The characteristic features of the scientific and technical style are its information content, logic, accuracy and objectivity. Individual texts of a given style have the indicated properties to a greater or lesser extent, but in all texts of a scientific and technical style, a predominant use of linguistic means is found that helps meet the needs of this sphere of communication.

In the field of vocabulary, this is primarily the use of scientific and technical terminology and special vocabulary. Thus, terms are understood as words and phrases that denote certain objects and concepts of any special field of science, technology, or art. Both words used exclusively within a given style and special meanings of common words can be used as terms. For example, such lexical units of the English language as BIOS , byte , desktop , hard disk , hard drive , macro , motherboard , operating system , software etc., widely used in the field of information technology, are difficult to find outside scientific and technical materials. At the same time, in this field, words that have well-known common meanings can also be used as terms, for example, bit , browse , crash , density , icon , list , memory , menu , mouse , save , window , wizard and etc..

To a large extent, the mutual understanding of specialists is facilitated by the widespread use of the so-called special general technical vocabulary, which includes all kinds of derivatives of terms, as well as words used in describing the connections and relationships between terminologically designated concepts and objects, their properties and features, and a number of common words , used however in strictly defined combinations and thereby specialized (in the field of telecommunications, for example, power distribution system ( PDS ) design – design power distribution systems, thebasicprinciplesof bypass or decoupling capacitors – basic provisions on decoupling capacitors ; in computer technology – configuration file – configuration file, peer - to - peer protocols – peer-to-peer protocols, wildcard character – wildcard character ; in physics – thevoltageis applied - voltage served ,the magnetic fieldis set up – a magnetic field is created and etc.). Such vocabulary is not always recorded in terminological dictionaries, but it is no less characteristic of the scientific and technical style than terms.

The desire to indicate real objects leads to the predominance of nominal structures in the scientific and technical style of the English language, to its characteristic nominativity. Since the function of real description of the action is transferred to the name, the predicate in the sentence becomes only a general designation of process, a kind of “operator” for the name. In English scientific and technical texts there is a widespread use of such operator verbs as effect , assure , perform , obtain , provide , give , involve , entail , imply , result in , lead to , to be ascribed to , to be attributed to , etc ., the meaning and translation of which entirely depends on the nouns that carry the main semantic load in the sentence. For example, By using multiple neurons simultaneously, the brain canperform its functions (work, function) much faster than the fastest computers in existence today. Inspired by the mechanism for learning in biological neurons, artificial neurons and artificial neural networks canperform arithmetic functions (count, fulfill calculations), with cells corresponding to neurons…. However, neural networks are far too simple to serve as realistic brain models on the cell level, but they might serve as very good models forthe essential information processing tasks that organismsperform (performs).

The desire for nominativity also leads to the replacement of adverbs with prepositional-nominal combinations. So, accurately becomes with accuracy, very easily – with the greatest ease or the easy way, etc. Only intensifying adverbs, which act in scientific and technical texts as the main modal-expressive means, stubbornly resist this trend. These are the adverbs: clearly, completely, considerably, efficiently, essentially, fairly, greatly, significantly, markedly, materially, perfectly, positively, reasonably, uniquely, etc. The message contains an address whichuniquely identifies the slave for which it is intended. Since parasitic inductance for capacitors in a given package isessentially fixed, the inductance curve remains fixed. By comparison, a quantum computer couldefficiently solve this problem using Shor's algorithm to find its factors. Several physical implementations which approximate two-level systems to various degrees weresuccessfully realized.

Of course, the nominative nature of the scientific and technical style does not mean that the materials under consideration in English completely lack full-valued verbs in finite forms. Research has shown that in this style there is a predominance of passive forms and forms of the simple present tense, which is undoubtedly associated with the main characteristics and goals of scientific presentation. For example, In the context of neural networks, learningis defined as a process by which the free parameters of a neural networkare adapted through a continuous process of stimulation by the environment. The type of learningis determined by the manner in which the parameter changestake place . The above definitionimplies that (1) the networkis stimulated by the environment; (2) the networkchanges as a result of stimulation; and (3) the networkresponds to the environment in a new way after the occurrence of change. The widespread use of transitive verbs in intransitive form with a passive meaning in special texts deserves special attention: The steel forges well.

In English scientific and technical texts there is also a widespread use of simple two-part sentences with a compound predicate consisting of a linking verb and a nominal part (predicative): The network is two or more computers connected together. A Local Area Network (LAN)is a network in which the computers are connected directly…Computersare an essential feature of most instrumentation systems… An adjective or prepositional phrase often acts as a predicate: Commercial packagesare readilyavailable to support PC/workstation-based instrumentation systems. The nonrandom fractals’ essential failing is that theyare not symmetric enough. A first failing, stated in the vocabularies of different sciences, is that itis inconceivable for a nonrandom fractal to be translationally invariant…The software component of any computerized instrumentation system can form a significant percentage of its total cost. This is especially true of on- off systems…

In the pursuit of brevity and compactness of presentation, the widespread use of elliptical structures contributes. Incorrect understanding of these constructions leads to ridiculous errors in translation, for example, combinations a liquid rocket , a web server , a web application - these are elliptical forms of combinations a liquid - fuelled rocket , a web - based server , a web - based application .

This tendency is reflected in a number of other grammatical features. The scientific and technical style is characterized, for example, by the replacement of attributive clauses with adjectives in postposition (especially with suffixes – -ible, -able, -ive and etc.): different concepts of controllabilityavailable in the literature; the set of problemssolvable with a polynomial-time algorithm; problemsdifficult with ordinary equipment ; concepts are represented as a collection of the simplest elementsavailable surface-mount chip capacitors are the smallest capacitorsavailable etc. The same goal can be achieved by using the infinitive forms in the function of determining: the propertiesto be expected, promising cooperative and cognitive strategiesto be applied within and across the layers of wireless networks, the productto be cooled, etc.

