I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.
But 100 years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition.
In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men - yes, black men as well as white men - would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.
It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check that has come back marked "insufficient funds."
But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so we've come to cash this check, a check that will give us upon demand the riches of freedom and security of justice. We have also come to his hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.
It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end but a beginning. Those who hoped that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.
But there is something that I must say to my people who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone.
And as we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs stating "for whites only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no we are not satisfied and we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream.
I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.
Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.
Let us not wallow in the valley of despair. (Part 1) I say to you today my friends - so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal."
I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.
(Part 2) I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.
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.
I have a dream today.
(part 3) I have a dream that one day down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification - one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.
I have a dream today.
I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed and all flesh shall see it together.
This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.
This will be the day, this will be the day when all of God's children will be able to sing with new meaning "My country 'tis of thee, sweet land of liberty, of thee I sing. Land where my father's died, land of the Pilgrim's pride, from every mountainside, let freedom ring!"
And if America is to be a great nation, this must become true. And so let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania.
Let freedom ring from the snow-capped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California.
But not only that; let freedom ring from Stone Mountain of Georgia.
Let freedom ring from Lookout Mountain of Tennessee.
Let freedom ring from every hill and molehill of Mississippi - from every mountainside.
Let freedom ring. And when this happens, and when we allow freedom ring - when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children - black men and white men, Jews and Gentiles, Protestants and Catholics - will be able to join hands and sing in the words of the old Negro spiritual: "Free at last! Free at last! Thank God Almighty, we are free at last!"
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Distribution statement: Accepted as part of the Douglass Archives of American Public Address (http://douglass.speech.nwu.edu) on May 26, 1999. Prepared by D. Oetting (http://nonce.com/oetting).
Permission is hereby granted to download, reprint, and/or otherwise redistribute this file, provided this distribution statement is included and appropriate point of origin credit is given to the preparer and Douglass.
Watch the video of the whole speech here:
Monday, February 26, 2007
Quickway 3 Listening for Second Year Classes
Sunday, February 11, 2007
Quickway 3: Listening
Listen to an interview between Mr. McCullogh, an English Professor of Linguistics and two Moroccan teachers, Mrs. Kadiri, and Mr. Dahbi:
powered by ODEO
Click here to download the audio file of this interview.
Quickway 3 Grammar
SEPARABLE AND NONSEPERABLE
The term phrasal verb refers to a verb and a preposition which together have a special meaning.
There are two types of phrasal verbs:
With a separable phrasal verb, a noun may come either between the verb and the preposition or after the preposition as in this example:
I put my jacket on or I put on my jacket.
BUT if we replace the noun by a pronoun (me, you, him, her, it, us, them) like in this example:
(my jacket --->it ), the pronoun always comes between the verb and the preposition.
I put it on.
With a nonseparable phrasal verb, a noun or pronoun must follow the preposition as in this example:
I always get off the bus near the pharmacy.
Practice your phrasal verbs here
For more details, click the relevant link under 'Useful Links'
Quickway 3 Grammar
1. The relative Clauses:
Also called Adjective Clauses, they come after nouns and modify them. In other words, they tell the listener or reader more about the person or thing that the noun refers to.
The pronouns that often begin adjective clauses are called relative pronouns ( that, which, who, whom, whose, where ...)
For example:
A person who repairs cars in a workshop is known as a mechanic.
A person who sells vegetables is a greengrocer.
The man who gave you my telephone number is a friend of mine.
2. Reducing Adjective Clauses to Adjective Phrases:
If the subject relative pronoun ( who, which, that ) is followed by the verb be in any tense, both the relative pronoun and the verb be can be omitted.
For example:
The students who are working on the immigration project are absent today .
--> The students working on the immigration project are absent today.
The articles which were published in the school magazine yesterday are about the negative effects of stereotypes.
--> The articles published in the school magazine yesterday are about the negative effects of stereotypes.
3. Relative pronouns as objects:
The object relative pronouns for people are who, whom, that. Whom is more formal than who. The object relative pronouns for things are which, that. It is also possible to omit these pronouns.
For example:
The class leader whom the majority of the students elected became the president of the students' union.
-->The class leader the majority of the students elected became the president of the students' union.
Ahmed is the right person that we need for this position.
--> Ahmed is the right person we need for this position.
