Moby Dick the so legend by Herman Melville

http://www.youtube.com/watch?feature=endscreen&v=BRsyn0mn26U&NR=1

Grammar                      Yes, No  question                

و هو السؤال الذى لا يحتوى على أداة استفهام بل يبدأ بفعل مساعد أو فعل ناقص و يكون معناه "هل" و تكون الإجابة عليه بـ "Yes"  أو "No"

-إذا كانت الجملة تحتوى على فعل مساعد مثل verb to be / verb to have  أو فعل ناقص مثل 
will / would / shall / should/ can / could / may / might/ must

نضع الفعل المساعد أو الناقص فى بداية السؤال.

1-  Yes, he is a student.  (Is…..)

-Is he a student?

2-  No, he hasn't got any brothers.  (Has……….)

-Has he got any brothers?

3-  Yes, I can swim.  (Can….)

-Can you swim?

--إذا كان فعل الجملة أساسى نستخدم does  إذا كان الفعل مضارع و ينتهى بـحرف s  و نستخدم  do  إذا كان الفعل مضارع و لا ينتهى بـحرف s  و نستخدم did  إذا كان الفعل ماضى ثم نأتى بمصدر الفعل.

1-  Yes, Ali speaks English.   (Does…..)

-Does Ali speak English?

2-   No, I don’t have a car.  (Do…..)

-Do you have a car?

3-  Yes, I bought a new shirt yesterday.  (Did…..)

-Did you buy a new shirt yesterday?

4-  No, I didn't watch the match..  (Did…..)

 -  Did you watch the match?

Questions and short answers

Question	Short answer
Are you Egyptian?	Yes, I am.	No, I'm not.
Is he Spanish?	Yes, he is.	No, he isn't.
Have you read this book?	Yes, I have.	No, I haven't.
Has he read the magazine?	Yes, he has.	No, he hasn't.
Do you live in Cairo?	Yes, I do.	No, I don't.
Does he work at the university?	Yes, he does.	No, he doesn't.
Can you come to my party?	Yes, I can.	No, I can't.
Can he swim?	Yes, he can.	No, he can't.

ملحوظة : إستخدمى الفعل بصيغته الكاملة فى الإثبات و لا تختصرى   

Are you Egyptian?

   Yes, I am.    صح

    Yes, I'm    خطأ

Notice the difference

Do you have a car?                  = Have you got a car?

Does he have a car?                = Has he got a car?

Can you play music?              = Are you able to play music?

Can she play tennis?               = Is she able to play tennis?

What's your father's job?        = What does your father do?

Do you come from England?  = Are you English?

Where are you from?              = Where do you come from?

unit 10 vocabulary and structures

Choose the correct answer:

1-    In the morning, orangutans (eat-feed-drink-stay) on fruits and insects,

2-    Most animals have a backbone but (humans-insects-elephants-rabbits) do not.

3-    Polar bears catch (fish-water-dish-animals) through holes in the ice.

4-    (Elephants-Lions-Insects-Ducks) are very large animals which belong to the cat family.

5-    A fish's tail and (fans-fats-furs-fins) help it to swim.

6-    When it rains, orangutans protect themselves by (holding-catching-carrying-eating) leaves over their heads.

7-    Dogs, cats and rabbits are covered (by-at-of-in) fur.

8-    Birds are covered in (features-feathers-scales-furs).

9-    A (glacier-mountain-sea-river) is a large mass of ice.     

10- Wildlife means animals and plants that live in (artificial-official-natural-professional) conditions. 

11- All environments are home (to-of-at-by) many types of wildlife.

12- Fish are covered in (scales-fins-feathers-hair).

13- A duck (most-more-mostly-less) lives on the water.

14- A (sharp-shark-shriek-shrink) eats animals, fish and people, It can swim.

15- I'm not sure (whether-weather-whatever-unless) this animal can move fast.

16- Many animals have (ended-started-adapted-gone) to life in extreme heat and cold.

