«Knowledge of three languages should become a standard  practice for us.

 … We need the English language to enter the global arena.»

(Nazarbayev N. A.)

                          Out of 10 million books published in the world 85% are in English. The science, all the new developments and information - they are all in English nowadays,” said the President.
President Nursultan Nazarbayev has called Kazakhstan citizens to learn three languages - Kazakh, Russian and English."Knowledge of three languages should become a standard practice for us. We are teaching (these languages to) our children starting from their first year at school," he said. Nazarbayev emphasized that all the Kazakhstan citizens should strive to know their national language. “Lifting of one nation through humiliation of other nation is unacceptable. That is why I am talking about trilingualism," he said. "Kazakhstan has to know its official language – the Kazakh language. The Russian language is the language of our big neighbour and one of the six UN languages. This language enabled us to access the great literature, the great culture. That is why we should not forget it, or put it aside, every language is wealth for a person,” the President said. He added that there were 3500 foreign companies in Kazakhstan and the local citizens needed English to communicate with them and use the equipment they bring into the country. The English language of today reflects many centuries of development.The political and social events that have in the course of English history so profoundly affected the English people in their national life have generally had a recognizable effect on their language. Language lives only so long as there are people who speak it and use it as their native tongue, and its greatness is only that given to it by these people. A language is important because the people who speak it are important – politically, economically, commercially, socially and culturally.The importance of the English language is naturally very great. English is the language not only of England but of the extensive colonies associated in the British Empire, and it is the language of the United States. Spoken by nearly 200 million people, it is in the number who speak it the largest of the occidental languages. English-speaking people constitute about one-tenth of the world’s population. My purpose here is to explore the interactive methods of teaching English that have attracted the attention of the teachers in recent years, to show reason for interest in them, in what they are exploring, in what they accomplish, the principles and ideas that guide them. I shall make a lesson plan and during the lesson  I shall experience the interactive methods of teaching which give the foreign language teacher the possibility to master some new techniques of communicative methods of foreign language training. Teacher has to organize different forms of activity at the foreign language classes that is individual, pair, group and team. I shall present the most well known form of pair and group work the following kinds should be mentioned: inside (outside) circles, brainstorm, jigsaw reading, think-pair-share,  and so on. There are many methods of teaching languages. Some have fallen into relative obscurity and others are widely used; still others have a small following, but offer useful insights. There are three principal views. 1.The structural view treats language as a system of structurally related elements to code meaning (e.g. grammar).2.The functional view sees language as a vehicle to express or accomplish a certain function, such as requesting something. 3.The interactive view sees language as a vehicle for the creation and maintenance of social relations, focusing on patterns of moves, acts, negotiation and interaction found in conversational exchanges. We will therefore keep in our treatment of English grammatical structure many ideas and terms inherited from traditional grammar. Our task will be to introduce the learners at least to some of grammar problems, and to help them to prepare for reading the numerous special treatises  on these subjects.Teaching English we, the English teachers must find a competent approach to students. What is competence? Competence can be described as the combination of training, skills, experience and knowledge that a person has and their ability to apply them to perform a task safely. Other factors, such as attitude and physical ability, can also affect someone’s competence. Competence indicates sufficiency of knowledge and skills that enable someone to act in a wide variety of situations. Because each level of responsibility has its own requirements, competence,can occur in any period of a person's life or at any stage of his or her career. Synonyms: = able, skilled, capable, clever, endowed, proficient; = fit, qualified, equal, appropriate, suitable, sufficient, adequate, A competent person should not be chosen lightly, experts say, because he or she needs to be qualified to identify the hazards associated with a particular operation. For instance, if work is being performed on scaffolding, the competent person must be knowledgeable about scaffolding hazards.This knowledge can come from a person’s skills, experience and training.What Is a Competent Teacher? A competent teacher could be described as one whose students show significant progress and gains in their various subjects. A competent teacher must also be an inspirational leader with lots of motivational techniques. Sound judgement and good sense are requisite skills too. One of the most serious and comprehensive methods of learning a foreign language - lingvosotsiocultural, involving an appeal to such a component, as a social and cultural environment. Proponents firmly believe that language loses life when teachers and students aim to acquire a "lifeless" lexical and grammatical forms. Learning grammar is often perceived as a tediousand laborious process. In this report I would like to examine some traditionaltechniques and compare them with the use of language games for grammar presentation  and revision, in order to determine whether they are successful in presenting
and revising grammar than other methods. From my teaching experience I
have noticed how enthusiastic students are about practicing language by means
of games. I believe that the grammar games are not only fun but they help
students learn without a conscious analysis or understanding of the learning
