Foreign language classroom

Foreign language classroom

Introduction

Trends come and go. This is not only true for subjects related to fashion, music, and art but also applies to academia. The sciences of language study and language teaching are no exception to this and have seen several trends and approaches develop and dissolve in the last decades. All of these previous approaches, such as the grammar-translation method, the audio-lingual method, or the direct method, have had an impact on how foreign languages are taught today.

To the end of 20th century the role of knowledge incredibly increased all over the world. The level of educated young people, possessing good knowledge of the language or, more generally, the information, begins to define the political and economic status of the states. And nowadays for successful work the states need people - skilled specialists meet the highest requirements of the modern society.on the millennium border the education transforms to one of the sources of the most valuable strategic resources - human capital and knowledge that, after all, defines the level of development of the modern societies. And the main accelerator of this development becomes informatization. The society computerisation, in turn, is practically impossible without the computerization of the education system, so this problem by its importance gets out now to the first place in pedagogical science. The priority of this problem strengthens also by the fact, that it is essentially new.

Let's remind that the education is a result of mastering of the systematized knowledge, practice and skills. The education in 21st century requires new thinking, new philosophy, new judgment of everything. At a stage of transition to an information society the information and its highest form - the knowledge is the integral part of education, activity and life as a whole.English language became the global one. What does it mean? The term 'global English is being used increasingly nowadays. It is a means of demonstrating that English is spoken in every part of the world, both among speakers within a particular country who share a first language, and between speakers from different countries. English is no longer spoken only by its native speakers in the UK, North America, Australia and New Zealand, and by those who learn English in order to communicate with native speakers. It is also spoken among non-native speakers within the countries like India, the Philippines and Singapore and internationally among non - native speakers from a wide range of countries throughout the world. This last use of English is often referred to as 'English as an International Language, and it is this kind of English which we will focus on here as it is the largest group of English speakers, numbering around 1.5 billion. Because of a fact that English is a global language and now people more and more are eager to learn it and speak fluently, a lot of efforts were made to the development of the new ways of learning this language.

The studying of the foreign languages begins mostly at school. To master a foreign language, pupils must be engaged in activities which are the characteristic of the language; they should hear the spoken language, speak, read, and write it. Classroom practices which are restricted to teacher's presentation of linguistic material (vocabulary, grammar) and the testing of pupils' knowledge cannot provide good learning. The teacher covers «content» but does not instruct pupils. The majority of pupils remains passive, and work only to memorize what the teacher emphasizes. We cannot but agree with the following words:»… most of the changes we have come to think of as 'classroom learning typically may not occur in the presence of a teacher. Perhaps it is during seatwork and homework sessions and other forms of solitary study that the major forms of any learning are laid down.» Nor can the teacher ensure pupils learning a foreign language if he uses only a textbook, a piece of chalk, and a blackboard.

To achieve effective classroom learning during the compulsory secondary education, the teacher must use all the accessories he has at his disposal in order to arouse the interest of his pupils and retain it throughout the lesson which is possible only if the pupils are actively involved in, the very process of classroom learning. And to teach a foreign language effectively the teacher needs teaching aids and teaching materials.

The fact, that material presented by the teacher in the most interesting form is acquired better and kept longer, is indisputable.modern abundance of ways and technologies of teaching the foreign languages it is quite difficult to prefer something one. Only the teachers creative approach to the educational process and the combined application of various methods of training in this process can provide fast and easy mastering the subject under the study - a foreign language.todays globalized world, interconnectedness has not merely affected numerous aspects of our daily lives in the physical sense of transcending borders. It has above all confronted our information-based societies with the necessity to find a common voice in order to bridge language barriers - not only for the simple exchange of information, but also for the mutual creation of knowledge. Multilingualism is a reality in various kinds of community, with the European Union being a prominent example, and without any doubt it represents an asset in regard to cultural diversity and richness. However, this reality also brings about new emerging language repertoires developing as a result of the immediate processes of language contact induced by communicative need.

Culture, aside from its reference to the artefacts of a given community, involves socially acquired knowledge. This knowledge is organized in culture-specific ways which normally frame our perception of reality such that we largely define the world through the filter of our world view.our dynamic, multicultural world, the ability of the second language or foreign language students to empathize, tolerate, and appreciate the cultures of other peoples is ideal. This ability or competence will be shown to extend beyond the four classroom walls after the acquisition of language has been accomplished. The role of the teacher in developing this new competence will be established., two general approaches to teaching foreign languages have developed: The communicative approach, with its principal objective of increasing communicative competence, and the intercultural approach, with a focus on developing intercultural competence. Although the two approaches overlap in several areas and share certain characteristics, they also differ in aspects crucial to foreign language teaching, for instance the desired outcome or the type of model speaker. In the academic world, the high number of publications on intercultural competence seems to predict the implementation of the intercultural approach, at least in theory.to the interactive technological tools of the Internet and e-mail, an increasing number of the international projects and cross-cultural contacts indicate the need of installing of skills of intercultural communication. After all, the communication at cross-cultural level allows to have the productive interpersonal contacts and promotes increasing of the level of mutual understanding between people.subject of the research work: the role of the interactive methods in training the cross-cultural communication is quite difficult and was a subject of the scientific works of many authors, namely: Avetisyan N.G., Astafurov T.N., Bim I.L. Ikonnikov N.K. etcthe course of writing of a research paper it will be necessary to solve the following problems:

to give the concept and to reveal the essence of an interactive method of training;

to give the concept and to reveal the essence of cross-cultural interlingua communication;

to define the role of an interactive method in the course of training of the intercultural communication.object and subject of this research work is the interactive method of training in the light of intercultural communication.relevance of cases under discussion is absolutely obvious. The application of the interactive methods and approaches in training the foreign languages will help quicker and more qualitatively study the language and culture of other people.

1. Intercultural communication in English language education

1.1 Culture in the Foreign language classroom

It is an indisputable fact that in the 21st century English has become a global lingua franca with non-native speakers of the language outnumbering its native speakers. This calls for the acknowledgement of the language as being dissociated from its primary lingua-cultural roots and transferred to new communicative contexts with ever-changing constellations of interactants. The increased mobility of people and the globalisation of business activity have made it imperative that corporate and public sector organisations and institutions are aware of the importance of intercultural communication and develop relevant skills and competences. Every workplace benefits from and needs employees who have a good understanding of intercultural communication issues, whether in an international or local multicultural/multinational community.has taken an important place in foreign language teaching and learning studies. It has been widely recognized that culture and language is used as a main medium through which culture is expressed. However, «pure information» is useful but does not necessarily lead learners insight; whereas the development of peoples cultural awareness leads them to more critical thinking. Most frequently confronted that students to a great extend know the rules of language, but are not always able to use the language adequately as it requires since they are not knowledgeable enough about the target culture. Bearing all this in mind, the aim of this research work has been to provide necessary information for the foreign language teachers and learners so that they can establish a good connection with the target language and its culture.has been seen that language is much more than the external expression and communication of internal thoughts formulated independently of their verbalization. In demonstration the inadequacy and inappropriateness of such a view of language, attention has already been drawn to the ways in which ones mother tongue is intimately and in all sorts of details related to the rest of ones life in a community and to smaller groups within that community. This is true of all peoples and all languages; it is a universal fact about language.speak of the relations between language and culture. It is, indeed more in accordance with reality to consider language as a part of culture. «Culture» is here being used in the anthropological sense to refer to all aspects of human life insofar as they are determined or conditioned by membership in a society. The fact that a man eats and drinks is not itself cultural; it is a biological necessity that he does so for the preservation of life. That he eats particular foods and refrains from eating other substances, though they may be perfectly edible and nourishing, and that he eats and drinks at particular times of day and in certain places are matters of culture, something «acquired by man as a member of society», according to the now-classic definition of culture by the English anthropologist Sir Edward Burnett Tylor. As thus defined and envisaged, culture covers a very wide area of human life and behaviour; and language is manifestly a part, probably the most important part, of it.the faculty of language acquisition and language use is innate and inherited, and there is legitimate debate over the extent of this innateness, every individuals language is «acquired by man as a member of society», along with and at the same time as other aspects of that societys culture in which he is brought up. Society and language are mutually indispensable. Language can have developed only in a social setting, however this may have been structured, and human society in any form even remotely resembling what is known today or is recorded in history could be maintained only among people speaking and understanding a language in common use.the use of language, any skills, techniques, products, modes of social control, and so on can be explained, and the end results of anyones inventiveness can be made available to anyone else with the intellectual ability to grasp what is being said. Spoken language alone would thus vastly extend the amount of usable information in any human community and speed up the acquisition of new skills and the adaptation of techniques to changed circumstances or new environments. With the invention and diffusion of writing, this process widened immediately, and the relative permanence of writing made the diffusion of information still easier. Printing and the increase in literacy only further intensified this process. Modern techniques for almost instantaneous transmission of the written and spoken word all over the globe, together with the rapid translation services now available between the major languages in the world, have made it possible for usable knowledge of all sorts to be made accessible to people almost anywhere in the world in a very short time. This accounts for the great rapidity of scientific, technological, political, and social change in the contemporary world. All of this, whether ultimately for the good or ill of mankind, must be attributed to the dominant role of language in the transmission of culture.

The increased mobility of people and the globalisation of business activity have made it imperative that corporate and public sector organisations and institutions are aware of the importance of intercultural communication and develop relevant skills and competences. Every workplace benefits from and needs employees who have a good understanding of intercultural communication issues, whether in an international or local multicultural/multinational community.Communication is a relatively new field of study and incorporates a fascinating mix of elements. As well as giving you a critical understanding of interculturality, this course provides research training in the collection of insights and data. The course takes an unusually multi-disciplinary approach, enabling students with interests as diverse as business, education, journalism, languages, linguistics or politics to approach the subject from their particular perspective. Through its multi-disciplinary character, the MA brings together students and staff from diverse backgrounds, so that participation in the course is a significant intercultural experience in itself.course will interest students and practitioners as well as those wishing to pursue careers in academia, communication departments of multinational organisations, human rights organisations, international management and relations, intercultural training, consultancy, marketing and international development. It will also appeal to those who wish to become more effective communicators in other professions, or act as cultural consultants.

Culture has always been part of foreign language teaching. In fact, only during a very short period of time after the Second World War, was it common belief shared among foreign language scholars that cultural topics should not be covered in the language classroom. However, for most of the time modern languages have been taught, if and how culture should be part of language teaching has been discussed by many theorists and many perspectives and approaches have influenced the general argument. There are two main reasons as to why the role of culture has changed often in foreign language teaching. The debate was influenced by changes within the general objectives of foreign language teaching at the respective time, which were strongly shaped by political objectives of education and language teaching. Additionally, changes in the understanding of culture and its definition had an impact on how it was taught in foreign language education., the history of language teaching influenced what is understood by todays intercultural approach to teaching., however, it is necessary to provide some information on the other aspect that immensely influences how culture is taught in language classes today: The understanding of culture itself.define culture has always been difficult for scientists and there is still no consensus on a definition. Two reasons can explain that. Firstly, culture is relevant to many scientific and academic disciplines. Therefore, many perspectives and theories can be implemented in its definition., culture is a dynamic construct, changing all the time. A definition, therefore, can only grasp its basic outlines. Thus, many definitions have been suggested, and for a long time, culture has been understood as the products of a country, such as music, architecture, literature, paintings, clothes, etc. This understanding of culture is often referred to as high culture (Hochkultur) or Culture with a capital C.recent decades, however, the definition of culture as something static and product-oriented has been regarded as insufficient. It does not consider all members of a nation, but merely those that belong to a certain social group. Neither does it regard peoples behaviors, attitudes, or values. Cultural artifacts are only those parts of culture that are obvious and observable. As a consequence, another notion of culture has been added to the definition: culture with a small c. The metaphor of an iceberg to understand culture has been used by numerous theorists. The visible part is the one that relates to Culture with a capital C, the invisible part represents the notion of culture with a small c. An intercultural approach to foreign language teaching recognizes the relevance of both notions of culture and the relationship of the two. Just like the invisible part of an iceberg, the invisible part of culture is the foundation of cultural representations. Thus, certain values, attitudes, and beliefs of a group of people are displayed in their music, traditions, and literature. Foreign language teaching today is not satisfied with a display of a cultures visible representations, but also wants to tackle its foundation. Culture can only be explained and understood if the connection between visible and invisible is considered a unit.

With a concentration on the visible representations of culture only, clichés and stereotypes are reinforced. Students would only experience the otherness of a foreign culture and but not understand its motivations. Consequently, a definition of culture today considers «a whole way of life» [11, 48].definition has several consequences for the role of culture in the foreign language classroom. First of all, the concept of national cultures is no longer sufficient. A national approach to culture neglects the multicultural nature of societies and the culture of sub-groups within societies, such as youth culture11. Consequently, topics such as race, class, age, and gender are relevant for the foreign language classroom. Secondly, if culture is the whole way of life, it cannot be considered a static concept anymore. Peoples lives change and although a nations or groups past always plays a role in modern life, communication with a person of the 50s will differ from communication with a person of the 21st century.summarize, culture today is understood as a heterogeneous, multi-layered, and dynamic construct.Oatey acknowledges these features of culture: Culture is a fuzzy set of basic assumptions and values, orientations to life, beliefs, policies, procedures and behavioural conventions that are shared by a group of people, and that influence (but do not determine) each members behaviour and his/her interpretation of the meaning of other peoples behaviour.definition gives an impression as to the task that lies ahead for language teachers. If culture influences the way people from the target group of native speakers think, act, feel, and experience others, the same applies to students in the language classroom.scholars agree on the importance of culture in language classrooms and it has become one of the main research areas in foreign language study and teaching. This too, is justified by political and societal conditions. Contact between cultures increases via direct and indirect exchange, the transfer of products, and social networks. Different cultures live together, work together, and go to school together. In brief, globalization has found its way into schools and one of the tasks of education, including language education, is to prepare students for this globalized world. An intercultural approach to language teaching gives one outlook on how this can be achieved.like culture, what is understood by the intercultural approach and its desired outcome intercultural competence is difficult to define. Partly, this is because several academic fields acknowledge the importance of intercultural competence, and it is not only relevant in foreign language study and teaching. Thus, perspectives and input from areas such as business and marketing, social studies, linguistics, and cultural studies have had an effect on what is understood by intercultural competence today. This illustrates the importance of intercultural competence in our world and shows that it is not only a task to be mastered in the language classroom.

