Functions of regional studies material in the lessons of IA. The specifics of working with country-specific material in teaching a foreign language

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Parfenova Svetlana Vladimirovna
Position: English teacher
Educational institution: MBOU lyceum №94
Locality: Ufa Bashkortostan
Material name: article
Topic:"Country Studies Material in English Lessons"
Publication date: 09.01.2016
Chapter: complete education

The USA
London Washington D.C. 10 Downing Street White House Parliament Congress Official Birthday Independence Day (the second Saturday in June) (the fourth of July) Union Jack Stars and Stripes Elstree Studios Hollywood Big Ben Statue of Liberty Black taxi Yellow cab Soccer Baseball Good-bye Take care After once the groups have found all the matches, you can ask students about what they know about these symbols of culture, ask them to find the corresponding articles in a dictionary or encyclopedia, the Internet and prepare a story about these symbols. Try to find other symbols on your own and talk about them. The signs of culture include stamps and coins from different countries. We discuss what the images on stamps and coins symbolize, what important aspects of the life of a particular country they reflect. Here we compare what important aspects of life reflect the stamps and coins of our country. Video films about the countries of the language being studied are of great interest to students. Such films should not be long, otherwise students will not be able to complete the tasks given before watching the film. These tasks can be formulated as follows: 1) Write down what geographical names sounded in the film (tell us about the associations associated with them);
2) What proper names did you remember that turned out to be new for you. In this case, the class can be divided into several groups and each group works together on a specific task. You can also involve students in drafting projects: a group of students chooses a historical period (the project includes the main political events, the main historical figures of this period, including the name of the monarch or president, the main events of cultural life). Here is a far from complete list of methods of working with regional studies material. Recently, at the present stage of teaching foreign languages, it is proposed to strengthen the educational, educational and developmental orientation of the content of training through the use of a linguistic and cultural approach to the selection and organization of educational material. With this approach, a foreign language is acquired in close connection with the history and culture of the country of the language being studied, which allows laying the solid foundations necessary for the student to participate in a direct and indirect dialogue of cultures. Foreign language and texts in other languages ​​provide access to the real way of life of neighboring peoples. Any language is primarily a means of communication between people. Therefore, for a student of a foreign language, it is first of all important to master it as a tool of communication, that is, to learn to understand foreign language speech and speak it. This communicative goal in the study of a foreign language is in the first place. Now a few words about the choice of teaching materials and regional study materials. The program notes that "the main goal of teaching foreign languages ​​in primary school is the development of the student's personality, able and willing to participate in intercultural communication in the target language and independently improve in the foreign language speech activity he masters." That is, a student, as a bearer of the culture of his country, must master all types of foreign language speech activity to the extent that he can participate in a direct or indirect dialogue of cultures with representatives of countries where the language being studied is spoken. In our lyceum, we took the EMC "English in Focus" (grades 2-11) by authors J. Dooley, O. Podolyako, Y. Vaulin and V. Evans in 2010. I would like to say that there are ample opportunities for achieving the set goals, since training and education are inseparable in the process of forming foreign language competence. Communication is impossible without language skills. The main task when working on the EMC "English in Focus" is realized when working with vocabulary, which is prescribed in the Federal State Educational Standard: "to teach students to recognize in written and oral text, reproduce and use in speech in their main meaning lexical units that serve situations of communication in accordance with communicative task. One of the requirements of the new exemplary foreign language basic school programs based on the Federal State Educational Standard concerns the use of synonyms and antonyms adequately to the situation. The ability to use them in speech is a difficult skill that is formed slowly and requires systematic work, so already in the 5th grade oppositional pairs are introduced. So in Module 4b active vocabulary includes adjectives to describe appearance. Big - small, tall - short, long - short, thin - fat. And also fat-plump units are introduced and students pay attention to the difference between these synonyms with the help of a teacher. In grades 8-9, the use of synonyms to semantize new vocabulary is included in the lessons on a regular basis.
For successful verbal communication, it is necessary to possess all the components of communicative competence, including sociocultural, which implies knowledge of the norms and rules of speech etiquette. The fact is that when communicating with foreigners, people easily forgive them grammatical errors, explaining them by a natural lack of linguistic knowledge, but they are very sensitive to violations of etiquette norms, as they believe that they were violated intentionally. Work on speech etiquette is carried out in the EMC "English in Focus" in a strict system, from module to module, from class to class. In grades 5-7, this is a separate lesson in each “English in use” module, where dialogues are presented in the most typical life situations, practicing speech clichés that equip students with greeting and farewell formulas, the ability to put forward sentences, ask how to get to a certain point and explain the way . Elementary remarks help you navigate the situation of buying souvenirs, ordering dishes in a cafe, etc. Acquaintance with the cultural component of the meaning of linguistic phenomena is very important. Linguistic and cultural knowledge provides effective intercultural communication through adequate perception of the speech of the interlocutor and understanding of the original texts. Often we meet LE in authentic texts that are difficult to semantize. The following can be distinguished: lexical units of a foreign language that do not have equivalent correspondences in the native language of students. For example: doubledecker, yeoman, black cab are the realities of English culture. Undoubtedly, these LEs broaden the horizons of students and provide knowledge about the country of the language being studied. Country texts about Great Britain cover topics such as the geography of Great Britain, education in England and Scotland, English houses, landmarks, famous streets of London, etc. In textbooks and workbooks edited by V.P. Kuzovlev, there is a special group of exercises under the heading “In your culture”, which purposefully teaches the ability to talk in English about your native culture. Performing exercises under the heading “Link List”, students compare the features of Russian and foreign languages ​​at several levels - linguistic, speech, sociocultural. The use of the regional component allows us to simultaneously solve two interrelated tasks: - to increase the efficiency of studying the main invariant content of the subject; - to raise the level of foreign language proficiency among schoolchildren, relying on a personality-oriented approach to organizing the work of students with local material that is significant for them. To achieve this goal, the WCU of the authors - V.P. Kuzovlev, N.M. Paw "Happy English"; “Spotlight” - Yu.E. Vaulina, J. Dooley, O.E. Podolyako, W. Evans; "Forum" - V. Evans, J. Dooley; "Click on" - V. Evans, N. Sullivan; "Upstream" - V. Evans, J. Dooley; "New Headway" - Amanda Maris (Oxford University Press) etc. The use of local history material activates the mental activity of students, allows you to diversify the methods of lessons, introduces concreteness and persuasiveness into teaching. The use of local history material for educational purposes sharpens the attention of students to facts and phenomena, promotes the development of independent creative thinking, the skills of practical application of the acquired knowledge in life. Literature 1. Apalkov V.: English. 5-9 grades. Subject line of textbooks "English in focus", - Enlightenment, 2012.
2. The federal component of the State educational standards for elementary general, basic general and secondary (complete) education (Appendix to the order of the Ministry of Education of Russia dated March 5, 2004 No. 1089) 3. Yu. Vaulina, V. Evans, J. Dooley, O. Podolyako UMK “English in focus (for grades 5-9 of secondary schools), M .: Express Publishing: Education, 2010-2013.

