and speech activity [11].V. Naumenko and M. Oskolov paid particular attention to the
fact that the lesson of rhetoric can not be carried out as a regular lesson, because the
teacher should choose the appropriate communication style to "talk" the children,
change pedagogical guidelines, respectively, and the structure of the lesson of rhetoric
should be special. Different views on the structure of a lesson on the development of
communicative skills are expressed. In particular, M. Lvov proposed to build it for
"five lines", namely: theoretical material; sample analysis; different rules, requirements
and figures (stylistic and rhetorical); practical exercises, during which children use
acquired knowledge and skills, skills; free creativity [12].
According to T. Ladyzhenskaya, the lesson of communication must contain the
components of familiarization with theoretical information in a practical way through
the analysis of texts, live communication, solving rhetorical problems, etc., etc .;
rhetorical practice, communication practice; five minutes of speech gymnastics;
orthologic warm-ups, that is, exercises for assimilation and improvement of
pronunciation, word formation and other norms of literary language; improvised tasks
in the form of unprepared dialogues and monologues developing spontaneous speech
[13].
V. Naumenko and M. Oskolov proposed the following structure of the lesson for
the development of communicative skills:
1.Temma lesson. Epigraph. Task of the lesson.
2. Gymnastics. Orthopedic warm-up.
3.Actualization of pupils' knowledge.
4. Formation (expansion) of representations of polite greetings, farewells,
refusals ... by rhetorical analysis of the text of an artistic work, illustrative material,
solving rhetorical problems contained in the textbook.
5.View rules. For example: the words of greetings should be spoken politely,
namely: to the degree of loud, cheerful, looking at who you are welcomed with
correctly selecting the speech role: greetings with friends, relatives or with the teacher,
neighbors.
6. Practical exercises, during which students analyze speech situations, solve
rhetorical tasks, improvised tasks, that is, they are included in active communication.
7. Rhetorical games.
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