HORIZONS2

DRE DRE DRE DRE–––– Nabeul Dar Chabaane Secondary School Nabeul Dar Chabaane Secondary School Nabeul Dar Chabaane Secondary School Nabeul Dar Chabaane Secondary School English Magazine April English Magazine April English Magazine April English Magazine April, , , , 2010201020102010 -------- Issue Issue Issue Issue 2222

Designed and compiled by: Abdelmalek Hadji 2009/2010

HORIZONS Designed and Compiled by Abdelmalek Hadji

2

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


3

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 be-tween teachers and students. The second issue is the fruit of a joint effort of students and teachers in 7th Nov Secondary School of Dar Cha- baane.

The new orientation in this issue is fo-

cused on group work. The rubric ‘A HELP-ING HAND’ has taken a ‘peer-to-peer’ tinge where students rec- ognise their own needs, do the work and then pass it on to their schoolmates. ‘Sharing’ is a lofty feel-ing we would like our students to possess at school.

We also wanted the magazine to

take a larger perspective and reflect the cul-tural life outside the school boundaries. For that, we added the rubric ‘Paying tribute to…’ and devoted it to both Aboulkacem Chebbi and Mahmoud Dar-wich.

The content of the magazine was left

to participants’ discre- tion. It included pedagogical, curricular and extra-curricular topics.

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


4

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 beginning-

of-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 wis-dom. We are waiting for you at the gate of the next HORI-ZONS. But will you be there? We are sure you will. Regards, ELT INSPECTOR Mahmoud Melki


5


6

Teachers’ Corner - - - Teaching Concerns

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 blunts, listening to the news and playing spades while talking badly about the stu-dents. Aside from that, though, it's an im- possible job. They're chronically underpaid, disrespected, un-dermined on both sides by parents and admini-stration, and quite frankly, they have to deal with your unruly kids. Long gone are the days when a parent 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 disrup-tive 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 un-willing or incapable of performing this basic and most impor-tant 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.

What An Angry Teacher says... (1) A-H


7


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 con-sidered 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?!

What An Angry Teacher says... (2) A-H


8


What do teachers make? Stories like this one have appeared all over the internet. This one is simi-lar 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 high-powered CEO and quite a wealthy man. Perhaps too much wine was served with dinner or perhaps it was just the father's per-sonality, 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 pro-duction 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.

Teachers make a difference (1) A- H


9


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 peo-ple 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 stu-dents... what do YOU make?"

Teachers make a difference (2) A- H


10


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 stu-dents are the Auditory Learning Style, the Visual Learn-ing 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 understand-ing? 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 some-thing in order to learn about it. Do you learn best when you can move about and handle things?

Your Preferred Learning Style (1) A-H


11


Do you do well in classes in which there is a lab compo-nent? Do you learn better when you have an actual ob-ject 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 when-ever 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.

Your Preferred Learning Style (2) A-H

Use all of them


12

Teachers’ Corner - - - Helping Hand

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 pre-

fix to it. *Examples: remove, triangle, misspell While some of these rules have exceptions, learning and using them will help you spell correctly many words.

Useful Spelling Rules A-H


13


Writing is an important form of communica-tion. Good writers use different writing tech-niques 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 charac-ters, 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 some-thing is right, wrong, or in between. Editorials, letters to the editor in newspapers and magazines, and the text for a politi-cal speech are examples of persuasive writing.

Writing Techniques (1) A-H


14


5. Comparison and Contrast Through comparison and contrast, a writer points out the simi-larities 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 com-parison 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 pre-sented 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 teach-ers when they write essay test items. The meaning of each direc-tion word is provided and is followed by an example of an es-say 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.



15


Contrast – Contrast tells you to show how two or more things are different. Contrast the Republican and De-mocratic 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 characteris-tics 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.



16


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



17

Pupils’ Corner - - - Helping Hand

Mnemonics help us learn lists of things and help us re-member spelling, difficult words…Here are some exam-ples 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 Lei-sure.

