The teaching staff of foreign language department is constantly working to improve the organization of the educational process in accordance with the requirements of modern pedagogy, individual approach to learning and the personal qualities of a student and his ability to work productively.

Knowledge of foreign languages in today’s world is believed to be an integral part of the image of high achiever. Mastery of foreign languages broadens your worldview, enables you to understand cultures and customs of other nations, opens up almost limitless possibilities in communication and establishment of professional connections.

At meetings of the Educational and Methodological Council key methodological issues of teaching and the state of the teaching of educational process are discussed, the implementation of credit-modular system of educational process at the University, the criteria for assessment of student learning on organizational and methodological of teaching courses in English on the progress of computerization of the educational process, the results of the control cutoff knowledge of students of institutes and faculties, measures to improve their performance and so on.

Work methodical seminar focuses more on teachers with experience of 5 years: graduate students, professors, who do not have sufficient teaching experience. Attendance of these sessions is high precisely because of motivation.

Work methodological and methodical seminars is crucial for improving teaching skills, exchange most recent scientific information, and therefore gives rise to a growing interest in learning. First of all, it concerns young teachers who are able to study in their senior colleagues.

Our vision and purpose make it critical that we maintain dynamic, creative and informed ways of engaging students with practice. Practice-oriented education means more than just preparing students for current employability. Graduates will be employed in a world where professional knowledge, practices and contexts will change dramatically over time, so we need to prepare them to be lifelong learners in an 'unknown future'.

Teaching aids reinforce the spoken or written words with concrete images and thus provide rich perceptual images which are the bases to learning. When these materials are used in an interrelated way, they make learning permanent. They provide for a great variety of methods. They bring the outside world into the classroom and make us teach efficiently. In order to derive the advantages of using teaching aids, a teacher needs the knowledge of different types of teaching aids available, their place in the teaching-learning process and the methods of their evaluation. Teaching aids supplement the efforts of the teacher and they do not supplant him.

Innovative methods of teaching are a goal of our teaching staff. Teaching students in ways that keep them engaged and interested in the material can sometimes be a challenge. In the short-attention span world we live in, it can be harder than ever to keep high school students excited and engrossed in learning.

All teaching aids can be classified as under:

· Audio-Visual Aids: Language Laboratory, Smart Board, Television, LCD Projector, Sound Motion Picture, Record Player, Tape Recorder, Compact Disc Player;

· Visual-Activity Aids: Pictures, Photographs, Flash Cards, Poster, Charts, Diagrams, Graphs, Maps, Cartoons, Demonstration Programs.

In modern teaching trends, it is advisable for every school to have audio-visual aids at secondary and higher secondary level for teaching and learning. It includes language lab and smart board with a variety of audio and video materials.

Computers, tablets, digital cameras, videoconferencing technology and GPS devices can enhance a student’s learning experience. Possible uses of classroom technology include using video games to teach math and foreign languages, leveraging Skype to communicate with classrooms or guest speakers from around the world, or multimedia projects that allow students to explore subject matter using film, audio and even software they create.

The following manuals were published at the Department: “The Manual in Anatomy and Clinical Terminology”, the manual for the students of medical establishments “The Latin language”, the manual for the students of higher medical establishments of the 1-2 levels of accreditation “The Latin language and the fundamentals of medical terminology”, text-book “The Latin language” for the students of pharmaceutical faculties, the manual for the students of higher medical establishments of the IV level of accreditation: “The Latin language and fundamentals of medical terminology” in English and Ukrainian, educational methodological manual (workbook) in Religious studies in English for the international students, educational methodological manual (workbook) in Latin for the external students of pharmaceutical faculty, the manual “The Professional English Language”, textbook in English «Medical English for Pharmacists: Reading Comprehension» and some articles on education and methodology. The teaching staff of the Department work in working-groups in order to write Ukrainian manuals in English for the students whose specialties are “General Medicine”, “Medical and Preventive Care" and in Latin for the students of pharmaceutical faculties.

Individual work is paid much attention to at our department. Advantages of individual work are that the students can edit the tasks for them in the appropriate speed and learning style. The tasks can be assessed individually and the level of details can adjusted. Each student is challenged to develop their own activities, so that teaching content used to be practiced and reinforced.

One reason for asking students to work individually on a task is so that they can prepare their personal ideas, views or arguments in response to a problem or a piece of stimulus material. It makes sense for this kind of preparation to be undertaken before the session, but there may also be times within a seminar when it is helpful to give students an opportunity to work alone. If students are given time to prepare an answer rather than being obliged to provide immediate responses, they are more likely to produce a considered response and likely to benefit from the time spent working out an appropriate answer. A second reason for asking students to work on their own is to provide an opportunity for the seminar leader to talk with individuals to gauge and respond to students’ understanding.

Students of faculty of medicine, faculty of pharmacy, faculty of dentistry and the institute of Nursing acquire theoretical and practical knowledge of a foreign language and Latin.