17- We do not often see sand cats because they sleep (trees-tunnels-underground-forests).

18- There are (boiling-burning-boil-burn) deserts and there are the high mountains.

19- The high mountains of Sinai are sometimes covered (with-of-from-at) snow.

20- The North Pole has enormous glaciers and (freezing-hot-warm-cold) water.

21- The rainforests of South America and Asia have their (heavy-light-black-rare) rain.

22- One of the animals best adapted to heat is Egypt's (sand-sandy-desert-mountain) cat.

23- Sand cat is designed (by-with-for-to) desert life.

24- Polar bears live (in-on-under-off) the ice around the North Pole.

25- Sand cats come out to (fish-catch-hunt-shoot) at night, like many other desert animals.

26- Sand cats get all the moisture they need from their (prey-pray-victim-pair).

27- Polar bears are between 2.5 and 4.5 metres long and more than 450 kg in  (weigh-weight-weightless-height).

28- The white fur and thick skin protect polar bears (from-of-by-for) the extreme cold.

29- Polar bears live on fish, which they catch through (balls-calls-halls-holes) in the ice.

30- Polar bears have an incredible sense of (smell-humour-touch-small) and can smell their prey as far as 16 kilometres away.

31- Polar bears can run faster than 50 kilometres (a-the-some-an) hour

32- The rainforests of Borneo, are the (flat-house-building-home) of the orangutans.        

33- Orangutans sleep all night in (nests-houses-homes-buildings) which they make from branches.

34- In the morning, orangutans (feed-eat-stay-leave) on fruits and insects.

35- A (pray-prey-pry-victim) is an animal that is hunted and eaten by another animal.     

36- Many types of (wildlife-midwife-housewife-mild life) live in the rain forests.

37- Sand cats have thick (fur-skin-skill-scale) on their feet to protect them from the hot sand.

38- Polar bears live (at-by-with-on) fish, which they catch through holes in the ice.

39- Polar bears live (off-away-in-by) seals and fish.

40- Many animals have adapted (for-to-from-on) life in extreme heat and cold. 

http://www.youtube.com/watch?v=vsVxZPUJHN8

1. Exercises on Vocabulary and Language Notes
   1. When fruit or other food (dots – shots – knots – rots), it is too bad to eat.
   2. Scientists can (qualify - modify – clarify – identify) crops by adding or removing certain genes.
   3.  People who do not have enough food to eat may die of (starvation – sanitation – determination – nutrition).
   4.  If you want to grow vegetables, you have to put (deeds – needs - seeds – reeds) in the ground.
   5.   Farmers earn their money from (agriculture – culture – feature – literature).
   6.   Look at the planes. They are (praying – playing – spraying – staying) the fields from the air.
   7.   Rice is the main (grade – element – substance – ingredient) of tonight's dish.
   8.  Some people believe that (volcanic – organic – electronic – titanic) fruit and vegetables are better for you than ones grown with chemical fertilizers.
   9.  Some people are worried that genetically- (applied – classified – dried – modified) crops will bring diseases.
   10.  Farmers use chemical (hormones – antiseptics – antibiotics – pesticides) to kill insects which attack their crops.
   11.  My brother wants to study (gene – genetic – genetics – geneticists) at university.
   12. (Ripened – Rotten – Raw – Medium) fruit usually tastes sweet.
   13. This tomato is (ridden – risen – rotten – molten). I can't eat it.
   14.  Scientists have made genetic (qualifications – modifications – classifications – clarifications) to some vegetables.
   15.   Many people were very hungry after the storm. Some even began to (swerve – serve – starve – observe).
   16.  (Unlike – Alike – Dislike – Look like) his brother, he's very arrogant.
   17.   He passed the test and (so – either – neither – nor) did his brother.
   18.  I wish the weather (was – were – is – had been) better yesterday.
   19.  I'm (incredibly – unbelievably – fantastically – awfully) sorry for not coming on time.
   20.  (Once – One – Ones – Twice) I've found somewhere to live I'll send you my address.
   21.  Every night before going to bed, I (hope – wish – give – offer) my mother good night.
   22. My brother trained hard for the competition and I (hope – wish – offer – intend) he'll win.
   23. I (thought – wish – intend – hope) the weather improves soon.
   24. I (insist – hope – wish – intend) we could meet next week.
   25. I wish you (can – will – may – would) try listening to me for once.

