎ آﮔﺎﻫﻲ از اﻳﻦ ﻣﻄﻠﺐ ﻛﻪ ﻫﻴﭻ ﻛﺘﺎﺑﻲ ﻧﻤـﻲ ﺗﻮاﻧـﺪ ﺑـﻪ ﺻـﻮرت ﺟـﺎﻣﻊ و ﻛﺎﻣـﻞ درﺑﺮﮔﻴﺮﻧـﺪه ﻛﻠﻴـﻪ ﻧﻴﺎزﻫـﺎي زﺑﺎن آﻣﻮزان ﺑﺎﺷﺪ ،ﺑﺎ اﻳﻦ وﺟﻮد اﻣﻴﺪ اﺳﺖ ﻛﻪ ﻛﺘﺎب ﺣﺎﺿﺮ ﺑﺘﻮاﻧﺪ ﻧﻴﺎزﻫﺎي اﺻﻠﻲ و اﺳﺎﺳﻲ ﻛﻠﻴﻪ ﻋﺰﻳـﺰان را ﺑﺮآورده ﺳﺎزد و ﻫﻤﻜﺎران ﺑﺴﻴﺎر ﻋﺰﻳﺰي ﻛﻪ ﻗﺒﻮل زﺣﻤﺖ ﻧﻤﻮده و ﻣﺘﻮن را ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار داده اﻧﺪ ﺑﺮ اﻳﻦ ﻧﻜﺘﻪ ﻣﻬﺮ ﺗﺄﻳﻴﺪ ﻧﻬﺎده اﻧﺪ. در ﭘﺎﻳﺎن ﻻزم اﺳﺖ از ﻋﺰﻳﺰان ﺑﺰرﮔﻮار ،ﻫﻤﻜﺎران ﮔﺮاﻣﻲ ﺟﻨـﺎب آﻗـﺎي ﻣﺤﻤﺪ ﺻﺒﺎﺋﻲ ﻛﻪ ﻫﻤﺎﻧﻨﺪ ﻫﻤﻴﺸﻪ ﻟﻄﻒ اﻳﺸﺎن ﺑﺎﻋﺚ ﺑﻪ ﺛﻤﺮ رﺳﻴﺪن اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﮔﺮدﻳﺪه ﻧﻬﺎﻳﺖ ﺗﺸـﻜﺮ و ﺳﭙﺎﺳﮕﺰاري را داﺷﺘﻪ ﺑﺎﺷﻢ. ﻛﻴﺎن ﭘﻴﺸﻜﺎر ﺗﺎﺑﺴﺘﺎن 1394
[email protected] www.kianpishkar.blogfa.com
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English and You
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Contents Pronunciation and phonetic symbols............................................................ 7 1. Lesson one............................................................................................... 13 2. Lesson two.............................................................................................. 21 3. Lesson three............................................................................................ 29 4. Lesson four............................................................................................. 39 5. Lesson five ............................................................................................. 47 6. Lesson six............................................................................................... 55 7. Lesson seven........................................................................................... 65 8. Lesson eight............................................................................................ 77 9. Lesson nine............................................................................................. 85 10. Lesson ten............................................................................................. 95 11. Lesson eleven ...................................................................................... 103 Irregular verbs .......................................................................................... 109 Bibliography.............................................................................................. 117
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English and You
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Pronunciation and phonetic symbols Consonants
p pen /pen/ s see /si:/ b bad /bæd/ z zoo /zu:/ t tea /ti:/ ʃ shoe /ʃu:/ d did /dɪd/ ʒ vision /′vǺʒn/ k cat /kæt/ h hat /hæt g get /get/ m man /mæn/ tʃ chain /tʃeǺn/ n now /naʊ/ dʒ jam /dʒæm/ ŋ sing /sǺŋ/ f fall /fɔ:l/ l leg /leg/ v van /væn/ r red /red/ θ thin /θǺn/ j yes /jes/ ð this /ðǺs/ w wet /wet/ Vowels and diphthongs i: see /si:/ i happy /′hæpi/ Ǻ sit /sǺt/ e ten /ten/ æ cat /kæt/ ɑ: father /′fɑ:ðə(r)/ (British English) ɒ got /gɒt/ ɔ: saw /sɔ:/ ʊ put /pʊt/ u actual /′æktʃuəl/ u: too /tu:/ ʌ cup /kʌp/ ɜ: fur /fɜ:(r)/ ə about /ə′baʊt/ eǺ say /seǺ/ əʊ go /gəʊ/ (British English) oʊ go /goʊ/ (American English) aǺ my /maǺ/ ɔǺ boy /bɔǺ/ aʊ now /naʊ/ Ǻə near /nǺə(r)/ (British English) eə hair /heə(r)/ (British English) ʊə pure /pjʊə(r)/ (British English)
English and You
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Pronunciation در ﺻﻮرﺗﻴﻜﻪ ﺣﺮوف زﻳﺮ ﻫﻤﺮاه ﻫﻢ اﺳﺘﻔﺎده ﺷﻮﻧﺪ در ﺑﻴﺸﺘﺮ ﻣﻮارد ﺣﺮﻓﻲ ﻛﻪ زﻳﺮ آن ﺧﻂ ﻛﺸﻴﺪه ﺗﻠﻔﻆ ﻧﻤﻲ ﺷﻮﻧﺪ Al = walk talk alms calm Mn = autumn Mb = comb bomb Kn = knife knock اﮔﺮ gnدر ﻳﻚ ﺳﻴﻼب ﺑﺎﺷﻨﺪ ﺗﻠﻔﻆ ﻧﻤﻲ ﺷﻮد اﻣﺎ اﮔﺮ ﺳﻴﻼب آﻧﻬﺎ ﺟﺪا ﺑﺎﺷﺪ gﺗﻠﻔﻆ ﻣﻲ ﺷﻮد. Gn = sign design Gn = signature در ﻛﻠﻤﺎت اﻧﮕﻠﻴﺴﻲ Ghﻣﻌﻤﻮﻻ ﺗﻠﻔﻆ ﻧﻤﻲ ﺷﻮد ﻣﮕﺮ اﻳﻨﻜﻪ در اﺑﺘﺪاي ﻛﻠﻤﻪ ﺑﺎﺷﺪ و اﮔﺮ ﺗﻠﻔﻆ ﺷﻮد ﻣﻌﻤﻮﻻً F ﺗﻠﻔﻆ ﻣﻲ ﺷﻮد Gh = through light night slight Gh= F = laugh enough trough Gh = ghost ghoul Wr = write wrist wring wrist Ow = own shower bow low town follow Aw = draw law raw Dg= wedge edge mP = empty symptom bumped در ﺑﻴﺸﺘﺮ ﻣﻮارد اﮔﺮ ﺣﺮف ﺻﺪادار ﺑﻌﺪ و ﻗﺒﻞ از ﻳﻚ ﺣﺮف ﺑﻲ ﺻﺪا ﻗﺮار ﺑﮕﻴﺮد اوﻟﻴﻦ ﺣﺮف ﻋﻼﻣﺖ ﺑﺎ ) Vﺑﻲ ﺻﺪا( ﺻﺪاي اﺻﻠﻲ ﺧﻮد را ﺧﻮاﻫﺪ داﺷﺖ .در اﻳﻦ ﻣﻮرد اﺳﺘﺜﻨﺎﻫﺎﻳﻲ وﺟﻮد دارد ﻋﻼﻣﺖ ﺑﻲ ﺻﺪا ) Cﺻﺪا و VCV Mine Write Assume Huge Time Make Wine Pipe Verruca Durable اﺳﺘﺜﻨﺎ ﻣﻮارد: Determine Mind Light Night Slight
Pronunciation and phonetic symbols
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Right Child Imagine
ﺣﺮوﻓﻲ ﻛﻪ داراي ﺻﺪاي ش ﻣﻲ ﺑﺎﺷﻨﺪ Sh= she shower Cia= special Ch= chef Su= sure assurance tissue reassure pressure Tio= quotation composition Sio= expansion conclusion
ﻣﻮاردي ﻛﻪ ژ ﺗﻠﻔﻆ ﻣﻲ ﺷﻮﻧﺪ G= genre Sio= vision Su=measure
. ﺑﻜﺎر ﺑﺮده ﺷﺪه ﺑﺎﺷﻨﺪ اﻳﻦ ﺣﺮف ﺻﺪاي ﺟﻲ ﻣﻲ دﻫﺪi-e-y ﻣﻌﻤﻮﻻً اﮔﺮ ﺑﻌﺪ از ﺣﺮفG ﺣﺮوﻓﻲ ﻣﺎﻧﻨﺪ اﺳﺘﺜﻨﺎﻫﺎﻳﻲ ﻧﻴﺰ وﺟﻮد دارد Huge giant gill gibbet gibber gesso germ Gyro gyrate gyp gym gypsy gene General gel gem gee-gee stingy gaoler
:ﻣﻮارد اﺳﺘﺜﻨﺎ Gift gynecology get gear geld geese Gestalt Gestapo gecko geezer foggy . ﺑﻜﺎر ﺑﺮده ﺷﺪه ﺑﺎﺷﻨﺪ اﻳﻦ ﺣﺮف ﺻﺪاي ﺳﻲ ﻣﻲ دﻫﺪi-e-y ﻣﻌﻤﻮﻻً اﮔﺮ ﺑﻌﺪ ازC ﺣﺮوﻓﻲ ﻣﺎﻧﻨﺪ City cycle cell . ﺗﻠﻔﻆ ﻧﻤﻲ ﺷﻮدU ﻧﻮﺷﺘﻪ ﺷﻮد اﻣﺎU ﻫﻤﻴﺸﻪ ﺑﺎﻳﺪ ﻫﻤﺮاهQ در زﺑﺎن اﻧﮕﻠﻴﺴﻲ Unique Quantity Qualm Quack Quad Quod Quip Quran ﻣﻮارد اﺳﺘﺜﻨﺎ ﻓﻘﻂ در اﺳﺎﻣﻲ ﺧﺎص دﻳﺪه ﻣﻲ ﺷﻮﻧﺪ Qom ﻗﻢ Qatar ﻗﻄﺮ Iraq ﻋﺮاق Qwerty
)ت( ﺗﻠﻔﻆ ﻣﻲ ﺷﻮد اﮔﺮ ﺑﻌﺪ از ﻛﻠﻤﺎت ﺑﻲ ﺻﺪا ﻗﺮار ﺑﮕﻴﺮدed داردt / d / id ﺻﺪايed در ﻣﻮاردي
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English and You
( K-P-S-CH-SH-F) watched finished laughed ( ﺑﺎﺷﻨﺪ ﻳﻌﻨﻲ ﻟﺮزش ﺻﺪاي ﺗﻠﻔﻆ آﻧﻬﺎ را دركvoiced) )د( ﺗﻠﻔﻆ ﻣﻲ ﺷﻮد اﮔﺮ ﺣﺮف ﻣﺎﻗﺒﻞ آﻧﻬﺎ واﻛﺪارED
Looked clapped missed
(L-V-N-B) :ﻛﻨﻴﻢ ﻣﺎﻧﻨﺪ Smelled
saved
cleaned robbed played
. ﻗﺮار ﺑﮕﻴﺮد "اﻳﺪ" ﺗﻠﻔﻆ ﻣﻲ ﺷﻮدEd اﮔﺮ ﺑﻌﺪ ازt / d Decided
needed wanted invited
. داردS / z /IZ ﺻﺪايS در ﻣﻮاردي S = desks maps wastebaskets tickets books Z = telephones cameras bags keys televisions IZ = sentences exercises purses briefcases watches
ﻣﻮاردي ﻛﻪ ﺟﻲ ﺗﻠﻔﻆ ﻣﻲ ﺷﻮﻧﺪ Du = individual during/Am/ Gradual
:اﺳﺘﺜﻨﺎء Dull CH : ﻣﺨﺘﻠﻒ ﻫﺎي ﺗﻠﻔﻆ Chef = ش Chance = چ Character = ك
. ﺗﻠﻔﻆ ﻧﻤﻲ ﺷﻮدOU ﺑﻌﺪ ازL در ﻣﻮاردي Would Could Should
:ﻣﻮاردي ﻛﻪ ﺑﻪ ﻋﻠﺖ ﺷﺒﺎﻫﺖ ﺷﻜﻠﻲ و ﺗﻠﻔﻈﻲ ﺑﺎﻋﺚ اﺷﺘﺒﺎه ﻣﻲ ﺷﻮﻧﺪ Heat /hi:t/ Hit /hǺt/ Hat /hæt/ Hot /hɒt/ Hate /heǺt/ Hut /hʌt/ Shape /ʃeǺp/ Shop /ʃɒp/ Sheep /ʃi:p/ Ship /ʃǺp/ Our /a:(r)/ Or /ɔ:(r)/ Hour /′aʊə(r)/ Ore / ɔ:(r)/
Pronunciation and phonetic symbols
Bread /bred/ Bird /bɜ:d/ Beard /bǺəd/ Board // Bored /bɔ:r/ Bride /braǺd/ Bit // Beet /bi:t/ Bet /bet/ Beat /bi:t/ Bite /baǺt/ Bat /bæt/ But /bət/ Bait /beǺt/ All /ɔ:l/ Hole /həʊl/ Whole /həʊl/ Hell /hel/ Hill /hǺl/ Hail /heǺl/ Heel /hi:l/ Hole /həʊl/ Boss /bɒs/ bus // base /beǺs/ boos // Bose // So /səʊ/ saw /sɔ:/
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English and You
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Lesson 1 A sausage is a food usually made from ground meat with a skin around it. Typically, a sausage is formed in a casing traditionally made from intestine, but sometimes synthetic. Some sausages are cooked during processing and the casing may be removed after. Sausage making is a traditional food preservation technique. Sausages may be preserved by curing, drying, or smoking.
History Sausage making is a logical outcome of efficient butchery. Traditionally, sausage makers would salt various tissues and organs such as scraps, organ meats, blood, and fat to help preserve them. They would then stuff them into tubular casings made from the cleaned intestines of the animal, producing the characteristic cylindrical shape. Hence, sausages, puddings, and salami are among the oldest of prepared foods, whether cooked and eaten immediately or dried to varying degrees. Early made the first sausages by stuffing roasted intestines into stomachs. The Greek poet Homer mentioned a kind of blood sausage in the Odyssey, Epicharmus wrote a comedy titled The Sausage, and Aristophanes' play The Knights is about a sausage-vendor who is elected leader. Evidence suggests that sausages were already popular both among the ancient Greeks and Romans, and most likely with the various tribes occupying the larger part of Europe. The most famous sausage in ancient Italy was from Lucania (modern Basilicata) and was called lucanica, a name which lives on in a variety of modern sausages in the Mediterranean] during the reign of the Roman emperor Nero, sausages were associated with the Lupercalia festival. Early in the 10th century during the Byzantine Empire, Leo VI the Wise outlawed the production of blood sausages following cases of food poisoning. The word sausage is derived from
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English and You
Old French saussiche, from the Latin . Word salsus means "salted Germany A plate of Milzwurst - spleen sausage, served with potato salad, mayonnaise and lemon, in Munich, Germany. Germany is known for its broad variety and long tradition of preparing sausages. German sausages include Würste Frankfurters/Wieners, Bratwürste, Rindswürste, Knackwürste, and Bockwürste. Currywurst, a dish of sausages with curry sauce, is a popular fast food in Germany.Sausage can be found in every corner of the world and each country seems to have made their own favorites...from Mexico to Latin America to Asia an Europe...sausge is king! New words: 1. Suasage: /sasIdЗ/ : meat that is cut into very small pieces and made into a long shape. 2. Remove: /rImu:v/ : take somebody or sth away. 3. Traditional: /trədI∫ənl/ : sth that people in a certain place have done 4. Tissue: /tI∫u:/ a thin piece of soft sth. 5. Animal: / ænIml/ : any living thing that isn't a plant. 6. Shape: /∫eIp/ : what you see if you draw a line. 7. Food: /fu:d/ : people and animals eat sth for live. 8. Blood: /bl^d/ : the red liquid inside your body. 9. Popular: /papjələ(r) / : liked by a lot of people 10. Production: /prəd^k∫n/ : making or growing sth.
I. Reading practice A. Reading for general ideas: (essay-type) 1. What’s sausage? 2. what's making sausage? 3. When is the first sausage made? 4. Where does the most famous sausage come? B. Reading for details: (multiple-choice): 1. Sausage is formed in …………? a. from intestine c. casing traditionally made from intestine
b. synthetic d. cook
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Lesson 1
2. Which organs would made sausage? a. scraps b. meat c. meat and scraps and blood
d. blood
3. Where is the sausage from? a. India b. English
c. Italy
d. French
4. When did leo make the sausage? a. 18th century b. 10th
c. 8th
d. 19th
5.what are early humans made the first sausage from? a. stuffing roasted intestines into stomachs b. into stomach c. roasted d. intestine
II. Vocabulary practice (Based on the 10 new words that you have underlined in the passage in the same order that they appear in the text and in the reading passage): 1. A sausage is a food usually made from ground meat. a.sth snack b. food c. meat d. blood 2. Some sausage is cooked. a. a person that made food. c. made
b. a person that made breed d. buried
3. Some sausages the casing may be removed after. a. prevent b. cook c. made
d. eat
4. Sausage making is a traditional food preservation technique. a. old b. custom c. new d. modern 5. Sausage making is a logical outcome of efficient butchery. a. common b. law c. social d. humanism
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6. They would then stuff them into tubular casings made from the cleaned intestines of the animal. a. consist of b. removed from c. make up d. such 7. Early humans made the first sausages by stuffing roasted intestines into stomachs. a. part of body b. human c. animal d. plant 8. A plate of Milzwurst - spleen sausage, served with potato salad. a. vegetables b. desk c. plant d. animal 9. The most famous sausage in ancient Italy was from Lucania. a. popular b. well known c. common d. oldest 10. Word salsus meaning. a. sour b. salt
c. sweet
d. bride
III. Grammar First, fill in the boxes with the required forms of the words given in the table below and then, complete the sentences by using the appropriate parts of speech from the table Noun
Verb
1 2
Adjective Traditional
Sausage
3
Be
4
Likely
5 6 7
adverb
Popular Tissue Make
8
After
1. A ………… is a food usually made from ground meat. 2. Sausage makers would salt various ……………
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3. Some sausages …….. cooked. 4. Sausage making is a ……….. food preservation technique. 5. The casing may be removed …………….. 6. Ancient Greeks and Romans, and most …with the various tribes occupying the larger part of Europe. 7. Early humans … the first sausages. 8. Evidence suggests that sausages were already … both among the ancient Greeks and Romans. Fill in the blanks with the appropriate form of the verbs given in parentheses 1. A sausage is a food usually ……. (make) from ground meat. 2. Sausage …….. (form)in a casing traditionally made from intestine. 3. Sausage can ……… ( find) in every corner of the world. 4. A plate of Milzwurst - spleen sausage, …….(serve) with potato salad.
IV. Speaking practice Based on what happens in the reading comprehension passage, you bring three issues that the students should talk about. 1. Reason that snack bars are damage for body. 2. Explain about some snacks and damages. 3. Fast food
V. Writing practice A. Complete the following sentences. Use your own words: 1. A sausage is………………………………………………………. 2. Sausage making is…………………………………………………
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English and You
3. A plate of Milzwurst ………………………………………………. 4. Early humans made the first sausages……………………………… Rearrange the following words in order to make complete sentences 1.food/ a/ sausage / is/ the. 2. meat/ from / made / ground/ sausage 3. cooked / sausages / some / are 4. a/ food / traditional/ sausage / is/ making.
VI. Translation practice Translate the following piece of text into Persian: Sausage making is a logical outcome of efficient butchery. Traditionally, sausage makers would salt various tissues and organs such as scraps, organ meats, blood, and fat to help preserve them. They would then stuff them into tubular casings made from the cleaned intestines of the animal, producing the characteristic cylindrical shape. Hence, sausages, puddings, and salami are among the oldest of prepared foods, whether cooked and eaten immediately or dried to varying degrees.
VII. Further Reading Read the following passage and answer the questions A snack is a portion of food often smaller than a regular meal, generally eaten between meals. Snacks come in a variety of forms including packaged and processed foods and items made from fresh ingredients at home. Traditionally, snacks were prepared from ingredients commonly available in the home. Often leftovers, cold cuts sandwiches, nuts, fruit, and the like were used as snacks. The Dagwood sandwich was originally the humorous result of a cartoon character's desire for large snacks. Beverages, such as coffee, are not
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Lesson 1
generally considered snacks though they may be consumed along with snack foods. A beverage may be considered a snack if it possesses a substantive food item (e.g., strawberries, bananas, kiwis) that has been blended to create a smoothie. Plain snacks like plain cereals, pasta, and vegetables are also mildly popular, and the word snack has often been used to refer to a larger meal involving cooked or leftover items. Six-meal eating is a form of eating that incorporates healthy snacks in between small meals, to stave off hunger and promote weight loss. A. True/False question Read the following statements and determine whether they are true or false 1. A snack is a portion of food often smaller than a regular meal. True
False
2. The Dagwood Sausage was originally the humorous. True
False
3. Plain snacks like plain cereals, pasta, and vegetables are also mildly popular. True
False
4. Five -meal eating is a form of eating. True
False
I. Reading practice: A. Reading for general ideas: (essay-type) 1. What’s snack? 2. What’s the meaning of snack? 3. Why snack is dangerous for body? 4. what's happen for body when we eat so much snacks?
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English and You
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Lesson 2 AFRICAN WEDDINGS African weddings are a family affair and involve the combining of two lives, two families, and sometimes even two communities! There are many different wedding traditions in the African continent and no two are exactly alike. However, in all the communities the bride plays a very special role and is treated with respect because she is a link between the unborn and the ancestors. A bride might eventually bear a very powerful child, so she is treated with respect. In some areas of East Africa the grooms family would even move to the brides village and set up a whole new house there. There are many steps that take place before marriage starting at a very young age where training takes place in how to be a suitable partner. Girls will many times go to circumcision schools where women teach them what is involved in marriage, and in some ethnic groups even learn secret codes and languages so that they can communicate with other married women. In the Wolof tribe there is even a time where the elders of the village gather with the bride and give advice and gifts. Weddings can be very elaborate, involving feasting and dancing for days within a community, they can be very simple, or they can even be performed in huge marriage ceremonies involving many different couples. African Wedding Cultural Traditions Ethiopia In Ethiopia the Karo people enhance a young bride’s beauty by tattooing her abdomen with different symbols. Amhara people: most marriages are negotiated by the two families, with a civil ceremony sealing the contract. A priest may be present. Divorce is allowed and must also be negotiated. There is also a "temporary marriage," by oral contract before witnesses. The woman is paid housekeeper's wages, and is not eligible for inheritance, but children of the marriage are
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English and You
legally recognized and qualify for inheritance. Priests may marry but not eligible for divorce or remarriage. Kenya The Massai people of Kenya grow up with children of their own age and normally form relationships with these people. However, in marriage women are given to a man they do not know who is much older then themselves. The bride packs all her belongings and is dressed in her finest jewelry. At the marriage ceremony the father of the bride spits on the brides head and breasts as a blessing and then she leaves with her husband walking to her new home she never looks back fearing that she will turn to stone. This can be a very sad experience for the bride, who is 13-16 years old and may walk a long way to get to her new house. In order to ward off bad luck sometimes the women of the grooms family will even insult the bride. The Swahili of Kenya bathe brides in sandalwood oils and tattoo henna designs on her limbs. A woman elder, or somo, gives instructions to the bride on how to please her husband. Sometimes the somo will even hide under the bed in case there are any problems! In another area of Kenya the main feature of the wedding is the kupamba, which happens the night after the wedding, it is basically a display of the bride. It is very popular because it is a party just for the women, and when they enter the party they are able to take off their large veils and show off elaborate hairstyles and dresses. The party can almost become a competition because it is believed that if a women has a good husband he will get her beautiful jewelry and clothes. For the Samburu tribe marriage is a unique series of elaborate ritual. Great importance is given to the preparation of gifts by the bridegroom (two goatskins, two copper earrings, a container for milk, a sheep) and of gifts for the ceremony. The marriage is concluded when a bull enters a hut guarded by the bride's mother, and is killed. Namibia The Himba people of Namibia kidnap a bride before the ceremony and dress her in a leather marriage headdress. After the ceremony she
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is brought into the house where the family tells her what her responsibilities will be as the wife and then anoint her with butterfat from cows. This shows that she has been accepted into the family.
Niger The Wodabee of Niger court their cousins for marriage. The male cousins wear powerful amulets which are supposed to heighten their attractiveness to the girl. If there are two cousins who desire the same girl the girl chooses the one she wishes and the other man is welcomed into the home of the couple, and if consent is given by the bride he may even share her bed!
Sudan The Neur people of southern Sudan the groom must pay 20-40 cattle, the marriage is completed only after the wife has born 2 children. If the wife only bears one child and the husband asks for a divorce he can also ask for either the return of the cattle or the first child. Divorce therefore is very difficult. Another interesting fact is that if a husband dies then the husbands family must provide a brother to the widow and any children born to the brother are considered the deceased's children. New words:
1. Elaborate: /Ilæbərət /: full of details 2. Feast: /fi:st/ : splendid meal 3. Negotiate: /nIgəυ∫iet/ : take someone in order to try to get 4. Seal: /si:L/ : official mark put in an official paper 5. Priest: /pri:st/ : Christian church 6. Temporary: /tempərəri/ : lasting for only a limited time 7. Oral: /כ:rəL/ spoken 8. Relationship: /rileI∫ənship/ friendship or connection between people 9. Groom: /grυ:m/ : person who looks after horses 10. Instruction: /Instr^k∫n/ : order or device on how to do sth.
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I. Reading practice A. Reading for general ideas: (essay-type) 1. How is African marriage? 2. The Massai people of Kenya how grow up with children? 3. The Neur people of southeastern Sudan groom must to do? 4. Who must pay cattle in Neur people marriage? B. Reading for details: (multiple-choice) 1. In Amhara people …………….. marriage? a. temporary b. steady c. temporary-steady
d. common
2. The Massai people of Kenya grow with children of their ….. age? a. another b. own c. after d. before 3. The Wodabee of Niger court their come …………..for marriage. a. cousin b. father c. sister d. brother 4. Great important is give gift bride groom ……………. Goat skins. a. one b. two c. three d. five 5. This can be every sad experience for the bride who is … years old. a. 10-12 b. 11-13 c. 13-16 d. 18-25
II. Grammar A. First, fill in the boxes with the required forms of the words given in the table below and then, complete the sentences by using the appropriate parts of speech from the table. Noun 1 2 3 4 5 6 7 8
Verb
Adjective Very
adverb
Africa Be
before Older Village Take place Normally
Lesson 2
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1. African weddings ……… a family affair and involve the combining of two lives. 2. There are many steps ……….. place before marriage. 3. ………..wedding are a family affair. 4. The brides …………. Set up a whole new house. 5. There are many steps that take place ………….. marriage. 6. ………….. times go to circumcision school. 7. A …………women instructors to the bride. 8. It is …………… popular. Fill in the blanks with the appropriate form of the verbs given in parentheses: 1. African weddings ……….(to be) a family affair. 2. Marriage ……….(start) at a very young age. 3. Women teach bride and groom what is…….( involve) in marriage. 4. The marriage is completed only after the wife …..(born) 2 children.
III. Speaking practice Based on what happens in the reading comprehension passage, you bring three issues that the students should talk about. 1. Poor in Africa 2. Climates of Africa 3. Tradition or custom in Africa
IV. Writing practice Complete the following sentences. Use your own words: 1. Weddings in Africa can be…………………………………………. 2. In Ethiopia…………………………………………………………. 3. There are many steps that take place before marriage……………. 4. Girls will many times……………………………………………...
V. Translation practice Translate the following piece of text into Persian
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English and You
The Neur people of southern Sudan the groom must pay 20-40 cattle, the marriage is completed only after the wife has born 2 children. If the wife only bears one child and the husband asks for a divorce he can also ask for either the return of the cattle or the first child. Divorce therefore is very difficult. Another interesting fact is that if a husband dies then the husband′s family must provide a brother to the widow and any children born to the brother are considered the deceased's children.
VI. Further Reading Read the following passage and answer the questions The wedding is held at night when the moon is full.....
The wedding is held at night when the moon is full. It is considered bad luck if the wedding takes place when the moon is not bright. The wedding celebrations can last several days but the bride’s parents do not attend because it is too sad for them and the event is intended to be a joyous one. A man can have as many wives as he can afford and the wives share the responsibilities of the daily chores, such as babysitting, pounding corn, preparing meals and washing clothes. The practice of polygamy brings more families together and deepens the interest of the welfare in others. The protection of the family is the core value in most African tribes. Members in the tribe care for one another, share wealth and food and assure that no child is abandoned. In African culture, a child learns at an early age how to become a good member of his tribe. Each member of the tribe belongs to an age group that has special services within the tribe. Each person is expected to contribute to the tribe by doing his share of the work and obeying its customs. A. True/False questions Read the following statements and determine whether they are true or false. 1. The wedding is held at night when the moon is full. True
False
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Lesson 2
2. The wedding celebrations can last 20 days. True
False
3. In African culture, a child learns at an early age. True
False
4. Many of people are expected to contribute to the tribe. True
False
B. Multiple-choice comprehension questions Read the following items and select the best answer. 1. Which custom has about wedding in Africa? 2. How many days wedding last? 3. How many people are expected to contribute to the tribe? 4. When the wedding is held in Africa?
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Lesson Three Human immunodeficiency virus Infection / acquired immunodeficiency syndrome (HIV/AIDS) is a disease of the human immune system caused by infection with human immunodeficiency virus (HIV). The term HIV/AIDS represents the entire range of disease caused by the HIV virus from early infection to late stage symptoms. During the initial infection, a person may experience a brief period of influenza-like illness. This is typically followed by a prolonged period without symptoms. As the illness progresses, it interferes more and more with the immune system, making the person much more likely to get infections, including opportunistic infections and tumors that do not usually affect people who have working immune systems. HIV is transmitted primarily via unprotected sexual intercourse (including anal and oral sex), contaminated blood transfusions, hypodermic needles, and from mother to child during pregnancy, delivery, or breastfeeding. Some bodily fluids, such as saliva and tears, do not transmit HIV. Prevention of HIV infection, primarily through safe sex and needle-exchange programs, is a key strategy to control the spread of the disease. There is no cure or vaccine; however, antiretroviral treatment can slow the course of the disease and may lead to a near-normal life expectancy. While antiretroviral treatment reduces the risk of death and complications from the disease, these medications are expensive and have side effects. Without treatment, the average survival time after infection with HIV is estimated to be 9 to 11 years, depending on the HIV subtype. Genetic research indicates that HIV originated in west-central Africa during the late nineteenth or early twentieth century. AIDS was first recognized by the United States Centers for Disease Control and Prevention (CDC) in 1981 and its cause—HIV infection—was identified in the early part of the decade. Since its discovery, AIDS has caused an estimated 36 million deaths worldwide (as of 2012). As
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English and You
of 2012, approximately 35.3 million people are living with HIV globally. HIV/AIDS is considered a pandemic—a disease outbreak which is present over a large area and is actively spreading. HIV/AIDS has had a great impact on society, both as an illness and as a source of discrimination. The disease also has significant economic impacts. There are many misconceptions about HIV/AIDS such as the belief that it can be transmitted by casual non-sexual contact. The disease has also become subject to many controversies involving religion. It has attracted international medical and political attention as well as large-scale funding since it was identified in the 1980s. Signs and symptoms There are three main stages of HIV infection: acute infection, clinical latency and AIDS. Acute infection The initial period following the contraction of HIV is called acute HIV, primary HIV or acute retroviral syndrome. Many individuals develop an influenza-like illness or a mononucleosis-like illness 2–4 weeks post exposure while others have no significant symptoms.[13][14] Symptoms occur in 40–90% of cases and most commonly include fever, large tender lymph nodes, throat inflammation, a rash, headache, and/or sores of the mouth and genitals.[12][14] The rash, which occurs in 20–50% of cases, presents itself on the trunk and is maculopapular, classically. Some people also develop opportunistic infections at this stage. Gastrointestinal symptoms such as nausea, vomiting or diarrhea may occur, as may neurological symptoms of peripheral neuropathy or Guillain-Barre syndrome. The duration of the symptoms varies, but is usually one or two weeks. Due to their nonspecific character, these symptoms are not often recognized as signs of HIV infection. Even cases that do get seen by a family doctor or a hospital are often misdiagnosed as one of the many common infectious diseases with overlapping symptoms. Thus, it is recommended that HIV can be considered in people
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presenting an unexplained fever who may have risk factors for the infection. Clinical latency The initial symptoms are followed by a stage called clinical latency, asymptomatic HIV, or chronic HIV. Without treatment, this second stage of the natural history of HIV infection can last from about three years to over 20 years (on average, about eight years). While typically there are few or no symptoms at first, near the end of this stage many people experience fever, weight loss, gastrointestinal problems and muscle pains. Between 50 and 70% of people also develop persistent generalized lymphadenopathy, characterized by unexplained, nonpainful enlargement of more than one group of lymph nodes (other than in the groin) for over three to six months. Although most HIV-1 infected individuals have a detectable viral load and in the absence of treatment will eventually progress to AIDS, a small proportion (about 5%) retains high levels of CD4+ T cells (T helper cells) without antiretroviral therapy for more than 5 years. These individuals are classified as HIV controllers or long-term nonprogressors (LTNP). Another group is those who also maintain a low or undetectable viral load without anti-retroviral treatment who are known as "elite controllers" or "elite suppressors". They represent approximately 1 in 300 infected persons. Acquired immunodeficiency syndrome Acquired immunodeficiency syndrome (AIDS) is defined in terms of either a CD4+ T cell count below 200 cells per µL or the occurrence of specific diseases in association with an HIV infection. In the absence of specific treatment, around half of people infected with HIV develop AIDS within ten years. The most common initial conditions that alert to the presence of AIDS are pneumocystis pneumonia (40%), cachexia in the form of HIV wasting syndrome (20%) and esophageal candidiasis. Other common signs include recurring respiratory tract infections.
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Opportunistic infections may be caused by bacteria, viruses, fungi and parasites that are normally controlled by the immune system. Which infections occur partly depends on what organisms are common in the person's environment. These infections may affect nearly every organ system. People with AIDS have an increased risk of developing various viral induced cancers including Kaposi's sarcoma, Burkitt's lymphoma, primary central nervous system lymphoma, and cervical cancer. Kaposi's sarcoma is the most common cancer occurring in 10 to 20% of people with HIV. The second most common cancer is lymphoma which is the cause of death of nearly 16% of people with AIDS and is the initial sign of AIDS in 3 to 4%.Both these cancers are associated with human herpesvirus 8. Cervical cancer occurs more frequently in those with AIDS due to its association with human papilloma virus (HPV). Additionally, people with AIDS frequently have systemic symptoms such as prolonged fevers, sweats (particularly at night), swollen lymph nodes, chills, weakness, and weight loss. Diarrhea is another common symptom present in about 90% of people with AIDS. They can also be affected by diverse psychiatric and neurological symptoms independent of opportunistic infections and cancers. HIV is transmitted by three main routes: sexual contact, exposure to infected body fluids or tissues, and from mother to child during pregnancy, delivery, or breastfeeding (known as vertical transmission). There is no risk of acquiring HIV if exposed to feces, nasal secretions, saliva, sputum, sweat, tears, urine, or vomit unless these are contaminated with blood. It is possible to be co-infected by more than one strain of HIV—a condition known as HIV superinfection. Sexual The most frequent mode contact with an infected worldwide occur through between people of the
of transmission of HIV is through sexual person. The majority of all transmissions heterosexual contacts (i.e. sexual contacts opposite sex); however, the pattern of
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transmission varies significantly among countries. In the United States, as of 2009, most sexual transmission occurred in men who had sex with men, with this population accounting for 64% of all new cases. As regards unprotected heterosexual contacts, estimates of the risk of HIV transmission per sexual act appear to be four to ten times higher in low-income countries than in high-income countries. In low-income countries, the risk of female-to-male transmission is estimated as 0.38% per act, and of male-to-female transmission as 0.30% per act; the equivalent estimates for high-income countries are 0.04% per act for female-to-male transmission, and 0.08% per act for male-to-female transmission. The risk of transmission from anal intercourse is especially high, estimated as 1.4–1.7% per act in both heterosexual and homosexual contacts. While the risk of transmission from oral sex is relatively low, it is still present. The risk from receiving oral sex has been described as "nearly nil"however a few cases have been reported. The per-act risk is estimated at 0–0.04% for receptive oral intercourse. In settings involving prostitution in low income countries, risk of female-to-male transmission has been estimated as 2.4% per act and male-to-female transmission as 0.05% per act. New words: 1. Prolong: / prəulŋ/ : at the beginning of a play, book. 2. Symptom :/ sImptəm/ a change in your body or mind that show that you are not healthy. 3. Immune: /Imjuin/ : that cannot catcher be affected by a particular is a illness. 4. Hypodermic: / haIPədimik;/ a medical instrument with a long thin needle that is used to give sb an injection under the skin. 5. Impact: /Impækt/ : the powerfull affect that sth has on sb/sth. 6. Exposure: /IkspəuЗə)r): the state a beginning in place. 7. Infectious: /Infek∫n/ : the act or process of causing a disease. 8. Proportional: /prəpori∫ənl/ : amount in comparison with sth. 9. Therapy: / θerəpi/ : the treatment of a physical problem illness. 10. Parasite: / pærəIt/ : a small animal that love on.
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I. Reading practice A. Reading for general ideas: (essay-type) 1.what is the great impact of Aids in society? 2. what are the signs of Aids? 3. what is the most frequent mode of transmission of HIV? 4. how many of all transmissions worldwide occur through sexual? B. Reading for details: (multiple-choice) 1. Opportunistic infection may be caused by bacteria, viruses,………. a. organism
b. person environment
c. organ system d. fungi
2. The second most common cancers …….. cause of death. a. lymphoma
b. bacteria
c. saliva
d. viruses
3. The top most act rise of getting HIV and infected source is ……….. a. blood transfusion
b. child birth c. receptive
d. incentive
4. HIV is transmitted by sexual contact , …………… a. delivery
b. incentive penile
c. saliva
d. lymphoma
5. The majority of all transmission worldwide occur through ……….. cont act. a. from mother to child b. better o sexual
c. getting
d. oral sex
II. Vocabulary practice (based on the 10 new words that you have underlined in the passage in the same order that they appear in the text and in the reading passage): 1. These cancers are associated with human herpes virus. 2. HIV is transmitted primarily via unprotected sexual intercourse. 3. Genetic research indicates that HIV originated in west-central. 4. The most frequent mode of transmission of HIV is through sexual contact. 5. As regards unprotected heterosexual contacts. 6. The risk from receiving oral sex has been described as "nearly nil". 7. Genetic research indicates that HIV originated.
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Lesson 3
8. HIV/AIDS has had a great impact on society. 9. Opportunistic infections may be caused by bacteria, viruses. 10. In settings involving prostitution in low income countries.
III. Grammar B. First, fill in the boxes with the required forms of the words given in the table below and then, complete the sentences by using the appropriate parts of speech from the table. Noun 1 2 3 4 5 6 7 8
Verb
Adjective Confined
adverb
confines Confine Protectively Assistant Estimation Protect
Deadly appropriate
Fill in the blanks with the appropriate form of the verbs given in parentheses: 1.Ali …………….(estimate) the distance be twin two city. 2. Zahra ………….. (assist) her mother, in works. 3. Danny is an …………..(appropriate) person for his job. 4. her face not …………. (identify ) in night.
IV. Speaking practice Based on what happens in the reading comprehension passage, you bring three issues that the students should talk about. 1.Infact AIDS in society 2. factors of AIDS 3. the most important factors of transmission of HIV.
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English and You
V. Writing practice Complete the following sentences. Use your own words: 1.HIV is cause of ……………………………………………………… 2. HIV is a member of ………………………………………………… 3. people giving or receiving ………………………………………… 4. HIV is a disease of ……………………………………………….. Rearrange the following words in order to make complete sentences: 1.period/ the following / initial/ the/ HIV/ of/ contraction/ called/ acute. 2. most/ second/ frequent/ the/ mode/ HIV/ of is. 3.is/ transmitted / primarily/ via/ sexual/ un protected/ intercourse. 4. research/ genetic/ that/ indicate/ HIV/ in/ originated/ west/ in/ central/ Africa.
VI. Translation practice Translate the following piece of text into Persian: As regards unprotected heterosexual contacts, estimates of the risk of HIV transmission per sexual act appear to be four to ten times higher in low-income countries than in high-income countries. In low-income countries, the risk of female-to-male transmission is estimated as 0.38% per act, and of male-to-female transmission as 0.30% per act; the equivalent estimates for high-income countries are 0.04% per act for female-to-male transmission, and 0.08% per act for male-to-female transmission. The risk of transmission from anal intercourse is especially high, estimated as 1.4–1.7% per act in both heterosexual and homosexual contacts. While the risk of transmission from oral sex is relatively low, it is still present. The risk from receiving oral sex has been described as "nearly nil"however a few cases have been reported. The per-act risk is estimated at 0–0.04% for receptive oral intercourse. In settings involving prostitution in low income countries, risk of female-to-male transmission has been estimated as 2.4% per act and male-to-female transmission as 0.05% per act.
Lesson 3
37
VII. Further Reading Read the following passage and answer the questions There are several steps you can take to protect yourself against HIV/AIDS and other STDs: Needle Exchange/Clean Your Works: Always use new, unused needles or clean your works by flushing the needle and plunger with water and bleach each time you use an intravenous drug syringe. Do not share other HIV drug paraphernalia such as cookers cottons/filters, or water glasses. There are needle exchange programs available in your area where you can exchange used needles for new ones. Pregnancy: If you are HIV positive and think you may be pregnant, you should contact your doctor immediately to discuss your options. There are medications that you can take during your pregnancy to reduce your baby’s risk of being HIV positive. Breastfeeding: HIV positive mothers should not nurse a child. HIV can be transmitted from mother to child via breast milk. Instead your physician will provide alternatives to nursing your baby. Getting Tested: The only way to be sure of your HIV status is to get tested. With a rapid oral test, you can even get a cheek swab and get your results in as little as 20 minutes. If you test negative, your healthcare provider will provide tools that can help you remain that way. If you test positive, your healthcare provider can counsel you on methods used to prevent the spread of HIV. B. Reading for details: (multiple-choice) 1. You’re smoking, you are more apt to get into a situation. 2. If you are HIV negative and think you may be pregnant. 3. HIV positive mothers should not nurse a child. 4.HIV can be transmitted from father to child via breast milk.
I. Reading practice A. Reading for general ideas: (essay-type) 1. How can HIV br transmitted?
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2. Which case isn't the most common ways HIV transmitted? 3. what are the ways for prevention of HIV? 4. What are thefactors of HIV?
