جزوه فنون یادگیری

جزوه فنون یادگیریفصل هاي1-3

Chapter one: Pages 1-7

Studying in English
This textbook is intended to teach you how to use English effectively as a language of instruction. There are some important factors which are effective in your studying success:
MOTIVATION: Your success in your studies will also depend upon your motivation. This need or desire to achieve a certain goal can make the difference between success and failure, Motivation can come from two sources: from inside of you or from outside of you.

CONCENTRATION: To concentrate means to focus your attention clearly arid completely on a purpose. This is very easy to do when you are interested in what you are doing; it is difficult to do when you are not especially interested.
DISTRACTIONS: A distraction is something, such as a sudden noise, or someone, such as an unexpected visitor, that takes your attention away from what you are doing. You have no control over some distractions, but you can control others.
YOUR PLACE OF STUDY: In order to study efficiently, you need to have a place that is always, and only, used for studying. Ideally, this should be your own desk in your own private room. Your desk should be neat and cleared of anything that distracts your attention, such as photographs, personal letters, magazines, and especially a radio.
YOUR TIME OF STUDY: One of the wisest hut most difficult rules of studying is to set a f .finite schedule and then follow it.
You should keep some points in your mind:
1. Be realistic.
2. For courses which depend largely on recitation, plan a study period just before class.
3. For courses that depend largely on plan a study period immediately after the class.
4. Many courses use both a lecture and recitation method of instruction. You will have to plan or revise your schedule accordingly. 5. Distribute your study hours rather than mass them all together.
6. Do not expect to learn material during the last few days before an examination by cramming.
7. Plan to spend at least two hours on outside preparation for each hour in class.
8. When unexpected events happen, rearrange your schedule.
ساختگى ،مصنوعى ،بدلىArtificial, page1=
واپسین ،غائى ،نهایىUltimate, p. 1=
انگیزش ،محرک ،انگیزه = Motivation, p. 1
مرکز توجه ،متمرکز کردن توجه = Focus, p. 2
تنها، تکی، منزوی Isolated, p. 2 =
اختلال ،ناراحتى ،مزاحمتDisturbance, p. 3=
حذف کردن ،محو کردن = Eliminate, p. 3
پذیرا- همان نوازان ه= Hospitable, p. 3
قطع ،انقطاع ،تعلیقInterruption, p. 3=
تمیز و مرتب = Neat, p. 3
جمع کردن ، روی هم نهادن=Accumulate, p. 4
مجال ،وقت کافى ،فراغت=Leisure, p. 4
از حفظ خوانى ،بازگو نمودن درس حفظى=Recitation, p. 4

بازبینى ،تجدید نظر کردن ،اصلاح نمودن=Revise p. 4
باشتاب یاد گرفتن, پرکردن=Cram, p. 5
بترتیب وقوع ،ترتیب زمانى وقوع=Chronological, p. 6
ازمایشى ،امتحانى ،عمل تجربى=Tentative, p. 6

