1. General data My name is Ludmila Gavaza, I was born on June 11, 1972 in district Rish ani, villa!

e "aratic# In 2$$1, I too the %idactic %e!ree &wo, 'uali(yin! my s)ecialty and then in 2$$* I con(irmed the %idactic %e!ree &wo# +t )resent, I consider that I have e,)erienced mysel( enou!h in di((erent activities in the educational )rocess, (act that allows me as)ire (or the %idactic %e!ree -ne# Studies 19*9 . 199/ . 0tate 1niversity 2+lecu Russo3, (rom 4eltsy, 5orei!n Lan!ua!e 5aculty, 6n!lish75rench s)ecialty 1979 . 19*9 . 0econdary 0chool (rom "aratic, Rish ani Experience 199/72$18 . &heoretical Re!ional Lyceum 2Ion 9rean!a3 (rom 4altsy, &eacher o( 6n!lish 2$$*72$18 . 0yndical Leader o( the Lyceum and 9olle!e 2Ion 9rean!a3 2$$972$11 . 9hie( o( the 5orei!n Lan!ua!es 0ta(( Stages 2:#1$#2$12 . $9#11#2$12 .9ursuri de )er(ectionare continua, 0tate 1niversity 2+lecu Russo3, 4altsy, certi(icat seria 9R;, nr# $$$/2$* $1#1$#2$12 . $9#12#2$12 . 67learnin! course 2Mana!ementul )roiectelor educationale de interventie3, )lat(orm www#civic)ortal#or!, certi(icat 2$12<RI&+<1*8 1=#$9 . 2=#12# 2$$* . Initiere in utilizarea I9& in invatamint, certi(icat, seria +9R, nr# $7$$9*, Institutul de 0tat de Instruire 9ontinua 2$$* . %idactic %e!ree &wo, 9erti(icat de !radul %oi, seria 9%%, nr# $=8/78

2. Arguments in favor for the Candidate for the Didactic Degree 2#1# Lan!ua!e is a means o( communication and althou!h it is not the only (orm o( communication between human bein!s, it is certainly the most im)ortant one# 6n!lish is an international lan!ua!e# -ne o( the most (re'uently !iven reason in today>s Moldova (or the learnin! o( the lan!ua!e is that it a((ords 2a window on the world3# &he research )roblem o( our Institution is 26ducation (ocused on that who learns3# My )ersonal research wor , The Development of the Communicative Competence during the English Classes3, to)ic o( the Institution# &he 9ommunicative 9om)etence, the lan!ua!e7learnin! ob?ective that has !ained increasin! currency durin! the )ast several years, has become a sub?ect o( endless discussions# What is communication and why do we communicate? How to initiate a discussion and get involved in it? Why is it so difficult for non-native speakers to talk and keep up a discussion? &hese were the startin! )oints that made me as a teacher o( 6n!lish choose this to)ic# &o achieve satis(actory communication, both, the s)ea er and the listener, must be actively involved# &he s)ea er has to clearly e,)ress and send the messa!e and the listener must concentrate, (or to understand and res)ond# Communication Model: Messa!e is directly lin ed with this )roblem because it deals with the theoretical and )ractical as)ects o( the !eneral research

Speaker

Mesaage Message\

Listener

5eedbac

The actuality of the pro lem +s 6n!lish nowadays is the lan!ua!e o( science and techni'ue it is obvious that youn!sters, es)ecially )u)ils should )ay more attention to it and try to develo) their s ills in oral communication as much as )ossible durin! a discussion class at school and not only# -ral communication has always been one o( the most di((icult branches o( the 6n!lish lan!ua!e in which )u)ils encounter )roblems and di((iculties, which are mani(ested in di((erent as)ects o( the lan!ua!e@ )ronunciation, intonation, brea in! the sentence into rhythmical !rou)s, )auses and so onA he main o!"ective in studyin! this )roblem was@ 7 !dentifying the strategies focused on the pupil which would facilitate the formation and stimulation of the communicative competence in the English "anguage# &he )roblem that made me as a teacher wor in this direction consists in the (act that (or non7native s)ea ers to !et involved in a communication they must overloo and overcome the )roblems which lead to the )sycholo!ical barrier@ 5amiliarity with the situationB 6,)erienceB InterestsB +ttitudesB "aluesB 6nvironmentB 9ulture# +ll these (actors create di((iculties when a )erson tries to initiate a conversation or a discussion# &o develo) the communicative abilities in a (orei!n lan!ua!e, it>s also necessary to teach )u)ils correctly to s)ell and )ronounce a word, to tell where to ma e a lon! or a short )ause, how correctly to divide a sentence into rhythmical !rou)s, because otherwise he<she won>t now how to intonate this or that )art o( the sentence# +ll these re(er to the )honetic )art o( the lan!ua!e# Ce also cannot i!nore !rammar while teachin! communication in 6n!lish, because to be!in a discussion one needs to now di((erent )arts o( s)eech in a sentence, the word7order# +(ter (ield delineation and research )roblem I have set the (ollowin! objectives@ 7 &o study the s)ecialty literature in the certain domain

