Syllabus

1.
ОБЩАЯ ИНФОРМАЦИЯ О ДИСЦИПЛИНЕ:
Преподаватель дисциплины:
(Сулейменова Замзагуль Есеновна– доцент, кандидат филологических наук
zamz@inbox.ru
Кафедра английского и немецкого языков №514
Номер IDконференции: 9839359994
Пароль:004885
ПРИМЕЧАНИЕ!
- дополнительная информация о преподавателе-предметнике доступна на официальном
сайте вуза arsu.kz/ru и в рейтинговой системе оценки деятельности ППС вуза;
- чтобы использовать приложение Zoom для видеоконференцсвязи, идентификатор
конференции указывается преподавателем-предметником.
1.1 КРАТКОЕ ОПИСАНИЕ ДИСЦИПЛИНЫ:
The course "Моделирование процесса обучения в соответствии с обновленной парадигмой

иноязычного образования" introduces new technologies, ways of comprehensive use of
technical means in the classroom, types of information technology, the basic principles of
teaching foreign language, the current state and opportunities of information technologies. To
determine the theoretical basis and reveal the essence of teaching slearners a foreign language
using information technologyin the process of teaching English to secondary school students.
(в кратком описании дисциплины указывается краткое содержание предмета или

информация об основных проблемах в объеме не менее 50 слов)
1.2 ПРЕКРЕКВИЗИТЫ ДИСЦИПЛИНЫ:This subject is based on the previous disciplines:

computer science, methodology of scientific researches, mathematics and physics in high school
and the subject of Information and Communication Technology.
1.3 ПОСТРЕКВИЗИТЫ ДИСЦИПЛИНЫ:pedagogical practice.
2. ВЫПИСКА ИЗ МОДУЛЬНОГО УЧЕБНОГО ПЛАНА ОП
Курс Семестр Лекция Практические/ Лабораторные СРМП СРМ Форма

семинар контроля
1 2 15Кол- 30 кол-во часов кол-во часов 25 80кол экзамен
во кол-во -во
часов часов часов
3. ТЕМАТИЧЕСКИЙ ПЛАН ДИСЦИПЛИНЫ ПО МОДУЛЮ

№ Название тем Количество часов Срок исполнения по неделям
I Модуль 1. Theoretical and methodological basis of foreign language
educationInformation technologies and digital resources in teaching foreign languages
Лекция
1.1Methodology of foreign 1 1 week
language education (FLE).
Method of foreign Language
Teaching (FLT) as a
theoretical and applied field
of study. History of FLT.
Theories of language
acquisition. Basic
methodological categories:
Approach, Method,
Technique.
The use of information
technology and digital
learning in teaching foreign
languages
1.2Paradigm of Foreign 1 2 week
Language Education.
Aims of FLT. Content of
teaching. Principles used in
teaching. Research methods
in language education.
Teaching aids,materials
Opportunities of the distance
learning in teaching foreign
languages
1.3Typology of 1 3 week
exercises.Teaching
pronunciation, vocabulary.
Possibilities of using Zoom
meeting, Skype platform in
distance learning
1.4 Teaching grammar. 1 4 week
Teaching listening
comprehension. The ways of
using Google classroom in
teaching foreign languages
1.5. Teaching reading, 1 5 week
speaking, writing.
Completion of tasks in a
foreign language and using
online dictionary and online
translation
Практические
(семинарские) занятия
1.1Theories of language 1 1 week
acquisition. Basic
methodological categories:
Approach, Method,
Technique The use of
information technology and
digital learning in teaching
foreign languages
1.2Paradigm of Foreign 1 1 week
Language Education.
Aims of FLT. Content of
teaching. Principles used in
teaching. Research methods
in language
educationOpportunities of
the distance learning in
1.3Typology of 2 2 week
exercises.Teaching
pronunciation,
vocabularyThe ways of
using Google classroom in
1.4Teaching grammar. 1 3 week
Teaching listening
comprehension. Drafting of
online tests, crossword
puzzles and questionnaires
in teaching foreign
languages.
1.5Teaching reading, 1 3 week
speaking, writing. The ways
of using Kahoot, Quizlet
programs
1.6 Google forms 1 4 week
1.7 Ispring Quiz Maker 2 4-5 week
1.8Online platform for 2 5-6 week
creating quizizz tests
Итого за 1 модуль 16
Виды контроля по 1-му
Устный опрос
модулю
2-модульThe computer’s role in teaching foreign languages
Лекция
II 2.1 Planning lessons. Using 1 6 week
Microsoft office to perform
tasks in a foreign language
2.2 Assessment in teaching 1 7 week
and learning. Assessment.
Rubrics. Using PowerPoint
to perform tasks in a foreign
language
2.3Teacher professional 1 8 week
development. Social
networks and computer
games used in teaching
foreign languages
2.4Group work.Using online 1 9 week
boards in English lessons
2.5Dialogue.Using online 1 10 week
2.6Tools for visualization of 1 11 week
educational material:
2.1Planning lessons. Social 1 6 week
networks and computer
games used in teaching
foreign languages
2.2Assessment in teaching 2 7 week
and learning. Rubrics. Using
online boards in English
lessons:
2.3Teacher professional 2 8 week
development.Using online
2.4Group work.Tools for 2 9 week
visualization of educational
material:
2.5Development of reading, 3 10-11 week
writing, speaking, listening
comprehension skills using
new information
technologies in teaching
foreign languages
модулю
3-модульWeb 2.0 services in teaching foreign languages
Лекция
3.1 Blended learning. 1 12 week
III
3.3. Online visualization 2 12-13 week
tools for organizing learning
activities and assessing
student achievement
Виды контроля по 3-му Устный опрос, блиц-
модулю тест
4-модульSocial web services and networks
Лекция
1 14 week
4.1SMART purposes in
teaching English language
4.2Using video services in 1 15 week

the organization of
educational activities
4.1Reading and writing 1 13 week
critical thinking in teaching
English language
4.2 Using Google services in 1 14 week
the organization of
educational process
4.3 SMART purposes. 1 14 week
Digital resources and
services for assessing
student achievement
4.4 Services and tools for 2 15 week
assessment of the written
work
модулю
ВСЕГО 60
ПРИМЕЧАНИЕ!Сроки недели определяется в соответствии с расписанием занятий на

основании академического календаря.
4. ЦЕЛЬ ОБУЧЕНИЯ ДИСЦИПЛИНЫ:The main purpose of the discipline is to prepare

future professionals for the practical use of information technology and digital resources in the
process of learning a foreign language for the development of information, socio-cultural,
communicative, professional and general cultural competencies.
(цель дисциплины должна быть обозначена конкретно, понятно и состоять из 1
предложения)
5. КОМПЕТЕНЦИИ ДИСЦИПЛИНЫ:
(компетенции должны быть конкретными, понятными и лаконичными валфавитном
порядке (A, B, C, D, F) в соответствии с целью и содержанием дисциплины)
A. should get an idea:
- the concept of using application packages;
- Introduced the concept of basic network and web application development and the basics of
information security;
- description of the principles of information and communication technologies and e-learning;
- identify key trends in the field of information and communication technologies.
B. should know:
- know what economic and political factors contribute to the development of information and
communication technologies;
- know the features of different operating systems;
- the use of various forms of e-learning to expand professional knowledge;
- learn to conduct their own creative research;
- to master the possibilities of modern information technologies and their development trends.
C. must be able to:
- work with spreadsheets, data aggregation, graphing;
- work with databases;
- use of methods and means of information protection;
- work with information and telecommunication networks;
- work with basic office applications, databases.
D. must have practical training:
- design and creation of simple websites;
- creation of multimedia presentations;
- use of information and communication technologies for information retrieval and processing;
- use of information resources for search and storage of information;
- use different social platforms for communication;
- use various forms of e-learning to expand their professional knowledge;
- use various cloud services.
6. РЕЗУЛЬТАТЫ ОБУЧЕНИЯ ДИСЦИПЛИНЫ:
Уровни Знание и Применение Анализ Синтез Оценивание

таксономи понимание
и Блума
Результат knowledge be able to be able to add elements, Self-
ы of computer apply the classify the compose new assessment
обучения information material components of essays, reports, and
(РО) processing studied in real educational scenarios, create a assessment of
(РО and practical materials plan speech
должны management situations and search, analysis activity with
быть methods; situations and processing group
указаны в methods of work with a of research members
соответст computer computer as a materials.
вии с information means of
дисциплино processing receiving,
й в МОП) and processing and
management managing
; information
be able to work with
choose information in
Internet global
resources computer
for teaching network
foreign
languages,
taking into
account the
didactic
purposes;
various
storage
media for
traditional
and modern
databases
knowledge
of access to
information
on global
computer
networks;
ПРИМЕЧАНИЕ!
- уровни таксономии Блума должны описывать конкретные действия обучающегося
по данной дисциплине;
- в описании уровней должны пристутсвовать понятия, раскрывающие содержание
дисциплины;
- в таблице описание уровней представленыв качестве примера.
7. ФОРМАТ ПРОВЕДЕНИЯ ДИСЦИПЛИНЫ И ТЕХНИЧЕСКИЕ ТРЕБОВАНИЯ:

Занятия будут проходить в оффлайн и онлайн режиме: просмотр лекций в Youtube,
практические занятия и СРМП в онлайн режиме в ZOOM. Также проверка заданий при
помощи Googleclassroom и онлайн интерактивных досок Quizlet.com, Padlet.com
8. ТАБЛИЦА СРМП, СРМ:
№ Задание Вид Количество Сроки выполнения (день недели и

СРМП/СРМ задания часов время в соответствии с расписанием)
дата задания срок сдачи
задания
СРМП
1. System of Report 2 2 week 2 week
Education
2. Learning goals and Report 2 3 week 3 week
success criteria
3. Development self Report. 2 4 week 4 week
and peer
assessment
4. Formative and Report 2 5 week 5 week
summative
assessment
5. Dimensions of Report 2 6 week 6 week
teacher
professional
development
6. Self-confidence, Presentation. 2 7 week 7 week
teaching ability and
SKILLS
7. The use of Report 2 8 week 8 week
new technologies
for
preparation
teaching aids on
the lessons of
Foreign languages.
8. Games in Report 2 9 week 9 week
teaching
Foreign languages.
9. Typology of Written 2 10 week 10 week
exercises presentation.
10 Reading Report 2 11 week 11 week
comprehension
11. Teaching Language Report 2 12 week 12 week
aspects
12 Teaching Report. 2 13 week 13 week
communicative
skills
13. Distance learning Presentation 2 14 week 14 week
14 Audio-lingual Presenting 2 14 week 14 week
method reports
15. The use of ICT in presentation 2 15 week 15 week
teaching foreign
languages
СРМ
1. Teaching aids Presentation 9 1 week 1 week
2. Principles used in Project work 9 2 week 2 week
teaching
3. Make up test – 10 Test 9 3 week 3 week
questions
4. The use of Kahoot Task 9 4 week 4 week
program
5. Teaching materials Report 9 5 week 5 week
6. Lesson plan Plan 9 6 week 6 week
7. Pedagogical Presentation 9 7 week 7 week
management
8. Video in teaching Lesson plan 9 8 week 8 week
foreign languages and Use of
video at the
lesson
9. Pedagogical Project work 9
management
10 Portfolio Portfolio 9 9 week 9 week
ПРИМЕЧАНИЕ! СРМП проводится в соответствии с графикам, утвержденного вне

расписания занятий а выполнение заданий СРМ определяется в соответсвии с
индивидуальным графиком преподавателя.
9. ТЕМАТИЧЕСКИЙ ПЛАН КУРСА

