План-конспект урока Lesson 117-118 Topic: «i don't Think I can Go with You, Actually»

Скачать 155.05 Kb.
НазваниеПлан-конспект урока Lesson 117-118 Topic: «i don't Think I can Go with You, Actually»
Дата публикации08.05.2014
Размер155.05 Kb.
www.lit-yaz.ru > Информатика > План-конспект


План-конспект урока
Lesson 117-118

Topic: «I Don't Think I Can Go with You, Actually».

Вежливая форма отказа.
Составила: преподаватель английского языка

Романова А.А.

Lesson 117-118

Topic: «I Don't Think I Can Go with You, Actually».

Вежливая форма отказа.

Objectives. Цели:

- to practise listening skills/ Практика навыков аудирования;

- to distinguish neutral informal/formal language/Умение различать нейтральный, формальный и неформальный стили речи ;

- to practise reading for the main idea/ Практика выделения главной мысли при чтении.

^ Listening (ex. I, p. 90)

TV Do you always do what you want? Young people often do something not because they want to do it. They do things, because their friends or classmates do it or because they think it's impos-

sible to refuse. I'd like you to listen to the situations and say what is offered.

Students' books are closed. Students listen to the situations and say what is offered. Then they read the situations on p. 90 and check their answers/Учебники закрыты. Учащиеся слушают ситуации и говорят, что они поняли. Затем они читают текст на стр. 90 и проверяют свои ответы.

^ Refer students to the dialogues and they read out the phrases which are used for /Учащиеся выбирают и зачитывают фразы, которые используются для:

a) saying you are unwilling to do something/ того чтобы сказать, что не желаешь выполнять

- I don't really want to go there.

- I'd rather not actually.

- I don't really fancy doing it.

- I'd like to, but the thing is, my parents are against it.

- I'm not really willing to do it.

b) and for giving reasons/чтобы привести причины.

- Well, you see, 1 don't really like that loud music.

- The reason is that I don't like crowded places. -. It's like this, you see, I know the result of it.

- Well, 1 don't want to argue with them.

- The main reason is that 1 don't know much about them.

^ Draw students' attention to the different language style in their dialogues. Привлечь внимание учащихся к различным языковым стилям в их диалогах

T: Guess which conversations took place between friends (bеtween people who don't know each other very well)?

Students have to explain their opinions. Учащиеся должны объяснить свое мнение.

Role-play/ Ролевая игра (ex. 2, p. 91)

Students do the task working in pairs. First, they listen to the conversation again/ Учащиеся выполняют задание, работая в парах. Сначала они слушают разговор.

T: What phrases would you see in the same situations ? Choose them from the boxes.

Students change phrases in the dialogues without changing language style. Учащиеся меняют фразы в диалогах, не меняя стиля речи.

Possible dialogue/ Возможные диалоги;

1) - Hello, would you like to go to a dance club? .

- I'd rather not actually. The simple reason is that I don't really 1 like thai loud music.

2) - Would you, please, tell us about youth gangs in your coun-


- On the whole, I don't think 1 could do it. The main reason is that I don't like this topic.
^ Students do AB Unit3, ex. 9 working in pairs then they act out their dialogues. Учащиеся выполняют АВ Раздел 3,упр. 9, работая в парах, затем они разыгрывают диалоги.

Some of the students arc given the task on the card. Некоторые учащиеся получают задания на карточках.

TV Match the phrases with the situations.

a) I don't really fancy visiting the

1. You are having a conversation

Art Gallery.'

with your friend.

b) If I could explain: my parents

2. You are speaking with your

don't want me to visit night clubs.


c) Well, I think I'd prefer to go to

3. You are talking to a colleague of

a fitness club.

your parent.

Answers/Ответы: la, 2c, 3b.

^ Pair work/Парная работа

Students have to give three variants of the situations (neutral, formal, informal) for each idea.

The situations can take place and can be dangerous. Students act out the dialogues in pairs, then they choose the best one./Учащиеся должны дать три варианта ситуации (нейтральный, формальный, неформальный) для каждой идеи в учебнике. Ситуации могут быть опасными. Учащиеся разыгрывают диалоги в парах, затем выбирается лучший.

