Ашық сабақ 10 -сынып

1

ӘОЖ 919
КБЖ 28.63.057
Қ61


Пікір жазған: Ғылым докторы, профессор, академик С.С.Белгібай



«Қызылорда облысы педагогтарының үздік әдістемелік еңбектері» (мақалалар
жинағы). - Қызылорда, 2022 ж. – Т.4 – 337б.


ISBN 029-916-258-27-5

ӘОЖ 919
КБЖ 28.63.057
Қ61









2

АЛҒЫ СӨЗ

Қазіргі таңдағы өзгерістер, тұрақты дамудың жаңа стратегиялық бағыттары, қырқындылығы,
қоғамның ашықтығы, жедел ақпараттануы білім беруге қойылатын талаптарды түбегейлі өзгертті.
Осыған орай бүгінгі күні білім беруді дамыту оның мазмұнын, құрылымын, экономикалық, құқықтық
жақтарының түбегейлі өзгеруімен қатар білім беру ұйымдары қызметінің деңгейін жаңа сатыға
көтеруді, оның тиімді жолдарын қарастыруды талап етеді.
Қазіргі мектеп - мәдениеттің, білім мен тәрбиенің ошағы, оқушының сана сезімін жаңа
деңгейге жеткізуге мүмкіндік жасайтын үздіксіз білім берудің кешенді орталығы. Сондықтан мақсат
пен міндеттерді дұрыс таңдау, оқу-тәрбие ісінің деңгейін зерттеу және терең саралау, рационалды
жоспарлау, инновациялық жолдарды таңдау, білім сапасын бақылау - қазіргі заманда мектептегі
күрделі үдеріс.
Мектептердің бүгінгі ең басты міндеттерінің бірі - мұғалім шеберлігін, кәсіби құзыреттілігін
дамыту. Мектеп ісінің алға басуы педагогикалық ұжымның шығармашылық қабілетіне тікелей
байланысты болмақ. Мұғалімді шағармашылыққа ынталандыратын факторлардың бастысы - өзінің
ғылымына, яғни оқытатын пәніне деген шығармашылық көзқарас, пәндік материалдың
дамытушылық және тәрбиелік мүмкіндіктерін көре білу. Егер тәжірибе ғылыми білімдермен
нәрлендірілсе, оның жаңашылдық деңгейі жоғарылайды, ғылыми шығармашылық қалыптасады.
Шығармашыл мұғалім - белгілі бір позиция мен әлеуметтік мәртебені иеленген, өзінің ішкі
мүмкіндіктерін дамтуға, педагогикалық ақиқатқа жаңашылдық тұрғысынан өзгерістер жасауға
мүмкіндігі бар, өзінің кәсіби мәнділігін жүзеге асыра алатын маман. Ондай мұғалім қоғам талап етіп
отырған дамушы шағармашыл тұлғаны қалыптастырады.
Ұсынылып отырған жинақта аймақтың озат педагогтарының ең үздік жұмыстары: мақала,
сабақ жоспарлары, шығармашылық есептері эсселері, педагог қызметі туралы өзіндік ой-пікірлері,
т.с.с. материалдар жинақталған. Бұл жинақ әрбір мұғалімге өз қызметін дұрыс ұйымдастыруы, кәсіби
деңгейін жоғарылатуы, педагогикалық шеберлігін арттыруы бойынша көмекші құрал болатыны
сөзсіз.




3

Unit 5: Reading for Pleasure School - gymnasium 226
Date: Teacher name: Serzhan Gulbarshyn
Grade: 7 B
Number present: Number absent:
Theme of the lesson: Summarizing the chosen books

Learning objectives
7.3.6.1. Begin to link comments with some flexibility to what other
say at sentences and discourse level in pair, group
7.5.3.1. write with moderate grammatical accuracy on a limited range
of familiar general and curricular topics
7.6.3.1. use a growing variety of compound adjectives and adjectives
as participle
Lesson objectives
All learners will be able to:
 pronounce the words, the sentences in the Past Simple;
 get acquainted with the creativity of famous writers;
Most learners will be able to:
 make up sentences using the Past Simple;
 answer questions in accordance with the topic;
Some learners will be able to:
 use and distinct the compound adjectives and participle
adjectives;
 follow all the grammatical rules in the answer
Criteria
Learners will be able to:
 Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people
 Demonstrate the ability to write grammatically correct
sentences on familiar topics
 Apply the rule for compound adjectives and adjectives as
participles in practice
Previous learning Summarizing the chosen books

PLAN
Planned
timings


Teacher’s activities Learners’
activities
Assessment Resources
Begining
10 min


Organization moment
Greeting
T: Good morning students?
Ss: Good morning teacher
T: How are you?
Ss: We are . . .
T: Let’s start our lesson
Warm up
Teacher uses “Wait - time”
method
T: Answer for the questions:
1. Where did H.G. Wells born?
2. When did he leave the school?




