Открытый урок по теме
“Ecological Problems: Man and Nature”
Цели урока: способствовать
формированию целостного представления о мире, об
общих проблемах, стоящих перед человечеством в XXI
веке; систематизировать и обобщить имеющиеся у
учащихся знания по данной теме.
Задачи урока:
1. Учебные: Формирование
лексико-грамматических навыков в формате ЕГЭ
(задание на словообразование), развитие навыков
устной монологической и диалогической речи,
навыков чтения в формате ЕГЭ (задание на точное
понимание информации в тексте) и аудирования;
2. Развивающие: развивать
способности к сравнению, умозаключению,
развивать оперативную память, развивать
способности к распределению внимания,
коммуникабельности, умению выражать своё
отношение к теме, способствовать развитию
аналитического, критического и образного
мышления через использование проблемных
ситуаций и творческих заданий;
3. Воспитательные: формирование
уважительного и ответственного отношения к
природе, воспитание бережливости и осознание
роли человека во взаимодействии с природой,
формирование способности осознавать
экологические проблемы и желания помочь природе;
4. Социокультурная задача:
привлечение интереса к проблемам окружающей
среды.
Тип урока: закрепление знаний по
теме.
Форма урока: Урок – презентация
Оснащение урока:
1. Наглядный материал: видеопроектор,
видео/аудио записи, (видеоклип с песней Майкла
Джексона “The Earth Song”; аудиозапись к учебнику First
Certificate – Listening and Speaking by Fiona Scott-Barrett, магнитофон,
плакаты с афоризмами:
“Nature is conquered by obeying her” – Robert C. Ingersoll
“Man is Nature’s sole mistake!” – W.S. Gilbert
“Nature is not a temple, but a workshop and man’s the workman in
it” – I. Turgenev
“In Nature there are neither rewards nor punishment – there are
consequences”, плакаты с текстами:
“Declaration of Interdependence”;
“National American Poem”;
2. Раздаточный материал: текст песни
“The Earth Song”, карточки с грамматическим
материалом, анкета-опрос для домашнего задания
по теме “Экология и мы”.
Материалы учебных пособий:
1. Mission 2 by Virginia Evans, Jenny Dooley
2. Enterprise 4 by Virginia Evans, Jenny Dooley
3. Практикум к курсу Английского
языка под редакцией В.Д. Аракина, А.В. Куценко
4. New Progress to First Certificate by Leo Jones
5. First Certificate – Listening and Speaking by Fiona
Scott-Barrett.
ХОД УРОКА
The pupils are taking their seats at their desks. There are copies
of the song script by Michael Jackson “The Earth Song” in front of them.
Teacher: Top of the morning, everyone! I mean you, pupils and
our highly respected guests. Having nervous jitters? – So am I. You know, at the
previous lesson I handed out the words to “The Earth Song” by Michael Jackson, asking
you to learn the words. Now we will be privileged to watch the video clip of the song in
question. You are very welcome to join in singing. (3 min)
The video clip is shown.
Teacher: We have just seen the clip and it is not by chance. The
reason why we have chosen the topic “Environmental problems” is quite vivid. Why?
Pupil 1: Because our planet is on the verge of a Global
Ecological Catastrophe.
Teacher: You are absolutely right. What do you think we are
talking about?
Pupil 2: Firstly, if you ask me, we shall have to give a general
idea of the ecological situation on our planet
Teacher: Right to the point. What else?
Pupil 3: We have to highlight the most dangerous tendencies that
have deadly consequences for us.
Teacher: You have got the case. And now let’s brainstorm these
dangerous tendencies.
A word web is drawn on the blackboard with 5 topics (Ecological
dangerous tendencies: Water contamination; Air pollution; Traffic congestion; Acid rain;
Destruction of the ozone layer; (missed: Noise pollution; Deforestation)
Teacher: And now let’s consult the diagram on the screen and
compare our answers and see if we have missed anything important.