39
Lesson Four Bam earthquake- Iran On December 26, 2003 at 05:27 AM local time, an earthquake struck the Kerman province in southeastern Iran. The earthquake, according to the U.S. Geological Survey, measured 6.6 on the Richter scale, with its epicenter located near the city of Bam, 975 km southeast of Iran’s capital of Tehran. The earthquake killed more than 26,000 people and affected over 305,000. An approximate of 85% of buildings was destroyed in the city of Bam and surrounding villages, leaving more than 75,000 people without shelter during the ongoing cold weather. To alleviate the sufferings of those people affected, the UN, in coordination with other government and humanitarian agencies has worked to provide the victims with basic daily necessities. Blankets, clothes, food, water, sanitation, medical aid, and tents were made available. These accommodations, however, are by no means sufficient. The tents provide little protection to the harsh desert climate which includes sandstorms, searing heat, and cold nights. The tents are also lacking sanitation facilities. With most medical facilities reduced to rubbles and half of the city’s medical staff killed during the earthquake, the spread of diseases becomes a looming possibility. In May 2004, five months after the earthquake, temporary camps which are built with prefabricated technology have managed to house roughly 11% of the total population. However, WHO reported that “most of the prefabricated houses are not well designed, as some of them have no kitchen facilities, latrines or showers” and that “with continuing ill environmental health, unsafe drinking water, inadequate access to curative care, and insufficient primary health care services, the situation in Bam is still in a state of emergency regarding health issues”. School and hospitals buildings have yet to be replaced. Rubbles still remain to be cleared out and progress on the reconstruction is slow. The United Nations has reported that it will
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English and You
take a minimum of 2 years and an estimate of $ 1 billion to rebuild the city. In the meantime, the fates of the survivors remain uncertain. TARGET Jan Egeland, United Nations humanitarian coordinator, stated: “A priority is shelter. People cannot continue to live in tents. We must get the water and sanitation systems working and we must provide people with an income”. However, a prefabricated house of 50 to 60 sq m can cost between $3,000 and $3,600. Moreover, it takes time for the houses to arrive and be built. In Bam, it took a little over four months for the prefabricated houses to be ready for occupancy. In those four months, the already traumatized people of Bam had to endure mediocre living conditions, most with no families and no means to share their grief and frustration. There should be a better solution to this problem, one that would allow the people of Bam to start the process of rebuilding their lives –and their city– sooner. In 2003 alone, 200 million people were affected by natural disasters. The loss brought by an occurrence of natural disaster is particularly high in poor countries with weak infrastructures, high population density, and inadequate emergency preparedness. As in the case of the Bam earthquake, traditional methods of providing emergency housing can often be insufficient. Tents offer little protection against harsh climates and while prefabricated housing offer more protection, most still lack the necessary electrical, gas, and plumbing utilities. Contour Crafting will offer a solution to this problem of providing fast, affordable, and dignified emergency housing. Using materials that are available at the construction site, Contour Crafting can build a single family house, equipped with reinforcements, electrical wiring, and plumbing in 24 hours or less. Moreover, since Contour Crafting is an automated process, labor cost is highly minimized and thus, injuries and fatalities are greatly reduced. The speed of construction means survivors spend less time in tents and unsanitary living conditions. In addition, the decrease in construction cost allows more fund to be allocated into other areas of development. In this way, Contour Crafting has the potential of providing disaster survivors not
41
Lesson 4
only with dignified shelter, but also with more resources to rebuild their lives and their community. New words: 1.struck : /str^k/ : hit sharply 2. province : /pravəns/ : main division of a country. 3. locate : /ləυkeIt/ fix in a particular place 4. surround : /sərəυnd/ : go on a round on every side. 5. coordinate : / kəυכ:/ : garments in matching color that can be worn together 6. victim : /vIktəm/ : one who suffer as the result of sth 7. reduce : /rIdju:s/ : make less 8. potential : /pəten∫el/ : that may become so 9. survive : /səvaiv/ : continue to live 10. solution : /səlu:∫ən/ : answer to problem or question
I. Reading practice A. Reading for general ideas: (essay-type) 1.Where is earthquake with shaking hard? 2. when are come earthquake ? 3. how many of people killed? 4. how many people without people? B. Reading for details: (multiple-choice) 1.bam earthquake on December 26/2003 at …………. Am local time. a. 8 :30
b. 2 :40
c: 5 : 27
d. 6: 30
2. an earthquake struck the ………… province in south eastern Iran. a. Kerman
b. Tehran
c. Shiraz
d. Esfahan
3. according to the U.S geological survey measured ……. On the Richard scale. a. 8.8
b. 5.5
c. 12.25
d. 6.6
4. city of bam located near the …… km southeast of rains of Tehran. a. 1000
b. 975
c. 800
d. 1200
5. the earthquake kill more than ……………. People. a. 26000
b. 28000
c. 29000
d. 120000
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II. Grammar C. First, fill in the boxes with the required forms of the words given in the table below and then, complete the sentences by using the appropriate parts of speech from the table. Noun 1 2 3 4 5 6 7 8
Verb
Adjective Medical
adverb
Tehran struck Daily Harsh village killed After
1. The earthquake ……… more than 26,000 people. 2. Earthquake ………. the Kerman province in southeastern Iran. 3. city of Bam, 975 km southeast of Iran’s capital of …………. 4. Earthquake destroyed the city of Bam and surrounding ………….. 5. Has worked to provide the victims with basic …….. Necessities. 6. With most ……… facilities reduced to rubbles. 7. five months ……… the earthquake, temporary camps are built. 8. The tents provide little protection to the ………. desert climate . D. Fill in the blanks with the appropriate form of the verbs given in parentheses: 1. Its epicenter …….(locate) near the city of Bam. 2. The earthquake ……….(kill) more than 26,000 people. 3. The tents ……..( provide) little protection to the harsh desert. 4. Camps are ……….(build )with prefabricated technology. III. Speaking practice Based on what happens in the reading comprehension passage, you bring three issues that the students should talk about.
Lesson 4
43
1. Citadel Bam 2. Date of Bam 3. The climates of Bam
IV. Writing practice B. Complete the following sentences. Use your own words: 1. On December 26, 2003…………………………………………….. 2. The earthquake, according to the U.S. Geological………………….. 3.the earthquake An approximate of 85% …………………………… 4. In May 2004, five months after the earthquake……………………
V. Translation practice Translate the following piece of text into Persian: Contour Crafting will offer a solution to this problem of providing fast, affordable, and dignified emergency housing. Using materials that are available at the construction site, Contour Crafting can build a single family house, equipped with reinforcements, electrical wiring, and plumbing in 24 hours or less. Moreover, since Contour Crafting is an automated process, labor cost is highly minimized and thus, injuries and fatalities are greatly reduced. The speed of construction means survivors spend less time in tents and unsanitary living conditions.
VI. Further Reading Read the following passage and answer the questions Bam is a city in and the capital of Bam County, Kerman Province, Iran. At the 2006 census, its population was 73,823, in 19,572 families. The modern Iranian city of Bam surrounds the Bam citadel. Before the 2003 earthquake the official population count of the city was roughly 43,000. There are various opinions about the date and reasons for the foundation of the citadel. Some people believe that Bam city was founded during the Parthian Empire. Economically and commercially, Bam occupied a very important place in the region and was famed for
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English and You
its textiles and clothes. Ibn Hawqal (943–977), the Arab traveller and geographer, wrote of Bam in his book Surat-ul-`ard (The Earthfigure): Over there they weave excellent, beautiful and long-lasting cotton cloths which are sent to places all over the world There they also make excellent clothes, each of which costs around 30 dinars; these are sold in Khorasan, Iraq and Egypt. The ancient citadel of Arg-e Bam has a history dating back around 2,000 years ago, to the Parthian Empire (248 BC–224 AD), but most buildings were built during the Safavid dynasty. The city was largely abandoned due to an Afghan invasion in 1722. Subsequently, after the city had gradually been re-settled, it was abandoned a second time due to an attack by invaders from Shiraz. It was also used for a time as an army barracks. The modern city of Bam was established later than the old citadel. It has gradually developed as an agricultural and industrial centre, and until the 2003 earthquake was experiencing rapid growth. In particular, the city is known for its dates and citrus fruit, irrigated by a substantial network of qanats. The city also benefited from tourism, with an increasing number of people visiting the ancient citadel in recent years. A. True/False questions Read the following statements and determine whether they are true or false: 1. Bam is a city in and the capital of Bam County, Kerman Province, Iran. True False 2. The modern Iranian city of Kerman surrounds the Bam citadel. True False 3. Arg-e Bam has a history dating back around 2,000 years ago. True False 4. In the 2005 earthquake was experiencing rapid growth. True False
Lesson 4
B. Multiple-choice comprehension questions Read the following items and select the best answer 1. Where is Bam located? 2. How many people has Bam? 3. When earthquake in Bam happened? 4. What's happened in earthquake ?
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English and You
47
Lesson Five Environmental flows are known to all environments in which they live. Set of external physical factors are environmental organisms that make up the action and influence on the growth and behavior of organisms. Environmental protection in the twenty-first century as one of the eight Millennium Development Goals and is known as one of the three pillars of sustainable development. Definition Natural environment consists of a combination of different sciences, biological and environmental factors in terms of environmental and abiotic (physical and chemical) that affect a person's life or way of seeing the effect. Today, this definition is often related to man and his Faythay can set the environment of the Earth's natural elements such as air, water, atmosphere, rocks, plants, etc., which surround man summed. Environmental differences that define the nature of this nature include environmental factors, biological and non-biological, which are solely intended, in the words environment due to the interaction between humans and nature, and his view is described. Environmental Factors contributing to canvas Variation in climate, soil type, height difference and inequality. Habitat around the world Earth's surface is divided into 4 sections, which are generally (lithosphere), (hydrosphere atmosphere and biosphere. Some scientists believe buttery also part of this division. Each of these sections contains diverse ecosystems that make up the overall environment. The main ecosystems water 1- Boundary between land and sea habitats
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2- The main habitat on land 3- The main habitats atmosphere 4- Biosphere Human impact on the environment According to the Organization for Economic Cooperation and Development in 2001, almost all the constituent elements of the environment are influenced by human activities. Soils The main impacts of human activities on soil erosion include poisoning, which causes degradation of arable land will be. In general erosion is a natural phenomenon by factors such as wind, surface runoff and temperature changes take place. However, human activities such as intensive agriculture, agricultural lands irrigation agricultural crops, grazing of livestock over-grazing, deforestation and desertification caused the loss of the balance between destruction and creation of the earth, and eventually becomes pollution. Soil can increase the toxicity of salts in the soil or contamination by agricultural machinery or plant to be caused directly by the people. If the soil is fertile and even toxic to some plants. Waters According to the Organization for Economic Cooperation and Development, the main impact of human activities on water resources is the sum of three items: the excessive consumption of water and loss of water resources, groundwater and surface water pollution. Today, freshwater supplies for some countries is a serious crisis. According to the organization in 2001, in the absence of appropriate measures, in 2030, 3.9 million people will be affected by the crisis. Notable that the current crisis with the increase in population will peak. Global warming in the loss of water resources, especially in regions like Central Asia, North Africa and the Great Plains states of United States.
Lesson 5
49
Water quality is another crisis that some countries are ahead. Contamination of waters and some very disturbing trend in many parts of the globe. Underground water tables and rivers and lakes are important sources of fresh water, which are directly exposed to contamination by human activities. In addition to the direct involvement of sea pollution, freshwater pollution affect the water cycle. The causes may be physical or chemical water pollution are: Physical contamination such as thermal pollution (water for industrial cooling systems that enhance water temperature and ultimately the loss of some plant or animal species) or radioactive (nuclear accidents). Chemical pollutants are highly diverse and can be caused by chemicals from factories, farming or domestic wastewater into water. Use of chemical pesticides in agriculture is a major cause of pollution of groundwater or surface that is directly caused the death of many species. Also, fertilizers and Fsfatdar Nytratdar increase in these elements is water. As a result, bacteria and algae growth in the water level of the material feed rate and are highly soluble in water and the resulting lack of oxygen causes the death of most species living in the water can . Contamination by heavy metals such as mercury, arsenic, lead and zinc, as well as factory activity in the food chain and accumulate in animals and humans is threatening the lives of many. Water pollution is also a cause of acid precipitation, which are toxic to the environment. Contamination by hydrocarbons (eg oil), (toxic and carcinogenic) and other chemicals such as medications, detergents ... are also other examples of chemical pollution of water. Air Air pollution from entering any element directly or indirectly by humans may cause adverse effects on human health and the environment would have. Types of air pollution are: Toxic chemical fumes of burning reactions are often the result of:
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Ozone, which exists in the lower layers Hvakrh is a dangerous impact on the health of animals. Burning gases such as sulfur dioxide, nitrogen oxides, carbon monoxide, hydrogen sulfide and other greenhouse gases. Dust and aerosols Greenhouse gases such as carbon dioxide, methane and fluorocarbon. Heavy metals such as arsenic, lead, zinc, copper, chromium, mercury and cadmium into the air that are caused by industrial activities . Kyoto The Kyoto Protocol is an international treaty to reduce greenhouse emissions, which are the main cause heating of land in recent decades. Khpymannamh Rio treaty will complete the restoration within the United Nations was formed. Recent years with the increase in greenhouse gases such as methane, carbon dioxide, water vapor and nitrous oxide in the atmosphere, global temperatures are rising, which causes undesirable changes in the environment. The 1997 treaty known as the Kyoto industrial nations pledged over the next decade within 5% of its greenhouse gas emissions and will often grants to developing countries for increased penetration of renewable such as solar energy and wind, must give. The CFC is the industrial gases, including greenhouse gases are the gases in the refrigerator Condenser widely refrigerator was used to cool the inside, but now due to the greenhouse effect, its use has been banned in many countries. New words: 1- cooperation: the fact of doing something together or of working together towards a shared aim. 2- degradation: a situation in which somebody has lost all self-respect and the respect of other people. 3- arable: connected with growing crops such as wheat. 4- toxicity: the quality of being poisonous; the extent to which something is poisonous.
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5- contamination: to make a substance or place dirty or no longer pure by adding a substance that is dangerous or carries disease. 6- consumption: the act of using energy, food or materials; the amount used. 7- peak: the point when somebody/something is best, most successful, strongest, etc. 8- trend: a general direction in which a situation is changing or developing. 9- enhance: to increase or further improve the good quality, value or status of somebody/something. 10- thermal: connected with heat. 1-flow/ fləʊ / 2-definition/ defɪ‘nɪʃn/ 3-biological/ baɪə‘lɒdʒɪkl/ 4-solely/ səʊlli/ 5- inequality/ ɪnɪ‘kwɒləti/ 6-interaction/ ɪntər‘ækʃn/ 7- variation/ veəri‘eɪʃn/ 8-boundry/ ‘baʊndri/ 9-impact/ ‘ɪmpækt/ 10-globe/ ɡləʊb/ Noun 1 2 3 4 5 6 7
Verb
Adjective
adverb ultimately
diverse domestic pesticide soluble fertilizer accumulate
Essay Questions 1-What are the two external physical factors in Environmental flows?
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2-Name one of the three pillars of sustainable development? 3-Define the Natural environment? 4-What are the four divisions of the Earth’s surface? Multiple choice Questions: 1.Whice one is not considered as the environmental factors contributing to ecosystem? a. Climate
c. soil type
b. Equality
d. height difference
2.Almost all the constituent elements of the environment are influenced by.......................................... a. biological factors
c. boundary between land and sea habitats
b . a biotic factors
d. human activities
3.The Earth’s natural elements which surround man consists of all except... a. Water
c. rocks
b .plants
d. mountains
4.Which one is not regarded as Greenhouse gases? a. Methane
c. aerosol
b .carbon dioxide
d. fluorocarbon
5. Due to the greenhouse effect What has been banned in many countries? a.car cinogenic
c. the Kyoto protocol
b. zinc
d. the refrigerator condenser
Speaking practice 1-The main impacts of human activities on soil erosion.
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Lesson 5
2-Live agents ecosystem. 3-The causes may be physical or chemical environment pollution. Writing practice 1-Non-living factors in the environment such as............................. 2-Water pollution causes.................................................................. 3-Human impact on the environment.............................................. Further Reading Environment is the sum total of what is around something or someone. It includes living things and natural forces. The environment of living things provides conditions for development and growth, as well as of danger and damage. Living things do not simply exist in their environment. They constantly interact with it. Organisms change in response to conditions in their environment. The environment consists of the interactions among plants, animals, soil, water, temperature, light, and other living and non-living things. The word environment is used to talk about many things. People in different fields of knowledge (like history, geography or biology) use the word differently. An electromagnetic environment is the various radio waves that equipment such as radio and radar can meet. Galactic environment refers to conditions between the stars. In psychology and medicine a person's environment is the people, physical things, places, and events that the person lives with. The environment affects the growth and development of the person. It affects the person's behaviour . It affects the person's body and mind. Discussions on nature versus nurture are sometimes framed as heredity vs environment. The earth is the only planet in the solar system that support life. 1-What is the counterpart of nature? a. people
c. environment
b. nature
d. natural forces
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2-Nature Vs Nurture are sometimes framed as....................... a .environment vs heredity
c. heredity vs environment
b. history vs biology
d. biology vs history
3-what is called an electro magnetic environment? a. electronic magneto r
c. electronic signals
b. electronic waves
d. radio waves
4-In psychology and medicine a person’s environment is not seen as.... a. people
c. physical things
b. places
d. Spiritual things
1-The only planet which supports life in the solar system is Earth . True
False
2-The interactions of living things in the environment is for example between living and non-living things. True
False
3-Depending of the environmental conditions ‚Organisms change. True
False
4-The development‚ growth ‚danger and damage are seen as the nonliving environment. True
False
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Lesson 6 Ḥakīm Abu'l-Qāsim Ferdowsī Țusī
Born
940 Tusk, Iran
CE
Died
1020 Tusk
(aged 79–80)
Occupation
Poet
Ethnicity
Persian
Period
Samanids and Ghaznavids
Genres
Persian poetry, national epic
Hakim Abu ´l-Qasim Ferdowsi Tusi (Tus, 940-1020 CE), highly revered Persian poet and the author of the epic of Shahnameh - the Persian "Book of Kings" - which is the world's longest epic poetry created by a single poet, and the national epic of Iran and the Persian speaking world. Having drafted the Shahnameh under patronage of the Samanid and the Ghaznavid courts, Ferdowsi is celebrated as one of the most influential Persian poets of all time, and an influential figure in Persian literature. Name Except for his Kenya and his laqab (Ferdowsī, meaning "paradisic" in Arabic), nothing is known with any certainty about his full name. From an early period on, he has been referred to by different additional names and titles, the most common one being / Ḥakīm ("philosopher").[2] Based on this, his full name is given in Persian sources as / Ḥakīm Abu'l-Qāsim Firdowsī Țusī. Due to the non-
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standardized transliteration from Persian into English, different spellings of his name are used in English works, including Firdawsi, Firdusi, Firdosi, Firdausi, etc. The Encyclopedia of Islam uses the spelling Firdausi, based on the standardized transliteration method of the German Oriental Society.[3] The Encyclopedia Ironical, which uses a modified version of the same method (with a stronger emphasis on Persian intonations), gives the spelling Ferdowsī. In both cases, the -ow and -aw are to be pronounced as a diphthong ([a ]), reflecting the original Arabic and the early New Persian pronunciation of the name. Life Family Ferdowsi was born into a family of Iranian landowners (dehqans) in 940 C.E. in the village of Paj, near the city of Tusk, in Khorasan region currently in northeastern Iran in Resave Khorasan Province. the poet in an elegy which he inserted into the Shahnameh. Ferdowsī was a Shiite Muslim, which is apparent from the Shahnama itself[5] and confirmed by early accounts. In recent times, however, some have cast doubt on his religion and his Shi'ism, and have suggested that he was a deist. Background Ferdowsi belonged to the class of dehqans. These were landowning Iranian aristocrats who had flourished under the Sassanid dynasty (the last pre-Islamic dynasty to rule Iran) and whose power, though diminished, had survived into the Islamic era which followed the Arab conquests of the seventh century. The dehqans were intensely patriotic (so much so that dehqan is sometimes used as a synonym for "Iranian" in the Shahnameh) and saw it as their task to preserve the cultural traditions of Iran, including the legendary tales about its kings. The Muslim conquests of the seventh century had been a watershed in Iranian history, bringing the new religion of Islam, submitting Iranians
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to the rule of the Arab caliphate and promoting Arabic culture and language at the expense of Persian. By the late 9th century, the power of the caliphate had weakened and local Iranian dynasties emerged. Ferdowsi grew up in Tusk, a city under the control of one of these dynasties, the Sameness, who claimed descent from the Sassanid general Bah ram Chopin (whose story Ferdowsi recounts in one of the later sections of the Shahnameh). The Samanid bureaucracy used the New Persian language rather than Arabic and the Samanid elite had a great interest in pre-Islamic Iran and its traditions and commissioned translations of Pahlavi (Middle Persian) texts into New Persian. Abu Mansur Muhammad, a dehqan and governor of Tusk, had ordered his minister Abu Mansur Mammary to invite several local scholars to compile a prose Shahnameh ("Book of Kings"), which was completed in 957. Although it no longer survives, Ferdowsi used it as one of the sources of his epic. Samanid rulers were patrons of such important Persian poets as Rudaki and Daqiqi. Ferdowsi followed in the footsteps of these writers. Details about Ferdowsi's education are lacking. Judging by the Shahnameh, there is no evidence he knew either Arabic or Pahlavi. Although New Persian was permeated by Arabic vocabulary by Ferdowsi's time, there are relatively few Arabic loan words in the Shahnameh. This may have been a deliberate strategy by the poet. Life as a poet It is possible that Ferdowsi wrote some early poems which have not survived. He began work on the Shahnameh around 977, intending it as a continuation of the work of his fellow poet Daqiqi, who had been assassinated by a slave. Like Daqiqi, Ferdowsi employed the prose Shahnameh of ´Abd-al-Razzāq as a source. He received generous patronage from the Samanid prince Mansur and completed the first version of the Shahnameh in 994. When the Turkic Ghaznavids overthrew the Samanids in the late 990s, Ferdowsi continued to work on the poem, rewriting sections to praise the Ghaznavid Sultan Mahmud. Mahmud's attitude to Ferdowsi and how well he rewarded the poet are matters which have long been subject to dispute and have formed the basis of legends about the poet and his patron (see below). The Turkic Mahmud may have been less interested in tales from
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Iranian history than the Samanids. The later sections of the Shahnameh have passages which reveal Ferdowsi's fluctuating moods: in some he complains about old age, poverty, illness and the death of his son; in others, he appears happier. Ferdowsi finally completed his epic on 8 March 1010. Virtually nothing is known with any certainty about the last decade of his life. Tomb Ferdowsi was buried in his own garden, burial in the cemetery of Tus having been forbidden by a local cleric. A Ghaznavid governor of Khorasan constructed a mausoleum over the grave and it became a revered site. The tomb, which had fallen into decay, was rebuilt between 1928 and 1934 by Society for the National Heritage of Iran on the orders of Reza Shah and has now become the equivalent of a national shrine.[16] New word: Drafted/draːft /a rough written version of sth that is not yet its final form. Patronage/ pætrənIdƷ /the support especially financial that is given to a person an organization by a patron Modified/ mǠdIfaId /to change sth slightly specially in order to make it more suitable for a particular purpose. Script/skrIpt /a written text of a play film , movie , broadcast , talk , etc. Mourned/ mǤ:rn /to feel and show sadness because sb has died. Confirmed/ kənfӡ:m /to state or show that sth is definitely true or correct especially by providing evidence. Flourished/flȜrIʃ /to develop quickly and be successful or common. Dynasty/dInəsti /a series of rulers of a contrary who all belong to the same family. Patriotic/peItriǠtI /having or expressing a great love of your country. Legendary/ledȢəndri /very famous and talked about a lot by people , especially in a way that shows admiration.
