Ролевая игра для 11 класса на тему "Проблемы подростков и способы их разрешения"

Этап

Содержание работы

Организационный

Приветствие, подготовка учащихся к работе; создание благоприятного микроклимата. На партах карточки с картинками и ключевыми словами ролей.

Учитель и учащиеся приветствуют друг друга

T: “Good morning children. I’m glad to see you. I hope that you’re fine and tuned for  the lesson.

УУД:

Регулятивные:

Умение взаимодействовать со взрослыми и со сверстниками в учебной деятельности.

Личностные: способность настроиться на урок.

Мотивационно - целевой

 (на экране 1 кадр с картинкой)

T: Look around and express your supposition on what we’re going to do at the lesson today.

St: - Judging by the home task \ by the surrounding we’re going to discuss teenage problems in the role play.

-          We’re going to watch something.

-          We’re going to discuss some situations

-          Etc.

T: Well, what’s the  theme of the lesson?

St:  ChildLine

T: (включить 2 кадр)

УУД:

Регулятивные: Понимать учебную задачу. Уметь планировать свою деятельность в соответствии с целевой установкой.

Личностные:

Воспитание готовности, способности, осознание возможностей к самореализации средствами английского языка.

Коммуникативные:

Умение адекватно использовать речевые средства для решения поставленных задач, понимать вопрос и давать ответ

Проектировочный

T: We are volunteers at the counsellor training courses who want to take part in the work of ChildLine.  And we’re going to

- get some information about ChildLine in general talk,

- watch problem situations,

- discuss them playing some roles at the counsellor training courses.

- I’m going to play a role, too, it’s the role of a technical coordinator.

УУД:

Личностные:

Развитие стремления к получению и расширению знаний в данной предметной области. Развитие умений адекватного оценивания поставленной задачи и стремления к ее выполнению.

Коммуникативные:

Умение воспринимать и принимать условия предложенной игры.

Регулятивные: Понимать учебную задачу.

Операционно-деятельностный

Начало ролевой игры: выступление ведущего

Беседа: вопросы слушателей курсов – ответы

Просмотр и  обсуждение учебной ситуации №1, проблема отцов и детей – непонимание

Просмотр и обсуждение учебной ситуации №2 – жестокое обращение с детьми в семье

Просмотр и обсуждение учебной ситуации №3 – заниженная самооценка, неуверенность в себе

Просмотр и обсуждение учебной ситуации №4 – давление сверстников, жестокое обращение со сверстниками

На партах разложены карточки с заданиями и ключевыми словами для ролей. Обучающийся, играющий роль ведущего курса, начинает занятие.

Вед.: Hello! My name is Igor. I’m a volunteering ChildLine counselor and I’m here to tell you about our work. ChildLine Psychological Assistance is a volunteering organization the aim of which is to give advice, to protect, to give psychological assistance to children, teenagers, young people who face different problems at home, at school, with peers, with parents and who cannot solve them without other people’s help.

(3 кадр)

 We work every day, 24 hours a day, and our help is confidential.

Today, we are going to discuss some situations as a part of counsellor training program. Maybe, you will join us too.

Now, we – my colleague and I - would like to answer your questions.

Проходит общая беседа, в которой участники курса психологической поддержки подростков задают ведущему и его помощникам вопросы о работе ChildLine (4 минуты):

1.            – What problems of teenagers are the most common?

-    Well, the most common problems are bullying or peer pressure, home violence, pressure of exams.

2.            – What is the age of children who ring you up?

-    Well, our callers are  from 5 to 18 years old. The majority of callers are from 5 to 11 years old, they make 22 % of callers, teenagers from 16 to 18 make the second group – 18% of callers.

3.            – When did ChildLine start its work?

-    ChildLine started  its work in 1986, so we have been working for over 30 years, and it means that our assistance is required.

4.                       How many young people has ChildLine consulted for that period of work?

-    ChildLine has counseled around two million children and young people since 1986.

5.            -  Do girls or boys call more often?

-    Girls are more open to ChildLine than boys. ChildLine receives almost three times as many calls from girls as from boys.

6.            -  Do you do anything else besides answering calls?

-    Of course, we help schools to organize anti-bullying weeks, send them materials with activities, tips and ideas, help to set up ‘ peer support schemes’, raise money for more calls. We also find shelters to teens who live on the street and find foster families to children.

