Шет тілінде сөйлеу дағдыларын дамыту әдістері мен жаттығулары

Usage of methods and exercises to develop students` speech skills

Батыргалиева Г.Д. учитель английского языка

ГККП «Аркалыкского медицинского колледжа»

Кілт сөздер: диалог, айтылым дағдысы, жаттығулар, әдістер.

Ключевые слова: диалог, говорение, задания, методы.

The formation of speech skills occurs through a gradual transition from simple small-sized linguistic units (word, word combination, sentence) to more complex and large (semantic piece, text) and from elementary operations (for example, imitations) to more complex ones.

Speech exercises are divided into forming

Prepared

Unprepared speech.

One of the effective ways of learning students' speaking is dialogue. Dialogic speech is characterized by the interaction of the processes of understanding and expression, the specificity of the situation and the possibility of its rapid change, the need to switch from one thought process to another. Reactive and initiative speeches are intertwined here.

Exercises to teach prepared dialogical speeches

Answers to questions (brief, complete and detailed);

Statement of situational and key issues;

Dialogization of the monologue text heard or read;

compiling (new or read) a dialogue on a given topic;

Dramatization of the monologic text;

Addition or modification of the dialogue, conducting a directed (or independent) dialogue on the content of the story (educational film, filmstrip, etc.).

Exercises for training prepared monological speeches

Reproduction of coherent utterances with some modification (change of end or beginning, introduction of a new actor, modification of composition of presentation, etc.);

Drawing up a situation or story (according to key words, according to the plan, on a given topic, outlined briefly in the native language, etc.);

A description of a picture or series of paintings (cartoons, silent films or filmstrips, etc.);

Reproduction of situations in which the mentioned words, clichés and turns are used;

Explanation in a foreign language of the heading (realities);

Definition and brief substantiation of the topic of the narrated narrative (broadcast, report, speech);

highlighting in the message semantic parts, heading them;

Retelling (close to the text, retelling-resume, retelling-abstract);

Reduction of the listened message or the read story; Transmission of information in several phrases;

Drawing up a plan for listening to the story;

Using these methods, according to Mercer's research, we were convinced that dialogic learning is a very effective approach to developing students ' speech skills.

According to Mercer's research, conversation is an integral part of students ' learning and has already described three types of conversation. Types of conversations used in learning:

conversation-debate,

cumulative conversation,

research conversation.

According to Mercer, in successful discussions about achieving education with collective understanding, the research type of conversation will take precedence.

A research conversation is underway: