علمی - آموزشی

گروه زبان انگلیسی متوسطه ناحیه یک کرمانشاه

آغاز سال تحصیلی۹۴-۹۳ را به تمامی همکاران گروه زبان انگلیسی تبریک گفته و خواستار همکاری بیشتر این عزیزان با گروه زبان انگلیسی متوسطه ناحیه یک

 

ردیف نام و نام خانوادگی رشته تحصیلی روز حضوردر گروه
۱ محمد زنگنه آموزش زبان انگلیسی یکشنبه ها

 هستم    ۱شماره تماس:۰۹۱۸۳۳۰۱۸۹۹ 

 

 

+ نوشته شده در  سه شنبه پانزدهم مهر 1393ساعت 9:0  توسط گروه درسی زبان انگلیسی متوسطه  | 

Little Tommy at School Little Tommy was doing very badly in math. His parents had tried everything; tutors, flash cards, special learning centers, in short, everything they could think of. Finally in a last ditch effort, they took Tommy down and enrolled him in the local Catholic School. After the first day, little Tommy comes home with a very serious look on his face. He doesn't kiss his mother hello. Instead, he goes straight to his room and starts studying, Books and papers are spread out all over the room and little Tommy is hard at work. His mother is amazed. She calls him down for dinner and to her shock, the minute he is done he marches back to his room without a word and in no time he is back hitting the books as hard as before. This goes on for sometime, day after day while the mother tries to understand what made all the difference. Finally, little Tommy brings home his report card. He quietly lays it on the table and goes up to his room and hits the books. With great trepidation, his mom looks at it and to her surprise, little Tommy got an A in math. She can no longer hold her curiosity. She goes to his room and says: "Son, what was it? Was it the nuns?" Little Tommy looks at her and shakes his head. "Well then." she replies, "was it the books, the discipline, the structure, the uniforms. WHAT was it?" Little Tommy looks at her and says, "Well, on the first day of school, when I saw that guy nailed to the plus sign, I knew they weren't fooling around." ارسال توسط گروه زباننظر بدهید 504 واژه مطلقا ضروری PART 19 تاريخ : Pick an apple, a tomato, a peach - no worms in the harvest. We are familiar with the abundant use of pesticides by farmers , but today's chemists are becoming uneasy. They calculate that there are 45,000 different pesticides, and all of them can be absorbed by the fruit on which they are sprayed. The chemists estimate that every morsel we eat in the future may contain a deadly quota of pesticide. The tragedy will come slowly but the threat is real. These government chemists do not suggest that we ban pesticides. they are cautious and do not easily panic. What is needed, they say, are appropriate, budgeted doses that will not pollute our food.
+ نوشته شده در  یکشنبه بیستم مهر 1393ساعت 8:41  توسط گروه درسی زبان انگلیسی متوسطه  | 

شروع سال تحصیلی ۹۴_۹۳ را به تمامی همکاران گرامی تبریک گفته و خواستار همکاری بیشتر شما با گروه زبان

ناحیه هستیم 

+ نوشته شده در  سه شنبه پانزدهم مهر 1393ساعت 8:40  توسط گروه درسی زبان انگلیسی متوسطه  | 

  کتابخانه  
 
  طرح درس ، نمونه سوال زبان چهارم دبیرستان  
 
  نمونه سؤال  
 

  testing  
 
  نکات گرامری  
 
  مقالات  
 
  IELTS  
 
  اسلاید آموزشی  
 
  عنوان حجم(KB)
clauses and sentences نامعلوم
Second language teaching methods 598.02
sentences & conjunctions نامعلوم
tbi 893.44
مجله الکترونیکی
  عنوان حجم(KB)
who moved my cheese نامعلوم
+ نوشته شده در  دوشنبه نهم دی 1392ساعت 11:13  توسط گروه درسی زبان انگلیسی متوسطه  | 

+ نوشته شده در  دوشنبه چهارم آذر 1392ساعت 11:5  توسط گروه درسی زبان انگلیسی متوسطه  | 

+ نوشته شده در  دوشنبه ششم آبان 1392ساعت 1:14  توسط گروه درسی زبان انگلیسی متوسطه  | 

به اطلاع کلیه همکاران گرامی می رساند که اولین جلسه گردهمایی دبیران زبان انگلیسی ناحیه 1 در تاریخ سه شنبه  92/8/28 ساعت 3 بعد از ظهر در مکان هنرستان صنایع شیمیایی برگزار می شود.

لذا از همکاران عزیر خواهشمندیم با حضور فعال خود در این جلسه موجبات ارتقاء علمی گروه زبان انگلیسی ناحیه را فراهم نمایند.

ضمناً همکارانی که در طول سال تحصیلی با گروه ناحیه همکاری مستمر داشته باشند مورد تقدیر و تشویق قرار خواهند گرفت

  سرگروه زبان انگلیسی ناحیه 1- زنگنه                                                                                       

+ نوشته شده در  دوشنبه بیست و نهم مهر 1392ساعت 11:12  توسط گروه درسی زبان انگلیسی متوسطه  | 

+ نوشته شده در  دوشنبه بیست و نهم مهر 1392ساعت 10:41  توسط گروه درسی زبان انگلیسی متوسطه  | 

English grammar - Reflexive

Resource centre - English grammar - Reflexive pronouns

Form

myself
yourself
himself / herself / itself
ourselves
yourselves (plural)
themselves


Meaning

  1. We use reflexive pronouns when the subject and object are the same.
    • I burnt myself on the stove this morning - Correct
      I burnt me on the stove this morning - Incorrect
    • You can help yourselves to drinks - Correct
      You can help you to drinks - Incorrect
    • He blames himself for the accident - Correct
      He blames him for the accident - Incorrect
  2. We use reflexive pronouns to emphasize the subject, meaning that person or thing and nobody/nothing else.
    • "Did someone paint your house?" "No, I painted it myself."
    • He was planning to ask his assistant to go, but in the end he went himself.

