World Cup English PDF

Oxfam Education
www.oxfam.org.uk/education
Oxfam Education
WORLD CUP 2014: ENGLISH THEMED

THE WORLD CUP IN THE NEWS

Age range: 8 - 14
Time: 2 x 1 hour sessions
Outline
These English themed activities will support pupils to explore the 2014 protests in Brazil in the run up to
the World Cup. This will help them to understand more about inequality in Brazil, and how protests and the
World Cup are linked.
Session 1: Pupils read a model news report that outlines the protests that took place in Brazil in protest of
the spending on the World Cup. They will find that Brazil is one of the most unequal countries in the world
and understand a few of the specific issues that make it so unequal. Pupils then research what riots are
taking place during the World Cup and consider peoples concerns and needs in a middle income country
where inequality is falling but still a massive issue.
Session 2: Pupils use the information they have found to write their own newspaper report about fairness
and inequality in Brazil.
Learning Objectives
Explore the features of a newspaper article.
Understand what the basic needs of people are, that in Brazil
they are sometimes not met, and relate this to inequality.
Consider the implications of a country spending large amounts
of money on a mega sporting event like the World Cup.
Learning Outcomes
Analyse the features of a newspaper report.
Write about the basic needs in Brazil that people have been
protesting about.
Explain how individuals and groups can use agency to express
views and influence change.
Research current world events and media coverage.
Key Questions
What is unequal in
Brazil?
Is the World Cup good
for Brazil?
Keywords:
Inequality Public
spending Protest
Resources
Session 1:
Role play cards
In the News World
Cup Protests model
article
Internet access
PowerPoint slides
Session 2:
Notes from research
News Report Writing
Template
Fair Brazil cards
PowerPoint slides
Key curricular links

England
use language and style that are appropriate to the reader
use and adapt the features of a form of writing, drawing on their reading
Wales
use the characteristic features of texts in their own writing, adapting their
style to suit the audience and purpose
Scotland
Engage and influence readers through use of language, style and tone as
appropriate to genre.
Copyright Oxfam GB. You may reproduce this document for educational purposes only.
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Oxfam Education
In the News Session 1: World Cup Protests
Introduction activity (10 min)
Role Play Game: For or Against the World Cup
In groups of four assign pupils role cards. Each role card gives a scenario outlining why people in Brazil
are for and against the World Cup.
1. Pupils read the role card to themselves (they should not tell others what their card says).
2. A pupil starts by stating whether they think the World Cup is good or bad for Brazil.
3. Pupils try to convince one another why the World Cup is / isnt good for Brazil by solving the
problem presented to them by the other pupils.
4. Ask each group if they have come to a conclusion (it is not important that they decide).
Main activity (40 min)
Pupils will use a mock article about the 2014 protests in Brazil linked to the World Cup to explore this
issue. It is not a real article, but is based on news reports such as:
http://www.bbc.co.uk/news/world-latin-america-25900526
Discuss the structure of the Writing in the article
1. Read the article (teacher led or in pairs).
2. What is the purpose of the article? (To inform and persuade.)
3. How is the message made more interesting? (Quote from famous football player.)
4. What does the article debate? (Spending on the World Cup vs. current inequality in Brazil.)
5. Note the date at the top. Is this information up to date? (No.)
6. What language in the article is typical of this style of writing? Either in pairs or teacher led, identify
any interesting vocabulary, sentence openers and connectives you want pupils to use later in their
writing in the next session. See below for differentiation.
Discuss the content of the article:

1. Are protests a good or bad way of expressing views? Why?
2. Discuss the issues being protested about. (List in pairs and feedback.)
(Health care / Education /Transport /Housing /Higher tax rates for the poor.)
3. Ask pupils who they think will benefit the most from the World Cup being hosted in Brazil.
(most / all Brazilians / the wealthiest / the poorest / athletes etc.)
4. Will the World Cup help to reduce or increase inequality?
5. What has been improved in terms of inequality in Brazil?
Write your own article
Using the article, and also their own research, pupils will write their own short article which explains why
people in Brazil were protesting about the World Cup. You could ask pupils to watch this first:
http://www.bbc.co.uk/newsround/25901648
They can use the blank newspaper article template.
Pupils can use their articles to include in their World Cup Fairness Display.
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Differentiation
Make it easier:
Read the article to the pupils and work with them as a whole class to answer questions.
Discuss the use of vocabulary and tell pupils the words you would like them to use when they
are writing.
Make it harder:
Ask the pupils to read the article in pairs.
Give pupils the questions to answer in pairs then feedback.
Ask pupils to identify interesting sentence openers, vocabulary, connectives and punctuation
and feedback. To further extend discuss what more advanced vocabulary you would like the
pupils to use when writing.
Plenary activity
Ask pupils to discuss the question To make Brazil fairer I would. Encourage them to think about what
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Education
the government could do, what communities could do, andOxfam
what individual
people could do.
After they have discussed and shared ideas, ask them each to put their best idea on the To make
Brazil fairer I would card (see PowerPoint slide 6).
Pupils can add their cards to their World Cup Fairness Display.
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Oxfam Education
In the News Session 2: World Cup Media Coverage

Starter activity (10 min)
Revisit the key vocabulary outlined in the previous session. www.oxfam.org.uk/education
Discuss what the pupils thought about the protests in Brazil. Show them this article:
http://www.telegraph.co.uk/sport/football/world-cup/10752888/Brazil-2014-less-than-half-of-countryfavour-hosting-World-Cup.html
Using their learning from last lesson, can they explain why so few people in Brazil supported the World
Cup?
Main activity (40min) what has happened to the protests?
Tell pupils they will be researching current media coverage of the World Cup. This is to see whether
any reference is still being made to the protests which took place earlier in the year, and if coverage is
generally positive or negative.
These websites may be a good place to start the research:
http://magazines.scholastic.com/
http://www.bbc.co.uk/newsround/
http://www.bbc.co.uk/news/
http://www.independent.co.uk/i/
Ask pupils to consider the following questions:
What sorts of issues are being covered?
Is there any evidence of any further protests or unhappiness?
Have the issues protesters were talking about been addressed?
Does it seem like the World Cup is helping to make Brazil a fairer place?
Ask pupils to write a brief newsflash which updates their World Cup Fairness Display with current
coverage of the World Cup.
Differentiation
Make it easier:
Find some easier websites or articles for pupils to look at.
Make it harder:
Ask pupils to include at least 3 different viewpoints in their newsflash.
Plenary (10min)
Come back to the questions: for or against the World Cup
Do pupils think that the World Cup is a good thing for Brazil?
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For and Against the World Cup
Oxfam Education
Role 1:
You love football.
You are looking forward to watching the matches with your friends.
You live in a big house in the city with a huge television so will invite a large group of
people to watch the match with you.
You think that the World Cup will bring lots of money to your country and that more people
will be wealthy after the tournament.
Role 2:
You love football.
You live in the city and struggle to get to work on time each day as there is bad public
transport in your area and roads are very badly maintained, so it is difficult to get anywhere
quickly.
You think the money that is being spent on the World Cup would be better spent improving
the roads.
You cannot see how the country has improved in preparation for the World Cup.
Role 3:
You love football.
You are a teacher and all of the children in your class are looking forward to the World
Cup.
You wish the money could have been spent on things to help teachers teach better in the
part of Brazil you live in schools dont have a lot of resources. You want to make sure you
do the best for your pupils.
You think, once your country becomes more equal, Brazil should host the World Cup in the
future but not now.
Role 4:
You love football.
You worked on a farm in a rural area but had to leave to find employment. You worked for
a few years helping to build the World Cup stadiums.
You were pleased this gave you a job so you could earn money for your family. But you
were worried that the work was dangerous and some of you friends got injured.
You are now jobless again as the stadiums have all been built. You do not know when you
will find work again.
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NEWSPAPER REPORT (an example based on real articles)
Oxfam Education
Thursday 13th June 2013
FOOTBALL STAR SUPPORTS PROTESTS

In the months leading up to the World Cup, thousands of people in cities all over Brazil took
to the streets in protest. Footballers showed their support.
While many people would expect to see a
carnival and samba gracing Brazils streets
in the lead up to the World Cup, instead
thousands of protesters took to the streets to
complain about money the government has
spent on the mega-event.
Protestors in Rio
Many protesters were angry with the amount

of money spent on the tournament. They
believe that the money in Brazil could have
been better spent on improving education
transport and health care.
unity. We hope that we can reach a

consensus and that the future will be better.
Of course, we're not happy when we see the
violence."
Brazil is a country with high inequality, where
people who earn less money have to pay a
larger percentage of their earnings on tax;
and richer people have more advantages.
Billions of pounds were spent preparing for
the tournament yet, leading up to the World
Cup, thousands of people in Brazil were
living in difficult conditions. While the
wealthiest live in luxury apartments, poor
people often live in informal housing (better
known as favelas) where conditions can be
extremely difficult.
Although the country is becoming more
equal, health care in Brazil is still not good
enough for everyone.
Protesters complained that the money they

paid in tax was spent on the World Cup
rather than improving services.
Brazilian World Cup star, David Luiz, said in
a press conference in 2013, that he backed
the protests in Brazil but encouraged
peaceful protest. "The demonstrators are
fighting for health and education. We need
Luiz with teammates and young

mascots at the 2013 Confederation
Cup Championships
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Oxfam Education

WORLD CUP 2014: ENGLISH THEMED

THE WORLD CUP IN THE NEWS

Time: 2 x 1 hour sessions

Key curricular links

Discuss the content of the article:

In the News Session 2: World Cup Media Coverage

For and Against the World Cup

NEWSPAPER REPORT (an example based on real articles)

FOOTBALL STAR SUPPORTS PROTESTS

Many protesters were angry with the amount

unity. We hope that we can reach a

Protesters complained that the money they

Luiz with teammates and young

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