اجرای ملودی گل گلدون من با کیبورد

متن آهنگ گل گلدون من

گلِ گلدونِ من شکسته در باد

تو بیا تا دلم نکرده فریاد

گل شب بو دیگه شب بو نمیده

کی گل شب بو رو از شاخه چیده

گوشه‌ی آسمون پلِ رنگین کمون

من مثل تاریکی تو مثل مهتاب

اگه باد از سرِ زلف تو نگذره

من میرم گم میشم تو جنگل خواب

گل گلدون من ماه ایوون من

از تو تنها شدم چو ماهی از آب

گل هر آرزو رفته از رنگ و بو

من شدم رود‌خونه دلم یه مرداب

آسمون آبی میشه

اما گل خورشید

رو شاخه های بید

دلش میگیره

دره مهتابی میشه

اما گل مهتاب

از برکه های آب

بالا نمیره

تو که دست تکون میدی

به ستاره جون میدی

میشکفه گل از گل باغ

وقتی چشمات هم میاد

دو ستاره کم میاد

میسوزه شقایق از داغ

گل گلدون من

ماه ایوون من

از تو تنها شدم

چو ماهی از آب

گل هر آرزو

رفته از رنگ و بو

من شدم رود‌خونه دلم یه مرداب

درباره آهنگ گل گلدون من

قطعه «گل گلدون من» از آثار ماندگار موسیقی پاپ ایران با صدای سیمین غانم است که در دهه ۱۳۵۰ منتشر شد و به‌سرعت محبوبیت فراوانی یافت. ترانه این اثر سروده‌ی شهیار قنبری است و آهنگسازی آن را بابک بیات بر عهده داشته است. فضای ملودیک لطیف در کنار کلام شاعرانه و تنظیم متناسب با حال‌وهوای عاشقانه، این قطعه را به یکی از ترانه‌های خاطره‌انگیز چند نسل از شنوندگان ایرانی تبدیل کرده است؛ اثری که همچنان پس از گذشت سال‌ها، جایگاه ویژه‌ای در حافظه موسیقایی مخاطبان دارد.

درباره سیمین غانم (خواننده)

Video of LELB Society in 2026

Prioritizing Asynchronous and Flipped Learning in 2026

In 2026, LELB Society will place a stronger emphasis on asynchronous and flipped learning rather than traditional online live classes. With a growing corpus of over 4,600 structured lessons, most of them enriched with instructional videos, learners can study independently, revisit materials as often as needed, and prepare in advance before applying their knowledge in practice. This approach reflects our long-standing belief that deep learning happens through self-paced engagement, reflection, and repeated exposure—not time-bound sessions.

To fully support this model, all learners will continue to receive direct guidance from bilingual teachers through text- and voice-based communication. Instead of limiting support to scheduled class hours, our instructors provide ongoing feedback, explanations, and clarification exactly when learners need them. By combining a rich library of video-based lessons with personalized teacher support, LELB Society offers a flexible, scalable, and learner-centered educational environment designed for real progress in the modern digital age.

Expanding Beyond English and Persian: Learn French at LELB Society

In 2026, LELB Society is no longer limited to English and Persian. We are excited to launch a brand-new category, Learn French, featuring a rich variety of lessons designed for modern learners. Each lesson will include videos, multimedia content, and podcasts covering interesting and relevant topics, making the learning experience engaging, practical, and immersive. By bringing French into our growing library, we aim to provide learners with the tools to explore a new language while maintaining the high-quality educational standards that define LELB Society.

As with all our courses, the French lessons will follow our asynchronous and flipped learning methodology, allowing learners to study at their own pace, revisit content as needed, and actively apply what they learn before receiving guidance. Full support from our bilingual teachers via text and voice will ensure that learners can ask questions, receive feedback, and stay motivated throughout their journey. This expansion marks a significant step in LELB Society’s mission to offer flexible, learner-centered education across multiple languages and skill areas.

Introducing Music Learning at LELB Society: Keyboard Lessons for Kids and Families

We are delighted to announce that LELB Society in 2026 is expanding beyond language learning. This year, Dr. Mohammad Hossein Hariri Asl and his 6-year-old bilingual child, Bita Hariri, will create and publish a series of lessons focused on learning the electronic keyboard. These lessons will combine theoretical instruction with practical demonstration, providing learners with a clear, step-by-step approach to understanding music while enjoying the process.

In each lesson, Dr. Hariri plays popular nursery rhymes on the keyboard in both English and Persian, while Bita sings along, creating a lively and engaging learning environment. This approach not only teaches children the fundamentals of music but also reinforces language learning in a fun, interactive, and bilingual context. By combining music with language, learners can develop their cognitive and auditory skills simultaneously, enhancing both creativity and linguistic ability.

We warmly welcome other children and young learners to join our online courses, where they can explore the world of music and language together. These lessons are designed to be enjoyable, educational, and accessible through LELB Society’s asynchronous and flipped learning model, ensuring that learners can practice at their own pace while receiving full support from instructors. This initiative marks an exciting new chapter in LELB Society’s mission to provide holistic, learner-centered education for all ages.

Publishing a PhD Research Project on Social Presence and Interactivity

In the new year, Dr. Mohammad Hossein Hariri Asl will begin publishing his PhD thesis project on social presence and interactivity as a structured series of posts on LELB Society. This research-based content will be gradually released and organized under a dedicated tag and category titled “PhD Thesis on Social Presence.” By transforming an academic dissertation into accessible online articles, LELB Society aims to bridge the gap between scholarly research and practical online learning.

These posts will explore key concepts such as social presence, learner interaction, asynchronous communication, and digital pedagogy, with a particular focus on real-world applications in online education. Written for educators, researchers, and serious learners, the series will offer theoretical insights, analysis of research findings, and reflections grounded in Dr. Hariri’s academic and professional experience. This initiative reinforces LELB Society’s commitment to research-driven education and its role as a platform where theory, practice, and innovation in online learning come together.

Thriving in Life: Success, Happiness, and Well-Being

In the new year, LELB Society will continue to publish meaningful and practical content on success, happiness, and well-being, carefully organized under the category “Thriving in Life: Success and Happiness.” These materials are designed to help learners not only improve their academic or professional skills, but also develop a healthier mindset, stronger motivation, and a more balanced approach to everyday life. Through reflective articles, short lessons, and multimedia resources, we aim to address real challenges learners face in both personal and professional contexts.

This direction is deeply aligned with the original philosophy behind LELB Society. When Dr. Mohammad Hossein Hariri Asl created the brand in 2010, the name LELB was intentionally chosen to stand for “Learn English to Live Better.” From the very beginning, language learning was never an end in itself, but a means to personal growth and improved quality of life. By continuing to expand this category in 2026, LELB Society reaffirms its long-standing mission to support learners in becoming more confident, fulfilled, and successful individuals—both in learning and in life.

Advancing Educational Technology: Webinars on WordPress, SEO, and AI

As an expert in the use of technology in education, Dr. Mohammad Hossein Hariri Asl will place greater emphasis in the new year on webinars and specialized content focused on WordPress, SEO, website optimization, and artificial intelligence for educational and knowledge-based projects. These initiatives are designed to help educators, content creators, and digital entrepreneurs understand how modern technologies can be used strategically and ethically to enhance learning experiences, improve visibility, and build sustainable online platforms.

In addition to written and video-based materials published on LELB Society and other projects managed by Dr. Hariri, these webinars will be shared across LELB Society’s social media platforms, with particular focus on the YouTube channel. By making this content openly accessible, LELB Society aims to support a wider community interested in educational technology, digital pedagogy, and AI-driven innovation, while remaining true to its learner-centered and research-informed approach.

Bita Hariri: Bilingual Learning Content for Young Learners

In 2026, Bita Hariri, Dr. Mohammad Hossein Hariri Asl’s 6-year-old bilingual daughter, will take a more active role in creating educational content for young learners on LELB Society. Speaking both English and Persian, Bita will participate in teaching basic language skills in a natural and child-friendly way, helping children relate to the learning process through authentic interaction rather than formal instruction alone. Her presence brings a warm, engaging dimension to early language learning that resonates strongly with children and parents alike.

Alongside language instruction, Bita will sing English and Persian songs and contribute to a growing collection of video-based materials, including short podcasts and simple tutorials designed specifically for children. These resources will be published on LELB Society within the familiar asynchronous and flipped learning framework, allowing young learners to watch, listen, repeat, and practice at their own pace. This initiative reflects LELB Society’s commitment to making language learning enjoyable, accessible, and meaningful from an early age.

Evolving Our Social Media Strategy with Short-Form Video Content

In the new year, LELB Society will introduce meaningful changes to its social media strategy, with a stronger focus on short-form video content designed specifically for platforms such as Instagram Reels and YouTube Shorts. These videos will be concise, engaging, and visually appealing, tailored to the unique format and viewing habits of short-video audiences. Unlike our long-form educational materials, this content will often be inspiring, reflective, or motivational, aiming to connect with viewers emotionally and spark curiosity rather than deliver formal instruction.

In addition to Instagram and YouTube, these short videos will also be shared across other social media platforms. By diversifying distribution while adapting content to each platform’s strengths, LELB Society seeks to reach a broader audience and maintain a consistent yet flexible digital presence. This approach allows us to communicate ideas, values, and inspiration in a lightweight and accessible format, complementing our deeper educational content and strengthening our overall online engagement.

Modern Aesop’s Fables for Language Learning

In the new year, LELB Society will continue publishing modernized versions of Aesop’s fables in both English and Persian, carefully adapted for today’s learners. These stories will be enriched with a wide range of multimedia resources, including images, videos, podcasts, discussion questions, and vocabulary practice activities. By combining classic narratives with modern presentation and interactive elements, we aim to make language learning more engaging, meaningful, and accessible for learners of all ages.

At present, LELB Society hosts over 130 Aesop’s fables in English, each accompanied by its Persian version, organized into two dedicated categories. Since all of these fables are in the public domain, they provide an ideal foundation for creative educational adaptation. This extensive and carefully developed collection has made LELB Society one of the most popular resources for learning English and Persian through Aesop’s fables, and we are committed to expanding and enhancing it further in 2026.

Video of Row, Row, Row the Boat Song

This video is not ready yet.

Copyright Notice

“Row, Row, Row the Boat” is a traditional English nursery rhyme that dates back to the 19th century and is considered public domain. This means that its lyrics and melody are no longer protected by copyright and may be freely used, performed, recorded, adapted, and published for educational or commercial purposes. No permission or license is required to use this song, provided that no modern copyrighted adaptations or arrangements are copied.

Lyrics of Row, Row, Row the Boat Song

Row, row, row the boat,

Gently down the stream.

Merrily, merrily, merrily, merrily,

Life is but a dream.

Simple Vocabulary List

1. row – to move a boat through water using oars

2. boat – a small vehicle that moves on water

3. gently – in a soft and careful way

4. down – from a higher place to a lower place

5. stream – a small river with flowing water

6. merrily – in a happy and cheerful way

7. life – the time when a person or animal is alive

8. dream – something you see or imagine when you sleep

About Row, Row, Row the Boat Song

This song uses simple words, repetition, and a gentle rhythm to create a calm and joyful learning experience for children. Its meaning encourages enjoying the moment and seeing life as something light and pleasant, like a dream. Functionally, the song helps young learners develop listening skills, pronunciation, rhythm awareness, and emotional engagement, making it especially effective for early language learning and music-based education.

]]> https://lelb.net/row-row-row-the-boat-song-lyrics-with-keyboard/feed/ 0 https://lelb.net/lesson-4-repeating-notes-and-the-idea-of-an-octave/ https://lelb.net/lesson-4-repeating-notes-and-the-idea-of-an-octave/#respond Mon, 05 Jan 2026 07:52:12 +0000 https://lelb.net/?p=136178 As you move across the keyboard, you may notice that the same note names appear again and again. In this lesson, you will learn why notes repeat and how the keyboard is organized into musical cycles. You will also be gently introduced to the idea of an octave, which explains why two notes can sound similar but higher or lower. This concept is essential for understanding melodies, scales, and confident keyboard playing.

Video of Lesson 4 on Octaves

Why Notes Repeat on the Keyboard

The keyboard looks long and complex, but it is actually built from a simple repeating pattern.
After the seven musical notes—A, B, C, D, E, F, and G—the sequence starts again at A.

This repetition exists because:

• Music is based on sound frequencies

• After a certain point, sounds repeat at a higher or lower pitch

• The human ear hears these repeated sounds as closely related

That is why a C note near the middle of the keyboard and a C note higher up sound similar, even though one is higher.

Understanding Musical Cycles

A musical cycle is one complete set of notes from one C to the next C.

Within one cycle:

• The note names appear once each

• The pattern of black and white keys stays the same

• The sound gradually rises

When the cycle ends, it begins again with the same pattern but at a higher pitch.

This predictable structure helps beginners:

• Find notes easily

• Understand keyboard layout

• Feel less overwhelmed by many keys

What Is an Octave?

The distance from one note to the next note with the same name is called an octave.

For example:

• C to the next C is one octave

• A to the next A is one octave

Notes an octave apart:

• Share the same letter name

• Sound similar

• One is higher or lower than the other

At this stage, children do not need to memorize the word “octave.”
What matters is recognizing that notes repeat in families.

Finding Octaves on the Keyboard

Here’s how to find octaves easily:

1. Find a C using the two black keys

2. Count upward to the next C

3. Notice the same black-key pattern repeating

4. Listen to how the two Cs sound alike

Repeat this activity starting from other notes such as D or G.

Encourage listening rather than speed.

Listening Activity: Same but Higher

This simple listening game builds musical awareness:

• Play a C in the middle of the keyboard

• Play the next C to the right

• Ask: “Do these sound related?”

• Ask: “Which one sounds higher?”

Children often describe this as:

• “The same but smaller”

• “The same but higher”

• “Like a big and little voice”

All of these descriptions are correct at this stage.

Why Octaves Matter in Music

Octaves are everywhere in music.

They help musicians:

• Play melodies in different ranges

• Sing comfortably

• Recognize familiar sounds quickly

For keyboard players, understanding octaves makes it easier to:

• Navigate the keyboard

• Play with both hands later

• Recognize patterns instead of memorizing keys

This lesson prepares students for scales, chords, and simple songs.

Activity for Kids: Octave Jump Game

Turn learning into movement:

1. Play a note

2. Ask the child to find the same note higher

3. Help if needed

4. Celebrate when the pattern is found

Make it playful, not technical.

Common Beginner Confusions

• Thinking each note name appears only once
  → Show repeating patterns

• Thinking higher notes are different letters
  → Reinforce same names

• Rushing to memorize terminology
  → Focus on sound recognition

Summary and Practice Ideas

In this lesson, you learned:

• Notes repeat across the keyboard

• Music is organized into cycles

• An octave connects notes with the same name

• Patterns make the keyboard easier to understand

Practice ideas:

• Find all Cs on the keyboard

• Play pairs of notes one octave apart

• Ask “same or different?”

In the next lesson, we will begin playing simple note patterns and prepare for your first melodies.

Video of Asynchronous Communication in Language Learning

Synchronous Computer-Mediated Communication

Synchronous Voice Communication (VoIP)

Synchronous Voice Communication. VoIP is a communication tool that converts sound from analog into digital and sends the digitalized sound over Internet network between the caller who initiates the communication with a microphone plugged into the computer and the receiver hearing synchronous voice messages through the speakers or headphones plugged into the computer (Manning & Johnson, 2011). VoIP allows the students to experience real-time or synchronous communication overseas like using the telephone, which is ideal for holding discussion classes because, in most VoIP tools, the students can simultaneously exchange text messages and share files with each other (Dudeney & Hockly, 2007; Kinoshita, 2008; Manning & Johnson, 2011).

As Stanley (2013) states, “CMC using voice is an ideal medium for collaborative learning and is perhaps one of the most exciting possibilities that technology can offer the language teacher and learners” (p. 147). According to Arcos and Sánchez (2006), audio-graphic software programs, such as Skype, allow for real-time group voice communication over the Internet, a trait that unfolds countless possibilities for interaction by making L2 learners independent of time and space.

Limitations of VoIP-Based Communication

Regardless of the numerous advantages of VoIP software programs, even those that are integrated with video conferencing, Kinoshita (2008) enumerates some criticism that VoIP could receive in this way:

1. The learners do not experience actual physical contact.

2. Visual cues, including eye contact and facial expressions, might not be noticed since the learners look at their screens rather than directly at the camera.

3. Non-facial gestures are missing as the learners generally expose merely their heads and shoulders.

4. The quality of the video can affect communication, especially when the frame rate and synchronization of the video with audio do not allow the learners to experience real-life face-to-face interaction.

Asynchronous Computer-Mediated Communication (ACMC)

If the data and language products are collected and stored for numerous sorts of analyses, such as self-corrections, pause-time, dictionary look-up use, reflection, feedback, etc., then we are dealing with an asynchronous type of CMC (Gass & Selinker, 2008; Smith, 2004). Asynchronous CMC can be used in language learning contexts, particularly when the Internet connection is slow (Gorjian, Moosavinia, Ebrahimi Kavari, Asgari & Hydarei, 2011).

In ACMC, participants are not under pressure to actually speak in real time. Instead, they engage in conversations in slow motion, while enjoying the advantage of more processing time before responding (Beauvois, 1992, as cited in Smith & Gorsuch, 2004; Swan & Shea, 2005; Wells, 1990). In other words, the participants can access previous messages and reflect upon them while still staying in a virtual conversation, something that interlocutors in actual face-to-face conversations cannot do, and this particular characteristic is fairly ideal for practicing self and peer-assessment (Hadjistassou, 2008; Swan & Shea, 2005).

L2 learners in ACMC can actually have a voice and no particular student can dominate the entire conversation. Even the teacher’s sense of directiveness gets normalized (Swan & Shea, 2005). Moreover, ACMC in the form of online forums offers an “interactive medium to students to re(create) the conditions of learning in L2 writing” (Hadjistassou, 2008, p. 356). Asynchronous CMC in the form of email lists and discussion boards is an effectual medium for exchanges among distant groups of students in collaborative learning projects (Simpson, 2002).

Discussion Forums in Asynchronous CMC

Hadjistassou (2008) conducted a study on the impact of asynchronously-mediated forums in the form of online collaborative discussion boards among 17 ESL learners in a university level writing course in which the students could present and share paper topics and raise critical questions to help their peers to think more critically about the assigned writing tasks.

The results indicated that participation in ACMC forums could encourage the students to implement narrating and describing strategies to provide their peers with necessary feedback, and in so doing, the students improved their writing skills through developing more formal and sophisticated language.

Hadjistassou’s (2008) findings are in agreement with what Sengupta (2001) proposed on the efficiency of CMC as a powerful tool in developing literacy in L2 learners because its text-based nature fosters sustained reflection upon classroom exchanges.

Chapelle and Jamieson (2008) contend that encouraging the students to participate in online discussion forums can increase the level of students’ involvement in communicative exchanges. According to Chapelle and Jamieson (2008), learners with different proficiency levels can utilize discussion boards because of the fact that they can participate in the forums at their own pace and convenience.

Kern (1995) contends that the utilization of discussion forums can reduce the students’ anxiety, boost their motivation, and consequently, increase their active participation and interaction, particularly on the part of reserved and reticent students who, for a variety of reasons, prefer not to attend oral discussions.

Porter (2004) states that online bulletin boards or discussion forums can furnish the teacher and the students with a well-written history or log of class activities. Furthermore, the learning community members can determine the immediacy attribute of posted comments, forums and replies, thanks to the date and time stamps on discussion forums.

Reflective Learning Through Online Forums

Lamy and Goodfellow (1999) carried out a study in the Open University of the United Kingdom in an online asynchronous course in French based on discussion forums to ascertain whether conscious reflection/reflectiveness was necessary in an interactive learning environment.

The findings showed that reflective conversations in which the learners carefully, consciously and reflectively plan their language products in the discussion forums fulfill the conditions for language learning in interaction and partnership with other language learners worldwide. According to Kinoshita (2008), the employment of discussion boards can provide the learners with ample opportunities to plan and analyze their linguistic production retrospectively.

Managing and Moderating Discussion Forums

Palloff and Pratt (2007) propose that the teacher should constantly monitor the activities on discussion forums and make certain that the students are posting to the appropriate discussion boards in order to prevent information overload due to poorly managed or organized information.

On the other hand, Palloff and Pratt (2007) maintain that the teacher is expected to organize the discussion forums in a way that having entered the discussion forums, the participants could feel that they have entered an active and lively conversation.

Criticisms of Asynchronous Discussion Forums

In ACMC, the communicators do not have access to nonverbal and vocal cues; as a result, there have been some controversies as to whether asynchronous environments can foster the development of intimacy and social learning communities (Hiltz & Goldman, 2005).

Salaberry (2001) argues that text-based CMC, including discussion forums, does lack audiovisual information, for instance, tone of voice, facial expressions, and body language.

Another criticism in response to discussion forums is that, according to Kinoshita (2008), in discussion forums, the learners cannot negotiate turn-taking due to the fact that overlaps and interruptions do not actually occur in this mode of communication.

Blogging as an Asynchronous CMC Tool

Blogging. A blog, weblog or a personal website updated frequently is an online journal where posted information from both teacher and students is organized and archived in reverse chronological order (Bender & Waller, 2013; Palloff & Pratt, 2005; Stanley, 2013).

The dividing line between a webpage and a weblog is that the former is static and the latter is dynamic and interactive as students can leave comments and make a social contribution to the content.

Blogging can provide ample opportunities for the students and the teacher to work individually or en masse to develop and publish content on specified topics and create a battery of links interactively. Blogs can provide educationally ideal opportunities for both teachers and students to build virtual communities in the online world.

Technical and Social Features of Blogs

Blogs are highly accessible worldwide as students can log in to their accounts on their personal computers, laptops, tablets, mobile devices, etc. as long as they simply have an Internet connection. One of the defining features of a blog is that it is perfectly syndicated through Really Simple Syndication (RSS).

Both teacher and students can leave posts, and each post can have comments and replies on a blog. WordPress and EduBlogs are perfect examples of pioneer blogging systems in the world.

Podcasting in Language Learning

Podcasting. A podcast is a video or audio multimedia clip about a particular topic characteristically in the format of a radio talk show. When students subscribe to podcasts, they can receive upcoming podcast episodes regularly.

Podcasts can be a great source of authentic listening for students of English. Creating and using podcasts can augment the level of autonomy in the L2 learners if they are invited to take part in creating podcasts (coursecasting).

References

1. Arcos, B. D. I., & Sánchez, I. A. (2006). Ears before eyes: Expanding tutors’ interaction skills beyond physical presence in audio-graphic collaborative virtual learning environments. In P. Zaphiris & G. Zacharia (Eds.), User-centered computer aided language learning (pp. 74-93). Hershey, PA: Idea Group Inc. doi:10.4018/978-1-59140-750-8.ch004
2. Bender, W. N., & Waller, L. B. (2013). Cool tech tools for lower tech teachers: 20 tactics for every classroom. Thousand Oaks, CA: Corwin Press.
3. Chapelle, C. A., & Jamieson, J. (2008). Tips for teaching with CALL: Practical approaches to computer-assisted language learning. New York, NY: Pearson-Longman. 211 INTERACTIVITY AND SOCIAL PRESENCE IN CALL
4. Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow, UK: Pearson Education Limited.
5. Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course. New York, NY: Routledge.
6. Gorjian, B., Moosavinia, S. R., Ebrahimi Kavari, K., Asgari, P., & Hydarei, A. (2011). The impact of asynchronous computer assisted language learning approaches on English as a foreign language high and low achievers’ vocabulary retention and recall. Computer Assisted Language Learning, 24(5), 383-391. doi:10.1080/09588221.2011.552186
7. Hadjistassou, S. K. (2008). Emerging feedback in two asynchronous ESL writing forums. In F. Zhang & B. Barber (Eds.), Handbook of research on computer-enhanced language 216 INTERACTIVITY AND SOCIAL PRESENCE IN CALL
8. Hiltz, S. R., & Goldman, R. (2005). Learning together online: Research on asynchronous learning networks. New Jersey, NJ: Lawrence Erlbaum Associates, Inc.
9. Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and quality of language production. Modern Language Journal, 79(4), 457-476. doi:10.1111/j.1540-4781.1995.tb05445.x
10. Kinoshita, Y. (2008). Using an audio-video chat program in language learning. In F. Zhang & B. Barber (Eds.), Handbook of research on computer-enhanced language acquisition and learning (pp. 507-520). Hershey, PA: Information Science Reference. doi:10.4018/9781599048956.ch030
11. Lamy, M. N., & Goodfellow, R. (1999). Reflective conversation in the virtual language classroom. Language Learning & Technology, 2(2), 43-61.
12. Manning, S., & Johnson, K. E. (2011). The technology tool belt for teaching. San Francisco, CA: Jossey-Bass.
13. Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
14. Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: John Wiley & Sons, Inc. 223 INTERACTIVITY AND SOCIAL PRESENCE IN CALL
15. Porter, L. R. (2004). Developing an online curriculum: Technologies and techniques. Hershey, PA: Information Science Publishing. 224 INTERACTIVITY AND SOCIAL PRESENCE IN CALL
16. Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A retrospective. Modern Language Journal, 85(1), 39-56. doi:10.1111/0026-7902.00096
17. Sengupta, S. (2001). Exchanging ideas with peers in network-based classrooms: An aid or a pain? Language Learning & Teaching, 5(1), 103-134.
18. Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition, 26(3), 365-398. doi:10.1017/s027226310426301x
19. Smith, B., & Gorsuch, G. J. (2004). Synchronous computer mediated communication captured by usability lab technologies: New interpretations. System, 32, 553-575. doi:10.1016/j.system.2004.09.012
20. Simpson, J. (2002). Computer-mediated communication. ELT Journal, 56(4), 414-415. doi:10.1093/elt/56.4.414
21. Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge: Cambridge University Press.
22. Swan, K., & Shea, P. (2005). The development of virtual learning communities. In S. R. Hiltz & R. Goldman (2005), Learning together online: Research on asynchronous learning networks (pp. 239-261). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 227 INTERACTIVITY AND SOCIAL PRESENCE IN CALL
23. Wells, R. A. (1990). Computer-mediated communications for distance education and training: Literature review and international resources. Boise, ID: Boise State University.

Video of Letters I and J

Meet the Letters

Letter I

• Uppercase: I

• Lowercase: i

• Sound: /ɪ/ as in ink

Letter J

• Uppercase: J

• Lowercase: j

• Sound: /dʒ/ as in juice

Words That Start With I and J

I Words

• ink

• insect

• igloo

• ice

• island

J Words

• juice

• jam

• jelly

• jacket

• jump

Encourage children to repeat each word slowly and clearly.

How to Write I and J

How to Write I

Capital I

1. Draw a straight line down.

2. Add a short line at the top.

3. Add a short line at the bottom.

Small i

1. Draw a short straight line down.

2. Lift your pencil.

3. Put a dot on top.

👉 Tip: The dot is very important. Do not forget it!

How to Write J

Capital J

1. Start at the top.

2. Draw a straight line down.

3. Curve to the left at the bottom.

Small j

1. Draw a straight line down.

2. Curve to the left at the bottom.

3. Lift your pencil.

4. Put a dot on top.

👉 Tip: j also goes below the line, just like g.

Fun Activity for Children

A. Circle the pictures that start with I or J

(ink, jam, cat, ice, juice, banana)

B. Sound practice

Say the sounds out loud:

• I says /ɪ/

• J says /dʒ/

Repeat together two or three times.

C. Find objects around you

Ask your child:

• “Can you find something that starts with I?”

• “Can you find something that starts with J?”

Parent & Teacher Guide

• Practice letter sounds during daily activities.

• Use real objects like juice, jacket, or ice.

• Let children trace letters before writing.

• Keep practice short, positive, and fun.

Read Simple Words and Sentences (Letters A–J)

So far, we have learned the letters A to J.
Now let’s practice reading simple words and short sentences using these letters.

Simple Words (A–J)

Two-letter and three-letter words

• am

• an

• at

• in

• is

• it

• bag

• bat

• cat

• dad

• fan

• hat

• jam

👉 Tip: Read slowly and point to each letter.

Simple Sentences (A–J)

These sentences are short, clear, and child-friendly:

1. I am a cat.

2. It is a hat.

3. I see a bag.

4. A cat is in a bag.

5. Dad has a fan.

(Children do not need to understand every word perfectly—focus on reading confidence.)

Parent & Teacher Tip

• Read the sentence once aloud.

• Let the child repeat it.

• Point to each word while reading.

• Praise effort, not perfection 🌟

Conclusion

Great job learning I and J!
Keep practicing these letters every day.
In the next lesson, we will learn K and L.
See you in Lesson 6!

Letter G

• Capital letter: G

• Small letter: g

• Sound: /g/ (as in go)

Example word:

• G is for goat 🐐

👉 Goat starts with the letter G and makes the /g/ sound.

Letter H

• Capital letter: H

• Small letter: h

• Sound: /h/ (as in hat)

Example word:

• H is for hat 🎩

👉 Hat starts with the letter H and makes the /h/ sound.

How to Write Letters G and H

How to Write G

Capital G

1. Start at the top.

2. Draw a big circle like the letter O.

3. Stop before closing the circle.

4. Add a short straight line inside on the right.

Small g

1. Make a small circle like o.

2. Draw a straight line down from the right side.

3. Add a small curve at the bottom (like a little hook).

👉 Tip: Tell children to write g slowly because it goes below the line.

How to Write H

Capital H

1. Draw one straight line down.

2. Draw another straight line down next to it.

3. Connect the two lines with a short line in the middle.

Small h

1. Draw a tall straight line down.

2. Go back to the middle.

3. Draw a small curve to the right.

👉 Tip: Remind children to lift their pencil before making the second stroke.

Practice Tip for Parents and Teachers

• Let children trace the letters with their finger first.

• Then let them write on paper or in the air.

• Say the sounds /g/ and /h/ while writing.

Watch the Video Lesson

In the video lesson, children can see, hear, and repeat the letters G and H. The video helps learners:

• Recognize capital and small letters

• Practice correct pronunciation

• Connect letters with familiar words and images

📌 Parents and teachers are encouraged to let children repeat the letters and words aloud for better learning.

Practice Tip

Ask your child:

• Can you find something around you that starts with G?

• Can you name a word that starts with H?

Practicing with real objects makes learning the alphabet more fun and effective.

Video of the Wolf and the Boy

The Wolf and the Boy

The Wolf had just finished a satisfying meal at the edge of the forest. His hunger was gone, his muscles relaxed, and his mood—dangerously—playful. As he wandered down a narrow hillside path, something unusual caught his eye: a Boy lying perfectly still on the ground, face pressed to the earth, breath shallow, hoping to disappear into the landscape.

The Wolf smiled to himself. Fear was familiar to him; he recognized it instantly. Instead of attacking, he stepped closer and spoke calmly, almost kindly.

“So,” said the Wolf, “you think if you stay quiet enough, the world won’t notice you?”

The Boy’s heart raced. Running was impossible. Fighting was absurd. Silence, however, had already failed.

The Wolf circled him once and continued, “I’m not hungry, and I’m in a generous mood. I’ll make you a deal. Say three things to me—three statements that cannot be argued with—and I’ll let you walk away.”

The Boy swallowed hard. This was no time for clever lies or heroic speeches. He gathered his courage and spoke slowly, choosing honesty over pride.

“First,” he said, “it’s unfortunate that you saw me at all.”

The Wolf raised an eyebrow but said nothing.

“Second,” the Boy continued, “it was foolish of me to believe that hiding without thinking would save me.”

The Wolf nodded slightly.

“Third,” the Boy said, his voice steadier now, “people fear and hate wolves because wolves attack without warning, and no one feels safe around a power that shows no restraint.”

The forest fell silent.

The Wolf stopped pacing and looked directly at the Boy. For a long moment, it seemed as though the answer itself might provoke anger. Then the Wolf laughed—not cruelly, but thoughtfully.

“From where you stand,” he said, “everything you’ve said is true.”

He stepped aside, clearing the path.

“Go,” the Wolf added. “You’ve learned something today. That alone is worth sparing you.”

The Boy did not hesitate. He stood, brushed the dirt from his clothes, and walked away—older in wisdom than he had been moments before.

And the Wolf returned to the forest, reminded that truth, when spoken without arrogance or fear, can sometimes disarm even the strongest threat.

Proverbs of the Short Story

“Honesty is the best policy.”

This proverb reflects the Boy’s survival through truth rather than trickery. Instead of lying or exaggerating, he speaks honestly about his situation and his own mistakes. The story shows that honesty can build unexpected trust, even in dangerous situations, and may lead to mercy or understanding where deception would fail.

“Know thyself.”

Although ancient in origin, this proverb fits the story well. The Boy shows self-awareness by admitting his foolishness and fear. By recognizing his own limits and errors, he responds wisely instead of impulsively. The story suggests that self-knowledge is a form of strength that can guide better decisions under pressure.

“A soft answer turns away wrath.”

This proverb highlights the power of calm, thoughtful speech. The Boy does not insult or challenge the Wolf directly; instead, he speaks carefully and without arrogance. His measured words reduce the Wolf’s aggression and change the outcome. The story illustrates how controlled language can defuse conflict and prevent violence.

English Vocabulary in Real Context

1. Satisfying – making someone feel pleased or content

2. Playful – lighthearted or not serious, often unpredictably so

3. Shallow (breath) – short and quick, often caused by fear or stress

4. Recognize – to identify or understand something from experience

5. Generous – willing to give or show kindness more than expected

6. Restraint – control over one’s actions or behavior

7. Absurd – clearly unreasonable or illogical

8. Arrogance – excessive pride or self-confidence

9. Disarm – to remove the power to harm, physically or emotionally

10. Self-awareness – understanding one’s own actions, limits, and mistakes

Moral of the Short Story

The story shows that honest self-awareness can be more powerful than fear or deception. When the Boy admits his mistakes and speaks truthfully, he earns mercy. Wisdom, humility, and clear thinking often protect us better than hiding, lying, or acting bravely without thought.

Discussion Questions

Answer the following questions in the comment form below.

1. Why do you think the Wolf chose to listen instead of attacking the Boy?

2. Which of the Boy’s three statements was the most important, and why?

3. How can the moral of this story apply to modern life, such as school or work situations?

In this festive post, Bita sings the classic Christmas song Jingle Bells while Dr. Mohammad Hossein Hariri Asl plays the keyboard. The lyrics are shared for learners and families who want to practice singing together. This joyful sing-along activity helps improve listening, pronunciation, and confidence in English during the holiday season.

Jingle Bells was written in 1857 by James Lord Pierpont and is now in the public domain. This means anyone can freely sing, perform, record, or publish the song without needing permission or paying royalties.

Video of Jingle Bells Song

Lyrics of Jingle Bells Song

Dashing through the snow
In a one-horse open sleigh
O’er the fields we go
Laughing all the way
Bells on bobtails ring
Making spirits bright
What fun it is to ride and sing
A sleighing song tonight, oh!

Jingle bells, jingle bells
Jingle all the way
Oh, what fun it is to ride
In a one-horse open sleigh, hey!
Jingle bells, jingle bells
Jingle all the way
Oh what fun it is to ride
In a one-horse open sleigh

Now the ground is white
Go it while you’re young
Take the girls tonight
Sing this sleighing song
Get a bobtailed bay
Two forty for his speed
And hitch him to an open sleigh
And you will take the lead

Oh, jingle bells, jingle bells
Jingle all the way
Oh, what fun it is to ride
In a one-horse open sleigh, hey!
Jingle bells, jingle bells
Jingle all the way
Oh, what fun it is to ride
In a one-horse open sleigh
Oh, what fun it is to ride
In one horse open sleigh!

Jingle Bells Vocabulary Box

1. Sleigh – A vehicle on runners used to ride on snow.

2. Dashing – Running or moving quickly.

3. Snow – Soft white ice crystals that fall from the sky in winter.

4. Fields – Open areas of land.

5. Laughing – Making sounds when happy or amused.

6. Bells – Hollow metal objects that make a ringing sound.

7. Ring – To make a sound like a bell.

8. Spirits – Feelings or mood; happiness.

9. Ride – To sit on a vehicle or animal and travel.

10. Sleighing – Traveling in a sleigh.

About Jingle Bells Song

Jingle Bells is a classic Christmas song written in 1857, so some of its words and expressions sound old-fashioned today. The lyrics describe riding a one-horse sleigh through snowy fields, laughing, and enjoying the sound of bells. While the language is simple, phrases like “dashing through the snow” and “bells on bobtails ring” reflect 19th-century style. Singing it helps learners experience traditional English and festive vocabulary in a fun, seasonal way.