Учебное пособие 1519

V.N. Shevchuk [4], M. Biffi [5], P. J. Mitchell [6], A.G. Ryabov [7], R.K. Minyar-Beloruchev [8] K.A. Diagterenko [9] and many others.

Until recently, the concepts of "military" and "terminological" vocabulary were often viewed as identical; nevertheless, it seems appropriate to distinguish between them, since the concept of "military vocabulary" is undoubtedly broader than the concept of "military terminology". Military vocabulary includes words and phrases that express concepts related to military affairs, armed forces, war and military life, and this also includes such a phenomenon as jargon, characteristic of the colloquial speech of representatives of the military community, which are usually not widely spread outside its borders. While military terminology, according to V.N. Shevchuk, - “this is an ordered set of military terms that reflect the conceptual apparatus of military science and are associated with the forms and methods of warfare, with the issues of the strategic use of the armed forces, as well as the operational and tactical use of large formations, formations, units and subunits, with their organization, weapons and technical equipment” [4, p. 97]. Accordingly, the military translation includes many components, one of which is the military sublanguage, its basis, in turn, is the military vocabulary. It refers to military terms, abbreviations, precision words and situational clichés [8].

Since military terminology is subdivided into separate areas, then, accordingly, several types of it are distinguished: tactical, military-organizational, military-technical. In this regard, the question arises about the interpretation of the very concept of "military term". So, A.G. Ryabov gives the following definition of the military term: "this is a special name that has a simple or complex formal structure (phrase), with a professionally defined concept from the field of military affairs (military science, technology, office work, life of troops, etc.)" [7, p.18]. This paper analyzes the military vocabulary as a whole, which includes both terms and other lexical units related to the subject area "military activity". It should be noted that this study does not cover the entire array of military terminology, but presents an analysis of the most relevant nominations of the Italian and French military vocabulary, as well as their characteristics.

Sources and methods of forming military vocabulary in Italian and French

The main source of the formation of modern Italian and French military vocabulary is the primordial lexical fund. The nomination processes are carried out in the following ways: lexicosemantic, morphological, syntactic and using borrowing.

An example of a lexical-semantic way of education can be various semantic shifts, in particular, narrowing, specialization of meaning. In the system of general colloquial Italian and French vocabulary, a certain number of words can be distinguished, which, as a result of constant use in the field of military activity to denote concepts related to it, gradually developed an additional, special meaning:

attaco (m) – атака, retirata (f) – retreat, ricognizione (f) – reconnaissance (terrain), esercitazioni (f) – maneuvers, compagnia (f) – company, appostamento (m) – firing position (итал.) [1**]

manœuvres (pl,) – maneuvers, maneuvering, compagnie (f) – company, сapacité (f) – store capacity, culasse (f) – shutter (bolt carrier), aérocombat (m) – helicopter brigade (French) [2**]

One of the most common means of developing a new meaning for a word is metaphorization, transfer of a name based on the similarity of the nominated subject with an existing one:

nastro (f) – holder, testa (f) (di ordigno) – head (mechanism), stormo (m) – air regiment (ital.) [2**]

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chien (fusil) – trigger (dog), reconaissance (f) – reconnaissance, aviso (m) – patrol ship (French) [2**]

Thus, the meanings of these lexemes are fully motivated. Metaphorization is especially often used in the formation of special terms that have a polylexeme structure, which includes a specific concept in another, more general one, and indicates its specific feature [7], as in the following examples:

bomba (f) torpedine a getto – depth bomb, decollo (m) a candela – candle take-off (vertical take-off) (it.) [1*]; munition (f) à blanc – blank projectile, aviation (f) de chasse – fighter aircraft, cavalérie (f) blindée – armored forces (French) [3*; 1**]

The morphological method of word formation includes such varieties as a) affixation - the formation of new one-word terms by adding affixes (prefixes and suffixes) to the stem, the most frequent of which are: nominative suffixes -iere, -iera, -ieria, -tore: bombardiere – bomber plane, crociera – cruising, artiglieria – artillery, incrociatore – cruiser, mitragliatore – automatic, pattugliatore – guard ship; prefixes autoanticontro: autobomba – automatic explosive device, antiaereo – противовоздушный, contrattacco – counterattack (it.) [1*];and b) compounding - the formation of a new term by combining two or three stems that have a fused or hyphenated spelling: coprifuoco – curfew, caposaldo – fortified post, lanciamissili – multiple launch rocket system, portaerei – aircraft carrier, cacciamine – destroyer, missilisticonucleare – nuclear missile (ital.) [1*; 2**].

In French, with the morphological form of the formation of military vocabulary, nominative suffixes genetically related to the Italian language are also used: - ier, - ière, - teur and the word composition couvre-feu - curfew (French) [2 **].

Syntactic phrases are divided into 1) two-word phrases formed according to the noun + adjective model: testata nucleare - nuclear warhead, forza aerea - air force, armamento organico - standard armament (Italian) [1 *]; аptitude opérationelle - combat capability, (French) and 2) polylexemic, formed according to the following models: noun + preposition + noun: posto di confine - border outpost, nave di superficie - surface ship, rilevamento del bersaglio - target identification (Italian) [ 1 *], chaîne (f) de commandement - command, bouchon de mines - minefield (French) [3 *]; noun + adjective + adjective: bombardiere supersonico nucleare - supersonic atomic bomber (Italian) [1 *], frappe nucléaire de riposte - retaliatory nuclear strike, frégate légère furtive - stealth corvettes (French); noun + preposition + noun + noun: gruppo di esplorazione e sabotaggio - sabotage and reconnaissance group [1 *]; noun + preposition + noun + adjective: sottomarino a propulsione nucleare - nuclear powered submarine, missile a propellente solido - solid fuel rocket, aeromobile a pilotaggio remoto - unmanned aerial vehicle (Italian) [1 *]; porte-avion à propultion nucléaire - an aircraft carrier with a nuclear installation (French) [3 *; 1**].

Along with the above methods of nomination in the language of the military sphere, methods such as conversion are also used, a method of word formation based on the transition of a lexical unit already existing in the language from one grammatical category to another: missilistico (m) - missile; missilistica (f) - rocketry, rocketry; offensivо (m) - offensive; offensiva (f) - offensive (Italian) [2 **] and borrowing, i.e. "Reproduction by phonetic and morphological means of one language of morphemes, words or phrases of another language" [7].

Among modern foreign borrowings in the Italian military vocabulary, most are borrowings from the English language: intelligence - intelligence (gathering information), task force - task force, killer - means of destruction, information warfare - information war [1 *]. However, their number is relatively small and their penetration into the Italian language, as a rule, is followed by the appearance of the Italian equivalent in the form of tracing paper or adapted borrowing: stand-off (missile) - sistema di lancio mobile (portable rocket system), drones - droni (drones) , hybrid warfare - conflitti ibridi (hybrid wars) [1 *; 2 *], the presence of competing

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forms is also noted: unmanned aerial vehicle (UAV) - veicoli aerei senza equipaggio / aeromobile a pilotaggio remoto (UAV - unmanned aerial vehicle) [1 *].

In general, borrowings in the French military vocabulary are represented by a small number of cases. A rare example of adapted borrowing, and used in both languages in the same sense, is the Spanish guerilla (f) - guerrilla warfare, paramilitary formations: gueriglia urbana - urban war (it.) [1 *] and les commandos - special forces (French) [1 **]. The explanation for this phenomenon can lie in the historical and political planes. Despite the fact that France is a member of NATO, it is pursuing a fairly independent policy in the field of defense, being a victorious country in the Second World War and a nuclear power. Almost all military terms, new military developments bear their own names and names of French military leaders (eponyms), understandable to the French realities [10].

A special group among the lexical units of the military sphere is made up of eponyms: Abrams, Kalashnikov, Mistral, which in fact are metonymic formations. These units have become widespread precisely because of their brevity and meaningful capacity, since they allow you to quickly and accurately interpret the relevant information. Eponyms are terms that contain a proper name (anthroponym or toponym), since many types of French weapons are named after the inventor, creator or manufacturer [11]. And also they traditionally bear the names of commanders and military: the aircraft carrier Charles de Gaulle "Charles de Gaulle" and the frigate Lafayette "La Fayette"; Leclerc tanks "Coaxiale de Leclerc"; Suffren - French nuclear submarine "Suffren"; Frigate Surkuf - "Surcouf". Moreover, the use of a proper name often replaces the generic name, for example: "La marine française dispose avec le Charles de Gaulle

