One of the directions for improving student training in a modern university is the introduction of active and interactive forms of teaching. In the Federal State Educational Standards for Higher Professional Education, one of the requirements for organizing the educational process at a university is the widespread use of active and interactive forms of conducting classes to develop the necessary professional and general cultural competencies.

One of the modern trends in the development of active teaching is interactive teaching. The concept of “interactive technologies” is considered as a modern stage in the development of active teaching methods. The use of an interactive teaching model involves modeling life situations, using role-playing games, and joint problem solving. The dominance of any participant in the educational process or any idea is excluded. From an object of influence, the student becomes a subject of interaction; he himself actively participates in the educational process, following his individual route.

Interactive teaching methods are teaching methods built on the active interaction of students with the teacher, content and each other in collaborative teaching [1].

Interactive teaching is a special form of organizing cognitive activity. It has very specific and predictable goals in mind:

• increasing the efficiency of the educational process, achieving high results;
• strengthening motivation to study the discipline;
• formation and development of professional skills of students;
• formation of communication skills;
• development of analytical and reflective skills;
• development of skills in mastering modern technical means and technologies for perception and processing of information;
• formation and development of the ability to independently find information and determine its reliability;
• reducing the share of classroom work and increasing the amount of independent work of students [2].

Presentation is recognized as one of the most effective forms of interactive teaching of foreign languages. Presentation (from Latin – praesentatio) is a public presentation of something new, recently appeared, created, for example: a book, magazine, movie, television program, etc.

The presentation is a combination of computer animation, graphics, video, music and sound, which are organized into a single environment. Presentations can be created not only for display on the big screen or for a group of listeners, but can also be used as auxiliary educational material intended for individual work.

During presentations in English, much attention is paid not only to correctly selected illustrations and slides, but also to monologue speech, which requires knowledge of grammar, vocabulary, professional terminology, expressive means of language and the ability to use them [3].

The presentation is especially effective at the final stage of working on the topic. Essentially, it acts as a role-playing game and involves three stages of working on it:

• preparation;
• practice;
• performance.

During the preparation process, the student is offered various types of presentations that can be taken as samples for constructing a statement. At the same stage, they become familiar with the structure of the presentation and master the vocabulary and key phrases characteristic of the logical construction of a statement. In the course of acquiring practical skills, students select information for their own presentations, build a speaking strategy, write text, prepare visual aids (tables, charts, graphs, slides) and make test presentations. For this purpose, there are modern multimedia technologies, which include a set of computer technologies that simultaneously use several information media: graphics, text, video, photography, animation, sound effects, high-quality sound, that is, in all forms known today. Here we have two main advantages – qualitative and quantitative. Qualitatively new possibilities are obvious if we compare verbal descriptions with direct audiovisual representation. Quantitative advantages are expressed in the fact that the multimedia environment is much higher in information density “it is better to see once than to hear a million times.”

The presentation, therefore, most optimally and effectively corresponds to the triune didactic goal of the lesson:

• educational aspect: students’ perception of educational material, comprehension of connections and relationships in the objects of study;
• developmental aspect: development of cognitive interest in students, ability to generalize, analyze, compare, activation of students’ creative activity;
• educational aspect: nurturing a scientific worldview, the ability to clearly organize independent and group work, nurturing a sense of camaraderie and mutual assistance [4].

The speaker must also anticipate the questions that he may be asked and be prepared to answer them.

At the same stage, students learn to express their opinions about the content of the presented material, the structure of presentation, the ability to contact the audience, language, i.e., note the strengths and weaknesses of the performance.

The presentation is presented in the form of a monologue speech, but at the same time it is aimed at the active participation of all listeners, because speaking in front of an audience presupposes one response or another. With the help of a presentation, a student has the opportunity to build his speech logically, consistently and coherently, to express his thoughts quite fully and correctly in terms of language. When organizing a lesson using a presentation, the educational material is presented clearly and accessible than if it were in the usual oral form [5].

Students are given a setting that motivates them to actively participate in what is happening: they take short notes, evaluate the presentation in terms of completeness of presentation, use of clarity, and write down questions that arise. After the speech, the speaker is forced to spontaneously respond to questions and remarks, acting as a participant in an unprepared dialogical speech, after which a group discussion is organized. Thus, the presentation procedure, being a role-playing game, sets the form of behavior for all its participants and involves them in various forms of group interaction and cooperation. By working in small groups or teams on a learning situation that requires logical thinking, mutual analysis and mutual evaluation of different points of view, everyone has the opportunity to realize what is their strength and get help in what they are weaker than others. This helps create a situation of mutual support, facilitates the formation of communication skills, and stimulates independent cognitive activity.

In the process of such cooperation, it can be observed that with joint educational activities that simulate a real professional situation, the following increases:

• the volume of material studied and the depth of its understanding;
• cognitive activity and creative independence grow;
• the nature of relationships between students’ changes.

At the same time, self- and mutual respect grows simultaneously with criticality and the ability to adequately assess one’s own and others’ capabilities.

It should be noted that the use of presentation as an effective form of interactive teaching of English makes it possible to:

• ensure the authenticity of a professionally oriented learning situation, the use of language in a natural social context;
• develop skills of prepared and spontaneous speech in a situation close to a real professional one;
• ensure generalization of the studied material and independent cognitive activity;
• acquire the most important social skills: tact, responsibility, the ability to build one’s behavior taking into account the position of other people;
• acquire skills of verbal and non-verbal speech behavior;
• create a situation of success and raise students’ level of self-esteem;
• provide both individualized learning and group collaboration.

A very significant aspect of interactive teaching is that students can develop their own personal attitude to the same fact, express their point of view, and not passively perceive information. The inclusion in assignments of materials that update scientific and general cultural knowledge makes you feel at a high emotional level your personal involvement in the development of certain events.

Presentation in English as a form of interactive teaching allows you to intensify the linguistic, intellectual, professional activity of students, and also allows you to increase the productivity of learning and its multicultural orientation.