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Classactivity Midterm Speaking Presence Final Total
Asadzadeh 28 9 10 9.5 36 92.5
Mahmudi 25 7 9 9 20 70
Marve Absent Fail
Moradi 29 9.5 10 9.25 36 93.75
Kamali 26 9 8 9.25 24.5 77
In the small town of Columbus, Mississippi on March 26, 1911, Thomas Lanier Williams, also know as the famous author Tennessee Williams, was born. He was the second child, and first son of Corneilious and Edwina Williams.
His father was an international shoe salesman, a heavy drinker and a strong gambler. He too was going to become a drinker. He was gone a lot during Tennessee's childhood, that forced him to spend enormous amounts of time with his sister Rose, mother, and grandparents. Despite the fact that Tennessee didn't like his father he adored his maternal grandfather. At seven, Tennessee was diagnosed with Diphtheria. For two years he could do almost nothing. With this his mother wasn't going to allow him to waste his time just sitting around, so she encouraged him to use his imagination a lot. At thirteen his mother gave him a typewriter, nothing like today's modern computers.
" He spent most of his time closing his eyes. He could see wonderful, magnificent scenes in his mind." Anonymous critic.
His mother didn't approve of him playing with other boys. After grammar and high school years ended in 1929, he set out to find a college. The first college he went to was the University of Missouri. His father didn't approve of his son becoming an author so, after his first year at Missouri his father made him quit and work in the shoe business. All he wanted to do was writing, in his case it was his form of escape from the outside world. At times it would keep him up all night, and it made him terribly exhausted, later on leading to a nervous breakdown and a heart problem due to lack of sleep. After going to the hospital for a while his father agreed to let him go to the University of Washington. There he got some of his papers published. He didn't win the writing contest he entered, so he quit and went to University of Iowa. That is where he received the name Tennessee. The boys at the University knew he came from the south, and from Tennessee, so as a nickname he was called that, and he decided to keep it. "It's better then being called Mississippi," he joked. Around this time he got his Bachelors Degree from Iowa, and Rose, his older sister had gotten a Frontal Lobotomy. This affected Tennessee Williams for the rest of his life knowing that his sister and good friend wasn't ever going to be the same again. He felt guilty because of this. "The Glass Menagerie" has some biographical background to it, in the story; Tennessee Williams is "Tom" and he is struggling to support his mother, and sister after his father leaves a few year before. His form of escape is the movies, where he goes to find action and adventure. At the end of the story he leaves, just like his father did, and who never comes back.
He dreamed of joining the Writers Project of Chicago, but was turned down. That is when he decided to come down to New Orleans. He came and went from New Orleans. He lived here on and off in and around the French Quarter.
When his eyesight faded as his writing carrier began to sprout. He was an overnight success as a result of "The Glass Menagerie." Even though this happened his plays were slowly produced one by one. In fact many of them failed, but he never gave up. During this time he had to support himself in doing so he had worked as a Teletype operator, a poetry-recycling writer, and a theater usher. In 1943, he got the job as a scriptwriter.
He won he Pulitzer Prize for his story "A Streetcar Named Desire." Many of his plays were made into movies and were hits. He was said to have a deep feeling for mystery in people's lives. He once said to an interviewer "Perhaps his unknowingness could tell, I can not." He tried to include romantic scenes even though he was brought up not to talk about them. Loneliness followed him around like a shadow and never left him.
At one point in his life, he thought he had breast cancer and had a surgery. The surgery proved that it wasn't breast cancer but a lump due to his heavy drinking. At this point his life you would think his life were falling apart. He had psychiatric help. Everything was terrible. It was said that he had a hard time walking down the street without there being a bar in sight, not because he needed a drink but because he could go in to feel secure and get a drink if he needed one.
He also traveled to Europe, Africa, Mexico, and finally settled in Key West. He was very famous at the time. After he had gotten psychiatric help he started t get his life together.
On February 24th 1983, one night before going to sleep he took his usual Seconals to help him sleep. There were many pills scattered on the bedside table along with a picture of the Virgin Mary and Child (he took it every where he went). Later that night he reached for another Seconals and grabbed a plastic cap. It was stuck in is throat, as he tried to summon for help, no one could hear him. He knocked something over, and it made a crashing noise. His friend in the other room, Jon, heard the noise and ignored it, so then he died.
Plays: 38
27 wagons full of Cotton: 194
Camino Real: 1953
Cat on a Hot Tin Roof: 1955
Clothes for a Summer Hotel: a Ghost Play: 1983
Battle of Ages: 1945
Dragon Counting, A book of Plays: 1970
The Eccentricities of a Nightingale: 1964
Five Play: 19625
American Blues: 1953
The Fugitive Kind: 1960
Garden District: 1959
The Glass Menagerie: 1945
Grand: 1964
I Raise a Flame, Cried he Phoenix: 1951
In the Bar of a Tokyo Hotel: 1969
Kingdom of the Earth: 1968
A lovely Sunday Creve Coer: 1980
The Milk Train doesn't stop here anymore: 1964
The Mutilated: 1967
The Night of the Iguana: 1961
Not About Nightingales: 1998
Orpheus Descending: 1958
A Perfect Analysis is given by a Parrot: 1958
Period Adjustment: 1960
The Red Devil Battery Sign: 1988
Te Remarkable Rooming-House of mine: 1984
The Rose tattoo: 1951
Small Craft Warnings: 1973
Something Cloudy, Something Clear: 1995
Steps must be Gentle: 1980
Stopped Rocking and other Screenplays: 1984
A Street Car Named Desire: 1947
Suddenly Last Summer: 1958
Summer and Smoke: 1948
Sweet Bird of Youth: 1958
The Two-Character Play: 1979
Vieux Carre: 1979
You touched me: 1947
Fiction: 9
Eight Moral Ladies Possessed: 1974
Hard Candy: 1959
It happened the day the Sun rose: 1981
The Knightly Quest: 1966
Mosie and the world of reason: 1075
One Arm, and other stories: 1967
The Roman Spring on Mrs. Stone: 1950
Short Stories: 1986
Three Layers of Summer Tell: 1960
Poetry: 3
Androgyny, Mon Amour: 1977
Five Young American Poets: 1944
In the winter of Cities: 1956
Other: 8
Baby Doll: 1056
Blue Mountain Ballads: 1946
Five O'clock Angel: 1990
Letters to Donald Windham: 1977
Lord Byron's Love Letter: 1975
Memories: 1975
The Notebook of Triorin: A free Adaptation of Anton Chekhov's the Sea Gull: 1997
Where I Live: 1979
تدریس خصوصی زبان انگلیسی:
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محمد امین فرشچی:09153053531
Plot:
An infant is born of a dying mother in a parish workhouse. Old Sally, attending the birth and death, takes from the dying woman a locket and ring. Bumble, the beadle, names the boy Oliver Twist. 
Oliver is sent to an infant farm, run by Mrs Mann, until he is 9 years old, at which time he is returned to the workhouse.
The orphans at the workhouse are starving due to callous mistreatment and cast lots to decide who among them will ask for more gruel on behalf of the group and Oliver is chosen. At supper that evening, after the normal allotment, Oliver advances to the master and asks for more.
Oliver is branded a troublemaker and is offered as an apprentice to anyone willing to take him. After narrowly escaping being bound to a chimney sweep, a very dangerous business where small boys are routinely smothered being lowered into chimneys, Oliver is apprenticed to the undertaker, Sowerberry.
Oliver fights with Noah Claypole, another of the undertaker's boys, after Noah mocks Oliver's dead mother. After being unjustly beaten for this offence, Oliver escapes the undertaker's and runs away to London. 
On the outskirts on the city Oliver, tired and hungry, meets Jack Dawkins who offers a place to stay in London. Thus Oliver is thrown together with the band of thieves run by the sinister Fagin. Oliver innocently goes "to work" with Dawkins, also known as the Artful Dodger, and Charlie Bates, another of Fagin's boys, and witnesses the real business when Dawkins picks the pocket of a gentleman. When the gentleman, Mr. Brownlow, discovers the robbery in progress Oliver is mistaken for the culprit and, after a chase, is captured and taken to the police. Oliver, injured in the chase, is cleared by a witness to the crime and is taken by the kindly Brownlow to his home to recuperate.
Oliver is kindly treated at the Brownlow home and, after a period of recuperation, is sent on an errand by Mr Brownlow to pay a local merchant 5 pounds and to return some books. On carrying out this charge Oliver is captured by Nancy and Bill Sikes and returned to Fagin's den of thieves.
Mr Brownlow, thinking that Oliver has run away with his money concludes that Oliver was a thief all along. This assumption is further strengthened when Bumble the beadle, answering an ad in the paper, placed by Brownlow, for information concerning Oliver, gives a disparaging opinion of Oliver. 
Oliver is forced by Fagin to accompany Sikes in an attempted robbery, needing a small boy to enter a window and open the door for the housebreakers. The robbery is foiled when the house is alarmed and, in the ensuing confusion, Oliver is shot.
Oliver is nursed back to health at the home of the Maylies, the house Sikes was attempting to burglarize. Oliver imparts his story to the Maylies and Doctor Losberne.
The mysterious Monks, revealed to be Oliver's half brother, teams up with Fagin in an attempt to recapture Oliver and lead him into a life of crime thereby negating the unknowing Oliver's claim to his rightful inheritance which would then go to Monks.
Sike's woman, Nancy, having compassion for Oliver, overhears Fagin and Monk's plan and tells Rose Maylie in the hope of thwarting the plan. Rose recruits Mr. Brownlow, Dr. Losberne, and others. 
Bumble the beadle has married the matron of the workhouse, Mrs. Corney. The former Mrs. Corney, attending the death of Old Sally, has taken the locket and ring that Sally had taken from Oliver's mother on her deathbed. Monks buys this locket and ring from the Bumbles hoping that in destroying it that Oliver's true identity will remain hidden.
Mr. Brownlow and Rose Maylie meet Nancy on London Bridge and she tells them where to find Monks. Fagin has had Nancy followed and, enraged, tells Sikes that Nancy has betrayed them. Sikes brutally murders Nancy and flees to the country.
Monks is taken by Mr. Brownlow. Fagin is captured and sentenced to be hung. Sikes, with a mob on his tail, accidentally hangs himself trying to escape. 
The Bumbles are relieved of their position at the workhouse, become paupers, and are now inmates at the same workhouse they once managed.
Oliver is revealed to be the illegitimate son of Edwin Leeford and Agnes Fleming. Leeford has fathered the evil Edward (Monks) through a failed former marriage. After seducing Agnes, Edwin dies, leaving a will which states that the unborn child will inherit his estate if "in his minority he should never have stained his name with any public act of dishonor, meanness, cowardice, or wrong" in the event of which all would go to Edward (Monks), hence Monk's attempt to corrupt Oliver via Fagin.
Monks is given half of Oliver's inheritance by Mr. Brownlow, who had been a friend of Edwin Leeford, in the hope that he will start a new life. Monks flees to America where he quickly squanders his portion and dies in prison. Rose Maylie is revealed to be the sister of Agnes Fleming who is adopted by the Maylies after her parents die, therefore Rose is Oliver's aunt.
Oliver collects his inheritance and is adopted by Mr. Brownlow. Rose marries longtime beau, Harry Maylie.
What follows is a review of Larsen-Freeman's book:
OVERVIEW: CHAPTER ONE
This book is an overview of language teaching methods and the principles underlying them that have been current at one time or another, within the period of a 100 years or less (as Larsen-Freeman says when introducing the Grammar- Translation Method, one of the oldest language teaching methods to be reviewed in the book, "Earlier in this century, this method was used for the purpose of helping students read and appreciate foreign language literature"). Written
with the beginning teacher or a teacher who would like to move into the area of TESL (Teaching English as a Second Language), or the teacher educator in mind, the book introduces the idea that it would be helpful to think about Methods and Principles as thoughts-in-action links. The thoughts would correspond with Principles and action with techniques. Larsen-Freeman also deals with how similar techniques can get instantiated differently which would be due to the differences in principles behind them.
She illustrates how a technique can lead students to very different conclusions about their learning: when students have to look at a picture and repeat after the teacher word for word and get everything flawlessly, and when they look at the same picture and do not have to strive to get the correct dialogue that their teacher modelled earlier, and creating novel sentences along the way. But, whatever the conclusions may be, Larsen-Freeman emphasizes that thoughts (which are in essence Methods or Principles) lead to actions (which are techniques) which in turn lead to learning outcomes in the classroom. In addition, she hopes that her exposition of thought-in-action links would persuade teachers to try and teach differently from the way they had been taught: to try a different technique in the classroom.
However, Larsen-Freeman 'warns' that such a rearrangement of one's teaching styles, beliefs and attitudes towards teaching a particular method may not be a simple matter at all. To explain how teachers often resist change, she refers to the 'doubting game' and the believing game.' According to her, we are almost programmed to doubt everything and anything, and that could be the reason that teachers do not give new techniques a fair trial. In effect, she wants teachers to give a chance to a new technique, all other things being equal.
The fourth section is called 'Reviewing the techniques' and it discusses in detail the various techniques that the reader would have observed during the lesson. The fifth section is Activities that does two things: Firstly, it helps the reader check their understanding of the main points of the chapter presented, and secondly, it provides help to the reader to apply the Method/Principle/Technique in their own classroom.
CHAPTER TWO: THE GRAMMAR-TRANSLATION METHOD
The fact that it was earlier called the Classical Method and the fact that it was used to help students learn to read and appreciate foreign language literature are presented as key points by the author to discuss the Grammar-Translation Method, which is one of the methods that was used earlier in the twentieth century. From the observation session we understand that the skills of Reading and Writing are emphasized at the expense of the other two skills, including Pronunciation. Translating from English into students' native language, presentation of grammar rules with examples and requiring students to apply the rule to other situations once they become familiar with the rule, and immediate correction of student error are the central principles of the Method. Techniques include translation of literary passages, reading comprehension questions, fill-in-the-blank type exercises for the students to learn and practice grammar rules and vocabulary and memorization of target lang! uage vocabulary lists are some of the key techniques used in the Method.
CHAPTER THREE: THE DIRECT METHOD
The Direct Method like the Grammar-Translation Method got its name from the fact that meaning is expected to be conveyed directly in the target language through the use of demonstrations and visual aids. However, translation is not allowed. The goal of instruction is learning how to use a foreign language to communicate. In this method, opportunity is given to students to use language in real contexts: they are given ample opportunities to think in the target language. In
the observation section, we see that the students are studying Geography and cultural attitudes with the aid of realia and pictures. The teacher avoids translation or explanation and grammar is
presented by way of examples and students asked to induce the grammatical rule that the examples exemplify. In other words, grammar is taught inductively. Also, teachers try to get students to self-correct as much as possible. Vocabulary is emphasized over grammar and speech is considered basic to the other skills. Conversation practice, map drawing, fill in the blanks, dictation and paragraph writing are some of the techniques used in the method.
CHAPTER FOUR: THE AUDIO-LINGUAL METHOD
The Audio-lingual Method like the Direct Method is also an oral-based approach. Using different kinds of drill, such as repetition drill, backward build-up drill, chain drill, single-slot and multiple-slot substitution drills, transformation drill, question and answer drill and completing the dialogue, the teacher attempts to respond to the chief principles that this Method has: Language learning is a process of habit formation and so teachers need to provide students with a good model to mimic. To this end, teachers try to help students to avoid error, and when errors are committed they are corrected by the teacher immediately. In this method, students learn structural patterns first; vocabulary afterwards.
CHAPTER FIVE: THE SILENT WAY
One of the basic principles of the method is to build on something what the student knows and helped to move to the unknown. Silence is a tool and it is used to foster learner autonomy. The teacher speaks only when it is necessary. Students help each other and themselves, and by remaining silent the teacher helps the students learn co-operatively. Sound colour chart, Fidel chart, teacher' silence, correction by peers, gestures that encourage students' self-correction
and word chart are some of the key techniques used in the method.
CHAPTER SIX: DESUGGESTOPEDIA
This method which was first presented by Georgi Lozanov shows respect for students' feelings. Larsen-Freeman points out that the approach deals with the psychological barriers that students set up when they learn foreign languages, and it does its work by 'desuggesting' to the
students their limitations. In the 'Experience' section we witness a very different class from the ones we have come across so far: the teacher asks the students (Egyptian) to choose their own identities with English names which is fun and lessens their anxiety. In fact, this approach motivates the students to lower their anxiety and interact with one another in cheerful and interesting ways. The teacher uses songs, fantasy, dramatization, translation and gentle correction when students make errors. The important element in the approach is the teacher's role in the classroom. Because of her attitude and gentleness in treating students' errors, she gains the trust and respect of the students.
CHAPTER SEVEN: COMMUNITY LANGUAGE LEARNING
Based on Charles A. Curran's Counseling-Learning Approach, Community Language Learning Method treats learners as 'whole persons.' The author points out the key element of the approach: any learning situation is threatening to students. In order to help students overcome it the approach advocates that teachers become 'language counselors.' The author says that the language counselor would not behave like psychologists but as someone who understands the struggle the learner would be going through when learning a foreign language. The underlying principles of this approach are: keeping students informed about the activity they would undertake helps them feel more secure which in turn would lead to non-defensive learning on the part of the learner.
Co-operation not competition is encouraged and students' errors are treated by the teacher who repeats correctly what the students said incorrectly, thereby applying the principle that errors need to be corrected in a non-threatening way. The chief techniques are encouraging students to generate their own syllabus and thus their own learning materials: tape-recording students' conversation, translating students' native language utterances into English, transcribing students' recorded conversations and helping students to translate their utterances into their native language; under each translation the teacher provides the target language equivalent so that students can study them later. Underlying these techniques is the students' strong sense of community and their relationship with one another.
CHAPTER EIGHT: TOTAL PHYSICAL RESPONSE
The 'Comprehension Approach' was the precursor to the Total Physical Response (TPR) and other approaches such as Krashen and Terrell's Natural Approach, Winitz and Reed's Self-Instructional Program and Michael Lewis' the Lexical Approach. The basic principle underlying
these approaches is that students should first understand spoken language before producing language on their own. The main principles of TPR are: spoken language should be emphasized over written language, and meaning can often be conveyed by actions and therefore commands and instructions are used to direct student behaviour in the class. Further, feelings of success at carrying out simple commands issued by the teacher and low anxiety with a dose of fun (for example, the teacher says, "Jump to the desk" and everybody laughs) added to the activity facilitate learning in the students. As for student errors, the teacher ignores the minor ones and corrects the major ones at first, and later corrects minor ones.
CHAPTER NINE: COMMUNICATIVE LANGUAGE TEACHING
In the 1970s it became apparent to educators that although students were producing accurate language in the classroom, they were not producing appropriate utterances including specific language functions (such as 'apologizing,' 'inviting' or 'declining an invitation') when they used the foreign language outside of it. It became clear that students may know the rules but may not be communicatively competent in the target language. The chief tenets of this approach are: using 'authentic' language, unravelling a speaker's or writer's intention, working with language at the discourse level, playing games that provide immediate feedback as to whether the students were successful or not in the game; Errors are noted but the activity is allowed to go on (the teacher will however return to the error later on), tasks that encourage communicative interaction and co-operation among the students are set up, and teacher acts as a facilitator and adviser to students. Some techniques that are considered important in this approach are: using authentic materials, unscrambling sentences and working on strip stories, playing language games and role-play.
