План-конспект открытого урока по английскому языку в 9 классе по теме «What’s happening to Climate and Weather?»

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НазваниеПлан-конспект открытого урока по английскому языку в 9 классе по теме «What’s happening to Climate and Weather?»
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План-конспект открытого урока

по английскому языку в 9 классе

по теме

«What’s happening to Climate and Weather?»

Учебник: Английский язык: учеб. Пособие для 9-го кл. учреждений общ. сред. образования с рус. яз. обучения / Л.М. Лапицкая [ и др.]. – Мн.: Выш. Школа, 2011

Тип урока: Обобщающий.

Тема: What’s Happening to Weather and Climate?

Цели урока:


  • активизировать ранее изученные ЛЕ по теме «Природные катастрофы» в устной и письменной речи;

  • совершенствовать навыки изучающего чтения;

  • развивать навыки монологической речи.


  • развивать умение использовать ЛЕ в собственных мини-высказываниях на уровне одного предложения;

  • извлекать из текста необходимую информацию;

  • высказывать предположение, прогнозировать;

  • опровергать утверждения или соглашаться с ними;

  • развивать умение восприятия и понимания речи на слух.


  • развивать у учащихся самостоятельное мышление;

  • развивать у учащихся внимание;

  • интерес к урокам иностранного языка.


- карточки с лексикой для разминки;

- тестовый материал;

- компьютеры, ноутбук;

- презентация по теме “What’s Happening to Climate and


    • видео по теме “Global warming”, видео для рефлексии “Because we’re all connected”; аудиофайлы по теме “Have you been to a natural disaster?”, для релаксационной паузы с записью шума океана.

^ Ход урока

Цель этапа


Этап урока

Содержание этапа

1. Ввести учащихся в атмосферу иноязычного общения.

2. Вспомнить ключевые понятия темы, создать ситуацию успеха.

3.Проконтро-лировать уровень усвоения темы.

а) аудитивный (с опорой на наглядность)

б) снять напряжение, усталость, создать теплую, дружескую атмосферу.

в) совершен-ствовать навыки чтения, навыки работы в мини-группах.


лировать уровень усвоения темы

монологический (с опорой на проект)

4. Оценить результаты работы учащихся на уроке, подвести итоги работы на уроке.

1. Начало урока

а) приветствие учителя

T: - Good morning, my dear friends! How are you today? How are the things with you? How are you going on? Is everything fine with you? Are you all right?

P1: - I am OK, thanks.

P2: - I am fine, thank you.

T: - That’s great. I’m glad to see you.

P1: - We are glad to see you, too.

T: - I hope that you are ready to work, aren’t you?

P1: - Of course, we are.

T: - Fine.

б) сообщение целей урока

T: - Let’s begin our lesson on the topic “What’s happening to climate and weather?” At our lesson we’ll discuss various natural disasters and their influence on man and wildlife. You’ll watch a video about the global warming and greenhouse effect and take part in a conference on this topic.
^ 2. Фонетическая разминка.

T: - Every day we hear about disasters that happen on our planet. They damage houses, destroy fields, kill animal and people. What natural disasters do you know? Remember and name the words concerning our topic beginning them with the following letters:

A (avalanche), B ( blizzard), D (drought), E (earthquake, eruption), F (flood), H (hurricane, heatwave), S (storm), T (thunder, thunderstorm, tsunami, tornado), V(volcano), W(wildfire).
^ 3. Речевые упражнения.

T: - And tell me, please, what do they mean? To answer this question, I’d like to introduce our special guest. She was a member of an international weather and climate camp and knows everything about natural disasters. She’ll ask you some questions about them.

P1: - Hello, everybody! My name’s Diana. I’ve got some riddles about some extreme weather phenomena. Try to guess them.
1) It is a mountain with a hole at the top. (a volcano)

2) It is snow and ice falling down a mountain. (an avalanche)

3) It is spinning and blowing air. (a tornado)

4) It is a sudden movement of the ground. (an earthquake)

5) It is a long period of time when there is no or little rain and crops die (a heatwave)

6) It is born over a warm ocean. (a hurricane)

7) It is a storm with a lot of snow and strong waves. (a blizzard)

8) It is a very large wave or series of waves which often happen after an earthquake. (a tsunami)

9) It is a heavy storm with thunder. (a thunderstorm)

10) They are the bright flashes of light that you see in the sky during a storm. (a lightning)
P1: - Now I’d liketo ask you some more questions.

