Challenges of teaching speaking to general school pupils (in the example of A2 level pupils) content introduction Chapter Theoretical foundations of teaching speaking dialogical speech of the English language at the middle stage

Challenges of teaching speaking to general school pupils (in the example of A2 level pupils)


CONTENT


Introduction……………………………………………………………………….3
Chapter 1. Theoretical foundations of teaching speaking dialogical speech of the English language at the middle stage ……………………………………. .. 4

1. 
   General characteristics of speaking as a type of speech activity ....................... 4
   
2. 
   Ways of teaching dialogue and the supports used within them…… …….…….9
   
3. 
   Psychological and pedagogical features of middle school students when teaching dialogic speech in English…………………………………………………......12
   

Chapter 2 Teaching dialogic English speech at the middle stage in general educational institutions of the Republic ………….……………………………16
2.1. The state of learning to speak dialogical speech of the English language at the middle stage in general educational institutions of the Republic …………… ….16
2.2. Analysis of current state educational standards, exemplary programs and educational and methodological complexes in English in general educational institutions of the Republic…………………………………….............................19
2.3. A system of exercises for effective teaching of speaking dialogic speech of the English language at the middle stage in educational institutions of the Republic…………………………………………………………………………..26
Conclusion………………………………………………………………..…… . 36
Glossary……………………………………………………………………….…37
References…………………..……………………………………………………38

Introduction
The main and leading goal in teaching English in a secondary school is the communicative goal, which determines the entire educational process. One of the main forms of verbal communication is dialogic speech .
Teaching dialogic speech in English is one of the most acute problems of modern methods of teaching English. This is confirmed by a number of studies, articles, manuals that have appeared recently. And, nevertheless, this problem requires further methodological resolution, since the modern requirements for dialogic speech - to teach students to conduct a conversation in English - are not always and fully met.