HORIZONS2

DRE– DRE– Nabeul English Magazine

Designed and compiled by:

Dar Chabaane Secondary School April,, 2010 -- Issue 2 April

Abdelmalek Hadji

2009/2010

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Foreword ELT Inspector’s Word The Magazine Motto Teaching Concerns

- Angry Teacher - Teachers Make a difference - Learning syles - Spelling Rules - Writing techniques

A helping Hand -

Mnemonics Order of Adjectives in English Irregular Verbs Translated Spelling Rules

Paying Tribute to...

- AboulKacem Chebbi - Mahmoud Darwich

Selected Poems Picture and comment Stretching Pens The lighter Side

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This is the second candle we light for HORIZONS, We meant to involve both teachers and pupils in this project to write about their concerns, visions and expectations. We hoped also to create a space for communication between teachers and students. The second issue is the fruit of a joint effort of students and teachers in 7th Nov Secondary School of Dar Chabaane.

The new orientation in cused on group work. The ING HAND’ has taken a tinge where students recneeds, do the work to their schoolmates. ing we would like possess at school.

this issue is forubric ‘A HELP‘peer-to-peer’ ognise their own and then pass it on ‘Sharing’ is a lofty feelour students to

We also wanted take a larger perspective tural life outside the For that, we added tribute to…’ and deAboulkacem Chebbi wich.

the magazine to and reflect the culschool boundaries. the rubric ‘Paying voted it to both and Mahmoud Dar-

The content of the to participants’ discrepedagogical, curricular topics.

magazine was left tion. It included and extra-curricular

Teachers and pupils alike should feel free to comment on the content and suggest any rubric they would like to add. Let’s all keep this second candle lit till next April.

Abdelmalek Hadji

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This is the new issue of HORIZONS announced by Abdelmalek Hadji as the 2010 school year is coming to an end.

New horizons indeed are offered for all those who would care to read this magazine and even broader and more promising horizons for those who care to join this forum .

This is exalting! The seed we sowed at the beginningof-year meeting has finally born fruit! Joined efforts of a teacher and his students have produced this magazine in English. Yet, they have not intended it to be a short-lived experience. They wish to see it blossom even further to embrace us all.

Let’s join them and cultivate the spirit of SHARING – explicitly clear in this issue – as we seek the glory of wisdom. We are waiting for you at the gate of the next HORIZONS. But will you be there? We are sure you will.

Regards, ELT INSPECTOR

Mahmoud Melki

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HORIZONS

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Teachers’ Corner

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Teaching Concerns

What An Angry Teacher says... (1) A-H Teaching is a hard Job Posted by a teacher to ‘Teachers Forum’ Teachers have it rough. Sure, they get summers off and many days during the school year, not to mention the so-called "teacher work days", where you know they're all sitting in the teacher's lounge, smoking and playing badly dents.

blunts, listening to the news spades while talking about the stuAside from that,

though, it's an imThey're chronically dermined on both stration, and quite with your unruly kids. when a parent

possible job. underpaid, disrespected, unsides by parents and adminifrankly, they have to deal Long gone are the days would come to the school

after a phone call from the office and go straight to the kid and say "You’ll pay when we get home."

Now, parents get in the teachers' faces, claiming their kids can do no wrong, and generally acting like their spoiled disruptive kids. Johnny got a bad grade because Mrs. Smith doesn't like him, not because Johnny is a negligent child who can't spell the shortest word. Teachers are also tasked with raising children, because more and more, today's parents seem unwilling or incapable of performing this basic and most important task. And teachers have to take it all. My mother was a teacher for 20 years, and I saw what it did to her. She loved teaching children, but eventually it just wore her down, like the ocean does to a stone on the shore.

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Teachers’ Corner

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Teaching Concerns

What An Angry Teacher says... (2) A-H She was stressed on 3 fronts at all times: the parents, who only contributed by telling her what she was doing wrong; the administration, who placed rule after rule on the staff until they were broken and disgruntled; and the kids themselves, who knew their parents would have their backs if and when they missed up. She suffered 3 strokes, and her job was considered to be a direct cause of them. She retired, and hasn't been happier. It is just ridiculous. And you wonder why the kids are out of control. It starts at home, folks. It starts at home.

Are you better out there?!

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Teachers’ Corner

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Teaching Concerns

Teachers make a difference (1) A- H What do teachers make?

Stories like this one have appeared all over the internet. This one is similar to those, except that it's based on a real-life situation and perhaps drives the point home with a bit more attitude.

A young teacher had been invited to the house of one of his students for dinner.

The father was a highpowered CEO and quite a wealthy man. Perhaps too much wine was served with dinner or perhaps it was just the father's personality, but as the dessert was being served, he asked the teacher "what's a kid going to learn from someone who decided that the best he could do in life was be a teacher? After all, those who can, DO. Those who can't, teach."

The young teacher paused as he was about to put a forkful of apple pie into his mouth. Without looking at his host, he set his fork down.

"I mean, let's tell the truth," said the CEO, "last year, my production companies grossed over two million dollars. What do you make?"

"What do I make?" asked the young teacher. "I make kids feel good about themselves. I make the C- student know that he can be an A+ student with a little help and effort.

I make kids and their parents see the best in themselves.

I make kids know what it is to work hard to improve yourself. I make kids see an adult worthy of respect. I make kids see that they can make a difference in the world.

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Teachers’ Corner

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Teaching Concerns

Teachers make a difference (2) A- H I make kids do and re-do and re-do again because getting it right isn't easy and it's important. I make kids wonder about the world.

I make them apologize when they should apologize. I make them respect other people. I make them think about how people should be judged."

The teacher paused and continued. "I make them so excited about learning that years later they'll come back to visit me just to tell me how they've done. I make them realize that those who can't teach are forced to find less rewarding forms of work."

Putting a piece of pie on his fork and looking his host in the eye, he concluded: "I make a difference in the lives of students... what do YOU make?"

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Teachers’ Corner

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Teaching Concerns

Your Preferred Learning Style (1) A-H A learning style is a way of learning. YOUR preferred learning style is the way in which YOU learn best.

Three learning styles that are often identified in students are the Auditory Learning Style, the Visual Learning Style, and the Tactile/Kinesthetic Learning Style.

Read about each of these learning styles to identify YOUR favourite one.

Are you an Auditory Learner?

