КАЗАХСТАНСКОЕ СОДЕРЖАНИЕ ПРАКТИЧЕСКИХ НАВЫКОВ ПИСЬМА И АУДИРОВАНИЯ ДЛЯ РАЗВИТИЯ АНГЛИЙСКОГО ЯЗЫКА - Студенческий научный форум

IX Международная студенческая научная конференция Студенческий научный форум - 2017

КАЗАХСТАНСКОЕ СОДЕРЖАНИЕ ПРАКТИЧЕСКИХ НАВЫКОВ ПИСЬМА И АУДИРОВАНИЯ ДЛЯ РАЗВИТИЯ АНГЛИЙСКОГО ЯЗЫКА

Бопан А.Е. 1, Жусупова Р.Ф. 1, Серикбаев Д.Е. 3
1ЕНУ им. Л.Н.Гумилева
3ЕНУ им. Л.Н. Гумилева
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National or Kazakhstani (KZ) content of education is seen as a process of closest approach of the educational sphere to the real needs of school-specific region and its cultural and historical features. The KZ component does not stand out as an independent object; its contents are organically woven into the curricula of the relevant educational areas. The inclusion of a regional component in the content of subjects due to a number of objective reasons, among which are a new approach to learning, humanization of education, focus on the individual student, the formation of man and harmoniously incorporated into the local culture.

KZ components are included in each subject content and very popular and necessary for students, even vital. A special role is played by the personality of the teacher. Master's words about his native land, his example, his work, full of creativity, knowledge, his ability to learn the experience of generations and its transmission, a clear sense of respect for the history of the region, the memory of people who lived in different times, and their activities - all of this, as a powerful factor in education, affects the formation of world vision, civic, patriotic and best human qualities of the younger generation.Consistent and systematic inclusion of material reflecting national and cultural, aesthetic aspectsallows to create and deepen the students' sense of homeland, careful and correct attitude to the language and culture of its people and the peoples living in the region, to bring the culture of communication and relations with the outside world, people.

Thus, considering urgency of KZ component we can conclude that the use of them in the classroom provides development of a real citizen of Kazakhstan who knows his/her traditions, culture and with development of communicative competence students with understanding and speaking about regional information by using foreign language. Hence KZ component allows us to understand human’s place/position in the natural systems of the world. Improvement of the regional component in the content of school subjects is the distribution and localization of regional knowledge, problems in selected topics of subjects at different stages of teaching. To sum up, the basis of the study region is responsible for the education of conservation of the environment, their homeland which is one of the leading value orientations of students.

This academic paper is based on studying the formation listening and writing skills with KZ content oriented learning. The information below mandatorily involves a set of sample lessons and exercises on KZ content. It is an obvious fact that it is how impossible to provide any lesson by means of a sole skill. Therefore, all 4 language skills are utilized within lesson plans, but there is somehow a slightly higher accent on one of the components – whether it is listening or writing.

Listening is the ability to accurately receive and interpret messages in the communication process. Listening, as one of the means of language communication, is used most widely in people’s everyday lives. However, listening is not the same thing as hearing. Hearing refers to the sounds that one hears, while listening requires more than that: it requires focus. Listening is receiving language through the ears. It involves identifying the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us. In other words, listening is the ability to accurately receive messages in the communication process. Listening is key to all effective communication. [1; 37].

There are 2 English lesson plans for elementary school presented below. The materials can be used for students for 1st and 4th classes, but each teacher must responsibly approach to the selection of materials such as a lesson plan. A wrong material can have a negative impact on children's education and to motivate them in the future.

Lesson plan №1«Kazakhstan is My Motherland»

The aims of lesson:

Practical aim: the development of skills with detailed understanding of the auditioned.

Developing aim: the development of phonemic hearing, of language guess, increased of memory, of voluntary attention.

Educational aim: organization of motivation for learning a foreign language.

Materials: book “Enjoy English”, listening texts, pictures, question cards.

Forms: group, individual, working in pairs.

