The word “interactive” comes from the word “interaction” - interaction (teacher and students, children with each other, etc.). In modern practice of teaching a foreign language, a number of personally oriented technologies are effectively used that ensure self-determination and self-realization of the student as a linguistic personality in the process of mastering and using a foreign language. The technology of interactive learning (learning in interaction) is based on the use of various methodological strategies and techniques for modeling real communication situations and organizing the interaction of students in a group (in pairs, in small groups) in order to jointly solve communicative problems. Of course, such forms of learning in interaction as:

dialogical, pair;

political science;

group;

These are traditional forms of education. However, I would like to dwell in more detail on the technology of learning in cooperation and the options for the method of such learning. Collaborative learning has been used in pedagogy for quite some time. The idea of ​​learning in groups dates back to the 20s of the 20th century, but the development of technology for collaborative learning in small groups began only in the 70s.

The main idea of ​​collaborative learning is to learn together, not just do something together!

At the present stage, there are several options for the collaborative learning method:

"OPEN SAW, MACHINE HACKSAW"

This option was developed by Professor Eliot Aronson in 1978. Students are united in groups of six to work on educational material, which is divided into fragments (logical and semantic blocks). The whole team can work on the same material. But at the same time, each member of the group receives a topic that he develops especially carefully and becomes an expert in it. Meetings of experts from different groups are held. Then everyone reports to their group about the work done. Everyone needs to listen carefully to each other and take notes. At the final stage, the teacher can ask any student in the group a question about the topic. Or students take an individual test, which is assessed. The results are summarized. The team with the most points is awarded.

"LET'S LEARN TOGETHER"

This approach to collaborative learning was developed at the University of Minnesota in 1987.

The class is divided into heterogeneous (according to level of training) groups of 3-5 people. Each group receives one task, which is a subtask of some larger topic that the whole class is working on. The basic principles - rewards for the whole team, individual approach, equal opportunities - work here too. Within the group, students independently determine the roles of each in completing the common task. Thus, from the very beginning the group has a double task: academic - achieving a cognitive, creative goal; social, or socio-psychological - the implementation of a certain culture of communication during the execution of a task. The role of the teacher is control.

"RESEARCH WORK OF STUDENTS IN GROUPS"

Shlomo Sharan, Tell Avina University, 1976.

The emphasis is on independent activity. Students can work individually or in groups of up to six people. They choose a subtopic of the overall topic that is planned for the whole class to study. In small groups, this subtopic is broken down into individual assignments for individual students. Everyone contributes to the common task. A single report is jointly compiled, which is subject to presentation in class in front of the whole class. More often this option is used in design technology.

The basic principles - one task per group, one incentive per group, distribution of roles - are observed in all cases.

WORKING WITH NEW VOCABULARY

A class (group) usually consists of twelve people, who can be combined into three subgroups of four people, i.e. two pairs each.

First, new vocabulary is introduced frontally. Then work begins in small groups. In each group, students receive cards with the task of translating phrases. The card must contain a key to check the correctness of the answers. Students work in pairs. First, one of the partners gives tasks and checks their cards using the key. Then students change roles. After this, the pairs form fours and practice spelling new words. A strong student dictates a word or phrase, the rest write, then check. If someone makes a mistake, they must write the word (phrase) several times before memorizing it.

The group is then given a written exercise to report on their progress. This task is performed “in a chain” (one person starts, the rest continue one after another).

WORK ON GRAMMAR MATERIAL

When studying grammar, either the “Learning together” option or the “Openwork saw, machine hacksaw” option is often used.

For example, when studying the topic Futurum l und 2nd grade, the class is asked to fill out a table with the columns: “Cases of use”, “Indicators” and “Schemes”. The class is divided into three groups. Each team performs its own function.

Option “Learning together”: each group is given cards with typical sentences on the subject being studied, arranged like this. so that the first group identifies the main cases of using time - describes the actions; the second found pointers, words - helpers; the third made diagrams of affirmative, negative and interrogative sentences. Thus, the table is filled out, and a ready-made rule is obtained for memorizing at home. At the next lesson, you can offer various exercises and tasks to test each student’s knowledge on the topic being studied. In the “Openwork saw machine hacksaw” option, all groups fill out the tables entirely. Each team has experts on “use cases”, “pointers”, “schemes”. They meet, consult, and then bring information to their groups. As a result of interaction, students systematize knowledge on the topic being studied. Usually, after such work, everyone is given a test individually. The results are summarized and the group is given a score.

WORK IN GROUPS IN READING LESSONS

For group work, task cards are usually prepared:

find in the text;

find errors and fix them.

Various reminders are also used in the work (see Appendices 1,2).

Sections: Foreign languages

Class: 5

The project is an opportunity for students to express their own ideas in a creatively thought-out form that is convenient for them: making collages, posters and announcements, conducting interviews and research, demonstrating models with the necessary comments, drawing up plans for visiting various places with illustrations, a map, etc. In the process of project work, responsibility for learning is assigned to the student himself as an individual and as a member of the project group. The most important thing is that the child, and not the teacher, determines what the project will contain, in what form and how its presentation will take place.

The use of project methodology increases students' interest in learning a foreign language by developing internal motivation by transferring the center of the learning process to the student. And positive motivation is the key to successfully learning a foreign language. Modern approaches to language teaching emphasize the importance of cooperation and interaction between students as a motivating factor.

The main goals of introducing the project method into educational practice are the following:

• demonstrate the ability of an individual student or group of students to use the acquired research experience;
• realize your interest in the subject of research; increase knowledge about it and convey it to an interested audience;
• demonstrate the level of knowledge of a foreign language; improve the ability to participate in collective forms of communication;
• rise to a higher level of training, education, development, social maturity.

The project is an alternative way to organize a training course and excludes the traditional principles of planning and organizing training in a particular academic discipline. When implementing the project method, various problem-based, research, and search methods are used, focused on real practical results. Integrating the project method into the educational process involves performing creative or research tasks as part of the course being studied. In the process of learning a foreign language, the project method is considered as a complex type of educational activity, as it integrates various types of foreign language speech communication to solve creative practical problems. When using it, the foreign language being studied acts, on the one hand, as a means of educational creative activity, and on the other hand, in the process of working on a project, the target language is mastered in various aspects of its use.

In a German language course, the project method can be used within program material on almost any topic. The project method is clearly focused on real practical results that are significant for the student.

In our conditions, children begin to learn German from grade 2 and reach a basic level of proficiency in the subject. Already at the initial stage of training, it is necessary to gradually prepare students for search activities, the final product of which can be associograms and collages. For example, since the study of the German language begins with familiarizing students with a brief cultural portrait of the country, with the facts of the linguistic behavior of native speakers of German, we can propose to compile associograms: “Was fällt euch zu Deutschland ein?” and combine them into a collage “Our idea of ​​Germany and the Germans.”

This presence of search activity already in the first stages of training will allow students to begin project activities.

At the stage of basic general secondary education (for example, in grades 5-6), students are further involved in a project-based form of educational activity. At this stage of training, it is advisable to carry out small-scale projects designed for one lesson, for example, the project “Wir malen, bauen, basteln”.<Annex 1>

Such gradual involvement of students will form strong skills in project activities (the ability to pose questions, classify, observe, explain, etc.), which will allow them to independently master the topics that interest them in the next stages of learning.

The project method is one of the progressive methods of teaching and developing students. No wonder it belongs to the technologies of the 21st century.

Bibliography

1. Breigina, M.E. Project methodology in Spanish lessons // Foreign. language at school – 2004. – No. 2. – P. 28-32.
2. Koryakovtseva, N.F. Modern methods of organizing independent work of foreign language learners. – M.: ARKTI, 2002.
3. Polat E.S. Project method in foreign language lessons // Foreign. language at school – 2000. – No. 2. – P.3-10.
4. Solovova, E.N. Apalkov V.G. Courses: “Development and control of communication skills” // “First of September” No. 17-24, 2005-2006.

The passive method is a form of interaction between students and teachers, in which the teacher is the main actor and manager of the lesson, and students act as passive listeners, subject to the teacher’s directives. Communication between the teacher and students in passive lessons is carried out through surveys, independent work, tests, tests, etc. From the point of view of modern pedagogical technologies and the effectiveness of students’ assimilation of educational material, the passive method is considered the most ineffective, but despite this, it also has some pros.

The active method is a form of interaction between students and teachers, in which the teacher and students interact with each other during the lesson and students here are not passive listeners, but active participants in the lesson. If in a passive lesson the main character and manager of the lesson was the teacher, then here the teacher and students are on equal terms.

Interactive method Interactive (“Inter” is mutual, “act” is to act) means to interact, to be in the mode of conversation, dialogue with someone. In other words, unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process.

Consequence When using active learning methods, the role of the student changes - from an obedient memory device, he turns into an active participant in the educational process. This new role and its inherent characteristics make it possible to actually form an active personality, possessing all the necessary skills and qualities of a modern successful person.

Interactive learning gives the student: - development of personal reflection; - awareness of involvement in the overall work; - formation of an active subject position in educational activities; - development of communication skills; - acceptance of moral norms and rules of joint activities; - increasing cognitive activity. class: - formation of a class as a group community; - increasing cognitive interest; - development of skills of analysis and self-analysis in the process of group reflection; to the teacher: - non-standard attitude to the organization of the educational process; - formation of motivational readiness for interpersonal interaction not only in educational, but also in other situations.

OTHER INTERACTIVE METHODS creative tasks; work in small groups; interactive tour; video conference; socio-psychological training; focus group; portfolio method; project method; Socratic dialogue; “Take a Position” method; group discussion; “Decision Tree” method; “Pop Formula” method, etc.

Differences Unlike active methods, interactive ones are focused on broader interaction of students not only with the teacher, but also with each other and on the dominance of student activity in the learning process. The teacher’s place in interactive classes comes down to directing the student’s activities to achieve the goals of the lesson. The teacher also develops a lesson plan (usually these are interactive exercises and tasks during which the student learns the material).

Conclusion Thus, the term “active teaching methods” is a kind of generic designation of specific group teaching methods that became widespread in the second half of the twentieth century and complement traditional methods, primarily explanatory and illustrative teaching methods, by changing the position of students from passive consumer to actively transformative and reliance on socio-psychological phenomena that arise in small groups

PAGE 5

INTRODUCTION

Active teaching methods should be called those that maximize the level of cognitive activity of schoolchildren and encourage them to study diligently.

In school practice and in methodological literature, it is traditional to divide teaching methods according to the source of knowledge: verbal (story, lecture, conversation, reading), visual (demonstration of natural, screen and other visual aids, experiments) and practical (laboratory and practical work). Each of them can be more active or less active, passive.

The physiological basis of cognitive activity is the discrepancy between the current situation and past experience. Of particular importance at the stage of the student’s inclusion in active cognitive activity is the indicative-exploratory reflex, which is the body’s reaction to unusual changes in the external environment. The exploratory reflex brings the cerebral cortex into an active state. Excitation of the research reflex is a necessary condition for cognitive activity.

The principle of connecting learning with life is the substantive basis for enhancing the learning of schoolchildren.

The scientific principle creates the basis for the active activity of students not only in comprehending and filling out the covered content, but also for its theoretical interpretation. At the same time, penetration into the essence of the phenomena being studied is inextricably linked with the high-quality cognitive activity of schoolchildren.

The principle of consciousness and strength in the assimilation of knowledge can only be realized in the process of active learning.

The principle of visibility, expressing mainly the unity of the concrete and the abstract, is closely connected with the consciousness of knowledge acquisition, and is realized with the active thinking of students, especially at the stage of transition from the concrete to the abstract, and, conversely, from the abstract to the concrete.

The principle of an individual approach to students in a collective learning environment involves the inclusion of each student in the learning process. At the same time, the level of activity will depend on taking into account the real educational capabilities of schoolchildren.

Thus, the principle of activity in learning is in dialectical unity with all the principles in their system.

Hypothesis This work is that the use of the intensive method in German lessons helps to remember the material better and better.

Object This work covers intensive methods of teaching a foreign language. Subject This work is the use of intensive methods of teaching German in secondary school.

Purpose This work is to consider the issue of using modern intensive teaching methods in German language lessons. This goal allowed us to formulate the following tasks of this study:

1. Consider the concept of the intensive method and the history of its origin.

2. Consider some features of the intensive teaching method.

3. Conduct an experiment to confirm or refute our hypothesis.

Relevance of this workdetermined by the fact that today there is a critical situation in schools with the teaching of foreign languages. This problem, of course, is multifaceted. It includes the training of teachers, the state of methodological science, and textbooks that were created in conditions of stagnation, when the main criterion was ideological orientation. The stories of teachers, their letters, which, in particular, are published in the journal “Foreign Languages ​​at School,” contain depressing information about the low prestige of the subject “foreign language” among schoolchildren, about the unsatisfactory equipment of schools with teaching aids and teaching aids, about the lack of schools of visual aids and audio materials 1 . Among foreign language teachers there are many people devoted to their profession, true enthusiasts of their work. But their energy is often unproductively spent on handicraft production of manuals, selection and reproduction of materials. The problem of improving the qualifications of teachers is acute. Such a natural form as an internship in the country of the language being studied remains unattainable for many.

The result of this situation is obvious. Graduates of our schools, both secondary and higher, often cannot say two words in the language they have “studied” for years. (And in this, in our opinion, the problem is not so much the students, but the problem of the methodology of teaching the language and the ability to use it). Our compatriot abroad is the most speechless person. All this negatively affects business and cultural contacts and makes it difficult to break out of the isolation in which society has been for decades.

However, the processes taking place in the modern world create a powerful incentive to change the current situation. The world is developing along the path of internationalization. Knowledge of foreign languages ​​today is not only a cultural, but also an economic need. This is realized in all countries. The changes taking place in our society expansion of contacts, wider access to the foreign economic arena, creation of joint ventures have entailed an unprecedented explosion of practical interest in foreign languages.

A unique situation has developed in teaching foreign languages, when practice is ahead of theory. The goals and objectives of language teaching have not yet been rethought, new concepts and approaches are under discussion, but new forms and methods are already powerfully intruding into practice, experience is being created that urgently requires scientific generalization and comprehension.

The intensive method has proven to be the most viable at the present time. Its distinctive feature is the predominant focus on involuntary memorization (which is ensured by the creation of an atmosphere of emotional uplift in the classroom), accompaniment of verbal communication by paralinguistic means, and maximum use of the rhythmic and musical features of remarks and statements.

An intensive method that combines a learning situation with real communication and is based on high motivation for communication. This motivation is achieved, in particular, by the use of game incentives included in all types of educational materials.

In our work, we relied on the works of such researchers as G. Lozanov, G.A. Kitaigorodskaya, V.V. Petrusinsky, A.A. Leontyev, F.M. Rabinovich, T.E. Sakharova, V.I. Passov, A.M. Stoyanovsky, T.I. Oleynik, R.P. Milrud, L.G. Denisova, M.A. Ariyan and many others.

1. Intensive methods of teaching foreign languages

1.1. History of the development of the intensive method of learning foreign languages

The ideas of rational organization and intensive implementation of the process of teaching foreign languages ​​are not completely new in the methodology. Before they formed into an integral system of principles that determine the main focus of the educational process on efficiency and quality, these ideas went through a long and largely contradictory path of development. Tracing the three stages of development of these ideas origin, improvement and formation into a more or less integral, complete system we are convinced that, on the one hand, each direction in the methodology, which set as its goal the practical mastery of language by students, is in one way or another forced was to resort to methods and means of intensification. On the other hand, these techniques, appearing only sporadically within the framework of one method or another, were not able to solve the problem of intensification as a whole and fully ensure the implementation of the tasks assigned to it.

If we mean mastering a foreign language as a means of communication, with a simultaneous fruitful impact on the upbringing, development and education of students, then this requires the creation of a joyful and stress-free collective-individual speech interaction between students, occurring either in the form of free discussion or in the form of role-playing games 2 .

The emergence of intensive methods of teaching a foreign language was greatly influenced by the linguistic aspect of changes in the methods of teaching foreign languages. This refers to the emergence of linguistic studies by representatives of the linguistic movement of the late 19th and early 20th centuries, known as the neogrammarians. Young grammarians, unwittingly, noticeably shook the lexical and grammatical foundations in the science of language, which could not but affect the overcoming of grammar-translation and lexical-translation methods of teaching.

This overcoming was facilitated by the development of applied branches of psychology associated with the works of V.M. Bekhterev, V. Wundt, S.S. Korsakova and others. The founder of the experimental psychological laboratory at the University of Leipzig, Wilhelm Wundt, the author of the multi-volume “Völkerpsychologie”, developed, in addition to the associative theory of perception, the doctrine of apperception, which rightly means the dependence of perception on past experience, as well as on the mental state of a person at the moment perception, specifically at the moment of perception of a foreign language speech work. Critical revision of translation methods and generalization of linguistic and psychological data of the second half of the 19th century. allowed supporters of the reform - representatives of direct (V. Fietor, B. Eggert, G. Sunt, P. Passy, ​​G. Wendt, etc.) and natural (R. Gouin, M. Berlitz, M. Walter, etc.) 3 methods to create a more or less holistic methodological concept that met the requirements of the time due to its greater scientific validity and focus on intensive implementation of the learning process. “The practical implementation of this trend was most clearly manifested in the creation and rapid dissemination of “Berlitz courses”, which promised their students an accelerated method of mastering a foreign language (the first Berlitz courses appeared in the USA in 1878 and quickly spread to a number of countries). Berlitz's methodological views can be briefly summarized as follows: the non-translational nature of the presentation of material, broad reliance on visualization, preference for oral speech over written speech, dialogue over monologue, the use of paralinguistic means of semantization, repetition and memorization of ready-made samples, an inductive approach to teaching grammar. The initial success of Berlitz's courses should be attributed to a clearly formulated training goal, which consisted of practical mastery of oral speech, concentration of training hours, high repetition of language material presented in a dialogical form, and widespread use of visual aids. All this subsequently played a big role in the formation of intensive training. However, not all of Berlitz’s methodological requirements turned out to be acceptable: a complete refusal to translate and underestimation of the awareness of grammatical features, insufficient motivation of speech actions and the mechanical nature of repetitions, a gap between the study of the material and its use in speech 4 .

An equally significant contribution to intensification techniques was made by another representative of the natural method, M. Walter. In the course of study he developed, after an initial period of passive listening and students repeating the names of actions after the teacher, gaming techniques are introduced, which gradually develop into theatricalization of fragments and entire lessons. Thus, the appeal to play and the introduction of theatrical etudes into the educational process, which received such in-depth development in intensive training, owe their emergence to the methodological invention of Max Walter. He also strove to provide the sketches being performed with the appropriate decorum as fully as possible, so that everything would be “like in life.” Thanks to this, the idea of ​​substantive visualization began to develop, documenting as completely as possible what was happening in the lesson and the naturalness of the setting of role-playing games, which was later reflected in the development of the foundations of intensive training in the requirement for natural motivation of speech situations.

The direct method, which was very close to the natural one, was based on the expediency of displacing the native language from the teaching process, creating an “environment” of a foreign language, relying on visualization, gestures and facial expressions (mainly for semantization), using idiomatic language, contextually determined vocabulary, and intensive pronunciation training. All these considerations were in one way or another reflected in the development of the intensive methodology, however, in it they do not appear in a separate form, but are linked together within the framework of an integral system that determines the purposefulness and interconnection of each of these aspects in the interests of intensifying the speech-mental activity of students in foreign language classes, revealing their reserve abilities and capabilities in mastering foreign language communication. Thus, the ideas of intensive learning, which subsequently received comprehensive and interdependent development, initially arose in the depths of the direct and very close to it natural method, thanks to their tendency to be predominantly used in a foreign language lesson, the creation of an appropriate language environment, and reliance on visualization, gestures and facial expressions , the use of games and theatrical sketches, the use of natural decorum and the reinforcement of speech action with visual material that contributes to the creation of although conditional, but close to natural speech situations 5 .

As already noted, the teaching of foreign languages ​​is experiencing a moment of deep crisis caused by widespread disappointment with the results of the learning process. The main reason for this is the traditionally established extensive approach to organizing and conducting the educational process, which, as it turned out, comes into irreconcilable contradictions with the laws of the formation and development of speech skills. Let us dwell briefly on the essence of these contradictions.

Success in practical mastery of language as a real means of communication requires:

Taking into account the basic patterns of development and continuous improvement of speech skills;

Forming a psychological attitude towards constant involvement in foreign language speech activities, eliminating the psychological barrier that prevents this involvement;

Maintaining daily foreign language speech activity in the main communicative modes;

Systematic stimulation of a feeling of satisfaction with the success achieved in language acquisition;

Creating an atmosphere of relaxed, free, interested communication in conditions of motivated, goal-oriented, situationally related, emotionally charged and personally experienced speech acts 6 .

The most important requirement in this case is high repetition and variability in exercises of lexical and grammatical phenomena as a condition for developing skills in mastering language material, consolidating speech-like operations, which would subsequently contribute to the automated use of this material in the appropriate speech context.

The traditional (extensive) learning process does not correspond, in all its basic parameters, to any of the listed requirements. Speech training and practice are presented in lessons, as a rule, in a clearly insufficient volume and sluggish pace, the time for individual speaking and listening is insignificant, forms of collective communication are usually ignored, real incentives for speaking are ineffective due to their unnatural nature, speech situations used for the most part are standard, schematic and far-fetched, and the topic of oral speech is abstract and does not affect the interests of the individual and the team, and cannot serve as an impetus for a lively discussion. As a result, a foreign language does not become a means of communication for students, but retains throughout the course the status of a subject of study that is unusual for it, and the use of acquired knowledge and skills remains problematic for most students. These circumstances lead to a drop in interest, disbelief in the prospects of mastery, to indifference, that is, to a complex of negative attitudes reinforced by traumatic factors. Even a more or less active start already in the second or third years of study turns into marking time, stalling, in which the formal accumulation of lexical and grammatical material becomes an end in itself against the background of the inactivity of the students’ speech mechanism, the launch of which cannot be achieved in any way.

Under these conditions, a fatal moment usually occurs for the fate of the entire course of study: both the teacher and the students, consciously or, more often, unconsciously, come to the internal conviction that the process of speech development is increasingly slowing down, inhibited, and is threatened with total collapse. Lack of awareness on the part of teachers of the psychophysiological nature and didactic-methodological conditionality of the process occurring against the background of an inactive speech mechanism does not make it possible to methodically correctly assess the situation and take the necessary measures. Instead, in most cases, both interacting parties teaching and learning are drawn into the process of adaptation to stagnant phenomena, which ultimately leads to an implicit mutual agreement: mastering a foreign language as practical oral and written communication is removed from the agenda and replaced by a bilaterally supported imitation of successful educational process. This is no longer real, but an imaginary learning process that is increasingly being reduced to fictitious ritual procedures that have nothing to do with mastering the acts of speaking and understanding a foreign language. Standardized speech and phonetic exercises, memorizing topics by heart, question-and-answer exercises that are not correlated with reality, semi-mechanical substitutions and transformations that are not related to natural speech intention, memorizing text or parts of it, describing pictures, etc. begin to dominate. that is, a set of exercises that do not in any way affect the sphere of speech activity and do not, as a result, form speech ability. On this basis, various types of formalized control begin to grow more and more magnificently, not at all to identify the ability to communicate, but only to check individual acts of memorization and manipulation. And here it turns out that the process of sliding “into nowhere”, firstly, is accelerating, secondly, it mutually amnesties and simplifies the role of those participating, and thirdly, it is beginning to suit them all more and more. He shows everyone the direct path to a formally successful, albeit inglorious, finale of the course of study, marked throughout its many years of existence by an abundance of formally recorded but indifferent intermediate milestones. This is the real picture of the educational process, organized on the basis of the so-called traditional method of teaching foreign languages. It is significantly aggravated by the fact that under these circumstances a foreign language loses its significance not only as a means of communication, but also as a means of upbringing, education and development, which, in fact, should be its irreplaceable value. The aspect of “language and culture” remains not only missed, but also not touched upon at all in teaching the most powerful factor in education, international and patriotic education of students. As we can see, the costs are too high. And only an objective and impartial analysis of the existing picture can really open the way to a decisive change in the situation and the emergence of certain trends, the development of which opens up certain possibilities for its intensification 7 .

However, the traditional methodology represents a valuable scientific and theoretical asset for teaching foreign languages ​​and the basis for the further development of ways to intensify the educational process. It assimilates data from related sciences, promotes their methodological interpretation, develops principles of rational organization of the educational process, selection and arrangement of educational material, compilation of textbooks and educational complexes, typology of exercises, sequence of stages of material representation, organization of speech training and practice, repetition, systematization and control of knowledge, skills and abilities. The traditional methodology convincingly interprets the issues of scientific research methodology, the role of the native language and translation, grammar, pronunciation and lexical skills, ways of using interlingual transfer and overcoming interference, the main forms of teaching and the organization of independent work of students, etc. 8

Despite all the scientific value and importance of the data presented by her, they, however, could not radically contribute to increasing the effectiveness of teaching foreign languages ​​at school and university, or strengthening its communicative-speech orientation. What is the essence and reason for this discrepancy? Why do valuable and proven recommendations of traditional methods still turn out to be ineffective in practice?

In our opinion, modern constructions of traditional methods poorly reflect the latest socio-psychological data of Soviet science on the peculiarities of the psychology of communication, on the importance of the team in organizing full-fledged communication, on the dynamics of individual and collective in mastering foreign language communication, on the role of thinking, emotions, motives, attitudes , situational conditions and other social and individual psychological parameters in the implementation of natural and educational speech communication. The main driving forces of the process of teaching foreign languages ​​are interest, the joy of communication, purposefulness and motivation of speech actions, the effectiveness of speech exchange, the novelty and relevance of the content of communication, its individual-collective and creative nature, the combination of various modes of communication in the classroom with the predominance of group speech interaction of students, the regional orientation of the educational process, the unity of words and actions in the process of communication, as well as other similar factors - all this turned out to be on the periphery of scientific interests and did not truly affect the practice of teaching.

The mechanisms of subconscious memorization, involuntary attention, factors of hypermnesia, the role of mental and muscle relaxation, the infantilization effect and other points that are so important for mastering communication are not sufficiently used. The data of suggestology, suggestopedia, which pay attention to the expediency of a rational combination of tension and relaxation, and the entire arsenal of suggestopedic accessories that implement these processes in their interaction are not taken into account. The importance of the personality of the teacher, the personality of the teacher in the high sense of the word, his professional, didactic, and creative capabilities are underestimated.

The full filling of the noted gaps and the further development of all the best that exists in the traditional methodology, its actual revival such is the response of intensive training to the urgent call of our time.

In its current state, the methodology of intensive teaching of foreign languages ​​does not represent a single movement, but forms several directions, which can be described as follows:

G. Lozanov’s suggestopedic method, based on the generalization and didactic interpretation of data from suggestology the science of psychotherapy and psychohygiene, the influence of a doctor by suggestion on a patient for therapeutic purposes.

Method for activating the reserve capabilities of students G.A. Kitaygorodskaya, which involves conducting an accelerated course in teaching foreign language communication in the context of the formation of a teaching and speech team, taking into account the latest data from suggestopedia, social psychology, psycholinguistics, pedagogy, linguistics and methods of teaching foreign languages 9 .

Emotional-semantic method I.Yu. Shekhter, who seeks support for meaning formation in the process of role-playing game, carried out using a system of personally motivated educational tasks of a communicative nature.

L. Gegechkori's intensive course for adults is based on alternating cycles of suggestopedic teaching of oral speech and inter-cycle stages of practicing language material, characterized by the conscious orientation of listeners in the lexical and grammatical features of the language.

Suggestocybernetic integral method of accelerated learning for adults V.V. Petrusinsky is implemented without the help of a teacher, whose functions are limited to the preparation of educational materials and the use of equipment, which is a complex technical device.

Intensive courses in foreign languages ​​and Russian as a foreign language are successfully conducted in some universities in the country and show very positive results. Individual teachers are introducing the method in secondary schools. Their experience needs analysis, synthesis and support.

1.2. Goals and objectives of the intensive method of teaching foreign languages

The main task of the intensive method of teaching a foreign language is to master, under a strict time limit, a foreign language as a means of communication and a means of cognition, to develop the skills and abilities of understanding oral speech in a foreign language at a normal (natural) or close to normal pace with practically unlimited everyday, socio-political and general scientific topics.

The ability to understand oral speech, developed at the very initial stage of intensive training, is improved, turns into a skill already in the course of study itself, and ensures understanding from 50% to 100% of the volume of information received by ear. In real communication conditions, the volume of understanding of oral speech in a foreign language can be increased through the development of the skill of anticipated understanding, due to the “foreign language activity” of the listener, who can ask a question about what he does not understand or ask for clarification of certain points of speech. 10

Practice shows that in order to create a sufficiently high level of listening skills, the student must master a “listening vocabulary” equal to approximately 6 thousand vocabulary units. This is a special type of dictionary, knowledge of which is realized not only through actually familiar, original words, but also through knowledge of the rules of word formation. It includes unfamiliar words that are understandable due to the creation of contextual anticipatory understanding in the learner. And this, in turn, is possible when the student creates the internal structure of the foreign language being studied and due to the communication experience each person has.

