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Дистанционные курсы профессиональной переподготовки и повышения квалификации для педагогов

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ИнфоурокИностранные языкиРабочие программыПрограмма прикладного курса "Scientific English"для 10 класса

Программа прикладного курса "Scientific English"для 10 класса

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«Опорная школа (ресурсный центр) на базе средней школы № 23 поселка Молодежный» акимата Осакаровского района Карагандинской области


Директор школы: Мусипова М.Б.


Приказ №


Председатель МС

Бекова Д.М


Протокол № 1

Программа прикладного курса


FORM 10-11

Авторы: Бекова Д.М.

Степанцова Л.С.


Паспорт курса

1час - 34 недели

  1. Асанов Е

  2. Әлібек Ә

  3. Бахытжан А

  4. Бердихан Г

  5. Көшеров Б

  6. Мурат А

  7. Нұрхымит А

  8. Шаймерденова Г

  9. Шатеков Д

Паспорт курса

1 час - 34 недели

  1. Абдумаликов Н

  2. Алтынбек А

  3. Аманжол Ә

  4. Аманжол Т

  5. Жанбырбаев С

  6. Қабденов Ж

  7. Көшерова С

  8. Нуркушев Р

  9. Серік Е

  10. Сулеменова А

  11. Тельманов М

  12. Умирбекова Ж

  13. Шрайманова Л

COURSE TITLE : Scientific English

Course unit content: "I am confident that children absorb information much better than adults. Thus, trilingual education is the necessity for our children. They are children of the modern world, they need to speak the state language, the Russian language which is the language of our communication and the English language that is the world language now, the language of science, innovations and the Internet," N. Nazarbayev said.

According to him, introduction of the trilingual education system within the framework of the secondary school education is a form of preparation of children for the future. Clearly the students need to develop their language proficiency sufficiently to enable them to undertake studies at university level and to be able to function adequately in the language. The major purpose of this course is to develop the learners' knowledge of nature of science in English learning process during the unit. This entails an evaluation by the Teachers of the language skills and study skills necessary and assigning priorities to them. To take one example: students following the one-month course attend an average of 1 hours of lectures a week, 3-4 hours of seminars and tutorials and are required to write1 essay a term (average length 50- 75words). At the end of course they take a written examination.

This would suggest that the students need to practice listening to lectures, taking notes, writing continuously and taking part in discussions. Further evidence for selecting the lecture situation as a useful area for practice is provided by several pieces of research that have been conducted for post- graduate degrees at the universities. In particular, informal lectures containing colloquial language are cited as situations of great difficulty for understanding. For example, we include a 'survival English' component which largely consists of course opportunities for seminar discussions and giving short talks. Undesirable though it may be, it is possible for a student to pursue his course of studies uttering hardly a word; it is not possible to ignore the use of listening and writing.

Keywords: Content and language integrated learning (CLIL), English language learning, nature of science, foreign language learning, language learning. Task Based Language Learning (TBLL), Content Based Language Instruction (CBI)

1. Introduction

CLIL stands for Content and Language Integrated Learning; it refers to teaching subjects (such as science, history and geography) to students through a foreign language. An English teacher uses cross-curricular content (or the subject teacher uses English as the language of instruction) in CLIL. Both methods result in the simultaneous learning of content and English. The term CLIL was used in 1994 by David Marsh, University of Jyväskylä, "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dualfocused aims, namely the learning of content and the simultaneous learning of a foreign language”. And, there was a heap of data pile which was derived from classroom interaction at the University of Jyväskylä, which contains video recordings of EFL and CLIL classrooms as well as subject lessons taught in Finnish. Indeed, foreign language teachers already have been using CLIL methodology for many years in foreign language teaching. For example, when we teach the vocabulary of the animals, fruits, countries, capital and cities, we use CLIL. We combine other fields of the course when we teach English as foreign language teachers.

In addition, “How much foreign language exposure do students get?” is very important in CLIL. The intensity of foreign language circulation may vary in the use of the target language. Learning is not a passive process where learner creates; thus a learner is active and he/she is major player in the learning process. CLIL is very compatibl with this process and student can combine their nature of science knowledge (i.e. different fields of knowledge) in CLIL. Also, learner is effective and has a positive attitude on language learning process when CLIL is used.

