Features of the use of non-standard forms of teaching a foreign language. Active forms of teaching a foreign language

Techniques and methods are constantly changing. The direction of education as a whole is also changing depending on the needs of society. Foreign languages have always been important to society.

When teaching foreign languages, one either tried to develop analytical skills or conversation.

Nowadays the market principle works - the courses are short-term, success upon completion is not established.

Nowadays, it has become fashionable to use the word innovation instead of novelty. New things appear where new social orders appear. Today, a person who is independent and proactive, responsible and active, highly moral and creative in his work, in society, in life is in demand. In these conditions, there is an urgent need for new concepts, methods and technologies of teaching, in a word, pedagogical innovations.

Nowadays, a trend is easily visible when the dictates of the teacher are being lifted. The teacher tries to work closely with the students. The second trend is taking into account the needs of the student. There is a learning process going on.

A characteristic of teaching that gets in the way is inertia; teachers are tender about their achievements and polished methods of work. According to the Polish scientist Angelowski: in the teaching staff, innovators make up only 6.6%, developers of innovative ideas - 44.1%.

Now the development of our economy and other areas of life has led to the emergence of courses. For example, courses by Ilona Davydova. She lived in America for some time, realized that English was in demand in Russia and organized courses with 25 personnel. There was a frequency repetition of stamps and an additional dictionary, but the 25th frame was not there. Ilona Davydova leaked into Khodorkovsky’s Minotep and an advertising campaign was launched. Then she brought the second course. It contained excerpts from literature. After 1.5 years it was all over, the second course was completely ineffective.

Short and intensive courses

Many people believe that these are synonyms. Suggestopedia (from suggest) - Lazanov's concept. He is not a linguist, but a physiologist who studies the structure of the brain. He realized that if you don’t put pressure on your brain with learning techniques, it will absorb everything on its own. Sugestopedia is a recording on the subcortex. Lazanov was asked to develop a way to train Bulgarian staff to speak at least a little. Lazanov's concept, suggestology. She turns on the music, the teacher begins to speak in English to the music in a relaxed state. A suggestologist teacher will never say “Remember.” Songs, dances. The technique has its limitations. Suggestology works for adults, not children. There was a whole wave of adult education methods. Digechkori, Shekhster, Kitay-Gorodskaya, Petrusinsky. Petrusinsky's immersion method - only English language 24 hours a day, but it is very expensive. Hypnopedia method - sleep training. Short-term courses can be 100 hours, while intensive ones have cycles. Emotional-semantic method, method of activating Kitaygorodskaya’s personality.

The learning strategy goes through all methods and systems, but inside there is a huge variety of tactics and techniques. The most successful ones are selected and given the term methodological system. It has its own components and parameters: 1) clearly defined learning objectives (volume of material, terms of study), 2) content of the academic subject (selection of lexical, grammatical material, structuring of material), 3) content of the educational process (how teaching will be conducted, its framework ), 4) the presence of an educational and methodological complex (availability of a textbook). Intensive courses usually do not limit themselves to a textbook; they also use audio aids, notebooks, etc.

Now the main strategy is learning to speak. Foreign language communicative competence. What shapes it? Speech competencies in speaking, listening, reading and writing, on the other hand, linguistic and sociocultural competencies (knowledge of the country, its traditions). They are in due time fueled by language competencies. These are phonetic, lexical and grammatical competence. At the very core is educational and strategic competence (the ability to work independently, self-control actions, etc.).

I understand General (Basic) English. This is a general course, taught the most necessary things. In America it was called Survival English. Then ESP (English for Special Purposes) appeared. After that, many courses appeared: Business English, English for Law Enforcement, Guide to Science. It became clear that it was necessary to prepare in a certain specialized area.

New forms of foreign language teaching in the era of information technology

Everyone is well aware of the role of a foreign language in the world of modern man. Many specialists, including those whose activities are related to tourism, often encounter this problem and regret their ignorance or insufficient proficiency in a foreign language. This includes establishing international contacts, holding conferences, congresses, seminars, and simply relaxing with a trip abroad - knowledge of a foreign language is required everywhere.

In the 18th century, society determined the priority of the French language. Further, during the Second World War, the need arose to study German. Nowadays, English has become the dominant language, a huge role of which is obvious. The entire scientific world communicates mainly in this language. 75% of the world's mail and 60% of the world's telephone conversations are carried out in English.

However, paradoxically, a university teacher is often faced with the problem of ignorance of a given subject or very poor preparation of students, although in our country children learn a foreign language almost from kindergarten. What is the reason for such a low level of knowledge?

This can be explained by a number of factors, including:

– the student believes that he does not need a foreign language at the university (according to his specialty);

- the student has developed a stable “immunity” - “I studied English for many years (many 10 years) and did not learn anything, nor will I learn at university”;

– there are students who demand from the teacher something completely different than what the educational program provided for by this faculty or department requires of him;

– insufficient number of hours allocated for discipline (in senior grades of secondary schools); etc.

Thus, the conclusion suggests itself - the existing form of teaching a foreign language does not contribute to motivation, therefore, it is necessary to apply the principle of novelty.

It's no secret that a teacher at a Russian university still uses chalk, a board and a rag in his classes. How much time does it take for him to draw a table (!), write a series of sentences with chalk on the blackboard, etc. And what does this teacher look like when he stands at the blackboard all day?! Surely, everyone agrees with the opinion that this is not only not aesthetically pleasing, but also takes up a huge amount of time, which is always in short supply.

Traditional pedagogical technologies do not ensure complete assimilation of the rapidly growing volume of knowledge; updating of educational material does not keep pace with the modern flow of information.

Unfortunately, there are foreign language teachers who, under the guise of pedagogical activity, only understand that students are reading cumbersome, complex texts with grammar and terminology unknown to them, after which, as a rule, a series of traditional questions and answers follow. This stereotype sometimes turns out to be very stable and indicates the unpreparedness of a given teacher to switch to a different (completely new) form of teaching.

It is necessary to break this stereotype and offer new programs based on non-traditional learning of a foreign language.

To increase the efficiency of the educational process, it is necessary to use new educational technologies and, thereby, activate the student’s cognitive motivation.

The advantages of modern information networks and the possibility of using electronic forms of educational materials are obvious. Those who have encountered this at least once understand how convenient and effective it is. Computer technologies make it possible to create an amazing world of knowledge accessible to everyone.

This form of presenting information has great advantages over traditional methods, including:

– a graphical form of presentation that is well understood by specialists of various profiles, especially specialists in technical and natural sciences;

– use of electronic maps, landscapes, etc.;

– the use of multimedia training programs, which undoubtedly entails an increase in the effectiveness of the educational program;

– application of the capabilities of network technologies and extraction of information from the electronic network;

– enormous time savings;

When developing a computer course, it should be taken into account that this is not just about translating typographic texts into electronic form, but about creating completely new didactic tools based on (or using) multimedia.

A computer course can provide high quality education if used correctly. Such a course is a means of complex influence on the student, since it combines such components as: conceptual, illustrative, training and control parts. There may also be game components that facilitate understanding and assimilation of the presented material.

Success largely depends on how competently the material is methodically organized, where part of the classes can be implemented using multimedia courses (MCC), and ongoing monitoring can be carried out using a testing system.

An example is electronic presentations that are easy to create and use. Electronic presentations– these are original lectures and practical exercises performed in the Microsoft POWER POINT program using audio, graphics and animation. Along with these effects, you can include elements of digitized videos, etc.

These are just a few of the capabilities of one of the electronic courses that help the teacher take a fresh look at his task and his implementation of the educational process using computer technology.

Students studying using such electronic courses have the opportunity to take electronic notes of materials as part of the current classroom lesson. This can be done using a CD or floppy disk (etc.), for the purpose of detailed consideration and study of the material received in class (for those who have a computer at home).

Therefore, it is necessary to check the computer literacy of students. The student must be able to work in a specific program, have keyboard skills, launch and exit the program, and also be able to write a file. Must be ready, if possible, to work on the Internet, and also be able to use CD and DVD-ROM devices. Partially, such skills can be acquired during the learning process, which, of course, will not affect the quality of the student’s performance.

It would be advisable to provide, if possible, special introductory classes on the basics of using a personal computer and working on the Internet. The teacher himself can organize such classes at the beginning of the course; other acceptable options are possible.

It should be noted that with this form of training, student fatigue may increase, as the load on vision increases, etc. Therefore, careful preparation of didactic tools is required, taking into account the sensitivity of the human eye to a certain color scheme, careful selection of fonts (for example, headings 40–44 , main text 32–38) and the number of characters in one slide. Moreover, a computer course should not be the main, but only an auxiliary tool in the implementation of the educational process. Therefore, one of the main conditions is precisely supply of information (material) .

Material based on computer technology and its distribution in the course of study restructures the student to a new, more active mode of activity, which promotes maximum manifestation of creative potential and creates the prerequisites for the successful assimilation of increased volumes of information.

As mentioned above, an electronic course cannot be done in the same way as a traditional textbook. For each course there should be a description containing basic information about the subject of the course, its author and the program, which indicates the main sections (topics) of the course, the (approximate) time allotted for their study, and, if possible, the nature of the tasks for a particular section (topics) (homework, intermediate checkpoints, tests on topics). It is important to present the structure of the lesson (topic, section) at the beginning of each individual lesson so that the student can see where (in which section) he is currently located. To accomplish this task, it is advisable to build the material on the basis of a hypertext structure, which speeds up the search for information.

Today it is very important to pay special attention to technological support of the educational process. The faculty should have at its disposal (at least) several computer labs (auditoriums) so that students can spend at least 1-2 hours a week here.

It is necessary to put in the foreground not only the introduction of the necessary equipment, but also pay attention to training personnel at the proper level, since one of the main difficulties is the development of such educational and methodological materials. Moreover, in addition to professional knowledge, the teacher must have a good command of modern information technologies and understand issues that often lie outside of his professional activities. This requires a lot of independent work by the teacher, so it is advisable to carry out these projects with a creative team, rather than one person.