^ Reading (R Unit 3, ex. 12)Чтение

Students read the texts about youth clubs in different countries and do the tasks working individually . Then they check their answers and share the ideas with the group. Учащиеся читают тексты о молодежных клубах в разных странах и выполняют задание индивидуально. Затем они проверяют свои ответы и делятся идеями с группой.

^ Home Task. Домашнее задание. Повторение лексики.


Reading Section (periods 133-134)

«Dating Or Wating»

Раздел чтения. Особенности этикета в отношениях между юношами и девушками в странах изучаемого языка.
Учитель : Романова А. А.

^ Reading Section (periods 133-136) Раздел чтения. Особенности этикета в отношениях между юношами и девушками в странах изучаемого языка.
Topic/Тема: «Dating or Waiting?»/ «Свидание или ожидание»


- To practise reading for specific information/ практика чтения для извлечения специальной информации

- To extract cultural information/ извлечение культурной информации

- To make comparison/составление диалогов

- To learn idioms/изучение идиоматических выражений

- To practise listening reading for the main idea/практика понимания основной мысли ткста при прослушивании

- To practise reading for detail/ практика чтения для понимания всех деталей текста

- To anticipate grammatical structures/умение выбрать правильные грамматические структуры

- To make predictions/ умение закончить предложение
^ Warm-up activities/Разминка

T: How much do you know about the differences between men and women ? Do you understand the opposite sex? Let's do the short test. Read the statements and decide if they are true or false.

Hand out copies with the test to students./ Раздать тесты учащимся

Say True or False./Сказать Правда или Неправда

1. Women are more romantic than men.

2. Women fall in love faster than men do.

3. Women lend to suffer more from a breakup than men do.

4. When in love, women tend to reveal more of their feelings than men do.

5. Women fall in love slower than men. t

6. Women get the blues more often than men do.

7. The rate of suicide is higher among women than among men.

8. Women are shier than men.

9. Women daydream more often than men.

10. If a woman exercised as often and with as much intensity as a man, she would develop muscle strength equal as that of a man.
Students do the test and then you read out the answers./ Учащиеся выполняют работу с тестом, а затем зачитывают ответы

1. False. New studies show that men are more romantic than women,

2. False. According to the latest research, men tend to fall in love faster and out of love more slowly than women.

3. False. Men suffer more, probably because they don't like to confide in someone about their emotions.

4. False. Men and women differ little in how much they are willing to reveal about themselves. They do differ, however, in the kinds of things they say. Men are more willing to reveal their strong points than their weak points. Women tend to disclose their weaknesses, I their fears and their feelings about others.

5. False, Men tend to fall out of love more slowly than women.

6. True. Women suffer from depression more often than men.

7. False. The suicide rate is higher among men than women.

8. False. Studies show that shyness is found equally among men women.

9. False. There are very few differences between men and women low often and where they daydream.

10. False.
Vocabulary work (ex. 1, p. 116)/Работа со словарем(упр.1, стр. 116)

Introduce the new word date. Students read and translate the sentences on the board./ Представление нового слова date (свидание) и перевод предложений, записанных на доске.

I. You should apply at least 8 weeks before your date of departure.

2.1 feel like a teenager going out on a first date.

3. Can I bring my date to the party?

4 Is he still dating Sarah? Reading for specific information (ex. 1 (1), p. 116)
Students read the short texts and find out what is similar and what is different in the dating customs of the English-speaking countries and your country. While reading the texts, students answer the questions on the right and make notes in their copybooks. Then working as a class, students compare the answers and sum up the information/ Учащиеся читают короткие тексты и находят, что общего и что разного в традициях свиданий в англоговорящих странах и в нашей стран. Во время чтения текстов учащиеся отвечают на вопросы справа и делают записи в тетрадях. Затем , работая всей группой, учащиеся сравнивают ответы и суммируют полученную информацию.
^ Learning idioms (ex. 1 (2), ex. 117)/ Изучение идиоматических выражений

T: Look at the pictures and read the texts again to find out what these expressions about dating customs mean.

Students do the task working in pairs./Учащиеся задание, работая в парах.


Double date (old-fashioned) is an occasion when two couples meet to go to a film, restaurant» etc. together.

Blind date is an arranged meeting between a man and a woman who have not met before.

^ Go steady (with somebody) means to have a long regular romantic relationship with someone.

Go Dutch (with somebody) means to share the cost of a meal in a restaurant.
Ask students to make up the sentences with these words./Попросить учащихся составить предложения с этими идиомами.
Listening/reading for the main idea (ex. 1 (3), p, 118)/ Прослушивание и чтения для понимания основной мысли.

T: Listen to the teenagers speaking about (heir dating experience.

What dating customs do they mean?

Students listen to the disk and answer the question. If students

are not confident enough about listening, they can do the same task

reading the texts/^ Учащиеся прослушивают текст (в сильных группах). Если учащиеся не совсем уверены (а также в слабых подгруппах), они могут сделать это задание, читая текст.


1. Melanie and her boyfriend go steady.

2. Charlie and her girlfriend go Dutch.

3. Blind date.

You may ask some extra questions, for example:

- How long have Melanie and her boyfriend been dating?

- Where have they seen together?

- Why does speaker 2 go Dutch with Charlie?

- What is more important for them?

- Have speaker 3 known anything about his date before?

^ Reading for detail/grammar exercise (ex. 2, p. 119)/ Чтение для понимания деталей текста/ грамматические упражнения (упр.2, стр.119)

T: Dating etiquette today is quite different from that when your parents were young. Read the text and say which information refers to the present and which describes dating customs which were common among teenagers 30 years ago?

First, students look through the text and find out the words that help to realize the sequence of the events. Then students read the text more carefully. While reading the text, students put the verbs in brackets in the correct form. Students do the task working individually or in pairs. Then check their answers by having students read the sentences aloud./ Сначала учащиеся просматривают текст и находят слова, которые помогут понять последовательность событий. Затем учащиеся читают текст более внимательно. Во время чтения учащиеся ставят глаголы в скобках в правильную форму. Учащиеся выполняют задание, работая в парах или индивидуально. Далее задание проверяется (учащиеся читают предложения вслух).


a) was; were; began; needed; were; met; talked; left; paid; observed; said

b) is; begin; may be; are; rebel; is; occurs; call; asks; pay; are; have
If students work in pairs, they may read different passages and then compare them./ Если учащиеся работали в паре, то можно прочитать разные варианты, а потом сравнить их.

T: Do you think you have more freedom in dating than the teenagers

^ Of the seventies? Prove your opinion.

Students express their opinion working as a class./ Учащиеся высказывают свое мнение, работая всем классом.
Reading poetry (ex. 3, p. 120)/ Чтение поэзии (упр. 3, стр. 120)

Before doing the task, you should find out if students are fond of

poetry and if anyone writes poems./ ^ Перед тем, как прочитать стихотворение, следует выяснить, увлекается ли кто-нибудь из студентов поэзией, может быть кто-нибудь пишет стихи сам.

Т: Read the lines from a poem written by a young girl. Say which the statements you agree with and which of the statements you doubt.
Give students time to read through the lines. Then students express their opinion about the statements./ Дать учащимся возможность просмотреть строки стихотворения. Затем они выражают свое мнение.

^ T: Put the lines into a poem and guess the last sentence. Read your poem aloud. .
Students do the task working individually or in pairs. Then students listen to the original poem and compare it with theirs./ Учащиеся выполняют задание, работаю индивидуально или в парах. Затем они слушают оригинал стихотворения и сравнивают его со своим.
You can organize a contest for the best translation of a poem. Students can be offered one of Shakespeare's sonnets./ Можно организовать состязание на лучший перевод стихотворения. Для этого учащимся можно предложить один из сонетов Шекспира.

My mistress' eyes are nothing like the sun;

Coral is far more red than her lips' red;

If snow be white, why then her breasts are dun;

If hairs be wires, black wires grow on her head.

1 have seen roses damask'd, red and white,

But no such roses see 1 in her cheeks;

And in some perfumes is there more delight

Than in the breath that from my mistress reeks.

I love to hear her speak, yet well 1 know

That music hath a far more pleasing sound;

I grant 1 never saw a goddess go;

My mistress, when she walks, treads on the ground:

And yet, by heaven, I think my love as rare

As any she belied with false compare.
^ Dating game (AB Unit 4, ex. 7)/ Игра в свидание.

