Development of creative abilities at English lessons

MOSCOWMUNICIPAL UNIVERSITY OF PSYCHOLOGY AND PEDAGOGY
FACULTYOF FOREIGN LANGUAGES
Course paper on a theme:
 
 
 
 
 
 
 
 
Development of creative abilities at English lessons
 
 
 
 
Performed by: the fourth-year student,
Faculty of foreign languages,
Group 4.2.2.
Kochetova S.A.
Scientific superviser: Znamenskaya A.V.
MOSCOW 2008

Contents:
 
Introduction
I. Chapter I. Development ofindependent creative activity in the teaching process
1.1 Teachingof independent activity at foreign language lessons
1.2 Formation and developmentof skills of the independent creative activity with the usage of educationalgame at the English language Lessons
Chapter I Conclusion
II. Chapter II.Practical application of methods and ways of development of independentcreative activity of pupils at lessons at an average comprehensive school
2.1 Development of skills ofindependent creative activity in the course of teaching a foreign language
2.2 The forms of teachingpromoting development of skills of Independent activity of pupils at lessons
Chapter II conclusion
Conclusion
The List of the UsedLiterature

Introduction
 
English as oneof the means of a dialogue and knowledge around the world takes a special placein the system of modern education owing to the social, informative anddeveloping functions.
Teaching aforeign language is connected with the development both thinking and emotionsand other spheres of a person. Importance and necessity of including ofmotivational and emotional spheres of a person of a pupil is underlined in themethodical literature of last years on teaching foreign languages. Mastering ofthe language in artificial conditions, that is out of the surroundings where itis spoken, demands creation of the imagined situations, being able to stimulatea communicatoin in the language. Learnt is also connected with the developmentof imigration.
Process ofstudying a foreign language promotes the formation of creative independence asthere is a possibility of using creative tasks and exercises within the limitsof the given subject which demands independent work from pupils. They aretaught to use a language material for expression of their thoughts in a dialogicaland monologic speech.
TeachingEnglish can and should provide the achievement of practical, educational anddeveloping aims. Besides, the practical purpose theleading. The other purposesare reached in the course of mastering English in the conditions of pupils’ activeinformative of power of apprehension and activity. Pedagogics, guiding andsynthesising these aspects, defines vision of a problem from its specific pointof view.
The urgency ofthe given term paper consists in insufficient research of methods and ways ofdevelopment of skills of independent creative activity in the course of teachinga foreign language.
The object of thecourse paper are methods and ways of process of teaching a foreign language.
The subject ofthe given term paper is development of skills of independent creative activityin the course of teaching a foreign language.
We shall dealwith the studying of methods and ways of development of skills of independentcreative activity in the course of teaching a foreign language which alsopromotes the formation and development of intellectual abilities among pupils thatwill raise the efficiency of teaching and educational process.
It will beclear from what has been said above. The problems of the given course paper are:
1) To considerconcept — «independent creative activity in the course of teaching a foreignlanguage»;
2) To analyze thenotion “educational game” as means of formation and development of languageabilities;
3) To considerpractical application of methods and ways of development of independent creativeactivity at the English lessons;
4) To considerpractical application of methods and the teaching forms, promoting developmentof skills of independent activity of schoolchildren in the course of training;
Methods ofresearch of the given work is studying the scientific works connected withrevealing its psychological aspects, approaches to a technique of theorganisation of creative activity at school, criteria of an estimation of itsefficiency etc. providing success of formation and development of the person’s creativeabilities. Great attention of consideration of methodological aspects of aproblem of complex formation of creative abilities, formations of its creativepotential was paid to works of the famous scientists.
The structure ofour course paper consists of the introduction, two chapters, the conclusion,the list of the used literature.

Chapter I.Development of independent creative activity in the teaching process.
 
1.1    Teachingof independent activity at foreign language lessons
The aspirationto carry out the tasks demanding display great intellect, imagination, desireto get knowledge, dream, — here are necessary conditions of occurrence of agreat interest in subjects. Independent work is considered to be the specificform of the schoolpupils’ educational activity characterising by all itsfeatures. As a matter of fact, it is the form of self-education connected witheducational activity of the pupil in a class. The concept of independent pupil’swork of modern didactics is sure to correspond with the organizing a teacher’srole.
Various kindsof individual and collective pupil’s activity mean independent work. They arecarried out by them in class and extra activity at home according to the taskswithout direct teacher’s participation. Learning a foreign language at home andsomewhere else out of class, assumes as a basis of consideration of independentpupils’ activity. It represents various kinds of activity with education andbringing up of the pupil’s character himself, his independent work should berealised as free for choice, internally motivated activity. It assumesperformance by the pupil of number of actions entering into it, the comprehensionof the purpose of the activity, acceptance of an educational problem, giving apersonal sense to it, submission of other interests to performance of thisproblem and forms of employment of the pupil, self-organising in thedistribution of educational actions in time, self-checking in the course ofperformance and some other actions.
Mastering aforeign language is connected with the formation of pupils’ pronounciation,lexical, grammatical, spelling and other skills. This is the basis of abilitiesto understand oral speech, to improve speaking, reading and writing. As far as itis known, skills are developed only during regular performance of certain actionsof a teaching material, i.e. such actions which allow to listen, say, read andwrite repeatedly in studied language.
Oral speechand first of all speaking practice is carried out directly in the presence ofthe interlocutors which role at school is carried out by the teacher andschoolmates. However teaching speaking is supposed to have certain stages forwhich independent work is the most adequate form.
It is also necessaryto include certain links of work on a language material in independent work –acquaintance to it and partially training in its usage. As to reading, thiskind of activity is made by the reader mainly alone with itself, hence,independent work quite corresponds to it. Attentive listening to English speechtakes place now not only in a class, without preparation, in the presence ofthe teacher, from its voice or in phonorecord, but there are also audiotextsfor independent pupils’ work, and this form of work is quite applicable to thegiven kind of speech activity. Training of writting also assumes certain stages.Speaking of independent work and pupils’ work in a class the first one is ofmore significance.
Thelesson-performance is effective and productive mode of study. Usage of works ofart of the foreign literature at foreign language lessons improves pupils’ pronounciationskills, provides creation of communicative, informative and aesthetic motivation.Performance preparation is a creative work which promotes the development ofskills of children’s language dialogue and disclosing of their individualcreative abilities.
Such kind ofwork stirs up pupils’cogitative and speech activity, develops their interest tothe literature, serves the best mastering of culture of the country of studiedlanguage, and also extends of language. Thus there is a process of storing ofvocabilary. At the same time formation of the school children’s vocabilaryleads to the so-called passive-potential vocabulary. It is important thatpupils are satisfied with such kind of work.
The modernapproach to studying of English language assumes not only getting of any sum ofknowledge in a subject, but also development of own position, own relation tothe reading: mutual wondering, empathy, interfaces and author's «I».
The dictionaryof short terms treats the concept «essay» as a sketch version inwhich the leading role is played both by fact of reproduction and the image ofimpressions, meditations, associations.
At the Englishlessons pupils analyze the selected problem, defend their position. Pupilsshould be able to estimate the read works critically, to state thoughts inwritten form according to the put problem, to learn to defend their point ofview and to make their own decision in an understanding way in a class. Suchform of a lesson develops mental pupils’ functions, logic and analyticalthinking and that is important, ability to think in a foreign language.
The lesson inthe form of a musical play promotes development socio-cultural competence andacquaintance with the cultures of the English-speaking countries. Methodicaladvantages of song creativity in teaching a foreign language are obvious. It promotesaesthetic and moral education of schoolchildren, opens creative abilities ofeach pupil more fully. Thanks to musical singing at a lesson the favorablepsychological climate is created, the weariness decreases, language activity isstirred up. In many cases’ it serves also as a discharge reducing pressure andrestors pupils’ working capacity.
Recently themethod of projects gets more and more supporters. It is directed to develop child’sactive independent thinking and to teach him to remember and reproduceknowledge which are given to him by school, and to be able to put them intopractice.
