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Урок по английскому языку на тему 'Отношение общества к безответственному поведению' (11 класс)

Урок по английскому языку на тему 'Отношение общества к безответственному поведению' (11 класс)

Автор публикации: Галустьян С.А.

Дата публикации: 22.11.2015

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Использование кейс-технологии в преподавании английского языка

Автор разработки:

ФИО: Галустьян Светлана Анатольевна

ОУ: МБОУ СОШ №42 г.Владимира

Должность: учитель английского языка

Тема: How should society deal with irresponsible behaviour?

List of Active vocabulary

irresponsible behaviour - безответствкенное поведение
psychological damage -lпсихологическая травма
to isolate - изолировать
community service - общественные работы
caution - предупреждение
incident -случай, происшествие
offender -правонарушитель
harsh treatment - грубое обращение
soft measures - мягкие меры
victim - жертва
martial arts - боевые искусства
to fine - штрафовать
personal property - частная собственность
advanced paranoia
to make sure - убедиться
a variety of excuses - множество извинений
backgammon - настольная игра
peculiar - особенный
an inner confidence - внутренняя уверенность
anguish - cтрадание
in pursuit - в поисках
ersatz - имитация
to inflict grievous bodily harm - to hurt very seriously
harsh treatment - жестокое обращение

Word-building

Noun

Verb

Adjective

Adverb

nerve

Nervous, nervy

nervously

amusement

amuse

Amused, amusing

amusingly

shock

shocking

pleasure

please

pleasant

pleasantly

worry

Worried, worrying

relief

relieve

Relieved, relieving

depression

depress

Depressed, depressive, depressing

depressingly

terror

terrify

Terrified, terrific

teerifyingly

scare

Scary, scared

irritation

irritate

Irritating, irritated, irritable

delight

Delighted, delightful

delightful ly

thrilling

thrill

Thrilling, thrilled

Thrillingly

misery

miserable

miserably

break

(heart)broken, breakable

anger

Angry, anguish

angrily

thank

Thankful, thankless

Thankfully, thanklessly

Приложение 1

1) What is irresponsible behaviour? Give some examples of it.

2) Look at the pictures and say what is happening. How do the people in the pictures feel? Say what the consequences of such irresponsible behaviour could be? Think of :

a person's life being in danger
violence
damage to public/personal property
psychological damage
loss of money
polluting the environment

How do you think society should deal with irresponsible behaviour?

Discuss in pairs which solution is best.
Explain your point of view.

Possible ways out:

educating people from an early age
talking to people
isolating people
doing community service
giving a caution
fining people
your own ideas

Use the following phrases:

1)Expressing your general attitude to the problem

Generally, I think...

On the whole, I believe …

I don't think …

It's wrong to think …

2)Giving arguments

First... Second... (Third)

Firstly... Secondly... (Thirdly)

First of all … Then.... Also...

3) Expressing preferences and giving reasons

I'm rather...

I'd prefer...

If I had my way, I'd …

In my case...

What I'm more concerned with is …

The reason why …

Because of that …

Do/Don't...

Giving advice

They should have …

I would rather …

They should …

They had better …

Why didn't they …

Perhaps they could …

They haven't thought about …

Language of persuasion

less formal

Please consider + V-ing

As I'm sure you'll agree...

You can take my word for it that …

You can take it from me that...

You need to think about …

fairly informal

The truth/fact is that …

informal

Believe me, …

Trying to change someone's opinion:

Yes, but do you really think …

Yes, but look at it like this...

I agree, but on the other hand …

That's true, but if you look at it from the point of view …

Saying you approve/disapprove

That's a good idea.

I'm all for it.

I approve of …

I disapprove of...

What Do We Need Martial Arts For?

Приложение 2

Do you think martial arts can help in a difficult situation?
Would you like to practise martial arts?

Martial arts are extensive systems of codified practices and traditions of combat that are practiced for a variety of reasons, including self-defense,competition, physical health and fitness, as well as mental, physical and spiritual development. The term martial art has become heavily associated with the fighting arts of eastern Asia, but was originally used in regard to the combat systems of Europe as early as the 1550s. An English fencing manual of 1639 used the term in reference specifically to the "Science and Art" of swordplay. The term is ultimately derived from Latin, martial arts being the "Arts of Mars," the Roman god of war. Some martial arts are considered 'traditional' and tied to an ethnic, cultural or religious background, while others are modern systems developed either by a founder or an association. (Wikipedia)

Read the article and find the arguments for and against practising martial arts presented by the writer.

"I must warn you - I have a black belt in karate." Roughly translated, this means, "I must warn you - I have a black belt in advanced paranoia and I'm so terrified of you beating me up that I've devoted ten years of my life to making sure that you can't."

Martial arts, no matter what anyone tells you, have only one purpose: to hurt people. So people who do them have to offer a variety of excuses for their peculiar habit:

"It's a great way of keeping fit." So is badminton.

"It's a wonderful mental discipline." So is backgammon.

"It gives you an inner confidence." Now we are getting warmer.

