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.
Воспитательная задача: актуализация понятия “environmental problems” и пути их преодоления; воспитание уважительного и бережного отношения к природе;
Развивающая задача: развитие умения оценивать монологические высказывания по картинкам в рамках требований экзаменов; развитие умений построения монологических высказываний по рисункам с учётом требований как подготовка к экзаменам;
Обучающая задача: обучение культуре работы с анкетами, обучение выбору стратегии чтения scanning/ skimming при нахождении specific information and details.
Ходурока.
Teacher: Hello dear pupils. Sit down.
Урок начинается с демонстрации видеоклипа с песней Майкла Джексона “The Earth Song”.
Teacher: As you might have guessed we are continuing to discuss environmental problems and the ways to solve them. I’d like you to share with your peers and me (if you don’t mind) your ideas and points of view. We are going to read a text and fulfil the task on it, practise with the pictures in the way of preparing for the exams.
Let’s start.
What disasters have you noticed in the videoclip?
Pupils:
killing of animals, air and land pollution, wars, cutting of the rainforests, earthquakes, hurricanes).
Teacher: These disasters were shown in the clip. What other urgent ecological problems can you name, we have read about them in the text books.
Pupils: ecological dangerous tendencies:
- Water contamination,
- acid rains,
- deforestation,
- traffic congestion,
- noise pollution,
- destruction of the ozone layer.
Teacher: What groups can you divide these problems into?
Pupils: Natural and man-made
Teacher: So you’ve mentioned natural and man-made catastrophes that threaten the modern world. Arrange them according to the following question: Say which are the most/ least dangerous and explain you thought.
E.g. Pupil #1.
Deforestation. To be on the safe side, deforestation alters the amount of water in the soil, and the groundwater and moisture in the atmosphere.
Pupil #2.
Global warming is a change in climate which is expected to lead to an increased intensity of draught and potential land degradation; sea-level rise from melting glaciers and termal expansion of the oceans; diminished fresh water supplies; loss of biodiversity and habitats; and an increased frequency and intensity of extreme weather events.
Teacher: Now we’ll make an imaginary trip. Close your eyes and relax. Now think of a place that is special for you... It might be in your backyard or in your neighbourhood or a place you go on holidays every year. It’s a place where you enjoy being... Think about the smells of that place... the sounds you hear...the things you see around you...Pay attention to how you feel in your special place...
Now imagine that your special place changes...- if your place has water in it, imagine that all of a sudden the water is completely gone. If your special place has no water, imagine that it now has lots and lots of water... Imagine what your special place is like now - what sounds do you hear? - What do you see around you? ...Think how your special place looks now and remember what you see and feel.
Open your eyes and tell me please:
What was your special place like with and without water?
Suppose you had the power to choose which way to keep your special place - either with water or without it? Which way would you choose?
(Pupils describe their imaginary places.)
Teacher: If you look green, you’re probably not feeling very well. But if the Earth is green, it’s a healthy planet. But when you are “green” it means that you are environmentally friendly. You were to interview your classmates, let’s see how “green” you are.
Pupils tell the results of the interview. ( смотри Приложение №1)
Teacher: You don’t have to act on a grand scale to make a difference. Turn off your faucet while you’re brushing your teeth or recycle your newspaper. Little things can have an impact on a global scale. What can you personally do to improve the situation on our planet? What are the tips for rescuing the planet? Work in groups and brainstorm the ideas. You have two minutes to fulfil this task.
Pupils:
Group #1.
reduce waste; avoid using fuel; eat chemical-free food; protect the countryside; recycle used material; avoid polluting the air; stop the construction of roads; discourage the use of artificial fertilizers.
Group# 2
walk, don’t drive; turn down the heating; use less water; shop smart; plant a tree; recycle waste; avoid packaging; join the movement.
Group # 3
turn off lights, TVs when you leave the room; recycle paper products; save empty cans, plastics and glass for recycling; don’t let your dog or cat run loose; don’t dump litter (rubbish) in the seas, rivers, on beaches; become a faucet watcher, repair your leaking faucets; never buy a spray with CFC’s; stop dry cleaning; buy things in large amounts (bulk buying means less packaging).
Teacher: By the way, what made M. Jackson to create this clip?
Pupils: He might be a member of an ecological organization.
Teacher: In the text-books we have read about several environmental organizations such as Tidy Britain Group, Friends of the Earth, Green Peace. But they are not the only ones that take care of our planet. What ecological organizations do you know? What information have you found? Tell us some words about them.
Pupil #1.
Asian Pacific Environment
Its mission is to unify communities to achieve multicultural environmental justice. Its goals are: collaborate with community-based organizations, environmental groups and public agencies to identify priorities and develop policy agendas that achieve goals of environmental justice; provide activities that inform and nurture leadership to articulate an environmental justice perspective.
Pupil #2.
VIP (Volunteers in Parks)
They are men and women who work side-by-side in partnership with National Park Service employees. They play an ever-increasing role in the national parks, you may be surprised at the variety of jobs that they do. Here is just a sampling:
- give environmental education programs to children;
- pick up litter along roads, trails, seashores, rivers;
- build fences, paint buildings;
- assist resource managers and researchers by making wildlife counts, planting trees, and taking part in other projects.
Pupil #3.
GEF ( Global Environment Facility) and its SGP ( Small Grants Programme)
It was founded in 1991. It supports activities of non-government and community-based organizations in developing countries that conserve bio-diversity, mitigate climate change and protect international waters while generating sustainable livelihood. SGP currently has 63 participating countries in five regions of the developing world (Africa, Arab States, Asia and the Pacific, Europe/ Commonwealth of Independent States, Latin America and the Caribbean). It helps to conserve bio-diversity, to reduce the risks of climate change, to stop land degradation and reduce water pollution. For example, SGP is supporting conservation and restoration of wild apple forests at the foothills of the Alatau Mountains in Kazakhstan; is underwriting low impact aquaculture in Mexico’s Bay of Alestun, a protected area and noted bird habitat. Its mission is to make the connection between local and global environmental challenges and between national and international resources.
Teacher: We have discussed the ways to avoid ecological problems and what organizations exist to do that. We are going to read a text where people are interviewed about the environment. You have ten minutes to fulfil the task.
Before you begin let’s remember what reading strategies you know and which you’ll use to answer the questions. At school you have opportunity to learn to use them and analyse your choice.
Pupils: scanning - to locate specific information within the task.
skimming - to look through a text quickly to find out some details.
( см. Приложение № 2* )
( Answers: 1c 2b 3d 4d 5/6a,c 7d 8c 9b 10d 11c 12a 13/14c,d 15b)
Teacher: Now I’d like you to work in groups again.
Think about environmental concerns and then note down
- group#1
5 things you wish hadn’t happened
- group #2
5 things you wish weren’t happening
- group # 3
5 things you wish would happen
Teacher: Let’s proceed to the next point of our lesson - the description of the pictures. You know the criteria, time - a minute. Choose what criteria you’ll be responsible for. Be ready to give comments on the answers.
( см. Приложение № 3 )
Teacher: Thank you for the participation in the discussion. Each point of view has the right to exist.
Write down your home task.
You can choose:
1. Write an ecological programme for our school.
2. Write “The Declaration Of The Earth Of Its Rights”. What can the Earth write to mankind.
*Приложение можно получить у автора работа.