In the middle of the lesson was done charging. Students should repeat after the teacher each track. Charging gives exercise to the pronunciation of words.

Teacher: Repeat after me!

Bread and butter, milk and tea,

Put your finger on your knee.

Bread and butter, cake and ice,

Put your hands on your eyes.

Bread and butter, duck and rose,

Put your finger on your nose.

Bread and butter, juice and eggs

Put your hands on your legs.

Exercise “Brainstorming”. In this exercise, the children guessed unnecessary words and explain why they are unnecessary in the list. The word list has countable and uncountable nouns.

Next is a pair work. Role-playing games. Teacher gives two topics on role play; students choose the best theme and make up a dialogue in pairs. Thus, students use thematic vocabulary and some/ any, a/ an. On the theme “restaurant” children should make the dialogue between the server and the client. On the theme “In shop” they make up a dialogue between buyer and seller. The purpose of this task is to develop thinking and language skills, and to learn grammar.

Teacher: There are two themes up to pupilsʼ choice “In the restaurant”, “in the shop”. Pupils choose one of the themes and make a dialogue using some/ any, a/an and countable and uncountable nouns.

At the end of the lesson there is writing. Children should put instead of dots some/any, a/an. The teacher tells the children the first exercise for example. Further children understand and make each one individually. At the end of the job, exercise is checked with teacher aloud.

At the end of the lesson the teacher gives scores for the written work and the lesson.

Fragment № 2 - the second lesson on “Food and drinks” was conducted with the use of game ways of teaching, songs consolidating the studied topics (Appendix B).

At the beginning of the lesson the children were asked about the past topic of the last lesson. Children had to recollect grammar on countable and uncountable nouns.

Teacher: In previous lesson we talked about countable and uncountable nouns. Who can tell me some examples for countable and uncountable nouns? What is difference between them? Children tell their examples and explain the differences.

Further, the game is “I drink tea with/ I donʼt drink tea without”. This game is aimed at creating a natural situation for the use of this speech pattern. At the beginning of the game teacher gives an example that children understand the meaning of the game, and then they may ask each other.

Teacher: Do you like drink tea? What do you like to drink tea with?

Children: With a biscuit, with a cake.

Teacher: So tell me about it using a/an and some/any. I donʼt drink tea without any sugar and I like to drink tea with some milk. And you?

Children tell their sentences one by one.

Next the text comes. This kind of job is transformational, as the text is not complete and the childrenʼs main task is to tell their predictions what will happen next. This exercise develops the childrenʼs imagination and develops their speech activity and independence to express their thoughts. Children can consult with each other and offer the general idea.

Teacher: I am going to read story about…. This is unfinished story. You should say your suggestion about what will happen then.

The next exercise was done in writing. Children need to fill in the gaps using some/any. Each student makes the task individually. At the end the answers are verified and right wrong use of some/any are discussed.

Put down Some or Any:

Teacher Fill in the gaps with some or any.

1. I would like ... tea, but would not like … biscuits.

2. Is there … sugar? I can`t see...

3. I usually buy … cheese.

4. I don`t buy … coffee.

5. We need to buy … bread because we havenʼt any.

6. There are … books on the table near the TV set.

7. There is not … bread on the table.

8. Are there … tables in the classroom?

9. There are … pupils in the school.

10. There isn`t … water in the cup.

Simulation-game “Arranging to meet”. It is necessary to develop the skills of spontaneous communication in accordance with the needs of the situation, and this requires a system of communicative-oriented exercises. This game develops speaking skill and thoughts. Children are given cards with written situations on them, which are should be acted out by students spontaneously. Teacher explains the rules of game and its point then just observe the studentsʼ speaking skills.

Teacher: Now we are going to arrange a reunion to celebrate one of our classmateʼs birthday. You have to agree when and where the reunion will take place. Letʼs divide into groups of five. Each group must decide where they should meet and when, based on the information Iʼll give you.

Pupils are given out cards with following tasks:

Group 1: You want to have lunch in a restaurant. You should think of reason why this is the best choice.

Group 2: You want to have dinner at home. You should think of reason why this is the best choice

Group 3: You want to have lunch at home. You should think of reason why this is the best choice

Group 4: You want to have dinner in a restaurant. You should think of reason why this is the best choice

Group5: You are undecided. You should listen to the othersʼ ideas and then agree with the suggestion you like best.

Fragment № 3- the third lesson we had to fix the material by past topic, using role-play for activating the vocabulary, and using didactic cards, the task of problem character.

At the beginning of the lesson there was an exercise to fill the table, using these words. Childrenʼs main task is correctly to distribute given nouns on columns with countable and uncountable nouns.

The following task “check yourself!” is assigned that each student to carry out the task individually, to find how he had learned grammar and a past theme. Sheets with the tasks are hands out to each student. Studentsʼ task is to fill in the gaps using some/any.

Teacher: Write the correct determiner (some or any) into the sentences.

After completing the exercises the teacher collects sheets for checking and estimation of studentsʼ knowledge.

Teacher: Well done! Now you see that the topic of our lesson is “Travelling”.

Now look at the board and read the grammar pattern. We use the present perfect when we talk about period of time that continues up to the present. We talk about period between short time ago and now. For example: Tom is looking for his key. He can’t find it. He has lost his key. It means that he lost it a short time ago and he still doesn’t have it. This is the present perfect tense. So pay attention on the construction:

I /we/ they/ you have (havenʼt) lost,

He/ she has (hasnʼt) lost.

Have I/we/they/ you lost?

Has she/ she lost?

Children write down all grammar patterns in their notebooks.

On the second slide we see dialogue between Jane and Dave. They are talking about places Jane has visited in her life and it continues up to the present.

So letʼs speak about travelling. We know that many people are fond of travelling.

1. Why do people like to travel?

P1: They want to learn about different countries, cultures and sightseeing.

P2: Travelling is good because you meet new friends.

P3. You can visit famous museums, galleries, buy souvenirs.

P4: You can learn about national traditions of many countries.

2. How can people travel?

P1: They can travel by car, by ship, by plane, by bus, on foot.

3. What kind of transport do you prefer to travel? Why?

P1: I prefer to travel by car because I can stop when and where I want and enjoy nature.

P2: I prefer to travel by sea because I enjoy the wind and the sea.

P3: I prefer to travel by plane because itʼs the quickest means of transport and very comfortable.

P4: I prefer to travel by train because itʼs the most convenient and not expensive.

4. What do people do on the board the plane?

Ps: Read books, newspapers, magazines, listen to music, watch films, sleep.

Teacher: there are a lot of countries in the world. What countries do you know?

Ps: America, England, Russia, China, Germany, France, Australia, India, Korea.

Teacher: What are associations with?

China (the White wall)

Egypt (pyramids, sphinx)

USA (the statue of Liberty)

England (Trafalgar Square, Double-deckers, the Big Ben)

India (TajMakhal)

Thus children express their opinions about the traveling. Teacher monitors studentsʼ speech and, corrects their mistakes if necessary.

T: Look at the board again and say which of these items do you need when you travel to other countries? Now rub the wrong words. (There are written following words on the board):

Air hostess, suitcase, visa, mountain, skyscrapers, bicycle, passport, ticket, information desk, check-in desk, trolley.

P1: If I go to travel I need….

One by one every pupil says what item he or she need for travelling.

In the next exercise pupils must take interviews from tourists come from other countries. We divided class into groups of two. The first group is tourists and other is inlanders.

Teacher: Pupils today 6 guests have come from USA, England, India, China, Egypt and Germany to our country. They are tourists. You should greet them and ask the questions about their travelling.

P1: What is your name?

P2: My name is Mike. I have come from England.

P1: Do you like to travel?

P2: Yes, I do…..

Pupils work in pairs.

Fragment №3. Continue of studying the material on the topic “Travelling” (present perfect) (Appendix E). The second lesson on “Travelling” was conducted using the game form as board game “Tell me”. At the beginning of the lesson there were asked questions:

Teacher: Now tell me about where have you been already?

P1: I have been to Almaty, Astana.

Teacher: Have you been to other countries.

P1: I have been only to Russia.

Teacher: What city is you have been to?

P1: to Moscow.

Teacher: Where have you been?

P2: I have been to London…

Children tell where they have already been. what country or city they have visited.

Next, the teacher asks what interesting and incredible happened during their trips. Thus, children tell interesting adventure one by one. And thus they develop spontaneous speech.

Teacher: Thatʼs good! Now could you tell me about your interesting, and unbelievable or funny moments during your travelling?

P1: When I was in….

The following exercise is for matching sentences within their results of the action.

T: Match the sentences with the results of the action.

1. I have just had lunch.

2. She has already left the house.

3. Somebody has broken the window in our classroom.

4. I have known her since our childhood.

5. We have left all the money at home.

6. Your mistakes have taught you nothing.

7. She has cut her finger.

8. He hasnʼt come yet.

9. David has been to the USA more than once.

10. Some fool has left the door unlocked.

11. Grandmother has written a letter.

1. He is not here.

2. I am not hungry.

3. Itʼs too cold in here.

4. He knows this country very well.

5. She cannot write now.

6. She must be on her way to college.

7. She is my best friend.

8. We canʼt buy anything.

9. It is open now.

10. You are doing the same silly thing again.

11. She is going to the post-office now.

There is time given to match the sentences.

During the practice at school, we carried out an experiment and thus used the lexical models to intensify the training of a monologue speech. And we taught the students each part of “The Global Lexica-Semantic Model of a Monologue Speech” lesson by lesson while we had a home reading and had free time left at the end of the lesson. So the students had to speak on different topics.

As a result at the end of our experimental work the students were use their vocabulary base more flexibly and all the students from my group understood the value and importance of each part of a monologue speech. The Introduction, The Body, Conclusion; the students got to know the roles they play in a speech and how to use them in a more effective way and to become a good speaker to your interlocutors. So as you may have been thinking the results were very good, even if not stunning, but though, the progress could be seen with the naked eye, to be exact, they could be heard with the naked ears.

So here is the result chart and of course, the fact, that the studentsʼ result of the correctness of the pre-test results with the post-test resultsʼ obtained in the research course, it should be noted that the level of knowledge of students increased. The students got to know what is a monologue speech and how to begin speech, how to interconnect ideas, how to justify their statements, how to give reasons or show results and etc: so, in total, the students acquired a lot of knowledge and learned how to speak correctly in a short time. The progress they have made is really huge if to consider the amount of time they had to learn it all. That may just be the help of our imaginative approach to the topic and the efficiency of the research was proved, all in all. In the end of the research, the students were able to interconnect their ideas, in a correct order, using appropriate lexical models in the parts of the speech where they are supposed to be used. For this I would like to thank the teacher of the class I had practical work with, Raziya Eskendirovna, for raising such smart students, because it was really easy to work with them, and it was really fun. Even though, they are at the 9^th grade, some of them already have an upper-intermediate level of English which is more than I could expect them to be. So the next charts show the overall progress of the students in mastering the art of monologue speech: