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Date: Dec 31, 2005
Level: Easier (Try the harder lesson.) Downloads: Word Doc | PDF Doc | Listening Audio: (1:41 - 198.8 KB - 16kbps)
THE ARTICLEA 16-year-old American schoolboy is lucky to be alive today after going on a solo trip to Baghdad. Farris Hassan’s dangerous journey was part of a homework assignment to write a report on an international topic. He said his interest in journalism and Iraqi background made him want to research his story. He arrived in Baghdad on December 18 and soon became the center of attention at food stalls as he tried to order a snack using his phrase book. He cannot speak Arabic. He eventually gave in to a fear of his unfamiliar surroundings. He asked shocked reporters for help in the war zone office of the Associated Press. Farris told journalists he wanted to “go the extra mile” to make sure his homework was accurate. He wrote an essay before he left America. In it, he said: “I know I can’t stop all the [killing] and save the innocent. But I also know I can’t just sit here.” He added: “Going to Iraq will broaden my mind. We…live such sheltered lives.” He concluded: “I want to live my days so that my nights are not full of regrets.” His mother is very relieved that her son is safe. She said Farris “is very driven” but “showed a lack of judgment” in going to Baghdad. She will also keep his passport under lock and key from now on. WARM-UPS1. HI FROM BAGHDAD: Sit with your back to your partner. Have an imaginary telephone conversation. You are both Baghdad. Tell each other why you went, what you are doing and how you are surviving. Is it dangerous? 2. DANGEROUS PLACES: In pairs / groups, talk about dangerous places. Where are the most dangerous places in the areas below? What makes them dangerous?
3. CHAT: In pairs / groups, decide which of these topics or words are most interesting and which are most boring.
Have a chat about the topics you liked. For more conversation, change topics and partners frequently. 4. I’M A JOURNALIST: You are now a journalist. Your editor has asked you to choose from the assignments below. Rank them in order of the ones you most want to do. Compare your lists with your partner’s list.
Your editor has decided you must go with your partner(s). Agree on a new, joint order of preference. 5. SHELTERED LIVES: Do you live a sheltered life? Are there any dangers in your life? Answer these questions with your partner(s). Compare the safety / dangers of your life with the lives of people in other countries. 6. JOURNALISM: Spend one minute writing down all of the different words you associate with journalism. Share your words with your partner(s) and talk about them. Together, put the words into different categories. BEFORE READING / LISTENING1. TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F):
2. SYNONYM MATCH: Match the following synonyms from the article:
3. PHRASE MATCH: Match the following phrases from the article (sometimes more than one combination is possible):
WHILE READING / LISTENINGGAP FILL: Put the words in the column on the right into the gaps in the text. US teen visits Baghdad to do his homework
LISTENINGListen and fill in the spaces. US teen visits Baghdad to do his homeworkA 16-year-old American schoolboy is _______ to be alive today after going on a _______ trip to Baghdad. Farris Hassan’s dangerous journey was part of a homework assignment to write a report on an international _______. He said his _______ in journalism and Iraqi background made him want to research his story. He arrived in Baghdad on December 18 and soon became the center of _______ at food stalls as he tried to order a snack using his phrase book. He cannot speak Arabic. He eventually _____ __ to a fear of his unfamiliar surroundings. He asked shocked reporters for help in the war _______ office of the Associated Press. Farris told journalists he wanted to “go the _______ mile” to make sure his homework was accurate. He wrote an _______ before he left America. In it, he said: “I know I can’t stop all the [killing] and save the _______. But I also know I can’t just sit here.” He added: “Going to Iraq will _______ my mind. We…live such sheltered lives.” He concluded: “I want to live my days so that my nights are not full of _______.” His mother is very relieved that her son is safe. She said Farris “is very driven” but “showed a _______ of judgment” in going to Baghdad. She will also keep his passport under _______ and key from now on. AFTER READING / LISTENING1. WORD SEARCH: Look in your dictionaries / computer to find collocates, other meanings, information, synonyms … for the words ‘school’ and ‘project’.
2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.
3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…? 4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings. 5. STUDENT “SHELTERED LIVES” SURVEY: In pairs / groups, write down questions about our sheltered lives and whether we would benefit from having more risks in our lives.
6. TEST EACH OTHER: Look at the words below. With your partner, try to recall exactly how these were used in the text:
DISCUSSIONSTUDENT A’s QUESTIONS (Do not show these to student B)
STUDENT B’s QUESTIONS (Do not show these to student A)
AFTER DISCUSSION: Join another partner / group and tell them what you talked about.
SPEAKINGSHELTERED LIVES: Do we really live such sheltered lives? Are there more dangers and risks in our lives than we think? In pairs / groups, write down all the possible dangers and risks involved in the following activities:
HOMEWORK1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find more information on this story. Share your findings with your class in the next lesson. Did you all find out similar things? 3. MY PROJECT OF A LIFETIME: Write an essay about a major lifetime project you would like to do. Show what you wrote to your classmates in the next lesson. Who had the most mind-broadening project? 4. LETTER: Write a letter to Farris Hassan. Tell him what you think of his adventure. Ask him some questions about his trip. Show your letters to your classmates in the next lesson. Did everyone write about similar things? ANSWERSTRUE / FALSE:
SYNONYM MATCH:
PHRASE MATCH:
GAP FILL: US teen visits Baghdad to do his homeworkA 16-year-old American schoolboy is lucky to be alive today after going on a solo trip to Baghdad. Farris Hassan’s dangerous journey was part of a homework assignment to write a report on an international topic. He said his interest in journalism and Iraqi background made him want to research his story. He arrived in Baghdad on December 18 and soon became the center of attention at food stalls as he tried to order a snack using his phrase book. He cannot speak Arabic. He eventually gave in to a fear of his unfamiliar surroundings. He asked shocked reporters for help in the war zone office of the Associated Press. Farris told journalists he wanted to “go the extra mile” to make sure his homework was accurate. He wrote an essay before he left America. In it, he said: “I know I can’t stop all the [killing] and save the innocent. But I also know I can’t just sit here.” He added: “Going to Iraq will broaden my mind. We…live such sheltered lives.” He concluded: “I want to live my days so that my nights are not full of regrets.” His mother is very relieved that her son is safe. She said Farris “is very driven” but “showed a lack of judgment” in going to Baghdad. She will also keep his passport under lock and key from now on. |
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