Конспект урока в 8 классе Тема урока: « Формирование умений написания эссе: решение проблемы загрязнения окружающей среды»
план-конспект урока по английскому языку (8 класс)

Деятельность учителя

Деятельность ученика

1. Организационный момент.

Формирование темы и целей урока, создание благоприятной атмосферы

        Good morning children!

 How are you? Let’s start our lesson.

Would you like to have a car?

Good morning, my dear teacher!

Yes, we would!

2. Целеполагание и актуализация лексического материала.

Look at the black board. You can see

some words. Try to translate these wards.

What do you think we will have a talk about?

Yes! We will talk about how to reduce traffic in our city and we will learn how to write essay providing solutions to problems.

Ученики читают слова и переводят.

Затем делают вывод:

Today we will talk about some city problems, which caused by cars

3. Организация восприятия и осмысления новой информации.

1. Open your book on page 82 ex.1

Red the suggestions? Match them to the results.

2. Listen this text reаd and find which ideas are mentioned in it.

3. Read this text again and answer my questions:

1. What does this essay provide?
2. What stile is this essay written?
3. What parts does it consist?
4. What does we write about in each paragraph?

4. Ex. 3 Read the table. Find examples in the essay. Say these phrases in your language.

5. Read the theory box and match each description a-c. Then join sentences 1-4.

1. Введение новых лексических единиц производится путём догадки по контексту при чтении и восприятии текста на слух.

   1-e         2-a      3-b      4-c     5-d

2. Ideas in essay:

• To encourage car sharing programs
• Improve public transport
• Create more cycling lanes

3. a) This essay provides solution to problems.

b)  formal stile

4.

To introduce suggestions: To begin with ...;

Another solution would be ...

To express effect: The result would be ...;

consequently

To conclude: To sum up ...

To start with → To begin with,

Another way to → Another solution would be

As a result there would be → The result would

be

As a consequence → consequently

All in all → To sum up

1. both … and … (description a)
2. either … or … (description b)
3. neither … nor …. (description c)

1 Factories both pollute the water and the air.

2 You can either reuse old things or you can recycle old things.

3 Neither the computer nor the light should be left on when you leave the office.

4 You can either walk or ride a bicycle to work.

4. Организация усвоения материала путем воспроизведения информации и упражнений по образцу.

На доске вывешиваются картинки (загрязнения окружающей среды)

Today people have lots of еenvironmental problems: What are they?

Which of them we can solve?

Yes? Litter!

1. Look at ex 5

Math the suggestions to the results. Then listen and say which ideas Sally mentions in the conversation.

Air, water polluting; factory waste; acid rain ;polluted clouds, toxic fumes

Обучающимся предлагается прослушать аудиозапись и определить

1 a 2 c 3 d 4 b

Sally mentions suggestions 1 and 3.

5.  Подведение итогов урока. Рефлексия – самооценка обучающихся.

Do you agree with Sally ? What do you do to solve the problem?

Yes? We do!

We put litter in the bin, we don’t use plastic bags, collect rubbish, recycle cans.

6. Предъявление домашнего задания и выставление оценок.

 Your task for the next lesson is to do the ex.6 on page 83 in your workbooks.

T: Your marks today are....

T: Thank you very much for the lesson. Now the lesson is over.

Анализ работы обучающихся, выставление оценок, объявление домашнего задания.

Ученики записывают домашнее задание.

Thank you for the lesson!

Good bye!