upils 'progress in the language, and other factors. In any case, however, it is necessary to proceed in order of complexity from mere recognition to reproduction. The procedure may be:
general questions
special questions
wrong statements
The teacher checks his pupils 'comprehension only.
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pupils ' questions on the text
making a plan
telling the text according to the plan
(it may be done
in a chain-like way)
reciting the text
giving the gist of the text
written reproduction of the
text discussing the text
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The teacher checks pupils '
comprehension and develops their speaking skills on the basis of the text heard.
Skills in hearing must be built up gradually. The teacher begins with a story containing 3-4 sentences. He uses pictures, gestures to help pupils to understand it. Gradually he can take longer sections and faster speeds with less visual help and in more difficult language. The teacher must bear in mind that careful grading in all these ways is of the utmost importance. Texts, stories to be read or recorded should be interesting and fairly easy.
2.3 Techniques the teacher uses for teaching speaking
There are two forms of speaking: monologue and dialogue. Since each form has its peculiarities we should speak of teaching monologue and teaching dialogue separately.
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.
1. No speech is possible until pupils learn how to make up sentences in the foreign language and how to make statements. To develop pupils 'skills in making statements the following procedure may be suggested:
Pupils are given sentence patterns to assimilate in connection with situations.
The sentence pattern is filled with different words. Thus pupils can express various thoughts. For example:
I can see a ... .
P u p i l 1: I can see a blackboard.
P u p i 1 лютого: I can see a picture. p> P u p i l 3: I can see a map, etc.
I am fond of ...
P u p i l 1: I am fond of music.
P u p i 1 лютого: I am fond of classical music.
P u p i 3 січня: I am fond of pop music, etc.
We are proud of ...
P u p i l 1: We are proud of our country.
P u p i 1 лютого: We are proud of our sportsmen.
P u p i 3 січня: We are proud of our school, etc.
Pupils are invited to perform various drill exercises within the sentence patterns given:
- substitution: I have a book (a pen);
- extention: I have an interesting book,
I have an interesting book at home;
- transformation: He has a book,
He has no book;
- completion: If I have time I'll ... . p> Pattern practice, of course, makes no pretence of being communication. However, pattern practice for communication is what playing scales and arpeggios is to a musician. Each pattern will have to be repeated many times with a great variety of changes in its contents until the pattern becomes a habit.
Pupils make statements of their own in connection with the situations suggested by the teacher.
Give it a name . p> Teacher: We write with it. p> Pupil: It is a pencil (Pen). p> Make statements on the picture . p> Teacher (silently points to the picture of a cat)
P u p i l 1: This is a cat. p> P u p i l 2: This is a black cat.
Say the opposite . p> Teacher: I live in Gorky Street. p> Pupil: I do not live in Gorky Street,
Teacher (pointing to the boy): He likes to play hockey. p> Pupil: I don't like to play hockey.
When pupils are able to make statements in the foreign language within grammar and vocabulary they have assimilated their speech may be more complicated. They should learn to combine statements of various sentence patterns in a logical sequence.
2. Pupils are taught how to use different sentence patterns in an utterance about an object, a subject offered. First they are to follow a model, and then they do it without any help.
Teacher: Say a few words about it. (He points to an object.) p> Pupil: This is a pencil. p> The pencil is green. p> It is on the table. I like the pencil.
Or Teacher points to a boy.
Pupil: This is a boy. His name is Sasha. He lives in Gagarin Street. p> Get information and sum up what you have learnt from your classmates .
Teacher: She cut...
