Compiling a foreign language training package

Makarova Anna ORCID: 0000-0001-7624-8267 PhD in Philology Associate Professor, Department of Linguistics and Intercultural Communication, Moscow International University 125040, Russia, g. Moscow, ul. Leningradskii Prospekt, 17 anyakon@mail.ru

Zherdev Vladimir Senior Lecturer, Department of Foreign Languages and Speech Communication, Autonomous Non-profit Organization of Higher Education "MOSCOW INTERNATIONAL UNIVERSITY" 125040, Russia, g. Moscow, ul. Leningradskii Prospekt, 17 1962zvan@gmail.com

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Unfortunately, the curriculum for future teachers of foreign languages does not include such a subject as "The basics of creating a teaching staff" or "Drawing up a textbook" ^[1-4]. Nevertheless, I would like to suggest the main ideas that could form the basis of such a subject in the foreign language teacher training program. An analysis of existing teaching materials on foreign languages (especially textbooks on English as a foreign language) shows that these ideas could be useful for already working and publishing textbook authors ^[5-9].

The subject of this study is the criteria for compiling a modern foreign language curriculum.

The purpose of the article is to set the tasks that the author needs to solve when compiling an effective modern foreign language curriculum.

Methodology (materials and methods). The authors analyzed two groups of UMCS. On the one hand, the English language teaching materials were considered, which are actively used as the main ones for teaching the disciplines "Foreign language" and "Practice of speech of the first foreign language" at ANOVO MOSCOW INTERNATIONAL UNIVERSITY. Another group of textbooks considered in the study belongs to the authorship of adherents of the intensive method of teaching foreign languages.

The material for the analysis was such series of UMCS of the first group as:

• «Upstream» Evans Virginia, Dooley Jenny - Express Publishing, 2018
• «English File» Christina Latham-Koenig, Clive Oxenden, 2010
• «New English File» Clive Oxender, Paul Seligson – Oxford University Press, 2011
• «New Language Leader» David Cotton, David Falvey, Simon Kent – Pearson, 2012

The second group includes the following textbooks:

• Kitaygorodskaya G.A. Intensive teaching of foreign languages. Theory and practice. Moscow - Higher School, Kitaygorodskaya School, 2009 – 280 p.
• Ignatova T.I. English for communication. Intensive course. Moscow - Disk-TM, 2006 – 416 p.
• Smirnova T.N. Intensive German language course for beginners and advanced students. Moscow - Higher School, 2006 – 304 p.
• Zherdev V.A. Spoken English for smart Russians. Krasnodar, 2003 - 109 p.
• Makarova A.G., Zherdev V.A., Maryina A.A. Spoken American English for smart lawyers. A rational intensive course in family and labor law. Moscow – MOSCOW INTERNATIONAL UNIVERSITY, 2021 – 74 p.

The choice of lexical and grammatical topics of the UMK data, their continuity from level to level (if there is a division into levels) was analyzed. A qualitative and quantitative analysis of the vocabulary used in their compilation was carried out. The teaching methods used in these UMCS, hourly planning of the development of UMCS by students were also investigated. The structure of the UMK, the types and types of exercises used, and ways to control students' knowledge are defined (Federal Law No. 273-FZ of December 29, 2012 (as amended on 07/22/2021) "On Education in the Russian Federation". C. 35). The authors also actively relied on their many years of work experience and observations of students.

The article presents data on the quantitative and qualitative analysis of learning outcomes using the UMCS of these two groups.

The results of the study. The creation of an UMK usually begins with preliminary planning. Before starting to compile a textbook on a foreign language, the author must solve a number of basic tasks ^[10-14].

Task number 1: determine the age of students. The fact is that in order to quickly and effectively learn a non-Slavic foreign language, it is necessary for the child to form abstract thinking. Scientists argue at what age it is formed, but most agree that it is formed in girls at about 11 years old, and in boys at about 13 years old. Based on these data, in order to quickly and effectively learn a non-Slavic foreign language, Slavs need to start learning a foreign language after the age of 11 for girls and after the age of 13 for boys ^{[15, 16]}.

Hence, it is clear that non–Slavic languages should be recommended to study from the seventh to eighth grade, or from the age of 13-14, if boys and girls study together. In American schools, teaching children a foreign non–German language begins in the ninth grade every day for 50 to 90 minutes. It cannot be said that they achieve any significant results, but this is the case when both the age and intensity of classes are chosen correctly. However, with an ineffective teaching method generally accepted in almost all countries of the world, there is no result.

In our schools, teaching foreign non–Slavic languages begins from the second to fourth grade. If nothing can be done about it, then it remains to adapt to it and try to neutralize the negative learning outcomes at least by creating an effective teaching staff and using effective teaching methods.

The formation of abstract thinking is associated with the formation of logical thinking ^[17-20]. As you know, the logic of language is grammar, and therefore, when creating a textbook for children aged 8 to 12, it is necessary to abandon the idea of giving children all the grammar of the English language and limit themselves to the simplest grammar, paying more attention to the formation of correct pronunciation and active replenishment of the lexical stock ^{[21, 22]}.

The formation of correct pronunciation is very important because it is actively formed before the age of 13. If it is not formed before this age, then the accent already remains for life. This interesting phenomenon was noticed by immigrants who moved to the United States with children of different ages. Children under the age of 13 managed to form the correct American pronunciation and then spoke both languages without an accent, and children over the age of 13 retained an accent, sometimes even a small one, when communicating in English.

As for students over the age of 13, there are no restrictions on learning.

It is clear that the education of people aged 40 and older may have its own characteristics, but there is no serious research in this area yet.

Task number 2: determine the final level of knowledge and skills to which the trainees must be brought.Let's consider and compare two areas of study and, accordingly, two types of textbooks used to teach students of universities, schools and private language courses, namely intensive education (G.A. Kitaygorodskaya, T.I. Ignatova, T.N. Smirnova, V.A. Zherdev, A.G. Makarova and so on) and traditional education. Using the example of V.A. Zherdev's textbook "Spoken English for smart Russians", it can be concluded that the author defines the ultimate goal of learning as the ability to speak freely and conduct a dialogue on about 30 main conversational topics. The vocabulary is used within 1,500 frequently used words and expressions based on the entire basic grammar of the English language. Grammatical topics such as the tenses of the real voice, the tenses of the verb to be, the tenses of the passive voice, the combination of modal verbs with infinitives of all types, the combination of object and subject constructions with infinitives and ing forms of all types are studied. In syntax, the author presents many types of sentences, namely affirmative, negative, questions of all types, incentive sentences, conditional sentences of real and unreal conditions. The author does not set the task of this textbook to teach writing, therefore, there are practically no exercises in the textbook to form the skill of writing an academic paragraph, much less an essay or other more complex literary form. There are no punctuation rules in the textbook. Also, there are no texts in this textbook, it only contains dialogues. Accordingly, there are no reading rules in the textbook, no exercises for retelling or analyzing the text.

If you try to combine the final level with the generally accepted English scale, then the author suggests bringing students in spoken language to the Intermediate level, but this is very conditional. Since it is even more than Intermediate in terms of the level of grammar used in colloquial speech, and less in terms of the number of words and expressions.

UMK "Upstream" under the collective authorship of Virginia Evans, Jenny Dooley and others is divided into traditional levels of education for the English system, such as Beginner, Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate and Advanced, each of which is designed for about 144 hours of study at a higher educational institution, or one year of study. Let's analyze the structure of the UMK "Upstream Intermediate".

The author sets the task of developing conversational skills based on about 1,350 new words and expressions tied to the main conversational topics, many of which have already appeared in previous levels of the UMK of this series. In each block of lessons, the author uses from four to six conversational topics, which gives about 55 conversational topics. It is unlikely that these words were chosen based on frequency usage. As for grammar, the following topics are stated in the textbook – this is the first block of lessons (unit 1): present tensions, adverbs of frequency, state verbs, phrasal verbs: break / bring; the second block of lessons (unit 2): past tensions, used to/would, phrasal verbs carry / come; the third block lessons (unit 3): future tensions, conditionals types 0 and 1, the definite article, phrasal verbs cut / do and so on.

The authors also aim to further develop skills such as reading and understanding texts, listening, and writing various written works, including essays. The following types of essays are used: essay providing solutions to problems, essay-reasoning considering the arguments for and against essay, opinion essay, news report, article describing a visit to a place a place) and so on. There are 20 tasks in total, two for each lesson block (unit) ^[23-25].

Task number 3: determine the initial level of knowledge and skills of the trainees. To be more precise, it is necessary to determine what set of knowledge and skills a student should have before he begins to master the textbook material ^[26].

The textbook by V.A. Zherdev defines this level as combined from the conditional zero level or according to the English Beginner level scale to the level of knowledge corresponding to a successful high school student or according to the English Pre-intermediate scale. This corresponds to modern learning requirements, since in modern real-world learning, students with different levels of knowledge of a foreign language are recruited into the group ^[27].

The Upstream management system assumes that the distribution of trainees by level strictly corresponds to the Upstream Pre-Intermediate level, which is often impossible in real life, since trainees with different language levels are recruited into the group.

Task number 4: determine the rate of assimilation of the material. Or more precisely, for how many hours of work in the classroom and for how many hours of independent work at home, the student must master the material of this UMK and go from the initial level of knowledge and skills to the final level of knowledge and skills.

Most modern textbooks adapt to the academic year and conditionally consist of 10 blocks of lessons. As for the number of study hours, in higher education institutions it is usually two pairs per week, that is, four academic hours (45 minutes each), or three astronomical hours (60 minutes each). That's about 16 academic hours per month, or 12 astronomical hours. For an academic year, which is about 9 months, this corresponds to about 144 academic hours, or 108 astronomical hours.

As for the hours for independent work, they usually give half an hour of work at home for one hour of work in the classroom ^[28]. Accordingly, this figure for the year is approximately 72 academic hours or 59 astronomical hours.

However, teachers note that students ignore independent work at home and therefore an adjustment is necessary. And taking into account the fact that classes are held with a break for 2-3 days, additional adjustments are necessary taking into account the natural process of actively forgetting the material studied. If you give up independent homework, the problem with forgetting can be solved by increasing the frequency of classes in the classroom, but this could be possible with the transition to the American teaching system, when the subject is studied every day, except weekends, for 45-90 minutes a day for six months ^[29].

Good results in this case are obtained by switching to training five times a week for three to four academic hours a day, or two to three astronomical hours a day. And the optimal result is possible when switching to training for six to eight academic hours a day, or six astronomical hours a day.

Task number 5: determine the vocabulary of the textbook. The vocabulary of the textbook is determined after solving problems No. 1, 2, and 3. Since in most cases the ultimate goal of training is to ensure that the student is able to communicate freely within the framework of basic conversational topics within the basic household vocabulary, in this case it is necessary to use the frequency dictionaries of the languages being studied. Most linguists agree that approximately 2,000 words and expressions are enough for a person to communicate freely. Accordingly, initially, to compile a textbook, it is necessary to take vocabulary from a frequency dictionary, just about 2000 of the most commonly used words and expressions and begin to group these words and expressions according to appropriate conversational topics ^[30].

In practice, not all languages produce the 2,000 most frequently used words and expressions. Frequency dictionaries usually give 1000 words. But this is also not bad because when the author begins to group these 1000 words into conversational topics, he will face the need to include words with a much lower frequency of use in these conversational topics. As a result, the author will come out with about 1,500 words and expressions, of which only about 1,000 words and expressions will be the most used. But the total volume of words will be just the one that the student will be able to remember during the academic year.

From the point of view of the age of the trainees, when teaching students from 7 to 12 years of age the Slavic language, most likely, the volume of vocabulary studied per year (1,500 words and expressions) can be preserved, but the volume of vocabulary in teaching non-Slavic language may need to be reduced.

If we assume that before reaching the age of 13, non-Slavic language learners have about three to five years left in the teacher, then the output of 2000 most used words and expressions can be divided into about 400-500 words per academic year.

As for specialized training in the specialty, glossaries on the specialty usually include from 500 to 1000 words. It is clear that when compiling such a textbook, the duration of study from six months to a year or from 70 academic or 50 astronomical to 144 academic or 100 astronomical hours should be taken into account. When compiling textbooks, in addition to glossaries ^[30], it is also possible to use existing frequency dictionaries in some areas.

Task No. 6: to determine the structure of the grammar of the textbook ^[31] is determined after solving tasks No. 1, 2, and 3: determining the age of students, the final level of knowledge and skills of students and the initial level of students. Solving other tasks: tasks No. 4 (to determine the speed of mastering the material) and tasks No. 5 (to determine the vocabulary of the textbook) are important in their own way, but they are not decisive.

When teaching children from 7 to 12 years old, it must be remembered that abstract thinking has not yet been formed. In the case of teaching Slavic foreign languages, there are no restrictions in the choice of grammar. If we are talking about teaching non-Slavic foreign languages, then it is worth limiting the teaching of grammar to simple and understandable topics, focusing on vocabulary and pronunciation.

If we take a four-year cycle of teaching a non-Slavic foreign language in elementary school, then from the verbal part of grammar we can take simple tenses of the real voice (Simple / Indefinite), simple tenses of the verb to be, simple tenses of the passive voice, simple ing forms, a combination of modal verbs with a simple infinitive of the real and then a simple infinitive of the passive voice. As for non-verbal grammar (grammar of other parts of speech), there is no need for any restrictions. The non-verbal grammar of Slavic languages is much more complicated than the non-verbal grammar of the main European languages being studied.

When working with students aged 13 and older, it is necessary to give students the most complex grammar of a non-Slavic foreign language. This forms the learner's vision of the logic of the grammar of the language being studied. Moreover, the principle of learning from the general to the private is especially welcome ^[9].

In the textbook by V.A. Zherdev, which is designed for students aged 13 and older, grammatical topics are given in the following order:

CONTENTS (Part 1 - GRAMMAR)

(Zherdev V.A. Spoken English for smart Russians. Krasnodar, 2003 – C.1)

Lesson 1. Valid Collateral

Lesson 2. Tenses of the verb "to be"

Lesson 3. Affirmative and negative sentences

Lesson 4. General Question / Positive and Negative Answers (short and complete)

Lesson 5. Alternative question "Or – Question" / Either ...Or /Neither...Nor/ Both...And

Lesson 6. Special Question

Lesson 7. Time clarification expressed by auxiliary sentences starting with "when": "when something happens", "when something happened"

Lesson 8. Abbreviated forms of the subject and the first verb, the first verb and "not"

Lesson 9. The dividing question "isn't it?"

Lesson 10. A question sentence. Generalization

Lesson 11. The Passive voice

Lesson 12. A combination of valid and passive voices

Lesson 13. Simplified use of valid collateral (abandonment of some temporary forms)

Lesson 14. Using different time forms of both voices to express the same thought

Lesson 15. The coordination of tenses in a complex sentence

Lesson 16. Changing time constraints when switching from direct speech to indirect speech

Lesson 17. All types of interrogative and motivational sentences in direct and indirect speech

Lesson 18. Conditional sentences of a real condition

Lesson 19. Conditional sentences of an unreal condition (subjunctive mood)

Lesson 20. Table of combinations of modal verbs and their substitutes, object and subject constructions with infinitives and "ing-forms"

Lesson 21. Modal verbs and their substitutes in the direct meaning

Lesson 22. Modal verbs in indirect meaning

Lesson 23. "Ing forms"

Lesson 24. Object and subject constructions

Lesson 25. Theory and practice of translation

From this example, it can be seen that the author pays special attention to the verb grammar of the English language and gives it in large blocks, using the principle of learning from general to particular.

