Устойчивое развитие: язык, межкультурная коммуникация



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COLLECTION of Сonferences XXIV «Akhanov readings» 2021

1. Observe lexical norms related to the choice of appropriate words, avoiding repetitions 
2. Understand basic information by defining the topic, purpose or purpose of the text 
3. Analyze to understand the content of small-scale works of fiction, determining the features 
of the image of the main and secondary characters, the lyrical hero. 
During the lesson, students learned to understand the topic by defining the topic, main ideas, 
goals of the text and the purpose of the text, learned to express the content of the text in different 
forms and express, defend their point of view by evaluating each other. Subject vocabulary and 
terminology: Students will be able to understand and use music, music origins, rhythm, and musical 
instruments. This lesson instills values such as communication skills. The need for teamwork and 
planning activities in teamwork ensures friendly relations among students and develops their 
communicative qualities for working in a collaborative learning environment: developing skills to 
socially, culturally, ethically and acceptably interact with other students in teamwork. Also instills 
nationwide ideas like "Mangilik El", which forms children's interest in academic knowledge, 
lifelong learning for the good of the homeland. The elements of the lesson are also aimed at self-
study, self-education, the development of critical thinking in students and the implementation of a 
trilingual policy in education. The moral aspect of the lesson assumes: the formation of a sense of 
responsibility for their learning; respect for others, development of intercultural awareness. The 
lesson has an interdisciplinary connection with self-knowledge, literature, music and art. ICTs are 
used at various stages of the lesson in order to visually show presentations and drawings on the 
topic, video material and conduct a dialogue conversation or brainstorming on them.
The theme that was related to music was very effective when applying the CLIL methodology 
in the lesson of Russian literature and English. Moreover, another feature of this open lesson was 
the integration and differentiation of 7th grade students from two different schools as the 
Republican College of Sports and the Nazarbayev Intellectual School in Chemical-biological 
direction. The increase in language competence using the CLIL methodology was due to tasks
where students had to define key terms on the topic "Blind Musician" and compose lexical 
meanings in a fully accessible virtual board.


In addition, students showed their linguistic knowledge by making mental maps and using 
adjectives in a foreign language.
The process of developing critical thinking took place with the help of leading and direct 
questions during a cumulative conversation with students, while students could answer both in 
Russian and in English using language clichés. Integrate the teacher to express themselves, to 
express their thoughts allowed to realize creativity, to reveal abilities of pupils. By the end of the 
lesson, the students were offered reflection, where they had to supplement the sentence: If I find a 
magic wand, then I ... As a result, the students were able to provide their opinions in Russian or in 
English. 
The use of the CLIL methodology in distance learning has brought the following positive 
results: 
1. Due to the emerging interest from the dialogue of the triangle "Teacher of Russian
literature - teacher of the English language - students", the activity of perception, observation 
of educational material increases, emotional and logical thinking is activated the pace of 
imagination increases. 
2. Uniform fulfillment of requirements for the activities of students in the educational process 
and approach to the problem. 
3. Development of students' ability to use theoretical knowledge in different ways: making 
quick and thoughtful concrete decisions in non-standard situations. 
In research work «Content and Language Integrated Learning (CLIL) as a Response to the 
Trilingual Education Implementation: Teachers’ Perceptions, Practices, and Challenges» of Arna 
Bekenova, several problems have been identified in learning using the methodology. One of the 
important problems for the education sector in Kazakhstan is that teachers use this technique 
without understanding the main goal and find it difficult to solve problems during the lesson and the 
aim of this experimental lesson held at the Republican seminar, where teachers of different 
disciplines from different educational institutions were present, is to exchange experience and 
present the use of the methodology 


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