AIM
For students to debate about the causes and possible solutions of the food crisis / food inequality.
MATERIALS
Statements, two signs of Agree and Disagree.
LINKS TO THE CURRICULUM
Junior Cycle: Strand 1, Communicative competence, linked to LO 1.13, 1.15, and Strand 3: Socio-
Cultural knowledge and intercultural awareness, linked to LO 3.3
Senior Cycle: I. Basic Communicative Proficiency 9, 10 and III. Cultural Awareness, 5
METHODOLOGY
Ask students to stand up in the middle of the room. Read one of the statements and ask them to move closer to
Estoy de Acuerdo / No estoy de acuerdo, depending on their opinion on it. Then, ask a couple of them their opinion, and allow students to change their minds (to move to a different place) after listening to the others’ opinions. This activity should be done only after exploring at least one of the previous ones. Statements can be changed.
STATEMENTS:
- Algunas poblaciones sufren hambre porque viven en países donde no llueve.
- En algunos países, la gente pasa hambre porque sus gobiernos son corruptos.
- Los tratados de libre comercio son beneficiosos para todos los países.
- Los países tropicales deberían producir más alimentos para exportarlos a otros países.
- Hace falta producir más biocombustible para nuestro consumo de energía, así que no dependemos del petróleo.
- Deberíamos producir nuestros propios alimentos para no depender del mercado global.
CONNECTIONS WITH IRELAND AND TAKING ACTION
Bring the debate outside of the classroom. Maybe talk to your relatives and friends about some of the issues discuss and help them understand the root of the problems
