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ПАВЛОДАР ОБЛЫСЫ ӘКІМДІГІ ПАВЛОДАР ОБЛЫСЫ БІЛІМ БЕРУ БАСҚАРМАСЫ УПРАВЛЕНИЕ ОБРАЗОВАНИЯ ПАВЛОДАРСКОЙ ОБЛАСТИ АКИМАТА ПАВЛОДАРСКОЙ ОБЛАСТИ

EDUCATION DEPARTMENT OF PAVLODAR REGION, AKIMAT OF PAVLODAR REGION

VАймақаралық шет тіліндегі ғылыми-тәжірибелікконференция

МАТЕРИАЛДАРЫ

MATERIALSоf V Interregional scientific and practical conference

in foreign languages

МАТЕРИАЛЫV Межрегиональной научно-практической

конференции на иностранном языке

Павлодар

V Аймақаралық шет тіліндегіғылыми-тәжірибелік конференция

«Тұлғаның және қоғамныңшығармашылық әлеуетінің дамуы»

the V Interregional scientific and practical conference in foreign languages

«Development of the creative potential of the individual and society»

V Межрегиональная научно-практическая конференция на иностранном языке

«Развитие творческого потенциала личности и общества»

Павлодар 2018

Chief Editor of the editorial boardShabambayeva M.K., Director of Pavlodar pedagogical college

Executive editors: Sadimova B.M., Methodist of the collegeTasybayeva G.A., Head of the department “Foreign language”

Executive Secretary: Akhmetova G.K., Chairman of the subject commission “Foreign language”.

The collection consists of articles of the fifth Interregional scientific and practical conference Pavlodar: college named after B.Akhmetov, 2018-360 p.

The collection consists of articles of the fifth Interregional scientific and practical conference “Development of the creative potential of the individual and society” held in foreign languages. Its aim is to support and develop gifted students, to increase students’ interest and motivation to the study of languages.

Pavlodar pedagogical college named after B.Akhmetov. 2018

CONTENTS

Пленарлық мәжіліс / Plenary session

Demessinova G.Kh. 10Translation studies in the USABaiseitova Zh.B. 12The role of trilingualism in the process of modernization of educationSamotoi V. 14Organization of research activities of pedagogical college students in foreign language.Saurbayev R.Zh. 17The best experience and the world’ tendencies of polylingualism and linguistics’ developmentAldabergenova A.B. 19The introduction of multilingualism in the process of teaching biology in college

СЕКЦИЯ 1 / SECTION 1ЛИНГВИСТИКА / LINGUISTICS

МАЗМҰНЫ

Abildaeva A.Zodiac sign

Akhmetova L.Learning another language is not only learning different words for the same things, but learning another way to think about things.

Amantayeva G.The theme of love in the works of w. shakespeare and m. auezov

Asafova K.Rival poet or Shakespeare’s sonnets

Bektas D.Linguistics

Doletova V.Translation problem of cosmetic terminology

Dorn A.The strategy of successful small talk

Dosmuratov S.The Concept of “Happiness” in Russian and English languages

Homenkova E.The Universe of Harry Potter

Ibraewa A.Die Auswirkung der Anglizismen auf die moderne deutsche Sprache

Ichshanova A.Thе рrоs and соns оf multilingualism

Izbassarova A.Phrasal Verbs, Idioms and Slangs: A Comparison

Izumskaya Zh., Kassenova A.Linguistic and cultural contextanimation metaphor

Kadyrova T.Easy ways to English through social networks

Karimova A., Imangalieva K.Math of languages or how much you need to learn to speak in the foreign language?

Koishinova ZWhich Characters excite my admiration?

Kuandyk D.World of linguistics

Kussaiyn A.Basic differences between American and British English

Maukenova E. M.English is an integral part of computer science terminology

Mintaev E.Features of translation English basketball terms

Mizambayeva A.New tendencies and Perspectives in the English Language Development

Muratbaeva G.Differences between American English and British English

Nasil K.Multiple perspectives on linguistics and the multiple faces of the english verbget: different meanings

Oralbayeva T.On linguistic aspects of translationOzhiganov K.The using of professional vocabulary in the manufacturing production

Ryskeldinov N.Why are there some difficulties to use correct English?

101

Shaimuratova Sh.National specificity of phraseological units

105

Sukhova A.Cooking Recipe as a Text Type and Linguistic Specificity of its Translation

107

Talgatbekova A.American Slang

110

Tolebay K.What is linguistics?

112

Tolegen N.There are many very good reasons to learn of modern international English language.

113

Tusupova D.Slang as one of the integral aspects of the English language

117

Ualihan Sh.Onomatopoeia in English, Kazakh and Russian languages

118

Zhatakhbaeva M.Verbalization of a concept "time" in the Russian and English languages

119

Zhukova D.Studying German with the help of English language.

122

SECTION 2ШЕТ ТІЛІН ОҚЫТУ ӘДІСТЕМЕСІ /

METHOD OF FOREIGN LANGUAGE TEACHING

Afanasyeva D.Using of game technologies on development of lexical abilities

125

Akshalova S.Communicative Language Teachingas one of the effective methods in teaching foreign languages

127

Amirbek M.,Gabdolla A.Methods of use of song materialfor acquaintance with new lexicon

132

Aubakirova A.Methods of teaching English language skills

135

Berdibek A.Communicative approach in teaching of the English language

140

Chernych M.Imitative immersion in the English-speaking environment in learning English language

141

Dautova K.Project methods as innovative technologyfor teaching foreign language communication

144

Dosumbekova M., Zhantemirova Z.The use of the game method in teaching English

145

Elyubaeva I.The role of business video in teaching business people

149

Erzhan M.New ways of correcting spoken errors

152

Hoffmann A.Modern methods of teaching German language to preschool children

155

Kabdulaeva G.Using an effective methods and exercises to build students' speaking skills in teaching English

157

Kasenova K., Akhmetkalieva G.Use of information technologies in training foreign language

160

Kasymova Zh.Die Lösung der Schwierigkeiten beim erlernen der deutschen Sprache mit Hilfe eines innovativen Ansatzes

162

Kazhibekova A.The role of dictation in teaching English

165

Kharagiz A.Problem-solving: speaking activity

168

LuganskayaU.Methods of Teaching Foreign Languages

170

Makatova G.Mnemonics on English Lessons

172

Malayeva C.Use social networks wisely

175

Mukhtarova A.Interactive methods in teaching Vocabulary

177

Musakyzy M.Perfection of modern educational technologies with the help of cognitive games

181

Ondassynova A.Learning English through songs and music

183

Orazumbekov B.,Shaikova A.Movies as the way to learn English

187

Parmanuly E.How to learn English using TV series or your interests

190

Petrenko P.Quests in primary school

193

Rakhmetova A.,Mind Map in teaching English

195

Rash*tova Ph.Improvement of the Dictionary stock at the learning of the English language

198

Sagymbekova M.The role of correction in English teaching

200

Sakypov N.Effective impact of computer videogames to learn English language

204

Sattarova A., Maussumbayeva D.Learning English through the music

206

Shaltaeva I.Using interactive learning in foreign language lessons

208

Sharipbayeva A.Modern forms of work on the implementation of multilingualism from preschool age

209

Sultamuratova A.Podcasts for learning English

212

Tagambayeva D.“TPRS” approach in foreign language teaching

214

Talgatbekov D.Communicative and fundamental method of teaching English.

219

Toktargaliyev E.Motivation as the Foundation of Teaching English

221

Toximbayeva L.Black English as a teacher

224

Tuleu Zh.Content and Language Integrated Learning (CLIL) as a Response to the Trilingual Education Implementation.

225

Yakovleva K.Development of creative potential of students in English lessons through the use of active teaching methods

230

Zhaparov N.Learning English with the help of TV series

233

Zhumkeeva A.Using ‘Flipped classroom’technology in foreign language teaching

235

СЕКЦИЯ 3 / SECTION 3ЕЛТАНУ / COUNTRY STUDY

Abai A., Nurtazina N.Culture of Kazakh 237Abilmanova A.Zh.Btitish life today and before

239

Aitan A.Country Studies 243Aituarova A.American Speeches. Revival Words. 248Akrabova D. ,Koyshibay A.Leipzig and great Austrian composers 251Amantaeva G.The theme of love in the works of W. Shakespeare and M. Auezov 254Aripov ZH., Sadvakasova D.Ecological problems of Pavlodar 257Baigazinova M.Hopeless in soul 260BazarbekovaF.Political system of Great Britain and Kazakhstan 261Balashova Zh.How does music influence people? 264Balgozhinov S.Differences in holidays between Britain and Kazakhstan 266Bossler E.Kazakhstan EXPO-2017 271Galyamova A., Khokhanovskaya A.1 kleines Land – 4 Landessprachen. 273Dosсhanova T.How British music affects our life? 274Dudnichenko E.Medieval and the RenaissanceEnglish Literature 277Zhalgasbaeva K.Pictorial Art of the Reneissance Epoch 280Zhanylkhanova K.21 century’s problem of US - illegal immigration. 284Zhunus.ANorthern Ireland, Belfast 285Zeifrid D.Bayanaul is the pearl of the steppes

289

Ilyuсhenko D.Ecological tourism as a chance to protect nature 291Kadirbekkyzy I.The person with great spirit 295Kazhykenova K.Secrets of Stonehenge 297Kasymova A., Suleimenova D.Regional studies / Елтану 299Kenesova A.

Great Britain : Way of life 302

Kuraewa M.Landeskunde als Motivation der Schüler zum Erwerb der Fremdsprache 307Krikunova V.Women’s March

309

Maulenbaeva A.National idea of Kazakhstan 314Miramgaliyev A.Historical places of the UK 317Moldakeldinova M.The comparison of the education system of Great Britain and Каzakhstan 320Mubarak A.Geographical Names as Cultural Heritage 324Mussabek A.Mythology as a form of worldview 326Myrzabekova D.Differences in culture of the United States of America and Kazakhstan 329Nizamov N.Flora and fauna of Kazakhstan and the USA 333Nurgalamova B.National Health Service in Kazakhstan, Russia and the UK 337Reva A.British people 340Serikhan K.The education system of the Czech Republic 342

Smagin A.The functioning of the English language in the educational space of Kazakhstan

344

Tirzhanova A.Commonwealth of Australia. 349Toleykhanova B.Semipalatinsk teacher’s seminar and representative of the Satpayev’s dynasty 352Shelomitskaya M.American cinematography against European- who is the best?

355

Ualit S.Westernization of the teenage mind exemplified by the students 357

Translatology in the USA: theory of translation in E. Nida’s works

Demessinova G.KH.Candidate of Philological Sciences, PSU Associate Professor, Head of the

Department“Foreign Philology and Translation Studies”

E. Nida, an outstanding American linguist, greatly influenced not only the development of American linguistic theory of translation, but that all over the world. Eugene Albert Nida studied many languages, both classical and modern ones. He published a number of significant works on problems of syntax and semantics. He got interested in translation due to many years of his activity at the American Bible Society, where he was Executive Secretary and research advisor of Translation Department. Under his supervision translations of the Bible into 200 languages of seventy countries were created. On the basis of this experience E. Nida wrote a number of books and articles, where he considered many important aspects of translational activity. The major role in the development of modern translatology was played by his book “Toward a science of translating”, published in 1964.

The book is dedicated to the problem of translating the Bible, as well as to a number of organizational problems, connected with the choice of the staff of translators and advisors, interpretation of “ambiguous” places of the Bible, special requirements to piety of translators, the necessity for him to get the “divine blessing” for his labour, and so on. However the largest part of his book contains treatment of fundamental issues of the translation theory, going far beyond the specificity of translating the Bible.

E. Nida’s work is the first serious attempt to develop a properly linguistic approach to translation problems. As early as in 1959, in the article “Principles of Translation as Exemplified by Bible Translating”, E. Nida clearly postulated that in the basis of translation there lie the main characteristics features of language systems, i.e.: 1) systemic character of language signs; 2) arbitrariness of a language sign in its relation to the named object; 3) randomness of dividing the reality into parts by language and speech signs; 4) the difference in how different languages organize their signs into meaningful expressions. These few already show that the main problems of translation lie in the sphere of language semantics. This idea got an overall elaboration in the book “Toward a science of translating”.

The content of the book falls into three unequal parts. The first two chapters are devoted to the statement of problem and a short historical survey of translational conceptions in western world. In four subsequent chapters, having purely linguistic character various aspects of the problem are analyzed. And, finally, the last six chapters discuss properly translational problems, both theoretical and organizational. These problems are grouped under the rubrics: “Translator’s role”, “Principles of correspondence”, “Types of correspondences and divergences”, “Substitution technique”, Translation procedure”, and “Machine translation”.

The sections dedicated to the problems of semantics in size and content take the central part in the book. The linguistic approach to the content of the original text that is to be reproduced in translation gives the possibility to work out this notion in detail and get the set of semantic components, which may be compared in the original and translation., and make conclusions about the degree of their equivalence. Such components are treated by E. Nida for each kind of language units’ meanings: linguistic, referential and emotional.

After the general definition of the language as a code system and a short survey of possible ways of describing the contensive side of language units (chapter 3), E. Nida devotes the fourth and fifth chapters of the book to a detailed study of analytical techniques applied to their meanings.

First of all E. Nida analyzes the linguistic meaning (chapter 4), which he proposes to describe in terms of combining four functional classes of words and morphemes: objects, events, abstracts (determiners) and relatives (links). By numerous examples of E. Nida

demonstrates the expediency of applying such procedure for exposing the differences in meanings of combinations having the same syntactic structure. Thus, “his failure” is transformed into “he failed”, and “his arrest” – into “(they) arrested him”. Hence, for the linguistic meanings he proposes the following procedure of translation: (1) reduction of the original to nuclear structures; (2)transfer of the meaning onto the TL on the level of these nuclear structures: (3) transformation of nuclear structures into stylistically appropriate structures in the TL. Later E. Nida gave names to these three stages of the translation process: “analysis”, “transfer”, and “restructuring”.

The fifth chapter is devoted to the description of methods of analysis of referential and emotional meanings. It describes in detail the referential meanings of word groups making the semantic subsystems (terms of filiation, synonymic series, etc.), as well as semantically isolated words.

Of great interest is the study of the dynamic measuring in communication (chapter 6). Describing the process of communication in terms of information theory, E. Nida substantiates the gravity of the notion “information load” for the translation theory. The notion of information load makes it possible to more explicitly formulate such traditional principle of the translation theory as inadmissibility of literal translation.

Of great significance for further development of the linguistic theory of translation was the conception of translation equivalence, stated by E. Nida in chapter 8. He suggests differentiating between two kinds of equivalence: formal and dynamic. Formal equivalence, as proposed by E. Nida, “is original-oriented” and its aim is to ensure the possibility of immediate comparison of texts in different languages.

Dynamic equivalence “is oriented towards the receptor’s reaction” and strives to ensure equal impact on the translation reader. This presupposes adaptation of the lexicon and grammar, so that the translation sounds as if “the author could have written it in a different language”.

The sympathies of the author of this conception are apparently on the side of dynamic equivalence. The task of the translation, as E. Nida thinks, is creation in the TL of the closest natural equivalent to the original text. Of special note is the wealth of linguistic material used in the book (chapters 9-10) in describing the causes and kinds of transformations effected by the translator in the process of translation.

E. Nida’s theoretical conception, stated in the book “Toward a science of translating”, got further development and detailed description in the book “The theory and practice of translation”, written in co-authorship with C.R. Taber, and assigned for translators as a practical manual.

E. Nida and his followers’ numerous works played an important role in the development of linguistic translatology and created a very productive theoretical school, having a number of peculiarities, which are first of all connected with scientific views and the practical experience of its founder.

E. Nida’s translation school built up under the influence of his linguistic views and many years of practical activity in the field of translating the Bible. This determined the main peculiarities of this school.

E. Nida belongs to the generation of American descriptive linguists, the founders of the structural school in linguistics. In his works on translation he makes a wide use of structural analysis methods. Being the disciple of L. Bloomfield and Ch. Fries, E. Nida in some sense advanced beyond his teachers, putting semantics in the centre of his linguistic treatises. This fact enabled him to link linguistics with translation, the core of which is operations with sense.

Despite the specific character of translations, on the basis of which it was grounded, Nida’s translation school played in important role in the overall process of shaping the

linguistic theory of translation. It anticipated the development of many sections of modern translatology, especially in the field of pragmatics and semantics of translation.

Of course, E. Nida and his followers’ works do not exhaust the USA translatologists in the development of the science of translation. American linguists published a number of other researches that did not create a serous scientific school, but which contain interesting data and conceptions on separate aspects of translation. Besides the collection “On translation”, several other collected works on translation were published, but widely-known became the collection under R.W. Brislin’s editorship, where alongside American authors the famous European translatologists D. Seleskovich and W. Wills contributed too.

The role of trilingualism in the process of modernization of educationРоль трехъ

Baiseitova Zh.B.Candidate of Pedagogical Sciences,PSPU Associate professor of the department

“Pedagogics”, “The best teacher of the university-2017” title holder, the winner of the republican project “100 new names”.

Ел дамуының негізгі алғы шарттарын айқындап берген «Рухани жаңғыру»бағдарламалық құжат бүгінде қоғам ішінде кеңінен талқыланып жатыр. Ел азаматтарын, әсіресе, ұлттықбірегейліктісақтау мен терең білімді, бәсекеге қабілетті жастарды тәрбиелеу жөніндегі мақсат-міндеттер ерекше толғандырды.

Қазір дүние жүзі көз алдымызда өзгеруде. Оған сай енді Қазақстан азаматтарының да 21-ші ғасырға тән өзіндік санасы қалыптасуы тиіс. Десе де, мұндағы басты ескеретін жәйт, біз өзіміздің ұлттық болмысымызды, ерекшелігімізді, құндылықтарымызды сақтай білуіміз керек. Яғни, ұлттық кодымыз бәрінен биік тұруы қажет. Сол арқылы бәсекеге қабілетті, білімді жастарды тәрбиелеп, дамудың жаңа кезеңіне қадам бассақ, бұл – рухани жаңғыру жолындағы біздің жеңісіміз болмақ.

Ел жастарының бәсеке қабілетті болуына барынша жағдай жасалуда. Енді олардың әрбірі қазіргі күні табысқа жетудің басты факторы – білімде екенін ұғынғаны жөн. Павлодар облысындағы іргелі оқу орындары Елбасының аталған бастамасына өзіндік үн қосып, қазір студенттердің кәсіби маман болуына баса назар аударуда.

Жастардың бойында патриотизмді қалыптастыру да маңызды. Ол туған жеріңді, еліңді сүюден, тарихыңды терең білуден басталуы керек. Сол себепті, Ел басшысы өткенімізді зерделеп, тарихи-мәдени ескерткіштерімізді жаңғыртуға аса мән беріп отыр.

Соныменқатар, еліміздің бәсекеге қабілетті болуына тап өтті.Кез келген ортада бәсекеге қабілетті болу – табысты адамның формуласы. Ол бүгінгі заманның талабы.Сондықтан да, Елбасымыз биылғы Жолдауында, «Цифрлы Қазақстан», «Үштілде оқыту» сияқты бағдарламаларды атап өткен болатын.

Как вы знаете, в рамках реализации Плана нации «100 конкретных шагов», определенных Главой государства в республике активно проводится работа по внедрению трехъязычного обучения. Начат планомерный переход к единовременному обучению на казахском, русском и английском языках.

Почему эти три языка? И для чего это нужно?Казахский язык – это наш государственный язык, каждый человек должен знать

язык того народа, ккоторому принадлежит, итой страны, вкоторой живет.

Русский язык – этоодин изшести языков Организации Объединенных наций,язык межнационального общения, так как мы являемся многонациональной страной (где проживает более 130 наций).

И английский язык – язык, который поможет нам войти в 30-ку развитых стран мира. Так как 85% книг, которые издаются вмире, выходят наанглийском языке. Наука и информационные технологии также идут на языке Шекспира. Поэтому мир должен знать Казахстан не только черным золотом или крупными инициативами во внешней политике, но и культурным наследием.

В настоящее время знание нескольких языков – это требование современности. Мы должны знать три языка на том уровне, который необходим в работе и реальной жизни. Не будет преувеличением, если скажу, что от этого зависит наш карьерный рост и положение среди окружающих и коллег. Уверена, каждый из присутствующих здесь в зале при заполнении каких-либо анкетных данных сталкивался с тем, что надо указывать знание языков.

Одним из обсуждаемых вопросов является внедрениетрехъязычия в системе среднего образования. Есть множество разных откликов. Но мы должны понимать, что если дети будут владеть тремя языками у них больше возможностей в будущем. И здесь немаловажную роль играют учителя – организаторы познавательной деятельности учащихся.

В жаданном направлении имеется определенный опыт осуществления полиязычного образования в Назарбаев Интеллектуальных школах, в которых с учетом анализа современного международного опыта разрабатывается и внедряется модель трехъязычного обучения, основанная на уровневой системе изучения языков. Данная модель строится на том, чтобы учащиеся могли полноценно освоить устную и письменную речь на казахском, русском и английском языках. При этом должны учитываться не только правила введения в учебный процесс второго и третьего языков, но и возможности интерактивных методов погружения в иноязычную среду.

К сожалению, есть люди, которые считают, что система образования пока не готова к этому. Но хотелось бы отметить, что в этом направлении проводится уже большая работа. Оказываетсяучебно-методическая помощь, используется международный опыт и современные технологии при обучении языкам,привлекаются опытные педагоги-носители языка, осуществляется подготовкастудентов – будущих полиязычных специалистов, осуществляетямасштабное финансирование программ внешней академической мобильности студентов казахстанских вузов, где в течение академического периода они будут проходить обучение за рубежом за счет средств государства. В мировой практике Казахстан – единственное государство, обеспечивающее финансирование академической мобильности. Одним словом на всех этапах образования «дошкольное образование – школа – вуз» идет непрерывный процесс полиязычногообучения.

Вместе с тем основной целью образования в стране является формирование полиязычной личности, которая не только владеет тремя языками, но и ценит культуру своего народа и уважает культуру других народов. Тем самым происходит переосмысливание собственной индивидуальности, основанной на общности человеческих ценностей. Внедрение такой модели обучения и воспитания в казахстанской школе позволяет формировать всесторонне гармонично развитую личность, способную свободно ориентироваться в международном пространстве, владеющую казахским, английским и русским языками на достаточно хорошем уровне.

Практика показывает, что большинство абитуриентов связывает выбор своей будущей профессии со знанием английского языка, считает знание иностранного языка необходимым для получения престижной работы и продвижения по служебной

лестнице в будущем и полагает, что владение несколькими языками поможет им укрепить социальный статус и занять достойную позицию в современном многоязычном обществе, иначе говоря, быть коммуникативно-адаптированными в любой среде. Все эти факторы свидетельствуют о совместном функционировании казахского, русского и английского языков в едином коммуникативном и социокультурном пространстве.

В истории независимого Казахстана новая языковая политика берет начало с 2007 года, когда наш Президент в своем ежегодном Послании предложил реализацию культурного проекта «Триединство языков».

Жасұрпақүштілдібілукерек.Өйткені қазіргі уақытта көп тіл білу – байлық. Әсіресе, өркениетті еліміздің дамуына үлес қосқымыз келсе, көп тілді игерген азаматтарға қарап қуанатынымыз да белгілі.Қазақстанды бүкіл әлем халқы үш тілді бірдей пайдаланатын жоғары білімді мемлекет ретінде тануы керек. Бірақ«Өзге тілдің бәрін біл, өз тіліңді құрметте» – деген даналық сөз.

Поэтому главная задача президентской программы «Триединство языков» -поднять конкурентоспособность казахского языка доуровня русского ианглийского.Так как и казахский язык может стать, например, для тюркских народов языком межнационального общения, на котором будут нетолько говорить, нои создавать культурные ценности мирового масштаба.

Thanks to the President's initiative, our state has started an implementation of the concept a trilingualism in education because trilingualism will strengthen the competitiveness of Kazakhstan and increase the inter-ethnic harmony.

As our President said: "For a modern Kazakh, a possession of three languages is a condition of his own well-being".

Organization of research activities of pedagogical college students in foreign language

Организация исследовательской деятельности студентов в педагогическом колледже на иностранном языке

Samotoi V.P.Teacher of Karasuk pedagogical college, Novosibirsk region

Сегодня в образовательных учреждениях РФ также как и в РК большое внимание уделяется духовно-нравственному развитию подрастающего поколения.

В нашем педагогическом колледже тоже проводится работа по профессиональному развитию будущих педагогов на основе включения студентов в учебно-исследовательскую деятельность, включающую формирование профессиональных и личностных компетенций. Сегодня мы хотим поделиться опытом организации проектной деятельности в колледже, направленной на становление педагога как профессионала и гражданина.

Одним из важных компонентов подготовки выпускников педагогического колледжа является создание условий для формирования у студентов навыков исследовательских умений.

Различные научные определения термина «исследовательская деятельность» сводится к пониманию исследовательской деятельности как целенаправленного процесса, связанного с творчеством и направленного на получение личностью нового знания посредством решения исследовательской задачи. Главным результатом исследовательской деятельности является интеллектуальный, творческий продукт,

устанавливающий ту или иную истину в результате процедуры исследования и представленный в материализованном виде.

Организация работы по развитию данных умений в Карасукском педагогическом колледже регламентируется нормативными актами. В локальных актах колледжа предусмотрены этапы исследовательской деятельности, на которых строится обучение студентов и развитие исследовательского типа мышления.

С первого года обучения все студенты включаются в проектную деятельность через создание индивидуальных проектов, предусмотренных Федеральным государственным образовательным стандартом среднего общего образования. Результатом проектной деятельности является уникальный продукт, который интегрирует знания, полученные в ходе учебного процесса, и приобщает студентов к решению конкретных жизненно важных проблем.

Тематика и формы проектов разнообразны. Это и путеводители по родному краю, где студенты рассказывают о своей малой родине, и фильмы-интервью о Карасукском научном стационаре Института систематики и экологии животных Сибирского Отделения Российской Академии Наук, где сохраняют и разводят редких животных и птиц в сотрудничестве с Новосибирским зоопарком им. Ростислава Шило. Это и исследование о применении невероятных математических фигур в современной жизни, и составление сборника казачьих песен по роману М. Шолохова «Тихий Дон», так как на юге Сибири много деревень и поселений с украинскими корнями. Это и словарь англицизмов в русском языке, культурная карта Великобритании и карманный русско-английский разговорник, календарь британских праздников и набор открыток с достопримечательностями Карасука.

С Республикой Казахстан мы близки не только своей географией, но и историей. Во время ВОВ на территорию Новосибирской области и в Республику Казахстан были эвакуированы дети блокадного Ленинграда. Они делятся своими тяжелыми воспоминаниями, которые легли в основу студенческих проектов.

Оценка результатов проектной деятельности первокурсников осуществляется на основе разработанных критериев и в соответствии с требованиями системы менеджмента качества колледжа, сертифицированной в 2017 году.

Студенты второго курса имеют возможность продолжить начатую работу путем конкретизации и углубления предмета исследования или же принять участие в новом виде профессиональной деятельности: организация внеурочной деятельности и общения младших школьников. В рамках работы инструктивного лагеря студенты участвуют в лингвистическом проекте “Funny Summer”, целью которого является создание условий для развития творческих и коммуникативных умений младших школьников на летних пришкольных площадках и в загородных детских оздоровительных лагерях.

Студенты колледжа активно участвуют в работе секции научного студенческого общества «Британцы» по проблемам социокультурных и методических аспектов подготовки будущего учителя английского языка, что позволяет создать условия для формирования коммуникативной и профессиональной компетенции будущих специалистов через учебно-исследовательскую работу. Результаты работы обобщаются на областных, межрегиональных и международных студенческих научно-практических конференциях.

Целенаправленное сотрудничество с Карасукской центральной библиотекой позволяет выйти на областной и международный уровень. Студенты создают социально-значимые в области патриотического воспитания проекты: неделя национальных культур, Шекспириада. В год празднования 70-летия Победы совместно с Карасукским краеведческим музеем студенты колледжа приняли участие в

работе над проектом по созданию буклетов на иностранном языке о Героях Советского Союза Карасукского района Новосибирской области.

В течение двух последних лет на основе лицензии в колледже реализуется программа дополнительного профессионального образования переподготовки кадров в области преподавания иностранного языка для выпускников, осваивающих дисциплины углубленного изучения английского языка с учетом требований ФГОС НОО и ООО.

Полученные умения и навыки организации исследовательской деятельности позволяют студентам и выпускникам колледжа успешно защищать курсовые и выпускные квалификационные работы, а также проводить олимпиады муниципального и межрайоного уровня, участвовать в работе предметных комиссий по их подготовке и организации, также быть успешными педагогами.

Другой взгляд на оценку

Самотой Вера Павловна, преподаватель Карасукского педагогического колледжа Новосибирской области

Программа «Руханижангыру» - это новый подход к решению задач, стоящих сегодня перед Казахстаном. Программа определяет патриотическое направление, выраженной в любви к родной земле, ее культуре, обычаям и традициям казахского народа.

Инициатива Президента Республики Казахстан Нурсултана Абишевича Назарбаева является уникальной. Данный шаг позволит казахстанскому народу обеспечить новое молодое поколение возможностью конкурентоспособности в будущем.Именно им необходимо научиться иначе, более прогрессивно мыслить, смотреть на вещи под другим углом, и тогда появится шанс приумножить благосостояние страны.Модернизация общественного сознания должна стать сердцевиной между политической и экономической модернизацией.

Из шести инструментов модернизации сознания, которые предлагает Президент, мне лично хочется отметить спецпроект "100 новых лиц Казахстана". Есть действительно талантливые и успешные современники, которые за годы независимости сами состоялись и оказались полезны государству. История каждого героя времени должна стать примером для подражания другим, стимулом и одновременно доказательством того, что добиться успеха может лишь тот, кто готов трудиться.

Духовное развитие человека начинается с уважения к самому себе, к своим мечтам, к тому, какие цели он выбирает. Не надо смотреть и копировать какие-то чужие модели и примеры. Надо просто уважать свою историю, обычаи, традиции. Мы современные люди, но при этом мы должны иметь свою идентификацию, иметь свое лицо.

Резюмируя выше сказанное, хочу сказать, у Казахстана богатое культурное наследие и благодаря программе «Руханижангыру» мы всё больше открываем для себя Казахстан.

The best experience and the world’ tendencies of polylingualism and linguistics’ development

Saurbayev R.Zh.Candidate of Philological Sciences, Associate Professor of “Foreign langauge”

department of PSPU

One of the principle uses of language is to communicate meaning, but it is also used to establish and to maintain social relationships.

Monolingual speech communities are rare; monolingual countries are even rarer. Even a country as linguistically hom*ogeneous as Japan has its linguistic minorities like the Ainu and the Koreans, marginalized as they might be. True, many countries have developed as explicit or implicit language policy as though they were monolingual, but it is rare (and becoming rare) for linguistic and national borders not to overlap in various complex ways. Most countries have more than one language that is spoken by a significant portion of the population, and most languages have significant numbers of speakers in more than one country.

Historically, multilingual communities evolve in a number of ways. One is as a result of migration, the voluntary or involuntary movements of people speaking one language into the territory of people speaking another.

Multilingualism has historically been created by conquest and subsequent incorporation of speakers of different languages into a single political unit. The incorporation of Brittany, Alsace, and Provence into France submerged the languages of these regions. The spread of English power over the British Isles produced multilingualism and lead to the loss of some Celtic languages. The growth of the Russian Empire under the Czars, continued under Soviet rule, made the Soviet Union a multilingual country. The conquest of Central and South America by the Spaniards and Portuguese eventually produced countries with indigenous minorities, some still speaking many Indian languages. The occupation of New Mexico and Texas and incorporation of Puerto Rico by the growing United States included new Spanish-speaking populations within territorial limits.

Colonial polices also lead to multilingual states. While the Moslem Empire largely replaced the indigenous languages with Arabic, pockets of multilingualism remained – the Kurds in Turkey, Iraq and Syria, the Copts in Egypt, the Berbers in Algeria, and Morocco, to mention a few – and the language mixes led to the great variations in the spoken Arabic dialects held together by the general acceptance of an overarching Classical Arabic. When Spain conquered Latin America, it created countries where Spanish dominated a mixture of marginalized indigenous varieties, including some, like Mayan, that had previously had their turn as the dominant language in a multilingual empire.

When the major European powers divided up Africa in the nineteenth century, they drew boundaries that left most post-independence states without a single majority language, and usually with languages that had many speakers outside as well as inside the new state borders. They thus opened the way, wittingly or not, for a tendency to adopt the colonial government’s metropolitan language as a needed lingua franca. Newly independent states like India, Pakistan, Indonesia, and Singapore also faced language policy decisions that were heavily weighted with effects of colonial policies.

Many of these colonies might be considered cases of forced federation. More rarely, there has been voluntary federation. One classic case is Switzerland where speakers of French, German, Italian and Romansh formed a multilingual state. Another is Belgium, where Walloon speakers of various French dialects, Flemish speakers of various Dutch dialects, and some speakers of German dialects added to the package, now form an uncomfortable but

working French-Dutch bilingual state. Other federations, like the Serbo-Croatian union in Yugoslavia, brought into existence in the halcyon [həlsiən] days of the post-Second World War period by Soviet Union, have proved to be unstable after the collapse of the Soviet empire.

These diverse historical circ*mstances have produced many different kinds of multilingual mixes, sometimes stable and sometimes volatile and short-lived. The most common result of this language contact has been language conflict, producing pressure from one language on speakers of other languages to adopt it. This pressure, whether the conscious result of a planned policy or the effect of a multitude of unplanned factors, has produced challenges to social structure that many people have begun to worry about. The study of language maintenance and of language shift has thus become a central concern of sociolinguists interested in multilingual societies.

Many people nowadays have become troubled by the extinction of various species of animals and birds, and lists of endangered species are regularly publicized. Linguists have noticed that languages too are in danger of dying, and for some time have been studying language loyalty, the ability (or lack of it) of speakers of a language to stand up to the pressure of more powerful languages. They have expressed distress at the threatened fate of endangered languages, languages that are no longer being passed on to children as native languages, but are spoken by a contracting and aging group of adults.

One early major study looked at what happened to the immigrant and indigenous languages of the United States when faced by the exorable power of English. Most American immigrant languages were slowly sapped of their strength as younger speakers shifted to English not just in the public domains, but also in their own communities and homes. Some factors appeared to speed up the process or slow it down. The greatest resistance to language shift was found in groups that chose to isolate themselves both linguistically and culturally from the mainstream. Two clear cases were isolationist Mennonite Christian groups and the ultra-orthodox Hassidic Jews, both of whom rejected not just the language but also the dress and social conduct of their new country. In these cases, the isolation was self-imposed.

A second group that maintained their languages were those who were segregated and isolated by the outside society and whose access to the easy social mobility that other immigrants enjoyed was obstructed by social discrimination. The clearest cases here were indigenous Native Americans and the various Spanish-speaking indigenous and immigrant groups. When they were denied access to jobs, housing, and education, they were at the same time cut off from easy accesses to the English that was assumed to be the way to assimilation.

Why does multilingualism and language contact entail so much emotional reaction? The answer lies not in the practical communicative realm, but in the symbolic function of languages and varieties. One of the most common ways of identifying a person by is or her language. Because language is inherently involved in socialization, the social group whose language you speak is an important identity group for you.

Multilingual societies inevitably face conflict over language choice. Some aspects of concern for language choice can be explained practically, politically, or economically. The speakers of a language are in a stronger position when their language is used for national and international communication, or for government, or for trade and commerce, or for education. But the role of language in establishing social identity adds an additional, non-material dimension to the conflict.

Ethnic groups regularly use language as one of their most significant identifying features. There are some groups, like the Frisians in the north of the Netherlands, who are hard put to find other features that distinguish them from their neighbours. Commonly, the name of an ethnic group and its language is the best medium for preserving and expressing their traditions.

One of the paradoxical effects of this connection of language and ethnicity may be understood by looking at the case of post-Franco Spain. With the granting of some degree of autonomy to the provinces, Catalan and Basque have once again been recognized as official languages in their own autonomous regions. The result of this new territorial policy has been create problems for people who are ethnically Basque or Catalan but live outside the regions and for people was Castilian speakers but live within them.

The introduction of multilingualism in the process of teaching biology in college

Биологияны оқыту барысында көптілділікті енгізу тәжірибесі

Aldabergenova A.BBiology teacher of Pavlodar pedagogical college named after B.Akhmetov

Қазақстанда көптілді білім беру арнайы орта және жоғары білім беру жүйесінде негізгі бағыттардың бірі болып саналады. Негізгі мақсаты өмірден өзінің орнын таңдай алатын, кез келген ортаға тез бейімделетін, қарым - қатынаста өзін еркін ұстап белгілі бір ғылым саласында білімі мен білігін көрсете алатын, көптілді және полимәдениетті құзіреттіліктерді бойына игерген жеке тұлға қалыптастыру. «Рухани жаңғыру» бағдарламасы шеңберінде «Туған жер» арнайы жобасының «Тәрбие және білім» құрамдас бөлігінің мақсаты бәсекеге қабілетті, прагматикалық, мықты, жауапкершілікті, шығармашыл Біртұтас ұлт тұлғасын қалыптастыру деп көрсетілген.

Бұл мақсаттарды жүзеге асыру мұғалімдерге көптілді маман болу талабын қояды. Мәселені шешу мақсатында Қазақстан Республикасының Білім Беру Министрлігі пән мұғалімдеріне арналған тілдік курстар ұйымдастырды. I finished the language course of the «UZTAZ Professional learning centre»for teachers. Eventually with this course I learned to read texts in English, understand contents of the material , work with resources in English. Пәнді ағылшын тілінде оқыту үшін мұғалімдерге оқу-әдістемелік әдебиет құралдар өте қажет. Жеке тәжірибемде сабақ өткізу барысында жаңа терминдерді меңгеру үшін Qizlet қосымшасын қолдану өте ыңғайлы. Бұл қосымша арқылы терминдердің ағылшын тілінде айтылымы, жазылуы есте сақталады және тесттің бірнеше түрін орындауға болады. Өзім қолданатын әдебиеттерге тоқталып кетсем, 8 және 9 сыныптарға арналған бірқатар оқулықтар бар, оның ішінде «UZTAZ Professional learning centre» өткізген тілдік курста пән мұғалімдеріне берген «Астана кітап» баспасында шығарылған, 8 сыныпқа арналған BIOLOGY textbook оқу құралының құрылымы, мазмұны өте ыңғайлы. Сонымен қатар Астана баспасы 8-9 сыныптарға және 11-14 жас аралығындағы балаларға арналған Pearson Educаtion Limited баспасы шығарған биология оқулықтары мазмұны мен құрылымы жағынан өте қызықты, түсінікті және ғылыми түрде жазылған. Әр сыныпқа осындай оқу – әдістемелік құралдары болса, біздің бастамамызда үлкен көмекші болады деп ойлаймын.

Бүгінгі мектеп талабы біртіндеп оқушыларды ағылшын тілінде оқытуға ауысу болғандықтан, басқа колледждерге қарағанда педагогикалық колледжде жаратылыстану циклі пәндерін ағылшын тілінде оқытудың өзіндік тиімділігі бар. Алған білімдерін бастауыш сынып мұғалімдері «Дүниетану», «Жаратылыстану» пәндерін оқытуда қолдана алады, мектепке дейінгі тәрбие мамандарына балаларда қоршаған орта, ағза туралы түсініктерін үш тілде қалыптастыруға қажет. Оны студенттердің мектепте тәжірибе өту барысында, сабақта негізгі тірек сөздерді үш тілді оқытқандары арқылы көреміз.

Қорыта айтқанда, колледж қабырғасында үш және одан да көп тілді меңгеру студенттерге болашақ мамандық иесіне қойылатын талапқа сай болуына, кең ақпарат алуына, қарым қатынастың шекарасын кеңейтуге және кәсіби шеберліктерін дамытуға үлкен мүмкіндік береді. Бағдарламаны іске асыру кезеңдеріБағдарламаны іске асыру үш кезеңде жүзеге асырылады.Бірінші кезеңде (2011 - 2013 жылдар)тілдерді одан әрі дамыту мен қолданудың нормативтік-құқықтық және әдіснамалық базасын жетілдіруге бағытталған кешенді шаралар өткізу көзделеді.Мәселен, бірінші кезеңнің аясында мемлекеттік тілді оқыту стандарттарын жетілдіру, қазақ тілін оқыту орталықтарын аккредиттеудің және олардың қызметін рейтингтік бағалау ісінің құқықтық негізін әзірлеу жұмыстарын жүзеге асыру қарастырылады.Бұған қоса, әкімшілік-аумақтық бірліктердің атауларын жүйелеуді қамтамасыз ету мәселесі бойынша ономастика саласындағы, терминологиялық лексиканы біріздендіру мәселесі бойынша терминология саласындағы, сондай-ақ антропонимикалық атаулар мен көрнекі ақпаратты сәйкестендіруді жүзеге асыру мәселесі бойынша антропонимика саласындағы нормативтік құқықтық базаны жетілдіру көзделеді.Сонымен қатар, құқықтық олқылықтарды жою мен тіл туралы заңнаманың бұзылғаны үшін жауапкершілікті күшейту тұрғысынан нормативтік құқықтық базаны жетілдіру көзделеді.Осы кезеңде мемлекеттік тілді көпшіліктің кеңінен қолдануына қол жеткізетін, Қазақстанда тұратын этностардың тілдерін сақтауға және оқып-үйренуге қолайлы жағдайлар жасайтын ұйымдастырушылық-практикалық шаралар кешені, сондай-ақ нәтижелердің тиімділігіне мониторинг жүргізу жүйесін енгізу көзделеді.Екінші кезең (2014 - 2016 жылдар)аясында мемлекеттік тілді оқып-үйрену және қолдану саласында, сондай-ақ тілдік әралуандықты сақтауда жаңа стандарттар, технологиялар мен әдістерді енгізу жөніндегі практикалық шаралар кешенін іске асыру қарастырылады. Сонымен қатар, осы кезеңде Мемлекеттік тілді оқыту орталықтарын аккредиттеу ісін жүргізу, сондай-ақ олардың қызметіне рейтингтік бағалауды енгізу жұмыстары басталады.Мемлекеттік тілді меңгеруді ынталандыру жүйесін құру жөніндегі жұмысты ұйымдастыру - мемлекеттік қызметшілердің, халыққа қызмет көрсету және мемлекеттік қызметтер көрсету саласы қызметкерлерінің мемлекеттік тілді меңгеруі жөніндегі міндетті төменгі талаптарды енгізу көзделеді. Бұған қоса, мемлекеттік тілді көпшіліктің кеңінен қолдануына қол жеткізу жөніндегі жұмыс жалғасатын болады.Тілдерді қолдану саласындағы заңнаманың сақталуын бақылауды күшейтумен қатар, әзірленген нормативтік құқықтық базаның негізінде қазақ тілінің терминологиялық қорын ретке келтіру, ономастикалық кеңістікті жүйелеуді қамтамасыз ету жөніндегі жұмыстар басталатын болады.Бағдарламаныңүшінші кезеңінде (2017 - 2020 жылдар)мемлекеттік тілді меңгеру дәрежесін бақылау тетіктерін енгізу жұмысын ұйымдастыру көзделеді.Сонымен қатар, қоғамдық өмірдің барлық саласында мемлекеттік тілге қажеттілік болуына, оның басқа тілдердің тұғырын одан әрі сақтау жағдайындағы тиісінше қолданылу сапасына және меңгерілу деңгейіне жүйелі мониторинг жүргізу көзделеді.Бұған қоса, ономастика, терминология, мемлекеттік тілді көпшіліктің қолдануына қол жеткізу, сондай-ақ толерантты тілдік ортаны сақтау жөніндегі жұмыстар жалғасатын болады.Қажетті ресурстар

2011 - 2020 жылдары Бағдарламаны іске асыруға республикалық және жергілікті бюджеттердің қаражаты, сондай-ақ Қазақстан Республикасының заңнамасында тыйым салынбаған басқа да қаражаттар жұмсалатын болады.Бағдарламаның бірінші кезеңін іске асыруға арналған мемлекеттік бюджеттің жалпы шығыны 19 134 946 мың теңгені құрайды.2011 - 2020 жылдарға арналған Бағдарламаны қаржыландыру көлемі Қазақстан Республикасының заңнамасына сәйкес тиісті қаржы жылына арналған республикалық және жергілікті бюджеттерді қалыптастыру кезінде нақтыланатын болады.

СЕКЦИЯ 1 /SECTION 1ЛИНГВИСТИКА / LINGUISTICS

Zodiac signAbildaeva A.S.

Scientific adviser: Sagymbekova Sh. AAstana Humanitarian college

Zodiac signs any of the twelve star signs corresponding to the constellations which make up the zodiac. Depending on where the earth is when you're born your personality is influenced by 1 of 12 signs. Zodiac signs aren't meant to be taken seriously, but surprisingly reflect on your actions and behavior, to a certain degree. Everyone is different even if you have the same Zodiac sign. These signs influence, they do not label. For example a Pisces will be influenced by its sign to be very emotional and dreamy, however this person has the ability to choose whether or not they want to go about with these instincts. A Gemini on the other hand, for example, will never share these traits, but might not fit their own sign very well either. It all depends on the individual. This is often why people dismiss zodiac signs as superstitions. Some will match their signs perfectly, some wont. These descriptions are sometimes general and vague but for the most part, correct . The aim of the theme is to show how zodiac sign can influence somebody’s lifeand to give information about zodiac sign’s history. New vocabulary:a star sign (a zodiac sign) – знакзодиакаan astrological sign – астрологическийзнакAries - [ˈɛəriːz] - ОвенTaurus - [ˈtɔːrəs] - ТелецGemini - [ˈʤemɪnaɪ] - БлизнецыCancer - [ˈkænsə] - РакLeo - [ˈliːəʊ] - ЛевVirgo - [ˈvɜːgəʊ] - ДеваLibra - [ˈlɪ:brə] - ВесыScorpio - [ˈskɔːpɪəʊ] - СкорпионSagittarius - [sæʤɪˈtɛərɪəs] - СтрелецCapricorn - [ˈkæprɪkɔːn] - КозерогAquarius - [əˈkwɛərɪəs] - Водолей

Pisces - [ˈpaɪsiːz] – РыбыFacts about Zodiac sign:

What do we know about Zodiac sign? In Western astrology, astrological signs are the twelve 30° sectors of the ecliptic, starting at the vernal equinox (one of the intersections of the ecliptic with the celestial equator), also known as the First Point of Aries. The order of the astrological signs is Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius and Pisces. The concept of the zodiac originated in Babylonian astrology, and was later influenced by Hellenistic culture. According to astrology, celestial phenomena relate to human activity on the principle of "as above, so below", so that the signs are held to represent characteristic modes of expression. The twelve sector division of the ecliptic constitutes astrology's primary frame of reference when considering the positions of celestial bodies, from a geocentric point of view, so that we may find, for instance, the Sun in 23° Aries (23° longitude), the Moon in 7° Scorpio (217° longitude), or Jupiter in 29°Pisces (359° longitude). Beyond the celestial bodies, other astrological points that are dependent on geographical location and time (namely, the Ascendant, the Mid heaven, the Vertex and the houses' cusps) are also referenced within this ecliptic coordinate system.[citation needed] Various approaches to measuring and dividing the sky are currently used by differing systems of astrology, although the tradition of the Zodiac's names and symbols remain consistent. Western astrology measures from Equinox and Solstice points (points relating to equal, longest and shortest days of the tropical year), while Jyotiṣa or Vedic astrology measures along the equatorial plane (sidereal year). Precession results in Western astrology's zodiacal divisions not corresponding in the current era to the constellations that carry similar names, while Jyotiṣa measurements still correspond with the background constellations. In Western and Indian astrology, the emphasis is on space, and the movement of the Sun, Moon and planets in the sky through each of the zodiac signs. In Chinese astrology, by contrast, the emphasis is on time, with the zodiac operating on cycles of years, months, and hours of the day. A common feature of all three traditions however, is the significance of the Ascendant — the zodiac sign that is rising (due to the rotation of the earth) on the eastern horizon at the moment of a person's birth.

WESTERN ZODIAC SIGN While Western astrology is essentially a product of Greco-Roman culture, some of its more basic concepts originated in Babylonia. Isolated references to celestial "signs" in Sumerian

sources are insufficient to speak of a Sumerian zodiac. Specifically, the division of the ecliptic in twelve equal sectors is a Babylonian conceptual construction. By the 4th century BC, Babylonian astronomy and its system of celestial omens had an influence on the culture of ancient Greece, as did the astrology of ancient Egypt by late 2nd century BC. This resulted, unlike the Mesopotamian tradition, in a strong focus on the birth chart of the individual and in the creation of horoscope astrology, employing the use of the Ascendant (the rising degree of the ecliptic, at the time of birth), and of the twelve houses. Association of the astrological signs with Empedocles' four classical elements was another important development in the characterization of the twelve signs. The body of astrological knowledge by the 2nd century AD is described in Ptolemy's Tetra bibles, a work that was responsible for astrology's successful spread across Europe and the Middle East, and remained a reference for almost seventeen centuries as later traditions made few substantial changes to its core teachings. The following table enumerates the twelve divisions of celestial longitude, with the Latin names (still widely used) and the English translation (gloss). The longitude intervals, being a mathematical division, are closed for the first endpoint (a) and open for the second (b) — for instance, 30° of longitude is the first point of Taurus, not part of Aries. Association of calendar dates with astrological signs only makes sense when referring to Sun sign astrology. Empedocles, a fifth-century BC Greek philosopher, identified Fire, Earth, Air, and Water as elements. He explained the nature of the universe as an interaction of two opposing principles called love and strife manipulating the four elements, and stated that these four elements were all equal, of the same age, that each rules its own province, and each possesses its own individual character. Different mixtures of these elements produced the different natures of things. Empedocles said that those who were born with near equal proportions of the four elements are more intelligent and have the most exact perceptions. Each sign is associated

with one of the classical elements, and these can also be grouped according to polarity: Fire and Air signs are considered positive or extrovert, masculine signs; while Water and Earth signs are considered negative or introvert, feminine signs. The four astrological elements are also considered as a direct equivalent to Hippocrates' personality types (sanguine = air; choleric = fire; melancholic = earth; phlegmatic = water). A modern approach looks at elements as "the energy substance of experience" and the next table tries to summarize their description through keywords.

CHINESE ZODIAC SIGNIn Chinese astrology the zodiac of twelve animal sign represents twelve different types of personality. The zodiac traditionally begins with the sign of the Rat, and there are many stories about the Origins of the Chinese Zodiac which explain why this is so. When the twelve zodiac signs are part of the 60-year calendar in combination with the four elements, they are traditionally called the twelve Earthly Branches. The Chinese Zodiac follows the luni solar Chinese calendar and thus the "changeover" days in a month (when one sign changes to another sign) vary each year. The following are the twelve zodiac signs in order.

子 Rat (Yang, 1st Trine, Fixed Element Water): Rat years include 1900, 1912, 1924, 1936, 1948, 1960, 1972, 1984, 1996, 2008, 2020, 2032. The Rat also corresponds to a particular month in the year. The hours of the Rat are 11pm – 1am. 丑 Ox (Yin, 2nd Trine, Fixed Element Earth: Ox years include 1901, 1913, 1925, 1937, 1949, 1961, 1973, 1985, 1997, 2009, 2021, 2033. The Ox also corresponds to a particular month in the year. The hours of the Ox are 1am – 3am.寅 Tiger (Yang, 3rd Trine, Fixed Element Wood): Tiger years include 1902, 1914, 1926, 1938, 1950, 1962, 1974, 1986, 1998, 2010, 2022, 2034. The Tiger also corresponds to a particular month in the year. The hours of the Tiger are 3am – 5am. 卯 Rabbit (Yin, 4th Trine, Fixed Element Wood): Rabbit Years include 1903, 1915, 1927, 1939, 1951, 1963, 1975, 1987, 1999, 2011, 2023, 2035. The Rabbit also corresponds to a particular month in the year. The hours of the Rabbit are 5am – 7am.辰 Dragon (Yang, 1st Trine, Fixed Element Earth): Dragon years include 1904, 1916, 1928, 1940, 1952, 1964, 1976, 1988, 2000, 2012, 2024, 2036. The Dragon also corresponds to a particular month in the year. The hours of the Dragon are 7am – 9am.巳 Snake (Yin, 2nd Trine, Fixed Element Fire): Snake years include 1905, 1917, 1929, 1941, 1953, 1965, 1977, 1989, 2001, 2013, 2025, 2037. The Snake also corresponds to a particular month in the year. The hours of the Snake are 9am – 11am.午 Horse (Yang, 3rd Trine, Fixed Element Fire): Horse years include 1906, 1918, 1930, 1942, 1954, 1966, 1978, 1990, 2002, 2014, 2026, 2038. The Horse also corresponds to a particular month in the year. The hours of the Horse are 11am – 1pm.未 Goat (Yin, 4th Trine, Fixed Element Earth): Goat years include 1907, 1919, 1931, 1943, 1955, 1967, 1979, 1991, 2003, 2015, 2027, 2039. The Goat also corresponds to a particular month in the year. The hours of the Goat are 1pm – 3pm.申 Monkey (Yang, 1st Trine, Fixed Element Metal): Monkey years include 1908, 1920, 1932, 1944, 1956, 1968, 1980, 1992, 2004, 2016, 2028, 2040. The

Monkey also corresponds to a particular month in the year. The hours of the Monkey are 3pm – 5pm.酉 Rooster (Yin, 2nd Trine, Fixed Element Metal): Rooster years include 1909, 1921, 1933, 1945, 1957, 1969, 1981, 1993, 2005, 2017, 2029, 2041. The Rooster also corresponds to a particular month in the year. The hours of the Rooster are 5pm – 7pm.戌 Dog (Yang, 3rd Trine, Fixed Element Earth): Dog years include 1910, 1922, 1934, 1946, 1958, 1970, 1982, 1994, 2006, 2018, 2030, 2042. The Dog also corresponds to a particular month in the year. The hours of the Dog are 7pm – 9pm. 亥 Pig (Yin, 4th Trine, Fixed Element Water): Pig years include 1911, 1923, 1935, 1947, 1959, 1971, 1983, 1995, 2007, 2019, 2031, 2043. The Pig also corresponds to a particular month in the year. The hours of the Pig are 9pm – 11pm.

INDIAN ZODIAC SIGN In Indian astrology, there are four elements: fire, earth, air, and water. The master of fire is Mars, while Mercury is of earth, Saturn of air, and Venus of water. Jyotish astrology recognizes twelve zodiac signs (Rāśi), that correspond to those in Western astrology. The relation of the signs to the elements is the same in the two systems.

Edit: Nakshatras Main article: NakshatraA nakshatra (Devanagari: नक्षत्र, Sanskritnakshatra, from naksha- 'approach', and tra-'guard') or lunar mansion is one of the 27 divisions of the sky, identified by the prominent star(s) in them, as used in Hindu astronomy and astrology (Jyotisha). My meaning about Zodiac signs: I think I don’t believe Zodiac signs. But sometimes I see some facts come true in a real life.

Recourses:1. https://en.wikipedia.org/wiki/Astrological_sign

In the world of English and Kazakh IdiomsAkhmetova L.M.

Scientific adviser: Tursukpayeva S.K.Maykain Kazakh School № 1

Learning another language is not only learning different words for the same things, but learning another way to think about things.

Flora Lewis

IntroductionAny language has a lot of idioms. Idiomatic expressions are a vital component of the language. They reflect mentality and culture of the people. All over the world free using idioms in speech is a difficult problem for people. Idioms often cause serious difficulties even with people, who know English very well. So, in my article I’ll try to get you to be interested in the beautiful world of idioms. I think that we have to know and use the idioms in our daily speech. I studied works devoted to English and Kazakh idioms, so the results of the investigation you’ll see in my article.

The actuality: In today's world of communication, when people from different countries the opportunity to acquire a large wide communion, it is necessary to know the originality of stylistics language that we want to communicate. So, idioms are a very important aspect in learning language - using idioms in daily speech shows a high level of knowledge of the language and it will

enrich our speech, make it more natural, expressive it will help us to communicate easier with foreigners. Aims:1. To explore the world of English and Kazakh idioms, to prove that we can use them in our everyday speech 2. To analyze school textbooks and show how to use idioms in practice 3. To demonstrate a variety of them in my article 4. To help other students to use idioms 5. To read and to analyze the information on this topic6. To make the presentation, which can be interesting to my classmates, teachers and all humans who are interested in learning idioms7. To compare English and Kazakh idioms

The main part

The practical use It can help students to improve their language, also as an additional material in improving speaking, reading, listening skills, in reading literature and in daily speech. What are idioms? An idiom is a phrase or expression that has a meaning different from what the words suggest in their usual meaning. Idioms are very widespread in modern English and Kazakh language. An important fact which must be stressed is that idioms are not only colloquial expressions, as many people believe. They can appear in formal style and in slang. They can appear in poetry or in the language of Shakespeare and the Bible. What, then, is an idiom? We can say that an idiom is a number of words which taken together.The Webster dictionary gives following definition: Idiom is an expression which meaning is not predictable from the usual meanings of its constituent element as kick the bucket, hang one'shead etc., or from the general grammatical rules of language, as the table round for the roundtable, and which is not a constituent of a larger expression of like characteristics.Oxford Learner’s Dictionary of English Idioms gives us definition of “idiom”. The word ‘idiom’ is used to describe the ‘special phrases’ that are an essential part of a language.Another formulation of «idiom» (Dubrovin M., 'Russian-English Idioms) is set phraseological units which meaning does not result from the meaning of its components.The English and The Kazakh languages are very rich in idiomatic expressions.We can divide all idioms into different parts. They’re everywhere around us.

Groups of idioms:

1 - Parts of the body:

The idioms with similar meaning

with one's nose in the air - мұрнынкөккешүйіруnot to believe one's eyes - өзкөзінеөзісенбеуto have something at one's finger tips - өз ісін бес саусақтай білуto lay hands - қолұшынберуfrom the bottom of heart - шынжүректен

The idioms with different meaning

English Idioms:To have heart of gold- Ақ жүрекArmed to the teeth - Бар күшін салыпTo have heart of kind- Ақ көңілTo look down a nose at somebody- Бос кеудеKazakh Idioms:Төбе шашы тік тұрдыАуызы берікМұрынына су жетпеуҚұлақ салып тыңдау

2 - Time:

The idioms with different meaning

English Idioms:Against the clock – кеш болмай тұрып асығуBeat the clock – соңғы уақытқа дейін үлгеруRegular as clockwork – үнеміIn the nick of time – соңғы уақыт Behind the times – заманға сай емесKazakh idioms: Көрмегелі не заманӨткен қайтып келмейдіСағат сайынСын сағаттаДалбасамен уақыт өткізу

3 – Animals:

The idioms with similar meaning

A eager beaver - Қанаты талмай еңбек ету

The idioms with different meaning

English Idioms:Kettle of fish–ойсызжағдайTo let the cat out of the bag – құпия-сыр ашуAnts in your pants – мазасыз болуCry wolf — жалған дабылEat crow – опық жеуKazakh idioms:Ат ізін салуАт құйрығын кесісу Ат құлағында ойнауАла қозыдай құлпыруКәрі қойдың жасындай

4 - Nature

The idioms with different meaning

English Idioms:Full of the joys of spring – бақыттан басы айналуAn Indian summer – жаздан кейінгі жазIn hot water – қиын жағдайBark up the wrong tree - қателесуOlder than the hills – ежелгіKazakh idioms: Ауадай қажет Аспаның ашық болсынАспанға көтеруАспанды алақандай еттіАрасы жер мен көктей

5 - ColoursThe idioms with different meaning

English Idioms:Be in the red-шығынға ұшырауIt`s black and white- айдай анықTo be green with envy- қызғаныштан іші күюOnce in a blue moon- өте сирекKazakh idioms:Ақ табанҚара басуҚара бетКаркүш

Conclusion

Analyzing the idioms I made some conclusions. English is a language particularly rich in idioms. Without idioms English would lose much of its variety and humor both in speech writing. Studying idioms helps to understand the culture and life of the peoples. Similarly, an element of language is that many important events are recorded in the phraseology: everyday life, sports and cultural events. On the example considered idioms can imagine how diverse and expressive idioms English and Kazakh languages, how they are similar and different from each other. I think having a rich vocabulary of idioms, we can not only understand stylistics, emotion of language, but we also will enrich our speech and make our intercourse easier with foreign students and friends. The origin of idioms is closely connected with people’s mentality. Idiomatic sentences enrich a language. The knowledge of idioms signal that the speaker knows the language on the level of a native speaker. Idiomsareintegralpart of language which make our speech more colourful and authentically native.

References

Айсиева Д. ҚазҰУ хабаршысы. Филология сериясы. № 3(137). 2012

« Қазақ және ағылшын тілдерінде идиомалардың қолданылуы». Болғанбаев Ә. Қазақ тілінің лексикологиясы. – Алматы, 1988. Кеңесбаев І.К. Фразеологиялық сөздік. – Алматы: Арыс. – 2007. Литвинов П.П.3500 английских фразеологизмов и устойчивых словосочетаний.

АСТ, Астрель. М.: -2007 г. 201-205 б.б. Webster’s Online Dictionary. Rosetta Edition. A.S. Hornby Oxford student’s dictionary of current English.

The theme of love in the works of W. Shakespeare and M. Auezov

Amantayeva G.A.Semey pedagogical college named after M.Auezov

Scientific adviser: Mametekova G.S.

In my research work I compared two famous tragedies written at different times. These tragedies are “Yenlik-Kebek “by M.Auezov and “Romeo and Juliet” by W. Shakespeare. Mukhtar Auezov was a famous Kazakh writer, playwright of the 20th century. W. Shakespeare was the world’s greatest playwright and writer of English language of the 16th century [1, 18p].Yenlik-Kebek (play) is the work of Kazakh writer, Doctor of Philology, Mukhtar Omarhanuly Auezov in the tragedy genre. The work was written in 1922 and released in 1943 with a new version. M. Auezov was 21 years old when he wrote this play. And Romeo and Juliet is a tragedy written by the English poet, widely regarded as the greatest writer in the English language and the world's pre-eminent dramatistWilliam Shakespeare. The most important feeling in these works is love. Love is a wonderful feeling surrounded by hate. And Romeo and Juliet are breathing a little bit of love. They need nothing but their own spouse. The fate of the two young people who have fallen in love with the story of a heroic struggle. Two teenagers love each other and fight for love, without difficulty. In the Kazakh literature, as a genuine genre, M. Auezov's novel was a new, distinctive character [2, 3p]. The play describes different poetic forms to different characters, sometimes changing the form as the character develops. Romeo, for example, grows more adept at the sonnet over the course of the play. Romeo and Juliet have become emblematic of young lovers and doomed love [2, 16p]. Scholars have found it extremely difficult to assign one specific, overarching theme to the play. Proposals for a main theme include a discovery by the characters that human beings are neither wholly good nor wholly evil, but instead are more or less alike, awaking out of a dream and into reality, the danger of hasty action, or the power of tragic fate. None of these have widespread support. However, even if an overall theme cannot be found it is clear that the play is full of several small, thematic elements that intertwine in complex ways.Howling between two clans of Matai and Tobykty. In winter while hunting Kebek met and fell in love with Yenlik. But everyone was against their love, as two warring clans didn’t let their children marry. "Romeo and Juliet" is simply the story of a tragic love. A common obstacle in both works is the disagreement between the two families/clans. In my opinion, the death of two teenagers is a guilty one. Because the leaders of the clans oppose the love of two young people and do not agree with them. The rules of the clans considered the case of the two young people to be a crime, a mistake and did not give them their

appreciation. If the rules of the clanswould have agreed, they would live happily and would not have any cause for the death of two young couples.The story «Yenlik and Kebek» was published in 1892.The first poem called "The Word preserved in the memory of the Kazakhs" was published in the newspaper "Dala ualayaty" in 1892. In this version, the events of the poem are covered from a folk point of view; it is distinguished by sympathy for lovers and hatred of their persecutors. Despite some shortcomings in the composition, language and style, the poem is valuable authenticity and typicality of the conflict depicted in it.Later, in 1900 it appeared in the same newspaper as "The story from the Kazakh land". In May 1917, the play " Yenlik - Kebek"was presented at eight wing houses of Abai's dear wife Aigerim in the Oikuduk pasture [1, 29p]. Poet Shakarim dedicated a poem to the plot of “Yenlik – Kebek” event. Following Abai’s advice Shakarim wrote the poem “Yenlik – Kebek”. Shakarim’s story was told by Abai to his readers and Shakarim was offered to write it as a poem.M.Auezov gives an explanation: «The former owner of Chingis was Matai. In the days of Kengirbai, the rulers of the Tobykty clan wanted to expel Matai from their land. All this leads to attack. The story Enlik-Kebek shows the very first conflict of it” Shakarim’s version was published again in 1988. This poem contained 652 lines. The epos of Magauya Abaulyuly, that was preserved in the personal library of Mukhtar Auezov, was given to be published by Kayum Mukhametkhanov in 1941.This manuscript was first published in1960 in the collection “Epic poems”. Writer Auezov wrote the same tragedy on the basis of this story. In the Abai district of the East Kazakhstan region there was erected monument to the hero of Yenlik and Kebek. Romeo and Juliet belong to a tradition of tragic romances stretching back to antiquity. The plot is based on an Italian tale translated into verse as The Tragic History of Romeus and Juliet by Arthur Brooke in 1562 and retold in prose in Palace of Pleasure by William Painter in 1567. Shakespeare borrowed heavily from both but expanded the plot by developing a number of supporting characters, particularly Mercutio and Paris. Believed to have been written between 1591 and 1595, the play was first published in a quarto version in 1597. The text of the first quarto version was of poor quality, however, and later editions corrected the text to conform more closely to Shakespeare's original. Romeo and Juliet have been adapted numerous times for stage, film, musical, and opera venues. During the English Restoration, it was revived and heavily revised by William Davenant. David Garrick's 18th-century version also modified several scenes, removing material then considered indecent, and Georg Benda's Romeo and Juliet omitted much of the action and added a happy ending [3, 96p]. The noble families of the Montagues and the Capulets live in the city of Verona. They had an argument, and were enemies. Their servants were enemies as well. The young men who work for the Montagues and the Capulets get into gangs and fight each other in the street. Because it is fashionable to carry a sword, sometimes they get badly injured. Verona is ruled by Prince Escalus. He tells the Montagues and the Capulets that they have to stop fighting or they will be punished. It is very difficult to control the young men. Montague has only one child, a teenage boy called Romeo. Capulet also has only one child, a beautiful 14-year-old daughter called Juliet. They do not know each other, because Juliet never goes anywhere without her nursemaid. Romeo and his friends go to a masked ball at the home of Juliet's parents. Romeo and Juliet meet at a party and fall in love.Because they think they will get into trouble with their parents, they tried to hide their love by not talking about it at home. Juliet knows that her parents wanted her to marry a cousin of the prince. Romeo and Juliet get married in secret. Because of their secret marriage, a lot of things happen which bring about many deaths, including, finally, Romeo and Juliet kill themselves [5, 27p]. The work of Mukhtar Auezov was written in the twentieth century, and Shakespeare's work was written in the sixteenth century. However, the main obstacle in both works is hate

and cruelty. The main idea of the authors of both works is to explain why that evil is the result. The main hero of the play in Mukhtar Auezov's hero, Kebek was 28, and the main character in Shakespeare's work Romeo was only 16 years old. The characters of both pieces cast their lives for their love. The girls in both works are 14 and 20 years old, but their emotions are the same. Yenlik-Kebek is compared with Shakespeare's tragedy "Romeo and Juliet". If in our Kazakh play “Yenlik-Kebek” Kebek,Yenlik and Esen form love triangle , then in “Romeo and Juliet” they are Romeo, Juliet and Paris [4, 63p]. Juliet Capulet is the main heroine of William Shakespeare's tragedy "Romeo and Juliet", a young girl with the naivety of a child who has changed for the sake of love. Juliet belongs to the family of Capulet, who has long been at odds with the Montague family. She appears at the beginning of the work and appears as a carefree girl, surrounded by the care of her parents, guarded by her cousin Tybalt and loved by her wet nurse. I cannot but admire her strength of will; she could resist all difficulties due to her determination and perseverance. In the soul of the girl awakens a previously unknown feeling, along with which the mind comes to life. She does not think about which family belongs to her lover, that he is the heir to their mortal enemy. For her, he's just a man she loved with all her heart. In the course of the tragedy, Juliet's image gradually changes from a naive girl-child to a mature woman in love. It's the only way they can be together. Romeo Montagues is the main hero of the tragedy of William Shakespeare's "Romeo and Juliet", a romantic, enamored youth, a representative of a noble family in Verona. The hero appears before the reader at the beginning of the work of a simple young man who walks all the time with friends and is in love with some nonsensical beauty named Rosalind. Friends notice that this is far-fetched love and is often told about it [8]. Yenlik is the main heroine of M. Auezov’s play” Yenlik-Kebek”, a young naïve girl who fought against her fate. She is also a clever and brave girl of Matai clan. Kebek is a young, handsome, strong hero clan Tobykty. Clan Tobykty has high hopes for this young man, who has a "soul with fire", which can overcome any test in life. To my mind these two works are honorable and impetuous sensations of love. If Shakespeare pushed the top of the great feeling of love a loveless and unconscious love M. Auezov social urgency, a satirical picture of the rules and the play exposed the entire feudal-hierarchical system.The earliest known critic of the play was diarist Samuel Pepys, who wrote in 1662: “Romeo and Juliet” is a play of itself the worst that I never heard in my life."Poet John Dryden wrote 10 years later in praise of the play and its comic character Mercutio: "Shakespeare show'd the best of his skill in his Mercutio, and he said himself, that he was forc'd to kill him in the third Act, to prevent being killed by him." Criticism of the play in the 18th century was less sparse, but no less divided. Publisher Nicholas Rowe was the first critic to ponder the theme of the play, which he saw as the just punishment of the two feuding families [7, 99p]. To the opinion of A.Espembetov, Mukhtar Auezov and Shakarim Kudayberdiuly were not only brothets, they were competing each other on writing great plays.According to the story Shakespeare chooses language that reflects youthful, idealized notions of romance. Romeo describes his state of mind through a series of oxymoron — setting contradictory words together — blending the joys of love with the emotional desolation of unrequited love: "O brawling love, O loving hate." That he can express such extreme emotions for a woman he barely knows demonstrates both his immaturity and his potential for deeper loveTo sum it up, I would like to say that education and training of these works is important for us. There are a lot of people going to cut their lives on this day because they are not fond of their loved ones. Are their love in the hearts of one soul? Did she not love her parents, relatives, and friends who died when she died? True human traits come from true love.

As for me, when I was reading these wonderful stories I really felt hot and cold all over. In these works, the aim is to explore the depths of human souls, embodying such noble qualities as charity, justice and goodness. They showed his brave heroes only in his human qualities. They honored love and friendship, humanity and courage.

The list of used literature:

1. ӘуезовМ. АбайҚұнанбаев. Монографиялықзерттеулерменмақалалар. – Алматы: Санат, 1995.

2. В.Шекспир «Избранное», Москва, Просвещение-19843. M.O.Auezov “Yenlik-Kebek” first version (1922)4. M.O.Auezov “Yenlik-Kebek” second version (1943)5. Ш. Мұхтарова,Л.Серова «Шетел балалар әдебиеті» «Фолиант» баспасы,Астана-

20126. O.V.Tumbina “Lectures on English literature”, Санкт-Петербург, КАРО-20037. В.Р.Трусова “ English Literature” , Москва, Просвещение-20028. Film Romeo and Juliet (Great Britain, Italy), directed by Carlo Carey, Romeo - Douglas

But, Julieta - Hale Steinfield

Rival poet or Shakespeare’s sonnetsAsafova K.

Scientific adviser: Samotoy V.P.Karasuk Pedagogical College

The spiritual richness of mankind reflected in culture is realized by society as particularly valuable. And the culture of the individual becomes a socially significant quality. In this regard, the issue of improving the quality of the teaching process in a foreign language, about finding new, more effective methods and methods of instruction is especially acute.

William Shakespeare is considered to be the most outstanding playwright in the world. Many scientists consider him to be the greatest author of plays of all times. [1] He wrote plays, comedies, tragedies, historical dramas, sonnets. They were translated into more than 70 languages. Nobody doubts that all these plays and poems were written by Shakespeare. But what we know about his life in Stratford, his work in the London theatre? We know him as the immortal poet opened for us… However, not everybody agrees with this statement. Whether really Shakespeare has written literary works whose author he is considered to be?

Modern interest in Shakespeare’s sonnets is also great. Most researchers of sonnets form two main directions: the first consider them autobiographical and others take them as literary exercise in fashionable style without denying autobiographical value of some details.

The style of Petrarch’s sonnets was very popular among authors of sonnets (sonneteers) at the time of Elizabeth, but it didn't take Shakespeare's recognition. In England Thomas Wyeth began to use a sonnet form and Philipp Sidney has developed it. At first the English poets followed the Italian scheme of creation of the sonnet, and then the system of its composition was developed. [2, 608]

Most of researchers consider that sonnets have been written by Shakespeare in 1592-1598. These years are the period of blossoming of sonnet poetry in the English literature of Renaissance.

The form of the sonnet has been invented long ago. It was created by Provence poets and developed in Italy at the age of Renaissance. The first quatrain has to contain an exposition, statement of a theme; the very first line has to enter the reader into a poem theme

at once. In the second quatrain there is a further development of the theme, sometimes the principle of opposition is used. In tercets there is a result, a conclusion from author’s reflections.

Shakespeare’s sonnets are mainly written by the size which is called "iambic pentameter". It is the scheme of rhyming at which each line of the sonnet consists of ten syllables. Syllables are divided into five couples which are called iambic steps. Iambic metre is such dimension in which one unstressed syllable is followed by one stressed syllable. Here are some examples from the sonnets:

When I / do COUNT / the CLOCK / that TELLS / the TIME (Sonnet 12)When IN / dis GRACE / with FOR / tune AND / men’s EYESI ALL / a LONE / be WEEP / my OUT/ cast STATE (Sonnet 29)Shall I / com PARE/ thee TO / a SUM / mer’s DAY?

Shakespeare’s sonnet has fourteen lines. The first twelve lines can be divided into three quatrains with four lines in everyone. In three quatrains the poet establishes a theme or a problem, and then solves it in two last lines called a couplet. The scheme of rhyming of a quatrain is “abab cdcd efef”. The couplet is rhymed according to the scheme “gg”. Such structure of the sonnet is usually called “the English sonnet” or “the Shakespearean sonnet”, unlike the Italian sonnet by Petrarch consisting of two parts: «abba abba cdc dcd».

Only three of 154 Shakespeare’s sonnets don't correspond to the specified structure: Sonnet 99 has fifteen lines, Sonnet 126 – twelve lines and Sonnet 145 – iambic tetrameter.

There are two sides of sonnets – outer side and inner side. We have discussed the outer side of the sonnet and now let’s address to its internal form. Only one theme is developed in each Shakespeare’s sonnet. By that time the sonnet poetry was so rich that all possible subjects have received expression in verses.

Petrarch has defined a basis of an internal form of the sonnet, its figurative system. There was a comparison in the basic of each sonnet. For each theme the poet found the image or a chain of images. Poets of Renaissance wrote sonnets so that they could make the cycles connected with a certain theme and a lyrical plot. Shakespeare’s sonnets are close to them.

They are divided into two big groups: the first 126 are devoted to the friend and sonnets 127-154 – to the beloved woman. Sonnets are the lyrical story about friendship of the poet with a beautiful young man and not less passionate love to the ugly, but captivating woman.

Such look was widely adopted. Many researchers of Shakespeare have decided that Sonnets are autobiographical. And they began to consider them as poetic document, in which Shakespeare has told the facts of his private life and personal experiences.

In sonnets the hero doesn't look for himself an exit in the death. The lyrical hero of sonnets, though he calls death, nevertheless finds something, reconciling him with life. This is his friend and joy that love gives to him. He doesn't want to abandon his friend in the severe world.

If it were possible to be sure that the arrangement of sonnets answers chronology of events, then the result of all this lyrical story would be tragic because all cycle comes to the end with damnations of that love which belittles the person, forces to be reconciled with a lie and most to be false. A shelter from the postponed sufferings is renewal of friendship which tests have made even stronger.

Shakespeare’s sonnets are original masterpieces of the English lyrics of the age of Renaissance. The original human feelings, great passions and human thoughts have broken through the artificial framework of their forms.

References:

1. Аникст А.А. 'Творчество Шекспира' - Москва: Художественная литература, 1963 - 616 с.

2. Шекспир У. Пьесы. Сонеты. – М.: Олимп; ООО «Издательство АСТ-ЛТД», 1997. – 752 с.

LinguisticsBektas D.E.

Scientific adviser: Nurpeisova Sh.Zh.Boarding-school named after Sh.Aimanov

What is linguistics?Linguistics is one of a number of sciences in the study of languages, and it studies not only languages but also the adverbs of the world. The word (term) "linguistics" originated from the Latin word "lingua" - in translation "language", hence the name of this science. According to the studies of this science, we get different information about the language: its units and elements, or other changes, than it can stand out among other phenomena of reality.Everybody knows,that linguistics is the science of language,but very few people know what linguist are doing.Someone confuses the linguist with a polyglot,thinking that linguist knows many foreign languages.Someone will call a linguist an enterpreter or a teacher of a foreign language.The reason for such errors was the inaccurate use of the world «linguistic».Linguistics in the Kazakh language explores 3 large sections of the Kazakh language:phonetics,vocabulary,grammar.In Russian it means "associated with linguistics." But in English, the adjective linguistic has two meanings: one is the same, and another is "related to language or languages".Under the influence of English and the Russian word began to be used differently. There were linguistic gymnasiums, institutes and even linguistic universities, where one does not necessarily learn linguistics, but certainly learns foreign languages. And yet the linguist is first and foremost an expert, exploring and describing languages, and foreign, and his native, and even language in general, a universal mechanism that ensures our communication. As for the knowledge of foreign languages, it never hinders a linguist, but is not an end in itself.What does a linguist do?Linguistics is both ancient and young science. It arose long before our era, but in the XX century, and even in its last decades completely changed its appearance. Previously, the linguist was engaged in the compilation of grammars and dictionaries. The oldest known grammar belongs to the pen of the brilliant Indian linguist Panini. The grammar of the Sanskrit language was written in the middle of the first millennium BC. e. and still is the standard of rigor and scientific (though written in verse). Well-known ancient Roman and Arabic grammars, Chinese dictionaries. An example of medieval science was the "Grammar of the Port-Royal", which appeared in Paris in the seventeenth century.This classic problem is also relevant today. It is the dictionaries and grammars that make it possible to preserve the knowledge of endangered or non-written languages. Linguists, traveling around the world, describe new exotic languages. But the grammars of languages seemingly studied along and across need to be refined. Now linguists have other topics and deeds. Thus, computerization has led to the emergence of computer linguistics, which solves the problem of automatic text processing. Linguists create computer programs that abstract or edit text, replace a proofreader or an interpreter, and in the future, probably, a writer. All types of speech activity can be modeled in the form of computer programs.Equally important is the interest of modern linguistics in oral and written speech, in how and why language is used in real communication. Linguists study how speech and thinking,

language and culture are related, how, with the help of language, one can influence individual consciousness and society as a whole. The modern linguist solves problems at the junction of linguistics and other sciences: psychology, sociology, and cultural studies. One of the most important linguistic problems concerns many sciences at once - it is the connection between language and thinking. Which of them is primary and how are they related? Is it possible to think without language? Can you identify areas of the brain that are responsible for language and speech? Next to theoretical linguistics, applied linguistics blossomed, the scope of its activity is unusually wide. Today, linguists work not only in research institutes and universities, but also in computer and Internet firms, publishing houses and editorial offices, advertising and PR agencies. In fact, linguistic education has become a basic humanitarian education and gives the opportunity to work in various fields. All the languages of the world have an irreversible common property - they are constantly changing. Thanks to the science of linguistics, we have the opportunity to compare different languages and adverbs, to find and explain similarities in sounding and to explain their differences. Linguistics, as a science, has several sections, it is:1. Lexicology - a section studying the word and vocabulary of the language. The main subject of its study is the word itself, its use in speech. The word is the basic unit of lexicology.2. Phraseology - a section on the study of stable expressions that are used in the language (for example, to beat the buckets).3. Phonetics - a section on the study of the sound structure of the language. 4. Graphics - this section is very closely related to phonetics. He studies letters, that is, the image of different sounds on the letter, and also the relation between sounds and letters.5. Word formation is a section on language for studying the ways and means used both in the formation of new words and in the structure of those already available. The basic concept of word formation is morpheme.6. Grammar - a section on studying the structure of language. This science has its own sections, it is a morphology that studies the parts of speech and inflection that are in the language and the syntax that studies sentences and phrases. 7. Spelling is a branch of science that learns spelling rules.8. Punctuation - a section on studying the correctness of writing and using punctuation marks.9. Stylistics - a section on the study of language expressiveness and speech styles when used in speech.10. The culture of speech is a section of linguistics on the study of the practical implementation of the norms of language (literary) used in speech. Linguistics in the broad sense of the word (knowledge of the language and the transmission of the results of this knowledge to other people) is subdivided:1. Theoretical linguistics: scientific, presupposing the construction of linguistic theories;2. Applied linguistics: specializes in solving practical problems related to the study of language, as well as on the practical use of linguistic theory in other fields;3. Practical linguistics: represents the sphere where linguistic experiments are actually conducted, aimed at verifying the provisions of theoretical linguistics and checking the effectiveness of products created by applied linguistics.4 .Empirical linguistics, receiving material through the experimental analysis of texts and speech structures.1. Theoretical linguistics studies language laws and formulates them as theories. It happens:Normative: indicating how to "speak" and write (prescriptive, prescriptive).2. The applied fields of linguistics have long been distinguished by a wide variety. The most ancient of them - a letter (graphics), a method of teaching native and non-native languages, lexicography. Later, translation, decoding, spelling, transliteration, terminology development

appeared. One of the traditional directions of applied linguistics is participation in the language policy of the state.3.Practical linguistics:Cybernetic models of a language are tested by how similar they simulate human speech; the adequacy of descriptions of dead languages is checked during excavation, when archaeologists discover new texts in ancient languages.Empirical linguistics extracts linguistic data in three ways:1. The method of introspection, on which introspective linguistics is based.2. By the method of experiment (see: linguistic experiment) - by observing the behavior of the bearers of living dialects, what experimental linguistics does. It includes in particular:1. Field linguistics, working with native speakers, which the linguist does not own;2. Instrumental linguistics using instruments, including sound recording equipment;3. Neurolinguistics, placing experiments directly with the human brain.3. By philological methods, collecting material of dead written languages and interacting with philology studying written monuments in their cultural and historical ties.Linguistics studies not only the available (existing or probable in the future) languages, and human speech in general. Speech is not given to a linguist in direct observation; Specifically, only the facts of the language or linguistic phenomena are observed, in other words, the speech acts of the bearers of a living language in conjunction with their fruits (texts) or linguistic material (a limited number of written texts in a dead language that no one already uses as the main means of communication). Being a humanitarian science, linguistics does not always separate the subject from the subject (in other words, the psychologist of the linguist) from the object of study (in other words from the student), especially if the linguist studies his own native language. Linguists are often people who combine a narrow linguistic intuition (flair) with a sharpened linguistic reflex (the ability to think over your speech sense). The reliance on reflection to obtain language data is called introspective.Let's make some comparison. Speaking, for example, about the natural sciences, we assume that in the study of certain objects, direct observation of them is often possible. This condition in linguistics, as in the science of the humanities, is impracticable. We can directly perceive with the help of certain sense organs only facts of speech or speech / linguistic materials (texts), and on the basis of them to compose a complete picture of the aspect under investigation and build scientific assumptions. Consequently, there is a "transfer" of the study of an object in linguistics from the material sphere to the metaphysical one. This is the basis for the perennial misunderstanding between the humanities and adherents of natural and exact sciences. From the lips of the latter one can hear such an expression, characterizing, in their opinion, the sphere of linguistics: "continuous abstraction." However, this claim is controversial, since there is a presence in linguistics in the state of the existence of concrete facts that allow one to confirm or refute linguistic theories.From all that has been said, it follows that through the synthesis of individual facts and theoretical conclusions, linguistics comes to the creation of a logically complete linguistic picture both within one language and within an entire linguistic system.One of the central directions of linguistics is the linguistic-cultural direction.The representatives of this direction study the socio-cultural conditionality of the language and explore the meanings of words. The study of the cultural component of words determines the successful mastery of foreign languages.According to one unwritten truth, and it says that there are no easy languages, since they are complex each in its own way.The importance of linguistics in the history of culture is a universally recognized fact. Language constantly proves its value and utility, being an instrument of knowledge, communication and a guide in social reality.

References:1. http://www.lingling.ru/Introduction/

2. https://ru.wikipedia.org/wiki

Translation problem of cosmetic terminology

DoletovaV.Scientific adviser: I.V. Matveyenko

Student of Pavlodar Humanitarian and Pedagogical College

Translation is the oldest kind of human activity, without which it would be difficult to imagine the development of intercultural relations. Nowadays, translation is one of the most important ways of information exchange. Since very translation studies inception attention has been increasingly focused on the researches on the theoretical aspects of translation. Researches on the terminology of a language are referred to the most crucial ones in modern linguistics. The main reason for this is the increase in the number of terms that have not been fully understood. Currently, the terminology bulk in some spheres is still increasing due to the active growth of consumers’ demand and scientific and technical progress. In this respect translation of special terminology has become one of the priorities of translation study. Cosmetic terminology, which closely related to the medical field, can also be included in the study. Despite the demand of cosmetic terminology, comparative researches were conducted only with French and German languages.

The relevance of the research of special vocabulary in the field of cosmetology is determined by the following factors:

1) insufficient knowledge of modern cosmetic terminology; 2) the importance of conducting comparative researches that can identify and describe

the universal features in terminology of Russian and English languages;3) the rapid spread of cosmetology knowledge and popular science edition on

cosmetology.As it is known from the definition of V.N. Komissarov, translation is a complex

multifaceted phenomenon, some aspects of which can be connected with different sciences [1]. One such branch is a science studying of special vocabulary called terminology. This special section of the vocabulary explores the term from the point of view of its typology, origin, form, content (meaning) and functioning, as well as use, ordering and creation [2]. The word “term” can be defined as a word or a phrase of special language which is created for the precise expression of special concepts and the designation of special subjects [2]. In modern terminology, each unit has certain restrictions in use and optimal conditions for its existence and development. For example, modern terminology in the field of cosmetology is a narrow branch of the medical industry. If medical terminology is used mainly by professionals, cosmetic terms are common among ordinary users of cosmetic products.

In order to better understand this terminology, it is necessary to consider the basic ways of word-formation. In the derivation of noun-terms in the Russian language suffix, prefix and prefix-suffixal methods are involved. It is important to note that the suffix method is the most common in the Russian languages.

The following Russian suffixes are the most commonly used: -к – блестки, пенка, сушка, подводка; -ел– ополаскиватель, осветлительand etc. In addition to this list, there are suffixes that also in usage but with the least derivation activity. For instance, suffixes: -н– обертывание; -ост– жидкость; -ств– средство.

Conducted researches have shown that the prefix-method of word formation is not spread in the Russian language:мини-блеск, супертушь.

The overwhelming majority of adjective-terms in the Russian language are formed in a suffix method as well. We turn our attention to the suffixes which show the greatest word-

https://ru.wikipedia.org/wiki

forming pattern. In Russian there are: -н – активныйтоник, точечныйгель, рассыпнаяпудра; -ов/-ев– бронзоваяпудра, шариковыйдезодорант, грязевойпилинг, гелиевыетени, тканевыесалфетки.

In the derivation of adjective-terms there are suffixes with the least common word-forming pattern: -ист– шелковистаяпудра, бархатистыйтон; -к– мягкиесливки, -ич, -ск– ароматическийпилинг, -р, -н– плацентарнаямаска. Along with suffixes: -ян– маслянаяванна, -енн–утреннийкрем, -ист– душистоемыло, -ок– глубокийпилинг, -енн/-янн– деревянныйкарандаш, оттеночныйшампунь, обезжиренныйгельand etc.

In English there is only suffix –er, in contrast to the Russian language: moisturizer, barriercream, cleanser, blusher, eyeliner, concealer and etc. The word-formation of cosmetic terminology in English occurs with the help of verbal endings -ed and -ing: inflamed, fading, damaged, normalizing, regenerating, protecting, arged-pored, etc. [3]

In order to choose the best method of translation it is necessary to know terminology structure. Therefore, English terms in the field of cosmetology were divided into classes according to their formal structure [4]:

• Single-word terms: blending, sponge, cream;• Compound terms: eyeliner, makeup, highlighter;• Terminological word combinations consisting of nouns: liquid-foundation, orange-

peel;• Terminological word combinations consisting of adjectives and nouns: fatty cream,

active cream, rich cream;• Terminological word combinations consisting of participles and nouns: protecting

cream, tinted makeup base, normalizing cream;• Terminological word combinations consisting of a group of words in which the gerund

is the main word: cleansing cream, cleansing milk, dusting powder, whitening cream;• Terminological prepositional phrases, which are the definition to the main word: anti-

aging cream, after sun cream;• Terminological word combinations, which are the definition of the main word: eye

shadow brush, face contour brush, eyebrow brush.Thus, having defined the structure of terms for cosmetology it is possible to reveal the

most frequent methods of their translation using those that were proposed by V.A. Sudovtsev [4]:

1. Methods of translation of single-word terms and compound terms are following: a) selecting of equivalents; b) transliteration / transcription.

a) Method of selecting equivalents:The same term can be applied in different areas and its translation depends on the field

to which it refers: orange-peel: 1) склерозированиесоединительно-тканныхоболочеквокругжировыхклеток – in medicine, 2) пористая (кожа) – in cosmetology.

b) Method of transliteration / transcription:Terms are given in Russian letters regardless of its pronunciation or recreate the original

lexical unit using phonemes of the target language i.e. phonetic imitation of the original word: highlighter – хайлайтер, concealer – консилер, shimmer – шиммер, glitter – глиттер.

2. Translation of terminological word-combination: a) right-to-left translation; b) left-to-right translation.

a) Right-to-left translation:

According to this method the translation begins with the last word. The following types of terminology can be translated with this method:

- terminological word-combinations consisting of nouns: tinted makeup base – базаподмакияж, after sun cream – кремдляуходапослесолнечныхванн.

- terminological word-combinations where the gerund is the main word: cleansing cream – очищающийкрем, cleansing milk – очищающеемолочко, dusting powder – пудрадлятела, whitening cream – отбеливающийкрем.

b) Left-to-right translation:Translation begins with the first word. The following types of terminology can be

translated with this method:- terminological word-combinations consisting of adjectives and nouns: fatty cream –

жирныйкрем, active cream – биокрем, rich cream – крем, обогащённыйполезнымидобавками.

- terminological word-combinations consisting of participles and nouns: protecting cream – дневнойкремсособойзащитой, tinted makeup base – базаподмакияж, normalizing cream – крем, нормализующийжизненноважныефункциикож.

- terminological prepositional phrases which are the definition of the main word: eye shadow brush – аппликатор (кистьдлянанесениятеней), face contour brush – кистьдляконтуринга, eyebrow brush – кистьдлябровей.

Thus, we determine that the most relevant methods of translating terms in the field of cosmetology are: transliteration/transcription, descriptive translation, selection of an equivalent, right-to-left and left-to-right translation. After analyzing of translation methods from English it was found that the most common means of translation are descriptive translation and transliteration/transcription method.

It should be noticed, that names of brands are translated mainly with the last method. A brand is a whole set of characteristics that distinguish a company from the rest and make it easily recognizable among consumers. As is well known, in our time there are a lot of brands with world renown, the main characteristics of which are high price and quality. Among the most popular cosmetic brands there are: Chanel, Christian Dior, Guerlain, Givenchy, Helena Rubenstein, Sisley La Prairie[5] and etc. Brand names can come from a variety of languages, for example from Korean, English, French, German, etc. In this regard, it is not an easy task for a Russian-speaking people to pronounce the name of a brand correctly. However, this indicates the level of their literacy. To translate it clearly it is enough to use the method of transliteration: Collistar – [коллистар], Dolce & Gabbana – [дольчеэндгаббана], Giorgio Armani – [джорджиоармани], Moschino – [москино], Pupa – [пупа], Valentino – [валентино], Shiseido – [сисейдо] or [шисэйдо]. [6]

Along with this a translator should know at least the main ingredients of cosmetic products that are included in any product: antioxidant –антиоксидант, astringent – вяжущеевещество, fragrance – ароматизатор, emollient – смягчающеевещество, plant extract – растительныйэкстракт, solvent – растворяющеевещество, moisturizer – увлажняющеевещество, surfactant – ПАВ, поверхностно-активноевещество, synthetic ester – синтетическийэфир, emulsifier – эмульгатор, preservative – консервант. The peculiarity of this term set is that it belongs not only to the cosmetic field, but also to the medical one. Nevertheless, we determine them as medical terminology.

ConclusionAs a result of the research, we came to the conclusion that the modern terminology of

cosmetics is a huge layer of vocabulary. Nowadays, it is an object of interest for everyone beginning with the ordinary consumer of cosmetic products and finishing with specialists

working in this field. Another feature of this terminology system is its belonging to medical terminology, which is used mainly by either medical people or cosmetologists.

The terminology of cosmetics in Russian and English is a complex system, which as well as the science of cosmetology is in the process of sustainable transformation.

On the one hand, the studied terminology obeys the established rules, but on the other hand, it has own features: the predominance of the syntactic way of the terms formation over the morphological one, the productivity of affixation and word-building in the word-formation of terms and the common presence of nouns, adjectives and participles in terminology. It is important to note that the suffix method is the most common in Russian, and in English the verbal endings are widely used.

Having analyzed the basic translation methods it is found that methods of transliteration and descriptive translation are the most common. The first method often used when translating the names of different brands and the names of cosmetic tools. The other method is in demand since one cosmetic term sometimes means the whole process that needs to be described for a Russian-speaking person. Thus, main translation methods of cosmetic terminology and ways of its construction in Russian and English have been determined and described.

References:

1 V. N. Komissarov, Theory of Translation 2 Nelyubin, Dictionary, 2003: 189 p.; 188 p. 3 Nauchnye vedomosty, 2011, edition 10, p. 75-764 V. A. Sudovtsev5 http://finance.bigmir.net/budget/9865-TOP-100-samyh-dorogih-ljuksovyh-brendov-6 https://iledebeaute.ru/ile-girl/beauty/2013/9/7/36909/

Тhe strategy of successful small talk

Dorn A.Scientific adviser: Abisheva R.T.

Pavlodar Technico-Economcal College

Smalltalkislight conversation about general interest topics between people who don't know each other well. The phenomenon of small talk was initially studied in 1923 byBronisław Malinowski, who coined the term "phaticcommunication" to describe it.The ability to conduct small talk is asocial skill; hence, small talk is some type ofsocial communication. Early publications assume networked work positions as suitable for social communication.

The subject of the research: linguistic means used to conduct small talk. The aim of the research: to develop a series of exercises that contribute to the

development of skills and abilities of small talk in English lessons. In modern linguistics, small talk is considered as a speech genre of fatal

communication, which occupies a central place from the point of view of interpersonal relationships.

Small talk can be seen as a path to deeper, more meaningful communication. People do not normally leap into discussions about the most important matters in their lives with complete strangers. The approach to such subjects is gradual and is paved with small talk. Most of your relationships with people outside of your family began with some form of small

talk. This means that it is a tool by which strangers are converted to acquaintances, and (occasionally) friends.

Human beings are social, which means that some form of connection with others is necessary for a sense of wellbeing. People crave social interaction, and being able to competently engage in a casual conversation can leave you feeling better. Small talk may make you smarter. A University of Michigan Study has shown that social interaction can boost cognitive functions via the perspectives you get from others. The brain functions associated with everyday problem-solving can actually be improved by short conversations about a common topic. The researchers liken the effects of small talk to those of brain-training games.In future of my work the ability to engage in small talk is a vital tool for dealing with clients. It not only puts people at ease, it demonstrates your ability to think quickly and to communicate effectively.

A part of the definition of small talk involves the avoidance of serious issues. You focus on common topics like sports, travel and food since most people will be able to relate to these things. This is especially important for people who may not be comfortable in a social setting.

If you want to master the art of small talk, the most important factor is practice. You can learn how to do it in much the same way that you learn any other skill. Try it out, find what works best for you and keep trying until you become confident.

Have a set of conversational subjects ready before going into a social setting. Current events, sports and weather are all subjects that you may have in common others.

Make an effort to remember your conversational partner's name and try to use it frequently. If you have met the individual before, try to remember anything you learned about them in the previous meeting.

Talk and ask questions without dominating the conversation. Try to spend more time listening than talking. Give feedback via questions and your body language. Body language is one of those subtle cues that can betray a lack of interest and make others uncomfortable. Maintain eye contact.

Have lines prepared so that you can smoothly disengage from a conversation without offending the other person. Exiting is important. Small talk is exactly that: small. Casual conversations should be short, leaving a good impression and making the other person interested in getting to know more about you.

Small talk is designed to give people a chance to network, creating a bridge to conversations about opportunities. When aiming to network, small talk puts people at ease, draws them into conversation, and creates a comfort zone so that you can build a relationship with them:

You can create a small-talk .Identify five things that you enjoy talking about and can talk about easily. List five

subjects that you don’t know much about but would enjoy learning about from others.Listen to what people say and how they respond.Attentive listening is critical to small

talk. Through listening, you know what to say to generate connection and rapport.Be curious.Curiosity keeps you attentive. Be curious about who people are both as

individuals and as businesspeople.Don’t be curious to the point where you become annoying or make people

uncomfortable.Look for common interests.Sharing experiences or interests with a person gives you a

bond and fuels your conversation.Be interested.Your interest encourages other people to talk openly with you. Being

interested in other people is often the key that unlocks their personality.

Remember that small talk can lead to a connection.Small talk lays the groundwork for a connection. Through eye contact, a friendly tone of voice, and topics that are appealing, you can develop an ever-deepening sense of relatedness and connection.

Keep throwing out topics until something clicks.If someone doesn’t respond to your conversation right away, don’t assume that he or she isn’t interested. Keep trying! When a topic clicks, it triggers a connection within the other person.

Participate in the conversation.When people are attempting to talk with you, respond with more than one or two words.

Put people at ease.Make people feel comfortable, allow them to relax and enjoy a casual conversation with you.

Thus, small talk is means that allows you to make new acquaintances, prove yourself sociable, open, cheerful and resourceful, and just have a good time in absolutely any place and in any situation: party, public transport, business meeting, etc. We need constant practice: start conversations in shops, in queues, at public transport stops. The art of small talk can and should be learned. People who can easily have a conversation with strangers, usually achieve much greater success in their professional activities than those to whom communication is difficult. In many cases, small talk becomes a prelude to important business conversation. That is why how you will start small talk it may depend your continuation and also the results.

References1.http://englex.ru/small-talk/2.http://englex.ru/how-to-converse-in-english/3. http://engblock.ru/breaking-the-ice

The Concept of “Happiness” in Russian and English languagesDosmuratov S.N.

Scientific adviser: Rakulova Z.A.AksuCollegeofFerrousMetallurgy

Abstract: This paper describes the lexico-semantic field of concept «happiness» in the Russian and English languages. Its high relevance is shown. Semes, common for both languages, are identified: «a positive symptomatic character», «destiny», «success» and «a condition of satisfaction by life». Correlative couples are established in synonymic lines of core lexemes. A conclusion is drawn that the meaning of a concept «happiness» in the Russian and English languages partially coincides.

Introduction. It is common knowledge that concept has been the goal of philosophy, psychology, cognitive linguistics, linguistic and cultural study, logics, psycholinguistic researches. As any science the research originates from specifying the essential concept of a particular culture and language. The important cultural, language concepts are the ones that are peculiar to the heart of the certain nation, or the concept manifested in the nation’s national behavior and psychological features.

Concept is the main component in the cognition of nation’s peculiar outlook. It is a complicated structure denoting the centuries-old notion about cultural values and a brief and meaningful objective reality preserved in the ethno cultural consciousness, handed down from generation to generation.[1,656]

The term “concept” is used in mainstream cognitive science and philosophy of mind. A concept is an abstract idea or a mental symbol, typically associated with a corresponding representation in a language or symbology [2; 64].

The subject of the study is the lexico-semantic field of concept «happiness» in the Russian and English languages.

Object of research are feature of linguistic conceptualization “happiness” as feeling and concept. Main method of present research analysis of various types of dictionaries.

The article gives a detailed etymological analysis of concept “happiness” in outlook of Russians and Englishmen is often understood as luck, when fortunately circ*mstances is not dependent from personal efforts and individual merit .

Among the components of English “happiness”, it is possible to name treasure, success, social importance of the person, health, home comfort, love. Big value has an external happiness indication: appearance of happy, his social and material situation. English “happiness” is specific, so it corresponds with determined event (birth of the child, lunch break, discount, Christmas, birthday). Happy person is personified quite definitely: king, parents of newborn, goosey etc.[6]

On the common background in lexico-semantic area of concept “happiness” in both languages is noted coincidence in such concepts as satisfaction, gladness, future, fun, pleasure. The nucleuses of words “happiness” in English and Russian are similar during lexicon-semantic analysis. “Happiness” is expressed by the feeling of gladness and satisfaction.

Concept of the lexeme “Happiness”in English In Russianluckgladnessdelightblissfulnesssatisfactioncontentednessdelectationgratificationenjoymentjoycheerfulness

destinyluckblissfulnessgladnesswelfarepleasurevictoryshareDestinationSuccessFortune

It should be emphasized that concept “happiness” in Russian rather widely than in English language. Such scientific works: “Happiness as lingvacultural concept” by S.T. Vorkachev, “Destiny and happiness in Russian mentality” by V.V. Kolesov, “Love and happiness” by A.D. Shmelev and others are confirmation of this.

On the base of above mentioned philosophical principles, considering the happiness concept in the field of ethnolinguistics, lingo cultural studies, one can define the fourth direction in the contemporary teaching about happiness. It is ethnolinguistics of happiness. “Happiness” concept is an abstract concept in linguistics. At the same time, this concept is available in the languages of all the peoples in the world. That’s why this concept is recognized as a macro concept.

Lexico-semantic analysis of the concept “happiness” in the Russian and English showed presence of coincidence of such semes as “condition”, “gladness”, “good luck”. [3,4]

Etymological portrait as well revealed a partial coincidence of the value of the concept “happiness” in both languages.

Conclusion. Making a conclusion it can be said that languages isn’t the only tool of culture’s appearance, development, preservation, it is a part of culture. As a consequence, material and spiritual culture’s works are created by languages. If we realize the language

units (which are full of exemplary advice, sensible view of things, which give us a lot of information about our people’s life and outlook) as a sing of culture, the “happiness” concept which shows national being specially, is the base of culture studies. Expressing with one word the nation’s joy, good intentions, welfare, material wealth, blessed peace and quiet life our people are creating priceless treasure of our culture. Solving the problems of this kind, explaining them to the younger generation is the requirement which is to be carried out nowadays.

References: 1. Sepir E. Selected works on linguistics and culturology / general ed. and introductory

art. by A.E. Kibrik. M.: Progress: Univers, 1993. 2. Bulygina T. V., Shmelev A. D. Language conceptualization of the world / T. V.

Bulygin, A. D. Shmelev. - M.: School "Languages of Russian culture", 1997. 3. The Etymology of Happiness, and Some Related Words. URL:

http://faculty.smcm.edu/ mstaber/etymhapp.htm free. 4. Fasmer M. Etymological dictionary of the Russian language: in 4 v. SPb.: Azbuka,

1996. 5. Happiness // Dictionaries and encyclopedias on the Academician URL: http://dic.

academic.ru/dic.nsf/vasmer/48444, free. 6. Vorkachev S.G., Vorkacheva E.A. Concept of happiness in the English language: a

meaning component // Mass culture at the turn of the XX-XI centuries: a person and his discourse. M.: Azbukovnik, 2003. P. 263-275.

The Universe of Harry PotterHomenkova E.

Scientific adviser: Rakulova Z.A.AksuCollegeofFerrousMetallurgy

As the title implies the article describes "Harry Potter Universe", as this is perhaps the most exciting and legendary story known to the whole world. The story tells about the incredible adventure, magic, good and evil, and of course about true friendship. Books about "Harry Potter" became a real treasure of British literature.

The relevance of this study stems from the fact that few people wondered, to identify the differences of characters in books and films about Harry Potter.

Objective: to find similarities of the film with a book and study unknown facts.Tasks:1. To compare the characters in the book with the images in the film;2. Uncover interesting mysteries in the plot twist;1. How J. K. Rowling conceived of his characters in the book series about Harry Potter

and how they were shown in the same films. J. K. Rowling gave us the universe of Harry Potter with wizards, witches, magic, and

many secrets. Only those who read all the books and revised a series of films know secrets are given in the article. This study says a lot of interesting facts and new information.

Charactersin the book In the films

Harry Potter

Harry had green eyes mother and unruly hair of his father.

He had blue eyes well hair quite tidy(actor Daniel Radcliffe, who has blue eyes, was unable to wear contact lenses, due to an allergic reaction)

Hermione GrangerGirl with a main sticking out in all directions unruly brown hair, and large projecting front teeth, which she was able to reduce in "goblet of fire" when the spell Malfoy had trecastle in Hermione

Emma Watson was really sticking out in all directions hair, but over time they became more and more well-combed until were not just perfect hair, and her teeth were smooth from the beginning.

Ron WeasleyRon is described as the tallest of Harry's friends. Ron has freckles.

He isn't that tall in the films. He have none.

Alastor MoodyHe was as a man with a huge scar deforming his face and lack of nose.

We except for the eyes and a few minor scars on the face.

Petunia DursleyShe had blonde hair Petunia had dark brown/black hair

Dolores UmbridgeWoman of small stature, thick, with

bulging eyes and short neck, resembling a toad. And with the ugly pink bow, reminiscent of a fly, foolishly sat down on her short mousy hair color

This character was played by Imelda Stanton, which managed to convey the whole gamut of unpleasant traits inherent in Dolores. But still one thing was wrong. She was too beautiful

Bill WeasleyHe is mentioned as a tall, thin,

handsome young man who looks like a rock star with a ponytail and a silver earring in his ear. However, in "the half-blood Prince" his appearance is subject to change. After a fight with a werewolf on his face are horrible scars.

In the film we see only scratches that are not even close to resemble their description in the book.

Daffodil MalfoyIn the book, aristocratic Daffodil is tall

and very pale. In addition, Mrs. Malfoy had long white hair that made her look like a drowning.

In the film this detail is changed, he has the hair of two colors.

2. Secret plot twists. On the first lesson, Snape told Harry: "Potter, what happen if I mix the pounded root

decoction aspalela with wormwood?". In the Victorian language of flowers, asphodel is a type of Lily. It means: “I will regret you all my life”. Wormwood symbolizes the bitterness of loss and it means, "I miss you". Therefore, the hidden meaning of the question of Snape, given the harsh tone of a man accustomed to hide their emotions, this confession – "I am very sorry about the loss of Lily (Harry's mother)".

In The Prisoner of Azkaban, Professor sincerely refused to sit at a table with Dumbledore, because twelve persons already sitting at it. when thirteen dine together, the first to rise will be the first to die. In the Sirius the first of the trio stood up from the table. In "the gift of death" only thirteen made it to no after the operation "7 Potter". Lin was the first who rose from the table to find the dead body of thunder, later he would be the first people who will die in the battle for Hogwarts.

In The Prisoner of Azkaban, Professor said Harry: "My dear, I may be mistaken that you were born in the middle of winter". Harry tells her that he was born in July, which puts her powers of clairvoyance in doubt, but Voldemort was born on 31 December. In "Deathly Hallows" is that Harry is horcrux which containing a piece of soul of the dark Lord, and it turns out that Trelane felt the presence of the dark mage in the four years before Harry and the readers of the book know about it.

When Harry first uses volatile powder in the Mystery room, he finds himself in a dark alley in a store of items for dark magic. Among other things, there stood a large black wardrobe, it is a vanishing Cabinet, through which the death eaters infiltrated Hogwarts in "Half-Blood Prince".

Ron and Hermione were fated to be together, even their patronus is shown. The Jack Russell Terrier was bred to hunt rats, badgers, foxes and otters. Ron's Patronus was a Terrier and Hermione's otter, so technically he had always to follow her.

Marauders died in reverse order of how they are named on the map "the Lord of the Tail, a tramp, a Lunatic, and prongs" - that is, Remus, Peter, Sirius and James.

You can assume that the sign of the death eaters - " black mark "is simply chosen in honor of the snake Slytherin, but it also resembles a Vaselisk, which crawled out of the mouth of the statue in the"Secret room".

Conclusion. "Harry Potter" is a whole era. This story will never get tired, and, as I found out, there are still many interesting facts about which many did not even suspect. I have studied a lot of details, which in my opinion arouse even greater interest in the book. Also, the product is a real property of England and I think it will grow more than one generation. It is not so many, they are small and designed to cut down on details.

References1. "Harry Potter and the Philosopher's Stone".The Guardian. UK. 16 November 2001.

Retrieved26 May2007.2. WiGBPd About Harry". Australian Financial Review. 19 July 2000. Archived

fromthe originalon 4 January 2007. Retrieved26 May2007.3. "Daniel Radcliffe, Rupert Grint and Emma Watson bring Harry, Ron and Hermione

to life for Warner Bros. Pictures' "Harry Potter and the Sorcerer's Stone"". Warner Brothers. 21 August 2000. Archived fromthe originalon 14 April 2002. Retrieved26 August2010

4. Harry Potter and the Deathly Hallows, Chapter 11 (The Bribe)5. ↑Harry Potter and the Chamber of Secrets, Chapter 1 (The Worst Birthday)6. ↑Harry Potter and the Chamber of Secrets, Chapter 2 (Dobby's Warning)7. ↑Harry Potter and the Prisoner of Azkaban, Chapter 2 (Aunt Marge's Big Mistake)8. ↑Harry Potter and the Goblet of Fire, Chapter 3 (The Invitation)9. ↑Harry Potter and the Goblet of Fire, Chapter 4 (Back to The Burrow)10. ↑Harry Potter and the Order of the Phoenix: Dumbledore was referencing the last

letter he wrote Petunia explaining the familiar protection Harry had in Petunia's care.

11. ↑J. K. Rowling Talks Marriage, Writing and More at Open Book Tour Stop in New York City

12. ↑Harry Potter and the Philosopher's Stone13. ↑Harry Potter and the Cursed Child, Act One, Scene Seven14. ↑J.K. Rowling and the Live Chat, Bloomsbury.com, 30 July, 200715. ↑Pottermore-New from J.K. Rowling: Vernon & Petunia Dursley16. ↑http://en.vancouverflorist.com/flower-meaning/petunia.aspx17. https://youtu.be/GB4H3cBBqvw18. https://youtu.be/S7PtzgWZn94

Die Auswirkung der Anglizismen auf die moderne deutsche SpracheIbraewa A.

Wissenschaftsleiter –Doschanowa B.B.Pawlodarer pädagogisches College Namens B. Achmetow

Die Relevanz der Studie besteht darin, dass die deutschen Linguisten und gewöhnliche Bürger, die Interesse an der Reinheit seiner Sprache und die Entropie um ihn zu beschützen, äußern sich besorgt bei der Beurteilung der Auswirkungen der englischen Sprache auf die Deutsche.Das Ziel dieser Studie ist die Bestimmung des Grades des Einflusses der englischen Sprache auf die Deutsche.In Übereinstimmung mit diesem Ziel wurden folgende Aufgaben gestellt:

Betrachten die Tendenz der Umwandlung der englischen Sprache in die globalen Sprache;

Definieren die Globalisierung als Prozess der kulturellen Integration; Analyse der Anglizismen in der heutigen deutschen Sprache; Feststellen Besonderheiten der Verwendung von Anglizismen in der deutschen

Kommunikation; Bezeichnen die Gründe des Eindringens englischen Wörter und Ausdrücke in die

Deutsche Sprache.Die theoretische Bedeutung der Arbeit besteht darin, dass sie die objektive Bestimmung des Grades des englischsprachigen Einflusses auf die moderne Deutsche Sprache fördert. In unserer Studie werden die Besonderheiten der Verwendung der Anglizismen in der Sprache analysiert, was im Allgemeinen hilft, einige Tendenzen der sprachlichen Veränderungen zu bestimmen. Die Arbeit ist in Bezug auf die Forschung der Tendenzen der Entwicklung des Systems der Sprache Ende XX. – Anfang des XXI. Jahrhunderts, sowie der Besonderheiten des Prozesses der Entlehnung wichtig.Der praktische Wert der Arbeit wird durch die Möglichkeit der Nutzung der Forschungsergebnisse beim Schaffen der Vorträgen und Seminaren in Lexikologie, Vergleichssprachwissenschaft, Germanistik, Sonderkursen in Problemen bei den Sprachentlehnungen bestimmt. Die Schlussfolgerungen in der Arbeit können für das weitere Studieren die Fragen der Entlehnung, die Auswirkungen der englischen Sprache in andere Sprachen verwendet werden.Gegenstand der Studie ist die englischsprachige Entlehnung, die in deutscher Sprache funktioniert.Das Thema der Studie ist die Besonderheit der Funktionsweise der englischsprachigen Entlehnungen in deutscher Sprache.Das Thema der englischen Entlehnung in deutscher Sprache ist sehr populär und wurde Gegenstand des Lernens für viele einheimische und ausländische Sprachwissenschaftler. Das Interesse zu diesem Problem im Laufe der Zeit schwächt nicht, was auf seine Mehrdimensionalität und Unerschöpflichkeit hinweist. Derzeit charakterisieren die Experten

die englische Sprache als "modische Sprache mit hellen Tendenzen der Umwandlung sie in eine Weltsprache".Die Globalisierung ist ein Prozess, bei dem die Wechselbeziehung und die wechselseitige Abhängigkeit der Völker und Staaten zunehmen, unter diesen Faktoren befindet sich auch die kulturelle Integration. Dies ist eine neue Stufe der Internationalisierung aller Parteien des gesellschaftlichen Lebens, die Bildung einer ganzheitlichen Welt auf der Grundlage der neuesten Errungenschaften der Informations-und technische Revolution.Sprechend von den Anglizismen in der modernen deutschen Sprache muss man bemerken, dass am Ende XX. – Anfang des XXI. Jahrhunderts Deutsche Bürger buchstäblich zum Einsturz der Entlehnungen aus der englischen Sprache bringt, wobei in verschiedenen Arten, in verschiedenen Erscheinungsformen und in verschiedenen Sphären der Tätigkeit der deutschen Gesellschaft zu finden sind. In Deutschland ist seit kurzem eine Mode geworden, englische Wörter anstelle der deutschen zu verwenden. Aber sie verwenden nicht alle Deutschen, sondern nur diejenigen, die Englisch beherrschen. In großen deutschen Städten oder Bahnhöfen kann man beispielsweise bei jedem Schritt englische Ausdrücke finden: MC clean, Moonlight, Check in, Image – Center, City – Shopping. (*Langenscheidt, Großwörterbuch Deutsch als Fremd,Berlin, 2003). In den letzten Jahren verwenden Deutsche ganz natürlich solche Anglizismen wie Jogging, Live, Basketball, Airbag, Mountainbike. Ein charakteristisches Merkmal unserer Zeit ist das Streben nach globaler Internationalisierung. Dieser Prozess umfasst alle Bereiche des Funktionierens der Gesellschaft: sei es materielle Produktion oder geistige Tätigkeit. Alle Ereignisse, die im Leben des Volkes geschehen, spiegeln sich in der Lexik seiner Sprache wider: es entstehen neue Wörter, um neue Gegenstände und Begriffe zu bezeichnen, veralten allmählich die Wörter, die die Gegenstände bezeichnen, die nicht mehr verwendet werden.Derzeit ist eine wachsende Zahl von englischen Wörtern, in die Deutsche Sprache einzudringen."Denglisch" (Deutsch und Englisch) ist eine Mischung aus Englisch und DeutschHeute ist die Verwendung von englischen Wörtern anstelle von deutschen sehr populär geworden. Aber Studien zeigen, dass viele Deutsche nicht genug verstehen, die wahre Bedeutung und Kenntnisse der englischen Wörter. Besonders ist schwierig für ältere Menschen. Oft brauchen Sie einen Übersetzer, um zu verstehen, warum in einem Warenhaus steht «Sale», was "Callshop" oder "Surf &Rail"ist.Aber Sie verwenden nicht alle Deutsche, sondern nur diejenigen, die Englisch beherrschen. In großen deutschen Städten oder Bahnhöfen kann man beispielsweise bei jedem Schritt englische Ausdrücke finden: MC clean, Moonlight, Check in, Image – Center, City – Shopping. (Langenscheidt, Großwalterbuch Deutsch als Fremdspruch, Berlin, 2003.)Aber in jeder Sprache geschehen Änderungen, insbesondere durch Entlehnung aus anderen Sprachen. Seit langem empören die Deutsche lateinische Wörter nicht, zum Beispiel: Fenster, Griechisch: Katastrophe, Analyse oder Französisch: Premiere, Dessert. In den letzten Jahren verwenden die Deutsche ganz natürlich Anglizismen wie Jogging, Live, Basketball, Airbag, Mountainbike, Baby, Clown, Detektiv, Film, Fußball, Gentleman, International, Komfort, konservativ, Paddel, Partner, Safe, Sport, Standard, Start, Tennis, Trick. Die Welt verändert sich, und mit ihm Menschen und Sprachen. Aber zur gleichen Zeit, deutsche Sprachwissenschaftler und einfache Bürger, die die Interesse an der Reinheit Ihrer Sprache zeigen und sich für ihren Schutz vereinigen, äußern Ihr Besorgnis bei der Beurteilung der Auswirkungen der englischen Sprache auf die Deutsche.1. Alle Länder der Welt sind eng miteinander verbunden. Die Ereignisse (Kriege, Revolutionen, neue politische Regime), die einige Länder erleben, beeinflussen das politische Leben in anderen Ländern und bringen neue Vokabeln, Konzepte und Ausdrücke in andere

Sprachen mit sich. Während des zweiten Weltkrieges kamen viele neue Wörter aus dem englisch–amerikanischen Sprachraum in die Deutsche Sprache.2. Es gibt viele Anglizismen in verschiedenen Fachbereichen und vor allem im Sport, Musik, Wirtschaft und Technik. Zum Beispiel Fan, Match, Job, Team, Computer, Know-how, Holding und so weiter. Diese Bereiche erleben enormen terminologischen Einfluss, hier erscheinen neue Begriffe auf der Grundlage neuer Technologien, vor allem aus den USA. Viele Begriffe kommen heute auch in die tägliche Rede:Probleme managen, Vorgelegenheiten canceln, Preise scannen. Und hier ist ein weiteres schönes Beispiel für die Einführung von Anglizismen in die Umgangssprache:“Langst Kaufen Mum und Dad mit ihren coolen Kids lieber im Shopping-Center auf der grünen Wiese als im biederen Discounter in der Stadt und auf der langweiligen Geburtstagparty singen die Gäste Happy Birthday.”3. Das Sprachwissenschaft begründet die Einführung von Fremdwörtern in Deutsch dadurch, dass es für einige aus dem Ausland kommende Gegenstände, Dinge, Begriffe in deutscher Sprache keine Sondertitel gibt, die nur durch eine Beschreibung gekennzeichnet werden können, wobei die Sätze oder sogar ganze Sätze verwendet werden:Public Relations bezeichnet Deutsch: Öffentlichkeitsarbeit, öffentliche Beziehungen, Kontaktpflege und Meinungspflege.

Oder der Begriff Manager kann man auf Deutsch nur folgenderweise erklärt werden:mit weitgehender Verfügungsgewalt und Entscheidungsbefügnis ausgestattete leitende

Persönlichkeit eines Grossunternehmens.(zu lang)Hier, natürlich, ist es besser, englisch-amerikanische Begriffe zu verwenden, da die deutschen Äquivalente beschreiben diese Konzepte zu kompliziert und vielsprachig. Theodore Adorno schrieb: "es ist besser, Fremdwörter dort zu verwenden, wo aus irgendwelchen Gründen die wörtliche Übersetzung unmöglich ist." (Theodor W. Adorno, Wörter Aus Fremde. In P. Braun. Fremdwort-Diskussion, München, Fink.)4. Es ist auch bekannt, dass der englisch-amerikanische Wortschatz ist größer und hat etwa 700.000 lexikalische Einheiten. Der deutsche Wortschatz umfasst nur etwa 400 000 Wörter. Daher gibt es viele Begriffe, für die in deutscher Sprache keine Entsprechungen vorhanden sind. 5. Jede Sprache strebt nach Kürze. Telegramm Stil wird nicht nur in E-Mail-Nachrichten verwendet, sondern auch in der gewöhnlichen Rede. Viele englische Wörter sind kürzer und einfacher zu sprechen als Deutsch. Zum Beispiel vergleichen wir die Wörter wie:• Trucker (2 Silben und 7 Buchstaben) – Lastwagenfahrer (5 Silben und 15 Buchstaben); Jointventure (5 Silben und 12 Buchstaben) – Gemeinhaftsunternehmer (7 Silben und 24 Buchstaben);• Management (3 Silben und 10 Buchstaben) – Unterschätzen (7 Silben und 21 Buchstaben).Also, es ist sichtbar, dass Anglizismen eine kürzere Form im Vergleich zu ähnlichen Bedeutungen deutschen Wörtern haben.6. Anglikas vermeiden häufige Verwendung, sind eine Option bei der Verwendung von deutschen Begriffen. zum Beispiel,Banker klingt Zeitgenössischer als Bankier und hat eine kürzere Form als Bankfachmann.In demselben Kontext kann man verschiedene Varianten der englischen Bezeichnungen verwenden: anstelle Dollar wird Greenback häufig verwendet (auch in der Russischen Sprache werden die Braten der Dolls oft verwendet, Greene). Die Verwendung von Anglizismen spielt eine große Rolle, damit die Gesprächspartner einander besser, ohne Schwierigkeiten und eindeutig verstehen. Anglizismen sind im Falle einer Schwierigkeit des Verstehens verwendet werden. Umstritten ist die Verwendung von Anglizismen und Angloamerikanismen, wenn sie keine besondere sinnvolle, stilistische oder

syntaktische Funktion haben. Bei der nächsten Betrachtung kann man bemerken, dass zu den zahlreichen Anglizismen die genauen und ausdrucksvollen deutschen Entsprechungen existieren:Lover-Liebhaber – Loser-Verlierer, Feeling-Gefühl, Airport-Flughafen, Deal – Handel.SchlußfolgerungIn dieser Studie wurde das folgende Ziel erreicht: der Einfluss der englischen Sprache auf die Deutsche wurde bestimmt.Und wurden folgenden Aufgaben gelöst:- die Tendenzen der Umwandlung der englischen Sprache in die Weltsprache betrachtet;- in der Arbeit die Globalisierung als Prozess der kulturellen Integration bestimmt;- die Anglizismen in der heutigen deutschen Sprache analysiert;- die Besonderheiten der Verwendung von Anglizismen in der deutschen Kommunikation

gezeigt;- die Ursachen des Eindringens von englischen Wörtern und Ausdrücken in die deutsche

Sprache bezeichnet.So kann man feststellen, dass der Trend der Erhöhung des Wortschatzes der deutschen Sprache durch englischen Entlehnungen nahmen groteske Formen. Aber, trotz einigen extremen Äußerungen der Vertreter des Sprachpurismas in Deutschland bezüglich der Versenkung der Anglizismen in der deutschen Sprache, ist es nicht notwendig, Angst zu schlagen. Durch ein besonderes Gesetz über den Schutz der deutschen Sprache von Anglizismen zu sprechen, ist vorzeitig. Keine Sorge, dass der «Tiefkode» der Sprache berührt wurde, dass die deutsche Sprache von den bedeutenden Veränderungen unter dem Einfluss der englischen Sprache unterworfen wird.

Literatur:1. Алиаскарова Г. Ф. Сравнительный анализ неологизмов в русском и немецком языках: диссертация . кандидата филологических наук. -Чебоксары, 2006. - 203 с.2. Бодуэн де Куртене И. А. Избранные труды по общему языкознанию. В 2 томах. М.: АН СССР, 1963. - 365 с.3. Борисова Л.И., Парфенова Т.А. Справочник по общему и специальному переводу. М.: НВИ - Тезаурус, 2005. - 328 с.4. Брагина A.A. Неологизмы в русском языке.-М.: Просвещение, 1973.-224с.5. Будагов Р. А. Новые слова и значения // Человек и его язык. М.: МГУ, 1976.-е. 275-283.6. Вайнрайх У. Одноязычие и многоязычие. // Новое в лингвистике. Вып. 6. М.: Прогресс, 1972. - С. 25 - 60.7. Васильева Л.В. Обогащение современного немецкого языка иноязычными заимствованиями: Экспериментально-типологическое исследование на материале англицизмов: Дис. . канд. филол. наук. -Ставрополь, 2004. 220 с.8. Гордишевская E.B. К вопросу о влиянии английского языка и его американского варианта на языковую ситуацию в современной Германии: Дис. . канд. филол. наук. -М., 2005. 206 с.9. Крысин Л.П. Иноязычное слово в контексте современной общественной жизни. // Русский язык конца XX столетия. М.: Наука, 1996. - С. 142-161.10 Крысин Л.П. Иноязычные слова в современном русском языке.- М.: Наука, 1968.- 208 с.11. Романова М. С. Специфика функционирования англицизмов в немецком молодежном языке: диссертация . кандидата филологических наук: 10.02.04. -Москва, 2001.- 180 с.

12. Россихина Г.Н. Новый англо-немецкий язык: угроза или реальность? // Филологические науки. М., 2001. - №2. - С. 109-116.13. Мюллер В.Г. Англо-русский словарь. М.: Русский язык, 199914. Langenscheidt, Großwörterbuch Deutsch als Fremdsprache,Berlin, 2003Электронные ресурсы:http://www.vwds.dehttp://deutsche-welt.info/anglicizmi-v-nemeckomhttp://www.vds-ev.de/einordnung-und-statistikhttp://www.relga.ruhttp://www.russianlondon.com/print/17611/http://открытыйурок.рф

Thе рrоs and соns оf multilingualism

Ichshanova A.Scientific adviser: Rakisheva B.B.

Pavlodar pedagogical colledge named after B.Akhmetov

Thrоughоut thе wоrld thеrе arе thоusands оf languagеs, sоmе соmmоn and оthеrs nеarly unhеard. Еvеry соuntry has its оwn роliсiеs abоut languagеs, whiсh оnеs tо tеaсh and whiсh nоt tо. Sоmе соuntriеs arе mоnоlingual and sоmе arе multilingual. Multilingual mеaning knоwing and having thе сaрability tо sреak оr undеrstand mоrе than оnе languagе and mоnоlingual undеrstanding just оnе.

Thе situatiоn in Kazakhstan rеflесts this соnсерt. Tоday, mоrе than 130 natiоnalitiеs livе in Kazakhstan. Thе majоrity оf реорlе оf Slaviс оrigin mainly sреak оnly оnе languagе, whеrеas thе majоrity оf Kazakhs sреak twо languagеs. Multilingualism is рrеvailing amоng Uighur, Uzbеk, Dungan, Turkish, Azеrbaijani, Tajik, Tatar, and оthеr еthniс grоuрs. In Gеrman, Kоrеan, and Сhесhеn соmmunitiеs, multilingualism is alsо mоrе frеquеnt рhеnоmеnоn. Duе tо thе rесеnt gоvеrnmеnt attеntiоn tо thе knоwlеdgе оf multiрlе languagеs, multilingualism is grоwing amоng thе Kazakhs, tоо. Aссоrding tо thе 1989 data, in thе fоrmеr Sоviеt Uniоn, 73 mln реорlе (23.4%) wеrе bilingual; thе Russian languagе was thе sесоnd languagе оf 61 mln реорlе. A small grоuр оf thеm wеrе multilingual (роlyglоt) [1].

Multilingualism is оftеn a рrосеss оf using a соmbinatiоn оf mоrе than thrее languagеs in a sосial rеlatiоnshiр. "Multilingualism" sоmеtimеs rеfеrs tо many languagеs. In this сasе, thе issuе is nоt abоut thе рrосеss, but rathеr abоut languagе infоrmatiоn. Tоday, соuntriеs оf thе wоrld arе, basiсally, multilingual. Multilingual еnvirоnmеnt nесеssitatеs a соmmоn languagе; that is why intеrnatiоnal languagеs arе usеd еxtеnsivеly. Mоrеоvеr, thе languagе is еxреriеnсing glоbalizatiоn. At рrеsеnt, Еnglish is rесоgnizеd wоrldwidе as thе languagе оf glоbalizatiоn. In Kazakhstan, mоrе than оnе hundrеd natiоns and еthniс grоuрs usе thеir еthniс languagеs in daily lifе. Оffiсially, thе Kazakh and Russian languagеs arе usеd рrеdоminantly. Nоwadays, mоrе than 17 milliоn реорlе livе in thе соuntry; 65.2% оf thеm arе Kazakhs, 21.8% arе Russians and 13% arе rерrеsеntativеs оf оthеr еthniсitiеs [2]

Соntinuing thе abоvе disсussiоn, in tоday’s wоrld in gеnеral, and in mеgaсitiеs in рartiсular, реорlе arе living in thе multilingual еnvirоnmеnt. Suсh рhеnоmеna as bilingualism оr еvеn multilingualism is widеsрrеad. Оur соuntry is alsо еxреriеnсing this glоbal рrосеss. Оnе оf thе main dirесtiоns оf sосial-есоnоmiс dеvеlорmеnt оf tоday’s Kazakhstan is tо dеvеlор an еnvirоnmеnt whеrе thе сitizеns wоuld sреak thrее languagеs.

Kazakhstan Рrеsidеnt Nursultan Nazarbayеv рrеsеntеd his idеa оf thе usе оf thrее languagеs fоr thе first timе in 2006 in his sреесh at thе Assеmbly оf Реорlе оf Kazakhstan. In his 2007 annual addrеss thеmеd "Nеw Kazakhstan in a Nеw Wоrld", thе Рrеsidеnt рrороsеd

gradual imрlеmеntatiоn оf thе "Trinity оf languagеs" сultural рrоjесt. In thе 2008 addrеss, hе dесlarеd that “thе Gоvеrnmеnt shоuld aссеlеratе thе imрlеmеntatiоn оf thе “Trinity оf languagеs” рrоjесt and shоuld urgеntly imрrоvе thе quality оf tеaсhing thе Kazakh languagе, as thе statе languagе that unitеs оur еntirе sосiеty” [3]. Thus, thе Kazakh languagе was dеtеrminеd as thе statе languagе, thе Russian languagе is nоw thе languagе оf intеrеthniс соmmuniсatiоn, and thе Еnglish languagе sеrvеs fоr intеgratiоn оf оur соuntry intо thе wоrld есоnоmy and glоbal sосiеty. Aрart frоm this, in his addrеss tо thе реорlе оf Kazakhstan “Building thе futurе tоgеthеr” in 2011, thе Рrеsidеnt statеd, “I always say that knоwing thrее languagеs is еssеntial fоr thе suссеss оf еvеry Kazakhstani. Оur task is tо raisе thе numbеr оf сitizеns sреaking thе statе languagе uр tо 80% by 2017. I think, by 2020, thе numbеr оf Kazakhstanis sреaking Еnglish shоuld rеaсh 20%” [4]

Multilingualism is quеstiоnеd and dеbatеd grеatly. Реорlе wоndеr if it dоеs mоrе harm than gооd, and whеthеr it's wоrth it tо bе multilingual. It's dеbatеd whеthеr сhildrеn сan handlе mоrе than оnе languagе at a yоung agе. Linguistiс рrоfеssоrs at Gеоrgеtоwn Univеrsity, Kеndall King and Alisоn Maсkеy bеliеvе that сhildrеn сan handlе a multilingual еnvirоnmеnt. Thеy statе, “Milliоns оf сhildrеn grоw uр lеarning thrее оr mоrе languagеs and havе bееn dоing sо fоr hundrеds оf yеar, with nо ill еffесts” (King and Maсkеy 31). Dеsрitе many bеliеfs rеsеarсh has shоwn that thеrе arеn't any ill еffесts frоm tеaсhing a сhild multilingually.

Оnе оf thе mоst соmmоn myths is that сhildrеn сan't handlе mоrе than оnе languagе. If thеy arе taught mоrе than оnе languagе at a yоung agе, thеy will mix and sсramblе thе languagеs tоgеthеr. Thеy will gеt соnfusеd and thеy wоn't bе ablе tо tеll thе diffеrеnсе bеtwееn thе twо and sо thеy will sреak a mixеd languagе. That is, a mix оf thе languagеs thеy arе lеarning. King and Maсkеy alsо say that “rеsults оf dесadеs оf сarеfully соnduсtеd rеsеarсh роint tо thе faсt that yоung сhildrеn distinguish еarly оn bеtwееn thеir twо languagеs.” [4]. It is alsо statеd that сhildrеn whо arе еxроsеd tо multiрlе languagеs frоm birth viеw thеm as mеans оf соmmuniсatiоn [4].

Anоthеr misсоnсерtiоn abоut multilingual lеarning is that оnе languagе shоuld bе thоrоughly lеarnеd first. Aftеr that, mоrе сan bе lеarnеd, but оnly thеn. Studiеs havе shоwn оthеrwisе. Lеarning multiрlе languagеs simultanеоusly is muсh еasiеr fоr thе сhild. It is еasiеr tо intrоduсе nеw languagеs intо a сhild's brain whеn thеy arе yоungеr and thеir brain hasn't bесоmе vеry dеvеlореd yеt. UСLA biорhysiсist Miсhaеl Рhеlрs says that оur brains оur mоst сaрablе оf gathеring nеw infоrmatiоn whеn wе arе yоung. Hе says, “Fоr еxamрlе, fоrеign languagе instruсtiоn is оftеn dеfеrrеd until high sсhооl, dеsрitе thе faсt that yоungstеrs сan lеarn tо sреak likе nativеs - that is, tо think in thе languagе withоut having tо translatе - whеrеas tееnagеrs оr adults usually сannоt. Whеn small сhildrеn lеarn a nеw languagе, hе said, thе ability tо usе that languagе is wirеd in thе brain” [7].

Sо, thеrе arе many реорlе with thе imрrеssiоn that multilingualism is nоt bеnеfiсial and is diffiсult tо tеaсh. Thе соmmоn myths arе that сhildrеn сan’t handlе mоrе than оnе languagе, twо languagеs may bе a роssibility but nо mоrе than that, and languagеs havе tо bе lеarnеd individually instеad оf simultanеоusly. It has bееn рrоvеn that mоst оf thеsе nеgativе соnсерtiоns abоut multilingual lеarning arе in faсt falsе, but what arе thе bеnеfits оf knоwing mоrе than оnе languagе?

Thеrе arе sеvеral.In an artiсlе frоm Timе Sсiеnсе and Sрaсе thе authоr statеs that multilingualism is

vеry bеnеfiсial tо thе brain. Hе says, “Nеw studiеs arе shоwing that a multilingual brain is nimblеr, quiсkеr, bеttеr ablе tо dеal with ambiguitiеs, rеsоlvе соnfliсts and еvеn rеsist Alzhеimеr's disеasе and оthеr fоrms оf dеmеntia lоngеr”. Thе еasiеst way tо undеrstand this is that bеing multilingual еxеrсisеs yоur brain. Lеarning languagеs wоrks and strеngthеns

yоur brain. Languagе is оnе оf thе things that еxеrсisеs thе brain. Sо, thе mоrе languagеs bеing lеarnеd, thе bеttеr соnditiоn yоur brain will bе in [5].

Bеsidеs individual bеnеfits оf bеing multilingual thеrе arе alsо есоnоmiс advantagеs. “Tоday, thе laсk оf a sесоnd languagе dоеsn’t just isоlatе реорlе. It makеs thеm lеss соmреtitivе” [6]. Knоwing mоrе than оnе languagеs hеlрs in thе businеss wоrld. Whilе Еnglish is рrоbably thе mоst widеly sроkеn languagе thrоughоut thе wоrld, it givеs a vеry distinсt advantagе in thе businеss wоrld tо knоw mоrе than оnе languagе. Tоday's glоbal labоur markеt makеs thе intеgratiоn оf multilingual and multiсultural wоrkеrs сruсial fоr sustainablе businеss grоwth.

Alsо, multilingual реорlе bеttеr undеrstand and aррrесiatе реорlе оf оthеr соuntriеs, thеrеby lеssеning raсism, xеnорhоbia, and intоlеranсе, as thе lеarning оf a nеw languagе usually brings with it a rеvеlatiоn оf a nеw сulturе.

Thе еasiеst way fоr Kazakhstan tо start bесоming mоrе multilingual is tо hеlр yоung сhildrеn lеarn bесausе thеy will рiсk it uр thе fastеst. Thеn thеir сhildrеn will lеarn and thеir сhildrеn's сhildrеn and sо оn. Thеrе arе many ways Kazakhstan сan gо abоut making thеsе сhangеs and сrеating еnvirоnmеnts whеrе multilingual lеarning is nоt оnly aссерtеd but еnсоuragеd. Thе idеal еnvirоnmеnt fоr a сhild tо lеarn is at hоmе. “Sесоnd languagе lеarning wоrks bеst whеn it is intеgratеd intо all оf оur busy еvеryday rоutinеs and many aсtivitiеs.” [4]. It is bеst fоr a сhild tо lеarn additiоnal languagеs likе thеy wоuld thеir first. Frоm thеir рarеnts, at hоmе, and hеaring it in еvеryday lifе. Sinсе it is оbviоusly vеry unrеalistiс fоr mоst сhildrеn tо lеarn likе this duе tо busy sсhеdulеs оf thеir рarеnts and hоmе lifе, thеrе is an altеrnativе. Suffiсiеnt languagе рrоgrams at sсhооls wоuld aсt as this altеrnativе.

Hеad оf Statе Nursultan Nazarbayеv has said: "Wе must рut all оur еffоrt оn dеvеlорmеnt оf thе Kazakh languagе as a main faсtоr оf unity оf all Kazakhstani реорlе. Bеsidеs, wе nееd tо рrоvidе еvеry орроrtunity tо diffеrеnt natiоnalitiеs living in оur соuntry tо sреak, lеarn and dеvеlор thеir оwn mоthеr tоnguеs”.

Thе tasks оf thе statе рrоgram оn thе dеvеlорmеnt and usе оf languagеs in thе Rерubliс оf Kazakhstan fоr 2011-2020 arе thе fоllоwing:

1) Imрrоvеmеnt and standardizatiоn оf thе tеaсhing mеthоdоlоgy оf thе statе languagе;

2) Dеvеlорmеnt оf infrastruсturе fоr tеaсhing thе statе languagе; 3) Stimulatiоn оf thе рrосеss оf lеarning thе statе languagе; 4) Strеngthеning thе status оf thе statе languagе; 5) Inсrеasing thе dеmand fоr thе statе languagе; 6) Imрrоvеmеnt and systеmatizatiоn оf lеxiсal rеsоurсеs оf thе Kazakh languagе; 7) Еnhanсеmеnt оf thе languagе сulturе; 8) Funсtiоning оf thе Russian languagе in thе соmmuniсativе languagе sрaсе; 9) Рrеsеrvatiоn оf thе linguistiс divеrsity; 10) Lеarning Еnglish and оthеr fоrеign languagеsThе Kazakh sсiеntists' орiniоns оn thе trilingual роliсy сan bе dividеd intо twо рarts:1. Сhildrеn shоuld lеarn thrее languagеs. But thеy shоuld study оnly Kazakh till thе

agе оf 13 and thеn, thеy сan lеarn оthеr languagеs.2. Сhildrеn lеarn languagеs quiсkly whilе thеy arе small, sо thеy shоuld bе taught

thrееlanguagеs frоm kindеrgartеn.

In соnсlusiоn, this hоwеvеr is nоt sоmеthing that сan haрреn оvеrnight. Оr in a yеar оr twо fоr that mattеr. Рrоgrams сan bе рut intо рlaсе but thе Kazakhstan’s рорulatiоn will nоt bе fully multilingual fоr a fеw gеnеratiоns tо соmе. This givеs urgеnсy tо this mattеr. Sinсе multilingualism is sо imроrtant fоr thе businеss wоrld, and gоvеrnmеnt, and is sо bеnеfiсial fоr individuals. If Kazakhstan wishеs tо bесоmе есоnоmiсally advanсеd соuntry,

stерs must bе takеn tо insurе this. Stерs that сan start in thе hоmеs оf рarеnts but that will alsо hореfully start in thе sеttings оf рubliс and рrivatе sсhооls as wеll.

Rеfеrеnсеs1. Thе еxрlanatоry diсtiоnary оf tеrms оf linguistiсs – Almaty. "Diсtiоnary", 2005.

ISBN 9965-409-88-92. Khassanuly, B. (2013) Thе Statе Languagе: thе Sосiеty and thе Yоuth. Almaty3. Nazarbayеv, N.A. "Inсrеasing thе wеll-bеing оf thе реорlе оf Kazakhstan is thе

main gоal оf thе statе роliсy" / Thе Addrеss оf thе Рrеsidеnt оf thе Rерubliс оf Kazakhstan tо thе Реорlе оf Kazakhstan. Fеbruary 6, 2008

4. King, Kеndall A., and Alisоn Maсkеy. Thе Bilingual Еdgе: Why, Whеn, and Hоw tоTеaсh Yоur Сhild a Sесоnd Languagе. Nеw Yоrk: Соllins 2007. ,Рrint

5. Klugеr, Jеffrеy. "Sсiеnсе & Sрaсе. "Sсiеnсе Sрaсе Hоw thе Brain Bеnеfits Frоm BеingBilingual Соmmеnts. Timе Sсiеnсе &Sрaсе, 18 July 2013. Wеb. 11 Nоv. 2013.

6. Сhu, Judy. "Wе Must Рrоmоtе Multilingualism in Оur Sсhооls (Rер. JudyСhu)."Thе Hill. Thе Hill, 15 Sерt. 2010. Wеb. 11 Nоv. 2013.

7. Nadia, Stеvе. "Riggs Nеws."Thе Riggs Institutе. Тюрюб тювю Цеию 11 Томю 2013ю

Phrasal Verbs, Idioms and Slangs: A Comparison

Izbassarova A.M.Scientific adviser: Khairat E.Astana Humanitarian College

Communicating in English is difficult if it's not one’s native tongue. There are verbs to conjugate, grammar to master, vocabulary to internalize, and pronunciation to nail. You can hover over books and practice all you want, but it's a completely different story the first time you communicate with a native speaker. Suddenly you realize that all your preparation hasn't quite readied you for the way English is spoken by native speakers. This is especially compounded when you are communicating across continents. The words are all the same, but somehow the meaning is quite different.What is a phrasal verb?

A phrasal verb is a verb that is composed of two parts: the verb and the particle (which consists of one or more preposition). When these two parts come together, they generally have a different meaning than the parts have individually. That means that phrasal verbs do not usually have literal meanings. Examples of phrasal verbs include take on, leave out, write up, turn off, bring about, and listen in. Notice how there is a base verb coupled with a preposition. Phrasal Verb Examplesask around = ask many people the same questionbring up = start talking about somethingcall back = return a phone callcatch up = get to the same point as someone elsedo away with = throw away, discardget up = stand, get out of bedrun out = have none left

take back = return an itemWhat is an idiom? Like phrasal verbs, idioms are composed of multiple words that have a different meanings than the sum of the individual words. The difference is that idioms are not simply verbs + prepositions. They can take many forms. Idiom Examplesan arm and a leg = very costlyat the drop of a hat = instantlybite off more than you can chew = take on a task that is too big to completecut corners = when something is done badly to save moneyget it = understand somethinghit the road = to leaveshoot the breeze = make relaxed, casual conversationwhat for? = why?

An idiom is an expression that has a meaning apart from the meanings of its individual words. F.e: Couch Potato meaning: a person who spends a lot of time watching television With little or no physical activity. Example: Stop being a couch potato! Turn off the TV and go out and do something with your life.To be like two peas in a pod meaning: to be very similar or almost the same. Example: The twins are like two peas in a pod.

Idioms are made of normal words that have a special meaning known by almost everyone. To learn a language a person needs to learn the words in that language, and how and when to use them. But people also need to learn idioms separately because certain words together or at certain times can have different meanings. In order to understand an idiom, one sometimes needs to know the culture the idiom comes from. Example: To bark up the wrong tree it means To choose the wrong course of action. To spill the beans it means to tell a secret.Difference between idiom and phrases

A phrase is “a small group of words standing together as a conceptual unit”, while an idiom is “a group of words established by usage as having a meaning not deducible from those of the individual words”. So, the difference is that an idiom as an established meaning not directly linked to the individual words. Any idiom is a phrase.As an example, “raining cats and dogs” is both an idiom and a phrase. “A herd of cats” is a phrase but not an idiom.Both, the terms ‘idioms’ and ‘phrases’ are useful elements of linguistics, and are often considered similar to each other. Also, based on their repeated fragments and the string of words, both the terms are said to be analogous in nature. Although, the idioms and phrases are basic units of a sentence, there is quite a definitive difference between the two terms.Phrases: Taking my dog for a walkis fun.Walking in the raincan be difficult.Idiom:On cloud nine it means to be happy Make a mountain out of a molehill it means to exaggerate a minor difficulty

What is slang? Slang is a particularly informal kind of language. It's when we use a standard word or phrase in a non-standard way. Slang can be a single word, or it can be a group of words used together. Slang is generally not used in formal settings. Instead, it is reserved for informal settings. This means that you should generally be hesitant to use most slang in the workplace.

Slang examplesawesome = great, wonderful, amazingchicken = a cowardly personchill = relaxfam = familyguts = couragejack = to stealplastic = credit cardsick = cool, awesomeDifference between idiom and slangAn idiom refers to a group of words established by usage and having a meaning not deducible from those of the individual words.• On the other hand, slang is words, phrases and uses that are regarded as very informal and are often restricted to special contexts or are peculiar in a specified profession, class, etc.• Moreover, it can be said that there are special slang associated with different professions.• Idioms are often used in literature and written English. On the other hand, slang is often used in spoken language but very less in written language. This is also an important difference between idiom and slang.• One can find idioms and idiomatic expression in well-known and well-compiled lexicons and dictionaries. On the other hand, you cannot find the slang terms in dictionaries. They are often heard in spoken English.Slang refers to words that are used informally, and often only among subgroups. Slang is often short-lived: it may go out of date among the group that uses it after a few months.Slang words or expressions are very informal, and are more common in speech than writing. Use of these words/expressions are often restricted to a particular context or group of people, or within a specific region/place.An idiom refers to a group of words established by usage and having a meaning not deducible from those of the individual words. On the other hand, slang is words, phrases and uses that are regarded as very informal and are often restricted to special contexts or are peculiar in a specified profession, class, etc.Moreover, it can be said that there special slang associated with different professions.Idioms are often used in literature and written English. On the other hand, slang is often used in spoken language but very less in written Language. This is also an important difference between idiom and slang.One can find idioms and idiomatic expression in well-known and well-compiled lexicons and dictionaries. On the other hand, you cannot find the slang terms in dictionaries. They are often heard in spoken English.In this way, you can see that there is a clear difference between idiom and slang. Once you understand that clearly, you will be able to use each in its suitable context.Examples:SlangNot fussed This is means “not bothered” or “I do not mind”. For example, if someone asked you which seat you would say “I am not fussed” to indicate that you do not have a preference.Mobile The word “mobile” refers to the ability to move (“she is less mobile since the accident”), and to a decorative object hanging from the ceiling, but it also refers to the mobile phone, so if you hear someone refer to their “ mobile”, that is what they are talking about. The equivalent word for“ mobile” in America is “cell”.Ace

As well as being the highest card in a suit in pack of cards, or a move in tennis in which a player scores a point in one move, “ace” is another word for “excellent”. To this end, someone who is particularly good at something is referred To as an “ace” –such as a “ computer ace” or a “flying ace”However, learning idioms presents a host of difficulties to English learners, primarily because they don’t know the culture and history behind English idioms. That is why they often use idioms incongruous with the situation. Indeed, English learners utilize idiomatic expressions very carefully, being afraid of using them incorrectly and being misunderstood. According to Cooper (1999), idiom study presents a special language problem for all language learners because the figurative meaning is unpredictable. To conclude we may state that the sheer number of idioms and their high frequency in discourse make them an important aspect of vocabulary acquisition and language learning in general. One of the approaches to defining this linguistic phenomenon stresses that an idiom is a manner of speaking that is natural to native speakers of the language. It proves that only people who are very good at speaking English can adequately and to the point use idiomatic expressions in their speech. English is a language with a vast idiomatic basis, which makes its learning very exciting and intriguing. So grasping the use of idioms is an essential part of learning English.

References:1. Cooper Th. Processing of Idioms by L2 Learners of English. TESOL Quarterly, 33(2), 1999. 2. Izotova A. English Idiomatic Phraseology. М., Филология, 1988. 3. New Webster’s Dictionary and Thesaurus of the English Language. Connecticut: Lexicon Publlishers, Inc., 1993. 4. http://examples.yourdictionary.com5. www.differencebetween.info

Linguistic and cultural contextanimation metaphorIzumskaya Zh., Kassenova A.

Scientific adviser: Arynova R.Ye.Pavlodar pedagogical colledge named after B.Akhmetov

Relevance: A study of the unconsciousness in the three linguistic aspects of the world. Anamalism is a previously studied subject. Anamalist vocabulary was studied by many scholars. Zoosymbolisms take an important place in the cultures of all countries of the world, in which there is no culture in the world where the symbols of animals are not spoken in folklore, song, or myths.

The novelty of the work is the identification and versatility of the Kazakh identity in the study and comparison of the Kazakh language (Russian and English linguistics).

Purpose: To define the universal aspects of the mainstream vocabulary in Kazakh, Russian and English.

Task:• Consideration of anamalism in world linguistic cultures;• Comparative analysis;• conducting surveys among schoolchildren;Research methods: We used the following approaches in the research process:

comparative method, method of semantic examination, method of contextual examination, questionnaire and statistical analysis

Practical significance: The results of the research can be used to teach metaphors in the English and Kazakh languages, studying linguistic and cultural aspects of English as well as regular expressions.

Theoretical significance of the research: Our research extends knowledge of the language proficiency in languages, deepens the knowledge of the Kazakh and English languages.

The degree of investigation of the problem of anatomical lexiconAnamalist lexicon has been researched by many researchers. The animal world reflects

linguistic manifestations and mentality of a particular population. Abstracts, native and foreign researchers, including mythologies, including native speakers, with "animal" components. Khakhalkina, IK Kurbanov, SRTleutersa, EL. Taukova, OV Lavrova, IV Kurazhova, Choi Ken Nam and others. Written and studied.

As a general type of animism, anamalism (animal and animal from Latin), the genre of visual arts is recognized. Its main form is animal, the main picture of painting - paintings, sculptures and graphics.

As we have noted, zoosimvolizizations are very important because they are aware of the linguistic picture of the animal world, the culture of the people, and the world around the cultures of different peoples. Zooniums are names of animals in their direct nominative sense. For example: You can see a landfall in the vicinity of Kazakhstan. The image of Eagle refers to inspiration, disloyalty, victory, dignity, judgment, ape-pedophilia, royal seed, power, power, supremacy, air. The sun has settled down to the sun, looking at it and joining it. Eagle, depicted in the legend, refers to the spirit of the Kazakh people. The symbol of the eagle in the symbolic language means government power, vigilance and vigilance. The symbol of the state flag of Sri Lanka is the golden lion holding the kastane (the kastane) sword. The Aryan Sri Lanka represents the people and its courage, when the sword reveals the ability of the state to self-defense. The meaning of the Spanish name from the ancient Carthage language is "Rabbit State". Indeed, there were many such rodents here. Rabbits are depicted on local coins [5].

At the same time, it can be seen that animals play a huge role in folk culture. animals are associated with city names. In Kazakh culture, animals are widely represented, such as the toponymy of Kazakhstan, with the following names of animals:

Hydronyms-zoonim: Markakol (Kazakh lagoon, lake oozo), Tekesu (kaz-kozel, water-water, stream), Koghkatkan (Kaz kazak-lebedin, lying in water); Koyandyash is a hawk forest. Shiderty - horseback, horse horse, mud.

Atbasar is a mountain, a horse, a bassar in the Akmola region. The city emerged in a cattle-breeding region.

Burabay - river in Kokshetau region - sacred bear. Russian name - Borovoye. Koyandyash is a hawk forest.

Shiderti - horseback riding, horse horse, mud.For example, there are toponyms that warn of predators and predators.Bear bear is a bear.Burial is the place where the head is. [6]Animisms in the Kazakh cultureAs the Kazakh population is nomadic, they have protected the nature and have

always defended it. They considered him alive. They were always opposed to the destruction of birds and beehives. At the same time, Kazakhs used these animals to express their affection for their children as "Botakoz" and "Kulynchagym". Especially cows, sheep, bulls and more. for example, a hors d'oeuvre and means of transportation. There are many regular expressions in the Kazakh literature. For example: "human horsepower" (positive side of human character); "Horses and tights" (Kazakh feudiness); "Time of marriage" (time); "Horses",

"trace trail" (in quantitative terms); "Bottled eyebrows, beautiful eyes" (beauty of a man); "Believe me, you are the one" (to be indifferent); "Cow behavior" (shyness) There are also figurative regular expressions related to other animals. They include: "Serpent head to a dog" (wealthy); "A fox falsifies seven leaks" (tricks); "Killing two rabbits with one bullet" (two successful outcomes); "Overgrown" (Strong, Strong); "Want a cat" (bad idea); "Hedgehogs" (no nasty).

At the same time, many Kazakhs can see the horse image. In the works such as "Alpamys batyr", "Kambar batyr", "Ertostik", "Kendir Kula", "Kyz Zhibek", "Last race"; The image of a wolf in the works of M.Auezov "Kokserek"; a cat and a cow image on the fairy tale "Cotton Girl"; and many animals can be found in fairy tale "12 months".

Anamalism in Russian cultureAmong the writers of the twentieth century, names of nature and animals - VV

Bianchi, OV Perovskaya, EI Charushin, MM Prishvin, IS Sokolov-Mikitov and others. At that time, this theme was widely spread in the writings of a number of writers - both as a personal theme and as a head topic. The oral language has many different regular expressions, such as: "cowardice" (cowardice); "Apple appetite" (hunger); "How to make a meditation" (greed); "How can it be" (immodesty); "Work as a carpenter" (hard work); "Stubborn kak baran" (human character); "Beat your dogs" (cleverness); "How to catch a hit" (tricks); "Львинаядоля" (scale); "Cats in the oven" (uncertainty); "Foolishness" (foolishness); "Healthy, buckle" (force);

Anamalisms in the English languageEnglish people love all animals. The diversity of the wildlife in the English cities is

impressive. Near the town houses there are foxes, hares, wild animals, bulls, hedgehogs, horses, pheasants and other wild animals. Handmade kerosene penetrates into yards.

For example:■ The fox's fraud (cunning as a fox)■ The wisdom of an owl (wise as an owl)■ Deer speed (run like a deer, such as a quick buck - fast and fast money)■ eagle eye - eye sharpness, watch smb like a hawk■ Conversation (chatter like a magpie)■ The beauty of swan (all his geese are swans - all are beautiful)■ The mood of the lamb (as gentle as a lamb-smith).Questionnaire between pupilsWe received a questionnaire on the acceptance of animals in two cultures (Kazakh,

Russian) among students (25 people). Based on our proverbs and sayings, we asked for a positive and negative characteristic for animals in Kazakh and Russian cultures. Our survey was attended by 25 people.

25 students from 16 comprehensive schools took part in the first survey. Finally, the survey includes pets, dogs, cats, hedgehogs, cats, horses and lions. For example, in the Russian culture the image of the bear is characterized by bravery and guardianship as a guard of the wood, with a strong character of dog, loyalty to the dog, (this is confirmed by the Russian phraseology "white belly").

At the end of the second section, we talked about anamalism in world culture. Then we stopped individually on three cultures (Kazakh, Russian and English). Thus, our view of the Kazakh people's attention to livestock and pets has been confirmed, because these animals describe the culture and the nature of the people. The culture of the Russian people is often characterized by wolves, foxes, coins and other wild animals. English people love all animals and do not pay much attention to them. They support pets like cats and dogs for partnership.

Animals have always played an important role in our civilization. The important role that animals can play in the world view is precisely the language of the world. In our work,

we have examined the role and impact of animals in three languages, its connection with history, everyday life, the spirit of the people. Studying literary works and regular expression of folk culture, we have seen that the place of animals in the folk culture is unique.

Since Kazakh culture is a nomadic nation, it is closely associated with domestic animals, and in the Russian culture and literature, the pets were not paid much attention. Character of the Russian people is provided by bear, fox, wolf, etc. It is possible to associate more with wild animals. And English people love all kinds of animals. The diversity of English cities is amazed by the diversity of animals. Fountains, hares, ghosts, bulls, hedgehogs, pheasants, etc., are the newest in urban buildings. Wild animals live. Britons love all kinds of animals. Therefore, in their culture, particular animal species are not respected.

References1. GK Konkashpayev. Dictionary of geographical Kazakh geographical expressions. -

Alma-Ata, Academician of the Academy of Sciences of the USSR, 1963.2. А.С. Barkov. Slovar-reference book on physical geography. - Travel. 1954.3. MS Bodnarsky. Dictionary of geographical terms. Planned, 1954.4. Kazakhstan (after the "Soviet Union"). Publishing House, 1970.5. L.E. иИ.В. Murzayeva. Dictionary of geographical terminology. Moscow, 1959.6. S.V. Agapov and SI Sokolov. Geographical dictionary. Moscow, 1968.7. MF Rosen. A.M. Pencil holder. Geographical term of Western Siberia. Publisher of

the Tomsk University, 1986.8. M.J. Jandaev. Prayer of Zailiy Alatau. Publisher Kazakhstan, Alma-Ata, 1978.9. IA Gvozdetsky, VA Nikolayev. Kazakhstan. The Prophecy of the Prophet. Moscow,

1971.10. Е. Koygubayev. Краткийтолковойсловарь toponyms in Kazakhstan. Alma-Ata,

197411. Bondaletov V. D. Russian onomastics. M., 1983.12. Koychubaev (Koishybaev) E. Краткийтолковойсловарь toponyms in

Kazakhstan. Alma-Ata, 1974.13. Critical toponyms of the Kazakh geographical expressions and Russian

geographical terms. Petropavlovsk: NKSU, 2002.14. Rosenthal D. E., Telenkova A. Linguistic terminology. M., "World of Education",

2003.

Easy ways to English through social networks

Kadyrova T.Scientific adviser: Orynbasarova K.N.

Pedagogical college named after M.O.Auezov, Semey

In recent years social media has become deeply integrated in our everyday lives. Social Networks have big role in your life. The most popular with the young people are social networking sites, such as Facebook, Twitter, Instagram, Vkontakte, Telegram and so on.

Every day we use them for our aims. But why we can’t make our life better and more useful? Social Networks is easy way to practice and improve English. Why?

No matter where you are on the journey of learning English, your English skills can always become better.

Social networks can become a great solution for people with disabilities or those who for some reason have to stay at home all the time.

Millions of people across the planet are on social media, and many of them are native English speakers. They are all on social media to connect with other people. So, you can connect with them easily!

This is absolutely free! All you need is an internet connection.Today, learning English involves much more than studying a textbook, doing tests,

and putting dictums into practice. With the advent of the Internet and its attendant technology, hosts of options exist for improving your English skills. These options involve interacting with others online via social networks - communicating in order to learn about other cultures, have fun, and to learn English at the same time. One of the most productive ways to practice your spoken English and to try to destroy the language barrier is to find a “pen friend”.This method of learning English can easily replace going to a language course. In social networks you can always find information and useful links to the necessary materials, manuals, dictionaries, videos, courses in the language.So through the social networks we can: 1) develop our reading writing listening and speaking skills;2) make perfect our pronunciations and ;3) grammar abilities;4) enlarge lexis and ;5) also study another cultures;

Examples of social networking:Busuu:Community for learning foreign languages, one of the largest social networks for learning languages in the world. The number of users more than 45 million users. Register an account on Busuu and use the services portal, you can absolutely free. Busuu also lets you pass an online test to determine the level of English proficiency. Test will help to determine the level of all language skills.Facebook:Facebook is a social networking service whereby users can create a personal profile, add other users as friends, and exchange messages. This includes automatic notifications when they update their personal profile. Facebook users can also join common-interest user groups that they find useful. You choose whom you allow to access your Facebook pages. Again, this is an excellent mechanism for building your English skills. You gain English writing experience through composing your various messages. Pages:«BeginEnglish. Английский язык для всех» (https :// www . facebook . com / BeginEnglish );«Learn English» (https://www.facebook.com/AustraliaPlusLearnEnglish)«Я изучаю английский онлайн» (https://www.facebook.com/learnathome)Skype:Skype is a computer software application that allows users to make voice calls over the Internet. Calls to other users of the Skype service are free. Calls to traditional landline phones and mobile phones involve paying a fee. You can use Skype on your computer, your mobile device, or on your TV.Practicing foreign languages by Skype You can not only save your time and money, but also get the desired result.

YouTube:YouTube is a video-sharing website. Users upload, share and view videos on this social networking site. Learning English via YouTube involves listening to the language via the videos you view. You also learn through reading the comments posted in English, situated below each video. In addition, some YouTube videos are text presentations in a slide show format, or have subtitles available, so you can actually read English in each screen shot.Channels:

«OXANA DOLINKA» (https://www.youtube.com/channel/UCNK9Go44l_419LmiyuEUJHg):

«Skyeng: онлайн-школа английского языка» (https://www.youtube.com/user/skyengschool);

«Ирина Колосова» (https://www.youtube.com/user/yourenglishtrainer); «ENGLISH GALAXY»

(https://www.youtube.com/channel/UC_J8gecUO4gsesLXbXfjnNg) «Ирина ШИ» (https://www.youtube.com/user/EnglishGermanSpanish)

VKontakte and Instagram:VKontakte has become a Russian analogue already existing in the world of social networking. In Vkontakte and Instagram we can use different groups for learning English. Daily articles to help us with the vocabulary. Unlike Vkontakte Instagram there are accounts of people around the world. Group in VKontakre:

«Английский язык» ( https :// vk . com / engl 4 you ); «BeginEnglish. Английский язык для всех» (https://vk.com/beginenglish_ru); «Английский язык для начинающий» (https://vk.com/beginenglish_ru); «English Fast Learner | Английскийязык» (https://vk.com/eng007).

Pages in Instagram: @english4life (https :// www . instagram . com / english 4 life / ); @english_in (https :// www . instagram . com / english _ in / ); @lazy_english (https :// www . instagram . com / lazy _ english / )

Nowadays English language is one of the most popular and global language. Also it is language of international communication. We very often confront with the fact, that the knowledge of English becomes a vital necessity. So how we can see in the modern high technology century Social Networks play the big role in learning English, because Social Networks not only the source of satisfaction but it is the way of getting information. Social network gives us great opportunities for learning. The only thing he lacks is control over the learning process. Because of their own motivation to many for long enough. To learn the language takes a lot of effortbut any task can be accomplished if we want it.

Reference:https://www.learnenglish.de/improveenglish/socialnetworks.htmlhttps://www.fluentu.com/blog/english/improve-english/

Math of languages or how much you need to learn to speak in the foreign language?

Karimova A., Imangalieva K.Pavlodar pedagogical college named after B.Akhmetov

Scientific adviser: Akhmetova G.K.

Language is the national wealth of the people. And it is not the fault of this or that people that its language is full of borrowings from the languages of other peoples. Machines calculated, for example, that out of 5140 words of the Albanian language only 430 are own. Even more striking is the picture in Armenian. Here from 1500 words 1140 are borrowed at different times from Persian, Greek, Parthian, Syrian, Arabic and other Oriental languages. It is no better with English. In it, as calculated machines, from 56 to 70 percent of the words came from French, Latin and other Romance languages.

Each language was formed in accordance with the historical conditions of the people's development, and we do not have the right to reproach one or another people for the fact that in its beautiful language there are so many borrowings thrown up in its time by history.

The latest, however, far from complete research, suggests that there are about two thousand people in the world.

In Europe, there are about 50, in Asia there are about 800, in America, the North and South - over 300 nationalities. Only in Australia and Oceania are more than 200 nationalities.

Therefore, two thousand of existing people account for three times more - about 6 thousand languages. Naturally, their distribution is very different: some languages serve many millions of people on the planet, others - only thousands.

But among all languages, there are 13 "great" languages - most of them speak. The sequence of their number of carriers: Chinese, Spanish, English, Hindi, Arabic, Portuguese, Bengali, Russian, Japanese, German, Javanese, Korean, French.

The most ancient written language is Chinese - it is over 6 thousand years old.Language consists of words. Words carry the corresponding concepts. Chinese and

Japanese languages use for the visual expression of concepts hieroglyphs - line drawings.Most of the hieroglyphs are in Japanese, the most popular are 1800 non-repeating

drawings.The most complex hieroglyphs in Chinese. For example, the hieroglyph of the word

"talkative" consists of 64 dashes. This is a kind of record among the hieroglyphic method of writing.

Other languages use letters from which words are composed. The alphabet (a set of letters) has a different number of characters in different languages. The largest alphabet in Cambodia is 70 characters. In the Kazakh alphabet - 42 characters. Russian alphabet - 33, and English - 26 letters. The shortest one is Butenville at the Rotok tribe - 12 letters. In total there are 65 different alphabets on the globe.

Words can contain from one letter to several dozen. Guinness Book of Records found in the Swedish language words consisting of 128 letters, in Dutch - from 94, in German - from 80, in Turkish - from 47, in Russian - from 33, also in Kazakh - 33 letters. These words are composed of several, merged concepts. If the Kazakh record - "қанағаттандырылмағандықтарңыздан", and Russian - the adjective "рентгеноэлектрокардиографический ", then in English the longest word consists of 189,819 letters! It is unprintable and unpronounceable. The second place in length is the word "Methionylthreonylthreonylglutaminylalanyl ... isoleucine" denoting the chemical name of titanium, which consists of 1913 letters.

Let's turn to the main mission of the language - the ability to carry information.What opportunities does the modern alphabet give us? As they say, let's check the

harmony with algebra.We have 30 basic letters of the alphabet. Thus, we can get 30 single-letter words (of

course, this does not happen in a pure form). Two-letter words from the same letter stock, we get - 302, that is 900. Three-letter, respectively - 303, namely 27 000. Four-letter 304 - 810 000 words, etc.

How much of this mass of opportunities to get real, used words, if our language is practically composed of only 50 000 words? Take the most common words - they consist of an average of seven letters. From 30 letters of the alphabet it is possible to compile an infinitely large number of seven-valued combinations of letters, however, only 0.0002 percent of real words will be taken from them. The rest are not words, but empty letters.

How much do you need to have words for communication?Modern studies of the language using mathematical methods and electronic machines

have led us to striking results. Here are some results of these studies.American scientist A. West, analyzing the English "dictionary of speaking", came to

the following conclusions: for a primitive retelling of the story of any anecdote, only 450 words are required. To retell any children's fairy tale, 750 words are needed. Adventure romance will require no less than 1400 words, and any work of fiction is not less than 3000 words.

How many it is necessary to have words in different periods of life for normal communication? Cybernetic machines have calculated that a child needs to have 3600 words for this. A teenager 14 years old already has more than 9,000 words. As for an adult, he needs to know 11,000 words. With increased human intelligence, over 13,500 words are already used.

The question arises: is all vocabulary used in a particular artwork?Homer's immortal lines use about 9,000 different words. In "Divine Comedy" Dante -

5,860 different words. The ancient Roman poet Horace used 6084 words. Naturally, this is not the entire vocabulary of the great writers of the past.

Involuntarily amazed at the priceless wealth of the language of poets and their extraordinary skills to use the richest language in order to convey the necessary "poeticinformation."

So, we come to the following conclusion: the necessary minimum for a conversation on common topics is 3000 words. To reach this level "from scratch" is possible for 1,5-2,5 years (success in this case depends on the intensity of the learner's zeal and diligence). For truly free communication, you need to know about 5000-6000 words (this corresponds to the advanced level (Advanced) and requires 3-4 years of studying English "from scratch"). If you regularly teach 10 words a day, you can learn 3000 words per year. But just learning words is not enough, you definitely need knowledge in the field of grammar and syntax for correct understanding and constructing a sentence. The most important thing is to speak English as often as possible. As the English proverb says: "Practice makes perfect". To make it easier for you to memorize words, try classes on learning English using Skype with a teacher. This method will allow you to expand your vocabulary and learn how to correctly use the vocabulary learned in speech.

It is also known that, knowing only 120 English words (of course, the most useful and often used ones), one can explain at the most primitive level, or in other words, "survive" in an English-speaking environment without an interpreter.

Literature1. From the Internet http://unbelievable.su/articles.php?id=594&osm=12. http://list-english.ru/articles/long.html3. http://ivanbobrov.com.ua/2015/05/31/vocabulary/4. Zamenhof, Lazar Ludwig // Jewish encyclopedia of Brockhaus and Efron.

Which Characters excite my admiration?

Koishinova Z.Scientific adviser: Mametekova G.S.

Semey pedagogical college named after M.O. AuezovAnnotation

“A man might befriend a wolf,even break a wolf, but no man could truly tame a wolf”

George R.R. Martin, A Dance with Dragons

In my research work I compared two stories of great writers. They are Mukhtar Omarhanuly Auezov`s "Fierce Gray " and Jack London`s "White Fang". The similarities and differences of these stories are presented by means of Blum's taxonomy.

KnowledgeSabit Mukanov: "The story is very deep. It is very difficult to get the sense of it

from the inside, though it may affect it. We do not presume that this is the case with the Wolf, Mukash (the name of the first version of Kurmash). We have only to say when Mukhtar writes about Kokserek, he does not take a wolf, a hunt, but a human being.’ The description of White Fang by Jack London: “The Wild still lingered in him and the wolf in him merely slept” [8].

The gray wolf cub around which the novel revolves. His character develops over the course of the novel.

ComprehensionI’d like to start my research work with Jack London’s “White Fang” because it

was written earlier in 1906. Jack London was born John Griffith Chaney on January 12, 1876, in San Francisco, California. After working in the Klondike, London returned home and began publishing stories. His novels, including The Call of the Wild, White Fang and Martin Eden, placed London among the most popular American authors of his time. In the spring of 1897, Jack London succumbed to the "gold rush" and went to Alaska. At first Jack and his comrades were lucky - ahead of many other gold diggers, they were able to make their way to the upper reaches of the Yukon River and stake out the site. But there was no gold on it, and it was not possible to stake a new one until the spring, and, to crown it all, during wintering London fell ill with scurvy. He returned in 1898 to San Francisco, to having experienced all the delights of the northern winter. Instead of gold, fate gave Jack London a meeting with the future hero of his work "White fang"[6,46p].

”White Fang” is the adventure story, whose main character is a half-dog-half-wolf named White Fang. For the first time the work was published in several issues of The Outing Magazine from May to October 1906. The book tells about the fate of a tamed wolf during the gold rush in Alaska in the late 19th century. In this case a rather large part of the work is shown by the eyes of animals and, in particular, of White Fang. The story describes the different behavior and attitude of people to animals, good and evil.

The father of White Fang was a wolf, and his mother, Kiche, was half a wolf, half a dog. He was born in the Northern Glush and survived the only one of the whole brood. In the North, we often have to starve, which killed his sisters and brothers. A father, a one-eyed wolf, soon dies in an unequal fight with a trot. The wolf cub and mother stay together. The world is full of surprises, and one day on the way to the creek the wolf cub stumbles upon unfamiliar creatures - people. It turns out that his mother

had a host - an Indian Gray Beaver. He again becomes the master of Kiche. He catches her again and White Fang, her pup, stays nearby. Soon, she is sold to another Indian, while White Fang stays with Gray Beaver, her master. The other dogs of the village terrorize White Fang, especially one named Lip-lip.

White Fang becomes more and more vicious, encouraged by his master. He kills other dogs. Gray Beaver goes to Fort Yukon to trade and discovers whiskey. White Fang is passed into the hands of Beauty Smith, a monster of a man. He fights other dogs until he meets his match in a bulldog and is saved only by a man named Scott.

Scott tames White Fang and takes him back to California with him. There White Fang learns to love his master and his master's family and even saves Scott's father from a criminal that escaped from the nearby prison. White Fang has puppies with Collie, one of the master's dogs, and lives a happy life [4,19-167p].

London puts us right in his wolfs skull for a lot of it and we can see the huge changes he goes through over the course of his life. Plus, London handily points out the lessons he learns along the way, so we understand just why we should care about this furry little creature. And it's not just because his name's the title of the book.

«Fierce Gray»It is absolutely impossible to imagine multinational Kazakh literature without

the name of its classic Mukhtar Omarkhanuly Auezov [3,13p]. Mukhtar Auezov was a Kazakh writer, a social activist, a Doctor of Philology, a professor and honored academic of the Soviet Union (1946). He was born in twenty-eighth of September, 1897 in the old town of Semey in Kaskabulak, where he spent all his childhood.

When Auezov was a child, read Jack London`s books , an American writer, and becoming an adult, translated into kazakh his story "White Fang" and repeatedly repeated that his story about the wolf “Kokserek" is written "in the same row as the stories of Jack London, Chekhov, Lev Tolstoy." "I also tried to show the "psychology", the habits of the animal, - wrote Mukhtar Auezov. “My children's impressions about life in the village, hunting Hobbies helped to feel more completely the invisible threads which fastened the relations of the person to these eternal companions of migrations and wintering. I remember how a dramatic duel between a man and a wolf near Jack London shook my imagination". Mukhtar Omarkhanuly Auezov died in twenty-seventh of June, 1961 in Moscow and was buried in Almaty [7,16p].

The subject of the conversation is wolf, nature, human question, the degree of the relation between man and nature in nature. People opposed nature's laws, and the wolves destroyed their homeland, deprived them of their strength, and imprisoned them as prisoners of war. But as a wolf grows older, he misses freedom. Residents of the village do not look down on the Kokserek.

Kurmash's cousin killed the wolf, two of his wounded cousins, and the youngest to the village. Kurmash adopts the division of wolves. The caterpillars of the wolf are roasted every day. One year passes. The fever grows. It is enough to challenge all ceilings. At that moment, he picked himself up in a puppy and took a dog that would take away food. As soon as he had eaten, he was able to eat the beans in the pot. Next, it's a horror. He goes out into the field. She does not come back to the village. She meets a female wolf. Then they both live together. In a storm, he meets seven hungry wolves. When it comes to them, one day they will eat a horseradish horse from the village. When he opens, he attacks the horse and the sheep. Villagers are very angry. One day Kurmash was taken to a sturgeon when his father was ill. At that time, Kokserek and his eight wolves attacked the sheep. Kurmash, who was on horseback, falls from the horse to protest against them. The horse jumps to Kurmash. He recognizes the pelvis under the sign of one of his ears and calls it " Kokserek ".

The hunter in the village had a strong dog. The villagers recognize this dog can cope with the wolf. The village people go hunting with this dog. They meet with Coxerec on the hill. The strength of both is balanced. Both engrave each other. At that moment, the owner of the dog and the peasant came down and cut off the neck of Kokserek. At this point the dog freed itself from the mouth of the wolf. They returned home, and threw the wolf under the feet of Grandmother Kurmash. Then his grandmother sobbed, "What is the fault of my son?" [1].

ApplicationThe legendary writer Mukhtar Auezov's “Kokserek " was shot in 1973. The All-

Union presentation took place on April 8, 1974 in Moscow [5].The novel was filmed many times. The first film adaptation of the work was the

same film in 1946 produced by the USSR. The film was directed by Alexander Zguridi, and the main roles were performed by Oleg Zhakov, Elena Ismailova and Lev Sverdlin. In 1973, the French-Italian film "White Fang" was filmed, and in 1974 his sequel "Return of the White Fang" was withdrawn. In 1991, again filmed, this time in the US by director Rendl Klaiser. The main roles were played by Ethan Hawk and Klaus Maria Brandauer. Three years later a sequel to the film, entitled White Fang 2: The Legend of the White Wolf, was directed by Ken Olin, but with the work of Jack London, the film was virtually unrelated.

Analysis:Fierce Gray the title of the story White fangM.Auezov author Jack London1929 date 1906Kazakh language Englisha wolf who lived among people

about a wolf who lived among people

Kokserek main character White fangKurmash- masterAkkaska (The dog of Zhumash)Kassen (the enemy of Kurmash)Kurmash`s grandmotherZhashash (A person who commits Kurmash)White Wolf (Mother)Blue Shadow (Father)

Secondary heroes Kiche (White Fang's mother)One Eye (White Fang's father)Grey Beaver (White Fang's first master)Lip-Lip (the enemy of Fierce Gray)Beauty Smith (White Fang's second master)Weedon Scott ( White Fang's third master and the first to show affection towards him)Jim Hall (criminal who escapes from prison after Judge Scott justly sentences him)Judge Scott (Weedon Scott's father)

Collie (dog on Scott's farm)Henry and Bill (musher who appears in the first part of the novel)

Karaadyr place Mackenzie, California, Fort Yukon

Synthesis:

Many researchers believe that the «Fierce Gray» was influenced by the "White Fang" of London. It is quite possible. However, we can not forget the sad lines of Abai:

`Я вырастил пса из щенка — Он ногу мне прокусил.Обучил я когда-то стрелка.И он меня чуть не убил`.`I raised a dog from a puppy -He bitten my leg.I once taught an arrow.And he almost killed me`[7].More than that, Jack London managed to reveal human nature in a powerful way

and create such remarkable characters who became real models for me to follow and excited my admiration. And we, the readers of these marvellous stories, follow the fates of the leading personages with unabated interest and with bated breath[7, 46-47p].

EvaluationI read both books, I think that wolves are animals from the wild. They can`t adapt

to live with people. If you thought “White Fang could live together with the masters in village as well as in the city”, I will answer: Kokserek was a thoroughbred wolf. When

1.They were both haters of people. They did not eat up, because of this they stole meat, that's why people threw stones at them, beat them, drove them away. And the dogs did not give him rest.2. Wolves are called ‘two-legged’ when they first see people.3. When both wolves see their newborn wolf, their father begins to bite and do not know what to do.4. Both of their brothers and sisters died.

1.Grey Beaver slams it, does not brag, but protects it from other dogs, the white cake serves him loyally, but does not love it.Beauty Smith - White fang are involved in dog racing, it hates him.Scott - teaches White Fang to love 2. When White Fang saw how the people lit the fire, they began to call them "Gods"

4.They died of starvation.

1Kurmash loves him, takes care of him, protects dogs and people, but Kokserek kills him.4.People killed them.

he was a little he ate little and besides Kurmash defended and protected him always. But when he grew up, he did not eat up, he had to steal rams from the villagers. The villagers hated him for it, threw them around and beat him. And the dogs did not give him rest. He could not stand it and ran away.

And the White Fang was a half-wolf half-dog. Savagery in him was for less than that of Fierce Gray, he had a chance to become a pet like a dog. But if he remained an animal of handsome Smith, he would have fled and possibly even killed him. Fortunately, Weedon Scott took him from Smith, and taught him to love. And for the rest of his life he served him like a real pet” .

After reading the book of Jack London "White Fang" and Mukhtar Auezov "Fierce Gray", I realized that this is one of their`s best works, this work will not leave anyone indifferent. The authors tell about the life of a wolf, who was separated from his mother, and he gradually had to adapt to people's lives, obeying the master - "God." Reading these books, I lived a lifetime: experienced, fought, and missed with wolves. It was very painful for me to read about the beatings that the wolf received from a man, about the bites that tore his dogs. Incredible emotions cause cruelty of people towards animals. I cried, I was very sorry for White Fang. After all, his whole life is a struggle for survival, a struggle, where the strongest remains. And as a reward for all his trials he finally met a wonderful host. As I am grateful to Weedon Scott for his humanity, kindness, patience and endless love for this faithful beast. Reading page after page, I was very worried about what would be the end. But it all ended wonderfully! White Fang recovered, and he had a family. I cried with happiness. But I was very sorry for Kurmash and Kokserek. Kurmash died out of love for the wolf and the wolf died because of the love of freedom. What a wonderful and sensual book! She educates us and teaches us to understand life. Whoever has not read this story, I advise you to read it. With White Fang you will live a lifetime of experiencing and rejoicing.

References:1. Auezov M.O. «Fierce Grey», Almaty: Zheti zhargy, 1997-112p. Compiler

Turkbenbayeva D.D. 2. Журтбаев Т., «Дом Ауэзова», «0 жизни и творчестве Мухтара Аузова», газета

«Студент». №6- 30.09.1997, 1- 3 стр. 3. ИльясоваБ.Т., «Dedicated to the 115th anniversary of Mukhtar Auezov»,

Мектептегішеттілі №1 (67) қаңтар\ақпан 2014, 13-15р. 4. Лондон Д., Сэтон-Томпсон Э., Зальтен Ф., «Белый клык», М, 1984, 19-167стр.5. Мурат Султапбаев. «Величие таланта Мухтар Ауэзова»,

мопография.г.Семипалатинск, 1997. 6. СидороваЕ. , «Which Jack London Characters excite my admiration», Издательский

дом «Первое сентября»», 18 number , 2007(16-30September), 46-47p .7. Тебегенова «Әлем мәдениеті тарихып зерттеуші» , «Абай» журналы, №1-2003,

16- 20 б.8. https://www.goodreads.com White Fang Quotes

World of linguisticsKuandyk D.

Scientific adviser: Akhmetzhanova Sh.Zh.Pavlodar Pedagogical College named after B. Akhmetov

The origin of language is one of the greatest mysteries of human existence. Why do people, unlike other species of living creatures that live on Earth, are able to communicate through words? How did the language come about? Each human language is a complex of knowledge and abilities enabling speakers of the language to communicate with each other, to express ideas, hypotheses, emotions, desires, and all the other things that need expressing. Linguistics is the study of these knowledge systems in all their aspects: how is such a knowledge system structured, how is it acquired, how is it used in the production and comprehension of messages, how does it change over time? Linguists consequently are concerned with a number of particular questions about the nature of language. What properties do all human languages have in common? How do languages differ, and to what extent are the differences systematic, i.e. can we find patterns in the differences? How do children acquire such complete knowledge of a language in such a short time? What are the ways in which languages can change over time, and are there limitations to how languages change? What is the nature of the cognitive processes that come into play when we produce and understand language?As all scientifics Linguistics has different parts.The part of linguistics that is concerned with the structure of language is divided into a number of subfields: Phonetics- the study of speech sounds in their physical aspects Phonology- the study of speech sounds in their cognitive aspects Morphology- the study of the formation of words Syntax- the study of the formation of sentences Semantics- thestudyofmeaning Pragmatics- the study of language useAside from language structure, other perspectives on language are represented in specialized or interdisciplinary branches: HistoricalLinguistics Sociolinguistics Psycholinguistics Ethnolinguistics (orAnthropologicalLinguistics) Dialectology ComputationalLinguistics Neurolinguistics

Language is a communication system. It is true that we use language to communicate with others. However, language is much more than a communication system. The most recent study about the nature of language suggests that language is first and foremost a representational system; a system which provides us with the symbols we need to model for ourselves, to ourselves, inside our heads, the universe around us. This modeling, carried out using the symbols ("words") provided by language, is commonly called "thinking." The communication function of language, which allows us to represent things not only to ourselves but to others as well, is an added benefit.Primitive people speak primitive languages. We know, from anthropological research, that there are no primitive people on Earth today; indeed, it may be that the "Neandertals" were the last truly primitive people. And, there are no primitive languages, either. All languages that we know, including those that are no longer anyone’s native language (Latin, Homeric Greek, etc.) have all the properties of the so-called "modern" languages (French, Spanish, Russian, etc.).Today, out of 7.2 billion people on Earth, 2/3 speak one of 12 languages as their native language. This is English (527 million), Chinese (1.39 billion), Hindi-Urdu (588 million),

Arabic (467 million), Spanish (389 million), Russian (254 million), Bengal (250 million. ), Portuguese (193 min), German (132 million), Japanese (123 million), French (118 million) and Italian (67 million).See the fact! Children grow up learning and speaking a language before learning to write. Even in this modern era, some people still cannot write but can communicate using with a language.Have you ever wondered why we say "women" rather than "womans"? Or why the following entity is called “birds” in English and not “monkey “ or “money”? We have a lot of questions, but we don’t have answers.It's questions like these that intrigue the linguist!Many people think that a linguist is someone who speaks many languages and works as a language teacher or as an interpreter at the United Nations. In fact, these people are more accurately called "Polyglots". While many linguists are polyglots, the focus of linguistics is about the structure, use and psychology of language in general. Linguists have an interest in understanding the way the language works, either a particular language or language in general. Linguists notice small details and discrepancies in the patterns of a language.Few linguists study all the branches of linguistics in depth. Many linguists focus on one of the branches of linguistics (phonetics, phonology, morphology, syntax, discourse, semantics, pragmatics, etc.). Other linguists focus on a particular language or language family that interests them. Still other linguists focus on a particular language-related product or service, such as developing orthographies, developing dictionaries, writing grammars or teaching a language to speakers of another language. This last group is sometimes refered to as applied linguistics.These are just some of the many types of linguists. The main thing to note is that linguistics is fun! It covers all sorts of areas of discovery...language, science, puzzles, history, mathematical patterns, quirky things that don't fit, musical pitches and sound waves, related to language groups, travel, sociology, psychology, writing systems, programming... in fact, most areas of discovery are related in some way to linguistics. Our language is so much a part of us and who we are. It is a privilege to be able to spend time investigating the patterns in what we and others say and hear, and to discover so much in the process.

Recommended Literature:

https://en.wikipedia.org/wiki/Linguistics

https://www.sil.org/linguistics/what-linguistics

Basic differences between American and British EnglishKussaiyn A.S.

Scientific adviser: Schneider S.A.Pavlodar business-college

Now we are talking about the one language that used in the two countries. Countries arelocated in the different parts of the world. The English Language was the first introduced to the Americans by British colonization. The language spread to numerous other parts of the world as a result of British trade and colonization elsewhere and the spread of the former British Empire.The English is the most interesting language. “England and America are two countries separated by a common language” – George Bernard Shaw. Native speakers of both

varieties have relatively few problems understanding one another, but there are several points at which British and American diverge. Differences between the two include pronunciation, grammar, vocabulary (lexis), spelling, punctuation, idioms, slang, accent,formatting of dates and numbers, and so on, although the differences in written and most spoken grammar structure tend to be much more minor than those of other aspects of the language in terms of mutual intelligibility. A small number of words have completely different meanings between the two dialects or are even unknown or not used in one of the dialects.

British and American English can be differentiated in three ways:Differences in language use conventions: meaning and spelling of words, grammar and

punctuation differences.Vocabulary: There are a number of important differences, particularly in business

terminology.Differences in the ways of using English dictated by the different cultural values ofthe

two countries.When we are learning English as s foreign language.it is important to understand the

differences between British and American English.Mixing twovarieties will make English sound strange and unnatural so it best to choose just one and use it all the time. There is no “better” or “worse” variety of English and both English and American have their advantages depending on how and where you intend to use the language.

There is an old saying that America and Britain are “two nations divided by a common language.”

No one knows exactly who said this, but it reflects the way many Brits feel about American English. My British friend still tells me, “You don’t speak English. You speak American.” [1, 146-148]

But are American and British English really so different?Vocabulary.The most noticeable difference between American and British English is vocabulary.

There are hundreds of everyday words that are different. For example, Brits call the front of a car thebonnet, while Americans call it thehood.

Americans goon vacation, while Brits goon holidays,orhols.New Yorkers live inapartments; Londoners live inflats.There are far more examples than we can talk about here. Fortunately, most Americans

and Brits can usually guess the meaning through the context of a sentence.Collective nouns.There are a few grammatical differences between the two varieties of English. Let’s

start withcollective nouns. We use collective nouns to refer to a group of individuals.In American English, collective nouns are singular. For example,staffrefers to a group

of employees;bandrefers to a group of musicians;teamrefers to a group of athletes. Americans would say, “The band is good.”

But in British English, collective nouns can be singular or plural. You might hear someone from Britain say, “The team are playing tonight” or “The team is playing tonight.”

Auxiliary verbs.Another grammar difference between American and British English relates to auxiliary

verbs.Auxiliary verbs, also known as helping verbs, are verbs that help form a grammatical function. They “help” the main verb by adding information about time,modalityand voice.

Let’s look at the auxiliary verbshall. Brits sometimes useshallto express the future.For example, “I shall go home now.” Americans know whatshallmeans, but rarely use

it in conversation. It seems very formal. Americans would probably use“I will go home now.”

In question form, a Brit might say, “Shall we go now?” while an American would probably say, “Should we go now?”

When Americans want to express a lack of obligation, they use the helping verbdowith negativenotfollowed byneed. “You do not need to come to work today.” Brits drop the helping verb and contractnot. “You needn’t come to work today.”

Past tense verbs.You will also find some small differences with past forms of irregular verbs.The past tense oflearnin American English islearned. British English has the option

oflearnedorlearnt. The same rule applies todreamedanddreamt, burnedandburnt, leanedandleant.

Americans tend to use the–edending; Brits tend to use the-tending.In the past participle form, Americans tend to use the–enending for some irregular

verbs. For example, an American might say, “I have never gottencaught” whereas a Brit would say, “I have never got caught.” Americans use bothgotandgottenin the past participle. Brits only usegot.

Don’t worry too much about these small differences in the past forms of irregular verbs. People in both countries can easily understand both ways, although Brits tend to think of the American way as incorrect [2]

Tag questions.A tag question is a grammatical form that turns a statement into a question. For

example, “The whole situation is unfortunate, isn’t it?” or, “You don’t like him, do you?”The tag includes a pronoun and its matching form of the verbbe,haveordo. Tag

questions encourage people to respond and agree with the speaker. Americans use tag questions, too, but less often than Brits.

Spelling.There are hundreds of minor spelling differences between British and American

English. You can thank AmericanlexicographerNoah Webster for this. You might recognize Webster’s name from the dictionary that carries his name.

Noah Webster, an author, politician, and teacher, started an effort to reform English spelling in the late 1700s.

He was frustrated by theinconsistenciesin English spelling. Webster wanted to spell words the way they sounded. Spelling reform was also a way for America to show its independence from England.

You can see Webster’s legacy in the American spelling of words likecolor (from colour), honor (from honour),andlabor (from labour). Webster dropped the letterufrom these words to make the spelling match the pronunciation.

Other Webster ideas failed, like a proposal to spellwomenaswimmen. Since Webster’s death in 1843, attempts to change spelling rules in American English have gone nowhere [3, p.26-27]

Not so different after allBritish and American English have far more similarities than differences. We think the

difference between American and British English is oftenexaggerated.If you can understand one style, you should be able to understand the other style.

With the exception of some regional dialects, most Brits and Americans can understand each other without too much difficulty. They watch each other’s TV shows, sing each other’s songs, and read each other’s books.

References:1.Algeo, John (2006).British or American English?. Cambridge: Cambridge University Press.ISBN 0-521-37993-8.2.https://wiki.ubuntu.com/EnglishTranslation/WordSubstitution

3.Hargraves, Orin (2003).Mighty Fine Words and Smashing Expressions. Oxford: Oxford University Press.ISBN 0-19-515704-4

English is an integral part of computer science terminology

Maukenova E. M.Scientific adviser: Kusmanova N. Y.

East Kazakhstan humanitarian college

Learning English at school curriculum is not an easy task. In addition, English has extensive links with other academic subjects, one of which is computer science. In the modern world over the past few decades, there have been significant technological changes that inevitably have an impact on the social sphere and the sphere of education. A significant role in the development of these changes is associated with the development of information technology. Historically, a fairly significant part of the tasks being solved in the field of computer science is related to the use of the English in this subject area. English took on the role of an "international language of science". The connection between these subjects is manifested primarily in the fact that the main terms and notations from the field of computer science are given exclusively in English. English is also the language of the Internet, without which it is difficult to imagine modern life. English language proficiency gives the key to world markets, science and new technologies. English is needed always and everywhere. That`s why computer science teachers have to use English in lessons of computer science. Nowadays, Kazakhstan is developing an "informative" society. In this regard, in the East Kazakhstan region, since 2016 began to introduce a comprehensive plan for the development of trilingualism. In 2019 at high schools - 10th, 11th grades - it is planned to teach in English the subject of computer science. The main goal is to show the connection with English, to impart to students the skills of using computer technologies in their future profession and everyday life, to show the use of technologies in the concrete life situation. Thus, children will understand computer science, be aware of the latest technologies, will know how to use programs, and how to create them, will understand the connection between computer science terminology and English. The importance of learning English and using it in computer science lessons is that children will learn programs for computers and phones, all news about the latest technologies, such as computers, smart phones, tablets, which are always produced in English. Unfortunately, at schools children have only one hour of computer science a week. Therefore, it is impossible to interest children in it. But if teachers of computer science use English in introducing terminology of computer science, they will probably interest them both in computer science and in English. A teacher who teaches computer science must know English well. To successfully master the subject of computer science, children have to understand deeply terminology’s meaning of computer science in English. [1]

Computer science is the integration of principles and applications of technologies that are required to provide access to information. This science revolves around studying the structure and expressions of algorithms, which are then used to solve complex problems. To excel at and understand computer science, it is important to understand English terminology. By learning the basic English terminology used in computer sciences, other, more complicated concepts will be easier to understand. Below is a list of popular computer science terminology. [2]

Program codes, software operations, keywords, instructions, algorithms, program`s language, the whole interface are in English. The commands, which are in the form of verbs, such as «Close», «Open», «Copy», «Cut», «Exit», «Escape», «Insert», «Delete», «Enter», «Save», «Find», «Lock», «Print», «Select». Windows, Microsoft Access, Excel, Power Point,

Word, graphic editors:Picture Manager, CorelDraw AdobePhotoshop, AdobeInDesign, Paint, internet browsers:Opera, Google, Chrome, Mozilla Firefox, etc. can be the great example of computer science terminology of English origin. Teachers of computer science need to develop children's skills in using basic concepts of computer science and ICT in English, work out the methods of working with the English interface application programs that may be useful in the future, various types of professional activity (scientific work, representation of themselves in various qualities, negotiation, work on image, communication through global networks). Work on the computer invariably evokes the interest of students, increases motivation, stimulates language learning and cognitive activities in general. Experience in the use of information technology gives grounds to assert that the computer includes the reserves of the educational process, stimulates the learner, expands the didactic capabilities of the teacher, facilitates his work.

HTML-is short forHyperText Markup Language. HTML is used to create electronic documents (called pages) that are displayed on theWorld Wide Web. Each page contains a series of connections to other pages calledhyperlinks. Every web page you see on the Internet is written using one version of HTML code or another.

Algorithm- is a solution to a problem that meets the following criteria.WWW: WWW stands for World Wide Web. It’s a term used to define the Internet.URL: URL stands for Universal Resource Locator. It’s a way of accessing the

Internet.ZIP- is an acronym for Zone Information Protocol. ZIP application enables

transfer of data using compression of files.IP address- also known as an "IP number" or simply an "IP," this is a numerical code

that identifies a specific computer on the Internet. Think of it as a computer’s unique Social Security Number.

Function-is a group ofinstructions, also known as a named procedure, used by programming languages to return a single result or a set of results.

Java- used to createInternetapplications and othersoftwareprograms.Error-is a term used to describe any issue that arises unexpectedly that cause a

computer to not function properly.Escape,Esc-is akeyfound on the top-left corner of a computerkeyboardand allows

the user toabortorcancelan operation.Command language- is a language used for executing a series ofcommandsthat would

otherwise be executed at theprompt.Programorprogramming-is a term used to describe the process of

aprogrammerdeveloping a software program.Push-refers to the action of pressing down on something.Public-refers to anything that is out in the open for everyone to see.TheShift key-is a keyboardmodifier keythat allows a user to type a

singlecapitalletter.Value-is something that is stored in a variable, or object.Index- is a list of data, such as a group of files or database entries. It is typically saved

in a plain text format so a computer can quickly scan it to retrieve the information it needs.CPU- stands for the Central Processing Unit, which is the processing chip and "brains"

of a computerFormat- is used toorganizeorarrangetext,especiallyon acomputer,accordingto

achosenpatternEnter- is usedto putinformationinto acomputer,book, ordocumentCaps lock - is akeyon acomputerkeyboardthat youpressto make

anylettersyoutypeappearascapitallettersuntil youpressit again

Uninstall - is used toremoveacomputerprogramfrom acomputerData- refers to the information that is saved on a computer.Memory- is the internal storage location where data and information is stored on a

computer.Network- is a group of computers connected to each other in order to send and

receive data.Process- It’s a series of commands that changes data values.Software- is a program (coding) that the computer reads. The system then carries

out functions as directed by the code. Data security- this is the process of protecting data from unauthorized users or hackersCloud storage- is an alternative to storing data on a computer’s physical storage.

Information that’s stored “on the cloud” is kept on remote servers that can be accessed anywhere via the Internet.

E-mail- is a message that may containtext,files,images, or otherattachmentssent through a network to a specified individual or group of individuals.

USB(Universal Serial Bus)- is aplug-and-playinterface that allows a computer to communicate withperipheraland other devices.

There are also words borrowed from the English language and used in everyday language by non-English speakers:

Blog - a regularly updated website or web page, typically one run by an individual or small group, that is written in an informal or conversational style.

Desktop- a viewon acomputerscreenthatcontainsiconsrepresenting files, programs, and otherfeaturesof thecomputer

Interface- a device or program for connecting two items of hardware or software so that they can be operated jointly or communicate with each other.

Login-anamethat youenterinorderto beableto use acomputersystemClick- select (an option on an electronic interface) by pressing a button or touching a

screen.Virus- is a program that is loaded onto your computer without you knowing about

it and it runs to hinder the normal functioning of the computer.Processor - also referred to as the microprocessor, this little chip is the heart of a

computer.File-is an object on a computer that storesdata,information, settings, or commands

used with a computerprogram.Pixel- is formed by combining the two words viz. PictureElement. It represents

one point within an image.Internet- is a network that accommodates several computers to facilitate exchange

and transfer of data.Comment-is a remark, suggestion, or another form of feedback about a product or

service. Printer- is amachinethat isconnectedto acomputerandprintsontopaperusinginkScanner- is adevicefor makingimagesof the inside of thebodyor

forreadinginformationinto acomputersystemFor the effective usage and understanding of above mentioned terms, there is a method

CLIL, which trains teachers the method of teaching subjects in English. The CLIL method (Content and Language Integrated Learning) has recently gained increasing popularity in the teaching of English. Simply put, CLIL is a study in English (or another foreign language) of all or several subjects of the school curriculum including computer science. This approach allows two subjects to be taught simultaneously. Children can just learn English separately, and computer science - separately. But it turned out that such combined lessons significantly

increase the motivation for children to study both language and computer science. It is often difficult for children to understand the need to learn English in computer science. They definitely know that it will be useful for them in the future, but it is such a vaguely distant perspective that it does not always motivate them enough to make efforts to learn the language right now. But in teaching computer science terminology where CLIL technologies are used, the language is no longer the goal but a mean of learning this subject, that is, learning the language becomes more focused, as the language is used to solve specific communicative tasks. [3]

In addition, students have the opportunity to understand better terminology of computer science, which leads to the formation of the logical and critical thinking of students. The student passes through a sufficiently large volume of linguistic material, which is a full immersion in the natural language environment. It should also be noted that working on different topics allows you to learn specific terms, certain language constructs, which helps to replenish the vocabulary of the learner with the subject terminology and prepares him for further study and application of the acquired knowledge and skills. The study of a foreign language and a non-linguistic subject is simultaneously an additional means for achieving educational goals and has positive aspects both for studying a foreign language and a non-linguistic subject.And the computer science teachers who take part in this course and use this method in the lessons are able to confirm how closely the two lessons are connected.

The language of computer science is in the phone too. So people who want to learn quickly the terms of computer science, need to change the language in the phone. Because, in children, teenagers and the whole society, telephones next to themselves 24 hours a day. By changing the language in the phone, people can get used to the terms and learn 2-3 terms a day. This is the most optimal way to learn terms quickly, because people use their phone a lot. People, who use this method, learn terms much easier and faster.

Term TranslationSettings НастройкиConnection СоединениeApp ПриложениеScreen ЭкранLock БлокировкаUpdate ОбновитьAccount Учетная записьUpload ЗагрузитьDownload СкачатьType ПечататьWi-Fihotspot Точка доступаEnter ВводитьUninstall УдалитьInstall УстановитьDelete УдалитьAdd ДобавитьPoweroff ВыключитьRestart ПерезагрузитьShare ПоделитьсяEdit РедактироватьRotate ПовернутьSubscribe Подписаться

It is impossible to consider the terminology of computer science without Englishlanguage. These two subjects are closely connected. The given examples can prove that the terminology of computer science in the majority of cases is of English origin. Computer science is easily given to someone who knows English well.Those who want to learn computer science and IT, first of all should be competent users of English language. It is evident the role of English language is significant in the effective learning of computer science.

References1. http://apgazeta.kz/2016/09/07/ob-informatike-na-anglijskom/2. https://nsportal.ru/shkola/materialy-k-attestatsii/library/2013/01/31/

mezhpredmetnye-svyazi-na-urokakh-angliyskogo3. http://proenglish-blog.ru/metody-i-metodiki/chto-takoe-clil-ili-poznaem-mir-cherez-

anglijskij.html

Features of translation English basketball termsMintaev E.

Scientific adviser: Rakulova Z.A.AksuCollegeofFerrousMetallurgy

Sport is called the "phenomenon of the XXI century". Due to its comprehensive, universal nature, it is not only a narrow professional human activity, but also a part of the cultural, political and economic life of a certain country, an integral part of the traditions and consciousness of the people. In sports, the human factor is extremely important, special attention to a particular person.

The phenomenon of sport is the focus of attention of specialists of different scientific fields, including linguists, for whom the language of sport is of particular interest, in particular, its terminology.

Modern young people are very different from those of youth, as were their parents. They differ a new world outlook on life. After all, if before young men and women had the main purpose of his life a successful marriage, then today, they tend to occupy the seats of honor in the competition of a particular sport and to make a successful career.

As for us, as representatives of modern youth, the key we feel to appreciate the game in basketball and not to play a dirty game. In addition, our main interest is obtaining skills in basketball at the moment and the choices of positions for their future career.

As the title implies the article describes special vocabulary of professional sportsmen and international character of basketball terms.

Purposes: 1. To know the basketball terms using in modern youth.2. To identify young generation’s achievements in basketball The concept of “sport terminology” Today, sports terminology in both Russian and English languages is undergoing

significant changes due to the widespread globalization, expansion of intercultural communication, fierce competition, economic changes and technological progress.

Consideration of sports terms deserves special attention, as the sports lexicon is significantly different from the other specialized vocabulary that it has spread not only in the

speech of professional athletes, coaches, but also students interested and professionally involved in a particular game.

In the explanatory dictionary of Ozhegov, term is the unit of any particular natural or artificial language (word, word collocation, abbreviation, symbol, combination of the words) having as a result natural developed or specific conscious party arrangement by special terminological value. It can be expressed either in verbal form, or in any formal format and fully and accurately reflects the basic, essential at this level of development of science and technology, the characteristics of the corresponding concept. Terms - are words special, limited edition its special value used to express precise concepts.

The main requirement is that the term is its uniqueness. Terms exist not just in language, but in a certain terminology. Unlike ordinary words, the uniqueness of which speech communication is provided by the situation or linguistic context, the term needs no context.

It is known that sporting events are one of important criteria characterizing the state of the entire training activities of athletes. For the competition even on the national scale, it is necessary to prepare carefully. At all stages of learning, fixing, improving motor skills (speed, agility, strength, endurance, flexibility) teachers of physical education, coaches in individual sports, the fans used in the spoken vocabulary sports terminology that is understandable to all present.

Sports terms are intended to indicate physical exercise, General concepts, names of shells, tools. Coaches and athletes should learn how to use them, know the features, the origin of the individual terms. This will help them to empower communication in the classroom and improve the efficiency of the learning process, facilitate the description and understanding of exercise equipment.

Terminology is a set of terms in a particular industry. The paper deals with the English terminology in the game "Basketball". As basketball today is the most harmoniously growing sport in our town Aksu. In our college, basketball is the favorite sports game. Most of the students with a great desire to go to the basketball section at school and achieve good success. The game is "basketball" came to us from America, so all the terminology is of English origin. And it is advisable to use it, the necessary knowledge of English words.

Features of translation sports termsEach sport has its own terminology and definitions. You can call it "sports slang", so

deeply these words came into use, athletes and coaches, what other terms they don't use anymore. It is hard to imagine sports translation without taking into account not only context, but also specialized vocabulary.

Under "sports translation" refers primarily to the activity of the commentators of sporting events. Equally important is the interpretation and exchange of information between athletes, coaches, journalists.

So, it should be emphasized that the main problems of translation in the sport is the terminology, different abbreviations and slang that are specific to each sport, which introduces certain difficulties.

2. The use of the English sports terminology in the basketball teams: “Metallurg”, “Licei”, “Paramonovka”.

We have conducted a linguistic experiment among the participants of the basketball teams of Aksu. Altogether 52 participants. The result of our work was to set the frequency and the correct use of borrowed terms.

Task 1. One of the first questions was proposed: "Do you use sports terms in the game of "basketball"?"100% of respondents answered in the affirmative.

In the second phase the respondents were given a list of terms associated with the game of "basketball" in English and Russian languages. 75% of respondents were able to correctly correlate all the English words with their Russian designation 25% of players made errors.

Task 2. Match the term with their designation. Personal error is in contact with the other team: shock, impact, etc.

Dribbler FoulPivotCentral player minute break pass the ball

Metallurg Licei Paramonovka0%

10%20%30%40%50%60%70%80%90%

Results of Task 2

Dribbler Foul Pivot

Graphically the results are presented in Appendix. 1Task 3. In the third stage, the participants had to indicate the terms that they are actively

consumed in the course of playing basketball. The survey found that the most popular terms among the members of the team "Metallurg", “Licei”, “Paramonovka” are the following words:

Out – 26 Pass - pass – 32Streetball – 28 Block-block – 25 Forward – 19 Pick and roll – 16 Crossover – 7Close door – 5 Semi final – 11Scoreboard – 8 Guard – 24Free throw – 6 Faul – 15Buzzer – 12Coach - 8ReboundAlley oop – 27 Assist – 15 Shoot – 18All-star weekend – 9

Out Pass Streetball Block ForwardPick and Roll Crossover Close door Semi final ScoreboardGuard Free throw Foul Buzzer CoachRebound Alley oop Assist Shoot All-Star weekend

We conducted experiment shows that a portion of the borrowed words are so Russified and got used to the Russian language system that learners do not think that they came to us from the English language. These sports anglicisms have become part of our Russian language, they are understood by athletes, not cause difficulties in pronunciation, are used in the course of the games.

ConclusionIn the process the linguistic experiment has the purpose, which percent frequency and the

correct use of English terms in the game "basketball". The study showed that the participants could recognize sports Anglicism and their meaning easily.

We also defined that Aksu team members actively use this vocabulary in training and competition.

Thus, our hypothesis, the ability to recognize the English terminology, to understand their lexical meaning and to better focus in the sports vocabulary is confirmed, but partially, because some anglicisms are so firmly accustomed to the Russian language that became difficult to distinguish from the Russian words, their meaning clear.

With the aim to enrich the vocabulary of English words, we have created Glossary of basketball terms for basketball fans, which will help you better remember specific sports terms borrowed from the English language and thus to make it players high level of professionalism.

The study demonstrated that in the game of basketball has a large number of English terms.This work has great practical value. The teacher can stimulate the motivation of students

involved in sports, in learning a foreign language, as English is in close contact with the sport, because of the original origin games and actively pursued in different countries sports. Participants will be able to ensure that a foreign language should learn not only to read the texts in the textbooks, but also to skillfully operate special vocabulary in the competition.

As we can see, English is needed everywhere: on vacation, at work and in sports. Wherever you were, he will always come to your aid.

References:1. Large encyclopedic dictionary. - M., 1991.2. Kachalova K., Izrailevich E. E. Practical grammar of the English language. M.,

1997 – p. 45

3. Sinagatullin I. M. English around us / / / Inostr. language in school. -1995 - No. 1 – p. 40

4. Diakov A. I. causes of intensive borrowing of anglicisms in the modern Russian language. / A. I. Dyakov.- Language and culture. - Novosibirsk, 2003. – S. p35 – 43.

5. Ozhegov S. I. Dictionary of Russian language / ed.Yu.Shvedova. – 14th ed. – M.: Rus. yaz., 1983. – p 816.

6. Artemova, A. F., the English sports vocabulary//Inostr. language in school. - 2005.- №5- p 81.

7. English-Russian Basketball Dictionary/ http://hps.ece.utexas.edu/people/rustam/basketball/

8. English-Russian Basketball Dictionary/http://allbasketball.ru/forum/42141-post1697.htm

Glossary of basketball terms alley-oop noun 1. (in basketball) a play in which a player jumps up to receive a pass over

the basket and immediately puts the ball into the net from above 2. (in basketball) a pass aimed to allow a player to jump up to receive it over the basket 3. (in snowboarding and surfing) a rotation of 180º or more made in the air while moving in an uphill or upwards direction (slang) 4. (in skateboarding) a trick performed in the opposite direction to which the skateboarder is moving (slang)

all-star adjective made up of very famous and talented performers or players noun US a member of an all-star team

assist noun an act by a player in a sport that enables another member of the team to score or achieve a successful defensive move

ball noun 1. an object, usually round in shape and often hollow and flexible, used in many games and sports in which it is thrown, struck or kicked 2. the soft part of the hand below the thumb 3. the soft part of the foot below the big toe

basket noun 1. (in basketball) a mounted horizontal metal hoop with a hanging open net, through which a player must throw the ball in order to score 2. (in basketball) a goal scored by throwing the ball through the basket, which is worth 1, 2 or 3 points depending on circ*mstances basketball

basketball noun 1. a game played by two teams of five players who score points by throwing a ball through a basket mounted at the opponent’s end of a rectangular court 2. a large round ball of the type used in the game of basket

block noun 1. the act of stopping a function 2. something that causes an obstruction 3. starting blocks

buzzer noun a device that makes a buzzing sound to signal that a game has finished coach noun someone who trains sports players or athletes verb to train someone in a sportclub noun 1. a stick or bat used in some sports, especially golf, to hit a ball 2. an

association of people with a common interest 3. an organisation formed for the pursuit of a sportconference noun an association or league of sports teams that compete with each othercontract noun a formal or legally binding agreement, e.g. one setting out terms of

employment verb 1. to become smaller and tighter, or make a muscle or part of the body smaller and tighter 2. to make a formal or legally binding agreement with someone to do something

defence noun 1. in sports, the method or manoeuvres that prevent the other team from scoring 2. the sports team members who have responsibility for defence (NOTE

defend verb 1. to resist the attacks of an opposing player or team and try to prevent them from scoring 2. to try to retain a sporting title by competing in the relevant competitions 3. to protect the goal and goal area from the attacks of the opposition: The US spelling is defense.)

defender noun 1. a player whose role is to try to prevent the opposition from scoring or getting into a scoring position 2. the holder of a title that is being challenged

defensive adjective 1. concentrating more on preventing an opponent from gaining an advantage than on scoring 2. US relating to those players who have responsibility for defence

field goal noun (in basketball) a goal made during normal play by throwing the ball through the basket, worth two points, or three points if scored from beyond a specific distance

foul noun an illegal action against an opposing player, or an action that breaks the rules of a sport verb to act illegally against an opposing player, or break a rule of a sport

forward noun an attacking player in some team sports, e.g. football, rugby, hockey and basketball

free throw noun (in basketball) an opportunity to shoot at the basket unhindered by the opposing players, awarded to a player who has been fouled

guard noun 1. (in basketball) either of the two players who regularly defend the backcourt and initiate attacks

offensive adjective used, or designed to be used, when attackingoff season noun a period after the end of one annual sports season and before the beginning

of the nextscore noun 1. the total number of points gained by a player or team at the end of or during

a match or game 2. a record of the number of points gained by a player or team in a match or game 3. an action that leads to the gaining of a point or points in a match or game verb to gain a point or goal

scoreboard noun a board at a sporting venue on which the score of a game, match, or other competition in progress is displayed

semi-final noun either of two matches or games, the winners of which will play each other in the final round of a competition

“New tendencies and Perspectives in the English Language Development”Mizambayeva A. K.

Scientific adviser: Derevyanko L.G.College of the Innovative Eurasian University

“Modern tendencies and perspectives of the English language development”Actuality of the topicEnglish is the language of international communication and the official language of international organizations, along with French, Spanish, Russian, Chinese; besides, British and American English are very popular now, and I would like to pay your attention to them.Practical significanceBritish, American, Australian, Canadian English, and other varieties, called New Englishes, which, in their structures, look like dialects, but unlike different dialects, variants exist on the international level and include millions of users.

NoveltyIn the modern world, English acts as an international language. Over the past decades, English has become an international means of communication, and acquired the status of a "global language".America has created an almost new language: changes have affected not only phonetics and vocabulary, but also the most stable part of the language - grammar.Objectives of the studyAnalyze the origin and development of the English language from early period to the 21st century, show the modern tendencies of the development, the origins of American English.

Gauls - one of the many first Celtic tribes appeared on the island of Britain. At that time there were no written letters from the Celts. Celtic languages are divided into two main groups - Gallo-Breton and Gaelic. In Gallic spoke the people of Gaul (the territory of modern France).

The British languages are divided into:• Breton or Armorican;• Cornish (the language of the population of Cornwall, spoken until the end of the 18th century;• Welsh (spoken by the inhabitants of Wales).

The Gaelic group includes:• the language of Scotland;• Irish;• The Manx language.

In the eighties, Latin language displaced Celtic dialects in the cities and spread outside them. By the end of the 6th century the Germans finally settled on the territory of Britain, four dialects were formed: the Northumbrian, the Mercian, the Wessex and the Kent. In the 9 th century English appeared.

The history of the English language is divided into the following periods:I.Old English - (5th until the end of the 11th century). ADEnglish (7-11 centuries) is represented by 4 dialects: Northumbrian, Mercian, Wessex and Kent. Scandinavian raids (from the end of the 8th century). II. Middle English period is divided into early Middle English (12-13 centuries) and late Middle English (14-15 centuries). Middle English period of development of English is characterized by phonetic and grammatical changes. Reduction of unstressed vowels led to a significant simplification of morphological structure, and on the basis of grammatization of verbal word combinations a new system of verbal paradigms was formed. In the 16-17 centuries the so-called early New English language developed.III. Modern English - begins approximately in 1500 and continues to this day. This period is usually divided into early modern English (1500-1700) and actually modern English (from 1700 to the present day).

Modern trends in the development of English The British version of the English language began the American version, and then the Australian and South African. In the twentieth century the Nigerian, Indian, Singaporean variants and numerous new varieties of the English language (New Englishes) developed. Modern English has a large number of territorial dialects: in the UK - Scottish dialect, a group of northern, central, southern and southwestern dialects; In the USA - East-English, Middle-Atlantic, southeastern, mid-western groups. The phonetic structure of the English language is characterized by the presence of specific vowels, consonants, the absence of a sharp boundary between diphthongs and long monophthongs. The main means of expressing grammatical relations are the official words (prepositions, auxiliary verbs) and the order of words. The fixed order of words is one of the main means of expressing syntactic links in the structure of a sentence. In English, however, one can understand what the action is, and what is the most important thing is according to the order of the parts of the sentence, that’s why the word order is so important. Changing of the word order in the English translation can completely change its meaning: Jim hit Billy (ДжимударилБилли). - Billy hit Jim (БиллиударилДжима). Speaking of English, two main tendencies of its development should be noted. Recently, in English, we observe a characteristic process of rapid simplification of pronunciation, as well as a significant increase in variability on the phonetic level, which was the inevitable result of the widespread of the language. There are more and more borrowings, among which a large group consists of words and affixes, borrowed from French and Latin languages, partly from Italian and Spanish. So, lat. Sastrum - fortification, fort, had a plural, castra with a grammatically related value camp, from where other - English. Ceaster and modern - caster, Chester in different geographical names. For example: Lancaster, Dorchester,

Manchester, Winchester.From the Scandinavian are borrowed: pronouns: they -они, with all their forms, and the same – тотсамый; conjunctions: till – покане, and though - хотя; Adverb fro - назад. The number of borrowed adjectives from Scandinavia is quite significant: happy, low, loose, ill, odd, ugly, weak.French borrowing: action - действие (Middle-English accioun - `действие, обвинение`: from the old French accioun); Agreeable - приятный, согласный "( middle-English- Agreable, from old French agreable); Beauty - `красота` (Middle English -beautee: from old-French- beate); Carpenter - плотник ( from old French-carpentier); Duke - герцог (duk: from old French- duc), face-лицо(la face) and many others.

American and British EnglishAmerica has created an almost new language: changes have affected not only phonetics and vocabulary, but also the most stable part of the language - grammar. Unlike the British version, American English is more flexible, open to change and easy for perception. The differences between the American and British versions of the English language are easily noticeable. In the field of spelling, these differences are, for the most part, the merits of Noah Webster (1758-1843), who introduced the American practice of writing -er instead of -re (center "center", meter "meter", theater "theater"), The following differences between sounds are typical: the vowel in the words class "класс", half "половина", pass "пропуск", dance "танец" most Americans are pronounced more as [æ] bad "bad" than [a:] in father " отец"; The vowel in the words God "бог", got "получил / лa", rob "грабить" they pronounce more like [a:] in father, rather than as in cloth "ткань"; U- descriptive sound in words like dew "роса", duke "герцог", new "новый" many Americans rhyme with too "тоже, слишком" and not with you "ты" ( pronounce it as [u: ],but not [ju:]), double tt in the middle , like in butter "масло," they pronounce very similarly to [d], and finally, the post-vocal, as in car "машина" and card "карточка" they generally do not omit, like the English, but pronounce as a certain r-shaped sound. Modern British language, firstly, is heterogeneous, and secondly, it is far from the classical English that existed 3 centuries ago. Within the British version there are three linguistic types: conservative English, RP - the language of the media, and advanced English. Most of all Advanced English undergoes general tendency to simplify the language. Accent is very important in the UK. It shows where a person comes from and, to a very great extent, to what class he belongs. In no country, except Great Britain, it is impossible to determine with such certainty the social position of a person in society when he speaks. The dialect spoken by a person in the UK determines his place in the society, perhaps more strictly than in other countries of the world. Standard English and RP were formed on the basis of the southern dialect, the dialects of London and its surroundings, the language of the capital. There are a lot of regional dialects in the UK. The most pronounced and easily recognizable urban dialects are the London dialects, the Liverpool dialect, the Georgie dialect of the northeast of England, spoken in Newcastle upon Tyne, the Birmingham dialect spoken in Birmingham, Called Brummie. In the north of Great Britain - regional dialects are the most pronounced. Thanks to the songs of the famous Beatles musical group, the Liverpool accent (Scouse) became known outside the British Isles. This dialect can be recognized by vowel sounds, nasal consonant sounds and "mournful" intonation. Georgie dialect differs with unarticulated, indistinct pronunciation, for example, instead of what sounds worra, and instead of got sounds gorra. Conclusions:In the process of development, language changed not only under the influence of linguistic laws and changes, but also due to changes in the social life of society. According to this approach, the history of English is divided into the following periods:I. Old English - covers the period from 5-7 centuries. Until the end of the 11th century.II. Middle English - begins with the Norman conquest and continues until the end of the 15th century. In 1485, the Rose War ended, which meant the decline of feudalism and the emergence of capitalism in England. These events also influenced the development of the English language.

III. Modern English - begins around 1500 and continues to this day. This period is usually divided into early modern English (1500-1700) and actually modern English (from 1700 to the present day).Unlike the British version, American English is more flexible, open to change and easy to perceive. The modern British version of the English language, firstly, is heterogeneous, and secondly, it is far from the classical English that existed 3 centuries ago. Within the British version there are three linguistic types: conservative English, RP - the language of the media, and advanced English.

Bibliography:1. Antrushin G.B. Lexicology of English: A manual for students. - 3rd edition. M .: Drofa, 2001.2. Amosova N.N. Etymological foundations of the vocabulary of modern English. - M .: Literature Publishing House in Foreign Languages, 2002.3. Arakin VD History of the English Language: Textbook. - M., 1995.4. Ahmanova OS Dictionary of linguistic terms. - Moscow: URSS, 2004.5. Buzarov V.V. Once again on the differences in the field of grammar between the British and American versions of English, Vestn. Pyatigor. State. Lingual. University. - 2008. - No. 1.6. Gukhman M.M. Development of collateral oppositions in Germanic languages. Experience of historical and typological study of related languages. - M, 2001.7. Kosyakova N.I. Differences in the British and American versions of English in the forefront of extra-linguistic factors / N.I. Kosyakova, V.T. Arevkina // Political life of Western Europe: antiquity, medium. Century, new time: interuniversity. Sat. Sci. Tr. / Arzamas. State. Ped. Institute of. A.P. Gaidar. - Arzamas, 2004. - Issue. 3.8. Nesterchuk GV USA and the Americans. - Moscow: Higher School, 2007.9. The main differences between British and American English: Proc. Allowance - Bondarchuk GG, Buraya EA - M.: Publisher: Flinta, 2008.10. Peshekhonov E.V. On some features of the British and American versions of the English language / / Foreign languages and intercultural communication: Sat. Sci. Art. - M., 2001. - P. 54-64.11. Smirnitsky A.I. Reader of the history of the English language. - M., 1999.12. Taganova TA Reflection of the American variant of English in dictionaries of modern English of different types. - Ivanovo: IvSU, 2000.13. Flower E.N. Linguistic aspects of linguistic variability: [брит. And Amer. Variants of English. ] // Language, culture, dialogue in the context of modernity: Sat. Sci. Tr. - SPb., 2004.14. Schweitzer AD Literary English in the USA and England. - Moscow: Higher School, 2001.15. Schweitzer A.D. The origins of phonetic and grammatical features of the American version of the English language // Izv. Acad. Sciences. Ser. Lit. And яз. - M., 2004. - Т. 53, № 5.16. Yartseva VN Development of the national literary English language - M., 1999.

Differences between American English and British English

Muratbaeva G. B.Scientific adviser: Sagymbekova Sh. A.

Astana Humanitarian college

AmericanEnglish (or American version of English) is the English language spoken in America, it includes all English dialects used in the USA. British English is a form of English that is used in the UK. British English includes all English dialects used in the territory of the United Kingdom. To be consistent in using the English language, it is important to know that some words have

different meanings and pronunciations depending on whether they are used in Britain or America. The aim of the theme is to study deeply the differences of American and British English. There are thousands of differences in detail between British and American English, and occasionally they crowd together enough to make some difficulty. If you read that a man, having trouble with his lorry, got out his spanner and lifted the bonnet to see what was the matter, you might not realize that the driver of the truck had taken out his wrench and lifted the hood. Now we'll talk about the accents. English is very widespread around the world. And it so happened that different regions of our planet say a little bit of it in different ways. Today we will touch on the sounds of the two most important different accents on our planet. It's American (it's also called North American English) and British (which is sometimes called English English). Of course, within one country there can be a difference, we will not be given such details, but only capture the basis of the language, which they are divided into two such large groups. The United Kingdom submitted accustomed everywhere pronounce the letter [T t], just as it says in the beginning of her speech.For example: Trust [trʌst], train [treɪn], tomb [tuːm], exactly the same will be in the center of the word, Getting better, beautiful city, British theatre. The pronunciation of this sound is the biggest difference between the two accents. If the letter [T t] is clamped between the vowels, the Americans are accustomed to cut it, they themselves say that the letter [T t] groans sound like a short letter [Dd] so these words would sound with an American accent. Getting better, beautiful city, British theatre. In American pronunciation the sound [T t] is absolutely not heard in the middle of the word. For example, in the word letter [ˈletə(r)], in the American version it will sound [ˈletər] or, as in the word data [ˈdeɪtə] is also the word through the U. K [ˈdeɪtə]. The sound of [T t] in the word lighter will also vary, because the letters [gh] in this word is not pronounced. In fact, [T t] will be clamped with two vowel sounds. Letter [ˈletə(r)]- letter [ˈletər], lighting [ˈlaɪtɪŋ]- lighting [ˈlaɪtɪŋ]. For some, American pronunciation may sound strange, but there's nothing you can do about it. Nevertheless, more people live in the countries, music, movies, TV shows are mostly produced in the United States of America, so still have to look for a common language with them.

There is also a list of links for anyone who is interested in learning more about Americanand British English.

-orvs. -our -zevs. –seAmerican British American Britishcolor colour Analyze analysefavorite favourite Criticize criticisehonor honour Memorize memorise-llvs. -l -ervs. –re

enrollment enrolment Center centrefulfill fulfil Meter metreskillful skilful Theater theatre

-ogvs. -ogue -e vs. -oeor -aeanalog analogue Encylopedia encylycopaediacatalog catalogue Maneuver manoeuvredialog dialogue Medieval mediaeval-ck or -k vs. -que -dg vs. -dge (or -g vs. -gu)bank banque Aging ageingcheck cheque Argument arguementchecker chequer Judgment judgement-ensevs. -enze Other

defense defence Jewelry jewellerylicense licence Draft draught

Pajamas pyjamasIn British English, words that end in -l preceded by a vowel usually double the -l when a suffix is added, while in American English the letter is not doubled. The letter will double in the stress is on the second syllable.

BaseWord American Britishcounsel counseling counsellingequal equaling equallingmodel modeling modellingquarrel quarreling quarrellingsignal signaling signallingtravel traveling travellingexcel excelling excellingpropel propelling propelling

Spelling of verbs:This is related to formation of the past participle for verbs. Below is a sampling of the three

main categories of differences with verbs. -ed vs. -t The first category involves verbs that use -ed or -t for the simple past and past participle.

Generally, the rule is that if there is a verb form with -ed, American English will use it, and if there is a form with -t, British English uses it. However, these forms do not exist for every verb and there is variation. For example, both American and British English would use the word 'worked' for the past form of 'to work', and in American English it is common to hear the word 'knelt' as the past tense of 'to kneel'.

BaseWord American Britishtodream dreamed dreamttoleap leaped leapttolearn leareded learnt

base form vs. -ed :The second category of difference includes verbs that use either the base form of the verb or

the -ed ending for the simple past.

BaseWord American BritishTofit fit fittedToforecast forecast forecastedTowed wed wedded

irregular vs. -edThe third category of difference includes verbs that have either an irregular spelling or the -

ed ending for the simple past.

BaseWord American Britishtoknit knit knittedtolight lit lightedtostrive strove strived

A good many Englishmen and some Americans used to condemn every difference that did develop, and as recently as a generation ago it was not unusual to hear all “Americanisms” condemned, even in America. It is now generally recognized in this country, but has a full right to work out our own habits. Even a good many of the English now concede this, though some of them object strongly to the fact that Americanisms now are having an influence on British usage.

Americanismsof British English.Over the last few decades, British English has come under increasing influence from American English. This is because the majority of television programmes, films and music are exported to the UK from the States and people pick up words and expressions they are commonly exposed to, thus bringing them into general usage. Conservatives argue this is damaging British English, while liberals say it is a natural process of language evolution and change. Whichever side you are on, the fact remains that American is the dominant form of English in the world and has the greatest influence on its other varieties through the mass media and popular culture.

Examples of Americanisms in modern British English:

Can I get a… (Brit. Can I have a…)Two times (Brit. Twice)On the weekend (Brit. At the weekend)I’m good (Brit. I’m fine/well)Period (Brit. Full stop)Write me (Brit. Write to me, write me an email)Movie (Brit. Film)Take a shower (Brit. Have a shower)

Comparison chartImprove this chart American English British English

Pronunciation differences:

Some words pronounced differently in the languages are Methane, Interpol

Spelling differences: flavor, honor, analyze,color etc. flavour, honour, analyse,colour etc.

Title differences: Mr. , Mrs. Mr, MrsDifferent meanings: ace, amber etc. ace, amber etc.What is it?: American English is the form of

English used in the United States. It includes all English dialects used within the United States of America.

British English is the form of English used in the United Kingdom. It includes all English dialects used within the United Kingdom.

As we have seen, differences between the American and British variant of English language are appreciable enough. However the opinion on essential distinctions between American and British variants of English language – is exaggerated. Actually not too much as it is a lot of them.This - instead of American, not British and any another - the variant also is "language of the international dialogue". It, naturally, is easier for understanding. First, it is neutral on coloring, in - the second, foreigners speak English more slowly, say sounds separately, and words are accurate. Besides, it is more convenient: it is not necessary to strain, trying to come nearer to "purely British" or "purely American" pronunciation. According to many modern linguists and teachers, "correct" language is the British variant, more precisely, that its part which is called "the accepted standard".

Correct base English is necessary, by the way, to understand and other variants of language, dialects and features. And can learn them. The person with good classical English will not be gone anywhere and if it will be necessary, easily enough can be reconstructed, get used to other updating of language. In my opinion to begin with the British variant it is necessary also because it is the fullest and a rich language. The American grammar in comparison with the British is considerably simplified. It is possible to name the American English "negligent" language. The British variant more particular, more scrupulous. In it there is an enormous set of intonational models, unlike American where there is practically one: an equal scale and descending tone. This intonational model defines also all sound structure of the American variant.

In the British English it is a lot of scales: descending and ascending, step and sliding. The same concerns tones. Sometimes the accent gives out not sound pronouncing, and temporal characteristics: it is necessary to tighten a little bit a sound - and in you learn the foreigner. The British English Americans name refined - this language at them never was, and never was that they called "English traditions and culture". All it, naturally, speaks well for the British variant for studying at school. But to the teacher, undoubtedly, it is necessary to explain to pupils the basic lexical and grammatical distinctions between two variants of languages – such work should become one of the cores in studying linguistic material. Thus the British variant of English should become the cores.

So we reach the goal of this work, in the given work proves the following:The American variant of English language is only places like a variant, instead of

independent language. As it has been shown in work, the American variant of English language has no neither the special dictionary structure, nor the special grammatical system.

As a whole, for the American variant of English language the simplified writing (for example, elimination of superfluous signs, an example of elimination of exceptions to the rules, the use of less widespread graphic variants of words) is characteristic. But at the same time, all given processes are carried out on a material of English language.

The statement about mutual penetration and assimilation the American and British variants of English language, and as that in general, the role differences distinctions is insignificant as the variant of English language on which speak in the USA is clear to carriers of the British variant and on the contrary has been proved.

In the given work has been reached objective, namely: clear up the distinctions in lexical grammar and spelling of the British and American variants of English language.

Recourses:1. http://www.english-efl.com/wp-content/uploads/Spelling-differences-between-British-

and-American-English.htm2. http://dl.lux.booksee.org/genesis/428000/64ac2e0e39a9f8f465013554883837a0/_as/

[John_Algeo]_British_or_American_English_A_Handb(BookSee.org).pdf3. https://en.wikipedia.org/wiki/Comparison_of_American_and_British_English4. https://onlineteachersuk.com/differences-between-british-and-american-english/

Multiple perspectives on linguistics and the multiple faces of the English verbget: different meaningsNasil K.

Scientific adviser :Dyssebayeva A.MPedagogical college named after M.O.Auezov

Linguistics aims to understand how the language faculty of the mind works and to describe how language itself works.Linguists observe patterns within a language and across

languages to try to understand what principles drive our brains’ comprehension and production of language.

There's a quote by Lynne Murphy that "asking a linguist how many languages s/he speaks is like asking a doctor how many diseases s/he has had". As linguists, languages (and language) are our objects of study. We learn to look at languages as data and recognize their patterns, just as doctors learn to recognize signs and symptoms of diseases. Whether they have had the disease before or not is irrelevant. Many people come to linguistics from other areas: math, computer science, philosophy, anthropology, psychology, and cognitive science, just to name a few popular related fields.

Linguistics spans a large number of subfields, each dealing with a different part of the language faculty.[1]"Everyone will agree that linguistics is concerned with thelexicaland grammatical categories of individual languages, with differences between one type of language and another, and with historical relations withinfamilies of languages."[2]

"Linguistics can be defined as the systematic inquiry into human language—into its structures and uses and the relationship between them, as well as into its development through history and itsacquisitionby children and adults. The scope of linguistics includes both language structure (and its underlyinggrammatical competence) and language use (and its underlyingcommunicative competence)."[3]

Linguistic is basically a study of human language. Branches of linguistic:There are five main branches of linguistic.1. Macro Linguistic.2. Micro Linguistic.3. General Linguistic.4. Computational Linguistic.5. Descriptive Linguistic.[4]

"Linguistics is concerned with human language as a universal and recognizable part of the human behaviour and of the human faculties, perhaps one of the most essential to human life as we know it, and one of the most far-reaching of human capabilities in relation to the whole span of mankind’s achievements."said Robert Henry Robins,General Linguistics.

"There is often considerable tension in linguistics departments between those who study linguistic knowledge as an abstract 'computational' system, ultimately embedded in the human brain, and those who are more concerned with language as a social system played out in human interactional patterns and networks of beliefs. Although most theoretical linguists are reasonable types, they are sometimes accused of seeing human language aspurelya formal, abstract system, and of marginalizing the importance ofsociolinguisticresearch."

Like most academic disciplines, linguistics has been divided into numerous overlapping subfields—"a stew of alien and undigestible terms," as Randy Allen Harris characterized them.Branches of Linguistics:

Phoneticsconcerns the acoustic waveform itself, the systematic disruptions of air molecules that occur whenever someone utters the expression.Phonologyconcerns the elements of that waveform which recognizably punctuate the sonic flow—consonants, vowels, and syllables, represented on this page by letters.Morphologyconcerns the words and meaningful subwords constructed out of the phonological elements—thatFideauis a noun, naming some mongrel, thatchaseis a verb signifying a specific action which calls for both a chaser and a chasee, that-edis a suffix indicating past action, and so on.Syntaxconcerns the arrangement of those morphological elements into phrases and sentences—thatchased the catis a verb phrase, thatthe catis its noun phrase (the chasee), thatFideauis another noun phrase (the chaser), that the whole thing is a sentence.

Semanticsconcerns the proposition expressed by that sentence—in particular, that it is true if and only if some mutt namedFideauhas chased some definite cat.[5]

What does the verbgetmean in English.The correct answer I will consider in this article Well, what I mean is, it doesn’t mean anything taken out of context. Regarded by itself, it

is but a set of three random, useless letters; but the magic of the English language is such that as soon as you give it context, it miraculously acquires all kinds of different meanings.

1. Let’s take a look at a few examples, just togetstarted:2. You are doing very well: I give you all those complicated sentences to read, and

yougetthem all3. Igetto work by car4. Getto work now!5. Please go andgetyour sister6. I believe it’s time togetmy parcel from the post office7. Now let us look at each of them in turn.

In the first examplea teacher is praising a student, obviously a language learner, for having advanced very well in the target language, andgetbecomes a synonym ofunderstand. The two verbs are, in fact, completely interchangeable in this context.

The second sentencemeans that the person who says it routinely uses his or her privately owned vehicle to transfer him or herself from the place of residence to the place of work, but, surprisingly, the very similar example number three means a completely different thing. In this case the boss yells at a subordinate to stop fooling around and actually do something.

Number four is simple– the brother (or another sister) should go wherever the sibling in question is hiding and fetch her. Number five is not unlike – picking up a parcel that wasn’t delivered to your door for some reason is another good opportunity to useget.Now there are some nice expressions like “togetmarried” or “togetengaged”, which have to do with love, and a less nice one, “togettired”, which is more likely about work (though, I say, who knows?)

And wait till Igettophrasal verbs and idioms(gosh, is there a way to say anything in English without agetin it somewhere? I think I’mgettingaddicted… er… sorry!) What are phrasal verbs? Well, they are combinations like “getalong”, “geton”, “getaway with”, etc…, and some of them also have multiple meanings. On second thought, I won’t dwell on them here: they merit a separate article.

I must warn you though – the verbgetmight look like a universal substitute for many other English verbs.

Such as, to name but a few,receive,become,come,go,understand,fetch,pick up. To a native speaker it would be only natural to use it in all those contexts and many

others, but if you are just learning English and are not absolutely sure of your ground, be careful with yourget’s. This verb is so dependent on the context that it’s very easy to go wrong with it, and I suggest that you read a lot of original English books and articles to develop an intuitive understanding ofget. To a beginner, it cangetutterly confusing, but with time you’llgetused to it, and I promise you that.

One attractive thing about the ubiquitousgetis that when you use it masterfully, it makes your English sound cool and educated at the same time, and in no way primitive, and that’s an achievement for a three-letter verb.[6]

In conclusion it is obvious that specific languages differ from each other on the surface, if we look closer we find that human languages are surprisingly similar. For instance, all known languages are at a similar level of complexity and detail—there is no such thing as a primitive human language. All languages provide a means for asking questions, making requests, making assertions, and so on. And there is nothing that can be expressed in one language that cannot be expressed in any other.

Reference :1.Лингвистический энциклопедический словарь. / Под ред.В . Н . Ярцевой . М.: Советскаяэнциклопедия, 1990.— 685 с. [3 изд. 2002.— 536 с.]2.(Peter Matthews,The Concise Oxford Dictionary of Linguistics. Oxford University Press, 2005)3. (Edward Finegan,Language: Its Structure and Use, 6th ed. Wadsworth, 2012)4. Плунгян Владимир Александрович. Почему языки такие разные? М.: Русские словари, 1996. (2-е изд., испр., 2001.)— 303 с.5. Крылов С. А.Лингвистика// Энциклопедия «Кругосвет» («Россия on-line»)6. Вендина Т. И. Введение в языкознание. / 2-е изд. М.: Высшаяшкола, 2005.— 391 c.

On linguistic aspects of translationOralbayeva T.

Scientific adviser: Khojabayeva Kuralay South Kazakhstan Higher Pedagogical College, Shymkent city

Jakobson Bertrand Russell once said: "It is impossible to understand what the word "cheese" if you do not have a nonlinguistic acquaintance “with cheese”. [1]

However, if you follow the basic philosophical position of the same Russell, we will be "in the traditional philosophical problems to pay special attention to their linguistic aspect", we have to admit that to understand the meaning of cheese (cheese) is possible only by having the linguistic knowledge of the values, which is attributed to this word in the English lexicon.

The representative of the culture, cooking which does not know the cheese, will understand the English word cheese (cheese) only if he knows that in this language the word cheese means "food product made from curdled milk", provided that it is at least purely linguistically familiar with the concept of "crud".

We have never tried any of ambrosia or nectar and have only a linguistic knowledge of the word "ambrosia", "nectar" and the word "gods" - the name of the mythical consumers of these products;however we understand these words and know the context in which they are generally used.

Meaning of the words "cheese", "apple", "nectar", "acquaintance", "but", "simple" and generally any word and every phrase is undoubtedly a linguistic or, to put it more accurately and collectively - a semiotic fact.

The simplest and most valid argument against those who ascribe value (signatum) did not sign, and the object itself, is something that no one had ever smelled and tasted the meaning of the words "cheese" or "apple".There is no signatum without signum.Meaning of the word "cheese" can not be inferred from the nonlinguistic knowledge cheddar flavor of Camembert or without the aid of verbal designation.To enter an unfamiliar word, it takes a set of linguistic signs.If we just point to the object, we can not determine whether the word "cheese" called it that particular subject or any Camembert boxes of Camembert in general, or of any kind of cheese or any milk product, any product at all, or even the name of the box, nazavisimo on the content.And in general, whether it is a word unknown to us the name of the concept?Perhaps it expresses the intention to offer, sell this item, ban, or maybe a curse?(By the way, pointing gesture can really express a curse, in some cultures, particularly in Africa, the gesture expresses a threat.)

For us, linguists and a native speaker, the value of any linguistic sign is its translation into another character, especially one in wherein as strongly emphasized Pierce [2], the thin nature researcher signs "is more fully deployed."Thus, the name "Bachelor" can be converted into a more explicit explanation - "unmarried man", if a higher degree of explicitness.

We distinguish three ways of interpreting a verbal sign: it can be translated into other signs of the same language in another language, or in another non-verbal symbol system.These three types of transfer of the following names can be given:

1) intralanguage translation, or renaming - an interpretation of verbal signs by means of other signs of the same language.

2) Interlingual translation, or the translation itself - an interpretation of verbal signs by means of some other language.

3) Between semiotic transfer, or transmutation, - interpretation of verbal signs by means of non-verbal sign systems.

When intralanguage translation of the word is used, or another word, more or less synonymous with the first, or paraphrase.However, synonyms, as a rule, does not have full equivalence, such as: Every celibate is a bachelor, but not every bachelor is a celibate (Every celibate - a bachelor, but not every single man - a man celibate).

Word or idiomatic (in other words: one higher-level code) can be fully interpreted only by an equivalent combination of code units, that is a message relating to that unit.Every bachelor is an unmarried man, and every unmarried man is a bachelor (Each bachelor - a single person, and each unmarried - single) or: Every celibate is bound not to marry, and everyone who is bound not to marry is a celibate ( anyone who takes a vow of celibacy, undertakes not to marry, and everyone who agrees not to marry a man celibate).

Similarly, at the level of cross-language translation is usually not full equivalence between code units, but the message in which they are used, can serve as an adequate interpretation of the code of foreign units or entire messages.The English word cheese is not fully in line with its usual geteronimu "cheese" because of its variety - cottage cheese (curd) in Russian does not mean "cheese."In Russian, you can say, "Bring cheese and cottage cheese" - Bring cheese and [sic!] Cottage cheese.Literary Russian language, a product made of compressed, curdled milk called "Cheese" only when a particular enzyme used to produce it.

However, often when translating from one language to another is not the substitution of one code units instead of the other, and the replacement of a whole other posts.Such translation is indirect speech;translator transcodes and transmits the message he had received from some source.Thus, the translation involves two equivalent messages in two different codes.

Equivalence with the existence of differences - a cardinal problem of language and linguistics, the central problem.Like any recipient of the verbal messages, the linguist is its interpreter.The science of language can not interpret any linguistic phenomenon without translating its signs into other signs of the same system or into signs of another system.Any comparison of the two languages involves consideration of their mutual translatability.

The widespread practice of cross-language communication, in particular translation work should be kept under close supervision of linguistic science.It's hard to overstate how great an urgent need, and what is the theoretical and practical value of bilingual dictionaries, which would give careful execution of comparative definition of all relevant units in terms of their value and the scope of use.

Similarly, necessary bilingual grammar, which would have indicated that unites and what distinguishes this pair of languages in the selection and delimitation of grammatical categories.

And in practice, and theory of translation plenty of knotty problems, and from time to time attempts are made to cut the Gordian knot, proclaiming the dogma untranslatable."Mr. Everyman, homegrown logic", so vividly painted BL Whorf, apparently, was to come to the following conclusion: "The facts of the different look in the eyes of the media in different languages that give them different linguistic expression" [3]

Ability to speak some language implies the ability to talk about the language.This "metalinguistic" procedure allows you to review and re-used to describe the vocabulary of the language.Complementarily of these levels - the object-language and meta-language - the first time Nils Bohr said: all is well described experimental facts expressed by ordinary language, "in

which the practical use of each word is in a complementary relation to attempts to give it a precise definition of" [4].

All cognitive experience and its classification can be expressed in any existing language.Where there is no concept or word, you can diversify and enrich vocabulary through word-borrowing, cripples, neologisms or semantic shifts, and finally, with the help of a paraphrase.Thus, a newly established standard language Chukchee living in North Eastern Siberia, "screw" is transmitted as "rotating nail", "steel" - "solid metal", "tin" - "thin iron", "chalk" - "Writable soap "," clock "-" heart beat ".

Even seemingly contradictory paraphrases such as electrical horse-street car (electric tram, the original Russian name of the tram) or flying steamship (flying boat) - jena paragot (Koryak Aircraft name) simply mean electric analog tram, flying analogue of the ship and do not interfere with communication, just just as there are no obstacles in the perception and inconvenience double oxymoron - cold beef-and-pork hot dog - "buterbrot cold sausage" (lit .: "cold hot dog beef and pork").

The absence of language translation of some grammatical phenomena does not mean it is impossible to accurately transfer the entire conceptual information contained in the original.

Along with the traditional unions and (u) or (or) has now become even consumed the new union and / or (and / or), the use of which a few years ago was discussed in a witty book "Federal prose -. As they say in Washington and / or it "[5].In one Samoyed adverbs [6] of the three unions only occurs last.Despite these differences in inventory unions, all three types of messages (selected in the language of government officials) can accurately reproduce both traditional English and Samoyedic dialect.

American version:1. John and Peter (John and Peter)2. John or Peter (or Peter John)3. John and / or Peter will come (or come John, Peter either or both).On traditional English it would look like this:3. John and Peter or one of them will come (will come John and Peter, or one of them).1. John and / or Peter both will come (John and Peter (or one of them) come both).2. John and / or Peter, one of them will come (will come John and Peter, one of them).If in a given language there is no grammatical category, its value can be passed to this

language lexical means.Shape of the dual, such as old Russian "brother" translated via numeral: two brothers (two brothers).It is difficult to follow the original when we translate into a language in which there is a grammatical category, which is absent in the original language.When we translate the English sentence she has brothers in the language in which different forms of dual and plural, we are forced to either make their own choice between two statements "Her two brothers" and "it has more than two brothers", or to provide a solution to the listener and to say "her brothers or two or more."Similarly, the translation into English from the language that lacks grammatical category of number, you must choose one of two options: brother (brother) and brothers (brothers), or put the recipient of this message in the situation of choice: She has either one or more than one brother (she has a brother or one or more than one).

On accurate observation Boas, grammatical structure (pattern) of language (as opposed to the lexical fund) identifies those aspects of the experience that is required to be expressed in the language: "We must make a choice, and we have to choose one or the other aspect," [7].

In order to accurately translate the English phrase I hired a worker in the Russian language, need more information - completed or not completed action, female or male was worker Have, because the translator must choose between the verbs perfect and imperfect form ( "hired" or "hired" ), as well as between nouns masculine and feminine ( "employee" or "worker").If you ask an Englishman, uttered this phrase, what sex worker was hired, the question may not seem to be relevant, or even indiscreet, while in the Russian version of the phrase the answer to this question is required.On the other hand, whatever the translation choice of Russian grammatical forms, Russian translation of this phrase does not answer, hired if the

employee is still or not (perfect and simple time), whether the worker was (worker) a particular or unknown (indefinite or definite article).Because the information required to the English and Russian grammatical structure is not the same, we have two completely different sets of situations with the possibility of a choice;so the chain of transfers of the same insulated offers from English into Russian and vice versa could lead to the distortion of the original meaning.

Swiss linguist S. Kartsevskii somehow a gradual loss compared with the process of exchange of circular unfavorable rate.But it is clear that the more complete set of posts, the smaller the loss of information.

Languages differ mainly in the fact that they can not be expressed, instead that can be expressed therein.Each verb that language is necessarily associated a number of issues requiring an affirmative or negative answer, such as: whether the described action is connected with the intention to complete it?Is there any indication that describes the action was performed before the moment of speaking or not?Naturally, the attention of native speakers has been constantly focused on such details that are required in their verbal code.

In its cognitive function language minimally dependent on the grammatical system of the language, because the definition of our experience is in a complementary relation to metalinguistic operations;cognitive level of language not only permits, but requires just recode interpretation, ie translation.To suggest that the cognitive material it is impossible to express and impossible to translate - to fall into contradiction.

But jokes, fantasy, fairy tales, that is what we call a "verbal mythology," and, of course, especially in poetry, grammatical categories have an important semantic meaning.In such cases, the transfer problem becomes much more complicated and controversial.

Even such a category as grammatical gender, which is often cited as an example of a formal category, plays an important role in the mythology of the speech community activities.

The Russian language belongs to the feminine expresses female grammatical gender, belonging to the masculine gender - male gender.Personification and metaphorization inanimate objects is determined by their belonging to the grammatical gender.Experiments carried out in the Moscow Psychological Institute (1915) showed that the Russian speakers, who were asked to spend the personification days of the week, presented on Monday, Tuesday, Thursday, as the males, and Wednesday, Friday, Saturday - both females, without realizing report that this choice was due to membership in the first three names to the grammatical masculine and three second - the female.

The fact that the word "Friday" in some Slavic languages - the masculine and the other feminine, reflected in the folk traditions of these people, who this day is connected with various rituals.

A well-known Russian sign that heralds the emergence of a fallen knife man and the fallen fork - the appearance of a woman, determined membership for the word "knife" to the men, and the words "fork" - the feminine.In Slavic and other languages where the word "day" is masculine and "night" of the female poets describe the day as a lover of the night.Russian artist Repin surprised that German artists depict sin as a woman;He did not think that the word "sin" in German - is feminine (die Sünde), whereas in Russian - male.Similarly, Russian child who reads German fairy tales in the translation, it was surprising that the "death" - an obvious woman (a word that has in Russian feminine grammatical gender), was depicted as an old man (German der Tod -. Masculine).The name of the book Boris Pasternak's poems "My Sister Life" is quite natural in Russian, where the word "life" - is feminine;but this name has led to despair Czech poet Josef Hora, when he tried to translate these verses, because the word is in the Czech language - masculine (zivot).

What was the first problem arose when the birth of Slavic literature?Oddly enough, a translation problem of transmitting symbols associated with the expression of grammatical gender, while cognitive irrelevance of this issue was the main topic of an early original Slavic text - the preface to the first translation of the Gospel, made in the early 860's the founder of Slavic Literature and church rites Constantine -Filosofom.Recently, the text has been restored

and commented A. Vayanom [8]."Greek is not always possible to transfer the translation into another language identical means and in different languages it is transmitted in different ways, - says the Slavic preacher - Greek masculine nouns, such as Potamos (River) and aster (star) in some other languages can be feminine, for example, the "river", "star" - in the Slavic ".

According to the commentary Vaillant, because of this difference in Slavic translation Matthew in two elements (7: 25 and 2: 9) erased symbols identifying rivers demons and star - angels.

But this poetic obstacle St. Constantine resolutely opposes the teaching of Dionysius the Areopagite, who called attention to important cognitive values (power of the mind), not the words per se.

In poetry, the verbal equation steel structural principle of the text.Syntactic and morphological categories, roots, affixes, phonemes and their components (distinctive features) - in short, all the elements of the verbal code - contrasted, compared, placed next on the basis of similarity or contrast, and have their own autonomous meaning.Phonetic similarity is perceived as a kind of semantic relationship.In poetry art pun prevails or, more learned language, and possibly more precise, paronomasia and whether this power unlimited or limited, poetry by definition is untranslatable.Can only be creative transposition or intralingual - one poetic form to another, or cross-language - from one language to another, and finally between semantic transposition - from one system of signs to another, for example, of verbal art - music, dance, cinema art.

If translate traditional Italian saying traduttore traditore as "translator - a traitor," we would deprive the Italian rhyming epigram paronomastic all its value.Therefore, the cognitive approach to this phrase would have forced us to turn this aphorism into a more detailed statement and answer the questions: "What message translator", "betrayer of what values?"

Literature1. Bertrand Rassel. Logical Positivism, "Revue Internationale de Philosophie", IV (1950),

18; cf. p. 3.2. Ср.: John Dewey. Peirce's Theory of Linguistic Signs, Thought and Meaning. "The

Journal of Philosophy", XLIII (1946), 91. 3. Benjamin Lee Whorf. Language, Thought and Reality. (Cambridge, Mass., 1956), p.

235.”4. Niels Bohr. On the Notions of Causality and Complementarity. "Dialection", I (1948),

317 f.5. James R. Masterson and Wendell Brooks Phillips. Federal Prose. (Chapell Hill, N. C.,

1948), p. 40 f.6. Ср.: Knut Bergsland. Finsk-ugrisk og almen sprakvitenskap. "Norsk tidsskrift for

Sprogvidenskap", XV (1949), 374 f.7. Franz Boas. Language. "General Anthropology". (Boston, 1938), p. 132 f.8. Andre Vaillant. La Preface de l'Evangeliaire vieux-slave. "Revue des Etudes Slaves",

XXIV (1948), 5 f.Literature

Для подготовки данной работы были использованы материалы с сайта http://www.philology.ru

The using of professional vocabulary in the manufacturing production

Ozhiganov K.Pavlodar highest polytechnical college, Pavlodar city

Hello everyone, my name is Kirill Ozhiganov. I study at Pavlodar highest political College specialty: automation and control

My project is called: “the using of professional vocabulary in the manufacturing production “The purpose of my project, is proving the English language in the profession

So let’s start. To begin, I would like to show you the instruction from the inventor. It is device, that gives power on the motor. As we can see there is a lot of professional terminology

And without knowledge of the English language you do not configure inventor. And now I want to show you some pictures of the machines. As we see a word of Russian

It is very important to know English because it is international language. Wherever you go, you all will understand

Similarly with the technique, any technique doing right now with English management8.2 Setting Built-in Memory ParametersThe contents of built-in memory parameters “E001” to “E182” are identical toThose of functlon parameters “P001” to “P182”. The setting value of build-inMemory parameter can be changed in “Built-in Memory Setting Mode”. Setting ExampleChange the maximum output frequency from 50.0 Hz to 60.0 Hz (changeSetting value of built-in memory parameter E008 from “50.0” to “60.O”), 1. Press “stop” button to stop the inverter.2. Press “mode” button four times.(lf a password is set beforehand, please enter it. Refer toParameter P150. )3. Press “mode” button twice to select Built-in Memory Setting Mode.(If the mode is not displayed, set function copy function 4 to v“E2P”.) 4. Press“up” button seven times to change the built-inMemory parameter No. to “E008”.5. Press “set” button to display setting value of built-in memoryParameter 5008. (The display part is flickering.) 6. Press “up” button to change the displayed value to“60.0 .(The display part is flickering.)7. Press “set” button to apply the value.8. Press “mode” button to enter “operation ready” status.That’s to say, the inverter is in normal stop status and can beoperated if required. (Operation Status Display Mode)Note°Setting values of function parameters in the unit connected with operationPanel will remain unchanged even those in built-in memory are changed.

° The data is written into built-in non-volatile memory ot operation panel duringSetting and changing operation, so it can be held even it the power is cut of.

WHAT IS AUTOMATION?99

The growing importance of automaticequipment and processingin industry and business is attaching world-wide attention. Whatis automation?

Is it a technique or a new invention? Historically the word was coined as a nickname on the exploitation of what in engineers jargonis termed transfer machining.

The use of the word has spread to cover what is neither a technique nor an invention but a situation in which four independentcomponents each play their part. Each of these components is important in its own rights but in the field of automation each becomes on occasion more powerful in the presence of the others

They are:a) Transfer machiningb) Automatic assemblyc) Communication engineering 'd) Control engineering.

These four components have been linked together into a singleprocess called <<automati0n>>.

In the first two, human muscles are replaced by machines, while in the last two human nerves and brain are replaced by machines

No doubt that where <<automation>> is furthest advanced, the intelligent use of leisure is growing.

Active VocabularyAutomation - АвтоматизацияСomponent - КомпонентыEquipment - ОборудованиеProcessing - ОбработкаTechnique - ТехникаTo link - СвязыватьTo replace - ЗаменитьAutomatic - Автоматическая

To attach attantion – приложитьвнинмание, control engineering инженероноепроектирование, automatic assembly - автоматическаясборка, communication engineering коммуникационная инженерия

100

AUTOMATION AND ELECTRONICS Electronics has made two main contributions to automation: it has extended the range

of automatic control and it has made the processing of information rapid and automatic. Electronic devices respond very quickly to signals and take measurements and detect faults very accurately; they can effectively control many processes and machines that must Work at high speeds; When computers form part of an automatic control system, they extend its scope to complex operations such as machining components of complicated shape. Finally, electronic control gear can very easily be placed at adistance from the operations. Large areas of a plant can be centrally controlled-in power stations and chemical works, for instance - and human operator can working safe and congenial surroundings. Electronic digital computers, though built initially for mathematical working science and technology, have been applied to industrial problems in the last few years and have already shown themselves capable of doing routine clerical work¹ so different as the working out o pay-rolls²and the reservation of seats in aircraft³

Conclusion: if you know these terms then you can work in their profession anywhere in the world and work with foreign workers.

Theusingsources: - Пособие по чтению и переводу технических текстов по специальности

автоматика [1, 3,6]- Wikipedia https://en.wikipedia.org/wiki/Invertor- Instruction of invertor (Panasonic)

Why are there some difficulties to use correct English?Ryskeldinov N.S.

Scientific advisor: Junusbekova E.A.Ekibastuz Polytechnical College

The English language is constantly changing. It is a living language, adapting to an ever-changing world which, in its turn, requires new and varied means of communication. The English language has embraced industrial, technological and social changes and we as users decide what will and what will not survive.

In the mind of an average person language is associated with writing and calls up a picture of the printed page. From Latin or French as we meet it in literature we get an impression of something uniform and relatively fixed. We are likely to forget that writing is only a conventional device for recording sounds and that language is primarily speech. There is no such thing as uniformity in language. Not only does the speech of one community differ from that of another, but the speech of different individuals of a single community, even different members of the same family, also is marked by individual peculiarities. Members of a group, however, are influenced by one another, and there is a general similarity in the speech of a given community at any particular time. The language of any district or even country is only the sum total of the individual speech habits of those composing it and is subject to such changes as occur in the speech of its members, so far as the changes become general or at least common to a large part of it.

Language is evolving, and adapting to the needs of its users.This isn't a bad thing. As long as the needs of language users continue to change, so will the language. The change is so slow that from year to year we hardly notice it, except to grumble every so often about the ‘poor English’ being used by the younger generation! The speech patterns of young people tend to grate on the ears of adults because they're unfamiliar. Also,new wordsand phrases are used in spoken or informal language sooner than in formal, written language, so it's true that the phrases you may hear a teenager use may not yet be appropriate for business letters. But that doesn't mean they're worse - just newer.

101

People tend to think that older forms of languages are more elegant, logical, or ‘correct’ than modern forms, but it's just not true.The fact that language is always changing doesn't mean it's getting worse; it's just becoming different. By 'correct English', people usually mean Standard English.Most languageshave a standard form; it's the form of the language used in government, education, and other formal contexts.[1.42c.] But Standard English is actually just onedialectof English. What's important to realize is that there's no such thing as a 'sloppy' or 'lazy' dialect.Every dialect of every language has rules- not 'schoolroom' rules, like 'don't split your infinitives', but rather the sorts of rules that tell us thatthe cat sleptis a sentence of English, butslept cat theisn't. These rules tell us what languageislike rather than what itshouldbe like.[1.63c.]

Different dialects have different rules. For example: (a) I didn't eat any dinner. (b) I didn't eat no dinner.Sentence (a) follows the rules of Standard English; sentence (b) follows a set of rules present in several other dialects. Neither is sloppier than the other, they just differ in the rule for making a negative sentence. In (a),dinneris marked as negative withany; in (b), it's marked as negative withno. The rules are different, but neither is more logical or elegant than the other. In fact, Old English regularly used 'double negatives', parallel to what we see in (b). Many modern languages, including Italian and Spanish, either allow or require more than one negative word in a sentence. Sentences like (b) only sound 'bad' if you didn't happen to grow up speaking a dialect that uses them.[5.375c.]

So, there are a lot of such examples that prove the influence of different dialects on the forming of any language. Language will never stop changing; it will continue to respond to the needs of the people who use it. So the next time you hear a new phrase that grates on your ears, remember that like everything else in nature, the English language is a work in progress.

The people who believe in language as a democratic process see current linguistic developments broadening our world view: new words reflect new experiences, more liberal attitudes and a greater understanding of the world. Language cannot exist on its own since it is a product of the people who speak and write it daily, and therefore it develops to meet their needs. Certainly the English language is changing and certainly the rate of change is rapid, but that is merely a reflection of the society we live in. It does not automatically imply a downward spiral towards an impure and ineffective form of English. A study of the English language should be based on an awareness of these two crucial attitudes.

Language change can be considered in either of two ways. If viewed from a historical perspective, the focus is on language as a constantly changing form. Linguists study the ways in which English has evolved from its early form (Old English) to its current form (Late Modern).First there was Old English - the language of 'Beowulf'. It mostly reflects the Germanic origins of the Angles, Saxons and Jutes who occupied the British Isles after the fall of the Roman Empire. This is the Germanic base of the language, and explains some of the similarities with modern German. It coexisted with the Celtic languages (Gaelic and Welsh). Then, after the French took over the British Isles in the Norman Invasion Middle English developed. Essentially, a variety of French and Latin-based words were laid over the English language - words for government, parliament, magistrate, etc.[3.87c.] This reflected the superiority of the ruling class. Many traditional Anglo-Saxon words were then viewed as coarse or basic and even turned into swear words. Around this time writing became much more common and there was some formalisation of spelling. By Shakespeare's time, English was modern. He added thousands of words to the English language and the spread of printing led to formalisation of spellings and usages. The first dictionaries began to be compiled shortly afterwards and that led to even more strictures on the language. Around this time as well, the British Empire was in full swing, and every foray into a new country brought new words that were swung into use in everyday English.

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Words like pyjamas, garble, jar came from Arabic - this borrowing began during the time of the Crusades - and words like chutney, jodhpurs and thug came from India.[] Words are added to English every day, and their usage and spelling shifts. Things like Americanisation can be confusing, because sometimes advocates for English push a spelling that is 'traditional' except it's not - 'programme', for instance. 'Program' is a perfectly acceptable English spelling - the other version is a conscious Frenchification of the language.[2.233c.]

Linguists have now demonstrated, however, that lexis, syntax and semantics are constantly in flux, changing from person to person and from place to place. Until quite recently, it was considered almost impossible to identify and record language changes because they were so gradual that they could easily go unnoticed. Now it is known that although the early stages of change are slow, once they have caught on and are used more regularly, change can be rapid. People who see all linguistic change as cause for concern would be justified in their gloomy predictions for the future of the English language. However, linguistic research has shown that language users have a tendency to readjust patterns that have been disturbed. Because the basic function of language is to communicate, its users subconsciously protect its expressive capabilities.

Language change therefore can be seen as systematic. Social, historical, cultural or geographical influences can alter the words and structures that we use. These determinants can be described as 'triggers' because they stimulate change in distinctive ways:• Historical factors. Wars, invasions, industrial and technological changes all provide the

context for the creation of new words.• Cultural transmission. Although each generation uses the form of language

handed down by the previous generation, language is usually adapted and alteredto suit the personal requirements of the next generation. Equally, a distinctive formof language can give a cultural group a sense of identity, uniting 'insiders' and alienating 'outsiders'.

• Social factors. Education, social class, age, gender, ethnic background, occupationand personal identity will influence the words and grammar that individual speakersuse.

• Geographical location. The pronunciation of words (accent) and the kinds ofwords and grammatical structures used (dialect) will vary and change according tothe region a speaker comes from.Similarly, non-native English speakers often have different slang terms to those people who speak Standard English. One interesting dialect to focus on, for instance, is African-American vernacular English. Buzzwords and phrases from this dialect include things such as “the party is lit” (it’s great), “bae” (boyfriend/girlfriend.), “on fleek” (well-styled), “throwing shade” (putting someone down) and “squad” (friends). All of these terms mix with other variations of English to create a new way of talking.[2. 237c.]

• The use of different registers. The words, grammatical structures and formats chosen will vary according to use. Different fields, like law, advertising and religion, will each have distinctive characteristic features.

• The development of English as a world language The power of the mass media,international trade, the blurring of international boundaries and easily accessibletravel, all mean that English is affected by change both within the United Kingdomand beyond.

• The migration of people. When people move from one place to another they bring with them not only unfamiliar habits but new languages too. English has changed dramatically

over the centuries due to influences from four other languages including Latin, Old Welsh (the Celtic language of central and southern England), Old Norse (the North Germanic language brought over by the Vikings) and Old Norman (the language of the Norman invaders) – all of which have shaped the way we communicate. Colonisation and migration

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have also played a role in changing the English language. For instance, native English speakers would now feel comfortable using the Spanish word “loco” to describe a crazy person and they would be widely understood.[7. 33c.]

An international study of English will focus on worldwide changes to English as it is adapted to meet the needs of new first- and second-language speakers.A study of different varieties of English will concentrate on register changes which alter the words, structures and formats of spoken and written English.

In fact, part of what defines a language as ‘living’ is a constant state of slow metamorphosis, as it absorbs new words and phrases and others become obsolete; as colloquial patterns of speech and slang come to shape standard grammar and syntax. Linguists can detect tiny and subtle changes in language every single time speakers come into contact with each other. No two people speak identically: even within communities of people sharing an accent or dialect, there will be variation according to age, gender, social background, education and ethnicity. Ever heard your grandma say ‘courting’ for going out, that she ‘ought’ to do something, or that she’d been to the ‘pictures’?

For centuries, dominant academic opinion resisted and even derided language change, seeing it as a process of degradation and ruin. Perhaps one of the quaintest and most charming reasons for language change is human error – mistakes in the way we pronounce or order our words, or in what we mean by them, that catch on and eventually come to shape the language itself. When you think about it, the idea that mistakes and mispronunciations can drive changes in language is actually quite an empowering one: it offers us a sense of English as somehow in the process of being reclaimed from a dry world of rules, grammar and syntax, and then reshaped to fit the needs of the people who speak it.

The errors that can influence language tend to fall into one of two groups. The first is malapropism – the use of an incorrect word instead of one with a similar sound, such as when people say that something that failed or fell flat was a ‘damp squid’ (when what they really mean is a damp squib), or that a point that adds nothing to an argument is a ‘mute point’ rather than ‘moot’.[4.157c.]

Despite reliably getting a giggle at the expense of the ex-presidential buffoon, malapropisms drive language change less frequently than the second type of error, mispronunciation – or, when someone pronounces a word wrong. Linguists have a detailed vocabulary to categorize the different forms of mispronunciation – many of which have made the English language what it is today.[4.330c.]

The most recent development has been the growth of International English. Besides all native English, and English as a second language spoken with native speakers, there is now a considerable amount of use of English between people who are not native speakers: it is becoming a lingua franca. The forms it takes in this context are often different and more basic than native English, and it could be that a new language will be developed for this purpose, with reduced vocabulary and regularised spelling and grammar. The importance of English as global medium for a billion or more people may come to surpass its importance as a native language to its millions of speakers.

Languages are changing as the world is constantly changing. New vocabulary came into existence due to new technologies and new discoveries such as; computing, internet , cell phones and the like. People's daily activities like dancing, looking and many others, renewed their popularity giving birth to new lexicon. Indeed, new words are invented rapidly and are developed quickly thanks to mass communication. They appear and fall into disuse when they have served their momentary purpose.

Every language changes over time as some words become archaic and obsolete while new words are added to the vocabulary due to a number of factors such as technological terms, immigrants introducing new words into usage, slang, etc.Language will never stop changing; it will continue to respond to the needs of the people who use it. So the next time

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you hear a new phrase that grates on your ears, remember that like everything else in nature, the English language is a work in progress.

References:

1. Lyons, John (1 June 1968). Introduction to Theoretical Linguistics. Cambridge University Press. 2. The Cambridge Encyclopedia of Language, 19973. Language: its structure and evolution. Translated by Leonard Muller. London: Souvenir Press (Educational & Academic).4. Coates, Jennifer (1993). Women, men, and language: a sociolinguistic account of gender differences in language. Studies in language and linguistics (2 ed.). Longman. 5. Altintas, K.; Can, F.; Patton, J. M. (2007). "Language Change Quantification Using Time-separated Parallel Translations". Literary and Linguistic Computing. 6. Crowley, Terry; Bowern, Claire (2010). An Introduction to Historical Linguistics. New York, NY: Oxford University Press. 7. Hale, M. (2007), Historical linguistics: Theory and method, Oxford, Blackwell

National specificity of phraseological units

Shaimuratova Sh.Scientific adviser: Ibraeva A.A.

Pedagogical colledge named after M.O. Auezov, Semey

Different traditions and customs associated with it, and reflected in regular expressions in the language. That’s why constant phrases are one of the main cultural values that were embodied in the national identity of our people. The entire set of phraseological texts in the language of each people is communicated about all of its material, spiritual and cultural life through its figurative speeches of rhymes [1].

The phraseological units of the language have a national identity, which is, firstlya recognition of the mentality and national identity of the nation.

Secondly, it is distinctive feature of the national form and nationality of a certain culture of the people, which is reflected in a kind of phraseological image of different people.

Thirdly the national peculiarity of phraseology is recognized by the harmonization of methods of phrasal cultivation in different nations.

Fourth their national identity is recognized by the incompatible connotation of the phraseology.

Fifth they are recognized by the national peculiarities of their language instruments [2].

According to Yu.S.Maslov the national and cultural differences in phraseology are reflected in specific aspects of people`s lives :

when they talk about phraseology, their national identity is emphasized. Of course, in each language there is a lot of phraseology, which differs by line. National differences are often reflected in phrases reflecting the life, condition and history of the population [3].

The national characteristic of phraseology is the result of disagreement with cultural-connotative information, which is reflected in the basics of visualization and connotative components. In this connection V.G.Gak writes: "The world is first of all a prototype situation corresponds to the phrase "true meaning" of phraseology. This is the same situation and certain phraseological content. This content will be changed the situation in the same situation and presenting people`s attitudes [4].

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The true meaning of the prototype situation is that it creates a variable, constant, figurative sense of phraseology, which makes sense of phraseology. This is how the phonology`s internal identity is formed.

Therefore, culture-related information is preserved in the internal form of phraseological units.

Everyday life is closely interconnected with traditions, beliefs. They are considered to be a portrayal of a deep philosophical thought, a sorted outline of the centuries-old experience, the main nutrition value.

It is known that one of the somatic narratives of this philosophical thought is a regular expression of the "a day when white camel`s belly has spread”, which gives the sense of luxury in our language, the motive for which is related to the population`s husbandry.

White camels are the main symbol of all domestic animals in the Kazakh economy, and are the symbol of well-being and prosperity. That is why the white camel is a rare sacrifice: a tradition when it comes to winning the war, a relative`s close relative, or a long-awaited son. The white camel is sacred in Kazakh terms. It is also explains that the sacrifice of white camels is a great success for the whole nation. This is proof of the fact that the Kazakh people are hospitable.

Scientists of phraseology often divide constants into a number of categories: 1.Phraselogical units with animal names:- the early bird catches the worm If we translate this phrase directly it sounds as

ертеқұсқұртұстайды. As for the corresponding translation in the Kazakh language, it is appropriate to say: Ертетұрғанәйелдіңбірісіартық, ертетұрғанеркектіңырысыартық.

- a cat in gloves catches no mice – direct translation is қолғап киген мысық тышқан ұстай алмайды, analogue in the Kazakh language - Екпей егін шықпас, үйренбей білім жұқпас.

- all lay loads on a willing horse- direct translation: Барлық жүк адал атқа артылады, analogue in the Kazakh language - Жуас түйе жүндеуге жақсы.

- rats desert (leave) a sinking hip- direct translation: "егеуқұйрықтар батып бара жатқан кемеден қашады", Kazakh analogue- ауырдың астымен, жеңілдің үстімен жүру.

2. Phraseological units with months, weeks, names of the days.The Kazakh people pay special attention to weekdays and year, seasons. For example:

сәуір болмай тәуір болмас, қыстың көзі қырауда, жексенбіден жел өтпес,сәтті күн сәрсенбі,алтын күз,қара күз,қасиетті жұма,жексенбі күні - базар күні.

And English speaking countries pay attention to weekdays,weather and seasons too. For example: as mad as a March here, man Friday, Blue Monday, Black Friday, Sunday clothes and etc.

3. Everyday life-related phraseological expressions: There is a kind of phraseologicalunits used in everyday life of every nation. For example, in the daily life of the Kazakh language, regular expressions related to life: бәрін айт та бірін айт, ши сындыру, көзге шыққан сүйелдей, адам қатарына қоспау,қабырғамен кеңесу, жымқырып кету.

English phrase combinations: to be born with a silver spoon in one`s mouth, to make clean sweep of something , to hit the nail on the head, a dark horse, see how the cat jumps.

4. Phraseological units regarding time:- neck and crop - жылдам,көзді ашып жұмғанша,қас қағым сәтте- in the year dot - атам заманда, ежелгі уақыттарда,бұрынғы кездестерде-by fits and starts - ауық-ауық,анда-санда,кей кездерде-off and on - кезең-кезеңімен-like sixty- дем арасында,60 секундтта-like old gooseberry - аяқ ілеспейді-in a trice - көз ілеспес- a month of Sundays - өмір бақи, ұзақ уақыт-palmy days - қой үстіне бозторғай жұмыртқалаған заман

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- to burn the midnight oil - түн қараңғысына дейін отыру,көз майын тауысу -beat the clock – уақытында аяқтау-swift as thought – сүт пісірім5. Phraseological units related to traditions and customs. As the culture of each nation

is individually separated, its tradition will be indivisible. Accordingly, let us turn to the phraseology of the English people: by bell, book and candle, baker’s dozens, good wine needs no bush, Rob Peter to pay Paul, sit above the salt, sit below the salt. In Kazakh traditions are used following expressions: шашбауын көтеру, жыртысын жырту, қонақасы, қонақкәде, шаңырақ құру, қара шаңырақ, мал жан аман болсын,ат шаптыру,ауылдың алғы ауызы,шаңырақ түйе

6. Phraselogical units related to body parts.For example: Lose one`s tongue - тілін жұту,үндемей отыру, open full mouth -

Аузы аузына жұқпады, be at somebody`s feet - Аяғы алысқа түсті , hot liver - бауыры суыды, white liver - бауыр басты, all my eye - Көз алдында, a big heart - ақ жүрек , have one`s heart in one`s mouth - жүрегі дауаламады, without turning an eyelash – көзін жұмбастан.

As you can see, there are a lot of phraseological units in the Kazakh language and in the English language, and there are real equivalents in English, indicating that there is a great deal of similarity in phraseology.

7. Phraselogical units related to conventional concepts: Studying the history of the nation can give you a lot of information about how the

language is formed. Due to the various historical events of the Kazakh people, there are various historical phrasings, as well as in the English language, with expressions, corresponding to the most difficult times, flourishing and prosperous stages.

There are a number of difficulties in delivering a precise definition of phraseology. Because the meaning and stylistic function of phraseology in every language is vast. The methods of communication of the components in each language are different. Therefore, in their translation it is necessary to pay attention to the national features of phraseology.

Thus, the analysis of the national patterns of phraseology has shown that their cultural and linguistic meaning reflects the result of the various perceptions of the world in terms of their culture, life, lifestyle, outlook. All of these are reflected in inconsistent phraseological images of idioms [2].

References:1. А.Алдашева,Аударматану лингвистикалық және лингвомәдени мәселелер, Алматы,1998, 213 бет2.Кунин А.В "фразелогия современного английского языка" Москва,19723. Гак Г.В. Факторы и сферы реализацииязыковых преобразований.— Москва, Либроком, 2010г.- 408 с.4. Маслов Ю.С. Введение в языкознание,- М. Просвещение,1987- 272 c.

Cooking Recipe as a Text Type and Linguistic Specificity of its Translation

Sukhova A.Scientific adviser: A.M. Ishmanova

Pavlodar Humanitarian and Pedagogical College

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Nowadays, a healthy diet or sure nutritional level is a very popular trend. It does not matter whether food is fuel or pleasure for people they see healthy lifestyle promotion in all spheres of their lives. For example, a great number of people are promoting proper nutrition and various diet habits in numerous popular social networks. Thuswise, in the Instagram it is considered to be trendy to upload photos and videos describing equicaloric diets or to work up a food ration.

Due to the fact that the healthy diet trends have spread all over the world, topicality of the research isas relevant as ever.

In this respect translators shall be able to identify linguistic specificity and use precise guidelines to translate any cooking recipe properly and faithfully.

The recipe is a kind of instruction which contains an ordered list of preparation steps and techniques; as well as it is full of measurement units and process terms, ingredient names, quantities or proportions. Nutritional information, such as calories per serving and grams of protein, fat, and carbohydrates per serving, may also be given.

The specificity of a cooking recipe translation is similar to a technical text, in which one mistakeor typing error can change the whole meaning of what has been said and ruin the final dish. Translation of culinary texts such as recipes, cookery books, menus, television cooking shows, etc. is truly one of the most complex directions of translation. Due to the fact that each nation has its own culinary traditions that have been forming for centuries, it is necessary to take into account the fact that each nation has its own peculiarities related to their cuisine, which is crucial point to avoid mistakes in translating cooking recipes.

For example, in the nutrition habits of Americans ice is widely used. Iced tea is very popular, which is unusual for us. On the other hand, Americans, unlike us, have no idea what compote is. Also, for Russian-speaking people, so called “jelly” is a dish in which we add meat or fish, while in America and many European countries “jelly” is only a dessert. Salad made of boiled vegetables and canned peas comes as a surprise for foreigners because under the name “vinaigrette” they recognize a sauce based on olive oil and vinegar, which is usually added into a Greek salad. As for us, it is the most delicious and healthy vegetable dish. Along with this, take a soup as one more example. Americans eat it very rarely, and they do not eat usual soup,as we know it, but cream soup or soup-puree, which is more like porridgefrom our perspective.

In addition, different countries have different names for the same seasonings or kitchenware. Even in close British English and American English there are a lot of significant differences. For instance, the name of kitchenware items is one of the important aspects when you translating recipes. So, the English use “frying pans” (a frying pan with a handle), while Americans use the term “skillets”. Furthermore, when preparing food in a container placed in water in another saucepan, the British call the process by French expression “au bain-marie” (“water bath”), while Americans say “double boiler” or “double saucepan” (a steamer).

What is more, when translating cooking recipes, you should pay attention to the terms that exist in both American and British cultures and have a common semantic meaning, but different appearance. As a result of this translators often make mistakes when translating recipes. For instance, Americans use the term “breakfast”, but the British call it “brekkie”; Americans have an “appetizer” while British have a “starter”; potatoes are called “potatoes” by Americans though British say “spuds”; finely cut meat Americans call “ground meat” and British call it “mince”; the same for fruit preserves – in America it is “jelly” and they call it “jam” in Britain.

Some French terms often occurring in a high cuisine have come into a general culinary practices and recipes, so when translating culinary texts it is necessary to know some of them. The most common French cookery terms are: bouillon (Rus: “бульон”), farce (Rus: “фарш”), soufflé (Rus: “суфле”), croutons (Rus: “гренки”), julienne or sliced vegetables (Rus: “жульен-соломка из овощей”), bouquetgarni (spices) (Rus: “букет гарни – пучок пряных трав”) and roux (floury sauce) (Rus: “мучная подлива длязагустения”).

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Another linguistic specificity of the translation of cooking recipes is that weight measure units also differ depending on the country in which the recipe has been created. For example, in the UK common units are pounds (lb), ounces (oz), fluid ounces (fl. oz.oroz. fl), and tea- and tablespoons, but in the United States they prefer cupsand spoons (between 1⁄5and 1⁄4of aliter), while in other European countries, the same as in Kazakhstan and Russia widely-spread measure unit is gram (g), kilogram (kg) and liter (l).

Some difficulties also can appear with the names of ingredients. In some cases, (especially talking about not commonly popular dishes) there are ingredients which are not so easy to find in other countries. Of course, in this day and age one can buy almost anything in a supermarket or a specialized store, but even now rare spices or herbs are difficult to find.Take for example the Philippines, where a popular dish is impossible to cook without the medulla of a banana flower. When translating a recipe, considering its difficulty, readers are offered an alternative – an apple, which has almost the same taste.

As we can see, the translation of recipes, menus, cookery books, etc. is complex and ambiguous. If somebody may think that the translation of TV cooking shows is easier, unfortunately, they are wrong. After all, there is a familiar slang for every TV showmaster, along with usual phrases, which sometimes cause difficulties in translation. For instance,Jamie Oliver, a Britishcelebrity chefandrestaurateur,often say: “Add a glug of olive oil”. The attention should be paid to the lexeme “glug”. Saying this, he means a quantity approximately equal to what a person can drink in one sip. When translating, it would be more adequate to use the word “a little” (Rus: “немного”). Also, during watching culinary broadcasts, it is often possible to notice a misinterpret term such as “sesame oil”, which is usually transliterated in Russian as “маслосезама” although correct translation of this term is “кунжутное масло”, which is familiar to the Russian-speaking auditory. Another example is the famous Canadian television presenter Anna Olson, who regularly places “sponge” (Rus: “губка”) in the oven. In fact, it is an angel cake, which really resembles a sponge according to its texture.

As it can be clearly seen from the examples given above, recipes are full of different terms that have different equivalents in Russian. In order to learn the cooking recipe as a text type a series of a popular Jamie Oliver’s culinary TV show Super Food has been chosen as an example. As it was mentioned earlier, one of the main features of an instruction is that it has a clear algorithm of actions. Indeed, in his shows Jamie Oliver uses such expressions as “… at first peel …”, “… next put them into a pan …”, “… after that add …”, “… finallymix …” thereby, explaining each move and showing a step-by-step sequence that involves culinary processing of ingredients. Apart from this, the most common terms, which an interpreter needs to know when translating recipes, are used, such as “to roast”, “to fry”, “to mix”, “to crumble up”, “to cut into shreds”, “to clean and gut” and etc. In addition, his recipes contain a certain amount and a culinary measure of the weight of ingredients, for instance such as “2 pounds of ground beef”, “2/3 cup of olive oil”, “a bunch of fresh flat-leaf parsley”, “4 ounces of feta cheese”, “1 teaspoon of sweet mustard”.

Based on this, we can conclude that the translation of a recipe is not the easiest task. A translator faces some difficulties and cultural peculiarities of different countries. By the examples studied during the research and presented in this article, it shall become clear what exactly is necessary to pay attention for in the process of translating a recipe. First of all, it is necessary to determine the target audience. Also, it is required to change measure units into established standards, so if a recipe is translated from English into Russian, then it is important to change ounces or pounds into grams or kilograms. In addition, it is necessary to find analogues for kitchenware and understand what ingredients are meant. If any ingredients are hard to reach in the country, then there is a need to replace them with a similar product. And, finally, the most important, it is essential to remember that machine translation with all its merits cannot correctly interpret the ins and outs which can be precisely conveyed only by a person.

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References:1. http://findfood.ru/termin/kylinarnij-recept2. https://the-na.livejournal.com/52442.html3. http://globarius.com/ru/blog/397-112-slov-v-kotorih-britanskiy-i-merikanskiy-

angliyskiy-otlichayutsya-drug-ot-druga.html#.Wn1xkqDJz584. http://womanadvice.ru/10-russkih-blyud-navodyashchih-uzhas-na-zapadnyh-

sosedey5. http://nayemsya.ru/soveti/31288-kulinarnye-terminy-i-tehnologicheskie-

priemy.html6. https://www.jamieoliver.com/recipes/category/books/jamies-everyday-super-

food/

American SlangTalgatbekova A.T.

Scientific adviser: Zheksembinova Zh.S.East Kazakhstan Humanitarian College, Ust-Kamenogorsk

People seem fascinated by slang and it is widely beloved , especially in the abstract by people who cringe when it is actually spoken.So, what is slang?

Slang refers to words or phrases that begin to be used in a widespread way. This way, our language renews itself and changes with the times. Slang words show the attitudes of the group or sub-culture that uses them.

Slang can appear as a brand new word, a new meaning for existing word, an abbreviation for a word, or a word that becomes more generalized that its former, narrow meaning. It may help to go over what is not considered slang. Slang is not dialect, colloquialism, or catch phrases, where both parties are familiar with the references, like “Beam me up, Scotty” from Star Trek. It is not jargon, wich is limited to a certain field, or slogans used in advertising.Graffiti is not slang, nor is any special language used in a secret group

Why we use it?There are many reasons people use slang words and expressions. It can be used just for

fun or as a way to be witty or clever.You can be useit to be different or startling. Even if you don’t know it, slang enriches the language. Many use it as way to be friendly, or to show that they belong to certain group or profession. Some engage in slang usage to be secretive, like those in secret societies, children, students, or prisoners.

Slang is way of using descriptive or figurative language. It sometimes is irreverent and humorous. Slang expressions describe activates or objects.

Role oh the slangSlang and colloquial expressions come in different forms: single words, compound

words, simple phrases, idioms, and complete sentences. Slang is rarely the first choice of careful writers or speakers or anyone attempting to use language for formal, persuasive, or business purposes. Nonetheless, expressions than can be called slang or colloquial make up a major part of American communication in movies, television, radio, newspaper, magazines, and informal conversation.

Localized fad words are usually thought to have a short life, but others kinds of slang expressions may spread and last for a long time. The farther they spread, the longer they will last. If they last long enough, they may become so well known that they become standard English unavoidably. Most such slangy expressions simply join an enormous pool of similar expressions, and they are used until displaced by new terms. At some point the old ones are

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put on hold until they are forgotten by decades will pop up again in novels and movies or in sporadic use in the speech of older generations.

For more than two hundred years, the jargon of criminals has been a major source of everyday slang words. Alcohol, drugs, and crime have been firmly fixed in the public consciousness since the time of prohibition in the Untied States.

Most slang words that deal with personal type, race, ethnic origins, and so forth , are quite rude-often hateful-and considered by some people taboo. No apology is made for those that are included. They are rude or they wouldn’t be considered slang or colloquial. On the other hand, no attempt is made to include all of them, and many of the worst have been omitted.

Grammatical features of English slangDifferences between English grammar and speaking, you canfeel immediately,

arriving in an English-speaking country. Such reductions can feel immediately, when you go in America. Such reductions can be considered as elements of slang:

o Gonna – going too Wanna – want too Ama – I’mo Dis – this

I don’t speak about the familiar grammar rules how to make a slang expression. Slang haven’t grammar, is a kind of words which haven’t different rules of grammar.

Difference between English and American slangWe know that American language is differs from English language. Slangs as well.

The British generally extremely polite people, and usually, if they use slang, you can guess the meaning of what they are.For example:

o Shag – in America means dancing, but use this word in Britain are abusively

o Fancy – In Britain this word mean fantasy, whimsy but in America this word popular name of bun or cake

o Bloody – America is used in the literal sense, as blood. In Britain is a figurative moron

Starting Dates of Slang WordsOne of the best ways to learn the meaning and origin of slang words is to look at a

dictionary of slang words. The dictionary will tell you what a slang words means and when it started being used. F/E: “bad” has been used to mean “good” since 1897, “dude” which means a “guy”, first appeared the 1870s.

Each decade has had slang words appear during that time. Here are five common slang words and expressions from each recent decade:

From the 1950s: boo boo- mistake or injury; cool- slow down; garbage-nonsenseFrom the 1960s: crib or pad- where you live; far out- amazing; vibes- feelingsFrom the 1970s: horn- telephone; no brainer- easy problem; zip- nothingFrom the 1980s: go postal- go crazy; wicked- coolFrom the 1990s: loot- money; po-po- policeFrom the 2000s:holla- call on the phone; peep- personLanguage constantly evolves and the meanings of words is it change, including the

slang words. Slang freshens and enhances the English language by adding words that

describe what people oh the era are doing and feeling.

List of literature :

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1. NTC's Dictionary of American slang and colloquial expressions. Richard A. , Spears , Ph.D

2. Slang. Paul Dickson

Internet recourse :1. http://grammar.yourdictionary.com/slang/history-of-

american-slang-words.html2. https://en.m.wikipedia.org/wiki/Slang3. http://grammar.yourdictionary.com/slang/history-of-american-

slang-words.html4. http://englishfull.ru/znat/anglisky-sleng.html

What is linguistics?Tolebay K.B

Scientific adviser: Mamanazarov B.H.South Kazakhstan Higher Pedagogical college, Shymkent

Linguistics may be defined as the scientific study of language. This definition, unexceptionable as far as it goes, is one that will be found in a large number of textbooks and popular introductions to the subject. The term 'linguistics' was first used in the middle of the nineteenth century; and there are many scholars currently engaged in research or teaching in the field of linguistics who would say that the subject itself is not much older than the term 'linguistics'. They would claim that earlier linguistic research (in Europe at least) was amateurish and unscientific. Now it is a matter of legitimate dispute just how far back one should go in tracing the history of what we would today recognize as 'linguistics'. We-.shall not go into this question here. But one point should be appreciated. The investigation of language, like the investigation of many other phenomena (including those that fall within the scope of what are commonly called the 'physical' sciences), has been subject to various changes in the interpretation of the words 'science' and 'scientific', not only in the remoter past, but also more recently. One topic that commonly finds a place in discussions of the status of linguistics as a science is its 'autonomy', or independence of other disciplines. Linguists have tended to be somewhat insistent on the need for autonomy, because they have felt that, in the past, the study of language was usually subservient to and distorted by the standards of other studies such as logic, philosophy and literary criticism. For this reason the editors of Saussure's posthumous Course de linguistique generate (the publication of which is often taken to mark the beginning of 'modern linguistics') added to the text of the master its programmatic concluding sentence, to the effect that linguistics should study language 'for its own sake' or 'as an end in itself (Saussure, 1916).Whatever might be the precise meaning of the phrase 'language as an end in itself, the principle of 'autonomy', as it has been applied in linguistics over the last fifty years, has led to a more general conception of the nature and function of language than was possible in the earlier periods of linguistic scholarship. An equally, if not more, important consequence of the principle of 'autonomy' is that it promoted the study of language as a formal system.Now that linguistics has established its credentials as a nature academic discipline with its own methodology and criteria of relevance (and one can reasonably claim that this is the case), there is no longer the same need to insist upon the principle of 'autonomy'. The last few years have seen an increased interest amongst philosophers, psychologists, anthropologists, literary critics and representatives of other disciplines in linguistic theory and methodology. Some scholars consider that the time may be ripe for the incorporation of the theory of

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language into a more embracing synthesis of science and philosophy.Synchronic and diachronic. Throughout the nineteenth century linguistic research, was very strongly historical in character. One of the principal aims of the subject was to group languages into 'families' (of which the Indo-European family is the best known) on the basis of their independent development from a common source. The description of particular languages was made subsidiary to this general aim; and there was little interest in the study of the language of a given community without reference to historical considerations.Saussure's distinction between the diachronic and the synchronic investigations of language is a distinction between these two opposing viewpoints. Diachronic (or historical) linguistics studies the development of languages through time: for example, the way in which French and Italian have 'evolved' from Latin. Synchronic linguistics (sometimes referred to rather inappropriately as 'descriptive' linguistics) investigates the way people speak in a given speech community at a given point in time. It is now generally agreed that (due attention having been given to the definition of 'speech community') the history of a language is in principle irrelevant to its synchronic description: but this fact was not generally appreciated by earlier linguists.

(From "New Horizons in Linguistics" edited by John Lyons)

There are many very good reasons to learn of modern international English language Tolegen N.

Scientific adviser: Ersin A Machine-building college, Pavlodar

For a start it would be desirable to focus the attention on the term « There are many very good reasons to learn of modern international English language.».

The frst I want tell about English. English (eng. English, English language) — language of the Germanic family of languages. English in ancient times, it is believed that in ancient times the language of Anglo-Saxon captured the territory of great Britain, but was also covered Celt influence on languages.

English is an international language (de facto-lingua Franca). The most common language in the world, after China in terms of population, is the most spoken language. English UK, the United States of America, New Zealand, Australia and Thailand to other countries, the native language. In addition, in many countries it is considered an official language.

English — UN is one of the six languages. English is the most spoken language in the world. Western Germanic languages are languages. A. T structure. In the UK, USA, Australia, New Zealand, is the official language. In Canada (along with French), Ireland (Irish together with language) is a dual language. The UN has six official languages adopted in them. Now, the six most common onshore 400 million people speak this language. In 50-ies of the 20th century-years with the name of Abylai Khan. International relations and world languages Kazakh state University-Kamenogorsk, the English language training of specialists in higher and secondary education institutions prepared by the other. In the form of an independent subject in school and included in the program. A. t-h 5-6", the correspondent of in the resettlement to the island on land British English, sax, indigenous island tribes and Celt tribal language. A. t-the history of the ancient English (7-11 centuries), middle (12-15 centuries) and (15-C) era is divided into three stages. A. t V n 7-8 written records to. At that time the British record rune, using stone, wood, written on the bones and practice. 6-7 n-rune inscription came out of use in connection with the spread of Christianity among the British, began to use the Latin alphabet. The English go ahead and develop the Latin alphabet, it W, V, J and letters added. 1066 England was captured by ,language — French, English saved on

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the account in the speech of the common people. 1476. Publication of the book in English in England. This is a record of the English literary language based on the London dialect." They are divided into two types: American and British English. Within the British Scottish English language, North, West, East, South, are classified dialect. 7-11 BC) in the Anglo-Saxon language, dialect 4: Northumbrian, merely, and the village. The main features of the English language: a) most of the sounds phonetics in the system that long-drawn, short said. In this context, in English the meaning of the word may change, bribery; b) morphol. feature in the field: adjective-San of the world and all that instrumental cases and also that the verb and the noun affecter days later, many historical changes. In this regard, word-for-word and in English, as well as new faces, such as auxiliary verbs, forms. Rules spelling the English language there are differences. Changes in the spelling of sounds, spelling rules are strictly observed and the software in English.

There are many reasons for learning English in today's international. After all, English is the world's most needed. One of the forms of social phenomenon of the English language. I think that in developed countries are used English Because, a lot of conferences , negotiations in English. this society, reports English is a worldwide multiple. English language is nowadays a very important role in our time. Therefore, communication based on the English language: the language is global. "Kazakhstan, as a country, should be recognized around the world using three languages with higher education. This is the Kazakh language-the state language, the Russian language as the language of international communication and the English language – the language of successful integration into the global economy, "the head of state noted in his message that we remember that.

Requires of modern English. English is the universal first world war. In the history of our country, the ongoing socio-economic changes, the constant improvement of the English language, the training of new directions in the field of education, scientific and methodological level of education and the implementation of tasks requires an intensive rise.

In this regard, as one of the three prerequisites for ensuring the supremacy of the English language - in the scope of its actions in various spheres of public life, socio-economic, strong Nations and nationalities of each other and understand the role of the English language in the international character.

English is an international language. The most common language in the world, after China in terms of population, is the most spoken language. English — UN is one of the six languages. English is the most spoken language in the world. Western Germanic languages are languages. A. T. flective structure. In the UK, USA, Australia, New Zealand, is the official language. It is also the official language of many States.

One of the forms of social phenomenon of the English language.The only factor for the development of universal lifestyle Deurne - English.

Communication based on English, and these specific consequences: among the global countries speaking English.

The English language is nowadays a very important role. In modern English language schools, included in the direct between the main subjects of profound. As in English language schools from the first grade of the subject system are included in the table. Even in kindergartens already in speech in English, teaches to learn. On the Internet, children are a little different-there multi scalar. How should learning English in the Internet and people, but in the conclusion enter the teaching methods.

Every year the number of people studying abroad grows in the country. Therefore with profound studying of English language, schools, universities, effort, language. In the regions of the country a lot, many to open courses good knowledge of English.

In our country since ancient times, yet happy, it is clear to all languages, Kazakh State Women's Pedagogical University invests a lot of strength training. Currently, in our University there are many language learning courses: French, Chinese, Turkish, Russian,

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English languages. English is individual, then our students have their knowledge in learning the language in Moscow.

Currently in higher education only vocational education with the degree "Bachelor" is not only not limited to, a "Master's degree" , "Doctorate", as required by high posts. This requires a good knowledge of English is essential.

Tom, however, it is difficult to master the language, of course. Therefore, in English, audio-video, saw a lot of programs online ,listen. There more enrichment of vocabulary of the English language in each.

It's time in English 34. Basically a mini-megatrend 12. Consider all this there tension schools. For example, in the teaching method used in teaching English in recent years, the computerization of education in a new way. The place of the computer in the life of mankind today is not at home" We see more and more programs in English online through the Computer. English-computer engineering, language of communication, language, language of education in the specialty, some authoritative among young people, the language of the media, the language becomes information, especially through the Internet. And with this "cultural project Trinity of languages" in the space of effective use as a solution we offer the following:

- Age of onset of English language teaching on the basis of respect and mass langue ecology evidence;

- Information English, comparing their system of values language as a means of cognition, learning sale star.

In "Kazakhstan-2050" - a new political course of the established state "in the Address to the people of Kazakhstan:" we must make a breakthrough in English.

Not knowing English, therefore, worthy of modern requirements, the formation of a competitive personality, we can not achieve full. Russian language with the help of additional education, expand their horizons, the wider community, and for the more advanced seeking to limit the achievements to Kazakhstan from neighboring countries English language. The skill level and literacy have shown the world that countries that major steps leading to possible alignment there seems important States multilingualism. Among the foreigners qualification is how important it is to know the language of the most competent press conference to get ahead.

If you teach English in Kazakhstan, we offer you a number of useful resources for teaching and are happy to offer. The British Council is free with a wide range of materials for English teachers. You need:

1)for Teachers, online courses sign up;2)in the Lesson plans and materials for free;3)Professional development, training and to find information about the conference;4)teaching materials in operation and participate in the discussion;5)for teachers of English language you can subscribe to the Facebook page.In the program of English language abroad lasting from two weeks to 4 months the

specialist Of the Department of foreign Affairs of the USA on carrying out programs,training of English as foreign language (TEFL) and hires experts in the field of training in English in the USA and other tildilerga academicians. Project topics, curriculum development and evaluation, teacher training, learning improvement, English for Special Purposes, or. In some cases, lectures, video conferences and webinars for digital consultants (online workshops). English language programs, educational especially for those that specialize in foreign countries.

Learning English forum teachers for teachers on a quarterly basis since 1962, the record-journal, which is distributed through the office of the English language. Updated a lot of modern technology on English language. Language, learn well, to know how , young people need for each. Girls, organized by the Department of foreign language teaching methods of the faculty of Kazakh Philology and world languages in the framework of the

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event of the 70th anniversary of the University. The main purpose of the Olympics is the formation of future specialists ' professional knowledge and skills, build motivation and increase skill. 4 Olympiad aspect, that is, "Reading, Listening, writing and speaking" in the period from 3 to. A large number of Olympiads in the walls of the school. Olympiad in English, participation in azimuthally media. If you know English, then take prizes in competitions, day one opportunity to get an education abroad. Of course, for education abroad, knowledge of English language. For the development of the English language of the country, a lot of young people, though in the future to intensify the study abroad. Since time is working in this direction. Even in trade with foreign countries , for communication and English. Dear Mr, Kadyr Myrza Ali: "everything flows, everything..",- that in path not for good reason.

Day of English at the UN on the initiative directly in the days celebrated since 2010, as well as in other languages. English is today a" world language " and has the status of billions in this language spoken by people. Their most part of Britain, the US, Ireland, Canada, Malta, Australia, New Zealand, inhabitants countries. Even the English language, official in some countries of Asia and Africa. People who speak this language "angle finder" called traditions. Yesterday in Standard English, pure London dialect changes over time in different regions, so it is difficult to understand apically America English or English speaking. English French is the language of the UN, and performs the work and activities of the UN Secretariat-the official language by virtue of six. On this day in the world, round tables, conferences, competitions, scientific exhibitions, organized classes in English, where you can get acquainted with the culture. Although in our society, which occupies the dominant position of the English language in Almaty, gained the third place in popularity in the world. In the first place China, second place – Spanish. English vocabulary more. On language, on 800 100,000. Words a synonym for such many and in a series of. American President Benjamin Franklin "drunk" (eng. drunk) speech about 200 dead synonymn. Now, let yourself think. This is efficiency-in case you need to remember the word, in other words it is easy to replace.

The once a symbol of the English language. And now the sign "ampersand" name. The onset of a land name in English ends with the letter.

You know, it is enough to know 1500-2000 words for the presentation in English, the incident from. However, you are good at yours. We will remind, about 12000-20000 chair of the English word he knows what his education means. When applying the well-known Shakespeare's works 30,000 words.

Summing up, English is the language of communication. In modern English, the most widely used language. Language in the global economy, but we are no less paid. The English language is nowadays a very important role. In modern English language schools, included in the direct between the main subjects of profound. In modern English language schools, included in the direct between the main subjects of profound. As in English language schools from the first grade of the subject system are included in the table. The role of the English language of international character, deepened in the 21st century, is considered to be an important role.

References:1) "Aikyn" newspaper, new edition " the role of English in our Country»2) Foreign language at School № 5 2008 to get ahead.

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Slang as one of the integral aspects of the English language

Tusupova.D.KScientific adviser: Bekisheva.A.B

Ekibastyz College of Engineer and Technical Institute

goal problem relevance jargon as a phenomenon of modern life

3 grammatical features of slang in English 4 the role of slang in modern English

1 The purpose of this work is a complex description of slang as one of the subsystems of modern English language and the identification of the specific function of the slang . Objective:

1 to study the definitions of the concept of "slang"2 to study the problems of etymology slang 3 to uncover the potential of modern slang. It is the fact that slang, being an

integral part of the language, represents one of the most urgent and contradictory problems of modern lexology. This work contributes to the solution of the problem of definition, essence and main distinctive features of the phenomenon being studied.

2 Slang is a speech of a social group containing verbosities and expressions that differ from the common language, including the artificial and conditional. The word jargon came from the French "jargon", which in translation means "the language of crime." The slang language, he takes his coat spits on his hands - and goes to work. Carl Sandberg. That is slang is a simplified spoken language. slang penetrates into all spheres of society from a vocabulary, which, for example, doctors use in pacifiers to addicts. group of people and spreads within a given class of society. People, not being part of this class, sometimes use this slang, thereby causing it to spread widely.

3 The difference between English grammar and spoken language you can feel immediately arriving in the English-speaking country. Tokio can be considered an element of slang: Gonna- going to wanna - want to Ama- I am yep, ye- yes dis- this u -you Dunno -don't know cause - because many words can be as normal, and slang. For example, the words cool: cool fresh cool cool to bless you, bless you, be healthy. Socrates can also be represented in the form of abbreviations that are commonly used for the exchange of sms or correspondence in chat rooms. for example: AKA ( also known as) IDB (I do not know) BRB (be right back) ASB (as soon as possible) BTW (by the way) SU (see you) CMB (call me back). Such degeneration English is very diverse: posh pretentious wicked excellent cool props Respect diss degrade not disgustingly offensive all right oznochaet "hello, how are you?" what's up like business for sho necessarily kaney but exactly obvi obviously bublin brook gossip dressual- fashion style in which elegance and everyday life are found nexterday the day after tomorrow tip of my thumb thoughts that revolve around in my head. Interestingly, 64% of US students use colloquial and written language in English.

4 the English language has a loud, cheerful, nepospitonny but witty little brother this slang. What is the role of slang in the English language? Slang simplifies both spoken and written speech. Therefore, slang was, is and will be in different languages of the world. This is an integral part of the language. and is improved along with the language. The relevance of the topic and the need for its choice is the wide use of both Russian slang and English in the speech of Kazakh youth. We use slang degeneration among young people: gamer ramake face-control talk-show image-meker

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Onomatopoeia in English, Kazakh and Russian languagesUalihan Sh.

Scientific adviser: Borovik N.V.Pavlodar Railway College

The phenomena of existence onomatopoeias have a great interest for studying, because this class of words appears in the everyday use of language quite often.

As its Greek root suggests, onomatopoeia is the making (poiein) of a name or word (onoma) from natural sound. Onomatopoeias are thus imitative words of these natural sounds. Onomatopoeias are found in all languages of the world, and some linguists in fact believe onomatopoeias were the first words human spoke when language was developed. Since direct imitation allows the hearer to understand the meaning most easily, it is the most obvious way to describe actions (e.g. punch, boom) and animals (e.g. co*ck, dodo), which constitute the most parts of the conversation between primordial human. So, onomatopoeias are words that imitate sounds.Onomatopoeias sound like the objects they represent or the sounds those objects make.

It is easy to find that onomatopoeias of the same sound in different languages are often similar. This is especially true for the calls of animals. For instance, if we compare the onomatopoeias for the call of a co*ck, we see that almost all of them contain an initial velar stop, either a voiceless [k] or a voiced version [g]. In addition, in contrary to the most common two-syllable onomatopoeias for animal calls, all of them contain three to five syllables to indicate a prolonged call. The similarity is even more striking in the call of a sheep. All of the languages surveyed show the same pattern: An initial bilabial consonant (nasal [m] or stop [b]) plus a final front vowel [e]. Onomatopoeias for the other animal calls also show a great deal of similarity.

Despite the above mentioned similarities, differences do exist between languages. The English boom for the sound of explosion, is also quite unrecognizable to the Swahili twa. This raises a difficult question to answer: Why do these onomatopoeias differ? Supporters of the Sapir-Whorf hypothesis propose that sounds perceived by a hearer are in fact dependent upon the phonological system of his language. “Sound effects are verbalized by means of the phonemes of a language according to how the speakers hear the effects.” The hypothesis, however, has not met with adequate evidences.

Instead of accepting that the sounds we hear are altered by our phonological system, it seems more reasonable to argue that the sounds we speak are altered by the phonological system. Taking the buzzing of bees as an example, in most of the European languages surveyed, the onomatopoeias involve a voiced fricative [z] to represent the fricative sound made by the vibration of bees. The four Asian languages, however, do not have this sound in their phonological systems. They therefore employ nasal consonants [n] and [ŋ] to create an effect of resonance.

In order to check this theoretical material in practice, we did an analysis of some poems, songs and fairy tales in English, Russian and Kazakh languages on the theme «Animals’ sounds» and made a table of onomatopoeias.

Russian l-ge English l-ge Kazak l-ge1 cow Му-му moo Mө-ө2 duck Кря-кря quack Кеңк3 dog Гав-гав, тяв-тяв bark, woof-woof Арс-арс4 cat Мяу-мяу meow, hiss, purr Мияу5 mouse Пи-пи-пи squeak Пи-пи

6 goose Га-га-га honk Га-га-га7 horse И-го-го neigh Пар-р

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The above examples show us how the phonological system of a language may influence on onomatopoeias. Different animals make sounds the same in nature, but in different languages they are reflected differently, because each language has a different phonology, or system of sounds. All words in a language must fit in with the rules and patterns of the language's phonology. For example, in English, no word begins with the 'ng' sound, though in many languages it is possible to begin words with this sound. Even though onomatopoeic words may be similar across languages, each language will form onomatopoeic words that fit in with the usual phonological patterns of the language, and these patterns differ across languages.

In summary, we see that onomatopoeias is a distinct class of words, they are universal to languages. Onomatopoeias are found in every language and due to their imitative nature, onomatopoeias for the same sound in different languages often share some universal characteristics. Despite a common origin, onomatopoeias for the same sound in different language are influenced or restricted by the different phonological systems, leading to discrepancies between them. In addition, onomatopoeias are as productive as any other words. They can develop into nouns, verbs, adjectives and adverbs, which become part of our everyday vocabulary.

8 sheep Бе-э-бе-э baa Мә9 pig Хрю-хрю oink Қорс-қорс10 hen Ко-ко-ко cluck Қыт-қыт

References:

Crystal, David (2002). The Cambridge Encyclopedia of Language. Cambridge: Cambridge

Anderson, Earl R (1998). A grammar of iconism. London : Associated University PressesBerlin, Brent (1992). Ethnobiological classification. Princeton, N.J. : Princeton University Press. Cambridge International Dictionary of English. [Текст] / Cambridge University Press, 1995. - 1773 p.

Verbalization of a concept "time" in the Russian and English languagesZhatakhbaeva M.

Scientific adviser: Karkenova G.S.Aksu college named after Zhayau Musa

This article is devoted to research of one of key cultural concepts - a concept "time". Works of both foreign, and Russian scientists are devoted to problems of studying of the nature of a concept: W. von Humboldt, E. Sepir, B. Uorf, J. Lakoff, M. Minsky, R. I. Pavilyonis, Ch. Fillmore, A.A. Potebni, S. A. Askoldov, D. S. Likhachyov, N. D. Arutyunova, Yu.S. Stepanov, E.S. Kubryakova, A.P. Babushkina, 3.D. Popova, I.A. Sternina, V. V. Kolesova and many others. And still the term a concept in a type of the complexity and functionality still receives the most different treatment in linguistics.

Relevance of the chosen subject is defined by that this research is in the course of the most demanded directions of linguistics and social and humanitarian knowledge.

Object of research are a language embodiment of a concept "time" in English and Russian languages, and as a subject of studying detection of their national and cultural specifics in English and Russian cultures is considered.

The purpose is to describe features of expression of a concept "time" language means of English and Russian languages.

The main method of research in our work was the descriptive method that is a method of direct supervision over the language phenomena and their description, also by comparison of the language phenomena of English and Russian languages the comparative and comparative method was applied.

The concept time is key in our article therefore it is necessary to reveal value of the term "concept" first of all. There are some approaches to its definition. Yu.S. Stepanov defines concept as follows: "The concept is as if a culture clot in consciousness of the person; in the form of what the culture is included into the mental world of the person. And, on the other hand, the concept is by means of what people - the private, the ordinary person, not "the creator of cultural values" - itself enters culture, and in certain cases and influences it [1].

G. G. Slyshkin and V. I. Karasik understand a concept as "multidimensional mental unit with the dominating valuable element" [10].

Concepts can be steady - having language means of verbalization assigned to them and unstable - not having means of verbalization assigned to them, unstable, still formed, deeply personal, seldom or practically not so verbalized.

The special place among concepts belongs to so-called universal, basic concepts. They take the central place in pictures of the world of many national and language communities as

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make a basis, the base of all attitude. It is undoubted that a concept "time" in Russian and the concept of "time" corresponding to it in English by right are among such concepts, representing one of the bearing designs of an image of the world.

Time and space are fundamental attributes of our life, they aren't subject to any objective external changes. But at all stability of extralinguistic category of time lexical and stylistic means of expression of a concept of time undergo the considerable changes connected with subjective perception of the person. Undergone by change time models especially are radical, than the concept of time contacts human life, his attitude and the happening historical processes more closely. Scientific progress and the corresponding expansion of knowledge of world around can be those reasons: understanding by the person of the force as equal to God and acceptance of active living position, the general acceleration of a rhythm of life in connection with technical achievements.

The person can express the relation to a certain period, a time, the moment, a current of time, but can't affect the course of time or its property.

The analysis of the actions made over time in modern English literature opens before us the new person accepting an active position in relation to time capable definitely to influence it. The person, and also circ*mstances can give time, borrow, choose, fill, buy, to leave and even to force it to move, go.

Concept "time", being one of key concepts, is important part of conceptual system which is reflected in all languages differently that allows to speak about temporary perception, about ethnic temporary mentality and in general about a temporary picture of the world. One of the brightest results of verbalization of a concept "time" is phraseological units with time value [4].

The concept "time" represents the multidimensional mental education coding knowledge of traditions, customs, ceremonies, household culture, daily behavior, norms of use of time and has multilayered structure (etymological, universal, national layers).

The research conducted by us was undertaken for the purpose of the linguistic description of features of expression of time in phraseological units in Russian and English cultures. As a result of research time place in human life was revealed and the comparative analysis of the set expressions reflecting time in Russian and English cultures, for the purpose of detection of features, similar and distinctive features of two studied nations is carried out.

For generalization of results of the conducted research it is necessary to notice that in view of progressive development of economy, the social relations, and ideas of time change. And interest in research of time of the different people doesn't disappear as this subject is actual today.

References1. Алефиренко Н.Ф. Проблемы вербализации концепта: Теоретическое

исследование. – Волгоград: Перемена. 2003. – 96 с.2. Алефиренко Н.Ф., Золотых Л.Г. Проблемы фразеологического значения и

смысла (в аспекте межуровневого взаимодействия языковых единиц). – Астрахань: Издательский дом «Астраханский университет», 2004. -296 с.

3. Амосова Н.Н. Основы английской фразеологии/ Н.Н.Амосова.– Л.: ЛГУ, 1963.- 405 с.

4. Аскольдов С.А. Концепт и слово // Русская словесность. От теории словесности к структуре текста. Антология. / Под ред. проф. В.П. Нерознака. - М.: Academia, 1997. – 347 с.

5. Верещагин Е.М., Костомаров В.Г. В поисках новых путей развития лингвострановедения: концепция речеповеденческих тактик. - М.: Ин-т рус.яз. им. А.С. Пушкина, 1999. - 84 с.

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6. Добровольский Д.О. Образная составляющая в семантике идиом/ Д.О.Добровольский // Вопросы языкознания.– 1996. – №1. – С. 71 – 94.

7. Добровольский Д.О. Национально-культурная специфика во фразеологии/ Д.О.Добровольский // Вопросы языкознания.– 1997. – №6. – С. 37–49.

8. Добрыднева Е.А. Фразеологические средства и способы вербализации эмоциональных концептов в языке и речи// Проблемы вербализации концептов в семантике языка и текста: Материалы Междунар. симпозиума. Волгоград, 22 – 24 мая 2003 г.: В 2ч. – Ч. 1. Научные статьи. – Волгоград: Перемена, 2003. – С. 97 – 108.

9. Карасик В.И. Культурные доминанты в языке // Языковая личность: культурные концепты. - Волгоград - Архангельск, 1996. – 367 с.

10. Карасик В.И. О категориях лингвокультурологии // Языковая личность: проблемы коммуникативной деятельности. - Волгоград, 2001. – 398 с.

11. Карасик В.И., Слышкин Г.Г. Лингвокультурный концепт как единица исследования // Методологические проблемы когнитивной лингвистики: Сб. науч. тр. / Под ред. И.А. Стернина. - Воронеж: ВГУ, 2001. - С. 75 - 80.

12. Кунин А.В. Курс фразеологии современного английского языка/ А.В.Кунин. – М.: Высш. шк., 1986.– 336с.

13. Кунин А.В. Англо-русский фразеологический словарь/ А.В.Кунин. - М.: Русский язык, 1999. – 501с.

14. Кунин А.В. Англо-русский фразеологический словарь/ 15. А.В.Кунин.– 4-е изд., перераб. и доп.– М.: Рус. яз., 1984.– 942с.

16. Лингвистический энциклопедический словарь/ гл. ред. В.Н.Ярцева.– М.: Сов.энцикл., 1990.– 682с.

17. Логический анализ языка. Культурные концепты. М., 1991.18. Попова З.Д., Стернин И.А. Язык как национальная картина мира. - Воронеж,

2000. - 59 с.19. Попова З. Д., Стернин И.А. Понятие «концепт» в лингвистических

исследованиях. – Воронеж: ВГУ, 1999. – 30 с.20. Савенкова Л.Б. Языковое воплощение концепта// Проблемы вербализации

концептов в семантике языка и текста: Материалы Междунар. симпозиума. Волгоград, 22 – 24 мая 2003 г.: В 2ч. – Ч. 1. Научные статьи. - Волгоград: Перемена, 2003. – С.258 – 264.

Studying German with the help of English language. Zhukova D. S.

Scientific adviser: Yerokhina I.V.Pavlodar pedagogical college named after B. Akhmetov

We live and work in the epoch when globalization of all spheres of human activities takes place which results in review of priorities in education. That’s why multiculture together with informational and communicative competences nowadays are determined by the world educational community as a basic educational competence and one of the main trend is to form world educational area. The actuality of multicultural and multilingual education is defined by universal world tendency to the integration into economic, cultural and political spheres. We understand multilingual education as an aimed process of exposure to world culture by means of languages when these learning languages are the ways to achieve the spheres of special knowledge, to acquire cultural-historic and social experience of different countries and peoples.

We study at Pavlodar pedagogical college named after B. Akhmetov and study 2 foreign languages English and German. English is the first language, German is the second one. These languages are widespread. German is spoken by about 95 million people

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worldwide, and is the official language of Germany, Austria and parts of Switzerland.English and German both belong to the Germanic branch of the Indo-European language family. Because they are so closely related, they share many features.Furthermore, the English language is pervasive in German media and popular culture. It is not surprising, therefore, that many Germans learn English quickly and easily. However, there are a number of aspects of German that commonly interfere with the correct production of English.

The aim:Find out similarities between German and English that’ll help English speaking students to study German.

Task: Find out and study information about history of these languages, grammatical structure, word building formation.

Everyone wants to learn a new language. If you’ve ever tried to learn another language, you’ll know just how difficult it can be. Some people want to learn a new language to move abroad, get into university, interact with locals while holidaying abroad or simply to impress that special someone with your foreign language skills. I wanted to mention some similarities between German and English, since I study both languages.

English is a Germanic languagePerhaps the most crucial point to make is that English is a language which originally

derived from West Germanic more than 2,000 years ago. Indeed, both the German and English languages are considered to be members of the Germanic branch of the Indo-European language family, meaning they are still closely related today.

Given their shared origins, it should come as little surprise to learn there are strong resemblances between them. It is estimated that more than a third of English non-technical lexicons are of Germanic origin, as are many English words. Furthermore, the modern languages have both loaned words from Latin, Greek and French.

The two languages use the same alphabetOne of the most obvious similarities between German and English is the fact that both

languages utilise the same 26 letters which form the Latin alphabet. This is a major plus point, as it makes it easy for English speakers to start writing in the German language straight away.

With the exception of learning rules regarding the additional umlauted letters (ä, ö and ü) and the Eszett or sharp S (ß), this transition is fairly simple.

Several German words are used in the English languageIf you are able to speak English, chances are you already know some German words!

The English language has borrowed a number of words from German and some of them are used fairly regularly. For example, the word 'rucksack' to describe a bag carried on a person's back.

Over the years, the German language has also borrowed a number of English words too. This is especially prevalent in the worlds of technology, music, advertising and fashion, where English speakers should encounter a lot of familiar words and phrases while making the transition to German.

For instance, the words 'Computer', 'Designer', 'Album', 'Image' and 'Laser' have all been adopted from English, and English words are often borrowed when a craze starts outside of German-speaking areas. Examples of this include 'Skateboarding' and 'Aerobics', which are both recognised by German speakers.

In addition to the vast number of words which are shared between the two languages, German and English also feature many words that sound extremely similar. This is a major plus point when it comes to learning German from a starting point of understanding English, as it is often possible to guess what some words mean.

For example, the German word for 'house' is 'Haus', the German word for 'university' is 'Universität' and the German word for 'camera' is 'Kamera'. For an English speaker, it would be fairly easy to ascertain that the German sentence "Ich trinke Wasser" means "I drink water," even if they had never encountered these German words before.

German and English words often follow the same grammatical rules

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For English speakers who are attempting to learn German, one of the features they will encounter is a similarity in grammatical rules. Perhaps the best example of this is with the way verbs change based on their tense and this can be demonstrated with the verb 'to drink', which is 'trinken' in German.

The English word changes based on tense, from 'drink' to 'drank' to 'drunk'. In German, for the same three tenses, you use the words 'trinkt', 'trank' and 'getrunken' and the same basic rule applies to most other verbs too. Therefore, an English speaker can often have a pretty good idea of German verb patterns from the very beginning.

Both languages use Arabic numbering systemsAnother advantage of learning German as an English speaker is that the two languages

use the same Arabic numerals and numbering system. Much like in English, numbers are all comprised of sequences of the digits 0-9 and while these numerals have different names in German, the follow the same core principles.

This can perhaps be best observed by looking at the numbers from 10 to 20.English:ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen,

nineteen, twenty.German:zehn, elf, zwoelf, dreizehn, vierzehn, fünfzehn, sechzehn, siebzehn, achtzehn,

neunzehn, zwanzig.As you can see, the suffix 'teen' is replaced by 'zehn', but the basic pattern stays the

same.Conclusion

To sum up the results of our work. So, we know that the similarity of German and English is due to the common origin of these languages, which were the basis for tribal dialects of the ancient Germans. During the analysis of linguistic phenomena we have seen specific examples that the German and English languages have similarities not only in vocabulary but also in grammar. We hope that our work will help us further in learning a second language, and will be interesting to students who are learning English or German as a second foreign language.

References:1. The communicative method of teaching the speaking foreign language/ E.I.Passov- M: education, 1991. 2. Мильруд Р. П. Учение как познавательная деятельность в образовательном курсе иностранного языка // Иностранные языки в школе. – 2014. – №1. – С.3. https://www.lingoda.com/en/blog/english-german-similarities4. https://www.fluentu.com/blog/german/german-words-used-in-english/

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SECTION 2ШЕТ ТІЛІН ОҚЫТУ ӘДІСТЕМЕСІ /

METHOD OF FOREIGN LANGUAGE TEACHING

Using of game technologies on development of lexical abilitiesAfanasyeva D.T.

Scientific adviser: Schneider S.A.Pavlodar business-college

Having considered various approaches to classification of games during experience we have stopped for classifications M.F. Strunin who subdivides games on grammatical, lexical, phonetic spelling and creative. We will in more detail consider these technologies today.

Using of game technology is unconditional effectively because: Firstly, in the course of the game the most important condition is implemented: both the

teacher, and pupils communicate in a foreign language.Secondly, boring repetition of some grammatical rule or fixing of new lexicon in the form

of a game turns into fascinating occupation.Thirdly, pupils receive evident practical use of new knowledge. It is promoted more by

role-playing games.Fourthly, the language barrier which often is present at constraining people disappears. In

the course of the game of people it is liberated that allows to communicate more freely and easy.Fifthly, the value of game technologies and that they bring a variety lessons contribute to

the development of creativity.There is a certain algorithm of use of game technology:- selection of the games corresponding to psychological and age features of pupils;- selection of material for work at a lesson with use of game technologies;- diagnosing of the available knowledge, identification of level of activity, informative

independence of pupils;- mastering new methods, forms, the receptions allowing to teach children to study

independently; - organization of control of knowledge and their correction;- analysis of results.By means of lexicon the substantial party of the speech is transferred and perceived.

Lexicon is the main construction material of our speech therefore lexicon role is so important for acquisition of a foreign language, as well as a role of phonetics and grammar. Lexicon transfers a direct subject of a thought owing to the nominative function since gets into all spheres of life, helping to reflect not only reality, but also imagined. Thus, lexicon is one of the main components of training in a foreign language. Without lexicon it is impossible to learn language and to construct statements.

Use of lexical games stimulates informative activity of pupils during which he carries out search of necessary information on the country of the learned language, her traditions and history, creatively processes this information that contributes to the development of linguistic skill. A linguistic game helps to solve the following problems also:

- correctness and accuracy of perception by students of an image of a word, establishment of strong communication between image and value;

- the correct localization of a word in memory of the pupil on the basis of attraction of information on other words of native and foreign languages;

- the correct and various combination of new lexical units with others, the words of a foreign language already known to pupils. Thanks to games all informative processes of pupils become more active: the attention, memory, thinking, creative abilities develop. The main condition of any training — existence of aspiration to acquisition of knowledge and

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measurement of and the student. Knowledge of features of the informative sphere of the younger school student is very important because during the training and education these features need to be considered. In the context of educational activity specially organized, purposeful training of younger school students of cogitative and communicative activity with a support on reserves of age development has to be carried out [1, page 153].

It is important to find "golden mean" which would provide observance of the necessary proportion in study and a game, remembering at the same time that a game has to submit to specific educational objectives. Experience shows that without game actions fixing in memory of the school student of foreign lexicon happens less effectively and demands excessive intellectual tension that isn't desirable. The game entered into educational process on classes in a foreign language as one of methods of training, has to be interesting, not difficult and brisk, promote accumulation of new language material and fixing of earlier gained knowledge. It is necessary to consider that game process much more facilitates process educational; moreover, skillfully developed game is inseparable from the doctrine.

It is necessary to remember, however, that at all appeal and efficiency of games it is necessary to observe sense of proportion, otherwise they will tire pupils and will lose freshness of emotional influence. A game is not a just collective entertainment, it is one of the main ways of achievement of all problems of training. Only reasonable application of lexical games at lessons and their combination to other methodical receptions promote effective and high-quality digestion of material and does joyful process of knowledge which becomes requirement [2, p. 35-36].

For most best assimilation of lexical units reception of systematization of lexicon under the name a cluster is used. For example, we ask children: What can we do with letter? On a board we write a keyword of letter and we lead round him in a circle, from him we put arrows, under them we write write, read, post, send, get. Then it is possible to ask children to put verbs in the logical sequence.

The game "Snowball" is held for the purpose of activization of lexical skills. This game can be held both between teams, and between several pupils, having caused them to a board. For example, we set the subject "Food". The first pupil calls one word, the second has to repeat his word and tell the. Thus, at children memory, attention and ability to listen each other develops.

Game "Wordchain". Purpose: to develop ability it is correct to correlate a graphic and acoustical image of a word. Children have to make a chain of words that each subsequent word began on the last letter of previous. To complicate a task, it is possible to limit a subject or to draw a long rectangle on a board, to divide him into squares, having determined by that quantity of letters in each word. And, on the contrary, under each estimated word to place the picture that the child knew what word it is necessary to enter in sections. Thus, he will need only to write it correctly.

Game "Pick Up the Signature to the Picture". Purpose: a use training in the speech of words exceptions on the subject "Plural of Nouns". Children are divided into teams. Each team receives five cards, on each of which the noun in the only thing or plural and five pictures corresponding to inscriptions is written. The task is given: who will quicker and more correctly pick up the signature to pictures.

Game "What can you see?". Purpose: development of attention, memory, logical thinking. Pictures on the subject "Animals" are shown to children. But each of pictures is closed by the sheet of paper in which the round hole is cut through. The teacher drives according to the picture this leaf and children, seeing only fragments of this picture, have to guess who is represented there. The game can be held on any subject.

Game "Whimsical Child". Game purpose: introduction of a speech sample "I want a …". On a table the teacher has different toys animal. "Children, present that you have come into toy store, but you such ill-bred that at once everyone began to ask from mother: "I want a frog. I want a dog …". Let's play whimsical children".

"Crossword puzzle". Purpose: development of spelling skills. Solutions of various 125

crossword puzzles helps children not only to remember pronunciation of a word, but also its spelling.

Game "Translator". Purpose: activization of skills of the use of verbs in the 1 and 3 person. Children get up in a circle. One pupil throws a ball and tells about himself, the second pupil catches a ball and tells about the first pupil; then he throws a ball to the following and tells about himself: "I like to play".-"She likes to play. I can play the piano". – "He can play the piano. I want to swim". – "He wants to swim …".

Game "Call an Antonym". Purpose: improvement of lexical skills. The teacher calls a word, and pupils select to them antonyms: fat - slim, clean - dirty, nice – ugly, old - new, good – bad, big - small.

Game "Call a Rhyme". Purpose: activization of earlier studied lexicon according to the program; development of attention, logical thinking. The teacher calls a word, pupils have to pick up a rhyme to this word: green - clean, fat - hat, light – night, house - mouse.

Purpose: activization of lexical skills on the subject "My flat". The class is divided into teams. Each team receives a leaf with the description of the room and a clean sheet of paper. Children have to read this description, understand and on a blank sheet to represent all objects which are in the room.

Game "Orchestra". Purpose: a training of the entered lexicon on the subject "Musical instruments" in the studied speech samples. "Guys, let's create musical orchestra. Choose to yourself the tool on which you want to play". Children, choosing the tool, say: "I want to play the drum. I want to play the violin. I want to play the piano". After all have chosen to themselves tools, they say: "I can play the piano. I can play the violin".

Game "Agree. Disagree". The teacher at fast speed pronounces words or statements with various words, for example, on the subject "Products". Task for pupils: to express consent if the teacher is right, won't agree with him if he isn't right. "You like honey. – I don’t like honey. You like sweets. – I like sweets" [3, page 76-81].

These games are successfully and effectively used at English lessons. As already it has been described earlier all of them are suitable for studying of lexicon of any foreign language. During approbation at lessons have proved the efficiency in the course of assimilation of lexicon in groups of initial level.

References:

1. Selevko G.K. Modern educational technologies. Manual. M.: National education, 1998. 256 pages.

2. The yard keeper M.V. Game and a game situation at initial and average steps of training//Foreign languages at school. — 1980. — No. 6. — Page 36.

3. Kashinay E.G. Role-playing and linguistic games. — Samara: Publishing house SAMGPU.

Communicative Language Teaching as one of the effective methods in teaching foreign languages.

Akshalova S.M.Scientific advisor: Junusbekova E.A.

Ekibastuz Polytechnical College

Good school teachers always possess a set of characteristics that make students love them and the subject they are teaching. Time flies, and yesterday’s school children become today’s university students to find out that their new professors have a different approach to teaching and to the learning process. When students in school answer the question about who they think a good teacher is, they say that a good teacher is like a school ‘mother’ – this teacher makes everybody feel comfortable, respected, and safe. However, professors are different. As some of

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them say, in school it is a teacher’s job to make sure students are learning. At the university it is students’ job to learn – and they need professors to help them find the right direction. So, it mostly depends on the methods of teaching they have chosen at theirlessons and the qualities the teachers usually possess.

So, there are a lot of different interesting methods of teaching, but the aim of the study is to examine the significance of Communicative Language Teaching (CLT) approach. It has been a challenge for EFL teachers to choose a suitable method of language teaching to meet the learning objectives and outcomes of the English courses taught in schools and colleges across the globe. CLT method has shown the way to follow some strategies and techniques to achieve primary aims of English Language Teaching. English Language Teaching is practiced in EFL context with the application of applying the variety of methods i.e. Grammar Translation Method, Direct Method, Structural Method, Audiolingual Method, and Communicative Language Teaching approach, etc.

Due to the growing effect of globalization, the international communication in English is becoming widespread. To meet the challenges of this modern trend, most of the non-English speaking countries around the world are becoming more receptive to English language. To cater this requirement of making our students literate in national and international communication, the demand for communicative competence in English is increasing at a fast pace. Many countries have adopted Communicative Language Teaching Approach to make the people competent in English and Kazakhstan is not an exceptional. The CLT aims to focus on four skills (listening, speaking, reading and writing) as learner-centered activities within communicative context. This method makes language learning more relevant, interesting, enjoyable and effective.

The term "Communicative Language Teaching" means different things to different teachers. To some teachers, it simply means a greater emphasis on the use of the target language in the classroom, and in particular, a greater emphasis on orality. To other teachers, communication entails the exchange of unknown information between interlocutors. And finally, some teachers understand communication in the most global, anthropological terms, that is, as a cultural-bond system for making meaning. Despite their various definitions of CLT, all the module instructors seem to advocate for a communicative approach.

Communicative Language Teaching was introduced in 1970s. The demand of teaching and learning English has created immense opportunities for people around the world. A huge number of people want to improve their communication skills to survive in the global market. CLT has served the demand of learning and teaching of English for many decades as a major source of influence on language teaching practice across the world. In addition, language teaching has seen many changes in past fifty years. Up to late 1960s, traditional approaches were followed for the language instruction. The classic communicative language teaching was followed from 1970s to 1990s and the current communicative language teaching is in practice since late 1990s till today. [2, 17с.]

Communicative approach can be defined in a variety of ways. They are as follows; “Thecommunicative approach, is an approach tolanguage teachingthat emphasizes interaction as both the means and the ultimate goal of study” [2, 39с.]“Thecommunicative approachis based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.”[1, 157с.]“The Communicative approach also emphasizes the ability to communicate the message in terms of its meaning, instead of concentrating exclusively on grammatical perfection or phonetics. Therefore, the understanding of the second language is evaluated in terms of how much the learners have developed their communicative abilities and competencies.”[5, 65с.]

Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabuswhere the focus is on meaningful communication not structure, use not usage. In this approach, students are given tasksto accomplish using language instead of studying the language.The syllabus is based primarily on:

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Functional development, Not structural development. In essence, a functional syllabus replaces a structural syllabus. There is also less emphasis on error correction as fluency and communication

become more important than accuracy. Authentic and meaningful language input becomes more important as well. The class becomes more student-centered as students accomplish their tasks with

other students, while the teacher plays more of an observer role.The features and principles of CLT Focus on meaning. Communicative competence is the desired goal. Learner-centered. Fluency is the primary goal. Students are expected to interact with other people, either in oral practice, through

pair and group work, or in their writings. Dialogues, if used, center on communicative functions. Intrinsic motivation will spring from an interest in what is being communicated by

the language. Task-based.Principles The communicative principle: Activities that involve real communication promote

learning. The task principle: Activities in which language is used to carry out meaningful

tasks promote learning. The meaningfulness principle: Language that is meaningful to the learner supports

the learning process.Advantages of communicative language teachingOf course, as any method of teaching foreign languages, CLT has its as advantages so

disadvantages. Here are some advantages of CLT: The interaction between students and teachers:Communicative teaching is

becoming increasingly clear feature is the change in the way as the internship; students develop the subject, initiative and become increasingly important. Teacher-student relationship is an interactive, harmonious relationship, rather than the traditional education, the kind of master-servant relationship.

To inform the basic knowledge and ability to skillfully combine the development:Traditional classroom teaching of English in the main body of the expense of home study, only emphasized the teachers on the knowledge of the systematic and integrity, which is a teacher-centered, knowledge-centered from the medieval "scholastic" teaching methods inherited оne consequence of the neglect of student ability. The communicative teaching emphasizes the learner's cognitive ability and operational capabilities, which allow the students themselves to think about and express their views, thus trained in real life the ability to use language to communicate.[1, 132c.]

Greatly improved the student's interest:Communicative teaching students to participate in, sometimes accompanied by scenes or simulated scenarios, so that students more close to life, the students became the main character, naturally they were interested in the English language, to learn English as a pleasure.

The Communicative Method is in reality an umbrella term – a broad approach rather than a specific teaching methodology, and has now become the accepted ‘standard’ in English language teaching.[5, 89c.]

Communicative Language Teaching is a natural follow-on from the reaction during the 70s against previous methods which over-focused on teaching grammatical structures and template sentences, and which gave little or no importance to how language is actually used practically.

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The Communicative approach emphasizes the ability to communicate the message in terms of its meaning, instead of concentrating exclusively on grammatical perfection or phonetics. Therefore, the understanding of the second language is evaluated in terms of how much the learners have developed their communicative abilities and competencies.

In essence, it considers using the language to be just as important as actually learning the language.

The Communicative Language Teaching method has various characteristics that distinguish it from previous methods:

Understanding occurs through active student interaction in the foreign language Teaching occurs by using authentic English texts Students not only learn the second language but they also learn strategies for

understanding Importance is given to learners’ personal experiences and situations, which are

considered as an invaluable contribution to the content of the lessons Using the new language in unrehearsed contexts creates learning opportunities

outside the classroomThe most common educational model applied in the context of the Communicative Method

is the Functional-Notional approach, which emphasizes the organisation of the syllabus. This breaks down the use of language into 5 functional categories that can be more easily analyzed: personal (feelings, etc.), interpersonal (social and working relationships), directive (influencing others), referential (reporting about things, events, people or language itself), and imaginative (creativity and artistic expression). These 5 broad functions are then delivered by the teacher in the classroom using the ’3 Ps’ teaching model, which stand for Presentation, Practice and Production.[5, 93с.]

It is true that students give importance to develop reading and writing skills to get good marks in the exam. To acquire communicative competence, the learners need to develop four skills. The teacher can arrange two kinds of activities (pre-communicative activities and communicative activities) to develop learners’ four skills (listening, speaking, reading and writing) in English. Through pre-communicative activities, the teachers teach specific elements of knowledge or skill which compose communicative ability and the learners practice these in the classroom. Here the learners exercise some parts of skills rather then practicing the total skills. For example, they can learn the correct form of the simple present or simple past in a class. In communicative activities, the learners have to activate and integrate their pre-communicative knowledge and skills to communicate with each other. Then they practice all skills. Here the learners use functional and communicative language. The learners are placed in a situation where they must perform tasks by communicating as best they can with whatever resources they have available. Also they learn the social meaning of different words. In pre-communicative activities, the learners gather grammatical accuracy. In communicative activities, they produce speech which is socially appropriate to specific situations and relationships. The two stages are important to acquire communicative competence in target language.

Like other EFL countries, lack of authentic materials and audiovisual materials at some schools and colleges is a common problem in Kazakhstan. Local materials and equipments which are effective to teach the skills need to develop. Also teachers can make DIY (Do It Yourself) for their students because they know their students’ ability to acquire the skills. The students at our college have knowledge to read and write in English but they are weak in listening and speaking. For this reason, it is necessary to use hearing aids to develop both skills. Also audio-visual equipments are very effective to acquire communicative competence.

It is no doubt that the communicative method developed quite fast, it dominates language teaching in many countries because it not only makes language learning more interesting, but helps learners develop linguistic competence as well as communicative competence. However, problems also arose in the initial wave enthusiasm about it. For example, Can this method be applied at all levels in teaching? How such an approach can be evaluated? How suitable it is for

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non-native teachers? How it can be adopted in situations where students must continue to take grammar-base tests? Of course, these issues will help us have a better application of the communicative method.

Theteacherintroducesanddefinesthetopicandthe learnersengageinactivitiesthateitherhelpthemtorecallwordsandphrasesthatwillbeusefulduringthe

performanceofthemaintaskortolearnnewwordsandphrasesthatareessentialtothetask. theroleoftheteacherchangesfromthatofaninstructorandprosecutorofer

rorstothatofasupporterandinventoroftaskswhichher/hislearnersenjoydoing. themajortaskoftheteacherinthepretaskphaseistofindlanguagematerial

s(texts,videos,tapes,etc.)whichare(a)fromalexico-grammaticalperspectivenottoodifficultt

o understand,and(b)fromacontentandgeneralknowledgeoftheworldperspectivethatconsidersthelearners’age andpre knowledgeinterestingenoughtomotivatethelearnerstoworkwiththematerials.

An English teacher acts as a facilitator rather then the dominator of his class. In CLT, teachers facilitate the communication process among all participants and various activities and text. They should not compel the students to develop only reading and writing skills. He will emphasize to acquire all skills in target language. They will observe learners’ performance and evaluate and correct them. Besides, an English teacher should identify the learners’ strength and weakness to plan future learning activities. Also he will give importance not only to the form but also the contents of learners’ discourse. He should consider the environment when he teaches his learners. He will let the learners perform spontaneously rather then criticizing his learners’ mistakes. Of course, to perform these roles well, English teacher need training on how to use CLT in their daily teaching process successfully.

Though each of the different methods has contributed new elements and has attempted to deal with some issues of language learning, they derived in different historical context, stressed different social and educational needs and have different theoretical consideration. In this research, the effectiveness of communicative language teaching approach has been studied and observed. In the present world English is the most important language to communicate and to compete in the global world market, for the nation to advance in education, science and technology, to build better infrastructure and to strive to bring the nation status. So, Kazakhstan needs to be competent in English. For this reason, it is important to identify problems present at our schools and colleges and take steps to improve and modernize the English language teaching methodology.

References:1. Communication in the modern languages classroom/By Joe Sheils. Strasbourg: Council

of Europe Press, 1993 2. Richard, Jack C. & Theodore S. Rodgers. Approaches and Methods in Language

Teaching. Beijing: Foreign Language Teaching and Research Press, 2000. 3. Bussmann Hadumod. Routledge Dictionary of Language and Linguistics. Beijing:

Foreign Language Teaching and Research Press, 2000.4. Marschan-Piekkari, R., Welch, D., & Welch, L. (1999). In the shadow: the impact of

language on structure, power and communication in the multinational. International Business Review,8(4), 421-440.

5. Stern, H.H. Fundamental Concepts of Language Teaching. Shanghai: Shanghai Foreign Language Education Press, 1999.

6. Озаданиях, развивающихнавыкиобщениянаиностранномязыке: JimScrivener.LearningTeaching.AguidebookforEnglishlanguageteachers (MacmillanHeinemann). Callan'sMethod.

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Methods of use of song materialfor acquaintance with new lexiconAmirbek M., Gabdolla A.

Scientific adviser: Schneider S.A.Pavlodar business-college

The lesson of a foreign language always represents transition, difficult for pupils, from communication in the native language to communication and work in other language and for this reason the teacher often experiences difficulties in the organization of the beginning of a lesson. For the room of pupils in the foreign language environment the teacher should interest them, having told them at the beginning of a lesson entertaining story, having told them something new, having caused thereby response – desire to express in a foreign language. However to pick up the similar material corresponding to a topic of the lesson and the interests of pupils happens rather difficult. Much easier in such situation to pick up the song. The analysis of scientific literature has allowed us to mark out the main advantages of song material:

- firstly, work with such type of the text increases motivation of pupils, creates favorable psychological climate, promotes decrease in fatigue and increases activity of pupils. Besides, on one song material it is possible to beat the beginning of several lessons;

- secondly, songs represent a special type of the text. The feature of songs consists in rhymes which pupils are capable to remember even in case they don't understand word meaning. Besides, throughout all text a certain rhythm and a melody remains that, certainly, helps pupils with selection of lexical units in the course of expressive reading by heart or singing;

- thirdly, advantage of use of such type of texts consists not only in increase in motivation of pupils, but also in positive emotional influence. On the one hand, this type of texts stimulates pupils to independent studying of other works of the performer, on the other hand, often pupils after a lesson unconsciously repeat the whole lines from songs and thus acquire new words and speech samples. In this regard judgment by I.A. Zimnya who notes that language means and ways of formation and formulation of a thought are presented in such texts in an ordered and purposeful look that allows to use effectively them when training in lexicon is represented absolutely fair [1, page 26-27].

Foreign textbooks contain enough authentic songs which teachers often ignore. All the matter is that the offered material not always corresponds to the level of proficiency of pupils of high school, their interests and content of training therefore teachers should select sometimes independently songs for the lessons.

Being engaged in the song, the pupil from first minutes is involved in process of work on authentic material which has cognitive character: identification, classification, understanding of the written text, audition, reasoning on the song. The trainee takes the position, expressing the opinion. The teacher, in too time, directs work, exerts impact on formation of key competences at the trainee.

One more aim which is pursued by the teacher, using the song, is a creation of the relaxed atmosphere allowing to carry out "unloading" of the pupil – emotional, intellectual.

Work on the song has to be carried out not in the form of mechanical repetition of the text by chorus for the performer, it is necessary to apply elements of game actions, it is desirable mobile. It, first of all, creativity and communicative competence.

Work with the song shouldn't be excessive. You shouldn't demand from pupils of high-quality vocal sounding: the song it only the tutorial, but don't aim.

Now we would like to offer some methodical practices for work with song material.Work on the song can be conditionally divided into several aspects:• grammatical;• phonetic;

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• technical (way of storing of a song);• lexical (contents of the song);• social and linguistic, regional geographic [2].Such division, of course, is conditional. There is no clear boundary between stages, one

smoothly flows in another. And, it is possible to work with the song as once, for working off of any certain abilities, and during many lessons, having built a consecutive chain. Most often it depends on the lyrics.

So, if the song is used only once, it can be applied for:Translation activity. In couples or little groups pupils choose the popular song in the native

language and translate into English so that it could be sung on the same melody. It is possible to take the song in English and to translate into Russian.

Presentation and discussion.• choose the song and listen to it.• pupils find information in groups (from the Internet, newspapers, magazines) about the

song, its performer, creation history, etc. and prepare the presentation in the form of a conversation, role-playing game, an interview, a sketch, etc.

• the presentation can be presented as well in writing as a poster, the booklet or article.I like it because … can bring the song which very much to be pleasant to you. In 1-2 min.

tell why you like words and music of a song. Try to express feelings. It is possible to distribute the text, to ask whether the song was pleasant to pupils. if you see that she isn't pleasant to them, try to argue and argue the point of view.

But I like this! ask one or two pupils to bring one of their favourite songs in English. Let they will prepare her short presentation and will bring the lyrics. Ask them to act and tell why they like this song.

Key words. Dictate 10-15 words and phrases from a song. Pupils have to discuss and guess about what this song.

Rhymes. Cut the song on lines and distribute to pupils. After listening they have to make her in the correct order.

Songs and grammar. For example, during studying of passive voice it is possible to bring several well-known songs and to ask: Who was this song sung/written by?

It is possible to divide a class into groups and to ask to make, at least, 10 more similar questions on the same subject.

For a training of simple past tense it is possible to use, for example the song from the animated film "Shrek" "I’m a believer".

1. Write verbs on a board:to be, can’t, to get, to give, to haunt, to mean, to need, to see, to seem, to think, to try.2. Let pupils will write these verbs in past tense.3. Lose the song that pupils have listened and I have corrected if it is required.4. Distribute to pupils texts with the passed words and ask to fill out admissions, using

words which they have written [3, page 125-128].Work with the same song can be conducted during many lessons, giving her only 5-7

minutes. If works on the song in a class it wasn't carried out, it is possible to begin a lesson with clarification of the relation of pupils to music and songs in general.

For example: Music is a part of our live. People often listen to music and sing. And what about you? Do you like listening to music and singing? Why?

It is possible to ask that music or the text and why is more important for them.Process of work on the song can occupy 10-12 lessons.On the basis of song texts it is possible to carry out the most various work on improvement

lexicon - grammatical skills of speaking which is expedient for combining with a traditional technique of work. Song texts aren't inferior in grammatical aspect to exercises of traditional type. They can be used with success for improvement of lexical and grammatical skills of informal conversation.

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At a lesson of a foreign language of a song are most often used:1) for phonetic charging at the initial stage of a lesson;2) for stronger fixing of lexical and grammatical material;3) as an incentive for development of speech skills and abilities;4) as some kind of relaxation in the middle or at the end of a lesson when children were

tired and him is necessary the discharge removing stress and restoring them working capacity.Fragments from pieces of music of different genres can become subjects for an oral or

written statement in classes with a profound learning of foreign language, an additional tool of the presentation and activization of language material. Successfully picked up piece of music can configure better than words school students on perception and reproduction of texts of monological and dialogical character, to a formulation of a subject of an unprepared statement and a genre of the played sketch. Here example of a task for stimulation of an unprepared statement: "Listen to this musical fragment and try to give his main subject, mood, feelings which have arisen at you in a foreign language". Or: "Try to make the story or the description on association with the heard music". The most successful in the development plan for skills of oral speech are those pieces of music which are conformable to the studied subjects or texts placed in the textbook, the book for reading: "Seasons", "Appearance and character of people", "Sport", "Theatre", "Music", "Painting".

Other way - more creative. The pupil himself has to write down aurally lyrics, or fill the passed words in the verse given as exercise. This method demands repeated repeated listening of separate parts of a song, perception of the foreign speech aurally as a result improves. It is the simplest to replace with gaps of a word of one part of speech — all nouns, verbs, articles or adjectives … At the end of exercises it is always necessary to pass to discussion of global sense of the work, the message put in him.

In the example given here the «Logical Song» of the Supertramp group in which the main semantic weight is born by adjectives (here removed in brackets instead of gaps), so:

When I was (young), it seemed that life was so (wonderful), a miracle, oh it was (beautiful, magical)

And (all) the birds in the trees, well, they'd be singing so (happily, joyfully, playfully) watching me.

But then they sent me away to teach me how to be (sensible, logical, responsible, practical)And they showed me a world where I could be so (dependable, clinical, intellectual,

cynical).There are times when (all) the world's (asleep), the questions run too (deep) for (such) a

(simple) man.Won't you please, please tell me what we've learned.I know it sounds (absurd), but please tell me who I am.I said, watch what you say or they'll be calling you a (radical, liberal, fanatical, criminal).Won't you sign up (your) name, we'd like to feel you're (acceptable, respectable,

presentable), a vegetable!There are nights when (all) the world's (asleep), the questions run so (deep) for (such) a

(simple) man.Won't you please, please tell me what you've learned.I know it sounds (absurd), but please tell me who I am.So, 26 adjectives are presented in the song. Also it is necessary to draw the attention of

pupils as the song has no interest from the grammatical party to them. But not less than adjectives the sense put in this song is important: it is the song about growing, about that as with age consciousness changes. Society gives ready templates and answers, but doesn't help to understand itself, the abilities and tendencies put in an individual. Discussion of current problems of modern society is led to the best understanding of English-speaking culture. Songs, modern, popular among youth, can become an incentive for conversations and discussions. It is possible to suggest pupils to bring them on a lesson in record. It is desirable that they were

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interesting according to contents and stimulated children to the subsequent discussion, the statement of the relation to the song, her contents and execution. Political songs can cause a conversation on the international situation, on social problems of society; lyrical songs are a reason for a conversation about relationship of people.

It would be desirable to note that the object set in this work as we believe - is reached. It is difficult for modern teacher not to be lost in receptions and tutorials and the most important task for him is allocation of the most effective, creative directed. And one of such receptions is use at lessons of a foreign language of songs: multipurpose in essence and by means of which (main thing) it is possible to create psychologically comfortable atmosphere in a class that, according to us, is reached not always, but it is just necessary for all participants of a lesson.

Also it would be desirable to tell that, of course, the main thing in work of each teacher is aspiration to that process of training has turned from monotonous mechanical reproduction of the studied material into creative search. Considerably it is promoted by work on songs.

It is important to understand that the song is one of the strongest incentives to a further learning of foreign language, the song can induce the contents pupils to the statement of own thoughts, the relations, estimates something. Besides, the authentic, successfully picked up songs develop thinking, attentiveness and memory of pupils, help to keep involuntarily in memory complex material, speech cliches, set expressions. Besides, music positively influences formation of the identity of pupils, their character and mood and also forms esthetic taste.

Therefore it is impossible to underestimate a role of music and songs in the course of training in foreign languages.

References:

1.Vereninova Zh.B. The song as methodical reception at phonetic working off of the English median sonants.//Foreign languages at school. – 2000. - No. 5, Page 26 - 31.

2.http://bibliofond.ru/view.aspx?id=6485523. Music and you. – N.Y.: Macmillan, 1988. – 290 pages.

Methods of teaching English language skillsAubakirova A.N.

Scientific adviser: Mynzhasarova A.S.Akzhar Secondary School

Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of “methods” oflanguage teaching. The method concept in language teaching – the notion ofa systematic set of teaching practices based on a particular theory of language and language learning – is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition. Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning take place. This whole complex of elements defines language teaching methodology.

Actuality of the theme the problem of searching for new approaches, technologies andteaching aids of students’ training, which lay the basis of competent, successful and promising personalities of the country. The problems of acquiring basic skills

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in the areas of listening comprehension, reading comprehension, speaking (dialogue and monologue) and writing, and thus of developing communicative competence, which can be further developed life-long, depending on the individual needs. The large number of new approaches to training to foreign languages demands methodological validation of this problem.

Purpose of the research: to enhance motivation in teaching English in EFL, and offerpractical suggestions for broadening one's teaching approaches to accommodate a wider range of learner characteristics while helping students develop a more flexible, empowered approach to diverse learning contexts and tasks, to contribute with this research work in giving detailed information to overcome the difficulties we can have as teachers.

Research methods of the work is to examine various theories, methods, approaches andstrategies. Interview questions were prepared and used during the interviews. Two interview questions were made, one with questions aimed for the students and one aimed for the teachers. A checklist was prepared to use during the observations, to ensure that the same information was gathered from each class and the different classrooms. This also served as guidelines to show what to look for during the observations.

Results of the research work and its discussion: analyze Reading Skills of Englishamong medical students and methodical processing of texts, activities to develop reading, writing, speaking and listening skills of medical students.

There are many teaching approaches that can be used in teaching English. The teacher is advised to choose the method to use depending on: objectives, content, resources available, learners‟ abilities and interests as well as class size. The manner in which teaching takes place is a major factor that may influence students‟ development of language skills. Integration of English language and literature means that teachers are assumed to have a good mastery of the language and also a clear understanding and appreciation of literature, and are able to teach each as a function of the other. This means that the teachers are expected to teach English language using literary texts, and also to teach literature using various skills of English

The integrated English course also requires integration of English language skills in teaching. Teachers, therefore, needed adequate training and retraining in the integrated approach for them to function well in their teaching of integrated English course. In view of this, the teachers‟ teaching techniques may not be suitable for the integration and development of the English language skills. It is obvious that there is need for in-service training for teachers of English so that they can cope with the demand of the new course, which requires new approaches and techniques to teaching English. Therefore, teachers must know how to integrate, not only English language and literature, but also how to integrate within the various aspects of English language skills namely: listening, speaking, reading and writing.

Teaching Listening and SpeakingListening and speaking are normally integrated as they go together. As for skill, Collin’s

English Dictionary describes it as a special ability in a task, sport-especially ability acquired by training. Although speaking as a productive skill is complete in itself, there is an interdependent of oral skills in communication. Oral skills transcend absolutely making of verbal utterances. The main goal of the language teacher in striving to improve learners‟ oral skills or interaction skills should be to equip such learners with the full repertoire of language skill needed to function with confidence in any situation outside the classroom, where they no longer have any control over what is said to them. For this reason poor skills development would automatically cause breakdown of understanding almost immediately, resulting into nervousness, which in turn may further inhibit the ability to speak. They further point out that unless a learner is able to deal with English only in its written form, there is no escape from the acquisition of at least the rudimentary elements of English pronunciation. Therefore,

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amount of time should be devoted to practice in the spoken language. Since opportunity to engage in genuine communication in a second language or foreign language learning situations are rare, the teacher has to create opportunities and situations that promote this intentionally. To bridge the gap between the classroom and the real world outside, the teacher can use teaching techniques that promote this, such as role play, dramatization, discussions and communication games among others.

Teaching ReadingReading is an important skill that not only helps the learners in the mastery of English,

but also enhances their performance in other subjects in the school curriculum. The teacher of English should therefore provide opportunities for learners to develop the various reading skills in order to undertake successfully intensive reading, extensive reading and comprehension.

In my opinion the syllabus presents the content for reading skill in a spiral approach. For example, comprehension skills are covered from Form One to Form Four. The skills taught in Form one includes recall, comprehension and application. In Form Two analysis is introduced and in Form Three synthesis and evaluation are introduced. It is recommended that the teaching of reading be integrated with the teaching of other language skills and grammar. This should be done through debate or a writing task from an extract of a literary text.

Unfortunately, we are getting students who are less and less interested in reading in English language. The effect is that many of them are not fully literate by the time they get to form 4. Some students read the passage casually and then attempt answering the questions from memory. Students generally tend to be too brief in answering questions. The teacher should aim at training the learners to read fluently and efficiently. It is the acquisitions of these skills that will enable the learners to undertake extensive and intensive reading in order to develop comprehension.

Teaching WritingWriting is the advanced language skill that requires the learner to communicate ideas

effectively. It trains the learners to be organized and to think critically and creatively as he or she responds to situations. The ability to write well is, therefore, essential for success in any academic discipline. Writing is also a lifelong skill. It is part of the personal development skills that are useful beyond the classroom. Teachers should, therefore, engage the students in as much writing sub-skills as possible. Some researchers point out that many teachers of writing have long been dissatisfied with the traditional paradigm and its implications for classroom practice. Consequently, research into the intensive and comprehensive studies of the development of writing abilities has aroused the need for a new pedagogy of writing. In view of these discussions, classroom procedures of teaching writing skills should therefore follow certainprinciples and techniques which enhance integration in the development of the four language skills.

Techniques in Integrating Skills Read views the integration of skills in the languageclassroom simply as a series of activities or tasks which use any combination of the four skills-Listening (L), Speaking (S), Reading (R) Writing (W) in a continuous and related sequence.The activities in the sequence may be related through the topic or through the language or through both. She observes that an important feature of the sequence is the interlocking nature of the activities; to a large extent each task develops from those that have come before and prepares for those that are to follow. The skills are thus not practiced in isolation but in a closely interwoven series of tasks, which mutually reinforce and build each other. She points out that if students are provided with integrated skills practice, it allows for continuity in the teaching/learning program. Those tasks and activities are not performed in isolation but are closely related and dependent on each other. If the four skills are integrated, it will provide variety and can be invaluable in maintaining motivation. It also allows

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naturally for the recycling and revision of language, which has already been taught and is therefore, often helpful for remedial teaching.

Byrne stressing on the importance of integrating skills, says that the need to integrate skills in English language teaching has been emphasized and is not a new feature of writing program. He says that many of the communication activities and „fun ‟ writing integrate talking and writing (and sometimes reading) in a natural way. He therefore, proposes that if the teacher wants to increase the amount of skill integration in her daily teaching and this is worthwhile because it allows the learners to use language naturally[1]. Mathews et al. (1991: 73) justifies integration of language skills by giving two main reasons; to practice and extend the student use of a particular language structure or function and to develop the students‟ ability in two or more of the four skills within a constant context[4].

This, they claim ensures, continuity of the learning program because the activities are closely related either in terms of content and are dependent on each other, the four skills are developed in a realistic situation which allows flexibility, an opportunity is given to the learners to use language in different contexts, modes and with different participants. This variety breaks the monotony of having to deal with one variety at a time and finally, there is a linkage of the skills. In support of integration, the unit therefore, aims to find out teaching techniques that enhance integration and development of English language skills while teaching in medical academy. I think the classroom observation would be very important for this study.Reading and speaking processes can be boosted by a “matching” activity, in which the participants are to match pictures and texts, pictures and pictures, texts and texts (both oral and written) by using questions. Jigsaw reading activity is organized most often with the texts that are meant for reading or listening (“jigsaw” reading and “jigsaw” listening).A text is divided into several parts. Every participant has access to only one part of the oral or written text. They ask each other questions and provide information to pool the parts of the text together and to know the contents of the whole text. Another variant is jigsaw listening when each participant or a small group listens to only some information as part of the whole. These pieces can be brought together only in the course of active communication efforts.Another activity for reading is sequencing (re-ordering). The task consists in asking the learners to restore the logical order between parts of the text. This can produce an “opinion gap” and boost communication. Productive skills of speaking and writing are developed in simulations. A simulation means that an episode of the real world is reproduced in the classroom environment in the form of a role-play, discussion (problem solving), piece of writing or project work. An important aspect of communicative teaching is classroom interaction. This form of communication develops between the learners and the teacher. Learners’ interaction is organized in pairs, small groups, moving circles, parallel lines of pairs, etc. Classroom interaction promotes a communicative classroom atmosphere and successful communicative teaching.Communicative teaching is often organized in the three-phase framework. Three-phase framework means subdivision of the teaching process into three phases: pre-activity, while-activity and post-activity. Pre-activity is organized to arouse interest in the learners towards the main task, to motivate performance, to activate in learners their prior knowledge and to prepare them for the language that may be necessary to perform the main task. While-activity is organized as oral or written communication and is based on engaging the learners in the communicative tasks. Post-activity is reflection on the ideas and language that was produced during the main activity. This phase also includes additional language drills and integration with other skills. Tradition in teaching methodology. Each of the above methods has its own distinctive characteristics but together they share several important commonalities. First, every method purports to be a better method than other methods, and each has commanded both a loyal following of supporters and a disbelieving chorus of skeptics. Indeed, an increasing number of methodologists would argue that none of these methods could possibly meet all of a learner’s needs. As many researchers point out, language teaching and learning are too complex for any individual method to be able to address for an

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extended period of time. Far more critical to a learner’s success is a teacher who is informed about a learning processes, is aware of, sensitive to, learner needs, and uses a variety of teaching skills to guide and assist the learning process. Second, each method is affected by the contexts in which it is implemented. Thus, even the most prescriptive and rigid method will be implemented differently, depending on whether it is it is being used within a second or a foreign language environment, in a large class or on an individual basis, to teach children, adolescents, or adults. Factors such as educational and professional background of the teachers also play a critical role in the ways in which a method is employed. Third, each method embraces a number of goals, concerns and values that have been sustained over time. These traditional goals, concerns and values have shaped the ways in which educators have approached each transition in methodology or adapted to transitions forged by others. Thus, these goals, concerns and values remain a constant in our current English teaching.

Conclusion. Teachers were asked which language skill(s) they found difficult tointegrate. Based on the results, majority, seventy percent (70%) indicated that listening skill was difficult to integrate, fifteen percent (15%) speaking, ten percent (10%) reading while only five percent (5%) cited writing to be difficult to integrate. Results show that speaking and listening were difficult to integrate by English language teachers when teaching. Teachers attributed this to the fact that wrong forms of spoken English have over time, become institutionalized in society. Teachers also listed the following as challenges affecting their teaching and integrating language skills: (1) Teachers felt that the hours given for integration of skills was not enough to enable them teach them effectively. Due to this they could not use the recommended techniques or improvise some resources, (2) some teachers complained that since they trained on specialized in one area they found it difficult to teach the other area which they had no interest, (3) some teachers complained of lack of knowledge on integrated skills leading to poor lesson preparation. They also said that speaking and listening calls for a lot of involvement of the students.

References

1. Byrnes, H. (1998). Learning foreign and second languages. Perspectives in research and Scholarship. The U.S. The modern language association of America.

2. Cook, V. (2008). Second language learning and language teaching. Fourth edition.Routledge.

3. Dudeney, G., Hockly, N. 2008. How to Teach English with Technology,3rd impression, Longman, 2008, ISBN 978-1-405-85308-8.

4. Mathews, A., Spratt, M. and Dangerfield, L. (1991). At the Chalk Face. Practical Techniques in Language teaching. Hong Kong: Thomas Nelson and Sons Ltd.

Communicative approach in teaching of the English languageBerdibek A.M

Scientific adviser: Tairova IrodaSouth Kazakhstan Higher pedagogical college

Annotation: The communicative approach is adopted to language learning, method of assessment much change. A students performance can no longer be measured solely by a

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predetermined checklist of speaking and listening skills, but must reflect the effective use of language in different social situations.

Keywords: separate subjects, perceptive, interactive, dramatization, content-based, theme-based, project-based,operationalized.

Any language can be acquired if one develops four basic skills in that language i.e. listening, speaking, reading and writing. Listening and speaking are interactive processes that directly affect each other. Speaking is an expressive language skill in which the speaker uses verbal symbols to communicate, while listening is a receptive language skill, which involves the interpretation of those symbols into meaning. Writing is also expressive language skill in which the writer uses written symbols to communicate, while reading is a receptive language skill which involves the interpretation of those symbols into meaning.

Listening and speaking and also reading and writing were viewed as a separate subjects within the school curriculum and usually were taught as a number of discrete skills; however, the 1980s and early 1990s have brought another perceptive. Listening and speaking and also reading and writing are now considered interactive and taught as one communicative process. Interactive process of reading and writing skill, seen in the class, is very less. One can find more interactive process of listening and speaking skill in any type of class.

The communicative approach is relative new, as most of the teachers and prescribed texts separate the instruction of listening and speaking. Usually when listening and speaking are separated, specific skills are identified in each area and a sequence of these skills is established. No particular attention is given to the situation, or context , in which a specific skill is to be used, as the focus is on teaching listening and speaking and not on communication. We can develop listening skill by conducting the entire lesson in that language only. We may make use of Audio-Visual aids such as tape-recorder, gramophone etc. we may make the students to listen to Radio lessons to develop the skill. Moreover we may develop the listening skill by ear-training exercises, by articulation exercises, by mimicry exercises or by exercises in fluency. We may develop the speaking skill by giving picture lessons, by saying and doing exercises, by arranging oral composition, by developing the ideas on the topic within their range, by reproducing telling or completing a story, by dramatization, by arranging talks and discussions, by asking questions. But special attention is not given to the situation or context, in which a specific skill, listening or speaking, is to be used. When specific attention is given on a situation or a context and develop these skills we follow communicative approach.

Although no single methodology has been described for the communicative approach, several characteristics are summarized as follow.

Communicative approach stimulate ‘real life’ communicative experiences-:Froese V in his book named as “Introduction to whole language teaching and learning”

(1991) mentioned this characteristics of communicative approach. Learners should conduct an interview because they actually need information. In role playing process, the purpose is to learn how to formulate appropriate questions. But here, as Froese V noted these activities should not only stimulate real life experiences, but, whenever possible, should actually be real life experiences.

The learning task is content-based, theme-based, project-based or some combination of the three-:

Instruction in listening and speaking, as well as reading and writing, is given within the context of handling various learning tasks, which involve learners with language. This learning task is content based according to Early & Tang M as described in their book named as Helping ESL students cope with content-based text ‘theme-based’ according to Candling C &Edelhoff C as described in their book Challenges and ‘project based’ according to Fried-Booth D as described in the book ‘Project Work’ (1986). Within the context of an interview, questioning skills can be taught. Students need the opportunity to express themselves through a variety of experiences and tasks.

As students use language to learn in various subject areas, it becomes necessary for them 139

to communicate with peers in large and small groups as well as with the teacher. Collaborate talk can occur between peers in quite an informal way or in more formal cooperative learning groups.

Several programs have been developed in various parts of the world, which have been illustrative of the principles involved in the communicative approach to language.

The United Kingdom is moving in the direction of implementing a more communicative approach to language instruction. Cox B. in his book named as ‘Cox on Cox: A English Curriculum for the 1990s (1991) rightly mentioned that the working committee, to establish a national curriculum recommended a single attainment target for the listening and speaking profile the development of pupils understanding of the spoken work and the capacity to express themselves effectively in a variety of speaking and listening activities, matching style and response to audience and purpose.

While similarly ‘whole-task’ focused, workouts which involve transferring and reconstruction information emphasize cognitive uses of language.

As the communicative approach is adopted to language learning, methods of assessment much change. A students performance can no longer be measured solely by a predetermined different social situations.

List of literature1. Гальскова Н.Д. Современная методика обучения иностранным языкам, М

2000г2. Барменкова О.И. Проектная работа на уроке иностранного языка.

Иностранные языки в школе 1997г3. Зимняя И.А. Психология обучения иностранным языкам в школе М-19914. Концепция развития иноязычного образования Республики Казахстан-А

2004г5. www.textology.ru

Imitative immersion in the English-speaking environment in learning English languageChernych M. M.

Scientific adviser: Yerokhina I.V.Pavlodar pedagogical College named after B. Akhmetov

The language policy of Kazakhstan is aimed at creating conditions for the full development of the personality of a young person, providing guarantees in the sphere of education, labor, employment and social protection. Therefore a new generation of Kazakhstani should be trilingual, fluent in Kazakh, Russian and English.

We study English. Nowadays English has become the world’s most important language in politics, science, trade and cultural relations. Over 300 million people speak it as a mother tongue. It is the language of computer technology. The importance of English language in our lives is as , it is spoken , read or understood in most parts of the world. Due to this language, we can belong to whole world as well as to our own country.

The aim of our research is to explore ways of imitative immersion in the English-speaking environment in learning English language.

When we learn our native language, first we listen, then we speak, then we read and finally we write. Listening, speaking, reading and writing are the four language skills we need to develop for complete communication.

Listening and reading are receptive: input, i.e. the exposure you have to authentic language in use. Speaking and writing are productive: output, i.e. the action of producing language as part of the process of second language learning.

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To achieve these four basic language skills, you need to surround yourself with English: make English part of your life at home, at work, during your free time.

Read on to find tips that will help you overcome the difficulties you might be experiencing to improve your English skills.

Expose yourself to the language as much as possible:practice makes perfect, which means that if you want to improve a certain skill you have to

practice it. As a beginner learner you will need to achieve all 4 language skills: listening, speaking, reading and writing.

Listening: It plays a very important part in learning any language. Effective listening ensures understanding and it helps improve accuracy when speaking , among other things. How can you improve your listening skills? By listening actively, i.e. paying attention not only on what is said, but also how it is said.

Listen to music –old or modern; the type you prefer, but pay attention to the lyrics. (sometimes reading the lyrics may help you understand the song)

Surround yourself with English speakers. If you have a few friends who are great at speaking English, hang out with them! Invite them over to dinner! So, your home becomes an English hub. Find a tutor to do some one-on-one with. Do a language exchange, where you can teach them your language and they can teach you theirs. Immerse yourself in it as much as you can!

Listen to movies, TV shows, news, entertainments, the radio – try the classics. If you can watch DVD’s you can watch the movie several times. Watching with subtitles and then, when you feel more comfortable, without them. You can have English radio at home or on your mobile phone. Even if are not actually listening to it, your ears will be getting used to the sounds of the language.

Speaking: It is often the hardest of the four language skills, but as soon as you can speak a little English there are lots of ways to improve quickly and have tons of fun.

Find native English speakers. In certain areas it's the hardest thing to do, but it's the best use of your time. Talking to actual native speakers is the most effective way to improve your English skills, speaking or otherwise. So whether you have to Skype them, call them, or beg them to speak to you, do so. Your progress will be faster this way than any other.

Speak English at home. This is the biggest, easiest mistake to make. You go about your day, you're on the job working partly in English, you go to your English class, and then you go home and revert back to your native tongue. While you may be making slow improvements, you'll never get past that dreaded lingual plateau. Make a point to speak it at home, too. Have only English at the dinner table. Stick to English TV at home. Make it as 24/7 as possible.

Watch TV, movies, podcasts, and everything in between. So while talking and listening proactively is best, passive learning is good, too. So throw on the telly and sit down for a spell. Try to keep the captions off! And if you can record it and watch it more than once, even better. That way you can see your progress.

Reading: It is a process of the brain and it takes time to develop: your mind has to attach meaning to the words, phrases and expressions represented by symbols, plus get to understand the grammar and structure of the language used in the passage to read. If you develop strong reading skills, it’ll be very helpful to your future. You can read:

Read children's magazines and books. They are attractive, they tend to have many short articles or simple plot lines, and they come in many subjects (science, literature, self-improvement). But more importantly, they are well-illustrated. The pictures will allow you to understand many words without having to use a dictionary. You'll go faster and get more enjoyment out of it!

Books in English and articles on the web. Maybe, books you have already read in your mother tongue or which have been turned into movies. Try to start with easy books, even children’s books and comics: The images will help you understand even if you don’t know all the words

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Switch the operating system of your mobile phone, your PC or tablet into English. Associating a function with a certain word, will improve your vocabulary.

Writing: Even though it may be intimidating to a lot of people, anyone can get used to writing with a little discipline and a willingness to learn

Write down words or expressions you think useful with their meaning and examples. If you see them in sentences you will remember them better. You can use them if you keep a diary.

I would like to say: listen what you love to listen, read what you like to read, write what you like

to write, and memorise the things you cherishes most.You want to improve your listening skills, listen what touches your heart and soothe your

mind. For instance, you may have thousands of songs in your playlist, but do you like all of them.

Spend your time on things that interest you. If you like cooking then buy an English-language cookbook or find recipes on the net and practice following the recipes. You'll soon know if you have made a mistake! Keep something English on you (book, newspaper or magazine, cd or cassette, set of flashcards) all day and every day, you never know when you might have 5 spare minutes. If you are too tired to actively practice just relax and listen to a story in English, an English pop song or talk radio station.

All the above mentioned tips can be reduced to just one: PRACTICE, PRACTICE, PRACTICE!! Whatever learning style you have, whatever your native language is, the key to acquire and master a foreign language is PRACTICE it as much and as often as possible.

References:

1. 3. Mann, B., Sachdeva, A., Nieman, L., Nielan, B., Rovito, M., & Damsker, J. (1996). Teaching medical students by role-playing: A model for integrating psychosocial issues with disease management.Journal of Cancer Education, 11(2), 65-72.

2. 4. Rubenstein, W., & Talbot, Y. (2003).Medical Teaching in Ambulatory Care(2nd ed.). New York: Springer.

3. https :// www . wikihow . com / Improve - Your - Language - Skills - Through - Reading ,- Writing ,- Listening - and - Speaking

4. https :// www . proz . com / translation - articles / articles /87/1/ How - to - improve - the - ability - of - listening %2 C - speaking %2 C - reading - and - writing

Project methods as innovative technologyfor teaching foreign language communication

Dautova K.Scientific adviser: Omarova S.P.

Pavlodar college of area of service

The process of the updating of the education of Republic of Kazakhstan in the sphere of teaching of foreign language communication produces the opportunity for teachers to choose

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teaching methods and approaches on their own. Special attention should be paid to innovative teaching technologies which also include the technology of project education.

The dictionary of foreign words provides the following definition of the notion “project”: «Project (Latin projektus – beaked) - 1) technical documentation, drawings, calculations, model of newly build constructions etc.; 2) draft text of any document; 3) plan, suggestion» [1, p. 401]. Consequently, broad understanding of this meaning enables to apply it for different technological processes, including education.

At the present day there is known a great variety of the definitions for didactic notion of projects methods. It is understood as the technology (E.S. Polat), pedagogical one as wellе (I. Chechel); as a method of teaching (А.N. Shchukin, E.G Azimov); as a method of organization of students’ independent activity (Z.Kh. Botamaeva) etc. We stick to the E.S. Polat’s point, who characterizes project methods as “a set of actions, which been used in certain order, enables to implement such methods in practice” [2, p. 67].

The present theoretical approaches of the authors have the following items in common:а) definition of project methods as innovative type of education organization;b) definition of project methods as a method of organization of students’ independent

activity which should lead to practical;c) practice of subject-subject relations;г) possibility to use reflection;But the approaches are different in terms of relating project either to technologies or to

teaching methods.Whereas, the following definition is suggested to be applied as operational: «Project

method is an innovative teaching technology, when students achieve new knowledge during the stage-by-stage, independent, or controlled by the teacher planning, developing, performing and producing problem’s aspects, it’s microthems ».

Comparing project method with other traditional approaches, a number of its benefits should be mentioned: the process of studying is close to the practice; student’s educational position changes, student cognates, discovers, realizes and applies knowledge independently [3, p. 65]; students accumulate experience before facing professional activity. Preparing to the work with project method makes students to face the challenge of searching and taking appropriate decision; students practice their informational and communicative competency; the conditions for shaping their professional competency are formed; necessary information is creatively mastered.

At the present time traditional programs are overload with information, which leads to the gap between theory and practice, as in such situation, there is no any formed competency. Project study is more efficient than traditional, as during study project performing knowledge is achieved by means of applying information for solving practical tasks.

Thus, project method enables to make study process more individual and intensive, providing students with the possibility of choosing their own study rate to final results [4]; studying activity becomes creative and searching [3, p.13].

References:1. Dictionary of Foreign Words. М.: Rus.Lang 1988. P. 401.2. New Pedagogical and Information Technologies in Education / edited by. E.S.

Polat. М., 2005. 272 p.3. Pozdneeva S.I., Kuznetsova Т.V. Project Activity in the Practice of Primary

School Teacher // Vestnik TGPU Ser. Pedagogy. 2006. Issue. 10 (61). P. 65-66.4. Bobienko О.М. Key Professional’s Competency: Development and Assessment

Problems. Kazan: Publish. V.I. Ulyanov-Lenin KazSU, 2006. 146 p.5. Belogrudova, V. P.Research Activity of Students under Conditions

of Project Methods/ V. P. Belogrudova, // Foreign Languages in School. - 2005. - № 8. - P. 6-11.

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The use of the game method in teaching EnglishDosumbekova M. E., Zhantemirova Z.T.

Scientific adviser: Mukanova B.T.Pavlodar pedagogical College named after B. Akhmetov

The choice of the topic of self-education "The use of the game method in teaching English" is due to the difficulties that We encountered in the process of teaching the language: the rapid loss of interest in the students at the first encounter with difficulties, the need for an interesting, unusual presentation of material on the current QMS with in-depth study of the language, where training is carried out in a game form.

In turn, it is the game forms of learning that contribute: • development: mental and volitional activity, attention, memory, speech skills and

cognitive activity: • formation: positive motivation, ability to work in a group, general educational skills; • education: tolerance, respect for the interlocutor, rival.And they also make it possible to make the educational process qualitative, effective,

interesting, create an atmosphere of creativity, a favorable psychological climate, attract poorly trained students to the lesson. And, thus, to solve problems of achievement of modern quality of education and development of qualities of the creative person.

The aim of the study is to prove that using the game helps make the lesson more interesting and exciting. Gaming at a foreign language lesson not only organizes the process of communication in English, but also brings it closer to natural communication. The game develops mental and volitional activity. Being a complex and at the same time fascinating occupation, it requires a huge concentration of attention, trains memory, develops speech. Gaming exercises carry away even the most passive and poorly trained guys.

The research subject - the presence of positive motivation, the formation of skills and skills for all types of speech activity.

The object of the study is the activity and motivation of students in the English language classes.

GAME TRAINING METHODThe learning possibilities for using the game method have been known for a long time.

Many scientists involved in the teaching of foreign languages rightly paid attention to the effectiveness of the use of the game method. This is due to the fact that the game is particularly full, and sometimes unexpected abilities of any person, and the child in particular.

Different scientists considered the features of the game from different points of view. But despite differences, all scientists agree on the presence of positive features of the game.

GAME FEATURESI would pay attention to the following:• everyone is equal in the game;• The game is feasible for almost every student, even one who does not have a sufficiently

strong knowledge of the language.• A weak student can become the first in the game: resourcefulness and ingenuity are more

important than knowledge in the subject.• a sense of equality, an atmosphere of enthusiasm and joy, a sense of feasibility of

assignments-all this enables the student to overcome shyness that prevents the free use of the words of a foreign language in speech, reduces fear of mistakes, and has a beneficial effect on learning outcomes.

• language material is imperceptibly acquired, and along with it a sense of satisfaction arises; the student can already speak on a par with everyone.

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GAME FUNCTIONSIn English lessons I use the following game functions:entertaining (this is the main function of the game - to entertain, to give pleasure, to

inspire, to awaken interest, for example a lesson in 3d class was built in the form of role-playing game);

• communicative (mastering the dialectics of communication, studying the formulas of speech etiquette in the 5th grade);

• diagnostic (detection of deviations from the normative behavior, self-knowledge in the process of the game);

• igreaterapevticheskuyu (overcoming various difficulties arising in other types of life);• Self-realization (manifestation of abilities and hidden opportunities);• interethnic communication (mastering of unified social and cultural values for all people);• socialization (inclusion of public relations in the system);• aesthetic (the pleasure that is experienced from the game).The implementation of gaming techniques and situationsThe implementation of gaming techniques and situations in the form of lessons takes place

in the main areas:- the didactic goal is put before the students in the form of a game task;- educational activity is subject to the rules of the game;- the teaching material is used as its means, an element of competition is introduced into

the teaching activity, which translates the didactic task into a game task;- the successful completion of the didactic task is associated with the game result.

CLASSIFICATION OF GAMESHaving considered the classification of the functions of gaming, it is necessary to consider

the classification of the games themselves. At present, there is no unambiguous classification in the psychological, pedagogical and methodological literature.

Pay attention to the classifications presented on the screen.The game environment largely determines the game environment: games are distinguished

with objects and without objects, desk-room, on the ground, computerized and with TCO, as well as with various means of transportation.

If we consider the game in terms of target orientations, then in this case it is possible to divide the games into:

1. Didactic, which is used to broaden their horizons and cognitive activities, they form certain skills necessary for practical activities, during their implementation, general educational skills and labor skills develop.

2. Educators, who bring up independence, will, cooperation, collectivism, sociability and communicativeness, form certain approaches and positions, moral, aesthetic and philosophical attitudes.

3. Developers who develop the motivation for learning activities, attention, memory, speech, thinking, imagination, imagination, creativity, reflection, the ability to compare, compare, find analogies, optimal solutions. A.N. Leontiev believed that "the game is the freedom of the individual and imagination, an illusory realization of unrealizable interests."

4. Socializing, attaching to the norms and values of society, adapting to the conditions of a certain environment, teaching communication.

Thus, having examined the views of some researchers who dealt with the problem of the classification of game activity, the classification of E.I.Passov is more suitable for my research:

• games for the formation of certain skills• games for the formation of speech skills• games aimed at learning to communicate• games that promote the development of necessary abilities and mental functions• games for development in the field of regional studies and their own language• games designed to memorize speech material.

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ROLE AND PLACE OF THE GAME IN THE SYSTEM OF TRAININGThe place of play in the lesson and the time allotted to the game depend on a number of

factors: the preparation of students, the material studied, the specific goals and conditions of the lesson, and so on. For example, if the game is used as a training exercise with the primary fixing of the material, then it can take 15-20 minutes of the lesson. In the future, the same game can be conducted for 3-5 minutes and serve as a kind of repetition of the material that has already been traversed, as well as discharge during the lesson.

Games can be grammatical, lexical, phonetic, spelling. All of them contribute to the formation of speech skills.

Mastering grammatical material, first of all, creates an opportunity for transition to active speech of students. It is known that the training of students in the use of grammatical structures, requiring their repeated repetition, tires schoolchildren with their monotony, and the efforts often do not bring quick satisfaction. The use of gaming learning methods will help make boring work more interesting and exciting. For example, a number of grammatical games can be effective when introducing new material.

Formation and development of lexical and pronunciation skills to some extent contribute to spelling games, the main purpose of which - mastering the spelling of the studied vocabulary. Most games can be used as training exercises in the stage of both primary and secondary fastening.

The goal of the game method of teaching is to promote the development of speech skills and skills. And the characteristic qualities of speech skills are manifested during the games. It:

independence in resolving the problem-solving tasks;• quick reaction in communication;• maximum mobilization of speech skills.The game interacts with almost all methods and forms of training, including discussion,

brainstorming, analysis of a specific situation, work in pairs and small groups. The game is not only a method, but also a form of organization of instruction.

PRACTICAL PARTThe implementation of the game method of teaching in English classes includes the

following stages:1. Systematization of games according to the classification of E.I.Passov.2. Approbation of the typed material in the English language lessons.3. Selection of the most affective methods of teaching.4. Conducting diagnostics to determine the effectiveness of training using the game

method.Types of games

I. Lexical games1. "Who ran away?"Students are offered a picture of animals. They examine it for 1-1.5 minutes. Then they are

shown another picture, on which there are some animals from those that were on the first picture. Pupils should tell who escaped.

2. "Many words from one word"The teacher calls the word. Pupils should name animals whose names begin with the letters

that are in that word.3. "Does the cat mew, the dog barks, and the tiger?"On a piece of paper (a board) written names of animals and a number of verbsa dog mewsa tiger barksa cat growlsII. Grammatical games1. "TheGate" - to repeat and fix all kinds of interrogative sentences. Two strong disciples

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("gatekeepers") stand in front of the class, joining hands and forming a "gateway". The rest of the participants in turn approach the "gatekeepers" and ask them questions for a certain structure. Depending on the correctness of the question, the answer is: "The door is open (shut)". The student who incorrectly asked the question, you can make another attempt.

Ex. Are you going to ... (do smth)?What are you going to do in (on, at)?2. "Guessit" - to consolidate common issues. The presenter thinks of an object in the

classroom. Trying to guess the subject, the students ask only general questions, to which the presenter answers "yes" or "no" (the number of questions is limited). The team wins, which will guess the subject by asking fewer questions.

E x. Is it a thing? Is it on the wall? Can I see it? Can I eat it? Is it white?III. Role-playing games1. "At the fair"Equipment: pieces of fabric, samples of materials, business cards. The class is divided into

2 groups. Members of one group are representatives of trading firms, another group is industrial enterprises. Everyone on the chest has a business card with the name and the name of the firm or enterprise. Representatives of the company conduct dialogues with representatives of enterprises, make orders. The winner is the one who will make more sales.

Ex.- Good morning! I'm mister Black. I'm from London.- Nice to see you.- I'd like some cotton for dresses.- What color?- Here you are. This is a very good cotton. It's quite bright. And these are some dresses

made of this cotton. Do you like them?- Yes, I do. I'll take two hundred meters.- Fine!

Conclusion

1. Game methods are one of the most effective methods of teaching a foreign language, since their psychological and pedagogical basis is play activity, which makes a great contribution to the mental development of the individual. The use of gaming methods in foreign language lessons in high school corresponds to the cognitive needs of adolescents. In the game, mental processes become active, and the motivation for learning a foreign language increases.

2. Learning the vocabulary of a foreign language is a process that involves several stages. At the first stage, a new word is introduced. At the next stage, students train in the development of lexical speech connections in the same type of speech situations. The result of training is the ability of students to create dynamic vocabulary of speech, that is, to freely use new words in communication.

3. Game learning methods are diverse. Depending on the pedagogical goals, the methods of organization, the level of language proficiency, several groups of games are singled out. Subject-role and intellectual, for example, require a high level of knowledge of vocabulary, as they assume spontaneous statements of players. Games can be presented in the form of game elements, situations, exercises, and be aimed at other goals. Game methods vary depending on the number of participants, the time spent, and so on.

Bibliographic list

1. Alekseyev NG, Zolotnik BA, Gromyko Yu.V. Organizational-activity game: opportunities in the field of application // Bulletin of the Higher School. - No. 7, 1987. - P. 30-35.

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2. Ananiev BG, On the problems of modern human knowledge. - Moscow: Science. - 1997. - P. 10-67.

.Verbitskaya TD, Essays on the method of teaching the German language. training. allowance for students ped. in-tov - M.: High School, 1974 - 243 p.

. Vygotsky LS, Developmental psychology as a phenomenon of culture. 1996. - 256 p.

.Vygotsky LS, Collected Works. Com: In 6 vol. T. 4. M .: Enlightenment. - 1984. - 280 p.Gamezo MV, Orlova LM Age and pedagogical psychology: Textbook. - Moscow:

MGOPU; ANOO NOU, 1999. - P. 68-80.7. Davydov VV Mental development in younger school age. // Age and pedagogical

psychology. - M .: Enlightenment. - 1973. - P. 34-50.

The Role of Business Video in Teaching Business PeopleElyubaeva I. M.

Scientific adviser: Baidilova A.E.Aksu college named after Zhayau Musa

Business education is becoming more and more popular in our country and available to a greater number of people. We see that every year new groups of professional people come to business schools to enhance their knowledge of business disciplines. They realise that internationalisation and globalisation of business mean they are likely to be working either in foreign countries or in this country with people belonging to other cultures. Therefore they are eager to be equipped with skills that will enable them to do the job well. In modern business environment knowledge of one or two foreign languages has become an enormous advantage, while lack of language skills is regarded as a real handicap. It means that Business English skills are a necessary supplement to other technical, business, or professional talents. Thus teaching Business English has become an essential part of business education.

The most important factor to be taken into account when teaching Business English to business people is the fact that they are professionals and know their business environment far better than their trainers do. Job-experienced people, who come to English classes, are very intelligent, socially active, highly creative and curious people. They enjoy every opportunity to explore ideas, exchange opinions, and share knowledge. When business learners come to an English language class they are likely to apply the same critical standards to language training and training materials as they do elsewhere in their business lives. They are experienced in dealing with business situations in their native language and need to acquire skills to do it effectively in English, which is a highly motivating factor for them to learn English.

The skills business people need were summarised in the book Teaching Business English by Mark Ellis and Christine Johnson as follows:

confidence and fluency in speakingsufficient language accuracy to be able to communicate ideas without ambiguity and

without stress for the listenerstrategies for following the main points of fast, complex, and imperfect speechstrategies for clarifying and checking unclear informationspeed of reaction to the utterances of othersclear pronunciation and deliveryan awareness of appropriate language and behaviour for the cultures and situations in

which they will operate.In order to sustain the learners' motivation and meet their requirements, the materials used

at the lessons need to be professionally relevant and informationally interesting [1].The aim of the Spoken English For Industry and Commerce (SEFIC) syllabus provided by

the London Chamber of Commerce and Industry Examinations Board is to develop the above mentioned skills. Business videos have become part and parcel of that syllabus as they give the

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teachers a wealth of resources to develop the learners' communication effectiveness that involves listening and speaking skills, cultural awareness and business interaction in business environment. Videos bring "slices of living language" into the classroom and make the lesson worth value in terms of motivation, information, and communication. The outcome of the video class is obvious: learners of Business English quickly build up language confidence which results from an English lesson being fun rather than mere necessity[2].

Business videos used by the teachers of English can be divided into three principal groups. The first group includes ELT videos, such as "Starting Business English", "Functioning in Business", "Meeting Objectives", "The Language of Meetings and Negotiations", "The Language of Presentations" and many others. They provide the conglomerate of business situations and teach the rules of linguistic behaviour in those situations. Dialogues from these business video films are easily learnt and can be used later in role-plays, simulations and other conversational assignments based on corresponding business situations. This kind of videos can be primarily recommended for work with students of Pre-Intermediate and Intermediate levels. It helps them transfer the bits of language they have learned to realistic situations outside the classroom and begin to bridge the gap between the classroom and real life communication.

The first group of business video films also includes videos that are part of Business English course packages, like for example "Market Leader" which is rightly recognised by teachers as one of the best teaching aids for Business English skills development. This particular course is useful for Upper-Intermediate and Advanced learners where the focus is on the message of the film, and the language becomes the tool to understand this message. Teachers will find plenty of exercises there which may provide valuable ideas for them when developing communication tasks for their video sessions[3].

To the other two groups we refer authentic video materials. One group is composed of videos about a particular industry or field of business, for instance banking, tourism, hotel, IT, and others. Those are mostly promotional or training materials and give a great deal of interesting and useful information about various areas of business activities. We show such films as "Bank of England", "It Doesn't Grow on Trees" about money circulation, "A Simple Account" about relations between industry and banks, "Telephone Perfection", "European Community" and others. The choice of films corresponds to the themes of the syllabus and interests of the learners. Authentic video materials can be mostly recommended for work in groups of the Intermediate level at the lowest as they require well-developed listening and speaking skills of the learners.

The third group includes TV programmes of various duration, covering a great variety of topics. We use business news, TV commercials, and documentary programmes provided by Cosmos TV. Here learners can get a real world experience, so these materials add interest and variety. Besides that recordings made at live events give a good example of natural speech with repetition and rephrasing, hesitations and false starts, and even grammatical mistakes. However, as students view programmes designed for native speakers the language is sometimes too fast or too complex for them. Depending on the language level of the group the tasks may be relatively simple (for example, gist listening) and the video episodes should be quite short (three to seven minutes). To sit through half an hour of authentic video demands too much concentration. An exception can be made for high-level learners who need to practise note-taking or minute-taking skills[4].

Work with videos involves four stages: pre-viewing, viewing, post-viewing, and finally follow-up activities. In critical thinking it is called “cinema – metaphor”

At the pre-viewing stage the following tasks may be suggested:1. Brain-storming (e.g. What do you know about ...?)2. Predicting or guessing (e.g. What do you think will happen in the following episode?)3. Reviewing the vocabulary (e.g. What words relating to ... do you think you will hear in

the video?).At this stage the teacher may explain some difficult words and phrases and give examples

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of their usage in the video film. Or the teacher may write some questions or statements on the blackboard in order to highlight for the viewers the main issues tackled in the film, thus making its understanding easier. As there are usually more than one viewing of a video, each may be preceded by a differing task or tasks. The point to bear in mind is that the previewing stage should on the one hand help viewers understand the video, and on the other hand arouse their curiosity and interest.

The viewing stage assignments also vary according to the teaching objectives set by the teacher. Some of them are connected with the pre-viewing tasks, for example:

1. Watch and say if your predictions or guesses were correct;2. Watch and say which words from the reviewed vocabulary you have heard in the film;3. Watch and decide whether the above statements are true or false.Or the teacher may suggest silent viewing of the video episode with further discussion of

what was shown and/or might be said in it. Here the learners may raise questions to be answered after viewing the episode with the sound.

During the second viewing the learners are given tasks to fill in gaps in the script with the missing words, answer true or false questions, complete the conversation, etc. They can speak or read their dialogues to match the speakers' actions in the film.

The teacher may also use the viewing stage to teach the visual elements of communication, such as gestures, eye contact, posture, proximity, and others. By applying freeze frames on the video the teacher asks students to describe characters, clothes, appearances, behaviour, surroundings, highlighting in this way non-verbal features of communication.

The post-viewing stage provides an ample opportunity for developing the learners' communication skills. Here a hackneyed task like "retelling", for instance, becomes an exciting experience for them to give facts and figures, or hold an interview, or make a presentation, etc. At this stage learners express opinions, give arguments and counter-arguments, make cross-cultural comparisons, in other words they behave as they are supposed to behave in real business intercourse.

The third stage smoothly proceeds to the follow-up stage, at which the teacher has a chance to train not only speaking, but reading and writing skills as well. Such assignments as writing a business letter, memo or email, developing an advert for a product or service, making a presentation, finding information in the press or Internet relating to the tackled issue, and others prove that video is one of the richest sources for Business English learners to acquire confidence and competence in the language and for English teachers to make their classes interesting and useful for business people.

There are some factors which should be taken into account by teachers when preparing their video sessions in order to make them successful[5].

First, if the teacher wants to use video at his or her lessons it is much better to plan video sessions (whether short or long) into the syllabus, because if video is left as an optional extra the teacher can easily forget about it or not to bother to use it. As syllabuses are usually designed on a topic basis a video part of the lesson about the same topic can put a different perspective on it and in this way invite comparison and discussion. It may also contribute to developing certain skills necessary for other disciplines, for example listening to lectures, writing reports, and others.

Second, a piece of video may meet the training objective but still be inadequate if it fails to motivate the learner. Videos chosen for Business English and aimed at learners who have some knowledge of the subject must represent the world that those learners are familiar with. Besides the video materials must be relevant for the particular kind of learners. For example, videos that are aimed at learners in managerial jobs should be different in terms of the language and skills trained from those intended for secretarial and clerical jobs.

And third, however good a piece of video material is from a teaching point of view, it may be unacceptable if the presentation is poor. When evaluating video tapes, it is important to choose those which are well-acted and the sound quality must be excellent[6].

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References1. Ellis, Mark and Christine Johnson. Teaching Business English. Oxford University Press,

19942. Hutchinson,T. and A. Waters. English for Specific Purposes - A Learning-centred

Approach.Cambridge University Press, 1987.3. Honig, Lucille J. and Richard I Brod,.Foreign Languages and Careers. New York,

Modern Language Association, 197-.4. Allan, Margarett. Teaching English with Video.Longman, 1989.5. Lonergan, J. Video in Language Teaching. Cambridge University Press, 1984.6. Nina Medvedeva. I am All Eyes: Video for Business English Teaching. ESP/BESIG

Russia, 10/1999.

New ways of correcting spoken errorsErzhan Moldir

Scientific adviser: Khairat EAstana Humanitarian Gollege

This article deals with new ways and methods of correcting students’ pronunciation mistakes. Teaching English pronunciation is important and actual nowadays, so problems of teaching pronunciation and correcting students’ mistakes in pronouncing are discovered in this article. There are a variety of good methods and techniques suggested for correcting learners' errors on the spot. Mistakes are part of our life; we all make mistakes now and then. There is nothing wrong with making mistakes as long as we learn from them and avoid repeating them over and over.

Mastering proper pronunciation is not just a matter of learning individual sounds. Many students can hear and make the different sounds for all the vowels and consonants in English. Unfortunately, they also have to contend with the sound changes that occur with different letter combinations resulting from linking or reduction of vowels and consonants, not to mention stress, pitch, and intonation differences between their native tongue and English.

That's basically all there is to teaching pronunciation- giving feedback and ensuring that the student uses the feedback to improve their speaking skills. That along with providing adequate practice to the students to hear the sounds and practice making the sounds. Remember (as some research implies) if a student can't say a sound, they won't be able to hear it either.

1. Collect the errors for laterYou can then correct them later in the same class (with a game like a grammar auction or

just eliciting corrections from the class) or in a future class (for example writing error dictation pairwork worksheets or using the same techniques as can be used in the same class). Make sure you give positive reinforcement as well, e.g. “Someone said this sentence, and that is really good.”

2. Facial expressionFor example, raise an eyebrow, tilt your head to one side or give a slight frown. Most

people will do this naturally, but there is a slight chance a teacher’s expression will be too critical or too subtle for your students to pick up on, and you can (amusingly) practice facial expressions in a teaching workshop by participants communicating certain typical classroom messages (“move over there to work with this person”, “work in pairs” etc.) using just their heads and faces, including feedback on spoken errors in that list.

3. Body languageThe problems with using body language to show errors could also be that it is taken as very

serious criticism or that it is too vague. Possibilities include using your hands (rolling a hand from side to side to mean “so-so attempt”; making a circle by moving your index finger to mean

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“one more time”; or a cross with fingers, open palms or even forearms to show a very clear “no” or “wrong”- probably only suitable for a team game etc where the responsibility is shared), head (tilted to one side to mean “I’m not sure that sounds correct”), or shoulders (hunched to reinforce “I don’t understand what you are saying”). Again, practising this in a teaching workshop can be useful, as can eliciting other body language teachers could have used after an observation.

4. Point at the correct language If you have something on the correct form easily accessible on the whiteboard, in the

textbook or on a poster, just pointing at it can be a subtle but clear way of prompting students to use the correct language. What you point at could be the name of the tense or word form they are supposed to be using, a verb forms table or the actual correct verb form, a grammatical explanation, or another grammatical hint such as “future”, “prediction” or “polite”.

5. Repeat what they saidThis can mean repeating the whole sentence, one section of it including the wrong part, the

sentence up to the wrong part, the sentence with the wrong part missed out (with maybe a humming noise to show the gap that should be filled) or just the wrong part. You can illustrate that you are showing them an error and give some hint as to which bit is wrong by using a questioning tone (for everything you say or just for the wrong part). This method is overused by some teachers and can sound patronising if used too often or with the wrong tone of voice, so try to mix up the different versions of it described here and to alternate with methods described in the other tips.

6. Just say the right versionThe students can then repeat the correct version or tell you what the difference between the

two sentences was and why their version was wrong. Because the students don’t do much of the work in this way of being corrected, it might not be as good a way of remembering the correction as methods where you give more subtle clues. Its advantages are that it is quick and suits cultures, classes and students that think of elicitation as shirking by the teacher. It can also be more face-saving than asking them for self-correction, as trying to correct themselves risks making even more mistakes. The “right version” could mean the whole sentence or just the correction of the part that was wrong. In the latter case, you can then ask them to put it into the sentence in the right place and repeat the whole thing.

7. Tell them how many mistakesThis method is only really suitable for controlled speaking practice, but can be a very

simple way of giving feedback in that situation. Examples include “Most of the comparatives were right, but you made two mistakes” and “Three words are in the wrong position in the sentence/ are mixed up”. Make sure you only use this method when students can remember what you are referring to without too much prompting.

Other useful language:“Very good, but you made just one mistake with the passive”(For a tongue twister) “Good attempt/ Getting better, but in two places you said /sh/ where

it should have been /s/. Can you guess which words?”8. Use grammatical terminology to identify the mistakeFor example, “(You used) the wrong tense”, “Not the Present Perfect”, “You need an

adverb, not an adjective” or “Can change that into the passive/ indirect speech?” This method is perhaps overused, and you need to be sure that the grammatical terminology isn’t just going to confuse them more.

Other useful language:“Because that is the present simple, you need to add the auxiliary (verb) ‘do’”“Say the same sentence, but with the comparative form”9. Give the ruleFor example, “‘Since’ usually takes the Present Perfect” or “One syllable adjectives make

the comparative with –er, not more + adjective” This works best if they already know the rule, and you at least need to make sure that they will quickly understand what you are saying, for

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example by only using grammatical terminology you have used with them several times before.10. Give a number of pointsThis is probably best saved for part of a game, especially one where students work

together, but you can give each response a number of points out of 10. The same or other teams can then make another attempt at saying the same thing to see if they can get more points. If you don’t want students to focus on accuracy too much, tell them that the points will also give them credit for good pronunciation, fluency, politeness, persuasiveness and/ or originality of ideas.

Useful language:“Very good fluency and very interesting, but a few basic mistakes, so I’ll give your team a

score of (IELTS) 5.5. Practice your script in your team again for 5 minutes and we’ll try it one more time”

“You got all the articles right this time, so I’ll give you 9 out of 10”11. Just tell them they are wrong (but nicely)Positive ways of being negative include “nearly there”, “getting closer”, “just one

mistake”, “much better”, “good idea, but…”,”I understand what you mean but…”, “you have made a mistake that almost everyone does/ that’s a very common mistake”, “we haven’t studied this yet, but…” and “much better pronunciation, but…” With lower level and new classes, you might have to balance the need to be nice with the need to be clear and not confuse them with feedback language that they don’t understand, perhaps by sticking to one or two phrases to give feedback for the first couple of months. It can also be useful to give them translations of this and other classroom language you will use, for example on a worksheet or a poster.

12. Tell them what part they should change For example, “You need to change the introduction to your presentation” or “Try replacing

the third word with something else”. 13. Ask partners to spot errorsThis is a fairly well-known way of giving feedback in speaking tasks, but it can be a

minefield if the person giving feedback has no confidence in their ability to do so or in how well the feedback (i.e. criticism) will be taken, and even more so if the person receiving the feedback will in fact react badly. This method is easier to do and easier to take when they have been told specifically which language to use while speaking and so to look out for when listening, usually meaning controlled speaking practice tasks. The feedback can be made even simpler to give and collect and more neutral with some careful planning, e.g. asking them count how many times their partner uses the target form as well as or instead of looking for when it used incorrectly.

14. Try again!Sometimes, students don’t need much help at all but just a chance to do it again. This is

likely to be true if you have trained them well in spotting their own errors, if there was some other kind of mental load such as a puzzle to solve that was distracting them from the language, or if they have had a chance to hear someone else doing the same speaking task in the class or on a recording.

Useful language:“One more time (but think about the grammar more this time/ but concentrating on making

less mistakes instead of speaking quickly)”“Give it another go”“Do you want one more chance before you get the final score”.15. Remind them when you studied that pointFor example, “Nearly right, but you’ve forgotten the grammar that we studied last week”

or “You’ve made the same mistake as everyone made in the last test”. That's basically all there is to teaching pronunciation- giving feedback and ensuring that

the student uses the feedback to improve their speaking skills. That along with providing adequate practice to the students to hear the sounds and practice making the sounds. Remember (as some research implies) if a student can't say a sound, they won't be able to hear it either.

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References:1 Bell M. (1996). Teaching pronunciation and intonation to E.F.L. learners in Korea.

Retrieved on 14 October, 2004. – p.2552 Brown H. Principles of language learning and teaching. New York: Pearson Education.

2000. – p.3653 Dalton D. Some techniques for teaching pronunciation. The Internet TESOL Journal,

Vol. III, No. 1, January. Retrieved on 14 October, 2004, from http://iteslj.org/Techniques/Dalton-Pronunciation.html

Modern methods of teaching German language to preschool children Hoffmann А.А.

Scientific advisor : Mazur-Sotskaya T.V.Saran humanitarian and technological college named by Abai Kunanbaev of Saran town,

Karagandinskaya oblast

At present, the society is not satisfied with the level of foreign language training of secondary schools graduates. Graduates of educational institutions not only do not speak a foreign language at a sufficiently communicative level but their basic skills and speech activity as it turns out, are not formed.

With reference to the words of psychologists A.A. Leontiev, P.Y. Galperin, D.B. Elkonin, the most favored area for the beginning of mastering a foreign language speech is the age from 4 to 9 years. There is probably, not a single child who would not like to learn a new language different for him, than the one spoken by others. Learning a foreign language develops various aspects of personality: memory, attention, diligence, language guesswork, erudition, discipline, makes the child more active, teaches him to collective forms of work in a group, encourages curiosity, artistry, forms a child intelligently and aesthetically. In addition, there is a real opportunity at an early stage to identify children capable of languages and prepare them for further serious education. [ 1, 1 c].

The educational program for young children using elements of theatrical pedagogy «German language with Hare Hans» is based on the latest research in the field of early learning of foreign languages, including Nuremberg recommendations for learning a foreign language at an early age. The main character of the classes, the doll Bunny Hans, plays with children and accompanies them on the way to the world of German. Pictures, posters and coloring pages are the most important elements of the methodology. They depict situations that serve as a basis for the stories. [ 2, 4 c].

Little Hare Hans - the doll worn on the arm comes to a kindergarten, that is, appears in the usual situation for children and plays with them. So he becomes the kids friend and begins to be associated in their minds with the German language. Early education of children in a foreign language has a positive impact on the formation of language and general culture This program heeds the natural needs of the child and instills the interest in foreign languages. At the same time, the diversity of activities in the classroom plays a particularly important role. Children discover the language in the form of songs, stories, rhymes, drawings, crafts and games. [ 2, 4 c].

The practical application of Hare Hans method was materialized by me in older groups with 5-6 years children of «Balgyn» kindergarten in Saran town. The topics were close to the children, for example: «My name...», «My home», «I like...», «My friends», «My toys», «My clothes», «One, two, three – we count», «Colors», «Sports», «Seasons, weather, holidays». Language activity in the classroom has always been accompanied by concrete actions. For example, the teacher's first acquaintance with children was conducted using the song «Hallo, du da », which the children performed, naming their name. Lyrics repeating was conditioned by the number of children in the group. Thus, each child, repeating the words of the song many times,

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remembered the linguistic material. Speech activity in the classroom has always been combined with other activities: stories,

rhymes, songs, dances, games, coloring. For example, at the lesson upon the theme «Sports », children were invited to finish the missing sports equipment after studying the new vocabulary. In the course of the assignment, the teacher observed the children and asked clarifying questions «Was ist das? » Children understood the issue and knew how to answer it using the content area vocabulary and grammatical structure «Das ist..».

So each child has an individual learning pace, the method of studying with Hare Hans involves repeating the words and grammatical structures of the previous lesson at each subsequent. All the topics are closely related and interdependent, allowing the child to reproduce the material of the previous lesson on the current. Thus, at the second lesson «Hare Hans Family» the rhyming from the third lesson, which was used as a physical minute was adapted by me to serve an excellent way to consolidate the lexical and grammatical material of the previous lesson – «Acquaintance».

The content of the rhyme: -Hallo!-Ich bin …-Und wer bist du?-Nach vorne, nach hinten,-Nachrechts, nachlinks.An important role in memorizing and speech reproduction of the material played

mnemonics (a set of special techniques and methods that facilitate the memorization of the necessary information and increase the amount of memory by forming associations, replacing abstract objects and facts on the concepts with visual or audio representation). Namely, the movements, which the children repeat after the teacher, reciting the rhyme.

At the third lesson mnemonic technique was used to consolidate the vocabulary on the topic «Subjects» ( belonging to different family members)

-Ein Hut!-Ein Ball-Eine Brille-Und Regenschirm - Nach vorne, nach hinten,- Nachrechts, nachlinks.It should be noted that in addition to vocabulary and grammar, studied in the classroom,

children learn concepts such as «forward», «back», «right», «left».Music of the lesson is one of the important components in my practice, because it develops

the musical hearing of the child and contributes to the better memorization of grammatical structures: «Hallo, du da», «Guten Tag, Hallo wie geht’s?», «Ich ich ich–du du du». The simplicity of the musical drawing of the song «Hallo, du da» can be used with other text. For example, «sleeping» Hare Hans can wake up with a familiar melody with the following text:

-Hei, Hans Hase-Hei, Hans Hase.-Schläfst du noch?-Schläfst du noch?-Hörst du nicht die Glocken?-Hörst du nicht die Glocken?-Ding-dong-ding!-Ding-dong-ding!The development program «Deutsch mit Hans Hase» consists of 30 classes, including 20

thematic lessons and 4 classes for repetition. Six classes are devoted to traditional holidays in Germany: «St. Nicholas Day», «Christmas», « Easter», «Birthday». These classes were held at any suitable time , regardless of other activities. For example, at the lesson dedicated to the

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holiday «Easter» , children, in addition to immersion in the culture of the German people and the atmosphere of the holiday, also enriched their vocabulary by introducing such lexical units as:. der Ostern, die Zweige, die Knospen, der Osterhase, das Osterei, das Osternest, verstecken.

Studying of German at the early age leads to the development of the child's linguistic abilities. The emphasis is on understanding the language by ear and responding to what has been said. At the age of 4-6 years is absolutely enough, if the children will paint a picture with the color you need or will make the necessary movement in the dance after the Hare words. Kids should not be forced to say or repeat after the teacher. Each child will speak his first phrases in German in due time. [ 2, 4 c].

Learning by this technique, the children were able to:- pronounce individual words and build simple sentences in those subject areas that are

close to them;- react to familiar statements with sign language, signaling to Hare Hans that the child

understood them.- sing some songs and repeat rhymes;- to show a scene with a group.Thus, the method of «Deutsch mit Hans Hase» has shown its effectiveness in working with

children of preschool age and have become the starting point for learning the German language.

References:1. http://pandia.ru/text/80/031/4789.php2. http://www.informio.ru/publications/id2189/Osobennosti-rannego-obuchenija-

nemeckomu-jazyku

Using an effective methods and exercises to build students' speaking skills in teaching English

Kabdulaeva GaukharScientific adviser: Dyussebayeva А.М.

«Pedagogical College named after M. Auezov»

Contemporary Kazakhstan society in the context of multinational, multilingual and multidisciplinary.Therefore, the formation of a multilingual culture, which is adapted to this society, is one of the topical issues. Speaking at the XII session of the Assembly of Peoples of Kazakhstan, President of Kazakhstan NursultanNazarbayev said: "We will be able to overcome the world's highways in the future. One of such highlights is the fact that Kazakhstan is among the 30 most competitive countries in the world.

To achieve this goal, first of all, every citizen of Kazakhstan should be competitive." Speaking of the language problem, N.Nazarbayev said that the new generation of Kazakhs should know at least three languages and be fluent in Kazakh, Russian and English. In his Address to the nation "Improving the welfare of the people of Kazakhstan - the main goal of public policy", the President set the task to accelerate the implementation of the cultural project "Three Tongues of Languages" to the Government.

As a civilized country, our relations with many foreign countries are getting stronger and stronger. It requires improvement of foreign language teaching and its profound knowledge. And improvement of teaching, in our opinion, is to increase students' interest in the discipline. Today's requirement is that foreign language teachers have the goal of speaking a foreign language, so the teacher sees the most effective way to teach a foreign language in their

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classroom.However, it is known that there are many difficulties in learning a foreign language. One

of them is to expose the content of the text by developing the English language skills of the learners or to express their thoughts in a foreign language. One of the key elements of teaching English at schools is vocabulary. It takes a special place in enriching vocabulary of pupils. The basic principle of the organization of vocabulary is to learn the lexical material of the learner, to learn how to use them in speaking and speaking. [1]

English language teachers are using the best world practices in the field of language teaching, new technologies and techniques to improve the quality of teaching English at the moment. The ability to speak English fluently, to make it a necessity at one's own level is not a matter of year, so how can we develop students' oral ability to communicate effectively with their English language skills? the question arises. That is why I choose this problematic topic.

As I observe from my college classes, speaking skills begin to emerge from the start of the lesson. The following methods can be used for the English language work to improve the language of the students, to develop their knowledge and skills, to enhance their interest in speaking and active learning:

1. The oral method is used to formulate the theoretical and factual knowledge, develop homework and new lesson, repeat rules. As an example of my experience, I conducted a group work with students on the topic of Mass Media in the Language Center. As a result, the pupils were able to develop their oral presentation skills.

2. It is used to visualize the visual approach - to develop control over the ability to respond to the problem and to explain the content of the learning material visually.

3. Practical method is used to track how well the students learn the material that is explained in order to develop practical business and habitual and to conduct practical work in accordance with the content. After completing my new vocabulary and new vocabulary at PROFESSION in the language center during my own practice, I gave a double assignment. That is, each student needs to find out what kind of profession he is using, using the new vocabulary he learned from his neighbor's movements. It helps students actively work.

4. The method of research - is used to develop students' problem-solving skills to develop their own thinking and research abilities.

5. Inductive method - development of ability to make conclusions is used for the complex learning, the thinking ability.

6. Self-study method is used to develop the ability to work in the learning process and to prepare easy subjects in the workbook, to be able to work independently, to work effectively with didactic materials.

7. The method of play is to stimulate students 'interest in the classroom and increase their activity, as well as form the students' speaking skills. [2]

The goal of teaching speaking skills is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and to observe the social and cultural rules that apply in each communication situation.

To help students develop communicative efficiency in speaking, instructors can use a balanced activities approach that combines language input, structured output, and communicative output.

Language input comes in the form of teacher talk, listening activities, reading passages, and the language heard and read outside of class. It gives learners the material they need to begin producing language themselves.

Language input may be content oriented or form oriented. Content-oriented input focuses on information, whether it is a simple weather report or an

extended lecture on an academic topic. Content-oriented input may also include descriptions of learning strategies and examples of their use.

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Form-oriented input focuses on ways of using the language: guidance from the teacher or another source on vocabulary, pronunciation, and grammar (linguistic competence); appropriate things to say in specific contexts (discourse competence); expectations for rate of speech, pause length, turn-taking, and other social aspects of language use (sociolinguistic competence); and explicit instruction in phrases to use to ask for clarification and repair miscommunication (strategic competence).

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.

1. Using minimal responses Language learners who lack confidence in their ability to participate successfully in oral

interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.

Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.

2. Recognizing scripts Some communication situations are associated with a predictable set of spoken exchanges

-- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.

Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.

3. Using language to talk about language Language learners are often too embarrassed or shy to say anything when they do not

understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.

By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.

One of the most widely used types of work lately is the Brainstroming method, which is to create a single story, to convey it with the help of illustrated symbols. It is important to master different tasks and exercises, theoretical issues and principles using these methods.

In conclusion, it is important to note the importance of performing exercises with the use of effective methods to build students' speaking abilities. Hence, by organizing their business speaking skills, the full-fledged education depends on the teacher's imagination, his comunicated competence.

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References:1. School of Kazakhstan. January 1, 2013 Scientific and pedagogical journal.2. Foreign language at school. Republican methodical and pedagogical magazine.No.3

(45), 2014.3. Верещагина И.Н.,Рогова Г.В. «Методика обучения английскому языку на

начальном этапе в общеобразовательныхучрежденях.»

Use of information technologies in training foreign languageKasenova K., Akhmetkalieva G.

Scientific adviser: Orynbasarova K.N.Pedagogical college named after M.O.Auezov, Semey

In the modern society, the role of foreign languages is increasing. Knowledge of a foreign language gives young people an opportunity to join the world culture, use the potential of extensive resources of the global Internet network, as well as work with information and communication technologies and multimedia teaching aids [1]. XXI century. set a number of complex global problems, on which the future of mankind depends. These problems are often called the challenges of the 21st century. The main hopes are laid on the creation and maintenance of information and educational environments in the field of education. In order for the education system to be ready to accept these challenges, certain transformations of the system based on the use of modern information technologies are needed. Information technologies and education - these two trends together become the spheres of human interests and activities that mark the era of the 21st century and should be the basis for solving the problems facing humanity.

At present, in the era of information technology, in Kazakhstan, the possession of a foreign language is seen as an important factor in socio-economic, scientific, technical and cultural progress. Foreign languages are studied for the purpose of their further functioning as an instrument of comprehensive information exchange, interaction of national cultures, the assimilation of human values by the individual. The country's needs for specialists capable of using foreign languages to effectively provide various types of communication are increasing.

Modern pedagogical technologies, such as training in cooperation, project methodology, use of new information technologies, Internet resources, help to realize a person-oriented approach in teaching, provide individualization and differentiation of teaching. All ICT tools used in the education system can be divided into two types: hardware and software [2; 18]. The hardware includes a computer, a printer, a projector, a telecommunications unit, a device for inputting textual information and manipulating screen objects, devices for recording visual and audio information (camera, tape recorder, video camera), a data logger (sensors with interfaces), au- , video medium. The software includes information sources, test environments, integrated training packages (electronic textbooks).

One can single out the possibilities of using the technologies for: 1) searching for literature in the electronic catalog of the educational institution's library; on the Internet with the use of Internet Explorer, Mozilla Firefox; 2) work with literature in the course of abstracting, summarizing, annotating, citing; 3) using electronic dictionaries (Abbyy Lingvo x3); 4) storage and accumulation of information (CD-, DVD-disks, external magnetic disk drives, Flash disks); 5) planning the research process (Microsoft Outlook management system); 6) communication with leading foreign scientists (Internet, e-mail, chats); 7) graphics processing and playback (Microsoft Media Player, WinAmp, WinDVD, zplayer, ACD See, PhotoShop, CorelDraw image viewer, Visio drawing and charting program); 8) the introduction of research results (speeches in

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video forums, teleconferences, publications in the media, the Internet). When training with the computer, a special process of interaction and cooperation is created, which should be based on the professional interest. Back in 1986 N.F. Talyzina stressed that the use of automated systems in training is justified only when it leads to an increase in the effectiveness of training, at least according to one of the following criteria: 1) increasing the motivational and emotional side of learning; 2) improving the quality of education; 3) reducing the time spent by the trainee and the instructor to study this subject [3; 67].

The following computer programs for teaching English can be used: 1. "Professor Higgins" (version 6.1) is a complete phonetic, lexical and grammatical

multimedia reference simulator designed for those who wish (regardless of their initial level of knowledge) to learn to understand spoken language and speak grammatically correct, with good and distinct pronunciation (the BBC option), which is the norm of speech in English television.

2. "English. Path to Excellence 2 », consisting of the following levels: • Beginner Level - it is recommended for beginners to learn English for the first time or for

those who learned the language at school, but thoroughly forgot it; • Intermediate and Advanced - parts of the course are for those who would like to develop

and consolidate their skills in spoken and written English; 3. "Talk to me" is a unique interactive course in learning a foreign language based on

listening and speaking. The most modern technology of speech recognition makes it possible to conduct a dialogue with the computer;

4. "Russian Discoveries" - an extensive, 12-CD-ROM multimedia course for learning English, divided into five main levels. The program covers all four aspects of language proficiency (reading, writing, speaking and listening) using genuine English and real life situations. The series is based on the accepted courses, covers all grammatical constructions and presents more than 3500 lexical units. The peculiarity of "English Discoveries" is the adaptability to different styles of learning, because it includes various teaching methods.

5. "Tutor English" - a program designed for users with an initial level of language skills and aimed at the development of spoken language, listening skills, reading, interpretation and translation. Contains a full course of grammar, backed up by a system of exercises and tests.

6. "Learn to Speak English" (Deluxe 10) - a program containing more than 50 lessons, designed as games, collecting mosaics and other options for a relaxed and simple perception of the material.

7. "Wrong verb" is an effective program for studying and repeating irregular verbs. 8. "Idioms, quotations, phrases" - entertaining program with the meanings of known

phrases, idioms, cliches and citations. There are also a number of text editors, spelling checkers, grammar, and style, used primarily for teaching letters, writing essays, essays and other types of writing. The effectiveness of the application of these types of programs in teaching language has long been proven. Computer (electronic) dictionaries, and in recent years and encyclopedias, are becoming increasingly common varieties of applications, without which it is already difficult to imagine the process of teaching the language. The computer dictionary, in comparison with paper, provides the user with additional options: 1) multiple increase in the speed of search; 2) a large number of entries in the dictionary (the ability to search for word combinations, words with insufficiently accurate spelling); 3) the use of multimedia for the semantics of vocabulary (in modern dictionaries, not only the title word, but also the definitions are used, both static graphic images and animation and video fragments are used);4) the presence of a system of hyperlinks; 5) inclusion in the structure of a dictionary of dictionaries of different types and genres; 6) the ability to replenish the dictionary by the user; 7) create "bookmarks" in the dictionary. To learn English there are a number of dictionaries, which are indispensable helpers in learning and learning the language: 1. "Longman Interactive English Language Dictionary" ("Interactive English Language Dictionary"). Information about the search word is provided in the explanatory, orthoepic, illustrated dictionaries, the pronunciation of the word, a hyperlink to the word, and a video clip to the topic are given. 2. "Abbyy Lingvo x3" contains 57 thematic

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dictionaries for translation from English into Russian and vice versa, as well as explanatory English dictionaries (Oxford and Collins). Access to the Internet as a source of information allows you to access a wide variety of text, audio and video materials in the language, including authentic ones [6; 189]: 1. Training via the Internet is carried out in the framework of special programs offered by various educational institutions. In addition to such educational programs, there are many public sites that contain training assignments. Some tasks are interactive - they are performed in the so-called real-time mode (on-line) and are immediately checked and evaluated. 2. The organization of real communication is of the greatest interest for studying a foreign language outside the linguistic environment, since it enables communication with native speakers through the use of telecommunication technologies.

Thus, "the introduction of ICT contributes to the main goal of modernizing education - improving the quality of education, increasing the accessibility of education, ensuring a harmonious development of the individual, oriented in the information space, attached to the information and communication capabilities of modern technologies and possessing an information culture".

Reference:1. Konkina Т.Е. The use of modern information technology in English lessons, [Electronic

resource]. URL: https://weburok.com/2. Bondarenko S.V., Kovalenko N.D. English language and computer communication //

Computerization of teaching languages: International. seminar CALL. - Kazan, 1993. - 63 p. 3. Vlasov E.A., Yudina T.F. Computer in teaching the language: problems and solutions. -

M., 1990. - 80 p. 4. Gershunsky BS Computerization in education: problems and prospects. - M., 1987. - 264 p. 5. Zakharova I.G. Information technologies in education: Textbook. allowance for stud. supreme. ped. training. institutions. - M., 2003. - 192 p.

Die Lösung der Schwierigkeiten beim erlernen der deutschen Sprache mit Hilfe eines innovativen Ansatzes

Kasymowa Zh.Wissenschaftlicher Leiter: Doschanowa B. B.

Pawlodar Pädagogisches College Namens B. Achmetow.

Das Ziel dieser Arbeit ist alle Schwierigkeiten, begegnenden beim Erlernen der deutschen Sprache zu erforschen und die Lösungen diesen Problemen mit Hilfe innovativen Wege zu finden.

„Deutsche Sprache, schwere Sprache” ist der Satz, mit dem Deutschsprachige die Herausforderung und die Abneigung anerkennen, die dem Ruf der am häufigsten gesprochenen Muttersprache Europas anhaftet. Stimmt es denn, dass Deutsch schwerer zu erlernen ist als andere Sprachen?

Wie bei allen Sprachen auch, gibt es beim Erlernen der deutschen Sprache „schwierigere“ und „leichtere“ Elemente. Ihre persönliche Praxis beim Erlernen von Fremdsprachen hängt von Ihrem speziellen sprachlichen Background ab. Wenn Sie zum Beispiel ein bisschen Latein können oder eine slawische Sprache sprechen, erscheinen Ihnen die Fälle sicher nur halb so wild! Lassen Sie uns die Gelegenheit nutzen, das übliche Gestöhne der Deutschlernenden etwas genauer unter die Lupe zu nehmen

Schwere Sprache…Mark Twain beschrieb die Schwierigkeiten, auf die er beim Erlernen der deutschen

Sprache stieß, in einem ironischen Artikel mit der Überschrift.„Es gibt keine andere Sprache“, schrieb er, „die so schludrig und systemlos und gleichzeitig so schlüpfrig und schwer zu fassen

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ist.“ Doch wird er damit der deutschen Sprache gerecht?Es gibt SchwierigkeitenGrammatikalisches Geschlecht, Fälle & Deklinationen,

Reihenfolge der Wörter, Deutscher Plural, Rechtschreibung & Aussprache sind offenkundig, Die Zeitfolgen sind kinderleicht, Viel Spaß bei der Wortgestaltung.

Grammatikalisches GeschlechtMit dieser Eigenheit sind englische Muttersprachler nicht vertraut. Im Deutschen gibt es

drei grammatikalische Geschlechtsformen, nämlich männlich, weiblich und neutral. Jedes Nennwort hat ein Geschlecht, man sagt also „dasMesser“,„dieGabel“ und„derLöffel“.

Das Problem ist, dass das grammatikalische Geschlecht nicht immer dem entspricht, was man zunächst vermuten würde. So ist „das Mädchen“ neutral, während „die Spitzhacke“ weiblich ist. Wenn Sie ein Nennwort auf Deutsch lernen, müssen Sie sein Geschlecht gleich mit dazu lernen. Erfreulich: Die Endungen der Wörter bieten häufig wichtige Hinweise auf die Art des Geschlechts. So sind Wörter, die auf „ich“ oder „ling“ enden, im Allgemeinen männlich.

Fälle & DeklinationenIn der deutschen Sprache gibt es vier grammatikalische Fälle: Nominativ, Akkusativ, Dativ

und Genitiv. Die Funktion des Wortes bestimmt den Fall, der wiederum den zu verwendenden Artikel bestimmt. So wird„dasMädchen“ zu„demMädchen“ (Dativ), wenn Sie diesem zum Beispiel etwas geben und da es zum Objekt wird, das den Artikel erhält. Im Akkusativ würde es dann heißen: „Ein hübsches Mädchen“.

Wenn Sie noch keine Übung haben, können die Fälle schon ganz schön für Verwirrung sorgen. Doch alle, die Russisch (mit 6 Fällen!), Latein (sieben!) oder eine slawische Sprache gelernt haben, haben bereits ihre Erfahrung in diesem Bereich gemacht. Vor langer Zeit gab es diese Fälle auch im Englischen, allerdings wurden diese eher großzügig eingesetzt. Im Mittelalter, als Französisch einen immer größeren Einfluss auf die Sprache nahm, verzichtete man dann schließlich ganz darauf.

Reihenfolge der WörterDie deutsche Sprache liebt es, Sie bis zum Ende des Satzes zappeln zu lassen! Das zweite

Verb im Satz wird ans Ende des Satzes gestellt. Außerdem stoßen auch gewisse Konjunktionen (meistensweil) das Verb ans Satzende. Die Verben haben zudem die Gewohnheit, sich am Ende der Sätze aufzureihen, vor allem dann, wenn der Satz in der Vergangenheit steht. Wenn Sie aber erst einmal mit dem deutschen Rhythmus vertraut sind, wird die Reihenfolge der Wörter zu einer ganz natürlichen Sache.

Deutscher PluralDas tut weh, ist aber unvermeidbar! Es gibt in der deutschen Sprache 5 verschiedene

Pluralendungen, während Sie im Englischen ganz einfach ein „s“ anhängen und damit die Mehrzahl definieren können… Doch wie gesagt, auch im Englischen ist es nicht immer ganz so einfach:„children“, „men“und„sheep„ sind nur drei der zahlreichen Ausnahmen, die es im Englischen bei der Pluralbildung gibt.

Nicht so schwer!Klingt das bis jetzt so schwer? Keine Angst, es gibt in der deutschen Sprache auch viele

Dinge, die das Lernen angenehm machen.Rechtschreibung & Aussprache sind offenkundigIm Gegensatz zum Englischen und Französischen sagt man im Deutschen das, was man

liest. Das macht die Aussprache und die Rechtschreibung einfach. Außerdem werden im Deutschen alle Silben ausgesprochen. So lassen sich Fernsehsendungen, Lieder und Gespräche in deutscher Sprache meistens gut verstehen.

Etwas Vertrautes…Wenn Sie Englisch, Niederländisch, Schwedisch, Dänisch, Norwegisch oder eine andere

germanische Sprache beherrschen, werden Ihnen viele deutsche Ausdrücke bereits vertraut vorkommen. Wussten Sie, dass 97 der 100 meistbenutzten Wörter im Englischen germanischen Ursprungs sind?

Die Zeitfolgen sind kinderleicht162

Im Deutschen ist es ganz normal, die Gegenwart auch dann zu benutzen, wenn man von der Zukunft spricht. „Ich gehe morgen ins Kino“ ist ein grammatikalisch korrekter Satz. In vielen Teilen Deutschlands und überall südlich des Weißwurst-Äquators (auch in Österreich und in der Schweiz) benutzen die Redner, wenn sie in der Vergangenheit sprechen, zu 99 Prozent das Präteritum (Ich war beschäftigt), was leicht zu lernen ist. Vergleichen Sie das einmal mit der Auswahl an Vergangenheitsformen im Englischen oder Spanischen!

Es ist alles sehr logischAlle Nennwörter werden groß geschrieben – sogar Mark Twain findet, dass das eine gute

Idee ist. Es gibt aber noch viele andere sehr logische Dinge in der deutschen Sprache. Sind Sie sich zum Beispiel erst einmal über das Präfix der Verben im Klaren, ist die Bedeutung des Verbs einfach zu erraten.Wenn Sie das grammatikalische Geschlecht und die Fälle beherrschen, werden Sie den soliden Sinn der Sprache schätzen. Gewisse Leute vermuten (zu Unrecht), dass sich das alte Klischee der humorlosen Deutschen von der Präzision der deutschen Sprache ableiten lässt, die keine Doppelbedeutungen zulässt – und die im englischen Humor bekanntermaßen ja so beliebt sind.

Viel Spaß bei der WortgestaltungDie deutsche Sprache ist bekannt für ihre Wortzusammensetzungen. Das heißt, dass man

zwei oder mehrere Wörter aneinanderreihen kann, um ein neues Wort zu erstellen. Das längste, im Guinness Buch der Rekorde eingetragene deutsche Wort hat 79 Buchstaben. Ihnen fällt ein bestimmtes Wort gerade nicht ein? Dann kreieren Sie doch einfach ein Neues!

Betrachtet diese Schwierigkeiten, um sie zu losen, habe ich ein Elektronenbuch geschaffen, das alle Aspekte der deutschen Sprache umfasst. Das ist ein neuer Ansatz des Spracheerlernens. Das Buch besteht aus 94 Seiten, schließt in sich Phonetik, Grammatik und Lexik der deutschen Sprache ein. Die Aktualität dieses Buches ist darin, dass es erreichbar ist. Die Studenten können es … und überall lesen. Mit Hilfe des Programmes ibooks kann es sogar im Bus lesen. Manchmal gibt es doch keine Zeit, sich mit der Sprache zu beschäftigen. Und heutzutage ist die Zeit der neuen Technologien, die meisten Menschen wollen nicht Bücher kaufen und lesen. Und noch eine Ursache ist, dass das Elektronenbuch keinen Platz nimmt. Ich hoffe, dass mein Buch vielen Lehrlingen beim Erlernen der deutschen Sprache die Schwierigkeiten zu überwinden hilft.

Also, ist Deutsch nun so schwer zu erlernen?Einige Elemente der deutschen Sprache sind recht einfach zu erlernen, andere weniger.

Allerdings hängt es sehr vom persönlichen Empfinden ab, was als leicht und was als schwer verstanden wird.Eins steht auf jeden Fall fest: Sie haben mehr Spaß und lernen leichter, wenn Sie vollständig in die Sprache eintauchen und dazu eines unserer preisgekrönten Programme nutzen!

Viel Spaß dabei!

Literaturverzeichnis:1. Басова Н.В. Немецкий язык для колледжей: Учебник/ Н.В. Басова, Т.Г. Коноплева.

– М.: КноРус, 2012. – 352 с.2. Попов А.А., Попок М.Л. Практический курс немецкого языка Т.1.Репритное

издание. – М.: Иностранный язык, 2003. – 464 с.3. Бим И.Л. Немецкий язык: Учебник для общеобразоват. Учрежений/ И.Л.Бим,

Л.В.Садомова. – М.: Прос., 2013. – 245 с.4. Дугин С.П. Немецкий язык за 34 урока: Самоучитель / С.П. Дугин. - Рн/Д: Феникс,

Унив. книга, 2013. – 218 с.5. Козьмин О.Г. Фонетика немецкого языка: Учебник для вузов – М.: Высшая школа,

2004. – 309 с.6. Арсеньева М.Г. Грамматика немецкого языка: Учеб. пособие – СПб.: Союз, 2002.

– 480 с.163

7. Завьялова В.М. Грамматика немецкого языка: Краткий справочник: Учебное пособие – М.: ЧеРо, 2004. – 284 с.

8. Лепп М. Краткая грамматика немецкого языка Grammatik ist kinderleicht! / д. –М.: ИНФРА –М, 2005. – 240 с.

9. Пассов Е.И. Грамматиа? Нет проблем. Deutsche Grammatik leichtgemacht: Учеб. пособие – М.: Ин.яз., 2001. – 360 с.

10. Катаев С.Д. Язык немецкой прессы: Пособие по чтению и реферированию – М.: Высшая школа, 2005. – 158 с.

11. Клочко И.Г. Вы еще не говорите по-немецкий? Самоучитель для начинающих – М.: Высшая школа, 2005. – 368 с.

12. Девкин В.Д. Немецкая лексиграфия: Учебное пособие для вузов – М.: Высшая школа, 2005. – 670 с.

13. Казанцева Ю. Новая грамматика немецкого языка: Теория и упражнения: Учебник – М.: Высшая школа, 2006. – 470 с.

14. Паремская Д.А. Немецкая грамматика для начинающих – М.: Высшая школа, 1999. – 350 с.

The role of dictation in teaching EnglishKazhibekova A.

Scientific adviser: Khairat E.Astana Humanitarian College

Dictation is seen by many teachers as somewhat old-fashioned, a relic of the grammar-translation method that dominated language teaching until the last couple of decades of the 20th century. For many people it brings back unhappy memories of dull, uncommunicative and often difficult lessons, where the focus was fairly and squarely on accuracy of language.

However, if you reflect for a moment on what dictation actually does, then you will see that it can be an extremely versatile activity. It practises first and foremost listening and writing skills and within the latter a range of sub-skills from letter formation to spelling, punctuation and lay-out. It can also be argued that it practises vocabulary, syntax, grammar and, when the writer reviews his or her work, reading. In short, it gives practice in almost everything. The one skill absent from this list is speaking, but this too can be practised if the dictation is approached in a slightly different way.

Dictation is one of the types of written works for fixing and testing knowledge.Observations show that the role of dictation in the teaching of the English language is

significant. Its effectiveness is achieved by the fact that the student is silently pronounces sounds, learns to correlate sounds and letters and to feel the sound as phoneme. Dictation requires increased attention, which determines the speed and accuracy of the formation of skills. This causes rates for recommending dictation as one of the main types of work when teaching spelling.[1]

One of the effective tools for teaching English spelling in school is dictation. You can not deny the importance of performing any written exercises, but only this form of work creates a student's instinct for memorizing the spelling of a word, its graphic form.

However, as a rule, traditional dictations do not arouse interest among students. This was confirmed by a questionnaire conducted at the beginning of the school year among students of the 5th grade who study English in English on the topic "English in Focus". They were asked to choose from the 7 proposed options the answer to the question "What do you like to do in English lessons?1

The students' answers were distributed as follows:164

This questionnaire shows that, unfortunately, writing dictations is one of the most uninteresting stages of the lesson. This form of work is perceived as something frightening, and the spelling itself with its content is unattractive for children. Ways to overcome the negative attitude towards dictation lie in increasing motivation to master the skills and abilities in the field of spelling. Motivation of spelling work of students is realized through:

- search for entertaining forms and methods of work, i.e. departure from the traditional form of dictation;

- a flexible and correct system for monitoring and evaluating spelling knowledge and skills.

The mechanical memorization of the spelling of words often discourages pupils from learning to learn a foreign language. Some children simply can not concentrate on material that is not interesting for them. To make the stage of preparation for the dictation, spelling training, which can be done both at home and at the lesson, is more interesting. Performing at home training exercises from the workbook CMC "Spotlight"

-write the missing letters,-write the words (collect the word from the mixed letters),-complete the crossword-complete the spidegram, et al.pupils train visual memory.When working in the class, students are interested in the following training exercises:-Choose the right word. The student is offered two options for writing the same word. The

wrong version contains a typical error. It is necessary to choose the correct word in the pair. Self-test is performed after the task is completed.

-Correct the mistake. The student is offered a list of words from the lexical minimum. All words are spelled wrong. You need to find and fix errors. Self-test is performed after the task is completed.

In the methodology and practice of teaching, there are many different types of dictation, the number of which is gradually increasing. Among them we can distinguish a separate group: dictations with a change in the content of the material being dictated. This kind of dictation allows you to combine the dictation process with students, because they are not written down verbatim.

Point oneFirst of all, consider who dictates the message. Traditionally it has always been the teacher

but why not get the students to do it? There are a number of ways of doing this. First of all, you can ask a student or students to dictate the text to the rest of the class. Or you can get students to work in small groups with each person in the group dictating a section of the text to the rest of the group. This encourages the learners to listen to each other, highlights the importance of clear pronunciation and, in an ideal world, helps to promote the use of English in a monolingual class.

Point twoAn alternative is to use the well-known 'running dictation' technique. Used sparingly (in

other words, not in every lesson), this can be a very motivating and fun lesson for the students. Take a short text that is appropriate to the level, rich in vocabulary and/or illustrative of a

grammar point you are working on. (Some teachers like to use the opening paragraph of a text they intend to work on, using this technique as a means of introducing the topic).

Make two or three copies of the text and stick them to the notice-board or on the classroom wall in such a way that the students cannot read them from their desks.

Divide the students into groups and ask each group to nominate a messenger. It is then the task of the messenger to go up to the text, read it and memorize a chunk of the text.

He or she then returns to his or her group and dictates the chunk. The others write it down.

The messenger then repeats this process until the whole text has been written down. You 165

can turn this activity into a race, which adds to the fun, but be careful it can be dangerous if the students get carried away! When all the groups have completed the dictation, they can check their versions with the original text.

Point threeAnother student-centred dictation is to use the jumbled story technique where each person

in the group gets a sentence from the text in random order. They then have to dictate their sentence to the rest of the group and the group then has to decide on the correct order for the sentences.

Point fourDictation can also be used to promote the skill of inferring from context. Take a short text

and remove eight to ten words from it. These could be random or you could focus on a particular class of word, verbs for example. Read the dictation to the class in the usual way, but when you reach a gapped word, say ‘gap’. The students then have to use the context to think of a suitable word that will fill each gap.

In terms of writing skills, try dictating a text without punctuation and then asking the students to work in groups to punctuate the text appropriately. This is not as easy as it sounds!

Point fiveFinally, there is the variation on dictation called ‘dictogloss’. In this activity you ask the

students not to write anything as you read the dictation (normally a single sentence but varying in length and complexity according to the level of the group). Read the sentence twice, even three times. Then ask them to write. In this activity it is important not that they replicate the original sentence word for word but that they produce a piece of English that closely reflects the sense of the original and that is in line with the structure or structures used in the original. One way to follow up is to ask them to pool their ideas in groups until they come up with a composite answer they are all happy with. Some teachers find this technique useful as a means of contrasting tenses – past simple vs past continuous for example.[2]

ConclusionAll in all, dictation is a useful and flexible activity. You can use it to introduce a new

structure, to present the first paragraph of a text, to revise an area of vocabulary, to provide a summary of a reading or listening exercise and to provide practice in different areas of grammar. If dictation is carefully linked to the rest of the lesson and has a clear and unambiguous purpose, students will probably enjoy it. It is only when it is departmentalized and used as an end in itself that it will appear to be boring and a waste of time.

References:1. http://www.onestopenglish.com/methodology/ask-the-experts/methodology-

questions/methodology-using-dictation-in-english-language-teaching/146383.article2. Carter R ,B, McCarthy. (1988). Vocabulary and Language Teaching. London:

Longman Press.

Problem-solving: speaking activity Kharagiz A.O

Scientific adviser: Khairat.EAstana Humanitarian College

Problem solving is a mental activity related to intelligence and thinking. It consists of finding solutions to problems. A problem is a situation that needs to be changed. It suggests that the solution is not totally obvious, for then it would not be a problem. A great deal of human life is spent solving problems. It is perfect for conversation classes, bigger and smaller groups.

People constantly solve problems. Very often there is a definite way of doing something and we follow it in a definite situation, but sometimes, we may feel that the rules are not

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applicable and we face a new problem and we must then find out our own solution. Doing this, we learn and expand our knowledge. We learn best by solving problems or having personal share in the result. [1]

According to the definition: “Problem solving is a mental process and is part of the larger problem process that includes problem finding and problem shaping. Considered the most complex of all intellectual functions, problem solving has been defined as higher-order cognitive process that requires the modulation and control of more routine or fundamental skills”.

In fact, many teachers may say that problem-solving in their subject is not possible. But this activity can be successfully used at the English classes.

Problem-solving activity, which is task-based and has a purpose beyond the production of correct speech, is one of the most preferable communicative activities. They show not only the competence and knowledge but also the performance of the learner and their communicative skills. Questions which require students to be reasonable and logical and help students to learn language in an interesting way are the types of problem-solving activities. In problem solving activities, the problems may be based on real or imaginary situations, and students are expected to find possible solutions for the problems.

Problem-solving activities can be used at all levels. Regarding student’s knowledge of English, age and their experience, appropriate activities might be successfully applied. It is also important to work out clear and easy directions for these activities.

Problem-solving activities have many advantages, which shouldn’t be ignored. While talking about the problem, students use the target language and improve their communicative skills. They learn to interact with others as they discuss solutions and outcomes of the solution. They learn to negotiate when they try to agree on different points of the solution, thus they develop critical thinking skills.[2]

It is a learner-centered activity where the students communicate with each other while studying the problem and looking for possible solutions for possible future actions. The teacher can only observe and sometimes coordinate the process, helping the students to develop their communicative skills.

In a way, students acquire language unconsciously since their whole attention is engaged by the activity. By providing personal, social, and cross-cultural issues to define, they sometimes simulate real life situations

It is also possible to integrate all skills in such activities. Reading or listening to a situation, a problem, or a question; responding or commenting either through speaking or writing. It is also necessary to keep in mind that as Professor Linda W. Little states: “… such activities provide opportunities to practice thinking clearly while focusing on the form unconsciously”.

In such activities the teacher should act as a facilitator rather than a teacher. He introduces the problem and guides the process of discussion while the students are involved in the process of learning. He should create friendly and relaxed teaching-learning atmosphere in which students will not be embarrassed. As Stephen Krashen the Professor of the University of Southern California says: “…it requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding”.[3]

How should problem-solving activity applied in an English class? Before choosing the problem we should thoroughly study it as there are problems with different levels of difficulty and require different skills and knowledge. That is why the choice of the problem which you want to solve in class is closely connected with the level of your students’ knowledge.

We can divide the process of problem-solving into several stages:The first stage of introducing the problem could be warm-up activity where the teacher can

ask students to answer some questions related to the problem and thus giving a chance to predict what the problem might be and motivate the students. It can be a picture shown on the active-board, or a video. The teacher may ask low level students to describe the picture, when high level students may pay more attention to the situation, shown in the picture. The questions will

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help students to review some grammar, which can be used in the process of discussion.The second stage is reading of the story or watching video. Find out what words are

unfamiliar for the students and write down them on the blackboard. Be sure that the students understand the situation.

The third stage is comprehension check. Comprehension check can be done in different ways, for example as listening or reading exercises. At first the teacher can ask “yes” or “no” questions then go to special questions and then offers the students to ask their own questions. Or the teacher may offer different statements, which can be right and wrong and ask students to say whether they are correct or not and correct the wrong ones.

The next stage is discussion. Here the students are encouraged to talk about the issues presented in the reading and also their personal experience. The questions may require students to make suppositions and use their judgment. There are no correct answers.

Now the students are ready to identify the problems and to find the solutions and talk about the consequences. The problems can be written on the blackboard. The teacher may begin the discussion by asking the questions: “What’s the problem?”, then “What can be done?” and at last “What is the solution of the problem?” Encourage the students to present their ideas and it is important here not to make emphasis on their grammar mistakes. Don’t correct their mistakes; try to help them with the questions which can give them a hint if they are in a difficulty what to say next. When the solutions are ready the teacher should write them on the blackboard and ask students about the possible consequences. Encourage them to use their imagination and critical thinking to come up with the possible consequences.

In order to choose the best solution the teacher may divide students into several groups of three or four people and ask them to discuss the possible consequences of their decision. In this activity the teacher gives the chance to shy students who can’t speak in public, express his opinion. It is possible for students to come up with new solutions if the consider them to be more successful. In each group there should be a moderator, who facilitates the discussion and is responsible for the group’s decision. On this stage the teacher shouldn’t interrupt students to correct their mistakes, but he should write them down I order to discuss them the next day. When the groups are ready to come up with their solution, ask the leader of the group to sound it and explain why it was chosen. Ask the students from other groups if they agree with it or not. Encourage the students to take active part in this discussion as it develops their ability to persist in opinion, giving his reasons in the target language.

The last stages of this activity is the discussion of mistakes made in the process of problem solving, but do it after careful consideration in order not to hurt students and encourage them to take an active part in the next problem solving activity.[4]

Example of problem solving activities1. You are alone at a restaurant one night. After you finish the meal, you discover that you

had left your wallet at home. You also discover that your cell phone is dead. You cannot remember any of your friends’ numbers. The restaurant tells you that you MUST pay or they will call the police. If you couldn’t ask a friend to bring you money, how would you solve this problem?

2. You make plans to go out with your girlfriend on Friday night to celebrate her birthday. On Friday afternoon, you suddenly remember that your best friend also has a birthday party on the same night. What would you do to solve this little problem?

3. One of your friends needed you to lend him 400 euro to buy a motorcycle. He was supposed to have paid you 2 months ago. He keeps telling you that he WILL give you the money. You really need it NOW. How would you solve this problem?

4. Your brother allowed you to use his car for a few hours. While you were using the car, you accidentally hit a stop sign and you damaged the front of the car. You know your brother loves the car very much and you are afraid of telling him about the damage. What can you do to fix this situation?

5. Your best friend is perfect except for the fact that she ALWAYS has bad breath. You 168

don’t want to hurt her feelings by telling her that her breath stinks but you know that she needs to find out somehow. How can you solve this problem?

In conclusion, problem solving activities provide favorable usages for extended communicative practice. They are motivating and create a meaningful context for language usage. The application of such activities increases cooperation and competition in the classroom and stimulates students’ interest to the learning process. [5]

References:1. Ким И.А. Problem-solving activities in teaching English Таразский государственный

университет имени М.Х. Дулати, Казахстан2. Doughty, C., & Williams, J. (Eds.). (1998). Focus on Form in Classroom Second

Language Acquisition. Cambridge: Cambridge University Press.3. Linda W. Little “Critical thinking and Communication Skills”. Longman4. Krashen, S. (2003) Explorations in Language Acquisition and Use. Portsmouth:

Heimemann.5. http://www.lessonplansdigger.com

Methods of Teaching Foreign LanguagesLuganckaya U.V.

Scientific adviser: Naumova Y.L.Kachiry Agrarian Technical College

The word «method» primarily means way or manner of doing something. It is a word of international currency, borrowed into all European languages thorough the Latin «Methodus» from the Greek «Methodos».

Methods of foreign language teaching is understood as a body of scientifically tested theory concerning the teaching of foreign languages in schools and other educational institutions. The English word «method» is likewise used to designate a branch of study. Methods as a branch of study is the science of ways or manners (methods) of teaching. Methods of foreign language teaching - is the science of methods teaching foreign languages. It covers three (sometimes four) main problems: 1) Aims of teaching a foreign language = why to teach a foreign language. 2) Content of teaching, i.e. what to teach to attain the aims. 3) Methods and techniques of teaching, i.e. how to teach a foreign language to attain the aims in most effective way to meet modern requirements. 4) Whom to teach .

We must distinguish between General methods and Special methods. By General methods we mean the methods dealing with general problems of foreign language teaching irrespective of the language taught.

By Special Methods we mean Methods of Teaching of a particular foreign language, i.e. the teaching of a definite foreign language is treated .

Methods of foreign language teaching are closely related (connected) to other sciences such as pedagogy, psychology, physiology, linguistics, and some others.

Pedagogy is a science connected with the teaching and education of the younger generation. Since methods also deal with the problems of teaching and education, it is most closely related to pedagogy. To study foreign language teaching one must know pedagogy. One branch of pedagogy is called didactics. Didactics studies general ways of teaching in schools. Methods as compared to didactics, study the specific ways of teaching a definite subject. Thus it may be considered special didactics. Pedagogy is the science or general theory, of the bringing up and teaching of children and the young, in other terms, the science of education in the narrower sense and instruction or of education in the wider sense. It consists, accordingly, of two main divisions: educational pedagogy and instructional pedagogy, of which the latter is called

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didactics, otherwise method or methods. In foreign language teaching ,as well as in teaching of mathematics, history, and other subjects taught in school, general principles of didactics are applied and, in their tern, influence and enrich didactics. For example, the so-called «principle of visualization» was first introduced in teaching foreign languages.

In foreign language teaching the teacher forms and develops in pupils’ pronunciation habits, lexical habits and other habits. Since «habits» is the result of the repeated action in the same line pupils can acquire habits by constant steady drill. Therefore, the teacher should remember when organizing pupils learning that drill should be constant and accurate. This implies correct copy, clearly presented and easy for imitation and reproduction, given under motivating conditions which favors repetitions which will lead to skill. Since skill is the ability to do something well and in language learning skills are pupils ability to use the target language for communicative needs, the teacher should form and develop such language skills as listening comprehension, speaking, reading and writing.

One cannot develop language skills (listening comprehension, speaking, reading and writing) of our pupils effectively if we do not know and take into account the psychology of habits and skills, the ways of forming them, the influence of formerly acquired habits on the formation of new ones, and many other necessary factors that psychology can supply us with. Since bringing up and teaching children are particular modes of combined physical and mental activity, it is clear that psychological principles must largely contribute to the theoretical foundation of pedagogy in general and of methods of teaching in particular. Pedagogy and psychology may be said to overlap each other, or like two interesting circles, to have a common area, which do main bears the name of «educational psychology». This relationship may be represented graphically as follows: Pedagogy - Educational Pedagogy - Psychology. At present we have much material in the field of psychology which can be applied to teaching a foreign language.

Effective learning of a foreign language depends on to a great extent on the pupils’ memory. That is why a teacher must know how he can help his pupils to memorize successfully and retain in memory the language material they learn.

Psychology allows the methodologists to determine the so-called psychological content of teaching i.e. in what habits and skills should be developed in pupils to acquire language proficiently. Psychology also helps Methods in selecting techniques for teaching and learning, i.e. in how to teach in a most effective way, for example, under what conditions pupils can learn words, phrases, sentence-patterns more effectively, or how to ensure pupils memorizing new words in an easier way. Since progress in learning is made by the addition of new knowledge may be imparted in teaching a certain group of pupils, what psychological factors should be taken into consideration when imparting a new knowledge to pupils.

Being connected with the psychology Methods of foreign language teaching takes into account functions of the brain and the higher nervous system, I.P. Ivanov’s theory of the higher nervous activity. Нis interrelated theories of «conditional reflexes» of the «second signaling system» and of «dynamic stereotype» bears a direct relation to the teaching of a foreign language. Pavlov writes that all human physical activity is the result of the physiological activity of the definite mass of the brain. Pavlov showed that man’s higher nervous activities-speaking and thinking –are the functions of a special system of organic structures within the nervous system. Pavlov’s theory of conditioned reflexes explains and confirms the necessity for the cultivation of habits and for frequent repetitions and revision of the material dealt with in the teaching of all the subjects of instruction, in particular in the teaching of foreign languages, where those precepts arte of special importance. Consequently, one of the forms of human behavior, i.e. speech response to different communication situations. Therefore, in teaching a foreign language we must bear in mind that pupils should acquire the language they study as a behavior, as something that helps people to communicate with each other in various real situations of intercourse. Hence a foreign language should be taught in through such situations.

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Pavlov’s theory «dynamic stereotype» also furnished the psychological base for many important principles of language teaching, e.g. for the topical vocabulary arrangements.

While linguistics is a science, language as a subject of instruction is not a science, but an activity. Methods of foreign language teaching is most closely related to linguistics deals with the problems which are of paramount importance to Methods, with language and thinking, grammar and vocabulary, the relationship between grammar and vocabulary and many others. Methods successfully use, for example, the results of linguistic investigation in the selection and arrangement of language material for teaching. There can no doubt that all the branches of linguistics: phonetics, the two divisions of grammar – morphology and syntax, - and the two-lexicology and semantics - can furnish useful data to foreign language method. Methods of Foreign Language Teaching like any other science have definite ways of investigating the problems which may arise. They are: a critical study of the ways, foreign languages were taught in our country and abroad; а through study and summing up of the experience of the best foreign language teachers in different types of schools; experimenting with the aim of confirming or refuting the working hypotheses that may arise during investigation. Experimenting becomes more and more popular with methodologists. In experimenting, methodologists have to deal with different data that is why in arranging research work they use mathematics, statistics, and probability theory to interpret experimental results.

Literature1. ГезА.И. идр. Методика обучения иностранным языкам в средней школе. М.:

«Высшая школа», 19822. Зимняя И.А. Психологические аспекты обучения говорению на иностранном

языке. М.: «Просвещение», 19913. G.V. Rogova “Methods of teaching English” Moscow, 1983

Mnemonics on English lessons.Makatova G.A.

