ASSIGNMENT: critical discourse analysis

                               ASSIGNMENT       DATED:21/07/1436 H

 

DEFINITION:

                     CRITICAL DISCOURSE ANALYSIS (CDA) is an interdisciplinary approach to the study of discourse that views language as a form of social practice.

Scholars working in the tradition of CDA generally assume that (non-linguistic) social practice and linguistic practice constitute one another and focus on investigating how societal power relations are established and reinforced through language use.

 

LEVEL OF ANALYSIS

The term “level of analysis” is used in the social science to point to the location, size, or scale of a research target. “Level of analysis” is distinct from the term “unit of observation” in that the former refers to a more or less integrated set of relationships while the latter refers to the distinct unit from which data have been or will be gathered.

Although levels of analysis are not necessarily mutually exclusive the three general levels into which research may fall are the micro level (short for “microscopic” or “microscopic level”), the meso level (short for “mesoscopic level”) or middle range, and the macro level (short for “macroscopic” or “macrosociology level”).

 

  • MICRO

The smallest unit of analysis in the social sciences is an individual in their social setting. At the micro-level, also referred to as the local level, the research population typically is an individual in their social setting or a small group of individuals in a particular social context.

Examples of micro-level levels of analysis include, but are not limited to, the following.

2- MESO

In general, a meso-level analysis indicates a population size that falls between the micro- and macro-levels, such as a community or an organization. However, meso-level may also refer to analyses that are specifically designed to reveal connections between micro- and macro-levels. Sometimes referred to as mid-range, especially in sociology.

Examples of meso-level units of analysis include, but are not limited to, the following.

3-  MACRO

Macro-level analyses generally trace the outcomes of interactions, such as economic or other resource transfer interactions over a large population. Also referred to as the global level. Examples of macro-level units of analysis include, but are not limited to, the following.

Iran has expressed hope that national dialog among Yemeni parities.

Saudi Arabia has “ended Operation Decisive Storm based on a request by the Yemeni government” and former president Abd Rabbuh Mansur Hadi.

“The coalition will continue to prevent the movement of Al hoti militias from

moving or undertaking any operations inside Yemen.

“Before this, we said the crisis in Yemen had no military solution, and   a halt

to killing innocent and defenseless people is absolutely a step forward,”

The new push will usher in diplomatic and political efforts along with military

Operations.

They are not talking about a ceasefire. Operation Restoring Hope has a

military component.

“Operation Restoring Hope” will include aerial and naval supervision,

According to Asiri.

The rebels targeted in Ibb were assembling to head to Aden as reinforcements in the battle against forces loyal to President Abd Rabbo Mansour Hadi, who fled the country from Aden to Saudi Arabia last month.

In Sana’a, the death toll from air strikes on Monday targeting rebel

depots and weapon caches in the Fag Atan mountains overlooking the city rose to 38, medical officials said. The strikes flattened houses and sent villagers fleeing for their lives.

Saudi Arabia accuses Iran of arming the Houthis – a claim both

Tehran and the rebels deny, though the Islamic Republic has provided political and humanitarian support to the Shiite group. For its part, Shiite Iran has long accused Saudi Arabia of supporting

Sunni militants, including the Islamic State group in Syria and Iraq.

“All the failures have accumulated and caused mental and emotional

imbalance for that country according to Rouhani,

There were no further details on the scope of the deployment but it appeared to be another step toward a possible ground invasion.

 

The purpose of this analysing the two newspapers articles is as;

  • to explore how are modifiers,
  • intertexuality
  • naming used to convey the political ideologies latent

 

  1. METHODOLOGY                                                               

 

METHODS (LINGUISTIC DEVICES)

Following methods (linguistics devices) that i am going to use in my critical discourse analysis of the two articles

  • active/passive voice,
  • transitivity,
  • theme and rhyme,
  • naming,
  • modifier,
  • direct/ indirect.
    • Linguistic devices that attract attention to words, sounds, or other embellishments instead of to ideas are inappropriate in scientific writing.
    • Avoid heavy alliteration, rhyming, poetic expression, and clichés.
    • Use metaphors sparingly; although they can help simplify complicated ideas, metaphors can be distracting.
    • Avoid mixed metaphors (e.g., a theory representing one bunch of a growing body of evidence) and words with surplus or unintended meaning (e.g., cop for police officer), which may distract if not actually mislead the reader.
    • Use figurative expressions with restraint and colorful expressions with care; these expressions can sound strained or forced.

Sociological Inquiry: Qualitative and Quantitative Methods,

APPROACHES & LEARNING OBJECTIVES

  1. A microlevel approach to research, and provide an example of a microlevel study.
  2. A mesolevel approach to research, and provide an example of a mesolevel study.
  3. A macrolevel approach to research, and provide an example of a macrolevel study.

Before we discuss the more specific details of paradigms and theories, let’s look broadly at three possible levels of inquiry on which social scientific investigations might be based.

