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

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.

The basic The basic communicative communicative

functions of functions of monologue aremonologue are

The basic The basic communicative communicative

functions of functions of monologue aremonologue are

InformativeInformative

Expressive Entertaining

Influential Influential

A piece of narrationA piece of narration A piece of

argumentationA piece of argumentation

A piece of descriptionA piece of description

A piece of information

According to the communicative function and logic-According to the communicative function and logic-syntactical connec tions between the sentences the syntactical connec tions between the sentences the

following communicative types of monological following communicative types of monological utterance are distinguished:utterance are distinguished:

Each communicative function has corresponding Each communicative function has corresponding psychological stimuli and the aim of the utterance. psychological stimuli and the aim of the utterance.

From the psychological point of view mono logue has From the psychological point of view mono logue has the following characteristics:the following characteristics:

Consistency and logicConsistency and logic

Subject/topic centred

Subject/topic centred

Coherence

ContextualContextual

One-way direction

MotivationMotivation

Relatively continuous way of

speaking

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 oneEducation, and ithas only one goal:the freedom ofthe mind.Richard Mitchell

a) 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.

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).

I short

We have long

Nick has black hair

Rita fair

They brown

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 com bined. Visual props include pictures, slides, thematic pictures.

Among verbal props substitutional tables are popular.

If we do not believe in freedom of speech for those we despisewe 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....

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.

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.

Customer Shop assistant

You go into a kiosk to buy something sweet and tasty. There are some things you can ask for: a bar of chocolate, a packet of biscuits, a bottle of lemonade. Remember to be polite.

You work in a kiosk. A customer comes up. Here are the prices for some of thethings you sell:A bar of chocolate - 50p.A packet of biscuits - $1.A bottle of lemonade - 60p.Remember to be polite. You start the conversation.

Cue card pattern

a)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!

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!

Classroom Applications

Chaining activities Chaining activities

Pair work Pair work MinglesMingles

Group work Group work

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

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'.

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2. Пахомова Т.Г. Методичні тези. – Черкаси, 2009. – 64 с.

3. Тулупова С., Берегова І. Make your lessons brighter. – Київ «Редакції загально педагогічних газет», 2005. – 127 с.