CLIL programs may be short-term or long-term, ranging from a sequence of lessons spanning a few weeks to entire school years and to entire school-careers. The main importance and significance of the study were to find out if CLIL helps language learners during language learning process. This research aims to know whether the learners’ knowledge of nature of science in English learning process

during the unit: Success Stories: A Living Scientist according to CLIL or not. The major purpose of this research was to examine the learners' knowledge of nature of science in English learning process during the unit: A Living Scientist according to content and language integrated learning (CLIL). The following question has been sought to answer in this frame:

1) Are there any differences in the learners' use of knowledge of nature of science in English learning process during unit 9: A Living Scientist according to content and language integrated learning (CLIL), Content Based Language Instruction (CBI), Task Based Language Learning (TBLL).

2. Theoretical Approaches to CLIL and Second & Foreign Language Learning

Snow (1998) pointed out the conceptual background of CLIL and CBI (Content Based Instruction). CLIL was grouped into input-output theories and participation-based theories in language learning environment. Krashen (1981, 1982, and 1985) stated the most widely known reception-based theory of language acquisition is Krashen's Monitor Model in which the concept of Comprehensible Input plays a key role. The basic idea of the model is that if the language learner is exposed to input, which is comprehensible either because of the context, in which it occurs or through intentional simplification (child-directed speech, foreigner talk), acquisition will occur, especially if the learning situation is characterized by positive emotions (Affective Filter). Krashen stresses that optimal comprehensible input is not grammatically sequenced but first and foremost focused on meaning (Dalton-Puffer, 2007). Krashen's theory is firmly linked with approaches of Chomsky to second or foreign language acquisition with emphasis on seeing the language learner essentially as self-contained language processor and grammar builder. According to Krashen & Terrel (1983) in this sense, the idea of CLIL with its emphasis on the meanings provided by the content subject seemed to finally answer the description of a truly Natural Approach

where language acquisition could run its course 'naturally' under meaningful and affectively positive conditions (Dalton-Puffer, 2007).

3. Content Based Language Instruction (CBI)

CBI is designed to provide second-language learners instruction in content and language. The CBI approach can be comparable to English for Specific Purposes (ESP), English for Professional Purposes (EPP) or English for Academic Purposes (EAP). The main objective of CBI is acquiring the language within the specific context of any academic subject matter.

There are many advantages of CBI: being involved in studying interesting and stimulating content, students learn language automatically without much effort; making connections between the language and their prior knowledge, students learn useful vocabulary within relevant context thus getting a fuller picture of the subject. Additionally, CBI approach suggests great flexibility and adaptability of the courses to satisfy particular students needs. And finally, delivering complex information in real life situations increases students’ motivation as they feel close links between their studies and future professional activity.

4. Task Based Language Learning (TBLL)

Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.

In the book ‘A Framework for Task-Based Learning’ J. Willis (1996) defines a task as an activity when the target language is used by the learner with a communicative objective to achieve the desired outcome. As a result assessment of the task is primarily based on task outcome rather than on accuracy of the language. This makes TBLL especially popular for developing foreign language fluency and student confidence thus destroying psychologicalbarriers and eliminating a fear of making a mistake. TBLL has world-wide support in the teaching community as it offers a great deal of flexibility, wide range of open-ended stimulating tasks (case studies, problem-solving tasks, role-plays, listening and reading exercises for further discussion, presentations, negotiations, etc.) and invariably promotes students’ autonomy.

5. The course objective.

Nature of Science vision is based that “All citizens should be science literate” in the formal curriculum on science course (lessons). This vision was started in 2004; students use scientific knowledge for their personal and social basic element of understanding -STS (Science-Technology-Society) that is one of the dimensions (Lederman,2004). The nature of science brings various science areas such as history, sociology, psychology and philosophy and, it consists of answers to questions such as " What is science?", "How does it work?", " How does scientists study?", "What is the impact of social and cultural ties on science?" (Mc Comas & Olson, 2000). Giddings (1982), Lederman (1983), Cleminson (1990), Ryon & Aikenhead (1992) had access to some common basic views about the nature of science. These are classified in 5 main categories: scientific knowledge, scientific methods, in Nature of Science vision. This course is aimed to have a notion about the object and scope of activities of specialist in scientific affairs, to explore nature and definition, approaches and basic categories, to understand and be able to use the theoretical knowledge and practical abilities for the analysis of the text and situations.

