title: Презентация на тему: word formation

text:
Expressive means and stylistic devices (part III)
The theory of stylistic devices, suggested by V.V.Gurevich.
1. Stylistic devices making use of the meaning of language units (figures of speech)
2. Stylistic devices making use of the structure of language units
3. Phonetic expressive means and devices

1. Stylistic devices based on the meaning of language units
Metaphor
Metonymy
Zeugma
Pun
Oxymoron
 Hyperbole
 Litotes
 Epithet
Periphrasis
Personification,
Allusion,
Irony
Rhetorical questions.
Metaphor (O.I.Glazunova)
Nominal metaphoric phrase/ construction

Predicative metaphoric phrase/ construction

Genitive metaphoric phrase/ construction

 “And down they bring pearls rowe…”
“That ever Rose on Scotia’s plain…”

“…and Life is a faught…”
“Thou’ll break my heart…”
“How quick Time is flying…”

“…a cup of kindness…”
“…at Fortune’s door…”

Metaphor (O.I.Glazunova) (2)
Adverbial metaphoric phrase

Attributive metaphoric phrase

Simile

Phraseological units

         “He burned with desire…”

    «The chrystal streamlets…”

«My Love is like a red Rose…”
«My Love is like a melody,

         “I pulled a rose”
Metonymy
Synecdoche

Container instead of content

Characteristic feature instead of the object

Name of the instrument instead of the action/doer.

2. Stylistic devices based on the structure of language units
Repetition
 1) Lexical repetition
Anaphora – the repetition of he same elements in the beginning of several sentences.
 EX.: No tree, no shrub, no blade of grass, not a bird or beast, not even a fish that was not owned!
Epiphora - the repetition of he same elements in the end of several sentences.
2) Syntactic repetition
 syntactic tautology or syntactic parallelism
EX. Little Miss Muffet / She sat on a tuffet.

Stylistic devices based on the structure of language units (2)
Climax – lexical or syntactic repetition of elements which is combined with gradual increase in the emotional colouring of the sentence.
EX. I got to be agreeable to her. I got to give her presents. … I’m a slave to that woman.
Anticlimax – the opposite to the climax (the final element is obviously weaker in degree).
EX. Music makes one feel so romantic – at least it gets on one’s nerves.
 Stylistic devices based on the structure of language units (3)
Stylistic inversion
 full inversion
(EX. Blessed are the poor in spirit)
 partial inversion
 (EX. How little had I realized, that…)
Ellipsis - consists in omission of some parts of the sentence that are easily understood from the context.
EX. The sea is just another sky,
        The sky a sea as well…
Stylistic devices based on the structure of language units (4)
Asyndeton - is a deliberate omission of conjunctions.
EX. There’s no use in talking to him, he’s perfectly idiotic! (reason: because)
Polysyndeton - (opposite to asyndeton) the repeated use of the same connectors before several parts of sentence.
EX. With the curling smoke of wigwams,
         With the rushing of great rivers…

Stylistic devices based on the structure of language units (5)
Chiasm  - a reversed version of syntactic parallelism.
EX. Down dropped the breeze,/ The sails dropped down.
Antithesis - a structure that stresses a sharp contrast in meaning between the parts within 1 sentence.
EX. Some people are wise, some otherwise.
    One man’s meat is another man’s poison.

3. Phonetic expressive means and devices
Alliteration – is a device based on repetition of the same or similar sounds at close distance, which makes speech more expressive.
EX. Willy-nilly (volence-nolence), hurly-burly (=noise).
Assonance – (a variant of alliteration)
1) repetition of the same vowels only.
EX. The wear and tear of the city life.
2) an imperfect rhyme, when only vowels are rhymed.
EX. Number – blunder, same – cane.

3. Phonetic expressive means and devices(2)
Onomatopoeia – (sound imitation) – the use of words which denote some phenomenon by imitating its real sounding (produced by animals or natural noises).

                direct
                                               indirect

The use of Rhythm and rhyme in versification
Rhyme is produced by alternation of regular alternation of stressed and unstressed syllables.

Why do you cry, Willie?   ('UU/'UU)
Why do you cry?      ('UU/')

systems of versification (1)
Syllabic system (French poetry) – the same number of syllables in different lines, whether stressed or unstressed.
Tonic system (Anglo-Saxon poetry of old times) - the number of stressed syllables.
Syllabic-tonic system of versification  (modern English, Russian poetry) is based on the repetition of the same number of stressed and unstressed syllables.