Pupil 4: We have missed two problems, noise pollution and
deforestation
Teacher: Do you think these two points are equally important to
those we have enumerated?
Pupil 4: Yes! Because noise pollution negatively affects our
health and well being. The problems related to noise include: hearing loss, stress, high
blood pressure, sleep loss, destruction, lost productivity, and a general lowering of the
quality of life.
Pupil 5: Deforestation. To be on the safe side, deforestation
alters the amount of water in the soil, and the groundwater and moisture in the
atmosphere.
Teacher: Well done, thank you very much. I appreciate your
answers. What else shall we dwell upon in our final lesson on the topic?
Pupil 6: Personally I think that it won’t be an exaggeration
to try showing what can be done to save our planet from the disaster. What can be done to
save our planet?
1. It is common knowledge that one should take the unwanted waste to the rubbish bins
instead of throwing it away. 2. It stands to reason that we’ve got to influence big
companies by boycotting any products which are harmful to the environment. 3. You
won’t be surprised at my telling you that it is desirable not to use a car while
travelling – use a public transport instead. 4. I don’t think that I will take
you aback by saying we’d better start buying ozone-friendly products. 5. And last
but not least, we should make double sure we’d rather stop using metal cans. Start using
glass bottles (because they are recycled).
Teacher: As you have become aware there are lots of problems
but, unfortunately, we are pressed for time to discuss them all but at least about three
of them we shall talk. Let’s single them out:
The class in chorus: Global warming, Air pollution, Traffic
congestion.
The three pictures displaying these three problems are on the
screen.
Teacher: Let’s recollect the words and word expressions
related to each problem.
After pupils have named the words, the same three pictures appear,
with the words written under each picture.
Teacher: Now the assignment is offered to you to use the words
and expressions listed and you are about to do the following ...
The two pictures for comparison appear on the screen.
Teacher: Please, compare and contrast the pictures. As we
practised this activity in the 10th form the words on the desks will help you to
accomplish the task correctly. (See Appendix 1.) (3 min)
And the question to you is which environment depicted in the two pictures would you like
to live in the future?
Pupil: It goes without saying – in the second of course.
Teacher: And to meet our common wish what measures shall we have
to take?
Pupil: As we have already mentioned…
Teacher: And now I suggest that we should be divided into two
groups. The task to deal with word formation is given to the 1st group (see Appedix 2)
– the task to deal with error correction to the other. (see Appedix 3) You will
choose one representative from each group to announce the answers. (4 min)
Teacher: Will you tell me what we have learnt after having read
the texts and done the assignment?
Pupil 1: ... (No more than three sentences.)
Pupil 2: ... (No more than three sentences.)
Teacher: We have discussed the problem AIR POLLUTION. Now have a
look at the picture I am holding. (The picture depicting The GLOBAL WARMING.) What
can you see in it?
Pupil 3: A polar bear is sunbathing in the sun and the penguin
is like a waiter serving him cold beverages – it is quite unnatural for animals living
in the Arctic.
Teacher: You have guessed what we are going to talk about now!
Yes, global warming!
Before reading the article concerning the problem, please, look at the
diagrams. You probably have discussed the problem of global warming in your Physics and
Biology lessons and now come up to the screen and tell us what you know about the
phenomena.
Teacher: And to know more about the problem we shall be scan
reading the article – 5 minutes are given to you, so get down to business. The text of
the article is on your desks.
GLOBAL WARMING
As long ago as the 1960s Professor Bert Bolin predicted “global
warming”, caused by an increase in the amount of carbon dioxide (CO2) in the
atmosphere, would lead to significant changes in the Earth’s climate.
1 __________
But most experts now agree that the amount of carbon dioxide in the atmosphere will double
from 0.03% to 0.06% in the next 50 years and that temperatures worldwide will rise by 2°
Celsius.
Although a temperature rise of 2° may not seem significant, the local effect may be much
greater: by 2025 a rise of 10° is possible in polar regions and 4° in Northern Europe.
