Advanced 3
Saturday Wednesday 20:30-22:00
Your Last Visit: 10:58:19 PM Refresh the Page
The Messages by the Teacher:
★Final Exam:
Monday (Esfand 21)9 a.m. - 11 p.m.
Website: exam.ili.ir
★Class Activity Grades:
96.0 امیرحسین شهبازی25.0 سیدعلیرضا آقامیری
83.0 عرفان فرخی
83.0 مهران فرخی
82.0 حسین مقیمی
72.0 پارسا ملکی
25.0 پارسا عباسی
85.0 امیرسجاد بابازاده
100.0 علیرضا آقائی
97.0 محمد ایزانلو
83.0 امیر حسین فریدونی
86.0 محمد مهدی درویش
89.0 هادی قاسم زاده
94.0 محمد امین مطلبی مقدم
25.0 امیر حق نژاد
93.0 کیان علیشاهی
75.0 محمد مهدی غفاری
97.0 امیرعلی خوشروئی
83.0 علیرضا جعفری
90.0 محمد متین محمدی
★The Details of the Scores:
4 ⇨ Good3 ⇨ OK
2 ⇨ Weak
1 ⇨ Not Ready
Student's ID Number: 9513010006
Name: امیرحسین شهبازی
Listening: 3 4 4
Mean = 3.67
Speaking: 4 4 4
Mean = 4.0
Reading: 4 4 4 4
Mean = 4.0
Writing: 4 4
Mean = 4.0
Pronunciation: 4 4 4
Mean = 4.0
Grammar: 4 3 4
Mean = 3.67
Vocabulary: 4 3 4 3 3
Mean = 3.4
Orthography: 4 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.85
Total Score = 96.0
Student's ID Number: 9610110646
Name: سیدعلیرضا آقامیری
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 9510170315
Name: عرفان فرخی
Listening: 3
Mean = 3.0
Speaking: 3 3
Mean = 3.0
Reading: 4 3 4
Mean = 3.67
Writing: 3
Mean = 3.0
Pronunciation: 4 3 4
Mean = 3.67
Grammar: 3 4
Mean = 3.5
Vocabulary: 3 3 4
Mean = 3.33
Orthography: 3
Mean = 3.0
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.31
Total Score = 83.0
Student's ID Number: 9510170314
Name: مهران فرخی
Listening: 3
Mean = 3.0
Speaking: 3 3
Mean = 3.0
Reading: 3 3 4
Mean = 3.33
Writing: 3
Mean = 3.0
Pronunciation: 3 4 3
Mean = 3.33
Grammar: 4 3
Mean = 3.5
Vocabulary: 4 4 4
Mean = 4.0
Orthography: 3
Mean = 3.0
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.3
Total Score = 83.0
Student's ID Number: 9510150441
Name: حسین مقیمی
Listening: 3 4
Mean = 3.5
Speaking: 3 3
Mean = 3.0
Reading: 3 3 3
Mean = 3.0
Writing: 3 4
Mean = 3.5
Pronunciation: 3 3 3 3 3
Mean = 3.0
Grammar: 3 3 3 3
Mean = 3.0
Vocabulary: 3 4 4 4 4
Mean = 3.8
Orthography: 3 3 3 3
Mean = 3.0
Assignment: 4 3 4 4 4
Mean = 3.8
Rating Scale = 3.29
Total Score = 82.0
Student's ID Number: 9310150111
Name: پارسا ملکی
Listening: 4
Mean = 4.0
Speaking: 1 3 3
Mean = 2.33
Reading: 1 3 3
Mean = 2.33
Writing: 3
Mean = 3.0
Pronunciation: 2 3 3
Mean = 2.67
Grammar: 3 3
Mean = 3.0
Vocabulary: 1 2 3
Mean = 2.0
Orthography: 3
Mean = 3.0
Assignment: 3 4
Mean = 3.5
Rating Scale = 2.86
Total Score = 72.0
Student's ID Number: 9310150008
Name: پارسا عباسی
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 9610190228
Name: امیرسجاد بابازاده
Listening: 4
Mean = 4.0
Speaking: 3 3
Mean = 3.0
Reading: 3 1 4
Mean = 2.67
Writing: 3 4
Mean = 3.5
Pronunciation: 2 4 4 3
Mean = 3.25
Grammar: 3
Mean = 3.0
Vocabulary: 3 4 4 3 4
Mean = 3.6
Orthography: 4
Mean = 4.0
Assignment: 4
Mean = 4.0
Rating Scale = 3.41
Total Score = 85.0
Student's ID Number: 9610360066
Name: علیرضا آقائی
Listening: 4 4 4 4 4
Mean = 4.0
Speaking: 4 4 4 4 4
Mean = 4.0
Reading: 4 4 4 4 4
Mean = 4.0
Writing: 4 4 4 4 4
Mean = 4.0
Pronunciation: 4 4 4 4 4
Mean = 4.0
Grammar: 4 4 4 4 4
Mean = 4.0
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 3 4 4 4 4
Mean = 3.8
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 3.99
Total Score = 100.0
Student's ID Number: 9610360184
Name: محمد ایزانلو
Listening: 4
Mean = 4.0
Speaking: 4 4 3
Mean = 3.67
Reading: 4 4 4 4
Mean = 4.0
Writing: 4
Mean = 4.0
Pronunciation: 4 4 4
Mean = 4.0
Grammar: 4 4
Mean = 4.0
Vocabulary: 3 4 4 3
Mean = 3.5
Orthography: 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.9
Total Score = 97.0
Student's ID Number: 9610360028
Name: امیر حسین فریدونی
Listening: 4
Mean = 4.0
Speaking: 3 4
Mean = 3.5
Reading: 3 3 3 3
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 3 3 3
Mean = 3.0
Grammar: 3
Mean = 3.0
Vocabulary: 3 3 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.33
Total Score = 83.0
Student's ID Number: 9510360072
Name: محمد مهدی درویش
Listening: 3
Mean = 3.0
Speaking: 4 3
Mean = 3.5
Reading: 4 3
Mean = 3.5
Writing: 4
Mean = 4.0
Pronunciation: 3 3 3
Mean = 3.0
Grammar: 3
Mean = 3.0
Vocabulary: 3 4 3
Mean = 3.33
Orthography: 4
Mean = 4.0
Assignment: 4
Mean = 4.0
Rating Scale = 3.44
Total Score = 86.0
Student's ID Number: 9711110567
Name: هادی قاسم زاده
Listening: 4 4
Mean = 4.0
Speaking: 4 4
Mean = 4.0
Reading: 3 3
Mean = 3.0
Writing: 3 4
Mean = 3.5
Pronunciation: 3 3
Mean = 3.0
Grammar: 3
Mean = 3.0
Vocabulary: 4 3 3
Mean = 3.33
Orthography: 4
Mean = 4.0
Assignment: 4
Mean = 4.0
Rating Scale = 3.55
Total Score = 89.0
Student's ID Number: 9940832212
Name: محمد امین مطلبی مقدم
Listening: 4 4
Mean = 4.0
Speaking: 4 4 3 4
Mean = 3.75
Reading: 3 4
Mean = 3.5
Writing: 4
Mean = 4.0
Pronunciation: 3 3 3
Mean = 3.0
Grammar: 4 4
Mean = 4.0
Vocabulary: 4 3 4
Mean = 3.67
Orthography: 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.75
Total Score = 94.0
Student's ID Number: 9410190220
Name: امیر حق نژاد
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 9413090303
Name: کیان علیشاهی
Listening: 4
Mean = 4.0
Speaking: 3 3 3
