Starting off

This can be rounded up as a class discussion. Encourage them to think about different kinds of stress (internal,

external, emotional etc.) and to offer any examples or anecdotes they have. You, of course, can do the same.

Before your read/First reading

Look at the countries below and try to predict what kind of rules they have for school uniforms:

1. Australia - some schools

2. Germany - (almost) no uniform

3. Italy - (almost) no uniform

4. Japan - all schools

5. Malaysia - all schools

6. Turkey - all schools

7. The United Kingdom - some schools

8. The United States - (almost) no uniform

Second reading

Read the text again more carefully and decide if the sentences below are [T] true or [F] false:

1. T

2. T

3. T

4. F

5. F

6. F

7. T

8. F

Vocabulary 1

Find words or phrases to match the definitions. The numbers in brackets refer to the part of the text in which you

can find the answer (there are five parts in total).

1. sitting on the fence

2. prohibited

3. acceptable

4. a great deal

5. self-conscious

6. a community

7. range from… to...

8. by and large

9. based on

10. varied

Vocabulary 2

Key:

1. a great deal

2. sitting on the fence

3. based on

4. acceptable

5. a community

6. by and large

7. prohibited

8. varied

9. range from… to...

10. self-conscious

Speaking

The organisation of the debate is up to you, but one possible order is as follows:

1. Opening statement in favour of the motion

2. Opening statement against the motion

3. Questions and answers from both sides

4. Closing statement against the motion

5. Closing statement in favour of the motion

6. Free discussion

Extension

One possible extension which will encourage creativity and possibly motivate learners of a more visual/artistic persuasion is to ask the students to plan and design a uniform for their school. It is important to start the activity without any drawing: let them plan orally/take notes for a few minutes before they start to draw as otherwise the drawer will likely determine everything him- or herself. The pictures can be presented to the class with an oral description and explanation of why each element was chosen.

Contact

Please let me know if you have any suggestions or ideas for future editions of Around English.

Peter Moran [e-mail]

TEACHER'S NOTES AND KEY

September 2008

© Pearson Education Polska 2008

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