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Инфоурок / Иностранные языки / Конспекты / Урок - дискуссия "Legalising drugs"

Урок - дискуссия "Legalising drugs"


  • Иностранные языки

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Discussion ”LegaIising drugs. Are you in favor or against?”

We propose an effective and gripping discussion on the topic “LegaIising drugs. Are you in favor or against?”

Aim: Improve conversationaI skiIIs when supporting a point of view.

Activity: Debate concerning IegaIising drugs.

Level: Upper – intermediate. Few peopIe in Ukraine would argue a significant fact that we are becoming closer to European community. Therefore, Ukrainians are delighted with but also they do worry about cons it provides other European countries with. As the young generation is supposed to make Europe united, the adults from all countries bother about the way their children will do it and if it’s worthy to copy the experience of come communities to behave the youth.

The idea of entertainment is essential for young people in all countries. Among their favourite choices are going to the cinema, getting together, eating in fast food restaurants, travelling , going to the clubs and boing risky sports. Unfortunately, a lot of teenagers can enjoy themselves using drugs(soft of hard ones)and we can’t ignore this problem or put a good face on it they aren’t legal in country. Thus, talking to youth this about taboo idea is one of the most effective methods to solve this burning problem.

Read and complete the list of crimes/ anti-social behavior below. Cross out the things that are not problem in your country.

  1. Dropping litter in the street.

  2. Vandalism and graffiti.

  3. Drinking and driving.

  4. Truancy from school.

  5. Noisy / anti-social neighbours.

  6. Football hooliganism.

  7. Speeding.

  8. Parking where you shouldn’t.

  9. Drug abuse.

Mark the others as follows:

This should not be a matter for the police.

Sometimes the police are needed to deal with this.

Read the text and answer the questions.

The Gentle Touch

The author is walking across a square in Copenhagen, the capital of Denmark, when he sees a small crowd by the town hall. He stops to have a look.

Two police officers, a man and a woman, both young and as gorgeous as everyone else in this city, were talking softly and with sympathy to a boy of about seventeen who had clearly taken the kind of substance that turns one’s brain into an express elevator to Pluto. Disorientated by this sudden journey through the cosmos, he had apparently stumbled and raked his head; a trickle of blood ran from above his hairline to his cheek.

The police officers were wearing the smartest commando- style uniforms l have ever seen. They looked as if between them they could handle any emergency, from outbreaks of Lassa fever to disarming a nuclear submarine.

And the thing is, this was probably the biggest thing they would have to deal with all evening. The Danes are almost absurdly law-abiding. The most virulent crime in the country is bicycle theft. In the year for which l happen to have the facts, there were six murders in Copenhagen, compared with 205 in Amsterdam, a city of similar size, and 1,688 in New York. The city is so sate that Queen Margarethe used to walk from Amalienborg Palace to the shops every morning to buy flowers and vegetables just like a normal citizen. I once asked a Dane who guarded her in such circumstances, and he looked at me with surprise and replied, ‘Why, we all do,’ which l thought was rather sweet.

The police officers helped the boy to his feet and led him to their patrol car. I found myself following them almost involuntarily. I don‘t know why l was so fascinated, except that l had never seen such gentle. I said in English to the female officer, ”Excuse me, what will you do with the boy?” “We will take him home,’ she said simply,’ I think he needs his bed’’.

I was impressed. I couldn’t help thinking of the time I was stopped by police in my home town and made to stand with my arms and legs spread against, a wall and frisked, then taken to the police station and booked because of an unpaid parking. I was about seventeen at the time. God knows what they would have done with me if they had found me like they found the young man. I suppose l’ d be getting out of jail about now.

Will he be in trouble for this?” I asked.

With his father, l think so, yes. But not with us.

We are all a little young and crazy sometimes,

You know? Goodnight. Enjoy your stay in Copenhagen”, I said and with the deepest admiration watched them go.

  1. Which city was the writer in?

  2. What attracted his attention?

  3. What had the boy done?

  4. How did the police officers behave?

  5. What will happen to the boy?

Find the words / phrases in the text that tell you:

  1. The police officers were speaking kindly to the boy.

  2. The boy was in a confused state

  3. The boy had fallen and hurt himself

  4. The police officers looked capable and efficient

  5. There is very little crime in Denmark

  6. The author was treated by the American police

  7. The writer had a positive opinion of the way the police officers dealt with the situation.

Can you guess what the words in bold mean?

Discuss with a partner.

  1. As gorgeous as everyone else in this city

  2. A trickle of blood ran from above his hairline to his cheek

  3. The most virulent crime in the country is bicycle theft

  4. I found myself following them almost involuntarily

  5. I was stopped by police … and frisked

  6. Taken to the police station and booked.

Answer the following questions:

  1. Do you agree with the approach of the Danish police officers?

  2. Do you believe a lenient or a tough approach to rime is more effective?

  3. Are there any crimes in your country that you think are treated too harshly, or too leniently?

  4. What is your personal vision of the drug abuse problem in your country?

  5. Which organs should solve it?

Debate on topic “Legalising drugs. Are you in favor or against?”

