• Natalia Roitberg


This study addresses the structure of the foreign language lesson as one of the basic and most significant means for language learning improving. Special attention is devoted to the task-based lesson, and the communicative classroom. The technique for organizing classroom lessons, the basic features of the foreign language lesson plan, and the use of different types of tasks are described. In the current research, analytical method was used: the theoretical framework was established through an in-depth analysis of pedagogical and methodological,
linguistic literature. It was assumed that foreign language acquisition should be based on the special type of tasks. It should also be noted that the formation of communicative competence as one of the basic abilities greatly depends on lesson structure. The importance and effectiveness of the lesson may be increased many times by rationally and methodically considering the organization of the lesson’s structure. As pointed out previously, the well-designed technique of organizing classroom lessons had a positive impact on the level of linguistic competence of Russian foreign-language students. Furthermore, the use of problem-solving communication and communicative-oriented exercises, as well as the planning of task-based lessons, the implementation of the communicative classroom principles ensure the successful learning process.