types of feet (1)
A Foot – is the division of poetic line from stress to stress
1. trochee (2 syllables:1-stressed, 2-nd – unstressed)
 EX. Peter, Peter, pumpkin-eater  ('U/'U/'U/'U)
2. iambus (2 syllables:1-unstressed, 2-nd – stressed)
 EX.  And then my love and I shall pace…                         (U'/U'/U'/U')

types of feet (2)
3. dactil (3 syllables:1-stressed, 2 – unstressed)
EX. Why do you cry, Willie?          ('UU/'UU)
4. amphibrach (3 syllables, the stress on the 2-nd)
 EX. A diller, a dollar, a ten o’clock scholar…                                     (U'U/U'U/U'U/U'U)
5. anapest (3 syllables, the stress on the 3-nd)
EX. Said the flee, ‘Let us fly’… (UU'/UU')

systems of versification (2)
The type of foot and the number of feet in the line determine the Metre of the verse:
trimetre,
          tetrametre,
                      pentametre etc.
Rhyme is created by the repetition of the same sounds in the last stressed syllable of 2 (or more) lines in a stanza.

Types of Rhymes (1)
Male rhyme -the stress falls on the last syllable),
the Female rhyme - the stress falls on the last but one syllable:

EX.  When the lamp is shattered (F.R.)
        The light in the dust lies dead; (M.R.)
        When the cloud is scattered, (F.R.)
        The rainbow’s glory is shed. (M.R.)

rhyming patterns (1)
Paired rhymes –the rhyming pattern is AABB

EX. The seed you sow, another reaps; (A)
        The wealth ye find, another keeps; (A)
        The robes ye weave, another wears; (B)
        The arm ye forge, another bears. (B)

rhyming patterns (2)
Alternate rhymes - the rhyming pattern is ABAB

EX. A slumber did my spirit seal; (A)
I had no human fears: (B)
She seemed a thing that could not feel (A)
The touch of earthly wears. (B)

rhyming patterns (3)
Enclosing rhymes - the rhyming pattern is ABBA

EX.
 Much have I traveled in the realms of gold, (A)
 And many goodly states and kingdoms seen; (B)   Round many western islands have I been (B)
 Which bards in loyalty to Apollo hold. (A)

Types of Rhymes (2)
Eye-rhyme – when the elements rhymed are similar only in spelling, not in pronunciation:
EX.
 Sometimes whoever seeks abroad may find…
  Thy hair soft-lifted by the winnowing wind.

Types of stanza: Ballad, Sonnet, Blank verse.


Презентация на тему: О работе музея


title: Презентация на тему: Word Formation

text:
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
Word Formation
Form a word
that fits in the blank space
from the word in capitals.   Fill each gap
with the new word.

DEPEND

IMPORTANT

VIOLENT

PROTECTION
COMPLAINT
AGGRESSIVE

ADDICT
independence
importance
violence
protect
complain
aggressiveness
addiction
Complete the text
using the words
from the list below. There is one extra word which you do not need to use.
complaining 	   importantly 	       addictive      importance
   dependence 	      aggression 	       protection               violent

dependence
importantly
violent
protection
complaining
aggression
addictive


Презентация на тему: Организация самостоятельной работы учащихся на уроках английского языка


title: Презентация на тему: Word-building

text:
Word-building
Фадеева Юлия Владимировна
МАОУ «СОШ №19»
г.Краснотурьинск

Как происходит словообразование?
Оно происходит путем присоединения суффиксов.
Пример:to work( работать) - a worker (рабочий).
 К глаголу мы присоединили суффикс -er- и в итоге получили существительное.
       Translate, please:
 to work – workerto sail – sailor to teach – teacher to write – writer to act – actorto mix –  mixerto dry –  drier

Способ префиксации.

глагол: to cover (покрывать) -
глагол: to discover (открывать)
прил.: usual (обычный) –
  прил.: unusual (необычный.)
 Префиксы с отрицательным значением   un-, in-(ir; il; im)
Translate, please:
 legal  – illegal; polite – impolite; correct – incorrect;regular – irregular;possible – impossiblelogical –  illogical

Словосложение. handbook
hand (рука) + book (книга)
= справочник
something
 some (некоторый) + thing (вещь)
 = что-тоto whitewash
 white (белый) + wash (мыть) = белить.

Конверсия
 a test - испытание –
        to test – испытывать
     a check - проверка –
                 to check - проверять.

Рассмотрим префиксы
de-, dis-, mis-, pre-, fore-

Префикс dis- обычно выражает обратное, противоположное действие или отрицание.
         to allow - разрешать
                    to disallow - запрещать
         to appear - появляться
                   to disappear -  исчезать.

Префикс mis- выражает ошибочность действия, например:
to take брать - to mistake ошибиться (взять неправильно)
to apply применять - to misapply неправильно использовать, злоупотреблять.

Префиксы pre- и fore - обычно выражают предшествование. В русском переводе можно использовать слова заранее, предварительно, например:
to see видеть - to foresee предвидеть
to show показать - to foreshow  предвещать
to heat нагревать - to preheat предварительно нагревать.

Спасибо за внимание!


title: Презентация на тему: One year to miss. Ukraine v.1.0

text:
To leave or not to leave...?

‘One year to miss.
Ukraine v.1.0’

By Roman Leyzerovych

Figures represented in thousands

TOTAL :  209 000 FOR 3 YRS.

WHAT DO THEY HAVE TO DO?

To get ready for the exams the next year
Find a job
Have a rest at home

Travelling, volunteering and LANGUAGE COURSES

1).
     Come study the English language abroad in England this year at one of five Eurocentres locations.\
 Bournemouth, Brighton, Cambridge, and London (and Lee Green, south London).
Вegin throughout the year
general language skill courses
business English courses
semester/academic year programs for credit
FCE & IELTS certification exam preparatory courses

     Accommodation options vary by location, but home-stays are always encouraged to further the student's exposure to the language and English culture.
http://www.eurocentres.com/en
2). China Gap Semester - Thinking Beyond Borders

       Take a gap year with purpose. Go beyond just travel or service.

        Explore solutions to critical global issues throughout China in this 13-week program. This semester includes:
- Daily Mandarin Language Classes & Immersion
 - Living with Host Families
 - Fieldwork with Local Experts
 - Academic Study
 - Independent Student Travel

         We combine deep cultural immersion, working with inspiring local leaders, and engaging readings and discussions. You'll be supported by TBB Program Leaders as you shape your purpose and direction.
The China Gap Semester is an opportunity to become who you want to be!
www.thinkingbeyondborders.org
3). Year Course - Gap Year Program in Israel
     Immerse yourself in the fascinating history of Israel when traveling with Year Course!
One third of the program
approximately 3 months
in 3 locations:Jerusalem, Bat Yam and Negev.
Jerusalem provides the historical context in visiting Israel
Bat Yam has fantastic beaches
Negev is one of the most beautiful and mysterious locations in the country.

Year Course's program provides participants with a meaningful and enriching experience in the already religiously profound nation!
http://www.yearcourse.org/the-program

“In any moment of decision, the best thing you can do is the right thing. The worst thing you can do is nothing.“
Theodore Roosevelt

Your choice is up to you!


title: Презентация на тему: OneRepublic

text:
        OneRepublic ist eine US-amerikanische Pop-Rock-Band aus Colorado.
            Im Frühjahr 2002 wurde die Band vom Sänger und Produzenten Ryan Tedder mit Zach Filkins, dem späteren Gitarristen der Gruppe, gegründet. Ein Jahr später stießen Drew Brown, Eddie Fisher und Tim Myers zur Band hinzu (2003), es folgte der Plattenvertrag bei Columbia Records.
      Bereits 2006 wurde die Band über den Internetdienst MySpace Music bekannt und konnte erste beachtliche Erfolge erzielen. Seit Juni 2006 wurden die Songs der Band auf der Plattform rund 22 Millionen mal weltweit abgespielt. Zudem gehören sie seit Sommer 2006 zu den Top Artists auf MySpace.
       Anfang 2007 verließ Tim Myers die Gruppe und wurde durch Brent Kutzle ersetzt. 2007 wechselte die Gruppe zur Plattenfirma Interscope Records.
       Kurze Zeit später nahm der US-amerikanische Hip-Hop-Musiker Timbaland, der Ryan Tedder bereits kannte, einen Remix ihres Songs Apologize auf. Der Song schaffte es auf das Album Shock Value und wurde Monate später zu einem internationalen Nummer-eins-Hit.
Der Song Apologize ist Teil des Soundtracks des Films Keinohrhasen von Til Schweiger.
        Ende 2007 erschien das Debütalbum Dreaming Out Loud. Die Nachfolgesingle zu Apologize war Stop And Stare, die in Deutschland am 14. März 2008 erschienen ist und auf Platz 7 der deutschen Singlecharts einstieg. Im August wurde die dritte Single Say (All I need) veröffentlicht, welche an die Erfolge der beiden Vorgänger nicht anknüpfen konnte.
       Im Oktober 2009 erschien die Single Secrets, die auf dem Soundtrack des Films Zweiohrküken, enthalten war und in Deutschland bis auf Platz 3 der Singlecharts vorstoßen konnte. Im Dezember 2009 kam das zweite Album der Band, „Waking Up“, auf den Markt.