As for grammar in the UMK "Upstream Intermediate", the stated topics are the first block of lessons (unit 1): present tensions, adverbs of frequency, state verbs, phrasal verbs: break / bring; the second block of lessons (unit 2): past tensions, used to/would, phrasal verbs carry / come; the third block of lessons (unit 3): future tensions, conditionals types 0 and 1, the definite article, phrasal verbs cut / do; the fourth block (unit 4): comparisons, too/enough, -ing form/infinitive, phrasal verbs: fall / get; (unit 5): -ing/ed Participants, modal verbs, making deductions, question tags, phrasal verbs: give/go and so on.

Based on the grammatical topics in five blocks (10 blocks in total), it is difficult to understand the system of using grammatical topics. Most likely, this is a repetition of the themes of the previous sections, but on a different level. The same logic of selecting topics is typical for the other above-mentioned UMCS of the first group.

Task number 7: determine the types and types of basic exercises. The choice of types and types of basic exercises ^[27] is determined after solving all the previous six tasks. It is clear that the most important task is task number 3 (to determine the final level of knowledge and skills).

In V.A. Zherdev's textbook, the task of teaching is to teach conversational skills based on about 30 basic conversational topics and 1,500 words and expressions of everyday speech and all basic grammar, as well as to bring students conditionally to the level corresponding to the CEFR Intermediate level. The expected level of students at the beginning of training is from zero (Beginner) to the level corresponding to the English Pre-intermediate level. This set explains the choice of exercises.

The vast majority of exercises involve pair work. The main text of the polylogue involves exercises on reading for correct pronunciation, reading for speed and correctness, translation from Russian into English for correctness for speed and for correctness.

Based on the list of the main key phrases compiled on the basis of the most frequent words of the dictionary, the grammar is worked out, mainly in paired dialogue.

Each of the 10 lesson blocks (units) usually offers from two to five conversational topics, which are also practiced in paired dialogues using the so-called variable dialogue, the essence of which is to provide the student with usually 12 answers to the question. The variability of the answers makes it possible to use such an exercise as a sociological question when working on conversational topics, when the whole group is working, and each member of the group asks the same questions in turn to most of the trainees in the group.

As for writing instruction, it is assumed that the student performs these tasks at home, and the teacher checks each completed written task separately.

UMK "Upstream Intermediate" is built in a different way. The work is based on a traditional system of exercises to activate preliminary knowledge, exercises to check the understanding of the read text, as well as exercises on conversational topics logically arising from texts, and simply on topics related to the main topic of the textbook (GOST RF 55751-2013 Information and communication technologies in education. - p.3).

The authors either do not use variable dialogues, or limit the level of variability to four to eight options. There are also listening exercises and exercises aimed at performing written work.

Task No. 8: determine the structure of the UMK. Most modern UMCS have the following structure of the organization of the material ^[11]: 10 blocks (units) and additional reference material. Each block begins with exercises that activate the lesson theme. Next comes the main text, exercises to control the understanding of the main text, listening exercises and exercises to check the understanding of texts and listening dialogues. This is followed by conversational exercises for working in pairs on the conversational topics of the block, grammar exercises, then additional texts, additional exercises to control the understanding of texts, listening exercises and exercises to check the understanding of texts and listening dialogues. Conversational exercises for working in pairs, grammar exercises are also offered, and at the end of the block there are written tasks and exercises for completing written tasks. An example of such textbooks is any textbook under the combined name "Upstream".

Textbooks using an intensive teaching method, such as T.N. Ignatova's textbook, usually begin with a polylogue text, additional text or texts, usually one, no more than two, and conversational exercises.

The textbook by V.A. Zherdev consists of two parts: grammar and grammar exercises based on the vocabulary of the textbook and the spoken part. The spoken part includes a polylogue, a dictionary (separate nouns, separate verbs and separate other parts of speech) in the order of the words appearing in the text of the polylogue, a list of key phrases (usually verb + adjective + noun), conversational exercises, including variable dialogues and tables for variable dialogues and, finally, tasks for performing written exercises.

