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| Вложение | Размер |
|---|---|
 Разработка урока по теме "Mass Media" | 26.83 КБ |
 Презентация на тему "Mass Media" | 1.09 МБ |
| Кроссворд "Global Issues" | 23.31 КБ |
| Презентация "Global Issues" | 2.18 МБ |
| Презентация на тему "Easter" | 2.67 МБ |
| Разработка урока на тему "The UK" | 21.71 КБ |
| Презентация на тему "The UK" | 1.61 МБ |
| Разработка урока на тему "Monuments in danger" | 28.77 КБ |
| Презентация на тему "Monuments in danger" | 2.77 МБ |
| Интерактивная презентация на тему "Landmarks" (Spotlight-5) | 2.85 МБ |
Предварительный просмотр:
Муниципальное бюджетное общеобразовательное учреждение Лицей № 1
им. Флорида Булякова с. Мишкино
муниципального района Мишкинский район Республики Башкортостан
Конспект открытого урока по английскому языку по теме
«Mass Media is an important part of our life»
Провела учитель английского языка:
Александрова М.Ю.
Мишкино-2018
7 класс УМК «Spotlight» Mass Media
Тип урока: Урок обобщения и систематизации знаний.
Цель урока: Развитие умения говорить (монологическая речь)
КРУ: к окончанию урока ученики должны уметь:
- обсудить выбор ТВ программы для просмотра;
- выборочно понимать заданную информацию при прослушивании информации.
Образовательный аспект цели: Формирование лексических навыков говорения, формирование грамматических навыков говорения; развитие умения выражать функцию предложения, совета; развитие умения говорить экспромтом; развитие умения говорить самостоятельно, выбирая правильно стратегию высказывания; развитие умения понимать сказанное при нормальном темпе речи, формирование навыков аудирования с целью извлечения специальной и детальной информации.
Речевой материал (повторение):
Лексический активный: ЛЕ единицы по теме раздела, реплики речевого этикета.
Грамматический активный: Past Simple, Past Continuous.
Развивающий аспект цели: Развитие способности к осмысленности восприятия, развитие способности к слуховой дифференциации, развитие способности к антиципации содержания аудиотекста; развитие способности к анализу и синтезу, развитие способности к планированию своего высказывания, развитие способности к подстановке лексической единицы в речевой образец, развитие способности к комбинированию речевых единиц более высокого уровня из единиц более низких уровней, развитие способности к подбору выражений, адекватных ситуации и цели общения, развитие способности к импровизации.
Воспитательный аспект цели: Формирование потребности и способности к сотрудничеству и взаимопомощи при работе в парах, развитие умения работать в группе, формирование способности и потребности к решению проблем; воспитание информационной культуры, формирование активной жизненной позиции.
Формы организации познавательной деятельности: фронтальная, индивидуальная, парная.
Применяемые технологии: здоровьесберегающая (чередование видов деятельности), игровая (игра «Снежный ком» с использованием мяча), информационно-коммуникативная (использование презентации).
Оборудование:
- УМК “Spotlight”: учебник, рабочая тетрадь.
- Компьютер, слайд в Power Point.
- Карточки для оценивания проектов товарищей.
- Раздаточный материал.
Этапы урока:
№ | Этап урока | Хронометраж |
1 | Организационный момент: приветствие, целеполагание | 1 мин |
2 | Введение в тему урока (warming-up) | 4 мин |
3 | Основная часть урока: 1. Актуализация пройденного лексико-грамматического материала 2. Активизация пройденного лексико-грамматического материала во всех видах речевой деятельности | 15 мин 20 мин |
4 | Подведение итогов урока | 2 мин |
5 | Объяснение домашнего задания | 2 мин |
Ход урока:
1. Организационный момент.
a) Good morning dear children! My name is ….. I’m glad to see you. What is the weather today? Do you like it? Today we’ll review Module 4 so that we could get ready for a test on this Module.
At the lesson you should be able to express your opinion about different mass media. Слайд№1
2.Подготовка учащихся к работе на основном этапе. (Warm up) Слайд №2
Feelings
We each have feelings, me and you,
Sometimes we’re happy and sometimes we’re blue.
When something scares us, we feel afraid,
We all feel proud of something we’ve made.
