Environmental issues план урока 10 класс

Обновлено: 28.06.2024

План-конспект урока к учебнику "Starlight 10" module 4.

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Starlight 10 Module 4

1. Создать условия для развития речевых навыков.
2. Развивать навыки аудирования, способности к сравнению и сопоставлению, к репродуктивным и продуктивным речевым действиям.
3. Развивать навыки информационной культуры.

1. Развивать навыки аудирования.
2. Развивать навыки и умения монологической и диалогической речи.
3. Развивать грамматические навыки.

Оснащение: мультимедийный проектор, компьютер, интерактивная доска.

Организационный момент.
Постановка целей урока.
Лексическая зарядка.
Активизация лексических навыков.
Чтение текста с полным пониманием.
Развитие навыков аудирования, говорения,грамматических.
Рефлексия
Оценки.

Theme: Environmental issues.

Today we are going to discuss the problems of environmental issues.

Do you agree that the problem of environment is urgent nowadays?

So today we are going to discuss it.

At home you read about advantages and disadvantages of space travel in your Starlight 10 workbooks exercise 2 on p. 56

1) Before discussing the story let’s look through the vocabulary you came across in this text.

– First look at these words and find synonyms and draw lines.

toll
deteriorate
underestimate
obesity
hazard
deficiency
stern
rectify
abstain

– Read the word-combinations and explain them in English.

health conscious
armed with recipes
was getting acne
referred me to the nutritionist
weight gain
high in fat
low in goodness
a balanced diet
blood tests reveal
to improve rundown system
nutritious meals
to become addicted to
to be taken aback

Now let’s discuss the story by doing the task given in your workbooks. Don’t forget to prove your choice and read the lines from the text of exercise 1 on pages 18 -19 items 1–7.

Key: 1 C – lines 1,2;

2 A – lines 11, 12, 14–16;

3 C – lines 20, 21;

4 D – lines 31–33;

5 C – lines 42, 43

6 B – lines 50–52;

7 C – lines 57–60.

What conclusion did the young man make? (lines 60–64)

III. Watching and listening (video).

Now I’d like to offer you a video clip “Nutritional health” about raw food, listen and be ready to answer the questions after it:

– What are the benefits of raw food?

(– raw food isn’t processed, no chemicals are added;
– your body doesn’t absorb as many calories as it does from cooked food;
– rich in fiber, it is good to maintain volume;
– vitamins are not destroyed.)
– What are the problems with raw food?

(– lack of protein=how to get enough protein;
how to eat grains)

IV. Grammar – word-formation.

In your Starlight 10 student’s book you’ve got some more information about vegetarians. But you are supposed not only to read the exercise 8 on page 39 , you are given the task to form proper words from the given ones to fill in the gaps. And you are welcome to use groups of words to choose from.

1 – What reason(s) to become a vegetarian are mentioned in this piece of information?

(– eating meat is immoral
– eating meat is neither necessary nor healthy)

2 – What’s typical for vegans?

(– they don’t have animal or dairy products;
– they avoid leather goods)

3 – Why do dieticians express concern?

(– vegans don’t get all nutrients they need so they should take vitamin and calcium supplements)

So we’ve learnt some viewpoints on food and how it influences our health. Will you exchange your opinions on this matter.

On the board there are expressions of Social English, use them while speaking and don’t forget about your active vocabulary.

(pupils express their opinion on food and its influence on people’s health using new vocabulary and expressions of social English.)

VI. Watching for getting information.

Practically nobody doubts that fruit and vegetables are very useful for our health. And scientists have discovered how useful each of them is. In the next video you’ll be given such information about some of them.

Your task is to find out which fruit or vegetables are able to strengthen your bones or are useful for your eyesight.

(The first slide with the task for the video “ Be healthy (100 tips…)” ( giving cards to pupils with their task)
Watching the video “Be Healthy. 100tips…)
Checking up the task

So now you know much about environmental problems and ways of solving them.

Thank you very much.

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Презентация на тему "Environmental Issues" к УМК "Spotlight", 10 класс

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Урок- обобщение по теме "Global Issues" к УМК " Английский в фокусе" для 8 класса

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Сможем употреблять введенные лексические единицы в речи

Перечень вопросов, рассматриваемых в теме:

What issues does the environment have? The air, soil and water are polluted, the trees are being cut down. Can the humanity solve these problems?

Глоссарий по теме

Environmental issues should be taken into consideration as there is no person on the planet who doesn’t need air to breath or water to drink. To talk about the environmental issues such as pollution and global warming, we need the following words:

adoption – взять под опеку,

congest – перегружать, переполнять,

crop – сельскохозяйственная культура,

donate – жертвовать (деньги),

enclosure – загон, огороженное место,

endangered – находящийся в опасности,

genetically modified – генно модифицированный,

global warming – глобальное потепление,

habitat – среда обитания,

lifestyle – образ жизни,

power station - электростанция,

wildlife – дикая природа,

cut down – вырубать (деревья),

in return for – в оплату за, в обмен на

Основная и дополнительная литература по теме

Афанасьева О.В., Дули Д., Михеева И.В., Оби Б., Эванс В. Английский язык 10 класс: Учебник для общеобразовательных учреждений. 10 класс. – М.: Просвещение, 2017. с. 66-67, WL-11-12

Теоретический материал для самостоятельного изучения

Many scientists all over the world are concerned about the environmental issues. They include increasing emissions of carbon dioxide, cutting down trees, pollution of water by plastic waste and pollution of soil by chemical fertilizers.

We all know that environment is very important, but what do we do to protect it?

Nowadays there are many different conservation programmes. One of them is “Adopt a tree” programme. All you need to do to take part is just visit their website and register. After that you may choose a tree to adopt. When you adopt a tree it means that this tree will not be cut down or harmed. So, you buy the certificate of adoption and protect the tree.

Свидетельство и скидка на обучение каждому участнику

Зарегистрироваться 15–17 марта 2022 г.

План-конспект урока английского языка в 10 классе

по теме “Environmental issues”

Учитель английского языка:

План-конспект урока

Тема и номер урока в теме : “Environmental issues”, обобщающий урок по модулю 4 “Earthalert”.

Базовый учебник: Английский в фокусе, 10 класс О.В.Афанасьева, Дж. Дули, И.В. Михеева, Б.Оби, В.Эванс, М.: Просвещение, 2012.

Тип урока : урок систематизации и обобщения знаний и умений

Цели: Формирование коммуникативной, социальной компетенции на уроке английского языка.

Задачи урока:

активизировать и совершенствовать актуальный словарный запас обучающихся, формировать у школьников операционные умения решения проблемных задач;

воспитывать ответственное и бережное отношение к природе, воспитывать экологическую культуру и развивать экологическое мышление;

развивать навыки сотрудничества и коммуникации, организации эффективной работы в группах по решению проблемных ситуаций.

Формы работы обучающихся: индивидуальная, групповая.

Используемые технологии: информационные, проектная, эвристическая.

Начало урока. Организационный момент.

Good morning, boys and girls! Sit down, please. How are you? How do you feel? (Students’ answers: I’m fine. I feel good. I feel happy. I feel comfortable., etc.)

Речевая разминка. Введение учащихся в ситуацию общения.

- I’m glad you’re fine and feel good and comfortable. Please, look at the slides. What can you see on them? (Students’ answers: An echidna. A loggerhead turtle. A zebra. A hippopotamus. Plants. Grass….)

Can plants and animals feel? How do you think? (Students’ own answers)

Постановка проблемы урока

So, we can say that everything in the world can feel. Now imagine that you are a fish in the waters of the Mediterranean Sea. You know it is very polluted. How do you feel? (Students’ answers: Unhappy, uncomfortable, …) What can you see on the bottom of the sea? (Students’ answers: Bottles, metal parts, sunk ships, coins, gold, rubbish, …) What can you see on the surface of the water? (Students’ answers: Plastic bottles, oil slick, wooden sticks, …)Are you able to breathe well? What is your best dream/ wish? Who can help you to survive? Who can stop the pollution? (Students’ answers: People can)

Yes, only men are guilty of the pollution and only they can stop the pollution. So we’ll speak about ecology and discuss many urgent problems connected with this topic. Maybe we’ll find out some ways out of this problem.

