Environment problems план урока
Обновлено: 05.07.2024
Развивающая: Развитие умения преодолевать трудности, связанные с использованием нового лексического материала; развитие умения правильно подобрать материал для решения коммуникативной задачи; развитие навыков работы в группе и самостоятельно.
Воспитательная: Формировать устойчивый интерес к изучению английского языка; воспитание культуры общения; воспитать любовь к природе и привить чувство заботы об окружающей среде; научить объективно оценивать информацию.
- развивать и совершенствовать умение диалогической и монологической речи;
- развивать навыки чтения и письма;
-развить навыки аудирования;
- Развивать познавательный интерес учащегося в творческой и проектной деятельности.
Тип занятия: урок комбинированный
Оборудование: Компьютер, наглядный материал (плакаты), раздаточный материал, аудиозапись ”Helping the Environment”
1. Организационный этап.
Teacher: Good morning, boys and girls! Glad to see you! Sit down, please. Who is absent today? Why?
Teacher: The name of our lesson is “Global environmental problems”. And now look at task 1 in your papers, match the columns to make collocations and tell what you will talk about. These pictures may help you. (see appx. 1 task 1)
Учащиеся определяют цели урока.
P1: I think, we`ll speak about the beauty of the world.
P2: To my mind, we`ll also speak about ecological problems, such as air and water pollution and deforestation.
P3: And we`ll also discuss the problem of endangered animals
Teacher: You`re absolutely right. And the main goal of our lesson is to speak about solutions to these problems. To achieve it we`ll hold a conference on environmental problems and do some project work. Let`s start!
3. Фонетическая разминка.
Teacher: I want you to start the lesson with some lines from a beautiful poem by Lorraine Bayes “Hug the Earth”. Read after me, please.
I hug the Earth, the Earth hugs me
She’s our friend,
We’d like together forever to be.
Учащиеся читают хором
Teacher: I think these words can be the motto of this lesson.
4. Речевая разминка.
There are a lot of environmental problems nowadays. Before speaking about them read the words and find their meaning. Look at Task 2 in your papers. (see appx. 1 task 2)
5. Основной ход урока.
Teacher: Now let’s turn to the text about the main environmental problems of the day. Find task 3 in your papers. The text is divided into 6 passages. Each passage has its title. Each title is a name of an environmental problem. Read the texts and match them with the titles. One title is extra. (see appx. 1 task 3)
Сначала учащиеся читают заголовки вслух, затем они читают текст про себя(вслух) и заполняют таблицу.
Teacher : Let’s check up your answers.
Teacher: Your task was to make presentations on ecological problems. But before our discussion you will revise the new words and grammar structures that will help you speak about the problems. Look at task 4 in your papers. You will listen to the text and choose the correct item. .. Now let’s check your answers
Учащиеся по цепочке проверяют ответы “ Chain” S1->S2->S3->S4 (see appx. 1 task 4)
Next task is 5. You are to fill in the gaps with the right form of the words given in bold. Учащиеся по цепочке проверяют ответы “ Chain” S1->S2->S3->S4
And now it’s time to start our conference “GLOBAL ENVIRONMENTAL PROBLEMS”.
At our conference I’d like you to speak about the main ecological problems and the ways to solve them. Listen to each other attentively as you are to fill in the special tables. You should mark each item from 1 to 5. The person who has the best result will be the winner. I think our guests will help you.
Учащиеся показывают проекты и защищают их. S1->S2->S3->S4->S5->S6->S7->S8
Teacher: At the end of the lesson we’ll sum up our work on the subject. I want you to take decisions about what you can, must and mustn`t do to protect out nature.
1. We mustn’t litter in the streets, parks, forests, near lakes and rivers. We must put rubbish into rubbish bins.
2. We mustn’t break plants, kill animals and birds. We are all parts of the environment. We are all interconnected and interdependent.
3. We can plant flowers and trees, feed birds in our gardens and forests.
4. We can get involved in clean-ups.
5. We must save energy, water and we must recycle materials.
6. We can and must encourage other people to keep our nature clean and beautiful.
6. Подведение итогов занятия. Выставление оценок. Объяснение домашнего задания.
Teacher: You have done a lot today: you have listened to a text, have spoken much about the beauty of the world and global ecological problems and the ways to solve them. We have done project work on the theme of the lesson. Let’s sum up the results. The winner(s) is\are….. I hope now you understand how wonderful our planet is and you will do you best to make it cleaner and safer. Thank you for being sociable, attentive and friendly to each other. Your home task is ex. 6 p. 225 (learn the poem In the Time of Silver Rain by heart)
Task 1 Match the columns to make collocations
1. World Wildlife
Keys: 1d 2f 3a 4c 5g 6e 7b
Task 2 Read the words and find their meaning
1. an area that provides an animal or plant with food, water, shelter and living space;
2. to become interested, to take part in;
3. died out and gone from the Earth forever animals and plants (like dinosaurs);
4. to use over and over again.
5. to set a personal example to make other people do something;
6. making water, air and soil dirty and dangerous for people and animals to live in;
7. natural balance between plants, animals, people and their environment;
8. a gas which animals breath out and green plants breath in to make food;
9. climate, air, water and soil in which people, animals and plants live;
10. a gas that makes up about 21% of the Earth atmosphere, all living creatures need it to survive;
Task 3 Read the texts and match the passages with the titles. One title is extra.
Titles to the text “Environmental problems”.
1. Being in danger or becoming extinct.
4. Water Pollution
5. Global warming
6. Encouraging others and taking action
7. Destruction of the ozone layer
A. People produce too much packaging and food waste and throw them in the streets; that causes many illnesses which spread more easily.
B. A lot of animals become endangered or die out because of deforestation or because people kill them for their horns, tusks and beautiful skin. Only 50.000 wild tigers and 40 (!) far-eastern white leopards remain. They are hunted and killed for their skin and body parts which are used in medicine.