(35000 t) d'un navire polyvalant" - the French Navy has a Charles de Gaulle (35000 t), a multipurpose vessel [3 *]. The presence of an article before a proper name is evidence that it is used in its primary function as a noun, a common noun. A borrowing from the Italian Beretta (the surname of the family of inventors) is used in French to denote a whole family of firearms already made in France and tends to be written with a small letter: beretta 92FS. This is a continuation of the trend that happened with proper names, which became uniform trousers - galiffet (breeches were invented by General Gaston Auguste Galiffe), etc. In the French military vocabulary, there are also examples of somatic weapon nominations, which are considered one of the most ancient, because evoke associations with body parts or tools when naming objects, for example, le makila - a cane that is both a cultural symbol of status and strength, as well as a weapon due to its sharp tip.

In French, there are also cases of the use of toponyms in the names of military equipment, for example, frigates: Languedoc D 653, Provence D 652; as well as the use of toponyms to designate military operations Barkhane, Saber, which is explained by the presence of French military units abroad. Zoonyms and zootisms are used both for the names of the operations Scorpion, Chammal, Lуnх, Puma, and for the names of military equipment.

EADS Harfang (le harfang) - European reconnaissance UAV; le harfang des neiges - snowy owl.

Helicopter Le Couguar le cougar - mountain lion, puma [3 *].

Thus, the French military terminology is characterized by certain national characteristics: the presence of a large number of eponyms, zoonyms, zootisms. In the Italian military vocabulary, a significant part of the eponyms are borrowings, mainly from the English language. The prevalence in French and the insignificant presence of eponyms in Italian can be explained by the influence of socio-historical factors and cultural traditions.

Another distinctive feature of the functioning of units of this sphere is the presence of a large number of abbreviations in both languages: they are used for the purpose of linguistic economy, which is a particularly important factor in the military sphere.

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The most common types of abbreviations in Italian are the following: 1) initial letter abbreviations, including numerical designations:

630 Vbm (Veicolo Blindato Medio - Medium Armored Personnel Carrier), 633 Vtmm (Veicolo Tattico Medio Multiruolo - Medium Multipurpose Armored Personnel Carrier for Tactical Use), Vtlm 2 (Veicolo Tattico Leggero Multiruolo - Light Multipurpose Armored Personnel Carrier for Tactical Use), Epsplica Nees (ESP) New Helicopter (for) Reconnaissance and Escort) (Italian) [1 *]. MAG 58 (mitrailleuse d'appui général), COM

TN (Com TN) - Commandement de Terre du territoire national (French) and 2) syllabic: antisom Il-38 (antisommergibile - anti-submarine), tramat (arma dei TRAsporti e MATeriali - Troops of Transport and Logistics and Material Support) (ital.) [1 *].

FORFUSCO (ForFusCo) - la force maritime des fusiliers marins et commandos - marines and special forces; in the abbreviation Lynxman - the name for the helicopter pilot, (LYNX joint Anglo-French production of helicopters), we observe the phenomenon of agglutination, the term consists of two words: zoonism lynx - lynx and man (English) - man, MARTHA (MaRTa) - lestème de Maillage des Radars Tactiques - Tactical multichannel radar system [3 *].

In general, in this area there is a similarity in the formation of military terminology in Italian and French. Many abbreviations are similar to already known words, they are formed according to the rules of word formation of the source language and are pronounced as a single word. This is a modern trend in many languages. Abbreviations are characteristic of the military language and are widespread in it, due to their clarity and brevity.

Relationships between lexical units within a lexical-thematic group

The lexical units of the military sphere, like the units of other lexical-thematic groups, are interconnected by systemic semantic relations, such as polysemy, synonymy, antonymy, and genus-specific relations. Thus, the noun unità has the following meanings: 1) unit; part; military unit; 2) unit; 3) ship; the noun commando can mean: 1) an order; 2) headquarters; 3) command staff; 4) control panel (Italian) [1 **]

The noun chargeur has the following meanings: 1) loader in artillery calculation 2) loader, 3) loader, 4) loader, 5) loading device, 6) charger, 7) consignor (French). [2 **]

The polysemy of such lexical units often complicates their understanding and translation, the adequacy of which in this case depends on the context that relates them to a particular industry.

