The department of roman-german philology teacher's role in teaching different age groups course work done by

Using MTTA in the classroom, teachers can trace instant feedback to the student.

For example, a teacher can conduct an online survey at any stage of a practical lesson to find out the level of mastering the material being studied. Using materials from the Internet, students can use the links to the necessary material and argue their answers. For example, we practice such a model of the organization of the educational process as the “Knight's move”. Students receive a home task in the form of viewing certain video resources on “YouTube” on the topic of the next lesson, and then at the lesson organizes the practical consolidation of this material. When performing this type of task, students develop the ability to distinguish quality sources from unreliable ones. To introduce into the educational process of healthy competition, we apply gaming technology. For this, the teacher forms mini groups of students who receive homework in the form of creating a mini video clip on the topic: “Discuss the professionally-oriented problem” with their participation, that is, the teacher creates group collaboration. The main goal of students in this task is to use as many lexical units and grammatical structures as possible in their speech. In the next lesson, students provide their video material, which is discussed by other subgroups. As a result, in addition to positive emotions, students use interactive communication. The use of multimedia presentations in the classroom allows us to build a learning process based on the psychologically correct modes of attention, memory, mental activity, humanization of learning content and pedagogical interactions, reconstruction of learning and development from the standpoint of integrity. Finally, it is possible to draw several conclusions from the above material about the practice of teaching English in high school through the activation of classes using MTTA. Problems in practice of English in the university were identified. The task of updating the system of teaching English in the university remains relevant today. The proposals of innovators in the field of teaching English in high school are relevant. We have attempted to update the practice of teaching the English language in the university through the revitalization of classes with the help of MTTA. The authors of the article are convinced that a comprehensive and systematic approach, the rational use of the virtually limitless possibilities of modern technical means in English lessons will undoubtedly form language competencies, develop creative thinking and striving for continuous improvement and self-education.
Among the problems theoretically and experimentally solved by the methodology of foreign languages, communicative competence and methods for achieving it are one of the most relevant. Mastering the communicative competence in English, not being in the country of the language being studied, is a very difficult matter. Therefore, an important task of a teacher is to create real and imaginary situations of communication at a foreign language lesson, using various methods and working methods (role-playing games, discussions, creative projects, etc.). In solving this problem, a huge role is played by technical teaching aids that allow students to give more complete and accurate information on the topic being studied, increase the visibility of training and cause a desire to further improve the language culture. No less important is the task of introducing students to the cultural values of the people - native speakers. For these purposes, the use of authentic materials (drawings, texts, sound recordings, etc.) is of great importance. Acquaintance with the life of English-speaking countries takes place mainly through the text and illustrations for it, watching movie clips, transparencies, filmstrips, etc. Hence, the importance and relevance of studying the use of video materials is obvious. The main means of teaching a foreign language is the language environment, and all other means are auxiliary, their purpose is to create a more or less pronounced illusion of introducing students to the natural environment. Conducting a lesson entirely in a foreign language creates a prototype of a foreign language environment, brings the learning process closer to the conditions of genuine communication in a given language. In this article, we set the goal and objectives to prove that the use of technical means is one of the main technical means of teaching a foreign language, and in particular its speech side. A brief analysis of the literature and legal acts used in the article. 37 1. Baranova M.V. Improving the grammatical side of the dialogical speech of fifth-year students of the faculty of foreign languages in the process of working on a video film. 2. Barmenkova O.I. Effective methods of teaching English. 3. Gorodilova G.G. Speech training and technical means. 4. Karpov G.V. Romanin V.A. Technical training aids. Kirsh T.K. Audiovisual and technical means in training. 5. Kodzhaspirova G.M., Petrov K.V. Technical training tools and methods of their use. 6.Komkov I.F. Methods of teaching foreign languages. 7. Molibog A.G., Tarnopolsky A.I. Technical training tools and their application. 8. Tsesarsky L.D. The use of technical means in the teaching of foreign languages. 9. Barry Tomalin, Susan Stempleski. Video in action. 10. Modern Media in Foreign Language Education: Theory and Implementation / Ed. by Wm. F. Smith. In conjunction with the American Council on the Teaching of Foreign Languages. - Lincolnwood: National Textbook Company. Theoretical and practical significance - we assume that the use of technical means improves the assimilation of knowledge in foreign language lessons, namely: - make up for the lack of a natural foreign language environment at all stages of training and expand the horizons of students; - the implementation of the important didactic principle of visibility and the education of aesthetic taste among students; - training, taking into account the individual typological characteristics of each student; - ensuring the accelerated formation and development of auditory and visual self-control skills and the interest in students in the subject; - the maximum use of the analytical and imitation abilities of students, the more complete mobilization of their internal resources.

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