Wait time
allows
students
time to
think and
therefore to
produce
answers and
find
flexibility
















Excel 7
4

3. When did Wells die?
4. How many plays did he write?
5. What are his favorite books?

Teacher uses “Bouncing tool”
method.
Bounce answers around the room
to build on understanding
- Ulzhan, what do you think
of Aruzhan’s?
- Do you want to add
something else?
answers.
Middle
3 min


Watching the video.
Teacher shows the video. It is Past
Simple song.
(Differentiation by learning styles
is used here in order to meet the
visuals’ needs)
Learners
watch the
video and
remember
the verb





https://yande
x.kz/video/pr
eview/17383
62992660959
6051
Group
work

10 min
Teacher gives formative
assessment task
Make up the sentences using the
verbs in the Past Simple.
to begin to move to write
to live to die to born
Teacher explains the taks.
(Differentiation by task is used
here)
Descriptors:
A learner:
- knows the past form of
regular and irregular verbs
- makes sentences
- names the antonyms of the
verbs
Learners
divide into
3 groups.


“2 stars and a
wish”
2 stars – 2
things that you
like
A wish-
something you
can improve


Worksheet
Group
work

10 min
“Working with the pictures”.
Teacher shows the pictures about
W. Shakespeare.
Teacher uses iconic relatively
discreet stage. (learning by means
of images and pictures)
(Differentiation by recourse and by
task can be integrated here in order
to support the less able students)
 For the 1
st
group: to give
name to the pictures. e.g.
Shakespeare’s book
 For the 2
nd
group: to make
up a sentence with each
picture. e.g. I read
Shakespeare’s book
 For the 3
rd
group: to
prepare a short speech as
Learners
describe the
pictures


Thumbs
Check class
understanding
by showing
thumbs
Thumbs up=I
get many
information
about
Shakespeare
Thumbs half
way=ask for
help
Thumbs
down=you
have mistaken


Pictures of
Shakespeare’
s life
5

Shakespeare: e.g. Hello, My
name is Shakespeare.






Descriptors:
A learner:
- knows more about writer
- makes up sentences by
themselves with key words
- acts out as a writer
Individu
al work
7 min
“Filling in gaps” task
Doing exercises.
Fill in the gaps with suitable
adjective and complete the
sentences.

1. Shakespeare plays told
these stories in a more
______ way.
2. Viewers admired
the_______ plays of
Shakespeare
3. Shakespeare was _______
writer.
4. All his plays are _______
in our time.
interesting, well- known,
brightly- lit, amazing
Learners
find the
compound
and
participle
adjective
Put the
adjectives
into the
gaps.
Check with
ready-made
response
Worksheet
End
5 min
FEEDBACK
Students reflect on the level of
difficulty of the lesson.
Thumbs up – normal
Thumbs down – very difficult

Home task: Write about your

6

favourite book
Saying goodbye
Teacher: Good bye
Students: Good bye
7

Lesson plan
Planned
timings
Teacher's actions Pupils` actions Assessment Resourc
es
10
minutes

ORGANISATION MOMENT:
Teacher greets students
Home task was to right about
healthy and unhealthy food.


Students respond to
greeting and take their
places


-

25
minutes

MAIN PART
Step 1 (Activities to present and
activate the new language.)
POSTER

5 Listen, point and repeat. Then
match.
Pupils' books closed. Put the Time
to eat poster up on the board. Point
to the items, one at a time, and say
the corresponding phrases. The
pupils repeat, chorally and/or
individually. Point to each item in
random order. Ask individual
pupils to name the item. Explain to



Pupils' books closed.







