FREE ELECTRONIC LIBRARY - Dissertations, online materials

Pages:   || 2 |

«English Nexus ESOL Offender Learning Legal issues: Unit 1 Asking for help – teacher’s notes Legal issues Unit 1 Asking for help © ...»

-- [ Page 1 ] --

English Nexus

ESOL Offender Learning










Legal issues

Unit 1

Asking for help

© British Council 2015 1

English Nexus

ESOL Offender Learning










Legal issues: Unit 1 Asking for help


Unit 1 Asking for help: teachers’ notes

Unit 1 Asking for help: answers

Unit 1 Asking for help: transcripts

Unit 1 Asking for help: classroom materials Copyright - please read All the materials on these pages are free for you to download and copy for educational use only. You may not redistribute, sell or place these materials on any other website without written permission from the British Council. If you have any questions about the use of these materials please email us at: esolnexus@britishcouncil.org © British Council 2015 2 English Nexus ESOL Offender Learning Legal issues: Unit 1 Asking for help – teacher’s notes Overview This resource is designed to help learners understand and use language to do with legal issues they might encounter.

Overview This teachers’ pack teaches the English language needed for understanding the legal system, making appeals and complaining in a polite way while in prison.

Unit 1 helps learners ask for help in prison and covers essential vocabulary;

Unit 2 introduces vocabulary and structures to do with making complaints in prison;

Unit 3 focuses on the court system.

Level: Entry level 1-3 / Scottish Access 2 – National 4 / CEFR A1 - B1 Also differentiation for lower and higher levels.

Structure, learning hours and delivery context

The resource is divided into 3 units:

• Unit 1 Legal issues Unit 2 Making complaints Unit 3 The court system The resources developed for each unit may be used independently or sequentially.

• It takes a whole language approach but focuses on making key language related to legal • matters understandable in a prison context.

Timings are flexible: teachers should adapt the resource to suit their learners and build in • revision as required and can break down the units into smaller chunks of learning and build in revision as required.

The resource is suitable for male and female offenders learning ESOL in prisons.

• © British Council 2015 3 English Nexus ESOL Offender Learning Legal issues: Unit 1 Asking for help – teacher’s notes Unit 1: Asking for help Introduction This unit focuses on asking for help in prison with a particular focus on the legal context. It aims to give learners the language they need to understand the legal system particularly in terms of appeals. As most prisoners no longer have access to legal aid, learners will learn how to ask for help from their solicitors, but also others in the prison, for example the library, in order to understand how to form an appeal case with or without legal aid.

Time: 110 minutes plus extension work Aims

• To have the language access legal support.

• To complain in a polite way.

• To gain an understanding of the UK legal system.

• To gain an understanding of the help available in the prison library.


Learners will be able to:

ask for help with their case • understand answers to questions when asking for help • understand essential legal vocabulary.

Higher level learners will be able to:

ask for help in various contexts • understand the answers to questions they have asked.

• Tip! Find out about whether prisoners can get Legal Aid and also what support is available for appeals in your prison.

Tip! Check with your library what help they can provide for legal knowledge and support:

photocopies, books, reference books, charitable organisations, etc.


You will need:

• Resource 1: to display to learners.

• Resource 2: 1 copy folded in half. The top half (questions 1-4) are for lower level learners

• Resource 3a and b: 1 copy per learner. 3a is for lower levels and 3b is for stronger learners

• Resource 4: 1 copy cut up between 2 or 3 learners

• Resource 5: 1 copy cut up between 2 or 3 learners

• Audio 1 and 2

• Transcript for audio 1: 1 copy per learner if being used

• Dictionaries

–  –  –

Leaflets and other resources available in your establishment • Procedure Warmer (5 minutes) Show the pictures from Resource 1 and elicit the topic of the lesson. Try to elicit relevant • vocabulary: arrest(ed); court; sentence(ed); appeal; solicitor; guilty.

If learners are comfortable doing so, get them to talk about their own experiences.

• Activity 1 – Pre-teach essential vocabulary (20 minutes) To teach this new vocabulary, put them into groups of 6 and give each learner 1 of the • words. Ask them to look up the word in the dictionary.

Tip! Show an extract of one of the words on a screen and look at the different sections of the entry: word, type of word, pronunciation, definition, example. Point out how you can tell the different sections and get learners to focus on the definition.

Ask learners to explain their word to the rest of the group.

