Язык выступает как средство хранения и передачи от поколения к поколению всех знаний, не только лингвистических. С помощью иностранного языка ученик может присваивать знания из различных областей науки. Иностранный язык призван готовить учащихся к участию в межкультурной коммуникации и к выбору профессии, способствовать воспитанию потребности в практическом применении в будущей карьере.
Данный урок разработан для учащихся 11 классов средней школы. Он рассчитан на учащихся профильных юридических и экономико-правовых классов.
В ходе урока обеспечивается закрепление основных понятий и фактов по теме “Законы общества”. Ведется работа по формированию устойчивых навыков по всем видам речевой деятельности в рамках заданной темы, а также создаются условия для свободного развития личности школьников.
Коммуникативно-деятельностный подход на уроке способствует развитию речемыслительной деятельности, формирует юридическую культуру учащихся, готовит к будущей профессии.
Урок представлен в виде проблемных ситуаций, которые следует решить учащимся в течение урока (найти преступника, доказать виновность и т.д.). Поощряется самостоятельность, умение выделять главное, сравнивать, логически излагать свои мысли.
Для учащихся с высоким уровнем мотивации предложена игра-драматизация, в которой они могут реализовать свои творческие способности. Домашнее задание – письменная творческая работа.
Использование нетрадиционной формы обучения способствует высокой активности учащихся на уроке, стимулирует интерес.
Цель: Содействовать углублению знаний по обществознанию средствами иностранного языка.
Задачи:
Образовательные
1. Обеспечить в ходе урока закрепление основных понятий и фактов по теме: “Законы общества”.
2. Продолжить работу по формированию устойчивых навыков по всем видам речевой деятельности в рамках заданной темы.
Развивающие
1. Развивать самостоятельность и волю школьников, используя для этого творческие задания и проблемные ситуации.
2. Развивать умение выделять главное, сравнивать, обобщать, логически излагать свои мысли.
Воспитательные
1. Содействовать в ходе урока формированию мировоззренческих идей, воспитанию гражданственности.
2. Обеспечить условия для свободного развития личности школьников, помочь в выборе профессии.
Оборудование: картинки, аудиоматериал, магнитофон, элементы костюмов судьи, полицейского, раздаточный материал.
Ход урока
I. Организационный момент. Вступительное слово учителя.
Good morning, dear children! I am very glad to see you. Let's start!
Most young people have а lot of opportunities open to them, when they leave school. It is very difficult to choose а profession. As far as I know some of you want to become lawyers. Lawyers have to solve а lot of problems that exist in our society. Like it or not. The aim of our lesson is to try to understand existing laws better, because 1aws control our lives, both to protect us and protect others. It is very important to know laws, regulating relationships of the people.
Today we'll open legal advice bureau. Now let's prераrе for our work.
II. Речевая разминка
Т: Read the following phrases and words the order of their Russian equivalents.
| 1. Совершать преступление | То plead (not) guilty |
| 2. Лишение гражданских прав | То lodge an appeal |
| 3. Признать себя виновным (невиновным) | To commit а crime |
| 4. Осудить кого-либо, приговорить к… | Deprivation of civil rights |
| 5. Участники судебного процесса | То sentence somebody (to) |
| 6. Вынести приговор | Participants of а law-court trial |
| 7. Подавать апелляционную жалобу | To pass a verdict |
Т: What crimes are being defined below?
e.g. driving after taking alcohol - drunken driving
1. Stealing something from someone’s home
2. Threatening to reveal secrets
3. Taking something illegally into another country
4. Taking а children and asking their parents for money
III. Основная часть урока
Т: Now we are ready to start our work. Look at the blackboard, please!
(На доске представлен план урока в виде сюжетных иллюстраций. Названия ситуаций помогает учащимся представить их содержание).
LEGAL ADVICE BUREAU
Case 1 Jack's Story
Case 2 Whose Suitcase is it?
Case 3 Murder Mystery
Case 4 Yesterday’s Burglary
Case 5 А theft
Т: Use the words to complete the paragraph. Change the form of the verb when necessary. Work in pairs.