Taking into account the nature of synonymous relationships, the lexical units of the military sphere are divided into absolute synonyms, i.e. completeness matching in value and use, for example, esercito - forze armate (army - armed forces), ostilità - operazioni belliche (collisions - military actions), sottomarino - sommergibile (submarine), navy); and partial - matching in terms of value and use only partially: proiettile - pallotola (projectile - bullet), razzo - missile (guided / unguided missile), assaltatore - caccia-bombardiere (attack aircraft - fighterbomber) ), coalizione - alleanza (coalition - alliance) (Italian) [1 *; 2 *].

In French, these are: reconnaissence / service de renseignement - intelligence, nautique / maritime - sea, naval; maquisard / franc-tireur / guérillero - partisan; piste oblique / pont oblique - corner flight deck; overlap bouchon de mines / barrage de mines (mar.) - minefield, chien (fusil) / levier d'armement (art.) - trigger (French) [2 **].

The preference for one or another option is often due to the desire to avoid the use of words with an explicit negative connotation, which are replaced by more neutral and broader ones, for example, guerra - conflitto (war - conflict), truppe - forze (troops - forces) (Italian) [1*; 2 *], guerre - conflit (war - conflict), l'ennemi (enemy) - l'adversaire (enemy, opponent) (French) [3 *; 2 **]

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A number of lexemes are formed by antonymic pairs, for example, guerra - tregua (war - truce), offesa - difesa (attack - defense) [1 **]; others relate to each other as genus-specific concepts: vedetta - nave - incrociatore (boat - ship - cruiser) [1 *; 2 *], stato maggoire - comando (general staff - command post (Italian). Accordingly: offensif - défensif, offensivedefensive; état-major / commandement, headquarters; (French) [2 **].

Based on the indicated sources and other materials on this topic: actual authentic materials, official publications of the French Ministry of Defense, video reports of military operations, etc. was published a textbook for students, future translators "The Armed Forces of France in the XXI century" [4 *]. The manual contains military-technical texts containing modern vocabulary with translation and description of military equipment and weapons devices. The material presented in this article can become auxiliary in the semantisation of the vocabulary of the lessons of the manual, and the article itself can serve as the basis for a bilingual manual.

Conclusion.

The analysis of the lexical units of the military sphere showed that the main source of the formation of the Italian and French military terminology is the primordial vocabulary. The formation of new vocabulary occurs in lexical-semantic and morphological ways and, much less often, by borrowing. The lexical units of the military sphere are interconnected by systemic relations. Also, we consider it necessary to note the peculiarity of the nomination of new phenomena and objects of the military sphere, which is associated with general linguistic tendencies towards unification and standardization.

Addressing this topic allows you to study the theoretical aspects of the formation of military terminology and practical approaches in the training of future military translators. Consideration of this issue helps to identify possible problems associated with understanding the terms and their translation, to develop a possible algorithm for their solution.

At present, the study of terminology problems, in particular, in the field of nominating new features of military terms, is one of the topical areas of linguistic research, in connection with the observed tendency of teaching special translation - on the one hand. On the other hand, due to the increase in the number of military conflicts, military terms are increasingly included in the media discourse and thus they interact with common vocabulary and enrich it. In this work, the analysis of the methods of formation of military vocabulary is carried out not only in order to identify the features of military terms of the compared languages (Italian and French), but also as the basis for the analysis of the functional capabilities of the language. In our opinion, the continuation of this study in the study of eponyms and bionymic vocabulary widely used in the military sphere, which plays an important role in the compilation of technical standards, dictionaries and reference books, may be promising.

The practical goal of this study is to improve the quality of military translation and the level of professional communication, taking into account the historical, social and cultural differences and similarities of the compared languages.

Modern Italian and French military vocabulary is greatly influenced by the language of the rapidly developing scientific and technical sphere, for this reason, the language of both spheres has a number of common features, such as: common structural models of term formation and, in part, vocabulary. Many of the military terms of the Italian and French languages are genetically and semantically related, and they are also cross-sectoral, which causes difficulty in the translation process. Since the development of the military industry is largely due to scientific progress and even is its trigger, this contributes to the penetration of a large number of neologisms and international vocabulary into this area. Despite the worldwide tendency for the formation of neologisms in sectoral terminology from the English language, our study shows that in the field of military terminology, the French language is more "sharpened" to use its own lexical composition and the already formed national traditions of military terminology.