Municipal state educational institution
Zavolzhsky Lyceum
REPORT
Country studies material in the classroom
in English
(From work experience)

Prepared by: English teacher
Mitenkova Natalya Mikhailovna
2016
1

Nowadays, knowledge of a foreign language is necessary and prestigious, but how to maintain
interest of students in its study throughout the learning process? big role in
maintaining motives for learning a foreign language plays an introduction in the classroom
elements of regional studies. The relevance of the connection between regional studies and foreign language teaching
language is caused not only by linguistic and regional studies, but also by social reasons.
After the entry of our society into the common European space, in a timely manner
the question is raised about introducing the modern student to world culture, about increasing
his educational level, about fluency not only in foreign languages, but also
foreign culture. In the process of studying regional studies, cognitive,
teaching, social, adaptive, developing functions of education in their unity.
In the practice of teaching a foreign language, the need is increasingly felt
to teach not only language structures, but also what “lies behind the language”, i.e. culture
countries of the language being studied.

the greatest interest. Here is a sample questionnaire to get you started
English speaking country:
1. Who is the most famous monarch/ president?
2. Who is the most famous politician?
3. Who is the most famous poet?
4. Who is the most important writer?
5. Who is the most famous actor/ actress?
6. Who is the most famous scientist/inventor?
7. Who is the most famous sports person?
8. Who is the most important historical figure?
9. Who is the most famous singer? etc.
All the above questions can refer to people alive or dead.
You can offer students a small test to identify, for example, knowledge about
Australia while reviewing what they have learned about other countries.
1. Australia is…
a) a small country; b) the largest country in the world; c) the sixth largest country in the
world. (1c)
2. Australia's population is...
a) 17m people; b) 26m people; c) 57.7m people; d) 251 m people (2a)
3. Which of these figures refer to Great Britain, the USA, Canada, and New Zealand?
Key: 2c; 2d; 2b; 2e
4. Australia's longest river is...
a) The Murray b) the Darling; c) the Murrumbidgee. (Key: 4b)
5. The largest lake in Australia is …
a) Austin b) Eyre; c) Torrens; d) MacDonald's; e) Mackay (Key: 5b)
6. The name of this animal is the Aboriginal word meaning “no water”.
a) Kangaroo b) koala c) Kookaburra (Key: 6b)
7. Two of these animals are the only egglaying mammals in the world.
3

a) Tasmanian devil b) echidna; c) platypus; d) dingo; e) opossum; f) koala g) kangaroo.
(Key: 7b, c)
8. A domestic animal that outnumbers people in Australia.
a) Rabbit b) cow; c) cat; d) sheep (Key: 8d)
Students are interested in working with a geographical map. Can be decomposed
in front of them are geographical maps of five countries (Great Britain, USA, Canada, Australia
and New Zealand) and ask them to find the same names, names of hyphens,
acquired the word NEW in one of the countries. You can ask students to tell what
their associations are caused by the mention of one or another geographical name.
Another interesting task that requires the use of a geographical map, and
See also travel brochures: “Imagine that you are going to the UK, but only for
3(4) days. What sights will you visit and why?
We know how difficult it is to remember proper names, especially when speaking, when
people introduce themselves to each other and then do not repeat their name. Moreover,
interlocutors, if they know each other quite well, begin to mention
diminutive names.
In order to master proper names, you can introduce students to 10
the most common male and 10 female names and their diminutives
options. After that, you can invite them to play the game "Introduction" (Intriduction).
When meeting, each participant calls a fictitious full name, then
diminutive. In this case, such phrases are used: “My name is…”, “Mother calls me
…”, “My sister calls me…”, “My teacher calls me…”, etc.
During the “Changing of the name” game, the participants are famous
(pop stars, writers, poets, etc.) have, in addition to their own name, a stage
name, alias or several names, aliases.
Of great interest is the work with proverbs and sayings. The task is given:
“Give five English / American proverbs, sayings and find
Russian proverbs and sayings corresponding to them. Can be written on individual
leaflets English / American proverbs with the corresponding proverbs and
sayings in Russian and cut the sheets into strips dividing the class into two groups and
give them these strips with the task of finding matches. This does not exclude work with
dictionary of ideomatic expressions, phraseological units.
Here it should be remembered that everything is known in comparison. Indeed, comparing
We learn more not only about others, but also about ourselves.
Continuing to compare, it is possible to include signs and symbols of culture in the educational process.
For example, you can pair the cultural symbols of Great Britain and the United States,
4

divide the class into two groups and, just as in the type of work described above,
Ask students to match.
The UK
London
10 Downing Street
Parliament
official birthday
(the second Saturday in June)
Union Jack
Elstree Studios
Big Ben
black taxi
Football
Goodbye

The USA
Washington, D.C.
white house
Congress
independence day
(the fourth of July)
Stars and Stripes
Hollywood
Statue of Liberty
yellow cab
Baseball
take care
After the groups have found all the matches, you can ask the students what
they know about these symbols of culture, ask them to find relevant articles in
dictionary or encyclopedia, the Internet and prepare a story about these symbols.
Try to find other symbols on your own and talk about them.
The signs of culture include stamps and coins from different countries. We are discussing what
symbolize images on stamps and coins, what are the important aspects of the life of a particular
different countries they reflect. Here we compare what important aspects of life reflect
stamps and coins of our country.
Students are very interested in videos about the countries of the studied
language. Such films should not be long, otherwise students will not be able to complete
tasks given before watching the movie. These assignments can be formulated
in the following way:
1) Write down what place names sounded in the film (tell about
associations associated with them);
2) What proper names did you remember that turned out to be new for you. Wherein
the class can be divided into several groups and each group works together on
a certain task.
5

You can also involve students in drafting projects: a group of students chooses
any historical period (the project includes the main political events,
the main historical figures of this period, including the name of the monarch or president,
major cultural events).
Here is a far from complete list of methods of working with regional studies material.
Recently, at the present stage of teaching foreign languages, it is proposed
strengthening the educational, educational and developmental orientation of the content
learning through the use of a linguistic and regional approach to the selection and organization
educational material. With this approach, a foreign language is acquired in close connection with
history and culture of the country of the target language, which allows you to lay a solid foundation,
necessary for the learner to participate in direct and indirect dialogue
cultures.
Foreign language and foreign texts open access to a real way of life
neighboring peoples. Any language is primarily a means of communication between people.
Therefore, for a student of a foreign language, it is first of all important to master it as
a tool of communication, that is, to learn to understand foreign speech and speak it. This
the communicative goal in learning a foreign language is in the first place.
Now a few words about the choice of teaching materials and regional study materials. V
program notes that “the main goal of teaching foreign languages ​​in the main
school is the development of the student's personality, able and willing to participate in
intercultural communication in the target language and self-improve
in the foreign language speech activity he masters. That is, the student as a carrier
culture of their country must master all types of foreign language speech activity
enough to participate in direct or indirect dialogue of cultures with
representatives of countries where the target language is spoken.
In our lyceum, we took the EMC "English in Focus" (211 classes) by J.
Dooley, O. Podolyako, Y. Vaulina and V. Evans in 2010. I would like to say that here
wide opportunities open up for the realization of the set goals, as training
and education are inseparable in the process of formation of foreign language competence. Without
language skills, communication is impossible. Main task at work
according to the EMC "English in focus" is implemented when working with vocabulary, which is spelled out in
GEF: “teach students to recognize in written and oral text, reproduce and
use in speech in their main meaning lexical units that serve
situations of communication in accordance with the communicative task.
One of the requirements of the new exemplary FL basic school programs based on
on GEF, concerns the use of synonyms and antonyms adequately to the situation. Skill
using them in speech is a difficult skill that is formed
slowly and requires systematic work, therefore, already in the 5th grade,
opposition couples. So in Module 4b active vocabulary includes adjectives
to describe appearance. Big small, tall short, long short, thin fat. Also introduced
6

