The manual deals with the most pressing problems of modern methods of teaching foreign languages, innovative approaches to teaching, fresh innovative ideas, including unresolved, controversial issues. The book presents a wide range of pressing methodological problems needed in the practice of teaching. The description of new progressive trends in teaching foreign languages ​​in the book is a modern response to the challenges of the time. This book is an occasion for reflection, discussion, research, the search for possible solutions to existing and emerging methodological problems.

The main characteristics of a modern foreign language textbook.
In modern society, the social role of education has increased, since the prospects for the development of mankind depend on its effectiveness and quality. Through education, the experience accumulated by mankind is transmitted to the younger generation with the help of specially made educational publications.
A textbook is always a very widely used, most ordered source of scientific knowledge, it is the most effective, basic teaching tool, it is a way of transferring human experience and a specific form of reflecting the level of science taught at the time the textbook was created. The textbook is still the main and most massive comprehensive teaching tool.
The textbook differs from the manual in that it contains a systematic and consistent presentation of the program material in accordance with certain educational cycles. If the program divides and distributes educational material, focusing on the purpose of learning, then the textbook indicates a specific way to work on the assimilation of this material. It meets the requirements of the state standard, which reflects the current level of requirements for knowledge of foreign languages. The modern textbook takes into account positive trends in domestic and foreign methods of teaching foreign languages, is based on the latest achievements in the field of methodology, linguistics, theory of speech activity and developmental psychology.

CONTENT.
Preface.
1. On the issue of improving the modern system of language education.
2. The main characteristics of a modern foreign language textbook.
3. Formation of the levels of professional competence of a foreign language teacher.
4. Modern methodological norm of the teaching activity of a foreign language teacher.
5. Cultural component in the content of teaching a foreign language.
6. Non-verbal means of communication in the oral communicative interaction of people.
7. Problems and tasks of linguistic and cultural education by means of co-studied languages.
8. Problems and prospects of computerization of the educational process in a foreign language.
9. Profile teaching of foreign languages ​​at the senior level high school.
10. Competence-based approach and key competencies in teaching foreign languages ​​in a specialized school.
11. Text compression in a specialized school.
12. Non-standard ways of self-learning foreign languages.
13. Control of foreign language skills and abilities by the test method.
14. Problems of teaching a foreign language from an early age.
15. Intensive teaching of foreign languages.
16. Variants of intensive methods.
17. Some issues of teaching foreign languages ​​in a foreign methodology.
18. Problems of teaching artificial multilingualism.
19. Advantages and dangers of globalization in education.
20. Bilingual education and development of schoolchildren at the profile level.
Literature.

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The specificity of the subject "foreign language" lies primarily in the fact that its teaching is the training of speech activity, i.e.communication in oral and written forms.The main task of the secondary school is not the theoretical study of the language, but the practical mastery of it. Foreign languages, in addition to educational and upbringing tasks, have an additional task -communicative.The skills and abilities acquired during the learning process are a means to achieve other goals: obtaining new knowledge through reading and oral communication. Thus, when teaching this subject, the main, leading one is a practical task, i.e., the formation of skills in mastering language material (lexicon, phonetics, grammar, typical phrases) and the development of skills in oral speech(speaking and listening comprehension) and reading. General educational and educational goals are realized in the process of language communication.

At the same time, it is quite obvious that in the conditions of a general education mass school it is impossible to teach students to be fluent in the language, freely express their thoughts, and read any literature. To the same extent that other general education subjects are designed to teach schoolchildren the basics of science, the subject "foreign language" is designed to teach schoolchildren the basics of mastering various types of speech activity: monologue and dialogic oral speech, listening comprehension and reading in a strictly limited and scientifically selected language. for educational purposes, but sufficient material for the formation of speech automatisms.

By laying the foundations for practical language proficiency, schooling should develop students' language abilities and create optimal conditions for further learning, depending on the subsequent scope of the foreign language. This additional training may be minimal, but highly specialized (for example, in the preparation of flight attendants, conductors of international lines, postal and telegraph workers, etc.); can far exceed the school course of study (in the training of teachers, translators, diplomatic workers); can also take the form of self-education, depending on the personal, individual needs of the graduate.

An indispensable component of teaching the basics of practical mastery of a foreign language at school is to instill in students the skills of independent work on the language, namely: the ability to use dictionaries, grammar references, phrasebooks, so that with their help, if necessary, independently prepare for a conversation, for a message, and to do this the necessary entries, independently using a dictionary and a grammar guide to read a more complex text.

The modern methodology of teaching a foreign language meets the basic principles of developmental education. It is possible to ensure that training is developing, that students have formed methods of independent work, only if they rely onconscious language learning,on a reasonable combination of conscious, creative and purely training aspects of training.

Thus, the most effective in teaching foreign languages ​​will be those methods, methods that, on the one hand, will ensure the formation of automated skills in mastering language material (lexicon, grammar, phonetics, typical phrases), and on the other hand, will provide sufficient knowledge and skills for self-study. work. It must also be borne in mind that at school we teach both the ability to express one's thoughts (speaking) and the ability to understand the thoughts of others embedded in oral and written texts (listening comprehension, reading). In terms of psycholinguistics, this is the generation and recognition of speech.

As you know, teaching methods depend ongoals, content and stages of training.In accordance with the goal - the practical mastery of a foreign language - the content of training consists of the following components: the formation of automated skills in the language material, the development of skills in various types of speech activity (speaking, understanding speech by ear, reading), as well as a certain range of knowledge at various stages learning: rules-instructions for performing actions and operations, with material, rules-generalizations that help students create certain, the most elementary ideas about the system of the language being studied, which is necessary from the point of view of general education.

In didactics, there are various definitions of teaching methods. In this work, the method is understood as a system of purposeful actions of the teacher, organizing the cognitive and practical activities of students, ensuring their assimilation of the content of education. The teaching method involves the interaction of a teacher and a student, and as a result of this activity, the process of mastering the content of education by the student is realized.

Of the variety of classifications of teaching methods that exist in modern didactics, the specifics of the subject "foreign language" are most consistent with the one that comes from the level of assimilation of the material, on the one hand, and the ways students work with this material, on the other.

First of all, in order to master oral and written speech, it is necessary to master the material of the language, i.e., the formation of phonetic, grammatical and lexical skills. The process of developing a skill is characterized by different levels of its formation, which should be reflected in the methods. A necessary condition for mastering speech is practice in speech activity, during which the corresponding skills are created. During the development of these skills, there are also different levels of learning. If we analyze the process of teaching foreign languages ​​as a whole, it is easy to see that it consists of actions with language material: it is not the memorization of signs that is valuable in itself, but the skills and abilities to operate with them.

We can talk about four levels of development of skills and abilities: the initial level, which involvesfamiliarization with the new object(linguistic material); level at which studentsknow how to apply new material in familiar conditions;the level at which apply material in a new, but similar, similar situation;creative level at which studentsindependently navigate in the situation that has arisen and use the acquired knowledge, skills and abilities, depending on the conditions created.

The listed four levels of mastering skills and abilities also correspond to the methods of activity: perception, understanding and memorization of the material; actions with the material according to the model, by analogy; actions with elements of variation, with a departure from the sample due to changed conditions; creative independent activity.

Based on didactic research in the field of Teaching Methods, taking into account the specifics of the subject, the following methods of teaching a foreign language are currently used:

1. explanatory and illustrative method;
2. training method for the formation of automated phonetic, grammatical and lexical skills for speaking;
3. training method for the formation of automated phonetic, grammatical and lexical skills for listening and reading comprehension;
4. method of practice in the use of linguistic (phonetic, grammatical, lexical) material for speaking in similar conditions;
5. a method of practice in recognizing language material for listening comprehension and reading in new conditions;
6. the method of search speech activity in speaking, that is, the practice of expressing one's thoughts in a new situation;
7. the method of search speech activity in listening and reading, i.e. independent listening and reading unfamiliar texts.

An analysis of the presented methods shows that they differ in content: the process of mastering various skills of speech activity comes from familiarization with linguistic (phonetic, lexical, grammatical) material, through training by analogy with the given one, to practice in independent use in a slightly modified situation, and, finally, as a result of abundant and properly organized practice - to mastering speaking, understanding speech by ear, reading. (Writing in a mass school is not the goal in teaching foreign languages, it is only a means, although very important and essential.) All of the methods listed reflect different types of activity, that is, they are aimed either at generating speech or at its recognition.

The revision of the goals of teaching a foreign language in the early 80s, the promotion of a practical task as a leading one and increased attention to the development of oral speech led to the rejection of the exaggeration of the importance of theory and knowledge, which in practice nullified the communicative value of a foreign language, as well as its general educational value. and educational impact. In connection with the change in the objectives of training, the content of the methods has changed, their share has changed at various stages of training. Yes, on initial stage teaching explanatory and illustrative methods of teaching, when set to practical knowledge of the language, comes down mainly to the teacher showing (demonstrating) ready-made typical phrases, which are then trained throughout the lesson in order to form the necessary automatisms in students. Since at the initial stage the language material is extremely limited and oral training is ahead of reading and writing, it is obvious that the main methods will be the training method for the formation of automated phonetic, lexical and grammatical skills for speaking and the training method for the formation of automated phonetic, lexical and grammatical skills for listening and reading comprehension. Various types of visualization play a special role in the practical teaching at the initial stage, and the role of technical teaching aids should be limited. Basically, the lesson should include picture clarity, a flannelograph, and a magnetic board.

At the initial stage, writing in the class is given a small place: it is the teacher showing the writing of individual letters, and if the letters of the language being studied differ in configuration from the letters of their native language, then the students write the letter in the class one line at a time, but if the letters are the same, then the students write one letter per class, the rest of the task is done at home. Writing in the classroom is also used to prepare for dictations, which at the initial stage are recommended to be held once or twice every two weeks. Educational dictations include no more than 6 phrases (or 10 words) and should not take more than 10 minutes per week. Thus, an extremely modest place is given to writing in the lesson at the initial stage.

Prepared by: Belau T.A. English teacher MBOU secondary school №9

Methods of teaching foreign languages

The whole complex of methods is selected based on the goals of a particular student or group. We do not set ourselves the task of being fashionable and applying only modern teaching methods.

In preparation for delivery international exams fundamental and classical methods work better, combined with linguosociocultural and communicative methods, if you need to master the language in a short time - intensive methods are what you need if you want to get a good balanced result and are willing to spend a little more time - the communicative method is for you fit perfect!

Throughout the history of mankind, a great many different educational methods have been developed. At first, all methods of teaching foreign languages ​​were borrowed from programs designed to teach the so-called "dead languages" - Latin and Greek, in which almost all educational process reduced to reading and translation.

Fundamental technique.

This is indeed the oldest and most traditional method of learning English.

The fundamental methodology is seriously relied upon in language universities. in preparation for serious exams. A translator is never sure of his knowledge of a foreign language, he perfectly understands the unpredictability of emerging speech situations. Studying according to the classical method, students not only operate with a wide variety of lexical layers, but also learn to look at the world through the eyes of a "native speaker" - a native speaker of English.

The most, perhaps famous representative The classical method of teaching English is N.A. Bonk. Her English textbooks, written jointly with other authors, have long become classics of the genre and have withstood the competition of recent years. The classical method of learning English is otherwise called fundamental: no one promises that it will be easy, that you won’t have to study at home and the teacher’s experience will save you from mistakes in pronunciation and grammar.

The fundamental method of learning English suggests that your favorite question is "why?" That you are not satisfied with the explanations "it is necessary", but are ready to plunge into an interesting, complex and very logical world, whose name is the language system.

Classical approach to learning English

In this regard, the classical approach to learning English has also been somewhat transformed, but the unshakable principles of the "classics" of domestic language methods have been preserved. Sometimes they are actively used in other schools as well. methodological directions. The classic English course is aimed at students of different ages and most often involves learning English from scratch. The tasks of an English teacher include traditional, but important aspects of pronunciation, the formation of a grammatical base, the elimination of psychological and language barriers that impede communication. "Classics" has not changed the goals, but the methods, due to the new approach, are already different.

The classical approach is based on the understanding of the English language as a real and full-fledged means of communication, which means that all language components - oral and written speech, listening, etc. - need to be developed systematically and harmoniously among students. The classical technique partly turns the English language into an end in itself, but this cannot be considered a disadvantage. Such an integrated approach is aimed, first of all, at developing the ability of students to understand and create speech.

The methodology involves classes with Russian teachers, but such an order (although not quite "fashionable") cannot be considered a minus: a teacher who is not a native speaker has the ability to analyze and compare two language systems, compare constructions, better convey information, explain grammatical rules, alert possible errors. The general enthusiasm for foreign specialists is a temporary phenomenon, because the Western world has appreciated the priority of bilingualism (knowledge of two languages). The greatest value in modern world represent teachers who are able to think in the context of two cultures and convey to students the appropriate set of knowledge.

It is this method, the foundations of which were laid by the enlighteners at the end of the 18th century, that took shape by the middle of the 20th under the name "Grammar-translational method" (grammar-translational method).

According to this method, language proficiency is grammar and vocabulary. The process of improvement is understood as a movement from one grammatical scheme to another. Thus, a teacher planning a course on this method first thinks about what grammar schemes he wants to cover. Then, texts are selected for these topics, from which individual sentences are singled out, and everything ends with a translation. First - from a foreign language to the native, then - vice versa. As for the text, it is usually the so-called artificial text, in which practically no meaning is given to the meaning (it is not so important what you say, it is important how you say it).

Despite some well-deserved complaints, this method has a number of advantages. Firstly, it really allows you to learn grammar at a very high level. Secondly, this method is very good for people with highly developed logical thinking, for whom it is natural to perceive language precisely as a set of grammatical formulas. The main disadvantage is that the method creates ideal conditions for the emergence of the so-called language barrier, since a person in the process of learning stops expressing himself and begins not to speak, but simply combines words through certain rules. This method of learning foreign languages ​​dominated until the end of the 50s and was practically the only one with which everyone was taught. By the way, all brilliant and phenomenally educated translators until recently were trained in this way.

"Silent way" (silence method)

According to this method, which appeared in the mid-60s, the principle of teaching a foreign language is as follows. Knowledge of the language is inherent in the person who wants to learn it, and the most important thing is not to interfere with the student and not to impose the teacher's point of view.

Following this technique, the teacher initially does not say anything. When teaching pronunciation at lower levels, he uses complex color charts, on which each color or symbol stands for a certain sound, and thus presents new words. For example, to "say" the word "table", you first need to show the box that represents the sound "t", then the box that represents the sound "hey", and so on. Thus, by manipulating in the learning process all these squares, sticks and similar symbols, the student moves towards the intended goal, practicing the material covered with his classmates.

What are the advantages of this method? Probably, the fact that the level of knowledge of the teacher's language has practically no effect on the level of knowledge of the student's language, and in the end it may turn out that the student as a result will know the language better than his teacher. In addition, in the learning process, the student is forced to express himself quite freely. It should be noted that this method is very good for lovers of high technology.

"Total-physical response" (physical response method)

The basic rule of this method is: you cannot understand what you have not passed through yourself. According to this theory, it is the student who says nothing in the first stages of learning. First, he must obtain a sufficient amount of knowledge, which goes into a liability. For about the first twenty lessons, the student constantly listens to foreign speech, he reads something, but does not say a single word in the language being studied. Then, in the process of learning, there comes a period when he must already react to what he heard or read - but only react by action. It all starts with the study of words meaning physical movements. So, for example, when they learn the word "stand up", everyone gets up, "sit down" - sit down, and so on. And only then, when the student has accumulated quite a lot of information (at first he listened, then he moved), he becomes ready to start talking.

This method is good, first of all, because the student feels very comfortable in the learning process. The desired effect is achieved due to the fact that a person passes all the information received through himself. It is also important that in the process of learning a language using this method, students communicate (directly or indirectly) not only with the teacher, but also with each other.

Immersion method ("Sugesto pedia")

It is impossible not to pay attention to this method, the triumph of which fell on the 70s. According to this method, one can master a foreign language by becoming (at least for the period of study) a completely different person. Learning the language in this way, all students in the group choose new names for themselves, come up with new biographies. Due to this, the audience creates the illusion that they are in a completely different world - in the world of the language being studied. All this is done so that any person in the learning process can completely relax, open up, and his speech becomes the most fictional "John." similar to the original. So that he speaks, for example, not like a real "Petya", but like

English language training programs in the city that most people are interested in - London! We offer to learn a language in a unique way - the "immersion" method. The uniqueness of this method is that a person is completely immersed in an English-speaking environment. And in such an extremely stressful situation he needs to live! And, he intuitively begins to understand some words, phrases, actions of the British in a given situation, and so on, and use them for their own purposes.

"Audio-lingual method" (audio-linguistic method)

The next way of learning foreign languages, which I would like to talk about, appeared in the late 70s. Its essence is as follows: at the first stage of training, the student repeatedly repeats what he heard after the teacher or the phonogram. And only starting from the second level, he is allowed to say one or two phrases from himself, everything else consists, again, of repetitions.

