Foreign language teacher and his tools methodological activities

Importance. The activities of a teacher in a foreign language lesson are described and systemized. The teacher’s activities in teaching a non-native language are associated with the performance of functions’ variety. The qualitative performance of professional functions is the success of the pedagogical activity of any subject teacher, including a foreign language teacher. The functions performed by the subject teacher are related to different aspects of his pedagogical and methodological activities, namely: a) with the design of lessons; b) with the choice of training facilities; c) with the organization of the explanation of the new material in the lesson; d) with organization of its training and application; e) with an assessment of the current activities of schoolchildren in the lesson; f) with assessment of the results of educational activities of children; g) with evaluation of speech products of trainees; h) with the organization of independent work of children at home and with preparation for the next lesson. The teacher must finally evaluate self-critically and his activity in the lesson, determine his strengths and weaknesses in it (h). Weaknesses in the conduct of lessons are a specific incentive for the teacher to improve lesson planning, to improve his methodological skills. The success of educational activities on the part of the teacher is based on a highquality and creative selection of educational tools. The complex of pedagogical tools necessary for a teacher in the process of designing a language lesson system and its further implementation in a classroom-based system is analyzed.

Materials and Methods. The step-by-step implementation of the designing (or otherwise planning) function of a foreign language teacher within the educational process is investigated. Competent, high-quality and creative planning of the entire set of lessons (lesson systems) on the subject “Foreign language” is practically determined by the methodical skill of the teacher and, in turn, determines the academic achievements of schoolchildren. To identify the key nodes of the problem, the following was done: a) study of the Federal State Educational Standard for Higher Education (3++) in terms of the requirements for graduates of pedagogical universities: a) review of activity areas b) diagnosis of the functions’ set performed by a foreign language teacher; c) work with scientific literature on the problem of planning and analyzing foreign language lessons; d) examination of the pedagogical and methodological activities of school teachers during visits to open language classes; e) monitoring the activities of student trainees during and during teaching practices at school; f) study of the educational results of students from individual foreign language teachers; g) evaluation of video clips of foreign language lessons by creatively working teachers of schools in Nizhny Novgorod and the Nizhny Novgorod region.

Results and Discussion. The main pedagogical and methodological tools used by school teachers in a foreign language in the design and conduct of lessons are described. The holistic system of methodological tools used in planning and conducting lessons is presented. Methodological tools in the activities of a school teacher are everyday in nature and their effectiveness is determined through analysis or self-analysis of lessons. Some of the teacher’s tools are innovative. Non-native language teachers and innovative teaching techniques. They are usually used: a) when conducting final lessons on the lexical topic of the textbook; b) when planning backup lessons on the topic; c) when planning foreign language lessons on an inter-dark basis. The practice teacher often includes innovative tools in lessons where new learning technologies are used. The teacher often us es such innovative tools when conducting open lessons that he gives within the framework of the school methodological association of teachers (CMO) or for teachers of the district methodological associations (RMO). Foreign language teachers participating in competitive events such as: “The best subject teacher of the school”, “The best teacher of the district (city)”, “Teacher of the year”, widely use innovative and creative tools of pedagogical activity when presenting their creative results. Due to its specificity and complexity, the school academic discipline “Foreign Language” obliges the teacher to regularly include a wide range of tools in his activities.

Conclusion. The presented tools of a pedagogical and methodological teacher of a foreign language can be widely used by other colleagues. The use of such tools takes place on a conscious basis, and this is done by the subject teacher with great success. Tools in teacher activities are always of interest to novice language teachers. Senior colleagues, for their part, are ready to share with young teachers their experience in using such tools. Experienced colleagues within the school methodological association of teachers and within the RMO; a) conduct methodological consultations; b) invite young teachers to their classes; c) assist in writing qualification works on this topic.

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