Английский язык

Календарно-тематическое планирование  курса «Английский в Фокусе» (5 класс)

Рабочая программа

1. Образовательная область: филология
2. Предмет:  английский язык
3. Учитель, должность и квалификационная категория:  

     4. Название курса:    Spotlight  «Английский в фокусе»

5. Класс, уровень класса: 2 В, 2 Г базовый

Нормативная база предмета

1.Закон Российской Федерации «Об образовании» (статья 7).

2.Федеральный государственный образовательный стандарт начального общего образования: Приказ Минобрнауки РФ от 06.10.2009г. № 373 «Об утверждении и введении в действие Федерального государственного образовательного стандарта начального общего образования» (Зарегистрировано в Минюсте РФ 22.12.2009г. № 15785)

3. Федеральный перечень учебников, рекомендованных (допущенных) Минобрнауки РФ к использованию в образовательном процессе в общеобразовательных учреждениях на 2013-2014 учебный год.

4.Методические рекомендации по реализации Примерного базисного учебного плана  Новосибирской области (региональный компонент) на 2013-2014 учебный год.

5. Методическое письмо « О преподавании учебного предмета «»  в условиях введения федерального компонента государственного стандарта общего образования.

6. Учебный план МБОУ СОШ №1 на 2013/2014 учебный год

7. Примерная основная образовательная программа образовательного учреждения. Начальная школа/ [сост. Е.С.Савинов].—2-е изд., перераб. — М. : Просвещение, 2011. — 204 с. — (Стандарты второго поколения ).

8. Авторская программа  по  английскому языку  по УМК «Английский в фокусе» авторы: Ю.Е.Ваулина, В.Эванс, Дж.Дули, О.Е. Подоляко. Издательство: М.: Express Publishing, Просвещение, 2011.

Количество часов в год-68.

Количество часов в неделю-2.

Пояснительная записка

УМК (учебно-методический комплекс)

1. Данные о примерной программе, стандартах, авторской программе

• Примерная программа «Новые государственные стандарты по иностранному языку». Москва, «Астрель»2006 год.Авторы: И.Л.Бим,М.З.Биболетова, В.В.Копылова , Е.А.Макарчук,В.В.Сафонова,А.В.Щепилова.
• Примерная основная образовательная программа образовательного учреждения. Начальная школа/ [сост. Е.С.Савинов].—2-е изд., перераб. — М.: Просвещение, 2011. — 204 с. — (Стандарты второго поколения).

2. Учебник и все его реквизиты: 

Для реализации рабочей программы используется учебно-методический комплект, включающий в себя учебник:

 «Английский в фокусе». Английский язык. 2 класс: учебник для  общеобразовательных учреждений / Н.И.Быкова, Дж. Дули, М.Д.Поспелова, В.Эванс / -5-е изд., перераб. и доп.-  М.: Express Publishing: Просвещение, 2011.

Рекомендовано Министерством образования и культуры РФ

3. Дополнительная литература, используемая учителем:

• Учебник (Student’s Book)
• Рабочая тетрадь (Workbook)
• Языковой портфель (My Language Portfolio)
• Книга для учителя
• Буклет с раздаточным материалом (Picture Flashcards) и плакаты

4. Материально-технические средства:

•  CD для работы в классе
•  CD для самостоятельной работы дома, DVD

5. Информационно-техническое обеспечение

• http://festival.1september.ru/articles/500765
• www.spotlightinrussia.ru – сайт учебного курса

6. Цели курса:

• Развитие иноязычной коммуникативной компетенции: речевой, языковой, социокультурной, компенсаторной, учебно-познавательной.
• Развитие и воспитание у школьников понимания важности иностранного языка в современном мире и потребности пользоваться им как средством общения, познания, самореализации и социальной адаптации; воспитание качеств гражданина, патриота; развитие национального самосознания, стремления к взаимопониманию между людьми разных сообществ, толерантного отношения к проявлениям другой культуры.

7. Задачи курса:

• научить делать развёрнутые сообщения;
•  научить описывать лица, предметы, животных и действия с ними;
• научить выражать намерения, удивление, удовлетворение; совершенствовать механизм аудирования иноязычной речи;
• совершенствовать технику чтения;
• овладеть орфографией;
• выполнять письменные задания (написать поздравление  и письмо зарубежному сверстнику, используя все правила его оформления, в том числе и этикетные)

8. Роль курса в формировании ключевых компетенций:

     Развитие коммуникативных компетенций- говорения, аудирования, чтения и письма.

9.Планируемый уровень подготовки обучающихся в соответствии со стандартами:

9.1.Предметные результаты освоения

9.2.Личностные результаты освоения ООП

9.3.Метапредметные  результаты освоения ООП

9.3.1.Регулятивные универсальные учебные действия

9.3.2.Познавательные универсальные учебные действия

9.3.3.Коммуникативные универсальные учебные действия

10.Содержание учебного материала

Предметное содержание речи

Предметное содержание устной и письменной речи соответствует

образовательным и воспитательным целям, а также интересам и возрастным особенностям младших школьников и включает следующие темы:

Знакомство. С одноклассниками, учителем, персонажами детских произведений: имя, возраст. Приветствие, прощание (с использованием типичных фраз речевого этикета).

Я и моя семья. Члены семьи, их имена, возраст, внешность, черты характера, увлечения/хобби. Мой день (распорядок дня, домашние обязанности). Покупки в магазине: одежда, обувь, основные продукты питания. Любимая еда. Семейные праздники: день рождения, Новый год/Рождество. Подарки.

Мир моих увлечений. Мои любимые занятия. Виды спорта и спортивные игры. Мои любимые сказки. Выходной день (в зоопарке, цирке), каникулы.

Я и мои друзья. Имя, возраст, внешность, характер, увлечения/хобби. Совместные занятия. Письмо зарубежному другу. Любимое домашнее животное: имя, возраст, цвет, размер, характер, что умеет делать.

Моя школа. Классная комната, учебные предметы, школьные принадлежности. Учебные занятия на уроках.

Мир вокруг меня. Мой дом/квартира/комната: названия комнат, их размер, предметы мебели и интерьера. Природа. Дикие и домашние животные. Любимое время года. Погода.

Страна/страны изучаемого языка и родная страна. Общие сведения: название, столица. Литературные персонажи книг, популярных среди моих сверстников (имена героев книг, черты их характера). Небольшие произведения детского фольклора на английском языке (рифмовки, стихи, песни, сказки).

Некоторые формы речевого и неречевого этикета стран изучаемого языка в ряде ситуаций общения (в школе, во время совместной игры, в магазине).

11.Формы осуществления контроля текущей успеваемости обучающихся

Стартовый

– Formative Evaluation Chart: карточки оценки степени активности учащихся в выполнении отдельных видов упражнений и заданий.

Текущий        

– Progress Check/Modular Test/Exit Test: тесты из сборника контрольных заданий.

– Progress Report Card: карточка оценки учителем знаний учащихся по каждому модулю (для каждого учащегося).

– Formative Evaluation Chart: карточки оценки степени активности учащихся в выполнении отдельных видов упражнений и заданий.                

Итоговый  

– Cumulative Evaluation Chart: карточка итоговой оценки знаний учащихся по каждому модулю (для группы).

Самооценка и самоконтроль

 Формы и способы самоконтроля

– Portfolio: письменные и устные задания в учебнике, обобщающие изученный материал

- Board Game: игра в рабочей тетради на закрепление изученного языкового материала.

– I Love English: раздел в рабочей тетради на закрепление изученного языкового материала во всех видах речевой деятельности.

– Now I know: задания в учебнике, направленные на самооценку и самоконтроль знаний материала модуля.

– Языковой портфель: творческие работы к каждому модулю.

– Student’s Self-Assessment Form: карточка самооценки знания материала

модуля. Заполняется каждым учащимся индивидуально.

Муниципальное бюджетное общеобразовательное учреждение

средняя общеобразовательная школа № 1

г. Бердска

РАБОЧАЯ ПРОГРАММА

ПО АНГЛИЙСКОМУ ЯЗЫКУ 

 В 5 КЛАССЕ

Разработал:

учитель английского языка

                                                                               Прозоровская И. А.        

2013 -2014 учебный год

Пояснительная записка

Рабочая программа по английскому языку в 5 классе составлена на основе следующих нормативных документов:

• Федеральный компонент государственного стандарта (начального общего образования, основного общего образования, среднего (полного) общего образования), утверждённый приказом Минобразования России от 05.03.04 №1089.
• Закон Российской Федерации «Об образовании» (статья 7).
• Методические рекомендации по реализации Примерного базисного учебного плана  Новосибирской области (региональный компонент) на 2012-2013 учебный год.
• Методическое письмо « О преподавании учебного предмета »  в условиях введения федерального компонента государственного стандарта общего образования.
•  Учебный план МБОУ СОШ №1 на 2013/2014
• Примерные программы по английскому языку (2004г.),
• Авторская программа для обучения школьников английскому языку в образовательных учреждениях общего образования на основе линии УМК «Spotlight»  (Английский в фокусе)-  авторов О. В. Афанасьева, Дж. Дули, И. В. Михеева, В.Эванс, и др., (издательства «Просвещение»).
• Федеральный перечень учебников, утвержденный приказом МОН РФ, рекомендованных (допущенных) к использованию в ОП и учебно-методического комплекта  “Spotlight” (Английский в фокусе)- для 5 класса, авторов Ю.Е.Ваулина, Д.Дули, О.Е.Подоляко, В.Эванс,  допущенного  Министерством  образования РФ, включающего следующие компоненты: учебник, книга для учителя, рабочая тетрадь, книга для чтения с CD, языковой портфель, аудиокурс для занятий в классе, электронное приложение к курсу, контрольные задания.

