Theme: The role of educational technologies in progressing oral speech of pupils at vocational colleges. Content: Introduction Main body

An interactive approach is a certain type of activity of students, connected with the study of the educational material in the course of the interactive lesson.

---------- 6 snossМадалиева, Д. Б. Educational technologies in teaching foreign languages / Д. Б. Мадалиева. — Текст : непосредственный // Молодой ученый. — 2017. — № 13 (147). — С. 696-698. — URL: https://moluch.ru/archive/147/41173/ (дата обращения: 24.05.2022).
The core of the interactive approach are interactive exercises and tasks that are performed by students. The main difference between interactive exercises and tasks from ordinary ones is that they are directed not only and not so much to consolidate the material already studied, but rather to study a new one.
Games allow a differentiated approach to students, involve every student in the work, taking into account his interests, inclination, level of language training. Exercises of a game character enrich the students with new impressions, activate the vocabulary, perform a developing function, and remove fatigue. They can be diverse in their purpose, content, ways of organizing and conducting. With their help, one can solve one task (improve grammatical, lexical skills, etc.) or a whole complex of tasks: to form speech skills, to develop observation, attention, and creative abilities, etc. Some games are performed by students individually, Others collectively. Each exercise of a game character requires at least 10–12 minutes of training time. Individual and quiet games can be performed at any moment of the lesson, it is advisable to hold collective ones at the end of the lesson, because they have a more pronounced element of competition, they require mobility. The same exercise can be used at different stages of training. At the same time, the linguistic content of the game changes, the way it is organized and conducted.
The use of role-playing games gives ample opportunities for activating the educational process. It is known that role-playing game represents a conditional reproduction by its participants of the real practical activities of people, creates conditions for real communication. The effectiveness of training here is primarily due to an explosion of motivation, an increase in interest in the subject. Role-playing can be used both at the initial stage of training. It always presents a situation that is created both by verbal means and by non-verbal means: graphic, graphic, monologic / dialogical text, etc. The situation indicates the conditions for the performance of the action, describes the actions to be performed, and the task to be accomplished. In a situation it is necessary to give information about the social relationships of partners. The role description is given in the role card. Students need to be given time to get into the role. Roles are distributed by me, but they can be chosen by the students themselves. It depends on the characteristics of the group and the personal characteristics of the students, as well as on the degree of mastering them by a foreign language. The method of projects is aimed at developing the child's active independent thinking and teaching him not only to memorize and reproduce knowledge, but also to be able to apply them in practice. It is important that in the work on the project, children learn to cooperate, and training in cooperation fosters mutual assistance, desire and ability to empathize, and forms creative abilities. It should be remembered that in order to solve the problem that underlies the project, students must possess certain intellectual, creative and communicative skills. These include :
-the ability to work with the text;
-analyze information;
-make generalizations;
-conclusions;
-the ability to work with a variety of reference materials.