Антибуллинговая неделя в школе на английском

Обновлено: 05.07.2024

Writing
Read the extract from your pen friend's letter. Write a letter to Fiona. In your letter:
• tell her about the anti-bullying week
• ask three questions about the party
Write 100-140 words.
So, you said you've just had
an anti-bullying week at
school. How did it go? What
did it involve?
I'd better go now. I'm going
to a party tonight to celebrate
the end of exams!

Таким образом, вы сказали, что у вас только что была неделя борьбы с хулиганством в школе. Как все прошло? Что это предусматривает?

Thank you for your letter. It's always nice to hear from you. You asked me about the anti-bullying week at my school and I'm going to answer your questions in this letter.

Well, the anti-bullying week was very successful and useful to all students of my school. Guess what! We almost completely prevented bullying and now students try to avoid quarrelling, kicking, mocking, making threats and spreading rumors about each other.

You know, this week involved talks by visiting speakers from universities and other schools which included information and tips about how to deal with bullying and peer pressure and just live in peace. Besides, there was a ChildLine that many bullied teenagers contacted.

In your letter you mentioned that you were going to a party. So where was your party held? Who were you going with? And did you enjoy this celebration? I hope you had so much fun there.

Спасибо за твое письмо. Всегда приятно получать известия от тебя. Ты спрашивал меня о неделе антихулиганства в моей школе, и я собираюсь ответить на твои вопросы в этом письме.

Ну, неделя антихулиганства была очень успешна и полезна для всех студентов моей школы. Представляешь себе! Мы почти полностью предотвратили хулиганство, и теперь ученики пытаются избегать ссор, пинков, дразнилок, угроз и распространения слухов друг о друге. Знаешь, эта неделя включала доклады посещающих ораторов из университетов и других школ, которые включали информацию и советы о том, как справляться с хулиганством и давлением со стороны сверстников и просто жить в согласии. Кроме того, была детская линия помощи, в которую обращались много запуганных подростков.

В твоем письме ты упомянул, что собирался на вечеринку. Таким образом, где твоя вечеринка проходила? С кем ты пошел туда? Тебе понравилось это празднование? Я надеюсь, что ты там повеселился от души.

It was great to hear from you. You must be pleased that your exams are over and now it's time to enjoy yourself.

The anti-bullying week was a huge success and I believe we have really reduced the amount of bullying that goes on in our school. There were talks by experts and films that showed the effects and how to deal with bullying. There was also a confidential helpline for kids who were being bullied.

Anyway, what about the party you mentioned? Where is it and who are you going with? More importantly, who is going to be there? Is Robbie from next door going?

Было здорово получить от тебя письмо. Ты должно быть рада, что твои экзамены закончились, и сейчас у тебя есть время насладиться собой.

Антихулиганская неделя имела огромный успех, и я верю, что мы действительно сократили количество хулиганства, которое есть в нашей школе. Были обсуждения экспертов и фильмы, которые показали эффекты, и то, как справляться с хулиганством. Также была конфиденциальная линия помощи для детей, над которыми издеваются.

В любом случае, что насчет вечеринки, о которой ты упоминала? Где это и с кем ты пойдешь? Что еще важнее, кто там будет? Робби из соседнего дома пойдет?

Разработка урока по теме "Буллинг" для учащихся старших классов. Рассмотрены виды и причины буллинга в школах, способы с ним бороться. Урок основан на аутентичных материалах: статьи из газет, социальные рекламные ролики. Практическая цель: совершенствование речевых навыков. Задачи урока: развитие познавательного инетреса, развитие умения работать в группах и способностей логического изложения мыслей, формирование системы моральных ценностей, толерантного отношения к другим людям.

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Тема урока: Bullying

Практическая цель урока: совершенствование речевых навыков

Образовательные: повышение общей культуры, расширение кругозора.

Развивающие: развитие познавательного интереса, развитие умения работать в группах, развивать способности логичного изложения мыслей.

Воспитательные: формирование системы моральных ценностей, толерантного отношения к другим людям.

Материалы для урока: Презентация Power Point, тексты для чтения, карточки с заданиями, видеофайл с записью рекламного ролика, текст стихотворения «I am”, письменные принадлежности для выполнения творческого задания.

