Xorazm ma’mun akademiyasi axborotnomasi – /2019 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

REFERENCES: 
1. The national program for training personnel // Harmoniously developed generation-the basis of progress in 
Uzbekistan. - T.: Sharq, 1997. –P. 63. 
2. Kirillova N. B. media Culture: from modern to postmodern. - 2nd ed. - Moscow: Academic project, 2006. – 
P.256. 
3. Fedorov A.V. media Education and media literacy. Taganrog: Kuchma Publishing house, 2004. – P.340. 

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XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –6(2)/2020  
38
UDС 81-13 
MODERN TECHNICAL MEANS OF TEACHING IN THE ENGLISH LANGUAGE LESSON 
M.E. Kenjaev, senior teacher, Samarkand State Architecture and Civil Engineering Institute, 
Samarkand
 
Annotatsiya. Ushbu maqolada ingliz tili darsida o'qitishning zamonaviy texnik vositalari 
ko’rsatib o’tilgan. 
Kalit so’zlar: AKT, internet, kompyuter, multimedia vostalari. 
Аннотация. В данной статье показаны современные технические средства обучения на 
уроке английского языка. 
Ключевые слова: ИКТ, интернет, компьютер, мультимедийные инструменты. 
Abstract. This article shows the modern technical tools of teaching in English language lesson. 
Keywords: ICT, internet, computer, multimedia tools. 
The issue of using new information technologies in teaching English is becoming more and more 
relevant. The use of new information technologies in teaching foreign languages means not only the 
practical application of modern technical means and technologies, but also the use of new forms and 
methods of teaching a foreign language and the approach to the learning process in General. One of the 
main tasks of the teacher is to activate the activity of each student, creating a situation for their creative 
activity.
In this article, on the one hand, we are talking about the undoubted advantages of using 
information computer technologies (ICTs) in English lessons, and, on the other hand, we analyze the 
problems that arise when using them in practice. To achieve a new quality of education that is truly 
adequate to the present, today's English teacher must not only master ICT, but also realize how much 
the approach to the ratio of the functions of the learning process is changing: traditionally, the guiding 
and controlling functions are gradually replaced by the orienting and systematizing ones[1]. Thus, it is 
only under these conditions that purposeful joint activity of the teacher and students in the information 
and educational environment (IEE) can be fully implemented. If in traditional training the main task was 
to transfer a certain amount of knowledge to the student, the formation of a number of skills, the 
purpose of training in IEE is to teach the student to set and solve cognitive problems, and for this 
purpose to find, process, use and create information, navigate in the information space. The main 
characteristics of the IEE are:
1) Openness, which is provided by the interaction of the environment with the information and 
educational space and allows you to organize variable training that meets the challenges of developing 
the student's personality.
2) The Internal unity of the learning process – the learning goals, the teacher's activities, the 
students ' activities and the planned result. The unity of the learning process arises as a result of 
conscious actions of participants in the pedagogical process and is formed taking into account the 
content of educational material, optimal methods that contribute to the achievement of learning and 
development goals.
3) The versatility of the learning process. The environment can be both a source of knowledge and 
at the same time contribute to the organization of various forms of independent work of students. IEE 
allows you to implement the didactic capabilities of innovative technologies, effectively organize 
individual and collective work of students. Today it is quite clear that it is training in the information 
and educational environment that significantly increases the effectiveness of education in General and 
foreign language learning in particular. 
However, one of the problems is the paradoxical situation when, as a result of a huge gap between 
generations in the level of computer literacy, the teacher for the first time began to feel inferior to the 
students. The information space that schoolchildren and students who possess modern computer 
technologies actively master opens up huge opportunities for students to acquire knowledge and skills 
that are often, unfortunately, inaccessible even to a teacher who has worked for many years in school or 
at a University. It should be noted that the market of electronic educational products (EEP) offers a large 
range of CDs with various types of electronic resources that claim to be ideal language courses.

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