Mean = 3.0
Reading: 4 4 4
Mean = 4.0
Writing: 4
Mean = 4.0
Pronunciation: 3 4 4 4 4
Mean = 3.8
Grammar: 3 3
Mean = 3.0
Vocabulary: 4 4 4 4 3
Mean = 3.8
Orthography: 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.71
Total Score = 93.0
Student's ID Number: 9613090034
Name: محمد مهدی غفاری
Listening: 3
Mean = 3.0
Speaking: 3 3 4
Mean = 3.33
Reading: 3 3 4
Mean = 3.33
Writing: 3
Mean = 3.0
Pronunciation: 3 2 3
Mean = 2.67
Grammar: 3 3
Mean = 3.0
Vocabulary: 2 4
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3 2
Mean = 2.5
Rating Scale = 3.0
Total Score = 75.0
Student's ID Number: 9814090175
Name: امیرعلی خوشروئی
Listening: 4 4 4 4
Mean = 4.0
Speaking: 4 4 3 4
Mean = 3.75
Reading: 4 4 4 3 4
Mean = 3.8
Writing: 4 4
Mean = 4.0
Pronunciation: 4 3 4 4 4
Mean = 3.8
Grammar: 4 4 4 4 4
Mean = 4.0
Vocabulary: 4 4 4 4 3
Mean = 3.8
Orthography: 4 4 4 4 4
Mean = 4.0
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 3.89
Total Score = 97.0
Student's ID Number: 9513010005
Name: علیرضا جعفری
Listening: 3 3
Mean = 3.0
Speaking: 3 3 3
Mean = 3.0
Reading: 3 3 3 3 3
Mean = 3.0
Writing: 3 4
Mean = 3.5
Pronunciation: 4 3 3 3 3
Mean = 3.2
Grammar: 4 3 4 3 3
Mean = 3.4
Vocabulary: 3 4 4 3 4
Mean = 3.6
Orthography: 4 4 4 3
Mean = 3.75
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.33
Total Score = 83.0
Student's ID Number: 9815490063
Name: محمد متین محمدی
Listening: 4
Mean = 4.0
Speaking: 4 3
Mean = 3.5
Reading: 4 4
Mean = 4.0
Writing: 3 4
Mean = 3.5
Pronunciation: 4 3 4
Mean = 3.67
Grammar: 3 4 1
Mean = 2.67
Vocabulary: 4 3 3
Mean = 3.33
Orthography: 3 4
Mean = 3.5
Assignment: 4
Mean = 4.0
Rating Scale = 3.61
Total Score = 90.0
Session 20
Unit 4: Writing (PDF)Unit 5: Writing (PDF)
Unit 6: Writing (PDF)
PROGRESS CHECK TWO
EXERCISE A1. childproof
2. ovenproof
3. earthquake proof
4. shockproof
5. bulletproof
6. soundproof
7. recession-proof
8. idiot-proof/foolproof
9. shatterproof
10. waterproof
EXERCISE B
1. fabulously wealthy
2. deeply shocked
3. unbelievably lucky
4. wholly convinced
5. ludicrously out-of-date
6. perfectly obvious
7. strictly-forbidden
EXERCISE C
1. by
2. between
3. out of
4. off
5. on
6. with
7. for
8. through
9. with/at
10. on/upon
EXERCISE D
1. a. paradox b. paradoxically c. paradoxical
2. a. rival b. unrivalled c. rival
3. a. sedated b. sedate c. sedation
4. a. reminiscent b. reminiscing c. reminiscence
5. a. obligatory b. obliged c. obligation
6. a. poignantly b. poignant c. poignancy
7. a. diligent b. diligence c. diligently
EXERCISE E
1. c (Driving)
2. a (Walking)
3. a (Flying)
4. a (Sailing)
5. c (Riding)
6. c (Jumping)
7. b (Running)
EXERCISE F
1. comprehensible
2. controversial
3. ambivalent
4. dominant
5. pernicious
6. tantamount
7. Concurrent
EXERCISE G
1. √
2. x (a cube is three-dimensional, but a square is two-dimensional)
3. x (anecdotal evidence comes from what people say, not from actual research)
4. x (it is highly unlikely and it's quite possible have opposite meanings)
5. √
6. x (will definitely is different from are likely to)
7. x (an important influence is beneficial, unnecessary pressure is not)
EXERCISE H
1. e
2. i
3. g
4. f
5. h
6. a
7. b
8. c
9. j
10. d
Homework:
Progress Check 2Session 19
Workbook Unit Six
EXERCISE A1. peevish
2. naïve
3. finicky
4. rebellious
5. prudent
6. tactful
7. conscientious
8. mischievous
EXERCISE B
1. apiece
2. solace
3. morale
4. frail
5. rift
6. dwindled
7. latent
8. amicable
EXERCISE C
1. authoritarian
2. exuberant
3. conscientious
4. inquisitive
5. hostile
6. latent
7. crucial
8. mischievous
EXERCISE D
1. obsession
2. obsessive
3. prudently
4. prudence
5. reminiscing
6. reminiscent
7. rebellion
8. rebelliousness
EXERCISE E
1. apart
2. of
3. from
4. between
5. from
6. to
7. to
8. apart
Unit 6: Language Focus 2 (PDF)
EXERCISE F
1. The more thoroughly I thought about it, the angrier I became.
2. The faster she talked, the more confused I felt.
3. The later it got, the sillier he became.
4. The harder she studied, the more fluently she spoke.
5. The more often he waters his tomatoes, the bigger they get.
6. The louder (or more loudly) he barks, the faster I run.
7. The more profusely his friend apologized, the worse Bob felt.
8. The harder he tried, the better he performed.
EXERCISE G
1. The deadline for your project is May 18.
2. The thought of the exam is stressful for her.
3. The best place to study is our library.
4. Some people believe that astrology is a science.
5. We all need better organizational skills.
6. Mike is very handy mechanically.
7. She is cooking dinner.
8. The game will be canceled because of the rain.
MINI-LISTENING
Paul
family lives nearby
not close-knit
smaller family (three brothers)
rarely get together as a family
mother cooks meals at home
Andrea
family doesn't live nearby (inferred)
close-knit
larger family (six kids)
tries to get home as much as possible
family eats meals in restaurants
TRANSCRIPT FOR MINI-LISTENING (TIME: 1' 50")
Paul: So, Andrea, you going home for the holidays?Andrea: I sure am. I've booked a flight for tomorrow afternoon and I can't wait!
