1. The aim and objectives of the study

Conclusion
The strongest thing that needs to be acknowledged in all of these approaches is that they are aimed at engaging both students and the teacher. Students will be treated differently if they are treated as their own smart professionals and given the flexibility to apply approaches that go beyond the archaic models they often link to in teaching and learning and improves.
To implement modern social requirements, new approaches are being developed. So the use of personality-oriented, competency-based, communicative, differentiated, integrated, lexical, cognitive, and other teaching approaches enables teachers to find an individual approach to each student. These approaches help in organizing the learning process to pay attention to each student individually and at the same time work with the whole group at the same time. The ultimate goal of each of these approaches is to develop in students the ability to independently acquire knowledge and solve problems.
A lesson, as the main form of organization of the teaching process, allows the teacher to put into practice modern approaches. Each of these approaches requires special preparation, both on the part of the teacher and students. Of course, success depends on many factors — on the teacher's knowledge of the subject and general erudition, in other words, on the teacher's personality. But this is not enough — you also need knowledge of methodological skills, moreover, it is necessary for a teacher of a foreign language.
Based on the abovementioned, we can summarize that each approach is very important in the lesson planning system today; each teacher must adhere to one or another approach, but the approaches cannot be used simultaneously, so you need to have a fine feel for each student before choosing the core of their professional activity. Also, the teacher must take into account that the effectiveness of a particular methodology within the framework of a particular approach to teaching depends on its relevance to the stated problem, the teacher's ability to regulate the time of using this approach, and the quality of the organization of preliminary training, which requires careful study of issues for discussion, development of students' skills and communicative abilities.

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