Технологическая карта урока английского языка в 10 классе "Защита окружающей среды"
план-конспект урока по английскому языку (10 класс) на тему

Этап урока

Деятельность учителя

Деятельность обучающихся

Формы
организации взаимодействия на уроке, методы работы

Формируемые УУД

Мотивация

Good morning. At ease. Be seated.

What date is it today? What day of the week is it today?

(учитель записывает дату мелом на доске, смотрит на руки, испачканные в мелу, подходит к раковине, моет руки и оставляет воду открытой, продолжает вести урок.

Today on the way to work I’ve paid attention to the traffic jam on the roads. The cars emit so many gases to the atmosphere that it’s completely impossible to breathe! Do you agree?

Really? Why?

Of course we shouldn’t! Good of you!

What problem is this situation connected with?

(На слайде - 2017)

Do you know what this number means and how it is related to the problem you’ve just mentioned.

You are right. Our president declared this year to be the year of ecology in our country. I want you to watch the news about it and answer the question: why has it become so important to think about the problem of environmental protection?

Can you tell me the theme of our lesson?

It can include just two words that mean what mankind should do to save itself.

That’s right.

P1: Доклад кадета

Comrade teacher,

Cadets of the 1-st platoon the 1-st company are all ready for the English lesson

On the roll

In the rank

All are present / … is absent today

Reported by cadet…..

P2: Today is the 15 of February. Today is ….

P3:

Comrade teacher, I’m sorry to interrupt, but you’ve left the water running. Let me turn it off.

We shouldn’t let the water run if we don’t use it.

P4: It’s the problem of water consumption.

P5: I think it’s the year and 2017 is the year of ecology in the Russian Federation.

P6: The problem of environmental protection is so urgent nowadays because the global situation in ecology is very serious….

P7: Animals are in danger…

P8: trees are cut down….

P9:  the air is dirty…

P10: The earth is polluted…

P1: “Going green” or  “Environmental protection”.

Фронтальная работа

Создание проблемной ситуации

Эмоциональная мотивация к учению

Настрой на работу, концентрация внимания

Умение формулировать тему урока

Актуализация и фиксирование индивидуального затруднения в пробном учебном действии

And here is the task for you.

Write an opinion essay on the following problem

“It is the government’s responsibility to save the environment”

Comment on the statement.

Do you agree or disagree? What are the arguments for or against?

Do you remember the rules of writing the opinion essay? How many words do you have to write?

How many arguments do you have to give in favour of your point of view and the opposite opinion?

I have got some tips with the rules for writing it. The papers are on your desks. Are you sure you can do it right now?

How can we get ready for it? Can we use our projects, we’ve prepared for this lesson?

But how can we do it?

That’s a great idea! I want you to open your copybooks? Write down the date, the theme of the lesson and divide your sheet of paper into two parts in the form of a “Fishbone”. In the first column of your table you’ll write arguments for and in the second – against the statement  “It is the government’s responsibility to save the environment”

At the end of the lesson you’ll be able to choose your own opinion, if you are for or against this statement.

So, What are the aims of our lesson?

Thank you.

P-s: Any possible answers.

P2: We’ll have to write 200-250 words, 2-3 arguments for our  opinion and 1-2 argument against it and one more argument to restate our opinion.

P3: I think we’d better get ready for it more carefully.

P4: Of course we can.

P5: We can write down some ideas for our essay while listening.

P3:

1. Revise the theme to prepare for essay writing
2. Practice listening and speaking skills
3. Come up with ideas how we can improve the global situation of ecology.

Фронтальная работа

Индивидуальная работа

Применение интерактивного метода “Fishbone”

Умение анализировать ситуацию, находить проблему, ставить перед собой задачи учебной деятельности, формулировать тему урока

Закрепление с проговариванием во внешней речи в процессе презентации и обсуждении подготовленных проектов

And here is the first problematic question of our project lesson.

Why should technology give apology to ecology?

We are listening to P1  and P2 with 1-st project.

Well, thank you for your work. That was really interesting. Any questions?

All of the listeners are the experts today. You’ve got the sheets of paper with the criteria to put marks for the projects.

What can everyone of us do to save the earth? What is the 1-st step? Choose from the list.

You’re quite right. Who is ready to prove this idea in the project?

Well, thank you for your work. That was very informative. Any questions to ask?

What do you consider to be the second step?

I believe we should begin with reusing things.

Well, thank you for your work. That was very creative.  Don’t throw the treasure away! Reuse it! Any questions to ask?

What is the 3-d step?

Ok. Let’s listen to and watch the next presentation of a project.

Well, thank you for your work. That was great! How did you like it? Any questions?

