БҚМУ жаршысы - Вестник ЗКГУ ЗКГУ. Вестник, 1-2019 | Page 120

БҚМУ Хабаршы №1-2019ж. The final stage involves the final bilingual conversation (involving students in the discussion in their native and foreign languages of the results of communication, written and verification works) and self - reflection. We distinguish the following forms of organization of educational activities in bilingual chemistry training: frontal, group, paired, individual. The frontal form of educational work is realized in conversation, educational discussion, work with didactic cards, exercises, solving chemical problems, conducting of role and didactic games bilingually, that is, in two languages: native and foreign. The disadvantage of frontal work in bilingual education is that it does not take into account the different level of foreign language skills, there is no differentiation of tasks for pupils depending on their language proficiency. Group form of educational work is implemented in exercising, problem solving, role-playing games, etc. In bilingual education groups can be formed on the basis of language training of pupils. In this case, the tasks should be given at different levels: "A" - for pupils with excellent knowledge of a foreign language, "B" - for pupils with a good knowledge of a foreign language, "C" - for pupils with poor knowledge of a foreign language. In this case, one group may include pupils with different levels of knowledge of chemistry, so the chemical content of the tasks for all groups is the same. The basis of the formation of groups can be put chemical training of students. In this case, one group may include pupils with different language proficiency, but with the same level of chemical knowledge and skills. The paired form of educational activity assumes work of two pupils, thus they can be with identical or different level of knowledge of a foreign language. The paired form of work is realized in pupil's experiment (performance of laboratory and practical works), in performance of exercises, work with didactic cards, etc. During the individual form of work it is best taken into account the language and chemical training of students. At the same time, the tasks can be differentiated by two criteria: the level of knowledge of chemistry and the level of foreign language proficiency. Individual work is implemented in solving problems, performing exercises, working with tests, with various literature and Internet sources, filling bilingual chemical dictionaries, etc. In order to develop the ability to use bilingual chemical language, as well as taking into account the interests and needs of pupils, we recommend to carry out various forms of work using the resources of the Internet. Thus, in the study of the topic "Carbon" pupils can be offered to make a computer presentation in the following areas "Allotropic modifications of carbon", "Properties and Types of Diamonds", "the History of great diamonds", "Properties and uses of graphite", "Fullerenes". To do the work, pupils can use the English-language resources of the Internet, and in the last slide of the presentation indicate links to sources. In the study of the topic "Metals" pupils can be given the task to use foreign sites in chemistry for design wall Newspapers in English about metals in human life: "Use of metals and alloys", "the Biological Role of Metals", "Metals in Human History", etc. Particularly relevant, in our opinion, such forms of work in the study of chemistry of elements in the 9 th grade, because by this time pupils has formed the necessary lexical minimum in chemistry in a foreign language, and the studied topics are related to the daily life of the child or fall within the scope of his interests. Forms of work with the use of foreign language resources of the Internet, in our opinion, contribute to the development of information and communication competence of pupils, that is, the ability to receive and process information from various sources, as well as to transmit it. The teacher of chemistry, carrying out bilingual education, should be fluent in a foreign language, and pay special attention to the scientific style of speech in a foreign 119