Intelligent energy storage план урока

Обновлено: 23.07.2024

способностей (речь, память, внимание, воображение) мышле ния.

- формирование уважительного отношения к природе и ответственного отношения к

экологическим проблемам, чувства любви к природе и ответственности за ее сохранение.

Тип урока: систематизация и закрепление знаний по теме.

Оснащение урока: видеоролик “The Earth is our home”; иллюстрации, карточки с

Good morning, boys and girls. I a m glad to see you. I hope you a re OK today and ready to work

Could you tell me what you imagined when you listened to this poem ?

We live in a wonderful world. It is our Earth. The Earth is our home. But now our planet is in

danger. We have very serious environmental problems on our Earth. A nd today I want us to talk

Let`s remember the words which we can associate with environmental problems.

(дети называют слова по теме damage, disturb, pollute, spoil …)

Many people try to pay our attention to environmental problems. And now I want you to watch a

Well, tell me, please, what environmental problems this clip shows.

( дети высказывают свое мнение It tells us about animals which are killed, this film shows us that

You`re absolutely right. And y ou know these problems are reall y serious.

On the blackboard you can see the names of some other important problems. And on your desks

there are their symbols and descriptions. L ook through this information an d match the symbols with

(дети выполняют задание в микрогру ппах, а затем зачитывают свои ответы. Полученные

I hope you understand that people damage nature a lot. And they don `t understand how terrible it is.

But, fortunately, there are differet organizations which try to protect our environment and make the

world a better place. Imagine that you`re in such group and tell us wha t people should or shouldn`t

do to help the Earth. I think these signs will help you.

( дети продолжают работать в группах , а затем высказывают свои предложения : People should

Thank you. Good work. And at home I want y ou to make your own 5 signs and write what people

Certainly, you understand that everybody should start from himself Everybody should remember the

rule of three R`s. Reminnd me, please, what these three R`s mea n.

Well, let`s see what we can reduce , reuse or recycle. Open your books, please, on pag e 75 and find

here exercise 3. Read the words, please . OK and now answer the question.

Цели: Активизировать в речи учащихся использование новой лексики, связанную с энергий.

Задачи:

1) читать текст с пониманием основного содержания

2) воспринимать текст на слух, добиваясь в случае необходимости понимания с помощью переспроса, уточняющих реплик;

3) повторение лексического материала

Тема: Energy

Цели: Активизировать в речи учащихся использование новой лексики, связанную с энергий.

1) читать текст с пониманием основного содержания

3) повторение лексического материала

Тип урока: Обяснение новой темы

Оборудование: ИКТ, лекция соответствующая содержанию урока

Procedure of the lesson:

Read the text: Energy

The effects of energy can be seen,felt or heard in different ways, depending on the form of energy in question .The main forms are listed below:

kinetic energy :energy in the form of movement-a type of mechanical energy

thermal energy: energy in the form of heat

electrical energy :the energy of an electric current

sound energy: energy in the form of house

light energy :for example, light emitted from the sun or from a light bulb

chemical energy :energy within substances that can produce a chemical reaction

nuclear energy: energy from an atomic reaction.

Energy cannot be created or destroyed, only converted from one form to another For example, in a torch powered by batteries, chemical energy stored in the batteries is converted to electrical energy, and the electrical energy is converted to light energy.

Mechanical energy can be stored as potential energy. An example is a load, lifted by a crane and suspended at a high level. The weight has the potential(in the future)to be released and allowed tj fall, becoming kinetic energy. Energy can also be stored when a component is elastically deformed. This is called strain energy. An example is the spring in a watch, which is wound up, then progressively unwinds.

Note: For more on deformation, see Unit 18.For more on strain, see Unit 30.

Energy efficiency

Machines often convert an energy source, such as electricity, to anotner form of useful energy-in other words, energy used for a purpose .For example, a motor converts electrical energy(the energy source)into kinetic energy(useful energy).But it also converts some energy into heat and noise. As this will be dissipated into the air nd not used ,it is waste energy.

A motor: electrical energy(useful kinetic energy),(wasted thermal and sound energy)

If a machine converts a high percentage of energy into useful energy, it is efficient .For example, if a motor converts 75% of the electrical energy it consumes into kinetic energy, and wastes 25% as thermal and sound energy ,it is seventy-five percent efficient. Improving efficiency-making efficiency gains-is a key focus in engineering.

