"Environmental Pollution" - "Загрязнение Окружающей Среды"

СТРУКТУРА ОТКРЫТОГО УРОКА ПО ТЕМЕ:

«ENVIRONMENTAL POLLUTION» - «ЗАГРЯЗНЕНИЕ ОКРУЖАЮЩЕЙ СРЕДЫ»

Цели и задачи:

Учебные цели: Создать обстановку приподнятых чувств выразительным чтением стихотворения Р. Рождественского «В музее естествознания» для эмоционального отношения каждого студента к изучаемому материалу; обучить практическому применению грамматического правила согласования времён в английском языке (Sequence of Tenses); практиковать методы контроля и самоконтроля при выполнении практических заданий.

Развивающие цели: Развитие личности, повышение её активности и творческих способностей, расширение использования методов самостоятельной работы студентов, самоконтроля, использования активных форм и методов обучения.

Воспитательные цели: Формирование ответственного отношения к природе, воспитание правильного экологического поведения.

Наглядность: Презентация.

Оборудование: Компьютер.

План урока:

1. Приветствие.

Good day, dear students and our quests! I’m glad to see you! Today our lesson is devoted to environmental pollution. What does the term «Environmental Pollution» mean? Will you translate it into Russian? – A student translates: «Защита окружающей среды». The teacher: «You’re right»! Now I invite some students to begin our lesson with a poem. Students, will you recite the poem? – The students recite the poem (Студенты читают стихотворение).

Роберт Рождественский «В МУЗЕЕ ЕСТЕСТВОЗНАНИЯ»

Robert Rozhdestvensky «MUSEUM of NATURAL SCIENCES»

(translated by Alec Vagapov)

До теперешней нашей Земли, до её дождей и метелей

Бронтозавры не доползли, птеродактили не долетели.

Brontosaurs haven’t come creeping up; pterodactyls have not come up flying

to the present day Earth with its storms and the sun in the sky shining.

Это – личная их беда, за неё никто не в ответе!

Заблудились. Пошли не туда. Смерть нашли в тупиковой ветви.

There’s no one to blame, I should say, it’s their own fault entirely.

They got lost, couldn’t find their way finding death in the blind alley.

Древо жизни листвой шевелит, ветвь – направо, и ветвь – налево.

Человек разумный сидит на вершине этого древа.

Tree of life is stirring its leaves; up and down the branches are swaying.

«Man of Wisdom» sits on the top of that tree deep in thought as if weighing.

Он – мыслитель. Он хмурит лоб. Человека идея гложет:

«Хочет что-то придумать, чтоб самого себя уничтожить».

He’s a thinker. He knits his brows. An idea at his heart is gnawing.

He is thinking about how he could crush himself on his own.

Он подпёр подбородок рукой – вождь прогресса, краса и гордость ...

Он – придумает! Он – такой! Вы, пожалуйста, не беспокойтесь!

He is chinning his hand, looks so good, progress leader, graceful and proud...

He will think up something! He would! You do not have to worry. No doubt!

А над ним проносится век – повороты, круговороты ...

Да, неужто, и человек – тупиковая ветвь природы?!

Age is flying over man’s head. Turns of time, flows of life, dally...

Is man also the nature’s branch of barren and futile blind alley?!

2. There’re many problems to discuss. Some words and word combinations are necessary to be repeated. I’ll pronounce them in English. Repeat after me all together louder:

Fell, wood, fire, rare, leopard, discharge, pollute, air, marine, polluted, cause, vehicles, consumption, abandon, re-use, re-cycle, wounds, inflict, tear up, branches, trample, lawn, torture.

3. Now, students, it’s high time to show you some slides and give you sheets of paper with some sentences written on them! Your task is to match these slides with the sentences from your sheets of paper. I’ll show you the slides and you’ll read me the suitable sentences. You will write me a sentence after a slide, won’t you? Will you answer general questions in brief and full forms? We’ll check your answers! I wish you to be successful! Let’s begin! (Студенты отвечают на общие вопросы в краткой и полной форме; ответы студентов проверяются на слайдах).

«ENVIRONMENTAL POLLUTION» - «ЗАГРЯЗНЕНИЕ ОКРУЖАЮЩЕЙ СРЕДЫ»

1. People cut down trees.

2. There was a wood here too.

3. People make wood fires.

4. Wood fires kill wood animals.

5. People kill rare animals, for example, leopards.

6. Factories discharge much of the material that pollutes air and water.

7. Badly polluted water kills fish and other marine life.

8. Polluted water can cause illness and even death to birds.

9. People operate motor vehicles that fill the air with the noise.

10. Lawn parking is illegal.

11. Five principles of careful attitude towards the world:

1). to respect yourselves, nature and people;

2). to reduce consumption;

3). to abandon unnecessariness;

4). to reuse;

5). to recycle.

12). Small wounds that people inflict on nature:

1). People pluck flowers, break branches;

2). People catch insects and butterflies;

3). People trample dawn lawns, litter around;

4). People shoot birds, torture cats.

13. Do you want to lose our naturally beautiful world?

– No, I don’t. I don’t want to lose our naturally beautiful world.

14. Do you want to smell naturally beautiful flowers?

- Yes, I do. I want to smell naturally beautiful flowers.

15. Do you want to hear naturally beautiful birds?

- Yes, I do. I want to hear naturally beautiful birds.

16. Do you want to swim with naturally beautiful dolphins?

- Yes, I do. I want to swim with naturally beautiful dolphins.

17. Everything is in your hands!

4. Now, students, let’s do the next task! I’ve just showed you some slides on the topic «Environmental Pollution». Will you retell some sentences about this problem? I’ll be very glad to listen to you! (The students retell the theme «Environmental pollution» in some sentences).

5. Now, students, it’s high time to read you a text about a wise man! Your task is to listen to me very attentively and try to understand the main idea of the text!

Once there was a wise old man. He could answer any question in the world. Everybody knew about him. One day two boys wanted to fool that old man. Their plan was to catch a bird and bring it to the wise man. They thought to ask the man: «Is it alive or is it dead»? If he answered: «Alive», they would kill the bird. If he answered: «Dead», the boys would let the bird fly.

They caught a bird and they carried it to the old man and they asked: «We hold something in our hands. Is it alive or is it dead»?

Without hesitation the wise old man looked at the young people and smiled. (The teacher asks what words can the wise man answer the boys). The students answer: «It’s in your hands»!

The teacher: «You see, students, you hold the power of life and death in your hands»! I want you to tell me the main idea of the text. With what sentence of our presentation can we express it?

A student: «Everything is in your hands»!

The teacher: «You are right»!

6. The teacher: «The text told us about the events in the past». I followed the rule called

«Sequence of Tenses».

Now, let’s study this grammar rule! Open your books at page number 218!

Объяснение грамматики будет происходить на русском языке для более успешного понимания изучаемого материала. Мы изучим правило согласования времён в английском языке. Это правило гласит:

«Употребление времени глагола-сказуемого в придаточном дополнительном предложении зависит от времени глагола-сказуемого главного предложения».

В русском языке согласования времён НЕТ. Правило согласования времён в английском языке: Если глагол-сказуемое главного предложения стоит в одной из форм прошедшего времени, то и глагол-сказуемое придаточного дополнительного предложения должен стоять в одном из прошедших времён или в будущем с точки зрения прошедшего (Future in the Past).

7. Преподаватель: «Давайте проанализируем примеры упражнения № 10 на странице 218».

8. Преподаватель: «Теперь выполним второе задание теста № 7 на странице № 283». После выполнения задания работа каждого студента проверяется его (её) товарищем по парте.

TEST

Choose the proper grammar form of the verb and fill in the blanks

(Выберите правильную грамматическую форму глагола и заполните пропуски):

1. We hoped that they ... this problem.

A. will solve B. solve C. is solving D. would solve

2. They say that the ozone layer ... gradually.

A. is destructing B. was destructing C. destruct D. destructed

3. They were sure that those pesticides ... the soil.

A. were ruined B. ruined C. ruin D. are ruining

4. They were afraid that those fertilizers ... the soil.

A. would damage B. damage C. are damaging D. damages

5. The scientists told them that the reproductive cells ... .

A. had been destructed B. will destruct C. would destruct D. are destructed

6. He remembered that pollution of soil ... the amount of available lands.

A. reduces B. had reduced C. reduce D. will reduce

7. They knew that environmental pollution ... disastrous processes.

A. caused B. causing C. cause D. will cause

8. They were sorry that he ... unemployed.

A. was B. is C. were D. will be

9. She said that her brother ... a drugs addictor.

A. were B. is C. will be D. was

10. They say that environmental pollution ... global warming.

A. cause B. causes C. would cause D. have caused

9. Выполнение индивидуальных заданий по карточкам по теме урока.

