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 жүктеу/скачать 5,1 Mb. Достарыңызбен бөлісу:
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