To solve the problem of personnel training, the Institute of Distance Education (IDE) at TSU organizes seminars and advanced training courses with the involvement of specialists from different fields of knowledge.

It must be taken into account that special responsibility when conducting such classes falls on the teacher, who acts not only as a consultant on a particular subject, but also as an organizer of the entire educational process at the new stage as a whole. The introduction of computer technology makes it possible to move to a qualitatively new level of information transfer.

Introduction
ChapterI. Theoretical foundations of using forms and techniques of teaching a foreign language
ChapterII. Features of the use of non-standard forms and techniques in teaching a foreign language
2.1 Role-playing
2.2 Project method
ChapterIII. Results of experimental and practical work on the use of non-standard forms and techniques in teaching a foreign language
3.1 Analysis of experimental work
3.2 Experience in implementing activities on the use of non-standard forms and techniques in teaching a foreign language
Conclusion
Bibliography
Application

Introduction

The problem of using non-standard forms and techniques in a foreign language lesson in the educational process has been studied relatively recently. Despite this, considerable attention is paid to it in pedagogy and methodology. Currently, new forms of education are being searched and traditional ones are being analyzed in order to create a high level of education for students. Personality-oriented pedagogy brings to the fore non-standard approaches to organizing the learning process in a modern school. However, the advancement and development in recent years of new non-standard forms and techniques in teaching a foreign language leads to a gradual restructuring of the entire methodological system. Non-standard forms of conducting classes are aimed at increasing the efficiency of students' activities. Non-standard forms and techniques in foreign language lessons make it possible to solve many communicative problems, one of which is teaching foreign language communication, ensuring maximum activation of students’ communicative activities in the lesson under the guidance of a teacher.

The problem of studying non-traditional forms and techniques in teaching a foreign language is considered in the works of the following methodologists and psychologists: I.P. Podlasova, V.A. Slastenina, I.F. Isaeva, E.N. Shiyanov and others. They consider non-standard forms and methods of teaching as a process of education, training and development of a student. This approach allows you to diversify a student’s life, increase motivation to study the subject, and develop the intellectual and emotional sphere of activity.

Analysis of scientific literature on the problem under study and study of teaching practice made it possible to identify contradiction between the objectively increasing demands placed on the learning outcomes of schoolchildren and the insufficient theoretical and practical development of teaching forms and techniques. In connection with this contradiction, there arises problem: searching for effective ways to use non-standard forms and techniques in foreign language lessons.

The relevance, theoretical and practical significance of the problem determined the choice of the research topic: “The use of non-standard forms and techniques in teaching a foreign language.”

Object of study: the process of teaching a foreign language.

Subject of study: non-standard forms and techniques for organizing the process of teaching a foreign language.

Purpose of the study: to identify, theoretically substantiate and test in practice effective non-standard forms and methods of teaching a foreign language.

Hypothesis: the process of teaching a foreign language using non-standard forms and techniques in teaching a foreign language will be successful if:

· the concepts of “form of teaching” and “method of teaching” are disclosed;

· non-standard forms and methods of teaching a foreign language have been identified and theoretically substantiated;

· ways of introducing non-standard forms and methods of teaching a foreign language have been developed.

In accordance with the object, subject, purpose and hypothesis, the following are defined research objectives:

· reveal the concepts of “form of teaching” and “method of teaching”;

· identify and theoretically substantiate non-standard forms and methods of teaching a foreign language;

· develop ways to introduce non-standard forms and methods of teaching a foreign language.

Research methods: theoretical analysis of educational, methodological, psychological and pedagogical literature on the problem under study, analysis, synthesis, questioning, observation.

Theoretical significance The research is to identify and theoretically substantiate non-standard forms and methods of teaching a foreign language, as well as to develop ways of introducing them into the educational process.

Practical significance research is as follows:

· effective non-standard forms and techniques have been tested;

· research materials can be used in the educational process of secondary school.

Practical basis of the research: Municipal educational institution "Secondary school No. 8, Buzuluk"

Chapter I. Theoretical foundations of using forms and techniques of teaching a foreign language

1.1 The concept of “form of education” and its essence

Currently, there is a need to constantly improve the system and practice of education; this phenomenon is due to social changes occurring in society. Issues of improving the quality of training and the level of education of the student’s personality have been and remain priorities in modern methods of teaching a foreign language. Organized training and education is carried out within the framework of a particular pedagogical system and has a certain organizational design. In didactics, there are three main systems of organizational design of the pedagogical process, which differ from each other in the quantitative coverage of students, the ratio of collective and individual forms of organizing the activities of students, the degree of their independence and the specifics of the management of the educational process on the part of the teacher.

The form of teaching (or pedagogical form) is a stable, complete organization of the pedagogical process in the unity of all its components.

The pedagogical form is a stable, complete organization of the pedagogical process in the unity of all its components. Form is considered as a way of expressing content, and, therefore, as its carrier. The effectiveness of the educational process is increased by the use of various forms of teaching in foreign language classes.

The term "form of organization of training" denotes a specific type of this activity. The most complete forms of organizing students' educational activities are presented in the works of M.D. Vinogradova, V.K. Dyachenko, V.V. Kotova, M.N. Skatkina, I.M. Cheredova and others. The authors agree that it is in organizational forms that the interaction between teaching and learning takes place. Thanks to the form, the content takes on an appearance and becomes adapted for use. Any form consists of the same components: goals, principles, content, methods and teaching aids. In language classes, direct and indirect organizational forms of learning take place, reflecting the nature of communication between its participants. Direct training is implemented in a group or individual form. Indirect learning occurs without personal contact between the teacher and his student, mainly through written speech or means that replace it. Here the student’s independent individual work with a textbook and technical means takes place. Distance learning is one of the forms of mediated learning that implements an individual form of language classes.

Organizational forms regulate (determine) the relationship between individual and collective learning, the degree of activity of students in educational and cognitive activities and the nature of its management by the teacher. The form of training can be different and depends on the density of communication during the learning process. Thus, the student is simultaneously both a subject of educational and cognitive activity and a subject of communication, who has either entered into indirect (distance) communication, for example through a book, or in direct communication - with the teacher or other students. In accordance with this, individual, pair, group and frontal forms of educational work are well known.

Group form educational work

The group form of work allows for training under the supervision of the group responsible for performing the exercise and creates conditions for communication. In the course of such work, maximum use is made of discussion of results and mutual consultations. And all this is accompanied by intensive independent work. The group form of work can be used when implementing the project method. Group forms also include pair work, which should be used to teach dialogical speech. In pairs, you can perform question-and-answer exercises, train in building dialogical unities based on a model, compose dialogues based on a given situation, etc. According to the point of view of P.I. Pidkasisty, properly organized group work is a type of collective activity and can proceed successfully with a clear distribution of work between all group members, mutual verification of the results of each person’s work, constant support from the teacher, and his prompt assistance. Group leaders and their composition are selected on the principle of uniting schoolchildren of different levels of training, extracurricular awareness of a given subject, and compatibility of students, which allows them to mutually complement and compensate for each other’s strengths and weaknesses. Often, students in groups are not always able to independently understand complex educational material and choose the most economical way to study it. As a result, weak students have difficulty mastering the material, while strong students need more difficult tasks. Therefore, only in combination with other forms of training - frontal and individual - does the group form of organizing the work of schoolchildren in foreign language classes produce the expected positive results.

Properly organized group work is a type of collective activity; it can proceed successfully with a clear distribution of work between all group members, mutual verification of the results of each person’s work, constant support from the teacher, and his prompt assistance. Without careful direction, group teachers cannot work effectively. The content of this activity comes down, first of all, to teaching students the ability to work independently, to consult with classmates without disturbing the general silence in the lesson, to creating a system of tasks for separate groups of students, teaching them the ability to distribute these tasks among group members so that the pace of work is taken into account and the capabilities of everyone. As T.A. rightly writes. Ilyin, all this naturally requires the teacher to pay the necessary and sufficient attention to each group, and therefore certain labor costs, but in the end result this helps him solve such important educational tasks as instilling in students independence, activity, and the ability to cooperate with by others in carrying out a common cause, the formation of social qualities of the individual.

Frontal form organizations educational activities

With frontal learning, the teacher controls the educational and cognitive activities of students of the entire group working on a single task. He organizes the cooperation of students and determines the same pace of work for everyone. The frontal form of teaching can be implemented in the form of problem-based, informational and explanatory-illustrative presentation and be accompanied by reproductive and creative tasks. The main disadvantage of the frontal form is that it is designed for the average student and does not take into account the individual characteristics of the students. Therefore, for maximum efficiency of the educational process, it is necessary to use other forms along with this form of training. The frontal form is recommended when teaching listening, reading techniques, writing annotations, performing any type of written work, etc.

The frontal form of organizing the educational activities of students is this type of activity of the teacher and students in the lesson, when all students simultaneously perform the same work, common to all, and the whole class discusses, compares and summarizes its results. The teacher works with the whole class at the same time, communicates with students directly during his story, explanation, demonstration, involving students in the discussion of the issues under consideration, etc. This contributes to the establishment of particularly trusting relationships and communication between the teacher and students, as well as students among themselves, fosters a sense of collectivism in children, allows schoolchildren to be taught to reason and find errors in the reasoning of their classmates, to form stable cognitive interests, and to intensify their activities. The frontal form of teaching organization can be implemented in the form of a problem-based, informational and explanatory-illustrative presentation and be accompanied by reproductive and creative tasks. The frontal form of educational work, as noted by scientists and teachers - Cheredov I.M., Zotov Yu.B. and others, has a number of significant disadvantages. By its nature, it is aimed at a certain abstract student, due to which in school practice there are often tendencies towards leveling students, encouraging them to a uniform pace of work, to which students, due to their different levels of performance, preparedness, real fund of knowledge, skills and abilities not ready. Students with low learning abilities work slowly, learn the material less well, they need more attention from the teacher, more time to complete assignments, and more different exercises than students with high learning abilities. Strong students do not need to increase the number of tasks, but to complicate their content, tasks of a search, creative type, work on which contributes to the development of students and the acquisition of knowledge at a higher level. Therefore, in order to maximize the effectiveness of students’ educational activities, it is necessary to use, along with this form of organizing educational work in the classroom, other forms of educational work. So, when studying new material and consolidating it, writes Yu.B. Zotov, the most effective form of organizing a lesson is the frontal one, but the application of acquired knowledge in changed situations is best organized by making maximum use of individual work. Laboratory work is organized frontally, however, and here it is necessary to look for opportunities for maximum development of each student. You can, for example, end the work by answering questions and tasks of varying degrees of complexity. Thus, it is possible to optimally combine the best aspects of different forms of teaching in one lesson.

Individual form organizations educational activities.

The individual form of training assumes that each student receives a task for independent completion, specifically selected for him in accordance with his preparation and educational capabilities. Such tasks may include working with a textbook, foreign literature, newspaper articles, various sources (grammar reference books, dictionaries, etc.), writing abstracts, annotations, etc. It is advisable to organize an individual form of work in foreign language classes using a handout material of a different nature, compiled by the teacher taking into account the capabilities of each student. Such differentiated individual tasks free students from mechanical work and allow them to significantly increase the amount of effective independent work with less time. This creates conditions for an individual approach when teaching students a foreign language. It is advisable to carry out individual work at all stages of the lesson, when solving various didactic problems; for assimilation of new knowledge and its consolidation, for the formation and consolidation of skills and abilities, for generalization and repetition of what has been learned, for control, for mastering research experience, etc. Of course, the easiest way is to use this form of organizing schoolchildren’s educational work when consolidating, repeating, and organizing various exercises. However, it is no less effective when studying new material on your own, especially when you study it at home first. This organization of students’ educational work in the classroom allows each student, due to their capabilities, abilities, and composure, to gradually but steadily deepen and consolidate the acquired and acquired knowledge, develop the necessary abilities, skills, experience of cognitive activity, and develop their own needs for self-education. These are the advantages of the individual form of organizing students’ educational work, these are its strengths. It should be noted that the individual form of work contains a serious drawback. While promoting students’ independence, organization, and perseverance in achieving goals, this form of work somewhat limits their communication with each other and the desire to transfer their knowledge to others. These shortcomings can be compensated for in the teacher’s practical work by combining an individual form of organizing students’ educational work with such forms of collective work as frontal and group work.

Steam room form educational work.

Most often it is carried out in the “student-student” mode. The paired form allows you to improve the skills of communicative interaction, mutual control and mutual verification; knowledge, skills and abilities are exchanged. But when organizing pair work, the teacher has difficulties controlling the contribution of each member of the pair and the level of their initiative in communication.

1.2 Techniques for teaching a foreign language

A technique is an elementary methodological action aimed at solving a specific problem. The activities of students and teachers within each method consist of a series of techniques. If the method is associated with the main activity of the teacher or student (familiarization, training, application), then the technique is with a specific action, for example, the technique of revealing the meaning of a word by showing a picture when introducing children to lexical means of communication.

Educational and methodological techniques for organizing linguistic or speech units, their classification in accordance with given categories or without given categories. These techniques form the basis of a whole group of exercises in which students perform speech actions that are correlated with cognitive actions and general functional mechanisms of speech activity. These exercises include identification, selection, comparison, correlation, sorting, grouping, ranking. A distinctive feature of this group of exercises is the interconnection of these actions, the inclusion of some actions in others, since search and identification, comparison and choice always underlie the fundamental cognitive process of classification. The exercises in this group are aimed at understanding conceptual categories and their linguistic form. Receptive in nature, they contribute to the development of reading and listening mechanisms: recognition, comprehension, semantic conjecture, meaningful anticipation, reading speed, as well as the development of the mechanism of logical understanding. In recent years, they have gained particular popularity and are widely used in teaching foreign language vocabulary. Organized according to a certain criterion, it is better remembered, and associative connections between words are strengthened. The conjugation of the exercises allows you to repeat lexical units many times in different semantic combinations, in unity with a variety of mental operations, which also contributes to a more solid assimilation of educational material. Exercises based on classification techniques can be either open or closed.

Methods of question-answer work. The exchange of questions and answers is a characteristic feature of verbal communication between the teacher and students and between the students themselves in the learning process. The questions asked by the teacher stimulate the verbal and mental activity of students if they cause cognitive difficulties due to lack of awareness, linguistic complexity of the material, or the problematic nature of the situation or topic.

Educational and methodological techniques aimed at generating semantic associations are based on the ideas of associationism, revealing connections in human cognitive activity. The most well-known types of speech exercises in which techniques for generating semantic associations are implemented are “brainstorming” and drawing up a logical-semantic map. They also play an important role in preparing oral and written statements.

1.3 Non-standard forms and methods of work in teaching a foreign language

Since the mid-70s. In the domestic school, a dangerous tendency has been revealed to reduce the interest of schoolchildren in classes. Teachers tried to stop the alienation of students from cognitive work in various ways. Mass practice responded to the aggravation of the problem with so-called non-standard lessons, which have the main goal of arousing and maintaining students’ interest in educational work. A non-standard lesson is an impromptu training session that has a non-traditional (unspecified) structure. The opinions of teachers on non-standard lessons differ: some see in them the progress of pedagogical thought, the right step towards the democratization of the school, while others, on the contrary, consider such lessons a dangerous violation of pedagogical principles, a forced retreat of teachers under the pressure of lazy students who do not want and are unable to work seriously . The orientation of the modern school towards the humanization of the educational process and the diversified development of the child’s personality presupposes the need for a harmonious combination of educational activities themselves, within the framework of which basic knowledge, skills and abilities are formed, with creative activities associated with the development of individual inclinations of students and their cognitive activity. Non-standard lessons are one of the important teaching tools, because... They form a stable interest in learning in students, relieve stress, help develop learning skills, and have an emotional impact on children, thanks to which they develop stronger, deeper knowledge. The peculiarities of non-standard lessons lie in the desire of teachers to diversify the life of a student: to arouse interest in cognitive communication, in the lesson, in school; satisfy the child’s need for the development of intellectual, motivational, emotional and other areas. Conducting such lessons also testifies to teachers’ attempts to go beyond the template in building the methodological structure of the lesson. And this is their positive side. But it is impossible to build the entire learning process from such lessons: by their very essence, they are good as a release, as a holiday for students. They need to find a place in the work of every teacher, as they enrich his experience in the varied construction of the methodological structure of the lesson. In non-standard lessons, students should receive non-standard tasks. A non-standard task is a very broad concept. It includes a number of features that make it possible to distinguish tasks of this type from traditional (standard) ones. The main distinguishing feature of non-standard tasks is their connection “with activity, which in psychology is called productive,” creative. There are other signs: students’ independent search for ways and options for solving a given educational task (choosing one of the proposed options or finding their own option and justifying the solution); unusual working conditions; active reproduction of previously acquired knowledge in unfamiliar conditions.

Non-standard tasks can be presented in the form of problem situations (difficult situations from which one must find a way out using acquired knowledge), role-playing and business games, contests and competitions and other tasks with entertaining elements. Of course, non-standard lessons, unusual in design, organization, and delivery methods, are more popular with students than everyday training sessions with a strict structure and established work schedule. Therefore, all teachers should practice such lessons. But turning non-standard lessons into the main form of work, introducing them into the system is impractical due to a large loss of time, lack of serious cognitive work, low productivity, etc.

Types of non-standard lessons.

Analysis of pedagogical literature made it possible to identify several dozen types of non-standard lessons. Their names give some idea of the goals, objectives, and methods of conducting such classes. We list the most common types of non-standard lessons. Teachers have developed many methodological techniques, innovations, and innovative approaches to conducting various forms of classes. Based on the form of delivery, the following groups of non-standard lessons can be distinguished:

1. Lessons in the form of competitions and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.

2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.

3. Lessons based on non-traditional organization of educational material: a lesson of wisdom, revelation, a block lesson, a “understudy” lesson begins to take effect.”

4. Lessons that resemble public forms of communication: press conference, auction, benefit performance, rally, regulated discussion, panorama, TV show, teleconference, report, dialogue, “living newspaper”, oral journal.

5. Lessons based on fantasy: lesson-fairy tale, lesson-surprise, lesson-gift.

6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.

7. Traditional forms of extracurricular work transferred within the framework of the lesson: “the investigation is conducted by experts,” a matinee, a play, a concert, a staging of a work of art, a debate, “gatherings,” “a club of experts.”

8. Integrated lessons.

9. Transformation of traditional ways of organizing a lesson: lecture-paradox, paired survey, express survey, lesson-test (assessment defense), lesson-consultation, reader’s form protection, TV lesson without television.

Currently, there have been major changes in the methods of teaching a foreign language in an educational institution. This primarily includes a general strategy in relation to communicative orientation, an understanding of the practical goal of learning, namely, mastery of language as a social phenomenon, serving as a means of communication in oral (listening and speaking) and written forms (reading and writing), which is reflected in tactics training, especially at the initial stage. The student must receive comprehensive development, acquire the necessary culture, good manners, and readiness to engage in professional activities. The teacher is to ensure the upbringing of a well-educated, socially active person, and this is only possible if the quality of the educational process is improved. Each teacher needs to know the goals, teaching system and techniques included in the kits, the content of teaching materials, and be able to creatively use educational, educational and developmental opportunities. In other words, it is necessary to master methodological skills in order to teach English at the level of modern theory. The implementation of the main directions of educational and vocational school reform is reflected in the improved foreign language program. Changes and clarifications have been made to it. In particular, it says that teaching should ensure the unity of education and upbringing, students’ strong mastery of the basics of the language and the ability to apply it in practice. This emphasizes the practical (communicative) orientation of the educational process in this discipline. For example, schoolchildren work in a group, which allows them to significantly increase their language practice and develop creative initiative. The material is exercises and textbook texts presented by the teacher in the form of possible communication. A prerequisite is a brief acquaintance with the situation. It should be noted that having chosen situations, each group plans its work: repeatedly turning over the topic, decides how to combine relevant material, what vocabulary and grammatical rules to use, and on what points to build a conversation. Then, schoolchildren collectively (discussing, reasoning and arguing) select lexical and grammatical material for each stage and use it in the form of possible communication. Control is an integral part of the educational process. Control of knowledge, skills and abilities is effective if it is carried out in an interesting form with elements of competition that encourage everyone to show what they are capable of. It is important to try to understand everyone, teach schoolchildren to learn, develop their creative initiative, and include them in active thinking and speech activity. The main material to be learned is that presented in the textbook, but work with it is organized in such a way that the exercises cease to be exercises, but become a speech situation and are often performed in the form of a game, including role-playing. Practice has shown that non-standard forms and methods of work are the most effective, since when they are used, students work willingly and actively, easily, meaningfully and firmly assimilate the material and, most importantly, know how to use it practically. Every moment of the learning process requires the selection of such forms, techniques and methods that are suitable for a given topic.

It would be wrong to think that non-standard techniques and forms of work are only entertaining. The game is serious in its own way, since it is a means to achieve a goal and contains something new that needs to be learned and trained. During it or after its completion, you can conduct an analysis, draw conclusions, and organize the practical application of the studied material.

Thus, it is possible to make a theoretical justification for the effectiveness of using various forms and methods of work that have a positive effect on the educational process and improve its quality. Moreover, it should be noted that when solving educational problems in a non-standard form, students develop creative abilities, their horizons are enriched, and their interest in learning a foreign language increases.

foreign language training form

Chapter II. Features of the use of non-standard forms and techniques in teaching a foreign language

2.1 Role-playing

Currently, there is great interest in the use of role-playing games in a foreign language lesson to simulate a real communication situation. Therefore, I think that it is necessary to dwell in more detail on the role-playing game. Methods of teaching foreign languages have been moving toward the use of role-playing games in lessons for a long time. Psychologists (A.N. Leontyev, N.V. Koroleva, etc.) argue that role-playing play is especially sensitive to the sphere of activity of people and the relationships between them, that its content is precisely this sphere of activity. Every role-playing game contains a hidden rule, and its development goes from games with a detailed game situation and hidden rules to games with open rules and roles hidden behind them. All these facts indicate quite convincingly that in role-playing a significant restructuring of the student’s behavior occurs - it becomes arbitrary. In this case, by voluntary behavior we will understand behavior carried out in accordance with a model (regardless of whether it is given in the form of the action of another person or in the form of an already identified rule) and controlled by comparison with this model as a standard. This means that in a role-playing game the student does not feel the tension that he may feel with a normal answer, he is more relaxed and free. This explains the secret of the popularity of role-playing games among teachers and students. Being an educational model of interpersonal group communication, a specific organizational form of teaching oral communication based on the communicative principle, role-playing games easily fit into the lesson and, among other things, give students genuine pleasure. Role-playing games are used to solve complex problems of mastering new material, consolidating and developing creative abilities, as well as for the formation of general educational skills. It enables students to understand and study educational material from different perspectives. The social significance of role-playing games is that in the process of solving certain problems, not only knowledge is activated, but also collective forms of communication are developed.

Role-playing can be used when teaching a foreign language to schoolchildren of any age. And since play remains the leading form of child activity at primary school age, children should be taught a foreign language with its help. This increases the motivation of schoolchildren to learn a foreign language.

The role-playing game is characterized by:

1) a special attitude to the surrounding world (each participant is simultaneously in the real world and in the world of imagination, which provides the attractive value of the game as a whole due to the gaming moment);

2) the subjective activity of the participants (each participant in the game has the opportunity to demonstrate individual qualities and fix his “I” not only in the game situation, but also in the entire system of interpersonal relationships);

3) a socially significant activity (the participant, regardless of his internal make-up and mood, is “obliged” to play, he cannot help but take part in the game, since the conditions themselves exclude a passive position);

4) special conditions for the process of mastering classes (theoretical and practical knowledge is offered to game participants in an unobtrusive form of natural communication, rather than forced memorization of significant amounts of information).

From the point of view of students, role-playing is a game activity during which they act in certain roles. It performs certain functions, which can be seen in the following diagram (see Diagram 1).

The purpose of a role-playing game is the activity being carried out, since it is the game and the motive that lie in the content of the activity, and not outside it. As a model of interpersonal communication, role-playing game evokes the need to communicate in a foreign language. And it is in this position that it performs a motivational and incentive function. Role-playing play provides a teaching function, since it largely determines the choice of language means, promotes the development of speech skills and abilities, and allows students to model communication in various speech situations. The educational function of role-playing games is that it is in role-playing games that discipline, mutual assistance, activity, willingness to engage in different types of activities, independence, the ability to defend one’s point of view, take initiative, and find the optimal solution in certain conditions are brought up. Role-playing develops in schoolchildren the ability to play the role of another person, to see themselves from the position of a communication partner. It focuses students on planning their own speech behavior and the behavior of their interlocutor, develops the ability to control their actions, and give an objective assessment of the actions of others. Thus, the role-playing game also performs an orienting function. The compensatory function of role-playing play is manifested in the fact that it is in the game that the contradiction between the child’s need for action and the inability to carry out the operations required by the action is resolved. Children strive for communication, and role-playing games give them the opportunity to realize their desire. From the position of a teacher, role-playing game acts as a form of organizing the educational process, the purpose of which is to form and develop speech skills and abilities in students.

In the game, the teacher can occupy the following positions (see Diagram 2).

From this diagram it is clear that in a lesson the teacher has to play numerous situational roles that are not clearly defined by social relations, but are established in situations of pedagogical communication and largely depend on the type and form of organization of the lesson.

The structure of role-playing game as a process includes:

a) roles taken on by those playing;

b) game actions as a means of realizing these roles;

c) playful use of objects;

d) real relationships between the players;

The role-playing game technology consists of the following stages:

1. Preparation stage. Preparation of a role-playing game begins with the development of a scenario - a conditional representation of the situation and object. Then a game plan is drawn up. The teacher must have a general description of the game procedure and clearly understand the characteristics of the characters.

2. Explanation stage. At this stage, there is an introduction to the game, orientation of the participants, determination of the mode of operation, formulation of the main goal of the lesson, and it is also necessary to justify to the students the formulation of the problem and the choice of the situation. Pre-prepared packages of necessary materials, instructions, and rules are issued. If necessary, students seek help from the teacher for additional clarification. The teacher must instruct students that they cannot be passive in the game and violate the rules and ethical behavior.

3. Stage of conduct - the process of the game. At this stage, students act out the situation proposed to them, performing certain roles.

4. Stage of analysis and generalization. At the end of the game, the teacher, together with the students, conducts a generalization, i.e. Students exchange opinions on what, in their opinion, worked, and what still needs to be worked on. In conclusion, the teacher states the results achieved, notes mistakes, and formulates the final outcome of the lesson. During the analysis, attention is paid to the correspondence of the used simulation with the corresponding area of the real situation.

The game form of learning promotes the use of various methods of motivation.

1. Motives for communication:

a) students, solving problems together, participate in role-playing games, learn to communicate, and take into account the opinions of their comrades;

b) in a role-playing game when solving collective problems, various abilities of students are used; Students in practical activities realize through their own experience the usefulness of their actions and the actions of their playmates; they can evaluate how quickly their partners think and evaluate them critically; students become cautious and sometimes risky;

c) joint emotional experiences during role-playing play contribute to the strengthening of interpersonal relationships.

2. Moral motives:

In a role-playing game, each student can express himself, his knowledge, skills, his character, volitional qualities, his attitude to the activity and to other students playing with him.

3. Cognitive motives:

a) a situation of success creates a favorable emotional background for the development of cognitive interest; failure is perceived not as a personal defeat, but as an elementary defeat in the game and stimulates cognitive activity;

b) in gaming activity, in the process of achieving a common goal, mental activity is activated; thought is looking for a way out, it is aimed at solving cognitive problems.

Students, being participants in a role-playing game, feel the need to acquire knowledge and certain theoretical training, since in the game this knowledge is directly applied and thereby its value is revealed. In addition, the influence of the gaming team is felt: you cannot let your comrades down. With the help of role-playing games, educational and cognitive activities of students are carried out.

So, summarizing the above, we can conclude that:

1) Role-playing game is a situationally controlled speech exercise aimed at improving speech skills and developing speaking skills. Being a specific organizational form of teaching communication, role-playing games easily fit into the lesson.

2) Role-playing can be used when teaching a foreign language to schoolchildren of any age. For students, role-playing is a playful activity, an exciting activity. As a model of interpersonal communication, role-playing game evokes the need to communicate in a foreign language, providing personal, cognitive activity for schoolchildren, i.e. role-playing game can be regarded as the most accurate model of communication in a foreign language.

3) In a role-playing game, partners interact, sometimes discussing certain problems and expressing their own point of view. It may resemble a discussion, but role-playing is fundamentally different. If in a discussion a problem and ways to solve it are simply discussed, then in a game they are not only discussed, but also tested in “action”, embodied in the actions and actions of players based on the creation of a simulation model.

I would also like to note that role-playing games are built on the principles of teamwork, practical usefulness, competition, maximum employment of each student and unlimited prospects for creative activity within the framework of a role-playing game. During the role-playing game, the consciousness of its participants’ belonging to the team is formed, the degree of participation of each of them in the work is jointly determined, and the interconnection of the participants in solving common problems is felt. During the role-playing game, logical thinking, the ability to find answers to questions, speech, speech etiquette, and the ability to communicate with each other develop. Therefore, the use of role-playing games in a foreign language lesson increases the effectiveness of the educational process and helps maintain students’ interest in the language being studied at all stages of learning.

2.2 Project method

Language learning doesn't always progress the way we want it to. At an intermediate level, a moment may arise when an additional impetus, an incentive to learn a foreign language is required. Project work may well become such an incentive. The motivation lies in the project itself. The student is finally given the opportunity to use the acquired language skills in new real-life situations.

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

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

Basic principles of design work.

1. Variability.

The variability of activities in the lesson involves individual, pair and group forms of work. As for texts, these can be dialogues, letters, tables, descriptions, diagrams, maps, comics. A variety of options and types of exercises are needed.

2. Problem solving.

The process of learning a language is more effective when we use a foreign language to solve problems. Problems make children think, and by thinking, they learn.

3. Cognitive approach to grammar.

Not all students learn rules or structures easily. Students need to work on them themselves. Thus, the children’s fear of grammar disappears, and they better assimilate its logical system. But since the main task is to learn to use a foreign language, schoolchildren are offered many opportunities to apply the grammatical structures and phenomena they have learned.

4. Study with passion.

Students learn a lot if they enjoy learning. Having fun is one of the main conditions for effective learning, so it is important to include games, jokes, and riddles in the learning process.

5. Personal factor.

Through project work, children are given many opportunities to think and talk about themselves, their lives, interests, hobbies, etc.

6. Adaptation of tasks.

You cannot offer a student a task that he cannot complete. Assignments must be appropriate to the level at which the student is located - Project work can be used at any level, at any age. For example, a project on the topic “Family” may include the following tasks: write captions under photographs of the family; draw a family tree and talk about your ancestors; write a story about the life of your parents and grandparents; compare your childhood with your parents’ childhood; tell how household responsibilities are distributed in the family. These are just a few examples of possible topics and types of work. The choice depends on factors, including age, level of knowledge, interests of students, materials available to students, and time frame. Projects, of course, create additional work for the teacher. They require additional actions, such as establishing contacts, finding suitable sources of materials, etc.

Here are some tips and suggestions for organizing the educational process:

a) prepare thoroughly for the task. Make sure everyone understands what specific task they will be performing before starting work on the project.

b) don't rush. Explain in detail what should be done and how.

c) be tolerant of noise. Students will need to stand up occasionally to grab scissors or look at a reference book. This type of noise is a natural part of being productive, but suppress any other noise that is not task-related.

d) carefully watch what the guys are doing. If they don't understand their assignment, don't cancel it. Stop and find out what the problems are. Understand each of them.

2. Monitoring. It is necessary to know what the student is doing outside the classroom. But, on the other hand, the project is an opportunity for the student to express his own ideas. It is advisable not to have too strict control.

3. Personal problems. The teacher may encounter difficulties related to the student's personality, such as lack of interest or motivation, difficulties in relationships with other group members. But, on the other hand, working on a project gives the children the opportunity to show their talents, for example design, which are no less important for the success of the project than the ability to write well in English, etc.

4. Difficulties in creating successful groups. Most projects can be done individually, but working in groups is more creative. Group work is especially effective for collecting illustrative material. It is necessary to save groups until the end of the project. The composition of groups can only be changed when work on a new project begins.

Stages of design work

The main difference between regular and project work is that in regular work the main activity is limited to the classroom, but in project work it goes beyond the classroom. The full-scale project includes three stages.

Stage I - planning in the classroom.

Schoolchildren, with the participation of the teacher, discuss the content and nature of the project; interview preparation; methods of collecting and type of necessary information (articles, brochures, illustrations, etc.).

Stage II - implementation of the project.

Typically at this stage activities extend beyond the classroom. Students conduct interviews, make audio and video recordings, and collect printed and illustrative material. It is important to remember that the children will use all four types of speech activities: reading, writing, speaking and listening. The main task at this stage is collecting information. To help children organize this process, encourage them to decide what they want to learn; decide where best to get the necessary information, how to record the data received, how to present the information to the group; analyze and combine individually collected materials by group members into a single whole; correct and format the material as a group project. By going outside the classroom to work on a project, the student bridges the gap between the language he is learning and the language he is using, which is a valuable tool in expanding the communication skills learned in the classroom. In regular lessons, the teacher determines the language and its content. In a project setting, the student determines the content of the project and, accordingly, the language content.

Stage III - return to class.

At this stage, students draw up their project work using scissors, rulers, and glue. pictures, markers, etc.

Stage IV presentation of the project.

The method of presentation will largely depend on the type of final product: whether it is a diagram, a booklet, a video presentation, or an oral presentation. The benefits for the student are obvious. He (or she) works on an interesting topic, using what has already been learned and additionally studying what is necessary in connection with the task at hand. The teacher is encouraged to kindly accept whatever the students have done. This is an important condition for further creative work, an effective source of motivation, and a means of developing self-confidence.

An oral presentation always involves a certain amount of risk for students, so some of them need preliminary rehearsals to help them eliminate mistakes, achieve success, and avoid disappointments. Each group decides for itself how to prepare a presentation of its project, assigning speakers and distributing roles. The guys can use posters, give the audience a plan for their presentation, present everything in the form of a small play, use music, etc. The rest of the groups take notes. At the end of the presentation, students from these groups analyze the project, comment on it and make their suggestions. It is important that students see a positive experience during the presentation process.

Stage V - control.

Evaluating project work is not an easy task. The methods used to evaluate it conflict with the official procedure for grading the student’s work.

There are two principles for evaluating project work.

Bibliography

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Ambalova S.A. Personality and its involvement in the social world // Azimuth of scientific research: pedagogy and psychology. 2016. T. 5. No. 1 (14). pp. 9-11.
Bekoeva M.I. Modular-competency approach to training specialists at North Ossetian State University named after. K.L. Khetagurova // School of the Future. 2013. No. 3. pp. 98-103.
Gulieva S. Issues of information support for the management of secondary schools of a new type Electronic periodical publication Information environment of education and science. 2012. No. 9. pp. 10-20.
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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

Educational institution

"Gomel State University

named after Francysk Skaryna"

Correspondence faculty

Department of Foreign Languages

Basic forms of organizing the educational process in a foreign language in secondary school

Course work

Executor

student group: AYA-41 I.V.Richter

Scientific director

Senior Lecturer A.E. Protopopova

Gomel 2016

Introduction

1.1Features of learning a foreign language in secondary school

1.2 Classroom system

2.1.Characteristics of a foreign language lesson at school

2.2 Types of lessons

Other forms of organizing the educational process in a foreign language in secondary school: lecture, excursion, role-playing game, project, presentation

The role and place of homework

Conclusion

Bibliography

Introduction

A foreign language, as one of the means of communication and knowledge of the world around us, occupies a special place in the system of modern education due to its social, cognitive and developmental functions.

Due to the fact that the position of the English language in the world as the leading means of international communication is increasingly strengthening, and there are no significant trends to stop or slow down this process, the problem of using effective forms and methods of teaching English seems extremely important.

In the modern understanding, the learning process is considered as a process of interaction between the teacher and students with the aim of introducing students to certain knowledge, skills, abilities and values.

Each teaching method organically includes the teaching work of the teacher (presentation, explanation of new material) and the organization of active educational and cognitive activity of students. That is, the teacher, on the one hand, explains the material himself, and on the other, strives to stimulate the educational and cognitive activity of students (encourages them to think, independently formulate conclusions, etc.).

Form is an internal structure, structure, connection. When we talk about forms of education, we mean one or another structure of training sessions, the organization of educational activities of the teacher and students. Forms of education are not something immutable. As the school develops, the tasks and content of training change, the forms of organization of training also change; old ones die off, new ones arise. At first, children were taught mainly individually. But only a small number of students could be trained in this way. The development of society required an increasing number of literate people. As an expression of this need, a classroom-based teaching system arises.

It is called a classroom because the teacher conducts classes with a group of students of a certain age, which has a solid composition and is called a class. Lesson - because the educational process is carried out in strictly defined periods of time - lessons. After each lesson there are breaks.

Currently, the lesson is recognized as the main form of organizing educational work. Didactics considers the lesson to be the main form of organizing educational work, primarily because it allows the teacher to systematically and consistently present the taught discipline, combining the work of students under his guidance with their independent studies.

The lesson gives the teacher the opportunity to use a variety of teaching methods, combine individual, group and frontal work of students.

In my work, I plan to consider the main forms of organizing educational activities in school for mastering a foreign language, draw conclusions about which of them are the most effective, which are preferred.

The relevance of research is determined by the need of society to expand communication connections based on students’ mastery of foreign languages, primarily English as the language of international communication.

Research problem lies in the contradiction between the demand for teaching English at school and the insufficiency of using the most effective forms and methods of teaching English at all levels of education.

Purpose of the study: study and highlight the most effective forms and methods of teaching a foreign language at school

Object of study: the process of organizing English language teaching at school.

Subject of research: forms of teaching English to schoolchildren.

Research hypothesis: probably the lack of awareness of English teachers in the field of general pedagogical and specific methods and means of teaching English at school leads to a low level of mastery of lexical and grammatical material by schoolchildren in the field of English.

Research objectives:

1. Analyze the psychological, pedagogical and linguistic literature on the research topic.

2.Study general pedagogical and specific forms of teaching English at school.

4. Conduct a diagnosis of which forms of organizing the educational process are most preferable in a modern school.

5. Summarize the results of the study and draw conclusions.

Chapter 1

1.1 Features of learning a foreign language in secondary school

foreign language training

The modern school faces the following tasks:

· Create conditions for the intellectual, spiritual and moral development of students;

· prepare an intelligent person - i.e. to instill in every student the needs for self-education, self-education and self-development,

· to form in students broad, humane and tolerant views of the world.

One of the leading roles among the entire range of academic disciplines, without any modesty, is given to a foreign language as an activity-based academic subject, filled with educational, educational and developmental potential, capable of creating a solid foundation for the formation of a modern intelligent person through the educational process within the framework of a secondary school. . It is at school that the most important and reliable way of obtaining a systematic education is learning in general and teaching a foreign language in particular.

The methodology of teaching foreign languages is an independent pedagogical discipline about the laws and rules of language teaching, methods of language acquisition, features of not only education, but also, importantly, education through a foreign language. Through a system of classes (both basic and additional), students master a foreign language, primarily as a means of communication; an idea of the holistic system of the language being studied is formed in their minds, which raises the process of language acquisition to a higher level. conscious process .

The last point is quite relevant at the present stage of development of society. It is difficult to agree with methodologists who put forward the idea of the advantage of automatic learning of a foreign language. We must not forget that with a creative, conscious and conscious approach to the process of learning a foreign language, penetration occurs not only into the language as a means of communication, but also into the linguistic culture of the country of the language, which is the key to self-education, enrichment of the spiritual world, horizons and, finally, self-development teenager.

Another important position when learning a foreign language, in my opinion, is leading and guiding role of the teacher foreign language. After all, learning is nothing more than a specific process of cognition, controlled and directed by the teacher. It is the guiding role of the teacher that ensures the full assimilation of knowledge, skills and abilities by schoolchildren, the development of their mental strength and creative abilities.

Currently, there is no doubt about the relevance of integrating the Internet into the process of teaching a foreign language. The main subject of discussion is not the question For what, But How competently and efficiently integrate modern computer technologies into the learning process. The use of the Internet can significantly expand the range of real communicative situations, increase students’ motivation, and allow them to apply acquired knowledge, developed skills, and speech skills to solve real foreign language communicative problems.

Of course, the existing fundamental provisions that determine the general organization, selection of content, choice of forms and methods of language teaching, follow from the general methodology of the pedagogical process. At the same time, due to the fact that teaching a foreign language is directly related to the organization of students’ cognitive activity, it is necessary to remember the specifics of its methodological and methodological foundations, taking into account the individual-level language training of students. And, since modern children are easily involved in the learning process through ICT (in particular, through a jointly created website). It can be assumed that these tools can become a fairly effective means of teaching a foreign language in the conditions of the most ordinary secondary school.

In practice, it happens that the most interesting and extraordinary ideas come from the guys themselves. Receiving the support of the teacher, being supported by his experience and practice, children's proposals turn out to be capable of life in terms of implementing new approaches to the process of teaching a foreign language.

We must not lose sight of the fact that the leading activity in foreign language teaching is still speech activity, which is ideally ensured by the joint work of several interconnected psychophysiological analyzers, the relationship between which is dynamic and flexible, changing when moving from one form of speech communication to another. Methodologists (N.D. Galskova, N.I. Gez) trace general skills and abilities that indicate the interaction of various forms of speech in a foreign language at the perceptual-semantic level. So, in order to develop certain foreign language speech skills and abilities, the teacher should pay attention to the need to comply with a number of rules:

· correlate acoustic (when listening and speaking) and visual (when reading and writing) images with meaning;

· correlate the speed of listening (reading) a foreign language text;

· regulate the perception and processing of information, depending on the difficulty of the foreign language text;

· automatically apply rules accumulated in memory;

· use the rules of perception and generation of text when creating an attitude to perform a specific speech activity with the received message;

· combine mnemonic activity with logical-semantic activity, that is, rely on pauses, stress, intonation, perceive by ear, relying on font and content when reading and writing;

· be able to correlate the form and content of the text;

· use different forms of communication;

· relying on pedagogical communication in the classroom to solve communicative problems in different situations.

At the same time, you should learn to correctly transfer sensory-perceptual skills formed in your native language to a foreign language.

In general, the specificity of a foreign language as an academic subject at the senior level of education in a secondary school, with a competent approach, allows us to emphasize the role of a foreign language in the modern educational system; The specifics of training make it possible to make the learning process quite interesting and productive. Teaching a foreign language at the senior stage has certain characteristic features that make it possible to intensify the learning process precisely through the cognitive activity of students according to a contradictory principle: the more difficult it is, the more interesting it is:

· active interaction of all types of speech activities (listening, speaking, reading, writing);

· use of English-language texts of different genres as sources of information on current issues of our time;

· student initiative in the classroom;

· spontaneity of students’ speech, mainly in non-standard communication situations;

· reliance on dialogical speech (spontaneous conversation, group discussion of a problem, exchange of opinions);

· construction of students’ own detailed statements based on the text;

· independent, reasoned construction of detailed statements by students about what they read (heard).

Thus, the main goal of teaching a foreign language is to simultaneously improve all components of foreign language communicative competence, which is the dominant condition for the implementation of intercultural communication.

Currently, the global goal of mastering a foreign language is considered to be familiarization with another culture, the ability and ability to participate in a dialogue of cultures. We are talking not just about knowledge of the language, but about the ability to use it in real communication, i.e., practical knowledge of the language. A foreign language teacher faces a fairly global task of developing a personality capable of participating in intercultural communication.

1.2 Classroom system

At the turn of the 15th and 16th centuries, Europe experienced a surge in new educational needs. The concept of collective education arose, which was first applied in fraternal schools in Belarus and Ukraine (XVI century) and became the embryo of the classroom-lesson education system. Its contours were outlined by the Dutch teacher D. Seal, the German professor I. Sturm, and the theoretical foundations were summed up by J.A. Comenius in the 17th century.

The essence of the classroom-lesson system, as a specific form of organizing educational work. The most important features that determine the classroom-lesson system are:

Students of approximately the same age and level of preparation form a class, which remains largely constant for the entire period of schooling;

The class operates according to a single annual plan and program according to a permanent schedule. As a consequence, children must come to school at the same time of year and at predetermined times of the day;

The basic unit of instruction is the lesson;

A lesson, as a rule, is devoted to one academic subject, topic, due to which students in the class work on the same material;

The work of students in the lesson is supervised by the teacher, he evaluates the results of studies in his subject, the level of learning of each student individually, and at the end of the school year makes a decision on transferring students to the next grade.

The academic year, the school day, the lesson schedule, school holidays, breaks or, more precisely, breaks between lessons, these are also signs of the class-lesson system.

Class-lesson education system from the day of its foundation to the present day, it has occupied the minds of scientists and teachers around the world.

Advantages of the classroom-lesson system: a clear organizational structure that ensures orderliness of the entire educational process; simple management; the opportunity for children to interact with each other in the process of collective discussion of problems, collective search for solutions to problems; the constant emotional impact of the teacher’s personality on students and their upbringing in the learning process; the economy of teaching, since the teacher works simultaneously with a fairly large group of students, creates conditions for introducing a competitive spirit into the educational activities of schoolchildren and at the same time ensures systematicity and consistency in their movement from ignorance to knowledge.

Noting these advantages, one cannot help but see in this system a number of significant shortcomings, namely:

· the class-lesson system is focused mainly on the average student and creates unbearable difficulties for the weak, delaying the development of the abilities of stronger students;

· creates difficulties for the teacher in taking into account the individual characteristics of students, in organizationally individual work with them both in content and in the pace and methods of teaching;

· does not provide organized communication between older and younger students, etc.

As a result of the existing shortcomings of the classroom-lesson teaching system, attempts to improve the lesson continue. In particular, such variants of class-lesson form were developed and tested as Bell - LAncastrian system, Batavian system, Mannheim system.

Chapter 2

2.1 Characteristics of a foreign language lesson at school

“A lesson is a multifunctional unit of the educational process, where all pedagogical influences are concentrated and implemented; there is communication between the teacher and students, aimed not only at activating cognitive abilities, but also at a systematic, purposeful study of the personal manifestations of each student.”

A recognized approach to teaching a foreign language is system-activity approach, i.e.:

Application of active forms of cognition: observation, experience, educational dialogue;

Creating conditions for the development of reflection - the ability to recognize and evaluate one’s thoughts and actions as if from the outside, to correlate the result of an activity with the set goal, to determine one’s knowledge and ignorance.

In this regard, the use in teaching of techniques and methods that form the ability to independently obtain knowledge, collect the necessary information, put forward hypotheses, draw conclusions and inferences is becoming increasingly relevant in the educational process. This means that a modern student must have developed universal learning activities that ensure the ability to organize independent learning activities. Today the focus is on the student and his personality. Therefore, the main goal of a modern teacher is to choose methods and forms of organizing students’ educational activities that optimally correspond to the goal of personal development.

In this regard, there are a number of requirements for a modern foreign language lesson:

1. a well-organized lesson in a well-equipped classroom should have a good beginning and ending;

2. the teacher must plan his activities and the activities of his students, clearly formulate the topic, purpose, and objectives of the lesson;

3. the lesson should be problematic and developmental: the teacher himself aims to cooperate with students and knows how to direct them to cooperate with the teacher and classmates;

4. the teacher organizes problem and search situations, activates the activities of students;

5. the students themselves make the conclusion;

6. minimum reproduction and maximum creativity and co-creation;

7. health saving;

8. the focus of the lesson is the students;

9. taking into account the level and capabilities of students, which takes into account such aspects as the profile of the class, the aspirations of students, and the mood of children;

10. planning feedback.

Based on the listed requirements, it is possible to determine the features of a modern foreign language lesson.

Features of a modern foreign language lesson

Currently, the main learning strategy is communication. In this regard, it is necessary to highlight a number of features of a foreign language lesson that should be taken into account when planning a lesson.

1. Practical orientation of the lesson. In class and... I. The teacher develops in students the skills and abilities to use and. I. as a means of communication. Knowledge is recognized as necessary, but as an auxiliary factor: knowledge is communicated in order to more effectively develop skills and abilities.

2. Atmosphere of communication. One of the leading features of a modern foreign language lesson is the atmosphere of communication. Creating such an atmosphere is a requirement arising from program goals and learning patterns. Teaching communication can be successfully carried out only in conditions where the teacher and students are speech partners.

3. Unity of goals. A foreign language lesson should solve a whole set of goals at the same time. During the lesson, work is carried out on various aspects of the language (phonetics, grammar, vocabulary) and on the development of skills in various types of speech activities (listening, reading, speaking, writing). However, when planning a lesson, one main practical goal stands out. The remaining goals can be defined as tasks, through the solution of which the achievement of the main practical goal is ensured.

The goal statement must be clear and specific. The goal can be one or another skill, one or another skill. In this case, the following goal statements will be correct:

· “Formation of lexical skills”

· “Development of reading technique”

· “Development of monologue skills”

The relationship between goals and objectives is the relationship between the particular and the general. Realization of the goal is possible by solving a number of problems. Thus, by setting goals, the teacher outlines a certain path to achieve the goal, and also specifies the level or quality of the skill being developed.

2.2 Types of lessons

The lesson, as a form of organizing educational work, has existed since the seventeenth century, that is, more than 350 years. This pedagogical invention turned out to be so viable that even today the lesson remains the most common organizational form of the educational process in school. The main provisions characterizing the lesson were laid down in the 17th -19th centuries in the works of Ya.A. Komensky, I.F. Herbart, A. Disterweg, K.D. Ushinsky. The classroom-lesson system was developed and described by John Amos Comenius in his book “The Great Didactics”.

Nowadays, specialists in the field of didactics, pedagogy, psychology, and methodology begin to explore the “new” lesson, while simultaneously creating the theory and practice of a modern lesson.

Teaching a foreign language has acquired priority importance, precisely as a means of communication and familiarization with the spiritual heritage of the countries and peoples being studied.

Today, the classroom-lesson system still occupies a leading place in the process of subject teaching in secondary school. A foreign language lesson is an integral part of the school educational process. Many teachers and methodologists paid attention to the importance of using various types of lessons in the process of learning foreign languages, in particular: N.I. Gez, E.I. Passov, V.L. Skalkin, I.A. Zimnyaya and other scientists who dealt with the problem of teaching foreign languages. However, modernity places more and more new demands on the organization and conduct of lessons in foreign languages, which necessitates the development of new forms and types, studying the possibility of using the most modern technologies in lessons, such as video, DVD, computer multimedia technologies, and the use of the international Internet. in foreign language lessons. Thus, there is an acute problem of studying the possibilities of existing types of foreign language lessons, as well as developing new types of lessons that can be effectively used in the process of teaching foreign languages in a modern school.

Typology of lessons is a classification of lessons depending on the stage of formation of speech skills and the leading type of speech activity.

According to I.L. Kolesnikova and O.A. Dolgina “The type of lesson, the model of constructing a foreign language lesson is a certain set and typical sequence of teaching actions of the teacher and learning actions of students in the lesson, in the process of mastering foreign language skills and abilities.”

In today’s methodology, the typology of E.I.’s lessons is generally accepted. Passov, proposed by him in his work “Foreign Language Lesson” (M., 2010).

E.I. Passov gives the following definition: “the typology of lessons is a set of dynamic, flexible, i.e. forms, changing depending on the conditions, into which the main provisions of some teaching concept are “cast” and embodied in the material.

In the process of learning foreign language speech activity, the material is always absorbed in certain doses. The mastery of each such dose must be brought to the level of skill. To reach this level you need to go through certain stages of mastering the material. The mastery process cannot be completed in one lesson; as a rule, it takes at least 3 - 5 lessons, i.e. whole cycle. Consequently, in each of the lessons one or another stage takes place. Since the cycles of mastering a dose of material are periodically repeated, the stages are also repeated. Considering that each stage is specific in its purpose, the criterion for identifying types of lessons can be considered the purpose of this stage in the development of speech skills.

The process of assimilation is determined, first of all, by the purpose of learning - the ability to communicate. This goal is based on speech skills such as speaking, reading, writing. You need to manage your speech activity systematically and expediently. The skill, in turn, is based on speech skills. These are lexical skills, which allow you to use or understand lexical units, grammatical skills that help you formulate your own statement or perceive someone else’s according to the norms of the language being studied, and pronunciation skills, which allow you to pronounce speech units correctly spelling and intonation; For reading, the main thing is mastery of its technique. Of course, all three types of skills in the process of speech activity are fused together. To achieve their inseparability, it is necessary to alternately highlight one of the sides and master it.

Thus, it is advisable to distinguish three stages of work on speech material. Firstly, this is the stage of skill formation. All work at this stage, when mastering speaking, is carried out on the basis of oral advance. This means that new lexical material and a new grammatical phenomenon are extracted from the text on the basis of which the work will take place at the second stage, of course, orally, but always with visual and motor reinforcement, i.e. writing, reading text or phrases. If lexical reading skills are formed, then visual advance is used. The second stage is the stage of improving skills. It is carried out on the basis of the compiled text. The text used in mastering speaking at this stage can be called a “conversational” text, since it must differ from the texts intended for mastering reading. If a reading text forms only written speech, then a spoken text is the same oral statement recorded in writing. A spoken text has all the characteristics of an oral utterance, with the exception of intonation. The third stage is the stage of development of speech skills. This stage is characterized by the development of unprepared speech, which determines the nature of the entire work and its specificity. This specificity lies in the fact that speech material is used in completely new situations, to solve new speech problems. These tasks are quite complex, both from psychological and linguistic points of view.

Each stage has a specific goal, which must be achieved using appropriate means and exercises. Based on these stages, the following types of lessons are distinguished:

Type I - lessons in the formation of primary speech skills;

Type II - lesson on improving speech skills;

Type III - lesson in the development of speech skills.

According to E.I. Passova, these types of lessons are very logical and reasonable.

The program requires the development of all basic types of speech skills. Each skill goes through certain stages in the process of its development. But since skills are developed comprehensively in lessons, one or another type of speech activity will inevitably prevail in different lessons and will turn out to be leading. Therefore, skills-building lessons can be lessons for developing speaking skills, reading skills, listening skills and writing skills (at the initial stage). Lessons for improving skills - lessons for improving oral skills (speaking and listening), written skills (reading and writing), speech skills (synthetic lessons at the initial stage of education). Lessons in the development of speech skills can be lessons in the development of speaking, listening, reading, and writing. As you can see, the identification of these types fully provides all aspects of the teaching, as well as all goals.

But highlighting only the types of lessons cannot satisfy the needs of the educational process. There are factors that influence the construction of different types of lessons, which cannot be ignored. These include:

§ The side of speech activity is grammatical or lexical (hence, lessons in the formation of grammatical skills are legitimate - lessons in the formation of lexical ones, and at the initial stage, lessons in the formation of pronunciation skills).

§ Form of speech - monologue or dialogic (hence, the types of lessons where work is carried out either on the development of monologue speech or dialogic speech are legitimate).

§ The form of the lesson - hence such types of lessons for the development of speaking skills as a film lesson, video lesson, excursion lesson, discussion lesson, etc.

It is quite clear that no typology can provide for all possible learning options, and therefore, lesson options. The relationship between the proposed types and the learning conditions is a subject of creativity for every teacher.

Chapter 3

The communicative orientation of the process of teaching a foreign language should also be reflected in the variety of forms of organization of this process. Role-playing games, theatrical performances, project and research activities are most often used by foreign language teachers. As in real life, students must learn to use different ways of solving problems depending on the nature of the problem. Different forms of organizing the language learning process also help the teacher create communication situations that are as close to reality as possible.

In the process of teaching, foreign language teachers are often faced with the problem of schoolchildren’s lack of need to use the target language for communicative purposes. In order to stimulate the development of communication skills, you need to choose the forms of the lesson that will most contribute to this. How to make English lessons truly interesting? Why aren't all English classes equally useful? And what prevents children from using their acquired knowledge of English in practice? How to conduct an English lesson that would not only be correctly structured in terms of methodology, but also interesting and effective for students?

Experience shows that in order to maintain fruitful and effective activity of students, the regular use of non-traditional forms of conducting classes that ensure student activity is justified.

Non-standard lessons are extraordinary approaches to teaching academic disciplines. Non-standard lessons are always holidays, when all students are active, when everyone has the opportunity to express themselves in an atmosphere of success. These lessons include a wide variety of forms and methods, in particular, such as:

· problem-based learning,

· search activity,

· intersubject and intrasubject connections, etc.

Tension is relieved, thinking is enlivened, and interest in the subject as a whole increases.

Types of non-standard lessons:

1. Lessons-games. It is not the opposition of play to work, but their synthesis—this is the essence of the method. In such lessons, an informal atmosphere is created, games develop the intellectual and emotional sphere of students. The peculiarities of these lessons are that the educational goal is set as a game task, and the lesson is subject to the rules of the game, ensuring the students’ passion and interest in the content.

2. Lessons-fairy tales, lessons-travels rely on children's imagination and develop it. Conducting fairy tale lessons is possible in two versions: the first - when a folk or literary fairy tale is taken as a basis, the second - the fairy tale is composed by the teacher himself. The form of the fairy tale itself is close and understandable to children, especially younger and middle-aged children, but high school students also respond with interest to such a lesson.

3. Lessons-competitions, quizzes are carried out at a good pace and allow you to test the practical skills and theoretical knowledge of most schoolchildren on the chosen topic. Competition games can be invented by a teacher or be an analogue of popular television contests and competitions.

4. Lessons based on imitation of the activities of institutions and organizations - business game. Lesson-court, lesson-auction, lesson-exchange of knowledge and so on. Students are given problem-search tasks, they are given creative tasks, these lessons also play a career guidance role, here the initiative and artistry of schoolchildren, and originality of thinking are manifested.

5. Online lessons are held in computer classes. Students complete all assignments directly from the computer screen. The form is similar for middle and high school age.