These three levels demonstrate that while sociologists share some common beliefs about the value of investigating and understanding human interaction, at what level they investigate that interaction will vary.

At the micro level, sociologists study small-group interactions.

At the micro level, sociologists examine the smallest levels of interaction; even in some cases, just “the self” alone.

Microlevel analyses might include one-on-one interactions between couples or friends. Or perhaps a sociologist is interested in how a person’s perception of self is influenced by his or her social context. In each of these cases, the level of inquiry is micro. When sociologists investigate groups, their inquiry is at the meso level.

 

 

 

 

 

  1. DATA ANALYSIS AND DISCUSSION                                

 

                         ANALYSIS OF DATA is a process of inspecting, cleaning, transforming, and modeling data with the goal of discovering useful information, suggesting conclusions, and supporting decision-making. Data analysis has multiple facets and approaches, encompassing diverse techniques under a variety of names, in different business, science, and social science domains.

 

Sociologists who conduct meso level research might study how norms of workplace behavior vary across professions or how children’s sporting clubs are organized, to cite two examples.

 

At the macro level, sociologists examine social structures and institutions. Research at the macro level examines large-scale patterns. In recent years, sociologists have become increasingly interested in the process and impacts of globalization. A study of globalization that examines the interrelationships between nations would be an example of a macro level study.

 

  1. CONCLUSION                                                                          

 

 

FINDINGS & SUMMARY OF PAPER,

By declaring the end of its Decisive Storm operation, the kingdom is opening the door to humanitarian assistance – Saudi has pledged more than $270m to this end – but still reserving the option of additional coalition military intervention.

Most importantly, the decision to end military operations followed the successful elimination of the grave threat resulting from Houthi control of the Yemeni air force and ballistic missile capabilities. The kingdom has also disrupted any possible military support of the Houthis from Iran through tight control of Yemeni air and sea space.

Iran has been embarrassed politically by its inability to offer military support to the Houthis, their key ally in Yemen. Consequently, a political solution seems to be the only possible solution for the survival of their Yemeni allies, which means giving diplomacy a chance and bowing to Saudi political winds for the time being. After all, Iran and the Houthis were never prepared for the air strikes, which were supported internationally.

There is no guarantee that the Houthis and Saleh will honour any future political agreements, based on their history of broken political promises and commitments during the crisis that has gripped Yemen since 2011. Accordingly, it is possible that despite the initiation of political negotiations between all Yemeni political actors, the coming weeks could bring intense ground battles between the Saleh-Houthi alliance and Hadi’s supporters, making Saudi support for the Hadi government critical at this juncture.

It is unclear whether a quick political solution and an end to hostilities would result in a new political initiative to bring Yemen closer to its Arab neighbours and lay the groundwork for its integration into the Gulf Cooperation Council (GCC). Potential accession to the GCC could be strategically useful to motivate significant institutional reforms in Yemen, to encourage the southerners to continue their political union with the north, and most importantly to limit Iranian influence in Yemen.

ARTICLE :SOCIOLINGUISTICS

Name:

 

SOCIOLINGUISTICS

Sociolinguistics is the study of the relationship between language and society.

It is the study of language in relation to social factors, including differences of regional, class, and occupational dialect, gender differences, and bilingualism.
Sociolinguistics can help us understand why we speak differently in various social contexts, and help uncover the social relationships in a community.
For example, you probably wouldn’t speak the same to your boss at work as you would your friends, or speak to strangers as you would to your family.
Sociolinguistics may also wonder whether women and men speak the same as each other.
Or why do people the same age or from the same social class or same ethnicity use similar language?
Sociolinguistics attempts to explain all these questions and more.
Ultimately, sociolinguistics is everywhere.

               To explain all these questions there are many different micro and macro approaches of sociolinguistics such as:

Sociolinguistics is a move towards studying language performance, and there are two arguments on why this should be studied within language:

  • Language is an interactive and cultural phenomenon which should be studied.
  • Actual language use is highly structured and not at a random.

These arguments split into two strands of sociolinguistics:

  • There are two approaches to the study of sociolinguistics ‘micro’ and ‘macro’.
  • Sociolinguistics focuses on ‘linguistic performance’.
  • It is studied in relation to the actual language that is produced and the way it is used in its wider social context.
  • As a fairly new discipline areas of inquiry in the past primarily studied language in relation to ‘linguistic competence’.

 

MICRO SOCIOLINGUISTICS MACRO SOCIOLINGUISTICS
The social and linguistic influence on specific linguistic features. They look at individual differences and the way they are used e.g. the variation between ‘singing’ and ‘singin”.  Studies about language and communication more generally. Look at language data on a wider scale which leads to generalisations and conclusions to be identified e.g. the choices made about conversational structure.

 

COMPETENCE VS PERFORMANCE

Competence: Study of language in relation to:

  • Linguistics Competence
  • I – Language

Noam Chomsky argued that the focus of linguistics should address the innate capacity humans have of language. He proposed his theory of ‘Universal Grammar’ which he defined as “The systems of principles, conditions and rules that are elements of properties of all languages… The essence of human language” (Chomsky: 1976)

 

Performance: Study of language in relation to:

  • Linguistics Performance     
  • E – Language  

The way language is used in social and cultural contexts is structured in a way to fulfill particular social goals.
METHODS AND APPLICATIONS

The focus for a linguistic study must have a purpose and that purpose must be to answer a particular linguistic or social question. The way in which it is studied is through sociolinguistic theory and linguistic data, however any conclusions that are drawn from this must be based on empirically tested evidence to be of any sociolinguistic significance.
So, how do sociolinguists collect speech data for scientific and empirical analysis?

ETHNOGRAPHIC OBSERVATION (Interactional):
               Field work conducted within a community to study the linguistic behaviors between different cultures and social groups through observation and interpretation by which a recoding device is used to document the findings. This type of observation strives to collect natural speech data and uncover what social factors may influence it e.g. age, gender, social class, ethnicity etc.

Language can be extremely dependent on social context for example we manipulate our speech depending on the receiver, so in other words we wouldn’t speak to our manager or work colleague in the same way we might talk to a friend or family member.

However one problem in trying to elicit natural speech data when they know they are being observed is labelled ‘observers paradox’ which refers to the presence of the observer affecting the language produced, the speaker may become self-conscious which raises the question, how natural is the speech data? One way to overcome this problem is by conducting research using the sociolinguistic interview developed by William Labov.

 

 

 

The Sociolinguistic Interview (Variationist):

This sort of methodology is used to collect different styles of speech in the format of an interview. Examples of speech data are elicited by either reading a passage, reading a word list, reading minimal pairs or through an emotionally driven interview.

Participants are generally less self-conscious and pay less attention to their speech when they become involved in an emotionally engaging narrative. They become so immersed in the content of what they are saying they almost forget that they are being observed therefore producing more natural spontaneous speech for example “Have you ever been emotionally, verbally or physically attacked?”

STATISTICS AND QUESTIONNAIRES

Statistics enables the researcher to quantify masses amounts of data and find out what they mean by using numbers.

An understanding of statistical depends on four notions:

1.    Population: This is also referred to as a sample which consists of people that are important to a researcher based on some quality, which is usually a demographic quality such as gender, age, ethnicity etc.

2.    Characteristic: Some sort of characteristic of the population e.g. linguistic diversity. Another name for a characteristic is a variable and there are two different sorts – ‘independent variables’ and ‘dependent variables’.

3.    Quantification: This is a way of measuring the data. For example ‘matched guise questionnaires’ and ‘verbal guise tests’ are helpful in finding out about attitudes towards language accent and dialect. Using questionnaires to find out demographic information can reveal patterns between a demographic value e.g. social class, gender, age etc and the variable under study.

4.    Distribution:  A way of calculating an average of the measurements (scores). Descriptive statistics is useful in finding out the distributions within a set of data as it calculates the mean (adding the scores for every person within the sample then dividing it by the total number of the sample size) and the standard deviation (how the scores are positioned in relation to the mean e.g. a small standard deviation means they are close to the mean and a large standard deviation means that they are more widespread i.e. a few further away from the mean).

EXAMPLES AND OBSERVATIONS:

  • “There are several possible relationships between language and society. One is that social structure may either influence or determine linguistic structure and/or behavior. . . .

    “A second possible relationship is directly opposed to the first: linguistic structure and/or behavior may either influence or determine social structure. . . . A third possible relationship is that the influence is bi-directional: language and society may influence each other. . . .

    “Whatever sociolinguistics is, . . . any conclusions we come to must be solidly based on evidence.”
    (Ronald Wardhaugh, An Introduction to Sociolinguistics, 6th ed. Wiley, 2010)

metaphor noun definition in Linguistic devices topic from the Oxford Advanced Learner’s Dictionary

metaphor

noun: Linguistic devices topic

a word or phrase used to describe somebody/something else, in a way that is different from its normal use, in order to show that the two things have the same qualities and to make the description more powerful, for example She has a heart of stone; the use of such words and phrases a game of football used as a metaphor for the competitive struggle of life the writer’s striking use of metaphor

metaphor noun – See dictionary definition

Explore synonyms and entries related to Linguistic devices

LINGUISTIC DEVICES

ETHNOGRAPHY OF COMMUNICATION

 

Ethnography of communication is related to language. It was introduced by Dell Hymes (ethnography of speaking). It studied base on speech community.

Speech community is a group of people that tied with at least one language / variety language and they also have norms.

Speech community consists of:

1.    Ways of speaking; it is tied by norm. It is the most general or primitive term.

 

2.    Speech situation; it is not related with speech but it’s a kind of umbrella. Many situations associated with or marked by the absence of speech. Example: Javanese wedding party: ceremonies, meal, etc.