-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, ad-dition and subtraction ) 5) Order of adjectives in English (Opinion -Dimension –Age- Shape- Colour- Origin –Material- Purpose )

In my nice big flat

There's an old round box For my green Swiss hat

And my woolly walking socks.

Acronyms as mnemonics Prepared by 2nd Arts2

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


18


The basic types of adjectives

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

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...

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 some-thing or someone is. Examples: ancient, new, young, old

Shape A shape adjective describes the shape of some-thing. 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")


19


Basic types of adjectives & their order (2) Prepared by 4th Sec students

O

pin

ion

S

ize

Ag

e S

hap

e C

olou

r O

rig

in

Mat

eria

l P

urp

ose

a si

lly

yo

un

g

Eng

lish

m

an

a

hu

ge

ro

un

d

met

al

b

owl

a

smal

l

re

d

slee

pin

g b

ag


20


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

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


21


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

Irregular English Verbs and their French translation (Rihab Milli 2nd Arts2)


22


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



23


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



24


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



25


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 DE-ROBEE

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



26


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



27


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



28

Teachers’ Corner - - - Paying Tribute to 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 po-

etry 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 contem-

poraries 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 be-

tween 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 excep-

tional 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 magiste-

rial 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.

Centenary celebration of Tunisian poet Aboul El Kacem Chebbi


29


Humat Al-Hima ( HIJKة اNIO Defenders of the Homeland) is the national anthem of Tunisia since November 1987. The text was written by Mustafa Sadiq Al-Rafi'i and Aboul-Qacem Echebbi. The music was composed by Mohammed Ab-delwahab.

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

We are ready to die, if it is necessary, die so that our coun-try 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 for-ever 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

Defenders of the Homeland (Humat Al-Hima )


30


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 Father-land

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

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

VWXة ا\]VWX VY ZWة ZW[\ا

هdWeا هdWeا \bcW ا\a`ــ^

Vghروk lm noرp bq\ ا\V`bء

^sd\ا Vt[Y ت وdWv تdWv

Vهbkرw واتVWx\و اby\

Vzvراtv {kاd|\رم اy\

Vهbc` Z\إ �vd� ak Z\إ

VzvV�� ل ا\��د وVر�

` �vd� lm شVk �mVzvVo

` �t\ ^` شVk و�Vهbg�

Vهbzk Zek Vt[v ت وdWv

VtXة ا\�رام و `dت ا\��Vم

ور�Vg ا\dxاtw bk^ ا�`�

d�pرا d�pرا آ�zا ا\�Vgء

Vzhdm ayzY bkاdس�e�\ا

lهV�Y و �w lهV�vVgw

�Wz\وا Ze�e\ Vآ� Vztm و

�tg\ نVW� Vztm وZgW\ا

�vd� اءbk� Vztm و�qv

VvdW\Vس ^W\ Vztm و ا\�xم

إذا ا\�� V`dY أراد ا\]Vtة

�tcyxY أن bw �m ا\bqر

lecgY أن �te\ bw و�

و� btqe\ bw أن x�gYــر


31

Teachers’ Corner - - - Paying Tribute to Darwich

Mahmoud Darwish was born on March 13, 1942 in Al Birweh, Pales-tine, into a land-owning Sunni Mus-lim 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 ex-ile for twenty-six years, between Beirut and Paris, until his re-turn 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 po-etry 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).

Not to Forget Mahmoud Darwish (1) The Palestinian Poet


32


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, exqui-

sitely 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 Afro-

Asian 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 com-

plications from heart surgery.


33


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

Not to Forget Mahmoud Darwish (3)

Passport QRSKاز اUV


34




WXKل اZ[Kا W\ W]U\Q^_ `K

QRSKاز اUV W\ W]UK bcXId

NfQ^g `هijk WOQV نNوآ

qIV rs^_ tuNSK اUpKر

vw ،W]U\Q^_ `K ...WآQXd y

،{I| Z} WRآ

Q~sKن ا�

Wj\Q^_...

