Consolidation (assimilation, retention) of words.

Assimilation of words is gained through performing various exercises which allow pupils acquire lexical habits. Two groups of exercises may be recommended: Group 1. Aim to develop pupil`s skills in choosing the proper word. (choose the right word, arrange the words in pairs according to the same root) Group 2. Aim to find the necessary word among those kept in the pupil`s memory (name the object the teacher shows, fill the blanks, give synonyms, antonyms, say as many words as you can about, combine words, make up statements, guessing games). There are 3 things the teacher should pay attention to 1. The number of exercises to be used. 2. The types of exercises. 3. The order of complexity. At both stages of teaching vocabulary the teacher should constantly use all kinds of vocabulary testing: writing dictations, composing sentences, stories, situations, vocabulary tests including tasks like give synonyms, antonyms, derivatives, give definitions.

Content-based instruction.

(CBI) has been used in a variety of language learning contexts, though its popularity and wider applicability have the early 1990s. Numerous practical features of CBI make it an appealing approach to language instruction: In a content-based approach, the activities of the language class are specific to the subject matter being taught, and are geared to stimulate students to think and learn through the use of the target language. Such an approach lends itself quite naturally to the integrated teaching of the four traditional language skills. For example, it employs authentic reading materials which require students not only to understand information but to interpret and evaluate it as well. It provides a forum in which students can respond orally to reading and lecture materials. It recognizes that academic writing follows from listening and reading requires students to synthesize facts and ideas from multiple sources as preparation for writing. In this approach, students are exposed to study skills and learn a variety of language skills which prepare them for the range of academic tasks they will encounter. In content-based instruction, students practice all the language skills in a highly integrated, communicative fashion while learning content such as science, mathematics, and social studies. Content-based language instruction is valuable at all levels of proficiency, but the nature of the content might differ by proficiency level. For beginners, the content often involves basic social and interpersonal communication skills, but past the beginning level, the content can become increasingly academic and complex. The Cognitive Academic Language Learning Approach (CALLA), created by Chamot and O'Malley shows how language learning strategies can be integrated into the simultaneous learning of content and language.

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Difficulties of developing communicative speaking skills.

Main difficulties are: 1. Restriction of the classroom, traditional classroom sitting arrangement often works against the teacher in interactive teaching. 2. Limited practice time, if the teacher wants his students to have more speaking practice he chooses breaking into groups. 3. Learner anxiety, the teacher’s role is to prevent anxiety by using various techniques: providing your class a sort of supporting and encouraging family, take care to have it under control. 4. Speech must be motivated. It is necessary to ensure conditions in which the pupils will have a desire to say something in a foreign language. Respect pupil’s opinion even if you do not agree with them. Speech is always addressed to the interlocutor. Speech is always emotionally colored. Give pupils such tasks as prove something, give reasons, express opinions.