1.1 Features of mental activity at the senior level.

The educational process of English we can divide into 3 stages:

Primary 1- 5 grades

Secondary 6 - 9 grades

senior level 10-12 grades Senior level

These stages we link with necessity of mastering a foreign language group activities. Successful foreign language teaching depends on the consideration of psychological and educational characteristics of students, which determine the usage of methodically rational methods, forms and teaching tools.

Today we will consider the features of teaching at senior level and some issues of the organization of teaching process.

The senior level. It is the final stage in process of mastering by students foreign language speech. The level of knowledge and skills of oral speech and written speech achieved at secondary stage should be kept.

Much attention of teaching is paid to oral speech at the senior level which acquires a qualitatively new development regarding content, motivation and informatively. However, the main role in process of teaching a foreign language at this stage assigned to reading. Texts for reading should be more difficult comparing to secondary level. While reading skills to read the emerging socio-political texts are formed to obtaining a complete and basic information as well as the ability to browse and select the desired article. Teaching writing skills students should master to make a plan, abstracts to oral messages to annotation and abstracts of reading, writing essays, make written memos within the requirements to monologue speech secondary school.

At the senior level the forming of students` active vocabulary is being completed and work on the formation of receptive vocabulary is continued. The program provides mastering receptive certain number of lexical units. Grammatical material intended far study in 10-11 grades is learnt only to the level of recognition and understanding while reading. There is a systematization of grammatical material that has been studied in secondary school and at the 11 grade.

The graduate combines features and characteristics of teenager and adult. Childhood is combined with manifestations of adulthood. At the senior level, students have formed their principles of behavior, they form image of their owns “I”, their values of orientation. Their interests are clearly evident. The attitude to different subjects becomes pickier. Students with partial strength evident desire for self-assertion, self-expression, the possibility to defend their views, it is communicative orientation training foreign language and create a favorable psychological climate for dialogue with those factors at this level have particular importance. In this regard it is important to choose for lessons such material which is problematic, stimulate the exchange ideas, thought-provoking. The diversity of interests, forming professional orientation make it necessary to further strength in the industrialization of learning foreign language. Passing the same sense of responsibility, conscious altitude to learning offers great opportunities for the organization of independent work to promote the need for self-education. Language should prepare students to independent “learning” and improving the ownership of foreign language, namely develop the ability to work with reference books, foreign texts by technical means. So at senior level students becomes more relevant of combination of individual, pair and group work, there the teacher acts are as a partner, organizer, direct, screenwriter. Psychologists think, that at senior level children inherent ability memory, which is effective in the event that they realize why it is necessary to remember a particular material. Remembering promotes awareness of the characteristics of the material, meaning correlation. And grouping objects of memorization and most importantly “towers”.

We can state the following features of the educational process in the senior level, consistent implementation of communicate and cognitive training to related the increase of content of speech; purposeful implementation of the principles of individualization of learning, focused on the use of foreign language in the future.