Открытый урок по теме «Экология» для 8 класса

Открытый урок по теме «Экология» для 8 класса.

Цели урока:

Образовательная – формирование умения употреблять ранее изученную лексику в речи учащихся, развитие навыков говорения; формирование навыков произношения; формирование грамматических навыков.

Воспитательная – формирование ответственности за окружающую среду;

Развивающая – развитие речевых способностей учащихся; фонематического слуха; развитие навыков диалогической речи; развитие внутренней мотивации к дальнейшему овладению иноязычной речью.

Задачи:

совершенствование фонетических навыков; активизация лексики; активизация речевых навыков;

развитие творческих способностей, критического мышления и познавательных интересов;

Оборудование: Компьютер и проектор.

Учебный материал:

О.В. Афанаьева, И.В. Михеева. «Английский язык» 8 класс, – Москва: Дрофа, 2007.

Презентация Powerpoint.

План урока

Начало урока:

Организационный момент

Речевая зарядка и фонетическая зарядка.

Введение в тему урока

Текст об окружающей среде

Физкультминутка

Development. Основной этап: Освоение новой лексики, развитие навыков чтения и устной речи. Активизация изученного лексико-грамматического материала, развитие письма и устной речи.

Рефлексия: Writing: подведение итогов урока, выводы, которые учащиеся записывают в тетради.

Домашнее задание.

Комментирование работы учащихся на уроке. Выставление оценок. Завершение урока.

Заключительный этап: Подведение итогов.

Подготовка к уроку: Подготовить раздаточный материал с текстом и упражнением. 

Ход урока

I. Начало урока:

1. Beginning. Организационный момент. (Слайд №1)

Greeting. Приветствие на английском языке.

- Good morning, boys and girls! (Good morning)

- I am glad to see you. How are you today? (We are fine, thank you. And how are you?)

- I am fine, too, thanks. What date is it today? What day is it today? Who is absent today? What’s the weather like today? (Слайд № 2)

2 . Phonetic drill. Фонетическая зарядка. (Развитие произносительных навыков на основе английской скороговорки.) (Слайд №3)

"Whether the weather is warm, whether the weather is hot, we have to put up with the weather, whether we like it or not."

Игра на запоминание (Поочередное стирание повторяющихся слов с доски, с целью запоминания и воспроизведением их при повторении) (Слайд №4-5)

Insert. Введение в тему. Определение учащимися темы урока. (Слайд №6)

T: Good morning dear students and guests. I am glad to see you! Today we are going to discuss the problem of environmental protection and ecology. You know that people all over the world are worried about our environment.

- So what do you think about the topic of our lesson? Can you tell it?

- Pupil: -Well, I consider, we’ll speak about environment and ecology.

- Teacher: - You’re absolutely right.

4. Текст об окружающей среде. Развитие навыков аудирования и чтения.

T: Listen to the tape (47) “What is ecology?” and, read the text after it. (ex.6 p. 136)

Read the text “What is ecology?” and, complete the sentences. Answer the questions about ecology.

5. Физкультминутка. (Слайд № 7)

Stand up! Clap! Clap!
Hands up! Clap! Clap!
Step, step! Hands down!
Clap! Clap! Please, sit down!

II. Development. Основной этап: Освоение новой лексики, активизация ранее изученной лексики, развитие навыков чтения и устной речи.

T: Look at the screen. We will read and translate the words about environment. (учащиеся смотрят на презентацию Powerpoint)

Ecology is the science which studies, the environment, and their interactions. It comes from the Greek oikos = house; logos = study. Ecology is the study of ecosystems. Scientists who study these interactions are called ecologists. (Слайд № 8)

ENVIRONMENT: collective term for the elements that surround a living organism, some of which contribute directly to meeting its needs.

Vegetation and biosphere.

Vegetation plays an essential role in maintaining biospheric equilibrium; it varies depending on climate and soil characteristics.

Biosphere: the part of the Earth’s covering where life is possible; it extends from the floor of the oceans to the summit of the highest mountains.

Atmosphere: layer of air that surrounds the Earth and is composed mainly of nitrogen (78%) and oxygen (21%); only its lower portion is part of the biosphere. (Слайд № 9)

Hydrologic cycle: continuous circulation of water in its different states (liquid, solid and gaseous) between the oceans, the atmosphere and the Earth’s surface.

Greenhouse effect: warming of the atmosphere that occurs when certain gases absorb part of the solar radiation reflected by the Earth. (Слайд № 10)

Air pollution: the presence in the atmosphere of large quantities of particles or gases produced by human activity; these are harmful to both animal and plant life.

Land pollution: numerous factors contribute to soil pollution (e.g., household and industrial waste, pesticides).

Water pollution: the cycle of the Earth’s water is continuous, carrying and spreading pollutants introduced by human activity all around the planet. (Слайд № 11)

Acid rain: rain that contains abnormally high concentrations of acid. (Слайд № 12)

selective sorting of waste: its goal is to extract recyclable material from trash. (Слайд № 13)

Повторение суффиксов –tion, -th, -ance, -ist, -ment. Многие слова в английском языке образуются с помощью суффиксов.