The designtechnique at work differs by a co-operative character on the project. Activity carriedout is creative in its essence and focused on the person of the pupil. Itassumes a high level of individual and collective responsibility forperformance of each task on project working out. Teamwork of the group ofpupils over the project is inseparable from active communicative interaction ofpupils. The design technique is one of forms of the organisation of researchinformative activity in which pupils take an active subjective position. Themeof the project can be connected with one subject sphere or have ainterdisciplined character. At selection of a theme of the project the teachershould be guided by interests and requirements of pupils, their possibilitiesand the personal importance of the forthcoming work, the practical importanceof the result of work on the project. The executed project can be presented inthe most different forms: an article, recommendations, an album, a collage andmany other things. Forms of presentation of the project are also various: areport, a conference, a competition, a holiday, a performance. The main resultof work on the project will be actualisation of available and getting newknowledge, skills and abilities and their creative application in newconditions. Work on the project is carried out in some stages and usually isbeyond educational activity at lessons: a choice of a theme or a projectproblem; formation of group of executors; working out of the plan of work onthe project, definition of terms; distribution of tasks among pupils;fulfilment of the tasks, discussion the results of fulfilment of each task in agroup; registration of joint result; the report under the project; anestimation of performance of the project.
Work by adesign technique demands from pupils a high degree of independence of searchactivity, coordination of their actions, active research, performing andcommunicative interaction. The role of the teacher consists in preparation ofpupils for work on the project, choice of a theme, in rendering assistance bythe pupil at scheduling, in the current control and consultation of pupils on acourse of performance of the project with function of participator.
So, the basicidea of a method of projects consists in transferring accent from a variouskind of exercises on active cogitative activity of pupils during joint creativework.
The specifiedforms of work are comprehensible in all classes. It is natural that its volumeand character of management of it on the part of the teachers differ.
In the methodsit is accepted to allocate following levels of independent work:
-        Reproducing(copying);
-        Thesemicreative;
-        Thecreative.
Reproducinglevel of independent work is very important at learning a foreign language asit underlies its other levels, and it is responsible for formation of pronouncing-lexical and grammatical base, for creation of samples in the pupil’s memory.
Independenceis treated in pedagogy, as one of the person’s properties. This property ischaracterised by two factors. The first factor includes set of means –knowledge, abilities, skills which the person possesses. The second factor –the relation of the person to activity process, its result and conditions ofthe realisation, and also communications developing in the course of activitywith other people.
One ofsignificant problems in pedagogy is the problem of forming – self-dependencemeans to make, to organize, to generate. We hold that opinion that formation isa process in the course of which there is a creation of something new on thebasis of available qualities of the person as genesis character, and acquired.In works of scientists on problems of informative independence, depending on theaspect of research, the definition of concept of informative independence isrevealed a condition, methods, structure of development of pupils’ creativeabilities through independent kinds of activity.
Independentwork can be carried out in various organizational forms: individually, in pairs,in small groups and the whole class.
Each of thenamed forms urged to create and develop organizational, information,informative and communicative abilities of pupils. These abilities will provideadvancement of pupils in language mastering in the unity with the developmentof their methods.
One of the maintasks formulated within the limits of the concept of modernisation of a Russianeducation for the period till 2010, a role of independent work of pupils andstrengthening of responsibility of teachers increase the development of skillsof independent work, education of their creative activity and the initiative.
Independentwork at the present stage is an obligatory part of the curriculum and one ofthe major components of the educational process the result of which isdevelopment of subject knowledge, the skills, considered as the integratedcharacteristic of readiness for the decision of problems. Independent pupils’work should be devoted to mastering the ways of informative activity by pupils.At the same time independent work, its planning, organizational forms andmethods, and also system of tracing of results are not investigated in thepedagogical theory in a full way of an education modernisation context.
The problem ofthe organisation of independent work is especially significant at foreignlanguage studying. Moreover, at the present moment development communicativelanguage can be seen in the majority of pupils. In this connection it’snecessary to change the way of organizing of independent work. The effect fromindependent work can be received only in that case when it will be organisedand realised in teaching and educational process as the complete systempenetrating in to all grade levels. At the present stage such system shouldinclude information computer support. Introduction of means of an informationtechnology allows to solve such actual methods of teaching of problem foreignlanguages as: a problem of the control, an individualization and comfort ofteaching foreign languages; nonlinear giving of the information, the account ofdifferent types of perception in teaching foreign languages; absence of thelanguage surroundings.
Use of meansof an information technology allows to provide learning of foreign languages atan individual rate, to raise independence and responsibility of the children,to build teaching according to the interests and the purposes of each child, toenter an intercultural component into training process.
Independentwork in turn should be considered as the specific form of educational activityof the pupil, characterised by all its features. It is the higher form of itseducational activity. As a matter of fact it is the form of self-educationconnected with educational activity of the pupil in a class.

