Урок английского языка в 11 классе по теме "Одно из лиц природы"
план-конспект урока по английскому языку (11 класс) на тему

Учитель: Размахнина О.Б., МОУ СОШ № 2 г. Моршанск

Тема урока: «Одно из лиц природы»

Тип урока: комбинированный

Цели урока:

Образовательные

- расширить  и углубить знания учащихся по теме « Природа»

- формировать коммуникативную компетенцию учащихся в области чтения

Воспитательные

-способствовать формированию мировоззрения и экологической культуры

- стимулировать повышение самооценки учащихся

Развивающие

- развивать критическое мышление, познавательную активность учащихся

Задачи

- научить учащихся извлекать информацию из текста в том объёме, который необходим для решения конкретной речевой задачи, используя определённые технологии чтения

- познакомить с возможностями использования сети Интернет

- формировать потребность использовать иностранный язык как средство получения информации

Формируемые ценности

целостное восприятие мира

Основные понятия

Вулканы (основные характеристики, интересные факты)

Извержение вулкана Эйяфьятлайокудль в Исландии (апрель 2010 г. )

Межпредметные связи

География

Ресурсы

Раздаточные дидактические материалы (тексты 1-4 )

Мультимедийная презентация

Учебник Гроза О.Л. и др. Английский язык нового тысячелетия/New Millennium English для 11 кл. общеобраз.учрежд.- Обнинск: Титул,  2009

Оборудование

компьютер, проектор, доска, глобус

                                    ONE OF NATURE’S FACES

Level: upper-intermediate

Skill: reading for gist and detail, critical reading

Language focus: vocabulary development (natural disasters)

Combined with: New Millennium English-11

Approx. time: 45 min.

Materials: 1.a set of texts

                  2 .a  textbook

                  3 .a computer

                  4 .a computer presentation

                  5 .a CD “The Four Seasons” A. Vivaldi

                  6 .a blackboard

                  7 .a globe

Objectives

Ss will:

• develop critical thinking
• think about the place of humans in nature

Skill development

Ss will

• practise reading for gist and specific information
• practise deducing the meaning of unknown words and phrases through contextual clues
• practise noticing characteristic features of different texts in relation to the purpose of the text

Active vocabulary

volcano, lava, cone, crust, magma, ash, chambers, mantle, rock, core

Useful phrases

 Ways of expressing personal opinion and predicting

Procedure

Greeting, introducing students to the issue

T: Today we begin studying the unit “Whose world is it?” We’ll speak about the world of nature and the place of humans in it.

Warm-up

T: I’d like to start with a piece of music. Listen and guess its name.

   ( “ Spring” by A.Vivaldi from “ The Four Seasons ” )

Ss: Possible answers.

T: W.Shakespeare said, “The Earth has music for those who listen.”

     Do you agree? Have you ever heard the music of nature?

Ss: Possible answers.

Brain-storming

T: Nature is not always friendly and placid. From time to time it is in a bad mood. Can you give examples of Nature’s furious behaviour?

                                                                 flood                          

Pre-reading

T: Nature has different faces, both ugly and beautiful. Look at one of it!

    ( showing visual )

    Are you scared? Are you interested? What is it? Choose the word from the board.

Ss: Possible answers.

Vocabulary

T: Look at the screen and read the words.( volcano, lava, cone, magma, ash, chambers, rock )

     Now look at the globe and mind the words. ( crust, mantle, core )

     Look through the encyclopedia entry and fill in the gaps with the words above. ( Text 1 )

Reading for gist

T: Do you want to know more about volcanoes? Match the headings and the texts. ( Text 2 )

Studying the structure of an article

T: Split into groups of four or five. Here are some jumbled items of information from an Internet  article about a natural disaster. ( Text 3 )

Read the items and arrange them according to the headings. The headings are in your textbooks, ex.6a, p.146.

Reading for detail

T: We have got another article from “The Guardian”. Read the text and choose the right option. Some words from language support can help you.

Post-reading

T: What lesson have you learnt today?

