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Teaching Speaking in Primary Classroom

Teaching Speaking in Primary Classroom. Tamara Ignatenko , Chornobai district Liaschivka School. COMMUNICATIVE AND PSYCHOLOGICAL CHARACTERISTICS OF MONOLOGUE.

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Teaching Speaking in Primary Classroom

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  1. Teaching Speaking in Primary Classroom Tamara Ignatenko, Chornobai district Liaschivka School

  2. COMMUNICATIVE AND PSYCHOLOGICALCHARACTERISTICS OF MONOLOGUE Speech is a bilateral process. It includes hearing on the one hand and speaking on the other. Speaking exists in two forms: dialogue and monologue. It may be represented as follows: Oral language hearing speaking dialogue monologue

  3. The practical aim in teaching monologue is to speak English within topics and linguistic material the syllabus sets. Monologue has certain communicative, psychological and linguistic characteristics that have to be taken into consideration. Monologue is a connected, continuous expression of thoughts by one person directed to the interlocutor or audience.

  4. Informative Influential The basic communicative functions of monologue are Expressive Entertaining

  5. According to the communicative function and logic-syntactical connec­tions between the sentences the following communicative types of monological utterance are distinguished: A piece of information A piece of description A piece of narration A piece of argumentation

  6. Each communicative function has corresponding psychological stimuli and the aim of the utterance. From the psychological point of view mono­logue has the following characteristics: Coherence Subject/topic centred Contextual Consistency and logic One-way direction Relatively continuous way of speaking Motivation

  7. How can we build confidence to support talk? Don't over-correct as this will make learners feel nervous. In the early stages we should encourage fluency and not worry too much about accuracy. There is only one Education, and it has only one goal: the freedom of themind. RichardMitchell

  8. To make speech possible initially pupils should be taught to express themselves in one sentence or statement. For this purpose: • When offered a topic, pupils should be able to compose a grammatically correct sentence using familiar vocabulary. • e.g. Topic "Weather". Each team competes trying to make more sentences on the topic. • It's cold today. It's slippery. • The sky is blue and cloudless. It's frosty. • There is no sun in the sky. It's snowy.

  9. b) Pupils are given sentence patterns which they fill in with differentwords. e.g. I can see a blackboard (a picture, a card, a chair). I like books about animals (birds, flowers, children). I am interested in history (drawing, sewing, knitting).

  10. When pupils are able to make statements, they should learn to combine them in a logical sequence. Pupils are taught how to use different patterns in an utterance about an object. First, they can follow a model, then they can do it without any help. At this stage different props should be used: visual, verbal and com­bined. Visual props include pictures, slides, thematic pictures. Among verbal props substitutional tables are popular.

  11. If we do not believe in freedom of speech for those we despise we do not believe in it at all. Noam Chomsky In teaching monologue such effective verbal props as logically-structured schemes are used. e.g. Talk about yourself using the scheme: My name is ... . My surname is .... I am ... years old. I am a pupil of the... form. I live in I study at....

  12. DIALOGUES AND ROLE-PLAY WORK All children are artists. The problem is how to remain an artist once he grows up Pablo Picasso One of the interesting and easy ways to increase the effectiveness of teaching/learning process at the primary stage is role-play. Role-play is a playful activity in which pupils have certain roles and take their parts. Aim of the role-play is engaging pupils in the activity. Pupils do not recognise the educational character of the activity.

  13. Should learners memorize the dialogues in the book? No! But, to add confidence, learners should practise and repeat a dialogue from the book in pairs (which is a safe environment where their mistakes are not exposed). Then, they should personalize it i.e. change the wording so that it is true for them. Then, if the teacher so wishes, the learners can memorize their new dialogue.

  14. Teacher can explain the terms of the role-play to children. If they can read, it's easier to give pupils written cue cards Cue card pattern

  15. Linguistic, situational and functional preparation: • A model dialogue is taped. The aim of this stage is not to make students learn the dialogue by heart but to acquire authentic pronunciation, stress, rhythm. • A: Good morning, can I help you? • B: I'd like a pound of tea and half a pound of coffee, please. • A: Here you are. Anything else? • B: No, thank you, goodbye. • A: Goodbye, have a nice day!

  16. How can you give opportunities for everyone to talk in a large class? It is important that the teacher doesn't get the most practice at speaking. The larger the class the more necessary it is to organize the learners into different groupings. These can include chains, pairs and groups and do not need large-scale furniture removals!

  17. Classroom Applications Chaining activities Group work Pair work Mingles

  18. Should learners retell stories? It depends what you mean by retell. Yes, if by retell we mean recounting the story in the learner's own words, or if learners are encouraged to focus on a specific aspect and develop it. But, no if it just means learners are told to 'recite' as much of the story as possible. In the latter case, it is preferable to summarize

  19. Should learners write down their dialogues/talks which they prepare? No, try not to let this habit even begin. It encourages learners to think in LI, choose what they would like to say, try to translate it and then speak. This hardly qualifies as spontaneous interactive communication! Invariably learners try to say things which they haven't yet learnt how to in English and the translation process results in a strange 'interlanguage'.

  20. Bibliography Пахомова Т.Г., Вакуленко О.О. Навчаємо молодших “Teach and Enjoy”. – Черкаси, 2006. – 110 с. Пахомова Т.Г. Методичні тези. – Черкаси, 2009. – 64 с. Тулупова С., Берегова І. Make your lessons brighter. – Київ «Редакції загально педагогічних газет», 2005. – 127 с.

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