Merry Christmas !!!!!

Having Fun with Dialogues

Many learns need controlled speaking practice. They can gain confidence in speaking through using scripted dialogues.

Sometimes these tasks can be repetitive in a main textbook or written with adults in mind. Here are ways to encourage them to make their own dialogues and to experiment with the language they know.

Using familiar dialogues/dialogues based on language recently studied.

If you use course book dialogues or similar conversations as a starting point this can give students:

• confidence - they do not have to strain to understand new items or words
• reinforcement - a chance to review and re use the functional language presented by their teacher.

It gives you:

• a useful source of material in an emergency. Lift a dialogue and then do something fun with it.
• a useful filler activity if you run out of ideas or suitable material.

Things to do with dialogues:

1. Chop them up

Jumble sentences and students have to reorder them within a time limit. Then use the dialogue for pronunciation practice or as a model to invent another.

• Mix up 2 short conversations and ask students to unscramble them. Students then choose one to perform.

• Put pieces of a dialogue on 5-8 slips of paper. Each student in the group reads their slip of paper without showing it to anyone. Ask students to decide if they might have a reply to a question, for example.

• Either place students in groups to pool their knowledge and write the dialogue. It doesn't have to be word perfect, just the meaning needs to come across.

• Or ask students to practice saying their "piece" with the tone they think appropriate (can cause laughter!).Then ask students to circulate and to say their bits. If they meet a person who seems to have a part of their sequence they can form a couple. Set a time limit and walk around listening. Decide when to stop the game and then put students in pairs, small groups or just do the task as a whole class: reconstruct what you think the dialogue is about. This can lead to different interpretations and lots of creative thinking to fill in gaps. Remind them that there is no right answer!

Play the above task with 2 line dialogues for even beginners after a few weeks of English. They enjoy finding their partner and then perform their piece which may be as simple as 'How are you Mr. Jones?' 'Oh, not too bad, and you?'

2. Damage them

• Create artificial raindrops/coffee spills or smudges in dialogues. It works best if you use a bigger print size than usual (18-20). Always have a top copy and a damaged one for yourself. 
• Half blanked out words (like a slight tear down the side of the dialogue) encourages learners to guess from the context what is missing.
• Miss out key items in the dialogue which students need extra practice on, such as prepositions, auxiliaries etc. Ask students to insert the missing bits. Increase the level of difficulty by removing the spaces so they have to identify what and where items are missing.

3. Dictate them

Do not focus on dictating word for word but rather give students selective dictations which help to involve them in the content. It is a good technique to use if you are without a tape and tape recorder too.

• Students take notes of key words or key verbs the split classes into 2 with one half making notes on a specific aspect of the conversation and the other half noting down expressions or key words. Put students in pairs or small groups to reconstruct the dialogue and act it out.

• Read one side of the conversation and give them time to make notes of possible replies or words by the other person in the conversation. Emphasise that it is up to their imagination and there is no one correct answer. Then put students in pairs to work out a dialogue using their pooled notes.

4. Add nonsense

• Take out key words. Mix them up and put them back in the wrong places. Students will have fun making sense of it all. Challenge pairs or groups with a time limit.

• Misspell 5 items. Can students spot the mistakes? Give a time limit and focus on key items you want to revise.

5. Ask them to create their own conversations

• Based on a short story they read with you. Ask them to imagine a key conversation between characters in a specific part of the story. This gives them a framework.

• Based on a song: The singer is singing to a specific person. Imagine the conversation they have following the song.

• From an advert on video. Show a sound off video of an advert and ask students to brainstorm a dialogue and write the script in small groups. How does their script compare to the original?

• From a photo story (see teen magazines - also in your host country). Blank out the speech in the bubbles and ask them to be story writers for the lesson. The group with the best story win! They can pass around their versions and read each others.

British Council Clare Lavery

Information Communication Technology in Education

         Globalization and technological change—processes that have accelerated in tandem over the past fifteen years—have created a new global economy “powered by technology, fueled by information and driven by knowledge.” ^[1] The emergence of this new global economy has serious implications for the nature and purpose of educational institutions. As the half-life of information continues to shrink and access to information continues to grow exponentially, schools cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, schools must promote “learning to learn,” : i.e., the acquisition of knowledge and skills that make possible continuous learning over the lifetime. ^[2] “The illiterate of the 21st century,” according to futurist Alvin Toffler,“will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

Concerns over educational relevance and quality coexist with the imperative of expanding educational opportunities to those made most vulnerable by globalization—developing countries in general; low-income groups, girls and women, and low-skilled workers in particular. Global changes also put pressure on all groups to constantly acquire and apply new skills. The International Labour Organization defines the requirements for education and training in the new global economy simply as “Basic Education for All”,“CoreWork Skills for All”and “Lifelong Learning for All”. ^[3]

Information and communication technologies (ICTs)—which include radio and television, as well as newer digital technologies such as computers and the Internet—have been touted as potentially powerful enabling tools for educational change and reform. When used appropriately, different ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by, among others, helping make teaching and learning into an engaging, active process connected to real life.

However, the experience of introducing different ICTs in the classroom and other educational settings all over the world over the past several decades suggests that the full realization of the potential educational benefits of ICTs is not automatic. The effective integration of ICTs into the educational system is a complex, multifaceted process that involves not just technology—indeed, given enough initial capital, getting the technology is the easiest part!—but also curriculum and pedagogy, institutional readiness, teacher competencies, and long-term financing, among others.

This primer is intended to help policymakers in developing countries define a framework for the appropriate and effective use of ICTs in their educational systems by first providing a brief overview of the potential benefits of ICT use in education and the ways by which different ICTs have been used in education thus far. Second, it addresses the four broad issues in the use of ICTs in education—effectiveness, cost, equity, and sustainability. The primer concludes with a discussion of five key challenges that policymakers in developing countries must reckon with when making decisions about the integration of ICTs in education, namely, educational policy and planning, infrastructure, capacity building, language and content, and financing.

MM Publications допоможе МОН провести ДПА з англійської

MM Publications допоможе МОН провести ДПА з англійської

Додати заголовок

Міжнародне видавництво MM Publications допоможе Міністерству освіти і науки забезпечити проведення державної підсумкової атестації випускників з англійської мови в 2016 році. Про це йдеться у повідомленні прес-служби МОН.

У Міністерстві освіти і науки зазначають, що допомога у проведенні випускного іспиту буде надана у рамках реалізації спільного проекту з розробки ДПА для учнів 11-х класів на 2016 навчальний рік між МОН та MM Publications.

У МОН зазначають, що видавництво MM Publications має значний досвід створення системи оцінювання рівня володіння англійською мовою в багатьох країнах світу, що дозволить провести неупереджене тестування старшокласників українських шкіл за європейськими стандартами.

Згідно з домовленостями, MM Publications забезпечить Міністерство освіти вимогами та специфікаціями, необхідними для розробки змісту екзаменаційних завдань для державної підсумкової атестації з англійської мови, проведе пробне тестування та надасть методичну підтримку навчальним закладам.

Подальша співпраця між МОН та MM Publications включатиме реалізацію багатьох спільних проектів, таких як організація всеукраїнських конкурсів для учнів та вчителів англійської мови, підтримка літніх мовних таборів та проведення методичних семінарів в регіонах України з метою ознайомлення вчителів з сучасними методиками викладання.

освіта. ua

Проект закону «Про освіту»

У старшій школі вивчатимуть від 6 до 8 предметів

Сьогодні у старшій школі вивчається 14 різних предметів, а після ухвалення законопроекту «Про освіту» їх буде не більше 6-8. Про це, під час брифінгу, що відбувся у Кабінеті Міністрів України, повідомив заступник міністра освіти і науки Павло Хобзей.

За словами Хобзея, зараз міністерство працює над базовим законом «Про освіту» та паралельно проводить роботу над законопроектом «Про загальну середню освіту».

«Закон має окреслити певні рамки тієї школи, яка б задовольняла потреби батьків, учнів, суспільство і, безумовно, вчителів», - підкреслив заступник міністра.

Він зазначив, що у проекті закону «Про освіту» закладені поняття як структури школи, так і її тривалості. Законопроектом пропонується впровадження 12-річної школи, а структура школи складатиметься з початкової – 4 роки навчання, базової – 5 років та старшої – 3 роки.

Заступник міністра зазначив, що саме до старшої школи додається один рік навчання - дванадцятий.

«Якщо ми сьогодні порівняємо одинадцятирічну школу, зокрема, базову, старшу, то один рік навчання було додано до початкової. Сьогодні за показником параметру часу навчання учні основної і старшої шкіл навчаються менше на один рік, ніж за часи радянської школи, бо там була шестиденка», - пояснив Хобзей.

На його думку, раніше не вдавалося запровадити 12-річну освіту тому, що не було зміни мережі навчальних закладів. Сьогодні старшу школу пропонується відокремити від основної та провести зовнішнє незалежне оцінювання всіх випускників основної школи.

«Частина учнів, які матимуть кращі академічні здобутки, продовжать своє навчання в новостворених академічних ліцеях», - зазначив Павло Хобзей. Такі однопрофільні ліцеї навчатимуть учнів старшої школи у містах, багатопрофільні - у сільській місцевості.

Заступник міністра підкреслив, що одна із проблем школи, на яку всі нарікають сьогодні – це багатопредметність.

«Зараз у старшій школі вивчається 14 різних предметів, у новій старшій школі їх буде не більше 6-8. Учні обиратимуть профіль та ті дисципліни, що їм потрібні, а також рівень, за яким вони будуть навчатися», - зазначив Павло Хобзей.

Він також додав, що після завершення реформи децентралізації та адміністративно-територіального устрою старша школа підпорядковуватиметься районам, а початкова та основна – громадам.


Освіта. ua

Food in Britain

Let's do exercises !!!

My Body, My Face video for kids

My Face

My Body

The World of Art

Form 10

   Theme: The World of Art

Objectives: 

practical

• to activate the lexical material on the topic and familiarize with new words
• to develop listening, reading, speaking and writing  skills 
• practice in using of new words in oral speech and in writing
• to develop the skills of dialogical speech 
• to teach to talk art

• to widen pupils knowledge to the topic

educational
•  to acquaint students with the genres of painting
• to expand students ' knowledge about the methods of painting

• to respect each other’s opinions and tastes

developing

• to develop skills of social competence
• to develop linguistic supposition, and speech reaction
• to develop skills of working in pairs 
• to develop skills of independent work with a dictionary
• to develop positive attitude towards the world of art

  

Equipment:  cards, teacher’s presentation, slogans, a computer

                                                                                  Epigraph.

To send light into the darkness                                            of mens  hearts – such is the duty of the artist.

Shumann.

                                           Procedure

I. Introduction.

1. Greeting.

– Glad to see you! You are fine today, aren`t you? Today we are going to speak about  beauty of our world expressed in paintings. Hippocrates said:”Ars longa, vita brevis” which means: life is short, art is longer. Do you agree with Hippocrates? What is art? One of the definitions of the word art is the study or creation of beautiful things.

II.Warming-up.

Let`s make a mind-map about genres and methods of painting.

III. Main part.

1.Vocabulary activity.

– Now  let`s work with our vocabulary. Speaking about art we need to know a lot of words (adjectives, nouns, verbs, adverbs etc.) which help us to describe works of arts and their creators. So, name the synonyms to the given words or continue the row:

master… (painter, artist, portraitist, landscapist, seascapist, creator…)

prominent… (famoutstanding, well-known, brilliant, remarkable…)

render… (depict, paint, create, show, represent, reflect, portray, impact…)

impressive…( talented, remarkable, grand, magnificent…)

profoundly…(deeply, truthfully, sensitively, brightly, clearly…)

    2. Pair work.

    There are some proverbs and saying about art and beauty, because this topic is very important for people. On your desks you can see some proverbs and saying. Try to find Ukrainian equivalent.

    Beauty is but skin-deep 
Краса лише зверху. Змiст:зовнiшнiсть оманлива,краса недовговiчна.. Порiвняйте; З лиця воду не пити. Краса придивиться,а розум  придасться.

    Blind men can judge no colours 
Слiпi про кольори судити не можуть. Порiвняйте;Слiпiй курцi  все  пшениця.

    Tarred with the same brush 
Одним й Тим же пензлем мазанi.. Порiвняйте:. Одним миром мазанi. Iз одного тiста зробленi.

    The devil is not so black as he is painted 

Не такий страшний чорт, як його малюють.

     That's a horse of another color 
Цей кiнь iншоi  мастi. Це зовсiм iнша справа. Ось   це вже з другоi опери.

3.Listening.

The Painter

On 25 October 1881 a little boy was born in Malaga, Spain. It was a difficult birth and to help him breathe, cigar smoke was blown into his nose! But despite being the youngest ever smoker, this baby grew up to be one of the 20th century's greatest painters - Pablo Picasso.

Picasso showed his truly exceptional talent from a very young age. His first word was lapiz (Spanish for pencil) and he learned to draw before he could talk. He was the only son in the family and very good-looking, so he was thoroughly spoilt. He hated school and often refused to go unless his doting parents allowed him to take one of his father's pet pigeons with him!

Apart from pigeons, his great love was art, and when in 1891 his father, who was an amateur artist, got a job as a drawing teacher at a college, Pablo went with him to the college. He often watched his father paint and sometimes was allowed to help. One evening his father was painting a picture of their pigeons when he had to leave the room. He returned to find that Pablo had completed the picture, and it was so amazingly beautiful and lifelike that he gave his son his own palette and brushes and never painted again. Pablo was just 13.

From then onwards there was no stopping him. Many people realized that he was a genius but he disappointed those who wanted him to become a traditional painter. He was always breaking the rules of artistic tradition and shocked the public with his strange and powerful pictures. He is probably best known for his "Cubist" pictures, which used only simple geometric shapes.