Ss: Possible answers.

Reflection

T: You can choose your homework.

1. If you’ve got interested in volcanoes, make a project about them. You can use the links and other  resources.
2. If you like the article, comment to it. You can use the link.
3. If Man-Nature relationship appeals to you, write an opinion essay “Is Man the Lord or a Child of Nature?”

Appendix

Text 1

volcano   lava   cone   crust    magma   ash    chambers   mantle    rock   core

A 1____________ is an opening in the Earth's surface where molten rock can escape from underneath. About 30 km beneath your feet is the Earth's 2_______________. It's a region of superhot rock that extends down to the Earth's 3_____________. This region is so hot that molten rock can squeeze out and form giant bubbles of liquid 4______________ called magma 5_______________. This magma is lighter than the surrounding rock, so it rises up, finding cracks and weakness in the Earth's 6_______________. When it finally reaches the surface, it erupts out of the ground as 7____________, ash, volcanic gasses and rock. It's called magma when it's under the ground, and lava when it erupts onto the surface.

 Although volcanoes are all made from hot 8___________ reaching the surface of the Earth and erupting, there are different kinds. Shield volcanoes have lava flows with low viscosity that flow dozens of kilometers; this makes them very wide with smoothly sloping flanks. Stratovolcanoes are made up of different kinds of lava, and eruptions of 9_______________and rock and grow to enormous heights. Cinder cone volcanoes are usually smaller, and come from short-lived eruptions that only make a 10__________________about 400 meters high.

http://www.universetoday.com/guide-to-space/earth/10-interesting-facts-about-volcanoes/

Text 2

A. Dangerous neighbour                                      E. The tallest volcano in the Solar System

B. Appearance of volcanoes                                 F. The number of volcanoes erupting right now

C. The tallest and biggest volcanoes on Earth.    G. The closest neighbour

D. Supervolcanoes                                               H.  Benefits of volcanoes    

1. Although some volcanoes can take thousands of years to form, others can grow overnight. For example, the cinder cone volcano Paricutin appeared in a Mexican cornfield on February 20, 1943. Within a week it was 5 stories tall, and by the end of a year it had grown to more than 336 meters tall. It ended its grown in 1952, at a height of 424 meters. By geology standards, that's pretty quick.

2. You might think that the peak of Mount Everest is the most distant point from the center of the Earth, but that's not true. Instead, it's the volcano Chimborazo in Ecuador. That's because the Earth's is spinning in space and is flattened out. Points at the equator are further from the center of the Earth than the poles. And Chimborazo is very close to the Earth's equator.

3. Some of the most deadly volcanoes include Krakatoa, which erupted in 1883, releasing a tsunami that killed 36,000 people. When Vesuvius exploded in AD 79, it buried the towns of Pompeii and Herculaneum, killing 16,000 people. Mount Pelee, on the island of Martinique destroyed a town with 30,000 people in 1902. The most dangerous aspect of volcanoes are the deadly pyroclastic flows that blast down the side of a volcano during an eruption. These contain ash, rock and water moving hundreds of kilometers an hour, and hotter than 1,000 degrees C.

4. The slopes of volcanoes and the surrounding regions are covered with rich, volcanic soil. For example, most of Italy has poor soils with bare limestone rock. But the regions around Naples, the site of Mount Vesuvius, are covered in very rich soil that was deposited in two huge eruptions 35,000 and 12,000 years ago. This area is planted with grape vines, vegetables and flowers that grow very well. The soil is rich because the volcanic tephra released in eruptions is easily weathered by rain.

5. Olympus Mons, on Mars, is a giant shield volcano that rises to an elevation of 27 km, and it measures 550 km across. Scientists think that Olympus Mons was able to get so large because there aren't any plate tectonics on Mars. A single hotspot was able to bubble away for billions of years, building the volcano up bigger and bigger.