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Tales/teIl /a story created using the imagination especially one that full of action and adventure. Conquests/kǠŋkwest /the act to talking control of a country, city, etc. Caliphate/kæLIfeIt /the position of a cal pin. Promoting/prǠməʊt /to help sth to happen or develop. Emerged/imӡ:dӡ /to come out of a dark confined or hidden place. Bureaucracy/bjʊərakrəsi /the system of official rules and ways of doing things that a government or an organization has especially when these seem be too complicated. Compile/kəmpaIL /to produce a book list report etc. Footstep/ fʊtsTstep /the sound or mark made each time your foot touches the ground when you are walking or running. Survived/səvaIv /continue to live or exist despite a dangerous event or time. Assassinated/ /to murder an important or famous person especially for political reasons.
I. Reading practice A. Reading for general ideas: (essay-type) 1. Description character ferdowsi in four line whets? 2. How legend shahnameh ferdowsi? 3. What method ferdowsi in the poem? 4. Feature shahnameh ferdowsi? B. Reading for details: multiple-choice 1. Which book belong ferdowsi? a-boustan
b-shahnameh
c-golestan
d-kelile
2. ferdowsi was born a family the city of-----------a-Tehran
b-tusk
c-shiraz
d-Kerman
3. detail about ferdowsi education are lacking judging by---------------a-shahnameh b-poem
c-book
d-Arabic vocabulary
4. ferdowsi continuation of the work of his fellow poet------------------a-daqiqi
b-David
c-Sadi
d-Hafez
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5. Ferdowsi who died aged------------------a-35
b-57
c-37
d-40
II. Vocabulary practice based on the 10 new world that you have underline in the passage in the same order that they appear in the text and in the reading passage, 1. Ferdowsi highly revered Persian poet and the author of the epic of shahnameh. 2. Ferowsi was born in to a family of Iranian landowner. 3. Was mourned by the poet in an elegy which he inserted into the shahnameh. 4. The poet agreed to resave the money as a lump sum when he had completed the epic. 5. Ferdowsi shahnameh is the most popular and influential. 6. Ferdowsi is one of the undisputed giants of the Persian literature. 7. Ferdowsi has a unique place in Persian history. 8. New Persian was permeated by Arabic vocabulary by ferdowsi time. 9. Ferdowsi completed his epic. 10. Scenes from the shahnameh carved into reliefs at ferdowsi mausoleum in tusk Iran. first fill in the boxes with the required forms of the world given in the table below and then complete the sentences by using the appropriate parts of speech from the table.
1 2 3 4 5 6 7
Noun draft
Verb
Adjective
script northeastern confirmed tales rebuilt money
adverb
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1. Having---------the shahnameh under patronage of the samanid and ghaznavid courts.1 2. The modern tajik transliteration of his name in Cyrillic---------- is xakum.3 3. In khorasan region currently in ---------Iran in resave khorasan province. 4. Which is apparent from the shahnameh itself and-------------by early accounts. 5. the dehqans was were intensely patriotic including the legendary -----------about talking. 6. the tomb which had fallen into decay , was ----------between1928and1934. 7. the poet agreed to receive the------------as an lump sun when he had completed the epic. bring three issues that the students should talk about You 1. life ferdowsi 2. influence shahnameh ferdowsi on other poet. 3. descriptive shahnameh. Complete the following sentences 1. hakim AbulQasim ferdowsi is--------------------------------------------2. Due to the non-standardized transliteration from Persian into English--------------------------------------3. ferdowsi was born a family------------------------------------------------4. it is possible that ferdowsi wrote-----------------------------------------Complete the following sentences 1. Iranian history –of the seventh-had been a –the Muslim-watershed in-century2. ferdowsi wrote-it is possible- survived-some early-that-have notwhich-poems 3. was-arabic –by –ferdowsi-permeated-new-vocabulary-Persian 4. poet-strateje-have-this-may-by the-been a.
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Translation practice According to legend, Sultan Mahmud of Ghazni offered Ferdowsi a gold piece for every couple of the Shahnameh he wrote. The poet agreed to receive the money as a lump sum when he had completed the epic. He planned to use it to rebuild the dykes in his native Tusk. After thirty years of work, Ferdowsi finished his masterpiece. The sultan prepared to give him 60,000 gold pieces, one for every couplet, as agreed. However, the courtier Mahmud had entrusted with the money despised Ferdowsi, regarding him as a heretic, and he replaced the gold coins with silver. Ferdowsi was in the bath house when he received the reward. Finding it was silver not gold, he gave the money away to the bath keeper, a refreshment seller and the slave who had carried the coins. When the courtier told the sultan about Ferdowsi's behaviour, he was furious and threatened to execute him. Ferdowsi fled Khorasan, having first written a satire on Mahmud, and spent most of the remainder of his life in exile. Mahmud eventually learned the truth about the courtier's deception and had him either banished or executed. By this time, the aged Ferdowsi had returned to Tusk. The sultan sent him a new gift of 60,000 gold pieces but as the caravan bearing the money arrived in Tusk it met a funeral procession: the poet had died from a heart attack . Further Reading Shahnameh carved into reliefs at Ferdowsi's mausoleum in Tusk, Iran Ferdowsi's Shahnameh is the most popular and influential national epic in Iran and other Persian-speaking nations. The Shahnameh is the only surviving work by Ferdowsi regarded as indisputably genuine. He may have written poems earlier in his life but they no longer exist. A narrative poem, Yusuf o Zolaykā (Joseph and Zuleika), was once attributed to him but scholarly consensus now rejects the idea it is his.[18] There has also been speculation about the satire Ferdowsi allegedly wrote about Mahmud of Ghazni after the sultan failed to reward him sufficiently. Nezami Aruzi, Ferdowsi's early biographer, claimed that all but six lines had been destroyed by a well-wisher who had paid Ferdowsi a thousand dirham's for the poem. Introductions to
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some manuscripts of the Shahnameh include verses purporting to be the satire. Some scholars have viewed them as fabricated, others are more inclined to believe in their authenticity. A. True/False questions Read the following statements and determine whether they are true or false 1-ferdowsi one of the undisputed giant of the person literature True
False
2-ferdowsi has a unique place I Persian history True
False
3-ferdowsi in fact was not a motivation behind many future Persian figures. True
False
4-many modern Iranian sees him as the father of the Persian language. True
False
B. Multiple-choice comprehension questions Read the following items and select the best answer 1-ferdowsi influence in the Persian culture is explained by the---------a- book
b- Shahnameh
c- encyclopedia
d- b and c
2-ferdowsi is one of the undisputed giants of the -------------------literature a-Persian
b-Arabic
c-French
d-Turkey
3-father of the modern Persian language is ---------------------a-Ferdowsi
b-Enzyme
c-Tusi
d-Khayyam
4-Academy of culture in Iran in order to attempt to remove ----------and Turkish words from the Persian language a-Persian
b-Arabic
c-French
d-India
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Lesson seven Hafez Khwāja Shams-ud-Dīn Muhammad Hāfez-e Shīrāzī Known by his pen name Hāfez (jklm ; also Hāfiz; 1325/26–1389/90), was a Persian poet. His collected works are regarded as a pinnacle of Persian literature and are to be found in the homes of most people in Iran, who learn his poems by heart and use them as proverbs and sayings to this day. His life and poems have been the subject of much analysis, commentary and interpretation, influencing post-fourteenth century Persian writing more than any other author. Themes of his ghazals are the beloved, faith, and exposing hypocrisy. His influence in the lives of Iranians can be found in "Hafez readings" and the frequent use of his poems in Persian traditional music, visual art, and Persian calligraphy. His tomb is visited often. Adaptations, imitations and translations of Hafez' poems exist in all major languages. Doublures inside a 19th century copy of the Divān of Hafez. The front doublure shows Hafez offering his work to a patron. Hafez was born in Shiraz, Iran. His parents were from Kazeroon (Fars Province). Despite his profound effect on Persian life and culture and his enduring popularity and influence, few details of his life are known. Accounts of his early life rely upon traditional anecdotes. Early tazkiras (biographical sketches) mentioning Hafez are generally considered unreliable. The preface of his Divān, in which his early life is discussed, was written by an unknown contemporary of Hafez whose name may have been Moḥammad Golandām. Two of the most highly regarded modern editions of Hafez's Divān are compiled by Moḥammad Qazvini and Qāsem Ḡani (495 ghazals) and by Parviz Natil Khanlari (486 ghazals).
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Modern scholars generally agree that Hafez was born either in 1315 or 1317; following an account by Jami 1390 is considered the year in which he died. Hafez was supported by patronage from several successive local regimes: Shah Abu Ishaq, who came to power while Hafez was in his teens; Timur at the end of his life; and even the strict ruler Shah Mubariz ud-Din Muhammad (Mubariz Muzaffar). Though his work flourished most under the twenty-seven year reign of Jalal ud-Din Shah Shuja (Shah Shuja), it is claimed Hāfez briefly fell out of favor with Shah Shuja for mocking inferior poets (Shah Shuja wrote poetry himself and may have taken the comments personally), forcing Hāfez to flee from Shiraz to Isfahan and Yazd, although no historical evidence of this is available His mausoleum, Hāfezieh, is located in the Musalla Gardens of Shiraz. Legends Divan of Hafez, with a Persian miniature at left and ghazals in nastaliq at right. Signed by Shah Qasem, 1617. National Museum of Iran, Tehran, Persia. Many semi-miraculous mythical tales were woven around Hāfez after his death. It is said that by listening to his father's recitations Hāfez had accomplished the task of learning the Qur'an by heart at an early age (that is in fact the meaning of the word Hafez). At the same time Hāfez is said to have known by heart the works of Rumi (Jalal ad-Din Muhammad Balkhi), Saadi, Farid ud-Din and Nizami. According to one tradition, before meeting his patron, Hajji Zayn alAttar, Hāfez had been working in a bakery, delivering bread to a wealthy quarter of the town. There he first saw Shakh-e Nabat, a woman of great beauty, to whom some of his poems are addressed. Ravished by her beauty, but knowing that his love for her would not be requited, he allegedly held his first mystic vigil in his desire to realize this union. During this he encountered a being of surpassing beauty who identified himself as an angel, and his further attempts at union became mystic; a pursuit of spiritual union with the divine. A Western parallel is that of Dante and Beatrice.
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At age 60 he is said to have begun a Chilla-nashini, a 40-day-andnight vigil by sitting in a circle which he had drawn for himself. On the 40th day, he once again met with Zayn al-Attar on what is known to be their fortieth anniversary and was offered a cup of wine. It was there where he is said to have attained "Cosmic Consciousness". Hāfez hints at this episode in one of his verses where he advises the reader to attain "clarity of wine" by letting it "sit for 40 days". Although Hafez almost never traveled out of Shiraz, in one tale Tamerlane (Timur) angrily summoned Hāfez to account for one of his verses: If that Shirazi Turk would take my heart in hand. I would remit Samarkand and Bukhārā for his/her black mole. Samarkand was Timur's capital and Bokhara was his kingdom's finest city. "With the blows of my lustrous sword," Timur complained, "I have subjugated most of the habitable globe... to embellish Samarkand and Bokhara, the seats of my government; and you would sell them for the black mole of some boy in Shiraz!" Hāfez, so the tale goes, bowed deeply and replied, "Alas, O Prince, it is this prodigality which is the cause of the misery in which you find me". So surprised and pleased was Timur with this response that he dismissed Hafez with handsome gifts. Works and influence Hafez was acclaimed throughout the Islamic world during his lifetime, with other Persian poets imitating his work, and offers of patronage from Baghdad to India. Today, he is the most popular poet in Iran. Libraries in many other nations other than Iran such as Azerbaijan, Armenia, and Georgia contain his Diwan. Much later, the work of Hāfez would leave a mark on such Western writers as Thoreau, Goethe, and Ralph Waldo Emerson—the latter referring to him as "a poet's poet." work was first translated into English in 1771 by William Jones. There is no definitive version of his collected works (or Dīvān); editions vary from 573 to 994 poems. In Iran, and Afghanistan, his collected works have come to be used as an aid to popular divination
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Only since the 1940s has a sustained scholarly attempt - by Mas'ud Farzad, Qasim Ghani and others in Iran - been made to authenticate his work, and remove errors introduced by later copyists and censors. However, the reliability of such work has been questioned, and in the words of Hāfez scholar Iraj Bashiri.... "there remains little hope from there (i.e.: Iran) for an authenticated diwan". Though Hāfez’s poetry is influenced by Islam, he is widely respected by Hindus], Christians and others. October 12 is celebrated as Hafez Day in Iran. Hafez not only influenced in religious inquiry, but secular philosophers such as Engels mentioned him in the text below, extracted from Engels' letter to Marx: It is, by the way, rather pleasing to read dissolute old Hafiz in the original language, which sounds quite passable and, in his grammar, old Sir William Jones likes to cite as examples dubious Persian jokes, subsequently translated into Greek verse in his Commentariis poeseos asiaticae, because even in Latin they seem to him too obscene. These commentaries, Jones’ Works, Vol. II, De Poesi erotica, will amuse you. Persian prose, on the other hand, is deadly dull. E.g. the Rauzâtus-safâ by the noble Mirkhond, who recounts the Persian epic in very flowery but vacuous language. Of Alexander the Great, he says that the name Iskander, in the Ionian language, is Akshid Rus (like Iskander, a corrupt version of Alexandros); it means much the same as filusuf, which derives from fila, love, and sufa, wisdom, ‘Iskander’ thus being synonymous with ‘friend of wisdom’. Interpretation The question of whether his work is to be interpreted literally, mystically or both, has been a source of concern and contention to western scholars. On the one hand, some of his early readers such as William Jones saw in him a conventional lyricist similar to European love poets such as Petrarch. Others such as Wilberforce Clarke saw him as purely a poet of didactic, ecstatic mysticism in the manner of Rumi, a view which modern scholarship has come to reject. This confusion stems from the fact that, early in Persian literary history, the poetic vocabulary was usurped by mystics who believed
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that the ineffable could be better approached in poetry than in prose. In composing poems of mystic content, they imbued every word and image with mystical undertones, thereby causing mysticism and lyricism to essentially converge into a single tradition. As a result, no fourteenth century Persian poet could write a lyrical poem without having a flavor of mysticism forced on it by the poetic vocabulary itself. While some poets, such as Ubayd Zakani, attempted to distance themselves from this fused mystical-lyrical tradition by writing satires, Hafez embraced the fusion and thrived on it. W.M. Thackston has said of this that Hafez "sang a rare blend of human and mystic love so balanced...that it is impossible to separate one from the other." For this reason among others, the history of the translation of Hāfez has been a complicated one, and few translations into western languages have been wholly successful. One of the figurative gestures for which he is most famous (and which is among the most difficult to translate) is īhām or artful punning. Thus a word such as gowhar which could mean both "essence, truth" and "pearl" would take on both meanings at once as in a phrase such as "a pearl/essential truth which was outside the shell of superficial existence". Hafez often took advantage of the aforementioned lack of distinction between lyrical, mystical and panegyric writing by using highly intellectualized, elaborate metaphors and images so as to suggest multiple possible meanings. This may be illustrated via a couplet from the beginning of one of Hafez' poems. Last night, from the cypress branch, the nightingale sang, In Old Persian tones, the lesson of spiritual stations. The cypress tree is a symbol both of the beloved and of a regal presence. The nightingale and birdsong evoke the traditional setting for human love. The "lessons of spiritual stations" suggest, obviously, a mystical undertone as well. (Though the word for "spiritual" could also be translated as "intrinsically meaningful.") Therefore, the words could signify at once a prince addressing his devoted followers, a lover courting a beloved and the reception of spiritual wisdom.
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Hafez in Persian music Many Persian composers have composed pieces inspired by Hafez's poems or on his poems. Many Persian singers have also performed Hafez poems. Among them Mohsen Namjoo composed music and vocals on several poems of Hafez such as Zolf, Del Miravad, Nameh and others and Hayedeh (the song Padeshah-e Khooban, music by Farid Zoland) and Mohammad-Reza Shajarian (the song Del Miravad Ze Dastam, music by Parviz Meshkatian). The Ottoman composer Buhurizade Mustafa Itri composed his magnum opus Neva Kâr on one of his poems. The Polish composer Karol Szymanowski has also composed The Love Songs of Hafiz on German translation of Hafez poems. Bibliomancy Many Iranians use Divan of Hafez for fortune telling. Iranian families usually have a Divan of Hafez in their house and when they get together during Nowruz or Yaldā open the Divan randomly and read the poem of that page. They believe that the poem on that page actually matches what happens to them in the future. Tomb Twenty years after his death, a tomb (the Hafezieh) was erected to honor Hafez in the Musalla Gardens in Shiraz. The current Mausoleum was designed by André Godard, French archeologist and architect, in the late 1930s. Inside, Hafez's alabaster tombstone bears two of his poems inscribed upon it. New words: 1.poetic : /pəυetIk/ : lyrical 2. proverb : /pravз:b/ : famous 3. imitation : /ImIteI∫n/ : impersonation 4. visual : /vIЗuəL/ : imagine 5. effects : /Ifekt/ : belonging 6. contemporary : /kəntemprəri/ : modern 7. agree : /əgri/ : approve 8. miraculous : /mIrækJəLəs/ extraordinary 9. tradition : /trədI∫n/ : convention
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10. contain : /kənteIn/ : restrain I. Reading practice A. Reading for general ideas: (essay-type) 1. do you know Hafez? 2. do you know name of Hafez's poem? 3. explain about poems Hafez? 4. when Hafez was born? B. Reading for details: (multiple-choice 1. when Doublures inside copy of the Divān of Hafez? a. a 19th century
b. a18th century
c. a 8th century
d. a6th century
2. where Hafez was born ? a. in Esfahan b. in Tehran c. in Shiraz
d. in Mashhad
3. what the Themes of ghazals's Hafez? a. beloved, faith, and exposing hypocrisy b. faith c. Islam
d. saint
4. where he work , before meeting his patron? a. bakery
b. market
c. barberry
d. writer
5. how many edition of Divan has? a. 573 to 994 poems
b. 335 to 225
c. 569 to 364
d. 568 to 659
II. Vocabulary practice (based on the 10 new words that you have underlined in the passage in the same order that they appear in the text and in the reading passage): 1. His collected works are regarded as a pinnacle of Persian literature. a. considering
b. boarded
c. seem
d. saw
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2. His life and poems have been commentary and interpretation. a. local b. translation c. describe d. explanation 3. modern scholar agree that Hafez was born in 1315 to 1317. a. Scientists b. economics c. builders d. psychologist 4. Hafez supported by patronage. a. strict b. Sponsor c. mocking
d. adaptation
5. tomb's Hafez was imitation of poems. a. take b. adapt c. copy
d. consider
6. Hafez was acclaimed the Islamic world during his lifetime. a. adaption b. new c. modern d. explain 7. he is the most popular poet in Iran. a. nation b. famous c. new
d. poem
8. many Iranians use Divan of Hafez for fortune telling. a. happen b. saw c. modern d. luck 9. they believe that the poem on the page actually matches. a. faith b. daresay c. luck d. seem 10. it's found in the homes of most people in Iran. a. few b. little c. more
d. many of
III. Grammar E. First, fill in the boxes with the required forms of the words given in the table below and then, complete the sentences by using the appropriate parts of speech from the table. Noun 1 2 3 4 5 6 7 8
Verb
Adjective adverb Traditional
Themes Be After Tombs Hafez Agree
1. ………. of his ghazals are the beloved.
actually
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2. His ………. is visited often. Adaptations, imitation. 3. ………. was born in Shiraz. 4. Modern scholars generally ……… that Hafez was born either in 1315 or 1317. 5. he use of his poems in Persian ……… music. 6. His parents ……….. from Kazeroon. 7. Twenty years …….. his death. 8. They believe that the poem on that page ……….. matches what happens to them in the future. Fill in the blanks with the appropriate form of the verbs given in parentheses. 1. Themes of his ghazals ……… (to be) the beloved. 2.they …….(read) the poem of that page. 3. They……..(believe) that the poem on that page actually matches. 4. Hafez ……...(to be) born in Shiraz.