 

3.    Speech event; it is activities or aspect of activities that are directly governed by rules or norms for the use of speech. Example: In Javanese wedding party. There is speech event hat related to language, such as atur pambagyo and ular-ular.

 

Speech act; it is not related to sentence and grammatical level but it implicates both linguistics and social norms.

         Example: ular-ular in Javanese wedding party is giving advice to the couple, joke and even singing traditional songs. They are having close relationship.

———————————————–THE END——————————————-

 

 

studies in Islam class 2 (IBS)

NAME:                         CLASS:2 SUBJECT: S. in ISLAM

THIS PARTiis ACCORDING TO REVISED & COLOURED EDITION(IMPOVED EDITION)

U#1 ALLAH IS THE CREATOR OF ALL THINGS

EX PAGE:8

  1. JOIN THE FOLLOWING:
A B
1. Allah made

2.      Allah created the day

3.      Allah sends down

4.      All praise is due

5.      We cannot

1.    Water from the skies.

2.     count His favours.

3.     Allah created the night.

4.     the heavens and the earth.

5.to Allah alone

ANS:   (1-4 )(2-3 )(3-1 )(4-5 ) (5-2 )
  1. CHOOSE A PROPER WORD TO FILL IN THE BLANK.

Sustainer,       orders,     night,        light

1. He made the—————— to separate the day from the—————–
2.He ——————————— and it stands forth
3. He is   the——————————— of the words.
ANS:   (1- light, night )(2- orders )(3- Sustainer )

C.ANSWER THESE QUESTIONS:

 

QUESTION No.1 Did this world make itself?
ANS:No. This world did not make itself.
QUESTION No.2 Does Allah need anything when .He wants to make something?
ANS No. Allah does not need anything when He wants to make something.
QUESTION No.3 Does it take time when Allah wants to do a thing?
ANS:No. It does not   take any time when Allah wants to do a thing.
QUESTION No.4 Can we create anything out of ‘nothing’?
ANS:No. We   cannot create anything out of ‘nothing’.
QUESTION No.5What does Allah ask us to do in return of all His favours?
ANS:Allah ask us to do in return of all His favours to be good.

U:-2 ALLAH IS MERCIFUL

EX PAGE:10-11

  1. FILL IN THE MISSING WORDS:

1.Allah is the———————-of the worlds.

2He is All————————————-.

3.He has full ——————————————of everything.

4.In return for all His favours, He wants us to be ———————-of Him.

5.———————————–gives food to every living being on the earth.

ANS: (1- Creator )(2- -Seeing )(3- knowledge)  (4- thankful) (5- Allah )

 

B.DRAW A LINE UNDER THE CORRECT ANSWER:

1. Nothing in the skies is hidden from Allah.

2. Everything on the earth is hidden from Allah.

3. Allah is very far from us.

4. Allah helps us in all our difficulties.

YES/NO

YES/NO

YES/NO

YES/NO

ANS:(1- YES)(2- NO)(3- NO) (4- YES )

 

  1. JOIN THE FOLLOWING:
1.       Allah isAII-

2.       To Him Alone

3.       It is He Who

4.       He is the Lord

1.        I turn for help.

2.        Seeing.

3.        of the Day of Judgement.

4.has given me eyes.

ANS: (1- 2)(2- 1)(3-4 ) (4- 3)

D:

Does Allah want anything from us in return for all His favours?
Answer:No not at all. Allah does want anything from us in return for all His favours. He wants us to obey Him and His Prophet

 

U:-3 A MUSLIM

EX PAGE:13-14

A.PUT THE RIGHT WORD TO COMPLETE EACH SENTENCE:

  1. A Muslim is he who believes that there is—————
  2. He believes that Muhammadﷺ ————————–is the —————
  3. A Muslim offers his——————————
  4. A Muslim keeps himself —————————————
  5. A Muslim is true to his—————————————-

ANS: (1- there is no god but Allah )(2- messenger of Allah )(3-‘Salah’ perfectly ) (4- clean )(5- word)

  1. PUT A “T” BEFORE A TRUE SENTENCE,
    PUT AN “F” BEFORE FALSE ONE.
  2. A Muslim believes only in one Book of Allah and that is Qur’an.
  3. A Muslim is good to his relatives only.
  4. A Muslim walks gently on earth.
  5. When he is moved to anger, he readily forgives.
  6. He often fails to offer his prayers.
  7. He gives nothing to others from what Allah has given him.
  8. He sometimes fasts in the month of Ramadan.
  9. He is good to his neighbours.
  10. He does not believe in Fate-good and evil.

