Content introduction

2.2 Approbation and implementation of methods of interactive interactions in teaching English
In this section, we present the most effective methods of interactive interaction that we used in experiential learning, as well as present a methodology for working with them.
Thus, experiential teaching of English to students
The experimental group of classes using interactive interaction methods lasted for two months based on the theme “School – what’s next”. We conducted 18 lessons, including 9 lessons using interactive teaching methods and 9 traditional ones.
We divided experiential learning into three stages: 1) preparatory work with students;
2) direct introduction of interactive technologies; 3) summarizing [38, p. 41].
At the preparatory stage, special attention was paid to the assimilation of vocabulary, its training in mini-dialogues, mini-discussions that imitate real communication. To do this, we used such methods of interactive interaction as a cluster, tic-tac-tense, mini-discussions, the POPS formula, etc. [37, p. 64-65]. Let's give some examples. So, the cluster method was presented as follows: in the center of the board, we wrote down the keyword, after which we asked the students to think in pairs and write in notebooks around this word everything that they associate in connection with the proposed topic.
Note that pair work allowed students to exchange their ideas, after which they shared them with the whole class and recorded them on the board and in notebooks. This way of working allows you to stimulate the cognitive activity of students, develop their memory and spatial thinking.
The tic-tac-tense method was used by us to improve grammar skills. We have developed a task that can be conditionally called tic-tac-toe with times. The purpose of this task is to repeat the tenses of the verb, which is an important stage in learning a foreign language, because. the correct form of the verb is an integral part of any speech utterance. Note what is we carried out the repetition before studying the grammatical topic “Reported Speech”, provided for in the second lesson of the teaching materials of V. P. Kuzovleva, N. M. Lapa. To use this method, we drew a table on the board in which we presented marker words that serve as a signal for students to choose the required tense of the verb.
These days
In my first class
No so long ago
Lately
next year
Just
In 3 years' time
At present
last year
To complete the task, we divided the group into two teams. The student from one team needs to choose a marker word and make a sentence in the time, the indicators of which he sees in the cell, while the sentence must correspond to the topic under discussion. For example:
When I was in my first class, I dreamed about becoming an engineer. In 3 years’ time, I will be taking my entrance exams to the university. I haven't thought about what I'm going to do after school lately.
A correct sentence allows the team to occupy the corresponding cell with its symbol. If a mistake is made, the cell remains free, and the move goes to the other team. Teams take turns trying to occupy three cells horizontally, vertically or diagonally. The team that does it first wins. As our experience has shown, such an exercise helps students to repeat the previously studied grammatical material and work it out in speech, improves lexical skills on the topic, and also instills a sense of responsibility for their team.
POPS-formula (position - justification - example - consequence) is an effective method in the presence of a debatable topic, which in society has at least two opposing points of view [23, p. 46]. We used this method when studying the topic “Are there traditionally male and female jobs?” For support, we wrote phrases on the board to help express our point of view: I think, I don’t think, I imagine, I believe, in my opinion, to my mind, my point is, I reckon, etc. We also recorded phrases that will help explain what the argument is based on: because, as, that’s why, etc. In addition, we indicated that the following expressions can be used to illustrate our point of view: for example, for instance, such as, so, etc.
We believe that the POPS formula helps students to activate their mental potential, formulate their personal opinion in a clear and concise manner, and give a concise and concise answer in accordance with the laws of rhetoric.
In addition, we used pair work. So, when studying the topic “What do you think about studying and working abroad?” we asked one student in a pair to read short texts containing the opinions of people who worked abroad, and the other student to read texts about working in Russia. After that, we distributed cards with roles to the students. For example, student A received the following assignment: You are working in Russia and you want to go to work to the English-speaking country. You have a chance to talk to a person who has just returned from the USA after 3 years of work. Find out all the information that interests you most. Student B received a card with the following task: “You have just returned to Russian after 3 years of work in the USA and met a friend of yours who wants to go there to work. Tell him as much as you can about the advantages and disadvantages of working in a foreign country.”
Next, we conducted a role-play game on the topic “Should teenagers work while the yare at school?”. Before starting the game, we invited students to watch a video that most American students work after school to have pocket money. We offered them to divide into groups: group A went to students who agree that they need to work while studying, and to group B - those who believe that they should give their all to study. The game boiled down to the fact that students from group B are American students who came to Russia on an exchange, who are trying to find a part-time job and cannot, as a result of which they turn to their Russian classmates to explain how they can find a job. Group A students are Russian schoolchildren who believe that it is too early to start working.
During the game, we observed the students, as well as their interaction in English and the ways they choose to solve the problem. Summing up the results of the game was carried out on the basis of the judgments emotionally experienced by the students, the reaction of each of the participants was recorded. The main advantage of role play is that it motivates students and provides them with simple, immediate and quick feedback on the consequences of their actions.
Next, consider the lesson-discussion, which was held on the topic “Do you work during your summer holidays?”. Before the lesson, we found out if there are students in the group who work in the summer. As it turns out, there are. Their task was to prepare a presentation in which they will talk about their work in the summer, express their opinion about the work, describe the advantages and disadvantages of such a pastime. After the student's presentation, the listeners asked him questions about his work. In the process of listening to all the speeches, the students had to make a table called “Advantages and disadvantages of working in summer”. Discussion of recorded material carried out in the next lesson, then the results were summed up.
Thus, we have presented some possibilities for transforming the tasks proposed in V.P. Kuzovleva, N.M. Paws, in interactive. We believe that such exercises are more effective, because. students have the opportunity to interact with each other, reflect on issues that are important to them, and solve problem situations.