It´s controversial

The objective

To discuss a controversial issue that affects the class and come up with solutions

The language

Conditionals: If they prohibit it, then.../If they prohibited it then,...

Future predictions: I think they will prohibit it./Based on the reports, I think they´re going to prohibit it.

The set-up

I´ve always noticed how teachers often used controversial news articles to generate discussion in class. The problem is, they focus too much on the article itself and the debate and no real conclusion comes from it. Here´s a way to change that: keep your eyes and ears open for a recent issue that´s in the news and inform yourself all about it--the more local, the better. Take notes on a few key points in favor and against, as well as possible solutions. For example, I used the issue of prohibiting bull-fighting in Catalonia, which was going to be voted on in parliament at the time.

The low-down

Tell students that you were reading about the issue in the newspaper recently and ask students what they know about it; if discussion doesn´t flow in open class, put students into small groups. Ask them to write down the relevant points to consider first such as: who does the issue affect? why is it a problem for some? why isn´t it a problem for others? and, what is being done about it? Once they have their ideas on paper, invite people to share them. As they do, you can note them down on the board--make sure to emphasize that at this point they should stick to the facts only. Once you have this down, ask people to take a moment to consider if they are for or against the issue. Ask them to write their name on a slip of paper with "yes", "no" or "not sure" written below. Collect the slips and put them into separate piles. Read off the names (without mentioning what their vote was) and put them into groups of three or four, according to their votes (this will eliminate arguments and get them focused on solutions); it´s not important if you they aren´t evenly divided; if there´s just one person for one of the categories, put them with one of the "not sure" groups. Now ask them to take a few minutes to brainstorm possible solutions to the problem. That done, ask them to vote within the group on the best solution (or most practical), then decide the following:

• how to implement it: if it´s to prohibit it, then how? by referendum or by legislation? how would the vote go?
• what would be the positive result: who would benefit? what would they gain?
• what would be the negative result: who would lose? what would they lose?
• on a scale of 1-10, how confident are they that this could happen in reality? why?

Those that are for the issue (in this case, for bull-fighting), as well as those that are against, could look at alternatives to the possibilities talked about in the news (for example, a type of bull-fighting which doesn´t kill the animals) and you can encourage these alternative ideas during the previous stage.

Now what?

Ask groups to present their ideas, without mentioning whether they are for or against. As others listen, ask them to take notes for questions or concerns. Encourage them to ask questions without arguing. Groups who are presenting may respond but don´t let them get into too much debate (I know it seems counter-intuitive but debates about these issues lead no-where, it´s solutions which can change minds). Once all groups have presented ideas (some may repeat others´ ideas but that´s fine; they should have differences in the positive/negative result categories, as well as the confidence category). Now ask for a second vote, again on paper. Compare the number of votes the first time, to the second. Hopefully there was a change. Invite those who changed their vote to volunteer to explain why they changed their mind.

Time to teach

You can focus on any of the above grammar structures, the vocabulary related to the issue or on reporting language.