objectives
|. To infer the author/speaker's opinion and the point of view of a text.
2. To select, from a series of given arguments, the most relevant in order to defend a
specific point of view.
3. To express an opinion on a given topic justifying it with relevant arguments and using
appropriate linguistic expressions
INTRODUCTION
—
What is the Botellón phenomenon?
POINTS OF VIEW
Inferring the basic elements
of communication
DISCUSSION LANGUAGE
* Refuting and confirming opinions.
* Expressing opinions appropriately.
FINAL TASK
Discuss the issue of the 'Botellón' and
propose some solutions to this
problem.
60
activities
61
botel I ón' introduction
EB VWHAT IS BOTELLON?
Fill in the mind map with words that you associate with the “Botellón phenomenon”.
62
botellón' introduction
DANGER! BOTELLON ZONE!
In this unit, we'll discuss the issue of 'Botellón' and propose some solutions to this problem. Before we
start working, however find a partner and answer the following questions:
So, what do you think
about botellón?
1.What is the botellón?
2. 1s there a botellón zone in your town? Where?
3.What do you think about the botellón phenomenon?
4.What do your parents think?
5.And your teachers?
6. Does botellón have any negative side effects?
7. Does it have any positive aspects?
8. How could we solve the problems associated with the botellón phenomenon?
63
botellón! introduction
EN | OOKING FOR INFORMATION
1) The texts below show different viewpoints on the Botellón issue. All the texts (1-7) are spoken by
different types of people. Match these five types of people below (a-e) with five of the texts, then
try to guess which type of person is speaking in the two missing ones (f & g).
WHO AM I?
* A shopkeeper 6
*AMO
* A neighbour
* A liberal parent
2) Quote evidence from each text to justify the matchings you have made above.
Number 6 is probably a shopkeeper because he says * T's difícult to kaow if kids are 3 or nof .
64
botelló n' points of view
| cant see what the problem is.
fs_g‘:e way. The problem is Lharí UÍU;geg_
eºP/e
ries to suggest that so
it of
]/;oufhrfyou leave them
or Zthems
Lwhy[h pelves bo;
that ¡ts
it bad for them, any
e s :bievgnt%_,/eam that for themselve:
thar'
place, they'll just find somewhere |e:
h of today don't understand that alco-
| face this problem every day.The yout
and psychological problems. That is, alco-
hol abuse can cause many physical social and intellectual development
hol can be a serious impediment to their amounts at a young age can cause
and besides, drinking alcohol in large pancreas. There
for the liver and the
health problems later in life, especially e matters.
should be more education in schools regarding thes
The problem , with boteltelló
lón n i i
down there in the middle o’}iti?ea;;:[lk
ee
0t so sure. | suppose th
them the alcohol, | and oblige peop/g who -
if they want to buy it from shops.
| don want
botellón kids! y seeing all this. | hope they dont join those
time -
have to study all the an
ti me s,
Kids nowadays are
under a d to escape some txo or
do this bottles of Ka li mo
exams every week, k
t's no problem. Pe ople don't get drun
at sch ool .
need it after a week
just get happy. | They Ea 0 seen —
and aggressive, they out drinking, so it 10 O
Anyway, parents g0 enjoy life. Besides,
should all relax and rning,
ing dí - We mo
e ey o Maybe 3 in the
d
65
bo‘tel Ión' points of view
The botellón issue for me is a
n the last 50 years. When | M:SS a chr'l i i
;}\;t:e ad more eyt orerorated
days, youthshs areare not taugight
h to defe to auth
r
r; _Zuey U‘B’:’Efi“ L['(Iever to get druík
but ¡ts jus
E ricter wi tmub?t’;’ir ids.
kic My chill dren are taught to respect, and
¡f they don’,
Kic are 18 or not. Tf authoritie iti s realll yy want | to stop
"s difficult to know ifif kids
age of‘ I7egal drvT(I;v?rgn tse ;['yós u[tí cst rgºuíh
‘t;se(zyfgj:ulemothe; sh¿íuld reduce the M
i istinouis a h15 year-old from a 1/ year-old.
le dontt care. They' re only concemed
Z?)Ívyírste?l (v'ítysz?)ng:;fbody bu)t/ most peop
with the money.
3) Which of the seven passages reflect the opinions below? Write in the numbers.
a. Anti-botellón
b. Pro-botellón
c. Neutral
66
botelló n' points of view
1 LOOKING FOR INFORMATION
1) Extract some language features that the speakers use to express their views. Go through the
short texts systematically, and note down the main words or short phrases that support their
opinions. If different speakers use the same words, don't repeat them. One word from each text
is provided for you.
Text
Number
l oy
,Y abase
3 drunk
4 |
5 deferiorated
6 difficult
loud
67
bO't€| |é|’][ points of view
2) Now go through the texts and find as many arguments as you can to support the following
opinions. One in each column is suggested for you.
BOTELLÓN IS A PROBLEM BOTELLÓN ISN'T A PROBLEM
* Neohol abuse can cause many physical and * Young peope need to enjoy Themsehes
psychobgical problems
68
botellón' points of view
3) What solution does each speaker propose? Quote their solutions in the table below.
