CINDY LAUPER I drove all night

JOHN LENNON
Imagine
Imagine there's no _______
It's easy if you try
No hell below us
Above us only _________
Imagine all the people
Living for today
Aha-ahh
Imagine there's no ________
It isn't hard to do
Nothing to kill or die for
And no _______ too
Imagine all the people
Living life in peace
Yoohoo-Ooh
You may say I'm a __________
But I'm not the only one
[- From: http://www.elyrics.net -]
I hope someday you'll join us
And the world will be as one
Imagine no ___________
I wonder if you can
No need for greed or hunger
A brotherhood of _______
Imagine all the people
Sharing all the world
Yoohoo-Ooh
You may say I'm a dreamer
But I'm not the only _____
I hope someday you'll join us
And the world will live as one
CINDY LAUPER
I drove all night
I had to escape
The city was sticky and _____
Maybe I should have called you first
But I was dying to get to you
I was dreaming while I drove
The long straight road ahead, uh, huh
Could taste your sweet _____
Your arms open wide
This fever for you is just burning me up ________
I drove all night to get to you
Is that alright
I drove all _______
Crept in your room
Woke you from your ________
To make love to you
Is that alright
I drove all night
What in this world
Keep us from tearing apart
No matter where I go I hear
The beating of your ________
I think about you
When the night is cold and ______
No one can move me
The way that you do
Nothing erases the feeling between me and you
I drove all night to get to you
Is that alright
I drove all night
Crept in your room
Woke you from your sleep
To make love to you
Is that alright
I drove all night
Could taste your sweet kisses
Your arms open wide
This fever for you is just burning me up inside
I drove all night to get to you
Is that ___________
I drove all night
Crept in your room
Woke you from your sleep
To make love to you
I drove all night... to hold you tight
Crisis in the Horn of Africa: Understanding the Famine in Somalia
Feisal Omar/ReutersSomalis lined up for food at a camp for the
displaced south of Mogadishu.
Crisis in the Horn of Africa: Understanding the Famine in Somalia
This lesson plan was created in collaboration with Global Nomads Group.
Overview | What are the causes and aggravating factors of the famine in Somalia?
With millions of people affected in the Horn of Africa, what is being done to address
their problems, and what type of international aid are Somalis receiving? In this
lesson, students view photographs of the crisis in Somalia, develop background
knowledge about the country and then delve into the crisis there and the international
response.
Materials | Photographs of, and facts about, the famine in Somalia for a gallery walk
or slide show, computers with Internet access and projector (optional), student
notebooks, resources about Somalia.
Note to Teacher | Some of the New York Times photographs about Somalia are
graphic and may be disturbing to students. Please preview all images to determine
appropriateness for your group, and consider allowing students not to view the more
disturbing images.
Warm-Up | Before class, post New York Times photographs of the famine in
Somalia around the room or prepare to show a slide show on a screen. Sources
include these slide shows: “Famine in Somalia,” “Fleeing Somalia’s Drought” and
“Waging War in Somalia, a Country in Chaos.”
Include in the gallery or on the screen at least three snippets of information about the
situation in Somalia from New York Times coverage, like the following, all from the
Times Topics page on Somalia:
“For a generation, Somalia has been a byword for the suffering of a failed state.”
“A combination of drought, war, restrictions on aid groups and years of chaos have
pushed four million Somalis — more than half the population — into ‘crisis,’
according to the United Nations.”
“Is the world about to watch 750,000 Somalis starve to death? The rains will start
pounding down in the fall, but before any crops will grow, disease will bloom.
Malaria, cholera, typhoid and measles will sweep through immune-suppressed
populations, aid agencies say, killing countless malnourished people.”
As they view the images and text, have students jot down reactions in their
notebooks. Afterward, lead a brief discussion. Ask students to share the reactions.
Had they been aware of what has been going on in Somalia? What do they already
know about Somalia? What questions do they have after viewing these photos and
hearing a little about the situation there? Record ideas and questions on the board.
Related | Jeffrey Gettleman’s Sept. 6 article, “U.N. Officials Say Famine Is
Widening in Somalia,” makes clear the scope of the emergency there:
The United Nations announced Monday that Somalia’s famine had spread to a sixth
area within the country, with officials warning that 750,000 people could die in the
next few months unless aid efforts were scaled up.
A combination of drought, war, restrictions on aid groups and years of chaos have
pushed four million Somalis — more than half the population — into “crisis,”
according to the United Nations. Agricultural production is just a quarter of what it
normally is, and food prices continue to soar.
“We can’t underestimate the scale of the crisis,” said Mark Bowden, the United
Nations humanitarian coordinator for Somalia. “Southern Somalia is the epicenter of
the famine area in the Horn of Africa. It’s the source of most of the refugees, and we
need to refocus our efforts.”
Read the entire article with your class, using the questions below.
Questions | For discussion and reading comprehension:
1.
2.
3.
4.
5.
What factors go into the technical definition of famine?
When did Somalia’s government collapse?
What role has a militant group, Al Shabab, had in the crisis?
What diseases are now causing serious problems in Somalia?
What factors are mentioned in the article as contributing to the situation in
Somalia?
Links on tea and tea-drinking
CAFFEINE
The main sources of caffeine are tea, coffee, cola (kola), cocoa (chocolate), guarana, yerba
mate and their relatives. All were discovered and used by primitive man.
* see below for additional information on other plant sources of caffeine
North Carolina molecular scientist Robert Bohannon has developed 'Buzz Donuts' and 'Buzzed
Bagels'- caffeinated donuts and bagels. They contain the caffeine equivalent of 2 cups of
coffee. (Jan, 2007)
APPROXIMATE CAFFEINE
CONTENT - BEVERAGES
Dr Pepper - 40 mg
Mountain Dew - 54 mg
Caffeine 17.577 mg
Theobromine 137.781mg
Coffee (5 oz. cup)
Drip method - 110-150 mg
Percolated - 65-125 mg
Instant
- 40-110 mg
CAFFEINE CONTENT CHOCOLATE
Milk Chocolate 1.55 ounce bar
Caffeine 11.440 mg
Theobromine 74.360 mg
White chocolate 3 ounce bar or
1 cup chips
Caffeine 0.0 mg
Theobromine 0.0 mg
Cocoa mix 1 envelope/3
heaping tsp
Caffeine 5.040 mg
Theobromine 169.680 mg
Baking chocolate,
unsweetened 1 ounce
Caffeine 57.120 mg
Theobromine 346.360 mg
Cocoa powder, unsweetened 1
tbsp
Caffeine 12.420 mg
Theobromine 111.078 mg
Tea (5 oz cup)
1 minute brew - 10-35 mg
3 minute brew - 20-45 mg
Instant Tea - 12-30 mg
Soft drinks (12 oz. can)
Coca Cola - 45 mg
Pepsi Cola - 39 mg
Semisweet chocolate 1 ounce
(chocolate chips)
http://www.foodreference.com/html/art-tea-history-729.html
traditions linked to tea-drinking in different countries
This text is about the different
http://www.teaaroundtheworld.com/ interesting view on the history of tea drinking, nice
paragraph on tango-tea-rooms / dances. Visit the tea rooms shown
http://www.theteashop.com/tea/index.php?act=viewCat&catId=17 here you can find
information about different types of teas and prices. This is an online shop.
READ THESE QUESTIONS AND ANSWER THEM:
1. Where can you find caffeine?
2. Who used caffeinated products first?
3. What are “Buzz donuts”?
4. Do all kinds of chocolate contain caffeine?
5. What type of coffee contains the least caffeine in it?
Deadly school dinners
Reading comprehension:
1.
What do British children usually eat at school?
2.
What do these bad habits often result in ?
3.
Who has worried about this situation?
4.
