Category Archives: Environmental

Refugees Give Gratitude and Thanks for First Thanksgiving In America!

“Recently arrived refugees in the United States prepare to cook the most American of feasts… From the day of arrival, food is an integral part of adjustment to a new country.” By J. Moskin, The New York Times (11/2018)

Note: This article was written ‘before’ Covid-19. Please remember to follow rules about wearing masks and distancing this year. Please stay safe —  ESL Voices Nov. 2020 

Everyone Can Make Thanksgiving Safer November 2020 — CDC (Center for Disease Control)

ESL Voices Lesson Plan for this post with Answer Key

Members of the church’s refugee task force, which sponsored Ms. Anjari’s family for resettlement in the United States.Credit Christina Holmes for The New York Times

 

Excerpt:  The First Thanksgiving By Julia Moskin, The New York Times

“Two years ago this month, Mayada Anjari was only dimly aware that a holiday was approaching. After the family’s three-year journey as refugees from Syria, her sons — Hayan, Mohammed and Abdulrazaq — had just started school here; her husband, Ahmad Abdulhamid, was looking for work; She had cooked for the church group that sponsored the family’s resettlement…A new friend who was also Muslim gave her a turkey from a local halal butcher for Thanksgiving. Ms. Anjari cut it into pieces, covered it with water, and simmered it into soup with potatoes, carrots, ginger and cumin. Her family liked it, she said, but it didn’t seem very special to her. So she decided to take a test run at making her first Thanksgiving feast.

Preparing for her first Thanksgiving dinner, Mayada Anjari roasted a turkey in her kitchen in Jersey City.CreditCreditChristina Holmes for The New York Times

The family left their home city, Homs, on March 31, 2013, when the daily violence of the civil war had made their lives untenable. They walked across the Jordan border in darkness, were picked up by the Jordanian military… They registered as refugees with the United Nations, so the boys could attend school, but the adults couldn’t work legally. Food and money were always scarce.

Working with the United Nations Refugee Agency, the Department of State brings a certain number of refugees each year — most of them families with young children — to resettle in the United States. Only people displaced by violence or the threat of violence (like asylum seekers) can apply; the program is separate from other American immigration quotas and regulations…So far in 2018, about 22,000 people have been allowed in, and just 50 of them were Syrian. Despite the continuing civil war and refugee crisis, Syria is one of seven countries from which the Trump administration has forbidden people to enter the United States. On the State Department’s list of things that sponsors must provide immediately is a ‘culturally appropriate’ meal for the family. Some sponsors interpret this in religious terms, and provide store-bought halal fried chicken or kosher pizza.

For Congolese and Rwandan arrivals Moambe Chicken (Poulet à la Moambé) Explorers Kitchen

‘The culturally appropriate hot meal is simply the best federal regulation of all time,’ said Chris George, executive director of Integrated Refugees & Immigrants Services, a New Haven agency that has resettled more than 6,000 refugees in Connecticut since 1982. For Congolese and Rwandan arrivals, volunteers have made chicken moambe, a braise with tomato, onion, peanut butter and rich red palm oil, a basic ingredient in those countries and for many, the taste of home.

Afghanistan traditional pulao of lamb and rice with raisins

For an Eritrean mother and children, an Ethiopian family who had arrived earlier supplied a meal with injera, the soft, spongy flatbread that is a staple in both countries.

Fereshteh Ganjavi, who arrived from Afghanistan in 2013 and now works at Integrated Refugees, said the meal is particularly powerful for refugees who arrive after years of exile from their home country. Her welcome dinner included a traditional pulao of lamb and rice with raisins, and green tea spiced with saffron and cardamom, a brew specific to the mountainous Hindu Kush region that stretches across northern Afghanistan and Pakistan.

Dima King, a native Russian practiced for his first Thanksgiving dinner by making a pumpkin pie.Credit An Rong Xu for The New York Times

Dima King, who arrived in the United States last year, is seeking asylum because of the anti-gay persecution and legislation that have taken hold in his native Russia since 2013. He is cooking his first Thanksgiving dinner this year.

Just to give an idea of how welcoming Nichols School students were to our refugee clients at Journey’s End’s Buffalo’s First Thanksgiving!

‘I understood it right away as a celebration of new Americans and Native Americans,’ he said. Holidays that celebrate a good harvest are universal, he said, but Thanksgiving also honors the practice of treating strangers with generosity, charity and humanity. ‘Of course, that is a holiday I want to cook for.’

Mr. King is a graduate of Emma’s Torch, a nonprofit restaurant in Red Hook, Brooklyn, that offers professional culinary training to resettled refugees; he is soon to start a job as a line cook at Temple Court, a chic restaurant in the financial district.”