Work and power

The amount of energy needed to do a task - for example, lifting a load to a certain height by crane - is called work. The amount of energy converted in order to perform tasks - in other words, the amount of work done - is measured in joules (J). If a force of one Newton is required to keep an object moving, the work required to move that object over a distance of one meter is equal to one joule.

The speed, or rate, at which work is done is called power, and is measured in watts (W). One watt is one joule per second. Power, in watts, is often referred to as wattage. A powerful motor will have a higher wattage than a less powerful one.

Task 1.Make world combinations with energy using world from A and B opposite. Then match the combinations with the descriptions (1-8)

1 . energy = energy stored within the liquids or solids in a battery 2. energy = mechanical energy in the form of movement 3. energy = potential energy stored in a deformed material 4. energy = energy converted to the form required for a purpose 5. energy = energy converted to a form that cannot be used 6 . energy = the form of energy that shines, and can be seen 7 . energy = the form of energy that can be heard 8 . energy = energy that results in an in crease in temperature

Task 2 Complete the article about electric and diesel-electric locomotives using the words in the box. look at A, B and C opposite to help you.

Chemical efficiency form kinetic powerful thermal wattage

Convert efficient gain power sourse useful work

Dissipated electrical joules powered stored waste

An electric locomotive is one that is (1). by an external energy (2) . , most often via overhead electric lines. This differs from a diesel-electric locomotive, which has an onboard fuel tank and a diesel-powered generator to provide electricity for its motors. Purely electric power has numerous advantages over diesel-electric power, explaining the choice of electric locomotives for use in high-speed trains. Firstly, an electric locomotive needs to carry neither a generator nor fuel. Its mass is therefore lower than a diesel-electric equivalent. This results in a significant efficiency (3) . , as the electric locomotive's smaller mass means less (4) . is done - measured as a total number of (5) . - on a given journey. For a comparable rate of acceleration, its motors are also required to provide less (6. ) . As they use a lower (7) . this means less (8) . motors can be used, making them smaller, thus further reducing weight and improving (9) . . In addition, electric locomotives use only (10) . energy. This means there is no need to (11) . energy from one (12) . to another on board the train (electricity can be generated more efficiently in power stations). In a diesel-electric unit, the energy conversion process starts with (13) . energy, which is (14) . within the hydro-carbon compounds of diesel. This fuel is burned to produce (15) . energy, and the heat is then converted by the engine into (16) . energy, which provides the movement to drive the train. This process is a very long way from being100%(17) – only a small percentage of the initial chemical energy is converted to the (18) . energy that is actually used to drive the train, with a significant percentage being (19) . into the air in the form of heat, constituting (20. ) energy.

Task 4. Match the picture with the words in the box.

Task 5. Grammar revision: Find synonym and antonym

Example. Many-a lot of

Well-known, author, novel, real, make, many, century, immediately, everyone, imagination

Story, quickly, famous, writer, true, do, fantasy, a lot of, everybody, one hundred years

b)Write down the opposites.
Example: known-unknown

Rude, possible, polite, happy, unlucky, true, unfriendly, pleasant, noisy, formal, lucky, unpleasant, informal, false, unhappy, friendly, impossible, quiet.

Свидетельство и скидка на обучение каждому участнику

Зарегистрироваться 15–17 марта 2022 г.

Module 6 “STEM” 6B

Lesson 3 (63)

Energy Storage Solutions pp.80-81

Teacher’s name:

Learning objectives that this lesson is contributing to

11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics;

11.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics;

11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics;

11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics;

11.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics;

11.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics;

11.1.9 - use imagination to express thoughts, ideas, experiences and feelings;

11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics;

11.3.3- explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics;

11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics;

11.3.5- interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics;

11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

11.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

11.5.1- plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics;

11.5.3 - write with grammatical accuracy on a wide range of general and curricular topics;

11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics;

11.6.8 - use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics;

11.6.9 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

listen and read for cohesion and coherence (missing sentences), revise future tenses;

Most learners will be able to:

listen and read for cohesion and coherence (missing sentences), revise future tenses,

listen for specific information (multiple matching);

Some learners will be able to:

listen and read for cohesion and coherence (missing sentences), revise future tenses,

listen for specific information (multiple matching), talk about energy storage solutions, write about energy storage solutions.

