Цель: развитие грамматических навыков и навыков поиско­вого чтения.

Оборудование: записи на доске; карточки.

Ход урока

I. Организационный момент

— Today you will write a test on the complex object. After that we will discuss how teenagers can solve their problems.

II. Самостоятельная работа

— Let's revise the complex object. What can you say on this grammar problem?

Школьники повторяют правило.

— Could you give your examples?

— Take the cards and look through the task. Have you got any questions? Then start writing.

На карточках:

Use "to" where necessary to complete the sentences. Translate them into Russian.

1. We all want you... be very happy. 2. Nick asked me... help him with the test. 3. The teacher told us... bring our favourite books to school. 4. Why are you crying? — Sam made me... give him the money. 5. What do your parents make you... do? 6. Did he ask you... copy the rale? 7. She doesn't want me... be damaged. 8. They always tell us... take the keys with us.

Keys: 1. to; 2. to; 3. to; 4. -; 5. -; 6. to; 7. to; 8. to.

— Hand in your papers. Let's check up your tests. Read the sentences again and translate them into Russian.

III. Фонетическая разминка

— Let's revise them first. Remind me any tongue twister you like. Come to the blackboard and make all the pupils revise it.

К доске выходят по очереди 2—3 ученика, которые выступят в роли учителя. Учитель может подготовить заранее карточки с опо­рами*. Например:

.  Repeat after me, please.

Recite the tongue twister slowly.

Recite it in a natural manner.

Recite the tongue twister as quickly as you can.

IV. Речевая разминка

— Could you remind me what problems teenagers usually have?

— You know that one of the ways to solve the problems is to ask for someone's help. But teenagers usually wouldn't like anybody to know their problems. Then they share their thoughts with a teenage magazine. What magazines are popular in Russia? (They are... )

— Do you read any of them? Why do you like them? (Yes, I do. I read because it has useful information for teenagers. There are bright illustrations and posters with famous people. / No, I don't. I think it isn't worth reading such magazines, they are not useful.)

— What do your parents think about such magazines? Do they allow you to read them? (Yes, they do. Moreover, my mother buys the magazines to me herself. She thinks I can read useful information there.)

— What sections are there in your favourite magazine? (They are...)

— There are some teenage magazines in Britain. Read the task to ex. 24 on p. 100 in your textbooks. What magazine is described there? (It is "SHOUT".)

- With whom can teenagers share their problems? (With Angela who works for this magazine.)

- To what section do the teenagers send their letters? (They send their letters to the section called "Aproblem shared".)

- Read the letters to Angela. Say what problems the teenagers have.

- Before we continue working on the texts let's have a rest. Stand up, please.

V. Физкультминутка

VI. Работа с текстом

- Let's continue our work on the texts. Look through Lena's letter again. Do the task of ex. 25, p. 100. Discuss it in pairs first.

Примерный ответ:

1. My parents are getting me down about my homework.

2. She makes me do all my homework in advance before I'm allowed out.

3. I'm in the top group for every subject and often get the highest marks in the class.

4. I'm under so much strain.

5. My mum and dad went mad about the comment.

6. I've spoken to my mum about it, but it didn't work.

- Are your parents getting you down about your homework? Do they let you out after or before you have done your homework? What about your marks? Are you in the top group for the subjects? Do you feel under the strain at school or at home? Have you ever tried to talk to your parents about your school problems? Did it work?

- Now look through Bill Barrington's letter again. Do the task of ex. 26 on p. 100. Rewrite the letter, then read your letter to the class. We will compare.

Примерный текст письма: Bill Barrington, 13 Dear Angela,

Lately all my mates have forgotten about me. I've got a job for the holidays at the local post office.

And all my friends have made plans without me. When I try to see them I suggest a time and they say it's not convenient. They laugh at me.

I don't have much money. And they laugh at me about my job, I feel so lonely. Do you think something is wrong with me?

- The last text is to be discussed now. Read it again and answer the questions in ex. 27, p. 100. Read the question and address it to anyone you like.

PI - P4; P4 - P2; P2 - P7, etc. Keys:

1. Her sister is.

2. Yes, they were.

3. Tracey is worried about her sister because when she was 11 she became moody and she's still like that.

4. Tracey writes that her sister hates seeing people eating and makes faces; she likes locking herself in the toilet for two hours every day.

5. Yes, I do.

- Sit in groups of four or five now. Discuss the problems described in the letters with those from the Ust in ex. 18, p. 99. Say if they are the same. Make a conclusion about what problems the teenagers have all over the world. Make the list of them, put the most important problem under number one.

Примерный ответ:

1. being made fun of;

2. having nobody to talk to;

3. having nobody to rely on;

4. unequal rights with other members of the family;

5. getting along with an elder/younger brother or sister;

6. being dependent on parents;

7. lack of independence;

8. unfair punishments;

9. lack of free time;

10. too much homework;

11. too many responsibilities at home;

12. believing in superstitions.

- Now you will write a letter to Angela. Read the task of ex. 30 on p. 100. Use the letters in ex. 24 as models.

- Hand in your papers. At home train writing such letters and the tasks in writing.

VII. Подведение итогов урока

- Do British teenagers have the same problems as Russian ones? How can you solve the problems? Can you write letters to the magazines now? Have you ever written a letter? Your work is excellent today. The marks for the lesson are... See you on Monday.