Intrecultural communication aims to prepare students to familiarize them with traditions and customs of the other country and to make sure they can communicate with native speakers. Communicative competence, i.e. skills such as listening, speaking, reading, and writing, are the main focus in the lessons, spiced up with cultural content.knowledge about the target culture is necessary to communicate successfully. This includes having a working knowledge of art, but also an understanding of the political and educational system, as well as history and geography of the target countries. Since culture is only considered as declarative knowledge, the methods used are very often traditional. Thus, it is assumed that through study and analysis of cultural products students will automatically learn about the target countries culture.cultural content of language teaching materials, techniques for increasing awareness of the culture of the target language community, as well as the culture of English as an International Language, have been debated in many academic forums.recent years, discussions on culture have expanded from a focus on culture as content to encompass the cultural appropriateness of various language teaching methodologies. This expansion in focus was probably fuelled by data emerging from classrooms across the world, where the teachers/schools chosen methodology showed a lack of fit with the students and teachers cultural norms, and their expectations of what good language teaching needs to involve.

Understanding culture (which may refer to nationality or certain aspects of an individuals personality) is necessary for intercultural communication.purpose of this work is to investigate and evaluate classroom «community building» activities as a method for building intercultural communication in an educational context. In order to accomplish intercultural communication, it is necessary to have increased cultural sensitivity and awareness, improved ways of communicating with others, and new perspectives on various aspects of culture.communication is the verbal and nonverbal interaction between individuals of different cultures, both at the community level and individual level. Culture is traditionally described as a national, ethnic, social class, and gender. However, culture is more complicated than these simple categories; cultural differences exist in individuals, and are derived from individual cultures such as beliefs, values and norms.goal of intercultural communication is to encourage individuals to consider their differences and to share various cultural meanings.

1.2 Cross-cultural communication

language classroom interactive communication

Today it is obvious that the mankind develops on the way of expansion and interaction of the various countries, the people and cultures. This process covers various spheres of public life.the world becomes more and more cultural various, the importance of the subjects connected with cross-cultural communication and its efficiency grows together.on culture are necessary to overcome cross-cultural distinctions and to develop the cross-cultural relations.cultural communication is an adequate mutual understanding of two participants of the communicative act belonging to different national cultures.of skill of cross-cultural communication and attention emphasis on cultural distinctions allows us to learn how to behave in various cross-cultural situations.scientists define skills of cross-cultural communication as success of interaction with carriers of other cultures.key moment of many existing training programs are the friendly communication cultural relations. These programs suggest to include in training cultural aspects when forming cross-cultural competence.of such cultural aspects are language, social culture, national traditions, customs and kitchen as they are reflected and in the person, a family, society and are an important factor of formation of competence of cross-cultural communication.is necessary to allocate six main problems which disturb effective cross-cultural communication., the wrong belief of people that they can communicate freely with each other owing to the similarity, strongly disturbs understanding at cross-cultural communication.second problem are language distinctions. For cross-cultural communication not enough superficial phrase knowledge of language.third problem - wrong nonverbal interpretations. In any culture the nonverbal behavior makes the main part of communicative messages. But it is very difficult to understand nonverbal language of foreign culture completely. The wrong interpretation of nonverbal behavior can easily lead to misunderstanding which breaks communication process.and stereotypes are fourth «stumbling block». The excessive support on stereotypes can objectively prevent to look at other people.fifth problem party are cultural values. Various values can cause negative estimates., at last, the increased alarm and tension. Episodes of cross-cultural communication often lead to alarm and stresses that also is reflected in efficiency of cross-cultural communication.of modern interactive technologies and training methods in formation of cross-cultural competence - preparation of the person for life in the polycultural environment, understanding possessing developed feeling and respect of other cultures, in ability to live in peace and a consent with other people of different nationalities and beliefs.the course of preparation being trained to cross-cultural communication it is recommended to follow the following principles:

. To apply the actual authentic written sources reflecting not only a cultural cut of the nation in a diachrony, but also synchronism, without forgetting that culture - concept dynamic.

. To address not only to written sources, but also to a rich visual and sound number of manifestations of foreign culture.

. To carry out the principle of an identification with the other culture and its phenomena, to develop cross-cultural empathy, carrying out the comparative analysis with native culture.

. To immerse being trained in foreign-language environment, applying interactive methods of teaching with the native speaker or the carriers of other culture.

. To observe a pragmatically component of cross-cultural competence, skills.

1.3 The importance of teaching culture in the foreign language classroom

Foreign language learning is comprised of several components, including grammatical competence, communicative competence, language proficiency, as well as a change in attitudes towards ones own or another culture. For scholars and laymen alike, cultural competence, i.e., the knowledge of the conventions, customs, beliefs, and systems of meaning of another country, is indisputably an integral part of foreign language learning, and many teachers have seen it as their goal to incorporate the teaching of culture into the foreign language curriculum. It could be maintained that the notion of communicative competence, which, in the past decade or so, has blazed a trail, so to speak, in foreign language teaching, emphasizing the role of context and the circumstances under which language can be used accurately and appropriately, falls short of the mark when it comes to actually equipping students with the cognitive skills they need in a second-culture environmentother words, since the wider context of language, that is, society and culture, has been reduced to a variable elusive of any definition-as many teachers and students incessantly talk about it without knowing what its exact meaning is-it stands to reason that the term communicative competence should become nothing more than an empty and meretricious word, resorted to if for no other reason than to make an «educational point.» In reality, what most teachers and students seem to lose sight of is the fact that knowledge of the grammatical system of a language grammatical competence has to be complemented by understanding (sic) of culture-specific meanings communicative or rather cultural competence.teaching of culture is not akin to the transmission of information regarding the people of the target community or country-even though knowledge about (let alone experience of the «target group» is an important ingredient. It would be nothing short of ludicrous to assert that culture is merely a repository of facts and experiences to which one can have recourse, if need be. Furthermore, what Kramsch hers English as a foreign language seems to insinuate is that to learn a foreign language is not merely to learn how to communicate but also to discover how much leeway the target language allows learners to manipulate grammatical forms, sounds, and meanings, and to reflect upon, or even flout, socially accepted norms at work both in their own or the target culture. Language teachers believe that culture teaching has value. It has long been the view of language theorists and researchers that a cultural component is essential in creating a complete and comprehensive language syllabus. It is believed that language students will acquire the cultural tools necessary to function in the target culture outside of school or in the «real» world.can be taught at the start of a language program even if it has to be taught in the first language or L1 to start. To accomplish this, Sellami proposes a three-stage approach where the primary stage of culture teaching occurs at the beginner level. At this level, language learners are merely introduced to cultural facts and are just becoming acquainted with the target culture. From there, learners progress through to the second stage which is suitable for students who have an intermediate level of language ability. Here, students begin to compare their own culture with that of the target culture and «attempts at understanding, empathy, appreciation and acceptance of the other are still in their embryo stage». The final stage is appropriate for the advanced language student as it involves a more in depth contact with the target culture and the aims of the previous second stage (as stated above) are finally being accomplished.this part, we will briefly examine the relationship between language and culture and see why the teaching of culture should constitute an integral part of the English language curriculum. To begin with, language is a social institution, both shaping and shaped by society at large, or in particular the cultural niches, in which it plays an important role. Thus, if our premise is that language is, or should be, understood as cultural practice, then ineluctably we must also grapple with the notion of culture in relation to language. Language is not an autonomous construct, but social practice both creating and created by the structures and forces of the social institutions within which we live and function. Certainly, language cannot exist in a vacuum; one could make so bold as to maintain that there is a kind of «transfusion» at work between language and culture. Amongst those who have dilated upon the affinity between language and culture, it is Duranti who succinctly encapsulates how these two interpenetrate: to be part of a culture means to share the propositional knowledge and the rules of inference necessary to understand whether certain propositions are true (given certain premises). To the propositional knowledge, one might add the procedural knowledge to carry out tasks such as cooking, weaving, farming, fishing, giving a formal speech, answering the phone, asking for a favor, writing a letter for a job application.and communication are inseparable because culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed, or interpreted… Culture…is the foundation of communication., given Durantis definition of culture as something learned, transmitted, passed down from one generation to the next, through human actions, often in the form of face-to-face interaction, and, of course, through linguistic communication, it is patently obvious that language, albeit a subpart of culture, plays a pivotal role. Bourdieu has emphasised the importance of language not as an autonomous construct but as a system determined by various socio-political processes. For him, a language exists as a linguistic habitus, as a set of practices that imply not only a particular system of words and grammatical rules, but also an often forgotten or hidden struggle over the symbolic power of a particular way of communicating, with particular systems of classification, address and reference forms, specialized lexicons, and metaphors (for politics, medicine, ethics).any rate, to speak means to choose a particular way of entering the world and a particular way of sustaining relationships with those we come in contact with. It is often through language use that we, to a large extent, are members of a community of ideas and practices. Thus, as a complex system of classification of experience and an important window on the universe of thoughts; as a link between thought and behaviour; and as the prototypical tool for interacting with the world. The language is intertwined with culture. In the past, language and culture were lumped together as if they automatically implied each other. Wilhelm von Humboldt, an eminent diplomat and scholar, once wrote:spiritual traits and the structure of the language of a people are so intimately blended that, given either of the two, one should be able to derive the other from it to the fullest extent…Language is the outward manifestation of the spirit of people: their language is their spirit, and their spirit is their language; it is difficult to imagine any two things more identical.what exactly is culture? As Nemni and Street suggest, this is not an easy question to answer, particularly in an increasingly international world. On a general level, culture has been referred to as the ways of a people. This view incorporates both material manifestations of culture that are easily seen and non-material ones that are more difficult to observe, as Saville-Troike notes. Anthropologists define culture as the whole way of life of a people or group. In this context, culture (sic) includes all the social practices that bond a group of people together and distinguish them from others. According to Peck, Culture is all the accepted and patterned ways of behavior of a given people. It is that facet of human life learned by people as a result of belonging to some particular group; it is that part of learned behavior shared with others. Not only does this concept include a groups way of thinking, feeling, and acting, but also the internalized patterns for doing certain things in certain ways….not just the doing of them. This concept of culture also includes the physical manifestations of a group as exhibited in their achievements and contributions to civilization. Culture is our social legacy as contrasted with our organic heredity. It regulates our lives at every turn.could be argued that culture never remains static, but is constantly changing. In this light, Robinson dismisses behaviourist, functionalist, and cognitive definitions of culture and posits a symbolic one which sees culture as a dynamic system of symbols and meanings whereby past experience influences meaning, which in turn affects future experience, which in turn affects subsequent meaning, and so on. It is this dynamic nature of culture that has been lost sight of and underrated in foreign language teaching and ought to be cast in a new perspective. Learning a foreign language can be subversive of the assumptions and premises operating in the home culture, which requires that learners be offered the opportunity for «personal growth,» in terms of personal meanings, pleasures, and power. As Kramsch notes, from the clash between…the native culture and…the target culture, meanings that were taken for granted are suddenly questioned, challenged, problematized. However, in order to question and reinterpret second language culture, «L1 observers» must first become aware of what it means to participate in their own culture and what the contents of culture are.from Brooks, whose work we mentioned earlier on, several other scholars such as Lado, Goodenough, Kallenbach & Hodges, Straub and others have provided a framework within which to identify the nature of culture, be it home culture or target culture. For instance, Goodenough summarizes the contents of culture briefly quoted below:

·The ways in which people have organized their experience of the real world so as to give it structure as a phenomenal world of forms, their percepts and concepts.

·The ways in which people have organized their experience of their phenomenal world so as to give it structure as a system of cause and effect relationships, that is, the propositions and beliefs by which they explain events and accomplish their purposes.

·The ways in which people have organized their experiences so as to structure their world in hierarchies of preferences, namely, their value or sentiment systems.

·The ways in which people have organized their experience of their past efforts to accomplish recurring purposes into operational procedures for accomplishing these purposes in the future, that is, a set of «grammatical» principles of action and a series of recipes for accomplishing particular ends.question arises, however, that if language and culture are so intricately intertwined, why should we overtly focus on culture when there are other aspects of the curriculum that need more attention? To begin with, we should concern ourselves with culture because, even though it is inherent in what we teach, to believe that whoever is learning the foreign language is also learning the cultural knowledge and skills required to be a competent L2/FL speaker denies the complexity of culture, language learning, and communication. Second, it is deemed important to include culture in the foreign language curriculum because it helps avoid the stereotypes that Nemni has discussed and the present study has intimated. The third reason for expressly teaching culture in the foreign language classroom is to enable students to take control of their own learning as well as to achieve autonomy by evaluating and questioning the wider context within which the learning of the target language is embedded. Tomalin & Stempleski, modifying Seelyes seven goals of cultural instruction, may provide an answer pertinent to the question posed. According to them, the teaching of culture has the following goals and is of and in its English as a foreign language a means of accomplishing them:

·To help students to develop an understanding of the fact that all people exhibit culturally-conditioned behaviours.

·To help students to develop an understanding that social variables such as age, sex, social class, and place of residence influence the ways in which people speak and behave.

·To help students to become more aware of conventional behaviour in common situations in the target culture.

·To help students to increase their awareness of the cultural connotations of words and phrases in the target language.

·To help students to develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence.

·To help students to develop the necessary skills to locate and organize information about the target culture.

·To stimulate students intellectual curiosity about the target culture, and to encourage empathy towards its people.list of goals is definitely an improvement on Huebeners list of desirable outcomes. At any rate, the aim of teaching culture is to increase students awareness and to develop their curiosity towards the target culture and their own, helping them to make comparisons among cultures. These comparisons, of course, are not meant to underestimate foreign cultures but to enrich students experience and to sensitise them to cultural diversity. This diversity should then be understood and respected, and never…over (sic) or underestimated. In the next chapter, we will consider different ways of teaching (about) culture. As Kramsch succinctly puts it, teachers and learners task is to understand in ever more sensitive ways why they talk the way they do, and why they remain silent: this type of knowledge Clifford Geertz calls local knowledge.

2. The role of interactive methods in teaching foreign intercultural communication

.1 Training methods

Learners just beginning a foreign language often underestimate how long it takes to gain communicative proficiency in a foreign language. There is no getting around the fact that language learning requires lots of time on task. Fortunately today's technologies, when used effectively, can greatly increase a learner's contact time with the foreign language.

Even if you succeed in memorizing these five words today, chances are pretty good that you will not remember any of them tomorrow. It is hard to retain a list of vocabulary words that have no association with anything real. However, when we link language to an experience, then we have a better chance of remembering it. Many of us can recall the specific moment when we learned a certain word or phrase in another language.

