УМК методика (малака ошириш) 2024 PDF

Distribution of hours for the module of modern methods ofteaching foreign languages Total training time № Module Topics Theoretical...

Distribution of hours for the module of modern methods ofteaching foreign languages Total training time № Module Topics Theoretical Total experience Practical Practical training work 1. Educational technologies in foreign languages. 10 2 2 6 Educational technology: concept and semantic value. 2. Mastering the methodology of 10 2 2 6 organizing the practical process of teaching a foreign language, foreign language lesson, features of a foreign language lesson. 3. Professional competencies of 4 2 2 foreign language teachers 4. Linguistic aspects of teaching 4 2 2 foreign languages taking into account the requirements of European standards. Principles of portfolio formation, CEFR assessment and test development. TOTAL: 28 8 8 12  I. THEORETICAL AND PRACTICAL TRAINING MATERIALS 1. EDUCATIONAL TECHNOLOGIES IN FOREIGN LANGUAGES. EDUCATIONAL TECHNOLOGY: CONCEPT AND SEMANTIC VALUE. Educational technology is interpreted in didactics and methodology of teaching foreign languages as a set of methods of the teachers (ways of scientific organization of labor), which ensures the achievement of the lesson learning aims with the greatest efficiency for the lowest possible to achieve them in the time period [Shchukin, 2007, p. 262]. The concept of “technology” associated with the organizational and technological level of the educational process and educational technology is a system of interrelated actions (methods) educational activity of the teacher and the educational-cognitive activity of the learner, aimed at solving educational and cognitive tasks, implementing personal and tools to achieve educational aims. In the context of the modern concept of teaching foreign languages, it is necessary to talk about personality-oriented educational technologies designed to create conditions for the personal development of the learner as an aim, result and absolute value of language education. The educational situation in which these conditions are formed is called a “developing situation”. Its creation presupposes the productive nature of language education. Productive education is the development of learners’ cognitive and creative abilities, the disclosure and realization of their creative potential, and the formation of a creative personality. Unlike the informational-reproductive education paradigm, which is based on the model of transfer learner ready knowledge and historical experience, productive education aimed at holistic development of the personality, capable to learn a single socio-cultural picture of the world in the creation of its own educational products simultaneously with its inclusion in scientific and cultural-historical processes as a full member [Khutorskiy, 2000; Koryakovtseva, 2010]. Thus, the learner ceases to be only a “consumer” of knowledge, s/he becomes an active creative participant in the educational process. An important characteristic of productive education is its creative component. Creativity can be viewed in two aspects: as creativity (creating your own educational product, constructing personal knowledge) and as creativity (freedom to choose content, finding ways to solve problems, discovering new things). Based on the creative nature of productive education, the focus on the “discovery” of new knowledge for learners, the accumulation of new experience in the use of this knowledge, new ways of learning, their own educational product, which has a personal meaning for the learner, — this is mainly an informational product (expressed in text form), for example, research, writing, solving intellectual creative tasks, own reference material, reviewing various sources, including Internet resources, analyzing a specific situation (situational analysis), filling out a portfolio with samples of their work, writing a report on certain events, a story about a situation (real or imaginary) , etc. It is important to emphasize that in the course of creating a personal educational product, the learner’s personal development occurs due to the accumulation and expansion of personal experience: cognitive experience, interaction experience, sensory experience, value-oriented experience (interests, needs), experience of creative activity and self-realization (creativity in education and education in creativity), experience of reflexive activity, reflexive self-assessment and self-knowledge. A personal educational product is an informational and textual product of research, creative, practice-oriented, educational and reference nature, as well as methods (techniques) of educational and cognitive activity that provide learners with independent work. The main criteria for the effectiveness of a person oriented productive educational technology include: modeling the real context of life activity and the situation of speech communication, including the learner in this context as an active subject, creating conditions for the learner to "live" the simulated situation and realizing his personal potential;  orientation on independent acquisition by learners of knowledge and skills in order to solve a specific problem and accumulation of experience in their use in activities; freedom of choice of ways and ways to solve it in order to create conditions for self-expression and self-realization of the learner; reliance on affective (empathic) qualities of the person; development of educational and cognitive activity and mastering the methods and system of this activity as the basis for independent development of the learner; focus on creating a learner’s personally significant educational product; interaction and joint creativity of learners in the process of solving a cognitive problem; reliance on reflexive self-esteem and the development of learner autonomy in educational activities as a personal quality. Productive technologies of learning are creative, constructive and creative technologies that provide learners with the acquisition of a foreign language in the process of their inclusion in the socio-cultural context of life. From the point of view of the leading type of educational activity and conditions for teaching foreign languages there are two main types of technologies: interactive; projective research. Interactive technologies model the context of oral speech communication and are designed to organize oral speech interaction of learners in educational settings. They provide oral speech practice, development and experience of using communicative skills of dialogue and monologue speech, listening skills and adequate reaction in the process of communication, strategies of social interaction, culture of interpersonal communication, mastering sociolinguistic and socio- cultural features of interpersonal communication. Projective research technologies involve the creation of a certain personally significant educational product for learners and are intended for use in the classroom and in extracurricular activities. They provide consolidation of the acquired knowledge and skills, as well as practice in their use, the interrelated development of all types of speech communication and their application in a real situation, interaction in a team during the implementation of a project or research task, the development of reflexive skills in the field of foreign language communication and methods of educational activity. Each type of technology is divided into specific types, which will be described below. Types of technologies for teaching foreign languages in relation to their types Types of technologies Forms of technologies Interactive Imitative Simulation of an (scenic) imaginary situation) Drama Role play Modeling an authentic Problematic discussion speech situation Business game Case analysis Based on games Linguistic Communicative game Scenario game Projectively- The solution to the problem of linguistic (language, research based text) task Project technology Technology “Language portfolio” As shown in the table, interactive technologies are divided into imitative, scenario (imitative modeling – the term of N.I. Gez), offering an imaginary context (scenario) of speech communication, modeling an authentic (or close to authentic) context of speech communication, and gaming. Let’s look at these technologies in more detail. The following are included to imitative (scenario) technologies (Table. 