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Date: March 21, 2005 THE ARTICLEHaving a drink has become a deadly business in Sudan. Over the past few days 21 people have died from drinking illegally produced alcohol. A further six people have been blinded. The government in Khartoum has vowed to crack down and punish the producers of the killer booze and close down the breweries. It has issued warnings to the public in newspapers of the dangers of drinking the homemade brew, and of the serious risks of making and selling it. There is a large black market for bootleg liquor in Sudan; it is widely sold in the streets and smuggled across its borders. Many illegal breweries exist to satisfy demand for alcohol, which was banned when Sharia law was introduced in 1983. Beer and date brandy are very popular drinks in Sudan, even though it is dangerous for Muslims to be caught with them. Sharia law forbids the production, sale and consumption of alcohol. Punishments under Sharia can include beheading, amputating fingers or whole hands, and public flogging. Despite this, illegal breweries are common in Sudan, especially in the largely non-Muslim south. Non-Muslims are exempted from the alcohol ban, though they can be arrested for producing and selling it. It is OK for western diplomats to drink imported alcohol as long as they stay in their own homes or embassies. WARM UPS1. CHAT: Talk in pairs or groups about Sudan / having a drink / alcohol / breweries / Sharia law / beer / beheading / … To make things more dynamic, try telling your students they only have one minute (or 2) on each chat topic before changing topics / partners. Change topic / partner frequently to increase conversation. 2. BEER BRAINSTORM: Spend one minute writing down all of the different words you associate with the word ‘beer’. Share your words with your partner / group and talk about them. 3. ALCOHOL: In pairs/groups, talk about alcohol. Write down five questions about alcohol one question under each of these headings:
Ask them to your partner/group. If your group has two questions the same, you must think of another question under the same heading. 4. ALCOHOL OPINIONS: Talk about these with your partner:
PRE-READING IDEAS1. WORD SEARCH: Students look in their dictionaries / computer to find collocates, other meanings, information, synonyms … of the words ‘crack’ and ‘down’. 2. TRUE / FALSE: Look at the headline and guess whether these sentences are true or false:
3. SYNONYM MATCH: Match the following synonyms from the article:
4. PHRASE MATCH: Match the following phrases from the article (sometimes more than one combination is possible):
WHILE READING ACTIVITIES1. GAP-FILL: Put the words on the right into the gaps. Deadly alcohol kills 21 in Sudan
2. TRUE/FALSE: Students check their answers to the T/F exercise. 3. SYNONYMS: Students check their answers to the synonyms exercise. 4. PHRASE MATCH: Students check their answers to the phrase match exercise. 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 IDEAS1. GAP-FILL: Check the answers to the gap-fill exercise. 2. QUESTIONS: Students ask the discussion questions they thought of above to their partner / group / class. Pool the questions for all students to share. 3. VOCABULARY: As a class, go over the vocabulary students circled above. 4. 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. 5. ‘CRACK’ / ‘DOWN’: Students make questions based on their findings from pre-reading activity #1. 6. DISCUSSION:
HOMEWORK1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find information on Sharia law. Share your findings with your class next lesson. 3. ALCOHOL CULTURE: Write a short essay on the history and position of alcohol in your country’s culture. 4. SHARIA LAW: Is banning alcohol, as under Sharia law, a good thing or a bad thing? Write down five pros and five cons of such a law. Use these in an activity in your next class. ANSWERSTRUE / FALSE:
SYNONYM MATCH:
PHRASE MATCH:
GAP FILL: Deadly alcohol kills 21 in SudanHaving a drink has become a deadly business in Sudan. Over the past few days 21 people have died from drinking illegally produced alcohol. A further six people have been blinded. The government in Khartoum has vowed to crack down and punish the producers of the killer booze and close down the breweries. It has issued warnings to the public in newspapers of the dangers of drinking the homemade brew, and of the serious risks of making and selling it. There is a large black market for bootleg liquor in Sudan; it is widely sold in the streets and smuggled across its borders. Many illegal breweries exist to satisfy demand for alcohol, which was banned when Sharia law was introduced in 1983. Beer and date brandy are very popular drinks in Sudan, even though it is dangerous for Muslims to be caught with them. Sharia law forbids the production, sale and consumption of alcohol. Punishments under Sharia can include beheading, amputating fingers or whole hands, and public flogging. Despite this, illegal breweries are common in Sudan, especially in the largely non-Muslim south. Non-Muslims are exempted from the alcohol ban, though they can be arrested for producing and selling it. It is OK for western diplomats to drink imported alcohol as long as they stay in their own homes or embassies. Help Support This Web Site
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