Класс:
8-Б
Тема:
Экологические проблемы большого города (Ecological problems of a big city)
Цель
урока: Обобщить и
систематизировать знания обучающихся по теме “Global issues”.
Задачи:
Практические:
- развивать навыки чтения с извлечением основной
и нужной информации (ознакомительное и поисковое чтение);
- развивать умение осуществлять
диалогическое и монологическое общение, соответствующее цели, ситуации,
реальным коммуникативным потребностям и возрастным интересам учащихся;
- развивать умение высказываться
логично, связно;
- развивать навыки аудирования (с
полным пониманием основного содержания)
Развивающие:
- формировать и развивать учебно-организационные умения и
навыки (самостоятельная работа, коллективная деятельность);
- формировать и развивать
познавательные интересы и способности, творческое мышление;
- развивать способность к
рефлексии, как важнейшей составляющей умения учиться;
- формировать и развивать
учебно-интеллектуальные умения и навыки (абстрагирование/анализ, синтез,
сравнение, систематизация, логика);
- развивать память,
внимание, воображение, наблюдательность;
- развивать фонематический
слух;
- развивать умение
планировать и логически излагать свое высказывание.
Воспитательные:
- развивать настойчивость и умение преодолевать трудности для
достижения намеченной цели;
- активизировать познавательную инициативу обучающихся и формировать их
социальную компетентность.
Методические
принципы: - принцип
коммуникативной
направленности
- принцип комплексной реализации целей
- принцип личностного
общения
- принцип коллективного
взаимодействия
Дидактические
принципы:
-
принцип сознательности, активности, самостоятельности при руководящей роли
учителя; -
принцип систематичности и последовательности; -
принцип
наглядности;
- принцип доступности и
посильности;
- принцип учета возрастных особенностей обучаемых.
Формы работы: фронтальная,
групповая, парная.
Технологии: интерактивная,
ИКТ, критического мышления
Планируемые результаты
(формирование универсальных учебных действий):
Личностные:
- формирование познавательных мотивов обучающихся;
- развитие мысленного воспроизведения ситуации.
Регулятивные:
- владение навыками самоанализа и самооценки своей
деятельности; -
планирование своих действий в соответствии с поставленной
задачей; - контроль в форме
сличения способа действия и его результата с заданным эталоном.
Коммуникативные:
- продуктивное взаимодействие обучающихся в решении поставленной задачи;
- участие в небольших устных высказываниях, «удерживая» логику повествования и
предоставление убедительных
доказательств;
- умение работать в парах, в группах, учитывая позицию собеседника.
Познавательные: -
поиск и выделение необходимой информации;
- применение методов информационного поиска;
- способность и умение учащихся производить простые логические действия
(анализ, сравнение);
- импровизация, высказывание предположений, обсуждение проблемных вопросов;
- самостоятельное создание способов решения проблем поискового характера;
- комплексный анализ приобретенных знаний на уроке.
Тип урока:
урок общеметодологической направленности (в традиционной
классификации - урок систематизации и обобщения изученного материала) Оборудование:
учебник (Spotlight 8. Английский в фокусе. 8 класс.
Ваулина Ю.Е., Дули Д. 2016), мультимедийный проектор, презентация, компьютеры.
Этапы
урока
1. Этап мотивации
2. Этап актуализации и
фиксирования затруднений
3. Этап закрепления с
проговариванием во внешней речи
4. Этап включения изученного в
систему знаний
5. Этап рефлексии учебной
деятельности на уроке
ХОД УРОКА
I.
Introduction
(Этап мотивации)
1.
Greeting (1min.)
Good
afternoon, boys and girls!
I
hope you are ready to work hard. Be calm and confident on your way to
knowledge.
2.
Lead-in (2 min.)
T: We continue to
study the topic “Global Issues” but you’ll try to guess the subject matter of
today’s lesson after watching the video (The Smoking Earth) .
Are
you impressed? So, we’ll try to discuss some ecological problems
today. (Student), name the topic of our lesson. Right you are! The subject
matter of our today’s lesson is “Ecological problems of a big city”.
By the end of
the lesson you’ll be able to express your feelings about the ecology of a big
city, to give your arguments, to respond logically to your friends’ opinions.
3.
Warming-up (4 min.)
1.
