Background: Among numerous issues of differentiated teaching, the problem of building competence in oral monologic production in Law students – considering the level of independence and knowledge of students – has not been studied in depth yet. This causes difficulties for providing qualitative foreign language (FL) education to Law majors who have not attained the appropriate level in FL communicative competence in conditions of homogenous training groups. Purpose. The article aims to prove the effectiveness of the system of exercises and tasks designed to enhance English monologic production skills in Law students based on differentiated approach with regard to individual and psychological characteristics of learners, their cognitive needs, communicative abilities, motivation, independence, professional mindset and professional activity. Results. The system of exercises and tasks for building the competence under discussion requires specification of phases in the teaching process. Therefore, the author presents a three-phase process for teaching English oral monologic production to law students. The phases involve pre-text, text-reproductive and productive stages of developing monologic skills. Discussion. The process of teaching is organized in four stages: diagnostic, planning, teaching and final. The diagnostic stage is designed to measure the level of students’ knowledge and independence with a view of differentiating the groups of learners. The planning stage aims at developing educational content and materials as well as correlating them with the level of students’ knowledge and independence. The teaching stage involves instruction based on implementation of the system of exercises and tasks which were designed to purposefully address oral monologic production skills in the classroom. The final stage focuses on observing the dynamics in students’ monologic performance and independence as well as on rearranging training groups based on students’ performance level.

Background: Among numerous issues of differentiated teaching, the problem of building competence in oral monologic production in Law students – considering the level of independence and knowledge of students – has not been studied in depth yet. This causes difficulties for providing qualitative foreign language (FL) education to Law majors who have not attained the appropriate level in FL communicative competence in conditions of homogenous training groups. Purpose. The article aims to define objectives and content of differentiated teaching of English oral monologic production to Law students. Results. The paper has proved that Law students shall be able to make up monologues in the genre of report-presentation of the three functional types, i.e. narration, description, reasoning (justification and retraction), having mastered their lingual and extralingual peculiarities. Lexico-semantic and grammatical characteristics of each of the three functional types of monologues have been defined. The report-presentation is determined as a short report up to ten minutes (based on well-studied sources of information) supported with the demonstration of the objects, which are the subject matter of the report. The triad of the categories of monologic production is essential when teaching law students, namely those of the quantity of information, the quality of information and the means of information submission. To enhance English monologic production skills in Law students, individual and psychological characteristics of learners, their cognitive needs, communicative abilities, motivation, independence, professional mindset as well as professional activity should be taken into account. Discussion. A set of criteria to evaluate the outcomes of the learning process and assess individual progress of students has been developed. The following criteria as for the assessment of spontaneous oral production were defined: the ease of production, the scope of the utterance, the meaningful completeness and the level of realization of the communicative intent, the contextual and grammatical integrity, linguistic literacy. Prepared oral production was evaluated based on the criteria of informativeness, adherence to the compositional peculiarities of a certain functional type of a report, the contextual completeness and the level of realization of communicative intent, the contextual and grammatical integrity, linguistic literacy). The category of the quantity of information provides for the integration of monologic production with professional knowlege of a lawyer who has to be able to use both: declarative and procedural knowledge – facts, data, models as well as the algorithms of solving professional tasks. While developing monologues, a Law student shall represent the sufficient amount of information for the theme exposure, for the justification or retraction of their thoughts. The category of quality of information in the lawyer’s speech is regulated by the criteria of relevance and novelty. According to the category of the means of information submission, the student has to choose those verbal means of communication, which can reflect the author’s idea, can be appropriately understood by native speakers, correspond to the style of communication, provide its cohesion and coherence.

The purpose of the study is to identify how the differentiated teaching of reading used in teaching the German Language influences the development of information search autonomy in the tertiary students majoring in Philology. The study employed quasi-experimental research that used mixed-methods to collect qualitative and quantitative data. The study was of a one-group only type. German Language proficiency, reading skills, students' self-efficacy were the variables for the study. The study found that The differentiated teaching of reading used in teaching the German Language had positively influenced the development of information search autonomy in the tertiary students majoring in Philology which was measured at the pre-treatment and post-treatment stages through the variables such as German Language proficiency, reading skills, and students’ self-efficacy. Due to the approach used in the study, the sampled students experienced a statistically significant change in all the variables. The German Language proficiency level increased by 18,1 grades, test grades in reading skills improved by 21.00 grades, and students’ self-efficacy increased by 1.53 points. The values obtained through the calculation of correlations between the variables showed a statistically significant correlation between them. There was a positive relationship between GLPT and GLRST (r=.51,p> .05); between GLP and SSE (r=71,p< .01); and between GLRS and SSE (r=.53,p> .05).

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The publication is a detailed lesson plan on the topic «Clothes and Fashion. Dress code» within the course of the English language currently taught in a distance learning environment. The lesson focuses on developing reading skills such as scanning and reading for details in the second-year students majoring in Secondary Education (CEFR level B1). The lesson is also aimed at developing students’ speaking and writing skills as well as enhancing vocabulary. It has been demonstrated how traditional peer interaction can be brought into the digital space via Zoom breakout rooms, enabling an essential increase in student talk time in the English classroom. The importance of giving clear task instructions followed by ICQs during the online class has been highlighted. The techniques for providing feedback during accuracy work and fluency work have been differentiated and applied.