8. Creative exercises. Funny creativity (smiles, drawings, suggested in the
manual and created by the children themselves).
9. Lesson summary. The task for independent work, which involves drawing
pictures, interviews, etc. [11].
Appropriate teaching methods are selected for the proposed structure of the
lesson, such as: analysis of texts, speech situations, solving speech tasks, speech games
[ibid.].
Methods and techniques for the development of speech for junior pupils are
described in detail in the technique of T. Ladyzhenskaya [13]. As the scientist observes,
the rhetorical analysis of speeches is carried out on the basis of a discussion of three
issues: the interlocutor said that he wanted to say that he said without intention, that is,
what happened to him. According to the methodologist, for the first and second classes
during the analysis, it is expedient to use the question that was said and what he wanted
to say, and the question that has been said without intention is more difficult, since
children need understanding of the characteristics of the behavior of the heroes, which
can be guessed due to long pauses during speech heroes, or repetitions or misused
words, excitement. Speech tasks, according to T. Ladyzhensk, provide an analysis of
all the main components of speech situations, namely: who speaks; to whom are
treated; how to apply, what words, gestures, facial expressions are used by the speaker;
what does the statement say (purpose)? what is said (the meaning of the statement);
where the event occurs (place) [13].According to the methodologist, the speech
problems form the ability of effective speech, develop flexibility, expediency, and
emotionality of speech behavior; they are aimed at understanding the need to learn to
communicate and understand his role in life. According to T. Ladyzhenskaya, the
language games, which provide the opportunity to "live" a lot of situations from
everyday communication in gaming activities, to master the tools of modeling and
solving speech situations, form students ability to analyze and understand the speech
behavior of the interlocutor.The importance of familiarizing younger students with
texts of different genres and styles is known by all teachers and successfully doing it
at reading lessons in grades 2-4, but from the formation of skills for junior pupils to
create such texts does not always come about.Owing to this special feature of the
lessons of the development of speech in the elementary classes, O. Gerland and O.
Lobchuk noted that business texts are more communicative than artistic because they
involve an imaginary listener or reader. According to the teachers, the very life requires
the younger students to possess the skills to use business broadcasting on the basis of
elementary knowledge of the norms of its creation, for example, to report lost things
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