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План-конспект урока по теме "Защита окружающей среды" (9-11 класс)

Фото пользователя Надежда Владимировна Уртемеева
Submitted by Надежда Владимировна Уртемеева on Wed, 01/04/2009 - 19:20
Данные об авторе
Место работы, должность: 
ГОУ "Лицей им. М. В. Ломоносова"
Республика Марий Эл
Характеристики урока (занятия)
Целевая аудитория: 
Целевая аудитория: 
Целевая аудитория: 
Учащийся (студент)
Целевая аудитория: 
Учитель (преподаватель)
9 класс
10 класс
11 класс
Английский язык
Цель урока: 
Aims: - to recycle the vocabulary of protecting the environment - to practise talking about environmental problems, national parks and wild life reserves, endangered species and giving reasons for opinions - to practise listening for details - to encourage students to work in pairs and groups - to encourage them to understand the necessity to protect the environment and find the ways out
Тип урока: 
Урок обобщения и систематизации знаний
Учащихся в классе (аудитории): 
Используемые учебники и учебные пособия: 

First Certificate Masterclass (OUP) 

Используемое оборудование: 

- pictures and photos representing endangered species of birds and animals
- video extract ‘The Amazon River’
- photos of famous national parks and wildlife reserves
- students’ projects ‘My Living Area’


Краткое описание: 
Урок знакомит учащихся с проблемами окружающей среды, мерами по улучшению ее состояния, известными заповедниками.


УЧЕБНОЕ ЗАВЕДЕНИЕ: Лицей им. М. В. Ломоносова
УЧИТЕЛЬ: Уртемеева Н. В.
ТЕМА: Защита окружающей среды
УМК: First Certificate Masterclass (OUP)

Научно-методический журнал Марийского института образования «Учитель»/Йошкар-Ола, 2003, № 3-4

I. Beginning the lesson
1. Greeting
2. Teacher introduces the students to the main aims
T: Today we shall speak about environment and some problems connected with it. We shall try to discuss them, analyze them and see if we have the way out. Pay attention to the theme of today’s lesson. This space is blank. While you are working during the lesson think of its possible theme and at the end we shall formulate it together.
3. Warming up.
4. Discussion of the most urgent environmental problems our planet and the mankind face today (name some of them and give the examples of regions, countries, cities suffering from them).
- smog (large industrial cities)
- deforestation
- destruction of green belt areas
- wildlife is under threat from human activities
- air / water / pollution
- deterioration of soil
- draining of marshes
- global warming
- the greenhouse effect
- waste products from factories and houses
- vehicle exhausts
- dumps
- waste water, etc.
All of these factors are very serious because they lead to a number of diseases, epidemics and destroy flora and fauna of the earth, cause mutations. But nowadays many countries have realized that it is necessary to take some measures to save us. And much is being done in the world.
II. Viewing
T: You know a lot about tropical rainforests. Can you give us some facts about them?
1. Pre-viewing
T: Watch the video extract and say what these numbers stand for. / They can be written out on the blackboard or given to the students on sheets of paper. /
- 400 (one tree may support about 400 species of insects)
- 4300 (birds species)
- 125 (kinds of mammals)
- 100 (species of reptiles)
- 30 mln. (insect species)
- 20 species of monkey)
- 9 (countries on which territory rainforests grow)
- 2,5 mln (km2 – the territory rainforests occupy)
- 2000 acre island
And the second question is what the aim of the research in the national park is.
/ - to provide the home for injured and confiscated monkeys
- scientific and conservational
- to bring monkeys to national habitant to accumulate to the knowledge of the forest in order to survive
3. Post-Viewing
T: All countries have established a great number of national parks, forests reserves and sanctuaries. Do you know any of them? / Serengeti, Grand Canyon, Everglades, National Park, Yosemite National Park, Yellowstone National Park, Big Kokshaga, Mari Chodra /
III. Communication
T: You will have a chance to visit the Big Kokshaga and Mari Chodra National Park. Work in pairs and make up a dialogue. One of you is a guide to one of these parks and another student is tourist.
Big Kokshaga Natural Forest Reserve

Date of foundation: 1993
Total area: 21,5 th acres (closed for tourists)
Main river: Big Kokshaga
Flora: Unique oak groves, rare plants and flowers such as ‘northern’ orchards
Fauna: rare black storks, eagles
Scientific work: application of unique methods of nature study which are not used anywhere else in the world
Number of scientists: 5
Qualities required: professional education, photography and drawing skills, abilities to live in natural conditions
Activities: - ecological camps for children
- concerts
- contests of drawings, articles and photos about nature held among children
- lectures and meetings
Mari Chodra National Park
Date of foundation: 1985
Total area: 36,6 th acres / the north-eastern part is closed fo tourists /
Main river: the Ilet with its tributaries
Flora: - the most common trees are pine trees, fir trees, oaks, lime trees, maples, ashes, birches, elms
- cowberries, bilberries
- about 11155 kinds of plants among which are lilies, lilies of the valley, water lilies, bearberries, lady’s slippers
Fauna: - about 94 species of birds-herons, wood grouse, cranes, hazel grouse
- about 58 species of mammals – foxes, badges, lynxes, bears, hares, weasels, wild boars, minks, martens
Tourism and rest:
- in 1987 there was approved a list of 10 state natural monuments including several lakes like Gluchoye, Kichier, Yalchik, Shulgaldan, famous ‘Green Spring’, Maple Mountain, Maple Mountain grove with its well-known Pugachov Oak (450 years old)
- rest homes, camps, sanatoriums where patients can take mud cure, drink mineral water
- special tourist routes to which animals and enjoy natural sights
- fishing
- park museum
After the students have discussed the reserves the class can be asked to give their own opinions:
Which of these parks would you like to visit? Why?
T: Of course governments of different countries pay much attention to problems of environment but much depends on us. Your home task was to analyze the ecological situation in the place of your living and find put what factors affect our lives.
The factors students had to take into account were:
- traffic and roads
- plants and factories
- parking places
- places for walking out dogs
- places for children
- trees and plants
- dumps, etc.
T: We are going to listen to your projects. The task for the rest of you is to listen and think if this region is really eco-friendly and what can be improved.
IV. Ending the lesson
1. The students formulate the possible themes of the lesson; tell the class what they have learned
2. Marks
3. Hometask


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