The pupils listen and
repeat




Formative
assessment


POSTER
(Track
14 CD2)

Pupils
book p
80






Қазақстан Республикасы Білім және Ғылым министірлігі
Ы. Алтынсарин атындағы №204 орта мектеп
Қысқа мерзімді сабақ жоспары
Сабақтың тақырыбы: Healthy bodies 2
Unit: Healthy world
Teacher name: Shaltikova Aknur Berdibekkyzy
Date: 25.02.2022
Grade: 4 V Number present: Number absent:
Learning objectives(s)
that this lesson is
contributing to
4.S6 take turns when speaking with others in a growing range of short, basic
exchanges
4.W2 begin to use joined-up handwriting in a limited range of written work
4.UE10 use common present continuous forms, including short answers and
contractions, to talk about what is happening now and future arrangements on a
limited range of personal and familiar topics/ using –ing forms swimming,
spelling as nouns to describe familiar and classroom activities
Lesson objectives Learners will be able to:
recognise and use target language correctly with clear pronunciation and good
comprehension of written and spoken familiar words in simple sentences To
talk about food and drinks.
8

the pupils that in today's lesson
you'll talk about food and drinks.
Ask them to tell you their favourite
food and drink.
Pupils' books open. Play the
CD.The pupils listen and repeat. If
you wish, play fhe CD again
pausing after each
word/phrase.The pupils repeat
chorally and/or individually.Then
the pupils match the pictures to the
words. Check their answers.
Answer key
lb 2i 3h 4 g
5 j 6 d 7a 8c
9e 10 f

Step 2 You want to make a salad.
In pairs, decide what to include.
Refer the pupils to the pictures and
elicit the names of the food items.
Read the dialogue aloud and
explain the activity. The pupils, in
pairs, ask and answer questions, as
in the example. Go around the
classroom providing any necessary
help. Ask some pairs to report back
to the class
If you want to say what is
happening now, we use Present
Continuous tense. The formation
of the Present Continuous
Auxilary verb to be in the Present
Simple
Am
Is + we add + ing
Are

I am reading
He is jumping
We are going





Suggested answer key
A: Let's put some
tomatoes in our salad.
B: Yes, sure. Why not?
A: Let's put some carrots
in our salad.
B: Oh, no. Let's put some
cucumbers.
A: Let's put some
mayonnaise in our salad.
B: Yes, sure. Why not?
Etc




Ex 7
What are you?
I am washing
Washing the dishes?










Pupils
book p
80

10
minutes
ENDING THE LESSON:
Well what did we do in our lesson?
- Evaluation of the lesson
I give you three kind of apples, it is
feedback if you understand lesson
you choose a green apple, if you
have to learn more you choose a
green apple, if you don’t
understand you choose an yellow

Children sing a Good
bye song

Feedback

9

apple.
Give the home task
Home task is writing what you are
doing for tomorrow.
10

8
Қазақстан Республикасының Білім және ғылым министрлігі
«Қызылорда облысының білім басқармасының «Қазалы ауданы бойынша білім бөлімінің
«Б.К.Мергенбаев атындағы №226 мектеп-гимназия» коммуналдық мемлекеттік мекемесі
Theme of the lesson: Reading
Teacher’s name: Tiyshtykbay Guldana
Date: 10.11.2021
Grade:6 Number present: absent:
Theme of the lesson: Reading
Learning objectives(s)
that this lesson is
contributing to:
6.1.6.1. organise and present information clearly to others;
6.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics;
6.4.2.1 understand independently specific information and detail in short, simple texts on a limited range
of general and curricular topics;
6.4.4.1 read independently a limited range of short simple fiction and non-fiction texts;
6.6.16.1 use conjunctions if, when, where, so, and, or, but, because , before, after to link parts of
sentences in short texts on a growing range of familiar general and curricular topics
Lesson objectives:
All learners will be able to: understand the main idea of the text on a limited range of general
and curricular topics.
Most learners will be able to: make a dialogue using complex question on general and curricular
topics
Some learners will be able to: demonstrate their hobby and evaluate others in giving feedback.
Value link: Be friendly, respect each other.
Plan:
Part of the
lesson/Time
Teacher’s activity Student’s activity Assessment Resources
Beginning of
the lesson
Warming-up
Team work
3 min.

Organization moment:
1.Greeting.
Ask about the weather. Stick
sightseeing cards at the back of the chair
for each S and ask them to divide
according to the number
3 teams: 1. First team 2. Second team 3.
Third team
“I wish….” method helps to start
the lesson with telling supporting
words to each other.
The aim:To develop Ss speaking
skills and create friendly atmosphere
Efficiency:By telling the wishes
they show their appreciations.
At the organization
moment T tries to
award active
Ss.«The praise»
method is used to
evaluate Ss with
phrases like:
“Good job!
Well done!”
CD player
Micro
phone
cards
11

Pre-learning
«Brainstorm»
method
Team work
5 min.

T asks to describe favorite places in
their country with adjectives from
previous lesson
In differentiation part «Think and
share» method was used to check up
student’s vocabulary knowledge.
After that T introduces the aim and
theme of the lesson.

Ss use adjectives and previous
lesson’s words to speak about the
different places in KZ.
Aim:Revise the previous lessons
material. Find out how much do
they remember.

Efficiency:Ss refresh their mind
before starting new theme.
Descriptor:
-identify the card
- can make
sentence
- know vocabulary
of previous lesson.
Total: 1point

Praise Ss who has
more cards and
could name the
cards.
Poster
Cards

Student’s
book
Middle of the
lesson
Presentation
part.

Team work.
8 min.
Speaking task
Listening task
«Describing» method is used to open
up the theme of the lesson. T asks to Ss
to look at exercise1 on page 30.
a) T asks to describe the pictures. What
can they see, hear and smell?
b) Listen and read. Were your questions
answered?
Ss open their books on page 30 and
describe the picture according to the
things that they can see on it
And listened the audio




Descriptor:
-can describe the
picture
-can answer the
general questions


Total: 1point


Whiteboard
Student’s
book
Flashcards
CD
recording
«Pre-reading»
T asks Ss about place on the picture.
T asks Ss to write possible questions
about that place.
Ss look at the picture.
Answer the questions.
Make up their own questions.

T praise active Ss
with phrases such
as: “Good job!
Well done!” “One
more time, please”
Whiteboard
Student’s
book
Poster

Team work
6 min.
Reading task
T gives exercise 1p.30 Watch video and
read the ‘Experience of a lifetime’ text.
T asks questions connected with the
text.
T gives exercise 1 on p.30 Read the text
. Each group read different part.
First gr- The Great Barrier Reef,
Australia
Ss watch the video and read the text
several times.
Do exercise 1 on page 30
Each team read the information
given them.
Discuss as a team and divide
information to presentation part.

Descriptor:
-cooperate as a
team
-work with new
words
-can complete the
sentences

Whiteboard
Student’s
book
Poster

12

Second gr-Machu Picchu, Peru
Third gr- Altyn Emel, Kazakhstan.
After reading T asks to present
information related their team.
Aim: work with text
Efficiency:
To develop Ss critical thinkingskills and
reading skills
Differentiation:«Verbal support»
method is used to help Ss use new
words in the sentences.
Other teams check and evaluate
them.
Total: 1point

Individual
work
8 min.
Writing task
T asks students to look at exercise 2
“Read and mark”
Aim: improve reading
Efficiency:
To develop Ss writing skills and use
new vocabulary
Differentiation:«Verbal support»
method is used to help Ss use new
words in the sentences.
Ss read the sentences and Choose T
or F according to the class.

Descriptor:
-can use active
vocabulary
-understand general
idea.
- can answer T or F

Total: 1point

Whiteboard
Student’s
book
Poster

Work in pairs.
5 min

Speaking task








Formative
Assessment
Discuss with partner task.
T gives task to work in pairs.
T asks Ss to discuss things that
impressed them most.
“Think, pair and share” method is
used in this task

Aim: enlarge vocabulary knowledge
Efficiency:
Ss use new vocabulary and practice it
with groupmates.
Differentiation:«Change the pair»
game is used to develop their speaking
and listening skills.

Ss discuss the statement: the things
impressed them most after reading
the text.

Share their point of view with
others.


Descriptor:
-know new words
1point.
-can ask and
answer the
questions
-can make a
dialogue 1point.




Whiteboard

Student’s
book









Handout1
13

End of the
lesson.
Reflection
Individual
work:
5 min.
The tree of wishes
Apple- I have known much
information.
Flower- I have understood much
information. It was very useful
information.
Leaf- Today some questions were not
clear for me.
Home task: to write a short email about
a place where you live
Hometask:
Saying goodbye
Learners choose one


Aim:To know how many Ss got the
theme.
Efficiency:
Ss can use colors to show how much
do they remember.
Differentiation:«Conclusion»
method is used to finish the lesson.
Descriptor:
Speak on the theme
“Countryside”,
-can identify types
of key words
-can share idea -
2points.

Ss evaluate each
other and
encourage
classmate with
phrases like:
Well done!
Brilliant! Good job!
I like it!

