Abstract
<jats:p>The globalization of economic, social, educational, and scientific research processes gives rise to an objective need for foreign language skills and the ability to participate in intercultural communication. To achieve the objectives of our research on the 'activity scenario' technology, we have implemented consecutive training stages with dual purposes: to prepare students for communicative activity in real-life situations in a foreign language environment and to develop the necessary language skills. According to the "Common European Guidelines for Language Education", the goal of learning corresponds to achieving the appropriate level of knowledge on a scale from A1 to C2. The basis of such learning of a foreign language is communication in order to solve a specific situational task. The actions that we perform are not chaotic in nature, but on the contrary - as a rule, are consciously organized. The aim of the study is to demonstrate the organization of a practical foreign language lesson in a higher education institution in accordance with modern didactic requirements, based on the most successful combination of activity-based tasks with the formation of the necessary linguistic and sociocultural competences. This article summarizes the authors' experience of teaching foreign languages in higher education institutions based on an activity-based approach and analyses its main principles, approaches and advantages. In this study, the term 'activity-based learning scenario' is employed, a term coined by the French linguist Claire Bourguignon. This term translates the French term 'scénario d'apprentissage-action', defined as 'a learning a language solving a specific situational task through a series of small step-by-step tasks in the corresponding scenario'. In this process, language is studied as a tool for solving communication tasks in various life situations. The author's teaching methodology is demonstrated using the French foreign language methodology 'Tendances' (Méthode de français). The publication was authored by Jasky Girardet, Jasques Pécheur, Colette Gibbet and Marie-Louise Parizet, and was published by CLE International. The structuring of the stages of a practical lesson in this approach reflects the process of achieving a specific objective. The 'activity scenario' in the class involves the use of all four types of speech activity. This approach to foreign language education aims to develop students' skills for tasks that they may encounter in a foreign language environment, with a focus on social integration and professional communication (e.g., travel, study, employment, etc.). Teaching focuses on the activity approach rather than on the acquisition of lexical and grammatical units or the communicative aspect. The authors do not deny the importance of studying vocabulary, grammar, or the art of communication; however, these components must be subordinate to the practical goal of the activity. A study of simple examples shows that effective tasks are key to communication, which requires appropriate lexical and grammatical knowledge. In this sequence, linguistic competences are formed in accordance with a specific communication goal, which ensures the achievement of communication tasks. The practical application of language has been shown to motivate students to learn it. The article presents tasks and exercises designed to match each stage of the lesson.</jats:p>