Students in my English classes sometimes ask for my opinion on the best method of learning a foreign language. The answer I give is always the same: learning a foreign language can never be quick and easy. There is no single method that can guarantee success.the Callan Method, the teacher talks a lot and makes the students repeat questions and answers. By contrast, in the Silent Way Method, invented by Dr Caleb Gattcgno, the teacher tries not to talk at all! The teacher uses pictures, diagrams, objects to give the students problem-solving activities. The idea is that students learn better if they can discover the rules by themselves. Certainly that is an important part of learning. But I'm not sure it can guarantee success.think that it is wrong to look for a method of teaching/learning that gives all the answers. Often, the method is not so important. Obviously, you need good materials (e.g.: a good course book, etc) that arc interesting and dear. And you need a good teacher too. The individual qualities of the teacher are very important. The teacher and the students must have a good relationship. The students must like their teacher. That is one important way to help make learning fun.the same time, we have to recognize that you can't make progress without doing some old-fashioned hard work. There must be a method involved in teaching and learning, but the same method doesn't work for everyone. People are different and they have different reasons for wanting to learn. The method will naturally change depending on the purpose of the lesson. However, it is important that each lesson should have a clear objective. The material should be presented in a contcxt. There should be practice and consolidation work. Students should use all four language skills of listening, speaking, reading and writing.

Training method (from Old Greek μέθοδος - a way) - is the interaction process between the teacher and pupils, that resulted in a transferring and assimilation of knowledge, the skills and habits, provided by the content of training.reception is a short-term interaction between the teacher and the pupils, directed on transfer and assimilation of the concrete knowledge, ability, and skill.to the developed tradition in pedagogics the methods of training are subdivided into three groups:

Methods of the organization and implementation of educational and informative activity:

. Verbal, didactic, practical (according to the source of a statement of a training material).

. Reproductive explaining-illustrative, searching, research, problematic, etc. (according to the nature of educational and informative activity).

. Inductive and deductive (according to the logic of a statement and perception of a training material);

Control methods of the efficiency of educational and informative activity: oral, written checks and self-examinations of productivity of mastering by knowledge and skills;

Methods of stimulation of the educational and informative activity: a certain encouragement in the formation of motivation, a sense of responsibility, obligations, interests in mastering by knowledge and skills.the practice of training there are also other approaches to the definition of methods of training, based on the degree of sensibleness of perception of a training material: passive, active, interactive, heuristic and others. These definitions demand their further specifications since the process of training can't be passive and not always become a eureka for pupils.

Passive method

The passive method is a form of interaction of pupils and the teacher in which the teacher is the main character and the conductor of a lesson, and pupils act as the passive listeners, tutors.communication of the teacher with his\her pupils during the passive lessons is carried out by means of asking questions, line controls, examinations, tests etc.the point of view of modern pedagogical technologies and the efficiency of learning the training material by pupils, the passive method is considered the most inefficient, but, despite of it, it has also some pluses. For the teacher it is rather easy to prepare for this kind of lessons and the opportunity to represent more teaching materials in such a limited period of time that we call lessons.into account these pluses, many teachers prefer the passive method to the others. It is necessary to tell that in certain cases this approach successfully works in the hands of the skilled teacher, especially if pupils have the accurate purposes directed on thorough studying of a subject.lecture is the most widespread type of a passive lesson. This type of a lesson is widespread in higher education institutions where the adults, having the accurate purposes deeply to study a subject.

Active method

The active method is a form of interaction of pupils and the teacher when the teacher and pupils interact with each other during a lesson and pupils here are not the passive listeners, but the active participants of the lesson. During the passive lesson the teacher becomes the main character and the manager of a lesson, but at the active lessons the pupils and the teacher have equal rights.the passive methods assumed authoritative style of interaction, the active methods assume democratic style. We learn by doing. Research shows that active learning is much better recalled, enjoyed and understood. Active methods require us to make our own meaning, that is, develop our own conceptualisations of what we are learning. During this process we physically make neural connections in our brain, the process we call learning. Passive methods such as listening do not require us to make these neural connections or conceptualisations. Active methods also:

·Give the learner feedback on their incomplete understandings and encourage them fix this, for example by helping each other.

·Give the teacher feedback on which learners understand, and who needs help

·Develop thinking skills such as analysis problem solving, and evaluation

·Help learners to use their learning in realistic and useful ways, and see its importance and relevance

·Give the teacher a bit of a reststudents may create meaning from passive methods, but weak students do not. Both types of student improve their learning enormously when they are required to use it.

Teachers use a variety of methods to teach English as a second language. Each student is unique and will respond well to a particular method. A good teacher makes use of the items that he or she has and the learning styles of the students. Adapting your style to your class can be an effective teaching method.society today needs young people who are flexible, creative, and proactive - young people who can solve problems, make decisions, think critically, communicate ideas effectively and work efficiently within teams and groups. The knowing of knowledge is no longer enough to succeed in the increasingly complex, fluid, and rapidly evolving world in which we live. In order to optimise life-long learning and potential success it is now widely accepted that young people need to have opportunities to develop personal capabilities and effective thinking skills as part of their well-rounded education.key feature is learning One on One - Face to Face: This method enables students to have more time to interact with native teachers than ever before, break through communication barriers, develop language skills, especially Listening & Speaking, and practice received pronunciation (British or American English) with native experts. The concept of «shyness» or «hesitation» in expressing ideas is almost non-existent as from the second session. In addition to correcting all grammatical and writing errors, teachers also emphasize the on-the-spot memorization and practice, bringing the fastest and clearest take-aways from each session.Learning model also provides students with personalized experience and learning initiative. This is an important determinant ofstudents performance by creating an exciting and relaxing atmosphere that prevents them from feeling tired in class. The schedule is quite flexible. Students can study anytime during a day and any day during a week and take full control of their study and work plans. For young students from 6-17 years old, this teaching method puts emphasis on the practice of self-conscious and proactive learning habits, and helps students shorten their exam preparation duration in case they cant attend class regularly and need to focus on international exams or official curriculum at school.Learning can optimize the takeaways from each session. This is one of the most effective methodologies of foreign language learning that we have studied and applied successfully so far. The model has been recognized by many reputable educational institutions and universities in the world.scholars consider the active and the interactive methods equal, however, having much in common, they still have distinctions. The interactive methods can be considered as the most modern form of the active methods.

Interactive method

Interactive («inter» is mutual, - to work with «act») - means to interact, be in a mode of conversation, dialogue with someone.came into life as a mean of communication. It exists and is alive only through speech. When we speak about teaching a foreign language, we first of all have in mind teaching it as a mean of communication. In teaching speech the teacher has to cope with two tasks. They are: to teach his pupils to understand the foreign language and to teach them to speak the language. So, speech is a bilateral process. It includes hearing, on the one hand, and speaking, on the other. When we say «hearing» we mean auding or listening and comprehension. Speaking exists in two forms: dialogue and monologue.purpose here is to explore the interactive methods of teaching English that have attracted the attention of the teachers in recent years, to show reason for interest in them, in what they are exploring, in what they accomplish, the principles and ideas that guide them.shall make a lesson plan and during the lesson I shall experience the interactive methods of teaching which give the foreign language teacher the possibility to master some new techniques of communicative methods of foreign language training. Teacher has to organize different forms of activity at the foreign language classes that is individual, pair, group and team.
I shall present the most well known form of pair and group work the following kinds should be mentioned: inside (outside) circles, brainstorm, line-ups, jigsaw reading, think-pair-share, debate, and soon.Visual Methods in Teaching. Audio-visual methods in teaching can improve classroom instruction and student understanding. Hearing students are more focused on spoken than written. The recordings of lectures and films are useful for students to auditory and nuances of the language, like the timbre and tone of the gathering.method. Brainstorming with a group of people is a powerful technique. Brainstorming creates new ideas, solves problems, motivatesscholars consider the active and the interactive methods equal, however, having much in common, they still have distinctions. The interactive methods can be considered as the most modern form of the active methods.other words, unlike the active methods, the interactive are focused on the broader interaction of pupils not only with the teacher, but also with each other and pointed to the domination of pupils activity in the course of training. The teachers role at the interactive lessons is reduced to pupils activity directed to the achievement of the goals of a lesson. The teacher still prepares the plan of the lesson (usually, they are the interactive exercises and tasks, during which the pupil studies a material)., the main components of the interactive lessons are interactive exercises and tasks which are carried out by the pupils. The important difference of the interactive exercises and tasks from usual ones, that carrying them out, pupils do not only study and revise the material, but study essentially something new.escalating flow of information demands introduction of new methods of training which allow to transfer the bigger volume of knowledge for rather short term, to provide high level of mastering being trained a studied material and its fixing in practice. It can be reached on the basis of introduction in educational process of interactive technologies of training and creation of psychologically comfortable environment. The tendency to transition was outlined in a technique of teaching of foreign languages from traditional communicative approach to the interactive. One authors identify it with communicative approach, considering that the interactive model of mastering by language assumes that training happens in time and in the course of participation in language acts. After all the English word «interact» means to be in interaction, to work at each other; training through participation, interaction as a part of changing groups. Others define interactive approach as the modified direct method including some other methods. Despite of noted differences, interactive training assumes interaction being trained and the teacher, i.e. collective with - training (training in cooperation). Being indissoluble subjects of educational process, the part of the organizer of process of training, the leader of group, the founder of conditions for an initiative of the being trained is assigned to the teacher.the interactive technique is turned to experience being trained, to ability of communication with each other taking into account mutual respect, but under the general management from the teacher when carrying out occupation.to the experts in modern conditions only for 10% being trained are acceptable the methods used at traditional school, and other 90% of pupils are capable to study, but not with the book in hands. For the last interactive training the most progressive method. About its efficiency tell results of research of the National training center (the USA, the State of Maryland): interactive methods provide the greatest percent of assimilation of a material in comparison with traditional methods of training.purpose of an interactive technique is not simple information transfer, and instilling of skills of independent finding of answers and training through interaction. As a result it is possible to study more intensively and more consciously to acquire a material. But thus the main emphasis has to be laid on interaction being trained among themselves. For this purpose there is a set of receptions which interaction organizations in group promote: similarities/distinctions; ranging; search of compliances; rating; classification; generalization; truly/incorrectly; correctly or demands changes; advantages and shortcomings; identification of consequences; how you think?; role-playing game; brain storm; debate.of interactive interaction between subjects of educational process on the basis of multilateral communication is possible, on the one hand, on condition of mastering by them skills of interpersonal communication: ability to listen to itself and others, to reproduce told, to explain, not to be afraid to ask questions and to make mistakes, on the other hand - when using the principles of competition and partnership in educational process. Changes in activity on the occupation, caused by use of methods of interactive training, demand from being trained «entry into uncertainty»: in its life experience aren't presented neither new rules of activity, nor algorithms of actions, the new status isn't defined it. However it is necessary to seek for versatile activity of each being trained.at the level of equally partnership promotes interchange by knowledge, skills at the independent solution of the elementary communicative and informative tasks. That communication being trained in group and groups is among themselves carried out as far as possible in a foreign, at a preparatory stage it is necessary not only to acquaint being trained with work stages in small groups of cooperation and its specifics, but also to prepare pupils actually for interaction in a foreign language, to acquaint with features of speech communication.the same time use of interactive methods of training in the course of teaching of foreign languages, at all their importance and efficiency doesn't mean refusal of traditional methods of training well checked in practice. For training all types of methods taking into account specifics of group, teaching skill and training conditions are important.

3. Use of the technical aids for the intensification of the educational process

Among the problems, theoretically and experimentally solved by the foreign languages teaching is the communicative competence and the ways of its achievements. The modern interpretations of communicative competence in the area of teachings the foreign languages comes from the D. Haimz's definition, the American scientist, according to which, «communicative competence is the thing that is necessary to know to any speaking person to communicate under the circumstances». To acquire the communicative competence in English, having not been in the country of the studied language, is quite difficult. Therefore the teacher's most important task is the creation of real and imaginary situations on the lessons of foreign language, using for it various methods and different kinds of activities (role plays, discussions, creative projects etc.). No less important task for the schoolchildren is to get acquainted with the cultural values of the people-native speakers. The acquaintance with the life of the English-speaking countries takes place mainly through the various texts and illustration to them.the schoolchildren it is important to receive a vivid picture of life, traditions, and language realies of the English-speaking countries. And for this purpose the educational video films could be served, the usage of which promotes the realization of the most important requirement of the communicative technique «…to imagine the process of knowing the language as the comprehension of another language reality…» Moreover, the use of videotapes during the lessons promotes training and development of motivation of speech activity of the learners. Using of the video films on the lessons of foreign language brings two types of motivation: self motivation, when the film is interesting in itself, and the main motivation which gives the pupil belief that he can understand the language which he studies. It brings the great satisfaction and gives some certainty to his forces and the serious intention for the further perfection.is necessary for the pupils to receive satisfaction or to enjoy the film exactly through the understanding of the language, and not just through the interesting plot. One more advantage of the video film is the force of impression and emotional influence on the learners. For that reason, the main attention should be directed to formation of the personal attitude to the film they have seen. One can achieve successfully such purposes just, when, video films are used systematically, and second, when the demonstration is organized methodically correct. It is should be noted that appliance of the video film during the lesson is not used only as one more source of the information. Is also promotes the development of various mental activities of the schoolchildren, and most of all, their attention and memory.atmosphere of joint cognitive activity appears in the class during the demonstration of the video films. So, even the most inattentive pupil becomes more interested. It is necessary to make determined efforts to understand the content of the film. So, the impulsive attention changes to logical. And the result of this the attention has influence to the process of keeping material. Use of various channels of receipt of the information (acoustical, visual, motor perception) positively strengthens the influences of getting the regional geographic and language material. In such a manner, psychological features of impact of educational video films to learners (ability to control attention of each learners and group audience, to influence volume of long-term memory and increase of strength of storing, to render emotional influence on of learners and to increase training motivation) promote the intensification of educational process and create favourable conditions for the formation of the communicative (language and cultural) competence of the schoolchildren.

The individualization of the foreign language teaching consists in creation of the optimum operating mode and granting the aid to each pupil.last becomes extremely necessary at work with video soundtracks what is caused by complexity of such forms of work, as well as that what exactly here is begun to be displayed the most clearly by individually-psychological features of learners, which directly influence that quality of perception and understanding of speech.the base of the system the English language practice many linguist teachers take the modified model of teaching, which makes possible the individualization of process of learning the foreign languages.are three main sub cycles during the use of the video soundtracks:

І - pre-laboratory, during which the pupils should think actively and acquire the language material;

ІІ - laboratory, purpose of which is to produce speech skills;

ІІІ - after-laboratory, when the language material they have studied could be used in conditions, close to the real situation.widely use of the video soundtrack is usually held in classroom during the lessons and involve all the sub cycles, but the purpose of them changes. Approach to training to foreign language realia to step by step formation of his components.can point out three main stages of formation of speech activity on the basis of video films:

) automatisation of using the speech material;

) use of the speech material in the dialogues, in conditions, close to real life.phases of formation of language skills on the basis of video films and soundtracks associate with the sub cycles of training: pre-laboratory sub cycle lies in the formation of primary skills; laboratory sub cycle lies in the formation of speech skills and habits; after-laboratory sub cycle lies in the formation of speech knowledge.we will consider more detailed the way of such differentiation in the framework of each sub cycle.

Pre-laboratory sub cycle aims the formation of primary skills. Pupils should understand and acquire the material which is studied. During the first lessons the teacher conducts just face-to-face forms of work based on video soundtrack.main aim of it is not revealing of separate words at this stage, but the demonstration of dynamism. These kinds of lessons are characterized by: looking through the fragments; repetition of speech units during the pauses while seeing the second fragment; some sentences that possess the new lexical or grammatical material; answers to the alternate questions; answers to the special questions., at this stage the teacher should have the imitative exercises. At the end of the lesson the teacher gives the test, with the help of it, would be possible to define the general level of understanding.the second, the laboratory sub cycle the pupils should fix the speech samples in the memory, their phonetic, grammatical and lexical components, to acquire the automated skills of quick and correct usage of them in dialogue. The wide use of video films and soundtracks let the pupils to proceed from the perception to formation of phenomena and concepts. Video films and soundtracks give the pupils the special psychological task, and stimulates the pupils to the express their thoughts. All pupils of the group begin their work with the use of the imitation exercises. The pupils with the high understanding, with high level of language preparation and the good knowledge of the language go to the doing the differentiation exercises.can be the examples of substitution exercises: replacement of separate components of the sentences and the utterances in the dialogues; finishing the sentences in coincidence with the whole text.subgroups of learners should execute exercises of four types, but the amount of exercises of each type and their complexity can vary.following sub cycle is the after laboratory sub cycle that aims in the proper use of the studied material in conditions, close to the real dialogue situations, and coincide with level of forming of the language abilities. Working with video films and soundtracks, pupils perform the exercises of such types: questions to the friends or to the teacher on materials of the episode, or fragment; critical analysis of the content and the expression of their attitude; making the sound of silent variant of the film and so on.major principle of the coherent work of the teachers and the students is to help the less prepared pupils in performing the exercises and studying properly the language material. But doing this kind of work, it is necessary to pay attention to that pupils with the high level of development of language skills; they should receive tasks that correspond the level of their preparation, interests and tendencies.

When used in different combinations, teaching aids can offer valuable help to the teacher of a foreign language in making the learning of this subject in schools more effective for pupils.

By teaching materials we mean the materials which the teacher can use to help pupils learn a foreign language through visual or.audio perception. They must be capable of contributing to the achievement of the practical, cultural, and educational aims of learning a foreign language. Since pupils learn a foreign language for several years, it is necessary for the teacher to have a wide variety of materials which make it possible to progress with an increasing sophistication to match the pupils' continually growing command of the foreign language. Good teaching materials will help greatly to reinforce the pupils' initial desire to learn the language and to sustain their enthusiasm throughout the course.

The widely use of the video soundtrack is usually held in classroom during the lessons and involve all the sub cycles, but the purpose of them changes. Approach to training to foreign language relies to step by step formation of his components.can point out three main stages of formation of speech activity on the basis of video films:

) presentation of the language units;

) automatisation of using the speech material;

) use of the speech material in productive dialogues.phases of formation of language skills on the basis of video films and soundtracks associate with the sub cycles of training: pre-laboratory sub cycle lies in the formation of primary skills; laboratory sub cycle lies in the formation of speech skills and habits; after-laboratory sub cycle lies in the formation of speech knowledge.we will consider more detailed the way of such differentiation in the framework of each sub cycle.

Pre-laboratory sub cycle aims the formation of primary skills. Pupils should understand and acquire the material which is studied. During the first lessons the teacher conducts just face-to-face forms of work based on video soundtrack.main aim of it is not revealing of separate words at this stage, but the demonstration of dynamism. These kinds of lessons are characterized by: looking through the fragments; repetition of speech units during the pauses while seeing the second fragment; some sentences that possess the new lexical or grammatical material; answers to the alternate questions; answers to the special questions., at this stage the teacher should have the imitative exercises. At the end of the lesson the teacher gives the test, with the help of it, would be possible to define the general level of understanding.the second, the laboratory sub cycle the pupils should fix the speech samples in the memory, their phonetic, grammatical and lexical components, to acquire the automated skills of quick and correct usage of them in dialogue. The wide use of video films and soundtracks let the pupils to proceed from the perception to formation of phenomena and concepts. Video films and soundtracks gives the pupils the special psychological task, and stimulates the pupils to the express their thoughts. All pupils of the group begin their work with use of the imitation exercises. The pupils with the high understanding and with high level of language preparation go to the differentiation exercises.can be the examples of substitution exercises: replacement of separate components of the sentences and the utterances in the dialogues; finishing the sentences in coincidence with the whole text.subgroups of learners should execute exercises of four types, but the amount of exercises of each type and their complexity can vary.following sub cycle is the after laboratory sub cycle that aims in the proper use of the studied material in conditions, close to the real dialogue situations, and coincide with level of forming of the language abilities.with video films and soundtracks, pupils perform the exercises of such types: questions to the friends or to the teacher on materials of the episode, or fragment; critical analysis of the content and the expression of their attitude; making the sound of silent variant of the film and so on. The major principle of the coherent work of the teachers and the students is to help the less prepared pupils in performing the exercises and studying properly the language material. But doing this kind of work, it is necessary to pay attention to that pupils with the high level of development of language skills; they should receive tasks that correspond the level of their preparation, interests and tendencies.

3.1 Use of the video at the early stage of training

The opportunities of using video for beginners are somehow limited because of their little knowledge of vocabulary and grammar. However the use of the video diversifies the lesson, introduces to it the element of real life, even its only on the screen, it accustoms the schoolchildren to work with video materials, instead of merely staring to the screen. One of the educational tasks which can be solved with the aid of video, is the revising of the lexicon and expansion of lexicon. For this purpose any fragment from 30 seconds to 1 minute suits, in which subjects, actions or the doer of the actions on the appropriate lexical topic are presented. The video films can be used for the introduction of new lexical units or new lexical topic. Instead of using the translation method or the picture to get acquainted with the new animal, for example, it would be better to show these animals in the Zoo, and this will make much more bright impression and will promote the best remembering results.school practice shows that one of the most effective methods of teaching the foreign language at the early stage is the video animation. Its use allows to develop the speech activity of the schoolchildren, as well as to rise of the training activity. The animation enables to penetrate easily to the essence of real things and phenomena and in simple evident form to inform up the learners. Methodically it is important that the interest to the cartoon films does not weaken at during the multiple studies. It assists to support attention to repeatedly presented teaching material and supplies perception efficiency. The evident advantages of the video cartoon films are:

) authenticness;

) informative saturation value;

) concentration of language means;

) emotional influence on the trained and etc.efficiency of the video cartoon films depends on the rational organization of the current lessons. It would be better that fragment be accompanied by the music or English-speaking text. If there is no opportunity to get such videotape, the teacher should record the fragment with the text on native language. Depending on size of the group the teacher can divide it to the groups or subgroups, each of which receives its own task. The tasks should not be different; they can be duplicated for some groups. The schoolchildren watch the fragment, where different animals are presented (trades, colours, people, performing some actions). Then they discuss in groups what they see. They can use the dictionary (if it is necessary) or address to the teacher for the aid.example: name in English the first animal you have seen; say what the giraffe is doing; who is the person you saw in the street by his profession; what green subjects you have seen on the screen and so on. Then the schoolchildren answer the questions.the same time the teacher warns that they will look up fragment once again and should check it up, to what extent it is right the group carried out their task.then, and for task «describe target image» it is possible to use function «pause» (freeze-frame) so that at students, there be opportunity to make out all details on the screen. By other task which can be solved with the aid of video at this stage, learning target to understanding of speech to rumour is which many teachers by virtue of various reasons do not aim at all.is to be noted that use of the video for training to audition has its advantages and disadvantages. On the one hand, videotape, as compared with audio-record, has more vital character - you do not only hear, but also see speaking people, their mimicry and gestures, as well as you receive the information of wide context of the environment - scene of action, age of the participants and so forth. From the other - all these factors distract the listener from the speech, and he can be keen on looking at the target image, instead of the concentration on auding. Thats why, especially on the initial stage, the pupils should get the clearly pointed tasks, for the fulfilment of which they should concentrate their attention.the foreign language teaching, at work with any text there exist three main phases: pre-viewing phase, textual phase (while viewing), after textual phase ((post) after-viewing).

I. pre-viewing phase the purpose of this phase:

. to motivate learners, to set up them to performance of task, by making them the active participants of process of training;

. to remove possible difficulties of perception of the text and to prepare tasks to fulfill.

The types of tasks:

1.Various anticipation variants of the content of text based on:

generalising the earlier received information on this topic;

-features of the headlines;

pre-examination of part of the film without sound;

the list of the new words with translation or definitions, given before the text;

the questions and correct / untrue statements. (true/false)teacher can briefly retell the main plot, explaining in such a manner that is in for to see. If the plot of the film is interesting for the learners, then this introduction is called the interest of the pupils, so, the first purpose of this phase. In his speech the teacher can pass the main idea of text by simple and clear words, and can preserve as well a series of expressions difficult for understanding. The main in this instance is the anticipation of possible difficulties of language, voice and social-cultural nature and their removal with the aid of various receptions, including explanation, interpretation, translation, correlation with earlier investigated material etc. it is Evident that for use of such type of task the teacher should have determined level of professional-methodical and professional of communicative competence. With the use of given type task should be remembered that text itself of introduction is not installation to primary examination, therefore it is necessary clearly and clearly to formulate the request for time of examination of text, choosing one of tasks of the second phase, of which speech below will go.cycle of lessons on any topic or problem could be finished by looking through the video materials. The schoolchildren receive their tasks beforehand and that allows them prepare in advance. Preliminary reading of the texts and the discussion of the problems on the same topics (on the native and on the foreign languages), increases the motivation during the video film and reveals the new prospects of the theme vision, seizing the elements of newness and unpredictability.

II. Textual phasepurpose of the phase: To provide the pupils for the further development of language, speech or social-cultural competence in speaking another language.

The types of tasks:

1.Task for the search of language information.

This type of exercises is oriented for the search, recognition, and transformation of the certain language material: lexicons, grammars, phonetics. The tasks during this phase could be as follows: To look through the video-fragment and…

. Find the English / German / French / Spanish etc. equivalents to the following Russian words and expressions;

. Find the Russian equivalent to the following English / German etc. words and word combinations;

. Fill in the blanks in the sentences by necessary words and expressions;

. Write down all the adjectives which were used in video-fragment with the noun «road» (all verbs which were used with noun «products» etc.);

. Write down the verbs from the list, given below in that grammatical form, in which they were used in the text;

. What intonation was the word «really» in the text pronounced with;

. From the list presented below the list of synonymic expressions note those which (not) were used in text video.

2. Tasks, directed to the development of the receptive abilities (on the level to point out some interesting and semantic information) At this stage the teacher can use some kind of the traditional exercises directed to:

) the search of the correct answers to the given questions (questions are given beforehand);

) the definition of correct/incorrect statements (true/false);

) the correlation of differently given sentences with semantic parts of text (the plan of text and the headers of each part are offered);

) forming the parts of the text in logical sequence;

) establishing of cause-effect relationships and so on.

3. Tasks, directed to the development of speaking skills

The following kinds of activities with video are directed to development of abilities of monological speech:

1) The absence of the picture and presenting the sound. In such cases mostly the descriptive exercises are used in:appearance of the main characters and their clothes;subjects beside;

the place of the events;relationship between the charactersof these tasks are as a kind of the monologue: description of the people, places and events.

2) Tasks directed to the reproduction of the film in the form of story, message etc.of tasks can be used effectively for the development of skills of dialogical speech, for example: switching off the sound preserving the film with subsequent reproduction of assumed text. Given exercise unlikely can be used for reproduction of texts of the monologue, as then it practically is impossible to anticipate the content of the monologue, if only the person is not able to read on lips. As to dialogue, then if there is such the elements of speech situation as place and the time of events, partners in dialogue, their nonverbal behaviour can make determined assumptions of the content of dialogue, particularly, if situation is enough standard (in the shop, in the theatre, at doctor etc.)

4. Tasks directed to the development of social and cultural abilities.

It often becomes necessary to get the understanding of social and cultural competence in the very narrow meaning that is practically equal to the knowledge of the country study. It is evident, that to reach a required and sufficient level of social and cultural competence, one must possess some knowledge of the countries of the language they study.is also important to learn to compare various world cultures, to notice the cultural and specific features and find general cultural tendencies.use of video provides the excellent opportunity for this, but without the leading and ruling teachers role the necessary skills and habits could not be formed.

III. After-textual phase

The purpose of the phase: to use the initial text as the base and visual supports for the development of productive skills in verbal or written speech. Both previous phases are compulsory both in the conditions of use of videotext as the facility of development of complex communicative skills, and as the test facility of receptive skills (auditions). This phase can be omitted, if videotext is used only for development and the control of receptive abilities. Those exercises which can be directed to development of productive abilities in verbal speech, have already been named partially in the previous section. As for now apart from above listed exercises it is possible to use: the design or project work connected with preparation of similar video films points independently (execution of video excursion on city / school etc., visiting of school concert, story of one's family etc.), role plays, to base of which plot or video film situation is prescribed. At the same time they can be modified partially

3.2 Exercises to work with video materials

1. Video dialogues (5-15 minutes) The given exercises except the auding skills include the mastering of reading skills.

А. The teacher chooses fragment from film of length of 1-2 minutes which consists of clearly speaking retorts, simple on form and content. Writes out each retort to separate card, marking, what character she belongs.is divided into a few groups and each group is given by complete set of cards containing dialogue. The group should look up fragment not looking to cards, and then to deliver retorts in that order, as they met in record. After that it is necessary to look up fragment repeatedly, verifying order of retorts. If necessary it is necessary to do pauses. Learners in the group practice in reading of dialogue, as well duration of the whole exercise is underlined, including time to examination of video fragment. The teacher includes record without sound, and learners sound dialogue on the screen (on request). As variants it is possible to offer following:

Learners раскладывают cards in that order which they consider correct, before examination, and then fidelity of its guess is verified.