C. Factories and cars produce poisonous gases which go up into the air. More and more people are getting skin cancer.
D. Forests are disappearing as trees are cut down or burnt. Less and less oxygen is produced.
E. Our task is to set example to other people how to recycle plastic things, cans and paper; not to litter and to get involved in the protection of nature.
F. Dangerous waste from factories goes into oceans, seas and rivers, killing fish.
Keys: A3 B1 C7 D2 E6 F4
Task 4 Listen to the text and choose the correct item
B. Try to buy pre-packaged food
B. Never light fires in forests.
B. Throw plastic bottles into sea
B. Do not use aerosols.
Keys: 1A 2B 3A 4B .
Task 5 Fill in the gaps with the right form of the words given in bold.
1. Air pollution is one of the ______ ecological problems. SERIOUS
2. It can ______ by traffic jams in cities. TO CAUSE
3. Rivers will be polluted, if people _______ waste into them . TO DUMP
1. There are a lot of _______ problems nowadays. ENVIRONMENT
2. _______ of rain forests is one of them. TO DESTROY
3. Many lakes, rivers and seas are _______ nowadays. TO POISON
4. Too many cars are _______ for people in towns and cities, DANGER
5. because they cause air _______ . TO POLLUTE
KEYS: 1. 1. most serious; 2. be caused; 3. dump 2. 1. environmental; 2. destruction; 3. poisoned 4. dangerous; 5. pollution
Explosion in the mine
Green house effect
Relevance of the topic
Explosion in the mine
Green house effect
Relevance of the topic
Explosion in the mine
Green house effect
Relevance of the topic
Explosion in the mine
Green house effect
Relevance of the topic
Предварительный просмотр:
Подписи к слайдам:
World Wildlife Fund (WWF) O ne of the largest independent conservation organizations, with almost 5 million supporters and a global network active in more than 100 countries.
WWF's mission - to prevent the degradation of the planet's natural environment and to achieve harmony between man and nature. The main objective - the preservation of Earth's biodiversity .
DIRECTIONS OF WWF RUSSIA Conservation of biological diversity • the establishment of priority ecoregions systems of protected natural areas (nature reserves, national parks, reserves, etc..), Who for many years will ensure the conservation of biological diversity; • protection of animal species, standing on the brink of extinction: the Amur tiger, the Far East and the Persian leopard, polar bear, Atlantic walrus, bison, snow leopard, mountain sheep argali, and other.
Sustainable forest management - conservation of biological diversity of forests in Russia on the basis of the transition to sustainable management and protection. Sustainable marine fisheries - environmentally responsible use and conservation of marine biological resources (pollock, cod, Pacific salmon and sturgeon).
Climate and Energy - mitigation and adaptation to its effects; promote the development of renewable energy. "Green" economy - to create conditions under which the "ecological footprint" of Russians and the quality of economic growth of the country would not have threatened the functioning of the biosphere of our planet. The introduction of the largest corporations of the best international standards, environmental policy, management and reporting, consolidation of these standards in the federal and regional legislation .
Legislation Russian legislation providing a basis for: • the conservation of biological diversity and the sustainable use of nature; • Responsible management of mining and low-carbon development of the Russian economy;• implementation of the commitments by the Russian Federation on major international agreements in the field of environmental protection and natural resource management.
Технология урока: РКМЧП, (кластер, FQ&SQ,стратегия Fishbone, РАФТ)
- развитие монологической речи учащихся с использованием новых выражений, формирование целостного представления о мире, об общих проблемах, стоящих перед человечеством в XXIвеке;
- систематизация и обобщение знания учащихся по теме.
- расширить кругозор по теме;
- формировать лексико-грамматические навыки в формате ЕГЭ;
- поддерживать дух толерантности, принимая другие точки зрения;
- формировать уважительное отношение к природе, бережливости; осознание роли человека во взаимодействии с природой;
- формировать способность осознать экологические проблемы и желание помочь природе;
- поддерживать других и быть к ним благожелательными.
- способствовать развитию аналитического, критического, латерального мышления, через использования проблемных ситуаций ;
- развивать умение работать в группе
Оборудование урока: видеоклип с песней Майкла Джексона "The Earth Song" (Приложение1), аудиозапись песни "I saved the world today"Eurythmics, звучат в начале и в конце урока (Приложение2); видео "I saved the world today" (Приложение 3); раздаточный материал для учащихся, мультимедийная презентация урока (Презентация).
The nation that destroys its soil, destroys itself.
Franklin D. Roosevelt.
1. Стадия вызова (Evocation)
Teacher. Dear boys and girls, I'm very glad to see you. I hope you are fine. So let's begin our lesson. The subject of today's discussion is very vivid. Today we are going to talk about the environmental problems. Look at the epigraph of our lesson. What do you think about this quotation? Do you agree with it?(слайд 2)
Let’s watch the video. ("The Earth Song" by Michael Jackson) It has made a great impression on me. (video). (Приложение1) (слайд 3)
I’ve just received a very unusual letter. Let’s read it. It has been written to all of us. (the letter from Mother Earth) (Приложение 4) (слайд 4)
2. Стадия осмысления (Realization of meaning)
2. Teacher. Our planet is on the verge of a global ecological catastrophe. Acid rain, global warming, air and water pollution, destruction of wildlife are the problems that threaten human life on Earth. Who is to blame for the disaster? The answer is simple: us.
We’ll have to give a general idea of the ecological situation on our planet and try to highlight the most dangerous tendencies that have deadly consequences for us. In conclusion, we’ll try to find possible ways of solving some of environmental problems.
3. But first, I want to make sure you know the meaning of the words on the topic. Let’s do some tasks to brush up our vocabulary.You are divided into two groups and each group has its own tasks.
