Municipal autonomous educational institution

Perevozsky municipal district of the Nizhny Novgorod region

"Secondary school No. 1 of Perevoza"

English language project

"School of my dreams (My Dream School)"

Completed: Kalina Alexandra, 7 "a" class

Pugachev Vadim, 7 "b" class

Polyakov Mikhail, 7 "b" class

Head: Stozharov D.A.,

English teacher

transportation

2015

Explanatory note 3

Poll results 8

Scenario of the game "One Hundred to One" 12

References and Internet resources 16

Explanatory note

Objective of the project : the creation of didactic material in order to assist students in grades 7-8 in consolidating the topic “Problems of adolescents at school”.

Project objectives:

• To develop the skills and abilities of independent search for information on a given topic in various sources, isolate the necessary material from a large information field, be able to correctly and aesthetically arrange the results of their activities in the form of a presentation;
• Build computer skills and improve information literacy
• Conduct a survey among students, teachers and parents, explore the level of knowledge and opinions about the school, school uniform and rules for teachers and students
• Develop students' creativity and communication skills.

The main problems that the project solves:

• Show a holistic view of what the school should be, according to students.
• Show the importance of the problem of introducing a school uniform, rules of conduct, rights and obligations at school.
• To attract the interest of others in the problems of the school.

Project type : educational and informational (“School of my dreams”)

Organizational forms of project implementation:

• Training. Definition of the theme, purpose and objectives of the project. Formation of a working group.
• Collection of material on the topic of the project. Identification of sources of information.
• Conducting surveys among students, teachers and parents, researching the level of knowledge and opinions about the school, school uniform and rules for teachers and students
• Processing survey data and identifying the most popular responses.
• Full analysis of information and presentation of this information in the form of a presentation.
• Creation of the scenario of the game "One Hundred to One", based on the material of the project.
• Oral presentation of the project and holding the game "One Hundred to One" at the school.
• Defense of the project at the regional competition.

Results of the project:

• Practical: searching for information and conducting surveys about the school, school uniform, rules of conduct at school
• Methodical: material on the topic “School of my dreams” can be used in English lessons in grades 7-8.
• Educational:development of cognitive skills of students, the ability to navigate in the information space and critically comprehend the information received, overcoming the language barrier when communicating with peers.
• Developing: work on this material in the classroom will lead to the development of interest and the formation of stable knowledge of schoolchildren on the issue under study.

The product of this projectis a methodological development of the project, which can be used in English lessons and in extracurricular activities on the topic “Problems of adolescents at school”.

Project content in English

The School of My Dream

I would like to change something in my school. The school of my dream is a big, beautiful school with wide and light corridors. There are new modern chairs and desks.There is a sport center with good swimming pool. There is a big green park around the school. There is a nice and tasty food. I think students need more salads, fruits, and buns.

There students spend a lot of time together. They help each other. The school life is very interesting. Students often go for walks, on excursions, to museums, cinema and theaters. There are kind, intelligent and fair teachers. Students go to lessons at nine or ten o'clock. They like to study very much. I would make the breaks between lessons longer. In my ideal school I would like to have my favorite subjects every day. Students have got their own computers on their desks.

The school library is very rich in new interesting books. There is hall which is full of different musical instruments. They are available to students.

The next step is holidays. Summer holidays are long enough but I would make autumn, winter and spring holidays longer to let pupils to spend more in different activities or to travel.

And, at last, I want to say that there are no difficult tests and home tasks at my school. Everyone is healthy, cheer and happy.

school uniform

School uniform is an inseparable part of school life in many countries. Most schools in Russia also require school uniforms. However, some schools accept freestyle clothes.

Many people think how the school uniforms should look like. Some schools have blue uniforms, others use black or red. Some schools in Russia accept white shirts and black skirts for girls and black trousers for boys. Nevertheless, all these school uniforms have something in common. They all look rather neat and strict. Pupils's opinions on school uniform differ. Some say they like wearing it, while others prefer to wear jeans or bright T-shirts.

In my opinion, the school uniform has both advantages and disadvantages. First of all when children wear a school uniform, they understand that they are at school not at a swimming-pool or stadium. It adjusts them to school atmosphere and helps to study harder. Secondly, school uniforms prevent social inequality. It means that both rich and poor children wear the same clothes. Furthermore, children don't have such a problem as what to wear in the morning. The disadvantages of school uniform include the loss of individuality. Everyone becomes alike and children look similar. The second problem may be untidy. As children wear the same clothes every day their uniform starts to look a bit dirty and faded. Last but not the least school uniforms have become rather expensive lately. So, not everyone can afford to buy it.

As for me, I support the idea of ​​wearing a school uniform. I think that at home we can put on what we want, but at school we need to follow the rules.

Rules for Teachers and Students

rules

Pupils pupils must respect teachers pupils should address a teacher by title and surname pupils must do their homework pupils must wear school uniform pupils have to keep good discipline pupils must not use mobile telephones on lesson pupils must not talk with each other at a lesson pupils must go to school if they are not ill pupils mustn't fight with each other pupils are not allowed to: have pocket knives at school, have cigarettes or matches at school, bring bubble gum to school

teachers teachers must know their subject very well teachers must not give a lot of homework teachers must respect their pupils teachers must be rather close to their pupils teachers have to help pupils teachers must not scream at the top of their voices

Poll results

The Results of Public Opinion Poll

We ask 100 people in each question. Here you can see the answers and the results of our poll.

Scenario of the game "One Hundred to One"

Equipment: presentation with tasks, a computer, an electronic board, two tables for team members, a signal in the form of a button, a table for recording points.

Number of participants:2 teams of 5-7 people

Leading: Good-morning boys and girls! Today we'll play a game. We have two teams: 1) _________ and 2)__________!Captains, please, name the player of your teams.

The simple game

Leading: The topic of our game is “My Dream School”. Captains, you'll be the first. Listen to the questions and push the button if you know the answer!

1) What does school mean for you?

1. Funny classmates - 48 p.
2. Favorite teachers - 32 p.
3. Boring lesson - 22 p.
4. Too short breaks - 18 p.
5. Bubble gums under the desk - 10 p.

(participants answer until they make a mistake)

The Double game

Leading: Now it is the Double game. All your points will double. (The second participants are called).Listen to the questions and push the button.

2) What do you like to do at school most of all?

1. Breaks - 40p.
2. Last lesson - 21 p.m.
3. Playing games - 18p.
4. Classmates - 11 p.m.
5. Saturday - 10 p.m.

Leading: Let's have a little break and sing a song.

Game for Three

Leading: The next task for you is Game for Three. All your points will increase in three. (Third parties are called).Listen to the question and push the button.

3) What is your favorite subject at school?

1. Physical Training - $37
2. Technology - 19p.
3. Art - 17p.
4. Music - 13 p.m.
5. Social Studies – 11 p.

The Contrary Game

Leading: Let's play the Contrary Game. Your team should discuss and then name the most unpopular answer. Listen to the question and push the button.

4) How many lessons of English would you like to have a day?

1. Every day - 3
2. As I have now - 2
3. Just one lesson - 7 p.
4. I want German - 17p.
5. No one - 65p.

Host: Let's sing one more song.

The Final Game

Leading: One of you should answer the questions; another will go behind the door and then will answer the same questions. The answers should not be repeated. The signal will mean that you have repeated your partner's answer. We'll see who gets more points.

5) What do you like at school?

1. School uniform - 30p.
2. Hometask - $25
3. To study on Saturdays – 21 p.
4. Too long-time lessons and too short breaks – 15 p.
5. Many lessons – 9 p.m.

6) What clothes do you like to wear?

1. Jeans - 26p.
2. Sportsuit - 24p.
3. T-shirt - 18p.
4. Sweater - 12p.
5. Trousers - 9p.

7) What kind of uniform would you like to wear?

1. Free - 35p.
2. Original - 25p.
3. Sport - 15p.
4. Cheap - 13p.
5. Warm - 12p.

8) What color of the uniform do you like?

1. Black - $55
2. Gray - 10p.
3. Brown - 6 p.
4. Green - 4 p.
5. White - 25p.

9) What do pupils like to eat in the dinning-room?

1. Potato with fried chicken - 35 p.
2. Sausage with macaroni - 30 p.
3. Buns - 20p.
4. Soup - 12p.
5. Rice - 3 p.

10) What rules would pupils write for teachers?

1. Don't give too much homework - 23 p.
2. Let pupils be late for classes - 12 p.
3. Let pupils not doing their home task – 37 p.
4. Teachers should be late for the lessons – 13 p.
5. Let pupils go home whenever they want - 10 p.

11) What rules would teachers write for pupils?

1. Don't be late for the lessons - 14 p.
2. Pupils should always do their homework - 35 p.
3. Listen teachers attentively – 25 p.
4. Sit at the lessons quietly – 16 p.
5. Do all schoolwork correctly - 10 p.

12) What do you like to do in your free time?

1. Playing volleyball - 24 p.
2. Swimming - 26p.
3. Playing basketball - 14p.
4. Playing hockey - 18p.
5. Going to patriotic club “Sokol” – 17 p.

List of literature and Internet resources

Literature

1. English language. 600 oral topics for schoolchildren and applicants to universities / I.Yu. Bakanova, N.V. Beregovaya, N.G. Bryusova and others - 3rd ed., stereotype. – M.: Bustard, 2001.
2. Biboletova M.Z., Trubaneva N.N. English: English with pleasure / Enjoy English: Textbook for 7th grade general education. – Obninsk: Title, 2014.
3. Dzyuina E.V. Lesson developments in English for the teaching materials of M.Z. Biboletova, N.N. Trubaneva "Enjoy English": Grade 7. – M.: VAKO, 2009.
4. Zhurina T.Yu. 55 oral topics in English for schoolchildren. - 3rd ed., revised. - M., 2001.
5. Kaverina V.N., Boyko V.V., Zhidkikh N.I. 100 topics of English spoken. - M: CJSC "BAO-PRESS", 2002.
6. Sergeev S.P. 120 conversation topics/ 120 English topics. - M .: Publishing house "ADV", 2003.
7. Tsvetkova I.V., Klepalchetsko I.A., Myltseva N.A. English for schoolchildren and applicants to universities. Oral exam. - 5th ed., M: GLOSS-PRESS, 2004.

