БҚМУ жаршысы - Вестник ЗКГУ ЗКГУ. Вестник, 1-2019 | Page 119

БҚМУ Хабаршы №1-2019ж. The methodical technique «bridge-prompt» is mostly used in oral speech. When the pupil during his answer or of the story is faced with difficulties with any word in the native or foreign language, the teacher helps him. «Bilingual addition» is a methodical technique in which pupils on the basis of their knowledge of chemistry fill in the blanks in the text, using words in their native or foreign language. The teacher gives the task in which it is omitted some words or phrases that pupils have to fill in the blanks. If they cannot give an answer in a foreign language, they give it in their native language. Methodical technique «bilingual addition» contributes to the development of the ability to use chemical language in speech: it helps to identify how pupils know the content of the terms, as well as know how to operate them. Bilingual addition can be used during working with illustrations, doing exercises, tests, chemical experiments. Bilingual mapping allows the pupil to consider the elements of chemical language (symbols, terminology and nomenclature) simultaneously with the positions of the two languages native and foreign languages. This technique is realized in the process of compiling comparative tables. Under the comparative table refers to a table in which are correlated the names of the chemical elements, substances, equipment and terminology with each other in native and foreign languages. The study of language as one of the main indicators of human adaptation to new sociopolitical and sociocultural realities is becoming an urgent scientific-theoretical and scientific-practical task. Methodical techniques of bilingual teaching of chemistry used in a variety of methods: verbal, visual, practical. Each method is implemented through five main stages: preparatory, introductory, analytical, applied and final. At each stage, one or another method can be used. The preparatory stage involves a preliminary bilingual conversation, motivating pupils to perform tasks, and the disclosure of the algorithm of pupils' actions. Under the preliminary bilingual conversation we understand such a conversation, which is conducted in two languages (native and foreign) and is aimed at identifying the level of readiness of pupils to a new activity and disclosure to them of the algorithm of bilingual actions. At the introductory stage, the pupil performs the following actions: 1) acquires chemical information bilingually (i.e. in native and foreign languages) from a teacher or independently searches for it in various sources; 2) perceives chemical information in native or foreign language (reading or listening). The analytical stage includes the processing of the acquired information in the native or foreign language through the implementation of the following stages: 1) analysis of the acquired chemical information (what words, concepts and phrases are clear for a pupil in the text and what he needs to learn); 2) working with a dictionary, grammar reference to find unknown lexical units and grammatical structures; 3) writing down of unknown lexical units into bilingual chemical dictionary; 4) translation from the native language into a foreign language and vice versa. At the applied stage, a pupil uses the acquired chemical information for: 1) bilingual communications (involvement of pupils in the situation of communication in their native and foreign languages: discussion of the acquired information, promotion and defense of their points of view, discussion, report presentation; if pupils have difficulties, the discussion is held in their native language); 2) performing written tasks (test, dictation, exercises, problem solving, etc.) or practical tasks (chemical experimentation, design, modeling). 118