T: There are many suffixes for making nouns. Here are some of the most common with examples: (Слайд № 14)

ment - require – requirement, develop - development

tion -accommodate – accommodation, collect – collection, inform -information

ence/ance - significant – significance, important – importance, current - currency

ist – science - scientist, ecology – ecilogist

th – wide – width, long - length

Повторение слов: all, both, each.

T: Look at the screen and complete the sentences with all / both / each. (Слайд № 15)

______my parents are from London. (both)

Chris was late. So was Pat. _________Chris and Pat were late. (both)

________I’ve eaten today is a sandwich. (all)

I tried twice to phone George, but ________times he was out. (both)

I’ve spent _______the money you gave me. (all)

Sue didn’t say where she was going. _______ she said was that she was going away. (all)

There were four books on the table. ______ book was a different colour.(each)

We all did well in the examination. ______of us passed. (all)

_____ player has three cards. (each)

I tried to phone her two or three times, but _______ time there was no reply. (each)

T: Let’s play a little. You see some Russian words on the blackboard. Find their English equivalents, please. ( На экране учащиеся должны найти перевод русских слов и соединить их.) (Слайд № 16)

English words: influence, study, relation, each, environment, surround, health, collect, population, size, behavior, survive.

Russian words: влиять, изучать, отношение, каждый, окружающая среда, окружать, здоровье, собирать, население, размер, поведение, выжить.

T: THE WEATHER: OPINIONS (Развитие навыков диалогической речи, работа в паре, раздаточный материал)                                                       

Ask a partner what he/she likes or dislikes about topics concerning weather. Choose from the following or use your own ideas: summer, the hot season, the wet/rainy season, cloudy weather, windy weather, winter, lightning, thunder, spring, fall, the cool season, freezing weather, storms, floods, heatwaves, snow…..etc.

The thing I like most about

Summer

Me

My partner

The thing I like most about

The thing I like most about

The thing I like most about

The thing I like most about

Climate change quiz. (Викторина. Ответы на вопросы) (Слайд № 17-20)

1.Where does the energy come from which keeps the earth warm? (a)

a. The sun

b. The moon

c. The sea

2. What might happen if there is too much carbon dioxide in the atmosphere? (a)

a. the temperature on Earth may go up, so there will be global warming.

b. the temperature on Earth may go down, so there will be global cooling.

c. the oceans may dry up, so there will be global drying.

3. Which of these are the best ways to stop global warming? (b)

a. open the window and turn up the thermostat.

b. turn off the television when you are not watching it

c. boil a full kettle for one cup of tea.

4. Which of these are the best ways to stop global warming? (b)

a. leave computers and lights on when you leave a room.

b. recycle rubbish and use energy efficient light bulbs.

Рефлексия: Writing: подведение итогов урока, выводы, которые учащиеся записывают в тетради.

So, you see, our planet is fragile. What can you do to save it? (Слайд №21)

Think and write the sentences into your copy books:

Let’s save our fragile planet.

If you want to save our planet- hurry up!

Think globally, act locally! What can we do?

Save energy. Switch the light off!

Save water. Do not leave the taps running.

Don’t waste paper. Use mugs or glasses instead of paper cups.

Save patrol. Ride a bicycle!

Help to clean up your local environment.

Plant trees.

T: At the end I would like to finish with a wonderful poem: (Слайд №22)

Make It Green

Mrs. Avani Desai

Lives are crying because it's not clean,
Earth is dying because it's not green...

Earth is our dear Mother, don't pollute it,
She gives us food and shelter, just salute it...

With Global Warming, it's in danger,
Let's save it by becoming a strong ranger...

With dying trees and animals, it's in sorrow,
Make green today and green tomorrow...

Home task. Домашнее задание.

T: Write a letter to your pen friend. Tell him about your actions to save our fragile planet. Ask him what he thinks about this problem.

Комментирование работы учащихся на уроке. Выставление оценок. Завершение урока.

T: Well, boys and girls we’ve done a lot of work today. It was pleasure to discuss such serious problems with you. You were good at…(vocabulary and comprehension). Your marks are.. 

That’s all for today. Be ready with your home task. Our lesson is over. Good bye.

Заключительный этап: Подведение итогов.

T: So, the theme of our lesson was « Ecology». Say, what have we to do to protect our Earth?

We all live on the tiny planet. Our life and health are closely connected with the environment. I think, such lessons teach my students to understand and protect nature.

Источники:

О.В. Афанаьева, И.В. Михеева. «Английский язык» 8 класс, – Москва: Дрофа, 2007.

http://visual.merriam-webster.com/

https://en.wikipedia.org/wiki/Ecology

Адрес публикации: https://www.prodlenka.org/metodicheskie-razrabotki/379382-otkrytyj-urok-po-teme-jekologija-dlja-8-klass