ESL-VOICES

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

Stimulating background knowledge: Brainstorming

Directions: Ask students to think about what they already know about how  Thanksgiving is celebrated in The United States. You may wish to begin here because one refugee in this article speaks about the significance of the American Indians and Thanksgiving.  Thanksgiving in the United States-Wikipedia

Next, have students look at the pictures in this  text and generate ideas or words that may be connected to the article.  Regroup as a class and list these ideas on the board. Students can use a brainstorming chart for assistance.

Brainstorming Map by rentonschools.us

 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. The civil war had made their lives untenable.
  2. They registered as refugees with the United Nations.
  3. From the day of arrival, food is an integral part of adjustment.
  4. Food and money were always scarce.
  5. Chris George is a passionate advocate for refugees.
  6. The program is separate from other American immigration quotas and regulations.
  7. The vetting process for resettlement takes about two years.
  8. Sponsors must immediately provide a culturally appropriate meal for the family.
  9. Some sponsors stocked the family’s new kitchen with key ingredients.
  10. Dima King, who arrived in the United States last year from Russia, is seeking asylum.

Reading Comprehension

True /False/NA-Statements

Directions: Review the following statements from the reading.  If  a statement is true they mark it T. If the statement is  not applicable, they mark it NA. If the statement is false they  mark  it F and provide the correct answer. 

  1. Two years ago this month, Mayada Anjari was only dimly aware that a holiday was approaching.
  2. Mayada  Anjari’s family is from from Pakistan.
  3. The family left their home city, Homs in 2013.
  4. They registered as refugees with the  U.S. Refugee Camp so the boys could attend school.
  5. The children could attend school and  the adults could work legally.
  6. Working with the United Nations Refugee Agency, the Department of State brings a certain number of refugees each year.
  7. Sponsors must provide a ‘culturally appropriate’ meal for the family.
  8. Chris George is a refugee  at Integrated Refugees & Immigrants Services,  in New Haven.
  9. Fereshteh Ganjavi, who arrived from Afghanistan in 2013 and now works at Integrated Refugees.
  10. Dima King, who arrived in the United States last year, is seeking asylum because of the anti-gay persecution.

Grammar: Identifying English Articles

Directions: Have students choose the correct English articles (THE, A, AN)  from those provided to fill in the blanks.

  1. By last fall, ___boys (now 14, 12 and 10) had learned about the Pilgrims.
  2. Ms. Anjari had memorized ___two-mile walk to ___nearest store.
  3. She had cooked for ___church group.
  4. Fans of Ms. Anjari’s food helped her publish ___cookbook of Syrian recipes.
  5. ___daily violence of ___civil war had made their lives untenable.
  6. From the day of arrival, food is ___integral part of adjustment to ___ new country.
  7. Mr. George is ___passionate advocate.
  8. ___Eritrean mother and children arrived earlier in the year.

 

III. Post Reading Activities

WH-How Questions

Directions: Have students 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?

Discussion for Comprehension /Writing

Directions: Place students in groups and have them  discuss the following questions/statements. Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. Are any students celebrating Thanksgiving for the first time in America?
  2. Have students discuss the ways Thanksgiving is regarded in their countries. 
  3. Students might  list things they personally associate with Thanksgiving.
  4. Students could create drawings of their families, food, or other items connected to Thanksgiving.
  5. Ask students to make a list of things for which they are thankful.

1-Minute Free Writing Exercise

Directions: Allow students 1 minute to write down one new idea they’ve learned from the reading. Ask them to write down one thing they did not understand in the reading.  Review the responses as a class.

ANSWER KEY

 

While Humans are Sheltered Wild Animals Are Free to Roam

“Goats in Wales; coyotes in San Francisco; rats, rats, everywhere: With much of the world staying home to prevent the spread of the coronavirus, animals have ventured out where normally the presence of people would keep them away.” S. Garcia, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Goats are seen outside a church in Llandudno, Wales, on March 31, 2020.PHOTO- REUTERS

 

Even lions are enjoying the peace and quiet, a set of new photos from South Africa’s Kruger National Park shows. CNN

 

Excerpt: When Humans Are Sheltered in Place, Wild Animals Will Play, Sandra E. Garcia, The New York Times

“Under the cover of night, in their feathered, silken, cream-colored coats, they trotted into Llandudno, a seaside town in Wales.

On Thursday evening, a herd of Great Orme Kashmiri goats galloped through the desolate streets of the small town looking for food. Some goats got their fill from hedges, others climbed building walls.

‘They are very mischievous,‘ Andrew Stuart, a Llandudno resident who spotted the goats, said in an interview. ‘They seem a bit wary of humans, they wouldn’t go past me at one point and were very cautious.’

Luckily for the goats, there weren’t many humans around.

More than a billion people worldwide are staying at home under guidance from their governments, socially distancing themselves from one another to avoid the spread of the coronavirus, which has claimed over 43,000 lives globally, including 2,300 in Britain…But with the country under lockdown because of the coronavirus, the goats saw an opportunity to get a whiff of their neighboring town and hopped right to it. In the video Mr. Stuart recorded, the goats can be seen running down the middle of a street.

‘They were just racing through the town,’said Mr. Stuart, who called a nonemergency police line. ‘They are in town because it is so quiet, because hardly anyone is about.’

There is also hardly anyone outside in San Francisco — except for the coyotes.

A pack of sleeping coyotes in the middle of a usually busy San francisco-Sacremento Bee

A coyote relaxes in front of the Golden Gate Bridge – Mar 25, 2020 The Sacremento Bee

Residents in San Francisco have been under orders to practice social distancing for two weeks, leaving their homes only to buy groceries, go to pharmacies and participate in other essential tasks. The streets have been left to the coyotes, which seem to be venturing farther into the city because there are so few cars, according to Deb Campbell, a spokeswoman for San Francisco Animal Care and Control

A group of dolphins swim in the Mediterranean Sea at the Calanques National Park, off the coast of south-eastern France, on March 19, 2020.PHOTO- AFP

Social distancing has not increased wild animals’ populations, but it does seem to have changed their behavior in seeking new food sources, said Jim Fredericks, chief entomologist at the National Pest Management Association…Ever since Louisiana imposed a lockdown, causing restaurants to shut down, the rats in New Orleans are almost certainly wondering where the usual French Quarter crowds — and their trash — have gone.This moment of desperation for the rodents can become an opportunity for communities trying to control the pest population, since rats are more likely to be lured by traps and baits, Dr. Fredericks said.

A puma walks along a street during dawn in a neighbourhood before being captured and taken to a zoo in Santiago, Chile, on March 24, 2020.PHOTO- REUTERS

A wild deer roams in a deserted street during a government-imposed nationwide lockdown in the port city of Trincomalee, Sri Lanka, on March 31, 2020.PHOTO- AFP

Dr. Riegel and her team are taking advantage of that…New York City is known for its large population of already brazen rats, including the notorious Pizza Rat. There has not been a change in behavior from pests in the city, according to Katy Hansen, the spokeswoman for the Animal Care Centers of NYC…

Scopoli’s shearwater birds on the Mediterranean Sea at the Calanques National Park, with Marseille in the background, off the coast of south-eastern France, on March 19, 2020.PHOTO- AFP

But there is a possibility that with the absence of people, and their trash, New York rats become even more brazen in their search for food, as a gang of macaques did in Lopburi, Thailand, last month.

A woman watches monkeys as they search for food in front of her shop near Prang Sam Yod temple in Lopburi, Thailand, on March 17, 2020.PHOTO- REUTERS

The macaques are usually fed by tourists who visit the ancient city, but with an 85 percent drop in tourism, the monkeys became more aggressive in their search for food.

Spotted Malabar civet… A critically endangered mammal not seen until 1990 resurfaces for the first time in India during lockdown.

Squirrels roam undisturbed inside Solari Park, emptied due to the coronavirus emergency lockdown, in Milan, Italy, on March 29, 2020.PHOTO- EPA-EFE

Humans can easily forget that the cities and towns they call home and frequently visit are also home to wild animals, like the Great Orme goats.”

 

ADDITIONAL TEACHING SITES FOR STUDENTS

FUN GAMES TO LEARN ENGLISH (For young ESL Learners)

“The aim of this site is to provide a resource for students to practice English in an engaging and fun way. Other similar sites are more geared towards providing teachers with resources to give to their students, but the intention this site is to be a resource that language learners can use independently…The games are aimed at a relatively low level of English, with pretty much all the content being around elementary level. A lot of the vocabulary content would probably even be more introductory or pre-elementary level.” ~Owen Dwyer~

Owen Dwyer’s site for Kids

 

The English Club:

Learn English : ESL Games :”Try these fun vocabulary games for ESL learners to test your understanding of English words. All games have answers available.”

ALSO:

Coronavirus COVID-19 Vocabulary

https://www.englishclub.com/vocabulary/coronavirus-covid19.php?sb

“This glossary of terms related to coronaviruses and COVID-19 in particular is intended for learners of English though it may be of interest to a wider audience. In times of crisis, knowing and understanding the terminology involved may help alleviate some of the fears and even panic that such times breed.”

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

 Predictions: Analyzing headings and photos

Directions: Examine the title of the post and the actual article.  Examine each of the photos, Describe what you see in the photo? Notice the background.What do you think the animals are wondering?

Next, create a list of  words and  ideas  that you  and your group members think might be related to this article. 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. The goats trotted into Llandudno, a seaside town in Wales.
  2. Some goats got their fill from hedges, others climbed building walls.
  3. They are very mischievous.
  4. People worldwide are staying at home under guidance from their governments.
  5. People are getting a glimpse of what animals do when they are left alone.
  6. The Great Orme goats’ descendants are wild animals that roam and forage in the large park.
  7. The goats saw an opportunity to get a whiff of their neighboring town.
  8. People should only go out to get groceries, go to pharmacies and participate in other essential tasks.
  9. In San Francisco, the streets have been left to the coyotes, which seem to be venturing farther into the city.
  10. Social distancing has not increased wild animals’ populations, but it does seem to have changed their behavior.

Whimsical Vocabulary Organizer by Danielle Mays

Grammar Focus:Identifying Prepositions

Directions: The following sentences are from the news article.For each sentence choose the correct preposition from the choices listed. Note that not all prepositions listed are in the article.

Some Prepositions: at,as, across, around,by, during,for, from, in, into,of, on,to, over,off, through, up,with, since,

Additional Prepositions:http://en.wikipedia.org/wiki/List_of_English_prepositions

Goats in Wales; coyotes___San Francisco… With much___the world staying home___prevent the spread___the coronavirus, animals have ventured out where normally the presence ___people would keep them away.

Under the cover___night,___their feathered, silken, cream-colored coats, they trotted ___Llandudno, a seaside town in Wales… The goats live ___Great Orme Country Park,___Conwy, Wales. They were a gift___Queen Victoria.

 

Reading Comprehension

Identify The  Speakers

Directions:  Hand out the following quotes from speakers in the article. Group members are to identify the speakers from the article.

  • “They seem a bit wary of humans, they wouldn’t go past me at one point and were very cautious.”
  • The streets have been left to the coyotes, which seem to be venturing farther into the city because there are so few cars.”
  • “What we are also seeing is that they are looking for food in places they had not before.”
  • “Animals are opportunistic and feed off trash… The restaurants [were] producing a lot of trash, and right now, a lot of that is just gone.”

III. Post Reading Activities

WH-How Questions

Directions: Have students 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?

Discussion Questions for Comprehension /Writing

Directions: Place students in groups and have them discuss the following questions/statements. Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. According to the article what effects do less people in the cities have on the wild life?
  2. Are there any wild animals native to your area? Which ones?
  3. Have you seen more wild animals since people have been sheltered?  Which ones?
  4. In your opinion, do  the animals in the photos seem hostile, friendly or afraid? 
  5. Why would wild animals venture into cities when people are not present?
  6. According to Jim fredericks, what has changed in wild animals since humans have been sheltered?
  7. What are the residents in Louisiana going to do about the rat infestation?
  8. Unlike Louisiana what problem does New York City have with their rats?

 

Group Activity: Research and Writitng

Directions:  With group members Choose several wild animals (goats, coyotes, rats, turkeys etc.) and research the animal. Write a brief report on your animal. Provide information such as where did the animals originate, what is their normal diet, how do they act around people (think about the  monkeys in Thailand)

 

3-2-1-Writing

Directions: In 5 minutes to write down three new ideas  you’ve learned about the topic from the reading,  two things  that  you did not understand in the reading, and one thing you  would like to know that the article did not mention. Review the responses as a class.

ANSWER KEY

Medical Heroes Fighting the Coronavirus For Us…And Dying

“Millions of health care workers are running to where they are needed, sometimes risking their lives.” D. Berwick, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Excerpt: They Don’t Hide From the Coronavirus, They Confront It  By Donald M. Berwick, The NYT

‘I’m having flashbacks to the Boston Marathon bombing,’ my daughter said. She was a newly minted physician on the day the bombs went off seven years ago, when the police rolled a man on a stretcher into her hospital’s emergency department. His blood had spilled onto the floor and someone began to wipe it away. ‘Don’t bother,’ the officer said, ‘there is a lot more where that came from.’

ICU medical staff with patients-credit- Washington Post

When she tells that story, my daughter always mentions the dread she felt. How many more victims would arrive, and when?

Now, she faces a similar sense of dread, as demand for Covid-19 care could swamp her hospital and patients who could have been saved may die as the ventilator supply runs out.

Exhausted medical caregivers sleep when [and where] they can.

As the world writhes in the grip of Covid-19, the epidemic has revealed something majestic and inspiring: millions of health care workers running to where they are needed, on duty, sometimes risking their own lives. I have never before seen such an extensive, voluntary outpouring of medical help at such a global scale.

Welsh doctors and nurses urge people tp help contain the virus-credit- www.itv.com

Intensive care doctors in Seattle connect with intensive care doctors in Wuhan to gather specific intelligence on what the Chinese have learned: details of diagnostic strategies, the physiology of the disease, approaches to managing lung failure, and more.

Dozens of healthcare workers are shown on a flight from China to the Philippines. Credit-globalnews.

Health care workers-Credit- CNN

A Wuhan Doctor on the Front Lines-credit-Medscape

The three-page, single spaced document, full of lessons, circulates immediately and widely through social media platforms, a gem borne of pure, professional commitment…And city by city, hospitals mobilize creatively to get ready for the possible deluge: bring in retired staff members, train nurses and doctors in real time, share data on supplies around the region, set up special isolation units and scale up capacity by a factor of 100 or 1000…Think about such adaptations and agility going on all across our nation and the world.

