CITIZENS: PART OF THE GLOBAL
SOCIETY
INTRODUCTION
This unit
has been created for students from middle courses of Primary Education, second
cycle, specifically for the fourth course of Primary. Usually students of that
age have a basic level of English (their knowledge and competences could be
classified inside an A1 or A2 level) and they are starting to get in contact
with the outside world, discovering new things and feeling part of their
society.
For these
reasons, activities have been designed to integrate the development of their
four communicative skills on A2 level and their knowledge and
competences about citizenship and being part of a society (how to
behave, social rules, public places, how to manage in different daily
situations, etc).
This way, activities
are going to be realistic and pragmatic, context embedded and with a specific
purpose. Children will be able to apply the knowledge and competences acquired
at the end of the unit in their daily life, gaining a meaningful and useful
learning; this is one of the main objectives.
INTRODUCTION TO THE UNIT
These
activities are going to be worked in an interdisciplinary way, so that three
different subjects are going to be related:
·
Citizenship
·
Geography (knowing and discovering the environment)
·
English
Objectives:
·
Develop speaking, listening, reading and writing skills in target language
(English).
·
Use language skill in an accurate and appropriate way, being adapted to the
context and situation.
·
Develop emotional, communicative and social skills to perform in an
autonomous way in their daily life situations and in an active way in group
relationships.
·
Know and appreciate the cohabitation rules and act according to them.
·
Know the fundamentals working mechanisms of democratic societies and
appreciate the public services role and their obligations as citizens for the
common good of the society.
·
Recognize and appreciate the fact of being part of a social and cultural
group with its own characteristics.
·
Know the traffic rules and assume a responsible behavior as a pedestrian
and future driver.
·
Interpret, express and represent facts, concepts and process of the
natural, social and cultural environment through numeric codes, graphs and
others.
Contents:
·
Space orientation: cardinal points.
·
Use of neighborhood and local maps.
·
Different ways to relate and communicate with members of a community.
·
Cohabitation rules.
·
Be responsible of following the rules as a pedestrian and as a “client” of
public services.
·
Appreciate the importance of public services.
·
Know how to use public services.
·
Civic and social values in a democratic society.
·
Application of civic and social values.
Assessment:
o Ongoing correction in classroom.
o Assessment of communicative skills.
- ·
Summative assessment (with some specific and more challenging
activities, one of each skill)
o
Test activity:
o Specific vocabulary
o Specific content
STRUCTURE OF THE UNIT
CITIZENS: PART OF THE GLOBAL
SOCIETY
FOCUS ON
SPEAKING
Activity 1
The best citizenship
dictionary
Students will collect a useful grammar and vocabulary list in their notebooks.
This is the basic and predetermined dictionary, but it can be getting bigger as
the unit continues and different situations require more vocabulary and
structures.
Producing and revising useful structures such as:
“I go to school by car/by train/by bus/ by bicycle” (I GO BY…)
“I would
like to have/to order/to buy/to eat…” (TO ORDER, ASK FOR SOMETHING)
“Please”
“Thanks you”
“Do you need
help” “Shall I help you” “Would you like…” (OFFER THEIR HELP)
Activity 2
I am a real citizen
Conversing and describing different vial situations: ROLE PLAY
·
Buying in the
supermarket
·
Asking for an address
·
Asking for help in
the street
·
Eating in a
restaurant
·
Travelling y bus,
underground, train:
o
Buy the ticket, ask
for a sit, deal with other passengers, problems (if they would have it), let
your sit to an older person…
ü Materials: To create a more realistic atmosphere, teacher or children
themselves can carry already used bus/train/underground/cinema tickets; basic
restaurant menus can be created previously, bills…
Activity 3
What can we do?
DEBATE:
·
What should you do if
you get lost in the street?
·
What shouldn’t you do
if you get lost in the street?
·
What can we do to
prevent/avoid getting lost in the street?
·
What should we do if
we meet someone who is in trouble?
·
How can we help
this person?
FOCUS ON
LISTENING
Activity
1
Where
are you?
Listening to conversations represented by classmates:
-
Small
groups of threes: Each group is going to be provided with a script
-
Students
have to perform (make creative gestures) and speak loud and clearly.
-
Classmates
listen to them: guess in which situation are them.
