Friday, December 29, 2006

Testimonies of former child soldiers (Flavia and Santa /James and Simon /Christine/Joe/Walter/Colline )


One night in 1994, James (the boy on the right) was abducted by the rebels of the Lord’s Resistance Army. At that time, he was 11 years old. The rebels gave him a heavy load to carry and took him to Sudan. On the way, the rebels continued abducting more children. Other children were killed, simply because their feet were swollen, which prevented them from walking fast enough..............click here to read more

Testimony of a former child soldier

Child soldiers

Saturday, December 23, 2006

English Language Quizzes

Click HERE for plenty of language quizzes in grammar and vocabulary.

Thursday, December 21, 2006

Wednesday, December 20, 2006

PRESENT WISHES

Present wishes indicate something that is contrary to fact. That is, wishes are something that is untrue but desired. For example,

    I wish that I had a sports car.

    I wish that I were a doctor.

    (The truth is I don't have a sports car.)

    (I'm really not a doctor.)

For present wishes, the past tense is used in the that clause, because it indicates a situation that is only imagined. Sometimes the word that is omitted.

    She wishes (that) she had a diamond ring.

    He wishes (that) he were rich.

To express possibility (can) and future intention (will), use the modals could and would respectively.

    She wishes that she could sing.

    They wish that she would stop.

When a be verb is required, the word were is used, regardless of the subject.

    We wish you were here.

    I wish (that) I were taller.

CLICK HERE FOR AUDIO

Tuesday, December 19, 2006

Irregular Verbs

For the whole list of irregular verbs click HERE

Sunday, December 17, 2006

Martin Luther King Biography and Quick Facts

Birth January 15, 1929
Death April 4, 1968
Place of Birth Atlanta, Georgia
Known for Leading the civil rights movement in the United States
Advocating nonviolent protest against segregation and racial discrimination
Milestones 1954 Selected as pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama
1955 Received his Ph.D. in systematic theology from Boston University
1955-1956 Led a successful effort to desegregate Montgomery, Alabama, buses
1957 Helped found and served as the first president of the Southern Christian Leadership Conference (SCLC)
1958 Published Stride Toward Freedom: The Montgomery Story
1963 Wrote 'Letter from Birmingham Jail,' arguing that it was his moral responsibility to disobey unjust laws
1963 Delivered his 'I Have a Dream' speech to civil rights marchers at the Lincoln Memorial in Washington, D.C.
1964 Won the Nobel Peace Prize
1965 Organized a mass march from Selma to Montgomery, Alabama, that created national support for federal voting-rights legislation
1968 Was assassinated at the Lorraine Motel in Memphis, Tennessee
Quote 'I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.' August, 1963, in a speech to civil rights supporters at the March on Washington.
Did You Know King's nonviolent doctrine was strongly influenced by the teachings of Indian leader Mohandas Gandhi.
In 1964, King became the first black American to be honored as Time magazine's Man of the Year.
King's efforts were not limited to securing civil rights; he also spoke out against poverty and the Vietnam War.
"Martin Luther King, Jr.," Microsoft® Encarta® Online Encyclopedia 2006
http://encarta.msn.com © 1997-2006 Microsoft Corporation. All Rights Reserved.
Biography of Martin Luther King Jr.:

by Clayborne Carson

One of the world's best known advocates of non-violent social change strategies, Martin Luther King, Jr., synthesized ideas drawn from many different cultural traditions. Born in Atlanta on January 15, 1929, King's roots were in the African-American Baptist church. He was the grandson of the Rev. A. D. Williams, pastor of Ebenezer Baptist church and a founder of Atlanta's NAACP chapter, and the son of Martin Luther King, Sr., who succeeded Williams as Ebenezer's pastor and also became a civil rights leader. Although, from an early age, King resented religious emotionalism and questioned literal interpretations of scripture, he nevertheless greatly admired black social gospel proponents such as his father who saw the church as a instrument for improving the lives of African Americans. Morehouse College president Benjamin Mays and other proponents of Christian social activism influenced King's decision after his junior year at Morehouse to become a minister and thereby serve society. His continued skepticism, however, shaped his subsequent theological studies at Crozer Theological Seminary in Chester, Pennsylvania, and at Boston University, where he received a doctorate in systematic theology in 1955. Rejecting offers for academic positions, King decided while completing his Ph. D. requirements to return to the South and accepted the pastorate of Dexter Avenue Baptist Church in Montgomery, Alabama.