1. Organizational moment: Good morning, girls and boys!

2. Check-up the homework.

3. Warm-up: Let’s remember the English letters and sounds.

Bb – [b]

Ww – [w]

Mm – [m]

Dd – [d]

Cc – [s] [k]

Rr – [r]

4. Preparation for work with audio: Showing images, discussion

Vocabulary: Страна - country, дружба -friendship, независимость - independence,кочевник- nomad, полезные ископаемые- minerals, засушливый – droughty, уникальный- unique, богатый- rich, знаменитый- famous

5. Listen to the audio and answer the questions:

Which place on the magnitude occupies Kazakhstan?

How many years of Kazakhstan's independence?

The capital of the Kazakhstan is…

Tell me about our motherland.

6. Individual work: to convey the love for the motherland in five sentences

7. H/w - W.b.ex.4, p.51, essay «Kazakhstan is My Motherland».

Lesson plan №2«Baiterek - a symbol of modern Astana »

The aims of lesson:

Practical aim: development of skills listening comprehension.

Developing aim: to deepen and broaden the knowledge of pupils on the theme «Baiterek - a symbol of modern Astana»

Educational aim: provide pupils with an interest in listening, maintaining a high level of motivation to learn English

Materials: book “Enjoy English”, listening texts, pictures, question cards.

Forms: group, individual, working in pairs.

1.Organizational moment:

-Good morning, children. You may sit. How are you today?

-Who wants to be an interviewee today? Come to the blackboard, please.

-Children, if you want to ask ….questions, come here and take a card.

2. Check-up the homework.

3. Warm-up:

[t] – terrible, hot, melt, frost, hate, autumn;

[d]- dry, cold, cloud, cloudy;

[s] –snowy, sunny, spring, season, summer;

[w] – weather, wet, windy, warm, winter.

3. Vocabulary:

TreeofLife-деревожизни

Holybird-святаяптица

Golden egg -золотое яйцо

Wicked dragon-злойдракон

Height-башня

Glassball-стеклянный шар

5. Preparation for work with audio: Showing images, discussion

6. Listen to the audio and choose true (T), false (F)

1) The egg does notsymbolizes the Sun, granting life and hope.

2) The Bayterek monumental structure was opened in the very center of Kazakhstan capital in 2003. It ushered in a new stage in the people’s life, becoming a symbol not only of Astana, but also of the whole country.

3) The tower is supported by 500 piles and its weight exceeds 1,000 tons.

4) Inside the tower there is an elevator able to lift the visitors to the height of 86 meters, to the panorama hall with beautiful view of Astana.

7. H/w W.b.ex.2, p.54

Also writing is the productive skill in the written mode. It, too, is more complicated than it seems at first, and often seems to be the hardest of the skills, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way [2;50]. Writing is one way of providing variety in classroom procedures. It provides a learner with physical evidence of his achievements and he can measure his improvement. It helps to consolidate their grasp of vocabulary and structure, and complements the other language skills. Sentence is the base of an article. So he should begin his writing with sentences. For example, translation, sentence pattern exchanging, and text shortening and rewriting. It helps to understand the text and write compositions. It can foster the learner’s ability to summarize and to use the language freely.

Lesson plan №1 - “My summer holidays”

Aims:

Practical: formation of writing skills;

Developmental: development of motivation to studying of English;

Educational: to evoke a pupil's interest in writing, maintenance of high level of motivation in studying of English.

Objectives:

- To activate and improve lexicon of students;

- To provide assimilation of the main objectives involved into the content of the lesson;

- To form and develop educational and organizational skills (mutual control, independent work, team work).

Forms:

- Group work;

- Individual;

- Work in pairs.

Equipment:

- Images, textbook, projector, presentation.

  1. Organizational moment:

Review: “Let’s revise what we passed last lesson. Repeat after me the translations of the following words:

Carrot – морковь, apple – яблоко, peach – персик, pear – груша, banana – банан, melon – дыня, vegetables - овощи”.

  1. Statement of a lesson:

“Good! Now I suggest you a fragment of a writing “My summer in aul”. Please, find out Kazakh vocabulary mentioned in the composition.