How do you think which ecological problems are the most important? Let’s enumerate them. (Students’ answers: Air pollution, water pollution, soil pollution, noise, disappearing animals, destruction of forests, destruction of the ozone layer). What are the sources of these problems? (Students’ answers: oil pollution, industrial pollution, chemical/biological pollution, littering, acid rain, run-off pollution, fertilizers and chemicals, exhaust fumes, railway pollution, radioactive pollution, fires, fuel leak, illegal dumping). Quite a long list, isn’t it? Looking at it we must scream “SOS”. Do you know what “SOS” means? (Students’ answers: Save Our Souls).

Работа с текстом в группах.

Yes, and it also means “Save Our Seas”. Please, find the text “Save Our Seas” and read it.

Let’s work in groups. The first group must prove that the ocean is vital. The second group must prove that the ocean needs help. The third group must say what we should or shouldn’t do to help the ocean. (Students’ own answers).

Представление творческих работ учащихся.

You’ve made a project on water pollution. (One of the students presents his project).

Acid rain is one of the sources of water pollution. (Another student presents his project on acid rain).

One of the biggest problems in our life is trash or litter. What is litter? Is it a problem in our school? Do you litter? Do you put garbage in a garbage bin or throw it on the ground? How do they call a person who throws litter on the ground? (A litterbug). Do we have to pay a fine for littering? Do you think we should pay a fine for littering? (Students’ own answers. Then students present their projects on this and other problems).

Работа в группах.

What are the ways out of these problems? Let’s work in groups. Imagine that we are invited to work in the commission on environmental pollution. The first group will suggest its own project to solve the problem of air pollution. The second group is to make a project on water pollution. The third group will make a project on the problem of soil pollution. Use the pattern:

There are several ways out of the problem of … pollution.

The first way is to…

The second way is to…

The third way is to…

(Students present their projects and discuss them with other groups).

7. Подведение итогов урока .

Well, you have worked really hard and your ideas are very good. I hope that one day you will be able to fulfill all of them.

8. Домашнее задание .

Task “Writing” or “Speaking” on page 79.

9. Самооценка .

Think about your own work during the lesson and fill in the self-evaluation card.

(Учащиеся выставляют оценку своей деятельности на разных этапах урока.)

Wonderful World

(By William Brighty Rands)

Great, wide, beautiful, wonderful World,

With the wonderful water round you curled,

And the wonderful grass upon your breast--

World, you are beautifully dressed.

The wonderful air is over me,

And the wonderful wind is shaking the tree,

It walks on the water, and whirls the mills,

And talks to itself on the tops of the hills.

You friendly Earth! How far do you go,

With the wheat-fields that nod and the rivers that flow,

With cities and gardens, and cliffs, and isles,

And people upon you for thousands of miles?

Ah, you are so great, and I am so small,

I tremble to think of you, World, at all;

And yet, when I said my prayers to-day,

A whisper inside me seemed to say,

"You are more than the Earth, though you are such a dot:

You can love and think, and the Earth cannot!"

(By Archibald Madewish)

Who do you listen, trees?

Why do you wait?

Why do you fumble at the breeze –

With hopeless fluttering hands –

Stare down the vanished road beyond the gate

That no longer stands?

Список использованной литературы.

Вайсбурд М.Л. Учебное общение как этап подготовки к участию в международных экологических проектах/М.Л. Вайсбурд // Иностранные языки в школе, 2002. т.№ 4.-С.С.3.

Закрепить использование времени Present Simple в устной речи и на письме.

Развивающие

Воспитательные

Воспитание уважительного отношения к окружающей среде.

Развивать навыки устной монологической и диалогической речи по теме урока;

Составлять правила уважительного отношения к природе.

Тип урока: урок совершенствования видов речевой деятельности

Приемы работы: парные, индивидуальные, групповые

Оборудование урока: УМК "Spotlight" 10 под редакцией Ю.Е. Ваулиной, Дж. Дули; аудио к тексту.

Новые слова:

Продолжительность урока: 45 минут.

Организационный момент (3 мин)

Teacher: Hello, dear pupils.

Ps: Hello, teacher.

Teacher: I'm glad to see you. How are you doing today?

Ps: I'm good, thank you. And you?

Teacher: I'm very well. Thank you. Sit down, please.

Teacher: Tell me, please, what day is it today?