A team of doctors and nurses prepare themselves before heading out to their designated residential areas to check on residents. credit- National Review

A coronavirus prayer. credit-americanmagazine.org

Good people taking the load in a time of crisis…We are witnessing professionalism in its highest form, skilled people putting the interests of those they serve above their own interests…’How are you doing?’ I asked my daughter by phone from the safety of my house. ‘A little scared,’ she said. Then, ‘Gotta go…’ Patients were waiting.”

Credit- healthcareequalityconsulting.com

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

 Predictions: Using a Pre-reading Organizer

Directions: Have  students to examine the title of the post and of the actual article they are about to read. Then, have them  examine the photos. Ask students to write a paragraph describing what they think this article will discuss. Students can use a Pre-reading organizer for assistance.

Pre-reading chart by J. Swann

 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. I’m having flashbacks to the Boston Marathon.
  2. She was a newly minted physician.
  3. Many people dread the Coronavirus.
  4. Demand for Covid-19 care could swamp many hospitals.
  5. Patients who could have been saved may die as the ventilator supply runs out.
  6. Hospitals prepare for the deluge of patients coming their way.
  7. The Covid-19 epidemic has revealed something majestic and inspiring.
  8. I have never before seen such an extensive, voluntary outpouring of medical help.
  9. Intensive care units are over crowded.
  10. Medical Care people have a sense of commitment to their jobs.

Grammar Focus: Identifying Prepositions

Directions: The following sentences are from the news article.For each sentence choose the correct preposition from the choices listed. Note that not all prepositions listed are in the article.

Some Prepositions: at,as, across, around,by, during,for, from, in, into,of, on,to, over,off, through, up,with, since

She was a newly minted physician ___the day the bombs went ___seven years ago, when the police rolled a man ___a stretcher___her hospital’s emergency department. His blood had spilled___the floor and someone began to wipe it away.

The Journal ___the American Medical Association, even while moving its staff home ___social distancing, sets new records___speeding helpful scientific studies, peer reviewed, ___the web.

 

Reading Comprehension Fill-ins

Directions: Place students in groups and after they have read the entire article, have them complete the following sentences  taken from the article. They can use the words and terms from the list provided, or provide their own terms. They are to find the meanings of any new vocabulary.

On Tuesday, ___Bill de Blasio of___asks for___ medical personnel to join the city’s___; 24 hours later, 1000 new volunteers have signed up. Northwell Health, a 23-hospital ___in___, figures out how to add 1,500 beds, if needed, by___space.

WORD LIST: repurposing,NewYork City, Medical Reserve Corps, Mayor,  New York,  retired, system,

 

III. Post Reading Activities

Directions:  Have students use an organizer to assist them with  discussing  or writing about  the main idea and points from the article.

Cerebral Chart by Write Design

Discussion Questions for Comprehension /Writing

Directions: Place students in groups and have them discuss the following questions/statements. Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. In your opinion are the doctors, nurses and other medical personnel heroes? Why?
  2. What are some of the ways hospitals are mobilize creatively to get ready for the possible deluge?
  3. What did the mayor of New York City do to help hospital medical personnel?
  4. Can you think of other times in the U.S. or other countries when medical personnel were considered heroes?
  5. Are there people in other fields you would consider heroes?
  6. What ideas have you learned after reading this article?

3-2-1-Writing

Directions: In 5 minutes to write down three new ideas  you’ve learned about the topic from the reading,  two things  that  you did not understand in the reading, and one thing you  would like to know that the article did not mention. Review the responses as a class.

Photo Activity for speaking or Writing

Directions: Have students study the photos then choose one to write a paragraph about.

If possible, here are a few questions students might answer:

How does this person/people look to you? For example, tired, sad, happy, hopeful, bored, etc.

What do you think they are thinking about? 

Thank You Cards Activity

Students could create “Thank You” cards of their own and send them to hospitals where medical personnel can receive the cards.

ANSWER KEY

 

The Extraordinary Jane Goodall Still Going Strong At 80!

“During her girlhood, Tarzan was her role model. When she realized how chimpanzee habitats were being destroyed, she turned into a crusader. At 85, she’s still preaching: ‘One million species are in danger of extinction…Just think logically. This planet has finite natural resources. And in some places, we’ve used them up faster than Mother Nature can replenish them.  D. Gelles, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Jane Goodall with Motambo, an orphan at the JGI Tchimpounga Chimpanzee Rehabilitation Center. Courtesy: The Jane Goodall Institute

Excerpt: Jane Goodall Keeps Going, With a Lot of Hope (and a Bit of Whiskey) David Gelles, NYT

“Jane Goodall nursed a glass of neat Irish whiskey. It was the end of a long day of public appearances, and her voice was giving out. That’s what Ms. Goodall does these days. She talks. To anyone who will listen. To children, chief executives and politicians. Her message is always the same: The forests are disappearing. The animals are going quiet. We’re running out of time.