Text
Number
‘Thc\/ should experiment with alechol”
lad l
N O laaa
d AGREEING OR DISAGREEING
1) Take 3 of the solutions proposed, and say whether you agree or disagree with them. State your
own reasons (like 'a' below) or use a point that someone has made in one of the texts (like 'b'
below). Make sure you agree (or disagree) with at least one of the three. Work individually.
(a) | disagree with the first solution because some kids dont know how to drink responsibly.
(b) | disagree with the first solution because as the doctor says, people dont understand ‘that
alcohol abuse can cause many physical and psychological problems’
69
bOtel Ión' points of view
2) Now get into groups of 3 and find out which solutions were the most popular in a ranking of 1-3.
Your teacher will ask for the ranking based on each opinion.
SoLvrioN RANKINGS
we most agree with 1s
l e he solution that
we most ag agree wi ith 1s
’. The second sokifiion thai
most disagree with 1s
3 e he solution we
70
botellón' points of view
d ARGUING FOR AND AGAINST
- - "
1) The texts below show different viewpoints on cannabis. All the passages are spoker_v bytilffe¡ge;¡za,
)typees of people. Decide which of the seven passages reflect arguments for and against the leg:
tion of cannabis. Justify your answers.
Substances such as alcohol and toba
cco; legal substances, cause much more
body and many more deaths per year harm to the
itis in fact beneficial The medicinal adva than marijuana. Not only is marijuana not
ntages of marijuana have been proved, harmful,
and, therefore, even legalized in certa used,
in circumstances, Furthermore, keep
illegal costs the government billions ing marijuana
of dollars per year, which ¡s wasted mone
y.
Number
u 1 is probably in fasour of the legalisation of camabis because he says that marijuana
is beneficial to our health.
y
the use off hard hard
juana, leadd:s t o th ugs (th e Gatewa
d drugs
Fugss, such a s marijuar
he use 0]of soft t drug
Theory).
According to the National Institute on
Drug Abuse, “Studies show that someon
smokes five joints per week may be taki e who
ng in as many cancer-causing chemical
s as some-
decrease in muscle strength, increased
people's mental development, their abiliheart rate, and anxiety. Marijuana impacts young
ty to concentrate in school, and their
and initiative to reach goals, motivation
botel Ión! points of view
stop
s from taking drugs, and it does not
Legal | prohibition does not stop consumer uct incr ease s to very
traffickers from producing and selli
ng it The price of the final prod ts of drug
powe rful effec
high values because of the black
market status, and due to the
order to pay for their addic tion.
addiction, the users commit crimes n
a become
y 10% of individuals who try marijuan
Researchers estimate that approximatel try marjuana, one of them will decide to smoke it
daily users. So for every | 0 people who h for when
can quickly become something to reac
every day. Just like alcohol, marijuana
other negative emotion.
stressed, sad, angry, or experiencing any
72
botelló n' points of view
2) Now go through the texts and find as many arguments as you can to support the following
opinions. One in each column is suggested for you.
ARGUMENTS AGAINST THE
ARGUMENTS IN FAVOUR OF THE LEGALIZATION OF CANNABIS
LEGALIZATION OF CANNABIS
* Substances such as alcchol and tobacco; * The use of soft drugs, such as marijuana,
legal substances, cause much more ham to the leads to the use of hard drugs
body and many more deaths per year than
marijuana.
73
bo‘tel | ón' discussion language
EA REFUTING OPINIONS
1) Read these opinions from a Town Hall meeting.
EY
NFTEENA
"T NOEUFOR GERS!
ur teenagers. Children should be prot
ected and kept
the streets by 8 pm. However, we should investsolution
a more be i
m;:gfindézzgzmfllldren would be off
Police officer:
educatio
“Yes, | suppose we could spend more money Onfmeír e n but that the a streets
are son not
e. We8pm”
guaranteafter
nts i
should impose the curfew and fine the pare
“Well, ok, ok. Calm down, please. | gues
it We should educate our children abouts athecurf ew c
dangeOUId
1s of a alcoholpartandof drug
the problem but not al of
s”
he town should
Iveve our p pro bl]em
dn’i t lts sol
uld
thi thin
ng: gs dodo!wn n but it W oul people.
aybeb a C: rfe could
ld ca c
lm a l m
ap ar t fr om alcohol to young
t
of entertainmen
MD feyr other ChD‘JNCeS
74
botelló nl discussion language
2) According to the opinions from the Town Hall meeting, decide whether the following sentences
are right or wrong, Refute the ones that are wrong, The first one has been done for you.
a) The mayor believes that a curfew is the only solution
No, she doesn't. She said that a curfew COULD be a solution, BUT she thinks +he real
solution is education.
b) The police officer believes that education is the only solution.
c) The teacher believes that a curfew is the only solution
d) The teacher believes that the solution is to give children more information about drugs and alcohol.
e) Local teenagers believe that a curfew is the solution.
f) Local teenagers believe that the solution is to offer more leisure activities to young people.