Step 1: Determine Your Areas of Interest. What is a specialization?

A specialization is also known as a major. By the end of first term, every student must choose a specific area of study. They’ll complete courses within that area of study. As a first-year student planning your timetable, consider areas of interest (potential specializations) and build your timetable based on pre-requisites needed for your intended specialization. Be sure to read the related and important information.

What are the common features of all of these seemingly disparate courses? First of all, all the courses focus on developing reading skills. In fact, Robinson (1991) concedes that reading is probably the most needed skill in EAP and Fishman (1977) also states that reading is vital when studying in a university where the medium of instruction is English. Although other skills, particularly speaking and writing, could also be developed but usually only nominal emphasis is paid to them. Grammar could also be taught but it is usually in relation to certain features that arise from the exploitation of the reading passages. Second, the students spend 4 hours (divided to two 1-hour session) each week for a duration of 34-weeks which means that the students have a minimum of 34 hours of class instruction. Third, to assess students’ performance in the course, on-going assessments and summative assessment (final exam) are used. One of the on-going assessment components is a project that requires students to use some of the skills learnt

Background: To expose our students to new challenges and facilitate students’ self-study and self-directed learning when the role of the EPP teacher is more shifted to that of a motivator we suggest: giving first priority to such training activities that develop critical thinking, most of which being centered around task-based learning to enhance competence-based approach; making obligatory for the students to choose themes for their interactive presentations in EPP classroom connected with their exit research paper and include information from it;

The primary aims of these courses are

(1) to equip them with academic study skills so that they can access reference materials and resources in English

(2) to introduce them to the terminologies, sentence and organizational structures and discourse types that are commonly used in their discipline

(3) to upgrade their general English proficiency

(4) to train them in specific English skills that are relevant for the workplace.

Depending on the perceived importance of specific skills to a particular faculty, the emphasis given to each of the aims differs. The skill that is considered the most important for most faculties is academic reading skills. This is because it is the skills that students need immediately so that they could access the readings in their reference list which are mainly in English.

Learner’s outcomes: At the end of the course, students will: 1. have a notion about the nature and it’s development; 2. master skills in searching and interpreting information in three languages; 3. to master skills of analysis of the information; 4. to develop abilities to determine interaction between science and natural events.


  1. The things around us

  2. Distinguish living and non-living things

  3. Distinguish plants and animals

  4. Sort and classify living and non-living things

  5. 1

  6. Plants and their parts

  7. Name the parts of a plant

  8. Collect and handle specimens

  9. Make a leaf print

  10. 1

  11. The importance of plants

  12. Identifying how some plants and plant parts are used

  13. Use good hygiene to handle and prepare food

  14. Identify different fruits

  15. 1

  16. Seeds

  17. Identify seeds as plant parts from which new plants grow

  18. Sort and classify specimens

  19. Care for a growing plant

  20. 1

  21. Conclusion of the Unit 1

  22. Making project.

  23. 1

  24. All sorts of animals

  25. Name common animals

  26. Classify animals as those seen on the ground, in water or in

  27. the air

  28. Classify animals by skin covering (fur, feathers, scales)

  29. 1

  30. Animals move and feed

  31. Describe how different animals move

  32. Match animals to their foods

  33. Make and position a bird feeder

  34. 1

  35. Caring for animals

  36. Identify animals as wild or domestic

  37. List some things that domestic animals need

  38. Say how to care for an animal

  39. 1

  40. Conclusion of the Unit 2

  41. Writing an essay.

  42. 1

  43. My body

  44. Point to and name your body parts

  45. Draw a face

  46. Compare people and identify their similarities and

  47. differences.