Dialogue is given not on cards, but on one sheet, and they should number retorts in order of occurrence.

Б. Teacher chooses fragment from feature film for 1-3 minutes, in which conversation is led from three to five participants. It is preferable that pupils be familiar with characters.teacher prepares two lists - the names of characters and their retorts in arbitrary order. At each learners its copy should be. At impossibility to make copies lists are recorded on the panel. The teacher explains to the pupils that fragment will be shown without sound and their task will be arrange retorts in order, as well as to make out, who that says. The teacher shows fragment without sound. Learners work in vapours, restoring sequence of retorts and their authorship. The teacher shows fragment with sound. Learners verify their work. Dialogue is read and is discussed with class.

If it is necessary, before to answer questions, the teacher shows the beginning of fragment. So that learners could predict following retort, the teacher should stay before each retort. It is possible to use following exercise: the teacher tells, of what there will be a fragment, and on the panel records titles of six subjects or the names of people, from which four will emerge in fragment, and two no. Children should predict, what four will emerge. It is a perfect way of introduction of active lexicon.

2. News Program (10th 15 minutes). From television news program the teacher chooses fragment which is read by the announcer and which contains enough material, in order to ask all kinds of special questions. The teacher explains to the class that they now will see present news, in which information for answer to questions is contained:is about?is about?did it happen?did it happen?did it happen?did it happen?the panel the teacher records these six questions, warns pupils of that how many exactly news will be in given fragment. Task before the first examination is to listen and to try to understand topics. Task before the second examination is to listen and to do notes opposite to each question. After the second examination learners answer these six questions. Then it is possible to offer to look up news to the third time, following which should be written a small article containing news heard on TV. It is possible to give it as home task. It is possible to transform it to competition: to ask children to state heard on separate leaflets (go to print on the computer), and then to support weight unsigned for evaluation and «to vote by» colour кружочками. Receiving the largest amount of red circles becomes a class «journalist for on the nearest week.

. Brief news (15-45 minutes) The teacher chooses fragment of the program with a few various news. For each learners prepares copy of such plate (table 1).

Учащимся distributes plates. It is necessary to make sure that all understood what is written in left-hand column. Then pupils offers, looking up news program, to invent for each news the most suitable header and to fill in plate. The teacher shows news. Learners fill in plate (individual work). The teacher shows news once again, does pause after each so that wanting could give their header. Class discusses pertinence of given choice.

4. Present questions (15-20 minutes) The teacher chooses fragment from documentary film or news which is of interest for the learners. News should be informed by the announcer on the screen (not for specialist). I asks questions by learners that they know of the subject which is lighted in news. Records answers on the panel. Offers to ask a few (2-3) questions to this topic. Segregating into group learners account for still minimum three questions to the same topic. Before examination the teacher warns that to some questions in offered fragment, possibly, answers will be. They can be stated directly, indirectly, or them will not be at all. Task of learners - to define, to what questions in fragment answers will be given. Learners look through fragment. The representatives of the groups read questions, to which they received answers.remaining questions the teacher offers to find answers as home task or group «project». Variant - the teacher shows the beginning of fragment and is verified that all learners understood topic for discussion.

5. The biographies (20-30 minutes) Teacher chooses fragment for 5-10 minutes, in which characters communicate between themselves. Fragment should give answers either to stimulate guesses for the occasion of the one who are these characters, from where they and so forth In case pupils understand already well a verbal speech, it is possible to show to them a more long fragment or whole фильм.

На to the panel records questions:is the character's full name?was he / she born?was he / she born?were his / her family like?, of what there will be a fragment, and pupils choose one of the characters. After examination pupils should write his brief biography, beginning from the answers to questions written on the panel.look fragment. Time for biography spelling is given. After that learners in groups discuss in turn «their» biographies.look fragment once again, in order to find out that confirms or denies assumptions made by learners.

6. The review of consumers' opinions (30 minutes) The teacher chooses the advertising of the goods or service which can interest pupils. Distributes questionnaire, answering questions of which can be found out, how much time (in day, in week, in month) on the average they watch television set. The teacher does prevention that will show advertising commercial film. On the panel records questions, to which it is necessary to answer:is the message?target audience is the message aimed at?you part of the target audience?you find the message convincing?look through advertising. Learners in groups discuss their answers to questions. Pupils look through commercial film once again so that it was possible to make sure in correctness of answers.

7. Fill in video-blank (10-15 minutes) Teacher selects fragment, in which well subject line is looked through. Records his beginning and the end (of length approximately on minute). Explains to the class what will be shown two fragments. Task of learners is to write the history which would connect these fragments. Pupils look the first fragment. Learners (in groups) discuss situation and characters (and the representative of the group expresses opinion of the group).look the second fragment. Order of discussion is same. They compare two fragments - place, event, characters attitude and so forth. Each group composes history connecting these two events.representative of each group reads (or tells) his variant. Learners compare persuasiveness and other advantages of the story. Pupils look all fragments completely, and then compare their histories with first copy.

8. Create videoclip (40-50 minutes) The teacher selects a musical videoclip, it is preferrable such, which class did not see. The teacher records song words, does questionnaire from two parts: in the first there are questions on text of the song and her execution, and to the second are on a video series accompanying of her. Distributes words to the pupils. Mood and the content of the song are discussed. Distributes questionnaire. The teacher warns class that at first they will only listen song, therefore it is necessary to answer to the first part of the questionnaire. Song on the tape unit is lost or to video, at the same time display is closed. Learners in groups discuss, what by display they would accompany that or those parts of the song (the second part of the questionnaire). The groups tell what video clip they would make for this song. The teacher shows video.answers questions: Is the video what they expected?anything in the pictures surprise them?the pictures add to their understanding of the song? Which do they prefer - listening only or watching the music video?is demonstrated once again, in order to clarify disputable moments.

9. People in news (15-20 minutes).

The teacher chooses the fragment of news with the well known people. The teacher makes copies for all pupils, gives the tables, and explains the task to the class. The fragment from program of news of the well - known people will be shown. Pupils' task is to define their names. On the panel the teacher records example:

10. Reconstruction (15-20 minutes)

Teacher chooses fragment with clear subject line. For this purpose silent films are often used. Explains to the class that fragment will be shown, in which determined event will take place (for example, robbery). Pupils' task is to memorise as many as possible details and then to state them in chronological order. Learners look through fragment. Learners work in groups, discussing seen and recording in correct order. The representative of each group reads his list. Class decides, what list is the most correct and total. Learners look through fragment again, the teacher does pauses, in order to specify details. It is possible to stop as well display and to ask that learners say that will take place after that.

11. Review. Given exercise makes sense to offer only in case class understands well a verbal speech. The teacher chooses the film which should impress pupils. Accounts for the questions which draw attention of class that it is necessary for review spelling. The teacher decides, what length review should be (for example, from newspaper).questions. Explains to the pupils, what sort information is contained usually in the review. Discusses questions with pupils so that all understand accurately that it is required from them. Pupils look through film completely or parts, if it is necessary. Then learners in groups discuss questions and answers on them. As home task pupils write review to film.

12. Debate. the Given exercise also is intended for the groups well knowing language. The teacher chooses a fragment containing any idea which can cause disagreements, for example - «Each old or mortally sick person has the right to fast and painless leaving from a life (эвтаназия)». The teacher writes down this statement on a board. Warns pupils that will show a fragment in which this idea contains. Pupils look a fragment. The teacher explains that in discussion all should express, using arguments pro's and con's. Two commands (on 2-4 persons) which will represent that or other point of view get out. In each command there should be a captain. The captain in the beginning states the point of view of a command and in the end sums up. If there is time and necessity, pupils look through a fragment once again. Houses pupils prepare the arguments. The teacher warns pupils that they can take advantage of records, but it is impossible to read on a piece of paper. Each performance is limited by 3 minutes. The class should prepare 3-5 questions for the acting. It is desirable, that questions were based on seen and heard in a video fragment. On following employment: Acting sit faced to a class. Each command acts with the statement. After performances and summarising the class asks questions. In the end the class votes, whose position has been stated more convincingly. In the event that it is necessary to show a problem a feature film entirely, it is necessarily necessary to give to a class of the task which would force to listen to dialogue, and also to compare actions and acts of characters and to do from this conclusions. In the event that the film - a comedy, to pupils is given task to write down joke which were clear. If it is a detective, the film is shown to that place where the criminal is exposed, and ask is given reason to answer, who is guilty and why they so consider. It can appear difficult enough, therefore detective stories is expedient look in parts, discussing each part and doing preliminary conclusions about the person and motives of a crime. It does not concern those stories of the criminal which begin with crime display (as in a serial «Colombo»). In the event that the film tells about a life of people, it is necessary to ask questions on their mutual relations. Here too it is desirable to stop from time to time and to do forecasts about the further succession of events and relations of characters. From the point of view of audition specific and other documentary films are represented by easier for understanding as the text most part is read by the announcer with well put pronunciation and an accurate articulation. Besides understanding check here it is possible to give the task to write small article on the same or similar theme, for example «the Most awful accident of the XX-th century» or «Feature of a life of the South American Indians».

During the last few years important developments have taken place in this field. As a result there is a great variety of teaching aids and teaching materials at the teacher's disposal. By teaching aids we mean various devices which can help the foreign language teacher in presenting linguistic material to his pupils and fixing it in their memory; in testing pupils' knowledge of words, phrases, and grammar items, their habits and skills in using them.

Teaching aids which are at teachers' disposal in contemporary schools may be grouped into (1) non-mechanical aids and (2) mechanical aids.

Non-mechanical aids are:

a blackboard, the oldest aid in the classroom; the teacher turns to the blackboard whenever he needs to write something while explaining some new linguistic material to his pupils, correcting pupils' mistakes, or arranging the class to work at some words and sentence patterns, etc.; the blackboard can also be used for quick drawing to supply pupils with «objects» to speak about;1

a flannel-board is a board covered with flannel or other soft fabric for sticking pictures on its surface), it is used for creating vivid situations which would stimulate pupils'' oral language; the teacher can have a flannel-board made in a workshop or buy one in a specialized shop; the use of a flannel-board with cut-outs prepared by the teacher or pupils, leads to active participation in the use of the target language, as each pupil makes his contribution to working out «a scene» on

the flannel-board;

a magnet board (a board which has the properties of a magnet, i.e., can attract special cards with letters, words, phrases or pictures on it) used with the same purpose as a flannel-board;

a lantern which is used for throwing pictures onto a screen.

Mechanical aids are;

tape recorders (ordinary and twin-track); the same tape may be played back as many times as is necessary, the twin - track tape recorder allows the pupil to play back the tape listening to the speaker's voice and recording his own on the second track, the lower one, without erasing the first track with the voice of the speaker, the tape recorder is considered to be the most important aid in teaching and learning a foreign language;

a gramophone or - record player is also an audio equipment available in every school; the record player is an indispensable supplement to contemporary textbooks and other teaching materials as they are designed to be used with the long-playing records which accompany them;

an opaque projector or epidiascope used for projection of illustrations and photographs;

a filmstrip projector which can be used in a partially darkened room (the Soviet filmstrip projector JI3TH does not require a darkened room);

an overhead projector used for projection of a table, a scheme, a chart, a plan, a map or a text for everyone to see on a screen;

television and radio equipment: television would make it possible to demonstrate the language in increasingly varied everyday situations; pupils are invited to look, listen, and speak; television and radio programs are broadcast, but it is not always easy for teachers using these programs to synchronize their lesson time with the time of the television or radio transmissions;,

teaching machines a which can be utilized for presenting information to the pupils, for drilling, or testing; the teaching machine can provide an interaction between the pupil and the «programme»; the learner obtains a stimulus and a feed-back from his response; thus, favourable conditions are created for individual pupils to learn, for instance, vocabulary, grammar, reading, etc.;

a language laboratory, this is a special classroom designed for language learning. It is equipped with individual private or semi-private stalls or booths. They are connected with a network of audio wiring, the nerve centre of which is the monitoring console which has a switch board and tapedecks, making it possible to play tapes and send the programme to all or any combination of booths. The teacher at the monitoring console can listen in, or can have a two-way conversation with any pupil.

There are two main types of language laboratories - library and broadcast systems. The library system is suitable for students capable of independent study; each student selects his own material and uses it as he wishes. The broadcast system is suitable for class work when the same material is presented at the same time to a whole group of students, and a Class works together under a teacher's direction.

The language laboratory is used for listening and speaking. The pupil's participation may be imitation or response to cues according to a model. The language laboratory is used for «structural drills» which usually involve rephrasing sentences according to a model, or effecting substitutions. The language laboratory is often used for exercises and tests in oral comprehension.

Tape recorders fulfill all the functions required for this use of the language laboratory. Tape programs can be associated with visual aids for individual work or work in pairs.

The language laboratory keeps a full class of pupils working and learning for the entire period, and thus enables the teacher to teach the foreign language more effectively.

In conclusion, it must be said that the use of teaching aids is very demanding on the teacher. He must know about each aid described above, be able to operate it, and train pupils to use it. He should also know what preparations must be made for classroom use of each of these teaching aids, - and what.teaching materials he has at his disposal.

In teaching foreign languages in our secondary schools most of the teaching aids are available. Each school should be equipped with a filmstrip projector, a film projector, an opaque projector, a tape recorder and a phonograph. Specialized schools, where English is taught nine years, should have language laboratories. When used in different combinations teaching aids can offer valuable help to the teacher of a foreign language in making the learning of this subject in schools more effective for pupils.

The introduction of video conferencing platforms such as Skype, Adobe Connect, Marratech, etc., initiated a revolution in distance foreign language education. This new virtual classroom allows direct and instant interaction between teachers and students throughout the world, as well as among students themselves. Nonetheless, video conferencing also poses new challenges, such as the necessity of developing new teaching methodologies, pedagogies and modified syllabi. This new technology also generates difficulties and limitations due to the technological requirements needed for this interaction. Since current trends in foreign language education have shifted towards the promotion of intercultural communication competence which has its own specific teaching methods and tools, successful distance foreign language programs require innovative solutions that take into account both the developments in communication technology and intercultural educational perspectives in a synergistic way. The main focus of the paper is to bring together these two areas and to shed light on how the instant virtual language learning environment provided by video conferencing can help us in the implementation of the theory of intercultural communication in foreign language education.paper presents a pilot study that was conducted in order to explore the possibilities and limitations generated by video conferencing technology from the perspective of the theory of intercultural communication in foreign language education. The results of the study provide an important starting point for a new direction for research in this field.to the last investigations, the new generation video conferencing tools, such as NetMeeting, allow for better audiovisual interaction between teacher and students and greatly enrich the learning environment for language learners in virtual spaces.is better to prepare a questionnaire for the students to learn their views on the effectiveness of this form of teaching the English language and their assessment of the students communication skills, again with a focus on intercultural communication.

