itious name, status, age, personality, and fictitious interests and desires.each role in a manner that will let the students identify with the characters. Use the second person you rather than the third person he or she. If your role presents a problem, just state the problem without giving any solutions.the beginning level cue cards might contain detailed instructions (Byrne, 1983). For example, 5 - Assigning the Rolesinstructors ask for volunteers to act out a role play in front of the class (Matwiejczuk, 1997), though it might be a good idea to plan in advance what roles to assign to which students. At the beginning level the teacher can take one of the roles and act it out as a model. Sometimes, the students have role play exercises for the home task. They learn useful words and expressions, think about what they can say and then act out the role play in the next class.can be one or several role play groups. If the whole class represents one role play group, it is necessary to keep some minor roles which can be taken away if there are less people in class than expected [11; 18]. If the teacher runs out of roles, he/she can assign one role to two students, in which one speaks secret thoughts of the other (Shaw, Corsini, Blake amp; Mouton, 1980). With several role play groups, when deciding on their composition, both the abilities and the personalities of the students should be taken into consideration. For example, a group consisting only of the shyest students will not be a success. Very often, optimum interaction can be reached by letting the students work in one group with their friends (Horner amp; McGinley, 1990) .taking any part in the role play or not, the role of the teacher is to be as unobtrusive as possible (Livingstone, 1983). He or she is listening for students errors making notes. Mistakes noted during the role play will provide the teacher with feedback for further practice and revision. It is recommended that the instructor avoids intervening in a role play with error corrections not to discourage the students.6 - Follow-upthe role play is finished, spend some time on debriefing. This does not mean pointing out and correcting mistakes. After the role play, the students are satisfied with themselves, they feel that they have used their knowledge of the language for something concrete and useful. This feeling of satisfaction will disappear if every mistake is analyzed. It might also make the students less confident and less willing to do the other role plays (Livingstone, 1983) .up means asking every student's opinion about the role play and welcoming their comments (Milroy, 1982; Horner amp; McGinley, 1990). The aim is to discuss what has happened in the role play and what they have learned. In addition to group discussion, an evaluation questionnaire can be used.methods submitted above are only less part of the whole list of various effective methods of teaching a foreign language. The teacher should remember that each of the submitted methods works more effectively if they are combined and applied together at every lesson. It is impossible to allocate the best and most effective of them, every teacher himself chooses for himself what method approaches for each concrete case better.
. 3 Methodological principles of modern methods of teaching
the development of foreign language teaching methods, successive crises of the deficit and overproduction of ideas it was necessary for the formation of a new methodological direction. For example, the transition to communicative teaching carried out in apparent lack of meaningful and truly new ideas. The crisis has brought to life an active methodological and methodical search, which contributed to the development of modern teaching concepts of language teaching.order to understand what the basis of modern methods of teaching English is, it is necessary to consider in detail methodological principles which underlie these techniques.structure of the communicative method includes cognitive, developmental and educational aspects, which are aimed at raising student. Given this and the concept of communicative, as well as the complexity of learning systems, we can formulate the following methodological principles of communicative methodology:
The principle of mastering all aspects of foreign language culture through communication. The communicative method was first put forward the proposition that communication should be taught only through communication. In this case, communication can be used as a channel for education, learning and development.is a social process in which the exchange activity, experience, embodied in the material and spiritual culture. In the communication by the emotional and rational human interaction and influence each other. This communication is essential to proper education. , Communication serves as...
