Version Date: February 5, 2010
Original: October 13, 1997
This list contains some of the common roots and prefixes that make up the building blocks of numerous English words. Following the table of general roots and prefixes is a table of number prefixes.
Many words are made up of a root (or base word) and a prefix. Some words also have a suffix. For example, the root word port means to carry or to bear. Attach the prefix ex, meaning out or out of, and you have the word export, to carry out. Attach the prefix im, meaning in or into and you have import, to carry in. Attach the prefix trans, meaning across, and you have transport, meaning to carry across. Now let's attach the suffix able, meaning able to be, and you have importable, exportable, and transportable.
The very words prefix and suffix are good examples, too. Pre means before and fix means to fasten or attach, so quite literally, a prefix is something attached to the beginning of something else. Suf is a variant of sub, below or under, so a suffix is something fastened underneath something else (in this case, behind the root).
By learning the common roots and prefixes (and a few suffixes) you will be able to discern the meaning of many new words almost immediately. (But do look them up for confirmation.) Take the word abject, for example. If you know that ab means away or down and ject means to throw, you can easily figure out that abject doesn't mean something happy. Rather object's root meaning of thrown down is quite close to the dictionary definition of cast down in spirit or sunk into depression.
Note that some modern words are formed by using abbreviated forms of other words. Thus, we see the use of the letter i for Internet in iPhone, iPod, and iTunes, indicating that these items or services work with the Internet. Similarly, the use of e for electronic appears in words such as elearning (and various forms: eLearning, E-Learning, and so on), e-commerce, and e-business. The "e-terms" seem to have been coined before the "i-terms" became popular. And note that most of the "i-terms" are trademarks, while the others are general descriptors: "I'm going to download some iTunes from Apple's e-commerce site because I love e-music." At any rate, these abbreviated forms are not traditional prefixes, but because they are indeed attached to the front of what amounts to root words, they could be considered functional prefixes.
Enjoy this list, together with the discovery of new words and the secret code behind much of the English language.
When you are ready, try the Word Roots Worksheet 1 to see how well you understand how roots and prefixes work.
Then try Word Roots Worksheet 2 for more fun.
And for a number challenge, try the Number Prefixes Worksheet. You'll love it.
حکیم سخن بر زبان افرین به نام خداوند جان افرین
T: checks students' attendance and checks if they sit in their groups or not.
T: Checks students' homework and groups' work.
T: asks some questions to review the previous lesson.
T: gives paper to check students' knowledge.
T: Introduces the new material that the students will be working.
T: reads a short story and asks students to listen for their understanding. (Fun reading practice while focusing
on specific grammar structure of lesson 3 and new words)
B: Students activities
Ss- Greet and form the groups
Ss- Answer the questions.
Ss- Read the short story and answer the questions about the short story.
Ss- Try to guess the new words by reading the short story
C: Teaching/ learning goals
- To make the students familiar with the topic of the lesson.
- To introduce the new words.
A: teacher activities
T: shows 5 slides about new words, gives synonyms and antonyms.
T: asks some questions to help students get the meaning.
T: shows pictures to help students get the meaning.
T: asks the students to read pages (29-31) and to answer the questions in their groups
T: helps confused students as certain the meaning of trouble sentences.
B: student activities
Ss: try to guess the main idea and the meaning of the key words through looking at slides and reading
Ss: take notes any words that trouble them
Ss: read the sentences in their groups
Ss: answer the questions
C: Teaching / Learning goals
- To motivate students to guess the meaning of the new words.
- To learn them the words in context.
- To help them improve reading skills
Review (5 minutes)
A: teacher activities:
T: asks the Ss to repeat new words.
T: gives the Ss exercises (please match the definition to the words then
complete these word maps)
T: asks students to write new sentences with the new words (in their groups)
B: Students activities
Ss: repeat the new words
Ss: do exercises in their groups
Ss: make sentences and compare their idea to each other.
C: Teaching/ Learning goals
- Making a controlled review by the Ss
- Testing the Ss achievement and checking their mistakes.
A: teacher activities
T: shows the picture of Holland's toy city. (a beautiful colorful poster from Holland's toy city)
T: asks some questions orally.
-Is it beautiful picture?
-What can you see in the picture?
T: Writes 3 key questions on the board to motivate students to read the passage
-Where is the toy city?
-How big is the toy city?
-Who visit the toy city?
T: asks Ss to think about the questions before reading.
B: student's activities.
Ss: look at the picture
Ss: try to answer some of the questions.
Ss: think about pre-reading questions that is suggested by the teacher.
C: Teaching / learning goals
- To check students' knowledge about passage.
- To improve the Ss ability to speak English.
- To motivate the students to read.
A: teacher activities
T: asks the students to read the passage silently for understanding and finding the answer of pre-reading
T: helps students to resolve blocks of comprehension
T: asks students underline the new words they can guess and circle the new words they can't guess.
T: asks the students to answer of pre-reading questions.
T: asks the students some new questions to make student to think more than reading.
-What is the toy city?
-Do you like to visit toy city? Why?
-Why do people like child hood?
یعنی دوران کودکی. گاهی اوقات معلم می تواند برای ایجاد ارتباط بهتر با دانش اموز از زبان مادری استفاده کند)
T: tries to teach the students to pick out the most important idea and fact in the reading.
B: student activities.
Ss: Read the reading silently.
Ss: use reading strategies to increase their comprehension.
Ss: answer the key questions and other questions.
Ss: evaluate their own idea.
C: Teaching / learning goals
- To develop the ability of reading comprehension.
- To improve the Ss ability to transfer their understanding of the passage to each other.
A: teacher activities
T: clarifies the meaning of any unclear paragraphs and their relation ship to the author's overall message.
T: encourages the students to ask any questions that they may have about the reading.
T: asks three students to read the paragraphs and paraphrase them.
T: asks all of the students to summarize the reading in their groups.
T: reads the student's summary and select one of them for oral reading to the entire class as listening
B: student activities
Ss: ask their questions
Ss: analyze, discuss and write about the passage and share their ideas.
Ss: summarize passage by restating each paragraph with their own words.
Teaching/ learning goals
- To test the Ss achievement and checking their mistakes.
- To master the whole passage.
Evaluation / Assessment (10 minutes)
T: Evaluates the students to provide feed back in learning and motivate students who do well and give a
feeling of satisfaction for a job well done.
A: teacher gives students some questions.
B: teacher evaluated students based on their participation in class and small groups.
T: sets a composition for home work.
T: asks students to do the exercises page (33-34) for home work. (This lesson has many new words therefore
the teacher don’t have enough time to answer the comprehension questions which are prepared by the writer
of this book. The teacher and the students will discuss about the comprehension questions in next session.)
T: introduces two useful web sites.
T: Thanks their students to joining her to learn their English.
(این طرح درس برای یک کلاس معمولی با جمعیت 30 تا 35 نفر کاربرد دارد)
In the name of Allah
Sample Lesson Plan Based on Lesson Four, BOOK 1 Pre -University Textbook
By : Mohammad Karimi Pasargad Disrtict English Group Winter 1387
Earthquakes and How to Survive Them
To describe the structure of the earth To discuss how an earthquake happens To plan what to do before/
during and after an earthquake
Language Objectives :
To improve the students' reading comprehension skills (scanning, skimming, guessing meaning from the
context, identifying main ideas etc.) To use so/such ... that
To use enough ltoo
To understand so/such ... that l enough ltoo in sentences
To understand the connection between sentence and text parts through punctuation marks (,- . etc. )
Learning Strategies and thinking objectives To apply prior knowledge
To identify details To classify
To cooperate with peers To skim and scan
To recall by visualizing
To guess the meanings of unfamiliar words through pictures, and cognates and borrowing words
To make connections to real life situations To compare and contrast
Pre-university text book lA computer set and its necessary hard wares l Data projector / Whiteboard
/Longman Digital Dictionary (CD's) / Crayons or Markers /Earthquake poster /Drop, Cover and Hold on
Poster /Paper Copies of Vocabulary Task / Soft music /
Suggested time :100 minutes
Hi everybody. Today you're going to read another interesting article in your text book, unit 4. I'm sure you'll
enjoy it since the writer in this article is trying to give you information about a very common happening on
our planet, the earth.
But before going to the text and read it, I guess you'll have to become familiar with some new words and
expressions which are really helpful to you for your better and quicker understanding of the passage.
0. k. are you ready ? everybody here? Books closed, please. Just listen and learn the new words extracted
directly from the passage in unit 4.
Key words and expressions in the passage :
A : Pronunciations and correct stress patterns: ( 5 minutes)
Soft music on - of course not loudly;
Using the data projector 1 project the power point slid show of the key words (the table below) or ( 1 write
the key words and expressions on the board very quickly. Then 1 pronounce them with the correct
pronunciations and stress patterns.
1 ask the students to identify the stressed syllable in each word when they hear It.
Then 1 have my students repeat them after me several times to master the correct pronunciations.