Chapter two: Pages 8-44

Using Your English Dictionary
For foreign students of English, a good dictionary is a necessary reference book. Like all tools, however, it is valuable only if it is used correctly and efficiently.
THE AUTHORITY OF A DICTIONARAY: An English dictionary is merely a record of how English speakers define, pronounce, spell, and use the words of their language. The only authority an English dictionary has is its completeness, its accuracy in reporting the facts, and its recency of publication.
BRITISH AND AMERICAN DICTOINARY: Where a difference exists, a good dictionary will indicate alternate British or American pronunciations, spellings, or meanings.
DESK DICTIONARARIES: several large dictionaries called unabridged, contain all the words of the language. Usually you will not need such a complete dictionary. There are small desk dictionaries that contain more than 100,000 different words.
DICTIONAARIES TO AVOID: Avoid old dictionaries, abridgements of abridgements, and native-language-to-English dictionary.
FINDING WORDS QUICKLY: Look at the top of any page in your dictionary. Two words are in heavy black type. The word on the left is the same as the first word on the page. The word on the right is the same as the last word on the page. These two words are called guide words. They guide you to the word you are looking for.
WHAT A DICTIONARAY WILL TELL YOU: Spelling, Pronunciation, Syllable Stress, Derivation, Meaning, Part of Speech, Usage, Synonyms and Antonyms, and General information. Some of these items are explained here:
SPELLING: About 85 percent of the words in English have what can be considered a regular spelling. Following are a few spelling rules that are worth learning:
Rule 1: To add a suffix to a one-syllable word with a single vowel followed by a single consonant, double the final consonant.
Rule 2: To add a suffix to a word of more than one syllable, double the final consonant of the last syllable if it ends in a single vowel followed by a single consonant and if the stress remains on the last syllable.
Rule 3: Drop the final c before a suffix beginning with a vowel.
But keep the e in order to keep the “soft” sound of c or g before suffixes beginning with a, e, or o.
Rule 4: In syllables with a long a sound (as in me), i comes before except after c.
Rule 5: For words that end with y preceded by a consonant, change the y to i before adding a suffix (except those beginning with i).
Rule 6: For words that end with y preceded by a vowel, keep the y before adding a suffix.
SYLLABLE DIVISION: Your dictionary indicates separate syllables, usually by a heavy black dot in the first entry. There are some important points in this case: *At the end of a line of writing, English words can be divided only at the syllable division. **Never divide words of one syllable. ***Never divide a word so that a single-letter syllable is left alone (a-lone). ****Where a word has double consonant letters, the syllable division comes between the two letters (let-ters).
PRONUNCIATION: A dictionary can help you learn the pronunciation of any word, but only if you are familiar with the symbols used to indicate each of the sounds.
SYLLABLE STRESS: In a word of two syllables, one syllable is pronounced with more force, or loudness, than the other. This difference of emphasis is called stress. Your dictionary will indicate primary, secondary, and weak stresses.
DEFINITIONS OF WORDS: Probably the most important information regarding a word is its meaning. You must understand, however, that most words in English have many meanings or shades of meaning. Words with several different meanings are sometimes illustrated in sentences or phrases.
IDIOMS: Look up the word look. After the main definition you will see a series of idioms; for example, look after, look for, look out, look up.

HISTORY (ETYMOLOGY) OF WORDS: When you look up the spelling or meaning of any word, take time to study the etymology of the word. It will not only be interesting hut it will also help you to remember the word and its meaning better. It is interesting to know that some English words come from other languages. Webster’s Third New International Dictionary of the English Language (1961) can help you.
RESTRICTIVE OR USAGE LABELS: The entry for many words in your dictionary will include some kind of label that describes the limitations or special uses of the word: specific dialects, earlier uses or meanings in the history, whether the word has a literary flavor, whether it is formal or informal, or whether it is primarily slang or colloquial.
FOREIGN WORDS AND PHRASES: Frequently you will hear in a lecture or read in a textbook a word or phrase that is not English but often used in English.
Alternate, p. 8= راه کار فرعى ،تعویض ،یک درمیان امدن
برابرى ،مساوى ،معادلEquivalent, p. 9=
Assumption, p. 9= گمان, فرض
Derivation, p. 10= اشتقاق ،اقتباس
دورنما،بینایى ،منظره ،چشم اندازPerspective, p. 21=

Context, p. 24= ،مفاد،مفهوم ،متن
Colloquial, p. 29= گفتگویی‌، محاوره‌ای‌
Archaic, p. 29= کهنه( منسوخ)،کهنه ،قدیمى
منسوخ ،مهجور،غیرمتداولObsolete, p. 29

Unit Three: Pages 45-76
Learning the Vocabulary of English

WORD FORMATION: Learning the use and meaning of words in English can be made easier, and even enjoyable, if you understand something about one way in which many English words are formed.

The stem of a word is its basic form, the fundamental element which is common to all the other forms of the word. A prefix is a form which is fixed to the beginning of a stem; a suffix is a form which is fixed to the end of a stem.

A prefix usually changes the meaning of a ward, while a suffix usually changes its part of speech.

WORD STEMS: Prefixes and suffixes are added to word stems. Sometimes a word stem can be used by itself, such as the word act or form. Most often a word stem can be used only in combination with a prefix or a suffix. Most word stems in English come from Latin and Greek. If you learn the most common of these, you will be able to analyze the meaning of many words without having to look them up in a dictionary.

GUESSING MEANING FROM CONTEXT: There are three possible ways to learn the meaning of an unfamiliar word.

1- One way is to interrupt your reading immediately and look up the word in a dictionary. This is the safest way. But this would be tiring and time-consuming.

2- Using what you know of word stems and word formation, you Context can make an intelligent guess at the meaning of a new word. Frequently this will be sufficient if you are reading fiction and do not have to understand a precise or technical meaning. Word stems, prefixes, and suffixes are like master keys. A few of them will open the doors to many meanings.

