Ecological Problems

Тема: Ecological Problems

Предмет: Английский язык

Класс: 10 класс

Тип урока: Комбинированный (лексико-грамматический тренинг, аудирование, чтение, говорение, проектная работа)

АННОТАЦИЯ

Данная методическая разработка предназначена для проведения урока английского языка в 10 классе по теме "Ecological Problems". Урок направлен на формирование и развитие коммуникативной и социокультурной компетенции учащихся через интеграцию всех видов речевой деятельности: говорение, аудирование, чтение и письмо. В рамках занятия учащиеся анализируют причины и последствия глобальных экологических проблем, развивают критическое мышление и креативность, учатся аргументировать свою точку зрения и работать в команде. Проектная часть урока направлена на формирование экологически ответственного поведения. Урок нацелен на достижение личностных, метапредметных и предметных результатов. Урок имеет ярко выраженные межпредметные связи с географией, биологией, ОБЖ и информатикой, что способствует формированию целостной картины мира и осознанию глобального характера обсуждаемых тем.

Скелет урока с указанием видов деятельности и форм работы

Саморефлексия по итогам урока

Урок на тему «Ecological Problems», проведённый в 10 классе, стал для меня значимым опытом как в методическом, так и в личностном плане. Работа над подготовкой и реализацией занятия позволила глубже осознать, как важно находить баланс между развитием языковой компетенции и формированием экологического мышления у старшеклассников.

Что получилось успешно:

• Учащиеся проявили высокий интерес к теме, активно включились в дискуссию и творческое проектирование;

• Было видно, что ребята понимают значимость обсуждаемых проблем и стремятся предложить реальные пути решения;

• Сочетание классических форм работы (аудирование, чтение) с креативными заданиями (мини-кампания, слоганы, визуальные элементы) позволило задействовать разные каналы восприятия информации;

• Большинство учащихся продемонстрировали умение использовать лексику в контексте, аргументировать мнение, работать в группе.

Что вызвало затруднения:

• Некоторым учащимся было сложно сразу выразить мнение по дискуссионному вопросу. В дальнейшем стоит усилить этап подготовки к устному высказыванию с использованием речевых опор;

• Во время проектной работы часть групп изначально испытывала трудности с распределением ролей — это стало напоминанием о необходимости регулярно тренировать навыки командной работы.

Выводы и профессиональные инсайты:

• Тематика урока оказалась не только актуальной, но и эмоционально вовлекающей — это увеличило мотивацию и вовлечённость учащихся;

• Я убедилась в эффективности интеграции экологии, английского языка и проектной деятельности для формирования метапредметных и личностных результатов;

• Как педагог, я получила подтверждение того, что современный урок должен быть не только обучающим, но и воспитывающим, направленным на развитие мышления и ценностей.

Что бы я улучшила:

• Включила бы больше scaffold-фраз для дискуссий, особенно для менее уверенных учеников;

• В дальнейшем планирую обязательный вариант онлайн-подачи проекта (например, видеоролик или презентация), чтобы расширить возможности цифровой грамотности.

Урок позволил мне ещё раз осознать, что даже небольшие шаги в сторону осознанного и экологичного мышления могут начаться с обсуждения на уроке английского языка.

ПАСПОРТ УРОКА

Учебный предмет: Английский язык
Класс: 10
Тема урока: Ecological Problems
Тип урока: Комбинированный
Форма проведения: Традиционный урок с элементами групповой и проектной деятельности
Цель урока: Формирование и развитие коммуникативной компетенции учащихся средствами английского языка на основе темы «Экологические проблемы» через интеграцию лексических, речевых и социокультурных навыков.

Задачи урока:

1. Образовательные:

• Расширить тематический лексический запас учащихся;

• Совершенствовать навыки аудирования и чтения с анализом информации;

• Развивать монологическую речь и аргументацию на английском языке.

2. Развивающие:

• Развивать логическое и критическое мышление;

• Формировать умения аргументированного обсуждения;

• Стимулировать творческое и исследовательское поведение.

3. Воспитательные:

• Формировать ответственное отношение к окружающей среде;

• Воспитывать экологическую культуру и активную гражданскую позицию;

• Развивать интерес к устойчивому развитию.

