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План-конспект урока-ролевой игры

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Автор: Зайцева Галина Геннадиевна

Цель урока: формирование основ правовой культуры гражданина
- знакомство с основными правами и обязанностями, которыми обладает человек;
- знакомство с основными международными правовыми актами о правах человека.
- развитие лексических навыков говорения;
- развитие умения общения.
- способствовать развитию критического мышления (соотносить, анализировать, делать выводы);
- формирование основ гражданской идентичности;
- формирование основ правовой культуры гражданина.
Необходимое оборудование и приложения: мульти-медиа комплект, список необходимых слов с переводом (на доске, стене), буклет со списком основных понятий и документов.
План урока.
I. Организационный момент.
II. Вступительное слово учителя. (Установка перед просмотром).
III. Просмотр и обсуждение видеоролика.
IV. Моделирование основных прав человека. Разницы между необходимостью и желаниями (needs/wants).
V. Игра – торговая площадка.
VI. Обсуждение и выводы по итогам игры.
VII. Знакомство с международными документами о правах человека.
VIII. Права – ответственность (обязанности)/ Rights   -     Responsibilities
IX. Упражнение.       
X. Обобщение материала, домашнее задание и рекомендации.
Ход урока
1. Организационный момент.
Распределение учащихся по аудитории, презентация необходимого материала, знакомство с правилами игры.
Look through your own booklets, there are main words (nouns, verbs, adjectives), main documents and events.
2. Вступительное слово учителя.
Good afternoon, my dear friends! Today we are having this unusual lesson because on next Monday (10th December) it will be an International Human Rights Day. And we are definitely going to talk about human rights and responsibilities. But first, I  want you to know, that today we have special rules, and the main is  “Speak English only, except translating”. And now tell me if you know your human rights, what are they?  
Mind web (the blackboard):
… etc.
Yes, you are right. And now we are going to watch a video. Please, do this very attentive and find out
- Positive and negative Words,
- The most frequent verb.
(You can write down them into your booklets).
3. Просмотр и обсуждение видеоролика.
Well, now tell me, please,
- Positive and negative Words (…),
- The most frequent verb (Have …).
Now let’s make a conclusion about: What rights do we have?
Please, answer the question according to this structure: 
I have right to (for)… .
I also have right to … .
Besides, I have right to… .
4. Моделирование основных прав человека. Разницы между необходимостью и желаниями (needs/wants).
And now can you tell me: Rights followed (outflow) from……!
When do we reference to the rights?!
What are differences between … 
I want ≠ I need
Human beings need these thing to live and grow and to be human.
Needs are different to wants. Wants are not necessary for a person to survive, grow and develop.
Everyone of us has the right to have these needs fulfilled.
How many rights can each person have?!
5. Игра – торговая площадка.
Today you are going to be working in a marketplace.
Some students will be ‘human beings’ buying human rights.
Some students will be ‘human rights owners’ selling human rights. 
Human beings
You need to buy four human rights that you think are most important to your life.
You have a £1,000 budget - and you can’t go over budget!
You need to review all 16 human rights and rank them, in sets of 4, as most or least important.
This will help you to decide which ones to buy, but remember they might not all be on sale.
Human rights owners
You need to sell more human rights than anyone,and for the highest price.
The price should reflect the importance of the human right – but remember the human beings only have £1,000 budget.
You need to review 8 human rights and choose 4 human rights to sell. You should select the ones that you think are most important.
Create sales posters for your stall, including the name of the human right and the starting price.
  • The purpose of this activity is to think about the importance of human rights, not just negotiating money.
  • Think about:
–     How will the human rights benefit your / our lives?
–     What would happen if you / we didn't have them? 
Human beings quickly choose which human rights they will buy, and agree the price with the human rights owner.
Close the deal when you shake hands.
Record your purchases and sales in the Trading table on your worksheet.
6. Обсуждение и выводы по итогам игры. 
  • Owners:
– Which human rights did you choose to sell and why?
– Which was most popular? How did you promote this human right?
– Which human right was least popular? How did you promote it?
– Who made the highest number of sales? Which human rights did you sell?
  • Human beings:
–     Did you find it easy / hard to choose which human rights to buy?
–     Which human rights did you buy and why?
–     How would these rights benefit your life?
–     Which human rights did you not think were important?
–     What would be the impact of not having these rights?
  • In reality you don’t ever have to choose your human rights.
  • Human rights belong to everyone from when they are born.
  • Although they can sometimes be restricted, human rights can never be taken away from you.
  • There are different laws that protect everyone’s human rights…
7. Знакомство с международными документами о правах человека.
And there are some documents that protect your human rights:
History of human rights
- slaves with slaveholders’ struggle;
-  England (XIII century) «The Great Charter» (the rights of knights, the cities and urban population). «Великая Хартия вольностей»
- England (XVII century) «The Bill of Rights»; «Билль о правах»
- Constitutions, right and freedom Declaration during revolution in the USA, England, France in the XVIII century.
- Universal Declaration of Human Rights (UDHR)  -  1948, after World War II. «Всеобщая Декларация прав человека»
- Constitution of RF, Part 2
Конституция РФ, Глава 2
8. Права – ответственность (обязанности)/ Rights   -     Responsibilities.
Have – Have to, Must
Rights – Responsibilities (Duties)
Common opinion: Person’s human rights finish there where rights of another person begin.
9. Fill-in exercise


(I Have…)


(I have to…)

  • Right to live
  • Right to education
  • Right to prohibition of  forced labour
  • Right to food
  • Right to have family
  • Right to have your own thoughts, religion
  • Right to free elections
  • Right for private life
  • Right to protection (security)
  • Right to property protection
  • Right to have meetings
  • Right to prohibition of discrimination




When I have a right to live, I have to ________________.
10. Обобщение материала, hometask и рекомендации.
We recommend you to follow the e-links in your booklets (United Nations Convention on the Rights of the Child) and find out several you use more frequent, write them into your booklet.
If you have free time, take and play this game about human rights’ history.

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