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

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English Nexus

ESOL Offender Learning

Legal

issues:

Unit

1

Asking

for

help

teacher’s

notes

Legal issues

Unit 1

Asking for help

© British Council 2015 1

English Nexus

ESOL Offender Learning

Legal

issues:

Unit

1

Asking

for

help

teacher’s

notes

Legal issues: Unit 1 Asking for help

Contents

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.

Objectives

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.

Preparation

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.



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