практическая – развитие умений монологической речи по теме Responsibility;
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Этап |
Действия учителя |
Действия учеников |
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1. Приветствие |
Good afternoon, boys and girls! Sit down, please. |
Good afternoon! |
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2. Подготовительный этап |
Last time we talked about human rights and responsibilities, crime and the law. Today we will continue our topic. Let’s begin with remembering what kinds of crimes exist. You’re to name the crimes in English and their translation one by one. Listen to each other to avoid repetition! Well done! What punishments do people get for very serious crimes? That’s right. And what punishments do they get for less serious crimes? Good. Who is usually involved in trial? Nice work. Well, you know that every criminal must undergo punishment for what he did. But, can you imagine such circumstances which would justify a criminal? I like your thoughts and, actually, today we’re to discuss this very problem. To make it more concrete, I want you to perform a role play. Во время игры вам нужно будет выражать свою точку зрения, при этом быть убедительными и логичными. Какие структурные элементы должны обязательно присутствовать в вашей речи для этого? That’s right. А какие вводные слова и конструкции вы будете использовать? Good. Today we’re going to have our own court session. Now I want you to divide into 2 groups. Group № 1 will speak for the victim and group № 2 will speak for the suspect. I’ll give everybody a card with his role where you can read some facts about you and about the person you’re to protect or accuse. Of course, you can use your imagination and think up some extra information. You’ll have 5 minutes to plan your speech and after that we’ll start our session and I’ll call you one by one to present your speech to all the participants of our court sessions. The main rules are: we don’t interrupt each other; there must be the silence while a witness is speaking and we should listen to him or her attentively. You’ll have to know all the details of the case to discuss it later. All we know now is: Mr. Brooks stole 1000$ from Mrs. Fleming. Is everything clear? Now you have some time for being prepared. |
Bank robbery, burglary, mugging, shoplifting, theft, vandalism, pickpocketing, kidnapping.
Go to prison.
Get off with warning, pay a fine, do community service.
Victim, suspect, judge, witness.
Высказывают мнение, могут говорить о таких обстоятельствах как self-defence, affective state…
Введение, аргументы, заключение.
Additionally, what is more, moreover, from my point of view…
Индивидуально готовятся к выступлению с монологом. |
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3. Проведение игры |
Учитель вызывает учащихся по очереди, они рассказывают свои показания. Он не вмешивается, записывает ошибки, следит за тишиной в классе. |
Рассказывают всем монологи в соответствии с их ролями. |
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4. Заключительный этап |
Now you know everything about the situation. As we are not lawyers we won’t judge Mr. Brooks. I want you to estimate him from the moral viewpoint. And we will do it like the jury in the court do. You’re to write on the sheets of paper ‘guilty’, or ‘not guilty’. There are more answers ‘guilty’/‘not guilty’. Why do you think so? Thank you for your ideas. And who holds an opposite viewpoint? Why? It’s rather interesting. Спрашивает у нескольких желающих мнение. |
Думают и пишут ответы на бумажках.
Высказывают и обосновывают свои точки зрения. |
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5. Заключение |
To sum up then, we can’t estimate Mr. Brooks definitely from the moral point of view. Your arguments were various and rather original. That’s all for today. You’ve done very well! Your home task is to write an essay expressing your own opinion on the subject of our today’s lesson. Have a good day! |
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