Auditory Learners learn best when information is presented in an auditory language format. Do you seem to learn best in classes that emphasize teacher lectures and class discussions? Does listening to audio tapes help you learn better? Do you find yourself reading aloud or talking things out to gain better understanding? If YES, you are probably an Auditory Learner.

Are you a Visual Learner?

Visual Learners learn best when information is presented in a written language format or in another visual format such as pictures or diagrams.

Do you do best in classes in which teachers do a lot of writing at the chalkboard, provide clear handouts, and make extensive use of an overhead projector? Do you try to remember information by creating pictures in your mind? Do you take detailed written notes from your textbooks and in class? If YES, you are probably a Visual Learner.

Are you a Tactile/Kinesthetic Learner?

Tactile/Kinesthetic Learners learn best in hands-on learning settings in which they can physically manipulate something in order to learn about it. Do you learn best when you can move about and handle things?

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Teachers’ Corner

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Teaching Concerns

Your Preferred Learning Style (2) A-H

Do you do well in classes in which there is a lab component? Do you learn better when you have an actual object in your hands rather than a picture of the object or a verbal or written description of it? If YES, you are probably a Tactile/Kinesthetic Learner.

Your learning style is your strength. Go with it whenever you can. When you can choose a class, try to choose one that draws heaviest on your learning style.

When you can choose a teacher, try to choose one who's teaching method best matches your learning style. When you choose a major and future career, keep your learning style firmly in mind.

Whether you belong to category one, two or three, it’s always helpful to your memory to vary your learning style to cope with any situation you may face.

Use all of them

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Teachers’ Corner

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Helping Hand

Useful Spelling Rules A-H

Correct spelling is very difficult for many students because the spellings of many words do not follow rules.

Even when rules apply to the spellings of words: There are many rules to be learned.

Many of the rules are very complicated.

Many of the rules apply to a small number of words.

Almost every rule has exceptions.

Still, there are some rules that apply to the spellings of words with few exceptions, and that are not difficult to learn and remember. Learning and using these rules can improve your spelling.

Here are eight spelling rules you should learn and use.

1. A word that ends with the sound of “v” is spelled with the letters “ve” at its end. *Examples: shave, above, effective 2. The letter “i” comes before “e” except after “c.” *Examples: believe, field, tried (but not receive) 3. When a word ends with “y” preceded by a consonant, form the plural of the word by changing the “y” to “i” and adding “es.” *Examples: countries, carries, ladies 4. Drop the final silent “e” when adding a suffix that begins with a vowel. *Examples: changing, notable, nervous 5. Keep the final silent “e” when adding a suffix that begins with a consonant. *Examples: useful, lovely, hopeless 6. When a one-syllable word ends in a vowel followed by a consonant, double the final consonant when adding a suffix. *Examples: topped, swimmer, hitting 7. The letter “q” in a word is followed by “u.” *Examples: quick, antique, equation 8.

Do not change the spelling of a word when adding a prefix to it. *Examples: remove, triangle, misspell While some of these rules have exceptions, learning and using them will help you spell correctly many words.

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Teachers’ Corner

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Helping Hand

Writing Techniques (1) A-H

Writing is an important form of communication. Good writers use different writing techniques to fit their purpose for writing. To be a good writer, you must master each of the following writing techniques.

1. Description Through description, a writer helps the reader use the senses of feeling, seeing, hearing, smelling, and tasting to experience what the writer experiences. Description helps the reader more clearly understand the people, places, and things about which the writer is writing. It is the most common form of writing.

You will find descriptive writing in newspapers, magazines, books, and most other forms of written communication.

2. Exposition Through exposition, a writer informs, explains, and clarifies his/her ideas and thoughts. Exposition goes beyond description to help the reader understand with greater clarity and depth the ideas and thoughts of the writer. Expository writing, like descriptive writing, is commonly found in newspapers, magazines, books, and most other forms of written communication.

3. Narration Through narration, a writer tells a story. A story has characters, a setting, a time, a problem, attempts at solving the problem, and a solution to the problem. Bedtime stories are examples of short stories while novels are examples of long stories. The scripts written for movies and plays are further examples of narrative writing.

4. Persuasion Through persuasion, a writer tries to change a reader's point of view on a topic, subject, or position. The writer presents facts and opinions to get the reader to understand why something is right, wrong, or in between. Editorials, letters to the editor in newspapers and magazines, and the text for a political speech are examples of persuasive writing.

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Teachers’ Corner

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Helping Hand

Writing Techniques (2) A-H 5. Comparison and Contrast Through comparison and contrast, a writer points out the similarities and differences about a topic. Comparison is used to show what is alike or in common. Contrast is used to show what is not alike or not in common. Describing living conditions in 1900 and living conditions today would allow for much comparison and contrast.

By using the writing technique that fits your purpose, you will be able to communicate your ideas effectively.

Direction Words In Essay Test Items Most essay test items are not presented in the form of a question.

Instead, they are often presented as a statement that includes a direction word. The direction word tells you what you should do when you write your answer to the item. Look for the direction word and be sure to do what it tells you to do.

Here are the direction words that are most frequently used by teachers when they write essay test items. The meaning of each direction word is provided and is followed by an example of an essay test item using that direction word. Get to know what each of these direction words tells you to do.

Analyze - Analyze tells you to break something down into its parts and show how the parts relate to each other to make the whole.

Analyze the factors that contribute to good health.

Compare - Compare tells you to show how two or more things are BOTH similar and different.

Compare the forms of government found in the United States and in China.

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Teachers’ Corner

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Helping Hand

Writing Techniques (3) A-H Contrast – Contrast tells you to show how two or more things are different.

Contrast the Republican and Democratic political platforms.

Define – Define tells you to explain the meaning of something in a brief, specific manner.

Define what is meant by “living life to the fullest.”

Describe – Describe tells you to present a full and detailed picture of something in words to include important characteristics and qualities.

Describe what it was like to live in ancient Rome.

Diagram – Diagram tells you to illustrate something by drawing a picture of it and labeling its parts.

Diagram a modern commercial jet airplane.

Evaluate – Evaluate tells you to present both the positive and negative characteristics of something.

Evaluate the impact of rap music on American youth.

Explain – Explain tells you to provide facts and reasons to make something clear and understandable.

Explain why the American Civil War occurred.

Justify – Justify tells you to provide reasons and facts in support of something.

Justify the need for the federal income tax.

List – List tells you to present information about something as a series of brief numbered points.

List the ingredients needed to bake bread.

