Techniques and chief stages of teaching monologue

Language correctness.

Being addressed to the public;

Intentional;

Logical;

Contextual;

Linguistic peculiarities of a Monologue:

· Two-member sentences;

· Extended sentences;

· More complicated syntax, a variety of sentence

1) Traditional, which has 3 stages:

· Stage I – combination of speech patterns into an utterance;

· Stage II – independent composition of an utterance;

· Stage III – producing a monologue of a discourse (text) level;

2) Text-centered, which is based on a text: after prof. Passov:

· Stage I – preparatory- before you read;

· Stage I – textual;

Stage One is aimed at the development of the skill of building up a sentence (or a sentence-pattern). It is the first time the language material is drilled in topic-centered exercises.

Ex-ses to be used here:

1. Imitation and substitution ex-ses aimed at filling of the speech pattern with the vocabulary of the topic:

· e.g. I don’t like the cold weather (hot, stifling, rainy, nasty).

· Sa what you did in summer:

Last summer I went to the Crimea

traveled to the Carpathians

made a trip to Kiev

flew to the village

abroad

2. Extension ex-ses to teach pupils to give additional information about the same:

· There is a lot of work on a farm.- There is always a lot of work for the farmers in the fields on a farm in spring.

3. Ex-ses on modifying a speech pattern, aimed at teaching pupils to use various speech patterns in the suggesting situation:

E.g. The teacher suggests talking about their native place; he starts a sentence, the pupils continue: We live in…

Our town is…

It is located…

There are…

4. ex-ses on construction of structures after the model and independently.

5. “ Give it a name” or “Guess what it is”-ex-ses.

6. Say the opposite.

Stage Two - Development of the skills of building up an utterance (above the sentence level). Ex-ses are aimed at developing the skills of composing elementary logical utterances about an object or phenomenon.

Succession of Props:

· At the elementary level: visuality – text – situation – topic/proble m;

· At the intermediate level: situation – visuality – text – topic;

· At the senior level: text – speech situation – visuality (a series of pictures, a TV-films, a film-strip) – topic/problem.

The communicative types of utterances are built up according to different logical schemes: description begins with naming an object, then its quality is defined; information begins with stating where and when the scene is laid: so does narration, which, besides, contains some evaluative remarks.

The most effective are the following props:

a) Logical-semantic schemes, or incomplete sentences which determine the succession of composing an utterance of particular communicative types.

Logical-semantic scheme:

Content Vocabulary to be used

Name kinds of summer rest. We can spend our holidays….

Choose a preferable one for you. I prefer…

Say why. It is in…

… is the most preferable…

b) Plan (outline) of an utterance which predetermines its structure.

c ) Pictures (of an object or situational ones);

d) Situations (real or teaching),

e) Independent work with cards at the lesson, e.g. each pupil gets a separate task:

· Argumentation:

In summer the farmers have to work very In summer there is …(a lot of work in the field

quickly. and the garden.

Say why, using the scheme suggested. The weather …(may change)

It is difficult … (to work in bad weather).

So… (the farmers must work very quickly).

· Description:

Describe the town you live in to your friend, Our town is….

who has come to visit you. It has…

+ strip-stories There are…

Stage Three - development of the skill of producing a topic-based utteranc e. Ex-ses of this level imply the highest degree of independence.Natural stimuli in these ex-ses are: pictures, film strips, texts, topics, situations, pupil’s background and life experience.

Ex-ses used here are:

1 . The ex-ses, aimed at producing an utterance based on a picture and accompanying text.

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