title: Презентация на тему: Words

text:
Words
Words
Words
Translate into Russian
1) I'm having a good time
2) Have a great time
3) Go for a run
4) Go for a picnic
5) Go sightseeing
6) Go skiing
7) Go and see a film
8) Go and see a friend
9) Go to a wedding
10) Go to a disco
11) I had a terrible time
12) I had a bad time
13) Go for a walk
14) Go for a meel in a restaurant
15) Go shopping
16) go swimming
17) Go and watch a match
18) Go and buy something
19) Go to a party
20) Go to a meeting
Translate into English
1) Go for a walk
2) Go swimming
3) I'm having a good time
4) Go to a disco
5) Go and see a film
6) Go sightseeing
7) I had a terrible time
8) Go shopping
9) Go for a picnic
10 ) Go for a meel in a restaurant
Match the expressions to others with similar meanings
a) Go to a wedding
b) Have a great time!
c) Go and see a friend
d) Go skiing
e) I had a bad time
f) Go to a party
g) Go and watch a match
h) Go and buy something
i) Go to a meeting
j) Go for a run
1) Go and wotch a match
2) Go to a disko
3) Go shopping
4) Go for a picnic
5) Go sightseeng
6) Go and see a frend
7) Go to a party
8)I had a terible time
9) Go skiing
10) Go for a meel in a restaurant
Is it True or False?
That is all!


title: Презентация на тему: Ord likes painting

text:
Ord likes painting!
rainbow
red
yellow
pink
green
purple
brown
orange
blue
grey
violet
black
green
blue
orange
red
violet
yellow
pink
black
brown
purple
grey


title: Презентация на тему: Word formation. Noun-forming suffixes.

text:
Автор: Гаврилова Елена Валерьевна, учитель английского языка, МАОУ СОШ№ 9 г.Боровичи, Новгородской области

Word formation.
Noun-forming suffixes.
Professions
Librarian
Vegetarian
                 Player
                 Inventor
                               Physician
                               Musician
                                            Pianist

Jewellery
Crockery

Physics
Geometry
astronomy
   Collective nouns

Science

Abstract nouns
Flexibility
Activity
            Happiness
                     Fellowship
                                   Health
                                           Discovery
                                                     Revolution
Action or process
Blocade
Cascade
             Marriage
             Courage
                          Meeting
                          Proceeding
                                         Movement
                                         Appointment
                                                            Protection
                                                             Exclusion

Complete the chart
Check your answers
Give the nouns which describe people who do things or who come from places.
 Don’t beg. You’re not _______________
Manuel assists me. He’s my ___________
She always tell lies. She’s such a _______
Anna is studying history. She’s a fine ___
She drives well. She’s a good _________
I can’t play the piano. I’m not a ________
actor.
assistant.
liar.
historian
driver
pianist.
Form nouns from the italicised words with the help of the suffixes.
1. We couldn’t agree. We couldn’t reach an ______________________
2. She described her trip. Her ______
    was very full and interesting.
 3.  His health has improved since
       he’s been in the clinic.The_____
       Is very noticeable.

agreement
description

improvement
Use the words given in capitals to form a noun that fits in each gap.
    Many people who think they have a professional future in films go to Hollywood only to find __B11____instead of success. They often have to give up the more enjoyable aspects of their chosen career to play parts in ___B12__because these provide financial ___B13__ -but they are not satisfying. For many actors, even basic __B14_can be difficult. Some do not earn enough to pay their rent or electricity bills, and the time and money they invest in the __B15__of a portfolio for interviews is often wasted. Of course there is a possible __B16__why only 1%of __B17__are really successful. There are just too many people who believe that their next __B18__ will be the one that makes them a star!

DISAPPOINT
ADVERTISE
SECURE
SURVIVE

PREPARE
EXPLAIN
ACT
PERFORM
Check your answers.
    Many people who think they have a professional future in films go to Hollywood only to find disappointment  instead of success. They often have to give up the more enjoyable aspects of their chosen career to play parts in advertisements because these provide financial security-but they are not satisfying. For many actors, even basic survival can be difficult. Some do not earn enough to pay their rent or electricity bills, and the time and money they invest in the preparation of a portfolio for interviews is often wasted. Of course there is a possible explanation why only 1%of  actors are really successful. There are just too many people who believe that their next performance will be the one that makes them a star!

DISAPPOINT
ADVERTISE

SECURE
SURVIVE

PREPARE
EXPLAIN
ACT
PERFORM
Good luck!
Список  литературы:
1. К.Н.Качалова Практическая грамматика английского языка. Москва, Юнвеслист, 1996
Ю.С.Веселова Тематический тренажёр по английскому языку. Словообразование. Москва, «Интеллект-Центр»,2011
Ю.С.Веселова Сборник тренировочных и проверочных заданий. Английский язык 9 класс. Москва, «Интеллект-Центр»,2011

http://allforchildren.ru/pictures/school.php


title: Презентация на тему: Word stress

text:
Word stress
Stress is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence. The term is also used for similar patterns of phonetic prominence inside syllables. The word accent is sometimes also used with this sense.
SO…
Word stress (WS) can be defined as the
singling out of one or more syllables in a
word, which is accompanied by the
change of the force of utterance, pitch of
the voice, qualitative and quantitative
characteristics of the sound which is usually
a vowel.
If we compare stressed and unstressed syllables in the two contract, we may note that in the stressed syllable:
the force of utterance is greater, which is connected with more energetic articulation;

the pitch of the voice is higher, which is connected with stronger tenseness of the vocal cords and the walls of the resonance chamber

the quantity of the vowel is greater, a vowel becomes longer;

the quality of the vowel !& in the stressed syllable is different from the quality of this vowel in the unstressed position, in why it is more narrow than.