• Ask concept check questions to nominated learners such as in the table below to check • learner understanding.

–  –  –

Finally drill the words.

• Differentiation Group learners together by level.

Lower level learners: limit the number of vocabulary items to guilty, sentence, court, • appeal. Work with the group to show them how to use the dictionary e.g. using alphabetical order, how to find the dictionary.

Pre-entry: write very simple definitions for the words on cards and ask them to match to • the meanings. Allow use of 1st language.

Literacy learners: write simple definitions on cards and get learners to choral then pair • read words and definitions then match them.

Tip! Use a simple learner dictionary to help you write simple definitions.

Activity 2 – Jaheed’s story: Listening for gist and detail (15 minutes) Show the picture of Jaheed and elicit his story from the learners: say ‘This is Jaheed.

• Where’s he from? Why do you think he came to the UK? Where do you think he is now?

What did he do/ How did he get here?’ Jaheed’s story: he came to England for a better life, broke the law, was arrested and was sent to prison Group learners of a similar level together and tell them they are going to listen to Jaheed.

• Write on the board ‘What happened to Jaheed?’ Play the audio and ask learners to • answer the question. Accept answers such as ‘break/ broke the law’ ‘commit(ted) (a) crime’ ‘got arrested’ ‘went to prison.’ Show Resource 2, read question 1 and elicit the answer as a model.

• Hand out Resource 2, ask learners to answer questions 1 to 4. Play the recording up to 3 • times. Ask learners to compare their answers before playing again.

Ask the group the answers in turn ensuring all class members get an opportunity to • speak. After learners give answers, play the recording again to check.

© British Council 2015 6 English Nexus ESOL Offender Learning Legal issues: Unit 1 Asking for help – teacher’s notes Differentiation/ extension Higher level learners to answer second set of questions (5-7) after 1st listening.

• Upon completion of the list, invite learners to the board, in turn, and write the information • they have found and ask the rest of the class if they agree.

Hand out a copy of the transcript and ask learners to find the verbs. Elicit what tenses are • used.

Writing practice: learners to write sentences to include the verbs elicited from the text. If • they feel comfortable they could write about their own stories.

Activity 4 – Asking for help: listening for detail (10 minutes) Ask the class ‘What could Jaheed do if he disagreed with the judge’s decision?’ Appeal.

• If learners need it, remind them of the meaning of appeal.

• Tip! A claimant can appeal if there is a reason for the offence that wasn’t taken into consideration at the time or some evidence that was not used at the trial. If the appeal is successful the sentence may be changed or possibly dropped altogether.

Ask ‘Who should you speak to if you want to appeal?’ To elicit ‘solicitor’.

• Find out if any learners know what Legal Aid is. If not, explain.

• Tell learners they’re going to listen to Jaheed again and ask ‘Who is he phoning and • why?’ Play the audio, ask learners to compare their answers then elicit the answer to the • question.

Now ask them to listen again and fill in the gaps then compare with their partner.

• Show the correct version on the board or have copies for learners to see.

• Differentiation Learners should be grouped with others of the same level. Use Resource 3a for lower and 3b for higher level learners.

Activity 5 – Asking for help: role play (10 minutes) Focus on the pronunciation of the vocabulary and drill any difficult words by getting • learners to repeat a few times.

Put them in pairs to role play then ask them to swap parts.

• Tip! Point out that this way of asking for help is useful in all contexts: library; wing; fellow inmates.

Differentiation For more pronunciation practice split the class into 2 groups. 1 side is Jaheed and the other is the solicitor: learners should practise from 1 side of the room to the other. This is useful if learners are lacking in confidence.

© British Council 2015 7 English Nexus ESOL Offender Learning Legal issues: Unit 1 Asking for help – teacher’s notes Activity 4 – Help available in the library: specialist vocabulary (15 minutes) Explain that if they get legal aid the solicitor will do the work for them. If not, ask where • they can get help from in the prison to get their appeal ready: the library.

Discuss the help that they know is available from the library and give any information you • have.

Write relevant vocabulary on the board. examples: PSO; prisoner service orders, PAS;

• prisoner advice service, prisoners’ handbook, NOMs; national offender management service, some libraries offer photocopying though some charge a varying amount.

Hand out the flashcards from Resource 4 for learners to match the service with the • meaning.