      Рабочая программа  рассчитана на 105  учебных часов  из расчета 3 часа в неделю в соответствии  с Федеральным базисным учебным планом для общеобразовательных учреждений, в том числе на контрольные работы – по 10 часов соответственно (десять контрольных заданий в двух вариантах, которые выполняются по завершении работы над каждым модулем. В сборнике также дается материал для промежуточного контроля (по модулям 1-5) и итоговая годовая контрольная работа.

   Программа нацелена на реализацию личностно-ориентированного, коммуникативно-когнитивного, социокультурного деятельностного подхода к обучению английскому языку.

       В качестве интегративной цели обучения рассматривается формирование иноязычной коммуникативной компетенции, то есть способности и реальной готовности школьников осуществлять иноязычное общения и добиваться взаимопонимания с носителями иностранного языка, а также развитие и воспитание школьников средствами учебного предмета.

       Личностно-ориентированный подход, ставящий в центр учебно-воспитательного процесса личность ученика, учет его способностей, возможностей и склонностей, предполагает особый акцент на социокультурной составляющей иноязычной коммуникативной компетенции. Это должно обеспечить культуроведческую направленность обучения, приобщение школьников к культуре страны/стран изучаемого языка, лучшее осознание культуры своей собственной страны, умение ее представить средствами иностранного языка, включение школьников в диалог культур.

Основные методы и формы обучения

        Коммуникативный метод обучения английскому языку основан на утверждении  о том, что для успешного овладения иностранным языком учащиеся должны знать не только языковые формы (т.е. лексику,  грамматику и произношение), но также иметь представление о том, как их использовать для целей реальной коммуникации.

        При обучении английскому языку в 5 классе основными формами работы являются: коллективная, групповые, индивидуальные.

         Использование игровых технологий, технологий личностно-ориентированнного и дифференцированного обучения, информационно-коммункационных технологий способствует  формированию основных компетенций учащихся, развитию их познавательной активности.

Цели обучения английскому языку

      Изучение иностранного языка в целом и английского в частности в основной школе

направлено на достижение следующих целей:

развитие иноязычной коммуникативной компетенции в совокупности ее составляющих – речевой, языковой, социокультурной, компенсаторной, учебно-познавательной:

речевая компетенция – развитие коммуникативных умений в четырех основных видах речевой деятельности (говорении, аудировании, чтении, письме);

языковая компетенция – овладение новыми языковыми средствами (фонетическими, орфографическими, лексическими, грамматическими) в соответствии c темами, сферами и

ситуациями общения, отобранными для основной школы; освоение знаний о языковых явлениях изучаемого языка, разных способах выражения мысли в родном и изучаемом языке;

социокультурная компетенция – приобщение учащихся к культуре, традициям и реалиям стран/страны изучаемого иностранного языка в рамках тем, сфер и ситуаций общения, отвечающих опыту, интересам, психологическим особенностям учащихся, формирование умения представлять свою страну, ее культуру в условиях иноязычного межкультурного общения;

компенсаторная компетенция – развитие умений выходить из положения в условиях дефицита языковых средств при получении и передаче информации;

учебно-познавательная компетенция – дальнейшее развитие общих и специальных учебных умений; ознакомление с доступными учащимся способами и приемами самостоятельного изучения языков и культур, в том числе с использованием новых информационных технологий;

развитие и воспитание у школьников понимания важности изучения иностранного языка в современном мире и потребности пользоваться им как средством общения, познания, самореализации и социальной адаптации; воспитание качеств гражданина, патриота;

развитие национального самосознания, стремления к взаимопониманию между людьми

разных сообществ, толерантного отношения к проявлениям иной культуры.

Требование к результатам освоения основной образовательной программы основного общего образования

        Стандарт устанавливает требования к результатам обучающихся, освоивших основную образовательную программу основного общего образования:

• Личностным, включающим  готовность и способность к саморазвитию  и личностному самоопределению, сформированность  мотивации к обучению и целенаправленной познавательной деятельности, системы значимых социальных и межличностных отношений, ценностно-смысловых установок, отражающих личностные и гражданские позиции в деятельности, социальные компетенции, правосознание,  способность ставить цели и строить жизненные планы,  способность к осознанию российской идентичности в   поликультурном социуме;
• Метапредметным, включающим освоенные  межпредметные понятия и универсальные учебные действия (регулятивные, познавательные, коммуникативные), способность их использования в учебной, познавательной и социальной    практике; самостоятельность планирования и осуществления учебной деятельности и организации учебного сотрудничества с педагогами и сверстниками, построение индивидуальной образовательной траектории;
• Предметным, включающим освоенный обучающимися в ходе изучения учебного предмета умения, специфические для данной предметной области, виды деятельности по получению нового знания в рамках учебного предмета, его преобразованию и применению в  учебных, учебно-проектных и социально-проектных ситуациях,
•  формирование научного типа мышления, научных представлений о ключевых теориях, типах и видах отношений, владение научной терминологией, ключевыми понятиями, методами и приёмами.

Общеучебные умения, навыки и способы деятельности

        Программа предусматривает формирование у учащихся общеучебных умений и навыков, универсальных способов деятельности и ключевых компетенций в следующих направлениях: использование учебных умений, связанных со способами организации учебной деятельности, доступных учащимся 5 классов и способствующих самостоятельному изучению английского языка и культуры стран изучаемого языка; а также развитие специальных учебных умений, таких как нахождение ключевых слов при работе с текстом, их семантизация на основе языковой догадки, словообразовательный анализ, выборочное использование перевода; умение пользоваться двуязычными словарями; участвовать в проектной деятельности межпредметного характера.

Основное содержание программы

Предметное содержание речи.

       1.    Взаимоотношения в семье, с друзьями. Внешность. Досуг и увлечения (Праздники). Покупки. Переписка.  

       2.    Школа и школьная жизнь, изучаемые предметы и отношение к ним.

       3.    Родная страна и страна/страны изучаемого языка. Их географическое положение,  климат, погода, столицы, их достопримечательности.

РЕЧЕВЫЕ  УМЕНИЯ

Чтение

        Вся первая четверть посвящена обучению технике чтения: установление  графемно-морфемных соответствий (буква-звук), формирование базовых  орфографических навыков на основе фонетических.  В дальнейшем чтение используется как средство формирования всего комплекса языковых (лексических, грамматических, фонетических) и смежных речевых (аудитивных, письменных и устных монологических и диалогических) навыков и умений.

          Обучение чтению проходит поэтапно: разные типы слоги в изолированных словах – словосочетания – простые предложения – мини-тексты.

        В третьей и четвертой четвертях чтение выступает не только как средство обучения, но и как самостоятельный вид деятельности и предусматривает  формирование и развитие навыков ознакомительного, поискового и изучающего чтения, а также таких технологий чтения, как языковой догадки, выделение существенных и второстепенных моментов, работа со словарем.

        Чтение с текста осуществляется на несложных аутентичных материалах с ориентацией на предметное содержание, выделяемое в 5 классе, включающих факты, отражающие особенности быта, жизни, культуры стран изучаемого языка.

Объем текстов с пониманием основного содержания – 100-150 слов.

Объем текстов с полным пониманием текста  до 100 слов.

       Чтение с выборочным пониманием нужной или интересующей информации предполагает умение просмотреть текст или несколько коротких текстов и выбрать информацию, которая необходима или представляет интерес для учащихся.

Письменная речь

        Современные тенденции  развития коммуникационных  технологий  предъявляют новые требования  к формированию и развитию навыков письменной речи.

        В первый год обучения формируются базовые графические и орфографические навыки. Элементарные форма записи:

• подстановка пропущенных слов и словосочетаний;
• выделение ключевой информации;
• списывание и выписывание ключевой информации и т.д.

        Овладение письменной речью предусматривает развитие следующих умений:

Заполнение анкеты (указывать имя, фамилию, пол, возраст, адрес);  

Оформление почтового конверта   (писать адрес, поздравление).

Аудирование

        В первой четверти аудирование используется в качестве средства формирования базовых фонетических навыков.    

        В дальнейшем владение умениями воспринимать на слух иноязычный текст  предусматривает понимание несложных текстов с разной глубиной проникновения в их содержание (с пониманием основного содержания, с выборочным пониманием и полным пониманием текста) в зависимости от коммуникативной задачи и функционального типа текста.

       При этом предусматривается развитие умений:

       ♦      выделять основную мысль в воспринимаемом на слух тексте;

       ♦      выбирать главные факты, опуская второстепенные;

       ♦      выборочно понимать необходимую информацию в сообщениях прагматического характера с опорой на языковую догадку, контекст.