ANS: (1- F)(2- F)(3-T ) (4- T)(5-F)(6- F)(7-F )(8- T) (9-F )

C: Write a paragraph on the QUALITIES of a good Muslim?
Answer:

 

U:-4 SURAH LAHAB PAGE:15

ON BOOK

 

U:-5 SURAH AL-MA’ON PAGE:16

ON BOOK

U:-6 FIVE PILLARS OF ISLAM

EX PAGE:18

 

A.JOIN THE FOLLOWING:

B A
1. Salah
2.Zakah

3.      Sawm

4.      Hjj

1.Fasting in the month of Ramadan

2.Pilgrimage to Makkah

3.To pray five times daily

4.To pay purifying dues

ANS:   (1-3 )(2-4 )(3-1 ) (4-2 )

 

  1. FILL IN THE MISSING WORDS:

Shahadah is to believe that there is no god—————————— but——————————–and that Muhammad ﷺ is the ———————————-

Usually —————————————————————————of a man’s riches is paid in——————

ANS: (1- Allah , prophet)(2- 1/40 , Zakah)                                                    

 

U:-7 THE MASJID (MOSQUE)

EX PAGE:20-21

A.ANSWER THESE QUESTIONS :

QUESTION No.1

Where is the Prophet’s Mosque?

ANS:The Prophet’s Mosque is in Medina.
QUESTION No.2

Where is Madinah?

ANS:Medinah is in Saudi Arabia.
QUESTION No.3

What was the building of the Prophet’s Mosque like in the beginning?

ANS:The building of this mosque was very simple in the beginning.
QUESTION No.4

Did our Prophet take part in building this mosque?

ANS:Yes, Our Prophet took part in building this mosque.
QUESTION No.5

What is the Arabic word for mosque?

ANS:The Arabic word for mosque is MASJID.

 

  1. CHOOSE THE RIGHT WORD TO FINISH THESE SENTENCES.

Holy, Qiblah, Muslims; World, Mqkkah, Ka’bah, towers, Minarets.

 

  • There are mosques all over the———————————-.
  • A mosque is a place where the———————————————pray.
  • Mosques are————————————-places.
  • The Mihrab shows where the————————————-
  • ————————————is the oldest house of prayer in———————–
  • Most mosques have——————————————
  • These towers are called————————————

ANS: (1- World)(2- Muslims)(3- Holy ) (4- Qiblah ) (5- Ka’bah, World )(6- towers) (7- Minarets)

 

U:-8 DAILY PRAYERS

EX PAGE:20-23

A.DRAW A COLOURED ARROW BESIDE THE RIGHT ANS:

1.Salat-ul-Fajr a.At night.
2Salat-uz-Zuhr b.In the early morning

before sunrise.

3.Salat-ul-Asr c.In the afternoon.
4.Salat -u I-Maghrib d.In the late afternoon before sunset

 

.

5.Salat-ul-Isha e.After sunset.
ANS: (1-b) (2-c) (3-d) (4-e) (5-a)                                                      

 

B.NAME THE FIVE AZANS CALLED OUT FROM THE MOSQUES FIVE TIMES A DAY.

  1. Fajr

2.- Zuhr

  1. Asr
  2. Maghri b
  3. Isha

 

U:-10 WODHU

PAGE:25

ON BOOK

U:-11 SURAH AL-FIL

PAGE:26

ON BOOK

 

U#12 SURAH QURAYSH

PAGE:27

ON BOOK

 

NOTE: THIS PART IS ACCORDING TO REVISED & COLOURED EDITION(IMPOVED EDITION)

 

U:13 PROPHET MUHAMMAD I P:28-30       EX

 

QUESTION No.1

When and where was our Prophet (ﷺ) ?

ANS: The Prophet (ﷺ) was born in Makkah.
QUESTION No.2

Why did an army come to Makkah from Yemen?

ANS:An army of Yemen attacked on the Ka’abah.
QUESTION No.3

Why did the people of Makkah name that year as the Year of Elephant?  

ANS:That year the army of Yemen attacked with elephants.
QUSTION No.4

Were they able to pull down the Ka’abah? Why?

ANS: No, because Allah protected Ka’abah.
QUESTION No.5

Why did the noble Arabs send their babies out into the desert to be nursed?

ANS: Because in deserts, the air is pure.

 

  1. PUT THE ROIGHT WORD IN THE GAP:
1-   Muhammad ﷺ father’s name was————————

2- ———————- were the most important people of Makkah.

3- They were———————— the Ka’bah.

4- Allah sent————- of————– to kill the army that come to—————the—————–

Ans: (1- Abdullah   )     (2-Makkah     )     (3- looking after     )   (4- flights , birds,)

C: PUT A “T “ BEFORE A TRUE SENTENCE,PUT AN “F” BEFORE A FALSE SENTENCE.

1. Abdullah died a few months after Muhammad was born.

2. The noble Arabs send their babies out to be nursed into cities.

3. The child remained there until the age of six or eight.

4. This old practice is not followed now.

 
 
 
 
Answers: (1-F)(2-F)(3-T)(4-F)

 

U:14 PROPHET MUHAMMAD II EX   P:31-32

 

QUESTION No.1

Who was Aamenah?