To check show Resource 4 on the interactive whiteboard. Check understanding as • appropriate.

Activity 5 – Appeal hearings: reading (15 minutes) Group learners with the same level. Display the first card of Resource 5 to the group. Ask • the learners what Jaheed wants to do.

Hand a copy of cards out to the learners in pairs and ask the learners to put the process • of appeal in the order they think it should be.

Display the correct version or give a complete copy to learners to compare with their • version.

Differentiation Tell them (or elicit) ‘good grounds for appeal’ that means a good reason for appeal.

• Also explain that ‘Form NG’ means ‘notice and grounds’ for an appeal.

Lower level learners: read the wording on the cards with them. Use choral and pair • reading. Finally work with them to put it in the correct level.

Activity 6 – Talking about the appeal process: sequencers (15 minutes) Get learners to look at Resource 5 on the board. Look at cards 1 and 2 and say ‘You • come to prison and you want to appeal your sentence. Then you have 28 days to appeal.’ As you speak emphasise the use of then.

Hold up or point to the next card and say ‘And then?’ Elicit a response from the learners • about speaking to a lawyer. Encourage learners to use then, and then or after that. Hold up the next card and continue helping the learners describe the process.

Put the learners into pairs or threes. Ask them to describe the process, taking it in turns to • say a step, looking at the flashcards (or display Resource 5 on the interactive whiteboard).

© British Council 2015 8 English Nexus ESOL Offender Learning Legal issues: Unit 1 Asking for help – teacher’s notes Cooler – Talking about the appeal process: game (5-10 minutes) Put the learners into 2 mixed level groups and ask each group to talk through the steps • without the aid of pictures. If necessary, show the appeal process cards again for a few minutes.

Next ask them to write the steps as a team.

• Now divide the board in half and ask learners from both groups to write the steps on the • board. 1 learner from each group should write at the same time. When they finish 1 line, another member of the team should come up.

The learners watching should check that the order, spelling, grammar and punctuation • their team member writes is correct.

The team get 10 points for getting all the steps correct and 10 points for having them in • the correct order.

Deduct points for spelling, grammar and punctuation errors.

• They can gain extra points for including the use of: then, and then, after that.

• Extension activities Make a poster explaining how to ask for help.

• Write a letter to a solicitor asking for help with their case (see Inside Time lesson plan for • more help with this).

Give learners other scenarios where they may need to ask for help and get them to role • play those e.g. telling a wing officer about a problem in their cell.

Organise a library visit and ask learners prepare a question to ask the librarian.

• © British Council 2015 9 English Nexus ESOL Offender Learning Legal issues: Unit 1 Asking for help – teacher’s notes Answers – Resource 1

1. Why did Jaheed feel sad? Because he’d been arrested.

2. Did Jaheed speak English well? No.

3. How long was Jaheed sentenced for? 5 years.

4. Who did Jaheed write to when he was in prison? His wife.

5. Why did Jaheed come to the UK? To have a better life.

Pages:   || 2 |

Similar works:

«Sego 1 Connection to Expression: The Effect of Creative Movement on the Expressive Language of Adolescents with Down Syndrome Hannah Sego, Ed.M Candidate 08:207:510 Introduction to Research in Dance Education InstructorDr. Bashaw July 13, 2015
 Sego 2 Introduction Statement of the Problem: Dance can serve as a means of expression for many different types of people at varying abilities. There have been many programs set up for people with down syndrome to experience dance and participate in...»

«NM184 951013 Juppiter meditation, you have to do become intuitive. Espanola, NM MEDITATION We are going to do a very simple meditation. Jupiter, the Guru. It’s a Guru star, it’s star of knowledge, it’s star of wealth, it’s a star and that’s what the index finger is. 31 minutes: 24:33 So, this is my hand, it’s my left hand and I do this mudra and I put this mudra right at the heart in a very human emotional way and then this finger, I’ll just do this, a very simple thing. Gian...»

«INTRODUCTION TO DRAMA IN THE CLASSROOM TEACHER HANDOUT TAG, Citizens Theatre 119 Gorbals Street Glasgow G5 9DS T: 0141 4295561 (switchboard) F: 0141 429 7374 www.citz.co.uk www.tag-theatre.co.uk TAG is part of the CITIZENS THEATRE Ltd. Registered in Scotland No. SC22513. Registered Office: Milne Craig Ltd. Abercorn House, 79 Renfrew Rd. Paisley PA3 4DA Charity No. SC001337 INTRODUCTION As a busy teacher it can sometimes be difficult to keep lessons innovative and exciting, not only for your...»