Dr. Jane Goodall. Photo-New York Times

Ms. Goodall, the celebrated primatologist, was in New York as part of her ongoing efforts to raise money for her institute and its affiliates. The nonprofit organization raises money for conservation efforts across Africa, and works with local communities to promote economic self-sufficiency and improve public health. It’s proven to be an effective model for preserving chimpanzee habitats, yet Ms. Goodall is worried it’s not working fast enough.

Her faltering voice was the result of arduous travel and relentless campaigning. Yet her energy didn’t flag. For more than an hour, Ms. Goodall, 85, spoke about her family history, her unconventional career path and how business leaders — and consumers — can make a difference.

The following interview [conducted by David Gelles] was condensed and edited for clarity.

Where’s home for you these days? Mostly hotels and airplanes. But I’ve got a home in England. It’s that house I grew up in. It belonged to my grandmother, she left it to her three daughters and they left it to me and my sister.

What did your parents do for work? My father was an engineer. As soon as World War II was declared, he joined up and went to build Bailey bridges in Burma. My mum looked after us.

What was your first job? My very first job was with my aunt who was a physiotherapist. She had a clinic, and I would go there and take down the notes when the doctors were examining her patients. I learned a lot there about how lucky I was to be born healthy. And I’m so glad I grew up in the war. Children today, they take everything for granted. We had two little squares of chocolate — that was our ration for a week. One egg.

When did you know you wanted to make working with chimpanzees your life’s work? I don’t know that I thought of it quite like that. There was no thought of becoming a scientist, because girls weren’t scientists like that in those days. And actually, there weren’t really any men going out there, living in the wild. So my model was Tarzan.

How did you make it happen against such long odds? When I dreamed of Africa, everybody laughed at me at school. How would I do that? We didn’t have money. Africa was far away. It was the Dark Continent in those days, and I was just a girl. But my mom said, ‘f you really want this, you’re going to have to work really hard.’

When you finally got into the field, how did you approach the work? I didn’t have any academic training, and so I didn’t have this reductionist way of thinking. But fortunately I just applied common sense. I knew that to find out about the chimps, I would have to get their trust. And that took months. They ran away. They’re very conservative.

Did working with chimps teach you anything about humans? That we’ve been very arrogant in thinking that we’re so separate. Chimps turned out to be, not only behaviorally so like us, but also biologically like us, sharing 98.6 percent of DNA, similarities in immune system, blood composition, anatomy of the brain. We’re not, after all, separate from the animal kingdom. We’re part of it.

Did becoming an activist come naturally to you? No, I was very shy. It happened because I helped organize this conference in 1986. The purpose was to find out if chimp behavior might differ in different environments, or is it so innately chimp that you find it everywhere. But we also had a session on conservation. And in all of these sites, forests were going, chimp numbers were dropping. It was the beginning of the bush meat trade, of chimpanzees caught and wire snares, losing hand and feet. Poachers shooting mothers to steal babies to sell as pets overseas, or training for circuses…After seeing that secretly filmed footage from a medical research lab, I couldn’t sleep. I went to the conference as a scientist, and I left as an activist.

What have you found to be some effective strategies to promote conservation? When we went to find out about the chimps’ problems in Gombe, Tanzania, we also learned about the suffering of the people — poverty, lack of health care and education…So we set up micro credit, based on the work of Muhammad Yunus…We started restoring fertility to the overused farmland, bringing in better health education and family planning information.

Now they love us, and they have agreed to put up a buffer zone between Gombe and the villages, and now they’re creating corridors for the Gombe isolated chimps to interact with other chimpanzee groups. And if you fly over Gombe today, there are no bare hills anymore.

Jane Goodall always travels with a stuffed animal named Mr. H to remind her of the indomitable human spirit.

What’s your message to business leaders today? How can it make sense if we carry on in the way we are now, with business as usual, to have unlimited economic development on a planet with finite natural resources, and a growing population?

But consumers, at least if they’re not living in poverty, have an enormous role to play, too. If you don’t like the way the business does its business, don’t buy their products.

This is beginning to create change. People should think about the consequences of the little choices they make each day.”

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced

Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

 Predictions: Using a Pre-reading Organizer

Directions:  Ask students to examine the title of the post and of the actual article they are about to read. Then, have them  examine the photos. Ask students to write a paragraph describing what they think this article will discuss. Students can use a Pre-reading organizer for assistance.

Pre-reading chart by J. Swann

 

 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. Jane Goodall nursed a glass of neat Irish whiskey.
  2. Ms. Goodall is a  celebrated primatologist.
  3. Ms. Goodall was in New York as part of her ongoing efforts to raise money for her institute and its affiliates.
  4. Her institute is effective for preserving chimpanzee habitats.
  5. According to Ms. Goodall, one million species are in danger of extinction.
  6. Her faltering voice was the result of arduous travel and relentless campaigning.
  7. Ms. Goodall 85, spoke about her family history, her unconventional career.
  8. Her nonprofit organization works with local communities to promote economic self-sufficiency and improve public health.
  9. If any of the family doesn’t want to inherit the house, it can’t just be sold.
  10. Jane’s family used to get food parcels from Australia.