Gulliver's Traveles

Chapter 5 in points

v The giant baby girl has just dropped Gulliver, but he was not hurt as he didn't hit the floor and landed in a soft blanket that was held around the baby. All in the room laughed including the baby.

            The giant farmer Picked Gulliver up and Gulliver saw his face closely. He

            saw that the man's hair was like branches of a small tree. Then the man's

            wife carefully picked Gulliver and carried him to a bed and put a handkerchief

            over his legs.

v Gulliver slept and dreamt of his family so he felt very sad. Gulliver looked around and found that he was alone in the room. The bed was nearly eight meters so Gulliver couldn't know how to get down to the floor. Gulliver thought about calling the farmer's wife , but his voice wouldn't be heard.

            Suddenly Gulliver saw two rats the size of two large dogs. When they saw

            Gulliver they jumped onto the bed and began to attack Gulliver. One of them

             held Gulliver's sleeves with its teeth. Gulliver tried to defend himself by using

             his knife. He managed to hurt one of them and they escaped.

v The farmer's wife entered the room , she was surprised to see Gulliver sitting on the bed with a knife. Through signs he tried to explain what had happened .She seemed to understand and took Gulliver into the garden to breathe some fresh air.

v That evening, the farmer's daughter , Glumdalclitch, who

             was nine year helped her mother to prepare a tiny bed for

            Gulliver. They put the bed on a low shelf inside a cupboard to be safe from any

             rats.  The young girl loved sewing and made Gulliver clothes and dressed him

             like a doll. She made him seven shirts and four pairs of trousers. She also

            taught him  her language by pointing to things and telling him their names. She

            was very  kind and called him Grildrig which means "puppet"

v The farmer's neighbors had heard about Gulliver so one day, an old man who was a friend of the farmers came to see Gulliver. The farmer put Gulliver on the table in the kitchen to talk to the man.

            There was a conversation between Gulliver and the man. Gulliver did what the

             man asked him , walked up and down and named objects in their languages.

             The old man put on his glasses to see better. When Gulliver looked at the man

             he thought that his eyes looked like two giants moons and Gulliver laughed.

             The old man was angry when Gulliver laughed at him .

v The man suggested that the farmer should make Gulliver work to earn money  if he were clever. The man suggest that the farmer could take Gulliver to the market where people could pay money to see Gulliver. The farmer agreed , but Glumdalclitch was very worried about Gulliver. She was worried that people would pick him up and play with him. They might break his arms or drop him. But her father told her to think of the money they could get from him. Finally she decided to go with her father to be Gulliver's guard.

v The next day , the farmer and Glumdalclitch put Gulliver in a small wooden box and for the half-hour ride to the market in the town nearby. There were three small holes in the box to help Gulliver breathe and look out . As the horse was fast, Gulliver felt as if he were on a ship in a storm.

v When they arrived at an inn next to the market, Gulliver was put on a table in the largest room inside the inn. The farmer allowed thirty people at a time to come into the room to see Gulliver. Gulliver's job was to welcome people , walk up and down and answer Glumdalclitch's questions. People in the market heard about the amazing little man inside the inn and more and more people wanted to see Gulliver.

v During this show Gulliver faced some troubles, A school boy threw a nut at Gulliver. It was the size of a large rock and hit his head so the boy was sent out of the room. Gulliver was shown to twelve different groups of people so when he finished , he was exhausted as a result when he came back , he had to rest for three days.

v Unluckily, he couldn't rest at the house as the farmer's neighbors came to see Gulliver , the farmer was happy as people paid him money. From here ,the farmer thought of taking Gulliver to all Cities in the land. He packed all things for a long journey and they set off for the capital on 17th August 1703.

