الكلية: كلية التربية للعلوم الانسانية
القسم: قسم العلوم التربوية والنفسية
المادة: اللغة الانكليزية.
الصف: الثاني.
اسم التدريسي: حياة حسن كاظم
المحاضرة:
5A Education
- Reading skills – predicting content(2) . linking ideas
- Reading
Too Young for Oxford
Yinan Wang was only 14 years old when he became a student at Oxford University, in the United Kingdom, one of the most famous academic institutions in the world. Many people asked, Isn t 14 too young to attend a university?.
At the age of 12, Yinan Wang was like any other student at school in Beijing, in China. Then his father got a job at an aerospace company near London, so the whole family moved from Beijing to London. Yinan Wang continued his studies at a very large secondary school near their home.
When he arrived in England. Yinan Wang could only speak a few word of English. "at first I was very lonely, he recall. I couldn t speak to anyone, so I couldn t make friends. However, his teachers thought could see that he was very intelligent. In fact he was a genius. He was especially good at mathematics and sciences.
Two years later, Yanin Wang went to Oxford University to study sciences. At the age of 14, he was one of the youngest students at this famous university. However, his teachers thought he would have no problems. He had special classes in English at school, and he was fluent by the age of 14. He also got top marks in all his maths exams.
Yinan Wang was not the first child to go to Oxford University. Ruth Lawrence was only 13 when she went to Oxford to study mathematics. However, are young children really mature enough for university? Many universities do not take students below the age of 17 or 18. People say they cannot enjoy university life. Others people disagree and say that very clever children should not wait.
Q1- p. 54
Read the article carefully . complete definitions 1-6 with the underlined words:
1- ---------- adjective: like an adult, fully grown.
2- ---------- adjective: a very clever person.
3- ---------- verb: to say or think the opposite.
4- ---------- noun: a big organization.
5- ---------- adjective: able to speak or write a language easily and correctly.
6- ----------verb: to go or to be present at.
The answer:
1- Mature 2- genius 3- disagree 4- institution 5- fluent 7- attend
Q2- P. 55- Read the article slowly and carefully. Choose a, b or c to complete the sentences from one 1-3.
1- Yinan s family moved to London because…….
a- He got a place at Oxford University
b- He wanted to learn English.
c- His father got a job near London.
2- When Yinan came to England , he …….
a- Had a lot of friends.
b- Could not make any friends.
c- Did not want any English friends.
3- Many teachers thought that he would ….
a- have problems at Oxford University.
b- Need special classes in English.
c- Not have difficulties at the university.
The answer : 1- c 2- b 3- c
Q3- P.55 - match sentences 1-3 with the sentences a-c . Rewrite them using However.
1- Some people think that 14 is too young for university. A- He studied at Oxford University.
2- Yinan Wang was only 14 years old. B- He soon became fluent in the language.
3- At first Yinan Wang could only speak a little English. C- Others believe that clever students should not wait
The Answer:
1- C- Some people think that 14 is too young for university. However, others believe that clever students should not wait.
2- A- Yinan Wang was only 14 years old. However, he studied at Oxford University.
3- B- At first Yinan Wang could only speak a little English. However, he soon became fluent in the language.
في هذه المحاضرة نحاول الإجابة على الأسئلة التالية
1- What are the two main forces that determine man’s behavior ?
2- why do children misbehave at school ?
3- why cannot a child learn at school ?
4- In what does man differ from animals?
5- Give examples of differences among human beings due to environmental factors.
The Biological and Social Bases of Behaviour
An individual at any stage of his development is the product of organic and environmental factors working hand in hand, what he is, what he does, what he becomes. In short how he reacts and behaves in all life situation- can be explained in terms of these two interacting forces. The teacher should understand the nature and mechanisms of these two bases of behavior in order properly to diagnose and guide the growth and development of children. For example, a child may misbehave at school because of abnormal glandular condition or he may misbehave because he becomes from home where good manners are not stressed. A child may fail to learn because of a vitamin deficiency or he is not sufficiently motivated.
The behavior of a human being is obviously ,to a large extent ,dependent on his biological inheritance .Children ,for example, can perform many acts that are equipment of human beings. Man’s large and complex cerebrum makes .Abstraction possible and enables him to develop symbolization and language.