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The reason for this phenomenon can be sought in historical events, national specifics, in the fact that extra-linguistic reality is presented in the minds of people in the division that is proposed by their native languages - which can become the subject of further research.

References

[1]Sorokoletov F.P. Istorija voennoj leksiki v russkom jazyke (HІ-HѴI vv.) / F.P. Sorokoletov. Izd. 2-e, dop. otv. red. F. P. Filin. – M.: Knizhnyj dom «Librokom», M., 2009. – 384 s.

[2]Strelkovskij, G.M. Teorija i praktika voennogo perevoda: Nemeckij jazyk. / G.M. Strelkovskij. – M.: Voenizdat, [Tekst], 1979. – 272 s.

[3]Neljubin L. L. Uchebnik voennogo perevoda: uchebnoe posobie dlja vuzov / L. L. Neljubin, A. A. Dormidontov, A. A. Vasil'chenko – Moskva: Voenizdat 1981. – 379 s.

[4]Shevchuk V.N. Voenno-terminologicheskaja sistema v statike i dinamike: dis. doktora filol. nauk. / V.N. Shevchuk. – Voennyj institut, Moskva, 1985. – 488 s.

[5]Biffi M. Osservazioni sulla formazione di un lessico militare nazionale. /M. Biffi // Storia della lingua italiana e storia dell’Italia unità. Atti del IX Convegno ASLI a cura di

Annalisa Nesi, Silvia Morgana e Nicoletta Maraschio. – Firenze, Cesati, 2011, – С. 149 –161.

[6]Mitchell P. Dzh. Anglijskij voennyj sleng: ponjatie, sposoby obrazovanija i tematicheskaja klassifikacija // Jazyk i kul'tura. 2014. № 3 (27). S. 64–73.

[7]Rjabov A. G. Metafora v terminoobrazovanii (na primere voennoj terminologii) / A. G. Rjabov //Vestnik KGU im. N.A. Nekrasova. – 2009, №.3 – S.18-27.

[8]Min'jar-Beloruchev R.K., Ostapenko V.P., Shirjaev A.F. Uchebnik voennogo perevoda: Fr. jaz. Spec. kurs / pod red. R.K. Min'jar-Belorucheva. M.: Voenizdat, 1984. 391 s.

[9]Degtjarenko K.A. Strukturno-semanticheskie osobennosti i sposoby perevoda terminologicheskoj leksiki voennogo diskursa. / K.A. Degtjarenko //Nauchnyj dialog. – 2017, № 5. S. 33.

[10]Grinev-Grinevich, S.V. Terminovedenie: ucheb. posobie dlja studentov vyssh. ucheb. zavedenij / S.V. Grinev-Grinevich. – M.: Akademija, 2008. – 304 s.

[11]Kakzanova E.M. Urovnevaja sistema termina-jeponima [Jelektronnyj resurs] //

Jazyk. Kul'tura. Rechevoe obshhenie. 2012. № 1.

URL: http://www.russcomm.ru/rca_biblio/k/kakzanova1.pdf (data obrashhenija: 07.07.2021).

Analysed sources

[1*] Insideover, URL: https://it.insideover.com/ [data obrashhenija 11.05.2021].

[2*] Limes Rivista Italiana di Geopolitica, URL: https://www.limesonline.com/ [data obrashhenija 11.05.2021].

[3*] Ministerstvo oborony Francii, URL: https://www.defense.gouv.fr/ [data obrashhenija 03.06.2021].

[4*] Kashkina E.V. Vooruzhennye sily Francii v HHI veke. Prakticheskij kurs voennogo perevoda: uchebnoe posobie/E.V. Kashkina, T.V. Giljarovskaja; Voronezhskij gosudarstvennyj universitet. – Voronezh, 2019. – 145 s.

Dictionaries used

[1**] Kovalev V. Il grande dizionario Russo – Italiano/ Italiano – Russo/ Kovalev V. – Bologna, Zanichelli, 2014. 2496 p.

[2**] Garbovskij N.K. Russko-francuzskij slovar' voennyh terminov Dictionnaire russefrançais des termes militaires / N. K. Garbovskij ; [redkol.: N. K. Garbovskij (Rossija), R. Garder (Francija) i dr.]. - Moskva : Izd-vo Moskovskogo un-ta, 2008. - 958, [1] s.

