Modern foreign language lesson at school. Foreign language lesson

Foreign language lesson. Requirements for a modern lesson.

Foreign language lesson and planning.

The lesson is the main form of organizing educational activities at school.

The lesson is the main section of the educational program, in which the teacher daily carries out the education, upbringing and comprehensive development of students (Sukhomlinsky).

A foreign language lesson is the main organizational form of mastering the communicative competence of the target language.

Principles of lesson construction:

General didactic: consciousness, scientific character, activity, visibility, accessibility and feasibility, strength, individualization and the principle of educational teaching.

Specific: the principle of communicative orientation of teaching, the principle of differentiation and integration and the principle of taking into account the native language.

Characteristics of a modern foreign language lesson:

*Person-oriented (development of language abilities).

*Develops memory, speech attention, thinking, phonemic hearing.

*Nurturing tolerance, sympathy, empathy.

*Communicative – (China-City lesson-communication) ability to communicate in a foreign language.

*Comprehensive - all types of speech activity, all aspects of language.

*Problematic – identifying problems that are being discussed.

*Educational – something new (every lesson).

*Logical - parts of the lesson must be connected to each other (from easy to more complex).

*Dynamic - lesson pace, change of activities during the lesson.

*Adequate to the stated goals (compliance with the stated goals).

*Collaborating – a lot of technology (work in groups, collages, pairs). Various technologies. It is important that a common decision is made. Depends on different forms of student-teacher, teacher-student interaction.

*Lesson based on modern teaching technologies

Lesson objectives:

Practical (educational) - the formation of communicative competence in all its components (linguistic, speech, sociocultural), compensatory, educational and cognitive.

Developmental - development of speech skills, memory, thinking, imagination.

Educational – the formation of a holistic understanding of the world, familiarization with other cultures, traditions, realities, comparison of one’s own and related cultures

Educational - nurturing the student’s personality on the basis of universal human values, ideological conviction, developing in schoolchildren a sense of civic responsibility and legal self-awareness, initiative, respect for others, tolerance for cultures, and the ability for successful self-realization.

1 . Communication component:

*subject side of speech: sphere of communication topic, communication situation (in the cinema, in a store, in a cafe)

*types of speech activity

*aspects of language

*sociocultural aspect

2. Psychological and pedagogical component

*speech-thinking tasks

*motivation

3. Methodological component

Reception of training

Educational technologies (find out from Petya... who is faster... Game moments - guess, answer, etc.)

Provisions governing the sequence and structure of the lesson.

TRAINING should be built in stages and taking into account the formation of knowledge and skills at each stage.

Move from practicing individual actions to holistic activities.

Move from carrying out actions according to a model to acting without support.

Lesson structure

1. Introduction (beginning) - greeting, organizational moment, speech exercise)
2. The main part is checking homework, explaining new material, control, communication practice
3. Conclusion (end of the lesson) - grading, assessment, summing up the lesson. What did we learn in the lesson? Has the goal been achieved?

Lesson Types:

1. Structural criterion

*lesson presentation of educational material

*consolidation lesson

*speech, summarizing

2 . Criterion - language control

*language

*speech

3. Criterion - types of speech activity

*speaking

*combined

4. Criteria: form

Presentations, lesson-conversation, debate, KVN, excursion, round table, conference, game, dramatization, teleconference, Internet lessons, lesson-competition

Lesson simulation

When modeling a lesson, it is taken into account

Speech dominant (speaking, writing, reading, listening)

Language dominant (phonetics, vocabulary, grammar, spelling)

Didactic dominant (introduction, explanation, consolidation, speech training, communication practice, control)

Methodological dominant (methodological techniques, technologies)

Structural dominant (composition and sequence of stages)

Instrumental dominant (Spanish UMK)

Educational aspect (sociocultural, interdisciplinary aspect)

Each lesson, no matter what type or type it belongs to, has its own specific structure. The structure of a foreign language lesson is understood as the relationship and sequential arrangement of the various stages of the lesson. The main parts of the lesson structure are as follows:

1. Start lesson or Organizing time(3-10 min.) solves three main problems:

Creating prerequisites for a successful lesson;

Setting lesson objectives and communicating its purpose;

Involving students in foreign language practice.

These requirements can be met in various ways:

From lesson to lesson, there is a gradual complication of the speech units used by students, from a simple greeting to the report of the duty officer, and from this to a detailed conversation on the topic or situation proposed by the teacher;

New elements should be introduced at each lesson. These could be questions about the reason for absence, about new facts from the life of the class and school. When using the same technique in the same form for a long time, it loses its learning effect.

The beginning of the lesson is being updated in terms of changing communication models: the teacher asks a question/questions to the class - oral or written answers are required (t-c); two students at the blackboard are having a dialogue with each other

(p-p); the called student asks questions to the whole class (p-c); the class asks questions to one student (c-p); A representative from the group reports the results of the task, etc.

The forms of work should be systematically changed: repetition of a poem or song in chorus; listening to a story; writing down answers to questions on the board or in notebooks.

The organizational moment ends with the teacher setting tasks that combine the individual parts of the lesson into a single whole.

With all the variety of exercises at this stage, their main function is to switch students to a foreign language language base, to the perception of foreign language material and to foreign language speech activity.

2. Introduction stage(explanations) of new language material (up to 10 minutes). At the beginning of the lesson, students are not yet tired, their attention has not yet dulled, they are able to better understand and remember. The amount of new material is determined by the calendar and thematic plan. Any introduction of new material should end with a check of understanding.

Phonetic, grammatical and lexical phenomena are subject to explanation. Depending on the complexity of the material, the explanation can be conducted in both a foreign and native language. In this case, it is possible to use various visual aids.

3. Training stage – formation, development of language skills is used by the teacher for the correct reproduction of linguistic phenomena (differentiation (to choose new phenomena by analogy and contrast) and imitation exercises (traditional, programmed and contrasting). DF and IM exercises are most often carried out in the form of phonetic and speech exercises. Modern technical teaching aids make it possible to carry out such work with an exemplary standard to follow. Then, exercises are offered to combine (combine) already learned and new language units, i.e. substitution exercises. The number of training exercises is determined by the tasks that are solved at a given stage of training. Substitution is used with complete compatibility, with selective compatibility, substitution that requires changes in the original sentence or in the substituted sample. Whenever possible, conditional speech exercises should be used that have a conditional communicative task to give language skills the properties of natural communication.

