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English Learning Outcomes Of Chemistry In English Language

At the present stage of development of the theory and practice of teaching, the question of creating motives for schoolchildren's educational activity is rightly considered to be one of the central. The quality of training largely depends on how much it is motivated in the eyes of students. The problem of motivation is especially important in the absence of a natural need for communication. In the secondary school abroad, the integration of subjects in the natural science cycle, in particular chemistry, and the foreign language has been practiced very extensively in the last decade. A recently introduced concept related to the integration of a foreign language with other disciplines is the integrated teaching of language and content (subject matter) - Content and Language Integrated Learning (CLIL). The aim of the CLIL projects is to introduce the students to new fields of knowledge and concepts within the framework of already known subjects using a foreign language as a communication medium, which helps to avoid restrictions imposed by the use of the mother tongue exclusively in the educational process. Intersubject communications serve as a way of revealing the current trends in the development of science in the content of teaching. The mathematical course of chemistry is getting stronger. Reliance on mathematical methods in chemistry programs makes it possible to quantify the regularities of chemical processes, to substantiate certain laws and theories logically. A great cognitive value is the construction of graphs reflecting, for example, the dependence of the percentage concentration of the solution on the mass of the dissolved substance in a given mass of the solution; the thermal effect of the reaction on the mass of the formed substance; the completeness of oxidation of the substance from the temperature conditions; the degree of dissociation of a substance from the concentration of its solution, and so on. Such graphs are important for the development and concretization of students' knowledge of the graphs and their properties. They express the quantitative dependencies of chemical processes in a visual and generalized form. At the same time, the mathematical and chemical knowledge and skills of students are generalized. Thanks to interdisciplinary connections, science appears before students not only as a system of knowledge, but also as a system of methods.

integrated training, intersubject communication, didactics, English


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