9.1 Лекции
Лекция 1
Тема:Methodology of foreign language education (FLE). Method of foreign Language Teaching
(FLT) as a theoretical and applied field of study. The use of information technology and digital
learning in teaching foreign languages
Количество часов: 1
Основные вопросы/план темы:
1Methodology of foreign language education (FLE). Method of foreign Language Teaching
(FLT) as a theoretical and applied field of study. History of FLT. Theories of language
acquisition. Basic methodological categories: Approach, Method, Technique.
The use of information technology and digital learning in teaching foreign languages
Information technology and digital resources in teaching foreign language
The problem of using new information technologies in the educational process
Internet technologies used in teaching foreign languages
Тезисы лекции*
Teaching languages in the 21st century is a rapidly changing and innovating process. New
technologies and internet offer everyday new possibilities and tools to support student in their
process of learning a language. By taking part in this course, students will gain an outlook on
best apps, web platforms and digital resources to empower and support language learning.
Through an hands-on approach and learning-by-doing methodology, participants will develop
concrete ICT and digital skills that they’ll be able use in the classroom to teach languages.
Вопросы для закрепления**
1. What is the information technology and ICT?
2. What types of information technologies do you know?
3. What do you mean by "cybernetics", "nanotechnology"?
4. What can be attributed to digital resources?
5. History of information technology development
6. Classification of information technology
7. Create a glossary of words used in information technology, digital resources, the Internet and
computers
8. Make a test of 10 questions on the topic.
Литература:
1. Э.К.Самерханова, Е.П.Круподерова, И.В.Панова Цифровые ресурсы для организации
образовательного процессаи оценки достижений обучающихся в дистанционном
формате:обзор цифровых ресурсов для дистанционного образования.- Н.Новгород:
Мининский университет, 2020. - 50 с.
2. Свиридова М.Ю.PowerPointбағдарламасындапрезентациялардықұру: орта кәсіптікбілім
беру мекемелерініңстуденттерінеарналғаноқулық / М.Ю.Свиридова. — 4-ші басылым,
стереотипті — М. : «Академия» Баспаорталығы, 2014. — 224 с.
3. С. В. Титова Цифровыетехнологии в языковомобучении: теория и практика. – М.:
«Эдитус», 2017. – 302 с.
4. Боброва И.И.Информационные технологии в образовании [Электронный
ресурс]:практический курс / И.И. Боброва, Е.Г. Трофимов. — 2-е изд., стер. —
М.:ЛИНТА, 2014. — 195 с.
5. Информационные технологии в образовании: Учебник / Под ред. Т. Н. Носковой. —
СПб.:Издательство«Лань», 2016. — 296 с.: ил. — (Учебники для вузов.Специальная
литература).
6. Киселев Г. М.Информационные технологии в педагогическом образовании: Учебник
для бакалавров / Г. М. Киселев, Р. В. Бочкова. — 2-е изд., перераб. и доп. — М.:
Издательско-торговаякорпорация «Дашков и К°», 2016. — 304 с.
7. Информационные и коммуникационные технологии в образовании:монография/
Под.редакцией: БадарчаДендева – М. : ИИТО ЮНЕСКО, 2013. – 320 стр.
Лекция 2
Тема:Paradigm of Foreign Language Education.
Aims of FLT. Content of teaching. Opportunities of the distance learning in teaching foreign
languages
Paradigm of Foreign Language Education.
Aims of FLT. Content of teaching. Principles used in teaching. Research methods in language
education. Teaching aids,materials Opportunities of the distance learning in teaching foreign
languages
Importance of distance learning technology
Distance learning based on computer technology
Problems of formation and development of communicative foreign language in distance
learning, its free mastering
The popularity of the Internet and computer technologies among young people and in society as
a whole has created serious grounds for the successful integration of ICT into educational
process. When teaching foreign languages an important place is given to ICT, which allows the
introduction of new technologies, new techniques, shifting the emphasis to the independent work
of a student, making the training diverse. The application of information and communication
technologies in education has, in modern conditions, an increasingly significant impact on the
quality of the national education system. The integration of Kazakh education into the world
educational system is connected with the observance of the fundamental international standards
requirements
What are the types of distance learning?
What is the webinar?
What skills are needed for distance learning?
What are the options for monitoring and testing knowledge in schools?
What is a virtual class?
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция 3
Тема:Typology of exercises.Teaching pronunciation, vocabularyPossibilities of using Zoom
meeting, Skype platform in distance learning
Typology of exercises.Teaching pronunciation, vocabulary
Use of smart techniques in teaching a foreign language
Using the Zoom meeting platform
How to use the Skype platform
The popularity of the Internet and computer technologies among young people and in society as
a whole has created serious grounds for the successful integration of ICT into educational
process. When teaching foreign languages an important place is given to ICT, which allows the
introduction of new technologies, new techniques, shifting the emphasis to the independent work
of a student, making the training diverse. The application of information and communication
technologies in education has, in modern conditions, an increasingly significant impact on the
quality of the national education system. The integration of Kazakh education into the world
educational system is connected with the observance of the fundamental international standards
requirements
How to use Zoom Cloud Meetings?
Specify board sharing in Zoom Cloud Meetings.
Who is the developer of Zoom Cloud Meetings?
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция 4
Тема:Teaching grammar. Teaching listening comprehension. The ways of using Google
classroom in teaching foreign languages
Teaching grammar. Teaching listening comprehension.
Using the Google classroom platform
Create a course in Google classroom
Google Classroom is a free collaboration tool for teachers and students. Teachers can create an
online classroom, invite students to the class then create and distribute assignments. Within the
Google Classroom students and teachers can have conversations about the assignments and
teachers can track the student's progress. Schools must register for a free Google Apps for
Education account to use Classroom.
What are the features of the Google classroom platform?
What is Google Classroom?
How is the task presented on the Google Classroom platform?
How is the rating system maintained on the Google Classroom platform?
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция 5
Тема: Teaching reading, speaking, writing. Completion of tasks in a foreign language and using
online dictionary and online translation Drafting of online tests, crossword puzzles and
questionnaires in teaching foreign languages. My Crossword, Socrative, Online Test Pad, quizizz
EasyTestMaker, exam, Kahoot, Quizlet
Teaching reading, speaking, writing. Completion of tasks in a foreign language and using online
dictionary and online translation Drafting of online tests, crossword puzzles and questionnaires
in teaching foreign languages. My Crossword, Socrative, Online Test Pad, quizizz
EasyTestMaker, exam, Kahoot, Quizlet
Compilation of online tests, crossword puzzles and questionnaires in foreign language teaching
My Crossword http://www.armoredpenguin.com/crossword/bin/crossword.cgi?cmd=showlist
Crossword Puzzle Maker: https: //crosswordhobbyist.com/
Creating a questionnaire using the Google form platform
The efficiency of assimilation of any topic depends on the amount and level of knowledge
received in the previous period. If a teacher does not have this information, his ability to
effectively design and manage the learning process is reduced. In addition, the definition of
students' knowledge of a subject or section allows the teacher to plan and organize his activities
properly. These tasks are solved through preliminary control.
What are language skills?
What strategies are important to develop reading, speaking, writing and listening skills?
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Издательско-торговая корпорация «Дашков и К°», 2016. — 304 с.
Лекция 6
Тема: Planning lessons. Using Microsoft office to perform tasks in a foreign language Using
Microsoft office to perform tasks in a foreign language
Planning lessons. Using Microsoft office to perform tasks in a foreign language Using Microsoft
office to perform tasks in a foreign language
A lesson plan is the instructor's road map of what students need to learn and how it will be done
effectively during the class time. A lesson plan is a teacher's daily guide for what students need
to learn, how it will be taught, and how learning will be measured. Planning lessons ahead of
time means teachers enter the classroom each day fully prepared to teach new concepts and lead
meaningful discussions. Lesson design process · Clarify the lesson purpose and identify the
learning goal/ intention for the lesson: What do you want the students to learn? When we have to
miss a class, a lesson plan is a necessity for the substitute teacher, who is expected to step in and
teach what had been planned for the day.
What is lesson planning?
What is lesson planning design?
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция 7
Тема: Assessment in teaching and learning. Using PowerPoint to perform tasks in a foreign
language
Assessment in teaching and learning.
Terms and definitions used in PowerPoint
Working with slides
Methods of placement and reception of graphic elements for the presentation
A presentation (Latin praesento - send, give; English present - presentation) is the presentation of
ideas, plans and developments to the audience. In other words, a presentation is a presentation
using textual materials, tables, graphs, charts, pictures, audio and video clips that are memorable
in public. Computer presentations have become a recognized standard in business negotiations.
Without them, neither social nor scientific events can take place today. They are also important
in the learning process. Teachers, as well as students and pupils can use the computer as a means
of presenting educational material in the classroom or in the classroom, in the defense of
thematic tasks, term papers and dissertations. In addition, computer presentations can provide
effective communication between professionals for the exchange of experience, as well as
training and professional development.
Вопросыдлязакрепления**
Terms and definitions used in PowerPoint
Name the way to create slides in PowerPoint
Name the ways to insert video and audio in PowerPoint
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция 8
Тема: Teacher professional development.Using online boards in English lessons Social networks
and computer games used in teaching foreign languages Mindmeister, Vocabulary Game Plates,
HotPotatoes, Quia
Teacher professional development.
Importance of development and use of computer games
Advantages of using computer technology in teaching a foreign language
Use of Mindmeister, Vocabulary Game Plates, HotPotatoes, Quia in making computer games
Depending on the type of computer games available today, teenagers may play adventurous
games. There is a danger that the child's future will be clouded and he will forget himself and
others. This is because many children today lose contact with the environment due to some
games. This leads to isolation, loss of skills, cruelty, loneliness, and going to the inner world.
What are the features of the Mindmeister network?
How to make a game on Vocabulary Game Plates
Describe the game HotPotatoes
формате:обзор цифровых ресурсов для дистанционного образования.-Н.Новгород:
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция 9
Тема: Group work.Using online boards in English lessons
Worldweb – online board
There's something valuable about physically writing something down—or drawing it on a
whiteboard. In fact, a study from Indiana University indicates that writing things down can help
our brains function better in a whole host of ways, including "idea composition and expression."
It's one reason why you might find you think best when you're writing something out, why
writing seems to improve memory, and why the best collaboration often happens around a
whiteboard.
As more of our daily tasks move from physical to digital spaces, everything you'd normally do
on a whiteboard has taken the digital leap, so you can pair the benefits of visual thinking and
collaboration with the convenience of technology.
Describe the GLOGSTER online panel
Describe the LINO online board
Learn My Family using the GLOGSTER and LINO online boards
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция10
Тема: Dialogue.Using online boards in English lessons. Drafting of online tests, crossword
puzzles and questionnaires in teaching foreign languages.
Using online boards in English lessons: PADLET, scribblar, twiddla
Основные вопросы/план темы: Dialogue.Using online boards in English lessons. Teaching
grammar. Teaching listening comprehension. Drafting of online tests, crossword puzzles and
questionnaires in teaching foreign languages.
Using online boards in English lessons: PADLET, scribblar, twiddla
PADLET – online board
Scribblar – online board
Twiddla – online board
While any sketch or doodle app could technically be turned into a digital whiteboard, there are a
few features that we consider integral to giving you the best digital whiteboarding experience:
Unlimited canvas. While physical whiteboards certainly have size restrictions, going digital
should mean that you're no longer limited in how big or complex your visualizations are.
Collaboration features. Cloud apps should allow easy collaboration (real-time preferred) and
comments by users. Desktop apps should allow adequate cloud file sharing/syncing across
devices.
Ability to attach files: You should be able to attach links, images, and other files to your
whiteboard for easy reference.
Presentation options. Because whiteboards are so often at the core of a collaborative process, you
should be able to share your digital whiteboard online or export it.
Describe the PADLET online board
SCRIBBLAR - Describe an online board
TWIDDLA - Describe an online board
Create a lesson using these boards
формате:обзор цифровых ресурсов для дистанционного образования.-Н.Новгород:
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция 11
Тема:Tools for visualization of educational material: Wordle, Photofunia, Mindomo
Tools for visualization tools of educational material: Wordle
Tools for visualization of educational material: Photofunia
Tools for visualization of educational material: Mindomo
The main purpose of the teaching aids, of course, is to organize the activities of students in the
classroom, because only during the lesson it is possible to form the necessary knowledge, skills
and abilities associated with its proper organization. The importance of the learning process will
increase due to the fact that the teacher (master of industrial training) knows the didactic
capabilities of each teaching aid. Indeed, the didactic potential of any teaching aid determines its
role in educational work.
Features of Wordle program
Features of Photofunia program
Features of Mindomo program
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция12
Тема: Blended learning.
Blended learning.
What is blended learning?Microblogging is an online broadcast medium that exists as a specific
form of blogging. A micro-blog differs from a traditional blog in that its content is typically
smaller in both actual and aggregated file size. Micro-blogs "allow users to exchange small
elements of content such as short sentences, individual images, or video links", which may be the
major reason for their popularity. These small messages are sometimes called microposts.
As with traditional blogging, micro-bloggers post about topics ranging from the simple, such as
"what I'm doing right now", to the thematic, such as "sports cars". Commercial micro-blogs also
exist to promote websites, services, and products, and to promote collaboration within an
organization.
Some microblogging services offer features such as privacy settings, which allow users to
control who can read their micro-blogs or alternative ways of publishing entries besides the web-
based interface. These may include text messaging, instant messaging, E-mail, digital
audio or digital video.
What is blended learning?
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция13
Тема: Blended learning.
Blended learning.
A wiki (/ˈwɪki/ ( listen) WIK-ee) is a hypertext publication collaboratively edited and
managed by its own audience directly using a web browser. A typical wiki contains multiple
pages for the subjects or scope of the project and may be either open to the public or limited to
use within an organization for maintaining its internal knowledge base.
Wikis are enabled by wiki software, otherwise known as wiki engines. A wiki engine, being a
form of a content management system, differs from other web-based systems such as blog
software, in that the content is created without any defined owner or leader, and wikis have little
inherent structure, allowing structure to emerge according to the needs of the users. [1] Wiki
engines usually allow content to be written using a simplified markup language and sometimes
edited with the help of a rich-text editor.There are dozens of different wiki engines in use, both
standalone and part of other software, such as bug tracking systems. Some wiki engines are open
source, whereas others are proprietary. Some permit control over different functions (levels of
access); for example, editing rights may permit changing, adding, or removing material. Others
may permit access without enforcing access control. Other rules may be imposed to organize
content.
The online encyclopedia project Wikipedia is the most popular wiki-based website, and is one of
the most widely viewed sites in the world, having been ranked in the top ten since
2007.Wikipedia is not a single wiki but rather a collection of hundreds of wikis, with each one
pertaining to a specific language. In addition to Wikipedia, there are hundreds of thousands of
other wikis in use, both public and private, including wikis functioning as knowledge
management resources, notetaking tools, community websites, and intranets.
What is the wiki?
How to download Turbosite?
2. Свиридова М.Ю.PowerPoint бағдарламасында презентацияларды құру: орта кәсіптік
білім беру мекемелерінің студенттеріне арналған оқулық / М.Ю.Свиридова. — 4-ші
басылым, стереотипті — М. : «Академия» Баспа орталығы, 2014. — 224 с.
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
СПб.: Издательство«Лань», 2016. — 296 с.: ил. — (Учебники для вузов.Специальная
Под.редакцией: Бадарча Дендева – М. : ИИТО ЮНЕСКО, 2013. – 320 стр.
Лекция14
Тема: SMART purposes in teaching English language
SMART purposes in teaching English language
1. Specific To make a goal specific you must focus your attention on what you want to achieve.
Instead of saying ‘I want to improve my English’, a more specific goal might be ‘I want to be
able to pass a retail job interview in English’. Your student will still be learning English, but
their goal is more focused. 2. Measurable Goals need to be measurable, so you and your students
can see when progress is being made. To make a goal measurable, guide students with questions
such as ‘How much/many do I need to do?’ ‘How do I know when I’ve reached my goal?’ 3.
Achievable A goal must be achievable. This means students must feel challenged but the goal
must remain possible. To help consider if a goal is possible, look at if the student has the right
resources available to them. For example, if they want to improve their listening skills at home,
do they know which websites to visit and do they have a plan of action? If passing an exam is
their goal, do they have the correct preparation material to give them the best chance? If they
don’t have the right resources, how can they access them? Relevant The goal should be personal
and relevant to the student: if it matters to them they will be more likely to accomplish it.
Encourage students to ask questions such as, ‘Am I interested in this topic?’ and ‘Is this the right
time for me to achieve my goal?’ And have them consider why it’s important to them. Improving
situational communication skills, for example, might be relevant for a student who is about to
spend a year abroad in an English speaking country. Or a child that loves stories but struggles
with writing, might decide to write a story in English by the end of the first term. 5. Timely The
final consideration when setting a goal should be the deadline. Students should consider ‘When
is the start and finish date?’ and ‘When will I need to achieve this goal by?’.
What are SMART purposes?
What are the ways to use social networks in language learning?
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
Лекция15
Тема: Using video services in the organization of educational activities
Using video services in the organization of educational activities
YouTube is an American online video-sharing platform headquartered in San Bruno, California.
Three former PayPal employees—Chad Hurley, Steve Chen, and Jawed Karim—created the
service in February 2005. Google bought the site in November 2006 for US$1.65 billion;
YouTube now operates as one of Google's subsidiaries.
YouTube allows users to upload, view, rate, share, add to playlists, report, comment on videos,
and subscribe to other users. It offers a wide variety of user-generated and corporate
media videos. Available content includes video clips, TV show clips, music
videos, short and documentary films, audio recordings, movie trailers, live streams, and other
content such as video blogging, short original videos, and educational videos. Most content on
YouTube is uploaded by individuals, but media corporations including CBS, the BBC, Vevo,
and Hulu offer some of their material via YouTube as part of the YouTube partnership program.
Unregistered users can only watch (but not upload) videos on the site, while registered users are
also permitted to upload an unlimited number of videos and add comments to videos. Videos that
are age-restricted are available only to registered users affirming themselves to be at least 18
years old.
What is a Google Drive?
Describe how to use Google Drive
What is a Google form?
List the ways to use video services in the organization of educational activities
When did YOUTUBE start to be used?
What do you know about the TEACHERTUBE service?
Describe the RUTUBE service
«Эдитус», 2017. – 302 с.
М.:ЛИНТА, 2014. — 195 с.
9.2. Семинар/практиктические занятия