Students make and fill in the card at home. Then organize the game in class. At the end of the game encourage students to find out what common and different features they have./ Хорошее свидание зависит не только от того, как вы выглядите, есть много других качеств, которые важны, например, хорошее чувство юмора или энтузиазм. Учащиеся делают карточки и заполняют их дома. Затем игра организуется на занятии. В конце игры нужно найти общие и разные черты, которые у них есть. Исходя из этого можно составить пары в группе поваров.
Reading for detail (R Unit 4, ex. 6) Чтение для получения детальной информации

Before reading the text, ask students what they think to be the most important features to attract the opposite sex./ ^ Перед тем, как прочитать текст, нужно попросить учащихся подумать, какие черты наиболее привлекательны для них в противоположном поле

Then give students time to read the text and they say which activities will better work on girls and which on boys./^ Затем учащимся дается время прочитать текст, потом они отвечают, какие действия лучше срабатывают для девушек, а какие для юношей.

T: Which activities would you try at once? And what advice will you never follow?

Students share their ideas with their classmates./ Учащиеся делятся своими идеями с одногруппниками.
Learning Idioms (R Unit 4, ex. 6)/ Изучение идиоматических выражений

7Л" ^ Read out the sentences with the highlighted words. Did you guess their meaning by context?

Students make suggestions. Then they read the definitions and find in the text the correct word expression.

T: Will you give the Russian equivalents?


hot - отличный;

to drive nuts - сильно надоедать, раздражать;

wallflower - дама, оставшаяся без партнера в танце;

to beat about the bush - ходить вокруг да около;

to spill the beans - проговориться, разболтать секрет.
You may ask students to think of the situation where they can use these idioms./ ^ Можно попросить учащихся придумать ситуации, где можно использовать эти идиомы.

Lessons 137-140

Topic/Тема: «Teenage Years - Do They Bring Luck?»


- to practise reading for specific information/практика чтения для нахождения специальной информации;

- to practise listening/reading for the main idea/Практика аудирования и чтения для выделения основной мысли;

- to practise reading for detail/практика чтения для понимания деталей;

- to understand ideas not directly stated/понимание мыслей не упомянутых прямо;

- to evaluate the author's point of view/умение развить авторскую точку зрения.

Warm-uр activity/Разминка

T: Do you know that happy people can laugh at, themselves because they don't take themselves too seriously? Happy people tend not to wish for many things, because they are usually satisfied with what they have. Happy people also like fiction. They can escape from reality and enjoy someone else's imagination. Do you think you are a happy person? Do this quiz and find out («True» or «False»).

Students do this quiz and then compare their characteristics./

1. I can enjoy a joke when it is on me.

2. If a person jumps the queue in front of me, I always openly object to it.

3.1 daydream often.

4.1 am overweight.

5.1 hate to go to bed.

6.1 take criticism well.

7.1 cease to enjoy a game when I am losing badly.

8.1 am pleased when a friend receives praise in my presence.

9.1 get bored easily with hobbies.

10.1 wish for many things.

11.1 enjoy reading fiction.

12.1 think 1 am attractive.

Scoring: give yourself one point for each correct answer./Итоги: I. True. 2. False. 3. False. 4. False. 5. False. 6. True. 7. False. 8. Тrue. 9. False. 10. False. 11. True. 12. True.

9-12 points:

Compare with others, you are quite a happy person. You seem to maintain a good balance between what you expect out life and what you actually receive. You are attractive to others cause of your live-and-live attitude.

5-8 points:

You have your ups and downs but for the most part, u are moderately happy. There's no burning desire to change your life. You'd probably have an uplifting effect on someone who is less appy than you, but at the same time, you could benefit if you associated with those happier than yourself.

0-4 points:

You could be much happier! Somehow, you've developed a perspective on life that is a bit lopsided. Review each of your answers and try to find out a way to change your perspective.
^ Listening/reading for the main idea (ex. 1 (l),p. 122)/Аудирование и чтение для понимания основной мысли (упр.1(1), стр. 122)

77 What does it mean - to be young? Which of you thinks that being young brings a lot of serious problems? Which of you thinks that being young allows you to do exciting and wonderful things? And which of you thinks that being young is a kind of duty and makes you feel responsible for what you do?

Students answer the questions and explain their opinion if necessary/Учащиеся отвечают на вопросы и объясняют свое мнение, если необходимо.

T: In the early 90s, British television had a series of discussions on the problems of teenagers. Young people shared their opinions on what it means to be young. Listen to the three teenagers and say which of them has the ideas closed to yours.

