ons. Such as: specialized oriented, academic analysis, competently innovative. It is necessary to use some forms and methods of educational work in preparing future teachers to the formation of communicative competence. The forms are: lectures, seminars, tutorials, pedagogical practice, methods: explanatory and illustrative, reproductive, partial research, exploit modern technology, use of authentic materials and presentations.last criterion-effective component of the model represents a synthesis of selected criteria: a) young teachers linguistic knowledge, b) their communicative skills with secondary school s senior pupils, c) ability to use the authentic materials with modern technologies for their teaching effectiveness, d) their teaching results, ie secondary school students formed communicative competence) allows to determine the future teachers readiness to the formation of secondary school students < span align = "justify"> communicative competence: low, intermediate, advanced., the idea of ​​competence-based approach indicated clearly enough formulated, its main provisions and characterized by the transition from the stage of self-determination to the stage of implementation. world of modern technology is developing fast, for example the change of Web 1.0 to Web 2.0 allows many people to be creative with digital technologies and becoming the important part of the youth life.we talk about the training future teachers to the formation of communicative competence of senior students at secondary school, it must be integrated the use of technology into their courses, without hesitations in using the syllabus and course book.
CHAPTER 2. COMMUNICATIVE COMPETENCE FOR INTERNATIONAL COMMUNICATION
As Kasper (1997, p.345) points out, "in applied linguistics, models of communicative competence serve as goal specifications for L2 teaching and testing." The notion of 'communicative competence' as applied to language teaching theory (Hymes 1972) needs to be reconsidered for the teaching of English for international communication. Richards et. al. (1985, p.48) suggested that a communicative approach forefronted "communicative competence" as "the goal of language teaching". Working from an ethnographic perspective, Hymes emphasized the way language was used in speech communities, arguing that there were, "rules of use without which the rules of grammar would be useless." (Hymes 1972, in Brumfit and Johnson 1979, p .14). The change of emphasis in language teaching theory, while not always followed in practice, towards a more "communicative" approach was partly dependent on the influence of this view of language.important notion of communicative competence is "a...
