Guiding you and others to embrace the power of self-care.

Rules for Academic  1) All punctuation marks are not preceded by a space; they are all (with the exception of hyphen (-), dash (—), & slash (/)) followed by a space. N.B. Punctuation marks are important for driving your ideas home. (I prepared these notes using my Basics of Essay Writing[Part One pp. 1-30].) (2)Never end a sentence with an exclamation mark (!) and a question mark (?) at the same  time  (!?);  each one(alone)is  sufficient  to  end  a  sentence/question.  Only  in informal  writing  can  we  do  so!  If a question  is  exclamatory  in  the  same  time,  give priority  to  putting  a  question  mark  (and  not an exclamation  mark): e.g., Has  not  he attended any lecture?& not Has not he attended any lecture!(3)Three punctuation marks only do put an end to a sentence—a full stop (.) to the complete sentence, a question mark (?) to the question, & an exclamation mark to the exclamatory.... (4)When mentioning items more than two, use a comma before the final and(and be consistent  in  this  usage)to  avoid  ambiguity, e.g., I recited some Qur’anic verses, read  the newspaper, and left for university.(5) A letter with  a shadda in  Arabic should be indicated by doubling/geminating that letter  in  English.  This  often  appears  when  writing  Arabic  proper  names  in  English: e.g., Muhammed Seddiq el-Minshawi. (6)Letters without shaddas in Arabic proper names must never be doubled/geminated when written in English: e.g., Sally, Hassan, Hossam, etc. All these customs followed by some  British/American  writers  and,  hence,  imitated  by  us  are  undoubtedly  wrong. Like us Arabs, British/American people commit many common mistakes in writing. (7)When  you  write  an  Arabic  proper  name  beginning  with  al/el  (the  equivalent  for the definite  article thein English)  such  as al-Menshawi, el-Masri, al-Mahallawi, etc.,  write the al/elin small letters followed bya hyphen (-) then capitalize the first letter of the original word/name: e.g., Muhammed Seddiq el-Menshawi, Mustafa al-Mahallawi, etc. WHY? When in Rome do as the Romans do. Since you do not capitalize articles (a, an, & the) included  in titles  as proper  nouns when  writing  in  English,  you  should  follow  suit when writing proper nouns/names in English. You follow the rules of writing in the language needed. (8)A differentiation between the moon letter and the sun letter should be made clear in your writing of Arabic names: Kafreshikh(or even Kafresh-Shikhif acceptable in titles)University(and not Kafrelsheikh University). (9) Anglo-American  writers  favour two-part  titles,  in  which  the  first  part  is  an interest-awakening  phrase,  possibly  a  quotation,  and  the  second  identifies  the  topic and  work(s)  studied.  Differentiate  the  subtitle  from  the  main  title  with  a  line  break (and here the subtitle must be smaller than the main title) or separate the two with a colon (and here the two parts must have the same font degree).

https://www.facebook.com/abdelrahman.tallat.5

An awesome interaction with Maria. https://anchor.fm/maria-humphreys and https://www.facebook.com/groups/559045437775046/user/1012428980/ and https://www.facebook.com/maria.humphreys.3

Great content from Aki! https://anchor.fm/aki-chiba9  Listen in ;) Doumo

https://jackbosma.arist.co/courses/60b6b09a1125c40bbd054077 Join us:)

Children Leadership Series

こどものよみものシリーズ

Autocratic Lead

よみきかせえほん

BookⅠ・Alex and the Leadership

ブックⅠ・アレックスくんはリーダー

Written by Benjamin Hayward

さく　ベンジャミン・ヘイワード

Illstrated by Emillie Cayle

え　エミリー・ケイレ

やく　ちば　あき

This is Alex.

こちらはアレックスくん。

Alex is the boss in the class.

アレックスくんはクラスのちゅうしんじんぶつです。

This is Charlie.

こちらはチャーリーくん。

Charlie does not like to do school.

チャーリーくんはべんきょうがすきではありません。

Charlie likes to play.

チャーリーくんはあそぶのがすきです。

Charlie ignores the school work.

