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suggested the students to imitate the words as the characters did. According to this task students
which consists of 15 people, managed it. 60% of students were capable to imitate the word phrases
as the characters uttered. 25% of them pronounced good as for 15% tried to do their best not to
frustrate their group. At this point, they increased both their vocabulary and pronunciation. After
analyzing our results, we were absolutely sure that watching movies really works to improve
English. The group came to the conclusion this method of teaching is interesting and effective, in
comparison to cramming in textbooks.
REFERENCES:
1. Барменкова О. И. Использование видеоматериалов для формирования
коммуникативной компетенции учащихся на уроках английского языка // Эксперимент и
инновации в школе. - 2011. - № 5. - С. 75-79.
2. Ismaili, M. The Effectiveness of Using Movies in the EFL Classroom – A Study Conducted at
South East European University Merita, Academic Journal of Interdisciplinary Studies, Sapienza
University of Rome, (2013). 2(4), retrieved from
https://www.mcser.org/journal/index
php/ajis/article/view/114/270
3. Kalra R. The Effectiveness of Using Films in the EFL Classroom: A Case Study Conducted at
an International University in Thailand // Arab World English Journal (AWEJ)-2017.-Vol.8.-№3.-
P.289-301.-URL:
https://www.academia.edu/34854845/The_Effectiveness_of_Using_Films
_in_the_EFL_Classroom
4.
Леонтьева Татьяна Павловна, Нетрадиционные методы обучения иностранным языкам в
вузе: материалы респ. Конференции, 1995/6, стр.56
5.
Pezdeck, K., Lehrer, A., & Simon, S. The Relationship between reading and cognitive
processing of television and radio. Child Development, (1984). 55, 2072-2082.
6.
Садовина Л.В. Применение видеоматериалов в процессе обучения английскому языку,
Йошкар-Ола ГБУ ДПО Республики Марий Эл «Марийский институт образования» 2016 p.
6
CRITICAL THINKING TECHNOLOGY – IN CLIL TEACHING PROCESS
Serimbetova R.A.
Kazakhstan, Astana
Senior Teacher of K.Kulazhanov
Kazakh University of Technology and Business
Abstract.
This article highlights the importance of integrated subject and language teaching. CLIL
(Content and Language Integrated Learning) - learning a second language through an integrated
program. Today it is the main tool for the formation and implementation of multilingualism. The
term was first coined by David Marsh. It has a dual purpose: the first is to master the subject; the
second is mastering a foreign language (as a second language). There are also effective ways to
use the strategies of critical thinking through reading and writing, such as "Jigsaw", "Six thinking
hats", "Value Line", "Snowball", "A visit to the Picture Gallery".
CLIL technology has gained widespread use worldwide due to its versatility and easy
adaptation to all foreign languages, age categories of students and their level of language training.
Features of the CLIL technology are: - simultaneous dual orientation of the learning process
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(professional and linguistic), i.e. a foreign language is integrated with the subject matter of the
subject [1, p.31].
First of all, this method increases students' language competence, teaches them to value their
own culture and respect other cultures. Do not expect students to speak a second language right
away. Over time, try to navigate tasks from easy to difficult. Students should not think, "I can't
speak this language." Thanks to scaffolding tasks, students gradually move from basic language
communication skills (BICS) to academic language skills (CALP). Initially, students will make
grammatical errors in spoken language, but do not correct all of these errors and do not distract
students. If they ask the question in the first language, try to answer in the second language.
The main principle is to be able to apply the skills acquired by students in life. When
developing a lesson plan, students should be introduced to the environment [2, p.5].
Also, get used to working with students in groups and in pairs, because they can quickly
learn the language by teaching and guiding each other. When students often have difficulties in
answering in a second language, teachers translate the words themselves. This is not right way, if
students do not know the word, it can be helped by classmates, or if the student does not understand
the text, the explanation of a friend next to the teacher will benefit both students. This is because
the next time students memorize each word, they will remember the translation. Everyday
communication in a second language brings great success. During the lesson, the teacher should
talk to the students in simple language and give them more time to think. Pupils will quickly
remember the translation if they show it in the form of gestures or pictures without saying it right
away. Students need to be given more freedom of thought and taught to speak more.
Today many strategies can be proposed for integrated subject and language teaching. In the
plan of CLIL lesson which is given below the strategies of critical thinking technology are
illustrated:
Geography CLIL Lesson
Theme : Continents and countries
Brainstorming strategy
Ask students to look at the picture and answer which one is continent and which one is
country, let them guess new theme.
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Dividing the class into two groups by giving them flashcards where continents and counrtries
are drawn. The ones who choose the picture of continents will be one group, other ones who choose
the picture of countries will be the second.
Explain new theme by giving brief information about continents and countries.Today you
are going to learn what continents are and where to find them on a map or a globe.
In order to make the new terms understandable I'll stick new words with definition on the
board. Then students will practice it by matching them.
•
A globe is a three-dimensional scale model of Earth.
•
The word "globe" comes from the Latin word
globus
, meaning round mass or sphere.
•
A map is a drawing or other representation, usually on a flat surface, of all or part of the
earth's surface, ordinarily showing countries, bodies of water, cities, mountains, etc.
•
A continent is one of several large landmasses on Earth.
•
Landmasses large areas of land.
