Конспект урока согласно технологии "развитие критического мышления через чтение и письмо" Тема " The problems of pollution"

Разработка урока согласно технологии

« Развитие критического мышления через чтение и письмо»

Автор: учитель английского языка

МКОУ Бобровской-2 СОШ

Яшуркаева Кама Айсолтаевна

Тема урока: The problems of pollution

Цель урока: Формирование умения определять собственную позицию по отношению к поставленной проблеме.

Задачи урока:

- развивать навыки чтения с целью извлечения конкретной информации

- совершенствовать умение высказывать и отстаивать своё мнение

- прививать умение анализировать свои действия

Идея урока: создание условий реального общения с целью осознания учащимися своей причастности к делу защиты окружающей среды и конкретно своего хутора

Приветствие:Good morning, I’m glad to see you. How are you?

What date is it today? What is the weather like today?

Warming-up activity: make up as many word combinations as possible using the words on the slide.

• environment

• pollution

• chemical

• to pollute

• to cut down

• to destroy

• alarming

• predictions

• problem

• forests

• waste

• food

• rivers

• litter

Первый этап урока – вызов.

Просмотр фотографий на слайдах: хуторская свалка, родник, заброшенный колодец, речка.

Вопросы учителя:

- What can you say about the pictures?

- Have you ever drunk water from our spring?

- Are you sure that it is pure water?

Второй этап урока – осмысление.

Используемые методы:

- чтение с пометками

- метод ключевых слов

- составление плана

Дети делятся на две группы, каждая группа получает текст по разным аспектам проблемы, учащиеся читают, подчёркивают или выписывают ключевые слова, составляют план.

You are going to read the text about the environment and its problems.

• find and underline key words

• make notes

• give a title to the text

Третий этап урока - рефлексия

- каждая группа высказывает своё мнение и приводит свои аргументы

- учащиеся анализируют, оценивают свою работу и критикуют другую группу

В результате, у каждой команды составлены два – три тезиса по устранению негативных явлений в нашем хуторе.

- Учитель предлагает выбрать лучшие тезисы или объединить их в один общий план по защите окружающей нас среды.

- Учитель оценивает работу групп учащихся.

- В качестве домашнего задания предлагает пойти в администрацию и предложить свой проект по устранению фактов загрязнения.

Заключительное слово учителя:

I suppose that our main problem is that we try to solve ecological problems because it became hard to live with poisoned air and water, but not because of our respect to the planet we live on and to the birds and animals we live with. People try to take care of the planet just because of their egoism.

If we want to live on the clean Earth at least we should remember about ecological culture. Ecological culture means respect of the nature not only as our home, but also as a home of millions of species of insects, animals and birds.

Приложение 1.

Тексты.

1.Water covers about 70% of the surface of the Earth. Water is an important resource for the people and the environment. Water is the basis of life, it makes up to 60-95 % of the total weight of any functioning living cell.
Though, 70% of earth's surface is covered with water only 0.00192% of the water is available for human consumption. Pollution of water affects drinking water, lakes, river and oceans all over the world. In most of the developing countries the major cause of death is consumption of polluted water. Water pollution affects all living species and also populations and the complete functioning of the ecosystem that lives in the waters.
We have now realized the importance of clean water as the basis of life. In the recent time, more work is being put to educate, restore, protect waterways and encourage practices that help to avoid more water contamination and to preserve water systems from destruction. 

2.Detrimental means cause and injury from a purpose meanwhile effects we can say it is the result of an action. Litter means carelessly discarded refuse; therefore we can conclude the meaning of the detrimental effect of littering as the result and cause of an action on discarding refuse carelessly.

Now, there are many different types of litter, and litter can arise from different sources. Some types of litter can be hazardous, some just unsightly. Others are difficult and costly to clean up. What all litter has in common is that it is caused by people and harming people indeed. Litter can be dangerous, unhealthy, and it can persist in the environment for a very long time. If an area is heavily littered, it can lead to the ‘broken window’ effect which is more litter, dumping of rubbish, fly posting, graffiti and vandalism. It affects local communities and the people who live there. It can also, have a detrimental effect on the local economy and on tourism.

Why do we have to blame the litter around us when we should actually find the real culprit behind the litter? Why is there a rubbish bin in the first place if we don’t use it to discard our waste? Same goes to the bio hazard, how on earth some people could just throw their sanitary without even thinking to throw it in a special sanitary bin? Don’t they know that this could actually make people sick?