July 4th, 2011 |
Published in
Education, History
ESL Voices has added new exercises for the Passive and Active Voices in the grammar section for Teachers The Passive voice construct is rarely used today, and surprisingly nor was it used that much in the past. In the following activity we’ll look at excerpts from famous speeches made by past U.S. Presidents and one from Winston Churchill, Prime Minister of the U.K.
ESL Voices Activities for this article
- “Happy 4th of July America”- “Bless Our Soldiers…everywhere”
President Obama and First Lady Michelle July 4th, celebration.
The Obamas enjoying 4th of July Fireworks at the White house!
Abraham Lincoln’s July 4th Message to Congress 1861
“…At the beginning of the present Presidential term, four months ago, the functions of the Federal Government were found to be generally suspended within the several States of South Carolina, Georgia, Alabama, Mississippi, Louisiana, and Florida, excepting only those of the Post-Office Department. Within these States all the forts, arsenals, dockyards, custom-houses, and the like, including the movable and stationary property in and about them, had been seized [by the southern states] and were held in open hostility to this Government, … The forts remaining in the possession of the Federal Government in and near these States were either besieged or menaced by warlike preparations, and especially Fort Sumter was nearly surrounded by well-protected hostile batteries…”
-Abraham Lincoln’s July 4th Message to Congress 1861-
Abraham Lincoln’s Gettysburg Address:
“… The Supreme Court, in the Dred Scott case, plant themselves upon the fifth amendment, which provides that no person shall be deprived of “life, liberty or property without due process of law;” while Senator Douglas and his peculiar adherents plant themselves upon the tenth amendment, providing that “the powers not delegated to the United States by the Constitution” “are reserved to the States respectively, or to the people. Now, it so happens that these amendments were framed by the first Congress which sat under the Constitution – the identical Congress which passed the act already mentioned, enforcing the prohibition of slavery in the Northwestern Territory.” -Abraham Lincoln’s Cooper Union Address-New York, New York, February 27, 1860.
Franklin D. Roosevelt
“…Yesterday, December 7th, 1941 — a date which will live in infamy — the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. I regret to tell you that very many American lives have been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu….” Franklin D. Roosevelt,Dec 8, 1941 to Congress
Dwight David Eisenhower
“…Only an alert and knowledgeable citizenry can compel the proper meshing of the huge industrial and military machinery of defense with our peaceful methods and goals, so that security and liberty may prosper together.Today, the solitary inventor, tinkering in his shop, has been overshadowed by task forces of scientists in laboratories and testing fields….Dwight David Eisenhower, Farewell Address
Sir Winston Churchill
“…This delay entailed the loss of fifteen or sixteen French divisions and threw out of action for the critical period the whole of the British Expeditionary Force. Our Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk but only with the loss of their cannon, vehicles and modern equipment.”
-Sir Winston Churchill to Parliament, “Their finest hour” 18 June 1940:
Listen to an excerpt from this famous speech here
Video: John F Kennedy, at Rice University, summer 1962.
“…We meet at a college noted for knowledge, in a city noted for progress, in a State noted for strength, and we stand in need of all three, for we meet in an hour of change and challenge, in a decade of hope and fear, in an age of both knowledge and ignorance…
…But this city of Houston, this state of Texas, this country of the United States was not built by those who waited and rested and wished to look behind them…all great and honorable actions are accompanied with great difficulties…The growth of our science and education will be enriched by new knowledge of our universe and environment….”
-John F Kennedy, at Rice University, summer 1962, “We choose to go to the moon”
Theodore Roosevelt
*“Speak softly and carry a big stick; you will go far”
ESL Voices Activities for this article.
Language Skills – speaking, reading, grammar
Level: high-intermediate-advanced
Time: approximately 1 hour.
Materials: Speech excerpts.
Goals: Students will be able to identify the active and passive voices. They will learn about several U.S. Presidents, and about Winston Churchill, Prime Minister of the U.K.
Procedure:
I. Pre-Reading Tasks
A. Prediction: Have students read the titles (of both this post and of the original article) survey the photos, to see if they can predict what the excerpts will be about.
B Stimulate background knowledge:
See if learners recognize any of the speakers.
C. *Review the active and passive voices with students
*ESL Voices Active and Passive
II. While Reading Tasks
A. Grammar Focus: Active and Passive voices
Place learners in groups and have them do the following.
