technologies of teaching speaking (grades 1-4)

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teaching speaking to a2 level learners technologies of teaching speaking (grades 1-4) 1 lecture outline: 1. speaking as a speech activity and a skill 2.teaching dialogue and monologue 3.classroom speaking activities. 2 key words: speaking, teaching speaking, linguistic component, psychological component, methodological component, dialogue speech, cue (replica), monologue, preparatory and speech exercises, reproduction, deductive and inductive references jalolov j.j. “english language teaching methodology” t. 2015. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. harmer jeremy. the practice of english language teaching. cambridge, 2007. celce-murcia, m., brinton, d. m., & snow, m. a. (2014). teaching english as a second or foreign language. national geographic learning, heinle cengage learning. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice (cambridge professional learning) (1st ed.). cambridge university press. common european framework of reference for languages: learning, teaching, assessment. the council of europe - strasbourg, 2005. …

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a. it includes three components: sender, message, and receiver. b. this model does not involve receiver participation. 2. two-way communication is communication that involves the receiver’s reaction or feedback to the sender’s message. 7 speaking has three functions: 8 a means of communication, a means of teaching practical aim of teaching. teaching speaking in english is conducted as a three-phase speech activity. first of all the learner has to be motivated. in this part the intention of speaking appears. in the second part the speaker begins to analyze and the process of expressing an idea begins to work. the third part of speaking is performing or expressing an idea. realization of all these three parts helps to make speaking process . 9 teaching speaking speaking skill should be taught integratively with other skills (writing, listening and reading). we can express our opinion verbally/orally in two ways namely monologue and dialogue. …

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s a decision). the goal of teaching speaking the main goal of teaching to speak is developing learner`s abilities in accordance with their real needs and interests to communicate orally in different social and cultural situations 12 advantages of using speaking tasks in the language classroom 1. speaking provides opportunities to practice all four skills (listening, speaking, reading, and writing). 2. speaking supports development of critical thinking skills. 3. speaking promotes learning. 13 different types of conversation events transactional (a dialogue that you need to do if you want to get something done or get information. ex: at a bank, buy something interpersonal (dialogue by which people exchange information, feelings, and meaning through verbal and non-verbal messages) interactive non-interactive planned unplanned these distinctions allow us to describe an event such as a job interview in terms of purpose (largely transactional), participation (interactive) and planning (partly planned) 14 types of classroom …

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logue and monologue the following types of dialogue are recommended to teach at secondary schools: 1. information - exchange dialogue. 2. plan - dialogue (outlined in order to work together). 3. discussion — dialogue. to speak one’s own ideas. each of them involves private language material and may belong to different stages of education. information - exchange dialogue. in the information- exchange speech the interlocutors will exchange concrete information with each other. its aim is to inform interlocutors mutually or unilaterally (one-sided) and it is used at initial stage of education because of being capable to utilize ordinary and less language materials. plan - dialogue whereas plan - dialogue is much more complicated in the form and deeper in the meaning. that’s why the learner should know future simple tense, imperative sentences, how to refuse his/her interlocutor’s opinion and to know how to defend his/her ideas in plan - dialogue. …

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rials in his/her speech independently and he learns everything unconsciously and cannot have independent ideas. inductive way in induction (bottom-up) learners learn how to work independently with beginning of simple units. here it is not forbidden to use mount - sample but it is not for learning by heart, it is just for imitating and working on speech activities language material is also learnt. due to this resolve to learn identity of dialogue by heart, to utilize phrases together, to make grammatical and lexical changes in replicas are not forbidden. to teach dialogue involves to learn pieces of practice: to know his/her own speech task, to make a plan for conversation, to make partly changes during conversation, to be initiator, to make a situation to his/her partner in order to perform his/her task, reaction to his/her partner according to speech situation and to attract his/her partner's attention to conversation. teaching …

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teaching speaking to a2 level learners technologies of teaching speaking (grades 1-4) 1 lecture outline: 1. speaking as a speech activity and a skill 2.teaching dialogue and monologue 3.classroom speaking activities. 2 key words: speaking, teaching speaking, linguistic component, psychological component, methodological component, dialogue speech, cue (replica), monologue, preparatory and speech exercises, reproduction, deductive and inductive references jalolov j.j. “english language teaching methodology” t. 2015. akhmedova l.t. normuratova v.i. “teaching english practicum” t. 2011. harmer jeremy. the practice of english language teaching. cambridge, 2007. celce-murcia, m., brinton, d. m., & snow, m. a. (2014). teaching english as a second or foreign language. national geographic learning,...

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