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Date: Dec 31, 2005
Level: Harder (Try the easier lesson.) Downloads: Word Doc | PDF Doc | Listening Audio: (1:59 - 234.5 KB - 16kbps)
THE ARTICLEA 16-year-old American schoolboy is counting his blessings today following the school project of a lifetime - a solo trip to Baghdad. Farris Hassan’s unbelievable and dangerous journey was to complete a homework assignment to write an editorial on an international topic. An interest in “immersion journalism” and his Iraqi ancestry fueled a craving for a more in-depth analysis of his topic. He arrived in Baghdad on December 18 after being denied entry for several days due to the tightened security surrounding Iraq’s national elections. He soon became the center of attention at food stalls as he endeavored to survive with the aid of his phrase book. He eventually capitulated to a fear of his alien surroundings and sought refuge in the war zone office of the Associated Press. Farris told journalists he had to “go the extra mile…or a few thousand miles” to ensure his homework was accurate. In an essay he penned before his escapade, he wrote: “I know I can’t stop all the carnage and save the innocent. But I also know I can’t just sit here.” He also said: “Going to Iraq will broaden my mind. We…live such sheltered lives. I want to experience…the same hardships ordinary Iraqis experience everyday, so that I may better empathize with their distress.” He concluded: “I want to live my days so that my nights are not full of regrets. Therefore, I must go.” His mother is extremely relieved at the news her son is homeward bound. 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 both secretly went to 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 preference. Compare your lists with your partner’s.
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 you exposed to any dangers on a daily basis? 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 counting his _________ today following the school project of a lifetime - a solo trip to Baghdad. Farris Hassan’s unbelievable and dangerous journey was to complete a homework assignment to write an _________ on an international topic. An interest in “_________ journalism” and his Iraqi ancestry fueled a _________ for a more in-depth analysis of his topic. He arrived in Baghdad on December 18 after being _________ entry for several days due to the tightened security surrounding Iraq’s national elections. He soon became the center of attention at food stalls as he endeavored to survive with the aid of his phrase book. He eventually _________ to a fear of his alien surroundings and _________ refuge in the war zone office of the Associated Press. Farris told journalists he had to “go the extra mile…or a few thousand miles” to _________ his homework was accurate. In an essay he _________ before his escapade, he wrote: “I know I can’t stop all the _________ and save the innocent. But I also know I can’t just sit here.” He also said: “Going to Iraq will _________ my mind. We…live such sheltered lives. I want to experience…the same hardships ordinary Iraqis experience everyday, so that I may better _________ with their distress.” He concluded: “I want to live my days so that my nights are not full of regrets. Therefore, I must go.” His mother is extremely relieved at the news her son is homeward _________. She said Farris “is very driven” but “showed a lack of _________” in going to Baghdad. She will also keep his passport under lock 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 being exposed to more risks.
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 mundane routines:
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 undertake. 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 escapades. Ask him some questions about his adventure. 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 counting his blessings today following the school project of a lifetime - a solo trip to Baghdad. Farris Hassan’s unbelievable and dangerous journey was to complete a homework assignment to write an editorial on an international topic. An interest in “immersion journalism” and his Iraqi ancestry fueled a craving for a more in-depth analysis of his topic. He arrived in Baghdad on December 18 after being denied entry for several days due to the tightened security surrounding Iraq’s national elections. He soon became the center of attention at food stalls as he endeavored to survive with the aid of his phrase book. He eventually capitulated to a fear of his alien surroundings and sought refuge in the war zone office of the Associated Press. Farris told journalists he had to “go the extra mile…or a few thousand miles” to ensure his homework was accurate. In an essay he penned before his escapade, he wrote: “I know I can’t stop all the carnage and save the innocent. But I also know I can’t just sit here.” He also said: “Going to Iraq will broaden my mind. We…live such sheltered lives. I want to experience…the same hardships ordinary Iraqis experience everyday, so that I may better empathize with their distress.” He concluded: “I want to live my days so that my nights are not full of regrets. Therefore, I must go.” His mother is extremely relieved at the news her son is homeward bound. 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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