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SCIENTIFIC OVERVIEW

DOI 10.36622/MLMDR.2021.94.37.009

SCIENTIFIC INFORMATION ON PARTICIPATION IN THE WEBINAR FOR THE

ENGLISH LANGUAGE TEACHERS «CAMBRIDGE BACK TO SCHOOL CONFERENCE», ORGANIZED BY CAMBRIDGE ASSESSMENT ENGLISH RUSSIA,

24-26 AUGUST, 2021 (PART 1)

I.Yu. Lavrinenko

For citation: Lavrinenko I.Yu. Scientific information on participation in the webinar for the English language teachers «Cambridge back to school conference», organized by Cambridge Assessment English Russia, 24-26 august, 2021 (part 1) / I.Yu. Lavrinenko // Scientific Journal “Modern Linguistic and Methodical-and-didactic Researches”. – 2021. - № 3 (34). – P. 90-94.

The webinar «Cambridge Back to School Conference» was held 24th to 26th of August, 2021. It was organized by Cambridge Assessment English Russia – nonprofit subsidiary of Cambridge University. The mission of Cambridge Assessment English Russia is expert assessment of English level, preparation and organization of international English exams. The organization issues certificates acknowledged in more than 130 countries.

Cambridge Assessment English Russia`s activity is realized in more than 50 000 training centers all over the world, teaching English for communication both in everyday life and professional sphere. Moreover, Cambridge Assessment English Russia deals with development of educational material for different levels of English learners and creation of modern methodic resources for school and University teachers in cooperation with Cambridge University Press.

For promotion of English leaning and improving the quality of teaching the English language Cambridge Assessment English Russia organized series if webinars, which was an interesting environment for exchanging experience with more than 500 specialists from different cities of Russia and near-abroad counties, who are involved in the sphere of the English language teaching. Among the participants of the webinar were the specialists from Moscow, Krasnodar, Vologda, Chelyabinsk, Nizhniy Novgorod, Kaliningrad, Ufa, Samara, Voronezh, Kazan and many others as well as from Tiva Republic, Armenia, Ukraine, Belarus. The working language of the webinar was English.

For the three days of the webinar there were offered lectures on relevant issues of three basic types of language activities – Listening, Speaking, Reading and Writing delivered by Cambridge Assessment English Russia speakers. Every day two sessions of workshops were held, collaborating theoretical comments of speakers based on their wide experience of work with different level learners and presentation of practical tasks. On completion of the tasks there followed discussion where all the webinar participants could take part.

The first day of the webinar started with the workshop Cambridge Resources for Your English Classroom held by two speakers - Gourge Heritage, Assessment Services Manager, Cambridge English from Spain and Portugal and Viktoria Peña, Assessment Services Administrator, Cambridge Assessment English from Jaén (Spain). Gourge Heritage overviewed the resources for preparation for International Cambridge exams. In particular, the changing of the role of digital technologies in pre-COVID and post-COVID epoch was analyzed. The speakers` ideas about abundant opportunities of the modern English language teacher in the choice of online and off-line resources arose active interest.

________________________

© Lavrinenko I.Yu., 2021

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The lessons given totally with the use of digital technologies off-line or in a classroom as well as combination of on-line and off-line modes of teaching helps to organize the process of learning more effectively taking into consideration the level of learners, their opportunities, preferences and perceptive abilities. Mr. Heritage talked about the situation when within one group there are learners of different language levels. In this case the use of electronic resources is especially important as additional learning material.

The speakers presented the overview of electronic learning materials for forming and developing four types of language activities: the resource for teachers Weekly (levels A1-B2), where the lessons are organized as a week-planner depending on the goals and objectives of learning as well as on the skills that are to be improved. The resource for teachers Practice Makes Perfect (levels A2-B1) is of scholar`s interest. It is aimed at helping teachers in lesson planning, communication with colleagues, sharing their experience and resources, getting access to different methodological recommendations.

