Keyword: «мотивация студентов»

The game-based methodology is an effective tool in teaching various disciplines, including English, as it enhances students' interest and motivation. Games can be used in any classroom, regardless of students' proficiency levels, adding variety to the learning process and facilitating better material retention.This article examines the use of didactic games in English language lessons. It explores strategies for implementing game-based methods and the necessary tools for their effective application. The primary goal of using games in teaching is to actively engage students in the educational process and maintain their motivation.The article includes a theoretical section that defines the concept of «game» and its significance in education. It analyzes the effectiveness of using game-based techniques, describes the research methodology, presents the study’s findings, and offers practical recommendations. The research aims to highlight the importance of game-based methods as part of the teaching process, focusing on their optimal organization and the selection of the most suitable game formats for learning English.

The article discusses the problem of optimizing the structure of a foreign language lesson in a higher education institution. The relevance of this research stems from the growing demand for a higher level of practical proficiency in a foreign language among students, as well as the need to optimize every aspect of the learning process. Special attention is given to the initial, organizational, and motivational stages, which, in traditional practice, are often reduced to mere technical procedures that do not contribute to solving the modern challenges of foreign language education. It is proved that the traditional approach to the beginning of the lesson, limited only to organizational issues and the announcement of the topic, is not effective enough to solve the modern most important tasks of foreign language education. The aim of the article is to theoretically substantiate and develop a practice-oriented model for conducting the initial stage of the lesson, aimed at improving the overall effectiveness of learning. The main approach to studying the problem is to analyze and synthesize domestic (activity-based, student-centered) and foreign (ESA, ARC models, Theory of Self-Determination) methodological concepts, as well as to compare the structural elements of the beginning of lessons in authentic British textbooks. The main results of the study were: identification of the shortcomings of the traditional "organizational structure"; development of a three-component model of an optimized initial stage (communicative launch, actualization and problematization, joint goal setting). The model was tested, which confirmed the increased involvement of students, increased motivation and intensification of speech practice. The theoretical significance of the work lies in the systematization of scientifically based approaches to the design of the initial stage of the lesson. The practical value of this article lies in providing specific techniques and general guidelines for teachers on how to turn the start of a lesson into a multi-functional module that engages students in productive learning activities.