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Teachers’ Corner

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Helping Hand

Writing Techniques (4) A-H Outline – Outline tells you to present the most important information about something in a carefully organized manner.

Outline what it takes to be successful in school.

Summarize – Summarize tells you to present the main points about something in a brief form.

Summarize how Thomas Edison’s inventions have made our lives better.

Trace – Trace tells you to present the order in which something occurred.

Trace the major events that led to America’s Declaration of Independence.

Recognizing these direction words and knowing what they tell you to do will help you do well when taking an essay test.

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Pupils’ Corner

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Helping Hand

Acronyms as mnemonics Prepared by 2nd Arts2

Our assignment for the rubric ‘HELPING HAND‘ is ‘Acronyms used to help the memory’. This is what we found out. We are happy to share it with you.

Enjoy!

Mnemonics help us learn lists of things and help us remember spelling, difficult words…Here are some examples

1) Exceptions to the I before E rule

-I before E, except after C, with the exceptions of Nei-

ther Financier Conceived Either Species of Weird Leisure.

-I before E except after C or when sounded as A as in neighbor or weigh.

2) The colors of the spectrum

-Roy G. Biv, (red, orange, yellow, green, blue, indigo and violet)

3) The strings on a guitar (EADGBE -eat all dead gophers before Easter

)

4)Pre-algebra

-Please excuse my dear Aunt Sally For(parenthesis, exponents, multiplication, division, addition and subtraction )

5) Order of adjectives in English (Opinion -Dimension –Age- Shape- Colour- Origin –MaterialPurpose )

In my nice big flat There's an old round box For my green Swiss hat And my woolly walking socks.

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Pupils’ Corner

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Helping Hand

Basic types of adjectives & their order (1) Prepared by 4th Sec students

The teacher of English suggested that we do some research on adjectives and their order in English for the rubric ‘HELPING HAND’.

Here is what we offer our friends...

The basic types of adjectives Opinion

An opinion adjective explains what you think about something (other people may not agree with you). Examples: silly, beautiful, horrible, difficult

Size

A size adjective, of course, tells you how big or small something is. Examples: large, tiny, enor-

mous, little

Age

An age adjective tells you how young or old something or someone is. Examples: ancient, new,

young, old

Shape

A shape adjective describes the shape of something. Examples: square, round, flat, rectangular

Colour

A colour adjective, of course, describes the colour of something. Examples: blue, pink, reddish, grey

Origin

An origin adjective describes where something comes from. Examples: French, lunar, American,

eastern, Greek

Material

A material adjective describes what something is made from. Examples: wooden, metal, cotton, pa-

per

Purpose

A purpose adjective describes what something is used for. These adjectives often end with "-ing".

Examples: sleeping (as in "sleeping bag"), roasting

(as in "roasting tin")

See next pages for the order of adjectives in English with practical examples

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Pupils’ Corner

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Helping Hand

Basic types of adjectives & their order (2)

red huge

small a

a

silly

a

young

round

Shape Age Size Opinion HORIZONS

sleeping bag

bowl metal

English

Colour

Origin

Material Purpose

man

Prepared by 4th Sec students

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Pupils’ Corner

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Helping Hand

Irregular English Verbs and their French translation Here is what happened: The teacher of English asked us to think of helping each other in English. As I have problems with irregular verbs myself , I learn them by heart but I don’t know their meanings. I did some research and came out with this list. This is a helping hand from Rihab Melli 2nd Arts2 abide | abode | abode | ATTENDRE arise | arose | arisen | S'ELEVER awake * | awoke | awoken /*ed | S'EVEILLER be /am /is /are | was / were | been | ETRE bear | bore | borne /born | PORTER beat | beat | beaten | BATTRE become | became | become | DEVENIR befall | befell | befallen | ARRIVER beget | begot | begotten | ENGENDRER begin | began | begun | COMMENCER behold | beheld | beheld | CONTEMPLER bend | bent | bent | COURBER,PLIER bereave | bereaved | bereft | PRIVER beseech | besought | besought | IMPLORER beset | beset | beset | ASSAILLIR bestride | bestrode | bestridden | CHEVAUCHER bet | bet | bet | PARIER bid | bid | bid | OFFRIR bid | bade | bidden | COMMANDER bind | bound | bound | LIER bite | bit | bitten | MORDRE bleed | bled | bled | SAIGNER blow | blew | blown | SOUFFLER

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Pupils’ Corner

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Helping Hand

Irregular English Verbs and their French translation (Rihab Milli 2nd Arts2) break | broke | broken | CASSER breed | bred | bred | PRODUIRE bring | brought | brought | APPORTER broadcast | broadcast | broadcast | DIFFUSER build | built | built | BATIR burn * | burnt /burned | burnt | BRULER burst | burst | burst | ECLATER buy | bought | bought | ACHETER can | could | (been able) | POUVOIR cast | cast | cast | LANCER catch | caught | caught | ATTRAPER chide * | chid | chid /chidden | GRONDER choose | chose | chosen | CHOISIR cling | clung | clung | S'ATTACHER cleave | clove/cleft | cloven/cleft | FENDRE cleave | cleaved/clave | cleaved | ADHERER clothe * | clad | clad | VETIR come | came | come | VENIR cost | cost | cost | COUTER creep | crept | crept | RAMPER crow | crowed/crew | crowed | CHANTER cut | cut | cut | COUPER dare * | dared | dared | DEFIER deal | dealt | dealt | DISTRIBUER dig | dug | dug | CREUSER dive | dived/dove | dived | PLONGER do | did | done | FAIRE draw | drew | drawn | TIRER dream * | dreamt/dreamed| dreamt/dreamed| REVER drink | drank | drunk | BOIRE

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Pupils’ Corner

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Helping Hand

Irregular English Verbs and their French translation (Rihab Milli 2nd Arts2) drive | drove | driven | CONDUIRE dwell | dwelt | dwelt | HABITER eat | ate | eaten | MANGER fall | fell | fallen | TOMBER feed | fed | fed | NOURRIR feel | felt | felt | RESSENTIR fight | fought | fought | COMBATTRE find | found | found | TROUVER fit | fit/fitted | fit/fitted | ALLER A, CONVENIR flee | fled | fled | FUIR fling | flung | flung | LANCER VIOLEMMENT fly | flew | flown | VOLER forbear | forbore | forborne | EVITER DE forbid | forbade | forbidden | INTERDIRE forget | forgot | forgotten | OUBLIER forgive | forgave | forgiven | PARDONNER forecast | forecast | forecast | PREVOIR forsake | forsook | forsaken | DELAISSER freeze | froze | frozen | GELER get | got | got | OBTENIR gild * | gilt /gilted | gilt /gilted | DORER gird * | girt | girt | CEINDRE give | gave | given | DONNER go | went | gone | ALLER grind | ground | ground | MOUDRE grow | grew | grown | CROITRE hang * | hung /hanged | hung /hanged | PENDRE have / has | had | had | AVOIR hear | heard | heard | ENTENDRE heave * | hove | hove | SOULEVER hew | hewed | hewn | TAILLER

