Scheme of Work For 6 Weeks: Unfair World: Previous Knowledge

Scheme of work for 6 weeks: Unfair world
This scheme covers approximately 18 × 45-minute lessons plus homework. It gives

integrated Reading, Writing, and Speaking and listening opportunities across a wide
range of activities and offers opportunities for working individually, in a pair, in a small
group, as a whole class.
Previous knowledge leaflets; diaries and journals; evaluating oral presentations

Linked to Secondary 1 curriculum objectives Stage 9: Phonics, spelling and
vocabulary; Grammar and punctuation; Speaking and listening; Writing
non-fiction
• to contribute to small group and whole class discussion
• to write a leaflet
Objectives
• to write a diary entry in role
• to take part in an empathy game
• to give a presentation
• to evaluate broadcast media
• to write a journal entry
• to carry out research
• to adopt a persona
• reflective writing
Skills
• argumentative writing
• to prepare a presentation
• to deliver a presentation using computer technology
Range of poetry and prose texts relating to the theme; relevant film and
documentary clips; books, magazine, internet and other resources for
research; websites www.unicef.org and www.voicesofyouth.org; A3 size
Resources blank map of the world; projection equipment (optional); pieces of fruit, two
per student; squares of cloth (which can be folded into blindfolds or used
to tie legs together, enough for four-fifths of the class to have one each);
a large box; a rubbish sack
Coursebook: Units 1, 2, 4, 7, 8, 11, 12
Checkpoint links
Workbook: Unit 8 exercises 7, 8
Differentiation can be achieved by work groupings; choice of area for
Differentiation
research; teacher support; level of contribution to presentations
Week 1
1 With the whole class read a variety of texts, poetry and prose, which could fit the theme
of ‘Unfair world’. Possible sources are Songs of Ourselves and Stories of Ourselves (Cambridge
International Examinations). With the class discuss what causes ‘unfairness’ in the way
people live and are treated.
2 Ask the students to form small groups and to research in various media the use and
abuse of global natural resources. They should discover which main natural resources
exist in which parts of the world, and which ones are running out or under threat for
some reason. Ask them to label a map to support their findings.
Homework task: students write up their findings as an informative piece of a page

of continuous prose which gives a summary of which continents have most natural
resources and of what kind.
© Cambridge University Press 2014 Cambridge Checkpoint English 9: A World View 1

Week 2
1 Each group gives a presentation to the rest of the class of the outcome of their
research in a format of their choice, including projecting or displaying the map.
2 Students watch and take notes on a relevant documentary film or video clips on how
the world uses its natural resources, e.g. at http://www.teachertube.com/viewVideo.
php?video_id=116870 and/or Yanomamo the musical (aka Song of the Forest as filmed
for Channel 4’s Fragile Earth series).
3 Students draft and give an oral evaluation of the film(s) they viewed as an informative
broadcast: what did they learn, how clear was the information, how well was it
illustrated, what was its effect on the viewer.
Week 3
1 In pairs, students research further into a particular part of the world (advised by
teacher) where resources are not equitably used or where they are exported so that
there is hardship for the local community. They can use web articles or suitable
magazines, such as National Geographic. Teacher resources available at
http://education.nationalgeographic.com/education
2 Pairs deliver a report on the situation in their chosen part of the world.
3 Students draft a one-day diary entry as a teenager in the area they have studied,
describing everyday life in that area and its physical and economic hardships.
4 Homework task: ask the students to edit, improve and correct their diary draft and
write a final copy for assessment and/or display.
Week 4
1 Play the ‘Survival Game’ described below in a double period:
• Place two pieces of fruit per participating student, e.g. apples or oranges, in a bowl
or box at the front of the room.
• Divide the students into two groups by choosing a piece of paper with either a tick
or a cross on it from a box of folded papers; the split must be 20% : 80%, e.g. 16
in one group and four in the other; the groups sit separately in the classroom.
• Blindfold the larger group (representing lack of education and opportunity); say
that the ones who can see may collect two pieces of fruit each.
• Now use the blindfolds to tie the legs of the large group (representing poor health
and mobility); say that the ones who can walk may collect two more pieces of
fruit each.
• Open up the blindfolds and give them to the small group, four each, for them
to use as blankets around their shoulders (representing shelter and provision);
say that those who have protection from the cold may collect two more pieces of
fruit each.

