To provide product writing practice of a paragraph in the context of child rights
To provide specific information listening practice using a text about child rights
To provide fluency speaking practice in a conversation in the context of child rights
To provide review of modals (should, must/ have to, musn't) in the context of child rights
Procedure (35-45 minutes)
T draws two children as stick people. Adds a speech bubble next to each child. One child says ‘I haven’t eaten for days.’ Writes in the other bubble ‘I work in a factory. Points to each picture and ask ‘Is this fair? Is it right?’ Elicits an answer. (No.) Encourages pupils to think of some reasons why it isn’t right. Uses the examples on the board to elicit or explain the meaning of a ‘child right’. (Children’s rights are basic needs – things that every child must have to live a safe, healthy and happy life.)
T checks that pupils understand the difference between ‘rights’ and things we would like. Asks, ‘Does every child have the right to be safe?’ (Yes. It’s a right. They must be safe). Asks, ‘Does every child have the right to get lots of money from their parents?’ (No. It’s not a right. We want it, but we don’t need it). Divides the class into groups. Hands out one set of picture cards to each group. If necessary, goes through the vocabulary on the cards with pupils before they plays the game. Explains the game. The cards contain pictures of ‘things we must have’ (rights) and ‘things we would like’ (wants). Explains that learners should put the cards face down on the desk. They turn a card over, look at it and discuss if it is a ‘right’ or ‘something we want’. When they are sure, they place the card onto one of two piles: 1) Needs and 2) Wants. They continue to the next card. T models the activity with a strong learner. Monitors the groups while they play the game. Gives support where necessary.T checks the answers with the class. Draws two columns on the board (label the first column ‘Rights’ and the second column ‘Things we want’). Hands out marker pens to the pupils and have them come up to the board to write an answer in the correct column.
T conducts a classroom discussion about the rights on the picture cards. Asks learners why children don’t get some of these rights. Points to an example (e.g. the right to go to school) and encourage them to think of some reasons why some children don’t get this right. Asks, ‘Who do you think is in charge of protecting children? Why?’ (Governments and parents, because young children can’t get their rights without help).
T divides learners into pairs (A and B) and gives each learner the appropriate worksheet (Student A worksheet or Student B worksheet). Explains that they have part of a text. They have to take turns to dictate and write the missing sections of text. Student A should start. Learners complete their texts about children’s rights. Monitors while they are dictating and writing and helps where necessary.
After collecting the pictures, T asks ss to write a short paragraph about the Child Rights using the sentences they have built.