The document discusses the history of the Irish language and its integration into Irish culture and identity. It describes how Irish became a language of rebellion and differentiation from English following the Anglo-Norman invasion, but has since become fully integrated into Irish culture and a defining aspect of Irish identity, despite ongoing conflicts between Irish and English. The syntax of Irish still influences the Irish English dialect today.
The document discusses the Cockney accent of London, England. It is associated with the working classes and was once seen as lacking prestige, though many public figures now proudly speak with a Cockney accent. Characteristics of Cockney include vocalizing the 'l' sound, replacing 'th' with 'f' or 'v', changing vowel sounds like 'a' to 'e', adding 'i' sounds to endings, using glottal stops and dropping 'h' and 'g' sounds in certain contexts. An example of Cockney speech is provided.
This document provides an overview of the Cockney dialect spoken in London, England. It discusses the etymology and origins of the term "Cockney" and defines a Cockney as someone born within earshot of the Bow Bells church. The traditional core area of the Cockney dialect is the East End of London, though the dialect has spread to surrounding areas due to migration. The document examines some of the typical features of Cockney speech, including its distinctive accent, rhyming slang, and borrowings from other languages. It traces the history and development of the Cockney dialect over time.
The document examines the development of the Cockney dialect spoken in London's East End. It outlines the key features of traditional Cockney speech, including h-dropping, vowel shifts, double negatives and the unique use of Cockney rhyming slang. While the Cockney dialect is still spoken today, some linguists note it is changing and blending with influences from other languages and regional slang spoken in London's diverse immigrant communities.
Cockney is a dialect of English spoken in East London. It developed historical as the language of the working classes and is known for its distinctive pronunciation features like H-dropping and TH-fronting. Cockney also utilizes rhyming slang as a coded way to refer to things like "bacon" meaning "legs" and "apples and pears" meaning "stairs." The traditional definition of a Cockney is someone born within earshot of the bells of St Mary-le-Bow church in Cheapside.
Este documento discute o uso de rimas na fala do inglês do dia a dia, apresentando exemplos de:
1) Respostas rimadas comuns usadas para se despedir;
2) Ditos para dormir que usam rimas;
3) "Gíria rimada" (rhyming slang) originada em Londres, onde palavras são substituídas por expressões que rimem.
The document discusses the history of the Irish language and its integration into Irish culture and identity. It describes how Irish became a language of rebellion and differentiation from English following the Anglo-Norman invasion, but has since become fully integrated into Irish culture and a defining aspect of Irish identity, despite ongoing conflicts between Irish and English. The syntax of Irish still influences the Irish English dialect today.
The document discusses the Cockney accent of London, England. It is associated with the working classes and was once seen as lacking prestige, though many public figures now proudly speak with a Cockney accent. Characteristics of Cockney include vocalizing the 'l' sound, replacing 'th' with 'f' or 'v', changing vowel sounds like 'a' to 'e', adding 'i' sounds to endings, using glottal stops and dropping 'h' and 'g' sounds in certain contexts. An example of Cockney speech is provided.
This document provides an overview of the Cockney dialect spoken in London, England. It discusses the etymology and origins of the term "Cockney" and defines a Cockney as someone born within earshot of the Bow Bells church. The traditional core area of the Cockney dialect is the East End of London, though the dialect has spread to surrounding areas due to migration. The document examines some of the typical features of Cockney speech, including its distinctive accent, rhyming slang, and borrowings from other languages. It traces the history and development of the Cockney dialect over time.
The document examines the development of the Cockney dialect spoken in London's East End. It outlines the key features of traditional Cockney speech, including h-dropping, vowel shifts, double negatives and the unique use of Cockney rhyming slang. While the Cockney dialect is still spoken today, some linguists note it is changing and blending with influences from other languages and regional slang spoken in London's diverse immigrant communities.
Cockney is a dialect of English spoken in East London. It developed historical as the language of the working classes and is known for its distinctive pronunciation features like H-dropping and TH-fronting. Cockney also utilizes rhyming slang as a coded way to refer to things like "bacon" meaning "legs" and "apples and pears" meaning "stairs." The traditional definition of a Cockney is someone born within earshot of the bells of St Mary-le-Bow church in Cheapside.
Este documento discute o uso de rimas na fala do inglês do dia a dia, apresentando exemplos de:
1) Respostas rimadas comuns usadas para se despedir;
2) Ditos para dormir que usam rimas;
3) "Gíria rimada" (rhyming slang) originada em Londres, onde palavras são substituídas por expressões que rimem.
Louisa May Alcott was an American novelist best known for her novel Little Women. She was born in 1832 in Pennsylvania and raised by her father, a philosopher and teacher, and her mother. As a child, she enjoyed nature and was educated by visiting libraries and going on excursions. At age 15, she vowed to help support her family financially through work like teaching or writing. Her writing career began with short stories and poetry. A major work was Hospital Sketches based on her time as a nurse in the Civil War. In 1868, her publisher requested she write a book for girls, which became the beloved novel Little Women about her own coming of age with her sisters during the Civil War. Alcott published over
Louisa May Alcott was an American novelist best known for her novel Little Women. She was born in 1832 in Pennsylvania and raised by her father, a philosopher and teacher, and her mother. As a child, she enjoyed nature and was educated by visiting libraries and going on excursions. At age 15, she vowed to help support her family financially through work like teaching or writing. Her writing career began with short stories and poetry. A major work was Hospital Sketches based on her time as a nurse in the Civil War. In 1868, her publisher requested she write a book for girls, which became the beloved novel Little Women about her own coming of age with her sisters during the Civil War. Alcott published over
1. МОУ СОШ №4 г. Дмитрова
Анализ работы
методического объединения
учителей английского языка
в 2010 – 2011 уч. гг.