3- Another way of guessing the meaning of a word is by looking carefully at its context. Words have meaning in relation to other words and the situation in which they are used.

RECORDING THE MEANING OF WORDS: If you really want to increase your vocabulary, you will need some system of recording new words and their meanings. You will also have to review the new words regularly. There are three ways:

1. Write the new word on any convenient scrap of paper. This is not recommended. You will either lose the paper or have untidy piles of paper scattered in various places.

2. The best method is to use file cards. This is also the most difficult method because it requires continuous neatness and order. Follow these directions:

b. Write each new word you want to learn on a separate card. (Neatly, in large letters, in the upper left-hand corner of the card)

c. On the same side of the card, copy from your dictionary the word’s pronunciation, including stress marks. Also copy and label other parts of speech of the word.

d. On the opposite side of the card, write the definition (in English). Then write the sentence in which you read or heard the word.

e. Arrange your cards in alphabetical order.

f. Review regularly. Look at the word side of each card. Pronounce the word. Recite its meaning to yourself, in English. Turn the card over to check if you are right. If so, read the sentence. Try to think of another sentence or situation in which the same meaning might he used.

g. If you do nut remember the correct meaning of the word, put a small check mark on the word side of the card.

h. As you add new words to your vocabulary record, regularly review the old ones.

3. Another method is to use a notebook. It helps to rule the page three columns, the widest being at the right:

a. In the left column, print the word neatly. Copy from your dictionary the pronunciation, including stress marks. Also copy and label other parts of speech.

b. In the middle column, write the definition (in English).

c. In the right column, write the sentence in which you read or heard the word.

d. You may wish to arrange words in a roughly alphabetical way, or you may wish to group words according to the subject in which they are commonly used.

e. Review regularly. Cover the definitions and sentences with a piece of paper. Look only at the word at the left, pronounce it. Define it in English. Slide the paper over so that the definition can be seen. If you are right, uncover and read the sentence. Think of other sentences or situations in which the same meaning might be used.

f. If you do not remember the correct meaning of the word, put a small check mark next to the word in the left column. Do this each time you do not know the meaning. This check reminds you that you must make an extra effort to learn this word.

FIXING THE MEANING OF WORDS: Here are some suggestions for fixing a word in your mind:

When you look up a word in your dictionary, then copy it onto a card or into your notebook, notice the spelling carefully. Spell it aloud. Underline unexpected spelling.

As you copy the pronunciation of the word, pronounce it aloud. Be sure you use the correct stress.

Look at other forms of the word that your dictionary lists.

Notice the context in which you have read or heard the word.

Copy the one definition that best fits the meaning of the context.

Make up or copy a defining sentence.

It may help fix the word in your mind to look at the etymology of the word.

Review your vocabulary record regularly. Set aside five minutes of your study time to go through 25 words. More important try to use the new words when you speak and write.