Scientific adviser: Tukeshova A.K.Astana Humanitarian college

21’st century is not vain called the century of technology. Every day as a minute passes and we do not even notice this. Have you ever thought about how much time you spend sitting on smartphone or computer? Of course, no! Just like for five minutes to look at the news or check messages, but several hours or the whole night passed. Every day passes like this. We do not even notice how all this effect on our brain and our memory. Just compare a fifth-grade pupil and six years old child. If we teach a few English phrases and ask these same phrases the next day the fifth-grader does not even remember these phrases. The constant cramming of words or phrases does not replenish the vocabulary and without a vocabulary no language can be learned. Thus, vocabulary is an important part in learning a language like the grammar of a foreign language. And therefore, I propose to teach phrasal verbs with the method “mnemonics”. Yes, the phrasal verbs. Do you know how many phrasal verbs are in English, do not you? Sometimes we get confused, forget these phrasal verbs and our willing to learn language disappears. And it is the same at school, children do not like tedious lessons and even if there is complex lexical theme. After all these children begin to cram and cram all the new phrases and there is no use in it. We need to stop it! Because I am a future English teacher and I cannot allow the children’s desire to learningEnglish to disappear. I must motivate children and prove that learning a foreign language (English) can be as interesting at school as in other places. Before telling how to use method of “mnemonics”. I will tell you about mnemonics.

'Mnemonic' is another word for memory tool. Mnemonics are techniques for remembering 171

information that is otherwise quite difficult to recall: A very simple example is the 30` days September' rhyme for remembering the number of days in each calendar month. The idea behind using mnemonics is to encode difficult-to-remember information in a way that is much easier to remember. Our brains evolved to code and interpret complex stimuli such as images, colours, structures, sounds, smells, tastes, touch, positions, emotions and language. We use these to make sophisticated models of the world we live in. Our memories store all these very effectively. Unfortunately, a lot of the information we must remember in modern life is presented differently – as words printed on a page. While writing is a rich and sophisticated medium for conveying complex arguments, our brains do not easily encode written information, making it difficult to remember. This section of Mind Tools shows you how to use all the memory resources available to you to remember information in a highly efficient way.

Using Your Whole Mind to Remember: The key idea is that by coding information using vivid mental images, you can reliably

code both information and the structure of information. And because the images are vivid, they are easy to recall when you need them. The techniques explained later on in this section show you how to code information vividly, using stories, strong mental images, familiar journeys, and so on.

You can do the following things to make your mnemonics more memorable: Use positive, pleasant images. Your brain often blocks out unpleasant ones. Use vivid, colourful, sense-laden images – these are easier to remember than drab

ones. Use all your senses to code information or dress up an image. Remember that your

mnemonic can contain sounds, smells, tastes, touch, movements and feelings as well as pictures. Give your image three dimensions, movement and space to make it more vivid.

You can use movement either to maintain the flow of association, or to help you to remember actions.

Exaggerate the size of important parts of the image. Use humour! Funny or peculiar things are easier to remember than normal ones. Similarly, rude rhymes are very difficult to forget! Symbols (red traffic lights, pointing fingers, road signs, etc.) can code quite

complex messages quickly and effectively. Designing Mnemonics: Imagination, Association and Location. The three fundamental principles underlying the use of mnemonics are imagination,

association and location. Working together, you can use these principles to generate powerful mnemonic systems.

Imagination is what you use to create and strengthen the associations needed to create effective mnemonics. Your imagination is what you use to create mnemonics that are potent for you. The more strongly you imagine and visualize a situation, the more effectively it will stick in your mind for later recall. The imagery you use in your mnemonics can be as violent, vivid, or sensual as you like, if it helps you to remember.

Association is the method by which you link a thing to be remembered to a way of remembering it.

You can create associations by: Placing things on top of each other. Crashing things together. Merging images together. Wrapping them around each other. Rotating them around each other or having them dancing together. Linking them using the same colour, smell, shape, or feeling. As an example, you might link the number 1 with a goldfish by visualizing a 1-

shaped spear being used to spear it. Location:Gives you two things: a coherent context into which you can place information

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so that it hangs together, and a way of separating one mnemonic from another. By setting one mnemonic in a town, I can separate it from a similar mnemonic set in a city. For example, by setting one in Wimbledon and another similar mnemonic with images of Manhattan, we can separate them with no danger of confusion. You can build the flavours and atmosphere of these places into your mnemonics to strengthen the feeling of location.

How to use this technique?It is not difficult at all. I suggest using picturesfor this method. Looking at the pictures we

easily understand any phrasal verbs quickly and memorize phrasal verbs for a long time. Why is this so simple? Because our brain doesn’t like to be tired and we cannot remember the list of phrasal verbs, it all seems tedious and boring for us and for our brain. If we use the method of mnemonics our brain will remember these complex phrasal verbs involuntary.

1. 2. 3.

GO OUT WAKE UP TURN OFFIn conclusion I want to tell you about my research. During my practice at school I was

given a sixth grade. My research was that the first lesson with my class was in the traditional form of teaching phrasal verbs. The next lesson I did a quiz on the phrasal verbs and the class result was 27,5% of 100%. So, I learned the memory level of my class. The technique “mnemonics” was held at the second lesson for memorizing phrasal verbs. I used colourful pictures to describe phrasal verbs. Observing the children, I realized that this method is interesting for them and easy to remember phrasal verbs. The day after the lesson using mnemonics I conducted the same test as the first time on phrasal verbs and the class result rose to 30%. That is 57,5% of 100%. So, my method “Mnemonics on English lessons” helps to the children to improve their memory and It is easy and interesting learning phrasal verbs through this method. And I can advise this method confidently to use at schools.

The sixth grade0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

First test The second test after using "mnemonics" 100%

Recourses:1. Mindtools.com

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2. “Master your memory” Tony Buzan3. Lifehacker.com4. Wikipedia.com5. “Psychology” K.Zhumasova and L.Esenova

Use social networks wiselyMalayeva C.E.

Scientific adviser: Khairat E.Astana Humanitarian College

At present, children and adolescents addicted to phones, Smartphones. Today, most of the adolescents instead of study and develop stay at home and spending time wasted by social networks.

Communication means such as a mobile phone itself can not cause any harm, but the wrong way to use different causes harm to humans. According to this, it is better to introduce and promote the correct ways to use them, especially among teenagers and adults. This dependence on the smartphone can be used for the benefit of education.

I was interested in how to distribute the correct way to use the phone in the training.Mobile technology is rapidly broke into people’s lives and have become indispensable in

some aspects of life especially for education. Use the mobile app for educational purposes is convenient, profitable and efficient. Nowadays the most popular social networks are face book, twitter, VK, instagram , telegram. 90 % of the contemporary people, from the 10 years old till 40-45 years old, use their phones only for social networks, and waste theirs time.

We have a lot of different apps for education, like duolingo, voxy, English Grammar in Use Activities, LearnEnglish and etc. But adolescents, how I said earlier, most of them are addicted to social networks, and the above are not interesting like an instagram, because they are very boring after the few times of using.

Many young people spend too much time on social networks, and do not benefit from it. They justwaste their time.

But people do not disaccustom from this habit, it is like an infection, once infected and there is no way back. There is only one solution, to implement education in social networks.

A social networking service (also social networking site, SNS or social media) is an online platform that people use to build social networks or social relations with other people who share similar personal or career interests, activities, backgrounds or real-life connections.

Now all this turns into reality, many social networks are already being used for this. And now it should be used wisely. So we have a lot of kinds of social networks: face book, twitter, VK, instagram , telegram.

Social Media in Language Learning (SMLL) links interactive social media channels to language learning. This enables students to develop communication and language skills. Social media consist of interactive forms of media that allow users to interact with and publish to each other, generally by means of the internet. Not many people realize that social media that are used by so many people in the world can be used for language learning.Social media provides the learner with the possibility of participating in actual, real-time, relevant conversations taking place online, and practicing the target language with or without the help of an experienced teacher by his or her side.

The advantages of using social networking in language learning:The social networking sites focus heavily on building online communities bound together with common interests or activities. Thereby provide them with tools that help them to do so. In the

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field of education social networking sites encourage students to engage with each other and to express and share their creativity. Social media is also one good way for students to gain knowledge which can be from outside their classroom activities. With, so many social media they can share and discuss many things related to their need of particular knowledge with others practically. With Social networking can create a better English communicative environment for students. They do not have to go to the country where the mother tongue of English is, they just connect to the internet and interact with people from English speaking countries. And they do not need to meet physically. Improving the efficiency of class teaching. English teaching can make the lessons more effective and efficient. (Shujie Wang, 2012). Many social networking sites offers the users many applications that make them easy to get any benefit including in english language learning.The most important feature of the social networking site is the ability to give and receive feedbacks. If this feature was not there, the world of social networking would not what it is today. Any content that you post instantly starts receiving comments, likes, reviews, opinions, and additional information on that topic (Mudit Singh, 2012). By doing this, it can create discussions, sharing ideas and other communicative skills which use English as the language in the discussion.Social networking can encourage students to upload images or videos related to the courses. Some teachers even ask their students to upload their essays and assignments on the net, analyze the feedback, and write a better one for the final class essay. It is very good activity and the process or learning and teaching will run smoothly without any barries of place and time.

Disadvantages of Social Networking in English Language LearningBeside advantages of social networking in education, there are also some disadvantages of social networking in language learning. Many researchers has conducted research on this matter and many of them conclude that social networking can be subjected to crime especially to the youth or students. Because social networking offers the users to communicate each other without any boundries that will be used by the bad people to do crime to the others.According to Ashraf, 2012 he said that social networking is lack of humanitarian aspect described it as a teaching lack of spirit. We can see that by using social networking people who is next to us because we are too busy with online internet or people who are far away becomes near because of this social networking. It means that, though the students are sitting close to each other but they are busy with their gadgets so, it is lack of social interactivity in the real life.Networking websites can make people or especially students become very addictive. People spend more and more time at computer with makes them isolated from real life. They are wasting time at checking purposeless posts and informations. Thinking just about virtual world they can’t focus on anything and have problems at school or work.In the term of language proficiency, many young people write uncomplet or slank english words which are not found in English dictionary. Some of the use abbreviation which sometime confusing to the others. Such as they use ‘text language’ in their normal day to day vocab, saying things like ‘lol’ (laugh out loud), ‘btw’ (by the way) and ‘atm’ (at the moment).Because mostly social networking using written context message, so sometimes students face many problem when they are told to speak correct and professional English. Some are not able to form correct sentences on the spot and after making a mistake, the whole flow of the sentence and conversation breaks apart.Social networking sites, “can be a potential hazard for teachers as some applications allows users to communicate” and “the content can lead to discrediting or defamatory messages”. (Jose Picardo, 2011). It can be happens to the teacher when they are not so aware with the threat of social networking to them. The teacher need to concern and sometimes the teacher are not so well understand about the use of social media and its advantages in the teaching and learning. And the teacher should be good in selecting the content materials if not the learning process will be just useless.

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Social networking can also be subjected to an on line bullying. It may happens when a students make or post bad things, and he does not realize that it can be used by other friends at school to embarrass him. Of course it will create bullying among the students.ConclusionThere are some advantages and disadvantages of using social networking in education including in English language learning. It can encourage students to engage with each other and to express and share their creativity and can create a better English communicative environment for students. Oh the other hand, social networking is lack of humanitarian aspects and create confusing language because using slank words or abbreviation which are not found in English dictionary.

References:1. https://en.m.wikipedia.org/wiki/Social_Media_Languaghttps://

en.m.wikipedia.orge_Learning2. https://www.google.kz/amp/s/akhmadriyantoblog.wordpress.com/2013/08/03/

advantages-and-disadvantages-of-social-networking-in-english-language-learning/amp/

Interactive methods in teaching VocabularyMukhtarova A.M.

Scientific adviser: Kusmanova N.E.East Kazakhstan humanitarian College

The title of the project is Interactive methods in Teaching Vocabulary.The aim of the work is to find out the importance of renewing the old, out-of-date methods

with new and interactive ones in teaching vocabulary.Language is one of the main tools of communication and interaction among people. It is

arguably the most significant medium by which humans communicate with one another. Language knowledge is a modern requirement. Without language, society would be a disorderly mess of miscommunication and ambiguity. Systematic and understandable language depends on the word. The word is a basis of the language. In modern society, speaking and learning English language is a great requirement for all Kazakhstanis. So teaching vocabulary is significant for each teacher of foreign language. Teaching words when dealing with schoolchildren needs a lot of work. The usage of outdated methods is becoming ineffective, now it is possible for many teachers to be able to use the new methods correctly.

Vocabulary is the knowledge of words and word meanings. The vocabulary used in the input and the response can vary in a number of ways. Without discussing this in details, we might expect that the less frequent the vocabulary used in the input, the more difficult the task will be. [1]

The main goal of teaching vocabulary is not only speaking correctly but also to express one’s own thoughts, and relevant usage of the words while speaking. Learning vocabulary is an important and necessary process. Therefore, in order to develop or enrich their vocabulary with an easy and understandable way. Including paying attention to the ability of learner’s memory is also important component of vocabulary teaching. The students’ aims to bereachedin learning vocabulary process is primarily their ability to recall the word atwill and to recognize it in its spoken and written form.

Many scientists, academics and educators made a great deal of work in the field of teaching vocabulary. Especially among them Lyle F. Bachman, Laurie E. Likoff, Barbara Coulter, Joyce A.M Thomas, Michel Byram and other great scientists. Such researchers as Elley and Compion left a great deal of work about the teaching vocabulary. To control for learners overestimating their vocabulary, the list contains a mixture of words. [2] The author of another unique work - Laurie E. Likoff provides not only a general concepts of vocabulary

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teaching, but has also explored a variety of effective ways and technologies of learning. The author of such a book as “Spelling and Vocabulary” Barbara Coulter differs by her high level work. In general teaching vocabulary is very relevant part of educational system. Learning the basics of teaching vocabulary and know effective modern ways to do so is the key to every teacher. This article is devoted to some effective ways of teaching vocabulary, which make classes more lively and help students to enlarge English vocabulary in an unusual way. Many students consider learning vocabulary a tedious job. They try studying lists of words – spelling, pronunciation and meaning, synonyms – only to realize a few hours later that their results are hardly satisfactory. They start blaming their poor memory. They say the number of words in English and the complex usage discourages them. They come to rely on incidental learning, finding intentional studying boring and inefficient. Some authors writing about human motivation seem to support such student’s opinions.

Teaching vocabulary is significant for the students to develop their skills in the learning process. The learning skills as speaking, reading, listening and writing are based on the teaching vocabulary that is why teaching words is an integral part of the learning process. All these given above skills are realized through words.Vocabulary is not only confined to the meaning of words but also store words and how they learn words and the relationship between words, phrases, categories of words.

Reading vocabulary refers to all the words an individual can recognize while reading a text.

Listening vocabulary refers to all the words an individual can recognized when listening speech.

Writing vocabulary includes all the words an individual can employ in writing task.

Speaking vocabulary refers to all the words an individual can use in speech.

Reading and Vocabulary. The vocabulary training is consequential in improving the reading skills of students. If you do not understand the meaning of words in the understanding and learning of given material the work will be futile. That is why reading begins with knowledge of the word. Learners of English as a foreign language usually begin their reading with specially simplified texts. Any increase in vocabulary size must be accompanied by many opportunities to put this vocabulary to use.

Writing and Vocabulary. Teaching vocabulary takes an important role in development of writing skills. Work in simplification of texts has shown that a small number of words can be used effectively to express an enormous number of ideas. As in the case with speaking, it is important to get learners to be able to make the best use of a small productive vocabulary. Writing is the most often used as the form of assessment, and learners need to be able to show their knowledge of the field through the use of the specialized vocabulary.

Listening and Vocabulary. Improving listening skills of students in the learning process requires a lot of work, so the listening considered as a significant component of teaching vocabulary. If the learners have a very limited vocabulary, then vocabulary needs to be taught through listening. This first requirement is that the teacher must be able to simplify and control. Just as learning vocabulary by guessing from context is important in reading, so is it foremost in listening.

Speaking and Vocabulary. It is mandatory to have a proper speech and sufficient vocabulary upon learning the language. In this regard, the main goal from school is to develop pupil’s speaking skills. An important strategy when speaking is being able to cope with gaps in vocabulary or with the temporary inability to recall a word that it needed. Several teachers describe their learners defeat to be able to use paraphrases, definition or some other substitute to make up for a word they do not know. This skill is particular useful in speaking because there is no time to refer to a dictionary and there is the chance of getting feedback the listener to show if the paraphrase has been successful or unsuccessful. [3]

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Teaching vocabulary in learning process

Interactive ("Inter" is mutual, "act" is to act) means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are oriented to a wider interaction of students not only with the teacher, but also with each other and on the dominance of students' activity in the learning process. Consequently, the main components of interactive lessons are interactive exercises and tasks that are performed by students. An important difference between interactive exercises and tasks from ordinary ones is that by fulfilling their students not only and not so much consolidate the already studiedmaterial, how much they study the new.Since the basics of language are words. And the correct explanation of those words depends on the various techniques that are used in the lessons of English language. The main objective here is to provide students with a clear and easy way to use the most effective methodologies. In the early years of education, such technologies were not often used, and the methods were old and the efficiency was lower. There is shown the scheme of the student’s action while the interactive methods are used:

With regard to vocabulary, children can continue building their semantic networks. They can also begin to move away from the “here and now” and learn words that are the not visible and touchable. They can be introduced to explanations, paraphrasing in the target language, and analytical methods to compare first and second language equivalents, synonyms and definitions. Recording vocabulary can become more sophisticated and older learners can use many useful strategies to help them remember new vocabulary such as practicing with cards that have English word on one side and a synonym or first language equivalent on the other side. [4]

All teachers are trying to use in their lessons different and interesting methods and technologies. In spite of some difficulties, they should use some meaningful activities in order to make the lesson more motivating.

One of such methods is called “Music box”. This game is very useful method of teaching vocabulary. Teachers can use this method during the check of homework, predicting the theme or to conclude the lesson. On the one hand this is a helpful way to save time, on the other hand, await student’s interest in learning foreign language. Small box and funny music are

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ReadingWriting

SpeakingListening

Vocabulary

Student-Student

Student-group of students

student-audience

group of students

student-computer

needed to play this game, and then definitely the necessary words. Inside the box, the words that need to be checked are inserted. Game play procedure: firstly, the selected melody is played, the box is handed to each other. When the melody stops, whoever holds the box, should take a piece of paper from the box and give the answer to the class. The task can be giving the translation or synonyms of the words. So the sequence of the game continues in turn. The essence of the game is to achieve the result by encouraging students.

“Get rid of it”. The aim of this game is to develop speaking skills of students, enrich the vocabulary and improve their observational abilities. Procedure: two sets of cards are needed. White cards for the words and another colourfor the questions. Put all questions in a bag or a hat at the start of the game. Give each student at least three word cards, placed in front of them on their desks. Choose one card from the hat and read the question. Students study their word cards. Whoever has the corresponding word can get rid of it. The winner is the one who gets rid of all their cards first. Example questions on cards:

What type of animal has kittens? What’s the opposite of the verb ‘to borrow’? [5] It is not enough to use only limited methodologies in teaching vocabulary. Therefore, it

is highly effective to use different software. Such a free progress need only enhances the capabilities of the teachers, but also provides them with a good ideas. One of such useful software named as “Tarsia”. With this software teachers will easily be able to create and make interesting activities in teaching vocabulary. The activities created using this software can be presented in printable form, ready to cut out or done on the interactive board. There are the main action is to form a triangle ore other shapes. Shaping the words on the walls of that triangle by matching them with translations or pictures. For example: (picture 1). [6]

Another special program that helps to organize teaching vocabulary is “Learning Apps”. The main goal is to increase student’s interest and to work with ICT. This software provides with small interactive modules. Those modules can be used directly in learning materials, but also for self studying. The main aim of this software is to collect reusable blocks and make them available to everyone. The peculiarity of these tasks makes it easier for teachers to work. All tasks are performed on an interactive board and be done on personal computers. (picture2) [7]

Picture 1 Picture 2

It is not difficult to find language teachers who thinks that vocabulary can be left to take care of itself, and there is some experimental evidence to support that position.Vocabulary is the knowledge of words and word meanings. Vocabulary is taught in connection with other language activities. Most vocabulary learning, however, will happen when the learners use the language for other purposes. The aim of techniques which take vocabulary out of context is to speed up the vocabulary learning process and develop student’s lexical competence. Increasing vocabulary means introducing learners to new words and thus starting their learning. The word is a basis of the language. In learning process all the skills of students depends on vocabulary knowledge. The role of updated pedagogical technologies is crucial in modern education. Including the main reason of teaching English begins with the vocabulary.

References:

1.Fundamental Considerations in Language Testing , Lyle f. Bachman, p 131.179

2.Teaching and learning Vocabulary, p 80, I.S.P. Nation3.Teaching and learning Vocabulary,85,93,115,147, I.S.P. Nation4.https://youtu.be/AbRxBPY1vsc5. www.teachingenglish.org.uk/article/definitions-get-rid-it6. www.learningapps.org7. http://www.mmlsoft.com/index.php/home/free-software

Perfection of modern educational technologies with the help of cognitive games

Musakyzy M.Scientific adviser: Torybaeva G.N.

Semey Pedagogical College named after M.O.Auezov

In the world, education becomes a person-oriented, involves appealing to the sphere of personal interests and the needs of the student. Today the student should be given the opportunity to choose an individual educational trajectory. In other words, the priority task of education is the development of the personality of students, training their skills to analyze and make responsible decisions. Only in this case modern education becomes qualitative. Of course, English is no exception and should meet the expectations of society, develop in the light of current trends. Especially in the light of the fact that the XXI century world community has defined the century of communication in a single English. Undoubtedly, one of the main resources for improving the quality of education is the improvement of modern educational technologies.

The concept of educational technology includes the system of activity of the teacher and students in the educational process, aimed at achieving educational results, in accordance with the pedagogical principles and the relationship of goal-content-methods.

The main method of improving modern educational technologies is the usual logical - modern games. Which we play in our spare time. Sometimes I wondered why not to combine my interests with training. Thus, the child will develop not only teaching subjects, but will also learn something new.

By the way, we give an example: there is a lesson in the English language of the 7th grade. Our task is to learn new words. For this we use the game '' Alias ''. The essence of the game for a minute to explain the words on the card with the help of synonyms, antonyms, etc. So the student practices his English and learns new words. Let's pass to more difficult example: there is a mathematics lesson 10-11 classes. Our task is to learn the theme "Determining the derivative, its physical and geometric meaning." Algorithm for finding the derivative of the problem. "For this theme, you can use the game" Libertex ". The goal of the game is that the player must correctly calculate their finances and at the same time remain happy. The game lasts more than 2 hours. Because of this, we conduct this game as an additional lesson. Students using a new topic can easily cope with financial calculations and learn a lot of things for the future. Like loans, taxes, business, etc.

The formulation of the problemFurther reasoning will be based on the following problem, which is indicative in the

context of the study.In order to start the investigation, I originally consulted a foreign friend from Boston

Amanda. She under contract for a year is a biology teacher at the Economic Lyceum. According to her advice, I found out that in Kazakhstan training is more serious than that of other countries. The difference in training between Kazakhstan and other countries is:

- the method of testing students' knowledge;- testing;

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- methods of teaching;And the most important thing for this is the method of training, according to her, they

have special scientific works. Which they study for 2-3 months. They quickly learn new scientific work and use different methods of study. And in simple schools of our country, students only do what the teachers explain. Do not go out of the border and teach only what they give.

The problems of researching new methods of teachingProblem number 1: little work experience. I'm only a student who goes to practice and only

begins to understand what kind of teaching it is.Problem number 2: Kazakh mentality. Our people like to support only those who have just

begun to act, but they themselves remain in the gray crowd, they say, someone else will be able to do this

Experimental study Mastering a new theme "Past Simple" with the game "Crocodile". After the students

understood the topic on a practical basis, we play the game "Crocodile". In a matter of time, explain the words indicated on the card and at the same time guess the word and produce the offer of the past time

Experiment number 2: Play the game "Tell if you can" in the speaking-club. Since I am currently working in a

wellness center for students, I have learned a lot. When we organized speaking clubs, we learned how students quickly learn a new topic.

Age quickly mastered a new topic

standard mastered a new topic

could not understand

12-15 50% 20% 30%15-16 45% 40% 15%17-18 65% 20% 15%

The formulation of the proposed methodBy research, you can understand that for such a major change we need:- improving the teaching of teachersMany teachers only teach children for the mark, ohadi money. As a result, the student will

just simply forget what he has gone through and will not use what he taught in the future- good cooperation with studentsEach student wants a good communication with the teacher, and not just say hello. If the

teacher is smart and communicates with the student at the same level, the child will start to love the subject of the teacher and try to always attend the lessons

- To be a modern teacher and learn new thingsIf the teacher wants the student to teach the subject with interest, the teacher must meet the

current trendsConclusionIn recent decades, the search for new or reconstruction of old methods of teaching that are

well known to pedagogical science, which could provide a link between the educational, developmental and educational functions of instruction, is of great importance.

Emerging new methods of teaching often do not have a psychological and pedagogical justification, they are difficult to classify, but their use in the educational process brings the students an undoubted success.

References:1 https://www.learnenglish.de/teachers/creativemethods.html

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2 SteveTaylore-Knowles “Laser B1+”3Г.Н.Амандықовна , Ш.Е.Мұхтарова , Б.С.Баймұқанова , А.Н.Бисенғалиева «Шет

тілінің оқытуәдістемесі», Астана «Фолиант»4 Г.В.Рогова, И.Н.Верещагина «Методика обучения английскому языку на

начальном этапе в общеобразавательных учреждениях»; Mосква“Просвещение” 20005 https://www.powtoon.com/blog/effective-teaching/

Learning English through songs and music.Ondassynova А.A.

Scientific adviser: Tukeshova A.K. Astana Humanitarian College

Do you enjoy listening to music? Do you have many English songs in your music collection? Why not start using these songs to help improve your English language skills?

Why is it so hard to understand the English you hear in songs? English songs sometimes sound like total gibberish, and the language is very hard to follow.

What you need, dear learner, are some songs that are simple enough to have you dancing and singing all day. Popular music is a good start English, because the sentences are short. And one of the best tools was sitting right there all along, right inside your smartphone.

The ancient philosopher Plato said that ‘Musical training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul’. Of course, Plato lived thousands of years ago, so that quote may seem a bit complicated to us today. As a future English teacher, I try to use that idea by including songs in as many classes as I can.

Using English songs is a really great way to improve your pronunciation and grammar, and you are likely to learn and remember new vocabulary and idioms. For example:

PronunciationSinging along with your favourite English songs will help you to learn how to pronounce

English words correctly and will also help to reduce your accent. You will learn more about the rhythm of sentences and how to link your words together when you speak.

VocabularyListening to music will help you learn more vocabulary quickly. You are also more likely

to remember new words and English expressions if you listen to them in a song than if you read them or learn them in your English class.

GrammarYou might think that grammar needs to be learnt in a very structured way but listening to

music will help you to remember grammar patterns and learn how to use grammar correctly in everyday conversation.

In practice I used different drills:

Writing activities:Song can be a great inspiration for creative writing. Listen to a song. After 10-20

seconds, pause the music. Ask pupils to draw whatever comes into their head. Play another 10-20 seconds, pause and draw again. Keep doing this until the song finishes. Pupils should have several drawing. Ask pupils to write a short story to go with their pictures.

Reading activities:182

Print out some song lyrics. Cut up the lyrics into separate lines or verses. Ask pupils to guess the correct order. Listen to the song to check if it’s right.

Listening activities:Play some fun games to help practice listening carefully. Choose 10 words from a

song. Then choose 2 or 3 extra words that aren’t in the song. Write the words in a random order and give the list to pupils. Play the song and ask them to tick the words they hear.

Print out some song lyrics. Change 5 – 10 words. Then listen to the song. Ask pupils to “ spot the differences”

English song called ‘When I’m 64’ by The Beatles. Listen to the song and fill in the gaps below. This song will help to improve the simple future tense.

When I get _____, losing my _____, many _____ from now,Will you still be sending me a valentine, _____ greetings bottle of _____?

If I’d been out till _____ to three, would you lock the _____,Will you still _____ me, will you still _____ me, when I’m sixty-four

You’ll be older too,And if you say the word, I _____ stay with you.

I could be handy mending a fuse, when your _____ have gone.You can _____ a sweater by the fireside, Sunday mornings go for a _____.

Doing the _____, digging the weeds, who could _____ for more?Will you still _____ me, will you still _____ me, when I’m sixty-four?

Every summer we can rent a _____ in the Isle of Wight, if it’s not too dear,We shall scrimp and _____Grandchildren on your _____, Vera, Chuck, and Dave.

Send me a _____, drop me a line, stating point of view.Indicate precisely what you mean to _____, yours _____, wasting away.

Give me your _____, fill in a _____, mine for evermore,Will you still _____ me, will you still _____ me, when I’m sixty-four?

The process of selecting a song is one of the most difficult aspects of using music at a lesson. Here are some things you probably need to think about to ensure you get the right song.

Carefully examine what it is you want your class to learn in the lessonIs this going to be a lesson focusing on vocabulary, grammar, pronunciation, or a particular

topic? I once used ‘You’re so vain’ by Carly Simon to introduce a text that looked at vain people. At another lesson, I used ‘In the air tonight’ as it uses the present perfect continuous tense. Whatever your focus, remember that this doesn’t necessarily place a limit onwhat you can do with the song. For instance, you might wish to use the song in question to exemplify a particular verb tense, and structure your lesson accordingly, but you might at the same time wish to take the opportunity to look at those interesting idioms in the lyrics!

Think about the language level of your classThe language level of your class will determine not only which songs you can use, but also

what other activities – such as games or written exercises –you will use to develop the lesson. Lower levels will become extremely frustrated with fast-delivered lyrics, for instance, while simple repetitive lyrics might not be interesting for more advanced-level learners.

How old are your learners?If you’re a teacher of young learners, you will probably want to use songs that are

repetitive and very easy to understand. For teenagers, however, use contemporary or fairly recent pop and rock songs. My advice: it’s often best to ask them ‘what’s cool’. Alternatively, for adult learners, who will probably have a more open approach to classes, use songs that are interesting to their age group.

Are there any specific cultural issues regarding the make-up of your class?183

What kinds of things are generally unacceptable in the culture in which you teach? Whatever you do, don’t use music solely based on your own cultural norms. Consider the audience and their sensibilities; even better, let them choose the songs that you use.

What kind of access do you have to the song?Let’s face it, this is the age of YouTube and you can find practically any song on this

website. Nevertheless, an mp3, which doesn’t require a connection, or even a good old-fashioned CD, can often be a usefulbackup.

Six stepsfor making a song the focus of your classMy intention hereis to provide a basic outline you can use with any song. Remember,

these are just suggestions so make sure to keep the profile of your learners in mind.1.Listen to the songThat’s it –start things off by just listening. It’s important to remember that this is supposed

to be a fun activity; don’t make it too serious or boring.As an alternative, you can show a video clip if you have one – in fact, I strongly

recommend it, as itwill cater to more learners’ learning preferences.Ask learners if they’ve heard it before, and don’toverload themwith tasks at this point;

simply let them enjoy the music.2.Ask some questions about the titleHere are a couple of examples of the types of questions you can ask:For John Lennon’s wonderful‘Jealous Guy’:

‘What is a ‘jealous guy’?’ ‘What are three things a jealous guy might do?’ ‘What kinds of jealousy are there?’

For Queen’s classic ‘We are the champions’: ‘What is a champion?’ ‘What kinds of champions are there in the world?’ ‘What activities have champions?’

Such questions tend to work really well as conversation starters, so group three or four learners together and then get feedback from each group on their thoughts. If you think itwould help, make this your first step, i.e., before the initial listening.

Alternatively, prior to having listened to the song you can teach a couple of words and give a simple task for the first listening. My favourite strategy is to give three or fourwords from the song and ask to them to listen out for the words that rhyme with them. You could also brainstorm possible rhymes before listening.

3.Listen to the song again, this time with lyricsThis time, you should give learners the chance to read the lyrics of the song. At this point

you might do one or more of the following activities: Learners can just read the lyrics while they listen. They can possibly highlight

unknown words for later discussion. You can make a lyric worksheet as a gap fill; learners fill in the gaps as they

listen. You can make cut-out strips of selected missing words and again make a lyric

worksheet as a gap fill; this time learners match the word strips to the gaps as they listen.4.Focus on a particular verb tense or aspect of grammarVirtually every song centres ona particularverb tense. This is too good an opportunity to

pass up in terms of uncovering the grammar. My suggestion is to start with questions such as these:

How many examples can you find of the past simplein the lyrics? Why did the writer of this song choose this verb tense?

This acts as a springboard for discussing the function of a specific tense, as well as examining its form. Furthermore, it often tends to raise awareness of grammatical flexibility and ‘poetic licence’ in the construction of song lyrics. Students often expect songs to obey the

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grammatical rules that have been drummed into them. In asurprisingly large number of cases, this can lead to the enlightening discovery that rules can be broken!

5.Focus on vocabulary, idioms and expressionsWe’ve noted that many songs bend the rules of grammar. It’s also useful to focus on the

creative and artistic use of vocabulary we encounter in lyrics. Start with questions like these (again, for Queen’s classic song ‘We are the champions’):

What does ‘I’ve paid my dues’mean? What does ‘my share of’mean? What does ‘I’ve taken my bows’mean?

Go through the meanings, illustrating with other examples if necessary. Songs often serve as really good contexts for phrases and idioms, but it’s good to make sure that the meaning is clear. As with grammar, years of misunderstanding can come to light in this way!

6.Round things off with some creativityCreativity is an important part of maintaining motivationbut itshouldn’t be limited to the

teaching approach. Depending on the factors highlighted in the first part of this post (age, language level, cultural specifics, etc.), you might want to try finishing things off with an activity that stimulates creative thought. Here are a few examples of things you can do to get the creative juices flowing:

Write another verse of lyrics, maintaining the same mood and style as the original. This can be done individually or in groups. These new lyrics can be presented to the rest of the class. Perhaps several groups can work on this to come up with a completely new set of lyrics for the whole song.

A song tends to give you the perspective of the singer. Write a response (this can be a paragraph, i.e., not necessarily in lyric form) from the point of view of the person the song is being sung about, or any other protagonist.

Have the learners plan a music video for the song. In groups they decide the location, the characters, and what happens. Then each group explains their idea to the rest of the class and the learners vote on the best one. The results can be surprising, as they frequently come up with an interpretation that hadn’t even occurred to you!

Write a diary entry for a character in the song. Get learners to examine the thoughts and feelings that inspired the story being played out in the lyrics.

At the end I want to say, that adolescents and adults listen to English songs but don’t understand the meaning. Nowadays, music and songs play an important role in our life. People can’t live without phones and headphones. I suggest not only enjoy listening to music, and learn English language through it. With this, I want to say that study can be turned into entertainment. “ Knowledge is power” don’t forget it.

References

1. https://www.fluentlu.com 2. www.cambridgeenglish.org 3. www.myenglishpages.com 4. https://lyricstraining.com

Movies as the way to learn EnglishOrazumbekov.B.K., Shaikova A.L.

Scientific adviser: Beissembayeva K.T.Secondary school №35 of Pavlodar

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Knowledge of a foreign language is a requirement of time. Time offers us its own laws; Whatever person is, whatever profession he has he should be educated and universal. If he appreciates his inner self and can effectively use his time, and if he is diligent in his work, anyone can achieve his goal. Learning a foreign language is one of the most difficult tasks.

Foreign language ... Why do we need this? Why is it in the school curriculum? Why has it become popular lately, especially among young people? For whom and for what we must learn? What is our attitude to a foreign language? Do modern students have a good knowledge of a foreign language at school? Will we become polyglots in the future? Knowledge of a foreign language should not be simply a requirement of the time, it is necessary to change the attitude to this issue in society. Learning a foreign language should not be regarded as an obligatory subject or language necessary for teaching, it should be considered as a tool for the expansion of the human mind. Studying the language, we learn a lot of interesting things and discover the world and learn it.

In the modern world there are many methods for studying foreign language and everyone can choose the method that suits him. The most interesting and most suitable for studying a foreign language and for developing their skills in understanding and speaking can be noted learning through watching movies in the language of study.

As soon as we start learning English, we are immediately told: "Watch movies! Only then you willbe able to learn the language. " We honestly start watching the movie and in a few minutes we understand that we do not understand anything, turn off the video and we are firmly convinced that we will never watch movies in English.

Actually, you can and should watch movies. And in order for the result, we need to set a specific goal of viewing. Pulling the tongue is not a goal, more precisely, it can be a goal unless, if you have a proficiency level. We should set achievable goals: fill up the vocabulary, improve listening skills, improve pronunciation, and learn phrases from conversational speech and stuff.

In our work, we will deal with several specific purposes: for what levels they are suitable, and what films are recommended to look at.

For example if you need to watch movies when you just started learning the language? Yes, you need. Viewing a video at the Beginner level boils down to two goals:

1. Add vocabulary.2. Get an idea of the "sounding" of English.To fill up the vocabulary, you need to select a small video, no more than 10 minutes, which

are educational or promotional. In such videos, you can quite hear a few words and remember them. A successful combination of video with grammar, perfectly understandable at the initial level, is the old English cartoon Muzzy in Gondoland. You can watch it in small "portions". Vocabulary and grammar grow from simple to complex. In my opinionit is the best educational cartoon in English.

To get an idea of the English intonation, students can watch (or listen) anything, but pays attention - without understanding. After viewing, they should try to repeat the phrase with right intonation, using just a set of sounds. Understanding the content at this stage is not so important. This practice will allow them already from the very beginning to master English intonation, which differs quite a lot from the intonation of student’s native speech.

If students have the Elementary level, they can watch the video with the same goals as the Beginner, but at this level, two more goals are added:

1. Understand the structure of sentences and the use of times.2. Work on the most common mistakes (in vocabulary, grammar and pronunciation).Both goals are achievable through viewing the Extra series. Actors speak clearly and

slowly, the main character constantly gets into funny situations due to the fact that he confuses the meaning of words or improperly pronounces them. They can well fill up the vocabulary, tighten grammar and pronunciation. I recommend. Also they can watch Disney cartoons (Aladdin, The Jungle Book) or just children's animated films, for example Peppa Pig.

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If they have the level of Pre-Intermediate, they can go to simple movies and serials. Goals remain the same. However, if they are watching a film, do not try to understand every word, try to understand the general meaning and record at least 10 new phrases from the film or series. Viewing without recording and repetition will not give practically no result. It is best to start with those films that you already looked at in Russian and know well what they are talking about. Here they can safely take almost all Hollywood movies, such as The Holiday, or watch the good old series ALF.

If they have the Intermediate level, add two new goals:Develop listening skills.To learn spoken English.To improve the perception of speech by ear, it is useful to apply the Ben Franklin exercise

to small pieces of video.If they have a level of Upper-Intermediate and higher, they can choose almost any movies

and series. It is important to remember what the purpose of viewing is, and not just watch, but work with the film. Starting from these levels, they can arrange a discussion of films in English. They do not need to sign up for conversation clubs. It is enough to gather several friends with the same level of English, watch a movie, compose questions for discussion and select a few complex words or phrases (preferably with translation and transcription) that their friends will get acquainted with prior to viewing.

It's best to watch movies with English subtitles, so if they do not hear a word, they can see it in a text version and translate it, if that word is first time you met it. It is very convenient to watch movies on the site of ororo.tv, as there are not only collected serials and movies with subtitles, but there is also a special function: if you hover your mouse over a word, its translation will immediately appear. They can watch any TV series for free, but not more than one hour a day. Also there is a limit on the number of translated words. In general, for training one hour a day is quite enough, but if you want to watch more episodes or have the opportunity to watch movies, they can purchase a paid account. I have been using this site for a long time and use a free account, as after two series the broadcast is turned off, and this insures you from "sitting out" with theirfavorite series until the morning. The site has all the famous serials in English, and the video quality is very good. Try to start watching the video in English from this site.

I would also like to bring a table that contains recommendations for viewing films and series on levels. Determine your level, choose a series or film on interests and forward, conquer English peaks!

The name of the film / series

Recommended level

Features

Muzzy in Gondoland

Beginner Suitable for acquaintance with basic vocabulary and grammar

Extra Elementary

Trains grammar and pronunciation, allows you to increase vocabulary

Aladdin Elementary

The pronunciation is developed, the vocabulary is increased

The Jungle Book

Elementary

The pronunciation is developed, the vocabulary is increased

Peppa Pig Elementary

The pronunciation is developed, the vocabulary is increased

Tangled Pre-Intermediate

Traits pronunciation, increases vocabulary, spoken

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EnglishThe Holiday Pre-

IntermediateTraits pronunciation,

increases vocabulary, spoken English

ALF Pre-Intermediate

Traits pronunciation, increases vocabulary, spoken English

Freaky Friday Intermediate

Trains pronunciation, increases vocabulary, spoken English

The Princess Diaries

Intermediate

Trains pronunciation, increases vocabulary, spoken English

You've got mail

Intermediate

Spoken English, vocabulary is replenished

Doctor Who Upper-Intermediate

Spoken English, a lot of complicated words and phrases,

Learning a foreign language can be quite fruitful and fun, only if the trainee has an idea of his goal and strives to improve his knowledge of a foreign language. To improve skills, you need to continue learning the language through films, talk as often as possible in English, and try to use words and phrases in your vocabulary memorized while watching a video.

All the tricks of working with films and serials are fascinating and effective. However, such training is interesting though it requires time, patience and diligence.

Used literature and links to articles:

1. Описание уровней знания английского языка [Электронный ресурс]URL: http :// englex . ru / your - level / (дата обращения: 19.01.2018).

2. Актуальность метода рассматриваемого в данной статье [Электронный ресурс] URL: http :// media - english . ru / articles / o - polze - prosmotra - filmov - pri - izuchen . html (дата обращения: 19.01.2018).

3. Список фильмов и сериалов подходящие для каждого уровня[Электронный ресурс]URL: http :// engblog . ru / howho - to - learn - english - via - films / (дата обращения: 19.01.2018).

How to learn English using TV series or your interestsParmanuly E.

Scientific adviser: Omarova A.K.Astana Humanitarian College

Today we will figure out the new way of learning and improving language level.And the main-studying with a big pleasure.

Firstly, I want to say something: “It’s such a support. For full learning process we should study it deeper. -You should know basics of language”. The advantage of this method:lack of laziness in study process.Sometimes we face this problem. It really prevents your progress. We won’t say words like “Aughhh ,I’m too tired. Will do that tomorrow”,because it’s interesting for us.

We all have interests.No matter what you are interested in. For example,let’s take music:We love music. We hear and listen to it every single day. Somebody likes Kazakh music, I like songs in English. But

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sometimes we have a problem like “I totally don’t understand”. Music is perfect, great sounds make me feel so good.BUT,it’s not so good when I don’t know the meaning.The meaning can be better than sounds I hear.Sometimes,we listen to music which lyrics are the main part.

So,it’s easy to find out the general meaning of song you want to understand.Just use internet.Google the lyrics,copy it,paste it into translator.And “Wow!”I have it in Russian.Now,you can get what the lyrics are about.It’s too easy.

For learning and improving language,we will write down the words which meaning we don’t know. Also, there are much phrases,note it too. It’s very useful for lexicon.

Why Should We Learn English Through Songs and Music?So what is it about songs that make them such effective English language learning tools?

It really works.There is true scientific evidencethat demonstrates how music can help second language learners upgrade grammar and vocabulary and improve spelling. Then there is the so-called “Mozart Effect”, the concept that listening to classic musical boosts the performance of mental tasks like learning.

Everyday language and everyday speech.Songs and music almost always contain a lot of useful vocabulary, phrases and expressions. And since the intended audience is native speakers, songs and music include up-to-date language and everyday speech words.]

Get familiar with the sound of English. Listening to songs will also allow you to focus on your pronunciation and understanding of the English language’s rhythm, tone and beat.

Get English stuck inside your head. Many of the words and sound patterns within a song are repetitive and this makes it easier for them to stick in your mind. You probably already know this. Music has an uncanny ability of getting stuck in our heads. Tunes and lyrics will often infiltrate our thoughts and play over and over in our minds. All of which will help you to learn English through songs as you easily memorize vocabulary and phrases. In fact, after a short period of time you will find it almost impossible to forget them.

Songs are emotional.Our relationship with music is deep, powerful and hugely rewarding. It is a key that unlocks our emotions, influences our moods and enhances our mental and physical well-being. When something is emotional, then of course it is also easier to remember.

Music is an easy habit. One reason people find language learning difficult is they don’t have an extra minute in the day to devote to their studies. But when you’re learning English through songs, you don’t need to set aside too much time because you can take the music with you wherever you go. You can have English songs playing in the car, the kitchen and the shower. And by picking music you like, you can listen to the same material over and over again, without becoming bored.

Music teaches you English culture.Music gives you insight into English-speaking culture and how native speakers think and feel. Familiarity with popular songs and artists gives you something to talk about with your English-speaking friends.

I hope, you had been watching series for a while. However, I watch it every time I can. It’s such a little universe where characters build their own plot eve. That’s really fascinatingly. Series attract you by plot you’re really interested in, you want to see “who does Maria love” or “who killed Mr. Smith”. Honestly, sometimes I can’t stop.

Just imagine: You came home after the school or job. Now, you sit on your sofa with a cup of hot chocolate. It looks like you’re going to relax, not to study. Great conditions to do something useful not being lazy. Here is just a series you like and a little bit of work that will help you to improve English.

You have a choice: to turn on Russian or English captions. Depends on your level and desire to study. There are some simple tips:

1. Pick a pen, notebook (or a word editor) and a dictionary.2. Choose a scene, no longer than five minutes.3. Watch the scene in English, without subtitles. Try to write down the words and

expressions that you understood.4. Watch this scene in English, without subtitles, again. Write a little paragraph (in English

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or your Russian/Kazakh) about what’s happening.5. Now watch the scene with the subtitles in your language. Compare the scene script with

the words and the paragraph you wrote down.6. Now watch the scene with subtitles in English without pausing the vídeo. Try to add

more words and expressions to your list. Up to this point, don’t use your dictionary.7. Watch the scene again with the subtitles in English and pause to add new words and

expressions. You don’t need to write full sentences, only new words and expressions that are new to you.

8. After you’ve watched the scene six times in English, try to infer the meaning of the words and expressions you wrote down. If you can’t, use your bilingual dictionary.

9. Remember, whenever possible, write down the new words and expressions within the context. For example, on a Glee episode, I saw the characters use the collocation “brutally honest” many times, so I wrote it down.

You will see that in the long run, you will be using your dictionary less and less because this kind of deep practice (listening and reading) will help you improve your awareness towards words and you will start seeing some useful patterns too.

Here are some more ways to improve your English using series and movies.Grammar

Whenever you’re reading and listening to real English, you will see that some of the grammar rules that you learned in your textbook don’t apply to real life. Mind you, I think it is really important to be able to write correctly and I also think that it is awesome to sound more natural. For example, no one will think less of you if you use contractions like “gonna” or “wanna” or if you say “She just woke up” instead of “She has just woken up.”

SpeakingHere’s something you can do after you watch a movie or an episode of a series: pretend

you are telling someone what happened on the episode or movie. Add as many details as you can – go back, say sentences again, look up for new words you don’t know yet and keep practicing.

WritingAs with speaking, you can write some paragraphs about what happened on the episode by

using the words you’d already written down when you watched the scenes previously. If possible, have someone take a look at your paragraph and give you feedback – either a teacher or a friend with more advanced language skills.

You can also try to recreate the dialogues of some scenes with your own words; there’s no need to look exactly like the original. You can also create a whole new dialogue based on the scene you’ve just watched and give it a new ending.

Challenge: why not a start a blog on your favorite series in English?Listening and Reading

I can’t stop saying this: listening and reading will work wonders in your English learning process. The more you read and listen, the more vocabulary you will learn and the more structure (grammar) patterns you will encounter. Not to mention the fact that learning a language also means learning the country’s culture, which is always present in movies and series, and that is a big plus!

Final TipRemember that learning takes time and learning things thoroughly (like in the 9 steps

above) should not be done carelessly. Take your time, enjoy what you’re doing and if you’re tired, stop, take a little walk, have a sip of water, then start studying again.

Follow these ways to learn language with pleasure. This is a good mix of useful and enjoyable.It’s just everyday hobbies with a little bit of work.

It’s more effective than learning language by remembering words from books. Not using this method, students can easily forget the words they tried to remember by books.

So, here is the support students can lean on. They will not forget material that’s connected with series scene. Students will forget it only if they forgot whole scene.

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Turn on your imagination: I have the room with some notes on the board on which they’re attached. My mind is the room. Series scene is my board (desk). Work I’ve done is needle.

Notes are the piece of paper with the words whose meaning I don’t know.And I just PIN it right in my head. These ways are comfortable due to modern technology and internet. From my point of view, this is the

best way of improving level using media.Nowadays,we live in the world where technology does so much instead of us. It is a big advantage of

our century. Honestly, I think we’re lucky, ’cause we live in the time when technology does most of the work we have to do. XXI century is a perfect time to study, students have a helper named “Google”. Modern students don’t have to try so hard to find information they need. Really, my mom still remembers the time when she ran through each library or asked everybody she knew. So, in my opinion, students have no justifications. We have so much opportunities, but sometimes we don’t use them.This time has excellent conditions.

Generally, desire and motivation is the main. Without it, nothing will be possible to learn.If you want to speak English well, you ought to work hard, work every single day, and try harder and harder each day. As a result, you are able to speak English perfectly. It means good future for you and your loved ones.

References:https://reallifglobal.com/how-to-learn-english-watching-tv-series-and-movies/http://www.fluentu.com/blog/english/learn-english-through-songs-music/

Quests in primary schoolPetrenko P.V.

Scientific adviser: Samotoy V.P.Karasuk Pedagogical College

Organizing teaching at school we should remember the purpose of teaching, its content, methods, techniques, and also the means of instruction. Without a clear interaction of all components the learning process cannot be effective, and in some cases becomes impossible. If the first of these components is worthless or irrelevant, the effectiveness of teaching is reduced to zero. As time passes a variety of traditional tools and techniques lose their relevance and children’s lose interest in them, and the effectiveness of their application is reduced. So we need new ways of maintaining children’s interest, their motivationin the learning process.One of these methods is quest that gives tremendous freedom in creating a lesson limited only by the teacher’s imagination.

It’s known that foreign language is one of the most difficult subjects in primary school. The main purpose of teaching a foreign language in primary school is the formation of elementary communicative pupil’s competence at theelementary level in main types of speech activities: listening, speaking, reading and writing. And we can achieve good results combining teaching at the lessons and extracurricular activities.

Extracurricular activity is the educational activity carried out in forms different from the usual lessons, and aimed achieving the required results of the development according to the Federal Standards of teaching in primary school. Extracurricular activities can solve such problems asto assist the child in a difficult period of adaptation, to optimize the academic load, to create favourable conditions for the child’sdevelopment and to take into account the age and individual characteristics of schoolchildren.

Introductionof Federal Standards of teaching in primary school increased the role of a foreign language as the school subject. In this context, extracurricular activities in a foreign language become particularly relevant in achieving subjective, interdisciplinary and personal

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results of education. The pupil becomes an active participant in the educational process and it becomes necessary to apply "interactive methods of education".

The development of active teaching methods puts new tasks of learning: not only to give knowledge but also to ensure the formation and development of cognitive interests and abilities, creative mind and the skills of independent mental work. The most effective method of learning is the game. It helpsto create a favourable psychological atmosphere of communication and helps students to see that foreign language is a real means of communication. It helps to make extracurricular class more interesting and exciting.

The games can be both preparatory (forming speech skills), lexical, grammatical, phonetic, spelling, and creative (developing speech skills).Of course, the effectiveness of games depends on their systematic use and combination with the training exercises. The game at extracurricular classes allows to solve problems both of practical and educational character.So the game can be an effective tool for the formation of pronunciation, lexical and grammatical skills atextracurricular lessons of a foreign language. The forms of their organization can be different: quiz, home reading (poems, fairy tales),Olympiads,dramas,quests, etc.

Quest (seeking of objects, adventures) is a form of interaction between the teacher and children.It promotes the formation of skills to solve certain problems on the basis of a competent choice of alternative options through the implementation of a certain plot.When applying quest technology, children pass a full cycle of motivation, from attention to satisfaction, get acquainted with authentic material that allows them to explore, discuss and consciously build new concepts and relationships in the context of real-world problems, creating projects of practical importance. [1]

Quest is a recent pedagogical technologythat combines elements of brainstorming, training, games, and accordingly solves a number of tasks assigned to the above technologies.Thanks to the quests the childrencan express themselves,motivate their emotional and intellectual activity. The teacher plays leadingrole. He defines the goals of the quest, draws up the storyline of the game and evaluates the process and results.He for sure organizes the communicative activity.

Quests can be either individual or teamed, either short or long. They can be indoors, outdoors (street, park, territory of an educational institution) or media projects (search and analysis of information in media resources), or combined.The quality criteria are security, originality,integrity, subordination to the plot and creating the atmosphere of success.[2]

The quest "Treasure Hunting"for the fourth-year pupils can widen their horizon about the world around that is beautiful and original. Today children need to know more about the traditions, culture and customs of countries whose language they study at school.

The quest goal is to improve the forms and methods of extracurricular work in learning English by students through engaging them intoentertaining interactive action and to develop the interest in learning English.

The quest tasks are to attract the attention of the pupils to the places of interests in the United Kingdom; to create conditions for self-realization and disclosing (discovering) the creative potential of the participants; to encourage them to further study of the history and geography of the UK, its cultural and linguistic characteristics.

The quest game "Treasure Hunting" is a series of tasks that all the teams performconsistently. Every team passes six stations according to the route on the map: "Lexicology Palace" (associationgame), "Curiosity Land" (regional "puzzle" in Britain), "Grammar Village" (crosswords with irregular verbs), "Spelling Valley" (game "On duty letter"), «Ocean of Numbers» (rewriting numbersinwords) and "Spy Glass" (to find the proverb). There are a lot of competitions and quizzesat the stations, and at the end there is a super game, during which they have to guess the place where the "sweet prize" is hidden.

Each team must perform a number of tasks and achieve the result - to collect the maximum possible number of "golden coins" and the minimum number of "black marks". For the correct answersthe team receives a "goldencoin", and for the wrong answers the team gets a "black

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mark". The team should solve every task and get a key and only then it is possible to move to the next station.

The quest ends with a count of “golden coins” and “black marks”. According to the number of "golden coins", teams get the right to play the “Super game” and to choose a “chain word” containing a hint about the place of their "treasure". Having found the "treasure" the teams return for rewarding.

So educational activity in the "quest" format fits perfectly into the concept Federal Standards of teaching in primary school and it becomes an excellent opportunity to organize the school life in an exciting and original way. The use of quests in extracurricular activities helpsnot only to developchildren’s communicative skills and social ties, but also improvestheir subject skills, increases interest inlearning foreignlanguage.

References:1. Афанасьева Л.О., Поречная Е.А. Использование квест-технологии

припроведении уроков в начальной школе // Школьные технологии. 2012. - №6. - С.149-159.

2. Каравка А.А. Урок-квест как педагогическая информационная технология идидактическая игра, направленная на овладение определёнными компетенциям// Мир науки. - 2015. - №3. - С. 20.

Mind Map in teaching English.Rakhmetova A.T.

Scientific adviser: Mukanova B.T.A teacher of English. Master of humanitarian

Pavlodar Pedagogical College named after B.Akhmetov

Critical thinking is a rich concept that has been developing throughout the past 2.500 years. The term «Critical Thinking» has its roots in the mid-late 20th century. The best definition for Critical Thinking may well be your own.

«Critical thinking is the use of those cognitive skills or strategies that increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned and goal directed – the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task.Critical thinking also involves evaluating the thinking process – the reasoning went into the conclusion we`ve arrived at the kinds of factors considered in making a decision. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome». Halpern, Diane F. Thought and Knowledge an Introduction to Critical Thinking.1996[ 1, 10 б].

Amind mapis a creative and visual way to outline information. It’s a diagram of sorts, which is used as a rough draft for whatever particular goals you are working on. Your main focus will be in the middle, and from there, it branches out with different words and connected concepts. Mind mapping canturn one lonely, central thought into a fully formed idea, making it the ideal way to fight writer’s block.

How Does Mind Mapping Relate to Critical Thinking? It can be difficult to think critically about an idea or concept without putting it down on paper. Sometimes, when we think, our thoughts fly out too quickly to think coherently. With the use of a mind map, you can use the evidence and information to make connections you might not have been able to make without it. A mind map can be used in a myriad of ways to think critically about an idea or subject. First, you can take notes using a mind map to keep all the ideas organized and at hand. It can also be used in planning and brainstorming ideas. If you are using multiple sources for your critical thinking, a mind map canorganize that

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information is a useful way.

Mind Mapcan be used to facilitate teachers' work before, during and after class. It will reduce a range of paper work and save tons of hours for teachers. By incorporating images, videos and even websites to the presentation, teaching effect will be greatly improved.

Let's get straight to the point: as a teacher, you don't have much time and you want to present knowledge to students in an easy-to-understand way. Take a look at these usages ofmind mapin teaching, and see how you can enhance your planning, preparation and lesson delivery without wasting time.

For teachers, planning for the year ahead is vital. With new curriculum policies, briefs and objective, curriculum planning can be overwhelming. But with Mind map you can plan your teaching year in sequence, prioritizing key topics and adding deadlines as necessary. Mind map makes this process even easier through seamless compatibility with Office programs, including Microsoft Word, PowerPoint and Excel. In addition, It helps you keep on top of teaching schedule all way through by offer you even more control over the annual plans, as you can add tasks, completion rates and deadlines.

Classroom handouts are a great aid to teachers as well as the best helper for students to take notes. Mind maps are the ideal solutions for classroom handouts, offering subject overviews briefly, simplifying even the most complicated concepts easy to understand and interesting. They are especially useful for visual learners, such as dyslexic students, who may feel frustrated and demotivated when being given information in linear, monochromatic format. Teaching handouts can be shared in several digital formats (including image, PDF, Word) and printed easily.

Get the creative juices flowing by throwing your students one idea and asking them how this can be obtained. Taking game-based teaching and learning into consideration, you can even let students draw their own mind maps. Not only will this methodboost creativity, but will also help students think for themselves and have fun in class!

Mind map allows you to assess your current abilities (for example, in areas such as lesson delivery, handouts, interaction etc.) and what you need to learn. Then you can set more achievable goals for one month, one year and longer. This practical form of self-evaluation will enable you to keep improving and meeting your teaching objectives. Use the mind map below to evaluate whether you can be a good teacher.

There is no learning without memory. Memory is an essential condition for people’s adaptation to changing environment since it connects our past with the present and the future. In the process of learning we use our previous experience, enrich them and therefore change our behaviour. We would not be able to do it without memory. This is the reason why discussing the structure and the function of memory is highly significant while analysing an English language teaching/learning method.

There are various models of memory. First, the most spread classical model distinguishes sensory, short-term memory and long-term memory. They differ in amount of information they are able to store and in the period of time the information is kept there . The main focus of this thesis will be on long-term memory, thanks to which we are capable of keeping in memory a great amount of information relatively unlimitedly.

Associations play an important role in thinking and learning. In sum, associations can be described as connected thoughts.

Many recommendations of using mind maps in teaching and learning English are formulated in various materials for teachers. Some samples found in different textbooks are going to be presented here. It seems that the most extensive utilization of mind maps can be seen in teaching vocabulary. A large number of handbooks and other materials for teachers suggest incorporating mind maps in either presentation or practice of vocabulary.

English textbook Opportunities (Elementary) by Michael Harris, David Mower and

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Anna Sikorzynska recommends using mind maps to prepare a writing task. Mind maps can be used to organize thoughts as a preparation for the writing of a short text.

Another great exercise is using Mind Maps to read. Mind Maps provide a visual learning mechanism that will help students recognize relationships they may miss in a more linear type of activity. The act of mapping something out encourages the individual to create an internal retelling of the story.

Mind maps students concentrate on the important information from the listening and catch the main message much more easily.

The given mind maps consist of the key words from the text read by students. Those mind maps also offer a speaking follow-up activity in which students retell the text using the keywords from the mind maps.

Mind maps offer almost endless possibilities to present or practise grammar. Their significant advantage is a clear logical structure and their attractive design. They can be used to present very simple grammatical structures as well as more complicated ones for more advanced students.

In this manner all the other grammatical structures can be presented and practised. I have used this kind of presentation in my group course for beginners and from my observations I can say that the students reacted very positively on this kind of presentation and picked up the rules very quickly.

Mind maps also seem to be good tools to practise and increase speaking skills. They teach working with key words, which is very useful, for instance, for giving presentations. The teacher draws a face of a boy (or a girl) on the board; then says to students to imagine their friend having a new boyfriend and that they want to know all about him. Students take turns, the first student asks the question, the second one answers it and asks a new one, etc. The teacher writes the key words about the boy on the board. Each branch is supposed to be completed with one word. Afterwards they speak about themselves. It helps them to structure their speech and deal with the problems when students are stuck and do not know what to say. It can be done at the very first lesson as a part of a needs analysis.

The brainstorming technique seems to be a very popular way of presenting new vocabulary. In this technique new ideas and language are obtained from the students. The teacher proposes a topic and the students come up with their ideas. Everything is written down on the board by the teacher. The questions that can be asked the students are as follows: Where does a doctor work? What is a woman who does the same profession called?

The class comes across some new vocabulary every lesson. The teacher, the textbook, or the students themselves might be the source of that vocabulary. During the lesson nine new words emerged: an occupation, to wait, friendly, a pen friend, similar, the same, twins, to swim, exhibition. The teacher explained the meaning of the new words and wrote them on the board into a mind map where they were kept until the end of the lesson. The first advantage is that the students can see the words throughout the lesson and they can try to incorporate them into their speech. The second advantage is that the mind map serves as a tool for a revision at the end of the lesson.

The Activity is based on the well-known game “Twister” and thus is called Mind map Twister. Various vocabularies can be practised by this activity; it however needs some elaborate preparations from the teacher. First of all, the teacher prepares the mat. Figure 1-13 illustrates a mind map twister mat focusing on vocabulary connected with food and drinks. The mat can be sketched, for instance, on a huge sheet of paper. Two students play against each other. They must follow the instructions of the referee. At the beginning they stand on Food/drinks square, which is the central idea of the mind map. The referee, either the teacher or a nominated student gives instructions such as: Left hand, breakfast! Right leg, drinks! After putting the correct body part on the correct square, the students must give an example of the square; so if a student has his or her left hand on Drinks square, he or

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she says Milk, Coffee, or Tea. The student who falls or touches the mat with a different part of the body is out of game, as well as the student who is not able to say a correct example of the particular square.

Tony Buzan’s “Mind Maps” have proved to be an excellent resource for teachers and learners of foreign languages. His contribution has stimulated teachers to construct a tool that facilitates putting the concept of “Scaffolding” into action to empower learners. As stated and illustrated above, “Mind Maps” can be designed and applied by teachers to face one of the most important challenges in the teaching of foreign languages: enabling learners to understand the target language and communicate ideas naturally, meaningfully and assertively.

The aim of this was to introduce mind maps as an effective tool for learning languages. The assumptions for that were based on their valuable features, such as clear non-linear structure, motivation trigger, possibility of personalisation, and creativity of the technique.

References:1. Хамитова Г.А. Critical thinking in teaching the English language/Критическое

мышление в обучении английскому языку. 2011.2. Gairns, Ruth and Stuard Redman. Natural English: Intermediate. Oxford. Oxford

University Press, 2003.3. Harris Michael, et al. Opportunities: Elementary. Harlow: Longman, 2001.4. Redman, Stuart. Vocabulary in Use: Pre-intermediate/Intermediate Cambridge

University Press, 20055. Wickelgern, Wayne. Learning and Memory. 19776. http://mnemonicdictionary.com 7. https://www.thoughtco.com/using-a-mind-map-for-reading-comprehension-

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Improvement of the Dictionary stock at the learning of the English languageRash*tova Pharida

Scientific adviser: Tastenova R.D.School№14. Pavlodar

AnnotationOne of the main tasks in the study of English is the development of the vocabulary of

students.The task of practical mastering a foreign language requires finding ways to improve both

the methods of teaching speech skills, and much attention to the organization of linguistic material.

The relevance of the topic of our work is due to the fact that only the presence of solid lexical skills ensures the normal functioning of speech activity.

One of the problems encountered by those who study English is insufficient lexical stock, ignorance of many English words.

In order to freely speak English, you must have sufficient vocabulary and be able to find the right words.

Insufficient vocabulary causes a feeling of insecurity among students and a reluctance to speak a foreign language.

Therefore, one of the main tasks in the study of English is the development of the 196

vocabulary of students.The task of practical mastering a foreign language requires finding ways to improve both

the methods of teaching speech skills, and much attention to the organization of linguistic material.

The relevance of the topic of our work is due to the fact that only the presence of solid lexical skills ensures the normal functioning of speech activity.

The purpose of this work - on the basis of the analysis of the literature of domestic and foreign authors to formulate the basic methods of activating the vocabulary, which contribute to the expansion of the vocabulary of students in the study of English.

To achieve this goal, there are the following specifictasks: Define the concepts of "active" and "passive" vocabulary, reveal the theoretical basis of its formation, consider ways to expand it; To solve the problems associated with the selection of

vocabulary and its development by students; On the basis of the analysis of educational and methodological literature, select

materials and develop a system of exercises that contribute to the expansion of the vocabulary of students.

Novelty of work. We tried to develop a system of exercises that promotes the expansion of the

vocabulary of students, built on the principle of "from simple to complex," that is, from the level of words, phrases, sentences to the level of superfrasal unity.

Developing this system of exercises, we based on the analysis of educational and methodological literature for the general education school.

The practical value of the work is that its results can be used in additional classes in English.

When teaching students oral and written communication in school conditions it is important to approach the development of the vocabulary of the English language differentially, taking into account its use in oral and written communication, which corresponds to the principle of functionality.

For the teaching of oral and written communication at school, there are two layers of vocabulary:

1) Vocabulary, which students master for use in both oral communication and reading;2) The vocabulary with which the students get acquainted and which they learn and

understand when reading and listening.These two layers of vocabulary make up the learner's current vocabulary.These two layers of vocabulary are called active and passive. An active dictionary is a

basic set of lexical units that students should know and be able to reproduce in productive types of speech activity (speaking and writing).

A passive vocabulary is a vocabulary that students should understand at the reception (while listening and reading), but not always used in speech at this stage of learning. [1, 45]

There is no clear boundary between these two layers of vocabulary.In the course of research on this topic, we have studied what is semantization.Let's consider some ways of semantizing lexical units while learning English.

1. Semantisation of nouns by demonstrating designated objects or their images in a picture, photographs or their image on the board and the corresponding multiple naming of the word in isolation, in a call or situationally (contextually) related sentence. 2. Semantisation of the verb with the help of illustrative movements or actions, facial

expressions,pantomime or pictured actions by drawing on a board, picture, using a video clip.3. Semantisation of adjectives by displaying (demonstrating) various objects or their images having

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pronounced quality (color, size, shape, pattern, pattern).4. Semantisation of numerals using pictures with different number of objects or objects themselves,

awell as clocks, calendars, tables, timetables and so on.5. Semantisation of adverbs with the help of various pointers (hours - early, late, often, geographicalmaps - far, close, locations in the classroom, the use of pictures, film fragments). 6. Semantisation of pronouns with the participation of students (personal and possessive

pronouns),using the position of various objects in the room, the corresponding pictures.Work on increasing the vocabulary of students, speech activity and the formation of lexical speakingskills is very fascinating and multifaceted.

Based on the analysis of educational and methodological literature, we developed a system of exercises from simple to complex, which effectively contribute to the expansion of the vocabulary of students and increase their level of interest in learning English.

It:Word-levelexercisesFind synonyms or antonyms for this wordExercises that promote the development of language conjectures and associations.Exercises based on word formationMatch the words with the objects depicted.Explain the difference between the two concepts

Exercises at the level of the phrase1. Make up or pick up word-combinations to the proposed words.2. To select as many adjectives and verbs as possible to one noun.3. Translation of phrases from mother tongue into English.4. Find the phrases of the opposite meaning.5. Find in the text of the phrase with a certain value.6. Completephrases

Exercises at the level of supply and superfreeness unity1. Answer the questions.2. Complete the following sentences3. Describe the picture.4. Comment on the saying, proverb.6. Discussion of questions, interviewing7. Compiling and staging dialogs

References

1. English language. Grade 11: Textbook. for general. institutions / O.V. Afanasyeva, J. Dooley, I.V. Mikheeva, B. Obie, V. Evans. - 2 nd ed., Ext. and pererab. Moscow: Education, 2009. - 245 p.

2. English language of the new millennium [Text]: uch. for 10 cells. general. institutions / О.Л. Groza, O.B. Dvoretsky, N.Yu. Kazybrayeva, V.V. Klimenko. - Moscow: Titul, 2004. - 174 p.

3. Afanasyeva O.V. English [Text]: Textbook. for 8 cells. shk. with deeper. study of English. / OV. Afanasyeva, I.V. Mikheyev. - 2 nd ed. - Moscow: Education, 2005. - 303 p.

4. Zimina TA Learning vocabulary. IYASH. - 1991. - №5.- p.88-94.5. V. Kuvshinov. On working with vocabulary in English lessons [Text] / VI. Pitchers //

IYASH. - 1995. - № 5. - from. 20-24.

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The role of correction in English teachingSagymbekova M.N.

Scientific adviser: Shapek. N.School gymnasium №26 Ekibastuz town, Pavlodar region

Correction slots: in principle and practiceIntroduction:A lot of time and effort is spent on training courses and beyond in encouraging teachers to

consider whetherimmediate or later correction of student errors during oral work is appropriate. There are a

variety of goodmethods and techniques suggested for correcting students' errors on the spot (see

references below).Our aim here is to consider what benefits correction of any kind might have for learners, as

well as to presentsome ideas for conducting later correction (correction slots). We have included a sample

lesson plan with twoof these ideas incorporated into it.Why correct learners?Look at these statements about correction of students' oral work. What do you think?Advanced students need loads of correction, beginners hardly any. When you start to learn

a languageyou need to be able to communicate imperfectly in lots of situations, not perfectly in a few.

The teacher'sjob is to support learners as they blunder through a range of communicative scenarios, not

badger thembecause they forget the third person -s. With advanced learners the opposite is usually the

case.The jury is out on the question of whether correcting students, however you do it, has any

positiveeffect on their learning. There is some evidence, though, that time spent on correcting

learners may bewasted.Research into Second Language Acquisition has suggested that it may be that some

language forms can beacquired more quickly through being given special attention while others may be acquired

in the learners'own time, regardless of teacher attention. This helps explain, for example, why

intermediate learners usuallyomit third person -s just like beginners, but often form questions with do correctly, unlike

beginners.There is little point correcting learners if they don’t have a fairly immediate opportunity to

redowhatever they were doing and get it right.Learners need the opportunity for a proper rerun of the communication scenario in which

they made theerror, if they are to have any chance of integrating the correct form into their English.

Whether the error wasteacher-corrected, peer-corrected or self-corrected in the first place is of relatively minor

importance.199

Lots of learners and teachers think correction is important.Is this because it helps them to learn and teach or helps them to feel like learners and

teachers?The problem with some learners is they don’t make enough mistakes.Accurate but minimal contributions in speaking activities are unlikely to benefit learning as

much asinaccurate but extended participation. Learners can be hampered by their own inhibitions

and attitudes toaccuracy and errors, the teacher’s attitude and behaviour (conscious or unconscious) to

accuracy and errorsor the restricted nature of the activities proposed by the teacher.Teachers spend too much time focussing on what students do wrong at the expense of

helping them toget things right.When giving feedback to learners on their performance in speaking English, the emphasis

for the teachershould be to discover what learners didn’t say and help them say that, rather than pick the

bones out of whatthey did say. This requires the use of activities which stretch learners appropriately and the

teacher listeningto what learners aren’t saying. That’s difficult.Correction slot pro-formaHere is a sample correction slot pro-forma which has been filled in with some notes that a

teacher took duringactivity for a class of Kazakh students:

Grammar/vocab

Pronunciation #

I go always toCinema

She have got acat…

Does she canswim?

Swimming bathmy fathers

“Comfortable”

“Bag”– said “Back”

intonation very flat(repeat some phraseswith more pitchrange)

I don't ever seemy sister

Have you seenMinority Report?

Goodpronunciation ofAMAZING

Why use this pro-forma?1. It helps teacher and students identify errors.2. It helps you as a teacher to listen and give balanced feedback.And how to use it ?1. It has been divided into four sections. The first two, Grammar/Vocabulary and

Pronunciation, are prettyevident and are what teachers look out for as 'mistakes' in most cases.2. The third slot, L1, means the words that students used in their own language during the

exercise. Webelieve that in a fluency-based activity, if a student can’t find the right word in English,

they should say200

it in their own language so as not to impede the flow. An attentive teacher (who also knows her

students' L1) will make a quick note of it and bring it up later, eliciting the translation from the class. If

you are teaching a multi-lingual class, you can still use this column. You don’t have to know the

translations. You can prompt the learners to come up with those.3. The '#' column reminds us to include successful language in feedback. Too often in

correction slots theemphasis is on what went wrong. Here the teacher can write down examples of good things

thathappened. This is especially true if the teacher notices that the students are using a recently

taughtstructure or lexical item, or if they have pronounced something correctly that they had

trouble withbefore.Other suggestions1. You can copy your filled-in version and hand it out to groups of students to save writing

on thewhiteboard. Or simply use it to help you note down language in an organized way.2. You can fill out separate sheets for each group of students as you listen or even for each

individualstudent (this would obviously work best with very small classes!). You can pass them

round, havestudents correct their own, each others, whatever.3. The advantage of using a set form is that by doing this, you keep an ongoing record of

mistakes that canbe stored and exploited for revision lessons, tests or as a filler for the end of a class.How to conduct the correction slotSo now you are using a correction slot. Here are some ideas on how to vary it and make it

more effective andmemorable for your learners!1. RehashingWrite learners' errors on the whiteboard or OHP in the usual way. Then ask learners to

rehash or summarizethe communication using the errors on the board as prompts. For example, learners have

been comparing twocities and the teacher has noted down and written mistakes on the board. Students have

discussed andcorrected the mistakes, so we now have correct vocabulary items and phrases on the board.

The teacher thenasks a student to report some of the points made, using the bits of language on the board as

prompts. This canbe done together as a group or in pairs or using both formats. This activity helps learners to

reinforcecorrected language (vocabulary, grammar, pronunciation).2. The Correction SandwichThis is a correction slot done in the middle of a communication activity. As with rehashing

the advantage isthat students actually have a chance to put feedback on their performance immediately into

practice. It worksparticularly well with communication activities that have a rotating element and natural

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breaks, such as thejob interview where a candidate has several interviews, or advice giving, where a student

seeks advice on aproblem from several other students. (see sample lesson plan). It can work just as well as a

blatantinterruption though. The teacher can stop a discussion activity, conduct a correction slot

and then allowstudents to continue the discussion. An important advantage of the sandwich is you don’t

end the lesson on adowner (accuracy work) but on communication, focusing on what students said and found

out in the activity.3. Grammar gap fillTeacher writes up some incorrect (and correct) sentences she hears in the speaking activity

and deletes aword or words from each one. Students have to fill the gaps. This works particularly well

with prepositions.4. Vocabulary extensionWrite some headings on the board relating to lexical areas from the communication

activity. If students havebeen comparing two cities the headings could be adjectives to describe a city, city

facilities, climate forexample. Learners make lists under each heading of words and expressions they used and

heard used duringthe activity. Then ask students to add three items to each list, using a bilingual dictionary

or the teacher as aresource. Teacher monitors and conducts collective feedback as necessary. The idea here is

that not only dolearners get their English polished but also extended.5. Getting learners more involved in correcting each otherStudents can take on the teachers role and be responsible for listening and noting down

mistakes. They canuse a pro forma such as the one included with this article. This can be especially useful

when there is an oddnumber for pairwork or a role play activity. Feedback can be done firstly in small groups,

where the studentgives feedback to the peers he has been listening to, and then as a whole class to deal with

unresolveddifficulties.6. Zero correctionInstead of having a correction slot, the teacher simply uses the errors she has noted down

as the basis forlanguage work in future classes.

References:1.The TKT Teaching Knowledge Test Course(Mary Spratt, Alan Pulverness, Melanie

Williams) 2.Learning Teaching (Macmillan) 3.Bartram and Walton Correction (LTP) for an overview of the issues and implications of

correcting learners andlots of useful ideas, techniques and diagrams even4. Internet resources

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Effective impact of computer videogames to learn English languageSakypov N.

Scientific adviser: Akhmetova G.K.Pavlodar pedagogical college named after B.Akhmetov

Computer is one of modern means of education, which has a lot of unique possibilities. Nowadays, computers are used actively in our life and everyone knows what for are the computers and what functions they fulfill. Computers are created not only for education, but for entertainment too.

I have chosen this theme because I play computer games and playing these games I have learnt a lot of words and improved my speaking skills. I think that these games can help pupils or students in learning English language with interest.

I believe that the theme chosen by me is very essential and actual, because nowadays young people spend a lot of time on computer games. Games Industry is one of the high developed entertainment market in the world.

Hypothesis: Computer games have positive impact to learn English language, enlarge vocabulary stock of players, improve their listening and speaking skills and raise their interest to learn it.

Aim of my research work: To find out peculiarities of computer games impact to self learning of English by young people.

Actually, positive effect of videogames is reached if only we spend time at computer not more than 2-3 hours. If we sit up at the computer more than 6 hours a day, we can harm our health, have lack in studying and emotional stress.

I made a small experience to determine what games are played by my friends and former classmates. I interviewed 20 people where I put them several questions. Then I analyzed the taken results of my interview.

1.Do you play computer games? YES, NO, SOMETIMESInterviewed 20 people answered YES (100%)2.How much time do you spend at computer games?A)1-3 hours =10 people(50%) B)3-5 hours =7 people(35%) C)More than 5 hours= 3 people(15%)3.Do you play games in English? A)Yes=15 people(75%) B)NO= 5 people(25%)4.Which are your favorite games?A)Dota 2=5 people(25 %)B)CS:GO=11 people (55%)C) GTA V=2 people (10 %)D) Battlefield 1=2 people (10%)5.Do computer games help to improve your english skills?A) Yes =20 (100 %)B) No=0

Results of my research work:In the hole, 85% of my friends spend rational time at computer , and for all of them games helped in English.

There are two types of games that are suitable for learning English.1.Any online games for which you need to communicate with players.

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(In online games you can practice you English with native-speaker and it helps to improve you English Skills)Under the first point fit online games with a joint passage, as they create additional incentives for communication. Unlike practice with language partners, online tutoring and language exchange - in games you always have a topic for conversation and quite often there is a need to quickly convey critical information for the victory. This makes some online games a very good tool for learning the language. Example: Defence of the Ancient 2(Dota 2), Counter-Strike :Global Offensive, Paladins, Sea of Thieves, Overwatch.

2.Single games in which you can play with interest only if you know English. Single games that are not fun to play without knowing the language and which encourage

you to work with the text for most of the playing time.Not all single games can help to study English, the perfect games are text quest with dialogues, talks and subtitles. Example: The Wolf Among Us, Life is strange or games from “Telltale Games”

Games are suitable for learning the language, because they allow you to keep your attention for a long time on one task. By and large, there is no difference whether you read the text "The capital of Great Britain" or the text of the subtitles of dialogue in the game; whether you are talking to a tutor or with another player - a native speaker.

Learning English through the musicSattarova A., Mausumbayeva D.

Scientific adviser: Arynova R.Ye.Pavlodar pedagogical colledge named after B.Akhmetov

In our time to live well we are taught to be competitive, and to enter the world arena it is necessary to have several languages, especially the language that is now the main thing - English. English is the first language of communication adopted by the United Nations (the United Nations), the most common at the moment, a parallel language in which the growing generation is growing. In simple terms, English is the world language, the language of trade and business, the language of education, the language of travel, the language of science and technology, and eventually the language of youth. Youth is our goal, the goal is to show and explain this language, so that they can accept this language to understand its advantages. Young people are the future of our country, those who decide its destiny, and those who will create a new history, because if we can keep in touch with other countries, we will be able to learn from them, listen to them, compare the pros and cons, understand their mistakes and faithful ones decisions, and draw conclusions from them.

Children like the sponge absorb the great information of knowledge in the lessons. But not many of them want to absorb it, as well as learn this information. This is due to their degree of awareness of the perception of the educational material. They can perceive information as passive and active and interactive, heuristic way. That is why there are several methods of teaching (verbal, visual, practical, heuristic, problematic, research, reproductive, explanatory-illustrative) that use choosing one, or forming another way combining them. Yes, these methods transmit information well, but as they said before, people are different and their perception and assimilation of information are different, but there is something closer to their perception closest - music. So our method of learning is to learn English with music.

In addition to English people study other languages. Someone to get a good education, someone to get a good job, someone to study their roots, but someone just really likes this language and culture. Yet how much a person would not want to learn this language, most often when it is only memorized, it is difficult to give, because language is not math, quickly learning a large volume of words and rules, you can also quickly forget them, of course you can try to repeat every day , and every night, but the effectiveness of this method - in terms of long-term memorization - in the absence of fixing material

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on examples from live speech and memorizing a ton of unfamiliar foreign words, is low and full of shortcomings. Language is stored in the memory of a person, remember and do not forget the main purpose of memory. Classification of types of memory by the sense organs and the use of mnemonic means: figurative, verbal-logical, motor, emotional, voluntary and involuntary, mechanical and logical, immediate and mediated. Imaginary memory - memory for ideas, pictures of life and life, as well as sounds, smells, tastes. It is visual, auditory, tactile, olfactory, tasteful. The visual and auditory memory is usually well developed and play a leading role in people's life orientation. If we focus on visual memory, a direct associative approach, or the "technique of visual images" that is more often used in primary classes, is formed in our head, taking into account the context in which this word occurs, after which we look at a foreign word and "enter" the image in our head in all the letters of the word, abstracting from individual letters, trying to compose on the basis of their curls and tails an integral image that will come to our mind immediately as soon as we see the word or remember the images shown so that You can hook it with the right word, but the visual memory of the majority is very weak, and visual associations with the data can be so firmly fixed in your head that if you show them a slightly different picture, they may not remember or look for it in your mind for a long time. Nowadays it's hard not to notice teenagers and people with earphones in your ears, because music is now a common topic for communication or dating, through what the interlocutor listens you can learn more about him. Music attracts people's hearing, and auditory memory is one of the most developed in figurative. Auditory memory is a good memory and accurate reproduction of various sounds, for example, musical, speech. It is necessary for philologists, people who study foreign languages, acousticians, musicians. A special kind of speech memory is verbal and logical, which is closely related to word, thought and logic. This type of memory is characterized by the fact that a person who has it can quickly and accurately remember the meaning of events, the logic of arguments or any evidence, the meaning of the readable text, etc. This meaning he can convey in his own words, and quite accurately. This type of memory has learned, experienced lecturers, university teachers and teachers of schools. Memory is also divided into involuntary and arbitrary. Memorization and reproduction, in which there is no special purpose to remember or remember something, is called an involuntary memory, which just does work when the music affects the auditory memory. It is for these reasons that people involuntarily and unconsciously remember the lyrics with the help of music without making any effort.

Music is also a good technique for pronunciation of English. Most children make mistakes in the pronunciation of different words, often this is because, they are not native speakers of this language and it is difficult for them to give and they pronounce them with their accent, it's a familiar phenomenon. Music will be a perfectly sounding set of English words for pronunciation that will not only give you a pleasant time, but will also help you correct the wrong pronunciation. When you see how other people sing songs, you notice first that they like it and it brings them pleasure, and this is very important in any study of something, a person diligently tries to pronounce all the words clearly and without accent, it's like a habit, singing, at a correct pronunciation is developed.

To enrich a set of phrases you need to speak them. That is, often speak. Often remember. To use. But no one has ever mentioned that they are humming. People often sing songs about themselves, adolescents every day. Music is an integral part of everyday life. You can give a lot of examples from life: when you go to college, and in the ears headphones, and you enjoy the music while there is time; when you hear a familiar melody in a public place and begin to sing along; and when you hear a familiar word and remember the song that contains this word and continue the song. It is at this time that your imaginative memory works and you unconsciously learn the song and replenish your vocabulary. Often you may not understand what some words mean exactly this way music works - it interests you and you want to know the meaning of these words. So, you are already consciously recognizing many new words, and not just words. English is the same language with its expressions, abbreviations or "written abbreviations" and phraseologicalisms. For example, you listen to the song "Numb" Linkin Park and at the very beginning you are surprised by the line "... put under the pressure of walking in your shoes ..." How to translate it? When the translation is verbatim it turns out something inarticulate and completely meaningless. And if you look in the dictionary, you will find

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out that in someone's shoes - an idiom that means "putting yourself in the shoes of another", "understanding the feelings of another person." So it is with abbreviations that often use messages and on the Internet. For example, words like: kill 'em with kindness - them, in the title of the song of Selena Gomez, or a frequent abbreviation because on' cause as in the song "Oh no!" - Marina and the Diamonds "'cause I fell like...". As well as abbreviations by type: BFF- best friend forever, or xoxo - kiss and hugsSuch phraseological units also need to know because when communicating in everyday life, they are often used in the literature. Not knowing such things can lead to a deadlock in your dialogue.

Using interactive learning in foreign language lessonsShaltaeva Inkar

Scientific adviser: Torybaeva Gaini Nurakhmetovna“Pedagogical College named after M.O.Auezov” Semey

Currently, the relevance of knowledge of foreign languages is growing. And the knowledge of English is perceived as something self-evident. Therefore, it is very important in school, when the main intellectual base of the child is laid, to interest the student and to awaken in him the desire and interest in learning English, which can be achieved through interactive techniques. Unfortunately, many educational programs are not focusedon the challenge real life. Pupils are bored to learn grammar from textbooks, to memorize primitive rhymes or songs, not understanding what practical result this activity brings. Therefore, every teacher, who truly loves his work, is looking for new interactive teaching methods. Interactive (from English "Inter" -reciprocal, "act" - to act) means to interact, is in the mode of conversation, dialogue with someone. In other words, unlike standard methods of information transfer, interactive ones are oriented towards wider interaction of pupils not only with the teacher, but also with each other and on the motivation of the activity of children in the learning process. Unlike passive techniques, when a student acts as a learning object, the essence of interactive learning is that both the teacher and the student are subjects of learning. The teacher acts only as a more experienced organizer of the learning process. All participants of this process constantly interact with each other, exchange information, answer questions, solve problems, simulate situations. And here it is very important to competently combine the interests of students and the material that they need to convey. Confident command of English gives a lot of advantages: freedom of communication, the ability to read literature and watch films in the original, get acquainted with the ethnic and cultural traditions of different peoples of the world. But this is in the future, and the first steps to mastering English are best starting with simple short-duration activities. Interactive activity in the lessons involves the organization and development of interactive communication, which leads to mutual understanding, interaction, joint solution of common but significant for each participant tasks. In the course of interactive training, the children learn to think critically, solve complex problems on the basis of known circ*mstances and relevant information, weigh alternative opinions, take thoughtful decisions, participate in the discussion to communicate with other people. For this purpose

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individual, pair and group work is organized in lessons, research projects, role games are used, work with documents and various sources of information is carried out. . For a more detailed understanding of the essence of interactive methods of teaching English, consider some of their types. Work in small groups is a method of teaching that provides all class members with the opportunity to act, practice oral language skills in English, and also skills of cooperation and interpersonal communication. Here you can use a model of debate, where each group should prepare a certain kind of arguments on a particular issue and after presenting them сreative tasks. In English lessons, you can simulate various situations in which a child may fall, for example, on vacation. The teacher's task is to encourage the children to learn more. When in the process of playing scenes schoolchildren will face the problem of a limited vocabulary or the complexity of formulating a particular design, they themselves will ask the teacher questions that arise from them, and the received answers will be better understood, as they will understand their practical significance. Visual aids are used in teaching foreign languages so that the student can visualize and memorize the spelling of a word, the arrangement of words in the sentence. In addition, when explaining a new topic, it is worth preparing a handout and or presentation. Often it is useful that before the eyes of listeners there was a text for better perception.

It is generally accepted that communication in the process of teaching a foreign language can be "one-sided" and "multilateral". In the first case, we mean the organization of the educational process with the predominance of frontal forms of work, when the teacher asks, motivates the student to speech activity - the student answers. As for "multilateral" communication, for him the typical forms of work are group and collective, in which each student has the opportunity to express himself as an independent and full participant in a certain activity. It is during the organization of "multilateral" communication at the lesson of a foreign language that all the participants in the educational process interact, opportunities are created for revealing the personal potential of each student. Mutual express polls and interviews in the training group, information exchange, finding your own couple, making group decisions, coordinating joint actions, discussing "according to the rules" and other tasks allow students to practically learn a foreign language. The essence of interactive learning is the special organization of the learning process, when all students are involved in the process of cognition.

Brainstorming is one of the most popular methods of teaching and group work. As a rule, brainstorming involves two stages. The first stage is to offer as many answers as possible to the question. The second stage is the discussion, classification and selection of promising statements. In English lessons, the topic of brainstorming can always be different. The main condition is discussion should take place only in English. For example, in my practice in the begin of the lesson I used it as a confusing word.

Gamesare also a well-known and successfully used method of training. Short games are played in the middle of the lesson for a short break and switching of attention of schoolchildren. For example, playing the "Words" in its various variations, playing in the "Association", etc. Such short five-minute breaks allow the students to relax, to distract attention and everyone to speak at the lesson.

Every day on the Internet there are more and more excellent resources for learning foreign languages. There are online communities where you are willing to help, interactive lessons and even sites that can hear how you pronounce words. It is possible to simulate almost any aspect of the learning process of the language! We can use these sites to achieve mastery. Developers of interactive games to learn English did not ignore either adults or children, giving everyone the opportunity to learn a foreign language easily, cheerfully and at ease.

References:207

1.Suvrova N.N. “Interactive learning”: Verbum 20052. Г.В. Рогова, И.Н. Верещагина “Методика обучения английскому языку на

начальном этапе в общеобразовательных учреждениях”3.Korneyeva LI Modern interactive teaching methods: foreign experience / L.I. Korneev //

University Management. - 2004.4.Interactive technologies in the educational process [Electronic resource]

Modern forms of work on the implementation of multilingualism from preschool age

Sharipbayeva A.Scientific adviser: Yussupova M.K.

MSOPE «M.O.Auezov Pedagogical college»

The President of the Republic of KazakhstanNursultanNazarbayev in his message "New Kazakhstan in the New World", in order to ensure a competitive country, "Three Uniform Languages" instructed to implement the cultural project in three stages: the Kazakh language - the state, the Russian language - the interethnic language and the English language - the language of successful integration into the globalization economy. [1] All documents on language policy have several languages.Integration into the global economic space is not reflected until you have mastered world languages (including English). Consideration of key issues in any three languages and ensuring successful integration into the world educational space: Kazakh, Russian and English are now being targeted at schools and preschools and 3-4 years aged children are targeted.

Teaching English from an early age is aimed at bringing up preschool children with multilingualism, mastering the value of language, the socio-cultural interaction of their mother tongue and other languages in verbally and unverbally communication. The language competence according to the standard is fluency in language learning in the lexico-grammatical and phonetic level of age, in accordance with age. [4]

The system of modern education is a professional training organization of pedagogical educational institutions which possesses the knowledge and communication competence, the level of professional and pedagogical competence, the creative thinking, spiritually developed, capable of implementing innovation processes in the field of education. It requires a new approach. Development of multilingual education is a multifaceted issue. It is one of the main tasks facing the pedagogical staff of the pedagogical colleges and universities. The main goal is to form multilingual and multicultural professionals. With a view of complex analysis and realization of the main prerequisites of the given question from 2013-2014 academic year MSOPE «M.O.Auezov Pedagogical college» on the basis of the program of training the experimental group was accepted for the 1st year. It is the specialty 0101000 "Pre-school education and upbringing" 0101013 qualification "Teachers on Preschool organizations".This group has developed and approved working curricula and theoretical knowledge on special disciplines on multilingual system . The main objective of the concept is to integrate multilingual education into the innovative and innovative system of technical and vocational education in college. "The process of multinational renewal should begin with the pre-school age as at this stage of development the foundation for the formation of an individual is established. The relevance of the language literacy of preschool age is determined by the trend towards universal global integration in economic, cultural and political spheres. The modern labor market requires a specialist to master sociopolitical, multicultural, communicative, information competences” was written in "The methodology manual on the course of three-language language for teachers of preschool organizations.” [5]

Kindergarten teachers and parents are also interested in teaching the trilingual language, in 208

this context, kindergartens in Semey will host new types of work with their parents; students of pedagogical college named after Mukhtar Auezov are involved in it. Together with parents, they conduct conversations and conduct training sessions to reuse the necessary vocabulary in three languages. During the events and activities, they tune in three languages, sing and recite a poem. Students use the theoretical knowledge they have acquired in college, as they are most appropriate in today's practical training. At the college, the trainers will be able to provide students with the opportunity to be prepared for continuous professional development in modern life, support innovative processes in education, develop self-help skills for future teachers, working to become an active teacher who can be competent in digital technologies and can use the necessary knowledge in practice. They have had the innovative Cambridge and the newly-developed courses at the Center for Pedagogical Excellence. Developing both language and language culture is also a gradual process that starts with the child’sage. Therefore, much of the time of educational activities set out in the child-reared education and training program is based on the development of children's language, artistic expression, speech and language culture. All activities in the kindergarten are related to this area. For example in the "Fairy Tales" series the theme of the fairy tales is to be used in Kazakh, the presentation of the fairy tale dramatic in Russian and English. In the course of the translation, some words and phrases can be used to describe an interesting fairy tale with familiar words that can be used correctly by practitioners.Tongue twisters teachthe children to be able to speak correctly, quickly, skillfullywith the theme of language acquisition on any subject. Train quickly to say sounds that can not be said. Depending on the topic of the program selections in Kazakh, Russian and English will be well-maintained in children's game helping to develop their language skills and vocabulary. In this direction students of the experimental group passed internships in kindergartens of Semey city. There is a good way to teach English and to teach three languages. Learning English is from the age of 4 and the three languages are taught at the age of 3 to teach dictionaries and terms is practiced in the kindergarten "Nurdaulet" of SemeyLinguistics and Computer Science School. All conveniences are created for learning the languages: the rooms of all groups are equipped with a large LeD TV, English language teachers and practitioners will teach the whole group, the English language will be taught. English language classes also integrate other types of activities (familiarity with the environment, fiction, etc.). Multicultural activities are integrated into traditional classes. On multilingualism effective technologies and methods of work with children are selected, for example, in this kindergarten using the JIPTA and FREBEL technologies. The game - at the beginning of the lesson, in the center of the lesson - the refreshing of the mood, the motivation for the lesson, the game at the end of the lesson - fixing the subject. The game develops children's languages, enriches their vocabulary, takes good care of new material, memorizes, develops attention, and increases interest. Therefore it is the best to use refreshing exercises, movable and didactic games everyday in three languages. The development of vocabulary in preschool education is accomplished by means of explanation, question-answer, conversation, story, visualization. The general objective of the methods of vocabulary development is to correctly understand the meaning of the word and to use it in its own words.Children of preschool imitative ability well-developed compared to schoolchildren, so they are less likely to learn English. They also like to repeat English sounds, words, sentences. Elementary school children also learn to imitate, but it is possible to explain the work of the members of the speech so that children can say sounds correctly. The main activity of 5-6 year old children is gambling, so in order to teach English, the teacher needs to use different games, taking into account this factor. The teacher can teach children new words and phrasethrough games. Children aged of 7-9 also like to play, but they need to be taught not only games, but also various tasks and exercises. Throughout the game, children can easily communicate in a foreign language and learn the foreign language quickly when they are tired of the game and are overly concerned. There is no benefit if the teacher only teaches children to play and breathe. The game is only effective when it comes to certain educational goals. [3]

That's why it is important to focus on ways to improve the education of today's 209

increasingly demanding, ever-growing, continuing Russian-English languages, enhancing the communicative, cognitive and other activities of children, their ability to express themselves freely.

References:1. The President's address to the People's Strategy "Kazakhstan-2050" is a new

political course of the developed state.2. The state cultural project "Trinity of languages" of the Republic of Kazakhstan.3. Hassanuly B. "Trinity - unilateral linguistic process". Almaty, 20134. Methodical recommendations "Multilingual education and training in preschool

organizations" Astana, 20135. Methodological manual "Three-language courses for teachers of preschool

organizations". Astana, 2013

Podcasts for learning EnglishSultamuratova A.S.

Scientific adviser: Khairat E.Astana Humanitarian College

What is a Podcast? Apodcastis anepisodic series ofdigital audio orvideo files which a user candownloadand listen to. The word was originally suggested by Ben Hammersley as a portmanteau of "iPod" (a brand of media player) and "broadcast". The files distributed are in audio format, but may sometimes include other file formats such as PDF or EPUB. Videos which are shared following a podcast model are called video podcasts or vodcasts. From books you can learn how to correctly read and write in any language but they don’t train to pronoun and learn to hear speech by ear. Most people prefer not to read, but listen. Therefore, the main idea of podcasting is that you learn by yourself without anyone’s help. And like any other tuition it has its own advantages and disadvantages. So let’s stop at the advantages of learning English by Podcasts:

Advantages: 1. Flexible availability – 24 hours a day.One of the greatest advantages of

education podcasts is the portability and convenience they offer. Podcasts can be downloaded to a mobile device, allowing the student to access the learning resources anytime, anywhere, with very little effort.

2. Students listen for longer than they’ll watch or read. One of the great powers of podcasting is the attention is attracts. It’s tricky to encourage students to spend 30 minutes reading an article or watching a recorded lecture. That’s because text and video require the student’s full attention – they need to sit patiently, doing just one thing. As you probably know, this is tricky, not least because of the range of distractions just sitting waiting on the next browser tab. Students are far more likely to listen to consume your material if they can do it on the bus, driving the car, washing the dishes or in the gym. Because they’re already distracted with a rote task, the content gets great attention. While text and video struggle to attract 2 or 3 minutes of viewing, podcasts routinely run an hour or more.

3. Students created content. One of the most interesting and valuable uses of Podcasting in Education is the concept of student created content. You might allow students to

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create their own podcast, perhaps including questions, discussions, presentations or projects. These can then be madeavailable to their classmates. This allows students to take control of an aspect of their education and, therefore, encourages engagement in the material. They can question, they can contribute and they can teach each other.

4. Make up for missed classes. When a student misses a class, it’s not always because they’re lazy. By offering a podcast, your unlucky, sick student who has missed a number of classes can, instead, download recordings of the lectures. As a consequence, they’re able to “fill in the gaps”. Moreover, a lecturer who is unable to attend his or her classes for a week or two can create a podcast of the lecture instead. This is made available to the students and thus makes up for any unattended lectures.

5. Get Feedback. You can use social networking to get feedback on ideas immediately, or to ask questions and get answers quickly. If you're developing a product or even just an idea, you can bounce it off your friends and social networking contacts and find out what they think about it. You can also ask questions and receive answers in near-real-time, if your contacts know the answer or if you're a student in touch with teachers.

It was only half of all Podcasts advantages. Let’s see the Disadvantages:

1. Accessibility. Podcasts, especially video files are often large files, which also makes them hard to access for anyone with a slow Internet connection.So if you don’t have an access to the internet, then podcasting isn’t your way.

2. Expensivebandwidth. For developing your listening skills you need to know the pronunciation of every single sound, That not every handset transmits well.

3. The importance of creating compelling content on a regular basis. It’s not easy to find a podcast with a good content.

So there’re some podcasts that I prepared for you:1. Learn English with BBC Russian

Version of English: BritishPeriodicity: One release per weekPrograms of the Russian BBC service in the format of radio shows with Russian-

speaking annotations of the announcer. Episodes of this podcast come out within the series on this or that subject. For example, the December issues consistently introduced 500 of the most popular words in English, and the previous series of episodes focused on everyday phrases.

2. English as a Second LanguageVersion of English: AmericanPeriodicity: One release per weekOne of the most authoritative podcasts about English. English as a Second

Language is a huge library of lessons from the professional linguist Dr. Jeff McQuillan. Each issue belongs to one of two categories: stories and dialogues in colloquial English or lessons of American culture that help to better understand the characteristics of the language environment.

3. 6 Minute EnglishVersion of English: BritishPeriodicity: One release per weekIssues 6 Minute English are six-minute dialogues leading BBC on a variety of

topics - from the Pokémon GO to the Egyptian pharaohs. The vocabulary that can be heard in this show will help you support almost any conversation.

4. Business English PodPeriodicity: One release per weekBusiness English Pod broadcasts for those who want to effectively use English in a

business environment. The podcast affects a long list of topics, skills and situations 211

related to business. Among them - presentations, business talks, rallies, interviews and much more.

5. The English We SpeakVersion of English: BritishPeriodicity: One release per weekThe hosts of this BBC podcast discuss everyday expressions and slang elements in

English. What is Clickbait? What does the phrase "Have an Ax to Grind" mean? These and other questions are answered by The English We Speak. Releases are very short - only 2-3 minutes.

6. Luke’s English PodcastVersion of English: BritishPeriodicity: to 3 releases per weekWorking on this show, Briton Luke Thompson (Luke Thompson) combines the

knowledge and skills of an English teacher with the talent of a humorist. The result of his work - a fun and educational podcast, overcame the mark of 16 million downloads. Luke's English Podcast consists of the monologues of the presenter about grammar, vocabulary and English culture, diluted with advice and instructions for learning the language.

7. Effortless English PodcastVersion of English: AmericanPeriodicity: One release per weekThe author of the educational methodology Effortless English (AJ Hoge) believes

that the best way to learn a language is to immerse in it, and not to learn words and rules from books. It is the principle that his lessons are based. On the website of Hoge you will find chargeable English courses, and in the podcast you can listen to selected secrets and strategies of the author for easy language learning.

8. Daily English Easy Expression PodcastVersion of English: AmericanPeriodicity: One release per weekThe energetic coach Shane explains the meaning of conversational expressions

from everyday English and shares examples of their use. Each episode includes the analysis of a new phrase with moderate portions of humor and the charisma of the presenter-a teacher with a 28-year experience.

9. Stuff You Should KnowVersion of English: AmericanPeriodicity: One release per weekMany people prefer to learn the language not through special lessons, but with the

help of English-language programs. If you already feel confident in dialogue with native speakers, try Stuff You Should Know. The hosts of the podcast share interesting facts and discuss various topics.

10. SerialVersion of English: AmericanPeriodicity: One release per weekThe real hit of the podcast space is the audio Serial. According to the plot, it is

ready to give odds to many TV-series due to the elaborated script, the voices of the characters and the alarming atmosphere. Recommended for all who are able to listen to English speech without a dictionary in hand.

In general, Using a podcast in your teaching can encourage your students to engage with your classes, your material and to never miss a thing. Podcasting is one of the best things you could do for your students. Why not give it a try!

References:212

1. https://ru.wikipedia.org/wiki/%D0%9F%D0%BE%D0%B4%D0%BA %D0%B0%D1%81%D1%82%D0%B8%D0%BD%D0%B3

2. https://lifehacker.ru/2017/01/19/8-podcasts-for-learning-english/

“TPRS”approach in foreign language teachingTagambayeva D.S.

Scientific adviser: Duysekenov D.S.Terenkol`s Secondary School №2 named after A.Tekenov

Teaching Proficiency through Reading and Storytelling or (TPRS) is a method of teaching foreign languages. TPRS methodsupposes a mixture of reading and storytelling to help students learn a foreign language in a classroom setting. The method works in three steps: in step one the new vocabulary structures to be learned are taught using a combination of translation, gestures, and personalized questions; in step two those structures are used in a spoken class story; and finally, in step three, these same structures are used in a class reading. Throughout these three steps, the teacher will use a number of techniques to help make the target language comprehensible to the students, including careful limiting of vocabulary, constant asking of easy comprehension questions, frequent comprehension checks, and very short grammar explanations known as "pop-up grammar". Let us consider three steps that construct this method:

Step one: establish meaningIn this step the students are introduced to the new vocabulary phrases for the lesson. There

is no set number of new items to be introduced in a given session; however, three is generally considered the maximum number that can be effectively taught in a lesson. Limiting the phrases like this allows the teacher to focus on them and provide lots of repetitions for the students. This emphasis on thoroughly learning new material is designed to give the students a feeling of confidence and to provide sufficient repetitions to facilitate acquisition (unconscious control in recognition and output) of the new items.

The three phrases (structures) are written on the blackboard, or another place where the students can easily see them, and are translated into the students' native language if a shared native language is available. If students forget what a phrase means, they can glance at the board and check the meaning at any time. The teacher may elect to practice the new phrases using gestures, in a style modeled after traditional TPR. This gives the students the chance to get used to how the phrases sound before hearing them in context. It is also intended to keep the atmosphere of the class relaxed and conducive to learning. Then the teacher asks questions about the students using the target phrases. These questions are known as Personalized Questions and Answers (PQA). To ensure these questions are comprehensible to the students, the teacher uses a variety of techniques and comprehension checks. Depending on the responses from the students and the atmosphere of the class, these questions might lead into a scene or skit often referred to as extended PQA. The details discovered by the teacher from PQA are often used as the basis for the class story.The goal of the teacher during step one is to provide as many spoken repetitions of the new structures in context as possible. This lays the foundation for student recognition of the structures during the storytelling time.

Step two: spoken class storyIn step two, students hear the three structures many times in the context of a spoken class

story. This story is usually short, simple, and interesting, and will contain multiple instances of the target structures used in context. The number of times the structures are heard is further increased by the circling questioning technique.

The teacher does not so much tell the story as ask the story. The teacher will usually use a skeleton script with very few details, and then flesh the story out using details provided by the students in the target language, making a personalized story for each class. Using the circling technique, teachers can ask for these new details while still keeping the target language

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completely comprehensible. Advanced TPRS teachers are able to improvise, creating stories solely based on student answers to questions about the day's vocabulary structures. The focus is always on the target structures, allowing the details to support those structures.

The actions in the story may be acted out by volunteers from the class. The teacher will usually try to select actors who won't be intimidated to keep the atmosphere as relaxed and fun as possible. When the teacher makes a statement that advances the story plot, the actors will act out that statement and then wait while the teacher continues with the circling questions. Ideally, the actors will act in a humorous, emotional, or otherwise memorable way. This helps students to make visual and emotional connections to the new language structures they are hearing.

The story will often take place in distinct locations. The main character in the story may start off in one location with a problem that they need to solve. They may move to a second location, where they try to solve the problem, but fail. Then they may move to a third location where they resolve the problem. This narrative device is used to maximize the repetitions of the target structures, to make the story easy to understand, and to make the target phrases easy to remember. "Keeping space", or having students or the teacher physically move to locations in the classroom that represent the various locations in the story, is an aid to students in understanding the action and language they are hearing.After the story has finished the teacher may retell it in briefer form, retell it with errors having students correct them, or ask the students to retell the story, allowing them to use the structures they just learned. This can be in pairs, in groups, or one student retelling in front of the class.

Step three: readingStep three is where the students learn to read the language structures that they have heard

in steps one and two. A number of reading activities are used in TPRS. The first, and most common, is a class reading, where the students read and discuss a story that uses the same language structures as the story in step two. The next most common activity is free voluntary reading, where students are free to read any book they choose in the language being learned. The other activities are shared reading and homework reading. For shared reading, as in first-language literacy activities, the teacher brings in a children's picture book, and reads it to the students in class, making it comprehensible through circling and other means. Homework reading, as the name implies, means assigning specific reading for students to do at home. All readings in TPRS are comprehensible to the students, which means a very low ratio of unknown words.

Proponents of TPR Storytelling, basing their argument on the second language acquisition theories of Stephen Krashen, hold that the best way to help students develop both fluency and accuracy in a language is to expose them to large amounts of comprehensible input.[1] The steps and techniques in TPR Storytelling help teachers to provide this input by making the language spoken in class both comprehensible and engaging. In addition, TPR Storytelling uses many concepts from mastery learning. Each lesson is focused on just three vocabulary phrases or fewer, enabling teachers to concentrate on teaching each phrase thoroughly. Teachers also make sure that the students internalize each phrase before moving on to new material, giving additional story lessons with the same vocabulary when necessary.

The Input Hypothesis, proposed by Dr. Stephen Krashen, suggests that language development is a function of the input received by the learner. Krashen asserts that there are two distinct ways of learning language: language "learning" and language "acquisition". Language "learning" is learning that takes conscious effort on the part of the learner. It is characterized by learning grammar rules, memorizing vocabulary lists, and performing speaking drills. Language "acquisition" is learning that is subconscious and takes little or no effort on the part of the learner. It is characterized by listening and understanding to messages, reading interesting books and articles, and other enjoyable activities that take place in the language being learned. According to Krashen's theory, the only thing that can lead to fluency in the language is language "acquisition". Language "learning" can only be used as a way to consciously edit speech or writing, and it is never the cause of spontaneous, unrehearsed speech or writing.

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Another key component of Krashen's theory is the affective filter. The affective filter hypothesis states that language is more easily acquired when people are relaxed and open to learning. On the other hand, if people are experiencing negative emotions such as anxiety, self-doubt, and boredom, language is much less likely to be acquired.For this reason TPRS teachers always try to make students look good in the stories and discussions. For example, an otherwise average student could be given the role of a star baseball pitcher in a class story. It is usually considered good form to make celebrities look bad in comparison to the students. The class story in question might see the pitcher winning a game against an all-star team of professional batters, ideally in a humorous way. This use of humor and making the students look good is built on the idea that students learn language better when they are enjoying themselves.

TPR Storytelling is unusual in that it is a grassroots movement among language teachers. After being developed by Blaine Ray in the 1990s, the method has gained popular appeal with language teachers who claim that they can reach more students and get better results than they could with previous methods.[2] However, so far it has seen little support from publishers or academic institutions. Teachers have instead published their own materials and teaching manuals, and training in TPR Storytelling is generally offered at workshops by existing TPRS teachers rather than at teacher training college.[3]

Many teaching techniques are the key to the success of TPR Storytelling. They range from the simple, such as speaking slowly or paying close attention to the students' eyes, to the complex, like the circling technique of asking questions. These techniques all have the same basic aim of keeping the class comprehensible, interesting, and as efficient as possible for language acquisition.

"Circling" is the practice of asking a series of simple questions about a statement, all in the target language. It is intended to provide repetition of the target vocabulary in context and enable students to learn the vocabulary, grammar and phonology of their new language in a holistic way.[4]There are four basic types of circling questions: "yes" questions, "no" questions, either/or questions, and "wh" questions such as what, where, when, and how many. There are also more advanced circling techniques which teachers can optionally include, such as the "three for one" and false statements. The teacher expects a response from the students after each statement or question, to check whether they have understood. If the teacher says a statement, then the students show that they understand by responding with an expression of interest such as "Oooh!" or "Aaaaah". If the teacher asks a question, then the students answer the question. [5]Let us take a look at one simple example of “Circling” technique inmore detail:

StatementTeacher: Class, Dave wants a Ferrari!Students:Ooooh!

"Yes" questionTeacher: Does Dave want a Ferrari?Students: Yes.

Either/Or questionTeacher: Does Dave want a Ferrari or a Mini Cooper?Students: Ferrari.

"No" questionTeacher: Class, does Dave want a Mini Cooper?Students: No.

"Wh" questionTeacher: Class, what does Dave want?Students: Ferrari.

The students can answer the questions with just one or two words. The point of asking these questions is not to force the students to speak; rather, the questions are a method of checking comprehension while simultaneously repeating the target vocabulary in context. Therefore students need not worry about speaking in full sentences, and indeed this would

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detract from the process of concentrating on the input provided by the teacher. By answering using single words or very short phrases the students can keep their attention focused on the words to be learned.

Teachers ought to use words that the learners understand.If a teacher does say something out of their vocabulary, then the solution is to make it comprehensible, by writing it on the board and translating it immediately. A teacher shouldmust be understandable all the time, and speak slowly enough for the students to understand, in this case their class will be 100% comprehensible.

This helps the students become confident in their language abilities and motivates them to succeed. Even if students know the words that the teacher says, they will not understand if the teacher speaks too quickly. By speaking slowly, teachers give students more time to process the language and therefore they have more chance of understanding. When students first hear vocabulary or grammar, the necessary gap between each word can be as long as two full seconds. As students get used to the language structures, the teacher can slowly increase the speed.

Coming back to the students’ comprehension check, the most direct way of finding out if students understand the language is to ask them what it means. In TPR Storytelling, teachers check comprehension early and often. So here is one more method which can be used in comprehension check. This is “Finger count” this one supposes that students have to hold up their fingers to show how much they understand. Ten fingers means they understood 100%, seven fingers means they understood 70%, five fingers means 50%, and so further.

Furthermore, the grammar can be taught in a way which supposes again, the storytelling, at this point we can say that, for instance to introduce to the students the “past tense”, it can be done with the use of simple short story, which should be told to the learners in the past tense and then in the present tense. This should be done this way, on order to show the learners the difference and in order to let them to understand and attempt to distinguish the difference between two different tenses by the use of this simple method. This supposes the “inductive” approach in grammar introducing. In comparison to the “deductive” method, this approach does not suppose the direct explanation of grammar rules which plays the key point in this method.

Furthermore, with the use of inductive way, there is also can be used technique which is called as "Pop-up grammar".This technique is the practice of making very short grammar explanations about the specific vocabulary students are learning at that moment. This technique is most often used in the class reading of step three, but it can be used at any time. The teacher draws the students' attention to a grammatical feature of one of the sentences they have been learning in the story, and explains it in five seconds or less. This brevity is intended to keep focus on the meaning of the language as much as possible.

As they guess and try to understand, the TPRS approach supposes the maximum learners’ participation. The effectiveness of this approach can be illustrated in the pyramid which is called as “The Learning Pyramid” and also well-known as The “Dale Cone of Experience”.This pyramid is a visual model meant to summarize Dale’s classification system for the varied types of mediated learning experiences.The original labels for Dale’s ten categories are: Contrived Experiences; Dramatic Participation; Demonstrations; Field Trips; Exhibits; Motion Pictures; Radio; Recordings; Still Pictures; Visual Symbols; and Verbal Symbols.

When Dale researched learning and teaching methods he found that much of what we found to be true of direct and indirect (and of concrete and abstract) experience could be summarized in a pyramid or ‘pictorial device’ Dales called ‘the Cone of Experience’.In his book ‘Audio visual methods in teaching’ – 1957, he stated that the cone was not offered as a perfect or mechanically flawless picture to be taken absolutely literally. It was merely designed as a visual aid to help explain the interrelationships of the various types of audio-visual materials, as well as their individual ‘positions’ in the learning process.

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It is said that people remember:

5% ofwhattheyhead 10% ofwhattheyread 20% of what they see

and hear 50% of what they write

and say 75% of whenthey

practice 90% of when they teach

othersIn addition to the research

backing up the general theoretical foundations of TPR Storytelling, there exists a growing number of studies dealing with TPRS specifically. The results of these studies indicate that TPR Storytelling is much more efficient than traditional methods. For example, Asher compared a class of 30 students taught with TPR Storytelling with another class of 30 students taught with the audio-lingual method (ALM). The TPRS students "had significantly higher comprehension" than the ALM students.[5]

Garczynski followed two groups of students over a six-week period, one of which was taught with TPR Storytelling, and the other of which was taught with the audio-lingual method. Both groups of students learned the same vocabulary from the same textbook. The students who learned with TPR Storytelling scored slightly higher than the students who learned with the audio-lingual method, and the TPR Storytelling students showed a much greater rate of improvement than their ALM peers.

References:1 - Asher, James (2000).Learning Another Language Through Actions (6th ed.).2 -Cantoni, Gina (1999).Using TPR-Storytelling to Develop Fluency and Literacy in Native

American Languages". Northern Arizona University, College of Education. 3 - Cook, Vivian (2008).Second Language Learning and Language Teaching. London.4- Ray, Blaine; Seely, Contee (2004). Fluency Through TPR Storytelling: Achieving Real

Language Acquisition in School (4th ed.). Command Performance Language Institute, Blaine Ray Workshops.

5 - Slavic, Ben (2007a). TPRS in a Year! (3rd ed.)

Communicative and fundamental method of teaching English.Talgatbekov D.T.

Scientific adviser: Eliseeva N.E.Ekibastuz Mining and Technical College named after K. Pshenbaeva

Annotation

One of the best methods of teaching English is a fundamental and communicative method.Let's start with the fundamental methodology. A fundamental technique, this is the oldest

and most traditional technique. The fundamental methodology is seriously based in language universities. The most, perhaps, well-known representative of the classical methodology of teaching a foreign language is N.A. Bonk. Her English textbooks, written jointly with other authors, have long become classics of the genre and have withstood the competition of recent

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years. A bright representative of the fundamental or classical technique is also Y. Golitsynsky. His collection of exercises is known in every educational institution. Authors, a collection of knowledge that the number of grammar exercises, as well as a textbook, is not enough, and the teacher always needs additional exercises. Therefore, the proposed collection of exercises may be appropriate and useful for working on any textbook and with any audience. Also this collection provides an excellent opportunity to hone your grammatical knowledge and skills in the language before automatism.

In connection with this, the classical approach to the study of a foreign language has also been transformed somewhat, but the unchanged principles of the "classics" of Russian language methods have been preserved. Sometimes they are actively used in schools of other methodical directions. The classical course is aimed at students of different ages and most often involves learning the language from scratch. Teachers' tasks include traditional, but important aspects of pronunciation, grammatical base formation, elimination of the psychological and language barrier that impede communication. "Classics" has not changed the goals, but the methods, due to the new approach, are already different.

The classical approach is based on the understanding of the language as a real and full-fledged means of communication, which means that all language components - oral and written speech, listening, etc. - need to be developed in the students systematically and harmoniously. The classical technique partly turns the language into an end in itself, but this can not be considered a drawback. Such a comprehensive approach is aimed, first of all, at developing students' ability to understand and create speech.

Communicative approach. The first line in the popularity rating of techniques is actively held by the communicative approach, which, as its name implies, is aimed at the practice of communication. This technique works well in Europe and the USA. Actively introduced in the educational institutions of our swami state.

Communicative technique, as it follows from its name, is aimed specifically at the possibility of communication. Of the 4 components on which any language training (reading, writing, speaking and listening to speech) is held, special attention is paid to the last two. You will not hear particularly complex syntactic constructions or serious vocabulary in the classroom. The oral speech of any literate person is quite different from the written one. Try to watch yourself during the day: how much did you use long sentences? Constructions in the subjunctive mood?

However, it would be a mistake to think that the communicative method is intended only for easy social conversation. Those who want to be a professional in a particular field regularly read publications on their subjects in foreign publications. Possessing a large vocabulary, they are easy to navigate in the text, but they need tremendous efforts to maintain a conversation with a foreign colleague on the same topic. The communicative method is designed, first of all, to remove fear of communication. A person armed with a standard set of grammatical constructions and a vocabulary of 600-1000 words will easily find a common language in an unfamiliar country. However, there is also the reverse side of the coin: the same type of phrases and poor lexicon. Add to this a lot of grammatical errors, and you will understand that the only way to not look, let's say, an unintelligent interlocutor is increased attention to partners, knowledge of etiquette and a constant desire to improve.

One should not lose sight of the fact that one more clear gradation of the methods of teaching English goes along the line "our-foreign". There are not many foreigners. If you drop American English and the TOEFL test as an indicator of the outcome of the language study, then there remain two monopolists in the field of teaching British English - Oxford and Cambridge.

The Oxford and Cambridge approaches to language are united by the fact that the basis of the work of most courses is a communicative technique integrated with some traditional elements of teaching. It assumes the maximum immersion of the student in the language process, which is achieved by applying the student's appeal to the native language to a minimum. The main goal of this method is to teach the student to speak fluently at first and then to think on it. It

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is also important that mechanical reproducing exercises are also absent: their place is occupied by game situations, working with a partner, tasks to search for errors, comparisons and comparisons that connect not only memory but also logic, the ability to think analytically and figuratively. Often in the textbooks are excerpts from the English-English dictionary. It is English-English, not Anglo-Russian, French, Italian, etc. The whole set of receptions helps to create an English-speaking environment in which students must "function": read, communicate, participate in role-playing games, express their thoughts, draw conclusions. Oxford and Cambridge courses are aimed at developing not only the language knowledge, but also the creativity and general outlook of the student.

If you return to the organization of the course, it can easily be done using the example of the textbook Headway. This is a course (or system of studying English), specially developed by the London Methodists John and Liz Soares for youth and adults. Each of the 5 levels (Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate) has its own "methodological kit", which includes a textbook, a book for students and teachers, audio cassettes, and can be mastered for about 120 academic hours.

So, if we sum up, the British methods have a number of distinctive features. Most of them are developed on the basis of the integration of traditional and modern teaching methods. Differentiation by age groups and a multilevel approach allow the development of an individual human personality, affect its worldview, a system of values, self-identification, and the ability to think. Simply put, the most popular nowadays is the individual approach. All without exception, British methods are aimed at developing four language skills: reading, writing, speaking and listening. At the same time, great emphasis is placed on the use of audio, video and interactive resources. Due to the variety of methodical techniques, among which one of the leading places is occupied by language technologies, British courses contribute to the formation of skills necessary for a person in modern business life (ability to make a report, hold presentations, correspond, etc.). Perhaps, the British methods are the best option for those who want to study "real English" or pursue the narrowly specific goal of linguistic training.

ConclusionThe author of this article chose these two methods of teaching English, since they are

strongly related to each other, and are the best in the author's opinion. The communicative method also includes aspects of the fundamental methodology. It is difficult to learn the language without knowing the basic grammatical aspects of the language. Also, one can not speak the language fluently at a grammatical level, without a communicative approach. Accordingly, if the student's goal is to learn the language, then he should use these two methods in teaching the language on an equal footing.

References:1.«Грамматика, сборник упражнений» Ю. Голицынский.2.«Учебник английского языка» Н.А. Бонк.3.https://ru.wikipedia.org

Motivation as the Foundation of Teaching EnglishToktargaliyev E.E.

Scientific adviser: Kusmanova N. E.East Kazakhstan humanitarian College

The relevance of the problem of motivation in the study of foreign languages is explained by modern processes of globalization in all spheres of public life. In the context of the expansion of international relations and cooperation between Russia and different countries, the role of interethnic communication, which requires knowledge of a foreign language, is growing.

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Knowledge of a foreign language opens up access to the spiritual and cultural wealth of another country, allows direct communication with representatives of other nationalities. To date, knowledge of one or better than two or more foreign languages is a sign of a well – educated person, as well as a prerequisite for successful career growth. In this regard, the prestige of a foreign language as a discipline is constantly growing. At the initial stage of mastering a foreign language, it is assumed that the period of accumulation of lexical and grammatical skills, overcoming certain language difficulties. As a result, the motivation of students decreases or disappears, no activity that adversely affects the learning. Therefore, motivation can rightly be called the main driving force in learning a foreign language and successful mastering it.

Success in learning a foreign language largely depends on what motives students pursue in the process of learning any foreign language. According to the definition by I. A. Winter, "motive is what defines, stimulates, and induces a person to commit any of the actions included in this motif a certain activity". Motivation-the main component of the structure of educational activities. At the same time, the importance of the personality as the subject of this activity is great. V. G. Aseev. On this basis, it can be argued that, despite the diversity of approaches, motivation is understood as a set of systems psychologically diverse factors that determine human behavior and activity.[1]

Motivation is the internal driving force that pushes a person to perform active actions. There are also types of motivation.

Types of motivationMotivation can be positive and negative. In addition, there is the concept of antimotivation.

Let us elaborate on each of the points.Positive motivation is associated with what causes you positive emotions. For example,

you wanted to learn English when you presented how to successfully conduct business negotiations with foreign partners and get a promotion. Such thoughts lift the mood and cause a smile. You then come back for tutorials, recorded courses, or are looking for a good personal English teacher. When you do this, feel the energy, understand that you'll be able to overcome any difficulties and achieve success.

Negative motivation is the desire to learn a language caused by such thoughts: if I know English badly, I can disgrace at negotiations and I will not take a desirable position, the chief will be dissatisfied with me. Such reflections scare, so you are looking for a teacher, the best textbooks and learn English. Basically, the same thing happens, only you start from the negative, from your fear of failure. This is a less attractive option of motivation, we recommend to think positively after all. Fear binds and blinds, stopping to talk sense.

Antimotivation is a motivation in the style of "100 and 1 reason not to learn English", in fact it is a reluctance to learn the language, even if you need it. In its emergence most often to blame the surrounding, which formed you have a negative opinion about learning English in General and about their own abilities in particular. For example, you were once engaged with a not very good tutor, and now you are not interested in learning the language, or someone laughed at your accent, and you began to be afraid to speak English. This is the kind of motivation that needs to get rid of the rudiments. It is better to quickly forget about the negative experience. Change the antimotivation to a positive motivation, modern language courses and English schools, where teachers work, able to instill in you a love for the language and save you from unnecessary complexes.

Many people wonder, " how to find motivation to learn English?". Say immediately, if you are reading this article, then you are already motivated. Why then are there such questions? Because your motivation is so far quite low, maybe you are slightly in doubt about their own abilities. It's okay, we'll work on it!

Before increasing motivation, it is necessary to determine which of the three types we will work with. Antimotility soon forget, discard all fear of the English. Let your mistakes in the past not affect the future. Negative motivation is also desirable to use. Intimidation is not justified, in the end, your negativity can transform into antimotility.

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How to increase motivation?* you must understand the positive or negative motivation you have. * you need to set clear goals that you want to achieve. * make sure that your training is connected only with positive emotions. * you need to overcome your fears and doubts and strengthen self-confidence and self-

confidence. * you should determine what specific language learning will give you and how it will

affect your personal development. [2]1. Choose the right language-learning goal.Once you have chosen a global goal, you should decide on the small tasks that will help

you achieve this goal. For example, the task for each day: to teach 10 new words, watch one video, read five pages of the book in English. It is desirable to describe in detail their tasks, that is, to make a simple learning plan and strictly follow it.

2. Connect learning with positive emotions3 popular ways to learn English: choose the best".Players are advised to learn new vocabulary with the help of various applications and

games to learn the language: there are also awarded points for correct answers and you can improve your level.

Music lovers can learn English with their favorite hits. Read the lyrics, translate it, and learn new words. They are easy to remember after you listen to your favorite hit several times.

Book lovers will enjoy reading authentic literature. You can start with adapted texts, they are no less interesting, and learning English with your favorite book is doubly pleasant!

3. Get rid of negative stereotypes, think over the system of supporting installationsSome people are affected by public opinion, and it is not always true. We advise you to

prescribe all such installations-antimotivation, which you know. After that, put on them a fat cross, these myths have no right to exist.

4. Enjoy your successDon't forget to praise yourself and celebrate your successes.. Let it be slow, it's not even

bad: what comes quickly, quickly and leaves. Learn English at your own pace.To see how you have moved forward, use the knowledge gained in practice, it's great to increase motivation.

5. Imagine your futureThis interesting technique of psychology is suitable not only for those who learn English.

Imagine yourself in the future: you speak English at the Upper-Intermediate level.I think everyone can imagine something nice for myself. The first step in your yet invented future can be done today — start learning English.

6. Learn to enjoy learningLearn to enjoy learning English. Your curiosity and a good attitude can be a powerful

motivator.[3]With the purpose of analyzing the knowledge of current teachers there was orgonized a

short survey among teachers ofcolleges and language centers. As a result, it became known that many highly educated teachers know and apply motivation in the classroom.

65% of questioned foreign language teachers know and apply this strategy well. But not very often.

30% of respondents have idea about this but do not use it on their lessons.5% of English language teachers do not know about motivation anything.As you can see, the motivation plays an important role in teaching English. When

approximately 90-100% the teachers will know, understand the significance of the motivation in teaching foreign language and use it almost in each lesson, the effectiveness in English classes will be perceptible. Surely, this survey does not purport to cover the whole situation, but on its basis it is possible to draw some conclusions.

In a twenty-first-century society, everyone wants to succeed, but not all. It's belittled by a lack of motivation. And in studying we must take into account this factor.

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Thus, having considered the role of motivation in the study of foreign languages, we come to the conclusion that the majority of students are guided in their educational activities is not the right motivation. This fact can significantly reduce the effectiveness of training. To study a foreign language was interesting, productive, bringing positive emotions, students need a clear awareness of their inner desires, aspirations, motives, as well as a clear statement of goals in the educational process.

References:1. An Intercultural approach to English Language Teaching

-252. Teaching English as an International Language

40, 87-73. Learning Strategies in second Language Acquisition

160-161, 182-185, 219

Black English as a TeacherToximbayeva L.K.

Scientific adviser: Omarova S.P.Pavlodar college of area of service

In the article Black Language and Education of Black Children: One More Once by Geneva Smitherman, she discusses the topic of Ebonics and how it is not accepted in today’s society. Smitherman discussed Ebonics, better known as Black English or slang and how Ebonics is not being used to educate children that speak it. Smitherman mentions that Ebonics is a language that was formed from West Africa and during the times of slavery; she writes that part of the

reason the language was formed was so that the slave owners would not know when the slaves were talking about him even if they were standing right in front of him. She also goes into detail about how Black English has been around for a very long time and has been passed down from generations to generations. Throughout the article, Smitherman makes a point to show that Black English is a complex language that has its own structure. She concludes with the idea that, as a nation, the United States needs to make a multilingual policy so that Black English is recognized as a language. As I read this article, I noticed that Smitherman thinks that children that speak Black English should also be educated in the language because it is their native tongue or at least exposed to more black literature. She writes, “how come ain't none of these of dese black so-call “leaders” raise no sand bout the lack of literacy among black youth” (Smitherman). In some respects I agree with Smiterman. I am going into education. I want to be a special education teacher so I understand the importance of teaching students in their native language and how it can help them succeed in school and in the future. Part of me believes that we should be educating students that speak Black English in this language so that they can have a better understanding of what they are being taught. I also think that exposing them to literature that is written in their language and connects to their culture would help them learn. Having black literature available to them could help these student socially as well as cognitively. On the other hand, I do not think that it is wise to teach these students in this language because of society and its stereotypes. When I started reading this article, I was surprised to find that what I saw as slang was actually a language in itself. And just like I did, there are many Americans who hear someone speaking Black English and think that those people are uneducated or unintelligent. As sad as that is, I would not want to hinder my students ‘chances of being successful just because they speak a language that the world stereotypes as unintelligent. The world sees differences as a bad thing. Black English is not unintelligent. It’s brilliant. If there was a way to eliminate that stereotype so that there would be no prejudices against this language then I would say that

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educating these students in their native Black English is an excellent idea and it will help them succeed. Another thing that caught my attention as I was reading, is that Smitherman reports that many teachers in the public schools system have misconceptions about black children. Smitherman talks about a researcher named Dr. Bailey who “myths and misconceptions that teachers had about black children’s abilities and called for revisions of the language arts curriculum and Black-Language specific instructional strategies for black children” (Smitherman). This article reported that many students that speak Black English are put into some form of a special education service or teachers have lower expectations for them because they seem to learn slower. This infuriates me. I feel that it is idiotic to put a child into special education because of a language

barrier that is causing him to fall behind in class .As a future special educator; I understand the difference between a learning disorder and a language barrier. I also know that there is a higher percentage of African Americans that are receiving

special education services in the United States .Now that I have read this article , I wonder if there are more African Americans in special education because educators are mistaking a language barrier as a learning disability. The schools should not be placing students who speak Black English in special education because they are falling behind; they should be evaluating the real problem and if that problem is the language barrier then they should be getting the help of a speech and language pathologist to help bridge that language barrier .A language barrier is not a learning disability .

After reading this article, I’ve come to the conclusion that Black English needs to be recognized by schools. I am not say that they necessarily have to

educate their students that speak Black English in that language , but they need to find a way to overcome the language barrier. I think that if the schools can do that then the education of African American students will improve immensely and create better schools. Black English needs to be recognized as a

language that has its own structure and schools need to start that recognition.

References:6. A sketch of the History of Black English: Preview by: Diallard, J.L.Southern

Quarterly –P. 33-36. 20057. Do you speak American? African American English. М., 2005. 272 p.8. Voices of N.C. African American English 2006. Issue. 10 (61). P. 65-66.9. Belogrudova, V. P.Research Activity of Students under Conditions

of Project Methods/ V. P. Belogrudova, // Foreign Languages in School. - 2005. - № 8. - P. 6-11.

Content and Language Integrated Learning (CLIL) as a Response to the Trilingual Education Implementation.

Tuleu Zh.K.Scientific adviser: Khassenova M.M.

Secondary school by the name ofAbaiof Aktogai district Pavlodar region

Following the collapse of the Soviet Union in 1991, Kazakhstan was the last of the Soviet republics to declare its independence. These events forced the country to face the challenges of building a new state with an autonomous governing system, a new political ideology and a distinct national identity. Language policy became one of the central issues discussed at the governmental level, and soon a new language policy line emerged as Kazakhstan chose an orientation towards creating a multilingual society. Since then a systematic language policy has been implemented, supported by a series of official documents proclaiming multilingualism. The «Constitution of the Republic of Kazakhstan»(1995) and the «Law of the Republic of

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Kazakhstan on Languages» (1997) declared Kazakh and Russian as the official languages. The cultural project «Trinity of Languages» of 2007, initiated by the President, laid the foundation of a Kazakhstan model of multilingualism claiming Kazakh as the state language, Russian as the language of inter-ethic communication and English as the language of successful integration into the global economy and community. Currently, the «State Programme of Development and Functioning of Languages of Kazakhstan for 2011-2020» (2011) prioritizes the provision of favourable conditions for the development of linguistic diversity and expects 10 % of the population to know English by 2014, 15% by 2017 and 20% by 2020.

In the process of multilingual policy dissemination, Kazakhstan makes efforts to employ multilingual education as a tool for achieving a degree of linguistic proficiency in three languages among the population. The issues of multilingual education at tertiary level have become a focus of hotdebates as the system of higher technical institutions, encountering specific challenges, is nevertheless expected to prepare graduates who are linguistically qualified and competent to occupy desired positions in a global society.The «Conception of the Development of Foreign Language Education in the Republic of Kazakhstan» (2006) outlines the basic principles and structure of multilingual education for all levels of education system and proposes a programme for non-linguistic institutions of higher education based on the level model of foreign languages acquisition.

In the current transitional situation where, in addition to the implemented level-model, universities have a certain degree of freedom in developing their own multilingual programmes, there is a necessity of researching and piloting the use of content and language integrated learning (CLIL), assuming that CLIL as the most dynamic, flexible and adoptable approach can be beneficial in terms of expected outcomes, further implications in the trilingual Kazakh-Russian-English model of education, being a catalyst of professional growth of all the stakeholders involved, expected and sideeffect outcomes to benefit individuals, institutions as well as the state in general.

CLIL, or Content and Language Integrated Learning, has many definitions. In 2002 «CLIL is an approach … that may concern languages; intercultural knowledge, understanding and skills; preparation for internationalism and improvement of education itself» (Marsh, 2002).

In 2006«CLIL a meaning-focused learning method… The aim is learning subject matter together with learning a language» (Van de Craen, 2006). In 2007 «CLIL an umbrella term used to talk about bilingual education situations»(Gajo, 2007).In2009 «СLIL an evolving educational approach to teaching and learning where subjects are taught through the medium of a non- native language» (Marsh, 2009).

CLIL is an approach or method which integrates the teaching of content from the curriculum with the teaching of a non-native language. It is increasingly important in our global, technological society, where knowledge of another language helps them develop skills to communicate ideas about science, arts and technology to people around the world. It gives learners a different learning experience compared with most foreign language teaching because in a CLIL classroom, the curricular subject and new language are taught together. Thinking and learning skills are integrated too. CLIL can involve many methodologies from both subject and language teaching, so CLIL presents new challenges for teachers and learners.

CLIL teachers can be subject teachers, language teachers, primary classroom teachers or classroom assistants. Different teachers have different challenges: language teachers need to learn more about subject content; subject teachers need to learn about the language needed for their subjects. In some programmes, there is cooperation between subject and language teachers. CLIL learners in schools are between three and eighteen years old and start CLIL at different ages. Other may be in vocational or academic study.

CLIL aims to:-introduce learners to new concepts through studying the curriculum in a non-native

language-improve learners’ production of the language of curricular subjects

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-improve learners’ performance in both curricular subjects and the target language-increase learners’ confidence in the target language and the L1-provide materials which develop thinking skills from the start-encourage stronger links with values of community and citizenship-make the curricular subject the main focus of classroom materials.Most learners who start CLIL in primary schools are more confident using the target

language as well as their L1: more sensitive to vocabulary and ideas presented in the target language and in the L1: they have a more extensive and varied vocabulary: they reach higher levels of English than those reached in ELT courses. In secondary schools, CLIL usually leads to better language proficiency and has positive effects on L1 proficiency. In addition, learners’ subject knowledge is about the same as if taught in L1. Brain research shows that in CLIL, learners are more cognitively active during the learning process.

«CLIL» is a term used to cover a range of contexts and models. Some schools teach topics from the curriculum as a part of language course. This is called soft CLIL. Other schools teach partial immersion programmes where almost half the curriculum is taught in the target language. This is called hard CLIL. Mid-way between these models, some school teach modular CLIL programme where a subject such as science or art is taught for a certain number of hours in the target language.

CLIL is sometimes referred to as having«4 Cs» as components: content, communication, cognition and culture (Coyle, 2007; Hood and Marsh, 2010). This is useful description because the integration of content, communication, cognition and culture is one way to define teaching aims and learning outcomes. The fourth C, culture, is also referred to as citizenship or community. The 4 Cs are connected.

Content.The curricular subjects taught in CLIL include art, citizenship, classics, design and communication technology (DT), economics, environmental studies, geography, history, information and communication technology (ICT), literacy, mathematics, music, physical education (PE), philosophy, politics, religious studies (RE), science, social science and technology.

Some CLIL programmes develop cross-curricular links among different subjects. For example, learners might study the history, geography and art of a particular area. This often happens in primary schools. In all CLIL contexts, we need to analyse content for its language demands and to present content in an understandable way.

CLIL teachers and learners need knowledge of the language of their curricular subject. Learners need to know the content-obligatory language. This is the vocabulary, grammatical structures and functional language for specific subjects. Learners require this language to be able to understand the subject and communicate ideas. For example, in geography learners need to know map vocabulary and how to interpret evidence shown on a map.

Learners also need to know the everyday, less formal language which is used in subjects. They may already know how to use grammatical structures which they can produce when studying curricular subjects. Learners have usually learned this language in English lessons. For example, in a map-reading lesson learners might use basic verbs such as «goes» and «travels» to describe a route of a river. They may also use a conditional form to describe cause and effect. These are examples of content-compatible language.

CLIL gives learners opportunities to develop linguistic abilities during lessons, and this includes acquisition of vocabulary and grammar. However, the focus of a CLIL lesson is on understanding subject content, not on grammatical structures. Research in CLIL classrooms shows that most teacher do not teach grammar during content teaching because content and language are integrated. As vocabulary and grammar are interdependent, it is useful to focus on them as chunks rather than separately.

Communication.Learners have to produce subject language in both oral and written forms. Teachers therefore need to encourage learners to participate in meaningful interaction in the classroom. CLIL aims to increase STT (student talking time) and reduce TTT (teacher

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talking time). Teacher should also encourage self-evaluation and peer and group feedback.When learners produce the target language while studying curricular subjects, they show that subject knowledge and language skills are integrated. «By using the language for learning content, communication becomes meaningful because language is a tool for communication, not an end in itself» (Perez-Vidal, 2009).

Learners need to develop communication skills for curricular subjects. They need to express and interpret facts, data, thoughts and feelings, both in writing, as well as orally. Communication skills are important for expressing ideas about subject content and to help learners work well together.

In some CLIL subjects, communication skills may be given less importance and there are cultural considerations which vary from country to country, from region to region, from school to school. In all contexts, however, interaction is part of learning. The European Commission for Education and Culture states that CLIL should «enable pupils to develop language skills which emphasise effective communication… for real practical purposes» (Eurydice Survey, 2006).

In some CLIL contexts, use of L1 for communication is a teaching and learning strategy. Use of L1 is not only for translation. It is a part of sense making. Use of L1 and the target language by both teachers and learners for specific purposes is described as integrated language or code switching. Sometimes teachers help learners to understand the curriculum content by using bilingual techniques. Some learners use L1 to justify a point, to explain, to check understanding or to repeat.

Teachers need to plan opportunities for learners to develop their communication skills in different subjects within the classroom, with other classes in the school and with the local or wider community. It is important to increase student talking time (STT) and to reduce teacher talking time (TTT), especially as learners progress through CLIL.

Teachers can use brainstorming approaches to start or finish a topic of study (noting down what we know about a topic; what we have found out about a topic; what we want to know about a topic).

Teachers can develop meaningful communication in the CLIL classroom by using open questions (those with a range of possible answers) rather than closed questions (those with a right or wrong answer) and by encouraging learners to:

-cooperate during task discussions-become response partners and give peer feedback using criteria agreed with the teacher-revisit (look at previously taught language again) content language and communicate it by

discussing answers to questions in pairs-share ideas with a partner before writing and after writing-report back on research found on the Internet-prepare poster or PowerPoint presentations-take part in role play or debates-do end-of-lesson feedback.Before starting communication tasks teachers need to:-make the purpose and outcome of the communication clear to learners-identify ground rules and timing-assign group roles, for example: learner «A» organizes any materials needed, learner «B»

notes any problems, learner «C» checks all are using the target language, learner «D» reports back to class after the task.

After finishing communicative tasks teachers need to:-give reflection time after the talk: How did we do? How can we improve?-be aware of progression: from closed talk to exploratory, extended talk.Cognition.CLIL promotes cognitive or thinking skills which challenge learners. Teachers

need to develop learners’ cognitive skills so they can study subjects from the curriculum. These skills include reasoning, creative thinking and evaluating. «Good CLIL practice is driven by cognition» (Mehisto, Marsh, Erigols, 2008).

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Cognitive skills or thinking skills are the process our brains use when we think and learn. Cognitive skills develop from a very young age. Learners progress from information processing or concrete thinking skills, such as identifying and organizing information (the what, when, where, which, who and how many questions), to abstract thinking, such as reasoning and hypothesizing (the why and what if questions).

Other examples of thinking skills are: creative thinking and synthesis, for example when we use our knowledge to imagine, to solve problems and to think of new ideas; enquiry skills, for example when we ask questions and plan how to do research; evaluation skills, for example when we use criteria to comment on how good our work is. Learners need to develop a range of cognitive skills as well as language for thinking.

Cognitive skills can be divided into lower order thinking skills (LOTS) and higher order thinking skills (HOTS).For example, analyzing, evaluating, creating are HOTS, while remembering, understanding, applying are examples of LOTS.

Learners need progressively challenging tasks so they can develop thinking skills. Learners benefit from a language –rich classroom which helps them to think and learn well, e.g. posters related to the CLIL subject on the wall labeled with key content vocabulary and with two or three questions beside them. Learners need wait time. They need opportunities to stop, think and process new curricular concepts and language before they respond to questions, particularly in the first years of CLIL. This helps them give longer answers, become more involved, add to what other learners say and offer alternative ideas. Teachers need to look at tasks and be aware of the cognitive demands required of the learners. Are the concepts too easy? Are the concepts too difficult?

Culture.The role of culture, understanding ourselves and other cultures, is an important part of CLIL. «Culture is at the core of CLIL» (Coyle, 2007). Learners sometimes need to communicate in a non-native language with new arrivals which may have different home languages as well as different social and cultural backgrounds. Learners need knowledge of those who live in other regions or countries. CLIL gives us opportunities to introduce a wide range of cultural contexts. Teachers want to develop learners who have positive attitudes and who become aware of the responsibilities of global as well as local citizenship. Inside the classroom, teachers should value different home languages. Beyond the classroom, teachers can may links with partnership schools and make use of the Internet to communicate with learners across the world about, for example, local environmental projects.

A researcher in bilingual education, Jim Cummins, described BICS and CALP.BICS (Basic Interpersonal Communicative Skills). These are skills needed for social,

conversational situations. Research with immigrant learners in Canada (Cummins, 2001) showed that most achieved BICS after two to three years of education in the target language. Language learning is contextualized and supported by teachers and resources. Tasks associated with BICS are often less cognitively demanding and matching cards with words and pictures.

CALP (Cognitive Academic Language Proficiency).According to Cummins and other researchers, it takes learners at least five years to achieve CALP, which is level required for academic school study. Language is used in subject teaching is often abstract and formal and therefore it is cognitively demanding. Teachers need to recognize when learners should move from BICS towards CALP and provide support. Examples of the use of cognitively demanding language are: justifying opinions, making hypotheses and interpreting evidence.

The learning process is complex. Learners learn by exploring their environment and by interacting with people. This is part of active learning. In schools, learners develop more than knowledge of different subject: they need to develop positive attitudes, learning skills and learning strategies. Learning skills can be applied across the curriculum. They are skills which involve learning how to learn and developing learner autonomy. They can be artistic, cultural, linguistic, mathematical, scientific, social and interpersonal skills.

In CLIL, learners have the additional challenge of developing learning skills in non-native language.

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Learners need support and encouragement to develop learning skills so they can apply them in a range of contexts. If a mathematics teacher takes time to show learners how to use a spreadsheet on the computer, then learners can use this skills in other curriculum subjects.

Teachers need to plan learning skills with colleagues who are teaching other CLIL subjects to the same learners. This is because most learners don’t need to have the same skill taught again and again in different subjects, while some learners need time to consolidate what they have learned.

Teachers need to planopportunities for autonomous learningand encourage an enquiry approach (involving learners in problem-based or task-based learning).

All learners need access to learning skills that a community thinks are important. In a global community, these include fast technological communication and data handling (using and interpreting information, often on a computer).

CLIL is positively perceived by the participants and has a considerable potential to be used in Kazakhstani education because it increases learner vocabulary and their autonomy, improves English proficiency of local teachers.

Pursuing multimodality and learner-centered learning, teachers use various (audial, kinesthetic, group work) teaching methods, code switching, developing HOTs and intercultural communication, and team teaching.

Teachers experience a number of challenges in using CLIL, such as the low English proficiency of some local teachers and students, the lack of joint seminars and CLIL materials, and the lack of collaboration between team teachers. Some of the challenges are addressed by applying differentiation, scaffolding strategies, and tutoring.

References:1.Conception of the development of foreign language education in the Republic of

Kazakhstan (2006). Retrieved from http://www.litsoch.ru/referats/read/2518662.Constitution of the Republic of Kazakhstan (1995). Retrieved from

http://adilet.zan.kz/eng/docs/K9500010003.Law of the Republic of Kazakhstan on Languages № 151-I of 11.07.1997. (1997).

Retrieved from http://ekac.kz/zakon-rk-o-yazykax-v-respublike-kazaxstan/4.Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated

learning. Cambridge: Cambridge University Press. Eurydice (2006).5. TKT CLIL handbook for Teachers, cambridgeenglish.org, 2015.6. Content and language integrated learning (CLIL) at school in Europe. Retrieved from

http://www.eurydice.org7. Marsh, D. (2002). CLIL/EMILE TheEuropean dimension. Actions, trends and foreign

potential. Retrieved from http://ec.europa.eu/education /languages/pdf/doc491_en.pdf

Development of creative abilities of students in English lessons through the use of active teaching methods

Yakovleva K. S.Scientific adviser: Kartashova G.A.

Saran Humanitarian - technical college named after A.Kunanbaev

Today Kazakhstan education has serious changes because it has entered a stage of fundamental reforms, based on a fundamentally new thinking.

The World Economic Forum identified 16 types of human knowledge and skills, successful in the 21st century. They are: - teamwork skills; - leadership qualities; - initiative; -

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IT-competence; - financial and civil literacy and others. In 2015, the Education Policy Committee of the Organization for Economic Cooperation

and Development (OECD) began a new project "The Future of Education and Skills: Education-2030".

OECD proceed from that the world is increasingly confronted with previously unknown global challenges, is becoming increasingly unpredictable and vulnerable.

The modern person for 1 month receives and processes as much information as peopleof the XVII (seventeenth) century receivedfor the whole life. Information in the world doubles every two years, which makes it impossible and useless to simply memorize it.

In order to prepare a schoolchild for life in such conditions, there is already insufficient academic knowledge, functional skills, personal competencies and relationships. Absolutely new qualities are needed - metacognition, metacompetence.

Advanced economies require changing the goals of education from the "knowledgeable person" - to "a person who is able to think and act creativelyand is able to self-developing." [1, p. 3]

All people have the creative potential. However, its level is different for each person. So what the "creative potential" is?

The creative potential of a person can be seen in a narrow and broad sense. In a narrow sense, these are creative abilities, and above all, the ability to imagine and thinkcreatively, in a broad sense, these are also personality features that promote the realization of creative abilities: motives, some emotional and volitional qualities, and a level of competence.

In essence, creativity in a broad sense is the structure of characteristics inherent in creative individuals.

To be creative, one must think and act, as if he is creative. If a person consider himself creative and acts like this, he will have ideas, like the third line, from anything.

For creativity there is nothing more fatal than fear, doubt and uncertainty. Yet many people allow them to control their lives. It is much more useful to learn how to put fear, doubt and insecurity under control, transforming a destructive, negative attitude toward what is happening into a new, positive reality.

To do this, you must first acknowledge the existence of negative feelings, and then focus all your energy on the feelings that you want to replace them. [2, section 2]

As a rule, creative abilities begin to develop at an early age. The main role in developing creative children`sabilities is played by parents.

In school, the development of creative potential can be facilitated by the use of active teaching methods in educational process.

Active teaching methods are methods that encourage students to active thinking process and to practical activities in the process of mastering of educational material. Active learning involves the use of a system of methods that is aimed at the independent mastering of students' knowledge and skills in the process of active mental and practical activities. [3, p.4].

Active methods can be used at any stage of the session.I am a student of Saran Humanitarian Technical College named after AbayKunanbayev. I

study by the specialty "Basic Secondary Education" - Teacher of a foreign language of the basic secondary school and I pass practice at school. In my practice, at the lessons of the English language, I try to use active teaching methods.

Nowadays there are a lot of different active teaching methods: for the beginning of the lesson, presentation of the educational material, organization of independent work upon the topic, presentation of the results of practical work, reflection.

It is necessary for teacheronly to choose the appropriate methods, according to the theme, the purpose of the lesson and age characteristics of the students.

In my practice, I often use the following active teaching methods:The "Clustering" MethodThe meaning of this technique is an attempt to systematize the available knowledge on a

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particular problem.A cluster is a graphic organization of a material that shows the semantic fields of a

particular concept. The word “cluster” in translation means a bunch, a constellation. The student writes down the key concept in the center of the sheet, and from it draws arrows-rays in different directions, which connect this word with others, from which the rays, in turn, diverge further and further.

The cluster can be used at various stages of the lesson.At the stage of challenge - to st

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