Innovative practices of teaching English. Modern approaches to teaching English

Koroleva Larisa Dmitrievna, teacher in English,MAOU "Gymnasium No. 2", Perm [email protected]

Kulikova Yulia Vladimirovna, English teacher, MAOU "Gymnasium No. 2", Perm [email protected]

Innovations in teaching English in a modern educational institution

Annotation. In modern Russian society, there is a growing need for people who think outside the box, creative, active, able to solve tasks and formulate new, promising goals. Under these conditions, the support, development and socialization of gifted children undoubtedly becomes one of the priority tasks of the education system, since the education of gifted children today is a model for the education of all children tomorrow.

Keywords: English language, Internet technologies, international exams, Internet competition, gifted children

If you want to get what you never had, do what you never did!

The American psychologist J. Renzulli proposed the following definition of giftedness: "giftedness is the result of a combination of three characteristics: intellectual abilities that exceed the average level; creativity and perseverance." Many researchers note that one of the characteristics of gifted children is a high level of cognitive motivation. There is no doubt that a gifted child is not satisfied with traditional teaching methods, since he does not have the opportunity to express himself, realize himself and, therefore, he is overcome by boredom, monotony, and sometimes detachment from everything that happens in the lesson. The task of the teacher is to provide conditions for the manifestation of abilities and the identification of the child's hidden inclinations, therefore the main direction of our methodological work is to create a unified system of work with gifted children as a condition for the development of the child's key competencies. In our opinion, the system of work with gifted children can be divided into three parts:

lesson activitiesextracurricular worksystem of additional education

In this paper, the authors will share their experience of introducing students to learning English through the organization of extracurricular work on the subject, as well as the results of working with students who are highly motivated to learn English. The authors believe that the developed elective courses and creative projects make it possible to speak about the creation of a system of additional education aimed at profiling gifted students. We were interested in the idea of ​​distance learning, since distance learning, as a form of additional education, makes it possible to implement the basic principles of modern education: all” and “lifelong learning” and is becoming more and more popular and in demand. Distance learning is a way of organizing the learning process based on the use of modern ICT, which allows learning at a distance without direct contact between the teacher and the student, which is the main advantage. When working with this course, we use the method of asynchronous distance learning. The student and teacher can work autonomously, in a convenient mode. It should be noted that this increases the independence, initiative and responsibility of students. For us, it is also important that distance learning technologies allow us to solve a number of significant pedagogical tasks: thinking, tolerance, willingness to constructively discuss different points of view. This is how the idea of ​​​​creating a distance elective course "English for Olympians" was born to prepare for participation in olympiads and competitions. The distance course is intended for students of the 5th grade of secondary schools who show a particular interest in learning English. It is known that Olympiad tasks are always tasks of an advanced level, which are not easy to complete with a standard stock of school knowledge. The participation of schoolchildren in various Olympiads makes it possible to select those students whose creative potential is combined with language abilities, and knowledge of the necessary language rules, phenomena and realities - with the ability to apply them in practice. An elective course program was written as a methodological support for the course and a review was received. The purpose of the program is to develop the individuality of schoolchildren, provide an opportunity to create their own educational trajectory, prepare for participation in the All-Russian, International distance and full-time Olympiads for schoolchildren in English. This program should be considered as a system of using the English language in the development of the student's personality, which is aimed at the social and cultural development of the student's personality, his creative self-realization. During this course, students will get acquainted with the format of the Olympiads and will practice in performing interactive Olympiad tasks. The necessity of the course lies in the fact that its study will help the student to assess his potential from the point of view of an educational perspective. The main educational task of the course is determined, on the one hand, by the requirements of the foreign language standard, and, on the other hand, by the need for specialized preparation for participation in foreign language olympiads. A distinctive feature of the proposed course is the variety practical work to consolidate the acquired knowledge and develop the skills and abilities necessary for successful participation in the Olympiads. The program provides for the establishment of the degree of achievement of the final results through the control system in the form of testing students in the format of the Olympiad. The distance course was posted on the official website of the school, which made it possible to implement distance learning. http://englympic.zz.mu/ The results of the interactive exercises are tracked using an electronic rating table, which is available to the teacher-curator. A technomap is posted on the site in the public domain, allowing students to follow the work schedule. The course has a practical part, performing training interactive exercises, in-person solving olympiad tasks, as well as participating in various levels of full-time and correspondence olympiads. Thanks to the remote organization of work, English language teaching is built within the framework of a personality-oriented paradigm learning. At the center of the entire educational process is the student with their needs, experience, knowledge, goals and personal characteristics. The student is an active subject and a full participant in the educational process, and not an object whose main task would be the mechanical perception of new information. Unlike traditional learning, distance learning uses a competency-based approach. Really,

the teacher does not claim to possess a monopoly of knowledge, he takes the position of an organizer, a consultant. Only organizes (regulates,

guides) process. The position of the student in traditional education is subordinate, irresponsible, the object of pedagogical influences. In the competence-based approach, the student is responsible for his own progress, he is the subject of his own development, in the learning process. We believe that the student in the process of passing distance learning should not learn something, but learn something. During the learning process, the child must acquire personal experience. The proposed practical tasks in the sections "Listening", "Reading", "Practice", "Writing" were created to gain such experience, which is typical for the activity approach. We continue to work with gifted children at the middle level of education, namely in 78 classes, but work is ongoing in the other direction. At this stage of training, we introduce students to the basics of doing research. We have developed and tested the program of the elective course "Research activity of middle school students". The purpose of the course is to improve the meta-subject knowledge, skills and abilities of students, teaching the methodology of conducting scientific research, creating a secondary author's text based on the information obtained during the study, acquiring the skills of public defense of one's work. The proposed elective course is designed for those students who are interested in the English language and wish to deepen and expand their knowledge of this subject. way of presenting the material. The course provides interdisciplinary connections, where the English language acts as a means to achieve the goals of conducting research work. The tasks proposed in the course are of a problematic nature, designed for a conscious approach to the material being studied, stimulate the mental activity of students, contribute to the development of skills for accurately expressing thoughts, building logical reasoning and reasoning systems. In this way, this course contributes to ensuring educational needs students and the organization of the educational process based on the individualization of the educational activities of students. The relevance of the proposed course lies in the full involvement of the student in educational activities due to his interest in the result, in the possibility of searching and summarizing information, presenting work at a scientific and practical conference, participating in projects of various levels. The novelty of the program lies in the combination of basic, additional and individual education with the practical and research activities of students. In our opinion, the organization of research activities of students contributes to the formation of independent thinking of students, the development of mental operations (analysis, synthesis, etc.), the search for optimal solutions to problem situations. The course has a practical part

present the results of their work in a form that is easy to understand. The assessment of students' knowledge and skills takes place in the form of defending a research work or project. Intended forms of project implementation are a role-playing expedition (excursion), game travel, research conferences, release of an album / almanac, project presentation, systematization of reference material and creation of a card file, creation of additional educational materials .When working with the course, the principle of transition from collective to individual work was observed. The choice of this principle is due, firstly, to the fact that collective classroom work is most familiar to the student and teacher for introducing material, teaching new technological approaches and methods; secondly, the fact that the skills of individual work on assignments for the project must be sufficiently formed for each student. Therefore, in the learning process, a gradual transition from collective to individual and independent work is important. The result of the work on the course was a test paper, in which the students presented their research papers to the jury. Every year, the municipal project "Expanding the practice of independent assessment of the level of English proficiency in accordance with international standards" is held in Perm. In 2013, we decided to take part in the project, as an increasing number of our students have passed, are taking and are going to take international exams. We have developed a project of the FlywithCambridgeExams urban Internet competition, which aims to familiarize with the structure of the international exam through distance technologies to attract a wide range of students, mastering English in accordance with international standards through the integration of classroom and extracurricular activities, developing the professionalism of English teachers and certifying the level of professional competencies of teachers. The goal of the project is to create conditions for the successful preparation of students for passing international exams through the use of distance technologies in teaching English. The international exam provides an opportunity for an independent assessment of the level of language proficiency and is a means of additional motivation for further study of the English language. Exam material covering all types speech activity, based on reality modern life , typical communicative situations and serves to build confidence in the practical use of a foreign language as a means of communication and effective intercultural interaction in situations of study and recreation. Exam results have no statute of limitations, are recognized by secondary and higher educational institutions, employers, governments around the world, and contribute to the development of motivation adolescents in mastering a foreign language. We analyzed the expected results: For students: Improving the quality of language training of students in the gymnasium, providing optimal conditions for self-realization of students in the process of teaching English, mastering the format of international testing tasks with the subsequent passing of international exams. For the parent community Ensuring the fulfillment of social order parents of schoolchildren to prepare students in English at the required level for continuing education in accordance with the chosen profession. For the pedagogical community ensuring the possibility of high-quality fulfillment of the social order of gymnasium students and their parents. Improving the professional and psychological and pedagogical skills of English language teachers of the MAOU "Gymnasium No. 2" and creating conditions for expanding the network cooperation of the gymnasium with organizations of additional education and universities. For the education system of the district and city linguistic education can really increase the effectiveness of language training in the field of English and assist in the profile orientation of students. Possible results of the project implementation contribute to familiarization with the format of international exams and the possibility of obtaining an independent assessment of the level of English proficiency according to the pan-European scale of foreign language proficiency. ://englympic.zz.mu/?view=test&test=20,. The second stage of the competition is under development. At the end of the second stage, the winner will be announced, who will become the proud owner of a certificate giving the right to take an international exam for free. The system of additional education described above allowed us to form specialized classes at the senior level of education. High school students require more teacher attention, and working with gifted children has taken the form of a theater project that we have been able to bring to life through collaboration with LewisSchoolofEnglish and director Jessica Holloway. The project lasted two weeks, during which the children learned the roles, wrote the script, came up with stage design, sewed costumes, got acquainted with the secrets of acting and learned to move and speak on stage. The premiere of the play “The WishList” was a huge success with parents, teachers and students of the gymnasium. Participation in theatrical productions is rightfully considered an important component in teaching English. Creating a situation of success helps students overcome " the language barrier ”, which is a psychological obstacle to communicating in a foreign language in real life. Theatrical performances are exactly the form of organizing work with students that meets the requirements of a student-centered approach in education and contributes to the formation of a person, the development of his creative potential and individuality. A distinctive feature of theater projects is the creation of conditions for the creative self-realization of students through the development of their abilities. Involving students in the world of theater gives the teacher a unique opportunity to acquaint schoolchildren with the culture of their native country, as well as with the customs and traditions of the country of the language being studied, encourages self-development and self-improvement. English in this case becomes a means of expressing thoughts, feelings and emotions for practical communication and contributes to the formation and development of foreign language speech competence. Mastering a foreign language means not only linguistic, cultural and intellectual enrichment, but also enrichment of experiences. Appeal to theatrical pedagogy helps the student to better orient himself in the world around him, to undergo social adaptation. Students develop in themselves such skills and abilities that they can then apply in real everyday life: use new information technologies, be ready for interpersonal cooperation, which is fully consistent with the principles of the system-activity approach, which is the methodological basis of the new Federal State Educational Standards. English speakers got acquainted with a new form of work, namely with the web quest “WhyShouldWeLearnBodyCommunication?” (www.gum2.jimdo.com) This is a kind of group collaboration that can result in a project or role play. Translated from English, this is a long-term targeted search, for which information resources of the Internet are used. Students receive a task in the form of hyperlinks, following which they go to real-life sites. Thus, they analyze and select material on a given topic with a further presentation of the result of their work. Purpose of this web quest: Formation of sociocultural knowledge on the example of differences in non-verbal communication among representatives of different countries and nationalities to increase intercultural awareness. The work is carried out in small groups. Students must clearly understand what needs to be done in order to arrive at the final product, so the procedure for completing tasks is clearly prescribed and the time for completing each task is indicated. Tasks are built on the principle "from simple to complex". At the first stage, students work with vocabulary on the topic "Non-verbal communication", get acquainted with new words, make entries in the dictionary and perform online exercises to check vocabulary on the topic. The work at this stage is organized in such a way as to prepare students for the answer to the question asked. The second stage involves working with texts posted on authentic sites, analyzing textual information, discussing in a group and answering a question. The last task of the second stage includes an audio comprehension test and solving a quiz on the topic. The third stage contains clues that help people understand sign language in real life from representatives various countries , and ends with an online quiz. The fourth stage prepares students to answer the question about the need to understand sign language and helps students to use the acquired knowledge in practice. In conclusion, after completing all the tasks in stages, students can watch a documentary film about the secrets of non-verbal communication. It should be noted that the work with this webquest has a practical focus: in addition to practicing speaking, reading, listening and writing skills, students gain knowledge about the culture of the language being studied. The last page of the webquest contains detailed criteria for evaluating the work and gives you the opportunity to reflect and predict your mark. The result of working with the webquest is the publication of works. The work of small groups is organized in the mode of network interaction. Students publish the results of their research on the Google pages of the group, there are also reports on the work done. The final lesson is devoted to oral defense of the results and presentation in PREZI or GLOG format. The students successfully completed the assigned tasks. Therefore, after analyzing the above facts, we can conclude that the system of additional education opens up new opportunities for involving students in learning English and achieving high results. The fact that students are familiar with the basic principles of conducting research work makes it possible to hold annual research conferences as part of the profile flow of students studying English at an advanced level. It should be noted that this work requires changes in the teacher's activities. That is why we continued to work on finding interesting and effective forms and methods for presenting material and forming UUD and developed the project “Media Educational Technologies as a Means of Preparing for Passing Exams in the USE format in English.” It is no secret to anyone that at present it is already there is a generation of schoolchildren and students for whom the perception of audiovisual information is more familiar, it is not without reason that in the English-language literature it is called GenerationDotCom. Knowledge of how the media function, how we interact with them and how we can use them to the maximum benefit, is becoming a necessary component of the competence of a modern person. their interest in learning, which cannot but have a beneficial effect on the results of the final certification. Acquaintance of students with media culture and audiovisual texts allows using authentic texts, modern vocabulary in the process of learning and preparing for exams, combines various aspects act of speech interaction and has a high informative, educational, educational and developmental value.

And again, we are faced with the fact that traditional teaching methods using a formal approach and routine monotonous work limit the freedom to express one's point of view, eliminate students' independence, and reduce motivation. While the integration of media education in teaching foreign languages promising, because it develops the individuality of students, independent thinking, forms a creative personality, which helps to create a situation of success when passing exams. The further goal of working in this direction is to use media educational resources to create a methodological set of training exercises in the USE format. We must not forget about summer holidays which make up a significant part of students' free time. It is this time that is favorable for organizing summer specialized camps. According to the authors, classes in the summer camp, of course, expand the opportunities for creative development, socialization and career guidance. The summer camp as a specially organized educational space helps to involve children in the creative process in an atmosphere of psychological comfort. Therefore, students of the profile group get the opportunity to continue to study English in depth in June. We consider the result of the work of the school summer camp to be an increased motivation to learn English, the integration of various educational competencies that become over-subject and will be in demand not only at school, but also in the family, among friends, and in future industrial relations. The main objective of the specialized camp is the acquisition of communication skills in English by children. We strive to make classes in the camp exciting and as effective as possible, because we are not indifferent to the mood with which our students return to school in September. their communicative competence.

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Innovative technologies in teaching English

The modern world requires us to be sufficiently developed in various fields of activity. Therefore, in order to be comprehensively developed, humanity has entered the stage of innovative development.

The term "innovation" comes from English word innovation, which means "the introduction of innovations". The term originated in cultural anthropology, where it meant the transfer of the achievements of one culture to another in the process of trade and exchange. From anthropology, this term penetrated into the economy, and then into pedagogy, where they began to study various changes in the system of education and upbringing, teaching methods, development and functioning of educational institutions.

For students, a foreign language should become a reliable means of familiarization with scientific and technological progress, a means of satisfying various interests, including educational ones. Therefore, it is obligatory for students to expand and deepen the subject at the expense of regional studies, general humanitarian or technical material, oriented towards the future specialty of students. Acquaintance with the elements of career guidance and retraining in the country of the language being studied, familiarization with the features of the chosen profession and the role of a foreign language in mastering professional skills should be provided.

In recent years, the question of the use of new information technologies in teaching English has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages ​​is the development and formation of a communicative culture of students, teaching practical mastery of a foreign language.

The task of the teacher is to create conditions for the practical acquisition of the language for each student, to choose such teaching methods that would give each student a chance to show their activity and creativity. The task of the teacher is to activate the cognitive activity of the student in the process of teaching foreign languages. foreign language teaching computer

Modern pedagogical technologies such as collaborative learning, project methodology, the use of new information technologies, Internet resources help to implement a completely new approach to learning, which provides individualization and differentiation of learning, taking into account the abilities of each student, their level of learning, inclinations, and the like.

Forms of work with computer training programs in foreign language lessons include:

1. learning vocabulary;

2. practicing pronunciation;

3. teaching dialogic and monologue speech;

4. learning to write;

5. working out of grammatical phenomena.

The possibilities of using Internet resources are enormous. The global network creates the conditions for obtaining any necessary information, both for students and teachers, located anywhere in the world: country studies material, news from the life of young people, articles from newspapers and magazines, necessary literature and much more.

In English lessons using the Internet, you can solve a number of didactic tasks: to form reading skills and abilities using the materials of the global network; improve skills writing students; replenish students' vocabulary; to form in students a stable motivation for learning English. In addition, the work is aimed at exploring the possibilities of Internet technologies to expand the horizons of students, to establish and maintain business ties and contacts with their peers in English-speaking countries.

Students will be able to take part in testing, in quizzes, competitions, olympiads that take place on the Internet, communicate with peers from other countries, take part in chats, video conferences, and so on. Students can receive information on the problem they are working on in this moment In the project's boundaries. This may be a joint work of Russian students and their foreign peers from one or more countries.

Those who study English enter an open world where you can communicate with partners from different countries, access foreign servers of scientific, information, and training centers. Project participants can distribute responsibilities among themselves and collect information around the world, exchanging ideas from time to time, of course, in English, entering into a discussion on certain issues, etc. The exchange of information takes place via e-mail, but from time to time it is possible to arrange discussions in a real-time (on-line) teleconference if the project participants agree on the time of such a conference.

We are talking about creating a language environment and creating conditions for the formation of the need to use the English language as a means of real communication in the process of intercultural interaction.

International exchange of letters is carried out in any class and at any level of language proficiency. In addition to the purposeful use of the language being studied, establishing friendly contacts and thus studying the culture, electronic correspondence has its advantages compared to paper correspondence: it is faster, more convenient and cheaper.

Primary importance is given to understanding, conveying content and expressing meaning, which motivates the study of the structure and vocabulary of a foreign language that serve this purpose. Thus, the attention of students is concentrated on the use of forms, rather than on themselves, and grammar is taught indirectly, in direct communication, excluding the pure study of grammatical rules. As an information system, the Internet offers its users a variety of information and resources. The basic set of services may include: e-mail (e-mail); teleconferences (usenet); videoconferencing; the possibility of publishing your own information, creating your own home page (homepage) and placing it on a Web server; access to information resources: reference directories (Yahoo!, InfoSeek/UltraSmart, LookSmart, Galaxy); search engines (Alta Vista, HotBob, Open Text, WebCrawler, Excite); conversation on the network (Chat).

