IS IT EASY TO BE YOUNG? 9 класс Пермь, МАОУ СОШ № 109 Учитель: Жакова Е.Л.

Objectives:  to develop student`s discussion skills  to raise students` interest in the topic  to extend knowledge of the problems young people in other countries face  to encourage cooperation  to enrich the vocabulary  to develop analytical thinking

Step 1: The teacher announces the topic of the lesson and introduces the situation to the class. The teacher announces the topic of the lesson and introduces the situation to the class.

Activity 2: Acrostic Poem. Acrostic Poem. Composing the acrostic poem based on the word "teenager". The students are asked to give a definition of the word and think over the most characteristic features of this age group. They are asked to think of the adjectives beginning with the letters from the word. Composing the acrostic poem based on the word "teenager". The students are asked to give a definition of the word and think over the most characteristic features of this age group. They are asked to think of the adjectives beginning with the letters from the word. The students discuss their answers putting positive and negative character traits of teenagers on the board. The students discuss their answers putting positive and negative character traits of teenagers on the board. T…………………..E…………………..E…………………..N A G E R

Step 3: The students are going to listen to the song which describes emotional state and feelings of young people. The teacher introduces the name of the song " Little Girl" (Green Day). The students are asked to give their ideas about the content of the song. The students are going to listen to the song which describes emotional state and feelings of young people. The teacher introduces the name of the song " Little Girl" (Green Day). The students are asked to give their ideas about the content of the song.

Activity 3: Listening. Listening. While listening to the song for the first time the students are filling in the grid containing the following questions: While listening to the song for the first time the students are filling in the grid containing the following questions:  1. Who is singing the song?  2. How old might she be?  3. What might she look like?  4. What is she doing?  5. What time of the day is it?  6. What are her emotions? After the students have filled in the grid, they discuss their answers.

The second listening. The students are given the text of the song where some words are missing. While listening they are saked to fill in the gaps, to think over the problems the young girl has and to explain what she is looking for(to find a true friend, understand what kind of friend she needs, communicate with somebody, get love experience, etc.) The students are given the text of the song where some words are missing. While listening they are saked to fill in the gaps, to think over the problems the young girl has and to explain what she is looking for(to find a true friend, understand what kind of friend she needs, communicate with somebody, get love experience, etc.) The students work in pairs and compare the answers, discuss the problems the girl faces.

Activity 4: Jigsaw reading. The class is divided into 3 groups. Each group is given a short story on problems young people have. The students are asked to read the stories (each group has given a different one), find out the main idea and to state the problem described in the text. Each group gives a summary of the text they have read and the students are asked to imagine themselves in the situations of the kind. What advice can you give? The class is divided into 3 groups. Each group is given a short story on problems young people have. The students are asked to read the stories (each group has given a different one), find out the main idea and to state the problem described in the text. Each group gives a summary of the text they have read and the students are asked to imagine themselves in the situations of the kind. What advice can you give?

Activity 5: The students ideas about the problems young people face are streamed into 2 parts - group 1 collects the answers to the question "What proplems do teenagers in Europe have?", the other - "What problems young people in Russia have?". The students ideas about the problems young people face are streamed into 2 parts - group 1 collects the answers to the question "What proplems do teenagers in Europe have?", the other - "What problems young people in Russia have?". Their ideas are put down on the board into two spider-grams: Their ideas are put down on the board into two spider-grams: EUROPE RUSSIA EUROPE RUSSIA The students compare the two spider-grams and arrive to the conclusion that there's little difference if it ever is. The students compare the two spider-grams and arrive to the conclusion that there's little difference if it ever is.

Feedback: The students are asked to evaluate their activities at the lesson. Which of them were interesting, thought-provoking, increasing speech habits and their awareness of other countries? The students are asked to reflect more deeply on these items. The teacher makes a conclusion on the problem discussed. The students are asked to evaluate their activities at the lesson. Which of them were interesting, thought-provoking, increasing speech habits and their awareness of other countries? The students are asked to reflect more deeply on these items. The teacher makes a conclusion on the problem discussed.

Home assignment: 1. The students are asked to imagine that they are writing an article ( words) for a youth magazine. They are asked to choose one of the topics:  Is it easy to be young?  Problems of Russian teenagers.  Happy and unhappy moments of my life. 2. Write a letter to your American friend telling him/her about the problems you face.