What’s the main difficulty to solve this problem?
5.
Who has he contacted about this?
6.
Where do kids get chocolate bars and fizzy drinks at British schools?
7.
Where do children have in their school dinner:
a) coconut water?
b) fruit,salad,fish and milk?
c) KFC chicken?
d) Soup,meat and tea to drink?
e) Curry?
f)
8.
Cooked banana?
What’s:
a) “Jako”?
b) “Posho”?
c) “Dhal”?
d) “Matooke”?
9.
Where do students have the healthiest menu?
10. What can you have in our school dinner?
Part One
Answer these questions in full sentences.
Example:
What time do you usually go to bed?
I usually go to bed at 10 o’clock.
1.
What’s your full name?
2.
Where do you go to school?
3.
When were you born?
4.
What was the weather like yesterday?
5.
What did you do last weekend?
6.
What are you doing this evening?
7.
What is your favourite type of food?
8.
What kind of music do you like?
9.
Where would you like to go on holiday?
10. What time do you usually get up?
(10 marks)
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Part Two
Complete the sentences in the same way as the example.
Example:
If I read in the car,
I will feel sick.
11. If I’m hungry,
12. If the bus is late,
13. I’ll go swimming
14. If John finishes his homework,
15. He will go to the shops if
(5 marks)
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Part Three
Look at the information in the table and then complete the sentences with the
correct form of the word in brackets.
The 16_______________ (long) water slide at Sunnydale Water Park is the Up and
Away and it also has a 17_______________ (big) number of visitors than any of the
other rides. Although Wildest Dreams isn’t that long, it is 18_______________ (fast)
than Up and Away, reaching 40km per hour! Some say that it is the
19
_______________ (scary) and the 20_______________ (dangerous) ride in the
country! Head over Heels is the 21_______________ (short) ride and doesn’t go as
high as the others so it is the 22_______________ (suitable) for children. Up and
Away goes 23_______________ (high) than the other two and it is also the
24
_______________ (expensive). I think I’ll try Head over Heels first … because it’s
the 25_______________ (slow).
(10 X ½ marks)
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Part Four
Fill in the gaps in the conversation below.
Example:
“Hi Paul,
how are you?”
“I’m great thanks, how about you?”
“I’m very well. What (26)
this evening?”
“I don’t have any plans, why?”
“(27)
.
a video at my house? I’ve borrowed a really good film from
the video shop.”
“That’s a good idea (28)
?”
“You could come round at about half-past six.”
“Okay, I’ll walk round. I’ll bring an umbrella as I think
(29)
.”
“Yes, it’s very cloudy.”
“(30)
?”
“It lasts about two hours.”
“Great. I’ll pick up a pizza on my way.”
(5 marks)
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Part Five
Read about each person and then complete the answers to the questions
below.
Marie Gilles
Tina Ferino
Natalie Gomez
Stratford Primary
School 1999-2005
Burford Primary School
2000-2006
Portswood Primary
School 2001-2007
Ferryside Secondary
School 2005 -→
Ferryside Secondary
School 2006 -→
Ferryside Secondary
School 2007 -→
Three brothers
Only child
Two sisters
Likes: swimming
Likes: chess
Likes: Football
Hates: Football
Hates: Spiders
Hates: maths
Example:
She
When did Marie start at Ferryside Secondary School?
Started at Ferryside Secondary School in 2005.
31. Would Marie enjoy playing football with Natalie? Why not?
No,
32. Which primary school did Tina use to go to?
She
33. Do they all have brothers and sisters?
No,
34. Would Natalie like to study maths at university? Why not?
No,
35. Do they all go to different secondary schools?
No,
(5 marks)
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Part Six
Imagine you are writing a letter to your cousin, telling her how you are
spending the summer holidays. You may use the pictures to help you complete
the letter.
You can continue writing on the next page
Dear Gabriela
Thank you for your letter. I hope you are well and happy! I am really enjoying the
summer holidays …
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