«научное наследие заки ахметова и национальные ценности», в честь 95-летнего юбилея Заки Ахметова

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4.Тюнин В. И. Государственная измена - новая редакция // Вопросы правовой 
теории и практики: Сборник научных трудов. Вып. 8. - Омск, 2013, С. 185. 
5.Masa Media [Электронды ресурс]: https://masa.media:7081/kz 
6.Қазақстан Республикасының ұлттық қауiпсiздiгi туралы [Электронды 
ресурс]: https://kodeksy-kz.com/o_natsionalnoj_bezopasnosti.htm 
UDC 8.81.81-11 
INTEGRATIVE-DIFFERENTIATED PREPARATION OF
STUDENTS IN TEACHING ENGLISH, TAKING INTO
ACCOUNT NEWSPAPER VOCABULARY 
Zhandaulet B.D. 
Changes in the world taking place in the 21st century in the process of globalization, 
the rapid development of international cooperation encourage a person to solve a huge 
number of tasks, to which previous experience and the already established system his 
upbringing was not prepared. The key to its further successful functioning in society is the 
possession of certain personal qualities and behavioral skills, one of which is mobility. 
Today, modern society puts forward many requirements for young professionals. It is no 
longer enough for university graduates to simply get an education. To be competitive in 
the labor market, they must be able to creative, creative attitude to their professional 
activities, be flexible and active in the transformation of society, as well as able to quickly 
respond to challenges time and all the modifications that take place in society.
The relevance of the chosen topic is due to insufficient study of the conditions and 
factors of the effectiveness of the organization and application of project activities in 
teaching a foreign language. According to educational standards, the average the school 
is designed to form a universal personality with a system of knowledge and skills, as well 
as a set of various personal qualities, capable of forecasting and analysis and ready for 
communication and interaction not only in their native language, but in at least one foreign 
language. To achieve this goal, it is proposed to use the project activities of students. In 
the secondary school for complete education this goal is also reflected. Permissive reach 
a qualitatively new level of project activity already found application in various 
educational institutions. It not only helps students to reveal their leadership and other 
personal qualities, motivates project participants, but also teaches them to work in a team, 
independently, and, in addition to this, to adequately assess their strengths and 
weaknesses, to bring what they started to the end. The use of project activities finds its 
special opportunities in foreign language lessons. This is due to the fact that society 
imposes high requirements not only to his knowledge, but also fluency. 
Both in world and domestic pedagogical science, and practice, numerous attempts 
to consider the content of the concept of project activity and to characterize the method of 
projects, as well as to apply in the learning process, have been made repeatedly.
At present, the authors of various educational and methodological complexes in a 
foreign (in particular, English) language regularly refer to the method of projects and offer 
tasks for the implementation of project activities. 

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Educational materials do not take into account the interests of the students 
themselves at the stage of defining the idea of the project, do not provide students with 
the opportunity to present their ideas, address them to others. The lack of project 
development technology and its planning (i.e., in what sequence you need perform certain 
steps), the content is not reflected and presented speech material in the target language. It 
is also not clear how to evaluate the final product, since there is no set criteria and scale 
of evaluation, and it is not clear who should evaluate the results of the project. Finally, the 
calendar-thematic planning does not provide time for the implementation of the project. 
However, it is clear that if students cannot to form the skills of project activities in high 
school, then, faced with the need to implement this type of activity at work, at the 
university, they will not be able to prove themselves from the best side. An analysis of 
recent research in the field of innovations in teaching foreign languages has shown that 
one of the most relevant directions is the introduction of modern information and 
communication technologies into the educational process, in particular technologies 
related to mobile learning, which ensure the optimization of the educational process, 
accessibility and the effectiveness of training, the integration of students into the 
information society. 
Learning strategies are another approach to consideration of the role of the learner 
in language learning. Some teaching methods prescribe the kinds of strategies that the 
learners themselves are interested in using. The question of definitions and classifications 
of language teaching strategies is still open. Researchers have made a number of attempts 
to establish a common terminology and description of such strategies, but have not 
reached a consensus. Weinstein and Meyer, for example, under learning strategies 
understood the behavior patterns and way of thinking that students demonstrate in the 
learning process and that should influence the process of information processing. D. 
Richards and D. Platt consider a learning strategy as purposeful thinking and behavior in 
order to memorize and understand new information in the learning process. Cohen argues 
that language learning strategies can be defined as thoughts and actions consciously 
chosen by learners to help them learn and use language in general and perform specific 
language tasks. One way or another, most scientists understand learning strategies as 
specific actions, behaviors, steps and techniques that students use (often intentionally) to 
improve their language skills. These strategies can make it easier to use the target 
language. In other words, strategies are learning tools aimed at subject of learning. They 
are necessary for the development of communication skills. At the same time, the intensity 
of the learning process suggests that the emphasis is shifting from learning strategies to 
learning strategies, that is, from teaching to learning.
Many studies distinguish four different types strategies according to their functions: 
cognitive, metacognitive, social and emotive strategies. 
Cognitive strategies refer to processes that learners use to better understand or 
remember the material being studied or new information coming in, for example, by 
establishing mental associations, understanding key phrases in the text, compiling a list of 
words, etc. 
Metacognitive strategies are ways by which in which learners control their language 
learning by planning what they will do, performing ongoing checks, and then evaluating 
the final presented solution to the problem at hand. 