Практическое занятие 1
Тема: 1Theories of language acquisition. Basic methodological categories: Approach, Method,
Technique The use of information technology and digital learning in teaching foreign languages
The use of information technology and digital learning in teaching foreign languages The use of
information technology and digital learning in teaching foreign languages
Количество часов:1
Основные вопросы темы: Methodology of foreign language education (FLE). Method of
foreign Language Teaching (FLT) as a theoretical and applied field of study. History of FLT.
Theories of language acquisition. Basic methodological categories: Approach, Method,
Technique. Information technology and digital resources in teaching foreign language
The problem of using new information technologies in the educational process
Internet technologies used in teaching foreign languages
Методические указания:
1. You need to read and carefully review the lecture materials on this topic.
2. It is necessary to review, read, systematize and compare the ideas of each writer in the
electronic literature of the questions assigned to the practical lesson plan.
3. In addition to the literature provided, try to find additional sources of information (Internet
sites, newspapers, magazines, pictures of writers).
4. Make a table for each topic given in the practical lesson plan
5. Development of a test consisting of 10 questions for each topic given in the practical lesson
plan
6. Create a dictionary for each topic in the practical lesson plan
7. Find additional literature on each topic in the practical lesson plan and download it to Google.
8. Disclosure of 10 specific information on the topic.
9. Indicate specific information during the preparation of slides on the topic and provide
references to the literature used on each page
10. Prepare for all three questions on the topic.
11. Prepare questions for your collection
12. Insert the collected glossary on the QuizLet platform
1.Э.К.Самерханова, Е.П.Круподерова, И.В.Панова Цифровые ресурсы для организации
образовательного процесса и оценки достижений обучающихся в дистанционном
формате: обзор цифровых ресурсов для дистанционного образования.- Н.Новгород:
2. С. В. Титова Цифровые технологии в языковом обучении: теория и практика. – М.:
«Эдитус», 2017. – 302 с.
3.Боброва И.И. Информационные технологии в образовании [Электронный ресурс]:
практический курс / И.И. Боброва, Е.Г. Трофимов. — 2-е изд., стер. — М.: ЛИНТА, 2014.
— 195 с.
4.Информационные технологии в образовании: Учебник / Под ред. Т. Н. Носковой. —
СПб.: Издательство «Лань», 2016. — 296 с.: ил. — (Учебники для вузов. Специальная
5.Киселев Г. М. Информационные технологии в педагогическом образовании: Учебник
Тема: Paradigm of Foreign Language Education.
languages Opportunities of the distance learning in teaching foreign languages
Основные вопросы темы:
Paradigm of Foreign Language Education.
languagesImportance of distance learning technology
Distance learning based on computer technology
Problems of formation and development of communicative foreign language in distance
learning, its free mastering
1. You need to read and carefully review the lecture materials on this topic.
2. It is necessary to review, read, systematize and compare the ideas of each writer in the
electronic literature of the questions assigned to the practical lesson plan.
3. In addition to the literature provided, try to find additional sources of information (Internet
sites, newspapers, magazines, pictures of writers).
4. Make a table for each topic given in the practical lesson plan
5. Development of a test consisting of 10 questions for each topic given in the practical lesson
plan
6. Create a dictionary for each topic in the practical lesson plan
7. Find additional literature on each topic in the practical lesson plan and download it to Google.
8. Disclosure of 10 specific information on the topic.
9. Indicate specific information during the preparation of slides on the topic and provide
references to the literature used on each page
10. Prepare for all three questions on the topic.
11. Prepare questions for your collection
12. Insert the collected glossary on the QuizLet platform
«Эдитус», 2017. – 302 с.
— 195 с.
Практическое занятие 3-4