7.2): creating an imaginary speech situation (simulation); drama; role-playing game (action role play). It should be noted that it is difficult to draw a strict distinction between these technologies, especially between drama and role-playing games. Therefore, often in the methodological literature, you can find the use of these terms as complementary to each other. In fact, all these technologies involve creating an imaginary situation in which learners act “according to the script” in the proposed circumstances, performing a certain imaginary role. The difference is in the degree of set and freedom of choice of behavior and improvisation, independence of participants in determining their own or a given position in relation to the situation, in creating conditions for performing the role of a participant in interaction, detailed description of the scenario of a speech situation, updating the game component and dramatizing the context of communication (N.I. Gez, M. Fleming, A. Maley, K. Jones, C. Livinstone). Modeling interactive technologies due to their complex, integrative nature are used at the stage of speech practice. In the process of their implementation is crucial to the selection of topics, relevance of the problem for learners (given their individual age, motivation, interests), the presence of conflict, intriguing, controversial and other elements that provide the problematic nature of the proposed speech situation and the appropriate level of motivation. The content of interactive technologies is also important socio-cultural element culture of communication, ability to listen, ability to express or control emotion, engagement strategies, specific to a particular national culture (establishing contact, the beginning and the end of the conversation, the expression is categorical, the ability to interrupt, pauses, etc.). Problem situations involving the resolution of a specific problematic case or conflict are situations of real life that exist near us. By observing their learners, the teacher can draw these authentic situations from everyday life, adapting them to the program memory theme. In contrast to a simple conversation, discussions and debates assume not only communicative, but also social competencies that ensure successful social interaction, such as the ability to understand and accept the interlocutor’s position, tolerance towards the opposite position, the ability to avoid conflict, reach consensus, etc.  Characteristics of imitative technologies Types of technologies Brief methodological Examples of tasks commentary Simulation of imaginary 1. The teacher describes “High school learners are situations) an assumed (imaginary) invited to develop a situation in which learners training program for perform a certain volunteers to work at a functional role and solve a World Football Cup”. certain communicative “You are top planners in and semantic task that the local authority’s provides interaction in a Community Development small group in the Project and you are proposed circumstances. expected to design a In this case, only the community center”. conditions of the simulated situation are imaginary (simulated) ; the solution of the communicative and semantic task is carried out by the participants themselves from the position of their own assessment and personal meaning, the choice of behavior strategies and the resolution of the situation. 2. Modeling of imaginary communication situations is often carried out using the so-called pedagogical metaphor, which offers “If you were learners at learners a situation related Hogwarts School”. to a famous book, film, “If you accompany Alice popular song, etc. in Wonderland”. 3. At the advanced stage of training, situations modeled on the type of “Soap opera”, “Talk show”, scenario of children’s and youth “Putting on a contest intellectual competitions show”  can be used Drama The teacher uses social, “Animating” — “Moving socio-psychological pictures”, “Talking situations typical for the statues”, “Robots”, “What age of learners, which are they doing?”, “Every contain a certain problem, picture tells a story”, conflict component that “Hidden emotions”. requires resolution, and offers learners a General “Improvisations based on scenario (description) of reading materials” — this situation. Learners “Hot off the press” — play out (dramatize) this improvising an interview situation from the position or a chat show with the of the role of participants journalist”. “Second and to a certain extent opinion”, “Role-playing their personal assessment, the characters of the trying to find ways to story”. resolve it. The roles of participants proposed or “Visualising” — a silent chosen independently in video scene, a music these circumstances are picture, a script for a fi lm not strictly prescribed and (devised by learners) do not determine behavior. Drama involves a significant degree of improvisation on the part of the participants, their own line of behavior Role play The teacher describes the “Both sides of the communication situation, questions” indicating the Possible conflict circumstances, conditions, situations: problem and roles of an adolescent returning participants, indicating home late at night to find their main characteristics an irate parent waiting up (age, social status, for him or her; character traits) and their two parents blaming each attitude to this situation other for their child’s bad and its problem, thus results at school; directing (prompting) the a learner being told off by communication a head teacher when he or participants to the she has been caught possible semantic content smoking. of this situation, which they should play out from “The journalist  the position of the given investigation” role The learners read about a strike and then imagine they are one of the strikers being interviewed by a journalist. The learners read about a car accident which is being investigated, etc. “The panel discussion “Are Zoos Cruel”?” Learners read articles and see video reports expressing different points of view and role- play members of the panel with different attitude to the problem Discussions are informal flexible form of speech communication, during which participants exchange opinions, available data, their own experience, etc. Debates are formal situation involving analysis of facts, argumentation of one’s position, awareness and certain experience of participants in the relevant subject area. Conducting a discussion or debate requires careful preparation. It is important that they do not turn into a question-and-answer work or a simple conversation. Tasks like “Discuss a topic” or “Comment on facts” are not always motivating enough. More effective are tasks that contain contradiction, uncertainty, ambiguity, “mystery”, intrigue, for example, the tasks “Are you ready to agree”, “Can you defend this point of view”, as well as the inclusion of a certain role element — “optimist — pessimist”, “defender — opponent”. Here are examples of tasks of a problematic nature (for discussions and debates): “Public images and private lives” Do we pay too much attention to public images? Is the image one projects only important in public life, or is it important on our relationships with our friends and families as well? Can one succeed — socially or in a job — if one  has got «the right image»? “How honest are you?” Is being honest dull? Do all children steal at some age? How should they be treated when they do? Are lies detectors morally acceptable in the fight against crime? “You design a school newspaper or a radio program for a certain event (occasion)”. “You are holding a meeting to decide on raising a charity fund for disabled children”. “You are expecting an exchange visit of school pupils from London. You are working out the program of their stay in your city”. The technology of case analysis, or situation analysis (case-study — decision- making), provides for the analysis of a specific subject problem situation based on available data, joint discussion of the information received and making an agreed decision on the problem. The following tasks can be used as examples: “A young British ESL teacher in Thailand faces the case of learners’ drug abuse in her class — How can she manage this situation professionally and humanely?” “A school library trust fund deciding on compiling book collection for supplementary education in a particular discipline”. Situational analysis involves the use of strategies for reasoning, argumentation, and justification of one’s position. Its organization involves certain stages of discussion in small groups, consistent generalization of the results of the discussion and formulation of an agreed decision [Averyanova, 2007]. Organizational stage of working on the case: - familiarity with the content of the situation (based on printed (oral) materials); - preliminary discussion of the situation-presentation of participants- summary; - forming small groups — choosing a line of behavior — choosing a leader; - teacher comments about the total amount of work. Working stage of case analysis:  - detailed study of the situation by participants; - analysis of the situation in each subgroup — discussion — decision - making — development of the results presentation plan; - a statement the leaders of subgroups; - comparing the results of subgroups. Final stage of working on the case: - making the final, most effective decision; - summarizing the situation; - comments from participants in the situation; - teacher comments; - teacher’s assessment of each subgroup’s performance. Business game is a technology that should be used in a specialized school. Taking into account various issues in the organization of a business game, as in a simulator, the conditions of a professional or profile-oriented situation are modeled, in which learners perform appropriate functional roles in order to solve a specific problem. Here are examples of training tasks for organizing a business game: “Self-government day in your school-making a decision about the program memory”; “Job fair: presentation of vacancies and making a decision on choosing a carrier”. Interactive gaming technology has a unique formula: “Passion plus learning”. This formula is implemented in the course of solving a problematic case included in the game, and the interaction of learners in the process of solving this problem. It is obvious that emotional involvement in the game increases the level of motivation of the learner to perform appropriate language and communication actions. A game for a person is a recreation of human activity, in which it is distinguished from its social, actually human essence — its tasks and norms of relations between people [Elkonin, 1998]. Unlike role-play game, which is based on a certain scenario played out the situation is complex and multiaim nature, the teaching of foreign languages widely used language and communication games in which learners are offered more straightforward language (linguistic) and communicative tasks (Table. 