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Key words:
creative productivity, pedagogical techniques, lesson planning, language teaching,
creative potential
How to increase interest in learning a foreign language? This is a question that has always been
and remains relevant at school. Modern English language teaching has advanced far ahead, thanks
to modern educational technologies. But the use of students’ creative abilities is the leading one,
because it is such activity that generates independence, activity, and the ability to communicate in
a team. As the practice of using creativity in English lessons shows, it helps the student to show his
abilities, which sometimes the student himself did not know about. In order for a student to be able
to successfully engage in creative activity, certain conditions are necessary. Firstly, the teacher must
be a creative person himself in order to know in which direction to work with students. Secondly,
the positive attitude of the teacher to establish contact with the students. Thirdly, creative tasks
should correspond to the level of training and age of students. Fourth, use the necessary information
and communication technologies to the best of their ability, because even when learning English,
students can create creative products with their own hands. Fifth, the teacher’s participation in
the creation of a creative product should be minimal, because the child should try to go through
all the stages of creating his work independently. Sixth, students should be confident in a good
result of their activities. Because creativity should have no other result. The practical application
of creative elements, conducting creativity lessons and extracurricular activities, contributes to the
development of interest in learning English and self-education of students. We are going to suggest
some effective technologies to improve teachers’ creative productive skills in teaching English.
Project activity as a new way of student participation in the educational process was created to
form the necessary skills and reveal the creative potential of each participant. In real life, students
often find themselves in a stressful situation. They are forced to do a project on a topic not chosen
by themselves. They are faced with the complexity of the design and protection of the project,
the subjectivity of evaluation with unclear criteria. Pupils lack public speaking skills. Realizing
that speaking skills in front of an audience requires regular systematic repetition. The students
independently chose the topic of the project and the date of the presentation. On our information
board there was a calendar for the next month, where the students themselves put their last name
next to the date they chose. As for the topics of project activity, in the first project, the student
shared research based on his own interests and hobbies. The second topic was related to the study
of the subject. In our case, with the skills and knowledge of a foreign language. The subject
presentation necessarily reflected two points:
- what difficulties the student faces when speaking, listening, reading, writing, learning
vocabulary and grammar (underline);
- what resources, exercises and tasks he uses to develop the selected skill.
The performance criteria were clear to the students and transparent. Each had two minutes of
oral presentation of the topic, accompanied by at least six PowerPoint slides. For our students, it
will definitely not be a problem in the future for them to monologue on exams, where the speaking
task lasts 2 or more minutes.
Everything is extremely simple: freedom of choice and focus on the student’s personal world
create conditions for a flight of imagination, a sense of progress - a desire to develop. At the end
of the speech, it was time for reflection, which was extremely useful for further improvement
of the process. Each listener wrote down his insights from the speech on colored stickers, the
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