CARD 1

Choose the proper words and fill in the blanks

(Выберите необходимые слова и заполните пропуски):

1. People ... their surroundings.

A. pollute B. face C. kill D. operate

2. Environmental pollution ... the ozone layer.

A. poisons B. destructs C. causes D. produces

3. Fertilizers are necessary for growing ... .

A. fish B. rubbish C. crops D. land

4. Factories ... gases and smoke.

A. dirty B. harm C. provide D. discharge

5. We should ... radioactive wastes safely.

A. increase B. study C. eliminate D. ban

6. Many ... users turn to crime.

A. computer B. drug C. addiction D. habit

7. There is a lot of advertising against drugs ... .

A. addiction B. users C. dependence D. mind

8. Environmental pollution causes ... processes.

A. survival B. disastrous C. gradual D. invisible

9. Air, water and soil are necessary to the ... of all living things.

A. pollution B. people C. humanity D. survival

10. They scatter rubbish and ... everywhere.

A. pesticides B. litter C. fertilizer D. weapons

CARD 2

Choose the proper words and fill in the blanks

(Выберите необходимые слова и заполните пропуски):

friendly, office, to achieve, environmental, competitive, issues, natural, to protect, extent, fuel

1. Encouraging sport at school prepares young people for the ... environment they will discover in later life. 2. One of the consequences of overpopulation is the threat it poses to the ... environment. 3. One way we can all make a difference is to buy more environmentally ... products. 4. One of the most pressing environmental ... is the amount of waste we send to landfill. 5. Almost everyone agrees we need ... the environment; the only real debate is how to achieve that. 6. For some people a pleasant ... environment is quite as important as their salary. 7. The best way to solve the world’s environmental problems is to increase the cost of ... . 8. To what ... do you agree or disagree? 9. Most people would accept that one of the highest priorities today is to find a solution to the various ... problems facing mankind. 10. It has been suggested that the best way ... this is for governments to raise the price of fuel.

CARD 3

Choose the proper words and fill in the blanks

(Выберите необходимые слова и заполните пропуски):

education, should, global, solutions, ultimately, individuals, to ensure, consequences, approach, intensive, layer, appropriate, emphasis, policy, individual, environment, summary

1. I’m not sure that governments ... raise the price of fuel.

2. One reason why this ... may not work is that there is not just one environmental problem the

world faces today.

3. If governments did make fuel more expensive, it might well help reduce the amount of carbon

dioxide we produce and so slow down the rate of ... warming and air pollution.

4. However, it would not help with other major problems such as ... farming, overpopulation, the

hole in the ozone ... or water pollution.

5. We need to find other ... for these problems.

6. The second reason why this approach may not be the most ... is that it places the ... on

governmental ... and not ... responsibility.

7. ... , most environmental problems are the result of the way we as ... live our lives.

8. If we wish to find a long-term and lasting solution to them, we need to learn to live in a way

that it is greener or kinder to the ... .

9. What governments need to do to make this happen is ... there is a global program to educate

people of all ages about the environmental ... to their actions.

10. In ... , I believe that increasing the level of taxation on fuel is at best a short-term solution to

only one environmental problem.

11. If we wish to provide a home for all our children’s children, ... is likely to be the key to

making this happen.

10. Студенты проверяют друг у друга правильность выполнения индивидуальных заданий

по карточкам №№ 1-3.

11. Преподаватель выставляет оценки студентам и подводит итоги урока:

1). Студенты поняли необходимость бережного отношения к природе;

2). Студенты умеют рассказывать на английском языке о проблемах загрязнения

окружающей среды;

3). Студенты применяют на практике грамматическое правило согласования времён

в английском языке (Sequence of Tenses).