Picasso created over 6000 paintings, drawings and sculptures. Today a "Picasso" costs several million pounds. Once, when the French Minister of Culture was visiting Picasso, the artist accidentally spilt some paint on the Minister's trousers. Picasso apologized and wanted to pay for them to be cleaned but the Minister said, "No! Please, Monsieur Picasso, just sign my trousers!" Picasso died of heart failure during an attack of influenza in 1973.

-Post-listening activity.

Mark + if the statement is true, - if it is false.

1. A little boy was born on 25 October 1884.
2. It was not a difficult birth.
3. Pablo learned to draw before he could talk.
4. He liked school.
5. His great love was art and pigeons.
6. His father got a job as a drawing teacher in 1891.
7. Pablo wasn't allowed to help his father to paint the pictures.
8. The picture which Pablo completed instead of his father was not so beautiful and lifelike   as his father's.

          9.  Picasso is best known for his "Cubist" pictures.
      10.  Picasso died of pneumonia in 1973.

4.Reading.

a)Presentation about English painters.

– Pupils look at the screen.There is some information about famous British painters.Your task is to listen and to read this text.

b)While-reading.

c)Post-reading activity.

. - Match the information with the painter`s names

A	the first President of the Royal Academy of Arts the founder of the academic principles of the "British school" outstanding portraitist of the 18th century In his pictures he did not only paint portraits but produced characters.	Sir Joshua Reynolds
B	His  business was to paint the light. He proved that with the help of light it is, possible to show qualities of any subject Son of a London barber, he started drawing and painting when he was a little boy. He was a representative of Romanticism. In his late works he anticipated in some degree the practice of  expressionists of the 20th.	Joseph Turner
C	raised English pictorial art to a high level of importance He was the first English painter who brought painting closer to literature and theatre. He proclaimed himself a "Comic History Painter" “The Marriage Contract” is a protest against marriage for money and vanity.	William Hogarth
D	He was the first landscape painter who considered that every painter should make his sketches direct from nature, which is working in the open air. He may truly be considered the father of modern landscape painting	John Constable
E	a brilliant portrait painter he  is the creator of the great English school of landscape painting.	Thomas Gainsborough

5.Speaking.

Group work.

– Now I divide you into 4 gpoups and give a picture to each group.You have to make a short presentation to your paintings.

1 group.

Leonardo Da Vinci  “Mona Lisa”.

2 group.

Pablo Picasso “Girl On The Ball”.

3 group.

William Turner “Shipreck”.

4 group.

Raphael “Sistine Madonna”.

IV. Summing – up.

– The topic of our today’s conversation was very serious. We have spoken much about painting and we have discussed the topic from different points of view.I’d like to thank you for good work at the lesson. I give excellent marks to..., good – to …, etc.The lesson is over. See you later. Goodbye!

V. Hometask.

– Your task for homework is to make a presentation about your favourite painter.

Nature is in danger

             Theme: Nature is in Danger

Our mother planet is showing the red warning light. “Be careful”, she is saying. To take care of the planet is to take care of own house.

      Dalai Lama

Objectives: 

practical

• to activate the lexical material on the topic and familiarize with new words
• to develop listening, reading, speaking and writing  skills 
• practice in using of new words in oral speech and in writing
• to develop the skills of dialogical speech 
• to teach to talk about the world around  us

• to widen pupils knowledge to the topic

educational
•  to acquaint students with the problems of nature protection
• to expand students ' knowledge about the positive and negative sides of human influence on nature.

• to respect our nature 

developing

• to develop skills of social competence
• to develop linguistic supposition, and speech reaction
• to develop skills of working in pairs 
• to develop skills of independent work with a dictionary
• to develop positive attitude towards the world around  us

Equipment:  pupils presentations, teacher’s presentation, slogans, quiz

We are all in one boat

Procedure

I. Introduction.

Good morning to everyone!

We have learnt a lot of information on the topic “Nature in danger”, discussed the most important ecological problems in our previous lessons.

Motto:

We are pupils

We are good pupils

We are clever pupils

We are talented pupils

We are fantastic pupils

We are the most enthusiastic pupils

We are trying to be the best pupils in the world.

That’s why I offer to have a round table discussion today.

It’s theme is “Our world is in danger”.

II. Warming – up.

T. I hope you will agree with me that nowadays everybody wants to live in a safe and healthy world.

We ore given the world that is

P1: Beautiful

P2: Wonderful

P3: Unique

P4: Rich but very fragil

T. What makes our world beautiful?

P1: Blue oceans and seas, lakes and rivers.

P2: Green forests and parks, beautiful gardens and squares

P3: Mighty waterfalls and nigh mountains.

P4: Spring fields and green pastures

T: What makes our world wonderful and unique?

P1: Rainforests and steppes

P2: Various species of mammals, birds and insects

P3: Various plants and flowers

III. Main part

     1.T. I see that you are great lovers of nature, you see its beauty and its importance.

For today’s lesson you have made your presentations.