4. Практические:

• Тренировать навыки участия в дискуссии;

• Развивать умение применять лексику по теме в реальных речевых ситуациях;

• Упражнять в создании медиапродукта (плакат, видеоролик, статья).

Оборудование: экран, ноутбук, раздаточный материал, доска.

Универсальные учебные действия (УУД)

Plan of the lesson

1. GREETING (2 min) (SLIDE 1)

T (Teacher): Hello, children, how are you feeling today?

St1 (Student1): Hello, I’m fantastic.

St2 (Student2): Hello, I’m exhausted.

St3: Good afternoon, I’m in high spirits.

T: Look at the slide. You can see a photo of a polluted beach. Do you think this is a real photo or a scene from a movie? What emotions does it provoke? Why do such things happen? (SLIDE 2)

STs: …

WARMING UP (5 min) (SLIDE 3)

T: Let’s divide into 3 teams and play a game! Look at the screen, choose the number and guess which of these facts are true/false.

Team1: …

Team2: …

Team3: …

T: Well done. Great job! According to your scores we can see that Team… has got the highest amount of scores and wins! Congratulations, guys! Let’s move on and look at the screen. Here you can see some brainstorm scheme with the root phrase “Ecological problems” write key words (your associations) and explain your ideas. (SLIDE 4)

St1: When I think of ecological problems, I imagine air pollution because factories and cars make dirty air. People can get sick from it.

St2: When I think of ecological problems, I imagine water pollution because people throw trash in rivers and seas. Fish and animals die.

St3: When I think of ecological problems, I imagine global warming because the Earth is getting hotter and it’s a fact. Ice is melting, and the sea is rising.

ST4: When I think of ecological problems, I imagine too much garbage because people throw away too much waste. It fills the land and water.

St5: …

T: Yes, you are definitely right all of this is horrible for our planet and we should do everything to prevent it.

1. LEAD-IN (3 min)

T: OK, thank you. According to everything we’ve said, how do you think what is the theme of our lesson? (SLIDE 5)

St: It is ecological problems.

T: How good do you think you are in this theme?

ST1: I think I know some vocabulary.

St2: We were talking about pollution on Geography lessons.

T: Can you guess what are the aims of our lesson? (SLIDE 6)

ST1: I think we are going to expand vocabulary on the topic "Ecological Problems"

ST2: I think we are going to develop listening and reading skills.

ST3: I guess that we will discuss environmental problems and offer solutions.

ST4: We will work creatively.

T: Do these goals sound interesting to you?

1. CHECKING THE HOME ASSIGNMENT (5 min)

T: Before moving further, tell me please what was your home assignment for today?

St: Our home assignment for today was to learn the rule and the list of unknown words.

T: Thank you, while I’m preparing the paper sheets for you, you have one minute to revise the words.

T: Your task is the following: Match the words with their definitions. You have 3 minutes.

T: Time is up. Give me your papers.

1. LISTENIG+READING (15 min)

Pre-Listening (5 min)

T: Thank you, everyone. Great job with the vocabulary! These words will help us to understand today’s topic even better.
You’ve already shared many serious ecological problems — and now we are going to listen to a text where they are all described in more detail.

But first, let me ask you:

- Have you ever read or watched anything about global warming or acid rain?

- Which ecological problem do you think is the most dangerous for our planet?

St1: …

St2: …

T: That’s very interesting. Keep your ideas in mind, because while listening, you will hear many of the problems you just mentioned. Before we move further, let’s revise and learn some key vocabulary that will help us understand the listening and reading parts. (SLIDE 7)

Vocabulary

1. Urgent - /ˈɜː.dʒənt/ - very important

2. Contamination - /kənˈtæm.ɪ.neɪt/ - to make something less pure or make it poisonous

3. Habitat - /ˈhæb.ɪ.tæt/ - the natural environment in which an animal or plant usually lives

4. Mining - /ˈmaɪ.nɪŋ/ - the industry or activity of removing substances such as coal or metal from the ground by digging