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Pupils’ Corner

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Helping Hand

Irregular English Verbs and their French translation (Rihab Milli 2nd Arts2) hide | hid | hidden | CACHER hit | hit | hit | FRAPPER, ATTEINDRE hold | held | held | TENIR hurt | hurt | hurt | FAIRE MAL inlay | inlaid | inlaid | INCRUSTER keep | kept | kept | GARDER kneel | knelt | knelt | S'AGENOUILLER knit * | knit | knit | TRICOTER know * | knew | known | SAVOIR lade | laded | laden | CHARGER lay | laid | laid | POSER,PONDRE lead | led | led | MENER lean * | leant /leaned | leant /leaned | S'APPUYER leap * | leapt /leaped | leapt /leaped | SAUTER learn * | learnt/learned| learnt/learned| APPRENDRE leave | left | left | LAISSER, QUITTER lend | lent | lent | PRETER let | let | let | LAISSER, PERMETTRE lie | lay | lain | ETRE COUCHE light * | lit /lighted | lit /lighted | ALLUMER, ECLAIRER lose | lost | lost | PERDRE make | made | made | FAIRE,FABRIQUER may | might | ::::: | POUVOIR mean | meant | meant | SIGNIFIER meet | met | met | RENCONTRER melt * | melted | molten /melted| FONDRE mistake | mistook | mistaken | MAL COMPRENDRE mow | mowed | mown | TONDRE must | had to | had to | DEVOIR ought to | ought to | ::::: | DEVOIR outdo | outdid | outdone | DEPASSER

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Pupils’ Corner

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Helping Hand

Irregular English Verbs and their French translation (Rihab Milli 2nd Arts2) overcome | overcame | overcome | TRIOMPHER overhang | overhung | overhung | SURPLOMBER pay | paid | paid | PAYER plead | pled/pleaded | pled/pleaded | PLAIDER put | put | put | METTRE quit | quit | quit | QUITTER read | read | read | LIRE rend | rent | rent | DECHIRER ride | rode | ridden | CHEVAUCHER ring | rang | rung | SONNER rise | rose | risen | SE LEVER rot * | rotted | rotten | POURRIR run | ran | run | COURIR saw | sawed | sawn | SCIER say | said | said | DIRE see | saw | seen | VOIR seek | sought | sought | CHERCHER sell | sold | sold | VENDRE send | sent | sent | ENVOYER set | set | set | POSER, FIXER sew | sewad | sewn | COUDRE shake | shook | shaken | SECOUER shall | should | ::::: | DEVOIR, FALLOIR shear | sheared | shorn | CISAILLER shed | shed | shed | PERDRE, JETER shine | shone | shone | BRILLER shoe | shod | shod | CHAUSSER shoot | shot | shot | TIRER show | showed | shown | MONTRER shrink * | shrank | shrunk / *en | RETRECIR shut | shut | shut | FERMER

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Pupils’ Corner

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Helping Hand

Irregular English Verbs and their French translation (Rihab Milli 2nd Arts2) sing | sang | sung | CHANTER sink | sank | sunk | SOMBRER sit | sat | sat | S'ASSEOIR slay | slew | slain | TUER sleep | slept | slept | DORMIR slide | slid | slid | GLISSER sling | slung | slung | LANCER, JETER slit | slit | slit | FENDRE smell * | smelt /smelled| smelt /smelled| SENTIR smite | smote | smitten | FRAPPER sneak | snuck/sneaked | snuck/sneaked | ENTRER A LA DEROBEE sow * | soud | sown /sowed | SEMER speak | spoke | spoken | PARLER speed * | sped /speeded | sped /speeded | SE PRESSER spell * | spelt /spelled| spelt /spelled| EPELER spend | spent | spent | DEPENSER spill * | spilt /spilled| spilt /spilled| RENVERSER spin | spun | spun | TOURNER RAPIDEMENT spit | spat | spat | CRACHER split | split | split | FENDRE, SCINDER spoil * | spoilt | spoilt | GATER spread | spread | spread | ETENDRE spring | sprang | sprung | BONDIR stand | stood | stood | ETRE DEBOUT steal | stole | stolen | DEROBER stick | stuck | stuck | COLLER sting | stung | stung | PIQUER stink | stank | stunk | PUER strew * | strewed | strewn/strewed| REPENDRE stride | strode | stridden | AVANCER vite

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Pupils’ Corner

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Helping Hand

Irregular English Verbs and their French translation (Rihab Milli 2nd Arts2) strike * | struck | struck/*icken | FRAPPER string | strung | strung | FICELER strive | strove | striven | S'EFFORCER swear | swore | sworn | JURER sweat | sweat/sweated | sweat/sweated | SUER sweep | swept | swept | BALAYER swell * | swelled | swollen /*lled| GONFLER, ENFLER swim | swam | swum | NAGER swing | swung | swung | BALANCER take | took | taken | PRENDRE teach | taught | taught | ENSEIGNER tear | tore | torn | DECHIRER tell | told | told | DIRE think | thought | thought | PENSER thrive | thrived | thrived | PROSPERER throw | threw | thrown | JETER thrust | thrust | thrust | POUSSER FORT tread * | trod | trodden /trod | MARCHER undergo | underwent | undergone | SUBIR understand | understood | understood | COMPRENDRE undertake | undertook | undertaken | ENTREPRENDRE upset | upset | upset | RENVERSER wake * | woke /waked | woken /waked | REVEILLER wear | wore | worn | PORTER weave | wove | woven | TISSER wed | wedded/wed | wedded/wed | EPOUSER weep | wept | wept | PLEURER wet * | wet /wetted | wet / wetted | MOUILLER will | would | ::::: | VOULOIR win | won | won | GAGNER

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Pupils’ Corner

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Helping Hand

Irregular English Verbs and their French translation (Rihab Milli 2nd Arts2) wind | wound | wound | TOURNER withdraw | withdrew | withdrawn | RETIRER work * | worked/wrought| worked/wrought| TRAVAILLER wring | wrung | wrung | TONDRE write | wrote | written | ECRIRE * ces verbes peuvent avoir une variante régulière.