7 &o choose<select the strate!ies centered on the )u)il with a(terward im)lementation 7 &o a))ly diverse modern interactive methods<techni'ues durin! the lessons 7 &o ma e )u)ils understand the role o( the 6n!lish lan!ua!e in the world bein! an international one 7 &o encoura!e and develo) interest in masterin! 6n!lish throu!h di((erent activities that will (acilitate their communicative abilities# +ll these !oals were )ossible to be realized by structurin! my research on sta!es, as (ollows@ 7 0tatin! the )roblem D2$$*72$$9E 7 0ettin! the ob?ectives D2$$972$1$E 7 0electin! the re'uired documentary sources and the biblio!ra)hy D2$$97 2$1$E 7 6stablishin! the methodolo!y o( research and data )rocessin! D2$1$72$11E 7 &he develo)ment o( the investi!ation accordin! to sta!es and im)lementation o( the )ro?ect D2$1172$12E 7 %ata )rocessin! and analyses D2$12E +nalyses o( the e,)erimental data 9on(rontin! the results o( research with the ob?ectivs 7 9onclusion drawin! about the research D2$1272$18E 7 Research valuin! D2$18E Methodolo!ical !uide 9ommunications 0et o( dialo!s +t )resent I am at the sta!e o( research valuin!# In searchin! (or e((ective methods and techni'ues in order to achieve satis(actory communication and o( course results, I consulted a !reat deal o( scienti(ic and methodolo!ical literature# Dsee the biblio!ra)hical a))endi,E

he #$potheses !f the communication in a foreign language is a simple transition of knowledge with the role of a corrective feed ack$ then using the modern techni%ues and methods facilitates the communication eing ased on interaction$ when the pupils assimilate the information$ in this way forming and self-forming their skills# %esearch methodolog$ Research )eriod 7 2$$*72$18 ;lace . &heoretical Re!ional Lyceum 2Ion 9rean!a3 (rom 4eltsy &he sam)le . the F7th (orm, actually the FII7th (orm &he ey method o( my research was the psychopedagogical e&periment# &hrou!h the method o( observin!, I realized that there e,ist some drawbac s in communication at di((erent as)ects@ verbal, non7verbal and com)rehensive# I also noticed that the lac o( communication in the !ymnasium sta!e, determined some crises in accommodation, moreover, even some behavioral disorders# 0o, as a teacher, I>ve )ut the aim to modi(y the conditions, the didactic strate!ies o( some intern and e,tern (actors, in order to chan!e these behavioral con(usions# &hat>s why, I have selected a set o( techni'ues and methods, (orms o( activity with )u)ils durin! my lessons# 0o, I>ll )resent now some e((ective techni'ues and methods which are used at my lessons in order to involve )u)ils actively in communication on a certain to)ic@ 2 al& and 'isten() * ransforming the class into a gossiping Group( 2Group +or&(, *-air. /or&( * he -ro"ect( 1sin! the !rou) . wor im)ortant !oals@ 1# 9reate a !ood social climate with o))ortunities (or )u)il . )u)il interactionB 2# 9ontribute to the remediation o( some )ersistent !rammatical errorsB 8# Give )u)ils the necessary tools they need to continue im)rovin! their activityB techni'ue in oral communication we achieve three

&he evaluatin! instrument in the finding experiment was the test#

2.2. M$ involvement in the activit$ of the institution

he t$pe of institutional activit$ 0ettin! o( the sta(( /a$ of presenting 9ommunication

Date 2$1$

he presented pro!lem0theme 2Individual and %i((erentiate wor durin! the 6n!lish 9lasses 2&he Inte!ration o( the 5our Lan!ua!e 0 ills durin! the 6n!lish 9lasses3 2Individual Readin! and its or!anization durin the 6n!lish Lesson3 2Cays o( (ormin! and develo)in! the 9ommunicative 9om)etence at the 6n!lish Lessons3

0ettin! o( the sta((

2$11

9ommunication

0ettin! o( the sta(( 104 2+lecu Russo3, 0cienti(ic 9on(erence 9ollo'uium ;ro(essorum

March, 2$12 Govember, 2$12

9ommunication

9ommunication

+ll this (orms o( activity were the result o( my research wor # 4esides this, durin! my teachin! activity I was involved in di((erent committees in our institution, as a member# H H 2.1. -ersonal contri!ution to the image of the institution