6 .Geologists measure volcano eruptions using the Volcano Explosivity Index, which measures the amount of material released. A "small" eruption like Mount St. Helens was a 5 out of 8, releasing a cubic kilometer of material. The largest explosion was on record was Toba, thought to have erupted 73,000 years ago. It released more than 1,000 cubic kilometers of material, and created a caldera 100 km long and 30 kilometers wide. The explosion plunged the world into a world wide ice age. Toba was considered an 8 on the VEI.

7. Hawaii's Mauna Kea, with an elevation of 4,207 meters is only a little bigger than the largest volcano on Earth, Mauna Loa with an elevation of only 4,169 meters. Both are shield volcanoes that rise up from the bottom of the ocean. If you could measure Mauna Kea from the base of the ocean to its peak, you'd get a true height of 10,203 meters (and that's bigger than Mount Everest).

Text 3.

 http://news.bbc.co.uk/2/hi/europe/8578576.stm

____________________________________________________________________________

D.   The erupting volcano in Eyjafjallajökull

_____________________________________________________________________________

C.   A volcanic eruption occurred under the Eyjafjallajökull glacier, in the south of Iceland at approximately 04.00 hrs in the morning of the 14th April 2010.

_____________________________________________________________________________

B.    At approximately 06.00hrs, commercial aircraft flying via the south of Iceland reported seeing steam plumes above the glacier and two hours later the authorities were informed of an increase of the flow of water into the Gígjökull lagoon.Tuesday 14th April, saw two flash floods occur in Markarfljót. The floods were initially contained within the natural water course until the flood met the main road, National route 1, where it broke the banks. There was also flash flooding in Svaðbælisá river, which runs off the south side of the glacier.

_____________________________________________________________________________

E.   However, it could cause more activity nearby, scientists say."This was a rather small and peaceful eruption but we are concerned that it could trigger an eruption at the nearby Katla volcano, a vicious volcano that could cause both local and global damage," said Pall Einarsson, a geophysicist at the University of Iceland's Institute of Earth Science, Associated Press news

agency reported.

_____________________________________________________________________________

A.   Department of Civil Protection and Emergency Management advises people to use dust masks where volcanic ash is falling or in areas where it is on the ground. The Department also advises that volcanic ash, particularly in the dust form, can easily cause blockages in vehicle air filters which then impairs the normal functioning of the vehicle’s engine.

The evacuation order for the area around Eyjafjallajökull glacier and Markarfljót is still partly in force and around 800 people have been forced to leave their homes.

Text 4

http://www.guardian.co.uk/commentisfree/2010/apr/21/iceland-volcano-lessons

Lessons of the Iceland volcano

Adam LeBor

guardian.co.uk, Wednesday 21 April 2010 14.08 BST

I shouldn't be writing this article. I should be sipping champagne, nibbling on canapés and power-schmoozing the cream of the world's publishers at the London Book Fair, trying to persuade them that I am indeed the Next Big Book Thing. But I am not. Not in London, that is. Instead I am sitting in my office at home in Budapest, one of countless travellers and would-be travellers marooned because of the Icelandic volcano. Admittedly, Budapest in the spring is not a bad place to be: the sun is shining on the Danube, which even looks a shade of blue, instead of its usual muddy-grey, and the cafe pavement terraces are once again crowded with the young and beautiful.

But it is not my choice to be here. And putting aside the ecological and economic aspects of the fall-out (literally) from the Iceland volcano, I think it is the removal of choice that horrifies us the most. Nowadays, in the age of instant everything, we expect – no, demand – the right to have it all as soon as we want it. Our lives are ruled by our laptops and our mobile telephones. The marvels of technology, the aeroplanes making journeys in seven hours that would take as many days over land or sea, the cheap, tiny hand-held telephones that can instantly communicate with a network of interlinked computers around the world, the handsets that we may wave in the air to tell us where the nearest sushi bar is, we no longer view as privileges, but a right.

Iceland is located on both a hotspot and the Mid Atlantic Ridge. Iceland contains many geysers, and geothermal power is widespread.

The eruption of Grimsvotn volcano in 1783–1784 produced regional effects on climate.