Тема: Typology of exercises.Teaching pronunciation, vocabulary. Possibilities of using Zoom
meeting, Skype platform in distance learning Teaching grammar. Teaching listening
comprehension. Drafting of online tests, crossword puzzles and questionnaires in teaching
foreign languages. The ways of using Google classroom in teaching foreign languages. Teaching
reading, speaking, writing. The ways of using Kahoot, Quizlet programs
Typology of exercises.Teaching pronunciation, vocabulary. Possibilities of using Zoom meeting,
Skype platform in distance learning Teaching grammar. Teaching listening comprehension.
Drafting of online tests, crossword puzzles and questionnaires in teaching foreign languages.
Using the Google classroom platform
Create a course in Google classroom
You need to read and carefully review the lecture materials on this topic.
1 It is necessary to review, read, systematize and compare the ideas in the electronic literature of
the questions for the practical lesson plan.
2 In addition to the literature provided, try to find additional sources of information (websites,
newspapers, magazines, pictures of writers).
3 Make a table for each topic in the practical lesson plan
4 Prepare your course using the Google classroom platform
5 Make a presentation of your course
6 Share your course with a group of students.
7. Explain the process of creating a course and record it on videoЛитература:
«Эдитус», 2017. – 302 с.
— 195 с.
Тема: Teaching grammar. Teaching listening comprehension. Drafting of online tests, crossword
puzzles and questionnaires in teaching foreign languages. Google forms. Drafting of online
tests, crossword puzzles and questionnaires in teaching foreign languages. My Crossword,
Crossword Puzzle Maker
Compilation of online tests, crossword puzzles and questionnaires in foreign language teaching
My Crossword http://www.armoredpenguin.com/crossword/bin/crossword.cgi?cmd=showlist
Crossword Puzzle Maker: https: //crosswordhobbyist.com/
Creating a questionnaire using the Google form platform
1 It is necessary to review, read, systematize and compare the ideas of each writer in the
electronic literature of the questions for the practical lesson plan.
4 Create a crossword puzzle on your chosen topic in My Crossword
5 Make a video of the process of assembling the crossword
6 Crossword Puzzle Maker: Create a crossword puzzle at https://crosswordhobbyist.com/
7 Create a questionnaire using the Google form platform and share it with a group of students
and fill out a questionnaire.
«Эдитус», 2017. – 302 с.
— 195 с.
Тема: Teaching reading, speaking, writing. The ways of using Kahoot, Quizlet programs The
ways of using Kahoot, Quizlet programs
Teaching reading, speaking, writing. The ways of using Kahoot, Quizlet programs
Ways to use the Kahoot resource
Quizlet is the simplest way to learn and memorize the material covered
4 Create a test on this subject using the Kahoot platform
5 Record the test assembly process on video
6 Prepare a course in Quizlet based on new words in the subject.
7 Develop methods for using the Kahoot and Quizlet platforms in foreign language teaching
«Эдитус», 2017. – 302 с.
— 195 с.
Практичесекое занятие 7
Тема: Google forms
Creating the test using Google Form
Ways to use the Google Form
Берілген тақырып бойынша дәріс материалдарын оқып, мұқият қарап шығуыңыз қажет.
4 Create a test on the subject of Introduction to Intercultural Communication using the Google
Form platform
6 Prepare a test in the Socrative application for new words in the subject.
«Эдитус», 2017. – 302 с.
— 195 с.

Тема:, Ispring Quiz Maker
EasyTestMaker is an online platform for evaluating and summarizing learning outcomes
exam is a free Russian language test developer
Building a test using Ispring Quiz Maker
4 Create a Country Test using the EasyTestMaker platform
6 Prepare a test on the 4exam platform for new words in the subject.
7 Test one grammar with Ispring Quiz Maker.Литература:
«Эдитус», 2017. – 302 с.
— 195 с.

Тема: Online platform for creating quizizz tests
Основные вопросы темы: Planning lessons. Social networks and computer games used in
Online Test Pad is an online test environment
Quizizz is an online test platform
4 Create a test on the subject of Foreign Language Teaching Methods using the Online Test Pad
platform
6 Prepare a test for Happy man on the Quizizz platform.
«Эдитус», 2017. – 302 с.
— 195 с.
Тема: Planning lessons. Social networks and computer games used in teaching foreign
languages Using PowerPoint to perform tasks in a foreign language Social networks and
computer games used in teaching foreign languages Mindmeister, Vocabulary Game Plates,
HotPotatoes, Quia
Основные вопросы темы: Assessment in teaching and learning. Assessment. Rubrics. Using
PowerPoint to perform tasks in a foreign language
Importance of development and use of computer games
Advantages of using computer technology in teaching a foreign language
Use of Mindmeister, Vocabulary Game Plates, HotPotatoes, Quia in making computer games
4 Prepare an assignment for 5th grade on Mindmeister
5 Make a video of this task (assembly process)
6 Prepare a game using the Vocabulary Game Plates network
7 Develop a task on the HotPotatoes platform
«Эдитус», 2017. – 302 с.
— 195 с.

Тема: Assessment in teaching and learning. Assessment. Rubrics. Teacher professional
development. Social networks and computer games used in teaching foreign languages Using
online boards in English lessons:
GLOSTER – online board
LINO – online board
4 Lino - Prepare an assignment on this subject using the online board
5 Make a video of this task (preparation process)
6 Prepare a task on the topic of Environment using the online board GLOGSTER
«Эдитус», 2017. – 302 с.
— 195 с.

Тема: Group work.Tools for visualization of educational material: Development of reading,
writing, speaking, listening comprehension skills using new information technologies in teaching
foreign languages
PADLET – online board
Scribblar – online board
Twiddla – onlineboard
4 Open the My hobby theme using the PADLET online panel
5 Videotape the task preparation process
6 Prepare a task on the topic of Business using the online panel SCRIBBLAR
7 TWIDDLA - Describe the Betty Smith family for 1st year using an online board
«Эдитус», 2017. – 302 с.
— 195 с.

Тема: Blended learning
Assessment.Rubrics
Blended learning
4 Prepare your task on the Wordle platform
5 Prepare your assignment on the Photofunia platform
6 Prepare your task on the Mindomo platform
«Эдитус», 2017. – 302 с.
— 195 с.

Тема: Online visualization tools for organizing learning activities and assessing student
achievement.Reading and writing critical thinking in teaching English language Using Google
services in the organization of educational process Development of reading, writing, speaking,
listening comprehension skills using new information technologies in teaching foreign languages
(e-speaking, VoiceFinger, Tazti, Pixton, Ask Ludwig, isabelperez, wordart, worditout,
Geoguessr, Vialogues, Rewordify)
Development of speaking skills using new information technologies in teaching foreign
languages: e-speaking, VoiceFinger, Tazti, Pixton
Development of reading, writing, listening comprehension skills using new information
technology in teaching foreign languages: Ask Ludwig, isabelperez, wordart, worditout,
Geoguessr, Vialogues, Rewordify
4 Prepare your assignment on the e-speaking platform
5 Prepare your task on the VoiceFinger platform
6 Prepare and defend comics on the Pixton platform
7 Prepare your task on the wordart platform
8 Prepare your assignment on the Geoguessr platform
10 Prepare your task on worditout platforms
«Эдитус», 2017. – 302 с.
— 195 с.
Тема: SMART purposes. Digital resources and services for assessing student achievement
SMART purposes. Digital resources and services for assessing student achievement
4 Prepare a task using Livejournal and blogger
«Эдитус», 2017. – 302 с.
— 195 с.
Тема:Wikisitesand Turbosite
(Wikispaces http://wikispaces.com)
How to create wiki sites
Development of an electronic textbook using the program Turbosite
4 Install Turbosite on your computer. Prepare a course in the program. Share your course during
the lesson.
«Эдитус», 2017. – 302 с.
— 195 с.