1. Identify the passive voice constructs in each speech excerpt.
2. Then have them and change the passive into the active voice.
III. Post Reading Tasks
A. Divide students into two groups. One group make up 5 passive sentences, and the other group make up 5 active sentences. Have the groups exchange the sentences and complete them. The first group to finish first, wins.
ANSWERS
-Abraham Lincoln’s July 4th Message to Congress 1861-
“Within these States all the forts, arsenals, dockyards, custom-houses, and the like, including the movable and stationary property in and about them, had been seized [by the southern states] and were held in open hostility to this Government, …”
The southern states seized all of the forts, arsenals, dockyards, custom-houses, and the like, including the movable and stationary property in and about them, and held them in open hostility to this Government.
Abraham Lincoln’s Cooper Union Address-New York, New York, February 27, 1860:
“…these amendments were framed by the first Congress which sat under the Constitution …”
The first Congress which sat under the Constitution framed these amendments.
Franklin D. Roosevelt,Dec 8, 1941 to Congress:
“…the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.”
The empire of Japan suddenly and deliberately attacked the United States of America.
Dwight David Eisenhower, Farewell Address
“…Today, the solitary inventor, tinkering in his shop, has been overshadowed by task forces of scientists in laboratories and testing fields…”
Task forces of scientists in laboratories and testing fields have overshadowed the solitary inventor, tinkering in his shop.
-Sir Winston Churchill to Parliament, “Their finest hour” 18 June 1940:
“Our Army and 120,000 French troops were indeed rescued by the British Navy from Dunkirk ..”.
The British Navy from Dunkirk rescued our army and 120,000French troops.
-John F Kennedy, at Rice University, summer 1962, “We choose to go to the moon”
“But this city of Houston, this state of Texas, this country of the United States was not built by those who waited and rested and wished to look behind them.”
Those who waited and rested and wished to look behind them did not build this city of Houston, this state of Texas, this country of the United States.
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Tags: Grammar exercises, Passive and Active Voices, Presidents, United States
May 3rd, 2011 |
Published in
Education, History, Lesson Plan, Social Issues
Bin Laden Is Dead, Obama Says by P. Baker, H. Cooper, and M. Mazzetti, New York Times,
Many schools world wide are discussing the historic event of the death of Bin Laden. Here is a lesson plan and some ideas for discussion groups.
ESL Voices Lesson Plan for this article With Answer Key.
President Obama Announced the Death of bin Laden-photo Doug Mills/The New York Times
NYC: Times Square, Hundreds Gather to Celebrate-photo Michael Appleton for The New York Times
Firefighters gathered on a ladder to watch the ABC News crawl. Credit: Michael Appleton for The New York Times
Article Excerpt: Bin Laden Is Dead, Obama Says, by P. Baker, H. Cooper, and M. Mazzetti
Published: May 1, 2011
“WASHINGTON — Osama bin Laden, the mastermind of the most devastating attack on American soil in modern times and the most hunted man in the world, was killed in a firefight with United States forces in Pakistan, President Obama announced on Sunday.
In a late-night appearance in the East Room of the White House, Mr. Obama declared that “justice has been done” as he disclosed that American military and C.I.A. operatives had finally cornered Bin Laden, the leader of Al Qaeda, who had eluded them for nearly a decade. American officials said Bin Laden resisted and was shot in the head. He was later buried at sea.
The news touched off an extraordinary outpouring of emotion as crowds gathered outside the White House, in Times Square and at the ground zero site, waving American flags, cheering, shouting, laughing and chanting, “U.S.A., U.S.A.!” In New York City, crowds sang “The Star-Spangled Banner.” Throughout downtown Washington, drivers honked horns deep into the night.•
“For over two decades, Bin Laden has been Al Qaeda’s leader and symbol,” the president said in a statement broadcast around the world. “The death of Bin Laden marks the most significant achievement to date in our nation’s effort to defeat Al Qaeda. But his death does not mark the end of our effort. There’s no doubt that Al Qaeda will continue to pursue attacks against us. We must and we will remain vigilant at home and abroad.”
Bin Laden’s demise is a defining moment in the American-led fight against terrorism, a symbolic stroke affirming the relentlessness of the pursuit of those who attacked New York and Washington on Sept. 11, 2001….Bin Laden’s death came nearly 10 years after Qaeda terrorists hijacked four American passenger jets, crashing three of them into the World Trade Center in New York and the Pentagon outside Washington. The fourth hijacked jet, United Flight 93, crashed into the Pennsylvania countryside after passengers fought the militants. “This is important news for us, and for the world,” said Gordon Felt, president of the group, Families of Flight 93. “It cannot ease our pain, or bring back our loved ones. It does bring a measure of comfort that the mastermind of the September 11th tragedy and the face of global terror can no longer spread his evil.
