1.2 Features of planning classes using an interactive whiteboard

The interactive whiteboard combines projection technologies with a touch device, so such a whiteboard does not just display what is happening on the computer, but allows you to control the presentation process, make corrections and adjustments, color notes and comments, save lesson materials for future use and editing. A microscope, a document camera, a digital camera or a video camera can be connected to a computer, and, as a result, to an interactive whiteboard. And with all the displayed materials you can work productively right during the lesson.

Using an interactive whiteboard in combination with audio means allows you to implement the principles of visibility, accessibility and systematic presentation of the material [15]. At the same time, these opportunities are realized not only in the viewing mode, as it was when using presentations at the lessons, but also using a special marker and other features of the board, we can combine proven methods and techniques of working with a regular board and a set of interactive and multimedia features.

The interactive whiteboard allows you to: actively comment on the material, highlight, refine, add additional information through electronic markers.

The interactive whiteboard allows you to switch students to the understanding that video and game programs are successfully used for learning, contributing to the development of creative activity, enthusiasm for the subject, creating the best conditions for mastering listening and speaking skills, which ultimately ensures the effectiveness of learning material in English lessons .

When you work with an interactive whiteboard, the teacher is always in the spotlight, facing the students and keeps in constant contact with the class. Thus, the interactive whiteboard still saves valuable time. Thus, using such a board, we can combine proven methods and techniques of working with a regular board with a set of interactive and multimedia features.

Main advantages:

1.Compatible with programs for all years of study

2. Strengthens the presentation of the material, allowing teachers to work effectively with websites and other resources

3.Provides more opportunities for interaction and discussion in the classroom.

4. Makes classes interesting and exciting for teachers and students through a diverse and dynamic use of resources, develops motivation

Benefits for Teachers

1. Allows teachers to explain new material from the center of the class

2. Encourages improvisation and flexibility by allowing teachers to draw and record on top of any applications and web resources

3. Allows teachers to save and print images on a blackboard, including any notes made during the lesson, without spending a lot of time and effort and simplifying the verification of learned material

4. Allows teachers to share materials with each other and reuse them • Convenient when working in a large audience

5. Inspires teachers to find new approaches to learning, stimulates professional growth

Student Benefits

1. Makes classes interesting and develops motivation.

2. Provides more opportunities for teamwork, personal and social skills development.

3. Eliminates the need to record due to the ability to save and print everything that appears on the board

4. Students begin to understand more complex ideas as a result of a clearer, more efficient, and more dynamic presentation.

5. Allows you to use different learning styles, teachers can access all kinds of resources, adapting to specific needs

6. Students begin to work more creatively and become more self-confident.

7. They don’t need a keyboard to use this equipment, thus increasing the involvement of primary school students or children with disabilities

Effective Use Factors

1. Providing access to an interactive whiteboard so that teachers can gain experience

2. Use of the board not only by teachers, but also by students

3. Giving the teacher time to prepare for the lesson

4. The time spent by the teacher in order to become a confident user and select resources for the lesson

5. Exchange of ideas and resources between teachers

6. Positioning the board in the classroom so that sunlight does not interfere and nothing is between the projector and the board

7. High level of reliability and technical support to minimize possible problems

Thus, an interactive whiteboard really has many advantages for all participants in the pedagogical process.

A standard school lesson, taking into account modern pedagogical and informational teaching technologies - interactive teaching methods - can develop as follows:

• Preparing for class start

• Explanation of the objectives of the lesson

• Introduction to a new topic or assignment - may be repeated several times during the lesson, as it is its basis

• The development of the topic with the participation of students

• Discussion at the end of the lesson of what was completed, as well as the learning process itself

The structure of the lesson always remains the same - it doesn’t matter if an interactive whiteboard is used or not. But in some cases, an interactive whiteboard can be a good helper, for example, with the so-called inductive method of teaching, when students come to certain conclusions by sorting the information received [17].

The teacher can classify the material in different ways, using the various possibilities of the whiteboard: move objects, work with color, while attracting students to the process, who can then work independently in small groups.

Sometimes you can turn the attention of students to the board again so that they share their thoughts and discuss them before continuing with work. But it is important to understand that this effectiveness of working with the board in many respects depends on the teacher himself, on how he applies one or another of its capabilities.

Lesson planning using IWB is divided into 4 stages:

1. The conceptual stage.

At this stage, the didactic goal is determined with the focus on achieving the following results:

• the formation, consolidation, generalization or improvement of knowledge; formation of skills;

• assimilation control

In accordance with these arguments, the necessary educational electronic resources of a particular methodological purpose are selected: training, information retrieval, imitation, demonstration, modeling, controlling, educational and game.

2. The technological stage.

Based on the formulated requirements for general educational electronic resources for didactic purposes and methodological purposes, they carry out their multivariate analysis and selection. A form of a foreign language lesson is also chosen. In addition, a more detailed analysis of the electronic resource is carried out. It is at this stage that the foreign language teacher determines the necessary hardware and software [18].

3. The operational phase.

At this stage, the basic structural elements of the lesson are distinguished, the methods for the interaction of various components and their functional relationships are selected. At this stage, we are detailing the functions assigned to the IWB tools and how to implement them, as well as choosing how the student interacts with the electronic resource and the student.

Phased lesson planning is carried out, for each of its stages the purpose, duration, form of organization of students' activities, the functions of the teacher and the main types of his activities, the form of intermediate control are determined.

4. Pedagogical implementation.

The main goal of this stage is to translate pedagogical principles into specific educational influences. Effective management of the learning process requires solving two main problems. The first of them is to determine the current psychological state and level of knowledge of students. The second task is the planning and implementation of the optimal sequence of actions, ensuring the assimilation of the necessary knowledge in the minimum time or the maximum amount of knowledge in a given time [21].

At this stage of the foreign language lesson related to the use of information technology, the teacher mainly provides individual control over the work of students. The discussion between the students of questions arising from them should not be hindered so that the knowledge acquired in the lesson becomes personally significant for them.

The teacher here is more likely a coordinator, a consultant on complex issues, but not the only source of information. Thus, teaching with the help of interactive whiteboards is not much different from the usual teaching methods.

The fundamentals of a successful lesson are the same, regardless of the technology and equipment the teacher uses. First of all, any lesson should have a clear plan and structure, achieve certain goals and results. All this helps students to better understand the material and correlate it with what they already know.