Content introduction

Chapter II
APPLICATION OF INTERACTIVE INTERACTION METHODS IN THE PROCESS OF TEACHING ENGLISH TO HIGH GRADE STUDENTS

2.1 Analysis of the representation of methods of interactive interaction in teaching materials on the English language for students in grades 9-11
In the framework of this thesis, we consider it necessary to analyze the representation of interactive interaction methods in the EMC in English for students in grades 9-11, edited by V. P. Kuzovlev, N. M. Lapa [20; 19].
Teaching materials for grades 9-11 consists of the following components: - textbook (Student's Book);
- workbook (Activity Book); - book for reading (Reader);
- a book for teachers (Teacher's Book);
- a collection of control tasks. A guide to preparing for the exam. 10-11 grade (Assessment Tasks);
- audio course (Listening).
It should be noted that the EMC provides for the participation of students in project activities and educational and research work using multimedia resources and computer technologies.
The textbook for the 9th grade consists of seven sections, involving the study of the following topics:
- Reading ... Why not? - Let the music begin.
- What's the news?
- What school do you go to? School - what's next?
- My country in the world. - Our school yearbook [20].
The textbook for grades 10-11 presents the following topics for study:
- How different the world is.
- Western democracies: are they democratic? - What is hot with the young generation?
- Is it easy to be young?
- Is the system of social welfare fair? - What helps you to enjoy yourselves?
- Inventions that shook the world [19].
Analysis of the teaching materials of V.P. Kuzovleva, N.M. Lapy showed that the content of the developed manuals corresponds to the program and the mandatory minimum content of education. The subject content corresponds to the age characteristics of students, their interests.
The teaching materials for grades 9-11 are based on the “Program-concept of communicative foreign language education: development of individuality in the dialogue of cultures”, developed by E.I. Passov. Its goal is not only the mastery of certain skills and abilities, but also the formation of a person as an individual, the development of his spiritual strengths and abilities. The content of foreign language education is culture as a system of spiritual values accumulated by society in all areas, from everyday life to the philosophy and worldview of a native speaker. It follows from this that foreign language education is not only the study of a language, but also the transfer of a foreign language culture in cognitive, developing and teaching aspects [29, p. 107].
The textbook is structured by cycles of lessons. After every cycle there is a section "Self-assessment", containing material for the development of skills of self-control and self-esteem, which seems to be very important in teaching a foreign language. In addition, at the end of each cycle, topics for design work are proposed.
The tutorial includes several appendices, among which are the following:
- English-Russian dictionary;
- a linguo-cultural reference book with explanations of the main realities of Great Britain and the USA;
- section "Learn to learn", containing reminders for the development of learning skills;
- proper names and geographical names; - Irregular Verbs.
Please note that some tasks are marked “AB ex...”, which means that meaningful and other supports for medium and weak students can be found in the corresponding exercise of the workbook. The reading book contains adapted excerpts from fiction as well as entertaining exercises. The book for the teacher describes in detail the goals and objectives of teaching, the organization of the process of communicative learning, the technology for performing the main types of work used in the teaching materials, and also gives recommendations for conducting lessons. The sound application consists of audio recordings on which listening tests are recorded.
We believe that the content of this teaching materials fully meets the requirements of a student-centered approach, which is expressed in the following:
- component composition, involving the development of creative experience activities and value orientations (for example, project activities);
- taking into account the interests of students and the representation of their concerns in accordance with the year of study;
- the presence of the level of presentation of the material and the level of demand, which implies a differentiated and individual approach to students [17, p. 12];
- problem presentation of the material, which consists in the fact that the topics are formulated in the form of problems;
- materials that appeal to the personal experience of students, to their feelings, emotions, encouraging them to express their own opinions, assessments, which stimulates the formation of value orientations [14, p. 8].
An analysis of the representation of methods of interactive interaction in the teaching materials of V. P. Kuzovlev, N. M. Lapa showed that most often the authors of the textbook raise debatable questions that require students to express their point of view on the problem, convince the interlocutor, find out the necessary information, etc. d. Here are examples from the 9th grade textbook:
Prove that BBC provides a great variety of TV programs.

