China-Gorodskaya

Intensive training – This is not just effective teaching, but training that achieves maximum efficiency in the minimum possible time with the minimum effort of the student and teacher.

The defining factor in this concept is activation training.

Activation is understood as: 1) activity on the part of the student; 2) methods that activate the learning process on the part of the teacher.

Psychological and pedagogical foundations of educational institutions:

The main thing in understanding IR is the activation of the group’s capabilities through the activation of the individual capabilities of the student and teacher and vice versa:

1) the presence of a zone of proximal development in an adult;

2) optimal conditions for learning are created by the team and the system of specific interactions that develops within it;

3) a person’s personal characteristics never reach their limit, but can be improved throughout life;

4) turning potential opportunities into actual ones. A person does not suspect that he has certain abilities, but with the right approach, these characteristics can be revealed! when the goal becomes personally significant.

Principles of training:

1. The principle of personal communication. The specificity is such that it requires each student to be involved in joint intellectual activity. The effectiveness of collective learning activities is manifested in changes in personality and level of interpersonal communication. Students are forced to make demands on themselves.

2. Staged-concentric principle. Synthesis -> Analysis -> Synthesis. Stage 1 – 2500 LE, 2 – 1200-1500 LE, 3 – 800 LE.

3. Personal-role principle. Role behavior as a type of social behavior. Personal communication takes place in an environment of communication and play, i.e. natural life situations are created.

4. The principle of collective interaction, in which: a) students actively and intensively communicate with each other, expand their knowledge; b) optimal interactions develop between students, which increase the effectiveness of learning; c) the condition for the success of everyone is the success of others. Effective communication in triads.

Dialogue texts, additional texts, lexical and grammatical comments are used, and homework is required.

Important are communicative tasks aimed at training and practicing communication + language games.

The material is built on the principle of oral advance (there is no text in front of the eyes, only listening comprehension).

Training stages:

Stage 1. Introduction of material.

It is not memorization that is important, but imprinting (involuntary memorization). The material is presented 4 times:

1) introduction to a new topic, deciphering the material. There is no impromptu conduct, gestures, facial expressions, translation.

2) language and speech material is deciphered in detail, involuntary memorization. Watch, listen, repeat.

3) “active session”. The goal is to consolidate the material and recognize it. From RL to FL.

4) “musical session”. Duration – 10 minutes. Create a stage of rest, reflection. The text is read to the music.

Stage 2. Activation of educational material.

Material recycling. Its automation, stability of speech skill.

Stage 3. Communication training.

Expressing thoughts, understanding the thoughts of others, tight control.

Stage 4. Practice in communication.

Freer and more creative use of material. Flexible management.

Other intensive methods:

1. Hypnopedia. Language learning during natural sleep.

2. Relaxopedia. Language learning in a state of muscular and mental relaxation and rest under the influence of autogenic training, which promotes the processes of involuntary attention, memorization of language material and new information in the large V.

3. Rhythmopedia. It is based on the creation of a special state of the human nervous system, in which memorization of large V linguistic material is achieved. The input of information occurs during the period of rhythm stimulation, accompanied by melodic music, new to the listener, that promotes the unification of logic. and emotional components of the psyche.

4. “Immersion” technique. Offers systematic, intensive, educational and speech, situationally determined, educational and correctional activities. Often within a given scenario, in an environment as close as possible to real communication.

5. Emotional-semantic method. It is based on the widespread use of role-playing games, problem situations, and mental tasks solved in a state of heightened emotional state of the entire group of students.

6. Lozanov’s suggestopedic method (suggestion).

MINISTRY OF EDUCATION OF THE RUSSIAN FEDERATION
MOSCOW STATE UNIVERSITY

GEODESY AND CARTOGRAPHY

CENTER FOR RETRAINING AND ADVANCED PROFESSIONALS

FINAL WORK

ON THE TOPIC OF:
Intensive training in foreign languages.

Completed by: Kuzmina M.A.

Position: teacher

in. languages

Checked by: Smolnikova I.A., Ph.D.,

Associate Professor of the Center

Moscow 2002
Content.