The phonetic manifestation of stress varies from language to language. In different languages one of the factors constituting word stress is usually more significant than the others. According to the most salient feature the following types of word stress are distinguished in different languages:
dynamic or force stress if special prominence in a stressed syllable(syllables) is achieved mainly through the intensity of articulation;

musical or tonic stress if special prominence is achieved mainly through the change of pitch, or musical tone.

quantitative stress if special prominence is achieved through the changes in the quantity of the vowels, which are longer in the stressed syllables than in the unstressed ones.

qualitative stress if special prominence is achieved through the changes in the quality of the vowel under stress. Vowel reduction is often used as a manipulation of quality in unstressed syllables.

Place and degrees of Word Stress
One of the ways of reinitiating the
prominence of syllables is
manipulating the degree of stress.
There is controversy about degrees
of WS in English and their
 terminology. Strictly speaking,
polysyllabic word has as many
degrees of stress as there are
syllables in it.
	Designating strongest syllable by 1, the second strongest by 2, etc., we may represent the distribution Jesses in the following example:
examination indivisibility
	igzemineSin indivizibiloti
32415 2536174

The majority of British phoneticians
(D. Jones, Kingdon, A. C. Gimson
among them) and Russian
phoneticians (V. A. Vassilyev,
Shakhbagova) consider that there
are three degrees of word-stress in
English:
primary -- the strongest
secondary -- the second strongest, partial, and
weak -- all the other degrees.

The syllables bearing either primary
or secondary stress are termed
stressed, while syllables with weak
stress are called, somewhat
inaccurately, unstressed.

The American scholars bloch & trager distinguish 4 types of WSOther American linguists also distinguish four degrees of word stress but term them:
Loud
Reduced loud
Medial
Weak

Primary
Secondary
Tertiary
 Weak

Stress can be characterized as fixed and free. In languages with fixed type of stress the place of stress is always the same.
In English and Russian word-stress is free, that is it may fall any syllable in a word;

Stress in English and in Russian is not only free but also shifting. In both languages the place of stress may shift, which helps to differentiate different parts of speech, e.g. `insult--to in`sult, `import--to im`port.
Examples of shifting:
preSENT (verb) – PRESent (noun)

reFER (verb) – REFerence (noun)

exTRACT (verb) – EXtract (noun)

inCREASE (verb) – INcrease (noun)

OBject (noun) – obJECT (verb)

Functions and tendencies of the English stress
1. Word stress constitutes a word, it organizes
the syllables of a word Into a language unit
having a definite accentual structure, that is
a pattern of relationship among the syllables;

a word does not exist without the word stress.
Thus the word stress performs the constitutive
function. Sound continuum becomes a phrase
when it is divided into units organized by word
stress into words.

2. Word stress enables a person to identify a
succession of syllables as a definite accentual
pattern of a word. This function of word stress
as known as identificatory(or recognitive).

	Correct accentuation helps the listener to make the process of communication easier, whereas the distortedaccentual pattern of words, misplaced word stresses prevent normal understanding.
3. Word stress alone is capable of differentiating the meaning of words or their forms, thus performing its distinctive function. The accentual patterns of words or the degrees of word stress and their positions form oppositions, e.g. 'import — im'port, 'billow — below.

TendencIes of WS
Recessive. The accentual structure of English words is liable to instability due to the different origin of several layers in the Modern English word-stock. In Germanic languages the word stress originally fell on the initial syllable or the second syllable, the root syllable in the English words with prefixes. It is seen in the native English words having no prefix, e.g. mother, daughter, brother, swallow; in assimilated French borrowings, e.g. reason, colour, restaurant etc.

Rhythmical. The rhythm of alternating stressed and unstressed syllables gave birth to the rhythmical tendency in the present-day English which caused the appearance of the secondary stress in the multisyllabic French borrowings, e.g. revolution, organi'sation, assimilation, etc.

Retentive. Was traced in the instability of the accentual structure of English word stress: a derivative often retains the stress of the original or parent word, e.g. 'similar — as'simitate, recom'mend — recommen 'dation.

