The theoretical aspects of using lexical models as a means of intensification of training monologue speech at the upper-intermediate level

4. Comparison of contrast critical comments about the writer in order to identify the peculiarity of his disposition.

Compare the following statements concerning Dickens? general attitude to the world:

“The dominant mood in which his world is created is not at all one of good-natured acceptance of things, but a mood of nightmare compounded of lurid melodrama and savage comedy...” (W. Allen).

“The great truth and passion behind the work of Dickens was his sense of joy in things...” (G. Chesterton).

“No novelist deals so largely with happiness itself...” (J. B. Priestley).

Does Alien?s statement contradict those of Chesterton and Priestley, or do they have some common ground? (Can both the nightmare and the happiness be traced back to the author?s personal experience which shaped his outlook?) Are both moods balanced in the novel or does one of them prevail?

5. Self-selection and formulation of properties of skills of the author, providing him the interest of the modern reader.

“Не seems in so many ways to be very English, and indeed very Victorian; yet there is something universal in his appeal.” (J.B. Priestley)

Explain your point of view.

6. Summative evaluation of the skill of the author, suggesting an objective view of its strengths and weaknesses and the justification of the properties, that determine the author?s true talent.

Can Dickens be called a great writer? Explain, why.

Although this lesson is of the same type as the previous one, it is in fact completing a series of such lessons and includes the results of these lessons.

This is reflected in almost every exercise.

These were types of exercises to improve the students? speaking skill using lexical models and to intensify the process of training monologue speech at the upper-intermediate level of learning English. The latter type of exercises is of a inductive type of training monologue speech, for its being based upon the information read earlier, and which is being discussed only, during lessons that they are supposed to take place at.

2.2 The experimental work on the use of lexical models as a means of intensification of training monologue speech

In order to confirm the hypothesis presented in this diploma work, during our school practice we carried out experimental work on the use of various lexical models in training monologue speech on the 9th grade of Petropavl Lyceum at the College named after M. Zhumabayev.

The purpose of our experimental work was the confirmation of the hypothesis that if lexical models are used in the process of teaching of a monologue speech, the students? skills in organizing and preparing a monologue will improve.

13 students of the 9th grade took part in the experimental work.

In this module of the second part of my diploma work I?m going to give a detailed explanation of the implementation of the lexical models to intensify the training process of teaching monologue speech at the upper-intermediate level. Though, the class my practical work took place with was the 9th grade and were supposed to be at the Intermediate level, I was lucky to have a group of high-skilled students who had no less than upper-intermediate level of English. There were twelve students in the group I taught, and the four of them were the participants of a “Regional Olympiad of the English language”, and two of whom took 2nd and 3rd places. Previously, I would like to inform you that I had my practice at the same school and with the same class, which were the 8“a” grade last year. I had a pretty good overview of the students? English level and was really glad that this year, I was teaching the first group only, who had a much higher level of English in comparison with their classmates in the other group. I would like to mention the fact that my students had the intermediate level of English in general. But there were a number of students who had the upper-intermediate level as well. So it was possible to carry out an experimental work of my findings about the monologue speech on them. The next pages of this work will contain the Lesson Plans and their application to the first group of the 9“a” grade at the “Lyceum at the College named after M. Zhumabayev” of the Petropavl town.

And moving further, I would like to inform you that I had my state practice at the “Lyceum at the College named after M. Zhumabayev” with the 9“a” grade and the explanation of the effects the lexical models used at the lessons had on the students? ability to present a speech. And as I have mentioned before, as I had my last year?s practical work with the same students, I was acquainted with their level of English language pretty well.

The aim of our experimental work during the practice was to identify the most effective lexical models to intensify the training of a monologue speech. As we investigate and study the training of monologue speech, as the main component of speech activity. At the beginning of our experiment, we carried out a survey if the students liked or disliked speaking English with their peers and classmates. And as a result, there were 6 students who liked it and the other part, which consists of 7 students that did not like it very much. Thus, we had to teach them so that they would like it.