The scientific and technical style in English is also characterized by the widespread use of the plural of real nouns ( fats , oils , steels , wools , etc . ), plural in instrument names ( clippers , jointers , compasses , etc . ), the prevalence of attributive combinations with words type , design , pattern , grade , etc . There is also an increased use of cause-and-effect conjunctions and logical connectives like since , therefore , it follows that , so , thus , it implies , involves , leads to , results in , etc . For example: Each stand-alone instrument and add-on card requires a piece of code called a device driverso that the operating system can access the hardware resources of the card and the instrument.Therefore , the development of device drivers requires an intimate knowledge of both the hardware and the operating system.

Let us note that some features of the scientific and technical style noted in the English language are also observed in scientific and technical materials in Russian. First of all, this relates to the information content of the texts, and therefore the high frequency of use of special general technical vocabulary, terms and their definitions. In Russian, as in English, words that are used exclusively within the framework of scientific and technical style are used as terms ( domain, interpreter, compiler, configuration, hacker etc.) and special meanings of popular words ( memory, program, network, language and etc.). At the same time, we note that rigor in the use of terms and customary formulations, in general, is more characteristic of the Russian scientific and technical style than the English one.

It should also be noted that although in both languages ​​the scientific and technical style is characterized by an objective descriptive manner of presentation, devoid of emotionality, unlike Russian, in English scientific texts the use of emotional epithets, rhetorical questions, figurative expressions and similar stylistic devices is still found.

As for such characteristics of the scientific and technical style as logic and consistency, in this case there is a slight difference. Thus, in the English language, logical connections between individual statements are often found only in their very content and sometimes are not particularly expressed, whereas in the Russian language special words and introductory phrases are almost always used, indicating one or another type of connection. For example: “Remarks. 2. This definition is also of a general nature, i.e., as above, by the difference scheme (12), (13), we mean not only the difference scheme (14), (15), but also as a differential problem (7) , (8) not only problem (1), (2) may appear.Besides , the grid norm used in formula (28), can be determined in a different way than in accordance with (3).However, it should be kept in mind that the presence of convergence in the sense of (28) when refining the mesh depends on the properties of the solution and the original problem.....” (209)

Let us also note that if scientific and technical materials in the English language are characterized by a predominance of simple sentences, then this phenomenon is not characteristic of the corresponding style in the Russian language, where complex sentences predominate.

In the scientific and technical style of the Russian language, isolated members of the sentence are also widely used, especially participial and participial phrases such as: this video card,related to the category “enthusiast”; touch keys,responding for the most frequent operations when working with multimedia content; new server models,built onXeon5500; error,emerging due to rounding,called computational error is at least several times less than the error of the method;comparing, on the one hand, differential equation (1), and on the other hand, difference equations (8) and (10), we see...;using relations (2.3),considering in this case (2.2), we derive...;substituting (1.4) into equations (2.1), we obtain...;deciding system (4) under selected boundary conditions, we find....

To denote both temporary and permanent characteristics of objects in Russian scientific and technical texts, short adjectives are often used, for example: Music scene severalnarrowed horizontally and vertically, but overall it’s not toonoticeably .; Theyequipped automatic voltage regulation function (AVR), to ensure nominal output parameters in case of significant deviations in the characteristics of the electrical network, without switching to autonomous operation. Of course, everything that has been saidfair and for the new modelR.S.1100.

As another example, we can point to the widespread use of abstract nouns here, especially the neuter gender ( movement, relation, measurement, phenomenon, state, property, set and etc.), chains of several nouns in the genitive case ( to the numerical method, exceptachievement requirements givenaccuracy ; with the aim ofreducing the impact of rounding errors for approximate numbers, etc.), verbs in –xia(anodic curvesshift ; in literatureis being considered concept; consequence of whichis poor knowledge, etc.) and the so-called “ copyright we ” (Consideredus the system has a complex structure of restrictions; Thus, the receivedus experimental data...;We Let's start with the assumption... and so on.).

In scientific and technical materials of the Russian language, one should also highlight the prevalence of nominative frame constructions with a word order in which a group of words explaining a participle or adjective acts together with it as a prepositive definition, for example: Pre-crushed to a particle size of 1-2 mm, an accurate sample of raw materials ; particles released during nuclear decay and so on.

Literature

Volkov E.A. Numerical methods: Textbook. 4th ed., erased. / E.A. Volkov. – St. Petersburg: Lan Publishing House, 2007. – 256 p.

Komissarov V.N. Translation theory (linguistic aspects): Proc. for institutes and faculties. foreign language / V.N. Commissioners. – M.: “Higher School”, 1990. – 253 p.

Who will have an easier time speaking English: a person with a wide vocabulary and poor knowledge of grammar, or a person with a good understanding of grammar but a narrow vocabulary? Today we will try to give you a clear and reliable answer to the exciting question: what is more important, vocabulary or grammar.

Which of the two ways to learn English is correct? Let's choose! Recently, some students have been turning to teachers with requests like: “I want to learn as many new words as possible. I studied grammar at school, but I never spoke English - I don’t have enough vocabulary.” That is, many believe that in order to successfully master the English language, you need to know as much vocabulary as possible, and grammar is a secondary matter. There are also supporters of the opposite opinion: grammar is primary, vocabulary is a secondary matter. Let's look at two opposing points of view and decide what is more important for an English language learner.

Principle #1: Grammar is more important than vocabulary

Proponents of studying grammar believe that first you need to learn all the rules, practice them, and vocabulary is secondary. This logic can be understood, because we know that in an English sentence, unlike a Russian one, there must be a clear word order. This means that in order to say something, you need to know how to construct words and put them into a sentence. In addition, you need to understand all the groups of tenses in English in order to be understood correctly.

