تعلم الانجليزية

قام الأستاذ / محمود الجزار موجة اللغة الإنجليزية بكتابة هذة القصيدة ردا على الرسومات المسيئة لأفضل وأشرف خلق الله سيدنا محمد صلى الله علية وسلم و القصيدة يمكن حفظها على جهازالكمبيوتر بالضغط على الصور يمين واختيار حفظ الصورة باسم. وشكرا للأستاذ الفاضل محمود الجزار

If you want to Teach, learn to Reach

Palindromes are Sentences,phrases or words that read the same backward as they do forward Examples : Words o aibohphobia o alula o cammac o civic o deified o deleveled o detartrated o devoved o dewed o evitative o Hannah o kayak o kinnikinnik o lemel o level o madam o Malayalam o minim o murdrum o peeweep o racecar o radar o redder o refer o reifier o repaper o reviver o rotator o rotavator o rotor o sagas o solos o sexes o stats o tenet o terret o testset Places o Glenelg (Australia) o Kanakanak (Alaska) o Kinikinik (Colorado) o Navan (Meath, Ireland) o Neuquen (Argentina) o Ward Draw (South Dakota) o Wassamassaw (South Carolina) o Yreka Bakery (Yreka, California) Not Quite Legitimate o Retteb, si flahd noces eht tub, but the second half is better. o Doctor Reubenstein was shocked and dismayed when he answered the ringing telephone, only to hear a strange, metallic, alien voice say, "Yasec iovn eilacilla temeg! Nartsa raehoty lnoenoh pelet gnig, nirehtde rewsnaehn ehw. Deya! Msi

Nine nice night nurses nursing nicely. The ochre ogre ogled the poker. Of all the felt I ever felt, I never felt a piece of felt Which felt as fine as that felt felt, When first I felt that felt hat's felt. Old oily Ollie oils old oily autos. Once upon a barren moor There dwelt a bear, also a boar. The bear could not bear the boar. The boar thought the bear a bore. At last the bear could bear no more Of that boar that bored him on the moor, And so one morn he bored the boar - That boar will bore the bear no more. One-One was a racehorse; Two-Two was one, too. When One-One won one race, Two-Two won one, too. On mules we find two legs behind And two we find before. We stand behind before we find What those behind be for. Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers, Where's the peck of pickled peppers Peter Piper picked? Pick a partner and practice passing, for if you pass proficientl

A tongue twister is a phrase, sentence or rhyme that presents difficulties when spoken because it contains similar sounds - Whistle for the thistle sifter, for example. To get the full effect of a tongue twister you should try to repeat it several times, as quickly as possible, without stumbling or mispronouncing. Tongue twisters have long been a popular form of wordplay, particularly for schoolchildren, but they also have a more serious side - being used in elocution teaching and in the treatment of some speech defects. The collection of funny tongue twisters presented here, however, is purely for entertainment, and consists of many old favorites as well as some new ones - try to tackle tricksy tongue twisters today! Amidst the mists and coldest frosts, With stoutest wrists and loudest boasts, He thrusts his fist against the posts And still insists he sees the ghosts. Are our oars oak? Around the rugged rocks the ragged rascal ran. Betty and Bob brought back blue balloons from the big

Many words we use in conversation are not used when we write. Following is a list of words frequently used in speech; however, the written versions are different. Spoken Version Written Version cause, cuz because coulda could have gonna going to hafta have to kinda kind of shoulda should have sorta sort of til until wanna want to woulda would have Symbols instead of Words Don’t use symbols in place of words, even if it seems simpler or more efficient. Write out the complete word in any written communication if you want to be taken seriously. four (not 4) to, too, two (not 2) and (not &) extra (not x-tra)