The creation of an artificial foreign language environment in the process of teaching foreign languages ​​is one of the important problematic issues of modern methodology. First of all, it is connected with the implementation of mass training in two of the four main types of speech activity: listening and speaking. The current stage in the development of technology is characterized by the transition to the creation of multifunctional educational complexes and computer-based automated training systems. Such complexes and systems have universal didactic capabilities: they allow teaching in an interactive mode, taking into account the individual capabilities of students, providing distance learning using modern technologies. In the process of teaching foreign languages ​​in a modern secondary school, lighting and sound engineering means are used. Lighting equipment is video recorders, televisions, graphic projectors (overhead projectors), multimedia projectors, computers. They provide visual information that can perform a variety of functions during learning:

1) serve as a support for understanding the speech structure;

2) to be a link between the semantic and sound side of the word and thus facilitate memorization;

3) project various situations on the screen to teach speaking;

4) play the role of feedback in the form of keys;

Sound equipment (tape recorders, players, audio passive and audio active devices of language laboratories) allow for all types of sound visualization when teaching pronunciation, have the ability to represent educational information in a natural speech form when teaching listening and speaking, contributes to the intensification of the educational process.

Information technology of education is a pedagogical technology that uses special methods, software and hardware (audio and video, computers, telecommunications networks, cinema) to work with information. New information technologies of education are also designated by the term "computer learning technologies" (CTO). However, I.G. Zakharova does not agree with this, because she believes that ITO “can use a computer as one of the possible means, while not excluding the use of audio and video equipment, projectors and other technical teaching aids.” Computer technologies develop the ideas of programmed learning, opening up new technological learning options associated with the unique capabilities of computers and telecommunications. One of the areas of information technology is the use of audio and video (TSO). Therefore, along with computer technologies, they talk about audiovisual learning technologies, in which a significant part of the control of students' cognitive activity is carried out with the help of specially designed audiovisual educational materials. The content of education, enriched by the use of information and communication technologies, will become deeper, make it possible to improve the quality of education, increase its accessibility, and meet the needs of harmonious development. individual and the information society as a whole. A large number of scientists are working on this issue.

But, of course, the use of the Internet in teaching is not an alternative to traditional textbooks. The computer has become a technical learning tool and can complement the traditional lesson. The use of the most advanced computer technologies will never be able to replace an English teacher for a number of reasons, the main of which are the following: - none of the existing computer technologies can imitate all the multifaceted educational activities of a teacher; - it is impossible to replace the multi-aspect emotional interaction (conducting a classroom lesson) with computer teaching aids. One of the goals of learning in the modern communicative approach to teaching languages ​​is to develop the ability of foreign language communication as a form of intercultural interaction, the reproduction of which in full within the framework of human-computer interaction is impossible. Thus, computer technologies, becoming an integral part of the educational process, remain technologies that assume the key role of the teacher in teaching students a foreign language.

The specificity of Internet technologies lies in the fact that they provide both teachers and students with enormous opportunities to choose the sources of information needed in the educational process:

Basic information posted on the Web and FTP servers of the network (English File Transfer Protocol - “file transfer protocol”, a technology for transferring files of arbitrary format over a network);

Operational information systematically sent to the customer by e-mail in accordance with the selected mailing list;

Various databases of leading libraries, information, scientific and educational centers, museums;

Information about books and magazines distributed via Internet-shops.

This creates real conditions for broadening one's horizons, self-education, and advanced training. So, I.G. Zakharova proposes the creation of an Internet library designed to organize independent, search and research work, with a visually structured presentation of information, which will also require the development of specialized software that makes it easier for teachers and students to search the Internet. She notes that "for the effective operation of such a library, it is extremely important to prepare auxiliary pages containing review and methodological materials, lists of the most valuable sources of information (Internet links) in this subject area."

Modern realities put before teachers high school the task of using new advanced educational technologies, teaching methods. The potential of educational blogs, in our opinion, should be used more effectively. The pedagogical task is to make the blog a working tool for teachers and include this tool in teaching practice.

By teaching authentic language, the Internet helps in the formation of speaking skills, as well as in the teaching of vocabulary and grammar, providing genuine interest and, therefore, effectiveness. Moreover, the Internet develops skills that are important not only for a foreign language. First of all, it is connected with mental operations: analysis, synthesis, abstraction, identification, comparison, comparison, verbal and semantic forecasting, etc. Thus, the skills and abilities formed with the help of Internet technologies go beyond the limits of foreign language competence even within the framework of the "language" aspect. The Internet develops the social and psychological qualities of students: their self-confidence and their ability to work in a team; creates a favorable atmosphere for learning, acting as a means of an interactive approach. When working with computer technologies, the role of the teacher also changes, whose main task is to support and guide the development of the personality of students, their creative search. Relations with students are built on the principles of cooperation and joint creativity. Under these conditions, a revision of the current organizational forms educational work: an increase in independent individual and group work of students, a departure from the traditional lesson with a predominance of the explanatory and illustrative teaching method, an increase in the volume of practical and creative works search and research character.

Cyberspace contains a huge cultural and didactic potential, which is already being used in education all over the world. However, for optimal effective use cybernetic network resources for educational purposes, a huge research work is required, the results of which make it possible to determine general and particular principles of work, criteria for selecting network resources, sites and materials, as well as significantly update the arsenal of methodological tools and teaching methods.

The purpose of teaching a foreign language is the communicative activity of students, i.e. practical knowledge of a foreign language. The task of the teacher is to activate the activity of each student, to create situations for their creative activity in the learning process. The use of new information technologies not only enlivens and diversifies the educational process, but also opens great opportunities to expand the educational framework, undoubtedly, carries a huge motivational potential and contributes to the principles of individualization of education.

Working with an online newspaper provides unique opportunities for intercultural communication. In addition to receiving information about current events in the world, students can comment on what they have read and take part in the discussion of issues that interest them. In addition, The Guardian newspaper features the Talk column, where you can both interactively and offline ask questions to famous British politicians, writers, journalists, etc., as well as participate in the discussion of topics proposed by the editors which, of course, is of great value for intercultural communication.

The most popular publications are electronic versions of newspapers. Almost all major newspapers in the world have their own web pages. To obtain the necessary information about existing newspapers and the placement of their web-pages, the author Verevkina-Rakhalskaya Yu.N. invites you to visit the MEDIA LINKS page (http://www.mediainfo.com/emedia), which has links to many publications. Among the newspapers in English you can find:

The Times (http://www.the-times.co.uk);

The Guardian (http://www.guardian.co.uk);

The Washington Post (http://www.washingtonpost.com).

I.V. Kholodkova rightly points to one of the negative aspects of computer testing. Not all tests show which questions were answered incorrectly. And, moreover, not all tests make it possible to see the correct solution of tasks. And these results are necessary for the student to introspect his work and self-evaluate his knowledge. She notes that these shortcomings are eliminated in the Interact test system. Immediately after passing the test, statistics appear: the time of testing, the number of attempts, the number of points scored from among the possible ones. The quiz can be configured to show correct answers or feedback. Feedback can be a link to educational material or problem solving. This system testing provides great opportunities for collecting and displaying statistical information: for each student and for all students in general. Reviewing test results allows you to analyze both the test and your teaching activities.

