Cycle 2 (People & Life style)
Cycle Content
Week 1
- Upstream:
- Unit 1: Crossing Barriers
- Writing Academic English:
- Part 2: Writing an Essay, Chapter 6: Cause/Effect Essay
- Part 2: Writing an Essay, Chapter 7: Comparison/Contrast Essays
Week 2
- Upstream:
- (continue) Unit 1: Crossing Barriers
- New Hello:
- Literature: King Lear Act 2 (4 scenes)
Week 3
- New Hello:
- Unit 4: Changing English
- Unit 6: Learning from our mistakes
- Grammarway 4:
- Unit 9: Conditionals
- Some online resources
** All online resources can be found in the cycle file.
Cycle Vocabulary
Week 1
Session 1
| Word | Meaning | Meaning in English | Equals | Notes |
|---|---|---|---|---|
| impression | انبطاع | |||
| enormous benefits | فوائد هائلة | |||
| diversity | تنوع / اختلاف | variety | ||
| fields | مجالات | |||
| mother tongue | اللغة الأم | |||
| relatively | نسبيًا | |||
| access | وصول - التمكن من دخول | |||
| conduct | سلوك / تصرف - قيادة | |||
| apparent | واضح / ضاهر | |||
| automate | شغل أوتوماتيكيًا | convert (a process or facility) to largely automatic operation | ||
| huge | ضخم | |||
| challenge | تحدي / يتحدى | |||
| virtually | عمليًا / فعليًا | |||
| adapt | يتكيف / يتأقلم / يتحور | |||
| offend | يسيء | |||
| vast | واسع / شاسع | immense | ||
| pace | سرعة - خطوة | |||
| expand | يتمدد / يتوسع | |||
| point out | يشير إلى (يلفت الانتباه لـ) | |||
| run out | ينفذ / ينتهي | |||
| put through | يوصل تلفونيًا | |||
| cut off | قطع / فصل | |||
| call back | يتصل مرة أخرى | |||
| hang up | أنهى محادثة تلفونية |
Session 2
| Word | Meaning | Meaning in English | Equals | Notes |
|---|---|---|---|---|
| spam | رسائل إلكترونية مزعجة | |||
| panic | هلع / خوف | |||
| nuisance | إزعاج / مضايقة | |||
| pen-pal | someone who you exchange letters with as a hobby, but usually have not met | |||
| authority | سلطة / نفوذ | |||
| correspondence | مراسلة | the activity of writing letters or e-mails to someone |
Week 2
Session 1
| Word | Meaning | Meaning in English | Equals | Notes |
|---|---|---|---|---|
| multicultural | متعدد الثقافات | |||
| gestures | إيماءات | |||
| intensify | يكثف / يشدد / يقوي | |||
| silent language | لغة صامتة (مثل لغة الجسد) | |||
| embarrass | يحرج | |||
| outrageous | فظيع / عنيف - مخزٍ | |||
| rudeness | وقاحة / غلظة | lack of manners | ||
| disbelief | الكفر / الجحود | |||
| disciplinary | تأديبي | concerning or enforcing discipline | ||
| informative | غنيًا بالمعلومات / إخباري | |||
| vital | مهم للغاية - حيوي | |||
| oblige | يجبر / يلزم | |||
| unwary | غافل / متهور | |||
| enable | مكّن | |||
| integral | أساسي | |||
| referee | حكم |
Week 3
Session 1
| Word | Meaning | Meaning in English | Equals | Notes |
|---|---|---|---|---|
| deteriorate | يتدهور | |||
| dialect | لهجة / لغة محلية | a particular form of a language which is peculiar to a specific region or social group | dialect vs accent: An accent is simply how one pronounces words—a style of pronunciation. A dialect includes not just pronunciations, but also one's general vocabulary and grammar. | |
| reconcile | تصالح / نوفيق | restore friendly relations between | ||
| troop | فوج / مجموعة / كتيبة | |||
| new-fangled | حديث / جديد | of the newest style or kind | ||
| humorous | مضحك / فكاهي | |||
| applicable | قابل للتطبيق | relevant or appropriate | ||
| lighthearted | مرح | |||
| celebrity | الشهرة / شخص مشهور | |||
| goings-on | الأحداث الجارية | actions or events that are occurring : things that are happening | ||
| proliferate | ينتشر / يتكاثر | increase rapidly in numbers | ||
| execute | ينفذ - يعدم | |||
| hyphenate | write with a hyphen (-) | |||
| conundrum | معضلة / لغز | |||
| prescriptivism | an approach that attempts to prescribe (some might say recommend or even dictate) how words ought to be used | |||
| descriptivism | an approach that reflects how words are actually used by writers and speakers of the English language | |||
| pepper our prose | نجمل (نذوق) كلامنا | prose: نثر (كلام عادي غير ممتع) |
Session 2
| Word | Meaning | Meaning in English | Equals | Notes |
|---|---|---|---|---|
| beg | تضرع / سأل | |||
| mean | يقصد - خبيث | |||
| pile | كومة / يكوّم | |||
| sigh | تنهد / تلهف | emit a long, deep, audible breath expressing sadness, relief, tiredness, or a similar feeling | ||
| protagonist | بطل الرواية | |||
| greedy | جشع / طمّاع | |||
| charity | الأعمال الخيرية | |||
| ominous | مشؤوم / نحس | |||
| vision | رؤية | |||
| Christmas spirit | Christmas spirit is how someone acts who loves Christmas and shows it by being kind to others. Also, it is the spirit of wanting to give and help people in need. | |||
| self-discipline | الإنضباط الذاتي | |||
| gratify | يرضي | |||
| acknowledge | يعترف / يقر - يعبر عن شكره لـ | |||
| accountable | مسؤول - ممكن تفسيره | |||
| accountability | مسؤولية | |||
| psychotherapist | معالج نفسي | a person who treats mental disorders by psychological rather than medical means | ||
| precursor | رائد / بشير | |||
| undertake | يتعهد / يتولى | |||
| synaptic connections | وصلات متشابكة | |||
| spark | شرارة | |||
| mistake-rich environment | بيئة غنية بالأخطاء | |||
| preferable | أفضل / مفضل | |||
| connotation | دلالة (معنى أو مفهوم) | an idea or feeling that a word invokes in addition to its literal or primary meaning | ||
| indicator | مؤشر / دليل | |||
| arguably | يمكن القول | it may be argued (used to qualify the statement of an opinion or belief) | ||
| stagnate | ركود | (of water or air) cease to flow or move; become stagnant |
From Grammarway 4
Unit 9
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