Презентация на тему "Mass Media. What's the news?" 7 класс

Романец Анна Валерьевна

Учитель английского языка

ГБОУ СОШ №538 имени С.В. Гришина г. Москва

План-конспект урока по теме «Защита окружающей среды»

Тема: “Environment Protection”

Topic: “Environment Protection”

Воспитательные задачи:

расширить кругозор учащихся;

научить учащихся взаимодействовать друг с другом;

научить учащихся уважать мнение других.

Educational aims:

to enlarge the students’ scope;

to teach students to cooperate;

to teach students to respect other’s opinion.

Цели:

сформировать умения чтения;

сформировать лексические навыки.

Aims:

to form reading skills;

to form lexical skills.

Сопутствующие задачи:

совершенствовать произносительные навыки;

совершенствовать умения монологического высказывания.

Subsidiary aims:

to improve pronouncing skills;

to develop speaking skills of monologue.

Речевой материал: текст «Recycling», лексические единицы: recycling, waste, success, material, headlights, rug, effort, to reduce, to recycle, to create, to treat, to refuse, to reuse, to mine, to sterilize, to refilled, recycled, recyclable, aluminium, to be good for; to throw away; to find out; recycling paper; to turn into; instead of; to be made of; scrap metal; to pave streets.

Text and vocabulary: the text “Recycling”, vocabulary: recycling, waste, success, material, headlights, rug, effort, to reduce, to recycle, to create, to treat, to refuse, to reuse, to mine, to sterilize, to refilled, recycled, recyclable, aluminium, to be good for; to throw away; to find out; recycling paper; to turn into; instead of; to be made of; scrap metal; to pave streets.

Оснащение: текст, раздаточный материал, знак «Переработка отходов».

Aids: the text, handouts, the sign “Recycling”.

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Appendix 1

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Appendix 2

The matching task

Ex.1. Match the words with their definitions.

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To recycle

To reduce

Waste

To treat

To refuse

To reuse

Scrap

To mine

To threw away

Effort� to dig into (the earth) for minerals

to pass (a substance) through a system again for further treatment or use

to reject

garbage, rubbish, or trash

to deal with or regard in a certain manner

to make or become smaller in size, number, etc.

a determined attempt

to decline to accept

to use again

waste material or used articles, especially metal

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The vocabulary task prepares students for further reading, reduces difficulties in understanding of the text and makes them focus on the key words. This exercise also checks general knowledge of the English language.

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Appendix 3

Reading task

You are going to read the text about recycling. Your task is to choose the most suitable heading from the list A-I for each part (1-7) of the article. There is one extra heading which you do not need to use.

A. Straw vs. paper

B. Recycled plastic

C. Reusing glass

D. Recycling metal

F. The process of recycling

G. Recycling tin cans

H. The importance of recycling

I. Recycling paper

Key: 1. F; 2. I; 3. A; 4. B; 5. D; 6. C; 7. H.

This task helps students to summarize every passage of the text and find out the main subject of each part. So this exercise checks the understanding of each part in the whole.

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RECYCLING

(1) Recycling is a very important subject, and one that is becoming more so all the time. As we all know, it reduces waste and is good for the environment. But what do recycling centres do with the things we throw away? I found out some very interesting information.

(2) Recycling paper has been the biggest success. In 1990, in the USA, more than 20 million tons of paper were recycled and turned into birthday cards, cereal boxes, and hundreds of other things. Paper is the easiest material to recycle and, as David Dougherty of Clean Washington said, "You can use it six times over, then burn what's left to create energy."

(3) Wisconsin cow farmer George Plenty had the most interesting use for recycled paper: he uses it instead of straw in his barn. "It's cheaper than straw," he said, "but even if the price were the same, I wouldn't go back."

(4) Plastic is the hardest material to recycle, because there are so many different kinds, all of which need to be treated differently. At the moment, only two per cent of the plastic used in the US is recycled. But is does have its uses: one company uses plastic from recycled car headlights to make windows. In some ways they are better than normal windows, because they are much harder to break. Another company, Image Carpets, uses plastic to make carpets and rugs. A comment made by the manager showed us how attitudes towards recycling have changed. "We worried that people might refuse to buy the carpets if they knew they were recycled," said sales Manager, John Richmeier. "Now we advertise the fact as a marketing strategy."

(5) Metal is another important material. It is easier to recycle an aluminium can than to make a new one. It is also 20 per cent cheaper, and uses only 5 per cent of the energy that making a new can would use. So many of the things we use are made of metal, and can all be reused after they stop working. Recycling car parts, for example, is a big business. There is also very little waste involved in recycling metal. Steel is 100 per cent recyclable, and can be recycled hundreds of times. Recycling steel is cheaper than mining it. A lot of America's scrap metal is taken by the Japanese, recycled, and eventually sold back to America as new cars.

(6) 20 per cent of America's glass is recycled, and used for a number of things. For example, it can be mixed with asphalt or cement and used to pave streets. It can also be melted down and used to make new bottles. However, unlike the other materials, glass can also be reused commercially in its original form; many types of bottles are returned to bottling plants, sterilized and refilled. Recycling and reusing glass is actually a huge worldwide business, with bottle banks appearing everywhere.

(7) So remember, think before you throw things away — they may still be useful. If we all make an effort to recycle, we can make the planet a cleaner place to live.

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Appendix 4

The system of comprehensive exercises

The purpose of teaching reading is forming reading skills. The main criterion here is the degree of understanding of the text. To check it a teacher should suggest a system of comprehensive exercises.

The aim of this lesson is to check the understanding of the text “Recycling”. I would suggest the following comprehensive exercises.

