4)The subject and aim of lexicology. The branches of lexicology.

Lexicology is a branch of linguistics, it is study of words. LG is a branch of linguistics and has its own aims and methods of scientific research. Its basic task is to study and descript systematically the vocabulary in respect to its origin, development and current use. Branches: The General LG – the general study of words and vocabulary. Linguistic phenomena and properties common to all languages are generally referred as language universals. The Special LG – is the LG of a particular language. That’s the study of and description of its vocabulary and vocabulary units. The Historical LG – the evolution of any vocabulary. It discusses the origin of various words, their change and development, investigates linguistics and extra linguistics forces. The object - its single elements, modifying their structure, meaning and usage. The Contrastive and Comparative LG - their aims are to study the correlation between the vocabularies of 2 or more languages and find out the correspondences between the vocabulary units. The descriptive LG – deals with the vocabulary of a given language at a given stage of its development.

LG also studies all kinds of semantic grouping and semantic relations such as synonymy, antonymy, homonymy, semantic fields. Meaning relations as a whole are dealed within semantics – the Study of meaning. Practical task Those who had been the head of the line paused monetarily on entry and looked around curiously. The head of line – people who stand in the beginning of the line.

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2) CHARACTERISTICS OF ARTFUL TEACHERS. Enthusiasm for engaging and stretching all students through the arts; Desire to learn new research, theories, and methods related to the arts; Passion about the power of the arts to transform student learning; Flexibility to change schedules and materials to take advantage of teachable moments; Openness to experiment with creative variations on strategies; Collaborative planners willing to co-teach with artists; Creative problem solvers who seek diverse solutions to learning problems; Optimism about teaching and reaching all children through instruction that is differentiated using arts-based strategies; Humor to create a positive learning climate to deal with problems; Artistry in which one-of-a-kind imprints are made on each child by the teacher’s unique personality and style; Mentorship of students by sharing personal abilities and interests (e.g., teachers who play instruments, write poetry, paint, or dance), which causes students to choose to apprentice themselves to these “masters”; Relationships with students that form the core of classroom discipline; Courage/confidence to make mistakes and not be threatened by the opinions of nay-sayers.

4) SPEAK ABOUT WORD-FORMATION. Word formation (словообразование) is a process of creating new words from material available in the language after a certain structural and semantic formulas and pattern, forming words by combining root & affix morphemes. 2 types of word formation: 1) Compounding (словосложение) 2) Word – derivation . Different types of word formation: Affixation is the formation of new words by means of suffixes and prefixes to stems\basis. Affixes may be grouped 1) according to their linguistic origin. We distinguish affixes of Germanic origin (full, less), of Romanic origin (ion), of Greek origin (ise, izm); 2) according to the parts of speech. We distinguish noun forming, adj. forming and verb forming affixes; 3) according to semantic functions. They may denote persons, quality, negation. Many suffixes originated from separate words: hood originated for the noun hood, which meant state or condition; full – полный (adj. In O.E) now it is suffix. Suffixes may change the part of speech: critic (al). All suffixes are divided into lexical and grammatical. Lexical suffixes build new word. Productive affixes. For ex: read-readable, happy-happiness, act-actor. Grammatical suffixes change the grammatical form of a word. Often used to create neologisms and nonce-words (I don’t like Sunday evenings: I feel so mondayish). For ex: finish-finished, say-says, rose-roses. Some productive suffixes: Noun forming – er, ing, is, ist, ance Adj – forming – y, ish, ed, able, less Adv – forming – ly Verb – forming - Ize, /ise, ate Prefixies - Un, die, re . Practical Task: Physicians of the utmost fame were called at once, but when they came they answered as they took their fees, “There is no cure for this disease.” (Belloc) Grammatical suffixes Prefix

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2) “MANY UNITS IN COURSE BOOKS ARE BASED ON TOPICS” There are many different kinds of English as a Second Language (ESL) course books that are designed for students of all levels and ages. What could teachers do to improve their courses when they are restricted by the ESL course book assigned to them by the administration? From the school administration and some teacher’s point of view, there are several advantages for basing the curriculum on a series of ESL course books. First, the course books have a clearly identified set of achievement objectives which include what the learners are expected to be able to do and what to expect next. These ready-made syllabi contain carefully planned and balanced selection of language content that can be easily followed by teachers and students .Second, when the teachers are teaching each unit in the course books, there is a consistency in the topics and genres in the four skills area (listening, speaking, reading, and writing). This allows for greater autonomy in the learning process. In addition, many inexperienced teachers may find ESL course books to be useful and practical because the ready-made activities and lessons are easy for the teacher to prepare. In many of the ESL course books, the designers even have prepared achievement tests for each units of study and a teacher’s manual to guide the teacher in their instruction. Finally, ESL course books are the cheapest and most convenient ways of providing learning materials to each student .All of these reasons make using course books a very popular choice in the English learning curriculum. Using course books has its share of benefits and advantages such as having a well organized content with a consistency in the topics and genres for the four skill area (listening, speaking, reading, and writing). Teachers who adopt a course book may also find it easier to teach since most of the preparation, including the types of activities, audios and in some cases, achievement tests, are already done by the publisher. This would be a great help to those inexperienced teachers who are just getting started into teaching. However, nothing in the world is perfect and teachers need to somehow solve the issues and problems that may come with ESL course books. These issues and problems may include finding ways to motivate students and teaching students academic skills not found in the course books. Many hours of planning and developing other activities are still required, but these planning and development will benefit both the student and the teacher by making the classroom activities more fun, more interesting, and result in more learning.

3) “WHAT DO YOU THINK IS THE BEST APPROACH TO KEEPING ORDER IN CLASS?” In the past, keeping discipline in the classroom was as important as teaching. Teachers were allowed to use corporal punishment, and some used it often. Of course, students didn’t like it very much! British and American research done before 1960 shows that children don’t like teachers who (among other things)are sarcastic and dominating, show favouritism, and punish students to keep discipline). However, that same research shows that teachers should not only be nice, patient, honest, and friendly but should also be able to keep order in class. One of the main problems for every teacher, especially those just starting their careers, is being able to keep peace and order in class. We all have heard of well-meaning new teachers who wanted to be very friendly with their students but encountered chaos when students paid no attention to them. When this problem occurs, the teacher ends up wasting class time silencing students and calling for order, and sometimes doesn’t realize what went wrong. Possible ways to avoid discipline problems and encourage better learning: Keeping students’ attention.