2. Making a dramatic statement.

Using a dramatic statement to final your speech gives the conclusion force and power. And it is also not as difficult as you may think for the students of 9-11 grades. This method of ending the speech is used to stun the listeners, and to empower their impression of the main points that were discussed in the body part of the monologue speech. For example, let us imagine a situation where a student will be talking about patriotism:

All in all, what I wanted to say to all of you, my dear friends, that it is us, who should imbue a bright future for the nations of our beloved Kazakhstan, that it is us, who should stand for its economic and political stability, that it is us, who should keep the peace among all nations in this holy country, and that it is us who should prepare a stable and peaceful Kazakhstan for our descendants the same way like our ancestors gave their lives so that we could live in peace and friendship.

Would not this kind of conclusion be impressive? I think it would be hugely impressive and would courage the other students who could have been listening to that speech. So I do truly recommend making a dramatic statement to conclude a monologue speech. It is one of the best ways to make the listeners say: “Oh, that was fantastic”.

3. Referring to the introduction.

Referring to the introduction is an excellent way to give your speech the presence of psychological unity. And as well, this may be used to let the listeners recall what was told in the very beginning and thus, they may run through whole the speech and remember some important statements or main points mentioned in the body part for a very long time. For example:

Introduction: The man stands up at five in the morning, has his cup of tea, and goes running for three hours. All these three hours, he runs without stopping. After he finishes, he has a shower and a nice breakfast. Then he goes training. He lifts tons of metal every day and he doesn’t say: “Oh, I’m tired. I am too weak to do all this job”. Of course he doesn’t. Why would he? He has a goal to become a world champion. To become the best boxer of the world. That is his dream. How do you think, if he continues the same way, would he become a world champion? Yes, I know, the answer is obvious. As obvious as, if you do some things to achieve your goals and worked on them regularly, you will for sure achieve what you want to.

The above is a necessary introduction to show you how effective may referring to the introduction be in some situations while ending the speech. And here is an example of such a conclusion:

Remember the man I was talking about in the very beginning? Yes, a boxer with a dream to become a world champion. I think this wonʼt be a surprise for all of you, if I say that he finally achieved his dream. You may have a lot of names in your mind, like Mohammed Ali or Mike Tyson. But I want to disappoint you. I was talking about the proud of our country, Gennadii Golovkin. Yes, yes, he is a bright example that a person should have really manly kind of character and not give up at no time. Then, and only then, he will be able to get what he wants. Thank you for your attention!

So the first part of our work has come to an end we have studied the essential theoretical aspects of applying lexical models while teaching a foreign language.

Summary of Part 1

In the first part of this work we have found out that monologue speech is a type of a complicated speech pattern. We have worked with different definitions of different scholars on methodology trying to find out what a “monologue speech” is and have come to a point of view that it is a type of a speech which is more complicated than a message and is characterized by a flow of actions or statistics or facts. The development of a monologue speech needs special attention on the whole period of learning foreign languages.

Also, we have prepared a variety of lexical models to be based on while speaking. And as well, as the word “lexica” which means “word; connected with words; concerning words;” cannot stand alone and should be always accompanied by that of the notion “semantic” which means “meaning; concerning the meaning of a word;” and made - up a Lexica-Semantic Model of a Monologue speech which we believe would be really helpful in intensifying the training of a monologue speech at the schools at the upper-intermediate level.

As of the upper-intermediate level, we have also found out that at that level the students tend to speak more and really like speaking on different global subjects such as the global problems concerning the world or different political topics or the influence of some things on the worlds and etc. So at this level, it is ideal to teach monologue speech and give the students free space to talk and to train their speaking skills, as the spoken language is can only be mastered by practicing it only and even a high level of the studentsʼ grammar skills and vocabulary skills cannot help the student to become more fluent at speaking if he or she does not train it appropriately.

2 THE PRACTICAL APPLICATION OF LEXICAL MODELS

2.1 Modern techniques of intensifying the training of studentsʼ monologue speech

At the upper - intermediate level of teaching monologue speech, the teacher should first of all, make the students speak out the lexical models. First, the teacher reads the lexical models and tells the students to repeat after him. Thus, the pronunciation of these models would be fixed in their minds for a short time. And so that the students memorize the models, the teacher should give the students some time to make up a small speech to consolidate the information just learned.

T – C – T – C – T – C –T –C...(T – Teacher; C – class;)

This kind of intermediate speaking practice should be carried on for a limited number of lessons only. When a class has been advanced far enough to be ready for more independent speech making, repeating the lexical models in chorus might be eliminated, and exercises which will force students to use the vocabulary which should get fixed in their vocabulary base shall be introduced.

When the students have learned the meanings and the situations where that lexical models should or can be used, they should make up two - three paragraphs using the lexical models just learned. It gives the teacher an opportunity to see whether each of his students understand the meaning of each lexical model correctly.

Thus and so, I want to point out three main important methods of intensifying the monologue speech training. They are the followings:

1. Formation of skills of problem monologue statements on the basis of a fable text.

2. Formation of skills of monologue statements on the basis of gradually coming partial information.

3. Formation of skills of retrospectivvely evaluating the authorʼs idea within “home - reading”.

Letʼs view these methods in a more detailed way. Here is an example lesson based on the formation of monologue skills on the basis of a fable text:

The aim of the lesson is learning the exaltation of the characteristics of the object expression, the development of skills of evaluating, selecting, and grouping the characteristics in accordance with the studentʼs own opinion. Expressing agreement/disagreement and arguments to support his/her point of view.

Leading operations - selection, structuring, summarizing, mapping.

The structure of a lesson.

The aim of the lesson is to teach you to formulate your point of view and find arguments to support it.