Participation in communication involves mastering oral speech in a foreign language, that is, creating speaking skills. Unlike listening, speaking itself does not place such high demands on the volume of the vocabulary, the volume of language material as a condition that ensures the implementation of this skill. However, speaking quite rigidly establishes the volume of the required minimum vocabulary and general language material that the student must master in order to fully participate as an individual in the communication process. This minimum, in addition to the vocabulary and grammatical material of the language, presupposes mastery of a number of basic extralinguistic means of the given language, such as the absolute rate of speech, the nature of pauses (their duration and placement), as well as the gesture-facial features of the given language.

Research shows that the creation of a fairly automated, although not quite perfect, speaking skill is possible subject to mastering a vocabulary volume of at least 2500 - 3000 units, organized using the means of the normative grammar of a given foreign language and certain means of word formation and stylistics. In this case, the rate of speech of the student must be at least 1/2 of the rate of speech of a native speaker, and the nature and distribution of reaction pauses and hesitation pauses in the student’s speech must sufficiently repeat the nature and distribution of pauses in the speech of native speakers with a proportional increase in their duration.

Both of these figures - a minimum listening dictionary and a minimum speaking dictionary, amounting to 6000 and 3000 vocabulary units, respectively - and should represent dictionaries on the basis of which intensive foreign language courses can be built. However, it is generally accepted that a frequency vocabulary of 1500 vocabulary units is sufficient to create listening and speaking skills. An analysis of such a dictionary shows that almost half of the volume of the dictionary is made up of service, auxiliary, and emotionally neutral words. They do not provide the opportunity for full-fledged communication between participants in communication, since they do not include words that are familiar, but with a low frequency indicator, and exclude synonymy, and thereby the possibility of realizing the personal meanings of the speakers in communication. 11

The construction of initial foreign language courses on such a volume of vocabulary is compliance with a certain “methodological precedent”, which prescribes not only a small general vocabulary of the course, but also defines micro-doses of educational material for each lesson. The focus of an intensive course of study, built on modern research in a number of sciences, on such a traditionally small volume of vocabulary would mean that such a qualitatively new phenomenon as intensive learning is measured, defined and evaluated from the point of view and in numbers of old traditions. The vocabulary of the initial stage of intensive training using the method of activating students' reserve capabilities is usually 2700 vocabulary units, which approximately corresponds to the minimum speaking vocabulary mentioned above. The high communicative and informational “cost” of the course dictionary is ensured by the inclusion of a large number of adjectives, including modal-evaluative predicative adjectives such as “wonderful”, “wonderful”, “amazing”, “unpleasant”, “interesting”, “incomprehensible” and etc. More than 75% of the total volume of the dictionary consists of nouns, adjectives, full verbs, and adverbs. The rest are words of official formal vocabulary: personal, possessive, demonstrative, interrogative and other pronouns, numerals, prepositions, conjunctions, modal and auxiliary verbs, names of days of the week, months, seasons, words denoting space, names of the most common surrounding us objects, that is, auxiliary and subordinate words both grammatically and semantically. Their total number is approximately 600-700 vocabulary units and is the same for both a dictionary of 1500 units and an intensive course vocabulary of 2700 units. Obviously, the difference between the dictionaries, which make up 1200 vocabulary units, is accounted for by communicatively full-meaning words.

Thus, the actual difference between the frequency vocabulary of the traditional method and the intensive course vocabulary, which is 50% in volume, turns into a potential difference equal to 300% in volume. We can say that the course dictionary is a minimum dictionary of speaking. It forms the basis of a minimum vocabulary of listening, expanded by a potential vocabulary of word formation and a vocabulary of anticipatory and contextual guesses. For example, the student does not know the word “UMBRELLA”. For the first time he hears it in the teacher’s speech in a situation where understanding it excludes the possibility of error. For example, “It was raining outside, but I couldn’t open my... UMBRELLA..., and so I got wet.” As the student repeatedly recognizes it during listening, the word becomes a stimulus for the student’s subsequent reaction. For example, the teacher says: “I’m going to go for a walk, and it’s raining outside. I didn't take my umbrella. Could you borrow yours?” And the student offers his UMBRELLA or refuses to give his UMBRELLA, somehow motivating his refusal, repeatedly using the word UMBRELLA at the level of reproduction. Then, in the next task, the teacher can ask the student for advice, saying: “I definitely need to go on an important matter now, and it seems like it’s going to rain outside. What should I do?" At this stage, the word UMBRELLA, the meaning of which was only guessed at first, the degree of mastery of the meaning and form of which has passed into skill through knowledge, reaches the level of skill when the student independently consciously uses it situationally. The student recommends taking an UMBRELLA, offers his own UMBRELLA, etc. 12

This is the way to expand the speaking vocabulary at the expense of the listening vocabulary. As skills in all types of speech activity improve, both the listening and speaking vocabulary grows, while maintaining a gap in volume between the first and the second and the rapid growth of the first. The listening dictionary is essentially a “passive dictionary”, constantly replenishing the student’s active vocabulary through training.

Having determined the need for a fairly large dictionary in an intensive course of study in order to implement learning goals formulated as the development of all types of speech activity through the creation of speech skills that ensure proficiency in a foreign language as a means of communication and a means of cognition, it is necessary to justify some principles for the selection and organization of educational material, in first of all, its distribution over time and phased dosage.

The selection of vocabulary material for the intensive training course occurs on a frequency-thematic basis. This means that in the thematic organization of each specific lesson text, thematically reliable words undergo an additional filter check in terms of their frequency, high semantic value, compatibility, presence and the possibility of introducing their synonyms, antonyms or homonyms.

As for the grammatical phenomena of the language, all of them are reflected in the course. When introducing them, the same principle is observed: linguistic authenticity (voice, tense forms, articles), semantic opposition and the ability to illustrate it using lesson material.

Of particular importance in an intensive course of study is the issue of distribution of educational material over time. It is determined and regulated by a number of factors of different nature: didactic, methodological, psychological, socio-psychological. All these factors are equally important, interconnected and subordinate to the objectives of learning.

The initial course of study is usually designed for 120 classroom hours. Training in the second stage, the purpose of which is to improve the skills and abilities acquired in the initial course, with a corresponding increase in the volume of knowledge, is also designed for 100-120 hours. It is interesting to note that, although the volume of information offered for assimilation in the initial course is practically equal to the volume of the second, advanced stage, the laws of its organization and distribution during the course are fundamentally different.

By simply dividing the amount of vocabulary material by the number of teaching hours (2700:120), we obtain the number of units of educational material vocabulary units per unit of time (22.5 units/hour). This number is more than four times higher than the corresponding figure for regular training. However, it does not adequately reflect the concentration and distribution of educational material in the intensive course. Intensive training involves the complex and parallel development of all types of speech activity, the almost simultaneous creation of skills and abilities in listening and speaking in a foreign language, with a slight delay in time for reading and writing skills. The creation of all of the above skills at the very initial stage of training is a necessary condition for: a) maintaining a high level of motivation in training, b) the success of training and c) effectiveness, that is, the coincidence of learning goals and results. 13

Research has shown that the material of initial courses, on the one hand, allows you to create conditions for the implementation of all the necessary skills of speech activity in a foreign language, and, on the other hand, is best retained in the memory of students, creating a basis, a kind of “crystallization grid” when studying foreign language. If the overall results of knowledge of the lexical material of the course are 81 83%, then the knowledge of the lexical material of the first four lessons at the end of the course (that is, 20 days after their introduction) and after its completion (delayed testing of the lesson material is carried out a month after the end of the course) is 95 96% of the volume proposed for verification.

In addition to activating previously acquired skills and mastering large volumes of educational material in a short time, the specifics of the school intensive foreign language course also include more extensive learning goals. The extended nature of the school intensive course allows you to expand the learning objectives: compared to the classic (course) version, it stretches over several years (for example, a two-year course for X - XI classes).

In its most general form, the goal of a suggestopedic course is defined primarily as teaching oral forms of communication in the target language: listening and speaking. However, the extended duration of the school suggestopedic course makes it possible to pay serious attention to written forms of communication. Written communication involves mastering such types of speech activities as reading and writing (written speech).

Expanding the learning objectives in the school suggestopedic course involves the activation of previously acquired speech skills, the formation of a higher level of communicative competence, as well as a deeper systematization of students’ grammatical knowledge.

The following provisions can be considered fundamental in the school intensive course:

1. Interaction of suggestopedia with communicative, personal-activity and systemic approaches to teaching foreign languages. Expanding goals requires the interaction of different approaches to learning and a variety of technologies. Considering suggestionopedia as a component of a communicative direction and using it as a central technology, one cannot fail to take into account the positive influence of other well-known approaches that contribute to a more fruitful solution of methodological problems. Taking into account communicative methods along with suggestive ones helps to optimize the process of learning foreign language communication. The personal-activity approach makes the student the central figure of the educational process. Systematization of language knowledge that underlies students’ communicative activities helps to increase the overall level of their communicative competence.

2. Realization of the student’s personality through foreign languages. The acquisition of both native and foreign languages ​​is closely related to the psychological processes of its acquisition and personal appropriation. It is known that a person cannot use linguistic knowledge, no matter how large the volume of this knowledge is, until it is correlated with his individual qualities and personal orientations. Only after each word, phrase, sentence finds its place on the scale of personal values, preferences, relationships, etc., can they be used as a means of self-expression, self-affirmation and self-realization of the individual. Taking into account the mutual influence of the individual on the learning of a foreign language and its influence on the individual contributes to the assimilation of communicative processes, bringing educational communication closer to real life.

3. Maximum motivation of learning situations. As a rule, wanting to provide motivation for learning a foreign language, the teacher explains to students the prospect of using it in the future. Such delayed motivation for learning does not always work in a single lesson, much less at every moment of the lesson. Therefore, the school intensive course puts forward maximum consideration of the interests of students in the conditions of communicative interaction in the classroom as one of the main conditions. Providing motivation in each lesson requires attention to the opinion and judgment of each participant in communication, respect for his point of view. Training situations should not be divorced from reality or too generalized. The success of learning is ensured by the fact that any of the simulated situations is vital for students.