7.3) The use of interactive technologies suggests the special role of teachers acting in different roles: the organizer of the situation, preparing the language content, information and content base, auxiliary materials, etc.; developer of a General scenario of the interaction situation, preparation of appropriate supports, “tips”; a participant in the interaction in the proposed circumstances and a carrier of reference speech and behavior; the participant and the partner for joint assessment of the completed action. Language and communication games Game type Brief description of the Examples of tasks game Examples of tasks Language games Based on the Lexical games “Discovery” by learners Hangman-The Gallows. of important linguistic Chrysanthemum (Hidden features (form, meaning, words) - Chrysanthemum usage) of a language unit (Find words). and the correlation of Odd word out - Find an these features with the extra word. meaning; Charades-Charades. the educational task is Collage (e.g., A to Z combined with a game, Banquet — names of competitive, creating an food) — Dictionary informal atmosphere of collage (for example, “Opening the language” “Banquet from A to Z” — and “Actions with the names of food). language”; You’ll Never Guess! — learners’ attention shifts You’ll never guess!” from linguistic knowledge Grammar games itself to using this Alibi (Past Continuous) knowledge to solve a — Alibi. game problem; Desert island (Future they are usually of an forms) - an Uninhabited aspect character-lexical: island. phonetic (spelling) and History quiz (Geography semantic, grammatical quiz — articles) — Quiz (related to a certain (on history, geography).  grammatical meaning) Tell the truth (models) — Tell the truth. Things could be different. Things could have been different. (conditionals) - Everything can be different. It could have been different Communicative games Set learners a simple In speaking communicative task Let’s assume that... related to understanding Picture story (Looking out (clarifying) or of the window) — a transmitting a simple Talking picture. semantic message, on Chain story (Snowball which the performance of story) — the Story is a the game action depends; snowball. communicative actions Story in a Bag (Out of the become a condition for Hat) — A hidden surprise the success of the game story. (pair, group, team); Silent Film — Silent film. by the nature of Breaking the ice (Find communicative actions, someone who...) - Break communicative games in the "ice of silence" (Find speaking, listening, a person who...). reading and writing are Time machine (Back to distinguished, as well as the Future) — time games involving the Machine (Back to the interrelated use of future). receptive and productive In listening communicative skills Rumors-Conversations- gossip. Don’t you Remember? (Cross Examination — - Don’t you remember? (Interrogation) Jigsaw listening-Collect the puzzle. In reading “Reading Maze” - A Maze. Jigsaw reading - Collect the puzzle. Reading parallel texts (Analogies) — Reading  parallel texts (Analogies). In writing Advice Column — advice Column in the newspaper. Letters to a newspaper-a Letter to the newspaper editor. E — mailing-Electronic correspondence. Parallel texts (Analogies) — Parallel texts (Analogies). Short Story Nightmare — a short history of "Nightmare". Predictions-Predictions. A Story of Your Life — the Best event in your life Scenario (intellectual) Intellectual “Smart and clever”. games-competitions competitions in which Club of merry and quick learners are asked to solve to answer fellows. cognitive problems from Brain-ring different areas of (Brainstorming). knowledge using the Quizzes. language they are Olympiads learning; in the process of solving a problem and finding the right answer, learners build an argument for their decision; the scenario (rules of conduct) of the game- competition involves the interrelated use of receptive and productive skills necessary in the course of conducting a discussion, arguing your position and understanding the position of other team members, searching for and justifying a decision  As noted in the table, projective research technologies include the solution of problematic linguistic research (language, text) tasks, project technology, and the “Language portfolio” technology. Let’s briefly describe them. The technology for solving linguistic problem-search problems is based on the following key provisions: the content of the problem and its main features are: the presence of a cognitive problem, an educational task to search for new knowledge, a method of educational activity; a predictable product (result) that is relevant to the personal cognitive needs of the learner; an affective (empathic) component, “living” a certain subject situation and creative self-expression of the learner; educational and cognitive activity of learners is self-directed, search (research), reflexive, creative; the product of educational and cognitive activity is independently obtained subject knowledge (skills), developed ways to solve a cognitive problem, a certain text (material) product. Within the framework of projective research technology, two groups of problem-research tasks can be distinguished: linguistic, related to the study of a language phenomenon and its meaning, and textual, related to the interpretation of the meaning of the text, including the linguistic and cultural component based on a broad philological (historical and cultural context of country studies (Table. 7.4). These tasks, along with mastering the language proper, also contribute to the formation of special educational skills in learners: compensatory, semantic, linguoculturological, etc. [Koryakovtseva, 2010]. Project technology directly links the process of mastering a foreign language by learners with its actual use. This means that the knowledge, speech skills and abilities that are mastered in the educational process are no longer "nobody’s", "separate", they are organically assigned by learners, and the focus on creating a project as a personal educational product makes this process personally significant and motivated for each of them.  Project technology “...assumes a set of research, search, problem methods, creative in essence” [Polat, 1999, p. 58]. Research problems and examples of tasks The nature of the tasks Examples of tasks Language tasks Selecting the appropriate meaning from a number of suggested lexical units (contrasting pairs, similar lexical units, mixed grouping) in order to adequately express the meaning in a particular context; grouping lexical units based on the meaning of word-forming elements (word-forming maps), “Word-forming tree” - spider, snake; language quizzes, tests, and other problem situations based on guessing (determining) the meaning of lexical units based on linguistic (contextual) features; grouping (categorization) of language tools by various characteristics (compatibility, lexical-semantic group, dictionary family, synonymy, opposite meanings, thematic series, conceptual series, communicative task, etc.); building (filling in) charts, tables, scales, graphs, semantic maps, etc. according to certain formal, logical, semantic, communicative-functional, and other characteristics; linguistic puzzles, games for deducing (generalizing) a linguistic rule (“Solve the problem”, “Make a discovery”); semantic lexical schemes — “Semantic tree”, associative maps; linguistic problems based on synonymy, compatibility, opposite meanings, close meanings, polysemicity, and other semantic characteristics (“Find similarities”, “Explain differences”); choosing (substituting) adequate language tools in the context (speech  situation) (find a semantic solution) Tasks based on texts Tasks for restoring information omissions (restoring text): text lotto, restore text from disparate parts — text mosaic, fill in gaps in the text with appropriate paragraphs - find matches, event reconstruction-restoring the beginning of the text, restoration (addition) of the narration — completion of the text. Tasks for information inversion: grouping facts by various criteria (relevance, importance, etc.), combining facts (events) in a sequential semantic series, expansion of text, reconstruction of the text according to the logical-semantic chain (chronological, cause-effect), using (transferring) information from parallel texts. Tasks for excessive, incorrect, or contradictory information: differentiation of information — news and comments, facts and fiction, exaggeration or inaccuracies, etc., eliminate redundant information and shorten text, identification of missing information, information omissions, identification of contradictory, incorrect facts (information, judgments), select from the text (s) of funny (improbable, strange, etc.) facts for the humorous page (punch lines). Problems, the information game: problem solving — "why?", "How can you explain things?", "What is the mystery hero?", etc. preparation of information material quiz on the text (test), retelling an old fairy tale in a new way,  drawing up a "diagram of ideas and facts", a logical and semantic map of the text for subsequent use of information, reading two (or more) texts on the same topic (issue) and highlighting problematic issues for discussion. Authentic information tasks: referencing one or more texts, critical evaluation of information, review of the text, preparing an overview of information, selection and analysis of necessary data, information projects (different types) The design technology has specific features as: Socially oriented nature The project and research activities of learners are included in the real situation of socio-cultural reality. Practice-oriented character The project task is aimed at creating, constructing, and researching a specific project and its application in the educational process The problematic nature The project task contains a problem, the solution of which motivates the learner’s research activity Complex interdisciplinary nature The project task involves the study of data from different areas of subject knowledge and is aimed at mastering a complete set of subject, communicative, educational skills Educational and research character The problem task involves the development of learners’ methods of educational and cognitive, information and research activities, the development of educational and cognitive competence Personal-motivated, self-managed The project task should be a personal nature, freedom of choice and meaning for learners, its implementation decision-making is based on the initiative, interest and responsibility of learners and is regulated by learners at all stages Interaction and collaboration The project task is performed during and on the basis of mutual participation and cooperation of all subjects of the educational process The creative nature Project task involves creative activities, and engagement of each learner and mutual creativity Projects can be focused on creating various types of products by learners, which range from children’s illustrations and captions under pictures, collage, observation diary to research real cultural and historical problems and specific sociological research, writing a script for their own film, complex interdisciplinary projects, etc. By the nature of this product, the following main types of projects can be distinguished: constructive and practical projects, game-role projects, information and research projects, projects based on the type of specific sociological research, publishing projects, scenario projects, creative works. For each type of project, its own tasks are formulated. Project tasks in relation to project types Types of project Examples of project tasks Constructive and practical Keeping a diary of observations, developing and describing experiences (experiments), designing and justifying the design of a school newspaper (magazine) Based on games and role -playing Playing games, dramatizing or composing your own play, making a quiz, etc. Information and research “English and its use as a language of international communication”, “Study of a region or a country”, etc. Sociological “The influence of American and British culture on the way of life in my country”, “The attitude of foreigners to my country”, “The use of English in my country, in my city”, “Risk groups” Based on publishing “Portrait of my class”, “Radio program", “School wall newspaper” Based on scenario “Organization of the meeting club”, “Evening of English language and  culture”, “Talk show” Creative Free literary work (fairy tale, story, comic, etc.), literary translation of the work into the native language Regardless of the type of project and stage (level) of foreign language training, the General scheme of the content and structure of the project work can be presented in the following way. Project technology is organically combined with any course-book (EMC) and other educational tools. The choice of topics and specific problems for project tasks at any stage (level) of foreign language acquisition is practically unlimited, since the teacher together with learners can always find aspects within the program theme that will reflect personally significant issues for them. The use of technology “Language portfolio” is due to the general tendency of switching the focus in language education with the concept of “Language learning” concept “Learning a foreign language”, i.e. self-educational activity of the learners. In Uzbekistan, based on the concept of the “European language portfolio”, Uzbek versions of language portfolios for general education schools (primary, secondary and senior levels) were developed: the European language portfolio. Familiarity with languages (for children 7-10 years old) , European language portfolio for secondary schools (11-14 years old) , European language portfolio for senior classes of General education institutions. A language portfolio (hereinafter – LP) is a set of working materials that represent the experience and result of a learner’s learning activities in mastering a foreign language (s). They allow the learner to independently and (or) jointly with the teacher to analyze and evaluate the volume of work and the range of personal achievements, the dynamics of mastering the foreign language, and the experience of educational activities.  Structure and content of the project work Stages of project Activity of the Activity of Result of project activity and its teacher learners activities content Aim setting — Indicates the range Discuss in the Problem search, of possible group (and with selection, aim discussion, and problems, the teacher) the setting, definition decision-making alternative aims problem, aim and of the final about a problem, and tasks, and objectives, final product and aim, aims, and orients learners to product, evaluation evaluation final product a possible final criteria, determine criteria, direction product the direction of selection, task project activities setting Organization and Advises, provides Draw up a general Plan and program, planning assistance, shares plan and a step-by- interim results, experience step program with types of project an indication of and support intermediate activities results, types of support activities, distribute the roles of project participants The choice of Advises, guides in Discuss possible Bank of funds, means possible means of means of project selection of main information and and information and additional project activities activities, make a funds Bank of funds, determine the choice The Provides assistance Carry out Working records, implementation of and participates in information working texts, the project, the interim selection, auxiliary sketches, drafts, including support assessment types of work, data Bank, etc. activities drafting sketches, (depending on the working versions project type) of the text, discussion and evaluation of data, exchange of information, etc. (depending on the type of project  work) Drafting a Participates in the Discuss the results Draft version of working version discussion and of data collection the project of the project evaluation of and preparation of interim results, project materials, helps, advises determine the structure and content of the project and its sections, the overall design, make a working version Drafting the final Helps with They correct, edit, The final text of text of the project adjustments and finalize the text, the draft, the text editing, advises the prepare for the of messages for final version, helps presentation presentations, the organize the presentation presentation scenario Project Performs the role Perform the project The final product presentation assigned to it presentation of the project, according to the according to the possible video presentation prepared and recording or scenario agreed scenario Protocol of the project presentation Evaluation of the Involved in the Discuss and The agreed project and its joint assessment of evaluate the results valuation presentation the project and its of implementation, presentation the quality of the project and its presentation Reinforcement Offers alternative Discuss and A report on the types of work and choose the forms project, including forms of support and types of work prospects of its to support the usage project The data of the language portfolio is for use in the process of studying the various non-native languages: a foreign (e.g. English, German, French, Spanish), Russian as a foreign language (for example, for children Uzbek or other