fat plump units and students pay attention to the difference between these synonyms
with the help of a teacher.
In 89 classes, the use of synonyms for the semantization of new vocabulary is included in
lessons on a regular basis.
For successful verbal communication, it is necessary to master all the components
communicative competence, including sociocultural, which implies knowledge
norms and rules of speech etiquette. The fact is that in dealing with foreigners, people easily
forgive them grammatical errors, explaining them as a natural flaw
linguistic knowledge, however, they are very sensitive to violation of etiquette norms, so
believed to have been deliberately violated. Work on speech etiquette is carried out in
EMC "English in focus" in a strict system, from module to module, from class to class.
In 57 classes, this is a separate lesson in each “English in use” module where
dialogues in the most typical life situations, practicing speech clichés that
equip students with formulas of greeting and farewell, the ability to put forward
suggestions, ask how to get to a certain point and explain the way.
Elementary remarks help you navigate the situation of buying souvenirs, ordering
dishes in cafes, etc.
Acquaintance with the cultural component of the meaning of linguistic phenomena is very important.
Linguistic and cultural
knowledge provides effective intercultural
communication through adequate perception of the speech of the interlocutor and understanding
original texts. Often we meet LE in authentic texts, which are difficult to
amenable to semantization. The following can be distinguished: lexical units of a foreign
languages ​​that do not have equivalent correspondences in the native language of students. For instance:
doubledecker, yeoman, black cab - the realities of English culture. Undoubtedly, these LE
broaden the horizons of students and give knowledge about the country of the language being studied. Regional Studies
UK texts cover topics such as UK geography,
education in England and Scotland, English houses, sights, famous
streets of London, etc.
In textbooks and workbooks edited by V.P. Kuzovlev has a special
a group of exercises under the heading “In your culture”, which purposefully teaches
the ability to speak in English about their native culture. Performing exercises under
heading "Link List", students compare the features of Russian and foreign languages
at several levels of language, speech, socio-cultural.
The use of the regional component makes it possible to simultaneously solve two
related tasks:
increase the efficiency of studying the main invariant content of the subject;
raise the level of foreign language proficiency among schoolchildren, based on personal
oriented approach to organizing the work of students with significant local
material.
7

To achieve this goal, the teaching materials of the authors V.P. Kuzovlev, N.M. Paw
"Happy English"; "Spotlight" Yu.E. Vaulina, J. Dooley, O.E. Podolyako, W. Evans;
"Forum" W. Evans, J. Dooley; "Click on" W. Evans, N. Sullivan; "Upstream" W. Evans,
J. Dooley; "New Headway" by Amanda Maris (Oxford University Press) etc.
The use of local history material activates mental activity
students, allows you to diversify the methodology of lessons, introduces concreteness into teaching
and persuasiveness. The use of local history material for educational purposes exacerbates
students' attention to facts and phenomena, contributes to the development of independent
creative thinking, skills of practical application of the acquired knowledge in life.

Literature
1. Apalkov V.: English. 59 classes. The subject line of textbooks "English in
focus”, Enlightenment, 2012.
2. The federal component of the State Educational Standards for Primary
general, basic general and secondary (complete) education (Appendix to the order
Ministry of Education of Russia dated March 5, 2004 No. 1089)
3. Yu. Vaulina, V. Evans, J. Dooley, O. Podolyako UMK "English in focus (for 59
classes of secondary schools), Moscow: Express Publishing: Education, 20102013.
8

Preview:

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION

FSBEI HPE "ORENBURG STATE PEDAGOGICAL UNIVERSITY"

INSTITUTE FOR PROFESSIONAL ADVANCEMENT AND PROFESSIONAL RETRAINING OF EDUCATIONAL EMPLOYEES

FINAL QUALIFICATION WORK

TOPIC:

WORKING WITH COUNTRY LOCATION MATERIAL AS ONE OF THE WAYS TO DEVELOP THE CREATIVE ABILITIES OF STUDENTS IN A FOREIGN LANGUAGE LESSON

Performed:

Kuzenova Almagul Isanzhanovna, teacher

German language Kryuchkovskaya secondary school Belyaevsky district

Supervisor:

Ryakhovskikh Nina Dmitrievna, Candidate of Pedagogical Sciences, Associate Professor of the Department of Didactics and Particular Methods of IPK and PPRO OGPU

Orenburg, 2012

Introduction 3

Chapter 1

1. Trends in the development of creative abilities in GEF 5
2. Country studies as a way to develop the creative abilities of students 10

1. Chapter 2

1. Ways to develop the creative abilities of students in a foreign language lesson. 14
2. The use of regional study material for the development of creative abilities of students 18

Conclusion 28

Literature 30

Appendix

Introduction

Creativity plays a very important role in the life of every person. Imagination and fantasy help people in relationships, and in study and work, but most importantly, creative people are able to express their individuality, which helps to achieve success in any business.

The relevance of the research problemcan be explained by a number of factors. Thus, the main direction of modernization of general education and vocational schools at the present stage of development provides, first of all, improving the quality of assimilation of general education and professional knowledge, practical and creative training of school graduates.

A foreign language, as a general educational subject, can and should contribute to the development of students' creative abilities. Having a huge upbringing, educational and developing potential of students' creative abilities, a foreign language can realize it only in the course of implementing the practical goal of learning, that is, only if the student in the process of foreign language communicative and cognitive activity (listening, speaking, reading, using writing ) will expand their general educational horizons, develop their thinking, memory, feelings and emotions; if in the process of foreign language communication the social and value qualities of the individual will be formed: worldview, moral values ​​and beliefs, character traits.

First of all, a foreign language as an academic subject is an additional "window" to the world, it is a means for replenishing knowledge in various areas of life, science, art, which is essential for general education, it is a tool that helps to carry out activities in various areas of labor and social life . In foreign language lessons, students deepen and expand many knowledge and ideas.

Influencing the personality, the formation of creative abilities enriches emotional and practical experience, develops the psyche, forms intellectual potential, contributes to the education of aesthetic and mental abilities, leads to the accumulation of professional skills and abilities, the development of the natural inclinations of children, their moral qualities. It sets up for further, active, creatively conscious amateur activity of schoolchildren, which meets their spiritual needs, satisfies their desire for self-realization, and the manifestation of personal qualities. All this is an effective means of complex development of the personality, revealing the formation of its creative potential.

The following scientists dealt with the study of the influence of regional studies on the development of creative abilities: Bogoyavlenskaya D.B., Tomakhin G.D., Pivsaeva T.A., Reichshtein A.D. and many others.

Target : a study of the development of the creative abilities of school students when working with country studies material in the lessons of English and German and the development of practical tasks on this topic.

An object : regional studies material as a way to develop the creative abilities of students in the lessons of English and German.

Thing : the process of formation and development of creative abilities of students in the process of teaching English and German.

Tasks:

To study the scientific and methodological literature on the topic;

Give a brief analysis of the use of regional studies materials in foreign language lessons;

To develop classes in English and German at school as one of the means of developing the creative abilities of schoolchildren;

Chapter 1

1. The trend in the development of creative abilities in the Federal State Educational Standard.

Teaching a foreign language is considered as one of the priority areas of modern school education. The specificity of a foreign language as an academic subject is in its integrative nature, i.e. in the combination of foreign language education with the elementary foundations of literary education “familiarization with samples of foreign literature”, as well as in its ability to act both as a goal and as a means of learning to get acquainted with another subject area. Thus, a wide variety of interdisciplinary connections can be realized in it.

In accordance with the standards of the second generation, the main goal of learning foreign languages ​​at school is the formation of foreign language communicative competence in schoolchildren, i.e. ability and willingness to carry out foreign language interpersonal and intercultural communication with native speakers.

To achieve this goal, it is necessary to strengthen the socio-cultural orientation of teaching foreign languages, focus on strengthening the cultural aspect in the content of education, on the inclusion of schoolchildren in the dialogue of cultures, which contributes to the familiarization of students with the culture of the country of the language being studied, the development of mutual understanding, a tolerant attitude towards the manifestation of a different culture, helps them to better understand the peculiarities of the culture of their country and develop their ability to represent it in the process of communication by means of a foreign language.