The experimental work consisted of three stages:

1. Ascertaining stage

2. Formative stage

3. Control stage

The ascertaining stage:

The aim of the first stage was to identify the proficiency of students? speaking skills. First, each student was made to speak a text in order to identify their ability and knowledge of a speaking task in total. So out of the 13 students tested, there were 5 students who started their speech with the Introduction Part and tried to develop their ideas further in the text. And the other 8 students made different variants of their speeches, plainly naming the topic of their speech and moving to the body part immediately or just telling what they think about it and give justifications for their thoughts which is also considered to be a body part of the monologue speech. So here we have such a pie chart where we can see the students who handled and couldn?t handle the introduction part of the speech:

Figure 1 - The analysis of the students having or not having basic knowledge about the monologue speech

As you can see from the pie chart, a lot of students have no knowledge of the fact that any speech should be introduced first. So, as a result, we got such poor results on whether their having or not the introduction part in their monologue speech.

Figure 2 - A chart which shows the amount of students who backed their opinions up while speaking



Formative stage:

During the research at the lessons there was an attempt to try a variety of methods and ways of working with speaking material in order to identify the most effective.

During the experimental work we have worked out our lessons to work with speaking material, using communicative teaching methods and different ways of working with speaking.

As I carried out an experimental work with my class, the other student taught the other class.

Next, the two classes were taught by two different methods: one with a communicative approach (the experimental class) and the other with the traditional grammar-translation method (the control class). During the research period, six lessons were observed in both classes.

We give examples of methods that we used at lessons during the formative stages. They relate to the formation, development and improvement of grammar and language skills: brainstorm, cluster, and work in small groups - in three, games, including role-playing, visualization.

English poems and songs.

During the formative stage of the experiment, we began to study the material for two new themes: “Food and drinks”, “Traveling”. All lessons are presented in the appendices (Appendices A-F).

Fragment number 1. When passing lesson on the topic “Food and Drinks”, there was worked out and conducted a lesson that aimed to familiarize students with the new vocabulary relating to grammar and to conduct an initial consolidation of learned words and fixing grammar (Appendix A). At the first lesson of the formative stage we used an interactive method (“work in pairs.”). Semantization of new words was held with visual-aids (slides) and listening (using multimedia complex).

At the beginning of the lesson the children were familiar with the grammar on the topic ?Countable and uncountable nouns?. On the slides were displayed the grammar rules. Nouns can be countable and uncountable. Countable nouns have singular and plural form, and uncountable have only singular form. We can use numbers with countable nouns but cannot use them with uncountable nouns. For example we may say “One banana”, “two bananas”, but “one rice”. We can use indefinite articles with countable nouns in singular form, but in plural form we use them without indefinite articles. We use some any both with countable (in plural form) and uncountable nouns. “I have got some questions”, “Do you have any questions?”.

Students watched and listened. They were asked to tell their own examples.

So you can tell your own examples. Good, well done! Pupils write the grammar down into the exercise books. They wrote it down in their notebooks.

Then they listened to the words looking at the pictures of drinks on the slides:

Water, cocoa, coffee, tea, milk, juice. Teacher: Listen to the words attentively and then repeat after the Speaker. Then they repeated the words several times after the speaker.

The next task was for performing in pairs: Answer and question “I have got…” The cards of food and drinks are given out to children. P1 should tell about what he has got and then to ask P2 using some, any and a/an articles. “I have got an apple/ some apples. Have you got any apple?” and vice versa.

The pupils? task is to understand the difference of using some/any, a/an in affirmative, negative and interrogative sentences. There were produced speech skill and ability to ask questions via some/any, a/an in pupils.

In the middle of the lesson was done charging. Students should repeat after the teacher each track. Charging gives exercise to the pronunciation of words.

Teacher: Repeat after me!

Bread and butter, milk and tea,

Put your finger on your knee.

Bread and butter, cake and ice,

Put your hands on your eyes.

Bread and butter, duck and rose,

Put your finger on your nose.

Bread and butter, juice and eggs

Put your hands on your legs.

Exercise “Brainstorming”. In this exercise, the children guessed unnecessary words and explain why they are unnecessary in the list. The word list has countable and uncountable nouns.

Next is a pair work. Role-playing games. Teacher gives two topics on role play; students choose the best theme and make up a dialogue in pairs. Thus, students use thematic vocabulary and some/ any, a/ an. On the theme “restaurant” children should make the dialogue between the server and the client. On the theme “In shop” they make up a dialogue between buyer and seller. The purpose of this task is to develop thinking and language skills, and to learn grammar.

Teacher: There are two themes up to pupils? choice “In the restaurant”, “in the shop”. Pupils choose one of the themes and make a dialogue using some/ any, a/an and countable and uncountable nouns.