Using the pointer, 1 ask the class or call one certain student to pronounce the pointed word or expression.
earthquake / survive / layer / in comparison to - with / float / liquid / consist of / smoothly / experience /
common / instrument / shake / rattle / damage / shock / populated / luckily / destructive / destruction /
probable / hit / entirely / predict / prediction / locate / possibility / organization / forecast / flood / reality
/ mechanism / emergency / procedure / fire department / calm / provide / aid / aftershock
Key words and expressions in the passage :
B : Dictionary definitions and meanings (15 minutes)
1 give a copy of this dictionary word definition and the example sentences to each one of the learners. Then
quickly check each word with its meaning. To be sure that they have got the exact meaning intended in this
unit, 1 try to extract the Persian equivalent for each word from the students after they saw and read the
As needed 1 use some pictures (provided by the Longman Digital Dictionary) to explain the meanings of
I also project the Longman Dictionary by the Data Projector on the screen and try to screen the word
definitions and sample context/s or example/s in which each word is used so that the students can learn from
both the word definitions and contexts.
1. earthquake : a sudden shaking of the earth's surface The powerful earthquake caused a lot of injury and
death. 2. survive : continue to live after an accident, war or illness These plants cannot survive in very cold
3. layer : an amount of substance that covers a surface
The earth is made up of three main layers: the crust, the mantle and the core. 4. in comparison to : when
compared with sb / sth
Tom is a tall boy in comparison with the boys of his own age. 5. float : stay on the surface of a liquid without
A plastic bag was floating on the water. 6.liquid : a substance that is not a solid or gas The liquid in that
bottle is dangerous. Keep it out of reach of small children. 7. consist of : be formed from ; be made up of
Water consists of hydrogen and oxygen. These two gases combine to form water. 8. smoothly : without any
sudden movements or changes; in a steady way Based on the new report, the traffic is moving smoothly.
9. experience: skill gained from doing a job
The people living in this area have never experienced a strong earthquake. 10. common: happening often;
shared by everyone
Heart disease is one of the common causes of death. 11. instrument: tool
They have ordered new surgical instruments for this hospital. 12. shake : move sth up and down or from side
It is necessary to shake the bottle well before taking the medicine. 13. rattle : move sth with a sound
The open windows were rattling in the wind all night. 14. damage: physical harm
Smoking can easily damage health.
15. shock: violent shaking ; unpleasant surprise
The shock of the explosion could be felt up to s ix miles away. 16. populated: full of people
Unluckily, the earthquake happened in a populated area. 17. luckily: fortunately
Luckily, I got a good job as soon as I received my university degree. 18. destructive: causing damage and
We're worried about the destructive effects of modern bombs. 19. destruction : the act of destroying sth
We are concerned about the environmental destruction caused by humans. 20. probable : likely to exist or to
The probable cause of the accident was high speed. 21. hit : come against sb/sth with force
Earthquakes usually hit the places that are in earthquake zones. 22. entirely : completely
I entirely agree with you about changing our house. 23. predict : say that sth will happen
Scientists are looking for a reliable method of predicting earthquakes.
24. prediction : the act of predicting sth
The results of the experiment showed that our predictions were right. 25. locate : find the exact place of
We couldn't locate the source of the radio signals.
26. possibility : the fact that sth might exist or happen There is a possibility that our plane will not arrive
on time. 27. organization : a group that has formed for a particular purpose They have formed a new
organization to support the environment. 28. forecast : say what the weather will be like
Weather organization have forecasted snowfall and rainfall for the weekend. 29. flood : when a lot of
water covers an area that is usually dry
The heavy rain has caused floods in many parts of the country.
30. reality : what actually happens or is true, not what is imagined I don't know why she refuses to face
31. mechanism : the way that sth works
We need to learn more about earthquake mechanisms. 32. emergency : an event that needs immediate
action The plane had to make an emergency landing in this airport. 33. procedure : a way of doing sth
My father pays a lot of attention to safety procedures at home. 34. fire department: fire service
The fire department is going to employ some firemen. 35. calm : relaxed and quiet; not angry, nervous or
upset It's very important to keep calm in an emergency.
36. provide : give sth to sb, make sth available for sb who needs it He provided me with everything I
37. aid : help
He survived only because first aid was given to him at the scene of the accident 38. aftershock: a small
earthquake that happens after a bigger one
Many buildings were destroyed because of the aftershocks.
After introducing the correct pronunciations, stress patterns meanings, definitions and sample contexts, I
provide the students with some vocabulary tasks.
Music On ;
Vocabulary task A : (10 minutes)
I distribute the paper copies of these voc. tasks among the students. I ask them to do the activity in pairs.
After 10 minutes ,I ask each pair to exchange its paper with the neighboring pair for comparison. (4
Match the items in column A with those in column B.
Pad A paw $
A. when compared with sb / sth ( )earthquake
B. stay on the surface of a liquid without sinking ( )survive
C. an amount of substance that covers a surface ( )layer
D. a sudden shaking of the earth's surface ( )in comparison to
E. continue to live after an accident, war or illness ( )float
F. be formed from ; be made up of ( )liquid
G. without any sudden movements or changes; in a steady way ( )consist of
H. skill gained from doing a job ( )smoothly
I. happening often; shared by everyone ( )experience
J. a substance that is not a solid or gas ( )common
Pad A Part $
A. tool ( )shake
B. move sth up and down or from side to side ( )rattle
C. move sth with a sound ( )damage
D physical harm
E. violent shaking ; unpleasant surprise ( )instrument
F. full of people ( )shock
G. fortunately ( )populated
H. causing damage and destruction ( )luckily
I. the act of destroying sth ( )destructive
J. likely to exist or to be true ( )destruction
K. come against sb/sth with force ( )probable
L. completely ( )hit
Part A Pait $
( )fire department
A. say that sth will happen ( )predict
B. the act of predicting sth ( )flood
C. find the exact place of sth ( )forecast
D. the fact that sth might exist or happen ( )possibility
E. a group that has formed for a particular purpose ( )aid
F. say what the weather will be like ( )organization
G. when a lot of water covers an area that is usually dry ( )reality
H. what actually happens or is true, not what is imagined ( )locate
I. the way that sth works ( )mechanism
J. an event that needs immediate action ( )provide
K. a way of doing sth ( )emergency
L. fire service )aftershock
M. relaxed and quiet; not angry, nervous or upset ( )procedure
N. give sth to sb,make sth available for sb who needs it help ( )calm
O. a small earthquake that happens after a bigger one ( )prediction
Vocabulary task B : ( 5 minutes )
Match the words or expressions with the suggested Persian equivalents given below.
earthquake / survive / layer / in comparison to - with / float / liquid / consist of / smoothly / experience /
common / instrument / shake / rattle / damage / shock / populated / luckily / destructive / destruction /
probable / hit / entirely / predict / prediction / locate / possibility / organization / forecast / flood / reality /
mechanism / emergency / procedure / fire department / calm / provide / aid / aftershock
Music off :
(Now I ask the students to open their textbooks on page 33.)
Before Reading Activities : A : the Opening page (p. 33) ( 3 minutes): The purpose of this page is to
draw the readers into the theme and content of the lesson.
I call my students' attention to the lesson title, the photo and the sentences in the box on page 33.
I read the title aloud. "Earthquakes and How to Survive Them". I ask: What do you think this passage is
I ask them to identify what they see in the photo. I ask them to guess what the passage is about.
I have them read the English sentences below the photo and restate it in their own words and then say if they
agree with it or not.
Finally, I ask them about the connection that might be between the photo, the title and the sentences on this
I also help them understand the picture on page 34, showing the structure of the planet earth : the crust, the
mantle, the core ( outer and inner)
B: Before Reading Questions ( 10 minutes):
In this section I ask questions to reflect on my students' prior knowledge of the passage " Earthquake and
how to survive them".
I give the students enough time and chance to think about these questions and discuss them with the purpose
of helping them activate their background knowledge on the topic.
I also ask the students to scan the reading and use the information they have found to answer some of the
pre-reading questions or tasks.
Using the Data Projector I project the following questions one by one in the form of power point slides on
the screen. I ask the whole class to think
about each question and then I call a name to discuss and express his idea(s).
Note : If the data projector is not available or some problems happen when using it, I'll ask the questions orally or
write some of them on the board very quickly.
Before Reading QUESTIONS :
• Have you ever experienced an earthquake?
• When was the last earthquake that you remember?
• Has your house been damaged by an earthquake?
• Were you frightened the first time you experienced an earthquake?
• How can you prepare for a possible earthquake? (you can scan the text in the book.)
• What preparations should you make before the earthquake hits?
• What happens during an earthquake? (you can scan the text in the book)
• What areas of the world have many earthquakes? (you can scan the text in the book)
• What kind of injuries are caused by earthquakes?
O How do you treat these injuries?
• What frightens people most after an earthquake?
• How can you deal with post traumatic stress resulting from an earthquake? • Where is the best place to go
during an earthquake? ( you can scan the text in the book.)
• Is it possible to know in advance that an earthquake is coming? (you can scan the text in the book)
• Is an earthquake always followed by a tsunami?
• What causes a tsunami after an earthquake?
• How do you measure earthquakes?
• Is your home built to withstand earthquakes?
O Where in your house would you hide if there were an earthquake? • What causes aftershocks?
• Do you live in an area that has earthquakes?
O Are you afraid to be living in an earthquake prone place?
O Have you thought about moving?
While Reading Activities : (40 minutes)
Now please open your books on page 35. this is the beginning of the passage we're going to deal with today.
What's the title?
Well, class. Scan the passage and tell me - every body, please :
In which paragraph does the writer explain the earth's structure?
In which paragraph does the writer gives the number of shocks that occur every year?
In which paragraph does the writer talk about earthquake prediction?
Now tell me: How many sub-headings does the writer provide under the heading "What to Do?"
Under which sub-heading does the writer probably talk about ' fixing heavy things on the walls?"
Under which sub-heading does the writer probably talk about "Standing away from buildings and tress?"
Under which sub-heading does the writer probably talk about " Providing first aid?"
Now I ask the students to refer back to the first paragraph of the passage.
I have them read the first paragraph silently with their eyes not their lips.
At the same time, I project the pre-prepared power point slide of the paragraph on the screen.
I encourage the students to try to guess the meanings of unfamiliar and challenging words from the context
around .(I remind them of this important skill.)
The students are also allowed to use the voc. sheets I gave them in the form of voc. tasks A and B to
remember the meanings of the new words in the passage. (I remind them of this.)
They can also refer to the right sidebar to get the meanings of some challenging words or expressions. (I
remind them of this.)
They can also use their own dictionaries. (I remind them of this.)
I refer them to the picture depicting the earth's structure on page 34 . I point to that picture (p.34) to help
them understand the paragraph far better.
I also encourage the students to read actively.
They should circle the words, write questions in the margins, and take notes which make their reading more
active and meaningful. (I remind them of this.)
I make sure my students know how to use the vocabulary glosses and other support tools to assist them in the
reading process. (I check and monitor their performance while reading silently.)
Pointing to the projected slide on the screen , I read the paragraph aloud and ask the students to listen to how
the words are arouped together. As they listen, I have them lightly underline or circle the groups of words.
Now I ask some questions ( \Nh. Or Yes/No ) and some true/false statements based on the first paragraph to
check their comprehension.
1- What are the three main layers of the planet earth?
2- What's the crust?/ mantle/ core? What are they made or /what are they like? /
3- Is the crust layer the same every where? How does it differ? 4- What are the broken pieces of the crust
5-True /false : The mantle layer is broken into many pieces called plates. 6-True/false : The crust layer is
thinner than the other two layers.
7- Describe the core layer.
8- Restate the par. With your own sentences.
I also call somebody to ask a question Other peers should find the answer. Paragraph 2 :
The same procedure as I did with the first paragraph;
a. b. c. d. e. f. g. h.
projecting the par. on the screen circling new and unfamiliar words encouraging students to guess the
meaning of challenging words from context reading aloud
asking for the paragraph main idea restating the paragraph
How does an earthquake occur? / What happens before happening ?
Using the data projector,I project the following sentences on the screen. Then I ask the students to put
them in the correct order of their happening.
I follow almost the same procedure with the rest of the passage and the other paragraphs. I also time the
The same procedure
a. silent reading
b. projecting the par. on the screen c. circling new and unfamiliar words d. encouraging students to guess
the meaning of challenging words from context e. reading aloud ( me or a certain student)
f. checking comprehension
g. asking for the paragraph main idea h. restating the paragraph
Comprehension check questions :
1. What's the main idea of par. 3?
2. What does "it" refer to in line 2?
3. Do all people experience an earthquake?
4. Do you know the special instrument used for measuring earthquakes? 5. Look at the structure of "so
light that..." . what does it mean?
6. Pay attention to the place of the word "enough" in the last sentence. 7. What is the structure following
I briefly explain the structure of " so .....that...." and " "adj. enough ...I I.
Comprehension check questions :
Paragraphs 4. / 5 / 6/ 7 :
1. 2. 3. 4. 5. 6. 7. 8.
( true / false ). Most earthquakes happen in populated areas. Where's the most probable area for today's
( true/ false) Nowadays earthquakes can be predicted. Almost ............earthquakes happen each year. What's
the main idea of par. 7?
Is earthquake prediction a future possibility? What does "this" refer to in line 3 of par. 7? When does
earthquake prediction become a reality?
The "What to do" part.
Here I also hang the large poster ( containing 10 different pictures )on the classroom wall. This poster depicts
what we should do before and during an earthquake. Pointing to each part of the poster, I ask the students to
distinguish the related sentence in the "what to do" part.
I also do the same procedure :
a. silent reading
b. projecting the par. on the screen c. circling new and unfamiliar words d. encouraging students to
guess the meaning of challenging words from context
e. reading aloud ( me or a certain student)
f. checking comprehension
g. asking for the paragraph main idea h. restating the paragraph
Comprehension check questions : ( par. 8/ 9/ 10 page 36)
1. What's the rest of the passage about?
2. What are the things that the writer suggests us to do before an earthquake?
3. What should we do during an earthquake? 4. What should we do after an earthquake? 5. Questions
asked by the students.
Post reading activities: (10 minutes)
I have my students refer to "Comprehension Check" part on page 37 of their textbooks.
I call the students by name, point to a certain number of the Comprehension Check statements or questions
and give them a chance to think and discuss about this part.
I also get the students to discuss their reaction to the reading passage in pairs and groups with the purpose of
giving them an opportunity to check their comprehension more critically and analyze their reaction to the
I show the students the value of returning to the reading passage again and again to answer the
comprehension and discussion questions. I ask them to point out the specific places in the reading where they
have found answers to the questions.
Now I give them a 10 minutes time to write a summery of the passage and hand it to me.
I read two of the summaries written (chosen by chance) to the class and ask for their ideas about them.
For further reading ,I encourage the students to refer to some internet sites and search for topics related to
EARTHQUAKE in English.
I also provide them with the following text for extensive outside reading. I ask them to read the text at home
and check their understanding with me the next session in the classroom..
Earthquakes strike without warning, and the major shock is usually followed by numerous, after shocks, which may
last for weeks or months. An earthquake's effect on buildings will vary from building to building. Fire alarm or
sprinkler systems may be activated by the shaking. Elevators and stairways will need to be inspected for damage
before they can be used.
The major threat of injury during an earthquake is from falling objects and debris, and many injuries are sustained
while entering or leaving buildings. Therefore, it is important to remain inside the building and quickly move away
from windows, glass and free standing partitions and shelves. Take cover under a sturdy desk or table, in a doorway,
or against an inside wall until the shaking stops.
Give DROP AND COVER command.
1. After shaking stops, check for injuries, and render first aid
2. If ordered by Site Coordinator, evacuate.
3. DO NOT return to building.
4. DO NOT light any fires.
5. Keep a safe distance from any downed power lines.
6. Check attendance whether or not evacuation takes place. Report any missing students to Site Coordinator.
7. Stay alert for aftershocks
8. Site Coordinator will issue fur.her instructions.
Drop Co ve r
1. Get under desk or table or other sturdy furniture with back to windows.
2. If not near any furniture, sit in a corner or with back against a wall with back to windows.
3. Drop to knees, clasp both hands behind neck, bury face in arms, make body as small as possible, close eyes,
and cover ears with forearms.
4. If notebooks or jackets are handy, hold over head for added protection.
5. Stay away from windows, bookcases, or other heavy objects.
6. Maintain position until shaking stops.
1. Assume DROP AND COVER position in an open space.
2. Maintain position until shaking stops.
3. Move away from buildings, trees, overhead wires, and poles.
4. Do NOT enter building until it is determined to be safe.
Goodbye and Have a Nice Day
Once again the members of CSE located in Ardebil are very pleased to have another opportunity to get in
touch with the dear colleagues throughout the nation and we are very glad to make the second electronic
magazine available for you.
It must be mentioned that after issuing the first volume we got warm and kind opinions, comments,
suggestions, guidelines and criticism concerning the previous issue. The present issue contains some other
articles focusing on language teaching and learning, linguistics, literature and translation. Of course we
have tried to select the materials of this issue more attentively to make them more useful for our
respectable colleagues; so we do hope that you find the contents of this issue more informative than the
first one, on the whole. At the same time it should be confessed that it would be impossible to move
forward without your assistance.
Finally and again we are looking forward to receiving your nice suggestions through different means for
our forthcoming activities
Tell me and I forget
Teach me and I remember
Involve me and I learn
Title: new words- reading Time allocated: 90 minutes
Grade level: Grade (2) Date: 87.10.14
Age: (15-16) By: Fatemeh Assiri
Theme: Toy city in Holland – Most people like child hood
Final Task: At the end of this lesson, students will find out the answer to these questions and hopefully keep
them in their belief systems.
- What is a toy city? And why do people like to see it?
- Why are children happy?
- Why do people like child hood?
Objective: During this lesson students will improve knowledge and ability to:
- Understand the story about subject.
- Brain storm orally (through group discussion) about subject.
- Write something about subject or give pieces of advice.
- Work in small group to learn language skills.
a) Linguistic aspects:
- vocabulary: toy- merry-go-round – hammer-glow- sail(V)- sail(N)- canal – highway- pull-coach-churchtiny-
waist- light up- light bulb
Grammar: Here, the teacher's main goal is to make students conscious of the structure "relative pronounces"
(who-whom- which – that)
- The teacher also help the students to learn the structures like, "question sentences and they also learn
how they can answer the questions".
