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GENERAL ENGLISH · BREAKING NEWS · UPPER-INTERMEDIATE (B2-C1)

FARMERS
CLASH WITH
POLICE
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1 Warm up

Match the pictures to the correct word or phrase. Do you know anyone who works or lives on a farm?
Would you like to be a farmer? Why/why not? What kinds of problems do you think farmers might
face in their working lives? Discuss in pairs.

barn cattle crops dairy

farmer field spray tractor

1. 2. 3. 4.

5. 6. 7. 8.

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2 Pre-listening task: vocabulary focus

Part A: Match words and phrases with the correct definitions.

1. tractor (n) a. a very big fire that spreads quickly and burns natural areas like
woods, forests and grassland
2. fertilizer (n) b. make somebody who is anxious, upset, etc. feel calmer

3. wildfire (n) c. something that you allow or do, or allow somebody to have, in
order to end an argument or to make a situation less difficult
4. carbon-neutral (adj.) d. a substance added to soil to make plants grow more successfully

5. concession (n) e. in which the amount of carbon dioxide produced has been
reduced to nothing or is balanced by actions that protect the
environment
6. soothe (v) f. connected with the science or practice of farming

7. agricultural (adj.) g. cover somebody/something with very small drops of a liquid

that are forced out of a container or sent through the air
8. spray (v) h. a powerful vehicle with two large and two smaller wheels used
especially for pulling farm machines

Part B: Discuss these questions in pairs.

1. Have there been wildfires in your country recently? How can we protect people from such fires?

2. Why do you think concessions on environmental measures are made for some businesses? Is this
fair?

3. Do you think farmers will still be using tractors in a hundred years? What could replace them?

4. Are people who grow up in agricultural communities likely to have a different view of life from
those who live in cities?

5. Should police be allowed to spray protesters with water if demonstrations become violent?

6. Do you think any countries will become carbon-neutral within the next twenty years?

7. When you are feeling nervous about something, does listening to music soothe you?

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3 Listening for specific information

Listen to the report. Tick the items you hear mentioned.

police tres

eggs bottles

injuries borders

retailers floods

targets representatives

4 Listening comprehension
Listen to the report again. For each question, select the answer that reflects the information given.

1. Brussels is the capital city of which country?

a. Luxemburg b. Germany c. Belgium

2. Who was sprayed with animal waste?

a. police b. protesters c. business owners

3. Which other capital city is mentioned in the report?

a. London b. Paris c. Madrid

4. What do farmers think is increasing because of new EU rules?

a. the price of energy b. operating costs c. the price of fertilizers

5. Farmers from which country in particular are angry about the EU’s position on imports from
Ukraine?
a. Spain b. Belgium c. Poland

6. According to the report, farms in which country are being threatened by wildfires?

a. Spain b. Greece c. Italy

7. What percentage of the EU’s greenhouse gas emissions is the farming sector responsible for?

a. fifty b. fifteen c. eleven

8. Which organization does Morgan Ody represent?

a. La Via b. Greenpeace c. The European Union

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5 Pre-reading task: general vocabulary

You are going to read a text about the farming protests (page five). For each paragraph, scan the text
and find words that match the synonyms and definitions.

Group 1:

1. (n, para.1): the activity of working to achieve political or social change,

especially as a member of an organization with particular aims
2. (v, para. 1): say bad things about someone so that other people will not like
or approve of them
3. (adj., para. 1): strict

4. (v, para. 2): expressed

5. (adj., para. 3): easily damaged or broken

6. (v, para. 3): help somebody/something to develop and be a successful

7. (n, para. 3): the system of official rules and ways of doing things that a
government or an organization has
8. (adj., para. 3): done without skill or in a way that offends people

Group 2:

1. (n, para. 3): a gas and chemical element found in large quantities in the earth’s
atmosphere
2. (n, para. 3): opposition

3. (n, para.4): someone who has such strong opinions or beliefs that most people
cannot agree with them
4. (v, para. 4): change the original form of something, so that it is damaged or
made less well in some way
5. (v, para. 4): take control of something in order to use it for your own interests

6. (adj., para. 4): agricultural

7. (adj., para. 4): consisting of two parts

8. (v, para. 4): accept

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UPPER-INTERMEDIATE (B2-C1)
FARMERS CLASH WITH POLICE
From the Field to the Streets
Why are farmers protesting?
1. In April 2023, four members of
the climate activism group were
given prison sentences of up to
five months for blockading roads
in Germany. The protesters,
who belonged to the
Generation movement,
following in the footsteps of
groups such as Just Stop Oil and
Extinction Rebellion, who have
staged similar demonstrations
in recent years. The sentence
handed to the four members of
Last Generation was criticized by
intellectuals, but climate activists
have faced similar punishments
across Europe, often finding
themselves vilified by the press
and the public alike for their
non-violent acts of protest. This
stern response from all areas of
society appears to contrast with
the treatment of the agricultural
protesters.
2. After weeks of
demonstrations which resulted
in borders between countries
being temporarily closed and
motorways blocked by tractors,
politicians caved to farmers’
demands, scaling back elements
of the ‘green deal’ designed to
cut the use of pesticides and
combat global warming. Much of
the press and many members of
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the public voiced their support claiming that the crisis is either
for the farmers, with little anger exaggerated or invented. As
shown towards the protesters. the far-right attempts to
Direct action, it seems, is socially corrupt the debates of our
and legally acceptable in some time and engineer so-called
Last situations, but not others. ‘culture wars’, affiliated groups
were 3. Of course, farmers are upset are also hijacking legitimate
about a range of issues, with the protests. The presence of fascist
Green Deal being one aspect. elements within agricultural
Many of those who work the demonstrations is not a
land for a living understand our European problem alone. In
relationship with the delicate the US, members of the groups
ecosystems that nurture us, and that attacked the Capitol
there is growing worry about building in January 2021 had
the changing climate among a history of agrarian rebellion.
farmers. Concerns within the During recent demonstrations in
ranks of the protesters are Germany, historical fascist flags
mostly related to bureaucracy. were flown. We are, it seems,
Could the European Union’s living through dangerous times.
environmental measures have It would be wise, however,
been better implemented? Have to avoid falling into the trap
clumsy interpretations of new of labeling things in a binary
regulations, such as the closing manner. The farming protests
of thousands of Dutch farms in are not inherently left-wing or
an attempt to reduce nitrogen right-wing. They revolve around
bitter
emissions led to open rebellion? complex issues that require
complex solutions: solutions
4. A large part of the problem is
that we must respond to with
that, in the modern world, each
dialogue and debate. We must
pressing issue, whether social
continue to ask questions; about
or economic, is framed as a
the way we treat protesters,
left-wing or right-wing concern.
and about what we’re willing to
Human-caused climate change
tolerate in our civilized world.
has thus become a political
cause, rather than a planetary Sources: BBC, The Guardian, The
one, with right-wing extremists New York Times
5/8
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FARMERS CLASH WITH POLICE

6 Reading comprehension

Read the article on page five again. For each question, select the correct option to finish the sentence
according to the information given in the article.

1. In April 2023, four climate protesters were sentenced to four months in prison / criticized for blocking
roads in Germany / sentenced to five months in prison.

2. The treatment of the climate protesters contrasts with the way the police are treated / the way the
farming protesters are treated / the way protesters are treated in South America.

3. Farmers used their tractors to block airports / motorways / private roads.

4. Politicians responded to the demands of farmers by scaling parts of the Green Deal / raising food
prices / arresting climate change protesters.

5. Many farmers understand our relationship with the ecosystems that feed us / animals / the economy.

6. Attempts to implement new laws by closing Dutch farms may have helped to soothe farmers / led
to open rebellion / angered the public.

7. Human-caused climate change is seen by many as a political cause rather than a global one / an
issue for the European Union to solve/a problem caused by the farming industry.

8. Some of those who attacked the US Capitol building had a history of agrarian rebellion /
committing serious crimes / organizing protests in other countries.

9. We should respond to the issues that farmers are protesting about with strict punishments for the
protesters / anger towards the government / discussion and debate.

7 Talking point

In pairs or small groups, discuss the following questions.

1. Why do you think that human-caused climate change is often seen as a political cause? Do you
see it as a political issue or a global one?

2. Do you think that the right to protest is important? Why/why not?

3. Should the right to protest have some limits? Is direct action ever an acceptable way of protesting?

4. Why do you think that environmental protesters might be treated differently from farming protesters?

5. Do you consider farmers to be one of the most important parts of society? Why/why not?

6. In general, do you think the European Union has had a positive or negative effect on Europe?

7. Can you think of any other issues not mentioned in the lesson that the farming protesters might
be angry about?

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8 Speaking practice: roleplay (optional)

Read each scenario carefully. In pairs, choose a scenario to roleplay. After completing each conversation,
switch roles.

Roleplay 1

• Student B is a farmer who is finding it difficult to keep their business open because of
the cost-of-living crisis.
• Student A is a bank manager who is deciding whether to lend Student B money to keep
their farm going.

Roleplay 2

• Student A is a farmer whose business is threatened by rising temperatures.

• Student B is a farmer taking part in the protests who doesn’t believe in climate change.

9 Extended activity / homework: crossword

Task A: Write an opinion essay on ONE of the topics below. Your essay should agree with or disagree
with the statement and should be between 260 – 320 words.

Farmers may be angry, but they need to understand that global warming is the
most serious issue of our time, and all of us have to make changes.

Farmers feed us – without them, there would be no society. We should give them
whatever they want.

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Task B: In pairs, complete the crossword (page eight) using vocabulary from the lesson. Try to complete
the exercise without looking at the definitions!

Across Down

2) accept 1) a system of rules and ways of doing things

7) thing you do or allow to end an argument 3) a person with extreme beliefs

8) a vehicle used in farming 4) related to farming

9) easily damaged 5) cover with small drops of liquid

11) make someone feel better or calmer 6) strict

12) a substance used to help plants grow 10) a big fire that spreads in nature

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FARMERS CLASH WITH POLICE

Transcripts

3. Listening for specific information

Newsreader: Fights have broken out between police and farmers in Brussels, following a series of
protests across Europe.