T: Nowadays people understand
how important it is to solve the environment problems. Let's start with
revising our topical vocabulary. Name the most serious ecological problems we are having now. (Brainstorming)
Students’
answers
T: Now
let’s choose the best way to define the terms. Look at the task on the screen.
To do this task let’s play the lexical game “Do you believe?” Your task is to
ask a question and answer it to each other. Let’s start with me.
(Student), do you believe that
hurricane is a shaking of the ground?
S: No, I don’t. Hurricane is
an extremely violent wind or storm. (Student), do you believe that…(S-S) Appendix
1
2.
T:
There is the part of the Native American saying on the screen. Let’s read it:
S: “Only when the last tree has died and the last river
been poisoned and the last fish been caught, will we realized…”
T: And
our task is to define the ending of this quotation by
the end of the lesson. T: Today
we have a burning problem. It’s ecology. By the
way, what does the word “ecology” mean?
Students’ answers
T: What
are the sources of pollution? How are they divided?
Students’ answers
T: What
are the natural sources?
Students’ answers
T: What
are the anthropogenic sources?
Students’ answers
T: Why
is air pollution the most dangerous among all kinds of pollution?
Students’ answers
T: What
does air pollution cause?
Students’ answers
T:
Thank you very much for your work!
II.
Main part
(Этап актуализации и
фиксирования затруднений)
1.
Checking homework (2 min.)
T:
Now I suggest you revising our lexical and grammar material. First let’s check
your homework. What was your task?
S:
We had to complete the gaps with the correct infinitive or –ing form of
the verbs in brackets, ex.5, p.84.
T:
OK, let’s start from the first sentence. Read them in turn.
Students’
answers
T:
Well done! Thank you!
2.
Revising lexical and grammar material (8 min.)
T:
Now let’s revise our lexical material. To do the next task we need to use
computer programme. So that I divide you into two groups.
Group 1 (students ‘names), take your places at the computers. You have to
replace the words in bold with a synonym using the words in the box.
(“My Test” on the PC) You have 3 minutes for this task. Appendix
2
Group 2 (students ‘names), stay at your places. Your task is to match the words
in the list with the nouns and make some sentences using our grammar point. Use
the verbs on the blackboard. You have 3 minutes too. Appendix 3
(on the blackboard: protect, avoid, must, should, want, would like….)
E.g. I really want …(to
understand the causes of greenhouse
effect) Students’ answers
T:
The time is up. Group 1, are you ready? How many points have you got? S:
10 points. (T: Well done!)
S: 8 points. (T: What mistakes have you got? Read your sentence. What is the
right variant?) T:
Thank you. Take your places. And now the task for all of you.
(Pair work) You’ll work in pairs. You have the task to match the phrases to
form complete sentences. Explain your choice. You have 1 minute. Appendix
4 T:
The time is up. I think you are ready. Let’s check. T:
Thank you for your work. It was excellent but I have one more task for you.
3. Listening
(6 min.)
(Этап
закрепления с проговариванием во внешней речи)
T:
Have you ever experienced such natural disaster as flood? But the habitats of
the South-Eastern Asia have done. Let’s listen to the report about this
terrible event in Bangladesh.
Pre-listening activity:
T: On the blackboard you can see some key-words. Let’s read them.
On the blackboard: Bangladesh, hit by heavy rains,
serious flooding, people died, others made homeless, animals drown, rescue
workers, trapped, food, medicines, tents.
T:
So, let’s listen to the report. Appendix 5
Post-listening activity: Role-play,
group work.
T: To do the next task let’s unit into 3 groups. Group 1, you are journalists.
Group 2, you are rescue workers. Group 3, you are victims of the flood. Journalists,
ask these two groups some questions about the flood. The rescue workers and the
victims, you answer their questions briefly. Using given information
journalists have to make a brief report about the recent flood in Bangladesh.
Is it clear? OK. Listen again and answer the questions of journalists:
1)
What has happened?
2)
When and where has it happened?
3)
How many people have been made homeless?
4)
How many people have died? Around 3000 people.
5)
What has happened to the animals?
6)
What are rescue workers doing?
7)
Who said, “I’ve lost everything. My house and all my cattle”?
8)
What is being sent to the area?
T:
Great! Who can report this information? Who is the main reporter in your group?
Please, (student).