Brush up your vocabulary
Match the words with their definitions.
| 1.extinct | a. a person who kills wildlife illegally |
| 2.pollution | b. an electricity generation station which uses radioactive fuel to drive the generators |
| 3.ozone layer | c. no longer existing, as an animal species |
| 4.poacher | d. the damage done to air, water or soil by the addition of harmful chemicals |
| 5.habitat | e. the part of the Earth which contains all the living creatures |
| 6.biosphere | f. the process of treating paper, plastic and metals so that they can be used again |
| 7. acid rain | g. the raising of the temperature of the earth’s atmosphere caused by the burning of fossil fuels and increased amount of gases such as carbon dioxide |
| 8.nuclear power station | h. the natural environment of a plant or animal |
| 9.endangered species | i. the act of cutting down large areas of forest |
| 10. recycling | j. a species which is in danger of becoming extinct |
| 11.global warming | k. rain that contains acid from industrial waste |
| 12.deforestation | l. a layer of the chemical ozone in the earth’s atmosphere that block harmful rays from the sun |
Keys: 1.c; 2.d; 3.l; 4.a; 5.h; 6.e; 7.k; 8.b; 9.j; 10.f; 11.g; 12.i (слайд 25-37)
Choose the most suitable word for each space.
The threat to the environment.
- a) danger b) threat c) problem d) vanishing
- a) marks b) more c) species d) forms
- a) disappeared b) vanished c)empty d) extinct
- a) harm b) safe c) protect d) serve
- a) hunted b) chased c) game d) extinct
- a) like b) such c) or d) where
- a) lively b) alive c) for life d) for living
- a) spot b) point c) place d)site
- a) exhausting b) departing c)escaping d) disappearing
- a) each b) land c) soil d) area
- a) spaces b) air c) up d) parts
- a) products b) fields c) herbs d) crops
- a) spoil b) harm c)wound d)wrong
- a) survived b) over c) missing d) left
- A) answer b) calculate c) solve d) explain
Keys: 1) a; 2)c; 3)d; 4)c; 5)a; 6)b; 7)b; 8)c; 9)d; 10)b; 11)a; 12)d; 13)b; 14)d; 15)c;
Fill in the gaps with words derived from the words in brackets.
There are many problems which (1)__________(threat) our natural environment. Acid rain, (2)__________(globe) warming and air and water (3)__________(pollute) are among the most serious ones. There are several ways to help improve the situation. Firstly, we should encourage (4)__________(recycle) because it is the(5)__________(produce) of new materials which causes the most damage. We must learn to reuse things like plastic bags and glass jars. Secondly, driving an environmentally- friendly car is also(6)__________(help).Furthermore, joining an (7)__________(organize) which plants trees or cleans up beaches would be a (8)__________(prove) that you are really (9)__________(concern) about the environment. Lastly, supporting groups such as Greenpeace, which try to prevent many(10)__________(environment) disasters, would help to ensure that our planet will be clean and safe for the future generations.
Keys: 1.threaten; 2. global; 3. pollution; 4. recycling; 5. production; 6.helpful; 7. organization; 8. proof; 9. concerned; 10. environmental.(слайд 38)
4. Let’s summarize and analyse all the information about the problem. We have made a special scheme which is called a "cluster". It shows the ways of our thoughts. It is a structure of our thinking. Consult the cluster on the screen and decide if we have missed anything important.Would you like to add anything? Of course, the list of serious ecological problems could be continued. We can also mention such burning issues as nuclear pollution and shortage of natural resources.(слайд 39)
5. Now I’d like to ask you some questions. They are fishing questions and shooting question. Fishing Questions (FQ) are exploratory. We may roughly know the area of the answer or sometimes we know this more exactly and sometimes we know it hardly at all. With an FQ we are exploring and trying to find things out.
With a Shooting Question we are not exploring but checking up on something. An SQ always has a "yes" or "no" answer. In other words the question can always be put in a way that could be answered with a "yes" or a "no." So in a shooting question we know what the answer might be and we are just checking to see whether or not it is so. A shooting question is specific and aimed.
- Are we facing some global environmental problems today?
- What is happening to our forests? Why is it necessary to save the remaining rain forests?
- Is the greenhouse effect a dangerous phenomenon?
- Why are the seas in danger?
- Should ecological education be introduced at schools?
- Why is air pollution a serious problem?
- Are people getting ecologically wise?
- Why are nuclear power stations dangerous?
- Should people recycle things?
- What is the main cause of the greenhouse effect?
- Should the ecological campaign be better advertised?
- What will happen to our planet if the present trends continue?(слайд 40)
6. I have prepared for you some texts. Each group will get its own one. While reading you should use the scheme which is called Fishbone. I’d like to remind you what it is. It’s a special scheme that helps us to structure the text. The main problems are put in the head, upper bones are used for reasons (why the problem exists), lower bones are used for facts proving the existence of the reasons. Facts give the problem clear outlines. Your notes should be short. Use key words, contractions and exact details from the text. In the end you should come to the conclusion (or find possible ways to solve the problem) and put it in its tail. You will choose one representative from each group to announce the answers.(слайд 41)
8. It’s time to come to the conclusion. So, what can we do to improve the ecological situation? Work in groups and brainstorm the ideas. Are your ideas realistic? Can they be achieved in an everyday life? (слайд 42)
- We must avoid using non-biodegradable material.
- We have to find alternative ways to make energy. People should use clean energy, such as wind, solar and wave power, which don’t emit greenhouse gases.
- Some serious measures should be taken to create a system of ecological security.
- We should walk, cycle or use public transport whenever possible.
- When shopping, use a reusable bag instead of buying a plastic one in each shop.
- Use energy saving light bulbs.
- Plant a tree. A single tree will absorb one ton of carbon dioxide over its lifetime.
3. Стадия рефлексии (Reflection)
This song was written to support some international organizations such as Amnesty International and Greenpeace. I Saved the World Today is a song recorded by the British pop music band. Eurythmics. It was written and co-produced by band members Annie Lennox and David A. Stewart and was included on their album Peace in 1999.
At a private concert, on board the Greenpeace flagship Rainbow Warrior II on the Thames
in London, they decided to donate all profits made by their tour to the two organisations.
The concerts took place across Europe, Australia and the US between September and December in 1999.
Annie Lennox and Dave Stewart wanted to make a positive contribution to the environment and human rights at the start of the new millennium. They also encouraged concert-goers and album-buyers to make a personal pledge to Greenpeace and Amnesty International.
While watching the video, you should fill the table, where you can express your personal opinions about some methods we have used during our lesson. Which of them do you find useful? Which of them will you use in the future? Do you want to improve your practical skills in some of them? (слайд 43, 44)
| It’s possible to use | I can use it | I want to improve my skills |
| Cluster | ||
| Fishing questions | ||
| Shooting questions | ||
| Fishbone | ||
| RAFT |
10. Your home task is on the screen. Comment on the following statement.(слайд 45)
Some people think that cars should be banned from the centres of big cities. What is your opinion? Do you agree with this statement?
Write an essay. (200-250 words)
Use the following the plan.
1. Make an introduction (state the problem)
2. Express your personal opinion and give 2-3 reasons for it
3. Express an opposing opinion and give 1-2 reasons for it
4. Explain why you don’t agree with it
5. Make a conclusion restating your opinion
11. Подведение итогов урока.
The topic of our today's conversation was very serious. There are a lot of problems but, unfortunately, we don’t have enough time to discuss all of them.
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Зарегистрироваться 15–17 марта 2022 г.
Тема : “Problems of the Environment”
По дисциплине: английский язык
Тема урока и его цели
Методическое обеспечение урока
Земля это единственная планета солнечной системы, где есть жизнь. Если вы посмотрите на Землю из самолета, вы увидите, как прекрасна наша планета. Вы увидите голубые моря и океаны, реки и озера, высокие горы, зеленые леса и поля. Многие годы человек жил в гармонии с природой. Сегодня же человек активно меняет естественную среду для удовлетворения своих потребностей. Образ жизни людей нарушает хрупкий баланс живых существ в их окружающей среде. Известно, что четверть мировой флоры и фауны находиться на грани исчезновения. Ежегодно человек вырубает все больше лесов для удовлетворения своих потребностей в бумаге, древесине, медикаментах, минеральном топливе. Предприятия и автомобили коптят и дымят, выбрасывая огромное количество вредных газов в атмосферу. Отравляющие газы становятся частью круговорота воды, они могут довольно далеко переноситься ветрами и затем выпадают на землю в виде кислотных дождей, которые постепенно разрушают все вокруг. Отходы, которые сливают в реки, озера и другие водоемы, загрязняют воду. Ежедневно люди выбрасывают поразительное количество мусора и хлама. Иногда этот хлам сжигается, загрязняя при этом воздух. Загрязненная вода, земля и воздух становятся источником многих болезней. Люди начинают понимать зависимость их жизни от состояния окружающей среды. Планета в опасности. Загрязнение убивает все живое, оно может привести к полному вымиранию человечества. Каждый житель планеты должен осознать, что он должен внести свой посильный вклад в решение проблемы защиты окружающей среды.
Тема урока “Problems of the Environment ”
Тип урока: практическое занятие
- развитие лингвистических (языковых) способностей студентов
-развитие и поддержание интереса к изучению английского языка
- развитие учебных умений и формирование рациональных приемов
овладения иностранной речью
- формирование глобального подхода к проблеме окружающей среды
- развитие умений общаться, используя различные виды речевой
деятельности (монологи, диалоги, полилоги).
-закрепление изученного материала в развивающих играх
-применение изученного материала в реальных ситуациях
- формирование творческого и критического мышления
- воспитание трудолюбия, активности, умения работать в сотрудничестве
Квалификационные требования :
Студенты должны :
Уметь: читать, понимать текст; делать литературный перевод; задавать вопросы; рассказать о проблемах окружающей среды, используя ранее освоенную лексику; понимать текст на слух, вести беседу по прослушанному тексту.
Междисциплинарные связи:
Методическое обеспечение урока:
Плакаты, фотографии, иллюстрации по теме.
Стенды с высказываниями.
Аудио материалы с записью текста, теста, фрагмента фонетической зарядки.
Раздаточный материал – карточки с заданиями, кроссворды, тексты.
Структура урока:
I . Организационный момент
II . Фонетическая зарядка
III . Речевая зарядка (словарная работа)
1. Аудирование текста
2. Написание теста “ TRUE or FALSE ”
3. Составление таблицы по содержанию текста
4. Чтение текста
5. Составление вопросов (игра 5 WH and HOW )
6. Составление диалогов – работа в парах
V . Групповая дискуссия
1. Анализ конкретной ситуации – разбор случаев из
2. Мозговая атака – формулирование важнейших проблем и
выдвижение путей их решения
3. Выводы обсуждения
VI . Подведение итогов урока
VII . Домашнее задание
ПЛАН - КОНСПЕКТ УРОКА
I . Организационный момент.
Беседа с дежурным. Определение темы урока.
Good morning . Who is on duty today? What is the date today? What day of the week is today? What day of the week was yesterday? What day of the week will be tomorrow? What is the weather like today? Is it warm (windy, quiet)? Now look at the pictures, read the sayings and try to guess what the theme of our lesson is.
(Студенты внимательно рассматривают плакаты и фотографии на стендах, буклеты с картинками на столах. Учитель предлагает сформулировать тему урока на основе аудиовизуальных атрибутов).
The theme of our lesson is: Environmental protection.
II . Фонетическая зарядка.
Фонетическая отработка слов с трудным произношением. Слова с суффиксом ‘ tion ’.