Q�IKا W]Nآ� أ� Wj\Q^d

QI�KNآ N�ON| Wjآ�QXd y!

��Oy WXKا Q�\Np^Kا bآ�

i�^�Kر اN�IKب اN} H�k HRآ

،tI�Kل اU�O آ�

آ� اU~SKن،

��Kر اU��Kآ� ا

آ� اiJKود،

،�OUK WXKد_� اNjIKآ� ا

آ� اU�^Kن


35




`�j�K ،W^g �]Nآ

QRSKاز اUV �g NهUأس�� i�

Nkر �g اyس`، �g اNIX]yء ؟

\Qd W{� ر{��i�KN} N�X_�؟

:أ_Uب صNح اU�Kم �gء اNISKء

��dQg ةQ�k W]U�^~d y

WdدNس N_ !ءN�� _N سNدWd ا�[

N�Iاس �k رN~|ا ا�UK�Sd y

N�gأ �k نN_دUKا اUK�Sd y

��rsj_ WX س�� اN��KءV �g

Q�jKء اNg q�j_ يi_ �gو

WX�SjV... آ� ��Uب اNjKس

QRSKاز اUV Wjk اU��SX�\


36

Teachers’ Corner - - - Selected Poems

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.



Poem for Gaza by Michael Rosen


37

Teachers’ Corner - - - Selected Poems

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

WE WILL NOT GO DOWN A song composed by Michael Heart for

GAZA


38

Pupils’ Corner - - - Selected Poems

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.

What is best said about... Friends


39


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.

What is best said about... Friendship


40


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!

What is best said about... Caring Teacher


41


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!

What is best said about... Mothers


42


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!

What is best said about... Motivation


43


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!

What is best said about... Care


44

Pupils’ Corner - - - Picture & Comment

.

Picture and Comment…(1)


45


A Black Man In The White House


46


.

Life and Money Problems


47


Education


48


Jokes


49

Pupils’ Corner - - - 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.


50

Pupils’ Corner - - - 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


51

Pupils’ Corner - - - Stretching Pens

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 home-work. One day, Ricky Mar-tin, 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. Cinder-ella 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 sis-ter’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 focus-ing on each girl and Ricky Martin was giving a grade. Some time later, Cinderella got the best score.

21st Century Cinderella Written by Sabrine Laribi 2nd Arts2


52


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 beauti-ful 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 win-dow. 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 an-other 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.

21st Century Cinderella Sabrine Laribi 2nd Arts2


53


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 educa-tion. However, the statistics show that illiteracy still pre-vailing 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 oppor-tunity to study when they were young, who didn’t have the means to get a proper education. Added to that, adult educa-tion 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 uni-versities for adults is the best way to provide them with educa-tion. 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 edu-cation. Eventually, we have to value more adult education. It is a very important issue that may be our way out of pov-erty, 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 val-ues it, it won’t be useful.

Adult Education Wafa Berrachedi 4th Maths1


54


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


55


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


56

Pupils’ Corner - - - Web Quest

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

How Wise People See Life Collected by 1st Sec Students


57


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

lieve in yourself." "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."

What people think of friendship Collected by Shaima B.Ch.Brahim 2nd Arts2


58


"Friends are the most im-portant 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 ca-pable 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

What people think of friendship Collected by Shaima B.Ch.Brahim 2nd Arts2


59

Pupils’ Corner - - - 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 depre-ciates 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*


60

Pupils’ Corner - - - The Lighter Side

BRAIN TEASERS (See last page for clues) 1) What vehicle is spelled the same backwards and for-wards? …………………………….. 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? ……………………………..

Fun With English (1)


61

Teachers’ Corner - - - The Lighter Side

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.


62

Teachers’ Corner - - - The Lighter Side

Clues to brain teasers


1) Racecar

2) The library

3) Two lips

4) A jeweller sells watches and a jailer watches cells

5) The letter M

6) Silence

7) Because they are two-tired (too tired)

8) Because seven eight (ate) nine

9) Sponge

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

Documents

HORIZONS2