チャリーくんはべんきょうをしません。

This is Sam.

こちらはサムくんです。

Sam does the school work.

サムくんはべんきょうをします。

Sam is helpful.

サムくんはたよりになります。

Sam likes to help others.

サムくんはおともだちをたすけるのがすきです。

Alex knows the school wark is important.

アレックスくんはがっこうのべんきょうがたいせつなことをしっています。

Alex tells Charlie to do the school work.

アレックスくんはチャーリーくんにべんきょうするようにいいました。

Charlie does the school work.

チャーリーくんがべんきょうをします。

Charlie listens to Alex.

チャーリーくんはアレックスくんのいうとおりにしました。

Alex remainds Sam to do the school work.

アレックスくんはサムくんにもべんきょうするようにいいました。

Sam does the school work.

サムくんがべんきょうします。

Sam helps Charlie do the school work.

サムくんはチャーリーくんのべんきょうをてつだいます。

Sam and Chalie work good together.

サムくんとチャーリーくんはなかよくべんきょうします。

Alex is happy the school work is finished.

アレックスくんはべんきょうがおわってしあわせです。

Alex is a strong leader.

アレックスくんはみんなのリーダーです。

Autocratic Leadership:One person Who Controls Every thing

子どもたちへの指導：すべてをコントロールする人

Extend the Learning

学習を広げよう

Discussion Questions

話し合いのための質問

Be sure to ask open ended,guiding question to elicit what the students think

＊かならず自由形式で聞いてください。ガイドの質問で生徒の考えを引き出します。

(Reduce your TT=Tarking Time. The goal is for the reader to verbally retell parts of the story using your questions as a guide.)

（指導するあなたが話す時間を減らしましょう。目標は読み手である生徒があなたの質問をもとにお話について語ることです。）

This encourages the students who are too shy to get up in front of a group, but will raise their hand and speak in a group setting.

この学習は恥ずかしがって人前に立つことができない生徒を励まします。グループを作って手をあげて話しましょう。

●How many students are in this story?

　このお話には何人の生徒が出てきますか？

●Do all the students like to do schoolwork?

　生徒のみんなは学校の勉強が好きですか？

●Why does Alex have to tell the two other students to do their work?

　なぜアレックスくんは他の生徒に勉強するように言いましたか？

●What did Sam do to Chalie to make Charlie finish the school work?

　チャーリーくんの勉強を終わらせるためにサムくんは何をしましたか？

●So, did all the students finish the school work?

　そして生徒のみんなは学校の勉強が終わりましたか？

Continue the Learning

学習を続けよう

After students verbelly retell the story in their own words(by responding to the teacher's guiding questions),encourage the students to act out the story.

One student can read/narrate and the other act it out OR the students can practice the dialog and put on a play).

This encourages students who learn by doing/have a lot of energy/love drama.

生徒の発言のあと生徒自身のことばでもう一度お話について話しましょう。（先生の案内に従って質問に答えます。）お話を表現するよう生徒を励まします。

一人の生徒が読み上げて他の生徒がそれを表現します。または生徒たちが対話を練習して演じます。）

この学習は勉強する生徒/意欲のある生徒/演じるのが好きな生徒を励まします。

Book1 end.

It's nice to interact with fellow content creators and podcasters. https://anchor.fm/michelle3204

We enjoy our topics and continually seek interaction with our global audience. https://join.skype.com/sAqyEU8vB1ZV Connect with our show directly. 

https://anchor.fm/israel-deleon0 A great team with some great content.

https://join.skype.com/sAqyEU8vB1ZV  Please connect with us and join as a guest. Thank you.

Abu's contact content. Skype: live:b3d9ae928c84f176 https://www.youtube.com/channel/UCZ-skuKNn5rax5FfpfJ4qww https://www.linkedin.com/in/taher-rahman/ and https://www.upwork.com/freelancers/~011cef4db352d6a96d 

https://www.facebook.com/groups/231493304633475/permalink/488222242293912/  Our link is provided for everyone.

https://www.facebook.com/groups/231493304633475/permalink/488222242293912/ Join our English Club group on Facebook. Thank you.