When we want to know more, we feel curious,
When we slip on the floor, we feel furious.
We sometimes feel lonely when there’s nothing to do.
We sometimes feel hunger when there’s nothing to chew.
We all feel excited when we make a new friend,
I’m feeling sorry ‘cause my poem must end.
a) Read the poem and underline the words which describe our emotions and feelings. Слайд №3
As you see, they can be positive and negative. Write them into correct column.
Excited, surprised, worried, interested, curious, shocked, sad, happy, depressed,
nervous, amazed, pleased, angry, guilty, tired .
positive | negative |
3. Speaking (to practise discussing TV programmes)Слайд №4
News and media on the whole play an important role in our life because they make us experience different feelings and emotions. Look at the screen and answer the questions.
- Просмотр видеоролика про СМИ. Слайд №5
I propose you to watch a video about the advantages and disadvantages of mass media. Then you will add some points.
5. Relaxation pause. Игра «Снежный ком» с использованием мяча.
6. Grammar (past simple / past continuous) Слайд №6
a) Before we do an interesting exercise let’s repeat the rules.
b) In pairs, read the story. Then choose the correct forms of the verbs, past simple or past continuous.
Earthquake
James did (m)/was doing(c) his homework in his bedroom when the earthquake started (h)/was starting (a) at 6.15 p.m. He sat (j)/was sitting (a) at his desk when the chair started (r)/ was starting (a) to move across the floor. When the floor stopped (l)/ was stopping (m) moving, James ran (e)/ was running (r) to find his mother. His mother cooked (d)/ was cooking (s) when the earthquake started (r)/ was starting(s). When he found (i)/was finding (t) his mother, she stood (y)/ was standing (c) in front of the cooker. She was OK, but the kitchen was a mess. They decided (h)/ were deciding (r) to look outside. Outside, they saw (t)/ were seeing (i) some trees on the ground and they heard voices calling for help. The hospital was very busy that evening, but nobody died (e)/ was dying (n). It wasn’t a very bad earthquake. It only measured (r)/ was measuring (g) 5.5.
Ch _ _ _ _ _ _ _ _ _ _ _ _
Write the letters from over the correct answers to find out the name of the American scientist who invented a scale for measuring earthquakes in 1935.
Let’s find out more information about this person. Look at the screen.Слайд №7,8
9. The end of the lesson
Подведение итогов урока. Выставление оценок. Рефлексия. Домашнее задание.
Our lesson is coming to the end. What do you feel by the end of the lesson? Are you tired? Was the lesson interesting for you? What was the most interesting task for you? Your hometask for the next lesson is to get ready for the test. Thank you for the lesson. You have worked very well. I’m pleased with your work.
Предварительный просмотр:
Подписи к слайдам:
Read the poem and underline the words which describe our emotions and feelings Feelings We each have feelings, me and you, Sometimes we’re happy and sometimes we’re blue. When something scares us, we feel afraid, We all feel proud of something we’ve made. When we want to know more, we feel curious, When we slip on the floor, we feel furious. We sometimes feel lonely when there’s nothing to do. We sometimes feel hunger when there’s nothing to chew. We all feel excited when we make a new friend, I’m feeling sorry ‘cause my poem must end.
Excited, surprised, worried, interested, curious, shocked, sad, happy, depressed, nervous, amazed, angry, guilty, tired positive negative
Answer the questions: 1) What mass media do you know? 2) Which is the most popular of them? Why? 3) What newspapers and magazines do you know? Which of them do you read?
4) Do you watch a lot of television? 5) What do you usually watch on TV? 6) Do you often listen to the radio? Where do you usually do it? 7) What do you often look for in the Internet?
Advantages and disadvantages of Mass Media
Read the story. Then choose the correct forms of the verbs, past simple or past continuous . Write the letters from over the correct answers to find out the name of the American scientist who invented a scale for measuring earthquakes in 1935. Earthquake James did (m)/was doing(c) his homework in his bedroom when the earthquake started (h)/was starting (a) at 6.15 p.m. He sat (j)/was sitting (a) at his desk when the chair started (r)/ was starting (a) to move across the floor. When the floor stopped (l)/ was stopping (m) moving, James ran (e)/ was running (r) to find his mother. His mother cooked (d)/ was cooking (s) when the earthquake started (r)/ was starting(s). When he found (i)/was finding (t) his mother, she stood (y)/ was standing (c) in front of the cooker. She was OK, but the kitchen was a mess. They decided (h)/ were deciding (r) to look outside. Outside, they saw (t)/ were seeing (i) some trees on the ground and they heard voices calling for help. The hospital was very busy that evening, but nobody died (e)/ was dying (n). It wasn’t a very bad earthquake. It only measured (r)/ was measuring (g) 5.5. Ch _ _ _ _ _ _ _ _ _ _ _ _
Charles Richter Charles Francis Richter ( April 26 , 1900 – September 30 , 1985 ) was an American seismologist (someone who studies earthquakes ) and a physicist . He is known for creating the Richter scale of magnitude, which says how big an earthquake is.
descriptor Richter Magnitude number Frequency of occurrence Micro Less than 2.0 About 8,000 each day Very minor 2.0-2.9 About 1,000 per day Minor 3.0-3.9 About 49,000 each year Light 4.0-4.9 About 6,200 each year Moderate 5.0-5.9 About 800 per year Strong 6.0-6.9 About 120 per year Major 7.0-7.9 About 18 per year Great 8.0-9.9 About 1 per 20 years Meteoric 10.0+ Unknown
Предварительный просмотр:
Global Issues (crossword)
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Across | Down |
12. the condition of being extremely poor
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Предварительный просмотр:
Подписи к слайдам:
A LIST OF GLOBAL ISSUES : Natural disasters Famine/poverty Global warming Global pandemic
NATURAL DISASTERS FLOOD TORNADO TSUNAMI EARTHQUAKE CYCLONE AVALANCHE DROUGHT
Natural disasters https:// www.youtube.com/watch?v=RgNUtbKBAB8
Tsunami https:// www.youtube.com/watch?v=47TziAWp21A&t=26s
About famine in general About 24,000 people die every day from famine and from diseases caused by it. Three- quarters of them are children under the age of 5. Every tenth child in underdeveloped countries dies before the age of 5. Severe crop failures and wars cause only 10% of deaths . Most deaths are caused by chronic malnutrition. Families simply can not secure a sufficient amount of food. This, in turn, is caused by extreme poverty. An estimated 800 million people worldwide suffer from hunger and malnutrition.
Causes of famine Poverty Unequal wealth distribution Geographic factors Gender discrimination Unemployment Orphanism Drug use Global warming Inflation Population growth Food shortages Conflicts Political goals Migration Lack of education
GLOBAL WARMING https:// www.youtube.com/watch?v=Vztjbm6HA58
Global pandemic A pandemic is an epedemic of an infectious disease that has spread across a large region, for instance multiple continents or worldwide . F.ex .: Plague Cholera Typhus Tuberculosis Malaria COVID-19
COVID-19 A new strain ( штамм ) of coronavirus was first identified in the city of Wuhan, Hubei Province, China, in late December 2019. It has caused a cluster of cases of an acute respiratory disease, which is referred to as coronavirus disease 2019 (COVID-19). According to media reports, more than 200 countries and territories have been affected by COVID-19, with major outbreaks occurring in Brazil, Russia, India, Mexico, Peru, South Africa, Western Europe and the USA. On 11 March 2020, the World Health Organization characterized the spread of COVID-19 as a pandemic .
Major outbreaks in countries
DO THE CROSSWORD
Список источников: https://environmental-conscience.com/famine-extent-causes-effects-solutions/ https://coronavirus-monitor.ru/ https:// www.youtube.com/watch?v=Vztjbm6HA58 https:// www.youtube.com/watch?v=47TziAWp21A https:// wiki2.org/en/Pandemic
Предварительный просмотр:
Подписи к слайдам:
Easter is one of the oldest Christian festivals. The day celebrates the resurrection of Jesus, which took place on the third day of his crucifixion. The day of his crucifixion is called Good Friday. Easter Sunday is not only the culmination of the Holy Week but also marks the conclusion of the 40 days of Lent.
Great Britain
Easter is named after the Anglo-Saxon goddess of the dawn and spring - Eostre .
