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Kelbetliktiń salıstırmalı hám arttırma dárejeleri formaların tuwrı maslastırıń:
schnell lauter am schwersten
schwer dicker am längsten
lang schneller am dicksten
dick länger am lautesten
laut schwerer am schnellsten
Shınıǵıw: a) Inglis tilinen alınǵan mısalǵa kóre kelbetliklerdiń salıstırma dárejesin jasań (thick
– thicker; small - smaller).
Dich, klein, langsam, laut, schlecht, ruhig, schnell, voll, leer.
b) Inglis tilinen alınǵan mısalǵa kóre kelbetliklerdiń arttırma dárejesin jasań (thick – the
thickest; small – the smallest). Nemist tilindegi mısal (der dickste):
Klein, langsam, schlecht, ruhig, voll, leer, laut, schnell.
c) Qawıstı ashıp kelbetlikti tiyisli formaǵa qoyıń. Mısalı: My cat is (small) than yours. → My
cat is smaller than yours.
Ihre Wohnung ist (groß) als deine Wohnung.
Das Auto ist (schnell) als da Fahrrad.
Hier gibt es viele kluge Schüler, aber er ist (klug).
d) Inglis tilinde berilgen gáplerdi nemis tiline awdarmalań, mısalı: My sister is not as tall as I
am / Meine Schwester ist nicht so groß wie ich.
Gápler:
His car is much more expensive than my car. (Sein Auto ist viel teurer als mein Auto);
We prefer to travel by train. (Wir fahren lieber mit der Bahn);
Karl ist he oldest. (Karl ist am ältesten).
Joqarıdaģı aytılģan pikirlerdi qortındılay otırıp, pánlik-tildi integraciyalasqan oqıtıw qatnası
talabalarǵa nemis tili grammatikasın shet tili (ingliz) baǵdarında ekinshi shet tili nemis tilin nátiyjeli
úyretiw imkaniyatın beredi. Usınıs etilgen stilistikalıq qatnas pedagogikalıq baǵdardaǵı talabalardıń
mútajliklerine sáykes keledi degen juwmaqqa keldik.
PAYDALANǴAN ÁDEBIYATLAR:
1. Coyle, Do; 2007. “Content and Language Integrated Learning: Towards a Connected
Research Agenda for CLIL Pedagogies.” The International Journal of Bilingual Education and
Bilingualism, 543-562.
2. Милехина Е.А. Предметно-языковое интегрированное обучение CLIL в вузе: цели,
содержание, методология / Известия Российского государственного педагогического
университета им. А.И. Герцена. – 2021. –
№ 199. – С.81–90.
3. Wolff, Dieter. CLIL [online]. 2007c [zit. 2011-09-22]. Was ist CLIL? Zugänglich auf:
„http://www.goethe.de/ges/spa/dos/ifs/de2747558.htm.“
INTEGRATION INFORMATION TECHNOLOGY IN MODERN EDUCATION.
Nietbaeva Aziza Nukus State Pedagogical Institute,
3rd year student of Foreign languages faculty
Saparov Sultan Nukus State Pedagogical Institute,
3rd year student of Foreign languages faculty
The integration of Information Technology (IT) in education has revolutionized teaching
methodologies, presenting both opportunities and challenges in contemporary educational
landscapes. This thesis examines the multifaceted role of IT in teaching, exploring its implementation
strategies, pedagogical implications, and overall impact on learning outcomes. Through a
comprehensive review of literature, this study elucidates the various ways in which IT tools and
platforms are utilized in educational settings, ranging from interactive whiteboards and learning
management systems to online collaboration tools and virtual reality simulations. Additionally, it
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investigates the effectiveness of different IT-driven teaching approaches, such as blended learning,
flipped classrooms, and personalized learning experiences. Moreover, this research investigates the
challenges associated with the integration of IT in teaching, including digital divide issues,
technological barriers, and concerns regarding the quality of online education. By analyzing empirical
data and case studies, this thesis aims to provide insights into best practices for effectively leveraging
IT in educational contexts, while also addressing the need for continuous professional development
and support for educators.
In the era of rapid technological advancement, Information Technology (IT) has emerged as a
transformative force in various aspects of society, including education. The integration of IT in
teaching methodologies has sparked a paradigm shift in traditional educational practices, offering
new opportunities to enhance learning experiences and outcomes. This introduction sets the stage for
a comprehensive exploration of the role of IT in modern education, aiming to elucidate its impact on
teaching methodologies and student learning. By examining the diverse array of IT tools and
platforms utilized in educational settings, as well as the pedagogical implications and challenges
associated with their implementation, this study seeks to contribute to the ongoing discourse on
effective educational practices in the digital age. Through an analysis of relevant literature and
empirical data, this research aims to provide insights into best practices for leveraging IT to optimize
teaching and learning processes, ultimately fostering a more dynamic and engaging educational
environment.