Тема: Online visualization tools for organizing learning activities and assessing student
achievement
Using the cluster method in the organization of learning activities
The method of mental maps (brainstorming)
Timeline maker
Fishbone method
Venn diagram
SWOT analysis
Chart
Infographics
Mind maps (brainstorming) Prepare a task using the lines belo
http://www.mindmeister.com/
http://www.mindomo.com/
http://www.mind42.com/
http://popplet.com/
http://www.spiderscribe.net/
Timeline maker Prepare a task using the lines below
http://www.timerime.com
http://www.timetoast.com/
http://www.tiki-toki.com
Fishbone method Prepare a task using the lines below
http://www.classtools.net/educatio
n-games-php/fishbone
http://www.gliffy.com
https://docs.google.com/drawings
Venn diagram Prepare the task using the lines below
http://www.classtools.net/education-games-php/venn_intro
SWOT - prepare a task using the following lines of analysis
http://www.gliffy.com/swotanalysis/
https://docs.google.com/drawings
Prepare the task using the lines below the diagram
https://bubbl.us/
https://cacoo.com
Infographics Prepare a task using the lines below
http://www.easel.ly/,
https://visual.ly/, http://infogr.am/,
http://piktochart.com/,
https://www.canva.com
«Эдитус», 2017. – 302 с.
— 195 с.
Тема:Using Facebook, Instagram,TWITTER, instamuseumin teaching English language
Ability to use Facebook in English lessons
Ways to use Instagram, TWITTER social networks
4 Prepare an English lesson using Facebook
5 Prepare an English lesson using Instagram, TWITTER social networks
«Эдитус», 2017. – 302 с.
— 195 с.
Тема: Using Google services in the organization of educational process
Ways to use Google services in the organization of educational activities
Google Drive, classroom, presentation, form
4 Prepare a presentation on the Google presentation platform.
«Эдитус», 2017. – 302 с.
— 195 с.
Тема: Digital resources and services for assessing student achievement: Puzzle-english,
duolingo, Lingualeo
Количество часов:1
Digital resources and services for assessing student achievement: Puzzle-english
Digital resources and services for assessing student achievement: duolingo
Digital resources and services for assessing student achievement: Lingualeo
4 Prepare your task on the Puzzle-english platform
5 Prepare your task on the duolingo platform
6 Prepare your assignment on the Lingualeo platform
«Эдитус», 2017. – 302 с.
— 195 с.

Тема: Services and tools for assessment of the written work
Portfolio is a tool for assessing student achievement
How to use the UPORTFOLIO network
Creating a portfolio in the 4PORTFOLIO network
Ways to build a site on the UCOZ network
Website development on SITES.GOOGLE service
Microsoft Form https://forms.office.com/ Prepare the task
Google-form https://docs.google.com/form Prepare the task
Prepare a questionnaire https://anketolog.ru/
Prepare a master test task http://master-test.net/
«Эдитус», 2017. – 302 с.
— 195 с.
9.3 Лабораторные занятия

Тема:
Количество часов:
Методические указания (порядок выполнения лабораторных
работ и методикипроведения занятий)
Примечание! Все запланированные лабораторные занятия по курсу должны быть
представлены в пункте 9.3.
9.4 Самостоятельная работа магиcтранта с преподавателем (СРМП)
Задание.
Методические указания.
Примечание!Все запланированные СРМП по курсу должны быть представлены в пункте
9.4.
Задание 1. System of Education .
- Information and communication technologies. The role of information technologies in
teaching foreign languages.Look through the textbooks and website in the reference
- Compile a glossary related to the topic consisting of at least 25 words or expressions
1. Исабаева, Д. Н.Бастауыш сынып оқушыларының танымдық қызығушылығын
қалыптастыруда ақпараттық-коммуникациялық технология (АКТ) құралдарын қолдану
әдістемесі [Текст] : монография / Д. Н. Исабаева. - Алматы: Отан, 2015. - 135 бет.
2. Urmashev B.A. Information - communication technology: textbook / B. A. Urmashev. -
Almaty, 2016. - 409 p.
3. Мамаев, Қ. С.Информатиканың теориялық негіздері [Текст]: оқу құралы / Қ. С. Мамаев,
Ш. И. Айдосов, Н. Қ. Серікбаев. - Шымкент: Әсем, 2013. - 200 бет.
Задание 2. Learning goals and success criteria

- Look through the textbooks and website in the reference
Исабаева, Д. Н.Бастауыш сынып оқушыларының танымдық қызығушылығын
Almaty, 2016. - 409 p.
Задание 3. Development self and peer assessment

Almaty, 2016. - 409 p.
Задание 4. Formative and summative assessment
Almaty, 2016. - 409 p.
Задание 5. Dimensions of teacher professional development

Әдебиет:
Almaty, 2016. - 409 p.
Задание 6. Self-confidence, teaching ability and SKILLS

- Keep the rules of presentation designing and delivering your speech.
Almaty, 2016. - 409 p.
Задание 7. The use of new technologies for preparation teaching aids on the lessons of Foreign
languages.
Almaty, 2016. - 409 p.
Задание 8.Games in teaching Foreign languages

- Prepare report
Almaty, 2016. - 409 p.
Задание 9. Typology of exercises

- Prepare written presentation
Almaty, 2016. - 409 p.
Задание 10. Reading comprehension

Almaty, 2016. - 409 p.
Задание 11. Teaching Language aspects

Almaty, 2016. - 409 p.
Задание 12. Teaching communicative skills

Almaty, 2016. - 409 p.
Задание 13. Distance learning

- Prepare presentation
Almaty, 2016. - 409 p.
Задание 14. Audio-lingual method

Almaty, 2016. - 409 p.
Задание 15. The use of ICT in teaching foreign languages

Методические указания
- Prepare presentation
Almaty, 2016. - 409 p.
9.5 Самостоятельная работа магистранта (СРМ)
Задание 1. Teaching aids
- Use them in preparation of the task
Almaty, 2016. - 409 p.
Задание 2. Principles used in teaching

Almaty, 2016. - 409 p.
Задание 3. Make up test – 10 questions

Almaty, 2016. - 409 p.
Задание 4. The use of Kahoot program

Almaty, 2016. - 409 p.
Задание 5. Teaching materials

Almaty, 2016. - 409 p.
Задание 6. Lesson plan

Almaty, 2016. - 409 p.
Задание 7. Pedagogical management
Almaty, 2016. - 409 p.
Задание 8. Video in teaching foreign languages
Almaty, 2016. - 409 p.
Задание 9. Pedagogical management

- Keep the rules of presentation designing and delivering your speech.
- Slideshows should include 10 page of the body and 3 pages for introduction, conclusion
and references.
- Speak on your project not more than 5 min.
- Indicate only textbooks and recourses that have been used in references.
Almaty, 2016. - 409 p.
Задание 10. Portfolio

- Prepare Portfolio
Almaty, 2016. - 409 p.
10. ЗАДАНИЯ И ВОПРОСЫ РУБЕЖНОГО И ПРОМЕЖУТОЧНОГОКОНТРОЛЯ

