Innovative methods of teaching English language

The concept of modern education determined the purpose of the professional activity of the teacher - to form the ability of the students for successful socialization in society, active adaptation in the labor market. The consequence of this is the development of innovative technologies in teaching. Innovative methods are characterized by a new style of organization of educational and cognitive activity of students. Modern teachers acknowledge that in the development of creative abilities, intellectual activity, the maximum potential is represented by the technology of problem training. In general, we can talk about two groups of strategies: directly influencing learning and contributing to learning.

The first can include:

• •    cognitive strategies that students use to understand the material,

• •    Memory strategies - to store it in memory,

• •    compensatory strategies - help to cope with the difficulties arising in the process of communication.

Among the latter are strategies related to creating conditions for learning and helping to overcome psychological difficulties in mastering the language. In recent decades, in connection with the development of modern educational technologies, audio and video recordings, computer programs, and distance learning have become widely used in the educational process. Information technology enriches the learning process in many areas of knowledge, in a wide variety of learning environments and at all levels. This fully applies to the teaching of foreign languages, especially abroad, where direct contact with the language is limited.

Within the framework of this technology, the student really becomes an active subject of the learning process, who independently owns knowledge and solves cognitive tasks. The purpose of such techniques is to activate, optimize, intensify the process of cognition. Innovative learning involves the mandatory inclusion of students in activities, collective forms of work, exchange of views.

Features of innovative training are:

• •    work on anticipation, anticipation of development;

• •    openness to the future;

• •    focus on the person, its development;

• •    the obligatory presence of elements of creativity;

• •    Partner type of relations: cooperation, co-creation, mutual assistance, etc.

Innovations in education are called innovations, innovations in the content of education, in the forms and methods of teaching, in the relations "teacher-student", the use of information technologies for teaching, the introduction of new equipment, in the organization of the educational process, its management, etc.

Innovative technologies make it possible to realize one of the main goals of teaching the English language and literature - to give the opportunity to move from studying the subject as a system-structural education to learning it as a means of communication and thinking, and teaching and cognitive activity to be translated into a productive-creative level.

In the lesson, perspective methodological methods should be used to develop the students' creative abilities: clusters, inserts (with independent study of theoretical material), filling in tables, bilingual diary, reading with stops, joint search, cross-discussion, round table; to apply elements of TRIZ (technology of solving inventive problems): "Surprise!" (when acquainted with the biography of the writer); classical lecture training, training with the help of audiovisual technical means, tests, method of projects (classes on "Literary study of local lore").

Use of project technology: increase and deepen the interest of children; develop the creative abilities of students by forming competence in the field of independent cognitive activity, familiarizing with reading, developing curiosity, broadening the horizon), critical thinking; will help students acquire skills of working with a large amount of information, research skills (see the problem and outline ways to solve it), communicative skills (working in groups).

Interaction with the group at the lessons and outside them, ensuring the cooperation of students in the lesson, the teacher-humanities teacher is obliged to create an atmosphere of trust, mutual respect between the teacher and students, to involve students in active independent activity. At lessons - studies it is possible to carry out group work, which promotes the upbringing of collectivism, creates conditions for the disclosure and manifestation of the individual characteristics of pupils. In addition, in this lesson an atmosphere of student-student cooperation is created, and the participation of consultants and assistants at the verification stage is ensured by the teacher-student cooperation.

The idea of using the Internet in education is not new. Since the early 1990s, national and international computer networks have become widely used for educational purposes in the framework of different educational approaches. Both students and teachers were able to exchange information in a mode independent of time and place. New digital technologies have freed the human mind for more creative tasks, which contributes to the development of the individual. This allows students to interact creatively with both classmates and the teacher. The Internet can be considered as a "means of production", including in the educational process. It is used both as an inexhaustible source of information, and as a new communication environment in which it is possible to organize a new work in a new way. One of the modern requirements for the lesson of the English language is the work with the text. In this connection, I use in my work such a form of lesson as research. In the title "lesson - research" the main task is to study the language material based on texts. Particular attention in preparing for this lesson should be turned to the choice of the text. The text should be highly artistic, and it is necessary to take into account the age characteristics of the students, and the volume of the material studied. It is advisable to use for the analysis the texts of different authors, united by a common theme, texts of different styles and types of speech, in order to subsequently carry out a comparative and comparative analysis. In this lesson, the teacher is faced with the task: to study the language of the literary text / several texts / "under the linguistic microscope" and, at the same time, not to deprive the work of art of its poetic charm and integrity. As a rule, before such a lesson, I familiarize myself with the work in the literature class so that they have an idea of the work as a whole. With all the diversity and effectiveness of non-traditional lessons, it is often impossible to use them for a variety of reasons. But in fact so it would be desirable, that each lesson was especial, with the "highlight". Therefore, I often resort to non-standard, creative elements of a separate traditional lesson. This is a lexical dictation or dictation - a crossword puzzle, as the guys call it, and making riddles in the lesson, and a commented letter or warning dictations with a "tractor driver", and a task like "find the superfluous that instills the ability to synthesize and comprehend information. The main thing is that there is no time for the children to be bored at the lesson so that they would like to work and study, and in this case the success situation, which, as a rule, is created by non-standard lessons or elements of lessons, and the independence to which the children are accustomed in such lessons, and creative attitude to the English language, which is brought up only on creative lessons.