The martial arts practitioner, you see, is almost invariably the person you'd least suspect. Little Perkins in Accounts, for example; such a quiet, mild mannered chap. Who'd thought he spent three nights a week learning how to kill people?

The whole practice of martial arts does, to the casual observer, seem more than a little odd. Strange people wearing pajamas kicking, shouting and bowing to one another. Don't these people deserve our pity for the anguish of their "art"?

Let's assume that it takes, say, ten years of training to reach black belt. That's ten years of minor (and possibly even major) injuries along the way. Broken fingers, sprained wrists, cracked ribs, bruised shins - week in, week out for ten years. Wouldn't you simply prefer to get a good kicking outside a pub once every ten years. Surely it would be a lot less painful.

Most painful, however, must be the fact that all these ersatz Bruce Lees rarely, if ever, get a chance to show off their skills. Just imagine the frustration. It must be like owning a fancy Mercedes-Benz, but being banned from driving for life.

Most people, thankfully, have no great wish to practise various methods of inflicting grievous bodily harm on their fellow men. But what about those who do? Perhaps you're one of them and take great exception to what you've just read. In which case, what are you going to do about it? Come round and beat me up?

Arguments for:

a great way of keeping fit
wonderful mental discipline
it gives you inner confidence

Arguments against

Martial arts practitioners tend to hurt people deliberately.
Martial arts have very odd practices.
One can get a lot of minor and even major injuries.
They rarely get a chance to show off their skills which makes them get into fights without good reason.

Express your own opinion of the issues discussed in the article.

In groups make a list of the situations in your town(e.g. mugging, burglary, etc.) when people have to defend themselves or think of personal safety.

Give some pieces of advice on how not to be a victim in these situations.
Report your conclusions to the rest of the class.

Use the following phrases:

Giving positive and negative instructions/warnings

Make sure you …

Always …

Never... …, otherwise

Make sure you don't... …, or...

Be careful not to …

Don't

A Conference

You are going to take part in a conference on a particular incident that happened to a student from your school.

The conference has to decide:

who is responsible for the incident.
how to deal with the person who is guilty.

A teenager was going home from martial arts classes late in the evening when a group of teenagers approached him in an aggressive manner. They started to mock him, saying rude words and making fun of him, although nobody touched him physically. To get past he had to push the biggest boy, using his newly acquired martial arts techniques. The boy fell down and was seriously injured.

1. Preparation.

Start working in mini group with people holding the same role card. Study your role card thoroughly.
In your mini group brainstorm and prepare and collect arguments carefully.Take notes while discussing.
Regroup so that each new group contains people with different roles.
Note that none of the cards offers a solution to this case and you will need to find your own.

2. Activity.

In your new groups discuss the case and try to come to a common decision on the questions above.
Choose a person who will state your group's opinion and present the arguments on behalf of the whole group.
Address the audience; ask them to vote for your decision. Jot down the number of votes your group gets.

Follow-up

Did the audience vote in favour of your point of view? Why?/ Why not?
Assess your own contribution to the conference. Evaluate your students' work.

Role cards

Social worker

You deal with things like this every day and think that each time this happens a detailed investigation should be carried out and a conference like this must decide who is guilty. From your own experience you know that harsh treatment of teenagers in such cases has proved to be useless and even harmful and that both sides need a lot of attention and understanding. You'll listen to all the arguments and decide on appropriate measures.

Class teacher

You are overwhelmed by this incident because you have known all of the people involved since they were children. You think that it is the overall level of violence in society that leads to such incidents and you are especially against martial arts classes, as you think they only promote violence. You cannot decide who is guilty of the incident but still feel very sorry for the victim.

Teenager (a member of the martial arts class)

You are very worried about the consequences of the incident as you feel you might be punished for it. You don't feel you are guilty at all and you cannot accept the responsibility for the accident because you don't intend to do any harm to anyone and only wanted to defend yourself. You don't know whether to go on talking your martial arts classes because you didn't know that the skills you learned there might be dangerous.

Martial arts instructor

You think that this was just an accident and that your student did the right thing trying to defend himself from an aggressive group. You don't think he is guilty of anything, as he did exactly what you taught him to do. You believe that nowadays anyone should be able to defend him or herself. You consider the group of teenagers to be responsible for the incident and that they should be punished severely.

Parent

You are a representative of a parent committee at the school and you are very worried by the accident. You don't know all the circumstances of the incident, but you think that the school authorities don't play enough attention to discipline matters at the school and this leads to such incident. You firmly believe that those who are responsible should be punished harshly.

Teenager (a member of the group of teenagers)

You are slightly worried about the possible consequences of the incident. You spend most of your time hanging around the streets with a group of like-minded friends and are already bored of this, but you can't think of anything else to do. You remember that that evening you didn't mean anything bad, just wanted to have a laugh. You won't take the responsibility for the incident.

Use the following phrases:

We have discussed the statement … and we have come up with some ideas about it.
On the one hand we agree with the statement and here are our arguments.
First of all, …
Another thing is…
Also, …
And finally, …
But on the other hand we…
On the whole we can say that…

Приложение 1

Приложение 2

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