44. Навчання монологічного мовлення

In teaching monologue we can easily distinguish three stages according to the levels, which constitute the ability to speak:

1. The statement level;

2. The utterance level;

3. The discourse level.

From the psychological point of view monologue speech is characterized by:

1. One – direction speech;

2. Psychological and linguistic connection

These are different types of monologues:

1. Description;

2. Narration; characteristics

3. Meditation.

The students should have special habits and skills in composing monologues:

1. The ability to join connect patterns;

2. The ability to express oneself according to the given situation;

3. The ability to use appropriate speech patterns;

4. To enrich the speech with certain lexical and grammatical material;

5. To transfer the material on other situation;

6. The ability to use material of other topics composing material according to a certain form and contents.

All exercises for teaching monologues are divided into 3 groups:

I group – exercises, which have the aim to unite phrase – level sentences into above phrase unity;

II group – exercises aimed at composing monologues (above phrase level)

III group – exercises aimed at composing monologues (text level).

In teaching monological speech teacher must use special supports which are different on the different levels of language learning. There are such supports which may be used: text, video, pictures, language situation, and topic or problem situation. The order of using different support is different in primary schools and secondary. In primary school this order will be 1), 2) text, 3) situation, 4) topic. But in secondary school it will be 1) situation, 2) visualization, 3) text, 4) topic; and in senior school - text, 2) language situation, 3) visualization (pictures, video), 4) topic or problem situation.

There are two ways of teaching monological speaking: “from above(top)” and “from below”

From above(top) is the methods of teaching where students start from the text level and analysis of it. Students underline words, utterances and sentences and then use them in their speech.

1. Learning of text

2. Retelling of text

3. Changing of situation.

from below – students learn word and utterances, which will use in statements and topic.

1. Statement level

2. Lexical and logical connections between statements

3. Monolog on the topic

45. Контроль у навчанні іноземних мов. Об’єкти, види і форми контролю

Properly organized testing of pupils’ achievements gives the teacher an opportunity to get a clear idea of his pupils’ progress in foreign language learning. Analyzing the results of testing the teacher will see his short-comings both in methods and techniques applied and in the progress of each pupil it allows him to improve his own work.

Testing and evaluating pupils’ achievement in language learning is of great importance. Pupils get used to working systematically at the target language. The latter ensures favorable conditions for the mastering of the foreign language, that in for learning words, phrases, grammatical structures and developing habits and skills in using all these while communicating.

Although tests are used for measuring the achievement of the objectives in language learning they fulfill educational functions as well, it stimulates pupils’ desire to learn. Evaluation is an integral part of teaching.

There are different kinds of controls:

1. current control, which is used in course of a certain theme to reveal the level of skills and habits of the students;

2. border control, which is used after learning a theme, at the end of the term, year;

3. summary control, which is used after finishing a definite stage in learning the foreign language.

The items of testing should fully correspond to the aims and objectives.

Control may be individual and group, oral or written. It may be teacher’s control and pupils’ or mutual control.

The items for testing may be: aural comprehension, speaking, reading, writing.

We distinguish regular testing when the teacher administers frequent, short test to measure his pupils’ achievement and assigns marks for their work at a given lesson, and final testing or examination at the end of the course.

In our schools oral testing often takes the form of questioning the class or some individuals. The manner in which each pupil reacts to the teacher’s questions shows his readier for the lesson and his achievement in learning some particular material. This often results in assigning marks to several pupils.

At the present the following tests are available: teacher-made tests and ready-made tests.

There are:

Tests for reading

Tests for vocabulary and grammar, which are carried out directly or indirectly.

The structure of the test:

Instruction

Test

Answer situation

All the suggested tests are easy to evaluate and the marks that the teacher assigns are objective because tests measure exactly what the pupil has learnt. Marks are assigned on the basis of the work done in a particular class.

In schools we have a 12-mark grading system.

Evaluation should be:

1. communicatively directed at valuating the level of speech habits and skills:

2. must be characterized by complicating the tasks at each stage;

3. measure the skills and habits;

4. must stimulate the work of the pupil and teacher.