Курсовая работа: Methods of teaching speech

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 2: I can see a picture.

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 2: I am fond of classical music.

P u p i 1 3: 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 2: We are proud of our sportsmen.

P u p i 1 3: 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 ... .

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 .