Indeed the first effects will be felt by the end of the century-perhaps they are already
being felt...
But how does the greenhouse effect operate and why should such a tiny proportion of CO2
have such a harmful effect?
When living creatures breathe out and when things are burned, CO2 enters the
atmosphere.
2 __________But the balance of nature has been disturbed. In power stations, in factories
and in cars, we are burning more and more fossil fuels (coal, oil and natural gas).
Eighteen billion tons of CO2 enter the atmosphere every year. And the
destruction of forests means that there are fewer trees to convert the CO2 into
oxygen.
3 __________
As sunlight enters the atmosphere, the surface of the earth is warmed. Some of this heat
escapes back into space, but the rest is trapped by CO2, which acts rather like
the glass in a greenhouse, allowing sunshine and heat to pass in but not out again.
4 __________
As the temperature rises, the amount of water vapour in the air will increase and this,
too, will absorb more of the Earth’s heat. The oceans, too, will become warmer and store
more heat, so that they increase the warming effect.
According to some scientists, the polar icecaps will start to melt and the oceans will
expand as more snow and ice melts. Because the exposed ground, formerly covered in snow,
won’t reflect the heat so well it will absorb more sunlight and this will lead to even
more snow melting.
Scientists predict that the level of the sea will have risen by 1/2 to 112 metres by 2050.
This will affect many low-lying areas of the world – millions of people today live less
than one metre above sea level.
5 __________ For Northern Europeans, the extra warmth may be welcome – but there is also
likely to be increased rainfall.
But many areas may suffer: the southern states of the USA can expect hotter summers and
less rainfall, leading to worse conditions for agriculture, and the Mediterranean region
may well be much drier and hotter than now.
Many experts believe that the Greenhouse Effect will bring significant changes to the
Earth’s climate, though they don’t all agree how long this will take, or what form it
will take. 6 __________
And the assignment: Six sentences have been removed from the
article. Choose from the sentences A–G the one which best fits each gap 1–6. There is
one extra sentence you don’t need to use.
A) Until recently all of this was adsorbed by trees and plants which
converted it back into oxygen.
B) So the amount of CO2 in the atmosphere is increasing all
the time.
C) Some areas may actually benefit: the higher temperatures may allow a
longer growing season for example.
D) At the time his predictions were regarded as science fiction.
E) But it certainly looks as if the inhabitants of this planet will
have to get used to living in the warmer world.
F) Consequently, the temperature rises.
G) Surprisingly, the amount of CO2 in the atmosphere has
continued to fall.
Answer Key: 1. D; 2. A; 3. В; 4. F; 5. C; 6. E; G is extra.
Teacher: We have worked too much and it won’t be an
exaggeration if we stretch our muscles. Please, stand up – on the screen as well on the
wall you can see An American National Poem – so, while doing the warm- up read aloud
what it runs about. (2 min)
Teacher: We have discussed the second issue and now the last but
not the least – traffic congestion. To understand the problem we are about to listen to
the recording. You will hear a radio programme discussing some new research into the
environmental effects of cycling compared to driving. (See Appendix 4.)
Teacher: We have seen the clip of The Earth Song and I suggest
our making a motto of it for our lesson – let’s hold hands and once again see the clip
and catch the tune to let people realize what is being done to our planet and what
demolitions are being caused.
While singing the teacher evaluates the pupils’ activities at the
lesson by saying: I’d like to appraise the activity at work... and more the working
creativity at the lesson…
EARTH SONG
Michael Jackson
What about sunrise,
What about rain
What about all the things
That you said we were to gain...
What about killing fields,
Is there a time
What about all the things
That you said was yours and mine...
Did you ever stop to notice
All the blood we’ve shed before
Did you ever stop to notice
The crying Earth, the weeping shores?
Aaaaaaaaah Aaaaaaaaah
What have we done to the world,
Look what we’ve done
What about all the peace
That you pledge your only son...
