Anti-Social Behaviour
Senior 1 · English
Anti-Social Behaviour
Lesson 4 of 5
30 min
Let's begin
Some anti-social behaviour harms other people first. Drug abuse usually harms the user first, and then spreads outwards to the family, the school and the whole community. Every year on 26 June, the International Day against Drug Abuse and Illicit Trafficking, schools across Rwanda invite health workers to speak to students. Here is part of one talk, given at a school assembly in Nyamagabe by a nurse and counsellor from the district health centre. She tells a true-to-life story, with the young man's name changed.
Before you read: Why do you think some young people try drugs or alcohol? Share one idea with a partner; you don't need to talk about anyone you know.
Good morning, students. My name is Mrs Mukeshimana, and I work as a nurse and counsellor at the health centre. Today I want to tell you about a young man I will call Kamali.
When Kamali was fifteen, he was a good student and the best goalkeeper in his sector. One evening after a match, some older boys offered him a drink of home-made alcohol. He did not really want it, but he took it because he did not want them to laugh at him. A few months later, the same boys gave him cannabis. They told him it would help him relax, since he was worried about his exams.
At first nothing seemed to change. However, drugs work on the brain, and a teenager's brain is still growing: it goes on developing until a person is about twenty-five. As a result, Kamali began to forget what he had studied, and he could not concentrate in class. His marks fell, so his teachers called his mother. He lied to her, and when he needed money for drugs, he took it from her bag. Although his mother loved him, she stopped trusting him.
By seventeen, Kamali had left school and stopped playing football. Then one night the police stopped him with cannabis in his pocket. In Rwanda, using, selling or keeping drugs like cannabis is a crime, so he was arrested.
That could have been the end of his story, but it was not. His uncle took him to the health centre, where we listened to him without judging him. He was referred for treatment, and his family supported him every step of the way. Recovery was slow and hard. Today Kamali is twenty-one. He is studying welding at a technical school, he coaches the under-twelve football team, and he talks to young people so that they do not make the same mistakes.
So, students, remember three things. First, you can say no, even to friends. Second, drugs do not solve problems: they add new ones. And third, if you or someone you know is in trouble, talk to a trusted adult: a parent, a teacher, the school counsellor or a health worker. Asking for help is not weakness. It is courage. Thank you.
Important
If you are worried about yourself or a friend, talk to a trusted adult: a parent or guardian, a teacher, the school counsellor, or a nurse at your local health centre. Health centres can help young people and their families and refer them for treatment. Talking to someone is the first step, and you do not have to face the problem alone.
| Word or phrase | Meaning | Example sentence |
|---|---|---|
| drug abuse | using illegal drugs, or using alcohol or medicines in a harmful way | Drug abuse damages health and families. |
| addiction | a strong need to keep using something, even when it causes harm | Addiction makes it very hard to stop. |
| peer pressure | the feeling that you must do what people of your age do | Kamali gave in to peer pressure. |
| consequence | a result, often a bad one, of an action | His marks fell as a consequence. |
| illegal | against the law | Selling cannabis is illegal. |
| arrest | (of the police) take someone away because of a crime | The police arrested him. |
| trust | belief that someone is honest and good | His mother stopped trusting him. |
| counsellor | a person trained to listen and give advice about problems | Talk to the school counsellor. |
| treatment | medical care for an illness or problem | He was referred for treatment. |
| recovery | the process of becoming well again | Recovery was slow and hard. |
| refuse | say no | You have the right to refuse. |
Definition
Subordinating conjunction: a conjunction that begins a clause which depends on a main clause, such as because, since, as, although, so that. The clause it begins cannot stand alone.
Linking adverb (connector): a word or phrase such as however, therefore, as a result that links the idea of one sentence to the next. It usually starts a new sentence and is followed by a comma.
Example: His marks fell because he could not concentrate. As a result, his teachers called his mother.
| Meaning | Word | Pattern | Example from the talk |
|---|---|---|---|
| Cause (why?) | because | + clause | He took it because he did not want them to laugh at him. |
| since, as | + clause (often at the start) | Since he was worried about his exams, they said it would help him relax. | |
| because of | + noun | He left school because of drugs. | |
| Result (so what?) | so | , + clause | His marks fell, so his teachers called his mother. |
| therefore, as a result | new sentence + comma | As a result, Kamali began to forget what he had studied. | |
| Contrast (but…) | although, even though | + clause | Although his mother loved him, she stopped trusting him. |
| however | new sentence + comma | However, drugs work on the brain. | |
| Purpose (what for?) | so that | + clause | He talks to young people so that they do not make the same mistakes. |
Worked example
Say one idea four ways: Kamali was worried about his exams. He accepted the cannabis.
Warning
Tip
Because looks back; so looks forward. Because points back to the reason; so points forward to what happened next. Draw an arrow in your head: cause → so → effect; effect ← because ← cause.
How to use 'because', 'as' and 'since', from BBC Learning English's English In A Minute (1 minute). Listen for where each word goes in the sentence, and which one is the most informal.
In pairs, role-play a situation in which a friend offers you something harmful: a cigarette, alcohol or a drug. Use one of these ways of refusing, and give a reason with because or since:
A: Hey, everyone's trying this. Take some.
B: No, thanks. I don't do that.
A: Come on, it will help you relax before the exams.
B: I don't need it, because I relax by playing football. Although you're my friend, I'm not going to change my mind. Let's go to the pitch instead.
A: …OK. Maybe later.
B: See you there.
Write an essay of 150 to 180 words on one anti-social behaviour: drug abuse, bullying, vandalism or littering. Paragraph 1: what it is and why some young people do it (causes). Paragraph 2: its effects on the person, on others and on the community. Paragraph 3: what schools and families can do. Use at least six different linkers from the table.
Bullying and its effects
Bullying means hurting or frightening a weaker person again and again, with words, fists or messages on a phone. Some students bully others because they want to feel powerful. Others do it since they were bullied themselves.
The effects on the victim are serious. Victims often feel afraid and alone, so they may stop coming to school. As a result, their marks fall. Although the bully seems strong, he or she also suffers: bullies lose friends and trust, and they may be suspended. The whole school is affected too, because students cannot learn well where they do not feel safe.
However, bullying can be stopped. Schools can give victims a safe way to report it, so that nobody has to suffer in silence. Families can talk to their children about respect. Bystanders can help too, by reporting what they see. Therefore, if we all act together, every student can feel safe.
In groups, produce a short class magazine with this title. Each group writes three pieces: a report on one anti-social behaviour at school or in the neighbourhood (Lesson 1), a set of rules for a public place (Lesson 2), and a profile of a person who makes the community better, such as a volunteer, a coach or a health worker. Use the conjunctions and prepositions from this unit, and give the magazine to the school library.
Practice
Sources and credits
