14. Етапи навч. Діал.. Мовл.

Dialogical speech is a process of discourse of two or more persons. Dialogical speech has the following communicative functions: 1 Asking for information – telling information; 2 Proposals – acception; 3 Exchange of opinions thoughts; 4 Grounding the point of view.

There is a great variety of dialogue structures. But any dialogue consists of utterances. The first utterance has always an initiative. The second way be reaction or reactive – initiative. E.g.1 A: What would you like to eat? B: A meat sandwich The students have to know how to start a dialogue, how to react and how to continue the conversation. Types of dialogues: Dialogue – questioning; Dialogue – agreement; Dialogue – exchange of thoughts; Dialogue – discussion. The stages of teaching dialogues:

These are different approaches to teaching dialogues:

From top to bottom (when a model – dialogue) From bottom to top (the elements of dialogues are taught and then the students compose their own dialogues)

The second approach is considered to be more effective. The stages of teaching dialogues: Acquisition with certain dialogical units; Composing microdialogues; The ability to compose a dialogue of any functional type.

These are 4 groups of exercises for teaching dialogical speech:1 Exercises, which teach the students to respond; 2 Exercises acquisition with dialogical units of different types; 3 Exercises the aim of which – to compose microdialogues of different functional types.

Exercises the aim of which – to compose dialogues of different functional types

16 Етапи навч. Монолог. Мовл

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:- Description; - Narration; characteristics - 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).

18. Навч. Аудіюв на різн. Рівнях.

“The reason why we have two ears and only one mouth is so that we may listen more and talk less”. This is the quotation from Diogenes on the teaching of listening. When we say a person knows the language we first of all mean he understands the language spoken and can speak it himself. To achieve the basic level of listening means: - To understand the speech of a native speaker in everyday situations; To define the topic and the aim of conversation, it contents, it necessary; To apply to the partner with a request; To repeat the phrase, to express himself in another way, to speak slowly, simpler; The ability to understand the speech of the speech of a teacher, classmates, concerning everyday spheres of communication; The ability to understand the text, containing some unknown words. In real conditions listening takes 40 or 50 % of time at the lesson. Psychological process of listening is anticipation. The aim of the listening is comprehension. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. The teacher should help the pupils by making this work easier and more interesting. This is possible on condition that he will take into consideration three main factors: 1 Linguistic material for listening; 2 The content of the material suggested for listening and comprehension; 3 Conditious in which the material is presented.

These are the techniques the teacher uses for the purpose: 1. The teacher uses the foreign language: a)when giving the class instructions; b)when presenting new language material; c)when checking pupils comprehension; d)when consolidating the material presented; e)when checking pupils assimilation of the language material covered.

2. The teacher uses drills and speech exercises for developing listening comprehension. Drill exercises: Phonetic exercises which will help the teacher to develop his pupils’ ear for English sounds; Lexical exercises which will help the teacher to develop pupils skills in recognizing words; Grammar exercises which help the teacher to develop pupils’ skills in recognizing grammar forms and structures.

The second group of drill exercises: a)exercises which help the pupils to develop their auditory memory; b)exercises which are designed for developing pupils attention; c)exercises which develop pupils’ visual imagination; d)exercises which help the teacher to develop his pupils logical thinking. Teaching listening has several stages Word form stage, phrase stage; Above phrase unity; Whole text.