Newsreader: Protesters sprayed police officers with animal waste, set tires on fire and threw eggs
and bottles in the European district of Brussels. Nine hundred tractors blocked roads
in the Belgian capital, following weeks of demonstrations around the continent.

Newsreader: The widespread protests – with farmers taking to the streets of Madrid and closing
borders between Poland and Germany – have worried European leaders, drawing
support from far-right parties and leading to hurried attempts to soothe the protesters.

Newsreader: Farmers throughout the European Union are unhappy with legislation relating to
environmental measures, claiming operating costs are increasing as a result of new
rules. Additionally, the rising prices of energy and fertilizers have left many farmers
struggling. To make matters worse, retailers and governments have reduced food
prices because of the cost-of-living crisis, meaning farmers get paid less for their
produce.

Newsreader: The war in Ukraine is another important factor, with the EU allowing imports from
Ukraine that are not subject to the same rules as other European countries, angering
Polish farmers in particular.

Newsreader: Farmers are also facing problems related to climate change, with Spain forced to deploy
anti-drought measures and wildfires threatening farms in Greece.

Newsreader: The farming sector, however, accounts for eleven percent of the European Union’s
greenhouse gas emissions, leading to targets of cutting pesticide use and preserving
wild land. Such goals are part of a European green deal aiming to make the EU carbon-
neutral by 2050.

Newsreader: Despite concessions made on elements of the Green deal, however, agricultural
representatives have said that they feel ignored, calling on the EU to set minimum
support prices. Morgan Ody, from the La Via farmer’s organization, said that the
protests are “about income” and that farmers just want to be able to “make a decent
living.”

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FARMERS CLASH WITH POLICE

Key

1. Warm up

5 mins.
Tell the students they will be listening to a report about farming protests in Brussels, and reading an article focusing
on the motivations of the protesters. The discussion activity is suitable for pairs or small groups.

1. tractor 2. farmer 3. crops 4. barn

5. cattle 6. spray 7. dairy 8. field

2. Pre-listening task: vocabulary focus

Part A:
5 mins.
Ask students to match the words and phrases with the correct definitions.

1. → h. 2. → d. 3. → a. 4. → e. 5. → c. 6. → b. 7. → f. 8. → g.
Part B:
5 mins.
For this part, students should discuss the questions in pairs.

3. Listening for specific information

5 mins.
Individually or in pairs, ask students to listen to the report and tick the items they hear mentioned. Students should
identify the two items that were not mentioned in the recording.
Items not mentioned: injuries, floods

✓ police ✓ tres
✓ eggs ✓ bottles
✓ borders ✓ retailers
✓ targets ✓ representatives

4. Listening comprehension

5 mins.
Individually or in pairs, ask students to listen to the report again and answer the questions.

1. c. 2. a. 3. c. 4. b. 5. c. 6. b. 7. c. 8. a.

5. Pre-reading task: general vocabulary

10 mins.
Ask students to skim through the text and match the synonyms and definitions to the key vocabulary.

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Group 1:

1. activism 2. vilified 3. stern 4. voiced

5. delicate 6. nurture 7. bureaucracy 8. clumsy
Group 2:

1. nitrogen 2. rebellion 3. extremists 4. corrupt

5. hijacking 6. agrarian 7. binary 8. tolerate
Sources:
https://www.bbc.com/news/world-europe-68216353
https://www.nytimes.com/2024/02/06/climate/europe-farming-protests-policy.html
https://www.theguardian.com/environment/2024/feb/26/farmers-protests-brussels-eu-agriculture-leaders-riot-
police
https://www.theguardian.com/commentisfree/2024/jan/19/angry-farmers-nevada-germany-far-right-protest

6. Reading comprehension

10 mins.
Students should read the text again, and use the article to select the correct ending for each sentence.

1. sentenced to five months in prison

2. the way the farming protesters are treated
3. motorways
4. scaling parts of the Green Deal
5. the ecosystems that feed us
6. led to open rebellion
7. political cause rather than a global one
8. agrarian rebellion
9. discussion and debate

7. Talking point

10 mins.
Ask students to discuss the questions in pairs or small groups.

8. Speaking practice: roleplay (optional)

15 mins.
Students should read each roleplay scenario carefully and, in pairs, choose one scenario to roleplay. Students
should switch roles after each conversation. Encourage students to use vocabulary and ideas from the lesson.

9. Extended activity / homework: crossword

Task A:
45 mins.+
students should write an opinion essay based on one of the given topics. Encourage students to choose a side
and argue in favor of that position.

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FARMERS CLASH WITH POLICE

Task B:
10 mins.+
Students should complete the crossword using vocabulary from the lesson, either individually or in pairs.
ACROSS
2. tolerate, 7. concession, 8. tractor, 9. delicate, 11. soothe, 12. fertilizer
DOWN
1. bureaucracy, 3. extremist, 4. agricultural, 5. spray, 6. stern, 10. wildfire

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