1) با آمادگی کامل و به موقع در سر جلسه امتحان حاضر شوید. وسایل مورد نیاز مثلمداد، پاک کن، تراش و ساعت را به همراه داشته باشید. با این کار همه چیز در دسترسشما خواهد بود و نیازی به قرض گرفتن وسایل دیگران پیدا نخواهید کرد.
2) با اطمینان خاطر و آرامش کامل در امتحان شرکت کنید. مثبت اندیشی کنید. هموارهاین جملات را در ذهن خود تکرار کنید: «من برای امتحان کاملا آماده ام و به خوبی ازعهده آن برمی آیم». نگرانی را از خود دور کنید. هر گاه احساس نگرانی کردید، چند نفسعمیق بکشید تا آرام شوید. قبل از امتحان با دوستانتان راجع به اضطراب و دلشوره صحبتنکنید. بهتر است بدانید که نگرانی همچون یک بیماری مسری قابل سرایت به دیگراناست.
3) آرام ولی هوشیار باشید. به پشتی نیمکت تکیه دهید و راحت باشید.
4) در ابتدا نگاهی گذرا به سوالات بیندازید. حدودا 10 درصد از وقت خود را برایاین کار صرف کنید. کلمات کلیدی (در سوالات) را مشخص کنید و برای پاسخ دادن بهسوالات زمانبندی کنید. در حالی که سوالات را می خوانید، نکاتی که به ذهنتان می رسدو می تواند مفید باشد را در کنار آنها یادداشت کنید.
5) برای پاسخگویی به سوالات از یک برنامه منظم پیروی کنید. ابتدا به سوالات سادهتر پاسخ دهید و بعد به آنها که نمره بیشتری دارند. سپس به ترتیب به سوالاتی پاسخدهید که:
? مشکل تر هستند.
? جواب دادن به آنها وقت بیشتری می گیرد.
? نمره کمتری دارند.
6) در امتحانات تستی برای انتخاب پاسخ درست دقت کنید.
? ابتدا پاسخ هایی راکه می دانید اشتباه است، کنار بگذارید.
? اگر تست نمره منفی ندارد، از بین پاسخهای باقی مانده، پاسخ صحیح را انتخاب نمایید و یا حدس بزنید.
? اگر امتحان نمرهمنفی دارد و شما دلیل خاصی برای انتخاب پاسخ خود ندارید، حدس نزنید.
? شک نکنید،معمولا اولین گزینه ای که انتخاب می کنید، پاسخ صحیح است. پس پاسخ خود را تغییرندهید، مگر این که واقعا به نتیجه قطعی رسیده باشید.
7) در امتحانات تشریحی، قبل از پاسخ دادن به سوالات خوب فکر کنید.
? ابتدانکات مهمی را که راجع به سوالات به ذهنتان می رسد، در چرک نویس یادداشت کنید.
? این نکات را به ترتیب شماره گذاری کنید.
? سپس آنها را تنظیم کرده و پاکنویسکنید.
8) در پاسخ به سوالات تشریحی، به اصل موضوع بپردازید و حاشیه نروید.
? درجمله اول موضوع اصلی را بیان کنید.
? مقدمه ای برای آن بنویسید.
? سپس موضوعرا با جزییات بیشتری شرح دهید.
? به سوال توجه کنید و فقط به آنچه از شما خواستهشده پاسخ دهید. از توضیحات غیرضروری و مثال های اضافی بپرهیزید.
9) ده درصد از وقت امتحان را برای مرور مطالب کنار بگذارید.
? برای ترک کردنجلسه امتحان عجله نکنید.
? در انتها تمام سوالات را مرور کنید.
? مطمئن شویدکه به تمام سوالات پاسخ داده اید.
? پاسخ ها را یک بار دیگر بخوانید و در صورتلزوم جمله بندی، املای کلمات و... را تصحیح کنید.
10) وقتی نتیجه امتحان را گرفتید، آن را بررسی کنید.
? به اشکالات خود توجه کرده و سعی کنید در آن زمینه بیشتر مطالعه کنید.
? برای امتحانات آخر سال، سوالات امتحانات کلاسی را دوره کنید تا اشتباهات گذشته را تکرار نکنید.
