Keyword: «иностранный язык»

Formation of meta-disciplinary learning outcomes in secondary school students is the main requirement of the Federal State Educational Standard of basic general education, as it is fundamentally important to educate students not subjectively, but comprehensively, that is in connection with all academic disciplines. This problem can be solved by the teaching approach that focuses students on the formation of generalized skills of working with any subject material both in the educational process and in real-life situations. Due to constructing activity-based meta-disciplinary scenarios in the study of academic subjects, a modern learner gets an opportunity to test the skills and abilities obtained at school. The aim of this article is to examine the meta-disciplinary approach to learning as a tool for combining academic subjects, building logical relationships, and organizing situations of practical application of the acquired knowledge both in learning activities within the subject "Foreign language" and in real life. The FSES objectives for training future graduates of educational institutions require them to perform a number of actions of a universal, i.e. meta-disciplinary nature, namely to be independent, to be able to organize, plan and evaluate their activities, to structure knowledge, to reflect, etc. All of the above directly characterizes universal learning actions (hereinafter referred to as "ULAs"). In order to form student's ULAs, teachers need to pay special attention to the methods, techniques, and technologies that can influence the formation of these meta-disciplinary skills and abilities in each subject. The article analyzes the pedagogical technologies that promote the formation and development of metacognitive skills, which are universal learning actions. The data obtained as a result allow us to assess which pedagogical technologies and techniques can be the most effective for the formation of the ULAs for secondary school students, which components of ULAs (personal, regulative, cognitive and communicative learning actions) can be affected by this or that technology. The worked out pedagogical exercises for the development of ULAs in secondary school students at the English language lessons can be integrated into the educational process by practicing teachers.

The article treats various problems the student comes into collision with during the initial stages of pedagogical practice. The article aims to look into problems which are stressful even for well-equipped students. The problems touched upon in the article appear to be topical, because schooling conditions are ever changing and a constant influx of fresh data is always required. The purpose of the update is to find ways to prevent possible students’ mistakes. Students were offered to record their experience and impressions during one such practice. The task was to register which exactly parts of the lesson presented problems, which inner and outer factors caused hindrances. The article is fully based on such impressions and is primarily addressed to students, who are about to commence their first practice. The article focuses on rendering first-hand, peer-to-peer experience, which is presumed to have a more direct impact on such students.

In this article we will consider the educational and methodological potential of the original literary text "Le petit prince" by Antoine De Saint-Exupery. The advantages of the text as a methodological material will be highlighted. This paper presents examples of exercises based on the text of the work.

The article is devoted to the consideration of the use of innovative approaches in teaching a foreign language to students of different ages, the training of foreign language teachers, the interaction of universal and professional competencies in the process of foreign language education. In the article the author discusses the use of active forms of organizing classes in English in order to increase the effectiveness of the process of teaching a foreign language.