  48. 1

  49. Caring for my body

  50. Explain why you must care for your body

  51. Show how you wash your hands and clean your teeth

  52. Value cleanliness

  53. 1

  54. Different materials

  55. Recognise wood, metal, plastic, cloth and other common

  56. materials

  57. Sort materials by simple properties (shiny/dull,

  58. rough/smooth, light/heavy)

  59. 1

  60. Using materials

  61. Use different materials to make products

  62. Follow simple instructions

  63. Make objects from different materials

  64. Solid and liquids

  65. Identify common examples of the solid and liquid states

  66. of matter

  67. Compare the properties of the solid and liquid states

  68. Compare different water containers

  69. Conclusion of the Unit 3

  70. Controlled reading the instruction.

  71. The Earth and the Sun

  72. Explain that we live on planet Earth

  73. Describe the Earth and its movement around the sun

  74. Explain that the sun is a star and that it is the source of light

  75. on Earth

  76. Compare day and night

  77. Weather and the seasons

  78. Describe different weather conditions

  79. List and describe the seasons; spring, summer, autumn,

  80. winter

  81. Use simple weather symbols

  82. Describe some ways in which the seasons affect living

  83. things

  84. The sky at night

  85. Describe the Moon and it features

  86. Investigate the formation of craters

  87. State that stars are distant balls of blazing gas

  88. Recognize some constellations

  89. The planets

  90. Name the eight planets of the Solar System

  91. Describe the main features of each planet

  92. Conclusion of the Unit 4

  93. Making project.

  94. Deserts, rivers and reefs

  95. Habitats of the Middle East and North Africa

  96. How animals are adapted to their habitats

  97. People and the environment

  98. The features on natural and artificial environments

  99. How people can damage the environment

  100. The Aral Sea

  101. The Aral Sea deasaster.

  102. 1

  103. Conclusion of the Unit 6

  104. Making project.

  105. 1

  106. Ocean, seas and rivers

  107. The characteristics of oceans, seas, rivers and lakes

  108. The significance of oceans for life, and as sources of food and minerals

  109. 1

  110. Under the surface

  111. Physical changes with depth in the ocean

  112. The features of the ocean bottom

  113. Adaptations of ocean life

  114. 1

  115. Waves and tides

  116. The characteristics and formation of waves

  117. The nature and cause of tides

  118. The effects of waves and tides on people and wildlife

  119. investigating; making and recording observat

  120. 1

  121. Pollution at sea

  122. Sources of marine pollution

  123. Inve investigating the environment; making and recording observation

  124. 1

  125. Conclusion of the Unit 7

  126. Writing an essay.

  127. 1

  128. Energy forms and changes

  129. Energy forms and transformations

  130. using tables and charts to present information

  131. 1

  132. Using energy

  133. How we use energy

  134. Energy sources

  135. 1

  136. Solar energy

  137. The Sun Solar is an energy source

  138. Using Renewable and non renewable energy sources working as a member of a group; participating in discussions

  139. 11 1

  140. Conclusion of the Unit 8

  141. Making project1

  142. 1

  143. Post Test

  144. Summative assessment

  145. 1

  146. 11 FORM

    State the functions of a plant’s
  147. State the functions of a plant’s stem

    1. 1

    1. Plant parts: branches and leaves

    1. Explain how leaves help plants make food

    2. Describe how branches support leaves

    1. 1

    1. Looking at flowers

    1. Compare different flowers

    2. Explain that the flowers of some plants become fruits that contain seeds

    3. Collect and draw specimens

    1. 1

    1. Germination and growth

    1. Describe the stages of germination

    2. Observe and record the germination and growth of a bean

    3. Describe the conditions needed for germination

    1. 1

    1. How animals heat and cold

    1. Describe some different ways in respond to

    2. which animals respond to heat and cold

    3. Describe how animals may use the heat of the sun to warm their bodies or use their bodies or their environment to avoid overheating Show the cooling effect of water as it evaporates and the insulating properties of fur

    1. 1

    1. How animals are born and grow

    1. Classify animals as oviparous (egg-layers) or viviparous(live-bearers) Discuss the connection between the number of eggs or litter size and the degree of care from the parents

    1. 1

    1. How my body grows

    1. Describe the different stages of human growth and development Identify how the children in your class have changed and grown