«My summer in aul»

All my summer I spent out at my grandmother and grandfather in the aul. Every morning together with my grandfather we went on a zhailyau and grazed cattle. In the evening my grandfather told me interesting stories, played on a dombra and sang our national Kazakh songs. I love kumis which is done by my grandmother. When guests came to us, she cooked beshbarmak. My grandparents speak with me only Kazakh.

In the aul I have a lot of friends. One of them lives in a yurt in which is very comfortable and spacious. Air in the aul is very pure! Sometimes in the evening we with friends went outside and played asyk. I think that only kind and sympathetic people live in our aul.

Glossary: aul, zhailyau, dombra, kumis, beshbarmak, yurt, asyk.

Tasks to the text:

1) Translate the text;

2) Retell the text;

3) Write composition of your own by using glossary (at least 10 sentences).

- Work in pairs and make a dialogue on a topic “My holidays””.

  1. Result of a lesson: “If you have finished, please write down your homework. HeadwayWorkbook, 5C all exercises! Thank you very much! See you, good bye!”

Lesson plan №2 - “Who do you want to be?”

Aims:

1. To teach writing about yourself on the basis of examples;

2. To develop writing skills at pupils;

3. To develop motivation at pupils to aspiration of the highest achievements using standards of pride of Kazakhstan.

Objectives:

- To activate and improve lexicon of students;

- To provide assimilation of the main objectives involved into the content of the lesson;

- To form and develop educational and organizational skills (mutual control, independent work, team work).

Forms:

- Group work;

- Individual;

- Work in pairs.

Equipment:

- Images, textbook, projector, presentation, video clip.

  1. Organizational moment

  2. Phonetic warm-up:

Bb – [b]

Ww - [w]

Mm - [m]

Dd - [d]

Cc - [s] or [k]

Rr - [r]

  1. Statement of a lesson:

“Now, students, I want you to ask? Who do you want to be? Here is a short

vocabulary related to professions”. Policeman, lawyer, doctor, teacher, manager, chief, painter, actor, astronaut, engineer, writer, president, designer, fireman, architect, etc.

“Ok. Children, do you know who Zhansaya Abdumalik is? She is as young as every one of you here. Read the text below about her”.

Young talent

Zhansaya is Kazakhstani chess Woman Grandmaster (WGM) and chess prodigy. Young talent of Kazakh nation was born in Almaty, 12 January 2000. She won the U-8 Girls' World Championship in 2008 and the U12 Girls' World Championship in 2011.

At the age of 6, Zhansaya and her older brother began attending a chess school. In just over a year, young star won her first trophy at a national tournament in January 2007.

In September 2013, she was the runner-up in the World Junior Girls Chess Championship. In November 2013, she won the Brno Open in Czech Republic with 7.5/9. Abdumalik won the bronze medal in the Asian Women's Blitz Championship of 2014.

Zhansaya as an agent of the State won the bronze medal also at the 2015 World Junior Girls Chess Championship in Khanty-Mansiysk.

  • Answer the following questions in written form:

  1. Who is Zhansaya Abdumalik?

  2. Where was she born?

  3. Can you list her achievements?

  4. Where did the 2015 World Junior Girls Chess Championship take place?”

  1. Result of a lesson:

“Thank you for active participation. Now write your homework: you should write a composition of who you want to be and point out why your future profession is useful for our motherland - Kazakhstan. Good luck! See you soon!”

The current study explores the effectiveness of using listening and writing activities with KZ content. With the short time this research involves lesson planning examples with listening and writing KZ materials that contribute to foreign language teaching in Kazakhstan. Hence, the findings of this study are noteworthy. Overall, the results show that the advantages of writing and listening using KZ content outweigh some challenges. One of the significant benefits of it illustrated by this study is that KZ content motivates and foster attention for improvement of language accuracy. KZ task-based learning is crucial for meaningful interaction and collaboration.

References:

  1. Four Skills of Language Learning: Listening, Speaking, Reading and Writing, 2006 on WriteWork.com

  2. Four skills in the English language, 2013, rahelcynthia.wordpress.com

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