Hypertext (eng. Hypertext - supertext), or a hypertext system, is a collection of various information that can be located not only in different files, but also on different computers. “The main feature of hypertexts is the ability to follow the so-called hyperlinks, presented either in the form of a specially designed text or a specific graphic image. Along with graphics and text, you can hyperlink and multimedia information, including sound, video, animation. In this case, the term hypermedia is used for such systems. The spread of this technology served as an impetus for the creation and replication of electronic textbooks, encyclopedias, and dictionaries on CDs.

For independent work of students, we can first of all recommend the unique Internet site bbclearningenglish.net, which is successfully used in teaching English. So, when working with this site of students of the Department of Journalism of the Faculty of Philology, the teacher now has no problem finding modern authentic material on the required topic. The site offers all kinds of educational and methodological materials and allows the student to test his knowledge. Distance and time are no longer obstacles: the student has access to information around the clock, can choose what and at what time to study. Personal interest contributes to the achievement of the common goal of the student and teacher. The site offers a "Words in the News" section containing the latest world news in the form of short reports. Students have the opportunity not only to read, but also to listen to the report and practice vocabulary on the topic. In the section "Related BBC Links" you can see a story from the BBC TV news on this topic. The Read More, Related Stories, and Related Internet Links sections provide additional information that broadens the student's horizons. Students have the opportunity to choose reports on a variety of topics from the "Latest Reports" section. Of particular value are "Video Stories", when the student not only hears, but also sees the story. First, the announcer announces the topic of the video and reads out a list of active vocabulary. In this case, students have the opportunity to read the definition of each word. Then the announcer reads the report against the background of the video sequence. After that, the student is invited to listen to the report again and see the active vocabulary on the screen as it appears in the text.

The section of the site “Keep up your news English” also deserves the attention of future journalists. The fact is that the interpretation of the vocabulary used in news reports can be very specific. By accessing this site, students can verify this and replenish their vocabulary. The section contains excerpts from reports from English-language news agencies, translated into Russian by BBC producers. And, finally, one cannot fail to mention another section of the bbclearningenglish website, which is very popular among students. This is a video course about English idioms. The video course "The Teacher" introduces those who learn modern English to frequently used idiomatic expressions. A professional British actor talks about them. The video course consists of 32 lessons.

Here are a few sites that can be recommended to students. This is, for example, www.italki.com, where you can meet people from different countries and share your experience of learning a foreign language with them, or www.palabea.net, which provides the opportunity to participate in group classes. Worthy of attention is the site www.livemocha.com, where you can not only communicate with representatives of different countries, but also practice grammar with the help of various exercises.

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Article "Innovative technologies in English lessons"

Explanatory note. The educational process is based on a blended learning model that helps to effectively combine traditional forms of education and new technologies. The development of education in the 21st century encourages the introduction of innovative technologies, the formation of key competencies in students. The use of modern technologies, which are based on a comprehensive psychological study of the personality of all participants in the educational process, makes it possible to positively develop their intellectual, social, spiritual spheres, and contributes to cultural self-affirmation.
This article describes communicative methods, techniques, the use of innovative technologies in the English lesson.
“A teacher has been preparing for a good lesson all his life ... And in order to give students a spark of knowledge, a teacher needs to absorb a whole sea of ​​​​light.” V. A. Sukhomlinsky

Modern pedagogical technologies involve changing the educational situation in such a way that the teacher from "unquestioned authority" becomes an attentive and interested interlocutor and accomplice in the learning process.
The communicative method, as one of the modern methods of teaching English, helps the teacher to be not only a carrier of information, but an observer and consultant. The formation and development of communicative competence in English lessons is one of the main tasks. I try to pay much attention to the technology of interactive learning in English lessons, which leads to mutual understanding, interaction, to the joint solution of common, but significant tasks for each participant. During interactive learning, students learn to think critically, solve complex problems based on the analysis of circumstances and relevant information, weigh alternative opinions, make thoughtful decisions, and participate in discussions.
The main methods interactive learning used in my English lessons are: "Aquarium", "Unfinished Sentence", "Associations", "Microphone", "Carousel".
For example, in high school, while studying the topic “Youth problems”, students in groups offer their associative series: “generation gap”, crisis of cultural and moral values, bad habits, increasing youth crime rate, growing housing problems. During the discussion, each associative series is discussed, solutions are proposed. Students discuss and choose the most best ideas their groups: frank speaking with parents, a healthy way of life, going in for sports; out-of-class, out-of-school activity, reading books, self-correction, self-education, prohibition of selling cigarettes and alcohol drinks to the persons under 18; museums, visiting theaters, cinemas; communication with interesting persons; formation of moral values.

The primary focus is on gaming technologies which help to overcome the "language barrier". Lexical, grammatical, phonetic, spelling, creative games, the use of songs, poems help to make the process of learning a foreign language interesting and productive.
For example, during the consolidation of the theme “The World of Animals” in grade 3, the game “Find the animal” is offered. Students in groups make up micro-monologues, describing their favorite domestic or wild animal. The groups must understand and find the correct picture according to the description of the animal. This game develops speaking and listening skills.

T: The class is divided into two groups. The first group describes wild animals. The second group depicts domestic animals. The task of groups is to guess them.
GROUP 1: This animal likes honey and fish. It is brown. It sleeps in winter.This wild animal can swim and climb.
GROUP 2: Is it a bear?
GROUP 1: Yes, it is.
GROUP 2: This animal lives in the farm. It gives us milk and butter too. It's very kind.
GROUP 2: Is it a cow?
GROUP 1: Yes, it is (etc).

During the consolidation of grammatical material ( Present Continuous) the grammatical game “Pantomime” is used. Students from different teams show actions with gestures in accordance with the cards. The rest must guess.

P1: Are you cleaning the room?
P2: No, I am not.
P1: Are you washing up?
P2: Yes, I am.

The place of the game in the lesson and the time allotted to the game depend on a number of factors: the preparation of students, the material being studied, the specific goals and conditions of the lesson. With the help of gaming techniques, you can consolidate new language material and repeat what you have learned. For example, when studying the verb “to have”, for the development of logical thinking, the activation of previously learned vocabulary and grammatical structure, an exercise is used with the task: “Reveal the content of the key phrase”.
The student must repeat it and add his own phrase, expanding the statement:

T: I have a favorite toy.
P1: I have a favorite toy. It's my ball. I like to play with a ball every day.
P2: I have a favorite toy. It's my doll. Its name is Mary.
P3: I have a favorite toy. It's my toy car. It's little and red.

