Formation of a culture of communication based on dialogues in English lessons at the junior level in secondary school Introduction Chapter Theoretical foundations for the development of communication skills in younger students

1.2 Possibilities of English lessons in the formation of communication skills in primary school students
The possibilities of English lessons in the formation of communication skills in younger students are extremely wide. First of all, it is necessary to formulate the goal of teaching a foreign language to younger students.
The main goal of teaching foreign languages ​​at school is to develop the student's ability to communicate in a foreign language. The implementation of this goal is associated with the formation of a number of communication skills in students: to understand and generate foreign language statements in accordance with a specific communication situation, speech task and communicative intention; to carry out their communicative behavior in accordance with the rules of communication and the national and cultural characteristics of the country of the language being studied.
At the first stage of education (in grades I-IV), the following goals are realized:
· To promote earlier familiarization of younger schoolchildren to a new language world for them at an age when children do not yet experience psychological barriers in using a foreign language as a means of communication; to form in children a readiness to communicate in a foreign language and a positive attitude towards its further study;
· To form elementary communication skills in four types of speech activity (speaking, listening, reading, writing), taking into account the speech capabilities and needs of younger students;
· To acquaint younger schoolchildren with the world of foreign peers, with foreign song, poetic and fairy-tale folklore and with samples of children's fiction available to children in the foreign language being studied;
Introduce children to new social experience using a foreign language by expanding the range of social roles played in game situations typical for family, everyday, educational communication, to form ideas about the most common features of speech interaction in native and foreign languages, about morals that meet the interest of younger students and customs of the countries of the language being studied;
· To form some universal linguistic concepts observed in native and foreign languages, thus developing the intellectual, speech and cognitive abilities of students. 
The content of teaching English is manifested in the fact that the selection of topics and problems of foreign language communication is focused on the real interests and needs of modern schoolchildren, taking into account different age groups, on strengthening the active nature of education in general.
When selecting the content of teaching foreign languages, special attention is paid to sociocultural skills and abilities that allow adequately representing the culture of one's country in the process of foreign language communication.
The content of training within the framework of the primary school stage is determined by the program and is aimed at forming the foundations of communicative competence. This is the leading goal of the English lesson and determines its structure.
In pedagogy, the "structure of the lesson" is defined as "the totality of various options for the relationship between the elements of the lesson, ensuring its purposeful effectiveness." The structure of the lesson should correspond to the educational activity of the student, which should correspond to the structure of the activity as such. So, Galperin P.Ya. Allocates three components in the activity structure:
1. Goal-setting, which is realized in the sequence: need, motive, goal, task.
2. Execution, realized in actions, consisting of operations. The number of actions is determined by the number of tasks.
3. Analysis, which involves determining the compliance of the achieved result with the goal.
"The structure of a foreign language lesson is determined by the stage of learning, the place of the lesson in a series of lessons, the nature of the tasks assigned. As an integral work, the structure of the lesson includes: the beginning, the central part and the end. Each of these parts performs its inherent function, reflecting the specifics of the subject." 
As for the logic of the lesson, according to E.I. Passova it is connected with the structure of the lesson, making up its inner essence. Logic is a complex, multifaceted concept. So, Passov identifies four aspects of the logic of the lesson:
1. Purposefulness (correlation of all components of the lesson with the leading goal).
2. Integrity (proportionality of all components of the lesson, their subordination to each other).
3. Dynamics (movement through the stages of assimilation of speech material).
4. Connectivity (unity and consistency of the material in terms of content). [eighteen]
Considering the results of more than forty years of research in the field of early education, which were carried out in our country in parallel with extensive experiential learning, it can be argued that the benefits of English lessons in the formation of communication skills in younger students have been repeatedly proven. Briefly summarizing the advantages of systematically teaching children a foreign language at primary school age, we can note the possibilities of English lessons:
· Indisputable positive impact on the development of the mental functions of the child: his memory, attention, thinking, perception, imagination, etc.;
Stimulating effect on the general speech abilities of the child;
· Early learning a foreign language has a great practical effect in terms of improving the quality of the first foreign language, creates the basis for continuing its study in the main school, and also opens up opportunities for teaching a second (third) foreign language, the need for which is becoming more and more obvious;
· The educational and informative value of early learning a foreign language is undeniable, which is manifested in the earlier entry of a child into universal culture through communication in a new language for him. At the same time, constant appeal to the experience of the child, taking into account his mentality, his perception of reality allows children to better understand the phenomena of their own national culture in comparison with the culture of the countries of the language being studied.
Early learning of foreign languages ​​provides students with the opportunity to develop the following communication skills:
Correctly pronounce and distinguish by ear the sounds, words, phrases and sentences of a foreign language; observe the intonation of the main types of sentences;
· To master the most commonly used vocabulary within the framework of the topics of the initial stage, to master a productive lexical minimum in the amount of at least 500 lexical units. The total volume of vocabulary, including the receptive lexical minimum, is at least 600 lexical units;
· Get ​​an idea about the main grammatical categories of the language being studied, recognize the learned vocabulary and grammar when reading and listening and use them in oral communication;
Understand by ear the speech of the teacher, classmates, the main content of lightweight texts based on visual clarity and linguistic guess;
· Participate in dialogic communication: conduct an etiquette dialogue and an elementary two-way dialogue-questioning in a limited range of situations of everyday communication;
· Speak briefly on topics selected for elementary school, reproduce by heart familiar rhymed works of children's folklore;
· Master the technique of reading aloud; read educational and lightweight authentic texts silently, using the methods of introductory and study reading;
· Write a short congratulation and a personal letter (based on a sample), fill out a simple questionnaire about yourself;
· Learn basic information about the country of the language being studied. 
Thus, it is important that the children be liberated, together with the teacher, "create" a lesson, not only and not so much the knowledge and possession of students of language and speech material determine the effectiveness of the formation of communication skills of younger students, but the readiness and desire of children to participate in intercultural communication in English language. This is possible if the main form of learning activity of schoolchildren is not listening, speaking, reading or writing in a foreign language, but live and active communication with the teacher and with each other.