Контентная специфика модулей программ иноязычно-профильной

отраслевой подготовки учащихся профильной школы

Теоретические вопросы

Conceptual basis of intercultural communicative theory of foreign language

education at the profile stage of secondary school

Identify the reasons to deny the reproductive model of foreign language education
and accept the innovative one at the profile stage of secondary school
Renovated paradigm of foreign language education at the profile stage of
secondary school
Role of cognitive learning theory in foreign language acquisition at the profile
stage of secondary education
Role of humanistic learning theory in foreign language acquisition at the profile
stage of secondary school

Role of constructivist learning theory in foreign language acquisition at the profile

stage of secondary school
The Conception of Profile Education in Republic of Kazakhstan
The functions of the Profile School in the Republic of Kazakhstan

The forms of the Profile Education in the Republic of Kazakhstan

Two-level model of foreign language teaching at the profile stage of secondary

school

Basic characteristics of profile education in the Republic of Kazakhstan (general,

profile and elective subjects)
Linguo-cultural approach of foreign language teaching at the profile stage of
secondary school

Communicative approach of foreign language teaching at the profile stage of

secondary school
Competency-based approach of foreign language teaching at the profile stage of
secondary school
Personality-centered approach of foreign language teaching at the profile stage of
secondary school
Aims of foreign language teaching at the profile stage of secondary school
Content foreign language teaching at the profile stage of secondary school

Cognitive principle of foreign language education at the profile stage of secondary

school
Conceptual principle of foreign language education at the profile stage of
secondary school
Communicative principle of foreign language education at the profile stage of
secondary school
Linguo-cultural principle of foreign language education at the profile stage of
secondary school
Socio-cultural principle of foreign language education at the profile stage of
secondary school
Reflexive principle of foreign language education at the profile stage of secondary
school
Universal didactics principle of foreign language education at the profile stage of
secondary school
Models of FLT content structuring at the profile stage of secondary school
Co-teaching of culture and language at the profile stage of secondary school

Cognitive linguo-cultural methodology as a theoretical basis for foreign language

acquisition at the profile stage of secondary school
The peculiarities of teaching linguistic aspects of speech at the profile stage of
secondary school
The peculiarities of teaching communicative aspects of speech at the profile stage
of secondary school
The levels of foreign language acquisition (according to CEFR) at the profile
stage of secondary school
Discovering and overcoming special difficulties in foreign language learning at
the profile stage of secondary school
The organization of profile schooling in Europe
The organization of profile schooling in the USA
The organization of profile schooling in Russia
ICT in teaching foreign language at the profile stage of secondary school

Case studies in teaching foreign language at the profile stage of secondary school
LSP in teaching foreign language at the profile stage of secondary school

CLIL in teaching content and language at the profile stage of secondary school

Analytical-situational technologies in teaching foreign language at the profile

stage of secondary school

Professionally-oriented games in teaching foreign language at the profile stage of

secondary school
Portfolio as tool of intercultural communicative competence assessment at the
profile stage of secondary school
Formative and summative assessment at the profile stage of secondary school
Professional growth of the foreign language teacher at the profile stage of
secondary school
Specific foreign language classroom activities at the profile stage of secondary
school
Realization of natural scientific direction in a profile stage of secondary school
Realization of socio-humanitarian program in a profile stage of secondary school
Realization of economic program in a profile stage of secondary school

Realization of engineering program in a profile stage of secondary school

The peculiarities of the profile (specialized) profile stage of secondary school

Professional competencies of a future FL teacher at the profile stage of secondary

school
The purpose, objectives and main provisions of the organization of profile
education in 11-12 grades
Structure of the content of profile training at high school
Requirements to the level of intercultural communicative competence at the
profile stage of secondary school
Context – based approach to foreign language learning at the profile stage of
secondary school
Modeling of communicative complexes of profile specific subjects
Types of exercises as the organization- technological tools of foreign language
education process at the profile stage of secondary school
Cooperative language learning technologies in the profile classroom
Interactive technologies in teaching foreign languages at the profile stage os
secondary school
Critical thinking in language classroom of the profile stage of secondary school
Video technologies in foreign language teaching at the profile stage of secondary
school
Define the main peculiarities of designing a profile education model in the
context of a 12-year education.
What are the main aspects in the organization of profile training? Give examples
and prove your point of view.
What is VOLL? Analyze the main requirements of VOLL. How can they be used
in Kazakhstani context?
What is the role of Case study in MFL teaching process? Define its main
requirements.
Denote the main requirements to the FL teachers in terms of digitalization of the
educational process.
Define the role of assessment in FLE. Provide strong arguments
What is the role of self- and peer assessments in FLE?
What are current and final assessments? Define the role of each in FLE. Provide
examples
Compare and contrast summative and formative types of assessment. Show your
results in a form of Venn Diagram.
What is Portfolio technology and how can it be used as a formative assessment
tool? Explain your point of view.
Role of behaviorist learning theory in foreign language acquisition at the profile
stage of secondary school
Role of cognitive learning theory in foreign language acquisition at the profile
stage of secondary school
What is Case Study? Define its role in FLE?
Identify the role of Role Play in FLE. Define its advantages and disadvantages
Defferentiate the terms "assessment', "evaluation" and "feedback". Give strong
arguments
What is Bloom's Taxonomy? Identify its role in teaching forign languages
Define the difference between criterion-referenced and norm-referenced
assessment
Define the stages of the Group Work Organization
What are the pecularities of developing ICC at senior stage of secondary school
Define the role of ICT in teaching FL
Define the levels of Bloom's Taxonomy. Give examples for each level
Identify the role of feedback in FLE? Give examples.
Classify the exercises that can be used at senior stage of secondary school
What are the stages of developing ICC at the senior stage of secondary school
according to D.Kulibayeva?
Analyze various ways critical thinking can developed at the senior stage of
secondary school
Dwell on the use of various testing techniques at the senior stage of secondary
school
What are the main aspects in the organization of profile training? Give examples
and prove your point of view.
What are the main peculiarities of designing textbooks for teaching LSP?
Identify the main principles of the Context-based instruction approach
What are the basic aspects of using Competency-based approach at the senior
stage of secondary school?
How can Context-based teaching method be used at the senior stage of secondary
school?
Define the main characteristics of Communicative approach. How can we apply it
at the senior stage of secondary school?
What are the main peculiarities of using cooperative language learning
technologies at the senior stage of secondary school?
What is "meta-language"? How can it be developed at the senior stage of
secondary school?
What does the process of short-term planning at the senior stage of secondary
school involve?
What does the process of long-term planning at the senior stage of secondary
school involve?
How can information-communication technologies be used while teaching LSP?
How can the principle of authenticity be used at the senior stage of secondary
school?
How can the principle of pragmatic orientation be used at the senior stage of
secondary school?