Keyword: «oral speech»

The paper presents teacher’s experience of formation of oral and written speech of students of 5th-6th grades at the lessons of history.

The paper deals with the problem of availability of today's educators, primary school teachers to use the variety of teaching methods and techniques of speech development of younger s in the course pupils different types of speech activity. The modern teacher should have sufficient theoretical and practical experience in working with younger pupils to use it in the various kinds of speech activity. The paper provides significant amount of work methods and techniques that are used in the work of teachers with younger school children. We use the analogy method, when students model phrases and sentences. The analogy is one of the analytical methods for teaching and learning the Ukrainian language, which is to established in similarities between the phenomena, objects, concepts. It is used for explanation of a new stage based on a material with partial similarity by comparing the known concepts. Verbal literacy method is widely used in work on the development of oral speech during. This method can be implemented using a variety of techniques (interview, story, message, reasoning). The effectiveness of the elementary school teacher will depend on how well and it will be appropriate to use them in work with children.

the article deals with the problems of monologue speech mastering by young schoolchildren in conditions of bilingualism. Here are results of monologue speech skills levels by primary school children in oral and writing forms. Also the article deals with oral speech skills and development and offers Russian monologue speech development conditions.

Speech breathing is significantly different from physiological breathing, due to the special requirements for the respiratory act during speech. Preschoolers with dysarthria first of all have to develop lung volume, and in senior preschool age to develop the type of chest breathing. It will be the basis for the development of proper phonation breathing.

Introduction gives an idea of the importance of learning English grammar to Russian college and University students in the context of continuity in foreign language education. The purpose of the article is to identify the common features and differences in the current state of teaching grammar to Russian non-linguistic college and University students, to identify problems and offer ways to solve them. The methodology and methods of research include the analysis of foreign and domestic scientific and methodological literature on teaching grammar, comparison of foreign language exemplary programs for colleges and universities, practical comparison of the perception of the grammatical issues by college and University students. The results of the study showed that the process of Russian non-linguistic colleges and University students’ grammatical skills formation has common problems. Firstly, it is the absence of grammar topics and grammar exercises in many ESP textbooks, and secondly, the most general form of description of the content of teaching grammar in exemplary programs for both colleges and universities, with no links between grammatical and lexical topics. Comparing the requirements of the Federal State Educational Standards of secondary vocational and higher education shows that University graduates, unlike college graduates, need to know grammar for both oral and written speech production, as they will not only communicate with colleagues, but also prepare presentations, write articles, theses, abstracts and some other kinds of texts. Experimental lessons show that it takes college students more time to master grammatical skills than University students, and college students have smaller vocabulary. In order to ensure continuity in language education, it is necessary to include certain grammatical topics necessary for the development of writing skills into college working programs. Learning grammar is closely related to lexical skills. Thus it is necessary to encourage college students to enlarge their vocabulary, so they have their lexical base equal to the level of University entrants. Teaching English grammar at the University needs professionally-oriented vocabulary to move forward to foreign language competence development.