 

Grammar Focus: Structure and Usage

Directions: The following groups of sentences are from the article. One of the sentences in each group contains a grammatical  error. Students are to identify the sentence (1, 2, or 3 ) from each group that contains the grammatical error.

I

  1. At 85, she’s still preach.
  2. It was the end of a long day of public appearances.
  3. Ms. Goodall talks to anyone who will listen.

II

  1. Her message is always the same: The forests are disappearing.
  2. Ms. Goodall is an celebrated primatologist.
  3. The nonprofit organization raises money for conservation efforts across Africa.

III

  1. One million species are in danger of extinction.
  2. Her faltering voice was the result of arduous travel.
  3. For more than an hour, Ms. Goodall spoke about her family history.

 

Reading Comprehension

True /False/NA-Statements

Directions: Review the following statements from the reading.  If  a statement is true they mark it T. If the statement is  not applicable, they mark it NA. If the statement is false they  mark  it F and provide the correct answer. 

  1. Jane Goodall is a primate.
  2. Ms. Goodall is  75 years old.
  3. She has a home in England.
  4. Jane’s father was an engineer during War II.
  5. Her mother served in the military.
  6. Jane has two  sisters.
  7. Her very first job was with an aunt who was a physiotherapist.
  8. Her uncle Rex, joined the air force and he was killed.
  9. Jane had a Masters in biology when she first began working with chimps.
  10. Some of the problems for the people  in Gombe, Tanzania, were poverty, lack of health care and education.

 

WH-How Questions

Directions: Have students use theWH-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?

Discussion Questions for Comprehension /Writing

Directions: Place students in groups and have them discuss the following questions/statements. Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. Jane states, “I’m so glad I grew up in the war.” Explain why she made this statement.
  2. How did Jane’s uncle die?  What effect did this have on Jane’s mother? Why?
  3. According to the article someone told Jane the following, “If you really want this, you’re going to have to work really hard. Take advantage of every opportunity, and don’t give up.” Who said this and why?
  4. According to Dr. Goodall, what did her work with chimps teach her about humans?
  5. Why did Jane’s mother send her to live with a German family? Do you think that Jane learned a lesson  from this experience? What?
  6. Would you like to be a primatologist? Please explain why or why not? 
  7. Describe how your country is (or is not) helping to conserve wild life and forests.
  8. List 3  questions that you would like to ask Dr. Goodall. Share the questions with the class.

1-Minute Free Writing Exercise

Directions: Allow students 1 minute to write down one new idea they’ve learned from the reading. Ask them to write down one thing they did not understand in the reading.  Review the responses as a class. Note: For the lower levels allow more time for this writing activity.

ANSWER KEY

“We Are Speeding Extinction And Altering the Natural World”

For a long time, people just thought of biodiversity as saving nature for its own sake,” said Robert Watson, chairman of the group that conducted the assessment. “But this report makes clear the links between biodiversity and nature and things like food security and clean water in both rich and poor countries.” B. Plumer, The New York Times

ESL Voices Lesson Plan for this post with Answer Key

Fishing nets and ropes are a frequent hazard for olive ridley sea turtles, seen on a beach in India’s Kerala state in January. Getty Images

 

Excerpt: Humans Are Speeding Extinction and Altering the Natural World at an ‘Unprecedented’ Pace, By Brad Plumer,

“Humans are transforming Earth’s natural landscapes so dramatically that as many as one million plant and animal species are now at risk of extinction, posing a dire threat to ecosystems that people all over the world depend on for their survival, a sweeping new United Nations assessment has concluded.

The Missouri River encroaches on homes in Sioux City, Iowa, during a 2011 flood Stocktrek Images: Media Bakery

The 1,500-page report, compiled by hundreds of international experts and based on thousands of scientific studies, is the most exhaustive look yet at the decline in biodiversity across the globe and the dangers that creates for human civilization.

A summary of its findings, which was approved by representatives from the United States and 131 other countries, was released Monday in Paris. The full report is set to be published this year.

Moe Flannery of the California Academy of Sciences inspected a dead gray whale in Tiburon, Calif., last month, one of seven whales that have washed up on shore. Huston Chronicle

Its conclusions are stark. In most major land habitats, from the savannas of Africa to the rain forests of South America, the average abundance of native plant and animal life has fallen by 20 percent or more, mainly over the past century. With the human population passing 7 billion, activities like farming, logging, poaching, fishing and mining are altering the natural world at a rate ‘unprecedented in human history.’