v On their way they stopped at eighteen large towns , many small villages and even private houses. Sometimes , Glumdalclitch pretended that she was tired to help Gulliver rest as he was exhausted. She spend time teaching him languages and got him out to have fresh air , Gulliver saw enormous buildings and five or six rivers that were wider than The Nile.

v After ten weeks they arrived in the capital city which was called Lorbrulgrud the farmer found a hotel in the main street not far from the king's palace. He hired a room in the hotel with a huge table in the middle where Gulliver could perform. Gulliver could understand the people thanks to Glumdalclitch. The farmer continued to earn more and this made Gulliver exhausted. After a few week, Gulliver lost weight , felt ill and tired. The farmer saw that Gulliver looked like a skeleton and was worried that Gulliver would die.

v Gulliver was Lucky because a servant from the palace came and asked the farmer had to go to show Gulliver to The Queen. When Gulliver saw the queen , he bowed down and said he was pleased to meet her. She smiled and asked Gulliver some questions and said that Gulliver seemed intelligent despite his size. She asked him to live in the palace with the king and her family. Gulliver  said he would be happy if the farmer agreed .

v The farmer agreed as he thought Gulliver was ill and might die and sold Gulliver for a thousand pieces of gold. Now Gulliver belonged to the queen and asked her to keep Glumdalclitch as a teacher and she agreed. The farmer also agreed to leave his daughter as she would get a good job in the palace . When the farmer was leaving Gulliver did not say a word to him because he thought that he only sold him as he thought he would die.

           The queen picked Gulliver up and carried him to the King in another room. 
           When the king saw Gulliver, he looked at him in surprise. He thought Gulliver 
           was a toy , the queen asked Gulliver to tell the king about himself. After the 
           conversation with Gulliver , the king thought  that the farmer had tricked the 
           queen and took the money and looked at Gulliver angrily. 

Things we don't do in class

1. Don't:

             go to class unprepared

             be inconsistent

             issue threats              

             raise your voice

             give boring classes

             be unfair

             have a negative attitude to learning

             break the code

             patronize students

2.Major risks run by Dominating teachers:

Dependence breeding.

Spoon-feeding

Time-wasting

Confusion

Demoralization, and frustration

3. Characteristics of the disciplined classroom:

1. learning is taking place.

2. It is quiet.

3. The teacher is in control.

4. Teacher and students are cooperating smoothly.

5. Students are motivated.

6. The lesson is proceeding according to plan.

7. Teacher and students are aiming for the same objective.

8. The teacher has natural charismatic authority.

How to be an efficient teacher

1. Learn your students' names.

This cannot be overemphasized. You will be able to control your class better and gain more respect if you learn the students' names early on. If you are one who has a poor memory for names, have all the students hold up name cards and take a picture of them on the first day of class. On the second class, impress them by showing them you know all their names.

2. Establish authority from the beginning.

Expect your students to use English 100% of the time, and accept it if they only achieve 95% usage. Do not let them get away with speaking their mother tongue to communicate with their partner. Deal quickly with inappropriate conduct in a friendly yet firm manner.

3. Be overly prepared.

If you don't have a clear lesson-plan down on paper, then make sure you have a mental one. You should know about how long each activity will take and have an additional activity prepared in case you have extra time.

4. Always consider the learners' needs when preparing for each lesson.

Why are your students studying English? How will they use English in the future? What do they need to learn? If many of the students are going to study abroad at an American university, for example, then the teacher should be preparing them for listening to academic lectures and academic reading to some extent. If, on the other hand, most of the students have no perceived need for English in the future, perhaps you should be focusing on useful skills that they may use in the future, but may not be essential--skills such as understanding movie dialog, listening to music, writing a letter to a pen pal, etc.

5. Be prepared to make changes to or scrap your lesson plan.

If the lesson you have prepared just isn't working, don't be afraid to scrap it or modify it. Be sensitive to the students--don' t forge ahead with something that is bound for disaster.

