Урок з англійської мови у 10 класі на тему "Energy saving"

Topic : Energy saving

Form : 10

Objectives:

• Students will be able to list  resources of energy and classify each as renewable or nonrenewable.
• Students will be able to explain the importance of reducing fossil fuels consumption.
• Students will be able to practice key vocabulary on the topic.

 

Materials :   the Internet, a laptop, a projector, mobile phones, video materials, worksheets.

 

Lead in.

Students divide into several groups or pairs. Each group gets a set of words and orders them to make an energy saving slogan and sticks it to the board.

 

 

 

 

 

 

There is no excuse for energy misuse.

Do the Earth a favor. Be a power saver.
Do what’s right. Turn off the light.

The less you burn, the more you earn

Wasting of power is an invitation to future darkness.

Light up your life, and your savings too.

Save today enjoy tomorrow; waste today cry tomorrow.

After finishing the task and checking the word order offer your students to guess what the topic of the lesson is.

ENERGY SAVING

II. Short discussion

Ask your students next questions:

• Is energy saving an essential problem nowadays?
• Are you conscious that increasing consumption of energy threatens your future?
• Do you think it is not so serious and saving energy at home won’t change much for the world?
• Are here any people that have never thought about this problem and paid no attention to it?

Each student chooses his or her variant and takes a card

 

 

 

 

III. Vocabulary practice.

To understand the problem students should know where people get energy for their everyday needs.

Print names of energy resources each on a separate card. Ask students what energy resources they know. When someone names a resource give him or her a card with the name of the resource and ask to find the definition to the word. (the definitions

should be printed beforehand and laid on the table).

 

	Oil /Petroleum
	Wind
	Biomass
	Nuclear
	Solar
	Geothermal
	Hydropower
	Coal
	Natural Gas
Black rock burned to make electricity.
Energy from heat inside the Earth.
Energy from flowing water.
Energy from wood, waste, and garbage.
Energy from moving air.
Energy from splitting atoms.
Fossil fuel  used mainly for the production of transportation fuels for cars, trucks, and jets.
A mixture of gases which are rich in hydrocarbons. Fossil fuel gas moved by pipeline.
Energy in waves from the sun.

 

If students find it difficult to list all the resources help them showing the rest of the variants.

After that write on the board:

ENERGY

RENEWABLE                                                                   NON-RENEWABLE

Make sure students understand the words and can explain their meaning

 

Renewable energy is energy capable of being renewed, not depleted when used.

Non-renewable energy is energy not able to be renewed, once consumed, cannot be replaced.

Ask students to stick the cards with the names of energy resources and their definitions to the right category.

IV. Watching a video

When they finish discuss what kind of energy consumption is better for the environment.

To confirm or refute their ideas watch a video “Formation of Fossil Fuels”. Students find out how fossils fuels are formed and why they are unsustainable.

https://www.youtube.com/watch?v=_8VqWKZIPrM

 

To check understanding do some post-watching activities.

Choose the right variant:

1. Fossil fuels are …
   1. unsustainable
   2.  fragile
   3. cheap
2. Oil, coal and natural gas are made from ….
   1. metal and plastic
   2. rocks and sand
   3. plants and animals
3. To form fossil fuels the nature needs…
   1. thousands of years
   2. hundreds of millions of years
   3. several decades
4. ….. turn buried plants and animals into fossil fuels
   1. the Earth’s heat and pressure
   2. wind and heat
   3. oxygen and sunlight
5. Woody plants form …
   1. oil
   2. coal
   3. marble

Ask your students whether they understand the reason to reduce fossil fuels consumption and why wasting them is threatening our future.

V.  Presentation of the world consumption of energy resources.

After the short discussion offer your students to guess what the percentage of the world consumption of different energy resources (fossil fuels, nuclear, renewable)   is. They get an upside down diagram with percentage on the one side and kinds of energy resources on the other. They pick up a share and name a resource, then turn the share to the other side and check their answers.

 

Show your students more detailed diagram and ask what should be changed to avoid  problems in the future.

 

 

 

 

 

 

 

 

VI. On-line quiz

Tell your students that changes start with us. We cannot change energy policy in the world but we can save energy in our everyday life. Using electricity wisely is everyone's responsibility. To get the lowdown on their “electric personalities”, offer your children to take the quiz.  It’s better to inform  them in advance to have their gadgets at the lesson.

 http://kids.saveonenergy.ca/en/whats-my-electric-personality/personality_quiz.aspx

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

After they finish discuss briefly their results.

VII. Making “an electricity route”

Ask them whether they notice how much we depend on electricity and offer to make their “electricity route” from the moment they wake up till the bedtime. Instruct them to make notes.

   Possible variants

Waking Up

Alarm Clock or Radio

Breakfast

Lights

Microwave

Toaster Oven/Toaster

Radio/CD Player/MP3 Player/iPod

TV/DVD Player

Gaming System

Shower/Bath

Hair Dryer

Curling Iron/Curlers/Flat Iron

Cell Phone

Computer

iPad/Tablet

After School

Air Conditioning/Heating

Lights

Computer /iPad/Tablet

Gaming System

Radio/CD Player/MP3 Player/iPod

TV

Cell Phone

Last Night

Air Conditioning/Heating

Microwave

Refrigerator

Lights

TV

Shower/Bath

Hair Dryer

Cell Phone

Computer/iPad/Tablet

 

Give students several minutes to share the information with each other and compare their routes.

 

VIII. Hometask

Ask your students to use their notes to make “saving routes”. They should think about all possible ways to save energy following their everyday routine and try them practically.

Instruct students to make energy saving tips for the next lesson.

 

IX. Assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

1. DUCKSTERS  www.ducksters.com
2. EIA ENERGY KIDS www.eia.gov/kids/energy.php?page=5
3. ENERGY STAR® www.energystar.gov
4. Energy Kid’s Page www.eia.gov/kids
5. Energy-efficient house http://www.scootle.edu.au/ec/viewing/L895/L895/index.html#
6. Energy Activities Green Education Foundation http://www.greeneducationfoundation.org
7. EVERYKILOWATTCOUNTS www.everykilowattcounts.com/kids
8. KIDS’ CORNER http://kids.saveonenergy.ca