Additional points

  1. We do not use reflexive pronouns after feel, meet, concentrate and relax, and we do not normally use them after wash, shave and dress, unless it is necessary to make it clear who does the action.
    • He finds it difficult to relax - Correct
    • He finds it difficult to relax himself - Incorrect.
    • After I got up, I washed - Correct
      After I got up, I washed myself - Incorrect.
  2. If it is clear that the meaning is reflexive, it is not necessary to use a reflexive pronoun.
    • He gave the present to him.
      He gave the present to himself.
      (We need a reflexive pronoun to clarify who the present is for.)
    • I took my mother with me
      I took my mother with myself - Incorrect
      (The only possible meaning is reflexive so we don't use a reflexive pronoun.)
  3. We can use by + reflexive pronoun to mean alone.
    • She likes to go on holiday by herself.
  4. We cannot use a reflexive possessive pronoun.We use my / your... own.
    • They all did their own work - Correct
      They all did themselves work - Incorrect
+ نوشته شده در  دوشنبه دوم اردیبهشت 1392ساعت 9:16  توسط گروه درسی زبان انگلیسی متوسطه  | 

·  Creativity in the language classroom

Before we set out and look at some theories and practice for introducing creativity into the language classroom, let’s see why it is worth making all this effort.

·         What is creativity?

·         Why is creativity important?

·         Am I ever creative?

·         Are my students creative in my lessons?

·         Conclusion

 

 

What is creativity?
Do you think you are creative? Do you think your students are creative? All of them? Some of them? Alas, only very few of them? Do you think you can call yourself lucky if you have one or two creative students in a life time? Do you think the younger the students are the more creative they are? Or do you think the opposite is true and that you learn to be creative over the years? How do you know that someone is creative? What do you actually do when you are thinking creatively?

Do you think your colleagues would answer these questions the same way as you do? In my experience, people hold very different views of creativity. Some think they aren’t creative at all and it is only the privileged and artistically talented, who can be considered creative. Others think that to cook a good dinner is already a clear sign of creativity.

In the coming articles, I do not aim to answer the questions above. What I aim to do is to look at three different theoretical descriptions of creative thinking and explore what language teachers may learn from them. I hope that after reading the articles, you will be able to ask many more and much more challenging questions about creativity and its use in the classroom than I did in the first paragraph.

Why is creativity important?
Before we set out and look at some theories and practice for introducing creativity into the language classroom, let’s see why it is worth making all this effort. Why is creativity important in language classrooms?

·         Language use is a creative act: we transform thoughts into language that can be heard or seen. We are capable of producing sentences and even long texts that we have never heard or seen before. By giving learners creative exercises, we get them to practise an important sub-skill of using a language: thinking creatively.

·         Compensation strategies (methods used for making up for lack of language in a communicative situation e.g. miming, drawing, paraphrasing used for getting meaning across) use creative and often imaginative ways of expression. Our learners will need these until they master the language.

·         In my experience, some people cannot learn at all if they are not allowed to be creative. They do not understand the point in doing a language activity for its own sake, for only practising the language without a real content, purpose, outcome or even a product.

·         My experience also taught me that most people become more motivated, inspired or challenged if they can create something of value, if they feel that in some ways what they do and how they do it reflect who they are.

·         Creativity improves self-esteem as learners can look at their own solutions to problems and their own products and see what they are able to achieve.

·         Creative work in the language classroom can lead to genuine communication and co-operation. Learners use the language to do the creative task, so they use it as a tool, in its original function. This prepares learners for using the language instrumentally outside the classroom.

·         Creative tasks enrich classroom work, and they make it more varied and more enjoyable by tapping into individual talents, ideas and thoughts - both the learners’ and the teacher’s.

·         Creative thinking is an important skill in real life. It is part of our survival strategies and it is a force behind personal growth and the development of culture and society.

Having read this list of why creativity is important in the classroom, you may have been wondering about either or both of these two questions:

·         Am I ever creative?

·         Do I ever get my students to do anything creative in my lessons?

I’m almost a hundred per cent sure that the answer is ‘yes’ to both of these questions. Let me show you why.

Am I ever creative?
Have you ever found that you wanted to do something but you did not have the right tool / material to do it, and then you found some way of using another object / material and managed somehow? E.g. You opened a bottle or a tin without a bottle or tin opener or substituted an ingredient in a recipe with another ingredient. Have you every changed an activity in your course book or a resource book to match the needs of a particular group you teach? YES? There you go, you are creative!

 

Are my students creative in my lessons?
Do you ever get your students to speak about, write about, draw about or mime what they think? Do your students say things in the foreign language they never heard or read? Do you ever get them to think about rules, problems and how things and language work instead of just telling them? Do you sometimes give them tasks where there is no one possible answer and the answers will vary from one learner to another? YES? There you go, your students have opportunities to think creatively in your classes already!

Conclusion
If you wish to be more aware of how creativity works in general and in your classroom so that you can make more informed decisions about using it and how to use it in your classes, join me for the upcoming three articles.

·         I will use a definition of creativity that lists the four main features of it and I will look into the question of how we can bring these four features to the language classroom.

·         I will boil the four features down to a shorter definition that – I believe - can grasp the essence of creativity and then I will show through some examples how this essential element of creativit

 

 

 

+ نوشته شده در  دوشنبه دوم بهمن 1391ساعت 9:19  توسط گروه درسی زبان انگلیسی متوسطه  | 

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