Pour les verbes dérivés d'un autre, tels : -TO MISTAKE, TO UNDERTAKE, TO OVERTAKE … voir TO TAKE -TO BEFALL voir TO FALL -TO BESET voir TO SET -TO UNDO ou REDO voir TO DO

The end

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Teachers’ Corner

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Paying Tribute to Chebbi

Centenary celebration of Tunisian poet Aboul El Kacem Chebbi

In 2009 Tunisia celebrated the centenary of its greatest poet, Abou El Kacem Chebbi whose premature death in 1934 at the age of 25, orphaned Tunisian poetry but also enabled the poet’s inspired work, to acquire a posthumous universal audience.

Born in 1909 near Tozeur, Abou El Kacem Chebbi devoted most of his short life to his art, unafraid to shock his contemporaries and dispel traditional and often bigoted conceptions of culture, at a time when Tunisia was witnessing the emergence of a movement of reformist ideas in art, teaching, equality between the sexes, the importance of national identity, the rise of trade unionism and the importance of heritage.

Following his graduation from the law department of Ezzitouna University in 1931, Chebbi quickly developed his own exceptional creativity and verse which made him the poet of life and of the will to live. Using romanticism as a springboard he honed his lyrical vein, among the palm trees and vast desert stretches of his native Tozeur. His legacy includes his magisterial collection of poems, “Songs of life”, and among them, the lyrics of Tunisia’s national anthem.

In 2009 the Ministry of Culture and Heritage Preservation, will remember the poet and celebrate his work through a range of nationwide cultural events which include poetry readings and contests , conferences, documentaries and concerts.

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Teachers’ Corner

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Paying Tribute to Chebbi

Defenders of the Homeland (Humat Al-Hima ) Humat Al-Hima ( HIJK‫ة ا‬NIODefenders of the Homeland) is the national anthem of Tunisia since November 1987.

The text was written by Mustafa Sadiq Al-Rafi'i and AboulQacem Echebbi. The music was composed by Mohammed Abdelwahab.

O defenders of the Nation, hasten to the meeting of glory!

We are ready to die, if it is necessary, die so that our country will live!

Our blood in our veins urges us.

There is nobody in our country who refuses to be in the ranks of its soldiers!

We are bound together by our oath of fidelity.

We will live on her soil in dignity or we will die, for her, in glory.

Be master of your destiny, o my country, and be happy!

Because it is not worth to live without being master of your sovereignty My boiling blood and all the wealth I possess, I am ready to sacrifice it for my country and my people.

Glory to you, Tunisia! Greatness of your people, remain forever proud!

Look at your children launching out, such as lions, In assault on the enemy on the day of the battle Our heritage, among the nations, is the strength of our arms, the arms as hard as the rock of

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Teachers’ Corner

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Paying Tribute to Chebbi

Defenders of the Homeland (2) (Humat Al-Hima )

these imposing buildings And which hold high the banner of the country.

This banner makes us proud, and it is proud to be carried by us.

Arms that bring us towards the highest tops Of glory and greatness And which guarantee the realisation of our ambitions Which will bring misfortune to the enemies of our Fatherland But who are peaceful with all those who want peace.

When the people wants to live, destiny must surely respond Darkness will disappear, chains will certainly break Vzhdm ayzY bk‫ا‬d‫ﺱ‬ e \‫ا‬ Vgw l‫ه‬V Y ‫ و‬w l‫ه‬V v Wz\‫ وا‬Ze e\ V ‫ آ‬Vztm ‫و‬

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^` t\ ^` ‫ش‬Vk ‫و‬

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Teachers’ Corner

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Paying Tribute to Darwich

Not to Forget Mahmoud Darwish (1) The Palestinian Poet

Mahmoud Darwish was born on March 13, 1942 in Al Birweh, Palestine, into a land-owning Sunni Muslim family. During the establishment of the State of Israel in 1948, his village was destroyed and his family fled to Lebanon. They returned the following year, secretly re-entering Israel.

As a young man, Darwish faced house arrest and imprisonment for his political activism and for publicly reading his poetry. He joined the official Communist Party of Israel, the Rakah, in the 1960s. In 1970, he left for Russia, where he attended the University of Moscow for one year, and then moved to Cairo. He lived in exile for twenty-six years, between Beirut and Paris, until his return to Israel in 1996, after which he settled in Ramallah in the West Bank.

Considered Palestine's most eminent poet, Darwish published his first collection of poems, Leaves of Olives, in 1964, when he was 22. Since then, Darwish published approximately thirty poetry and prose collections which have been translated into more than twenty-two languages. Some of his more recent poetry titles include:

The Butterfly's Burden (Copper Canyon Press, 2006), Unfortunately, It Was Paradise: Selected Poems (2003), Stage of Siege (2002), The Adam of Two Edens (2001), Mural (2000), Bed of the Stranger (1999),Psalms (1995), Why Did You Leave the Horse Alone? (1994), The Music of Human Flesh (1980).

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Teachers’ Corner

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Paying Tribute to Darwich

Not to Forget Mahmoud Darwish (2) The Palestinian Poet

About Darwish's work, the poet Naomi Shihab Nye has said, "Mahmoud Darwish is the Essential Breath of the Palestinian people, the eloquent witness of exile and belonging, exquisitely tuned singer of images that invoke, link, and shine a brilliant light into the world's whole heart. What he speaks has been embraced by readers around the world—his in an utterly necessary voice, unforgettable once discovered."

His awards and honors include the Ibn Sina Prize, the Lenin

Peace Prize, the 1969 Lotus prize from the Union of AfroAsian Writers, France's Knight of Arts and Belles Lettres medal in 1997, the 2001 Prize for Cultural Freedom from the Lannan Foundation, the Moroccan Wissam of intellectual merit handed to him by King Mohammad VI of Morocco, and the USSR's Stalin Peace Prize.

Darwish died on August 9, 2008, in Houston, TX, after complications from heart surgery.

