Crime and Punishment – the Issue of the Day

The Model Lesson

I. Цели урока: развить самостоятельность, креативность, воображение, способность к логическому изложению, речевую догадку, оперативную память, умение работать в группе и принимать единое решение.

Учебный аспект: улучшить навык аудирования и монологического высказывания.

Социо-культурный аспект: знакомство с работой полиции в Англии по предупреждению правонарушений в стране.

Воспитательный аспект: воспитывать следующие ценности:

1) уважение к закону;

2) уважение к личности;

3) воспитание гуманистических начал;

4) отрицание насилия;

5) абсолютная ценность человеческой жизни.

II. Место уроков в цикле: вводный урок.

III. Аспекты языка: лексика – слова, необходимые для раскрытия темы “Преступление и наказание”; грамматика – употребление страдательного залога (во всех грамматических формах).

IV. Виды речевой деятельности: говорение, аудирование, письмо.

V. Режим работы:

1) фронтальная, 2) групповая.

VI. Форма урока: урок-презентация.

Задачи урока:

1) систематизировать и обобщить имеющиеся у учащихся знания по данной теме;

2) способствовать формированию целостного представления о проблемах, связанных с правонарушениями и их предупреждением;

3) воспитать уважение к закону.

Оснащение урока:

1) наглядный материал: мультимедийный проектор, магнитофон, видеоклипы с мультфильмом “Капитан Врунгель”, аудиозапись к учебнику FCE. Listening & Speaking Skills;

2) раздаточный материал: ксерокопии с заданиями по уроку;

3) материалы учебных пособий: Mission 2 by V. Evans; Павлоцкий В.М. English Key to Success; First Certificate Gold by Richard Acklam.

ХОД УРОКА

Teacher: Morning, dear friends and our respected and honored guests! How are things? Do you have the jitters? So do I. First of all, let me introduce myself – my name is Maxim Olegovich, I have come from the Center of Education No. 1862 to give you a lesson on the topic… Well, well, well… Frankly speaking, I am not going to let you know what the topic of the lesson will be since it is you who will tell me what we are about to focus upon. But before that I’d like to draw your attention to the screen, please. While you are watching, think to yourselves and then come up with the ideas (guesses).

The fragment from the cartoon “Captain Vrungel” is in progress.

Teacher: So, here we are! Any ideas? If you have got any, you are welcome. Also remember to use the structure patterns you see on the screen in your sentences. Five to seven seconds are given to you to concentrate and think.

The following structure patterns are displayed on the screen:

As far as I have become aware…

I can judge/suppose/admit/assume that the topic will be…

If you ask me, I personally reckon that…

Pupil 1: As far as I have become aware, according to the fragment we have just seen I can suppose that we shall be talking about bandits, hooligans, and people who do something illegal. It might also be about the police, who keep an eye on people like those and try to prevent them from committing a crime!

Pupil 2: If you ask me, I personally reckon that the topic will be about crimes committed by criminals and the advantages of leading the life of an outlaw!

Teacher: I can’t but agree with you, my friends. All your guesses are right to the point. You are reading my mind like an open book. At our lesson today we shall dwell upon the topic “Crime and Punishment”.

But it’s not by chance since you are perfectly aware that this topic is very current to speak about and not only in our country.

Why do you think that is?

Come up with your ideas using the structure patterns like these:

It won’t be an exaggeration to point out/underline ...

Another significant point I am about to highlight is...

Pupil 1: It won’t be an exaggeration to point out that the crime rate has increased lately since the world has become cruel and wild. People live and act just like the Latin proverb has it: Homo homini lupus est. (Человек человеку – волк). People, no doubt, get what they deserve but in most cases, innocent people are punished and so on…

Pupil 2: Another significant point I am about to highlight is that people aren’t tolerant of each other, so they can’t solve misunderstandings on friendly terms. The result of that is that we face cruel and inhuman bomb attacks in nearly all parts of the world.

Teacher: Thank you very much for your answers and my next question will be the following:

Is the place where you live safe enough to go out at night? What preventive measures can you take if it is not?

Pupil 1: Of course not, as Moscow streets are alive with the unemployed who can hardly keep their body and soul together. Well, anyone can easily turn out to be a victim of a crime.

Pupil 2: I suppose that the only place in Moscow where a person can feel safe and sound is Rublevskoye highway where, as the rumors have it, there are two policemen for a soul there.

Pupil 3: If you ask me, I try to choose lit streets that lead directly to my home! If I am delayed or come late at night, my parents stay alert and are always in the fighting trim to meet me when I call them and ask to do me a favour!

Teacher: Thanks for your excellent work and now I want you to learn what we call the people who commit different sorts of crimes (the task is in your folders, friends, have a look!).