4. Speech practice stage forms the basis of the lesson (from 15 to 30 minutes). The content and nature of the work at this stage cannot be strictly regulated. This stage can include a variety of tasks and types of work to practice acquired language material in all types of speech activity. At this stage, students acquire the ability to understand and construct speech messages in accordance with the purpose and situation of communication. In oral speech, the main way to solve problems is to combine speech units at the reproductive, reproductive-productive and productive levels.

When working with text, the emphasis is on understanding and interpreting text information with varying degrees of depth and completeness of penetration into the content of what is being read.

5. An important step in the lesson is method of organizing homework. The teacher must not only name the task, but also give the necessary explanations about the methods for completing it, and sometimes complete one or two sentences and write them down in a notebook as an example.

6 . At the final stage they sum up results, reflecting what has been achieved in the lesson. It is necessary to evaluate the work of as many students as possible. It is advisable for the student trainee to create a table that should be filled in with grades during the lesson as each student completes tasks. The overall grade for the lesson is based on all types of work the student performed during the lesson.

It is advisable to use the process of grading and the teacher’s comments for teaching listening.

Of all the listed stages of the lesson the introduction stage (2) and the training stage (3) are variables and are present only during the introduction lesson and the language skills training or development lesson. All other stages are constant and are present in all types and types of lessons.

The second aspect of the lesson structure is the connection between its stages, that is lesson logic, which manifests itself in the following four components.

Lesson focus or the correlation of all stages of the lesson with the leading goal, when everything that is done in the lesson is in one way or another subordinated to this goal and helps to achieve it. This understanding of purposefulness assumes that the lesson is designed to solve one practical goal. The goal of a foreign language lesson can only be one or another language skill, one or another speech skill, their levels and qualities. The following formulations are correct:

Formation of grammatical speaking skills (reading, listening).

Formation of pronunciation skills

Formation of lexical skills of speaking (reading and listening).

Development of reading aloud technique.

Expanding students' active vocabulary.

Introduction and initial consolidation of vocabulary on the topic...

The name of the goal is legitimate only when indicating specific language material that must be mastered to the specified level.

The top of the lesson plan should include:

The purpose of the lesson: formation of grammatical speaking skills.

Speech material: grammatical structure of "Future Simple".

The purpose of the lesson: formation of lexical speaking skills.

Speech material: words... (only new words are indicated).

An indication of the material, and its exact quantity and composition is necessary to remove the reproach of the limitlessness, volume of the goal. Since the same goal, e.g. , Development (improvement) of skills... is set periodically, it must be clarified each time. Objectives may be repetitive, but precise definition of the material will ensure clarity of purpose, which is an important prerequisite for proper lesson planning and delivery. When determining the goals of specific lessons, you should also take into account what particular skills and abilities are formed in this lesson.

For example, in the field of oral speech this could be:

- the ability to retell a text according to a plan (diagram, logical-semantic map, keywords);

- ability to describe a drawing (series of pictures);

- ability to make a report about….

- comment on the text (video film).

In the field of writing, these may be skills:

- make a plan (of varying degrees of length) of the text you heard or read;

- prepare an abstract, annotation of the text;

- write a review about….

- write a business (welcome, personal) letter.

- write down facts (provisions of the text) that illustrate (characterize, explain)… .

The works of G.V. Rogova provide examples of such formulations of practical lesson goals:

- train students in the use of Past Indefinite verbs “read, wrote, drew, began, thought” in monologue speech (when conducting dialogues on the topic...).

- compose monologue statements on the topic ... from 3-4 logically related phrases.

- familiarization with the words “film, interesting, cinema” based on guesses and training in their use at the sentence level in monologue statements.

- training of replica reactions in dialogic speech stimulated verbally (description of situations by the teacher or on cards).

It should always be remembered that the practical goal is the focus around which the entire lesson is organized. In addition to the general practical goal of the lesson, the teacher has to decide smaller tasks. Their number is not strictly limited, but it is useless to set more than three educational tasks in one lesson, because it is impossible to solve them in one lesson. An exception may be a lesson in the very initial period of training. Objectives may be related to the main goal in different ways, but must work towards that goal. For only the goal gives the lesson a logical core and ensures the logic of the lesson. At least 35 minutes of the lesson should be allocated to this goal.

When determining educational and developmental It is more logical to achieve goals from linguistic and speech material than vice versa. If it is ever impossible to formulate them, it is better not to do so. Examples of educational and developmental lesson goals may be the following:

Instill respect for work.

Instill respect for the country of the language being studied (the people of the country of the language being studied; the culture of the people of the country of the language being studied).

To cultivate hard work (honesty, courage) through the example of outstanding people.

Develop literary (artistic, musical taste).

Develop attention to the interlocutor during a conversation.

Learn to independently compose written supports for a monologue statement (text plan).

Learn to use a dictionary (grammar reference book).

Learn to perform exercises with functional supports.

The “header” of a lesson plan can have the following goals:

Lesson objectives:

practical: formation of lexical speaking skills on the topic

educational: instilling respect for the country of the language being studied.

developing: teach to use verbal supports in the form of a plan (keywords).

Speech material: microdialogues on the topic “City” (how to get through? how to start a conversation with a passerby? how to clarify? how to respond to a refusal (clarification, counter-request).

The formulation of the goal should be clear and understandable, and most importantly, specific. It is the goal that determines the nature of the homework, because a well-formulated goal of the lesson is its planned result, and for homework you can only assign what was taught in the lesson.

When setting a lesson goal, it should be taken into account that the teacher and students see goals from different angles. The following examples of goal statements are intended for the teacher. , for students they need to be reformulated and made clear.

If the goal of the lesson is to develop lexical speaking skills on the topic “City,” students can be informed that today in the lesson we will learn to tell foreigners about our city using the following words….

If the goal of the lesson is to develop monologue speech skills on the topic “City,” students can be told that we often hear stories about different cities; it’s good when a person talks logically and coherently. Today our goal is to learn to speak logically, and for this we should be able to draw up a story plan so as not to miss anything important.