Typology of accentual structures
The numerous variations of English word stress are systematized in the typology of accentual structure of English words worked out by G.P. Torsuyev. He classifies them according to the number of stressed syllables, their degree or character (the main and the secondary stress). The distribution of stressed syllables within the word accentual types forms accentual structures of words. Accentual types and accentual structures are closely connected with the morphological type of words, with the number of syllables, the semantic value of the root and the prefix of the word.

The accentual types are:
1. ['___]. This accentual type marks both simple and compound words. The accentual structures of this type may include two and more syllables,
 e.g. 'fafher, 'possibly, 'mother-in-law, 'gas-pipe.

2. [ '_ '_ ]. The accentual type is commonly realized in compound words, most of them are with separable prefixes,
e.g. 'radio-'active, 're'write, 'diso'bey.

3. [ '_' _ '_ ] and
4. ['_' _ '_ '_]. The accentual types are met in initial compound abbreviations
e.g. 'U'S'A, 'U'S'S'R.

5.  ['_ ,___]. The type is realized both in simple and compound words, very common among compound words,
e.g. 'hair-,dresser, 'substructure.

6.  [, _'___]. The accentual type marks a great number of simple words and some compound words as well. In simple words the stresses fall onto:
e.g.1.  the prefix and the root: maga'zine;
	2.  the root and the suffix: ,hospi'tality;
	3. the prefix and the suffix: disorganization.

The other five types are rare and found in small number of words.

The most widely spread among the enumerated accentual types are supposed to be Type 1, Type 2, Type 5 and Type 6.

The variability of the word accentual structure is multiplied in
connected speech. The accentual structure of words may be
altered under the influence of rhythm, e.g. An 'unpolished 'stone
but: The 'stone was un'polished.

The tempo of speech may influence the accentual pattern of words.
With the quickening of the speed the carefulness of articulation is
diminished, the vowels are reduced or elided, the secondary stress
may be dropped, e.g.   The  'whole  organi'zation of the 'meeting
was 'faulty.


title: Презентация на тему: Опис досвіду вчителя англійської мови Скочко Ольги Леонідівни

text:
Дата народження                  05.07.1979
Освіта                                        вища
                                      Горлівський педагогічний
                                      інститут іноземних мов,
                                      2001 рік
Місце роботи            Родинська загальноосвітня
                                      школа I-III ступенів № 8
Посада                       вчитель англійської мови,
                                     російської мови та
                                     зарубіжної літератури
Педагогічний
 стаж                                       15 років
Кваліфікаційна
 категорія                                   I

Скочко
Ольгa
Леонідівна
Моє педагогічне кредо :
    Вчити так, щоб очі дітей світилися завзяттям, усе хотіли вміти і бажали знати, щоб згадували через роки і в очах не було байдужості
Прагну:              Переконана:
 заохочувати учнів до самопізнання
 толерантно ставитися до кожної дитини
 прививати інтерес до навчання
 сприяти емоційному та психологічному комфорту учнів
 кожна дитина має свій неповторний дар, який потрібно помітити, віднайти, відшліфувати і тоді він засяє, заіскриться найкоштовним діамантом
Проблема, над якою працюю:
   Підвищення мотивації учнів до вивчення англійської мови через створення ситуації успіху на уроках
Девіз мого уроку:
Бажання навчатися з'являється тільки тоді, коли є натхнення, яке народжується від успіху в оволодінні знаннями. Тільки успіх підтримує інтерес учня до навчання.
К.Ушинський
Головна мета сучасного вчителя:

Створити ситуацію успіху на уроці, зацікавити дитину, щоб не тільки не втратити мотивацію учнів до навчання, а всіляко підсилювати її.

Для досягнення своєї мети використовую наступні методи:

Ігрові технології
Пісні та вірші англійською мовою
Метод проектів
Робота в групах
Мікрофон
Драматизація
Мозковий штурм
Навчаючи - вчуся
Робота в малих групах та парах – найулюбленіша форма роботи дітей.
 Вчить працювати разом для досягнення спільного результату.

                      Метод проектів
Модель навчання, яка залучає учнів до вирішення складних завдань.

                        Учень у ролі вчителя
Вид рольової гри, яка є ефективним прийомом навчання. Потребує гарної підготовки.

                          Драматизація
 Вид роботи, який розвиває комунікативні навички та створює святкову атмосферу на уроці
Моніторинг навчальної діяльності учнів
Мої досягнення:
Методична робота
Керівник міського семінару-практикуму «Впровадження державного стандарту початковою освіти на уроках іноземної мови в молодших класах.
Керівник шкільного методичного об’єднання вчителів англійської мови з 2008 по 2012 рік

Керівник шкільного методичного об’єднання класних керівників з 2012 по 2014 рік
Керівник міського семінару «Формування полікультурної  компетентності на уроках гуманітарного циклу » у 2013-2014 навчальному році
Мої грамоти, свідоцтва та сертифікати


title: Презентация на тему: Оп-арт

text:
        Оптическое искусство
(оп-арт)

Оптическое искусство (оп-арт) как синтез науки и искусства
Знакомый мир исчез, а определенность и неопределенность поменялись местами.
                                    Виктор Вазарели

Оп-арт (анг. «оp-art» – сокращённый вариант от «optical art» – оптическое искусство) – направление в искусстве, зародившееся м  получившее широкое распространение в 60-х годах XX века.
Виктор Вазарели
    родился в 1908г., французский художник. Уроженец Венгрии, в 1930 переехал в Париж. В 1950-60-е гг. стал одним из основоположников и крупнейшим мастером оп-арта.

