Development of didactic materials with the use of content-language integration method (CLIL)

Due to the analysis of students' independent work they often point to the need of self-control of this work, the need to be provided with a detailed commentary of all the difficulties during task performance, the difficulties in self-orientation in the theoretical material.

The surveys, conducted on the basis of educational institutions, resulted in that some students, without obtaining the information they need, in the search for the right information, often turn to a teacher rather than a textbook or a grammar reference. Thus, there is a need for special didactic materials for independent work of students in the project [1].

Thus, the didactic material - is a special type of teaching materials, mainly visual: maps, tables, sets of cards with text, figures or drawings, reagents, plants, animals, etc., including materials that are based on information technologies, distributed to students for independent work in the classroom and at home, or demonstrated by the teacher before the class (group).

As the most important principles of teaching, implemented in the development of teaching materials, we would like to highlight the following:

1. The principle of accessibility (didactic materials are selected according to the students' level of knowledge and language);

2. The principle of individual work (students work with didactic materials on their own);

3. The principle of individual interests (students work with didactic materials with their own pace; complexity and type of materials can also be selected individually);

4. The principles of visualization and simulation (as visual aids play a crucial role in human life, the use of them is extremely effective in training);

5. The principle of durability (human memory is selective: the more important, interesting and varied the material is, the stronger it is fixed in the memory, so the practical use of the acquired knowledge and skills is an effective way to continue their assimilation, it contributes to their better fixation in a game (modeling) computing environment);

6. The principle of cognitive motivation;

7. The principle of challenge (during the course the student must solve a specific didactic problem, using their knowledge and skills; being in a situation different from the situation in the classroom, in new practical circumstances, he carries out an independent search activity, actively fostering their intellectual, motivational, volitional, emotional and other areas) [2].

It should be noted that the use of didactic material helps to activate the educational activities of students, saving training time.

Many educators prefer to use in their work teaching materials of controlling function.

Given that the basis of any educational process is, above all, an independent activity of students, as well as the fact that the main purpose of teaching materials is to use them in independent work, we can conclude that the teaching materials in the teaching process should play a somewhat different role.

Next, we would like to elaborate on the consideration of the main purposes of the application of didactic materials. We can include self-mastery of the training materials and the formation of ability to work with various information sources, activation of cognitive activity of students, formation of their own abilities to comprehend and assimilate the new material [3].

We would like to emphasize that the conventional alternatives, diagrams and illustrations in teaching materials contribute to the development of creative imagination, allow to "objectify" abstract concepts.

The use of teaching materials allows to control feedback, error diagnosis (the appearance of corresponding comments on the computer) with the results of operations and evaluation of results. Also, teaching materials are aimed at self-control and self-correction, training in the process of learning.

In the process of work with teaching materials students enhance their learning motivation; there is the development of a certain type of thinking (visual-figurative, theoretical, logical), the process of creating a culture of learning activity, information culture of the society; the interaction of intellectual and emotional functions in the joint solution of research (creative) learning tasks.

For example, if the materials are of controlling function, they must be able to provide self-examination and self-control.

The system of teaching materials in the teaching process must also assume a consistent, gradual teaching students different techniques or methods of learning activities, and the use of assignments of various levels (reproductive, transformative or creative) [4].

Among the existing requirements to the didactic materials we can mention in particular the need to choose the sequence of information introduction; the teacher should provide the student with detailed advice on the issue of self-study and self-control, structure the material in such a way as to ensure visibility for visual comparison and matching.

Today, the use of information and communication technologies in the educational process is rather widespread. It promotes the flexibility of instructional time due to the performance of difficult computing operations, strengthening the motivation of learning, the development of a certain type of thinking (visual-figurative, theoretical, logical).

Didactic materials should have a direction associated with the formation of culture of educational activity, as well as contribute to enhanced interaction of intellectual and emotional functions, in particular in the joint solution of research (creative) learning tasks [5].

Modern information technologies enable the developers of teaching materials to operate such a complex of verbal and nonverbal means. These tools allow you to create aesthetic, interesting, entertaining, informative, challenging materials and, thereby, improve motivation and cognitive interest of students. In our view, this psycho-educational component of the didactic material is aimed at attracting the attention of the student, the maintenance of his cognitive interest, activation of his thinking on the formation of the described evaluations, creates incentives for in-depth study of an issue [6].

It should be noted that the development of teaching materials is carried out according to certain stages:

1) determining the objectives of training in the classroom;

2) selection of the content of educational material and methods of its teaching;

3) definition of the scope and purpose of the use of teaching materials;

4) development of lessons with the use of teaching materials; tasks design for selected classes;

5) selection of the adequate way of presenting didactic material; selection means involved in development;

6) development of teaching assignments;

7) formation of methodical means;

8) development of methodological recommendations;

9) development of criteria for evaluating learning outcomes;

10) development of the means of control of knowledge and methods of their application;

11) inclusion of didactic materials as a didactic tool in the educational process;

12) interpretation of outcomes [7].