Teaching aids: book- pen- pencil- computer- video projector- board- pictures- paper-light bulb- magic box
b) Thematic aspects
Men and women like to remember being a child
The process: (the techniques and extra explanations)
A: teacher activities
- Greeting T. Hello every body. How are you?
- Warm up: (beginning the class)
T: In the name of lord soul creating wise one speech creating in the tongue
99. Imam Ali heard somebody reciting the passage of the Holy Qur'an we belong to Allah and our return is towards Him, Imam Ali said, "How true it is ! Our declaring that we belong to Allah indicates that we accept Him as our Master, Owner and Lord. And when we say that our return is towards Allah indicates that we accept our mortality".
100. Some people praised Imam Ali on his face. He replied, "Allah knows me very well and I also know myself more than you. Please, Lord ! make me better than what they imagine me to be and please excuse those Weaknesses of mine which they are not aware of".
101. To secure for you fame, credit as well as blessings, the help that you give to men in need, should possess the following attributes: whatever its extent, it should be considered by you as trifling so that it may be granted a high status; it should be given secretly, Allah will manifest it; and it must be given immediately so that it becomes pleasant.
102. Your society will pass through a period when cunning and crafty intriguers will be favoured by status, when profligates will be considered as well-bred, well-behaved and elegant elites of the society, when just and honest persons will be considered as weaklings, when charity will be considered as a loss to wealth and property, when support and help to each other will be considered as favour and benevolence and when prayers and worship to Allah will be taken up for the sake of show to gain popularity and higher status, at such times regimes will be run under the advice of women and the youngsters will be the rulers and counselors of the State.
103. Imam Ali's garment was very old with patches on it. When somebody drew his attention towards it, he replied, " Such dresses, when worn by men of status make them submissive to Allah and kind-hearted towards others and the faithful Muslims can conveniently follow the example ". Vicious pleasures of this world and salvation are like two enemies or two roads running in opposite directions or towards opposite poles, one to the North and the other to the South. Whoever likes to gain the pleasures and pomps of this world will hate austerity in life which is necessary to gain salvation. Reverse will be the attitude of a man desirous of achieving Eternal Bliss. One has to adopt either of the two ways of life, and as they both cannot be brought together, a man has to choose one of them.
104. Nawf bin Fizala Bakali, the famous scholar of the early Islamic days says that one night he was with Imam Ali. In the middle of the night, Imam Ali got up from his bed, looked for sometime at the stars and inquired of Nawf whether he was awake. Nawf said: "I got from my bed replying, "Yes, Amirul Mo'minin (Commander of the Faithful) ! I am awake".
Imam Ali said Nawf ! Those are the fortunate people who adopt piety as the principle of their lives and are fully attentive to their welfare for the Hereafter. They accept bare earth as the most comfortable bed and water as the most pleasant drink. They adopt the Holy Qur'an and prayers as their guide and protector and like Prophet Jesus Christ (Isa) they forsake the world and its vicious pleasure.
Nawf ! Prophet David (Daud) once got up at such an hour in the night and said this was the hour when prayers of everyone who prayed were accepted except of those who forcibly collected revenues or who were scandal- mongers or were persons in the police force of a despotic regime or were musicians".
105, Those who give up religion to better their lot in life seldom succeed. The Wrath of Allah makes them go through more calamities and losses than the gains they gather for themselves.
106. There are many educated people who have ruined their future on account of their ignorance of religion. Their knowledge did not prove of any avail to them.
چه بسا دانشمندى که جهلش او را از پاى در آرد و دانش او همراهش باشد اما سودى به حال او نداشته باشد.
107. More wonderful than man himself is that part of his body which is connected with his trunk with muscles. It is his brain (mind). Look what good and bad tendencies arise from it. On the one hand it holds treasures of know- ledge and wisdom and on the other it is found to harbour very ugly desires. If a man sees even a tiny gleam of success, then greed forces him to humiliate himself. If he gives way to avarice, then inordinate desires ruin him, if he is disappointed, then despondency almost kills him. If he is excited, then he loses temper and gets angry. If he is pleased, then he gives up precaution. Sudden fear makes him dull and nervous, and he is unable to think and find a way out of the situation. During the times of peace and prosperity he becomes careless and unmindful of the future. If he acquires wealth, then he becomes haughty and arrogant. If he is plunged in distress, then his agitation, impatience and nervousness disgrace him. If he is overtaken by poverty, then he finds himself in a very sad plight, hunger makes him weak, and over-feeding harms him equally. In short every kind of loss and gain makes his mind unbalanced.
108. We, Ahlul Bayt (chosen descendants of the Holy Prophet), hold such central and balancing position in religion that those who are deficient in understanding and acting upon its principles, will have to come to us for reformation, and those who are overdoing it have got to learn moderation from us.
109. A Divine rule can be established only by a man, who, where justice and equity are required, neither feels deficient nor weak and who is not greedy and avaricious.
110. Sohayl bin Hunayf Ansari was a favourite companion of Imam Ali. At the time of Imam Ali's return from Siffin, he died at Kufa of the wounds sustained in the battle. His death left Imam Ali very sad and he said: "Even if a mountain loves me it will be crushed into bits". (it means people are tested with my love, and to prove it they have to pass through loss and calamities).
111. Anyone who loves us Ahlul Bayt must be ready to face a life of austerity.
112. No wealth is more useful than intelligence and wisdom; no solitude is more horrible than when people avoid you on account of your vanity and conceit or when you wrongly consider yourself above everybody to confide and consult; no eminence is more exalting than piety; no companion can prove more useful than politeness; no heritage is better than culture; no leader is superior to Divine Guidance; no deal is more profitable than good deeds; no profit is greater than Divine Reward; no abstinence is better than to restrain one's mind from doubts (about religion); no virtue is better than refraining from prohibited deeds; no knowledge is superior to deep thinking and prudence; no worship or prayers are more sacred than fulfillment of obligations and duties, no religious faith is loftier than feeling ashamed of doing wrong and bearing calamities patiently; no eminence is greater than to adopt humbleness; no exaltation is superior to knowledge; nothing is more respectable than forgiveness and forbear- ance; no support and defense are stronger than consultation.
113. When a community is composed of honest, sober and virtuous people, your forming a bad opinion about anyone of its members, when nothing wicked has been seen of him, is a great injustice to him. On the contrary in a corrupt society to form good opinion of anyone of them and to trust him is to harm yourself.
114. When somebody asked Imam Ali as to how he was getting on, he replied: "What do you want to know about a person whose life is leading him towards ultimate death, whose health is the first stage towards illness and whom society has forced out of his retreat".
115. There are many persons whom constant grants of His Bounties turn them wicked and fit for His punishment and there are many more who have become vain and self- deceptive because the Merciful Allah has not exposed their weaknesses and vices to the world and the people speak highly about them. All this is an opportunity. No trial of the Lord is more severe than the time He allows (in which either you may repent or get deeper into vices).
116. Two kinds of people will be damned on my account Those who form exaggerated opinion about me and those who under-estimate me because they hate me.
117. To lose or to waste an opportunity will result in grief and sorrow.
دو تن به خاطر من به هلاکت رسیدند : دوست افراط کننده ، و دشمن دشنام دهنده.
118. She world is like a serpent, so soft to touch, but so full of lethal poison. Unwise people are allured by it and drawn towards it, and wise men avoid it and keep away from its poisonous effects.
119. When asked about Quraysh, Imam Ali replied that amongst them Bani Mukhzum are like sweet scented flower of Quraysh; their men are good to talk to and their women prove very good wives; Bani Abdush Shams are very intelligent and very prudent but we (of Bani Hashim) are very generous and very brave to face death. Bani Abdush Shams are more in numbers, ugly and intriguers but Bani Hashim are beautiful, good speakers and orators and very faithful as friends.
120. What a difference is there between a deed whose pleasure passes away leaving behind it the pangs of pain and punishment and the deed whose oppressive harshness comes to an end leaving behind Divine rewards !
GMAT Vocabulary List
(adv.) on or toward the rear of a ship
The passengers moved abaft of the ship so as to escape the fire in the
front of the ship.
(v.; n) to leave behind; to give something up; freedom; enthusiasm;
After failing for several years, he abandoned his dream of starting a
Lucy embarked on her new adventure with abandon.
(v.) to degrade; humiliate; disgrace
The mother's public reprimand abased the girl.
The insecure father, after failing to achieve his own life-long goals,
abased his children whenever they failed.
(v.) to shorten; compress; diminish
His vacation to Japan was abbreviated when he acquired an illness
treatable only in the United States.
(v.) to reject, renounce, or abandon
Due to his poor payment record, it may be necessary to abdicate our
relationship with the client.
(adj.) abnormal; straying from the normal or usual path
The aberrant flight pattern of the airplane alarmed the air traffic
His aberrant behavior led his friends to worry the divorce had taken its
(n.) a state of temporary suspension or inactivity
Since the power failure, the town has been in abeyance.
