Keyword: «english as a foreign language»

This article is focused on the formation of basic ideas about the role of teaching foreign language in pre-school education. Considerable attention is paid to the optimal forms and methods of organizing classes in a foreign language with preschool children in preschool educational institutions.

in the midst of the complexity created by variation in background and level of drive among students, teachers enter the classroom facing potential snares that will hinder motivation. How can we define and analyze these potential difficulties, and how can a teacher effectively motivate diverse students to develop their abilities in English? This article relates sources of difficulty in the teacher-student relationship and describes research on the differences between top performers and their peers. To help maintain student motivation in the long-term process of learning English, the author suggests approaches to structuring courses, planning lessons and regulating student discomfort.

in this article, based on the necessity of teaching English to preschool children, the advantages of teaching a foreign language from preschool age are considered, and the most effective methods of teaching a foreign language to children are considered. Comments on the possibilities of using game technologies are presented.

The relevance of the study is driven by the need for a methodological transformation of the foreign language teacher's instructional toolkit in response to the expansion of generative AI technologies (GAIT) into educational practice. Of particular significance is the challenge of bridging the gap between the potential of GAIT (automated content generation) and real pedagogical tasks related to designing individual learning trajectories and achieving planned educational outcomes. The aim of the study is to identify, systematize, and analyze the specific features of using GAIT for lesson planning, as well as to determine the methodological conditions for their effective integration into the professional activity of the teacher. The leading approach employed was functional-didactic analysis, combining a critical evaluation of automatically generated materials with a comparative analysis of traditional and automated planning. The methodological framework comprised theoretical analysis of domestic and international publications, prompt content analysis, pedagogical observation, expert assessment of AI-assisted developments, and process mining for reconstructing temporal patterns of teacher–GAIT interaction. The results demonstrate that generative neural networks optimize the preparation of standard didactic materials but remain limited in terms of accuracy, structural coherence, and responsiveness to the cognitive characteristics of the learner group. Scientific novelty lies in substantiating three key features of using GAIT in the EFL context for planning: (1) the shift from the function of a "ready-made lesson plan generator" to that of an "intelligent assistant–companion"; (2) the necessity of developing critical prompting competence in teachers as a new professional skill; and (3) the identification of a methodological risk zone associated with substituting pedagogical design for statistical prediction of textual sequences. Theoretical significance consists in advancing scholarly understanding of the applicability boundaries of GAIT in didactics: the study contributes to refining the concept of "methodological expediency" with regard to automated planning. Practical significance is manifested in providing teachers with a system of practical recommendations for the safe and productive use of GAIT– ranging from algorithms for composing effective prompts to criteria for verifying generated educational materials. The methodological conditions proposed in the study make it possible to minimize didactic risks and transform GAIT from a tool for "reducing time expenditure" into a means of enhancing the variability and quality of lesson planning.