1.2Formation and development of skills of the independent creative activity with theusage of educational game at the English language Lessons
As far as wecan judge, the great value in the organisation of educational process promotes aplayed motivation of the doctrine. Thinking activization causes interest tothis or that kind of task, to filfilment of this or that exercise. The ways oftraining satisfying requirement of children in novelty of the studied materialand a variety of carried out exercises are the strongest motivating factor.Usage of various ways of teaching promotes fastening of the language phenomenain memory, create more proof visual and acoustical images, maintenance ofinterest and activity of pupils. The foreign language lesson is considered asthe social phenomenon where the class audience is a certain social surroundingswhere educational process is an interaction of all present. Thus, the successin teaching is a result of collective use of all possibilities for teaching.
Greatopportunities for formation and development of skills of independent creativeactivity are given by use of game in the course of teaching a foreign language.
Game makesactive aspiration of pupils to contact with each other and with the teacher,creates equality conditions in speech partnership, destroys a traditionalbarrier between the teacher and the pupil. Game gives the chance the shy to breakan uncertainty barrier. In it everyone receives a role and should be the activepartner in speech dialogue. In games pupils seize such elements of a dialogueas ability to begin conversation, to support it, to interrupt the interlocutor,from time to time to agree with his opinion or to deny it, ability to listen tothe interlocutor purposefully, to ask specifying questions etc. Language gameshelp to acquire various aspects of language (phonetics, lexics, etc.) Theydevide on: phonetic, lexical, grammatical and stylistic.
The mainobjective of phonetic games is statement (correction) of a pronunciation, trainingin a pronunciation of sounds in words, phrases, working off intonation. Theyare used regularly, mostly at the initial stage of teaching a foreign language(an introductory-corrective course) by way of the illustration and exercisesfor working at the most difficult sounds for a pronunciation, intonation. Inprocess of advancement forward phonetic games are realised at the level ofwords, offers, rhymings, tongue twisters, verses, songs. The experience got ingames of this kind, can be used by pupils further on speaking foreign language.
Lexical gamesconcentrate attention of pupils exclusively on a lexical material. They help toget the vocabulary and to increase it, to illustrate and fulfill the use ofwords in dialogue situations. There are various kinds of lexical games:
Grammaticalgames urged to provide ability of pupils practically to apply knowledge ongrammar, to stir up their cogitative activity directed on the use ofgrammatical designs in natural situations of a dialogue.
Stylisticgames pursue the aim of teaching pupils to distinguish official and informalstyles of a dialogue, and also to apply each of them correctly in differentsituations.
Speech games teachthe skill of using language means in the course of fulfilment of the speech actand make a start from a concrete situation in which speech actions are carriedout.
Games fortraining urge to help reading and listening with the decision of the problemsconnected with data VRD. And in the basis they assume work of pupils with thetext: coding and an illustration, guess, designing, paraphrase,compression/expansion etc.
Games are veryimportant for forming pupils’ informative interests. They promote the realiseddevelopment of a foreign language. They promote development of such qualitiesas independence, initiative; to educate the feeling of a collectivism. Pupils workactively, with enthusiasm, help each other, listen to the companionsattentively; the teacher only operates educational activity. It is necessary tonote efficiency a role game as a methodical way of training raises, if theteacher defines duration of speech dialogues correctly. Duration of optimumworking capacity of pupils of elementary grades in a dialogue reaches fiveminutes. The expediency of use of role games, in 1-4 th forms is caused by thefact that children prefer the group form of study. For them joint activity and adialogue get the personal importance, they aspire the development of new formsand ways of a dialogue, knowledge of other people of a dialogue, theorganisation of mutual relations with contemporaries and adults.