75
bo‘tel | ónl discussion language
DIPLOMATIC ON DISCUSSION
You might have noticed that the speakers in the Town Hall meeting are very diplomatic when
responding to each others opinions. For example:
Yes, | suppose we could spend more money on education but...
3) Now, refute the following opinions using the ‘diplomatic version” model below.
Basic statement: After a botellón session, young people should clean up after themselves
The “diplomatic” version: | suppose young people could clean up after themselves but we
really need more street-cleaners on botellón days.
a) Botellón should be forbidden
b) The Town Hall should prepare appropriate botellón places
) Parents should control their children at all times
d) We should all stop drinking alcohol
76
botelló n' discussion language
WATCHING A DEBATE
1) Watch the following discussions on Pregnancy Discrimination (1) and the lraq War (2) and answer
the questions.
( l) http://iwf.pjdoland.com/iwfmedia/show/21 468.html
( ’ ) http://www.youtube.com/watch?v=xhtOHcPryWA
2) Describe the most significant differences you noticed in the discussions.
DeBAre 1 DEBATE 2
(US TROOPS IN IRAQ)
(PREGNANCY DiSCRIMINATION)
* The speakers talk mainly to/ fl'roufih the * The speakers tak directiy to each cther.
moderator
3) Now look at the agreement/disagreement/opinion-giving expressions in the box below and
decide from which debate they were taken. Copy them into the columns on the next page
— according to what you think. There are nine for each column.
What I'm trying to say is | understand that you're on the other side
Excuse me? Right. l've got to round it up now.
What we have to be thinking about... | didn't say that!
You never use facts. Ok — we have to acknowledge that....
I'm not sure | would want to..... Thanks so much for your time.
Your problem is that you.... Let's face it, you are......
That says to me that we need..... The truth of the matter is.....
No, but what | do think is....... That is very true.
What are you talking about? I'm not so sure that.....
77
bo‘tel | ón' discussion language
PREGNANCY DiSCRIMINATION (1) US TROOPS IN IRAe (2)
E STRATEGIES FOR DISCUSSIONS
1) Listen to the interview with the sociolinguist Dr Lindee.Tick the box if you think she means the
same, and put an X against those which you think do not represent what she says.
CULTURAL DIFFERENCES AND Discussion STRATEGIES A DEE
o
2. The English think it is very important to interrupt people.
oooooon
3. Spanish rules of discussion are different from English rules.
8. The British are polite and the Spanish are rude
78
botellón' discussion language
2) Now use the text your teacher gives you to check the answers.
3) Use Dr Lindee's six points as your own strategy list. Copy them down from the text. that your
teacher has given you. Write them into the box below, but try to write them in shorter form (see
example for Number 1).
Pr Lindee's List
_ _
Never interrupt. Waitfo de invited o speak.
l e Wait for your tum.
4) Add one of your own (in the space for Number 7 above), in case you think Dr Lindee has
forgotten any.
79
botellón! fin task
CLASS DISCUSSION:WHAT CAN WE DO ABOUT THE BOTELLON?
It's time now for the Final task! But before you begin, the instructions below describe the process
you will go through.
1) Your teacher will now assign you a role for a discussion on the botellón. In groups, write some
notes for the discussion in the Discussion Organiser (on the next page), proposing a solution that
could be appropriate for everybody, giving arguments for and against. You can use the ideas you've
seen through the sequence but don't forget the role your teacher has assigned you!
Review your writing! Go through your most common errors and make the changes you think are
necessary.
Write your group's proposal on the board.
2) Read the proposals made by the rest of the class and refute them in the Discussion Organizer
DON'T FORGET
Be polite! Use the structures in 9, 10 and | 1.
| could give you an example, but you should know which structures I'm talking about ....
3) Prepare yourself for the discussion: make sure your notes are clear and in order.
4) When you finish the discussion, think about what the other groups said and modify your proposal.
Post it up in your classroom when you finish.
Before you post it, check your writing! Go through your most common grammatical errors and
make the changes you think are necessary.
3) Assess your role in the discussion using the Discussion Rubric.
80
botellónl final task ===
MN DISCUSSION ORGANISER
PROPOSAL:
1) Provide arguments for your proposal as part of your evidence.
ARGUMENTS: EVIDENCES:
botellón! ial task
2) Read the proposals made by the rest of the class and refute them.
PROPOSALS: ARGUMENTS:
LAST PROPOSAL:
82
botellón! ral sa
El DEBATE RUBRIC
Fill in the rubric below with your assessment criteria for the discussion and then assess your role in the
discussion.
CRITERIA 4 3 2 1 SEORE
ORGANISATION — | Eomietey —| Mosiy cleae | G%7 | Unclear in
AND CLARTTY Es a and ordeny some. parts | oq parts.
il in all parts. a
presentation. overall.
& Koaderno hau % 100 paper birziklatuan
(Klororik eta zuritzaile optikorik erabil
gabe fabrikatutakoa) inprimatuta dago.