On December 5, 1955, five days after Montgomery civil rights activist Rosa Parks refused to obey the city's rules mandating segregation on buses, black residents launched a bus boycott and elected King as president of the newly-formed Montgomery Improvement Association. As the boycott continued during 1956, King gained national prominence as a result of his exceptional oratorical skills and personal courage. His house was bombed and he was convicted along with other boycott leaders on charges of conspiring to interfere with the bus company's operations. Despite these attempts to suppress the movement, Montgomery bus were desegregated in December, 1956, after the United States Supreme Court declared Alabama's segregation laws unconstitutional.

In 1957, seeking to build upon the success of the Montgomery boycott movement, King and other southern black ministers founded the Southern Christian Leadership Conference (SCLC). As SCLC's president, King emphasized the goal of black voting rights when he spoke at the Lincoln Memorial during the 1957 Prayer Pilgrimage for Freedom. During 1958, he published his first book, Stride Toward Freedom: The Montgomery Story. The following year, he toured India, increased his understanding of Gandhian non-violent strategies. At the end of 1959, he resigned from Dexter and returned to Atlanta where the SCLC headquarters was located and where he also could assist his father as pastor of Ebenezer.

Although increasingly portrayed as the pre-eminent black spokesperson, King did not mobilize mass protest activity during the first five years after the Montgomery boycott ended. While King moved cautiously, southern black college students took the initiative, launching a wave of sit-in protests during the winter and spring of 1960. King sympathized with the student movement and spoke at the founding meeting of the Student Nonviolent Coordinating Committee (SNCC) in April 1960, but he soon became the target of criticisms from SNCC activists determined to assert their independence. Even King's decision in October, 1960, to join a student sit-in in Atlanta did not allay the tensions, although presidential candidate John F. Kennedy's sympathetic telephone call to King's wife, Coretta Scott King, helped attract crucial black support for Kennedy's successful campaign. The 1961 "Freedom Rides," which sought to integrate southern transportation facilities, demonstrated that neither King nor Kennedy could control the expanding protest movement spearheaded by students. Conflicts between King and younger militants were also evident when both SCLC and SNCC assisted the Albany (Georgia) Movement's campaign of mass protests during December of 1961 and the summer of 1962.

After achieving few of his objectives in Albany, King recognized the need to organize a successful protest campaign free of conflicts with SNCC. During the spring of 1963, he and his staff guided mass demonstrations in Birmingham, Alabama, where local white police officials were known from their anti-black attitudes. Clashes between black demonstrators and police using police dogs and fire hoses generated newspaper headlines through the world. In June, President Kennedy reacted to the Birmingham protests and the obstinacy of segregationist Alabama Governor George Wallace by agreed to submit broad civil rights legislation to Congress (which eventually passed the Civil Rights Act of 1964). Subsequent mass demonstrations in many communities culminated in a march on August 28, 1963, that attracted more than 250,000 protesters to Washington, D. C. Addressing the marchers from the steps of the Lincoln Memorial, King delivered his famous "I Have a Dream" oration.

During the year following the March, King's renown grew as he became Time magazine's Man of the Year and, in December 1964, the recipient of the Nobel Peace Prize. Despite fame and accolades, however, King faced many challenges to his leadership. Malcolm X's (1927-1965) message of self-defense and black nationalism expressed the discontent and anger of northern, urban blacks more effectively than did King's moderation. During the 1965 Selma to Montgomery march, King and his lieutenants were able to keep intra-movement conflicts sufficiently under control to bring about passage of the 1965 Voting Rights Act, but while participating in a 1966 march through Mississippi, King encountered strong criticism from "Black Power" proponent Stokely Carmichael. Shortly afterward white counter-protesters in the Chicago area physically assaulted King in the Chicago area during an unsuccessful effort to transfer non-violent protest techniques to the urban North. Despite these leadership conflicts, King remained committed to the use of non-violent techniques. Early in 1968, he initiated a Poor Peoples campaign designed to confront economic problems that had not been addressed by early civil rights reforms.