IV. Speaking practice Based on what happens in the reading comprehension passage, you bring three issues that the students should talk about. 1.explain about Divan Hafez. 2. faith Iranian people to Divan Hafez. 3. about tomb of Hafez
V. Writing practice Complete the following sentences. Use your own words. 1.Hafez often took advantage of ………………………………. 2. Many Persian composers have composed…………….…..… 3. Khwāja Shams-ud-Dīn Muhammad Hāfez-e Shīrāzī…………… 4. Divān of Hafez was …………………………………..………… Rearrange the following words in order to make complete sentences. 1.Ghazals / are/ beloved/ of/ themes/ his. 2. shiraz/ in/ was/ Hafez/ born. 3. his/ teens/ in/ Hafez/ was. 4. located/ of/ Musalla/ in/ Hafezieh/ is/ the/ gardens/ shiraz.
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VI. Translation practice Translate the following piece of text into Persian. The question of whether his work is to be interpreted literally, mystically or both, has been a source of concern and contention to western scholars. On the one hand, some of his early readers such as William Jones saw in him a conventional lyricist similar to European love poets such as Petrarch. Others such as Wilberforce Clarke saw him as purely a poet of didactic, ecstatic mysticism in the manner of Rumi, a view which modern scholarship has come to reject.
VII. Further Reading Read the following passage and answer the questions. The Tomb of Hafez and its associated memorial hall, the Hāfezieh, are two memorial structures erected in the northern edge of Shiraz, Iran, in memory of the celebrated Persian poet Hafez. The open pavilion structures are situated in the Musalla Gardens on the north bank of a seasonal river and house the marble tomb of Hafez. The present buildings, built in 1935 and designed by the French architect and archaeologist André Godard, are at the site of previous structures, the most well-known of which was built in 1773. The tomb, its gardens, and the surrounding memorials to other great figures are a focus of tourism in Shiraz. A. True/False questions Read the following statements and determine whether they are true or false. 1. Hafezieh is located in the northern edge of Shiraz. True False 2. The open pavilion structures are situated in the NURI Gardens. True False 3.Hafezieh was built in 1935. True False 4. Hafezieh designed by the English architect. True False
Lesson 7
B. Multiple-choice comprehension questions Read the following items and select the best answer: 1. Where is the tomb of Hafez? 2. When Hafezieh was built? 3. Which country designed Hafezieh? 4. what's Hafezieh focus in Iran?
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Lesson Eight Iranian 's traditional food Iran is one of the most complete in the world, and Asian culinary ingredients include . Iranian cooking many dishes Middle East countries such as Turkey, Armenia, Georgia , Azerbaijan and Iraq have been affected . Shhay stew and Iran show that the Iranian women traditionally detailed understanding of food and combine them together to become more richer foods, the good performance attained . Combining different food groups grains, legumes , vegetables and proteins in plant and animal feeds occur. Iranian food , Iran due to its rich culture and ethnic diversity is less certain culture or country where such features . Iranian new flavored with the compound found the food very well. History Iran has been on a fabulous cook eat Zhak reign began. Previously it was known to the art , and all kinds of naughty fun and KhvrdnyhayShha and AbahayMypkht delicious .. Iranian Tamhay has many names and terms TabbakhiMrb has been seen in books in Arabic . There are several books in Arabic on the Pkhtvpz Iranian cuisine is irrelevant as to whether the term or word similarities can be seen between the two groups . In Persian cuisine is known independently in four books , including: One . Repertoire written about Tabbakhi and industry Haji Ali Shah Ismail Bāvaṛčī Baghdad Two .Madhalhyvh the Noorollah chef Shah Abbas Three ." King Global Edition " of this book under the reign of Shah Jahan ( 1027-1068 ) is composed of Mughal India . Four ." Repertoire ," wrote the author of Nadermyrza Tabriz on which is written in the Qajar era .
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Types of Persian food All feeds used by some factors such as type , method pokht va paz , various raw materials used or the area where the food ( Pza ), commonly known as segmentation . One of the most important Iranian food to soup , vegetable fricassee Kbabhay of Iran. Iranian food can be classified into the following types: • Types of soup , submissive , Ashknh , welding head • Types of broth and soup, porridge • Types of Coco , meatballs and sweet • A variety of dairy products • Types Shami Cutlets and falafel • Types Thdyg·ha • Types of rice , rice and rice mixes • A variety of stews and Qlyh • Types of kebab and chicken kebab • Types Furthermore, baked beans , lentils, and squash N. • A variety of pastries, desserts , and syrup • Pickles, tomato paste , salt and seasoning • Types Thchynha • Food various herbs and spices • A variety of traditional meals with meat, chicken , shrimp and fish • Feed a variety of head , foot , heart , kidney , brain and tripe . Iranian Breakfast Breakfast is the staple food in culture . Lensing , which Halim Vklh hurried breakfast food is the most important holidays in Iran are popular and people prefer to use them , the right mix of grains (wheat) and legumes (lentils) and white meat (available at Halim it is usually turkey) plus some edible oils . Halim cold are gratefully accepted . Persian cuisine is one of Kalleh . Milk and cream teas and other foods used by the Iranians . Boiled egg , cucumber and fresh tomato . Fried herbs . Pinto beans or lentils or information. Azhlva using pudding (especiallyin the cold season) and cheese. Shyrbrnj and juice season. Porridge , butter and carrots. Sandwich chicken or the egg , vegetables such as lettuce and fruit.
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Natural fruit juice or fruits , especially oranges have vitamin C bread, cheese , dates or walnuts. New words: 1. food: /fu:d/ : thing that people or animals eat. 2. combining : /kembaIniŋ / to come together to from a single or group. 3. stew : /stju:/ a dish of meat cooked in liquid in a container that has a lid. 4. fabulous / fæbjələs/ : extremely good 5. delicious : /dIlI∫əs/ : having a very pleasant taste. 6. material: / mətIəriəl/ : things that are needed in order to do a particular activity. 7. pudding : /pudIŋ/ : a sweet dish eaten at the end of a meal. 8. chicken : /t∫IkIn/ : a lorg bird that is often kept for its eggs. 9. prepared : /prIpeəd/ : ready and able to deal with sth. 10. nutritional : / njutrI∫ənl/ : the process by which living thing receive
I. Reading practice A. Reading for general ideas: (essay-type) 1.What are ingredients of cutlet? 2. What are type of soup? 3. How many books are known in Persian? 4. What are Iranian used in breakfast? B. Reading for details: (multiple-choice): 1. One of the most important Iranian food to ………… of Iran. a. Coco b. Syrup c. soup d. rice 2. ………… the most important table food event. a. coco b. kebab c. rice d. spaghetti 3. Nearly ……………… of rice cultivation in Iran is limited to the northern of Iran.. a. 80% b. 100% c. 50% d. 90% 4. ………….cold gratefully accepted for Iranian breakfast. a. milk b. Halim c. tea d. coco
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5. …….and dinner, fast food is cooked to the Iranian that the referendum. a. coco b. cutlet c. flakes d. soup
II. Vocabulary practice (based on the 10 new words that you have underlined in the passage in the same order that they appear in the text and in the reading passage): 1. Iranian women traditionally detailed understanding of food. 2. Iranian rice varieties include : barberry rice, bean, sour rice. 3. Iranian new flavored with the compound found the food very well. 4. Breakfast is the staple food in culture. 5. Iranian cooking stew is very important. 6. Iran is one of the most important in the world culinary ingredients. 7. The main source of food energy production and growth in animal. 8. Coco types can be : vegetable cutlet,… 9. More soup ingredient include a variety of vegetables, all kinds of beans. 10. Most ingredients cutlet of potatoes, onion, egg, meat.
III. Grammar First, fill in the boxes with the required forms of the words given in the table below and then, complete the sentences by using the appropriate parts of speech from the table. Noun 1 2 3 4 5 6 7 8
Verb
Adjective Popular
adverb
Cooker Cook Gratefully Prepared Sweet initialize Nearly
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1. Iranian …………… may dishes middle east countries such as Turkey. 2. Halim cold are ………….. accepted. 3. Boiled egg, cucumber and ……………. Tomato used by Iranian breakfast. 4. In special occasions and parties, is that the rice is …………… and Virgo. 5. ……………… 90% of rice coco in Iran is limited. 6. Dumplings food , old and ………… Iranian that are made from vegetable. 7. Coco type can be: vegetable cutlet, coco meat ………….. coco. 8. Food source is provided …………. And then smooth out the sauté pan. Fill in the blanks with the appropriate form of the verbs given in parentheses 1.Iranian ………… (cook) many dishes middle east countries. 2. food source ………… (provide) initially. 3. Halim cold are …………. (grate) accepted. 4. Iranian …………..(cook) stew .
IV. Speaking practice Based on what happens in the reading comprehension passage, you bring three issues that the students should talk about. 1.The habitude eaten in Iran. 2. Familiar with type of jams. 3. Iranian lunch.
V. Writing practice Complete the following sentences. Use your own words: 1.Iranian women traditionally …………………. 2. Persian cuisine is ……………………………. 3. Milk and cream tea used ……………………… 4. Fast food is cooked to ……………………………
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Rearrange the following words in order to make complete sentences: 1.has / shack/ Iran/ on/ bean/ fabulous/ a/ reign/ cook/ began/ eat. 2. breakfast/ food/ culture/ is/ in/ the staple. 3. cuisine /one/ Persian / of/ kalleh/ is. 4. cooking/ stew/ important/ is/ Iranian/ very.
VI. Translation practice Translate the following piece of text into Persian: Types of Persian food All feeds used by some factors such as type , method pokhto paz, various raw materials used or the area where the food ( Pza ), commonly known as segmentation . One of the most important Iranian food to soup , vegetable fricassee Kbabhay of Iran. Iranian food can be classified into the following types: • • • •
Types of soup , submissive , Ashknh , welding head Types of broth and soup, porridge Types of Coco , meatballs and sweet A variety of dairy products
VII. Further Reading Read the following passage and answer the questions Persian food includes the traditional and modern styles of cooking from Persia and Iran. Situated in the Middle East, the Iranian culinary style has historically both influenced and been influenced by Iran's neighboring regions at various stages throughout its history. Specifically, these have been mutual culinary influences to and from Mesopotamian cuisine, Anatolian cuisine, Caucasian cuisine, Indian cuisine, and Central Asian cuisine. The cuisine of Turkey is heavily influenced by that of Iran, due to geographical proximity, ethnic relations, and shared empires such as the Seljuks. Persian cuisine also influenced that of Afghanistan, and has spread into all but the southernmost parts of India during the Delhi Sultanate and Mughal Empire (see Mughlai cuisine). It also traveled west to influence the
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cuisines of Armenia, Azerbaijan and Georgia and thence into the cuisines of Russia and the Soviet Union. Many foods famously associated with Middle Eastern, and indeed World cuisine have their origins in Iran, such as kebab and ice cream, and cookies. A. True/False questions Read the following statements and determine whether they are true or false. 1. Persian food include the traditional and modern styles of cooking. 2. It also traveled west to influence the cuisines of France, Azerbaijan and Georgia. 3. Iranian culinary style has historically influenced. 4. the cuisines of English and the Soviet Union. Reading for general ideas: (essay-type); 1. What’re Persian foods? 2. Where are persian foods come? 3. What influence on food?
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Lesson Nine Iranian Drama In Iranian drama there exists a fundamental distinction between traditional, indigenous forms and Western theatrical forms adopted in the nineteenth century. The former most prominently includes ta’ziyeh, the Shi’i ritual drama which was the only written form of drama of Iran until European-influenced plays, in addition to comedic oral forms of indigenous performance arts. Theater in the Western sense appeared in Iran in the late nineteenth century, beginning with direct emulation of Western plays until original Azeri and Persian plays later developed. By the mid-twentieth century, despite the Pahlavi censorship Iranian drama had effloresced with groundbreaking new forms of drama combining modern and post-modern Western innovations with Iranian tradition. Despite the religious restrictions enforced after the Islamic Revolution, drama has continued to develop as an Iranian art form. Ta'ziyeh Despite its preIslamic roots, ta’ziyeh is a Shi’i art form spread from the South Asia, the Middle East and in recent centuries even in the Caribbean as part of theCarnival tradition. As ta’ziyeh centers on the martyrdom of Hoseyn, third Imam of the Shi’a, it is sometimes referred to as the “Passion of Hoseyn” in reference to its comparability to European religious plays, such as the Passion of Christ. Although widely regarded as an indigenous Islamic form of drama, the claim has been made that religious European plays influenced the development of ta’ziyeh. It has been performed since the sixteenth century at the latest, after the conversion of Iran to Shi’i Islam by the Safavid dynasty. Reflecting classical Iranian aesthetics, ta’ziyeh is composed in metered verse. In the nineteenth century ta’ziyeh flourished under the Qajar dynasty’s patronage. They not only built elaborate
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performance venues, such as the monumental Takiyeh Dawlat, but also employed professional troops of ta'ziyeh actors. Additionally in that century ta’ziyeh began to be performed perennially instead of only during ‘Ashura in the Islamic month of Moharram. Via the theatrical device goriz (from Persian gorikhtan, “to flee”) which allows playwrights to include other events into the repertory of ta'ziyeh, the spectrum of ta’ziyeh’s focus expanded. By the end of the nineteenth century, new forms of traditional theater, such as Shabih-e Moz’hak [“comical representation”], emerged (Anvar 61-62). During the Pahlavi period (1925-1979), ta’ziyeh underwent a period of suppression. In rural Iran, where authority of the central government has traditionally been less direct, some simpler forms of ta’ziyeh did survive. Since the post-war period of the Islamic Republic, ta’ziyeh has re-emerged in new forms, with use of modern methods of stagecraft and even exportation to Western audiences in France and the US (Chelkowski 2005, 12). Other Forms of Traditional Drama Oral comedic forms of Iranian drama traditionally performed at special events such as weddings include: baqqal-bazi, ruhowzi or takht-howzī, siyah-bazi (blackface comedy), khiyal-bazi (shadow play), khayma-shab-bazi (marionette show), and‘arusak-bazi or ‘arusak-e posht-e parda (puppet show). Importantly, those traditional forms have inspired twentieth-century playwrights such as Bahram Beyza’i. Westernized Drama The first Western-style play to be performed in Iran was a play based on Molière’s Les Misanthrope and performed at the nation’s first theater at the Darolfonun, Iran’s first Western university. The first genuinely original plays published in an Iranian language were those of Mirza Fath Ali Akhundzadeh (1812-78), written inAzeri Turkish and later translated into Persian. Living in Russia and well-versed in Western theater, Akhundzadeh influenced Iranian playwright Mirza
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Aqa Tabrizi. During the Iranian Constitutional Revolution (19051911) new playwrights, such as Morteza Qoli Khan Fekri, Ahmad Mahmudi, Abolrahim Khalkhali, Afrasiyab Azad, Ali Mohammad Khan Oveysi, Taqi Rafat, and Abolhasan Forughi, composed dramas and comedies in verse. Eventually smalls numbers of new theaters appeared in Tehran. Due to Reza Shah’s strict censorship of politically criticism, many plays were prohibited. Nevertheless, writers such as Abolhasan Forughi, Abdolhoseyn Nushin, Zabih Behruz, Ali Nasr, Sa’id Nafisi, Gerigo Yaqikiyan, and Sadeq Hedayat continued to compose plays in Persian (Ghanoonparvar 2001, 92). During the “Spring of Freedom” that lasted in the period after Reza Shah’s abdication in 1941 and before the CIA coup against Prime Minister Mosaddeq in 1953, political plays were revived, with theater becoming a propaganda tool of political parties. More importantly, advancements in Iranian theater in that period, in terms of adopting Western techniques and stagecraft, led to experimental new styles by renowned playwrights of the 1960s and 1970s. Among them are Gholamhoseyn Sa’edi, Bahram Beyza’i, Ali Nasiriyan, Bahman Forsi, Akbar Radi, Bizhan Mofid, Esma’il Khalaj, Parviz Sayyad, Sa’id Soltanpur, Mahmud Dowlatabadi, Mohsen Yalfani, Ebrahim Makki, Mostafa Rahimi, Naser Shahinpar, Arsalan Puriya, Naser Irani, Nader Ebrahimi, and Abbas Na'lbandiyan (93). Despite its dormancy, ta’ziyeh played a role in the development of Westernized theater in Iran. In 1967, under the reign of Mohammad Reza Shah the statesponsored Shiraz Arts Festival featured an avant-garde, secularized form of ta’ziyeh and even influenced Western playwright Peter Brook. In 1970 Abbas Na'lbandiyan published Nagahan [“Suddenly”], a play influenced by ta’ziyeh in terms of plot parallels. For example, the protagonist is martyred on the same day of the Islamic calendar and at the same time as Imam Huseyn according to the Shi’i accounts of the Battle of Karbala (Chelkowski 1984, 55-57). Additionally, the playwriting of Gholamhoseyn Sa’edi contains diverse elements of
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ta’ziyeh, such as theatrical techniques and topoi. After the initial onset of the Islamic Revolution, playwrights such as Mahmud Rahbar and Faramarz Talebi were able to directly comment about current events. However, in 1981, the execution of Said Soltanpur led many writers to flee into exile (97-98). Playwrights Gholamhoseyn Sa’edi and Parviz Sayyad continued to write dramas in exile in France and the United States, respectively. Other playwrights of the Iranian diaspora include Mohsen Yalfani (101) in France and, more recently, Maryam Hamidi in Britain (BBC). Bahram Beyza’i, who like Sa’edi is one of Iran’s most prolific playwrights, remained in Iran continuing to produce new plays as well as scholarship on Iranian drama. Akbar Radi is another playwright who continued his career in Iran after the revolution. Since the revolution a younger generation of playwrights has written plays in support of the regime and the Islamic Revolution, in part with sponsorship from Ministry of Islamic Culture and Guidance. Such playwrights include Hamid Reza A’zam. Salman Farsi Salehzehi, another revolutionary playwright, emulates the symbolism characteristic of Sa’edi’s or Beyza’i’s playwriting. With strict censorship and the ongoing power struggle between reformists and extremists in the political landscape of the Islamic Republic, Iranian drama is continuing to undergo transformations (Ghanoonparvar 2001, 104-6). New words: 1. distinction : /dIstIŋk∫n/: clearly deferent 2. fundamental : /f^ndəmentl/ most important 3. appeared : /əpIərd/ come and be seen 4. religious : /rILIdзЗəs/ : with a strong belief in a religion. 5. performance : /pəfכ:məns/ : how well you do sth. 6. survive : /sənaIv/ continue to live after a difficult. 7. play : /pleI/ put a record 8. plot : /plat/ a secret plan to do sth that is wrong. 9. produce : /pradJu:s/ bring about 10. initial : / InI∫L/ the first
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I. Reading practice A. Reading for general ideas: (essay-type) 1.What's the difference between traditional and western drama?
2. What's the idea about ta/ziyeh? 3. When did ta/ziyeh start? 4. When was ta/ziyeh suppression? Explain B. Reading for details: (multiple-choice) 1.Which form of drama is written ? a. form of Iran b. form of European c. form of Japan d. Form of Africa 2.What's the new form of drama? a. new b. traditional c. modern d. modern and post modern 3. When did new form of drame make? a. Sasany b.Mad c. Pahlavi d. Qajar 4.When ta/ziyeh flourished? a. middle age b. Qajar c. 19th century d. 20 century 5. What's western –style play in Iran ? a. based on moliers's les misanthrope? b.Azari c. Mirza fath d. Iranian revolution
II. Vocabulary practice (based on the 10 new words that you have underlined in the passage in the same order that they appear in the text and in the reading passage): 1.In Iranian drama there exists a fundamental distinction. a. basic b. important c. most d. modern 2. There is traditional form of drama. a. long time b.old c. new d. modern 3. There is religious restrinctions after revolution. a. limited b. seem c. faith d. Islam 4. Middle east recent countries as part of the carnival tradition. a. delay b. lay c. new d. contemporary 5. In the 19th century ta/ziyeh flourished. a. start b. happy c. spread d. try 6. They not only built performance venues.
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a. play b. seen c. carry – on d. do sth 7. There are some forms of ta/zieh that survive. a. alive b. live c . use d. out live 8. There are most of writers that plays in support. a. of the regime b. explain c. continue d. try 9. Drama beginning in 19th century in Iran. a. new b. modern c. start d. first 10. The form of drama built modern drama. a. old b. tradition c. new d. contemporary
III. Grammar First, fill in the boxes with the required forms of the words given in the table below and then, complete the sentences by using the appropriate parts of speech from the table Noun 1 2 3 4 5 6 7 8
Verb
Adjective adverb Fundamental
Ta/ziyeh was Most prominently Revolution referred modern
1.In Iranian drama there exists a ………distinction between traditional and western. 2.The former ……………includes ta’ziyeh, the Shi’i ritual drama. 3. the Shi’i ritual drama which ……. the only written form of drama of Iran. 4. In the nineteenth century ……… flourished. 5. the Shi’a, it is sometimes ………. to as the “Passion of Hoseyn. 6. ta’ziyeh underwent a ……… suppression.