Look at the words on the blackboard, read after me, notice how we usually pronounce ‘tion’ in English
Extinction – исчезновение , вымирание
Read and translate the words
Add some extra words with the same suffix
( generation, population, information, invention, exploration etc)
Make up sentences with these words
III. Речевая зарядка . Повторение ранее освоенных речевых структур.
Translate words and word combinations into Russian
( переведите на русский язык слова )
To pollute, to recycle, to run out, acid rains, to damage, discharge, global warming, greenhouse effect, industrial waste, rain forests, ozone layer, chemicals.
Listen and fill in necessary word
(послушайте и вставьте нужное слово)
We have to find ways _____ the things that we use. (recycle )
Motor cars _____ the atmosphere. (pollute)
Coal, gas, oil and minerals are natural _____. (resources)
It stops ultraviolet radiation from the sun. (ozone layer)
It comes from burning oil, coal and wood and forms ‘a blanket’ around the Earth. (carbon dioxide)
Things that we do not want any more. (rubbish)
c . Заполните кроссворд и отгадайте зашифрованное слово ( используйте подсказки)
(Write the correct word and guess what the puzzle spells, use the clues)
ultraviolet generator natural factory climate reduce health sprays future tree oil
1. A machine that makes electricity.
2. We have to find ways to . pollution.
3. Oil, coal, wood, air and water are all . resources.
4. Many people in cities now have . problems.
5. . is a thick, black liquid that comes from the ground.
6 The special type of oxygen around the Earth is important because it stops . . radiation.
7. Many aerosol. destroy the atmosphere.
8. A place where they manufacture things.
9. We must change the way we live. We have to think about the .
10. Many scientists say that the . . . is changing.
11. A very large plant that helps to make oxygen
1. Прослушивание текста (Listen to the text “PEOPLE and PLANET EARTH”)
PEOPLE and PLANET EARTH
Problems for the environment The Earth is 4,600 million years old. Modern man has lived on the Earth for only 35,000 years but, in that time, we have changed our planet in many ways. Many of the things that we have done are good, but many, many more are not good for the Earth.
Traffic pollution In big cities, cars and buses have polluted the air. Many people in cities now have very bad health problems.
Factory pollution Factories have also polluted the land and the water. As a result, many rivers and lakes are now dead.
The ozone layer Around the Earth, there is a special type of oxygen called ' o z one ' (03). Ozone is important because it stops ultraviolet radiation from the sun. Many aerosol sprays and factories destroy ozone and they have made a very big hole in the ozone layer. This means that too much ultraviolet radiation now enters the Earth. This is very dangerous because it can cause cancer.
More carbon dioxide
Carbon dioxide in the air has increased a lot.
(It comes from burning oil, coal and wood.) This has formed a ' blanket ' around the Earth. The heat from the sun cannot escape and so the temperature is rising (the ' greenhouse effect '). This means that the level of the sea is rising and the climate is changing.
Fewer trees All over the world, people have cut down millions and millions of trees. As a result, many types of animals and plants are now disappearing.
Let’s write a short test “TRUE or FALSE”
The Earth is 4,600 million years old.
We haven’t changed our planet since that time.
Many of the things that we have done are good.
In big cities, cars and buses have polluted the air
Factories have made many rivers and lakes dead.
Ozone is a special type of oxygen.
Ozone is not important.
The temperature is rising but the climate isn’t changing.
9. Many types of animals and plants are now disappearing.
3. Повторное прослушивание текста. Цель – подготовка к обсуждению проблем, поставленных в тексте .
Послушайте текст со зрительной опорой и запишите основные данные в 3 колонки под заголовками
1. ПРОБЛЕМА 2. РЕЗУЛЬТАТ 3. ПРЕДЛОЖЕНИЯ ПО РЕШЕНИЮ
(Listen to the text once again and write the main things into three columns under the guidelines:
1. PROBLEM 2. RESULTS 3. SUGGESTED
1.Cars and buses have People have health using electric cars
polluted the air problems
2. factory pollution
4. Чтение текста. Цель – развитие навыков чтения .
( Let ’ s read the text )
5 . Задайте вопросы по тексту , которые будут начинаться со слов WHAT , WHEN , WHERE , WHY , WHO and HOW и ответьте на них.
(Let’ play a game 5WH and HOW: ask and answer the questions)
В ходе работы студенты используют составленную таблицу.
(Now you have a conversation with your partner, following these guidelines)
The first student The second student
Explain the problem
I think one of the main
Problem is cars pollution.
What do you think of it?
You are right and the
result of it is……..
I think we should use
Accept or reject the suggestion.
Oh yes, but they are slow
and cannot run for a
7 . Пересказ текста . Цель – развитие навыков монологической речи.
(Let’s play a game “Snowball” and retell the text.)
The first student The second student
The Earth is 4,600 million years old. The Earth is 4,600 million years
old. We have changed our
planet in many ways.
The third student
The Earth is 4,600 million years
old. We have changed our planet in many ways.
Many of the things that we have done are good.
V . Групповая дискуссия. Цель – закрепление учебного материала, развитие коммуникативных навыков в различных видах речевой деятельности.
(Now it’s time to stain your brain. The question is “The way we live”, say what you think of it.
THE WAY WE LIVE
We cut down the forests
We use energy from oil, gas, coal
We have too many cars
Factories send gases and Chemicals into the air
We use too much water
2. Групповая работа. Исходя из предыдущего этапа работы, формулируются проблемы. Студенты делятся на несколько групп. Каждая группа выдвигает свои пути решения этих проблем.
(I’ll divide you into some groups to brainstorm ideas about the problems with the environment, you draw the ideas map and then we collect the ideas from different groups together)
a. What are the problems: 1.Human activities are dangerous for the Earth.
2. People must save our planet.
3. Some other problems.
b. Discuss the problems and make the conclusion. For example, say we must and what we can do thinking of the future
c . Выводы обсуждения.