Energy storage solutions: hydrogen, batteries, air, tower, hydro); Nouns (capacity, kinetic energy, crane;

Adjectives: surplus, pressurised;

Phrases: off the grid, concrete blocks

Assessment criteria

Learners have met the learning objective if they can:

listen and read for cohesion and coherence (missing sentences), revise future tenses,

listen for specific information (multiple matching), talk about energy storage solutions, write about energy storage solutions.

Value links

Explore the topic of Energy Storage Solutions

Cross – curricular links

Using videos& pictures, searching information on different web sites

Previous learning

“Intelligent Energy Storage”

Planned timings

Planned activities

Excel Resources

Beginning the lesson

Vocabulary Ex. 1 p.80

11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

Aim: to introduce vocabulary related to the topic

• Direct Ss to the pictures and the list of words.

• Give Ss time to label the pictures using the words in the list. Then, check Ss' answers.

1 hydro 2 tower 3 air 4 batteries 5 hydrogen

Check this words (Vocabulary)

Capacity – Вместимость, мощность

Off the grid – Вне сети

Concrete blocks – Бетонные блоки

Kinetic energy – Кинетическая энергия

Pressurised – Под давлением

Student’s book, IWB

Main Activities

25 minutes

10 minutes

Reading Ex. 2 p.80

11.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics;

Aim: to read for specific information (comprehension question)

• Ask Ss to read the text.

• Elicit how each energy storage solution works from Ss around the class.

Suggested Answer Key

In the last decade, Kazakhstan has been producing more energy from renewable energy sources than it had ever produced before. However, when surplus energy is produced, it needs to be stored.

Kazakhstan is using a few of the energy storage solutions we have looked at to improve on old systems the country had been using previously.

Firstly, Samruk Energy have teamed up for two projects with Primus Power to introduce EnergyPod storage technology to Kazakhstan. These are types of flow battery that have a large capacity and before long, they will have made the grid more efficient.

Kazakhstan also uses pumped hydro storage. This is especially popular in the Almaty region which is home to the majority of Kazakhstan’s hydropower plants.

In Sweden, electricity use per person is very high, but it has one of the lowest CO2 emission rates per capita. This is because more than half of the country's electricity is from renewable sources and generation is almost completely decarbonised. This clean energy is mainly stored in batteries, and many Swedish companies are leading the way in developments in battery technology.

Battery storage is probably the most popular solution in countries with a high population density, but in Kazakhstan we have the luxury of space. This means we will be able to build different types of storage facilities, like pumped hydro, which do not contain chemicals like batteries do. In a couple of years, Kazakhstan will have been working on renewable energy solutions for a decade. Who knows how much more progress will have been made by then?

1. To define energy and its uses.

2. To explain the connection between energy use and global climate change.

3. To expand the pupils’ vocabulary and to practise using the lexics in monologue and dialogue speech.

4. To practise listening on this topic.

5. To practise using If-Clauses in oral speech.

6. To advise how to use household appliances more efficiently.

Teaching equipment: an interactive board, a presentation, handout materials.

I. Introduction. Слайд 1.

Good morning my pupils! I am glad to see you. The theme of our lesson is “Saving Energy”. I want to begin it from the lines of P.J. Grand’s song “Мother nature needs us”. (По щелчку появляются слова на слайде, которые читаются учителем.) I have begun this lesson from these words because we understand the connection between energy use and global warming. Find and name the words which relate to our topic in these lines. Name some more word combinations and words on this theme. (Учащиеся должны назвать как можно больше слов и словосочетаний по данной теме в быстром темпе).

You’ve probably heard the grown-ups in your house say “Turn off the light!” or “Close the refrigerator door!” Have you ever wondered why? (Pupils should answer). The grown-ups in your house pay for the all electricity you use. So wasting energy is the same as wasting money – and we know that’s not a good idea!