The Cross One of the main symbols is a cross, often on a hill. When Jesus was crucified, the cross became a symbol of suffering
Eggs Eggs after all are a symbol of spring and new life
Rabbits Rabbits, due to their fecund nature, have always been a symbol of fertility. In the UK children believe that if they are good the "Easter Bunny " will leave (chocolate) eggs for them.
Simnel cake A traditional way of breaking the Lenten fast is to eat some simnel cake (a fruitcake widely eaten in the United Kingdom, Ireland and other countries)
Palms The week of Easter begins on Palm Sunday. Why Palm Sunday? Well, in Roman times it was customary to welcome royalty by waving palm branches.
USA
"Easter Egg Roll" in front of the White House-the children all simultaneously roll an egg down a hill, hoping that their egg will win the race.
Easter Parade Another American Easter tradition is the festive Easter parades with their colorful traditional costumes and flower-decorated hats.
Australia
Russia
Easter symbolises the resurrection of Jesus after his death on the cross and the victory of life over death Symbols: Kulich and eggs a “cottage cheese Easter dessert” ( творожная пасха ) Willow twigs (a guard against the evil eye and damage)
Kulich Kulich symbolizes God‘s presence in the world and human life
A “cottage cheese Easter dessert” ( творожная пасха ) Paskha is a traditional dish made of tvorog (cottage cheese), usually prepared once a year at Easter time. The pyramid shape symbolizes the Holy Sepulcher, while the letters imprinted on the side stand for “Christ is Risen!”
Willow twigs Willow twigs are put in the most important place in the house, because the willow has been known for its healing properties and served as a guard against the evil eye and damage.
Предварительный просмотр:
Конспект урока по английскому языку с использованием современных образовательных технологий
Автор: Александрова Марина Юрьевна
Образовательное учреждение: МБОУ Лицей №1 им. Ф. Булякова с. Мишкино
Тема: Уголок культуры «Соединенное королевство Великобритании и Северной Ирландии», чтение с полным пониманием.
Класс: 6
Автор: "Spotlight-6", Ю. Е. Ваулина, Д. Дули, О.Е. Подоляко, В. Эванс, «Просвещение», 2017 г.
Время реализации занятия: 45 мин.
Классификация уроков в системе образовательных мероприятий: данный урок является шестым в серии уроков (всего 10) по теме «Кто есть кто?». На данном уроке активизируются изученные раннее лексические единицы и грамматические структуры, и вводятся новые ЛЕ. На последующих уроках полученные знания помогут учащимся вести диалог и монолог в рамках заданной учебной ситуации, а также выполнить тест по итогам пройденного материала.
Цель урока:
Создать условия для повышения уровня сформированности лексических и навыков, навыков монологической речи по данной теме через выполнение упражнений с использованием индивидуальной и групповой работы? cовершенствование коммуникативных умений в чтении и говорении с использованием проектной технологии/
Тип урока: комбинированный урок с применением здоровьесберегающих технологий
Урок по овладению продуктивными видами речевой деятельности (урок говорения и чтения)
Задачи:
Учебные:
- Повторить и закрепить лексический материал по теме «Описание внешности»
- Освоить новые ЛЕ по теме «The UK» во всех видах речевой деятельности
- Упражнять в понимании текста с извлечением полной информации
- Научить выполнять проект по образцу
Развивающие:
- Развивать умения во всех видах речевой деятельности;
- Развивать познавательные интересы за рамами урока.
Воспитательные:
- Cформировать положительную мотивацию к стране изучаемого языка
- Воспитать уважительное, толерантное отношение к чужому мнению и чужой культуре
- Воспитать потребности к творчеству.
Ход урока
1. Организационный момент.
T: Good afternoon, children. I’m glad to see you. Sit down, please. Let’s start our lesson. How are you, today?
Sts: I’m fine, thank you.
T: Who is absent today?
Sts: ……
Целеполагание: мотивация учащихся на дальнейшее изучение темы
T: We have a lesson of Culture Corner. Let’s watch the video. (https://youtu.be/buYJGD-71ZQ ) Слайд 2.
Sts watch it.
T: Can you guess what we will talk about today?
