Конспект уроку з англійської мови People and nature

Lessons in the 6 form
People and nature
Objectives:•Talk and write about nature and the environment; participate in a debate and produce a formal letter on ecological issues.
•Learn about some interesting animals and their habitats.
•Use present simple tens to talk about general truths.
•Use the comparative and superlative of short, long and irregular adjectives.
•Express opinions.
•Ask questions about the aspect of animals.
•Focus on listening and learning strategies.
•Form and use type 1 conditional.
•Writing formal letters.
Attitudes to learning:•Showing respect for the environment and accepting the need to protect it.
•Becoming aware of how individuals can help to protect the environment.
Moral and Social Values•Protection of the environment.
•Encouraging students to become actively in protecting their environment.
Activity types:•Reading a questionnaire about nature and agreeing on answers.
•Listening to a piece of classical music and identifying seasons.
•Matching adjectives with animals.
•Skimming and scanning short text.
•Choosing a title for each text.
•Playing guessing games to identify different animals.
Vocabulary:•Centipede, Loris, white shark, hummingbird, hippopotamus, whale, vulture, flamingo, rhino, (grey) wolf, lunx, wild boar, gorilla, antelope, plain, forest, lake, river, mountain, rain forest, wildlife, recycling, pollution, acid rain, ozone layer, save, waste, lightbulb, newspaper, carbon dioxide, power station, lengthMong, heightYhigh, extinction\extinct, prosperity\prosperous, species, shark, salmong, deadly, delicate.
Lesson 1-21.Introducing the theme of the lesson.
2.Revising the seasons, months of the year with the whole class.
3.Speaking in pairs (students read the questions and agree or disagree about conditions in their area).
4.Listening to extracts from a classical piece (Chikovski’ or Vivaldi’). Ask student to identify each one and justify their answers.
5.Students are given some photos and try to identify each animal (shark, centipede, hummingbird, Loris, deadly, beautiful, delicate, strange, sleepy, thin, slow, dangerous).
6.Students are given 4 texts about these animals, they have to skim each
text in order to get general idea.
7. Writing
size habitat food
Loris centipede shark hummingbird 8.Language focus: comparatives and superlatives (revision
9.Writing: ask students to fill in the chart.
Positive comparative superlative
thin
big
small
deadly
strange
good
bad
strange
interesting
10.Reading:
a)guessing the name of the animal.
b)putting the adjectives in the correct form.
This animal is 1 ... (small) than a whale but ... (big) than a hummingbird. It is one of the ... (large) land animals in the world, after the African elephant and possibly the hippopotamus. Its legs are 4... (short) than a giraffe’s but its body is 5... (heavy) and it has a very big head with one or two horns. It is 6... (slow) than a lion or cheetah but it is ... (fast) than a sloth. It is ... (dangerous) than a lion or tiger but is 9.. .(dangerous) than a hippopotamus. It is not the 10... (delicate) animal in the world. Now it is in real danger of extinction.
11.Writing:
students choose an animal and write a description then read it.
12.Grammar:
revising the present participle a past simple forms:
die - dying - died
fall - falling - fell ect.
13.Completing the table about the verbs:
Verb Present participle Past
biting fall died
beat
weighed
noticing smash 14. Homework: choose any animal and describe it.
Appendix: (texts)NOT TOO FAST
The Loris is not the most active animal in the world. It lives and sleeps in the rainforests of South Asia. It is careful and deliberate when it climbs. It doesn’t swing or jump like a monkey. That is too energetic! Lorises are small and brown and have very large eyes because they feat at night on insects and plants. They also like small birds but they don’t catch many! They are one of the slowest and sleepiest animals in the rainforests.
THE TERRIBLE SMILE OF THE GREAT WHITE
The shark has always had a bad reputation and the Great White (the star of the film JAWS), has the worst of all. It is the most dangerous shark that exists and perhaps the deadliest assassin of the animal kingdom. It swims near beaches and has killed many people. With its impressive teeth it can bite through cables and boats! The biggest white sharks are up to six metres long and weigh up to 1800 kilos.
FEEDING FROM A FLOWER IN MEXICO
Perhaps the most beautiful and delicate bird in the world is the hummingbird. Hummingbirds are tiny, brightly coloured creatures which live in forests and feed on the nectar of flowers. The smallest of all is the bee hummingbird which only weighs two grams. Hummingbirds can hover in the air, just like helicopters, moving their wings up to 200 times per second.

Lesson 3-4Endangered species1.Make up a list of wildlife that is in danger of extinction.
2.Reading the text and adding more animals to the list:
Gong, Going... Gone
Today there are many species which are very close to extinction: the Beluga whale, the giant panda, the grey wolf, the African black rhino and the gorilla. However, perhaps the most spectacular of all animals in danger of extinction is the magnificent tiger, the largest cat on the planet.
Tigers can be up to 4 meters long and over a meter high, weighting up to 225 kilograms and they have beautiful orange fur with black and brown stripes. They hunt animals like wild pigs, deer and buffalo and can eat as much as 400 kilos of meat in one meal.