5. Threaten - /ˈθret.ən/ - to cause harm or damage

6. Extinction - /ɪkˈstɪŋk.ʃən/ - a situation in which something no longer exists

7. Nuclear - /ˈnjuː.klɪər/ - being or using the power produced when the nucleus of an atom is divided

8. Exhausts - /ɪɡˈzɔːst/ - to make someone extremely tired

9. Vapour - /ˈveɪ.pər/ - gas or extremely small drops of liquid that result from the heating of a liquid or solid

10. Fragile - /ˈfrædʒ.aɪl/ - easily damaged or broken

T: To make the listening easier for you, let’s read some true/ false/ not stated facts which you are going to work with after listening. (SLIDE 8)

• T (True) if the statement is correct.

• F (False) if the statement is incorrect.

• NS (Not Stated) if the information is not in the text.

1. ___ Acid rain is caused by gases from power stations and cars.

2. ___ Global warming makes the Earth colder.

3. ___ A quarter of all plants in the world are in danger of extinction.

4. ___ People destroy forests only to make furniture.

5. ___ The text mentions that pollution affects only water.

6. ___ Acid rain can harm lakes, rivers, and forests.

7. ___ Governments must take action to stop pollution.

8. ___ Plastic waste is the main cause of global warming.

9. ___ The text suggests that education can help prevent environmental disasters.

10. ___ The polar ice caps are already completely melted.

Listening ( 3 min)

T: Now, please listen carefully and try to understand the main idea of the text. After that, we’ll talk about it.

After Listening (3 min)

T: Was it difficult for you? Do you have any questions?

St1: …

St2: …

T: … let’s complete true/false/not stated task. St1, could you please read the first fact and say whether it is true false or not stated.

St1: “Acid rain is caused by gases from power stations and cars.” is … because …

St2:”Global warming makes the Earth colder” is … because …

…

Reading (5 min)

T: Let’s listen to the text for the second time and complete the text with the missing phrases and words. (SLIDE 9)

(Listening)

T: Let’s check.

St1,St2,St3 … : Ecological problems are causing great damage to our environment. Among the most urgent ones are the ozone layer, acid rains, global warming, toxic pollution of the atmosphere, disappearance of forests, contamination of underground waters by chemical elements, destruction of soil in some areas, and the threat to some flora and fauna representatives.

The Earth is the home to millions of different kinds of living creatures, which make up the complex world of nature. Nowadays people try to change their habitats to suit their own needs – to create farmlands or build cities. They cause pollution and destroy wildlife habitats by digging the ground up for mining, or by building roads. A quarter of all the plants in the world are known to be in danger or threatened with extinction. There are different types of pollution: water pollution, air pollution, soil pollution and nuclear pollution.

Acid rain falls when poisonous gases from power stations and vehicle exhausts mix with oxygen and moisture in the air. These gases become the part of the water cycle and may be carried a long way by the wind before they fall as acid rain, which kills the wildlife in lakes, rivers, and forests, and damages the surrounding plant life.

World temperatures are currently rising every year. This so called global warming is caused by the building of gases and water vapour in the atmosphere. As the planet warms up, the polar ice caps will start to melt. This could cause sea levels to rise and many habitats will disappear under water.

However, environment disasters can be avoided if people broaden ecological education and every person understands that the beauty of the nature is extremely fragile. Governments must take serious actions against pollution.

1. SPEAKING (5 min)

T: Thank you! You’ve done great work, guys! You’ve already heard about various ecological problems. Now it’s time to discuss your personal opinions. Discuss the following question in pairs:
“Who is more responsible for solving environmental problems — individuals or governments? Why?”

Instructions:

• Work in pairs.

• Prepare at least three arguments to support your opinion.

• Use linking words: first of all, moreover, in my opinion, however, for example.

• Use new vocabulary where possible.

Sts: …

T: Thank you! That was very thoughtful. As you can see, environmental issues require cooperation from all of us.

1. PROJECT WORK (11 min) (SLIDE 10)

T: Now imagine you are part of an environmental youth organization. You want to raise awareness in your school about one major ecological issue. Your task is to create a mini environmental awareness campaign. Here are some instructions:

• Work in small groups (3–4 students).