CASE №1
Jack's Story
sentence prison verdict steal witness arrest
Jack committed а crime when he robbed а post-office. He (1)….. $ 5,000. А (2)….. managed to take а photo to him.
The police (3)….. him. The case came to the court two month later. At his trail Jack pleaded not guilty. But the photo was used in evidence against him and the jury passed а (4)….. of guilty. The judge (5)….. him 5 years in (6)….. .
Т: You have three minutes... Let's check up! Who is ready? (Учащиеся читают предложения, называя правильную форму глагола).
Т: Yes, you are right! And now help the police officer come to а right decision. Read the text, please and find the solution.
CASE №2
Whose suitcase is it?
The police-officer stopped the car. There are 3 people in the car: Mike, Linda and Sue. On the back seat there is а small suspicious suitcase. Mike says: “It's mine”. Linda says: “It’s hers”. Sue says: "It's his”. Nobody is telling the truth. Whose suitcase is it?
Т: Whose suitcase is it? (учащиеся дают ответы, один из них дает объяснение с опорой на начальные фразы предложения).
Р: It is Mike's suitcase. I try to explain. Suppose that it is Mike’s suitcase, because he says: “It's mine”. Lindа says: “It’s hеrs”. It means that this suitcase belongs to Sue. But nobody has told the truth. So, this suitcase belongs to Mike.
Т: Clever you are! Good for you! Now Case № 3. I'll give you one minute to look through the text.
Т: Are you ready? Please, give Russian equivalents to the underlined phrases in the text.
CASE №3
Murder Mystery
“I'm afraid I have some bad news for you, Мr. Briggs", said Inspector Smart. Your cousin is dead and I have every reason to believe he was murdered.
“Oh, no!” - replied Briggs. That's impossible! I saw Robert two days ago.
We went to the cinema together. But I'm not surprised. Robert had а big mouth and а few enemies. As far as I know there was а friend of my brother's who lent Robert а tidy sum of money and never got it back. Another reason is my wife's unсlе who has just got out of prison. Не accused Robert of framing him.
As Briggs talked about Robert’s enemies Inspector Smart arrested him of suspicion of murder.
Т: Why did Inspector Smart arrested Briggs? Is Briggs guilty? Try to solve this problem.
Why did Inspector Smart arrested Briggs?
Is Briggs guilty?
(Try to solve this problem.)
Did Inspector Smart say: "Robert is dead?"
What did he say?
So how many cousins did Mr. Briggs have?
Suppose that Mr. Briggs had…….. .
So how did Mr. Briggs know which cousin it was?
CASE N 4
Yesterday’s Burglary
Listen to the dialogue. Before listening you should read the following questions.
Write down your answers
1. Who takes part in this dialogue?
2. Was there burglary in the building last night?
3. Did Helen see anything last night?
4. What colour was that car?
5. Did Helen see who was in the car?
6. Who was in the car?
Script
Helen: Why were the police here?
Alexander: They wanted to know where I was yesterday.
Helen: What for?
Alexander: There was а burglary last night. Did you see anything?
Helen: I saw а blue car as I was coming home.
Alexander: Did you see who was in that car?
Helen: Let me think... А couple of two young people.
Alexander: Are you sure?
Helen: Yes! A man and a woman.
Alexander: I think you should inform the police!
Т: Pass me уоur works, please! Let’s check your answers, please! Good for you!
CASE N 5
А theft
Т: Listen to the problem that Paola has. She is at the police station.
(Группа учащихся инсценирует ситуацию обращения человека в полицейский участок. Задание подготовлено предварительно).
Paula: I want to report a theft.
Policemen: А theft?
Paula: Yes, а man stole my tape-recorder, my money and my documents. He took all these things from my house. Some minutes ago I opened the door with my key and saw somebody in the room. I cried and he ran through the window.
Policemen: Year, year! Not so fast. I have to write all these down. Now... what was the thing?
Paula: А tape-recorder and more important than that, my money and ...
Policemen: Was it expensive, lady?
Paula: Sorry? Was it…what?