ANS: Hadrat Aamenah was the mother of Hadrat Muhammad ﷺ
QUESTION No.2

What were the Banu Saa’d famous for?

ANS: Banu Saa’d famous for fine wet nurses.
QUESTION No.3

Why did the wet nurses look for the newly-born babies?

ANS:Because they recieved money from fathers for this work.
QUESTION No.4

Who was Haleemah?         

ANS:Haleemah was wet nurse of Hadrat Muhammad ﷺ. She belonged Banu Saa’d tribe.
QUSTION No.5

Why was no nurse ready to take Muhammad ﷺ?

ANS: Because Hadrat Muhammad ﷺ’s father was died.

 

B: JOIN THE FOLLOWIRRG TO MAKE A SEN

  1. Aamenah was                       1. rainfall in the year.
  2. There was no                       2. because of hunger.
  3. Haleemah‘s son cried         3. waiting for wet nurses
Answers: (1-3)(2-1)(3-2)

U:15 PROPHET MUHAMMAD صلی اللہ تعالی علیہ وسلم III EX         P:33-34

 

A: CHOOSE THE RIGHT ANSWERS:

1-    Muhammad’s (Peace be upon him) days in the desert were his happiest days.
YES/NO
2-    At the age of eight or so, he (Peace be upon him) was returned to his mother Aamenah
YES/NO
3-    When Aamenah died, Muhammad (Peace be upon him) was ten years old.
YES/NO
4-    Abu Talib was the grandfather of Muhammad (Peace be upon him).
YES/NO
5-    Abu Talib was not very rich.
YES/NO
ANS:

         (1-YES ) (2-NO )   (3-NO )   (4-NO)   (5-YES)

 

B: CHOOSE THE RIGHT WORD TO FINISH EACH SENTENCE:

Necessary,   flock,     nine,     eight,     thought deeply

 

1-         When Muhammad’s (Peace-be upon him) grandfather died, he (Peace be upon him) was only ——————————years old.
2-         Muhammad (Peace be upon him) tended the————————————-
3-         While tending the sheep, Muhammad (Peace be upon him)——————
4-         Muhammad (Peace be upon him) spoke only when—————————
Ans:1-eight 2- flock 3-thought deeply 4-Necessary

U:16 SO TAUGHT OUR PROPHET

EX                         P:35

U:17 STORIES OF THE PROPHET ISA علیہ السلام

EX                       P:36-38

 

A: WRITE SENTENCES TO AN THESE QUESTIONS.

QUESTION No.1

How many Prophets in all came to this world?

ANS:

Only Allah knows, how many Prophets in all came to this world.

QUESTION No.2

                   Who was Isa علیہ السلام

ANS: Isa علیہ السلام was a prophet.
QUESTION No.3

What was his mother’s name?

ANS:The mother of Isa علیہ السلام was Maryam.
QUESTION No.4

Something very strange happened to Maryam one day. What was that?

ANS:An angel gave the news of her son.
QUESTION No.5

What did Maryam reply to the Angel?

ANS:Maryam said,” I am not married.

 

B: JOIN THE FOLLOWING:

A B
1-    Maryam سلام اللہ علیہا

2-    Maryam سلام اللہ علیہا gave birth to Isa

3-    Allah gave Isa علیہ السلام

4-    Isa علیہ السلام could cure the sick

5-    Isa علیہ السلام could bring the dead to life

6-    Isa was not

a-    under a palm tree

b-    a Holy Book called

the Injil

c-    by Allah’s leave.

 

d-    a god.

 

e-    was very conscious

of Allah.

ANS: (1-   e )   (2-a ) (3- b )     (4- c )   (5- c )   (6-   d )

 

C: Say ‘Yes’ or ‘No’

STATEMENTS Yes / No
1.                  Isa علیہ السلام was the son of Maryam.
2.                  Isa علیہ السلام was the son of God.
3.                  Allah has no children.
4.                  Isa علیہ السلام could bring sight to the blind by his own will.
5.       Isa علیہ السلام was a Prophet, not a god.
ANS:   (1- T   )   (2- F ) (3- T )   (4- F     ) (5-T   )

 

U:18 SURAT-UL-TAKATHUR P:39

 

U:19 SURAH IN-SHERAH P:40  

U:20 SURAT-AL-QADR P: 41

 

 

U:21 ZAKA: A PILLAR OF ISLAM   P:42

EX                      

A: CHOOSE THE CORRECT ANSWER:

QUESTION No.1

Is it binding on every Muslim to pay Zakah?

a)    Yes, it is binding on every Muslim.

b)    No, only a rich Muslim must pay Zakah.

ANS: b) No, only a rich Muslim must pay Zakah.
QUESTION No.2

A rich Muslim pays Zakah out of his own will.

a)       Yes, he pays Zakah out of his own will.

b)       No, the rich Muslim has to pay Zakah, the Quran says that.

He has to pay that whether he likes it or not.

ANS: b) No, the rich Muslim has to pay Zakah, the Quran says that.

He has to pay that whether he likes it or not.

 

B: FILL IN THE GAPS WRITING THE CORRECT WORD:

1-   The M————————————-left after paying Zakah becomes pure.
2-   The —————————– and ——————–left after paying—————–
3-   Paying of ————————— purifies our—————————————-
4-   Zakah means P——————————— D—————————————-
ANS: (1- oney   ) (2-     gold , silver, Zakah ) (3-   Zakah,       heart        )       (4- urifying ,   ues     )

 

U:22   SAWM: A PILLAR OF ISLAM P:44 EX                            

A: WRITE SENTENCES TO ANSWER THESE QUESTIONS:

 

QUESTION No.1

In which month do the Muslims fast?

ANS:The Muslims fast in Ramadan.
QUESTION No.2

What is the Arabic word for fasting?

ANS:Arabic word for fasting is Sawm.
QUESTION No.3

What does the Arabic word ‘Swam’ mean?

ANS:Arabic word ‘Swam’ mean to keep away from something.
QUESTION No.4

Does Ramadan fall at the same time every year?

ANS:No, Ramadan does not fall at the same time every year.
QUESTION No.5

What is the relationship between the Qur’an and Ramadan?

ANS: Qur’an was started to reveal in Ramadan.

 

U:23 HAJJ: A PILLAR OF ISLAM EX   P:45-46                      

 

A: WRITE SENTENCES TO AN THESE QUESTIONS:

 

QUESTION No .1

What is the Hajj?

ANS: Hajj is pilgrim to Makkah.
QUESTION No.2

Where do the Muslims go for Hajj?

ANS: Muslims go for Hajj in Makkah.
QUESTION No.3

Is it binding on every Muslim to go for Hajj?

ANS: No, it is not binding on every Muslim to go for Hajj.
QUESTION No.4

What is the Ihram?

ANS:Ihram is a dress of Hajjaj.
QUESTION No.5

What is the ‘Tawaf’?

ANS: ‘Tawaf’ is walking around Kaba 7 times.
QUESTION No.6

What does Sa’ee mean?

ANS:Sa’ee mean to run between Safa and Marwah 7 times.
QUESTION No.7

Where is the Plain of Arafat?

ANS : Plain of Arafat is in Makkah.

 

U:24   MANNERS EX     P:47

A: Put a       T   before a true sentence.

   Put an       F   before a false sentence.

  1. Always wash your hands before eating.
    2. Use your left hand in eating and drinking.
    3. Form a habit of saying Salam.
  2. People who do not say Salam are the nearest to Allah.
  3. Enter the toilet with your right foot.
  4. It is good to keep awake till late into the night.
ANS: (1- T ) (2- F   )   (3- T ) (4-   F ) (5-F ) (5- F )  

 

B: Write GOOD or BAD against each:

  1. I always go to bed early.
  2. I always get up early.
  3. I eat from what is lying near me.
  4. I sometimes go to the toilet barefooted.
  5. I never wash my hand, on becoming free from the toilet.
ANS: (1- GOOD ) (2- GOOD) (3- GOOD ) (4- BAD ) (5- BAD)  

 

 

 

 

 

 

ENGLISH BOOK&WORKSHEET KG-I

NAME:                                  CLASS: KG-I                 SEC:           SEM:2014-15

 

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Page DESCRIPTION Sr.
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DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
      T N A ANT A
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
    K O O B BOOK B
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
      T A C CAT C
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
    L L O D DOLL D
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
      G G E EGG E
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
      N A F FAN F
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
    L R I G GIRL G
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
      N E H HEN H
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
      K N I INK I
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
      G U J JUG J
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
      Y E K KEY K
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
    S P I L LIPS L
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
    N O O M MOON M
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
  E S O O N NOSE N
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
  N O I N O ONION O
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
L I C N E P PENCIL P
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
  E U E U Q QUEUE Q
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
T I B B A R RABBIT R
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
    R A T S STAR S
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
  E L B A T TABLE T
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
E R I P M U UMPIRE U
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
N I L O I V VIOLIN V
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
W O D N I W WINDOW W
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
  Y A R X X-RAY X
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
T R U G O Y YOGURT Y
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
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SPELLING WORD LETTER
  A R B E Z ZEBRA Z
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

FRUIT

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
SPELLING WORD LETTER
  E L P P A APPLE A
A N A N A B BANANA B
S E P A R G GRAPES G
    I W I K KIWI K
  N O M E L LEMON L
  O G N A M MANGO M
Signature(Teacher):———- Signature(Parents):——-

 

 

 

VEGETABLES

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
SPELLING WORD LETTER
    N A E B BEAN B
    T E E B BEET B
T O R R O C CARROT C
C I L R A G GARLIC G
R E G N I G GINGER G
    K E E L LEEK L
Signature(Teacher):———- Signature(Parents):——-