Формы взаимодействия учащихся

Материалы, технические средства, пр.

1). Warm up/Speaking

T.: Good morning everybody. Let's start our lesson.

Look at the pictures please! Guess what unites these people?

Pupils watch pictures of famous people on the screen, discuss what unites this people, give their versions.

Pictures of famous people

Presentation (Slides 1-5)

2) a) Problem statement/Speaking

T: Now I tell you what unites these celebrities. All of them were bullied at school. In their own words they survived bullying.

T: What do we know about bulling? Look at the definition:

Pupils read the definition of the word Bulling.

“ Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance”

T: How can you explain the meaning of BULLYING in your own words? (e.g. hurt someone who is smaller or weaker than you).

T: There are three types of bullying: physical, verbal and social. Now I want you to work in pairs. Read examples of bad behavior and match these examples and types of bullying.

Pupils work in pairs (match the examples and types of bullying)

T: Let's check this task.

Pupil-pupil (work in pairs)

T: Now we return to the celebrities who were bullied. Your task is to read about it and tell us a short story. Be ready to answer some questions.

Pupils read information about famous people who were bullied at school and tell others about it in their own words.

Possible questions: What type of bullying is it? How he/she felt, what do you think?

T: Answer my question please: Why did all these people tell us about it? What may be the reason? Maybe they want people to learn something?

Pupils suggest their versions.

T: Celebrity involvement is very important. S tar power can be very effective on the war against bullying. They teach us not to be mean to each other. They show children who are bullied that things can and do change.

Texts with interviews of celebrities (app. №2)

4) Listening/Filling gaps

T: Now I want you to watch and listen to the advertisement against bullying where some celebrities took part. It is a poem named “I am”.

Listen and fill the gaps.

Checking: A pupil reads the poem.

Video+text (app. №3)

T: Look at the screen please, here are some slogans/quotes about bullying. I'd like you to choose one you like and explain your choice.

T: There are many organizations against bullying. Many people all over the world say no to bullying. I want us to be a part of this activity. I'd like you to take part in a contest. Let's make posters against bullying and then we will choose the best one. You can work in groups or pairs.

Pupils make their own posters against bullying in school. They present the posters in front of the class and choose the best own.

Paper and writing materials for posters.

T: I hope you enjoyed our lesson today. Thank you for your work. And say no to bullying!

Match examples and types of bullying:

pushing, teasing, name-calling, lying, rude comments, kicking, taking or breaking someone’s things, negative facial gestures, playing mean jokes, hitting, spreading rumors

Often bullied about his lisp and his big ears, Michael Phelps said in an interview, "It's kind of crazy. When I do go up around where I used to live [in Baltimore], you still see the same people who were picking on me. They're still around, busing tables or whatever, probably still acting the same way. They'll try to talk to me and I'm thinking, 'Yeah, why are talking to me now? You were picking on me then.'"

"I grew up in Tennessee, and if you didn't play football, you were a sissy. I got slurs all the time because I was in music and art . . . I was an outcast in a lot of ways . . . but everything that you get picked on for or you feel makes you weird is essentially what's going to make you sexy as an adult."

"I got beaten up by a lot of people when I was younger. I was a bit of an idiot, but I always thought the assaults were unprovoked. It was after I first started acting and I liked to behave like an actor, or how I thought an actor was supposed to be, and that apparently provoked a lot of people into hitting me."

Growing up, Rihanna was teased—to the point of fist fights—for having paler skin than her peers."I was cultured in a very 'black' way. But when I got to school I'm being called 'white'. they would look at me, and they would curse me out. I didn't understand."

"I was bullied so badly my dad used to have to walk me into school so I didn't get attacked. I'd eat my lunch in the nurses' office so I didn't have to sit with the other girls. Apart from my being mixed race, my parents didn't have money so I never had the cute clothes or the cool back pack,"

I am the person you bullied at school ,
I am the person who didn’t know how to be cool,
I am the person you alienated,
I am the person you ridiculed and hated .

I am the person who sat on her own,
I am the person who walked home alone,
I am the person you scared every day,
I am the person who had nothing to say .

I am the person with hurt in her eyes,
I am the person you never saw cry ,
I am the person living alone with her fears,
I am the person destroyed by her peers.