Teacher: Yes, you're right. And what date is it today?

Teacher: And do you remember what month is it now?

Teacher: Very good. How clever you are!

Введение в тему (5 мин)

Teacher: Look at the board and read a quotation by English historian: ''We never know the worth of water till the well is dry''. How do you understand this statement?

Ps: We don't appreciate what we have until we lose it.

Teacher: Right you are. Think about Russian variant of this quotation.

Ps: Что имеем, не храним, потерявши, плачем.

3. Изучение нового материала (20 мин)

Teacher: Open your books on p. 66 ex. 1. Look at the picture. What message does it give?

Ps: This picture shows how our disrespectful attitude affects our planet.

Teacher: Thank you for your opinion. I absolutely agree with you. Now match man's actions with their consequences.

Ps: Power stations provide electricity for our modern lifestyles but they may have negative effects on the environment etc.

Teacher: Very good. Thank you for sharing your thoughts. Look at the ex. 3a on p. 67. Read the following words/phrases and think of what might the dialogue be about. Let's listen, read and check.

(Ученики слушают аудио диалога, затем читают его по ролям)

Teacher: Now let's read the questions and answer on them.

(Ученики отвечают на вопросы после диалога )

Физкультминутка

Ps: Look left, right
Look up, look down
Look around.
Look at your nose
Look at that rose
Close your eyes
Open, wink and smile.
Your eyes are happy again.

4. Обобщение, систематизация и применение знаний (10 мин)

Teacher: Think of ten new words/phrases you have learn in this lesson. Make sentences using them.

P1: I'd like to get an adoption certificate as a birthday gift.

P2: It would be great to have an opportunity to help endangered species.

5. Рефлексия, оценка знаний (5 мин)

Teacher: It was very interesting to work with you, pupils. You're so active and clever!

Teacher: I'm very glad you like the lesson. Now, smile those pupils who think their work was great, stand up those who think their work could be better and put your hands up those who think they were not very active today.

Ps: (ученики оценивают свою работу на уроке)

6. Итоги урока. Домашнее задание (2 мин)

Teacher: Thank you for your active work, pupils. Your marks for today are.

Цели: Формирование коммуникативной, социальной компетенции на уроке английского языка.

Задачи урока:

активизировать и совершенствовать актуальный словарный запас обучающихся, формировать у школьников операционные умения решения проблемных задач;

воспитывать ответственное и бережное отношение к природе, воспитывать экологическую культуру и развивать экологическое мышление;

развивать навыки сотрудничества и коммуникации, организации эффективной работы в группах по решению проблемных ситуаций.

Формы работы обучающихся: индивидуальная, групповая.

Ход урока

Начало урока. Организационный момент.

Good morning, boys and girls! Sit down, please. How are you? How do you feel? (Students’ answers: I’m fine. I feel good. I feel happy. I feel comfortable., etc.)

Речевая разминка.Введение учащихся в ситуацию общения.

Can plants and animals feel? How do you think? (Students’ own answers)

Постановкапроблемыурока

So, we can say that everything in the world can feel. Now imagine that you are a fish in the waters of the Mediterranean Sea. You know it is very polluted. How do you feel? (Students’ answers: Unhappy, uncomfortable, …) What can you see on the bottom of the sea? (Students’ answers: Bottles, metal parts, sunk ships, coins, gold, rubbish, …) What can you see on the surface of the water? (Students’ answers: Plastic bottles, oil slick, wooden sticks, …)Are you able to breathe well? What is your best dream/ wish? Who can help you to survive? Who can stop the pollution? (Students’ answers: People can)
Yes, only men are guilty of the pollution and only they can stop the pollution. So we’ll speak about ecology and discuss many urgent problems connected with this topic. Maybe we’ll find out some ways out of this problem.
How do you think which ecological problems are the most important? Let’s enumerate them. (Students’ answers: Air pollution, water pollution, soil pollution, noise, disappearing animals, destruction of forests, destruction of the ozone layer). What are the sources of these problems? (Students’ answers: oil pollution, industrial pollution, chemical/biological pollution, littering, acid rain, run-off pollution, fertilizers and chemicals, exhaust fumes, railway pollution, radioactive pollution, fires, fuel leak, illegal dumping). Quite a long list, isn’t it? Looking at it we must scream “SOS”. Do you know what “SOS” means? (Students’ answers: Save Our Souls).