 

 

 

ANIMALS

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
SPELLING WORD LETTER
      T N A ANT A
    R A E B BEAR B
      T A C CAT C
  I R D N I INDRI I
    N O I L LION L
Y E K N O M MONKEY M
Signature(Teacher):———- Signature(Parents):——-

 

 

 

BIRDS

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
SPELLING WORD LETTER
    W O R C CROW C
  E N A R C CRANE C
    E V O D DOVE D
  E L G A E EAGLE E
      Y A J JAY J
E I P G A M MAGPIE M
Signature(Teacher):———- Signature(Parents):——-

 

 

 

COLOURS

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
SPELLING WORD LETTER
  K C A L B BLACK B
  M A E R C CREAM C
  N E E R G GREEN G
O G I D N I INDIGO I
  N O M E L LEMON L
N O O R A M MAROON M
Signature(Teacher):———- Signature(Parents):——-

 

 

 

NUMBERS

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
SPELLING WORD LETTER
      E N O ONE  
      O W T TWO  
  E E R H T THREE  
    R U O F FOUR  
    E V I F FIVE  
      X I S SIX  
  N E V E S SEVEN  
  T H G I E EIGHT  
    E N I N NINE  
      N E T TEN  
Signature(Teacher):———- Signature(Parents):——-

SINGULARS/ PLURALS

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
SPELLING WORD LETTER
               
               
               
               
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

MASCULINE /FEMININE

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
SPELLING WORD LETTER
               
               
               
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

DATE: ————-HOME WORK /CLASS WORK:——–DAY:———
SPELLING WORD LETTER
               
               
               
               
               
               
Signature(Teacher):———- Signature(Parents):——-

 

 

 

 

————————THE END ———————-

 

 

 

COPYCHECKING

10 ways to use student note books in class and elsewhere

Notebooks are used by most students to record language in class and maybe elsewhere too. Teachers seldom look at students’ notebooks and students don’t usually show their notebooks to each other.

The 10 ideas outlined below are based on the principle that notebooks are a very useful, portable and flexible tool for language learning and that their use can be developed further both as individual and as more interactive resources that can be shared with the teacher and fellow students in class. Most of these activities can be done with loose paper, photocopied handouts or presentations on screen.

The aim of using the notebook is to encourage personal ownership (the student creates the content) and the recording and storing of information in a portable and accessible place. The note book, rather than the course book or the photocopy becomes the core reference point for the course and the student’s language life beyond it.

These are examples. You will easily think of more ways to use notebooks

  1. Show and tell.

Ask students to look at each others’ note books. They can explain their notes, test each other on some of the items, and compare how they take notes. This could lead to students learning from each other more effective ways to store language and use their notebooks effectively.

  1. Dear teacher.

Ask your students to write a message to you in their notebooks. Collect the notebooks in and write something back. This can be particularly useful at the start of a course when you are getting to know each other. Some students might like to write a journal in their notebook. You could offer to look at it from time to time.

  1. Consequences.

Students write the first sentence of a story in their note book. Then pass the notebook to the student on their right to continue the story. And so on , until each student has their own notebook again with a complete story in it. You and the students can work on correcting the stories. The benefit of using notebooks rather than paper is that the story stays with the student and is more likely to be looked at again.

  1. Vocab notes.

When you set a reading text for homework tell students to write in their notebook 3 words or expressions they had to look up when reading. In class they can show a partner what they wrote.

  1. Describe and draw.

Students draw a diagram or picture in their notebook (a family tree, a person, a room in their house, a map etc. They then show it to their partner and talk through it/answer questions. A variation is to describe the drawing, without showing it, for their partner to reproduce.

  1. Error correction.

During a pair or group speaking activity take one student notebook per group and make notes of the errors you hear in each of the books. At the end of the activity return the book to the student and let the students in that group work on correcting the errors together. Finally the class shares the errors they have made and corrected.

  1. Dictation.

Instead of you writing on the board or having students reading in a textbook, dictate questions and short texts for students to write in their notebooks.  Apart from creating a motivating challenge for students, this leaves the texts in their notebooks for further work and easy future reference.

  1. Train on the train.

Set your students a task for homework like the following.  Next time you are on the train or bus write down what you see in your notebook. If you don’t know the word in English write it in Spanish. Bring your notes to class and recount the experience to your partner.

  1. Notebook plus course book.

There is often not enough room for students to write comfortably in a course book. Have them record sample sentences and similar language exercises in their notebooks instead.

  1. Speaking activity prompts.

Have students write/copy prompts and grids for speaking activities in their notebooks.  A typical milling activity for example works better if the students can make notes in notebooks as they talk to different partners around the room. They will also have a record of the activity to refer back to.

From English Teacher to Learner Coach. Dan Barber and Duncan Foord (The Round Publications, 2014)