Chapter I. General characteristics of Textbooks in teaching fl

The subject is the methodological process of classroom management in teaching communication in English by using textbooks.
The hypothesis: if we organize well classroom management and develop communicative competence it will contribute to rising teaching effectiveness by using textbooks.
The goal of the work: to consider effective ways in classroom management in formation of communicative competence in the process of English teaching and learning basing on the textbook usage.
The following objectives are established:
- to study the theoretical basis of textbooks;
- to research principles, aims and features of communicative teaching;
- to reveal main techniques of involving of pupils in communication activity;
- to develop lesson plans with using of communicative teaching techniques.
In our work we use methods of research:
· studying and analyzing scientific literature;
· observation of the process of teaching and learning foreign languages at school;
· descriptive method
· contextual method
· transformative method
· generalization of teachers' experience;
· lesson modeling;
Scientific basis: this work mainly based upon studies of the following scientists and methodologists: R. Gower, D. Philips, S. Walters, N. Chomsky, H. D. Brown, D. Nunan, P. Nation, G. V. Rogova, P. Ur and others.
Structurally research consists of: introduction, two chapters, conclusion and list of used literature.
Chapter I. General characteristics of Textbooks in teaching FL

1. 
   Role of Textbook in Language Teaching and Learning
   

Textbooks which are organized in a systematically progressive fashion: these are educational texts which propose a structure, an order and a progression in the teaching-learning process:
- instruction is structured, organized in chapters and in units;
- the content of learning (information, explanations, comments, practical exercises, summaries, evaluation) is presented in an order;
- there is systematic progression of learning towards the acquisition of new knowledge and learning new concepts, based on known items of knowledge.
These textbooks are real working tools for the teacher and the pupil. Whilst teacher's guides do enter into this category, they are intended only for the teacher and their structure, organization and content differs from textbooks for pupils.