Работа с текстом в группах.

Yes, and it also means “Save Our Seas”. Please, find the text “Save Our Seas” and read it.
Let’s work in groups. The first group must prove that the ocean is vital. The second group must prove that the ocean needs help. The third group must say what we should or shouldn’t do to help the ocean. (Students’ own answers).

Представлениетворческихработучащихся.

You’ve made a project on water pollution. (One of the students presents his project).
Acid rain is one of the sources of water pollution. (Another student presents his project on acid rain).
One of the biggest problems in our life is trash or litter. What is litter? Is it a problem in our school? Do you litter? Do you put garbage in a garbage bin or throw it on the ground? How do they call a person who throws litter on the ground? (A litterbug). Do we have to pay a fine for littering? Do you think we should pay a fine for littering? (Students’ own answers. Then students present their projects on this and other problems).

Работа в группах.

What are the ways out of these problems? Let’s work in groups. Imagine that we are invited to work in the commission on environmental pollution. The first group will suggest its own project to solve the problem of air pollution. The second group is to make a project on water pollution. The third group will make a project on the problem of soil pollution. Use the pattern:

There are several ways out of the problem of … pollution.

The first way is to…

The second way is to…

The third way is to…

(Students present their projects and discuss them with other groups).

7. Подведение итогов урока.

Well, you have worked really hard and your ideas are very good. I hope that one day you will be able to fulfill all of them.

8. Домашнее задание.

Task “Writing” or “Speaking” on page 79.

9. Самооценка.

Think about your own work during the lesson and fill in the self-evaluation card.

(Учащиеся выставляют оценку своей деятельности на разных этапах урока.)

Wonderful World

(By William Brighty Rands)

Great, wide, beautiful, wonderful World,

With the wonderful water round you curled,

And the wonderful grass upon your breast-

World, you are beautifully dressed.

The wonderful air is over me,

And the wonderful wind is shaking the tree,

It walks on the water, and whirls the mills,

And talks to itself on the tops of the hills.

You friendly Earth! How far do you go,

With the wheat-fields that nod and the rivers that flow,

With cities and gardens, and cliffs, and isles,

And people upon you for thousands of miles?

Ah, you are so great, and I am so small,

I tremble to think of you, World, at all;

And yet, when I said my prayers to-day,

A whisper inside me seemed to say,

"You are more than the Earth, though you are such a dot:

You can love and think, and the Earth cannot!"

The farm

(By Archibald Madewish)

Who do you listen, trees?

Why do you wait?

Why do you fumble at the breeze –

With hopeless fluttering hands –

Stare down the vanished road beyond the gate

That no longer stands?

План-конспект урока английского языка в 10 классе

по теме “Environmental issues”

План-конспект урока

Тип урока: урок систематизации и обобщения знаний и умений

Цели: Формирование коммуникативной, социальной компетенции на уроке английского языка.

Задачи урока:

Формы работы обучающихся: индивидуальная, групповая.

Начало урока. Организационный момент.

Good morning, boys and girls! Sit down, please. How are you? How do you feel? (Students’ answers: I’m fine. I feel good. I feel happy. I feel comfortable., etc.)

Речевая разминка. Введение учащихся в ситуацию общения.

Can plants and animals feel? How do you think? (Students’ own answers)

Постановка проблемы урока

Работа с текстом в группах.

Yes, and it also means “Save Our Seas”. Please, find the text “Save Our Seas” and read it.

Представление творческих работ учащихся.

You’ve made a project on water pollution. (One of the students presents his project).

Acid rain is one of the sources of water pollution. (Another student presents his project on acid rain).

Работа в группах.

There are several ways out of the problem of … pollution.

The first way is to…

The second way is to…

The third way is to…

(Students present their projects and discuss them with other groups).

7. Подведение итогов урока.

Well, you have worked really hard and your ideas are very good. I hope that one day you will be able to fulfill all of them.

8. Домашнее задание.

Task “Writing” or “Speaking” on page 79.

9. Самооценка.

Think about your own work during the lesson and fill in the self-evaluation card.

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