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7. The Islamic Republic, ta’ziyeh has re-emerged in new forms, with use of ………….methods of stagecraft. 8. Since the ………….a younger generation of playwrights has written plays in support of the regime. Fill in the blanks with the appropriate form of the verbs given in parentheses. 1.In Iranian drama there ………(exist) a fundamental distinction. 2. Western theatrical forms……..( adopte) in the nineteenth century. 3. Theater in the Western sense ……….(appeare) in Iran. 4. Ta’ziyeh ………(to be) a Shi’i art form spread from the South Asia.
IV. Speaking practice Based on what happens in the reading comprehension passage, you bring three issues that the students should talk about. 1.ta/ziyeh. 2. traditional drama 3. differences between traditional and western drama
V. Writing practice Complete the following sentences. Use your own words: 1.traditional drama was ……………………………………………… 2. western drama start from ………………………………………… 3. ta/ziyeh start ………………………………………………………... 4. revolution a younger generation of playwrights ………………... Rearrange the following words in order to make complete sentences: 1.iranian / fundamental / exists/ a/ there / drama/ in / distinction. 2. flourished/ century / in/ the/ 19th / ta/ziyeh. 3. underwent/ ta/ziyeh./ a/ period/ suppression/ of/ 4. use/ of/ ta/ziyeh/ modern/ with/ methods
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VI. Translation practice Translate the following piece of text into Persian After the initial onset of the Islamic Revolution, playwrights such as Mahmud Rahbar and Faramarz Talebi were able to directly comment about current events. However, in 1981, the execution of Said Soltanpur led many writers to flee into exile (97-98). Playwrights Gholamhoseyn Sa’edi and Parviz Sayyad continued to write dramas in exile in France and the United States, respectively.
VII. Further Reading Read the following passage and answer the questions. The Western dramatic tradition has its origins in ancient Greece. The precise evolution of its main divisions—tragedy, comedy, and satire— is not definitely known. According to Aristotle, Greek drama, or, more explicitly, Greek tragedy, originated in the dithyramb. This was a choral hymn to the god Dionysus and involved exchanges between a lead singer and the chorus. It is thought that the dithyramb was sung at the Dionysia, an annual festival honoring Dionysus. Tradition has it that at the Dionysia of 534 B.C., during the reign of Pisistratus, the lead singer of the dithyramb, a man named Thespis, added to the chorus an actor with whom he carried on a dialogue, thus initiating the possibility of dramatic action. Thespis is credited with the invention of tragedy. Eventually, Aeschylus introduced a second actor to the drama and Sophocles a third, Sophocles' format being continued by Euripides, the last of the great classical Greek dramatists. Generally, the earlier Greek tragedies place more emphasis on the chorus than the later ones. In the majestic plays of Aeschylus, the chorus serves to underscore the personalities and situations of the characters and to provide ethical comment on the action. Much of Aeschylus' most beautiful poetry is contained in the choruses of his plays. The increase in the number of actors resulted in less concern with communal problems and beliefs and more with dramatic conflict between individuals.
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Accompanying this emphasis on individuals' interaction, from the time of Aeschylus to that of Euripides, there was a marked tendency toward realism. Euripides' characters are ordinary, not godlike, and the gods themselves are introduced more as devices of plot manipulation (as in the use of the deus ex machina in Medea, 431 B.C.) than as strongly felt representations of transcendent power. Utilizing three actors, Sophocles developed dramatic action beyond anything Aeschylus had achieved with only two and also introduced more natural speech. However, he did not lose a sense of the godlike in man and man's affairs, as Euripides often did. Thus, it is Sophocles who best represents the classical balance between the human and divine, the realistic and the symbolic. A. True/False questions Read the following statements and determine whether they are true or false. 1.The Western dramatic tradition has its origins in ancient Greece. True
False
2. Generally, the earlier English tragedies place. True
False
3.Tradition has it that at the Dionysia of 534 B.C. True
False
4. deus ex machine is in Medea, 531 B.C. True
False
B. Multiple-choice comprehension questions Read the following items and select the best answer 1. What’s the meaning of western drama? 2. When did it start? 3. What is western drama? 4. Which categories of western drama were emphasize?
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Lesson Ten The Iran–Iraq War The Iran–Iraq War was originally referred to as the Gulf War until the Persian Gulf War of 1990 and 1991, after which it was referred to as the First Persian Gulf War. The Iraq–Kuwait conflict, while originally known as the Second Persian Gulf War, eventually became known simply as the Gulf War. The Iraq War from 2003 to 2011 has since been called the Second Persian Gulf War. In Iran, the war is known as the Imposed War (Jang-e Tahmīlī) and the Holy Defense (Defā'-e Moqaddas). In Iraq, Saddam Hussein had initially dubbed the conflict the Whirlwind War. It was also referred to as Saddām's Qādisiyyah (Qādisiyyat Ṣaddām), in reference to the Battle of al-Qādisiyyah. The Iran–Iraq War began when Iraq invaded Iran via air and land on 22 September 1980. It followed a long history of border disputes, and was motivated by fears that the Iranian Revolution in 1979 would inspire insurgency among Iraq's long-suppressed majority as well as Iraq's desire to replace Iran as the dominant Persian Gulf state. Although Iraq hoped to take advantage of Iran's revolutionary chaos and attacked without formal warning, they made only limited progress into Iran and were quickly repelled; Iran regained virtually all lost territory by June 1982. For the next six years, Iran was on the offensive. A number of proxy forces participated in the war, most notably the Iranian Mujahedin-e- Khalq siding with Ba'athist Iraq and Iraqi Kurdish militias of Kurdish Democratic Party and Patriotic Union of Kurdistan siding with Iran—all suffering a major blow by the end of the conflict. Despite calls for a ceasefire by the United Nations Security Council, hostilities continued until 20 August 1988. The war finally ended with Resolution 598, a U.N.-brokered ceasefire which was accepted by both sides. At the war's conclusion, it took several weeks for Iranian armed forces to evacuate Iraqi territory to honor pre-war international
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borders set by the 1975 Algiers Agreement. The last prisoners of war were exchanged in 2003. The war cost both sides in lives and economic damage: half a million Iraqi and Iranian soldiers, with an equivalent number of civilians, are believed to have died, with many more injured; however, the war brought neither reparations nor changes in borders. The conflict has been compared to World War I in terms of the tactics used, including large-scale trench warfare with barbed wire stretched across trenches, manned machine-gun posts, bayonet charges, human wave attacks across a no-man's land, and extensive use of chemical weapons such as mustard gas by the Iraqi government against Iranian troops, civilians, and Iraqi Kurds. At the time of the conflict, the U.N. Security Council issued statements that "chemical weapons had been used in the war." U.N. statements never clarified that only Iraq was using chemical weapons, and according to retrospective authors "the international community remained silent as Iraq used weapons of mass destruction against Iranians as well as Iraqi Kurds. Since the Ottoman–Persian Wars of the 16th and 17th centuries, Iran (known as Persia prior to 1935) and the Ottomans fought over Iraq (then known as Mesopotamia) and full control of the Arvand Roud/Shatt al-Arab waterway until the signing of the Treaty of Zuhab in 1639 which established the final borders between Iran and Iraq. The Arvand Roud was considered an important channel for both states' oil exports, and in 1937, Iran and the newly independent Iraq signed a treaty to settle the dispute. In the same year, Iran and Iraq both joined the Saadabad Pact, and relations between the two states remained good for decades afterwards. The 1937 treaty recognized the Iran–Iraq border to be along the lowwater mark on the Shatt's eastern side, except at Abadan and Khorramshahr, where the frontier ran along the deep water line (thalweg). This gave Iraq control of most of waterway and required Iran to pay tolls whenever its ships used it. In 1955, both nations joined the Baghdad Pact. However, the overthrow of the Hashemites in Iraq in 1958 brought a nationalist government to power which promptly abandoned the pact. On 18
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December 1959, Iraq's new leader, General Abdul Karim Qassim, declared: "We do not wish to refer to the history of Arab tribes residing in al-Ahwaz and Mohammareh [Khorramshahr]. The Ottomans handed over Mohammareh, which was part of Iraqi territory, to Iran." The Iraqi government's dissatisfaction with Iran's possession of the oil-rich Khuzestan province (which the Iraqis called Arabistan) that had a large Arabic-speaking population was not limited to rhetorical statements. Iraq began supporting secessionist movements in Khuzestan, and raised the issue of its territorial claims at an Arab League meeting, though unsuccessfully. Iraq showed reluctance in fulfilling existing agreements with Iran especially after Egyptian President Gamal Abdel Nasser's death in 1970 and the Iraqi Ba’ath Party's rise which took power in a 1968 coup, leading Iraq to take on the self-appointed role of "leader of the Arab world". At the same time, by the late 1960s, the build-up of Iranian power under Shah Mohammad Reza Pahlavi, who had gone on a military spending spree, led Iran to take a more assertive stance in the region. In April 1969, Iran abrogated the 1937 treaty over the Arvand Roud, and as such, ceased paying tolls to Iraq when its ships used the waterway.[44] The Shah justified his move by arguing that almost all river borders around the world ran along the thalweg, and by claiming that because most of the ships that used the waterway were Iranian, the 1937 treaty was unfair to Iran. Iraq threatened war over the Iranian move, but when, on 24 April 1969, an Iranian tanker escorted by Iranian warships sailed down the river, Iraq—being the militarily weaker state—did nothing. Iran's abrogation of the treaty marked the beginning of a period of acute Iraqi-Iranian tension that was to last until the Algiers Accords of 1975. In 1969, Saddam Hussein, Iraq's deputy prime minister, stated: "Iraq's dispute with Iran is in connection with Khuzestan, which is part of Iraq's soil and was annexed to Iran during foreign rule. Soon, Iraqi radio stations began exclusively broadcasting into "Arabistan",
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encouraging Arabs living in Iran and even Balūchīs to revolt against the Shah's government.[46] Basra TV stations began showing Iran's Khuzestan province as part of Iraq's new province Nasiriyyah, renaming all its cities with Arabic names. In 1971, Iraq (now under Saddam's effective rule) broke diplomatic relations with Iran after claiming sovereignty rights over the islands of Abu Musa, Greater Tunb, and Lesser Tunb in the Persian Gulf following the withdrawal of the British. As retaliation for Iraq's claims to Khuzestan, Iran became the main patron of Iraq's Kurdish rebels in the early 1970s, giving the Iraqi Kurds bases in Iran and arming the Kurdish groups. In addition to Iraq fomenting separatism in Iran's Khuzestan and Balochistan provinces, both states encouraged separatist activities by Kurdish nationalists in the other state. From March 1974 to March 1975, Iran and Iraq fought border wars over Iran's support of Iraqi Kurds. In 1975, the Iraqis launched an offensive into Iran using tanks, though the Iranians defeated them. Several other attacks took place; however, Iran had the world's fifth most powerful military at the time and easily defeated the Iraqis with their air force. As a result, Iraq decided against continuing the war, choosing instead to make concessions to Tehran to end the Kurdish rebellion. In the 1975 Algiers Agreement, Iraq made territorial concessions— including the Shatt al-Arab waterway—in exchange for normalized relations. In return for Iraq recognizing that the frontier on the waterway ran along the entire thalweg, Iran ended its support of Iraq's Kurdish guerrillas. Iraqis viewed the Algiers Agreement as humiliating. However, the agreement meant the end of Iranian and American support for the Peshmerga, who were defeated by Iraq's government in a short campaign that claimed 20,000 lives. The British journalist Patrick Brogan wrote that "...the Iraqis celebrated their victory in the usual manner, by executing as many of the rebels as they could lay their hands on. The relationship between the governments of Iran and Iraq briefly improved in 1978, when Iranian agents in Iraq discovered plans for a pro-Soviet coup d'état against Iraq's government. When informed of this plot, Saddam ordered the execution of dozens of his army's
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officers and in a sign of reconciliation, expelled Ruhollah Khomeini, an exiled leader of clerical opposition to the Shah, from Iraq. Despite that, Saddam merely considered the Algiers Agreement to be a truce, rather than a definite settlement and waited for the opportunity to contest in. New words: 1- invade: to enter a country, town, etc. using military force in order to take control of it. 2- dispute: an argument or a disagreement between two people, groups or countries; discussion about a subject where there is disagreement. 3- insurgency: an attempt to take control of a country by force, rebellion. 4- chaos: a state of complete confusion and lack of order. 5- repel: to successfully fight somebody who is attacking you, your country, etc. and drive them away. 6- territory: land that is under the control of a particular country or ruler. 7- offensive: rude in a way that causes you to feel upset, insulted or annoyed. 8- party: a political organization that you can vote for in elections and whose members have the same aims and ideas. 9- hostility: unfriendly or aggressive feelings or behavior. 10- resolution: a formal statement of an opinion agreed on by a committee or a council, especially by means of a vote. 1- revolution/ revə'lu:ʃn/ 2- suppress/ sə'pres/ 3- replace/ rɪ'pleɪs/ 4- dominat/'dɑmɪnənt/ 5- blow/ bləʊ/ 6- reparation/repə‘reɪʃn/ 7- mustard/ ‘mʌstərd/ 8- retrospective/ retrə‘spektɪv/ 9- destruction/ dɪ‘strʌkʃn/ 10-impose/ ɪm‘pəʊz/
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Noun 1 2 3 4 5 6 7
Verb
Adjective
adverb originally
conflict eventually patriotic extensive annex deputy
A. Reading for genera l ideas:(essay-type) 1-What was the name of the first Persian gulf war? 2-When did the war between these two neighboring countries happen? 3-According to which resolution the both sides agreed to ceasefire? 4-What were the impact of Iran-Iraq war? B. Reading for details.(multiple-choice) 1- The first and the longest war in the 20century was ……………….. a. Iran-Iraq war
c. Iran-Ottaman war
b .Iran-Egypt war
d .none
2- The………..was considered as an important channel for both states on oil exports. a. Shatt –el –Arab
c. Arvad roud
b. Zuhab
d .Kurron
3- The discovery of a pro-soviet coup deta against Iran government by Iranians did not result in……………… a. execution or army Iraqi officer
b. Saddam anger
c. expelling of Rohollah khomeyni
d. Iranian coup deta
4- The war finally ended with ………………………a U.N brokered ceasefire which accepted by both sides. a. Resolution Algiers
c .Resolution 1937
b. Resolution 598
d. none
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5- In the ………………….Iraq made territorial concession including the Shatt al-Arab waterway in exchange normalized relations. a. Algiers Agreement
c. Resolution 1937
b. Resolution 598
d.1937 Saadabad Pact
Speaking practice: 1- The relationship between Iran-Iraq before and after war 2- The reasons for the Iran-Iraq war. 3- After effects of war . 4- The role of women in the war. Writing practice: 1- The Iran-Iraq war was one of …………………………………… 2- The 1937 treaty resulted in ……………………………………… 3- The Arvand Roud waterway was a turning point in……………. 4- Imposed war is regarded as…………………………………….. Rearrange the following words to make complete sentences . 1- between / the / governments / of / improved / 1975 / in / the /relationship/. 2- Iraq / decided /the / war /as / a / result / against / continuing /. 3- an / offensive / into / thought / Iran / tanks / using / in / 1975 / the / Iraqis / Iranians / defeated / launched / . Further Reading The protracted war between these neighboring Middle Eastern countries resulted in at least half a million casualties and several billion dollars’ worth of damages, but no real gains by other side. Started by Iraq dictator Saddam Hussein in September 1980, the war was marked by indiscriminate ballistic-missile attacks, extensive use of chemical weapons and attacks on third-country oil tankers in the Persian Gulf. Although Iraq was forced on the strategic defensive, Iran was unable to reconstitute effective armored formations for its air force and could not penetrate Iraq’s borders deeply enough to achieve
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decisive results. The end came in July 1988 with the acceptance UN Resolution 598. During the eight years between Iraq’s formal declaration of war on September 22, 1980, and Iran’s acceptance of a cease-fire with effect on July 20, 1988, at the very least half a million and possibly twice as many troops were killed on both sides, at least half a million became permanent invalids, some 228 billion dollars were directly expended, and more than 400 billion dollars of damage (mostly to oil facilities, but also to cities) was inflicted, mostly by artillery barrages. Aside from that, the war was inconsequential: having won Iranian recognition of exclusive Iraqi sovereignty over the Shatt-el-Arab River (into which the Tigris and Euphrates combine, forming Iraq’s best outlet to the sea), in 1988 Saddam Hussein surrendered that gain when in need of Iran’s neutrality in anticipation of the 1991 Gulf War. Read the following statements and determine whether they are true or false. 1-Iran could reconstitute effective armored formations for its air force. True False 2-By the accepting of UN Resolution 598 Iran-Iraq ended the war. True False 4- Beside the oil facilities ‚ cities were inflicted through the war. True False Multiple choice: 1- The first attacks done by Iraq was not …………………………… a. oil tanks in the Persian Gulf c .ballistic-missile b. unclear weapons d. chemical weapons 2- Iran was not able to …………………………during the war. a. attack through the sea c .penetrate Iraq’s borders b. reconcile with Saddam d. surround Baghdad 3- which country declared war and when? a. Iran1980 b. Iran 1890 c. Iraq – 1890
d .Iraq – 1980
4 – Which party won the sovereignty over the Shatt-el-Arab River? a. Iran b .both countries c. Iraq d. none
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Lesson Eleven The Jiroft Civilization is a proposed Early Bronze Age civilization of Sistan, Iran (fl. ca. 26th century BC). It was proposed by Yousef Madjidzadeh in 2003 because of archaeological artefacts confiscated by Iranian authorities. White Muscarella (2005) expresses serious doubt in the accuracy of the "Jiroft Civilization" as an archaeological entity. The Jiroft site itself is of undisputed notability as a mid-3rd millennium city situated between the Elamite civilization to the west and the Indus Valley civilization to the east.Konar Sandal is a Bronze Age archaeological site, situated just south of Jiroft, Kermān Province, Iran.It consists of two mounds a few kilometers apart, called Konar Sandal A and B with a height of 13 and 21 meters, respectively. At Konar Sandal B, a two-story, windowed citadel with a base of close to 13.5 hectares was found. Also found in Konar Sandal were tablets with scripts of unknown nature.The site is associated with the hypothesized "Jiroft culture", a 3rd millennium BC culture postulated on the basis of a collection of artifacts confiscated in 2001.The proposition of identifying the site as an "independent Bronze Age civilization with its own architecture and language" is due to Yousef Majidzadeh, head of the archaeological excavation team in Jiroft since. Majidzadeh suggests they may be the remains of the lost Aratta Kingdom. Other conjectures (e.g. Daniel T. Potts, Piotr Steinkeller) have connected the site with the obscure city-state of Marhashi. New words: 1. script: /skrIP/ :a written text of play , film movie, board broadcast, talk, etc. 2. cuneiform: / kjuinIfoirm/ an antiont system of writing used in Persian and Assirya. 3. regional: /ri:dЗənl/ : regional variation in pronunciation, relating to a region.
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4. tablet: /tæblət/ : a flat piece of stone that has words written on it. 5. orientation: /o:rignteI∫n/ /; the type of aims or interests that a person or organization has. 6. rotation: /rəuteI∫n/ : the action of an object moving in a circle around a central fixed point. 7. ancestor : / æncestə( r )/ : a person in your family who lived along time ago. 8. vertical: /və:tIkl/ : going straight up 9. engrave: /mgreIv/ to cut words or design on wood. 10. obtain: /sth especially by effect.
I. Reading practice A. Reading for general ideas: (essay-type) 1.Where are the most ancient scripts of world? 2. What are writing system currently labeled? 3. What is the oldest text sin cuneiform? 4. What is the content of tablet that covered from Konar sandal? B. Reading for details: (multiple-choice) 1. The oldest Elamite texts in cuneiform writing, ………… a. treaty of Narm-sin b. homophony c. Babylon d. rhomb 2. How many labels where in Elamite? a. 25 b. 35 c. 65
d. 125
3. The ……… is one of the most attested in near Elamite? a. merrigi b. rhomb c. a five stroke sign d. rectangle 4. Konar sandal is a Bronze age arched logical,………….. a. Jiroft , Kerman b. Tehran c. Bam d.south of Sirjan 5. What are the other ancient part of Jiroft? a. shahr sokhte b. Hallil river c. marhasi d. all selections
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II. Vocabulary practice (based on the 10 new words that you have underlined in the passage in the same order that they appear in the text and in the reading passage): 1. The Jiroft Civilization is a proposed. 2. The site is associated with the hypothesized "Jiroft culture". 3. The proposition of identifying the site as an "independent Bronze Age. 4. It was proposed by Yousef Madjidzadeh in 2003. 5. The Jiroft site itself is of undisputed notability as a mid-3rd millennium city . 6. Majidzadeh suggests they may be the remains of the lost Aratta Kingdom. 7. Konar Sandal is a Bronze Age archaeological site. 8. Other conjectures have connected the site with the obscure citystate. 9. White Muscarella expresses doubt in the accuracy of the "Jiroft Civilization" . 10. It consists of two mounds a few kilometers apart, called Konar Sandal A and B.
III. Grammar F. First, fill in the boxes with the required forms of the words given in the table below and then, complete the sentences by using the appropriate parts of speech from the table. Noun 1 2 3 4 5 6 7
Verb
Adjective Restorative
adverb
Restoration Restore Relevantly Progressive Relevance Relevant Progressively
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Fill in the blanks with the appropriate form of the verbs given in parentheses: 1.these tablet are …………….. (restore) the civilization of Jiroft. 2. this matter is …………… (relevant) to history. 3. this writings are ……… (devoice) of content. 4. the works …………… (accomplish ) accurate and antics.