«4th grade estuary food web activity About this activity: There are 21 “cards” representing 21 plants or animals that can be found in estuaries. Each card gives some information about the plant or animal, and also tells what that animal eats. Many of the cards also tell what eats the plant or animal. Eventually, the teacher will use pieces of yarn to connect all of the producers to the appropriate primary consumers, and also make connections between consumers. This will show visually the...»

«MOUNTAIN-TRAINING.ORG 01690 720272 MOUNTAINEERING INSTRUCTOR CERTIFICATE CANDIDATE HANDBOOK 1 MOUNTAIN TRAINING PREFACE This booklet contains all the information needed to progress through the Mountaineering Instructor Certificate scheme. It is designed to support the knowledge and experience of candidates, trainers and assessors whilst at the same time avoiding prescribed techniques. There are many technical manuals for climbers and mountaineers that illustrate the range of evolving techniques...»

«Physical Structure and Pattern of Land Use Changes from Residential into Commercial: Analyses of Mampang Prapatan, Jakarta, Indonesia Yuri J Raharjo UMD1-21 Lund, September 2005 Yuri J Raharjo When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps.( Confucius,China's most famous teacher, philosopher, and political theorist, 551-479 BC) “After difficult, there is always easiness. In truth, after difficulty there is always easiness” (Qur’an,...»

«CHECKLIST FOR YOUR DRIVING TEST Údarás Um Shábháilteacht Ar Bhóithre Road Safety Authority GET IT ON! GET IT ON GET IT ON! Drivers Fed A4.indd 1 19/8/09 axi Drivers Fed A4.indd 1 Drivers Fed A4.indd 1 19/8/09 Your Driving Test is scheduled! You have been scheduled for your driving test. So what does this mean for you? How will you approach the test? Are you prepared for it? These are some of the questions you need to think about ahead of your test. The driving test is just one step along...»

«Exemplar for internal assessment resource Drama for Achievement Standard 91515A Exemplar for Internal Achievement Standard Drama Level 3 This exemplar supports assessment against: Achievement Standard 91515 A Select and use complex performance skills associated with a drama form or period An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade boundaries. New Zealand...»

«HDB(15)59_G HUMANITIES DIVISIONAL BOARD Title of Programme Master of Philosophy in British and European History, from 1500 to the present Brief note about nature of change: These are the Regulations replacing the current Master of Philosophy in Modern British and European History. Effective date For students starting from Michaelmas Term 2015 For first examination in 2016-17 Location of change New Regulation. Detail of change In Examination Regulations, 2014, delete from p.498, l.7, to p.500,...»

«English Courses in beautiful Bath Bath English Language School 15 Marlborough Buildings Bath BA1 2LY, UK Tel: 0044-1225-426243 Fax: 0044-1225-443067 office@bath-school.co.uk www.bath-school.co.uk Contents ● About Bath English Language School 4 ● Comments by past students 5 ● The City of Bath 6 ● General Information 7 ● Accommodation & Welfare 20 ● Social & Leisure Programme 21 ● General Conditions 22–23 The Courses Advanced Courses for students of English philology and...»

«International Journal of Social Science Studies Vol. 3, No. 3; May2015 ISSN 2324-8033 E-ISSN 2324-8041 Published by Redfame Publishing URL: http://ijsss.redfame.com Education to Theatricality: Expressive Arts as Pedagogy of Creativity Gaetano Oliva1 ˡ Faculty of Education, Italian department, Catholic University, Milan, Italy. Correspondence: Gaetano Oliva, UniversitàCattolica del Sacro Cuore di Milano, Facoltàdi Scienze della Formazione, Dipartimento di Italianistica e Comparatistica, Largo...»

«Learning to live With Elephants: Human elephant co existence HECx Educators Skills Training Programme at Nepal BA Daniel and Marimuthu The second series of HECx workshops ‘Getting Along With Elephants” funded by US Fish and wildlife Service, USA was organised at Nepal from 24 February to 6 March 2009 in two locations namely Chitwan National Park and Shuklaphanta Wildlife Reserve. For this series the people living in and around HEC areas of Chitwan, Bardia and Sukhlaphanta were targeted. The...»

<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.