Genetically Modified Food

Ход урока.

1. Организационный момент. Вводная беседа с учащимися о новых технологиях и изобретении генно-модифицированных продуктов. Постановка целей и задач урока. Hello, ladies and gentlemen! I’m very glad to meet you. My name is Olga Nikolayevna and I’m the English teacher of Kuganak high school. I’ll be teaching you English at this lesson. I hope everybody is OK and we can start now. At the previous lesson you have spoken about new world technologies and great inventions, also in producing foods. The English proverb says: “You are what you eat”. Do you agree with it? And one of the greatest human inventions is producing GM foods. Can you say what does this word mean? GM foods mean Genetically Modified foods. Can you imagine what are we going to speak about? Yes, you are right. The topic we are going to discuss is GM foods, their effect on our health and the environment. (слайд №1). Look at the board, please and define the aim of our lesson all together. What do you like to know about GM foods? May be what kind of food contains GM? What companies produce GM foods? I’m sure, during our lesson you will have some arguments for and against GM. So we can say that the aim of our lesson is to get more information about the origin of GM foods and their effects on the environment, to find arguments for and against GM, and we’ll see which of these arguments will be more convincing. (слайд 2).

2. Речевая зарядка. I’d like you to look at the third slide and answer the questions:

1. What do Genetically Modified foods contain?

2. When did the first GM foods appear?

As you can see, GM foods appeared in the world in 1970-s and in Russia only at the end of 90-s. So, look into your student’s books (page 104? Ex. 80 b) and unjumble the definition:

GM, is, a different organism, a gene, picking up, it, and, transporting, into:

3.Аудирование учащимися текста о достоинствах и недостатках генно-модифицированных продуктов, об их пользе и вреде для человека.

Let’s listen what the speaker thinks about GM foods and answer the questions in your books, page 104, exercise 81. Самоконтроль.

Now listen to the text once again and find the arguments of the speaker for and against GM food. Fill in the table on your sheets of paper. Name these arguments. Let’s check your answers.

4.Физкультминутка.

5. Работа в группах. Чтение текста “A Change for the Better ”, обсуждение. Представление мини – проектов. The next question is: Which products , in your opinion, can contain GM genes? Look at slide 3 (слайд 3). And what do you think: can new technologies be dangerous for our environment? (слайд 9).

To find the right answer on this question I suggest you to be divided into groups. Each group has got a leader. You will get an article about advantages and disadvantages of GM foods. Read the article all together for 5 minutes and discuss it. Then I’d like you to compare the opinion described in this article with the opinion of your group. Do you agree or disagree? Use 3 -4 sentences.

Well, it’s time to finish. (Представление групповых мини-проектов).

6.Подведение итогов выступлений учащихся. Let’s sum up.

1) Does producing of GM food have many advantages? Which can you name?

2) Does it have any disadvantages? Which of them can you name?

3) Can GM food effect badly on the environment?

4) Can GM food cause any diseases?

5) What is your opinion: must GM food be produced or not?

So, write on the blackboard your results.. How many per cent of students are for and how many are against GM food? (Учащиеся пишут на доске процент тех, кто за производство продуктов с ГМО и тех, кто против).

Look at slides 10, 11, 13. You can see here which companies produce GM foods.

It’s interesting to know that the 15^th of March is the Day of Actions against GM foods. Did you know about this fact? (слайд 12).

7. Заключительный этап урока. Подведение итогов урока. Выставление и комментирование оценок. Домашнее задание. Let’s come to the conclusion. What have we learned about GM foods today?

Is this problem very actual nowadays?

Are there many debates about the safety of such food and its effect on the environment? (слайды 14, 15).

Only you can decide if you eat GM foods or not. There is a good English proverb:

“Who has health has hope, and who has hope has everything”. I wish you to be always healthy. Thank you and good-bye.

Министерство образования Республики Башкортостан

Муниципальный район Стерлитамакский район

Муниципальное общеобразовательное бюджетное учреждение

Средняя общеобразовательная школа села Большой Куганак

Подготовила и провела:

Козлова О.Н., учитель

английского языка

МОБУ СОШ с. Б Куганак

2013 г.

Вид урока: урок с применением ИКТ.

Тип урока: повторительно – обобщающий.

Цели урока:

1)Практическая: совершенствование навыков межкультурной коммуникации

В устной и письменной формах по теме «Генетически модифицированные продукты».

2)Воспитательная: воспитание у учащихся умения слушать собеседника, вести дискуссию, выражать собственное суждение по проблеме; воспитание чувства

3)Образовательная: расширение кругозора учащихся посредством знакомства их с новыми мировыми технологиями.

4)Развивающая: совершенствование учебно-информационных, учебно – коммуникативных навыков.

Задачи урока:

1. Стимулировать использование учащимися уже известной информации, а также ранее изученной лексики для составления собственных высказываний по заданной теме.

2. Использовать

Лексический материал: GM (Genetically Modified) food, safe, to cure a diseases, a gene, to transport, to produce, to contain, the arguments for and against GM food, poisonous; obvious benefits of GM food, products that improve one’s health.

Грамматический материал: the Infinitive after modal verbs, Complex Object.

Социокультурная информация: the West, Europe, the US, the United Nations, New York, Colonel Robert Johnson, Paul Berg, the firm “Mansanto”, “Coca – Cola”, “Mars”, “Nestle”, “Lipton”, “Brooke Bond”, “Pringles”, “Cheetos”, “Calve”, “Heinz”, “Pepsi Cola”, “Nestle”, “Nesquik”, “Kit – Kat”.

Оснащение урока: учебник, компьютер, проекционный экран.

Подготовка урока:

1)Постановка целей и задач урока.

2)Продумывание ролевой ситуации.

3)Подбор лексико – грамматического материала.

4)Оформление урока.

Используемый материал:

1. Учебник “Enjoy English”, 11 класс, Биболетова М.З., Бабушис Е.Е., Снежко Н.Д.

2. Учебник “Click On”, Эванс В., О’Сулливан Н.