Айтматовдун өмүр баяны жана чыгармалары аркылуу англис тилин окутуу

03.04.2025
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Жаңыл БАЙГАБЫЛОВА, Каракол шаарындагы №11 мектеп-гимназиясынын англис тили мугалими

(Бул сабак-иштелме жогорку класстардын англис тилчи мугалимдерине сунушталат).

Чынгыз Айтматов – кыргыз жана дүйнөлүк адабияттын көрүнүктүү өкүлдөрүнүн бири. Анын чыгармалары терең философиялык ойлору, боорукердикти, адилеттүүлүктү даңазалаган мазмуну менен өзгөчөлөнөт. Айтматовдун чыгармаларын англис тилинде окуу жана анализдөө окуучуларга тилди гана үйрөтпөстөн, алардын дүйнө таанымын кеңейтүүгө, маданий баалуулуктарды сиңирүүгө жана ой жүгүртүү жөндөмүн өнүктүрүүгө жардам берет.

Англис тилин үйрөнүүгө болгон мотивациянын жогорулашы:

Чыңгыз Айтматовдун чыгармаларын англис тилинде изилдөө окуучулардын кызыгуусун арттырат. Анын «Ак кеме», «Кыямат», «Гүлсарат», «Биринчи мугалим» сыяктуу чыгармалары кыргыз элинин тарыхын, маданиятын жана салт-санаасын терең чагылдырат. Ушундай мазмундуу чыгармаларды англис тилинде окуу окуучуларга тилди практикалык жактан өздөштүрүүгө дем берет.

Маданий көп түрдүүлүктү түшүнүү:

Айтматовдун чыгармаларында кыргыз элинин турмушу, үрп-адаттары жана улуттук баалуулуктары камтылган. Окуучулар англис тилинде кыргыз маданиятын сүрөттөгөн тексттерди окуу аркылуу эки маданиятты салыштырып, дүйнөгө кеңири көз караш менен кароого үйрөнүшөт. Бул алардын маданий компетенттүүлүгүн жогорулатат.

Көркөм адабият аркылуу тилди өздөштүрүү:

Чыгармаларды англис тилинде окуу сөз байлыгын өстүрүп, тилди жандуу жана сезимталдык менен кабыл алууга жардам берет. Айтматовдун чыгармаларындагы поэтикалык сүрөттөмөлөр, метафоралар, философиялык ойлор окуучуларга тилдин көркөмдүк мүмкүнчүлүктөрүн үйрөтөт.

Ой жүгүртүү жана талдоо жөндөмүн өнүктүрүү:

Адабий чыгармалар жөн гана тил үйрөнүү каражаты эмес, алар окуучуларга логикалык жана аналитикалык ой жүгүртүү көндүмдөрүн да үйрөтөт. Айтматовдун чыгармаларындагы символдорду, каармандардын ички дүйнөсүн жана окуялардын терең маанисин талдоо окуучуларды сынчыл ой жүгүртүүгө үйрөтөт.

Жазуу жана сүйлөө жөндөмдөрүн жакшыртуу:

Айтматовдун чыгармалары боюнча эссе жазуу, талкуу уюштуруу жана сахналаштыруу англис тилинде ой билдирүү жөндөмүн жакшыртат. Окуучулар каармандардын диалогдорун анализдеп, аларды өз сөздөрү менен баяндоо аркылуу тилдик чеберчиликтерин арттырышат.

Корутунду:

Чынгыз Айтматовдун чыгармаларын англис тилинде сабак өтүү окуучулар үчүн зор пайда алып келет. Бул ыкма тил үйрөнүүнү кызыктуу жана мазмундуу кылып, окуучулардын маданий аң-сезимин, аналитикалык ой жүгүртүү жөндөмүн жана коммуникативдик чеберчиликтерин өнүктүрөт. Ошондуктан англис тилин үйрөтүүдө Айтматовдун чыгармаларын колдонуу абдан маанилүү жана натыйжалуу метод болуп эсептелет.

«AN OUTSTANDING WRITER»

Lesson Plan

Time: 45 minutes

Class: 8th Grade

Level: Intermediate

Topic: An outstanding writer

Objectives:

By the end of the lesson, students will:

Use listening skills to find key information and understand new words from context.
Discuss the achievements of Chingiz Aitmatov and his importance as a writer.
Plan and present a short summary of Aitmatov’s contributions in groups.

Target Language:

Highlighted words from Exercise 2, Page 43 (e.g., prominent, glory, publish, contribution, improviser, award etc.).

Materials:

English Textbook for 8^th Grade by Ch.Abdysheva & O.Baluta (Arcus) Unit 3B, pages 42-42
Audio or teacher is reading of the text (speaker)
Whiteboard and markers.
Handouts or copybooks for note taking.

Equipment: none

Stage	Purpose	Procedure	Interaction	Time
Warm-Up Activity	To activate prior knowledge and set the context.	To introduce the lesson on “An outstanding writer” teacher hangs on the board a drawn picture of Ch.Aitmatov *(Appendix 1)* and next to it a picture of a drawn big tree *(Appendix 2)* and asks students to work with a partner and answer questions like: What do you know about Ch. Aitmatov? How many books of Ch. Aitmatov can you name? What books by Ch. Aitmatov have you read? Then spreads sticks to pairs to write down answers to these questions asks to stick their answers on the root of the tree. After teacher encourages a few to pairs to share and stick on the tree and the teacher discusses if others have the same information about him. Next, the teacher states the lesson objectives, explaining that students will explore life and work of Chingiz Aitmatov, discuss his achievements and importance as a writer, and plan and present a short summary of Aitmatov’s contributions in groups.	Open class (O/C)	5 mins
Pre-Listening	To prepare students for the listening task and introduce vocabulary.	Teacher writes the target words *(Appendix 3)* on the board and asks students to look at the highlighted words from Exercise 2 and choose the correct option from the two provided choices. The teacher does first example with the class together and explains that (e.g., “Prominent”- means very important, famous or very well known). Then the teacher asks students first complete the exercise individually then they compare their answers in pairs. After whole class checks the answers together. Once they finish, the teacher asks students to guess how these words might relate to the topic and invites some students to tell their opinion aloud while others contribute additional guesses.	Individually In pairs Open class (O/C)	8 mins
While-Listening	To develop listening skills and identify key information.	1. Teacher tells students: “You will listen to a text (Appendix 4) about Chingiz Aitmatov. Focus on understanding the main ideas and the target words we read and discussed.” 2. Teacher plays the audio or (read the text aloud) by ensuring clarity and moderating speed. 3. Then the teacher asks students to do True or False statements on exercise 5, first with a partner and check answers to exercise as a class. Discuss why each answer is true or false.	Individual	10 mins
Post-Listening	To check comprehension and encourage critical thinking.	Move to Exercise 6. (Appendix 5)Students read the text once again and find out what the numbers refer to, f\e: 12 December 1928. Answer: 1) Chyngyz Aitmatov was born on 12 December. Then they compare their answers in pairs and then check them with the whole class. Once they finish, 1. Teacher pairs students to discuss the questions: “Why Ch. Aitmatov is considered important? What challenges did he face?” 2. Monitors pairs and support with prompts if needed. 3. Conducts a class discussion afterward.	Pair work + O/C	10 mins
Speaking Task	To practice planning and presenting ideas collaboratively.	 Teacher divides students into small groups (3–4 students). Assigns each group a specific area of Chyngyz Aitmatov’s life and work to read and present. Each group will answer different questions about his life, achievements, and impact.  Teacger provide a list of questions for each group: Group 1: “What were the major works of Chyngyz Aitmatov, and why are they important in world literature?” Group 2: “How did Aitmatov’s background and upbringing influence his writing?” Group 3:“What awards or recognitions did Aitmatov receive, and what impact did he have on global literature and society?”  Teacher allows 5–7 minutes for preparation: During this time, groups will discuss and assign roles (speaker, writer, and researcher). They should collaboratively gather information and prepare a 2-minute spoken presentation that answers the questions provided. · Teacher provides a rubric for evaluating each other’s presentation (Appendix 6)  Presentation: Each group will present their findings to the class, focusing on their assigned question, and the rest of the class will listen and take notes. After each presentation, teacher allows a short time for questions from other groups.	Group work	10 mins
Wrap-Up	To reflect on the lesson and consolidate learning.	1. Groups present their rubrics to the class. 2. Encourages peer feedback by asking students to s\hare what they liked about other groups’ presentations. 3. Ends the lesson by asking question “What did you learn about Aitmatov today?” teacher invites some of the students to come to the board and read out loud the questions on the root of the tree that were written beginning of the lesson and ask students if they were able to get an answer for their questions or their answers were correct according the text\audio.	Open class (O/C)	5 mins
Homework	To encourage students to analyze and synthesize the information they have discussed.	Students write a short 1-page reflection on Chyngyz Aitmatov’s influence on world literature. They should focus on one of the following areas: A summary of one of his major works and its significance.	n\a	n\a