1.Continuous 2mprovement of professional Competences 5or the last years o( my teachin! activity in the above7mentioned institutions I tried to involve in diverse (orms o( activities in order to im)rove my

)ro(essional s ills# I too active )art in the methodolo!ical meetin!s and theoretic7)ractical seminars or!anized at the local level# +lso I )artici)ated in a lot o( seminars based on 9om)etence develo)ment and (ormation held at the munici)al level, and not in the lon! run, I )artici)ated in the re)ublican seminar 2 Invatarea +utonoma si +utore!lata3, or!anized at our lyceum 2Ion 9rean!a3 on Govember 2$, 2$12, where I !ave a )ublic lesson in the FI7th (orm# +lso at this cha)ter I can mention the courses (or )ro(essional develo)ment and all the )resentations dealin! with my research wor )resented at the settin! o( the 5orei!n Lan!ua!e sta(( , con(erences and local ;ro(essional 9ounsils#
;erioada si locul realizarii 29#1$71$#11#2$12 1043+#Russo3, (acultatea de Limbi Ii Literaturi 0trJine# 9erti(icat 9R; nr# $$$/2$* din 1$#$1#2$18 $1#1$#2$127$9#12#2$12 ;lat(orma www#civic)ortal#or! 9ertidicat nr# 2$12<RI&+<1*8 din $9#12#2$18 1=#$9 . 2=#12#2$$* Institutul de 0tat de Instruire 9ontinuJ, nr# $7$$9*, 9ole!iul ;eda!o!ic LIon 9rean!J3 din 4JlKi Liceul &eoretic L4#;# Oasdeu3, 4JlKi 9erti(icat, 12#$/#2$12 L9orrelation and the %evelo)ment o( 0)eci(ic 9om)etences at the 6n!lish Lessons3 6n!lish &eachers> 0eminar Liceul &eoretic L"#+lecsandri3 4JlKi 9erti(icat 29#$2#2$12 ;artici)are L &he develo)ment o( -ral 0)ea in! 9om)etence at the 6n!lish Lessons3# 6n!lish &eachers> 0eminar# Liceul &eoretic Re!ional 3Ion ;artici)are L %ezvoltarea 9om)etenKelor de &i)ul dezvltarii )ro(esionale 9ursuri de )er(ecKionare la s)ecialitatea limba en!lezJ D;siho)eda!o!ia, %idactica disci)linei Ii s)ecialitatea,&ehnolo!ii in(ormaKionale Ii comunicaKionaleE 9ursul 67learnin! LMana!ementul )roiectelor educaKionale de intervenKie3 9ursul LIniKiere Mn utilizarea I9& Mn MnvJKJmNnt3 &rasarea unor noi directii

9rean!J3, 4JlKi, 9erti(icat 2$#$2#2$12

9omunicare Ii RelaKionare Mn cadrul orelor de limbJ (rancezJ, )rin utilizarea strate!iilor didactice centrate )e elev3# 0eminar metodicJ7 a)licativ# ;artici)are 2PnvJKarea centratJ )e cel ce MnvaKJ3 0eminarul metodico7a)licativ Mn cadrul )roiectului naKional# ;artici)are Interasistente

9ole!iul ;eda!o!ic 2Ion 9rean!J3 ;erioada 2$1172$12

2$$*72$18 Liceul si 9ole!iul LIon 9rean!a3 din 4alti

1.1.

-rofessional partnership reali3ing

&hey say that 2one mind is !ood but two are better3# I (ully a!ree with this and that>s why durin! my didactic activity, I try to im)rove my teachin! s ills involvin! in diverse (orms o( )artnershi)s# 0o I or!anized some e,tracurricular activities in collaboration with the 0cienti(ic Library (rom the 4alts 0tate 1niversity 3+lecu Russo3 @ &he decade o( the 5orei!n Lan!ua!e 0ta((7 march, 2$1$ 6,tracurricular activity3 Cilliam 0ha es)eare7 &he Icon o( the 6n!lish Literature37 5ebruary,2$18 +lso durin! the )eriod o( the 9ourses (or the ;ro(essional %evelo)ment or!anized at the 4alts 0tate 1niversity 3+lecu Russo3 , 5orei!n ;hilolo!y %e)artment, I>ve !iven an o)en )ublic lesson (or the teachers who attended the courses, on Govember 9, 2$12# I also try to im)rove my teachin! e,)erience attendin! the lessons o( my collea!ues as well as o( the collea!ues (rom other lyceums in the munici)al# In 0e)tember 2$11, durin! the %ays o( the 6uro)ean Lan!ua!es I>ve or!anized a )ro?ect )resentation on the to)ic 3Moldova7 My Gative ;lace3, at which was invited the director o( the Moldo7&ur ish 9enter, Mr# 0herri((, who hi!hly a))reciated the )u)ils> )artici)ation and their (inal result wor #

In collaboration with some lecturers (rom the 6n!lish )hilolo!y sta(( 401 2 +lecu Russo3, durin! the )eriod o( students> )ractice, I am as a mentor7 teacher in our lyceum# +nd not at last, I>d li e to mention that I realize )artnershi)s with all the sta((s (rom our Lyceum and colle!e in )rovidin! di((erent e,tra course activities# 4. -erspective Directions &he )ersonality o( the teacher constitutes one o( the most dominant (actor in the e((iciency o( the educational )rocess# In this conte,t I activate in (uture and I>ve set as a !oal to@ ;ro?ect my didactic activity in the li!ht o( the education centered on the )u)il selectin! certain contents which would o((er a (ormative !oin! in the develo)ment and (ormation o( those ey7transversal com)etences in the lyceum sta!eB 6laborate the curriculum (or the optional course in the 9ulture and 9ivilization o( the 1Q with a set o( ;ower )oint )resentations as an a))endi,B 6laborate a set o( model7didactic )ro?ects (or the F7 FII7th (orms on certain 1nits (or the teachers who attend the 9ourses o( ;ro(essional %evelo)mentB 9ontinue my scienti(ic research wor in the direction o( the develo)ment o( the 9ommunicative 9om)etence in the 6n!lish lan!ua!e (rom the )ers)ective o( The Role of the Individual Reading- as an interactional ste) with a )sycho7social character# 5. -upils6 results &o s)ea about the )u)ils> results concernin! a school sub?ect, it means to stress or )oint out also my results and success as a teacher# &he totals will be )resented !ra)hically )er (orms#

+nalyzin! the results o( the F7th, FI7th and the FII7th (orms, in the 0cience )ro(ile, we see that the )u)ils> motivation (or studyin! in the FI7th (orm lowers, and we teachers must be concentrated more on this (act and not to allow them loose the enthusiasm# +t the same time, the Oumanitarian )ro(ile, the )u)ils> results increase every year# &his )robably ha))ens due to the s)eci(ic o( the )ro(ile and )u)ils> motivation (or studyin! the lan!ua!es# In both cases, in the FII7 th (orm the results increase and this is due to the 4+9 e,am they have to ta e#

Oere I can also mention some results o( the )u)ils in the Municipal Olympiad 'pinu (icoleta- !!!-rd place$)*+* ,araniuc -adim .!!!-rd place$ )*+* /ordila (icoleta- mention$ )*++ Cucu Daniela .mention$ )*+) "isii !rina-mention$)*+0 +))endi, 1 1# 9arlateanu &#, 9osovan -#, Goras7;ostica "#, 25ormare de com)etente )rin strate!ii interactive3, 96 ;rodidactica, 9hisinau, 2$$* 2# 9oordonator 9hisinau, 2$1$ 8# %andara, -#, Goras7;ostica, "#, 26ducatia centrata )e cel ce invata3, !hid metodolo!ic 96;, 10M, 9hisianu, 2$$9 /# Larsen75reeman, %iane 2&eachin! and ;rinci)les in lan!ua!e &eachin!3, second 6dition, -,(ordB =# ;orter, ;#+#, Grand, M#, %ra)er, M# 29ommunicatin! e((ectively in 6n!lish# -ral communication (or Gon7Gative 0)ea ers3, :# 2&eachin! lan!ua!e as 9ommunication3, O#G#Ciddowson, -,(ord 1niversity ;ressB 7# Jonh 0eely 2Guide to 6((ective writin! and s)ea in!3,B *# 9lar 0tewart, ;ointon Graham, 2Cord (or Cord3, -,(ordB 9# Mc#9utcheon, 0cha((er, Cycott 29ommunication Matters3,-,(ord 1$# +sociatia ;ro(esorilor de limba en!leza din Moldova@ 2&eachin! 6n!lish &oday R &omorrow3, 2$$/B 11#;anisoara Ion7-vidiuB 29omunicarea 6(icienta3, Metode de interactiune educationala, 4ucuresti, 2$$8 12#0eely John 2Guide to -,(ord Critin! and s)ea in!# &he ey to 6((ective 9ommunication3, -,(ord, 19*: 18#0eli!son ;aul, 0eries o( 6ditor 2Oel)in! 0tudents to 0)ea 3, -,(ord, 199/ %andara, -# ;eda!o!ie, su))ort de curs# 96;, 10M,