”The mostly young people who celebrated in the streets of New York and Washington saw it as a historic moment, one that for many of them culminated a worldwide manhunt that started when they were children….The city of Abbottabad where Bin Laden was found has had other known Al Qaeda presence in the past…
The president was careful to add that, as Mr. Bush did during his presidency, the United States is not at war with Islam. “Bin Laden was not a Muslim leader; he was a mass murderer of Muslims,” Mr. Obama said. “Indeed, Al Qaeda has slaughtered scores of Muslims in many countries, including our own. So his demise should be welcomed by all who believe in peace and human dignity.”
ESL Voices Lesson Plan for this article.
Lesson: Understanding Terrorism
Level: Low Intermediate -Advanced
Time: approximately 1 hour.
Materials: article excerpt, questions for discussion.
Objectives: Students will learn about the significance of the death of Bin Laden; the meaning of terrorism and its connection to the United States and 9/11. Learners will practice reading comprehension, and learn new vocabulary.
I. Pre-Reading Tasks
A. Speaking activity: learning phrases for conversation.
Before beginning the lesson, review the following phrases of Conversation with students.
Suggestions for Guiding Discussion Groups
In a conversation class, there are different formats for group discussions, ranging from informal small talk to a very structured group debate on a controversial topic. In all cases it is important to teach students the words and phrases necessary for them to contribute effectively to the group discussion. Teaching students the proper language to use in certain situations, such as giving opinions, agreeing and disagreeing, is necessary for organized group discussions, and is vital when students are discussing controversial or sensitive topics. The main focus should be that they respect the opinions of each other. You can create a handout of your own set of relevant phrases for your students. Also remember that your language in the classroom will also affect how your students speak to each other.
Agreeing and Disagreeing, Interrupting
Examples
I agree.
I agree with you.
I think you are right.
Excuse me, but I disagree. I don’t agree with you.
Excuse me. Could you clarify that? In my opinion…
Additional Phrases for Conversation
B. Stimulate background knowledge
Find out what students know about the following terms: Bin Laden, terrorism, 9/11.
II. While Reading Tasks
A. Vocabulary Practice (inference)
Give students the excerpt from the article (entire article can be read by clicking on NYT above). Have them try to infer the meanings of the underlined words from the sentences. They may use a dictionary if they like. See the answers below.
- “Osama bin Laden the mastermind of the most devastating attack on American soil in modern times
- Mr. Obama declared that“justice has been done” …
- The news touched off an extraordinary outpouring of emotion as crowds gathered outside the White House, in Times Square and at the ground zero site, waving American flags…
- “…We must and we will remain vigilant at home and abroad.”
- Bin Laden’s demise is a defining moment in the American-led fight against terrorism…
- The mostly young people who celebrated in the streets of New York and Washington saw it as a historic moment, one that for many of them culminated a worldwide manhunt that started when they were children…
- “Bin Laden was not a Muslim leader; he was a mass murderer of Muslims,”
- “…Indeed, Al Qaeda has slaughtered scores of Muslims in many countries, including our own.”
B. Questions for Discussion and Reflection
- What is terrorism?
- Who was bin Laden, and what was his background?
- What did he do that angered and hurt the American people?
- Describe what happened on 9/11/01 in the United States?
- Describe the following terms: The Taliban, al-Qaida, Muslims.
- What effect will his death have on people in other countries?
- How was Bin Laden killed?
- Do you think Bin Laden-related terrorists will retaliate?
- Do you think it’s correct for the American people to celebrate his death?
III. Post Reading Tasks
A. Ten Questions You would Ask the following people
Place students in groups and have them think of at least 10 questions (total) they might like to ask the following people. Students can add other people to this list.
- President Obama
- Bin Laden (when he was alive)
- The soldiers who captured and killed bin Laden
- The people who lost loved ones in the 9/11 attack
B. Activity: Using Photos To Stimulate Discussion
This is an excellent activity to encourage students to use their imaginations, and their language skills.
Procedure:
Place students in groups or pairs and hand out photos from above (remove the captions), or choose others from the web.