On the other hand, a narrow vocabulary can be a serious obstacle in speaking English. Imagine you are abroad and want to ask a passerby where you can buy an inexpensive raincoat. You begin to pronounce a familiar request structure: “Could you please tell me...” And already with these words you understand that your grammatically perfectly constructed sentence will hang in the air, because you do not know the words “inexpensive” and “raincoat.” What to do? Let's listen to the supporters of the opposite camp. Maybe they're right?

Principle #2: Vocabulary is more important than grammar

A great vocabulary is the dream of any English language learner. The more words you know, the more you can say - at least that's what some English language learners believe. But what really?

Let's imagine the same situation, only this time you are bad at grammar and good at vocabulary. You understand what you need to say, you know what words are necessary. But how to put them correctly into a sentence? It is unlikely that your request will be responded to if you say: “You where cheap raincoat buy?” Extremely polite residents of the UK will be offended by such treatment, and you may find yourself in an unpleasant situation. Residents of other countries simply will not understand from this set of words what you need from them.

And this theory failed miserably. Let's try to find a middle ground?

Grammar or vocabulary: looking for a middle ground

As you may have guessed, grammar and vocabulary should be improved at the same time. Vocabulary will allow you to find suitable words, and grammar will help you correctly compose a sentence from these words - so that others understand you.

Those who are actively expanding their vocabulary should not forget that words must not only be learned, but also actively used in speech. English grammar is not a scary beast. To understand why difficulties sometimes arise, we recommend that you read the article “”

Students learning English in classes or online should not harbor fears about the “terrible jungle of English grammar.” Modern teaching methods do not provide for the study of grammar in isolation from vocabulary, and vocabulary in isolation from grammar. You will learn new vocabulary and analyze grammatical topics in the process of an exciting conversation or reading an entertaining article. You improve your speaking skills and automatically expand your vocabulary, as well as learn to construct grammatically correct sentences.

Grammar and vocabulary are two halves of a whole. They play equal roles in learning English. Grammar, vocabulary, listening and speaking skills - all these skills need to be improved at the same time. None of the skills is “decisive”, they are all equally important, none of them can be neglected. Try to learn 10 new words every day and do grammar exercises, then learning English will be varied and fruitful.

Educational games in English lessons as one of the means of expanding the lexical and grammatical capabilities of students when summarizing the material studied.

In a brief psychological dictionary edited by A. V. Petrovsky and M. Ya. Yaroshevsky, the concept of “game” is defined as follows: “Game is the main activity of a child. A game is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, in the subjects of science and culture,”

Even Plato, understanding children’s play as imitation of the activities of adults, believed that it is through play that a child should gain knowledge, believing that play is a preparation for life. Many psychologists and teachers, such as L. S. Vygotsky, A. S. Makarenko, D. B. Elkonin and others, clarified its social meaning, internal structure, and importance for the development of the child. A. S. Makarenko in his work “On Education in the Family” wrote: “...what a child is like in play, so in many ways he will be in work and in life when he grows up... In a good game there is a working effort and an effort of thought.”

Games, and especially educational and educational games, have great potential, which is important to use in the educational process in order to give students the opportunity to reveal their abilities, to show what they have learned, what they can and are able to do within the topic or course they have studied. After all, a game always involves a decision - what to do, what to say, how to win. The desire to solve these questions sharpens the mental activity of students. What if it’s also a game in a foreign language?..

Children don't think about it. For them, the game is, first of all, an exciting activity. In addition, a story-based game is more attractive to students than simply performing similar exercises, or rounds, stages of the game, carried out fragmentarily in the lesson.

Since often, due to a number of reasons, grammatical and lexical material are taught somewhat in isolation from each other, or partially combined, children can, having mastered one, lose sight of the other. Therefore, I considered it appropriate to combine these two components into a single whole in order to enable students, firstly, to consolidate in their memory the very process of summarizing the studied material in the form of a game, and, secondly, to stimulate the game, teach children to see and isolate from what is proposed the material they need, concentrate their attention and memory, and also psychologically prepare children for verbal communication.

Educational games in English lessons are one of the forms of increasing students' educational motivation and positive attitude towards the subject. They help children practice a whole range of techniques aimed at concentrating their attention: the spirit of competition forces them to train themselves, to be more attentive and collected. They also serve as a form of monitoring students’ knowledge, repeating and summarizing the material studied, and form a positive attitude towards learning English. And, what is especially important, the game method is simply necessary to relieve mental overload during the educational process and is almost the only, perhaps, way to motivate the educational process.

Basing the games I offer on my own experience, I still cannot but agree with the author of the textbook “Teach, play, enjoy!”, a teacher from St. Petersburg E. P. Vaks, that the game method involves determining an algorithm of sequential actions when carrying out games. According to the proposed algorithm in the above manual, it consists of three stages:

1 Preparation: a).teacher’s algorithm and b). learner algorithm.

2. Game process.

3. Summing up.

A). Algorithm for a teacher’s work at the initial stage:
- organization of play space;

Preparing material for the game;
- determination of lesson objectives;

Determining the time for the game;
- a story about the game, its rules;

B). Trainee's work algorithm:

Prepare gaming material or tools;

Listen to the lesson objectives, game rules;

Clarify what is unclear or not entirely clear.

2. Game process:

Carrying out the game in stages;

Summing up or rewarding players based on the results of each round;

Change of materials for each round or stage of the game.

3, Summing up:

Calculation of final points;

Comparison of results;

Rewarding.

According to the above material, I have developed algorithms for conducting each specific game.

Rules of the game "Finest Hour".

At the beginning of the game, students who want to earn a star must either congratulate someone on a holiday (any), or recite a poem or sing a song in English.

In order to give an answer, children raise a sign with a number from 0 to 6.

If the required answer is not on the board, you should raise the plate number 0.

For each correct answer, the student receives a star.

Before the semi-final, the number of stars earned by students is calculated and the results are summed up.

The students with the most stars advance to the semi-finals. There can be 2, 3, 4, 5, etc. participants.

In the semi-finals, participants solve puzzles. The two participants who guessed correctly and wrote them down on a piece of paper the fastest advance to the finals.

In the final, the participant who completes the crossword puzzle with the keyword correctly and faster than his opponent wins.

The teacher explains the tasks of each round immediately before the start of the round.

GAME "THE FINEST HOUR". 7th grade.

On topic 3 “Celebrate” (lexico-grammatical material of the textbook topic

T. B. Klementyeva and B. Monk “Happy English ‘2”: Holidays, Horoscope,

types of tense forms of the English verb).

The task of the lesson-game is to summarize the topic material, repeat vocabulary on the topics “Holidays”, “Horoscope”, tenses of the English verb.

Equipment: holiday emblems,

Zodiac signs,

tablets with working formulas of English verb tenses,

signs with the names of the zodiac signs,

plates with numbers from 0 to 6,

stars,

LESSON PLAN - GAME

1. Introduction to the plot of the lesson. Familiarization with the rules of the game.

Holiday emblems are attached to a board lined with squares:

Round 1 questions:

1. This is a holiday when people buy a tree and decorate it with ornaments, toys, lights and sweets. (0) (Christmas)

2.Everything and everyone is Irish on that day.

(1) (St. Patrick's Day)

3.This holiday is celebrated on the 4th of July. It is a national American holiday.

(6) (Independence day)

4. Friends & relatives come to you on that day and bring you presents.

5. Ghosts and witches come on that day. The traditional colors of that holiday are orange & black.

6. This holiday is celebrated in April. And the Bunny brings a basket of candy to children.

7. Red heart is the emblem of this day.

(3) (St. Valentine’s Day)

8. We begin to celebrate this holiday in December & the end of this holiday in January is the beginning of the year.

Cards with keywords for some holidays are attached to the board:

The teacher shows pictures of holiday emblems:

St. Valentine's day (5)

1st of September (0)

St. Patrick's Day (0)

Zodiac signs are attached to the board:

The teacher reads the assignments:

1.The Twins, two, twice – are the synonyms to the name of this Birth sign. (2)

2.It is the 12th sign of the Zodiac. (0)

5. People of this sign are very eccentric, they are good friends. They like water

8. Girl (or maiden) is a synonym to this name of the sign. The 6th sign (August 23- September 22) (0)

9. The name of this sign is the name of a wild animal. But the people of this sign

are good friends. (0)

10. The people of this sign like hunting and sports. (0)

There are signs on the board with formulas for the tenses of the English verb:

The teacher reads the assignments:

1. This time denotes an action that has completed, and its result is obvious.

2.Regular action that occurs always, often or sometimes. (5)

3. The action lasts at the present moment in time. (0)

4. The action will take place in the future. (4)

5. The action will end at some point in the future. (3)

6. The action lasted at some point or period of time in the past.

7. She is reading now. (0)

8. She had been reading for 2 hours when I came home (1)

9. She read this book last month. (2)

10. Future Perfect Progressive (0)

11. Present Perfect Progressive (0)

12. Future Simple (4)

13. Past Perfect Progressive (1)

14. Present Perfect (6)

P O L U F I N A L

Semi-final tasks: solve puzzles:

T h e ’ + O I L + D E A R’+ 25th letter of the alphabet (HOLIDAY)

S SY N + U P + I R O N + 7th letter of the alphabet (S PR I N G)

2 students reach the finals

Finalists must create a crossword puzzle with the following keyword:

The participant who completes the crossword puzzle the fastest wins.

GAME "STARRY HOUR" for 3rd grade

Lesson Plan

Introduction to the lesson plot. Explanation of the rules.

I round Family theme

The words of the 1st round are located on the board:

Suggestions for completing round 1:

She is a daughter of my sister or brother (5)

She or he is a daughter or a son of your aunt or uncle (6)

They are my mother and father (1)

He is my father. And my mother’s… (2)

She is my mother and my father’s (3)

He is a son of my brother or a sister (4)

He is a father of my mother (0)

8. She is a mother of my father (0)

She is my mother's sister (0)

III. II Round Time Present continuous.

I am playing now

He is cleaning his teeth

We are doing exercises

They are washing faces

You are taking a shower

She is going to school

Proposals - tasks of the 2nd round:

She's playing now (0)

They wash their faces (4)

Do you take a shower (5)

We do exercises (3)

You brush your teeth (0)

We're going to school (0)

I'm playing now (1)

He brushes his teeth (2)

She goes to school (6)

We are playing (0)

IV. III Round: theme “What time is it”

It's four o'clock

it's seven o'clock

It's eleven o'clock

It's three o'clock

It's eight o'clock

It's ten o'clock

Show on watch:

1. 10 hours (6)

2. 7 hours (2)

   11 hours (3)

3. 12 hours (0)

   5 hours (0)

   8 hours (5)

V. IV round. Thematic words.

Lion, Crocodile

2. Aunt, Uncle, Grandmother

3. Morning, Afternoon, Evening

4. Chess, Tennis, Hopscotch

5. Breakfast, Dinner, Supper

6. Teacher, Pilot, Driver

The teacher names the topic:

Professions / professions (6)

Family (2)

Day/ time of day (3)

meals/ food (5)

1. home/ home (0)

VI. Semi-final

Semi-final participants must “collect” the words:

children = hidden

A) Create a crossword puzzle with the word “hand”

B) solve the puzzles:

Run’+sh’e’+ sw’im’ + 1st letter of English. alphabet

5 letter + no’ + gi’r’l + she’

Rules of the game "Oh Lucky"

The entire class participates in the qualifying round.

The one who quickly, and most importantly, correctly completes the task of the round, becomes a participant in the game;

If two or three students complete a task at the same time, they are offered another one.

Participants in the game must answer a maximum of 15, minimum 10 questions.