Internet resources

www.iloveenglish.ru/topics

www.engmaster.ru/topic

www.english-exam.ru/

www.native-english.ru

www.englishteachers.ru

Annotation.

The project on the theme "Symbols of the World" was developed by students in grades 9, 11. In the conditions of the modern world, despite scientific and technological progress, the improvement of the quality of life in general, various conflicts continue to occur around the world, including military ones. This problem also arouses considerable interest among modern schoolchildren, they ask themselves the question: “What can we do to ensure a peaceful existence while at school?” During the work on this project, students tried to consider the origin of the symbols of the world, their history and influence on the life of mankind. The participants of the project formed a firm conviction that the information studied in the process of working on the project can greatly contribute to the peaceful coexistence of people on the planet, will make many people think. Bright unusual symbols will interest and attract the attention of any inhabitant and cause interest to find out what is hidden behind them.

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Municipal budgetary educational institution

"Secondary School No. 3", Torzhok, Tver Region

PROJECT: PEACE SYMBOLS

Fulfilled: Sokolova O.,the 9th form

Ivanova I., the 11th form

Tutor: Kovalyova N.A.

Torzhok 2013

Methodical passport of the project.

The title of the project	Symbols of peace
Fulfilled by	Sokolova Olga Ivanova Irina
The type of the project	Group, information-research, practical and creative project
The purpose of the project	To form research, communicative and information - computer skills.
Tasks of the project	Developing: Independently produce ideas, getting knowledge from various fields, to find the missing information, to offer several solutions to a problem; To predict the result of the activities, planning activities, time and resources; to analyze the results of their own activities; To initiate educational interaction, to defend one’s own point of view, to communicate in English; To compensate for the missing information, and find other ways to express it, to use a variety of visual aids in speech. Educational: - to know the variety of symbols of peace, their history, origin and influence on the situation in the world, interesting facts of use of the symbols. Bringing up: - the development of the skills of the collective planning, mutual assistance in solving common tasks, the ability to find and correct errors in the work of the other members of the group; - to form a sense of responsibility, positive attitude to studying of the English language. practical: - exchange and analysis of information obtained in the creative laboratories; - collection of the material using information and communication technologies, the Internet, etc.; - creation of products in the form of brochures, computer presentations, souvenirs-magnets.
The hypothesis	« Can the spread of information about the symbols of peace effectively influence on the prevention of conflicts in the modern world? »
Form of organization	Out-of-classes work in groups
Used technologies	multimedia computer design
The subject sphere	Main – the English language, additional – History and Art
Time	Long term
technical equipment	Computer and multimedia

The plan of work

	Kind of work	Time of work	Responsible
	Choice of a theme	September	Sokolova O. Ivanova I. Kovalyova N.A.
	Definition of the purposes and tasks of the project	September	Sokolova O. Ivanova I. Kovalyova N.A.
	Studying of necessary literature and Internet resources	October	Sokolova O. Ivanova I.
	The exchange of the received information in the group	October	Sokolova O. Ivanova I.
	Selection of information	October	Sokolova O. Ivanova I. Kovalyova N.A.
	Making up the theoretical and practical parts of the project	October	Sokolova O. Ivanova I.
	The design of the project	October	Sokolova O. Ivanova I.
	Making a conclusion	December	Sokolova O. Ivanova I.
	Correction	December	Kovalyova N.A.
	The product of the project	January	Sokolova O. Ivanova I.

The Product of the Project

Preview:

The Product of the Project

1.Introduction ……………………………………………………………….3

2.The main part

2.1.Olive branches. ……………………………………………………………… … .…..7

2.2. The Ankh Cross…………………………………………………………………………8

2.3. V-Sign………………………………………………………………………………...9

2.4. Bloodstones…………………………………………………………………………….10

2.5. Peace Pipe………………………………………………………………………………11

2.6. Banner of Peace and the CND Symbol……………………………………………....12

2.7. Dove………………………………………………………………………………….13

2.8. Colour………………………………………………………………………………...15

2.9. Rainbow……………………………………………………………………………. ….16

3.Conclusion …………………………………………………...…………...19

Appendix

References………………………………………………………...30

1. Introduction.
SINCE THE END of the Second World War in 1945 there have been some 250 major wars in which over 50 million people have been killed, tens of millions made homeless, and countless millions injured and bereaved.
In the history of warfare the twentieth century stands out as the bloodiest and most brutal - three times more people have been killed in wars in the last ninety years than in all the previous five hundred.

Recent evolution in the number of violent conflicts, by type of conflict.

(including inter-state wars, intra-state wars (civil wars) and colonial wars)

Nowhere to hide……..
No part of the world has escaped the scourge of war. There is nowhere that modern weapons or armies cannot reach. Anywhere in the world you can find people who will use guns to get their own way. From under the ocean a missile can fly out beyond the atmosphere and come down to destroy a city on the other side of the world; while a tiny butterfly-like object (an anti-personnel mine) can blow up the child who picks it up thinking it's a toy.
The destructive power of weapons has grown enormously during the twentieth century. Unfortunately, people's ability to resolve conflict has not made the same strides.
Expenditure on defense has also grown steadily. But despite this massive increase most people don't feel much more secure. Wars have not brought peace. The desire to invent ever more effective weapons to defend or deter has absorbed an ever-growing amount of money; but it's done nothing to prevent war. What has happened is that weapons are indeed more expensive and more destructive; but resources for the things that people really need (such as an adequate health service in Britain, or easy access to clean water in many parts of the Third World) have been reduced. In some parts of the world military expenditure has itself become the source of conflict: scarce resources are used to buy weapons and maintain the armed forces while much of the population lives in appalling poverty.
The nature of warfare has also changed. From the set-piece battles of the earlier centuries, the blood and mud of the trenches in the First World War, and the fast-moving mechanized battlefields of World War Two, to the high-tech "surgical" computer-guided action in Iraq and Kuwait, war as seen through our television screens appears to have become a well-ordered, almost bloodless, affair.
Nothing could be further from the truth.
During the twentieth century the proportion of civilian casualties has risen steadily. In World War Two two-thirds of those killed were civilians; by the beginning of the 1990s civilian deaths approached a horrifying 90 per cent. This is partly the result of technological developments, but there is another major reason.

Many modern armed conflicts are not between states but within them: struggles between soldiers and civilians, or between competing civilian groups. Such conflicts are likely to be fought out in country villages and urban streets. In such wars, the "enemy" camp is everywhere, and the distinctions between combatant and non-combatant melt away into the fear, suspicion and confusion of civilian life under fire.
Many contemporary struggles are between different ethnic groups in the same country or in the former States. When ethnic loyalties rule, other moral codes are often abandoned. It becomes horribly easy to proceed from neighborhood hostility to "ethnic cleansing" and genocide. After that, killing adults is not enough; future generations of "the enemy" - their children - must also be eliminated. Women and children are then not just caught in the crossfire, they become targets as well. As one political commentator put it (in a 1994 broadcast before violence erupted in Rwanda), "To kill the big rats, you have to kill the little rats."
Behind many of today's armed conflicts lies a long history of wars which ended, maybe, with winners and losers, but rarely with solutions to the problems which caused war in the first place. (The wars in former Yugoslavia, and in the territories that used to be part of the Soviet Union, are obvious examples.)
Why war?
Wars don't happen by accident. To wage war, you need weapons, many of which take a lot of time, money and people to produce. Weapons make people feel more important and powerful (and more dangerous). Many political and military leaders therefore feel they must have the most powerful weapons possible.
Furthermore, the military are often dissatisfied with what weapons they have. They want something "better", and certainly better than the weapons the "other side" has. To get money from government to upgrade their weapon resources, military representatives may exaggerate the "strength" of a potential "enemy". Without a threat, after all, there is no real justification for having big, expensive weapons; so sometimes a "threat" will be imagined or invented.
This competitive upward spiral, as one side tries to outdo the other in ever more destructive weapons, is called "the arms race". The armed forces, politicians, industry and workers become entwined in what an American President called "the military industrial complex". Armed forces get the fighting equipment they want; politicians gain prestige (punching above one "s strength, as a recent Foreign Minister described it); companies and shareholders make a lot of money; and there are jobs for hundreds of thousands of people.
Wars don "t happen by accident. As well as weapons, wars need people who are prepared to use them: to kill, and to be killed. Certainly there are people who don" t need persuading. But more often people fight because it "s what they" re paid to do: they work for the armed services or as mercenaries. Certainly there are people who, however reluctantly, choose to go to war because they believe it's the right thing to do. (Unfortunately, sometimes they believe it's the only thing to do). But more often people are forced - "conscripted" - into the armed services by their government, and have no choice in the matter.
In fact, organized war is not a natural activity. One commentator described it as "a highly planned and co-operative form of theft and murder, which began over ten thousand years ago when those who learned to grow wheat and save the surplus were robbed by nomads of the things they could not provide themselves." " Men began to use spears to kill people as well as animals: the arms race was already under way. ten thousand years ago people may not have known what else to do; today we don't have that excuse.
All in a day's work.
Since the beginning of history people have got angry, had disagreements and punch-ups, and even killed each other. This we have in common with a few other animal species. But it's very different from war.
War is an activity that needs preparation, organization, planning and calculation, like farming, or education, or building. It has little to do with aggressive moods or eruptions of anger. There is no baring of teeth in the chemical weapons laboratory. Designing a nuclear bomb that can kill millions of people is a long-term project, requiring skill, imagination, quiet concentration, and a lot of taxpayers" money. The hundreds of thousands of people employed in armaments factories in Britain alone don't go to work in the morning red with fury and ready to slay "the enemy". Most of them are loving parents who take care of their children, seldom considering that the weapons they help to make might one day kill some other parent's children somewhere else.
Murder, the world over, is a crime punishable by long prison sentences (in some countries by execution). Yet hundreds of thousands of people in the world "s armed forces are trained to murder - and murder people they do not even know. Whatever words we use to disguise the fact, war is essentially about murder. To drop bombs on a city, for example, is to murder ordinary citizens, many of them children; the pilot has no personal quarrel with them, but drops the bomb in the name of war - and thereby commits a mass murder
But "murder" is not a word used when talking about war. That would clearly make war a bad thing - something we should avoid at all cost, ready to lock up anyone who tries it. You can see the problem - "British soldiers murder 150 Iraqi women and children in liberation of Kuwait" would make a very unusual headline in the daily paper. War transforms murder not only into something acceptable but highly commendable, for which, if you survive, you may receive praise, promotion, and even a medal.

