Билет №10

1] The role of at the lesson

In primary school the lesson is a game itself. All the material is given in the form of play: different puzzles, crosswords, different competitions, creative activities, which do not only stimulate children’s imagination, but also develop skills such as hand-eye coordination.

In secondary and higher schools games become more intellectual and scientific. They can be different projects on actual problems, role – playing, round tables, intellectual quizzes, some creative activities and team competitions.

In any case, we can’t teach and educate without plays.

1 ] Роль игры на уроке

.Бастауыш сыныпта сабақ негізі ойын түрінде өтеді. Сабақ құрылымы: әртүрлі бас қатырғыштар, сөзжұмбақтар, түрлі жарыстар, тақырыптық кештер, балалардың өнерін тамашалап қабілет біліктерін дамытуға арналады.

Орта және жоғары сынып оқушыларына арналған ойындар неғұрлым ойлау қабілеттері мен ғылым мен білімді игеруге байланысты болады.Олар өзекті мәселелерді талқылауға немесе рөлдік ойындар арқылы, дөңгелек үстелдер, топтық сайытар және жарыстар арқылы өткізіледі.

Біз ешқашан балаларымызды ойынсыз оқытып, тәрбиелей алмаймыз.

2] Put some, any, or, no.

1. He does his homework without … any difficulty.

2. This yeas all the apples are red, we are going out this morning to pick …

3. I’d like … some water, please.

4. There weren’t …no tomatoes left.

5. I won’t go with you. I have …no free time.

3] Leisure-отдых демалыс

Introductory class-вводный класс

Reach-достичь

Painting-картина сурет

Nature table-стол природа табиғи орындық немесе стөл

4] My school teacher topic

 The best teacher I ever had was my high school English teacher in the U.S. because he knew exactly how to appreciate and yes, utilize, our natural initiative and enthusiasm. We were one of those classes that if portrayed in a positive light would be called rambunctious, exuberant and smart. Our sole goal, we were teenagers after all, was to have a good time. We could turn any material into a good time, that is if teachers let us, and most did not. But our English teacher was different. A good example was our weekly vocabulary lists. He let us transform what could easily have been a very run-of-the-mill weekly vocabulary assignment in which we were to write a story incorporating as many of the new words as possible. With his blessing, we turned those vocabulary assignments into a weekly exchange of witticisms and laughter as we wrote our stories about each other, making fun of and teasing each other, inventing all kinds of tall tales, especially of the romantic order and including as well many other pieces of trivia we would otherwise have been talking about out in the quad. We read the stories aloud in class and those weekly readings became a highly attended, exciting event during which we did learn some vocabulary and laughed even more. I try to remember this when I teach my own students -- that as a teenager, laden with all the issues and concerns that any normal teenager has, what I most wanted and appreciated was learning in a light, enjoyable way. And for this I always tell myself that if my students are not being engaged, or dare I say, entertained in some way, they probably aren't learning, at least not in any meaningful way. They are teenagers and they are different. The best teacher I ever had understood this and I try, in his honor, to remember this when facing my own students. I am not always successful.