You are asked to match the name of a criminal with the wrongdoing he is usually blamed for.

1. A poacher	a) brings goods into one country from another illegally
2. A burglar	b) steals things from people’s pockets and bags, especially in a crowd
3. An arsonist	c) attacks and robs people, especially in public places
4. A blackmailer	d) kills for political reasons or reward
5. A mugger	e) hunts game illegally on somebody’s land
6. A hijacker	f) sets fire to property
7. A kidnapper	g) breaks into someone’s house to steal valuables
8. A pickpocket	h) writes anonymous letters with threats and asks for ransom
9. A shoplifter	i) captures an aircraft demanding his/her conditions
10. A smuggler	j) captures children by force and keeps them till the time all his demands are met
11. A vandal	k) takes goods from a shop without paying
12. An assassin	l) destroys monuments, buildings doing harm to everything he sees around

The pupils do the task on matching (the answers appear on the screen).

A Poacher	A Burglar	An arsonist	A blackmailer
A hijacker	A mugger	A kidnapper	A pickpocket
A shoplifter	A smuggler

Answers to the task: 1. e; 2. g; 3. f; 4. h; 5. c; 6. i; 7. j; 8. b; 9. k; 10. a; 11. l; 12. d

Teacher: Have you ever been a victim of a crime?

Pupil 1: Yes, I have. Once I was waiting for the train to arrive at the platform – I was leaving for Rostov-on-Don to pay my relatives a short visit – and all my belongings were snatched.

Pupil 2: No, I have not! Good gracious – I am lucky! So far I have not been a victim of a crime but my friend has – he was stopped by muggers near his block of flats and robbed of his cell-phone.

Teacher: Dear friends, I reckon an old lady deserves pity to be taken on her since she was a victim of a crime. The assignment is to listen to the tape twice and fill in the missing information in the police report given.

You will hear a woman being questioned by a police officer. Your task is to fill in the Police Report form.

POLICE REPORT

Reporting Officers: Const. Jones and ________

Address: __________________________________

Name: ____________________________________

Date and Time ______________________________

Time of incident ____________________________

Type of incident ____________________________

Description of suspect _______________________

Items stolen _______________________________

How suspect entered premises: ________________

Key: POLICE REPORT

Reporting Officers: Const. Jones and West

Name: Mrs.. (Lucy) Sutcliffe

Address: 48, Primrose Avenue

Date and Time: 25 March, 10 o’clock

Time of incident: (just before) 9 o’clock

Type of incident: break-in / burglary

Description of suspect: tall / heavy

Items stolen: money / £50; car keys

How suspect entered premises: through bedroom window

Typescript

Police: Good evening, madam. I’m Constable Jones and this is Constable West. We hear you had a little shock this evening.

Mrs. Sutcliffe: Oh, yes-yes, it was awful. I simply... I don’t know what the world’s coming to when you can’t even feel safe in your own home!

Police: Now, let’s just sit down. Drink up your tea and then you can tell us exactly what happened.

Mrs. Sutcliffe: Well, there was this man, you see, and he...

Police: First of all, let’s just get down a few details. Your name is Mrs.. Sutcliffe, is that right?

Mrs. Sutcliffe: Yes-yes, Mrs.. Lucy Sutcliffe – that’s S-U-T-C-L-I-double F-E.

Police: Right. And the address is...

Mrs. Sutcliffe: 52 – no, no, I mean 48, Primrose Avenue. You see, I used to live at number 52 and I’m in such a tizzy that I hardly know what I’m saying.

Police: Don’t worry, Mrs.. Sutcliffe, all we have to do is put down exactly what happened and we’ll get on the case right away.

Mrs. Sutcliffe: Oh, I do hope you find him.

Police: We’ll certainly do our best. Now, today’s the 25th of March, right? And it’s just about ten o’clock. Now, tell us from the beginning.

Mrs. Sutcliffe: Well, it was just before nine o’clock. I know because the news was about to come on, and I was just going into my bedroom to get my glasses – for watching TV, you know – and I saw this, this man. He was going through the drawers in my dressing table and-and- Oh, I’ve never been so frightened in my life!

Police: Right. Now, did you get a good look at the man?

Mrs. Sutcliffe: I’m afraid I didn’t, I mean, I was too upset, er, frightened...! I did see that he was tall and sort of heavy looking. I couldn’t see his face, though.

Police: I see. Do you know what he took?

Mrs. Sutcliffe: I’m not really sure. I haven’t had much time to check you see, I mean, you came very quickly, thank goodness. I know he got some money that was in the top drawer – it was about fifty pounds I think – and my car keys, but the jewellery’s all there. He must have heard me shouting and ran off before he could find it.

Police: You were shouting?

