34. Навч. Читання іноземною мовою.

Reading is one of the main skills that a pupil must acquire in the process of mastering a foreign language in school. Reading is great educational importance as a reading is a means of communication; people get information they need from books, journals, magazines, newspapers, etc. Through reading in a foreign language the pupil enriches his knowledge of the world around him. He gets acquainted with the countries where the target language is spoken. The teacher can use the whole system of exercises for developing pupils’ ability to read which may be done in two forms – loud and silent.

Reading aloud. The following methods are observed: the phonic, the word, the sentence methods. When the phonic method is used, the child learns the sounds and associates them with graphical symbols – letters. In the word method a complete word is first presented to the child. When a several words have been learnt they are used in simple sentences. The sentence method deals with the sentences as units of approach in teaching reading. The teacher can develop pupils’ ability to read sentences with correct intonation. Later the sentence is split up into words. The combination of the three methods can ensure good reading.

Non-communication exercises for teaching reading:1 acquisition with the letters; 2 mastering letter–sound and sound–letter connections; 3 automatization of the operation of perceiving the words; 4 acquisition with the rules of reading vowels, consonants, letter combinations; 5 the formation of the habits and skills in reading words, words combinations and sentences.

Exercises aimed at the development of graphic–phoneme connection:- sound the letters; - read the letter in different positions in a word; - choose the letter; - count the letters and sounds in a word; - combine capital and small letters; - write down the letter, named by the teacher; - choose the words beginning with the letter…; Stages of work on the text: 1 information of the teacher, concerning the author of the text or the branch of the science, the text belongs; 2 pre-reading exercises; 3 reading of the text; 4 comprehension check; 4 consolidation based on the text.

35. Етапи навчання діалогічного мовлення. Система вправ. Рол. Гра у навч. Діалогу.

Dialogical speech is a process of discourse of two or more persons.

There are three stages in learning a dialogue: (I) receptive; (2) reproductive; (3) constructive (creative).

2. Pupils "receive" the dialogue by ear first. They listen |o the dialogue recorded or reproduced by the teacher. The teacher helps pupils in comprehension of the dialogue using a picture or pictures to illustrate its contents. They listen to the dialogue a second time and then read it silently for better understanding, paying attention to the intonation. They may listen to the dialogue and read it again, if necessary.

Pupils enact the pattern dialogue. We may distinguish -three kinds of reproduction Immediate. Pupils reproduce the dialogue in imitation of the speaker or the teacher while listening to it or just after they have heard it. The teacher checks the pupils' pronuncia­tion, and intonation in particular. The pupils are asked to learn the dialogue by heart for homework.

Delayed. After pupils have learned (he dialogue at home, they enact the pattern dialogue in persons. Before calling on pupils it is recommended that they should listen to the pattern dialogue recorded again to remind them of how it "sounds".

Modified. Pupils enacl the dialogue with some modifi­cations in its contents. They change some elements in it. The more elements (main words and phrases) they change in the pattern the better they assimilate the structure of the dialogue:

-----Will you help me. sonnv? -----What shall I do. .Mother? --------Will you bring me a pail of water? -----------Certainly I will.

The use of pictures may be helpful. Besides pupils use their own experience while selecting the words for substitu­tions.The work should not be done mechanically. Pupils should speak on the situation. As a result of this work pupils master the structure of the pattern dialogue (not only the contents), e., they can use it as a model for making up dialogues of their own, that is why pattern dialogues should be carefully selected. The first two stages aim at storing up patterns in pupils' memory for expressing themselves in different situations, of course within the topics and linguistic material the sylla­bus sets for each form.

3. Pupils make up dialogues of their own. They are given a picture or a verbal situation to talk about. This is possible provided pupils have a stock of patterns, a certain number of phrases for starting a conversation, joining in, etc. They should use those lead-response units they have learned in connection with the situation suggested for a conversation.At the third stage the choice of stimuli is of great impor­tance, as very often pupils cannot think what to say, though they know how to say this or that. Therefore audio-visual aids should be extensively utilized. Rule for the teacher: In teaching dialogue use pattern dialogues: make sure that your pupils go through the three stages from receptive through reproductive to crea­tive, supply them with the subject to talk about.

The stages of teaching dialogues:These are different approaches to teaching dialogues:

7. From top to bottom (when a model – dialogue)

8. From bottom to top (the elements of dialogues are taught and then the students compose their own dialogues)

The second approach is considered to be more effective. The stages of teaching dialogues:

10. Acquisition with certain dialogical units;

11. Composing microdialogues;

12. The ability to compose a dialogue of any functional type.

These are 4 groups of exercises for teaching dialogical speech:

9. Exercises, which teach the students to respond;

10. Exercises acquisition with dialogical units of different types;

11. Exercises the aim of which – to compose microdialogues of different functional types.

12. Exercises the aim of which – to compose dialogues of different functional types.