What about flowering fields,
Is there a time
What about all the dreams
That you said was yours and mine...
Did you ever stop to notice
All the children dead from war
Did you ever stop to notice
The crying Earth, the weeping shores?
Aaaaaaaaah Aaaaaaaaah
I used to dream,
I used to glance beyond the stars
Now I don’t know where we are
Although I know we’ve drifted far.
Aaaaaaaaah Aaaaaaaaah
Hey, what about yesterday (what about us)
What about the seas (what about us)
The heavens are falling down (what about us)
I can’t even breathe (what about us)
What about apathy (what about us)
I need you (what about us)
What about nature’s worth (ooh, ooh)
It’s our planet’s womb (what about us)
What about animals (what about it)
We’ve turned kingdoms to dust (what about us)
What about elephants (what about us)
Have we lost their trust (what about us)
What about crying whales (what about us)
We’re ravaging the seas (what about us)
What about forest trails (ooh, ooh)
Burnt despite our pleas (what about us)
What about the holy land (what about it)
Torn apart by creed (what about us)
What about the common man (what about us)
Can’t we set him free (what about us)
What about children dying (what about us)
Can’t you hear them cry (what about us)
Where did we go wrong (ooh, ooh)
Someone tell me why (what about us)
What about babies born (what about it)
What about the days (what about us)
What about all their joy (what about us)
What about the man (what about us)
What about the crying man (what about us)
What about Abraham (what was us)
What about death again (ooh, ooh)
Do we give a damn
Aaaaaaaaah Aaaaaaaaah
Appendix 1:
The list of useful words and word combinations/expressions to use while
comparing and contrasting the pictures given.
(The pupils have to realize that there is no need speaking first
about one picture and then turn to the other one.)
1) In contrast to
2) In the first/the second picture one can see
3) Compared to
4) However
5) Moreover
6) Not only ... but also
7) Although
8) On the one hand/on the other hand
9) Whereas/Whereas it is
10) While
11) As well as
12) On the contrary
13) Different to
14) To have one or two thing in common
15) In comparison to
16) In order to
17) In addition
18) Generally speaking
19) First of all
20) Not only that, but I also think
21) There are various/several/many reasons for this
22) First/Firstly, second/Secondly
23) Another significant point is that
24) Because of
25) That is why
26) In that respect
27) The result of this is
28) Another aspect/point is
29) Although it is true that ... it would be wrong to claim that
30) One could argue that ... but
If there is a shade of doubt it is possible to suppose/to guess using
the following expressions of probability, addition and conclusion:
1) It is probably/most probably
Appendix 2:
Fill in the gaps with words derived from the words in brackets.
There are many problems which (1)_______ (threat) our natural
environment. Acid rain, (2)_______ (globe) warming and air and water (3)________ (pollute)
are among the most serious ones. There are several ways to help improve the situation.
Firstly, we should encourage (4)_______ (recycle) because it is the (5) _______ (produce)
of new materials which causes the most damage. We must learn to reuse things like plastic
bags and glass jars. Secondly, driving an environmentally-friendly car is also (6)_______
(help). Furthermore, joining an (7)_______ (organize) which plants trees or cleans up
beaches would be a (8)_______ (prove) that you are really (9)_______ (concern) about the
environment. Lastly, supporting groups such as Greenpeace, which try to prevent many
(10)_______ (environment) disasters, would help to ensure that our planet will be clean
and safe for the future generations.
Answers: 1. threaten; 2. global; 3. pollution;
4. recycling; 5. production; 6. helpful; 7. organization;
8. proof; 9. concerned; 10. environmental.
Appendix 3:
ERROR CORRECTION
Look at the text below. Some of its lines are correct, so put a
tick (/) next to them. Some others include an extra word which you must cross out. The
first two lines have been done as an example.
