Ключевое слово: «critical thinking»

Foreign language learners can gain a lot by reading authentic texts, and reading tasks play an important role in any foreign language lesson. Reading tasks assist foreign language instructors in achieving a wide range of goals as they advance students’ reading comprehension skills, develop their soft skills, expand their horizons, and, of course, improve their foreign language skills. Since foreign language textbooks tend to use similar tasks from unit to unit, it is necessary to diversify reading tasks now and then to make students interested in reading. This article gathers examples of different reading activities that increase students’ motivation and gives practical advice on how to implement them successfully in a foreign language lesson.

This article provides a comprehensive analysis of the flipped learning model's potential for the deliberate and systematic development of 21st-century skills among secondary school students. In an era defined by rapid information flow and complex global challenges, educational paradigms must evolve beyond knowledge transmission to foster essential competencies like critical thinking, creativity, and collaboration. The study examines the specific pedagogical mechanisms through which this model facilitates such growth, primarily through a fundamental reorganization of instructional time and a strategic redistribution of learning activities. By shifting the initial acquisition of core knowledge to the home environment via digital tools, the flipped classroom liberates valuable in-class time for active, student-centered learning. Here, the teacher transitions to a facilitator role, guiding students through problem-based discussions, collaborative projects, and creative case studies. This structured environment allows for the repeated practice and application of higher-order skills, moving beyond their theoretical understanding to their deliberate cultivation. The article ultimately presents a practical framework for implementing this approach and discusses its implications for curriculum design and the evolving role of the educator as a mentor in a modern learning ecosystem.