4. Restrictive/Nonrestrictive Relative Clauses:
The two main types of adjective clauses are:
Restrictive (or Defining Relative Clause) and Nonrestrictive (or Non-Defining Relative Clause) have distinct meanings and uses.
A restrictive adjective clause gives information that helps to identify the noun that it describes.
For example:
My sister who attends Al-Akhawyn university is very studious. (I have two sisters: One of them attends attends Al-Akhawayn university , the other doesn't).
However, a Nonrestrictive adjective clause, adds additional information about the noun it describes. This information is not necessary to identify the noun.
For example:
Samira, who attends Al-Akhawyn university, is very studious. (She attends Al-Akhawyn university is extra information).
Tetuan, which is located in the north of Morocco, is a World’s Cultural Heritage. (Tetuan is located in the north of Morocco) is not necessary to understand the information in the sentence.
5. The relative pronouns: whose - when - where:
WHOSE replaces the possessive forms of nouns and pronouns. It can refer to people, animals or things. It can be part of a subject or part of an object of a verb or preposition, but it cannot be a complete subject or object. Whose cannot be omitted.
For example:
The man is very thankful. I found the man’s wallet. (His wallet)
-->The man whose wallet I found is very thankful.
The girl is jumping with excitemnt. Her mother won the lottery. (The girl’s mother)
-->The girl whose mother won the lottery is jumping with excitement.
WHEN replaces a time (in + year, in + month, on + day,...). It cannot be a subject. It can be omitted.
For example:
I will never forget the day. I graduated on that day.
-->I will never forget the day when I graduated.
The same meaning can be expressed in other ways:
-->I will never forget the day on which I graduated.
-->I will never forget the day that I graduated.
-->I will never forget the day I graduated.
WHERE replaces a place (in + country, in + city, at + school,...). It cannot be a subject. It can be omitted but a preposition (at, in, to) usually must be added.
For example:
The building is being reconstructed. Leila works in the building. (there)
-->The building where Leila works is being reconstructed.
The same meaning can be expressed in other ways:
-->The building in which Leila works is being reconstructed.
-->The building which Leila works in is being reconstructed.
-->The building that Leila works in is being reconstructed.
-->The building Leila works in is being reconstructed.
For more details, click the relevant link under 'Useful Links'
Thursday, February 1, 2007
Quickway 3 Grammar
1. The relative Clauses:
Also called Adjective Clauses, they come after nouns and modify them. In other words, they tell the listener or reader more about the person or thing that the noun refers to.
The pronouns that often begin adjective clauses are called relative pronouns ( that, which, who, whom, whose, where ...)
For example:
A person who repairs cars in a workshop is known as a mechanic.
A person who sells vegetables is a greengrocer.
The man who gave you my telephone number is a friend of mine.
2. Reducing Adjective Clauses to Adjective Phrases:
If the subject relative pronoun ( who, which, that ) is followed by the verb be in any tense, both the relative pronoun and the verb be can be omitted.
For example:
The students who are working on the immigration project are absent today .
--> The students working on the immigration project are absent today.
The articles which were published in the school magazine yesterday are about the negative effects of stereotypes.
--> The articles published in the school magazine yesterday are about the negative effects of stereotypes.
3. Relative pronouns as objects:
The object relative pronouns for people are who, whom, that. Whom is more formal than who. The object relative pronouns for things are which, that. It is also possible to omit these pronouns.
For example:
The class leader whom the majority of the students elected became the president of the students' union.
-->The class leader the majority of the students elected became the president of the students' union.
Ahmed is the right person that we need for this position.
--> Ahmed is the right person we need for this position.
4. Restrictive/Nonrestrictive Relative Clauses:
The two main types of adjective clauses are:
Restrictive (or Defining Relative Clause) and Nonrestrictive (or Non-Defining Relative Clause) have distinct meanings and uses.
A restrictive adjective clause gives information that helps to identify the noun that it describes.
For example:
My sister who attends Al-Akhawyn university is very studious. (I have two sisters: One of them attends attends Al-Akhawayn university , the other doesn't).
However, a Nonrestrictive adjective clause, adds additional information about the noun it describes. This information is not necessary to identify the noun.
For example:
Samira, who attends Al-Akhawyn university, is very studious. (She attends Al-Akhawyn university is extra information).