6. Find out what learners already know.

This is an ongoing process. Students may have already been taught a particular grammar point or vocabulary. In Japan, with Japanese having so many loan words from English, this is especially true. I have explained many words carefully before, such as kids, nuance, elegant, only to find out later that they are now part of the Japanese language.

7. Be knowledgeable about grammar.

This includes pronunciation, syntax, and sociolinguistic areas. You don't have to be a linguist to teach EFL--most of what you need to know can be learned from reading the students' textbooks. Often the rules and explanations about structure in the students' texts are much more accessible and realistic than in texts used in TESL syntax courses.

8. Be knowledgeable about the learners' culture.

In monolingual classrooms the learners' culture can be a valuable tool for teaching.

9. Don't assume that your class textbook has the language that your students need or want to learn.

Most textbooks follow the same tired, boring pattern and include the same major functions, grammar and vocabulary. The main reason for this is not scientific at all--it is the publisher's unwillingness to take a risk by publishing something new. Also, by trying to please all teachers publishers force authors to water down their materials to the extent of being unnatural at times. It is the teacher's responsibility to add any extra necessary vocabulary, functions, grammar, or topics that you feel the students may want or need.

10. Don't assume (falsely) that the class textbook will work.

Some activities in EFL textbooks fall apart completely in real classroom usage. It is hard to believe that some of them have actually been piloted. Many activities must be modified to make them work, and some have to be scrapped completely.

11. Choose your class textbooks very carefully.

Most teachers and students are dissatisfied with textbooks currently available. Nevertheless, it is essential that you choose a textbook that is truly communicative and meets the needs of your students.

12. Don't neglect useful vocabulary teaching.

The building blocks of language are not grammar and functions. The most essential thing students need to learn is vocabulary; without vocabulary you have no words to form syntax, no words to pronounce. Help your students to become vocabulary hungry.

13. Proceed from more controlled activities to less controlled ones.

Not always, but in general, present and practice more structured activities before freer, more open ones.

14. Don't neglect the teaching of listening.

It is the opinion of many ESL experts that listening is the most important skill to teach your students. While listening to each other and to the teacher will improve their overall listening ability, this can be no substitute for listening to authentic English. As much as possible, try to expose your students to authentic English in a variety of situations. The best way to do this and the most realistic is through videos. Listening to audio cassettes in the classroom can improve listening ability, but videos are much more motivating and culturally loaded.

15. Turn regular activities into games or competition.

Many familiar teaching points can be turned into games, or activities with a competitive angle. A sure way to motivate students and liven up your classroom.

16. Motivate your students with variety.

By giving a variety of interesting topics and activities, students will be more motivated and interested, and they are likely to practice more. With more on-task time they will improve more rapidly.

17. Don't teach linguistics.

Language and culture are inseparable. If culture isn't a part of your lessons, then you aren't really teaching language, you are teaching about language.

18. Don't teach phonetics.

By all means teach the more important aspects of pronunciation, but don't bombard the students with minimal pair drills that cannot be applied to real communication. They don't really understand the meaning of any of those minimal pairs you teach anyway, do they? A more rational approach would be to teach pronunciation in context, as necessary. For example, if you are teaching a section on health, teach syllable stress with sickness words: fever, headache, backache, earache, constipation, etc.

19. Don't leave the learners in the dark.

Explain exactly what they are expected to learn in a particular lesson. Make sure that students know what they are doing and why. The lessons should be transparent to the students, with a clear organization.

                                                                                                                                                                

20. Be enthusiastic! Don't do it just for the money.

You don't have to be an actor or clown, but students appreciate it when the teacher shows genuine interest in teaching. Teachers who are jaded with EFL would do best to hide it, or consider moving on to another profession.

21. Show interest in the students as individuals.

Treat students as individuals, not subjects. Don't patronize or talk down to them; talk to them as you would any other person. Only in this way will true communication take place.