Use of video movies at a lesson of a foreign language brings an increasing variety to the educational process, promotes the activization of pupils, and increases their interest to a subject. The video movie is an effective tool of development of skills of oral speech, and is undoubted, promotes fixing of lexical, grammatical and phonetic material, expansion of a lexical word stock, promotes pupils preparation for understanding of speech of different people, and the creation of the natural language environment at a lesson.basic purpose of video movies is the activization of speech and thinking activity of the trainees in the course of mastering a language material by means of modeling of the speech situations.socio-cultural competence being one of main tasks of training English today, means the deep knowledge of ones own culture and culture of the country of the studied language. Existence of profile level at the high school, caused by more internal motivation of pupils to subject studying, and gives the chance to the teacher:increase the specific weight of the linguistic information;expand data from literature, science, art of the country of studied language;raise the questions from history of interaction of the countries of studied language with our country;use widely the comparison of the English language with the native language;increase the volume of the vocabulary, including the expense of philological terminology (linguistic, literary).problems, theoretically and foreign languages experimentally solved by a technique, communicative competence and ways of its achievement is one of the most actual. Modern interpretations of communicative competence of area of teaching of foreign languages go back to definition of the American scientist D. Himes according to which, communicative competence is that it is necessary to know speaking for communication implementation in circumstances. To seize communicative competence in English, without being in the country of studied language, business very difficult. Therefore an important task of the teacher is creation of real and imagined situations of communication at a lesson of a foreign language, using for this purpose various methods and working methods (role-playing games, discussions, creative projects, etc.).less important is the problem of familiarizing of school students to cultural values of the people - the native speaker. For this purpose the great value has use of authentic materials (drawings, texts, sound recordings, etc.). Acquaintance to life of the English-speaking countries happens generally through the text and illustrations to it. Letters, advertisements, signs, questionnaires, the menus meeting in modern textbooks, allow school students to be guided better in the country of studied language in case of its real visit. Along with it it is important to know the pupil evident idea of life, traditions, language realities of the English-speaking countries. The educational video movies which use promotes implementation of the major requirement of a communicative technique can serve this purpose… to present process of mastering by language as comprehension of live foreign-language reality…., use of videos at lessons promotes an individualization of training and development of motivation of speech activity of trainees. When using video movies at lessons of a foreign language two types of motivation develop: self-motivation when the movie is interesting in itself, and motivation which is reached by that will be shown to the pupil that he can understand language which studies. It brings satisfaction and gives belief in the forces and desire to further improvement. It is necessary to aspire to that pupils had satisfaction from the movie through understanding of language and not just through an interesting and entertaining plot.more advantage of the video movie is power of impression and emotional impact on pupils. Therefore the main attention has to be directed on formation at pupils of the personal relation to the seen. Successful achievement of such purpose is possible only, first, at systematic display of video movies, and secondly, at methodically organized demonstration.should be noted that application at a lesson of video records is not only use of one more source of information. Use of video promotes development of the various parties of mental activity of pupils, and, first of all, attention and memory. During viewing in a class there is an atmosphere of informative joint activity. In these conditions even the inattentive pupil becomes attentive. To understand contents of the video movie, pupils need to make necessary efforts. So, the involuntary attention passes to the any. And intensity of attention has impact on storing process, use of various channels of receipt of information (acoustical, visual, the motor perception) positively influences durability of imprinting of a regional geographic and language material., psychological features of influence of educational video movies on pupils (ability to operate attention of each pupil and group audience, to influence the volume of long-term memory and increase in durability of storing, to make emotional impact on pupils and to increase motivation of training) promote an intensification of educational process and create favorable conditions for formation communicative (language and sociocultural) competences of school students.at pupils «Video English for School» and «Everyday Conversations in English» video courses use great popularity. These video courses are released by the Title publishing house together with television of the Manchester university and the Language Video Production (LVP) company.video courses are popular more than in 27 countries of the world for many years thanks to the unique technique. Each plot repeats in various options 2-4 times (duration of each option of a plot of 1-4 minutes):

Being trained listen to dialogue of actors;

Dialogue repeats with subtitling;

Actors address to being trained with a question, and on the screen there is an answer text help. The same occurs if the being trained have to ask a question;

Actors continue dialogue with being trained, but this time the help are the first letters of words which should be said.video course of «Video English for School» consists of the 5 (or the 4th) cartridges and includes 99 plots which will help pupils to make active basic knowledge on English. The videocourse can be used:

With various teaching methodixes at mass school;

On any, including initial, grade level;

For work in a class;

For independent work.lexicon and grammar are processed in the situations typical for the English environment, and cover subject of program requirements for high comprehensive school. The dialogues presented in videotapes, are constructed so that allow the viewer not only to understand speech of native speakers, but also to communicate with them. The dialogical form of communication is the most characteristic for manifestation of communicative function of language. Dialogical communication includes 2 inseparably linked types of speech activity - a govoreniye and hearing. Thus it is considered as unity of linguistic and paralinguistic components, i.e. the existence of a component having external manifestation admits. Therefore, dialogical communication can be shown and to the viewer. Moreover, admits that externally expressed component plays sometimes a predominating role as at registration of a verbal component (the part of information is expressed by a mimicry, gestures), and for its understanding. (The contents of some phrases can be unclear if it is shown only aurally). It follows from this that acquaintance to an external component of dialogical communication is necessary since ignoring it in the course of training obviously predetermines defective results in communication not only from the point of view of understanding of dialogical speech, but also grinding of sight of registration of own statements: speech of pupils as a result of such training is unnatural.is obvious that within studies demonstration of dialogical communication is necessary. The video course of «Video English for School» gives fine possibility of training of dialogical speech with dialogue sample use. Work with dialogue sample begins according to the Scheme presented in the video course. However for development of abilities of dialogical communication on this speech material of these tasks happens insufficiently therefore the teacher, proceeding from specific conditions of the group, uses also other receptions.of such receptions with which formation of skill of speech communication begins is work with cards. This work can be carried out in couples, on a chain, with the whole group depending on complexity of video of a plot and from readiness of group. The teacher prepares a card of remarks. If group strong, pupils prepare a card: each remark is written out on a separate card. Then gambling is held. Having arranged before itself cards, partners carry out a round in which one throws a remark provocation, a remark call, and another has to parry it immediately. Thus, on the minimum dialogical unities (two remarks: the remark incentive and remark answer) is fulfilled speed of reaction, tempo of speech, and also natural expressional registration of the statement, i.e. preparation for speech communication taking into account unity of its linguistic and paralinguistic components is carried out.training in own speech communication - playing of mini-situations on the fulfilled speech material follows. Efficiency of use of video movies when training speech depends not only on exact definition of its place in training system, but also on that, the structure of video of occupation as educational opportunities of the video movie are coordinated with problems of training is how rationally organized. In structure of video of occupation for training of oral speech it is possible to allocate four stages:preparatory - a stage of preliminary removal of language and l difficulties;of the video movie - development of abilities of perception of information;of understanding of the main contents;of language skills of oral speech.viewing of a fragment can precede the fourth stage. Into qualities of an example we bring possible option of work with video a plot No. 67: «Their ship was called the Mayflower» from course «Video English for School» video to a lesson No. 46 of I.N. Vereshchagina of English IV

. Preparatory work.pupil is told the name of the movie and it is offered to guess about what there will be a movie. Then values of new words which are necessary for understanding of the movie speak and are intended for active possession.

. Perception of the video movie. Before viewing pupils receive installation:the video and answer the questions: a) Who were the Piligrim Fathers? b) Why did they leave England? c) How many people went to America and what did they do there? d) What holiday do Americans celebrate in November?

. Check of understanding of the main contents.first pupils answer the questions put by the teacher before viewing. Then it is possible to use exercises of type Choose the correct answer, Arrange offers in logical sequence, etc.example, it is possible to suggest to execute exercise in a class orally, and at home in writing.is right?Piligrim Fathers were a group of people who went to England/America America is rightdidn't want/wanted to be free to practise their religionship was called the Mayflower/the New Landis a port on the south/east coast of Englandwere no engines/no sails in those ships.took them almost two/four months to cross the Atlantic./five people became sick and died.thanked God for their old/new home.December/November Americans celebrate ThanksgivingDay.

. Development of skills of oral speech.communicative speech can be stimulated by means of various tasks.

. Describe the Piligrim Fathers.out a dialogue between Oliver, Nicola and Mother about the Piligrimvoyage.that the Piligrim Fathers were brave and strong people.the solution of each of objectives pupils have to know not only the general contents of the video movie, but also remember details, and also be able to estimate events, to give the characteristic to characters, using thus words and expressions from speech maintenance of the video movie.development of skills of the monological statement videotapes from the course «Everyday Conversations in English» are used as they have narrative character, descriptive character that is inherent in monological speech. Work on a language and speech material has to precede mastering by ability of the coherent statement. Differently, pupils need to provide sufficient training in correctness of phonetic, grammatical and lexical registration of statements. It is promoted by the various exercises developed to each video to a plot.of video of copies of the house provides opportunity for independent work in house conditions that allows to achieve at smaller time and power expenditure mastering by large volume of a speech material and at bigger extent of automation - the corresponding skills and abilities. Thanks to three-dimensional influence: to synthesis of a sound, action and the emotional experience which is taking place during the work with the video record, involuntariness and durability of storing of speech clichés and creation of stable associative relations is provided. Thanks to a studying in the conditional and real language environment which role carries out the video record, the speech potential which at a certain stage (at different pupils at different times) brings them to qualitative level of proficiency in a foreign language is created.experience over development of monological speech the project work Guide-interpreter of Pupils 5 of a class according to video can serve plots of «The United Kingdom Great Britain and Northern Ireland» of video of the course «Everyday Conversations in English».of work on training in English at elementary school shows that at the initial stage of training in a foreign language animation videos are especially effective. Their use allows to develop speech activity of school students, and also to increase speech activity of training.of use of video animated films depends on the rational organization of occupations.structure видерурока it is possible to allocate the following stages:provident work including a lingvostranovedchesky material, the comment, installation on understanding.demonstration.check by means of questions.of a language material by means of tasks.of the contents in an oral and written form.is an experience with the Russian animated film Wait a moment. When passing a modal verb «сап» in the 2nd class the plot mounted from separate episodes where the hare and a wolf carry out various actions is shown. The pupil are given the following tasks:activity of pupils when all being trained become participants of speech communication during a role-playing game has to become final part of a task.of educational videos of courses and animation is opened by ample opportunities for active work in the course of formation of speech skills and abilities of pupils and do educational process of mastering by a foreign language attractive to school students at all grade levels.any text in a technique of training foreign languages can allocate three main stages: dotekstovy stage (pre-viewing), text stage (while viewing), posttext stage (after-viewing (post)).purpose of video movies - activization of activity of trainees in the course of mastering by a language material by means of modeling of the corresponding speech situations.

3.3 Use of internet resources at lessons of English language

computer is often used as an effective help for pupils at the lesson. There are many CD educational programs and methods for studying the English language. The computer can be used in studying new vocabulary, improving such skills as reading and listening comprehension, etc. I think that the role of instructions and the way the teacher sets them is very important. Also, in any opinion, that the logical sequence of the lesson is important, too. The activities should be various because it will be interesting for students and the lesson will not be so boring. The teacher should use more different games for pronunciation, grammar, spelling and writing.A main objective of training the foreign languages at school is the formation and development of communicative culture of schoolchildren, training to practical mastering by a foreign language. The problem of the teacher consists in creating conditions of practical mastering by language for each pupil, to choose such methods of training which would allow each pupil to show the activity, the creativity. Last years is even more often brought up a question on application of a new information technology in high school. It not only new means, but also new forms and the teaching methods, the new approach to training process.of Computers in the Classroom:

Student activities are naturally low risk. The actions are between the learner and the computer only.

Students are able to work at their own pace; they can easily move on to another assignment if they finish ahead of the class.

Specifically when using ESL software, the computer is an extremely patient tutor. It is not in a rush, nor does it have to answer the rest of the class' questions. The computer works one-on-one with the student and moves along with them, never too fast or too slow.

On the computer, students can easily go back and relearn something they do not understand during an activity. With a teacher, it may take time to go over the information again, or it may be embarrassing to ask the teacher a question Researchers have found that students write more proficiently and fluently when using the computer Students are able to learn skills for the work force as they learn the English language. Knowing computer programs and how to use them is important in finding work and performing work efficiently.computer incorporates culture, grammar and real language use in the classroom while students gain access to audio, visual and textual information about the language.a tool, it greatly enhances the ESL teacher's ability to impact each and every student [14,5 8].to use a computer in class: The principle idea is that the computer is treated as just another - albeit powerful - learning tool. As such, the computer is not the focus of the lesson - effective English learning is.

. Select target structure or function by deciding what students need to focus on considering past lessons and future goals.

. Select computer materials to be used: Are you going to use a program, the Internet or maybe word processing? Choose just one.

. Plan the lesson in the typical four areas: warm-up, introduction of materials, class work, and summary. Divide the computer section of the lesson into at least two sections.

1. Make sure that you prepare the computer before you enter the classroom. This means loading the computer with the chosen material ahead of time.
2. When you begin to use the computer in class, remind students that more experienced computer users should be patient and help less experienced users.
3. Students who are not comfortable using computers should be placed with students who are.
4. Have students work on the first task. Communication should be encouraged, as working with a computer is a great task for conversation.
5. After task is finished, discuss specific language skills and/or objectives with students.
6. Have students work on second task and repeat the above.
7. Use the computer as a springboard for discussion. For example, ask students explain to other students what they have just read in reading comprehension. [15,54] The Advantages of Computer in Organizing English Teaching and Learning: Looked at from the point of view of the teaching models and of language as information processing, the computer has certain strengths of handling the English teaching and learning. Four distinct advantages of the computer can be recognized:

1. Its capacity to control presentation. Unlike a book, it can present fragments which add up to a whole; it can do so with any built-in time delay chosen by the students or selected for him. It can combine visual or graphic information with text; it can highlight features of text using color and movement. Potentially this is a great advantage over the linear fixed presentation of a book [16,45].