King's effectiveness in achieving his objectives was limited not merely by divisions among blacks, however, but also by the increasing resistance he encountered from national political leaders. FBI director J. Edgar Hoover's already extensive efforts to undermine King's leadership were intensified during 1967 as urban racial violence escalated and King criticized American intervention in the Vietnam war. King had lost the support of many white liberals, and his relations with the Lyndon Johnson administration were at a low point when he was assassinated on April 4, 1968, while seeking to assist a garbage workers' strike in Memphis. After his death, King remained a controversial symbol of the African-American civil rights struggle, revered by many for his martyrdom on behalf of non-violence and condemned by others for his militancy and insurgent views.

I Have A Dream (Martin Luther King )



ترجمة الخطاب إلى العربية


Wednesday, December 6, 2006

TEST ONE

Many European nations wanted to have Empires. Between 1870 and 1914 much of Africa was colonised by European countries. This led to several arguments between European nations. For example the Germans and French argued about Morocco in 1906 and 1911.
In 1870-71 the German army attacked France. The Germans won this short war. As a ‘prize’ they took the regions of Alsace and Lorraine from France. The Germans claimed that they were rightfully German, the majority of people living here were French however. The French were very upset by this and wanted the land back. They were also fearful of the Germans attacking again.
The consequences of the Franco-German war (the war between France and Germany) were that France became suspicious and mistrustful of the Germans. They made sure that they had a large army and lots of defences to stop invasions. This in turn kept the Germans suspicious of the intentions of the French.
The German emperor Willhelm II had a dream of being an imperial ruler. He set his sights on having an Empire to match that of the British. To do this he would need to have a large and powerful navy. In 1900 Willhelm decided to put this dream into practice. He ordered the construction of several large and powerful boats. The British saw this as a threat and responded by building a ‘Dreadnought’. This was a fast and very dangerous boat. In turn the Germans started building this type of boat. A race started to have the largest navy. This race led to tension between Germany and the British.
Franz Ferdinand was the crown prince of the Austrian empire. In 1914 he and his wife went on a visit to Serbia, a country that Austria had a strong influence over. Several Serbian nationalists, who wanted independence from Austria, decided that they would try to kill the prince. On 28th June 1914 they succeeded. His death led to the Austrian government making very strong demands on Serbia. Russia, keen to gain influence in Serbia, supported the Serbs. Days later the First World War had begun with the Germans declaring war on Russia.
COMPREHENSION
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-Germany had friendly relations with France. a-…………………………………………………………
b-Germany did not want to have colonies.b-………………………………………………………………
c-The crown prince visited Serbia alone.c-……………………………………………………………..
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-What led to several arguments between European nations?
……………………………………………………………………………………………
b-What was the dream of Willhelm II?
……………………………………………………………………………………………..
c-Who accompanied Franz Ferdinand on his visit to Serbia?
……………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-powerful a-Germany 1-………………………………
2-anti-racist b-laws 2-…………………………….
c-navy
4-WHAT DO THESE WORDS REFER TO?
a-this a-……………………….
b-He b-……………………..
c-he c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-The postman delivers the mail everyday.
……………………………………………………………………………………………….
b-That lady saw the man trying to open the window.
………………………………………………………………………………………………….
c-Someone attacked the policeman from behind.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The man …………….is driving the car is my friend.
b-………………..they told you about me is completely wrong.
c-He spent all the money ……………..I gave him.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-Last year many people (come)……………to visit this beautiful area.
b-She (not say)…………….anything when they came to arrest her.
c-What you (eat)……………… for lunch on Fridays?

TEST TWO

COMPREHENSION
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-The majority of the people who lived in Alsace-Lorraine were German.a- …………………………………………..
b-Russia was supporting the Serbs.b-……………………………………………………………………………………
c-Russia declared war on Germany after the death of the prince .c-……………………………………………………
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-What was the consequence of the race between Germany and Russia?
………………………………………………………………………………………………………………………….
b-What was the consequence of the death of the prince. ?
………………………………………………………………………………………………………………………..
c-Who supported the Serbs?
………………………………………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-Catholic a-army 1-………………………………
2-French b-Church 2-…………………………….
c-intelligence
4-WHAT DO THESE WORDS REFER TO?
a-This a-……………………….
b-They b-……………………..
c-His c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-The teacher sent the children out.
……………………………………………………………………………………………….
b-They insulted that woman because she was black.
………………………………………………………………………………………………….
c-Japan defeated Russia in a short war.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The students …………….refused to take the exam were eliminated.
b- ………………..was completely stupid.
c-The young man….. ……………car is in the garage is looking for his keys.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-World War One (break)………………out in 1914.
b-He (not understand)……………………what I was telling him.
c-She sometimes (eat)……………pizza for lunch.

TEST THREE

COMPREHENSION
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-Alsace and Lorraine were French territories.a-……………………………………………………………………. …
b-France was afraid of Germany.b-………………………………………………………………
c-Franz Ferdinand was the king of Austria .c-………………………………………………………………………
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-What nationality was the majority of the people who lived in Alsace Lorraine?
………………………………………………………………………………………………………………………….
b-What did the Germans need to be able to compete with the British. ?
………………………………………………………………………………………………………………………..
c-What were the consequences of the war between France and Germany??
………………………………………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-indigenous a-church 1-………………………………
2-cosmopolitan b-people 2-…………………………….
c-society
4-WHAT DO THESE WORDS REFER TO?
a-here a-……………………….
b-They b-……………………..
c-This c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-They didn’t take his words seriously.
……………………………………………………………………………………………….
b-They are transporting the troops to the battlefield.
………………………………………………………………………………………………….
c-The mechanic is repairing my car at this moment.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The city …………….he works now is in the south.
b-The man to ………………..I was talking yesterday is my uncle.
c-They arrived here at a time….. ……………business was down.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-Just an hour ago I (see)……………….him downstairs.
b-Blacks (suffer) ………………...a lot when they first came to America
c-He never (play) …………..tennis with his friends.

TEST FOUR

COMPREHENSION
1-READ THE TEXT AND DECIDE IF THE STATEMENTS ARE TRUE OR FALSE. JUSTIFY.
a-France lost the war. a-……………………………………………………………………………………………………
b-Germany did not have a powerful army before 1900.b-………………………………………………………………
c-The crown prince was killed by the Russians .c-………………………………………………………………………
2-READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS.
a-Why did the Germans and the French argue about Morocco?
………………………………………………………………………………………………………………………….
b-Which country did the Germans compete with?
………………………………………………………………………………………………………………………..
c-Why did the Serbian nationalists want to kill the crown prince?
………………………………………………………………………………………………………………………….
3-JOIN THE WORDS ON THE LEFT TO THOSE ON THE RIGHT TO FORM COLLOCATIONS.
1-European a-countries 1-………………………………
2-private b-kingdom 2-…………………………….
c-police
4-WHAT DO THESE WORDS REFER TO?
a-they a-……………………….
b-that b-……………………..
c-a country c-………………………..
LANGUAGE
1-CHANGE THESE SENTENCES FROM ACTIVE VOICE TO PASSIVE VOICE.
a-Toyota doesn’t make computers.
……………………………………………………………………………………………….
b-Someone brought this table here.
………………………………………………………………………………………………….
c-They will change everything in the car.
…………………………………………………………………………………………………..
2-FILL IN THE BLANKS WITH THE APPROPRIATE WORDS FROM THE LIST.
(who,whose,whom,which,what,where,when)
a-The lady …………….bag was stolen is my neighbour.
b-They took a lot of books ………………..did not belong to them.
c-The people……………built this house are in Canada now.
3-PUT THE VERBS BETWEEN BRACKETS IN THE RIGHT TENSE.
a-Two years ago he (work)………………. in a big company in the Gulf.
b-That young man (refuse) ………………..to talk when the policeman asked him about the accident.
c-She always (visit) …………….her grandmother on Sundays.