accordance with their appropriateness.
a) translation
b) translation-interpretation
c) showing a picture of an apple
d) using word-building elements
e) definition
2. Choose three most appropriate ways of explaining the word “omnibus” in the 7th form and put
in sequence in accordance with their effectiveness.
a) translation
b) translation-interpretation
c) definition
d) using a context
e) etimology
3. Қазақстан Республикасының жоғарғы білім беру жүйесінде қанша оқу орны бар?
А. 136
В. 140
С. 180
Д. 185
4. Тұтынушыларға мәліметтерді оқуға және жіберілетін пошталық хабарларды
құрастыруға мүмкіндік беретін программалар жиыны?
А. Тасымалдау агенті
В. Қолданушы агенті
С. Жеткізу агенті
Д. Іздеу агенті
5. Оқушылардың танымдық, шығармашылық ой өрісін дамыту әдісі
А. Даралап оқыту
В. Дамыта оқыту
С. Модульдік оқыту
Д. Саралап оқыту
6. Мектептерде шет тілін оқытудағы жаңа технологиялардың бірі?
А. Оқушы портфелі
В. Оқытушы портфелі
С. Интернет желісі
Д. Жоба портфелі
7. Өз бетімен оқу тәсілі ақыл ойды дамытуды мен тәрбиелік маңызы өте жоғары оқыту
түрі деп пікір айтқан кім?
А. В.А. Сухомлинский
В. К.Д. Ушинский
С. Л.В. Тихомирова
Д. Е. Я. Галант
8. 1999ж қабылданған «Білім туралы» заңның негізгі ерекшелігі
А. Пәнаралық байланысты қамтамасыз ету, оқу материалының көлемі шамадан тыс көп
болдырмау
В. Оқу бағдарламасы, оқулықтар мазмұнында оқушылардың ұғымына, түсінігіне ауыр оқу
маетиалдарын енгізу
С. Әрбір пәннің өзекті, басты идеяларын оқушылардың таным қабілеттері мен жас
ерекшеліктеріне сай меңгеруді көздейді
Д. Білім беру саласын демократияландыру, гуманитандарландыру, ұлттық және
адамзаттық құндылықтарды меңгерту.
10. Өткен материалдарды жаңа материалдармен байланыстыратын оқытудың
дидактикалық принципі
А. Оқытудың көрнекілігі
В. Бірізділігі
С. Жеткіліктілігі
Д. Ғылымилығы
11. Білім берудегі Қазақстан Республикасының негізігі саясаты:
А. Білім берудің зайырлы сипаты
В. Ерлер мен әйелдердің бөлек оқытылуы
С. Үздіксіз білім беру
Д. Жалпы орта білімнің ақысыз оқытылуы
12. ҚР-ның білім беру жүйесін басқару қандай құжатқа негізделген?
А. Гуманитарлық білім беру тұжырымдамасының
В. Этномәдени білім беру тұжырымдамасы
С. Білім беру заңына
Д. Тіл туралы заңына
13 Мемлекеттік білім беру стандарты:
А. Жалпы білім беру мазмұны
В. Мектеп бітірушілердің жалпы білімдік даярлығына қойылатын талаптардың міндетті
деңгейі
С. Білім, ғылым және іс-әрекет түрлерінің үздіксіз білім алудың технологиялары
(әдістемесі)
Д. әр оқу жылындағы оқу жүйесінің ең көп мөлшері
14. Оқытудың техникалық құралына
А. Жаттығу
В. Компьютер
С. Көрнекі құралдар
Д. Таблицалар
15. Инновация ұғымы алғаш рет қай ғасырда мәдениеттанушылар зерттеулерінде пайда
болды?
А. ХХ ғ
В. ХІХ ғ
С. ХІІІғ
Д. ХІІІ-ХІХ ғ
16. Германияда 60 жылдардың екінші жартысында неміс-француз жастарының жиі
кездесулер ұйымдастыруының арқасында қандай әдіс қалыптасты
А. Инновация
В. Тандем әдісі
С. Жоба әдісі
Д. Екі жақты әдіс
17. Инновация латын тілінен қандай мағынаны білдіреді
А. Даму, өзгеру
В. Жаңа, өзгеру
С. Оқыту, бейімдеу
Д. Даму, жаңалау
18. Тандем әдісінің қанша маңызды принциптері бар
А. 3
В. 2
С. 4
Д. 7
19. Болашақта 12 жылдық мектеп бойынша жалпы Европалық білім стандартының
деңгейлеріне қол жеткізуді көздеп отыр, соның ішінде 5-7 сыныптар қай стандарттың
деңгейіне жатады
А. KET
В. PET
С. Movers
Д. Starters
20. draw a scheme of a unit plan
21. Give not less than 3 types of games that may be used for teaching speaking
22. In many modern text books you can see “Test Yourself” sections. What for are they given
in the text book? Please, provide details
24. Methodology is an independent science, because…
25. Think of not less than 3 linguistic games for teaching vocabulary at school.
11. Список источников и электронных ресурсов
Основная литература/ материалы

1.Методика преподавания иностранных языков.Учебное пособие./Моисеева Е.В., Беляева
Э.П. –Алматы,2020-180с.
2.Профессионально-педагогическое общение учителя иностранного языка.
Монография./Копжасарова У.И.Алматы,2014-180с.
3.Инновационные подходы в образовании/Омарова В.К. Учебное пособие. Алматы,2015-
242 с.
4.Исабаева, Д. Н.Бастауыш сынып оқушыларының танымдық қызығушылығын
Almaty, 2016. - 409 p.
Дополнительная литература/ материалы
1. Свиридова М.Ю. PowerPoint бағдарламасында презентацияларды құру: орта кәсіптік
«Эдитус», 2017. – 302 с.
3. Боброва И.И. Информационные технологии в образовании [Электронный ресурс]:
— 195 с.
5. Киселев Г. М. Информационные технологии в педагогическом образовании: Учебник
6. Информационные и коммуникационные технологии в образовании: монография /
Электронные ресурсы:
1. https://zoom.us/
2. https://lingualeo.com/ru
3. Google-формы https://docs.google.com/form
4. Microsoft формы https://forms.office.com/
5. https://anketolog.ru/
6. https://quizizz.com
7. Мастер-тест http://master-test.net/
8. https://www.skype.com
9. https://bubbl.us/
10. https://cacoo.com
11. http://www.gliffy.com/
12. http://www.classtools.net/education-games-php/venn_intro
13. https://www.blogger.com,
14. https://ru.wordpress.org/
15. https://www.tumblr.com/
16. https://padlet.com
17. http://www.twiddla.com,
18. http://www.scribblar.com
19. http://uportfolio.ru/
20. https://4portfolio.ru/
21. https://www.ucoz.ru/
22. https://sites.google.com/
23. https://www.duolingo.com/
24. https://puzzle-english.com/
Примечание!Название электронных ресурсов по теме должно быть четко указано и иметь

ссылку.
12. ОЦЕНИВАНИЕ
Учебные достижения магистрантов оцениваются по 100 бальной (%) шкале.

№ Количество баллов Примечание
Виды текущего контроля І рубежный контроль-80 баллов,
ІІ рубежный контроль -70 баллов
в режимеonline в
2 балла- за 1 неделю
режимеоffline
8 7 8 7
По лекционным занятиям недель недель недель недель
- - - - online -лекции
max.16 max.14 max.16 max.14 проводятся в
баллов баллов баллов баллов соответствии с
1.1 Посещение видеолекции 0-4 0-7 расписанием
баллов баллов и Syllabus дисциплины,
1.2 Активность в оцениваются
0-12 0-7
видеолекциях (вопросы, - соответственно;
1 баллов баллов
блиц-вопросы, обсуждение) воfflineрежиме
1.1 Создание конспекта успеваемость студентов
лекций на основе оценивается по
0-4 0-7
видеолекций на - выполненным заданиям
баллов баллов
YouTubeканале и загрузка на лекциях,
их на платформу «Univer» отправленных на портал
1.2 Выполнение «Univer» (электронная
письменной работы по почта используется, если
0-12 0-7 доступ ограничен)
вопросам лекции (тесты, -
баллов баллов
эссе, словари, глоссарии,
таблицы и т. д.)
Попрактическим
2 8недель - max.24 баллов
и/или лабораторным 3 балла – за 1 неделю
7 недель - max.21 баллов
занятиям
2.1 Посещение 8 недель - 0-8 баллов
видеоуроковсогласно Задания включают темы
7 недель 0-7 баллов
расписанию в Syllabus и занятия
2.2 Активное участие в проходят онлайн по
8 недель - 0-16 баллов
практических / семинарских расписанию
/ лабораторных занятиях 7 недель 0-14 баллов
3 Самостоятельная работа 8 недель - max.20 балл
магистрантов под (2,5 балла – за 1 неделю)
Выполняется при
руководством 7 недель - max.21 балл
обратной связи с
преподавателя (СРМП) (3 балла – за 1 неделю)
преподавателем по
3.1 Выполнение задании 8 недель- 0-8баллов
расписанию, обратная
СРМП по расписаниюи
связь осуществляется
загрузка их на платформу
7 недель – 0-7 баллов через платформу
«Univer»
«Univer» (электронная
3.2 Защита и презентация 8 недель - 0-12 баллов
почта используется, если
задания СРМП, загрузить
доступ ограничен)
презентации на платформу
7 недель – 0-14баллов
«Univer»
4 Самостоятельная работа 8 недель - max.20 баллов
магистрантов (СРМ) (2,5 балла – за 1 неделю)
7 недель- max.14 баллов
(2 балла – за 1 неделю)
4.1 Выполнение задании 8 недель - 0-8баллов Проверка заданий и
СРМ по графикуи загрузка
их на платформу «Univer». 7 недель- 0-7 баллов
обратная связь
4.2 Умение работать 8 недель - 0-12 баллов
осуществляется через
самостоятельно и творчески
платформу «Univer»
(написание конспектов,
(электронная почта
рефератов, составление
используется, если
библиографий, планов, 7 недель - 0-7 баллов
доступ ограничен)
логических идей,
аргументов, выводов и т. д.)
5 Рубежный контроль 20 / 30 8-я и 15-ая неделя
6 Промежуточный 100 Согласно расписанию
контроль(экзамен) экзаменов
Примечание! Текущий контроль успеваемости магистрантов проводится

регулярнона платформе университета «Univer» в соответствии с расписанием.
13. ПОЛИТИКА КУРСА