. Its novelty and creativity Oddly enough the computer is creative. Unlike any other classroom aid, it can vary the exercise each time. It is done and adapted its language to what the students produce, within certain limits [17,23].

. Feedback. The computer is capable of analyzing what the student does and taking account of this in what it does next. One way of using this capability is through error correction; the student's mistakes can be characterized and the appropriate advice given to him; or the computer may best its next move on an
analysis of what the student types, whether in terms of increasing difficulty of the exercise, or of an answer in an exercise, or of altering the screen display [18,35].
. Its adaptability. The first three advantages of the computer applied to the student, the last applies to the teacher. Unlike books or tapes, which are produced in a single uniform from publisher, computer programs can be adapted by the teachers to suit the needs of their students. A sophisticated way of doing this is for the teacher to master sufficient programming expertise to adapt the vocabulary, the level, the scoring scheme, or whatever of a program to his or her students [19,65] foreign language through visual or.audio perception. They must be capable of contributing to the achievement of the practical, cultural, and educational aims of learning a foreign language. Since pupils learn a foreign language for several years, it is necessary for the teacher to have a wide variety of materials which make it possible to progress with an increasing sophistication to match the pupils' continually growing command of the foreign language. Good teaching materials will help greatly to reinforce the pupils' initial desire to learn the language and to sustain their enthusiasm throughout the course. Last years is even more often brought up a question on application of a new information technology in high school. It not only new means, but also new forms and the teaching methods, the new approach to training process. A main objective of training to foreign languages is formation and development of communicative culture of schoolchildren, training to practical mastering by a foreign language. The problem of the teacher consists in creating conditions of practical mastering by language for each pupil, to choose such methods of training which would allow each pupil to show the activity, the creativity. The problem of the teacher - to stir up informative activity of the pupil in the course of training to foreign languages. Modern pedagogical technologies such as training in cooperation, the design technique, use of a new information technology, the Internet - resources help to realise the psychological approach in training, provide an individualization and differentiation of training with the account of abilities of children, their level trained, propensities etc.

Forms of work with computer training programs at foreign language lessons include:studying;over the pronunciation;of dialogical and monological speech;of writing;over the grammatical phenomena.of use the Internet - resources are huge. The global network the Internet creates conditions for reception of any necessary for pupils and teachers of the information which are in an every spot on the globe: a regional geographic material, news from a life of youth, article from newspapers and the magazines, the necessary literature etc. In the present work an object in view: to result a technique of teaching of English language at school in conformity with development of a modern information technology.lessons of English language by means of the Internet it is possible to solve variety of didactic problems: to form skills and abilities of reading,materials of a global network;improve abilities of written speech of schoolchildren;fill up a lexicon of pupils;form at schoolchildren steady motivation to studying of English language., work is directed on studying of possibilities of Internet technologies for expansion of an outlook of schoolchildren, to adjust and support business ties and contacts to the contemporaries in the English-speaking countries. A main objective of studying of a foreign language in high school - formation of the communicative competence, all other purposes (educational, educational, developing) are realised in the course of realisation of this overall objective. The communicative approach means training to dialogue and formation of ability to intercultural interaction. Communicative training to language by means of the Internet underlines importance of development of ability of pupils and their desire is exact and to a place to use a studied foreign language for effective dialogue. Paramount value is given to understanding, transfer of the maintenance and sense expression, and studying of structure and the foreign language dictionary serve this purpose. In addition to the communicative requirements, trained it is necessary to master a work technique on the Internet to be more responsible for own training. They need to develop ability to cope with a situation when their language resources are insufficiently adequate; to have good educational skills; ability to estimate own speech and successes, and also ability to define and resolve educational problems. Development of independence of the learners by means of a global network represents gradual process with which it is necessary to encourage constantly. Probably, most important problem facing to the teacher of language, the finding of optimum ways is to conduct the schoolchildren to gradually increasing independence.

Training in original language, the Internet helps with formation of skills of informal conversation, and also in training to lexicon and grammar, providing original interest and, hence, efficiency. Moreover, the Internet develops skills, important not only for a foreign language. It, first of all, is connected with cogitative operations: the analysis, synthesis, abstraction, identification, comparison, comparison, verbal and semantic forecasting and anticipation etc. Thus, skills and the abilities formed by means of Internet technologies, fall outside the limits the competence speaking another language even within the limits of «language» aspect. The Internet develops social and psychological qualities of the trained: their self-trust and their ability to work in collective; creates atmosphere favourable for training, acting as means of the interactive approach. Interactivity not simply creates real situations from a life, but also forces pupils to react adequately to them by means of a foreign language. And when it starts to turn out, it is possible to speak about the language competence. Let even in the presence of errors. The main ability spontaneously, harmoniously to react to statements of others, expressing the feelings and emotions, being arranged and being reconstructed on the move i.e. we can consider interactivity as a way of self-development through the Internet: possibility to observe and copy language use, skills, samples of behaviour of partners; to take new values of problems during their joint discussion.

Teachers have been using online communication in the language classroom for more than ten years now. Readers will note that these guidelines are independent of the particular technological tools being used. As has been noted elsewhere, «technology is developing so rapidly that it can often be difficult or even overwhelming to harness, somewhat like trying to get a drink of water from a gushing fire hydrant». In order to make effective use of new technologies, the teachers must thus take a step back and focus on some basic pedagogical requirements. The following guidelines are designed to help teachers implement computer network-based activities into the second language classroom. 1: Consider Carefully Your Goals: There are several possible reasons for using the Internet in language teaching. One rationale is found in the belief that the linguistic nature of online communication is desirable for promoting language learning. It has been found, for example, that electronic discourse tends to be more lexically and syntactically more complex than oral discourse and features a broad range of linguistic functions beneficial for language learning. Another possible reason for using the Internet is that it creates optimal conditions for learning to write, since it provides an authentic audience for written communication. A third possible reason is that it can increase students' motivation. A fourth possible reason is the belief that learning computer skills is essential to students' future success; this reason suggests that it is not only a matter of using the Internet to learn English but also of learning English to be able to function well on the Internet. None of these reasons are more or less legitimate than any of the others. However, since there are so many ways to integrate the Internet into classroom instruction, it is important for the teacher to clarify his or her goals. If, for example, one of the teacher's goals is to teach students new computer skills, the teacher may want to choose Internet applications which will be most useful to them outside of the classroom, with activities structured so that students steadily gain mastery of more skills. If the immediate goal is to create a certain kind of linguistic environment for students, once again, the teacher should consider what types of language experiences would be beneficial and structure computer activities accordingly. If the goal is to teach writing, Internet activities should be structured so that they steadily bring about an increase in the types of writing processes and relationships essential to becoming a better writer. As will be discussed further below, little is usually gained by just adding random online activities into a classroom. Clarifying course goals is, thus, an important first step toward successful use of the Internet.Integration: Most teachers who have used the Internet have started out with some kind of simple key pal (computer pen pal) exchanges. And most teachers who have used these exchanges have felt something lacking. Simply put, there is no more reason to except a significant educational outcome from simply creating a pen pal connection than there is from simply bringing two students into a room and asking them to talk. Over time, greater involvement on the teacher's part in creating learning activities that create sufficient linguistic and cognitive demands on the student is needed to get maximum benefit from Internet exchanges. And, as a number of people have noted, this teacher intervention is most successful when it brings about activities and projects that are well-integrated into the course curriculum as a whole. Bruce Roberts, the coordinator of the Intercultural E-Mail Classroom Connections program, explained this point well: There is a significant difference in educational outcome depending on whether a teacher chooses to incorporate e-mail classroom connections as (1) an ADD-ON process, like one would include a guest speaker, or (2) an INTEGRATED process, in the way one would include a new textbook. The e-mail classroom connections seems sufficiently complex and time-consuming that if there are goals beyond merely having each student send a letter to a person at a distant school, the ADD-ON approach can lead to frustration and expected academic results<the necessary time and resources come from other things that also need to be done. On the other hand, when the e-mail classroom connection processes are truly integrated into the ongoing structure of homework and classroom interaction, then the results can be educationally transforming. Of course there are many ways that Internet activities can be integrated into the overall design and goals of a course (see Sayers, 1993 for a good overview). The teacher can work with students to create research questions which are then investigated in collaboration with foreign partners, Students and long-distant partners can work collaboratively on publications. Or students can use exchange partners as experts to supply information on vocabulary, grammar, or cultural points which emerge in the class. Again, the choice has to be made by the classroom teacher, preferably in ongoing consultation with the students. Nevertheless, as Roberts suggests above, it does behoove the teacher to think about how to integrate online connections into the class rather than adding these connections on top of the rest of the classroom activities in a disconnected fashion.

. Don't Underestimate the Complexity: Most English teachers, even those who consider themselves computer novices, have several relative advantages when learning to use the Internet. They are, in most cases, skilled at English, experienced at typing or keyboarding, and have some basic computer literacy (i.e., they probably have at least used the computer for word processing). ESL students, on the other hand, at least in some cases, may lack these basic prerequisites. Though we have had students who are quite experienced with computers, we have also had students who had seldom used a computer; lacked basic knowledge such as how to operate a mouse or open a folder; and lacked the vocabulary, reading, and listening skills to follow instructions for using the computer. Beyond these issues of learner preparation, there are a number of other complexities in introducing Internet-based activities in the ESL classroom. Activities in a single class may be dependent on scheduling the computer lab, and on students finding computers outside the class time to continue their activities. Hardware and software can malfunction and computer systems can be down. Students' schedules might not permit them to return to the computer lab at a time when computers are available to complete their assignments. Exchanges between classes are even more complex. The partner class might have absent students, or might not meet in a particular week due to holidays or other activities in that location. The partner teacher might not have the same understanding of the nature of the exchange, and working through differences can cause further delays. The students might have differences in background, language, and experience which can cause further complications. None of these potential problems mean, that Internet based activities, shouldn't be used. But in attempting to integrate online teaching, it is best not to be overly ambitious in the beginning. A situation which overwhelms both students and teacher in technical difficulties-is not likely to bring about the desired results. It is better to start small and to create the kinds of activities which have a direct purpose and are well-integrated into classroom goals. If these activities prove successful, you can build from there and attempt a more ambitious plan the following semester.

. Provide Necessary Support: Mindful of the complexities which can arise in Internet usage, teachers need to provide support sufficient to prevent students from being overwhelmed by difficulties. This kind of support can take numerous forms: creating detailed handouts that students can refer to when class is finished and the teacher's personal help is not accessible; building technology training sessions into the class schedule, not only in the beginning but on an ongoing basis; working with the computer center to set up log-on systems and other procedures which are as-simple and intuitive as possible; assigning students to work in pairs or groups, both in and out of the lab, so that they can provide assistance to each other; providing details to the students about how and when they can get assistance from technology specialists or others on campus outside of class; and being available to help students at times when they are most likely to need it.

. Involve Students in Decisions: The concept of a learner-centered curriculum predates, and Insignificance, than the Internet enhanced classroom. However, this concept seems particularly important when considering network-based teaching. First of all, as indicated above, network-based teaching involves a number of special complexities. It will be difficult, indeed, for a teacher to be fully aware of the impact of these complexities without regular consultation with students. This might involve anonymous surveys, class discussions, or similar means of involving students in expressing their opinions about the process of implementing technologies. Notably favorable is that the nature of computer-mediated communication creates opportunities for more concentrated interaction. To fully exploit these opportunities, the teacher must learn to become a «guide on the side» rather than a «sage on the stage». A situation which is based on communication between students but in which the students have little say over the topics or outcomes of that communication is not likely to lead to the kind of atmosphere optimal for language learning. As pointed out elsewhere, involving students in determining the class direction does not imply a passive role for teachers. Teachers' contributions in a learner-centered, network-enhanced classroom include coordinating group planning, focusing students' attention on linguistic aspects of computer mediated texts, helping students gain meta-linguistic awareness of genres and discourses, and assisting students in developing appropriate learning strategies.

Young children like to sing and play various games, that is why songs and games should constitute an important part of teaching materials.4 Folksongs and popular current songs develop a feeling for the distinctive culture being studied. They furnish a frame work for pronunciation practice. Games give an opportunity for spontaneous self-expression in the foreign language and can be used as a device for relaxation.

Practical and educational functions of teaching materials are as follows:

Teaching materials used in various combinations allow the teacher to develop his pupils' oral-aural skills. Recorded materials can provide the teacher and the pupil with an authentic model, tireless and consistent repetition and many different voices,

These materials are valuable for presentation, exercises, revision, testing, etc. Visual materials have an important role to play in the development of hearing and speaking skills. Carefully devised they help to get rid of the necessity for constant translation and assist the teacher in keeping the lesson within the foreign language.

By portraying the context of situation, the gestures and expressions of the speakers, and even their personalities, visual aids allow immediate understanding and provide a stimulus to oral composition.

Especially important are graded materials designed for the teaching of reading. Graded reading materials are essential at every stage from the introduction to reading in association with audio and visual «props», through the elementary stage of reading familiar material to intensive and extensive reading.

Graded materials are also important for the development of writing skills. Appropriately designed and selected these materials are needed to cover all stages from the introduction to writing through copy writing, memory writing and dictation to guided composition, and finally to free composition. Visual aids can provide a useful stimulus for writing, especially at the stage of guided composition.

Teaching materials can also be used to assist in the general development of the pupil's personality, and this is of great educational value.

Teaching materials acquire special importance in gaining cultural aims. From the earliest stages, thanks to visual aids, pupils are introduced to the foreign country and its people.

In this connection it is necessary to mention the qualities teaching materials should possess:

Clarity. The materials must possess clarity of exposition which leaves the pupils in no doubt as to their meaning.

Practicality. To provide maximum help to the teacher, the materials must be practical in use, economic of cost and time, easy to store, and immediately accessible.

Appropriateness. To fulfill the role of motivating the learner and sustaining his enthusiasm, teaching materials must be appropriate to the age, interests, and abilities of pupils. They must also be appropriate to the functions which are required of them, i. e., whether the teacher needs them for presentation, exercises, testing, etc.

In conclusion it may be said, according to A. Spicer, «The purpose of teaching materials is not to usurp the role of the teacher, nor even to make his work easier. Their main purpose is to make it possible for the teacher to teach more effectively, more interestingly, and more economically. It is equally important that the materials should help the pupil to learn more easily and more rapidly.»

It is well known that in our country much attention is given to foreign language learning. Educational researchers, methodologists and teachers are striving to improve teaching methods is this field. For this purpose new - teaching materials have been produced.

