Methods of teaching speech

Our work is devoted to the method of teaching the speech. But for the beginning let’s examine what is speech.

Speaking exists in two forms: dialogue and monologue.

3. to make an examples of exercises in of speaking and hearing.

The paper consists of introduction and two chapters followed by conclusion. The first chapter is about the most common difficulties in auding and speaking a foreign language. Also it consists of psychological and linguistic characteristics of the speech. Further we find differences between prepared and unprepared speech and in this chapter we learn to find mistakes of pupils and how to correct them. In the second chapter are given the exercises, which help the teachers to obtain results in teaching speech.

Chapter I. Theoretical foundations of teaching speaking pupils of junior form

1.1 The most common difficulties in auding and speaking

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This is difficult for pupils when they aud.

The speed of the speech the pupil is auding. The hearer cannot change the speed of the speaker.

Rule for the teacher: Organize the teaching process in a way which allows your pupils to speak to someone, to their classmates in particular, i. e., when speaking a pupil should address the class, and not the teacher or the ceiling as is often the case. When he retells a text which is no longer new to the class, nobody listens to him as the classmates are already familiar with it. This point, as one can see, is closely connected with the previous one. The speaker will hold his audience when he says something new, something individual (personal). Try to supply pupils with assignments which require individual approach on their part.

Rule for the teacher: Teach pupils how to use intonational means to express their attitude, their feelings about what they say. That can be done by giving such tasks as: reason why you like the story; prove something; give your opinion on the episode, or on the problem concerned, etc.

Rule for the teacher: While teaching speaking real and close to real situations should be created to stimulate pupils' speech. Think of the situations you can use in class to make pupils' speech situational. Remember the better you know the class the easier it is for you to create situations for pupils to speak about.

2. The use of contracted forms: doesn't, won't, can't, isn't, etc.

4. The use of conversational tags. These are the words a speaker uses when he wishes to speak without saying anything. Here is both a definition of conversational tags and an example of their usage in conversation (they are in italics),