БҚМУ Хабаршы №1-2019ж.
language. Before introducing the methods of bilingual chemistry teaching, the teacher
should determine the level of language training of pupils, for which he needs to attend
foreign language lessons in their class and talk to the subject teacher. Only after that
you can set the degree of inclusion of a foreign language in the teaching of chemistry.
Teacher activities in preparation for lessons include the following:
1) Monitoring of pupils in chemistry lessons during bilingual education in order
to identify difficulties arising for pupils and prevent them in the future.
2) Work with methodical literature in chemistry and foreign language.
3) Selection of chemical content in native and foreign languages.
4) The selection of lexical minimum necessary for the understanding of the
studied chemical material. Selection of methodological techniques for entering new
words.
5) The choice of methods, methodical technique, forms and means of bilingual
education, taking into account the chemical and language training of students, as well
as the tasks set at the lesson.
6) Development of the plan and summary of the lesson, including the selected
methods, methods, forms and means of bilingual education.
7) Preparation of didactic cards, as well as visual material (illustrations,
computer presentations, video) in native and foreign languages.
The teacher's activity in the process of bilingual education in the lesson includes:
1) Disclosure to students of the algorithm of their bilingual activity.
2) Providing of chemical information bilingually (oral story, conversation,
written text, video, etc.).
3) Providing of various means of bilingual chemistry training for the full work of
the student: dictionaries, didactic cards, comparative schemes, visual support cards, etc.
4) Helping to pupils with their bilingual work.
5) Checking the results of pupils ' bilingual work.
6) Summary of the work.
Thus, for the organization of the process of bilingual teaching of chemistry
teacher can use different methods, techniques, tools and forms of organization of
educational activities, the choice of which depends on the goals and objectives of the
lesson, the content of the studied chemical material and the level of chemical and
language training of students.
Literature:
1. Назарбаев Н.А. Социальная модернизация Казахстана: Двадцать шагов
к Обществу Всеобщего Труда // Казахстанская правда. – 2012. – № 218 – 219. –
https://articlekz.com/article/5831 Дата обращения 20.10.2017 г.
2. Асакапова Р.Р., Сыздыкова А.М. Полиязычие как одно из приоритетных
направлений развития педагогического образования // Педагогический вестник
Казахстана. – 2014. – №2. – С. 25-30.
3. Бертагаев Т.А. Билингвизм и его разновидности в системе
употребления // В сборнике «Проблемы двуязычия и многоязычия». – М.: 1972. –
С. 82 - 88.
4. Борунова Е.Б., Перевозчикова Н.В., Сипатова И.М. О реализации
межпредметных связей химии с английским языком // Химия в школе. – 2010. –
№1. – С. 26-35.
5. Павлова Е.С. Методика билингвального обучения химии учащихся
основной школы // Автореферат дис. канд. пед. наук. – СПб., 2011. – 25 с.
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