INFORMATION AND COMMUNICATION TECHNOLOGIES AND THEIR APPLICATION FOR EXTRACURRICULAR ACTIVITIES AND ENGLISH CLASSES ON THE PRINCIPLE OF INTEGRATIVE APPROACH

Abstract

The article deals with the peculiarities of experimental courses and extracurricular classes applied in order to expand the communicative space at secondary school. The prerequisites to implement information and communication technologies have been defined. The priority of information and communication technologies and their application in the educational sphere has been emphasized with reference to 10 competences of the New Ukrainian School. The importance of the video method has been accentuated as the best means to arrange English extracurricular activities on the principle of integrative approach. The correlation of modern illustrative resources and the activated linguistic and cultural competence has been traced. The notions Information Technology and Information and Communication Technology have been contrasted and their logical differences have purposefully been revealed. The information and communication technologies have been asserted as a tool to intensify education and encourage the competitors while shaping linguistic and cultural competence. The content list of the educational module “The Earth: Time Travelˮ which is treated as a component of the educational course “Across Epochs and Continentsˮ has been outlined. Eight topical units, namely “The Ice Ageˮ, “The Silk Routeˮ, “Darwin and the Theory of Evolutionˮ, “The First Journey Around the Worldˮ, “The Pyramids of Egyptˮ, “The Seven Wonders of the Ancient Worldˮ, “World of Plantsˮ, and “The Vikingsˮ, have been singled out. These topical units have been considered to clarify the issues concerning the background of the planet and spotlight great geographical and scientific discoveries. The positive effect of the “caseˮ-method presented in the form of contextual drills has been argued. The “caseˮ- method has been considered as a strategy to shape an intelligent and community-minded personality. The “caseˮ-method has also been suggested as a complimentary one when educating children who are the representatives of generations Z and Alpha. The exercises and contextual drills concerning some topical units under consideration have been exemplified. The value of video method along with the reading fragments has been validated. The whole set of drills correlating with the topical unit “The Vikingsˮ has been analysed.