Этногеографическая ситуация в приграничных территориях Казахстана и России

INTRODUCTION 3
1 THE ESSENCE OF IMPROVING SPEAKING SKILLS AS ONE OF THE COMMUNICATION
5
1.1 Characteristics of oral communication
5
1.2 The content of speaking as a type of speech activity when teaching a foreign language
25
1.3 Structure and functions of educational and speech situations in the educational process 35
1.4 Goals and content of teaching speaking at the middle stage 42
2 EXPERIMENTAL WORK ON THE DEVELOPMENT OF SPEAKING SKILS USING EDUCATIONAL AND SPEECH SITUATIONS AT THE THE MIDDLE STAGE OF LEARNING A FOREIGN LANGUAGE 46
2.1 Technology of using educational speech situations when teaching speaking in a foreign language lesson 46
2.2 Description of experimental research at the middle stage of teaching a foreign language 49
2.3 A set of interactive exercises to develop speaking skills in grades 6-7 53
CONCLUSION 62
LIST OF USED LITERATURES 64
APPLICATIONS 69

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The conditions of foreign language communication in the modern world, when a foreign language is a means of communication, cognition, receipt and accumulation of information, have predetermined the need to master all types of speech activity: speaking and listening comprehension of speech in a given foreign language, as well as reading and writing.The level of proficiency in one or another type of speech activity is checked directly in the practice of communication, when reading authentic material, when exchanging written information, etc. [1].
The objective need of modern society is to find optimal ways to organize the educational process, rational options for the content of education and its structure. A pedagogical process focused on speaking as the goal of learning can only be effective if communication can act as a means of learning. Today, the ultimate goal of learning is the ability to use a foreign language in a real communication situation to achieve mutual understanding. In foreign language lessons, the flexibility of speech skills is formed.
One of the significant disadvantages of teaching speaking at present remains the predominance in students’ experience of reproducing ready-made units of different levels and thematic organization of material. All this deprives students’ speech actions of the status of an act of communication. The learning process should be structured in such a way as to contribute to the development of students’ unprepared speech skills, the ability to listen to foreign speech containing familiar language material [2 p.23-37].
The novelty of the study lies in the fact that modern methods of teaching speaking certain skills and abilities of use is one of the central tasks of teaching oral speech in a foreign language at the middle stage of education. In addition, the novelty is manifested in today's requirements for the modern level of spoken communication in a foreign language.
The problem of the research is that when teaching a foreign language, methods of teaching speaking are associated with the formation of language and speech phonetic, grammatical and lexical skills and creative skills in various types of oral speech activity. This also led to the widespread introduction of the terms “communication”, “teaching communicative communication” as the ability to exchange various types of information in a foreign language.
The practical significance of the study lies in the choice of an adequate method of teaching speaking a foreign language. The relevance of the study is manifested in the features of the development of speaking skills when teaching English in grades 5–9. At this stage, the foundations of foreign language proficiency are laid. It is this stage that is extremely important for the formation of skills and abilities of everyday communication, as evidenced by the topics presented in most textbooks.
The subject of the study is teaching speaking at the middle stage of learning a foreign language.

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1 THE ESSENCE OF IMPROVING SPEAKING SKILLS AS ONE OF THE COMMUNICATION
1.1. Characteristics of oral communication

The main goal of teaching English is to develop students’ abilities to use a foreign language as a tool of communication in the dialogue of cultures. This goal presupposes the interconnected communicative and sociocultural development of schoolchildren through the means of language. Otherwise, the ultimate goal is not just the acquisition of skills or abilities to communicate in a foreign language, but the mastery of linguistic culture through a foreign language.
Whatever questions an English teacher asks himself, they essentially boil down to the following: How can I make sure that students remember the rules for the functioning of language units and learn to understand and use them in free communication? Therefore, it is important for a teacher to practice natural communication.
Thus, oral and written communication is realized in 4 types of speech activity: speaking, listening, reading and writing, the teaching of which should be carried out interconnectedly, but with a differentiated approach to each of them. This is due not only to the fact that the functioning of each type is based on the same mental processes and psycholinguistic patterns. In real communication, a person reads and discusses what he has read, while making notes that allow him to better remember and then reproduce the necessary information, etc. [5. c. 12]. In other words, these types of activities as ways of carrying out authentic verbal communication are closely intertwined with each other and it is sometimes difficult to draw a clear boundary between them. Therefore, in the educational process, teaching speaking should take place in close connection with the formation of understanding skills. written sound text, and, conversely, after reading and listening to the text, students can speak out on its content or in connection with it (both in oral and written speech), and the preparation of oral statements can be accompanied by written recording of the necessary information, etc. At the same time, a differentiated approach to teaching reading, speaking, listening and writing, due to the specific characteristics of each of them, should be taken into account when selecting material for productive and receptive assimilation, the use of adequate exercises that take into account the characteristics of receptive and productive types of speech activity, when selection of strategies for oral and written forms of communication [6c. 124].

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