    1. 1

    1. Different kinds of food

    1. Explain why we need food

    2. Group foods according to type

    3. Explain some of the effects that different food types have on the body

    1. 1

    1. A balanced diet

    1. Explain that a good diet has a mixture of different foods

    1. 1

    1. Plan a healthy meal

    1. Project work

    1. 1

    1. Deserts, rivers and reefs

    1. Habitats of the Middle East and North Africa

    2. How animals are adapted to their habitats

    1. 1

    1. People and the environment

    1. The features on natural and artificial environments

    2. How people can damage the environment

    1. The Aral Sea

    1. The Aral Sea deasaster.

    1. Conclusion of the Unit

    1. Making project.

    1. Ocean, seas and rivers

    1. The characteristics of oceans, seas, rivers and lakes

    2. The significance of oceans for life, and as sources of food and minerals

    1. Under the surface

    1. Physical changes with depth in the ocean

    2. The features of the ocean bottom

    3. Adaptations of ocean life

    1. Waves and tides

    1. The characteristics and formation of waves

    2. The nature and cause of tides

    3. The effects of waves and tides on people and wildlife

    4. investigating; making and recording observat

    1. Pollution at sea

    1. Sources of marine pollution

    2. Inve investigating the environment; making and recording observation

    1. Conclusion of the Unit 7

    1. Writing an essay.

    1. Energy forms and changes

    1. Energy forms and transformations

    2. using tables and charts to present information

    1. Using energy

    1. How we use energy

    2. Energy sources

    1. Solar energy

    1. The Sun Solar is an energy source

    2. UsingRenewable and non renewable energy sources working as a member of a group; participating in discussions

    1. Conclusion of the Unit 8

    1. Making project

    1. Post Test

    1. Summative assessment

    1. Health and disease

    1. Communicable disease

    2. How communicable diseases are spread

    3. Epidemics and pandemics

    4. contributing to group work; using the Internet for research

    1. Deficiency diseases

    1. Common deficiency diseases: their causes and prevention working as a member of a group; participating in discussion; understanding the scientific process

    1. Life style diseases: causes and prevention

    1. The causes and prevention of lifestyle diseases

    2. The importance of physical activity participating in discussion; substituting numbers into an equation to calculate a quantity; keeping records

    3. and maintaining a healthy weight

    1. 1

    1. Vaccination

    1. The discovery and importance of vaccination interpreting an account of a scientific discovery

    1. 1

    1. Drugs

    1. The applications and safe use of medicines taking part in discussion; interpreting instructions

    1. 1

    1. Dangerous drugs

    1. Drug and substance abuse and addiction interpreting information presented in a table; contributing to group work

    1. 1

    1. Dealing with drug issues

    1. Helping people with drug problems

    2. Drug abuse in sport contributing to discussions; participating in role play to explore an issue

    1. 1

    2. 1

    1. Telecommunications

    1. The principles and importance of telecommunications

    2. The history and applications of telecommunication systems making and using apparatus; investigating the construction of a device; interpreting technical diagrams

    1. 1

    1. Computers and the Internet

    1. How computers process information

    2. How the Internet operates as a global communications network using the Internet for research; participating in discussion

    1. 1

    1. Options

    1. Summarizing the knowledge

    1. 1

  148. Использованная литература:

  1. Courses Taught in English at Gumilyov Eurasian National University

  1. Academic year 2014/2015 Faculty of International Relations

  2. International Relations Department Foundations of Analysis of

  3. International Relations Dana Akhmedyanova Aidar Kurmashev

  4. European Scientific Journal June 2014 /SPECIAL/ edition vol.2 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431

  1. Тeaching english for professional purposes (epp) vs content and language integrated learning (clil):the case of plekhanov russian university of economics (prue) Elena Gavrilova, Associate Prof.

  1. Kira Trostina, Associate Prof. Plekhanov Russian University of Economics

  1. American International Journal of Contemporary Research Vol. 5, No. 6; December 2015

  1. English Language Course and Nature of Science in Secondary School for Grade 8th (Adana Sample from Turkey) Mahmut Oрuz Kutlu, PhD

  1. Зukurova University Faculty of Education Adana, Turkey

  1. Юadiye Korkmaz Ahmet Sapmaz Secondary School Ministry of Education Adana, Turkey

  1. Macmillan Science 3” Macmillan education sample marketing text Macmillan publisher LTD David and Penny Glover.

Общая информация

Номер материала: ДБ-397745

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