Identity

• Write the following on the board: 
  First name/Surname/Date of Birth/Nationality/Personal Identity number/Expiry date
• Ask students where they would expect to see these items (on an ID card or passport). 
• Ask students the following questions: 
  • Do you have an ID card?
  • Does it have a photo? Do you think it is a good reflection of what you look like? If not, when was it taken and how have you changed? 
  • Why do we have ID cards? 

Note: In some countries, like the UK, citizens do not have to carry ID cards - ask students what they think about that if the rules are different where they are. 

• Show Slide 2 of the presentation or refer students to Task 1 Activity A in the student worksheet.
• Explain that students should think about how they identify themselves in each category in the list. Give some examples for yourself - e.g. I am middle-aged, a woman, Italian etc. They don't need to specify all of these as some students might be sensitive about identity issues, but this first stage is just to get them thinking.
• Clarify any doubts about vocabulary and tell students they can make notes if they want to. Set a time limit and ask them to choose which three categories are the most important to them. 
• Put students in pairs and ask them to compare the three most important categories with each other and to explain their choices. 
• Now show Slide 3 of the presentation or refer students to Task 1 Activity B in the student worksheet. Ask students to answer the questions in Activity B together. Ask for some feedback from different pairs. 

Important: Some of the categories listed in Task 1 Activity A may be culturally sensitive. Omit categories if you prefer. You could dictate an amended list to students or write one on the board. Alternatively, you could edit the list on slides 2/3. 

• Explain to students that you are going to show them a short video clip. Explain that the clip begins with these sentences: It’s easy to put people in boxes. There’s ‘Us’ and there’s ‘Them’. 
• Ask students to explain what ‘put people in boxes’ means (judge people based on certain factors, e.g. young people don’t like to work). Ask them what ‘Us’ and ‘Them’ means (Us = people like me; Them = people not like me). 
• Now show Slide 4 of the presentation or refer students to Task 2 in the student worksheet. Students match the groups of people in column A with their opposites in B. Ask some to share their answers, but don’t comment yet. 
• Play the video until 0:42 (https://www.youtube.com/watch?v=jD8tjhVO1Tc) so that they can check if they are right.
• Pause the video at 0.42 and check the answers: 
  Us – Them; High earners - Those just getting by; Those we trust - Those we try to avoid; Immigrants (the new Danes) - those that have always been here; The people from the countryside - The people who have never seen a cow; The religious - The self-confident; Those we share something with - Those we don't share anything with. 
• Ask students if they agree that the opposites in Activity A really are opposites. Can they suggest any alternatives? 

Note: In the video, instead of 'Immigrants' they say 'the new Danes' (this is because this is a Danish video and it is referring to immigrants in Denmark).

Important: Please note that in the next section of the video a reference is made to 'those who have had sex in the last week' and those who are ‘bisexual’. If you feel this is inappropriate for your students, then feel free to omit the next section of the video, or cut those parts (1.53-2.00 / 2.13 – 2.35). 

• Tell students that they will now watch the rest of the clip. As they watch, they should make a list of other groups that are formed. They should note which are the biggest and which are the smallest. 
• Play the rest of the clip, then ask students to name the groups, and the biggest / smallest. Play the clip more than once if necessary.  

Answers: 
Groups formed: those who were the class clown, those who are step parents, those who believe in life after death, those who have seen UFOs, those who love to dance, those who have been bullied, those who have bullied others, those who have had sex in the past week, those who are broken- hearted, those who are madly in love, those who feel lonely, those who are bisexual, those who acknowledge the courage of others, those who have found the meaning of life, those who have saved lives, those who love Denmark. 

The largest groups are those who love dancing and Denmark. 

The smallest groups are those who are bisexual and those who are broken-hearted. 

Ask them what they think the message of the film is. Point out that this is an advert for a Danish TV company (does that change how they feel about it?)  

• Show Slide 5 of the presentation or refer students to Task 3 Activity A in the student worksheet. Tell them to look at the phrases in the box and put them in order from most to least probable. 

Answers: 
1. I’m bound to … 
2. I could …, but I’m not sure … 
3. Maybe… 
4. In reality, I probably won’t … 
5. I doubt very much that... 
6. I would never … 

• Show Slide 6 of the presentation or refer students to Task 3 Activity B in the student worksheet. Explain that students should use the phrases from the previous activity to talk about how their identities might change in the future. 
• Read the examples, and if necessary, elicit more examples from the class. They can refer to the list in Task 1A for prompts. Correct any problems with using the phrases from Task 3A. 
• In pairs, students discuss how their identities might change. Set a time limit and then ask for some students to share their ideas. 

• Show Slide 7 of the presentation or refer students to Task 4 in the student worksheet. 
• Explain that students will work in groups and discuss how society will change in the future. Each group will have different questions. They should discuss them and be ready to share their thoughts with the rest of the class. 
• Put students into pairs or small groups, depending on your class size. Give each pair / groups a different set of questions (A, B, C or D) from the Appendix (at the end of the downloable lesson plan). Ask them to discuss their questions and make notes about how they think these things will change in the future. Encourage them to add their own ideas. After 5-10 minutes, regroup the students into groups of 4 (with each group containing someone from group A, B C and D). 
• Students should now share their ideas about their topics. Again, set a time limit (10 minutes) Monitor, encourage the use of the language from Task 3 and make a note of any good language / errors to correct at the end of the activity.