0 The Los Angeles is well known for both the
high
00 level of its air pollution and the efforts made to control
1 it. However, the “City of Angels” is not neither
2 unique nor the worst one example of a polluted
3 city. Tokyo has such a serious air pollution
4 problem that oxygen masks are been supplied to
5 policemen who they direct traffic on busy roads. Milan,
6 Ankara, Mexico City and Buenos Aires face
7 their similar problems. The task of cleaning up
8 air pollution, though yet difficult, is not
9 impossible. Use of fuels that are low in
10 pollutants and a change to very less polluting
11 forms of power generation are methods
12 currently being in used. The example
13 of London, as well as to other cities,
14 has shown that major improvements in
15 air quality can be achieved in ten of years or less.
Answer Key (Error correction): 1. not; 2. one; 3. V; 4. been; 5.
they; 6. V; 7. their; 8. yet; 9. V; 10. very; 11. V; 12. in; 13. to; 14. V; 15. of
Appendix 4:
When answering Yes/No questions:
The opinions you hear are unlikely to be expressed in exactly the
same words as the questions, but you should choose Y (Yes) if the meaning is the same.
Read the instructions carefully to check if you are being asked to
listen for opinions expressed by any of the speakers or only one of the speakers.
You will hear a radio programme discussing some new research into the
environmental effects of cycling compared to driving. For questions 1–7, write Y (Yes)
next to opinions which are expressed by any of the speakers and N (No) next to opinions
which are not expressed at all.
1. The findings of the research are unexpected.
2. In some circumstances, driving is more environment-friendly than cycling.
3. The research was biased.
4. The findings are inaccurate.
5. Breathing problems are made worse by car fumes.
6. People shouldn’t use cars for short journeys.
7. Car sharing is not popular at present.
Listening Tapescript
Presenter: And finally, we report on a piece of research
which turns conventional environmental wisdom on its head: an environmental
consultancy has concluded that cyclists create more pollution than cars! I have two guests
to comment on this – Jane Wheeler of СAC – the Clean Air Campaign – and Duncan Grey
of the British Motorists’ Association. Are you not somewhat taken aback by these
findings, Jane?
Jane: Well, I’m flabbergasted, albeit rather dubious, I must
say.
Presenter: Duncan, perhaps you could explain for our listeners
what the evidence is?
Duncan: Yes, well, with pleasure. The consultancy group
measured the amount of carbon dioxide exhaled by four cyclists travelling five miles to
work, and compared it to the amount of the same gas which would be generated by four
motorists travelling the same distance in one car. Well, the cyclists would produce 1,108
grams of carbon dioxide, compared to 1,102 grams produced by the car, driver and
passengers. Presenter Extraordinary! Jane, what’s your reaction to that?
Jane: Well, firstly, I’d like to point out that the research
was initiated by an association of drivers, though admittedly not the one that Duncan
works for, and the head of the consultancy group which conducted the research is a member
of that association’s committee. It seems likely therefore that the research set out
to validate the motorists’ stance, and was less objective than if it had been carried
out by a neutral organization. Secondly...
Duncan: Excuse me for butting in, Jane, but that’s not
entirely fair. You may not be aware of the fact, but an independent authority, a sports
scientist at Edinburgh University, has confirmed the findings, and has even suggested that
the exhalation rate calculated for the motorists is too high. So the final figure for the
car and its passengers together could be even lower than the research indicates.
Presenter: So pretty damning to the cyclists, then. Jane, you
were saying before...?
Jane: Yes. Well, I’m not a scientist, so I’m not in a
position to argue with the figures, though they still sound pretty dodgy to me.
However, even if the statistics are correct, it doesn’t alter the fact that carbon
dioxide is only one of the noxious gases which cars emit and which pollute the atmosphere,
contribute to global warming and cause or aggravate respiratory diseases.
Answer Key: 1. Y; 2. Y; 3. Y; 4. N; 5. Y; 6. N; 7. N
Максим Рыжичкин,
учитель английского языка, ЦО № 1862, г. Москва
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