Ассоциации «общенациональное движение «бобек» конгресс ученых казахстана

SCIENCE AND EDUCATION IN THE MODERN WORLD: 
CHALLENGES OF THE XXI CENTURY"
 
ASTANA, KAZAKHSTAN, FEBRUARY 2023 
73 
- about how to use public transport (if appropriate)
- when the candidate will be back and where the two of you should meet.
- for a map. 
Case task 3
. 
Your group has decided to meet again in September. Discuss with your groupmate (the 
examiner) what this meeting should be like. Think about the following:
-Where to go? (restaurant? university? anywhere else?) 
- What to do? (just talk? eat and drink? party? cultural programme? anything else?)
- Who to invite? (groupmates only? teachers? people’s friends? anybody else?)
- How to organise it? 
In performing such tasks, implementation of the "Case Study" method includes the 
following stages: 
Phase 1. By reading the text of the situation, the student should try to independently 
understand the essence of the problem, determine his position to assess the situation, think of 
answers to questions and find specific ways to solve the problem. 
Phase 2. Working in a small group. High schoolchildren exchange opinions in small 
groups (4-6 people) within the framework of the problems forming the basis of the case, solve 
the problem together using dialogic communication and consensus methods. At this stage, there 
may be "brainstorming", dialogue and polylogue, discussion, debate. After the group discussion, 
category leaders who are able to present solutions to the problem are determined. 
Phase 3. The general group discussion is conducted under the guidance of the teacher. 
According to the rules, each group expresses its views on the situation based on the framework 
of problems described. The peculiarity of the discussion is that the teacher does not give a 
qualitative assessment of the answers, each expressed opinion is taken on its own. The process of 
analyzing the situation requires the teacher to have a broad mindset, the ability to communicate, 
a complex of knowledge from several similar subjects, and the technique of conducting a 
discussion. 
Through the given tasks, high schoolchildren are asked how to behave in different 
everyday situations, to solve problems in speech culture and various speech acts in social life. 
Therefore, based on the mentioned methods, modern innovative communicative method, it was 
intended not only to teach high schoolchildren to freely express their thoughts and speak, but 
also to form their social and cultural competence. 
In conclusion, the cognitive development goal of teaching a foreign language is to achieve 
communicative competence, paying attention to linguistic forms in the development of 
intellectual, emotional and cognitive qualities of high schoolchildren. The communicative 
competence is a competence of not only speaking, but also formation of critical thinking, 
intercultural participation, therefore, our main goal leads to the cognitive communicative goal. In 
this connection, in order to achieve these goals, it is necessary to go through three stages of 
training which we described in the practical part. Many different tasks have can be performed as 
case tasks. Passing various types of classes requires hard work at the required level. Therefore, 
we make sure that the effectiveness of forming high schoolchildren’s intercultural 
communication competence. In future we need to develop methodology on the importance of 
communication - the success of high schoolchildren’s language learning can be achieved only 
during systematic training at all stages of education. 

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