Love saves the world “Love story”

Listen the song Karina, please

You worked in groups.

Today we have the lesson –

We are professors – scientists of different branches.

The first group: professors of water.

The second group: professors of animal’s world.

The third group: professors of landscape.

The fourth group: professors of plants world.

The fifth group: professors of outer space

and ecology man.

     2. Listening.

T. Listen to the poem, I fully agree with the English poet Devis, who said:

What is this life, if full of care.

We’ve no time to stand and stare.

No time to see when woods we pass.

Where squirrels hide their nuts in grass

No time to see in broad daylight

Streams full of stars like skies at night

A poor life this, if full of care

We have no time to stand and stare.

T. Really, our life is poor, when we have no time to put aside our work and just go to the forest or to the field, to see their beauty and enjoy the local landscape and what do you think about it.

Your presentations, professors.

    3. Pupils presentations speaking

1) T: Professors of water, please

WATER  IN  OUR  LIFE

Life is a zoo in a jungle.

                                                                                                            Peter De Vries

WATER AND WATER PLANTS

On our planet there is a lot of water; the water is in rivers, in lakes, in ponds, in seas and in oceans. The ocean is a very big sea. The water in the sea is salty, but in the river the water is fresh. In the water live many plants. The water lily floats on the top of the water.

WATER ANIMALS

In the water live fish and animals. A fish moves its tail from side to side and swims in the water; its tail is its propeller. Fish are covered with scale. Some fishes eat plants or smaller fish and worms under the water; others eat flies and other insects on the top of the water.

THE DOLPHIN

Some fishes are very big; the biggest fish are sharks. A dolphin is as big as a shark, but it is not a fish – it is a mammal. Dolphins feed their babies with milk. But the biggest water animal is the whale; some whales weigh several tons. Whales live in the oceans; they are mammals too.

SEA TURTLES IN DANGER 

Sea turtles come in different colours, shapes and sizes and are found in many parts of the world, from Mexico and Costa Rica in Central America to Turkey and Greece in the Mediterranean. They have existed for millions of years but their survival is now being threatened.

Severe storms

It has been estimated that severe storms (notably hurricanes and tornadoes) account for about 20 per cent of the huge annual cost of the damage caused by natural disasters. The most common storms, however, are thunderstorms, about 50.000 of which occur every day.

TSUNAMIS

The most destructive waves in the ocean are tsunamis, often wrongly called tidal waves. They are not caused by tides, but by underwater earthquakes, landslides, volcanic eruptions, or by hurricanes. These disturbances cause the sea bed to move very quickly, which shifts a large amount of water and disrupts the sea surface. A train of waves is set in motion and travels away from the source of disturbance.

IMPORTANCE OF  WATER

Water is necessary for life. All organisms contain it, some drink it and some live in it. Plants and animals require water that is moderately pure, and they cannot survive, if water contains toxic chemicals or harmful microorganisms. Water pollution kills large quantity of fish, birds, and other animals, in some cases killing everything in an affected area. 

WATER AND ITS PROTECTION

We must keep water clean in rivers and lakes, because we need clean water for drinking. Plants and animals die in the water which is polluted. Especially great harm to the river and lakes is done by oil products. That is why the law forbids to drain harmful and waste waters to water reservoirs. It also forbids to cup the forests around the water reservoirs because then they become shallow.

THE MAIN PROBLEM of WATER POLLUTION

The problems associated with water pollution have the capabilities to disrupt life on our planet to a great extent. But global environmental collapse is not inevitable.

POLLUTION

Pollution, pollution – you can use the latest toothpaste

And then rinse your mouth with industrial waste.

Just go out for a breath of air

And you’ll be ready for a Medicare.

The city streets are quite a thrill –

If the hoods don’t get the monoxide will.

Pollution, pollution – wear a gas mask or a veil,

Then you can breathe – long as you don’t inhale.

Fish gotta swim, birds gotta fly –

But they don’t last long if they try.

A generation which doesn’t think of nature will not have future!

What influence have a water world on the people’s life?

What do you think about water pollution?

2) T: Professors of flora, please

The Plant Life On Our Planet

Life is Just a mirror, and what you see out there, you must first see inside of you.

                                                                                                                      Wally

On our planet plants live from the tundra in the north to the tropical forests at the equator. In the Arctic the climate is very cold, snow never melts in summer; that is why few plants live there.

The tundra lies to the south of the Arctic; there are no big trees but there grow grass and moss. Forests lie to the south of the tundra; in the forest grow such trees as oak, birch, maple and others.

Forests are “the lungs” of our planet. That is why they are protected by law. The worst enemy of a forest is fire. It is necessary to be careful in the forest especially when the weather is dry and windy.