Classroom Debating on topic “Attitudes to Begging. To Give or Not to Give” (by Miles Craven, LISTENING EXTRA – A Resource Book of Multi-level Skills Activities, CAMBRIDGE UNIVERSITY PRESS, 2004)

Level – Upper-intermediate

Activity Type – Debating

Listening Focus – recognizing context, listening for specific information

Pre-listening activities:

  1. Look at the picture and describe what you can see.

  2. Make a list of adjectives you associate with each person in the picture.

  3. Check the Key language. Look up any new words in the dictionaries.

Key Language:

Alcohol, beg, change(coins), cushy, depression, drugs, fit, homeless, hostel, ignore, loads of mental, mug(fool) sick of, spare(verb)

While – listening activities:

  1. Listen to a conversation between two people, while listening, answer the following questions.

  • Who are the people?

  • What are they doing?

  • Who do they meet?

  1. Read through the following statements. Listen again and number the statements in the order you hear them.

  1. They spend the money they get from begging on drugs and alcohol.

  2. If they are homeless, it’s because they want to be.

  3. We should help people who can’t help themselves.

  4. They could easily get a job if they wanted one.

  5. Many beggars have mental problems, like depression.

  6. They get plenty of money off the government

  7. People who beg on the streets have a hard life.

  1. Think of the adjectives to describe Charles and Diane.

After-listening activities:

  1. Look at the list of statements and tick the opinions you agree with.

  2. According to the statements you have ticked be united into two groups – those who would give money to beggars in the street and those who wouldn’t.

  3. List as many reasons as you con and then debate on the issue.

Tapescript

To give or not to give

Diane. Oh…I’m sick of shopping now. These bags are too heavy!

Charles. Yeah. Let’s go home…Oh no, here we go again…

Beggar. Can you spare any change, sir? For the homeless.

Charles. No, I’m sorry.

Diane. Wait a minute. Here you are.

Beggar. Thanks. Have a nice day.

Charles. You mustn’t give those people any money, Diane.

Diane. Why not? I think we should help people who can’t help themselves. It can’t be easy living on the streets.

Charles. If they’re homeless, it’s because they want to be. There are plenty of hostels and places they can stay.

Diane. Hmm. What would you think if you had no money and saw people like us with loads of shopping bags walking past all day, ignoring you? How would you feel?

Charles. They get plenty of money of the government…

Diane. Oh, really?

Charles. Yes. They spend the money they get from begging on drugs and alcohol. That’s the only reason they ask for more…and mugs like you give in to them!

Diane. I don’t think it’s that simple, Charles. Many beggars have mental problems, like depression. And anyway, living that kind of life no wonder they start drinking and taking drugs.

Charles. He was only, what, mid-twenties? Perfectly fit. He could get a job today if he wanted. When I was his age I had a job. I was working for my money, not beginning for it. But people like him, they could easily get a job if they wanted one; the fact is, they know they can have a perfectly cushy life thanks to the government and people like you.

Diane. Cushy? I wouldn’t call that kind of life cushy. Whatever the reason for it, people who beg on the streets have a hard life. Anyway, I don’t like talking about this kind of thing. Let’s just forget it.

Outline:

  • Review language used when expressing opinions, disagreein, making comments on other person’s point of view.

  • Based on students’ responses, divide class up into two groups.

Important: Make sure that students are put into the group with the opposite opinion of what they seemed to believe in the warm-up conversation.

  • Give students worksheets including ideas pro and con. Have students develop arguments using the ideas on the worksheet as a springboard for further ideas and discussion.

  • Once students have prepared their opening arguments, begin with the debate. Each team has 5 minutes to present their principal ideas.

  • Have students prepare notes and make rebuttal to the expressed opinions.

  • While the debate is in progress, take notes on common errors made by the students.

  • At the and of debate, take time for a short focus on common mistakes. This is important, as students should not be too involved emotionally and therefore will be quite capable of recognizing language problems – as opposed to problems in beliefs!



Really, using debates in the classroom can help students grasp many essential critical thinking and presentation skills. Among the skills classroom debates can foster are: abstract thinking, analytical thinking, citizenship / ethics / etiquette, clarity, cross-examination / questioning , point of view, distinguishing fact from opinion, identifying bias, language usage, organization, persuasion, Public speaking, research, teamwork / cooperation.














Автор
Дата добавления 10.10.2015
Раздел Иностранные языки
Подраздел Конспекты
Просмотров435
Номер материала ДВ-047168
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