Players have three tips at their disposal: - “50 to 50” (fifty-fifty)

"class help" (SOS)

textbook consultation (look into book)

During the game, the player sits with his back to the class. If he cannot answer a question, he uses hints.

If he answers incorrectly, then other students are involved in the game. They can show signs with the correct answer

A student who answers a question correctly receives a point, which can help him when summing up the lesson-game.

Quiz "Oh, lucky guy!"

in 9th grade on the topic “Famous Americans” (Great Americans)

Qualifying round questions:

1. Arrange the countries of the United Kingdom in order of increasing territory:

1.England 2.Scotland

3. Wales 4. Northern Ireland

2Arrange the letters of the English alphabet in the appropriate order:

3. Arrange the colors in order of their “lightness”:

1.Purple 2.Yellow

3. Orange 4. White

4. Arrange the numbers in descending order:

3. Twelve 4. Twenty

5. Arrange relatives in descending order of relationship:

1.Cousin 2.Mother

3. Uncle 4. Nephew

6. Arrange foods according to their “tastierness”:

3. Sugar 4. Cheese

7. Arrange modal verbs in order of increasing “obligatory”:

1.Should 2.Have to

3.To be to 4Must

8. Arrange the products in decreasing order of size:

1.Rice 2.Grapes

9. Arrange the tenses of the English verb in the order in which the action occurs, starting with the earliest:

1.Past Simple 2.Present Perfect

3.Past Perfect 4.Future Perfect

10. Arrange the circumstances of the place in order of their recency, starting with the earliest:

1.yesterday 2.tomorrow

3.last year 4.now

11.Rank the English holidays, starting from the very first of the New Year:

1.St. Valentine's Day 2.Halloween

3.Christmas 4.Easter

12. Arrange the days of the week in the appropriate order (according to English rules):

1.Thursday 2.Tuesday

13. Arrange American monetary units, starting with the smallest:

3.Quarter 4.Nickel

14. Arrange items in order of decreasing period of their decomposition over time

3.Cans 4.Banana peel

15.Rank the names of people according to the dates of their lives, starting with the earliest:

1. M. Twain 2.St. Spielberg

3. Thomas Jefferson 4. B. Franklin

16. Arrange US cities in order of decreasing number of their inhabitants:

1.Atlanta 2.New York

3.Boston 4.Washington

Questions from the main round of the game.

1. The name of great American writer London was:

3.Joey 4.Jim (2)

On the American flag there are:

1 . Five stars 2.Fifteen stars

3.Fifty stars 4.Thirteen stars (3)

"The Adventures of Huckleberry Finn" was written by:

1. Ray Bradbury 2. Lous Stevenson

4.Stephen Spielberg is the most successful:

1.Director 2.Writer

3.Artist 4.Actor (1)

5.The husband of Eleonor Rooswelt was:

1. The first president 2.The second president

3. The thirty second president 4. The twenty second president (3)

6. Elvis Presley was born in

1. Memphis 2. Mississippi

3. New Orleans 4. Boston (2)

7. Brothers Orville and Willbur Wright invented the first

1. Telephone 2. Car

3. Computer 4. Airplane (4)

8. Ernest Hemingway wrote

3. "The Call of the Wild" 4. "Othello" (1)

9. The Charles River separates Boston from

1. Boston 2. Cambridge

3. Chicago 4. Atlanta (2)

10. The name of the Boston basketball team is

1. The Boston Bruins 2. The Boston Celtics

3. The Red Sox 4. The Black Dogs (2)

11. Thomas Jefferson, the third president of the USA was born in:

1. Virginia 2. Georgia

3.Washington 4.Alabama (1)

12.The US Capitol building was designed by

1. Frank Lloyd Wright 2. Sir Christopher Wren

3. Thomas Jefferson 4. John C. Portman Jr. (3)

13.The career of Louis Armstrong began in the streets of

1.Chicago 2.New Orleans

3.Hollywood 4.Washington (2)

14.Abraham Lincoln, the 16th president of the USA was elected the president in

3. 1816 4.1860 (4)

15.Harriet Tubman was fighting for the equal rights of

1. The black slaves 2. Women

3.White farmers 4.Children (1)

I G R A No. 2.

1.The stripes of the American flag are

1.White and red 2.Blue and white

3.Red and blue 4.Black and red (1)

2. The first president of the USA was

1. Thomas Jefferson 2. Abraham Lincoln

3.George Washington 4.Franklin Rooswelt (3)

3 The Capital of Georgia is:

1. Atlanta 2. Roswell

3. Alaska 4. Alabama (1)

4. Walt Disney was great

1. Actor 2. Architect

3. Film Producer 4. Illustrator (3)

5.Paintings of Georgia O’Keefe can be found at the…

1. British Museum 2. Metropolitan Museum

3. Smithsonian Museum 4. Children’s Museum (2)

6. Henry Ford established the Ford

1. Air American Company 2. Navy Company

3. Motor Company 4. Telephone Company (3)

7. Barbra Streisand became a major star after film

1 "Funny Baby" 2 "Funny Boy"

3. "Funny Daddy" 4. "Funny Girl" (4)

8. Louis Armstrong, ‘The King of Jazz’ played

1. The Piano 2. The Trumpet

3. The Violin 4. The saxophone (2)

9. Elvis Presley died in

3.1977 4.1987 (3)

10. Benjamin Franklin was a son of

1. Book maker 2. Candle maker

3. Worker 4. Writer (2)

11. American remember and love Abraham Lincoln for his

1.Friendship 2.Attention

3. Honesty 4. Kindness (3)

12. Eleanor Roosevelt was appointed delegate to

1. The Soviet Union 2. The United Nations

3. The United States 4. The Intelligence Service (2)

13. Frank Lloyd Wright was the greatest American

1. Architect 2. Actor

3. Artist 4. Ambassador (1)

14 John C. Portman designed one thing for Skyscrapers. It was:

1. Glass Television 2. Glass Bottle

3. Glass Elevator 4. Glass cars (3)

1. Missouri 2. Mississippi

3. Memphis 4. Minnesota (1)

Boston there is:

1. A jazz Orchestra 2. A violin Orchestra

3. A Symphony Orchestra 4. A Piano orchestra (3)

2. There is a Monument to a national hero in Boston. This is a monument to:

1. Paul Revere 2. Peter Smithsonion

3. David Copperfield 4. Paul Peterson (1)

3. Robert Lee Frost was:

1. A painter 2. A writer

3. A poet 4. An inventor (3)

4. Ernest Hemingway is the author of:

1. "The Old Man and the Sea" 2. "Moby Dick"

3. "The Pioneer" 4. "Winnie-The-Pooh"

5. Chuck Jones was a popular American:

1. Illustrator 2. Animator

3. Photographer 4. Actor (2)

6. Georgia O'Keefe was a popular American:

1. Writer 2. Architect

3. Painter 4. Inventor (3)

7. Norman Rockwell illustrated the books of:

1. J. London 2. M. Twain

3. E. Hemingway 4. R. Bradbury (2)

8. ‘The Martian Chronicles’ was written by:

1. Robert Lee Frost 2. Emily Dickinson

9. Emily Dickinson was one of the greatest poets of:

1. 20th century 2. 18th century

3. 17th century 4. 19th century (4)

10.Elvis Presley appeared in…

1. 33 films 2.23 films

3. 43 films 4. 67 films (1)

11. Benjamin Franklin invented the Franklin

3. Stove 4. Minser (3)

12. The Wright Brothers invented their first airplane in

1. North Dakota 2. New Mexico

3.New Jersey 4 North Carolina (4)

13. The work of Chuck Jones was mostly influenced by:

3. Norman Rockwell 4. Emily Dickinson (1)

14. Robert Lee Frost spent most of his life in

1. San Francisco. 2.California

3. Massachusetts 4. New England (4)

15. The Massachusetts Institute of Technology is located:

1. In Boston 2. In Cambridge

3. In Washington 4. In New Jersey (2)

To play the game “Field of Miracles” the following procedure is applied:

1. Prepare the field for the game by drawing cells for letters on the board.

2. Determine the players in threes and the participants in the game with spectators.

3.Explain the rules of the game

The presenter speaks only English for all tasks.

If the player names the letter correctly, he has the right to name another one.

For three correctly named letters the player earns extra points.

which will be useful to him when calculating points and possibly reaching the final or super game.

The teacher records the letters called by the game participants on the board.

If a player names a letter incorrectly (for example, he names an English letter in Russian), then the turn goes to the next player.

If a player knows the words, but spells it incorrectly, then the turn goes to another player, and that player is either eliminated or skips the turn (at the discretion of the teacher).

When holding a super game, when one player ends up in the final, he names several (3-4) letters, which the presenter enters in the required cells. The player is given one minute to think and after that the player can simply name the whole word without spelling it.

If there are 2 or 3 players in the final based on the number of points, then they are given puzzles to solve. And then the winner will be the one who first solves the word encrypted in the rebus.

Game "Field of Miracles". 2nd grade

Y e l l o w - It is a color. Not red, not orange.

M o n k e y. - It is a funny animal. It can jump and climb.

T e a c h e r. - It is my profession

Playing with spectators

F i f t e n. - It is the number after fourteen and before sixteen

G r a n d m o t h e r. - She is a mother of my mother.

Super game

E l e p h a n t. - It is a very big animal. It has got big nose and big ears.

Puzzles for the winners (if there are 2):

O’f + at’+ m y I + f’ly

M y O + te’n’ + He` +re'd'

1 letter + fro’g’ + t’ip’ + cat`

Game "Field of Miracles". 8th grade.

S h a k e s p e a r e

This man lived many years ago. He wrote many comedies and tragedies

C h r i s t o p h e r W r en

This man was an architect, he designed many buildings

A l e x a n d e r B e l l

Telephone was invented by this person

Playing with spectators

W a l t D i s n e y

This man created many cartoon films. You like to watch them

E r n e s t H e m i n g w a y

This man was a writer & wrote many books. One of them is “The old man and the sea”

Super game

This was a name of America when it was discovered by Christopher Columbus

Puzzles for 2 or 3 winners:

All’ + ask + indefinite article

3d letter + oi’l + m<>e U + bus

I can + to’ from’ + do O A

Rules of the game "Call of the Jungle".

The teacher sets the lesson goal: the team that earns the most “bones” or “bananas” wins the game.

The division into teams is carried out by drawing lots: those children who draw a “banana” play in the “herbivore” team, those who get a “bone”

become "predators".

The conditions of each competition are announced immediately before it takes place.

Final game for grade 2 “Call of the Jungle”

Lesson plan:

I Introduction to the lesson plot

Rules of the game:

Warm up.

Having received cards according to commands, children must tell about themselves on behalf of the animals

Composing poems

I team:

My little brother's name is Tim

He likes to run, to jump and swim

II team:

My little kitten is white and grey,

He likes to run, to jump, to play

Everyone: (who is faster)

My little sister's name is Masha,

She doesn’t live in Africa, she lives in… ( Russia)

3 Who knows more animals

Team members take turns running out and calling the animals. The last team to name the animal wins.

Who knows more sports games and words:

Teams take turns naming sports-themed words.

Who knows the relatives better?