Tetuan, which is located in the north of Morocco, is a World’s Cultural Heritage. (Tetuan is located in the north of Morocco) is not necessary to understand the information in the sentence.
5. The relative pronouns: whose - when - where:
WHOSE replaces the possessive forms of nouns and pronouns. It can refer to people, animals or things. It can be part of a subject or part of an object of a verb or preposition, but it cannot be a complete subject or object. Whose cannot be omitted.
For example:
The man is very thankful. I found the man’s wallet. (His wallet)
-->The man whose wallet I found is very thankful.
The girl is jumping with excitemnt. Her mother won the lottery. (The girl’s mother)
-->The girl whose mother won the lottery is jumping with excitement.
WHEN replaces a time (in + year, in + month, on + day,...). It cannot be a subject. It can be omitted.
For example:
I will never forget the day. I graduated on that day.
-->I will never forget the day when I graduated.
The same meaning can be expressed in other ways:
-->I will never forget the day on which I graduated.
-->I will never forget the day that I graduated.
-->I will never forget the day I graduated.
WHERE replaces a place (in + country, in + city, at + school,...). It cannot be a subject. It can be omitted but a preposition (at, in, to) usually must be added.
For example:
The building is being reconstructed. Leila works in the building. (there)
-->The building where Leila works is being reconstructed.
The same meaning can be expressed in other ways:
-->The building in which Leila works is being reconstructed.
-->The building which Leila works in is being reconstructed.
-->The building that Leila works in is being reconstructed.
-->The building Leila works in is being reconstructed.
For more details, click the relevant link under 'Useful Links'
Tuesday, January 30, 2007
Quickway 3 Listening for Second Year Classes
or click here to download the audio file:
Read this article about the indigenous europeans and the immigrants and watch this video :
This is a documentary film where I attempt to explore the limits of tolerance in present day Europe. It deals with the relationship between indigenous Europeans and the newcomers. The subject is vast and extremely controversial, therefore I have decided to present it as an example of French citizens of African, Arab and Afro-Caribbean origin who have recently migrated to London and settled down there. Among the people whom I interviewed in Paris are: an official of the townhall of the suburbs where the riots of November 2005 started, an actor of Algerian origin, a woman writer of Kabyle ancestry. I have tried to explore the differences between French and British models for integration of foreigners unfortunately both were proven faulty. The backgrounds of the interviews are scenes of contemporary Paris which are often interrupted by riots and demonstrations. I was a victim of the riots and it took me six painful months to recover. I’m an immigrant and a member of the ethnic and religious minority and I made a double effort not to offend anybody’s’ religious sensitivities and to make a work of art which is positive and acceptable to the general public. The issues this film deals with are enormously important for present day Europeans and new immigrants and will not go away for many years. It was a surprise for me to see how recent suburban riots in France have hardened the attitude towards people of foreign ethnic origin. The sentence I heard many times was ‘Who gives them the right to burn our cities?” I immigrated to Denmark in 1971 and it was the most tolerant country in the world. I have married a Dutch-Moroccan wife from Amsterdam in 1979 and we were greeted on streets with smiles and friendly words. In 2006 these two countries, which I know well and of which languages I speak, became most vocal on issues of immigration and relationship with people of foreign culture especially Muslims. I think that it is a healthy sign of courage to discuss a subject otherwise considered a taboo.
Janus Avivson
Quickway 3 Unit 2 Writing
What are the supporting details?
They come after the topic sentence, making up the body of a paragraph.
What do they do?
They give details to develop and support the main idea of the paragraph.
How do I write them?
The closing sentence is the last sentence in a paragraph.
What does it do?
It restates the main idea of your paragraph.
How do I write one?
Restate the main idea of the paragraph using different words.
Example:
There are three reasons why our school Qadi Ayad is considered one of the best high schools in Tetuan. First, Qadi Ayad has a highly qualified faculty. All the teachers have a long experience, rich background knowledge and highly professional skills. Second, Qadi Ayad has a high standard of education. Students obtain high scores in regional and national exams and are encouraged to continue studying at university. Finally, Qadi Ayad’s administration, faculty and parents all contribute to develop a social and academic climate which gives its students a strong sense of belonging and pride. As a result, a lot of students prefer to come to Qadi Ayad to continue their high school studies.