nationality), non-native (non-Russian) language (for example, the Tatar language in Uzbek schools of the Republic of Uzbekistan). LPs are designed to assist in the development of a learner as a multilingual and multicultural person, their awareness of linguistic and cultural diversity, the place of different languages and cultures in the general world culture, and in general the formation of intercultural competence. The language portfolio for different levels of the national school language education system has a common structure and content (Table 7.8). As can be seen from the table, based on the content of the language passport, a learner can document their achievements in the field of learning and using a foreign language: record the “Passport data” of your language education; evaluate your own level of language proficiency in general and (or) in the main types of speech activity. The language biography is designed to develop the learner’s reflexive self- assessment skills. This part of the LP is filled in periodically during a certain period (academic year), in order to track the dynamics of qualitative improvement of speech skills (actions) based on the initial — intermediate — final self- assessment. Along with self-assessment, a parallel assessment of the selected parameters is also provided by the teacher, which allows the learner to clarify their assessment, discuss it with the teacher, compare personal and expert views on the aim (result) of mastering the foreign language, which, without any doubt, contributes to the establishment of equal partner interaction between the teacher and the learner. In turn, the dossier has the character of a "diary", "working file", etc. it is filled in by the learner based on their individual and personal needs, interests, aptitudes, style of educational activity, style of language learning, as well as their ideas about the results of language acquisition and the products of foreign language speech communication. LP has two main functions: social (informational) — record the learner’s achievements in the field of mastering non-native and foreign languages, facts and experience of using a  foreign languages in intercultural communication, as well as the experience of educational activities in the field of language and culture learning; pedagogical - increasing the learner’s motivation, developing language skills, improving the quality of language training, developing self-esteem and creating autonomy in learning a foreign language. We emphasize that for the Uzbekistan language portfolio, the leading function is pedagogical. In this sense, the use of this technology “implies an increase in the status of the learner in the educational process, their awareness of personal responsibility for learning results (learner autonomy), increased motivation in teaching (learning) language and culture, expanding the scope of the educational process by including in the system of assessment of the learner’s achievements in intercultural communication with native speakers of the foreign language” [Khaleeva, 1999, p. 5]. Structural and content characteristics of the language portfolio Structural component Aim Main characteristics of the language portfolio The language passport Recording data on family Content of the language communication languages, passport: foreign languages studied, table of self-assessment place and time of their of the level of proficiency study, facts and experience in the foreign language of cross-cultural (languages); communication; tables for registering the based on internationally current level; recognized levels of non- tables that record the native language following experiences in proficiency, learners’ self- learning and using assessment of their level of languages: language proficiency at a - languages of given time and throughout communication in my the acquisition process family, - schools where I studied (as), - languages that I studied before and am studying  now at school, - languages that I studied before and now study outside of school, — language of instruction, - projects (school, city, regional, national, international) - stay abroad — experience of intercultural communication in our country Language biography – On the basis of self- The content of the “Diary”, or “Flight assessment checklists language biography Journal of travel by year containing level checklists for self- of study” descriptors, the assessment basic implementation of communication skills learners’ independent (actions) in situations of analysis and assessment of verbal communication their own skills in practical (listening, speaking, use of a foreign language; reading and writing) and independent (or with the strategies of help of a teacher) communication and assessment of the aim, quality of language, objectives and results of selected on the basis of language learning, drawing parameters-descriptors up your own program on appropriate levels of the language English language proficiency and invited the trainee to self-assess the degree of their formation on the scale of “I can do it” — “I’m easy” — “That’s my aim” Dossier Collection of documentary Dossier Collection of evidence of personal documentary evidence of achievements in language personal achievements in learning and acquisition of language learning and linguistic and cultural acquisition of linguistic experience and cultural experience contents of the dossier: practical examples of personal achievements in  learning a language( s), the most successful works, examples of participation in international and other projects, as well as certificates of completion of courses, diplomas, awards, etc., which are organized in the following sections: my experience of practical use of the language (s) in Russia and abroad; what I learned about the country of the foreign language (people, society, culture, etc.); projects and works performed in a non-native language; how I am able to work on the language I am learning (self-assessment checklist of language skills); practical materials of my achievements in the field of language learning and use Learners of the XXI century spend a significant part of their time, both educational and leisure, working with information presented on electronic devices: computers, tablets, smartphones, etc. Most of the life of a modern person is somehow connected with the use of information and communication technologies (ICT). Information and communication technologies (ICT) are understood as “information channels and software tools for creating, collecting, storing, transmitting, processing, and using information” [Sysoev, 2012, p. 32-33].  The education system always responds to technological advances. Thus, in the 60s of the last century, the reduction in the cost of audio-visual means, the appearance of records, slide films, film rings, sound films provoked the intensification of the use of technical means in the educational process in a foreign language. However, during this period, the system of teaching tools has only just begun to take shape in the methodology of teaching foreign languages [Mirolyubov, 2002, p. 310]. In the 70-80th years, this science developed the theory of the course-book and the theory of learning tools. At this time, there were recommendations for equipping a foreign language classroom in a General education school (language laboratory), which included language and projection equipment, and in the 90-ies. video and audio courses were actively introduced into the educational process of teaching a foreign language, and new training and monitoring computer programs were developed. Currently actively investigated didactic properties and functions of the new multimedia and hypermedial technologies used in the field of teaching foreign languages, development of various aspects of using Internet resources to develop learners’ foreign language communicative competence, built an educational system in foreign languages, based on information and communication technologies or network technologies. In recent decades, a large number of dissertations have appeared on various aspects of the use of ICT in the educational process in a foreign language at school (I.K. Zabrodina, M.N. Evstigneev, I.A. Evstigneeva, Yu.V. Kohenderfer, etc.) and in higher education (E.M. Bazanova, A.A. Istomin, L.V. Panchenko, O.V. Pustovalova, etc.). Modern technologies used for teaching foreign languages can be classified according to their main aim in three groups. The first is the so-called demonstration ICTs. The second and third groups include those technologies that are based on the resources and technologies of the Internet. Finally, the third group consists of technologies that provide synchronous and asynchronous communication in a foreign language. Let’s look at the technologies used in more detail.  