I am the person who drowned in your scorn,
I am the person who wished she hadn’t been born,
I am the person you destroyed for ‘fun’,
I am the person, but not the only one.

I am the person whose name you don’t know,
I am the person who just can’t let go,
I am the person who has feelings too,
And I was a person, just like you.

( This poem was written for the BEAT BULLYING ad in the UK and narrated by celebrity sports people.)

По теме: методические разработки, презентации и конспекты


Урок решает следующую учебную задачу: сформировать мнение школьников о том, что не только взрослые (политики и общественные деятели), но и обычные подростки способны делать конкретные шаги к улучшению.


Экологический проект "P-stop"

Данный проект стал победителем на Ярмарке экологических проектов в 2010 г. по направлению "Стиль жизни и окружающая среда". Защищали учащиеся 9 класса Смирнов Михаил и Зайцев Сергей. Как победит.

Данные игры - викторины разработаны специально для обучающихся 9-11 классов и их родителей, так как данная категория обучающихся более склонна к употреблению табака, алкоголя и наркотиков. Цель данных.


Posters about bullying

В презентации вы найдете постеры посвященные буллингу (издевательству).


Лексический тест на занние слов по теме "Bullies Should Receive Harsher Punishments".

Лексический тест на зание слов по теме "Bullies Should Receive Harsher Punishments.".


Материал разработан на основе УМК М.З. Биболетовой Enjoy English 8. Рассчитан на 2 урока. Содержит ссылки на видеофайлы, тексты для чтения. Задания сопровождаются комментариями автора.

Ребята старших классов принимали участие в конкурсе хэштегов и интернет-листовок: придумывали оригинальные слоганы борьбы с буллингом и создавали плакаты в компьютерных программах. Для всех учащихся школы проходили тренинги от педагогов-психологов, направленные на предотвращение школьной травли среди учащихся, запугиваний и агрессии. Ведь предотвратить проблему всегда проще, чем подавить ее.

Спасибо всем неравнодушным ребятам и их педагогам за активное участие! Быть отличным – ОТЛИЧНО!

I. Warm-up. Teacher: Let us watch a short video to guess the topic of our lesson.

(Students watch a video and realize that today’s discussion will touch upon the problem of bullying)

Unfortunately, there are always people that bully those who are weaker and cannot protect themselves. Although in the last few years a lot of attention has been given to the problem, bullying still exists. So people should be aware of the problem and how to deal with it.

II. Vocabulary.

1. The word ‘bully’ used to mean quite opposite of what it means now. Five hundred years ago it meant ‘a friend’, ‘a family member’ or ‘a sweetheart’. The root of the word comes from the Dutch word ‘boel’ meaning lover or brother.

2. Pair Work. Read the dictionary entries and match the words/word combinations with their meanings.

To bully is a deliberately unfriendly behaviour, an act of intimidating a weaker person to make him/her do something.
A bully is someone who feels worried, hurt, helpless and upset as a result of violent or hurtful actions from others.
Bullying is someone who hurts or frightens someone who is smaller or less powerful, often forcing them to do something that they do not want to do.
A bullied person is repeatedly or on purpose to say or do mean or hurtful things to another person which has hard times defending himself/herself.

Key: A-4; B-3; C-1; D-2

  1. Why do people bully others?
  2. Where can bullying take place?

1) Bullies want power and control over others.

They want attention to themselves probably because of low self-esteem.

They think violence/aggression is an okay way to show their feelings.

They have trouble following the rules/laws.

2. There are different types of bullying: verbal, social (relationship), physical, cyber. In groups of four look through the forms of bullying and match them to the type of bullying.

Verbal Social Physical Physical

Threatening to cause harm

Leaving someone out on purpose

Posting inappropriate photos

Telling other children not to be friends with someone

Spreading rumors about someone

Embarrassing someone in public

Taking, breaking or damaging someone’s things

Spreading rumours in social networks

Making mean or rude hand gestures

Using Internet to send nasty messages/e-mails

Sharing private information

Inappropriate personal/sexual comments

IV. Reading. Bullying at school is common around the world. Read the text about William Cobbett School in Britain and tell if school authorities try to cope with the problem of bullying.