Paul: That sounds great.
Andrea: What about you? Going home, too?
Paul: I haven't decided yet. I'm still debating.
Andrea: Haven't decided? Oh, you're never going to get a flight out of here. I'm sure all the seats have been reserved by now. It's the holiday season, after all!
Paul: Well, it's not such a big deal for me. My family only lives about a hundred and fifty miles from here. I usually drive or take the train. It's a short trip.
Andrea: You don't sound very excited about it.
Paul: Well, we're not really a very close-knit family. I have three brothers, and they're spread out all over the place. One lives on the East Coast and the other on the West Coast. I even have a brother in Montreal!
Andrea: Oh, wow! What does he do?
Paul: Translation work. It's kind of strange, but we rarely get together as a family anymore. Andrea: Well, I try to get home as much as possible. We're a big family—there are six of us children—so it's always a lot of fun.
Paul: Six kids?
Andrea: Yep. And we're all really close. You should see it—most of us are married, too, so it makes for a very crowded house over the holidays.
Paul: I can imagine.
Andrea: Of course, there are too many people to cook dinner for. It's a real headache for my parents. So we end up going out to dinner a lot. It's pretty crazy.
Paul: Well, at my house my mother loves to cook. So, when all of us do get home—which isn't that often—she always cooks big, homemade meals. We have leftovers for days!
Unit 3: Writing (PDF)
Homework:
Workbook (Unit 6)Session 18
A & B => Mohammad Mahdi GhaffariC & D => Mohammad Amin Motalebi Moghaddam
E & F => Amir Hossein Fereidouni
G & H => Hossein Moghimi
I & J => Mohammad Izanlou
K & L => Parsa Maleki
Homework:
The Summary of each Paragraph in the Reading of Unit 6The Answers to the Questions on Pages 114-117
Session 17
Unit 6: ENHANCING YOUR VOCABULARY
1.1. j
2. h
3. g
4. i
5. f
6. e
7. a
8. b
9. d
10. c
2.
1. take over
2. corporations
3. cleanliness
4. overseas
5. touring
6. Patterns
7. apply
8. covered
9. delightful
10. in-store
The Listening of Unit 6
LISTENING TASK 1
1. a2. a
LISTENING TASK 2
1. b2. a
3. a
4. c
5. b
6. b
7. a
8. b
9. c
TRANSCRIPT (TIME: 4' 28")
In-store host: Thank you all for coming this evening. As I'm sure you all know, our in-store guest today is Rachel Asher. Ms. Asher is currently touring the country promoting her new book Home Away from Home, based on her experiences raising small children while working for a US corporation overseas. Welcome!Rachel Asher (author): Thank you.
In-store host: Can you share with us an example of one of the stories you included in the book?
Rachel Asher: Certainly. One of my favorite stories occurred when my husband and I lived in Tokyo. It involves the Japanese custom of removing shoes when entering the home. We in the U.S., of course, are not normally in the practice of taking off our shoes every time we enter a house. Now...almost everyone in Japan and the United States knows about the other's customs, but that doesn't mean that your small children are prepared to deal with it...and more importantly, prepared to accept both traditions without judgment.
In-store host: Right. Go on.
Rachel Asher: Well, we let our five-year-old know that if she visited a Japanese home for a play date—as we certainly hoped she would—that she would need to remove her shoes, which she found delightful. After a few days at her international school, she was invited over to the home of a classmate. Now, before we left the States, I had just begun to teach my daughter that the floor was dirty—that she should not fall asleep on the floor, that it wasn't a place to eat, et cetera.
In-store host: So how did these two issues—her idea that the floor was a dirty place and the Japanese tradition of removing the shoes in the house—come together?
Rachel Asher: Well, we went to this home, and everything seemed great at the beginning. I sat down for tea with the girl's grandmother, who was a retired English teacher. A few minutes later, both girls re-appeared, and mine demanded to go home...and announced, to my horror, that this house and her friend were "dirty" and she couldn't stay. She and her new friend had been playing dolls, and the Japanese girl—Makiko—had gotten out her dollhouse ... and things were great...until bedtime. It was then that Makiko placed the family on the floor of their bedrooms.
In-store host: I think I see where this is going.
Rachel Asher: Exactly. My daughter, of course, announced that this was dirty, and that she wasn't going to sleep on the floor. Makiko said that this is how her family slept...and Susan told Makiko that her family was dirty...and Makiko responded that people who wear their shoes in the house were dirty ... and soon we had two very hurt and angry little girls.
In-store host: What happened next?
Rachel Asher: I immediately began to explain to Susan that she couldn't say things like that, but the grandmother interrupted, gently, and suggested that we listen to why the girls thought as they did. Luckily, the grandmother took over—never underestimate the wisdom of grandmothers and listened closely to what my daughter had to say. We realized that they hadn't thought through the reasoning behind the different traditions and ideas of cleanliness. My daughter hadn't considered the fact that because Japanese people don't wear shoes indoors, that their floors might not be as dirty. What I got from this—and what I encourage parents to apply—is that it isn't enough to be familiar with different customs...you need to talk with your children about how others think differently...and how those ways of thinking lead to different traditions and opinions. You can't cover every topic, but you can develop such open-minded patterns of thinking and listening in your children.
In-store host: And we can read this book to discover issues that other parents have dealt with, too.
Rachel Asher: Yes, you can.
In-store host: Well, let's take some questions and comments from our audience ...
Unit 1: Writing (PDF)
Unit 2: Writing (PDF)
Homework:
The Answers to the Questions on Pages 73-76 => to be uploaded on eili.irThe Summary of each Paragraph in the Reading of Unit 4 => to be presented in the class
Session 11
UNIT FOUR: LISTENING
PREDICTING1. The number seven. "Behead" the s and you have "even."
2. An elephant has fleas, but a flea will never have an elephant.
3. A wet one.
4. One's nose.
5. A sponge.
6. Silence.
7. Time to get a new clock.
8. His fingers.
9. A hill is hard to go up, but a pill is hard to get down.
10. Your word
ENHANCING YOUR VOCABULARY
1.1. e
2. g
3. a
4. i
5. f
6. b
7. h
8. j
9. c
10. d
2.
1. appalling
2. paths
3. debate
4. live up to
5. orphanage
6. version
7. bossy
8. abused
9. affection
10. neglected
TRANSCRIPT (TIME: 6' 14")
Professor: Good afternoon, class. Our next topic is influences on personality development. There are many theories about personality development, but before we get into them, we need to ask a basic question: How much of our personality comes from our genes—nature? And how much from our environment (home, school, and friends)—what we call nurture? I have asked two students to debate this question: Which is most important for forming a child's personality, nature or nurture?Student 1: I'm going to argue that the answer is nature. In recent years, scientists have learned much more about our genes, the chemical instructions which control all aspects of the human body. We now know that there are personality genes. Your DNA, the total of all your genes, determines whether you will be shy or outgoing, optimistic or pessimistic, well-behaved or a troublemaker. There's no difference between personality and other characteristics, like eye color, hair color, or height. If your genes say you're going to be short, then no amount of nurture will make you a star basketball player.
Student 2: I agree that genes are clearly important, but I disagree with your idea that there is no difference between physical and psychological characteristics- The truth is that your personality is heavily determined by the environment. Let me give you a sad example. In the 1990s. many children in Romania were orphaned. After their parents died, they lived in appalling conditions in orphanages. They did not have enough to eat, they were often sick, and they were neglected. Worst of they received no love or affection from the staff. After they were rescued and adopted by loving families, they recovered physically but not emotionally. Psychologists have shown that children need an emotional connection very early in life in order to develop normally. It doesn't matter what your genes say if no one shows you any affection.
Student 1: That's a very extreme case. But let's say that you're right that early experiences play a role in personality development. Geneticists have shown that genes describe the possibilities and limits for each person. Not everyone will live up to their potential. For example, if you have a musical gene, but you never play an instrument, obviously you won't develop as a musician. Let me say one more thing about childhood: a child's "nature" can influence her "nurture." For example, if a child causes a lot of trouble and behaves badly, the parents will try to discipline or punish the child. I don't think you can say that the parents' behavior is responsible for the child's personality; the child's nature caused their behavior in the first place.
Student 2: That's very clever, but the fact is that good parenting can change a child's behavior and personality. Here's an example. What do you do if your child is hungry and wants food now? A geneticist would say that the child has a natural personality to be impatient and bossy. So, the parent should wait a short time before giving any food, and try to change the child's personality. However, researchers have found that it's better to feed the child immediately because you create a feeling of trust. It's important for children to trust their parents. When children have a strong sense of trust, they grow up to be more secure adults.
Student 1: But there is still a genetic influence. A recent university study found that there is a crime gene. If you have a certain gene, you are more likely to commit crimes as an adult. Now, not everyone with this gene becomes a criminal. However, if a child with this gene is abused, there is a very high connection with crime later in life. Clearly, the gene is activated by early experiences, but after that, nature directs your life.
Student 2: Your theory puts too much responsibility on the parents, and it does not allow children to change as they grow older. Not every abused child with that gene becomes a criminal. So, there must be other factors at work. Many researchers in human behavior have discovered developmental paths that most children follow. This means that there are stages in our development as we change from babies to children to young adults and adults. Our identity develops over time—it's not finished so early in life. In fact, in some models, an important part of personality development happens to teenagers and young adults—that's us!
Professor: Okay, thanks for presenting those arguments. As I'm sure you've seen, it's hard for most experts to accept a strong version of either the "nature" or "nurture" theory. That means, few people believe that our personality results from 100% genetics or 100% social environment. It is safe to say that our personality is formed by a combination of nature and nurture. Psychologists cannot ignore the results of genetic tests, but they should also not forget the remarkable human ability to change and adapt to circumstances.
Task 1
1. b
2. c
Task 2
1. c
2. b
3. a
4. c
5. b
6. a
7. c
8. b
9. c
Homework:
Enhancing Your Vocabulary => Page 65
Session 10
PROGRESS CHECK ONE
EXERCISE A1. control
2. show
3. lose
4. confront
EXERCISE B
1. vented his anger
2. control my temper (also: keep my temper)
3. confront their emotions
4. keep my temper (also: control my temper/anger)
5. expressing their anger (also: venting/releasing their anger)
6. suppress her feelings (also: repress her feelings)
7. loses her temper
EXERCISE C
1. in
2. by
3. for
4. from
5. with
6. of
7. out of
8. at
9. for
10. for
EXERCISE D
1. a. contemptuous b. contempt c. contemptible
2. a. diversified b. diversity c. diverse
3. a. conventional b. conventionally c. Convention
4. a. splendidly b. splendor c. splendid
5. a. restrictive b. restriction c. restrict
6. a. possession b. possesses c. possessive
7. a. justification b. justifiably c. justified
EXERCISE E
1. crowded with
2. aware of
3. responsible for
4. hooked on
5. famous for
6. chance of
7. approve of
EXERCISE F
1. unrequired
2. blind
3. gut
4. dull
5. long
6. slight
7. big
EXERCISE G
1. x (wound down does not mean the same as completed)
2. x (diminishing and escalation have opposite meanings)
3. √
4. √
5. x (low intensity is the opposite of vigorous/high)
6. √
7. √
EXERCISE H
numberbilateral
triangle
dioxide
monolog
against
counterclockwise
counter-attack
contradict
negative
disrespect
homeless
incomplete
greater than or too much
outperform
superpower
overeat
small in size or too little
substandard
minibus
microchip
underpaid
person
trainee
chemist
musician
actor
Homework:
Progress Check 1Session 9
Workbook Unit Three
EXERCISE A1. True
2. False
3. False
4. True
5. True
6. False
7. False
8. True
EXERCISE B
1. trivia
2. stature
3. superficial
4. tactile
5. precious
6. magnificent
7. mighty
8. vibrate
EXERCISE C
1. shaggy
2. contemporary
3. mighty
4. subtle
5. transparent
6. delicate
7. sympathetic
8. mortal
EXERCISE D
Noun Adjective
symbiotic
symmetrical/symmetric
splendid
symbolic
Verb Noun
conqueror/conquest
impairment
apprehension
intoxicant/intoxication
1. apprehension
2. symbiotic
3. symmetric(al)
4. impairment
5. conquest
6. splendid
7. symbolic
8. intoxicant
EXERCISE E
1. on (AmE)/ of (BrE)
2. to
3. of
4. of
5. in
6. to
7. with
8. into
Unit 3: Language Focus 2 (PDF)
