Follow-up (discussion)

Reading

Vocabulary

Pre-reading

Lead-in

Lesson 5.2.2. Tolerance among young people

Writing

A PROBLEM SHARED

Listening

Ex 9. а) This song is telling you what to do if you have a problem. Each verse has four lines but they are not in the correct order. Listen to the song and put the lines in the correct order.

If you’re having problems

Are you feeling all right?

Hey there. You look sad

You mustn’t be uptight

If they’re shared between two

Famous people do too

But problems seem smaller

Everyone has problems

Chorus

A problem shared

is a problem halved

If you share your problems

They get smaller each day

If you share your problems

They will soon go away

Write to a problem page

That’ll stop you feeling blue

They tell you what to do

Problems with your parents?

Your homework gets you down

Your parents make you frown

You hate your sister and

You love your friend’s brother

(Chorus)

Find a solution and

Ask your friends for advice

Your life will feel so nice

Don’t worry, be happy

Don’t stay at home and cry

Get a friend to listen

It’s easy if you try

Talk your problems over

(Chorus)

б)Do you think this song would be helpful if you had problems? Why?/Why not?

Ex 10. Write an essay about youth problems

When we write an essay we can divide it into four paragraphs · In the first paragraph, we mention the problem · In the second paragraph, we describe the negative sides of this problem · In the third paragraph, we describe the ways of solving this problem · In the last paragraph, we make a conclusion In the essay we can use such phrases: moreover, as well as, furthermore. but,, however, on the other hand, yet, on the contrary, despite / in spite of, therefore, so, as a result, consequently, this results in, this leads to,then,next, after, finally / lastly

Look at the pictures of the people. How they are different and what do they have in common?

Do you know the word ‘race’? What does it mean? How many major races are there in the world?

Related to the word ‘race’ are words ‘racism’ and ‘racist’. What is racism? Who is racist? What do racists do? Should there be a law against racism?

It’s 2011. Barack Obama has been President for a few years … but still the media talk about the colour of his skin. A black England football player comes on at an away match … and is taunted by monkey noises. A girl runs away … she is being bullied because of her ginger hair and pale skin. Is racism still alive in the 21^st century? Have you ever experienced, seen or heard about racism behaviour among young people?

Ex 1. Match the words with definitions

1. happy-go-lucky (adj.)	a) а. to say or do nasty things to one person out of a group
2. to taunt	b) b. to take legal action
3. to pick on someone	c) c. to be brave enough to do something dangerous or scary
4. to charge (someone with…)	d) d. not expecting problems or trouble in life
5. to prosecute	e) unfair, cruel or violent treatment of somebody
6. to dare	f) e. to deliberately say nasty things to someone over and over again
7. abuse	g) f. to cause someone trouble over a period of time
8. to harass	h) g. to say that somebody is guilty of something

Ex 2. a) The following text tells about Natasha who was exposed to racist behaviour at her school. The text is divided into several parts. Read the text bit by bit and answer the questions after each of the parts.

Natasha’s story

Fourteen-year-old Natasha was the only mixed-race pupil in her school of over 1,000 pupils. “She used to be a happy-go-lucky person,” says her mother, Karen. That was until a fifteen-year-old boy decided he didn’t like the colour of her skin.

It started with names. “He would call me things like ‘gorilla’,” Natasha says. She told her mum and her teacher. The school, in Lincoln in central England, told the 15-year-old boy to stop. But that didn’t make things better – it made them worse. For the next seven months, the boy taunted Natasha. He shouted things like “Go back to your own country – you don’t belong here.”

Why do you think the boy was calling Natasha racist names?

Natasha tried to ignore the boy. Her friends didn’t dare say anything. “They didn’t want the boy to start picking on them,” says Natasha. She didn’t say anything to her mother or the school again – she was afraid he would attack her physically.

Why didn’t Natasha’s friends do anything? What do you think about that?

But the longer the bullying continued, the more depressed Natasha became. She started spending a lot of time in her room. She stopped eating properly. She fell behind with her schoolwork. Her mother just thought it was typical teenage behaviour.

What is ‘typical teenage’ behaviour?

Last January, Natasha decided enough was enough. She tried to kill herself by taking an overdose of tablets. Natasha was taken hospital immediately and the nurses were able to save her. Months later, Natasha and her family moved to another part of the country.

Do you think Natasha’s family was right to move?

The boy was sent to court. He was charged*with racial harassment. This is the first time a child (he is under 16) has been prosecuted for racial abuse in the UK. What was his punishment? Ten hours of community service and a fine of.500. His parents paid the fine. Natasha was disappointed when she heard the news, “Is that it?” she said. “That’s pants!*. He hasn’t paid the price for what he has put me through.”

Do you think the punishment was fair?

b)What do you think is the best way to punish racist behaviour?

Ex 3. Here are several opining expressed by British young people about racism. Read them and say what you think about racism. Is it a problem in your country?

Ex 4. a) Pair work* (flexi stage) / Together with your partner think about possible way to stop or prevent racism behaviour among young people. What measures can be taken? Share your ideas with the group.

✱don’t get me wrong (informal phrase)– don’t misunderstand what I’m saying ✱ to brand (verb)– to label, to call ✱ subtle (adjective)– not obvious ✱ to tease(verb)– to make fun of people about something

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