Appendix 1

Айтматовдун өмүр баяны жана чыгармалары аркылуу англис тилин окутуу

Appendix 2

Appendix 3

Exercise 2. Here are some words from the text you are going to read. Read the sentences. Circle the answer that best matches the meaning of each highlighted word.

He is a prominent person in his country.
a) strong
b) very well-known
He’s a great composer and improviser.
a) a musician who performs without preparation
b) a celebrity
The local council is responsible for repairing roads.
a) the highest political position in some countries
b) a group of people who are elected to control a town, city, or area
He is a veterinarian; he is very kind to animals.
a) a doctor for animals
b) a doctor for children
The magazine agreed to publish his story.
a) to prepare and print a story, etc.
b) to write a story
She wanted to enjoy his moment of glory.
a) great beauty
b) praise and respect
He won the best actor award.
a) a prize
b) money

Appendix 4

The link of the audio of the text. It will be available in the email attachment.

https://drive.google.com/drive/mobile/folders/1qoi830aXyyOa_wHCIaKXgUU3vgTDaSI3?usp=drive_open

Appendix 5

Exercise 6: listen to the text again. What do these numbers refer to?

12 December, 1928, 9, 14, 8, 24, 170, 2011, 2016, 10 June, 2008, 79

Answers:

1) Chyngyz Aitmatov was born on 12 December 1928.

2) When Chyngyz Aitmatov was nine years old, his father was arrested and then shot as an enemy of the people.

3) At the age of fourteen, he was chosen as secretary of the village council.

4) After ﬁ nishing eight years at school, Chyngyz Aitmatov entered the Dzhambul Zootechnical School.

5) His ﬁ rst work, the story “The Newspaper Boy Dziuio”, was published in the newspaper when he was 24 years old.

6) The works of Chyngyz Aitmatov have been translated into more than 170 languages of the

world.

7) In 2011, a ﬁlm Red Scarf was shot in Turkey based on the story The Girl with the Red

Scarf.

8) In Sri Lanka in 2016 a ﬁlm was made based on his story The First Teacher.

9) Chyngyz Aitmatov died on 10 June 2008 in Nuremberg, Germany, aged 79.

Appendix 6

Group (pair) Evaluation Rubric for Presentations

Criteria	Excellent (3)	Good (2)	Needs Improvement (1)
Content Accuracy	Information is accurate and fully answers the question.	Information is mostly accurate, but some details may be missing.	Information is unclear or inaccurate.
Clarity and Delivery	Speaker is clear, confident, and engages the audience well.	Speaker is mostly clear, but lacks confidence at times.	Speaker is unclear or hard to understand.
Team Collaboration	All group members participate equally and work well together.	Most members contribute, but some are less involved.	One or more members do not contribute.