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Innovations in methodology, which are used in

educational process of secondary institutions are
connected with the use of new technologies at present.
Interactive training gives not only the pupils but also
the teachers a chance to solve communicative –
cognitive tasks through foreign language teaching.
The interactive methods of training have a higher
degree of visual methods use and give learners and
chance to make linguistic material under study more
active in speech situations which model and imitate
the real process of speaking.
Interactive training – is the educational process is
organized in the way which helps to involve all pupils
practically in a process of training. They have the
possibility to understand and use the material, which
they have learnt and studied. Interactive activity
involves the organization and development of dialogue
speech aimed at mutual understanding , interaction,
solving of modern and general but significant tasks for
every participant of the training process.
In the process of dialogue training the pupils learn:
- to solve complex problems.
- to consider alternative opinions.
- to take well – considered decisions.
- to take part in discussions.
- to assosiate with different people.
It is necessary to organize different forms of activity
at the foreign language classes, that is individual, pair,
group and team.
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The most well known forms of interactive training are:
- “a big circle”,
- “aquarium”,
- “roundabout”,
- “brain storm”,
- “debate”.
All above mentioned forms of interactive training are
efficient in case a problem is discussed as whole in
class and the pupils have previous experience and
ideas which they have acquired earlier at their classes
or in the course of their private life.
Interactive forms of training

Simple
forms

Complex
forms
“brain storm”

“a big circle”

“debate”

“aquarium”
“roundabout”
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I “A bid circle”
the process of work is divided into three stages:
1st stage – the group is arranged in a big circle and the

teacher formulates the problem.
2 stage – during the definite time (about 10 minutes)
each student individually writes down all the
ideas which contribute to problem solution.
rd
3 stage – each student reads his (her) proposals one
by one, the group listens silently, then puts
all the ideas on vote and decides. If to include
the proposed ideas on the group list solution
or
strike it off. All students ideas are written
down on the blackboard.
Example:
Topic: Meal. At the restaurant
1st stage: T: My friend Ann is totally out of
condition.But it’s not surprising she never
takes exercises And she eats big lunches.
Advise her how to be fit.
nd
2 stage: T: Please. Think over 10 minutes and write
down all the ideas which contribute to
problem solution.
rd
3 stage: T: Now let’s read your proposals one by
one, then put all the ideas on vote and deside
if to include the proposed ideas on the group
list solution or strike it off. Let's write down all
ideas on the blackboard.
P1: She has to go to shaping class and go jogging
every morning.
nd

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P2: She has to ignore coffee, sugar, white bread,

buns, butter, potatoes and sweets.
P3: She must think about healthy food.
P4: If you want to lose weight, eat normally and
exercise.
P5: Diets are hard to maintain and it's all too
easy to start bingeing. Particularly, exercising
in the morning will help your friend to keep trim,
while late - night snacking is a guaranteed way to
put on weight.
P6: She has not eat at all some days.

Group list solution
1.
Go to the shaping class.
2.
Ignore coffee, sugar, white bread, buns, butter,
potatoes and sweets.
3.
Eat healthy food.
4.
Stay on a diet.
5.
Eat normally and exercise.

II "Aquarium"
The process of work is divided into 4 stages.
1st stage - teacher arranges the pupils into the groups
of 4or 6 persons and formulates the problem.
2nd stage - one group takes the place in the middle of
the room. This group receives the assignment
for the future discussion:
- read the assignment aloud.
-discuss it in the group.
- solve the problem in 3-5 min. and sum up
the discussion.
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3rd stage - the other pupils make a circle round the
group of pupils in the middle of the room

and the teacher explains the assignment to
them. They do not discuss the problem, they
only listen to the pupils discussing in the
group.
4th stage - after discussion pupils from the group take
their seats with the other pupils and the
teacher asks all pupils the questions:
- Do you agree with the group?
- Was their decision proved or
argumentated?
- What argument do you consider the most
convincing?
They discuss during 2-3 min. Then the other group
takes the place in the "aquarium" and discus the other
situation. At the end of the discussion teacher has to
discuss with the pupils the content of their group work,
comment their abilities to discuss in small groups.

Example
Topic: Meal. At the restaurant.
1st stage - T: Friends! Let's discuss such important
problem as healthy food. What do you think
about fast food. I want to divide you into
four groups of four pupils. I want one group
of four pupils to take place in the middle of
the room. They will discuss the problem.
2nd stage - one group takes the place in the middle of
the room. This group receives the assignment
for the future discussion.
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Situation
I am sure that you are fond of eating at Ms Donald's.
You enjoy pizza, dot-dogs, cheeseburgers, fish-burgers,
sandwiches and what not. Imagine you experts at the
restaurant.
Please,
discuss
advantages
and
disadvantages of fast food. What do you think about fat
food? Prove your opinions.
Pupils read the situation aloud and discuss it in the
group. They solve the problem in 3-5 min and sum up
the discussion.
P1: I think fast food is great. It is the way to save time
and money. Imagine, you work in the office. You are
very busy. You have just a quarter of an hour for lunch.
You go a\out into the street. So, what do you eat? Fast
food, of course - a sandwich a burger or a slice of
pizza.
P2: I don't agree with you. People must eat healthy and
good food. Good food has some important things:
things that make you strong and give you energy.
Vitamins, protein, water, minerals are important to
peoples health. I am against eating at Mc Donald's.
P3: Fast food is tasty, but it is dangerous fur peoples
health. They have to eat healthy food, it good to have a
snack. Good health is better than tasty fast food.
1.

Summary
Fast food is testy but it can damage peoples
health.
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2.
3.