She is the daughter of my mother (sister)

The sister of my mother (aunt)

The son of my mother, but not me (brother)

The brother of my mother (uncle)

Father of my father (grandfather)

Father of my mother (grandfather)

Mother of my mother (grandmother)

Son of my grandmother (father)

Father) of my brother (father)

Mother of my sister (mother)

Daughter of my grandmother (mother)

Find “extra” words:

volleyball cat red

football frog little

hockey desk yellow

school elephant black

Read and show and read what is written on the cards

Jump Swim Fly Run

8. What doesn’t happen, what happens. (Make sentences negative):

The cat is blue

The mouse has three hands

I live in America

9 Find “extra” words (based on reading rules)

10. Cross out “extra” letters in words (on cards)

teacher sister

13. Insert the necessary words:

(both teams receive the same cards)

I ------ to play basketball

My ------- brother is a doctor

His name ----- Dick

III Summing up. Awards

Rules for the game “Grammar Lotto”:

1, Participants in the game receive cards - tables with the names of 12 tenses of the English verb, as well as chips with numbers from 1 to 12 according to the number of tenses.

2. The teacher explains that each cell should contain one number, that is, each sentence will have its own unique tense form.

3. The teacher reads each sentence twice, giving time to think about the answer (but no more than 1 minute).

5. After reading all the sentences. The teacher visually checks that the table is filled out correctly.

6. Children check their results using the proposed key and give a rating on the following scale:

0 -1 error – “5”

2 -3 errors - “4”

4-5 errors – “3”

more than 5 errors – “2”.

Grammar lotto.

Suggestions for filling out the table:

I cooked dinner yesterday

I was cooking dinner at 6 o’clock yesterday

I am cooking dinner now

I have just cooked dinner

I will cook dinner tomorrow

I cook every day

I have been cooking dinner for two hours

I will be cooking dinner at two o’clock tomorrow

I will have been cooking for two hours when you come

I had been cooking for two hours when he came

I had cooked dinner by 5 o’clock

I will have cooked dinner by 5 o’clock tomorrow

Table key:

So, the essence of the games I presented is to repeat and generalize the material studied. During the games, listening skills (primarily), speaking and reading are developed. Children learn to concentrate their attention and apply the acquired knowledge and skills from the material covered in the proposed game situation to achieve a certain result. The results are sometimes the most unpredictable: sometimes weak students show themselves in a completely different way. They not only answer correctly, but also work faster than anyone else, become more focused and attentive than in a regular lesson.

Preparatory work for games at first glance seems labor-intensive, but when distributing materials for the game, it turns out that the teacher prepares only the content, that is, the language and grammatical material itself. The technical part, namely all the external attributes, can and is prepared by the children themselves. So, for example, in the game “Call of the Jungle” the guys prepare “bones” and “bananas” for rewards. In “Finest Hour,” students prepare stars, plates with numbers, and holiday emblems, just like in the game “Oh, Lucky!” tables and “tips” were completed by students. Moreover, this work gives them no less pleasure than the game itself.

Thus, the preparatory stage and the stage of holding the games are not as complicated as they might seem at first glance. But the possibilities for using them are quite wide, since the same or similar games can be played on the linguistic and grammatical material of almost any topic. And the results of mastering language material will be, if not better, then at least no worse than if the material is generalized using the traditional system of answer-question or test exercises.

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Ways to work with new lexical material in a foreign language lesson.

1. Text material is an important component of the content of teaching a foreign language, since in the process of working with texts the following are formed:

1.lexical, phonetic, grammatical skills, speech skills;

2. communicative, intercultural and other competencies.

The use of text material allows

Form and improve phonetic, lexical and grammatical skills;

Expand words knowledge;

Develop linguistic and contextual insight;

Activate familiar vocabulary in new speech situations;

Develop and improve speech skills in reading and speaking;

In my work I use the following methods of working with lexical material.

The 5P keyword method was developed by American psychologists. The essence of the method is this.

1P – skim the text;

2P – mark keywords;

3P – come up with questions for keywords;

4P – review the text again;

5P - retell the text based on key words and questions.

2. Mastery of words is the most important prerequisite for speaking. In reproductive speech activity, knowledge of just one word is not enough; it is important that children master word connections and form word combinations based on them.

To use words in reproductive types of speech activity it is necessary:

1. find the word in memory

2. pronounce it

3. include in a combination based on meaning and in accordance with grammar

4. include the combination in a sentence or text.

Students should constantly feel the need to know words to express their thoughts, i.e. feel the tension of the communicative task. This is the speech need. The teacher must try to ensure that the word is “embedded” in the student’s memory. Only then will he be able to “extract” it from his memory when the need arises. To successfully memorize vocabulary, you can use the following technique:

Vocabulary Memorization Game. On the board, the teacher draws 3-4 circles in which he writes words already known to the children. The guys read them in chorus, after which the words are erased. Then the teacher asks one of the students to fill in the circles with the words that were written (the word must be written by the student exactly in the circle where it was before it was erased!). After the task has been completed, you can complicate the task by drawing a few more circles with words. Since the game seems simple, it goes off with a bang! Advantages: easy to use in any class of any level of learning, takes little time during the lesson, develops students’ visual memory and writing skills, can be used both at the stage of consolidating new vocabulary and and to check the material already studied; you can diversify and complicate the game to suit every taste and level of difficulty of the material (instead of individual words, write phrases or sentences, etc.)

To prevent memorizing vocabulary from turning into ordinary cramming, I suggest students complete the following tasks:

1. Words should be taught only by playing out their meaning or visually demonstrating it. It could be a sentence, a small text, even a drawing. After introducing new LEs, I ask students to compose 7-10 sentences or a short story with new words in the language at home, and describe the picture. In the next lesson we will check orally.

2. We make crossword puzzles based on the vocabulary we have covered. We solve the best ones together in class.

3. After introducing vocabulary and initial consolidation, we use the game “Lesson Dictionary”: the alphabet is written down in a column on a sheet of paper, you need to write words on a new topic for each letter of the alphabet (students can work individually or in pairs).

4. Game “Associations”: the group is divided into two teams, with one participant from each. The teacher writes a word on a piece of paper; those participants who came to the board do not see this word. The remaining team members explain this word (descriptively), but do not name it, forms of this word or cognates.