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Social strategies are the means used students to interact with other learners or native 
speakers, such as asking questions to find out the role of communication participants in 
society and their relationships, questioning in order to obtain explanations or 
confirmations, and interacting with other communication participants in order to complete 
some task. 
Emotive strategies are actions that learners take in order to manage emotions that 
they experience in the process of learning a foreign language or when they try to use the 
knowledge that they have already received in real communication. For example, it may 
be less stressful for a learner to first test their language skills with a more linguistically 
advanced non-native speaker than with someone whose first language is English, for 
example. Of course, the study of learning strategies is necessary to obtain reliable 
knowledge that can be used both in teaching a foreign language and in developing the 
independence of the student. Therefore, in the process of teaching a foreign language, one 
should reveal to students the nature of these strategies and help them develop effective 
skills in their use. To this end, in our opinion, it is important to provide the employed with 
a variety of opportunities for the practical use of the language in order to help students 
independently apply strategies through the gradual withdrawal of teacher assistance. 
Moreover, it is necessary to create conditions in which students can evaluate the 
effectiveness of the strategies they use and other attempts that they undertook to 
subsequently endure the most successful strategies for new tasks. Since the main goal of 
teaching a foreign language is the formation of communicative competence, i.e. ability to 
use language as a means of intercultural and interpersonal communication, academic 
discipline "foreign language" is the subject of the school curriculum, which makes the 
main and significant contribution to the formation of the social competence of students. 
Success in intercultural communication is not possible without the formed social 
competence of students, that is, the formed ability to interact with others and a sense of 
self-confidence, as well as the ability to take on various social roles and the ability to cope 
with situations. 
In my opinion, it is social competence, as a structural component of foreign 
language communicative competence, that should be given special attention due to the 
fact that it is this ability that serves to master the language in the context of intercultural 
and interpersonal communication. It is necessary to make every effort to develop social 
competence, as there is a problem of participation in dialogue, knowledge or ignorance of 
the peculiarities of communication with certain social groups, the language of which is 
being studied to ensure tolerance and safety of communication for both parties. It is 
important to instill in students an interest in learning and understanding the culture of the 
countries of the language being studied, an interest in finding a common language and 
finding a compromise in difficult situations, because this enriches the student's personality 
with social and cultural knowledge, and also helps to use the accumulated communication 
skills in the future. The inclusion of a social component in teaching students a foreign 
language in a secondary school serves to form a holistic picture of the world in students 
through the expansion of students' knowledge in various forms activities, familiarization 
with his cultural heritage, education of a patriot of his country and a citizen of the world, 
respecting the views and opinions of the interlocutor, capable of free interpersonal and 
intercultural communication. The general informatization of society has a significant 

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impact on both the education system and our life in general, due to which deserved 
attention began to be paid to such a type of speech activity as written speech. Possession 
of written speech allows using knowledge of a foreign language, communicating with 
native speakers using modern means of communication, such as the Internet, e-mail, SMS, 
etc., while being outside the language environment. The ability to write personal and 
official letters, the need to fill out questionnaires and forms of documents helps students 
to master written communication in the language being studied. The main emphasis in 
teaching foreign languages according to the school standard is done on the development 
of communications, on the ability of a person to communicate, on mastering the language 
in the process of communication. Big the role is played by the teacher's ability to interest 
students in the upcoming work, to create a situation that stimulates speech and thought 
activity, in which the student wants to speak on the topic, take part in the discussion, and 
clarify the details. The use of role-playing games provides ample opportunities for 
activating speech and thought activity. The game activates imagination and memory, life 
experience, which gives the process of communication an emotional character. The 
effectiveness of training here is primarily due to an explosion of motivation, an increase 
in interest in the subject. The role-playing game motivates speech activity, as students find 
themselves in a situation where they need to say something, ask, find out, clarify, prove, 
share something with the interlocutor. Thus, the content of the conversation becomes the 
focus of attention, which in itself is a positive factor. Pupils are visually convinced that 
they are learning a language in which they can communicate. 
At a modern foreign language lesson in the school uses the following technologies: 
personality-oriented, developmental learning technologies, gaming, computer learning 
technologies, explanatory and illustrative education, creative development and, of course, 
health-saving technologies. In order to interest student, relieve stress from the lesson and 
make classes exciting at foreign language lessons in elementary school, it is recommended 
to use work with presentations and small video clips in the study of various topics. 
The main goal of learning a foreign language at school is the formation of foreign 
language communicative competence among schoolchildren, that is, the ability and 
readiness to carry out foreign language interpersonal and intercultural communication 
with native speakers. Pedagogical technology is necessary to influence the processes of 
development, training and education of a student. Her the formula is rather complicated: 
a set of special forms, methods, ways, techniques of training and education, systematically 
used in the educational process, on the basis of the declared psychological and pedagogical 
attitudes. 
In teaching English, we meet with various activities, one of which is working with 
text. Consider an example: homework includes reading and translating the text, and the 
teacher plans to take the students out to a brief retelling of this material, while the 
vocabulary of this text is already familiar to students. In this case it may be the following 
job option was offered: teacher in advance is preparing a game "Make a sequence", where 
the text is simplified to simple sentences that are entered in the allotted cells. I would like 
to note that this study of the text makes it much easier for students to remember the use of 
the vocabulary being worked out in the context, the confidence of students when retelling 
of the text increases and, they cope quite easily with this task, as well as writing your own 
story according to the model.

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It's hard to argue with the fact that homework is necessary element of the 
educational process, especially in foreign language, as it helps the student to strengthen 
acquired knowledge and is a powerful tool for control and self-control. But, unfortunately, 
the role of homework has greatly decreased over the past decades, and at the moment 
many students do not have the proper motivation to do it. It is often easier for students to 
use ready-made answer banks or copy from their classmates, which leads to the loss of 
the importance of homework in the educational process. The new generation, the children 
of the digital age, want to the school spoke the same language with them, and digital 
technologies are one of the ways of communication. In this regard, one of the main reasons 
for the lack of motivation for children to do homework is the retrograde ways of doing it. 
The different level of knowledge of schoolchildren does not allow in a short time 
to achieve the desired learning outcomes. Some students move from primary to secondary 
education a link with a minimum level of language training. give 
For such students, most of the time in the classroom means to slow down the whole 
process, because, as you know, the teacher has a work program, in accordance with which 
he must plan classes. Awakening desire in lagging students is difficult, but possible. The 
main thing is to find an approach, for example, to pay attention to the personal interests 
of the child, the rest is a matter of technique. 
As experience shows, students do not have consciousness when teaching types of 
speech activity. Communication on in any language, it involves the conscious use of both 
lexical and grammatical units, since full-fledged communication is impossible in the 
absence of two components and complementary linguistic foundations. 
Memorizing words and grammar rules is the basis of learning any language, but you 
also need to know the compatibility, which is much more difficult. When teaching 
dialogue, for example, we use adequate speech formulas, clichés, set phrases that need to 
be memorized as a whole, and not in separate words, because the constructions of one 
language may not coincide with the constructions of the foreign language being studied. 
When forming communicative competence in teaching various types of speech 
activity, an integrated approach is opposed to a differentiated one, there is a distinction in 
teaching oral and written speech; listening and speaking; reading and writing; prepared 
and unprepared speech, etc. In teaching each of these types and forms of speech, its own 
methodological tasks are solved and exercises are used that are adequate to the activity 
being formed, the implementation of which should contribute to mastering the required 
skills and abilities. 
The widespread use of the integrated method of teaching the main types of speech 
activity is due to their close interaction in real communication. The main reason for the 
relationship of individual types of speech activity is the similarity of their functions 
(productive and reproductive) and form (oral and written). However, besides this apparent 
basis, there are other points that allow us to state the interdependence and interdependence 
of speaking, listening, writing and reading. 
The modern science of education has approached the moment when there was a 
need to create pedagogical technologies that provide the most important thing in the 
educational process - the development personality of each student, his activity. It is 
necessary to create such learning conditions so that the student strives to obtain new results 
of his work and subsequently successfully apply them in practical activities. 

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Thanks to interactive methods, the process of developing an active person who has 
the ability to communicate in a foreign language became more efficient. 
Interactive learning is a special form of organization of the educational process, the 
essence of which is the joint activity of students on the development of educational 
material in order to solve common but significant problems for everyone, in the exchange 
of knowledge, ideas, methods of activity. 
The pedagogical process, which includes the use of interactive methods, encourages 
both the student and the teacher to constant creativity and personal growth. The 
development of communication skills is one of the tasks that is set for the teacher and can 
be solved by organizing interactive learning. 

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