Подготовила: рук. ШМО Глушатова О. С.
г. Дмитров
2. I. Кадровый состав
Пед.
№ ФИО Образование Категория Награды Классы
стаж
1. Захарова И. А. выс, МОПИ 19 первая - 5-11
2. Павлова И. С. выс., РУДН 10 по ст и обр - 3, 6-10
3. Глушатова О. С. выс., ГКА 6 первая - 7-11
4. Симбиркина И. Н. выс, ЧПУ 13 высшая - -
5. Ершова А. В. выс., РГГУ 1 по ст и обр - 5-7
6. Пятачкова К. С. выс., 0 по ст и обр - 2, 5, 8-9
7. выс.,
Овсяникова Е. В. университет 0 по ст и обр - 6, 8
«Дубна»
8. Потапова М. И. выс., МАМИ 1 по ст и обр - 2-3, 5
II. Успеваемость и качество знаний
1. Глушатова О. С.
100% 100% 100% 100% 100% 100%
100% 93%
90%
80% 73%
67%
70% 63%
57%
60% 53% 52% 54% Успеваемость
51%
48%
50% Качество
39%
40% СОУ
30%
30%
20%
10%
0%
7А 7В 8В 9А 10Б 11А
5. 6. Овсяникова Е. В.
100% 100%
100%
90%
80%
64% 64% 64%
70%
56%
60% Успеваемость
50% Качество
40% СОУ
30%
20%
10%
0%
6в 8б
7. Потапова М. И.
100%
100%
79%
80% 62%
Успеваемость
60%
Качество
40% СОУ
20%
0%
5в
Качество обучения
80% 79%
80% 72%
64% 63% 64%
70% 57%
60%
50%
40%
30%
20% Качество обучения
10%
0%
6. III. Результаты государственной и итоговой аттестации
3.1. 9 класс
100% 100%
100%
80%
60% Качество
Успеваемость
40%
20%
0%
9А
3.2. 11 класс
100%
100%
80%
60% 45% Качество
40% Успеваемость
20%
0%
11А
IV. Участие в предметных олимпиадах
Название Сроки Результаты
Всероссийская олимпиада I место - Данилова Ирина (9 кл.)
школьников (школьный 25.10.2010 I место - Аджиева Лилия (10 кл.)
тур) I место - Бирюкова Татьяна (11 кл.)
Всероссийская олимпиада
8 место – Аджиева Лилия (10 кл)
школьников (городской 11.12.2010
тур)
V. Участие в конкурсах
Название Количество Результат
2 8 место -
«Полезные незнакомцы»
Аджиева Мадина
2 место в районе –
«Британский бульдог» 38 Клименок Семён
12 место в районе –
7. Аджиева Мадина
15 место в районе –
Костина Виктория
18 место в районе –
Данилова Ирина
VI. Внеклассная работа
Название Класс Сроки
Праздник английского
2-е классы 19.11.2010г.
алфавита
Неделя английского языка 2-11 классы 20.12.2010 - 25.12.2010
Приезд голландской
9-11 классы 07.02.2011 – 16.02.2011
делегации в рамках обмена
VII. Повышение квалификации
Мероприятие Сроки Ответственный
Открытый урок «Аллея
15.12.2010г. Ершова А. В.
славы» (6б класс)
Открытый урок «Стихийные
17.01.2011г. Овсяникова Е. В.
бедствия» (8б класс)
Открытый урок
«Путешествие по стране 15.02.2011г. Павлова И. С.
изучаемого языка» (9Б класс)
Открытый урок «Подготовка
старшеклассников к ЕГЭ» (11 10.03.2011г. Глушатова О. С.
класс)
Открытый урок «Проблемы
современной молодежи» (10б 25.04.2011г. Захарова И. А.
класс)
Выступление на педсовете
«Традиции и инновации на
25.08.2010г. Глушатова О. С.
пути перехода от школы к
лицею»
Выступление на конференции
«Создание системы 12.05.2011г. Глушатова О. С.
дистанционной модели»
VIII. Темы самообразования
8. № ФИО учителя Тема самообразования
1. «Использование технологии Web2.0 в
Глушатова О. С.
обучении английскому языку»
2. «Использование игровых методик на уроках
Захарова И. А.
английского языка»
3. «Развитие устной речи учащегося с опорой
Павлова И. С.
на текст»
4. «Обучение учащихся диалогической речи:
Ершова А. В.
современные методики и технологии»
5. «Театр на английском языке как средство
повышения мотивации учащихся и
Пятачкова К. С.
формирования смежных речевых умений и
языковых навыков»
6. Потапова М. И. «Игра в обучении младших школьников»
7. «Развитие интерактивных умений с
Овсяникова Е. В. использованием ситуаций на среднем этапе
обучения иностранному языку»
IX. Сроки прохождения очередной аттестации
№ ФИО учителя Сроки аттестации
1. Глушатова О. С. 2013 г.
2. Захарова И. А. 2012 г.
3. Ершова А. В. 2012 г.
4. Потапова М. И. 2012 г.
5. Пятачкова К. С. 2012 г.
6. Симбиркина И. Н. 2014 г.
7. Павлова И. С. 2015 г.
8. Овсяникова Е. В. 2012 г.