Modern technical means of teaching at the English lesson

The question of the use of new information technologies in teaching English is becoming increasingly important. Under the application of new information technologies in teaching foreign languages mean not only the practical application of modern technology, but also the use of new forms and methods of teaching a foreign language and the approach to the learning process as a whole.

One of the main tasks of the teacher is to activate the activity of each student, creating a situation for their creative activity. It is obvious that the use of computer and multimedia tools helps not only to implement a studentcentered approach to learning, but also to provide individualization and differentiation, taking into account the level of knowledge of students. A lot depends on the teacher, on his desire to use information technology in a foreign language lesson. When asked whether the teacher will replace the computer, you can safely answer: no, never replace, but it will replace the teacher who owns information technology. In this article, on the one hand, we are talking about the undoubted advantages of the use of information computer technology (ICT) in English lessons, and, on the other hand, analyzes the problems arising in their application in practice.

In order to achieve a new quality of education, really adequate to the present, today's teacher of English not only has to master ICT, but also to realize how changing the approach to the ratio of the functions of the learning process: the traditional leadership and control functions are gradually replaced by orienting and systematizing. Thus, only under these conditions, can fully carry out targeted joint activities of teachers and students in the information and educational environment. If in traditional education the main task was to transfer a certain amount of knowledge to the student, the formation of a number of skills, the purpose of training is to teach the student to set and solve cognitive problems, and to find, process, use and create information, navigate in the information space. The main characteristics are:

• 1)    Openness, which is provided by the interaction of the environment with the information and educational space and allows you to organize a variable training that meets the objectives of the development of the student's personality.

• 2)    Internal unity of the learning process – learning objectives, teacher activities, student activities and the planned result. The unity of the learning process arises as a result of conscious actions of the participants of the pedagogical process and is formed taking into account the content of the educational material, the best methods that contribute to the achievement of learning and development goals.

• 3)    Multifunctionality of the learning process. The environment can be both a source of knowledge and at the same time contribute to the organization of various forms of independent work of students.

Today it is quite clear that it is training in the information and educational environment that significantly increases the efficiency of education in General and the study of a foreign language in particular. However, one of the problems is the paradoxical situation when as a result of a huge gap between generations in the level of computer literacy teacher for the first time began to feel their inferiority to students. The information space, which schoolchildren and students, who possess modern computer technologies, actively master, opens up huge opportunities for students to acquire knowledge and skills, often, unfortunately, inaccessible even to a teacher who has worked for many years at school or in high school. It should be noted that the market of electronic educational products presents a wide range of CDs with various electronic resources, claiming to be the ideal language courses.

However, it is well known that a lot of electronic educational resources carry false knowledge, distort the essence of the studied phenomena, are especially dangerous because they teach young people to use unintelligible data when working independently. It is extremely important to have the supervision of a teacher who is trained and able to teach students how to select information carefully. It is quite natural that the teacher experiences significant psychological discomfort, realizing that young people are much better oriented in the new information environment.

Moreover, it is very difficult to keep the attention of students born in the age of informatization exclusively by traditional educational methods. With the changing content of education, ICTs offer great opportunities to motivate students and develop strong language skills. Computer training programs have many advantages over traditional teaching methods. They allow to train different types of speech activity and combine them in different combinations, help to understand language phenomena, to form linguistic abilities, to create communicative situations, to automate language and speech actions, and also provide implementation of an individual approach and intensification of independent work of pupils.

The computer allows the student to use all three channels of perception: auditory, visual and kinesthetic, which allows to increase the volume and strength of mastering the studied material, significantly increases the status of students in the educational process, increases the cognitive activity of students and supports interest in the subject, as well as expands the field for independent activity of students, makes it possible to create situations of personal importance for each student, allows you to use the Internet as a means of immersion in virtual space.

However, when it comes to the use of ICT in educational institutions, the following problems arise. First, a very small number of schools and universities equipped with appropriate technical means in sufficient volume. Secondly, teachers of English require qualified assistance in the development of both computer and special e-learning programs. As for equipping schools and universities with modern equipment, this issue should be resolved at the level of the administration of specific educational institutions. In order to solve the second problem, the faculties of advanced training offer courses to teachers of secondary schools and universities to enrich their professional baggage by studying a variety of multimedia programs. Each group in the computer room is traditionally divided into three subgroups:

Students who are fluent in ICT (they are usually a minority);

Students who do not have special difficulties in working with a computer, but have a weak understanding of multimedia programs (core group );

Students who do not own a computer (such students are even less than in the first subgroup). The participants of the first group quickly begin to actively study the multimedia course, independently master the structure of the program. The participants of the second group need to explain in detail and demonstrate how the programs work.

Gradually, they begin to navigate the structures of the course and also move to independent work on the development of the program. For those who have no knowledge of ICT, it is necessary to explain briefly the basic rules of work and immediately "introduce" students to the different stages of the modules to demonstrate the benefits of e-learning. Assessing multimedia programs, secondary school teachers and University teachers note that elearning tools are of great help to the teacher in the development of such a complex skill as the perception of foreign language speech by ear.

A variety of audio materials in combination with video applications create a unique opportunity for the formation of the skill of understanding spoken English. Finally, lexical and grammatical exercises are presented in an attractive form for young people. The lack of exercises in grammar and vocabulary can be considered their superficiality, the lack of careful study of certain linguistic phenomena.

Today, the task of an English teacher is, on the one hand, to instill in students the skills of acquiring solid knowledge, and, on the other hand, to teach young people to master the necessary information intelligently. Thus, the reasonable use of almost limitless possibilities of modern technical means in English lessons should contribute to the formation of language competencies, the development of creative thinking and, most importantly, the desire for continuous improvement.