Wasting energy isn’t good for the environment either. Today at our lesson you should realize why we need to conserve energy. You should understand the connection between energy use and global climate change and learn how to use our household appliances more efficiently.

Activity 1. And now you should work in the groups and make a list of the activities you usually do during the week at home. You ought to use gerund. You have two minutes. Then the pupils name these activities:

P1: listening to music

P3: playing computer games

P4: reading books

P5: playing chess

P7: taking shower

P8: doing one’s home work

P11 ironing, etc

Could you do these activities without electricity? There are many forms of energy and electricity is a common one that we use daily.

II. What is energy anyway? Слайд 2.

Energy is found everywhere in the world and comes in many forms. Слайд 3. The energy we use to power things, like our cars, and homes, comes in the two different types: renewable energy and non-renewable energy. Слайд 4. Two pupils should tell about these types of energy. (Приложение 1)

Activity 2. Now I’ll read definitions and you should name these words.

1. Plant materials and animal waste used especially as a source of fuel. (Biomass)

2. Something consumed to produce energy. (Fuel)

3. A black, liquid fuel found deep in the Earth. (Oil)

4. The radiant energy of the sun, which can be converted into other forms of energy, such us heat or electricity. (Solar Energy)

5. Energy from the movement of wind. (Wind Energy)

6. The ability to do work. (Energy)

7. Energy which produced in the Earth’s core (Geothermal Energy)

8. Energy sources can be made again in a short time. (Renewable Energy)

9. A fuel made with vegetable oils, fats, or greases - such as recycled restaurant grease. (Biodiesel)

10. All the living and non-living things, such as air, water, soil, plants and animals, found on Earth or in some particular region. (Environment)

So electricity is generated from both renewable and non-renewable energy sources.

Activity 3. Group work. Слайд 5.

Pupils should unscramble words. After that the members of each group has to read them and translate.

The first group: VISITELEON OIRN INGWASH HINEMAC TEATOSR

The second group: ERWAT THEAER OWMICRAVE RSTEEO PUCOMTER

The third group: RIREFGARATOR UVACUMA NERCLE LINCEIG ANF OVEST

Check yourselves. Слайд 6.

T: What are these?

P: These objects are household appliances which we use every day.

Activity 4. Group work

Let’s play a game “Spell the Word” with these words! Two members from each group should make a line. A teacher names a word in Russian; a student translates and spells it. If he (or she) gives a right answer, he (or she) will go the end of the line and continue this game. If a student gives a wrong answer, he (or she) will leave a game. The student who does not make any mistakes is the winner

Activity 5. Group work. “Household appliance energy quiz”. Слайд 7.

(Приложение 2 раздаётся каждой группе).

Objectives: Students should understand how energy is used by common household appliances and which appliances use the most energy, and develop ideas to conserve energy

There is a list of common household appliances in front of you.

1) Rank the appliances from 1 (lowest) to 10 (highest) according to the amount of energy you think they use. For example, if you think the refrigerator uses the most energy, rank it 10.

Each group should explain their choice. Why do they think so?

2) Next, figure out how each household appliance uses energy by filling in letters in the column "What Am l" for each appliance from the letters in the column "How Do I Use Energy?" Check yourselves and correct. (По щелчку осуществляется проверка на этом же слайде).Who has made any mistakes? Nobody has. It’s OK!

There are information tables on the back panels of the household appliances. Слайд 8.

In a home where electricity supplies all of the energy requirements, the average energy consumption is shown on this slide. Слайд 9.

III. What can happen?

We have to remember there is limited amount of non-renewable fuel sources. Even if we don’t run out of fuel, we can damage our environment by using too much and wasting energy. Using too much electricity can lead to global warming.

Activity 6. Discussion: “Global warming”.

The class should be divided into two teams. (Приложение 3). Each student should ask question and answer the questions if he or she knows an answer. The members of the groups can help each other. The more the team gives correct answers, the more the pupils get points.

What is global warming? What should we do? To answer these questions let’s watch a video about it.

Activity 7. Watching video: “What is global warming?” Слайд 10..

Group work. After watching this video the pupils should make up sentences, translate them, put these sentences in the logical order and learn by heart. Each student of the group should tell one sentence. Слайд 11. (Приложение 4 можно раздать или воспользоваться только слайдом).

Check yourselves. (Проверка порядка слов по щелчку - слайд 12; проверка порядка предложений по щелчку - слайд 13)

IV. Reading: “Why is energy conservation impORTANT?” (Приложение 5). This text was the pupils’ homework.

Activity 8. Group work. Слайд 14. (Приложение 6).

Sort these words and word combinations in three columns and put them in alphabetical order.

The first group: nouns

The second group: verbs

The third group: word combinations

(По щелчку осуществляется проверка данного задания на этом же слайде). Then some pupils from each group ought to read these words as quickly as they can.

Activity 9. Pair work. Слайд 15.

Match the English word combinations with the right translations. Then these pairs should exchange themselves their works and check them. (Приложение 6)

Check yourselves. Слайд 16.

Activity 10. Answer the questions and translate answers. Слайд 17.

(Каждый вопрос выплывает по щелчку.)

1. Why is it important to conserve our current supply?

2. How is carbon dioxide produced?

3. How does carbon dioxide act in the atmosphere?

4 What do the possible impacts include?

5. When is sulfur dioxide emitted?

6. With what does the sulfur dioxide react?

7. How does the “acid rain” impact the environment?

8. What is the main idea of this text?

Activity 11. Each group has to write a synquane. Слайд 18.

The first group: With the word “ENERGY”

The second group: With the word combination “GLOBAL WARMING”

The third group: With the word “ENERGY”

Then one member of each group ought to read their synquane.

Activity 12. Individual and pair works. Слайд 19.

Complete these sentences. Remember what you have learnt about the If-Clauses. (Приложение 7). Students should find their pairs and check themselves. (По щелчку осуществляется проверка данного задания на этом же слайде). After that they should read own sentence, translate and name the type of the If-Clause.

V. Individual work. Listening. Слайд 20.

Listen to an energy expert, Sue Booth, talking about how to use renewable energy sources in the home two times. Before listening a teacher should introduce unknown words. The teacher reads and the pupils repeat after him or her. (По щелчку на значке , после знакомства с новыми словами, звучит аудиозапись. Второй раз этот же текст может прочитать учитель.). (Приложение 8)

1) Individual work. Слайд 21.

Students should decide whether the following sentences are true or false. Then pupils have to exchange themselves their works and check them. (По щелчку осуществляется проверка данного задания на этом же слайде).

2) Group work. Слайды 22, 23.

Students should translate the true sentences.

VI. Remember. Слайд 24.

The less energy we use the less impact we have on our environment. And that means our planet stays clean and healthy. Energy costs money. So, the less energy you use, the more you save!

VII. Rules for Saving Energy. Слайды 25-29.

Activity 14. Let’s play a game “Snowball”. Слайд 30.

I can help saving energy by

P1: planting trees.

P2: planting trees and taking a short shower.

P3: planting trees, taking a short shower and using fluorescent bulbs.

P4: planting trees, taking a short shower using fluorescent bulbs and installing double glazing.

(После ответа первого учащегося по щелчку выплывает “ planting trees”, после ответа второго учащегося “ taking a short shower” и т.д.)

Then some students should try to repeat all sentences by heart.

VIII. Reflection. Each student should do this task. Слайд 31.

Before I couldn’t speak on this subject because ….

Now I know many words and word combinations on this topic such as …

I can understand the definitions of the active vocabulary of this topic such as …

I can use the If-Clauses in my speech.

I think that this problem is …

I can help to save energy by …

IX. Homework. Слайд 32.

Have students write the following questions in their journals:

1. How is energy used in your home?

2. Are you using the conservation ideas discussed during class?

3. What alternatives and energy conservation actions can you practice at home to save money?

Using these questions, students should conduct a "home energy audit” with their families and write the results in their exercise books.

5. Ayapova T, Abildayeva Z, Tutbayeva Zh, Кurmambayeva Zh. “ENGLISH”, Grade 11. – Almaty : “Mektep”, 2007.

Тема урока: "Sources of energy." Сабақтың мақсаттары:

Цели урока:

Сабақтың түрі:

Тип урока: комбинированный урок

Оқу құралдары:

Средства обучения: учебник, словарь, раздаточный материал

I. Ұйымдастыру кезеңі.

Организационный момент.

T: Good morning, students! How are you?

S: Good morning, teacher, we glad to see you\OK, and you?

T: Thank you. Sit down please. What date is it today?

T: Who is absent today?

Сабақтың №_16____ күні__06.02__ _Э-32___тобы

№ урока_16_____ дата_06.02____ группа__Э-32___

Сабақтың тақырыбы:

Тема урока: "Sources of energy."
Сабақтың мақсаттары:

Развивать коммуникативные умения в рамках предложенной темы.

Совершенствовать умение работать в коллективе: внимательно слушать собеседника, вежливо реагировать на просьбы и вопросы собеседника, вступать в общение.

Сабақтың түрі:

Тип урока: комбинированный урок

Оқу құралдары:

Средства обучения: учебник, словарь, раздаточный материал

I. Ұйымдастыру кезеңі.

Организационный момент.

T: Good morning, students! How are you?

S: Good morning, teacher, we glad to see you\OK, and you?

T: Thank you. Sit down please. What date is it today?

S: Today it is .

T: Who is absent today?

S: . is absent.

II. Үй тапсырмасын тексеру:

Проверка домашнего задания:

T: Let's check up your home task. What was the home task for today?

S: - Our home task was to writе about Metallurgy.

T: - Are you ready?

III. Білімдерінің жан-жақты тексерісі

Всесторонняя проверка знаний

Раскройте скобки, вставьте правильный вариант местоимения.

(He, I, me) have got a friend. (Her, his, him) name is Pete. (We, he, I) love travelling to different countries (himself, ourselves, itself). (They, he, it) go to school. (Him, her, their) school is near (me, mine, myself). (These, this) is a box. (It, she, he) is (ourselves, mine, her) present. Where did (you, his, it) buy (that, this, those) shoes? (It, this, these) ball is (he, his, myself) and (they, these, this) are (theirs, her, its). (This, he, these) is (him, ours, our) house. (He, we, they) built (him, her, it) (them, ourselves, their).
IV. Оқушылардың жаңа материалды белсенді және саналы түрде игеруіне дайындығы

Подготовка учащихся к активному и сознательному усвоению нового материала

VI. Жаңа білімдерді игеру

Усвоение новых знаний:

- Please, look at the blackboard and match the phrases and word by electricity (слова представлены на доске, сопоставить перевод фраз и слов):

solar ['soulə]

coal-mine ['kəulmaɪn]

windmill ['wɪnmɪl]

solar power ['səulə 'pauə]

oil well ['oɪlwel] -

nuclear ['nju:klɪə] -

nuclear power station ['pauə 'steɪʃ(ə)n]

solar collector ['səulə kə'lektə]

hydro-electric ['haɪdrouɪ'lektrɪk] power

солнечный коллектор

солнечная энергия

мельница; ветряная мельница;

ветряной двигатель

угольная шахта

нефтяная скважина

атомная электростанция

гидроэлектроэнергия

VII. Жаңа білімдерді бекіту.

Закрепление новых знаний.

1). Work with the text “Energy sources”. I divide you into pairs. We have 8 pairs. Read your paragraph and translate it. I give you 5-7 minutes.

2). Answer the questions. You read the first question to… Good.

1. What energy sources do you know ?

2. What sources of energy are used in your country?

3. Are you against nuclear power? Why?

4. Can you think of some ways of saving energy?

5. What are the advantages and disadvantages of using of each source of energy?

Musical pause. We are listening to the song of J.Lennon “Imagine”.

4)At now look at the multimedia board. Presentation of “Sources of energy”.

Подведение итогов урока

Do you like our lesson? What do you like? Your future profession is important with knowledge of English. Yes, you were active today. You’ve worked very good, everybody gets a good mark.

Write down your home work. Speak about:

a. Electricity — its nature, history and development.

b. Applications of electricity cover all fields of human activity.

Thank you for the lesson, good bye!

VII. Үй тапсырмасы

Домашнее задание: Your home task is to make up the crosswords about Sources of Energy.

So, our lesson is over, I think we have reached our aims. You are free. Good-bye!

Ключи к упражнениям:

I have got a friend. His name is Pete. We love travelling to different countries ourselves. They go to school. Their school is near mine. This is a box. It is her present. Where did you buy those shoes? This ball is his and these are theirs. This is our house. We built it ourselves.

Match these words with their definition

coal [kəul] - уголь

coal-mine ['kəulmaɪn] - угольная шахта

oil - нефть

oil well ['oɪlwel] - нефтяная скважина

nuclear ['nju:klɪə] - ядерный

nuclear power station ['pauə 'steɪʃ(ə)n] - атомная электростанция

hydro-electric ['haɪdrouɪ'lektrɪk] power - гидроэлектроэнергия

dam - дамба solar ['soulə] - солнечный

solar collector ['səulə kə'lektə] - солнечный коллектор solar power ['səulə 'pauə] - солнечная энергия

windmill ['wɪnmɪl] - мельница; ветряная мельница; ветряной двигатель

ENERGY SOURCES

Coal. It was coal that produced the energy to run the factories of the first big industrial countries, such as Britain and Germany. Coal-miners worked long hard hours in cold dark coal-mines to bring this black rock above ground. They called it black gold.

Oil and gas. Texas, Saudia Arabia, Kuwait, and Venezuela: these are only a few of the places where oil has been found. Today, big oil companies still spend millions of dollars looking for oil, and when they find it, a new oil well is started and the company makes even more millions. Sometimes they don't find oil underneath the earth. They find gas. But gas, too, can be used for energy. It is a good energy source for heating and cooking.

Nuclear or atomic energy. It is incredible to think that from the nucleus of the atom - one of the smallest things in the world can come enormous amounts of energy. This energy, which is called nuclear or atomic energy, can either be controlled in nuclear power stations to create electricity for millions of homes, or it can be used in war to destroy millions of homes.

Hydro-electric power. Water from fast-running rivers is another source of energy. By building large dams to control the water, millions of kilowatts of power can be produced. Countries like Sweden and Norway get most of their electricity from hydroelectric power.

Solar and wind energy. In the future much of our energy may come from the sun. In some countries, solar collectors on the roof can already provide enough solar power to heat and provide electricity for a house in both winter and summer. One day we may also see small windmills on every roof. Even a small wind can provide enough power to run lights and most electrical machines in the home.

Источники энергии

Уголь. Именно уголь давало энергию для работы фабрик первых крупных индустриальных стран, таких как Англия и Германия. Шахтеры работали в течение долгих трудных часов в холодных темных шахтах, чтобы добыть этот черный камень. Они называли его черным золотом.

Нефть и газ. Штат Техас, Саудовская Аравия, Кувейт и Венесуэла: это только несколько мест, где была найдена нефть. Сегодня крупные нефтяные компании продолжают тратить миллионы долларов в поисках нефти, и когда они находят ее, бурят новую нефтяную скважину, и компания зарабатывает еще большее количество миллионов. Иногда они не находят нефти под землей. Они находят газ. Но газ также может использоваться для получения энергии. Это - хороший источник энергии для обогрева и приготовления пищи.

Ядерная, или атомная, энергия. Невероятно, что из ядра атома - одной из самых мелких частиц в мире - может выходить огромное количество энергии. Этой энергией, что называется ядерным, или атомной, можно управлять на атомных электростанциях, чтобы вырабатывать электричество для миллионов домов, но в то же время она может использоваться также и на войне для уничтожения миллионов домов.

Гидроэлектроэнергия. Вода быстрых рек - еще один источник энергии. Путем строительства больших дамб для управления водой можно произвести миллионы киловатт энергии. Такие страны, как Швеция и Норвегия, получают большую часть электричества от гидроэлектростанций.

Солнечная энергия и энергия ветра. В будущем большая часть нашей энергии может быть получена от солнца. В некоторых странах солнечные коллекторы на крышах домов могут уже сегодня полностью обеспечить эти дома солнечной энергией для обогрева и обеспечения электричеством как зимой, так и летом. Впоследствии мы сможем увидеть также маленькие ветроэнергетические установки на каждой крыше. Даже небольшой ветер сможет обеспечить достаточно энергии для освещения и работы большинства электрических приборов в доме.

Читайте также: