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Tuesday November 9, 2004 U.S. forces have launched a major offensive on the Iraqi city of Fallujah to regain control over the rebel-held city. Fallujah has been a hotbed of resistance and a continual thorn in America’s side. This new assault was authorized by Iraqi Prime Minister Iyad Allawi in the hope of ending nationwide insurgency. Allawi also closed Baghdad's international airport and sealed the country's borders with Syria and Jordan. "I gave my authority to the multinational forces, Iraqi forces. We are determined to clean Falluja from the terrorists," Allawi stated. As the sun set U.S. forces breached the northwestern Jolan neighborhood, with a simultaneous 4,000-troop push towards the northeastern Askari district. With Apache helicopters hovering overhead, massive aerial and artillery bombardment pounded the city as the Marines approached the mostly Sunni Muslim city, 50 km west of Baghdad. Heavy gunfire was heard throughout the outskirts of Fallujah as U.S. forces clashed with Iraqi resistance. At least 42 rebels are reported killed during initial clashes. WARM UPS / COOL DOWNS1. CHAT: Talk about Iraq / Fallujah / the US-led occupation / the War on Terror … 2. IRAQI GEOGRAPHY: Write on the board the following Iraqi cities and have a quick class quiz as to their significance in the Iraq war: Basrah, Kirkuk, Najaf, Samarra, Tikrit, Babylon, Sadr City, Baghdad … This may be difficult but does lend itself to introducing phrases such as ‘I’ve heard the name, but…’, ‘Isn’t that where …’. 3. ONE-MINUTE MINI-CHATS Students sit/stand in lines facing each other and are given one minute (longer if noise levels are high and time permits) to chat on teacher-given topics. After each chat students revolve to face new partner. The topics are serious, but the one-minute deadline makes it fun. Possible topics: George W. Bush / The war on terror / American troops should withdraw from Iraq / The Iraqi people / Donald Rumsfeld / Terrorism / WMD ... 4. WHERE WERE YOU WHEN… Write on the board some key events concerning Iraq and Afghanistan. Students ask each other “Where were you when… / What were you doing when … the WTC was attacked / Kabul fell / US forces invaded Iraq / Saddam’s statue came down / Saddam was captured / news broke of the Iraq prisoner abuse scandal … PRE-READING IDEAS1. PREDICTION: From the following words predict the contents of the article with your partner. (You may need a dictionary). 2. SPECULATE: From the headline discuss with your partner what you expect to read, or what you already know from other news. 3. EYEWITNESS: Each student is an eyewitness. They recount their story of the offensive mentioned in the headline.. WHILE READING ACTIVITIES1. ANGRY / HOPEFUL: Students circle anything that makes them angry, and underline anything that gives them hope regarding the crisis in Iraq. 2. VOCABULARY: Students circle any words they do not understand. In groups pool unknown words and use dictionaries to find the meanings. 3. QUESTIONS: Make notes for questions you want to ask a) Donald Rumsfeld, b) rebel leaders about the information in the article. POST READING IDEAS1. PREDICTION / SPECULATE / EYEWITNESS: Students talk about how near to the article they were in the while-reading activities. 2. ANGRY / HOPEFUL: Students talk in pairs groups about what they circled / underlined, and why. 3. SENTENCE OPINIONS: Students look at one sentence of the article and discuss it. Teacher could cut the sentences up and assign them for discussion forums. 4. THAT’S TOTALLY WRONG: Student A chooses information from the article and plays devil’s advocate with Student B. A starts by recounting the information and saying ‘That’s totally wrong’. 5. VOCABULARY: As a class, go over the vocabulary students circled above. 6. QUESTIONS: Students ask the class the questions they made about the information in the article. Take turns in role playing Donald Rumsfeld and the Iraqi rebel. 7. DISCSSION: In pairs/group s students think of 2 or 3 questions for a class discussion on the Iraq War. Teacher corrects on board and puts students into discussion groups. 8. SOLDIERS AND REBELS: Students A are US soldiers, Students B are rebel fighters. In groups, talk about life as a soldier / fighter. Pair off into As and Bs and role play a meeting between soldier and rebel. Try to come to an agreement over Iraq. Go back to original group to report on how your meeting went. HOMEWORK1. VOCAB EXTENSION: Choose several of the words from the text. Use a dictionary or the Google search field to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find more information on Fallujah. Share your findings with your class next lesson. 3. DIARY: Write a short report as a citizen of Fallujah during the US-led invasion. 4. LETTER: Write a letter to US Presidnent George Bush explaining your views on what is happening in Fallujah. Ask Mr. Bush to do three things. ANSWERSSYNONYMS:
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