The morphological level has two level units:

1. the `morpheme – the lowest meaningful unit (teach – teacher);

2. the word - the main naming (`nominative) unit of language.

The syntactical level has two level units as well:

1. the word-group – the dependent syntactic unit;

2. the sentence – the main communicative unit.

The supersyntactical level has the text as its level unit.

All structural levels are subject matters of different levels of linguistic analysis. At different levels of analysis we focus attention on different features of language. Generally speaking, the larger the units we deal with, the closer we get to the actuality of people’s experience of language.

To sum it up, each level has its own system. Therefore, language is regarded as a system of systems. The level units are built up in the same way and that is why the units of a lower level serve the building material for the units of a higher level. This similarity and likeness of organization of linguistic units is called isomorphism. This is how language works – a small number of elements at one level can enter into thousands of different combinations to form units at the other level.

We have arrived at the conclusion that the notions of system and structure are not synonyms – any system has its own structure (compare: the system of Ukrainian education vs. the structure of Ukrainian education; army organization).

Any linguistic unit is a double entity. It unites a concept and a sound image. The two elements are intimately united and each recalls the other. Accordingly, we distinguish the content side and the expression side. The forms of linguistic units bear no natural resemblance to their meaning. The link between them is a matter of convention, and conventions differ radically across languages. Thus, the English word ‘dog’ happens to denote a particular four-footed domesticated creature, the same creature that is denoted in Ukrainian by the completely different form. Neither form looks like a dog, or sounds like one.

19. Speak about 3 types of learning styles: visual, auditory and kinesthetic learners. Highlight the following points:

Visual learning is a teaching and learning style in which ideas, concepts, data and other information are associated with images and techniques.

Graphic organizers are visual representations of knowledge, concepts, thoughts, or ideas. To show the relationships between the parts, the symbols are linked with each other; words can be used to further clarify meaning. By representing information spatially and with images, students are able to focus on meaning, reorganize and group similar ideas easily, make better use of their visual memory.

A review study concluded that using graphic organizers improves student performance in the following areas:^[2]

Retention. Students remember information better and can better recall it when it is represented and learned both visually and verbally.^[2]

Reading comprehension. The use of graphic organizers helps improving the reading comprehension of students.^[2]

Thinking and learning skills; critical thinking. When students develop and use a graphic organizer their higher order thinking and critical thinking skills are enhanced.^[The main advantage of visual learning is being able to look at things and comprehend them quickly. This can have disadvantages too. Sometimes, visual representations don't do the subject justice, and fine details are missed.

Auditory learning is a learning style in which a person learns through listening. An auditory learner depends on hearing and speaking as a main way of learning.^[1] Auditory learners must be able to hear what is being said in order to understand and may have difficulty with instructions that are written. They also use their listening and repeating skills to sort through the information that is sent to them.^[ They also may need to hear information in order to fully learn it, meaning that information not covered in lectures may be unclear to them.

Kinesthetic learning (also known as Tactile learning) is a learning style in which learning takes place by the student carrying out a physical activity, rather than listening to a lecture or watching a demonstration. People with a preference for kinesthetic learning are also commonly known as "do-ers".

The main advantage of visual learning is being able to look at things and comprehend them quickly. This can have disadvantages too. Sometimes, visual representations don't do the subject justice, and fine details are missed.

3. Using movies in class can be engaging and helpful for students. However, teachers who show movies that are not connected to learning have given movies a bad name. This article looks at the pros and cons of including movies in lesson plans and gives advice to help ensure that movies are used in an effective manner. You can also check out Movie Lesson Plan Ideas for further information. Note: Some of the movies mentioned below would not be appropriate for certain age groups while others can really only be shown in part because of the inclusion of inappropriate scenes.

Pros of Using Movies in Class

Can extend the learning beyond the textbook. Sometimes a movie can really help students get a feel for an era or an event. For example, if you are teaching about the Titanic disaster, clips from the movie Titanic which portray the different classes and why lifeboats were allowed to leave partially full can help students experience the issues involved involved to a much greater extent.

Interest building. At some point in the year, students might need an interest building activity. Typically, this happens in my classroom between the end of winter holidays and the beginning of spring break when the weather is not that great outside and there are only a couple of days off. Adding a movie can build interest in a topic that is being learned while providing a small break from normal classroom activities.

Meets additional learning styles. Presenting information in numerous ways can be the key to helping students understand topics. For example, having students watch the movie Separate But Equal can help them understand the reason behind the court case Brown v. Board of Education beyond just what they can read in a textbook or listen to in a lecture.

Provide teachable moments. Sometimes a movie can include moments that go beyond what you are teaching in a lesson and allow you to highlight other important topics. For example, the movie Gandhi can provide you with the ability to discuss world religions, imperialism, non-violent protest, personal freedoms, rights and responsibilities, gender relations, India as a country, and so much more.

Can be a good thing to do on days where students would be unfocused. It is a fact of day-to-day teaching that there will be days when students will be focused more on their homecoming dance and game that night or the holiday that starts the next day than on the topic of the day. While this is not an excuse to show a non-educational movie, this could be a good time to watch something on the topic you are teaching.

Cons of Using Movies in the Classroom. Can cause students to lose focus. Movies can be distracting. It is important that you completely watch and know everything about the movie you are showing so that it does not lead to unwanted conversations and situations. For example, you might have watched a movie numerous times at home but only when watching it with a classroom full of students will those curse words that you didn't notice truly stand out or an off-color joke rear its head causing students to laugh and talk amongst themselves.