Along with fundamental general education, students are expected to be provided with a wide range of social and professional tests and optimal conditions for the development of creative abilities.

Creativity is creation. It generates new spiritual and material values. The desire for creativity is characteristic of the school of our days. This is still a world of youth and hope, where the soil is favorable for creativity and where the inspiring search for reason and goodness does not fade away. The main thing in the pedagogy of creativity is not to let God's gift fade away, not to prevent the "mysterious flower of poetry" (L.N. Tolstoy) from blooming in the soul of a child, a schoolboy, an aspiring master.

What is meant by creativity? In order to understand more precisely, it is necessary to consider this issue from the point of view of psychology, philosophy, and pedagogy. Different authors define them differently.

Stepanov G.V. by creative abilities he understood certain individual psychological characteristics that distinguish one person from another, which are not reduced to a stock of skills and knowledge already available to a person, but determine the ease and speed of their acquisition.

Shadrikov V.D. creative abilities were defined as a property of functional systems that implement individual mental functions, which have an individual measure of severity, manifested in the success and qualitative originality of the development of activities.

Bolshakova L.A. defines creative abilities as a complex personal quality that reflects a person’s ability to be creative in various spheres of life, and also allows them to provide support in creative self-realization to other people. This is a high degree of enthusiasm, intellectual activity, cognitive initiative of the individual.

Ilyin E.P. I understood creativity as the ability to be surprised and learn, the ability to find solutions in non-standard situations, this is a focus on discovering something new and the ability to deeply understand one's experience.

The pedagogical definition of creative abilities defines them as the ability to create an original product, products, in the process of working on which the acquired knowledge, skills, skills are independently applied, manifested at least in a minimal deviation from the model of individuality, art.

From a philosophical point of view, creativity includes the ability to creatively imagine, observe, and think outside the box.

The movement of scientific thought regarding the concept under study is very interesting. Many psychologists, philosophers, teachers dealt with the issue of creative abilities. At first, creativity was identified with intuition, then direct identification was with intellect. From identification with the intellect moved to opposition. It was proved that creativity has its own localization - this is a “special point” of individual properties that do not depend on intelligence, since most of the subjects with high intelligence had low creativity.

To determine the creative abilities Bogoyavlenskaya D.B. selects the following options:

Fluency of thought (number of ideas),

Flexibility of thought (the ability to switch from one idea to another),

Originality (ability to produce ideas),

Curiosity,

Fantasy.

Bogdanova T.G. identifies a set of many abilities:

The ability to take risks;

divergent thinking;

Flexibility in thinking and action;

Speed ​​of thought;

The ability to express original ideas, invent something new;

Rich imagination;

Perception of ambiguous things;

High aesthetic values;

Developed intuition.

Ukolova L.V. believes that those children who meet these criteria are most prepared for creativity, namely:

• mental development: cognitive interests, observation, speech, ingenuity, originality in solving problems;
• specialization of interests, intellect, emotions;
• activity, initiative, striving for leadership, perseverance and the ability to achieve goals;
• good memory, developed cognitive skills;
• readiness and ability for performing activities.

Creativity is accessible to children, moreover, it enlivens cognitive interest, activates the cognizing personality, forms it.

To create means to create, to create something new, something that did not exist before. At first glance, it may seem that this well-known word is also well understood by everyone. It is often used in colloquial speech, and they even try to separate the creator from the simple executor of someone else's will, other people's ideas, a creative activity from an uncreative one. Professionals have great difficulty defining creativity.

One of the most common definitions of creativity is by product or result. In this case, everything that leads to the creation of something new is recognized as creativity.

Thus, when assessing the creative potential of a person, the ability of a person to acquire new knowledge has traditionally been taken into account. A creative person is a person who is open to new experiences, able to learn quickly and, most importantly, relearn.

Creative work is a joint activity of a teacher and students aimed at finding a solution to a certain problem on a particular topic. The ratio of the problem and the practical implementation of the results of its solution or consideration makes creativity so attractive for the education system as a whole, and for us in our work with students.

1.2. Country studies as a way to develop the creative abilities of students.

Regional studies give an idea of ​​the socio-economic situation of the country and the people whose language has become the subject of study, about the customs, traditions, cultural values ​​inherent in this people. In language classes, the use of regional information is of an applied nature. It is included in the system of classes in the process of introducing students to the content and forms of speech communication of native speakers of the language being studied. Such information provides not only cognitive, but also the communicative needs of students, contributing to the formation of communicative and sociocultural competence.

The position on the need to learn a foreign language in close connection with the culture of the people - the native speaker of this language has long been perceived in the methodology of teaching foreign languages ​​as an axiom. It is known that the use of country-specific information in the educational process provides an increase in the cognitive activity of students, expands their communication capabilities, favors the creation of positive motivation in the classroom, gives an incentive for independent work on the language, and contributes to the solution of educational problems.

Of course, most of the regional study material is mastered by students in the lessons of English and German. However, the volume of material and its diversity allows, in addition to lessons, to use various types of extracurricular activities, such as extracurricular activities, thematic decade of English and German in high school, and various educational games. Since these forms are innovative, unusual and provide scope for the realization of the creative potential of the teacher and students.

The specificity of teaching foreign languages ​​is the need to attract extensive information on the culture, history, customs and traditions of the country of the language being studied. This kind of information contains a significant amount of national-specific realities, which, in turn, prepare a lot of problems for students to understand them. So, for example, the word “Whitehall” is usually translated by elementary and middle school students as White Hall, if they have not already studied the topic “London”. Modern psychologists and educators agree that the quality of the performance of activities, including the study of foreign languages, and its results depend, first of all, on the motivation and needs of the individual, his motivation. It is motivation that causes purposeful activity that determines the choice of means and methods, their ordering to achieve goals.

Researchers of the issue of motivation provide data on its decrease from class to class. It is noteworthy that before the moment of learning a foreign language and at the very beginning of learning a foreign language, students, as a rule, have the highest motivation. They want to speak in a foreign language. They are interested in the country of the language being studied and its geographic realities. Many guys see something adventurous in learning foreign languages. This is an entry into an unfamiliar world. The regional aspect is both a necessary condition for increasing motivation and a means of increasing it.

Country studies can be divided into the following aspects: geography, history, culture of the country of the language being studied. The “Culture” section includes not only art, but also social life, government, education, life, national sports, customs and traditions.

Regional competence is the skills and abilities of an analytical approach to the study of foreign culture in comparison with the culture of one's own country. After all, the perception of foreign culture occurs through the prism of our own.

The wide cultural background created by country studies lessons contributes to the development of linguistic skills and abilities (enrichment of vocabulary, translation skills, the ability to work with phraseological units); and introduces the student to specific aspects of a foreign language culture.

Prerequisites are being created for a different perception of the language as an integral part of the entire spiritual life of society. Language learning no longer appears to the student as a mechanical process of learning new words and grammar rules. Language units are perceived as carriers of information about the peculiarities of the mentality and, as a result, the behavioral norms of a foreign-speaking society.

Creative work on regional studies can be carried out in all classes of study on almost all educational topics. When developing tasks, it is necessary to take into account: the general level of development of the student team, age-related features of the formation of a creative environment, personal characteristics of students, specific features and characteristics of the subject.

Creative works on regional studies can be of two types: mandatory and optional. And there are many more types of creative work.The following types of creative tasks can be distinguished:

1) types of creative tasks that develop: a) language competence (vocabulary, phonetics, grammar); b) speech competence (speaking, listening, reading, writing); c) socio-cultural competence (system of values, realities of life).

2) types of creative tasks that develop language competence, for example, baby books, crossword puzzles on various topics, creating design work.

