12 серпня о 18:00Вебінар: Краще раз побачити: універсальні інтернет-ресурси для унаочнення навчального матеріалу

Урок , тема "Навколишній світ"

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Розробка уроку для 10 класу з теми "Навколишній світ" за підручником Entrprise 3 (Express Publishing)
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Title:                     Problems of the Planet

Objectives:          by the end of the lesson students will have become more aware of the environmental problems.

Vocabulary:         words related to global issues.

Listening:             listening to specific information, table filling.

Speaking:             making suggestions, providing solutions.

Grammar:           clauses of result,  purpose;  Сonditionals II

 

Development

  1. Beginning.

1.Warming-up activity:

  •  students listen to the poem “Only when all the rivers…”

What is this poem about?

Students’ answers.

  • Ex. 2, p. 78. Students look at the list of problems and match them with the pictures. 
  •  
  1. Introduction of the lesson

I’d like to start with the  following. The protection of  nature has become one of the most burning problems.  The Earth provides people with mineral resourses,  rivers, forests, fields.  The development of industry  has had bad influence on the nature of the whole world.  People often do things which cause the land, water and air pollution.  It is very dangerous as it damages people’s health.

The accident at the Chornobyl  nuclear power station in April 1986 caused radioactive contamination of a vast area. Environmental protection is a great concern today.

So, today we are going to discuss the most important problems of our planet and try to find out the ways  of their solving.

Let’s revise the words and word-combinations we need to discuss the nature protection problems. 

Students translate from Ukrainian into English:

e.g.  знищення лісів, ставати вимираючими,  опинитися перед обличчям зникнення,  проблеми дихання,  скидати відходи у річку, etc.

(It’s also possible to use slides)

  1. Follow-up
  1. Teacher’s questions:
  • What are the most important environmental questions?
  • Do you know any endangered species?
  • Has anything already been done to protect these animals?
  • Why do people sometimes say that the food we eat is poisoned?
  • What do you know about acid rains?
  •  If you can, explain, please, what  “greenhouse effect” means?
  •  
  1. Now you’ll listen to the tape and fill the missing information. Then we’ll talk about the problems, causes and effects mentioned.

Students listen to the tape (ex.11. p. 80), then they talk about the problems, causes and effects using the table. They practice in using consequently, as a consequence, as a result, therefore to link the causes with the effects.

(Answers, marks)

  1. Let’s imagine that we are the participants of the press-conference devoted to the environmental problems. Some of us will be Ukrainian ecologists, others – conservationists from Britain. It goes without saying that both  countries have such problems a great deal.  Please, share your opinions, ask each other questions on the burning questions and try to find out the common ways of solving these problems.

Students work in groups. Then they ask their questions.

e.g. Ukrainian ecologists:

- Do you have  a state policy of environmental protection?

- What about Britain’s support of international co-operation on the environment?

- What does the government  of Great Britain aim?

- What is necessary to do to protect nature?

- Much  work has already been done, hasn’t it?  Etc.

Conservationists from GB:

  • Is environmental pollution in Ukraine great today?
  • What about radioactive contamination?
  • What does Ukrainian Government do to protect nature?
  • Do you have any public organisations supporting environmental protection programs?
  • What should be done to protect nature? Etc.

Students’ answers, marks.

  1. Let’s continue. A week ago you were asked to divide into groups. Your task was to prepare a project on the problems of environment. I hope you are ready to demonstrate your work.

Groups of students  show their presentations and talk about the problem presented.

5.  I’d like to ask you one more question. What would you do to protect nature if you were the leader of the country?

Students’ answers

And the last question.  What should we do to make our Earth a better  place to live?

Students’ answers 

  1. Ronding-off.
  1. Summary of the lesson.

I’d like one of you to sum-up our work today. Please, summarise your opinion. What conclusion can we come to having discussed such problems of ecology as friendly and harmful environment?

One student summarises his opinion.

e.g. We all know that Earth is our home. We must take care of it. Nothing is more important to our survival than  air,  helthy food and pure water. We’ll be able to save the planet and nature only if all the nations combine their efforts in caring for the planet. People must understand that if they don’t stop pollute the environment , they will turn our planet into a desert of concrete and stone. The burning problem of nature protection must unite people of different  countries and different social systems.

2. Brief reference ahead to next lesson.

 

 

 

 

 

 

 

 

 

 

 

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Koltsova Nadia
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