Demonstration ICTs include multimedia presentations and an interactive whiteboard. Multimedia presentations allow you to provide audio-visual visibility when conducting classes, protecting projects. As a rule, presentation equipment refers to the presence of a computer with the appropriate software (for example, Microsoft’s PowerPoint program), a projector and a screen. Multimedia presentations are educational materials prepared using the multimedia presentation editor PowerPoint. In foreign language classes, presentations can be used for various aims, such as during: explanation of a grammatical rule, when the grammatical unit, its construction formula, and usage context are clearly demonstrated; introduction of country-specific material, when presentations are a good help for illustrating country-specific information; formation of lexical and grammatical skills; project task protection; visualization of the main provisions of oral presentations and reports. The main aim of using the presentation is to provide visibility during oral presentation. Thus, the main focus should be on visual aids: images, graphs, diagrams, diagrams, animation. The possibilities of interactive boards for presentation of materials are quite diverse and are determined by programmed elements. This can be: voicing text, highlighting it on the Board, connecting disparate parts of sentences with a marker or finger, adding an element (s) to an existing text or image, swapping objects, etc. On many board models, text can be entered not only using the touch keyboard on the screen, but also in “Handwritten form” using styluses. Interactive whiteboard is a special device in the form of an electronic whiteboard that resembles a computer screen in its functions. Interaction with the user is carried out using the keyboard or special devices. [Azimov, Shchukin, 2009]  An interactive whiteboard is usually nothing more than a touch screen with the ability to input and output information. If there are special programs, it allows you to create a live interaction of learners with educational resources in the classroom, provide the introduction of additional materials to the lesson, brightness of the presentation of the material, and implement the principle of clarity. There are active and passive boards. Active boards are connected to a power source. Its surface is embedded with sensors that determine the position of the stylus. Passive boards do not contain sensors; all technologies are concentrated in the stylus. Interactive whiteboards have great advantages over traditional learning tools [Winter, 2009], namely: pedagogical: - intensification of training (increasing access to information and opportunities to work with it, optimizing the presentation of material, etc.), - modernization of training (transition to training based on electronic media); psychological: - developing learners’ interest and motivation, - visualization, - stimulating learners’ cognitive abilities by increasing the speed of information flow (for example, mental operations of analysis, synthesis); methodological: - shared bank of didactic materials; technical: - multi-function, - touch control (time saving, easy handling), - write, highlight, and edit in real mode, just like on a regular whiteboard, - combination of functions of the instrument and data carrier; economic: - save time and expense on printing training materials. There are two ways to use the interactive whiteboard:  preparation of the teacher’s own developments. In this case the appropriate software is used; use of ready-made materials. So, today many EMC contain ready-made applications for an interactive whiteboard, which the teacher can: use it in its entirety (as an accompaniment to a paper copy of the course- book); combine tasks from different training courses; use it to create your own content. The most useful features for a foreign language teacher are the following: the ability to enter text, automatic verification, the ability to move objects around the screen (for example, tasks like "make a sentence out of words"), text voicing, and so on. Due to the mass use of Internet technologies in the educational process, the modern educational environment is often called “Information and communication educational environment. The structure of the information-communication environment Technical component Informational Educational- component methodological component Information and comminication educational environment The information and communication environment assumes a set of conditions that provide all subjects of the educational process with access to information (including in a foreign language).  The information and communication environment allows providing participants of the educational process with the possibility of cross-cultural communication through the use of synchronous and asynchronous communication tools. With great interactivity, it allows for a differentiated, individualized approach to learning, creating conditions for personal and professional growth due to the capabilities of the distance education system. Letэs list some of the features that the information and communication educational environment provides: possibility of anonymity; multiple repetition of the material; motivated communication; use of authentic materials in a foreign language; automatic verification option; abundance of reference information; ability to work with hypertext; ability to choose a convenient time and place of work; abundance of graphic clarity; working with multimedia tools; practice of foreign language communication; work at an individual pace, etc. The use of Internet technologies in the educational process implies knowledge of the components of the Internet and an understanding of what these components can bring to the educational process. We can say that the Internet consists of two components: information resources and various telecommunication forms of communication. Internet technologies — “a set of forms, methods, methods, techniques of teaching a foreign language using the resources of the Internet and social services” [Sysoev, Evstigneev, 2010, p. 11-12]. There are currently two types of Network resources: authentic (for example, sites of museums, cities, and individuals) and educational, which will include resources created specifically for educational aims. Let’s look at them in more detail. Authentic resources. On the one hand, they are the most valuable for learning a foreign language, because they have a significant socio-cultural potential, their text material created by native speakers of the foreign language is a reflection of a modern, living language. On the other hand, authentic resources are not tested for the quality of the proposed material, the level of its complexity, and the possibility of using it for educational aims. In other words, all the work of evaluating its quality falls on the shoulders of the teacher. Authentic resources are used to develop the learner’s ability to work with various sources of information, to increase the level of their socio-cultural competence, to expand their general and linguistic horizons, vocabulary, as well as to develop skills in various types of reading and listening. Among educational resources, one of the most popular services is Wikipedia, or an online encyclopedia created by users. Wikipedia pages contain a large amount of information on a variety of topics. News Agency sites are very popular among teachers, for example, http://edition.cnn.com, http://www.bbc.com/, http://www.euronews.com etc. On these sites, one can find up-to-date information on a variety of topics, both in printed text and in the form of a video clip. Individual resources are additionally accompanied by text material or provided with subtitles. Online learning resources. Traditionally, the following classes of educational Internet resources are allocated: hotlist - a list of links to Internet text resources to be studied; multimedia scrapbook — list of links to multimedia resources; hunt (treasure hunt) — links to various sites on the topic under study, equipped with questions; subject sample — subject sampler) - links to text and multimedia sources, provided with questions and suggesting the formulation of your own opinion; WebQuest - a list of links to multimedia and text sources, formulated  questions for sections, a task to formulate your own opinion and a general discussion question [Sysoev, Evstigneev, 2010, p. 42-44]. These educational resources are aimed at developing learners ‘ various learning and communication skills. The need to work with a sufficiently large amount of information implies the development of their information competence, since working with these resources, learners acquire the ability to extract information from various sources, analyze it, structure it, and fix it. It is important for learners to be able to highlight the main and exclude the secondary, compress and expand text material, search for examples in the text, formulate arguments and draw conclusions. In turn, the discussion of information extracted from Internet resources in a foreign language allows learners to develop their communicative abilities: to enter into oral communication, ask questions to the interlocutor, defend their opinions. The use of these Internet resources may involve the development of learners’ skills not only in oral foreign language speech (speaking), but also in the field of reading and listening. Educational Internet resources are understood as “text, audio-visual materials on various topics aimed at the formation of foreign language communicative competence and the development of communicative and cognitive skills of learners to