Sts:In my opinion, we’ll talk about the UK.
2. Фонетическая зарядка
T: Before reading the text, I offer you to look at the screen. Describe this person.
(слайд3)
3. Речевая зарядка
T: Now I propose to find out the most unusual flags. (слайд 4-7)
What colors are there?
Do you like it? Why(not)?
Sts’ own answers.
Now let’s do the task 1, p.11.
Whar colours are the flags below? How are they related to the map?
Учащиеся знакомятся с флагами Великобритании и Северной Ирландии.
Обучение аудированию
T: Listen to the text and check. (звучит запись стр11, у 2)
Pay attention to the new words. (слайд 8)
Now let’s fill in our cluster on p. 1.
Заполняют кластер в парах, устное обсуждение. (слайд 9)
4. Обучение чтению
Просмотровое и поисковое чтение
T: Read the text again and explain the words in bold.
What is a “country, capital,flag,population, currency” ?
Sts: A country is an area of land that has its own government, army etc..
A capital- a city that is the centre of government.
A flag- a piece of cloththat has a patternthat shows it represents a country.
A population – all the people living in a particular country.
A currency – the money that is used in a country.
ФИЗМИНУТКА
T: Are you tired? Let’s have a rest.
Come, my friend and dance with me
It is easy, you can seе
One step back, one step out
Then you turn yourself about
It is fun to dance with you
(Любые танцевальные движения)
And it isn’t hard to do.
One step back. One step out
Then you turn yourself about
5. Обучение письму
Научить делать заметки для устного пересказа, развитие умений переноса языковых знаний на свой культурный очаг
T: Dear boys and girls, imagine you want to prepare a speech about the UK. Use the diagram to do it.
T: Now look at the map and say where Swansea, Portsmouth, Newcastle and Aberdeen are.
St: Well, Swansea is in the south of Wales.
…
T: Thank you.
6. Семантизация лексики по теме.
Повторение изученных слов по теме the UK, обсуждение в диалогической речи.
St1: What is the UK consist of?
St2: Great Britain and the Northern Ireland
St1: What countries are there in GB?
St2: England, Wales and scotland
St1: What is the capital of England?
St2: …
7. Обучение навыкам монологической речи
В группах подготовить проект о России.
T: Prepare a text about Russia. You can find the necessary information on the slide 10. You have 5-7 minutes.
Учащиеся представляют свои проекты.
8. Подведение итогов. Рефлексия. Оценка работы учащихся.
T: And now our favourite task is to create and write down your own rhymes about the UK. (прием Синквейн)
Sts:
1) United Kingdom.
2) Beautiful and intelligent.
3) To drink(tea), to ride(a bus), to amaze.
4) Britain is my favourite country, I want to visit it one day.
5) Tea drinking.
T: Thank you very much. You’ve worked hard. What have you learnt during our lesson?
St: We’ve learnt about the UK and its parts.
St: We’ve described the flags.
St: We’ve made projects about Russia.
T: As you worked hard you get excellent marks.
Домашнее задание: Complete your projects about Russia and be ready to present them in class.
Предварительный просмотр:
Подписи к слайдам:
Watch the video https://youtu.be/buYJGD-71ZQ
DESCRIBE !
Фонд дикой природы ( WORLD WILDLIFE FUND)
Уганда (UGANDA)
Мартиника (MARTINIQUE)
Туркмения (TURKMENIA)
NEW WORDS
Fill in the diagram
Make a project
Предварительный просмотр:
Разработка дистанционного урока для 8 класса
«World Monuments in Danger»
Александрова Марина Юрьевна,
учитель английского языка
МБОУ Лицей №1 им. Ф. Булякова с. Мишкино
Название урока: «World Monuments in Danger»
Класс: 8
УМК: И. Эванс, ДЖ. Дули «Spotlight», 8 класс
Цель урока:
Образовательные: Во всех видах речевой деятельности повторить ранее изученные и освоить новые лексические единицы по теме “Экологические проблемы”. Формировать навыки аудирования с целью извлечения информации. Давать и запрашивать информацию об экологических проблемах и путей их решения.
Развивающие: Способствовать развитию навыков самоконтроля, самооценки учебной деятельности учащихся. Способствовать развитию внимания, наблюдательности, умению анализировать информацию и делать выводы. Развитие слухо-произносительных и слуховых умений.
