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Unit Thirteen: We and Our Rights
Lesson 1
Children have their rights
Objectives: By the end of the lesson you will have
• read about child labour and matched two columns
• read a description of some children and discussed what rights they are deprived of
• inserted articles in appropriate places
• written a report for an English magazine
A We constantly see young children working for a living around us. What are your feelings about them? Discuss in pairs and write 3 sentences.
B When does labour become negative for a child? Match a negative effect in column A with the kind of job in column B.
A.
Negative effect related to the work.
- full time job from a tender age
- very long working hours
- involves too much physical pressure
- lives and works in insanitary unhealthy conditions
- insufficient wages
- too much responsibility incommensurate with age of the child
- too much mental pressure
- hampers opportunity of education
- is against the dignity and self-esteem of the child
- hampers physical and mental development
- hazardous for the child B.
Type of work.
domestic servant
garments worker brick clinker
vegetable hawker
garbage collector
day labourer
railway porter
tempo helper
rickshaw-puller
beggar
guerilla fighter
welder at workshop
C Children do not have much knowledge of the world and need to be protected. The Geneva Convention of the Nations therefore identified some basic rights of the child. These are given below. Discuss with your partner and explain each or them.
• to protection from all kinds of threats
• to live and survive
• to education
• to health and hygiene
• to healthy physical and mental development
• not to be forced into labour
D There are pictures of two children and some descriptions given below. Match a description to the child and write his/her" name under the picture. Then work in pairs and discuss what kind of rights the child is deprived or in each case. Do the same for the three other children.
Picture
RAH1M
12 years, works as a porter m a railway station. He has to compete with other adult porters and sometimes gets beaten up by them if he is preferred by the passengers. He lives and sleeps at the railway station with other little boys like him. He gets half the amount paid to the adult porter because he cannot carry very heavy baggage.
NRIPEN
10 years, is a handloom weaver in Nepal He is kept chained to the loom to keep him from running away. He works 10 hours a day six days a week and is allowed only half an hour lunch break.
FARIDA
8 years, works as a domestic servant. She makes tea, cuts vegetables, sweeps the floors, runs errands for the whole family. She is not allowed to go out of the house at any time of the day. The family locks her inside the house when they go out. She gets food and clothing and a meagre wage but no education or holidays.
SHAFI
5 years, now lives at a Children's Home. He cannot remember his parents because at age three, he was kidnapped and sent, to the Middle East to be used as a camel jockey. He used to be tied to a camel in camel races so that his terrified screams would make the camel run faster. He was rescued by a Human Rights group and brought back to Bangladesh.
KHAIRUNNESSA
13 years, lives with her parents in a village. She is third among two brothers and two sisters. Her brothers go to school but her parents think she is more useful at home. Her father, a rickshaw-puller is looking a suitable groom for her so that he has one mouth less to feed. Her youngest sister is only one year old and Khairunnessa takes care of her the whole day.
E Now look at the following picture and write a report on "Street Children in Bangladesh" to accompany it in The Rising Sun. (15Q words)
Picture
Focus:
Skills.
Speaking, reading, writing.
Functions.
Describing, analysing situations, expressing feelings/reactions,
writing reports.
Grammar/Structure.
Nouns, adjectives for describing/narrating, cause- effect,
words to describe
feelings. Vocabulary.
threats, deserted, errands, jockey, groom.
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Unit Thirteen: We and Our Rights
Lesson 1
Children have their rights
Objectives: By the end of the lesson you will have
• read about child labour and matched two columns
• read a description of some children and discussed what rights they are deprived of
• inserted articles in appropriate places
• written a report for an English magazine
A We constantly see young children working for a living around us. What are your feelings about them? Discuss in pairs and write 3 sentences.
B When does labour become negative for a child? Match a negative effect in column A with the kind of job in column B.
A.
Negative effect related to the work.
- full time job from a tender age
- very long working hours
- involves too much physical pressure
- lives and works in insanitary unhealthy conditions
- insufficient wages
- too much responsibility incommensurate with age of the child
- too much mental pressure
- hampers opportunity of education
- is against the dignity and self-esteem of the child
- hampers physical and mental development
- hazardous for the child B.
Type of work.
domestic servant
garments worker brick clinker
vegetable hawker
garbage collector
day labourer
railway porter
tempo helper
rickshaw-puller
beggar
guerilla fighter
welder at workshop
C Children do not have much knowledge of the world and need to be protected. The Geneva Convention of the Nations therefore identified some basic rights of the child. These are given below. Discuss with your partner and explain each or them.
• to protection from all kinds of threats
• to live and survive
• to education
• to health and hygiene
• to healthy physical and mental development
• not to be forced into labour
D There are pictures of two children and some descriptions given below. Match a description to the child and write his/her" name under the picture. Then work in pairs and discuss what kind of rights the child is deprived or in each case. Do the same for the three other children.
Picture
RAH1M
12 years, works as a porter m a railway station. He has to compete with other adult porters and sometimes gets beaten up by them if he is preferred by the passengers. He lives and sleeps at the railway station with other little boys like him. He gets half the amount paid to the adult porter because he cannot carry very heavy baggage.
NRIPEN
10 years, is a handloom weaver in Nepal He is kept chained to the loom to keep him from running away. He works 10 hours a day six days a week and is allowed only half an hour lunch break.
FARIDA
8 years, works as a domestic servant. She makes tea, cuts vegetables, sweeps the floors, runs errands for the whole family. She is not allowed to go out of the house at any time of the day. The family locks her inside the house when they go out. She gets food and clothing and a meagre wage but no education or holidays.
SHAFI
5 years, now lives at a Children's Home. He cannot remember his parents because at age three, he was kidnapped and sent, to the Middle East to be used as a camel jockey. He used to be tied to a camel in camel races so that his terrified screams would make the camel run faster. He was rescued by a Human Rights group and brought back to Bangladesh.
KHAIRUNNESSA
13 years, lives with her parents in a village. She is third among two brothers and two sisters. Her brothers go to school but her parents think she is more useful at home. Her father, a rickshaw-puller is looking a suitable groom for her so that he has one mouth less to feed. Her youngest sister is only one year old and Khairunnessa takes care of her the whole day.
E Now look at the following picture and write a report on "Street Children in Bangladesh" to accompany it in The Rising Sun. (15Q words)
Picture
Focus:
Skills.
Speaking, reading, writing.
Functions.
Describing, analysing situations, expressing feelings/reactions,
writing reports.
Grammar/Structure.
Nouns, adjectives for describing/narrating, cause- effect,
words to describe
feelings. Vocabulary.
threats, deserted, errands, jockey, groom.