Автор конспекта:
Автор(ы): — Зарипова Альбина Рамисовна

Место работы, должность: — г. Бавлы, МОУ школа №4, дидаскал английского языка

Регион: — Республика Татарстан

Характеристики урока (занятия) Уровень образования: — основное общее рождение

Целевая аудитория: — Медицинский работник
Целевая аудитория: — Учащийся (студент)

Класс(ы): — 8 ранг
Класс(ы): — 9 ранг

Предмет(ы): — Английский балочи

Цель урока: — Развивать увства бережного отношения к окружающему миру, сознательного, ответственного понимания своей роли на отношении к окружающей среде; активирование и воспитание навыков говорения, чтения, аудирования

Тип урока: — Комбинированный наука

Используемые учебники и учебные пособия: —

Welcome to Tatarstan, Иванова Л.

Английский язык, Кузовлев В.П.

Хартия земли, учебное пособие

Используемое оборудование: —

ПК, экран, проектор, доска, маслораздаточный материал

Краткое описание: — На вступит.этапе ученики разгадывают кроссворд,для определения ключевого слова урокаОпределяем функция слова "environment"в понимании каждого ученика на форме беседы-обсуждения.Озвучиваем источники загрязнения и уничтожения окр.среды.Затем кажинный пенсионер предлагает свои способы решения проблемы. говорим, вдобавок о том, что, на свою участок делает кажинный изо них.В качестве разминки предлагается прослушать и спеть песню на исполнении Джона Леннона "Imagine"

Урок английского языка. The World around us.

Цели урока: 1) развивать отношение бережного отношения, уважения и внимания к окружающему нас миру;
2) развивать отношение ответственности за свою личную предназначение на окружающем мире;
3) развивать навыки говорения, аудирования и письма вдоль данной теме;
4) отшлифовка грамматических навыковв эксплуатация модальных глаголов “must/mustn’t, should/shouldn’t”.
— Оборудование: ПК, проектор, экран, доска, карточки с кроссвордом и вопросами к нему, магнитофон.
— Ход урока:
— I. 1) Greetings
2) Speaking about the weather

II. Lead-in.

Teacher: I know that you like solving puzzles. Would you like to solve one? The questions are about the weather and seasons.
Everybody gets a card with a crossword and questions.
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1w
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9e
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— — — — — — — — — 2e
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— — — — — — — — 3s
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— — — — — 4c
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— — — — 5r
a
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— — — — — — — — — 6m
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— 7f
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1. One of 4 seasons, it is usually snowy and frosty.
2. A part of the day when the sun sets down.
3. One of 4 seasons when it is melting and getting green.
4. The opposite to “sunny”.
5. It’s usually …… in autumn.
6. A part of the day when the sun rises.
7. There are a lot of kinds of trees, birds and animals there.
8. There are 4 … on the Earth. They are the Pacific, the Indian, the Arctic and the Atlantic.
9. ?
— T: You have 1-2 minutes to solve the puzzle and to define the key word of the lesson.
— III. Speaking skills.
(in 1-2 minutes). So, boys and girls, what is the word?
The pupils give their ideas.
T: That’s right. The main word of the lesson is “environment”. (Приложение Слайд 1)
T: Boys and girls, how do you understand the word “environment”? What does it mean? What does it stand for you?
The pupils give their ideas. The teacher makes notes on the board.
T: Thank you! Now, let’s combine the words into several groups. They are “air”, “water”, “land”. (Приложение Слайд 2).
T: Have a look at the word branch. Have you got any other ideas?
The pupils add their ideas if they have.
T: As you can see, there is a branch that is empty. Can you guess what it is?
The teacher asks questions or gives the examples to provide the answer.
T: Yes, that’s right! It is the problems concerning the environment, i.e. environmental problems.
T: What environmental problems can you name?
The teacher makes notes on the board. (Приложение Слайд 2).
T: We have named the environmental issues. Think of the reasons of the problems. What or who are the caused by?
The pupils give their ideas. (Приложение Слайд 5).
The pupils read out the sentences. The teacher should be sure that the pupils understand the meaning of the sentences.
T: Now boys and girls I would like to display the photos that you have taken before, some of them are from the Internet. (Приложение Слайд 3).
T: Look, here is a list of words. Which words are associated with these pictures? What do you feel looking at these photos?
(There is a list of words on the board to describe the pictures and the feelings “light, black, pale, shining, rich, dark, gloomy, fresh, nasty,magnificent, attractive, dangerous, threatening; happy, pacific, nervous, pleased, satisfied, joyful, depressed, sad, upset, miserable, hopeless, terrified, anxious ).
The pupils describe the pictures and their feelings using the words.
T: Now, look another kind of pictures. What words will you use to describe the pictures and your emotions. (Приложение Слайд 4).
Look at the pictures once again and answer the questions.

The pupils share their ideas.
T: I must agree with you that the main reason and the main subject of nature destruction is a human being. Boys and girls, who is responsible for the environment?
The pupils give their answers.
T: Yes, that’s right! Everybody, every human being is responsible for nature, for the animals, for all living beings. The Earth is our home and we, the inhabitants of the planet are responsible for taking care of the environment.
— IV. Warming-up. Singing the song. — Let’s have a break and sing the song “Imagine” by John Lennon.
— V. Grammar and writing skills.

T: Boys and girls, let’s have a look at the list of problems and try to think of the ways to solve the problems. Use the modal verbs like “must/mustn’t, should/shouldn’t”
The pupils give their ideas.
T: Let’s read the statements and add your own ones. (Приложение Слайд 6).
The pupils read out in turns.
T: Now, use the sentences to say what we must or mustn’t do and what we should or shouldn’t do.
The pupils give the answers using the modal verbs.
T: Let’s put down the sentences in your exercise-books. One of you comes up to the board.
Every pupil puts down the sentences in exercise-books.
— V. Round-up.
I’m very glad to realize that the most of the class are worried about the problems concerning the environment. I’m sure, that almost everybody takes care about the nature and animals, and makes contribution to the protection of the environment.
It’s time to finish our discussion. Let’s summarize.
Answer the questions.
1. What does “environment” mean?
2. What environmental issues can you name?
3. What are the main problems?
4. What should every person do to keep our land clean?
— In conclusion, I’d like to say that everybody should be responsible for his/her actions in order to make the world better. If we are conscious of your actions, we can take care about the present and future life of all living species in the world.
— VI. Marks giving.

VII. The homework giving:
Organize a “Round table talk” about the environmental problems in our town. Divide into 4 groups on several points:
· Car pollution
· Animals ant birds
· Vegetation
· Litter pollution
Use photos, drawings, diagrams, slogans to support your ideas.
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