  • Bullying is deliberate, conscious desire to hurt, threaten or frighten someone.
  • It can be physical such as hitting, prodding and pushing.
  • It can be verbal: nicknames, racist or sexist taunts, personal comments. Students, who are new or different, may be vulnerable. Verbal bullying is the most common form in school.
  • It can be non-verbal such as taking sweets or money, or damaging equipment.
  • Children become distressed, not sleeping, not eating, being withdrawn.
  • Children unwilling to come to school (pretend having stomachache or headaches).
  • Missing equipment for which there is no explanation.
  • Children making an unusual request for extra money.
  • Bruises or damaged clothing
  • Sudden change of friendships.
  • Inform a teacher immediately. Victims often believe that bullying cannot be stopped or they are frightened of what will happen if they tell. This is understandable but wrong. We can act sensitively and are sure bullying can be stopped when we are told about it.
  • Keep a written record or a diary of bullying (what/where/who/when)
  • Do not hit back. It will make the matter worse and can blur the real issue.
  • Provide us with details in order to get away with it.
  • Trust us. We know what to do if we have the right information.
  • Support us. Both victims and bullies need help to prevent damage to their self-esteem, which can have a bad effect in later life.
  1. Give two examples of physical bullying.
  2. Give two examples of verbal bullying
  3. Give one example of non-verbal bullying.
  4. Which types of students are often vulnerable?
  1. upset - distressed
  2. silent and uncommunicative – w…………………..
  3. things you need for your school work – e………………..
  4. blue or yellow marks on the skin as a result of being hit – b…………….
  1. to tell – to i………………..
  2. the ones who suffer the bullying – v………………
  3. make something less clear – b….
  1. to escape punishment – to g… a… w… it
  2. the ones who do the bullying – b……
  3. an injury or harm to someone – d……
  1. What do you think of the advice given here? Which part of it can be helpful to parents? And which can help students?
  2. Is it a good idea to keep a written record of bullying? Why/Why not?
  3. Do you agree that verbal bullying is the most common form?
  4. Do you agree that hitting back will only make matters worse?
  5. Is bullying bad for the bully as well as a victim?

6. Now read the conclusion to the text. Fill in the gaps with the words from the box.

As well as raising (1) ____ through the curriculum and giving students opportunities to talk about bullying in general, we have clear procedures for (2) ___ possible incidents and careful guidelines for listening to victims, (3) ___ andbullies.

We reassure the victim and witnesses without making feel disloyal, (4) ___ or foolish.

We investigate and monitor very (5) ___ and calmly. We (6) ___ concrete help, advice and support to the victim and take a firm stand with the bully using appropriate, non-bullying(7)___ .

Teacher: Bullying happens in many different places: at school, at work, at home, over the Internet or on a mobile phone. 10% of British secondary school students are bullied more than once in any term. Bullying can take many forms. It can be name-calling and teasing as well as physical violence. Bullying is often based on silence. People who are being bullied often feel that speaking against someone who bullies others cannot help. What to do? Tell someone! Don’t allow to continue bullying.

VI. Hometask. Read the text and answer the questions.

Do you know many faces of bullying? Read the text and give your ideas about

1) How can bystanders stimulate or stop bullying?

2) Why don’t many bystanders intervene?

Many faces of bullying

Bullying situations usually involve more people than the bully and the victim. They also involve bystanders — those who watch bullying happen or hear about it. Depending on how bystanders respond, they can either contribute to the problem or to its solution. Bystanders rarely play a completely neutral role, although they may think they do.

Some bystanders encourage the bullying by laughing, cheering, or making comments that further stimulate the bully. Others join in the bullying once it has begun. Most bystanders passively accept bullying by watching and doing nothing. Often without realizing it, these bystanders also contribute to the problem. Passive bystanders provide the audience for a bully and their silenceand inactivity allows bullies to continue their hurtful behaviour.

Bystanders also have the power to play a key role in preventing or stopping bullying. Some bystanders try to discourage the bully, defend the victim, or redirect the situation away from bullying.Other bystanders try to get help, or to stand up against bullying or to inform adults.

Bystanders who don’t intervene or don’t report the bullying often suffer negative consequences themselves.

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