علم انسان شناسى= Anthropology, 62

ترتیب وقوع ،ترتیب زمانى وقوع Chronological, p.63=

راهنما،اثر،نشان ،مدرک =Clue, 71

همدردى ،تسلیت ،اظهار تاسف =Condolences, 70

نتیجه منطقى ،اثر،برامد =Consequence, 64

مخالف ،تناقض ،مغایرت =Contradiction, 60

گردامدن ،دورهم جمع شدن ،جمع کردن=Convene, 62

تبعید کردن ،حمل ،اخراجDeport, 63=

فرمان ،حکم ،قانون=Edict, 60

بیرون کشیدن، استخراجExtract, 61=

غیرمعقول ،عجیب ،غریب=Extravagant, 66

تصور،افسانه ،قصه= Fiction, 65

قبلا تهیه دیدن ،پیش بینى کردن ،از پیش دانستن=Foresee, 65

فرمول بندى کردن ،تنظیم کردن=Formulate, 60

شکیبایى ،بردبارى ،ثباتFortitude, 60=

ابتدایى ،پایه اى ،اصولى ،اساسى=Fundamental, 46

مغرور،باددرسر،متکبر،والا=H aughty, 66

اتفاق ،در معرض مخاطره قرار دادن=Hazard, 72

غیر قابل درکImperceptible, 71=

شجاع ،بى باک=Intrepid, 72

حرکت دادن یا حرکت کردن ،حرکت جنگى=Maneuver, 61

رئیسه خانواده ،مادر=Matriarch, 65

واسطه ،میانجى ،دلال=Mediator, 61

حد وسط،متوسطMediocre, 61=

وابسته به پیاده روى ،مبتذل ،بیروح=Pedestrian, 69

مختصر،مفید،جامع ،صریح= Precise, 65

پیش بینى ،پیشگویى=Prediction, 60

سبب ،محرک ،برانگیزنده= Provocative, 62

الغاء کردن ،منقبض کردن ،جمع شدن=Retract, 62

مکفى ،بس ،بسنده ،کافى=Sufficient, 65

تغییر شکل یافتن ،تغییر شکل دادن=Transform, 60

ى نظیر،یکتا،یگانهUnique, 73=

کار،شغل ،کسب ،صداVocation, 61

gathered by F. Farshchian

با تشکر . سلام... واژه Cram رو در گفتگوی روزانه امریکایی خرخونی معنی میکنن و حالت فاعلیش هم crammer هست....به کسی که خرخونه میگن: You are such a crammer

chapter Four: Page 77-90
Writing an Outline
Outlining is a useful skill to learn because it can be used in both reading and your writing.
WHAT AN OUTLINE IS: Basically, an outline is an organized list of related items or ideas. It is method of grouping together things that are similar in some selected way, then presenting them in a simplified manner that clearly illustrates the relationship within each group and among all of the groups.
WHAT AN OUTLINE IS FOR: An outline is useful in both reading and writing. An outline is useful in planning the organization of writing. An outline is also useful in uncovering the organization of writing. The writer puts flesh on the skeleton of his outline. The reader removes the flesh to see the skeleton underneath.
In other words:
From this example, you can see that an outline has two purposes:
(1) In writing, to organize and present your ideas effectively.
(2) In reading, to analyze the organization and relationship of ideas.
HOW AN OUTLINE IS WRITTEN: An outline is usually written in one of two forms, depending on its purpose and its subject: (1) a topic outline, or (2) a sentence outline. Both have certain similarities which should be understood and used.
THE TOPIC OUTLINE: This kind of outline is divided into useful and logical topics. It is usual to begin each topic with a capital letter. Because they are topics rather than sentences, it is not necessary to use a period at the end of each topic. Each topic of the same rank should be expressed in the same grammatical form. Each topic of the same rank should be indented the same distance from the margin, and it also should follow the same system of numbers or letters.
THE SENTENCE OUTLINE: The form of a sentence outline is the same as that of a topic outline. The same system of indenting, numbering, and lettering is used. The only difference is that each idea is expressed and punctuated as a complete sentence. A sentence outline is usually more detailed, and it indicates more clearly the structure and organization. For this purpose, the sentences should be short and to the point.

SUMMARY: First, notice that an outline usually starts with the largest or most important idea and then progresses down to smaller or less important ideas. Second, notice how each heading is indented. Headings of equal rank are indented an equal distance from the margin. Third, if a heading runs from one line to the next, it is indented so that it starts directly below the first word of the preceding line. Fourth, notice that no punctuation is needed at the end of the topics in a topic outline. Finally, notice that periods are used after numbers and letters. For fifth and lower ranks, parentheses are used instead of a period.

OUTLINING BEFORE WRITING: An outline can be used either to organize ideas effectively when you write or to analyze ideas carefully when you read, The former is a preparation for writing, the latter is a procedure for reading.

EXPOSITORY WR1TING: The kind of writing you will be mainly concerned with in your studies is called expository writing. Whatever your field of study may be, you will need to write factual reports, explanations of processes, analyses of purposes, causes or results, evaluations of agreements, and conclusions. is the kind of writing in which you expose facts or ideas by presenting, explaining, or interpreting them in some clearly, effectively organized way.
MAIN IDEAS AND SUPPORTING DETAILS: Good expository writing in English, unlike in some other languages, is usually organized in a series of main ideas and supporting details.
تطبیق دادن ،همساز کردن=Accommodate, 78
تمیز،فرق ،امتیاز،برترى ،ترجیح=Distinction, 79
توضیحى ،تفسیرى ،نمایشى=Expository, 87
واجب ،حتمى ،چاره نا پذیر،ضرورى=Indispensable, 88
با شتاب نوشتن=Jot down, 78
اتفاقى،بى ترتیب، بى نظم= Random, 84

اسکلت ،استخوان بندى ،ساختمان=Skeleton, 77

Unit Five:91-160

Improving Your Reading
Reading is probably the most important skill you will need for success in your studies. If you read inaccurately, you will fail to understand some of the information and ideas that you read. If you read slowly, you will have to spend too much time reading your assignments so that your other work may suffer. Like other skills, your ability to read English rapidly and accurately depends upon careful instruction and purposeful practice.
READING SPEED AND COMPREHENSION:
Reading speed is determined in part by how many words your eyes can see at a single glance. The ability to see words on either side of the point at which your eyes focus is called peripheral vision. You can increase your peripheral vision by eye exercises. Being able to read by phrases requires an understanding of what words go together grammatically.
Just as important as increasing your peripheral vision is the importance of moving your eyes from point to point in a uniform rhythm. Slow reading also results from regression, the number of times your eyes have to go hack to a word or phrase that they did not see accurately the first time.
A final cause of slow reading is vocalizing, that is, forming the sounds of each word, even though they may not be spoken aloud.

NOTICE: Slow reading is caused by:
- Low peripheral vision
-Regression
-Vocalizing
You may wonder about the relationship between reading speed and reading comprehension. You should aim at a comfortable balance between the two. The good reader adjusts his speed to the material he is reading and the kind of comprehension he desires.
RECOGNIZING PARAGRAPH PETTERNS WHILE READING:
You will be able to increase both your speed and comprehension of reading if you recognize a few of the most common ways in which paragraphs are organized. A paragraph is usually about a single topic. Although a paragraph may include several ideas about this topic, one idea will be more important than the others. This is the main idea. It is sometimes called the central or controlling idea. This main idea is usually stated in the topic sentence.
Five common paragraph patterns will be demonstrated here. Recognizing each kind should help you follow the writer’s presentation more quickly and accurately.
1. PARAGRAPH OF ANALYSIS: this kind of paragraph pattern, a topic is analyzed. The topic is broken down into causes, effects, reasons, methods, purposes, or other categories that support the main idea. This main idea may be presented as a general statement at the beginning of the paragraph.
-Deductive organization moves from the general to the particular: The main idea may be presented as a general statement at the beginning of the paragraph.
- Inductive organization moves from the particular to the general: The main idea may be presented as a general conclusion at the end of the paragraph.
2. PARAGRAPHS OF DESCRIPTION: A second type of paragraph pattern is one in which something is described. This may be a physical description, as of a person or place, or it may he a description of a process, a step-by-step explanation of how something is done.
3. PARAGRAPHS OF COMPARISON AND CONTRAST. A third type of paragraph pattern is one in which several things are compared or contrasted. Paragraphs of this kind usually state the main idea—the things being demonstrated as similar or different —in the first sentence. Then the idea is developed in subsequent sentences, often with examples.
4. PARAGRAPHS OF ANALOGY. A fourth type of paragraph pattern is one which is organized around an analogy for the purpose of clarifying a particular point. There may be no topic sentence, but the main idea is clearly implied by the use of analogy.
5. PARAGRAPHS OF DEFINITION. In this fifth type of paragraph pattern, the purpose is to define, explain, or clarify the meaning of something. Because of the nature of definition, it may involve analysis, comparison or contrast, description, or perhaps even an analogy.
REFERENCES AND CONNECTINES:
Sentences and paragraphs are not just strung together, one after the other. The ideas they express are connected by means of certain words or phrases that relate the ideas to each other.
REFERENCES: References are words which substitute for other words. They refer back to ideas that have already been expressed. They also refer forward to ideas yet to be stated. Pronouns are the most familiar reference words.
CONNECTIVES: Your reading will be more efficient and meaningful if you are aware of the conjunctions that link ideas into some kind of relationship. These words or phrases connect ideas together to indicate result, contrast, or addition.
Connectives That Signal a Result:
-Therefore
-Thus
-Hence
-Consequently
-As a consequence
-Accordingly
All these words connect a cause with a result or effect.