? بهترین روش یادگیری را که برای شما موثر بوده، انتخاب کنید.
? روش هایی که برای شما کارآیی لازم را نداشته، کنار بگذارید.
? سعی کنید بهترین روش را پیدا کرده و بر روی آن تمرین کنید تا به نتیجه مطلوب برسید
No در جملاتی به کار می رود که در آنها not و یا never وجود نداشته باشد.
Any در جملاتی به کار می رود که در آنها not و یا never وجود نداشته باشد.
هر دو جمله را منفی می کند و بعد از آنها اسم قابل شمارش قرار می گیرد و جمع و هم اسم غیر قابل شمارش و مفرد.
1- There is ……… paper on the desk.
a) any
b) few
c) many
d) no
2- There aren’t ………… students in the classroom.
a) no
b) any *
c) some
d) much
3- A: did any body telephone me in the morning? B: No,…….. telephoned you in the morning.
a) every body
b) some body
c) any body
d) no body *
4- John wanted to buy a new car, but he didn’t have …….money.
a) any *
b) no
c) some
d) many
گرامر عمومی زبان ،
افعال ربطی " Linking verbs / جمله اسمیه / Suggest
افعال ربطی " Linking verbs
افعال ربطی (Linking verb) به شرح زیر می باشند و بعد از آنها صفت قرار می گیرد:
احساس کردن
بودن
مزه دادن
Feel
To be
Taste
به نظر رسیدن
بو دادن
Look, Seem, Sound
Smell
بعد از هر فعلی از قید استفاده می کنیم به جز در مورد افعال ربطی. بعد از این افعال ربطی باید صفت به ئکار ببریم.
تست:
1) Yesterday your brother was sad but today he seems …………….
a) happily
b) sad
c) happy*
d) sadly
*seem یک فعل ربطی است و بعد از یک فعل ربطی باید صفت قرار بگیرد چون در جمله but آمده است باید آن تضاد بین دو جمله ایجاد بشود. دیروز برادر شما ناراحت بود اما امروز خوشحال است. بین دو گزینه که صفت است گزینه c را انتخاب می کنیم.
2) He has worked very hard all day long and now he feels very…………..
a) surprised
b) tired*
c) angrily
d) sadly
*feel یک فعل ربطی است و باید از صفت استفاده کنیم و گزینه a و b درست است اما با توجه به معنی جمله (او تمام روز سخت کار کرده است و اکنون احساس می کند خیلی خسته است.) گزینه b درست است.
3) I wouldn’t buy that guitar. It sounds a bit ………
a) cheap
b) cheaply
c) expensively
d) costly*
*از بین 4 گزینه، گزینه d درست است. بعضی از کلمات هستند که علی رغم اینکه ly دارند ولی قید حالت نیستند. گزینه d قید حالت نیست بلکه صفت است.
4) This tastes …………… what in it?
a) quietly
b) sadly
c) friendly
d) delicious*
*چه چیزی توی آن هست. گزینه b و c صفت است ولی با توجه به معنی c را نمی زنیم. این خیلی مزه لذیذی می دهد چی توی آن ریخته اید. گزینه d درست است. Taste یک فعل ربطی است و بعد از آن باید صفت قرار بگیرد.
جمله اسمیه "Noun clause"
جمله اسمیه: گاه یک جمله می تواند به جای اسم در نقش مفعول قرار گیرد و نقش مفعول را در جمله بازی کند که به آن جمله اسمیه می گوییم. جمله اسمیه را می توان با ضمایر موصولی (When- Where- That) به جمله اصلی مرتبط کرد. جمله ایی که نقش مفعول را در جمله بازی می کند جمله اسمیه نامیده می شود.
توجه: جمله اسمیه را هرگز با افعال کمکی ( did- does- do) سؤالی نمی کنیم.
تست:
1) I don’t know what ……….for lunch yesterday.
a) did you eat
b) do you eat
c) you ate *
d) you eat
*با توجه به وجود قید زمان گذشته yesterday در جمله و انتخاب جمله اسمیه صحیح گزینه c درست است زیرا گزینه های دیگر با افعال کمکی سؤالی شده است و گزینه d مربوط به زمان گذشته نیست.
2) A: Do you know what she said?
