Content introduction

2.3 Methodological recommendations for organization interactive interaction of students in the classroom English in high school
The results of experiential learning allowed us to formulate a number of methodological recommendations for organizing an interactive interaction of students in foreign language lessons in high school, which can be used by student interns, as well as foreign language teachers. In addition to the experience gained, we took into account the methodological literature on the problem under study [5; With. 47]. First of all, we noted that interactive interaction involves the interaction of any subjects in general with each other using the means and methods available to them. This assumes active participation in the dialogue of both parties – the exchange of questions and answers, management of the dialogue, control over implementation of decisions made, etc.
The interactive learning model excludes the dominance of any participant in the educational process or any idea. From the object of influence, the student becomes the subject of interaction, he himself actively participates in the learning process, following his own individual path.
The core of interactive teaching methods are active methods - forms of teaching aimed at developing students' independent thinking and ability to solve problems. The purpose of training is to develop the thinking of students, involve them in solving problems, expanding and deepening knowledge, and simultaneously developing practical skills and the ability to communicate in a foreign language. The noted features of interactive interaction allow us to formulate the following recommendations:
1) preliminary determination by the teacher of the purpose of the activity in the lesson;
2) designation of methods and means of interactive interaction, i.e. development of activity tactics;
3) a clear definition of the sequence of actions in the lesson, i.e.
building the logic of the flow and development of activities, its internal laws;
4) preparation of the necessary materials, familiarization with the literature on the problem of interest.
5) forecasting the nature of the course of activities, the assumption of possible difficulties and problems, the choice of ways to overcome and eliminate them;
6) the correct organization of the activities of each student and the implementation of constant, invisible to students, control over its implementation;
7) organizing the work of students in groups, in which they compare the statements they proposed, and choose the most or least popular, and then speak on behalf of the group, or each of the group members receives a personal task that should work for a common result;
8) discussion of the information received by each student and finding the right solutions;
9) work in pairs, in which students express their attitude to the problem, express their opinion;
10) organization of role-playing games in such a way that they activate the feelings and thoughts of each student;
11) consideration of problematic situations, debatable issues that have at least two opposing points of view;
12) creation of support in the form of keywords, questions, etc. for students;
13) discussion of a situation or problem both in pairs and in front of the whole class;
14) organizing such work so that all
students with imperceptible teacher control over the process of interaction and not shifting all work by “weak” students to “strong” ones, as well as ensuring that students do not use Russian in the discussion process.
Note that these recommendations are not exhaustive, but greatly facilitate the teaching of English in high school. Let us note that during interactive interaction, the teacher should not take on those functions that students themselves can implement, the work in the lesson should be organized sequentially. It is also necessary to anticipate that some students may not have such a deep understanding of any issue. To remove such difficulties, it is worth offering a text for introductory reading or a short video, which will simultaneously improve reading or listening skills.
Thus, we believe that the use of various methods of interactive interaction in practical teaching of the English language will ensure the effectiveness and efficiency of learning.