At all varietyof plots in games the same maintenance essentially is activity of the personand the relation of people in a society. Essential psychological feature ofchildren's role game isn’t its utilitarian character defining appeal of theprocess of game. Participation in it is accompanied by the diverse and strongemotions connected about breakdown of own forces, self-affirmation. Role gameis under construction on interpersonal relations which are realised in thecourse of a dialogue.
Game use inclass allows to form and develop pupils at trained skills and abilities to findout the necessary information, to transform it, to develop on its basis plansand decisions, both in stereotypic and unstereotypic situations. It means thateducational game can act as the means of pedagogical science. Most activeeducational game is used on fulfilment in foreign languages that speaking featuresof the given subject overall an objective – teaching language as a dialoguemeans. Game helps to provide a mutual dialogue of all participants andmotivates participants’ active speech. It is necessary for formation ofcreative independent initiative thinking:
1) to createthe external and internal conditions providing a high emotional inclusiveness(by principles of good, fascinating games) through:
— Children’s creationand understanding a freedom in choosing the ways and means of achievement ofthe purpose at lessons;
— Understandingof possibility of «loss» at wasteful actions and the overestimatedclaims;
— Comprehensionof dependence of «prizes» from own knowledge, skills, from ability ofrisking, which is well-grouned;
2) the teachershouldn’t be in a position of «the senior companion» or the partner equal inrights, and the commentator and the leader of game-lesson, the adviser;
3) to givepupils independence in their actions, to create conditions at which they shouldnot count on the help of the teacher. Such lessons combine withlessons-consultations. Children, besides, have the additional informationmaterials facilitating fulfilment of a problem;
4) in everypossible way to encourage originality, a non-standard, efficiency of thinking.
Conclusionon chapter I
In this light,we will underline that fact that formation of creative activity – theactivization of suprime aim, but it is impossible to ignore its lower steps.Drawing up and a presentation of the tasks intensifying learning-informativeand (wtat is more important) creative process at a foreign language lessonsrepresent a content matter. Its other side is the organisation of the madeactive study. Value of this method is great enough, but increasing efficiencyis necessary to combine it with other forms. Tasks for face-to-face work can bedirected on activization:
1) memoryprocess;
2) process oflogic thinking on the basis of available skills and knowledge;
3) creativeactivity and search of new knowledge. Specificity of a foreign languageconsists on the one hand on, mastering by speech activity. Speaking anotherlanguage represents rather labour-consuming intellectual process demandingmobilisation of their attention from pupils, memory, purposefulness, will, andwith another – process of mastering a foreign language stimulates the furtherknowledge of the world and cultural wealth of the people of other countries,their psychology, a way of life.
Any subject ofa school course does not demand such constant, regular work of pupils as aforeign language, which mastering demands abilities, not much knowledge. Thefewer meetings of schoolchildren with the teacher in a class, at the lessonsthe more especially necessety of significancy for formation of learning-informativemotivation. There is a purposeful independent work of pupils during free timeat school and at home.

Chapter II.Practical application of methods and ways of development of independentcreative activity of pupils at lessons at an average comprehensive school
 
2.1Development of skills of independent creative activity in the course of teachinga foreign language
Work of theteacher is always a very difficult process. And presently, when prestige of atrade falls everything complicates greatly. In the sphere of art the circle ofthe problems facing the teacher, is especially wide, from here there is specialcomplexity of our trade. All our activity assumes the creative approach towork. Maybe, it is the basic of difficulty.You cannot learn to be a creativeperson, but it is possible to learn, to work creatively. For this purpose wealso aspire to form in pupils character, will, persistence in mastering ofknowledge, love to work. All these qualities help to bring up a professionallycompetent teacher. To teach the pupil to approach creatively to employment, theteacher should aspire, not present all in an open kind, and always to give«food» for reflexion in homework. Pupils should be able to listen andhear, observe and do the pupil selection. In the conditions of globalisationand information of a modern society new demands are made to XXI-st centuryformation. According to researches of sociologists the most«required» abilities in the modern world is ability to creativedevelopment and self-development, ability to acceptance of the creativedecision in the course of a dialogue. Therefore it is necessary to give specialattention to development not only intellectual, but also creative abilities oftrainees.
According toour research the creative activity, gives pupils of comprehensive schools opportunitiesfor display of own individuality. Direct, active participation ofschoolchildren in the given activity, at the level of complexity, opens the bigprospects in business of complex development and formation of creativepotential of the person. Besides, comprehending secrets of English language,schoolchildren get acquainted with private world of the western person, withits outlook etc.
Creative levelof independent work is connected with formation of skills and abilities tocarry out search at the decision of more difficult communicative problems, bothin oral speech, and at reading, for example, to operate according to offeredcircumstances and the role taken on, to prepare the message on a certain theme,to hear the message and to express the relation to its maintenance; to read thestory, and to answer problem questions in connection with thesubstantial-semantic plan of the text, to interpret the main idea of the text,to stimulate formation of learning-informative motives.
Practice hasshown that positive transformations of society cannot be reached within thelimits of traditional model of training. For realisation of the purposes of theformation which have been put forward at the given stage, change of fundamentalbases of training, working out of effective training technologies is necessary.It is especially actual, when many educational institutions prefer,disregarding the exit which has outlined today on humanistic relations,personal dialogue and interaction of participants of complete pedagogicalprocess to traditional methods of training. In a modern psychology-pedagogicalscience there is variety of the researches devoted to features and laws of personaldevelopment of pupils.
Let's give anexample individual creative work in«The creative work directed on studying ofthree times of English verbs». The teacher gives some examples on which basispupils should think up the rhymings. For example:
1.  It is necessary money pay– paid – paid
Чтоб купить вкусненьких конфет.
I ring – rang –rung
В «Спартак» банк
It run – ran –run
По степями по горам
It is a lot ofread – read – read
Наш любимый старый дед
Example 2:
Working atschool, I conducted a lesson devoted to pupils’ independent creative activityin learning English.
The theme ofthe lesson: «The future».
Purposes:
Educational: Revisionand consolidatoin of the grammatical material making the vocabulary more active,learnt by pupils on the theme learning the new lexics forming the habits ofwork at exercises. Bringing up: forming labour and school habits, forming theself respect.
Plan of thelesson:
1. Organisingmoment (time limit– 3 min.):
— Goodmorning, pupils. I’m glad to see you. Sit down, please. Tell me please, who isabsent today?
2. Checking uphomework (time limit– 3 min.);
3. Taskfor developing of oral speech composing short stories (time limit– 5 min.):
— «What do youthink about imigination? Let’s speak about it».
4. Workfor consolidation of the material (time limit– 4 min.):
-Look at theblackboard. Here you can see a text. But it has some mistakes. Correct them.
Text 1.
My plans forthe future
When you leaveschool you understand that the time to choose your future profession has come.It’s not an easy task to make the right choice of a job. I have known for along time that leaving school is the begining of my independent life, thebeginning of a far more serious examination of my abilities and character.
I have askedmyself a lot of times: «What do I want todesirewhen I leaveschool? ». A few years ago it was difficult for me to give a definite answer.As the years passed I changed my mind a lot of times about which science orfield of industry to specialize in. It was difficult to make up my mind andchoose one of the hundreds jobs to which I might have desire to be well-prepared better studied.
Correctvariant:
My plans forthe future
When you leaveschool you understand that the time to choose your future profession has come.It’s not an easy task to make the right choice of a job. I have known for along time that leaving school is the beginning of my independent life, thebeginning of a far more serious examination of my abilities and character.
I have askedmyself a lot of times: «What do I want to be when I leave school?». A few yearsago it was difficult for me to give a definite answer. As the years passed Ichanged my mind a lot of times about which science or field of industry tospecialize in. It was difficult to make up my mind and choose one of thehundreds of jobs to which I might have desire to be well-prepared.
Learning thenew lexics (time limit– 5 min.):
— Look at the blackboardagain. There are new words. Let’s read them together.
ruby – рубин
to laugh – смеяться
Nothing couldplease him – Ничто не доставляло ему удовольствия
to call over –подозвать
cheerful – жизнерадостный
sadness – грусть
crossly – сурово
to prove – доказать
beggar – нищий
to steal(stole, stolen) – украсть
to escape – избежать
to be angrywith – рассердиться на
to decide – решить
to hide (hid,hidden) – спрятать
to throw – бросить
in two daystime – через два дня
— Write themdown.
6. Now each ofyou is to make 7 questions on the topic «The Future». When everybody is ready,we’ll compose a general puzzle.
7. Consolidationof the material learnt before.
Let’s rememberthe Future Indefinite. What can we say about this tense?
Copy out thetable.
Future IndefiniteIs formed: Example: Will* + V I will see you tomorrow. It is used: Example: 1)  An action or a number of actions, which will happen in future I will go to the doctor tomorrow. The interrogative sentence is made by means of the auxiliary verb Example: Will Will you see him tomorrow? The negative sentence is made by means of auxiliary verb and a negative particle Example: Won't He won't go to the cinema tomorrow.
8. Results ofthe lesson (time limit– 3 min.):
— Well, what can you sayabout our lesson? What have we done?
9. Home task (timelimit– 2 min.):
— Write downyour Home assignments:
1) to makeyour own text, dialogue about Ancient Rome;
2) to learn byheart the new words.
— The lessonis over. Good bye.
All of uswant, that our pupils have achieved success in life, have shown the talents andimproved them. Nevertheless, we often meet talented, creative people who couldn’thigh-grade to use the possibilities, and people with average abilities, butwith a huge self-confidence and the high working capacity, who are a greatsuccess.
We aresolidary with those who considers that the teacher or surrounding culture donot create the person. They do not give rise in it to ability to love or becurious, to philosophise or create. Most likely, they give the chance, favour,induce, help that exists in a germ, to become real and actual. The last in ourforces, and we should help to the growing person to open, develop the abilitiesin every possible way.
The qualitiesnecessary for personal self-realisation, in our opinion, are necessary fordeveloping in a complex. We understand as these qualities: 1) creativethinking; 2) initiative; 3) ability to well-founded risk; 4) a self-trust; 5)an adequate self-estimation; 6) ability to co-operate with partners; 7)motivation of achievement; 8) high working capacity.
2.2 Theforms of teaching promoting development of skills of Independent activity ofpupils at lessons
Prompt changesin all spheres of life of a society have put acute the system of education’problems on which to solve these problems means to preserve and increase thecultural potential of the counyry. It depends on opportunities of an educationsystem. One of such problems is the problem of development of independentactivity of children in the course of training which is an integral part ofwider problem of realisation of creative potential of the person. The majorexternal conditions of development of research (creative) activity of childrenare the enriched developing surroundings meeting, special informativerequirements and pupils’ possibilities, their personal features, and also arecognition of value of creativity of the child important for (teachers, parents).Developing of independent activity of children of school age will be providedin the event that the mode of study will be constructed on the basis ofpsychological laws and development principles, and to correspond to informativerequirements and possibilities of children, their personal originality. On thebasis of a conceptual mode of study of pupils of high schools the system andtechnology of support and development of the general abilities of children andteenagers in the conditions of the school training, providing integrity and acontinuity of development of children is developped from the moment of theirreceipt in school and before its leaving.
The many-sidedsense of a global theme of each academic year reveals by means of sequence ofinterdisciplinary generalisations, that is such ideas which are fair in relationto variety of areas of knowledge. Interdisciplinary generalisation demands fromthe child of a high level abstraction that expands the possibilities of thedecision of challenges. Besides, it allows to connect the general thread variousschool subjects (which quantity as avalanche increases in process of a growingof the child), providing with that integrity in the maintenance of training anddevelopment in schoolchildren complete, system outlook. Thus it is importantthat subjects do not disappear, do not lose the independence and specificity.They bring special «contribution» to opening and the proof ofinterdisciplinary idea, on the one hand, and are substantially enriched and asmuch as possible «adapt» to level of informative requirements andpossibilities of children which study them with another.