(To sum up the material under discussion I’d like you to draw a conclusion)
For example, students can say: We must help to save our planet clean and health for the future generation; We must get rid of waste in acceptable way; International cooperation is important for the solution of ecological problems etc.
The teacher: All of you are right and I want to add, that people are aware that life depends on state of the environment. Pollution kills everything that is alive. It ruins nature creating serious dangers to the flora, fauna and man it self. So nature protection should become everybody’s concern. Besides I believe that environmental disasters can be avoided if people broaden ecological education and every person understands that the beauty of nature is extremely fragile and people must obey the unwritten laws of nature.
VI. Подведение итогов урока .
VII. Домашнее задание
Your homework is: Write a story for the newspaper “What can I do to protect nature?”
• Применить на практике лексику по изученной теме.
• Практиковать обсуждение проблемы по данной теме в диалогическом и монологическом высказывании.
• Тренировать навыки письменной речи.Развивающие
• Развивать умение учащихся работать с информацией, а именно извлечь информацию из услышанного или увиденного.
• Формировать способность к языковой догадке, сравнению и формулированию выводов.
• Прививать чувство уважения и бережного отношения к окружающей среде.
• Воспитывать у учащихся активную жизненную позицию.
Оборудование к уроку
1.Технические средства обучения:
Видеофильмы "Wonderful world”, "Environmental problems”.
4.Дидактический материал: карточки с фразам.
Teacher: Good morning boys and girls. I’m glad to see you. How are you?
Pupils: Good morning. We are glad to see you too. We are fine.
II. Мотивационный этап
Teacher: Look at the screen. Read the sounds and the words.
Pupils: [e] – environment, protect, protest
[l] – pollute, litter, less, collect
[r] – protect, forest, problem, prohibit, rubbish
[s] – solve, sea, recycle, plastic, spoil, solution
[k] – cut down, pick up, protection, container
[i] – ecology, environment, litter, region, river
[i:] – clean, people, keep, please, breathe, see
[v] – save, river, village, everybody, never
[w] – water, well, want, winds, weather, we
[t] – transport, trees, plant, a lot of, city, street
2. Работа с лексикой.
Teacher: Now let’s watch the first film. After watching the film you should give your associations.
Pupils: Beautiful forests, clean rivers, green grass, fresh air…
Teacher: Do you like it?
Now I’d like you to watch one more film and then give your associations again.
Pupils: Yes, we do.
Polluted rivers, cutting down the forests, a lot of litter…
Учащиеся просматривают два фото-ряда. Учитель может попросить учащихся записать фразы на листах бумаги и поместить их на доске в две колонки.
3. Определение темы урока.
Teacher: Look at the phrases on the blackboard. What do you think what we are going to speak about?
Pupils: We are going to speak about environmental problems.
1.Работа с лексикой.
Teacher: Look at the screen again. Now you task is to finish the sentences.
Pupils: P1: We live in a beautiful world.
P2: We should fight against air pollution.
P3: We can help the environment if we plant trees.
2. Работа над предложениями по теме.
Teacher: I think you’ve already learnt the environmental problems and the ways of their solutions. Now Answer my questions.
Pupils: P1: Millions of animals die every year because people cut down the forests.
P2: We can see a lot of litter at the seaside.
3.Работа в парах.
Teacher: What do you think? Can we help our environment? Ask your classmates.
Pupils: P1: What can we do to help our environment?
P2: To help our nature we can plant trees.
IV. Интеллектуально-преобразовательная деятельность.
1.Работа с фотографиями посёлка.
Teacher: I see that you know ecological problems of our country. What can you say about our village?
Pupils: We also have environmental problems.
P1: a lot of litter.
P2: polluted pond.
2.Работа с фразами.
Teacher: I think people can help the nature. Do you agree?
Match the parts of the sentences to find out the solution of the ecological problems.
Pupils: Yes, we do.
P1:The environment would be cleaner if we took care of our planet.
P2: We would save animals if we plant more new forests.
3.Работа в группах.
Teacher: Now I’d like you to make groups. The task for each group will be to write an advertisement for students from our school about organizing "A clean up day” at our school.
Учащиеся формируют группы и пишут объявления о проведении санитарного часа по уборке территории школы. Учащимся следует употребить как грамматические, так и лексические единицы пройденного материала.
Teacher: You worked very well at the lesson. Now I’d like you to say what you did successfully and what you liked at the lesson.
1. Образовательная - совершенствование навыков монологической и диалогической речи.
2. Развивающая – развитие активности, способности к анализу, обобщению и формулированию собственных выводов
3. Воспитательная – формирование ответственного отношения к окружающей среде, воспитание правильного экологического поведения.
- активизировать лексический материал по теме; - практиковать учащихся в аудировании;
- развивать навыки устной речи.
Методы: коммуникативный, проектный.
Тип урока: обобщающий
Формы работы:
- фронтальная работа (ответы на вопросы, чтение слов);
- групповая работа (обсуждение мнений, дискуссия, ответы на вопросы);
Оснащение урока: компьютер, мультимедиапроектор, экран, слайды, доска, магнитофон, плакаты учащихся, раздаточный материал, компьютерная презентация проектов учащихся.
1. Организационный момент и речевая зарядка.
Teacher: Good morning, boys and girls! I am glad to see you. Sit down, please. I hope you are okay today and ready to work hard and enthusiastically. Today we have our lesson on the topic “Environmental Problems”.
It’s a wonderful world we live in. It is our Earth. For thousands of years the Earth has given support to all forms of life – human beings, animals, birds, fishes, insects and plants. But now people all over the world think about our planet. They think about air, water, plants and animals on the Earth. They say our planet is in danger. We have very serious environmental problems on our Earth. Who can say what these problems are?
P1: One of the problems is air pollution.
P2: I think the next global problem is water pollution.
P3: A lot of animals, birds and plants are disappearing now. To my mind it’s a very serious problem.
