Быканова Т.Н., преподаватель высшей
категории
Сценарный план урока «Ecology. Information ecology»Открытый урок
Дисциплина: иностранный (английский)
язык
Тема: Экология.
Информационная экология.
Методическая цель:
1.
Привлечение интереса к проблемам природной среды; привлечение интереса к
проблемам информационной экологии;
2.Способствовать формированию
целостного представления о мире, об общих проблемах, стоящих перед
человечеством в ХХI веке;
3.Систематизировать и обобщить знания
по данным темам.
Цели урока:
образовательный
аспект — продолжить знакомство с экологическими проблемами, стоящими перед
человечеством в ХХI веке; с понятием, «информационная экология», развитие умения
извлекать информацию о влиянии экологических проблем, проблем информационной экологии наэкологии на
жизнь людей.
развивающий
аспект — развивать способности к умозаключению, сравнениюумозаключению,
сравнению, распределению внимания, коммуникабельности, умению
выражать своё отношение к теме, способствовать развитию аналитического,
критического и образного мышления через использование проблемных ситуаций и
творческих заданий; развитие способности к самоконтролю и самооценке.
воспитательный
аспект — формирование самостоятельности; формирование
способности осознавать общие и конкретные проблемы, стоящиепроблемы, стоящие перед
человечеством в ХХI веке, воспитание нравственности, готовности к личному участию в
экологических проектах, осознаниепроектах,
осознание собственной причастностисобственной ипричастности и
ответственности за свое будущее.
учебный аспект — контроль
основных навыков и умений, над которыми велась работа в данном цикле;
сопутствующая
задача — контроль умения обучающихся самостоятельнообучающихся
самостоятельно оценивать себя в разных видах речевой деятельности.
Речевой материал: материал цикла.
Тип урока: Закрепление знаний по
теме.
Метод урока: Нестандартный способ
обучения
Форма урока: «Круглый стол»
Оснащение урока:
1) Методическое обеспечение:
ИКТ, видео/аудио записи, (видеоклипы с песней Майкла Джексона “The Earth
Song”; аудиозапись к учебнику “First Certificate – Listening and Speaking” by
Fiona Scott-Barrett , аудиозапись с музыкой для релаксации, раздаточный
материал, яблоко, нож, 3 блюдечка, анкеты
Использование материалов учебных пособий: 1) «Английский язык для
средних специальных заведений» by I.P.Agabekyan 2) «New Progress to First Certificate» by Leo Jones;3) «First Certificate – Listening and Speaking» by Fiona Scott-Barrett 4) «3000 English words. Memorizing technique» by Pavel Litvinov
Студенты будут
уметь: правильно читать, писать и переводить слова дляслова для
дальнейшего использования в разговорной речи: экология,«экология, «дом»,загрязнениедом»,
загрязнение, «информационная экология», СМИ, возможность,
получение информации, влиять, текущие события, развивать, важный, использовать,
аудитория, реклама, подробный обзор, общество, воспитание, образование
знать: произношение, устный и письменный перевод вышеуказанных слов
для дальнейшего использования в письменной и разговорной речи
План занятия:
Stages:
I.
Introduction.
1)Greeting
2)Objectives:
·
to
practice using words related to the theme;
·
to
practice listening for specific information;
·
to
guess words by the context;
·
to
take part in а team game;
·
to practice communicative skills;
·
to express opinions;
·
to
practice reading for detail;
·
to
make notes
·
to
make the conclusions to the theme “Ecology”;
·
to
make the conclusions to the theme “Informational Ecology”( 2min.)
II. Warm-up activities.
1)
Phonetic drill:
Т.:Listen to the poem « Leisure» by W. H. Davies and
say if you agree or disagree with the author . (2 min)
LEISURE
What is this life if, full of care,
We have no time to stand and stare!
No time to stand beneath the boughs,
And stare as long as sheep and cows.
No time to see, when woods we pass,
Where squirrels4 hide
their nuts in grass .
No time to see, in broad daylight ,
Streams6 full of stars,
like skies at night.
No time to turn at Beauty’s glance,
And watch her feet, how they can
dance.
No time to wait till her mouth can
Enrich that smile her eyes began.
A poor life this is if, full of care,
We have no time to stand and stare.
2)Speech2) Speech
drill
T.: Try to explain some of the
following aphorisms:
«Nature is conquered by obeying it»
(Robert C. Innersole);«Man is Nature’s sole mistake» (W.S. Gilbert);«Nature is
not a temple, but a workshop and man’s the workman in it» (I. Turgenev);«In
Nature there are neither rewards nor punishment–there are consequences» (W.S.
Gilbert ) « If you don’t think about
the future you will not have it»( John Galsworthy)
T.: How do you understand them? (3 min.)
T.: You know, at the previous lesson we saw the
clip «The Earth Song» by Michael Jackson. There is one more version of it. Try
to decide in which way they differ.
Possible
answers: The first one shows the nature in its harmony, there are no people
there. The second clip demonstrates what happens with the environment with
man’s harmful interference in it.
III.
SPEAKING. WORK WITH LEXICAL UNITS:
T.: Within the framework of
this theme we‘ve spoken much about nature, we‘ve tried to find the answer to
the question if technology should bring apology to ecology. To answer this
question we must first of all know the meaning of the word «ecology». First of all I’d like us to revise the meaning of the
word “Ecology”.
By the way, except for Abby Lingvo we‘ll keep various dictionaries and
reference books on this table. You may consult them any time you need a new
word or any word you don’t know or are not sure about it. OK? Well, what does «есоlogy» mean?
S1: Ecology is a science which studies the relationship between all
forms of life on our planet with its environment.
T.: What is the origin of this word?
S2: This word came from the Greek «oikos» which means «home».
T.: What does it stand for in Russian?
S3: It means «дом»
T.: What does the idea of «дом» or «home» include?
As we all live in the only common home and in order to practice some elements
of oral speech to the topic ,I suggest to answer this question in the form of
the game “The Snowball’’ .As usual I’ll start and you continue
the sentence :This idea of «home» includes the whole planet of ours:
S1 :This idea of «home» includes the whole planet of ours: it’s
population…
S2 :This idea of «home» includes the whole planet of ours: it’s
population, the Nature…(etc.)
The possible final answer: This idea of «home» includes the whole
planet of ours: it’s population, the Nature, animals, birds, fish, insects, all
other living beings and even the atmosphere around our planet.
T.: Do all of them live a happy and healthy life in our “Home”
nowadays?
S1 Unfortunately, it is not so. Indeed, many territories, water
basins, lakes, rivers, seas, oceans – and the atmosphere are polluted with all
kinds of technological, agricultural, chemical, nuclear and other wastes.
T. Let’s remember the most important ecological problems. Name the
most important of them and try to explain their harmful interference in nature.
Three groups of students tell about water, air and soil pollution
(10 min)
T.: Well, as you could see, this idea of “home” includes so many
things, creatures, human beings that it’s difficult to imagine that they all
live on one planet.
By the way, as to the size of our planet, is it big or small?
S1-I think it‘s big.
S2 – I consider that in comparison with the size of the other
planets it is small.
T: I’d like you to turn to one more “mini model” and to perform
some elements of another practical activity related to this theme. It seems to
me, that the easiestmost difficult task
in this activity will be counting or mathematics.I am sure ,itsure, it won’t be
difficult for you as future specialists in economics and accounting. Besides,, and may be
you will need your skills in cutting salads(salads a(a joke).
Well, asAs
you can see, there are some apples, some sources and knives there in that
cupboard. Now divide into groups of four. One of the representatives should go
to the cupboard and take 1 apple, 3 sources and 1knife. Try to note down the
numbers as we go along with our practical work..
IV. EAR-TRAINING WORK.
Practical activity “An apple as the world”
Try to use your imagination to think of what the apple could
represent.
Activities
for students:
1.Cut1. Cut the apple
into quarters.
Mathematics: Three quarters of the Earth's surface is water,
and only one quarter is land.
2. Cut the piece representing land in half.
Notes: Only one halfone-half of the
land, or one-eighth the total Earth's surface, is habitable.
The rest of the land is the deserts, mountains, frozen ice
caps, and other places people cannot live.
3. Take the piece that represents the habitable land, and cut
it into four sections. Take one of them.
Notes:
Only this small quarter of the Earth's habitable land and it is where all of
the Earth's food comes from.
4. And now N try toow
transfer all this to numbers.
The correct answer is 0,25, 25
(1\32)
T.: Thank you .One point for everybody in the team №… .….
(After
trying answer the question what would happen if this part of the world
were damaged or destroyed, eat the piece of apple)
5.Take5. Take a small
shaving off one of the slices that represents the water of the world.
Notes: Less than one percent (1%) of) of
Earth's water is fresh and drinkable. Most of this water is tied up in the
atmosphere (clouds) and underground.--(2 min)
T.: Let’s try to make conclusions now. In commoncommon,
we should remember that we are the only caretakers of the earth, us and only us.
If we try to examine the idea of home as a “mini model” try to answer the
following question:
In which way should we
treat our home your own home, your own flat?
S1:-We should clean it
S2-We should make it a
better place
S3-We should take care of
it…
T.: Now I’d like you to
form groups again. (Three students in each group) Every group should
give the answer to the question or complete the sentence.
V.Discussion.Work in groups
Every group gives the answer to the
question or completes the sentence.
Possible answers:
What to do?
First of all we should create the Environmental Education
Centres
The main objective of the Environmental Education Centres is
… to promote education about the environment by creating programs for students of
all age; try to make people around, students of our college be more aware of
environmental problems
We need…
The intensive development of sciences, industry
and chemistry in the 20th and 21 century has made the pollution of
our environment a global problem which should be solved by all means. We are all part of the natural
environment and need to be responsible for our interactions with our
environment.
Our advice…
Our advice to all people children and grown ups is to
recognize the importance of our planets natural systems and variety of life.We
need to think about our part in the environment and how our actions, such as,
our use of water, production of rubbish and energy consumption can directly
destroy our wildlife and natural habitats.
If we don’t …
If we don’t begin to change our behaviour, if we aren’t very
active to create a serious system of ecological security, we will have no world
to live.
We can …
You can recycle, walk or ride a bike, plant a tree and appreciate
the beauty of the nature around you. Everyone can find a place in our
neighborhood and take care of it.
T.: As the result of this
work I’d like to show you a short film about our native city which was made by
our students some years ago. Try to compare the situation in Kursk in the past
and nowadays.
VI. Conclusions
T.: Try
to do some conclusions to these extracts. To my mind, that period of time which
was shown in the film was high time to start solving really global problems in
ecology, in economy and in other spheres of life in our city to make our life
in our Home happier and healthier.
VII. Relaxation
T.: Now in order to make a short break and to
have some minutes for relaxing I suggest you to dream a little, dream of the
most joyful place to be anywhere here, in your neighborhood or somewhere on the Earth.
Preparation
T.: Let’s talk about the feeling called joy. Try
to describe when you feel joy. What are you doing? Where are you? Are you with
someone special? What memories bring you joy? What place are you in?
Imagery «A joyful place to be» (The
text is read by the teacher)
Discussion.
T.: Tell in some words:
Where
did you go?
What did
you see? Hear? Touch? Smell? Feel?
Who was
there with you if anyone?
You may
write a short composition or an essay at home if you became interested in this
theme. Maybe you’ll remember some more details at home.
Part II. WORK WITH LEXICAL UNITS
«Mass Media», «Information ecology»
T.: Now
we’ll turn to the second part of our pair, which is called “Information
Ecology”.I suggest to perform this part of our pair in the form of the activity
called «Round Table»
Plan of
the discussion
:discussion:
1)
Introduction.From the history of Mass Media(Media (presentation-the
first groupfirst group)
2) Рros and
cons of Mass Media –the 2,3, 3 groups
3)The3) The conception “Information ecology”.(. (Introduction
(the teacher). From the history of the conception(conception (the
fourth group))
4)Discussion4) Discussion
-all students
4) Papers(Papers (Synopsis)
5) Conclusions.
INTRODUCTION
T.: Information is power
- for good, for bad. In a world of violence, poverty, and ecological crisis on
the one side, as well as of peace movements, industrial productivity and
scientific-technological development on the other, the production, storage,
exchange, diffusion, selection and use of information has also become a key
issue. In the same way as we live not only from nature
but also within it, we can say that our lives, as individuals as well as parts
of different kinds of social systems, are dependent on the knowledge we share
with others, as well as on the ways we make profit of it, i.e. on information.
To consider nature just as a resource or as something we could (and should) transform
without previously thinking on the consequences not only for ourselves but for
the balance of life in this planet, has proved to be an irrational and irresponsible way of
action. It is therefore time to ask ourselves on the consequences of our
thinking and doing not only with regard to nature but also to the technologiestechnologies,
we are using to manipulate ourselves. These are of two kinds: the biotechnology
and the information technology. Modern information technology plays a major
role in the process of shaping not only the ways we communicate but also all
aspects of our individual and social life. Particularly since the
so-called information revolution, knowledge is being considered more and more
as a resource, to be exploited, i.e., produced, transformed and used in the
same way as the industrial exploitation of material resources. In other words,
knowledge in the shape of information no longer has primarily the function of a
public good, with a high utility value, like water or air, but has also become
a commodity with a corresponding exchange value. The dissolution of the ideal
of a global practical and/or theoretical control of knowledge, not only with
regard to its content but also with regard to the process of production,
exchange and use, can be considered as a challenge for new ways of symbolic
exchange in a pluralistic society. That is, I think, the main point to be
considered ecologically within so-called information-rich societies, as well as
with regard to 'global' interactions.
Nowadays scientists all over the world are developing the
conception of “information ecology”. Let’s discuss what it means. I asked you
to find the sources in references for this theme both in English and in
Russian.
Notes: Those students who have been studying English since the beginning
of this year may may take part
in the discussion by taking your dictionaries for help or turn to your
group mates. These sheets will help you to understand the subject of the
discussion:
Все более
актуальное значение в современном мире приобретает выдвигаемаяприобретает
выдвигаемая учеными концепция информационной экологии.
Она исходит из
признания того, что помимо природной среды обитания человека объективно
существует информационная среда его обитания, роль, и значение которой
все время возрастает по мере дальнейшего развития средств массовой информации и
массовых коммуникаций. Эта среда оказывает на человека активнейшее!!!!!!!!!!
влияние. На что же конкретно она влияет?
предполагаемые ответы:
Она влияет
на формирование и функционирование его личности,
на его духовное,
интеллектуальное и психическое развитие,
состояние психического здоровья
Можем ли мы сделать вывод о том ,чтотом, что
проблемы информационной экологии не менее важны и практически значимы
в эпоху информационного общества, чем вопросы экологии природной среды, которым
уделяется постоянное внимание во всем мире?
-При каких условиях могут быть обеспеченыбыть
обеспечены гармоничное развитие личности и высокий уровень психического
здоровья ребенка, подростка, человека?
-Более гармоничное развитие личности и высокий
уровень психического здоровья будут обеспечены тогда, когда человек с детства
живет и развивается в условиях благоприятной, психогигиеничной, облагороженной
информационной среды.
-Можем ли мы сделать вывод о том ,чтотом, что
неблагоприятная, «загрязненная», деструктивная информационная среда будет
отрицательно влиять на личность и психическое здоровье человека по тем же
закономерностям, по которым влияет на человека природная среда его обитания?
-Конечно,да.
-В каких документах государственного и
даже мирового масштаба отражено право на благоприятную окружающую
среду, достоверную информацию о ее состоянии?
Право человека на благоприятную окружающую среду,
достоверную информацию о ее состоянии закреплено в 42-й статье Конституции РФ,
Федеральном законе об охране окружающей среды, в статьях17, 19, 32Конвенции ООН
по правам детей, которые утверждают праваутверждают права
граждан на охрану здоровья от неблагоприятного воздействия окружающей среды,
вызванного хозяйственной или иной деятельностью.
Однако эти права, как показывают приведенные
выше данные, подвергается широкомасштабным нарушениям с тенденцией к
дальнейшему их нарастанию.
После разработки разного рода факторов
негативного информационного воздействия с учетом разных контингентов населения
страны и особенно молодежи и подрастающего поколения многие ученые, психологи считают
необходимымсчитают узаконитьнеобходимым
узаконить их применительно к деятельности СМИ.
Благодаря своей
биологической природе, человек подвержен внушению, подражательности и
заразительности. Сама по себе деятельность СМИ, ставящая задачей внушить
что-либо обществу, является негуманной, поскольку люди не могут контролировать
направленное на них воздействие и оказываются бессильными перед подобными
внушениями.
Вместе с тем
необходимо признать, что в ситуации, когда и как это и происходит в России - у
общества очень незначительны возможности воздействия на власть, в том числе и
на власть информационную ( четвертую(четвертую власть),
оно не может выстроить свою линию более-менее конструктивного поведения в
отношении каждой из властных ветвей. В таких условиях общество быстро
отворачивается от власти. Свидетельство тому - низкий уровень доверия и к
органам государственной власти и к СМИ.
V.Conclusions
T. :Now as a teacher I’d
like to know what the most surprising or the most interesting fact about the
topic «Ecology» or «Information ecology»
was and,
what facts about these themes made you fall to thinking about
S1- As for me ,Ime, I
didn’t know……………
S2-It was a new fact for
me…..…
…………………………..
T.: What are the
conclusions?
Conclusions
T.:
Let’s remember now about J.Lennon’s dreams, in which way he understood our
future
T.:I: I think we all
have the same hope that some day the world will live as one.
HOME ASSIGMENT: writing a short composition, or
an essay
or a story at home toon
anyone
of the
problem related to the theme. Those who study English as
the second language may write your work in Russian at first. You know, practice
shows, your works are often helpful for those students who come after you. themes
T.: And to sum up, let everybody remember the following words addressed once to everybody: «Пришла пора объединить
усилия тех, кто ощущает острую тревогу за подрастающее поколение. Если мы
немедленно, сообща не примемся за кропотливый труд наставников и учителей
молодежи, если не найдем новые действенные подходы к воспитанию, мы можем
потерять страну» (конец цитаты) Святейший Патриарх Московский и Всея Руси Алексий II
To sum up, let everybody remember: we live only once and
not a very long life. We have one world for all those who love it or not.
Thank
you for the lesson.
Results
Marks for students:
|
Критерий
|
Баллы
|
|
1. За каждый правильный
ответ на устный вопрос 1 балл
|
1 - 5
|
|
2. Подготовка
презентации
|
1-5
|
|
3.Подготовка
связного устного речевого высказывания
|
1-5
|
|
4.Выполнение
практический работы «Яблоко как модель мира» мира»
|
1 - 5
|
Максимальное
количество баллов – 20
18-20 баллов -
«5»;
14-17 баллов -
«4»;
10-13 баллов -
«3»;
менее 10 баллов
- «2»;
аудиоформат
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