Воспитательные: Формирование способности осознавать экологические проблемы и необходимости помочь природе. Содействовать формированию осознанного интереса к изучению английского языка. Воспитание потребности и способности к сотрудничеству и взаимопомощи.
Универсальные Учебные Действия
Личностные УУД: формирование ответственного отношения к экологии, готовности к саморазвитию и самообразованию; формирование коммуникативной компетентности в общении и сотрудничестве со сверстниками.
Регулятивные УУД: осуществление регулятивных действий самонаблюдения, самоконтроля, самооценки в процессе коммуникативной деятельности на иностранном языке.
Коммуникативные УУД:
формулировка собственного мнения и позиции, умение задавать вопросы; адекватно использовать речевые средства для решения различных коммуникативных задач. Использование адекватных языковых средств для отображения своих чувств, мыслей, мотивов и потребностей.
Познавательные УУД: Построение логических рассуждений, установление причинно-следственных связей. Чтение, слушание, извлечение нужной информации, понимание информации, осуществление операций классификации.
Планируемые результаты
Предметные: Активизировать новые лексические единицы по всем видам речевой деятельности.
Личностные: Формирование внутренней позиции школьника, способствовать осознанию возможностей самореализации средствами иностранного языка.
Метапредметные: Развитие способности к самостоятельной информационно-познавательной деятельности, развитие умения систематизировать новые лексические единицы для их сознательного усвоения, используя приемы классификации, развитие воображения при моделировании ситуаций общения.
Метапредметные связи:
Экология,биология
Ресурсы
- Учебник Spotlight 8 (Английский в фокусе / Ю.Е. Ваулина, Д. Дули, О.Е. Подоляко, В. Эванс – Express Publishing: Просвещение)
- Книга для учителя
- Рабочая тетрадь к учебнику Spotlight 8
- Аудиокурс для занятий в классе (CD диск): 01 - Unit 6a. Ex. 1, p. 90.mp3
- Презентация к уроку: Александрова М.Ю.pptx
Ход урока:
I.Начало урока
T: Good morning, students. Smile to each other because you will work together.
- Доброе утро, ребята. Улыбнитесь друг другу, потому что вы будете работать вместе.
T: What’s the date today? What’s the weather like today?
Look at the screen, please. What can you see here?
(на экране выводятся картинки с основными достопримечательностями крупнейших городов. Затем при приближении картинки дети видят, что они имеют дефекты, т.е. разрушаются)
- Посмотрите на экран. Что вы на ней видите?
(на первой картинке Статуя Свободы)
- What can you see at the second picture?
- Что вы видите на второй картинке?
(на второй картинке Сфинкс)
- What can you see at the third picture?
- А что вы видите на третьей картинке?
(на третьей картинке изображение Статуи Будды)
- How can you name them shortly in two words?
Как можно назвать их в двух словах?
It’s “World monuments in danger”. You are absolutely right.
Мировые достопримечательности в опасности. Вы абсолютно правы.
What are the aims of our work today? (Определите цели нашего урока)
-find out the information about some of this monuments and the reasons of their destruction
- try to find the ways of saving them
-create a project about Russian monuments in danger
II. Phonetic Drill. Фонетическая зарядка
T: So, our travelling begins. During the travelling people like to read poems. Let's read a poem. (Наше путешествие начинается. Во время путешествия людям нравится читать стихотворения. Давайте и мы прочитаем одно.)
TRAVEL
We go, go, go
By train, by ship, by car
We always want to know what's near and what's far
Farewell, farewell everything is going well
Comfortable seats
Everybody meets
In the South, in the West
Pleasant trip and all the best.
III. Speaking.
1.Речевая разминка. Учебный разговор по теме «Путешествие».
T: I’d like you to answer my questions and express your personal opinions giving the arguments.(Ответьте на вопросы и выразите свое мнения, аргументируя его)
1) Why do people like to travel?
What makes people travel?
2) Where do the people travel? What countries are the most popular?
3) What ways of travelling do they prefer? Why?
4) When do the people travel?
5) Where can people stay?
6) What ways of spending holiday time do people prefer?