P4: Another problem is overpopulation. Nowadays there are too many people on the Earth, so the pollution of it becomes higher and higher.
P5: And we have also such a problem as destruction of natural recourses. For example, every year more and more trees are cut down.
T: You are quite right. At this lesson we are going to discuss these global environmental problems as air and water pollution, endangered animals and plants, and secondly we will try to answer the question: “What can we do to protect our environment and to save our planet?”.
2. Фонетическая зарядка (на слайде написана активная лексика).
T: First of all we will review some words and word combinations on this theme.
to protect the environment
to be polluted by
to be strictly prohibited
to clear litter away
to be in (out of) danger
to avoid doing smth.
(Работа проводится в режиме T – class; P1 – P2 – P3 – P4 (в группах); T – P1, P2, P3, P4).
3. Проверка знания слов.
T: I am sure that everybody knows the meanings of these words. So you can easily do the next task. Match the words with their definitions. We shall do this work in groups.
a) A gas in the atmosphere. The gas that we breathe out.
b) The Earth is becoming warmer because there is too much carbon dioxide in the atmosphere.
c) The study of living creatures and plants in their surroundings.
d) This is the atmosphere between 10 km and 60 km above the Earth. The ozone stops a lot of the ultraviolet radiation from the sun.
е) When the land, sea or air becomes dirty or poisonous.
f) Part of sunlight.
7. Carbon dioxide
g) The natural living place of an animal or plant.
8. Greenhouse effect
h) Rain containing acid.
i) It means simply what is around us.
10. Ultraviolet radiation
j) All the plants that grow in a region.
k) The animals of a region.
T: Ready? Let’s check.
T: As you remember your homework was to make projects on the problems of our environment.
So we have four groups. Each group has prepared a project.
These are the themes of the project:
1. Air pollution.
2. Water pollution.
3. Animals are in danger.
4. Plants are in danger.
After listening to other groups, you can ask questions, add some information or express your opinion.
Okay, let’s start with air pollution.
P1: Air pollution is a very serious problem. Factories emit tons of harmful chemicals. These emissions have disastrous consequences for our planet. They are the main reason for the green house effect and acid rains.
P2: When the Americans decided to clean up the Statue of Liberty in 1986, the first thing they had to do was to make a hole in her nose and take away the acid rain that had collected inside. The polluted air of New York had mixed with the rain and damaged the Statue badly. And you certainly know that most of the pollution in big cities comes from cars and buses.
P3: An even greater threat are nuclear power stations. We all know how tragic the consequences of the Chernobyl disaster are. Nuclear pollution can not be seen but its effects can be terrible.
P4: More and more often people are told not to be in direct sunlight because ultraviolet radiation from the sun can cause skin cancer. Normally the ozone layer in the atmosphere protects us from such radiation, but if there are holes in the ozone layer ultraviolet radiation can get to the earth. Many scientists think that these holes are the result of air pollution.
T: Have you got any questions? What is your opinion on this problem?
(ученики высказывают свое мнение, задают вопросы).
T: Let’s continue speaking. The next theme is water pollution.
P5:Water is very important for life on the Earth. It is in oceans, seas, rivers and lakes. There is much water on our planet and at the same time there is little water on it. It is so because very little water on the Earth is good for drinking. In many rivers and lakes water is very dirty. Sometimes people cannot swim even in the sea because the sea and the seaside are not clean. In many places water is not drinkable. It is dangerous to use it when you cook. Even fish die in such water.
P6: For example Lake Baikal is the deepest fresh water lake on the Earth. It is 1741 metres deep. The lake is very beautiful but now it is in great danger, because of the factories which are near it. At some places the water in the lake is so dirty that it can kill animals and plants in the Baikal and near it.
P7: There is no ocean or sea which is not used as a dump. The Pacific Ocean, especially, has suffered from nuclear pollution because the French Government tests nuclear weapons there. Many seas are used for dumping industrial and nuclear waste. Britain alone dumps 250,000 tons of industrial waste straight into the North Sea. This poisons and kills fish and sea animals. ‘Nuclear-poisoned’ fish can be eaten by people.
P8: Many rivers and lakes are poisoned too. Fish and reptiles can’t live in them. There is not enough oxygen in the water. In such places all the birds leave their habitats and many plants die. If people drink this water they can die too. It happens so because factories and plants produce a lot of waste and pour it into rivers. So they poison the water.
T: So we’ve understood that air and water pollution are the most important problems on our planet. And what do you think what we can do to save our planet from air and water pollution?
P1: I think to make air clean we need good filters at nuclear power stations, at factories and plants and also in cars and buses.
P2: To my mind we can walk or use a bicycle instead of going by car. We should clear rubbish from lakes and rivers.
P3: Factories and plants must be forbidden to pour their waste into rivers, lakes and oceans.
T: The next problem is connected with the animals which need our protection. Now we will listen to the next group about some endangered animals. As for the other groups, be ready to add some more facts on this problem.
P9: Many animals and birds are disappearing nowadays. Many of them are in danger. Have you ever seen dodo? No, you haven’t. The last of these large birds that couldn’t fly died many years ago. Now it is extinct. We even say “as dead as a dodo”, which means “finished”. Your great-grandparents may just have seen a passenger pigeon: the last one died in 1914. A lot more endangered species – fish, reptiles, insects, birds, mammals – may disappear too. The reason is Man that kills animals and destroys their habitats.
P10: Indian tigers are among the endangered animals. Tigers are the biggest cats in the world. They are skillful hunters. Often they are dangerous. Some people are afraid of tigers and kill them to save their livestock and their lives. But some people have hunted tigers for fun and for their beautiful skin. They sell the skin and get a lot of money. There are few Indian tigers on the Earth now. Many of them are usually old and sick animals. Most tigers hide from people in deep, dark forests. The question is “Have those animals got a future?”