3) types of creative tasks that contribute to the development of speech competencies: illustrated essays, stories about the city using photographs, portraits, illustrations, mini-studies of English and German poems, artistic translations of poems with illustrations, making layouts on the topics “German city”, “Sights cities."

4) types of creative tasks aimed at developing socio-cultural competencies: illustrated essays, greeting cards, creating brochures and booklets, publishing newspapers dedicated to the countries of the language being studied.

The line between the types of creative tasks is transparent, they all interact with each other and are connected by the communicative nature of learning, initiating cognitive activity in learning, with the formation of abilities and needs for self-development, self-actualization and self-realization in the study of foreign languages.

They contribute to the independence of students' actions in acquiring new linguistic and sociocultural knowledge, practical skills of interpersonal communication and are a tool for independent knowledge of the multicultural picture of the people of the language being studied in all its diversity.

In addition, information and computer technologies are used here, providing access to the global information space. And this creates favorable conditions for the development and formation of the creative abilities of each student.

Chapter 2

1. Ways to develop the creative abilities of students in a foreign language lesson.

Our system of work has accumulated some experience in developing the creative abilities of students in English and German classes and outside school hours. Creativity, as we have noted before, presupposes independence, independence, originality of thinking, richness of relationships, flight of fancy and scope for activity. With this in mind, we have built our work aimed at the positive dynamics of the development of knowledge, skills and abilities of the child, first of all in the classroom, and then outside of school hours. To develop the creative abilities of students, we used the following techniques:

• game techniques;
• techniques for activating speech in a role-playing game;
• creative competitions;
• problem creative tasks;
• communication tasks;
• multimedia presentations.

The learning game is the way to achieve all learning objectives and therefore it is characterized by certain requirements:

• the presence of a clearly defined goal and an appropriate pedagogical result;
• installation on the need for mental effort;
• strict dosage of game moments;
• the possibility of choosing specific actions by each child, which ensures individual activity in the collective form of activity.

Using game forms, methods and techniques in the lessons, we sought to solve the following tasks:
- to increase the interest of students in the study of a particular subject;
- create positive motivation in learning;

Activate mental activity;
- increase the communicative focus of the lessons and involve students in active activities;
- to provide an opportunity for self-realization to each student;
- create conditions for its development and self-improvement.
The game form of classes involves game techniques and situations that act as a means of inducing, stimulating students to learning activities. The widespread use of objects, visuals, toys contributes to the development of associative and figurative memory.

Using role-playing games, we provided its participants with a conditional reproduction of the real practical activities of people, created 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 game gains more and more popularity among teachers
foreign languages. The social environment in which a person is born,
acts in relation to him as primary socialization. In it he
gradually assimilates the social experience fixed in the language.
Naturally, when mastering a foreign language as a means of communication, it is necessary to recreate conditions similar to those that exist when mastering a native language. The measure of convention was different: reincarnation in real people, in literary characters, in heroes of fairy tales, etc. The element of convention and reincarnation is inherent in all varieties of role-playing games.

In our lessons and in extracurricular activities, we often held creative competitions and problematic creative tasks that contributed to the development of speech competence, cognitive activity and creative abilities of students. These are the competitions "Competition of wall newspapers", "Competition of readers", "Poetic translation of a poem, fairy tales, excerpts of fiction" and at the same time it should be noted that students participated in competitions with pleasure and designed their works, accompanying translations with colorful illustrations, and also compiled various brochures and brochures. And this, in turn, opened up opportunities for a wider coverage of areas of creative activity.

We performed tasks of a communicative orientation in all our classes. For each lesson, we took out a topic on which we conducted speech exercises, offered students to compose monologues, dialogues using the studied vocabulary, playing out this or that situation. For example, imagine yourself in the role of sellers and buyers on the topic “Shop”, a librarian and a reader of “Books”, a client and a cashier at a ticket office at a train station and at an airport or in a cinema, a doctor and a patient.

When studying foreign languages, we often used Internet resources to create multimedia presentations on regional studies. For example, when studying the topics “Sights of Great Britain”, “Sights of Germany”, “Famous people”, “Cities”, “Morals and customs”, “Holidays”, etc. The students really enjoyed making these presentations.

Thus, the use of these methods and forms of work developed the ability to approach creatively the solution of tasks and they increased interest in learning the language. Even the weakest students always and with pleasure did the work, as there was an opportunity to show their individual abilities.

From day to day, from lesson to lesson, we led each child along the path of self-improvement. At the end of the year, everyone was offered to hand in a folder with various tasks: write an essay, describe a picture, a portrait of a person, write an essay, translate a text from a foreign language into Russian, etc.

Thus, developing creative abilities in foreign language lessons, students sought to learn more additional information through independent work. Students skillfully organized their activities, sometimes without resorting to the help of a teacher. Students have become more open to communication and learning. They sought to express themselves, show their talents, and achieve academic success. Many of the students decided on their interests, and went to the intended goal. The guys coped well with various puzzles, tasks that require logical thinking, non-standard solutions. The students were aware not only of their own growth in learning, psychological development, but also noticed changes in each other. They compared themselves to their classmates. From here, observation and attentive attitude towards all people were traced. To complete most of the tasks, students had to show creativity, revealing their potential. Many complexes have disappeared. Search activity has intensified. Thanks to the joint productive creative work of the teacher and students, the latter had significant success and significance among their peers, skillfully applied the experience gained in life and are ready to easily find a way out of any situation.

2.2 The use of regional study material in foreign language lessons for the development of creative abilities

An important role in maintaining motives for learning a foreign language is played by the introduction of elements of regional studies in the lessons. Texts of a country-specific nature are now taking an increasing place in the process of teaching foreign languages. Thanks to such texts, students got acquainted with the realities of the country of the studied language, received additional knowledge in the field of geography, education, culture, etc. The content of regional studies texts was significant for students, had a certain novelty, whether it was general information about educational institutions, about the state system, about children's and youth organizations in the country of the language being studied, or about the peculiarities of speech behavior and etiquette. Regional studies lessons caused the students to need further self-acquaintance with regional studies materials. And it was linguistic and regional studies that served as a support for the development of creative abilities, because. includes two aspects:

1) the language is being taught

2) gives information about the country

Linguistic and cultural material was a strong lever for creating and maintaining interest in the study of foreign languages.

Acquaintance with the culture of the country of the language being studied has been one of the main tasks since antiquity. The teaching of classical languages, as an interpretation of religious texts, is not conceivable without cultural commentary. In the teaching of living languages ​​since the end of the 14th century, along with oral speech, acquaintance with the realities of the country of the language being studied has come to the fore. This was especially characteristic of the German linguo-didactic school. In our country, various information about a particular state, taught in the process of teaching a language (or in connection with the study of a language), is commonly called country studies, in Germany - cultural studies (Kulturkunde), in American educational institutions there are language and area courses (language and area), in the French methodological school there is the concept of "language and civilization" (langue et civilization).

One of the main objects of linguistic and regional studies is the realities of the countries of the studied language. Realities are real facts concerning the life, culture, history of the country of the language being studied, heroes, traditions, and customs.

In regional studies, realia is a special unit. On the one hand, the reality reflects the state, economic, geographical and cultural structure of the country, which gives it the highest, valuable weight. But, on the other hand, reality is a word that names objects that are characteristic of the life of one people and completely alien to another, which makes their translation very difficult, and the translator has to resort to lengthy descriptions or offer his own neologisms, for example: “overhead” - elevated railroad ; "bookmaker" - book maker - a person who accepts bets from the public at the races, "roadster" - roadster - a two-seat convertible car. Sometimes such equivalents can turn into stable phrases: Lord Privy Seal - Lord Privy Seal. The realities also include abbreviations: NAM suit-tailored suit (NAM - National Association of Manufacturers - National Association of Industrialists).