Students’ answers
T: Well
done, you are excellent! Break
(1 min.) T:
And now it’s high time to have a rest. (Student), go to the blackboard, you are
the leader now. Let’s start.
S: Stand up, please. Act like an earthquake, a hurricane, a tornado…Thank
you. Sit down.
4.
Reading (8 min.) (Этап
включения изученного в систему знаний)
T:
The aim of the next part of the lesson is to teach you to find out and
appreciate the information, analyze it and draw conclusions using your logical
thinking.
T: You
know we have spent thousands of years fighting for our survival. Nowadays we
have discovered that our planet is under threat and, to make matters worse,
it’s all our fault. You have the texts on your desks. I want you to read this
article about the problems of our planet. And your task is to choose the most
suitable heading from the list A-F for each part 1-4. You have 4 minutes. Appendix
6
T: The time
is up. I think you are ready. Let’s check.
Students’
answers
T: Right
you are! And now you have to fill in the correct prepositions, then choose any
three statements and make sentences using our grammar. You can use the verbs on
the blackboard. Appendix 7 (on
the blackboard: protect, avoid, must, should, want, would like….) Students’
answers
T: That’s
good. Thank you for your work.
5.
Speaking (Group work, 6 min.)
T: Our next
task is to skim the text and make notes under the following headings: “PROBLEM
– CAUSE – EFFECT”. You can work in the same groups. Think about the roles in
your groups: who is speaking about the problem, the cause, the effect. You have
3 minutes. Appendix 8
T: Time is up. So look at your
notes and talk about the problems our planet is facing.
Students’
answers
T: Thank you so much. You are great!
III.
Summarizing
(3 min.+ 3 min.)
(Этап рефлексии учебной деятельности на уроке)
T:
At the beginning of the lesson I have proposed you the part of the Native
American saying:
“When
the last tree is cut down and the last fish is killed, the last river is poisoned,
then …”
T:
Please give your own ending of this quotation. You may start with “people will
understand…”
Students’ answers
T:
You are right. Look at the screen, there is a whole saying there:
“Only when the last tree has died and the last river been poisoned and the last
fish been caught, will we realized we cannot eat money”
T:
Do you agree with it? Thank you. I agree with you. I
hope you understand that the problem of pollution doesn’t have any borders and
we have to protect nature in the whole world.
T:
Our lesson is coming to the end and I want to thank everybody who took part in
our work. Let’s summarize. What have we done?
Students’ answers
T:
. Let’s summarize our work with haiku (or cinquain)
T:
Nice. Our work was great and we’ll continue it in our next lesson. So your home
task for the next lesson is to prepare for the test. You have to revise
vocabulary, grammar, word formation and using prepositions with phrasal verb
“call”. Is it clear? Your marks are:
Appendix 1
|
Drought
Flood
Tornado
Tsunami
Hurricane
Cyclone
Avalanche
Earthquake
|
a period of time with no rain.
large amount of water that
cover an area which is usually dry.
a violent wind storm which
consists of a tall column of air spinning around very fast.
an extremely violent wind or
storm.
a shaking of the ground.
a huge wave caused by an
earthquake which flows onto land.
a violent tropical storm in
which the air goes round and round.
large mass of snow falling down
the side of a mountain.
|
Appendix 2
|
extinct
habitats threatening issue captured forested conservation
prevent approaches to
|
|
1.
Sally is keen of environmental protection. She wants to save the
Earth.
|
|
|
2. We
must stop our planet from being completely destroyed.
|
|
|
3.
Animals should be allowed to live in their natural homes.
|
|
|
4. More
and more animals are being caught and put in zoos.
|
|
|
5. Many
species of wild animals are no longer in existence.
|
|
|
6. The
environment is a (an) topic which everyone should know about.
|
|
|
7. Tree-covered
areas are in danger of disappearing completely.
|
|
|
8.
Water pollution is endangering sea life.
|
|
|
9. We
need to find more effective methods of dealing with pollution.
|
|
|
10. Cutting down the
trees is very dangerous for our planet.
|
|
Key
|
extinct
habitats threatening issue captured forested conservation
prevent approaches to
|
|
1.
Sally is keen of environmental protection. She wants to save the
Earth.
|
conservation
|
|
2. We
must stop our planet from being completely destroyed.
|
prevent
|
|
3.
