UNIVERSIDADE EDUARDO MONDLANE

Lesson Planning

grade 11 Subject: English Prepared by: Samuel Matsinhe

Topic of Lesson: Roles of citizens in the governance Lesson nº. 19

Objectives: Resources Needed:

Vocabulary: responsibilities, rights, community, citizenship, recycling, helping the elderly, voting, community clean-  Whiteboard or flip chart
up, etc.  Markers
 Handouts or printed
worksheets
 Access to online resources
 Paper or notebooks for
students to write their
poems
Warm-up: Grammar focus
Contents (Presentation): Modal verbs: Should, must (used to
T shows pictures depicting different scenarios of citizens carry out certain responsibilities (Recycling, Helping the express advice, obligation, or
elderly, voting, community clean-up). necessity). You should volunteer to
T facilitates a group discussion to explore the students' understanding of responsible citizenship. Encourage them to help the community.
share examples of responsible actions they have observed or practiced themselves. Present simple tense: Example:
Students are given a worksheet where they have to work in pairs and determine whether a given statement Citizens have the responsibility to
represents a right or a responsibility. vote in elections.

Conditional sentences: If more people

 participated in community clean-up
activities, the neighbourhood would
be cleaner.

Activities/Strategies: Responsible Citizen Advice. Comments/ Observation:

 Divide the students into pairs or small groups.

 Provide each group with a list of scenarios or situations related to responsible citizenship. Each
scenario should describe a specific issue or dilemma where responsible actions are needed.
 Instruct the groups to discuss each scenario and decide on the appropriate advice using the modal
verbs "should" or "must". They should consider the level of importance and necessity of the action in
each situation.
 Encourage the students to explain their reasoning and discuss the potential consequences of not
following the advice.
 After a specified amount of time, have each group share their advice for each scenario with the rest
of the class.
 Facilitate a class discussion by asking follow-up questions such as:
Do you agree or disagree with the advice given by other groups? Why?
Are there any alternative solutions or actions that could be considered?
What are the potential benefits of following the advice? What are the potential consequences of not
following it?
.

Evaluation (Production):
ST
1. Explain that students will be creating their own poems on the topic.
2. Provide examples of poetic devices such as rhyme, rhythm, alliteration, and metaphor to help inspire their
creativity.
3. Give students time to brainstorm ideas for their poems. Encourage them to think about specific rights and
 UNIVERSIDADE EDUARDO MONDLANE
corresponding responsibilities, and how they can convey them poetically.
4. Instruct students to write their poems, allowing them to experiment with different poetic styles and structures.

Signature: Samuel Matsinhe

Date: 22/06/2023.