Whiteboard

Student’s
book
Poster:


Cards
1 team 2 team


3 team

Learning objectives 6.S3 Give an opinion at sentence and discourse level on a limited
range of general and curricular topics
6.C10 Use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
6.C4 Evaluate and respond constructively to feedback from others

14

Level of thinking skills Higher order thinking skills
Task 1. Learners work in small groups. The task for learners is to present 5 reasons for living in the country. Each group presents
the ideas; the other groups add the ideas to the list.
Work in a small group. Discuss reasons to live in the country in your group. Present ideas to the class.
What group reasons of living in the country were the most interesting? Did you answer in a good way? Why/why not
Descriptor A learner
• works in a group;
• discusses ideas with classmates;
• presents reasons and arguments to live in the country;
• gives feedback to answer to the questions
Assessment criteria • Provide a point of view on topic in conversations and discussions
• Interpret different perspectives on the world orally or in a written
form
• Analyze given feedback and give constructive answers to
feedback

15

16

Қазақстан Республикасы Білім және ғылым министрлігі Ы.Алтынсарин атындағы №204
мектеп

Unit 6: Reading for Pleasure

School № 204
Date:23.02.22 Teacher name Zhanazarova Zh
Grade: 5
Number present: 10 Number absent:
Theme of the lesson: 6d The two giants
Learning objectives
5.R4 read with some support a limited range of short fiction and non-
fiction texts
5.W7 use with some support appropriate layout at text level for a
limited range of written genres on familiar general topics and some
curricular topics

Lesson objectives
Learners will be able to:
Write with moderate grammatical accuracy on a limited range of
familiar general and curricular topics with support;
recount some extended stories and events on a growing range of general
and curricular topics with support.
Plan
Planned
timings


Planned activities Learners’
activities
Evaluatio
n
Resource
s
Beginnin
g -5min

























I. Organizational moment. Teacher
greets learners.
-Good afternoon! How are you
today?
Who is absent?
OK, now let s start our new lesson.
First, let’s repeat
II. Warm up activity
-It's time to think.
-it's time to speak.
-it's time to show.
-ready, study, go!
III. The teacher shows and explains
the star stickers. The student's points
depends on the number of stars he /
she gets during the lesson.
-Dear learners, here are the stars. The
stars are the points of today's lesson.
The more stars you have today, the
better will be your marks.




Learners to
repeat words and
actions.
Leaners repeat
faster.





In order to
create
friendly
atmosphere
in class
Teacher
asks
learners to
repeat
words and
actions.

Excel -5
























17

Middle
2 min
























1 min





3 min






3 min





I. Teacher starts the lesson by asking
some questions using the Method
“Brainstorming”.
-What date is it today?
-What day is it today?
-Now, children let's talk about
musical instruments. Answer to my
questions, please:
-What kind of musical instruments
do you know?
How do you think what we are
going to speak about today?
Today we will speak about a story of
two giants and a brother’s various
interests into the life.
Theme “The two giants”.
The aim of the lesson:
-get to know about the national
symbol of Kazakhstan
-read a myth “the two giants”
-use linkers (слова-связки)
II. Teacher divides learners into 2
groups. Learners count from 1 to 10.
Learners who say even numbers will
be the 1
st
group, those who say odd
numbers will be the second.
Pre-reading. Ex.1, p.82.
Teacher asks:
-Which musical instrument is it
from?
-What does it look like?

III. Vocabulary.
New words:
instrument – аспап
wood - ағаш
neck - мойын
string – жіп, бау
enormous – орасан зор
stone bridge – тас көпір
river - өзен
fast - тез
dangerous - қауіпті
cross – қиылысу, қиысу
strong - мықты
Learners answer
the questions






















Learners listen
to the music
extract. Teacher
asks:


After explaining
teacher reads the
words once more
and learners
repeat after her.





































Teacher
reads new
words from
the board
and
translates
them.































https://you
tu.be/V-
akq-c2tc4















18

5 min

























3 min








carry – алып жүру
silly - ақымақ
smash – сындыру, қирату
rock - жазым
hit – ұру,соғу
shape – қалып,кейіп
surface – үсті

IV. Using the Method “Who is the
writer, who is the runners?”
learners need to choose who will be
writer and runners. They need to read
words from the wall, and
differentiate these words. Is it a noun
or an adjective? Then they should
run to the writer and name word.
And writer will write it on the board.
Feedback.
Teacher evaluate learners by the
strategy 4 questions. Can you answer
to my questions:
Is it a noun?
Is it an adjective? Good!
Who can’t answer the question
teacher support immediately.

