Keyword: «secondary school»

The article examines a methodology for developing the grammatical aspect of foreign language speech in secondary school students based on a differentiated approach with the integration of multimedia learning tools. It reveals the reasons for the need to differentiate grammar teaching of a foreign language due to the heterogeneous preparedness of students. The possibilities of using multimedia technologies (interactive exercises, audio and video materials, computer programs) to enhance individualized instruction and improve the effectiveness of grammar skill formation are described. Examples of differentiated tasks utilizing multimedia are provided, which allow for consideration of different learning styles and student abilities. The positive impact of combining differentiated instruction with multimedia tools on student motivation and outcomes in mastering grammatical aspects of speech is noted.

This article examines the possibilities of applying interactive immersive learning technologies at English language lessons in secondary school. It analyzes such technologies as virtual and augmented reality, artificial intelligence, as well as game-based and role-playing learning methods. The interconnection between these approaches and traditional pedagogical practices is substantiated. The main advantages of immersive learning are identified. The attention is focused on a positive impact on student motivation, development of communicative skills, and formation of intercultural competence. The challenges of implementation related to technical and methodological aspects are highlighted. Recommendations for the effective use of these technologies in the educational process are presented.

Modern approaches to developing foreign language lexical competence of secondary school students by means of authentic sources are studied in this article. It emphasizes the necessity of integration real, authentic materials into the educational process to improve foreign language vocabulary, formation of communicative motivation and enhancement of intercultural competence. Practical applications of authentic materials in foreign language lessons are also proposed.

The article deals with the problem of teaching writing in English lessons in secondary school under conditions where students are forbidden to use mobile phones in class and the teacher’s computer has limited internet access. Based on the Process Genre Approach and the stages of process writing (Prewriting, Drafting, Revising, Editing, Publishing), the author has developed three lesson fragments for grades 6–7 using the Spotlight textbook. Offline alternatives to digital tools (paper stickers, A3 paper, notebook exchange, classroom wall display) and home assignments using personal computers (typing in Word, checking collocations in online dictionaries, searching for additional arguments) are provided. The presented methodological solutions can be used by English teachers in general education schools.