Julia S. Chernyakova

The relevance of the topic under consideration is conditioned by the necessity for the teacher to search for effective ways of teaching, satisfying the needs of modern school students: the opportunity of creativity and free choice, personal activity and satisfaction in the process of learning, instant achievement of results. The aim of the study is to evaluate the potential of using eduScrum to prepare ninth grade students for the Basic State Examination in English. The leading method of research is the formative experiment, during which the authors determine the influence of the pedagogical technology by W. Weinands on the preparation for the Basic State Examination in English of ninth-grade students of Lyceum № 23 in Beloozersky. The observation of the followed students at different stages of the experiment, comparative analysis of their errors, questionnaire survey of students on the achievement of personal results play a significant role as well. The study is preliminary in nature, laying the foundation for a subsequent, larger-scale study of the potentials of using eduScrum. Summarizing the results of the study, we can confidently state that the eduScrum technology played a positive role in preparing ninth-graders for the Basic State Exam in English. In particular, the positive impact of V. Weinands’ pedagogical technology on the achievement of subject and personal results of students was revealed. For example, eduScrum is the most effective way to prepare for the Speaking and Writing sections of the exam. In the area of personal results, the technology under study contributes to the development of such qualities as responsibility, self-confidence and communication skills. The theoretical significance of this study consists in generalizing and systematizing information about eduScrum technology as applied to the subject of English. The practical relevance of the research presented in this article is in identification of empirical aspects that have a direct impact on the effectiveness of eduScrum and require special attention from practicing teachers preparing ninth-grade students for the Basic State Examination in English.

According to FSES, school graduates should not only be able to appeal to the basic facts and concepts from the courses of school subjects, but also to use this knowledge in practice. Therefore, teachers face the task of educating a functionally literate person. Nowadays, an integrated approach is widespread, which can be actively used for the development of students' reading literacy. The relevance of the research is connected with the fact that the ultimate goal of English language lessons within the school program is to acquire communicative competence, while in the implementation of the integrated approach the English language appears as a means of mastering other academic subjects (e.g. literature, history). The purpose of this publication is to examine the concepts of "reading literacy" and "integrated approach" and to identify how effective the latter is in forming a functionally literate person. The article also discusses the history and principles of the integrated approach (CLIL technologies), as well as the conditions for the development of students' reading literacy. Methods used in the research are analysis of domestic and foreign sources on the topic, monitoring student activities, questionnaire survey of students, generalization of pedagogical experience in the implementation of the integrated approach. Having analyzed the English textbook "Spotlight 10", we concluded that this textbook contains a sufficient number of tasks to implement the integrated approach. After summarizing the results of testing the integrated approach, we found that students had difficulties in working with authentic text, but the presence of unfamiliar vocabulary promoted more thoughtful and attentive reading and encouraged them to guess the meaning of unfamiliar words based on the context. In addition, the conducted questionnaire survey showed that students have a rather high cognitive interest in this type of work. Theoretical significance lies in the systematization of the essence of the key concepts of the article. The practical implication of the study lies the generalization of the experience of applying the presented methodological techniques of working with foreign-language text, which can be useful for practicing teachers and student teachers.

The relevance of this work lies in the fact that the methods of teaching semantic reading can help modern teenagers to learn quickly and efficiently perceive and process large amounts of information in a foreign language. This will allow them to feel more confident in a constantly changing world. The article is devoted to modern methods aimed at the formation of semantic reading skills at the post-text stage of working with foreign text information. The Federal State Educational Standard of Basic General Education mentions that reading in the modern information society has "meta-subject" or "over-subject" character which determines the importance of this process in learning. However, not all educational and methodical complexes are designed to teach semantic reading in a foreign language as part of the educational process. In addition, it should be noted that teaching semantic reading cannot go separately from teaching other skills, such as speaking, listening and writing. All these four aspects are closely interrelated in the learning process. Therefore, the combination of semantic reading tasks with speaking, listening and writing tasks contributes to higher results in the process of forming reading skills in a foreign language. The purpose of our research is to identify and analyze effective methods of teaching semantic reading in English lessons at secondary school. The object of our research is the process of formation of speech competence in English lessons. The subject of the research is methods and techniques for teaching semantic reading at the post–text stage. The research methods used in the study of empirical material can be reduced to the following: analysis, synthesis, component analysis, observation and generalization of pedagogical experience, experimental learning and others. The article contains a detailed description of modern methods of teaching semantic reading in English lessons at secondary school, and also reveals their essence through the analysis of individual techniques, which allows us to identify the advantages and disadvantages of the described methods. The theoretical significance of the study lies in the systematization of the methodology for teaching semantic reading in English lessons in a modern school. The practical significance of the work is the possibility of applying the presented methods and techniques of working with the text at the final stage within the framework of pedagogy and methods of teaching foreign languages.

According to the second-generation Federal state educational standard, English language education in high schools is currently aimed at developing students' communicative competence. Interactive methods of forming communicative competence are implemented in the interactive exercises performed by students. They are gaining more and more popularity today. An interactive exercise that forms a speech situation performs a function related to stimulating speech utterance. Learning to read is one of the key types of speech activity in English lessons that students are involved in. The purpose of this article is to describe and analyze interactive methods of teaching reading in high school English lessons, as well as their comparison with traditional teaching methods. The article discusses the advantages of using interactive methods in teaching reading, analyzes current problems and barriers that prevent the widespread introduction of interactive methods into school practice. The relevance of the research is determined by the main goal of teaching English – successful communication. The leading approach to the study of the problem has become research, and the leading method of research – empirical. After analyzing modern domestic and foreign sources, we have developed a set of interactive exercises that will help students better learn the material, as well as diversify their activities in the English lesson. By analyzing the experiment conducted in 7th grades of a high school in the Moscow region, we found that the use of interactive methods of teaching reading contributes to the better assimilation of new vocabulary, and helps to relieve students' tension in the classroom, forms motivation to communicate with their peers. It was found that interactive teaching methods help to increase the interest of high school students not only in reading, but also in learning English in general. This work can be useful for students of pedagogical training areas and methodologists who deal with the problems of innovation in education, as well as for teachers of English, as it contains examples of interactive exercises that can be used in practice.

The article explores the techniques and methods of stimulating cognitive interest in learning a foreign language. The urgency of this problem is due to the challenges of modern education. In recent decades, each member of society is required to speak a foreign language in order to enter the open information space, ensure communication, facilitate socialization. The purpose of the study: to determine effective methods of stimulating cognitive interest to learn a foreign language. The decline of interest in learning foreign languages is explained by the fact that the learning process almost does not use such a factor as the practical use of acquired knowledge. This problem can be solved by introducing modern educational technologies and non-traditional forms of education analyzed in this work. The leading methods for investigating the problem are: analysis of the scientific and methodological literature for studying, comparing and summarizing different points of view on the research topic; synthesis and systematization of advanced pedagogical experience on this topic; conversation (with teachers, students); questionnaire survey; observation. The main methods of stimulating the cognitive process in teaching foreign languages at school are: communicative method; project method; interactive teaching methods (brainstorming, business and role-playing games, debates, the use of case technologies, a round table, games); cooperation technology; use of information and communication and Internet technologies. As a result of the study, we found out that a lesson-trip, a lesson-tour, a lesson-quiz, a video-lesson, a method of projects, a technology of cooperation, Internet technologies are effective. In addition, in order to stimulate cognitive interest in the school subject and the specific studied material, it is appropriate to use a variety of games, videos, presentations with colorful slides, flashcards – teaching tools that create interactivity, classroom communication, causing emotions, attracting attention. The theoretical significance of this work lies in the disclosure of the essence of methods for increasing cognitive interest to the lessons of a foreign language, as well as in determining the significance of the problem under consideration. Practical significance is manifested in the possibility to use the main results of the work in the classroom at school.