Ex.1

Answer the following questions using the text.

What is the problem described here?

What is recycling?

Why do American farmers prefer using paper to straw?

What things can be made through the process of recycling?

Why is recycling so important nowadays?

The questions invite some measure of interpretation and application of the reader’s background knowledge. They demand real comprehension, and encourage an interactive, personal “engaging” with the text as well as being more interesting to do. Interpretive questions often have more than one possible answer and can be used for discussion.

Ex.2

Mark the following sentences as “true” (T) or “false” (F).

Recycling reduces waste and is bad for the environment. (F)

Recycled paper turns into birthday cards. (T)

From recycled car parts windows are made. (F)

Recycling steel is cheaper than mining of metal. (T)

We can make the planet cleaner place to live, if we all make an effort to recycle. (T)

This exercise checks students’ understanding of the whole text.

Ex. 3

Match the beginning and the ending of the sentences.

Recycling is a very important subject…

More than 20 million tons of paper were recycled…

Plastic is the hardest material to recycle…

So many of the things we use are made of metal…

Steel is 100 per cent recyclable...

Glass can also be melted down ...

and can all be reused after they stop working.

because there are so many different kinds, all of which need to be treated differently.

and can be recycled hundreds of times.

and used to make new bottles.

and one that is becoming more so all the time.

and turned into birthday cards, cereal boxes, and hundreds of other things.

Key: 1. E, 2. F, 3. B, 4. A, 5. C, 6. D.

To make sure the students have understood the meanings of key sentences, I suggest an exercise in matching the beginning and the ending of the sentences.

Ex. 4

Find in the text sentences which:

enumerate the things done from paper, metal, plastic and glass;

explain the popularity of recycling nowadays.

The exercise helps to check the understanding of the whole text. It is a bit more difficult than the previous exercises because the questions do not quote verbatim from the text but paraphrase it, thus they encourage learners to interpret the facts. The exercise makes students look through the text again and again, thus developing their speed of reading and visual memory, on the one hand, on the other hand, to find the sentences, which are answers to the given tasks, students should recall the content of the text and think about the key words.

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Appendix 5

Topical vocabulary list

Group 1. Single words.

Group 2. Collocations.

To be good for; to throw away; to find out; recycling paper; to turn into; instead of; to be made of; scrap metal; to pave streets.

I think this text will enable my students to speak on the topic “Environment protection”. This topic is recommended for pupils of the 10th and 11th forms. I've made my list of topi​cal vocabulary by grouping words into two groups: group 1 represents single words (nouns, adjectives, verbs); group2 in​cludes collocations (word combinations).

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Appendix 6

Vocabulary exercises

Ex.1

Find the odd word out.

dustbin – cupboard – waste-paper basket – ashtray

tin – can – metal – plastic

waste – litter – glass – rubbish

response – reply – answer – question

reduce – involve – deflate – decrease

Key: cupboard, plastic, glass, question, involve.

The exercise helps students to establish similarities and differences in the meaning of the words.

Ex. 2

Fill in the appropriate word from the list. Use the word(s) only once.

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To be good

To create

To throw

Scrap

To be made

To find out

To pave

Recycling

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…paper

…metal

…some information

…energy

�…things away

…for environment

…of glass

…streets

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Key: recycling paper; scrap metal; to find out some information; to create energy; to throw things away; to be good for environment; to be made of glass; to pave streets.

It is necessary to practice students in memorizing collocations from the text. For this purpose I would suggest an exercise in gap-filling.

Ex.3

Fill in the gaps with the appropriate word(s) from the list below:

Plastic

Environmentally aware

Recycling

Environment

Products

Aluminium

Decompose

Disposing of

Bottle banks

It is important these days to be as 1)… as possible, which means 2)… our waste instead of 3)… it in the usual way. For example, instead of throwing 4)… cans away, they can be crushed and taken for recycling, and bottles can be taken to 5)… instead of being put in the rubbish bin. We should try to use as little 6)… as possible because it takes a long time to 7)… and to buy recycled paper to write on. Recycled 8)… products are often the same price as normal ones, but a lot kinder to the 9)… .

Key:

Environmentally aware

Recycling

Disposing of

Aluminium

Bottle banks

Plastic

Decompose

Products

Environment

The exercise is aimed to help in summarizing of the text and prepare for the following discussion.

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Psychological and Physical Development of the 11th form Students

Steady growth development occurs in children in this age group. The 11th form students gradually take control over both fine and gross motor skills.

Steady growth in learning begins to occur again between the ages of 14 and 16 years of age. Children of the age of 16 begin to develop an analytical solution process to solve their analytical questions.

Cognitive, emotional and attitudinal changes which are characteristics of this period, often take place during adolescence, and this can be a cause of conflict on one hand and positive personality development on the other. Students are more interested in what they are learning when they are given an opportunity to apply what they learn. This stage brings cognition to its final form. This person no longer requires concrete objects to make rational judgments. At this point, he is capable of hypothetical and deductive reasoning.

It should also be noted that adolescence is the stage of a psychological breakthrough in a person's life when the cognitive development is rapid and the thoughts, ideas and concepts developed at this period of life greatly influence one's future life, playing a major role in character and personality formation.

Teaching for the adolescent may be wide-ranging because he'll be able to consider many possibilities from several perspectives. During this period, learning and information-processing increase in speed, memory becomes increasingly-longer, and symbol use and the capacity for abstraction develop until a near-adult level is reached by adolescence. Mood fluctuations may still be common, but emotional stability begins to stabilize. Treating the student as an honorary adult encourages more responsible behavior and elicits more insightful responses to questions that are complicated and stimulating rather than simple and rote.

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Procedure