At the end of the lesson there is writing. Children should put instead of dots some/any, a/an. The teacher tells the children the first exercise for example. Further children understand and make each one individually. At the end of the job, exercise is checked with teacher aloud.

At the end of the lesson the teacher gives scores for the written work and the lesson.

Fragment № 2 - the second lesson on “Food and drinks” was conducted with the use of game ways of teaching, songs consolidating the studied topics (Appendix B).

At the beginning of the lesson the children were asked about the past topic of the last lesson. Children had to recollect grammar on countable and uncountable nouns.

Teacher: In previous lesson we talked about countable and uncountable nouns. Who can tell me some examples for countable and uncountable nouns? What is difference between them? Children tell their examples and explain the differences.

Further, the game is “I drink tea with/ I don?t drink tea without”. This game is aimed at creating a natural situation for the use of this speech pattern. At the beginning of the game teacher gives an example that children understand the meaning of the game, and then they may ask each other.

Teacher: Do you like drink tea? What do you like to drink tea with?

Children: With a biscuit, with a cake.

Teacher: So tell me about it using a/an and some/any. I don?t drink tea without any sugar and I like to drink tea with some milk. And you?

Children tell their sentences one by one.

Next the text comes. This kind of job is transformational, as the text is not complete and the children?s main task is to tell their predictions what will happen next. This exercise develops the children?s imagination and develops their speech activity and independence to express their thoughts. Children can consult with each other and offer the general idea.

Teacher: I am going to read story about…. This is unfinished story. You should say your suggestion about what will happen then.

The next exercise was done in writing. Children need to fill in the gaps using some/any. Each student makes the task individually. At the end the answers are verified and right wrong use of some/any are discussed.

Put down Some or Any:

Teacher Fill in the gaps with some or any.

1. I would like ... tea, but would not like … biscuits.

2. Is there … sugar? I can`t see...

3. I usually buy … cheese.

4. I don`t buy … coffee.

5. We need to buy … bread because we haven?t any.

6. There are … books on the table near the TV set.

7. There is not … bread on the table.

8. Are there … tables in the classroom?

9. There are … pupils in the school.

10. There isn`t … water in the cup.

Simulation-game “Arranging to meet”. It is necessary to develop the skills of spontaneous communication in accordance with the needs of the situation, and this requires a system of communicative-oriented exercises. This game develops speaking skill and thoughts. Children are given cards with written situations on them, which are should be acted out by students spontaneously. Teacher explains the rules of game and its point then just observe the students? speaking skills.

Teacher: Now we are going to arrange a reunion to celebrate one of our classmate?s birthday. You have to agree when and where the reunion will take place. Let?s divide into groups of five. Each group must decide where they should meet and when, based on the information I?ll give you.

Pupils are given out cards with following tasks:

Group 1: You want to have lunch in a restaurant. You should think of reason why this is the best choice.

Group 2: You want to have dinner at home. You should think of reason why this is the best choice

Group 3: You want to have lunch at home. You should think of reason why this is the best choice

Group 4: You want to have dinner in a restaurant. You should think of reason why this is the best choice

Group5: You are undecided. You should listen to the others? ideas and then agree with the suggestion you like best.

Fragment № 3- the third lesson we had to fix the material by past topic, using role-play for activating the vocabulary, and using didactic cards, the task of problem character.

At the beginning of the lesson there was an exercise to fill the table, using these words. Children?s main task is correctly to distribute given nouns on columns with countable and uncountable nouns.

The following task “check yourself!” is assigned that each student to carry out the task individually, to find how he had learned grammar and a past theme. Sheets with the tasks are hands out to each student. Students? task is to fill in the gaps using some/any.

Teacher: Write the correct determiner (some or any) into the sentences.

After completing the exercises the teacher collects sheets for checking and estimation of students? knowledge.

Teacher: Well done! Now you see that the topic of our lesson is “Travelling”.

Now look at the board and read the grammar pattern. We use the present perfect when we talk about period of time that continues up to the present. We talk about period between short time ago and now. For example: Tom is looking for his key. He can't find it. He has lost his key. It means that he lost it a short time ago and he still doesn't have it. This is the present perfect tense. So pay attention on the construction:

I /we/ they/ you have (haven?t) lost,

He/ she has (hasn?t) lost.

Have I/we/they/ you lost?

Has she/ she lost?

Children write down all grammar patterns in their notebooks.

On the second slide we see dialogue between Jane and Dave. They are talking about places Jane has visited in her life and it continues up to the present.