Animals should be allowed to live in their natural homes.
|
habitats
|
|
4. More
and more animals are being caught and put in zoos.
|
captured
|
|
5. Many
species of wild animals are no longer in existence.
|
extinct
|
|
6. The
environment is a (an) topic which everyone should know about.
|
issue
|
|
7. Tree-covered
areas are in danger of disappearing completely.
|
forested
|
|
8.
Water pollution is endangering sea life.
|
threatening
|
|
9. We
need to find more effective methods of dealing with pollution.
|
approaches
to
|
|
10. Cutting down the
trees is very dangerous for our planet.
|
deforestation
|
Appendix 3
|
acid
factory oil breeding heavy noise forest endangered thick
|
|
…………………species
|
…………………….pollution
|
……………………..smog
|
|
…………………rain
|
…………………….traffic
|
……………………..spills
|
|
…………………emissions
|
…………………….programmes
|
……………………..fires
|
Key
|
acid
factory oil breeding heavy noise forest endangered thick
|
|
endangered
species
|
noise
pollution
|
thick
smog
|
|
acid
rain
|
heavy
traffic
|
oil
spills
|
|
factory
emissions
|
breeding
programmes
|
forest
fires
|
Appendix
4
|
You
should avoid…
Our
teacher suggested…
Katya
has dedicated her life…
She
doesn’t let her children…
Teams
of doctors tried…
You
can…
|
…to
help the earthquake victims.
…swimming
with a full stomach.
…putting
the recycling bin in the classroom.
…to
photograph the animals.
…go
to school by bike.
…play
with matches.
|
Appendix
5
This
week Bangladesh has been hit by heavy rains. The rains have caused serious
flooding in the area. Many people have died. Others have lost their houses.
These rains are the worst the area has experienced in the last ten years.
Thousands of people have been made homeless. Around 3000 people have died. Many
animals have drowned. Rescue workers are trying to save people who are trapped
in their houses. A local farmer said: “I’ve lost everything – my house and all
my cattle.” The government has asked other countries to help. Food, medicines
and tents are being sent to the area.
Appendix
6
The
rainforests are dying, rare plant and animal species are disappearing, rivers
and seas are being contaminated, people are dying of hunger and the air is
being polluted.
One
of the major problems is the destruction of the rainforests in South America. They
are home to half the world’s species and to millions of people. Moreover, the
rainforests clean the air by absorbing carbon dioxide and giving out oxygen.
The trees are being cut down for paper or to make room for cattle farms. As a
result, birds and animals lose their homes and die. This destruction is also
bringing about changes in the climate, air pollution, flood, drought, and
famine.
Another
big problem is water pollution. Can you imagine that swimming in the sea or
drinking a glass of water is not safe? Factories are polluting our rivers and
lakes with dangerous chemicals. Oil tankers are releasing thick, black oil into
our oceans. Tons of industrial and domestic waste are poured into our seas. As
a result sea life is threatened with extinction.
Air
pollution is another important issue. The cars and factories in and around our
cities are giving off dangerous fumes. More and more people have developed
allergies and breathing problems. If we don’t do something now, our cities will
become impossible to live in.
Fortunately,
it is not too late to solve these problems. We have the time, the money and
even the technology to prepare the way for a better, cleaner and safer future.
We can plant trees and adopt animals. We can create parks for endangered species.
We can put pressure on those in power to take action. Together we can save our
planet.
A)
A
water grave
B)
Running
out of time
C)
Choking
to death
D) No trees
– no life
E)
We
can do it!
Appendix 7
1) the destruction ….the rainforests
4) to live……a city
2) to cut down
…..paper 5) to put pressure…..sb
3) to die
….hunger 6) those…..power
Appendix 8
|
PROBLEM
|
CAUSE
|
EFFECT
|
|
Destruction
of the rainforests
|
Trees
are burnt and cut down
|
Birds
and animals lose their homes and die.
We have
changes in climate, less oxygen, drought, air pollution, flooding, famine.
|
|
Water
pollution
|
Rivers
and lakes are polluted with dangerous chemicals from factories.
Oil
tankers are spilling thick black oil into our oceans.
|
Sea
life is threatened with extinction.
Water
is not safe to drink or swim in.
|
|
Air
pollution
|
Cars
and factories are giving off dangerous fumes.
|
More
and more people have developed allergies and breathing problems.
Cancer
risk.
|
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