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

Observation

Purpose: to determine the level of formation of dialogic speech skills in students of grade 5 "a".
At this stage of the work, observation of students was organized [see. Appendix 2]. With its help, we were able to find out how much students have developed dialogic speech skills.
We evaluated students according to the following criteria :
High level - 6 -7 indicators appear;
Average level - 4-5 indicators appear;
Low level - less than 4 indicators appear.
The observation took place over two lessons. As a result of this observation of students, we obtained the following results:
High level - 2 people; 
Middle level - 4 people;
Low level - 6 people.
After conducting research methods, it was found that in the experimental class the formation of the skill of dialogic speech is low. The results of the methods are shown in the diagram (see Appendix 3).⁹
We can say that our goal was achieved thanks to an adequate selection of research methods: conversations with the teacher and observation of students.
Thus, based on the data obtained, it can be concluded that Tuvan students face difficulties in learning to speak the dialogic speech of the English language at the middle stage. We believe that the reason for the low level of formation of the skill of dialogical speech is the insufficient knowledge of Russian by students. And the Russian language, as you know, is an intermediary in teaching English to Tuvan-speaking students. The critical position of teaching English at school, not only in the primary but also in the middle grades, is obvious. This problem is multifaceted. It includes the training of teachers, the state of methodological science, and textbooks.
2.2. Analysis of existing standards, exemplary programs, educational and methodological complexes in English in general educational institutions of the Republic.
In this paragraph, we will consider the analyzes of the federal component of the SES and the sample program for the basic school, as well as the existing teaching materials “ Happy English.ru” for grade 5 by the authors K.I. Kaufman and M.Yu. Kaufman and “ Enjoy English ” for grades 5-6 by M.Z. Biboletova , N.V. Dobrynina in educational institutions of the Republic.
According to the FC SES 2004, students master the skills to conduct the following types of dialogue: dialogue of an etiquette character, dialogue-questioning, dialogue-motivation to action, dialogue-exchange of opinions.
As a result of learning English, namely, speaking dialogic speech, the student must

1. 
   know:
   

• 
  basic norms of speech etiquette (remarks -clichés, the most common evaluative vocabulary) adopted in the country of the language being studied;
  

2. 
   use the acquired knowledge and skills in practical activities and everyday life in the field of speaking dialogical speech:
   

• 
  start, conduct / maintain and end a conversation in standard situations of communication, observing the norms of speech etiquette, if necessary, asking again, clarifying;
  
• 
  ask the interlocutor and answer his questions, express his opinion, request , answer the interlocutor's proposal with consent / refusal, based on the studied topics and learned lexical and grammatical material [FC GOS 2004, p. fifteen].
  