So let?s speak about travelling. We know that many people are fond of travelling.

1. Why do people like to travel?

P1: They want to learn about different countries, cultures and sightseeing.

P2: Travelling is good because you meet new friends.

P3. You can visit famous museums, galleries, buy souvenirs.

P4: You can learn about national traditions of many countries.

2. How can people travel?

P1: They can travel by car, by ship, by plane, by bus, on foot.

3. What kind of transport do you prefer to travel? Why?

P1: I prefer to travel by car because I can stop when and where I want and enjoy nature.

P2: I prefer to travel by sea because I enjoy the wind and the sea.

P3: I prefer to travel by plane because it?s the quickest means of transport and very comfortable.

P4: I prefer to travel by train because it?s the most convenient and not expensive.

4. What do people do on the board the plane?

Ps: Read books, newspapers, magazines, listen to music, watch films, sleep.

Teacher: there are a lot of countries in the world. What countries do you know?

Ps: America, England, Russia, China, Germany, France, Australia, India, Korea.

Teacher: What are associations with?

China (the White wall)

Egypt (pyramids, sphinx)

USA (the statue of Liberty)

England (Trafalgar Square, Double-deckers, the Big Ben)

India (TajMakhal)

Thus children express their opinions about the traveling. Teacher monitors students? speech and, corrects their mistakes if necessary.

T: Look at the board again and say which of these items do you need when you travel to other countries? Now rub the wrong words. (There are written following words on the board):

Air hostess, suitcase, visa, mountain, skyscrapers, bicycle, passport, ticket, information desk, check-in desk, trolley.

P1: If I go to travel I need….

One by one every pupil says what item he or she need for travelling.

In the next exercise pupils must take interviews from tourists come from other countries. We divided class into groups of two. The first group is tourists and other is inlanders.

Teacher: Pupils today 6 guests have come from USA, England, India, China, Egypt and Germany to our country. They are tourists. You should greet them and ask the questions about their travelling.

P1: What is your name?

P2: My name is Mike. I have come from England.

P1: Do you like to travel?

P2: Yes, I do…..

Pupils work in pairs.

Fragment №3. Continue of studying the material on the topic “Travelling” (present perfect) (Appendix E). The second lesson on “Travelling” was conducted using the game form as board game “Tell me”. At the beginning of the lesson there were asked questions:

Teacher: Now tell me about where have you been already?

P1: I have been to Almaty, Astana.

Teacher: Have you been to other countries.

P1: I have been only to Russia.

Teacher: What city is you have been to?

P1: to Moscow.

Teacher: Where have you been?

P2: I have been to London…

Children tell where they have already been. what country or city they have visited.

Next, the teacher asks what interesting and incredible happened during their trips. Thus, children tell interesting adventure one by one. And thus they develop spontaneous speech.

Teacher: That?s good! Now could you tell me about your interesting, and unbelievable or funny moments during your travelling?

P1: When I was in….

The following exercise is for matching sentences within their results of the action.

T: Match the sentences with the results of the action.

1. I have just had lunch.

2. She has already left the house.

3. Somebody has broken the window in our classroom.

4. I have known her since our childhood.

5. We have left all the money at home.

6. Your mistakes have taught you nothing.

7. She has cut her finger.

8. He hasn?t come yet.

9. David has been to the USA more than once.

10. Some fool has left the door unlocked.

11. Grandmother has written a letter.

a) He is not here.

b) I am not hungry.

c) It?s too cold in here.

d) He knows this country very well.

e) She cannot write now.

f) She must be on her way to college.

g) She is my best friend.

h) We can?t buy anything.

i) It is open now.

j) You are doing the same silly thing again.

k) She is going to the post-office now.

There is time given to match the sentences.

During the practice at school, we carried out an experiment and thus used the lexical models to intensify the training of a monologue speech. And we taught the students each part of “The Global Lexica-Semantic Model of a Monologue Speech” lesson by lesson while we had a home reading and had free time left at the end of the lesson. So the students had to speak on different topics.

As a result at the end of our experimental work the students were use their vocabulary base more flexibly and all the students from my group understood the value and importance of each part of a monologue speech. The Introduction, The Body, Conclusion; the students got to know the roles they play in a speech and how to use them in a more effective way and to become a good speaker to your interlocutors. So as you may have been thinking the results were very good, even if not stunning, but though, the progress could be seen with the naked eye, to be exact, they could be heard with the naked ears.