P11: We can ask the same question about African elephants. They are wonderful animals. They can help men. Today many elephants in Africa are dying because they do not have enough to eat or to drink and because they do not have enough space to live in. Hunters kill thousands of elephants every year. Some kill them for meat. But most kill elephants for their tasks. Specialists think that only two million elephants live on the planet today.
P12: I want to say a few words about Blue whales. They are the largest animals ever to have lived on the Earth. More than 200,000 blue whales used to live in the Atlantic and Pacific oceans. Today there are only about 600 to 3,000. Why? Since the 17 th century they have been killed by hunters for their oil and meat. They have been protected by international law since 1967.
T: Well, we have learned about several animals which are almost instinct. Can you add anything?
P1: I want to add that as for the other animals the situation is the same: 8 big cats are killed to make one fur coat.
P2: Only several hundred of rhinos are left in Asia and about 3 million kangaroos are hunted every year.
P3: Over 400 000 monkeys are caught every year and about 300 dolphins and 30 sea turtles are poisoned by water pollution everyday.
T: Not only people can speak about the problems of environment. Books can speak, too. There is a kind of book which screams. It’s the Red Data Book. It’s a reference book on rare and disappearing animals and plants. Why is it “Red”? The color red is a danger signal, understandable to all people in the world.
Not only animals are in danger. It also concerns plants. We will learn about it from the last group.
P13: It is not just animals that are in danger. So are plants. The world had over nine million square km. of forests. This is a lot of trees, and also a lot of different species of trees. But they are disappearing fast. People cut the trees down because they need wood and paper or new places for farms and houses. Forests the size of Belgium are destroyed every year. It’s an international disaster. Even if new trees are planted, it takes many years for them to grow.
P14: You are quite right. Every year over 100 000 sq. km. of forests are cleared for different uses, and a lot of forests are so badly damaged that they will hardly be able to recover. If we go on like this, before long all the forests on this planet may be destroyed. This includes rainforests in South America, Africa and Asia. The huge forests help to control the world’s weather, and to produce much of the oxygen in the air.
P15: By the way, some medicines come from trees and from plants and flowers, which grow in the forest. There are many illnesses, which we still cannot cure. There are old ones like cancer and new ones like AIDS. It may be that the medicines we need will be discovered in wild plants in savannas, deserts or rainforests. If we destroy these places, we never find the cure. Every one of us must know how important in is to care for our great forests and save them from harm.
P16: Besides the huge forests help to control the world’s weather, and to produce much of the oxygen in the air. People and animals breathe in oxygen, and breathe out carbon dioxide. We produce carbon dioxide when we burn things. Trees take this gas from the air, and produce oxygen. But in the last few years people have cut down and burnt big areas of rainforest. This means there are fewer trees, and of course, more carbon dioxide. 5. Музыкальная пауза.
T: Let’s pass to the problems closer to us. Problems devoted to the ecology of our settlement Ibresi. Our settlement is situated in a beautiful place. It is surrounded by forests and rivers. People like to spend their free time fishing, gathering mushrooms and berries, having picnics and lighting barbecues. You’ll see some pictures of well-known places. (Просмотр слайдов с видами поселка).
T: Do you like our settlement? Why?
T: But there are some ecological problems in our area. What are they? What can you say about it?
P1: We see different kinds of trees and flowers in the meadows near our settlement. But today they are disappearing. We shouldn’t pick wild flowers in the meadows and forests.
P2: People cut down trees. Fires are started. If trees are destroyed and people pick flowers and grass birds and animals may become extinct. We mustn’t harm plants.
P3: We throw away too much and in the wrong place. We leave litter near the river. The water is polluted and the fish in the river die. Our river Chernorechka is polluted too.
P4: We have a beautiful pond in the forest. We call it Pitsunda. A lot of people swim in this pond in summer. But the water is not clean there. As for our settlement there isn’t clean water to swim. I am worried about it.
P5: A lot of cars have appeared in our settlement recently. The air becomes dirty in the streets.
P6: Every spring I see a lot of rubbish in our settlement. We, school children, try to do our best to clean the streets. Every class organizes a clean-up day once a month.
T: So we see, there are a lot of ecological problems in our area. Of course, we can’t solve all of them ourselves, but we can do our share to keep the Earth clean. And what do you personally do to keep the Earth clean?
P1: I don’t throw litter in public places.
P2: I plant a tree every year in the garden.
P3: I never break glass bottles.
P4: I don’t cut wild flowers.
P5: I take part in a clean-up day once a month.
P6: I plant flowers in the garden.
P7: I save water.
T: I see you understand the ecological problems of our area. It is also seen from your pictures. All of you have done well.
8. Домашнее задание: Рассказать об экологических проблемах нашего поселка и что мы можем делать чтобы решить их.
9. Подведение итогов.
1. Выставление оценок.
2. T: Today we tried to summarize our knowledge on the topic “Environmental Problems” and to find out some ways how to save our planet Earth. I believe you’ll never pollute the environment, the place where you live.
A famous Russian writer Mihail Prishvin said: “To protect nature means to protect our motherland”. I hope you will keep these words in your heart. And at the end we shall sing the song “Save Our Planet”.
Save Our Planet
There’s so much pollution
Poisoning the air
There is so much litter
We can see it everywhere
While everyone stands by
The world we love is dying
Why are we killing the world
Why aren’t we doing our share
We can save our planet
We can help it survive
Al it needs is a little care
If we all work together
Something can be done
We need a clean-up campaign
Which involves everyone
We can slow down global warming
We can stop the acid rain
We can heal our planet
We can help it live again
Why are we killing the world…….
If we don’t act quickly
Our world will soon be dead
We must leave our cars at home
And use bicycles instead
We must stop using chemicals
And burning fossil fuels
We must recycle all our mess
We must stop killing the world
We must start doing our share
We can save our planet
We can help it survive
Al it needs is a little care
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