Descriptor
a learner
-find
appropriately
word
-write word
correctly

V. Grammar. Ex.7, p.83. Teacher
explains the linkers. Learners make
sentences.
Feedback. Teacher gives comments
and suggestion using the method
“Sandwich”. Who are very active
teacher gives them comment, who
are very passive teacher supports
them and suggests them some
advices.
Differentiation:
All learners listen to the rules and
read the given sentences, define and
underline linkers.
Most learners make own sentences
with little support
Some learners make own sentences













Leaners should
run to the writer
and name word.
And writer will
write it on the
board.












































































19

3 min




5 min






10 min





















3 min



2 min
with no support
Descriptor A learner
► listen teacher
carefully
►identify
linkers
►make
sentences
VI. Ex.7 b, p.83. Teacher explains
the task. The task is to join the
sentences using the linkers in
brackets. Using the method “Who is
faster?” from each group, the
children one by one go to the board
and complete the task. The group
that completed all the tasks faster and
correctly becomes the winner.

VII. Ex.2, p.82. Learners read the
title of the story and the first
sentence in each paragraph. How is
the story related to dombra?
While-reading. Using the method
"cinema metaphor" learners listen
to the text, read and watch the video.
This method develops the student's
thinking skills.
VIII. Using the method “The
Jigsaw” for learners will be given
parts of the text. They need to
complete full text using the poster
and find linkers. After finishing
children need to read and be ready to
retell. And the first group introduces
its text to the second group.
Similarly, the second group
introduces the text to the first group.
This method helps to discuss the






























https://www.you
tube.com/watch?
v=lVfJhAgI8IU

20

topic in a group and work in groups
in different ways. Sends
representatives to other groups to
discuss their work in the group, share
ideas, promote cooperation.
Feedback. Learners evaluate
themselves.
They do self-assessment.
Descriptor: A learner
► complete the
text
►identify
linkers
►retell the text

VIIII. Physical training. Ex.3, p.83.
Learners need to find who is the
younger brother and who is the older
one. If it is about the younger brother
they clap their hands, if the older one
they stomp their feet.
Ex 6 p 83 Read the text again.
Which words does the writer use to
describe: Using the method “Open
microphone” learners hold a
microphone and ask a question on
the task, the second learner answers.
Then learners answer the questions
until the end.
Feedback. Teacher gives them oral
feedback using the strategy
“Sandwich
the bridge? The river? The stones?
The instrument? The music of the
steppe?
Key: the bridge – enormous, stone
The river – big, fast, dangerous
The stone –heavy
The instrument – wood, long neck,
two strings, new, beautiful
The music of the steppe - wonderful




21

End
3 min
Reflection.Method “suitcase, meat
grinder, bin” Learners write the
necessary information on the topic
next to the suitcase, and if they still
need to read and fill in, they write
next to the meat grinder. It also
writes down unnecessary, redundant
items next to the bin. In this way, the
teacher can find out what the
children have learned and also about
the difficulties.
This method teaches the student to
analyze the acquired knowledge.
Home task. Ex.4, p.83.
Dear students your were very active,
thank you for your participations
good bye!










22

Zharylgasyn Botagoz

Kyzylorda region Kazaly district
The village of Aiteke bi
English teacher
Of 226 school -gymnasium named after
B.K.Mergenbaev

Problems when learning English
How to overcome them?