Connectives that signal a contrast:
- Nevertheless
- However
- Still
- But
- In spite of the fact that
- Although (or though)
- Even though
Connectives that signal an addition:
- and
- And also
- And … too
- As well as
- Besides being
- Moreover
- Furthermore
Connectives that signal a series or time sequence:
One, first then finally
Two, second next at last
Three, third afterward lastly
Note: Cardinal numbers (one, two, three, etc.) and ordinal numbers (first, second, third, etc.) are used to show position in a series or sequence. Words like then and next show a continuation, and finally or lastly show and end.
SKIMMING:
There are two purposes of skimming:
1-to locate specific word, fact, or idea quickly
2-To get a rapid, general impression of the material
SKIMMING TO LOCATE INFORMATION: In this kind of rapid reading, your eyes move quickly over the words or figures until you find the particular information you are looking for.
SKIMMING TO GET AN OVERALL IMPRESSION: Her instead of looking for a single fact, you are interested only in getting a general impression of the material.
For skimming of this kind, on ignore all details and look instead for the main ideas. These are usually expressed in topic sentences which often occur at the beginning or, less often, at the end of a paragraph.
TEXTBOOK READING:
Most of your reading will be the purposeful, study-type reading of textbooks. Though you may often use a skimming technique, usually you will use a careful, close reading technique in order to understand specific information. Because this kind of reading is so important to you, it will be useful to look closely at what a textbook contains, and at how you can make the most efficient use of its contents.
SURVEYING THE TEXTBOOK: When you first get the book, skim through it to see what is included and how it is organized. Look especially at the following parts:
Title Page: Look at the name of the book, the name of the author, who he is, and where he comes from in the title page.
Preface or Foreword: In the preface (sometimes called the foreword or introduction) the author explains the purpose, organization, method of presentation.
Table of Contents: Skim through the table of contents to get an overall view of the material in the book.
Text: The chapters of most textbooks include a variety of study guides: section headings, in boldface type, summaries, maps, charts, diagrams, and table.
Glossary: This is a kind of dictionary which defines or explains some of the technical terms in the book, and often provides examples and page references.
Bibliography: An alphabetical list of relevant books and articles is frequently included either at the end of each chapter or at the end of the book.
Index: This is usually a thorough, fairly detailed alphabetical listing of all the major persons, places, ideas, facts, or topics that the book contains.
READING THE ASSIGNMENT:
Reading is actually a kind of dialog between the reader and the author. A useful technique for reading a textbook assignment has been called SQ3R. This code—standing for Survey, Question, Read, Recite, and Review—describes the five successive steps that should be followed while reading study-type material.
1. Survey: first survey the pages to get a general idea of the material by skimming quickly
2. Question: After a rapid survey, ask yourself questions based on the material you have surveyed.
3. Read: Next read as rapidly as possible.
4. Recite: At the end of each section, summarize the material by reciting to yourself the important points.
5. Review: Finally, when you have finished the assignment, immediately review the material so that it will form a unified whole.
AIDS TO READING AND INTERPRETATION:
A textbook author and his publisher present their material as clearly and effectively as possible. In almost all textbooks you will find the usual front matter (such as the preface and table of contents) and back matter (such as the bibliography and index). Depending upon the subject, most textbooks include some of the following aids to help you understand and interpret the material: footnotes, photographs, tables, charts, maps diagrams, and graphs:

FOOTNOTES: Whenever an author reprints an exact quotation, or when he summarizes or refers to a fact or opinion that is original with someone else, he must acknowledge his source. In a footnote, the author’s first name is placed first and his family name last. The title of the hook or article is placed next.

TABLES: Tables display various kinds of information In clear, compact columns. Tables are useful for quick reference, but they require careful reading.
LINE GRAOHS: A graph illustrates a relationship between at least two things, one of which is measured on a vertical axis, and the other (or others) on a horizontal axis.
BAR GRAPHS: A bar graph is similar to a line graph except that bars are used instead of dots and lines.
CIRCLE GRAPHS: In this kind of graph, a circle represents the total of some specific information.
تایید کردن ،قدردانى کردن=Acknowledge, 140
درخور،مناسب ،مقتضىAppropriate, 155=
بهم فشردن ،تنگ هم قراردادن ،بهم فشرده=Compact, 142
مشورت کردن ،مراجعه کردن=Confer, 144
مصرف کنندهConsumer, 156=
نمایش،نمایش دادن ،نشان دادن=Display, 142
مهاجر،کوچ کننده=Emigrant, 158
برامد،هزینه ،خرج ،مخارج ،مصرف ،پرداخت=Expenditure, 147
پناهنده ،مهاجر،تازه وارد،غریب=Immigrant, 158
شرح علائم و اختصارات ،افسانه=Legend, 148
هزینه ،پرداخت=Outlay, 154
قابل اطمینان ،موثق ،معتبر،قابل اتکا=Reliable, 143

gathered by F. Farshchian