EXERCISE F
1. Professor Smith treats his students as though they were children.
2. She behaves as if the world owed her a living.
3. My grandfather lives as though he would die tomorrow.
4. Ivan always talks as though he were addressing a public meeting.
5. Sally acts so arrogantly as if other people were idiots.
6. Richard treats his daughter as if she were a fragile doll.
7. He walks as if he had a wooden leg.
8. Tom behaves as though he were an authority on the subject.
EXERCISE G
1. I like art because it allows me to be creative.
2. Celia Gonzalez studies hard and gets good grades.
3. Ball State University provides a complete program of undergraduate and graduate studies.
4. When I study history, what interests me is learning about where events took place.
5. Every time I make plans, some surprise changes everything.
6. I would like to work for two or three years in business.
7. It will take me more than two years to complete my degree because I need to take several college prep classes.
8. My advisor recommended that I not take more than three classes each term because I have to work.
Unit 3: Mini Listening
1. What is the main reason that parents are learning to use sign language?
They want to help their babies to communicate.
2. Where is the interview taking place?
At a sign language class
3. In the sign language classes, who do the teachers teach signs to?
parents
4. What are most of the signs taken from?
Most of the signs are taken from ASL (American Sign Language).
5. How old are the babies in the sign language class?
They are different ages.
6. Why do parents like to use sign language?
Because it helps them understand what their children want.
7. What have researchers noticed about deaf children?
They learn to sign earlier than hearing children learn to speak.
8. How may sign language help children?
It helps them to speak earlier and become more intelligent.
TRANSCRIPT FOR MINI-LISTENING (TIME: 3' 22")
Reporter: Good morning and welcome to the show. Today's topic should be interesting to anyone who has ever had to deal with a screaming and frustrated toddler! Most children start to speak somewhere around the age of two, but they often want to communicate well before that. So some parents are trying a new way to help their small children communicate earlier: using sign language. I'm watching a baby sign language class at Parent's Corner in Lower Manhattan, and I'm talking to Joan Lee, who's the director of the program. Joan, good morning!Joan Lee: Good morning!
Reporter: So these babies are learning sign language?
Joan Lee: Well, we don't...we're not exactly teaching the babies. We're teaching the parents some basic signs that they can use with their babies.
Reporter: What kind of signs are you teaching them?
Joan Lee: Well, we start with signs for the most important things in babies' lives...signs for things like "more," "milk," "up" ...that kind of thing.
Reporter: The things babies need to say!
Joan Lee: Yes, exactly.
Reporter: Where did the signs come from? Did you make them up?
Joan Lee: Oh no. Most of the signs are taken from ASL. ..American Sign Language.
Reporter: How old are the babies?
Joan Lee: The youngest is four months, and the oldest is about eighteen months.
Reporter: That's incredible! Now what are the advantages of doing this?
Joan Lee: Well, mainly it's much easier for the parents, and actually for the babies too, if they can communicate. You can figure out what they want. It's very frustrating when your child is screaming his head off and you don't know what he's... what he wants.
Reporter: I see. Where did this idea come from?
Joan Lee: From watching deaf children. Some years ago, researchers noticed that deaf children learn to use hand signals earlier, much earlier, than hearing children learn to speak. So they wondered if all children could use hand signals before using words. And it seems that they can.
Reporter: Now that raises another question, though. How do children move into speaking from this? I mean, isn't there a danger that they get so good at sign language that they don't speak?
Joan Lee: No, actually the opposite seems to be true. Signing...um using hand signals...may actually help children develop language earlier.
Reporter: That's interesting.
Joan Lee: There's also some evidence that it raises children's intelligence. There was one test done where babies that signed scored twelve points higher on an IQ test than babies that didn't.
Reporter: That's fascinating! If you would like to find out some more information about using sign language with babies, log on to our website at…
Homework:
Workbook => Unit 3Session 8
A & B => Mohammad Mahdi GhaffariC => Amir Hossein Shahbazi
D & E => Amir Ali Khoshroyi
F & G => Alireza Aghayi
H => Alireza Jafari
I & J => Kian Alishahi
K => Mohammad Amin Motalebi Moghaddam
❌...like the example that she talked.
✔️...like the example that she gave.
❌She would like to go to nature.
✔️She would like to go to the country.
Homework:
The Summary of each Paragraph in the Reading of Unit 3 => to be presented in the classThe Answers to the Questions on Pages 51-54 => to be uploaded on eili.ir
Session 7
ENHANCING YOUR VOCABULARY
1.1. j
2. g
3. e
4. h
5. d
6. a
7. i
8. b
9. c
10. f
2.
1. gems
2. refract
3. sermon
4. immoral
5. transparent
6. vicar
7. contemporary
8. precious
9. trivia
10. evolved
LISTENING TASK 1
a.✔️b.❌
c.✔️
d.❌
e.❌
LISTENING TASK 2
1. T2. F (Ancient Romans didn't exactly wear glasses. The Roman Emperor Nero used beryl to watch games.)
3. T
4. F ("Refract" means to change the direction of light.)
5. F (A convex lens curves upwards. The opposite, a concave lens, looks like a bowl.)
6. F (Now, glass is considered too dangerous, and most lenses are made from a plastic.)
7. T
8. T
9. F (There are special lenses that turn into sunglasses when it's bright outside.)
10. F (Bifocal lenses have two parts: the top part helps you see distances; the bottom part is for reading.)
Unit 4: Listening (Audio File)
TRANSCRIPT (TIME: 6' 20")
Librarian (Paul): Good evening, ladies and gentlemen and thanks for coming out to the library. This is the third in our series of lectures on the history of medical technology. It looks like more than half the people in this room are wearing tonight's topic, and so am I. I am of course talking about hairpieces. Only joking. That's next month. Our lecture this evening is on the development of eyeglasses and our guest is an ophthalmologist, that's an eye doctor for the rest of us at the University Hospital. Doctor Cooper, over to you.
Dr. Cooper: Thank you, Paul, for inviting me to talk to you about my favorite subject. These days, we take eyeglasses for granted. You go to the optician's or department store, you pick a pair of expensive frames off the shelf, and a few days later, you can see better. But the technology that goes into each pair of eyeglasses has been evolving since ancient times. Library patron: You mean the ancient Greeks and Romans wore glasses?