7) Why do they want to visit new places?
IV. Основной этап урока.
1) Работа с лексикой
T: Let’s learn the words and word combinations which can help us to speak about world monuments in danger. (Давайте изучим слова и словосочетания, которые помогут нам обсудить мировые достопримечательности в опасности)
- acid rains
- erosion
- wind
- harmful particles
- tourists’ actions
- restore
- be repaired
- damage
- put in danger
- world heritage
(хором проговариваем словосочетания)
2) Работа с текстом (развитие навыков просмотрового чтения и аудирования)
T: Let’s learn more information about this monuments. Open your books on p. 102 and look through the text. Now listen to it and complete the missing words.
Давайте узнаем больше информации про эти монументы. Откройте учебники на с. 102 и посмотрите текст. А теперь послушайте его и вставьте пропущенные слова.
It’s time to mark the statements of Ex. 3 true or false.
Пришло время выполнить упр. 3, отметить предложения как правильные или ложные.
3) Работа с видеоматериалом
Acid rains are very dangerous not only for monuments but also for everything on our planet. I propose to watch a video about the causes and effects of acid rain.
Кислотные дожди очень опасны не только для монументов, но и для всего на нашей планете. Предлагаю посмотреть видео про причины и последствия кислотных дождей.
4) Мозговой штурм
T: How can we reduce acid rain?
Как можно сократить кислотные дожди?
Ss: We must burn less fossil fuels (coal, oil and gas).
Мы должны сжигать меньше ископаемого топлива (угля, нефти и газа).
T: Instead of them we should use alternative energy. Let’s make a mind map “Alternative energy”.
Вместо этого нам следует использовать альтернативную энергию. Давайте составим mind map.
- Solar and wind power
- Electrical cars
- Hydroelectric power
- The energy of the tides
- Biofuels
T: As you can see we have an alternative energy, so our planet has a future then.
Как видите, благодаря альтернативной энергии, наша планета имеет будущее.
5) Работа в группах
T: Now I divide you in 5 groups of three students. Your task is to tell your classmates about Russian monuments in danger. Follow the given plan, just the main information(5-7 sentences). You can use the information from https://yandex.ru/turbo/trinixy.ru/s/135441-10-prirodnyh-mest-rossii-nahodyaschiesya-pod-ugrozoy-ischeznoveniya-12-foto.html
Сейчас я разделю вас на пять групп по три ученика. Ваша задача – рассказать своим одноклассника о российских достопримечательностях, которые находятся под угрозой исчезновения. Следуйте заданному плану.
V. Рефлексия
Now it’s time to finish our lesson. What have you learnt today?
- Чего мы смогли достичь на уроке?
Ответы учеников.
- Guys, I thank you for your cooperation on our today’s lesson. I liked your ideas, reasoning. I wish you success in studying English. And try to keep world monuments when you see them.
Ребята, я благодарю вас за сотрудничество на сегодняшнем занятии. Мне понравились ваши идеи, рассуждения. Вы были сегодня очень активными. Хочу пожелать вам успехов в изучении английского языка.
- Your home task is to tell about one of the world monuments.
- Good bye.
- До свидания.
Предварительный просмотр:
Подписи к слайдам:
The statue of liberty "The Statue of Liberty Enlightening the World" was a gift of friendship from the people of France to the United States and is recognized as a universal symbol of freedom and democracy. The Statue of Liberty was dedicated on October 28, 1886.
The great sphinx in giza The Great Sphinx of Giza is a limestone statue of a reclining sphinx , a mythical creature that comprises a lion’s body with a pharaoh’s head. It stands on the west bank of the Nile in Giza , Egypt. The face of the Sphinx is generally believed to represent the pharaoh Khafre .
Leshan giant buddha The Leshan Giant Buddha is a 71-metre tall stone statue, built between 713 and 803 (during the Tang dynasty), depicting Maitreya .
The aims of the lesson find out the information about the monuments in danger and the reasons of their destruction try to find the ways of saving them Make a short report about Russian monuments in danger
Phonetic Drill TRAVEL We go, go, go By train, by ship, by car We always want to know what's near and what's far Farewell, farewell everything is going well Comfortable seats Everybody meets In the South, in the West Pleasant trip and all the best.