CHAPTER TEN: CONTENT-BASED, TASK-BASED AND PARTICIPATORY APPROACHES
The main idea behind these approaches is to teach English through communication rather than for it. Very similar to the 'language across the curriculum' movement in England, the content-based approach endeavours to teach a subject as well as English at the same time. Important principles are: students know that language learning is a means to an end and not an end in itself, learning authentic subject matter, using language not only orally but also to read and
write about interesting and relevant content. On the other hand, the task-based approach that Prabhu made use of did not, unlike the communicative language teaching approach, focus on a single function or form but on task completion which covered a wide variety of forms
and functions. As the main focus is on meaning, the teacher would reformulate or recast learners' sentences containing error. Prabhu made use of three types of task: information-gap activity, reasoning-gap activity and opinion-gap activity. The Participatory Approach based on the work of Paolo Freire has similarities with the content-based approach. It however differs from it in meaningful ways: students focus on content (not on subject matter content), that is issues of real concern to students' lives (e.g., students get to discuss their real-life problems and one student is observed discussing the problems she is having with her landlord). The teacher makes use of themes and topics that appear in students' discussions which in turn forms the 'syllabus.'
CHAPTER ELEVEN: LEARNING STRATEGY TRAINING, COOPERATIVE LEARNING, AND
MULTIPLE INTELLIGENCES
On account of what 'good language learners' did while learning a target language, people like Rubin postulated that they are willing and accurate guessers who are willing to take the risk of appearing foolish while communicating. The main tenet of this approach is that the teacher's job is not only to teach language but also to teach learning. Learners are encouraged to become self-regulated learners and in the final analysis to become autonomous learners. The teacher also helps them to transfer the training to different situations. In cooperative learning, students learn to work cooperatively in groups and even stay in groups for extended periods of time to learn how to work in groups. This approach in addition to nurturing students' sense of accountability and responsibility fosters interaction in the target language. The third approach, Multiple Intelligences (MI), is based on the fact that students have different strengths in language learning. It is well known that stud! ents are differentiated on the basis of their different learning and cognitive styles and MI based on Gardner's work in Psychology specifies seven distinct intelligences: Logical/mathematical, verbal/spatial, body/kinesthetic, musical/rhythmic, interpersonal, intrapersonal and verbal/linguistic. This approach attempts to use riddles or games that include the deployment of a few or many of these intelligences to solve them, and in the process language learning is facilitated.
CHAPTER TWELVE; CONCLUSION
In this chapter the author presents a summary chart that attempts, quite successfully, to compare and contrast the approaches encountered so far, in terms of key elements such as language/culture, language learning and language teaching.
CRITICAL EVALUATION
All said and done, the book stands as testimony to a teacher educator who is passionate about dissecting and presenting for further analysis and, if it is possible, synthesis to the new teacher and teachers who would like to find out what it is that they are doing when they teach in a particular way using particular techniques and teaching and learning materials. It even tries to get the teacher to try and implement an approach that is different from one's own and learn from its implementation. In fact, a recurring theme in the book is experimenting with new techniques.
Experimenting involves a willingness to think differently, and the reader needs to be advised that in the try-out, in the locus of action would the seeds of change be sown and differences become apparent as Julian Edge (in press) points out, "The identification of thediscrepancy between action-as-plan and action-as-event as the potentially catalytic location of creative approximations appears to me to be a significant contribution to the theorisation of practice as a counter-discourse to that of the application of theory."
REFERENCE
Edge, Julian (in press). "Openings." Continuous Professional Development, ed. Julian Edge. IATEFL, Whitstable, Kent, United Kingdom.
ABOUT THE REVIEWER
The reviewer is a teacher of English to college students, teacher trainer, project co-ordinator, materials writer and curriculum developer. He has also co-ordinated a four year-long British council-sponsored English for Science and Technology Project in Coimbatore, India.
Evaluation and Comparison:
They are done either by using adjectives or nouns:
Evaluation with adjectives: Here you use the words '' too" and "enough" with adjectives. Too is used before and enough is used after the adjective.
The weather is too hot. The room is warm enough.
Evaluation with Nouns: Here, we use enough before any kind of noun that we have, but we use too many before a countable noun and too much before a non-countable noun.
There are enough people in the hall.
I don't have too many students this term.
The street doesn't have too much noisy.
Comparison with adjectives: Here we use the structure " AS Adjective AS". Comparison must be done between two things.
This city is as warm as the other.
Comparison with nouns: Here, we use the two following structures:
As too many As: for countable nouns
As too much As: for non-countable nouns
This house has as too many bedrooms as the other one.
That glass has as too much water as the other one.
