Plan Introduction I. Modern approaches and innovations in language skills

Conclusion
We have considered the main approaches and methods of FLT as models or paradigms of theory, research and school practice. Some of them may be considered obsolete from a scientific point of view, some seem to be more relevant, but in fact they have all at one time eclectically introduced novelty to their predecessors. However, all methods have at least two common features:
1) a belief that they are the best, and
2) a set of recipes that teachers must follow.
In this course work, I do not propose to approach teaching as a set of recipes in a particular way, but rather as a dynamic and reflective process, i.e. curriculum, teachers, students, activities, methodology and teaching materials. In addition to careful planning and evaluation, what happens in the classroom becomes the most important thing that teachers need to think about and then relate to theory or other experiences. I therefore suggest an active role for teachers who develop their own content and tasks, classroom interactions, materials, methodology, assessment, etc., instead of a passive role, which means dependence on the design and methods of others.

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