We teach for life, not for school.

1. HalynaIvanivnaHarasivkaa teacher of English Kozova School №1graduated from Kyiv State Linguaistic University, 1998 We teach for life, not for school. My MOTTO

2. How people learn second languages • Methods • Grammar translation: students translate sentences into their own language or the other way round. However learners don’t do enough speaking. • Audio-lingual methodology: students do a lot of speaking practisce by using habit-formation drills. They repeat sentences agian and again until they are memorised. • The communicate approach: students do many speaking and writing tasks. It concentrates on how succesfully students can communicate. • Task based learning (TBL): is an approach where teachers set their students larger tasks (writing a newspaper article, giving an oral presentation…) rather than concentrating only on the language. I don’t follow any one method, but I use elements of many different approaches. This ECLECTICISM seems to be the best way IN TEACHING.

3. Question to solve:DEVELOPMENT OF CREATIVE ABILITIES OF STUDENTS IN THE CONTEXT OF COMMUNICATIVE APPROACH Communicative Language Teaching (CLT) Which is an approach to the teaching of second and foreign languages, emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “Communicative Approach”. Historically, CLT has been seen as a response to the Audio-Lingual Method . Task-based language learning, a more recent refinement of CLT, has gained considerably in popularity.

4. I write mini-dictations and short stories with my students. Typical tasks also include filling in the information gaps. Project kind of activity. It’s a good chance for students to improve their language skillsand solve the problem which is better. Listening and reading, speaking and writing let’s make them brighter

5. Problem-solving activities in teaching English is task-based LEARNING • introducing the problem could be warm-up activity • can be a picture shown on the active-board, or a video • reading of the story or watching video • listening or reading exercises • Discussion - talk about the issues presented in the reading or listening • discussion of mistakes

6. Student-centred teaching The most important thing in a classroom is not how the teacher teaches, but wheteherandhowthe studentslearn. Problem-solving activities is a learner-centered activity where the students communicate with each other while studying the problem and looking for possible solutions for possible future actions. The teacher can only observe and sometimes coordinate the process, helping the students to develop their communicative skills. Problem-solvingistheabilitytoidentifyandsolveproblemsbyapplyingappropriateskillssystematically • Problem-solving involves three basic functions: • 1. Seeking information • 2. Generating new knowledge • 3. Making decisions

7. Motivation If we want something, we act on that desire. That state of mind is what we call MOTIVATION Problem solving activities provide favorable usages for extended communicative practice. They are motivating and create a meaningful context for language usage. The application of such activities increases cooperation and competition in the classroom and stimulates students’ interest to the learning process. • Good RAPPORT • PROFESSIONAL ATTITUDE • Enjoyable and challenging ACTIVITES • If students are agents of their own actions: LEARNER AUTONOMY Motivation is PERSONAL to each learner. How can we sustain it?

8. HIS MAJESTY SPEAKING

9. The more we speak the better our speaking is !!!

10. Speaking doesn’t stop even in summer. Our summer camp

11. The more we write … Our penfriends.

12. One of those issues is mine.AUDIO-VISUAL MEANS IN TEACHING