What about peace, then?
Rest in peace is carved on tens of thousands of gravestones up and down the country. People ask to be left in peace and insurance salesmen guarantee us peace of mind. The police attempt to keep the peace; there are peacekeeping forces dotted about the world in blue helmets, surrounded by the horrors of war. People on demonstrations demand peace now and peace with justice; some are accused of disturbing the peace. Some search for inner peace while others insist on peace with honor. The Americans have named a nuclear weapon the Peacekeeper, and the US airforce proudly boasts that Peace is our profession. "Give peace a chance" goes the song widely adopted by the peace movement; but it "s probably not sung during a peace process which is rarely a peaceful activity. Over sixty years ago, people began to take a pledge for peace - there were hundreds of thousands of them, and today the organization those people formed has produced this information sheet. Yet, despite the fact that everyone appears to want peace, it is still in short supply. (It has been calculated that between 3600 BC and today there have been only 292 years of peace; that there have been over 14,500 major wars in which close to 4 billion people have perished. The war dead thus come close to equalling the total population of the world today.)
We can begin to see from the wide and varied use of the word that the nature of peace isn't simple. The truth is that peace needs all the planning, dedication, organization and imagination that people spend on making war. And because it is a positive plan to preserve life rather than waste it, it resembles such activities as farming, education, building, far more than war does (which destroys all three).
The lesson that the communities of the world have yet to understand fully is that security - peace - is not primarily a matter of military preparedness. Peace cannot be enforced where social and economic conditions fail to sustain it; it must, instead be created.
Being peaceful - as "pacifists" try to be - is all too often associated with being passive and dull, lacking the excitement and drive that conflict can provide. But creating peace is full of interest and adventure, and danger too. It needs bravery, imagination, determination and resourcefulness - so it means using many of the characteristics that people associate with being warlike. It also means that nobody gets killed, or injured, or sick from chemical weapons. It means that whole, whole communities, don"t get wiped out simply for being families where they are. It means that people can trade in useful things instead of weapons of destruction. It means that money can be spent on water supplies and medicine, and on protecting the planet instead of laying it waste.
And making peace is a job everybody can do. All you need is the attitude. We’ve tried to do something to keep peace studying different peace symbols, their origin and importance.

2.The Main Part.

2.1. Olive Branches.

The olive tree is native to the Holy Land where it has been cultivated since ancient times. According to historians, the first olive groves took root in the Holy Land and along the coast of the eastern Mediterranean around 4,000 B.C.

The olive tree is a slow growing tree which fills during the first 7 years of it "s life. It is especially productive thought out of her life. Growing to heights ranging from 10 to 40 feet (3 to 12 meters),

Reaching the age of 200 the trunk disappears, shoots develop at the base of the trunk which eventually grow into a new tree, hence the reputation as the immortal tree.

Between April and June a multitude of small, white perfumed flowers appear in groups under the preceding year's leaves. They only last a few weeks. One olive is born for about 20 flowers. Normally the first flowering only takes place after about 8 years .

The Olive Tree has both sentimental and religious significance to all nations and all religions. In the Old Testament, olive oil was used to anoint prophets and kings, and to light the lamps at the temple of Jerusalem, the house of God. For nourishment, healing, cleansing, lighting, and symbolic purposes, olive oil was important.

Later in the New Testament, Jesus Christ was described as the "Anointed One" the Messiah, Christians were called Nozreem or Masseheen, which in Aramic and Arabic means anointed with olive oil. Jesus told the story of the Good Samaritan who used oil for healing.

In the Book of Genesis the dove sent out from the ark by Noah returned with an olive branch(Genesis 8:11). Here it became the great symbol of peace, indicating the end of God's anger.

The olive Tree plays a significant role in the life of the people of the Holy Land from the olive tree the people of the Holy Land get their olives and from the olives the source of Jared olives and olive oil from the olive oil they make their soap from the trimming of the olive tree the olive wood artists make their arts and from the left over they light fire to cook and for heat. The wood shavings are given to the animal farmers for use to put on the floors of their farms to keep it clean. And these days due to the rarity of olive wood the people of the Holy Land invented a new heaters that work with the wood shavings

Since the days of Noah, the olive branch has been a symbol of peace and goodwill. Unfortunately, in recent years, the war in the Holy Land has often led to the uprooting of olive tree orchards more than 50,000 olive trees have been uprooted and destroyed, the sole source of income for many farmers. The olive tree have traditionally symbolized the spirit of the Holy Land farmers and their connection to the Holy land a connection that has remained strong, despite years of war and political unrest.

2.2 The Ankh Cross.

The Ankh was, for the ancient Egyptians, the symbol (the actual Hieroglyphic sign) of life but it is an enduring icon that remains with us even today as a Christiancross. It is one of the most potent symbols represented in Egyptian art, often forming a part of decorative motifs.

The Ankh Cross Also known as: The Asante Cross (crux ansata) ; The Egyptian Cross

The Ankh Cross is a looped Tau Cross and an ancient Egyptian hieroglyph meaning life.

One theory to connect this hieroglyph to life , is from the symbolic representation of a sandal"s thong with a loop going around the ankle. In ancient Egyptian, sandalthong and life had the same pronunciation (homophony). Deciding on a hieroglyph for sandalthong was relatively easy; they simply drew what they saw. But deciding on something for the less tangible life , was a challenge. So they used the hieroglyph that had the same sound. This occurs frequently in non-phonetic languages ​​and is known as the Rebus Principle. (The English word ankle is derived from Indo-European ank .)

Another theory goes that the Ankh symbol is a sketch of the womb, in addition to being a sketch of the sexual union of male and female genitalia. By extension, we imagine zest, energy, reproduction, regeneration, and immortality.

For many civilizations using this symbol, the loop represented the sunand it was held by many gods including Atum, the sun-god of Heliopolis. The loop is also a perfect symbol that has neither beginning nor end, so it represents the eternal soul.

The entire symbol is also a key, to unlock hidden mysteries in the Kingdom of the Dead and was often used in funeral rites. The symbol also represents the Tree of Life, with its trunk and foliage.

Early Christians adopted this symbol because of its resemblance to the cross. In particular, it was adopted by the Coptic Church of Egypt.

The Peace Prayer.
Lead me from death to life, from falsehood to truth.
Lead me from despair to hope, from fear to trust.
Lead me from hate to love, from war to peace.
Let peace fill our hearts, our world, our universe.
peace. peace. peace.

2.3. V Sign.

What we achieve will inwardly change outer reality.

The V-sign is a hand gesture in which the first and second fingers are raised and parted, whilst the remaining fingers are clenched. Originally considered a "Victory" sign (for As in victory ), it can also carry connotations of "Peace" and "Defiance."

In the UK, if the hand is held out with the palm towards the person performing the gesture (a peace sign reversed), this is considered to be insulting, similar in severity to the insulting gesture commonly known as "the finger".

In United States culture, it is now probably most frequently seen as a gesture of peace, a connotation that became popular during the peace movement of the 1960s.

In Asia, the gesture is often used by persons posing in photographs, with no particular meaning. This usage of the gesture has become widely seen outside Asia through its use in Japanese anime and manga. (Some have suggested that it is used by the Japanese to represent "peace" in the aftermath of nuclear bombing.)

Origin of V sign.

It has long been told that the famous "two-fingers salute" and/or " V sign " derives from the gestures of Welsh archers who used the English longbow, fighting alongside the English at the Battle of Agincourt during the Hundred Years War. The myth claims that the French cut off two fingers on the right hand of captured archers and that the gesture was a sign of defiance by those who were not mutilated.

World peace will never be stable until enough of us find inner peace to stabilize it.

This may have some basis in fact - Jean Froissart (circa 1337-circa 1404) was a historian as the author of The Chronicle , a primary document that is essential to an understanding of Europe in the fourteenth century and to the twists and turns taken by the Hundred Years" War. The story of the English waving their fingers at the French is told in the first person account by Froissart , however the description is not of an incident at the Battle of Agincourt, but rather at the siege of a castle in another incident during the Hundred Years War. Also, Froissart is known to have died before the Battle of Agincourt. Like many social memes it is difficult to ever know for sure where they began but this story has become a part of western myth.

2.4. bloodstones.

Jasper is an ornamental rock made up of microcrystalline Quartz. Jasper is opaque and may come in a variety of colors such as shades of red, yellow, green, grayish, and brown. It may also come in combinations of these colors with very decorative bands. It may also contain impurities and other elements. A variety of green Jasper that contains iron oxide, which gives it red spots, is known as Bloodstone.

Jasper is generally polished to give it extra shine. Since it can come as large stones and is relatively soft, it is easy to carve into decorative shapes and figures. Jasper is known by many names that are descriptive of its colors or bands. Leopard Jasper has a tan color with spots. Green Jasper comes in light to dark green.

Some forms of Jasper have been ground up and used as medicine. It has a hardness rating of 6.5 - 7.0 Mohs.

Jasper is found worldwide and is one of the starsign stones for Virgo.

Picture of Yellow Jasper: A strong protection gemstone, jasper sustains and supports during times of stress. Jasper is one of the oldest known gemstones. It is mentioned in the Bible several times. Jasper is a strong securing gemstone. It is a stability gemstone. It is a powerful protection against things that are not good for you and it easesemotional stresses, making it a wonderful gemstone to have in your home.
Bloodstone, green jasper dotted with bright red spots of iron oxide, was treasured in ancient times and long served as the birthstone for March. This attractive chalcedony quartz is also known as Heliotrope because in ancient times polished stones were described as reflecting the sun: perhaps the appearance of the gem reminded the ancients of the red setting sun reflected in the ocean.

Medieval Christians often used bloodstone to carve scenes of the crucifixion and martyrs, leading it to also be dubbed martyr's stone. The legend of the origin of bloodstone says that it was first formed when some drops of Christ's blood fell and stained some jasper at the foot of the cross. A beautiful example of carved bloodstone with the seal of the German Emperor Rudolf II can be seen at the Louvre museum in Paris.
Even today, finely powdered bloodstone is used as a medicine and aphrodisiac in India. Perhaps that explains why today it is difficult to find fine specimens of bloodstone on the market. Bloodstone is mined in India, Australia, and the United States.

