Technologies, methods and techniques of organizing educational process o0f modern teaching contents: introduction chapter I. Theoretical aspect of technologies of teaching a foreign language as a second

2.3 Using project methods in teaching a foreign language
In the European languages the word "project" is borrowed from Latin: the participle 'projectus' means "thrown out forward", "striking one's eye". With reference to a lesson of foreign language, the project is specially organized by the teacher and independently carried out by pupils complex of the actions, finished with creation of a creative product. A method of projects, thus, is the set of educational and cognitive modes which allow solving this or that problem as a result of independent actions of children with obligatory presentation of results.Let's result some examples how to achieve at once at the lesson with the help of project methods the several purposes - to expand children's vocabulary, to fix the investigated lexical and grammatical material, to create at the lesson an atmosphere of a holiday and to decorate a cabinet of foreign language with colorful works of children.The work with the projects teacher can realize in groups and individually. It is necessary to note, that the method of projects helps children to seize such competences as: to be ready to work in collective, to accept the responsibility for a choice, to share the responsibility with members of the team, to analyze results of activity.
In recent years, the issue of the application of modern technologies in high school is becoming increasingly important. It is not only new hardware, but new forms and methods of teaching, new approaches to teaching foreign languages. The main goal is to show how technology can be used effectively in order to improve the quality of teaching foreign language, the formation and development of students’ communicative culture, training practical mastery of a foreign language.
The teacher's tasks are to create the conditions for practical language learning for each student, to choose such methods of teaching that would enable every student to show their activity, their creativity, to increase students' cognitive activity in learning foreign languages. The use of modern tools such as computer programs, Internet-based technologies, as well as cooperative learning and project technology can solve these problems.
Project method is one of the most pressing contemporary technologies in teaching foreign languages. It combines the elements of problem-based learning and collaborative learning that allows achieving the highest level of mastery of any subject, and foreign language in particular. Project method forms students' communication skills, culture, communication, the ability concisely and audibly formulate thoughts, be tolerant to the opinion of partners in communication and develops the ability to extract information from a variety of sources, to process it with the help of modern technologies. [1, c. 5]All these factors create language environment that - results in the appearance of the natural need to interact in a foreign language.
Project-based learning does not contradict the traditional ways of learning. It helps to activate students since most of them have an interest for new knowledge. Such kind of motivation - the desire to successfully develop theme of the project - is often stronger than the demands of parents and teachers to study hard in order to get excellent and good marks.
The main purpose of the use of this innovative approach is the ability to effectively master students' foreign communicative competence. It includes the following concepts: [6]

• 
  verbal competence is creating an opportunity of manifestation of communicative skills in all forms: listening, speaking, writing, reading, translation within a specific topic;
  
• 
  socio-cultural competence is the formation of ideas about the social and cultural specificity of the target language;
  
• 
  linguistic competence is students' acquisition of lexical units relating to the topic as a necessary basis for registration of speaking abilities;
  
• 
  educational and cognitive competence is the improvement of educational activity on mastering of foreign languages;
  
• 
  compensatory competence is formation of skills of overcoming difficult situations in a shortage of linguistic resources.
  