“Foreign language lesson: structure, features, types” Contents 1. Introduction……………………………………………………………3 2. Typology of lessons………… ………………………………………………………….4 3. Structure of a foreign language lesson……………………………….7 4. Features of a foreign language lesson…… ……………………………13 5. Lesson structure according to the Federal State Educational Standard…………………………………………………………..14 Conclusion………………………… …………………………………………….17 References…………………………………………………………………………………18

Introduction 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 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 and 19th centuries in the works of Ya.A. Komensky, I.F. Herbart, A. Disterweg, K.D. Ushinsky. The classroom system was developed and described by John Amos Comenius in his book “The Great Didactics”. 2

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 as a means of communication and familiarization with the spiritual heritage of the countries and peoples being studied has acquired priority importance. Today, the classroom 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, in particular N.I., paid attention to the importance of using various types of lessons in the process of learning foreign languages. 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 foreign language lessons, which necessitates the development of new forms and types, and the study of the possibility of using the most modern technologies in lessons. Thus, the purpose of the work is to study existing types of foreign language lessons, as well as new types of lessons that can be effectively used in the process of teaching foreign languages ​​in a modern school. 2. Typology of lessons Typology of lessons is a classification of lessons depending on the stage of formation of speech skills and the leading type of speech activity. 3

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 educational 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. 3. Structure of a foreign language lesson The structure of a lesson is understood as the logical arrangement and connection of its elements, ensuring the integrity of the lesson. 4

First of all, it is necessary to understand what types of modern lessons in the Federal State Educational Standard exist at the moment. There is still no clear definition of how many types of lessons there are and what exactly they will be called. Domestic didactician M.A. Danilov said that “...in the endless stream of many lessons, you can notice a certain repetition and turn off the lesson structures that occur more often than others.” According to the main didactic goal, the following types of lessons are distinguished (the place of lessons in their general system, proposed in some modifications by B.P. Esipov, N.I. Boldyrev, G.I. Shchukina, V.A. Onishchuk and other didactics): familiarization lesson with new material; lesson to consolidate what has been learned; lesson in applying knowledge and skills; lesson of generalization and systematization of knowledge; lesson of testing and correction of knowledge and skills; combined lesson. Lesson structure - introduction to new material The type of lesson - introduction to new material is rare in teachers' practice, but nevertheless it exists. Such lessons happen, for example, when children come back from summer vacation. We don't ask them for homework, we move on to a new topic. The main didactic goal of the lesson is to familiarize yourself with new material. Study and primary awareness of new educational material, understanding the connections and relationships in the objects of study. Type of training sessions Lecture, excursion, research laboratory work, educational and labor workshop. Stages of the lesson: familiarization with new material on the Federal State Educational Standard. First stage. Organizational stage 5

The organizational stage, very short-term, determines the entire psychological mood of the lesson. Psychological orientation is carried out to create a favorable working environment in the classroom, so that students understand that they are welcome and expected. Second phase. Setting the goals and objectives of the lesson. Motivating students' learning activities This is a mandatory stage of the lesson according to the Federal State Educational Standard. At this stage, the teacher needs to create a problem situation so that the students themselves name the purpose of the lesson, as well as the topic itself. The effectiveness of the educational process and the state of cognitive activity depend on the student’s awareness of the purpose of the activity. As D.G. Leites noted, this goal cannot arise in the student automatically, as soon as the bell rings; it must be cultivated and realized by the student with the help of the teacher. In this case, the teacher’s activities should be aimed at creating conditions for the formation of active goal-setting in the lesson. Practical techniques: supporting diagrams, dialogue, brainstorming, brainstorming, posing problematic questions, game moments, revealing the practical significance of the topic, using music and other aesthetic means. Third stage. Updating. Primary assimilation of new knowledge “Updating is not only the reproduction of previously acquired knowledge, but also its application often in a new situation and stimulating cognitive activity, students and teacher control,” wrote pedagogue theorist M.I. Makhmutov. At this stage of the lesson, it is necessary to update the students’ knowledge necessary to study a new topic, that is, to create conditions for understanding a block of new educational information. The objectives of the stage are to give students specific ideas about the main topic of the material being studied and to ensure the correct organization of perception, understanding and reproduction of the text. 6

Working methods: independent reading, listening, conversation after listening or reading, identifying primary perception. Fourth stage. Primary check of understanding The purpose of the stage: students’ assimilation of new knowledge and methods of action. Objectives of the stage: - teach to recognize and comprehend the facts and main ideas of the material being studied; - learn to master methods of researching the material being studied; - teach students to systematize knowledge and skills and apply them in practice; - master the technique of reproducing acquired knowledge. Techniques: research, heuristic, dialogical, algorithmic, stimulating, motivating, search. The technique of checking the understanding of knowledge begins with the reproduction and awareness of a fact, phenomenon, event, rule. Then the logical operations of comparison, juxtaposition, analogy, and explanation lead to understanding and comprehension of the essence of new knowledge. Generalization of individual properties, characteristics, features makes it possible to systematize knowledge. Fifth stage. Primary consolidation The purpose of the stage: the formation of skills to comprehend, recreate, reproduce, etc. and so on. Objectives of the stage: - consolidate in the students’ memory the knowledge and skills that they need for independent work; - work on developing creativity and research skills; - create conditions for nurturing self-confidence in students, awaken their imagination, and strengthen creative freedom. 7

Sixth stage. Information about homework, instructions on how to complete it. Purpose of the stage: to expand and deepen the knowledge and skills acquired in the lesson. Objectives of the stage: - explain to students the methodology for completing homework; - generalize and systematize knowledge; - promote the application of knowledge, skills and abilities in different conditions; - apply a differentiated approach. Homework can be: oral or written; regular or programmed; long-term or short-term; require different thought efforts from students (reproductive, constructive, creative). Seventh stage. Reflection (summarizing the lesson) Reflection is introspection and self-assessment of one’s activities. If we talk about reflection as a stage of a lesson, then it is an assessment of one’s state, emotions, and the results of one’s activities in class. Forms of work: individual, group, collective. Structure of a lesson on the integrated application of knowledge and skills (consolidation lesson) Note: More information about the structure of a lesson on the complex application of knowledge and skills (consolidation lesson) can be found here. A lesson in the integrated application of knowledge and skills (a lesson in consolidation) involves students completing complex, complex tasks covering material from several sections or topics of the curriculum. The main didactic goal of the lesson is the implementation of learned concepts and theories in the intellectual or practical activities of students. Type of training sessions Role-playing and business games, workshops, project defense lessons, travel, expedition, debate, game (KVN, Lucky Case, Field of Miracles, competition, 8