Примеры оптических иллюзий

Оптическое искусство и действительность


title: Презентация на тему: World informational sources. Advertising

text:
Lexical Expressive Means and Stylistic Devices

INTENTIONAL MIXING OF THE STYLISTIC ASPECT OF WORDS   (Metaphor, Metonymy, Irony)

 INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING

INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS

2. INTERACTION OF PRIMARY AND DERIVATIVE LOGICAL MEANINGS (Stylistic Devices Based on Polysemantic Effect, Zeugma and Pun)

3. INTERACTION OF LOGICAL AND EMOTIVE MEANINGS (Interjections and Exclamatory Words, The Epithet, Oxymoron)

4.   INTERACTION OF LOGICAL AND NOMINAL MEANINGS (Antonomasia)

Lexical Expressive Means and Stylistic Devices
INTENTIONAL MIXING OF THE STYLISTIC
 ASPECT OF WORDS
	Heterogeneity of the component parts of the utterance is the basis for a stylistic device called bathos. Unrelated elements are brought together as if they denoted things equal in rank or belonging to one class, as if they were of the same stylistic aspect.

"Sooner shall heaven kiss earth— (here he fell sicker)

Whenever literary words come into collision with non-literary ones there arises incongruity, which in any style is always deliberate, inasmuch as a style presupposes a conscious selection of language means.

B. INTERACTION OF DIFFERENT TYPES
OF LEXICAL MEANING
INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS

2. INTERACTION OF PRIMARY AND DERIVATIVE LOGICAL MEANINGS
 (Stylistic Devices Based on Polysemantic Effect, Zeugma and Pun)

3. INTERACTION OF LOGICAL AND EMOTIVE MEANINGS (Interjections and Exclamatory Words, The Epithet, Oxymoron)

4.   INTERACTION OF LOGICAL AND NOMINAL MEANINGS (Antonomasia)
B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING
INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS
	Words in context may acquire additional lexical meanings not fixed in dictionaries, what we have called contextual meanings.

	What is known in linguistics as transferred meaning is practically the interrelation between two types of lexical meaning: dictionary and contextual. The contextual meaning will always depend on the dictionary (logical) meaning to a greater or lesser extent. The transferred meaning of a word may be fixed in dictionaries as a result of long and frequent use of the word other than in its primary meaning.

B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING
INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS
Metaphor

	The stylistic device based on the principle of identification of two Objects is called a metaphоr.

	The term 'metaphor', as the etymology of the word reveals, means transference of some quality from one object to another, and has been known to denote the transference of meaning from one word to another.
It is better to define metaphor as the power of realizing two lexical meanings simultaneously.

 floods of tears потоки слез
 a storm of indignation шторм негодования
 a shadow of a smile тень улыбки
 pancake/ball → the sun блин/шар → солнце

B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING
INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS

Metonymy

	Metonymy is based on a different type of relation between the dictionary and contextual meanings, a relation based not on identification, but on some kind of association connecting the two concepts which these meanings represent.

	Thus, the word crown may stand for 'king or queen', cup or glass for 'the drink it contains', woolsack for 'the Chancellor of the Exchequer who sits on it, or the position and dignity of the Lord Chancellor', e. g., "Here the noble lord inclined his knee to the Woolsack." (from Hansard).

 The hall applauded. Зал приветствовал (под "залом" подразумевается не помещение, а зрители, находящиеся в зале).
 The bucket has spilled. Ведро расплескалось (не само ведро, а вода в нём).

INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS
B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING
INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS

Irony
	Irony is a stylistic device also based on the simultaneous realization of two logical meanings—dictionary and contextual, but the two meanings stand in opposition to each other.

"It must be delightful to find oneself in a foreign country without a penny in one's pocket.“

The italicized word acquires a meaning quite the opposite to its primary dictionary meaning, that is, 'unpleasant', 'not delightful'. The word containing the irony is strongly marked by intonation.

She turned with the sweet smile of an alligator. Она повернулась со сладкой улыбкой аллигатора.
 Но ирония не всегда бывает смешной, она может быть жестокой и оскорбительной.
 How clever you are! Ты такой умный! (Подразумевается обратное значение - глупый.)

