Technologies of teaching speaking in primary school

Rule for the teacher: In teaching dialogue use pattern dialogues; make sure that your pupils go through the three stages from receptive through reproductive to creative, supply them with the subject to talk about.
As to the relationship between monologues and dialogues, it should be vary from stage to stage in teaching speaking in schools. In the junior stage (4-6) dialogue speech, the one which allows the teacher to introduce new material and consolidate it in conversation, must prevail; in the intermediate stage (7-8-9) dialogue and monologue must be on an equal footing.
In the senior stage (10-11) monologic speech must prevail since pupils either take part in discussion and, therefore, express their thoughts in connection with a problem or retell text read or heard. To sum it up both forms of speech (monologue and dialogue) should be developed side by side with preference for the one which is more important for pupils’ progress in learning a foreigner language at a certain stage.
Prepared and unprepared speech.
Pupils’ speech in both forms may be of two kinds: prepared and unprepared. It is considered prepared when the pupil has been given time enough to think over its content and form. The pupils’ speech is considered unprepared when, without any previous preparation, he can do the following: speak on a subject suggested by the teacher. (E.g.: Winter Holidays). Speak on the text read; speak on the text heard. Have an interview with a foreigner and etc.
It should be said that prepared and unprepared speech must be developed simultaneously from the very beginning. In the junior stage prepared speech takes the lead, while in the senior stage unprepared speech should prevail.


The list of used literature

1. 
   Al Neyadi, O. (2007). The effects of using games to reinforce vocabulary learning. In Gallagher, K. & Bashir-Ali, K. (Eds.), Action Research and Initial Teacher Education in the UAE (pp. 99-107). UAE: HCT Press.
   
2. 
   Alemi, M. (2010). Educational games as a vehicle to teaching vocabulary. The Modern Journal of Applied Linguistics, 2(6), 425-438.
   
3. 
   Alroe, M. J. & Reinders, H. (2015). The role of translation in vocabulary acquisition: A replication study. Eurasian Journal of Applied Linguistics, 1, 39-58.
   
4. 
   Andreu, L. (2015). The effect of games on primary school pupils’ vocabulary acquisition: A Majorcan case study (Unpublished master‟s thesis). University of Stirling, Stirling, UK.
   
5. 
   Biemiller, A. (1999). Language and reading success. Cambridge, MA: Brookline Books.
   
6. 
   Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (223-242). Mahwah, NJ: Lawrence Erlbaum Associates.
   
7. 
   Chou, M. (2014). Assessing English vocabulary and enhancing young English as a Foreign Language (EFL) learners‟ motivation through games, songs, and stories. Education, 42 (3), 284-297.
   
8. 
   Cook, G. (2011). Translation in language teaching and learning [English Language Teaching Global Blog]. Retrieved from https://oupeltglobalblog.com/2011/10/20/translation-in-languageteaching-and-learning/
   
9. 
   Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching. Oxford: Macmillan.
   
10. 
    Thornbury, S. (2002). How to Teach Vocabulary. Harlow: Longman.