               Содержание текстов  соответствует возрастным особенностям и интересам

учащихся 5 классов, имеет образовательную и воспитательную ценность.

         Время звучания текстов для аудирования – до 1минуты.

Говорение

Диалогическая речь.

         В 5  классе формируются такие речевые  умения, как умения вести диалог этикетного характера, диалог-расспрос, диалог-побуждение к действию.

       Обучение ведению диалогов этикетного характера включает такие речевые умения

как:

       ♦     начать, поддержать и закончить разговор;

       ♦     поздравить, выразить пожелания и отреагировать на них; выразить благодарность;

       ♦     вежливо переспросить, выразить согласие /отказ.

       Объем диалогов – до 3 реплик со стороны каждого учащегося.

       При обучении ведению диалога-расспроса отрабатываются речевые умения запрашивать и сообщать фактическую информацию (Кто? Что? Как? Где? Куда? Когда? С кем? Почему?), переходя с позиции спрашивающего на позицию отвечающего. Объем  диалогов до 3-х реплик со стороны каждого учащегося.

Монологическая речь.

        Развитие монологической речи в 5 классе предусматривает овладение следующими умениями:

• кратко высказываться о фактах и событиях, используя такие коммуникативные типы речи как описание, повествование и сообщение,
• передавать содержание, основную мысль прочитанного с опорой на текст;
• делать сообщение в связи с прочитанным/прослушанным текстом.

Объем монологического высказывания – до 5-7 фраз.

Социокультурные знания и умения

        Учащиеся знакомятся с отдельными социокультурными элементами речевого поведенческого этикета в англоязычной среде в условиях проигрывания ситуаций общения «В семье», «В школе», «Проведение досуга». Использование английского языка как средства социокультурного развития школьников на данном этапе включает знакомством с:                                                                

• фамилиями и именами выдающихся людей в странах изучаемого языка;
• оригинальными или адаптированными материалами детской поэзии и прозы;
• иноязычными сказками и легендами, рассказами;
• с государственной символикой (флагом и его цветовой символикой, столицами страны/ стран изучаемого языка);
• с традициями проведения праздников Рождества, Нового года, Пасхи и т.д. в странах изучаемого языка;
• словами английского языка, вошедшими во многие языки мира, (в том числе и в русский) и русскими словами, вошедшими в лексикон английского языка.

Предусматривается овладение умениями:

• писать свое имя и фамилию, а также имена и фамилии своих родственников и друзей на английском языке;
• правильно оформлять адрес на английском языке.

ЯЗЫКОВЫЕ ЗНАНИЯ И НАВЫКИ

Графика и орфография

         Знание правил чтения и написания новых слов, отобранных для данного этапа обучения и навыки их применения в рамках изучаемого лексико-грамматического материала.

Фонетическая сторона речи

           Навыки адекватного произношения и различения на слух всех звуков английского языка; соблюдение правильного ударения в словах и фразах. Членение предложений на смысловые группы. Соблюдение правильной интонации в различных типах предложений.

Лексическая сторона речи

             Формирование объема продуктивного и рецептивного лексического минимума за счет лексических средств, обслуживающих новые темы, проблемы и ситуации общения. включающих устойчивые словосочетания, оценочную лексику, реплики-клише речевого этикета, отражающие культуру стран изучаемого языка (300 лексических единиц).

        Развитие навыков их распознавания и употребления в речи.

Знание основных способов словообразования:

                    а) аффиксации:

• числительные с суффиксами –teen (nineteen), -ty (sixty), -th (fifth)
• - ing (swimming, reading)

            б) словосложения: существительное + существительное (football)

           в) конверсии (образование существительных от неопределенной формы глагола – to change –  change).

        Распознавание и использование интернациональных слов (doctor).

Грамматическая сторона речи

            Знание признаков и навыки распознавания и употребления в речи

• предложений с начальным It и с начальным There + to be ( It’s cold. It’s five o’clock. It’s interesting. There are a lot of trees in the park);
• сложносочиненных предложений с сочинительными союзами and, but, or; сложноподчиненных предложений с союзами и союзными словами  because, than;
• различных типов вопросительных предложений (общий, специальный, альтернативный, разделительный вопросы в Present  Simple, Present Continuous,
• оборота to be going для описания событий в будущем времени;
• побудительных предложений в утвердительной (Be careful!) и отрицательной (Don’t worry.) форме.
• знание признаков и навыки распознавания и употребления модальных глаголов can, must;
• определенного, неопределенного и нулевого артиклей;

• неисчисляемых и исчисляемых существительных (a flower, snow) существительных в функции прилагательного (art gallery), притяжательного падежа имен существительных,
• степеней сравнения прилагательных, в том числе, образованных не по правилу ( good-better- the best);
• личных  местоимения в именительном (my) и объектном (me) падежах,
• наречий, оканчивающиеся на –ly (early), а  также совпадающих по форме с прилагательными (fast, high);
• количественных числительных свыше 100; порядковых числительных свыше 20.

Требования к уровню подготовки учащихся 5 класса

      В результате изучения английского языка ученик 5 класса должен

      Знать/понимать:

• основные значения изученных лексических единиц (слов, словосочетаний); основные способы словообразования (аффиксация, словосложение, конверсия);
• особенности структуры простых и сложных предложений;
• интонацию различных коммуникативных типов предложений;
• признаки изученных грамматических явлений (видо-временных форм глаголов, модальных глаголов и их эквивалентов, артиклей, существительных, степеней сравнения прилагательных и наречий, местоимений, числительных, предлогов);
• основные нормы речевого этикета (реплики-клише, наиболее распространенная оценочная лексика), принятые в стране изучаемого языка;

      Уметь:

говорение

• рассказывать о себе, своей семье, друзьях, своих интересах и планах на будущее, сообщать краткие сведения о своем городе/селе, о своей стране и стране изучаемого языка;
• делать краткие сообщения, описывать события/явления (в рамках пройденных тем), передавать основное содержание, основную мысль прочитанного или услышанного.

аудирование

• понимать основное содержание кратких, несложных аутентичных прагматических текстов и выделять для себя значимую информацию;
• понимать основное содержание несложных аутентичных текстов, относящихся к разным коммуникативным типам речи (сообщение/рассказ), уметь определить тему текста, выделить главные факты в тексте, опуская второстепенные.

чтение

• читать аутентичные с пониманием основного содержания (определять тему, выделять основную мысль, выделять главные факты, устанавливать логическую последовательность основных фактов текста);
• читать несложные аутентичные тексты разных жанров с полным и точным пониманием,
• читать текст с выборочным пониманием нужной или интересующей информации;

письменная речь

• заполнять анкеты и формуляры;
• писать поздравления, личные письма с опорой на образец.

       Использовать приобретенные знания и умения в практической деятельности и повседневной жизни для:

• создания целостной картины полиязычного, поликультурного мира,
• осознания места и роли родного и изучаемого иностранного языка в этом мире;
• приобщения к ценностям мировой культуры как через иноязычные источники информации, в том числе мультимедийные,
• ознакомления представителей других стран с культурой своего народа;
• осознания себя гражданином своей страны и мира.

     Информационные ресурсы:

      1.Федеральный государственный образовательный стандарт (2004г.)

      2. Примерные программы основного общего образования.

       Иностранный язык. – М.: Просвещение, 2009. – (Серия  «Стандарты второго      поколения»).

      3. Ваулина Ю.Е., Эванс В., Дули Дж., Подоляко О.Е.

      УМК «Английский в фокусе» для 5 класса. – М.: Express Publishing: Просвещение, 2008.

      4.«Иностранные языки в школе», № 1-8, 2004-2007, 2008-2009гг.

      5.«Английский язык» приложение к газете «1 сентября».

      6.«SpeakОut» - журнал для изучающих английский язык.

     http://www.1september.ru/

http://www.englishteachers.ru/

http://www.homeenglish.ru/

1. This animal is quick. It can climb trees. It likes bananas and other fruit.
2. This animal is very tall. It's yellow and brown. It has got a long neck and long legs. It eats grass and leaves.
3. It's the King of animals. It's big. It's yellow and brown. It eats meat.
4. This animal is long. It hasn't got any legs.
5. This animal is big. It has got black and yellow stripes. It eats meat.
6. This animal has got long ears and a short tail. It can be wild or domestic. Some people keep it as a pet.
7. This animal is small. It's green or brown. It lives in or near the water. It can jump well.
8. This animal is big. It lives in rivers in hot countries. It's got a long body, a long tail and short legs. It eats meat or fish.
9. This animal isn't big. It's red. It eats mice and other small animals. It can steal a chicken from a farm.
10. This animal is big. It's brown. It eats meat and fish, but it likes berries and honey, too.
11. This animal is grey. It lives in the forest. It looks like a dog.
12. This animal is very big. It's grey. It lives in hot countries. It has got big ears and a long nose.
13. This animal has got black and white stripes. It runs fast. It eats grass.
14. 

. Речевая зарядка.
Answer the questions:
1. What’s your mother’s name?
2. What’s your father’s name?
3. Is your family big or small?

б) Я прочитаю вам стихотворение, а вы должны всех членов семьи, которых я назову, произнести по- английски.

