The soldier and the pacifist

Introduction:

This lesson is about two brothers, one a soldier who fought in the Battle of the Somme, the other a conscientious objector who was imprisoned for his refusal to do any work that supported the war effort. Students read some background about the brothers, do a jigsaw reading about their experiences during the war and then role play a newspaper interview with one or both of the brothers.

Learning outcomes:

• To develop students’ ability to read for detail
• To develop students’ ability to listen for detail
• To provide speaking practice through a role play interview with a journalist

Age and level:

B1

Time:

60–75 minutes

Materials:

You can download all the materials for this lesson below, including:

• Lesson plan
• Student worksheet
• Role cards
• Texts
• Audio file 

Warmer: Discussion (5 mins)

• Hand out student worksheet. 
• Students work in pairs or small groups to discuss their opinions of the statement and explain their reasons. 
• Conduct brief whole class feedback after the discussion.

Task 1: The soldier and the conscientious objector (5 mins)

• This task gives students a very brief outline of the story to come and also introduces them to a key piece of vocabulary – conscientious objector. 
• Tell students to read the short text and to match the term conscientious objector to the correct definition. 
• Check the answer as a whole class. Answer: c
• TIP: You may want to teach the students the usual meanings of conscientious and object. Conscientious (adj): careful and hardworking. To object to something (v): to feel or show dislike or opposition to something. However, the phrase conscientious objector has its own specific meaning.

Task 2: Vocabulary and picture matching (10 mins)

• Let the students discuss the tasks together, then conduct feedback. 
• Answers to task b: 1-h; 2-c; 3-b; 4-f; 5-g; 6-e; 7-a; 8-d 
• Suggested answers to task c: 
• Soldier picture – sign up, volunteer, injured, recruiting office, defend 
• Conscientious objector picture – trial, tribunal, imprison

Task 3: Listening and background information (5 mins)

• This task is designed to introduce students to the different members of the family, as they will need to be familiar with several of them in Tasks 5 and 6. 
• Give the students a few moments to familiarise themselves with the family tree, and ask them to listen and complete the family tree. 
• Play the audio recording, or alternatively read the text yourself.

Task 4: Prediction (5 mins)

• Ask them to work in pairs to discuss what they think were Philip and Bert’s experiences in the war. 
• Monitor and provide content-based feedback if students require it. 
• Do whole class feedback to share ideas.

Task 5: Jigsaw reading (15 mins)

• Divide the class into two halves, A and B. Put students in pairs and give them the appropriate text (The soldier and the pacifist. Texts for Task 5). 
• Ask students to work alone to read their text and answer the questions. Note: students A and B have the same questions to answer. 
• When students have finished, ask them to check their answers in pairs. 
• Check their answers or give them the appropriate key from the end of this lesson plan (A for Bert; B for Philip) to check their own answers. 
• Move students into A-B pairs. 
• Tell them to work in their new pairs and use their answers to share information about the brothers.
• Bert answers:  

1. Worked as a teacher. Engaged to Annie Wainwright. 
2. No, because of his religious beliefs. He didn’t think that God wanted him to kill people. 
3. He was a prisoner. He was put on trial for disobeying orders and sentenced to death. This was changed at the last minute to ten years in prison. 
4. No, he stayed a conscientious objector until he died and continued to protest against war. 
5. He went to help children in Austria who had been affected by the war, then he went to work as a missionary in Africa. After that, he returned to UK and worked as a teacher but he never worked in his home town, Conisbrough. 
6. Suggested answers: meeting his brother, his trial and sentence. 

• Philip answers: 

1. Worked as an optician in Headingley. 
2. Yes, because he wanted to defend his country. 
3. Fought in the Battle of the Somme. Was a 2nd lieutenant. Left his regiment and watched his brother’s trial. 
4. Yes. He wrote a letter to his aunt about his dislike of war and his sympathy for the conscientious objectors. 
5. He ran an opticians and pharmacy in his home town, Conisbrough. He ran the town’s Home Guard during World War Two and got an MBE from the King. 
6. Suggested answers: fighting in the Somme, watching his brother being sentenced to death.

Task 6: Reactions to the text (5 mins)

• Tell students to work in pairs and discuss the questions.
• Do whole class feedback to share ideas and promote group debate about their views.

Task 7: Role play (15 mins)

• In this activity, students role play an interview between Bert, Philip and a journalist. 
• Divide students into three groups – journalist, Philip and Bert. 
• Give them the appropriate role card to read. These can be found in the document entitled ‘Role cards for task 7’ 
• Give them some time to prepare what they will ask or say. 
• Tell them to work in their groups to do the role play. Monitor and support students. Do whole class feedback of some of the ideas they discussed.

Extension

Students can write the interview for homework.