IV. Speaking practice Based on what happens in the reading comprehension passage, you bring three issues that the students should talk about. 1. civilization in Jeiroft 2. whether in jiroft. 3. antics in jiroft
V. Writing practice Complete the following sentences. Use your own words: 1. konar sandal is …………………………………………………. 2. it is clear that both …………………………………………….. 3. shahr-sokhteh is ……………………………………………… 4. the history of Elimate …………………………………………. Rearrange the following words in order to make complete sentences: 1. jiroft/ of/ is/ civilization/ the / usually/ defined. 2. the / some what/ first /is / parallel/ the/ to/ proto-cuneiform/ in/ emergence/ meso potamia. 3. restore/ are/ this/ tablet. 4. civilization/ joroft/ are/ oldest.
VI. Translation practice Translate the following piece of text into Persian. The proposition of identifying the site as an "independent Bronze Age civilization with its own architecture and language" is due to Yousef Majidzadeh, head of the archaeological excavation team in Jiroft
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since. Majidzadeh suggests they may be the remains of the lost Aratta Kingdom. Other conjectures (e.g. Daniel T. Potts, Piotr Steinkeller) have connected the site with the obscure city-state of Marhashi.
VII. Further Reading Read the following passage and answer the questions: Halīl River (also Halil River, known as the Kharan or Zar Dasht River in its upper reaches) is a river stretching for some 390 km running in the Jiroft and Kahnuj districts of Kerman Province, Iran. It rises at 3,300 m, in the Hazar mountains about 100 km to the northwest of Jiroft, flowing to the south-west until it is joined by the Rudar and Rabar rivers. Turning towards the south, if flows along the foothills of the Barez mountains, then to the south-east until Jiroft Dam (130 m, ca. 40 km upstream of Jiroft 28°51′30″N 57°28′0″E28.85833°N 57.46667°E) at the confluence with the Narab. It passes some 15 km east of Kahnuj and terminates in the Hamun-e Jaz Murian of Baluchistan. The climate of the Halil Rud or Halilrood (Rud or Rood means "river" in Persian) basin is extremely hot in summer and of moderate temperature in winter. It is one of the hottest places in Iran and the world, with recorded temperatures as high as 135 degrees Fahrenheit (57 degrees Celsius) in August, 1933. The basin contains the site of the Bronze Age Jiroft culture. The Halil riverbanks are subject to periodical flooding, including the historical flood which destroyed Jiroft in ca. AD 1000, and one in 1993. A. True/False questions Read the following statements and determine whether they are true or false. 1.The climate of the Halil Rud or Halilrood (Rud or Rood means "river" in Persian) basin is extremely hot in summer and of moderate temperature in winter.
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2. The shoor riverbanks are subject to periodical flooding, including the historical flood which destroyed Jiroft in ca. AD 1000, and one in 1993. 3. The proposition of identifying the site as an "independent middle Age civilization with its own architecture and language" is due to Yousef Majidzadeh. 4. Potts, Piotr Steinkeller) have connected the site with the obscure city-state of Marhashi.
I. Reading practice A. Reading for general ideas: (essay-type) 1.Explain about Halil river? 2. Where the river come? 3. What's civilization Halil ?
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IRREGULAR VERBS Infinitive
Past Tense
Past Participle
abide arise awake be bear beat ecome befall beget begin behold bend bereave beseech beset bet betake bethink bid bide bind bite bleed blend bless blow break breed bring broadcast build burn buy cast catch chide
abode-abided arose awoke was-were bore beat became befell begot began beheld bent bereaved-bereft besought beset bet-betted betook bethought bade-bid bode-bided bound bit bled blended-blent blessed-blest blew broke bred brought broadcast-broadcasted built burnt-burned bought cast caught chid
abode-abided arisen awake-awoke been borne-born beaten become befallen begotten begun beheld bent-bended bereaved-bereft besought beset bet-betted betaken bethought bidden-bid bided bound bitten-bit bled blended-blent blessed-blest blown broken bred brought broadcast-broadcasted built burnt-burned bought cast caught chidden-chid
ﻓﺎرﺳﻲ ﺗﺤﻤﻞ ﻛﺮدن ﻃﻠﻮع ﻛﺮدن، ﺳﺮزدن،روي دادن ﺑﻴﺪار ﺷﺪن ﺑﻮدن ﻣﺘﻮﻟﺪ ﺷﺪن زدن ﺷﺪن اﺗﻔﺎق اﻓﺘﺎدن ﻫﺴﺘﻲ ﺑﺨﺸﻴﺪن ﺷﺮوع ﻛﺮدن ﻧﮕﺎه ﻛﺮدن ﺧﻢ ﺷﺪن ﻣﺤﺮوم ﻛﺮدن اﻟﺘﻤﺎس ﻛﺮدن-ﺗﻨﻬﺎ اﺣﺎﻃﻪ ﻛﺮدن ﺷﺮط ﺑﺴﺘﻦ ﭘﻨﺎه ﺑﺮدن ﺑﺎز اﻧﺪﻳﺸﻴﺪن اﻣﺮ ﻛﺮدن ﺗﺤﻤﻞ ﻛﺮدن ﭘﻴﻮﻧﺪ دادن ﮔﺎز ﮔﺮﻓﺘﻦ ﺧﻮﻧﺮﻳﺰي ﻛﺮدن ﻣﺨﻠﻮط ﻛﺮدن ﺑﺮﻛﺖ دادن وزﻳﺪن،دﻣﻴﺪن ﺷﻜﺴﺘﻦ ﭘﺮورش دادن آوردن ﭘﺨﺶ ﻛﺮدن ﺳﺎﺧﺘﻦ ﺳﻮزاﻧﺪن ﺧﺮﻳﺪن ﭘﺮﺗﺎب ﻛﺮدن ﮔﺮﻓﺘﻦ ﺳﺮزﻧﺶ ﻛﺮدن
110 choose cleave cling clothe come cost creep crow cut dare deal dig dive do draw dream drink drive dwell eat fall feed feel fight find flee fling fly forbear forbid forecast foreknow foresee foretell forget forgive forsake forswear freeze
English and You chose clove-cleft clung clothed came cost crept crowed cut dared dealt dug dived(US)dove did drew dreamed-dreamt drank drove dwelt ate fell fed felt fought found fled flung flew forbore forbade, forbad forecast, forecasted foreknew foresaw foretold forgot forgave forsook forswore froze
chosen cloven-cleft clung clothed come cost crept crowed cut dared dealt dug dived done drawn dreamed-dreamt drunk driven dwelt eaten fallen fed felt fought found fled flung flown forborne forbidden forecast, forecasted foreknown foreseen foretold forgotten forgiven forsaken forsworn frozen
اﻧﺘﺨﺎب ﺗﻘﺴﻴﻢ ﻛﺮدن،ﺷﻜﺎﻓﺘﻦ ﭼﺴﺒﻴﺪن ﭘﻮﺷﻴﺪن آﻣﺪن ﻫﺰﻳﻨﻪ و ﻗﻴﻤﺖ داﺷﺘﻦ ﺧﺰﻳﺪن ﺑﺎﻧﮓ ﺧﺮوس-آواز ﺑﺮﻳﺪن ﺟﺮات داﺷﺘﻦ ﺑﺮﺧﻮرد ﻛﺮدن ﺣﻔﺎري ﻛﺮدن-ﻛﻨﺪن ﺷﻴﺮﺟﻪ زدن اﻧﺠﺎم دادن ﺗﺮﺳﻴﻢ ﻛﺮدن روﻳﺎ دﻳﺪن ﻧﻮﺷﻴﺪن راﻧﻨﺪﮔﻲ ﺳﻜﻮﻧﺖ ﺧﻮردن اﻓﺘﺎدن ﻏﺬا دادن اﺣﺴﺎس ﻛﺮدن ﺟﻨﮕﻴﺪن ﭘﻴﺪا ﻛﺮدن ﻓﺮار ﻛﺮدن ﭘﺮﺗﺎب ﻛﺮدن ﭘﺮواز ﻛﺮدن ﺧﻮدداري ﻛﺮدن ﻣﻤﻨﻮع ﺑﻮدن ﭘﻴﺶ ﺑﻴﻨﻲ ﻛﺮدن از ﭘﻴﺶ داﻧﺴﺘﻦ ﭘﻴﺶ ﺑﻴﻨﻲ ﻛﺮدن ﭘﻴﺶ ﮔﻮﻳﻲ ﻛﺮدن ﻓﺮاﻣﻮش ﻛﺮدن ﻋﻔﻮ ﻛﺮدن رﻫﺎ ﻛﺮدن ﻛﻨﺎر ﮔﺬاﺷﺘﻦ ﻳﺦ زدن
Irregular Verbs gainsay get gild gird give go grave grind grow hamstring hang have hear heave hew hide hit hold hurt inlay keep kneel knit know lade lay lead lean leap learn leave lend let lie light lose make mean meet
gainsaid got got,(US) gilded, gilt girded, girt gave went graved ground grew hamstringed, hamstrung hung, hanged had heard heaved, hove hewed hid hit held hurt inlaid kept knelt knitted, knit knew laded laid led leant, leaned leapt, leaped learnt, learned left lent let lay lighted, lit lost made meant met
111 gainsaid اﻧﻜﺎر ﻛﺮدن gotten ﮔﺮﻓﺘﻦ gilded زراﻧﺪود ﻛﺮدن girded, girt در ﺑﺮ ﮔﺮﻓﺘﻦ given دادن gone رﻓﺘﻦ graven, graved ﻛﻨﺪه ﻛﺎري ﻛﺮدن ground آﺳﻴﺎب ﻛﺮدن grown رﺷﺪ ﻛﺮدن، ﭘﺮورش دادن،ﻛﺎﺷﺘﻦ hamstringed, hamstrung از ﻛﺎر اﻧﺪاﺧﺘﻦ hung, hanged آوﻳﺰان ﻛﺮدن had داﺷﺘﻦ heard ﺷﻨﻴﺪن heaved, hove ﺑﻪ زﺣﻤﺖ ﺑﻠﻨﺪ ﺷﺪن hewed, hewn ﻗﻄﻊ ﻛﺮدن،ﺑﺮﻳﺪن hidden, hid ﻣﺨﻔﻲ ﻛﺮدن hit زدن held ﺑﺮﮔﺰار ﻛﺮدن،ﻧﮕﻬﺪاﺷﺘﻦ hurt ﺻﺪﻣﻪ زدن inlaid ﺧﺎﺗﻢ ﻛﺎري kept ﻧﮕﻬﺪاﺷﺘﻦ knelt ﺑﻪ زاﻧﻮ درآﻣﺪن knitted, knit ﺑﻪ ﻫﻢ ﺑﺴﺘﻦ،ﺑﺎﻓﺘﻦ known ﺷﻨﺎﺧﺘﻦ laden ﭘﺮﻛﺮدن laid ﮔﺬاﺷﺘﻦ،ﺧﻮاﺑﻴﺪن led ﻫﺪاﻳﺖ ﻛﺮدن leant, leaned ﺗﻜﻴﻪ دادن leapt, leaped ﺟﻨﺒﻴﺪن learnt, learned ﻳﺎدﮔﺮﻓﺘﻦ left ﺗﺮك ﻛﺮدن lent ﻗﺮض دادن let اﺟﺎزه دادن lain دروغ ﮔﻔﺘﻦ lighted, lit روﺷﻦ ﻛﺮدن lost ﮔﻢ ﻛﺮدن made ﺳﺎﺧﺘﻦ meant ﻣﻌﻨﻲ ﻛﺮدن،ﻣﻨﻈﻮر داﺷﺘﻦ met ﻣﻼﻗﺎت ﻛﺮدن
112 melt miscast misdeal misgive mislay mislead misspell misspend mistake misunderstand mow outbid outdo outgo outgrow outride outrun outshine overbear overcast overcome overdo overhang overhear overlay overleap overlie override overrun oversee overset overshoot oversleep overtake overthrow overwork partake pay prove
English and You melted miscast misdealt misgave mislaid misled misspelt misspent mistook misunderstood mowed outbade, outbid o outdid outwent outgrew outrode outran outshone overbore overcast overcame overdid overhung overheard overlaid overleapt, overleaped overlay overrode overran oversaw overset overshot overslept overtook overthrew overworked partook paid proved
melted, molten ذوب ﺷﺪن miscast ﻣﻨﺎﺳﺐ ﻧﻘﺶ ﻧﺒﻮدن misdealt ﺑﺪ آﻣﺪن،ﺑﺪ دادن misgiven ﺗﺮدﻳﺪ داﺷﺘﻦ mislaid ﮔﻢ ﻛﺮدن،ﮔﻢ و ﮔﻮر ﻛﺮدن misled ﮔﻤﺮاه ﻛﺮدن misspelt ﻏﻠﻂ ﻧﻮﺷﺘﻦ misspent ﻫﺪر دادن mistaken اﺷﺘﺒﺎه ﻛﺮدن misunderstood ﺳﻮء ﺗﻔﺎﻫﻢ mown,(US)mowed ﭼﻤﻦ زدن utbidden, outbid ﺑﻴﺸﺘﺮ ﭘﻴﺸﻨﻬﺎد دادن outdone ﭘﻴﺸﻲ ﮔﺮﻓﺘﻦ،ﺳﺒﻘﺖ ﮔﺮﻓﺘﻦ outgone ﺑﻴﺮون رﻓﺘﻦ outgrown ﺑﺰرﮔﺘﺮ ﺷﺪن outridden ﺑﻬﺘﺮ راﻧﺪن outrun ﺑﻬﺘﺮ دوﻳﺪن outshone ﺑﻴﺸﺘﺮ درﺧﺸﻴﺪن overborne از ﭘﺎ درآوردن overcast ﮔﺮﻓﺘﻪ ﺑﻮدن،ﭘﻮﺷﺎﻧﺪن overcome ﻏﻠﺒﻪ ﻛﺮدن overdone اﻓﺮاط ﻛﺮدن overhung آوﻳﺰان ﺑﻮدن،ﻣﻌﻠﻖ ﺑﻮدن overheard ﺷﻨﻴﺪن،اﺗﻔﺎﻗﻲ ﮔﻮش دادن overlaid روﻛﺶ ﻛﺮدن overleapt, overleaped ﭘﺮﻳﺪن از روي overlain ﺧﻔﻪ ﻛﺮدن،روي )ﭼﻴﺰي( ﻗﺮار ﮔﺮﻓﺘﻦ overridden ﻧﺎدﻳﺪه ﮔﺮﻓﺘﻦ overrun ﺗﺼﺮف ﻛﺮدن overseen ﻧﻈﺎرت ﻛﺮدن overset ﺑﺮ ﻫﻢ زدن overshot ﻓﺮاﺗﺮ رﻓﺘﻦ overslept ﺧﻮاب ﻣﺎﻧﺪن overtaken ﺳﺒﻘﺖ ﻛﺮدن overthrown ﺳﺮﻧﮕﻮن ﻛﺮدن overworked, overwrought ﻛﺎر زﻳﺎد ﻛﺮدن partaken ﺷﺮﻳﻚ ﺷﺪن paid ﭘﺮداﺧﺖ ﻛﺮدن proved, proven اﺛﺒﺎت ﻛﺮدن
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Irregular Verbs put read rebind rebuild recast redo relay remake rend repay rerun reset retell rewrite rid rid, ride ring rise rive run saw say see seek sell send set sew shake shave shear shed shine shoe shoot show shred shrink shrive
put read/red/ rebound rebuilt recast redid relaid remade rent repaid reran reset retold rewrote ridden rode rang rose rived ran sawed said saw sought sold sent set sewed shook shaved sheared shed shone shod shot showed shredded shrank, shrunk shrove, shived
put read/red/ rebound rebuilt recast redone relaid remade rent repaid rerun reset retold rewritten rid, ridden ridden rung risen riven, rived run sawn,(sawed) said seen sought sold sent set sewn, sewed shaken shaved, shaven shorn, sheared shed shone shod shot shown, showed shredded shrunk, shrunken shriven, shrived
ﻗﺮار دادن ﺧﻮاﻧﺪن دوﺑﺎره ﺻﺤﺎﻓﻲ ﻛﺮدن ﺑﺎزﺳﺎزي ﻛﺮدن ﻣﺸﻜﻞ ﺗﺎزه دادن دوﺑﺎره اﻧﺠﺎم دادن دوﺑﺎره روﻛﺶ ﻛﺮدن دوﺑﺎره ﺳﺎﺧﺘﻦ ﻓﻴﻠﻢ اﺟﺎزه دادن ﺑﺎزﭘﺮداﺧﺖ ﻛﺮدن دوﺑﺎره ﻧﺸﺎن دادن دوﺑﺎره ﺟﺎ اﻧﺪاﺧﺘﻦ ﺑﺎزﮔﻮ ﻛﺮدن ﺑﺎزﻧﻮﻳﺴﻲ رﻫﺎ ﺳﺎﺧﺘﻦ،ﺧﻼص ﻛﺮدن راﻧﺪن زﻧﮓ زدن ﺑﺎﻻ آﻣﺪن ﺗﺮﻛﻴﺪن، ﺟﺪا ﻛﺮدن،ﺷﻜﺎﻓﺘﻦ دوﻳﺪن اره ﻛﺮدن ﮔﻔﺘﻦ دﻳﺪن ﺟﺴﺘﺠﻮ ﻛﺮدن ﻓﺮوﺧﺘﻦ ﻓﺮﺳﺘﺎدن اﻳﺠﺎد ﻛﺮدن دوﺧﺘﻦ ﺗﻜﺎن دادن اﺻﻼح ﻛﺮدن ﭘﺸﻢ ﮔﻮﺳﻔﻨﺪان را ﭼﻴﺪن ﺑﺮگ رﻳﺨﺘﻦ،از دﺳﺖ دادن درﺧﺸﻴﺪن ﻧﻌﻞ زدن ﺗﻴﺮاﻧﺪازي ﻛﺮدن ﻧﺸﺎن دادن رﻳﺰ رﻳﺰ ﻛﺮدن ﻛﻮﭼﻚ ﺷﺪن،ﻣﻨﻘﺒﺾ ﺷﺪن اﻋﺘﺮاف را ﺷﻨﻴﺪن
114 sing sink sit slay sleep slide sling slink slit smell smite sow speak speed spell spend spill spin split spoil spread spring stand stave steal stick sting stink strew stride strike string strive sunburn swear sweep swell swim swing
English and You sang sank sat slew slep slid slung slunk slit smelt, smelled smote sowed spoke sped, speeded spelt, spelled spent spilt, spilled spun split spoilt, spoiled spread sprang stood staved, stove stole stuck stung stank, stunk strewed strode struck strung strove sunburned, sunburnt swore swept swelled swam swung
sung sunk, sunken sat slain slept slid, slidden slung slunk slit smelt, smelled smitten sown, sowed spoken sped, speeded spelt, spelled spent spilt, spilled spun split spoilt, spoiled spread sprung stood staved, stove stolen stuck stung stunk strewn, strewed stridden struck, stricken strung striven sunburned, sunburnt sworn swept swollen, swelled swum swung
آواز ﺧﻮاﻧﺪن ﻏﺮق ﺷﺪن ﻧﺸﺴﺘﻦ ﻛﺸﺘﻦ ﺧﻮاﺑﻴﺪن ﻟﻴﺰ ﺧﻮردن ﺑﺴﺘﻦ،آوﻳﺰان ﻛﺮدن ﺟﻴﻢ ﺷﺪن ﺷﻜﺎف و درز دادن ﺑﻮﺋﻴﺪن ﻣﺤﻜﻢ زدن ﺑﺬر ﭘﺎﺷﻴﺪن ﺻﺤﺒﺖ ﻛﺮدن ﺳﺮﻋﺖ داﺷﺘﻦ ﻫﺠﻲ ﻛﺮدن ﺻﺮف ﻛﺮدن ﺳﺮرﻳﺰ ﻛﺮدن،ﺳﺮ رﻓﺘﻦ ﭼﺮﺧﺎﻧﺪن ﺧﺮد ﻛﺮدن،ﺗﻜﻪ ﺗﻜﻪ ﻛﺮدن ﻟﻮس ﻛﺮدن ﮔﺴﺘﺮش دادن ﺟﻬﻴﺪن اﻳﺴﺘﺎدن ﺧﺮد ﻛﺮدن،ﺷﻜﺴﺘﻦ ﺳﺮﻗﺖ ﻛﺮدن ﻓﺮو ﻛﺮدن ﻧﻴﺶ زدن،ﮔﺰﻳﺪن ﺑﻮي ﺑﺪ دادن رﻳﺨﺘﻦ،ﭘﺎﺋﻴﺪن ﻗﺪم ﺑﻠﻨﺪ ﺑﺮداﺷﺘﻦ ﺿﺮﺑﻪ زدن رﺷﺘﻪ ﻛﺮدن،زه اﻧﺪاﺧﺘﻦ ﺗﻼش ﻛﺮدن آﻓﺘﺎب ﺳﻮﺧﺘﻪ ﺷﺪن ﻗﺴﻢ ﺧﻮردن ﺟﺎرو ﻛﺮدن ورم ﻛﺮدن ﺷﻨﺎ ﻛﺮدن ﺗﺎب ﺧﻮردن
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Irregular Verbs take teach tear tell think thrive throw thrust tread unbend unbind underbid undergo understand undertake undo upset wake waylay wear weave wed weep win withhold withstand wring write
took taught tore told thought throve, thrived threw thrust trod unbent unbound underbid underwent understood undertook undid upset woke, waked waylaid wore wove wedded wedded, wept won withheld withstood wrung wrote
taken taught torn told thought thriven, thrived thrown thrust trodden, trod unbent unbound underbid undergone understood undertaken undone upset woken, waked waylaid worn woven, wove wed wept won withheld withstood wrung written
ﮔﺮﻓﺘﻦ ﺗﺪرﻳﺲ ﻛﺮدن ﭘﺎره ﻛﺮدن ﮔﻔﺘﻦ ﻓﻜﺮ ﻛﺮدن رﺷﺪ ﻛﺮدن ﭘﺮﺗﺎب ﻛﺮدن ﻫﻞ دادن راه رﻓﺘﻦ ﺻﺎف ﺷﺪن آزاد ﻛﺮدن زﻳﺮ ﻗﻴﻤﺖ ﭘﻴﺸﻨﻬﺎد دادن روي دادن-ﻗﺮار ﮔﺮﻓﺘﻦ ﻓﻬﻤﻴﺪن ﺗﺤﻤﻞ ﻛﺮدن ﺑﺎز ﻛﺮدن واژﮔﻮن ﻛﺮدن ﺑﻴﺪار ﺷﺪن ﻛﻤﻴﻦ ﻛﺮدن ﭘﻮﺷﻴﺪن ﺑﺎﻓﺘﻦ ازدواج ﻛﺮدن ﮔﺮﻳﻪ ﻛﺮدن ﺑﺮﻧﺪه ﺷﺪن در ﺑﺮ ﮔﺮﻓﺘﻦ ﻣﻀﺎﻳﻘﻪ ﻛﺮدن،درﻳﻎ ﻛﺮدن ﻓﺸﺎر دادن،ﭘﻴﭽﺎﻧﺪن ﻧﻮﺷﺘﻦ
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Bibliography 1. Aronson, Trudy, (2007). English Grammar Digest. Prentice Hall. 2. Azar, B. Schrampfer, (2004). Understanding and Using English Grammar. Longman Press. 3. Croft, K. (2008). Reading and Word Study. New Jersey. Prentice – Hall. 4. Greenall, S. (2002). Effective Reading. Cambridge University Press. 5. Haines, Simon (2007). New First Certificate. Oxford University Press. 6. Hopkins, Diana, (2007). Grammar for IELTS. Cambridge University. 7. Lester, Mark, (2009). The Big Book of English Verbs. Mc Graw Hill. 8. Markstein, L. (2007). Developing Readign Massachusetts New Bury House.