(v.) to hate
By the way her jaw tensed when he walked in, it is easy to see that she
The dog abhorred cats, chasing and growling at them whenever he had
(adj.) of the worst or lowest degree
The Hardeman lived in abject poverty, with barely a roof over their
(v.) to give up
The losing team may abjure to the team that is winning.
(n.) a denial
The woman's abnegation of her loss was apparent when she began to
(v.) to loathe; to hate
Randall abominated all the traffic he encountered on every morning
Please do not abominate the guilty person until you hear the complete
(v.) to shorten; to limit
The editor abridged the story to make the book easier to digest.
(v.) to cancel by authority
The judge would not abrogate the law.
(adj.) happening or ending unexpectedly
The abrupt end to their marriage was a shock to everyone.
(v.) to go away hastily or secretly; to hide
The newly wed couple will abscond from the reception to leave on the
(v.) to forgive; to acquit
The judge will absolve the person of all charges.
After feuding for many years, the brothers absolved each other for the
many arguments they had.
(adj.) sparing in use of food or drinks
If we become stranded in the snow storm, we will have to be abstemious
with our food supply.
In many abstemious cultures the people are so thin due to the belief that
too much taken into the body leads to contamination of the soul.
(n.) the act or process of voluntarily refraining from any action or
practice; self-control; chastity
In preparation for the Olympic games, the athletes practiced abstinence
from red meat and junk food, adhering instead to a menu of pasta and
(adj.) hard to understand; deep; recondite
The topic was so abstruse the student was forced to stop reading.
The concept was too abstruse for the average student to grasp.
(adj.) very deep
The abysmal waters contained little plant life.
(v.) to comply with; to consent to
With defeat imminent, the rebel army acceded to hash out a peace treaty.
(n.) loud approval; applause
Edward Albee's brilliantly written Broadway revival of A Delicate
Balance received wide acclaim.
(n.) approving or praising mention; a sign of approval or respect
Rich accolades were bestowed on the returning hero.
Accolades flowed into her dressing room following the opening-night
(n.) co-conspirator; partner; partner-in-crime
The bank robber's accomplice drove the get- away car.
(n.)growth by addition; a growing together by parts
With the accretion of the new members, the club doubled its original size.
The addition of the new departments accounts for the accretion of the
(v.) a natural growth; a periodic increase
Over the course of her college career, she managed to accrue a great
deal of knowledge.
The savings were able to accrue a sizable amount of interest each year.
During his many years of collecting stamps, he was able to accrue a
large collection of valuable items.
(adj.) tasting sour; harsh in language or temper
Too much Bay Leaf will make the eggplant acerbic.
The baby's mouth puckered when she was given the acerbic medicine.
The columnist's acerbic comments about the First Lady drew a strong
denunciation from the President.
(v.) to agree without protest
The group acquiesced to the new regulations even though they were
opposed to them.
After a hard-fought battle, the retailers finally acquiesced to the draft
(adj.) sharp; bitter; foul smelling
Although the soup is a healthy food choice, it is so acrid not many people
choose to eat it.
The fire at the plastics factory caused an acrid odor to be emitted
throughout the surrounding neighborhood.
(n.) sharpness or bitterness in language or manner.
The acrimony of her response was shocking.
(n.) an old saying now accepted as being truthful
The adage "do unto others as you wish them to do unto you" is still
(adj.) not yielding, firm
After taking an adamant stand to sell the house, the man called the real
The girl's parents were adamant about not allowing her to go on a
dangerous backpacking trip.
The egg will become addled if it is left unrefrigerated.
(adj.) skilled; practiced
The skilled craftsman was quite adept at creating beautiful vases and
IN The name of God
آزمون زبان انگلیسی 2 اداره آموزش و پرورش ناحیه 1 تاریخ آزمون : 16 / 3 / 1390
مدت آزمون : 90 دقیقه دبیرستان غیر دولتی دانش پژوهان کلاس دوم :
نام ونام خانوادگی : شماره صندلی : صفحه اول
1 – دیکته : کلمات ناقص را در جملات زیر کامل کنید . 3 نمره
1. The comm – nest greeting is a question about a person's h – alth .
2. I have two brothers . bot - of them are sail – rs .
3. Trans ran a l – ng tiny tra – aks .
4. There were many ro – s of cans, boxes and b – t – les in the shop .
5. The cam – ras in the sp – cesh – p have taken lots of pictures .
6. Whashoe didn't eat the banana sl – ce when she was doing the p – zzles .
2 – با استفاده از کلمات داده شده جملات زیر را کامل کنید . ( یکی از کلمات اضافی است ) 4 نمره
Law / reason / size / suitable / at all / holes / models / scare / run out
7. It's planes are the …………….of a child's wagon .
8. The …………….on the moon were made by very big rocks .
9. The toy town is made of little ……………… .
10. I know winter is not a ………………….time for swimming .
11. I'm sure the loud noise will ……………..the baby .
12. It's against the ……………to make children work .
13. We can't buy anything . we have ……………….of money .
14. I don't like onion soup ………………… .
3 – جملات زیر را با معلومات خود کامل کنید . 2 نمره
15. The toy gun was just like a ……………… gun .
16. A ………………. Is a thing that we use for taking photographs .
17. Tehran is a large city . It's the ……………….of our country .
18. A …………..is a way of being friendly to someone .
4 – مرتب کنید . 2 نمره
19. have / didn't / any / money / Nader / his pockets / in .
20. you / if / you / will / keep on / learn / to do / trying / it .
Page : 2
5 – مترادف کلمات مشخص شده را پیدا کنید . 1 نمره
21. John is in bed because he is ill .
a. drop b. sick c. warm d. happy
22. when I become older I'll buy a car .
a. happy b. good c. grow up d. run out
6 – متضاد کلمات مشخص شده را پیدا کنید . 1 نمره
23. Why are you sad today ?
a. happy b. quite c. wrong d. person
24. They opened the doors at 8 .
a. slowly b. decide c. match d. closed
7 – گرامر : بهترین گزینه را انتخاب کنید . 2 نمره
25. My father has decided …………………..his old car .
a. sell b. to sell c. sold d. is sold
26. You ……………….at home if it rains tomorrow .
a. will stay b. stay c. stayed d. stays
27. We have a car . It is ………………. .
a. yours b. theirs c. our d. ours
28. NO , Mustafa's father has ……………….in his hands .
a. anything b. something c. nothing d. everything
8 – با توجه به تصاویر به جملات زیر جواب دهید . 2 نمره
29. What would happen if he took off his coat ?
30. Tom ate ……………….cake . he didn't leave any for his sister .
Page : 3
9 – معنی : با توجه به معنی جملات بهترین گزینه را انتخاب کنید . 2 نمره
31. A ……………..is a long , thin , yellow fruit .
a. mushroom b. coconut c. banana d. apple
32. I can't do the job alone . I ……………..help .
a. require b. promise c. complete d. describe
33. I'm sure he will not change his idea . He has a ……………..idea .
a. different b. suitable c. fixed d. actual
34. If you want to swim , you should go to the …………….. .
a. capital b. park c. mine d. seaside
10 – تلفظ : کدام کلمه از نظر تلفظ با سه کلمه دیگر متفاوت است ؟ 1 نمره
35. a. four b. about c. around d. house
36. a. rude b. hope c. coat d. toe
37. a. far b. star c. hard d. war
38. a. soon b. now c. too d. do
11 – مکالمه : پاسخ صحیح قسمت A رااز بین جوابهای قسمت B انتخاب کنید . ( یکی از جوابها اضافی است ) 3 نمره
39. What's the date today ? ( ) a. It’s on the sixteenth , I think.
40. What is Ardebil like ? ( ) b. Yes , quite a lot .
41. Do you get a lot of snow ? ( ) c. It's on Mehr .
42. Would you mind opening the door ? ( ) d. It's a clean city .
43. When is your appointment with the doctor? ( ) e. It's eighteen .
44. What month is her birthday ? ( ) f. oh , all right .
g. I am sixteen .
12 – درک مطلب : با توجه به مفهوم جملات گزینه درست را انتخاب کنید . 3 نمره
45. People cried when they read " Oliver Twist " although they knew ……….. .
a. it was not a sad story . b. it was not a long story .
c. Oliver was not a real boy . d. Oliver was not a cruel boy .
46.Why are you late again ? I missed the bus . this sentence means that he ………….. .
a. is usually late b. is never late
c. is late for the first time d. always comes to school on time
47. the same side of the moon faces the earth all the time . It means that …………. .
a. The moon never turns around the earth .
b. we can't see the both sides of the moon from the earth .
c. we can see the earth sides of the moon from the moon .
d. the earth goes around the sun .
Page : 4
13 – درک مطلب : متن زیر را با دقت خوانده و به سوالات آن جواب دهید .
Mrs Ahmadi had an old grand father who lived with her . Every morning he went for a walk in the park and returned home at half past twelve for his lunch .
But one morning a police car stopped at Mrs Ahmadi's house . and two policemen helped Mr Ahmadi to get out . One of them said to Mrs Ahmadi . " The poor old man lost his way in the park and telephoned us for help . so we sent a car to bring him house .
Mrs Ahmadi thanked the policemen and they left .