search, select, classify, analyze and generalize information” [Sysoev, Evstigneev, 2010, p. 42]. The teacher can create their own educational online resources, which involves the following work: determining the desired format of the resource being developed; searching for suitable resources; evaluating their content in terms of relevance to the pedagogical process; evaluating the language level of complexity; structuring the materials found; formulating questions for a common understanding of the text and discussion questions. The constructed educational resource can be presented to learners both in printed and electronic form, for example, on the page of the teacher’s website, his blog, etc. Sites created by teachers can be very useful in their work, because the information contained on them is structured by the teacher himself, so it fully meets his educational needs, taste and his chosen teaching style. Author sites are easy to create using specialized site designers and hosting them on free host servers. The use of constructors usually does not cause difficulties even for users who are completely ignorant of programming. Usually, the site author is first asked to choose a template that defines the site design, and the main tools that will be available to the owner, such as communication tools, links to cloud storage, opportunities to add illustrations, video and audio clips, and so on. Having decided on the necessary elements, it only remains to decide on the material (content) that will be posted on the site. Sites created by teachers can contain pages that represent playlists, web quests, etc., as well as links to pages that allow you to assess the level of language training of learners (language tests), course-books and audio- visual applications, various presentations, and so on. Online courses. They are united by a common idea, aim, and objectives and occupy a special place among ICTs. There are two main ways to use online courses: use them as a stand-alone distance learning course, or they can be integrated into the face-to-face learning process. At the same time, the teacher can include all the materials that are required for their work in the online course. In the classroom, they are displayed via a projector or interactive whiteboard, and learners can work with them using the Internet at home. The online course, which is created by the teacher himself, must meet certain requirements. The latter, for example, include: having your own space and location separate from other educational and informational sections; clear, logical and intuitive organization of materials; content of various search engine links; additional information; online reference books, dictionaries, encyclopedias, memos for learners, etc.; recommended work plan; systematic and timely informing of training participants about events, news, deadlines for completing tasks, etc.;  a clear system for evaluating achievements; a convenient communication system that meets the aims and objectives of the course and clear instructions on how to use these tools. The development of courses for teaching a foreign language requires thoughtful and carefully planned work of the authors and developers of the course. If you plan to use the course as a standalone course, we recommend that you include the following components: general information about the course; documentation of the educational process; communication; current ads; reference information; tasks for monitoring and self-monitoring; guidelines for working with the course. It is worth noting that the course materials can be divided into “Permanently available materials” and “Temporarily available materials” if necessary. Temporarily available materials can be, for example, materials of individual modules (sections) of the course, necessary only for the time of working on a certain section of the course, etc. In the educational process, online courses may involve teaching both individual aspects of language and types of speech activity, and be complex, for example, organized in the form of a role-playing game [Akimov, Ovchinnikova, 2009]. As mentioned above, a network course can be created using free constructors and hosted on free host servers. Even free hosts offer a significant number of tools so that the teacher can post their materials. In addition, such courses can be saved as a web site or written to CD-ROMs (for example, using the Microsoft Office package). In this case, most of the content becomes available offline. Many modern course-books and teaching materials on foreign languages offer a CD/DVD-ROM containing both additional materials, such as a dictionary, audio, and video that support the topics of sections of the course-book, and the course- book itself, but made in an interactive form. Traditionally, tools that allow mutual communication in the network are divided into 2 classes: synchronous and asynchronous communication tools. The first ones assume an instant response from the user, while the second ones assume a delayed response. Modern software of sending messages (instant messenger) often combine the capabilities of asynchronous and synchronous communication. Among the programs that allow communication, you can name a variety of messengers, including WhatsApp, Viber, Skype, and so on. Of course, in comparison with oral (real) communication, network (virtual) communication has its own specifics, which becomes the subject of study of many modern linguists. However, communication in the virtual space is so tightly integrated into the life of modern people that learning to communicate in a foreign language on the Internet looks quite logical. Communication technologies are those technological solutions that allow communication between communication participants. In addition to instant messaging programs, blogging, wiki, podcast, YouTube, and various social media tools are widely used. For example, blogs or online diaries are created by a Network user and usually reflect the author’s interests. The author presents a message in the form of text (livejournal, blogger), an image (Instagram), or an audio or video clip (podcast, YouTube), under which everyone can leave their comments. Using these tools allows you to develop skills in all types of speech activities, such as reading, writing (reading and commenting on entries, wiki), listening (viewing videos), and speaking (creating your own videos). “Podcasting is the process of creating and distributing audio or video broadcasts (i.e. podcasts) on the World Wide Web (usually in AAC or Ogg/Vorbis format for audio and Flash Video, and others for video broadcasts). As a rule, podcasts have a specific topic and publication frequency, but there are exceptions” [http://dic.academic.ru/dic.nsf/ruwiki/1098408]. “YouTube is a video hosting service that provides users with video  storage, delivery, display, and monetization services. Users can upload, view, rate, comment and share certain videos” [https://ru.wikipedia.org/wiki/YouTube]. The use of podcasts in teaching began after their emergence in 2005, when teachers became aware of the potential of using thematic audio and video collections in the educational process. Among their didactic properties are the following: authenticity, relevance and novelty (the idea of podcasts is “Hot” news), accessibility (podcasts are free and available for download wherever there is Internet access), usability (played on almost all devices). Podcasts and video clips can be successfully used in working on all types of speech activity and aspects of language. YouTube hosts a variety of materials used for educational aims: video tours, reviews of products and services, interviews, animated videos, video instructions, fragments of films (documentaries) and commercials. As an example, consider using one of the videos posted on YouTube (the commercial for Robinsons Drinks “Robinsons Pals”). The video clip is a 1-minute long video. Examples of pre-text tasks Response to questions Variant a) Do you like to watch ads? Why? Does an interesting and memorable ad happen? Describe what kind of ad you remember and what happens in it? Variant b) What do you like to do with your friend? How do we communicate with our friends? Why are we friends? why do you love your friend? Is your relationship with your friend similar to your relationship with your mom or dad? Why? Example of tasks during viewing The group (class) is divided into pairs. Half of the group (class) watch the video (until it becomes clear that this is an ad — 50 seconds), the other half at this time sits with their back to the screen. While watching the video, the person who is watching the video tells their partner what is happening (training in the use of time Present Progressive). Then the video is shown to the end. Examples of post-text tasks Answers to questions for discussion or essay topics a) What makes an ad successful? What feelings does the video evoke? (arguments for and against); b) is there a friendly relationship between parents and children? Do parents need to behave like friends? Depending on the audience in which the work is performed, tasks may also change, which makes most of the videos universal. In the example given, the post- text task a) is suitable for working with adult learners, middle