At an advanced stage, the teacher offers students creative tasks, for example, making riddles: the student describes the appearance of a fairy-tale character, the class must guess him.

P1: His face is round. His eyes are blue. He has a father but
he has no mother. He is a nice wooden boy (Buratino).
P2: She has a round face, a small nose and small ears. She has blue eyes and
long blue hair. She is a very pretty girl (Malvina).
I use techniques of the author's method of G. A. Kitaigorodskaya, I combine them with other methods of activating speech activity. This method of Kitaygorodskaya is also called the method of "Activating the reserve capabilities of the individual and the team." It cannot be called new, as it was developed over 35 years ago, but it is considered extremely innovative and has already become a classic in the field of intensive training. The path of a person's mastering a foreign language, according to the Kitaygorodskaya system, is very similar to the path that a child takes to master his native language. The role-playing game is leading here during the activation of students' speech activity. You can be a "tourist", "guide", "company president" from any country. During the training, students can communicate with each other in certain situations that are as close as possible to situations in real life. Role distribution is quite important in this method of teaching. In my lessons I use role cards, for example:

1) You've lost your sister in the supermarket. She is only 5 years old. Explain the situation and ask the police to help you.
2) You are a stranger in London. Suddenly you've lost your way. Ask the residents of London to show you the way to the station.
3) In a Tourist’s Agency you ask an advice and recommendations about visiting the sights of London.
4) You are a doctor. You examine a patient and give him some recommendations. What will you recommend him to do in order to recover as quickly as possible?
5) You are a school-leaver. You have a doubt about your future profession. Ask your friends to advise you some modern professions.

I select the necessary situations-illustrations and situations-problems on a specific material, prepare didactic material: (task cards for each; select groups of students who distribute roles, set a task on which students should express their point of view, think over possible answers and replicas During the role-playing game, I do not interrupt students' speech, do not correct mistakes.After the role-playing game, I analyze its course, note the most successful and unsuccessful moments, and work on typical mistakes.
Repeatedly faced with the difficulties of constructing an utterance in a foreign language, the student often loses interest in the subject. That's why great attention in my lessons, I also pay attention to the communicative orientation of teaching grammar and vocabulary. A student who is fluent in lexical and grammatical material is faster than others in compiling dialogues.
During the formation of lexical and grammatical speaking skills, I use conditional speech imitative, substitution, transformational, reproductive exercises. The student goes from conscious imitation to independent reproduction of the grammatical form. These conditional speech exercises are also used in the lessons when compiling microdialogues, dialogues.
When compiling dialogues, lookup tables are also used. For example, in the 5th grade, while studying the topic “Clothes. Purchases” the following lookup table is suggested:

good morning. Can I help you?
- I'm looking for...
- The …(is\are) over there, near the fitting room.
- What colour?
- …
- What size are you?
- …
- I think that it \ they ... (suits \ suit) you perfectly.
- How much (is it \ are they)?
- It \ they (costs \ cost) ... pounds.
- Here you are.
- Thank you. Have a nice day!
- …
At the next stage, students play the role of buyer and seller without relying on the table. The use of role-playing, situational games in my lessons provides ample opportunities for enhancing the educational process.
Use of poems and songs allows students to memorize certain grammatical structures, vocabulary, necessary for the development of speech. For example, during the formation of lexical speaking skills, the study of the days of the week in grade 3, the following poem is used:

My week
- Dick, let's play hide-and-seek.
- Oh, no, I'm very busy every week.
- I go to the cinema on Sunday,
- I go to the theater on Monday,
- I go to the park on Tuesday,
- I go to the stadium on Wednesday,
- I go to the concert on Thursday,
- I go to the circle on Friday,
- I go to the country on Saturday.

I also develop the skills of students to acquire knowledge on their own and apply it in practice. Project method in middle and high school, I consider it one of the leading in the formation of students' speech competencies, the ability to use English as a tool for intercultural communication and interaction. Therefore, I also consider one of the main tasks of developing the skills of project activities in students. Working in a project group, students use knowledge and skills in English in new non-standard situations. Project-based learning methodology I use it mainly to summarize knowledge and skills on the topic covered, that is, the protection of projects, as a rule, takes place in the last lessons of the topic being studied. For example, in the 8th grade, students made projects “Our favorite writers”, “A healthy way of life”, “Popular music”, “English-speaking countries”.

The project method also allows me to create a creative atmosphere in my lesson, where each student is involved in an active cognitive process based on the methodology of cooperation. A feature of the project implemented in English lessons is communication as a necessary basis for collective creative activity. As part of the project, in an atmosphere of partnership, friendly communication, children learn lexical units, strange realities and their activation.
Design technologies and technology for the development of critical thinking help in my lessons to prepare students for research activities at the Minor Academy of Sciences. By defending their project, students gain valuable experience in motivated “non-artificial” foreign language communication, develop their oratory skills, logical thinking the ability to justify one's position.
From my point of view, one of the promising technologies of an advanced "self-learning" nature, based on a personality-oriented, system-activity and competence-oriented approaches, is coaching. According to Timothy Galwey, coaching is the disclosure of a person's potential in order to maximize its effectiveness; coaching does not teach, but helps to learn.
This technology also helps me in developing the creative abilities of students for research work. The basis of the coaching methodology and tools is interactive communication, discussion: question-answer, independent view from the outside, partnership between the teacher-consultant and the student.
Project 10-U class “Art”

English teacher
KSU "Secondary School No. 2", Semey
Janalova Z. Kh.

