PECULIARITIES OF TEACHING ENGLISH TO CHEMISTRY STUDENTS *
Аннотация: the article deals with the importance of teaching English for specific purposes (ESP) and some activities of teaching English to chemistry students in English lesson. In this article sample of activities to teach English to chemistry students have been described
Ключевые слова: English for specific purposes (ESP), chemistry, activities
УДК 81
Babaliyeva Ay.
Instructor of
Magtymguly Turkmen State University
(Ashgabat, Turkmenistan)
Ashirova G.
Instructor of
Magtymguly Turkmen State University
(Ashgabat, Turkmenistan)
PECULIARITIES OF TEACHING ENGLISH TO CHEMISTRY STUDENTS
Abstract: the article deals with the importance of teaching English for specific purposes (ESP) and some activities of teaching English to chemistry students in English lesson. In this article sample of activities to teach English to chemistry students have been described.
Keywords: English for specific purposes (ESP), chemistry, activities.
English is a global language. Global language skill is one of the most important skills that must be possessed in this 21st century and has been the main focus in many countries. Today, English language is the medium of instruction in various fields such as economics, politics, health, military, and education. Science teaching and learning in English has become a trend and been widely applied in various countries. The last several years have seen a growing interest in teaching English for Specific Purposes (ESP). English for Specific Purposes (ESP) is a subset of English as a second or foreign language. It usually refers to teaching English to university students or people who are already working, with reference to the specific vocabulary and skills they need.
Nowadays the development of the future generation as an intellectual person and multilingual education is an actual issue in the education system. The educational activity results of the implementation of the interdisciplinary connections are manifested in the expansion of students’ knowledge of universal character, the substantive content aspect enrichment of foreign language communication, their learning motivation increase, individual development, self-education, and self-improvement.
The learning presented in foreign languages can have a positive impact on the students. Gulyas et al. stated that studying the concept of science as chemistry prepares students to participate in the modern era. [3, pg. 75–82] Nowadays, many lectures and learning resources, such as textbooks or the internet, use English as the medium of instruction. The aspects of the language and the content (subject) can be effectively integrated into learning. Science learning, especially chemistry, using English as the medium of instruction has challenges and obstacles. [1, pg. 222– 231] Chemistry is challenging subject due to the complexity of the science itself. The language used in science is usually different from everyday languages. For example, in chemistry, “solution” means a liquid in which a solid substance has been dissolved, while in a daily conversation, the solution could mean of solving a problem or dealing with a difficult situation. The method of learning chemistry using English is undoubtedly different from learning chemistry with the local language. Sometimes the students feel difficulty in understanding the concept of chemistry while using English as the medium of instruction. Students have difficulty in understanding the scientific language of chemistry and abstract concepts described in English. Therefore, it is necessary to select textbooks and learning methods suitable for teachers and students in learning. Also, teacher can use some activities to provide the classroom with movement and diversity. The aim is dual: to enrich students’ vocabulary connected with chemistry and to practise their speaking skills.
Chemical elements. It is with this part of vocabulary enrichment that integrated lessons of English and chemistry should begin. As a result, students will learn pronunciation of elements in English and develop spelling by writing flashcards or dictation. You need to select 25-30 suitable elements, make a list of their abbreviations. Students draw a simple 5-cell spreadsheet and fill them with abbreviations of the item names at random. Then the drum spins or a card with a reduction is drawn by drawing lots. Students find the names they need in their table and add their version. The winners are those students who have collected the maximum number of words and spelled the full names correctly. This game helps to develop listening skills - it is easier to perceive the names of chemical elements by ear, and also helps to correct the spelling of students. It also teaches them to associate English names with chemical symbols - a vital skill for chemists. This would be good for students.
Puzzle. This activity requires thorough preparation by the teacher. The teacher should choose four elements – neither well-known ones like carbon, nor more obscure ones like thorium. She prepares a detailed description of these elements. For research, teacher can use English-language textbooks on chemistry or the Internet, including such basic information as the atomic number, atomic mass and both physical and chemical properties. Students work in groups of four and each of them gets a piece of different information from the teacher. Each student reads his description silently and then chooses the three most important (to him) facts in his opinion, creating his „puzzle”. The other players’ task is to understand and to guess which element is being described. Timing can be set for students, and if the puzzle is too difficult, the student can add one or two more pieces to the description. Such exercise can be repeated several times throughout the term, provided the teacher chooses a different set of chemical elements each time. During the lesson, they present each other with pieces of prepared information and put forward their answer options. This exercise helps to improve not only vocabulary, but also the speaking skills of students who immediately apply new vocabulary in speech.
Element Bingo. First teacher clearly defines the list of chemical elements she wants to practise: twenty-five to thirty at the most. Students draw a simple grid with six empty squares. Then teacher instructs them to fill in the squares with six chemical symbols chosen from the list (not full names!). Finally, she should briefly remind them of the rules. The teacher reads the names of elements from the list at random; when the student hears the name of the element written in his grid, he crosses it out. When all the six symbols are crossed out, he shouts „Bingo!”. The first student to do so is the winner. The game can be repeated two or three times. What do I expect to achieve with this game? this game provides students with additional exposure to the names of the chemical elements correctly pronounced and, which is also very important, it teaches them to associate an English name with a chemical symbol – a skill vital for chemists.
Chemical compounds. This exercise is a hybrid of independent work and paired with a teacher. The teacher prepares a report or presentation about a selected group of chemical elements, for example, lipids or alcohols. During the presentation, the student should take notes, briefly outline, highlight the main thoughts. After the end of the presentation, the teacher asks 5-6 control questions. The final score is given according to the results of his answers. During independent work, the student is given a text, with a study for another group of chemical elements. The student’s task is to highlight the main thoughts of the text, compose a short 5-minute report, to write definitions for the highlighted words. For more advanced students, you can use the exercise to find grammatical, stylistic and semantic errors in the text.
REFERENCES:
Ball, P. (2018). Innovations and challenges in CLIL materials design. Theory Into Practice, 57(3), 222– 231.
Gulyas, A., Pfefferle, J., Wolf, K., & Waitz, T. (2015). A model for CLIL in school chemistry classes : Combining the aims of CLIL and chemistry teaching. Eurasian Journal of Physics & Chemistry Education, 7(2), 75–82.
Babaliyeva Ay., Ashirova G. PECULIARITIES OF TEACHING ENGLISH TO CHEMISTRY STUDENTS // Вестник науки №4 (61) том 5. С. 357 - 360. 2023 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/7961 (дата обращения: 17.05.2024 г.)
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