The article considers a comparative approach in terms of teaching the vocabulary of British and American English. The work analyzes works on the problems of intercultural, socio-cultural approaches, principles of oppositional activity, the historical context of the emergence of American English as a variant of the English language, as well as American cultural identity in relation to the topic under study. The studied criteria for selecting the content of the lexical material of British and American English for teaching are given.

The article considers a comparative approach in terms of teaching the vocabulary of British and American English. The work analyzes works on the problems of intercultural, socio-cultural approaches, principles of oppositional activity, the historical context of the emergence of American English as a variant of the English language, as well as American cultural identity in relation to the topic under study. The studied criteria for selecting the content of the lexical material of British and American English for teaching are given.

This article is devoted to the process of formation of functional literacy of students in English lessons. Based on the existing regulatory framework, the authors define the concept of functional literacy. It describes the structure of functional literacy, its relationship with key competencies, including the influence of a foreign language on the formation of functional literacy. One of the tasks that a foreign language teacher faces is the formation of functional literacy in practical lessons.