ares plays. Ask the students to step forward if they think this is likely to be the action of a good leader and back if it is likely to be the action of an unfit leader. Compare where students are standing at the end of the activity and ask some of the students to explain their decisions.
Macbeth: Killed the king in order to become the new ruler.
Henry V: Encouraged his troops into battle and to fight bravely.
Henry IV: Took the crown from an unfair and disliked ruler.
Richard II: Used money from his subjects to buy himself expensive things. What
kind of leaders are these Shakespearean characters?
Think about a leader in your school, town or country.
What skills do they have that make them good leaders?
How do they earn and keep their power?
Ask each group to draw a large picture to show what
they think a good leader looks like. Around the outside
of the picture invite them to write the knowledge, skills
and attributes that they think a great leader should
possess. Should they be a good organiser, an inspiring
speaker or a ruthless soldier?
Once they have done this, ask them to compare their
results with other groups in the class. How do they differ?
Decide what they think are the three most important
character traits of a good leader - are they different to
the qualities of a good person?
Return to the original provocation: Are leaders born or made? Discuss this as a class.
7. Подведение итогов урока.
Dear friends, thank you for the lesson. You have learnt a lot of things about Shakespeares family, about his native town, about his place and his sonnets. You have seen the film "". I think it was very interesting and you will remember our lesson fo
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