On the order hand ,it is equally clear that there could be no development whatsoever without environmental stimulation .No organism could live or grow in a vacuum. A basic property of protoplasm (living substance ) is irritability .Without stimulation no modification or differentiation of protoplasm would be possible. Changes in both structure and function of the body are dependent on physical and chemical changes within its protoplasm.
A few of the differences that exist between human beings and some of the lower animals are even traceable to environmental differences .For example ,apes, when reared in the same environment with children, learn to play ball and tag to work with the form board ,and to scribble.
Certainly many of the differences that exist between human beings of a given chronological age can be attributed to differences in environmental conditions. Persons of similar heredity reared in different environments clearly grow differently and behave differently. The aboriginal who is reared in a civilized society becomes civilized and takes on forms of behaviour that are unknown to his brother who remains in the primitive society .City children play games that differ from those of the country children. People in different geographical locations possess distinctive language accents. children from different social classes learn different forms of behavior with regard to family relationships ,sex ,aggression ,and work , and acquire different codes of right and wrong .
Although it is probably impossible to attribute any specific act or form of behavior entirely to either organic or environmental causes ,it is possible to discuss each separately and to note the important role each plays in the growth of behavior.______(Jones,1975,pp.23-24)
الكلية: كلية التربية للعلوم الانسانية
القسم: قسم العلوم التربوية والنفسية
المادة: اللغة الانكليزية / المرحلة الاولى
عنوان المحاضرة The Types of Auxiliary Verbs
في هذه المحاضرة نحاول التعرف على انواع الافعال المساعدة في اللغة الانكليزية
AUXILIARY VERBS
Following is a list of Auxiliary verbs (helping)verbs and their usage:
1- The verb “ To Be”
subject Verb simple present Verb simple present negative Verb simple past Verb simple past negative
I am am not/ m not was was not/ wasn’t
You are are not /aren’t were were not/weren’t
We Are are not /aren’t were were not/weren’t
They Are are not /aren’t were were not/weren’t
He Is is not/ isn’t was was not/ wasn’t
She Is is not/ isn’t was was not/ wasn’t
It Is is not/ isn’t was was not/ wasn’t
To form question , the verb precedes the subject,
Example: Are they…..? Isn’t he …….? Wasn’t she……..? Weren’t you ……?
And the question words precedes this:
Example: Where are they …….? Why isn’t he ….? What was she …? When are you …….?
with whom are you ……..? For how long is he …..?
2- The Verb “ To Have”
subject Verb simple present Verb simple present negative Verb simple past Verb simple past negative
I Have have not/ haven’t had had not/ hadn’t
You Have have not/ haven’t had had not/ hadn’t
We Have have not/ haven’t had had not/ hadn’t
They Have have not/ haven’t had had not/ hadn’t
He Has has not/ hasn’t had had not/ hadn’t
She Has has not/ hasn’t had had not/ hadn’t
It Has has not/ hasn’t had had not/ hadn’t
T o form a question , the verb “ To Have” precedes the subject,
Example: Have we …? Haven’t you ……? hadn’t I ……? Has she …..?
And the question words precedes this:
Example : Why have you….? Where has she …..? Why hadn’t it …….? ETC…..
3- The Verb “ To Do “
subject Verb simple present Verb simple present negative Verb simple past Verb simple past negative
I Do do not/ don’t did did not/ didn’t
You Do do not/ don’t did did not/ didn’t
We Do do not/ don’t did did not/ didn’t
They Do do not/ don’t did did not/ didn’t
He Does does not/ doesn’t did did not/ didn’t
She Does does not/ doesn’t did did not/ didn’t
It Does does not/ doesn’t did did not/ didn’t
T o form a question , the verb “ To Do” precedes the subject,
Example: Do we …? Don’t you ……? Does it ……? doesn’t she …..?
And the question words precedes this:
Example : Why do they….? Where does she …..? Why didn’t it …….? ETC
A point to remember is that with the Auxiliary do/don’t , does/ doesn’t, did/ didn’t the main verb is always in its infinitive form. Example : I didn’t go NOT I didn’t went.
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
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