OpenLLM-France/wikimedia huggingface dataset:
# Expressing the sense of the House of Representatives with respect to continuing human rights abuses and the conduct of Soviet military forces in Afghanistan

* related portals: Soviet Invasion of Afghanistan.
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HRES 43 IH
101st CONGRESS
1st Session
H. RES. 43 Expressing the sense of the House of Representatives with respect to continuing human rights abuses and the conduct of Soviet military forces in Afghanistan.
IN THE HOUSE OF REPRESENTATIVES
January 19, 1989 Mr. SOLOMON (for himself, Mr. PETRI, Mr. MCCRERY, Mr. LIPINSKI, Mr. DREIER of California, Mr. SMITH of New Jersey, Mr. BURTON of Indiana, Mr. COBLE, Mr. PENNY, Mr. DORNAN of California, Mr. COX, and Mr. ARMEY) submitted the following resolution; which was referred to the Committee on Foreign Affairs
RESOLUTION Expressing the sense of the House of Representatives with respect to continuing human rights abuses and the conduct of Soviet military forces in Afghanistan.
Whereas December 27, 1988, marked the 9th anniversary of the invasion of Afghanistan by the Soviet Union;
Whereas the Soviet occupation of Afghanistan has been characterized by extreme brutality and a campaign of indiscriminate violence that has taken the lives of an estimated 1,000,000 Afghans and that has displaced more than 4,000,000 others;
Whereas the 43rd Session of the General Assembly of the United Nations has found that (1) violations of human rights persist with the same frequency as in the past, (2) over 2,000 persons remain in prisons of the Soviet-supported Afghan regime for political reasons, (3) allegations of torture and ill-treatment of prisoners and disappearances of individuals continue, and (4) the economic, social, and cultural situation in Afghanistan has deteriorated and has now become critical after years of conflict; and
Whereas it is reported that Soviet military forces continue to place thousands of hard-to-detect, plastic, antipersonnel mines in areas from which they are now withdrawing: Now, therefore, be it
Resolved, That the House of Representatives--
(1) renews its condemnation of the Soviet occupation of Afghanistan, which has been conducted in a manner that violates all acceptable military standards of conduct and which contravenes all recognized principles of international law;
(2) finds the Soviet-supported Afghan regime to be equally responsible for the continuing abuses of human rights in Afghanistan;
(3) calls upon the Soviet Union to halt the further emplacement of antipersonnel mines and other lethal weapons and substances in the Afghan countryside;
(4) calls upon the Soviet Union to complete the withdrawal of all its military forces from that country by February 15, 1989;
(5) calls for the restoration of a truly independent, broad-based, and freely chosen Afghan government;
(6) calls upon the international community to keep human rights abuses in Afghanistan under close scrutiny; and
(7) renews its commitment, should the Soviet Union fail to withdraw its military forces from Afghanistan by February 15, 1989, to support the people of Afghanistan through the provision of appropriate material support.
# English for Teachers/Unit 7/Chapter 3

​Unit 7
Chapter 3
Qualifiers of Adjectives (p. 457)
He is too sick to leave the hospital.
He is so sick that he can't leave the hospital.
He is such a sick man that he can't leave the hospital.
He is well enough to leave the hospital.
I. Exchanges
A: How was the movie?
B: It was so good that I want to see it again.
A: Should we buy used books or old ones?
B: Used books are good enough.
A: Did you buy new shoes?
B: Yes, but they're so small that I can't wear them.
A: It was such a boring lecture that I fell asleep.
B: Didn't the teacher use visual aids?
A: No, I wish he had.
II. Reading
Park, Jae Min used to be a bus driver but he is not any more. He drove so badly that he had three accidents in one month. In the last accident he ran into a police car. He lost his job after that.
III. Quotation
We have modified our environment so radically that we must now modify ourselves in order to exist in this new environment.
- Norbert Wiener, The Human Use of Human Beings
V. Activity
A. Write the following vocabulary items from the Comprehensive Reading in the proper blanks in the sentences below.
* The audience was too __________ to enjoy the concert.
* __________ is an important part of anyone's life.
* He was thinking so hard that he was not __________ of the noise.
* The explanation was clear enough to __________ the meaning.
* It was such a __________ class that all students enjoyed it.
* The music was so loud that no one could __________ it.
* If he had thought about his __________ with others, he could have been successful.
* The weather is too difficult to __________.
B. List five things that:
* are fascinating
* are not easy to predict
* are so hard to ignore that you become uncomfortable
* are such important factors in forming relationships that they can't be ignored
# English for Teachers/Unit 6/Chapter 4

​Unit 6
Chapter 4
Conditional (pp. 470-471)
The conditional has three forms.
1. future-possible (if+present tense+future tense)
If I go, I will take you along.
2. present-unreal (if+past tense+might/would/could+verb)
If he bought it, we could use it.
3. past-unreal (if+past perfect+might/would/could+have+verb)
If I had gone, I might have learned something.
Note: The order of clauses may be reversed. If reversed, the comma is dropped.
I. Writing
* Find the conditional statements in the Comprehensive Reading.
* Identify which of the above three types they are.
* Rewrite, reversing the clauses.
* Change into the other two forms.
* Discuss the changes in meaning that occurred when #4 was done.
II. Dialogue
Jim: Where's Jack? Isn't he going mountain climbing with us?
Ted: He said he would go if he finished his work.
Jim: I guess he isn't finished yet.
Ted: If he had started earlier, he would have been done by now.
III. Exchanges
A: Why don't you help me?
B: I would if I could.
A: Why don't you go to Europe?
B: I would if I had the money.
IV. Writing
Using the conditional form, tell when you might do the following things.
* Learn another language.
* Make a public speech.
* Have written a book.
* Have become a middle school principal.
* Loan me some money.
V. Reading
Swim for Your Life
In August 1970, William Honeywell was a passenger on an ocean liner. At four o'clock one morning, he fell overboard. No one saw him. As he swam for his life, he watched the ship fade out of sight. Usually if someone falls overboard, they will panic and soon drown. But William remained calm. He was young and strong. He swam for eleven hours until the ship returned to pick him up.
# English for Teachers/Unit 7/Chapter 2

​Unit 7
Chapter 2
so, too, either, neither (p. 484)
John likes coffee and so does Jim.
John likes coffee and Jim does, too.
Frank doesn't like coffee, and neither does Jack.
Frank doesn't like coffee, and Jack doesn't, either.
Neither Frank nor Jack like coffee.
Either John or Jim like coffee.
I. Activity
The Comprehensive Reading in this Unit states that:
"Neither sentences nor words by themselves entirely convey meaning."
If you had to teach your students to read and understand the English word "cough", give at least five ways that you could do it.
II. Exchanges
A: The meeting is only for PTA members?
B: Yes. Teachers don't have to come and principals don't either.
A: But I think we should go anyway.
B: So do I.
A: Serving coffee would be nice.
B: But neither Ms. Park nor Ms. Shin like coffee.
A: The students don't like the book and neither do the teachers.
B: Then why are you using it?
A: It's all we've got.
A: Students like school picnics and so do the teachers.
B: Really. They give everyone a chance to play together.
III. Quotations
If we taught children to speak, they'd never learn.
- William Hull
When I use a word, it means just what I want it to mean - neither more nor less.
- Alice in Wonderland
IV. Writing
A. Based only on the first paragraph of the Comprehensive Reading, circle the following inferences that are ACCURATE and cross out the ones that are INACCURATE.
* Businessmen talk about predictable things and teachers do, too.
* Neither thinking nor learning is fascinating.
* For learning about each other, Koreans depend on language and Americans do, too.
* It is interesting to think about how we learn about others.
* Topics of conversation aren't predictable and neither are people.
* Businessmen get together and so do teachers.
* Talking to people is a good way to learn about them.
* For learning about others, Americans don't depend on language and Koreans don't either.
B. After you have decided which sentences should be circled and which ones should be crossed out, arrange the circled ones in an order that corresponds with the order in the first paragraph of the Comprehensive Reading.
# English for Teachers/Unit 8

​Unit 8
*Chapter 1 in this Unit focuses on the grammar points that are central in the Comprehensive Reading that follows. The remaining Chapters in the Unit can be seen as a review of those grammar points isolated in Units 1-8.
The Hoax
A student recently saw two workmen drilling on the road that was in front of his dormitory. They were workmen who were hired by the university. But the student telephoned the police. He informed them that two students who were dressed up as workmen were tearing up the road.
After he telephoned the police, the student went out where the men were working. He told them that a student who liked to play tricks on people might come dressed like a policeman and order them to leave. The workmen laughed and thanked the student for the information and continued to work.
A policeman soon arrived at the dormitory. He walked over to where the men were working. He explained that what they were doing was illegal and that they should leave immediately. When the workmen began to laugh, the situation, which was already bad, became worse. When the policeman became angry, one of the workmen lost his temper and threatened to call the police. The policeman pointed out, however, that this was unnecessary since they were already under arrest. When one of the workmen actually called the police, however, they all realized what had happened. They were victims of a hoax.
# English for Teachers/Unit 6/Chapter 5

​Unit 6
Chapter 5
The Subjunctive (p. 449)
If John were here, he could help us.
was
I wish I was in Polynesia.
were
Present-unreal conditional sentences and "wish + complement" sentences use the subjunctive form "were" for all three persons, singular and plural. But this usage is rapidly changing. Now even educated people use "was" instead of "were".
I. Exchanges
A: What would you do if you were a millionaire?
B: I'd buy a Rolls Royce.
A: I wish I was in Cheju-do.
B; Boy, that would be nice.
A: He wishes he were president.
B: Oh really? Why?
A: He likes power.
II. Song
I wish I were an apple.
Hanging on a tree.
And everytime sweetheart passed.
She'd take a bite of me.
"Cindy, Cindy" - American Folk Song
III. Writing
| Make short negative responses, using "I wish he | __________" |
| | wasn't wouldn't didn't couldn't |
* Mr. Kim lives far away.
* This student chews gum in class.
* My neighbor plays violin.
* He has a noisy dog.
* Korean is difficult. ​
IV. Writing
Write a paragraph about your lost ambitions.
Answer the following questions:
What do you wish you were?
What would you do if you were that?
Why?
Why aren't you that?
V. Review Reading
Adventure on the Moon
Perhaps the greatest adventure of our era was man's landing on the noon. On July 16th, 1969, the spaceship Apollo II blasted off on its 385,000 kilometer journey into space. It was a dangerous trip. If there were any problems, there could be no turning back. The astronauts themselves were ordinary men. But they were trained to survive in space and to perform many scientific experiments. Their names were Armstrong and Aldrin.
After three days, the ship touched down on the moon. Armstrong climbed down the ladder and stepped onto the noon. He said, "A small step for man. A giant leap for mankind." It was a historic moment. Man was on the moon. Aldrin followed and the two men walked and drove over the moon's barren surface. They picked up rocks to bring back to earth. They drove scientific instruments beneath the moon surface to test the soil. They planted the American flag. Then the ship took off for earth.
VI. Writing
Complete the Review Reading by writing a last paragraph.
* Pacific ocean/splashed down
* nearby/aircraft carrier
* families/friends/reunited
* happy/proud/heroes/welcome
Pretend that you have all the money and free time that you want. What kind of adventure would you like to have?
Some suggestions for things to write about:
* Describe where you would like to go.
* Tell what kinds of preparations you would make.
* Tell who you would like to travel with.
* State your purpose and how you would achieve it.
* Tell what you would do upon returning home.
# English for Teachers/Unit 7/Chapter 1

​Unit 7
Chapter 1
Sentences with 'It is.'
It is fascinating to learn.
It is fascinating for them to learn.
It is fascinating that they could learn it.
I. Exchanges
A: This game is really good.
B: Yes, it's too bad that John couldn't be here.
A: Everyone missed you at the meeting.
B: I'm sorry, but it was impossible for me to come.
A: Someone should have told President Nixon to be more careful.
B: It's strange that he didn't think of it himself.
A: Why does he keep scratching his head?
B: It's common for people to do such things.
II. Writing
A. Based on your own experiences, complete the following:
B. After reading and discussing your answers, orally change them to the negative by preceding them with an 'if' clause.
III. Quotations
It is a miserable state of mind to have few things to desire and many things to fear.
- Of Empire
Men of few words are the best men.
IV. Reading
Today it is not uncommon for students to spend a great deal of time in front of the TV. It is unfortunate that there are not more good TV programs. TV programs usually overemphasize violence and cheap thrills. It is rare for a student to turn off the TV and feel like he has learned something. Perhaps someday TV programs will provide insight rather than poor sight.
# English for Teachers/Unit 7/Chapter 4

