Chapter 2: Population
Chapter 2: Population
1. Activating prior knowledge
Introduction to the chapter to get students thinking about the topic of population.
1. What do the following words mean? If you don’t know a word, look it up in the dictionary.
• population explosion
• sparsely/densely populated
• life expectancy
• birth rate/death rate
• migration
2. What topics do you think you will be discussing in this chapter? Discuss this with the person next to you. How might these words be linked?
2. Speaking
2.5 Migration
The students debate issues related to migration. Divide the class into an even number of groups. Two groups will prepare one motion – one group FOR and one group AGAINST the motion.
Possible motions:
• All economic migrants should only be allowed to stay in the Netherlands for a maximum of two years and then return to their own country.
• If a migrant loses his job then he should be allowed to stay and receive unemployment and other state benefits.
• If a refugee commits a crime in the Netherlands, he should not be allowed to stay in the Netherlands.
• Only a limited number of refugees should be allowed to enter the Netherlands each year.
Procedure
The FOR and AGAINST groups prepare a one-minute speech defending their point of view, and then after each group has presented their speech they take it in turns to defend their standpoint.
The rest of the class decides which group has won.
Options
While the groups are debating, the rest of the class sits behind them and takes notes on their use of English and subject terminology. The observers then give feedback to the debaters.
2.7 Case study: Population in the Netherlands 2 and 2.8 Too many people
Discussion and writing: Choose one of the following assignments:
1. The government is concerned that there won’t be enough young people to support the greying population. You have been asked to make a leaflet, poster, webpage or advertisement to encourage people to have larger families.
e.g. incentives to have more children could be: free child care, larger families get better housing.
2. The government is concerned because the population is too large. You have been asked to make a leaflet, poster, webpage or advertisement to encourage people to have smaller families.
e.g. incentives to have fewer children or have children later in life: more scholarships for girls to go to university.
The poster will be graded on well thought-out incentives, attractive design and accurate grammar and spelling.
2.11 Case study: Syria
Speaking and Writing: Introduction to Syria: newspapers.
1. Students bring in newspaper articles (max. 100 words) or pictures about Syria. These can be in Dutch or English.
2. Students stick their information around the room. They should put similar items together. They then walk around the room and give a category name to each set of similar items, e.g. persecution, displaced people.
3. Everyone looks at the information and then in small groups write a short newspaper report on the situation in Syria or choose one category and write a couple of paragraphs as part of a class wall newspaper.
Speaking and presenting
1. Design a game to teach next year’s class the key concepts you have come across in this chapter. It can be based on a game you know already or made up entirely.
2. You do not have to make the game – just present it using a PowerPoint presentation to explain the game and justify your choices in the design of your game.
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Teacher resources
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