Skills:
Advanced.
9. Neuman, D.M. (2008). English Grammar for Proficiency. Surry Thomas Nelson and Sons limited. 10.Pishkar,Kian.(2012).A Touch with English. Tehran. Rahnam Press 11. Porter, Ladousse, (2002). Reading Intermediate. Oxford University Press. 12. Swan, Michael, (2009). Practical English Usage. Oxford University Press. 13. Swan, Michael, (2003). The Good Grammar Book. Oxford University Press. 14. Tomilinson, B. (2003). Reading: Advanced. Oxford University Press. 15. Wegmann, B. (2001). Reading Through Interaction. Oxford
English and You
از ﻫﻤﻴﻦ ﻧﻮﻳﺴﻨﺪه: -1ﻛﺘﺎب ﺷﻴﺮﺷﺎه :اﻧﺘﺸﺎرات ﺳﻲ ﺳﺮخ ،ﺗﻬﺮان )ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ( -2ﻛﺘﺎب ﺗﺮﺟﻤﻪ ﺷﻔﺎﻫﻲ و درك ﻓﻴﻠﻢ ﻫﺎي زﺑﺎن اﺻﻠﻲ اﻧﺘﺸﺎرات رﻫﻨﻤﺎ ،ﺗﻬﺮان) ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ( -3ﻛﺘﺎب آﻣﺎدﮔﻲ ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات رﻫﻨﻤﺎ ﺗﻬﺮان ) ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ( -4ﻛﺘﺎب راﻫﻨﻤﺎي ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات ﺳﻲ ﺳﺮخ ،ﺗﻬﺮان ) ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ( -5ﻛﺘﺎب راﻫﻨﻤﺎي اﻧﮕﻠﻴﺴﻲ) ﭼﺎپ دوم ( اﻧﺘﺸﺎرات رﻫﻨﻤﺎ ،ﺗﻬﺮان ) ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ( -6ﻛﺘﺎب ﺗﺮﺟﻤﻪ ﻓﻨﻮن و ﺻﻨﺎﻋﺎت ادﺑﻲ اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد ﺟﻴﺮﻓﺖ -7ﻛﺘﺎب ﻋﺸﻖ و ﻣﺮگ در آﺛﺎر ﺷﻜﺴﭙﻴﺮ اﻧﺘﺸﺎرت ﺑﻬﺰاد -8ﻛﺘﺎب ﻧﻘﺪ وﺗﺠﺰﻳﻪ وﺗﺤﻠﻴﻞ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ واﺣﺪ ﺟﻴﺮﻓﺖ -9ﻣﺠﻤﻮﻋﻪ ﺳﻮاﻻت ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات ﭘﺮدازش ) 2ﺟﻠﺪ( ﭼﺎپ دوم -10ﺧﻼﺻﻪ ﻣﺒﺎﺣﺚ ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات ﭘﺮدازش ﭼﺎپ دوم 1391 - -11ﻛﺘﺎب - A Touch With Englishﭼﺎپ ﺷﺸﻢ اﻧﺘﺸﺎرات رﻫﻨﻤﺎ. -١٢ﻛﺘﺎب ﻧﻘﺪ و ﺗﺠﺰﻳﻪ وﺗﺤﻠﻴﻞ ﻧﻤﺎﺷﻨﺎﻣﻪ ﻫﺎي آﻣﺮﻳﻜﺎﻳﻲ و اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات ﻧﮕﺎرﺧﺎﻧﻪ اﺻﻔﻬﺎن.1392 ، -13ﻛﺘﺎب ﻧﻘﺪ و ﺗﺠﺰﻳﻪ وﺗﺤﻠﻴﻞ ﺷﻌﺮﻫﺎي آﻣﺮﻳﻜﺎﻳﻲ و اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ. - -14ﻛﺘﺎب ﻧﻘﺪ و ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ داﺳﺘﺎن ﻫﺎي ﻛﻮﺗﺎه آﻣﺮﻳﻜﺎﻳﻲ و اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ-
.واﺣﺪﻛﻬﻨﻮج.1393 ، -15ﻛﺘﺎب ﻧﻘﺪ و ﺗﺠﺰﻳﻪ وﺗﺤﻠﻴﻞ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ ﺑﺮاﺳﺎس ﻛﺘﺎب ﺟﺪﻳﺪ - Sound & Senseﻧﻮﺷﺘﻪ ﻟﻮرﻧﺲ ﭘﺮﻳﻦ ،اﻧﺘﺸﺎرات رﻫﻨﻤﺎ ﺗﻬﺮان. -16ﻛﺘﺎب 3000ﺗﺴﺖ ﮔﺮاﻣﺮ اﻧﮕﻠﻴﺴﻲ،اﻧﺘﺸﺎرات ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن ﺗﻬﺮان.1388 ، -17ﻛﺘﺎب - youReading Texts For .اﻧﺘﺸﺎرات ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن ﺗﻬﺮان.1388 ، -18زﺑﺎن ﺗﺨﺼﺼﻲ ﻓﻘﻪ و ﻣﺒﺎﻧﻲ ﺣﻘﻮق ،اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ واﺣﺪ ﺟﻴﺮﻓﺖ . - 19ﻣﺠﻤﻮﻋﻪ ﺳﻮاﻻت دﻛﺘﺮي ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ ،اﻧﺘﺸﺎرات ﭘﺮدازش ﭼﺎپ اول 1391 -20ﻣﺘﺮﺟﻢ ﻛﺘﺎب" اﻃﻠﺲ رﻧﮕﻲ ﺳﻨﮓ ﻫﺎ و ﻛﺎﻧﻲ ﻫﺎ در ﺑﺮش ﻣﻘﻄﻌﻲ ﻧﺎزك "ﻧﻮﺷﺘﻪ دﺑﻠﻴﻮ اس .ﻣﻜﻨﺰي، اﻧﺘﺸﺎرات ﻣﺎﻧﺴﻮن.
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ﭘﻴﺶ ﮔﻔﺘﺎر ﺑﺎ ﻳﺎري ﺣﻀﺮت ﺣﻖ و ﺑﺎ اﻟﻄﺎف ﺣﻀﺮت وﻟﻴﻌﺼﺮ در ﺳﺎﻟﻲ ﻛﻪ ﻣﺰﻳﻦ ﺷﺪه ﺑﻪ ﻧﺎم ﻋﺰم و ﻣﺪﻳﺮﻳﺖ ﺟﻬـﺎدي ﺑﺎر دﻳﮕﺮ ﺑﺮ آن ﺷﺪﻳﻢ ﺗﺎ ﻣﺠﻤﻮﻋﻪ اي ﻛﺎرآﻣﺪ ،ﻣﻨﺴﺠﻢ و ﭘﻮﻳﺎ را ﺟﻬﺖ ﻛﻤﻚ ﺑﻪ زﺑﺎن آﻣﻮزان ،داﻧﺸﺠﻮﻳﺎن و ﻛﻠﻴﻪ داﻧﺶ ﭘﮋوﻫﺎﻧﻲ ﻛﻪ ﺑﻪ ﻧﺤﻮي در ﺗﻼش ﺟﻬﺖ ﭘﻴﺸـﺮﻓﺖ و ﺗﺮﻗـﻲ در زﻣﻴﻨـﻪ آﻣـﻮزش زﺑـﺎن ﺧﺎرﺟـﻪ ﻣﻲ ﺑﺎﺷﻨﺪ را ﻓﺮاﻫﻢ ﺳﺎزﻳﻢ .ﻣﺠﻤﻮﻋﻪ اراﺋﻪ ﺷﺪه از ﻣﻌﺘﺒﺮﺗﺮﻳﻦ ﻣﺘﻮن ﻣﻮﺟﻮد ،ﺑﺎ دﻗـﺖ ،ﺣﺴﺎﺳـﻴﺖ و ﻇﺮاﻓـﺖ ﺑﺴﻴﺎر ﺟﻬﺖ رﻓﻊ ﻣﺸﻜﻞ زﺑﺎن آﻣﻮزان ﻋﺰﻳﺰ در ﻛﻠﻴﻪ ﻣﻘﺎﻃﻊ ﺑﺮاﺳﺎس ﺳﺮﻓﺼﻠﻬﺎي وزارت ﻋﻠﻮم ﮔـﺮدآوري و ﺗﻨﻈﻴﻢ ﺷﺪه اﺳﺖ ،ﭼﺮا ﻛﻪ ﺑﺎ اراﺋﻪ ﻣﺘﻮن ﻣﺘﻨﻮع در ﺳـﻄﻮح ﻣﺨﺘﻠﻒ ﻧﻴـﺎز ﻛﻠﻴـﻪ ﻫﻤﻜـﺎران داﻧﺸـﮕﺎﻫﻲ در دوره ﻫﺎي ﭘﻴﺶ داﻧﺸﮕﺎﻫﻲ ،زﺑﺎن ﺧﺎرﺟﻪ و ﻫﻤﭽﻨﻴﻦ ﻛﻠﻴﻪ زﺑﺎن آﻣـﻮزاﻧﻲ ﻛـﻪ ﺗﻤﺎﻳـﻞ ﺑـﻪ ﺷـﺮﻛﺖ در ﻣﻘـﺎﻃﻊ GREرا دارﻧﺪ ،(IELTSﻣﺨﺘﻠﻒ آزﻣﻮن ﻫﺎي زﺑﺎﻧﻲ اﺳﺘﺎﻧﺪارد ،ﻣﻠﻲ و ﺑـﻴﻦ اﻟﻤﻠﻠـﻲ( ﺗﺎﻓـﻞ ،ﺗﻮﻟﻴﻤـﻮ ﺑﺮآورده ﺧﻮاﻫﺪ ﻧﻤﻮد .دروس اﻳﻦ ﻛﺘﺎب ﻫﻤﺮاه ﺑﺎ اراﺋـﻪ ﻣﺘـﻮن ﻣﻨﺎﺳﺐ ﺟﻬـﺖ درك ﻣﻔـﺎﻫﻴﻢ ،درﺑﺮﮔﻴﺮﻧـﺪه ﻣﺘﺮادف ﻫﺎ )ﺑﻴﺶ از 3000ﻟﻐﺖ( ﺑﻮده و ﺑﺎ ﺗﺄﻛﻴﺪ ﺑﺮ ﻟﻐﺎت ﻛﻠﻴﺪي ﻣﻮﺟﻮد در ﻣﺘﻦ، اراﺋﻪ ﻧﻤﻮده اﺳﺖ. ﻫﻤﺎﻧﻨﺪ ﻛﺘﺎب ﻗﺒﻠﻲ اﻳﻨﺠﺎﻧﺐ ﺑﺮاي اوﻟﻴﻦ ﺑﺎر در ﻛﺸﻮر ﭼﮕﻮﻧﮕﻲ ﺗﻠﻔﻆ ﺣﺮوف ﺑﻜﺎر ﺑﺮده ﺷﺪه درﻛﻨﺎر ﻫﻢ ﺑﺮاﺳﺎس اﺻﻮل آواﺷﻨﺎﺳﻲ و زﺑﺎﻧﺸﻨﺎﺳﻲ ﺑﻪ اﻳﻦ ﻣﺠﻤﻮﻋﻪ اﺿﺎﻓﻪ ﮔﺮدﻳﺪه اﺳﺖ ﻛﻪ ﺣﺎﺻﻞ ﭼﻨـﺪﻳﻦ ﺳـﺎل ﺗﺠﺮﺑﻪ ﺗﺪرﻳﺲ ﻣﻲ ﺑﺎﺷﺪ ﺗﺎ ﺷﺎﻳﺪ ﺑﺘﻮاﻧﺪ ﮔﺮه اي ﻛﻮﭼﻚ از ﻣﺸﻜﻼت ﺑﺰرگ زﺑﺎن آﻣﻮزان ﮔﺮاﻧﻘﺪر را ﺑﮕﺸﺎﻳﺪ. ﺑﺎ آﮔﺎﻫﻲ از اﻳﻦ ﻣﻄﻠﺐ ﻛﻪ ﻫﻴﭻ ﻛﺘﺎﺑﻲ ﻧﻤـﻲ ﺗﻮاﻧـﺪ ﺑـﻪ ﺻـﻮرت ﺟـﺎﻣﻊ و ﻛﺎﻣـﻞ درﺑﺮﮔﻴﺮﻧـﺪه ﻛﻠﻴـﻪ ﻧﻴﺎزﻫـﺎي زﺑﺎن آﻣﻮزان ﺑﺎﺷﺪ ،ﺑﺎ اﻳﻦ وﺟﻮد اﻣﻴﺪ اﺳﺖ ﻛﻪ ﻛﺘﺎب ﺣﺎﺿﺮ ﺑﺘﻮاﻧﺪ ﻧﻴﺎزﻫﺎي اﺻﻠﻲ و اﺳﺎﺳﻲ ﻛﻠﻴﻪ ﻋﺰﻳـﺰان را ﺑﺮآورده ﺳﺎزد و ﻫﻤﻜﺎران ﺑﺴﻴﺎر ﻋﺰﻳﺰي ﻛﻪ ﻗﺒﻮل زﺣﻤﺖ ﻧﻤﻮده و ﻣﺘﻮن را ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار داده اﻧﺪ ﺑﺮ اﻳﻦ ﻧﻜﺘﻪ ﻣﻬﺮ ﺗﺄﻳﻴﺪ ﻧﻬﺎده اﻧﺪ. در ﭘﺎﻳﺎن ﻻزم اﺳﺖ از ﻋﺰﻳﺰان ﺑﺰرﮔﻮار ،ﻫﻤﻜﺎران ﮔﺮاﻣﻲ ﺟﻨـﺎب آﻗـﺎي ﻣﺤﻤﺪ ﺻﺒﺎﺋﻲ ﻛﻪ ﻫﻤﺎﻧﻨﺪ ﻫﻤﻴﺸﻪ ﻟﻄﻒ اﻳﺸﺎن ﺑﺎﻋﺚ ﺑﻪ ﺛﻤﺮ رﺳﻴﺪن اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﮔﺮدﻳﺪه ﻧﻬﺎﻳﺖ ﺗﺸـﻜﺮ و ﺳﭙﺎﺳﮕﺰاري را داﺷﺘﻪ ﺑﺎﺷﻢ. ﻛﻴﺎن ﭘﻴﺸﻜﺎر ﺗﺎﺑﺴﺘﺎن 1394
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English and You
از ﻫﻤﻴﻦ ﻧﻮﻳﺴﻨﺪه: -1ﻛﺘﺎب ﺷﻴﺮﺷﺎه :اﻧﺘﺸﺎرات ﺳﻲ ﺳﺮخ ،ﺗﻬﺮان )ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ( -2ﻛﺘﺎب ﺗﺮﺟﻤﻪ ﺷﻔﺎﻫﻲ و درك ﻓﻴﻠﻢ ﻫﺎي زﺑﺎن اﺻﻠﻲ اﻧﺘﺸﺎرات رﻫﻨﻤﺎ ،ﺗﻬﺮان) ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ( -3ﻛﺘﺎب آﻣﺎدﮔﻲ ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات رﻫﻨﻤﺎ ﺗﻬﺮان ) ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ( -4ﻛﺘﺎب راﻫﻨﻤﺎي ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات ﺳﻲ ﺳﺮخ ،ﺗﻬﺮان ) ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ( -5ﻛﺘﺎب راﻫﻨﻤﺎي اﻧﮕﻠﻴﺴﻲ) ﭼﺎپ دوم ( اﻧﺘﺸﺎرات رﻫﻨﻤﺎ ،ﺗﻬﺮان ) ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ( -6ﻛﺘﺎب ﺗﺮﺟﻤﻪ ﻓﻨﻮن و ﺻﻨﺎﻋﺎت ادﺑﻲ اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد ﺟﻴﺮﻓﺖ -7ﻛﺘﺎب ﻋﺸﻖ و ﻣﺮگ در آﺛﺎر ﺷﻜﺴﭙﻴﺮ اﻧﺘﺸﺎرت ﺑﻬﺰاد -8ﻛﺘﺎب ﻧﻘﺪ وﺗﺠﺰﻳﻪ وﺗﺤﻠﻴﻞ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ واﺣﺪ ﺟﻴﺮﻓﺖ -9ﻣﺠﻤﻮﻋﻪ ﺳﻮاﻻت ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات ﭘﺮدازش ) 2ﺟﻠﺪ( ﭼﺎپ دوم -10ﺧﻼﺻﻪ ﻣﺒﺎﺣﺚ ﻛﺎرﺷﻨﺎﺳﻲ ارﺷﺪ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات ﭘﺮدازش ﭼﺎپ دوم 1391 - -11ﻛﺘﺎب - A Touch With Englishﭼﺎپ ﺷﺸﻢ اﻧﺘﺸﺎرات رﻫﻨﻤﺎ. -١٢ﻛﺘﺎب ﻧﻘﺪ و ﺗﺠﺰﻳﻪ وﺗﺤﻠﻴﻞ ﻧﻤﺎﺷﻨﺎﻣﻪ ﻫﺎي آﻣﺮﻳﻜﺎﻳﻲ و اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات ﻧﮕﺎرﺧﺎﻧﻪ اﺻﻔﻬﺎن.1392 ، -13ﻛﺘﺎب ﻧﻘﺪ و ﺗﺠﺰﻳﻪ وﺗﺤﻠﻴﻞ ﺷﻌﺮﻫﺎي آﻣﺮﻳﻜﺎﻳﻲ و اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ. - -14ﻛﺘﺎب ﻧﻘﺪ و ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ داﺳﺘﺎن ﻫﺎي ﻛﻮﺗﺎه آﻣﺮﻳﻜﺎﻳﻲ و اﻧﮕﻠﻴﺴﻲ اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ-
.واﺣﺪﻛﻬﻨﻮج.1393 ، -15ﻛﺘﺎب ﻧﻘﺪ و ﺗﺠﺰﻳﻪ وﺗﺤﻠﻴﻞ ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ ﺑﺮاﺳﺎس ﻛﺘﺎب ﺟﺪﻳﺪ - Sound & Senseﻧﻮﺷﺘﻪ ﻟﻮرﻧﺲ ﭘﺮﻳﻦ ،اﻧﺘﺸﺎرات رﻫﻨﻤﺎ ﺗﻬﺮان. -16ﻛﺘﺎب 3000ﺗﺴﺖ ﮔﺮاﻣﺮ اﻧﮕﻠﻴﺴﻲ،اﻧﺘﺸﺎرات ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن ﺗﻬﺮان.1388 ، -17ﻛﺘﺎب - youReading Texts For .اﻧﺘﺸﺎرات ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن ﺗﻬﺮان.1388 ، -18زﺑﺎن ﺗﺨﺼﺼﻲ ﻓﻘﻪ و ﻣﺒﺎﻧﻲ ﺣﻘﻮق ،اﻧﺘﺸﺎرات داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ واﺣﺪ ﺟﻴﺮﻓﺖ . - 19ﻣﺠﻤﻮﻋﻪ ﺳﻮاﻻت دﻛﺘﺮي ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ ،اﻧﺘﺸﺎرات ﭘﺮدازش ﭼﺎپ اول 1391 -20ﻣﺘﺮﺟﻢ ﻛﺘﺎب" اﻃﻠﺲ رﻧﮕﻲ ﺳﻨﮓ ﻫﺎ و ﻛﺎﻧﻲ ﻫﺎ در ﺑﺮش ﻣﻘﻄﻌﻲ ﻧﺎزك "ﻧﻮﺷﺘﻪ دﺑﻠﻴﻮ اس .ﻣﻜﻨﺰي، اﻧﺘﺸﺎرات ﻣﺎﻧﺴﻮن.
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