So here is the result chart and of course, the fact, that the students? result of the correctness of the pre-test results with the post-test results? obtained in the research course, it should be noted that the level of knowledge of students increased. The students got to know what is a monologue speech and how to begin speech, how to interconnect ideas, how to justify their statements, how to give reasons or show results and etc: so, in total, the students acquired a lot of knowledge and learned how to speak correctly in a short time. The progress they have made is really huge if to consider the amount of time they had to learn it all. That may just be the help of our imaginative approach to the topic and the efficiency of the research was proved, all in all. In the end of the research, the students were able to interconnect their ideas, in a correct order, using appropriate lexical models in the parts of the speech where they are supposed to be used. For this I would like to thank the teacher of the class I had practical work with, Raziya Eskendirovna, for raising such smart students, because it was really easy to work with them, and it was really fun. Even though, they are at the 9th grade, some of them already have an upper-intermediate level of English which is more than I could expect them to be. So the next charts show the overall progress of the students in mastering the art of monologue speech:

Figure 3 -The results of the students? ability to make a monologue speech

According to the results the research work it is clear that students? interest in this class improved through a variety of methods and ways of working with grammar, namely games, exercises of various kinds, supports, visual-aids, songs, poems, communicative methods.

Thus, we can conclude that at the English lessons the training of a monologue speech using lexical models and a variety ways of working, speaking material is absorbed better. We can compare the first and second control and see the difference. Hypothesis, which we defined in the introduction of our thesis, is proved.

Using different models and activities in the formation of speaking skills:

1. simplifies the process of possessing a foreign language;

2. increases the quality of mastering of the studied material;

3. reduces various kinds of difficulties;

4. brings recovery into the learning process;

5. enhances positive motivation.

Usage of lexical models has a positive influence on the development of students? monologue speaking skills, learning foreign language communication in the unity of all its functions: informational, regulatory, value - orientation and etiquette. Students develop compensatory skills, the ability to get out of the situation with lack for foreign language means. Children learn to act in a collective, and to find approach to other people. Besides, the game creates favorable emotional background that leads to the removal of language barriers and promotes development of motivation, increases pupils? interest in the subject.

Summary of Part 2

From our experiment, we see that teaching monologue speech using lexical models has the ability to help learners study and practice not only monologue skills but also grammar patterns and develop their vocabulary.

Our experiment work has shown that using lexical models on the English lessons are more effective than traditional lessons in helping learners raise their ability to produce a speech correctly and appropriately. Learners were more motivated when they experienced more interesting and vivid topics to talk about than their friends did in the control class.

The learners did better in the experimental class, with communicative grammar lessons, than in the control class, with traditional lessons. Communicative activities such as language games, role-plays, pair work, and group work helped to improve learners? training of the monologue speech and accuracy skills better than the other activities. Pupils? level of knowledge and enhance interest to the subject was qualitatively changed by usage of the most effective methods of teaching monologue speech.



CONCLUSION

In this research work we tried to demonstrate the importance of applying lexical models in the process of FL teaching, by examining functions and the role of lexical models in the process of training monologue speech.

The monologue being a complicated process which needs to be built up coherently, logically correct, so that the words and ideas are interconnected with each other and requires a merely deep knowledge of the grammar rules and vocabulary base as well. So, the upper-intermediate level proves to be very convenient to training monologue speech as the students of the 9-11 grades are at the age of psychological pre-maturity and are eager to give their opinions on different subjects, concerning even global issues and comprehensive topics.

In the study, we proved the effectiveness of our system of lexical models for the monologue speaking skills formation. This lexical model system was developed taking into account the age of the students, individual qualities of their character. We showed that the skill is formed through knowledge and abilities and is based on the principle of the algorithm.

We have identified pedagogical principles, its guidelines and conditions for learning technology because learning carries upbringing. In the research process, we introduced our lexica-semantic model of a monologue speech. In the course of solving our problem, we came to the following conclusions:

1. the process of speaking skills formation shall be based on semantic and lexical models of learning that contributes to the accelerated development of practical skills, as well as the formation of learning groups and individuals, separately;

2. exercises should represent a complex of lexical models which serve as the skeleton of a monologue speech;

3. exercise should be affordable, fun, not too easy and not too difficult, causing the interest and motivation of students;

4. teacher should consider a combination of frontal, individual and paired forms of work, in which every student all the time involved in the lesson.

The use of lexical models is associated with a broad range of issues that require serious scientific approach and justifications. The need to use lexical in order to accelerate the process of training of a monologue speech is undeniable. Initially lexical models as an assessment of specific knowledge and skills discusses various schools and trends. This concept is relatively new, but already quite well established as a form of pedagogical method of teaching foreign languages. Some results of theoretical research in the field of applying lexical models are reflected in the learning - methodical complex in English. The individual component of lexical models provides teachers with adequate coverage of training monologue speech at the upper-intermediate students.

The aim of our work was to show the importance of using lexical models as a base for training and developing a monologue speech of students at the upper-intermediate level. To achieve this, we have done a series of lessons.

The objectives are:

1. to study the theoretical aspects of using lexical models as means of intensification of training monologue speech at the upper-intermediate level of teaching foreign languages;

2. the actualization of the material studied;

3. consolidation of acquired knowledge;

4. control of knowledge with the use of speaking tasks.

At the first stage we repeated the knowledge existing of material. Then we did a series of exercises that help to repeat the understanding of a monologue speech. 

It should be noted that during all the lessons we have aspired to form speaking skills of students, and then to check them out. Speaking, in particular, the theoretical material serves as a support for exercises. Lexical models have contributed to the development of a responsible approach to preparing students for the lesson, written lexical models give more confidence to those who, for one reason or another could not respond verbally.

After analyzing these phenomena, we came to the conclusion that the test is an effective form of control that the test is adapted to the specifics of this grade, and students are preparing to write than the traditional control work and test.

In the course of this work the conditions are identified which conducive target to the effective use of the test as an assessment of grammar skills formation in the senior stage of learning English. In the process of theoretical analysis of the literature we found that the test is the most effective form of control of knowledge of students. With lexical models we can quickly and quite easily obtain the objective based on the degree of mastery of the student or other grammatical material for a certain period of learning.

In the experimental work our theoretical positions have been confirmed. We also found that using lexical models we can make a diagnosis, i.e. not only to learn grammar, but what the gaps in learning are. Also, we can predict the success of learning a foreign language. Owning to lexical models an effective feedback is carried out between teacher and students, which provides control of the learning process and promotes effective learning. According to the results of theoretical analysis and experimental work a special role of testing students? motivation has been defined, because when using this form of control of grammar skills formation, we give students the opportunity to determine their own progress in learning the language. In this case, the lexical models may encourage students to overcome various types of difficulties and problems. We have studied the requirements for preparation of lexical models, the procedure of preparation and use of lexical models. On the basis of the material we have developed lexical models to check the level of grammar skills formation. These lexical models are fully able to show us a picture of student achievement in the learning of grammatical phenomena at the initial and final stage of our experiment. Summing up, we note that the test technology is becoming the most promising form of knowledge control. According to the experience of many teachers, testing allows you to quickly and objectively verify the level of knowledge of students in a time manner to eliminate gaps in learning. . Using lexical models to make a monologue speech increases students? interest in the subject.

I would also like to emphasize the need for a comprehensive way to control the level of foreign language learning. During testing students must demonstrate the knowledge, i.e. the ability to use their grammatical, lexical, phonological, linguistic and cultural knowledge in the following types of speech activity:

1. speaking by participating in oral interviews, role plays, problem solving tasks in pairs or in a group, building the statements in the form of an image or description of the story in the series of images.

The course of each lesson includes some test items to help students get used to the constant test control the level of the grammar skills formation that make the procedure of the test control habitual and does not cause difficulties for students. Both lexical models were in the course of practice, for we created all the conditions necessary for their implementation. Thus, we were able to prove the need for compliance with the conditions conducive to the effective use of the test as a form of control of grammar skills formation in English.

Therefore, we can conclude that it is necessary to expand the scope of the test as an effective form of control of grammatical skills at the senior stage of learning English.

The results indicate confirmation of the hypothesis of the research, that if lexical models are used in the process of teaching, the students? skills in organizing and preparing a monologue speech will improve:

1. if you take into account the psychological and pedagogical features of the students;

2. if lexical models are systematically used in the lessons;

3. if the process of training monologue speech is systematized.

Thus, the purpose of the work achieved, tasks are implemented, and the hypothesis is proved.



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APPENDIX A

The lesson plan 1



APPENDIX B

The lesson plan 2



APPENDIX C

Lesson Plan 3

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