4. Positive emotional intensity of all components of learning. Suggestopedia is widely based on the position about the different functions of the two hemispheres of the brain, one of which (left) is responsible, as is known, for logical forms of cognition, the other (right) for emotional ones. This forces us to reconsider teaching methods that rely mainly on logical methods of perception and knowledge of reality (thus, only half of the capabilities allotted to a person are used). Connecting emotional factors to teaching foreign languages ​​significantly activates the learning process, opening up new prospects in the development of methods of teaching foreign languages. The whole atmosphere of the classes is organized in such a way that positive emotions accompany language acquisition. On the one hand, this is an important incentive for creating and maintaining interest in the subject. On the other hand, the intellectual activity of students, supported by emotional activity, ensures the most effective memorization of material and mastery of speech skills.

Summarizing the above, we can formulate the goals of the intensive method as follows: to teach students listening and speaking skills using large (huge compared to traditional methods) lexical material in a short (shortest compared to traditional methods) period of time.

At the same time, the inevitable psychological overloads are removed due to the teaching methodology itself. Namely, observation of the psycho-physiological state of students made it possible to draw a conclusion about a high level of attention, “unsaturation” of information, a high level of orienting activity in the learning process, aimed at external phenomena at the initial stage of learning, and lack of fatigue from activity as important factors contributing to high level of memorization and high levels of memorization strength during the learning process. What exactly is the intensive training method and what are the psychological foundations of its use.

Conclusion: With the advent of the reform of teaching foreign languages, tendencies towards introducing active and creative principles into the educational and speech activities of students have become more noticeable. The traditional (extensive) learning process does not correspond, in all its basic parameters, to the requirements put forward when learning foreign languages. Consequently, there was a pressing need to master and develop a new method. Thus, based on Lozanov’s works, an intensive method of teaching foreign languages ​​arose. It combines the learning situation with real communication and is based on high motivation for communication. This motivation is achieved, in particular, by the use of game incentives included in all types of educational materials. At the moment, there are several conceptual developments related to this method: the suggestopedic method of G. Lozanov, the method of activating the reserve capabilities of students by G.A. Kitaygorodskaya, emotional-semantic method I.Yu. Shekhter, intensive course for adults L. Gegechkori, suggestion-cybernetic integral method of accelerated learning for adults V.V. Petrusinsky.

2. Intensive teaching techniques

2.1. Polylogue

All language material of the intensive course of study is divided into microcycles, each of which contains: the main text-polylogue, texts of a monologue nature, lexical and grammatical commentary, home oral and written assignments. All polylogues are united by one cross-cutting plot. In this way, the speech behavior of students in various situations of speech communication is modeled.

The main text-polylogue of each microcycle contains at least 150 new lexical units (the first three - at least 300 units each) and selected grammatical phenomena. In addition, each polylogue contains grammatical material ahead of time. Lexical and grammatical material is included in situations that develop the topic of this lesson. Dialogues are dynamic and natural, making them easy to remember. They are presented with phrase-by-phrase translation into the native language in order to convey a more accurate meaning of the statement and eliminate the need for the student to use a dictionary, which is fundamentally important at the initial stage. Translation into the native language is not a literary translation, but has the character of an interlinear translation.

Additional texts are mainly monologue in nature. They are related to the main text thematically and built on its lexical and grammatical material. The texts are compiled in such a way that students can compare and contrast the realities of our country and the country of the language being studied and, thereby, become familiar with the culture of this people. Texts allow you to solve several problems simultaneously during training. First of all, they are an additional tool for teaching monologue speech. Listening and training in all types of reading, as well as reading techniques, are carried out precisely on these texts. In addition, they gradually prepare students to read adapted and then original literature.

Homework is a form of self-control of mastering the language being studied. Oral tasks ask students to think through and find linguistic means to solve a specific problem. This forces the student to purposefully review the polylogue, select and combine the communicative blocks he needs, turn to the comments for clarification, that is, carry out meaningful work. The result of such a search is recorded in written or oral form. Written tasks train the use of forms of language material, certain grammatical phenomena, etc.

Lexico-grammatical commentary is a support for students’ independent systematization of language material. Students are invited to read the comments only after all the phenomena explained in the comments are already familiar to the students, as they have used them many times in speech.

Let us dwell in more detail on the methodology of working with the main didactic units of the intensive methodology - polylogue texts. The technique involves four injections of polylogue.

1. Initial presentation or introduction to the situation. At this stage of the introduction, the teacher emotionally, in person on behalf of the role-masks, sets out the content of the polylogue with a translation into Russian of each phrase. This is how the first three polylogues are introduced, which make up the oral introductory course. Subsequently, upon completion of this course, only unfamiliar words or phrases are translated. The teacher must know polylogue by heart (!). This is a necessary condition for free, natural communication with students when introducing new material.

Introduction to the situation can take from 30 to 5 - 10 minutes in the future. The first three polylogues, during the introductory course, are presented and translated in detail. Starting from the fourth, only the general situation is presented and a selective translation is made.

2. Second presentation, or decoding of the polylogue. Before the start of the second presentation, the teacher, after asking the students to stand in a circle, says: “Look at me! Listen to me! Repeat after me! With my gestures, with my facial expressions, with my intonation.”

This stage of administration takes 30 40 minutes. It is carried out according to the following scheme: teacher (phrase in a foreign language) choir (repeating after the teacher) teacher (translation) teacher (repeating the foreign text again) choir (repeating after the teacher). Difficult phrases and individual speech patterns can be repeated up to 15 times. To achieve memorization and relieve monotony, such means as facial expressions, gestures, intonation are used (expression of diverse emotional states, various types of rhythmic pronunciation, repeated questions, singing of individual phrases, etc.)

3. Third presentation, or active session. Students are instructed to remember a German phrase after the teacher pronounces a Russian phrase and to pronounce a German phrase to themselves after the teacher pronounces it. After the oral introductory course, students receive printed polylogues, look at the German text and silently repeat it after the teacher. The teacher reads it in the form of the so-called “intonation cradle” (quiet-medium-loud). At the same time, the Russian text is always pronounced quietly and neutrally.

A simple emotional reading of the text according to the same scheme (Russian phrase German phrase) is also allowed. The goal of this stage is voluntary memorization of new material by recognizing it. This takes 10 15 minutes.

4. Fourth presentation, or musical session. This is the last stage of introducing a new polylogue reading by the teacher to calm classical music (Vivaldi, Mozart, Purcell, Haydn, etc.) of the text of the polylogue in German (without translation). Before the start of the music session, the teacher says: “Now you will hear wonderful music. To the music, I will read you the German text of the polylogue. Sit back comfortably in your chairs and relax, just like at a concert. You can stretch your legs and close your eyes to get the most out of the music. So, you're at the concert" 14 .

The music session is allotted 10 minutes. In addition to the function of rest and recuperation for students, this session promotes a sense of self-confidence and satisfaction with learning, since after listening to the polylogue for the fourth time without translation, students easily perceive and understand the text in German.

Having finished reading the text, the teacher leaves the classroom without making contact with the students. Further communication between the teacher and the group is not recommended. Homework (listening to a tape recording of a polylogue at home) and all explanations are given in advance, before the start of the music session.

It is necessary to note the importance of the ritual nature of the introduction of polylogue. The ritual is that the introduction of any polylogue includes the 4 presentations described above. Over time, students get used to this sequence of work and perceive it as the key to their success in mastering a foreign language.

2.2. Gaming technologies

At school, a special place is occupied by such forms of classes that ensure the active participation of each student in the lesson, increase the authority of knowledge and individual responsibility of schoolchildren for the results of educational work. These tasks can be successfully solved through the technology of game forms of learning. V.P. Bespalko in his book “Components of Pedagogical Technology” defines pedagogical technology as the systematic implementation in practice of a pre-designed teaching and educational process. Play is of great importance in a child’s life; it has the same meaning as an adult’s activity, work, or service. The game only seems carefree and easy on the surface. But in fact, she imperiously demands that the player give her the maximum of his energy, intelligence, endurance, and independence.

Game forms of learning allow you to use all levels of knowledge acquisition: from reproducing activity through transformative activity to the main goal - creative search activity. Creative search activity turns out to be more effective if it is preceded by reproducing and transformative activity, during which students learn learning techniques.

The game is multifunctional. We will focus only on the role of didactic, cognitive, educational, and developmental functions of the game.

All games are educational. “Didactic games” - this term is legitimate in relation to games that are purposefully included in the didactics section.

There are several groups of games that develop a child’s intelligence and cognitive activity.

Group I object games, such as manipulations with toys and objects. Through toys objects children learn shape, color, volume, material, the animal world, the human world, etc.

Group II creative games, role-playing games, in which the plot is a form of intellectual activity.

Intellectual games like “Lucky chance”, “What? Where? When?" etc. Data is an important component of educational, but, above all, extracurricular work of a cognitive nature.

Creative role-playing games in teaching are not just an entertaining technique or a way of organizing educational material. The game has enormous heuristic and persuasive potential; it separates what is “apparently united” and brings together what in teaching and in life resists comparison and balancing. Scientific foresight, guessing the future can be explained by “the ability of playful imagination to present systems of integrity that, from the point of view of science or common sense, are not systems” 15 .

Travel games. They are in the nature of geographical, historical, local history, and pathfinding “expeditions” carried out using books, maps, and documents. All of them are performed by schoolchildren in imaginary conditions, where all actions and experiences are determined by game roles: geologist, zoologist, economist, topographer, etc. Students write diaries, write letters from the field, and collect a variety of educational material. In these written documents, the business presentation of the material is accompanied by speculation. A distinctive feature of these games is the activity of imagination, which creates the originality of this form of activity. Such games can be called the practical activity of the imagination, since in them it is carried out in external action and is directly included in the action. Therefore, as a result of play, children develop theoretical activity of creative imagination, creating a project for something and implementing this project through external actions. There is a coexistence of gaming, educational and work activities. Students work hard and hard, studying books, maps, reference books, etc. on the topic.