May take too much time. Movies can sometimes be very long. I taught at a school district where it was the policy to watch Schindler's List with every 10th grade class (with their parent's permission of course). This took an entire week of classroom time. Even a short movie can take up 2-3 days of classroom time. Further, it can be difficult if different classes have to start and stop at different spots of a movie. A fire drill can really mess up your lesson plans for that week since one class will not have gotten as far in the movie as the others.

Really educational part may only be a small portion of the overall. As with my Titanic example earlier, there are only parts of the movie that would be appropriate for the classroom setting and truly provide an educational benefit. In these cases, it is best to just show the clips if you feel that they truly add to the lesson you are teaching.

May not be completely historically accurate. Movies often play with historical facts to make a better story. Therefore, it is important that you notice and point out the historical inaccuracies or students will believe that they are true. If done properly, pointing out the issues with a movie can provide you with teachable moments for your students.

Amount of prep time is important to make sure educational experience. If done properly, showing movies is not an easy way to create a lesson. You should watch the movie and determine exactly how you are going to include it in your lesson plans. For example, are you going to create a worksheet to be completed as the movie is being watched, provide the students with specific information that they are to look out for, stop the movie and discuss at certain points, etc. Just turning on a movie like "Glory," without putting it in the historical context of African Americans and the Civil War and providing feedback throughout the movie is little better than using the television as a babysitter for your children.

Perception of using movies can be bad. Finally, there is a perception that watching movies is a bad method of teaching. That is why it is key that if you are including movies that you pick them wisely and properly create lessons that involve the movies and the information that the students are learning. You don't want to get a reputation as the teacher who shows all those movies like "Finding Nemo" which serve little to no purpose within the classroom setting.

Parents might object to specific content within a movie.If you have any concerns at all about a movie, you should send home permission slips for students to return. It is wise to include as many specific reasons as possible why you feel the movie is necessary for your lesson. Invite the parents to talk with you about any concerns they might have before the showing. If a students is not allowed to watch the movie, they should be given work to complete in the library while you are showing it to the rest of class.

In the end, movies can be an effective tool as you are creating your lesson plans. The key to success is to choose wisely and create lesson plans that involve the information learned in the movie.

4. SPEAK ABOUT THE MIDDLE ENGLISH PHONETICS. VOWELS. GREAT VOWEL SHIFT. STRESS. The main difference between Chaucer's language and our own is in the pronunciation of the "long" vowels. The consonants remain generally the same, though Chaucer rolled his r's, sometimes dropped his aitches, and pronounced both elements of consonant combinations, such as "kn," that were later simplified. And the short vowels are very similar in Middle and Modern English. But the "long" vowels are regularly and strikingly different. This is due to what is called The Great Vowel Shift.

Beginning in the twelfth century and continuing until the eighteenth century (but with its main effects in the fifteenth and early sixteenth centuries) the sounds of the long stressed vowels in English changed their places of articulation (i.e., how the sounds are made). The process of breaking took place in the 6 th century. It affected two sounds-[x] and [e] when they were followed by consonants [r], [l],[h]. The resulting vowel was a diphthong, consequently the process may be summed up as diphthongization of short vowels [as] and[e] before certain consonant clusters. F.e. e>ea before r+ consonant- herte>heorte (heart).

O>e—ofstain, efstan often. The process affected Germanic words where a vowel in a stressed syllable was immediately followed by the sound [i] and [j] in next syllable. (palatal mutation)

№20. “SOME YOUNG PEOPLE REFUSE TO OBSERVE THE OLD RITUALS AND HAVE A WEDDING PARTY CONSIDERING IT A TERRIBLE NUISANCE AND A WASTE OF MONEY What is the “perfect wedding”? There are countless wedding planning kits out there complete with a checklist to help guide couples through the process. Though useful as a general guideline, checklists can hinder the imagination and they typically do not account for different cultural/religious traditions that might be important to the couple.  Many brides and grooms would love to marry in the tradition of their ancestors or at least introduce elements of a traditional wedding ceremony or reception from their cultural backgrounds.  Incorporating cultural wedding traditions and customs to a wedding is not only a fantastic way to share something personal with the guests but a nice tribute to the families.

A simple way to infuse a little culture is by using traditional wedding decorations, wedding supplies and other visual elements.  A little more difficult is serving a traditional meal, because in many cases the menu is limited by the venue.  If having a customized menu is not possible, try serving signature drinks like sake for a Japanese reception or chai instead of coffee for an Indian wedding.  Music and entertainment are easy areas to help set the mood.

Needless to say, the stars of the wedding are the bride and groom. Isn't it only natural to showcase their lives, and spotlight their love? The most memorable weddings will touch the hearts of those in attendance and make even the most distant relative and that friend of a friend of a friend feel as if they've known you all their lives.

The wedding doesn't have to be small and exclusive to be intimate and personal. Even the smallest attention to detail and thinking outside the box can turn a typical wedding into a unique experience that leaves an impression. The following cultural wedding traditions are examples of some of the ways couples all over the world join in matrimony.  Let them be a starting point for you to think about how you can make your wedding truly unforgettable.

3. You know the feeling: you had a brilliant idea for a lesson for your students. It combines a fun activity with several points you want to teach and sets them up perfectly for the next big project you’re planning. You devote hours to gathering class materials, writing up your lesson plan, and drafting follow-up homework assignments. When Sunday night rolls around, you’re fully prepared and are excited to get started.

But come Monday morning, for whatever reason, things don’t go as planned. Your students don’t jump in as readily as you had hoped, or perhaps they finish much earlier than you expected. Either way, you’re left with a large chunk of class time that needs to be filled, and you’d like to fill it with something other than “Okay, you can work on homework.” What to do?