§  The roots of plants absorb water and dissolved salts out the soil. Wind and rain destroy the soil. The best helpers of farmers are plants. They protect the soil agains erosion. They also plant bushes and trees on the sides.

§  People like wild flowers and often pick them up. That is why many of flowers become rare It’s better to take pictures of flowers than to pick them up.

Fallen giant

A big tree

                                           Is like a giant

                                          With torn-out roots

                                            Instead of feet.

                                               It’s like a ship

                                             Sailing far out to sea,

                                         or a house with many rooms.

                                     It has places to hide

                                             and swing on

                                       and climb along.

                                              A big tree

                                      lying down

                               is a good place to play.

   But you can never make it stand up again.

                                 Not ever.

SUMMER FLOWERS

Among the meadow grasses,

Bluebells and daisies gleam,

And forget-me-nots often hide

Beside the silver stream.

Bright tulips and sweet roses

Make many gardens gay –

Oh, who could count the flowers

Upon a summer’s day?

§  Stop the contamination of land, air and water! Think about the environment and plant world!

Saving the environment, you save yourself!

What do you think the plants are very necessary in our life?

3) T: Professors of fauna, please

THE ANIMALS WORLD

Epigraph

Civilization begins with order, grows with liberty, and dies with chaos.

                                                                                          Will Durant (1885-1981)

Every  year more animals disappear never to be seen again.

       Nature is carefully balanced and if this balance is disturbed everyday, thousands of species of animals draw closer to extinction.

THE ANIMAL LIFE ON OUR PLANET

MANY ANIMALS AND INSECTS LIVE IN THE STEPPE, IN THE PRAIRIE AND IN THE SAVANNAH. IN THE SAVANNAH LIVE ZEBRAS, LIONS AND OTHER BIG ANIMALS.

THE BEARS

•        Only few animals live in the north. In the Arctic you can meet bears; white bears can swim very well. They catch fish and hunt for walruses.

Rhinoceros

•        Sixty million years ago there were 30 species of rhinoceros on the earth. Now there are only five species and all of them are in danger of extinction. Three of the five species live in Asia. There are about  1,500 Indian one-horned rhinos in northeast India. The Sumatran rhino is the smallest of the five species. There  are  probably only about 800 animals left. It  lives  on the island of Sumatra. The rarest rhinoceros is the  Javan rhino. It is found only at the western end of Java and in Kampuchea. There are only 50 Javan rhinos left.

REINDEER

•        The reindeer have to travel for great distances to find their food. Usually they migrate in small groups around the tundra. In summer the reindeer keep nearer to the shores of the Artic Ocean.

Tigers

Tigers are of cat family. They are the largest cats. Tigers are orange and white with black stripes. They have a big body and a long tail. Their teeth are big and sharp. Tigers are very strong and dangerous. They eat small animals and fish. They live in Asia and in Africa. Tigers can run very fast and swim. 

Elephants

•        Elephants are very big. They are the biggest land animals. Elephants have very big ears and a very long trunk. They also have two long white teeth-tusks. They live in Africa and in Asia. They  eat a lot of food: leaves, grass, fruit. An  elephants eats about 140 kilogram of food a day and drinks about 180 liters of water. A big elephants is over 3.5 metres tall and weighs about 6000 kilogram.

BEARS

•        Bears are still rather shabbily treated in  many collections, are often kept in pits or concrete cell totally unsuited to their behavioral demands.

•        Another problem experienced by many  European zoos is  the stereotypic and head-weaving displayed by several bears.

Monkeys

Monkeys live in the forest of the warm countries. Monkeys climb up the trees with their hands and legs. Hey climb down the trees very seldom, because  he trees give them all necessary food – young leaves, juicy shoots and fruit. They  find drinking water in the hollows of the leaves where it gets after the rain. On the ground monkeys move with the help of arms and legs.

The problem is acid rain. Acid is a kind of air pollution. It is caused by factories the burn coal or oil, or gas. These factories send smoke high into the air. The wind often carries he smoke far from the factories.

Every ten minutes one kind of animal, insect dies our forever. If nothing is done about it, one million kind species that are alive today may soon become extinct.

Stop wining the habitat of insects animals and reptiles! Think about rare species.

What are the methods do you know to save animal’s life.

4) T: Professors of landscape, please

LANDSCAPE

Epigraph

A country without trees is almost as hopeless.

Theodore Roosevelt

Trees in Danger

•        Millions of years before animals lived on land, there were trees on the Earth. But today trees are in serious danger.

•        In the 1970s,many of the elm trees in Europe were killed by Dutch elm disease. Now even a greater danger is threatening the forests and woods of Europe from northern Sweden to southern Italy. This old danger attacks all trees like oak, birch as well as coniferous trees like fir tree and pine. First the branches turn yellow and brown. Then the trees’ needles or leaves fall. The roots and the trunk shrink. Finally the trees die. In the Black Forest in Germany 75% of the trees have been damager or killed. But what is killing the trees?Nobody knows exactly, but it is probably air pollution or acid rain.