• Choose one ecological problem (e.g., air pollution, deforestation, climate change).

• Come up with a slogan (short and strong).

• Suggest two realistic solutions.

• Create a visual element: a poster or a sketch of a video/social media post.

Support materials provided: A4 paper, markers, handouts with example slogans and useful phrases.

T: You have 10 minutes to prepare. After that, each group will have 2–3 minutes to present your idea.

Presentation: Each group presents their campaign idea. Peers give short feedback using prompts like:

• Problem: Deforestation

• Slogan: “No Trees – No Life!”

• Solution: “Plant trees and protect forests!”

How to present: Hello, today we want to show you one of the ecological problems we’ve discussed at the lesson. We chose “Deforestation” and wrote the slogan: “No Trees – No Life!” because we can’t live without trees and deforestation is the straight way to the end of life on our planet. What can we do to prevent such a disaster? We can plant trees and protect forests.

T: You have 10 minutes to prepare. Then we’ll share your ideas!

Group1: …

Group2: …

1. REFLEXION (2 min) (SLIDE 11)

T: Thank you for your work today. You’ve spoken English, listened, read, and even created something to help protect our planet. Now let’s stop for a moment and think: What did you learn today? How do you feel after this lesson? What would you like to do to help the Earth in the future?

Let’s go around and share a few thoughts. You can use these sentence starters:

• Today I learned that…

• Now I understand that…

• I feel… because…

• I want to… to help the planet.

(Students share short answers)

T: Every small step matters. Even learning and talking about ecological problems is already a way to help the Earth. I’m proud of you!

1. HOME ASSIGNMENT (2 min) (SLIDE 12,13)

T: Your home assignment for the next lesson is to do ex. 7 p. 112, p. 112 (write the rule in your vocabularies) and optional task is to make a short (2- minutes) video, it could be a news report about recent ecological disasters. Your marks are … . Thank you for the great work, see you next week, goodbye!

St: …

APPENDIX

MINI POSTER

Problem:

Slogan:

Solution:

Presentation:

1. Decide which of these facts are:

• T (True) if the statement is correct.

• F (False) if the statement is incorrect.

• NS (Not Stated) if the information is not in the text.

1. ___ Acid rain is caused by gases from power stations and cars.

2. ___ Global warming makes the Earth colder.

3. ___ A quarter of all plants in the world are in danger of extinction.

4. ___ People destroy forests only to make furniture.

5. ___ The text mentions that pollution affects only water.

6. ___ Acid rain can harm lakes, rivers, and forests.

7. ___ Governments must take action to stop pollution.

8. ___ Plastic waste is the main cause of global warming.

9. ___ The text suggests that education can help prevent environmental disasters.

10. ___ The polar ice caps are already completely melted.

2. Complete the text with the words that you hear.

Ecological problems

Ecological problems are causing ______________ to our environment. Among the most urgent ones are the ozone layer, __________, global warming, toxic pollution of the atmosphere, __________________, contamination of underground waters by chemical elements, destruction of soil in some areas, and the threat to some ________________ representatives.

The Earth is the home to millions of different kinds of living ______________, which make up the complex world of nature. Nowadays people try to change their ____________ to suit their own needs – to create farmlands or build cities. They _______________ pollution and destroy wildlife habitats by digging the ground up for mining, or by building roads. A quarter of all the plants in the world are known to be in danger or threatened with _______________. There are different types of pollution: water pollution, air pollution, _________________ and nuclear pollution.

Acid rain falls when _________________ from power stations and vehicle exhausts mix with oxygen and moisture in the air. These gases become the part of the water cycle and may be carried a long way by the wind before they fall as acid rain, which kills the wildlife in lakes, rivers, and forests, and damages the surrounding plant life.

World temperatures _________________- every year. This so called global warming is caused by the building of gases and water _______________ in the atmosphere. As the planet warms up, the polar ice caps will start to melt. This could cause sea levels to rise and many habitats will _________________- under water.

However, ______________ ______________ can be avoided if people broaden ecological education and every person understands that the beauty of nature is extremely _____________. ______________________ serious actions against pollution.