and high school learners. The usage of blogs in teaching a foreign language has significant educational potential. They support the motivation of learners to communicate in the language they are learning outside of school hours, since blogging involves not only filling it out, but also commenting on messages from learning partners and responding to comments. By filling in the blog pages, learners expand their skills in writing, in selecting language tools for expressing their own opinions, in commenting on other people’s work, and in finding ways to present material more effectively and organize the text correctly. Learner blogs can serve as a portfolio containing a variety of information about the learner [Sysoev, 2012, pp. 115-127]. The use of blogs in training will be effective if certain rules are established before work, which learners are required to follow when creating their own posts and commenting on the posts of their partners. These rules may, for example, regulate: the number of characters contained in the record (the ability to control the amount of information is useful for learners in preparing for final exams (GSE, SSE); a form for submitting information (for example, a description, essay, etc.); stylistic affiliation of the text;  language tools used in writing (lexical and grammatical units); ways to comment on the text. In addition, it is useful to determine at the very beginning how (and whether) the work in the blog will be evaluated, what will be the criteria for evaluating the message itself, and what will be taken into account when evaluating comments on posts. Keep in mind that to work with this technology, each learner registers their own blog and gives a link to it to the teacher and classmates. Let’s look at examples of tasks for working with a blog. Preparing for SSE. As a task, one learner receives the following instruction: “Write an essay on a given topic, following the rules of the exam”. In the comments, participants evaluate the written work according to the criteria for evaluating the essay on the exam, comment on the written text, and suggest better wording. Jointly adjust the use of language tools in the text. After independent and joint edits, a new text is created, which is then checked and evaluated by the teacher. The same method of work can be used when teaching writing letters in the GSE and SSE. Group work (project task). Learners are divided into groups of 3-5 people and complete the task in the blog of one of them. Each group is invited to jointly plan a trip to London (Berlin, Vienna, etc.) for the holidays. Then the participants of other groups comment on the resulting trip plan, noting its strengths and weaknesses. The work can be completed by voting on the best plan. Control. Learners (for example, those who are lagging behind) receive assignments for the holidays, with the condition that the tasks will be completed in small portions every day. The teacher monitors the quality and frequency of tasks by correcting errors in the comments. V.P. Sysoev notes that when evaluating an utterance, it is necessary to start from what exactly is in the center of attention: its fullness or language correctness. It is often difficult for learners to formulate common statements in accordance with all the rules of spelling, punctuation and grammar.  Excessively high requirements for formatting statements can reduce the motivation for discussion, so it is better to give the installation that the language correctness will not be evaluated. When a text is placed for further discussion, it is desirable that the teacher make a preliminary correction and eliminate errors that may distract learners from its content [Sysoev, 2012, p.124]. Blog in the educational process can perform various functions, it can be used in almost any age group, regardless of the level of language proficiency. Each technology is aimed at developing the appropriate skills. For example, the use of multimedia teaching tools is aimed at developing learners’ ability to understand the read (heard) information, record the necessary (set) information, transmit the main content of the read and (or) listened to, Internet resources provide the ability to work with information of a variety of plans, perform Internet projects (web quest), participate in webinars, work in blogs, online conferences are aimed at developing skills to participate in a conversation (discussion); request and exchange information; predict the development (result) of the facts (events) presented, etc. Blogs, social networks, and wikis can be important for working on reading and writing, and podcasts and YouTube can be important for developing the ability to understand foreign language by ear and verbally generate your own utterances. In conclusion, we note that when using ICT in the educational process, the information and communication competence of the teacher is important, namely: knowledge of professionally significant sources of information, including in a foreign language; skills and abilities to search, accumulate, process and use information in a foreign language to produce new knowledge in the process of professional communication and cognitive activity; skills and abilities to use ICT in the educational process in a foreign language, etc. Information and communication competence is one of the important components of the professional competence of a foreign language teacher. This, along with other professional competencies, needs to be constantly improved, and ICTs can also play a decisive role in this. Questions: 1. What are the modern requirements to the specialist of FL? 2. Why are the information and cultural literacy important for specialists of FL nowadays? 3. How do you understand “professional literacy”? 4. What is educational technology? Explain the origin of the term “technology”. 5. What is the essence of instructional theory and learning theory within educational technology? 6. What does educational technology include? 7. With what subjects in the curriculum does the subject of innovative technologies have links? 8. What a skillful teacher should be able to do? 9. What are the main factors of efficiency of FLT? 10. Name the main didactic principles used in innovative technologies? 11. Name the main psychological factors that influence on improving efficiency of teaching? Methodological tasks Educational technology 1. Express your point of view on the following questions. Explain your statements. a. Highlight the criteria for productive educational technologies. Which of them do you think are the main ones? b. Analyze the possibilities of using interactive technologies based on the material of one of the EMC for FL. How does the specificity of the learning stage and the age of learners manifest itself? c. Based on the material of one of the sections of the EMC, consider the possibilities of using project technology. What project task options could you offer? d. How do you assess your achievements in the field of language acquisition? What materials illustrating your achievements could you submit in the language portfolio, and on what basis would you select them? e. What do you associate with the concepts of “Productive education” and Creativity in the study of language and culture? 2. Working in pairs, define the following concepts by completing the following sentences: a. The method in teaching foreign languages is... b. Educational (pedagogical) technology is defined as... с. Productive education is... d. Model of productive educational activity —... e. the main characteristics of productive educational technology include... f. there are such main types of productive educational technologies As..., and such types as... 3. Within the chosen topic of communication, offer tasks: for a problematic discussion; modeling the situation of oral communication; training project. ICT in teaching language aspects and types of speech communication 1. Define the criteria for selecting Internet resources. Discuss them in a group. 2. Select for primary (primary, secondary) school from the list of recommended course-books on the website of the Ministry of public education and science of the Uzbekistan, analyze it and select one of the topics. Select Internet resources to expand it. 3. Plan the lesson in a foreign language with the use of Internet technologies. 4. In small groups find the Internet resources on specific topics for primary learners (primary, high) school. Justify your choice.  2. MASTERING THE METHODOLOGY OF ORGANIZING THE PRACTICAL PROCESS OF TEACHING A FOREIGN LANGUAGE, FOREIGN LANGUAGE LESSON, FEATURES OF A FOREIGN LANGUAGE LESSON Achieving high-quality results in teaching a foreign language is possible if the correct use of various forms of organization of the educational process, among which a special place is taken by the lesson. The form of training organization is ‘the method and nature of interaction between the teacher and learners, learners among themselves, learners with the material being studied” [Zagvyazinsky, 2008, p.130]. The main forms of organization of training include, along with the lesson, excursions, homework, consultations, electives, classes in a circle, exams, industrial practice, etc. The lesson, being, perhaps, the main organization