We substantiate the need for the use of interactive educational technologies in teaching a foreign language at a university. It was analyzed that the use of web quest technology, “flipped classroom” and “development of critical thinking” technologies in a foreign language class helps to achieve a high level of development of foreign language communicative and information and communication competencies, better memorization of the material studied, development of cognitive activity and logical thinking, and also increases the level of motivation to learn English. These technologies involve conducting non-traditional lectures and practical exercises, the purpose of which is to synthesize disparate knowledge from different branches of scientific thought, highlight the main and most important information, be able to lead a discussion, express one’s point of view. The main interactive teaching methods have been identified, which involve turning to the logical methods of teaching, reflecting the logical operations of thinking, analysis, ..., generalization, which corresponds to the current Federal State Educational Standards of Higher Education in the direction of training 44.04.01 “Pedagogical Education”. We focus on the creative nature of the educational technologies that contribute to the creation of a learning language environment, including in its space all students seeking creative search, self-expression, and self-development.

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We substantiate the need for the foreign language grammatical competence formation among high school students. We consider personal, meta-subject, subject results of mastering the main educational program “Foreign Language”, reflected in the Federal State Educational Standard of Secondary General Education, the European system of levels of foreign language proficiency. Based on the fact that the result of mastering the basic course of a foreign language is the achievement of a threshold level of proficiency in a foreign language, the main criteria (the speed of individual operations, the number of grammatical constructions used, variability, accuracy) and the levels of formation of foreign language grammatical competence among high school students were determined. We focus on a complex of grammar exercises and tasks aimed at the reproduction, combined with the substitution; the expansion of a speech sample, the transformation and the combination. The topic “Conditional sentences” was chosen for a more accurate description of the complex of exercises and tasks. It is one of the most difficult grammatical topics proposed for study at school. We prove that methodically competently organized work on the foreign language grammatical competence formation among high school students makes the process of teaching foreign language effective and creative.

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