Расскажу–ка вам, друзья,
Как живет моя семья.
Шьёт роскошные наряды
Нам с сестренкой мама, mother.
Вышивает тетя, aunt.
У неё большой талант.
Служит в самом главном банке
Наш любимый дядя, uncle.
Каждый день после работы
Он гуляет с дочкой, daughter.
Варит вкусное варенье
На зиму бабуля, granny.
Весь вареньем перемазан
Мой двоюродный брат, cousin.
Есть ещё щенок пушистый
У моей сестрёнки, sister.
Со щенком гулять по саду
Ходит старший брат мой, brother.
Если что-то сделать надо,
Обращаюсь к папе, father.
Папа мастер хоть куда,
Мне готов помочь всегда
Он научит сына, son.
Чтоб умел все делать сам.

The present day English vocabulary is from being homogeneous.

Borrowing – 1) (process) resorting to the word-stock of other languages for words to express new concepts, to further differentiate the existing concepts and to name new objects, etc.; 2) (result) a loan word, borrowed word – a word taken over from another language and modified in phonemic shape, spelling, paradigm or meaning according to the standards of the English language. – See Assimilation, Source of borrowing, Origin of borrowing. The following types of borrowings can be distinguished:

• - loan words proper – words borrowed from another language and assimilated to this or that extent;
• - loan translation – 1) (process) borrowing by means of literally translating words (usu. one part after another) or word combinations, by modelling words after foreign patterns; 2) (result) translation loans (calques) – words and expressions formed from the material already existing in the English language but according to patterns taken from another language by way of literal word-for-word or morpheme-for-morpheme translation: e.g. chain smoker::Germ Kettenraucher; goes without saying::Fr. va sans dire; summit conference:: Germ. Gipfel Konferenz, Fr. conférence au sommet;
• - semantic borrowings/loans – the term is used to denote the development in an English word of a new meaning due to the influence of a related word in another language (e.g. policy).

CLASSIFICATION OF BORROWINGS ACCORDING TO THE BORROWED ASPECT

There are the following groups: phonetic borrowings, translation loans, semantic borrowings, and morphemic borrowings.

Phonetic borrowings are most characteristic in all languages; they are called loan words proper. Words are borrowed with their spelling, pronunciation and meaning.  Then they undergo assimilation, each sound in the borrowed word is substituted by the corresponding sound of the borrowing language. In some cases the spelling is changed. The structure of the word can also be changed. The position of the stress is very often influenced by the phonetic system of the borrowing language. The paradigm of the word, and sometimes the meaning of the borrowed word are also changed. Such words as: labour, travel, table, chair, people are phonetic borrowings from French; apparatchik, nomenklatura, sputnik are phonetic borrowings from Russian; bank, soprano, duet are phonetic borrowings from Italian etc.

Translation loans are word-for-word (or morpheme-for-morpheme) translations of some foreign words or expressions. In such cases the notion is borrowed from a foreign language but it is expressed by native lexical units, «to take the bull by the horns» (Latin), «fair sex» (French), «living space» (German) etc. Some translation loans appeared in English from Latin already in the Old English period, e.g. Sunday (solis dies). There are translation loans from the languages of Indians, such as: «pipe of peace», «pale-faced», from German «masterpiece», «homesickness», «superman».

Semantic borrowings are such units when a new meaning of the unit existing in the language is borrowed. It can happen when we have two relative languages which have common words with different meanings, e.g. there are semantic borrowings between Scandinavian and English, such as the meaning «to live» for the word «to dwell’ which in Old English had the meaning «to wander». Or else the meaning «дар», «подарок» for the word «gift» which in Old English had the meaning «выкуп за жену».

Semantic borrowing can appear when an English word was borrowed into some other language, developed there a new meaning and this new meaning was borrowed back into English, e.g. «brigade» was borrowed into Russian and formed the meaning «a working collective«,»бригада». This meaning was borrowed back into English as a Russian borrowing. The same is true of the English word «pioneer».

Morphemic borrowings are borrowings of affixes which occur in the language when many words with identical affixes are borrowed from one language into another, so that the morphemic structure of borrowed words becomes familiar to the people speaking the borrowing language, e.g. we can find a lot of Romanic affixes in the English word-building system, that is why there are a lot of words - hybrids in English where different morphemes have different origin, e.g. «goddess»,  «beautiful» etc.

CLASSIFICATION OF BORROWINGS ACCORDING TO THE DEGREE OF ASSIMILATION

The degree of assimilation of borrowings depends on the following factors: a) from what group of languages the word was borrowed, if the word belongs to the same group of languages to which the borrowing language belongs it is assimilated easier, b) in what way the word is borrowed: orally or in the written form, words borrowed orally are assimilated quicker, c) how often the borrowing is used in the language, the greater the frequency of its usage, the quicker it is assimilated, d) how long the word lives in the language, the longer it lives, the more assimilated it is.

Accordingly borrowings are subdivided into: completely assimilated, partly assimilated and non-assimilated (barbarisms).

Completely assimilated borrowings are not felt as foreign words in the language, if the French word «sport» and the native word «start». Completely assimilated verbs belong to regular verbs, e.g. correct -corrected. Completely assimilated nouns form their plural by means of s-inflexion, e.g. gate- gates. In completely assimilated French words the stress has been shifted from the last syllable to the last but one.

Semantic assimilation of borrowed words depends on the words existing in the borrowing language, as a rule, a borrowed word does not bring all its meanings into the borrowing language, if it is polysemantic, e.g. the Russian borrowing «sputnik» is used in English only in one of its meanings.

Partly assimilated borrowings are subdivided into the following groups: a) borrowings non-assimilated semantically, because they denote objects and notions peculiar to the country from the language of which they were borrowed, e.g. sari, sombrero, taiga, kvass etc.

b) Borrowings non-assimilated grammatically, e.g. nouns borrowed from Latin and Greek retain their plural forms (bacillus - bacilli, phenomenon - phenomena, datum -data, and genius - genii etc.

c) Borrowings non-assimilated phonetically. Here belong words with the initial sounds /v/ and /z/, e.g. voice, zero. In native words these voiced consonants are used only in the intervocal position as allophones of sounds /f/ and /s/ (loss - lose, life - live ). Some Scandinavian borrowings have consonants and combinations of consonants which were not palatalized, e.g. /sk/ in the words: sky, skate, ski etc (in native words we have the palatalized sounds denoted by the digraph «sh», e.g. shirt); sounds /k/ and /g/ before front vowels are not palatalized e.g. girl, get, give, kid, kill, kettle. In native words we have palatalization , e.g.  German, child.

Some French borrowings have retained their stress on the last syllable, e.g. police, and cartoon.  Some French borrowings retain special combinations of sounds, e.g. /a:3/ in the words : camouflage, bourgeois, some of them retain the combination of sounds /wa:/ in the words: memoir, boulevard.

d) borrowings can be partly assimilated graphically, e.g. in Greak borrowings «y» can be spelled in the middle of the word (symbol, synonym), «ph» denotes the sound /f/ (phoneme, morpheme), «ch» denotes the sound /k/(chemistry, chaos),«ps» denotes the sound /s/ (psychology).

Latin borrowings retain their polisyllabic structure, have double consonants, as a rule, the final consonant of the prefix is assimilated with the initial consonant of the stem, (accompany, affirmative).

French borrowings which came into English after 1650 retain their spelling, e.g. consonants «p», «t», «s» are not pronounced at the end of the word (buffet, coup, debris), Specifically French combination of letters «eau» /ou/ can be found in the borrowings: beau, chateau, troussaeu.  Some of digraphs retain their French pronunciation: ‘ch’ is pronounced as /sh/, e.g. chic, parachute, ‘qu’ is pronounced as /k/ e.g. bouquet, «ou» is pronounced as /u:/, e.g. rouge; some letters retain their French pronunciation, e.g. «i» is pronounced as /i:/, e,g, chic, machine; «g» is pronounced as /3/, e.g. rouge.

Modern German borrowings also have some peculiarities in their spelling: common nouns are spelled with a capital letter e.g. Autobahn, Lebensraum; some vowels and digraphs retain their German pronunciation, e.g. «a» is pronounced as /a:/ (Dictat), «u» is pronounced as /u:/ (Kuchen), «au» is pronounced as /au/ (Hausfrau), «ei» is pronounced as /ai/ (Reich); some consonants are also pronounced in the German way, e.g. «s» before a vowel is pronounced as /z/ (Sitskrieg), «v» is pronounced as /f/ (Volkswagen), «w» is pronounced as /v/ , «ch» is pronounced as /h/ (Kuchen).

Non-assimilated borrowings (barbarisms) are borrowings which are used by Englishmen rather seldom and are non-assimilated, e.g. addio (Italian), tete-a-tete (French), dolce vita (Italian), duende (Spanish), an homme a femme (French), gonzo (Italian) etc.

CLASSIFICATION OF BORROWINGS ACCORDING TO THE LANGUAGE FROM WHICH THEY WERE BORROWED ROMANIC BORROWINGS.

Latin borrowings.

Among words of Romanic origin borrowed from Latin during the period when the British Isles were a part of the Roman Empire, there are such words as: street, port, wall etc. Many Latin and Greek words came into English during the Adoption of Christianity in the 6-th century. At this time the Latin alphabet was borrowed which ousted the Runic alphabet. These borrowings are usually called classical borrowings.  Here belong Latin words: alter, cross, dean, and Greek words: church, angel, devil, anthem.

Latin and Greek borrowings appeared in English during the Middle English period due to the Great Revival of Learning. These are mostly scientific words because Latin was the language of science at the time. These words were not used as frequently as the words of the Old English period, therefore some of them were partly assimilated grammatically, e.g. formula - formulae. Here also belong such words as: memorandum, minimum, maximum, veto etc.

Classical borrowings continue to appear in Modern English as well. Mostly they are words formed with the help of Latin and Greek morphemes. There are quite a lot of them in medicine (appendicitis, aspirin), in chemistry (acid, valency, alkali), in technique (engine, antenna, biplane, airdrome), in politics (socialism, militarism), names of sciences (zoology, physics). In philology most of terms are of Greek origin (homonym, archaism, lexicography).

French borrowings
The influence of French on the English spelling.

The largest group of borrowings are French borrowings. Most of them came into English during the Norman Conquest. French influenced not only the vocabulary of English but also it’s spelling, because French scribes wrote documents as the local population was mainly illiterate, and the ruling class was French. Runic letters remaining in English after the Latin alphabet was borrowed were substituted by Latin letters and combinations of letters, e.g. «v» was introduced for the voiced consonant /v/ instead of «f» in the intervocal position /lufian - love/, the digraph «ch» was introduced to denote the sound /ch/ instead of the letter «c» / chest/ before front vowels where it had been palatalized, the digraph «sh» was introduced instead of the combination «sc» to denote the sound /sh/ /ship/, the digraph «th» was introduced instead of the Runic letters  «0» and «   »  /this, thing/, the letter «y» was introduced instead of the Runic letter «3» to denote the sound /j/ /yet/,  the digraph «qu» substituted the combination «cw» to denote the combination of sounds /kw/ /queen/, the digraph «ou» was introduced to denote the sound /u:/ /house/ (The sound /u:/ was later on diphthongized and is pronounced /au/ in native words and fully assimilated borrowings). As it was difficult for French scribes to copy English texts they substituted the letter «u» before «v», «m», «n» and the digraph «th» by the letter «o» to escape the combination of many vertical lines /«sunu» - «son», luvu» - «love»/.

Borrowing of French words.

There are the following semantic groups of French borrowings:

• a) words relating to government : administer, empire, state, government;
• b) words relating to military affairs: army, war, banner, soldier, battle;
• c) words relating to jury: advocate, petition, inquest, sentence, barrister;
• d) words relating to fashion: luxury, coat, collar, lace, pleat, embroidery;
• e) words relating to jewelry: topaz, emerald, ruby, pearl ;
• f) words relating to food and cooking: lunch, dinner, appetite, to roast, to stew.

Words were borrowed from French into English after 1650, mainly through French literature, but they were not as numerous and many of them are not completely assimilated. There are the following semantic groups of these borrowings:

• a) words relating to literature and music: belle-lettres, conservatorie, brochure, nuance, piruette, vaudeville;
• b) words relating to military affairs: corps, echelon, fuselage, manouvre;
• c) words relating to buildings and furniture: entresol, chateau, bureau;
• d) words relating to food and cooking: ragout, cuisine.

Italian borrowings.

Cultural and trade relations between Italy and England brought many Italian words into English. The earliest Italian borrowing came into English in the 14-th century, it was the word «bank» /from the Italian «banko» - «bench»/. Italian moneylenders and moneychangers sat in the streets on benches. When they suffered losses they turned over their benches, it was called «banco rotta» from which the English word «bankrupt» originated. In the 17-th century some geological terms were borrowed: volcano, granite, bronze, lava. At the same time some political terms were borrowed: manifesto, bulletin.

But mostly Italian is famous by its influence in music and in all Indo-European languages musical terms were borrowed from Italian: alto, baritone, basso, tenor, falsetto, solo, duet, trio, quartet, quintet, opera, operetta, libretto, piano, violin.

Among the 20-th century Italian borrowings we can mention: gazette, incognito, altostrati, fiasco, fascist, dilettante, grotesque, graffitto etc.

Spanish borrowings.

Spanish borrowings came into English mainly through its American variant. There are the following semantic groups of them:

• a) trade terms: cargo, embargo;
• b) names of dances and musical instruments: tango, rumba, habanera, guitar;
• c) names of vegetables and fruit: tomato, potato, tobacco, cocoa, banana, ananas, apricot etc.

( Продолжение. Окончание на следующей странице )

328 Study Questions: Baugh Chapter Seven: "Middle English "

2. The notion of opposition.

Opposition - is any relation b\w 2 grammatical forms differing in meaning & in signs. (smth is oppose to smth).

Bloch: The opposition may be defined as a generalized correlation of lingual forms by means of which a certain function is expressed. The correlated elements (members) of the opposition must possess two types of features: common features and differential -features. Common features serve as the basis of contrast, while differential features immediately express the function in question.

The oppositional theory was originally formulated as a phonological theory. Three main qualitative types of oppositions were established in phonology: "privative", "gradual", and "equipollent". By the number of members contrasted, oppositions were divided into binary (two members) and more than binary (ternary, quaternary, etc.).

1. The most important type of opposition is the binary privative opposition; the other types of oppositions are reducible, to the binary privative opposition.     The binary privative opposition is formed by a contrastive pair of members in which one member is characterized by the presence of a certain differential feature (mark), while the other member is characterized by the absence of this feature. The member in which the feature is present is called the "marked'', or "strong", or "positive" member, &  is commonly designated by the symbol + (plus); the member I in which the feature is absent is called the "unmarked[ or "weak", or "negative" member, & is commonly designated by the symbol - (minus);

E.g.,  (in phonology) the voiced and devoiced consonants form a privative opposition (b, d, g ~ p, t, k). The differential feature of the opposition is "voice". This feature is present in the voiced consonants, so their set forms the marked member of the opposition. The devoiced consonants, lacking the feature, form the unmarked member of the opposition (non-voiced).

In morphology: work - worked

In the privative morphological opposition  following types are distinguished

2. The Gradual opposition is formed by members which are distinguished not by the presence or absence of a feature, but by7 the degree of it.

E.g., the front vowels || i: - i - e -  ?| form a quaternary Gradual opposition, since they are differentiated by the degree of their openness.

E.g. of morph: the category of comparison: strong - er - est.

3. Equipollent op.- is formed by a contrastive pair or group in which the members are distinguished by diff. positive features.

e.g. the phonemes [m, b], both bilabial consonants, form an  Equipollent op., [m] - being sonorous nasalized, [ b] being plosive.

Equipollent op. in morph. are mostly confined to formal relations only. E.g. the person forms of the verb "be"- am-are-is.

4. Neutralization of the opp.

In various contextual conditions, one member of an opposition can be used in the position of the other, counter-member. This phenomenon is called "oppositional reduction" or "neut"..

e.g. Tomorrow the train comes at 10 o'clock.

The verb in this sentence takes form of the present, while its meaning in the context is the future. It means that the opposition "present - future" has been reduced, the weak member (present) replacing the strong one (future).

5. Analysis: There are 3 tenses in En. The structural approach let us view the 4 groups of finite forms as an opp. Simple : Complex. Since the simple tenses are basically the inflected Inf-s, the opp. S: C of the finite forms can be related to the opp. Infinitive: Participle of the non-finite forms. Here the notional approach to he finite forms helps. Another known name for the Simple Tenses is the Indefinite tenses & definite for the Complex Tenses. So, the Indefinite:Definite opp. parallels the Simple:Complex opposition, so it may as well be attribuyed to the opp. of non-finite forms Infinitive:Participle.

Or - the binary aspectual oppos. (cont - noncont), op. of perfect - nonperf, of mood: indicative, subjunctive, imperative; voice: active - non.

Noun opposition; sg-pl, common case - possessive.

4. The problem of parts of speech in Modern English. Diagnostic criteria for parts of speech (logical-semantic, morphological, functional).

The distinction between language and speech, which was first introduced by F. de Saussure in his book on general linguistics, has since become one of the cornestones of modern linguistics:

Language         =Speech activity: - lang. proper (existance)

  (hist. development)         (right now)      - speech proper (use of signs).

Language (L)- is the system (phonetical, lexical and grammatical) of means of expression, while speech (S)- should be understood as the manifestation fo the system of language in process of intercourse.

Language - its constituents: 1) language proper (the system of signs)   2)speech proper (the use of signs)

Lang. units are called eme-units (phoneme (is differential), lexeme (is significative), morpheme (is nominative)). Eme-unites denote the generalized invariant units of L.

Speech units are called allo-units (allophone, allomorphe, allolex).

Speech activity: - language (sentece)       - speech (utterunce).

The problem of parts of speech is one of that causes great controversies both in general linguistic theory and in the analysis of separate languages. The term “part of speech”, though firmly established, is not a very happy one. In fact “parts of speech” are not the units of speech. They are units of lang. proper & used in a sen-ce as a communicative units. So they are lexical, gr. Classes united by the meaning, form & function. The problem of parts of speech is connected with the ? about their number & criteria of their classification.

Some linguists have worked out 3 principles of signing out of grammatical classes: logical-semantic, morphological, functional.

Иванова, Блох, Ильиш - they first speak of units of words.

1) The semantic criteroin presupposes the evaluation of the generalized meaning, which is characteristic of all the subsets of words constituting a given part of speech. This meaning is understood as the "categorial meaning of the part of speech".

2) The formal (morphological) criterion provides for the exposition of the spesific inflexional and derivational (word-building) features of all the lexemic subsets of a part of speech.

3) The functional criterion concerns the syntactic role of words in the sentence typical of a part of speech.

The said 3 factors fo categorial characterization of words are conventionally reffered to as, respectively,

- meaning (the meaning common, general to all the words of a given class);

- form (the morphological characteristics of a type of word);

- function (by the function they understand: a) the ability of words to perform a defenite function on the sentence level; b) the ability of a word of being combined with other words; every part of speech is characterized by its own combinability; c) the ability of a word to create a new word (happy - happiness).

The problem of parts of speech is one that causes great controversies both in general linguistic theory and in the analysis of separate languages. The term "part of speech", though firmly established, is not a very happy one. What is meant by a "part of speech" is a type of word differing from other types in some grammatical point or points. In other words: "parts of speech" are the traditional grammatical classes of words.                                       Notional parts of speech

Words on the grammatical level are divided into notional & functional (fprmal) parts of speech which reflects their division in the earlier gr.tradition into changeable and unchangeable. To the notional parts of speech of English belong the noun, the adjective, the numeral, the pronoun, verb, the adverb.

The features of the noun within the identificational triad "meaning - form - function" are the following: 1) the categorial meaning of substance ("Thingness") Thus, noun include not only Table, chair, but also Beauty, peace..., & everything else presented as a thing, or object 2) the changeable forms of number (sg & pl, though some nouns may lack either a sg or a pl form) and case (common & genitive) ; the specific forms of derivation (prefixes in English do not discriminate parts of speech as such); 3) the substantive functions in the sentence (subject, object, substantival predicative). The noun can be combined with other part of speech (preceding adj - large room, following adj -times immemorial; iron bar, son's room; child play, play games; adverb - the man there, the then president, with prepositions, articles).

The features of the adjective: 1) the categorial meanings of  property (qualitative and relative); 2) the forms of the degrees of comparison (for qualitative adjectives); the specific suffixal forms of derivation; 3) adjectival functions in the sentence (attribute to a noun, adjectival predicative)..

The features of the verb: 1) the categorical meaning of process (presented in the two upper series of forms, respectively, as finite process and non-finite process); 2) the forms of the verbal categories of person, number, tense, aspect, voice, mood; the opposition of the finite and non-finite forms; 3) the function of the finite predicate for the finite verb; |'the mixed verbal-other than verbal functions for the non-finite verb.

 We have surveyed the identifying properties of the notional parts of speech that unite the words of complete nominative meaning characterized by self-dependent functions in the sen-ce.

5. 4. The problem of parts of speech in Modern English. Diagnostic criteria for parts of speech (logical-semantic, morphological, functional).

The distinction between language and speech, which was first introduced by F. de Saussure in his book on general linguistics, has since become one of the cornestones of modern linguistics:

Language         =Speech activity: - lang. proper (existance)

  (hist. development)         (right now)      - speech proper (use of signs).

Language (L)- is the system (phonetical, lexical and grammatical) of means of expression, while speech (S)- should be understood as the manifestation fo the system of language in process of intercourse.

Language - its constituents: 1) language proper (the system of signs)   2)speech proper (the use of signs)

Lang. units are called eme-units (phoneme (is differential), lexeme (is significative), morpheme (is nominative)). Eme-unites denote the generalized invariant units of L.

Speech units are called allo-units (allophone, allomorphe, allolex).

Speech activity: - language (sentece)       - speech (utterunce).

The problem of parts of speech is one of that causes great controversies both in general linguistic theory and in the analysis of separate languages. The term “part of speech”, though firmly established, is not a very happy one. In fact “parts of speech” are not the units of speech. They are units of lang. proper & used in a sen-ce as a communicative units. So they are lexical, gr. Classes united by the meaning, form & function. The problem of parts of speech is connected with the ? about their number & criteria of their classification.

Some linguists have worked out 3 principles of signing out of grammatical classes: logical-semantic, morphological, functional.

Иванова, Блох, Ильиш - they first speak of units of words.

1) The semantic criteroin presupposes the evaluation of the generalized meaning, which is characteristic of all the subsets of words constituting a given part of speech. This meaning is understood as the "categorial meaning of the part of speech".

2) The formal (morphological) criterion provides for the exposition of the spesific inflexional and derivational (word-building) features of all the lexemic subsets of a part of speech.

3) The functional criterion concerns the syntactic role of words in the sentence typical of a part of speech.

The said 3 factors fo categorial characterization of words are conventionally reffered to as, respectively,

- meaning (the meaning common, general to all the words of a given class);

- form (the morphological characteristics of a type of word);

- function (by the function they understand: a) the ability of words to perform a defenite function on the sentence level; b) the ability of a word of being combined with other words; every part of speech is characterized by its own combinability; c) the ability of a word to create a new word (happy - happiness).

The problem of parts of speech is one that causes great controversies both in general linguistic theory and in the analysis of separate languages. The term "part of speech", though firmly established, is not a very happy one. What is meant by a "part of speech" is a type of word differing from other types in some grammatical point or points. In other words: "parts of speech" are the traditional grammatical classes of words.                                       Notional parts of speech

Words on the grammatical level are divided into notional & functional (fprmal) parts of speech which reflects their division in the earlier gr.tradition into changeable and unchangeable. To the notional parts of speech of English belong the noun, the adjective, the numeral, the pronoun, verb, the adverb.

The features of the noun within the identificational triad "meaning - form - function" are the following: 1) the categorial meaning of substance ("Thingness") Thus, noun include not only Table, chair, but also Beauty, peace..., & everything else presented as a thing, or object 2) the changeable forms of number (sg & pl, though some nouns may lack either a sg or a pl form) and case (common & genitive) ; the specific forms of derivation (prefixes in English do not discriminate parts of speech as such); 3) the substantive functions in the sentence (subject, object, substantival predicative). The noun can be combined with other part of speech (preceding adj - large room, following adj -times immemorial; iron bar, son's room; child play, play games; adverb - the man there, the then president, with prepositions, articles).

The features of the adjective: 1) the categorial meanings of  property (qualitative and relative); 2) the forms of the degrees of comparison (for qualitative adjectives); the specific suffixal forms of derivation; 3) adjectival functions in the sentence (attribute to a noun, adjectival predicative)..

The features of the verb: 1) the categorical meaning of process (presented in the two upper series of forms, respectively, as finite process and non-finite process); 2) the forms of the verbal categories of person, number, tense, aspect, voice, mood; the opposition of the finite and non-finite forms; 3) the function of the finite predicate for the finite verb; |'the mixed verbal-other than verbal functions for the non-finite verb.

 We have surveyed the identifying properties of the notional parts of speech that unite the words of complete nominative meaning characterized by self-dependent functions in the sen-ce.

5. Noun as a part of speech.

Noun is a lexical gram-cal class characterized by "meaning - form - function":

 1) the categorial meaning of substance ("Thingness") Thus, noun include not only Table, chair, but also Beauty, peace..., & everything else presented as a thing, or object 2) the changeable forms of number (sg & pl, though some nouns may lack either a sg or a pl form) and case (common & genitive) ; the specific forms of derivation (prefixes in English do not discriminate parts of speech as such); 3) the substantive functions in the sentence (subject, object, substantival predicative). The noun can be combined with other part of speech (preceding adj - large room, following adj -times immemorial; iron bar, son's room; child play, play games; adverb - the man there, the then president, with prepositions, articles).

As a part of speech N is characterized by word-building suffixes -er, -or, -tion, -ment, -ship, -ist, -ism.

There are 3 gr.categories: number, case, gender.

C of n: is universal category (exists an all lang-ges). The gr.meaning of sg.form is ones, pl- more than one. It's expressed by the binary privative opposition: sg, pl.  The strong member is the pl., its' productive formal mark is suffix -(e)s. The non-productive way of expressing № is the correlation of sg &pl suffixes in a boorowed nouns (phenomenon - na). Some E nouns are not marked (sheep), the sg & pl are distinguished by their combinability:#3sheep.

Uncountable N-s don't have the opp. They are refered to as singularia (only sg) & pluralia tantum.

The absolute sg is characteristic of the names of abstract notions (love, peace), the names of the professional activities (maths, linguistics), the names of mass materials (water, snow), collective objects (fruit, furniture).Pl - objects consisting of 2 halves (scissors), diseases, abnormal states (hysterics), collective meaning (clothes, police), collocations with pair, set, group...

The c.of case. There are 2 approaches:

Morphological ap. - was described by classical grammars (Sweet, Jasposan). E has only one inflective case: genitive: common. This idea of 2 cases system was formulated by Smirnitsky, Bloch... In modern presentations in the terms of oppositional approach the category of case is a binary privative opp. with strong & weak members.

Syntactic app.. There are diff.views & theories.

1.The theory of prepositional cases or analytical cases form. The foundation of this theory is a combination of N-s with preposition. Prep-s serve to distinguish diff.relations b\n the substance.

The combination to(for) + N - is recognized as Dative case.

"of"+N=Genetive case, "by"+N - instrumental case. Those combinations N+prepositions are inflexional prepositional grammar.

2. The theory of positional cases is closely connected with the previous one. The foundation is mostly the same. Against the theory of analytical cases  this theory includes word-order. The explanation of  this theory runs as follows: All N-s which appear in the position of the subj. & of a part of a compound nominal predicate are used in nominative case: #She is a student.

2 N-s placed after the verb used in the position of indirect obj. & direct are used in Dat. Or Acc. Case: #The woman is making her son a new coat). Vocative case (звательный):#Tom, come here!

6(+11 + 10). The verb as part of speech & its main characteristic features. The category of mood. The category of voice.

The category of mood is the most controversial category of the verb, it has given rise to many discussions. The only points in the sphere of mood which have not so fer been disputed seem to be these: (a) there is a category of mood in Modem Engl, (b) there are at least 2 moods in Modem Engl verb, one of which is the indicative. Various definitions have been given of the category of mood. One of them (by Academician V. Vinogradov) is: Mood expresses the relation of the action to reality, as stated by the speaker.

The categ of mood expresses the character of connection between the presses demoted by the verb & the actual reality, either presenting the presses as a fact that really happened, happens or will happen, or treating it as an imaginary phenomenon, i. e. the subject of a hypophesis, speculation, desire (Blokh).  The categ of mood expresses the outer interpretation of me action as a whole, namely, the speaker's introduction of it as actual or imaginary.

The moods.

The indicative (ind).

The use of the iind mood shows that the speaker presents the action as real.

The additional remarks.

(1)The mention of the speaker (writer) who represents the action as real is most essential. But there's a possibility of the speaker either being mistaken or else telling a deliberate lie. The point is that grammar (& linguistics as a whole) doesn't deal with the ultimate truth or untruth of a statement with its predicate verb in the indicative mood. This peculiarity of the categ of mood should be always firmly kept in mind.

(2) Some doubt about the maening of the ind mood may arisen if we take into account its use in conditional sentences such as: I will speak to Mm if I meet Mm. It may be argued that the action denoted by the verb in the indie mood (in the subordinate clauses as well as in the main clauses) is not here represented as a fact but merely as a possibility (I may meet Mm, & I may not). However, tMs does not affect the meaning of the grammatical formas such. The imperative mood (imp).

The imp mood in Engl is represented by one form only (e. g. come!) without any suffix or ending.

It differs from all other moods in several important points. It has no person, number, tense, or aspect distinctions, &, wMch is the main thing, it is limited in its use to one type of sentence only, viz. imper sentences. Most usually a ver in the imperative has no pronoun acting as subject. However, the pronoun may be used in emotional speech. A serious difficulty connented with the imperative is the absence of any specific morphological characteristics: with all verbs, including the verb the verb be, it coincides

with the infinitive, and in all verbs, except 4*be", it concides with the present ind apart

from the 3rd person singular.

No folly convincing solution of the problem has yet been found.

The mood of attitudes is called traditionally  "subjunctive", or in more modem terminological nomination, " subjunctive one" since the term "subjunctive" is also used to cover the mood system as a whole. Subj one can also be named the "spective" mood, employing just the Latin base for the notion of "attitudes". Constructive types of attitudes may be classed into the following 3 groups.

1) is formed by the combination may/might + Inf. It is used to express wish, desire, hope in the contextual syntactic conditions similar to those of the morphemic (native) spective forms (e. g. May it be as you wish!)

2) is formed by the combination should + Inf. It is used in various subordinate predicative units to express supposition, suggestion, recommendation... (e. g. Whatever they should say of the project, it must be considered seriously).

3) Is formed by the combination let •+ Objective Subjunctive + Inf. It is used to express inducement (i. e. an appeal to comment an action) in relation to all the persons, but preferably to the first person plural & 3rd person both numerals. The notional homonym "let" isn't taken into account (e. g. Let him repeat the accusation in Tim's presence.).

The functional varieties of the modal spective. I. e. its specialized forms, as is evident from the given examples, should be classified as, first, те "desiderative" series (rnay-spective, the form of desire); second, the "considerative" series (should- spective, form of consideration); third, the "imperative" series (let-spective, the form of commands).

Voice.

The voice of the Engl verb is expressed by the opposition of the passive form of the verb to the active form of the verb. The sign marking the passive for is the combination of the auxiliary "be" with the past participle of the conjugated verb ("be" + -en). The passive form as the strong member of the opposition expresses reception of the action by the subject of the syntactic construction (i. e. the "passive" subject, denoting the object of the action); the active form as the weak member of the opposition leaves this meaning unspecified, i. e. it expresses "non-passivity".

The category of voice has a much broader representation in the system of the Engl verb than in the system of the Russian verb, since in Engl not only transitive, but also intransitive objective verbs including prepositional ones can be used in the passive. Besides, verbs taking not one, but two objects, as a rule, can feature both of them in the position of the passive subject.

Still, not all the verbs capable of taking an object are actually used in the passive. In accord with their relation to the passive voice, all verbs can be devided into 2 large sets: the set of passivized verbs & the set of non-passivized verbs.

А ? then should be posed whether the category of voice is a full-representative verbal category, i. e. represented in the system of the verb as a whole, or a partial-representative category, confined only to the passivized verbal set. Considerations of both form & function tend to interpret voice rather as a full-representative category, the same as person, number, tense, & aspect

Thus, the category of voice should be interpreted as being reflected in the whole system of verbs, the non-passivized verbs presenting the active voice form if not directly, then indirectly.

The big problem in connection with the voice identification in Bngl is the problem of "medial" voices, i. e. the functioning of the voice forms in other than passive or active meanings. All the medial voice uses are effected within the functional range of the unmarked member of the voice opposotion. e. g. I will shade & wash, & be ready for breakfast in half an hour. The indicated verbes in the sentence are objective, transitive, used absolutively, in the form of the active voive. But the real voice meaning is not active, since the actions expressed are not passed from the subject to any outer object; on the contrary, these actions are confined to no other participant of the situation than tEe subject, the latter constituiting its own object of the action performance. This kind of verbal meaning of the action performed by the subject upon itself is classed as "reflexive" The same meaning can be rendered explicit by combining the verb with the reflexive "self-pronoun: I will shave myself, wash myself. Are Phil & Glen quarrelling again over their toy cruiser? The actions expressed by the the verbs in те above sentences are also confined to the subject, they are performed by the subject constituents reciprocally: the friends will be meeting one another; Phil is quarelling with Glen, but Glen, in his turn, is quarelling with Phil. This verbal meaning of the action performed by the subjects in the subject group on one another is called "reciprocal’’.

grammatically the verb is the most complex part of speech. It is the only part of speech in present-day E that has a morphological system based on a series of categories. It is the only part of speech that has analytical forms (the Inf, the Gerund, Part-ls) which occupy a peculiar position in its system & don't share some of the characteristic features of the part of speech as whole.

Features:

1) the categorical meaning of process (presented in the 2 series  of forms, as finite process & as non-finite process)

2) the forms of the verbal categories of person, number, tense, aspect, voice, mood, the opposition of of the finite & non-finite forms

3) the function of the finite predicate for the finite verb, the mixed verbal-other than verbal functions for the non-finite verb

The category of tense:

Bernard Comree: There are tenseless languages. Among all linguists thereis no doubt about existing the gr category of tense in ME . there are some which are disputable now.

Firstly, they concern the number of tense in E & what each of them means.

Secondly, the future tense, if it exists in E or doesn't, if it does, what its place in the system of tenses.

Thirdly, the mutual relations bn tense & aspect, if the latter exists independently.

The category of tense & aspect are closely connected.

On this background some linguists Ivanova, Burlakova suggest that me should speak of tense-aspect forms of the verb rather than these categories separately.

In the R language the tense depends on the aspect: perfective(совершенного вида) & imperfective (несов) . the aspect is primary in R.

In the E langyage the primary category is tense ( present, future, past), the secondary is aspect.

6+7. The verb as part of speech & its main characteristic features. The category of mood. The category of voice.

The category of mood is the most controversial category of the verb, it has given rise to many discussions. The only points in the sphere of mood which have not so fer been disputed seem to be these: (a) there is a category of mood in Modem Engl, (b) there are at least 2 moods in Modem Engl verb, one of which is the indicative. Various definitions have been given of the category of mood. One of them (by Academician V. Vinogradov) is: Mood expresses the relation of the action to reality, as stated by the speaker.

The categ of mood expresses the character of connection between the presses demoted by the verb & the actual reality, either presenting the presses as a fact that really happened, happens or will happen, or treating it as an imaginary phenomenon, i. e. the subject of a hypophesis, speculation, desire (Blokh).  The categ of mood expresses the outer interpretation of me action as a whole, namely, the speaker's introduction of it as actual or imaginary.

The moods.

The indicative (ind).

The use of the iind mood shows that the speaker presents the action as real.

The additional remarks.

