1. Psycho-pedagogical peculiarities of flt at senior stage of a full secondary school

Cross – cultural and communicative competences:
1. Linguo-cultural subcompetence
3. Social subcompetence
4. Sociocultural subcompetence
5. Conceptual subcompetence
6. Learner - centered subcompetence
7. Cognitive subcompetence
8. Communicative subcompetence
Mastering the communicative competence means for the student not just having a better command of language, but breaking of communicative barriers. The achievement of language competence helps to realize personal and business contacts in order to satisfy professional necessities, self – education and self – improvement.
In our opinion the more appropriate and shorter definitions to the terms are as following: “competency” is an ability of a person to do practical activities, and “competence” is a substantial component of this ability in the form of knowledge and skills.
In Kazakhstan in the course of foreign language teaching it is possible to use the following competency-based technologies:
• project – based learning;
• developing critical thinking through reading and writing;
• debates method, sometimes called Socratic method;
• game technology (language games, role-playing, dramatization);
• problem – solving discussions;
• interactive teaching technology (in pairs, in small groups);
• scenario and context based technology;
• module technology
• dual lessons (two teachers).
Communicative competence involves the following major abilities:
• to read and understand simple, authentic texts (understanding the main idea together with a full comprehension);
• to communicate orally in standard situations, such as educational, cultural, household matters;
• briefly introduce oneself, describe environment, retell, express opinion;
• to express some simple information in the written form (e.g. letter).


12. Round-Table discussion at stage of professionally-oriented foreign language education.
Round Tables are a student-led approach to individual presentations. Round Tables consist of small groups of five students, with each student having a specific role. These roles rotate among students throughout the semester, allowing students to practice each role. The roles are: Facilitator, Word of the Day Speaker, Impromptu Speaker, Introduction Speaker, and Informative Speaker. Each role requires a different type of presentation, providing students with opportunities to practice a variety of presentations. Throughout the semester, each student gathers with his or her group and participates in five Round Tables (each time performing a different role). At the conclusion of the semester, each student will have presented each role once, for a total of five different presentations.
Round Table Roles