Policemen: Don't Shout! Just keep calm! Was your tape-recorder expensive?
Paula: I don't really know. About 200 pounds.
Policemen: 200 what?
Paula: Pounds! English money! But look! I’m far more interested in my passport and money!
Policemen: What’s that got to do with it? I thought you said it was about your tape recorder!
Paula: oh! I’m ill after а talk with you!
Policemen: Never mind! We’ll find this man!
Т: Have you ever been at а trail? (Учащиеся дают ответы). Who are the participants of а criminal trail? Who gives evidence in court? Now we have an opportunity to attend the trial.
At The Trial
Judge: You were on duty today at night?
Wilkins: Yes.
Judge: Where were you?
Wilkins: I was in the High Street.
Judge: Did you see anyone in the High Street at that time?
Wilkins: Yes, I did.
Judge: Can you tell the court whom you saw?
Wilkins: I saw the accused.
Judge: Where was the accused when you saw him?
Wilkins: He was outside the house.
Judge: Could you see what he was doing?
Wilkins: He was climbing out of a broken window of the house.
Judge: How far from the house were you when you saw the accused?
Wilkins: About 50 yards.
Advocate: Your Нonour! May I put him а question?
Judge: Yes, you may.
Advocate: You said it was evening. How could you see what the man was doing at that distance?
Wilkins: It was а moonlight night. There was a full moon.
Advocate: Did the accused run away when he heard you coming.
Wilkins: He didn't hear me coming.
Advocate: He didn't hear you coming. Police constables wear very heavy boots, don't they?
Wilkins: Yes, they do.
Advocate: Were you wearing heavy boots that occasion?
Wilkins: I was.
Advocate: The High Street has stone pavements, I believe.
Wi1kins: Yes.
Advocate: Heavy boots make quite a lot of noise on stone pavements?
Wilkins: Yes, they do.
Advocate: But the accused didn’t run away. Do you really believe that he didn't hear you coming?
Wilkins: He didn't hear me coming. I caught him just as he had climbed out of the window.
Advocate: Do you expect the jury to believe that you couldn't be heard and that there was no time for accused to run away?
Wilkins: I was on a bicycle at that time. Rubber tyres do not make а noise.
Advocate: I have no question. Thank you.
Public prosecutor: Your Нonour! I think this man is guilty. He went in the house of this girl by breaking the window. He took her things, money and documents. He works nowhere and doesn't want to work. Why I ask you? Because he is lazy. Of course it is easy to take somebody's things, sell them for nothing and live quietly. He doesn't think that they work hard to earn money. He takes them from their pockets, their houses and their bags. His place is in the prison. He should be isolated from our society. I ask three years of isolation for him. Thank you.
Advocate: Your Honour! Respected jury! I don't think that this man is guilty. You shouldn't be too severe to him. He doesn't work. YES! But is it his fault? Our plants don't work as it was some years ago. They can't pay money to all their workers. They send people in the street. But people want to eat and that's why they go into strangers' flats. I ask you to forgive him. Thank you!
Judge: We have heard the opinion of our public prosecutor and the advocate. What's the opinion of our respected jury?
Juror 1: Guilty!
Juror 2: Guilty!
Juror 3: Not guilty!
Judge: Stand up! Trial is over. Our verdict is: 2, 5 years of the deprivation of freedom in the colony of the general regime. You may lodge an appeal in seven days. The trial is over.
Т: Thank you very much.
IV. Домашнее задание
Now imagine that your friend is arrested. He is accused of blackmail. But you are sure that he is not guilty. What can you do for him? At home you should think and give your answer in the written form. (Детям выдаются бланки с вопросом, где они будут давать ответ)
V. Подведение итогов урока
Т: To the conclusion of our lesson I'd like to say that the great duty of lawyers is to do their best to help people become more effective through а better understanding of the laws and society, to prevent crimes, to protect human rights and legal interests of citizens.
Thank you for the lesson. You work very well. (Выставление оценок за урок). I hope this lesson has been very useful for you. Our lesson is over. Good-bye!