process while they acquire communicative competence as second language users.
There are numerous techniques concerned with grammar presentation. However, there are a few things  that have to be remembered irrespective of the way new lexical items are presented. If
teachers want students to remember new grammar it needs to be learnt in the context, practiced and then revised to prevent students from forgetting.  Teachers must take sure of that students have understood the new words, whichwill be remembered better if introduced in a “memorable way”. Bearing all this in mind, teachers have to remember to employ a variety of techniques for newgrammatical presentation and revision.   Schools and colleges  should form an integral   system of universal knowledge and skills as well as self-employment and personal responsibility of students, that is the key competencies that define  the  modern quality education. I held such lessons  for the students of the professions as: «Hairdresser», «Tour Manager», «Tailor - Universal», «Cooker». The themes of the lessons: «Kazakh National Food». «Ecological Problems.Types of Fabric», «Travelling.Time», «Cosmetics. Possessive and Reflexive Pronouns», etc. For the students of «Tourism» we take texts, dialogues as: «At the airport». «Hotel services» «Advanced reservation», for «Cookers»: «Cutlery» «At the restaurant» «Different recipes», for Hairdressers: «In the Perfumery», «At the Hairdresser’s»,etc. At our lessons, we usually introduce with  the new words,  work on their pronunciation, translation and describe pictures. After it we read a text or a  dialogue. Then the students work in groups and do level grammar and lexical tasks.This lesson follows a simple format of an introduction and discussion, followed by a role-play activity. This the plan of the lesson at the hairdresser’s group:«Cosmetics. Degrees of Comparison of Adjectives» Educational aims:  to get a new information about perfumery and cosmetics, to learn  the new words and phrases about cosmetics, to compare things using comparison of adjectives, to develop listening, reading and speaking skills. Bringing-up aims: To teach students to express their opinions, to teach in the correct culture of speech, to be more friendly and to be more esthetic. Developing aims:to develop computer skills to teach students in using the interactive white-board, skills working with cards and pictures. Equipment: a computer, an interactive white-board, cards, pictures. Interaction:  Russian, Kazakh,  Literature, Computer Studies,Technology. The type of the lesson:  Combined-lesson.  The Plan of the   Lesson: I.Organisation  moment. Greeting. Good afternoon, students! You may sit down! (I am very glad to see you!) II. Warm-up.   (Singing the song. «Jingle Bells») III.Checking-up the hometask.  Vocabulary(Students find the pictures of cosmetics from the interactive whiteboard  and pronounce them) This is a lipstick. This is a powder. This is a face – cream.This is a mascara. This is a tooth – brush. This is a tooth  paste.This is a perfume (a bottle of scent). This is  shoe – polish. This is  shampoo.(cosmetics, eau de Cologne, a bottle of scent, etc.)  Reading of the comparatives and the superlatives:hot – hotter – hottest, fast – faster – fastest, short – shorter – shortest, light – lighter – lightest, interesting – more interesting – most interesting, wonderful – more wonderful – most wonderful, important – more important - most important Comparing adjectives(Students describe the pictures and compare things) This powder is bigger than that one.This lipstick is longer and that is the longest of all. That shampoo is better and that is the best one. This shadow is darker than that one.Practice. Open your exercise – books and write down the date, please! Let’s do the  grammar exercise! Fill in:1.Her eyes are …  than mine. (big) 2. My sister’s friend is …  than my sister.(beautiful) 3. «Head and shoulders» is the… shampoo. (good)       4. His mother’s eyebrows are … than mine.(nice) 5. «Cosmetics»in «Ural» is … than the one in «Atrium» (many). Big – bigger –biggest, Beautiful – more beautiful – most beautiful, Nice – nicer – nicest, Good – better – best, Small – smaller – smalles. (one student works with the card at the blackboard) Work on the text: «In the Perfumery» When we want to buy something we go to a shop. There are many kinds of shops in every town or city.They are supermarkets, department stores, clothing stores, grocery, a bakery , a butchery and a perfumery.I like to do my shopping at big department stores and supermarkets.In the perfumery they sell face cream, lipsticks, lotions,shampoos, shadows,  eau de Colougn, shaving-cream and perfumes.Video – film. .«In the Perfumery Salon» Work on the dialogue. «In the Make up Salon» 1).(reading) Customer: Good morning! Make up artist: Good morning! Welcome to our salon! Customer: I would like to make up my face, please. Make up artist: Come on and sit down here, please. What colour do you prefer?  Do you want dark colours? Customer:I prefer black eyebrows and eyelashes.(Pause) Make up artist: Please, choose the lipstick. Customer: I take pink one. (Pause) Make up artist: And we use powder. (Pause) That’s all. Do you like it? Customer:Yes, I do. Thank you very much! Make up artist: We will meet again. Good – bye! Customer:Bye – bye! Acting the dialogue. V. Giving marks for the lesson.Thank you for your active participation! I’ll give you …marks. (good, excellent, satisfactory, etc.) VI.  Hometask:retelling of the text: «In the Perfumery» VII. The end of the lesson.  The lesson is over. You may be free. Good – bye! My report is devoted to the methods of teaching English. Language came into life as a mean of communication. It exists and is alive only through speech. When we speak about teaching a foreign language, we first of all have in mind teaching it as a mean of communication.
In teaching speech the teacher has  to cope with two tasks. They are: to teach his pupils to understand the foreign language and to teach them to speak the language. So, speech is a bilateral process. It includes hearing, on the one hand, and speaking, on the other. When we say "hearing" we mean auding or listening and comprehension.
Speaking exists in two forms: dialogue and monologue.
My purpose here is to explore the interactive methods of teaching English that have attracted the attention of the teachers in recent years, to show reason for interest in them, in what they are exploring, in what they accomplish, the principles and ideas that guide them.