If global warming causes icecaps to melt, then volcanic activity could increase in Iceland.

But modernity brings costs as well as benefits. And one of the costs of building a life around computer code is our inability to cope with the unexpected physical events, or "acts of God" as the insurance policies quaintly term nature's wiles.

Press reports today of the first passengers to fly into Heathrow hailed them as some kind of conquering heroes, returning home after the kind of physical and mental ordeal usually confined to ancient mythology. Where had they been stranded, these modern-day Marco Polos? Halfway up the Amazon? In the wilds of the Indonesian jungle? Or the far reaches of the Gobi desert, perhaps? Er, no. Actually they were in Vancouver. That would be the city in western Canada that has been repeatedly ranked one of the top five most liveable and civilised places to live in the world. None of which is to detract from the undoubted distress that travellers felt at being separated from their families for an unknown number of days, but let's not pretend that five days in a modern Canadian hotel with, presumably, the airline picking up the bill, is some kind of traumatic ordeal.

I'm not an eco-fundamentalist. In fact I am still to be persuaded that man is the sole, or even major, cause of climate change. But still there is something rather joyous about nature's triumph over the thin – we have learned – veneer of modern civilisation. Let's also celebrate the way that many of the stranded have found a deep, if fleeting, humanity in adversity.

Of course, I am not really stranded in Budapest. I could take the train. It's a journey of about 24 hours overland: Budapest to Munich, change there for the night train to Paris and then hop on the Eurostar. I have made this journey before, watching the landscape roll by, thinking, reading and contemplating, counting the cities and borders as I drew nearer London. At the end I felt a kind of satisfaction that I had traversed some of the Earth, its fields and cities, rivers and lakes, and I had seen it pass me by, and had not emerged dazed and disorientated from a sealed metal tube. So while I recognise the human and economic cost of the volcano ash, still part of me salutes Eyjafjallajökull. Its eruption is all a salutary reminder of who, even in the age of instant everything, actually runs planet Earth. And it's not us.

1. The author

1. planned to write this article for the London Book Fare.
2. wants to write a book about the Icelandic volcano.
3. had to change his plans because of the volcano eruption.
4. has never been to Budapest before.

2. According to the author a lot of travellers

1. worry about being safe and sound near the volcano.
2. would like to choose freely what to do.
3. use their mobile phones to contact their families.
4. care  much about their comfort and privileges.

3. In Iceland volcanoes are

1. typical.
2. rare.
3. harmful.
4. beneficial.

4. The author believes, the price for high-tech life is

1. global warming.
2. psychological and technological problems.
3. physical inability.
4. natural disasters.

5. The first passengers to fly into Heathrow flew from

1. Iceland.
2. Canada.
3. America.
4. Indonesia.

6. In author’s opinion,

1. people’s influence on nature is great.
2. the climate on the planet has changed greatly.
3. ecological problems should be studied by the mankind.
4. people are inhuman to nature.

7. The author

1. enjoys traveling by train.
2. thinks, his flight back could be more comfortable.
3. spent 24 hours in Budapest.
4. went straight through to London.

8. The main idea of the article is:

1) Scientists should do their best to save the Earth from natural disasters.

2) Travel chaos caused by the volcanic ash cloud is a reminder that having everything we want in an instant is a privilege, not a right.

3) The volcano fall-out reminds previous eruptions in Iceland where there are a lot of geysers and volcanic activity is great.

4) It is nothing to worry about, the sky is blue, everything is beautiful: fields and cities, rivers and lakes, as Mother Nature salutes to us saying, “We are friends.”

                                                            THE KEYS

     Text 1

           1.  volcano

           2.  mantle

           3.  core

           4.  rock

           5.  chambers

           6.  crust

           7.  lava

           8.  magma

           9.  ash

          10.  cone

Text 2

1. B
2. G
3. A
4. H
5. E
6. D
7. C

Text 3

1. D
2. C
3. B
4. E
5. A

Text 4

1. 3
2. 2
3. 1
4. 2
5. 2
6. 1
7. 1
8. 2