Teaching English historical discourse to senior pupils of the social and humanities profile

The relevance of this study is determined by the necessity to teach English-language discourse to senior students of social and humanities profile in connection with the social need for the formation of an independent personality capable of rationally defending a position in the course of intercultural communication from the point of view of the principles of humanism and respect for different countries, their traditions and customs, as well as to a system of moral values. Moreover, the modern educational environment requires teachers to use effective teaching methods and tools, especially in the context of changes in the structure of education and the introduction of new technologies into the educational process. That is why it is important to explore various methods of organizing educational data when teaching historical discourse in English to improve the quality of education and increase the effectiveness of learning. In the course of the work, the authors clarified the definition of the concept of “historical discourse”, revealed the content of the linguistic, psychological and methodological component of teaching foreign language historical discourse, and also formulated methodological recommendations that can be applied when planning and conducting lessons when teaching English-language historical discourse, which can help to improve effectiveness of training and development of student results. The article examines the problem of teaching English historical discourse to senior pupils of gymnasia of social and humanities profile.