    • What is a natural disaster? (It is any natural catastrophe which is the result of extreme weather phenomenon and often leads to great damage and loss of life)

    • What extreme weather phenomena are the most dangerous? Why do you think so?

    • Where do they happen most often?

    • Which of natural disasters happen in Belarus?

4. Аудирование

A. Pre-listening exercise

T:Have you experienced any natural disaster?

P: - Yes, we have.

T: - When did it happen?

- How did you feel?

T: - Now we’re going to listen to six people speaking about some natural disasters they have been in. Their names are Tom, Jess, George, Pernais, Mike and Doron.

b. While-listening exercise

T: - Listen to them and say what natural disaster they speak about.

(Первое прослушивание текста)

T: - What natural disaster do they speak about?

P1: - They speak about fire, hurricane and mudslide.

P2: - They also speak about blizzard and typhoon.

c. After-listening exercises

T: - Now listen to the text for the second time and be ready to do the test on the computers: to complete the sentences, to answer the questions.
(Второе прослушивание текста. Учащиеся

выполняют тестовые задания на компьютерах,

проверяя правильность выполнения и количество набранных баллов– см. Приложение)

T: - You have worked hard. Let’s relax and have some rest.(Звучит запись со звуками океана)

Close your eyes and imagine that you are at the seaside. The sun is shining. Warm weak wind is blowing. The waves are running one after another, touching your feet. You are lying on the warm sand and dreaming. Everything is OK. You don’t need to hurry.
^ 6. Чтение. “Natural disasters of the world”

T: - Now let’s continue our lesson. You’ll work in pairs. Look at the titles of the texts about natural catastrophes and choose one of the texts to read.

    1. Hurricane Katrina

    2. Earthquake in Japan, March 2011

    3. Winter in Britain 2010- 2011

    4. Floods in Minsk, 2009

T: - Read your text and prepare 3-5 sentences to tell the rest of your group about the disaster. You have 4 minutes.

(Каждая пара получает текст об одной из катастроф.- см. Приложение)

T: - Now one person from each pair goes to another pair and prepares to answer the following questions:

  1. What do you know about this natural disaster?

  2. When did it happen?

  3. What are the impacts of this disaster?

^ 7.A conference on global warming

T: The planet’s climate is constantly changing. Some scientists believe that this is the result of the greenhouse effect. We’ll watch the video that will help us understand the process of global warming.

After watching it be ready to answer the question:

-What greenhouse gases can you name?

And now let’s do the test to check your understanding of the video. (См. Приложение)

T: - Your hometask for today was to prepare a report on one of the topics:

  1. Evidence of climate change and global warming.

  2. A disastrous year – 2010.

  3. The causes of global warming.

  4. The impacts of global warming.

Let’s listen to your reports. All participants prepare questions about the topics of the conference.

(Учащиеся выступают со своими проектами по одной из тем конференции, подготовленными к уроку)

T: Thank you for your reports. They are quite interesting and we all can learn a lot of new information about the process of global warming.

Can we do anything to stop or slow down this process? You throw out greenhouse gases into the atmosphere as a result of using energy to drive, using electricity to light, heat or cool your home, to entertain you, to cook food. How can we use less energy?

Look at these slides and give your ideas. (См. Презентацию)

-insulate your windows and home;

- use energy saving lights;

- save water, especially hot water;

-take a shower instead of a bath;

- turn the water off while shaving or brushing teeth;

- repair all toilet and tap leaks right away;

- reuse and recycle gas, plastic, metal and paper.
8. Заключение:

1) рефлексия;

2) подведение итогов урока;

T: - I think that today we have had a very important lesson, that will help us to choose the right way of life

and will give our minds food for thought. As a conclusion I’d like you to watch a short video about a little panda. Think and say what you learn from this video.

P: We should all remember that we are all connected.

Humans should be responsible for their actions.

T: - Now let’s see how you’ve worked. I shall praise you for your work. I’m quite satisfied with your results today. Your reports about global warming

were great. I liked it very much. I’m pleased with your answers and work of the pairs. Thank you for your participation.
^ 9.Домашнее задание

T: Work in groups of two.Choose one of the disasters (earthquake, hurricane, tornado, volcano, flood, drought) and make a poster warning people.Have a poster exhibition. Make a presentation of your poster.


  • Be careful! Don’t ...!

  • ... is strictly prohibited!

  • No ...! Save ...! Stop ...!

T: - Our lesson is over. Good-bye, pupils!

Ps: - Good-bye, teacher!