Students listen to the cassette and answer the question. Students' books are closed. Then students open the books and read the texts quickly to check if they were right./Учащиеся слушают текст и отвечают на вопросы. Книги закрыты. Затем учащиеся открывают книги и быстро читают тексты, чтобы проверить себя.


- John McCarthy thinks that being young brings a lot of serious problems.

- Estelle Hammersley thinks that being young is a kind of duty and makes you feel responsible for what you do.

- Bart Naik thinks that being young allows you to do exciting and wonderful things.
^ Reading for detail (ex. 1 (2), p. 123)/ Детальное чтение (упр. 1(2), стр. 123)

Students read the texts more carefully and do the test./Учащиеся читают текст более внимательно, обращая внимание на детали и выполняют тест.


Выбери правильный вариант ответа: «верно», «неверно» или «в тексте не сказано».

1. John McCarthy's friends have had a drink of alcohol, at least once,

2. John McCarthy's parents are generally quite indifferent to what he does.

3. Estelle Hammersley is not interested in guys.

4. A lot of weekend activities are available for Estelle Hammersley.

5. Bart Naik thinks that teenagers are free to decide and nobody can forbid them to do what they want.

6. Bart. Naik dates girls very often.

Answers/Ответы: Верно -1,3,5; неверно - 4; в тексте не сказано -2,6.
Т: How do John, Estelle and Bart feel about the life of today's teenagers? Do teenage years bring luck to them? What do they say about it?

Students answer the questions and prove their opinion by reading out the sentences from the text./ Учащиеся отвечают на вопросы и доказывают свою точку зрения, зачитывая предложения из текста.
Speaking (ex. 2 (2-6), p. 125)/ Говорение (упр.2 (2-6), стр. 125)

Students discuss the two poems. They should decide which author writes only about the teens' problems and which оne suggests the solutions./ ^ Учащиеся обсуждают два стихотворения. Они должны решить, кто из авторов пишет только о проблемах подростков, а кто предлагает решение этих проблем.

Students work in pairs and choose the phrases that would introduce problems and the phrases that would introduce solutions./^ Учащиеся работают в паре и выбирают фразы, которые могут представить проблемы и фразы, которые могут представлять решение этих проблем.

Possible answer/ Возможные ответы:



It is too bad that... What worries... is... The trouble is that... The difficulty is...

One way out would be... The best thing is... The only thing to do is... The answer could be... One possibility may be...

Then students share their opinions about the most important teens' problems. Encourage students to use the phrases from the box on p. 126.\ Затем учащиеся делятся своими мнениями о наиболее важных проблемах молодежи. Учитель побуждает учащихся использовать фразы из таблицы на стр. 26.

While answering the rest of the questions, students try to evaluate the author's point of view and understand ideas not directly stated./ ^ Отвечая на последние вопросы, учащиеся пытаются развить точку зрения автора и понять идеи, которые не упоминались.
Group work (ex. 2 (8), p. 126)/Работа в группе (упр. 2(8), стр. 126) (Игровой момент)

Students are divided into three groups according their points of view. Students from the first group are pessimists. They explain why being a teenager is very difficult. Students from the second group think that being a teenager is boring, but serious. Students from the third group are optimists. They explain why being a teenager is fun and exciting./Учащиеся делятся на три группы, исходя из их точки зрения. Они объясняют, почему быть подростком очень сложно. Учащиеся из второй группы думают, что подростком быть скучно, но это серьезная ответственность. Ученики из третьей группы – оптимисты. Они объясняют, почему быть подростком весело и увлекательно.
^ Making а project (ex. 3, p. 127)/Разрабатываем проект (упр. 3, стр. 127)

Students make projects working individually or in groups./ Учащиеся разрабатывают проект, работая индивидуально или в группе.
Possible project/Возможный проект:

Students make a picture book on the topic «The Way Teenagers Live», for example/ Учащиеся делают иллюстрированную книгу на тему «Образ жизни тинейджеров» («Образ жизни подростков»:
^ Ready for holidays?

Holidays. What does the word mean to you? Sun and fun? Or long empty days when you wish you were somewhere else? Time passes slowly if you have nothing to do. Plan ahead for a brilliant holiday!