Sometimes it seems that learning English is very difficult. After all, on our way there are
constantly different problems: misunderstanding of English times, the inability to talk runch,
misunderstanding speech, forgetting words. How to cope with all these difficulties and speak
English?
Despite the fact that many years old people teach English, they can not speak on it. This is
because most of the learning time (80-90%) spends a
person to study theory, but the practice remains
almost nothing (10-20%). A person teaches the
rules, performs exercises, reads books, etc. And
before training a conversational skill does not reach.
As a result, faced with a foreigner, a person cannot
express his thoughts in speech, or makes it very bad.
But we learn the language in order to communicate,
and not retell the rules of grammar in Russian.
Solving the problem: the ratio of the theory to
practice should be the opposite: 20% of the theory to
80% of practice.
That is, you
must
immediately apply a rule as soon as they learned. Yes Yes!
You should immediately start building proposals orally. Only
then can you learn to use this rule in your speech.
To communicate in English, you need not only to be able
to speak, but also to understand what they are answered.
Surprise on rumor is a very common problem. Even people
who have a decent word margin and knowing grammar face
her. The problem is that a person has no audience skill
(speech recognition). Faced with a fluent speech, a person
does not understand the meaning of what has been said, as it
cannot recognize individual words. After all, they merge
together.
Solving the problem: the recognition of English speech on rumor is the skill over which it is
necessary to work. In order to develop it, you need to listen as much English speech as possible.
English times always cause difficulties because they differ from time in Russian. Often,
people do not understand at all, what is the difference between each group of times and when
what time should be used. As a result, a person teaches the rules by heart, but how to use them,
he does not understand. In his head, he "forms" porridge. The cause of the problem is that a
person does not correctly teaches English times (and grammar too).
Solving the problem: Teach English times needed in 3 steps.
Step 1: Understand when you need to use time.
Step 2: We look at the formation scheme of proposals at this time.
Step 3: We make our own offers using this time. So you will not only understand and know the
rules, but also be able to use them in life
23

Another problem is the permanent translation of what you want to say from the Russian
language into English. Because of this, you say slowly and constantly think about how to build a
sentence. After all, you first need to come up with Russian what you want to say, then remember
the necessary words in English and correctly build a
sentence. Pretty long process, isn't it?
Solving the problem: To learn how to think in the
language, you need every piece of theory, every word to
work out to automatism. Then English words will
immediately appear in your head and develop in the right
sentences.
So today we reviewed the basic problems faced by
people studying English. I hope that thanks to our advice,
you will overcome these difficulties!
24

School 269 named by Zhankozha batyr
Theme of the lesson: Exploring space
LESSON 43
Unit 6: Explorers & Inventors
School: School 269
Date: 11.02.2022 Teacher name: Zhetkergenova Zarina
Grade: 3
Number present: Number absent:
Theme of the lesson: Exploring space
Learning objectives
3.1.2.1 understand a limited range of short supported questions which ask for personal
information;
3.4.1.1 plan, write and check short sentences with considerable support on a limited
range of personal, general and some curricular topics;
3.4.2.1 write words and phrases of regular size and shape;
Lesson objectives
All learners will be able to:
present topic related information and use topic related vocabulary
can answer questions correctly with some support
write about life on Earth with some mistakes
Most learners will be able to:
present topic related information and use topic related vocabulary
can answer questions correctly without support
write about life on Earth with minor mistakes
Some learners will be able to:
listen and make notes of given information and retell in group work
analyze his knowledge of space and express his opinion fluently
write about life on Earth with at least two mistakes
Criteria
pronounce and apply the words correctly
listen and summarize his/her part of information
answer his/her question in group work
Previous learning Unit revision
Plan
Planned
timings


Planned activities





Learners’
activities
Evaluation Resource
s
Begining
5 min
GREETINGS
Warm up
1.Teacher asks the learners if they know the
names of any planets.
Teacher shows the picture of planets, reads and
writes them on the board.
2. Teacher tells children to choose one planet.
Gives them a blank piece of paper or card and
tells them to write the name of their chosen planet
in big letters, with a picture.
3.Teacher plays the song and asks leaners to stand
up and hold their paper in the air each time they
hear the name of their planet
Greeting







Learners sing a
Planet rap song
and revise the
names of planets








Individual
avaluation

PPP


25

Middle
35min
Step 1 Look at the picture. Would you like to
explore space? Which planet would you like to
visit? . Ex 1
Pupils’ books open. Refer the pupils to the picture
in p. 78. What can they see?
(Children dressed like astronauts) Have a class
discussion.

Step 2 Listen and read.
Refer the pupils to the pictures and elicit the
words. Play the CD and ask them to listen and
follow along in their books.
Step 3 Number the pictures. Explaing the
activity. Allow the pupils some time to
complete it.
Mention that if Internet is not available
they can draw their pictures instead.
Have the pupils, one at a time, come to the front
of the classroom and present their pictures. Make
sure you display
their pictures somewhere in the classroom.
Step 2 Read and complete. Then
match. There is one extra sentence. Ex 6
Explain the activity. Explain that there is one
extra sentence. Check the pupils’ answers.
Learners discuss






Learners listen
and read




Learners use the
Internet and find
pictures of a
Kazakh
inventor.





