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Abstract: The article analyzes the organization of oral work at geometry lessons aiming at the formation of critical thinking of pupils. In order to achieve this goal the following methods are used: modeling of the structure and the content of oral work at geometry lessons, pedagogical diagnostics and observation. The paper singles out the criteria for the formation of critical thinking and the forms of organization of oral work which are illustrated by geometrical tasks. On the basis of systematization of the typical speech mistakes made by pupils, the author distinguishes general educational knowledge and skills. In accordance with the purpose of formation of critical thinking of pupils in the education process three phases are singled out: motivation to knowledge acquisition, interpretation of the content of knowledge and reflection. It is defined that the organization of oral work at lessons facilitates not only the development of the pupils’ skills to answer questions, but also the formation of the ability to plan, draw up and conduct discussions and defend his/her own point of view. The complex of methods of oral exercises in geometry for senior pupils and the lessons’ plans can be used not only in the system of the basic general and secondary (full) education, but also for work with children in other types of educational institutions.