On your marks! Get ready (a fight boredom. Write a list of wonderful and exciting things you could do, at home or away. Think Big! Decide to become a champion swimmer, to climb the highest mountain, to write a hit record. Write down all your wishes, big and small. They may not all happen but they will get you the right mood. Holidays are more fun if you have a goal.

Lists! If you're going away, make a list of everything you're going to need: clothes, games to play in the evening, jokes to tell in traffic jams. Write your list with a friend. It's more fun and two heads arc better than one. When your list is ready, slick it inside your bag so you don't lose it

If you can’t live without music, choose you/ favourite tapes and make sure your Walkman has batteries. And while you're at it, buy some film for your camera. If you don't have a camera, buy a cheap disposable one. Photos and other souvenirs will bring some sunshine to the cold, dark months ahead.

Don't make the same mistakes twice! Play back your last holiday in your mind, like a film. What's wrong with the film? Is it the sound? (There isn't enough laughter: you talked too much or you didn't talk' enough!) or is it the plot? (There's no excitement, no suspense). It's hard to make things better unless you know what's wrong!

A word of warning: if you stay in the sun too long, you burn. That's a fact. This summer a hat and a good sun cream could be your best allies. Danger zones are your nose, shoulders and neck. Avoid going in the sun between midday and three o'clock when the sun's rays arc strongest

Yippee! The big day is nearly here! The day before you leave, check the house from top to bottom: you may find some things you have forgotten to pack. If you have a bad memory, post a note lo yourself on the bathroom mirror: «Remember to take your toothbrush!»

Smile! A big friendly smile is understood in every language. On the beach, in a traffic jam on the motorway or at the village shops, a smile is the best passport to a mega holiday!

From Speak Out.

Students may choose any way to present their attitude to life. If students are fond of poetry, they can take part in a competition for the best poem./ Учащиеся могут выбрать любой способ представления своего отношения к жизни. Если есть ученики увлекающиеся поэзией, можно устроить соревнование на лучшее стихотворение.


Уроки 137-140

Тема: «Teenage Years - Do They Bring Luck?»

«Быть подростком – это счастье?”
Учитель : Романова А. А.



Lessons 137-140

Topic/Тема: «Teenage Years - Do They Bring Luck?»

Добавить документ в свой блог или на сайт


План-конспект урока Lesson 117-118 Topic: «i don\1 слайд : The topic of our lesson today is “Hug the Earth” на протяжении...
Итак, сегодня на уроке мы будем совершенствовать навыки всех 4х видов речевой деятельности: аудирование, чтение, говорение, письмо;...

План-конспект урока Lesson 117-118 Topic: «i don\Fr George Lardas, Rector Telephone 203 386-9516 Rectory
Стих: Исповедайтеся Господеви, яко благъ, яго въ векъ милоcть Его. Псалом 117 [118]: 1

План-конспект урока Lesson 117-118 Topic: «i don\Development of the Lesson Ход урока
Постановка цели и задач урока. Short information about the aims and the objectives

План-конспект урока Lesson 117-118 Topic: «i don\You'll find ready-made lesson plans, as well as tips and ideas that...
Интересные упражнения для развития лексических и грамматических навыков учащихся

План-конспект урока Lesson 117-118 Topic: «i don\План-конспект урока
Звучит русская народная песня “Лучина”. Учащиеся стоят. Учитель объявляет тему, цели, план урока

План-конспект урока Lesson 117-118 Topic: «i don\Урока : Закрепление лексико-грамматического материала по теме: «at the English lesson»

План-конспект урока Lesson 117-118 Topic: «i don\План конспект урока
Таблица самооценки для подведения итога урока, раздается каждому обучающемуся и собирается учителем в конце урока

План-конспект урока Lesson 117-118 Topic: «i don\План-конспект урока (Тема урока)
Цель урока: Сформировать представление о зоне лесов, научить выделять части лесной зоны, характерные признаки растений

План-конспект урока Lesson 117-118 Topic: «i don\План-конспект урока, презентацию урока с видеороликом, памятку «Схема...
Разработка включает в себя: план-конспект урока, презентацию урока с видеороликом, памятку «Схема анализа стихотворений», памятку...

План-конспект урока Lesson 117-118 Topic: «i don\План-конспект урока
Цель урока: Развитие чувства гражданственности и патриотизма, любви к своей Родине

Образовательный материал

При копировании материала укажите ссылку © 2013
главная страница