Repeat after me acid rains erosion wind harmful particles tourists ’ actions restore be repaired damage put in danger world heritage
Ex.2, p.102 By Being From been On Was In Most Both Ago To That/which
Ex. 3, p.102 T T F (It’s made of stone) T F (It’s made of stone) T
Watch a video https:// www.youtube.com/watch?v=JBuczMLD_NU
Mind map Alternative energy Hydroelectric power Solar power Wind power Biofuel Electric cars The energy of the tides Solar power Solar power Solar power
Solar and wind power Solar power is energy that is derived from the sun and converted into heat or electricity. Wind power or wind energy is the use of wind to provide mechanical power through wind turbines to turn electric generators for electrical power.
Electrical cars An electric car is a car which is propelled by one or more electric motors, using energy stored in rechargeable batteries.
hydroelectric power Hydroelectricity, or hydroelectric power, is electricity produced from hydropower.
biofuel Biofuel is fuel that is produced through contemporary processes from biomass, rather than by the very slow geological processes involved in the formation of fossil fuels, such as oil.
Make a short report Where is it situated? How old is it? Why is it in danger? What can we do to save it?
Источники: https://yandex.ru/images/search?text=%D1%81%D1%84%D0%B8%D0%BD%D0%BA%D1%81%20%D1%81%D1%82%D0%B0%D1%82%D1%83%D1%8F&from=tabbar https://en.wikipedia.org/wiki/Main_Page https://yandex.ru/turbo/trinixy.ru/s/135441-10-prirodnyh-mest-rossii-nahodyaschiesya-pod-ugrozoy-ischeznoveniya-12-foto.html https://nsportal.ru/shkola/inostrannye-yazyki/angliiskiy-yazyk/library/2015/04/07/foneticheskaya-zaryadka-na-urokah https://www.youtube.com/watch?v=JBuczMLD_NU&t=11s
Предварительный просмотр:
Подписи к слайдам:
Famous sights The London Eye Buckingham palace Tower of London Big Ben
The London Eye London Eye is an observation wheel located in the heart of historic London. One of the most popular attractions, it is a great way to see panoramic views of London . The London Eye tour will take approximately 30 minutes . You will see most of London landmarks: the Houses of Parliament, Big Ben, Westminster Abbey, the river Thames, Buckingham Palace, The Tower and The Tower Bridge, St.Paul's Cathedral, London parks and gardens and so much more.
Buckingham palace Buckingham Palace is one of the major tourist attractions in London. It is the official residency of the British monarchy. At the moment British monarchy is led by Queen Elizabeth II. Each time the royal family is in the palace, a flag flies on the roof.
Tower of London The Tower of London is a historic castle on the north bank of the River Thames in central London. It’s one of the oldest buildings in the city. The Tower is a visual symbol of the Norman Conquest of England. It was built by William the Conqueror in 1066 as a strong fortress to protect the city. Nowadays it is considered to be the most valuable monument of Medieval military architecture surviving in England. Later the Tower of London was the Royal Mint, an armoury , an observatory, a zoo and a treasury. Since the time when it was a zoo, there is still a tradition to keep at least six ravens at the Tower. It is believed that they bring good luck if they stay there. Their wings are cut so that they can’t fly away. They are fed with meat and biscuits every day.
Big Ben Big Ben is one of the most popular places of interest in London and symbols of England. Big Ben is a high tower with a very big clock, but that’s not really true. Actually, Big Ben is the huge bell inside the building. There are many hypotheses for the origin of the name “Big Ben”. The most popular one suggests that the bell was named after Sir Benjamin Hall , who was responsible for the installation. Some of people say he was really tall and that’s why this bell is called big, but the majority believe it is called Big because of its size.
Huge Bell
Sir Benjamin Hall Benjamin Hall (8 November 1802 – 27 April 1867), known as Sir Benjamin Hall between 1838 and 1859, was a Welsh civil engineer and politician. The famous "Big Ben" may have been named for him. He oversaw the later stages of the rebuilding of the Houses of Parliament, including the installation of the 13.8-tonne hour bell, "Big Ben", in the clock tower. He was a tall man and many attribute its name to him.