Вед.:  Other questions? OK. Now we start counselor  training. Let’s watch the first problem situation.

Просмотр эпизода из художественного фильма «10 причин моей ненависти (10 Things I Hate About You)», минуты фильма: 13.14 - 14.24, демонстрирующего, как отец запрещает старшей дочери обучаться в колледже, который она выбрала, т.к. колледж далеко от дома, в другом штате; младшей дочери запрещено дружить с юношей, т.к. дочери, по его мнению, не должны выходить из-под его родительского контроля.

Вед.:  (после просмотра ситуации №1) Well, what problem is shown in the episode? (кадр №4)

- Generation gap

Вед.:  Yes, it’s generation gap, misunderstanding between parents and children. Girls, it’s your situation: a visit of  Bianka, the younger sister, to the family psychologist. What way  out  can you offer? 

Обучающиеся с соответствующими карточками показывают первую проблемную ситуацию – проблема непонимания между родителями и детьми  (визит младшей дочери, Бианки,  к семейному психологу) – и предлагают свое решение:

 Карточка: (и кадр №5)

Task: act out a visit of Bianka, the younger daughter, to the family psychologist with complaint about the situation.

Psychologist \sai'koledgist\ - психолог                                                                                                   allow - разрешать                                                                                                                                      to date – ходить на свидание                                                                                                           graduate – закончить вуз                                                                                                                               a single parent – одинокий родитель                                                                                                                earn – зарабатывать                                                                                                                            pocket money -  карманные деньги                                                                                              experience – жизненный опыт                                                                                                   Reasonable - разумно                                                                                                                              instead of – вместо                                                                                                                               forbid - запрещать                                                                                                                               patient - терпеливый                                                                                                                            admit - признавать                                                                                                                                       to treat - относиться                                                                                                                       You’re welcome – пожалуйста

Bianka:  Hello, sorry, I need to talk to the  family psychologist.

Psy: Come in. Take your seat. I’m listening to you. What’s your problem?

Bianka: My father.

Psy: Well, your father.

Bianka: Yes. My sister and I are in High school, we’re big enough to have our own choice. My sister wants to study at college in another city – our father doesn’t allow.

Psy: Why?

 Bianka: He is afraid to lose control on her.

Psy: How old is she?

Bianka: 18.

Psy: Well,  I can understand him.                    

Bianka: And I. I’m the only girl at school who’s not allowed to date.

Psy: Maybe your father doesn’t trust your boy-friend.

Bianka: No, he has never  seen him. He has his own rules: Rule #1 No date till I graduate, rule #2 No date till I graduate.

Psy: And what does your mother say?

Bianka: Our mother died when we were little.

Psy: Oh, sorry.

Bianka: That’s OK. We miss mother, but I don’t remember her.

Psy: So, your father is a single parent…. Does your father work? I mean, do you have financial problems?

Bianka: Oh, no. We don’t. Our father works,  a lot. He earns well enough. And we have enough pocket money. It’s not a problem.

Psy: Well. And… What does he do?

Bianka: He is a doctor. Err.. A woman doctor.

Psy: Ah… A woman doctor.

Bianka: Yes, and he always says that every day he sees a lot of girls who have serious problems because of boys.

Psy: And?

Bianka: And he doesn’t want us to have such problems either. Because boys want only one thing from girls and we are so stupid to understand it.

Psy: And you’re not?

Bianka: Not stupid? Of course not. At least, I need my own experience of communicating. How can I understand boys if  I don’t communicate with them?

Psy: Reasonable.

Bianka: You understand me, but my dad - not.

 Psy: And do you understand your dad?

 Bianka: He’s old, and boring, and full of stupid rules, and he wants to live our life instead of us.

Psy: Well, dear. Your father just loves you. He sees a lot of girls who have problems and he wants to protect you, but he doesn’t  know how. So, he forbids. He needs time to understand that you are not little anymore.

Bianka: We can get old till he understands.

Psy: Don’t dramatize. Just give him some time. Try to be patient, gentle and caring. Show your love and respect, your understanding and appreciating of his care. Very soon he will admit that you need another way to treat.

Bianka: Are you sure?

Psy: No doubt.

 Bianka: Thank you. Thank you very much.

 Psy: You’re welcome. Come any time you need.

