ENGLISH AS PART OF UPDATING THE CONTENT OF SECONDARY EDUCATION

A feature of the updated curricula is the new structure, which includes 10 sections:

1) The importance of the subject

2) Objectives of the subject curriculum

3) Implementation of the trilingualism policy

4) Organizational requirements for the process of teaching the subject

5) Pedagogical approaches to teaching the subject

6) The formation of respect for the diversity of cultures and opinions

7) Competence in the use of information and communication technologies

8) Development of students’ communication skills

9) Approaches to evaluating the results of studying the subject

10) The content, organization and sequence of sections of the program on the subject.

These sections of the curriculum contain educational material on the levels of education. The curriculum is accompanied by a curriculum of a recommendatory nature, consisting of long-term and medium-term plans. The plans, based on a system of goals and approaches to learning, provide recommendations for teachers on conducting classes on topics and sections, organizing students in lessons, and also include educational resources (Internet, texts, exercises, video and audio materials, etc.).

the obsessive difference of the updated curricula are:

– the principle of helicity to the design of the content of the subject;

– hierarchy of learning objectives according to Bloom’s taxonomy, based on the laws of cognition and classified by the most important types of subject operations;

– pedagogical goal-setting by education levels and throughout the entire course of study, which makes it possible to take into account intra-subject connections as much as possible;

– the presence of «cross-cutting topics» between subjects both within the same educational field, and the implementation of interdisciplinary connections;

– compliance of the content of sections and topics of subjects with the spirit of the times, emphasis on the formation of social skills;

– technologization of the educational process in the form of long-term, medium-term and short-term plans.

The main difficulty in mastering a foreign language is the development of listening and speaking skills. Moreover, speaking is impossible to learn without listening. They together form one act of oral communication. Listening is a derivative, secondary in the process of communication, it accompanies speaking and is synchronous with it. The development of listening skills as a type of speech activity is one of the independent tasks of teaching a foreign language. Listening training should begin with such exercises, when students not only hear, but also see the speaker. At the initial stage, they aim to repeat what they have heard, and not to test understanding. It is not always necessary to demand a response. It can even sometimes interfere with learning listening – the student will try to think about the answer instead of analyzing what he has heard and understanding it more deeply. Speech reproduction is already the end result, because speaking is the most difficult aspect of language. A good result is given by the exercise.

It is necessary that, especially at the initial stage of learning a foreign language, an object or a drawing with its image should be directly in front of the eyes of students and strongly embedded in memory

The use of pictorial visualization in foreign language lessons in secondary schools is very effective. It helps the teacher at the initial stage to organize work to expand the vocabulary of students, create a language atmosphere in the classroom and outside it, use vocabulary for the development of oral foreign language speech. Visibility in a foreign language lesson promotes the activation of cognitive activity of children, expands their horizons, increases interest in the language being studied, significantly enriches the lexical stock of students. Visibility should involve mastering the most commonly used vocabulary of the English language, which is provided by the program for the initial stage of learning a foreign language.

The selection of images of clarity is made by us taking into account the specifics of the interests of students. These are topics such as: School, School – things, At the dining – room, House, Flat, The Family, Clothing, Meals, Animals.

Working with the “Picture Dictionary” encourages students to take care of the word, educates them to use lexical units meaningfully, in exact accordance with their meaning.

Visibility in a foreign language lesson and outside it contributes, first of all, to enriching the lexical stock of students, improves the knowledge, skills, and skills of children in the foreign language being studied, increases the interest of schoolchildren in this subject, helps to reveal the fuller creative potential of elementary school students. Visibility arouses interest in language classes, translates arbitrary attention into post-involuntary, expands the amount of material to be assimilated, trains the creative imagination of elementary school students.

The principle of visual learning is one of the most intuitive principles of learning, which follows from the essence of the process of perception, comprehension and generalization of the material by students.

Visibility affects the emotional side of the learner’s personality. It is known that the organs of vision have greater sensitivity. “It is better to see once than to hear a hundred times” – says a Russian proverb. The “carrying capacity” of the organs of vision in mastering information is five times greater than the organs of hearing. This information is imprinted in a person’s memory easily, quickly and for a long time. The use of clarity in combination with the teacher’s word contributes to a more solid assimilation of the material.

It is also advisable to use the principle of clarity at the initial stage of the lesson (in phonetic charging). For example, when working with poems, students have the opportunity to visualize what is being discussed. In addition to poems, games can be held, the purpose of which is to check how well students know words and can make sentences with them. For games, leaflets are distributed with the image of small pictures placed so that the new word begins with the last letter of the previous word. It is also possible to distribute pictures under which words are written, the task of students is to make as many sentences with these words as possible.

The transition to updating the content imposes new requirements on the human resource. Therefore, the teacher needs to be ready to accept the methodology and content of the updated state secondary general education, to change the software and methodological support of the educational process, to change the goals and methods of pedagogical activity.

The structure of the new model of school education should unfold in the context of the question «Why study at school?» instead of the traditional «What to teach at school?». These courses contribute to the solution of these issues, during which teachers got acquainted with regulatory documents, updated curricula in the Russian language, a textbook and handouts. It should be noted that during the courses, teachers practiced not only the skills of speech activity: listening, speaking, reading and writing, but also learning goals, criteria for evaluating student academic achievements, age characteristics of first-graders, language learning strategies, features of the organization of learning in the context of «cross-cutting» topics, the use of which allows you to integrate knowledge from different subject areas it contributes to the fact that the student, interacting with the world, learns about himself, self-identifies in the system of life relations.

Алиева Милана Руслановна,

Учитель английского языка

Жамбылская область городТараз

КГУ «Средняя школа №2»