Optimization of the structure of a foreign language lesson at school through the use of effective teaching methods and control forms

The article deals with the optimization of the structure of a foreign language lesson at school through the use of effective teaching methods and control forms. When mastering oral speech and writing, emphasis should be placed on the specifics of communication forms both in communication technology and in sign systems. The first of these aspects should be adequately reflected in the system of communicative exercises - oral for teaching the sound language, exercises in reading and writing - for teaching the language of writing. The second aspect should form the basis for the selection of language material to be mastered in oral speech and in writing. The requirements just formulated can be satisfied only if specialized textbooks of oral speech and reading and writing are created, and a textbook of oral speech for any purpose must be audio. Particular attention is paid to the importance of the relationship between the sound language and writing, which is interpreted in different directions in the existing methodological systems. The methods and content of work on writing are determined by the program task in this type of communicative activity: the performance of any kind of written exercises that do not directly lead to the implementation of program goals in the aspect of writing (writing) should be almost completely eliminated from the learning process. For a number of reasons, it is advisable to start teaching writing in the second, and possibly even in the third year of study. Work on written production in a school setting should be closely coordinated with the "main" reading. Each lesson, each hour of classes should be, on the one hand, a part and a link of a strictly thought-out integral plan, and on the other hand, to complete some very small, but clearly defined goal in mastering the language as a means of communication.