A: By

Вед.: Thank you. It was vivid and convincing. Now, let’s watch the end of the situation in  the film. (просмотр окончания проблемной ситуации: отец признает, что дочери выросли, минуты фильма - 1.28.20 - 1.29.05).

(кадр №6)

Вед.: So, love and try to understand your parents.                                                           And now problem situation  №2, please.

Просмотр эпизода из художественного фильма «Форрест Гамп (Forrest Gump)», минуты фильма - 18.18 - 19.08, демонстрирующего побег девочки, Дженни с ее другом Форрестом от ее нетрезвого отца.

 (кадр №7).

Вед.: (после просмотра ситуации №2) Well, what problem is shown in this episode?

- Family violence (кадр №8)

Вед.: Well, the problem of family violence. Girls will show us its development in the talk between Jenny's teacher and a custody specialist.

Обучающиеся с соответствующими карточками показывают вторую проблемную ситуацию – проблема жестокого обращения с детьми в семье: визит школьного учителя к специалисту по опеке.

(кадр №9)

Карточка с заданием:

Task: act out a visit of Jenny’s teacher, who wants to help the girl to find a safer place to live,  to a custody specialist

an appointment – встреча                                                                                                                              a custody specialist – специалист по опеке                                                                                        undergo – подвергаться                                                                                                                     bruises - синяки                                                                                                                                         complain - жаловаться                                                                                                                        behave – вести себя                                                                                                                                  adult - взрослый                                                                                                                                    believe – верить                                                                                                                                 black sheep – белая ворона                                                                                                                    to turn her into a bird – превратить ее в птичку                                                                                Department of guardianship -  Отдел опеки и попечительства                                                             a foster family – приемная семья

Teacher: Hello, I’m Miss Smith, and I have an appointment with a custody specialist.

Psychologist: Come in. I’m Mrs Blake. I’m waiting for you. So, what’s your problem?

T: I’m a school  teacher. There’s one girl in my class who’s undergoing family violence.

Ps: Try to be more exact.

T: Jenny, it’s the name of the girl, has only a father. He’s a small farmer, an ordinary rude man who drinks.

Ps: Is he alcohol addicted?

T: Not as much, but he drinks more and more often. And the girl is growing up in a very difficult atmosphere. She has to care about herself, but she is so little.

Ps: How old is she?

T: 10. And she has to cook, wash, clean. She does everything herself, as a little child does. Sometimes she comes to school with bruises.

Ps: How does she explain it?

T: She usually says that she fell down or something of that kind.

Ps: It means that she doesn’t complain.

T: Yes, she never complains. She looks, speaks, behaves as an adult. And she has so sad eyes as if she is not a child.

Ps: Does she cry?

T: No, she doesn’t. She doesn’t cry, she doesn’t complain, she never says anything bad about her father.

Ps: Does it mean that she loves her father?

T: I don’t think so. I think she is afraid of him or she doesn’t want anybody to understand that she is unhappy. Or she doesn’t believe that it’s possible to change something.

Ps: I see. Does she study well?

T: Not very well, but she is a very clever girl.

Ps: And friends. Does she have many friends?

T: No, not many. Only one. A boy who lives not far from her. He is the only one she communicates.

Ps: And this boy doesn’t have other friends either. They are different, like black sheep.

T: Yes. And once the boy said that Jenny asked the God to turn her into a bird so as she could fly far away from her house.

Ps: Oh, dear.

T: And there’s one more thing that troubles me. Jenny started missing classes. It’s because of bruises. She doesn’t want anybody to see them.

Ps: Well, as  far as I can judge the girl really needs our help. Does she have any other relatives?

T: Only grandmother.

Ps: On her father’s or mother’s side?

T: Mother’s.

Ps: Well, this is what we will do: You collect these documents. And our Department of guardianship will collect information about her grandmother, examine Jenny’s family  and inform the police,  they should watch the family too. Definitely, the girl needs either to move to her grandmother or to live with a foster family.

T: Thank you for understanding. I hope that Jenny will be happier. She is a very good girl.

Ps: It’s our work. We’re here to help children.

Вед.: Thank you. It’s a well-developed situation. And how is it solved in the film? (просмотр окончания проблемной ситуации, минуты по фильму - 19.20 - 19.32 - Полицейский привозит Дженни к бабушке).

(кадр №10)

Вед.: Children must grow in a comfortable atmosphere. And it’s the matter of adults to care.  

And now problem situation  №3, please.