In stylistic terms, realia are an accessory of the national literary language, and in this they differ from scientific terms, localisms, jargon, etc.

So, the realities were the main object of study of regional studies. And, if we introduced linguistic and cultural material, based mainly on the knowledge of the country of the language being studied, in certain, normalized thematically oriented portions, then this introduction contributed to the assimilation of the language, not only as a communicative function. The higher the level of formation of active speech activity, the stronger and more stable were the internal motives, which, in unity with broad social ones, ensured a positive attitude towards the political, economic and cultural life of the country of the language being studied. Thus, educational, educational, developing and, mainly, practical goals, fixed in the State Standard, were realized.

The main goal of teaching a foreign language is to develop the personality of a student who is able and willing to participate in intercultural communication. Based on the goals set, the content of teaching regional studies at foreign language lessons included the following components: linguistic and regional studies, which includes knowledge, understanding of realities (words denoting objects of national culture) and the ability to use them, as well as background vocabulary, phraseological units, proverbs as a source of national cultural information; knowledge of regional topics related to general knowledge about the country; textual material contained in textbooks and educational material on regional studies and a general educational component.
The task of the teacher, in accordance with the realities of the time, was to provide conditions for introducing students to a foreign language culture and preparing them for participation, to transfer the spiritual wealth of the people of the country of the language being studied, in particular, to enrich the topics proposed for study in regional studies, so that everything works for intercultural communication.
To maintain the interest of students in a foreign language throughout the entire period of study, the introduction of elements of country studies in the lessons played an important role. This contributed to the education of students in the context of a dialogue of cultures, introduced them to common values, served as a support for maintaining cognitive motivation, and formed the ability to communicate in a foreign language.
The quality of teaching largely depended on the teacher's ability to select regional studies material. The knowledge of a foreign culture consisted in the search for differences between the samples of one's own and another's culture and the awareness of this culture. Texts of a country-specific nature occupied a large place in the process of teaching a foreign language.

The content of such texts was significant for the students, had a novelty for them. The following aspects were included in the concept of culture in the selection of texts: 1. Geography, monument cities. 2. Customs, traditions, self-consciousness of peoples. 3. Outstanding people. 4. Education system. 5. Painting, architecture, sculpture. 6. Classical (folk) music. 7. Prose, poetry, folklore. 8. Monuments of art, literature 9. Cinema, theater, media, TV. 10. Public and religious organizations, foundations.
Foreign language textbooks contain material of a country-specific nature, which allows for the implementation of the socio-cultural component, offering information about the country of the language being studied, developing students' skills to represent their country in comparison with other countries.

Students learned how to build speech and non-speech behavior, taking into account the peculiarities of the culture of the language being studied, while understanding the unified system of ethnic values ​​of the peoples. The educational material was presented and worked out in tasks that modulate situations of real everyday use of the language.
For a number of years we have practiced the formation of special folders of various thematic directions, which are constantly replenished. For example, a wealth of material has been collected on the topic "Purchases", which contains numerous names of stores, depending on their specialization, and a list of goods. Models of speech situations were also given, examples of dialogues using the forms of address adopted in the country of the language being studied, visual supports for compiling one's own monologues. A large list of speech clichés and commonly used phrases was provided. All this contributed to the creation of a linguistic atmosphere as close as possible to the real one.
The folder on the topic "Transport" contained advertising materials of various airlines, characteristics of various types of aircraft, flight schedules, which provided relevant material when studying not only lexical, but also grammatical material, in particular, when studying the degrees of comparison of adjectives.
The folder "Great Britain and Northern Ireland" contained texts of various levels of complexity and were intended for different age categories of students. The forms of control were in the form of question-answer work on the content of the text, finding sentences in the text that served as confirmation of illustrations, a brief retelling of the text, in the form of an arbitrary conversation between the teacher and the student on the text read, and the student substantiating his point of view. Sometimes, depending on the objectives of the lesson, traditional and non-traditional forms of control were combined. As a rule, at the end of the texts, tasks of a lexical and grammatical nature were given, for example, when studying a text about the royal family, it was supposed to practice phrases in oral speech using the possessive case, in others - identifying English equivalents in texts, compiling questions using new lexical units and etc.

Selected relevant and interesting materials about life in these countries, informative texts, photographs and illustrations made them an excellent addition to traditional school textbooks on the one hand. On the other hand, the system of additional texts expanded and deepened the linguistic and cultural information received by schoolchildren in foreign language lessons.

In addition, the regional study material was widely used by us in our lessons duringwork with authentic letters.

At the same time, we solved the following tasks:
- learn how to properly format a letter, how to sign an envelope correctly.
- to teach to understand and correctly comprehend the content of texts.
- to teach to express one's opinion on the basis of the information contained in the text, to conduct a conversation, to defend one's point of view.
- learn to apply the acquired knowledge in writing in situations close to real ones.

Authentic letters differ from ordinary texts in their simple everyday language. The selection included real letters and greeting cards of a personal nature, which aroused the genuine interest of the students. At the same time, the children were interested in literally everything: from the image on stamps, envelopes and postcards, ending with handwriting, not to mention the content. The authenticity of the correspondence was a powerful means of motivating students in their quest to master the skills of writing letters.
Various types of letters were studied: a letter of gratitude, an invitation letter, an apology letter, a cover letter for a parcel, a letter of inquiry about health, etc. Without fail, the structure of a personal and business letter was studied, examples of introductory phrases, greetings (addresses), final phrases were memorized, an approximate scheme of the sequence of events in the main part of the letter was explained. Although correspondence occupied an insignificant place in the content of educational material, but according to our observations, its study was able to revive, diversify traditional English lessons and maintain students' interest in learning it.

It was very interesting for the students.work with maps and calendars.Geographical maps and calendars were not only excellent additional visual material for learning a foreign language in middle and high school, but also contributed to the development of visual memory, logical and analytical thinking of students and allowed to consolidate existing knowledge of geography. So, working with an authentic map was very necessary when conducting lessons in grade X on the topic “How does the geographical position influence the people`s life?” (“How does geographic location affect people’s lives?”, particularly when studying the names of states, (especially the state of Washington and Washington DC), major cities, rivers, other geographical features and their location. Original calendars with images of local landmarks and landscapes studied on the topic of territories also played an indispensable role, developing the imagination of students.Without these benefits, they would not have done, in particular, when studying the informal names (nicknames) of the states, for example, Maine - Pine-Tree State, Vermont - Green Mountain State, Rhode Island - Little Rhody etc.

Extremely important in the study of regional studies material has becomework with non-verbal forms, proverbs, idiomatic expressions.Materials of this orientation not only gave a deep understanding of the language and culture of the countries of the language being studied, but, more significantly, “made the English language as English as possible”. It is no secret that it was not difficult to identify a Slavic-speaking representative in the interlocutor by the English and German vocabulary used. When studying the above material, there was the maximum possible approximation to the language being studied, "introduction" into the way of thinking of the British and Germans.

What we hear is not always what we are told. There is a verbal loss of information, which is why non-verbal means of communication are so important, which sometimes convey more than can be expressed in words (tone, cry, timbre), including sign language. Here are some examples:
Standing with hands on hips - Readiness, aggression
Sitting, legs apart - Open, relaxed
Arms crossed on chest - Defensiveness
Rubbing the eye - Doubt, disbelief
Stroking chin - Trying to make a decision
Some English, German and Russian proverbs have a common meaning and can be translated verbatim from one language to another. For example, “There is no smoke without fire” has the Russian equivalent of “There is no smoke without fire.” In other cases, the meaning of one proverb can be translated in different ways: “Once bitten, twice shy” can be expressed in Russian “Burned in milk, you will blow on water” or “A frightened crow is afraid of a bush.”
The cognitive interest of students was caused by the study of the meaning of the same words that have different meanings in British, American and Australian English. For example, Barbie-barbecue, roo-kangaroo, mozzie-mosquito, chook-chicken, dunny-loo-toilet, ute-pick up, tellie-TV etc.
As mentioned above, approaching the culture of the country of the language being studied is impossible without getting acquainted with its folklore, proverbs, etc., which is a mandatory component of linguistic and cultural material. I would like this aspect to be given more importance when studying English and German.

