APPLICATION OF INTERACTIVE TEACHING METHODS IN THE COURSE OF LEARNING PROCESS OF ENGLISH IN INCLUSIVE CLASSES

Abstract

This article is dedicated to analyzing the application of interactive methods in English language lessons in inclusive classes, with a special focus on the game «Techniques of Working with a Cube for Alphabet Acquisition». The use of interactive methods in English lessons with inclusive class has been proven to play a key role in maintaining the interest and engagement of all students, regardless of their special educational needs. Interactive teaching methods are aimed at creating such an educational environment where every student can actively participate in the learning process, using the English language as a means of communication and interaction. The article discusses the advantages of interactive learning for students with diverse educational needs and levels of ability, as well as its impact on motivation, engagement, and learning effectiveness. Particular attention is paid to the description of the game, its rules, and methodology of conduct, as well as discussing possibilities for adaptation and variability in its application. The authors analyze how the game contributes to the development of language skills, specifically alphabet acquisition, reading and pronunciation skills, as well as critical thinking and creativity among students. The article contains recommendations for teachers on implementing similar games into the educational process and highlights the significance of interactive learning for improving the quality of education in inclusive classes. In the concluding section, perspectives for further research in this direction are considered. It is summarized that the use of interactive methods of teaching English in inclusive classes is extremely effective and contributes to the involvement of students in the active learning process, as well as the development of communication skills, critical thinking and creativity. It is noted that the prospects for further research in this direction may be related to the analysis of the long-term impact of interactive methods on the success of students, the study of specific interactive methods adapted for different types of inclusive classes, and the development of innovative educational materials and digital tools for interactive learning.