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ХОД УРОКА

Этапы урока

Время

(мин)

Деятельность учителя

Деятельность учащихся

1. Приветствие

1

Good morning, class! How are you today? Is anybody absent today? Nobody is absent? It’s good!

Дети приветствуют учителя. Сообщают об отсутствующих

2. Сообщение цели. Постановка учебных задач урока.

1

Today is our final lesson on the topic “Man and the Natural World”. We have already read and spoken much about ecology and nature. So at the lesson you are going to speak about some of the environmental problems which are becoming more and more important nowadays. And you will have an opportunity to make your suggestions how to protect nature and must come up with the solutions to these problems. We’ll also revise our active vocabulary and practice some grammar material- if-clauses.

Do you want to get some more information to organize our discussion?



Учащиеся слушают цель и задачи

урока.
Yes, of course. Let’s begin our discussion.




3. Речевая разминка.

Введение в проблему и тему урока.


4. Тренировка произносительных навыков.


2

2


2


So, let’s start. Look at the first slide. Here is the quotation. Read it and comment on it. How do you understand it? (слайд 1)

(цитата: “In nature there are neither rewards nor punishments- there are consequences”)

Yes, you absolutely right.

So, the topic of our lesson is «Our fragile planet». (слайд 2)

Why is our planet fragile?

I totally agree with you. If people do harm to nature, there are bad consequences, because they do harm to themselves too.


Before we continue, let’s listen and repeat the words on the topic. Mind your pronunciation. (трек 20, с. 71 упр. 12)




Учащиеся высказывают мнение о цитате. (ответ: If people do sth wrong to the Nature, they do harm to themselves, if they kill animals or destroy forests, they actually kill themselves).
Отвечают на вопрос учителя (ответ: Our planet is fragile because there are different environmental problems on our planet and they endanger life on the Earth and people’s lives too.

Учащиеся слушают и повторяют за диктором слова по теме.




5. Развитие языковой догадки. Повторение лексики.

6. Обобщение знаний по теме. Brainstorming.

Организация просмотра презентации.

7. Развитие навыков монологической речи.

Продолжение просмотра презентации и беседы по фото о других экологических проблемам.

8.Развитие навыков чтения с подстановкой слов.



Gap filling.

Тренировка использования активного вокабуляра.


9. Релаксация.

10. Повторение грамматического материала. (if- clauses). Составление предложений, содержащих пути решения экологических проблем. (Работа в тетрадях)

11. Подведение под решение проблемы. Заполнение таблицы.


12. Тренировка навыков аудировании. Прослушивание песни из интернета.


13. Рефлексия. Подведение итогов.

(организация работы в группах)

14.Выставление оценок за урок.

Запись домашнего задания.

*15. Решение кроссворда по теме

*(если останется

время – по командам - найти спрятанные слова по изучаемой теме)


4

2

2


2

2


2

3

2


2

4

3



3
2

4

1



2

Итого 45
3



Well, I see you know how to pronounce the active words, now let’s see how well you remember them. I’ll read the definition of a word and you must tell what it is. Are you ready?

  1. The natural world that people live in: plants, animals, water, forests, people…

  2. Making air, water dirty and dangerous for animals and people to live in?

  3. To keep sb or sth safe from damage or harm?

  4. A process when sth is ruined or destroyed?

  5. Material which is no longer needed because it was used?

  6. A place where rubbish is taken and left?

  7. Sth that can cause death or serious illness if is swallowed, drunk or eaten?

Good. Very well.
Эвристическая беседа. People all over the world discuss environmental protection. But what are the most serious environmental problems? Can you fill in the missing shapes? (слайды 3-4)

You are right. There are many of them, so I want you to speak about some of them.

At first let’s see an animated film. Decide what environmental problem is shown here and then comment on it.

Учитель стимулирует учащихся к организации собственных высказываний по проблемам экологии.

- You see there is no sound in the film. I want you to comment on it and make a soundtrack for it. (слайд 5)

-You are right. Thank you, P1. Your soundtrack is perfect. I put you a 5 for it.


We go on. Look at the pictures. What do these photos illustrate? You guessed right. It’s water pollution. Who can comment on this problem? (слайд 6)

How dangerous is water pollution? Why?


Very well. Your answer is also very good. I’ll put a 5 for it into your diary at the end of the lesson.

Now who can say a few words about this problem? ( слайд 7)

How does the greenhouse effect work?

It’s good. Now I want you to read the text about another environmental problem, but before reading put in a suitable word.

(слайд 8) P1, read and translate the words. Do you understand what you must do? Start, please. I’ll give 2 minutes and then you must be ready to answer some questions on it.