6. Lessons, based on forms, genres and methods of work known in social practice. Such as: research, invention, analysis of primary sources, commentary,brainstorming, reporting, review and etc.

7. Lesson-excursion It is difficult to overestimate in our time, when ties between countries and peoples are developing more and more widely. Acquaintance with Russian national culture becomes a necessary element of the process of learning a foreign language. The student must be able to give a tour of the city and tell foreign guests about the uniqueness of Russian culture. The principle of dialogue of cultures involves the use of cultural material about the native country, which makes it possible to develop the culture of representing the native country, as well as to form ideas about the culture of the countries of the language being studied. Teachers, aware of the stimulating power of regional and cultural motivation, strive to develop students’ cognitive needs through non-traditional lesson delivery.

8. An effective and productive form of training is lesson-play. The use of artistic works of foreign literature in foreign language lessons ensures the creation of communicative, cognitive and aesthetic motivation. Preparing a performance is a creative work that helps children develop communication skills in a foreign language and reveal their individual creative abilities. This type of work activates the mental and speech activity of students, develops their interest in literature, serves to better assimilate the culture of the country of the language being studied, and also deepens their knowledge of the language.

9. An interesting and fruitful form of conducting lessons is lesson-holiday. This form of lesson expands students' knowledge about the traditions and customs that exist in English-speaking countries and develops in students a desire for foreign language communication, facilitating participation in various situations of intercultural communication.

10. Lesson-interview. This is a kind of dialogue for the exchange of information. In such a lesson, as a rule, students master a certain number of frequency clichés and use them automatically. The optimal combination of structural repetition ensures the strength and meaningfulness of assimilation. Depending on the objectives, the topic of the lesson may include separate subtopics. For example: “Free time”, “Plans for the future”, “Biography”, etc. In all these cases we are dealing with the exchange of significant information. This form of lesson requires careful preparation. Students independently work on an assignment based on regional studies literature recommended by the teacher, preparing questions to which they want answers. Preparing and conducting a lesson of this type stimulates students to further study a foreign language, helps deepen their knowledge as a result of working with various sources, and also broadens their horizons.

11. Essay lesson. The modern approach to learning a foreign language involves not only obtaining a certain amount of knowledge on the subject. It is aimed at developing one’s own position, one’s own attitude to what has been read, to the problem under discussion - co-reflection, empathy, pairing one’s own and the author’s “I”. The Dictionary of Brief Literary Terms interprets the concept of “essay” as a type of sketch in which the main role is played not by the reproduction of a fact, but by the depiction of impressions, thoughts, and associations. In foreign language lessons, students analyze a chosen problem and defend their position. Students should be able to critically evaluate the works they read, express their thoughts on the problem in writing, learn to defend their point of view and consciously make their own decisions. This form of lesson develops students’ mental functions, logical and analytical thinking and, importantly, the ability to think in a foreign language.

12. Integrated lesson foreign language. Interdisciplinary integration makes it possible to systematize and generalize students’ knowledge in related academic subjects. Research shows that increasing the educational level of learning through interdisciplinary integration enhances its educational functions. This is especially noticeable in the field of humanities. The main goals of integrating a foreign language with the humanities are: improving communicative and cognitive skills aimed at systematizing and deepening knowledge and sharing this knowledge in the context of foreign language speech communication; further development and improvement of students’ aesthetic taste.

13. Video tutorial. It is very difficult to master communicative competence in a foreign language without being in the country of the language being studied. Therefore, an important task of the teacher is to create real and imaginary communication situations in a foreign language lesson using various working techniques. In these cases, authentic materials, including videos, are of great importance. Their use contributes to the implementation of the most important requirement of the communicative methodology - to present the process of language acquisition as the comprehension of a living foreign language culture. Another advantage of the video is its emotional impact on students. Therefore, attention should be directed to the formation of a personal attitude in schoolchildren to what they see. The use of video also helps to develop various aspects of students’ mental activity, and, above all, attention and memory.

Recently, project activities of students have become especially important. The project method is aimed at developing a child’s active independent thinking and teaching him not just to remember and reproduce the knowledge that school gives him, but to be able to apply it in practice. The project methodology assumes a high level of individual and collective responsibility for the implementation of each project development task.

The joint work of a group of students on a project is inseparable from the active communicative interaction of students. Project methodology is one of the forms of organizing research cognitive activity in which students take an active subjective position. The topic of the project can be related to one subject area or be interdisciplinary in nature. When selecting a project topic, the teacher should focus on the interests and needs of students, their capabilities and personal significance of the work to be done, and the practical significance of the result of working on the project. The completed project can be presented in a variety of forms: an article, recommendations, an album, a collage and many others. The forms of presentation of the project are also varied: report, conference, competition, holiday, performance. The main result of work on the project will be the updating of existing and acquisition of new knowledge, skills and abilities and their creative application in new conditions.

Work on the project is carried out in several stages, and, usually, goes beyond the scope of educational activities in the classroom: choosing a topic or problem for the project; formation of a group of performers; developing a project work plan, determining deadlines; distribution of tasks among students; completing tasks, discussing the results of each task in a group; registration of a joint result; project report; assessment of project implementation.

Work using the project methodology requires students to have a high degree of independence in search activities, coordination of their actions, active research, performing and communicative interaction. The main idea of the project method is to shift the emphasis from various types of exercises to the active mental activity of students during joint creative work. The role of the teacher is to prepare students to work on the project, select a topic, assist students in planning work, monitor and advise students as they progress through the project as a participant.

Thus, the named forms of classes and teaching methods support students’ interest in the subject, increase motivation to learn, and contribute to the development of students’ sociocultural competence. Schoolchildren have a practical need to use a foreign language in their lives in such a way that language proficiency becomes a completely natural skill for all graduates, regardless of what they plan to do in the future.

G lava 4

For many teachers, including me, the question of the effectiveness of homework continues to remain open. Its supporters are aware of the need to do homework, realizing that it contributes to better assimilation of the material covered, and try to do most of it. His opponents, in turn, believe that homework has a harmful effect on educational motivation, deprives them of rest, and generally considers it a pointless waste of time.

What is homework? What is its role in learning? Do we have examples of successful learning a foreign language without doing our homework or are we just afraid to change? Many scientists from around the world have tried to understand this issue. Many books, articles have been written, many studies have been conducted using questionnaires, interviews, as well as analysis of the amount of work offered to schoolchildren and students. Homework is defined as a set of tasks assigned to a student for independent study, with the goal of practicing the material covered in class.

Let's look at all the disadvantages and advantages of homework.

Three positive effects can be identified. First, there is a direct impact on learning, including retention of factual knowledge, deeper understanding, ability to independently process information, and improved critical thinking. Secondly, the long-term effect of training. And thirdly, non-academic long-term effects, including improvements in self-discipline, self-management, time management, curiosity and independent problem solving.

Among the negative consequences are satiety, which in turn leads to loss of interest in the educational material, physical and moral fatigue, and fraud by copying from other students or looking for answers in other sources.

Without a doubt, due to the overwhelming amount of homework done in schools and higher educational institutions, students transfer their attitudes, habits, and stereotypes to further studies. Therefore, in order for homework to be effective, certain principles must be followed.

Students need to see and realize the benefits of homework for themselves. The teacher, in turn, must explain the purpose of homework as a whole, as well as its individual tasks. Moreover, it is necessary to take into account the individual characteristics of each and make the task as interesting as possible for the student. In addition, homework should be differentiated in terms of the time required to complete it and the level of difficulty.

Motivating schoolchildren to do homework, learning a foreign language, is a continuous process. Encouragement, in my opinion, can be done through comments and questions (both written and oral) in order to demonstrate interest on the part of the teacher, especially in the case of independent work or work on a project.

Conclusion

Analyzing the above, I came to the following conclusions. Despite the emergence of more and more non-traditional forms of education, in modern schools preference is given to the traditional lesson. It can also be said that this creates some difficulties in students' mastery of a foreign language. The main disadvantages of traditional teaching methods are the following:

· Low intensity of students’ speech activity;

· Superficiality in the formation of basic skills, and haste in the transition from reproductive to productive types of work;

· High degree of forgetting of educational material during the holidays;

· Weakness of the existing system for assessing student work;

· Spontaneity in the selection and use of visual supports, their low didactic effectiveness.

It should also be noted that as a result of the existing shortcomings of the classroom-lesson teaching system, attempts to improve the lesson do not stop.

The main goal of a modern teacher, in my opinion, is to choose methods and forms of organizing students’ educational activities that optimally correspond to the goals of personal development.

So, the effectiveness of the educational process largely depends on the teacher’s ability to properly organize a lesson and wisely choose one or another form of conducting a lesson.

As mentioned earlier, the goal of teaching a foreign language at school is to develop students’ intercultural competence, which is realized in the ability to communicate verbally. The key to successful speech activity of students, in my opinion, is non-traditional forms of English lessons, during which students become familiar with the culture of the countries of the target language, and also expand knowledge about the cultural heritage of their native country, which allows students to take an active part in the dialogue of cultures.

Non-traditional forms of conducting lessons make it possible not only to raise students’ interest in the subject being studied, but also to develop their creative independence and teach them how to work with various sources of knowledge.

Such forms of conducting classes “remove” the traditional nature of the lesson and enliven ideas. However, it should be noted that too often resorting to such forms of organizing the educational process is inappropriate, since the non-traditional can quickly become traditional, which will ultimately lead to a decline in students’ interest in the subject.

The purpose of my work was to study the main forms of organizing educational activities for learning a foreign language at school and to determine the most effective ones. An analysis of the literature showed that both traditional and innovative forms of training have a number of advantages and disadvantages. Based also on my experience and the opinion of my colleagues, I can conclude that every modern teacher must competently combine all available forms of teaching in his work, constantly expand his knowledge, try not to work according to a template, and strive for an individual approach to students.

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