Focus question 4: What responsibilities do individuals, communities and governments have for the welfare of Australian citizens?

ESL activities

Teacher instructions

Conduct activities 1 to 5. Activity 6 is optional.

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Activity 1: Income distribution

Vocabulary: income distribution, personal wealth, scale, poverty line, minimum standard of living, income unit, category, source of income, salary earners, pension, dependent, extreme, a question of degree.

• Introduce the topic to the class.
• Conduct 1a as a pair activity.
• Conduct 1b as described.

Activity 2: Social security - different kinds

Vocabulary: social welfare, assistance, disadvantaged, disabled, in difficult circumstances, orphans, deserted children, widows, crippled, century, reformers, age pension, financial assistance, dramatically, invalid, maternity, funeral benefit, rehabilitation, handicapped, medical insurance, supplement, carer, Austudy, injury, secure family life.

• Discuss 'Australia's social welfare history' with the class, clarifying difficult vocabulary and terminology.
• Conduct parts 2a to 2c as a pair activity.

Activity 3: What are the government's responsibilities?

Vocabulary: risks, responsibility, government, limited skills.

• Conduct 3a as a pair activity, placing ESL learners in the same pairs as for the previous activity.
• For 3b, combine pairs to form groups of four. Write the list on the board and then have the groups compare lists as described.
• Have groups report back on their conclusions and record their responses next to each item on the list. Discuss as a class.
• For 3c, assign one of the situations to each group to discuss.
• The group reports back to the class on their conclusions and supporting arguments. Class discussion follows.
• Conduct 3d as described, but with students working in their pairs.

Activity 4: An international comparison

Vocabulary: social welfare, social security, entitlement, targeted, handed out, under pressure, integrate, national identity, initial consultation, relative to, qualify for, retirement pension, fosters, a proportion, eligible, public attitudes, substantial indirect taxes, sales taxes, the cost of living, burden, potential, in deficit, government revenue.

• Explain the information in 'Social welfare or social security?' clarifying difficult vocabulary and concepts.
• Conduct 4a and 4b as a class discussion. List what is considered good and bad on the board.
• Discuss, as a class, the key points in 'Limits to welfare'.

Activity 5: Budget simulation

Vocabulary: budget, revenue, outlays, company tax, income tax, indirect tax, public debt interest, inter-government transfers.

• Place ESL learners in pairs for this activity, with student who have better spoken English.
• After pairs have completed 5a and 5b, discuss responses as a class.
• ESL learners complete 5d in pairs.

Activity 6: Debate (optional)

Vocabulary: well-off.

• Debating is a demanding task for ESL learners. If undertaking this activity, group ESL learners with students who have better spoken English. Make the teams larger so that all members work on preparing the speeches but only some participate in the actual debate.

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