Using information technology and educational electronic resources while planning a foreign language lesson

A lesson is the main link in the learning process, in which the solution of specific practical, educational, educational and developmental tasks is carried out, ensuring the achievement of final goals. The peculiarity of the FL lesson is that it is not an independent unit of the educational process, but a link in a chain of lessons. In this cycle of lessons, the dynamics of the educational process is carried out: what was the goal of the previous lesson becomes a means of the next one, which determines the close relationship of lessons and ensures progressive movement towards the final educational goals1

A foreign language lesson has its own specifics, which is determined by the very content of the subject, the practical orientation of teaching and the fact that a foreign language acts not only as a goal, but also as a means of teaching.

Planning is an essential part of the job. In the field of teaching a foreign language, the objectives of the program can be achieved only with regular work according to a strictly planned and thoughtful plan.

Each lesson should ensure the achievement of practical, educational, educational and developmental goals through solving specific problems. Therefore, the first thing a teacher should start with is defining and formulating lesson objectives based on the teacher's book. In it, as a rule, practical tasks are formulated, which can easily be given a specific look by linking them with certain linguistic material, for example:

• ■    train students in the use of new vocabulary (words are indicated);

• ■    to learn to perceive by ear a dialogical text (text is indicated);

• ■    teach to conduct a conversation on a topic (the topic is indicated);

• ■    to systematize students' knowledge of prepositions (prepositions are listed);

• ■    teach students to read to themselves and make a plan for the text they read;

• ■    teach to express your opinion using the following expressions (listed);

• ■    learn to read the text based on guesswork, etc.

Planning a foreign language lesson using new information technologies requires compliance with certain didactic principles and scientific and methodological provisions, formulated in traditional didactics and filled with new content thanks to information technologies.

Planning a foreign language lesson should be considered:

as an element of the general training system;

as a single whole, consisting of many components of the learning process (teacher, student, educational information tool, educational material).

We must not forget that a lesson in terms of its goals and didactic structure is a very mobile and rather flexible form of organizing classes, it is in constant development and changes depending on the availability of a material base and the emergence of new educational electronic resources. Therefore, taking into account the principle of development into a projected lesson the possibility of constant expansion and renewal of its system of tasks (developing, teaching, educational) and means of achieving them should be laid.

The use of NIT in foreign language lessons in the educational process fundamentally changed the approach to assessing the information skills of a teacher, which until recently were mainly associated with the ability to transmit information to students. Today, the level of information skills of a foreign language teacher is determined not only by communication skills, but also by the ability to use a computer as a source of information. From this point of view, the level of formation of analytical, predictive and projective skills of a foreign language teacher is very important, aimed at assessing the quality of educational electronic resources (OER) and the effectiveness of their application in the educational process. The information presented in the OER should be assessed based on the general didactic principles of scientific nature and the availability of its presentation, the possibility of adaptation to the individual capabilities of the student, etc.

Often the overload of the content of the OER, the abundance of secondary material lead to the loss of the main one among the unimportant details. Therefore, when preparing for a foreign language lesson and analyzing the OER, it is necessary to select and use information, highlighting the primary, backbone, focusing the attention of students on basic concepts and laws.

Thus, the use of information and communication technologies (ICT) in foreign language lessons is quite relevant for the development of the student's personality and the formation of information and communication competencies in students: the ability to compare the advantages and disadvantages of various sources of information, choose the appropriate technologies for its search, create and use adequate models and procedures for studying and processing information, etc.

The effectiveness of personality development is directly proportional to the individualization of students' activities during training. In the pedagogical process based on ICT tools, the principle of individualization is implemented primarily through the hypertext technology of presenting unstructured free growing knowledge. Unlike other models of information presentation, hypertext technology is focused on processing information not instead of a person, but together with a person, i.e. becomes copyright. The convenience of its use lies in the fact that the student himself determines the approach to the study or creation of material, taking into account his individual abilities, knowledge, level of training. In addition, hypertext contains not only information, but also mechanisms for its effective search.

Thus, hypertext is associated with the real possibilities of building an education system based on NIT tools, which makes it possible to radically change the methods of obtaining new knowledge through a more effective organization of the cognitive activity of students, which will undoubtedly contribute to the consciousness and activity of students.

Long-term pedagogical experiments show that the effectiveness in the development of creative abilities of students also directly depends on the use of the opportunities and means of their self-government. Everything that schoolchildren in the course of educational activities are able to do without outside help, they must do on their own. To a large extent, this principle is realized only when using information technology.

A foreign language lesson is a complete piece of work on training, during the cat. the achievement of certain practical, general educational and educational goals is carried out. Achievement of these goals is carried out by performing preplanned individual and individual-group tasks based on the means and teaching methods used by the teacher. The essence of the lesson lies in its speech orientation.

When planning a lesson, the teacher should be especially careful about its initial stage. The success of the whole lesson and the psychological mood of the class depend on how brightly, unconventionally he starts the lesson, how easily he "introduces" the students into the atmosphere of foreign language communication.