ТЕХНОЛОГИЧЕСКАЯ КАРТА УРОКА

Цели для студента	Цели для преподавателя
1. Выразительное чтение стихотворения «В Музее Естествознания» на английском языке. 2. Правильное произношение английских слов и предложений.	1. Работа со студентами над произношением текста стихотворения. 2. Запись транскрипции незнакомых слов. 3. Создать эмоциональное отношение к изучаемому материалу.
2. Уметь сопоставлять английское предложение с соответствующим слайдом.	2. Приобщить студентов к актуальным проблемам жизни общества.
3. Уметь отвечать на общие вопросы в краткой и полной утвердительной и отрицательной форме.	3. Придать новую (личную) окраску изучаемому материалу.
4. Уметь вести монолог, логически последовательно пересказывая предложения, наглядно показанные на слайдах.	4. Научить студентов логической последовательности их высказываний по теме урока.
5. Понять главную мысль незнакомого ранее текста и сопоставить её с соответствующим предложением на слайде.	5. Развивать сообразительность и находчивость, отрабатывая со студентами навыки аудирования текста.
6. Понимать грамматическое правило согласования времён английского языка.	6. Наглядно объяснить студентам правило согласования времён.
7. Уметь применять знание согласования времён английского языка на практике.	7. Использовать метод учебной дискуссии при проверке практических заданий.
8. Систематизировать знания лексики и грамматики по теме урока при выполнении индивидуального задания.	8. Применять игровые приёмы обучения: разыгрывание ролей при ответе на общие вопросы в форме диалога.
9. Выполнить работу над ошибками.	9. Использовать метод контроля и самоконтроля.
10. Понимать цели и способы выполнения домашнего задания.	10. Побуждать студентов к практической и мыслительной деятельности.
11. Осознать цели урока и его итоги.	11. Проверить достижение целей урока каждым студентом. Выставить оценки.

«ANSWERS» - «ОТВЕТЫ»

«ANSWERS TO THE TEST» - «ОТВЕТЫ К ТЕСТУ»

1. We hoped that they would solve this problem.

2. They say that the ozone layer is destructing gradually.

3. They were sure that those pesticides ruined the soil.

4. They were afraid that those fertilizers would damage the soil.

5. The scientists told them that the reproductive cells had been destructed

6. He remembered that pollution of soil had reduced the amount of available lands.

7. They knew that environmental pollution caused disastrous processes.

8. They were sorry that he was unemployed.

9. She said that her brother was a drugs addictor.

10. They say that environmental pollution causes global warming.

«ANSWERS TO CARD 1» - «ОТВЕТЫ К КАРТОЧКЕ 1»

1. People pollute their surroundings.

2. Environmental pollution destructs the ozone layer.

3. Fertilizers are necessary for growing crops.

4. Factories discharge gases and smoke.

5. We should eliminate radioactive wastes safely.

6. Many drug users turn to crime.

7. There is a lot of advertising against drugs addiction.

8. Environmental pollution causes disastrous processes.

9. Air, water and soil are necessary to the survival of all living things.

10. They scatter rubbish and litter everywhere.

«ANSWERS TO CARD 2» - «ОТВЕТЫ К КАРТОЧКЕ 2»

1. Encouraging sport at school prepares young people for the competitive environment they will

discover in later life.

2. One of the consequences of overpopulation is the threat it poses to the natural environment.

3. One way we can all make a difference is to buy more environmentally friendly products.

4. One of the most pressing environmental issues is the amount of waste we send to landfill.

5. Almost everyone agrees we need to protect the environment; the only real debate is how to

achieve that.

6. For some people a pleasant office environment is quite as important as their salary.

7. The best way to solve the world’s environmental problems is to increase the cost of fuel.

8. To what extent do you agree or disagree?

9. Most people would accept that one of the highest priorities today is to find a solution to the

various environmental problems facing mankind.

10. It has been suggested that the best way to achieve this is for governments to raise the price of

fuel.

«ANSWERS TO CARD 3» - «ОТВЕТЫ К КАРТОЧКЕ 3»

1. I’m not sure that governments should raise the price of fuel.

2. One reason why this approach may not work is that there is not just one environmental

problem the world faces today.

3. If governments did make fuel more expensive, it might well help reduce the amount of carbon

dioxide we produce and so slow down the rate of global warming and air pollution.

4. However, it would not help with other major problems such as intensive farming,

overpopulation, the hole in the ozone layer or water pollution.

5. We need to find other solutions for these problems.

6. The second reason why this approach may not be the most appropriate is that it places the

emphasis on governmental policy and not individual responsibility.

7. Ultimately, most environmental problems are the result of the way we as individuals live our

lives.

8. If we wish to find a long-term and lasting solution to them, we need to learn to live in a way

that it is greener or kinder to the environment.

9. What governments need to do to make this happen is to ensure there is a global program to

educate people of all ages about the environmental consequences to their actions.

10. In summary, I believe that increasing the level of taxation on fuel is at best a short-term

solution to only one environmental problem.

11. If we wish to provide a home for all our children’s children, education is likely to be the key

to making this happen.

«BIBLIOGRAPHY» - «СПИСОК ЛИТЕРАТУРЫ»

1). Английский язык /А.С. Восковская, Т.А. Карпова. – Изд. 12-е, стер. –

Ростов н/Д: Феникс, 2013. – 376, [1] с. – (Среднее профессиональное образование)

ISBN 978-5-222-20067-4

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