The integration of Information Technology (IT) into teaching methodologies has become
increasingly prevalent in modern educational settings, driven by the need to adapt to the evolving
needs of students in the digital age. Blended learning, a teaching approach that combines traditional
face-to-face instruction with online learning activities, has gained popularity as an effective way to
leverage IT tools and platforms to enhance learning experiences. By incorporating online resources
such as learning management systems (LMS) and virtual reality simulations, educators can create
dynamic and interactive learning environments that cater to diverse learning styles and preferences.
Blended learning, often implemented through Learning Management Systems (LMS), offers a
flexible approach to education, allowing students to access resources and engage in activities at their
own pace. LMS platforms such as Moodle, Canvas, or Blackboard provide a centralized hub for
course materials, assignments, and communication tools, facilitating seamless interaction between
students and instructors. Virtual reality (VR) simulations further enhance learning experiences by
providing immersive environments for hands-on practice and experimentation in various subjects,
from science and engineering to history and literature. Research indicates that incorporating VR
simulations into curriculum not only increases student engagement but also improves retention and
understanding of complex concepts.
Flipped classrooms represent another innovative teaching model enabled by IT, wherein
students engage with instructional materials outside of class time, allowing for more interactive and
collaborative activities during class sessions. This approach not only encourages self-directed
learning but also fosters critical thinking skills and problem-solving abilities through hands-on
activities and discussions facilitated by the instructor. Moreover, the flexibility afforded by online
education platforms enables personalized learning experiences tailored to individual student needs
and interests, promoting greater engagement and motivation.
However, the widespread adoption of IT in education is not without its challenges. The digital
divide, characterized by disparities in access to technology and internet connectivity, remains a
significant barrier to equitable educational opportunities for all students. Addressing this issue
requires concerted efforts to bridge the gap through initiatives such as providing subsidized devices
and expanding internet infrastructure in underserved communities. Additionally, concerns regarding
the quality of online education, including issues related to academic integrity and the credibility of
online credentials, underscore the importance of maintaining rigorous standards and ensuring the
integrity of online learning environments.
Professional development plays a crucial role in empowering educators to effectively leverage
IT in teaching. By providing training and support in the integration of IT tools and pedagogical
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approaches, educational institutions can equip teachers with the knowledge and skills needed to
navigate the complexities of digital learning environments. Furthermore, ongoing research and
evaluation are essential for identifying best practices and evidence-based strategies for optimizing the
use of IT in education, informing policy decisions and instructional design initiatives.
In conclusion, the integration of Information Technology (IT) in teaching methodologies offers
immense potential to enhance learning experiences and outcomes in modern educational settings. By
embracing innovative approaches such as blended learning, flipped classrooms, and personalized
learning experiences, educators can create dynamic and engaging learning environments that cater to
the diverse needs of students. However, addressing challenges such as the digital divide and ensuring
the quality of online education requires collaboration and investment from stakeholders across the
education ecosystem. With continued support for professional development and research, IT has the
power to transform teaching and learning processes, empowering students to thrive in the digital age.
REFERENCES:
1.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative
potential in higher education. Internet and Higher Education, 7(2), 95-105.
2.
Pellas, N., & Kazanidis, I. (2018). The use of Learning Management Systems in higher
education: A scoping review. Computers in Human Behavior, 87, 360-374.
3.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014).
Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and
higher education: A meta-analysis. Computers & Education, 70, 29-40.
4.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class
every day. International Society for Technology in Education.
5.
Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about
whether, when and how. Routledge.
6.
Auerbach, J., & Schimming, L. M. (2018). Personalized learning: Lessons from the field.
RAND Corporation.
7.
U.S. Department of Education. (2010). National Education Technology Plan 2010:
Transforming American Education: Learning Powered by Technology.
8.
DiMaggio, P., Hargittai, E., Celeste, C., & Shafer, S. (2004). Digital inequality: From unequal
access to differentiated use. In K. Neckerman (Ed.), Social Inequality (pp. 355-400). Russell
Sage Foundation.
9.
Wladis, C., Conway, K. M., Hachey, A. C., & Pusic, M. V. (2019). The impact of cheating
on online exams: A descriptive analysis of student and instructor perceptions. Online
Learning, 23(2), 219-236.
CREATING POST- READING ACTIVITIES FOR SCHOOL CHILDREN ON THE
TOPIC “MARCO POLO LEFT CHINA IN 1292”
Nisanova Q.Q.
English teacher of school №48 named after T.Aybergenova
Kazakhstan, Almati
This article aims to provide educators with practical ideas for designing engaging and
interactive post-reading activities for school children on the topic of Marco Polo's departure from
China in 1292. By incorporating these activities into their lesson plans, teachers can enhance students'
comprehension, critical thinking skills, and overall enjoyment of the subject matter. The suggested
activities encourage students to delve deeper into Marco Polo's journey, explore cultural nuances, and
foster creativity. This comprehensive approach will not only deepen their understanding of history
but also promote a love for learning.
Teaching history to school children can be a challenging task, especially when it comes to
engaging them in the exploration of historical figures and events. Marco Polo, a renowned Venetian
merchant and explorer, offers an intriguing subject for young learners. This article presents a variety