Nowadays electronic teaching materials have been widely used in the educational process. There is a classification of electronic materials for methodical and didactic purposes In particular, we can define the following types [8]:

1) didactic texts for teaching students to work with a variety of information sources (textbooks, maps, directories, dictionaries, electronic resources, etc.);

2) generalized plans of some kinds of cognitive activity: the study of scientific facts; preparation and conduct of an experiment; the study of the physical device; of scientific and technical research; measurement activities; functional dependency graph analysis; table analysis;

3) memo (manual) on the formation of thinking of logic operations: comparison, generalization, classification, analysis, synthesis;

4) the task of forming the ability to compare, analyze, demonstrate, establish cause-effect relationships, to generalize;

5) setting different levels of complexity: reproductive, transformative, creative;

6) work with challenging issues;

7) the task for the development of imagination and creativity;

8) experimental tasks;

9) generic activity-model of the experiment as a method of self-study, which includes recommendations for the formulation of the goal of the experiment, the nomination and the justification of experimental research hypotheses, planning of experiments, methods of recording observations and measurements, measuring rules, assessment of the accuracy of measurement, a graphic interpretation of experiment results, the rules of approximate calculations, display language on the results of the experiment, the rules of registration of the report [9];

10) guidance cards, reflecting the logic of learning the new material and the necessary methods of study;

11) counseling cards, teaching materials with explanatory drawings made up of tasks, indicating the types of tasks, etc.;

12) instructions for laboratory work and experimentation workshop;

13) students' worksheets for laboratory studies;

14) reference materials: "Laboratory equipment: Devices, their functions and specifications, terms of use", "Measuring devices. Terms of user and features of measurement technology "; tables of physical quantities, etc.;

15) the algorithm of the assignment;

16) indication of the cause-effect relationships needed to perform the work;

17) indication of the theorems, rules, formulas, based on which the job is executed;

18) the model and simulation of the studied or investigated objects, processes or phenomena;

19) the conduct of laboratory work in the conditions of the simulation in a computer program or a real experience of the experiment (the student may, in its discretion, change the initial parameters of the experiments to observe how the result changes, analyze and draw conclusions);

20) tests with the possibility of self-control [10, 11].

Speaking in general, the use of teaching materials in the teaching process, is aimed at facilitating the solution of problems faced by the teacher: student gets a complete assistance to master the knowledge and use it in solving practical tasks.

REFERENCES

1. Rol didakticheskikh materialov v protsesse obucheniya [The Role of Didactic Materials in the Pprocess of Education] retrieved from http: // letopisi.ru / index. php on Oct. 10 2013

2. Montessori Methodology Seminar Materials retrieved fromhttp: // www. montessori- center. ru/ kursy-i-seminary_ 744/ didakticheskij- material/ on Oct. 082013

3. Educators Association materials retrieved on Oct. 09, 2013 fromhttp: // metodisty. ru/ m/ groups/ files/ ljubiteli_ russkoi_ slovesnosti?cat = 405

4. Shchukin, A. N. Obucheniye Inostrannym Yazykam: Teoriya I Praktika [Teaching Foreign Languages: Theory and Practice]Handbook for Teachers and Students, 2nd Ed.. – М.: Filomatis, 2006. – 480 p.

5. Liz and John Soars “New Headway” English Course, Oxford university press. 2012.

6. Vereshchagina, I. N., Pritykina, T.A. “English”, М. – Prosvyashcheniye. – 1991.

7. Petrovsky, A.N. (Ed) Slovarpo Pedagogike [Pedagogy Dictionary]. М. – Izdatelstvo Politicheskoi Literatury, 1990.

8. Galskova, N.D., Gez, N.I. Teoriya Obucheniya Inostrannomu Yazyku. Lingvodidaktikai Metodika [Theory of Foreign Language Teaching: Linguadidactics and Methodology]. Handbook for Students of Linguistic Universities and Students of Foreign Languages Departments. – 4 the d., -М.: «Akademia» Publishing House, 2006.-336 p.

9. Kolkeretal. Prakticheskaya Metodika Obucheniya Inostrannomu Yazyku [Practical methodology of Teaching Foreign Languages]. - М.: «Akademia» Publishing House, 2001.- 264 p.

10. Kolker, Y.M, Ustinova Y.S. Obucheniye Vospriyatiyuna Slukh: Praktukum [Teaching Listening: Practicum]. - М.: «Akademia» Publishing House, 2002.- 336 p.

11. H. Douglas Brown. Principles of Language Learning and Teaching/ Secondedition, Prentice Hall Regents, Englewood Cliffs, 1987.