(1)The mention of the speaker (writer) who represents the action as real is most essential. But there's a possibility of the speaker either being mistaken or else telling a deliberate lie. The point is that grammar (& linguistics as a whole) doesn't deal with the ultimate truth or untruth of a statement with its predicate verb in the indicative mood. This peculiarity of the categ of mood should be always firmly kept in mind.

(2) Some doubt about the maening of the ind mood may arisen if we take into account its use in conditional sentences such as: I will speak to Mm if I meet Mm. It may be argued that the action denoted by the verb in the indie mood (in the subordinate clauses as well as in the main clauses) is not here represented as a fact but merely as a possibility (I may meet Mm, & I may not). However, tMs does not affect the meaning of the grammatical formas such. The imperative mood (imp).

The imp mood in Engl is represented by one form only (e. g. come!) without any suffix or ending.

It differs from all other moods in several important points. It has no person, number, tense, or aspect distinctions, &, wMch is the main thing, it is limited in its use to one type of sentence only, viz. imper sentences. Most usually a ver in the imperative has no pronoun acting as subject. However, the pronoun may be used in emotional speech. A serious difficulty connented with the imperative is the absence of any specific morphological characteristics: with all verbs, including the verb the verb be, it coincides

with the infinitive, and in all verbs, except 4*be", it concides with the present ind apart

from the 3rd person singular.

No folly convincing solution of the problem has yet been found.

The mood of attitudes is called traditionally  "subjunctive", or in more modem terminological nomination, " subjunctive one" since the term "subjunctive" is also used to cover the mood system as a whole. Subj one can also be named the "spective" mood, employing just the Latin base for the notion of "attitudes". Constructive types of attitudes may be classed into the following 3 groups.

1) is formed by the combination may/might + Inf. It is used to express wish, desire, hope in the contextual syntactic conditions similar to those of the morphemic (native) spective forms (e. g. May it be as you wish!)

2) is formed by the combination should + Inf. It is used in various subordinate predicative units to express supposition, suggestion, recommendation... (e. g. Whatever they should say of the project, it must be considered seriously).

3) Is formed by the combination let •+ Objective Subjunctive + Inf. It is used to express inducement (i. e. an appeal to comment an action) in relation to all the persons, but preferably to the first person plural & 3rd person both numerals. The notional homonym "let" isn't taken into account (e. g. Let him repeat the accusation in Tim's presence.).

The functional varieties of the modal spective. I. e. its specialized forms, as is evident from the given examples, should be classified as, first, те "desiderative" series (rnay-spective, the form of desire); second, the "considerative" series (should- spective, form of consideration); third, the "imperative" series (let-spective, the form of commands).

Voice.

The voice of the Engl verb is expressed by the opposition of the passive form of the verb to the active form of the verb. The sign marking the passive for is the combination of the auxiliary "be" with the past participle of the conjugated verb ("be" + -en). The passive form as the strong member of the opposition expresses reception of the action by the subject of the syntactic construction (i. e. the "passive" subject, denoting the object of the action); the active form as the weak member of the opposition leaves this meaning unspecified, i. e. it expresses "non-passivity".

The category of voice has a much broader representation in the system of the Engl verb than in the system of the Russian verb, since in Engl not only transitive, but also intransitive objective verbs including prepositional ones can be used in the passive. Besides, verbs taking not one, but two objects, as a rule, can feature both of them in the position of the passive subject.

Still, not all the verbs capable of taking an object are actually used in the passive. In accord with their relation to the passive voice, all verbs can be devided into 2 large sets: the set of passivized verbs & the set of non-passivized verbs.

А ? then should be posed whether the category of voice is a full-representative verbal category, i. e. represented in the system of the verb as a whole, or a partial-representative category, confined only to the passivized verbal set. Considerations of both form & function tend to interpret voice rather as a full-representative category, the same as person, number, tense, & aspect

Thus, the category of voice should be interpreted as being reflected in the whole system of verbs, the non-passivized verbs presenting the active voice form if not directly, then indirectly.

The big problem in connection with the voice identification in Bngl is the problem of "medial" voices, i. e. the functioning of the voice forms in other than passive or active meanings. All the medial voice uses are effected within the functional range of the unmarked member of the voice opposotion. e. g. I will shade & wash, & be ready for breakfast in half an hour. The indicated verbes in the sentence are objective, transitive, used absolutively, in the form of the active voive. But the real voice meaning is not active, since the actions expressed are not passed from the subject to any outer object; on the contrary, these actions are confined to no other participant of the situation than tEe subject, the latter constituiting its own object of the action performance. This kind of verbal meaning of the action performed by the subject upon itself is classed as "reflexive" The same meaning can be rendered explicit by combining the verb with the reflexive "self-pronoun: I will shave myself, wash myself. Are Phil & Glen quarrelling again over their toy cruiser? The actions expressed by the the verbs in те above sentences are also confined to the subject, they are performed by the subject constituents reciprocally: the friends will be meeting one another; Phil is quarelling with Glen, but Glen, in his turn, is quarelling with Phil. This verbal meaning of the action performed by the subjects in the subject group on one another is called "reciprocal’’.

grammatically the verb is the most complex part of speech. It is the only part of speech in present-day E that has a morphological system based on a series of categories. It is the only part of speech that has analytical forms (the Inf, the Gerund, Part-ls) which occupy a peculiar position in its system & don't share some of the characteristic features of the part of speech as whole.

Features:

1) the categorical meaning of process (presented in the 2 series  of forms, as finite process & as non-finite process)

2) the forms of the verbal categories of person, number, tense, aspect, voice, mood, the opposition of of the finite & non-finite forms

3) the function of the finite predicate for the finite verb, the mixed verbal-other than verbal functions for the non-finite verb

The category of tense:

Bernard Comree: There are tenseless languages. Among all linguists thereis no doubt about existing the gr category of tense in ME . there are some which are disputable now.

Firstly, they concern the number of tense in E & what each of them means.

Secondly, the future tense, if it exists in E or doesn't, if it does, what its place in the system of tenses.

Thirdly, the mutual relations bn tense & aspect, if the latter exists independently.

The category of tense & aspect are closely connected.

On this background some linguists Ivanova, Burlakova suggest that me should speak of tense-aspect forms of the verb rather than these categories separately.

In the R language the tense depends on the aspect: perfective(совершенного вида) & imperfective (несов) . the aspect is primary in R.

In the E langyage the primary category is tense ( present, future, past), the secondary is aspect.

8. Noun as a part of speech.

Noun is a lexical gram-cal class characterized by "meaning - form - function":

 1) the categorial meaning of substance ("Thingness") Thus, noun include not only Table, chair, but also Beauty, peace..., & everything else presented as a thing, or object 2) the changeable forms of number (sg & pl, though some nouns may lack either a sg or a pl form) and case (common & genitive) ; the specific forms of derivation (prefixes in English do not discriminate parts of speech as such); 3) the substantive functions in the sentence (subject, object, substantival predicative). The noun can be combined with other part of speech (preceding adj - large room, following adj -times immemorial; iron bar, son's room; child play, play games; adverb - the man there, the then president, with prepositions, articles).

As a part of speech N is characterized by word-building suffixes -er, -or, -tion, -ment, -ship, -ist, -ism.

There are 3 gr.categories: number, case, gender.

C of n: is universal category (exists an all lang-ges). The gr.meaning of sg.form is ones, pl- more than one. It's expressed by the binary privative opposition: sg, pl.  The strong member is the pl., its' productive formal mark is suffix -(e)s. The non-productive way of expressing № is the correlation of sg &pl suffixes in a boorowed nouns (phenomenon - na). Some E nouns are not marked (sheep), the sg & pl are distinguished by their combinability:#3sheep.

Uncountable N-s don't have the opp. They are refered to as singularia (only sg) & pluralia tantum.

The absolute sg is characteristic of the names of abstract notions (love, peace), the names of the professional activities (maths, linguistics), the names of mass materials (water, snow), collective objects (fruit, furniture).Pl - objects consisting of 2 halves (scissors), diseases, abnormal states (hysterics), collective meaning (clothes, police), collocations with pair, set, group...

The c.of case. There are 2 approaches:

Morphological ap. - was described by classical grammars (Sweet, Jasposan). E has only one inflective case: genitive: common. This idea of 2 cases system was formulated by Smirnitsky, Bloch... In modern presentations in the terms of oppositional approach the category of case is a binary privative opp. with strong & weak members.

Syntactic app.. There are diff.views & theories.

1.The theory of prepositional cases or analytical cases form. The foundation of this theory is a combination of N-s with preposition. Prep-s serve to distinguish diff.relations b\n the substance.

The combination to(for) + N - is recognized as Dative case.

"of"+N=Genetive case, "by"+N - instrumental case. Those combinations N+prepositions are inflexional prepositional grammar.

2. The theory of positional cases is closely connected with the previous one. The foundation is mostly the same. Against the theory of analytical cases  this theory includes word-order. The explanation of  this theory runs as follows: All N-s which appear in the position of the subj. & of a part of a compound nominal predicate are used in nominative case: #She is a student.

2 N-s placed after the verb used in the position of indirect obj. & direct are used in Dat. Or Acc. Case: #The woman is making her son a new coat). Vocative case (звательный):#Tom, come here!