به سوالات زیر پاسخ کامل دهید . 2 نمره
48. Did Mrs Ahmadi live alone ?
49. Why did the policemen send a car to bring Mr Ahmadi home .
درست یا غلط . True or False بنویسید . 1 نمره
50. Mr Ahmadi telephoned the policemen for help . ……………..
51. Mrs Ahmadi brought her grand father home . ……………….
با توجه به متن بالا گزینه صحیح را انتخاب کنید . 1 نمره
52. After his usual work in the park . The old grand father ………………. .
a. came back home b. ran happily home
c. telephoned the police d. telephoned Mrs Ahmadi
53. The police car was sent to the park to ………………………. .
a. thank the old man b. help the lost perso
c. lose the old man d. get Mr Ahmadi out of the car
Good luck : Abbasi
The crème de la crème is the very best of something.
(USA) One who always looks at the bad side of things and is morbid or gloomy. In olden days crepe was hung on the door of a deceased person's home.
If someone cries crocodile tears, they pretend to be upset or affected by something.
Someone who is very dishonest is as crooked as a dog's hind leg.
People say this to show how sincere their promise is.
When people cross swords, they argue or dispute. This expression is used when some groups accuse each other for non-adherence to norms. Actually no sword is used but the tempo of the argument is high enough to cause worsening of the already bad situation. It is a tussle (vehement struggle without use of arms) between the parties to establish supremacy.
If you will cross that bridge when you come to it, you will deal with a problem when it arises, but not until that point
If someone has a cross to bear, they have a heavy burden of responsibility or a problem that they alone must cope with.
When you are crossing the Rubicon, you are passing a point of no return. After you do this thing, there is no way of turning around. The only way left is forward.
When people, companies, etc, have to make an important decision that will have a considerable effect on their future, it is crunch time.
If someone cries wolf, they raise a false alarm about something.
If you cry your eyes out, you cry uncontrollably.
A cry-baby is a person who gets emotional and cries too easily.
Is an issue or a problem, etc, is a cuckoo in the nest, it grows quickly and crowds out everything else.
(UK) To show love to gain something from someone
(UK) If something is a bit of a curate's egg, it is only good in parts.
If something is very frightening or disturbing, it curdles your blood.
As cats are naturally curious animals, we use this expression to suggest to people that excessive curiosity is not necessarily a good thing, especially where it is not their business.
If people try to curry favour, they try to get people to support them. ('Curry favor' is the American spelling.)
(USA) If something is a curve ball, it is deceptive.
This idiom is used as a way of shortening a story by getting to to the end or the point.
To cut a rug is to dance.
If a person is described as a cut above other people, they are better in some way.
If something is cut and dried, then everything has already been decided and, in the case of an opinion, might be a little stale and predictable.
If people cut and run, they take what they can get and leave before they lose everything.
If people try to do something as cheaply or as quickly as possible, often sacrificing quality, they are cutting corners.
(AU) If people cut down the tall poppies, they criticise people who stand out from the crowd.
If you cut it fine, you only just manage to do something- at the very last moment. 'Cut things fine' is the same. 'Cut it a bit fine' is a common variation.
If you cut off your nose to spite your face, you do something rash or silly that ends up making things worse for you, often because you are angry or upset.
To relax a rule or make an allowance, as in allowing someone more time to finish something.
If someone cuts the Gordian knot, they solve a very complex problem in a simple way.
If somebody or something doesn't cut the mustard, they fail or it fails to reach the required standard.
If you cut to the chase, you get to the point, or the most interesting or important part of something without delay.
If someone's cut to the quick by something, they are very hurt and upset indeed.
If you cut your coat according to your cloth, you only buy things that you have sufficient money to pay for.
If you cut your losses, you avoid losing any more money than you already have by getting out of a situation before matters worsen.
The place where you gain your early experience is where you cut your teeth.
(USA) If something is as cute as a bug, it is sweet and endearing.
If something cuts no ice, it doesn't have any effect or influence.
Something that is cutting edge is at the forefront of progress in its area.
توده انبوهی از غبار
Clouds of dust
particle of dust
گداخت هسته اى
بى نور شدن
بالا رفتن دما
آب وهوا کره زمین
عقب نشینی کردن
هم فشرده کردن
get rid of
گرم شدن کره زمین
6.evolution of life
Adrian White, from the UK's University of Leicester, used the responses of 80,000 people worldwide to map out subjective wellbeing.
Denmark came top, followed closely by Switzerland and Austria. The UK ranked 41st. Zimbabwe and Burundi came bottom.
A nation's level of happiness was most closely associated with health levels.
Prosperity and education were the next strongest determinants of national happiness.
1st - Denmark, 2nd - Switzerland, 3rd - Austria, 4th - Iceland, 5th - The Bahamas, 10th - Canada, 23rd - USA, 41st - UK, 90th - Japan, 96th - Iran, 178th - Burundi (last)
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خدا را دوست دارم ، به خاطر اینکه آن من را install کرده است
خدا را دوست دارم ، به خاطر اینکه هیچ وقت به من پیغام the line busy نمی دهد
خدا را دوست دارم ، به خاطر اینکه اراده کنم، ON می شود و من می توانم باهاش حرف بزنم
خدا را دوست دارم ، به خاطر اینکه دلش را می شکنم، اما او باز من را می بخشد و shout down ام نمی کند
خدا را دوست دارم ، به خاطر اینکه password اش را هیچ وقت یادم نمی رود، کافیه فقط به دلم سر بزنم
خدا را دوست دارم ، به خاطر اینکه تلفنش همیشه آنتن می دهد
خدا را دوست دارم ، به خاطر اینکه شماره اش همیشه در شبکه موجود است
خدا را دوست دارم ، به خاطر اینکه هیچ وقت پیغام no response to نمی دهد
خدا را دوست دارم ، به خاطر اینکه هرگز گوشی اش را خاموش نمی کند
خدا را دوست دارم ، به خاطر اینکه هیچ وقت ویروسی نمی شود و همیشه سالم است
خدا را دوست دارم ، به خاطر اینکه هیچوقت نیازی نیست براش BUZZ بدهم
خدا را دوست دارم ، به خاطر اینکه آهنگ حرف هاش همیشه من را آرام می کند
خدا را دوست دارم ، به خاطر اینکه نامه هاش چند کلمه ای بیشتر نیست، تازه spam هم تو کارش نیست
خدا را دوست دارم ، بخاطر اینکه وسط حرف زدن نمی گوید، وقت ندارم، باید بروم یا دارم با کس دیگری حرف می زنم
خدا را دوست دارم ، به خاطر اینکه من را برای خودم می خواهد، نه خودش
خدا را دوست دارم ، به خاطر اینکه همیشه وقت دارد حرف هایم را بشنود
خدا را دوست دارم ، به خاطر اینکه فقط وقت بی کاریش یاد من نمی افتد
خدا را دوست دارم ، به خاطر اینکه می توانم از یکی دیگر پیشش گله کنم، بگویم که ....
خدا را دوست دارم ، به خاطر اینکه همیشه پیشم می ماند و من را تنها نمی گذارد، دوست داشتنش ابدی است
خدا را دوست دارم ، به خاطر اینکه می توانم احساسم را راحت به آن بگویم، نه اصلا نیازی نیست بگویم، خودش میتواند نگفته، حرف ام را بخواند
خدا را دوست دارم ، به خاطر اینکه به من می گوید دوستم دارد و دوست داشتنش اش را مخفی نمی کند
خدا را دوست دارم ، به خاطر اینکه تنها کسی است که می توانی جلوش بدون اینکه خجل بشوی گریه کنی، و بگویی دلت براش تنگ شده
خدا را دوست دارم ، به خاطر اینکه ، می گذارد دوستش داشته باشم ، وقتی می دانم لیاقت آنرا ندارم
خدا را دوست دارم به خاطر اینکه از من می پذیرد که بگویم : خدا را دوست دارم
Between the ages of 15 - 20 a woman is like Africa.
She is half discovered, half wild.
یه زن بین سن 15 تا 20 سال مانند آفریقا است.
نیمی از آن کشف شده و نیمی دستنخورده و هیجانی
Between the ages of 20 - 30 a woman is like America.
Fully discovered and scientifically perfect.
بین سن 20 تا 30 سال زن شبیه آمریکا است
کاملا کشف شده و کامل علمی (به سن بلوغ رسیده)
Between the ages of 30 - 35, she is like India & Japan.
Very hot, wise and beautiful !!!!!!!!!
بین سن 30 تا 35 سال، او شبیه هند و ژاپن است.
خیلی گرم، باهوش و زیبا!!!!!!!
Between the ages of 35 - 40 a woman is like France.
She is half destroyed after the war but still desirable.
بین 35 تا 40 سال، زن شبیه به فرانسه است
او مانند نیمه متلاشیشده بعد از جنگ اما هنوز خواستنی است
Between the ages of 40 - 50 she is like Germany.
She lost the war but not the hope.
بین سن 40 تا 50 سال شبیه آلمان است.
جنگ را باخته ولی هنوز امید دارد.
Between the ages of 50 - 60 she is like Russia.
Very wide, very quiet but nobody goes there.