Learning words and practicing them should take place in real dialogue. Teaching English vocabulary should in no case turn into empty memorization of words, out of context and without analyzing the specific situation where this or that word is used.

3. Lexical dictations in their classical form have long lost their relevance in the light of modern requirements of the Federal State Educational Standard. However, there are many ways to conduct dictations in a modern foreign language lesson. Such dictations have a number of advantages:

Students are active during dictation,

Dictations are the way to oral communication activities,

They are useful in groups of students with different abilities,

Can be done in groups with different numbers of students,

(even in large groups!)

A reliable method of using only a foreign language (if the teacher sets such a goal)

Material for dictations is easily adaptable to different stages of the lesson, lexical or grammatical material, etc.

Both the teacher and the student can dictate,

The length of the dictation text varies - one word, a group of words, a passage of text, a statement, etc.

The teacher and students can check completed work (self-control, mutual control).

Types of dictations

1. Walking Dictation - "Walking dictation"

A) The teacher hangs several copies of the dictation on the board in different places. Pupils work in pairs. One student writes, the other walks around and reads from the board to the one who writes. Halfway through the dictation, students can change roles.

B) The class is divided into groups. The teacher hangs several copies of the dictation in different places in the office. The dictation is printed on colored sheets (all copies are of different colors). Each dictation sentence should contain as many words as there are people in the group. Groups sit in different rows. Each group will be named in a color in accordance with the sheets on which the dictation is written. Each child in the group receives a word number to look at on their group's colored sheet. At the signal, all the first numbers run to their sheet, read the word, return to their group, dictate the word. After everyone in the group has written down this word, child number two runs, etc., until the entire text is dictated and written down. Whose group finishes writing the dictation first and without errors receives a good mark.

2. Picture Dictation

The teacher dictates words such as “corner, left, right, upper, low, center”, etc. Students draw diagrammatically what the teacher dictates.

3.Shadow Dictation

Work in pairs. The teacher dictates, one student writes, the other just listens. When the teacher finishes dictating, the student-listeners check what their partners have written.

4. Song Dictation

The teacher distributes pieces of paper on which the words of the song are mixed. Then he reads the song himself (you can turn on the recording of the song), the children place pieces of paper with the words of the song in accordance with its content (sequence!)

5. Card Dictation

The teacher shows a picture, the children write down the word.

6. Visual dictation

The teacher writes a quatrain or short text on the board. We read in chorus, analyzing the most difficult words to spell. Then the children record it under the dictation of the teacher. The text is first erased from the board.

7. Self-dictation

A) We learn a quatrain with new words, previously written down on the board, all together in chorus. The teacher erases the lines of the poem one by one, starting with the last one when reciting the poem. Thus, the children recreate each “disappeared” line from memory each time. Then you are asked to write down the poem from memory.

B) The teacher assigns a piece of text or a poem to learn at home. For the next lesson, the children, dictating to themselves, write on pieces of paper the text they learned at home.

8. Paired creative dictation

For each student in a pair, I offer illustrations of one of two stories in random order. He arranges the pictures in a logical sequence, writes a story, dictates it to his partner, after which the partners restore the order of each other’s pictures and check the correctness of the written dictation.

9. Spelling Dictation

The teacher shows a card with a word to one student, he dictates the word spelled out to the class, and everyone writes it down. So the teacher asks each student to dictate a word, and then the teacher checks what he has written.

10. “Stop, go back” dictation is intended to develop a complete understanding of the listening text. Unlike traditional listening using audio recordings, students have the opportunity to control the speed of the dictation, since the teacher himself acts as a tape recorder.

Draw signs on the board indicating “Go”, “Stop”, “Play”, “Rewind” and explain to students that they can stop the “cassette” at any time and start listening again.

At the students’ command “Play,” the teacher begins to read the text. Students try to write down the text as accurately as possible. When one of the students begins to have difficulty writing down the text for the teacher, he says “Stop”, “Rewind”, “Play”. The students really like the ability to control the course of the lesson and the actions of the teacher, and therefore even if the weakest students ask the teacher to repeat the text over and over again, this usually does not raise objections from stronger students. In addition, they have the opportunity to check the text they have written down again.

Students who have completed the dictation hand over their work to the teacher. The first student to complete the text receives the maximum number of points and is recognized as the winner of the first stage.

The following is the procedure for checking texts. The teacher can do this himself or distribute the work to the students, handing them copies of the audit text and asking them to check each other's work. For inaccuracies and errors, the number of points initially scored by the student is reduced, after which the winners are determined and grades are assigned.

11. Another interesting form of working with text is “Gap” dictation.

Select a short text from your textbook. Prepare a version of this text with gaps and write it on the board.

Start dictating the text. Dictate slowly and ask students to write down only the words that are missing on the board.

For those words written on the board, students must leave blanks. Once you have finished reading the text, erase the text from the board and ask students to fill in the gaps in their texts. After finishing their work, students open their textbooks and check their texts.

12. Text reconstruction dictation develops students’ skills in taking notes based on the text they are listening to. The text can be a short story or dialogue.

During the first reading of the text, students do not write anything down, but only listen to the text, trying to understand the main meaning.

When reading the text a second time, ask students to write down not all the words, but only those that, in their opinion, are key. Students can work individually or in pairs. You can make the task easier for students by emphasizing significant words in the text with intonation or gesture.

After the second reading, students begin to reconstruct the text they read, composing a story or dialogue using key words. This type of exercise is useful for developing the skills of both basic and complete understanding of the listening text, as well as the lexical and grammatical components of language competence.

13. Scrambled dictation is very useful for developing dialogic speech skills and requires virtually no preparation for its implementation.

Take any dialogue from the textbook and dictate it, but the order of the sentences in the dialogue must be changed. After students have written down all the sentences, ask them to rewrite the dialogue using the written phrases in the correct order.

When finished, ask students to open their textbooks and check their work in the textbook themselves.