According to the sample program in English for the main school, in the I variant of approximate thematic planning, i.e. in grades 5–7, the development of such communication skills as the ability to conduct an etiquette dialogue, dialogue-questioning, dialogue-motivation to action, dialogue-exchange of opinions continues , combined dialogue. At the same time, in comparison with elementary school, the subject content of speech becomes more complicated, the number of replicas uttered by schoolchildren during the dialogue increases, and the language design of speech becomes more diverse. The volume of the dialogue: at least 3 remarks from each student [Exemplary program in English, 2010, p. 31-32].
The development of dialogic speech among schoolchildren in the second variant of exemplary thematic planning, i.e. in grades 8-9, it provides for mastering their skills to conduct an etiquette dialogue, questioning dialogue, motivation dialogue, exchange of opinions dialogue, combined dialogue, polylogue . Dialogue volume: at least 4-5 remarks from each student [Exemplary program in English, 2010, p. 44-45].
With the participation in these types of dialogue and their combinations, students solve various communicative tasks that involve the development and improvement of the culture of speech and the corresponding communication skills.
As a result of learning English, namely speaking dialogic speech, students in grades 5-9 should be able to:
• start, conduct/support and end various types of dialogues in standard situations of communication, observing the norms of speech etiquette, if necessary, asking again, clarifying;
• ask the interlocutor and answer his questions, expressing his opinion, request, respond to the interlocutor's proposal with consent / refusal within the studied topics and learned lexical and grammatical material.¹⁰
An analysis of the state educational standard, an exemplary program in English suggests that at the middle stage of schooling, students should have such knowledge and skills that they can freely conduct dialogues in English using the conceptual apparatus, vocabulary, clichés . Since dialogical speech is used much more often in English lessons, for example, during a speech warm-up, when the teacher asks questions to students that involve their discussion. Based on the foregoing, the minimum of knowledge, skills and abilities set forth in the educational standard and exemplary program must be carried out without fail at the middle stage of education.
Next, we will analyze the UMC “ Happy English.ru” for the 5th grade by the authors K.I. Kaufman and M.Yu. Kaufman and “ Enjoy English ” for grades 5-6 by M.Z. Biboletova , N.V. Dobrynina.
WMK authors K.I. Kaufman and M.Yu. Kaufman "Happy English.ru" for the 5th grade of a general education school meets the requirements of the curriculum for the formation of complex communicative skills of students at the middle stage of teaching English.
TMC is designed for English classes three hours a week, which corresponds to the provisions of the modern basic curriculum . By the end of the school year, students should master the skills in all types of speech activities: reading, listening , speaking and writing.
The purpose of this EMC is fully consistent with the program and standard. It has the stamp "Accepted by the Ministry of Education of the Russian Federation as a textbook in English for the 5th grade of educational institutions", included in the federal list and catalog of educational and methodological literature.
Control and evaluation of students' activities is carried out with the help of control tasks given in the "Book for the teacher".
The material of this EMC is convenient in working with a group with different accumulation , and the use of TSO increases the effectiveness of training.
The course content of this EMC consists of 11 sections and corresponds to the level of students at the middle stage of language learning.
The teaching materials allow taking into account the internal and external conditions of learning: the individual characteristics of students are fully taken into account, recommendations and means of development are given, although the teaching materials do not contain material with differentiated tasks. The content of the educational complex and tasks correspond to the interests and needs of students, age characteristics are taken into account. The proposed teaching methodology can be adapted to the characteristics of the class and your own teaching style.
This UMC is based on the author's program. It fully reflects the current trends of domestic and foreign methods. Each component includes an audio cassette and a video cassette. The course " Happy English.ru" facilitates the teacher's work as much as possible and reduces the time of preparation for the lesson. Thematic planning gives the teacher the necessary information about the sequence, pace, distribution of the passage of the material into sections during the year.
Textbooks are built in the form of ready-made lesson plans, where the number and sequence of assignments are oriented to the real teaching time of the lesson.
A feature of the meaningful construction of the course is the use of an original end-to-end storyline that ties together all the lessons at the end of the first and subsequent quarters. The adventurous content of the EMC, saturated with a large amount of country-specific material, provides a high level of motivation for students who are interested in following the development of the plot and anticipating the course of further events.
The material of the textbook is given by the lesson. As for the lesson methodological recommendations, they are given in short form, so the preparation for the lesson takes quite a lot of time, since the teacher has to independently think through the individual stages of the lesson. The material is not divided into quarters, the teacher himself determines the number of topics studied in a quarter.
The "Book for the teacher" includes keys to exercises, thematic tests.
There are no quarterly and annual tests, the material for which is compiled by the teacher himself.
The design of the textbook meets modern printing requirements: 1. bright, colorful drawings, symbols; 2. large, easy -to-read font; 3. good structure for constructing tasks; 4. high quality white paper; 5. hard- stitched binding.
TMC provides the necessary level of development of language, speech and socio-cultural material in the system of exercises and tasks, which contributes to the implementation of the requirements of the program for the development of all types of speech activity of students in the 5th grade.
And now we will analyze UMK “ Enjoy English ".