And what is the 4-th step to save the Earth?

So, I invite one more group of cadets to tell us about recycling.

Well, thank you for your work. It was worth watching. Any questions?

P1, P2 are telling the dialogue between ecology and technology, including some arguments and facts on ecological issue.

P3: I think the first step is to draw attention to the problem and think it over.

P4,5 present the project, beginning with the video of a flash mob drawing attention to the ecological problem and voice it. They are telling about the results of the survey they made in class in order to find out the attitude of classmates to the environmental protection.

Any possible questions.

P6: I think it is to follow the rules of 3 R-s: reuse, reduce, recycle.

P6,7 present the ideas how we can make different things out of rubbish.

Any possible questions.

P1: I suppose it is one more R for “Reduce”. We can reduce natural recourses, energy and water consumption.  

P8,9 show the cartoon project, representing some ecological problems and the tips how to reduce natural recourses, energy and water consumption and voice it.

Any possible questions.

P2: It’s recycling of course.

P10,11 are telling about the process of recycling, the factories which specialize on it.

Any possible questions.

Групповая презентация проектов

Технология «Аквариум»

Умение работать в команде.

Умение взаимодействовать с окружающими в процессе презентации продукта проектной деятельности.

Умение сообщать сведения об экологической ситуации  в своей стране и странах изучаемого языка, воспринимать на слух и полностью понимать речь учителя, одноклассников

Включение изученного в систему знаний, презентация проектов

There are no more projects left. Let us sum it up.

Do you think our aims have been achieved?  

Ok. Let us consolidate everything you’ve written in your  “Fishbones’.

Which of the steps of our project lesson were connected with the government responsibility?

P1: Yes,  

We’ve been practicing listening and speaking skills.

We’ve come up with ideas how we can improve the global situation of ecology.

We’ve managed to revise the theme to prepare for essay writing.

P2: We can’t solve the problem of recycling without the help of the government.

P3: The government must draw attention to the problem by declaring the year of ecology for example.

P3: I agree, but more arguments are given in favour of our own responsibility.  We can reuse litter, reduce energy and water consumption, take part in different  environmental protection campaigns

Any other possible answers…Students read their own arguments.

Фронтальная работа

Транслирование результатов индивидуальной работы, обсуждение проблемы

Умение систематизировать изученный материал  в соответствии с проблемной ситуацией.

Умение формулировать аргументы «за и против» по предложенной проблеме.

Умение вести записи на английском языке в процессе подготовки к написанию сочинения-рассуждения по проблеме защиты окружающей среды

Рефлексия учебной деятельности на уроке

Thank you for your work. Now we are ready to write an essay.

But for those who think it will be difficult to do it I can  offer to write a letter to friend on the ecological issue. The task is also on your sheets of paper.

Now I’d like you to tell your opinion on each project according to the criteria given in the beginning of the lesson.

So, your marks…

And I’d like to finish our lesson with the song which is called “Think green”. Open your books at page SS2/ Listen and sing along.

An English critic Cyril Conolly once said “we create the world in which we live. If that world becomes unfit for human life, it is because we tire of our responsibilities”.

Thank you for the lesson. Good bye.

P-s tell their own opinions.

Фронтальная работа

Сомооценка и оценка работы над проектов по критериям

Умение контролировать свою деятельность по результату .

Умение адекватно понимать оценку взрослого и сверстника.

Умение оценивать работу одноклассников по совместно-разработанным критериям.

Умение обобщать,

прогнозировать результат уровня усвоения изучаемого материала

You have received a letter from your English-speaking pen friend John who writes:

…More and more young people get involved in environmental protection. Could you tell me why it has become so important? What can young people do in your country to save the environment? Is there any Green Party/Movement where you live? Wouldn’t you like to start one, if there isn’t?

        I’m very happy now because I have passed my last exams.

        Write back soon,

        John

Could you tell me why it has become so important?

What can young people do in your country to save the environment?

Is there any Green Party/Movement where you live? Wouldn’t you like to start one, if there isn’t?

№ п.п.

Критерии оценки

Крестелев Д., Ложенко Е.

Сахаров В., Киверчук В.

Проничкин К.,

Юркин П.

Шаповалов Н., Чуев В.

Тарасовский А.,

Ложенко Е.

Данькив И., Разуваев А.

Решение

 коммуникативной

задачи (содержание полно и точно отражает тему)

Организация высказывания

(высказывание логично и имеет завершённый характер).

Языковое оформление  (допускается не более двух негрубых лексико-грамматических ошибок)

Практическая значимость работы, признание выполненного авторами проекта для теоретического и (или) практического применения

Выразительность выступления

Итого баллов