B: No, I don’t know …………..
a) what did she say
b) what she says
c) what does she say
d) what she said *
*آیا می دانید او چه گفت. نه نمی دانم. گزینه d درست است زیرا جمله اسمیه با افعال کمکی سؤالی نمی شود و در ضمن جمله مربوط به زمان گذشته می باشد پس گزینه d درست است.
3) I really don’t know where ………. The book I gave him.
a) was he left
b) he was left
c) has he left
d) he has left *
*گزینه ایی را باید انتخاب کنیم که سؤالی نشده باشد و با افعال کمکی هم سؤالی نشده باشد. پس گزینه d درست است.
4) Where did he go? او کجا رفت
a) he went *
b) he goes
c) did he go
d) does he go
*گزینه a درست است. جمله نباید سؤالی باشد و با افعال کمکی سؤالی نشود. چون زمان جمله ما زمان گذشته است گزینه a درست است.
Suggest
بعد از suggest فعل ing قرار می گیرد.
1) My uncle suggested …………..a job in a bank
a) get
b) to get
c) gets
d) getting *
*گزینه d درست است.
2) It was a lovely day. So I suggested ………….to the park.
a) go
b) going *
c) to go
d) gone
* بعد از suggest فعل ing می آید. روز دوست داشتنی ای است و برای همین ما پیشنهاد کردیم که به پارک برویم.
3) He suggested …………….. the children to the zoo.
a) Taking *
b) to take
c) take
d) took
*او پیشنهاد کرد که بچه ها را به باغ وحش ببریم.
4) My mother suggested …………….. to the mountains
a) go
b) going *
c) to go
d) goes
*مادر من پیشنهاد رفتن به کوه را داد. بعد از suggest فعل ing قرار می گیرد.
1) My uncle suggested …………..a job in a bank
a) get
b) to get
c) gets
d) getting *
*گزینه d درست است.
2) It was a lovely day. So I suggested ………….to the park.
a) go
b) going *
c) to go
d) gone
Vocabulary Part 2
1-He was very tired so he…………. down and soon.
1) went asleep 2) went sleep 3) felt sleep 4) fell asleep
2- Ali was ill last week and ….in bed most of the time.
1) lied 2) laid 3) was laying 4) lay
3- He ….. down and
1) lied 2) lies 3) laid 4) lay
4- Gardeners pick fruits when they are….
1) red 2) ripe 3) green 4) pretty
5-This woman is not from our….she speak a foreign language.
1) world 2) village 3) country 4) town
6- The sound of the engine….the horse.
1) reflected 2) traveled 3) frightened 4) afraid
7- A….is a person who buys things from a store.
1) buyer 2) customer 3) customary 4) pronounce
8- A dictionary also shows you how to ….a word.
1)announce 2) antonym 3)synonym 4) pronounce
9- Would you like to join me at our…. mosque near my house?
1) distant 2) far 3) local 4) long
10- These two houses are very …
1) closely 2)cloth 3) clothes 4) close
11- The “ smart” dog found his master who was hiding behind a door the word “ smart” is closest in meaning to the word “….”.
1) coward 2) clever 3) weak 4) stupid
13- Nature is a ….of God and pollution of nature is, therefore a great sin.
1) consideration 2) information 3) creation 4) recognition
14- At sea the wind can form very giant and ….. waves.
1) careful 2) powerful 3) careless 4) powerless
15- I’ve worked very hard. Now it’s time to sit down and … for a few minutes.
1) ripe 2) drive 3) rest 4) swim
16- The real ….of reading is comprehension and understanding what one is reading.
1) aim 2) aid 3) care 4) duty
17- It’s about time you earn your own …. I can’t afford to keep you any longer.
1) life 2) live 3) lively 4) living
18- It is our duty to ….our Islamic country with our whole effort.
1) celebrate 2) defend 3) surround 4) separate
19- Ahamad’s father didn’t lend him money to pay the rent, Antonym of to “lend” is to
1) rent 2) offer 3) pay 4) borrow
20- Can the students….this by means of a simple experiment?
1) attend 2) intend 3) prove 4) parented
21- Who in your family has been thinking about ….married?
1) doing 2) getting 3) making 4) having
22- Azim was tired, so he wanted to …..for a while.
1) relax 2) retire 3) perform 4) destroy
23- Their grandmother …..them a lot of amusing stories.
1) said 2) told 3) talked 4) spoke
24- Ahmad and Maryam are a happy couple. They have a lot of things in…
1) common 2) customs 3) marriage 4) reasons
25- A sheet of white paper reflects more light than a sheet of back paper REFLECTS means….
1) gives off 2) takes off 3) gives back 4) comes back
26- Scientists believe that sunlight will be the only source of …in the near future.
10 energy 2) living 3) material 4) organism
27- We should help our mother if she is …. and needs our help.
1) lazy 2) easy 3) busy 4) noisy
28- One cannot …… an Islamic city without a mosque in it.
1) assign 2) consume 3) imagine 4) produce
29- We know what kind of animals the dinosaurs were because we have found their …
1) tails 2) bones 3) homes 4) heads
30- Entering the dark palace, I heard a strange..
1) tag 2) voice 3) volume 4) wire
31- People felt sorry for Oliver Twist although they knew he was not a ….. person.
1) tag 2) kind 3) lovely 4) real
32-We accept your kind invitation with pleasure. It means:
We accept your kind invitation…
1)patiently 2) quietly 3) silently 4) eagerly
33- Good drivers are always expected to … the traffic laws for safety.
1)write 2) observe 3) practice 4) read
34- Children should not be .. to animals.
1) kind 2) happy 3) cruel 4) sorry
35- Moslems … their shoes whenever they want to enter a mosque.
1) keep on 2) put on 3) take off 4) turn off
36- The best part of our life is childhood, because when we are children we think every body wants to …us
1) help 2) disturb 3) hate 4) attack
37- If the police see you drive so fast you’ll get into…… .
1) bother 2) problem 3) puzzle 4) trouble
38- My friend could not … the fact he was disappointed.
1) decide 2) hide 3) limit 4) restrict
39- I asked him to …smoking.
1) give up 2) put on 3) turn off 4) try on
40- Hamid generally comes to school by bus. The synonym of “generally” is …
1) barely 2) rarely 3) nearly 4) usually
41- He gave a foolish answer to the question. “Answer” means………. .
1) discussion 2) correction 3) reply 4) result
42- The entire town was … during the war.
1) destroyed 2) furnished 3) interfered 4) remained
43- I don’t think I know him although his face seems………. .
1) essential 2) familiar 3) practical 4) regular
44- “ Do you have a blue suit size 36?” “…. this on for size”
1) Get 2) Have 3) Take 4) Try
45- An.. person always tells the truth.
1) active 2) awful 3) honest 4) unknown
46- Reading … may reduce the reading speed.
1) aside 2) aloud 3) development 4) improvement
47- Some people feel it is a necessity to … hands with any one they meet.
1) give 2) feel 3) shake 4) take
48- If you want to improve your reading … the first and most important requirement is practice.
1) ability 2) energy 3) force 4) strength
49- Driving on this road isn’t safe. “safe” is the opposite of ….
1) amazing 2) boring 3) dangerous 4) enormous
50- They ….to come with me so I decided to go by myself.
1) attracted 2) estimated 3) performed 4) refused
Procedure
A Pre-test - Post-test Control Group design was used. The dependent variable, reading proficiency, was assessed via two instruments: the Informal Reading Inventory (IRI) (Johnson, Kress, & Pikulski, 1987), which yields scores from 0-100 on reading comprehension, and the Gray Standardized Oral Reading Test (GSORT) (Gray, 1967), which measures reading speed and accuracy, and indicates the grade level at which the student is reading. These instruments had been used previously by local researchers in the same area of Philippines and were found to be useful. Both instruments were administered twice, once two months before the treatment began and again after the treatment had been carried out. The pre-test was administered by the first author with assistance from other teachers at the school, while the post-test was administered by other teachers, in an effort to lessen experimenter bias.
The treatment lasted six months. During that period, both the control and experimental groups received 40 minutes of regular English class daily, plus an additional 40-minute remedial reading class. The first author conducted both remedial classes, whereas two different teachers taught the regular English classes. The school had no ER program, and it is not common for teachers to have initiated their own. The regular English class followed the same syllabus for both groups, while the remedial reading class varied.
A typical reading class period - to the extent that there is a typical reading class period - at the school in which the present study was conducted begins, like all classes, with a prayer, followed by the class and teacher exchanging greetings. The teacher then asks students to open their textbooks to a given page. Next, the teacher might introduce the topic of the reading text and/or ask students to skim or scan the reading passage. The teacher then reads aloud the text, unlocking difficult vocabulary and grammar points. Next, students are asked to answer questions to check their comprehension. This involves silent reading of at least parts of the passage. An integrated skills approach is used, so that in any given lesson in the textbook (it takes several classes to cover one textbook lesson) students are listening, speaking, reading, writing, and studying grammar.
In their remedial reading class, the control group were taught the conventional way from a textbook which included lessons on vowel and consonant sounds, minimal pairs, reading and reciting poems, and reading short selections. The only silent reading the control group did - and this infrequently - was of these short selections from their textbook.
In contrast, the experimental remedial reading group took part in an ER program. The core of the ER program consisted of students reading texts of their choice and then doing a variety of post-reading activities. The female students tended to choose fiction, whereas the males often preferred non-fiction, such as news and feature articles from magazines. Care was taken that student chose books that were at their independent reading level. Obtaining materials took a good deal of effort and time, but a barely sufficient collection was assembled from students themselves, fellow teachers, the school library, and donations of money or materials from the community (Lituanas, 1997). [One method that was not employed was for teachers (Guadart, 1994) and students (Davidson, Ogle, Ross, Tuhaka, & Ng, 1997) to write ER materials.]
In the experimental group"s remedial class, students spent about 45% of the time doing silent reading (about 20 minutes per lesson), with another 45% spent on pre- and post-reading activities (mostly post-reading) which included attention to students" problem areas in reading. The remaining 10% of class time was spent on classroom management, including disciplining unruly students.
The teacher used various techniques to encourage students to read more and to increase their reading skills, such as:
1. Reading aloud by the teacher.
2. Asking students to predict what a story was about using such clues as the title, cover, and illustrations.
3. Giving brief summaries/reviews of materials she had read and enjoyed.
4. Asking students to summarize for the entire class material they had read and enjoyed.
5. Chatting with individual students about what they were reading or had read.
6. Monitoring students" progress in ER and involving them in such monitoring.
While students were reading silently, the teacher would:
1. Read on her own (10%).
2. Assist students to select reading material (10%).
3. Help students, e.g., by answering questions and by sitting beside students who had difficulty recognizing words and guiding them (80%).
Ideally, the teacher would have spent a much larger percentage of the time reading on her own as a model for students. However, given the difficulty of obtaining ER materials suitable to students" interest and reading levels, it seemed more important to spend time on the two other activities.
Post-reading activities included:
1. Answering higher order thinking questions, as part of a game called "Book Wheels" (Jacobs, 1993).
2. Role play.
3. Retelling.
4. Mock interviews in which one student portrayed a character in the story that other students would then interview.
5. Adding new words encountered while reading to a personalized vocabulary notebook (Kweldju, 1997).
These post-reading activities provided one means of attracting the less-diligent students to ER, because they enjoyed the stories that were related by their classmates who had done the reading and follow-up tasks. Nevertheless, the participation of these few less-diligent students remained unsatisfactory.
Table 1 provides an overview of how ER was implemented with the experimental group.
Table 1 Guidelines for ER Programs and How They Were Implemented in the Current Study
ER PROGRAM GUIDELINES
IMPLEMENTATION
1. Large selection of materials for various reading levels and interests
Materials were obtained by the students and teacher from a variety of sources
2. Time set aside for students to read during school
45% of class time was reserved for silent reading, and pre- and post-reading was designed to encourage students to also read at home
3. Teachers who encourage students to read
The teacher read silently while student read and talked about what she read, read aloud and had students predict what would happen next, asked students to share with classmates about what they read, and students and teachers monitored student progress
4. Engaging post-reading tasks
Games, role play, retelling, mock interviews, vocabulary notebooks were used
مقالات انگلیسی ،
در انگلیسی اسم مصدر را با اضافه کردن ing به انتهای شکل ساده فعل بوجود می آورند . اسم مصدر در جمله همانند اسم عمل می کند .
smoking – swimming – speaking – watching
موارد استفاده از اسم مصدر به شرح زیر می باشد :
1- به عنوان مبتدای جمله
Learning English is not difficult .
2- به عنوان مفعول جمله که در این حالت پس از برخی از افعال بکار میرود .
I like swimming in the river .
تذکر : افعالی که پس از آنها می توان از اسم مصدر استفاده کرد عبارتند از :
avoid – enjoy – finish – imagine – keep – mind – miss – like – stop – mind – dislike
تذکر : پس از برخی از افعال هم می توان از اسم مصدر و هم از مصدر با to استفاده کرد . تعدادی از این افعال عبارتند از :
allow – begin – forget – mean – like – prefer – remember – agree
He likes to go / going to the park .
3- پس از حروف اضافه مانند : on – in – at – from – of ) ( از اسم مصدر استفاده می شود .
I am tired of sitting here .
4- پس از ترکیبات زیر از اسم مصدر استفاده می شود .
It"s no good – It"s no use – can"t help – can"t stand
It is no good going outside in this rainy day .
یادآوری :اسم مصدر می تواند به تنهایی یا همراه یک عبارت بکار رود .
Learning is easy.
Learning English is easy .
Learning English at school is easy.
1.I’m tired of ……………… on this chair.
a. sitting b. sit c. sat d. to sit
2. My brother enjoys ……………… in the river.
a. swim b. to swim c. swimming d. swam
3. Is it dangerous to drive on this road?
No, ……………… on this road is not dangerous.
a. drove b. driving c. drive d. drives
گرامر عمومی ربان ،
Do not fly
Look not for success or failure
Join yourself to the perfectly unselfish
Will and work on.
Know that the mind which is
Born to succeed join itself
to a determined will and perseveres.
Live in the midst of battle of life
Anyone can keep calm in a cave or
when asleep. Stand in the whirl
and madness of action and reach the center.
If you have found the center,
you cannot be moved.
این جهان از آن بزدلان نیست
سراسیمه مشو!
دغدغه ی پیروزی یا شکست را کنار بگذار.
خود را به اراده کاملا غیر خودخواهانه بسپار و تلاش کن!
بدان که ذهنی که آمده تا پیروز شود خود را به اراده ای مصمم پیوند می دهد
و با او می ماند.
در بطن میدان مبارزه زندگی ، زندگی کن!
آرام ماندن در زاویه یا به هنگام خواب کار دشواری نیست.
در گرداب و در مرکز دیوانگی عمل به ایست و خود را به کانون آن برسان.
اگر آن نقطه اتکا را یافته باشی دیگر نمی توان از آن جدایت کرد.
ویوک آناندا
A: Did you write a letter to grandma?
B: Yes, I did.
A: Did you tell her about school?
B: I told her that school is fun.
A: Did you put the letter in an envelope?
B: Yes, and I sealed the envelope.
A: Did you put a stamp on the envelope?
B: I couldn’t find any stamps.
A: They’re in the kitchen drawer.
B: Okay. I just put a stamp on the envelope.
A: Give me the envelope, and I’ll mail it for you.
B: When is grandma going to learn about e-mail?
مکالمه ،
I may not be the fastest
I may not be the tallest
Or the strongest
I may not be the best
Or the brightest
But one thing I can do better
Than anyone else ……….
That is
To be me. Leonard Nimoy
شاید چالاک ترین افراد نباشم،
شاید بالا بلندترین و یا نیرومندترین نباشم،
شاید بهترین و یا زیرک ترین نباشم.
اما قادرم،
کاری را بهتر از دیگران انجام دهم،
این کار
هنر خود بودن است. لئونارد نیموی
مطالب جالب و خواندنی ،
Do you want to become a better reader? Many English learners have this goal in mind. EnglishClub"s Reading Guide For English Learners can help you.
In this guide you will learn about: reading and why it matters; reading materials for English language learners; typical tasks found in English-language reading tests; general reading tips to become a stronger reader; where you can find reading materials; reading strategies for better comprehension; and common reading categories to choose from. You can also consult the reading glossary for any words about reading that you don"t understand.
§ Tips
§ Levels
§ Tests
مشخصات مدیر وبلاگ
عناوین یادداشتهای وبلاگ
دسته بندی موضوعی