Dr. Cooper: No, not exactly. The earliest record of any experimentation with lenses goes back to ancient Rome. The Emperor Nero, to be exact. The story goes that Nero couldn't see the gladiator contests clearly. That was when two often two slaves or prisoners fought each other to death. Being the Roman Emperor, Nero had the best seat in the house, but according to a contemporary writer, he watched the games through beryl. That's b-e-r-y-l. Beryl is a transparent green stone—that means you can hold it up to your eye and see through it. It's similar to emerald, but it seems to work like a very simple lens. Interestingly, the word for eyeglasses in German, Brille, is derived from the word beryl. Nice piece of trivia, eh?
Library patron: I'm sorry, doctor, if this is an obvious question, but what exactly is the medical definition of a lens?
Dr. Cooper: No, that's a good question. A lens refracts light—refracts means it changes the direction. Your eye has a natural lens which directs light on to the back of the eye where the image is formed. If the lens isn't shaped right, or if the eye isn't exactly the right shape, then the light doesn't focus properly. A correcting lens—that's what doctors call eyeglasses and contact lenses—a correcting lens helps refract the light so that it forms a clearer image. The right piece of beryl could work, although the world would look a little green, but modern lenses are more effective. They're about as expensive as precious gems, though! Does that answer your question?
Library patron: Thank you, yes.
Dr. Cooper: After the Romans, the history books are quiet on the subject of correcting lenses until about 1280, when historians believe the first eyeglasses were made in Venice, Italy. It's not surprising that eyeglasses were invented in Venice because the city has always been famous for its glasses, and the first lenses were made from glass. Of course, now, glass is considered too dangerous, and most lenses are made from a plastic. Anyway, back to Venice. The first eyeglasses probably looked remarkably similar to modern spectacles. They consisted of two convex lenses attached to a frame.
Library patron: Sorry to interrupt, doctor, but what does convex mean?
Dr. Cooper: Convex is the shape of the lens. If you take your glasses and put them flat on the table, you'll probably see that the lens curves upwards—that's convex. The opposite, concave, looks like a bowl. But that's a physics lecture that I don't want to get into.
Library patron: Were eyeglasses quickly accepted when they appeared?
Dr. Cooper: Yes and no. There are two really fun documents from the early 14th century. Both of them are sermons—speeches given in churches. The first dates from 1305 in Pisa, another city in Italy. Brother Giordano da Rivolto loves his eyeglasses and says that they are one of the most useful inventions in history. However, over in England, a vicar called Cross disagreed. Cross means angry in British English, by the way! Reverend Cross called eyeglasses "immoral" "in a false and unusual fight." He seems to be afraid that because you see things quote: eyeglasses actually give you a different view of the world. Well, Brother Giordano won that fight and eyeglasses spread around the world. In fact, the technology hasn't changed all that much. We've gotten better at designing lenses to correct each individual patient's problem, and you can now buy lenses that turn into sunglasses when it's bright outside. The biggest development in eyeglasses, though, is probably the bifocal. Bifocal lenses have two parts: the top part helps you see distances; the bottom part is for reading.
Homework:
Enhancing Your Vocabulary (Pages 43 & 44) => To be uploaded on eili.irSession 6
Workbook Unit Two
EXERCISE A1. c
2. a
3. a
4. b
5. d
6. d
7. b
8. c
EXERCISE B
1. plank
2. contours
3. mobility
4. detriment
5. merit
6. squeeze
7. genuine
8. erode
EXERCISE C
1. controversial issue
2. messy bedroom
3. bolster the economy
4. provoke hostility
5. numerical order
6. hoard food
7. ambitious businessman
8. squeeze a lemon
EXERCISE D
1. intimidation
2. Meritorious
3. vicious
4. allowance
5. contemptible
6. justifiable/justified
7. adversities
8. equalize
EXERCISE E
1. at
2. in
3. into
4. of
5. to
6. as
7. to
8. from
Unit 2: Language Focus 2 (PDF)
EXERCISE F
1. Here are the documents to which you referred.
2. Iranians have a culture of which they are proud.
3. I don't think there are any to whom we can award it.
4. This is a seminar in which we shall discuss nineteenth-century colonialism.
5. I'm afraid this is an obstacle around which we cannot get.
6. That's because she was a girl to whom nothing was ever denied.
7. Darwin was a scientist to whom we all owe a debt.
8. Apparently, he was a recluse about whom nothing is known.
Unit 2: Language Focus 3 (PDF)
EXERCISE G
1. The Academy of Motion Picture Arts and Sciences, a professional honorary organization, has some 6,000 members.
2. The Academy, a non-profit corporation, was organized in 1927.
3. The organization is best known for awarding the Academy Award of Merit, the Oscar, to directors, actors, writers, and technicians.
4. The Academy Award was designed by Cedric Gibbons, chief art director of MGM, in 1928.
5. Frederick Hope, Gibbons's assistant, designed the original black marble base.
6. The Academy Award, weighing almost nine pounds, is one of the most famous awards in the world.
7. There are many stories about how the Award began to be called Oscar, a nickname.
8. From 1942 to 1944, the Academy presented winners with Oscars made of plaster, a wartime substitute.
Homework:
Workbook ➨ Unit 2Session 5
Unit 2, Reading: Audio File
A => Amir Sajad Babazadeh
B => Hadi Ghasemzadeh
C => Amir Ali Khoshrouyi
D => Alireza Jafari
E & F => Mohammad Matin Mohammadi
G & H => Hossein Moghimi
I & J => Alireza Aghayi
K => Amir Hossein Shahbazi
Unit 2, Reading: The Invisible Thread (PDF)
Homework:
The Answers to the Question on Pages 32-35 => to be uploaded on eili.irThe Summary of each Paragraph in the Reading => to be presented in the class
Session 4
Unit 2: ENHANCING YOUR VOCABULARY
1. 1. j 2. e 3. h 4. a 5. b 6. i 7. d 8. f 9. c 10. g 2. 1. ethic 2. peals 3. concrete 4. intimidated 5. prickliest 6. springs 7. all 8. call 9. into 10. accrued
Unit 2: Listening (Audio File)
LISTENING TASK 1
1. T
2. F (They met when the interviewer interviewed her for a teaching job.)
3. T
4. T
5. F (At first, Catherine didn't talk to her because she was just so intimidated by her coolness.)
LISTENING TASK 2
1. be/stay current with
2. talking
3. on the phone
4. write
5. throws a letter away
6. friends
7. e-mail
8. to call each other on things (to let one another know if they do something that upsets the other one)
9. that you care
10. support
11. adventure
12. friends
13. that we get to choose
TRANSCRIPT
PART ONE (TIME: 3' 40")
-Catherine, how long have we known each other?
-Let's see. We met when you interviewed me for a teaching job. Was it six, seven...maybe seven or eight years ago.
-Yeah, I guess so. Yeah, that's right.
