The use of modern educational and information and communication technologies in the process of teaching English language

Information material in the practice of any teacher is a multimedia presentation. The advantages of presenting new material with its use are clear to everyone: saving time in the lesson, visibility, attracting the attention of students. Undoubtedly, high-quality preparation and demonstration by the teacher in the classroom of presentations is necessary, but this is an indicator of the teacher's information competence. And it is important for us to form this competence in the student. Almost every student has a computer at home and has certain skills to work with it. The task of the teacher (not only of computer science) is to develop these skills within the framework of their subject.

Methods used directly in the lessons of the English language and in extracurricular activities for the formation of information competence:

Search and collection of information - work with reference books, the Internet, e-mail. The ability to search for information on the Internet in a classroom where there is no stationary computer allows the use of a laptop and 3G Modem.

Information processing - ordering information, drawing up plans for the text, tables and other forms of visualization, analysis and generalization of information obtained from training materials, discussion.

Conducting a lesson in a computer science classroom allows all students to be involved in information processing at the stage of learning new material. Students are encouraged to structure the educational material in a form convenient for them: plan, abstracts, table, diagram.1

The use of the simulator significantly saves time in the lesson, allows you to immediately get the result, identify gaps and organize the necessary assistance for students in eliminating them, forms the ability to work with the test.

Information transfer - preparation of reports, messages, posters, presentations for educational material, extracurricular activities. As an example, we can cite the preparation of presentation materials for literature lessons in the study of the work of writers of the XIX, XX centuries, extracurricular activities, preparation of abstract and competitions at various levels.

The transfer of information plays an important role in the formation of communicative competence. Complex methods - preparation and defense of an abstract (project), including drawing up a plan, conclusions, bibliography, participation in educational projects with their subsequent interpretation and public presentation of the results, educational research work, the release of student media.

The use of ICT tools was demonstrated at an open uneven-age lesson on the topic “Union less complex proposal” in the framework of the city seminar "The role of the deputy director in solving issues of informatization of an educational institution.2

The combination of traditional forms and methods of working with ICT makes it possible to significantly intensify the cognitive activity of students, forms the skills of self-control, mutual control, increases the quality of assimilation of the proposed educational material and the development of skills for completing USE tasks by consolidating and structuring educational information, and also develops the creative abilities of learners.

The results of the questionnaire, revealing interest in subjects, showed the following.

About 60% of students explain the choice of the English language and literature by the fact that it is interesting to find additional information themselves, prepare messages, and speak with them in front of the class. About 70% of the students noted that they are interested in solving problems in the classroom and at home, performing exercises, practical work, filling out tables, maps, diagrams.

It seems that these results are largely related to the use of ICT. The use of design, research technologies in the learning process and educational work

One of the main goals of research developmental technology is the development of the personality of students on the basis of mastering the culture of research as a universal means of cognizing reality.

An important role in this case is played by the forms of conducting a lesson of the English language or literature: a lesson-conference, a lesson-research, a lesson-journey. One of the tasks implemented in these lessons is the development of a research type of thinking in schoolchildren.

The types of activities that form students’ research skills:

• •    study of literature on the topic, analysis of the information received (bibliography, abstracting, citation);

• •    research planning (setting goals and objectives, choosing research methods, forecasting results);

• •    research (observation, experiment, fixing the results, comparing the results with the planned);

• •    registration and protection of research results (preparation of a report, writing an article, research work, protection of results in front of an audience).

Undoubtedly, it is impossible to use all types of research activities in one lesson. The development of research skills takes place in stages. And here the activity approach in teaching, the use of heuristic methods, is seen as important, when the student, observing the linguistic material, himself formulates a rule or draws conclusions about the idea of a work of art. The knowledge gained in this way becomes the most valuable.

The use of creative assignments in the lesson, searching for answers to a problematic question, working with additional literature, arguing for one's point of view also help to develop research skills. 3 The experience of such work in the classroom was presented to colleagues and the parental community in the form of a master class “Can we read at the forum of pedagogical workers.” It should also be said about the use of individual and group design technologies, which provide for the complex nature of students’ activities.

I start teaching students to create small individual projects from the 6th grade. This is preparation for public speaking. There is practically no subject in which students do not have to speak in front of an audience. In addition, any teacher will say that most schoolchildren have difficulties when it is necessary to construct a statement in an official setting and pronounce it in front of the class. A rare student can consciously, emotionally present a message, report, essay. At best, it will be a memorized, emotionless speech, at worst - a speech read from a piece of paper. Therefore, one of the teacher's tasks is to form the student’s ability to prepare a speech, pronounce it so as to convince, interest the audience [1,1].

Performance indicators can be the achievements of students:

• •    the acquisition by students of experience in creative, project, research activities (i.e., readiness to search for solutions to new problems, independent transfer of knowledge and skills to a new situation);

• •    creation of an individual portfolio of students based on the results of participation in competitions, conferences;

• •    increasing interest in the subject;

• •    consistently high quality of knowledge on the subject;

• •    100% progress;

• •    successful passing of exams;

• •    participation and victories in competitions of various levels from school to federal;

And also the demand for experience by teachers of a school, city, region (conducting master classes, open lessons, speaking at seminars). .4