Modern psychology has developed such an understanding of the essence of personality, according to which a person is a person with a certain creative potential. The basis of creativity, the basis for creating new things, is imagination.

Imagination can be creative and re-creative. When reading educational and fiction literature, when studying historical descriptions, it constantly turns out to be necessary to recreate with the help of imagination what is depicted in these books and stories.

Creative imagination differs from recreating imagination in that it involves the independent creation of new images that are realized in original products of activity. The value of the human personality largely depends on which paths of imagination predominate in its structure. If creative imagination, realized in specific activities, prevails over passive daydreaming, then this indicates a high level of personal development. Imagination needs to be developed. Creative, role-playing games of an educational nature do not simply copy the life around them, they are a manifestation of the free activity of schoolchildren, their free imagination.

III group of games, which is used as a means of developing children’s cognitive activity these are games with ready-made rules, usually called didactic.

As a rule, they require the student to be able to decipher, unravel, solve, and most importantly, know the subject. The more skillfully a didactic game is composed, the more skillfully the didactic goal is hidden. The student learns to operate the knowledge invested in the game unintentionally, involuntarily, by playing.

IV group of games construction, labor, technical, design. These games reflect the professional activities of adults. In these games, students master the process of creation, they learn to plan their work, select the necessary material, critically evaluate the results of their own and others’ activities, and show ingenuity in solving creative problems. Labor activity causes cognitive activity.

V group of games, intellectual games games-exercises, games-training, affecting the mental sphere. Based on competition, through comparison they show playing schoolchildren their level of preparedness and fitness, suggest ways of self-improvement, and therefore stimulate their cognitive activity.

The teacher, using all 5 types of gaming activities in his work, has a huge arsenal of ways to organize the educational and cognitive activities of students.

The best didactic games are based on the principle of self-learning, i.e. so that they themselves guide students to master knowledge and skills. Training typically involves two components: collecting the right information and making the right decision. These components provide the didactic experience for students. But gaining experience takes a lot of time. Increase the “gain of such experience” of students, teach them to independently train this skill. This should include educational games of a psychological nature: crosswords, quizzes, puzzles, rebuses, charades, cryptograms, etc. Didactic games arouse a keen interest in the subject in the student, allow the development of the individual abilities of each student, and foster cognitive activity. The value of a didactic game is determined not by what reaction it will evoke from children, but by its effectiveness in solving a particular problem in relation to each student.

The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposefulness of the game program in combination with conventional didactic exercises. For example, in solving the problem of developing cognitive activity, it is necessary to consider the development of independent thinking of the student as the main task. This means that groups of games and exercises are needed that develop the ability to identify the main, characteristic features of objects, compare, compose them, groups of games to generalize objects according to certain characteristics, the ability to distinguish real phenomena from unreal ones, cultivating the ability to control oneself, etc. Creating programs for such games is the concern of every teacher. “Game collisions arouse in the student the desire to analyze, compare, and explore the hidden causes of phenomena. This is creativity! This is what constitutes the phenomenon of cognitive activity. The game itself evokes the most important property of learning - the need to learn, to know.”

The system of intensive distance learning of the German language in game forms is built on the principles of the suggestocybernetic method. At the preparatory stage, remote testing and the formation of a training group on psychological indicators are carried out.

At the first stage, information stimulation is provided in the form of presentation of multichannel signals. Texts on the computer screen are presented in the form of parallel columns of Russian and German text, and the phonogram sounding from a tape recorder is presented in the form of speech with simultaneous translation. These audiovisual materials are pre-sent to students by mail.

At the second stage, the passive reserve is activated: the student tries to translate each proposed phrase from his native language into German, and after a few seconds the correct translation is given from the phonogram.

At the third stage, activities are carried out on the use of language in a remote dialogue situation. For a chat conference, students are divided into pairs remotely. Various problem situations are set on the screen with instructions and drawings, and students act them out by typing the appropriate replicas on the keyboard. Preparations of replicas are given on the screen; you only need to insert keywords into them. These keywords are also presented separately on the screen along with a picture that defines the situation. You need to “move” the right word to the right place. During the session, each student sees his partner’s replica and his own. This is how a remote dialogue arises. Assessment of student interaction is also carried out by the course leader remotely.

At the fourth stage, “creativity” is carried out in the target language. It is built on the basis of remote collective creativity, playing miniatures, team competitions, and group games. Situations are set in the form of drawings and corresponding inscriptions to ensure collective creative activity. A whole set of blank replicas is offered, which students can use by clicking on them with the mouse. With original answers, you can “revive” comic pictures. On the screen you can observe all stages of collective communication, that is, the initial instructions themselves and all the remarks of the trainees throughout the teleconference. As a result of this type of activity, a level of “creativity” is achieved. As a result of a 120-hour intensive training course, students' passive vocabulary reaches 2500 - 4000 words, which allows them to sight-read popular newspaper and magazine texts.

2.3. Tips from teachers for using intensive methods in school

Chronologically, the intensive method in high school was first used in extracurricular and club activities. It is clear that with the extracurricular use of the intensive method, the problem of its correlation and comparison with traditional methods in the three aspects indicated above does not arise. Nevertheless, let us dwell on this issue in more detail based on the material from the article by Denisova L.G. 16

Naturally, first of all, the author considers the required minimum hours for conducting these classes, and suggests the following: “The desired minimum time is 6 hours per week, that is, 3 classes of 2 hours each.” Realizing that it is impossible to get such a number of hours, he adds: “If it is not possible to allocate such a number of hours, you can reduce the class time to three hours a week, that is, 3 classes of one hour each.” So, even for extracurricular activities using an intensive method at school, it is impossible to allocate a sufficient number of hours to maintain “intensity”, and all other recommendations of the author turn into theoretical, abstract reasoning, unacceptable for school.

Elukhina N.V. assesses the situation with the use of intensive methods in a similar way. 17 . “One of the main distinguishing features of intensive methods of teaching foreign languages ​​is the concentration of training sessions: from 10 hours per week semi-intensive course, up to 20 hours per week moderately intensive course, 7 - 9 hours per day super-intensive course. “Obviously,” the author concludes, “that these parameters do not correspond to the conditions of study in secondary school, where the hours do not exceed 1 - 6 hours per week, and education lasts from 7 to 11 years.” And he continues: “In this case, it is more legitimate to talk not about intensive training as such, but about the intensification of training.”

However, Denisova explores the problem of the intensive method in school in most detail. 18 . In particular, she writes the following:

“The authors of both practical recommendations and methodological articles offer a diverse set of conditions, systems and subsystems within the framework of the school use of intensive methods. All this indicates the success of using intensive methods at different stages and in the presence of a wide variety of learning conditions in secondary school.

It's time to systematize and highlight the best options. Let's consider intensive techniques in three “dimensions”, identify its correlation with 1) the state standard for intensive techniques; 2) various training models; 3) general program requirements and learning objectives.

The need for a state educational standard arose in connection with the democratization of Russian education, which allowed each individual school to build a more or less autonomous system of secondary education. In these conditions, the standard is the core and basis, which is mandatory and unchanged for all types of schools.

The basic level of training becomes the state standard for foreign languages. Achieving it is mandatory for all students, regardless of the type of school and the specifics of the course of study. The basic level of training in foreign languages ​​is most closely related to the course of study, which covers grades V-IX of a general education school.

An intensive technique can be viewed from two perspectives relative to the standard: a) as a technology that allows you to realize the goals set out within the standard; b) as a technology that makes it possible to exceed the level of training laid down in the standard.

Among the wide variety of models of teaching foreign languages ​​in modern secondary schools, several of the most typical and positively proven ones should be highlighted.

This is, first of all, the most common model of a general education public school from grades V to IX, which, in terms of its learning conditions, most meets the requirements of the standard.

Another well-known model from grades I to XI represents, as it were, an extended study of a foreign language within the framework of a comprehensive school.

Schools with in-depth study of a foreign language, where the “I - XI” model is distinguished by its horizontal density, are quite widespread: the number of hours per week (4 - 8 hours) significantly exceeds the number of hours per week in a general education school (3 hours).

The model of specialized teaching of foreign languages ​​at the senior stage is a “superstructure” over the standard. Training is conducted in grades X - XI and covers those students who wish to improve in a foreign language by choosing one of the proposed profiles: humanitarian, aesthetic, economic, physical and mathematical, technical, natural science.

And finally, the “second foreign language in secondary school” model exists in several versions, the main ones being: a) from grades V to XI; b) from VII to XI grade; c) from VIII to XI grade; d) from X to XI grade.

It is quite obvious that intensive methods, to one degree or another, to one degree or another, at one or another stage of teaching foreign languages, can be used in each of the listed models. However, taking into account its specifics teaching oral communication in a short time it can be most successfully applied:

a) at the final stage of the primary six-year school (grades V - VI);

b) at the final stage of training in basic school (grades VIII - IX);

c) at the final stage of training in high school (profile course: X - XI grades);

d) at the initial stage when teaching a second foreign language.

Note that at the final stages such an important function of the intensive method as the introduction and consolidation of new speech, lexical and grammatical material in volumes significantly exceeding the generally accepted minimum seems to fade into the background.

The main task of the final stages of both basic and full secondary school is the activation of previously acquired skills in four types of speech activity and the formation on their basis of a higher level of communicative competence in foreign languages. Successful solution of this problem requires the use of intensive teaching technologies, one of which is the intensive method. To implement the activating and intensifying function of the intensive method, the base acquired by students in the years of training preceding the final stage is used, which constitutes the potential to be activated. 19

Thus, one should take into account the different possibilities of the intensive method when using it at the final stages (VIII - IX grades of basic school and X - XI grades of high school, for example, specialized training) and at the initial stage (for example, when teaching a second foreign language). At the final stages, the intensive method performs a collective and activating function; it completes the system of teaching a foreign language in secondary school. At the initial stage (second foreign language), the student has to start with the basics, from the very beginning; the use of the intensive method in combination with the linguistic experience acquired in the first foreign language creates a solid basis for further analytical and practical activities in the second foreign language.

