Keyword: «teaching methodology»

One of the important and topical issues of teaching related languages is the admissibility and expediency of using the native language of students in the classroom. The question of the role and place of the mother tongue in the process of learning foreign languages has been relevant for almost 150 years. With different methods, there was a different attitude towards them: from complete recognition to absolute negation. The purpose of this article is to find out if it is necessary and important to include Russian when learning Polish. The theoretical basis of the article is the research of domestic and foreign scientists, and the practical basis - the materials of modern Polish language textbooks and teaching aids, as well as our own teaching experience. The aim of the communication approach, which is currently popular in Poland, is to develop communication skills in a foreign language. At the same time, the mother tongue is not taken into account, and the teaching of linguistic norms plays a secondary role. The study of related languages has its own specificity. It is a kind of return from content to form, to apply the comparative method in the classroom, because the similarity of languages entails a discrepancy between the receptive and productive skills of students. Therefore, overcoming negative transfer is one of the teacher's main tasks. The Russian language, which is used in some working techniques in the lesson, can help a lot in solving this problem. It is primarily an analysis of similar linguistic structures in Polish and Russian, a linguistic drill, as well as the so-called didactic translation, necessary to practice the acquired skills and final control. The practice of teaching Polish shows that the communicative approach should be modified for Slavic groups. More attention needs to be paid to the comparison of languages in learning grammar and translation exercises, which are teaching tools of the grammar-translation method. This will allow us not to give up the basic principles of the communicative approach and at the same time to use the potential of the students' mother tongue. This requires special textbooks and manuals that take into account the specifics of the contingent of students and the tedious work of the teacher to prevent and eliminate errors arising from interference processes.

The article is devoted to the English logical comparisons proper; moreover, the ways of teaching are justified as additional material while conducting lessons for the pupils on the 5th grade on the base of the textbook «English language. Grade 5: Spotlight» (authors Yu.E. Vaulina, D. Dooley, O.E. Podolyako, B. Evans). A set of exercises is exposed here, it is created on the foundation of systematization of factual material, forms and methods of teaching. This set consists of three stages, each is aimed at absorption of logical comparisons.

The ways to compose various tasks aimed at developing pupils’ reading literacy based on the texts contained in the textbook English. 5the grade: Spotlight (the authors Y.E. Vaulina, D. Dooley, O.E. Podolyako, V. Evans) are described in the article. The expediency of evolving this material is revealed in this search; the methodological techniques based on the scientific foundation of testology as well as the tasks being considered in the module described are also represented. Here one can find specific assignments developed according to one of the topics studied.