Unit 9: Vocabulary: Human Right Problems : cours 1 Bac SM

1Lesson Objectives

This opening section states clearly what every learner must be able to do by the end of Unit 9. It sets the target skills for vocabulary linked to human rights problems.

Objective 1 — Recognise and use key vocabulary related to human rights problems in both spoken and written English (discussion, role-play, paragraph writing). Objective 2 — Distinguish three often-confused core concepts : a right, a violation and a freedom, and use each one in the correct context. Objective 3 — Identify common human rights problems in real-world contexts: newspaper articles, short reading texts, reports and news bulletins. Objective 4 — Produce short texts : grammatically correct sentences and a short structured paragraph (60-80 words) using the new vocabulary.

Learning objective

A clear, checkable target: at the end of the lesson, you must be able to do something (name it, use it, spot it, write it), not only understand it.

Vocabulary lesson

A lesson where each new word is learned as a package: meaning + example phrase + collocation + preposition (e.g. to suffer from discrimination).

Prerequisite from previous units

Recall

Vocabulary on society, justice and citizenship studied in the previous units (citizen, law, equality, duty, community).

Why it matters

Human rights vocabulary is built on that base: a citizen has rights and duties; justice is what protects them.

Quick check

Before starting, be sure you can explain in English: citizen, law, equality, duty .

How words are learned in this unit

Meaning

A simple English definition, not a translation only.

Example

One clear sentence showing the word in use.

Collocation

The words that usually go together: to violate a right, to raise awareness .

Preposition

The preposition that follows: discrimination against, access to, deprived of .

$Objective$	$Skill targeted$	$How it is checked in class$
$Use key vocabulary$	$Speaking / Writing$	$Oral discussion and gap-filling tasks$
$Right / Violation / Freedom$	$Language accuracy$	$Matching and classification exercise$
$Identify problems in texts$	$Reading$	$Short article + comprehension questions$
$Produce short texts$	$Writing$	$Sentences and one guided paragraph$

The four objectives of Unit 9 and the way each one is assessed.

Success criterion. You have reached the objectives of this lesson when you can write a short paragraph such as: "In many parts of the world, people still suffer from discrimination and are deprived of their basic rights. Governments must protect freedom of speech and put an end to child labour." Every underlined idea in such a paragraph comes from the vocabulary studied in Unit 9.

The lesson starts from a concrete situation before any list of words, so that vocabulary is discovered through meaning and not through memorisation.

A Real Life Situation

Statement

In a remote village, a 12-year-old girl is taken out of school and forced to work in order to help support her family.

Solution

Guiding question 1: Is this fair? Think about whether this situation respects her basic rights as a child and as a human being. Guiding question 2: Whose rights are violated? Think about who is affected, and what international conventions on children's rights say about such situations. Guiding question 3: What one English word describes her situation? Try to find a single word that names what she is going through.

Interpretation

This situation is not fair because it denies the girl her right to education, her right to a normal childhood, and her right to a fair life. The rights of the child are clearly violated. The word that best describes her situation will be confirmed later in the lesson, in Part 2 of the vocabulary (Human Rights Problems).

The right to education — every child should be able to go to school and learn. The right to childhood — every child should be protected from adult responsibilities such as full-time work. The right to a fair life — every human being deserves fair and equal treatment.

Classroom Method

Step 1

Reflect individually on the three guiding questions.

Step 2

Discuss your ideas with a partner (pair discussion) before looking at any vocabulary list.

Step 3

Keep your answer word in mind — it will be confirmed and explained in Part 2 of the vocabulary section.

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