Mrs. Sutcliffe: Well, you see, when I saw him I sort of started backing up, on tip-toe like, and then I grabbed little Muffy, my dog, you know, and I got out the front door and started screaming blue murder. The neighbours were really nice and helpful.

Police: So it was the neighbours who rang us.

Mrs. Sutcliffe: Ooh, yes. I was shaking like a leaf all over. I couldn’t have dialled, you know.

Police: Had you left any windows or doors unlocked?

Mrs. Sutcliffe: Well, the bedroon window was wide open when I came back in and I’m almost sure I hadn’t opened it – well, maybe just a crack.

The pupils listen to the tape twice and fill in the gaps.

Teacher: Very nice indeed! We are done! So, now let’s refresh our knowledge on grammar and to be precise on the Passive Voice. Remember, please, what you happen to know about the Passive Voice.

Pupil 1: There are two Voices in English – the Active and the Passive Voice! The Active Voice is when a subject performs some action and to speak about the Passive Voice – it’s just the other way round – when the action is performed to the subject.

Pupil 2: It is formed with the help of the verb TO BE in the tense form required + PARTICIPLE II.

Teacher: That is it! How clever you are! You’ve got splendid memory! And now I’d like you to transform the sentence given (you can see it on the screen) from the Active Voice into the Passive Voice.

The police investigate lots of crimes all over the world.

Teacher: You are having your day today! I am proud of you! And to make sure that we’ve mastered the Passive Voice, please, complete the task where you are asked to open the brackets and use the needed form of Passive.

The Story

It is common knowledge that in England, like in other European countries, cars often (1)____ (to steal). Well, for instance, yesterday night Mr. Barlow’s white Mercedes (2)____ (to steal) right from the parking lot that is close to his house. Without losing a single minute he rushed to the nearest police department where he informed the officers on duty what exactly had happened and where lots of questions (3)____ (to ask) of him such as the technical data of the vehicle of his, price and the exact place where his automobile (4)____ (to park). It is worth mentioning that a serious case of an expensive and rare Rolls Royce robbery recently (5)____ (to bring) to an end. Since the beginning of the month two more cases of car theft (6)____ (to investigate).

At the present moment Mr. Barlow’s case (7)______ (to look) into by the police and (8)______ (to investigate) more than a month. But Mr. Barlow is looking forward to the fact that his motorcar soon (9)_____ (to trace) and (10)______ (to return) to him safe and sound.

Right answers to the story: 1) Are stolen; 2) Was stolen; 3) Were asked; 4) Had been parked; 5) Has been brought; 6) Have been investigated; 7) Is being looked into; 8) Will be investigated; 9) Will be Traced; 10) Will be returned.

Teacher: I am sure that you know the proverb that runs as follows:

“United we stand – divided we fall”. So, being aware of it, I am eager to offer a team task to you: Let’s split into twos and see. One of you has a list with four pictures and your partner has a list with other pictures but all of them make one and the whole story! (Mind the fact that all the pictures are given in jumbled order.) Describe to your partner what is happening and together try to work out the complete story in the correct order. Use Passive forms where necessary.

Work with a partner. Student A should look at pictures 1, 2, 3, 4 below and Student B should look at pictures E, F, G, H. The pictures are in jumbled order. Describe to your partner what is happening and together try to work out the complete story in the correct order. Use passive forms where appropriate.

Key: 4; F; 2; H; 1; G; 3; E.

An extra task in case time permits: And now read the story of what actually happened. Some lines are correct and some have an extra word which should not be there. Decide which lines have an extra word and correct them.

1. Jim Crawford had just been left his car in
2. a car park near his office when he was approached
3. by a mugger with a knife who demanded of his wallet.
4. Jim gave to him his wallet and the man ran off.
5. Jim decided to go to the nearest police station and
6. report the crime, but just as he was walking towards
7. it he was being stopped by a second man. This man
8. also wanted Jim’s wallet, but Jim tried to explain
9. him that it had already been stolen. The second
10. mugger told him to hand them over his shoes and
11. socks. Jim did it as he was told and then, when the
12. man had gone, walked into the police station. The
13. police were absolutely surprised to see him without
14. any shoes and socks and questioned him about what
15. had happened. After having giving descriptions of
16. the two men, Jim was driven back to his car. But,
17. to his horror, when they got to the place at where
18. he had left it, he discovered that it had been stolen.

The pupils are checking the answers…

Key: 1. been; 2. correct; 3. of; 4. to; 5. correct; 6. correct; 7. being; 8. correct; 9. correct; 10. them; 11. correct; 12. correct; 13. correct; 14. correct; 15. having; 16. correct; 17. at; 18. correct

Teacher: You know, time is flying fast and it is high time we finished our lesson and said good bye to each other. Thanks for your excellent work and I wish you success in your studies and to be healthy, wealthy and wise…