The conditions for teaching foreign languages ​​using an intensive method in secondary school are primarily related to the need to take into account the social and age characteristics of schoolchildren. Experimental work has shown that the suggestopedic technique can be used when working with all age groups. However, the senior stage of study provides the most opportunities. The reasons for this are: the highest degree of personality development, an extensive information reserve, the desire to understand the world through communication with other people, and the presence of an initial language base. It is necessary to take into account age characteristics when selecting topics and communication situations, ensuring the content side of the educational process, and formulating communicative tasks. 20

The peculiarities of the organization of the educational process in secondary school are also taken into account: a foreign language fits into the general schedule of hours and is studied along with other academic subjects. However, suggestopedic training requires a certain concentration of training hours. At the senior stages, it is advisable to allocate six hours a week at the expense of the school component of the curriculum, they should be divided into three classes of two hours each. If necessary, the number of hours per week can be reduced to three and three classes per week of one hour each. Another possible option is four hours per week: two classes of two hours each or four classes of one hour each.

Conclusion: In teaching foreign languages, as mentioned earlier, a unique situation has developed when practice is ahead of theory. The goals and objectives of language teaching have not yet been rethought, new concepts and approaches are under discussion, but new forms and methods are already powerfully intruding into practice, experience is being created that urgently requires scientific generalization and comprehension.

The intensive method has proven to be the most viable at the present time. Its distinctive feature is the predominant focus on involuntary memorization (which is ensured by the creation of an atmosphere of emotional uplift in the classroom), accompaniment of verbal communication by paralinguistic means, and maximum use of the rhythmic and musical features of remarks and statements. In applying the above techniques in organizing continuous informal communication in the classroom, the principle of duality is implemented: the dominant activity of students is communication, while for the teacher, each lesson is aimed at achieving specific educational goals. In other words, students are not aware that they are learning because there is a strong illusion of real communication.

The intensive method, which, paradoxically, combines a learning situation with real communication, is based on high motivation for communication. This motivation is achieved, in particular, by the use of game incentives included in all types of educational materials. In our practice, we used games to teach vocabulary.

3. Experimental part

To identify the productivity of the intensive method of teaching a foreign language at school, we conducted an experiment at school No. 85 in the city of Seversk among 7th graders. The experiment was carried out in three stages over 4 weeks.

1. Evaluation experiment.

At this stage, we carried out control tests on knowledge of vocabulary and the ability to adequately use it in practice. During the evaluation experiment, a test was conducted. The students demonstrated poor command of foreign language speech, made many mistakes in the use of vocabulary and grammatical structures (use of articles, Akkusativ after "es gibt" and "ich habe" "). We came to the conclusion that students have low motivation to learn German, therefore, as we found out, students have poor lexical skills in German. (See Appendix 1. Fig. 1).

2. Formative experiment.

At this stage, an experimental group was created in which vocabulary was taught using games as intensive methods. The rest of the students studied according to the usual method. The following games were played in the experimental group:

No. 1 "WAS ist das?" 21

The group is divided into two teams: the “teachers” team versus the “students” team. Each team has a set of objects whose names they have just learned.

Lehrer Schüler:

Was it das? Das ist der Kugelschreiber

Was it das? Das ist der Bleistift.

Was it das? Das ist das Fenster.

Then the teams change roles. One point is given for each answer and question. The teacher keeps score and names the winners.

No. 2 "Bitte" ("Please").

The teacher asks the students to show the objects they name or pictures with their images. Children show this object only if the teacher says the word " Bitte."

For example: "Zeigen mir ein Buch",

"Zeigen mir ein Buch, bitte!"

The same game is played as a competition between two teams, the one who made fewer mistakes wins.

The goal of the game is to learn and consolidate as many words as possible.

No. 3 "Dunno".

One of the students "Dunno", he does not know what the objects are called and asks the question: " Was ist das ?". Children answer using the structure: " Das ist ...." For example: “Das ist der Bleistift " Then another “Dunno” is selected.

No. 4 "E rraten, was ist das?" ("Guess what it is?"). 22

The card is made as follows: the sheet is folded in half, on one side there is a picture, and on the other a hole is cut out so that only part of the picture is visible (for example, the handle of a briefcase). The teacher shows and asks a question:

"Erraten, was it das?"

Children ask questions:

"Ist das der Bleistift?", "Ist das das Fenster?" etc. d.

The teacher answers:

"Ja" or "Nein".

The role of the teacher can be played by the student. You can divide the group into teams. This game is also interesting when studying animals.

No. 5 "Was ist gr ü n?"

The class (group) is divided into two teams. The teacher asks questions to both teams in turn, for example:

First Was ist grün?,

Second Was ist rot?

The one who gives the most correct answers wins:

Der Bleistift ist grün, - Das Buch ist rot etc. d.

No. 6 "Reimspiel" "("Come up with a rhyme").

The teacher says the word, and the students say the name of the color that rhymes with this word, for example:

Rot Antwort, Blau-Frau, etc. d.

No. 7 “Who can name the most combinations of words?”

The teacher names the color, and the student names a combination of words that includes the name of the color:

L blau; S1 blau Bleistift; S2 Blau Buch etc. d.

The student who names the most phrases wins. This game can be played as a competition. The teacher keeps score.

No. 8 "Curious Cheburashka".

The student in the role of Cheburashka shows objects or pictures with their images and alternately asks the two teams questions:

"Welcher Farbe ist das Buch?";

"Welcher Farbe ist das Fenster?"

Students answer:

"blau" "rot".

The one who makes the fewest mistakes wins.

No. 9 Dice game.

Animals are drawn on the faces of the cube. The student rolls the dice and names the animal shown:

Ich habe den Hund.; Er hat den Hund. etc. d.

No. 10 "Behalten" ("Remember").

There are 5 - 7 pictures depicting various animals (objects) on the board.

The student stands facing the board, looks at these pictures for 2 - 3 seconds, then turns his back to the board and names those animals that he managed to remember. If the animal is named correctly, the teacher removes the picture from the board. The student looks at what he did not name.

This game can be played as a competition.

No. 11 "Achtung" "(Attention game).

At a fast pace, the teacher shows the class picture after picture and says:

Ich habe einen Hund.

Students agree:

Ja, du hast einen Hund.

Sometimes the teacher “makes a mistake” and names the wrong animal that he is showing.

For example, showing a picture of a big dog, he says:

Ich habe einen kleinen Hund.

A student who agrees with the teacher pays a forfeit.

No. 12 Dramatization of the song " Was hast du?

Children dance in a circle, holding animal toys in their hands.

The presenter performs 1 verse.

"Was hast du?"

Children answer in song:

"Ich habe einen Hund/eine Affe/einen Kater.

The leader changes 2-3 times.

Thus, the vocabulary and structure are consolidated" Ich habe..."

No. 13 "Achtungspiel" "(Attention game).

Students count, for example, to 10 or 20, without saying the number 3 or 7 (this depends on the task), but instead of the number they clap their hands and say “klap”. Whoever pronounces this number is eliminated from the game.

No. 14 "Balls piel" ("Game with a ball").

The teacher calls the number in Russian, the student, throwing the ball to him, speaks German. The game is played as a competition. A student who cannot quickly name the word is eliminated from the game.

No. 15 "Marine ABC".

The teacher talks about the maritime alphabet, where instead of letters there are flags:

“I have important information to convey. I have to signal only numbers.”

Two teams “two ships”: red (they have cards with red numbers) and blue (they have blue cards).

The leader (“ship commander”) commands: “ f ü nf vier.”

Team members (“sailors”) raise their 5 and 4 cards. The team that builds the number first gets a point. Numbers can be more complex; it is important that children show the numbers correctly.

No. 16 "Staircase".

The participants of the game are divided into two teams and line up facing the board. Each subsequent word must begin with the last letter of the previous one. The staircase should look something like this:

Achtung

Grün

Nacht

Tief

If the word is spelled incorrectly, the team does not receive a point.

No. 17 "Pack your suitcase."

The teacher writes the names of clothing items on the board. You can use pictures attached to the board. Then the list of words or pictures is removed. Children have sheets of paper in which they must write down as many words as possible for clothes. They are given 1 minute to do this. They write down the names of the clothes they need on the road while traveling, that is, they “pack” an imaginary suitcase.

The one who writes the most words in 1 minute wins.

Correct spelling is also taken into account.

No. 18 "Einkaufen" " ("In the store"). Role-playing game.

Several “sellers” are selected (you can open different “stores”, there should be several of them). “Products” for “shops” can be drawn in pictures, or you can take cards from the lotto. Each seller lays out "goods". You can write "signs":

"Kleidung"

"Obst und Gem ü se" and so on.

The rest of the students become “buyers.”

Their task: to buy as many different goods as possible. They must "go around" all the "shops". For each “purchased item” one point. The correctness of statements is taken into account.

Ich will Gurken kaufen.

3. Final experiment.

After classes, both in the experimental and in the regular groups, checkpoints were carried out on knowledge of the vocabulary covered. As a result, we received the following data.

In the experimental group, vocabulary knowledge is 87% (Appendix 2, Fig. 2). In the group with regular, non-intensive teaching of the German language, the mastery of the material was only 23% (Appendix 2., Fig. 3).

As can be seen from Fig. 4 (see Appendix 2), in the experimental group the mastery of vocabulary is much higher than in the group with regular, non-game teaching.

From this we can conclude that the systematic use of intensive methods in teaching a foreign language helps to master lexical material much better. That is, in this way we have proven our hypothesis.

CONCLUSION

In the course of this work, we examined the intensive method of teaching foreign languages. We also confirmed the hypothesis stated in the introduction of this work.

In modern society, in the era of pan-European development, the status of a foreign language as an academic subject is changing and growing. Taking into account the changing role of a foreign language as a means of communication and mutual understanding in the world community, modern methodology is aimed at achieving tangible results, that is, it emphasizes the need to increase the efficiency of learning a foreign language. At the moment, a search is underway for real ways to increase the effectiveness of training, which is especially important these days and has once again been proven in the study.

In theoretical terms, the work showed that modern teaching of a foreign language is impossible without the use of intensive teaching methods.

Most methodologists prioritize the current state of the theory and practice of teaching a foreign language with a pronounced communicative orientation, which contributes to the comprehensive development of students’ spiritual values.

It is obvious that in a modern school it is necessary to teach a foreign language using intensive teaching methods, which also contain a sociocultural factor that helps to increase learning motivation, develop needs and interests, as well as more conscious learning.

The conditions of foreign language communication in the modern world, when a foreign language is a means of communication, cognition, receipt and accumulation of information, have predetermined the need to master all types of speech activity: speaking and listening comprehension of speech in a given foreign language, as well as reading and writing. The level of adequacy of proficiency in one or another type of speech activity is checked directly in the practice of foreign language communication, when reading authentic and highly informative literature in the specialty, when exchanging written information in the form of articles, books, annotations to them, abstracts for conferences, business papers, etc. Often the “test by practice” makes one question the correctness of the examination assessment in a foreign language in secondary school, since, despite the qualitatively new, rather specific requirements for the level of proficiency in a foreign language, the exams are still focused on the traditional or some other method of teaching, where knowledge about the language is given more importance than skills in the language itself, and where mastery of oral speech is of a secondary, subordinate nature, and is not a condition for the creation of other speech skills: reading and writing skills.

Appearing as a socially determined consequence of the scientific and technological explosion, new teaching methods, naturally, could not help but absorb and reflect the modern level of knowledge of neurophysiology, psychology, in particular, the psychology of perception, the psychology of memory, the conscious and unconscious, information theory, etc. New methods used the experience and knowledge of other border and related sciences, in particular, linguistics, psycholinguistics, and psychohygiene.

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Annex 1

Rice. 1. Evaluation experiment data

Appendix 2

Rice. 2. Data from the formative experiment in the experimental group

Rice. 3. Data from a formative experiment in a regular group

Rice. 4. Comparison of vocabulary acquisition in regular and experimental groups

1 See: Oleinik T.I. Role-playing game in teaching dialogical speech to sixth-graders // Institute of Languages ​​and Sciences. 1989. No. 1. P. 26 33; Milrud R.P. Organization of role-playing games in the classroom // Institute of Foreign Languages. 1987. No. 3. P. 31 37; Kolesnikova O.A. Role-playing games in teaching foreign languages ​​// Institute of Foreign Languages. 1989. No. 4. P. 20 28.

2 Kitaigorodskaya G.A. Intensive teaching of foreign languages ​​// Foreign languages ​​at school. 1980. No. 2. P. 67 - 70.

3 Denisova L.G. The place of intensive methodology in the system of teaching a foreign language in secondary school // Institute of Foreign Languages. 1995. No. 4. P. 6 7.

4 Kitaigorodskaya G.A. Intensive training methodology. M.: Higher School, 1986. P. 59.

5 Denisova L.G., Mezenin S.M. On the problem of the concept of an intensive course in a secondary school // Institute of Foreign Languages. 1991. No. 6. P. 12.

6 Kitaigorodskaya G.A. Introduction of new material as an element of the suggestopedic structure of the educational process // Methods of intensive teaching of foreign languages. Vol. 1. M., 1973. P. 94 101.

7 Denisova L.G. The place of intensive methodology in the system of teaching a foreign language in secondary school // Institute of Foreign Languages. 1995. No. 4. P. 6.

8 Kitaigorodskaya G.A. Introduction of new material as an element of the suggestopedic structure of the educational process // Methods of intensive teaching of foreign languages. Vol. 1. M., 1973. P. 97.

9 Kitaigorodskaya G.A. Intensive training methodology. M.: Higher School, 1986. P. 123.

10 Kitaigorodskaya G.A. Methodological foundations of intensive teaching of foreign languages ​​// Institute of Foreign Languages. - 1988. - No. 6. P. 14.

12 Kitaigorodskaya G.A., Leontyev A.A. Contents and boundaries of the concept of intensive training // Methods and psychology of intensive teaching of foreign languages. Ed. APN USSR. M., 1981. P. 159.

13 Leontyev A.A. Memory in the acquisition of a foreign language // Institute of Foreign Languages. 1975. No. 3. P. 93.

14 Leontyev A.A. Some psycholinguistic aspects of the initial stage of the language acquisition process // Issues of teaching the Russian language to foreigners at the initial stage. M., 1976. P. 25 26.

15 Elkonin D.B. Psychology of the game. M.: Pedagogika, 1978. P. 73.

17 Elukhina N.V. On the inclusion of elements of intensive learning in teaching a foreign language in secondary school // Institute of Foreign Languages. 1990. No. 6. P. 7 - 12.

18 Denisova L.G. The place of intensive methodology in the system of teaching a foreign language in secondary school // Institute of Foreign Languages. 1995. No. 4. P. 6 - 12.

19 Denisova L.G., Mezenin S.M. On the problem of the concept of an intensive course in a secondary school // Institute of Foreign Languages. 1991. No. 6. P. 19.

20 Kitaigorodskaya G.A., Leontyev A.A. Contents and boundaries of the concept of intensive training // Methods and psychology of intensive teaching of foreign languages. Ed. APN USSR. M., 1981. P. 155.

22 The rest of the games are taken from: Sklyarenko N.K., Oleinik T.I. Teaching dialogical speech using role-playing games in 7th grade. M., “Enlightenment”, 1999

This is the area where these methods get their full implementation. A foreign language, in essence, involves conversation, conversation, because the purpose of the subject is to develop foreign language communication skills.

But teaching a child to speak a foreign language is a difficult task. Some children find it difficult to communicate even in their own native language. And not so much because he has insufficient knowledge or a limited vocabulary. Some are experiencing psychological difficulties, others are bored or lazy: why strain, anyway, you won’t get more than a C. Therefore, the teacher’s task is to interest, captivate, and create conditions so that the child, on his own initiative, gets involved in the educational process.

Progress of the game.

The class is divided into teams. The teacher reads a short text. If a familiar word related to the topic of the lesson is heard, students raise one hand.

If a familiar phrase sounds, raise both hands. Errors are recorded on the board. The team that makes fewer mistakes wins.

2. In elementary and middle levels, games such as “Seven-flowered flower”, “Collect a daisy”. Games serve to consolidate lexical and grammatical skills.

Progress of the game.

Paper petals are attached to the board, on the back of which modal verbs are written. Students take turns pulling out the petals and verbally conjugating the verb that everyone gets.

Progress of the game.

There are paper petals on the table, on the back of which words on the topic being studied are written in Russian. Students come up, choose a petal, and translate the word into German. If the translation is correct, “Chamomile” is collected. The student who collects the full flower wins.

3. From time to time, children forget numerals. To restore cardinal and ordinal numbers in memory, I often use the game "Stand in a circle". The game also contributes to the development of reactions.

Progress of the game.

Children stand in a circle, hold hands, and begin to count. Everyone names the next number. The child who hesitates leaves the circle. Those remaining continue counting until a winner or winners are identified.

4. Games are used to automate the use of vocabulary in oral speech and to develop memory “Snowball” and “Chain Game”.

Progress of the game.

Children in a chain ask each other and answer what they need from school supplies. Example: Ich brauche einen Radier gummi. Und du? Ich brauche ein Lineal. Und du? Etc.

5. Children really like it role-playing games “Acquaintance”, “On the street”, “In the store”. Games develop dialogical speech and form speech etiquette accepted in Germany.

6. Group games are very popular both in elementary and middle levels. "Who will collect more phrases" And "Faster, bigger, better!" Games contribute to the development of writing skills, spelling skills, and also form the skills of collective activity and, of course, serve as a warm-up (implementation of health-saving technologies)

Students are divided into two groups. Each group discusses the sequence of their actions. Then, on command, the participants run up to the board and write down phrases on their part of the board, return back and pass the chalk to the next team member, etc. The captain has the right to correct mistakes made by team members. The team that completes the task faster is declared the winner. For each mistake, one point is deducted.

7. Describe the picture. The goal is to develop speaking skills

You need to correctly compose questions and give complete answers based on the picture.

Children perceive tasks using computer technology with great interest. Computer technology has endless possibilities for explaining complex grammatical structures and sentence structure.

To get acquainted with the scheme of the sentence, I made a game “Come on, guess!” for primary and 5th grades and Sentence Structure for 7th grade. Children are very attracted to moving figures and words.

In the middle level at the final stage, as a generalization, I practice this type of creative play as "Presentation of collages". The task promotes the development of creative and communication abilities and develops teamwork skills.

The class is divided into two or three groups depending on the number of students. The captains approach the table, onto which the teacher pours out material on the topic studied in the form of blocks with texts, dialogues, poems, rhymes, crosswords, pictures. Everyone selects material on the topic assigned to them by lot, sits down in pre-prepared seats and gets to work. A certain time is allotted for preparing the collage. After the time is up, the groups come to the board one by one and present their work.

In the 5th grade, presentations were made on the topic “Old German Town”, in the 7th grade - on the topic “Environmental Protection”

This, of course, is not a complete list of games used in German lessons: it can be expanded ad infinitum. The main thing to remember is that the game as a form of education should help improve the educational and cognitive activity of students.

"Gather the words."

The goal is to test vocabulary mastery.

Progress of the game. Parts of complex words are written (mixed up) on the piece of paper. Behind

you need to connect them for a certain time, and then read them.

Difficult words

Schnee... zimmer

Haus...schreiber

“Insert letter.”

The goal is to develop spelling memory

When using a game as a form, means, or teaching method, the teacher must be confident in the appropriateness of its use and must determine the goals of the game in accordance with the objectives of the educational process. Educational games should form a system that involves their specific sequence and gradual complication. In this case, it is necessary to take into account the individual characteristics of the participants in the game.