БҚМУ жаршысы - Вестник ЗКГУ ЗКГУ. Вестник, 1-2019 | Page 118

БҚМУ Хабаршы №1-2019ж. Methodical technique "changing over of the language code" can be used in didactic games. For example, a question-task can be given in a foreign language; and the answer — in his native language, or vice versa. Visual support involves writing a foreign name on natural objects or their images – during the work with bilingual texts or in the process of bilingual communication. This technique can be combined with changing over of the language code, therefore the legend includes simultaneously the name of the object in two languages - native and foreign, which is appropriate in the 8 th grade, when pupils are just getting acquainted with the chemical language, and in grades with weak language training. Methodical technique "visual support" allows you to adhere to the principle of close connection of the chemical language with real chemical objects, which helps to avoid formalism in knowledge. Technique "visual support" provides the formation of concepts in two language systems. «Visual» support can be used at all stages of implementation of any method (story, conversation, explanation, exercise, laboratory or practical work, didactic game, etc.). Visual support can be used when learning terms. For example, in the study of the structure of the atom pupils are given didactic cards with the image of the model of the atom structure and the definition in their native and foreign languages. At the same time, pupils not only key into the structure of the atom, but also draw a parallel between the native and foreign names of the component parts of the atom, which allows you better to understand the concept and further define it not only in your native language but also in a foreign language. While working with bilingual texts (that is, in two languages: native and foreign) or during oral bilingual communication, pupils may encounter new or difficult lexical units. In this case, the teacher should write them on the board with a translation into the native language and transcription or use so-called visual support cards. By visual support cards we mean printed didactic material, which presents lexical units that are new to pupils and necessary in bilingual communication, in their native and foreign languages (with transcription). At the same time, it is easier for pupils to work with information, and new lexical units are better remembered. Bilingual contextual change is a methodical technique of bilingual chemistry training, which involves the transition from the name of a chemical element, substance, term or equipment in one language to its name in another language. Context change can be used in the study of chemical formulas, equations, terminology and nomenclature. So, on the lesson of generalization and systematization of knowledge on the theme: "Changes occurring with substances" it can be offered pupils the following assignment: Make the reaction equations, replace the names of substances on their chemical formulas, fill in the blanks and arrange the coefficients: 1. hydrogen + oxygen —> water 2. carbon + oxygen —» carbon (IV) oxide 3. iron (III) oxide + hydrogen —> iron + ? 4. calcium carbonate — ˃ calcium oxide + ? 5. sodium + water —> sodium hydroxide + ? This task contributes to the development of the ability to carry out mutual transitions between the names of substances and their formulas, as well as between the names of substances and equations, the ability to arrange the coefficients and equations of reactions. «Bridge-prompt» is a methodical technique of bilingual teaching of chemistry, in which the teacher gives the pupil a prompt in the form of the word in their native or foreign language. 117