This lesson plan has been taken from Breaking News English Daily
UK Smoking Ban
The British government will soon ban smoking in most public places in an effort to protect public health and cut the number of illness and premature deaths caused by secondhand smoke. It is not a total ban, like that in Ireland, but will see a smoke-free environment in 90% of restaurants and bars that served food. Any bar that has only potoato chips, nuts and sandwiches not made onsite will beat the ban. Plans may also be in the making to make it illegal to light up in offices and factories.
Anti-smoking groups say the ban does not go far enough. Deborah Arnott, Director of ASH (Action on Smoking and Health) regarded it as a positive move as “it will save thousands of lives every year, as people are no longer exposed to dangerous secondhand smoke. More needs to be done as smoking (and passive smoking) is the single largest cause of preventable death in Britain, and as many as 34,000 pubs and clubs in Britain could escape the ban.
The smoking ban is part of the government’s upcoming "Public Health White Paper for England", which covers a wide range of health issues in response to a health crisis in Britain. The British are the second-fattest in the world (after the United States) and obesity kills many. The government will ban junk food advertisements on TV before 9.00 pm to protect children’s health, and introduce a red, yellow, green traffic light-style system on food labels to show how often they can be eaten.
TEACHER’S IDEAS AND NOTES
1. CHAT: Talk in pairs or groups about smoking, bans, over-eating, obesity, smoker’s rights.
2.. 2-MINUTE DEBATES: Students face each other in pairs and engage in the following (for-fun) 2-minute debates. Students A are assigned the first argument, students B the second. Rotate pairs to ensure a lively pace and noise level is kept: Smoking should not be banned in public places vs. Oh yes it should; Smokers have rights vs. Oh no they don’t; Passive smoking doesn’t kill people vs. Oh yes it does; Smoking doesn’t kill you; vs. Oh yes it does; You can’t ban smoking in pubs and bars vs. Oh yes you can …
3. 'FILTHY' HABIT: Write these other ‘filthy’ / bad / unsociable / unhealthy habits on the board and have students compare them with smoking: drinking (alcohol), spitting in the street, grafitti, eating junk food, peeing (urinating) in the street, littering, using a loud Walkman on the train, wearing strong perfume in a crowded area, chewing gum …
4. SMOKERS I KNOW: Students write down the names of three smokers they know. Tell each other about these smokers.
1. COLLOCATION SEARCH: Check in a dictionary or on the Web for collocations of the words ‘smoke’, ‘smoking’, and ‘smoker’:
2. TRUE/FALSE: Students predict whether they believe the following statements are true or false:
3. WORD MATCH: Students match the following words taken from the text:
4. MINI-DISCUSSION: Students talk about the following article-based issues in pairs / groups:
WHILE READING ACTIVITIES
1. GAP-FILL: Put the missing words next to each paragraph into the gaps.
UK Smoking Ban
2. TRUE/FALSE: Students check their answers to the T/F exercise.
3. WORD MATCH: Students check their answers to the word match exercise.
4. FANTASTIC IDEA / TERRIBLE IDEA: Students circle anything in the text they view as a fantastic idea, and underline anything they view as a terrible idea.
5. QUESTIONS: Students make notes for questions they would like to ask the class about the article.
6. VOCABULARY: Students circle any words they do not understand. In groups pool unknown words and use dictionaries to find the meanings.
POST READING IDEAS
1. GAP-FILL: Check the answers to the gap-fill exercise.
2. QUESTIONS: Students ask the questions they thought of above to their partner / group / class.
3. VOCABULARY: As a class, go over the vocabulary students circled above.
4. FANTASTIC IDEA / TERRIBLE IDEA: Students tell and ask each other about the things they circled and/or underlined.
5. STUDENT-GENERATED SURVEY: Pairs/Groups write down 3 questions based on the article. Conduct their surveys alone. Report back to partners to compare answers. Report to other groups / the whole class.
6. WHY SMOKE?: Students talk in pairs/groups about the following quotes relating smoking:
Knowledge and education:
"The less educated you are, the more likely you are to smoke"
Advertising and the media?
The tobacco industry has been accused of targetting groups like young people, women, and ethnic minorities:
Stress and lifestyle?
"Lung cancer rates are 5 times higher among the unemployed than professionals. It's not b ecause stress causes lung cancer, it's because stress causes smoking"
Role models and peer group? Money? Self-confidence? Family attitudes to smoking?
7. FLYER: Design and make a handout for parents to read on smoking trends. Here you can mix words, pictures and graphic information.
8. SMOKE OPERA: Improvise a scene from a soap opera. First decide on a cast of characters, including a variety of people (age, sex, work, personality, religion etc) as you would get in a soap opera. Use the smokeopera character sheet below to help you prepare what they are like. (Explain what a soap opera is). Then act out a scene from an episode where the owner of the local meeting place (eg a café) decides on a smoking ban. Roleplay the arguments which develop between your characters
SMOKE OPERA CHARACTER FILE
9. SMOKER’S VIEW: What do you think of the pro-smoking arguments?:
10. SMOKING LAWS ON TRIAL: Role play characters in the following court cases. After the role plays, come out of your roles and discuss the arguments presented.
Copyright © Sean Banville