Using the brainstorming technique, have students discuss what they think is going on in the pictures.
Some possible questions you might propose to the students:
1. Who is the person in the photo? (Who are the people in the photo?)
2. What do you think they are doing, thinking, saying?
3. Write down your thoughts.
Visit each group and provide help if needed.
Each group prepares a short story for each photo. Students should write down any new vocabulary words, and check the meanings using a dictionary. Students share their photos and stories with the class.
For more ideas on using photos for discussion visit lessons for Speaking.
Answers to Vocabulary Practice
- mastermind: noun. someone who has exceptional intellectual ability to plan and direct.
- devastating: adjective. wreaking or capable of wreaking complete destruction.
- justice: noun. judgment involved in the determination of rights and the assignment of rewards and punishments.
- extraordinary: adjective. beyond what is ordinary or usual; highly unusual or exceptional or remarkable;
- outpouring: noun. the rapid and continuous delivery of linguistic communication (spoken or written);
- ground zero: noun. the site of the World Trade Center before it was destroyed
- vigilant: adjective. carefully observant or attentive; on the lookout for possible danger;
- demise: noun. the time when something ends.
- culminate [culminated]: verb. reach the highest or most decisive point.
- manhunt: noun. an organized search (by police) for a person (charged with a crime).
- Muslim: noun. a believer in or follower of Islam
- slaughter [slaughtered]: noun. the savage and excessive killing of many people
Additional Lessons New York Times Learning Network.
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Tags: 9/11 tradegy, Bin Laden, ESL Voices, President Obama, United States
January 1st, 2011 |
Published in
Culture, Education
The History of New Year’s Celebration in the US-History.Com
ESL Voices Lesson Plan for this post with Answer Key.
Celebrating the start of the New Year has been practiced for at least four thousand years. The following article reviews the history, significance and common traditions of this festive, and meaningful holiday.
Happy New Year! Photo- nileguide.com
Excerpt:
“Civilizations around the world have been celebrating the start of each new year for at least four millennia. Today, most New Year’s festivities begin on December 31 (New Year’s Eve), the last day of the Gregorian calendar, and continue into the early hours of January 1 (New Year’s Day)…The earliest recorded festivities in honor of a new year’s arrival date back some 4,000 years to ancient Babylon… Throughout antiquity, civilizations around the world developed increasingly sophisticated calendars, typically pinning the first day of the year to an agricultural or astronomical event. In Egypt, for instance, the year began with the annual flooding of the Nile, which coincided with the rising of the star Sirius. The first day of the Chinese new year, meanwhile, occurred with the second new moon after the winter solstice… Revelers often eat specific foods that are believed to bring good luck for the coming year; for example, grapes in Spain, round fruits in the Philippines, suckling pig in Austria, soba noodles in Japan, rice pudding in Norway and black-eyed peas in the southern United States. Other customs that are common worldwide include making resolutions—a practice that began with the Babylonians—and watching fireworks displays.
Ball in times Square Before 12 midnight.
In the United States, the most iconic New Year’s tradition is the dropping of a giant ball in New York City’s Times Square at the stroke of midnight…Over time, the ball itself has ballooned from a 400-pound iron-and-wood orb to a brightly patterned sphere 12 feet in diameter and weighing in at nearly 12,000 pounds.” read more…
A very educational article with additional information and activities.
Wishing All of Our Readers (Especially our Teachers) a Happy New Year!
Happy New Year! photo- Nileguide
ESL Voices Lesson Plan for this post
Level: Intermediate -Advanced
Language Skills: reading, writing, speaking and listening.Vocabulary and grammar activities are included.
Time: approximately 2 hours.
Materials: handouts, article, vocabulary exercises, questions for comprehension and discussion, video with questions.
Objective: Students will practice the language skills. In addition they will read and discuss an article about the history of the New Year’s celebration in the United States. After, they will write an essay discussing how this holiday is celebrated in their country.
I. Pre-Reading Tasks
- Stimulating Background Knowledge
Brainstorm
Directions: With your group members, brainstorm to build a list of the words and ideas connected to the following terms: New Year’s Day, celebration, resolutions, midnight, fireworks, Times Square, .
Visit ESL Voices Graphic Organizers
II. While Reading Tasks
Word Inference
Directions: Have students infer the meanings of the words in bold (taken from the article) and use a dictionary or thesaurus for assistance.
- Civilizations around the world have been celebrating the start of each new year for at least four millennia.
