Thema: the role of educational technologies in the developing of dialogic speech of general school pupils (in the example of a2 levels) content: introduction

CONCLUSION
Speech development classes, in particular, focus on children’s reading and storytelling. Teaching a teacher to retell and stage works of art, memorizing a poem, is a great skill and responsibility for a teacher. The more vividly the content of a work of art is expressed by the author, the more expressive and meaningful the speeches of the participants will excite children, the development of their emotions, the long-term memory of the events with the heroes of the work, the vocabulary. has a positive effect on the enrichment and grammatically correct formation of speech. Children can easily answer the teacher’s questions about the work, repeat some words and sentences, describe the pros and cons of the protagonists, try to imitate the teacher and imitate their voice. Highly written works of art help children to successfully master the norms of speech, to develop the ability to feel the emotional aspects of language, to form the intonation of oral speech. It is advisable to use the conversational method to activate the children’s dictionary. With this method, the child learns to use words from the dictionary correctly and to compose sentences correctly. In small groups, the teacher uses methods based on natural objects and their models (toys, pictures), and in large groups, verbal didactic games.
The retelling method is widely used in activities organized in a group of five-year-old children. With its help lexical, grammatical, intonational aspects of children’s speech are formed. They practice related dialogic and monologic speech with the help of works of art. The main task of a teacher in teaching retelling of works of art is to select works that are suitable for children of this age and that are understandable to children in terms of content and language. The storytelling method involves children in creative research: writing a story based on their observations; create a story from memory; teaches to create an imaginary story.
One of the goal-oriented work plans is a monthly (4-week) work plan. The monthly work plan includes a sequence of lessons, which includes the development of all components of the native language (vocabulary, sound culture, related dialogue and monologue, grammatical structure of the language). All aspects of a child’s speech need to be developed in parallel at the same time, as the tasks of developing a child’s speech are closely intertwined. Therefore, in one session, several tasks to develop a child’s speech are solved, but one of them is the main one, and the other is planned as part of the lesson. For example, if the main task is to form an idea of ​​the sentence, that is, to compose a sentence from words, to divide the sentence into words, the second part of the lesson is to practice the pronunciation of difficult-to-pronounce sounds in words. .
Each lesson plan will identify ways to work with the children. They can vary depending on the level of complexity of the lesson: natural materials and their models (toys), the use of visual aids (pictures, illustrations, filmstrips and movies), the teacher’s speech sample, art texts; quizzes, visual aids, explanations, tapes, verbal didactic games, staged games, and more. Methods of work are selected depending on the content of speech development tasks (phonetics, vocabulary, grammar) and the level of development of speaking skills.
Test (text) didactic materials - fairy tales, poems, stories, riddles, proverbs, quick sayings have a special place in the syllabus. These materials should be relevant to the content of the lesson, the educational purpose, the didactic tasks, the morphological analysis of words as a means of determining the expressiveness of speech, the ability to practice the pronunciation of sounds. These materials should be figurative and child-friendly (size, complexity of content, number of new words, concepts, their complexity, etc.). The plan or lesson plan should include: the purpose of the lesson (educational, pedagogical, especially speaking); place of training (group room, other service and auxiliary rooms or the ground area of ​​the kindergarten, city street, school building, alley, garden, field, etc.); methods of work (observation, conversation, teacher’s story, didactic games, etc.); didactic materials (natural object, toys, pictures, text of artwork).
The lesson plan allows the teacher to clearly define the structure of the whole lesson and each part of it, to clearly define the time of transition from one type of work to another, to pay attention to children’s emotional reactions, speech situations, helps to resolve incoming situations and situations.