Мотивация учебно-познавательной активности и целеполагание
Предлагает 1 слайд презентации к уроку.
Просит определить тему и цель занятия.
Подводит итог ответам учащихся.
Смотрят на слайд
Определяют тему и цель занятия
Организация деятельности по теме “Природные катастрофы. Землетрясения”
1. Знакомит учащихся с планом занятия (2 слайд).
2. Просит дать определение природным катастрофам, прочитать названия природных катаклизмов, проконсультировавшись со словарем, сопоставить природные катастрофы с их определениями, выслушивает ответы учащихся и подводит итог (3 слайд презентации).
3. Задает вопросы о причинах появления природных катастроф и проблемах, которые они вызывают. Подводит итог сказанному (4 слайд презентации)
4. Предлагает посмотреть 5 слайд презентации и выполнить упражнение по теме.
5. Просит определить какие природные катастрофы характерны для нашего региона (6 слайд презентации).
6. Просит посмотреть на фотографии и попытаться сформулировать правила поведения при землетрясении, выслушивает ответы учащихся, просит прочитать текст о землетрясениях и проверить верно ли были сформулированы правила поведения при землетрясениях. Организует чтение текста, обсуждение прочитанного, объясняет задание в упражнениях, выслушивает ответы учащихся (10, 11, 12 слайды).
1. Знакомятся с планом урока
2. Пытаются дать определение понятию “Природные катастрофы”
3. Отвечают на вопросы учителя
4. Выполняют задание, подставляя правильные слова в соответствующей грамматической форме.
5. Выделяют те виды стихийных бедствий, которые характерны для нашего региона.
6. Формулируют правила поведения в экстремальных ситуациях. Читают текст и проверяют насколько верны были их предположения.
Закрепление знаний
Просит назвать правила поведения в экстремальных ситуациях
Называют правила поведения в экстремальных ситуациях.
Домашнее задание
Объясняет содержание домашнего задания
Записывают домашнее задание.
Итогиурока. Рефлексия.
Подводит итоги урока, оценивает деятельность учащихся. (13 слайд)
Оценивают отношение к организации и содержанию урока.
Ходурока:
I. Greeting
Good morning! I am glad to see you. Take your seats. Let’s start our work.
II. Specifying the theme and the aims of the lesson
Look at the slide, please, and try to guess what we are going to speak about today. What can you see on these photos. (Pupils give their answers.)
Today we are going to speak about natural disasters that can happen all over the world. Such disasters happen more often nowadays. And we need to know the ways how to protect ourselves no matter where we are at home, in the street, at school or travelling somewhere. So we’ll speak about disasters and here is the plan of our lesson.
Plan:
1. What is a natural disaster?
2. Types of natural disaster.
3. Why do we suffer from them?
4. Natural disasters happening in our region.
5. Earthquake – a widely- spread natural disaster nowadays.
6. Ways to protect yourself from the earthquakes.
III. Work on the topic of lesson
1.In order to speak about natural disaster we should first give a definition of the word combination “natural disaster”. A teacher asks the question: What is a natural disaster?
Suggested answer:
A natural disaster is some terrific weather conditions such as storm, shower, heavy rain which bring a lot of damage to buildings, animals and people, of course.
A teacher concludes: “A natural disaster is bad consequences of natural phenomenon.”
2.Read the list of natural disasters and match them with the definitions using the dictionaries.
The keys
drought - a period of time with no rain
flood -large amount of water that covers an area which is usually dry
tornado -a violent wind storm which consists of a tall column of air spinning around very fast
tsunami -a huge wave caused by an earthquake which flows onto land
earthquake-a shaking of the ground
cyclone -a violent tropical storm in which the air goes round and round
avalanche -a large mass of snow falling down the side of a mountain
hurricane -an extremely violent wind or storm
3. What causes each?
Suggested answers:
The changes in climate, the meeting of cold and warm air in the atmosphere, the movement of tectonic plates and so on.
4.Use the verbs in their correct form to fill in the gaps. fear, cover, leave, drown, snow, crack, collapse, lose
1. Thousands of people were … homeless.
2. Hundreds of sheep … in the flood and many other animals … their habitats.
3. Many roads … and a five-storey apartment building … like a house of cards.
4. Many people were … in and the roads were … with ice.
Which natural disaster is each sentence talking about?
5.Which disasters can you see in the pictures? Which of these disasters are common in your country? Which is the most serious to you? Why?
6.Try to think about the rules – how to protect yourself during the earthquake. They happens so often nowadays and on the territories where it never happened before. So we all should know how to protect ourselves.
Look at these pictures and discuss what you should and should not do during an earthquake.
Suggested answers:
Hide under the table, stand in the doorway, run outside as soon as you can.
7.Read the text and check if you were right to guess what to do during the earthquake.
How does an earthquake start?
What makes an earthquake happen? The rock of the earth's crust may have a 'fault', a kind of break in the surface. The blocks which make up the earth move, and sometimes this may cause the sides of the fault to move up 5 and down or lengthways against each other. When one piece of rock starts to rub on another with great force, a lot of energy is used. This energy is changed into vibrations and it is these vibrations that we feel as an earthquake. The vibrations can travel thousands of kilometres and so an earthquake in Turkey may be felt in Greece.
What to do during an earthquake
At school
As soon as the earthquake starts, students should get under the desks immediately and wait until the teacher tells them it is safe to come out. The teacher should at the same time go immediately to the teacher's desk, get underneath it and stay there till the danger is over. Students must not argue with the teacher or question instructions. As soon as the tremors stop, all students should walk towards the exit and go straight to the school playground or any open space such as a square or a park. They must wait there until the teacher tells them it is safe to go. Whatever you do, don't panic: most accidents occur not as a result of the earthquake itself but from people panicking.
At home
If you are at home when the earthquake occurs, get immediately under the table in the living room or kitchen. Choose the biggest and strongest table you can find. You must not go anywhere near the window and don't go out onto the balcony. Once the tremors have stopped, you can come out from under the table but you must leave the building straight away. You should walk down the stairs and should not use the lift - there may be power cut as a result of the earthquake and you could find yourself trapped inside the lift for hours.
In the street
If you are in the street when the earthquake takes place, do not stand near buildings, fences or walls — move away as quickly as possible and try to find a large open space wait in. Standing under trees could also be dangerous.
IV. The results of the lesson
Now we know how to protect ourselves. Your home task will be to work in pairs. Imagine that you are a survivor of the tsunami disaster. Act out an interview with a journalist about your experience. How did you feel? What did you do to survive? Ex.9 p.75 The lesson is over. Good bye!
