Environmental protection
Lesson plan
Lesson topic: Environmental protection
Aim:- to
stimulate using of vocabulary, to master
Zero/First Conditional usage.
Instructional: to expand students' knowledge about the environmental pollution, to enrich vocabulary, to practise skimming and scanning, to develop reading, listening and
communicative skills.
Developing: to develop culture of
communication and speech reaction of pupils, to teach pupils how to be able to acquire information from texts and
express their own views
and assumptions, to develop
students' attention, memory and intelligence.
Educational: to bring up the independence, interest in learning a
foreign language, clarity of expression, to educate polite attitude to
each other.
Equipment:
the textbook Oxford Team
Unit
9,
p.
78, natural
disasters pictures, , educational sites, cards, Piktochart presentation.
Type of the lesson: combined
lesson.
Procedure
І. Greeting
Т: Good afternoon, everybody! I'm glad to see you! How are you? Sit down, please.
Cl: Good
afternoon! We are glad to see you, too. We are fine, thank you.
Warm-up
Т: The
topic of our today's lesson is " Environmental protection ". By the end of
the lesson you should be able:
Ø
to
recognize and understand new words and word combinations in the text;
Ø
to read
and understand the gist and details despite the natural difficulties;
Ø to participate in common conversational
exchanges about the topic of today's lesson.
Ø
to
master the Zero/First Conditional properly.
Warm up: pupils
recite the short poems.
Teacher says the season and students
should describe it.
Whether the weather be fine,
Or whether the weather be not,
Or whether the weather be not,
Whether the weather be cold,
Or whether the weather be hot, We'll weather the weather
Whatever the weather, Whether we like it or not!
Or whether the weather be hot, We'll weather the weather
Whatever the weather, Whether we like it or not!
Phonetic drills:
Whisper down the line
Students make two lines. The teacher whispers the phonic or word to the first students then they must whisper it down their line. When it reaches the student at the back of the line they must run to the board, write it and shout it out. If they do it first and correctly they win.
Students make two lines. The teacher whispers the phonic or word to the first students then they must whisper it down their line. When it reaches the student at the back of the line they must run to the board, write it and shout it out. If they do it first and correctly they win.
Teacher
writes two different sounds on the board and pupils must write the wods for
them. For example: ou
au
most found
smoke cloud
joke mouth
bone loud
hope bound
rope house
Homework: students demonstrate
their projects from the E-Twinning profile.
ІІ. The
main part of the lesson.
Vocabulary revision: http://learnenglish.britishcouncil.org/en/vocabulary-exercises/weather
Listening: students listen to the
dialogue and write out the words about disasters.
GAME «Bankrupt». Collect the vocabulary
flashcards you aim to revise, and stick behind them cards showing an amount of
money, like Us$500, Us$ 100 and so on. One or two of them should say BANKRUPT
and another DONATION. Stick the flashcards on the board. Be careful students
don't see money cards. Divide the class into two groups. Students take turns to
choose one of the flashcards, say the item on them, or a sentence using that
word, as you prefer. If they say it right they gain the amount of money at the
back. If it says Bankrupt, you erase the money they had won, and if it says
Donation, that team donates all their money to the other group.
Reading Activities
The Teacher gathers the
Pupils in three groups and offers them three different texts. The task is to
look through, to find and read out:
a) polluters;
b) problems
they cause;
c) possible
solutions.
CARS
The biggest polluter today is the car. This
problem is especially bad in some cities where on days when there is not much
wind, a brown layer of smog hangs in the air.. Governments then build new roads
to try to improve the situation, but this means that they cut down trees and
destroy more of the countryside. One of the main problems with cars is that
they cause a lot of pollution and often carry only one person. Public transport
is more environmentally friendly because buses and trains can carry large
numbers of people at the same time. Even cleaner solutions are electric cars
and bicycles.
PLANTS
AND FACTORIES
Pollution is damage to the air, seas,
oceans, rivers or land caused by chemicals, toxic waste and harmful gases, as a
result — acid rain, holes in the ozone layer.
Acid rain is rain that is harmful to
the environment because it contains acid from factory smoke. Acid rain causes
damage to trees, rivers and buildings.
The ozone layer is a layer of gases
that protects us from ultraviolet radiation from the Sun, which can have a
harmful effect on animals and causes skin cancer in humans. We can help the environment by recycling or
choosing to buy green products. Recycling is when you use something again
instead of throwing it away. Glass, cans, paper and plastic can be recycled.
Examples of green products are recycled paper, wood and organic fruit and
vegetables.
POWER STATIONS
The greenhouse effect is caused by
harmful gases known as greenhouse gases. These gases are produced when we burn
fuels, especially coal burned in power stations to make electricity.
These gases go up into the Earth’s
atmosphere and stop heat from leaving the Earth.
Because the heat cannot escape, the
Earth is getting warmer. This is known as global warming. Global warming may
cause the ice at the North Pole and South Pole to melt and seas levels to rise,
leading to serious flooding in many parts of the world. In other places
temperatures will rise and there will be less rain, turning more of the land
into desert.
Renewable energy sources such as wind
power, wave power and solar power do not pollute the environment. They are much
cleaner than oil and coal.
Grammar (Zero/ First Conditional)
Match the two parts of the
sentences.
1
If animals don't eat,
2
If I read for a long time,
3
If you don't sleep,
4
If you mix flour and water,
5
If water freezes,
1
you feel tired,
2
you get nine, they die.
3
it turns into ice.
4
I get a headache.
5
you make paste.
Write the sentences.
eat too much / feel sick
If you eat too much, you feel sick.
1
lie in the sun / burn
2
not work hard / not get good marks
3
divide 100 by 5 / get 20
Piktochart presentation
We use the first conditional to talk about things that are likely to
happen.
Match the two parts of the sentences.
|
||
1
|
If you walk fast,
|
I won't go out.
|
2
|
If he passes all his
|
you'll get there
|
exams,
|
soon.
|
|
3
|
If you don't leave
|
I'll come out
|
now,
|
with you.
|
|
4
|
If it rains tomorrow,
|
he'll go into the next class.
|
Grammar, listening practice: http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/conditionals
Writing
“Catch a mistake!” (Writing Activities)
The Teacher offers
the Pupils to correct a mistake in each sentence.
1.
If
I will feel bad, I will go to the doctor.
2.
If
she will be hungry, she will cook dinner.
3.
When
it won’t snow, we will go skiing.
4.
If
we will do nothing, our planet will be in danger.
5.
If
you listened to the weather forecast, you will take an umbrella.
Game: students
write the first part of their sentence on one piece of paper and the second part on a different part of paper. Then give the first piece of paper
to their partner, who writes down
an ending for each sentence. When all the
sentences are complete , the two students compare the new sentence with the
originals. Are they the same or different?
Skills
Activities (Speaking Activities – Interaction)
The Teacher tells the Pupils that
it’s very important to protect NATURE – so our PLANET, because it is
our only home and we have no other one. The teacher offers the Pupils to make
their own dialogue to ask each other and remind how we can solve ENVIRONMENTAL
PROBLEMS. The Pupils conduct the work..
Skills Activities (Speaking
Activities – Production)
The Teacher reminds the Pupils: “If
we don’t save our Planet, we will die” and asks to tell what they do to save
our PLANET.
Lesson outcome
T: Thank you for
good and productive work. What have you learnt today? What was easy or
difficult for you? Everyone got good marks from the lesson.
Home task:
To
write 10 sentences how can we protect
our planet, for example: if we cycle more, we will breathe fresh air.
The lesson is
over. Good-bye!