2.5. peace pipe.

The smoking of the peace pipe is an extremely spiritual process and the pipe itself is considered to be a spiritual instrument. The peace pipe ceremony begins many ways, depending of the tribal traditions. In one ceremony the beginning is the purification of the pipe. A ceremony can come before the pipe, or the peace pipe ceremony begins with the loading of the pipe. The ceremony itself is usually similar among tribes. Tobacco is the only substance used. Once the pipe is loaded, the individual acknowledges the four directions, Mother Earth, and Father Sky. The pipe holder faces a direction, sprinkles a portion of tobacco on the ground, and then places the rest into the pipe. The sprinkling of tobacco on the ground represents the giving back to Mother Earth. The Native Indians lived and worked with and on the earth.

A peace pipe, also called a calumet or medicine pipe, is a ceremonial smoking pipe used by many Native American tribes, traditionally as a token of peace.

A common material for calumet pipe bowls is red pipe stone, a fine-grained easily-worked stone of a rich red color of the Coteau des Prairies, west of the Big Stone Lake in South Dakota. The quarries were formerly neutral ground among warring tribes; many sacred traditions are associated with the locality.

Several Native tribes make ceremonial pipes. The types of stones used varied by tribe and locality. Some of the known types of pipe stone and pipe materials are:

Clay Pipes - The Cherokee and Chickasaw both fashioned pipes made from fired clay that also employed small reed cane pipestems made from river cane. These pipes were made from aged river clay hardened in a hot fire.

Red Pipestone - is an iron rich, reddish, very hard quartzite slate typically excavated from below ground water level, as the stone weathers rapidly when exposed to the weather and the outside air. Red Pipestone was used by the Eastern Tribes, Western and Great Basin Tribes, and the Plains Tribes with sources of the stone in Tennessee (South Central), South Dakota (Pipestone), and Utah (Delta, Uinta). Catlinite from South Dakota is harder than that found at other locales, and has been widely commercialized and promoted for tourism, which explains the popular myth that all pipestone came from South Dakota in ancient times.

Blue Pipestone - Also a form of Catlinite, blue pipestone was used almost predominantly by the Plains Tribes for ceremonial pipes. Deposits of the stone are also found in South Dakota. The use of blue pipestone coincided with the arrival of the Horse by the Plains Tribes.

Bluestone - a hard, greenish-blue Quartzite stone from the Southern Appellation Mountains. After being worked, it takes on a greenish cast. This stone was used by several Eastern Woodlands tribes for pipemaking. Cherokee, Creek, and Chickasaw made pipes from Bluestone. Several ancient Mississippian pipes have been discovered made from Bluestone.

Salmon Alabaster - the Uncompahgre Ute made beautiful ceremonial pipes from Salmon Alabaster mined in central Colorado.

Green Pipestone - A breathtaking white on green marbled cupric pipestone found in Wyoming and South Dakota used by the Shoshone, Ute, and Plains Tribes for personal and ceremonial pipes. This stone was also used to carve effigy's and sacred carvings and religious items.

Black Pipestone (South Dakota) - a soft, brittle, white on black marbled pipestone found in South Dakota and used by the Plains Tribes for ceremonial pipes.

Black Pipestone (Uinta) - an extremely hard black quartzite slate which has undergone metamorphic compression from the Southeastern drainage of the Unite Mountains in Utah and Colorado. This stone was used by the Great Basin Tribes for war clubs and beautiful pipes that are jet black with a high gloss when polished. Stones were always selected which had tumbled down creeks and drainages since these stones typically contained no cracks or defects.

Native Americans who learned the use of the bow and arrow rapidly advanced the concept in early pipemaking and employed bow drills that used hard, white quartz points which, when combined with water, could bore out even the hardest of pipestones.

Pipes were shaped and roughed with hard sandstones and bow stone saws, and polished with water, then sanded with progressively finer and finer abrasive grit and animal hide, and the stone was finally rubbed with fat or facial oils to complete polishing. Stone saws used to slab and cut pipestone into rough shapes for pipemaking were quite ingenious. Early Native Americans employed moistened rawhide strips rolled in crushed white quartz and stretched with a bow handle. The efficiency in cutting and slabbing a large piece of red pipestone is quite surprising with these seemingly primitive tools.

2.6.Banner of Peace. The CND Symbol.

The symbol for the Banner of Peace can be found in many cultures and numerous philosophical systems. It can be found on the coat of arms of the Popes, on Ethiopian and Coptic antiquities, and stone age amulets. It also appears on Tibetan rings, Buddhist banners, the Temple of Heaven in Peking and in the oldest of Indian symbols, the Chintamani, the sign of happiness. Found in all cultures, the Banner of Peace is the perfect symbol to bring all peoples together in peace.

The Banner of Peace

In 1935 in Washington, D.C., 22 nations signed the Roerich Peace Pact, affirming the principle of Peace through Culture and flying the Banner of Peace in times of war. In 1995 the World Thirteen Moon Calendar Change Peace Movement adopted this Banner as one of its official standards.

The three circles represent science, art, and spirituality, while the unifying circle represents the unity of human culture synchronized in Natural Time.
International Public & Cultural Space Project - " The Banner of Peace " - is carried out by Russian and international non-governmental organizations with the purpose of advancing the concept of the Culture of Peace and the idea that culture is the basis for uniting countries and nations with different political, religious and philosophical outlooks, traditions and customs .

The Banner of Peace is the symbol of the first international treaty on the protection of world artistic and scientific institutions and historical monuments (the Roerich Pact ). The treaty was signed in the White House in the presence of President F.D.Roosevelt by U.S. and 20 other nations in 1935.

The focal element of the Project is the exchange of the Banners of Peace between the Russian and the American people via the Mir Space Station with international crew.

The Banner of Peace in outer space and the exchange of Banners of Peace between peoples through the outer space symbolize the global responsibility for the destiny of mankind and of the planet, partnership of nations in the preservation and development of the world’s cultural values. It is an expression of our gratitude to those who were the first ones to inaugurate the Banner of Peace.

The concept of the Culture of Peace is the philosophy on the eve of new Millennium. Culture is the basis for uniting countries and nations with different political, religious and philosophical outlooks, traditions and customs.

In the new Millennium only partnership and cooperation can be the foundation of a meaningful future for humanity; and Culture is the basis for the building of the common home for humanity on the Earth.

The CND symbol.

One of the most widely known symbols in the world, in Britain it is recognized as standing for nuclear disarmament – ​​and in particular as the logo of the Campaign for Nuclear Disarmament (CND). In the United States and much of the rest of the world it is known more broadly as the peace symbol.
It was designed in 1958 by Gerald Holtom, a professional designer and artist and a graduate of the Royal College of Arts. He showed his preliminary sketches to a small group of people in the Peace News office in North London and to the Direct Action Committee Against Nuclear War, one of several smaller organizations that came together to set up CND.
The Direct Action Committee had already planned what was to be the first major anti-nuclear march, from London to Aldermaston, where British nuclear weapons were and still are manufactured. It was on that march, over the 1958 Easter weekend that the symbol first appeared in public. Five hundred cardboard lollipops on sticks were produced. Half were black on white and half white on green. Just as the church’s liturgical colors change over Easter, so the colors were to change, “from Winter to Spring, from Death to Life.” Black and white would be displayed on Good Friday and Saturday, green and white on Easter Sunday and Monday.
The first badges were made by Eric Austin of Kensington CND using white clay with the symbol painted black. Again there was a conscious symbolism. They were distributed with a note explaining that in the event of a nuclear war, these fired pottery badges would be among the few human artifacts to survive the nuclear inferno.
2.7 Dove.

The dove is associated with hope, peace and purity. It has become popular to release white doves at weddings to symbolize prosperity, fidelity and a happy home life. Doves are viewed sometimes as a triumph of life over death.
Taxonomy Kingdom: Animalia
Phylum: Chordata
Class: Aves
Order: Columbiformes
Family: Columbidae
Subfamily: Columbinae, Otidiphabinae, Gourinae, Didunculinae, Treroninae

The species commonly referred to just as the "pigeon" is the feral Rock Dove.

Pigeons and doves are stout-bodied birds with short necks and short slender bills with a fleshy cere.

The usually flimsy nests are made of sticks, and the two white eggs are incubated by both sexes. Doves feed on seeds, fruit and other soft plantstuffs. Unlike most other birds, the doves and pigeons produce "crop milk", which is secreted by a sloughing of fluid-filled cells from the lining of the crop. Both sexes produce this highly nutritious substance to feed to the young.

This family occurs worldwide, but the greatest variety is in the Indomalaya and Australasia ecozones. It is related to the extinct dodos. The young doves and pigeons are called "squabs". A person who keeps pigeons is called a "pigeon fancier".

White Doves are a type of pigeon. They are social birds that live in colonies. Peregrine falcons and hawks prey upon them. These birds make a cooing sound. They have a life span of up to 15 years.

Anatomy: The White Dove is from 12 to 14 inches (30 to 35 cm) long.

Diet: Like all pigeons, white doves eat mostly seeds. They drink by sucking up water (very few other birds do this).

Nest and Eggs: Male doves build shallow, saucer-like nests made of sticks and twigs. Nests are usually located on ledges, like seaside cliffs or window sills on skyscrapers. Females lay 1-2 white eggs in each clutch (a set of eggs laid at one time). Both parents incubate the eggs.

Other Meaning for dove.

Doves are often associated with the concept of peace and pacifism. They often appear in political cartoons, on banners and signs at events promoting peace (such as the Olympics, at various anti-war/anti-violence protests, etc.), and in pacifist literature. A person who is a pacifist is sometimes referred to as a dove (similarly, in American politics, a person who advocates the use of military resources as opposed to diplomacy can be referred to as a hawk).

Doves can be trained and often are utilized in magic tricks and animal acts by magicians and showmen.

Doves are often given an association with homosexuality, particularly white doves. The association is derived from the notion of doves equaling peace, and the popular flag with peace symbol in front of the rainbow (a symbol adopted by the gay community). Calling someone dove is a derogatory term for "gayness" or being homosexual.

Dove is sometimes used as a street name for cocaine.

A Dove Bar is a type of ice cream bar, featuring a vanilla ice cream filling with a thin chocolate coating.