As a result the teacher has Teacher's Book, Pupil's Book, visual, audio-visual, audio, and other materials at his disposal.

For teaching English two sets of teaching materials are suggested which cover six years (5-10 forms) of the essential course in ten-year schools: (1) teaching materials by S.K. Folomkina, H.M. Weiser, E.I. Kaar, A.D. Klimentenko, and (2) teaching materials by A.P. Starkov, R.R. Dixon, Z.V. Starkova. Teaching materials by both groups of authors include: teacher's books, pupil's books, sets of wall-charts or albums, filmstrips (or slides), sound film loops, long-playing records and supplementary readers. 'Although both sets of teaching materials are based on scientific principles as to the selection of linguistic material, topics to be covered and terminal behaviour at the end of the course, however, they differ in many respects.

The main difference lies in the organization of teaching beginners. S. K - Folomkina, H.M. Weiser, E.I. Kaar start by teaching beginners all the language skills, i. e., hearing, speaking, reading, and writing simultaneously, although they give seven introductory lessons which are to be conducted orally. A.P. Starkov, R.R. Dixon, Z.V. Starkova start with the oral introductory course and teach hearing and speaking first for more than a term. During the oral introductory course, beginning with the fifth lesson, pupils start writing English letters and combinations of letters. They begin reading at the 40th class-period. Another difference is in the arrangement of the material in pupil's books. A.P. Starkov and R.R. Dixon adhere strictly to the arrangement of the material by «topics». S. K - Folomkina, H.M. Weiser, A.D. Klimentenko do not observe the topical arrangement of the material in pupil's books, though they cover the topics set by the syllabus.

They differ in their introduction of new material. S.K. Folomkina, H.M.-Weiser, E.I. Kaar, A.D. Klimentenko use oral presentation of linguistic materials. Pupils grasp the vocabulary or grammar items by ear so as to assimilate them mainly for auding. Oral work at linguistic material does not exceed one class-period, as a rule.

The second group of authors follow the oral approach in teaching linguistic material, i. e., pupils can use the material in auding and speaking before they can read and write it.

One more difference is in the use of the mother tongue in teaching English. They both admit the use of the mother tongue for presenting linguistic material whenever it is necessary to ensure comprehension of what pupils learn. As to translation exercises for developing pupils' language skills, they are used in pupil's books by the first group of authors, and are not utilized by the second.differ in presenting grammar too. The first group of authors present the material in sentences which are followed by grammar rules in the mother tongue in the pupil's books and exercises. A.P. Starkov, R.R. Dixon presents the material in structural groups. However, grammar rules are not excluded from teaching. In learning grammar material pupils pass through the following stages:

(1) they assimilate a structural group;

(2) they learn how to use the new words in the grammar structures;

(3) they utilize the structures in a logical sequence in speech;

(4) they speak within the situations offered, using the linguistic material covered.

There is a considerable difference in the authors' approach to the development of speaking and reading skills. S. K - Folomkina, H. M, Weiser, E.I. Kaar, A.D. Klimentenko, for instance, give preference to monologue as a form of speech that should be developed (see exercises in Book One, Book Two, etc.). A.P. Starkov, R.R. Dixon, 2. V. Starkova prefers developing dialogic speech first. In both systems oral language in its two forms, dialogue and monologue, is developed. As to general approach to teaching speaking and reading they have but little in common, and especially at the junior stage (5-6 forms).the difference in these two sets of teaching materials becomes less striking since they both should meet the school syllabus requirements. Both sets of teaching materials are now in use in schools. Thus teachers of English have received new teaching materials and, therefore, they can teach more effectively than they could before. However, we could expect better results in language teaching if teachers were more fully informed about teaching aids and teaching materials and the methods they should apply, if they were more selective in the choice of methods and techniques.

Foreign languages at school» can supply teachers of foreign languages with useful information from various fields, namely, linguistics, psychology, methodology, teachers' experience, etc. Those who are interested in foreign language teaching abroad can find useful information in the following journals: «The English Language Teaching», «The Modern Languages» (Great Britain), «The Modern Language Journal», «language Learning» (USA).

One more problem should be touched upon in connection with the teaching aids and teaching materials. That is the problem of implementing them into school life. Indeed it is not sufficient to have new textbooks, teacher's guides, and other teaching materials which meet modern requirements. It is necessary that the teacher can digest all this and use the new teaching materials. The problem, as practice proves, is much more difficult than one might imagine. Its solution depends on many factors, and among them:comprehension of the methodological credo of the authors by the teacher. To understand a system of leaching reflected in textbooks or other teaching materials.teacher should read about the system and, what is more desirable, listen to the authors when they give an interpolation of their system- The stranger the system of teaching is, the more interpretation it requires. Complete assimilation is attained, however, When the teacher uses the system for a number of years and strictly follows the recommendations given by the authors. If the teacher does not use a new textbook in the way he ought to, the textbook, as a rule, does not work. For instance, the series of textbooks for teaching English in schools compiled by A.P. Starkov and R.R. Dixon is highly appreciated by one group of teachers, namely, by those who have grasped the authors' methodological credo and follow their system of teaching, and at the same time is fully rejected by another, who either had no opportunity to study it or who accept the system of teaching reflect
ed in the series of textbooks for teaching English compiled by S.K. Folomkina, H.M. Weiser, E.I. Kaar, A.D. Klimentenko.teacher's ability to free himself of the methods and techniques he has become used to and acquire new ones. For example, for many years teachers have presented new words as isolated units, writing them down on the blackboard so that pupils can see the words, read and put them down in their vocabulary notes. They got used to the system. Then they had to give up this system to adopt the new one, the oral approach or the oral presentation of words, as is recommended in both series of English textbooks. Some teachers could easily accept the new approach. Some coped with it. And, finally, there are teachers who cannot give up presenting new words the way they did before. They go on with the old approach to vocabulary instruction. For many years teachers have widely used translation as a type of exercise for consolidating linguistic material and in' reading texts. They got accustomed to translation and liked it. And now they had to restrict the usage of translation and use instead various exercises within the English language utilizing audio-visual aids and materials as both sets of teaching materials require.
3. The teacher's qualification, his desire to be on top of his job, to seek new methods and techniques in language teaching and not only to accept those recommended. Such teachers always read journals and books on methods, they attend lectures and seminars for foreign language teachers.

Consequently, to solve the problem it is necessary:

1. to help teachers in comprehending the modern trends in foreign language teaching in general, and in assimilating the methodological credo of the authors of the textbooks they use, in particular;
2. to help teachers in accepting new approaches to foreign language teaching through exchange of experience in order to show them how to apply new methods and techniques of teaching and what results can be achieved;

(c)to improve teachers' training in teachers colleges and at refresher courses.

The sooner teachers of foreign language.acquire skills in handling teaching aids and in utilizing new teaching materials, the better results in language learning may be expected.

Conclusion

Today, in a century of scientific and technical process and innovative technologies human communication didn't cease to be need. With Internet development the role of foreign languages especially increased in our everyday life.of studying of languages are improved; there are new techniques of training.escalating flow of information demands introduction of new methods of training which allow to transfer the bigger volume of knowledge for rather short term, to provide high level of mastering being trained a studied material and its fixing in practice. It can be reached on the basis of introduction in educational process of interactive technologies of training and creation of psychologically comfortable environment. The tendency to transition was outlined in a technique of teaching of foreign languages from traditional communicative approach to the interactive.strong place is taken in educational process by an interactive method of training in a foreign language.process of expansion of borders of communication of people of the different people need to know not only their language, but also culture, successfully to develop cross-cultural communication increases.of interactive interaction between subjects of educational process on the basis of multilateral communication is possible, on the one hand, on condition of mastering by them skills of interpersonal communication.cultural communication is an adequate mutual understanding of two participants of the communicative act belonging to different national cultures. Acquisition of skill of cross-cultural communication and attention emphasis on cultural distinctions allows us to learn how to behave in various cross-cultural situations.of implementers of problems of informative aspect is creation of real and imagined situations of communication at a lesson of a foreign language. Familiarizing of school students with cultural values of the people native speaker is important. For this purpose authentic materials, including video movies have great value.use promotes implementation of the major requirement of a communicative technique - to present process of mastering by language as comprehension of live foreign-language culture; individualization of training and development of motivated speech activity of trainees.of modern interactive technologies and training methods in formation of cross-cultural competence - preparation of the person for life in the polycultural environment, understanding possessing developed feeling and respect of other cultures, in ability to live in peace and a consent with other people of different nationalities and beliefs.

Summing up stated, it is possible to assert that educational video courses and animations open ample opportunities for the active work in the course of formation of speech skills and abilities of pupils and do educational process of mastering by a foreign language attractive to schoolchildren at all grade levels. Efficiency of using the video film at speech training depends not only on exact definition of its place in training system, but also from that, the video employment structure as educational possibilities of a video film are co-ordinated with training problems is how much rationally organised. In structure of video employment for training of oral speech it is possible to point out the four stages:

) preparatory - a stage of preliminary removal language and лингвострановедческих difficulties;

) perception of a video film - development of abilities of perception of the information;

) the control of understanding of the basic maintenance;

) development of language skills and abilities of oral speech.viewing of a fragment can precede the fourth stage. For the decision of each of tasks in view pupils should know not only the general maintenance of a video film, but also remember details, and also be able to estimate events, to give the characteristic to characters, using thus words and expressions from speech support of a video film.future task of training the foreign languages is learning to free orientation in the environment speaking another language and to ability adequately to react in various situations, that is to dialogue. New views on result of training promoted occurrence of new technologies and refusal from become outdated. Today new techniques with use of Internet resources are opposed to traditional training to foreign languages. To learn to dialogue on a foreign language, it is necessary to create the real, present reality situations (i.e. That is called as a principle of authenticity of dialogue) which will stimulate studying of a material and to develop adequate behaviour. New technologies try to correct this error. As it is known, everything in that the person is trained, he aspires to use in forthcoming activity. It is known also that use of knowledge, skills, abilities is based on carrying over, and carrying over depends, first of all, on that, training conditions are how much adequate to those conditions in which this knowledge, skills, it is supposed to use abilities. Hence, to prepare the pupil for participation in process of dialogue speaking another language it is necessary in the conditions of the dialogue speaking another language, created in a class. It also defines essence of communicative training which consists that training process is model of process of dialogue.summary it would be desirable to consider the problem on the basic problems which the teacher at the organisation of a lesson with using the technical aids should solve. The new technical aids have strongly entered into teaching and educational process, became today of school. And it is clear that the exact and careful control over such lessons will promote improvement of quality of lessons and training. Thus it is impossible to forget that the lesson using the technical aids inevitably influences the subsequent lessons on the given theme, from its quality depends the stability of knowledge - after all the lesson using the technical aids is most excited both informational and emotionally. Complexity of the analysis of a lesson with application of the technical aids also makes this lesson is unusual.development of an information technology, slow, but steady transformation of the computer from the sacral subject accessible to only narrow circle devoted, in the phenomenon of the daily ordinary, etc. - all it should mention sooner or later occurrence Internet and such traditionally conservative area, as a domestic education.new technologies, it is possible, integrating them into educational process, more effectively to solve variety of didactic problems at a lesson of English language: to form skills and abilities of reading, directly using materials of different degree of complexity to improve abilities of audition on the basis of authentic sound texts to improve abilities of the monologic and dialogical statement on the basis of the problem discussion, presented by the teacher or someone from pupils, to improve abilities of written speech, individually or in writing making answers, participating in preparation of abstracts and compositions; to fill up the lexicon, both active, and passive, lexicon of the modern English language reflecting a certain stage of development of culture of the people, social and a society political system; To get acquainted with cultural knowledge including speech etiquette, features of speech behaviour of the various people in the conditions of dialogue, features of culture, traditions of the country of studied language; At work with computer technologies the role of the teacher, which primary goal varies also - to support and direct development of the person of pupils, their creative search. Relations with pupils are under construction on principles of cooperation and joint creativity. In these conditions revision of the organizational forms which have developed today of study is inevitable: increase in independent individual and group work of pupils, a withdrawal from a traditional lesson with prevalence of an explanatory-illustrative method of training, increase in volume of practical and creative works of search and research character.

Young children like to sing and play various games, that is why songs and games should constitute an important part of teaching materials. Folksongs and popular current songs develop a feeling for the distinctive culture being studied. They furnish a frame work for pronunciation practice. Games give an opportunity for spontaneous self-expression in the foreign language and can be used as a device for relaxation.

Foreign language learning is comprised of several components, including grammatical competence, communicative competence, language proficiency, as well as a change in attitudes towards ones own or another culture. For scholars and laymen alike, cultural competence, i.e., the knowledge of the conventions, customs, beliefs, and systems of meaning of another country, is indisputably an integral part of foreign language learning, and many teachers have seen it as their goal to incorporate the teaching of culture into the foreign language curriculum. It could be maintained that the notion of communicative competence, which, in the past decade or so, has blazed a trail, so to speak, in foreign language teaching, emphasising the role of context and the circumstances under which language can be used accurately and appropriately, fall short of the mark when it comes to actually equipping students with the cognitive skills they need in a second-culture environmentidea of teaching culture is nothing new to second language teachers. In many cases, teaching culture has meant focusing a few lessons on holidays, customary clothing, folk songs, and food. While these topics may be useful, without a broader context or frame they offer little in the way of enriching linguistic or social insight-especially if a goal of language instruction is to enable students to function effectively in another language and society. Understanding the cultural context of day-to-day conversational conventions such as greetings, farewells, forms of address, thanking, making requests, and giving or receiving compliments means more than just being able to produce grammatical sentences. It means knowing what is appropriate to say to whom, and in what situations, and it means understanding the beliefs and values represented by the various forms and usages of the language.must be fully incorporated as a vital component of language learning. Second language teachers should identify key cultural items in every aspect of the language that they teach. Students can be successful in speaking a second language only if cultural issues are an inherent part of the curriculum.means that language is not only part of how we define culture, it also reflects culture. Thus, the culture associated with a language cannot be learned in a few lessons about celebrations, folk songs, or costumes of the area in which the language is spoken. Culture is a much broader concept that is inherently tied to many of the linguistic concepts taught in second language classes.

In conclusion it may be said, according to A. Spicer, «The purpose of teaching the foreign languages is not to usurp the role of the teacher, nor even to make his work easier. Their main purpose is to make it possible for the teacher to teach more effectively, more interestingly, and more economically. It is equally important that the materials should help the pupil to learn more easily and more rapidly».

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