Просмотр  эпизода из художественного фильма «Опус Мистера Холланда (Mr. Holland’s Opus)», минуты фильма - 19.50 - 21.18, демонстрирующего ученицу, неумело играющую на кларнете, она считает себя единственным неудачником, ничтожеством в семье талантливых людей.

(кадр №11)

 Вед.: (после просмотра ситуации №3). Well, what problem is shown in this episode?

- Low self-esteem

Вед.: Low self-esteem. Two volunteers are going to act out a talk between Miss Lang, a clarinetist, and her music teacher. (Два слушателя курсов показывают разговор ученицы - кларнетистки и учителя музыки,  в ходе которого учитель убеждает ученицу сменить подход к игре на музыкальном инструменте.)

Карточка с заданием:

Task: act out a talk between Miss Lang and her music teacher, who

encourages her to trust herself.

complete nothingness -  полное ничтожество                                                                                               the only loser – единственный лузер                                                                                                             to have her exhibition – организовать свою выставку                                                                               a special scholarship – особая стипендия                                                                                                    the pride of our parents – гордость наших родителей                                                                       nightmares - кошмар                                                                                                                                      It fits me like a glove – сидит идеально (об одежде)                                                                              I didn’t notice – не заметила                                                                                                                      Change the approach – поменять подход                                                                                                  It can’t but work – не может не сработать

T: Miss Lang, what’s the matter? Why are you crying?

Miss Lang: I’m nothing, complete nothingness.

T: What strange fantasies!

Miss Lang: Oh no, it’s not a fantasy. It’s real truth. I’m the only loser in my family. My father has a very beautiful voice, my mother is a well-known artist, she’s going to have her exhibition in the art gallery. My brother is a talented footballer, he gets a special scholarship; my elder sister is a leading dancer in the ballet school. They are the pride of our parents. But I’m nothing. I’m a complete loser.

T: Why a loser? You’re only 14, everything is ahead.

Miss Lang: Nothing is ahead. I’ve decided to be good at something. I’ve been learning to play this clarinet for three years! For three years! I’m hardworking, I work a lot. But still I cannot play.

T: Do you know the notes of the melody?

Miss Lang: Yes, I know. I know them by heart. I see them in my night dreams,… in my nightmares.

T: Well, why do you always look into your notes while playing?

Miss Lang: Really? I don’t know. I didn’t notice.

T: I think that while playing you’d better not look into your notes at all. Think about something interesting, something pleasant for you. Your favourite colour, your favourite book or character, your favourite season, your favourite dress. Do you have any?

Miss Lang: Yyyes, there is one I like most of all. It’s dark green. It fits me like a glove! Oh, sorry.

T: Yes, this is what you exactly need.   When do you wear it? On what occasions?

Miss Lang: Holidays. In spring.  It is especially beautiful in the bright sun.

T: Then,…  play holidays, play the beauty of spring, play to the sunrise and to the sunset. The only thing is: don’t play notes. Trust yourself. Change the approach.

Miss Lang: Change the approach. I’ll try. Do you think it will work?

T: It can’t but work.

Miss Lang: I’ll try. I’ll try my best. Thank you.

Вед.: Thank you. Work and hope. How is this situation solved in the film?

Просмотр второго эпизода – минуты фильма: 33.50 - 35.00, в котором ситуация разрешена: учитель убеждает ученицу играть душой и сердцем, а не играть просто ноты.)

(кадр №12)

Вед.: OK. As we can see nothing is impossible to a willing heart.       

Well let’s watch the problem situation  №4.

Просмотр эпизода из художественного фильма «Форрест Гамп (Forrest Gump)», минуты фильма - 15.38 - 17.00, в котором демонстрируется жестокое обращение подростков с их сверстником – «белой вороной» - Форрестом Гампом.

(кадр №13)

Вед.: (после просмотра ситуации №4). What problem is shown in this episode?

- Рeer pressure or bullying

Вед.: Yes, and you are given the task to discuss the reasons of peer pressure, in particular bullying.

(кадр №14)

Трем обучающимся дано задание обсудить причины жестокого обращения среди сверстников.