• Take away the blankets; say that those who have fruit already (representing food
and strength) may collect two more pieces of fruit.
• Students in the smaller group will now have eight pieces of fruit each and those in
the larger group will have no fruit. There will be enough fruit left in the box for only
half of the larger group; say that those with no fruit can collect a piece; those who
get there first will get one piece but the other half of the large group get nothing.
• Say that to survive for one day they only need two pieces of fruit each, so those
who have fruit should keep two and return the rest to the box.
• Say that for a number of reasons this spare fruit cannot be issued to those who
need it, i.e. those in the large group, and that it must be thrown away; put it into a
rubbish sack.
2 Declare the game ended. Ask students if they can guess what it represented.
3 Tell students that the fruit represents the world’s resources; 80% are used by 20%
of the world (developed countries), leaving only 20% for the rest of the world
(developing or less-developed countries). Explain what the different stages of the
game were: lack of education, lack of health care, lack of housing, lack of food for the
majority of the world. Tell them that the food thrown away represents that although
there is enough food in the world, much of it is wasted through mismanagement
and doesn’t get to where it is needed, and some people take more than they need
(point out that the number one health hazard to children in rich countries is obesity,
whereas in poor countries it is malnutrition).
4 Students write notes quickly describing how the game made them feel, and how they
felt about the other group.
5 A small group of students collect together all the fruit, including that from the
rubbish sack, and distribute two pieces to every student in the large group, and then
keep two pieces each for themselves. Students can take home their fruit to remind
them of the game.
6 Homework task: students write a reflective journal entry based on the notes made in
the lesson. They can explore their experience of the game and what it represented,
and give details of when and how they had particular feelings during the game, and
how it has changed their views of themselves, other people, and the world.
Week 5
1 Students share with the class orally some of their reflections on the game and their
part in it before submitting their written piece for assessment.
2 Elicit from the students and write on the whiteboard concepts relevant to the issue of
poverty in the developing world, such as multinational corporations; water shortage;
markets for gold, coffee, spices; disease; vaccination; population expansion; civil war;
dictatorial regimes; refugees; western aid; charity work in the field; appropriation of
food sent to afflicted areas; crop failures; climate; pests; natural disaster.
3 Students provide an example for each category listed on the board.

4 Conduct a well-managed class discussion – with each contribution following from the
previous one, no interrupting, and including all members of the class – on what the
students think could or should be done about the situation of unfair distribution of
the world’s resources and exploitation of less developed by more developed countries.
5 Homework task: students write an argumentative piece of one and a half pages,
supported with detail and example, of the view they have formed from the discussion
on how the world’s inequalities should be addressed. Their work will be submitted for
assessment.
Week 6
1 In small groups, students research on the UNICEF website www.unicef.org to collect
material and compile a fact sheet about the work of the organisation and what the
initials stand for.
2 In small groups, students draft a leaflet, using the material in the fact sheet, to raise
awareness and support for UNICEF. The leaflets can be illustrated and printed. They
could be used for a classroom or corridor display.
3 In small groups, students prepare and rehearse a contribution to a school assembly

on behalf of UNICEF, using visual aids and making use of material on the UNICEF
Voices of Youth website at www.voicesofyouth.org Each group can take a different part
of the world or present a different aspect of being an underprivileged child, such as
education, housing, nutrition, health (the four areas highlighted in the game).

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Scheme of work for 6 weeks: Unfair world

This scheme covers approximately 18 × 45-minute lessons plus homework. It gives

Previous knowledge leaflets; diaries and journals; evaluating oral presentations

Homework task: students write up their findings as an informative piece of a page

© Cambridge University Press 2014 Cambridge Checkpoint English 9: A World View 1

© Cambridge University Press 2014 Cambridge Checkpoint English 9: A World View 2

3 Students provide an example for each category listed on the board.

© Cambridge University Press 2014 Cambridge Checkpoint English 9: A World View 3

3 In small groups, students prepare and rehearse a contribution to a school assembly

© Cambridge University Press 2014 Cambridge Checkpoint English 9: A World View 4

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