Innovative technologies in teaching English
In recent years, the question of the use of innovative technologies in schools has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The introduction of innovative technologies in the educational process is interconnected with the improvement of the content and methods of education in the process of teaching foreign languages ​​in relation to the needs of modern life.
The main goal of teaching foreign languages ​​is the formation and development of the communicative culture of schoolchildren, teaching the practical mastery of a foreign language. The task of the teacher is to create conditions for the practical acquisition of the language for each student, to choose such teaching methods that would allow each student to show their activity, their creativity. Modern pedagogical technologies such as collaborative learning, project methodology, the use of new information technologies, Internet resources help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of children, their level of learning. The communicative approach is a strategy that models communication, aimed at creating a psychological and linguistic readiness for communication, at a conscious understanding of the material and methods of action with it. For the user, the implementation of a communicative approach on the Internet is not particularly difficult. The communicative task should offer students a problem or question for discussion, and students not only share information, but also evaluate it. The main criterion that distinguishes this approach from other types of learning activities is that students independently choose language units to shape their thoughts. The use of the Internet in a communicative approach is perfectly motivated: its goal is to interest students in learning a foreign language by accumulating and expanding their knowledge and experience.
One of the main requirements for teaching foreign languages ​​using Internet resources is the creation of interaction in the classroom, which is commonly called interactivity in the methodology. Interactivity is "the unification, coordination and complementarity of the efforts of the communicative goal and the result by speech means." By teaching authentic language, the Internet helps in the formation of speaking skills, as well as in the teaching of vocabulary and grammar, providing genuine interest and, therefore, effectiveness. Interactivity not only creates real situations from life, but also makes students adequately respond to them through a foreign language.
One of the technologies that provides student-centered learning is the method of projects, as a way of developing creativity, cognitive activity, independence. The typology of projects is varied. According to M. E. Breigina, projects can be divided into mono-projects, collective, oral-speech, visual, written and Internet projects. Although in real practice one often has to deal with mixed projects that have signs of research, creative, practice-oriented and informational. Project work is a multi-level approach to language learning, covering reading, listening, speaking and grammar. The project method contributes to the development of active independent thinking of students and focuses them on joint research work. In my opinion, project-based learning is relevant because it teaches children to cooperate, and learning to cooperate brings up such moral values ​​as mutual assistance and the ability to empathize, forms creative abilities and activates students. In general, in the process of project-based learning, the inseparability of education and upbringing can be traced.
The project method forms students' communication skills, a culture of communication, the ability to briefly and easily formulate thoughts, tolerantly treat the opinion of communication partners, develop the ability to obtain information from various sources, process it using modern computer technologies, creates a language environment that contributes to the emergence of a natural need in communication in a foreign language.
The project form of work is one of the relevant technologies that allow students to apply the accumulated knowledge of the subject. Students expand their horizons, the boundaries of language proficiency, gaining experience from its practical use, learn to listen to foreign language speech and hear, understand each other when defending projects. Children work with reference literature, dictionaries, a computer, thereby creating the possibility of direct contact with the authentic language, which is not possible with learning the language only with the help of a textbook in the classroom.
Project work is a creative process. A student independently or under the guidance of a teacher is looking for a solution to a problem, this requires not only knowledge of the language, but also possession of a large amount of subject knowledge, possession of creative, communicative and intellectual skills. In a foreign language course, the project method can be used as part of the program material on almost any topic. Work on projects develops imagination, fantasy, creative thinking, independence and others personal qualities.
The technology of cooperation also belongs to modern technologies. The main idea is to create conditions for the active joint activity of students in different learning situations. Children are united in groups of 3-4 people, they are given one task, while the role of each is stipulated. Each student is responsible not only for the result of his work, but also for the result of the whole group. Therefore, weak students try to find out from the strong what they do not understand, and strong students strive for the weak to thoroughly understand the task. And the whole class benefits from this, because gaps are jointly eliminated.
The introduction of information technology in education significantly diversifies the process of perception and processing of information. Thanks to the computer, the Internet and multimedia, students are given a unique opportunity to master a large amount of information with its subsequent analysis and sorting. The motivational basis of educational activity is also expanding significantly. In the context of using multimedia, students receive information from newspapers, television, interview themselves and conduct teleconferences.
Problem-based learning has become more effective in our time. The technology of problem-based learning is not new: it became widespread in the 1920s and 1930s in Soviet and foreign schools.
Today, problem-based learning refers to such an organization training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of knowledge, skills and abilities and the development of mental abilities.
Problem-based learning is based on the creation of a special type of motivation - problem-based, therefore it requires an adequate design of the didactic content of the material, which should be presented as a chain of problem situations.
The teacher creates a problem situation, directs students to solve it, organizes the search for a solution. Thus, the student becomes the subject of his own learning and, as a result, he acquires new knowledge, new ways of acting.
Thus, innovative technologies significantly enrich and diversify the teaching of foreign languages. The monotonous work is being replaced by an intellectual creative search, during which a new type of personality is formed, active and purposeful, focused on constant self-education and development.

The concept of modernization of Russian education for the period up to 2010 defines the social requirements for the school education system as follows: "A developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting possible consequences, capable of cooperation, are distinguished by mobility , dynamism, constructiveness, have a developed sense of responsibility for the fate of the country.

In this light, the most important task of the school is the formation of full-fledged citizens of their country. And the solution to this problem largely determines what the matured schoolchildren will do, what profession they will choose, and where they will work.

School cannot give a person a store of knowledge for life. But it is able to give the student the basic basic guidelines for basic knowledge. The school can and should develop the cognitive interests and abilities of the student, instill in him the key competencies necessary for further self-education.

Modernization of the content of education in Russia at the present stage of development of society is not least associated with innovative processes in the organization of teaching foreign languages.

The priority direction in the development of the modern school has become the humanistic orientation of education, in which the leading place is occupied by personal potential (principle). It involves taking into account the needs and interests of the student, the implementation of a differentiated approach to learning.

Today the focus is on the student, his personality, unique inner world. Therefore, the main goal of a modern teacher is to choose methods and forms of organization of students' educational activities that optimally correspond to the goal of personality development.

In recent years, the question of the use of new information technologies in schools has been increasingly raised. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages ​​is the formation and development of the communicative culture of schoolchildren, teaching the practical mastery of a foreign language.

The task of the teacher is to create conditions for the practical acquisition of the language for each student, to choose such teaching methods that would allow each student to show their activity, their creativity. The task of the teacher is to activate the cognitive activity of the student in the process of teaching foreign languages. Modern pedagogical technologies such as collaborative learning, project methodology, the use of new information technologies, Internet resources help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of children, their level of learning.

Forms of work with computer training programs in foreign language lessons include: learning vocabulary; practicing pronunciation; teaching dialogic and monologue speech; learning to write; development of grammatical phenomena.

The possibilities of using Internet resources are enormous. The global Internet creates the conditions for obtaining any information necessary for students and teachers located anywhere in the world: country studies material, news from the life of young people, articles from newspapers and magazines, etc.

In English lessons using the Internet, you can solve a number of didactic tasks: to form reading skills and abilities using the materials of the global network; improve the writing skills of schoolchildren; replenish students' vocabulary; to form students' motivation to learn English. In addition, the work is aimed at studying the possibilities of Internet technologies for expanding the horizons of schoolchildren, establishing and maintaining business ties and contacts with their peers in English-speaking countries.

Students can take part in testing, in quizzes, competitions, olympiads held on the Internet, correspond with peers from other countries, participate in chats, video conferences, etc.

Students can receive information about the problem they are currently working on as part of the project.