quiz), theatrical lesson (lesson court), improvement lesson, final conference, final excursion, consultation lesson, test analysis lesson. Stages of a lesson on the integrated application of knowledge and skills (consolidation lesson) according to the Federal State Educational Standard First stage. Organizational stage The organizational stage, very short-term, determines the entire psychological mood of the lesson. Psychological orientation is carried out to create a favorable working environment in the classroom, so that students understand that they are welcome and expected. Second phase. Checking homework, reproducing and correcting students’ basic knowledge. Identify gaps in students’ knowledge and methods of activity. Third stage. Setting the goals and objectives of the lesson. Motivating students' learning activities This is a mandatory stage of the lesson according to the Federal State Educational Standard. At this stage, the teacher needs to create a problem situation so that the students themselves name the purpose of the lesson, as well as the topic itself. The effectiveness of the educational process and the state of cognitive activity depend on the student’s awareness of the purpose of the activity. As D.G. Leites noted, this goal cannot arise in the student automatically, as soon as the bell rings; it must be cultivated and realized by the student with the help of the teacher. In this case, the teacher’s activities should be aimed at creating conditions for the formation of active goal-setting in the lesson. Practical techniques: supporting diagrams, dialogue, brainstorming, brainstorming, posing problematic questions, game moments, revealing the practical significance of the topic, using music and other aesthetic means. Fourth stage. Primary consolidation in a familiar situation 9

Fifth stage. Creative application and acquisition of knowledge in a new situation (problem tasks) Sixth stage. Information about homework, instructions on how to complete it. Purpose of the stage: to expand and deepen the knowledge and skills acquired in the lesson. Objectives of the stage: - explain to students the methodology for completing homework; - generalize and systematize knowledge; - promote the application of knowledge, skills and abilities in different conditions; - apply a differentiated approach. Homework can be: oral or written; regular or programmed; long-term or short-term; require different thought efforts from students (reproductive, constructive, creative). Seventh stage. Reflection (summarizing the lesson) Reflection is introspection and self-assessment of one’s activities. If we talk about reflection as a stage of a lesson, then it is an assessment of one’s state, emotions, and the results of one’s activities in class. Structure of a lesson on systematization and generalization of knowledge and skills Systematization and generalization of knowledge is one of the most important vectors for the development of self-education. Within the framework of the Federal State Educational Standard, it is proposed to conduct separate lessons devoted to systematization and generalization of new knowledge on the topic. Often teachers conduct such lessons using old techniques and technologies. But it is important to understand one thing here: the Federal State Educational Standard proposes to move away from the usual scheme of comprehending knowledge “Heard - remembered - retold” to a fundamentally new algorithm in which the main role is assigned to students. That is, now the systematization of knowledge should be carried out according to the scheme: “on your own (or together with a teacher, classmates) found - comprehended - remembered - formalized your thought - applied knowledge in practice.” 10

In contrast to traditional lessons of generalization and consolidation, lessons of systematization and generalization of knowledge (sometimes they are also called lessons of a general methodological orientation) are built not on the basis of an information-explanatory form of teaching, but on the principles of activity-based, developmental learning. Hence the abundance of new forms, methods and techniques that are recommended for use in lessons of this type. 1) Organizational stage. 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Generalization and systematization of knowledge. Preparing students for generalized activities. Reproduction at a new level (reformulated questions). 4) Application of knowledge and skills in a new situation. 5) Control of assimilation, discussion of mistakes made and their correction. 6) Reflection (summarizing the lesson). Analysis and content of the work results, drawing conclusions based on the studied material. Structure of a lesson on monitoring knowledge and skills Lessons on monitoring and assessment enable the teacher to take a more objective approach to assessing the results of the educational activities of younger schoolchildren. The main objective of control and assessment lessons: identifying the level of correctness, volume, depth and reality of knowledge acquired by students, obtaining information about the nature of cognitive activity, the level of independence and activity of students in the educational process, developing in students the ability to evaluate their results, compare them with standard ones, see your achievements and mistakes, plan possible ways to improve and overcome it. determining the effectiveness of the methods, forms and methods of educational activities used. eleven

Control lessons can be written control lessons, lessons combining oral and written control. Depending on the type of control, its final structure is formed. Structure of a lesson on correction of knowledge, skills and abilities Control and correction are carried out at each lesson, however, after studying large sections of the program, the teacher conducts special lessons on control and correction in order to identify the level of student mastery of the material. 1) Organizational stage. 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Results of monitoring knowledge, skills and abilities. Identification of typical errors and gaps in knowledge and skills, ways to eliminate them and improve knowledge and skills. Depending on the control results, the teacher plans collective, group and individual teaching methods. 4) Information about homework, instructions on how to complete it 5) Reflection (summarizing the lesson) Structure of a combined lesson The stages of a combined lesson can be combined in any sequence, which makes the lesson flexible and provides an opportunity to achieve various educational goals In addition, the stages of a combined lesson are consistent with the laws of the learning process and the dynamics of students’ mental performance. In school practice, the share of such classes is approximately 80% of the total number of lessons. But in a combined lesson, the teacher does not have enough time not only to organize the acquisition of new knowledge, but also for all other types of cognitive activity. A combined lesson as a combination of structural elements of lessons of different types involves the achievement of two or more didactic goals. 12

For example, a combined lesson that combines testing previously learned material and mastering new knowledge (two didactic goals). 1) Organizational stage. 2) Setting the goals and objectives of the lesson. Motivation for students' learning activities. 3) Primary assimilation of new knowledge. 4) Primary check of understanding 5) Primary consolidation 6) Control of assimilation, discussion of mistakes made and their correction. 7) Information about homework, instructions on how to complete it 8) Reflection (summarizing the lesson) 4. Features of a foreign language lesson A foreign language lesson develops various cognitive and mental abilities in students, who, in turn, master various skills, laws, methods , which contributes to their mental development. Having studied a large amount of literature, we can come to the conclusion that a foreign language lesson has special specifics that a foreign language teacher cannot fail to take into account, since foreign language communication is based on the theory of speech activity. Therefore, communicative teaching of a foreign language is activity-based in nature, since verbal communication is carried out through “speech activity”, which, in turn, 13

serves to solve problems of productive human activity in conditions of “social interaction” of communicating people. Language acquisition is carried out primarily in the classroom. A modern foreign language lesson is a complex education. Preparing and conducting it requires a lot of creative effort from the teacher. Stages of the lesson Motivating for educational activities Updating knowledge Goal setting, problem statement Finding ways to solve the problem Solving the problem 5. Structure of the lesson according to the Federal State Educational Standard Summary, actions of students Creating a favorable atmosphere of the lesson, focus on work Repetition of what has been learned, completing assignments. Mutual testing and mutual evaluation Then students receive a task for which their existing skills are not sufficient. In joint work, the causes of the difficulty are identified, the problem is clarified. Students independently formulate the topic and goal. Planning ways to achieve the intended goal. Carrying out training activities according to plan. Individual or group work to solve practical problems Complete the task, 14 Teacher’s actions Sets up students for successful work Consults Leads students to determine the boundaries of knowledge and ignorance, understand the topic, goals and objectives of the lesson. Consults Consults

