(Page 80)
IV. SPEAKING
Programmes for communities
1. Complete the conversation about a UNICEF programme with the sentences in the box. Then practise it in pairs.
a. It offers young people job training and career advice. It also teaches them essential skillefer the job market
b. It is Education for Disadvantaged Young People.
c. It focuses on helping disadvantaged teenagers continue their education.
A: What is the name of the programme?
B: (1) ____________________________________.
A: What does this programme focus on?
B: (2) ____________________________________.
A: What are the activities of this programme?
B: (3) ____________________________________.
2. Work in pairs. Student A looks at the table below. Student B looks at the table on page 85. Ask each other the questions in 1 to complete your table.
Student A
| UNICEF Programme | UNDP Project | |
| What / name? | Vaccines for Children | _____________________ |
| What / focus on? | protecting children with life-saving vaccines | _____________________ |
| What/activities? | - educating people about the benefits of vaccines - vaccinating as many children as possible | _____________________ |
Example:
A: What is the name of the UNDP project?
B: It's ...
(Page 81)
3. Work in groups. Discuss and decide which programme or project in 1 and 2 will bring more benefits to people in your local area. Then share your ideas with the whole class.
Useful expressions:
I think / believe that the project/programme... is more important/necessary for my local area because ...
This project/programme helps local people... / brings local people more opportunities to ...
In our group, most of us agree that... But one member thinks that...
Example:
A: Now, let's decide which programme or project will bring more benefits to people in our village. B, what do you think?
B: Well, I think Education for Disadvantaged Young People will be a very useful programme for our village. You see, many teenagers here drop out of school and start working to earn a living. They really need help.
A: You're right, B.
...