INTERACTION OF PRIMARY DICTIONARY AND CONTEXTUALLY IMPOSED MEANINGS
B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING

 Stylistic Devices Based on Polysemantic Effect

Polysemy is a category of lexicology and as such belongs to language-as-a-system. In actual everyday speech polysemy vanishes unless it is deliberately retained for certain stylistic purposes. A context that does not seek to produce any particular stylistic effect generally materializes but one definite meaning.

"Then hate me if thou wilt, if ever now.
Now while the world is bent my deeds to cross."

The word 'hate' materializes several meanings in this context.

2. INTERACTION OF PRIMARY AND DERIVATIVE LOGICAL MEANINGS
B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING

Zeugma

	Zeugma is the use of a word in the same grammatical but different semantic relations to two adjacent words in the context, the semantic relations being, on the on hand, literal, and, on the other, tгаnsferred.

"Dora, plunging at once into privileged intimacy and into the middle of the room". (B. Shaw)
'To plunge' (into the middle of a room) materializes the meaning 'to rush into' or 'enter impetuously'. Here it is used in its concrete, primary, literal meaning; in 'to plunge into privileged intimacy' the word 'plunge' is used in its derivative meaning.

She lost her bag and mind. Она потеряла свою сумку и рассудок.

2. INTERACTION OF PRIMARY AND DERIVATIVE LOGICAL MEANINGS
B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING
Pun
The pиn is another stylistic device based on the interaction of two well-known meanings of a word or phrase. It is difficult do draw a hard and fast distinction between zeugma and the pun. The only reliable distinguishing feature is a structural one: zeugma is the realization of two meanings with the help of a verb which is made to refer to different subjects or objects (direct or indirect). The pun is more independent.

"The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.“

The word 'promises' here is made to signify two concepts, viz. 1) a previous engagement to be fulfilled and 2) moral or legal obligation.

2. INTERACTION OF PRIMARY AND DERIVATIVE LOGICAL MEANINGS
B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING
 Interjections and Exclamatory Words

Interjections are words we use when we express our feelings strongly and which may be said to exist in language as conventional symbols of human emotions. The role of interjections in creating emotive meanings has already been dealt with. It remains only to show how the logical and emotive meanings interact and to ascertain their general functions and spheres of application.

Oh, where are you going to, all you Big Steamers? (Kipling)

The interjection oh by itself may express various feelings, such as regret, despair, disappointment, sorrow, woe, surprise, astonishment, lamentation, entreaty and many others. Here it precedes a definite sentence and must be regarded as a part of it. It denotes the ardent tone of the question.

3. INTERACTION OF LOGICAL AND EMOTIVE MEANINGS
B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING
 The Epithet

The epithet is a stylistic device based on the interplay of emotive and logical meaning m an attributive word, phrase or even sentence used to characterize an object and pointing out to the reader, and frequently imposing on him, some of the properties or features of the object with the aim of giving an individual perception and evaluation of these features or properties. The epithet is markedly subjective and evaluative.

 silvery laugh серебристый смех
 a thrilling tale волнующий/захватывающий рассказ
 a sharp smile острая улыбка
3. INTERACTION OF LOGICAL AND EMOTIVE MEANINGS
B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING

Oxymoron

 	Oxymoron is a combination of two words (mostly an adjective and a noun or an adverb with an adjective) in which the meanings of the two clash, being opposite in sense, for example:
'low skyscraper', 'sweet sorrow', 'nice rascal', 'pleasantly ugly face', 'horribly beautiful', 'a deafening silence',
If the primary meaning of the qualifying word changes or weakens, the stylistic effect of oxymoron is lost.

The suffering was sweet! Страданье было сладким!

3. INTERACTION OF LOGICAL AND EMOTIVE MEANINGS
B. INTERACTION OF DIFFERENT TYPES OF LEXICAL MEANING
Antonomasia
The interplay between the logical and nominal meanings of a word is called antоnomasia. As in other stylistic devices based on the interaction of lexical meanings, the two kinds of meanings must be realized in the word simultaneously.
 The Iron Lady Железная леди
 Casanova Казанова
 Mr. All-Know Мистер всезнающий

"Among the herd of journals which are published in the States, there are some, the reader scarcely need be told, of character and credit. From personal intercourse with accomplished gentlemen connected with publications of this class, I have derived both pleasure and profit. But the name of these is Few, and of the other Legion, and the influence of the good is powerless to counteract the mortal poison of the bad. (Dickens)
The use of the word name made the author write the words 'Few', and 'Legion' with capital letters. It is very important to note that this device is mainly realized in the written language, because generally capital letters are the only signals to denote the presence of the stylistic device.

INTERACTION OF LOGICAL AND NOMINAL MEANINGS