The textbook by A.G. Makarova, V.A. Zherdev, A.A. Maryina does not include the grammatical part. Teaching professional (legal) English assumes that students have already mastered the basic course of English grammar (Makarova A.G., Zherdev V.A., Maryina A.A. Spoken American English for smart lawyers. A rational intensive course in family and labor law. Moscow – MOSCOW INTERNATIONAL UNIVERSITY, 2021-74 p.). However, the organization of the manual allows you to work with any grammatical structures of the language that the teacher considers appropriate to focus in a certain lesson on lexical material organized in the form of lists of phrases.

Since it is optimal to start teaching non-Slavic language at the age of 13, or from grades 7-8, the textbook structure should look like this:

1. The first section is grammatical material submitted in large volumes (a system of teaching from general to particular), for example, all twelve types of modern forms of the English verb

2. The second section is a colloquial speech workshop based on 1000-1500 words selected from a frequency dictionary, divided into conversational topics and supplemented with words with a lower frequency index of use, which make the lexical content of conversational topics complete.

The grammar section, in turn, should be divided into 8 topics:

1. All twelve types of modern forms of the English verb

2. All twelve types of modern forms of the verb to be

3. All twelve types of modern forms of the passive voice

4. Simplified use of modern forms of valid collateral

5. The agreement of tenses in the English sentence

6. Conditional offers of real and unrealistic conditions

7. The combination of all kinds of modal verbs with infinitives of all kinds and the use of object and subject constructions with various infinitives and ing forms

8. 8 rules of translation

Within each of these topics, there may be auxiliary topics (subtopics). For example, within the first topic there may be such subtopics as "affirmative and negative sentence in English", "general question in English", "short and complete negative answer", "short and complete positive answer" and so on.

Each of the 8 grammatical topics is structured as follows:

1. Summary table, if possible, a brief explanation of the table, or the basic rules of this section

2. Independent work for conversational practice based on this topic, with an emphasis on the use of all phenomena (for example, all kinds of modern forms), as well as phenomena most commonly used in spoken English (for example, types of modern forms of Simple tenses)

3. At the end of the section there is a test for translation from Russian into English. It is possible to use controls with a choice of several options. To reduce the verification time, it is recommended to use computer programs to quickly check students' answers.

The lexical content of the sections should correspond to the conversational topics from the second section of the "Colloquial Speech Workshop".

The second section of the "Spoken Language Workshop" may consist of 10 blocks, but this is not necessary. No research has been conducted on the topic "How many blocks of lessons are needed for one year of study", but most textbooks are based on 10 blocks of lessons for one year of study. We will proceed from this figure for now.

Lesson blocks are created taking into account the frequency vocabulary, and the first block can consist of about 150 words most commonly used, plus 150 words taken at random to make full-fledged conversational topics. Other lesson blocks may include words from the first topic and a smaller number of words, both from words added arbitrarily to make conversational topics complete, and from words taken from frequency dictionaries

Each lesson block consists of the following parts:

1. The title, which lists the conversational topics practiced in this block of lessons.

2. The text is a polylogue, which includes all the vocabulary studied in this block.

3. A list of all verbs appearing in this block with their translation into Russian. Of all the variety of meanings, only those meanings in which this verb was used in this block of lessons are given. Irregular verbs are highlighted in bold and all 3 verb forms are given. The verbs of the state are underlined. You can also somehow separate the verb to be and modal verbs.

4. A list of key phrases based on the vocabulary of this block of lessons. They serve as the basis for practicing oral grammar exercises.

5. Conversational topics in the form of dialogues and variable tables for them, which make it possible to use at least twelve different answers to the same question.

6. A fixed dialogue on a topic that is most likely to occur in real life.

After this textbook is mastered, you can start a textbook that teaches you how to work with texts of various sizes, from articles / essays to novels, as well as write most types of written works, from an academic paragraph to a short story and research work.

Task number 9: identify ways to control the student's knowledge and skills. The easiest way to control is the ongoing monitoring of the work of each student in the classroom. There are no other control methods in textbooks using the intensive learning method. The issue of controlling the knowledge of students very often rests on the question of the teacher's time. Most other forms of control require a lot of the teacher's time and therefore many of them do not use any other forms of control, except for the current control with grading in the journal based on the results of the lesson, which significantly saves time needed for other activities.