Verbal
evaluation







Individual
avaluation





Mutual
avaluatio











End
5 min
Reflection
(An activity to consolidate the language of the
lesson.)
Tell the pupils that you are going to play a game.
You will think of an object in class and will have
to guess the object.
Home task: to learn the new words Design your
own spacesuit.
Read the instructions and explain the
activity. Have a class discussion.
Saying goodbye









Learners design
your own
spacesuit.
Self-
assessment



26

Ұзақ мерзімді жоспар
бөлімі:
Тригонометрия
Мектеп:№17
Педагогтің аты-жөні: А.Алпысбаева
Күні: 02.02.22
Сыныбы: 9 Қатысушылар саны: Қатыспағандар саны:
Сабақтың тақырыбы:
Тригонометрия формулалары.
Оқу бағдарламасына
сәйкес оқу мақсаты
9.2.4.3 Негізгі тригонометриялық тепе-теңдіктердің формулаларын
қорытып шығару және қолдану;
Сабақтың мақсаты: Негізгі тригонометриялық формулаларын біледі;
Тепе- тең тригонометриялық формулаларын қорытып шығарады;
Негізгі тригонометриялық тепе-тең формулаларын қолданады.
Сабақтың барысы:
Сабақ
кезеңі/Уақ
ыты
Педагогтің іс-әрекеті Оқушының іс-
әрекеті
Бағалау Ресурстар
Сабақтың
басы

3 мин.

«Сұрақты
қағып ал»
әдісі
Ұйымдастыру кезеңі.
Оқушылармен сәлемдесу.
Үй тапсырмасын тексеру.
«Сұрақты қағып ал»әдісі
арқылы оқушылар сұраққа
жауап бере отырып, қазақтың
ұлттық аспаптары шығады.
Жетіген, Қобыз, Домбыра


1.Тригонометриялы
қ функциялар
ішінде косинус
қандай функция?
2. Синус
функциясының
екінші ширектегі
таңбасы қандай?
3. Тангенс
функциясының
төртінші ширектегі
таңбасы қандай?
4. Косинус
функциясының
периоды неге тең?
5 Котангенс
функциясының
периоды неге тең?

Оқушылар
сұрактарға жауап
береді
Мақсаты: Жылдам
әрі функционалды
түрде сыни
ойлауды дамыту.
Тиімділігі:
Оқушының
танымдық дағдысы
артады
Мұғалім
ұйымдастыр
у кезеңінде
белсенділік
танытқан
оқушыларды
«Мадақтау
сөз»
әдісіарқылы
бағалайды:
«Жарайсың!
Жақсы! Өте
жақсы!
Талпын!»
Бағалау:
Әрбір дұрыс
жауапка 1
балл
қойылады


Оқулық 9-
сынып.

Бағалау
парағы


Сабақтың
ортасы


Жаңа тақырыпты меңгеру.
Балалар бүгінгі сабағымыздың
тақырыбы: Тригонометрия


Видео көру






ДК экраны

27

10 мин.


формулалары

Видео коріп болған соң
мұғалім толықтырып өтеді.







Топпен
жұмыс

«Талқыла
» әдісі


15 мин




№22.2 есеп
Мақсаты: Ықшамдаңдар

№22.4 есеп
Мақсаты: Өрнекті
ықшамдаңдар


Түсінбеген
тапсырмаларды
бір- біріне
түсіндіреді.


Дескриптор
.
-негізгі
тригонометр
иялық тепе-
теңдікті
тұжырымдай
ды;
-қажетті
тригонометр
иялық
функцияның
мәнін
анықтайді;
-
формулалар
ды
қолданып
есептер
шығарады.
3-балл
Бағалау:
Әрбір дұрыс
жауапка 1
балл
қойылады

ДК экраны
9 сынып,
Алгебра
А.Әбілқасымо
ва
«Мектеп»
2019

Жұптық
жұмыс

«Ойлан-
жұптас-
бөліс» әдісі

Пиза
тапсырма
лары
5 мин.

Шөп жинау.
Шөп жинаушылар машинаға
шөпті ұзындығы 2,5м, ені 2м,
биіктігі 1,5м тік бұрышты
параллелепипед тәрізді етіп
жинады. (1,5м
3
=1ц)

Шешімі: 1. 7,5 ц,
себебі жиналған
шөп көлемі V=abc
формуласынан
V=2,5*2*1,5=7,5(м
3
) =7,5ц.
2. 30 көде.
1ц=100кг;
7,5ц=750кг
750/25=30(көде)


ДК экраны

28

30