For development of reading skills the resource Reading Guide for Teachers was presented. It offers updated recommendations for exam training. Resource Pre-teaching and Support is aimed at activation of vocabulary with the use of posters. Resource Read and Improve (Beta) (level A2-C2) offers excellent opportunity to vary the approach to the aspect of reading. Pop-up notes with the translation of words help to speed up and optimize the understanding of the text. They help the learner get comprehensive information about the meaning of unknown word. The function “word cloud” presents the combinatory function of a word and is of special interest and efficiency. Authentic combinations of a word improves the level of speech authenticity of a learner, approaching it to the level of a native speaker. Besides, the tasks on text summarizing and generation of narrations is really useful.

For better memorizing of new vocabulary the resource Flippity was recommended, which helps learners create new lexemes and study their use in context.

Among the resources for development of listening skills resource Virtually Anywhere is a perfect choice. It is aimed at B1 level and offers the scripts of the listening materials as well as ready lesson plans.

Among the other resources Writing a picture Story, Writing an Article, Penfriends, Write and Improve were overviewed. Ресурс Write helps to perfect writing skills. The resource Write and Improve offers learners to do the exercises, to submit them for checking and get their expert assessment – detailed recommendations of a specialist on error corrections as well as his commentaries.

For speaking skills development there are resources Questions and Answers to activate passive vocabulary and Asynchronous Options which help the students check their speaking skills by sending the audio recording for assessment and getting specialists` feedback. Service Speaking Videos offers video demonstrations of the aspect Speaking, gives the information about criteria of assessment and educational resources. All the resources overviewed by the speakers are free of charge. Also, the speakers presented the overview of mobile application Exam Lift for exam preparation. The resource Digital Teacher will be useful for the teachers for determination of the aspect of work that needs to be improved, for their selection of useful digital resources and recommendations on their use, for checking your skills and necessary practice.

The second session of the webinar concerned teaching speaking. The speaker of the second workshop was Greg Wagstaff, Teacher Trainer of Cambridge University Press and Cambridge Assessment (Spain). Greg Wagstaff held the attention of all webinar participants, involving them in the process of doing exciting exercises for development of speaking skills. On completion of the exercises analytical overview of different approaches presented was given. Greg Wagstaff gave a detailed account of four types of learning activities: Guess what? Noughts and Crosses, Yes/No Game, Information Gap.

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The elements of game methodic for training fluency of speech (Yes/No Game) presented by the speaker are aimed at speeding up learners` speech and reaction. This skill seems to be useful not only to successfully complete the Speaking exam aspect, but also for all the other exam tasks. To add creativity to the learning process Greg Wagstaff offered the participants to modify the game to make it simpler or, on the contrary, more complicated. In search for answers the participants analyzed their teaching experience and offered several ways to vary the tasks complexity: the teachers shred creative ideas to modify the tasks: to change the conditions of the interview (to cut time to prepare the answers, to add the number of participants, to change the sequence of answers, etc.) as well as in terms of limitations of answers varieties (for example, a learner must give their answers use only the words beginning with a certain letters, etc.). Greg Wagstaff specified the importance to concentrate the educational process not only on passing a certain aspect of exam, but also on development of speaking skills in general.

According to Greg Wagstaff, one of the effective instruments for stimulation of verbal interaction in class, drawing attention to communicative aspect, may be the tasks to modify pictures and variations of such kind of work (description of pictures, searching for common and different details, etc.). Such tasks are aimed at information exchange. In the process of doing the tasks the learners are in cooperation and collaboration, when the success of every learner depends on the quality of work of his partner.

Greg Wagstaff highlighted audio recording as one of the modern methods to control the quality of learner`s own speech. By listening his or her own recordings the learners can determine the aspects of their speech that needs to be improved. Today your own speech can be simply recorded with the help of personal digital devices. Using mobile applications with voice recognition can help to check the correctness of your own pronunciation. The program recognizes the text if it is pronounced correctly, while the incorrectly pronounced text, will be unidentified.

Taking into consideration his teaching experience, Greg Wagstaff outlined what, in his opinion, is the difference between such aspects of class work as practicing and developing. In his opinion, teacher should pay attention to developing different skills. In the end of the session there was time for questions and answers. The participants were interested in stimulating learners to speaking. Also, the questions concerned the general aspects of speaking in English classes, the function of a teacher and his involvement in the speaking class activities.

Also, the speaker presented the overview of the resource of Cambridge University Press, informing the teacher about the assessment criteria for the exam aspect of Speaking as well as about the strategy for exam training in terms of speaking skills, which can also be used as an independent activity in class.