-But we began to be friends... um... I think it...oh what...might have started...it was when I asked you a favor which was to help me give my cat, Sophie, a flea bath.
- Oh, yes.
- Yeah, that was...uh...that was hard for me. It was hard for me to ask that kind of a favor to someone I didn't know that well. 'Cause, you know, it did...seemed fairly bothersome, but it turned out to be kind of fun.
- Yeah, it was fun. I still have the scars.
- Oh, she had a lot of fleas on her.
-She had a lot of fleas on her, yeah. Well, we...um...yeah. And after that we started to be good friends...um... One thing that I have realized about you is that you have a lot of close friends from, you know, different periods in your life.
-Aha.
- How have your friendships gotten started?
- Umm, well I'd say that most of my friendships have sprung from some kind of a shared interest.
-You know, either at work or school or somewhere else.
- Aha.
-I have made a lot of friends at work. I value work a lot and I feel like I have a particular work ethic. And so if I'm working with other people who have the same work ethic, that for me is...is something very large that we have in common. It makes for...um...a good base for a possible friendship or sometimes it's just that I have some, I don't know, some sense of, "Yeah, this is a person that I'd like to get to know."
- Aha.
-Because I heard them make a remark that I thought was funny, or I observed them in some situation or we work well together, or we have some common interest.
- Um, you mentioned your friend Odette earlier. How did you two get to be friends?
- Oh...well, let's see. Um...l was going to graduate school and I was taking a course in linguistics and I noticed this other woman in the same class and I really liked the way she looked. The way, you know...and I remember thinking, "Oh, she's too cool. She would never want to be friends with someone like me." And I didn't talk to her 'cause I was just so intimidated by her coolness. Oh, gosh! And then I think what happened. We were in a study group together.
— Aha.
- And got a chance to talk. At some point she revealed to me that she'd thought I was too cool for her, too. And we ended up being great friends.
- Good.
- Oh, yeah, and we realized that neither of us was that cool, after all.
PART TWO (TIME: 4' 10")
- Catherine, you have quite a few long-distance friendships. How do you maintain them?
- Yeah, well, friendship is very important to me. Um, I think friendships need tending.
- Um hmm.
Yeah. I... I put a big value on being current with my friends, and that's something that's hard to do long distance.
- Um hmm.
-I have that I don't live close to that I have managed to stay very close to. But there are friends I. Um...My friend Odette lives back East, and she is not much for writing letters. So we talk on the phone at least once a week usually for, oh an hour at a time and we take turns calling. So I stay current with her, um... by talking.
-So how are your phone bills?
- Uh... My phone bills are high. Well, I consider it just like one of my living expenses.
- Uh huh.
- You know, like rent.
- Uh huh.
- And then there are several friends that I do write 'cause I love to write. And I love to get letters and it's...it's a cool thing 'cause I have...it's a concrete record of...um...yeah, you know, of what we were doing.
-You save...
- Yeah, I save all my letters.
- Do you reread them?
- You know, I don't. Um ...I don't on a regular basis, but there's something about ... throwing away a letter that, ah...l just can't do it.
-Yeah.
- And I've got quite a collection.
- So...um...some friends you telephone and others you write to?
- Oh, and e-mail.
-Aha.
- I had one friend who just wasn't, you know, just wasn't into writing letters, but she...she got online, and e-mail is her thing. And since I've gotten an e-mail address recently, I've discovered I've... l've heard from her like twice a week for the past two months, which...which is unprecedented. I've known her for a long time since, oh I'd say, 1980, I think.
- Aha.
- And we've always considered ourselves friends, but I haven't...um...l've kind of been in and out of touch with her and now I'm...l'm back in good touch with her 'cause she'll sit down and write me a letter on e-mail where she just couldn't do it on pen and paper. So that's great.
- Yeah.
- Yeah, I'm... I'm all for e-mail. I just think it's another way to keep in touch.
- Yeah. So in your view, what is it that good friends do for each other, Catherine?
-Well, I think friends... I feel like one thing I want my friends to do is to call me on things, you know, to let me know if I do something that upsets them...or...for whatever reason. I think that's one thing friends... you know, do for each other, and that's why sometimes friendship... um... can get prickly and hard...um...and you can fight but I've never... I've never felt fighting was bad. It's just showing that you care.
- Um hum.
-but other things. I think friends...um...provide comfort and support and adventure, and jokes, especially with old friends.
-Jokes!
- Yes, you share jokes that you've created together, that you've understood, and all you have to do is say one word and the other person can go off into peals of laughter and that's... that's pretty...um
-It's powerful.
- Yeah, yeah, it is. And it's a great way to mark time, I think; to realize that you've actually accrued this common …
- History.
- Yeah, so it… it's kind of like I think of friends as the family that we get to choose, and that's… that's why friendship is such a wonderful thing.
Homework:
Enhancing Your Vocabulary => Page 25Session 3
Workbook Unit One
EXERCISE A1. c
2. a
3. d
4. b
5. a
6. b
7. d
8. c
EXERCISE B
1. monotonous
2. prompted
3. evolved
4. unanimous
5. backlash
6. optimism
7. emboldened
8. traumatic
EXERCISE C
1. promising
2. mass
3. unshakable
4. exclusive
5. path
6. plucked
7. hold
8. foreseeable
EXERCISE D
1. resistance
2. irresistible
3. spiritual
4. spirits
5. discriminatory
6. discrimination
7. negotiation
8. negotiators
EXERCISE E
1. to
2. of
3. to
4. with
5. to
6. of
7. on
8. with
Unit 1: Language Focus 2
EXERCISE F
1. John recommended that Bill see an oculist as soon as possible.
2. She insists that he talk to the principal right away.
3. She begged that her son not be sent to prison.
4. He insists that they not lose their hope so easily.
5. She requested that we lower our voices in the library.
6. He advised that the figures be checked again.
7. She suggested that he try the house special.
8. He proposed that they ban traffic from the town center.
EXERCISE G
1. easier͢͢͢͢͢͢͢͢ ͢͢͢͢͢͢͢͢ more easily
2. badly ͢͢͢͢͢͢͢͢ bad
3. best ͢͢͢͢͢͢͢͢ better
4. more͢͢͢͢͢͢͢͢ ͢͢͢͢͢͢͢͢ the most
5. good ͢͢͢͢͢͢͢͢ well
6. all ready ͢͢͢͢͢͢͢͢ already
7. alright ͢͢͢͢͢͢͢͢ ͢͢͢͢͢͢͢͢ all right
8. only she ͢͢͢͢͢͢͢͢ she only
*Real is sometimes an adverb, e.g.: I'm real (AmE very) sorry!