•        In other parts of the world trees are threatened by people, not pollution. The great rain forests of Asia and South America are being destroyed for firewood and building material. Trees are important  because they provide home for many other plants and animals. Trees produce the oxygen which we breathe. If the trees die, we will too.               

THE RAINFORESTS

•        The rainforests are found in the tropics, in South America, Central Africa and South East Asia. They affect the climate and if people destroy them, global warming on the Earth is inevitable. Population of our planet keeps growing and there is   constant need in mineral resources and space to live. As a result all the rainforests are in great danger. They  are the lungs of our planet.

•        The rainforests are full of different kinds of plants, birds, reptiles and insects. In one square kilometre you can find about one thousand five hundred different kinds of plants And in fact there are about seven hundred and fifty different kinds of one square  kilometre. About four hundred kinds of birds can be found in one square kilometre. There are about a hundred and twenty different kinds of reptiles in one square kilometre. And about twenty thousand different kinds of insects can be found in one square kilometre of rainforest.

MOUNT EVEREST

•        Mount Everest is the highest mountain in the world. It rises about 8,9 kilometres above sea level..                                     Mount Everest is the mountain’s English name. It was named for Sir George Everest,a British official in India.

•        The Earth is so wonderful, unique and beautiful. I prefer mountains because I like waterfalls I admire their beauty and the power of falling water.

Mount McKinley

•        Mount McKinley is a mountain in Alaska. It is sometimes called the top of the continent, because it has the highest peak in North America. The mountain actually has two peaks, the South Peak and the North Peak. The South Peak is 6,194 metres high. The North Peak is 5,934 metres high.

•        Mount McKinley is part of the Alaska Range. It was homed for William McKinley, who served as president of the United States from 1897 to 1901.

Man and the Landscape

•        The landscape is the visible result of various natural geographical processes-the formation of rocks, their uplift into mountains, subsequent erosion of the mountains, distribution and deposition of eroded sediments, movements of the continents, and the modification of coastlines by the action of the sea. But most natural processes tend to take a long time to produce noticeable alterations. During the past few thousand years, by far the most significant landscape modifications have been produced by man.

Danger of forests

•        I don’t want to forger the greenhouse effect. Gases and chemicals stay in the air like a blanket around our planet causing the changer in the world’s climate.

•        Today in South America 50 hectares of forest disappear every minute. It happens because people need wood and paper, minerals, more room for farming and housing.

•        In Africa, the desert is growing langer and langer. The main problem is erosion there. The soil is becoming poorer and poorer.       

Look after your planet, it’s the only one we have. Our world is in danger! Think!

What is the main problem of landscape?

5) T: Professors of

outer space and ecology man

Ecology of Man.

•        It may sound fanny to you, but man needs protection and care as mach as animals do.People’ habitats-their homes, town and cities-mast be kept ecologically clean.In the places where people drink poisoned water, eat bad food and breathe polluted air they suffer from serious diseases and die early; their children are born week. No medicines prescribed by the doctors can help them.

Between 7 and 20 million years ago, primitive apelike animals were widely distributed on the African and on the Eurasian continents.

•        But there is an oppositional point of view. There is a theory that human ancestors were not apes. People were always humans, although they were smarter and larger than humans are today.

HUMAN EVOLUTION

•        Evolution is the complexity of processes by which living organisms established on the earth and have been expanded and modified through changes in form and funktion.Human evolution is the biological and cultural development of the of the species Homo sapiens or human beings. Humans evolved from apes, because of their similarities. This can be shown in the evidence.Early humans are classified in ten different types of families.

A sound body is in sound mind.

•     A lot of wise people are sure that sport is one of the things that helps to keep people fit and healthy. Physically inactive people get older than those who have plenty of exercise.Being in good health means having both body and mind in good working order,free from disease and pain.

Diversity of People and Globalisation

•        There is an enormous range of human beliefs, behaviors, and forms of social organization on the planet today. One challenge to human diversity is a relatively new, one-globalization. Globalization entails the emergence of a single, unified global economy, which today touches people in even the most remote reaches of the planet.

The main urban problems.

•        The main urban problems are water supply, public transport, hosing construction, air pollution, noise etc. The problems of ecological imbalance in big cities are very urgent and they can call a crisis if due measures are not taken.

Global warming and global changed

The bird of paradise alights only upon the hand does not grasp.

John Berry.

The nature of the sky

If you look at the sky you can see clouds. Sometimes clouds are white but sometimes they are dark and grey. Clouds are made of millions of water-drops. In winter clouds are made of snow-flakes and ice-bits. But when the weather is fine, the sky looks blue, because the sunshine consists  of many colors. When the sunlight shines through the atmosphere we can see only one color-blue. But sometimes, especially during the rain, We can see red, grey and others colors.

