prefer to begin with dialogic speech. They start by teaching pupils how to ask various types of questions. For example:
The book is on the desk. The book isn t under the desk. Is the book on the desk? Yes, it is. (No, it isn t.) Is the book on the desk or under it? It s on the desk. Where s the book? It s on the desk [33; 129] .to the relationship between monologue and dialogue, it should vary from stage to stage in teaching speaking in schools. In the junior stage (5-6 forms) dialogic speech, the one which allows the teacher to introduce new material and consolidate it in conversation, must prevail. In the intermediate stage (7-8 forms) dialogue and monologue must be on an equal footing.the senior stage (9-10 forms) monologue speech must prevail since pupils either take part in discussion and, therefore, express their thoughts in connection with a problem or retell a text read or heard. To sum it up both forms of speech (monologue and dialogue) should be developed side by side with preference for the one which is more important for pupils progress in learning a foreign language at a certain stage. speech in both forms may be of two kinds: prepared and unprepared. It is considered prepared when the pupil has been given time enough to think over its content and form. He can speak on the subject following the plan made either independently at home or in class under the teacher s supervision. His speech will be more or less correct and sufficiently fluent since plenty of preliminary exercises had been done before.schools, however, pupils often have to speak on a topic when they are not yet prepared for it. As a result only bright pupils can cope with the task. In such a case the teacher trying to find a way out gives his pupils a text which covers the topic. Pupils learn and recite it in class. They reproduce the text either in the very form it was given or slightly transform it. Reciting, though useful and necessary in language learning, has but little to do with speech since speaking is a creative activity and is closely connected with thinking, while reciting has to do only with memory. Of course, pupils should memorize words, word combinations, phrases, sentence patterns, and texts to" accumulate the material and still it is only a prerequisite. The main objective of the learner is to be able to use the linguistic material to express his thoughts in the dialogue speech.
Brainstorming is a popular tool that helps students to generate creative solutions to a problem. It is particularly useful when there is a need to break out of stale, established patterns of thinking, so that you can develop new ways of looking at things. It also helps overcome many of the issues that can make group problem-solving a sterile and unsatisfactory process. Used with the team, it helps bring the diverse experience of all team members into play during problem solving. This increases the richness of ideas explored, meaning that students can find better solutions to the problems they face. What s more, because brainstorming is fun, it helps team members bond with one-another as they solve problems in a positive, rewarding environment. Brainstorming provides a freewheeling environment in which everyone is encouraged to participate. Quirky ideas are welcomed, and many of the issues of group problem-solving are overcome. All participants are asked to contribute fully and fairly, liberating people to develop a rich array of creative solutions to the problems they re facing. Brainstorming combines a relaxed, informal approach to problem-solving with lateral thinking. It asks that people come up with ideas and thoughts that can at first seem to be a bit crazy. The idea here is that some of these ideas can be crafted into original, creative solutions to the problem you re trying to solve, while others can spark still more ideas. This approach aims to get people unstuck, by jolting them out of their normal ways of thinking. During brainstorming sessions there should therefore be no criticism of ideas: Students are trying to open up possibilities and break down wrong assumptions about the limits of the problem. Judgments and analysis at this stage stunt idea generation. Ideas should only be evaluated at the end of the brainstorming session - this is the time to explore solutions further using conventional approaches [34; 94].
Role play and dramatization are modeling various situations for the educational aims of developing speaking abilities. They reflect a principle of problematical character at its certain organization and allows solving problem situations of a various degree of complexity [35; 76]. It can be used independently as well as in a cont...
