Аннотация. Статья "Мир профессий: педагогический подход к преподаванию темы о профессиях в начальной школе" анализирует план урока, предназначенный для ознакомления учащихся пятого класса с темой профессий. Цель – исследовать педагогические методы, лингвистические цели и межкультурные аспекты преподавания темы "мир труда" на элементарном уровне. В исследовании используется контент-анализ структуры урока, последовательности заданий и стратегий оценивания. В статье подробно описано, как интеграция усвоения лексики (названия профессий, характеризующие прилагательные), практики грамматики (личные местоимения) и развития навыков говорения и аудирования способствует достижению определенных учебных результатов. Делается вывод, что многомодальный подход, сочетающий визуальные средства, интерактивную групповую работу и песни, эффективно способствует вовлечению учащихся и закладывает основу для понимания социальных ролей. Урок также успешно включает воспитание ценностей и межпредметные связи, что делает его актуальной моделью для современного начального языкового образования.

Аннотация. «Жұмыс әлемі: бастауыш мектепте кәсіптер тақырыбын оқытудың педагогикалық тәсілі» атты бұл мақала бесінші сынып оқушыларына кәсіптер тақырыбын таныстыруға арналған сабақ жоспарын талдайды. Мақсаты – жұмыс әлемі тақырыбын бастапқы деңгейде оқытудың педагогикалық әдістерін, тілдік мақсаттарын және мәдениетаралық аспектілерін зерттеу. Зерттеуде сабақ құрылымына, тапсырмалардың реттілігіне және бағалау стратегияларына контент-талдау қолданылды. Мақалада сөздік қорды меңгеру (кәсіп атаулары, сипаттауыш сын есімдер), грамматикалық жаттығулар (жеке есімдіктер) және сөйлеу мен тыңдау дағдыларын дамытудың анықталған оқу нәтижелеріне қалай қол жеткізуге ықпал ететіні егжей-тегжейлі сипатталған. Көрнекі құралдарды, интерактивті топтық жұмысты және әндерді біріктіретін көпмодальды тәсіл оқушылардың белсенділігін тиімді түрде арттырады және қоғамдық рөлдерді түсінуге негіз салады деген қорытынды жасалады. Сабақ құндылықтар тәрбиесі мен пәнаралық байланыстарды сәтті қамтиды, бұл оны қазіргі заманғы бастауыш сыныпта тіл оқытудың өзекті үлгісіне айналдырады.

Introduction. Integrating real-world themes into language curricula, especially at the primary level, is a fundamental principle of communicative language teaching (CLT). The topic of "The World of Work" provides a rich and relevant context for young learners to expand their vocabulary, practice grammatical structures, and develop functional communication skills. This article examines a specific pedagogical implementation of this theme for fifth-grade students in a Kazakhstani school setting. The relevance of the topic lies in its dual function: it serves immediate linguistic objectives while simultaneously fostering early career awareness and social understanding, aligning with broader educational goals such as values education and preparation for future civic life [1, p. 23]. The theoretical significance of this analysis is rooted in applied linguistics and pedagogy, exploring how lesson design can bridge the gap between language forms and their meaningful use. The practical significance is substantial, offering a replicable framework for teachers seeking to create engaging, standards-aligned lessons on sociocultural topics. The primary aim of this article is to deconstruct the provided lesson plan on "Professions," evaluate its methodological coherence, assess its alignment with stated learning objectives, and discuss its potential effectiveness in achieving both linguistic and socio-educational outcomes.

Main Part. The analyzed lesson plan demonstrates a structured approach to theme-based instruction, adhering to a clear progression from presentation to practice and production (PPP). The learning objectives are well-defined, targeting specific competencies: listening for detail (5.L5), giving an opinion at sentence level (5.S3), and using basic personal pronouns (5.UE6). These objectives are broken down into tiered lesson objectives for "All," "Most," and "Some" learners, which is a sound practice of differentiated instruction, acknowledging the varied proficiency levels within a classroom [2, p. 89].

The lesson's content is anchored in vocabulary related to professions. The initial activity, "Magic eyes," is an effective vocabulary presentation technique that combines visual input (flashcards) with choral repetition, aiding memorization through auditory and kinesthetic reinforcement. The subsequent distinction between "professions" (requiring special training) and "not-professions" introduces a critical thinking element, encouraging learners to categorize rather than merely list words. This aligns with the development of higher-order thinking skills, even at a basic level. The integration of character adjectives (brave, kind, hardworking) from previous learning ("True friends") is pedagogically astute, as it allows for vocabulary recycling and expansion, enabling students to describe professions beyond mere naming [3].

