The article provides theoretical and methodological information on the issues of differentiated physical education of general education school students. A set of methods was used: generalization of special literature, information sources, and Internet materials. The aim of the study was a scientific and subject analysis of modern methodology for teaching physical education classes. The study of special literature and practical experience indicated the reasons for its ineffective functioning, namely: the focus of the classroom-lesson system on the average sex-age-related standard and ignoring of individual-typological differences among students; the predominance of informational cognitive and physical education recreational objectives over developmental and recreational ones; the existence of a large number of methods for students differentiation into homogeneous groups, which impede the process of effective differentiation of physical exercises; the absence of rational parameters for different types of physical exercise, which take into account the morphofunctional capabilities of students; lack of a justified system for assessing physical preparedness according to the students’ level of physical health; the absence of an algorithm for programming developmental and health-enhancing physical education classes in accordance with the requirements of the theory and methodology of physical education and the physiological mechanisms of body adaptation during the school year.

The search for productive methods of learning foreign languages is urgent for increasing communication needs of society due to globalization. The aim of the research was to find, introduce into the educational process and test the productivity of interactive methods that can be used in the study of foreign languages and the development of basic competencies. The study involved theoretical and empirical methods, pedagogical experiment and observation. The ADDIE (Analysis, Design, Development, Implementation, Evaluation) model was also used in the research. Linguodidactic tests were used to assess the skills acquired by students, which are part of the basic competencies. Mathematical methods for processing experimental data, Pearson’s criterion and Cohen’s coefficient were also used. The following were chosen among the 20 interactive methods: project method, discussion, conversation, collective analysis of the situation, role play, work in pairs, work in small groups and the use of mobile applications. Their effectiveness was investigated in learning the following foreign languages: English, German, French, Spanish, Polish. It was found that they have a positive effect on improving the correctness of language, its purity, clarity, accuracy, logic, expressiveness, conciseness. They also contribute to the development of skills to structure the report, analyse information, formulate and voice opinions, use language tools. Listening and reading improve the results, they develop the ability to correctly answer questions, express oneself in accordance with the given topic etc. Further research can be focused on identifying and developing new effective interactive teaching methods for development of foreign language competencies in students.