54003

Я сохраняю энергию

Конспект урока

Педагогика и дидактика

At the end of the lessons students are evaluated and given the hometask to create a group outcome project to be considered by school authority for further long-term implementment and for further its presentation as promotion of eco-consciousness among pupils of the gymnasium.

Английский

2014-04-01

836.52 KB

1 чел.

Донецкая гимназия № 92

Урок по теме :

« Я сохраняю энергию»

(урок английского языка в 10 классе углубленное изучение языка 5 (ч))

 

Разработан:

  Учитель английского языка и страноведения

   высшей категории Л.А.Колобаева

   учитель английского языка

   высшей категории Л.З. Голубович

Донецк 2013

 Lesson Plan Form 10

Topic: Saving up energy.(the 13 lesson in the unit Science and Technology)

Objectives:

  1.  Educational:
  2.  To practise vocabulary on the environmental issues.
  3.  To discuss sustainability and alternative energy (like nuclear, wind and solar power),ways of saving energy on global and domestic levels, approaches how to apply energy efficiency at school .To learn experience of English- speaking countries
  4.  To practise reading for gist and detail

- To practise understanding authentic video episodes on energy efficiency

  1.  Developing:

  1.  To promote energy –saving way of thinking, developing socio-cultural competence by using experience of English- speaking countries in energy efficiency programmes and applying it in own community( Donetsk Gymnasium# 92)
  2.  Upbringing:

  1.  To bring up environmentally- conscious citizens

Materials: textbook Upper- Intermediate Solutions, Unit 7 , p .77-78

Site -www.teachingenglish.org.uk, britishcouncil.org, on-line video from youtube.com,

handouts.

Equipment and facilities: multimedia –projector, whiteboard , a laptop, internet.

 

I.  Procedure.

  1.  Greeting. 
  2.  Warming-up(5min) .
  3.  To encourage students to define the topic of the lesson they are offered to watch a video episode #1 (50 sec). Suggested answers : - environmental problems, global warming, energy saving.

  1.  Defining the topic of the lesson and its objectives based on the video by students.

c) Ask students to identify words they know and those they don’t know in the word cloud.

Encourage them to think of example sentences using some of the word.

Note: this word cloud was created from a text at www.decc.gov.uk and created using

 www.wordle.net

See worksheet N 1.

Worksheet № 1.

 Look at the word cloud below. Which words do you already know? Which words are new?

 II.

2.1 Vocabulary matching and gap filling (8 min.)

Ask students to look at the boxes below the word cloud. Tell them that combinations of these

words produce common collocations associated with the topic of climate change and

alternative energy. Ask students to match words from each box to make new phrases. Ask

students to compare their answers in pairs.

Key: (note that some words can be used more than once)

major choices, energy supply, energy demand ,carbon emissions ,nuclear power ,greenhouse gas,

wind power, reducing emissions.

Next give the students handouts with text and look at the text. Ask them to fill in the gaps using

some of the phrases from the vocabulary activity. See worksheet #2

2. Worksheet №2

Vocabulary: Match words from each box to make new phrases (you can use some words more than once)

farms power

gas supply demand choices

emissions

major energy carbon nuclear greenhouse wind reducing


Gap fillng

The UK is committed to reducing its _______ emissions by at least 80% by

2050, compared to 1990 levels. We need a transformation of the UK economy while

ensuring secure, low carbon energy supplies to 2050. We face _______ ________

about how to do this: should we rely more on cutting energy demand, or on increasing and

decarbonising _______ _______? How should we produce our electricity – should we

build more _______ ________, rely on nuclear power or build up other sectors?

Key:

The UK is committed to reducing its greenhouse gas emissions by at least 80% by 2050,

compared to 1990 levels. We need a transformation of the UK economy while ensuring

secure, low carbon energy supplies to 2050. We face major choices about how to do this:

should we rely more on cutting energy demand, or on increasing and decarbonising energy

supply? How should we produce our electricity – should we build more wind farms, rely on

nuclear power or build up other sectors?

2.2 Checking hometask(10min) video (#2) “Green is Great” from British Council website watched on

http://learnenglish.britishcouncil.org/en/britain-great-video-clips/green-great-part-2

To learn the experience what is being done in Britain . Students watched the video # 2 .While watching the video the students noted down which alternative sources of energy are being used in Britain to increase energy efficiency make Britain “green”. So, in class they are divided into groups(3-4 pupils) and report on the renewable sources of energy , give comments .

  1.  Picture-based discussions(10min) on what individuals can do to make their community greener.

Ask students to open Solution Upper-intermediate page 77 and do exercise 2, 3(transcrit2.10page83isenclosed) : Listen to two students discussing ways of making their school greener. What do they decide would be (a) the easiest and (b) the most effective measure to take? Listen again .What expression do the students use to describe the ideas when they can’t remember the correct term a or b?(Both are correct English)

1 a that you park your bike in

b that you for parking your bike in

2 a not taps exactly, but similar

b those things that are a bit like taps

3 a those things for putting your recycling in

b those things to put your recycling in

4 a the ones that are shaped like giant windmills

b the ones that look a bit like giant windmills

5 .Complete these descriptions with the nouns in the box. Then match them with the ideas in exercise 4.

Bulbs consumption power source waste

1 It would reduce the amount of food_______ being sent landfill sites.

2 It would reduce energy ______ by preventing heat loss.

3 It would use the ______ of the sun to generate electricity

4 It would be far more energy-efficient than using conventional_______.

5 It would reduce the need for fossil fuels by burning fuel from a renewable _____ instead.

  1.  Project work(10min)

a).Watching video

To learn how the problem of energy saving is solved on the smaller level of communities and schools, watch video # 3. While watching the video students should note down how the problem is saving energy is being worked out in Britain.

  1.  Group work. Discussion based on the video. Video #3( 1 min) and #4 (2 min)

In groups pupils speculate which ideas can be implemented immediately and in long –term prospect in their own school.

Suggested answers:

Short-term

Long-term prospects

Lights and computers.

Computers and lights should be turned off completely and not to be on stand-by

Install an electric saver .

Create a Save Energy Sign SAVE ENERGY THIS MEANS YOU(enclosed) (hang it near the classroom light switches to remind people of saving up)

Roof insulation

Heating and cooling systems (shouldn’t be blocked by things)

Implementing thermostats.

Turn off the water when you don’t use it.

Double glazing windows.

Report any water leaks to authority

Recycling waste bins.

The use of low energy bulbs

III. Summing up(3min).

At the end of the lessons students are evaluated and given the hometask to create a group outcome project to be considered by school authority for further long-term implementment and for further its presentation as promotion of eco-consciousness among pupils of the gymnasium.


Worksheet № 1.

 Look at the word cloud below. Which words do you already know? Which words are new?

 

 

  

 

 

Vocabulary: Match words from each box to make new phrases (you can use some words more than once)

farms power

gas

supply demand choices

emissions

major energy carbon nuclear greenhouse wind reducing

Gap fillng

The UK is committed to reducing its _______ emissions by at least 80% by

2050, compared to 1990 levels. We need a transformation of the UK economy while

ensuring secure, low carbon energy supplies to 2050. We face _______ ________

about how to do this: should we rely more on cutting energy demand, or on increasing and

decarbonising _______ _______? How should we produce our electricity – should we

build more _______ ________, rely on nuclear power or build up other sectors?

Text adapted from: http://www.decc.gov.uk/en/content/cms/tackling/2050/2050.aspx

Text adapted from: http://www.decc.gov.uk/en/content/cms/tackling/2050/2050.aspx


 

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