Other Meaning for pigeon

A "pigeon" is an English slang word to refer to an uneducated, naive, or unsophisticated person: one that is easily deceived or cheated by underhanded means.

2.8 Color.

In itself color can have a profound effect on us on all levels, physical, mental, emotional and spiritual.

We are in a world where color dominates our lives, from reading signs on the road to seeing if fruit is ripe to eat. It affects our moods - blue is calming - red can make us tense. We use and experience color everyday in our lives without even appreciating it.

Color is simply light of different wavelengths. We are surrounded by electromagnetic waves of energy of which color is a small part. All the electromagnetic rays are invisible to the human eye from the top of the spectrum - cosmic rays - to the bottom - radio waves - with the exception of the middle of the spectrum.
The secondary colors (violet orange and green) are produced when two subtractive primary colors are mixed.
Visible light falls in the middle of the color spectrum. In physics, the visible spectrum has three primary colors - Red, Green and Blue; chemically, color is derived from pigments and compounds and the three primary colors here are Red, Yellow and Blue.
The secondary colors (magenta cyan and yellow) are produced when two additive primary colors are mixed.
Any two of these will give a third color - a secondary color. The sensory aspect of color is visual and deals with the physiology and psychology. So here we see the two above systems in the perception of sight and there are then two combinations of three primaries, i.e. Red, Yellow and Blue and Red, Blue and Green. All other colors are derived from these.
Tertiary colors are a combination of primary and secondary colors. They are produced when mixing a primary and secondary colour.
It is not only the plants and trees and their flowers and fruits which give us colour, but also the many wonderful creatures who share this planet with us who contribute to the amazing color palette, and the planet itself. What more dramatic colors could you ask for than the variations of the blues of the sky, the blue/greens of the oceans, and the reds and oranges of sunsets - to name but a few.
The subject of Nature is enormous and it would be almost impossible to include every aspect of nature and healing.
Importance of Colors

Color plays a vitally important role in the world in which we live. Color can sway thinking, change actions, and cause reactions. It can irritate or soothe your eyes, raise your blood pressure or suppress your appetite.

When used in the right ways, color can save on energy consumption. When used in the wrong ways, color can contribute to global pollution.

As a powerful form of communication, color is irreplaceable. Red means "stop" and green means "go." Traffic lights send this universal message. Likewise, the colors used for a product, website, business card, or logo cause powerful reactions.

2.9 Rainbow.

All About Rainbow.
People have been asking questions about rainbows since the beginning of time. One question frequently asked is, how far away is that rainbow? How far away are the raindrops that produce it? It is hard to judge how far away a rain cloud is; especially if it "s moving. The rainbow" s distance extends from the nearest to the farthest raindrops that contribute any part of the colored light. The closest of these raindrops may be miles away. In the case of water spray from a lawn sprinkler in which a rainbow appears, you can reach right in and "touch it"....or so it seems. Many questions are unique to one's cultural history. Where is that pot of gold? That is a good question too.
The idea that a pot of gold can be found at the rainbow "s end originated somewhere in old Europe. In Silesia, an obscure area of ​​eastern Europe, it was said that the angels put the gold there and that only a nude man could obtain the prize.
Can you go under a rainbow's arch and come out the other side? Not according to the laws of physics. A rainbow is all light and water. It is always in front of you while your back is to the sun. However, there is an old European belief that anyone passing beneath the rainbow would be transformed, man into woman, woman into man! time, each observer sees a different rainbow. Why? Well, because the raindrops are constantly in motion so its appearance is always changing. Each time you see a rainbow, it is unique in its own spectacular way! omen of some kind.
The legends of many cultures see the rainbow as a kind of bridge between heaven and earth. One of the most beautiful sights in nature, the rainbow has become in western culture a symbol of renewed hope; something lucky to look upon. To Iranian Moslems, even the brilliance of the colors in a rainbow have significance. A prominent green means abundance, red means war, and yellow brings death. The Arawak Indians of South America recognize the rainbow as a fortunate sign if it is seen over the ocean, while tribes in northeastern Siberia see it as the tongue of the sun. The North American Catawba Indians of the Southeast and the Tlingit of the Northwest both regard it as the bridge between the living and the dead.
Author Donald Ahrens in his text meteorology today describes a rainbow as "one of the most spectacular light shows observed on earth". Indeed the traditional rainbow is sunlight spread out into its spectrum of colors and diverted to the eye of the observer by water droplets. The "bow" part of the word describes the fact that the rainbow is a group of nearly circular arcs of color all having a common center.
When light and water meet in the sky on a summer "s day, for a few moments, a rainbow will appear. Such a beautiful sight! This phenomena of the atmosphere appears during or immediately following local showers, when the sun is shining and the air contains raindrops. A rainbow can best be seen with polarized sunglasses. We cannot follow the arc of a rainbow down below the horizon, because we cannot see those droplets in the air below the horizon. more of the rainbow circle we would see. That is why, from an airplane in flight, a rainbow will appear as a complete circle with the shadow of the airplane in the center.
The bow is divided into bands displaying the different colors of the spectrum and is formed by the refraction and reflection of the sun's rays in drops of rain. Reflection is simply the return of light waves from the raindrop's surface. Light which appears to be white, is really made up of a mixture of red, orange, yellow, green, blue, and violet light.
When a shaft of sunlight enters a drop of water, a part of it does not pass directly through but is reflected from the inner surface and emerges from the side from which it entered. Moreover, it is refracted both on entering and leaving the water drop. This process, repeated in the same manner for an immense number of drops, produces the primary rainbow, which appears in front of the observer, who has his back to the sun. It has the red band on the outer edge which are long light waves and the blue-to-violet on the inner edge which are short light waves.
Another larger bow is often seem outside the primary rainbow and parallel to it. This secondary rainbow is produced in a similar way, but the sun "s light is reflected twice before emerging from the raindrop. For this reason, the color sequence is reversed; red is on the inside edge. And because there is a loss of light with each reflection, it is not as bright as the primary rainbow. so faint as to be rarely seen in nature.

3.Conclusion.

After everything studied we’ve come to the conclusion that some peace symbols are more famous and wide-spread. And so first of all let us make a short list of all peace symbols in the kind of rating.

1. Color
Blue is sometimes cited as the color of peace as it represents the color of the sky above and the sea below.
Whiteis more commonly cited as a symbol of peace - because it conceals nothing it is seen as symbolizing purity, innocence and truth.

2. Plant
The olive branch has for thousands of years been used as a sign of peace and goodwill. This may be partly due to the fact that in early cultivation of the olive it took decades to bear fruit for harvest, and it was held that anyone who planted olive groves must be expecting a long and peaceful life and must be looking to posterity.

The symbolism is also probably related to the Biblical story of the dove In ancient Greek myth, the olive was a plant of Athene - maiden goddess of wisdom, reason, purity and crafts. She was also a warrior, but only to defend the State and home from outside enemies. The olive was her gift to the people of Athens in a contest with Poseidon - it was of such great value to the people as a source of food, oil and (in turn) wealth from exports that the city came under her patronage and was named for her. This 5th century BC coin from Athens shows Athene wearing an olive wreath on her head, and on the other side her bird - the owl - and her plant - an olive branch.

The olive wreath or crown was the highest award given to a citizen in ancient Greece. The prize was also given to winners at the ancient Olympic Games - a time when wars were suspended between competing states. The symbolism of the olive branch is part of a number of well-known flags and symbols, including:

the United Nations symbol with the world flanked by a wreath of crossed olive branches;

the Great Seal of the USA where the eagle carries in its right talon an olive branch with 13 leaves to represent peace between the original member States (this also appears on the flag of the Virgin Islands);

the flag of the league of Arab States which has an upturned crescent encircled by a gold chain and olive wreath;

the flag of Cyprus which has crossed olive branches beneath a map of the island to represent peace between the Greek and Turkish populations; and

the flag of Eritrea which includes a golden olive wreath and stem, originally inspired by the flag of the United Nations.

3. Animal
The dove is a universal symbol of peace and innocence. In ancient Greek myth it was a bird of Athene which represented the renewal of life.

In the Bible it was a dove released from the Ark by Noah which returned with an olive branch to show that the Biblical flood was over. Ever since, the dove has symbolized deliverance and God's forgiveness.

According to legend the devil and witches can turn themselves into any bird shape except the dove.

In ancient Japan the dove was sacred to Hackiman the god of war, but it was a dove with a sword which announced the end to war.

4. Gemstone

The bloodstone is cited as a symbol of peace. It is said to have been created from drops of blood which fell from Christ's wound on the Cross onto a green stone.

5 Signs

(a) The peace sign or victory salute is made by holding the index and middle fingers in the shape of a V. This sign is said to have begun in Europe during World War II when the
V for victory ( victoire in French, vrijheid in Dutch) sign was painted on walls in the dark as a symbol of freedom from occupying forces.

6. Another symbol which has come to be associated with peace is the ankhor cross. This is an ancient symbol which was widespread through Asia but generally associated with Egypt, where the cross represented life and the circle eternity, providing a symbol of immortality. It is also represented by the union of the important gods Osiris and Isis, linking heaven and earth and initiating the life-giving annual flood of the Nile.
In the late 1960 "s the symbol was adopted by the "flower power" generation as a symbol of peace and truth.

7. Like the ankh, the rainbow has come to be seen by many as a symbol of peace. It has been widely used in the past few decades by popular movements for peace and the environment.

Greek mythology associated the rainbow with Iris, the goddess who brought messages from the gods of Mount Olympus to the mortals below.

In ancient China the colors symbolize the union of yin and yang (making it a common symbol for marriage). It was often drawn as a symbol of the sky dragon, connecting heaven and earth.

The Incas of central America associated with their sun god.

In Norse mythology it was a bridge built by the gods between earth and their home in Asgard.

In Christian tradition it symbolized God "s forgiveness, as it was placed in the sky as the arch of peace after the Biblical flood - a symbol of the covenant between God and mankind.

Thus in a great many cultures the rainbow stands as a symbol of people "s hope for a better world - in the sunshine after rain.

8. The Banner of Peace symbol is being promoted as a universal symbol of peace. The central three circles are taken to represent either past, present and future surrounded by eternity, or religion, science and art encircled by culture. The motif has been found in many cultures around the world over thousands of years. Part of its appeal is that it is owned by no one group or tradition.

9. Of course a lot of people know this sign, but do not know what it means at all. The well-known Ban the Bombsymbol was designed in 1958 for the Campaign for Nuclear Disarmament (CND). Its shape came from the semaphore for N and D (nuclear + disarmament) enclosed in a circle to represent global and total agreement.

10 Instrument

The Native American pipe of peace, or calumet, stands for reconciliation or purification. Its round bowl represents the center of the universe, the heart; the smoke the transport to heaven; the canal or stem the spinal column and a channel for the vital spirit.

In conclusion, we would like to say that we have managed to achieve the goals and tasks that we put. Information is useful and provokes interest in the further work now in the field of sociology, makes a person think about the existing relations in the society.
Working at the project we learned a lot of interesting things about the history of the symbols, and of their meaning for humanity as a whole. As the practice shows, during many centuries people tried to co-exist peacefully, and peace symbols have become one of the types of international information, clear and simple for people of different languages.
As it turned out, every country and every nation made its own contribution to the development of peace symbols . A symbol from one or another part of the world, is used by many peoples in its original or modified form. This is the proof of our hypothesis: the spread of information about symbols of peace can contribute to the peaceful resolution of conflicts and has its value everywhere, without paying attention to the location, time or origin.

appendix.

olive branch.

The Ankh cross.

V sign.

bloodstones.

Jasper.

peace pipe.

banner of peace.

The CDN.

Dove.

Rainbow.

REFERENCES.

1. Rupert Graves, The Greek Myths Harmonsdsworth: Penguin Books, 1962, Section 53.7
2. Virgil, Georges , 2, pp.425ff (trans. Fairclough)
3. Ragnar Hedlund, "Coinage and authority in the Roman empire, c. AD 260–295",Studia Numismatica Upsaliensia, 5, University of Uppsala, 2008
4. James Elmes A General and Bibliographical Dictionary of the Fine Arts, London: Thomas Tegg, 1826
5. Appian of Alexandria. "Appian's History of Rome: The Spanish Wars (§§91–95)". Livius.org. Retrieved 21 February 2012.
6. Nathaniel Hoke, The Roman history: From the Building of Rome to the Ruin of the Commonwealth, London: J. Rivington, 1823
7. A. Anselment, ""Loyalist resolve: patient fortitude in the English Civil War"", Associated University Presses, 1988. Google Books.
8. ""Catholic Encyclopedia"", Roman Catacombs: Paintings". Newadvent.org. 1 November 1908.
9. ""Encyclopædia Britannica"", 1911". Theodora.com. 25 January 2011.
10. "Where the stones cry out", The Moslem World, Vol. XII, No.4, October 1922". Archive.org.
11. ""The Sousse Catacombs""". Patrimoinedetunisie.com.tn. Retrieved 21 February 2012.
12. ""Catholic Encyclopedia"", Dove: As an artistic symbol". Newadvent.org. 1 May 1909. Retrieved 21 February 2012.
13. Graydon F. Snyder, "The Interaction of Jews with Non-Jews in Rome", in Karl P. Donfreid and Peter Richardson,Judaism and Christianity in Early Rome, Grand Rapids: Wm B. Ferdma n, 1998

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Slides captions:

PEACE SYMBOLS

THE AIM OF OUR PROJECT IS TO STUDY FACTS ABOUT PEACE SYMBOLS AND TRY TO USE THIS INFORMATION TO PREVENT DIFFERENT KINDS OF CONFLICTS

THE QUESTION TO ANSWER: IS IT REALLY POSSIBLE TO LIVE IN PEACE WITH THE HELP OF DIFFERENT SYMBOLS ?

The PRODUCT OF OUR WORK Peace, like charity, begins at home. The collection of QUOTATIONS ABOUT PEACE MAGNET - SOUVENIRS

Recent evolution in the number of violent conflicts, by type of conflict. (including inter-state wars, intra-state wars (civil wars) and colonial wars)

Peace Symbol - The Ankh Cross Peace Symbol - The Ankh Cross

Origin of V sign

Peace Symbol - Bloodstones

"The Banner of Peace"

The Peace Prayer. Lead me from death to life, from falsehood to truth. Lead me from despair to hope, from fear to trust. Lead me from hate to love, from war to peace. Let peace fill our hearts, our world, our universe.

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Shakhrizat Kochkarova
English language project "Entertaining English"

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

KARACHAEVO-CIRCASSIAN REPUBLIC PRIKUBANSKY DISTRICT

Municipal budgetary preschool educational institution

Kindergarten "Firefly"

Considered

I approve PS MBOU "Firefly" ___

Protocol No. ___

From May 29, 2017 MBDOU "Firefly"

Laipanova L. M.

Order No. 38 dated 05.09.2017

Additional educational program

« Entertaining English»

preschool education

Municipal budget institution

preschool education

Kindergarten "Firefly" from. Znamenka

Prikubansky district of the KChR

Developer of the MBDOU Program "Firefly"

caregiver: - Kochkarova Shakhrizat Kurmanbievna

from. Znamenka.

1. Explanatory note….3

2. Relevance project.... …3

3. Goals and objectives project....5

4. Principles project....…. …. 6

5. Product…. 7

6. Building an educational process according to the age of the form of work with children .... ... 7

7. Forms of organization of the educational area .... nine

8. Basic methods and techniques ... .9

9. Methods:…. 9

10. Conditions for the implementation of the program ... 11

11. Stages of implementation program project.... 12

12. Planned learning outcomes English in kindergarten… . 13

13. Resource support for the program…. fourteen

14. Conclusions…. 15

15. Prospects for further development project.... 16

16. List of references…. 16

17. Internet resources…16

Explanatory note

Preschool age is favorable to start learning foreign languages due to their psychophysical characteristics. Everything that the child learns at this time is remembered for a long time - long-term and working memory are well developed. He is able to remember language material in whole blocks, but this happens only when he has an appropriate setting and it is very important for him to remember this or that material. The easiest way to do this is in the game. If in order to achieve success in the game, the child needs to perform some kind of speech action, then it is mastered almost without effort. The game creates excellent conditions for mastering language, and it is especially productive at preschool age.

Therefore, in this course of teaching preschoolers English language gaming technologies are widely used. Classes are built so that the atmosphere of the game reigned from the first to the last minute.

Taking into account the peculiarities of age is the starting point for designing a course of study. Good is learning that gets ahead of development. (L. S. Vygotsky). BUT "zone of the nearest" Development is considered to be those actions that today the child performs under the guidance of a teacher, and tomorrow he will perform independently.

Learning a foreign language not only introduces children to the culture of the people of another country, but also helps to better understand their own, increases the cultural asset of the country. Now it is quite clear that knowledge of even one foreign language will help the child in the future to effectively realize himself in professional activities, will contribute to the harmonious, comprehensive development of his personality, serve as an indicator of his cultural level, a means of self-affirmation. All of the above reveals the relevance of the program.

The orientation of the program is socio-pedagogical, it is focused on the implementation of a general cultural direction in the upbringing, development and socialization of older preschoolers. The content of the educational area of ​​this program is developed in accordance with the age, psychological and physiological characteristics of children preschool age and is realized in various types of activity (communication, play, cognitive activity - as through mechanisms of a child's development).

The program is designed in accordance with the following legal and regulatory documents:

Law of the Russian Federation "On Education"

Decree of the Chief State Sanitary Doctor of the Russian Federation dated April 3, 2003 No. 27 “On the Enactment of Sanitary and Epidemiological Rules and Standards SanPin 2.4.4.1251-03”;

Charter MBDOU kindergarten "Firefly".

Program « Entertaining English» is working. Educational activities under this program have been conducted since 2017. The program is aimed at the formation of communicative competencies through the consistent development of all types of universal learning activities. To this end, the program provides for a significant increase in active forms of work aimed at involving children in dynamic activities, at ensuring that they understand linguistic material and development of intelligence, the acquisition of practical skills of independent activity. In the classroom, such forms of child activity are implemented as a game, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers, cognitive, as well as the perception of fiction and folklore, self-service and elementary household work (indoors, visual (drawing, musical) (perception and understanding of the meaning of musical works, singing, musical and rhythmic movements). An individual approach to the child is the basis of this course.

Main content of the program: game exercises that will help children develop the correct pronunciation, develop imagination, memory, thinking; thematic pictures (accompanied by captions, songs, poems, watching cartoons on English language- will serve as a support for the accumulation of active vocabulary and speech stereotypes; for the development of motor skills, which contributes to the improvement of speech-thinking activity. All this helps to make classes bright, interesting and memorable.

The main method of the program is an activity game situation. In the game, the child imperceptibly, unconsciously, will learn new words and expressions on such topics. how: greeting, introduction, wild and domestic animals, colors, family, family holidays, toys and souvenirs, body parts, counting, food, vegetables and fruits, clothes. Also dominated by such activities how: singing, moving to music, drawing.

General education program « Entertaining English» developed on the basis of the work program for English language the first textbook of your baby Shalaev G. V. and « English for children 5-6 years old» T. V. Krizhanovskaya.

Target:

Formation of elementary communicative competence, i.e. the ability and readiness of the child to carry out interpersonal and intercultural communication orally, through play activities through in English.

Tasks:

Create sustainable motivation to study a foreign language language;

Introduce the kids to English vocabulary, English speech structures and phrases;

Teach children to actively communicate and interact with each other;

Develop oral speech skills through the reproduction of poems, singing songs on English language;

To instill in children a love for the culture and traditions of another country through the magical world of fairy tales and poetry;

Develop communication skills, phonemic hearing, memory, attention and thinking of children with the help of game situations;

To develop the technique of speech, articulation, intonation, motor abilities of children through dramatization;

To cultivate responsibility, independence, diligence, the need for self-education.

Principles:

1. The principle of this educational program is its openness and accessibility for development.

2. The principle of communicative orientation. Creation of communication conditions (motives and goals, communication environment.

3. The principle of relying on native language. Taking into account the fact that children do not know many terms.

4. Personally-oriented nature of learning. Selection of content that meets the interests and level of development of students of a given age, taking into account the psychological and individual abilities of children. Adjustment of the pace and quality of mastering the material, as well as the individual feasible teaching load of preschoolers.

5. The principle of integrated implementation goals: developing, educational, educational - educational.

6. The principle of collective-individual interaction. Giving each child as many opportunities for self-expression as possible.

7. The principle of formation "pyramids" speech skills, the formation of first the lower levels of speech activity, then the higher ones.

8. Principles entertainment, accessibility, visibility and natural communication.

All these principles are aimed at mastering a foreign language. language as a means of communication and provide motivation for activities at every moment of learning.

Basic methods and techniques.

.

Product:

Creating a Study Circle in English« Entertaining English» .

Building an educational process according to the age of the form of work with children

When learning English language children of preschool age should take into account their age characteristics as much as possible. The teacher gets acquainted with the literature on this issue and applies methods and techniques appropriate for the age of the children.

When teaching children English language, you need to remember that they are open and remember as they are. They also have a developed imagination and open creative abilities.

It is necessary that classes (both at home and in any other institution) take place in a playful way - various games, songs on English watching educational films.

English language for preschool children should be as easy as possible. All sentences must be simple.

Very good at learning flashcards on English language- after all, children, especially preschoolers, think in pictures-images. Cards in this case will serve to establish links between the images that are presented on the card and the word associated with it. At this age, it is always necessary to show the child with the help of pictures what you are trying to convey to him.

For studying in English preschool children, they need to be carried away.

Help to captivate the child interesting:

At the same time, if pictures are attached to them, it will be just wonderful.

As for grammar in English, then you do not need to force children to cram it. They will remember the grammar rules automatically and will not be able to apply them. In addition, you can discourage the child later study English. It is better to let everything go in a relaxed and easy way.

How to conduct educational activities and how much time to spend on learning English children.

As already mentioned, classes for preschoolers should be carried out in a playful way.

You should not study irregular verbs, as well as any other grammar. We can only mention the irregular article the and the correct article a.

Also English for preschool children should include colloquial speech, because subsequently it is colloquial English will serve as a means of communication with foreigners.

For children, short dialogues and stories should be used. If they are accompanied by a voice-over and illustrated with pictures, then it will be great.

Program « Entertaining English» designed for children aged 5 to 6 years. It is aimed at fostering interest in mastering a foreign language. language, the formation of a harmonious personality, the development of mental processes, as well as cognitive and language skills; promotes the development of active and passive speech.

Forms of organization of the educational field

Directly educational activities for training English language(by subgroups, individually); Individual work with a child; Thematic directly educational activities; Phonetic gymnastics; Didactic games; Physical education minutes; Integrated activities; Surprise moments.

Basic methods and techniques.

The choice of teaching methods depends on the age of the children and is focused on the activation and development of certain mental and cognitive processes.

The explanatory and illustrative method contributes to the creation of a solid information base for the formation of skills and abilities.

The reproductive method is widely used in the classroom. Students reproduce information and perform training exercises (teacher shows - children repeat).

Methods:

reproductive;

Search methods;

Methods of individual training;

Method of critical thinking;

Verbal;

Explanation;

promotion;

Practical;

The exercise;

Game methods;

Video method.

In accordance with the Federal State Educational Standard, the structure of the lesson includes 3 main stage: orienting-motivational, operational-executive and reflexive-evaluative.

The program ensures the achievement of personal, meta-subject and subject results, the development of children's creative abilities necessary for further self-realization and the formation of the child's personality, which, in turn, allows preschoolers to express themselves, overcome the language barrier, reveal creativity.

Predicted results of the study in English.

The overall result of mastering the educational program « Entertaining English» is awareness in English as opportunities for personal, social, cognitive and communicative development. At the same time, the results should be evaluated taking into account the fact that at the initial stage of the study in English only the foundations of these aspects of the development of the child are laid nka:

Formation of the foundations of civic identity, that is, awareness of oneself as a citizen of Russia, ready and able to cooperate without conflict with representatives of other cultures;

The formation of motivation for further mastery of a foreign language language as a means of intercultural communication, a tool for understanding the world of others languages ​​and cultures, as well as enrichment of native language, a means of personal intellectual development and gaining spiritual and moral experience;

Knowledge of a certain set of facts culture: children's folklore, poems and songs, heroes of fairy tales and films;

The presence of initial linguistic ideas about the system and structure in English necessary for mastering speech skills and the basics of speech skills;

Possession at an elementary level of the ability to communicate with native speakers English spoken, knowledge of the rules of verbal and non-verbal behavior in communication;

Formation of the main (corresponding to the age and characteristics of the subject « Entertaining English» ) special learning skills and universal learning activities that ensure success learning activities and contributing to the processes of cognition, upbringing and development of the child in the process of foreign language education;

The formation of desire, readiness and ability to cooperate in the process of educational activities in pairs, groups and teams, observing a friendly, democratic and creative atmosphere.

Conditions for the implementation of the program.

Technical training aids

1.CD material

2. TV

3. Music center

The work program provides for the use of various types didactic games, but exactly:

On the development of color perception; For the number of items; For development English speech, thinking, memory, attention; To fix the names of various objects; To recognize and name family members; To fix the names of body parts.

Visual material

1. Illustrations and pictures;

2. Visually - didactic material;

3. Game attributes;

4. "Living Toys" (caregivers or children dressed in appropriate costumes);

5. Poems, riddles.

Implementation stages draft program

Implementation project calculated for the academic year from October 2017 to May 2018. (long-term project)

Implementation project

Creation of a working group

Development of a long-term plan

Creating a Library

Room selection, room equipment

Selection of children

Definition of leaders

Payment mug

Working hours

Approval of the program and long-term plan

Circle presentation

The implementation of each specific topic goes through three stage:

Elementary: looking at drawings, photographs, using didactic games, getting acquainted with literary works, which reflect various methods of carrying out and, accordingly, precautions;

Basic: thematic classes, thematic days, meetings, conversations, leisure activities, entertainment, games.

final: productive activity, participation in gardening competitions.

Planned learning outcomes English in kindergarten

By the end of the 2017-2018 school year, the child will learn:

Understand elementary learning English words, and expressions;

Greet, introduce yourself, say goodbye, thank;

Answering questions in monosyllables;

Tell rhymes to English language;

Build short dialogues;

Sing songs using learned movements;

Own the lexical and grammatical minimum of this level. Definition method performance: diagnostics and control of knowledge, skills and abilities.

Summing up form implementation: children's performances at matinees, entertainment with elements of regional studies and in English, educational trips, celebrations, dramatization of poems, songs, staging of fairy tales.

Resource support of the program

Regulatory - legal resources:

1. The concept of the content of lifelong education

2. Law of the Russian Federation "On Education"

3. Decree of the Government of the Russian Federation "On approval of the Rules rendering paid educational services"

4. Charter of the preschool educational institution

5. Law of the Russian Federation "On Education" as amended by Federal Law No. 309_FZ dated December 1, 2007

6. SanPiNs 2.4.1.2660-10

7. Order of the Ministry of Education and Science of the Russian Federation dated November 23, 2009 No. 655 “On approval and implementation of federal state requirements for the structure of the main general education program preschool education"

Human Resources:

To work in project preschool teachers are involved.

According to the educational qualification, the team project looks like this way:

Only 1 teacher - Kochkarova Sh.K.

Higher education

Logistics resources:

We have office equipment, TV, music center.

conclusions:

Thus, the creation of a study circle in English on the basis of the preschool educational institution allows you to systematize and intensify the activities of teachers to unlock children's individual potential in mastering the basic level of a foreign language language. The result of this activity is the acquisition of a certain stock of knowledge, a significant expansion of horizons, and also:

Development of memory, imagination, volitional qualities

Increasing physical activity

Accustoming to accuracy, organization of their activities

Acquisition of communication skills in a foreign language language with peers and adults

Implementation of dialogue communication at the elementary level

Development of the ability to make elementary coherent statements about oneself, family, friend, beloved animal

Understanding the spoken language of the teacher.

Prospects for further development project.

On the basis of the mug, you can create a mini-museum "Country of study language» , take part in competitions.

Bibliography

1. English 5-6 years /C. V. Litvinenko. Moscow: LST: Astrel, 2015.-46 p. ;ill. - (planet of knowledge for children. Kindergarten.)

2. English language: for children 5-6 years old. Part 1 / T. V. Krizhanovskaya. - M.: Eksmo, 2012-56s.: Ill.

3. English language: for children 5-6 years old. Part 2 / T. V. Krizhanovskaya. - M.: Eksmo, 2012-56s.: Ill.

4. English poems and songs for kids / Per. G. P. Shalaeva - M .: AST: WORD. 2009. - 32 p. - (English for children)

5. English / G. P. Shalaeva. - Moscow: Publisher AST: SLOVO, 2017. - 287, p.: ill. - (Your baby's first textbook).

Internet resources

1. site site

2. site nsportal.ru

1. English for toddlers. - Polygraph- Project"Drofa plus", M., 2012

2. Bedich E. V. Krizhanovskaya T. V. English for children 4-5 years old. Part 1.- Eksmo, M., 2010

4. Burova I. I. We teach English while playing. For children 4-6 years old. - Publishing house "Neva", 2004.

5. Songbook in Russian and English for children. Dinerman A. I. St. "Mir", 2005.

6. The first book. We teach the first words with the baby. Polygraph- Project Bustard plus. M., 2011

7. Shalaeva G.P. English language Your baby's first textbook. - M.: Philol. about-in "Word", Publishing house "Eksmo", 2007.

Below, students can choose an approximate project topic in English for grades 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, the topic of research work on German and any topic of research work in the French language, corresponding to the age, level of knowledge gained, the student's class of study in a general education institution.

Choose an interesting and relevant research topic in English that you are really passionate about researching, that matches your level of training and knowledge, interests or hobbies that you would like to learn something new about. Research work in the English language involves conducting research activities using existing knowledge to expand and consolidate it.

We have prepared sample topics for English language projects for students of different grades, so it will not be difficult for children to choose an interesting topic for conducting their own individual research in the field of foreign languages, literature and the history of the English-speaking countries of the world.

• Topics of research papers in English - grade 2,3,4
• Topics of research papers in English - Grade 5
• Research Topics in English - Grade 6
• Topics of research papers in English - Grade 7

Using the links below, you can decide on the topic of research work and a project on a foreign language for senior students (grades 8, 9, 10, 11) and conduct a study and direct research on this topic.

• Topics of research papers in English - Grade 8
• Research Topics in English - Grade 9
• Topics of research papers in English - Grade 10
• Topics of research papers in English - Grade 11

Topics below research work and student projects in German and French are exemplary, they can be interpreted in your own way, with the help of a school teacher - project leader.

These topics of project work in English include the study of the work of many famous writers, poets, prominent figures in various fields, celebrities both in the past and in the present.

Project topics in English

Sample topics for student research projects in English:

The day I was born!
"What is hot with the young generation?" “What is popular among young people?”
"Golden Age" in British History.
Nickname as a special kind of modern anthroponyms.
Secrets of Global Communication (Secrets of global communication).
Abbreviation as a linguistic feature of on-line communication
Abbreviation in e-mail and on-line games.
An abbreviation in English computer slang.
Alfred the Great and his contribution to the development of the English language.
American English - new trends.
Americans and Russians through each other's eyes.
Analysis of print media headlines.
English is a lesson in my schedule.
English vocabulary related to church and religion.
English and Russian sayings and proverbs - similarity in difference.
English and Russian proverbs and sayings, the difficulties of their translation.
English inscriptions on clothes as an extralinguistic factor influencing the culture of adolescents.
English wedding traditions.
English elements in the titles of television and radio programs.
English and Russian - are they so different?
English as a global language of communication.
English calendar. What do the names of the months and days of the week say?
English as a reflection of the history and identity of the English people.
Anglicisms in Russian.
English borrowings in modern journalism.
English borrowings in modern Russian.
English borrowings in the modern Ukrainian language.
English-language slogans in the Russian media.
Biography and creativity of A. Milne.
Biography and work of William Shakespeare.
Biography and work of Lewis Carroll.
Letters of the English alphabet. Their private life and life in the collective.
The influence of British culture on Russian society.
The influence of the Beatles on the music of the 20th century.
The influence of the education system of English-speaking countries on the education system in Russia.
The influence of the education system of English-speaking countries on the education system in Ukraine.
The influence of J. Byron's work on Russian classical literature.
Where do words live? My favorite dictionary.
Globalization of the English language and its influence on the Russian language.
Women Monarchs in British History.
Animals in English proverbs and sayings and their Russian equivalents.
Mysteries of Stonehenge
Borrowing words in English as a way to replenish the dictionary.
Empire McDonald's and us.
Interpretation of the lexical unit "inspiration" in Russian and English.
The use of English in the Internet communication of Russian speakers and ways of its adaptation.
Stories about Winnie the Pooh by A. Milne translated by B. Zakhoder - features of the translation of jokes.
Historical ties between Russia and Great Britain.
Historical ties between Ukraine and Great Britain.
History of English tea.

General topics of research papers in English

History of English vocabulary naming plants.
History of English vocabulary related to the monarchy.
History of Britain in architecture.
The history of the development of the Tower and the Peter and Paul Fortress.
The history of the development of numerals in English.
The history of the most famous songs of Russia and Britain (for example, "A Christmas tree was born in the forest" and "Happy Birthday").
History of Slavic borrowings in English.
The history of ways to represent passive action in English.
The history of the formation of degrees of comparison of English adjectives.
How Hefalump Became a Heffalump and Mr. Owl became Aunt Owl (based on B. Zakhoder's translation of stories about Winnie the Pooh).
Number category of a noun in English and Russian.
Concept "Time" in English.
Cultural map of Great Britain.
Limerick as a genre of English poetry.
Linguistic aspect of African American language.
Linguistic and stylistic analysis of the texts of modern Russian and English songs.
International Institute for the Protection of the Rights of the Child.
Can I become an English queen?
Fashion in the UK: Yesterday and Today.
My pocket phrase book.
Youth culture of Emo kids in Russia and Britain.
Primary school in Britain.
Some aspects of British family life
The latest anglicisms in modern Russian.
What do the inscriptions on the clothes of students of our school say?
Clothes: fashion and tradition.
Homonyms in English and their specific features.
Online translators as a means of teaching English.
Descriptive characteristics of the image of women in proverbs and aphorisms of the Russian and English languages.
Orthoepic norms in the history of the English language.
Features of English slang in Australia and Canada.
Features of the intonation of English speech and literary translation on the basis of limericks.
Features of the translation of A.P. Chekhov into English.
Features of word formation of primordially British surnames and names
Carefully! Talking clothes. (Analysis of inscriptions on T-shirts).
Distinctive features of houses in Britain.
Reflection of the culture of the English people in proverbs and sayings.
Reflection of traditions at the level of phraseology in English.
Negative sentences in the history of the English language.
The attitude of the British to their native language.
Reflection of stereotypes in John Tolkien's fairy tale "The Hobbit"
Political correctness as a linguistic phenomenon in the United States.
Why do the British give gifts at Christmas, and we at New Year's?
The rights of the child in Russia and the UK.
The press is a mirror of the world. There are different kinds of mirrors.
Dorothy's Adventures in Oz and Ellie's Adventures in Wonderland.

Signs and superstitions of Great Britain and Russia.
Possessive case in the history of the English language.
The problem of synonyms in translation.
Problems of youth and ways to solve them.
The origin of the English vocabulary naming animals.
Ways of learning English using the Internet.
Differences between British and American English.
Differences in the depiction of women in Russian and English proverbs
Speech portrait of DONKEY in the cartoon "Shrek".
The role of the English language in the modern world.
The role of the Plantagenet dynasty in the history of England.
Russian borrowings in English.
Russian names on the world map
The most famous inventions of the British.
Sentimentalism as a trend in English and Russian literature.
Syntactic-semantic analysis of the constituents of compound words in English.
Modern British slang.
A modern take on the work of William Blake.
Methods for the formation of English abbreviations in Internet correspondence. (Analysis of remarks in chats)
Ways of translating sports terminology in English.
Ways of word formation of adjectives in English.
Comparative characteristics of the English speech genre "Jokes" and the Russian joke.
Comparative characteristics of two variants of the English language: British and American.
Comparative characteristics of holidays in the USA and Great Britain.
Comparative and comparative characteristics of English and Russian surnames.
Media in the UK and USA.
UK country guide for schoolchildren in grades 5-6.
The structure of Russian folk tales and features of their translation into English.
Spheres of functioning of English borrowings in Russian.
Such different English.
Toponymy. Origin of place names in different regions of Great Britain.
Traditions and customs of Scotland and Wales. Comparative characteristics.
Food Traditions in Great Britain and the USA.
The wonderful world of W. Shakespeare's sonnets.
Forms of address in English.
Halloween and the holiday of Ivan Kupala. Similarities and differences
Hip-hop culture and its influence on youth slang.
Great Britain: symbols, names, discoveries.
Reading Harry Potter.
What banknotes can tell about their people.
Shakespeare - who is he? Difficulties in translating poetic works.
Scotland by Robert Baris.
The Evolution of the Image of the Vampire in Anglo-American Literature
The environmental context of Herman Melville's novel Moby Dick.
Is the Beatles the most popular British band these days.
Language as a means of storing cultural and historical information in the history of British costume.

The purpose of the project: to draw the attention of students to such a topic as a decent appearance of a student, to find out the opinion of parents, teachers and students themselves about wearing a school uniform in order to develop practical recommendations for students in grades 5-11. Project in English “SCHOOL UNIFORM. ARGUMENTS FOR AND AGAINST.

Type of project: Information and research Project components: Written part of the project - reports on the topic "School uniform in educational institutions of the world" Oral part of the project - presentation of sociological surveys on the topic of the project. The creative part of the project is the design of a school uniform and its demonstration. Project in English “SCHOOL UNIFORM. ARGUMENTS FOR AND AGAINST.

Research focus: the project is not scientific research, but includes such research techniques as questionnaires and interviews. Creative orientation: the project involves the most free approach to the presentation of results (demonstration of school clothes models) Role orientation: designers take on the role of speakers and demonstrators of clothing Information orientation: the project is aimed at collecting information on this topic in order to analyze, generalize and present it to a wide audience Applied orientation: the result is focused on the social interests of the project participants (preparation of reference material). The main directions of the project:

The educational aspect is to cultivate a sense of respect for people, honor school traditions, instill a sense of beauty in actions and clothes. The educational aspect is to teach students to work with various sources of information, make extracts from them, rephrase an existing thought, draw up a plan, present information according to the plan. The developing aspect is the development of skills for predicting the final result. Project in English “SCHOOL UNIFORM. ARGUMENTS FOR AND AGAINST.

History of Russian school uniform In Russia, school uniforms were abolished after the 1917 revolution, but were re-introduced in revolution The style of Soviet school uniform was modernized in 1962, and since that time was modified each decade.Soviet

History of Russian school uniform In the early 1980s, a dark blue three-piece suit was introduced for girls and the strict rules on haircuts were loosened. Today, there is no unified standard uniform in Russia; however, certain schools may have their own uniform that students are required to wear.

Most schools in England require children to wear a school uniform. The uniform Boys Long gray or black trousers (shorts may be worn in the Summer) White Shirt School tie (optional in most primary schools) Jumper or sweater with the school logo on. The color is the choice of the schools. Black shoes Girls As above. Girls may wear skirts During the summer term girls often wear summer school dresses. Tyuttina L.V.

Decreasing theft because of expensive clothes helping students to concentrate on their school work helping school officials recognize strangers who come to the school improving discipline in students save parents time and money its expensive to buy uniform uniforms are very inconvenient (its too cold in winter and too hot in summer) uniforms are impractical uniforms deny students their rights to personal identity school uniforms are very conservative by design cant follow the fashion students social standing depends on individual character and less their economic status cant get lost during school trips everyone is equal stopping kids worrying about what to wear each day cant express your own image School Survey Tyuttina L.V.

SCHOOL UNIFORM SAVE MONEY STOP THEFT CANT GET LOST STOP STRANGERS IMPROVE DISCIPLINE EASIER IN THE MORNING EVERYONE IS EQUAL CANT WEAR YOUR STYLE CANT FEEL UNIQUE DESTROY INDIVIDUALITY EXPENSIVE UNCOMFOR- TABLE CONSER- VATIVE DESIGN PRIORITY OF CHARACTER School Survey

Tyuttina L.V.

We are looking forward to seeing you! model.html model.html uniforms-have-pros-and-cons/ uniforms-have-pros-and-cons/ junior.kent.sch.uk/customs/questions/education/uniform.html junior.kent.sch.uk /customs/questions/education/uniform.html JUNIOR%29 JUNIOR%29