Quickway 3 Unit 2 Writing
Consider this short paragraph:
My hometown, Kingston, is famous for several amazing natural features. First, it is noted for the Princeton River, which is very wide and beautiful. Also, on the other side of the town is Queenston Hill, which is unusual because it is very steep.
When you read this topic sentence:
My hometown Kingston, is famous for several amazing natural features.
A question comes to your mind:
What are the natural features that make Kingston famous?
You then expect that the rest of the paragraph will give an answer to this question.
Now look at the sentences after the topic sentence.
First, it is noted for the Princeton River, which is very wide and beautiful.
It gives an answer to this question. That is, the second sentence gives some explanation for the fact that Kingston is a famous town. Similarly, we can see that the third sentence also gives some explanation for the fact that Kingston is famous by giving another example of an "amazing natural feature," in this case, Queenston Hill.
The second and third sentences are called supporting details. They are called "supporting" because they "support," or explain, the idea expressed in the topic sentence. Of course, paragraphs in English often have more than two supporting ideas. The paragraph above is actually a very short paragraph. At minimum, you should have at least five sentences in your paragraph. Here we can see our paragraph about Kingston with a few more supporting sentences:
My hometown Kingston is famous for several amazing natural features. First, it is noted for the Princeton River, which is very wide and beautiful. Also, on the other side of the town is Queenston Hill, which is unusual because it is very steep. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old.
It is usually a sentence at the end of the paragraph which summarizes the information that has been presented. You can think of a concluding sentence as a sort of topic sentence in reverse.
The topic sentence and concluding sentence hold the supporting sentences in the paragraph. Look at the concluding sentence in our paragraph about Kingston:
My hometown is famous for several amazing natural features. First, it is noted for the Princeton River, which is very wide and beautiful. Also, on the other side of the town is Queenston Hill, which is unusual because it is very steep. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old. These three landmarks are truly amazing and make my hometown a famous place.
The concluding sentence,
These three landmarks are truly amazing and make my hometown a famous place,
summarizes the information in the paragraph. It is similar to, but not exactly the same as, the topic sentence.
Whenever possible, you should include enough details in your paragraph to help your reader understand exactly what you are writing about. In the paragraph about Kingston, three natural landmarks are mentioned, but we do not know very much about them. For example, we could add a sentence or two about Princeton river concerning HOW wide it is or WHY it is beautiful.
Consider this revision:
My hometown is famous for several amazing natural features. First, it is noted for the Princeton River, which is very wide and beautiful. On either side of this river, which is 175 feet wide, are many willow trees which have long branches that can move gracefully in the wind. In autumn the leaves of these trees fall and cover the riverbanks like golden snow. Also, on the other side of the town is Queenston Hill, which is unusual because it is very steep. Even though it is steep, climbing this hill is not dangerous; some firm rocks along the sides can be used as stairs. There are no trees around this hill, so it stands clearly against the sky and can be seen from many miles away. The third amazing feature is the Big Old Tree. This tree stands two hundred feet tall and is probably about six hundred years old. These three landmarks are truly amazing and make my hometown a famous place.
We can also add more details to the paragraph to describe the third natural feature of the area, the Big Old Tree.
Wednesday, December 27, 2006
Quickway 3 Reading
-A subordinate group whose members have significantly less control or power over their lives than members of a dominant or majority group-Not limited to mathematical minority: example women, Blacks in South Africa, Blacks in Mississippi and South Carolina in the 1920's-Interchangeable with subordinate group-A group that experiences a narrowing of opportunities (success, education, wealth, etc) that is disproportionately low compared to their numbers in the society
Characteristics of a Minority Group:-Distinguishing physical or cultural traits, e.g. skin color or language-Unequal Treatment and Less Power over their lives-Involuntary membership in the group (no personal choice)-Awareness of subordination and strong sense of group solidarity-High In-group Marriage
Types of Minority Groups:
1.Racial:
Groups who are classified according to obvious physical characteristics, e.g. skin color
For example: Blacks, American Indian, Asian Americans, Hawaiians.. in the US
2.Ethnic:
Groups who are differentiated on the basis of culture such as language, food
US Ethnic Minority Groups: Hispanics or Latinos such as Chicanos, Puerto Ricans, Cuban; Jews are also considered cultural minorities instead of religious minorities.Racial groups can also so have distinctive cultural traditionsNote: Ethnic minority can be either black or white or Asian American or Native American. So that a person can be both Black and Hispanic
3.Religious:
Groups who have a religion other than the dominant faith.Religious minorities in the US are for instance: Muslims, Amish, Mormons, Roman Catholics
4.Gender:Males are a social majority; women demonstrate four out of five characteristics of minority status. There are no in-group marriages.
