Julia S. Chernyakova

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.