·
Conversation
in different situations
o
In the
street:
§ Policeman and a citizen (giving explanations or
commands)
§ Asking for an address
o
At
public transport: Bus driver and bus passenger
o
At the
supermarket or shopping center: Shop attendant and a client
o
At a
restaurant: Waiter/Waitress and costumer
·
Guess
which situation is each situation:
o
Vocabulary
o
What
are they saying
o
Situation
Activity
2
Remember
how to be a good citizen and sing!
I am a citizen of my society
And I participate in my community
I do my part, I keep it clean
I make this world a better place for you and me
I love my neighbor, I treat them good
I show respect and dignity like I should
I love my family, I follow all the rules
I take responsibility for what I need to do
There’s so much going on around me
Sometimes I think that it is all about me
Then I look around and see what’s in front of me
It’s you, and me, we help others in need
I do all I can to make this world a better place
Show respect to my neighbor and to the whole
human race
Citizenship is who I am, everything that I do
I take care of the environment, how about you?
Activity 3
Where is the person going?
Listening to the indications, follow them and go through
the map:
o
Where
is the starting point?
o
Where
is the final point?
o
Which
route did you follow?
§ Through which points, streets and buildings have you
just passed?
FOCUSING ON READING
Activity 1
What does it
mean?
Reading traffic rules interpret traffic signals:
First link shows a traffic signal information poster.
Students have one minute to memorize it or make a significant relationship
between the signal, its color and each definition.
After that minute they are going to be provided with
this second sheet. They have to complete it: Relate each signal with its
signification and each signal color with its own signification too.
In
the following map, put any of the previous signals wherever they were
necessary.
Activity
2
Where am
I? Where Is it?
Using ICT:
Students will have this map of a village in the UK,
they have all the streets and interesting points of the place. Teacher will say
different places and they will have to go through the village and the list of
streets looking for it.
Activity
3
A good
citizen
Reading about a model of a good citizen:
Nelson Mandela and his story
Power point with Nelson Mandela’s life and history:
Links to many videos and additional information.
FOCUSING ON WRITING
Activity
1
I have
great responsibilities
- Individually: Show some flashcards with some images
·
Overflow
landfill
·
Starving
and poor people
·
Dirty
landscapes: beaches, country, cities…
·
Smokers
and cancer
·
Violence:
Bullying
·
Racism
-Write a short composition (40 words)
- Do you consider these entire situations your
responsibility being a citizen? Are you concern on them?
Why? Why not?
Activity
2
Good o
Bad?
-Teacher gives out one
set of the citizen cards to each of the students. The students should separate
the cards into who they think is good and who they think is a bad citizen (They
are all famous people, students know them).
Once they have separated people into the two groups they have to write
explanations and reasons.”Why is he/she a good/bad citizen?”
They should be prepared to explain their choices.
Activity
3
After having worked on many aspects of their
village/town/city students have some time at the beginning of the lesson to
reflect on their own city situation. Is it OK? Does my city/town/village need
any additional change?
Choose between two new designs:
1. Create a new traffic signal to indicate something new,
to help people understand better any confusing traffic rule or to help them in
any danger place of your city, etc.
2. Create a new public service/place for citizens if they
are lack of something, etc.
(Short explanation and a picture will be
required)
FINAL TASK
Whole
class activity
“Create
our own society”
Students will have to take these points into
consideration:
o
Interpersonal
relationships
§ Human rights
§ Ways of relate with the others
§ Greetings:
·
How to
say hello/Thank you/Please/Goodbye/…
§ Meetings
§ Events and celebrations (birthdays, weddings…)
o
Life in
community
§ Basic cohabitation rules:
·
Tolerance,
respect…(maybe is not necessary or students have thought about other
principles…)
§ Type of families
§ Type of schools
§ Type of culture
§ Type of village/town/city
§ Culture
§ Jobs
o
Life in
society
§ Public services
§ Social rules
§ Common goods
§
RESULT:
Whole class together will write a composition and
description of their new society, give it a new name and draw and illustrating
picture.
ü All ideas are allowed and accepted if they are
supported with reason. Everyone has to participle
ü Final result can be totally opposite to our real
society
PERFORMANCE: Small sketch showing this characteristics of their
of society
Entradas