Карточка с заданием:

Task: act out a brief discussion between a teenage psychologist and journalists about the reasons of peer pressure.

the roots of peer pressure -  корни  издевательства над сверстниками                                                              direct influence  -   непосредственное влияние                                                                             imitation – подражание                                                                                                              individuality -  индивидуальность                                                                                                            irritate – раздражать                                                                                                                           resist – сопротивляться                                                                                                                                          at the expense of others -  за счет других                                                                                humiliation - унижение                                                                                                                                         commit a crime – совершить преступление                                                                                       escape - сбежать                                                                                                                                    the wish of self-affirmation -  желание самоутвердиться                                                                        the ugliest form of peer pressure – самая гнусная форма издевательства                                                        to cope with peer pressure -  справиться с давлением   сверстников                                                                                   not to suffer alone – не страдать в одиночестве

1.: As we all know, bullying or peer pressure is the most common problem of teenage relationship. Let’s try to look at this problem and discuss its reasons. We’ve invited a specialist of teenage psychology who will help us to understand the roots of peer pressure.

Рs.: Thank you. Well, peer pressure is the direct influence on people by peers. In most cases this influence is negative and can even lead to a serious crime.

2.:  What are the reasons of  peer pressure?

Рs.: The reasons are different. The first one is imitation. Teenagers often do, buy, wear  something that their friends do, just to be like others, not to be different. And if you are a white crow, you are bullied because your individuality irritates others.

1.: Yes, it’s difficult to resist the wish to imitate. But it’s much more difficult to be yourself.

Рs.: Another reason is the wish of self-affirmation at the expense of others who are usually weaker physically and by character.

2.:  This is what we have seen on the screen, isn’t it?

Рs.: Yes, and it is the ugliest form of peer pressure. It deals with humiliation of others which can break people’s characters, make them do different things to protect themselves like suicide, for example, or even commit a crime.

2.:  Is there anything that teens can do to cope with peer pressure?

1.: I think, the first and the main thing is not to suffer alone,  not to be afraid to tell about it to your teachers, parents, specialists.

Рs.: You are right. Adults should know about their children’s problems. Besides, if the problem is pronounced, it is half solved.

2.:  And as we can see in the film you should escape the problem and remain yourself.

Рs.: Yes. Turn for help. At least call on ChildLine.

Вед.: Thank you.  We’re not going to show the end of the situation in the film, we’ve chosen another source. A clip to a well-known song in which the author explains how difficult it is to be yourself.

Просмотр клипа с песней (и пение песни) Englishman in New-York известного британского музыканта и исполнителя Стинга.

Вед.: Well, be yourself no matter what they say – this is the advice Sting wants us to follow. And I think it’s a good piece of advice.

(кадр №15)

УУД

Регулятивные:

Способность определять, сохранять цели и следовать им в учебной деятельности. Умение работать как индивидуально, так и в группе.

Познавательные:

Умение понимать \ осознавать понимание аутентичных фильмов для решения учебной задачи.

Коммуникативные:

Умение адекватно использовать игровую лингвистическую форму работы для решения коммуникативной задачи. Умение организовывать учебное сотрудничество со сверстниками. Способность брать на себя инициативу в организации совместного действия, а также осуществлять взаимную помощь по ходу выполнения задания.

Личностные:

Развитие навыков коллективной учебной деятельности, умения работать в группе. Формирование устойчивой учебно-познавательной мотивации, навыков переноса знаний в новую ситуацию.

Оценочный \

Рефлексивно-смысловой:

подведение итогов, самооценивание \ отзыв о своей  работе и \ или работе одноклассников на занятии

Комментарий преподавателя

Вед.: We’ve listened to all the situations, seen all presentation and now I would like you to share your impressions of the training class.

Do you like presentations?

Which one seems to be the most convincing?

Whose way of acting impressed you most of all?

Отзывы обучающихся:

e.g. I like all the presentations, all students tried to get into the situations they acted out. Everyone was convincing. I also enjoyed my own participation. I hope that I will work as a volunteering counselor of ChildLine.

Вед.: (после ответов). Thank very much for your participation. We hope that you will be good counselors of ChildLine.

Teacher’s comment

УУД

Регулятивные:

Умение оценивать свои действия, осознавать степень сложности выполненных задач.

Личностные:

Развитие мотивации к продолжению изучения английского языка; развитие стремления к самосовершенствованию в данной предметной области, oсознание возможностей к самореализации средствами английского языка. Развитие навыков самоанализа.

Коммуникативные:

Формулировка собственного мнения и позиции, способность аргументировать, выражая согласие и \ или несогласие с результатом.