A New Ngo: What Do We Know About The Topic?
A New Ngo: What Do We Know About The Topic?
A New Ngo: What Do We Know About The Topic?
In this unit we are going to found an NGO and we are going to design a digital poster to
make it known.
You will be able to design oral and written texts about NGOs, paying attention to
register, vocabulary, structures and some coherent and cohesive elements.
In order to be able to found it, we are going to
* think about what an NGO is.
* try and place ourselves in the others feet
* become aware that other languages can help us understand and develop a
foreign language
Una organizacin no gubernamental (mejor conocida por su siglas ONG), es una entidad
de carcter privado con fines y objetivos definidos por sus integrantes creada
independientemente de los gobiernos locales, regionales y nacionales, as como tambin
de los organismos internacionales.
http://es.wikipedia.org/wiki/ONG
International / national /
local
Objectives
Are they international, national or local? What are their objectives? Fill in the table above.
How do you get to know about their actions and campaigns?
image 1
image 3
image 2
image 4
image 5
2) Match the pictures with the most appropriate slogan. There are more than one
correct answer so youll have to explain the reason for your choice.
II.- Slogans
1.- Join the two parts of these slogans.
a) If you close your eyes
b) If children become soldiers
c) If forests are destroyed
d) If a woman is hurt
e) If you dont do something
e
3
condition
__________
IV.- Ranking.
Imagine that you have won a lot money at the lottery and want to donate 10.000 to
NGOs. Decide with your partner what amount you would give to each of the four NGOs
in activity I: Amnesty International against the Death Penalty, Amnesty International
against domestic violence, Greenpeace and People against Child Soldiers. You cannot give
the same amount of money to the 4 NGOs and your donation must respond to a preestablished ranking in terms of how important you consider their work.
http://cv.uoc.edu/~amnistia/educa/carpeta1/c1-2-pm.pdf
2) The death penalty in the United States has always been a controversial issue, and
recent developments concerning the death penalty have once again returned the issue to
the public sphere. Michigan State University in their Death Penalty Information Centre
have designed a Web site to assist both teachers and students in an exploration of capital
punishment. Go to the website
http://deathpenaltyinfo.msu.edu/c/about/arguments/contents.htm and read both the
reasons for and against the death penalty.
Write down the main ideas here:
Reasons for
Deterrence
Reasons against
Retribution
Innocence
Arbitrariness
and
discrimination
1.- dignity
2.- love
3.- a smile
c) One of the victims father says Matthew is not a man but 1. a criminal
2. an animal
3. a savage
3.4 Invent a dialogue in English between two of these three people: Mathew Poncelet,
Sister Helen Prejean and a victims parent. What may they talk about?
4) Role play:
On April 19, 1995 a homemade bomb blew up in a Federal Building in Oklahoma City. The
bomb killed 168 people employees, people who went by and 19 children under the age
of 5 who were in the day-care center on the buildings second floor. After an exhaustive
search, the FBI identified Timothy McVeigh as the man who did it. His motive was anger at
the government. He did not know any of the victims. He was found guilty by a jury in
Denver, June, 1997. Many family members of those killed wanted him to die but others
thought he should be allowed to live.
In pairs, choose one of the two roles. If youre in favour of the death penalty, be the
terrorists lawyer. If youre against the death penalty, be the mother / father. Read your
role and exchange your opinions. Spend two minutes thinking about your arguments and
how to express them and then talk to your classmate for about five minutes.
The lawyer:
Think of arguments against the death penalty and try to convince the father / mother that
Timothy should live.
The mother / father
Think of arguments in favour of the death penalty and try to convince the lawyer that
Timothy should die.
Have you heard of the NGO Doctors without Border? What do they do?
Read this leaflet and underline what Doctors Without Borders do.
Apart from the things mentioned in the leaflet, what other things would you include in a
poster? List them.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
If we are going to design a digital poster, what other things can we add in our poster?
Can we make some of the things we mentioned above more digital?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
II.- Reconciliation
What do you understand by reconciliation?
1) In South Africa, after the apartheid was abolished, the Truth and Reconciliation
Commission (www.doj.gov.za/trc/) was founded to help black and white people to live
together in peace without looking back in history.
Esta encuesta no es cientfica, responde tan slo a las respuestas voluntarias de los
lectores que desean exponer su opinin.
S
No
No s
www.elpais.es
La Vanguardia
www.lavanguardia.es
Do you think negotiating with ETA shows disrespect to victims of terrorism?
Yes (18,3 %)
No (80,9 %)
Whats your opinion? Do you think that reconciliation is possible between ETA terrorist
and the victims of terrorism?
Invent a slogan
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Think of how you are going to present your ideas. You may use a picture, a podcast, a
document file or a video. Have a look at http://www.glogster.com/ to see the possibilities
you have.
2.- Design your draft poster. Ask for different opinions. Use this checklist.
YES / NO
Is the poster interesting to read?
Is the poster neat and tidy?
Does the poster include the information required?
Is the information of an acceptable level?
Written information: Does each paragraph in the written information
talk about ONE idea?
Written
information
repetitions?
Does
the
written
information
contain
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Teachers guide
Session 1:
Start the lesson by reading the objectives to your students so that they are fully informed
of the aims of the unit.
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II.- Slogans
Ask the match the two sides of the slogans and to match the slogans to the images in
activity I.
Answers: 1.- a- 4 b-5; c-1; d-2; e-3
This activity may take 5 minutes.
III.- The language we need.
Point out the fact that all the slogans in activity II follow the same grammar structure. Ask
students what this is. Then let students do the activity in pairs and go round just checking
that they understand when to use the first conditional. Compare the use of the first
conditional in English and in Catalan and Spanish. This activity can also be finished at
home as homework.
This activity may take 10 minutes.
IV.- Ranking
This activity is to be done in pairs. Read the instructions together to make sure all students
understand what they have to do and then let them discuss with his/her partner.
This activity may take 10 minutes.
Session 2:
This session is to be carried out in the computer room.
V.- The death penalty
1) The aim of the activity is to make students think about the death penalty. This was
abolished in Spain in 1978 but it is still legal in some states in the USA. Try not to give your
opinion but ask them questions so that they think about why it is accepted in some places
but not others.
This activity may take about 5 minutes.
2) Students need to search the website provided to find reasons for and against the death
penalty. Let students do the activity in pairs. Read the instructions together and tell them
they have 20 minutes to complete the table. Go round clarifying doubts and helping them.
The website has a lot of interesting activities that present both sides of the issue. You do
not need to correct their answers since the aim of the activity is to provide students with
arguments in favour or against the death penalty. Stop the activity after 20 minutes.
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Session 3:
4) Read the situation with your students and make sure they understand this true story.
This is a role play they have to prepare in pairs but they should try to choose the role
of a person whose opinion does not coincide with their own opinion. The aim is to see
an event from the point of view of someone who does not agree with ones own
opinion. They can use some of the ideas we have been talking about in the unit. Let
them rehearse the dialogue and then ask two or three pairs to volunteer and play it
for the whole class.
This activity may take 20 minutes.
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