Политика курса состоит из административных требований и принципов академической
честности.
 административные требования:
- полное освоение знаний по предмету;
- освоение компетенций по ОП;
- уважительное и вежливое отношение к преподавателям, сотрудникам и обучающимся;
- не менять задания самостоятельно (произвольно)и соблюдать требования, указанные в
Силлабусе;
- посещение занятии в онлайн и офлайн-режимах в соответствии с расписанием;
- эффективное использование контента по теме, например, регулярное прослушивание
видеолекций по темам на канале YouTube, задания, блиц-вопросы и т. д.;
- овладение навыками работы с информационными (техническими) средствами,
необходимыми для дисциплины и соблюдения технических требований;
- выполнение заданий СРМ в срок, указанный в личном расписании преподавателя и
обратной связи с преподавателем-предметником;
- выполнение контрольных заданий (рубежный, промежуточный контроль) в
установленные сроки (кроме уважительных причин);
- ответственное отношение к имуществу вуза, кафедры;
- соблюдение внутренних правил университета;
- активное участие в работе кафедры, факультета, университета.
ВЫПИСКА
из «Академического кодекса честности»
Актюбинского регионального университета имени К.Жубанова
 получение качественных знаний;
 регулярное участие в онлайн-занятиях и использование электронных платформ
(«ZOOM», «MOODLE» и др.) в соответствии с утвержденным графиком.
 выполнять требования преподавателя, прописанные в силлабусе;
 самостоятельно выполнять все виды работ (задания СРМП, курсовые, выпускные
работы и др.) и вовремя предоставлять их преподавателю;
 не использовать сотовые телефоны, шпаргалки во время выполнений текущего,
рубежного, итогового видов контроля;
 при выполнении учебной, научно-исследовательской работы использовать
различные данные с указанием авторов, в конце привести список использованных
источников;
 использовать достоверные и надежные источники информации;
 не предоставлять свою работу для списывания другим обучающимся;
 не использовать личные, родственные или служебные связи для передачи взятки
преподавателям и администрации.
ПРИМЕЧАНИЕ! Политика курса является общей для университета
Примечание! Текущий контроль успеваемости магистрантов проводится регулярно
на платформе университета «Univer» в соответствии с расписанием.
13. ПОЛИТИКА КУРСА
Политика курса состоит из административных требований и принципов академической
честности.
 административные требования:
полное освоение знаний по предмету;
освоение компетенций по ОП;
уважительное и вежливое отношение к преподавателям, сотрудникам и обучающимся;
не менять задания самостоятельно (произвольно) и соблюдать требования, указанные в
Силлабусе;
посещение занятии в онлайн и офлайн-режимах в соответствии с расписанием;
эффективное использование контента по теме, например, регулярное прослушивание
видеолекций по темам на канале YouTube, задания, блиц-вопросы и т. д.;
овладение навыками работы с информационными (техническими) средствами,
необходимыми для дисциплины и соблюдения технических требований;
выполнение заданий СРМ в срок, указанный в личном расписании преподавателя и
обратной связи с преподавателем-предметником;
выполнение контрольных заданий (рубежный, промежуточный контроль) в
установленные сроки (кроме уважительных причин);
ответственное отношение к имуществу вуза, кафедры;
соблюдение внутренних правил университета;
активное участие в работе кафедры, факультета, университета.
ВЫПИСКА
из «Академического кодекса честности»
Актюбинского регионального университета имени К.Жубанова
получение качественных знаний;
регулярное участие в онлайн-занятиях и использование электронных платформ («ZOOM»,
«MOODLE» и др.) в соответствии с утвержденным графиком.
выполнять требования преподавателя, прописанные в силлабусе;
самостоятельно выполнять все виды работ (задания СРСП, курсовые, выпускные работы и
др.) и вовремя предоставлять их преподавателю;
не использовать сотовые телефоны, шпаргалки во время выполнений текущего,
рубежного, итогового видов контроля;
при выполнении учебной, научно-исследовательской работы использовать различные
данные с указанием авторов, в конце привести список использованных источников;
использовать достоверные и надежные источники информации;
не предоставлять свою работу для списывания другим обучающимся;
не использовать личные, родственные или служебные связи для передачи взятки
преподавателям и администрации.
ПРИМЕЧАНИЕ! Политика курса является общей для университета
Приложение 1
Традиционная шкала оценок оценивания учебных достижений обучающихся
и бально-рейтинговая буквенная система, переведенная на ECTS (иситиэс)
Оценки по Числовой Баллы (%-ое Оценки по

буквенной системе эквивалент баллов содержание) традиционной системе
А 4,0 95-100 Очень хорошо
А- 3,67 90-94
В+ 3,33 85-89 Хорошо
В 3,0 80-84
В- 2,67 75-79
С+ 2,33 70-74
С 2,0 65-69 Удовлетворительно
С- 1,67 60-64
D+ 1,33 55-59
D- 1,0 50-54
FX 0,5 25-49
Неудовлетворительно
F 0 0-24

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1.

ОБЩАЯ ИНФОРМАЦИЯ О ДИСЦИПЛИНЕ:

Кафедра английского и немецкого языков №514

Номер IDконференции: 9839359994

1.1 КРАТКОЕ ОПИСАНИЕ ДИСЦИПЛИНЫ:

The course "Моделирование процесса обучения в соответствии с обновленной парадигмой

(в кратком описании дисциплины указывается краткое содержание предмета или

1.2 ПРЕКРЕКВИЗИТЫ ДИСЦИПЛИНЫ:This subject is based on the previous disciplines:

1.3 ПОСТРЕКВИЗИТЫ ДИСЦИПЛИНЫ:pedagogical practice.

2. ВЫПИСКА ИЗ МОДУЛЬНОГО УЧЕБНОГО ПЛАНА ОП

Курс Семестр Лекция Практические/ Лабораторные СРМП СРМ Форма

3. ТЕМАТИЧЕСКИЙ ПЛАН ДИСЦИПЛИНЫ ПО МОДУЛЮ

4.2Using video services in 1 15 week

ПРИМЕЧАНИЕ!Сроки недели определяется в соответствии с расписанием занятий на

4. ЦЕЛЬ ОБУЧЕНИЯ ДИСЦИПЛИНЫ:The main purpose of the discipline is to prepare

6. РЕЗУЛЬТАТЫ ОБУЧЕНИЯ ДИСЦИПЛИНЫ:

Уровни Знание и Применение Анализ Синтез Оценивание

7. ФОРМАТ ПРОВЕДЕНИЯ ДИСЦИПЛИНЫ И ТЕХНИЧЕСКИЕ ТРЕБОВАНИЯ:

8. ТАБЛИЦА СРМП, СРМ:

№ Задание Вид Количество Сроки выполнения (день недели и

ПРИМЕЧАНИЕ! СРМП проводится в соответствии с графикам, утвержденного вне

9. ТЕМАТИЧЕСКИЙ ПЛАН КУРСА

9.2. Семинар/практиктические занятия

Практическое занятие 3-4

Практическое занятие 8-9

Практическое занятие 10-11

Практическое занятие 13-14

Практическое занятие 15-16

Практическое занятие 17-18

Практическое занятие 19-21

Практическое занятие 24-25

Практическое занятие 29-30

9.3 Лабораторные занятия

Задание 2. Learning goals and success criteria

Задание 3. Development self and peer assessment

Задание 5. Dimensions of teacher professional development

Задание 6. Self-confidence, teaching ability and SKILLS

Задание 8.Games in teaching Foreign languages

Задание 9. Typology of exercises

Задание 10. Reading comprehension

Задание 11. Teaching Language aspects

Задание 12. Teaching communicative skills

Задание 13. Distance learning

Задание 14. Audio-lingual method

Задание 15. The use of ICT in teaching foreign languages

Задание 2. Principles used in teaching

Задание 3. Make up test – 10 questions

Задание 4. The use of Kahoot program

Задание 5. Teaching materials

Задание 6. Lesson plan

Задание 9. Pedagogical management

Задание 10. Portfolio

10. ЗАДАНИЯ И ВОПРОСЫ РУБЕЖНОГО И ПРОМЕЖУТОЧНОГОКОНТРОЛЯ

11. Список источников и электронных ресурсов

Основная литература/ материалы

Примечание!Название электронных ресурсов по теме должно быть четко указано и иметь

Учебные достижения магистрантов оцениваются по 100 бальной (%) шкале.

Примечание! Текущий контроль успеваемости магистрантов проводится

13. ПОЛИТИКА КУРСА

Оценки по Числовой Баллы (%-ое Оценки по

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