The second part of the seminar delivered by Greg Wagstaff concerned Listening. The techniques for the teaching the listening aspect and methodical materials for preparation for Cambridge University Press exams were analyzed. The speaker presented in details three types of tasks: 1) Pre-listening Tasks; 2) During Listening Tasks and 3) Post Listening Tasks. Several practical tasks were demonstrated, traditionally all the seminar participants were involved in this practice.

In the beginning of this workshop the teachers were offered to analyze their experience and to share the intricacies that they come across with in the process of teaching Listening aspect. Among the most frequently used challenges mentioned were: the lack of learners` motivation, the absence of unique criteria of listening assessment, the search for effective exercises for development of speech fluency, the different views of specialists on timing the listening task, the need for search of relevant up-to-date sources of information, insufficient progress in Listening, etc.

Pre-listening Tasks were aimed at development linguistic guessing, determining sentence structure and their semantics (meaning) - Matching question activity. In the speaker`s opinion, these types of tasks give the learners new level for perception of information, transmitted by

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signs of language. This type of activity is more effective than simple reading the questions – the traditional before-reading activity. The comparing their answers make the learners think over structure and the meaning of the material being read, i.e. to deeper learn the language, to process the given language constructions and make new sentences according to the learners` communicative goals and thus effectively prepare for perception of new audio material. The learners of the upper level can be given the task to offer their own variants of answers, that will stimulate their language activity and make this type of practical exercises more effective.

The pre-listening exercises demonstrated by Greg (Making up Questions with Keywords, Matching Activity) are aimed at activation the learners attention and their mental activity so that to revive their interest for the future perception of audio text. This way they specify key words in the given questions as the main accumulators of meaning, that in turn, acts as stimulating mechanism for the following understanding of the audio text.

For fulfilling the tasks offered by the speaker modern methodical approaches were used, in particular, the use of telephones, audio files transmission by QR-codes scanning, that made the webinar even more useful and interactive. These types of digital technologies were offered to be used not only for on-line but also for off-line learning.

Use of QR-codes as access to text, audio and video materials will help the learners to perceive Listening class activity in a different way and give necessary momentum to learning. As Greg explained, while listening audio text in traditional way, when the recording is demonstrated to all the learners simultaneously, they can subconsciously be a little discomforted. This effect may be caused by the fact that the beginning and ending of the audio text demonstration as well as the length of text performing is limited and controlled by the teacher because of the specifics of listening activity in class. Involving QR-code technology in listening practice the learners gain more freedom and self-control. It lowers inner discomfort and, consequently, holds students` attention to the language material and focus them on educational process.

Greg Wagstaff also highlighted the effectiveness of using audio scripts while studying, as they help the learners to recognize the parts of the text, which perception seemed difficult. Written demonstration of the audio text will contribute to the future learning progress. Scripts also help to enlarge vocabulary, act as additional reading practice and help to check the understanding the most difficult elements of audio text.

In conclusion Greg Wagstaff answered the participants` questions.

During all sessions of the webinar the participants actively exchanged their experience on the discussed issues. Lively on-line discussion provided big stimulus for analyzing and exchange teachers experience. It was pleasant to feel solidarity of the teachers` society in determination of the aspects that need special attention and more thorough preparation (for example, the Reading aspect).

For all registered participants the recording of the webinar is available on Youtube channel. The participants who were on the seminal live were sent the Certificates of participation as well as all necessary links on such important resources as BBB lockdown Learning, TED Education talks, Film English and many others, which will help them to prepare for the class more professionally, involve interactive component, that will make the educational process more interesting and optimize it for the modern learners needs. For modern generation the communication with the world with the help of Internet Technologies is the norm of life, so the use of digital technologies in the learning process today is not only desirable, but absolutely necessary.

The links on digital resources sent by Cambridge Assessment English Russia are aimed at А2 – С2 level learners teaching and involve all the types of language activities.

The important beneficial organizational feature of the webinar was live communication of the speakers with the participants during all the sessions. They gave the participants the tasks, got their comments and reactions, which made this online event really effective. The communication was exceptionally live and quite informal, the participants sincere interest and their intention to perfect their teaching methods, to share their experience and to get answers to the

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