The substantive basis of mass computerization is related to the fact that a modern computer is an effective means of optimizing the conditions of mental work, in general, in any of its manifestations. There is one feature of the computer that is revealed in its use as a device for teaching others and as an aid in the acquisition of knowledge, and that is its inanimateness. The machine can "friendly" communicate with the user and at some point "support" him, but he will never show signs of irritability and will not let him feel that he has become bored. In this sense, the use of computers is perhaps most useful in individualizing certain aspects of teaching.

The main goal of learning a foreign language at school is the formation of communicative competence, all other goals (educational, educational, developmental) are realized in the process of implementing this main goal. The communicative approach implies learning to communicate and building the ability for intercultural interaction, which is the basis for the functioning of the Internet. Outside of communication, the Internet makes no sense - it is an international multinational, cross-cultural society, whose life activity is based on the electronic communication of millions of people around the world speaking at the same time - the most gigantic in size and number of participants in a conversation that has ever taken place. Involving in it at a foreign language lesson, we create a model of real communication.

Currently, priority is given to communication, interactivity, authenticity of communication, language learning in a cultural context, autonomy and humanization of learning. These principles make it possible to develop intercultural competence as a component of communicative ability. The ultimate goal of teaching foreign languages ​​is to teach free orientation in a foreign language environment and the ability to respond adequately in various situations, i.e. communication. Today, new methods using Internet resources are opposed to traditional teaching of foreign languages. To teach communication in a foreign language, you need to create real, real life situations (i.e., what is called the principle of authenticity of communication), which will stimulate the study of the material and develop adequate behavior. New technologies, in particular the Internet, are trying to correct this error.

The communicative approach is a strategy that models communication, aimed at creating a psychological and linguistic readiness for communication, at a conscious understanding of the material and methods of action with it. For the user, the implementation of a communicative approach on the Internet is not particularly difficult. The communicative task should offer students a problem or question for discussion, and students not only share information, but also evaluate it. The main criterion that distinguishes this approach from other types of learning activities is that students independently choose language units to shape their thoughts. The use of the Internet in a communicative approach is perfectly motivated: its goal is to interest students in learning a foreign language by accumulating and expanding their knowledge and experience.

One of the main requirements for teaching foreign languages ​​using Internet resources is the creation of interaction in the classroom, which is commonly called interactivity in the methodology. Interactivity is "the unification, coordination and complementarity of the efforts of the communicative goal and the result by speech means." By teaching authentic language, the Internet helps in the formation of speaking skills, as well as in the teaching of vocabulary and grammar, providing genuine interest and, therefore, effectiveness. Interactivity not only creates real situations from life, but also makes students adequately respond to them through a foreign language.

One of the technologies that provide student-centered learning is the method of projects, as a way of developing creativity, cognitive activity, and independence. The typology of projects is varied. According to M. E. Breigina, projects can be divided into mono-projects, collective, oral-speech, visual, written and Internet projects. Although in real practice one often has to deal with mixed projects that have signs of research, creative, practice-oriented and informational. Project work is a multi-level approach to language learning, covering reading, listening, speaking and grammar. The project method contributes to the development of active independent thinking of students and orients them towards joint research work. In my opinion, project-based learning is relevant because it teaches children to cooperate, and learning to cooperate brings up such moral values ​​as mutual assistance and the ability to empathize, forms creative abilities and activates students. In general, in the process of project-based learning, the inseparability of education and upbringing can be traced.

The project method forms students' communication skills, a culture of communication, the ability to briefly and easily formulate thoughts, tolerantly treat the opinion of communication partners, develop the ability to obtain information from various sources, process it using modern computer technologies, creates a language environment that contributes to the emergence of a natural need in communication in a foreign language.

The project form of work is one of the relevant technologies that allow students to apply the accumulated knowledge of the subject. Students expand their horizons, the boundaries of language proficiency, gaining experience from its practical use, learn to listen to foreign language speech and hear, understand each other when defending projects. Children work with reference literature, dictionaries, a computer, thereby creating the possibility of direct contact with the authentic language, which is not possible with learning the language only with the help of a textbook in the classroom.

Project work is a creative process. A student independently or under the guidance of a teacher is looking for a solution to a problem, this requires not only knowledge of the language, but also possession of a large amount of subject knowledge, possession of creative, communicative and intellectual skills. In a foreign language course, the project method can be used as part of the program material on almost any topic. Working on projects develops imagination, fantasy, creative thinking, independence and other personal qualities.

The technology of cooperation also belongs to modern technologies. The main idea is to create conditions for the active joint activity of students in different learning situations. Children are united in groups of 3-4 people, they are given one task, while the role of each is stipulated. Each student is responsible not only for the result of his work, but also for the result of the whole group. Therefore, weak students try to find out from the strong what they do not understand, and strong students strive for the weak to thoroughly understand the task. And the whole class benefits from this, because gaps are jointly eliminated.

The introduction of information technology in education significantly diversifies the process of perception and processing of information. Thanks to the computer, the Internet and multimedia, students are given a unique opportunity to master a large amount of information with its subsequent analysis and sorting. The motivational basis of educational activity is also expanding significantly. In the context of using multimedia, students receive information from newspapers, television, interview themselves and conduct teleconferences.

As for the language portfolio, it is based on the correlation of Russian requirements for the level of mastering a foreign language with common European systems, which, in turn, is the starting point for creating a single educational space. The main criterion for assessing the level of foreign language proficiency in the language portfolio technology is testing. The priority of this technology is the reorientation of the educational process from the teacher to the student. The learner, in turn, is consciously responsible for the results of his cognitive activity. The above technology leads to the gradual formation of students' skills of self-mastery of information. In general, the language portfolio is multifunctional and contributes to the development of multilingualism.

Finally, modular learning gets its name from the term “module”, which means “functional unit”. The essence of modular training is reduced to the independent mastery of certain skills and abilities by students in educational and cognitive activities. Modular learning involves a clear structuring of the learning content. It ensures the development of the motivational sphere of schoolchildren, intellect, independence, collectivism, self-management skills through their cognitive activity. The module creates positive motives for learning, as a rule, due to its entertainment, emotional content, educational search and reliance on life experience. The main means of modular training are training modules.

I, as a teacher of a foreign language, developed and tested a whole series of modules for introducing a whole block of topics into the English language course aimed at civic-patriotic education of schoolchildren, since this aspect is extremely relevant today and is the least studied.

As practice shows, it is ignorance of one's own history, culture and traditions, and not the history of the country of the language being studied, that causes significant difficulties in communicating in the language.

The elements of the modular block are completed within 45 minutes after the preliminary study or repetition of the main material within the framework of the elective course once a week from the 2nd to the 11th grade both in the classroom and outside of school hours.