Correction Independent work using acquired knowledge Systematization of knowledge Explanation of homework Assessment Reflection of educational activities Helps, advises, consults Consults, guides which at first turned out to be too difficult to solve Check the solution, determine whether everyone has coped with the task, formulate difficulties Performing exercises on a new topic, self-test according to the standard Consults Work to identify the connection between the topic studied in class and previously studied material, connections with life. Students should have the opportunity to choose homework in accordance with their preferences. It is necessary to have assignments of different levels of complexity. Students independently evaluate the work (self-assessment, mutual evaluation of the results of classmates’ work). Students name the topic of the lesson, its stages, list the types of activities at each stage, and determine the subject content. Share opinions about their work in the lesson Explain, offer tasks to choose from Consult, justify grades Thank students for the lesson Conclusion 15

Consideration of the structure of lessons of different types indicates that the structure of the lesson is created in close connection with the setting of the main didactic goal. It is always expedient, it can never and should not be constant, turning into a pattern. From the above we can conclude that a foreign language lesson plays an important role in the educational process of a primary school. This development proves that it is very important at all stages of teaching a foreign language to interest students, to make their learning activities interesting and entertaining. To do this, it is necessary to conduct as many combined, repetitive, non-standard lessons as possible, in which it is necessary to use various types of games and game situations, during which it is important to explain new material to the student, test the acquired knowledge, developed skills. 16

References 1. Passov E.I., Kuzovleva N.E. Foreign language lesson. – M., 2010. – 640 p. 2. Konarzhevsky Yu.A. Lesson analysis / Yu.A. Konarzhevsky. – Publishing house “Center “Pedagogical Search”, 2013. – 240 p. 3. Leites N.S. Ability and giftedness in childhood. – M., 1984. Experience of teachers of State Budgetary Educational Institution Secondary School No. 1056. 4. Svetacheva A.M., Modern foreign language lesson. – M., 2008. 5. Skalkin V.L. Pluralism of opinions and the problem of developing a unified concept of the educational subject "Foreign Language" // Foreign. language at school, 2003. No. 4. 6. Churakova R.G. Analysis of a lesson in elementary school / R.G. Churakova. – 2nd ed. – M.: Akademkniga/Textbook, 2013. – 120 p. 17

Language and speech in combination, the use of visual aids, accompanying tools, they perform an auxiliary function: revealing the meanings of words. Methodological content of the lesson. The basis for constructing a lesson is a set of scientific provisions that determine the characteristics of the lesson, its structure, logic and methods of work. This totality is the methodological content of the lesson. The methodological content of a modern lesson should be communication.

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20. Foreign language lesson. Typology of lessons. The structure of lessons at different stages of learning.

Lesson obligatory main form of academic work at school; system of actions of teacher and scientist And ka, aimed at solving specific educational and educational problems.

Foreign Language Lesson:

• differs in purpose and content - this is training in communicative speech activity.
• is complex in nature (while working on speech activity, the teacher also works on language
• material, i.e. language and speech in combination)
• the use of visual aids (accompanying aids, they perform an auxiliary function: revealing the meanings of words)

Methodological content of the lesson.A foreign language lesson as a unit of the educational process must have a fundamental V ny properties of this process. The basis for constructing a lesson is a set of scientific principles e tions that determine the features of the lesson, its structure, logic and methods of work. This totality is the methodological content of the lesson. The methodological content of a modern lesson should be communication. It means comparing the learning process and the communication process according to the following signs:

1. The purposeful nature of speech activity, when a person strives for his high A calling to somehow influence the interlocutor or learn something new.
2. The motivated nature of speech activity, when a person speaks or reads because he is prompted by something personal.
3. The presence of any relationship with the interlocutor that creates a situation of common e nia.
4. The use of those speech means that function in the real process of communication e nia.
5. Using those topics of discussion that are truly important for a given group of students.

From the point of view of communicationmethodological content of the lessonis determined by the following basics V ny provisions.

1. Individualization consists of taking into account the individual characteristics of the student. Communicator A Creative learning presupposes, first of all, personal individualization, which at comes to the fore in the educational process. It is used for all V.R.D. and should permeate the entire educational process. It is necessary to take into account all the individual properties of the student and their individual development (character, memory, rate of speech, etc.). This accounting is implemented T in a differentiated approach to learning:

2 options: 1. The class receives one task, but the help for different students is different. 2. Different groups of students receive different tasks.

1. Speech orientation means the practical orientation of the lesson. Foreign language speech activity is the main factor in learning. Lessons in language, not about language, are legitimate. Ka and A student studies for some purpose. If it is not there, then you should help find it and do everything to achieve this goal. Speech activity is purposeful, as is the system of speech exercises. Thus, speech activity is: absolute T a means of forming and developing communication skills (constant speech is required e students’ practice in communication); all exercises must be speech targeted V lazy character; all student work in the lesson should be related to the goal that is being taught e Nick got it; any speech action of the student must be motivated; using A the presentation of a particular phrase or topic should carry communicative value; any lesson should be verbal, both in concept, organization and execution
2. Situationalism correlation of phrases with the relationships in which they are with O conversationists. Thus, a communication situation can be created if it is based on student relationships. Each phrase should be situational. Situati V This skill is necessary not only during development, but also during the formation of speech skills.
3. Functionality. Each unit is important for its function: 1) leading in the acquisition of vocabulary e Chinese units/grammatical phenomena are their functions, not their form; 2) in installations P In practice, you should use the full variety of speech tasks; 3) the use of knowledge occurs on the basis of rules and instructions 4) translation from the native language when learning to speak e niya is excluded.
4. Novelty when developing speech skills, it is necessary to constantly vary speech e new situation; repetition of speech material is carried out due to its constant inclusion in the lesson material; the content of educational materials should evoke int e res learn by its informativeness; Novelty must be manifested in the organization of all electronic e cops of this educational form (lesson).

