In the process of the game the students acquire the following skills and habits:

• Logical understanding of the game situation;

• The determination of the content of the necessary information, which is needed for problem solution , its collection and analysis.

• The establishment of links between different spheres of future professional activity.

• The work in groups , collective solution making

• Usage of elements of scientific research, processes and phenomena on the base of systematic approach.

The important factor of the successful organization of games and roleplays is informational support, the constituent parts of which are:

• - the official description of information for the modeling of game situation

• - the criteria of game results ‘ assessment

• - the filling forms and tables for completion, instructive materials, documents of planning and organization of game

Case Study is one of the main technologies of business education. It appeared in the beginning of the 20^th c.in the School of Business in Harvard University. American cases are a little bit different from European .They are more in volume (20 - 25 pages of text). In Europe Cases is shorter in 1,5-2 times and doesn’t have the only one solution. While using this method it is necessary to escape extra arguments, to dominate in the discussion The work out of the Case is evaluated very highly . There are two types of Cases : ‘Field’ ( based on real factual material) and ‘ artificial’. The following method is based on the analysis of real and hypothetical situations , concrete events , containing one or the range of problems from business practice. Students are suggested to find the effective algorithm of business-structure organization in the given situation, leading to the problem solution. The more Cases are discussed the more experiences students gain to cope with similar situations.

Students task – analyze the situation , formulate the problem, suggest the solutions and choose the best one.

The aim of Case Study – to learn student to analyze the information, formulate the problems, choose the alternative ways of solution, evaluate them, find the suitable variant and make programme of actions. Case Study has two stages:

Advantages of Case Study:

1) Demonstrate the existence of alternative solutions

2) Demonstrate how the same facts can be differently interpreted by the range of people with the similar aims

3) Teach students to evaluate the consequences of the taken solutions

Case Study is an instrument with the help of which the theoretical knowledge are applied to the solution of the concrete practical tasks. It assists to the development of the critical thinking , links the theory with practice. Analysis of the Case allows students to formulate the model of problem solution, which can arise during their professional activity. Nowadays Case Study is one of the popular methods for better qualification of leading staff. The Case is often used as a mean of selecting the best business qualities in the course of job interview. This method is widely known for the education not only Marketing, Management but Foreign Language as well.

Project work

Project work offering the student an opportunity to put into practice what has been learnt through formal teaching. For a project to succeed, a good working relationship needs to be established. The students must be able to co-operate not only with each other but also with a teacher. Groups who are accustomed to student-centred activities will find project work an extension of a familiar approach, rather than an innovation.

Project work has been described by a number of language educators, including Carter and Thomas (1986), Ferragatti and Carminati (1984), Fried-Booth (1982, 1986), Haines (1989), Legutke (1984, 1985), Legutke and Theiel (1983), Papandreou (1994), Sheppard and Stoller (1995), and Ward (1988). Although each of these educators has approached project work from a different perspective, project work, in its various configurations, shares the following features:

1. Project work focuses on content learning rather than on specific language targets. Real world subject matter and topics of interest to students can become central to projects.

2. Project work is student centered, though the teacher plays a major role in offering support and guidance throughout the process.

3. Project work is cooperative rather than competitive. Students can work on their own, in small groups, or as class to complete a project, sharing resources, ideas, and expertise along the way.

4. Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks.

5. Project work culminates in an end product (e.g., an oral presentation, a poster session, a bulletin-board display, a report, or a stage performance) that can be shared with others giving the project a real purpose. The value of the project, however, lies not just in the final product but in the process of working toward the end point. Thus, project work has both a process and product orientation, and provides students with opportunities to focus on fluency and accuracy at different project-work stages.

6. Project work is potentially motivating, stimulating, empowering, and challenging. It usually results in building student confidence, self-esteem, and autonomy as well as improving students’ language skills, content learning, and cognitive abilities.