Tuesday, December 26, 2006
Quickway 3 Writing
Definitions, descriptions, and examples:
A topic sentence is a general statement that expresses the main idea of a paragraph.
A paragraph is a group of sentences that develop one main idea.
The main idea is the general statement that the other sentences support or explain.
The general statement of the main idea is also called the topic sentence.
The topic sentence has two main parts:
subject: what the paragraph is about
focus: what the paragraph is going to say about the subject.
Examples:
Most adults / find learning a foreign language difficult.
subject / focus
Telephones / intrude into the privacy of our daily lives.
subject / focus
Parents of teenagers / often feel unappreciated.
subject / focus
A topic sentence sets up one paragraph which is usually less than a page of text;
therefore, the topic sentence should be general, but not too general.
Too general: Sports are exciting.
Still too general: Watching a football game keeps me involved.
Much better: Watching the Spanish Liga match between Barcelona and Madrid kept me on the edge of my chair.
General guidelines for creating effective topic sentences:
1. A topic sentence should always be a complete sentence.
2. A topic sentence should not merely state a single fact.
3. A topic sentence should be a general statement but not too broad or too vague.
Location of the topic sentence in a paragraph
A topic sentence may come at the beginning, as the second sentence, at the end, or may be implied. It is preferable that the topic sentence come at the beginning of the paragraph.
Quickway 3 Grammar
The active sentence: S + V + O
The passive sentence: O + BE + V (PP) + (by) S
"BE" can take any of its forms: ( is/are/was/were/is being/are being/was being/were being/have been/has been/ had been /will be/can be/would be/could be/must be……. )
"PP" is the past participle which is either regular (---ed =painted) or irregular ( write = written)
"by" introduces the agent, (the doer of the action). It is included in the passive sentence only if it is important to know who performs an action.
Ex: Carpets are made in Morocco (by people) .
The agent people is not important in this sentence.
This beautiful carpet was made by my aunt.
The agent my aunt is important information.
B- Put the sentences into the passive:
1-People should water the gardens in the evenings.
The gardens ...............................................................
Pollution .......................................................................
.......................................................................
.......................................................................
.......................................................................
1-Paper is invented by the Chinese
.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
.......................................................................
D- Use active or passive in an appropriate tense for the verbs in parenthesis:
1- The match (win, probably) ………………………… by the other team because they're a lot better.
5-These books (should, return) ………………………………….. to the library.
6- The entire city (can, see) ……………………………………….. from our window.
7-A new hospital (have to, build) …………………………….. because the old one is too small for the community.
10- My book (tear) …………………………. I wonder how that happened.
Quickway 3 Listening for Second Year Classes
You can also watch this video about women in the war in Iraq
A compelling account of a life inside Iraq that is rarely seen on news bulletins: stories of ordinary women whose struggle to survive has only worsened since the war. Iraqi women and child The invasion of Iraq heralded promises of freedom from tyranny and equal rights for the women of Iraq. But three years on, the reality of everyday life for women inside Iraq is a different story. To make this film, two Iraqi women risk their lives to spend three months travelling all over the country with a camera to record the lives and experiences of women they meet.
Don't waste your time chatting...
Grammar:
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/index.htm
-The Passive:
http://grammar.ccc.commnet.edu/grammar/passive.htm
-The relative Clause:
http://online.ohlone.cc.ca.us/~mlieu/adjclause/what_h.html
- The Phrasal Verbs:
http://www.eslcafe.com/pv/
http://www.englishclub.com/grammar/verbs-phrasal-verbs_2.htm
Writing:
http://grammar.ccc.commnet.edu/grammar/
http://www.teacherjoe.us/Write.html
Listening:
http://www.eslstudyguide.com/listening-intermediate.php
http://www.eslstudyguide.com/pronunciation.php
Speaking:
http://www.world-english.org/onlineschool_free.htm
Reading:
http://web2.uvcs.uvic.ca/elc/studyzone/410/reading/index.htm
Vocabulary:
http://www.manythings.org/vocabulary/