Are you ready? Check yourselves. (слайд 9) Now answer:

What causes pollution? Why is waste dangerous? What solution to the problem is mentioned in the text? Great! It’s recycling. What is recycling? How do you understand it? What should people do?
Well, I see you are a bit tired. Let us relax for a moment. Class, close your eyes and imagine you are in the forest. The weather is nice, the day is pleasant, the sun is shining brightly in the blue sky, a light wind is blowing, you sit down on the grass- it is so green and soft, the nature around you is so beautiful, you see many flowers in front of you, you hear the birds’ singing. You forget about all your problems and think about the people you love: your mother, father, sister or brother. You are feeling better and better. Nothing worries you. You are active again. The nature gives you this strength and energy. You are ready to work. Open your eyes. How are you now?

Do you feel better?

Now let us remember how to use if- clauses.

(слайд 10). What tenses are used in if- clauses? Right! Now you must make up sentences with if- clauses and these sentences will be recommendations what to do or nor to do to protect our environment. You‘ll work in your copybooks. Open them, write down the date and start working. P2, read the example, please.

Example: pollute rivers- fewer fish die

If we don’t pollute rivers, fewer fish will die.

Are you ready? Your time is up. P3, read aloud your sentences.

Well, if we do this, we can help save our nature.


But how else can we help our fragile planet?

(слайд 11) What should or shouldn’t we do to protect our environment? Use the verbs

in the box to complete the sentences.

Учитель поощряет каждого ученика, создавая тем самым ситуацию успеха.


We have spoken about the most important environmental problems and the ways to solve them. Now let us sum up what we learnt and listen to the song: The 3 r’s rule. The words are simple and you can sing together.

Рефлексия по песне.

What does to reduce mean? /to reuse/ to recycle?
Dear friends! Now you know and understand how dangerous ecological situation on the Earth is. What should all people do to protect nature from further pollution? You should discuss it in groups and choose a leader to tell the other groups about your ideas on the following problems: air, water pollution and dumping. (слайд 14)

Yes, that’s right


And who can recite a poem about how people should act if they want to survive?

I think it’s the best solution to all the problems.

Our lesson is coming to an end.

You worked hard today and receive the following marks:

P1- gets a 5 for …..

P2 gets a 4 for…..

P3……

What do you think about our lesson?



Did you like it? What task did you like most of all? Have you any difficulties with the tasks? What was the most interesting task for?

Don’t forget to write down your homework for the next lesson.

The lesson is over. Thank you. Good bye.

Учитель проверяет запись д/задания в дневниках и выставляет оценки за урок.


We have some time left and I suggest playing a bit. Guess the crossword puzzle.

Find ten words on the topic. You must be as quick as possible. Work in teams. (слайды 15-17)


Your work is done. Very well. Good bye.


Слушают и отгадывают дефиницию слова.

It is environment


It is pollution
It is to protect
It is destruction
It is waste
It is a dump

It is poison


Дети перечисляют наиболее значимые экологические проблемы, заполняя диаграмму.

Затем смотрят ролик из интернета и комментируют его, раскрывая суть проблемы загрязнения воздуха.

(ответ: Air pollution is the biggest problem of large cities. It is usually caused by different means of transport. Cars, buses and planes are the worst air polluters. Factories also pollute the atmosphere. As a result acid rains appear and damage forests and soil. Polluted air can be very dangerous and can cause serious illnesses such as skin cancer.)


По фото ученик рассказывает о проблеме загрязнения воды.

(ответ: Water pollution is also very dangerous because many seas and oceans are used as a rubbish dump. Industrial and nuclear waste poisons and kills fish and sea animals. Factories also dump wastes into rivers and lakes. So fish and reptiles can’t live in them and leave their habitats. Water becomes dirty and poisonous and people can’t drink it. So in some parts of the world there is shortage of drinking water).


По фото ученик рассказывает о проблеме разрушения озонового слоя. (ответ: The greenhouse effect is the problem of temperature rise in the Earth’s atmosphere. Normally the ozone layer protects the Earth from ultraviolet radiation. But some of the heat can’t go back into space because a lot of carbon dioxide works like glass in a greenhouse. There are also holes in the ozone layer so it is dangerous to stay in the direct sunlight.)
Учащиеся заполняют пропуски словами, подходящими по смыслу, проверяют по ключам,

затем отвечают на вопросы учителя.

Ученики выполняют указания учителя.

Учащиеся вспоминают правила употребления времен в условном предложении и выполняют упражнение.

We use Present Simple in if- clauses and Future Simple in main clauses.

Дети выбирают пути решения проблем, заполняя таблицу.

Ученики слушают и подпевают песню.

Отвечают на вопросы учителя по песни.

Учащиеся подводят итоги. Один представитель от группы

озвучивает решение проблемы.


Один ученик рассказывает стих.

Do all the good you can,

By all the means you can, In all the ways you can,

In all the places you can,

At all the times you can,

To everything you can,

As long as you ever can.

Учащиеся выражают свое мнение по проделанной работе,

записывают домашнее задание.

Отгадывают кроссворд на время.


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