Winter in Britain 2010-2011
The winter in Britain of 2010-2011 brought heavy snowfalls, record low temperatures, travel chaos and school disruption to Great Britain and Ireland. A maximum snow depth of 60 cm was recorded o the 1st of December in the Peak District and Sheffield. Scotland and Northern England were the most affected.

Several local temperature records were broken including a new record low for Northern Ireland of -18 C recorded on the 23rd of December 2010.

As snow blizzards swept across much of the UK, Red Cross response teams, including volunteers and staff , worked round the clock to help those caught up in the bad weather. They delivered meals on wheels to elderly residents, transported patients to and from hospitals. They dealt with all kinds of snow-related incidents, including broken legs, nasty injures from falls and road traffic accidents.
^ Floods in Minsk
July, 2009

When in some places it was hot even to breathe, in other places there were floods.

This is what happened in Minsk, Belarus. Heavy rains literally turned the city into Venice. The water was everywhere: in the metro, on the roads, in the buildings, on transport. The shower disrupted traffic and normal life.

Several streets in Minsk were flooded after the heavy shower.

The usual place for such floods is Nemiga street, one of the lowest places of the city. The traffic here was disrupted for more than an hour. The rescuers had to help people to get off buses and cars. Komarovsky Market was flooded as well.
^ Hurricane Katrina
At least 1500 people were killed and around 300 billion dollars worth of damage

was caused when hurricane Katrina hit the south-eastern part of the USA.

Arriving in late August 2005 with winds of up to 127mph, the storm caused widespread flooding.

Hurricane Katrina crossed the Gulf of Mexico and hit New Orleans, a coastal city with huge areas below sea- level which were protected by defence walls, called levees. The hurricane’s huge waves generated by the wind, broke the levees, allowing water to flood into New Orleans, and up to 80% f the city was flooded to depths of up to 6 metres.
^ Earthquake in Japan
A massive 8,9 magnitude quake hit north-east Japan on Friday, March 11, 2011, causing tens of deaths, mote than 80 fires , and a 10-metre tsunami along parts ohnthe country coastline. It struck about 400 km from the capital at a depth of 32 km.The tremor hit at 14.46 local time. Seismologists say it is one of the largest earthquakes to hit Japan for many years.Ther wer powerful aftershocks.

Strong waves hit Japan’s Miyagi and Fukushima prefectures damaging dozens of coastal towns and villages. Kyodo news agency said a 10 metre wavestruck the port of Sendai in Miyagi prefecture. Japan’s television showed a massive wave of debris-filled water sweeping away buildings, cars and ships and reaching far inland.

Choose the right variant to complete the sentences according to the video.

  1. The Earth is surrounded by …

  1. a warm blanket of air.

  2. a warm blanket of water.

  1. Earth’s atmosphere contains…

  1. small amounts of carbon dioxide, methane, nitrous oxide.

  2. large amounts of carbon dioxide, methane, nitrous oxide.

  1. All these gases are known as …

  1. greenhouse gases.

  2. natural gases.

  1. The greenhouse effect occurs when …

  1. sunlight passes through the atmosphere.

  2. moonlight passes through the atmosphere.

  1. The absorbed light … the surface oh the Earth.

    1. warms

    2. cools

  2. The amount of greenhouse gases in the atmosphere …. over the last 300 years.

    1. has dramatically decreased

    2. has dramatically increased

7. Carbon dioxide abbreviated as CO2 has increased … since 1750.

a) 50 %

b) 30%

8. Trees … CO2 from the air.

a) remove

b) emit

9. Global warming is …

a) an increase in the world surface temperature.

b) an increase in the world atmosphere temperature.

10. The melting of Polar ice caps can cause …

a) flooding coastal areas.

b) blizzards and hurricanes
Agree or disagree with the statements.

  1. If the Earth is not surrounded by a warming blanket of air it will be much too cold for human habitation.

  2. Earth’s atmosphere contains large amounts of carbon dioxide, methane, nitrous oxide.

  3. These gases are known as “ global warming gases”.

  4. Some sunlight that passes through the atmosphere is reflected and some is absorbed.

  5. The absorbed light cools the surface of the Earth.

  6. The “greenhouse gases” help regulate the temperature of the Earth.

  7. The amount of greenhouse gases has dramatically decreased over the last 300 years.

  8. A warming of only a few degrees can cause a number of environmental problems.

To agree use these phrases: To disagree use these phrases:

I agree that… I disagree that…

In my opinion… That’s wrong that…

I also think that… I don’t think that…

I quite agree that… I can’t agree that…

That’s right that

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