Linguistic sociocultural method

includes two aspects of communication - linguistic and intercultural, our lexicon has been replenished with the new word bicultural - a person who easily navigates the national characteristics, history, culture, customs of two countries, civilizations, if you like, worlds. For a student of a language university, what is important is not so much a high level of reading, writing, translation (although this is by no means excluded), but "linguo-socio-cultural competence" - the ability to "dissect" a language under the microscope of culture.

The linguosociocultural method was born at the intersection of the concepts of language and culture.

Classics, in particular, Ozhegov, understood language as "a tool for communication, exchange of thoughts and mutual understanding of people in society." Dahl treated the language more simply - as "the totality of all the words of the people and their correct combination, to convey their thoughts." But language as a system of signs and a means of expressing emotions and moods is also found in animals. What makes speech "human"? Today the language is "not only vocabulary, but also a way of a person to express himself". It serves for "the purposes of communication and is able to express the totality of knowledge and ideas of a person about the world."

In the West, language is understood as a "system of communication", which consists of certain fragments and a set of rules used for the purpose of communication. A very important difference in Western linguistic thinking is the understanding of the language not only in connection with a certain state, but also with a certain part of the country, region, etc.

With this approach, the language goes hand in hand with the culture of a part of the country, region, that is, with the ideas, customs of a certain group of people, society. Sometimes culture is understood as society itself, civilization.

The definition of supporters of the linguo-socio-cultural method does not exaggerate the power and importance of language in the modern world. In their opinion, language is "a powerful social tool that forms a human flow into an ethnos, forming a nation through the storage and transmission of culture, traditions, public self-awareness of a given speech complex. With this approach to language, intercultural communication is, first of all," an adequate mutual understanding of two interlocutors or people exchanging information, belonging to different national cultures". Then their language becomes "a sign of belonging of its carriers to a certain society." At Highway Business Development Center LLC, we try to teach to understand the subtext of spoken phrases, their socio-cultural meaning, different from our perception of the world.

However, culture often acts not only as a means of uniting, identifying, but also as a tool for separating people.

For example, in medieval Russia, a foreigner was first called a German, that is, "dumb", who did not speak the language, then a foreign guest began to be called a stranger, that is, "a stranger among his own." And, finally, when the national consciousness made it possible to smooth out this opposition of "friends and foes", a foreigner appeared.

If you think about the meaning of the Russian word foreign, then the origin of the "conflict of cultures" becomes clearer: "Its internal form is absolutely transparent: from other countries. Native, not from other countries, culture unites people and at the same time separates them from other, foreign cultures. In other words , native culture is both a shield that protects the national identity of the people, and a blank fence that fences off from other peoples and cultures.

The linguosociocultural method combines linguistic structures (grammar, vocabulary, etc.) with extralinguistic factors. Then, at the junction of a worldview on a national scale and language, that is, a kind of way of thinking (let's not forget that a person belongs to the country in whose language he thinks), that rich world of language is born, about which the linguist W. von Humboldt wrote : "Through the diversity of language, the richness of the world and the diversity of what we learn in it are revealed to us..."

The linguo-socio-cultural method is based on the following axiom: "Socio-cultural structures underlie linguistic structures". We learn the world through thinking in a certain cultural field and use language to express our impressions, opinions, emotions, perceptions.

The purpose of learning a language using this method is to facilitate understanding of the interlocutor, the formation of perception on an intuitive level. Therefore, every student who has chosen such an organic and holistic approach should treat the language as a mirror that reflects the geography, climate, history of the people, their living conditions, traditions, way of life, everyday behavior, creativity.

Intensive methods of teaching foreign languages.

A group of methods for teaching a foreign language, leading its origin from the one developed in the 60s. Bulgarian scientist G. Lozanov of the suggestopedic method and currently includes the following methods:

The method of activating the student's reserve capabilities (G. A. Kitaygorodskaya),

Emotional-semantic method (I. Yu. Shekhter),

Suggestocybernetic integral method of accelerated adult learning (V. V. Petrusinsky),

Immersion method (A. S. Plesnevich),

Course of speech behavior (A. A. Akishina),

Rhythmopedia (G. M. Burdenyuk and others),

Hypnopedia etc.

These methods are mainly aimed at mastering oral foreign speech in a short time and with a significant daily concentration of teaching hours. Intensive teaching methods. are based on the psychological reserves of the student's personality that are not used in ordinary education.

Intensive teaching methods are characterized by a wide involvement of collective forms of work, the use of suggestive means of influence (authority, infantilization, two-dimensional behavior, intonation and rhythm, concert pseudo-passivity).

Intensive teaching methods differ from traditional learning in the ways of organizing and conducting classes: increased attention is paid to various forms of pedagogical communication, the socio-psychological climate in the group, the creation of adequate learning motivation, the removal of psychological barriers in the assimilation of language material and speech communication.

The use of intensive teaching methods is most appropriate in the context of short-term language learning and with a focus on the development of oral speech in a short time.

The method of activating the reserve capabilities of a person and a team (G.A. Kitaygorodskaya)

His method G.A. Kitaygorodskaya, then a teacher of Inyaz, began to develop in the 70s; its origins are in the ideas of the Bulgarian psychologist G. Lozanov, whose method of "full immersion", or "suggestopedia", then gained popularity in many countries.

The main theoretical provisions of the activation method are associated with the concepts of the psychological school and ideas about speech activity developed by Russian psycholinguistics, as well as with the use of the reserves of the unconscious in learning.

On this basis, two interrelated problems are solved:

1) creation of controlled relationships in the system "teacher - team of students";

2) organization of controlled speech communication in the educational process.

The official name of the Kitaygorodskaya method is "the method of activating the reserve capabilities of the individual and the team." They are engaged in it only in a group, it is possible in a large one.

The specificity of the method under consideration lies in the use of those opportunities that open up when considering the study group as a temporary team of students carrying out joint activities.

The task of the authors of the method and teachers is to offer the educational team such a modern learning activity that would be personally significant for each student, would unite people and contribute to the active formation of personality through a system of mutual interpersonal relationships.

Based on the main goal of intensive training, there are two main factors that characterize it:

1. The minimum required period of study to achieve the goal (communication within everyday topics) with the maximum possible volume for the realization of this goal educational material with the appropriate organization

2. The maximum use of all reserves of the student's personality, achieved in conditions of special interaction in the study group with the creative influence of the personality in the course of teaching.

The method is based on the following principles:

The principle of collective interaction. This principle links the goals of training and education, characterizes the means, methods and conditions of a single educational process. Group training contributes to the emergence of additional socio-psychological incentives for learning in the individual, maintains such a psychological atmosphere in the educational team in which students get the opportunity to meet very important socio-psychological needs of people: recognition, respect, attention from others. All this further stimulates the cognitive activity of students. In the conditions of collective joint activity, a common fund of information about the subject being studied is formed, to which each student contributes, and they all use it together. Thus, communication with group partners becomes the main "means" of mastering the subject.

The principle of personality-oriented communication. In communication, each trainee is both an influencer and an influencer. Under these conditions, the process of personality formation is determined by the relationship of a person to a person, their communication. Language proficiency is, first of all, the ability to participate in real communication. The system of concepts in which communication can be described includes the concept of "role". Communication turns into a creative, personally motivated process. In this case, the student does not imitate the activity, but "owns" the motive of the activity, i.e., performs motivated speech actions. Personal-speech communication is the basis for building an educational and cognitive process in intensive teaching of foreign languages.

The principle of the role organization of the educational process. Role-playing communication is both a game, and educational, and speech activity. If from the position of the student role-playing communication is a game, then from the position of the teacher it is the main form of organizing the educational process. In accordance with the idea, the main educational text for students is a polylogue, and the participants in the actions described in it are the students themselves. Thus, one of the techniques of the method of non-directive regulation of the student's behavior in a group is implemented.

The principle of concentration in the organization of educational material and the educational process. This principle characterizes not only the qualitative, but also the quantitative specifics of intensive communication. This specificity is manifested in various aspects: the concentration of educational situations, classes, the concentration of educational material associated with its volume and distribution in the course of study. A large amount of educational material, especially at the initial stage of training, makes it possible already at the first lesson to organize situations that are as close as possible to real communication. This creates a high motivation for learning, as if bringing the result of learning closer to its beginning. Concentration in the organization of educational material entails a specific organization of the educational process, which manifests itself, in particular, in a high "density of communication", a variety of types and forms of work, etc. In conditions of a large amount of educational material, the following are effective: microcycles; b) plot organization of classes and their fragments; c) construction of educational texts as a model of speech behavior in certain situations, etc.

The principle of multifunctionality of exercises. This principle reflects the specifics of the system of exercises in the activation method. A language skill formed in non-speech conditions is fragile and incapable of transfer. Therefore, an approach to learning is productive, in which simultaneous and parallel mastery of language material and speech activity is carried out.

The bottom line is that in the classroom, students find themselves, as it were, inside a play written for them and about them. First, they repeat its text after the "prompter" - the teacher, then they are allowed "gag" - the construction of their own phrases based on hardened structures. But what seems like a fun improvisation is in fact a carefully orchestrated and methodically verified language training, where every word and action has a learning function.

Not everyone is taken to the Kitaigorodskaya School. If you are closed, not inclined to easy communication, you may not be accepted. (The degree of sociability is determined at the entrance interview). And yet, in order to engage in this method, you need to "fall back into childhood" a little. As a child in games reincarnates either as a chimney sweep or an alien, while comprehending the world, so the student must “play too much” in Pierre or Mary, live in the world (and language) of his characters.

It must be said that both teaching aids and the teaching technique used by teachers are based on the latest psychological studies of memory, types of consciousness, functions of the right and left hemispheres of the brain, and contain elements of suggestion that allow students to more easily get used to the reality simulated in the classroom. And for skeptics who do not want to believe that a stick is a gun, it is better to immediately look for other courses for yourself, without waiting for them to be told: "Take your tsatski and get out of my sandbox. I don't mess with you!"

Emotional-semantic method.

Designed by I.Yu. Schechter's emotional-semantic method proposes to perceive a foreign language in the first place, as a means of communication, which cannot be reduced only to a set of formulas and rules.

Schechter's method is based on the position that any description of the language, its structure and patterns of construction is secondary, since it studies an already established and functioning system.

According to this method, the study of English should begin with understanding the meaning, not the form. In fact, it is proposed to learn a foreign language in the most natural way, just as children learn to speak their native language, without even having the slightest idea about the very existence of grammar.

At the first stage of the initial cycle of learning, the student is given the opportunity to listen to a foreign speech until he begins to gradually grasp the general meaning of what he hears, gradually overcoming his fear of a foreign language and asserting himself in the idea that mastering a language at the level of his native is quite feasible.

At the second stage of the first cycle, when foreign speech no longer seems like gibberish, the listener can not only study the language, but live these three hours of the lesson, communicating in a foreign language and solving the proposed situational tasks. Thus, the language barrier is overcome and speech initiative arises - the main factor in foreign language proficiency. At the end of the first cycle, which lasts about a month, listeners can already speak a foreign language, begin to read the press and watch news programs.

After a 2 - 3-month break, classes are resumed at the second cycle of training, during which students learn the rules of grammar and pronunciation, already being able to read and speak. In fact, there is a correction of reading and speech.

The third cycle reinforces the skills acquired earlier.

Course participants actively participate in discussions, expressing their thoughts about the works they have read and films they have watched, give their arguments, and refute the opinions of opponents. Speech tasks become more complicated, the skills of oral consecutive translation and summarizing are mastered.

Suggestocybernetic integral method of accelerated learning of a foreign language (V.V. Petrusinsky).

The basis of this method is the "cybernetization" of the suggestive control of the student's state and perception in order to activate various components of mnemonic activity.

The learning process is carried out by the same technical means without a teacher. The teacher is needed only for the preparation and selection of educational material, the control of knowledge, skills and abilities.

An important role in the implementation of this method is played by the presentation of information in large arrays for holistic memorization. The method allows you to automate the vocabulary and models of the initial stage for a limited period of time.

The usual course duration is 10 days. The method is suitable for students who speak a foreign language within a comprehensive school.

The absence of a teacher, the presence of complex technical equipment, the presentation of a large amount of educational material are the main disadvantages of the suggestocybernetic teaching method.

communicative method.

The 70s were marked by the emergence of the so-called communicative method, the main purpose of which is to teach a person to communicate, to make his speech understandable to the interlocutor. In accordance with this method, this can be achieved by teaching a person in the so-called natural conditions - natural, first of all, from the point of view of common sense. For example, a teacher's question "What is this?" pointing to the table can be considered natural only if he really does not know what it is. The method that is called communicative, at present, in fact, is no longer it, although it pursues the same goal - to teach a person to communicate.

The modern communicative method is a harmonious combination of many, many ways of teaching foreign languages, being probably at the top of the evolutionary pyramid of various educational methods.

Supporters of the communicative approach believed that the assimilation of a foreign language occurs according to the same principles - as the assimilation of linguistic means of expressing a particular function.

Within a few years, this approach to learning has gained a leading position in Western European and American methodology.

Based on the work of the Council of Europe in the 60s of the last century, the first wave of the “communicative revolution” was based on the idea of ​​grouping language units according to the communicative function (“speech act” in the terminology of American linguists), such as: apology, request, advice, etc. .d.

It was not often possible to establish a direct relationship between language and function, because the same function can be expressed by several linguistic means, as well as by a number of non-linguistic means. However, where a direct relationship can be established (e.g. "tu apologies" as an apology, "do you mind if I + present simple as a request for permission, etc.), it was considered only as a matter of agreement for educational use, not for a true linguistic description.

Such units of the language were called "exponents" (exponent). A set of "patterns" covering the area from formal to informal styles can be correlated with any language function. Students were taught such "patterns" often to the detriment of grammar. At this stage of development, no specific method of teaching a foreign language has yet been proposed, therefore, exercises such as “listen and repeat”, “listen and continue” continued to be used in the classroom, and not without reason, since the applicability of such sample phrases in speech largely depends on correct rhythm and intonation. Thus, various kinds of "drills" remained the main means of learning.

The second wave of the "communicative revolution" emerged by the early 1980s, spreading mainly from Great Britain.

Its main principle was the division of work in the classroom into work on the correctness of speech and work on its fluency.

The goal of the first was to memorize new units of the language (grammatical patterns, functional models, vocabulary, etc.),

The second was focused not on the use of the studied material in speech, involving students in a free discussion.

Serious confusion arose when teachers of a foreign language tried to teach to see these two types of work as inextricably linked with each other, so that work on the correctness of speech inevitably turns into work on fluency.

The main principle of all communicative tasks, regardless of whether they are aimed at the correctness or fluency of speech, was the "information gap".

The "communicative revolution" was profound and profound. Through the "information gap" she penetrated into every aspect of the method, into teaching the correctness of speech and its fluency. As an example of a task aimed at teaching the correctness of speech, using an information gap, we can mention the “communicative drill”, when students ask each other about their daily activities (supervised use of Present Simple time). As an example of a task aimed at teaching the correctness of speech, using an information gap, a free discussion when students discuss a real problem deserves attention. The teacher does not interrupt the discussion by making notes about the mistakes made so that they can be reviewed later.

At the end of the 70s, the foreign language teaching theory developed by Stephen Krasheni spread in CELA, according to which students learn a foreign language if they "adhere to a diet of true communication" (as a child learns native language), and they only learn the language, because they are "fed with exercise". As a result, many foreign language teachers have come to believe that unconscious "learning" is deeper and better than conscious "learning". Such teachers decided that the classroom should become a kind of receptacle for "true" communication. This attitude persists in many audiences even now, at the price of almost complete abandonment of conscious language learning. It was this type of learning that Howatt called the “strong” variety of communicative learning. According to Howatt, two varieties are distinguished: “strong” and “weak”.

The "weak" version, which became popular in the second half of the 70s - early 80s of the last century, focuses on preparing students for the use of the target language for communicative purposes and, therefore, tries to introduce appropriate activities into the process of teaching a foreign language.

The "strong" version of communicative learning puts forward the idea that language is acquired through communication, so the question is not only about activating existing, but passive knowledge of the language, but about stimulating the development of the language system as such.

In other words, if the first option can be succinctly characterized as "learning to use," then the latter is "using to learn."

However, a number of different learning-perception-based mixed models have since emerged (including Blalystok, Long, and Rutherford models). And the mixed model seems to be the most popular at the moment, because. the learner constantly operates both processes - learning and perception - with a variable prevalence of one or the other. In addition, it is now believed that the teacher cannot influence how, in what sequence and with what intensity these mechanisms are used by their students.

For some researchers, communicative language learning means more than a simple combination of grammatical and functional learning.

Some consider it as the use of activities where students work in pairs or groups, using all the accumulated linguistic potential in the process of solving speech-thinking tasks. For example, the national program for teaching English in primary school, the fundamental principle is the principle of communicative conditioning, determines the forms of language "In the introduction to this document, it is said that the goals of communicative goals can be very different:

Content level (language as a means of communication)

Linguistic and instrumental level (language, semiotic system and object of study)

Emotional level of interpersonal relationships and behavior (language as a means of expressing assessments and judgments about oneself and others)

The level of individual educational needs(corrective learning based on error analysis).

General educational level of extralinguistic

These goals are considered as general, applicable in any learning situation. More specific goals of communicative learning cannot be defined at the abstract level, since teaching is focused on the needs of students. Preference may be given to reading, writing, listening or speaking. The plan and learning objectives for each specific course reflect the specific aspects of communicative competence in accordance with the needs of students and their level of preparedness.

It is essential in determining the goals of communicative learning that at least two parties involved are involved in the interaction, where one of the parties has an intention (intention), and the other develops or reacts to it in one way or another.

The main place in the communicative teaching of a foreign language is occupied by game situations, work with a partner, tasks for finding errors, which not only allow you to build up vocabulary, but also teach you to think analytically.

The communicative technique is, first of all, a pragmatic approach to learning a foreign language. To a certain extent, it sacrifices the fundamental nature of knowledge in order to prepare the student for the use of a foreign language in life in a shorter time. At Highway Business Development Center LLC, the communicative technique is the main one in teaching a foreign language, but we do not in any way neglect grammar and the purely technical component of vocabulary replenishment.

David Nunan identifies five main characteristics of communicative learning:

Emphasis on teaching communication through real communication in the target language.

Introduction of authentic texts into the learning situation.

Giving students the opportunity to focus not only on the language being studied, but also on the learning process itself

Involving the personal experience of trainees as one of the elements of the learning process.

An attempt to link the academic study of language with its use in real communication.

The development in the 60-70s of the 20th century of sciences adjacent to the methodology - linguistics, psychology, general didactics, the emergence of psycholinguistics, social psychology, activity theory brought to life a communicative, activity-oriented, person-oriented method, which is usually called the communicative approach or the communicative method . The focus of this method is the formation of communicative competence, the creation of communicative motivation of the educational process, taking into account the personal characteristics of the student. Leontiev A.A., Shubin E.P., Kitaigorodskaya G.A., Passov E.I. were engaged in the development of a communicative technique. and other scientists.

Communicativeness is defined in theoretical studies as the likening of the learning process to the process of real communication, i.e. communication-based learning. The communicative method is based on the fact that the learning process is a model of the communication process.

The conceptual provisions of the communicative method according to E.I. Passovu are the following:

• 1. A foreign language, unlike other school subjects, is both a goal and a means of learning.
• 2. Language is a means of communication, identification, socialization and introduction of an individual to the cultural values ​​of the country of the language being studied.
• 3. Mastering a foreign language differs from mastering a native language by means of mastering; density of information in communication; the inclusion of language in communicative activity; set of implemented functions.

Communicative teaching of foreign languages ​​is of an activity nature, since verbal communication is carried out through speech activity, which, in turn, serves to solve the problems of productive human activity in conditions of social interaction. Participants of communication try to solve real and imaginary tasks of joint activity with the help of a foreign language.

With this approach, positive conditions are created for the active and free development of the individual in activity. AT general view these conditions boil down to the following: students get the opportunity to freely express their thoughts and feelings in the process of communication; each participant in communication remains the focus of attention of the others; self-expression of the individual becomes more important than the demonstration of language knowledge; participants in communication feel safe from criticism for mistakes; the use of linguistic material is subject to the task of individual speech design; the language material corresponds to the speech and thinking capabilities of the speaker; relationships are built on non-judgmental, non-critical and "empathic" (empathy and understanding of the experiences of others).

The gradual transition to communication-oriented learning meant that the paradigm of teaching a foreign language has changed. The main change was that the subject of instruction was not only the language and its expressive possibilities, but also the behavior of the speaker in the conditions of verbal communication.

The speaker's behavior in the conditions of verbal communication is understood today, first of all, as an active and active implementation of the linguistic, psychological and sociocultural knowledge that students need for effective foreign language communication. This knowledge includes mastering the language as a discourse, i.e. as a way to develop thoughts in the text. Such knowledge implies the possession of methods of speech thinking and the construction of oral and written texts of various genres. This knowledge involves taking into account the individual psychological characteristics of the participants in communication and their sociocultural experience. Finally, knowledge is designed to form students' tolerance for cultural diversity and orientation to the "whole world", in which "global English" serves as the language of communication.

The communicative system-activity approach in its modern form is a synthesis of proven methods and techniques for creating the general foundations for teaching foreign languages. The communicative system-activity approach involves the implementation of such a method of learning, in which, on the basis of all interacting components, an ordered, systematized and mutually correlated mastery of a foreign language is realized in the conditions of speech activity modeled in the classroom, which is an integral and integral part of the general (extralinguistic) activity.

The communicative method is focused on language proficiency as a system of practical interaction of a number of competencies, including linguistic, speech, communicative, sociocultural, compensation and educational. Language proficiency as a specialty also includes linguistic, metalinguistic and intercultural competencies. Each competence corresponds to a group of skills, although in reality all the formed skills are predominantly integrated. According to the learning objectives, skills are grouped as follows: 1) skills in mastering aspects of the language being studied (phonetics, grammar, vocabulary); 2) the ability to master the types of speech activity - speaking, listening, reading, writing; 3) the ability to implement in teaching the main functions of the language (communicative, expressive and cognitive); 4) communicative, perceptual and interactive skills of using the language in various areas of communication; 5) the ability to implement the main functional aspects of communication (communicative, perceptual, interactive); 6) reflective skills, including the skills of self-assessment, self-control and self-correction; 7) learning skills, including research and methodological skills. These groups of skills characterize the complete and comprehensive practical knowledge of a foreign language.

The communicative system-activity approach provides for the following substantive stages-components of training:

• 1) language training;
• 2) specialized speech training;
• 3) communicative-functional training in situations of using the studied foreign language;
• 4) the practice of using a foreign language in communicative, expressive and cognitive functions.

All teaching a foreign language and within the framework of this approach is built in the sequence of seven blocks: 1) the introduction of foreign language speech material; 2) the formation of skills in their possession; 3) activation of the use of the acquired material in speech activity in the course of the formation of the corresponding proper speech and communication skills; 4) the formation of the primary experience of mastering the studied foreign language in the process of practicing foreign language speech activity and communication; 5) self-assessment and testing of foreign language proficiency; 6) correction of learning and self-correction of mastering a foreign language; 7) formation of the foundations and the zone of proximal development for further mastery of it.

All of these blocks use general system exercises and methodological techniques, differentiated into functional complexes in accordance with specific groups of skills. Each form of education and the stage of mastering a foreign language corresponds to a certain list of speech, communication and intercultural skills.

The main principles of the content of training using the communicative method of teaching were formulated by E.I. Passov.

• 1. The speech orientation of the educational process lies not so much in the fact that a practical speech goal is pursued, but in the fact that the way to this goal is language practice or foreign language communication. Practical speech orientation is not only a goal, but also a means to achieve it. When organizing a lesson with a speech orientation, students interacting with each other turn out to be the center of cognitive activity in the lesson, which has a beneficial effect on the acquisition of a foreign language, since the goal, motive, content and method of work belong to the student, which means that learning in the lesson turns into teaching.
• 2. Individualization of teaching foreign language speech activity involves taking into account all the properties and qualities of the student as an individual, his abilities, personal psychological characteristics, the ability to carry out speech and educational activities, life experience, areas of interest, status in the team, as well as the leading, for each student, style learning (visual, auditory or motor).
• 3. Functionality of language units. Any language form and speech unit performs certain speech functions in the process of communication. And you need to master the units of language and speech as they function in the process of real communication of native speakers. The basis for the organization of language units in the educational process should be their speech functions. Functionality implies that both words and grammatical forms are assimilated immediately in activity: the student performs a speech task and in the process learns necessary words or grammatical forms. From this it follows that the functionality is manifested precisely in the fact that the object of assimilation is not speech means in themselves, but the functions performed by these means. The selection and organization of the material is carried out depending on the need for students to express certain speech functions. Situation, social contact and problem should be considered as ways of organizing language units in communicative learning.
• 4. Situation. The communicative technique involves the use of speech situations as the basis for teaching foreign language speech activity. The situation is a special case of speech activity, the form in which the speech interaction of people speaking a given language is carried out. In other words, the situation is a role-based organization of the educational process. In addition to speech interaction and interlocutor relationships, the speech situation implies the presence of two or more people during communication, a communicative goal or intention, a place and time when communication takes place. The situation is considered as an integrative system of social-status, role-playing, activity and moral relationships of the subjects of communication. It is a universal form of the learning process and serves as a way of organizing language tools, a way of their presentation, a prerequisite for learning the strategy and tactics of communication.

"Learning situation" as a unit of learning, simulating the situation as a unit of communication, retains all the basic qualities of the real process of communication, all the variety of relationships communicating. This is what makes it possible to use the situation as a basis for educational cooperation. The desire to speak appears in students only in a real or recreated situation that affects the speaker.

5. Novelty. To develop interest and increase motivation for learning, it is necessary to constantly introduce novelty into all components of the educational process. Novelty concerns the content of training, the constant change in the problems of discussion, the forms of organization of the educational process (non-standard forms of the lesson, TCO), types, techniques and forms academic work, new interlocutors.

Thus, novelty ensures the rejection of arbitrary memorization (statements, dialogues, texts), develops speech production, heuristics and productivity of students' speech skills, arouses interest in educational, cognitive and any other activity. Students do not receive direct instructions for memorization - it becomes a by-product of speech activity with the material (involuntary memorization).

6. Modeling. The volume of regional and linguistic knowledge is very large and cannot be assimilated within the framework of a school course. Therefore, it is necessary to select the amount of knowledge that will be necessary to represent the culture of the country and the language system in a concentrated, model form, i.e. build a model of the content of the object of knowledge. This model is a kind of general model, a source of knowledge for all students.

The meaningfulness of the educational aspect is provided by modeling the content side of communication in various types of speech activity. The content side of communication consists of problems selected taking into account the age and individual interests of students, as well as the types of activities they perform and interdisciplinary connections. In other words, the content side of the language should be problems, not topics.

The communicative method as the ultimate goal of learning involves the formation of communicative competence, which consists of linguistic, speech, subject, sociocultural, educational and compensatory competences. The main thing for the communicative-oriented method is learning through educational communicative activity, close to real, taking into account the individual characteristics of students, creating real situations of communication by setting verbal-thinking tasks. The methodological support of live foreign language communication in the classroom has become the subject of a large research work that continues today.

Introduction

Chapter 1. Basic concepts of modern methods of teaching a foreign language in secondary school

1 Modern methods of teaching a foreign language

2 Methodological principles of modern methods of teaching a foreign language

3 Comparative characteristics modern methods of teaching a foreign language

3.1 Distinctive features of modern techniques

3.2 General in modern methods

3.3 Positive and negative sides of the methods

Chapter 2

1 The communicative direction is the main direction of modern teaching of foreign languages

2 Teaching skills and abilities in the process of teaching a foreign language based on a communicative methodology

2.1 Teaching speech skills

2.2 Speech situations

2.3 Development of initiative speech of students

3 Foreign language lesson based on communicative methodology

Conclusion

List of used literature

Applications

Introduction

At present, when there are fundamental changes in teaching, when the content and teaching methods are being radically revised, it is advisable to return to the history of the methodology of teaching foreign languages ​​and the main trends in its development.

Now no one doubts that the methodology of teaching foreign languages ​​is a science. The very first definition of the methodology was given by E.M. Rytom in 1930, who wrote: "The method of teaching foreign languages ​​is a practical application of comparative linguistics." A.V. adhered to a similar position. Shcherba.

The direction in the definition of methodology as a science originated in the late 40s. The methodology is recognized as a science that has its own laws and its own research methods. The most complete definition of the methodology reads: "Teaching methodology is a science that explores the goals and content, patterns, means, techniques, methods and systems of education, as well as studying the processes of learning and education on the basis of a foreign language."

At the beginning of the 20th century, the direct method was promoted. It was believed that this method is based on the correct principle - the association of foreign words with the objects themselves. It was the method of natural learning of a foreign language, which is the most economical, the fastest reaching the goal.

In addition, for many methodologists and teachers, the direct method was something new, attractive, sincerely believed in its effectiveness.

Later, a comparative method of teaching foreign languages ​​was formed, which got its name because the study of a foreign language is supposed to be based on its comparison with the native language. The founder of this method is L.V. Shcherba.

And with a combination of direct and comparative methods, a mixed method was born. Depending on what principles prevail in it, it may be closer to either the direct method or the comparative method.

Over time, not only the goals of teaching a foreign language, but also the requirements for proficiency in it, have changed. The methodology of teaching a foreign language is in a crisis situation.

A crisis situation always requires a radical turn. Thus, in the conditions of insufficiency of fruitful ideas, a transition was made to communicative learning. The crisis revived an active methodological search, which contributed to the development of modern methodological concepts of teaching foreign languages: communicative (I.L. Bim, E.I. Passov), intensive (G.A. Kitaygorodskaya), activity (I.I. Ilyasov) and others . At present, communication-oriented methods, which are based on communication and creativity of students, play a decisive role.

The methodology of teaching foreign languages ​​should be developed further, since stagnation is detrimental to any science.

Comparison of modern teaching methods plays an important role, since emerging new methods appear on their basis and I would like them not to have the disadvantages and shortcomings that are inherent in modern methods.

Comparative characteristics are also important for the choice of work by the teacher. With such a variety, it is very difficult to make a choice without knowing the features and specifics of the methods.

Thus, the topic of our thesis work is "Modern Methods of Teaching Foreign Languages ​​at School".

Relevancework lies in the fact that at the present stage of development of teaching foreign languages, the choice of a teaching method is based on the characteristics of the team in which it will be used, it is necessary to take into account the personal characteristics of the students, their age, interests, level of training, the period during which the training will take place, as well as the technical equipment of the educational institution.

Targetof this work - to identify the most effective methods in teaching a foreign language from the existing modern methods of teaching a foreign language in high school.

To achieve these goals, the following tasks are solved in the work: tasks:

to consider the existing modern methods of teaching a foreign language in secondary school.

show similar and distinctive features, positive and negative aspects of each technique.

determine the general methodological principles of organizing the teaching of a foreign language in middle school.

to study the concept of communicative competence.

to prove the advantage of active communication in English lessons in high school.

Object of study -the process of learning a foreign language in high school.

Subject of study -modern methods of teaching a foreign language in secondary school.

In our study, we proceed from hypotheses: the use of special techniques contributes to the formation of communicative competence of students.

NoveltyThe work consists in considering new, modern methods of teaching English, as well as in combining the material.

Practical valueof this work lies in the fact that its results can be used by English teachers in secondary schools, as well as future specialists - students of the specialty "Foreign Language" in practical classes in the discipline "Methods of teaching foreign languages".

Scientific research methodsused in the work: - analysis of scientific literature, observation of students in the process of teaching English in high school.

The study was carried out on the basis of the methodological works of Rogova G.V. "Methods of teaching foreign languages", Passova E.N. "The purpose of teaching a foreign language at the present stage of development of society", Zaremskoy S.I. "Development of initiative speech of students" and others.

The work consists of two parts: theoretical and practical. In the theoretical part, the existing methods of teaching a foreign language in secondary school, the distinctive and similar sides, the positive and negative features of each method are considered. Based on these characteristics, it is possible to select the most suitable method.

In the practical part, the organization of the process of teaching foreign language speech to students in secondary school, teaching practical knowledge of a foreign language are considered, the methods and techniques used for the best mastering of a foreign language in teaching conditions in secondary school based on a communicative methodology are considered. The problem of foreign language oral speech of students and ways to solve it are considered.

Chapter 1. Basic concepts of modern methods of teaching a foreign language in secondary school

.1 Modern methods of teaching a foreign language

The nomination of a foreign language culture as the goal of education raised the question of the need to create a new methodological system that could ensure the achievement of this goal in the most efficient and rational way. Then the staff of the department of teaching foreign languages ​​of the Lipetsk State Pedagogical Institute for a number of years led the development of the principles of communicative methodology.

The logic of developing a communicative methodology led to the final promotion of a foreign language culture as the goal of teaching foreign languages ​​at school. And such a system can be built only on a communicative basis.

In addition, as the practice of using the communicative methodology has shown, it provides not only the assimilation of a foreign language as a means of communication, but also the development of comprehensive personality traits of students.

The communicative method was the basis for the creation of English textbooks in high school.

In the last two decades, such a trend as projectivity has been formed in education. This concept was formulated in the context of the educational restructuring program proposed in the late 70s by the Royal College of Art in the UK. It is closely related to the project culture, which arose as a result of the unification of the humanitarian-artistic and scientific-technical areas in education.

The design culture is, as it were, the general formula in which the art of planning, invention, creation, execution and design is realized and which is defined as design.

Mastering the culture of design, the student learns to think creatively, independently planning his actions, predicting possible options, solving the tasks facing him, realizing the means and methods of work he has mastered. The culture of design is now entering many areas of educational practice in the form of design methods and project-based teaching methods. The project method is actively included in the teaching of foreign languages.

A striking example of the application of the project method is the textbook "Project English", published in 1985 by Oxford University Press. The author of the course is T. Hutchinson, a specialist in the field of communicative grammar teaching.

AT modern conditions the rapid development of science and technology, the problem of transition to an intensive path of development is and is being solved in all spheres of society and at all stages of the formation of an individual and specialists. It is also relevant for teaching foreign languages. The search for optimal ways to solve this issue, caused in the late 60s - early 70s of our century the emergence of a method based on a suggestive effect on students.

The suggestopedic direction appeared in connection with the attempt of the Bulgarian psychotherapist Georgy Lozanov to use suggestion as a means of activating reserve mental abilities in the educational process, in particular, when teaching foreign languages.

The ideas of G. Lozanov were the starting point for building a number of methodological systems for intensive teaching of foreign languages. Initially, the model of intensive teaching of foreign languages ​​was developed for the use of an adult contingent of students in the conditions of short-term courses, but later the experience of successful implementation of the intensive teaching method in other conditions was also positive.

Currently, intensive teaching of foreign languages ​​is implemented in various developing, newly created and existing methodological systems. This is due to the variety of specific goals of teaching a foreign language to various contingents of students, as well as the variety of learning conditions (a grid of training hours, their number, the size of the study group).

The followers of G. Lozanov in our country, who developed his ideas, were G.A. Kitaigorodskaya, N.V. Smirnova, I.Yu. Shekter and others.

The most famous at present is the method of activating the reserve capabilities of the individual and the team G.A. Kitaygorodskaya. The activation method most clearly and fully reflects the concept of intensive teaching of a foreign language.

The activity method of teaching English is based on the activity concept of learning, represented by the theory of the gradual formation of mental actions. Based on this theory, for several years, the development of learning technology was carried out, which was then called the activity method. The work was carried out under the guidance of Professor P.Ya. Galperin and Associate Professor I.I. Ilyasov.

In fact, the activity method is comparable with the activity approach, which is based on the idea of ​​the activity of the cognizing object, of learning as an active, conscious, creative activity. This technique involves teaching communication in the unity of all its functions: regulatory, cognitive, value-oriented and etiquette. It can be used both in work with an adult contingent and in high school.

.2 Methodological principles of modern methods of teaching a foreign language

In the course of the development of the methodology of teaching foreign languages, crises of shortage and "overproduction" of ideas succeeded each other, necessary for the formation of a new methodological direction. For example, the transition to communicative learning was carried out in the conditions of a clear lack of fruitful and really new ideas. The crisis brought to life an active methodological and methodological search, which contributed to the development of modern methodological concepts of teaching foreign languages: communicative, activity, etc.

In order to understand what modern methods of teaching English are based on, it is necessary to consider in detail the methodological principles that underlie these methods.

into the structure communicative methodincludes cognitive, developmental and teaching aspects that are aimed at educating the student. Given this and the content of the concept of "communicativeness", as well as the versatility of the training system, we can formulate the following methodological principles of communicative methodology:

The principle of mastering all aspects of a foreign language culture through communication. A foreign language culture here means everything that the process of mastering a foreign language can bring to students in the educational, cognitive, developmental and educational aspects. The communicative method for the first time put forward the position that communication should be taught only through communication. In this case, communication can be used as a channel of education, knowledge and development.

Communication is a social process in which there is an exchange of activities, experiences, embodied in material and spiritual culture. In communication, emotional and rational interaction of people and influence on each other is carried out. It is communication that is the most important condition for proper education.

Thus, communication performs the functions of learning, cognition and development and education in the communicative teaching methodology.

The process of teaching foreign language communication is a model of the process of the real process of communication in terms of the main parameters: motivation, purposefulness, informativeness of the communication process, novelty, situationality, functionality, the nature of the interaction of those who communicate and the system of speech means. Thanks to this, learning conditions are created that are adequate to real ones, which ensures the successful mastery of skills and their use in real communication.

The principle of interconnected learning aspects of foreign language culture.

The complex nature of a foreign language culture is manifested in the unity and interconnection of its educational, cognitive, educational and developmental aspects. Each of these aspects, in a practical sense, are equivalent. But true mastery of one is possible only on the condition of proper mastery of the others.

In this regard, any type of work, any exercise in the educational process, integrates all four aspects of a foreign language culture and is evaluated depending on the presence of these aspects in them.

This principle concerns not only inter-aspect, but also intra-aspect relationships. So, for example, the interconnection and interdependence of all four types of speech activity (reading, speaking, listening and writing) within the educational process is assumed.

The need for interconnected learning is justified by the pattern of learning, according to which mastery is the more successful, the more analyzers are involved in it. Interconnection is present not only in the learning process, but also in individual exercises specially developed within the framework of this methodology.

The principle of modeling the content of aspects of a foreign language culture.

The volume of country-specific, linguistic and linguistic-cultural knowledge of reality cannot be fully assimilated within the framework of a school course, therefore it is necessary to build a model of the content of the object of knowledge, that is, to select, depending on the purpose of training and the content of the course, that volume specified knowledge, which will be sufficient to represent the country's culture and language system. At the same time, it is also necessary to take into account the cognitive needs of individual students related to their individual interests, etc. A certain framework of the educational system and its ultimate tasks require in methodological purposes creating a model of the content of development, that is, a certain minimum that is necessary to solve the problems facing the subject.

The principle of managing the educational process based on its quantization and programming.

Any learning system involves the quantization of all components of the learning process (goals, means, material, etc.). Without quantization, the goals will be incorrect, the material will be indigestible, the conditions will be suboptimal, and the means will be inadequate. In other words, it will be impossible to have systematic training, and, consequently, its controllability and efficiency.

The principle of consistency in the organization of teaching foreign languages.

This principle means that the communicative learning system is built in a reverse way: first, the final product (goal) is outlined, and then the tasks that can lead to this result are determined. This takes place within the entire course, every year, cycle of lessons and one lesson and applies to all aspects. This approach provides training with a systematic approach with all its inherent qualities: integrity, hierarchy, purposefulness.

Systematic training is built taking into account the patterns of mastering each of its aspects by students. All training in organizational terms is built on the basis of the rules of cyclicity and concentricity. Cyclicity is manifested in the fact that a certain amount of material is learned within a cycle of lessons, each of which includes a certain number of lessons. Any cycle is built on the basis of the stages of development of one or another skill and ability in each type of speech activity.

The cyclicity is supported by a concentric approach, which concerns both the speech material and the issues discussed.

Consistency is manifested in the fact that the proposed system includes not only a foreign language teacher and a student, but also his parents, teachers of other subjects. Interdisciplinary connections are used as a means of additional motivation for those students who are not interested in a foreign language.

The systematic organization of the learning process also implies the stages of language acquisition, that is, it includes various levels of the educational process:

) level of education levels (primary, junior, secondary, senior);

) the level of training periods, which are determined within the steps;

) the level of stages (the stage of formation of lexical, grammatical skills, the stage of improving skills, the stage of developing skills);

) the level of learning stages, which are determined within the stages and sub-stages (stages of imitation, substitution, transformation, reproduction, combination).

Each of the levels has its own specifics, which is determined by the psychological and pedagogical characteristics of students.

The principle of teaching foreign languages ​​based on the situation as a system of relationships.

Communicative learning is carried out on the basis of situations understood (unlike other methodical schools) as a system of relationships. The situation exists as a dynamic system of social status, role-playing, activity and moral relationships between the subjects of communication. It is a universal form of the functioning of the learning process and serves as a way of organizing speech means, a way of presenting them, a way of motivating speech activity, the main condition for the formation of skills and the development of speech skills, a prerequisite for learning communication strategies and tactics. The communicative technique involves the use of all these functions of the situation.

The learning situation, as a unit of learning, models the situation as a unit of communication.

Thus, the situation acts not only as a so-called speech situation, but also in a broader status - a situation learning activities.

The principle of individualization in mastering a foreign language.

In the communicative method, the student is perceived as an individual.

Each student, as an individual, has certain abilities, both general and partial. Communicative training is aimed at identifying their initial level and their further development. For this purpose, special means are used to identify abilities - special tests, for development - exercises and supports.

Accounting and development of abilities constitutes individual individualization.

Human development depends on many factors, the leading of which in teaching communication should be considered the joint activity of students.

When organizing a joint activity of a student, it is planned to develop the personality traits necessary for fruitful cooperation.

Joint activities are organized in such a way that students realize that the success of the common cause depends on each of them. The combination of communication with other activities makes it possible to bring learning closer to real communication, which is carried out not only for the sake of communication, but also serves other activities that take place simultaneously with it.

For a more productive mastery of all aspects of a foreign language by students, a system of tools (reminders and special exercises) is provided for the formation of the necessary skills and abilities in students, for the formation of the ability to learn, which constitutes subjective individualization.

The third leading component of the principle of individualization is the so-called personal individualization. It involves taking into account and using the parameters inherent in the personality: personal experience, context of activity, interests and inclinations, emotions and feelings, worldview, status in the team. All this allows students to evoke true communicative and situational motivation.

To prove this, it is enough to take into account two facts: 1) communication, in this method, is a means of maintaining life in society and

) learning independently given the concept, there is a model of the communication process.

The system of communicative methodology provides for a whole range of measures to maintain motivation in learning.

The principle of the development of speech and thought activity and the independence of students in mastering a foreign language.

It lies in the fact that all tasks at all levels of education are speech-thinking tasks of different levels of problematicness and complexity.

This technique is based on the intellectual needs of students, and this encourages the student to think.

Speech-thinking tasks are designed to develop the mechanisms of thinking: the mechanism of orientation in a situation, the evaluation of feedback signals and decision-making, the mechanism for determining the goal, the mechanism of choice, the mechanism of combination and design.

It is important to note that the more independence the student shows, the more effective the assimilation will be. Therefore, in this technique, much attention is paid to the development of independent thinking, in particular, in the process of discussing problems.

And finally, autonomy associated with control. In communicative learning, a strategy is used that plans the transformation of control through mutual control into self-control. For this, both hidden control and conscious possession by students of knowledge of the objects and criteria of control and their application are used.

The principle of functionality in teaching a foreign language.

This principle assumes that each student must understand what not only practical knowledge of the language can give him, but also the use of the acquired knowledge in cognitive and developmental aspects.

This principle also lies in the fact that the functions of the types of speech activity are mastered as a means of communication, that is, those functions that are performed in the process of human communication are recognized and assimilated: reading, writing, speaking, listening.

According to the principle of functionality, the object of assimilation is not the speech means in themselves, but the functions performed by the given language.

On a functional basis, a model of speech means is created that should be studied in a foreign language course: certain speech means of different levels are selected to express each of the speech functions. Depending on the purpose for the expression of each function, both the maximum and minimum number of means of expression can be proposed. Of course, non-verbal means of expression are also connected here.

The principle of novelty in teaching foreign languages.

Communicative learning is built in such a way that all its content and organization are permeated with novelty.

Novelty prescribes the use of texts and exercises that contain something new for students, the rejection of repeated reading of the same text and exercises with the same task, the variability of texts of different content, but built on the same material. Thus, novelty ensures the rejection of arbitrary memorization, develops speech production, heuristics and productivity of students' speech skills, and arouses interest in learning activities.

In conclusion, it is important to note that all the considered principles are interconnected, interdependent and complement each other. Therefore, following the attached system implies the observance of all the above principles and their complex application.

Now let's move on to the methodological principles on which another modern method of teaching English is based. So, the main methodological principles that have conceptual significance for design methodology,are:

The principle of consciousness, which provides for the support of students on a system of grammatical rules, work on which is built in the form of work with tables, which in turn is a sign of the following principle. learner communicative teaching motivation

The principle of accessibility is manifested, first of all, in the fact that when building a course of study according to the project methodology, issues and problems that are significant for the student at the university are considered. this stage, based on his personal experience, that is, it is provided through the appropriate processing of educational material.

The principle of activity in the project methodology is based not only on external activity (active speech activity), but also on internal activity, which manifests itself when working on projects, developing creative potential learners, and based on previously learned material. In the design methodology, the principle of activity plays one of the leading roles.

The principle of communication, which provides contact not only with the teacher, but also communication within groups, during the preparation of projects, as well as with teachers of other groups, if any. The project methodology is based on high communicativeness, involves students expressing their own opinions, feelings, active involvement in real activities, taking personal responsibility for progress in learning.

The principle of visibility is used, first of all, when presenting material in the form of projects already prepared by the course characters, i.e. both auditory and contextual visualization are used.

The principle of systematicity is relevant for this methodology not only because all the material is divided into topics and subtopics, but also because the methodology is based on the cyclical organization of the educational process: each of the provided cycles is designed for a certain number of hours. A separate cycle is considered as a complete independent period of study aimed at solving a specific problem in achieving the overall goal of mastering the English language.

The principle of independence also plays a very important role in the design methodology. To prove this, we need to consider the essence of the very concept of "project". A project is a work independently planned and implemented by students, in which verbal communication is woven into the intellectual and emotional context of other activities (games, travel, etc.). The novelty of this approach is that students are given the opportunity to design the content of communication themselves, starting from the first lesson. Each project relates to a specific theme and is developed within a specific timeframe. The work on the project is combined with the creation of a solid language base. And since work on projects is carried out either independently or in a group with other students, we can talk about the principle of independence as one of the fundamental ones.

The principles of the design methodology are closely interrelated and very important. This technique teaches students to think creatively, independently planning their actions, perhaps options for solving the tasks facing them, and the principles on which it is based make learning according to it possible for any age group.

Let's move on to the next method of teaching English. it intensive technique. What principles underlie it?

The principle of collective interaction, which is the leading one in the activation method, the most famous in the intensive technique. It is this principle that links the goals of education and upbringing, characterizes the means, methods and conditions of the educational process. For the educational process, which is based on this principle, it is characteristic that students actively communicate with others, expand their knowledge, improve their skills and abilities, optimal interaction develops between them and collective relationships are formed, which serve as a condition and means of increasing the effectiveness of learning, The success of each trainee depends largely on the others. Such a system of relations that develops in the educational team, revealing and actualizing the best sides in the personality, greatly contributes to the learning and improvement of the personality. This is due to the emerging positive psychological climate and greatly affects the final result. Group learning contributes to the emergence of additional socio-psychological incentives for learning in the individual. In addition, the activation of communication between the participants of the educational process contributes to the acceleration of the exchange of information, the transfer and assimilation of knowledge, the accelerated formation of skills and abilities. From the foregoing, we can conclude that the main means of mastering the subject is communication with partners in the group.

The principle of personality-oriented communication is no less significant. It is based on the influence of communication, its nature, style on the implementation of educational and educational goals. In communication, everyone is both the influencer and the one affected. A particularly significant place is occupied here by people's knowledge of each other, which is a necessary condition for communication between people.

Communication is a core characteristic of collective activity and the activity of an individual in a team. It is also inseparable from the process of cognition. Personal-role communication in English in conditions of intensive learning is not a fragment of the educational process or a methodological stage of the lesson plan, but the basis for building the educational and cognitive process.

The principle of the role-based organization of the educational process is closely related to the two previous ones. Roles and masks in the group greatly contribute to the management of communication in the lesson. Educational communication in intensive learning implies the presence of constantly active subjects of communication (all students), who are not limited to simply perceiving a message and reacting to it, but strive to express their attitude towards it, that is, "I am a mask" always shows a personal characteristic. Role-playing game is one of the effective means of creating a motive for foreign language communication of students.

The principle of concentration in the organization of educational material and the educational process is not only a qualitative, but also a quantitative characteristic of the intensive method. Concentration is manifested in various aspects: the concentration of teaching hours, the concentration of educational material. All this causes a high saturation and density of communication, a variety of forms of work. This encourages teachers to work in a constant search for new forms of presentation of material.

The principle of multifunctionality of exercises reflects the specifics of the system of exercises in the intensive teaching methodology. Language skills that have been formed in non-speech conditions are fragile. Therefore, the most productive approach is considered to be the approach to teaching a foreign language, which involves the simultaneous and parallel mastery of language material and speech activity. The multifunctionality of exercises allows this approach to be implemented. In the system of intensive methodology, the training of the use of each given grammatical form is carried out by a series of exercises, where the same communicative intention is realized in changing situations. At the same time, for students, any exercise is monofunctional, for a teacher it is always polyfunctional. In this method, multifunctionality is strictly required.

All five considered principles of intensive teaching of foreign languages ​​provide a clear relationship between the subject and learning activities and thus contribute to the effective implementation of learning goals.

Another of the modern methods of teaching English is activity methodology. Initially, it was to be used to train an adult contingent of trainees. Then it was considered possible to use it in the upper grades of a general education school, excluding the lower grades, since the first methodological principle of this technique can be formulated as follows:

The principle of the necessity of logical thinking.

The activity method is focused on the conceptual, logical thinking of students, but allows the possibility of using it at school from that age, the formed logical thinking becomes obvious. The use of the activity methodology would make it possible to systematize and generalize the language and speech experience that schoolchildren have.

Activity principle

With the activity method, the student's activity is obvious. The need for this lies in its very name. This technique provides for great activity in the preliminary mastery of language means and subsequent mastery of communication based on existing knowledge, teachings, and skills in using language means in speech.

The principle of primary mastery of language means

This principle arose from the fact that the creators of the activity methodology consider it wrong to learn language means in the process of working with the content of the message. They believe that this makes it almost impossible to fully master the language means.

The principle of using speech communication units

The creators of the activity methodology identified a new speech-communicative language unit, which led to the need to rethink the problem of the language content of education, primarily the principles of selecting grammatical knowledge.

As can be seen from all of the above, the activity methodology has a number of specific means inherent in it alone. And if the previous methods can be used with children at the initial stage of education, then this method does not have such an opportunity.

All of these methods have a number of similar features, the importance of which has increased with the transition to communication-oriented teaching of the English language. Therefore, in order to be used at the present time, the methods must be based on the methodological principles of activity, communication, systemicity, cyclicality and independence, and also see the personality in the student.

It is also necessary to pay attention to the fact that each of the methods implies some division of the educational material. For example, quantization of the material - in the communicative method, cycles, topics and subtopics - in the intensive method.

All the techniques described above can be summed up under one heading: "The best communication training is communication."

But, despite the large number of similar principles, there are a number of distinctive principles that are not repeated in other methods. One can name, for example, the "principle of interconnected teaching of aspects of the English-speaking culture" - in the communicative methodology, or the "principle of speech-communicative units" - in the activity methodology.

And yet, despite the large number of similarities, it is impossible not to notice the differentiation of methods, techniques, content of teaching a foreign language, depending on the goals and planned levels of proficiency in it, on the characteristics of the contingent of students and learning conditions.

.3 Comparative characteristics of modern methods of teaching a foreign language

.3.1 Distinctive features of modern techniques

As mentioned earlier, many modern methods are communication-oriented, and one of their most important goals is to teach communication and mastery of speech means. Each of the techniques uses different means, methods and principles. That is, each of the methods has distinctive specific features.

The very first specific feature communicative methodologyis that the goal of learning is not to master a foreign language, but a "foreign language culture", which includes a cognitive, educational, developmental and educational aspect. These aspects include the acquaintance and study of not only the linguistic and grammatical system of the language, but also its culture, its relationship with the native culture, as well as the structure of a foreign language, its character, features, similarities and differences with the native language. They also include the satisfaction of the personal cognitive interests of the student in any of their areas of activity. The last factor provides additional motivation for learning a foreign language on the part of students who are not interested in this.

The second specific feature of the communicative methodology is the mastery of all aspects of a foreign language culture through communication. It was the communicative methodology that first put forward the position that communication should be taught only through communication, which has become one of the characteristic features for modern methods. In the communicative teaching methodology, communication performs the functions of learning, cognition, development and education.

The next distinguishing feature of the proposed concept is the use of all the functions of the situation. Communicative learning is built on the basis of situations, which (unlike other methodological schools) are understood as a system of relationships. The main emphasis here is not on the reproduction using visual aids or verbal description of fragments of reality, but on the creation of a situation as a system of relationships between students. Discussion of situations built on the basis of the relationship of students makes it possible to make the process of teaching a foreign language culture as natural as possible and close to the conditions of real communication.

The communicative technique also includes the mastery of non-verbal means of communication: such as gestures, facial expressions, postures, distance, which is an additional factor in memorizing lexical and any other material.

A specific feature of the communicative methodology is also the use of conditional speech exercises, that is, such exercises that are built on a complete or partial repetition of the teacher's remarks. As knowledge and skills are acquired, the nature of conditional speech exercises becomes more and more complex, until the need for them exhausts itself, when the trainees' statements become independent and meaningful.

So, from the foregoing, it is clear that many specific features that first appeared in the communicative concept were then adopted by other communicative-oriented methods and successfully used by them.

But at the same time, they differ in many respects from this concept and have their own features, inherent only to them.

Efficiency design methodologyto a greater extent provided by the intellectual and emotional content of the topics included in the training. It should also be noted their gradual complication. But distinctive feature that is their concreteness. From the very beginning of training, students are supposed to participate in meaningful and complex communication, without simplification and primitivism, which are usually characteristic of textbooks for beginners in learning a foreign language.

Another distinctive feature of the project methodology is a special form of organization of communicative cognitive activity trained as a project. From which, in fact, the name of the technique appeared.

The project, as mentioned earlier, is an independent work implemented by the student, in which verbal communication is woven into the intellectual and emotional context of another activity.

The novelty of the approach is that students are given the opportunity to design the content of communication themselves, starting from the first lesson. There are few texts as such in the course, they are reproduced in the process of students working on projects proposed by the authors.

Each project relates to a specific theme and is developed within a specific timeframe. The topic has a clear structure, divided into sub-topics, each of which ends with a task for project work.

A particularly important feature is that students have the opportunity to talk about their thoughts, their plans.

Thanks to the work on the project, a solid language base is being created.

The division of skills into two types is also specific: the skills of a language learner and the skills of a language user. To develop the first type of skills, phonetic and lexical-grammatical exercises of a training nature are used. These are exercises for imitation, substitution, expansion, transformation, restoration of individual phrases and texts. Their peculiarity is that they are given in an entertaining form: in the form of a text to test memory, attention; guessing games; puzzles, sometimes in the form of a soundtrack.

Grammar teaching and practice is usually done in the form of work based on tables. All exercises, which is especially important, are performed against the background of the development of the presented project.

For practice in using the language, a large number of situations are given that are created with the help of verbal and object-shaped visualization.

It is obvious here that the specific features of communicative and projective methods have many similarities, are built on identical principles, but they are applied in different ways of teaching. In the first case, learning is based on the use of situations, in the second - on the use of projects.

Let's move on to intensive techniqueand consider its specifics. This technique is based on the psychological term "suggestions". This is the first specific feature of the intensive technique. The use of suggestion allows students to bypass or remove various kinds of psychological barriers in the trainees in the following way. The teacher conducts classes taking into account psychological factors, emotional impact, using logical forms of learning. He also uses various types of art in the classroom (music, painting, elements of the theater), in order to emotionally influence the students.

However, suggestopedic learning involves a certain concentration of teaching hours. At senior stages, for example, it is advisable to allocate six hours a week at the expense of the school component curriculum, they should be divided into three, two hours each. If necessary, the number of hours can be reduced to three.

Also, a specific feature of the intensive technique is that suggestopedia is widely based on the position on the different functions of the two hemispheres of the brain. Connecting emotional factors to teaching a foreign language significantly activates the process of assimilation, opening up new perspectives in the development of methods for teaching foreign languages. The whole atmosphere of the classes is organized in such a way that positive emotions accompany the development of the language. On the one hand, this is an important stimulus for creating and maintaining interest in the subject. On the other hand, the intellectual activity of students, supported by emotional activity, provides the most effective memorization of the material and mastery of speech skills.

Another distinguishing factor is the active use of role-playing games. The specificity of intensive learning lies precisely in the fact that educational communication preserves all the socio-psychological processes of communication. Role-playing communication is both a game, and educational, and speech activity. But at the same time, if from the position of students, role-playing communication is a game activity or natural communication, when the motive is not in the content of the activity, but outside it, then from the position of a teacher, role-playing communication is a form of organization of the educational process.

According to L.G. Denisov, the main effective points of the interactive methodology of teaching foreign languages ​​are:

creation of a strong immediate motivation for learning, carried out with informal communication and motivation for communication close to real;

• high and immediate learning outcomes: already on the second day of classes, students communicate in the foreign language they are studying, using speech clichés embedded in the main educational text - remember, the text of the polylogue is introduced on the first day of classes;
• presentation and assimilation of a large number of speech, lexical and grammatical units; for one presentation, 150-200 new words, 30-50 speech clichés and several typical grammatical phenomena are introduced and assimilated.

This, too, is undoubtedly a specific feature.

All of the above are the features of the intensive technique, which to a greater extent ensure its effectiveness. These specific points are almost completely different from the two previous methods. Only in one they seem to be similar. All three methods consider teamwork in a positive emotional atmosphere to be a necessary condition for successful learning. At the same time, the intensive method pays more attention to such activities as speaking and listening.

What specific features does activity methodologyteaching English? It should be noted that there are quite a lot of such teaching aids, characteristic only for the activity methodology.

First, we note that the creators of this technique believe that the skills of design and the ability to work with the content of the message should be taught separately. In order to ensure conscious mastery of language tools and training in design skills, they must be formed before training in content skills takes place. Another specific feature of this method follows from this.

In the activity methodology, there is a division between the preliminary mastery of language means and the subsequent mastery of communication based on existing knowledge, skills, and skills in using language means.

But the really specific feature of the activity methodology is the selection of what are called linguistic speech-communicative units. Since the speech status of language units is not enough for full-fledged communication during training, the speech status must be combined with the freedom of their choice in speech. Language units, as mentioned earlier, that have a speech status and provide full-fledged communication in terms of their freedom of choice, based on the meaning of what is being communicated, are called language communicative units.

And the last specific feature is the use of such a method as conditional translation, which uses not only what the students have already mastered, but also what they are being taught at this stage.

It can be seen from this that the activity method differs significantly in its specificity from the first three methods.

.3.2 Common to current practices

Currently, the goal of teaching English is formulated as follows: to teach students to communicate in English. But when a goal is set in this way, it becomes an end in itself. The purpose of education is much broader than the acquisition of certain skills and abilities, and the potential of the subject "English" is much broader. Therefore, the goal of teaching English at the moment can be formulated as follows: to teach students not only to participate in communication in English, but also to actively participate in the formation and development of the student's personality.

Based on this, most of the modern methods of teaching English are based on the principle of active communication.

Active communication involves building learning as a model of the communication process. In order to give learning the main features of the communication process, firstly, it is necessary to switch to personal communication with students (the principle of individualization in the communicative method, the principle of personality-oriented thinking in the intensive method, etc.), due to which a normal psychological climate. Secondly, to solve this problem, it is necessary to use all methods of communication - interactive, when the teacher interacts with students on the basis of any activity other than educational, perceptive, when there is a perception of each other as individuals, bypassing the status of teacher and student, informational when the student and teacher change their thoughts, feelings, and not words and grammatical structures. And the third necessary condition is the creation of communicative motivation - a need that encourages students to participate in communication in order to change the relationship with the interlocutor. Communication should be built in such a way that there is a gradual mastery of speech material.

Communication can be motivated by a variety of stimuli. When working with a project methodology, this is work on joint projects. The same stimulus is used in the intensive technique. Often the situations used in the course of training are problematic. These situations should contribute to the formation of different opinions among trainees and not give an unambiguous solution. Discussion of such situations allows to push different opinions together, causes the need to defend one's point of view, that is, the need to communicate in a foreign language. Usage problem situations also has another positive side, as it makes it possible to solve educational problems, since it is possible to educate an active person only when discussing situations based on genuine values.

It is also important to note that situationality should permeate all stages of the assimilation of speech material at all stages of learning.

In addition, collective joint activity is widely used in almost all methods. The tendency to replace individual work with group work has been developing for a long time. Teamwork is very energizing. The formation of skills and abilities takes place in a system of collective actions that contribute to the internal mobilization of the capabilities of each student. Forms of collective interaction are easily implemented in the classroom. This is work in pairs, threesomes, in small groups and in full groups. It should also be noted that role-playing communication, constantly interacting with personal communication, is its prerequisite and condition. Situations of role-playing communication, in which the skills and abilities of foreign language communication are formed, provide a transition to a higher level of communication.

And yet, collective work in all methods is implemented in different ways. In the communicative technique, this is the creation of situations similar to real ones, the formulation of problematic issues and their discussion. When working with an intensive technique, these are role-playing games, which, however, also allow for personal manifestation. When working with role playing there is never a contradiction between "I am the mask" and "I am the learner". This is natural, since the behavior of students is set in situations of educational dialogues, and the personal attitudes and values ​​of the characters do not contradict the worldview of the students. The project methodology also uses group collaboration on projects.

The next feature found in all methods is cognitive independence. It is taken into account that now English language teaching should be built on a fundamentally new basis, which shifts the emphasis from transferring ready-made knowledge to students to obtaining them in the process of active educational and cognitive activity, due to which an active personality with creative thinking is formed. This principle is widely used in the activity methodology, since it is designed primarily for people with established logical thinking. In addition, it allows you to consciously master language tools and use them meaningfully, and it also ensures the formation of solid knowledge and skills.

The features of an intensive method of teaching English are becoming more widespread in the methods of teaching foreign languages. So, for example, multifunctional exercises. It must be remembered that multifunctionality is inherent and should be characteristic of all speech exercises in the existing teaching practice. Indeed, several types of activities are involved in this: listening, speaking and certain grammatical knowledge.

The same is the case with conditional speech exercises, which were once a characteristic feature of the commutative methodology. Now they are also used in the interactive technique.

There is another idea that is found in almost all methods, with slight variations. This is the principle of managing the educational process based on its quantization and programming in a communicative concept. In this case, everything is subjected to quantization, starting with goals and ending with the material, the educational process is divided into certain cycles. In the project methodology, this phenomenon is called the "systematic principle", which manifests itself not only in dividing the material into topics and subtopics, but also in the cyclical organization of the educational process. Even the activity method divides the course of mastering the English (foreign) language, as mentioned earlier, into the preliminary mastery of language means and the subsequent mastery of communication.

And this systematization of training is used for a more specific setting of the goals of training courses; in addition, the material, combined by topic, is more convenient for memorization, as well as its use and consolidation.

Thus, we see that modern methods, despite the large number of specific features, have many common features underlying them.

.3.3 Advantages and disadvantages of methods

In order to determine how good each of the methods under consideration is, we will try to highlight and study the positive and negative aspects of each of them.

Communicative methodhas a number of positive aspects that should be actively used when working with it.

First of all, this is the goal of learning, which is not just mastering a foreign language, but teaching a foreign culture. This is achieved through the equivalence and interconnectedness of all aspects of learning. Adhering to this attitude, the teacher participates in the formation of the personality of the student, which is undoubtedly a positive side.

Another plus of this concept is the interconnection and uniform development of all types of activities (speaking, listening, reading, writing). This factor is very important.

A very good factor is also the creation of additional motivation using interdisciplinary communication.

But the most important positive aspects began to use communication as the main method of teaching English, and the use of situations to implement this.

However, it would be unfair not to say that the last two factors are also characteristic of the other methods considered in the work.

This method has no negative features.

For design methodologylearning a foreign language is characterized by positive features, such as mastering the culture of design, developing the ability to think creatively and independently, and predict options for solving a given problem.

A positive feature is the widespread use of problematics, it makes students think.

I would like to note that grammar is given most often in the form of tables, which greatly facilitates its assimilation and systematization by students.

This technique has no pronounced negative features. Perhaps there are minor flaws in it, but they are not expressed as clearly as positive qualities.

Now let's move on to intensive technique.

Undoubtedly, its biggest plus is the very fast results. Already on the second day of classes, the student communicates in English using the speech clichés studied in the first lesson.

Also a significant plus are the psychological foundations of this technique (suggestions), which allow you to create a psychologically comfortable environment in the classroom, but are also used for more effective learning.

The big pluses are the multifunctional exercises, repeatedly mentioned earlier, as well as a very good amount of time devoted to the activation of new vocabulary. It is recommended to spend up to 20-24 hours for each cycle of classes, of which 18-20 hours for the activation of new material.

This method also has a number of disadvantages. For example, too much new material given in one presentation (150-200 new words, 30-50 speech clichés and several typical grammatical phenomena).

The disadvantage is also teaching primarily oral forms of communication: reading and listening, while written forms of communication become secondary, which should never be allowed.

Now let's move on to activity methodologywhich has the following positive aspects.

Firstly, it is the formation of skills for choosing language means in speech, based not only on the meaning of what is being communicated, but also on the ability to build a logical sequence. Second positive trait is the possibility of constructing a grammar system according to this method, using speech-communicative units.

This technique also involves abundant speech practice.

The disadvantage of the activity methodology is that the goals of teaching English (practical, educational, educational and developmental) are not sufficiently interconnected, and also that the percentage of independent cognitive activity is lower than in other methods.

Analyzing all of the above, we can say that there are no ideal methods of teaching English at the moment. But the communicative technique is currently the most harmonious and relevant from the point of view of modern methodology.

Chapter 2

.1 The communicative direction is the main direction of modern teaching of foreign languages

If we want to teach a person to communicate in a foreign language, then this must be taught in the conditions of communication. This means that our training should be organized in such a way that, in terms of its basic qualities, it is similar to the process of communication. This is the direction of communication.

What is the communication process?

There are always certain relationships between potential participants in communication. At some point, one of them has a need to make contact, a need associated with one or another aspect of human life. This may be a need for something specific; then communication will become an auxiliary activity, a means of satisfying the need. But it can also be a need for communication itself, then communication is an independent activity.

The means by which the goal of communication is achieved in oral, are speaking and listening plus paralinguistics (gestures, facial expressions) and paraxemics (movement, postures).

Each of the communicating as a result of influencing each other acquires new knowledge, new thoughts, new intentions, etc., i.e., interprets the information received.

Thanks to communication, a person maintains his vital activity; without communication, the very existence of human individualities is impossible.

The question arises: is it possible to organize training in such a way that communication training takes place in the conditions of communication, i.e., in adequate conditions? Yes, you can. This is what communication is for. In what way does it manifest itself?

First, in taking into account the individuality of each student. After all, any person differs from another in his natural abilities, and the ability to carry out educational and speech activities, and in his characteristics as a person: personal experience, a set of certain feelings and emotions, their interests, their position in the class.

Communicative learning involves taking into account all these characteristics of students, because only in this way can communication conditions be created: communicative motivation is caused, purposefulness of speaking is ensured, relationships are formed, etc.

Secondly, communicativeness is manifested in the speech orientation of the learning process. It lies in the fact that the way to the practical possession of speaking as a means of communication lies through the very practical use of the language. First of all, it concerns exercises. After all, it is in them that the necessary conditions for learning are created. The more similar the exercise is to real communication, the more useful it is.

All exercises should be those in which the student has a specific speech task and he carries out a targeted speech impact on the interlocutor.

Thirdly, communication is manifested in the functionality of learning. Every teacher knows the fact when students, knowing the words, being able to form one or another grammatical form, are unable to use all this in the process of communication. The reason lies in the learning strategy, according to which words are first memorized, and the grammatical form is "trained" in isolation about speech functions, and then their use in speaking is organized. As a result, the word or grammatical form is not associated with the speech task (function) and then, if the speaker needs to perform this function in communication, it is not recalled from memory. (Appendix A)

Functionality, on the other hand, assumes that both words and grammatical forms are assimilated immediately in the activity, on the basis of its performance: the student performs some kind of speech task - confirms the thought, doubts what he heard, asks about something, encourages the interlocutor to act, and in the process This assimilates the necessary words and grammatical forms.

Fourthly, communicativeness implies situational learning. Everyone now recognizes the need for situation-based learning; their understanding, however, is different.

What is used as situations ("At the checkout", "At the station", etc.) are not situations, therefore they are not able to express their functions - to develop the qualities of speech skills. Only the true situation is capable of this, by which one should understand the system of relationships between the communicants. Thus, situationality is the correlation of any phrase with the relationship of those who communicate, with the context of their activities.

Fifthly, communication means the constant novelty of the learning process. Novelty is manifested in various components of the lesson. First of all, this is the novelty of speech situations (a change in the subject of communication, a problem of discussion, a speech partner, etc.), this is both the novelty of the material used (its information content), and the novelty of the organization of the lesson (its types, forms), and a variety of methods of work.

Novelty determines such a learning strategy, according to which the same material (a text, for example) is never presented twice for the same purposes. Novelty is a constant combination of material, which, ultimately, excludes arbitrary memorization (dialogues, statements, texts), which causes great harm to communication learning, and ensures the productivity of speaking. It is important to note that communication is consistent with the methodological principle of pedagogy - the principle of the connection between learning and development.

During the internship at secondary school No. 5, I conducted lessons using a communicative methodology.

Consider, for example, a lesson plan based on a communicative methodology in the 8th grade of secondary school No. 5.

Lesson plan - 19.09.08.

Subject: At the Library.

Goals: 1. Practical. Formation of lexical speaking skills.

Tasks: 1. To acquaint students with new lexical material.

Have a conversation using the new words.

Perform a series of exercises to consolidate a new topic.

Spend in game

2. Developmental. Improve pronunciation and spelling skills.

3. Educational. Cultivate the ability to listen to a peer.

4. Educational. Find out the titles of new books, the authors of these books.

.

2.Speech exercise - 5 min.

.Introduction of new words - 10 min.

.Text reading:

1)reading - 3 min.

2)translation - 3 min.

)answers to questions - 2 min.

5.Exercises to reinforce new words 10 min.

6.Game - 5 min

.Homework - 3 min.

.Results - 2 min.

Equipment and materials

English textbook "Opportunities", cards with new words, stand with popular children's books.

During the classes

Teacher Pupils 1. Organizational momentGood morning children! Sit down, please. I m glad to see you! 2. Voice chargingWhat date is it today? What subjects do you have today? What new subjects do you learn this year? What subject do you like very much? Do you like literature? What are you studying at the lessons of literature now? Do you like English? Is it important to know a foreign language? Why is it important to know a foreign language? Yes, with the help of a foreign language we can read books by foreign writers. Boys and girls who study English can read English and American books. Today we began to study a new topic "At the Library". At our lesson we ll speak about books which you like to read, about writers and about libraries. 3. Introduction of new wordsNow look at these books. Did you read them? Have a look at this book. It is very interesting. I like this book very much. The title of this book is "Treasure Island". Title(a card with this word is raised). Repeat after me: title! And what is the title of this book? Who wrote the book "The adventure of Tom Sawyer"? Yes, the author of this book is Mark Twain. Author - the author.Repeat after me: author! What book did Stevenson write? Yes, he wrote the novel "Treasure Island" I like this book very much. Do you like the novel "Treasure Island" And What novel did D. Defoe write? Yes, he wrote the novel "Robinson Crusoe". It is an adventure novel. adventure novel- adventure story All together: Adventure novel! Do you like to read adventure novels? When I was a child I liked to read this novel very much; "Robinson Crusoe" was my favorite book. Favorite - favorite.Favorite! Is "Robinson Crusoe" your favorite book? What is your favorite book? And do you like to read fairy tales? Fairy-tale - a fairy tale.Fairytale! What is your favorite fairy tale? Do children like to read fairy tales by Andersen? Yes, books by Andersen are very popular. Popular - popular. Popular! Is the adventure novel "The Deerslayer" popular with children? Now open your vocabulary book and write down all new words. 4. Reading text"My brother s Favorite Story" My brother knows many foreign languages. In English he reads books on history, geography, science. But he also likes to read adventure novels, poems, fairy-tales by English, American and other authors. His favorite story is " Love of Life" by Jack London. It tells about the struggle of a man for his life. This story is very popular. "My brother's favorite book" My brother knows many foreign languages. He reads books on history, geography and non-fiction in English language.He also likes to read adventure stories, poems, fairy tales by American and British authors.His favorite work is "The Love of Life" by Jack London.This is a story about a man's struggle for his life.-Does my brother know many foreign languages?-What books does he read in English? - What is his favorite story? 5. Exercises to consolidate new words1) Say if this right or notChildren like to read adventure novels. The author of the novel "The Deerslayer" is Cooper. the book" The Adventures of Tom Sawyer" is very popular. 2) Disagree with me if I am mistaken- Mark Twain wrote books on science. Stevenson is the author of detective stories. The novel "The adventure of Tom Sawyer" is very popular. 3) Complete my thought. Make it more precise- Pupils of our class like to read books on history and art. - Pushkin wrote poems. - Adventure novels are very popular with children 6. GameNow, let s play the game "My favorite book" Ask questions and say, what is my favorite book. You may ask all questions except one: what is the title of the book? It is a novel. Yes, it is very popular. The author of the book is Stevenson. Yes, you are right. Now tell what is your favorite book. 7. Homework Learn by heart new words. Be ready to tell about your father s and mother s favorite books. 8. Summary You worked very well. You marks are… Thank you for the lesson. Goodbye! good morning! Today is the… We have mathematic, geography… We learn history… I like… We can read English books Title! Author! adventure novel! Favorite! Fairytale! Popular! - Yes, he does. - He reads books on history, geography, science. He also likes to read adventure novels, poems and fairy-tales. - His favorite story is "Love of Life" by Jack London. -Yes, you are right. They like to read adventure novels. - You are right. The author of the novel is Cooper. - You are right. The book is very popular. No, you are wrong. Mark Twain wrote adventure novels. No, he is the author of adventure novels. - Yes, the novel is very popular. -Pupils of our class like to read books on history, art, adventure novels and fairy-tales. Pushkin wrote poems and novels. - Adventure novels, fairy-tales are very popular with children. - Is it a fairy-tale or a novel? - Is it popular? -Who is the author if the book? Is it Treasure Island? - Good bye!

During this lesson, the students had a lively conversation. The topic was very interesting for them. This is due to the fact that children at this age are interested in various works, stories, fairy tales, short stories. Some of the most popular books were brought to the lesson, which are of great interest among students.

New words were introduced during the conversation. When pronouncing a new word, a card was raised on which the given word was written and it was pronounced loudly and clearly by me, then by the students in chorus. Thus, the word was remembered much faster.

The text was chosen in such a way as to interest students in learning English. Anyone who studies English, provided that he tries and studies a lot, will be able to read foreign literature freely.

At the end of the lesson, a game was played, which contributed to both unloading and consolidating new material. The students tried to think of such books that were interesting to them and which, in their opinion, should be read by classmates. The longer the book was guessed, the more interesting the game was.

The students left the lesson with a sense of pride in the number of books read and with a desire to learn English in order to read these books in the original in the future.

2 Teaching skills and abilities in the process of teaching a foreign language based on a communicative methodology

.2.1 Teaching speech skills

In modern methodology, more and more attention is paid to the idea of ​​considering communication in the broad context of human activity, such as: knowledge, mastery of spiritual values, work, learning, play.

In any communication situation, there is a speaker or a writer, a listener or a reader. Hence the allocation of the main types of speech activity: productive (speaking, writing, associated with sending a message) and receptive (listening and reading, associated with receiving it). Speaking and listening are oral types of speech activity, and writing and reading are written.

concept listening includes the process of perception and understanding of sounding speech.

To create motivation for learning a foreign language and, in particular, in listening as learning new things about the language and the world, as an active participation in communication, it is important to choose the right audio texts. Too difficult texts can cause disappointment among students, deprive them of faith in success, too easy texts are also undesirable. The absence of a moment of overcoming difficulties makes the work uninteresting and unattractive, not to mention the fact that it cannot be a developing factor in the process of learning a foreign language.

The correct choice of the topic of the audio text is important from the point of view of the interests of schoolchildren of a particular age group. For elementary school students, texts based on fairy tales, entertaining stories about animals are accessible and interesting. High school students, as studies by Estonian methodologists have shown, are interested in texts related to politics, technology, and detective stories. With great interest they listen to audio texts about love and friendship. About the life of the peoples of other countries, about nature.

Recently, in the methodology they say that when teaching a foreign language, it is important to rely on the regional aspect. If the listening texts include information about the country of the language being studied, about the life and customs of its people, about holidays and traditions, then they develop the horizons of students, instill a sense of sympathy for other peoples.

One of the effective means of creating motivation for learning a foreign language is texts devoted to youth problems. These problems have always existed and have always occupied the youth, including older students. However, only recently they have been spoken about at the top of their voices, interesting radio and television programs, and publications in the youth press are devoted to them. There was a wider opportunity to discuss these problems with foreign peers using a foreign language. If the teacher includes in the lesson audio texts related to the problems of youth leisure, modern music, informal associations, the problems of youth independence in modern life, he can be sure that such audio texts will not only be met with great interest by students, but will also lead to a lively discussion.

The main obstacle to the perception of speech by ear is the lack of a language environment, as a result of which the sound form of the word becomes less of a stimulus than the graphic one, which leads to misrecognition of words known to students. Students get used to perceive information mainly through the visual channel. The teacher allows them to use the text in its discussion and retelling and actually read the proposed supports. In this case, the teacher himself inhibits the development of auditory perception. Overcoming this difficulty is possible only if the teacher will load the auditory canal of students more, accustom them to perceive information by ear. The most effective way is when the teacher consciously leads students from favorable learning conditions to unfavorable ones, from the presence of verbal supports to their gradual removal.

Difficulties in listening are often the result of the lack of exactingness of the teacher to his speech in a foreign language when the text is presented in his performance. Slow pace of speech. Her inexpressiveness. Fuzzy diction. Verbosity. Formal target settings - all this makes it difficult to form the ability to understand sounding speech.

To improve the effectiveness of teaching listening, the teacher can take a number of measures: for example, widely use supports and landmarks to attract students to independently listen to phono materials at home and in the language laboratory.

The methodology distinguishes between visual (pictorial) and verbal supports in teaching listening. Visual supports include maps, pictures, photographs, diagrams and other graphic materials that students can use while listening to the text. . So, for example, the content of the audio text is that its main character invites his friends to visit the city in which he lives. He introduces friends, for example, to the city and talks about its sights. Listeners have a plan of the city and during listening mark the route of the walk and various sights.

Another variety is verbal support. They can be presented in the form of keywords, a plan, various questionnaires that allow the listener to divide the text in accordance with the proposed method. So in the audio library "Journey" you can offer a kind of questionnaire that the listener must remember in the process of listening. It includes the following items: purpose of travel…, destination…, date of departure…, date of return…, ticket price…etc.

During listening, students can be given tasks, write down words under stress, such as:

Listen to the rest of the conversation and write the important (stressed) words.

Headlines play a special role among verbal landmarks. They can define the main content of the text or only point to it. Headings, in addition to drawing students' attention to the main content of the text, make it easier to predict events, create the desired direction of events when perceiving audio text. For example, you might ask students what a text titled "The Seven Wonders of the World" might be about.

The attitude of the listener may be associated with the understanding of basic and personally significant information, obtaining information that is valuable for practical activities or for communication in a group of peers. In this regard, tasks to test understanding of the text can be of three types:

tasks for understanding the content of the listened;

tasks for creative processing of perceived information;

assignments for the use of the information received in communication and other activities.

Communication tasks of the first type are associated with the development of skills purposefully, in accordance with communicative task and to perceive the information of the educational process at the level of facts and at the level of ideas, in general or in detail, or to carry out a mental search for a specific task. (Appendix B)

Communication tasks of this type can be varied:

Listen to the story and say who it is about and what it says about him.

Listen to the story and think of a title for it.

Listen to the text and choose illustrations for it.

Communicative tasks of the second type involve creative processing of the perceived information, active mental work of students, expression of their attitude to the general content, to individual problems. (Appendix B)

Describe the actors.

Tell me how you feel about the events and characters.

The third type of communicative tasks is associated with the inclusion of the information received in the process of communication, with its transfer to the addressee indicated in the communicative task, or its use in other activities: conversation, discussion on the problem raised in the message. (Appendix D)

When completing tasks, students turn not only to the teacher, but also to each other, working in pairs, triplets, groups. The performance of the listed tasks not only forms the ability to understand speech by ear, but also indicates understanding.

In order to test understanding, you can use test forms of control that allow you to simultaneously cover the entire class. For example, students listen to a text. It is prepared in such a way that some of the words in a certain interval are omitted. Pausing in reading and signaling a missing unit by tapping, raising a hand or other technique, the teacher encourages students to name the missing words after listening to the text. During listening, students write down the missing words, numbering them. (Appendix D)

speaking is the reproduction process speech.

In educational conditions, the motive does not arise by itself and very often speech is caused by the dictates of the teacher. The result is fictitious speech, which is speech only in form. Unfortunately, there are many examples of such speech. The teacher addresses the student:

Tell me what your sister's name is.

I don't have a sister (student response)

Say it anyway, think of her name.

This dialogue could make sense if a need was created arising from the situation, for example:

I want to meet your family. Do you have a sister?

No. I have a brother.

What's his name?

His name is…

It is the need and inner desire to speak out that the American psychologist Rivers regards as the first and necessary condition for communicating in a foreign language.

In order to create motivation for communication in a foreign language in educational conditions, it is necessary to use the situation: the motive of speech "nests" in the situation.

There are various definitions of the situation in the methodology. Summarizing them, it can be argued that the situation is the circumstances in which the speaker is placed and which cause him to need to speak.

To create a learning situation that provokes speech. The teacher must imagine its structure. First of all, it includes a certain segment of reality, suggesting a specific place and time of action: "In the doctor's office", "In the grandmother's hut" (a situation from the fairy tale "Little Red Riding Hood"). A segment of reality can be outlined verbally or depicted with the help of visual means.

It is very important to "pass" the situation "through oneself", giving it a personal character. Personal orientation, as the experience of learning a foreign language shows. Significantly increases the effect of its assimilation, since in this case emotions are connected along with the intellect.

Getting Started reading in a foreign language, the student already knows how to read in his native language.

The main stumbling block is unfamiliar language material. After all, while students read syllables, words. Separate elements of the text - this is not yet reading. True reading as a type of speech activity exists when it is formed as a speech skill; in the process of reading, the reader operates with a coherent text, even the most elementary one, solving semantic tasks on its basis.

Reading aloud makes it possible to strengthen and strengthen the pronunciation base that underlies all types of speech activity. Therefore, reading aloud should accompany the entire process of learning a foreign language.

It should be emphasized, and the experience of the best teachers confirms that reading is a type of speech activity, in connection with which quite tangible results can be achieved in secondary school, i.e., a level can be reached that will stimulate further reading, creating a persistent need for it. for the more the student reads, the more readily and better he reads. In this case, his love of reading, acquired in his native language. It will also spread to foreign countries.

In order to introduce students to reading in a foreign language, it is necessary, firstly, to stimulate the motivation of reading, and secondly, to ensure the success of its flow with the help of appropriate assignments for exercises. These moments are interconnected and interdependent. For the development of reading motivation, the quality of texts plays an exceptional role. Of practical, general educational, educational value can be manifested only if they impress students. Many methodologists believe that "the text acquires meaning for the student when he can establish a certain relationship between his life experience and the content of this text."

Methodist researchers have noticed that students cope better with more difficult but fascinating texts than with light but meaningless ones.

It is important to have the right balance between the new and the known. On this account, the following statement follows from works on psychology: "... one of the conditions for drawing attention to an object is such a degree of its novelty, in which, along with new elements, there are also elements that turn out to be familiar to students to some extent."

It is necessary to offer texts for reading that specify and expand already known information. In this sense, texts that tell about the contacts of the inhabitants of our country with the inhabitants of the country of the language being studied are favorable. In these texts, the aspect of country studies, which carries the new, is organically intertwined with the familiar facts of our reality. Such texts may refer to various aspects of the socio-political. economic and cultural life. For example, a text about a meeting of heads of government, about tours of our artists, artists, musicians in the country of the language being studied, or the participation of cultural figures - foreigners in symposiums, festivals, tournaments that take place in our country.

In teaching a foreign language letter plays an important role. At the beginning of training, mastering graphics and spelling is the goal of mastering the technique of writing in a new language for students. Further, writing is considered as an important tool in the study of the language: it helps to firmly master the language material (lexical, grammatical) and the formation of skills in reading and speaking.

Mastering the spelling of even simple words causes great difficulties for schoolchildren at first. In order to facilitate the acquisition of reading and writing, the school uses a print script, in which printed and uppercase fonts are practically the same. Students write in cursive.

Written tasks can be associated with written speech - a statement of one's communicative intention: to communicate something, convey, etc. Schoolchildren perform tasks of varying degrees of complexity in accordance with the logic of the educational process, the pedagogically justified organization of educational material and depending on the stage of learning. (Appendix E)

At the initial stage is the writing of letters English alphabet, translation of speech sounds into graphic symbols - letters and letter combinations, spelling of words, phrases and sentences that contribute to better assimilation of educational material necessary for the formation and development of oral speech and reading skills in the target language.

Writing at this stage helps to master the very graphics of the language and the spelling of learned words and grammatical phenomena. It allows the student to fix in memory graphic complexes, graphic signs, due to the fact that when writing, the visual analyzer is actively working (the student sees a sign, be it a letter, word, phrase, sentence), an auditory analyzer (the student correlates this sign with sound and, therefore, , "hears" it), motor speech analyzer (the student pronounces what he writes), motor analyzer (the hand performs the movements necessary to write the language). All this creates favorable conditions for memorization. That is why I.A. Gruzinskaya called the letter a "universal fixer."

At the middle stage, work continues on the formation of spelling skills. Recording is widely used, students write down words, word combinations, sentences in order to better remember them. They perform written tasks that help the assimilation of lexical and grammatical material such as:

Rewrite the sentences and underline the underlined words with a red line if they are a noun, green if they are a verb, and blue if they are an adjective.

Other exercises on word production in the target language are also offered.

Writing and reading derived words helps to better assimilate newly formed words and, of course, helps to improve the student's spelling skills.

At the senior stage, writing is used as a means for better assimilation of lexical and grammatical material. There are tasks for copying, transformation based on the reference apparatus (grammar guide, list of non-standard verbs).

Writing tasks at the senior stage usually involve:

with write-off;

with writing out any facts, events, phenomena from the read text;

With writing out certain lexical, grammatical phenomena.

Copying, writing out give the student the opportunity to focus on linguistic phenomena and, therefore, better learn their form, meaning and use. It is important that the material of the exercises itself be meaningful in terms of communication. At the senior stage, there are not so many such tasks, but their value is invaluable for reading and understanding foreign texts.

A number of written tasks can be directed to thoughtful reading, for example:

Read the text using the country guide of the textbook and say what you learned from it. Write out the main sentences from the text.

Read the text using the country guide and say what you learned from it. Write a plan for what you are going to talk about.

There is no need to prove that the tasks proposed for writing are aimed at an in-depth understanding of what is being read, at finding the right answer, and finally, at expressing one's own attitude to what has been read, to the hero, to the characters of the story, etc.

Students should develop a certain vigilance for graphic signs, words, develop the ability to transfer existing knowledge and skills from Russian to English, and thereby facilitate the mastery of the latter. For example: sport, port, doctor, Communist, student, illumination, hospital.

To facilitate the memorization of spelling difficult words, and, as shown above, there are a lot of them, special techniques are required. One of these techniques is the letter-by-letter reading of words. It is known that the sound image of a word often conflicts with the graphic image, for example, know-no. When mastering spelling in Russian, children subtract all the letters that make up the word, for example: ladder, sun, whom, like, although they don’t pronounce it that way. Letter-by-letter reading of a word helps to keep the graphic image of the word in memory, i.e. memorize the word, and such memorization contributes to the assimilation of the spelling of the word and its recognition when reading.

In order to form the correct skill of writing foreign letters, it is advisable to teach children a certain logic of actions, the sequence of their implementation:

first carefully look at how the letter is written (written),

then repeat writing the letter several times in the air (write it in the air),

write a letter in a notebook

check your letter entry with a sample,

complete the entire task.

During the formation of graphic skills, game techniques are also possible.

When teaching spelling, cheating is widely used. When copying words, the student should develop the habit of not “copying” the words letter by letter, which is observed when the child raises his eyes after each letter to see which one should be written next, but carefully look at the word, try to remember its alphabetic composition and write according to memory. This technique should be widely used, developed in every possible way, since it makes it possible to fix a word in memory, develop visual (spelling) memory, without which it is practically impossible to learn how to write correctly. The use of this technique teaches correct spelling and speeds up the pace of copying, contributes to better memorization of words as lexical units, since the word is read to oneself and aloud, pronounced, retained in short-term memory and already written down from memory.

When writing off phrases, the student must also write word by word. He should keep a combination of words in his memory and write it from memory. For example, under the chair, but not under/ the/ chair. Writing off by "blocks" develops the memory of students, promotes the assimilation of such "blocks", leads to their rapid recognition when reading and "being in memory" when speaking.

When writing off sentences, students should be taught to first read the sentence, carefully "peer" at it, and then try to write it down from memory. If the sentence is long. Then you can write from memory semantic "pieces".

When writing international words, the native language of the students should be involved and commonality in writing should be established. For example: tennis - tennis, biography - biography, profession - profession, crossword - crossword.

A major role in the development of spelling memory can be played by visual dictation, which, unfortunately, the teacher rarely refers to or does not use at all. Visual dictation is carried out as follows.

Students see what is written on the board or on the screen, read to themselves and aloud, carefully peer into what is written, trying to remember the graphic image,

The record is erased from the board or removed from the screen and the guys write from memory (they seem to dictate to themselves internally).

To check the spelling, what they wrote appears on the board or screen again. Everyone has the opportunity to compare whether he wrote so.

Thus, this type of written work develops visual vigilance, memory and the ability to self-control. The work takes little time. It takes place with the activity of each student, the teacher only organizes and directs it.

Along with completing assignments. Specially aimed at mastering spelling, students are offered a variety of exercises for writing. For example:

Answer the questions.

Write questions to the text, picture.

Plan the story.

When performing such tasks, the student thinks more about how to write. In this case, writing acts as a means of completing the task, and not the goal of developing spelling skills. Naturally, when performing such written exercises, the graphic and spelling skills of students develop and improve, but the main attention is directed to completing the task of the exercise, in other words, in the "field of consciousness" of the student is the task facing him - whatneed to do.

Some of the tasks are close to cheating by nature (Select .... Insert ..., Finish ...); others require self-written fixation. In all cases, writing is used as a means of learning a language: either to improve the assimilation of educational material, or to develop oral speech and reading.

The formation of spelling skills is also helped by such techniques as establishing associative links by similarity and difference in the spelling of words that sound the same or very similar. For example: book - look, down - brown, right - night, picture - future.

Rationally used writing in the study of a foreign language helps the student in mastering the material, accumulating knowledge about the language and obtained through the language, due to its close connection with all types of speech activity.

2.2.2 Speech situations

The whole pedagogical process of teaching foreign languages ​​in secondary schools is subordinated to one goal - to instill in students practical skills in a foreign language as a means of communication. Practical knowledge of a foreign language is reduced to the development of unprepared speech skills, that is, to the development of such speech skills that students could apply in a real life situation to express their thoughts.

Situations play an important role in the development of unprepared speech of students. Learning situations, as Z.P. Volkov, provide an opportunity for the teacher to create conditions in the classroom that are close to those in which people talk in a natural setting. Situations stimulate the speech activity of students and should be used by the teacher in every lesson.

Each lesson should consist of three main parts: communication of knowledge, training of skills and abilities and development of unprepared speech of students. At the same time, it is very important to develop the creative abilities of students.

Students, talking with each other, come to the conclusion that a foreign language is not only an educational subject, but a means of communication. Topics such as "Family", "Appearance", "My Day", "Apartment", "My School" are close to students in terms of content and interests and make them want to talk about themselves, their friends, parents, school, about your home. Such a selection of topics brings students closer to the conditions of a natural situation, develops an unprepared statement in a foreign language.

Thus, there are basically three types of situations:

Training situations related to work on the picture.

Situations on topics (with elements of independent statements).

creative situations.

Beginning with introductory course The teacher should develop in students the ability to listen and understand verbal orders, questions and follow them. All orders must be followed exactly. Conditional execution of orders is not allowed.

The training of this skill runs like a red thread through all exercises and is reinforced by special exercises such as Look and do; Read and do; Do and say.

Then the teacher develops the students' ability to conduct a dialogue and make small messages with illustrated material. This position is supported by the statements of the textbook authors. So, A.P. Starkov writes that "the teacher's speech should always be supported by clarity and fully correspond to the created situation."

Consider the first type of situations - training situations.

For the development of monologue speech, there are the following exercises: describe what is shown in the figure; describe what the children in the picture are doing; write a coherent story about the picture; look at the picture and describe the boy, girl, etc.

This type of exercise contributes to the development of students' ability to speak, describing the picture, which creates the basis for independent expression on the proposed situation.

For the development of dialogic speech, there are such exercises that reflect pair work. For example: take two items with your neighbor in the pop-desk and say what someone has; exchange items and say what you are doing, etc.

The second type of situations is situations on the topics studied with elements of students' creativity.

Situations of this type are characterized by a consistent, logical construction of an utterance in the form of a dialogue or monologue. The teacher's task at this stage is to encourage students' statements that are independent in nature. The following situations can serve as an example of such situations in a dialogical form: ask your friend about his family, school, home, daily routine; find out from a friend if he likes to play any game and whether he plays well; ask your neighbor questions about his brother, sister, friend.

Situations in monologue form can be by topic: describe your family, your friend; describe the house, apartment, room; say what you do in English lessons, etc.

The third type of situations - situations of a creative nature. These situations require students to invent, the ability to apply what they have learned early material. Therefore, the conditions of these situations should take into account not only the existing experience in the language, but also their life experience.

These situations are used by the teacher for the simultaneous development of dialogic and monologue statements of students. The volume of statements should be strictly regulated by the teacher.

For example: ask your friend ten questions about how he spends his day, and then describe your day; write five sentences about your sports activities; ask your neighbor where he (his friend, brother, sister) go in summer and why; tell us according to the plan what sports you do; sports and sports games you like, etc.

In addition to situations on pictures, themes and situations of a creative nature, there are exercises related to the read text, for example: read the text and describe the family at breakfast; read the text and describe your school, etc.

The task of the teacher is to foresee and select the types of situations corresponding to the stage of learning, the goal of preparing students in the language.

To accomplish the task, much attention is paid to various types of work, the purpose of which is to teach speaking and understanding of foreign speech.

But the requirements for speech activity in a foreign language cannot be limited to the development of the ability to listen, understand and speak. These important skills should be linked and interrelated with the ability to read and extract useful information from reading.

Working with the newspaper, especially in the upper grades, is one of the most important means of conveying to students the most diverse, mainly socio-political information.

Reading newspapers stimulates the possibility of expanding the culture and horizons of students.

The effectiveness of reading foreign newspapers and magazines for acquiring and consolidating language skills is so obvious that it does not require proof.

Classes with the newspaper should not be carried out occasionally, but regularly, so that the inevitably recurring vocabulary and terminology are more and more firmly fixed from lesson to lesson. For regular classes with the newspaper, it can be recommended to take no more than seven to ten minutes of the lesson, which, of course, does not exclude special lessons.

The lesson must be built on the principle of a frontal survey so that all students simultaneously participate in working on the same material.

The practice of working with socio-political literature has put forward a number of proven methods and techniques to teach students to understand newspaper information and give it orally in a variety of forms. Practice has shown that when describing what they read, students, as a rule, do not encounter serious difficulties. But it is necessary, along with the ability to analyze and extract information, to pay attention to the development of the ability to logically and convincingly express one's thoughts.

For the correct formulation of their statement, which meets the requirement of a logical and consistent presentation of information, students must possess the necessary arsenal of cliches, which, being neutral in subject matter, sort of divide the statement into certain segments, structure it, serve for a more understandable and clear presentation of the material.

So, work on newspaper material helps to expand the horizons of students, develops their thinking, stimulates the use of acquired skills and abilities to express their thoughts in a foreign language.

The organization of optional classes in a foreign language, in particular, with the aim of developing the skills of reading popular science literature to secondary school students in the field of knowledge that interests them, should contribute to the implementation of practical knowledge of a foreign language.

.2.3 Development of initiative speech of students

Initiative verbal communication is not born at school by itself. Awareness of the need to include it in the educational process by the teacher, the search for various possible ways of exiting the material of school educational and methodological complexes into the active speech activity of students, as well as attracting the additional material necessary for this and creating appropriate conditions, incentives and situations at all stages of language learning is currently time is highly relevant. The development of methods for stimulating creative and initiative expression becomes an urgent task of organizing the process of teaching a language at school, methods of teaching foreign languages.

Visualization is widely used as one of the incentives for the development of students' speech in teaching foreign languages ​​at school. In most cases, this particular external(picture or object) visibility,representing certain objects, people, situations. In order to expand the student's statement, pictures depicting situations are filled with numerous details. But due to the fact that everything that students talk about is predetermined by their image, this type of visualization weakly involves the students’ own thinking, their empathy with what is being said, with their statement, and without this there can be neither creative nor initiative. speech.

One of the most productive means of combining the creative thinking of students with the development of their initiative foreign language speech activity is the use of internal visibility. Under the internal clarity is understood the previous experience of the student and the ideas and conjectures based on it in all their richness and diversity.

Internal visualization can and should be used in the development of statements that are independent in form, but not independent in content, in particular, when comparing what is depicted or stated with what the student had or could have in his experience, for example, when comparing the room shown in the picture to his own or what some other room known to him, when suggesting that an empty room be furnished according to his tastes, when comparing how a certain person spent the summer with how he spent it himself or how he would like to lead him, etc.

An undeveloped situation is also a stimulus for the development of students' speech. This is a situation where only an outline of some action is given, performed either by the speaker himself or by an indefinitely outlined person. (Appendix G)

Non-deployed situations can be presented to students orally or in writing, or in the form of pictures.

For example:

"You and your friends have decided to take a short trip, but you don't know where is the best place to go, how to get there, whether to live there in tents or indoors and what to take with you" - make up a dialogue; or

"Two friends met. One of them was at an interesting bet the day before. The other wants to know more about it" - make up a dialogue.

The less the situation is outlined, the more the student's own thinking is involved in the process of solving the speech problem.

However, the presence of a picture - a diagram is the most effective incentive that encourages students to think and fantasize, to appropriate statements, that is, to develop creative thinking in parallel with the development of initiative and creative foreign language speech.

What are pictures with a non-expanded situation? This is a drawing in which only an outline of some action is given, performed by a rather vaguely outlined person. The drawings are made in black and white to give the maximum opportunity and a wide field for conjecture, when each student can offer his own color design of the image. Each picture can be the basis for a large number of situations and can be used repeatedly both throughout a series of lessons and at different stages of language learning.

Before starting work, it should be explained that students should talk not so much about the image in the picture, but about what is not represented in it, namely: who the depicted person can be, what preceded the given moment, how events will develop further and to what they bring.

The use of so-called "provocative" questionsis another method of developing creative, and in some cases, initiative speech of students. The main task of this technique is to stimulate the student's speech activity in defense of the "truth", to clarify the misunderstanding, misunderstanding, violation of established concepts that has unexpectedly appeared for him. This technique not only stimulates the speech of students, but has a corresponding moral, educational value, as it teaches schoolchildren to speak in defense of violated justice, if necessary, in defense of a comrade.

When working with this methodological technique, all conditions are created for involving not one, but a number of students in speech activity.

Here are a few examples that I applied during my internship in the 8th grade of secondary school No. 5:

T:Again you ve left your pen at home!

P1 : But I always bring my pen to school.

T:But today you didn't t bring it.

P1 : Why? Here it is.

T:But it is a green pen, and yours is red.

P1 : My pen is green.

T (to one of the students):Is his pen green?

P2 : Yes, his pen is green.

T (referring to the class):Is it really green?

Cl:Of course, it is.

T:I must have been wrong. Sorry.

A quick lively conversation unfolds about the situation that allegedly unexpectedly created in the class. It is necessary to force the students to quickly respond to what was said, to involve their classmates, if the answer is delayed, but they always return with a question similar to that of the student whose question was omitted for some reason, the result is obvious - the guys forget that there is a lesson, what In essence, an exercise is performed that develops their oral speech.

One more example.

T:What were you doing near the cinema yesterday?

P:I wasn't there.

T:But I saw you there at 5 p.m.

P:At 5 p.m. I was at a sport competition.

T:What kind of competition was it?

P:Hockey.

T:By the way, what s on at the cinema?

The student in Russian calls the picture.

T:So you weren t at the cinema. How do you know the title of the film then?

P:From poster.

T:From a poster. So you saw the poster, didn't t you?

P:Yes. I saw the poster.

T:Well, did you like the game?

P:Certainly

T:Why?

P:Because…

The student hesitates because he does not know how to say in English what he needs. A hint is given in the form of a question.

T:Was it quick? good? pretty?

P:It was quick, good.

T:So it wasn't t you that I saw near the cinema. I must have been mistaken.

As can be seen from the above, one should not be afraid that students will pronounce individual words in Russian. It is necessary to vigilantly monitor the course of the conversation and, if necessary, immediately "throw" the necessary vocabulary.

This requires assertiveness, the ability to anticipate what each student wants and can say, as well as a certain artistry. However, every teacher should be an artist to some extent, especially a teacher of literature, including a teacher of a foreign language.

The use of so-called non-standard forms of response also contributes to the development of initiative speech. Usually there is a training of response replicas that have standard forms: "Did you see her?" - Yes I did/No I didn't t t"; " Have you brought the book?" - "Yes I have/No I haven t"

However, in natural expressive speech there are also non-standard forms of response remarks. In speech activity, in view of the rapidly flowing process of communication, the situation can often only be implied. This circumstance is a prerequisite for the presence in speech of non-standard forms of expression of confirmation or denial. So, for example, to the question: "Are you going to the cinema?" the answer is quite possible: "For bread", but to the question: "Have you a pen?" the answer is "At home". In all these cases, the respondent, as it were, internally gives a negative answer and reports important, in his opinion, clarifying information. So, in the first case, the short answer “For bread” means: “No, unfortunately I don’t go to the cinema. I can’t, because my mother sent me to the store for bread” or “Where did you get it from? Just parents asked me to go to the store to buy bread", and in the second case the answer "At home" means: "I would gladly give a pen, but I can't, because I forgot to take it with me today, and she stayed at home"

As can be seen from the above examples, the interlocutors perfectly understand each other and the omission of the answer to a directly asked question not only does not disrupt communication, but, on the contrary, makes it more lively, natural and purposeful.

The use of these forms makes it possible to significantly expand the range of speech capabilities of schoolchildren, which is important for the process of teaching them a foreign language. That this is so is easy to verify from the following - to the above question: "Do you have a pen?" (Have you a pen?) Answers such as "Here it is", "Take it", "I have no pen" (I have no pen), are quite within the school level of language proficiency, "I forgot at home" (Left it home), "She does not write" (It does not write), "I only have a pencil" (I have only pencil), "I can not find" (I can t find it), etc.

It should be emphasized that the possession of non-standard answers removes psychological constraint from students, removes the barrier when the student, when answering, focuses his attention on the form of the question asked, and not on the main content of his answer. (Appendix H)

For the development of proactive foreign language speech, students should be taught to independently pose questions that can lead to non-standard answers. When conducting training work, it is necessary to give the class an instruction so that different students give different answers to the same question and that there is not a single student in the training group who deviates from this work. The main motto when performing any exercise in the development of creative foreign language speech should be: "I can always say something"; "There is not a single issue or problem that I cannot take part in discussing."

Whatever methods are used to form and develop independent foreign language speech of students, one should always remember that the development of creative and initiative speech depends not only and not so much on the amount of lexical material that students own (although this factor undoubtedly plays an important role), but from psychological moments. One can express one's thoughts, one's emotions, one's attitude to the surrounding reality in a relatively small language material, or one can remain silent, owning a certain amount of vocabulary, "embarrassed" to speak. Experienced teachers are familiar with this phenomenon. Therefore, it is necessary to help students overcome this barrier, after which speech activity will begin to develop. To overcome this barrier and to form not only skills and abilities, but also the habit of speaking, that is, to participate in speech in a foreign language at least within the lesson, the organization of the educational process should be directed.

.3 Foreign language lesson based on communicative methodology

Each lesson based on a communicative methodology should ensure the achievement of practical, educational, educational and developmental goals through the solution of specific problems. Therefore, the first thing the teacher starts with is the definition and formulation of the objectives of the lesson, for example:

train students in the use of new vocabulary (words are indicated),

to learn to perceive a dialogic text by ear (the text is indicated),

to teach to conduct a conversation on the topic (the topic is indicated),

to systematize students' knowledge of prepositions (prepositions are listed),

learn to express your opinion using the following expressions (they are given)

It is not always possible to formulate them specifically for each lesson, since they depend on the group, class; on the level of education and upbringing of the class; from events currently taking place in a group, class, school, city (village), country; from the personality of the teacher himself, his intelligence, inventiveness, resourcefulness, sense of humor and, finally, from the incentives coming from the material itself. In this sense, there is great potential in texts about great people, about significant historical events, about preserving nature, and so on. Since these tasks are carried out through a foreign language, only the practical mastery of it makes it possible to implement these tasks. So, for example, the assimilation of speech etiquette in a foreign language: acquaintance, greeting, expression of gratitude, etc. - has an educational effect on the children, teaches them politeness and tact, Mastering the techniques of operating reference literature(grammar guide, dictionary) contributes to the solution of not only a practical problem, but also develops the student, has a beneficial effect on the skills of intellectual work, its organization and implementation. Reading foreign-language texts that illuminate different aspects of the reality of the country of the language being studied ensures the expansion of the horizons of students and, thereby, the achievement of the educational goal. Working on a socio-political text in a foreign language in the classroom allows you to form a materialistic worldview.

The examples used in the lesson are fragments of communication, so they must be related to the personality of the students and the teacher himself, which, unfortunately, is not always observed. Even topics such as "Family", "Biography", "Journey", "School", "Sport" are worked out in isolation from the reality associated with the life of a student, class, school. While the inclusion of students' life experience in communication significantly motivates learning-communication in the classroom. It seems to us that any topic can be correlated with the personality of those who communicate in the lesson. For example, the topic "Animals" is learned with great success if the teacher builds work on it, having first found out what kind of animals the children have at home; the biography of these animals, the daily routine causes a great interest of children to talk about it, and this makes the lesson as a whole attractive in the eyes of students.

Significantly tones up the lesson on the topic "Sport", a conversation organized around the sports favorites of this class, school, one's own country and the country of the language being studied, the latest sports competitions.

Samples and examples used in the lesson should be educationally valuable and educationally significant. To do this, it is necessary that the teacher had a certain stock of poems, songs, proverbs, sayings, aphorisms. There are a lot of proverbs and rhymes in English that make it easier to memorize language material and emotionally affect students.

A friend in need is a friend indeed., rain go away,again another day,Tommy wants to play. (Appendix I)

It is known that in the long term, work on the assimilation of grammatical forms and words can cause joy for few people. To overcome dislike for this kind of occupation is possible only if the student feels the need for them to accumulate and expand his speech experience. Therefore, everything related to linguistic material should be subordinated to the tasks of communication. This can be done directly during the lesson in the form of hidden or open targets. Here is an example of an open attitude: "You already know how to express a desire to do something yourself. And now you will learn how to express a desire that encourages another to act - I want Sasha to help me." Further, situations are created that encourage students to use this structure. And here is an example of a hidden installation. Without violating the communicative atmosphere in the lesson, relying on involuntary attention in relation to the material, the teacher includes a structure I want you to help meinto a communicative context. He asks individual students to do something: hang a poster on the board, erase it from the board, water the flowers, and so on.

Therefore, the teacher should think carefully about the objectives of the lesson and their presentation to students.

In the practice of teaching a foreign language, unfortunately, the initiative of students is poorly stimulated. Truly active in the classroom, alas, the teacher. Most of the time in the lesson is distributed in this way: the teacher asks questions, and the students answer them. No matter how diverse these questions are (questions within the framework of speech exercises, questions on the topic, text, questions related to the organization of the lesson, and others), students get the impression of monotonous control: the teacher asks them throughout the lesson.

In accordance with the current trend in pedagogy, the teacher's activity should be indirect and consist in organizing the activities of students, involving them in active learning, in turning them into true subjects of speech activity.

When we talk about the speech-cogitative activity of students, we mean both internal and external activity. Internal activity correlates with mental, external activity - with speech. For internal activity, the content of the lesson is very important. Students should be encouraged to search, recognize thoughts in the process of listening and reading, putting them in front of appropriate tasks such as: "Explain why ...?", i.e. tasks that can stimulate internal activity. The search for information stimulates internal activity, thanks to which the student reveals the meaning of foreign language phenomena and through it comes to meaning. For example: "Pay attention to the international words in the text, they will help you understand it", "There are three constructions in the passive voice in this text, isolate them, determine the figure. This will help you understand the content of the text."

Internal and at the same time external activity is determined by the development of students' questioning skills. Above, we spoke about the excessive activity of the teacher, in particular, manifested in the fact that he "throws" students with questions. It is necessary, therefore, to change this situation, since the ability to raise a question is a manifestation of internal activity and testifies to the student's speech initiative. Therefore, it hardly makes sense to put the student in the position of answering questions, but you should teach him to do it himself, using all the types of questions known to him in a foreign language, subordinating them to meaning. The formed skill of posing a question will also unleash the speech initiative of students, make them equal, active participants in communication, when both stimulating and responsive remarks come from students.

Each student must speak in class. A special effect in this sense is the combination of individual forms with collective ones. The collective form corresponds to the conditions for the functioning of speech, which, as you know, is a social phenomenon - people communicate with each other.

Language is a universal means of cognition and communication. The studied foreign language is also called upon to perform this function. For successful mastery of it, it is important to present in the lesson "segments" of reality that are necessary for the reproduction and understanding of statements. In other words, the lesson should be life itself in reality or a fantasy version or its model. The model, in turn, can be represented by a verbal or visual situation that sets the appropriate stimulus. Verbal stimulus, as a rule, appeals to the imagination of students. For example: "The trainer brought a circus tiger to the veterinarian. What will be the dialogue between the veterinarian and the trainer and how will the veterinarian "communicate" with the tiger?". Of course, verbal stimuli should be correlated with age and psychological features students and their language experience.

In addition to verbal stimuli, visual stimuli should be used in the lesson. It cannot be said that teachers underestimate visual aids, but sometimes they are not used to the proper extent to stimulate speech. For example, a plot picture is posted only to name an object in a foreign language, while it is advisable to use it to stimulate an expression, a conversation about it.

Observations show that repeated appeal: "Describe the picture" - weakens its stimulating power. While the picture, a simple accessible means, is designed to stimulate speech, both prepared and unprepared, monologue and dialogic. Let's name the types of work with the picture in the lesson:

it can be simply described;

say what is depicted on it;

restore the missing element in the picture;

find and point out the absurdity;

match the image in the picture with your life experience;

using imagination, to think up the prehistory, posthistory, subtext;

dramatize what is shown in the picture, reincarnating as its characters;

express your attitude to the picture, to the one depicted on it.

Such tasks individualize students' speech, awaken their imagination and thought, and significantly expand the stimulating effect of the picture. (Appendix K)

A modern foreign language lesson is unthinkable without the use of sound recording. The stimulating effect of sound recording is manifested in the fact that it creates a standard of sounding speech, encourages imitation, expands the associative base, strengthens auditory-motor skills, stimulates speech-thinking activity and has an emotional impact on students.

In the lesson, sound recording can act as a source of meaningful and semantic information: it is a story, a poem, a song. It includes music screensavers that help absorption and reduce fatigue. The tonic role of music in the classroom is emphasized in modern psychological and methodological research and is proved by the experience of teaching foreign languages. Music helps to relieve fatigue, relaxation and helps to better assimilate the material.

Evaluation, mutual assessment and self-assessment are very important for understanding success and learning-communication. When we talk about evaluation, we don't just mean evaluation in the form of a score. It seems to us more important to use a wide scale of approvals, which the teacher can and should have along with verbal and non-verbal approvals, such as: smile, gesture, intonation. Evaluation can also come from students, participants in the tasks being performed, when they have a performance standard, when they use special cliché phrases like: you are right, you are wrong, you are wrong, and others. These are all means of external feedback that are objective in nature - an assessment from the outside.

To realize the success of the teaching, internal, subjective feedback, i.e. self-assessment, is no less important. The student's performance of the task at a normal pace in accordance with the situation signals to him that he is coping with it. This creates a feeling of satisfaction and motivates further learning.

The crucial moment of a purposeful lesson is its completion. Students should see, feel what they have learned in the lesson, evaluate the activity. Psychologically and actually prepare for independent work outside the lesson. At the same time, it is not necessary to give the end of the lesson a convex organizational form like: "So, what did we do at the lesson today?" In response, students sometimes count the number of words learned in the lesson, or name the grammatical form. which they were working on. Such an "inventory" poorly demonstrates their actual progress in mastering the language in a given lesson and pushes students to a formal "report". It should also be remembered that students get tired by the end of the lesson, so summarizing should be given a form that relieves fatigue. The best way to sum up is to include the acquired knowledge and skills in a game activity such as a language game, for example, pick up a rhyme for learned words, guess words, you can use riddles, with their help vocabulary is well fixed. In this case, students will leave the lesson with a sense of progress in learning the language and with a sufficient supply of positive emotions, which is important for further learning. (Appendix K)

The final stage, as a rule, includes the setting homework with necessary explanations from the teacher. The time and place of control is determined by the need to use this material in the lesson. If the language material of the written assignment requires students to speak, then it can be included in the appropriate exercises; You can also use it for speech. Verification of oral homework, such as: learn a poem, prepare a message on the topic "...", draw up a plan-program of an oral statement about ... - is included either in phonetic exercises (poem) or in speech exercises as preparation for a conversation on the topic and, finally , directly into oral communication in the central part of the lesson.

Thus, checking homework is dispersed. Only when it is organized in this way does homework acquire the necessary meaning in the eyes of students, and they see its benefits. In addition, dispersed checking of homework helps to maintain the internal logic of the lesson, subordinating the student's independent homework to the solution of the lesson's problems.

Consider, for example, a lesson plan based on a communicative methodology in the 11th grade of secondary school No. 5.

Lesson plan - 15.09.08

Theme: My Profession

Goals: 1. Practical. Discussion of career choice.

)Introduce students to new words on the topic "My profession".

2)Compose a dialogue.

)Read text.

)Conduct a survey.

2. Developmental. Development of the ability to set goals, make choices.

3. Educational. Cultivate a sense of responsibility, self-worth in society.

4. Educational. Learn about existing jobs.

.Organizational moment - 2 min.

2.Voice exercise - 3 min.

.New words - 5 min.

.Make up a dialogue - 10 min.

.Reading text

1)Reading - 4 min.

2)Translation - 4 min.

)Answering questions - 2 min.

6.Questionnaire - 10 min.

7.Setting homework - 3 min.

.Results - 2 min.

Equipment and materials: textbook "Opportunities", cards with new words, questionnaire sheets

During the classes

Teacher Pupils 1. Organizational momentGood morning people! Take your sits. 2. Voice charging(repeat of previous "My hobby") What is your hobby? And your? What is your favorite sport? Do you like basketball? Do you like to read? What do you like to read? Can you swim? What do you like to do? And you? 3. New words on the topic "My profession"Today we ll start new topic "My profession". We ll speak about your plans, your wishes, and again about your hobby and about things which you like to do. When I was a child I liked to draw. to drawI drew many pictures, they were very nice and my mother said I would be an artist up artist - artistSasha, what do you like to do? Do you like to drive? to drive - drive a carDo you think it is useful job? Why do you think so? Masha, who is your mother? What do you know about her profession? Kolya, who is your father? Do you think it is a good job? My father is engineer an engineerHe says that everyone should study and get education. education - educationDo you think that everyone should study? Do you want to study at the university? Who studies at the university gets high education. university - university high education - higher educationVova, I know, your father is builder. a builder - builderWhat does he do? 4. Making up a dialogueNow, work in pairs. Ask your neighbor about his or her plans. Tell your opinion about professions and jobs which you know. What work do you like and whom do you want to be. 5. Reading textMy Profession I was born on a farm. My parents were farmers. My father was a tractor-driver. In spring, summer, and autumn he worked much in the fields. I was nine at that time, but I wanted to help and did whatever I could. We had a garden near the house. I worked in the garden with mother when she came home from work. When I was finishing school, I wanted to be a tractor-driver. Just like my father. And father could teach me to drive a tractor. Now I can drive a tractor very well. I work in the fields together with men. In spring and autumn I have much work, but I like my work very much. My profession I was born on a farm. My parents were farmers. Father was a tractor driver. In spring, summer and autumn he worked hard in the field. I was then nine, but I wanted to help him and did everything I could. We had a garden near the house. I helped my mother in the garden when she came home from work. When I graduated from high school, I decided to become a tractor driver. Like my father. And my father could teach me how to drive a tractor. Now I drive a tractor very well. I work in the field with other farmers. I have a lot of work in spring and autumn, but I love my job. Do you like this text? Do you think that tractor-drivers make a good job? Why do you think so? Do you think that the man has the right decision to work as a tractor-driver instead of getting high education? Tell us your opinion. 6. Questionnaire - What is your hobby? - What subject do you like most of all? - Where are you going to study after finishing school? - What profession is the most important? - tell your opinion about high education. 7. Homework Learn by heart new words. Be ready to tell about your father and mother professions. Tell about your favorite job, whom you want to be. 8.Results You worked very well. Your marks are… Thank you for the lesson. Goodbye! good morning! My hobby is to collect cards My hobby is… I like to play computer games My favorite thing is… I like to drive She is a doctor Doctors work in hospitals… He builds new houses… What are you going to do after school? Whom do you want to be? They work in the fields and grow wheat, corn and other crops Good bye!