22. Allow opportunities to communicate directly with students.

Students want, more than anything, to talk with the teacher. Don't overdo pair and group work to the point that they haven't had a chance to interact with you, too.

23. Allow time for free communication.

For speaking this would mean allowing time for free conversation, for writing doing freewriting, for reading allowing time for extensive pleasure reading, and for listening, listening for entertainment sake.

24. Use humor to liven up the class.

Make it a habit to get the students to laugh at least once per lesson.

25. Show an interest in the students' native language.

This is especially important in the monolingual classroom. Ignoring their L1 causes some students to think (erroneously) that you don't respect them. If possible, use the L1 periodically as part of the lesson. If nothing else, it will show the students respect, and may loosen them up.

26. Don't have pets.

This is extremely hard to avoid, especially when a student is more outgoing or interesting than others. Nevertheless, try to call on and attend to students as equally as you can.

27. Circulate.

Move about the classroom. At times sit with groups and monitor, as well as joining in on the communication. At times walk about, listen and observe.

28. Make your instructions short and clear.

Demonstrate rather than explaining whenever possible.

29. Speak up, but don't break anyone's eardrum.

If the students can't hear you, you are wasting your breath. Not as bad, but still annoying is the teacher who thinks s/he must speak louder to be comprehended. Research has already proven this to be false.

30. Don't talk too much.

Depending on the subject, you should be talking from about 5% to 30% of the lesson. For speaking or writing, more than 10-15% would probably be too much. Most lessons should be student-centered, not teacher-centered.

31. Don't talk too slow.

How do you expect your students to understand real English if you don't speak at a fairly natural speed? Oversimplified and affected speech will hurt your students in the long run. Shoot for moderate complexity and more repetition if needed.

32. Be sensitive to your students.

Watch their faces and reactions. Do they understand you? Are they interested or bored? Try to be aware of what is going on in your classroom at all times. If you are starting class and one student is still talking, try to gently get him/her to stop. If you are sitting with a pair of students on one side of the room, try to be attentive to what is happening in other groups as well. There may be a group across the room that is confused and doesn't know what to do.

33. Don't be a psychiatrist.

Shy, introverted students are not going to change their personalities overnight in order to learn English. Give these students opportunities to talk in small groups, but don't expect them to shout out answers in front of the whole class.

34. Respect both "slow" and "fast" learners.

Language learning is not about intelligence; the important thing to stress is that the students are improving.

35. Don't lose your cool.

If you do, you will lose hard-won respect. Even if you have to go so far as to leave the classroom, do it in a controlled manner, explaining to the class or student why you are unhappy with them.

36. Be frank.

Praise your students when they are getting better and encourage them when they are not doing as well as they can.

37. Be a coach.

At times you must be more of a coach than a teacher. Push the students to write those few extra lines, to get into their groups faster, to extend their conversations.

38. Be fair and realistic in testing.

Teach first and then test; don't test things that haven't been taught. Also, remember that the main purpose of language is communication. This means that when marking a dictation portion of a listening test, for example, a "What [ ] your name?" response should get nearly full points because the listener has demonstrated full comprehension.

39. Don't overcorrect.

For example, when correcting a narrative composition at low-intermediate level, it doesn't make much sense to correct mistakes with relative clauses. Likewise, if your class is practicing simple past tense, don't correct article usage at the same time. If you think a student can correct their own mistake, don't supply the correction for them, rather allow for some self-monitoring.

40. Be reflective.

Think about your own teaching. After each lesson is over take some time to reflect. Was the lesson effective? What were the good and bad points? How could it be improved?

41. Keep in shape.

EFL teachers don't have to become jaded with teaching. Get into it. Look at new coursebooks and teacher training books to get new ideas. Share your ideas with colleagues. Go to conferences.

42. Laugh at yourself sometimes.

There are those times when nothing goes right despite our best intentions. We must be humble enough to admit to ourselves and to our students that we just messed up.

     copied  thanks for the source