The main part of the lesson employs a variety of activity types to engage different skills and learning preferences. The video activity serves a dual purpose: it provides authentic listening input and functions as a stimulus for both a simple recall task (naming professions) and a more cognitively demanding matching task. This tiering within a single activity caters to differentiation. The grammar focus on subject and object pronouns is contextualized within the theme. The explanation leverages learners' native language (Kazakh) knowledge for metalanguage, which can facilitate understanding. The practice exercises—finding pronouns in a text and replacing nouns with pronouns—move from recognition to controlled production. Crucially, the grammar is then immediately applied in a speaking activity where students describe their family members' jobs using the new pronouns and adjectives, thus achieving a key CLT principle: using language to convey personal meaning. The pedagogical methods are notably interactive and student-centered. Group work (G) and pair work (P) are consistently used, promoting collaborative learning and increasing student talking time. The inclusion of a song ("It's my job") and a physical "Funny tasks" feedback session addresses multiple intelligences and helps maintain the energy and engagement of young learners. The values link to "Mangilik El" and the emphasis on respect and responsibility for all professions integrate socio-cultural education seamlessly into the language lesson. Cross-curricular links to natural science, history, and technology are mentioned, suggesting the topic's potential for broader project-based exploration.

Assessment is woven throughout the lesson via monitoring during activities and a final control card for self-assessment. The criteria are clear and directly linked to the lesson objectives: making sentences, providing a point of view, and speaking on the topic. The reflection section, while part of the teacher's planning document, indicates a commitment to iterative professional development and lesson improvement based on student response and outcomes. However, a critical analysis also reveals areas for potential enhancement. While the lesson is rich in activities, the tight 5-minute segmentation for the warm-up seems optimistic for the described sequence of greeting, song, grouping, and lead-in discussion. In practice, this might require adjustment. Furthermore, the plan's strength in controlled and guided practice could be balanced with a slightly more extended open-ended production task. The home task of preparing a presentation is a good start, but in-class time for a brief, informal "show and tell" in a subsequent lesson would consolidate learning more effectively. The use of technology (projector, videos) is appropriate, but ensuring all activities are equally accessible if technology fails would be a prudent backup consideration.

Conclusion. The detailed lesson plan on "Professions" represents a robust and well-considered application of communicative language teaching principles to a socially relevant theme for fifth-grade learners. The analysis confirms that the plan successfully integrates key linguistic components—vocabulary, grammar, and skills—into a coherent and engaging sequence of activities. The structured approach from presentation to practice to production, combined with differentiated objectives and a variety of interactive formats (individual, pair, group), creates a dynamic learning environment conducive to achieving the stated learning outcomes. The reliability of the proposed methods is supported by established pedagogical theories on scaffolding, multimodal input, and the importance of meaningful practice [4, p. 156].

The lesson's significant added value lies in its transcendence of pure language instruction. By incorporating discussions on the nature of professions, character traits associated with them, and values like hard work and respect, it contributes to the holistic education of the student. The attempt to connect to the national values of "Mangilik El" and other school subjects demonstrates an understanding of education's broader purpose. In conclusion, this lesson plan serves as an effective model for teaching "The World of Work" in primary language classrooms. Its main strengths are its clear structure, skill integration, and attention to student engagement. For even greater impact, teachers could consider slightly more flexible timing and ensure a culminating, slightly less controlled speaking activity to fully harness the communicative potential the lesson effectively builds towards. Overall, it is a pedagogically sound blueprint that equips students not only with new English words and structures but also with a deeper initial understanding of their social world.

References

1. Richards, J. C. Communicative Language Teaching Today. – Cambridge: Cambridge University Press, 2006. – 47 p.
2. Tomlinson, C. A. How to Differentiate Instruction in Academically Diverse Classrooms. 3rd Edition. – Alexandria: ASCD, 2017. – 186 p.
3. Nation, I.S.P. Learning Vocabulary in Another Language. 2nd Edition. – Cambridge: Cambridge University Press, 2013. – 624 p.
4. Harmer, J. The Practice of English Language Teaching. 5th Edition. – Harlow: Pearson Longman, 2015. – 446 p.
5. Journal article submission requirements [Online resource] – https://adisteme.kz/trebovaniia-k-oformleniiu-stati.html