Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе

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You might appoint one of the group as monitor, whose job is to remind 
participants to use the target language, and perhaps report later to the teacher how 
well the group managed to keep to it. Even if there is no actual penalty attached, the 
very awareness that someone is monitoring such lapses helps participants to be more 
careful. 
However, when all is said and done, the best way to keep students speaking the 
target language is simply to be there yourself as much as possible, reminding them 
and modelling the language use yourself: there is no substitute for nagging! 
Rules for the teacher (principles): 
1.
Speech must be motivated. It is necessary to think over the motives which 
make students speak. They should have a necessity to speak and not only a desire to 
get a good mark. Rule: ensure conditions in which a pupil will have a desire to say 
something, to express his thoughts, his feelings. 
2.
Speech is always addressed to an interlocutor. Rule: organize the teaching 
process in a way which allows your students to speak to someone, to their classmates 
in particular. 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 nobody listens to him. The 
speaker will hold his audience when he says something new. Try to supply students 
with assignments which require individual approach on their part. 
3.
Speech is always emotionally coloured for a speaker expresses his thought, 
feelings, and his attitude to what he says. Rule: teach students to use intonational 
means to express their attitude, their feelings about what they say (prove, give your 
opinion). 
4.
Speech is always situational for it takes place in a certain situation. Rule: real 
and close-to-real situations should be created to stimulate students’ speech. 
3. Speech and oral exercises 
Speech is a process of communication by means of language examples. Oral 
exercises are used for the students to assimilate phonetics, grammar, and vocabulary 
(making up sentences following the model). Oral exercises are quite indispensable to 
developing speech. However, they only prepare students for speaking and cannot be 
considered to be speech. 
There are two forms of speaking: monologue and dialogue. In teaching 
monologue we can easily distinguish three stages: 
1.
the statements level 
2.
the utterance level 
3.
the discourse level 
1.
Drill exercises with the sentence pattern (substitution, extension, 
transformation, completion). When students are able to make statements in the FL 
they may learn to combine statements of various sentence patterns in a logical 
sequence. 
2.
Students are taught how to use different sentence patterns in an utterance 
about an object, a subject offered. The pupil’s utterance may involve 2-4 sentences 
which logically follow one another. At this stage students learn to express their 

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thoughts, their attitude to what they say using various sentence patterns. Thus, they 
learn how to put several sentences together in one utterance. 
3.
After students have learned how to say a few sentences in connection with a 
situation, they are prepared for speaking at discourse level. Free speech is possible 
provided students have acquired habits and skills in making statements and in 
combining them in a logical sequence. At this level students are asked to speak on a 
picture, a set of pictures, comment on a text, and make up a story of their own. 
To develop students’ skill in a dialogue students are taught: 

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