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Teachers’ Corner

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Paying Tribute to Darwich

Not to Forget Mahmoud Darwish (3) Passport

QRSK‫از ا‬UV

They did not recognize me in the shadows That suck away my color in this Passport And to them my wound was an exhibit For a tourist Who loves to collect photographs They did not recognize me, Ah . . . Don't leave The palm of my hand without the sun Because the trees recognize me All the songs of the rain recognize me Dont' leave me pale like the moon! *** All the birds that followed my palm To the door of the distant airport All the wheatfields All the prisons All the white tombstones All the barbed boundaries All the waving handkerchiefs All the eyes were with me, But they dropped them from my passport

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Teachers’ Corner

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Paying Tribute to Darwich

Not to Forget Mahmoud Darwish (4) Passport

QRSK‫از ا‬UV

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ْ Oy WXK‫ ا‬Q \Np^K‫ ا‬b ‫آ‬ i ^ K‫ر ا‬N IK‫ب ا‬N} H k HR‫آ‬ ،tI K‫ل ا‬U O ‫آ‬ ،ِ‫ن‬U~SK‫آ ا‬ K‫ر ا‬U K‫آ ا‬ ،ِ‫ود‬iJK‫آ ا‬ ،ْ OَUK WXK‫د_ ا‬NjIK‫آ ا‬ ِ‫ن‬U ^K‫آ ا‬ HORIZONS

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Teachers’ Corner

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Paying Tribute to Darwich

Not to Forget Mahmoud Darwish (5) Passport

QRSK‫از ا‬UV ` j K ،W^g ]N‫آ‬

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Teachers’ Corner

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Selected Poems

Poem for Gaza

by Michael Rosen

In Gaza, children, you learn that the sky kills and that houses hurt.

You learn that your blanket is smoke and breakfast is dirt.

You learn that cars do somersaults clothes turn red, friends become statues, bakers don’t sell bread.

You learn that the night is a gun, that toys burn breath can stop, it could be your turn.

You learn: if they send you fire they couldn’t guess: not just the soldier dies it’s you and the rest.

Nowhere to run, nowhere to go, nowhere to hide in the home you know.

You learn that death isn’t life, that air isn’t bread, the land is for all.

You have the right to be Not Dead.

You have the right to be Not Dead.

You have the right to be Not Dead.

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Teachers’ Corner

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Selected Poems

WE WILL NOT GO DOWN A song composed by Michael Heart for GAZA A blinding flash of white light Lit up the sky over Gaza tonight People running for cover Not knowing whether they’re dead or alive They came with their tanks and their planes With ravaging fiery flames And nothing remains Just a voice rising up in the smoky haze We will not go down In the night, without a fight You can burn up our mosques and our homes and our schools But our spirit will never die We will not go down In Gaza tonight Women and children alike Murdered and massacred night after night While the so-called leaders of countries afar Debated on who’s wrong or right But their powerless words were in vain And the bombs fell down like acid rain But through the tears and the blood and the pain You can still hear that voice through the smoky haze We will not go down In the night, without a fight You can burn up our mosques and our homes and our schools But our spirit will never die We will not go down In Gaza tonight

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Pupils’ Corner

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Selected Poems

What is best said about...

Friends

Thank You, Friend

Thank you, friend, for all the things That mean so much to me-For concern and understanding You give abundantly.

Thanks for listening with your heart; For cheering me when I'm blue; For bringing out the best in me; And just for being you.

Thanks for in-depth conversation That stimulates my brain; For silly times we laugh out loud; For things I can't explain.

For looking past my flaws and faults; For all the time you spend; For all the kind things that you do, Thank you; thank you, friend.

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Pupils’ Corner

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Selected Poems

What is best said about...

Friendship The Beauties Of Friendship

by Samuel Francis Wooland.

"A Friend" The first person who comes in when the whole world has gone out.

A bank or credit on which we can draw supplies of confidence, counsel, sympathy, help and love.

One who combines for you alike the pleasures and benefits of society and solitude.

A jewel whose luster the strong acids of poverty and misfortune cannot dim.

One who multiplies joys, divides grief, and whose honesty is inviolable.

One who loves the truth and you, and will tell the truth in spite of you.

The triple alliance of the three great powers, Love, Sympathy, and Help.

A watch which beats true for all time, and never "runs down."

A permanent fortification when one's affairs are in a state of siege.

One who to himself is true, and therefore must be so to you.

A balancing pole to him who walks across the tight rope of life.

The link in life's long chain that bears the greatest strain.

A harbor of refuge from the stormy waves of adversity.

One who considers my need before my deserving.

The jewel that shines brightest in the darkness.

A stimulant to the nobler side of our nature.

A star of hope in the clouds of adversity.

A diamond in the ring of acquaintance.

A volume of sympathy bond in cloth.

Friendship-one soul in two bodies.

An insurance against misanthropy.

One truer to me than I am myself.

One who understands our silence.

A link of gold in the chain of life.

The essence of pure devotion.

The sunshine of calamity.

A second right hand.

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Pupils’ Corner

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Selected Poems

What is best said about...

Caring Teacher

Number One Teacher I'm happy that you're my teacher; I enjoy each lesson you teach.

As my role model you inspire me To dream and to work and to reach.

With your kindness you get my attention; Every day you are planting a seed Of curiosity and motivation To know and to grow and succeed.

You help me fulfil my potential; I'm thankful for all that you've done.

I admire you each day, and I just want to say, As a teacher, you're number one!

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Pupils’ Corner

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Selected Poems

What is best said about...

Mothers Super Mom Mom, you're a wonderful mother, So gentle, yet so strong.

The many ways you show you care Always make me feel I belong.

You're patient when I'm foolish; You give guidance when I ask; It seems you can do most anything; You're the master of every task.

You're a dependable source of comfort; You're my cushion when I fall.

You help in times of trouble; You support me whenever I call.

I love you more than I can express; You have my total respect.

If I had my choice of mothers, You'd be the one I'd select!

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Pupils’ Corner

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Selected Poems

What is best said about...

Motivation

Find Your Thankful Self Sometimes you feel you're nothing at all, And that's all you'll ever be.

You study all your defects; An empty life is all you see.

Instead of looking at what you haven't got, Seeing only what you lack, Focus on your blessings, And get right back on track.

There are many good things about being you; Count them one by one.

Your life has lots of comforts, While others, they have none.

Many people have it much, much worse Yet they have happiness.

They take joy in little things They're thankful, though they have less.

Lift your spirits up right now; Get out of that depression.

Find your thankful self, And give it full expression.

Find the joy in little things; Focus on fun and laughter.

See life's blessings all around, And live happily ever after!

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Pupils’ Corner

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Selected Poems

What is best said about...

Care

I’m sending this to let you know I think of you each day, And pray for your recovery, Hoping soon you’ll be okay.

You’re going through a lot right now; You’re treatments can be trying; Remember while you do them It’s your problem you’re defying.

Hold on to your positive attitude, And when things get hard to bear, Know that I am here for you; Remember that I care.

And when you’re well and flourishing, Look back and realize, You learned what you were made of; That’s a reward that satisfies!

I believe in you; you can do it!

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Picture & Comment

Picture and Comment…(1)

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Picture & Comment

A Black Man In The White House

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Picture & Comment

Life and Money Problems

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Picture & Comment

Education

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Picture & Comment

Jokes

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Artistic work

This is the work of Aymen Khalfallah 2 Arts2. Some of these paintings were exhibited in Nabel’s youth houses. A work done on ceramics.

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Pupils’ Corner

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Artistic work

This is the work of Aymen Khalfallah 2 Arts2. Some of these paintings were exhibited in Nabel’s youth houses. A work done on ceramics

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Pupils’ Corner

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Stretching Pens

21st Century Cinderella

Written by Sabrine Laribi 2nd Arts2

Cinderella is a kind girl.

She is living with her step mother Maria and her two daughters.

She is maltreated. She cleans and cooks and does the house chores day and night. She doesn’t have time to prepare her homework. One day, Ricky Martin, the famous singer sent an email to the schoolgirls in is Summer Hill school.

He invited all of them to a dance party. Maria bought new designer clothes for her daughters. Her eyes were shining with excitement. “May be Ricky will fall in love with one of her daughters and marry her. A lot of money will come with that engagement. I will be rich”, she says. Cinderella could not check her mail. She asked her friend to check the mail for her. But Ricky took all the e-mails from school and didn’t neglect anyone.

Maria sent her daughters to the beautician and bought them an expensive perfume. Cinderella was asked to wash the dishes. She couldn’t finish before 9 p.m. She felt sad. “If mum was alive, she wouldn’t keep me here”, she complained.

Jane, Cinderella’s friend is a caring girl. She borrowed her sister’s dress and gave it to Cinderella. The dress fitted her well.

She didn’t use make up and went by taxi to Ricky Martin’s house. When the party started, all the girls started dancing to attract Martin’s attention. Cinderella was just looking. She couldn’t dance like them. But her nice shape attracted Ricky’s attention. The aim was to choose the most beautiful girl among them and dance with her. The cameraman was focusing on each girl and Ricky Martin was giving a grade. Some time later, Cinderella got the best score.

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Pupils’ Corner

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Stretching Pens

21st Century Cinderella Sabrine Laribi 2nd Arts2

She was selected as the most beautiful girl in the party. ‘She didn’t use any make up, that’s the natural beauty I like’, Ricky told his cameraman. ‘I will declare the results at the end of the party and show the picture of the winner in the big screen’.

All the other girls were crazy dancing and showing off. Before midnight, Cinderella ran out quickly so that her step sisters couldn’t see her. As she was not used to wearing high-heeled shoes, she fell down. Her mobile phone slipped under the sofa.

She tried to move it but it was very heavy. Seeing her trouble, Ricky went to help her but she couldn’t find her.

He collected her mobile and kept it in his pocket. At the end of the party, Ricky showed on the big screen “the winner» and asked her to come to the middle of the dancing floor. No one came. All the girls were looking at each other jealous of this unknown princess. The step sisters didn’t recognize the beautiful girl on the screen. They had never seen Cinderella wearing beautiful clothes. The rags they didn’t wear anymore. The face was familiar to them. The earrings were not. The dress was not.

Ricky apologized for all of them and insisted to dance only with that girl.

Cinderella arrived home safe. She came in through the window. Her stepmother didn’t realize what happened. Cinderella slept earl because she had a lot of work to do the next day.

When the two daughters arrived, the mother wanted to know if one of them charmed Ricky. She dreamt of the fortune she could get. The two girls were upset and angry. “He chose another beautiful girl”, they told their mother. But she was not there to dance with him.

Ricky knew what to do. He went to the telecom and inquired about the holder of that number. He knew everything about Cinderella. He contacted her friend and knew her miserable life with her step mother.

Few days later, a luxurious Rolls Royce stopped in front Maria’s house. Ricky was there. When he came in, Cinderella was making up the beds. When she saw him, she knew that her life was going to change.

Do you see? You can see Cinderella in 21st century. She is not as innocent as the old one. To survive, she can be tricky. She is also using modern technology to contact her lover.

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Pupils’ Corner

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Stretching Pens

Adult Education

Wafa Berrachedi 4th Maths1 In the highly competitive world we live in, education is the sharp edge needed to succeed and achieve our goals. Therefore, everyone should have the right to be educated. In fact, nowadays all youngsters are receiving a valuable education. However, the statistics show that illiteracy still prevailing in our society among adults.

First of all, we have to admit that education is not limited by age. As a result, we should give a second chance to those who couldn’t attend school, who didn’t have the opportunity to study when they were young, who didn’t have the means to get a proper education. Added to that, adult education is an urgent necessity. We live in a world where illiterate people suffer. Can you imagine how hard their life could be?

Shouldn’t we put an end to their pain and help them get out of the darkness? Governments hold the key. Building open universities for adults is the best way to provide them with education. Moreover, Internet access should be given to everyone.

In this way, they can sign up in virtual schools and can get any type of education they want to. Under these circumstances, illiteracy will vanish from our society. I mean, couldn’t we shift to the standards of developed countries? Adult education can help our country rise and face challenges. If we educate our population, no one can stop us. We can do anything with education.

Eventually, we have to value more adult education.

It is a very important issue that may be our way out of poverty, hunger and illiteracy. With all these benefits, no one can question adult education as one of the most important assets today. However, unless the person receiving the education values it, it won’t be useful.

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Pupils’ Corner

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Stretching Pens

A whisper to a friend

By Raoua A. Larousse 4th Maths1

You say you can’t describe your feelings anyway We’re simple friends you would love to say Let’s give it a try Before you finally say good bye?

You can find friends anywhere But really true friends are rare Ask your heart and see If there is still some something for me

Whatever type of friend you would like to be Deep down you know you’re still dear to me Let me say it straight away If you’re faithful, to me your heart will sway

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Pupils’ Corner

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Stretching Pens

Heartbroken

By Shaima B.Ch.Brahim 2nd Arts2

My heart was thumping for you My spirit was all for you My dreams were sweet with you My mind was charmed by you You broke my heart when I loved you You left me when I needed you How can the broken heart beat?

How can it make dreams sweet?.

Days like nights are becoming dark Time slows down and clocks stop to work I don’t know if I am still alive But love will certainly help me survive

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Pupils’ Corner

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Web Quest

How Wise People See Life Collected by 1st Sec Students

We make a living by what we get, we make a life by what we give.

Winston Churchill The purpose of life is a life of purpose.

Robert Byrne Life is like a coin. You can spend it any way you wish, but you only spend it once.

Lillian Dickson Life is the sum of all your choices.

Albert Camus Life is a ticket to the greatest show on earth.

Martin H. Fischer Life is the flower for which love is the honey.

Victor Hugo Everything has been figured out, except how to live.

Jean-Paul Sartre All the world's a stage, And all the men and women merely players; They have their exits and their entrances; And one man in his time plays many parts, His acts being seven ages...

William Shakespeare

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Pupils’ Corner

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Web Quest

What people think of friendship

Collected by Shaima B.Ch.Brahim 2nd Arts2

"True friendship is like sound health; the value of it is seldom known until it be lost."

Charles Caleb Colton

"Each friend represents a world in us, a world possibly not born until they arrive, and it is only by this meeting that a new world is born."

"A real friend is one who walks in when the rest of the world walks out."

"A friend is someone who is there for you when he'd rather be anywhere else."

"A friend is someone who knows the song in your heart, and can sing it back to you when you have forgotten the words."

lieve in yourself."

"A friend is one who believes in you when you have ceased to be-

"Don't walk in front of me, I may not follow.

Don't walk behind me, I may not lead.

Walk beside me and be my friend."

"Every person is a new door to a different world."

"Your friend is the man who knows all about you, and still likes you."

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Pupils’ Corner

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Web Quest

What people think of friendship

Collected by Shaima B.Ch.Brahim 2nd Arts2

"Friends are the most important ingredient in the recipe of life."

"Treat people as if they were what they ought to be and you help them to become what they are capable of being."

-Goethe "Friendship: a building contract you sign with laughter and break with tears."

"No soul is desolate as long as there is a human being for whom it can feel trust and reverence."

- George Eliot "It is a sweet thing, friendship, a dear balm, A happy and auspicious bird of calm..."

- Shelly "The making of friends, who are real friends, is the best token we have of a man's success in life."

- Edward Everett Hale

HORIZONS

Designed and Compiled by Abdelmalek Hadji

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Pupils’ Corner

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The Lighter Side

SMS makes life fun

Collected by 2nd Arts2

Coin A coin is easy to earn, a friend is hard to find. The coin depreciates but a friend appreciates. I lost a coin when I smsed u, but it's okay because I got u.

Open My Heart If you open my heart, guess what u r gonna see? It's U. True friends are hard to find so I kept u.

I'll B There 4 U When ur down, I'll be there to cheer u up. When ur tired, I'll be there to lift u up. I'll be ur friend no matter what!

One Friend 1 tree can start a forest, one smile can start a friendship. 1 touch can show u care, one friend can make life worth living 4.

Diamonds True friends are like Diamonds... they are real & rare. False friends r like leaves... they r scattered everywhere.

Like a Computer A good friend is like a computer; me 'enter' ur life, 'save' u in my heart, 'format' ur problems, 'shift' u 2 opportunities & never 'delete' u from my memory!

Happy Birthday wishing u a day soft as silk..... white as milk..... sweet as honey & full of money. may all ur dreams come true....

HAPPY BIRTH DAY Happy New Year Nights are Dark but Days are Light, Wish your Life will always be Bright.

So my Dear don't get Fear Coz, God Gift us a "BRAND NEW YEAR". *HAPPY NEW YEAR 2009*

HORIZONS

Designed and Compiled by Abdelmalek Hadji

60

Pupils’ Corner

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The Lighter Side

Fun With English (1) BRAIN TEASERS (See last page for clues)

1) What vehicle is spelled the same backwards and forwards? ……………………………..

2) What building has the most stories? ……………………………..

3) What flowers do you always wear? ……………………………..

4) What's the difference between a jeweler and a jailer? ……………………………..

5) What occurs once in a minute, twice in a moment and never in a thousand years? ……………………………..

6) What is so fragile even saying its name can break it? ……………………………..

7) Why won't bikes stand up by themselves? ……………………………..

8) Why is six afraid of seven? ……………………………..

9) What is full of holes but still holds water? ……………………………..

10) How could all of your cousins have an aunt who is not your aunt? ……………………………..

11) A man says, "Brothers and sisters, have I none, but that man's father is my father's son." Who is he pointing at? ……………………………..

12) Eskimos are very good hunters, but they never hunt penguins. Why not? ……………………………..

HORIZONS

Designed and Compiled by Abdelmalek Hadji

61

Teachers’ Corner

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The Lighter Side

Fun With English (2)

Tongue Twister 1-The great Greek grape growers grow great Greek grapes 2-Four furious friends fought for the phone.

3-She saw Sheriff's shoes on the sofa. But was she so sure she saw Sheriff's shoes on the sofa?

4-How many cookies could a good cook cook if a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies.

5-One-one was a race horse.

Two-two was one too.

One-one won one race.

Two-two won one too.

6-I scream, you scream, we all scream for ice-cream!

7-If Stu chews shoes, should Stu choose the shoes he chews? I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.

8-How can a clam cram in a clean cream can?

9-I saw Susie sitting in a shoe shine shop. Where she sits she shines, and where she shines she sits.

10-A quick witted cricket critic.

11-Peter Piper picked a peck of pickled peppers.

A peck of pickled peppers Peter Piper picked.

HORIZONS

Designed and Compiled by Abdelmalek Hadji

Designed and Compiled by Abdelmalek Hadji Sponge

9)

Because seven eight (ate) nine

8)

Because they are two-tired (too tired)

7)

Silence

6)

The letter M

5)

A jeweller sells watches and a jailer watches cells

4)

Two lips

3)

The library

2)

Racecar

1)

HORIZONS

10) Your mom is their aunt

11) My father’s son= himself as he is unique, so he is pointing to his son

12) Because Eskimos live at the North Pole and penguins live at the South Pole

Clues to brain teasers Fun With English (3) Teachers’ Corner

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The Lighter Side

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