All of the above forms of introduction of materials of country-specific content contributed to the transfer of foreign culture to schoolchildren, contributed to their involvement in the dialogue of cultures, developed their creative and cognitive skills, increased and maintained interest in learning a foreign language.

The Interim State Educational Standard among the goals of teaching foreign languages ​​at the basic level includes the education of “schoolchildren of a positive attitude towards a foreign language, the culture of the people who speak this language. Education by means of a foreign language involves knowledge of the culture, history, realities and traditions of the country of the language being studied (country studies, regional studies), includes schoolchildren in the dialectics of cultures, in the development of universal culture, in understanding the role of spoken language and culture in the mirror of the culture of another people.
It's no secret that authoritarian teaching, which has developed in schools for many decades, depersonalizes the student, makes him dependent, weak-willed, lacking initiative, i.e. erases in the student those qualities that a highly educated, well-mannered person should possess. Therefore, more and more attention is now being paid to the creation at school in the classroom of such an educational environment in which the socialization and development of the child's personality takes place, an environment that creates conditions for creativity and self-actualization of the individual. Each student is thus perceived as a unique whole person who must develop in accordance with natural abilities.
It should be noted that only a detailed study of the relevant topics helps to go beyond the traditional lesson and use a foreign language as a means of developing the student's creative abilities, his communication skills and abilities, to expand the understanding of the countries of the language being studied, to cultivate respect for their culture.
Any lesson, creative work with students is a very exciting and useful thing. Taking into account the imitating abilities of students in mastering a foreign language, their natural curiosity and the need to learn new things, it is advisable to use regional studies and language material in each lesson.

Conclusion

Based on the foregoing, we can say that we have achieved the goal and objectives set at the beginning of the work. We studied in detail the scientific and methodological literature on the topic “Working with regional studies material as one of the ways to develop the creative abilities of students in a foreign language lesson”, and found out that creativity plays an important role in the life of every person and helps to achieve success in any business, it is also the most important condition in the self-realization of the personality of students in the lessons of English and German. The teacher and the student must cooperate under the single motto "To know - to be able to - to create - to want to improve and realize themselves."

And also, we found out that regional studies materials have a great opportunity in developing the creative abilities of students in the study of culture, traditions and realities of the studied foreign languages, play a significant role in maintaining motives for learning a foreign language. Lessons with elements of country studies cause students to need further, independent acquaintance with country studies material, while country studies is not a pure and only subject about a foreign culture, but is woven into the outline of each foreign language lesson in the form of linguistic, literary, historical and other components. Students develop the ability for a perspective understanding of foreign phenomena, for the acceptance of a foreign culture and its representatives, as well as the ability to understand a foreign culture and the distribution of roles in it, to compare "foreign" and "own".

Students must learn that their usual view of the world does not always coincide with the realities of the countries of the language being studied and, in the future, they need to be able to apply the acquired knowledge in other speech situations.

Studying regional studies material, students replenish their knowledge in various fields of life, science and art. Regional studies material helps to be realized in various spheres of labor and social life.

In addition, a creative approach in the study of regional studies material brings up an active personality based on the creation of the most favorable conditions for the development and formation of the creative abilities of each, reveals and uses individual characteristics of students in educational activities.

Each child is talented in his own way, but he needs help to find himself, to reveal his abilities to fulfill himself, and our goal is to see, discern, not miss all the best in the child that is in him and give impetus to self-improvement through the development of creativity.

Based on personal experience and the studied methodological literature, we offer the following methodological recommendations:

1. To form in students at the initial stage of education a motive for learning and creativity.
2. To reveal and develop the makings of creative abilities that are inherent in any child.
3. To form a cultural, socially active personality of a student through the use of regional studies material in foreign language lessons.
4. To teach how to use country-specific material as a tool for self-knowledge of the multicultural picture of the people of the language being studied in all its diversity: geography, history, culture.
5. Use information and computer technologies that provide access to the global information space.

Literature

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Among the problems that are discussed in the modern methodology of teaching a foreign language is the problem of country studies and linguo-cultural studies. The issues of familiarizing students with linguistic and cultural material in foreign language lessons are given special attention, both in Russian and in foreign methodological literature.

The position on the need to learn a foreign language in close connection with the culture of the people - the native speaker of this language has long been perceived in the domestic methodology of teaching foreign languages ​​as an axiom. It is known that the use of country-specific information in the educational process provides an increase in the cognitive activity of students, expands their communication capabilities, favors the creation of positive motivation in the classroom, gives an incentive for independent work on the language, and contributes to the solution of educational problems.

At the same time, the use of regional information in teaching practice is associated with a wide range of issues that require a serious scientific approach and justification. The slow results of theoretical studies in the field of linguistic and regional studies are reflected in the Teaching Methods for the English Language. The individual components of these kits provide the teacher with a fairly substantial regional study material. Its volume and dosage are clearly defined. The teacher does not have to rely now only on his enthusiasm, because. the selection and use of regional information depends on the overall structure of the sets.

Modern methodological literature offers a wide variety of methods, techniques, forms of work on regional studies material. One of the most effective forms that allow students to get acquainted with linguistic and cultural information is the method of collage. It consists in creating visual semantic chains with a clear structure in order to consistently reveal the key concept of the topic being mastered. Collage is a universal means of methodological and pedagogical educational influence on students. It is characterized by original form and content.

The collage is compiled as follows: the teacher alternately attaches bright, multi-colored figures to a sheet of paper or a magnetic board, on which words-concepts are written in English and Russian. If necessary (when working with younger schoolchildren or preschoolers), you can attach the corresponding drawings under the figures. First, the material associated with the key core is attached, then as it moves away from the keyword, the material is added. The order of the lesson is as follows:

1) at the beginning of the lesson, the children look at a bright figure and a drawing for it, and the teacher talks about the subject in Russian (the story is based on the English text),

2) then the students repeat the names in English after the teacher, answer in English the questions asked in Russian (the questions are formulated so that the children must include the word-concept in their answer),

3) having previously mastered the unfamiliar words of the text, the students listen to the text associated with the concept in English,

5) then the teacher introduces the children to the satellite words in the same way, while constantly repeating the already mastered material (based on drawings and figures familiar to the children),

6) when part of the collage or the entire collage has already been worked out in this way, the students make up a story about the concept in Russian, inserting the main concepts in English into it, showing the corresponding pictures on the collage,

7) the teacher removes the drawings from the collage first, and then the collage itself, and the child repeats his story,

8) students themselves make a collage,

4) students talk about the concept without using a collage (at an advanced stage of learning).

The research of L.B. Voskresenskaya about the certification of keywords related to topical issues of linguistic and regional studies. Under the linguo-cultural passport of the keyword L.B. Voskresenskaya understands a complex, synchronous description for methodological purposes of information about an object or phenomenon, denoted by a word or a set of linguistic data, with the help of which extralinguistic phenomena are realized.

Linguistic and regional passport, presenting regional information, reflects the paradigmatic connections of the word, as well as its syntactic compatibility. Hence the presence in the passport of such sections as units of linguistic and cultural information, thematic vocabulary, syntactic compatibility. The method of work is as follows: students write out vocabulary on the topic in the first column, put units of information in the second, marking linguistic and cultural realities with asterisks, and in the third column, under the guidance of a teacher, they enter phrases that occur in the sentence under consideration, paragraph. Later, such work can be carried out by students on their own.

Thus, this type of work will influence not only the formation of students' cognitive activity in the process of speech activity, but also contribute to the development of their linguistic, research skills. At the same time, one should not forget about the regional orientation of such a technique. Before compiling a key combination passport, students can be asked to answer questions about the text. When monitoring the assimilation of regional information, the task can be formulated something like this: Give explanations for the words marked with asterisks using the text; say what you learned new, etc.

This type of work has an impact not only on the formation of cognitive activity of schoolchildren in the process of speech activity, but also contributes to the development of their linguistic, research skills. In preparation for such lessons, the regional study material of previous years of study is repeated, sources containing information about the country of the language being studied are used, interdisciplinary connections are made (for example, from the history course, students know about the English bourgeois revolution of the 17th century, from the literature course - about writers, who have made significant contributions to English literature).

No less effective method of work is the method of comparative analysis by E.I. Waist. Work using the methodology of linguistic and regional comparison can be of a diverse nature. Here is one of her options.

Students get acquainted with the text containing information about the realities of a foreign culture, and then independently compose a similar text describing similar phenomena and the realities of their country. For greater clarity, it is advisable to write down the text about the domestic reality next to the text about the realities of a foreign culture: for this, the page is divided in half. The method of comparative analysis can be used in the process of working on the topics: "Sport in Great Britain", "Music", "Education", "Political Sistem" and others. Such tasks are given at home, after the teacher in the class explains the methodology of work with this table.

The modernization of foreign language education in the modern school provided the opportunity to use modern information technologies in foreign language lessons, which was a kind of breakthrough in teaching the subject at the present stage and contributed to the growth of students' cognitive interest in the realities of the studied language. A wide variety of media (“Bridge to English”, “Professor Higgins”, etc.) and Internet resources allows students to put into practice the acquired knowledge and immediately get the result of their work, i.e. communication on-line, via skype, etc.

The main part of the tasks of a country-specific nature should be intended for independent work at home. The solution to the problem of working with the country-specific aspect lies in the purposeful and consistent development of guidelines for the teacher with a detailed explanation of the methods of working on linguistic and regional studies material, as well as a series of exercises, taking into account the specifics of this material.

Modern Russian textbooks are full of regional information. The texts introduce the realities of English-speaking countries, geographical names, names of famous people, traditional forms of address. The formation of an idea about the specifics of another culture (about the peculiarities of everyday life, about the habits of native speakers) is facilitated by texts made in the form of letters and holiday cards. In the course of working on such a text, students receive authentic supra-linguistic information (get acquainted with the rules for writing letters, writing an address on an envelope), learn traditional forms of congratulations. Texts that tell about the history of the countries of the language being studied, about its capital, about its traditions and holidays, etc. broaden the horizons of the student and at the same time serve as a means of teaching the language. Studying the culture of another people through language is one of the significant aspects of the dialogue of cultures in the modern world. Achieving the culturological authenticity of educational texts allows you to effectively implement two of the most important tasks facing a foreign language teacher, language teaching and culture teaching.

A new, but already widespread method of getting acquainted with regional information is the method of projects. A project is an independently planned and implemented work in which verbal communication is embedded in the intellectual and emotional context of other activities (games, questionnaires, publication of a magazine, search activities, etc.). Project work gives the learning process a personality-oriented and activity-based character and fully meets the learning objectives. It creates conditions in which the process of teaching a foreign language in its main characteristics approaches the process of natural language acquisition in an authentic language context. The students are set (or they themselves formulate it) a specific goal aimed at achieving not a "linguistic", but a practical result. Work on the project is carried out in a certain sequence and has the following stages:

planning;

· preparation and execution;

• discussion and evaluation; The range of project topics can be very wide and varied ("In Britain", "Music", "Education", "Political System"…).

In addition to the huge potential that the project method has for the formation of communicative competence, significant additional opportunities arise when using Internet information resources and services in the process of project methodology. This is perhaps the most effective opportunity for the formation of socio-cultural competence based on the dialogue of cultures. On the Internet, students and teachers can find any information necessary for the project: about world museums; about current events in different parts of the world; about national holidays, etc. You can chat online using the services of IRC (Internet Relay Chat), with peers or with specialists of the profession of interest from around the world. Project activity is most effective if it can be connected with the program material, significantly expanding and deepening the knowledge of students in the process of working on the project. Very interesting interdisciplinary projects, also organized around a specific problem. These can be international projects on ecology, geography, historical, creative projects, etc. But if they are international in nature, then they must be held in a foreign language. Communication takes place with a native speaker of another culture whose language is being studied. Students not only solve the problem, they get acquainted with the national and cultural characteristics of the partner countries, learn a lot about each other. The solution to the problem of presenting regional information is not limited to the use of one or two new techniques in the educational process. The main thing is to establish a correspondence between the content and procedural aspects of educational knowledge.

The solution to this problem lies in a more targeted and consistent development of guidelines for the teacher with a detailed explanation of the methods of working on linguistic and cultural material. It would seem that the content of regional studies texts should contribute to the formation of cognitive interest among schoolchildren, but in practice we are faced with a paradox: this material, in its rich content capable of providing the development of positive motivation, often loses its capabilities. Observations of the process of working on country-specific texts made it possible for some researchers to identify a number of negative aspects in the practice of their use: some students, having carefully worked on the text, cannot fully understand it, others complain about the difficulties and the large amount of independent work expended. As a result, rich educational material often acts as a brake on the formation of a positive attitude towards the educational process as a whole. Some difficulties are also experienced by teachers, since the procedural side of their activity is still poorly developed. “Most teachers, when getting acquainted with extralinguistic data, consolidating them and monitoring their assimilation, use the same techniques as when working on ordinary texts, while here a special system of techniques and exercises is needed that take into account the specifics of the proposed material”

There is a wealth of experience that deserves attention and study in the methodology of teaching Russian as a foreign language. It seems possible to apply some recommendations in the teaching of foreign languages.

Naturally, the solution of the problem is not limited to the use of one or two new techniques in the educational process. The main thing is to establish a correspondence between the content and the procedural side of educational tasks. The solution to this problem lies in a more targeted and consistent development of guidelines for the teacher with a detailed explanation of the methods of working on linguistic and cultural material, as well as a series of exercises, taking into account the specifics of this material.

It is known that when getting acquainted with country-specific texts, students quite often experience an “information gap”. For example, when reading the text “Sport in Great Britain”, students may have questions to the teacher: “We know what football teams are in our country. And which teams are more popular in the UK? What are the reasons for professionalism in the sport of England?

The emergence of such questions indicates the interest of students in the topic, their desire to fill the information gap. Unfortunately, the teacher is not always able to give exhaustive answers to such questions. A teacher's book containing more detailed methodological instructions and regional studies comments could help him in this.

Linguistic and regional studies is only a part of the learning process that does not stand still and is looking for new ways of effective knowledge. Linguistic and regional studies in conjunction with new, progressive methods will be able to give and achieve the result that our society requires at this stage of development, that is, a person who is able and willing to participate in intercultural communication and ready to independently improve their foreign language speech activity.

Thus, we came to the conclusion that the solution of the problem of presenting linguistic and cultural material is associated with the solution of a number of intermediate tasks. In particular, of interest are the issues of the correlation of preparatory and speech exercises when working with regional information, monitoring the understanding of regional information at different stages of education, and determining the readiness of students to perceive information of this kind. The solution of such an urgent problem seems possible only with the joint work of psychologists, linguists, methodologists, sociologists and practicing teachers.