Also, this approach forms informational competence which manifests the ability to work independently with reference books, find necessary information in various sources, and see links with other branches of knowledge. Moreover, project-based learning contributes to enhancing students' personal confidence, developing a "team spirit" and communication skills; providing a mechanism for critical thinking, the ability to find ways to solve problems and developing students' research skills.
Due to the growth of person's potential, skills and innovations we can apply project technology from the second grade. In my experience, there are many brilliant students, who want to know much more information; and while little children are interested in learning foreign languages we must use all these approaches in order to raise the quality of teaching. In my work I mostly use projects, role-plays and communicate approaches. When we speak about young children the projects can be like "My Family", the creation of a family tree, the story about a weekend day. It should be noted that parents are often involved in creating projects, because collaboration on a joint project results in convergence and communication. Amidst a wide variety of topics for research, my students are working on the following topics: "My Toy" (the second grade); "Seasons", "Food and drinks”, "Dress your doll" (the third grade); "My Motherland”, "The place we live in" (the fourth grade); "British and Kazakh traditions", "Great Britain", "How to save our planet", "The British way of life" (the sixth grade) and "Visiting Great Britain", tourist booklet "Astana" (the seventh grade).
The forms of project can change and become more complex depending on students’ age. For instance, in the 6th grade students create a guide to Great Britain. Each of them creates a single page, and then the pages are connected together. The cover of this brochure is trusted to students who can draw well. The teacher explains the purpose of the task to students. They have the right to propose their own project, if none of the suggested ones does not arouse their interest.
The work on the project can be carried out either individually or in groups. Working in groups, the participants of the joint project should distribute the roles and realize that success depends on the contribution of each participant. Project work begins in the classroom as a teacher-supervised activity. Projects may be short-term or long-term. Depending on the type, they can be presented at the next lesson, or at the final lesson. It is important to organize the work using project, creating the most favorable conditions for the disclosure and manifestation of the creative potential of the participants. In my experience, I organize post-project exhibition of the works, so that other students, parents and teachers should be able to see and appreciate the importance of this work.
Using project method in my work, I came to the conclusion that this method is very effective at generalization, consolidation and revision of educational material, especially in the organization of its practical application. For me there is a particularly appealing fact that project-based learning actively influences the motivation of student. The work with the project - presentation encourages students to use computer technology. It should be noted that many students get their first experience in Power Point preparing for such kind of projects.
Project-based forms both improve the overall culture of communication and social behavior in general and give students the practical language skills.
In the conditions of globalization and information of modern society new requirements are made to the XXI century education. According to the researches of sociologists, the most "required" abilities in modern economy are ability to creative development and self-development, ability to make a creative decision in the course of dialogue. Therefore it is necessary to give a special attention to the development of not only intellectual, but also creative abilities of trainees.
The main objective of teaching foreign languages is forming and developing communicative culture of students, teaching practical mastering of foreign language.
The task of the teacher is in creating conditions of practical mastering the language for each student, to choose such training methods which would allow each student to show his activity and creativity.
The two educational models practiced across the globe are face to face learning and hybrid learning. The traditional method of teaching and learning is synchronous and typically involves the employment of a classroom where professor and students interact within time and space. This model of teaching is called synchronous.
Students perspective is that they can interact better with the faculty and classmates, remain engaged. Improvement in students soft skills, critical thinking and problem solving. Compute skill and technical skills of students increase.
Faculty perspective is that they accomplish course teaching objective better, can re-evaluate course work material. The effectiveness of in-class activity increases. It encourages out-of-class learning.
Unlike traditional didactic systems where an explanation (monologue) is considered the basis of any technology of training, interactive education, sources of which are in the dialogue concept, makes emphasis on understanding and mutual understanding (dialogue). In the course of interactive training students interact or are in the mode of conversation, dialogue with some- one, that focuses the person on development of his/her intellectual and creative abilities, further self-development and self-education, aims at the activity stimulating "invention" and “discovery”.
It is considered that communication in the course of training foreign language can be "unilateral" and "multilateral". In the first case it is the organization of educational process at which “the teacher asks, i.e. induces the student to speech activity - the student answers”. The given process is made under the scheme “stimulus - reaction”.
A wide use of so-called frontal forms of work is characteristic for such training paradigm. Development of language skills like listening, speaking is crucial to effective communication. Students need to interact with their teachers and groupmates, make explanations during tutorials and practical sessions, take part in seminars and workshops, presentations, discussions, interactions, and etc. Speaking is the purposeful process by which people, using audible and visible symbols, communicate meaning in the minds of their listeners. The function of oral communication is creating messages that stimulate in listeners’ meanings that bring about the desired change in their understanding or opinions. As conversation is a tool of social interaction, it is essential to be able to converse well in both informal as well as formal situations. The students should be prepared to start a conversation, pick a topic for conversation, help others to start, keep a conversation going, move smoothly from one topic to another, and conclude a conversation naturally.