ation is woven into the intellectual and emotional context of other activities.novelty of the approach is that the trainees are given the opportunity by designing the content of communications, starting with the first class. The course has a little number of texts. They are reproduced in the work of trainees on projects proposed by the authors.project is related to a specific topic and is developed within a certain time. Subject has a clear structure, is divided into subtopics, each of which ends with the task of project work.important is the fact that students have the opportunity to talk about their thoughts, their plans. to the work on the project creates a strong language base.specific skills are also a division into two types: learning to learn languages ??and skills of language users. For the development of the first kind of skills phonetic and lexical-grammatical exercises of training nature are used. These are exercises in imitation, substitution, expansion, transformation, restoration of individual phrases and texts. Their peculiarity is that they are given in an interesting way: as a text to check the memory, attention, games conjecture; puzzles, sometimes in the form of a soundtrack.grammatical skills and their training are usually conducted in the form of work based on the tables. All the exercises, most importantly, are running on the background of the development project submitted.practice in using language a large number of situations is given created by using verbal and object-like clarity.obvious here is that the specific features of the communicative and projective techniques have many similarities, are built on identical principles, but apply them in different ways of learning. In the first case the study is based on the use of situations, in the second - on the use of the projects.
. 1.3 Intensive methodnow turn to the intensive method and consider its specificity. This method is based on the psychological term of suggestion. This is the first specific feature of intensive techniques. The use of suggestion can pass or shoot various types of psychological barriers in the trainees the following way. The teacher conducts classes in the light of psychological factors, emotional impact, using the logical form of training. It is also used in the classroom various art forms (music, painting, elements of the theater) to the emotional impact on students.suggestopedia training involves a concentration of training hours. At the senior stages, for example, it is advisable to devote six hours a week through the school component of the curriculum; they should be divided into three, two hours each. If necessary, the number of hours can be reduced to three., A specific feature of the intensive method is that suggestopedia widely based on the position of the different functions of the two hemispheres of the brain. Connecting the emotional factors in learning a foreign language will significantly intensify the process of learning, opening new perspectives in the development of methods of teaching foreign languages. The whole atmosphere of classes organized in such a way that the development of language is accompanied by positive emotions. On the one hand, this is an important incentive to create and sustain interest in the subject. On the other hand, the intellectual activity of students, backed by emotional activity, provides the most efficient memorization of material and mastery of speaking skills.distinguishing factor is the active use of role-playing games. Specifics of intensive training are laying in the fact that the educational communication keeps all socio-psychological processes of communication. Role dialogue - is both a play and learning, and speech activity. But in this case, if the position of students is role-play game communication - play activity or natural communication, where the motive is not in the content of activities, but outside it, from a teacher role-play game dialogue is a form of organization of educational process.to LG Denisova [10, 35], the main efficient moments of interactive methods of teaching foreign languages ??are:
creation of a strong motivation for immediate study, carried out with casual conversation and motivating communication closer to reality;
high and immediate impact of t raining: on the second day of classes, students interact in the target foreign language, using verbal clich? s inherent in the core of training text - remember, the text of polylogue introduced for the first day of school;
the presentation and the acquisition of a large quantity of speech, lexical and grammatical units; for o ne presentation 150-200 new words, 30-50 verbal clich? s and a fe w typical grammatical phenomena are introduced and assimilated.is also, of course, a specific feature. of the above is particularly intense techniques that pro...
