Variant – 1 Three basic concepts of science.

VARIANT – 12 
1. 
Two sets of skills in conducting scientific research. (give short information about each of 
them) 
2. 
Scientific method.
 
(definition) 
3.
Write keywords and abstract for the following article: 
In modern practice of teaching a foreign language within the framework of the implementation 
of the State Educational Standard, the emphasis is on the use of modern technologies that 
contribute to the achievement of the main goal of teaching a foreign language, namely the 
formation of communicative competence, which includes: speech competence (the student's 
ability to communicate in all types of speech activity); linguistic competence (the ability to use 
linguistic knowledge to express communicative intentions in the appropriate communication 
situation); sociocultural (the ability to build intercultural communication); compensatory (the 
ability to get out of a difficult situation in the process of communication with a lack of 
language means); educational and cognitive (the ability to independently master a foreign 
language using modern technologies).
In the context of the personality-oriented paradigm of teaching and the implementation of 
interdisciplinary integration, when the cognitive activity of the student is lead to the fore, and 
not the teaching activity of the teacher, the cognitive and social development of the student's 
personality in the process of search, creative activity acquires particular importance. It seems 
that the relevance of the problem, which we propose to consider within the framework of this 
article, is associated with the determination of the specific features of problem-based learning 
in the context of the introduction of new state educational standards, which will contribute not 
only to the formation of the communicative competence of students, but also to the 
comprehensive development of the student's personality in the process of teaching a foreign 
language.
At the present stage, the norm of the teaching activity of a foreign language teacher is the 
communicative-cognitive approach, one of the most characteristic features of which is the 
student's speech creativity in the classroom. A distinctive feature of modern teaching a foreign 
language is not the reproduction of what was previously learned which is still the case, but 
creative tasks that stimulate the active thinking action of students. In this regard, it is important 
to realize that the usual organizing principles of the teacher's activity should give way to 
mobilizing principles, that is, technologies are needed that would allow the teacher to mobilize 
students, activate their cognitive and speech-thinking activities, without which it is impossible 
to form internal motivation that ensures the successful mastering of a foreign language.
In domestic didactics, the definition of problem learning was given by M.I.Makhmutov. 
“Problem-based learning is a type of developmental education, which combines the systematic 
independent search activity of students with their assimilation of ready-made conclusions of 
science, and the system of methods is built taking into account goal-setting and the principle of 

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problematicity; the process of interaction between teaching and learning is focused on the 
formation of cognitive independence, stable motives for learning and thinking (including 
creative) abilities in the course of their assimilation of scientific concepts and methods of 
activity, determined by the system of problem situations ”[1, p. 5].
Our experience of using problem situations shows that for the successful inclusion of students 
in the productive solution of educational problem problems, it is important to form in them the 
ability to independently formulate a problem, comment, reason and refute.
To define the thesis, the students are faced with a problem, during the discussion of which 
different points of view are expressed. The problem can be presented ready-made. A clearly 
formulated judgment is a thesis to be argued. More complex problem situations can be created 
using the thesis for discussion. At the initial stage of work, students are offered arguments in a 
ready-made form, which provides them with an incentive to productive, reasoned statements.
In the practice of teaching a foreign language, it is advisable to use other types of problematic 
tasks, which contribute to the activation of cognitive activity and the formation of practical 
skills to use the language as a means of communication. In our opinion, extra linguistic tasks 
associated with the processing of the subject content of texts in a foreign language with 
subsequent interpretation are very effective. Close tests offered to students at the control stage 
also have a high level of problematicity. For the correct restoration of the missing elements, 
the student must carry out a number of transformations: analyze the semantic information of 
the previous and subsequent parts of the text, analyze the grammatical structure of this 
passage, recall from memory the lexical units that are combined with this grammatical 
structure, arrange these elements in terms of grammar.
The work on the differentiation of words that have a common equivalent in the native language 
makes it possible to use problem situations in groups with different training due to the fact that 
these tasks can be distributed according to the degree of difficulty. Tasks for finding shades of 
meanings, etymology of words contribute to the activation of cognitive activity have a high 
productivity of memorization. We have introduced into the practice of teaching a foreign 
language intellectual tasks related to the comprehension of drawings, diagrams, geographical 
puzzle, crosswords, our own definition of any concepts, problem presentation of material when 
a student must compare, draw conclusions, as well as tasks to stimulate productive utterance in 
the proposed situation, when the student independently uses speech material in any new 
situation.
Thus, systematic work on the implementation of the problematic approach in teaching a 
foreign language based on the proposed algorithm and a set of problematic tasks stimulates the 
cognitive activity of students, which orientates them towards the extraction of specific 
information and the development of skills for its processing, provides the formation of 
psycholinguistic mechanisms for predicting the content of the read or heard text, activates 
speech and thinking activity and creativity of students, contributes to the formation of a culture 
of thinking and social development of students in the process of foreign language education. 

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