Enjoy English is an educational and methodical set in English for educational institutions. This UMK was created by Russian teachers M.Z. Biboletova , N.V. Dobrynina and N.N. Trubaneva , published by the publishing house "Titul" in 1998 and republished with changes in 2008. The textbook is recommended by the Ministry of Education and Science of the Russian Federation for use in the general educational process in secondary schools.
The design of this teaching material is attractive, since all the material is accompanied by colorful illustrations, regional texts and references are accompanied by bright photographs. The entire composition of the UMK has a European standard in the format 60 × 84 ̷ 8. The textbook has a hard glossy cover. The font is chosen well, the boundaries of the exercises are clearly visible.
The EMC is part of the English language course for grades 2-11 and provides continuity between the primary and secondary stages of education. The course of study on this EMC provides the necessary and sufficient level of communicative skills of students, oral and written speech, their readiness and ability to verbal interaction in English within the framework of the designation of topics. The course takes into account the real situation of general education schools. Under these conditions, it is necessary to maintain the motivation of students at a sufficiently high level. To do this, the authors tried: a) to make the content of the course non-standard and attractive (the plot construction of the textbook, the use of interesting and informative regional studies material, the selection of vocabulary, the presence of games, poems, etc.); b) ensure the feasibility of assimilation of educational material for students of different levels of training (detailed and accessible explanations, repeatability of the material); c) provide the opportunity to build an individual trajectory for individual students while maintaining the overall pace of the course ( multi-level tasks, creative tasks, projects); d) ensure a repetition of the material covered.
The analyzed teaching materials are designed for 102 teaching hours with three lessons per week, which corresponds to the provisions of the modern basic plan and consists of eight sections, each of which is designed for one quarter: Units 1-4 are studied in the 5th grade, Units 5-8 in 6 -th class. The teaching kit "English with pleasure" for grades 5-6 includes a textbook, a teacher's book, a reading book for grade 6, a workbook, an audio application .
The content of the course fully complies with the mandatory minimum of education and the age characteristics and interests of students. The concept underlying this WCU is modern and scientific, because built on the following principles: communicative orientation, awareness in language learning, reliance on the native language, feasibility, situationality and novelty, differentiation and integration, activity in the educational process, student autonomy, their initiative in finding the right solution when faced with difficulties and errors in the process mastery of a foreign language; visibility, educational and upbringing value of training, socio-cultural orientation, repetition of the studied language structures and speech patterns; diagnosing function of control, mental activity of students in the process, constant feedback.
These principles actively stimulate the creativity and professionalism of the teacher.
The exercises offered by this EMC are situational in nature. They are focused on activating the activities of students in a meaningful context for them, they always have semantic significance and a sufficient level of problematicity .
Tasks are formed in such a way that communicative meaning is visible in their implementation. And the presence in each task of samples of their correct implementation increases the quality of studying the memorization of material. In addition, the textbook contains a grammar reference and a dictionary that allow students to successfully complete the proposed tasks. The undoubted advantage of the WMC is its design. It is colorful, bright, many illustrations, diagrams, tables, which improves the quality of learning. Tasks with project activities are found, but they are not enough (for example, exercise 35 - Make a presentation of your tour . Tell about the places you would like to show to you visitor) [ Biboletova , 2008, p . 71]. We believe that it is necessary to provide students with more independence, to give more such tasks when repeating topics.
The textbook contains dialogues on various topics that comply with the rules of speech etiquette and, most importantly, form the minimum sufficient level of communicative competence in students. Tasks are formed in such a way that in their implementation an exit to real communication is visible ( Discuss the table on page 18 with your partner - p.17 exercise 37; read the rules and discuss them with your classmates . Add your own rules- p.14 ex.27 ; Your brother is going to visit Finland next month. Ask him questions about his plans - p.31 ex.17 and t . etc. ) [ Biboletova , 2008, p. 14, 17, 31]. In this case, different forms of work are used (paired, individual, group, collective). Thus, conditions are created for the development of individual abilities of students in the process of their collective interaction, which contributes to the development of independence, the ability to work with a partner.
Each Unit of the textbook has a “ Homework ” section, the tasks of which are aimed at controlling the material covered. This section is duplicated in a workbook in which students perform a variety of tasks to consolidate grammatical and lexical skills.
The Teacher's Book clearly formulates the tasks and indicates new language material for all types of speech activity for each section. Detailed recommendations are given for each section of the textbook and the teacher, it does not take much time to prepare for the lesson. You can work with the textbook without constant reference to the Teacher's Book.
Thus, after analyzing the existing educational and methodological complexes in English for basic schools in general education institutions in the Republic, we can say that the main characteristics of the analyzed teaching materials are:
– compliance with European standards in the field of learning English;
- the formation of schoolchildren's communicative skills in all types of speech activity in real situations of communication in their integration;
- development of speech, intellectual and cognitive abilities, as well as general educational skills;
- the inclusion of students in the dialogue of cultures - Russia and English-speaking countries, their acquaintance with the world of foreign peers;
– development of skills of independent work, self-control and self-analysis;
– variety of its components;
- the unique structure and content of textbooks, their bright and colorful design, beautifully composed audio accompaniment.

3.