Date__________

Theme: Ecological problems of English speaking countries

Цель: расширить кругозор учащихся по теме

Задачи:

Общеобразовательные– совершенствование лексических навыков по темам «Developed and developing countries», «Major economic problems», формирование лексических навыков по текущей теме;

Развивающие – развитие речемыслительной деятельности учащихся, понятие о экологических проблемах.

Воспитательные – формирование ответственного отношения к природе; воспитание правильного экологического поведения; 

Оборудование: тестовые задания, доска, словарь.

The plan of the lesson:

1.Organozation moment

Greeting and duties’ report

T: Good morning, children!

S: Good morning teacher!

T: Who is on duty today?

S: I’m on duty today.

T: Class sit down, please.

T: What day of the week is it today?

T: Who is absent?

T: Thank you, sit down 

2.Warm-up

Phonetic exercises

When the weather is wet
We mustn’t fret,

When the weather is cold,

We mustn’t scold,

When the weather is warm,

We mustn’t storm,

But be joyful together,

Whatever the weather.

3.Checking the home task

-What was your home task? Are you ready?

-Yes, sure.

4.New theme

What is the date today?

What day is it today?

Write down todays date in your exercise book (and open your books on page… )

The new the today is _______________

Speaking

Вопросы по темам «Developed and developing countries », «Major economic problems»

1. What countries are considered developed? developing?
2. What is the striking feature of the world’s economy? (25 % of the world’s population produce 75 % of the world’s output)
3. What are major economic problems?
4. What can you say about low-productivity agriculture? To what countries is it proper? How many people work on the land? What is characteristic of low-productivity agriculture?
5. What do we mean when we speak about poor natural resources? Are any countries fortunate enough to possess valuable mineral deposits?
6. What do you know about shortage of capital? What do most developing countries lack?
7. What are the reasons for large-scale unemployment? What is underemployment?
8. Why is population growth dangerous?

Game «Тройные определения»

 Попросить учеников  начертить квадрат 4х4. Произвольно в клетки квадрата вписать слова.

 Описательно давать слова активной лексики:

1. Controversy – discussion

2. Consequences – results, after-effects, effect, reaction

3. account for smth. – to be responsible for smth. (to carry responsibility for smth)

4. consumption – from consume, use

5. fuel – gasoline, benzene ['benzi:n], without this substance you cannot drive a car.

6. to have impact on smth. – to have influence on smth., to affect smth.

7. contribute significantly – to add much, to give much, to provide.

8. to curtail emissions – to cut down, to decrease, to reduce, to shorten, to trim blowouts.

9. to reduce threats – to cut down, to curtail danger, risks.

10. Ozone layer – ozone deck, coating.

11. Ozone depletion – ozone exhaustion, decline.

12. Greenhouse gases – vapour ['veIpq] (водяной пар), carbon dioxide ["kQ:bqndaI'PksaId], methane ['mi:TeIn], nitrogen oxides  ['naItrqdZ(q)n].

13. Pollution threatens – Sources of it are deforestation, animal husbandary, wet rice cultivation, decomposition of waste and coal mining. All these things are extremely dangerous.

  Vocabulary

First of all I’ll introduce you with  the new words. Please look at the board. Now we are going to work with  them. Let’s repeat after me, read and translate, write down your dictionary the following words:

Презентация слов "Ecological Problems”

Reading

 Прочитать текст «Ecological problems»

 As the twentieth century draws to a close, global concentrations of atmospheric pollution seriously threaten the ozone layer. It means the increasing concentration of greenhouse gases and increased ozone depletion. This threatens to lead to dramatic climatic changes or global warming. To reduce these threats, the scientists of the various countries of the world say that global emissions must be sharply curtailed.

 A number of gases contribute significantly to the stock of greenhouse gases. CO2 has the greatest impact. The burning of fuels by automobiles and industries are main sources of greenhouse gases.

 Less damaging sources include deforestation, animal husbandry, wet rice cultivation, decomposition of waste, and coal mining.

 Together all developing countries, with roughly three-quarters of the world’s population, produce less than one-third of industrial CO2.

 Because incomes and consumption are higher in the wealthiest countries, per capita emissions are much higher. For example, the level of per capita emissions in the United States is more than twice bigger than that in Europe, 19 times higher than that in Africa and 25 times higher than that in India.

 Though Third World countries account for a relatively small proportion of industrial CO2, they produce practically all of the CO2 in the secondary category, generally resulting from the burning of vegetation to clear new land.

 A study jointly sponsored by the World Meteorological Organization and the United Nations Environment Program shows that global warming is growing. It says that if current emission trends continue, the mean global temperatures may rise 3C by the end of the twenty-first century.

 The potentially catastrophic consequences of climate changes have caused widespread cries for joint preventive policy to combat environmental pollution, concentration of greenhouse gases and ozone depletion.

 Statesmen and scientists stress that responsibility for reducing emissions must be divided across the members of the international community. The share of responsibility may be remarkably different depending on industrial development, income, social structure and political orientation of a country.

 There is great controversy over the extent to which each government must control the emissions produced by its local population, industry and agriculture.

Writing

Вставьте слова

account for, layer, pollution, impact, reduce, fuels, depletion, contribute, emissions, greenhouse, consumption

1. Atmospheric _____________ threatens the ozone layer. (pollution)
2. _______________is a killer made by people. (pollution)
3. We try to solve water and land ________________problems. (pollution)
4. The concentration of ______________ gases increased. (greenhouse)
5. A number of gases contribute significantly to the stock of _______________ gases. (greenhouse)
6. Atmospheric pollution threatens the ozone ________________. (layer)
7. There are gaps in the ozone ___________. (layer).
8. Ozone ________________is dangerous for the life on the Earth. (depletion)
9. Ozone ________________can lead to dramatic climatic changes. (depletion)
10. To _____________threats, the scientists  say that global emissions must be curtailed. (reduce)
11. It is difficult to curtail __________________ of gases. (emissions)
12. Our party is for curtailing ________________. (emissions)
13. A number of gases ___________________ significantly to the stock of greenhouse gases. (contribute)
14. Our company ________________much money to help refugees. (contribute).
15. CO2 has the greatest __________________. (impact)
16. The burning of _________________by automobiles and industries are main sources of greenhouse gases. (fuel)
17. Gasoline is the best ___________for your car.  (fuel)
18. Incomes and _______________are higher in the wealthiest countries. (consumption)
19. Third World countries ______________________ a relatively small proportion of industrial CO2. (account for)
20. Catastrophic __________________of climate changes have caused widespread cries for joint preventive policy to combat environmental pollution. (consequences)
21. There is great ___________________ over the extent to which each government must control the emissions produced by its local population, industry and agriculture. (controversy)

5.Assesment and Conclusion

Consolidation of  the lesson

Are ultraviolet rays harmful?

What stops the ultraviolet rays?

What are the chemical reactions which form the ozone layer?

What substances destroy the ozone layer?

How do CFC substances destroy the ozone layer?

Why were CFCs considered miracle substances? Why were they widely used?

Where were they used?

What does the label "Ozone friendly” mean?

What can you say about the Montreal international treaty?

Home task

P.26 EX.4

Evaluation

I give “5” for…

I give “4” for…

I give “3” for…

6.Reflection

What kind of lesson today? (bad, good, scientific, interesting) Did you like this lesson?

Our lesson is over!

Good bye, children!