Lesson requirement: Each lesson should ensure the achievement of practical, educational And developmental and developmental goals through solving specific problems;

• Adequacy, necessity/sufficiency (number of exercises), completeness
• Contents of the lesson: the significance of the material itself, which is used in the lesson, hell To relevance of techniques and exercises to the objectives of the lesson, the optimal balance of training in learning the material and its use in speech.
• The activity of students: should be manifested in their speech-thinking activity, this is associated with the development of their speech initiative.
• Motivational content of the lesson: the student’s awareness of the success of learning a foreign language, a sense of progress in learning. Only in this case will the lesson make sense for the student. The accessibility and feasibility of the proposed tasks plays a big role here. Learning is easy and desirable And He completes tasks if they involve overcoming difficulties. Promote motive A Various methods and forms of work, as well as the organization of the lesson itself, can be used.

Lesson structure must be flexible. It is determined by the stage of learning, the place of the lesson in a series of lessons, and the nature of the tasks.The structure of any lesson includes: a beginning, a central part and an end.

1. The beginning should take place at a fast pace and take 3-5 minutes. Its possible content A tion: greeting, organizational moment, message of lesson objectives, speech exercises. Stalked by 2 ass A chi: organize a lesson, prepare students to participate in the lesson and introduce students into the atmosphere of a foreign language, ensure their work in the lesson. The teacher's greeting can turn into speech exercises. The organizational moment contains a report from the duty officer or a dialogue between the teacher and the duty officer. At the middle and senior stages, the duty officer’s report can be omitted; the start of the lesson should not be delayed.
2. The central part of the lesson plays a major role in completing the tasks. At the initial stage, several problems are solved (2-3). The central part is fractional in nature. All WFDs by d support each other and are built on a common language base of the active language minimum.

At the middle stageBasically, this structure of the central part is preserved. But lessons with a more integral structure are possible. This is due to an increase in the proportion of reading and the possibility of solving one problem in a lesson, for example, a conversation on home reading.

On the senior lessons predominate with a solid central part dedicated to solving the 1st problem A chi: reading a text and talking about the issues raised in it. At this stage there may be mixed lessons.

1. Completion of the lesson: summing up the lesson, assessing the student’s work, setting homework e th tasks. Reinforcement games may be played.

Typology of lessons: 2 main types of lessons:

1. Lessons, the purpose of which is the development of oral speech and reading based on the formed p A her skills and abilities to use language material. This is a purely speech lesson.
2. Lessons, the purpose of which is to develop skills and abilities in using certain n ny language material. This is a speech combined lesson.

Classes of the 1st type are characterized by the activities of the teacher and the student, aimed at developing the ability to operate with foreign language means within speech situations (this is the senior stage).

In type 2 classes, the activities of the teacher and students are aimed at exchanging information on a particular topic in the form of monologue statements, text, which is accompanied by written O that over linguistic material. It is carried out at the initial-middle stage.

According to Passov:

1. Lesson on the formation of lexical skills. Outline of this lesson: topic, purpose, speech material a) new material is indicated; b) material for repetition is indicated. Progress of the lesson: Three types of work are planned: 1) speech exercises, introducing the atmosphere of foreign language communication; 2) semantics A tion of vocabulary; 3) automation of lexical units
2. Lesson on developing grammatical skills. As in lexical, there are 3 types of work: 1) p e daily exercises; 2) presentation of new material; 3) automation of speech material;
3. Lesson on improving speech skills. It is based on the text. Goal: perfect T development of oral speech skills (spoken text is presented aurally) or writing skills n speech (visually), or lexical speaking skills, or grammatical skills O Rhenia. Lesson progress: 1) speech preparation activation of material from previous lessons; 2) reading (listening) to a spoken text 3) exercises with material from a spoken text (paraphrasing O formation, transformation)
4. Lesson on the development of monologue speech. Objectives: to teach how to speak out specifically T to a certain person, in specific conditions of communication; teach to express a complete thought that has a communicative orientation; learn to speak logically and coherently;
5. Lesson on the development of dialogical speech
6. Lesson on developing reading skills. Objectives: to teach to perceive text with a single perception; teach to perceive and recognize new combinations of known units; develop reading speed (to yourself); develop the ability to guess the meaning of unknown units; develop the ability to solve And delve into the logical and semantic connections of texts of different nature.

Non-traditional lessons:

Goal: the need to provide students with a solid knowledge of the program material with one O temporary implementation of multi-dimensional development and formation of the personality of each student taking into account his individual abilities and capabilities.

• the knowledge, skills and abilities of students on a specific topic are monitored;
• a businesslike, working atmosphere is ensured, and students take the lesson seriously;
• a minimum participation of the teacher in the lesson is provided.

Projects method: is characterized by the cooperative nature of completing tasks when working on a project; the activities that are carried out are inherently creative A tive and student-centered; assumes a high level of individual at al and collective responsibility for the completion of each development task

project.

• The topic of the project can be related to one subject area or be interdisciplinary. And pliant character. When selecting a project topic, the teacher should focus on the interests and needs of students, their capabilities and the personal significance of the upcoming project. A bots, practical significance of the result of work on the project.
• Forms: article, recommendations, album, collage and many others.
• Forms of project presentation: report, conference, competition, holiday, performance.
• The main result of work on the project will be the updating of existing and acquired e the development of new knowledge, skills and abilities and their creative application in new conditions.
• Stages: choosing a topic or problem for the project; formation of a group of performers; size A drawing up a plan for working on the project, 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.

Video tutorial: creating real and imaginary communication situations in the classroom IA with use calling various work methods; introducing schoolchildren to cultural values

people native speaker: present the process of language acquisition as comprehension of living in O linguistic culture; individualization of training and development and motivation of speech figures b ness of trainees.

Lesson excursion:acquaintance with Russian national culture becomes a necessary element of the process of teaching a foreign language: the principle of dialogue of cultures presupposes With the use of cultural material about the native country, which allows you to develop ideas about the native country, as well as form ideas about the culture of countries from at the desired language.

Lesson performance:The use of artistic works of foreign literature in foreign language lessons improves students’ pronunciation skills, ensures the creation of m communicative, cognitive and aesthetic motivation. Preparing a performance creative work that contributes to the development of language communication skills for children and children With covering their individual creative abilities.

Holiday lesson: expands students' knowledge about the traditions and customs that exist in English-speaking countries and develops students' ability to communicate in foreign languages, O allowing participation in various situations of intercultural communication.

