Tears, idle tears

 

Tears, idle tears

اشکها, اشکهای بیهوده

Tears idle tears, I know not what they mean

Tears from the depth of some divine despair

Rise in the heart and gather to the eves,

In happy autumn fields,

And thinking of the days that are no more.

 

Fresh as the first beam glittering on a sail

That brings our friends up from the underworld.

Sad as the last which reddens over one

That sinks with all we love below the verge

So sad, so fresh, the days that are no more

types of listening activities

Our group work at the university about 3L METHOD will be continued hopefully even after graduating of the university. we, as the members of one the groups, are ambitiously confident with this method and with the success of  the research .To them  and the whole of the class I am grateful. Furthermore, special thanks go my great professor  Mr. BAGHAEI whose great help and creative ideas helped and motivated us to do such a research .meanwhile I would like to appreciate my dear friend and classmate Mr JAVANBAKHT  because of his perseverance and meticulous studies that really helped all of the groups .

 

The main emphasis of 3L PRECEDURE is on listening skill                                        

Here is some types of listening skill activities that  relating to the suitable activities, age level of the class, background knowledge and many conditions and  situations in the class can be used.

The main emphasis of 3L PRECEDURE is on listening skill                                                                                

Listening for the main idea - students listen to identify the overall ideas

expressed in the whole recording.

 

Listening for details – students listen for groups of words and phrases at

sentence level.

 

Listening for specific information – students listen for particular information at

word level

NLP

         What is NLP?

 (With a special thanks to my dear professor, Mr.J.M.SHARIATI )

 

 

 

     Neuro- Linguistic Programming is an attitude to life. It is also a collection of techniques, patterns and strategies for assisting effective communication, personal growth and change, and learning. It is based on series of underlying assumptions about how mind works and how people act and interact. It is a means of achieving intra-personal excellence.

     The neuro part of NLP is concerned with how we experience the world through our five senses and represent it in our mind through our neurological processes.

      The linguistic part of NLP is concerned with the way the language we use shapes, as well as reflects, our experience of the world.

The programming part of NLP is concerning with training ourselves to think, speak, and act in new and positive ways, in order to release our potential and teach those heights of achievement which we previously only dreamt of.

 

 

what is A GAME , really

If English teachers could return the joy of learning through the learners, I believe, most of the psychological and emotional problems and barriers of learning (e.g.  Demotivating, afraid of appearing  foolish or stupid by other classmates s, hyness etc) would be removed .to do so we, as responsible teacher should pave the way in order to have joyful atmosphere in the class. one of the major task of the teacher to have this kind of class is learning through games, dramas and role plays .but first of all we ought to know what a game is really ,then we at the other  ups I am going to write some other articles about ESL games in very detailed and classified  parts (e.g. in areas of language and skill )we want to decrease the barriers that  lead in frustrating in learning as much as possible.

1. what is a game, really?

In the German language a game is any activity which is executed only for pleasure and without conscious purpose. In this definition every activity that brings pleasure is a game. For example, people dance, play musical instruments, act in plays, and play with dolls and model trains.

This definition people use today comes from the works of Johan Huizinga (Homo Ludens, 1938) and Friedrich Georg Jünger (Die Spiele, 1959). But there are more ways to define games. Manfred Eigen's and Ruthild Winkler's definition for game goes beyond the definition used by Huizinga. They see a game as a natural phenomenon: half necessity and half coincidence (Das Spiel, 1975). Their definition of games comes closer to Adornos' definition, who set himself apart from Huizinga by identifying games as an art form.

But in our sense these definitions are too wide, we define game more succinctly. Thus, I am writing about games which belong to the class that includes Chess, 9 Man's Morris, Checkers, Halma, Go, Parchisi, Monopoly, Scrabble, Skat, Rummy, Bridge, Memory, Jack Straws, Dominoes, and so on. Unfortunately, our language does not have a good term to call these games. Terms like table games, society games, tournament games are too narrow. In my opinion, the best term would be "rulegames" = "games with rules"