بین سن 50 تا 60 سال او شبیه به روسیه است
خیلی پهن، خیلی آرام ولی کسی آنجا نمیرود
Between the ages of 60 - 70 a woman is like England.
With a glorious past but no future.
بین سن 60 الی 70 سال، زن شبیه انگلستان است.
با گذشتهای پرافتخار اما بدون آینده
After 70, they become Siberia.
Everyone knows where it is, but no one wants to go there.
بعد از 70 سال، آنها مثل سیبری میشوند
همه میدانند که کجاست، اما کسی دلش نمیخواد بره آنجا
life is a road and you are it's passengers
becareful about the value of your time
maybe you won't be in the road tomorrow
عشق اقیانوس وسیعی است که دو ساحل رابه یکدیگر پیوند میدهد
wide ocean that joins two shores
زندگی بدون عشق بی معنی است و خوبی بدون عشق غیر ممکن
life with out love is none sense and goodness without love is impossible
عشق ساکت است اما اگر حرف بزند از هر صدایی بلند تر خواهد بود
love is something silent , but it can be louder than anything when it talks
عشق آن است که همه خواسته ها را برای او آرزو کنی
love is when you find yourself spending every wish on him
عشق گلی است که دو باغبان آن را می پرورانند
love is flower that is made to bloom by two gardeners
عشق گلی است که در زمین اعتماد می روید
love is like a flower which blossoms whit trust
عشق یعنی ترس از دست دادن تو
love is afraid of losing you
پاسخ عشق است سوال هر چه که باشد
no matter what the question is love is the answer
وقتی هیچ چیز جز عشق نداشته باشید آن وقت خواهید فهمید که عشق برای همه چیز کافیست
when you have nothing left but love than for the first time you become aware that love is enough
زمانی که همه چیز افتاده است عشق آن چیزی است که بر پا می ماند
love is the one thing that still stands when all else has fallen
عشق مثل هوایی است که استشمام می کنیم آن را نمی بینیم اما همیشه احساس و مصرفش می کنیم و بدون ان خواهیم مرد
love is like the air we breathe it may not always be seen, but it is always felt and used and we will die without it
One song can spark a moment
یک آهنگ می تواند لحظه ای جدید را بسازد
One flower can wake the dream
یک گل میتواند بهار را بیاورد
One tree can start a forest
یک درخت می تواند آغاز یک جنگل باشد
One bird can herald spring
یک پرنده می تواند نوید بخش بهار باشد
One smile begins a friendship
یک لبخند میتواند سرآغاز یک دوستی باشد
One handclasp lifts a soul
یک دست دادن روح انسان را بزرگ میکند
One star can guide a ship at sea
یک ستاره میتواند کشتی را در دریا راهنمایی کند
One word can frame the goal
یک سخن می تواند چارچوب هدف را مشخص کند
One vote can change a nation
یک رای میتواند سرنوشت یک ملت را عوض کنند
One sunbeam lights a room
یک پرتو کوچک آفتاب میتواند اتاقی را روشن کند
One candle wipes out darkness
یک شمع میتواند تاریکی را از میان ببرد
One laugh will conquer gloom
یک خنده میتواند افسردگی را محو کند
One hope will raise our spirits
یک امید روحیه را بالا می برد
One touch can show you care
یک دست دادن نگرانی شما را مشخص میکند
One voice can speak with wisdom
یک سخن میتواند دانش شما را افزایش دهد
One heart can know what's true
یک قلب میتواند حقیقت را تشخیص دهد
One life can make a difference
یک زندگی میتواند متفاوت باشد
You see, it's up to you
شما میبینی پس تصمیم با شماست
گفتگو با خدا
I dreamed I had an interview with God
در رویا دیدم که دارم با خدا حرف میزنم
خدا از من پرسید
?So you would like to interview me
مایلی از من چیزی بپرسی؟
I said, If you have the time
من گفتم، اگر وقت داشته باشید
با لبخندی گفت
My time is eternity
وقت من ابدی است
?What questions do you have in mind for me
چه پرسشی در ذهن داری که می خواهی از من بپرسی؟
?What surprises you most about human kind
چه چیزی در رفتار انسان ها هست که شما را شگفت زده می کند؟
خدا پاسخ داد
That they get bored with childhood
آدم ها از بودن در دوران کودکی خسته می شوند
They rush to grow up, and then
عجله دارند زودتر بزرگ شوند، و سپس
long to be children again
حسرت دوران کودکی را می خورند
That they lose their health to make money
اینکه سلامتی خود را صرف کسب ثروت می کنند
Lose their money to restore their health
ثروتشان را دوباره خرج بازگشت سلامتیشان می کنند
That by thinking anxiously about the future
چنان با هیجان و نگرانی به آینده فکر می کنند
They forget the present
که از زمان حال غافل می شوند
Such that they live in neither the present
آنچنان که دیگر نه در حال زندگی می کنند
And not the future
و نه در آینده
That they live as if they will never die
اینکه چنان زندگی می کنند که گویی هیچوقت نخواهند مرد
And die as if they had never lived
و آنچنان می میرند که گویی هرگز زندگی نکرده اند
God's hand took mine
خداوند دستهای مرا در دست گرفت
And we were silent for a while
و ما برای لحظاتی سکوت کردیم
Then I asked
سپس من پرسیدم
As the creator of people
به عنوان خالق انسانها
?What are some of life's lessons you want them to learn
می خواهید آنها چه درسهایی از زندگی را یاد بگیرند؟
God replied with a smile
خداوند با لبخند پاسخ داد
To learn they can not make any one love them
یاد بگیرند که نمیتوانند دیگران را مجبور کنند که دوستشان داشته باشند
But they can do is let themselves be loved
اما می توانند طوری رفتار کنند که محبوب دیگران شوند
To learn that it is not good to compare themselves to others
یاد بگیرند که خود را با دیگران مقایسه نکنند
To learn that a rich person is not one who has the most
یاد بگیرند که ثروتمند کسی نیست که دارایی بیشتری دارد
But is one who needs the least
بلکه کسی است که نیاز کمتری دارد
To learn to forgive by practicing forgiveness
یاد بگیرند دیگران را ببخشند با عادت کردن به بخشندگی
To learn that it only takes a few seconds to open profound wounds in those they love
یاد بگیرند تنها چند ثانیه طول می کشد تا زخمی در قلب کسی که دوستش دارید ایجاد کنید
But it can take many years to heal them
ولی سال ها طول می کشد تا آن جراحت را التیام بخشید
To learn that there are people who love them dearly
یاد بگیرند کسانی هستند که آن ها را از صمیم قلب دوست دارند
But simply have not yet learned how to express or show their feelings
ولی نمیدانند چگونه احساسشان را ابراز کنند
To learn that two people can look at the same thing
یاد بگیرند و بدانند دو نفر می توانند به یک موضوع واحد نگاه کنند
But see it differently
ولی برداشت آن ها متفاوت باشد
To learn that it is not always enough that they be forgiven by others
یاد بگیرند که همیشه کافی نیست همدیگر را ببخشند
But they must also forgive themselves
بلکه انسان ها باید قادر به بخشش و عفو خود نیز باشند
Thank you for your time, I said
سپس من از خدا تشکر کردم و گفتم
?Is there anything else you would like your children to know
آیا چیز دیگری هم وجود دارد که دوست داشته باشید تا آنها بدانند؟
God smiled and said
خداوند لبخندی زد و پاسخ داد
Just know that I am here
فقط اینکه بدانند من اینجا "با آنها" هستم
I am thankful for the alarm that goes off in the early morning house,
because it means that I am alive
خدا را شکر که هر روز صبح باید با زنگ ساعت بیدار شوم، این یعنی من هنوز زنده ام
I am thankful for being sick once in a while,
because it reminds me that I am healthy most of the time
خدا را شکر که گاهی اوقات بیمار میشوم، این یعنی بیاد آورم که اغلب اوقات سالم هستم
I am thankful for the husband who snoser all night,
because that means he is healthy and alive at home asleep with me
خدا را شکر که تمام شب صدای خرخر شوهرم را می شنوم
این یعنی او زنده و سالم در کنار من خوابیده است
I am thankful for my teenage daughter who is complaining about doing dishes,
because that means she is at home not on the street
خدا را شکر که دختر نوجوانم همیشه از شستن ظرفها شاکی است
این یعنی او در خانه است و در خیابانها پرسه نمی زند
I am thankful for the taxes that I pay, because it means that I am employed
خدا را شکر که مالیات می پردازم، این یعنی شغل و درآمدی دارم و بیکار نیستم
I am thankful for the clothes that a fit a little too snag,
because it means I have enough to eat
خدا را شکر که لباسهایم کمی برایم تنگ شده اند، این یعنی غذای کافی برای خوردن دارم
I am thankful for weariness and aching muscles at the end of the day,
because it means I have been capable of working hard
خدا را شکر که در پایان روز از خستگی از پا می افتم، این یعنی توان سخت کار کردن را دارم
I am thankful for a floor that needs mopping and windows that need cleaning,
because it means I have a home
خدا را شکر که باید زمین را بشویم و پنجره ها را تمیز کنم، این یعنی من خانه ای دارم
I am thankful for the parking spot I find at the farend of the parking lot,
because it means I am capable of walking
and that I have been blessed with transportation
خدا را شکر که در جائی دور جای پارک پیدا کردم
این یعنی هم توان راه رفتن دارم
و هم اتومبیلی برای سوار شدن
I am thankful for the noise I have to bear from neighbors,
because it means that I can hear
خدا را شکر که سرو صدای همسایه ها را می شنوم، این یعنی من توانائی شنیدن دارم
I am thankful for the pile of laundry and ironing,
because it means I have clothes to wear
خدا را شکر که این همه شستنی و اتو کردنی دارم، این یعنی من لباس برای پوشیدن دارم
I am thankful for the becoming broke on shopping for new year,
because it means I have beloved ones to buy gifts for them
خدا را شکر که خرید هدایای سال نو جیبم را خالی می کند
این یعنی عزیزانی دارم که می توانم برایشان هدیه بخرم
Thanks God... Thanks God... Thanks God
خدا را شکر... خدا را شکر... خدا را شکر
آیا میدانستید که بیماری قند اولین عامل کوری در مردم جهان است ؟
آیا میدانستید که شیرینی تنها مزه ای است که جنین در رحم مادر هم می فهمد ؟
آیا میدانستید که زنبور عسل ۵ چشم دارد که ۲ تا اصلی در بغل سر و ۳ تا بر روی سر اون قرار داره ؟
آیا میدانستید که بیست درصد آب شیرین جهان میان آمریکا و کانادا قرار دارد ؟
آیا میدانستید که مورچه در مایکروویو زنده میماند ؟
آیا میدانستید که خوردن ۱ سیب اول صبح، بیشتر از قهوه باعث دور شدن خواب آلودگی میشود ؟
آیا میدانستید که کره زمین از ۱۰۲ عنصر بوجود آمده و این ۱۰۲ عنصر در بدن انسان وجود دارد ؟
آیا میدانستید که در هر ثانیه ۵۰۰۰ بیلیون بیلیون الکترون به صفحه TV برخورد میکند تا تصویر را ایجاد کند ؟
آیا میدانستید که تعداد چینیهای که انگلیسی بلدند، از آمریکاییهای که انگلیسی بلدند، بیشتر است ؟
آیا میدانستید که گرمترین نقطه جهان نقطه ای بنام گندم بریان در کویر لوت ایران با ۷۵ درجه گرما می باشد ؟
آیا میدانستید که استرس تا ۵ برابر سیستم ایمنی بدن را پایین میآورد ؟
آیا میدانستید که حس بویایی خرس تقریبا صد برابر قوی تر از انسان است ؟
آیا میدانستید که دود سیگار موجود در محیط بیشتر از مصرف مواد قندی در پوسیدگی دندانهای کودکان نقش دارد ؟
آیا میدانستید که پروانه ها، چشم های مرکب دارند که تعداد آنها گاهی به هیجده هزار می رسد ؟
آیا میدانستید که در برج ایفل دو میلیون و نیم پیچ به کار رفته است ؟
آیا میدانستید که طول رگهای بدن انسان پانصد و شصت هزار کیلومتر است ؟
آیا میدانستید که زیباترین مجسمه تاریخ ایران مجسمه برنزی نادر شاه افشار است ؟
آیا میدانستید که حس بویایی انسان قادر به دریافت و تشخیص ده هزار بوی متفاوت است ؟
آیا میدانستید که کشور ایران هفدهمین کشور وسیع دنیاست ؟
آیا میدانستید که مرد در قیاس با زن مىتواند حروف ریزترى را بخوانند ولی شنوایى زن بهتر از مرد است ؟
آیا میدانستید که مروارید در سرکه حل می شود ؟
آیا میدانستید که یک پنجم اکسیژنی که مصرف می کنیم توسط مغز مصرف می شود ؟
آیا میدانستید که انسانی با عمر متوسط بیش از ۱۶۳ میلیون لیتر هوا استنشاق می کند ؟
آیا میدانستید که تعداد دهانه های آتشفشان سطح مریخ چهار برابر ماه است ؟
آیا میدانستید که بیش از ۱۵ هزار نوع برنج وجود دارد ؟
آیا میدانستید که پر مصرف ترین دارو در جهان قرص آرام بخش "والیوم" است ؟
آیا میدانستید که سی برابر مردمی که امروزه بر سطح زمین زندگی می کنند، در زیر خاک مدفون شده اند ؟
آیا میدانستید که در یک سانتی متر از پوست شما 12 متر عصب و 4 متر رگ و مویرگ وجود دارد ؟
آیا میدانستید که رشد کودک در بهار بیشتر است ؟
آیا میدانستید که برای اخم کردن باید 43 ماهیچه را به کار گیرید ولی برای لبخند زدن تنها حدود 17 ماهیچه به کار می افتد ؟
آیا میدانستید که هر دو هزار اخم، یک چروک بر روی صورت ایجاد می کند ؟
آیا میدانستید که در هر سال، یک انسان در حدود 6 میلیون و دویست و پنج هزار بار پلک می زند ؟
آیا میدانستید که یک انسان عادی روزانه یک لیتر بزاق دهان ترشح می کند که میزان آن در طول کل عمر او به 10 هزار گالن خواهد رسید ؟
آیا میدانستید که قلب یک انسان معمولی در بازه عمر او در حدود 3 هزار میلیون بار می تپد و 48 میلیون گالن خون را به رگ ها پمپاژ می نماید ؟
آیا میدانستید که اسبها در مقابل گاز اشک آور مصوناند ؟
آیا میدانستید که مساحت دریاچه ارومیه 6 هزار کیلومتر مربع و عمیقترین جای آن 14 متر است ؟
آیا میدانستید که نعناع سکسکه و تنگی نفس را شفا میدهد ؟
آیا میدانستید که در یک بوسه یک دقیقه ای 26 کالری سوخته می شود ؟
آیا میدانستید که افراد باهوش داراى روى و مس بیشترى در موهایشان هستند ؟
آیا میدانستید که جوانترین پدر و مادر جهان یک زوج ۸ و ۹ ساله بودند ؟
آیا میدانستید که نخستین رمانى که توسط ماشین تایپ نوشته شد، تام سایر بود ؟
آیا میدانستید که ایرانی ها روزانه بطور متوسط حتی نصف استکان هم شیر نـمیخورند ؟
آیا میدانستید که بیشتر سردردهای معمولی از کم نوشیدن آب میباشد ؟
آیا میدانستید که ایرانیان در آمریکا فرهیخته ترین افراد جامعه آمریکا هستند ؟
آیا میدانستید که مورچه ها هم شمردن بلدند و قدم هایشان را برای مسیر یابی میشمارند ؟
آیا میدانستید که مصرف زغال اخته از تنگی عروق خون جلوگیری میکند ؟
آیا میدانستید که در امریکا پول از کاغذ درست نشده بلکه از کتان ساخته شده است ؟
آیا میدانستید که والت دیسنی از موش می ترسید ؟
آیا میدانستید که عمر سنجاقکها تنها 24 ساعت می باشد ؟
آیا میدانستید که سردترین نقطه بدن کف پا و با دمای 3 درجه سانتیگراد است ؟
آیا میدانستید که جنین انسان میتواند بعد از هفته هفدهم خواب ببیند ؟
آیا میدانستید که قدرت بینایی جغد 82 برابر قدرت بینایی انسان است ؟
آیا میدانستید که اگر انسان 15 درصد آب بدن خود را از دست بدهد ممکن است بمیرد ؟
آیا میدانستید که شانس شبیه بودن دو اثر انگشت، یک به 64 میلیارد است ؟
آیا میدانستید که تنها حیوانی که نمیتواند شنا کند، شتر است ؟
آیا میدانستید که شیشه در ظاهر جامد به نظر میرسد ولی در واقع مایعی است که بسیار کند حرکت میکند ؟
آیا میدانستید که هر عنکبوت تار مخصوص به خود را دارد و تارهای آنها هرگز شبیه به هم نیستند ؟
آیا میدانستید که مار ناشنواست و به وسیله ارتعاشات دریافتی از زمین میتواند محیط اطراف خود را درک کند ؟
آیا میدانستید که نظیر اثرانگشت، اثر زبان هر شخص نیز متفاوت است ؟
آیا میدانستید که چرا با وجود شور بودن اشک چشم، چشم ما هنگام گریه کردن نمیسوزد ؟
A: What’s for dinner?
B: I’m not sure.
A: How about a pizza?
B: You had pizza for lunch.
A: But I love pizza.
B: Everybody loves pizza.
A: So why can’t I have pizza for dinner?
B: Because you need variety.
A: What’s “variety?
B: Different things—not the same thing all the time.
A: You mean, like a pepperoni pizza instead of a cheese pizza?
B: No, I mean a salad instead of a pizza.
A: We need to save money.
B: Why do we need to save money?
A: Because we need to buy a house.
B: But a house is so expensive.
A: That’s why we need to save money.
B: How much do we need to save?
A: We need to save enough for a down payment.
B: How much is that?
A: That’s about $30,000.
B: Thirty thousand dollars! That will take forever.
A: Not if we save every penny.
B: Okay. Here’s seven pennies.