Many of the speaking patterns we use are not suitable in business writing. For example, if you listen to a conversation, you might hear incomplete sentences, sudden subject changes, or abbreviated versions of words and phrases. Although these expressions are common in casual conversation, they are confusing and inappropriate when you are writing to a customer, supervisor, or employer. Avoid these things in written communication. Incomplete Sentences Quite often,we use fragments when we speak.We count on our tone of voice and our expression or the reaction of the listener to fill in the spaces. In writing, this isn’t possible, so it’s important to write complete sentences that express complete thoughts. See Chapter 3 to learn how to avoid sentence fragments. Sudden Subject Changes In everyday conversation,we switch subjects easily.Two speakers can exchange far more information in two minutes than a reader can absorb in the same time period.That’s why it’s important to use the reader’s t

Sometimes, the words we use when we speak aren’t effective when we use them in writing. This chapter discusses the difference between spoken and written English, informal language, wordiness, and precise language. Grammar concepts to know: • colloquial [ka LOW kwee ‘l], colloquialism [ka LOW kwee ‘l izm]—an informal word or phrase used in conversation, but not appropriate for business communication or other formal writing • active voice—a sentence in which the subject (underlined) is performing the action of the verb (John read the letter.) • passive voice—a sentence in which the subject (underlined) receives the action of the verb (The letter was read by John.) Written language makes a permanent impression, one that can’t be changed by rephrasing the words the way you can in a conversation.That’s why it’s important to think carefully before you write.Take a look at the note on the following page.What kind of an impression will it make?

Tell whether the following sentences are compound or complex. Answers and explanations follow the quiz. 1. After I peeled the potatoes,Marcus cut them into small pieces for the stew. 2. I ordered the cheesecake, and Toya ordered the ice cream sundae. 3. Erika designed the house, and Paul furnished it. 4. Every time I hear that song, I think of my birthday party. 5. I wanted to go swimming, but Alec preferred to play tennis. Answers 1. complex—the sentence contains a dependent clause (After I peeled the potatoes) and an independent clause (Marcus cut them into small pieces for the stew). 2. compound—the sentence contains two independent clauses (I ordered the cheesecake. Toya ordered the ice cream sundae.). 3. compound—the sentence contains two independent clauses (Erika designed the house. Paul furnished it.). 4. complex—the sentence contains a dependent clause (Every time I hear that song) and an independent clause (I think of my birthday party). 5. compound—the sentence contains two

students need to learn various aspects of language: grammar,vocabulary, pronunciation and functions. In order to learn this language, teachers need to present the new language to students and create situations where the language can be practised. Revision and further practice are also essential in subsequent lessons. The amount of revision carried out in later lessons will depend on the students’ leveland on their mastery of the language point. Here we will look at how to present grammar, vocabulary and functions, how to revise language and how to create situations to practise both new and known language. Pronunciation will be the topic of a separate chapter. From a language learner’s point of view, presentation of language is probably the most important aspect of studying English. Students expect lessons to contain some degree of language study, either long and intensive or short and sharp, depending on whichever is appropriate – it’s most often what they note in their books and take

In language teaching theory, a distinction is often made between teaching approaches and teaching methodologies. For ease of understanding, I will refer to all the following as methods. I have described the methods in chronological order, starting with traditional methods and moving towards more contemporary methods. Please don’t assume that the first ones I describe are the most prominent or ones I recommend. Grammar translation method This method was prevalent in schools throughout the beginning of the 20th century; its use continued long afterwards and many cultures still expect language to be taught using this method. The method consists of studying written texts, translating them into the students’ own language and carrying out a study of grammar. There is little attention given to the use of the spoken language. I learnt French through this method and whilst I was able to read and translate complicated texts, I was unable to buy a loaf of bread when I went on holiday to France. I

Use of English and use of mother tongue We should try to use English as much as possible with our students. When teaching students at intermediate level and above, all teaching can be done in English. There should really be no need to use the students’ mother tongue at these levels. Grammar explanations and definitions of words can be given in English. Explanations for activities and instructions can also be given in English. At lower levels, you might find yourself using the students’ mother tongue more often. Nevertheless, try to use English as much as possible. As your students progress, you will find that you’ll use English for instructions more and more frequently. When you are presenting new language, try to illustrate the language through the use of pictures and/or mime. This is preferable to translating. Techniques for presenting language can be found in Chapter 3. You might want to dedicate one of your first lessons with a class to the study of classroom language. By classroom