Nevertheless, there are already computerized forms of control that allow you to quickly check any control work ^{[13, 14, 21]}.

Conclusion.

Here are the data of a quantitative analysis of the results of pedagogical research.

The courses according to the textbook of Zherdev V.A. were held for 7 days for 6 astronomical hours every day without a break (a total of 42 astronomical hours). The Upstream Intermediate textbook courses were conducted during the academic year for 80 minutes a day twice a week for 8.5 months (a total of about 90 astronomical hours). The much greater effectiveness of teaching using the intensive method is obvious.

A qualitative analysis and comparison of the knowledge of the trainees was carried out according to the textbooks of Zherdev V.A. "Spoken American English for smart Russians" and Upstream Intermediate. According to the results of the qualitative analysis, out of ten trainees in the 7-day course (42 astronomical hours), 3 trainees started from A2 level and advanced to B1 – B2 level; 6 trainees started from A1 level and advanced to A2 – B1 level; one trainee started from A0 level and advanced to A2 level. Of the ten students enrolled in the one-year Upstream Intermediate course (90 hours) who started at the B1 level, all moved on to the B2 level.

From the results of the study, it becomes obvious that all the tasks outlined above for compiling a foreign language curriculum are much more effectively solved within the framework of intensive teaching methods.

The scientific novelty of the study lies in the proposal to use the so–called intensive teaching methods as a methodological basis for the preparation of a foreign language curriculum, which will allow achieving the main goal of teaching foreign languages - successful communication.

The authors adhere to the position that taking into account modern technological realities, high dynamics of communication, the need to master the skills of rapid development of foreign languages make it necessary to recognize the inefficiency of outdated, but still used due to inertia, methods and approaches to the compilation of educational complexes. We recommend starting to teach non–Slavic foreign languages to students no earlier than 12-13 years old. If you start learning earlier, we recommend that you focus on vocabulary and phonetics and limit yourself to simple grammatical topics. We consider working six times a week for eight academic hours a day to be the most effective. To get acquainted with the results of such work by students and to verify the effectiveness of the approach, follow the link to the video (30 minutes) or by clicking on the link to the video (1 minute). Here is an interview with students on the first and last day of classes in a six-day intensive course.

To compile the textbook, we propose to focus on frequency dictionaries and glossaries, which allows us to standardize and streamline the work on creating the UMK in terms of its lexical content. At the same time, it should be remembered that it is important to encourage students to work independently with the dictionary in search of alternative ways of expressing thoughts, especially easy to do this within the framework of translation assignments.

When creating the UMK, we consider it necessary to take into account the age characteristics of students and not forget that the ability to perceive complex analytical grammatical structures of unrelated languages is formed in students only by the age of 12-13.

We recommend that students actively use paired work within the framework of a variable dialogue. And also do not forget about such an effective, but often ignored form of work as translation from Russian into a foreign language. The translation task allows students to compare the structures of their native language with foreign languages and develop the skill of "switching" between these structures, bringing it to automatism. Without tedious grammatical exercises, solving a specific communicative task, students have the opportunity to creatively approach the task, since translation involves a multivariate solution.

The structure of textbooks based on an intensive teaching method also uses a very effective task – working with the text of a polylogue, and a large number of conversational exercises. Thus, students are constantly changing roles and are in active communication with each other. This allows them to bring the entire target vocabulary to the level of active use.

As the most effective way of control, we consider the current control of the work of each student in the classroom. And also, in order to save time and improve the effectiveness of control, we recommend actively using existing computerized forms of control of students' knowledge and skills.

We hope that the results of this study will be useful for creating a refresher course "Creating a foreign language teaching staff" for teachers of foreign languages. We consider it advisable to introduce an appropriate discipline in pedagogical universities that teaches future teachers the basics of creating a teaching staff based on knowledge of child psychology and intensive teaching methods, as well as in their native language, which is now undeservedly rejected and greatly reduces the effectiveness of foreign language teachers.