Environmental protection

The protection of nature has become one

of the most actual problems of the 20th century.

The development of industry had a bad influence on the nature of whole world. It is very dangerous for people and animals. The intensive development of industry results in air pollution. Metallurgical plants in a number of cities account for most of their total air pollution. So I calls on protection of the natural wealth and on using it in a more  careful and economical manner for the benefit of the present and future

generations.

The accident at the Chernobyl

•      The accident at the Chernobyl nuclear tower plant in April 1986 caused radioactive contamination of a vast area around then plant. We have to undertake drastic measures to neutralize the perilous effect of radiation on the environment. That's why environmental protection is a great concern of the Ukrainian Government. The Ministry of Environment Protection was founded in Ukraine

Outer Space

All the people live on a planet. Our planet is called the Earth.

The Earth is in Space; it moves around the Sun. the Sun is a Star; it gives us light and warmth. In Space there are many other Stars, but they are far from our planet. We can see stars only at  Night when the sky is dark. The Sun and other stars make a galaxy.

Our galaxy is called Milky Way. At night in the sky you can see the Moon too

The hole in the Ozone layer

Discovery of the hole in the ozone layer showed that human activity has a major impact on the Earth. The damage of ozone in the stratosphere high above the planet’s

surface has been brought about as the result of the widespread use of chemical, which

under normal conditions are chemically inert and harmless.

The Sun

When you look at the sky you can see the Sun. The Sun is a great big ball  of hot gases. The sunshine passes through Space and air and comes to our planet. Then one side of the Earth which faces the Sun has day. The other side has night. Our planet moves around the Sun in twelve months. The Sun is very beautiful and amazing star and there is no life without Sun.

The Moon

At night we can see the Moon at the sky. The Moon is a big shining ball. We can see only that side of the Moon which  faces the Sun. The moon is dark but it reflects the sunlight and shines brightly at night. Through a telescope we can see mountains and plains on it. But there are no people or trees there, because  there is no air or water on the Moon. And I know that Moon is very romantic star, because many  Sweethearts sitting under the Moon.

Stars

Stars are great big suns.  there are many millions of stars in the sky, but we can see them only a telescope, because there are far away. In day-time we cannot see the stars because of the sunshine, but at night, when it’s dark the stars appear in the sky. Some stars make groups. One group  of stars has the name is the Great Bear. The brightest star in the sky is Sirius.

          What do you think about the importance of sport in our life? What is the main problem of ecology of man.

          What do you think outer space is another world?

   4. Group work. Students work in groups.

T:  A generation which doesn’t think of nature will not have future

We are a part of nature

Our planet is in danger.

1)             I give your task. Complete the spider gram with your own ideas.

2)              How can we save Earth?

How can we save Earth?

Read these sentences and complete the rest with your own ideas.

1 can save Earth by riding a bicycle instead of using public transport.

I can save Earth by using water at home rationally.

I can save Earth by not doing harm to birds and animals.

I can save Earth by using old plastic bags instead of buying new ones in shops.

I can ___________________________________________

I can ___________________________________________

I can____________________________________________

I can___________________________________________

   5. Home assignment

T: Write a newspaper article on the topic: “The Earth is our one home” (I group)

Do the quiz, then add up your score and read the analysis. (II group)

1.  Chemicals called CFCs have been destroying the ozone layer.
What are they?

a)    Chlorofluorocarbons;

b)  hydrocarbons;

c)    monosodium glutamates.

2. How big is the hole in the ozone layer?

a)    The same size as the UK;

b)   as the USA;                                     

c)    as Africa.

3. How long do CFCs stay in the atmosphere?

a)    A year;

b)   10 years;

c)    100 years.

4. What damages the ozone layer most?

a)    Burning the rainforests;

b)   acid rains;

c)    pollution of the sea.

5.  Every year burning rainforests destroy areas the same size as:

a)    London;

b)   Wales;

c)    Austria.

6. Which of this food can help the world's ecology?

a)    Eggs;

b)   cheese;

c)    Brazil nuts.

7.  Which of these points is not ozone friendly?

a)    The washing machine;

b)   the computer;

c)    the refrigerator.

    6.  Summing up.

T: Today you have leart a lot of information about nature and its problems. We have spoken about the ways of solving them. You worked well and your marks are…

And now I want to wish you  the best. Listen to the sing

References

1.    The Internet resourses

2.    Oxford Word Power Dictionary. Oxford University Press, 2006.

3.    Environmental Education in the Schools. Braus / Wood Page Corps ice moo 44. 1993.

4.    Бондар М.В. Зробіть урок цікавим. – Харків: Основа, 2003.