People must eat meal traditionally cooked, but
sometimes they can go to Mc Donald's for a
change.
Food has to contain useful minerals, vitamins,
protein, water.

4th stage - after discussion pupils from the group takes
their seats among the other pupils.
T: 1. Do you agree with the group?
2. Was their decision proved or argumen
tated?
3. What argument do you consider the
most convincing?
III. Round about
This is a form of cooperative training. All pupils are
involved into the conversation. The process of work is
divided into 3 stages.
1st stage - put the chairs into two circles.
2nd stage - pupils sit on the chairs face. One pupils is
in front of another. The inside circle is im
movable, the external circle is mobile. With
the teacher's signal they begin to move in
one chair. With every movement they
change a partner to speak.
The aim: to speak with every pupils in the external cir
cle to get more information.
3rd stage - discussing the most interesting (difficult)
questions and answers.
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Example
Topic: Meal. At the restaurant
Introduction
Every pupil in the external circle has the paper with the
certain problem and moving round the partner, gathers
information on this problem, asking his or her partners
questions.
Situation:
your classmates are doing to have a party. You have to
go to the supermarket and buy everything you need.
Ask your friends what do they want to eat and to drink
and make a menu and a list of products.
Questions:
1. What do you prefer to eat?
2. Do you prefer lemonade or cola?
3. What is better for you meat or fish?
4.You like sandwiches, don't you?
5. Do you like sweets or cakes?
6.What about buying cheese?
7.What salad do you prefer?
8.Do you keep a diet?
9.Are you a vegetarian?
10.Do you like white or brown bread?
11.What would you like for a dessert?
12.Do you have your tea strong?
13.Do you prefer ice-cream or fruit salad?
Then the pupils discuss the most interesting questions
and answers. What questions were the most difficult?
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List of products
1.bread
7.lemonade
2.butter
8.cola
3.sugar
9.tea
4.sausage
10.fruit
5.cheese
11.sweets
6.fish
12.cakes

Menu:
1.Sandwiches
2.Salad
3.fish (tinned)
4.tea (strong)
5.cakes
6.sweets
7.fruit
8.drinks

IV Brain storm
It is a form of collective discussion for making several
decisions of one problem. Brain storm stimulates
pupils to show their imagination and creative work.
The aim: to gather more information on one problem
from all the pupils at a limited time.
The process of work is divided into 4 stages.
1st stage - presentating the problem of discussion and
formulating the question (you may write it
on the blackboard) or situation.
2nd stage - asking pupils to tell their ideas, commentar
ies, sentences connected with this problem.
3rd stage - writing pupils' ideas, commentaries, sen
tences on the blackboard in order of their
presentation to the class without your com
mentaries, questions or remarks.
4th stage - discussion and appreciating ideas have been
proposed during the 3rd stage.
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Example
Topic: Meal. At the restaurant
1st stage - T: Sometimes people prefer extra delicious
food and they invent zany sandwiches.
"Zany" means unusual, strange or crazy.
We have the example of it. Please, look
through the recipe. Have a look at the
ingredients and you'll understand why this
sandwich is "zany".
On the blackboard:
serves four
Equipment:
Time needed: 15 min
Ingredients:
a tin opener
175 g tin of tuna
a bowl
125 g cheese
a fork
200 g mayonnaise
a grater
1 banana
a wooden spoon
salt and pepper
a sharp knife
2nd stage - T: Please, tell your ideas about zany
sandwiches. And what do you think
about the order of cooking them. Tell your
ideas, sentences etc..
3rd stage - T: Let's write the ideas on the blackboard.
P1: Chop the banana and add it to the mixture
(5)
P2: Open the tin of tuna (1)
P3: Mix all the ingredients together until they
make a paste. Add pepper salt to taste. (4)
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P4: Put the tuna in a bowl and flake it with a
fork (2)
P5: Grate the cheese and add it to the tuna (3)
P6: Put the mixture on a piece of bread or a
roll.
Enjoy. (6)
4th stage - T: Now let's put the instructions of cooking
in the correct order and discuss this sand
wich and the way of its cooking.
V Debate
Debating is a popular competitive and pastime activity
in itself, teaching debating develops creativity, critical
and logical thinking, ability to see and consider strong
and week, positive and negative sides of arguments,
ability to listen (hear) opponents, to be tolerant to them
and work in teams. First of all debate is an intellectual
game.
Rules:
1.There must be 2 teams, with 3 speakers in each one.
(S)
2.One team is affirmative (A), the other is negative.
(N)
3.Each team prepares arguments, affirmative - in sup
port of the statement, negative - rejects the very idea.
4.the 1st speaker - presents the team (6 min)
the 2nd speaker - rebuts arguments, develops main
ideas, gives details (5 min)
the 3rd speaker - sums up the arguments and makes a
conclusion. (5 min)
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Cross questioning:
Teams also put questions to each other. Cross
questioning goes according to the following scheme
A1
N1
A2
N2
A3
N3
Speech and answers mustn't be interrupted. (8 min)
Juiry:
3-5 people choose a winner
Rating the Debate:
A. Team
N. Team
S1
S1
S2
S2
S3
S3
Total score:
Total score:
Final score:
Winner:
Example
Topic: Meal. At the restaurant. People shouldn't eat
animals.
Mini-debates
Method of "Pressing"
Structure:
1.Position: I think (suppose) that…
2.Argumentation: Because…
3.Detailed information (facts, examples, figures): For
example…
4.Conclusion: So (that's why), I insist that…
Pupils also learn to use documents, statistics, scientific
facts and opinions of experts.
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