50 years ago there were between 25 thousand and 30,000 tigers in Asia, but this number has fallen to between 5 and 7 thousand. Since the 1980th, the conservation programme “Operation Tiger” has tried to save the Indian tiger by establishing national parks or reserves.
Unfortunately, the tigers body is in enormous demand for traditional Chinese medicine and illegal hunters can get up to 20,000 $ for a dead tiger. Also their habitat is disappearing because poor farmers are cutting wood at reserves like Ranthambhore National Park in India. If we cannot stop the hunting or protect its habitat, in the next few years this great cat will disappear forever.3.Answering teacher’s questions to the text.
4.Students complete the sentences from the text (it’s up to the teacher)
5.Reading the text about the hippopotamus, completing the table:
The hippopotamus lives near rivers in tropical areas of Africa. It’s one of the biggest mammals, about 150 cm high and nearly 3 and a half meters long. It weighs around 3,500 kilos. The hippopotamus has dark skin, and very big body and small ears and eyes.
It lives in groups of 15-20 females and young with one dominant male. The hippopotamus is not aggressive. It spends the day in water and comes out at night to look for grass, plants and fruit. Baby hippopotamus are often bom in the water after a gestation period of 230 days. Hippopotamus are not an endangered species, but the population is much smaller than before.
Habitat Size Physical
characteristics Behavior Food Breeding Population 6.Impairs, ask and answer the questions about the animal every student chooses:
-Where does it live?
-How big is it?
-What does it look like?
-How does it behave?
-What does it eat?
-What breeding habits does it have?
Lesson 5-61.Intoducing the words : pollution, ozone layer, reinforced, recycle, air pollution, acid rain.
2.Students look at the photos or pictures and answer the questions:
a.What everyday objects can we recycle?
b.What causes air pollution and acid rain?
c.Which of the world’s seas are the most polluted?
d.What is happening to the world’s rainforests?
e.What destroys the ozone layer?
f.What is happening to the world’s climate?
3.Writing practice:
Questionnaire:
1)What do you do to recycle things?
2)What do you do to save energy?
3)What do you do to help animals and wildlife?
4)Are and your, family greenshoppers?
4.Grammar:
Conditional Sentences (I). Listen to the teacher‘s sentences, translate them. Sum up.
(Sentences up to the teacher’s choice)
5.Game (Conditional sentences(I)).
Each student prepares 10 strips of paper with 5 conditional sentences on one side and 5 consequences on another side. Mix the strips and then try to match the pairs.
6.Use the words below to write sentences:
•Develop island / be better schools and hospitals
•More jobs / people be more prosperous
•Build hospitals / people be healthy
•Make nature reserves / protect wildlife
•Build hotels / tourists come to island
•Mine tin / destroy rain forests
•Destroy rain forest / wildlife disappear
•Build factories / cause pollution
7.Homework :1)Make up 10 conditional sentences
2)Write your own plan of making your area cleaner
Lesson 7-81.Writing an ecological project in your area.
I. Think about an ecological problem in your area
II.Gather information:
•Discuss the problem with a friend
•Try to find a newspaper article about the problem
•Find or draw a picture to show the problem
•Gather opinions about the problem
III.Write notes to:
•Give your reasons for choosing this problem and its causes.
•Describe how some local people feel about the problem
•Suggest how we can solve the problem
•l)Write a short introduction 2)Write your project
2.Produce a poster or magazine
■Collect pieces of writing you’ve done.
■Add some things : photos, drawings, leaves, etc. to illustrate your project.
Lesson 9
Test yourself
1.Order the words to make sentences
•we / the European brown bear / more forests / if / destroy / in Europe / will disappear
•some islands / the world temperature / will disappear / if / goes up / in the Indian ocean
•like Chernobyl / nuclear power / there will be / another / to use / if / we continue / accident
•will / our forests / paper / we do not / if / we / recycle / destroy
•in our cities / get worse / if / more cars / air pollution / we have / will
2.Copy and complete the words below:
1) Wild... 5) Rain... 9) News...
2) Acid... 6) ozone... 10) Light..3) Humming... 7) Stick... 11 )Carbon
4) Vampire... 8) Giant... 12)Power.
3. Test yourself (15 points) Open the brackets:
A: Have you heard about the new power station they are going to build?
B: Yes, I think it’s a good idea. If they (build) the power station, we (have) some jobs in this town at last. And if there (be)a power station, other industries (come) here
A: But what about the pollution? We have pollution now and with a power station it will get (bad). If they (build) it near the river, they (pollute) that too. Now our river is one of the (good) places for fishing in area.
B: I think that jobs are (important) than pollution. Most of our young people go to London to work. The population is growing (old) every year.
A: I don’t agree.
B: Oh, it’s OK for you. You’ve a job. But what about young people? If there (be) more jobs, we (get) more schools and maybe a new hospital.A: But with a power station there (be) more traffic, so the roads will become (dangerous) If we (not protect) our town, it (become) a horrible place to live in.