The use of the interactive methods and techniques during the English lesson

Innovation has become a defining characteristic of foreign language teaching over the past twenty years. With the advent of socio-cultural theories about learning in General and learning a foreign language in particular, the field of applied linguistics finds a new direction. Scientists believe that the integration of technologies in teaching a foreign language is inevitable, so much attention is paid to the introduction of innovative technologies in the educational process. Problems of pedagogical innovation constantly attract the attention of modern researchers who have identified and justified the basic methodological and theoretical provisions of innovative pedagogical activity. In our opinion, the analysis of innovative practices, not only domestic but also foreign scientists, will help to improve educational technologies and improve the effectiveness of the educational process.

In connection with the expansion of the network of communications, the emergence of the Internet, information and computerization of society, of particular importance is learning a foreign language using computer technology in foreign language lessons. In this technique, two components can be distinguished – first, computer programs created in various forms and for different levels of foreign language learning, and, second, the use of Internet resources, which can serve not only as an indispensable source of information, but also "are an excellent means of interactive communication between different language groups" [1], and allow to participate in the " development of international projects, conducting scientific research». Below we will consider some innovative methods used in a foreign language.

Drawn mental map (cluster) among the ideas featured “TeenageProblems”. Step 2-combine students into mini-groups. Step 3 - work in mini-groups for 7 minutes. The teacher clearly outlines the problem or issue that needs to be addressed. So, for example, you could offer to conduct in small groups brainstorming on the issue of text to be read to pupils “YoungPeople – OldProblems”. The task of the students is to Express and write down as many ideas as possible (even the most absurd), and then after reading the text to conclude what problems are peculiar to adolescents around the world, and which concern only adolescents.

The technique of drawing "mental maps" (mind maps, maps of knowledge, "MindMap"). The term was coined by Tony Buzen, who did a lot to promote the technology of using such cards in education and management. Sometimes in translations the term " MindMap "is represented by the following options:" mind map"," intelligence map"," ideological grid"," memory card","mental map".

Such maps are diagrams, diagrams, in a visual form representing various ideas, tasks, theses related to each other and United by some common problem. The map allows you to cover the whole situation, as well as to keep a large amount of information in mind at the same time, to find connections between individual sections, missing elements, remember information and be able to reproduce it even after a long time term. An example of making "mental maps" on "TeenageProblems" you can see in the picture.

Option mental maps is "fish bone" - "Fishbone". The" head " of this skeleton indicates a problem that is discussed in the text. On the skeleton itself there are upper and lower bones. At the top-students note the causes of the problem under study. Opposite the upper bones are the lower ones, on which students write out the facts during the reading, reflecting the essence of the problem. The fact gives clarity and real outlines to the problem, allows to speak not about the abstract, but about a specific solution to this problem.

Reception "Brownian motion" involves the movement of students in the class in order to collect information on the proposed topic, simultaneously practicing the studied grammatical structures.

Questions-jobs: “Interview your group-mates what subculture they belong to or share ideas with” or “Who can help teenagers cope with their problems?"The teacher helps to formulate questions and answers and ensures that the interaction is conducted in English. Reception Jigsaw ("openwork saw") was developed by Professor E. Aronson in 1978. In teaching practice, this approach is abbreviated as "saw".

Students are grouped into groups of 4-6 people to work on educational material, which is divided into logical and semantic blocks. The whole team can work on the same material, but each member of the group gets a topic that is developed especially carefully and becomes an expert in it.

Meetings of experts from different groups are held, and then each reports to his group on the work done [8, p. 49].

Students are interested in having their peers faithfully perform their task, which may affect the overall final assessment. Reports on the whole topic each student individually and the whole team as a whole. At the final stage, the teacher can ask any student in the group a question on the topic. Questions can be asked not only by the teacher, but also by members of other groups. Students in one group have the right to Supplement the answer of his friend. At the end of the cycle, all students can take individual control in the form of a control cut. In this case, the results are summarized. The team with the highest score is awarded. Such work at the lessons of a foreign language is organized at the stage of creative application of language material.

Thus, students systematize the knowledge of the studied grammatical topic and train lexical material. You can also invite students to take a test at the final stage. The results are summarized and evaluated for the whole group, or called the best group. The use of this technique is also possible when working with vocabulary or educational text.

Practice shows that the use of interactive methods and techniques in a foreign language lesson relieves nervous tension in students, makes it possible to change the form of activity, switch attention to key issues topic of the lesson. In the end, the quality of presentation of the material and the efficiency of its assimilation, and, consequently, the motivation to learn a foreign language from the owls significantly increases.

In conclusion, it is worth noting that currently many new technologies are used to improve the results of students ' learning a foreign language. In this article we have highlighted only some of the leading directions of innovative development of the sphere of teaching foreign languages. After analyzing the research on the given problem, we came to the conclusion that this issue should be approached comprehensively and not to ignore the new opportunities that technological progress brings. All directions of innovative development, which are now carried out, are part of a single whole and in their integrated application contribute to the successful development of foreign language students and the formation of foreign language communicative competence.