Things below are often advertised in the media. Which of these things are most popular with young British consumers? Which things are more popular with girls and which are more popular with boys? Who spends more-gi rls or boys? What do you think? [20].

The second question is written over images of various things that are popular among young people (eg Coca-Cola, fast food, candies, magazines, etc.). Let's turn to examples of discussion questions from a textbook for grades 10-11:
What personality traits do you think are typical of Russians, Americans, and the British?
If you happen to choose a place for living, what kind of place would it be? Why? [19].
The authors suggest using previously studied grammatical material in speaking exercises and using speech patterns that are often found in tables as a support for performing exercises. However, the "Book for the Teacher" does not provide an algorithm for working with such an interactive method as a discussion. The authors suggest that students compose a monologue statement that does not provide for interactive interaction with other subjects of the educational process.
The considered teaching materials contain some exercises for working in pairs, for which students need to make up dialogues. For example, to make up a questioning dialogue, the teacher's attitude is as follows: Ask if your partner knows them. Ask polite questions. If he or she doesn't know, tell him or her the answer. Note that in the Teacher's Book the following recommendations are given for this task: “Working in pairs, one student reads a text about Mississippi and prepares questions about interesting facts, the other about Montana. Then they ask each other questions and, if the partner does not know the answer, they report this information” [18]. We believe that this pair work exercise does not provide for interactive interaction, the main task of students is to learn how to ask questions.
Here is an example of a question-answer exercise. From the 5th section of the textbook for grades 10-11. The task is structured as follows: Is the System of Social Welfare Fair? What benefits and privileges do your grandparents have? Do they have any problems? Walk around the class and ask your classmates questions about how their grandmothers and grandfathers live.
Then complete the chart below [19]. The Teacher's Book contains the following recommendations for this exercise “Performed in pairs, replacing each other in the course of the exercise. Each student copies a table into his notebook and in the first column, according to the model given in the table, writes down the grandfathers and grandmothers of his classmates. Then each student approaches his classmates in turn and asks them the questions given in the speech pattern. The received information is recorded in the corresponding columns. If the students do not know all the circumstances of the life of their grandparents, this homework should be given (exercise 5). The task “make a report” involves a summary in writing of the conclusions that students must draw on the basis of the information received” [18]. Note that this task is a speaking exercise with an element of written work. Students can take notes as a basis for constructing their own statements, and the main activity of students is reduced to a question-answer form of work that involves interaction strictly according to the proposed model without simulating real communication conditions, which indicates the lack of opportunities for interactive interaction.
In addition, in the teaching materials for grades 9-11, we identified the presence of various role-playing games. Here is an example of a task from the teaching materials for the 9th grade: Imagine yourself in one of the situations described in exercise 1. How would you react? Which phrases would you use in the same situations? Choose from the boxes. (Think about neutral / informal / formal language) [20]. Note that this exercise also does not imply interactive interaction, it is enough for students to imagine themselves in one of the proposed situations and express their opinion in the form of a monologue statement.
Consider an example from the teaching materials for grades 10-11: You are on an exchange tour in a British college. You and your friend have an opportunity to meet with the representatives of one of the following groups. Discuss the options and choose ONE you both like most of all” [19]. In the “Book for the Teacher” we see the following recommendations: “The task tests the ability to speak in a monologue and in a dialogue. The task format is discussion / conversation. The student's ability to speak is evaluated based on the effectiveness of communication. For a satisfactory score, the correctness of speech is less important if communication is carried out, but the higher the score, the more important the correctness of the speech. Good students should be encouraged to work on both fluency and correctness of speech. The following criteria are usually put forward by which speaking is assessed: pronunciation, grammatical correctness, fluency, independence and content” [18]. So, according to the authors of the book for the teacher, when performing this exercise, it is necessary to pay special attention to communication and, therefore, to the direct interaction of the participants in the role-playing game. among themselves, however, in order for the game to become interactive, the teacher needs to involve all students in a dialogue using problematic questions, and also become a direct participant in it himself.
Please note that at the end of each topic of the teaching materials for grades 9-11 there are exercises that involve project activities, and, consequently, interactive interaction. At the same time, we did not find recommendations for the preparation and implementation of project assignments in the "Book for the teacher".