​Unit 7
Chapter 4
Complements* (pp. 476-478)
They wanted us to go.
The teacher persuaded the children to help her.
He admitted taking the money.
He enjoyed hearing the story.
I heard him opening the door.
I helped him open the box.
*The important element in this construction is the main verb. Check the reference above for other verbs that work in this construction.
I. Exchanges
A: Why did she make him wait?
B: Because she wanted him to help her.
A: Didn't you do it yourself?
B: No, I asked someone else to do it.
A: Are you going out tonight or not?
B: I can't. Someone wants me to do sonething,
A: Neither you nor I want to grade these papers.
B: Right. Let's get a student to do it.
A: You haven't seen Mr. Shin, have you?
B: Yeah. I saw him going to the theater.
II. Writing
After practicing and discussing the sentences in the Comprehensive Reading that are similar to the ones in the box above, complete the following:
A. Make sentences out of the following sets of words:
ex. my wife/at home more often My wife wants me to stay at home more often.
* the vice-principal/extra work
* my students/interesting lessons
* my children/to the movies
* my students' parents/less homework
* an old friend/in a tearoom
B. If you were a student in class, write three that things you would enjoy doing, avoid doing, and hate doing. As a result of these ideas, write three things that you would expect the teacher to do, tell the teacher to do, and force the teacher to do.
III. Quotation
[Students expect teachers to discover the] meaning of living: the exchange of time for experience.
- Caleb Gattegno, What We Owe Children
IV. Reading
Fred is marching. He is not really ill but he wants the sergeant to think he is.
"Let me sit here for a minute, sergeant. I feel terrible!" he says.
Unfortunately the sergeant does not believe him. He is going to make him march with the others.
# English for Teachers/Unit 8/Chapter 1

​Unit 8
Chapter 1
Relative Pronouns (p. 460)
I read the book which was on the table.
I saw the man who gave you the book.
I see the place where the book was.
I was there at the time when the book was taken.
I saw the man whose book was on the table.
Relative Word in Clauses as Complements (p.470)
I know who writes poetry.
Relative Word in Clauses as Subjects (p. 479)
What he wanted is difficult to say.
Nonrestrictive Clauses (p. 474)
John, who had never tried skating, fell on the ice.
I. Exchanges
A: It's easy for me to speak English.
B: Well, what is easy for you may not be easy for someone else.
A: Do you know what this is?
B: No, but I think we can find someone who can tell us.
A: What's an employment agency?
B: It's a place where people go when they need a job.
A: I don't know how often to take this medicine.
B: Isn't that written on the package?
A: Yes, but I can't read what the pharmacist wrote.
II. Proverbs
A doctor who treats himself has a fool for a patient.
Practice what you preach.
III. Writing
A. Complete the following with relative clauses.
ex. I don't like men. I don't like men who think women are stupid.
* I don't like policemen.
* Students respect teachers.
* I like places.
* Principals get angry at teachers.
* I don't do well on examinations.
B. Following the guidelines given below, write a different ending to the Comprehensive Reading in this Unit. Do not use more than 250 words.
| Title | : | Arrest the Police! |
| Introduction | : | The worker who telephoned the police returned — the other workman still quarreling with policeman — resisting arrest |
| Development | : | More police arrived — workmen told them that the first policeman was a student — new policemen threatened to arrest the first one — asked for his identity card — the first policeman said that workers were students — workers had to prove identity |
| Conclusion | : | Discovered the truth — they were victims of a hoax. |
IV. Reading
Old Age Assistance
Old age can be a difficult time, especially for one who lives alone. Often an old person is trapped in a big city apartment, and doesn't know where to turn for help.
Take Mr. Tonkins, for example. He is an 82 year old man who lives alone in an old neighborhood in San Francisco. He has no close relatives , and his friends have long since moved away. His only income is a small social security check, which barely covers the rent. He is entitled to additional welfare money, but doesn't know who to talk to about signing up. He is entitled to free medical care, but doesn't know where or how to fill out an application.
What Mr. Tonkins needs is a visiting social worker who can show him how to get assistance. He should be visited periodically to make sure that he is getting all he is entitled to.
# English for Teachers/Unit 7

​Unit 7
THE COMMUNICATIVE POWERS OF MAN
Comprehensive Reading
Signals Without Words
It is fascinating to think about how we learn about the people around us. People depend a great deal on conversation to help them learn about others. If businessmen or teachers get together, for example, we can often predict their topics of conversation. Once two people have gotten acquainted, it is easy for them to say that they learned about each other through their conversations. If we think carefully about it, however, we can discover other kinds of language.
Whenever we observe two people talking, we notice their language of course. But if we look deeply enough, we will notice other things too. Whether the two people notice it or not, they are using other forms of communication.
Neither sentences nor words by themselves entirely convey meaning. To help others understand our words more clearly, we move parts of our bodies. Raising our eyebrows, smiling at the right time, nodding our heads, sighing, and moving our hands are examples of another kind of language. Adults do these things and children do, too. They are such an important part of communication that they have been called "body language." Sometimes we enjoy watching others' use of body language. At other times, watching someone bite his nails, drum his fingers on the table, or rub his hands together may be irritating enough to make us uncomfortable.
Our body language is so familiar to us that we may not be conscious of it. Such aspects of communication, however, are too important to ignore. While it is not easy to control either our speech patterns or our body language, awareness of them can help us develop insights into ourselves and others.
# English for Teachers/Unit 7/Chapter 5

​Unit 7
Chapter 5
Connectors (p. 470)
I go swimming whenever the weather is nice. I sometimes wear a raincoat whether or not it is raining. it is raining or not Once he saw his wife, he was all right. Unless we know why we know something, we don't know anything.
I. Exchanges
A: You can go with us, can't you? B: Well, I can go unless my wife is still sick.
A: Are you still tired from the trip?
B: No. Once I took a bath I was OK.
A: I'm ready to go whenever you are.
B: Unless it's raining, let's go now.
A: If you tell her, she won't like it.
B: I'm going to tell her whether she likes it or not.
II. Review Reading
The Value of Silence
{{left margin|2em| Everyone likes to travel, and Connie was no exception. Whenever she had a chance, she would go to some fascinating place. She was young enough and free enough to go from one exciting place to another. Once she came back from a trip, she would tell others all about her adventure, whether they were interested or not.
She was so fascinated with her travels that she would start every conversation with a description of her most recent trip. She wanted everyone to know as much about other places as she did. She was too excited about her own experiences to think about others and their experiences.
Soon people began to avoid meeting Connie. It was not fun for others to be around her. This was such a shock to Connie that she began to think. She had been thinking about herself so much that she neglected others.
The next time Connie met a group of her friends she avoided talking about herself and her travels. She wouldn't talk about herself unless someone asked her something. She asked her friends to talk about themselves and their experiences. Neither Connie nor ​her friends could believe the change. Conversations became so interesting that no one was restless or bored. Once Connie rediscovered the value of silence, she discovered the value of others. }}
III. Writing
A. After you have read and discussed the reading in this chapter, put the underlined words in the grammar box in the appropriate blanks below.
* __________ Connie learned to think of others, she was happier.
* Connie travelled __________ she could.
* __________ someone asked her something, Connie avoided telling others about herself.
* She liked to talk about herself __________ anyone was interested __________.
* —————————— her friends avoided meeting her, she decided to change.
B. Once you have discussed the above completed sentences, put them into chronological order in paragraph form.
C. Write a short paragraph about one thing you used to do, whenever you could, whether you considered others or not, that you stopped doing, and are happier for it.
IV. Quotation
Education isn't only books and music, it's asking questions all the time.
- Beatie Bryant
# Fairy Tales

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* The fairy tales of science, a book by John Cargill Brough
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* Fairy Tales by Hans Christian Andersen; illustrated by W. Heath Robinson