Cattle grazing on a tract of illegally cleared Amazon forest in Pará State, BrazilCreditLalo de Almeida for The New York Times.

At the same time, a new threat has emerged: Global warming has become a major driver of wildlife decline, the assessment found, by shifting or shrinking the local climates that many mammals, birds, insects, fish and plants evolved to survive in.

When combined with the other ways humans are damaging the environment, climate change is now pushing a growing number of species, such as the Bengal tiger, closer to extinction.

Volunteers collected trash in March in a mangrove forest in Brazil. MSN.com

As a result, biodiversity loss is projected to accelerate through 2050, particularly in the tropics, unless countries drastically step up their conservation efforts.

The report is not the first to paint a grim portrait of Earth’s ecosystems. But it goes further by detailing how closely human well-being is intertwined with the fate of other species.

Extinction is happening at 1,000 times the normal speed. Quartz

In the next two years, diplomats from around the world will gather for several meetings under the Convention on Biological Diversity, a global treaty, to discuss how they can step up their efforts at conservation. Yet even in the new report’s most optimistic scenario, through 2050 the world’s nations would only slow the decline of biodiversity — not stop it.”

ESL Voices Lesson Plan for this post

NOTE: Lessons can also be used with native English speakers.

Level: Intermediate – Advanced


Language Skills: Reading, writing, and speaking. Vocabulary and grammar activities are included.


Time: Approximately 2 hours.


Materials: Student handout (from this lesson) and access to news article.


Objective: Students will read and discuss the article
with a focus on improving reading comprehension and improving oral skills. At the end of the lesson students will express their personal views on the topic through group work and writing.

I. Pre-Reading Activities

 Predictions: Analyzing headings and photos

Directions:  Have students  examine the titles of the post and of the actual article. After they examine the photos, ask students to create a list of  words and  ideas  that they think might be related to this article. 

II. While Reading Activities

Word Inference

Directions: Students are to infer the meanings of the words in bold taken from the article. They may use a dictionary, thesaurus, and Word Chart for assistance.

  1. Extinction is occurring at an unprecedented pace.
  2. As many as one million plant and animal species are at risk of extinction.
  3. The report is the most exhaustive look yet at the decline in biodiversity.
  4. A new threat has emerged, the decline of wildlife.
  5. Biodiversity loss is projected to accelerate through 2050.
  6. The report is not the first to paint a grim portrait of Earth’s ecosystems.
  7. As natural landscapes wither the services they provide to humans have been dwindling.
  8. The devastation of nature has become so severe, wildlife refuges will no longer be sufficient.
  9. All told, three-quarters of the world’s land area has been significantly altered by people.
  10. 85 percent of the world’s wetlands have vanished since the 18th century.

Word Map by Against the Oddstiff

 

Grammar Focus: Word -Recognition

Directions: Students choose the correct word to complete the sentences taken from the article. They are to choose from the options presented.

Humans/Human are produced/producing more food than ever, but land degradation is/are already harming/harmful agricultural productivity on 23 percent of the planet’s land area, the new/knew report said. The decline/declining of wild bees and other insects/insect that help pollinate fruits and vegetables is putting up to $577 billion in annual crop production at risk.

Reading Comprehension: Fill-ins

Directions: Place students in groups and after they have read the entire article, have them complete the following sentencestaken from the article. They can use the words and terms from the list provided, or provide their own terms. They are to find the meanings of any new vocabulary.

The ___rain forest ___immense ___of carbon dioxide and helps slow the pace of ___warming. Wetlands ___drinking water. Coral reefs ___tourism and fisheries in the Caribbean. Exotic tropical___form the basis of a variety of medicines. But as these___ landscapes___ and become less biologically rich, the services they can provide to ___have been dwindling.

WORD LIST: absorbs, sustain, quantities, plants, humans, Amazon, natural, wither, global, purify.

 

Discussion Questions for Comprehension /Writing

Directions: Place students in groups and have them discuss the following questions/statements. Afterwards, have the groups share their thoughts as a class. To reinforce the ideas, students can write an essay on one of the topics mentioned.

  1. According to the article, what activities have increased global biodiversity loss?
  2. Why could it become harder in the future to breed hardier crops and livestock?
  3. The article states that, “in addition to advocating the expansion of protected areas, the authors outline a vast array of changes aimed at limiting the drivers of biodiversity loss.” What will the following groups of people have to learn to do?  Farmers and ranchers; Consumers in wealthy countries;  Governments around the world.

Group Projects

Directions: Have groups visit the  Earth Day Network and do the following:

Make a list of ways each endangered species might be saved.

Create a list of things we can all do to help the environment.

Create  collages, graphs or pictures of endangered species.

3-2-1-Writing

Directions: Allow students 5 minutes to write down three new ideas they’ve learned about the topic from the reading,  two things they did not understand in the reading, and one thing they would like to know that the article did not mention. Review the responses as a class.

ANSWER KEY