План-конспект урока английского языка в 10 классе по теме “Environmental issues”

План-конспект урока английского языка в 10 классе

по теме “Environmental issues”

Николаева Файруза Гарифьяновна,

учитель английского языка

МБОУ башкирская гимназия с.Малояз

МР Салаватский район Республики Башкортостан

План-конспект урока

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

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:

Образовательная:

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

Воспитательная:

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

Развивающая:

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

Формы работы обучающихся: индивидуальная, групповая.

Оснащение урока: УМК «Английский в фокусе» для 10 класса (авторы О.В.Афанасьева, Дж. Дули, И.В. Михеева, Б.Оби, В.Эванс), слайды с животными и растениями, мультимедийная обучающая программа «Профессор Хиггинс. Английский без акцента», раздаточный материал (тексты стихов “Wonderful World” и “The farm”, текст “Save Our Seas”), проекты-презентации учащихся.

Используемые технологии: информационные, проектная, эвристическая.

Ход урока

1. 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.)

2. 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)

Now listen to the poems “Wonderful World” by William Brighty Rands and “The farm” by Archibald Madewish. (Используется мультимедийная обучающая программа «Профессор Хиггинс. Английский без акцента!», распечатки текстов стихов (Приложение). Look through these poems and find the words showing that the nature is alive, the words showing that trees can feel just like people do. (Students’ answers: walks, talks, gesticulate, stare,…)

3. 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).

4. 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).

5. 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).

6. 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.)

Приложение

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 –

Gesticulate

With hopeless fluttering hands –

Stare down the vanished road beyond the gate

That no longer stands?

Список использованной литературы.

1. УМК «Английский в фокусе», 10 класс. О.В.Афанасьева, Дж. Дули, И.В. Михеева, Б.Оби, В.Эванс. М.: Просвещение, 2012.

2. 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.

3. William Brighty Rands “Wonderful World”

4. Archibald Madewish “The farm”