1. 
   Introduction. The relevance of intensive training 3
2. 
   Theoretical part. 3
   1. 
      Development of the idea of ​​intensive training . 3
   2. 
      Definition of intensive training . 6
   3. 
      Methodological principles of intensive training . 6
      1. 
         A) principle of personal communication . 6
      2. 
         b) poet's principle pno-concentric organization of the educational process. 9
      3. 
         V) principle of using role-playing game . 10
      4. 
         G) principle of collective communication . 11
   4. 
      Psychological features of intensive training 13
   5. 
      The role of the teacher in intensive learning. 15
   6. 
      Features of the presentation of educational material . 16
      1. 
         A) introduction of new material . 16
      2. 
         b) communication training . 17
      3. 
         V)practice in communication. 18
   7. 
      Intensive training room. 19
3. 
   Practical part. Work with a polylogue on the topic “Sports”. 21
4. 
   Conclusion. The effectiveness of the intensive technique and its possibilities
   applications. 24

An equally significant contribution to intensification techniques was made by M. Walter. In the training course he developed, after an initial period of passive listening and students repeating the names of actions after the teacher, gaming techniques are introduced, which gradually develop into theatricalization of fragments and entire lessons. He strove to ensure that the sketches he was playing were provided with the appropriate decorum as fully as possible. Thanks to this, the idea of ​​substantive visualization, as complete documentation as possible of what is happening in the lesson and the naturalness of the setting of role-playing games, began to develop, which was later reflected in the development of the foundations of intensive training in the requirement for natural motivation of speech situations.

By tracing the further development of intensified learning, it is possible to identify new points that are acceptable to the idea of ​​intensive learning. These include: the concepts of situationality, the need to take into account the native language in its correlation with the foreign language being studied, the need to take into account the idiomaticity of the means of expression of the language being studied, associated with the identity and characteristics of the historical development of the native speaker people.

The desire of the methodology to intensify as an effective means of introducing students to practical mastery of a foreign language began to take mature forms in recent decades, primarily thanks to the work of the Bulgarian scientist G. Lozanov. G. Lozanov, as a doctor-suggestologist (suggestology is the science of psychotherapy and psychohygiene, the influence of a doctor through suggestion on a patient for therapeutic purposes), came to the conclusion about the possibility of using in training the unconscious reserve capabilities he observed in his patients. The direct influence of the teacher on students in a state of “pseudopassivity” (i.e., apparent passivity), primarily its suggestive, suggestive effect, helps eliminate psychotraumatic factors (stiffness, fear, embarrassment, fear of mistakes, isolation, unsociability, difficulties in overcoming stereotypes of the native language and “ language barrier” foreign). Such an impact, according to Lozanov, creates favorable preconditions for the organization of foreign language speech communication. In addition, it helps to reveal the reserve abilities of students to remember the volume of educational material. Suggestology, according to Lozanov, reveals mechanisms that ensure the liberation and mobilization of a person’s hidden capabilities for memorization, assimilation, mastery, and communication. One of the techniques that includes these mechanisms is “infantilization” - the removal of worries and anxieties that burden the psyche of an adult and interfere with perception, and its transition to the immediate levels of perception and awareness, in which play, the joy of participation in communication in conditions of relaxedness and ease. The starting points of Lozanov's theory had a decisive influence on the formation of ideas of intensive training.

In general, the suggestopedic method helps to identify an integrated approach to students, on whom it seeks to have an educational, educational, developmental impact, providing for stimulation of the motivational and taking into account the intellectual and emotional sides of each individual.

The use of G. Lozanov’s method to accelerate the acquisition of a foreign language gave positive results, which led to the creation of suggestopedic courses not only in Bulgaria, but also in a number of other countries. However, this method revealed some shortcomings, which were analyzed, in particular, by G.A. .Kitaygorodskaya, thanks to whose efforts the ideas of intensive training were largely advanced. Having assimilated and refined the main ideas of G. Lozanov in her theory, G. A. Kitaigorodskaya enriched them with new provisions and data from a number of sciences related to methodology. She sees in the student an active participant in the pedagogical process, creatively mastering knowledge and skills that he is able to apply in his educational and life activities.

In its current state, the methodology of intensive teaching of foreign languages ​​does not represent a single trend, but forms several directions:

1. 
   Suggestopedic method of G. Lozanov, based on generalization and didactic interpretation of suggestology data.
2. 
   A method for activating the reserve capabilities of students by G.A. Kitaigorodskaya, which involves conducting an accelerated course of teaching foreign language communication in the conditions of forming a teaching and speech team, taking into account the latest data from suggestopedia, social psychology, psycholinguistics, pedagogy, linguistics and methods of teaching foreign languages.
3. 
   The emotional-semantic method of I.Yu. Shekhter, which seeks support for meaning formation in the process of role-playing game, carried out using a system of personally motivated educational tasks of a communicative nature.
4. 
   The intensive course for adults by L. Gegechkori is based on alternating cycles of suggestopedic teaching of oral speech and inter-cycle stages of practicing language material, characterized by the conscious orientation of listeners in the lexical and grammatical features of the language.
5. 
   The suggested cybernetic integral method of accelerated learning for adults by V.V. Petrusinsky is implemented without the help of a teacher, whose functions are limited to the preparation of educational materials and the use of special equipment.

“Intensive teaching of a foreign language is training aimed mainly at mastering communication in the target language, relying on the psychological reserves of the personality and activity of students that are not used in regular training,” - G.A. Kitaigorodskaya.

“Intensive learning is not just effective learning, but one in which maximum efficiency is achieved in the minimum possible learning time, with minimal effort from the student and teacher,” - V.M. Blinov, V.V. Kraevsky.
3. Methodological principles of intensive training.
a) the principle of personal communication.
This principle can be presented in expanded form as the principle of organizing personal, diverse communication - the basis of the entire educational process.

It is well known that personality functions and is formed in the process of constant relationships with other people in three main types of activity: work, communication and cognition. Communication serves as one of the main mechanisms of these relationships. Communication, its nature, style significantly influence the implementation of educational and educational tasks. Experimental studies allow us to draw conclusions, in particular, that the sphere of communication, under certain conditions, potentially contains powerful positive emotional factors. It gives every person the opportunity to potentially be an educator and educated, because In communication, each person is both affected and affected. To construct the educational process in such a way that any attitude to any subject is formed through an attitude towards another person (fellow student, teacher), and an attitude towards another through a third person, and not through an object, means ensuring the merging of communication and learning. In this case, communication performs educational and teaching functions.

The main goal of mastering a foreign language, taking into account the natural limitations of the material - grammatical, lexical and phonetic minimum, is the development of full speech ability, consisting in the ability to participate in natural communication, and knowledge of linguistic phenomena and the ability to operate with them are included in this skill as integral but subordinate components communication process.

The highest priority type of foreign language speech activity in intensive training is polylogue, which is an example of everyday conversational style of speech. The thematic content of the polylogue is realized in the form of typical life communication situations. The speech situation is the unit of selection and organization of educational materials in the conditions of intensive teaching of a foreign language. Its main characteristics are exemplarity and invariance. By exemplary we mean choosing the most common communicative situations in real life and using them as models when teaching foreign language communication. The requirement of invariance presupposes the selection of such situations, the speech content of which can be realized under other circumstances. The specificity of polylogue in intensive training lies in its two-dimensional organization. On the one hand, polylogue is the main educational material, a model of foreign language communication and, as such, contains certain speech and language material that reflects the necessary speech and language components of this communication. On the other hand, a polylogue is a text, a holistic work that should give aesthetic pleasure to the reader and student of it. A necessary condition for a full-fledged polylogue is an interesting plot, completeness and artistic value of situations, richness and colorfulness of language, the presence of stylistic devices characteristic of oral communication at different functional levels: humor, puns, various kinds of metaphors contained in proverbs, sayings and other idiomatic expressions.

The success of educational activities with a focus on the formation of speech ability and communicative competence of students depends on many factors. First of all, it depends on the personal characteristics of students, the initial level of their knowledge, and their relationships with each other and the teacher. In intensive training, this factor is ensured by creating an atmosphere of group activity, emotional empathy, and the contagion of positive emotions. The success of educational activities also depends on the nature of the relationships that develop in the conditions of collective educational activities. These relationships require everyone to be involved in joint intellectual activity, to combine mental efforts to overcome educational and speech difficulties. The effectiveness of collective learning activities is manifested in the changes that the student’s personality undergoes and in the increase in the level of interpersonal communication. The relationships that develop in a group united by communication activities stimulate the development of self-esteem and self-regulation. Relationships of interaction and interdependence between team members cause them to strive not only to correctly understand the requirements imposed by others and a specific situation, but also to apply these requirements to themselves. In order for self-esteem and self-regulation to lead to personal self-affirmation and mutual enrichment of all students, the teacher must constantly help them. To organize more effective communication in compliance with the requirements of psychology, it is necessary to take into account certain quantitative and qualitative parameters of organizing the work of a study group: the presence of a playing space, a favorable decorum, etc. To increase the effectiveness of learning, it is necessary to teach students how to navigate communication, plan and implement it correctly. As students learn to communicate in a controlled situation, restrictions are gradually removed, allowing freedom to vary and move to new learning environments. It is these two stages of training that are taken into account in the intensive methodology - communication training and communication practice.

The system of concepts with which communication can be described includes the concept of “role”. Teaching language as a means of communication involves mastering the skill of performing certain communicative roles in given conditions. The use of social roles in a group greatly contributes to the management of communication in the lesson. Within the framework of gaming activities, each person’s personal traits, hidden and not realized in everyday life, characteristics of character and temperament are more easily revealed.

Thanks to the stage-by-stage concentric organization of the educational process, a large volume of vocabulary is realized. The first stage - the formation of a communicative core - is built on the basis of a dictionary, which makes up approximately 2/3 of the total real dictionary. The distribution of the volume of material across levels of training is uneven. The second stage provides for a small supply of new lexical and grammatical material, despite an increase in the number and volume of educational texts; the third stage also involves a relatively small increase in mainly lexical material with a large increase in the volume and number of educational texts. The intensive training approach to the distribution of the educational lexical minimum is in good agreement with the structure of training (usually more hours are allocated for the initial stage).

Role-playing at an advanced stage of learning can be combined with a business game. Business games are a new type of training, in which the assimilation of knowledge, the formation of skills and abilities seem to be superimposed on the outline of professional activity, presented in training in some model form.

During intensive learning, student behavior is predetermined in situations of educational dialogues. Situations are selected in such a way that, by modeling everyone’s speech behavior, they unite the group through joint activities of verbal communication. This joint speech activity forms a team and creates a favorable psychological climate in it. Goodwill, support, mutual assistance, approval, encouragement, empathy, gentle humor - this is the psychological emotional coloring of everyone’s speech behavior in situations of educational texts, as a result - a positive attitude, increased emotional tone of the entire educational process. Educational dialogues and situations, stipulating the interaction of group members, form norms of collective behavior and verbal communication, and contribute to the emergence of friendly feelings.
d) the principle of collective communication.
The principle of collective interaction in the educational process can be defined as a way of organizing the educational process in which:

• 
  students actively and intensively communicate with each other, exchanging educational information, thereby expanding their knowledge and improving their skills;
• 
  optimal interactions are formed between the participants and relationships characteristic of the team are formed, which serve as a condition and means of increasing the effectiveness of learning; the condition for the success of each is the success of the others.

The intensive methodological system uses various methods of educational interaction, complementing each other and giving educational activities a collective character. Among them, simultaneous work in dyads (pairs), triads (triads), micro groups of four people, in teams, in student-group, teacher-group, teacher-microgroup modes, etc. One of the most fruitful forms of interaction can be the work of students in triads, since the presence of a third person creates a position in communication that is close to a natural situation, when two communicating are forced to take into account the impact of their statements not only on the immediate interlocutor, but also on other persons . This leads to an increase in the moment of reflexivity necessary when learning to communicate. In addition, the position of a third person who does not directly participate in communication (but is ready to enter into it) mobilizes his attention to perceive the content of the dialogue and ensures greater activity (greater involvement) in completing this task. At the same time, the form of organizing work in triads allows the teacher to more quickly manage the structure of interaction, including all students without exception, ensure their equal and high educational and cognitive activity, and also more quickly provide feedback on the control and correction of their actions. By simultaneously organizing work in triads with a constant change in the composition of the triads, the teacher gets the opportunity to more flexibly manage the interaction of students, i.e. take into account their individual characteristics and level of subject knowledge. Thus, the teacher follows the principle of individualization in group learning, providing optimal conditions for everyone’s cognitive activity. In intensive learning, interaction and cooperation between teacher and student, teacher and group, and students among themselves is one of the most important elements of the methodological system. Working together in a special activity-mediated psychological climate limits competition and turns it into cooperation, where everyone strives to act in such a way as to express their individuality, meet the expectations of the group and strive to achieve the common goals of joint activity. The optimal realization of everyone’s capabilities appears here as a separate task, but subordinate to a common goal. The development of intellectual creative individuality of students in collective educational work is facilitated by:

• 
  trusting relationships between the teacher and students, which free students from constraint and self-doubt;
• 
  encouragement from the teacher and group mates, helping the student to believe in himself;
• 
  identification (merger) of the student with the group;
• 
  organization of educational activities in joint game forms and in the form of a series of tasks that are interesting for students and involve their active interaction.

The implementation of all the principles of intensive learning presupposes the appropriate organization of educational material, ways and means of its presentation and consolidation, as well as the appropriate organization of interpersonal relationships in the educational team.

1. 
   presentation of the skill being developed in a detailed external form;
2. 
   adequate orientation of the student in the structure of the skill;
3. 
   consistent practice of the basic elements of the skill;
4. 
   application of a skill under conditions of external control;
5. 
   performing the appropriate action under conditions of internal conscious control (on the part of the student himself);
6. 
   practicing and automating the skill.

Intensive training ensures the implementation of all these points. The first and second are created by the teacher and supported by text presented in detailed written form and recorded on a tape recorder. The third is provided by special exercises (for example, repeating individual words and expressions out loud after the teacher). The fourth is implemented by correcting the speech of each student in the process of dialogue teacher → student → students. The fifth is carried out in the course of communication between students, the sixth is ensured through constant repetition and exercises. From the first to the last lesson, students are actively involved in the real process of live communication. The content of lessons and the practice of training sessions are organized in such a way as to form a system of speech skills, consistently practicing, consolidating and automating all its elements. This process occurs at an accelerated pace, mainly due to the activation and use of the student’s capabilities during intensive interpersonal communication.

One of the basic rules in accordance with which the teacher organizes interpersonal interaction and communication in the lesson is the establishment of informal and equal, emotionally rich and positive relationships between all participants in the process. From the very beginning, these relationships are built on the basis of mutual assistance and goodwill, mutual support and approval, mutual participation and interest in conditions of lively and active communication. In all this, the teacher sets the tone.

The intensive teaching method, in contrast to the traditional method of teaching a foreign language, is based on a combination of individual and group work, with the latter being brought to the fore. The group becomes not only the object of the teacher’s influence, but also an active subject of the educational process. Using the resources that come from group opinion, group decision and group discussion, the teacher multiplies the power of his pedagogical influence and speeds up the learning process through the expedient organization of communication. Through the formed system of emotionally positive interpersonal relationships, the teacher strives to strengthen and multiply the influences that he considers necessary to implement when solving a particular problem.

We can distinguish three groups of qualities that are necessary for a teacher who is a specialist in intensive teaching of foreign languages. Psychophysiological characteristics: emotionality, attentiveness, good memory, clear diction, poise. Personal qualities: intelligence, oratorical abilities, accuracy, tact, kindness, goodwill, sincerity, sense of responsibility, sense of humor, strength of character. Professional qualities: high personal culture, comprehensive education, deep knowledge of the subject, fluent and exemplary command of language and regional studies material, high methodological qualifications, knowledge and understanding of psychology, communication, ability to use technical equipment.

First presentation, when the teacher introduces students to a new communication situation, revealing the place and time of action, the lines of behavior of the characters in the polylogue (members of the group), it also aims to arouse students’ interest in upcoming events. Polylogues of the introductory course (the first 1-1.5 months of training) are introduced during the first presentation in full, with translation into the native language, with extensive use of facial expressions and gestures. The teacher plays out, directly communicating with the group, all the proposed events. The first presentation of subsequent polylogues is reduced to several minutes with a gradual abandonment of translation into the native language.

The main task second presentation is to ensure maximum memorization of new educational and speech material. Events and situations of the introduced polylogue are played out by all students following the teacher. In this case, a rich arsenal of non-verbal communication means is used, as well as various emotional colors of spoken remarks, rhyming, rhythmicity of some of them, and even re-singing them. It is desirable to attract all kinds of associations that promote perception and memory. At this stage, the necessary linguistic (etymological) and regional studies comments and explanations are also recommended. In practice, the second presentation is a meaningful theatrical imitation of the text of a polylogue, in which the primary consolidation of speech material is realized in elementary speech actions. At the same time, the formation of articulatory, intonation skills and complex auditory-speech-motor images of new language units that form speech utterances begins.

Third presentation new material aims to consolidate this material in memory, as well as to synthesize the idea of ​​the situation (first presentation) with the speech action in the situation (second presentation) and thus give a complete picture of the entire text of the polylogue; involuntary memorization is supplemented with voluntary, and the auditory-vocal-motor image of new speech units is supplemented with an auditory-visual image. During the third presentation, the teacher reads the entire text phrase by phrase: a phrase in the native language - a short pause for remembering the corresponding equivalent in a foreign language - a phrase in a foreign language - a pause for the students to repeat it in inner speech. To maintain students' attention at the proper level for a long period of time, the teacher is recommended to read phrases using different tones. At this stage, students can have a written version of the text in front of them and follow along.

When planning classes for the practice stage in communication, it is advisable to include exercises that summarize and repeat the material not only of the last microcycle, but also of all previous ones. At this stage, the teacher also organizes and conducts final control using the material of a particular microcycle (test tasks can be used as a means of final control).

The number of students in intensive study groups is on average 12 people. When introducing educational material, frontal (choral) work of the entire group predominates, with occasional inclusions of work in pairs. In communication training classes, pair work predominates, sometimes the group is divided into two teams, and choral work is used less often. At the final stage of work on the topic (communication practice), work in dyads alternates with work in triads.
7. Intensive training room.
The effectiveness of the teaching and educational process indirectly depends on many factors: the room in which learning takes place, the color scheme of the interior, equipment and design, the shape and location of students’ and teacher’s workplaces, lighting, etc. Factors such as time of day and order of classes are of some importance. All this, combined with the organization of the pedagogical process and the teaching aids used, affects the final result. Intensive learning for the first time forced the teacher to pay attention to the organization and design of the learning environment.

The area of ​​the classroom, in which classes are held for a group of 10-12 people, is approximately 40 square meters. The room is divided into three functional zones - active, information and auxiliary (technical). The information zone occupies the front part of the auditorium. It is intended to present educational material. This area includes, in addition to the front of the auditorium, a wall on which a board and a movie screen are mounted; on both sides of the board there are acoustic systems, as well as a TV installed for visual aids - posters, tables, drawings; side walls with permanent and changing exhibitions and a teacher’s workplace, a table with a control panel for the main parameters of the microenvironment (lighting, ventilation, etc.) and technical means (tape recorder, overhead projector, video recorder). The auxiliary (technical) area is located at the rear of the auditorium. There are cabinets in which projection equipment is installed, educational materials, visual aids, etc. are stored. Between the information and auxiliary zones there is an active zone - students’ workplaces and the space between them for conducting various forms of educational activities - games, educational theatrical performances .

It is necessary to pay attention to the location of student workplaces. Language learning is, first of all, learning to communicate in the target language. Collective communicative activity presupposes direct visual contact of communicants - students should be positioned so as to sit facing each other and see their communication partners. This is possible by placing student workstations in a semicircle or a horseshoe, at the base of which is the teacher’s seat. There are three possible options for organizing the core: a U-shaped table made up of ordinary tables is installed in it; large semicircular table; or soft chairs with a high back, headrest and armrests (a folding music stand is attached to the left armrest).

When designing a learning environment, one should take into account the patterns of light and color solutions for the interior and wall design. The human body reacts to the color of the environment, even if the person does not consciously notice it. A person’s performance largely depends on the effect of color. An unfavorable color and light environment leads to rapid fatigue and irritation of the nervous system; a pleasant environment – ​​on the contrary, creates a feeling of comfort and relieves fatigue. Light colors evoke a feeling of lightness, spaciousness, satisfaction, while dark colors evoke a feeling of enclosed space, restraint and even oppression. The correct color scheme for the interior of a learning environment has important psychological significance. The optimal color of the room is selected from light yellow or yellow-orange, creamy coffee or sandy pink tones. These tones create a feeling of warmth, lightness, light and activity, which is required for the normal functional state of students in the lesson.

The sound content of the learning environment - music and functional noises - also plays an important role in intensive learning, helping to manage the psychophysiological state of students. Music has a strong direct impact on human emotions. An appropriately selected piece of music contributes to the creation, maintenance and change of students' state in the learning process. The beneficial effect of music on improving human performance is based on the ability of the positive emotions it generates to optimize psychophysiological processes in the body and the activity of the central nervous system. Along with this, under the influence of music, an additional focus of excitation is created in the cerebral cortex and subcortical formations. The emergence of a new focus of excitation in the process of educational activity weakens the load on the working areas of the brain that control human actions and inhibits the excitation of the old focus due to tedious or monotonous activity.

III. Practical part. Work with a polylogue on the topic “Sports”.

The main task of the second presentation is to ensure maximum involuntary memorization of the text of the polylogue lesson by creating associative series. At this stage, the teacher presents the entire text phrase by phrase in order to semantize its content. The second presentation is characterized by choral recitation after the teacher, playing the text. Memorization of the most significant material is ensured by the use of non-verbal communication means (gestures, facial expressions, melodies, sound associations). For example, for involuntary memorization of the construction: Je prefere, neanmoins, l’halterophilie et la boxe. You can use gestures that imitate lifting a barbell and boxing; or to remember the expression C'est faux! a wave of both hands is an emotion of indignation.

During the third presentation, the lesson content is presented in sequence from the native language to French. Students are instructed to recall the corresponding French equivalent and repeat it to themselves during pauses. First, students are given a phrase in their native language and given time to recall the French equivalent, and then the same phrase in French and a pause to pronounce it. To keep the students’ attention, the teacher reads the text with different intonations (pronounces one phrase loudly, the next quietly, the third neutrally).

The purpose of the fourth presentation (musical session) is to once again give a complete understanding of the text of the lesson and achieve the effect of relaxation for the students. The text is read by the teacher naturally, expressively, without translation into the native language.

The communication training stage aims to practice the material in various situations close to the real conditions of foreign language communication. An example of a communicative task at this stage would be:

Devinez quels sports vos amis pratiquent. (trainees take turns performing facial actions one at a time, the rest guess and name the sports corresponding to the actions being performed).

“Vous avez gagne une medaille d'or aux epreuves de boxe. Votre ami qui est un moqueur, ne croit pas que la lutte etait honnete. Prouvez-lui le contraire.” –La victoire t’a ete attribue a cause du forfait de l’adversaire. - C'est faux! Tout simplement j'ai ete en bonne forme cette saison-la. Voila a quoi j'ai du ma medaille d'or.

Practice in communication is the stage of speech production. Its goal is to bring students to the level of fluent speaking in the process of solving communicative problems.

An example of communication tasks at this stage could be:

for example, “Votre ami se passionne pour le hockey, et vous, vous vous enthousiasmez pour l’equitation. Prouvez que le sport que vous preferez est le plus important, le plus interessant.”

“Votre ami est un ennemi des sports. Il les croit dangereux. Renversez son avis.”
IV. Conclusion. The effectiveness of the intensive technique and the possibilities of its application.
Intensive teaching methods are more widely used in foreign language courses for adults. There are several points that confirm the effectiveness of using the intensive technique. Among them:

• 
  mastering a large number of speech, lexical and grammatical units;
• 
  active use of acquired knowledge, skills and abilities in the practice of oral communication in a foreign language;
• 
  the ability to use the acquired language material not only in one’s own speech, but also in understanding the speech of the interlocutor;
• 
  formation of a flexible skill of transferring learned speech units into varying communication situations;
• 
  overcoming psychological barriers, in particular the fear of making a mistake;
• 
  overcoming internal and external stiffness and embarrassment;
• 
  high and immediate learning efficiency: already on the second day of classes, students communicate in the target language, using speech clichés embedded in the main polylogue educational text.

List of used literature.
1.Appatova R.S. “The problem of teaching polylogue in a foreign language lesson” // “Foreign languages ​​at school”. - 1989 - N 5.

2. Bukhbinder V.A., Kitaigorodskaya G.A. “Methodology of intensive teaching of foreign languages”, Kyiv-1988, 375 p.

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