Mini Listening of Unit 1
TRANSCRIPT FOR MINI-LISTENING (TIME: 2' 58")
Professor: Good morning, everyone. Today I'm going to talk about a famous masterpiece of Islamic architecture. This building is called the Blue Mosque. Does anyone know where the Blue Mosque is?
Student 1: Isn't it in Turkey?
Professor: That's right. It's in the oldest part of Istanbul. Do you know who built the mosque? ....No? Well, it was built by Sultan Ahmet the First. He built it in the early 1600s, between 1609 and 1616. He told his architects to build the most magnificent building possible. So they did. They built the mosque with a spectacular large dome and several smaller domes, a courtyard, and six minarets. It is truly incredible. Remember, it was built 400 years ago. Obviously, they didn't have the technology that we have today. The mosque is nearly a square. It's covered with a large dome. The highest part of the dome is 140 feet high. That's 43 meters. Imagine how high that is. The dome sits on four columns. Around the main dome, there are four smaller domes. The courtyard has several fountains. People wash their hands, feet, face, and neck there before they pray. The steps in the courtyard are made of marble. The mosque has six minarets. And what's a minaret?
Student 2: It's a kind of tower, isn't it?
Professor: Yes. A minaret is a tall tower on a mosque. The Blue Mosque is the only mosque in Turkey with six minarets. And do you know why it's called the Blue Mosque?
Student 2: Because it's blue?
Professor: Well, sort of. The outside isn't blue. But the inside walls are covered with blue tiles. In the past, the walls were covered with blue paint. The blue paint wasn't always on the walls. So now they're taking off the blue paint. The interior walls have 20,000 handmade tiles! The tiles have beautiful decorations. And the walls also have verses from the Koran. There are no photographs or drawings of people or animals. Those aren't permitted. The interior of the mosque is really magnificent. The ceiling of the main dome is enormous. There are also 260 stained glass windows. These beautiful windows allow a lot of natural light to come in. Today, the ceiling has very large chandeliers. Many things are made from marble.
Student 1: Is this mosque still used?
Professor: Oh, yes. The mosque is 400 years old. But people still go there every day. You can visit, but they close the mosque five times a day for prayer.
1. Who was the Blue Mosque built by?
It was built by Sultan Ahmet.
2. When was the Blue Mosque built, and how old is it?
It was built in the early 1600s, between 1609 and 1616. It's 400 years old.
3. What was the purpose of building this mosque?
Sultan Ahmet wanted the most magnificent building possible—spectacular building so that everyone would admire it.
4. How many minarets does the Blue Mosque have?
It has six minarets.
5. How tall is the main dome of the mosque?
It's 140 feet (43 meters).
6. What are the fountains in the courtyard used for?
People wash their hands, feet, face, and neck there before they pray.
7. What are the inside walls covered with?
They are covered with blue tiles.
8. What isn't permitted inside the mosque?
Photographs or drawings of people or animals are not permitted inside the mosque.
Homework:
Workbook => Unit 1Session 2
The Reading of Unit 1
Unit 1: Reading (PDF)A & B => Alireza Aghaee
C => Amir Hossein Shahbazi
D => Amir Ali Koshrouyi
E => Erfan Farrokhi
F => Mohammad Izanlou
G => Kian Alishahi
H => Mohammad Mahdi Darvish
I => Mehran Farrokhi
❌People who has immigrated...
✔️People who have immigrated...
❌... to prevent not wearing hijab
✔️... to prevent them from wearing hijab
prevent somebody from doing something
❌ at some countries
✔️ in some countries
❌ ... the bride is expect ...
✔️ ... the bride is expected ...
Exercises
READING WARMING UP 1. surrender 2. pillar 3. distraction 4. will 5. eternal 6. sect DISCUSSING THE PASSAGE EXERCISE A A.b B.a C.a D.a E.b F.b G.b H.a I.a EXERCISE B 1.b 2.c 3.a 4.a 5.b EXERCISE C 1 1.h 2.g 3.a 4.j 5.b 6.i 7.d 8.e 9.c 10.f EXERCISE C 2 1.f 2.d 3.j 4.b 5.a 6.c 7.g 8.e 9.i 10.h
Homework:
The Answers to the Questions Following the Reading of Unit 1 (Pages 14-17) => To be uploaded on the website eili.irThe summary of each Paragraph in the Reading of Unit 1 => To be presented in the class
Session 1
ENHANCING YOUR VOCABULARY
1.1. c
2. f
3. a
4. g
5. j
6. i
7. d
8. e
9. b
10. h
2.
1. traits
2. outlook
3. denial
4. traumatic
5. surmount
6. setback
7. determine
8. deal
9. rated
10. complications
The Listening of Unit 1
LISTENING TASK 1
1. What is optimism? How can you tell that someone is an optimist?Optimism is typically defined as the attitude of believing in and expecting positive results. Optimists see what is there, or that the glass is half full.
2. What is pessimism? How can you tell that someone is a pessimist?
Pessimism is the tendency to believe in negative outcomes. Pessimists see what's missing, or that the glass is half empty.
LISTENING TASK 2
1. T2. F (Optimists recover more quickly from surgery and have fewer complications.)
3. F (Pessimists tend not to take very good care of themselves. Optimists tend to be healthier.)
4. T
5. F (Optimists do feel painful emotions and work through traumatic experiences, but they are hopeful about the eventual result.)
6. F (The most common ways that researchers decide if you are an optimist or a pessimist are by studying your answers to certain questionnaires and by listening to your speech patterns.)
7. T
8. T
Student's Book & Workbook: Download the Zipped File
Introduction
Mohammad RajabpurPhone Number: 09900909701
Email: mr@anglophone.ir
Webpage of the Class: anglophone.ir/classes/0241ad3
Webpage of Ad3:anglophone.ir/ad3
How to Send the Homework
You just need to send your written homework to the teacher.The oral homework will be presented in the class.
Upload your written homework on the website eili.ir through your student's panel.
If the website doesn't work for any reason, you can send your homework via Email or in PV on Telegram.
The Calendar of the ILI in the Winter Term of 1402
Comments:
Please enter your name and comment below:
Here are the published messages:
2024-02-04 09:19:15
Admin's Reply: Hello, no problem. You can present your homework in the class.
mohammad izanloo: Hello sir i noticed my homeworks since first session (surprisingly) were not uploaded. Not sure what sort of bug it was but i noticed it accidentally today. I fixed that and sent all left homeworks in one session.
2024-01-19 19:21:43
Admin's Reply: Hello! Ok, no problem. I hope it won't happen again.
Ali: Hello Teacher! 🌷
2024-01-01 02:18:14
Admin's Reply: Hello Ali