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close this bookSchool Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)
close this folderUnit 2. Responsible behaviour: delaying sex
View the document(introduction...)
View the document1 Reasons to say NO - Reasons for delaying sex
View the document2 To delay or not to delay (a, b) - Case Study - Reasons for and against sex
View the document3 “Lines” and more “lines” - Pressure to have sex
View the document4 Guidelines: help to delay sex - Help for delaying sex
View the document5 What to do? - Case studies on sex for delaying sex
View the document6 Affection without sex? - Alternatives to sexual intercourse
View the document7 What’s next? - Ranking physical activities
View the document8 Am I assertive? - Definition of passive, aggressive, and assertive behaviours
View the document9 Who’s assertive? - Case studies - types of behaviours
View the document10 Assertive messages - Four steps to assertive behaviour
View the document11 Your assertive message (class) - Four steps to assertive behaviour
View the document12 Your assertive message (individual) - Four steps to assertive behaviour
View the document13 Responding to persuasion (demonstration) - How to refuse, delay, bargain
View the document14 Responding to persuasion (class activity) - How to refuse, delay, bargain
View the document15 Responding to persuasion (individual) - How to refuse, delay, bargain
View the document16 You decide - Activity on gender differences
View the document17 Dealing with threats and violence - Case study on violence in dating
View the document18 Being assertive every day - Take-home activity on being assertive

3 “Lines” and more “lines” - Pressure to have sex


Students need practice in responding to typical arguments that are used to pressure individuals to have sex.

What the teacher does

Notice that for every reason for not having sex (in activity 1 and 2 - unit 2), lines have been invented to persuade someone to forget their reasons and say “yes” to sex.

1. Decide how to teach this activity.

a) Distribute an activity sheet to each student to complete individually, in pairs or in small groups. You may decide to divide the students into two groups so that each group only does 5 lines.

b) Draw 10 question and answer “bubbles” on the board. Discuss an answer to each one and have a student place the best response in the “bubble” (only one activity sheet needed). You would need to put the list of “possible responses” on the blackboard.

c) Divide the class into small groups - assign 5 lines to a group and have them decide on the best response (only one activity sheet per group is needed).

2. Add to the list of possible responses by asking students to suggest “lines” that they have heard.

3. Place the best response for each “line” in the appropriate bubble. There may be more than one good response.

4. Discuss or role-play.

a) The best way to make your response - verbally and non-verbally?

b) Try role-playing 5 or 6 responses by having two people say the “lines” and responses. Talk about the verbal and non-verbal actions of the role-players.

What the peer leader(s) does

· Be in charge of a small group.
· Draw the “bubbles” on the blackboard (if that method is used).
· Role-play the lines and responses to the lines.

Additional preparation

Teachers should decide on appropriate responses for each line before doing this activity with students.