Jigsaw reading strategy
Divide the topic about continents among students and let them exchange new information
with each other
•
Student A: North America is cold in the north and warm in the south
•
Buffalo live in North America
•
People in North America came here from many other continents
•
The USA, Mexico, and Canada are the three biggest countries in North America
•
Student B: South America is a warm continent
•
People speak mostly Spanish there
•
The biggest country is Brazil, where people love to play soccer
•
The Amazon rainforest is in South America
•
Student C: There are 47 countries in Europe
•
People in Europe speak over 50 languages!
•
The weather in Europe is similar to North America – cold in the north and warm in the
south
•
Student D: Asia is the biggest continent, and it has the most people – it is very crowded in
some parts of Asia!
•
China is one very big country in Asia
•
Giant Pandas live in China and eat bamboo
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•
A cool place to visit in Asia is the Great Wall of China – it is the largest structure ever built
by man
•
Student E:Africa is a very hot continent because the equator runs through the middle of it
•
Lions live in Africa
•
Most people in Africa have dark skin and hair
•
The Egyptian pyramids are in Africa
•
Student F:Australia is an island continent
•
Native people in Australia are called Aborigines
•
Other people in Australia are related to criminals sent from Europe long ago
•
Kangaroos, koalas, and platypuses live in Australia
•
The Great Barrier Reef is in Australia
•
The weather in Australia is the opposite of our weather
•
Student G:Antarctica is the coldest continent
•
No people live in Antarctica, but some scientists visit to study the weather or animals there
•
Many kinds of penguins live in Antarctica
Six thinking hats
For each student will be given picture that describes one continent, by wearing white hat one
will talk about Antarctica, by wearing green hat student will talk about North America and so on.
Cubism strategy –now let’s play with cube.
Please answer my questions in turns
What is the biggest continent in the world?
What is the difference between continents and countries?
What kind of continent is the coldest one?
What is the capital of Japan?
Snowball strategy
In order to entertain students we'll play snowball;
They will throw it to each other by asking different questions.
In what country do you live in?
What is the most largest country in the world?
Can you name 5 countries that begins with B?
This strategy is useful to warm up your students.
Quality line strategy
The students stand in a line and tell few information that they learned from new lesson and
move forward to each other until they get close.
At the end students are invited to visit the “Picture Gallery ” and choose one country which
they want to visit in the future and they will give the reason .
In order to conclude the lesson, I'll ask to write a five minutes essay about new lesson. What
did they like? What didn't they like? What kind of changes do they want? It helps to make the
learning process as effective as possible.
REFERENCES:
1.
Williams, M (2014). Is technology a silver bullet for language teaching and learning.
The
guardian.
Retrieved
from:
http://www.theguardian.com/teacher-network/teacher-blog/2014
/may/12/technology-language-teaching-learning-pedagogy
143
2.
Dale, J (2014). Teaching languages with technology tools that help students become fluent.
The
guardian.
Retrieved
from:
http://www.theguardian.com/teacher-network/2014/
may/13/modern-foreign-languages-technology-tools-students-fluent
EXPLORATION OF ACTION RESEARCH IN TFL
Sakhitzhanova Zada
candidate of Philological sciences, a teacher of Khozha Akhmet Yassawi International
Kazakh- Turkish university.
Summary:
The article considers one of the ways of improvement of teaching, in particular,
English. Action Research, studying in operation, as one of the effective ways of achievement of the
necessary result. This method began to be used by scientists and professionals of the West from
the middle of the last century. The research business is not static, unlike the academic method of
a research. It has the form of a spiral and can change a research subject depending on
circumstances. In addition, it is necessary to pay attention that when carrying out a research we
have to consider the opinion of stakeholders, in our case opinion of colleagues and opinion of
students.
Keywords:
action research, teaching, foreign language, method, studying in operation
Action research is either research initiated to solve an immediate problem or a reflective
process of progressive problem solving led by individuals working with others in teams or as part
of a "community of practice" to improve the way they address issues and solve problems. There
are two types of action research: participatory and practical.
Action research involves actively participating in a change situation, often via an existing
organization, whilst simultaneously conducting research. Action research can also be undertaken
by larger organizations or institutions, assisted or guided by professional researchers, with the aim
of improving their strategies, practices and knowledge of the environments within which they
practice. As designers and stakeholders, researchers work with others to propose a new course of
action to help their community improve its work practices.
Kurt Lewin, then a professor at MIT, first coined the term "action research" in 1944. In his
1946 paper "Action Research and Minority Problems" he described action research as "a
comparative research on the conditions and effects of various forms of social action and research
leading to social action" that uses "a spiral of steps, each of which is composed of a circle of
planning, action and fact-finding about the result of the action" [1, p. 43].
Action research is an interactive inquiry process that balances problem solving actions
implemented in a collaborative context with data-driven collaborative analysis or research to
understand underlying causes enabling future predictions about personal and organizational
change. After six decades of action research development, many methods have evolved that adjust
the balance to focus more on the actions taken or more on the research that results from the
reflective understanding of the actions. This tension exists between
1.
those who are more driven either by the researcher's agenda or by participants;
2.
those who are motivated primarily by instrumental goal attainment or by the aim of
personal, organizational or societal transformation; and
3.
1st-, to 2nd-, to 3rd-person research, that is, my research on my own action, aimed