The aspirationindependently and creatively to seize knowledge, to carry out the tasksdemanding display of criticality of mind, imagination, dream, — here are themain conditions for great interest for school subjects. The system ofdevelopment of children in the conditions of the school training, developed onthe basis of the offered model of creative training is the significant positivefactor of cognitive and personal development of pupils at all stages of schooltraining. It provides achievement of good results of development ofintellectual and creative abilities at the majority of schoolchildren, promotesformation of a research position of the person, its creative self-realisationin various spheres of activity in an adult life. In the greatest measure itmeets requirements and possibilities of children, different informativerequirements, high requirement for intellectual loading and judgement of theworld, persistence in purpose achievement, high intellectual and creativeabilities. At the same time, it makes positive impact on intellectual andpersonal development of a considerable part of children with indicators ofintellectual and creative abilities slightly exceeding an average level, butwith high motivation to the doctrine.
Chapter IIconclusion
In researchesof sociologists the most «required» abilities in the modern world is abilityfor creative development and self-development, ability to make a creativedecision in the course of a dialogue. Therefore it is necessary to give specialattention to development not only intellectual, but also creative abilities oftrainees. creative game english independence student
Practice hasshown that positive transformations of a society cannot be reached within thelimits of traditional model of training. For realisation of the purposes of theformation which have been put forward at the given stage, change of fundamentalbases of training, working out of effective teaching methods are necessary. Itis especially actual, when many educational institutions prefer traditionalmethods of training, disregarding the way out which has outlined today onhumanistic relations, personal dialogue and interaction of participants ofcomplete pedagogical process. Creation of psychohology-pedagogical conditionsfor development of research activity of the child, represents the centralproblem at all age stages of its training at school. The major such conditionis the enriched, developing environment meeting special informativerequirements and possibilities of exceptional children and teenagers, thepeculiarities of their personality. The recognition of value of creativity ofthe child concerns a number of the major external conditions of the developmentof the activity of the pupil. All these factors are very important forgrown-ups. Development of a research position of the person of the child occursin the conditions of co-operating influences of features of system of schooltraining, the person of the teacher, and also family education. Significantpositive factors of development of a research position are:
1) System ofdevelopment of independence of children and its realisation in technology ofcreative teaching;
2) The personof the teacher capable to self-development, creativity recognising value andhighly appreciating value of the pupils’ research position.
3) TheFeatures of family education connected with representation of parents about thepurposes, the maintenance and ways of training of children, realisation ofcreative model of training by them. Absence of support or ignoring of creativedisplays of the child from outside parents aversion them of creative model oftraining can «move» all positive influences of specially organised training.

Conclusion
Teaching aforeign language promotes development of children. However in order to carryout more effective development of pupils during training to any subject, it isnecessary to include pupils in such kinds of activity which develop at themtouch perceptions, impellent, intellectual, strong-willed, emotional andmotivational spheres. So, it is underlined that for intensive development ofthinking it is necessary to provide teaching at a high level of difficulty in fasttime, comprehension by the pupil of the educational actions. Development isconnected not only with thinking, but also with emotions and other spheres of aperson.
In themethodical literature of last years on teaching foreign languages importanceand necessity of inclusion of motivational and emotional spheres of the personof the pupil is underlined at studying of a foreign language. This formspupils’ more attentive attitude towards the expression of thought both aforeign, and in a native language. It is possible to observe and the oppositephenomenon. English language teaching influences the development of cogitativeand speech pupils’ abilities.While teaching them other humanitarian subject.And first of all it concerns teaching a mother tongue. Foreign languagestudying speeds up work of acoustical, visual, speech mooving, motor analyzersand brings the powerful contribution to the development of memory, imagination,representations.

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