Lesson Interview: mastery of a certain number of frequency clichés and their automatic A standardized use; depending on the tasks, the topic of the lesson may include Yu start separate subtopics. For example: “Free time”, “Plans for the future”, “Biography”, etc. you can use elements of role-playing dialogue (Russian German)

Essay lesson: development of ownposition, one’s own attitude towards reading O mu: 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. Students should be able to critically evaluate the works they read, express thoughts in writing according to the problem posed, learn to defend their point of view and consciously accept And mother's own decision.

Integrated lesson:expanding the general educational horizons of students, And giving them the desire to acquire knowledge beyond the compulsory programs. Interdisciplinary integration makes it possible to systematize and generalize students’ knowledge in related fields b ny objects. Rich material for organizing interested foreign language communication

gives by MHC. The most necessary connection is “MHC and a foreign language” when studying basic With developments of world and domestic culture.

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 O th communication; further development and improvement of students’ aesthetic taste.

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MOKU Doldykanskaya Secondary School

REPORT ON THE SEMINAR OF THE DISTRICT MODERN MODERN LANGUAGE LESSON IN ACCORDANCE WITH THE NEW GEF REQUIREMENTS

Prepared by English teacher Telyuk E.A.

“If we teach today the way we taught yesterday, we will rob our children of tomorrow.”

John Dewey - American philosopher and educator

The topic of this article is very relevant today, since the transition to the new Federal State Educational Standard has introduced some innovations into the structure of a modern lesson, where the main task is to activate the student’s cognitive abilities aimed at studying his personal manifestations.

The modern world is very changeable and dynamic. These changes are reflected in scientific knowledge, technology, as well as in the sphere of human leisure. Therefore, there was a need to develop a new state educational standard in the context of changing educational demands, which will ensure the development of the education system in the context of the changing demands of the individual and family, the expectations of society and the requirements of the state in the field of education.

Communication between teachers and students is aimed not only at activating cognitive abilities, but also at a systematic, targeted study of the personal manifestations of each student. Modern education must meet the needs of modern society. The main requirement imposed by the conditions of modern life on the level of proficiency in foreign languages ​​is that a person can communicate in a foreign language, using it to solve his life and professional problems.

Federal State Educational Standards introduce a new concept – learning situation, by which is meant such a unit of the educational process in which students, with the help of a teacher, discover the subject of their action, research it, determine the goals of their activity and plan it. In this regard, the interaction between teacher and student changes. From the point of view of the activity approach, the teacher and student become partners. The focus is on the student and his personality. The goal of a modern teacher is to choose methods and forms of organizing educational activities that correspond to the set goal of personal development. In this regard, the following requirements for a modern foreign language lesson are highlighted:

- clear formulation of the goal; - determining the optimal content of the lesson in accordance with the requirements of the curriculum and the objectives of the lesson, taking into account the level of preparation and readiness of students;

- predicting the level of students’ assimilation of scientific knowledge, the formation of skills and skills, both during the lesson and at its individual stages;

Selection of the most rational methods, techniques and means of teaching, stimulation and control and their optimal impact at each stage of the lesson;

- choosing the optimal combination of different forms of work in the lesson and maximum independence of students in the learning process, ensuring cognitive activity - the lesson should be problematic and developing: the teacher himself aims to cooperate with students and knows how to direct them to cooperation - the teacher organizes problem and search situations, activates the students’ activities;

- creating conditions for successful learning of students.

The specificity of the subject “foreign language” is such that training aimed at developing communicative competence can only take place under the conditions of a person-oriented and activity-based approach.

Active the approach is that learning to communicate should occur in the course of performing productive types of work - listening to foreign language speech, reading texts, writing and speaking, where all these types of activities are considered not as an end in themselves, but as a way for students to solve specific personally important problems and tasks .

Personality-oriented(personal-activity) approach is based on taking into account the individual characteristics of students, who are considered as individuals with their own characteristics, inclinations and interests.

When planning a modern foreign language lesson, a number of features should be highlighted and taken into account, namely Practical orientation of the lesson. In a foreign language lesson, the teacher develops in students the skills and abilities to use a foreign language as a means of communication. Knowledge is shared to more effectively build skills and abilities. Atmosphere of communication. Creating a favorable atmosphere is a requirement arising from program goals and learning patterns. Successful communication can only be carried out in conditions where the teacher and student are speech partners.

Unity of purpose. A foreign language lesson should solve a whole set of goals at the same time. It should be remembered that lesson planning is the identification of one main practical goal. The remaining goals can be defined as tasks that ensure the achievement of the main practical goal.

Let me give you an example: During the lesson, I plan to teach students to talk about where they will go on summer vacation.

Goal: development of monologue speech.

Objectives: 1) Activate vocabulary on the topic “Travel” 2) Train students in reading text 3) Teach students monologue statements such as storytelling based on the text.

Thus, we see that, along with the practical goal, the developmental, educational and educational goals of the lesson are formulated. The educational goal involves the use of language to improve general culture, expand horizons and knowledge about the country of the language being studied. Achieving the educational goal involves the acquisition by students of regional and linguistic knowledge. The educational goal is determined by the material used in the lesson. This goal is realized through the student’s attitude to the language and culture of its native speakers. Educational, developmental and educational goals are achieved through practical goals.

I want to attract your attention on the adequacy of the exercises. This means their correspondence to the type of speech activity that is developed in this lesson. In addition, adequacy is the correspondence of exercises to the nature of the skill being developed. For example, if the goal of the lesson is to develop lexical skills in oral types of speech activity (speaking and listening), then the translation exercise from Russian into English cannot be called adequate, because it contributes to the formation of language rather than speech skills. In this case, an exercise of a conditional speech nature would be adequate (for example, answering questions orally, exercises like “Agree/disagree, etc.).

5. Sequence of exercises. It is very important to arrange the exercises in such a way that each previous exercise provides support for the next one.

6. Lesson complexity. A foreign language lesson is complex. This means that speech material is “passed” through four main types of speech activity, namely listening, speaking, reading and writing. Thus, complexity is the interrelation and interdependence of all types of speech activity when alternating the leading role of one of them.

7. Foreign language speech is the goal and means of teaching in the classroom. Each type of speech activity acts as a target skill, however, when teaching, for example, a monologue statement, a reading text can be used as a support. In this case, the text will act as a means of teaching speaking. It should also be noted that a foreign language lesson should be held in a foreign language, where the teacher’s speech in total should not exceed 10% of the lesson time.

8. Logic of a foreign language lesson. The lesson must be logically planned, which implies: - Correlation of all stages of the lesson with the main goal; - Proportionality of all stages of the lesson and subordination of their main goal in terms of completion time; - Consistency in mastering speech material, when each exercise prepares the student to perform the next; - The coherence of the lesson, which can be ensured by speech material (lexical units are contained in all exercises), subject content (all components of the lesson are united by a common theme), and a general plan (lesson-discussion).

Based on the above, the Structure of a modern lesson within the framework of the Federal State Educational Standard is as follows: 1) Organizational moment 2) Topic, 3) Goal, 4) Educational, developmental, educational tasks 5) Motivation for their adoption 6) Planned results: knowledge, skills, abilities 7) Personality-forming focus of the lesson

2. Checking the completion of homework (if it was assigned)

3. Preparation for active learning activities of each student at the main stage of the lesson - setting a learning task - updating knowledge

4. Presentation of new material - Solving an educational problem - Assimilation of new knowledge - Primary verification of students' understanding of new educational material (current control with a test)

5. Consolidation of the studied material - Generalization and systematization of knowledge - Control and self-test of knowledge (independent work, final control with a test)

6. Summing up - diagnosing the results of the lesson - reflection on achieving the goal

7. Homework - instructions on how to complete it

In the process of teaching, foreign language teachers are often faced with the problem of students’ 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. To maintain the fruitful and effective activities of students, it is necessary to use non-traditional forms of conducting classes that ensure the activity of students. Non-standard lessons are extraordinary approaches to teaching academic disciplines that arouse interest in the lesson and motivate students to active communicative activities. These lessons include a wide variety of forms and methods, in particular such as problem-based learning, search activities, interdisciplinary and intradisciplinary connections, etc.

Here are several types of non-standard lessons:

1. Lessons-games. 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 students’ passion and interest in the content.

2. Competition lessons and quizzes are conducted at a good pace and allow you to test the practical skills and theoretical knowledge of most students on the chosen topic. Competition games can be invented by a teacher or be an analogue of popular television contests and competitions.

3. Business game. Lesson-court, lesson-auction, lesson-exchange of knowledge and so on. Students are given problem-search tasks and given creative tasks

4. Online lessons are held in computer classes. Students complete all assignments directly from the computer screen.

5. An effective and productive form of teaching is a lesson-performance. 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 contributes to the development of communication skills in a foreign language and the revelation of 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.

6. 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 the assignment based on the regional 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.

7. Essay lesson. The modern approach to learning a foreign language involves not only acquiring a certain amount of knowledge on the subject, but also developing your own position, your own attitude to what you read, to the problem under discussion. In foreign language lessons, students analyze the 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 their mental functions, logical and analytical thinking and, importantly, the ability to think in a foreign language.

8. Integrated foreign language lesson. 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 the aesthetic taste of students.

9. 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 developing in schoolchildren a personal attitude towards what they see. The use of video also helps to develop various aspects of students’ mental activity, and above all attention and memory.

10. In the context of the implementation of the Federal State Educational Standard, the project activities of students acquire special importance. The project method is aimed at developing their active independent thinking and teaching them not just to memorize and reproduce knowledge, 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.

But no matter what form of lesson is used, an important final stage of each lesson should be reflective activity. Namely, the reflective approach helps students remember, identify and understand the main components of the activity - its meaning, types, methods, problems, ways to solve them, the results obtained, and then set a goal for further work. Based on the foregoing, we can conclude that the transition to a new educational standard helps the teacher stimulate students to “master key competencies, methods, ways of thinking and acting based on the development of their abilities,” as well as “assessment to ensure that the student himself can plan the process of achieving educational results and improve them through a process of constant self-evaluation.”

Types of actions		Assignments and exercises
Actions goal setting		Determine the purpose of the lesson based on clarity: illustration, slide, toy, etc.
Actions planning		Fill out the table - a plan for composing a story, fairy tale, etc.
Actions forecasting		Predict what knowledge and skills you will have after studying this topic
Actions control		Independently check and evaluate the results of your work according to the proposed scale
Actions corrections		Work on bugs
Actions		Say what I learned today in class, what I succeeded in, and what requires additional study.
Actions self-regulation		Participate in various competitions in class: best storyteller, best journalist, etc.; work as part of a project team
Communicative actions Communication universal learning activities promote productive interaction and cooperation with peers and adults. Students must be able to listen to others and participate in a collective discussion of problems. To successfully solve communicative problems, the teacher needs to create a favorable psychological climate in the classroom. The more favorable the atmosphere in the lesson, the faster the formation of communicative actions occurs. Types of actions Assignments and exercises Planning educational collaboration with teacher and peers Determine the goals, functions of group work participants, ways of interacting with each other and with the teacher Proactive cooperation in searching and collecting information Independently find material in external sources for the design of a stand, postcards, newspapers, etc. Managing your partner's behavior Control your partner when composing the dialogue; Check and evaluate your neighbor's work Ability to express your thoughts according to with the tasks and conditions of communication Compose a monologue, act out a dialogue, write a letter, fill out a form, etc. Students can be taught to analyze when going through grammatical material. Synthesize – during monologue and dialogic speech or when doing exercises in the textbook
Types of actions			Assignments and exercises
General education actions	Independent identification and formulation of a postural goal		“How do you find out what time it is in English?” “How to compare objects in English?” “How to write an address on an international envelope?” etc.
	Finding and highlighting the necessary information		Highlight the necessary information when reading and listening, find the second form of the verb in a grammar reference book, find information on the Internet about celebrating holidays in the UK, etc.
	Conscious construction of a speech utterance		Independently describe your favorite character based on graphic symbols, independently write a letter to a friend based on the proposed plan
	Selection of linguistic means in accordance with the communication situation		Complete the sentences by choosing one of the options for the proposed scheme, Choose the correct verb tense according to the companion words
	Reflection on activities to master the English language		Discuss the material covered in class: what new did I learn, what did I do in class, what did I learn, what did I like most, etc.
	Semantic
	Creation of activity algorithms		Determine the stages of performing creative or design work individually or as part of a group
brain teaser actions	Analysis of objects to extract features		Listen to the words and determine the rule for forming the plural of nouns
	Synthesis – making a whole from parts		Make words from letters, sentences from words, text from fragments
	Selection of grounds and criteria for comparison and object classification		Write down words with open and closed syllables, comparative and superlative adjectives, etc., in different columns.
	Independent derivation of the rules of English speech		Formulate a rule based on several examples of its application
	Establishing cause-and-effect relationships
	Building a logical chain of judgments		Tell me what my favorite time of year is and why