- Today, most New Year’s festivities begin on December 31…
- …the last day of the Gregorian calendar, and continue into the early hours of January 1st.
- Common traditions include attending parties, eating special New Year’s foods…
- …making resolutions for the new year and watching fireworks displays.
- …some 4,000 years to ancient Babylon.
- …heralded the start of a new year.
- Throughout antiquity, civilizations around the world developed increasingly sophisticated calendars…
- …typically pinning the first day of the year to an agricultural or astronomical event.
- In Egypt…the year began with the annual flooding of the Nile, which coincided with the rising of the star Sirius.
- The first day of the Chinese new year, meanwhile, occurred with the second new moon after the winter solstice.
- Revelers often eat specific foods that are believed to bring good luck for the coming year;
- Questions for Comprehension
True / False
Directions: If an idea is true, write (T) if it is false, write (F), and provide the correct answer from the article.
- Civilizations around the world have been celebrating the start of each new year for at least five millennia.
- Common traditions include attending parties, eating special New Year’s foods, making resolutions for the new year and watching fireworks displays
- The earliest recorded festivities in honor of a new year’s arrival date back some 4,000 years to ancient Rome.
- The first day of the Chinese new year, meanwhile, occurred with the second new moon after the winter solstice.
- In medieval Europe, Christian leaders temporarily replaced January 1 as the first of the year with days carrying more religious significance, such as December 25 (the anniversary of Jesus’ birth)
- In many countries, New Year’s celebrations begin on the evening of December 3- New Year’s Eve—and continue into the early hours of January 1.
- Revelers often eat specific foods that are believed to bring good health for the coming year;
- ..for example, grapes in Spain, round fruits in the Philippines, suckling pig in Austria, soba noodles in Japan…
- Other customs that are common in the U.S. include making resolutions—
- In the United States, the most iconic New Year’s tradition is the dropping of a giant ball in New York City’s Times Square at the stroke of midnight…
Directions: Identify the nouns in the following paragraph, then use the words to write a short paragraph concerning the New Year’s celebration in this country.
Civilizations around the world have been celebrating the start of each new year for at least four millennia. Today, most New Year’s festivities begin on December 31 (New Year’s Eve), the last day of the Gregorian calendar, and continue into the early hours of January 1 (New Year’s Day). Common traditions include attending parties, eating special New Year’s foods, making resolutions for the new year and watching fireworks displays.
III. Post Reading Tasks
- Reading Comprehension Check
WH-How Questions format
Directions: use the WH-question format to discuss or to write the main points from the article.
Who or What is the article about?
Where does the action/event take place?
When does the action/event take place?
Why did the action/event occur?
How did the action/event occur?
Essay Writing
Directions: Have students write an essay about the following:
“How the New Year is Celebrated in Your Country”
Include information such as the time and day the New Year begins, the types of special foods that are eaten, the significance of these foods, any special prayers, and during this time do people make resolutions for the coming year.
Visit ESL Essay Writing for a review.
IV. Listening Activity
Note: There are 2 short videos for this exercise.
#1-Video Clip:New Year’s Day Feast
New Year's Feast.History.com
While Listening Tasks
Listening Comprehension
Fill-ins
Directions: Listen to the video, then fill in the answers for the following.
According to the narrator, certain foods and meals are intended to being ____and _______
A Hopping John is a mixture of ____and _____.
Peas and rice symbolize___, while pigs feet symbolize____.
For healthier eating people might substitute___for pigs feet.
Post Listening Tasks
Discussion Questions
In groups, make up questions you and your group members would like to ask the speakers.
2. Discuss the types of foods you like to eat on New Year’s Day and the significance of the food.
#2-Video Clip: History of Rosh Hashanah
The History of Rosh Hashanah. History.com
Directions: Listen to the video, then fill in the answers for the following.
- Rosh Hashanah means______ in Hebrew.
- Rosh Hashanah lasts for a period of _____days.
- The new year starts on the seventh month in the Hebrew calendar because_____said so.
- Rosh Hashanah is a period for ______and _______.
- Apples dipped in honey symbolize_______.
Post Listening Tasks
Discussion Questions
1. In groups, make up questions you and your group members would like to ask the speaker.
2. Many people in the U.S. attend church to pray for the New Year. Discuss the types of ceremonies observed on New Year’s Day in your country.
ANSWER KEY-New Year’s Celebration in the US
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Tags: New Year's Celebration, United States
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