In this respect the speaker differs not at all from the poet, the novelist, the scientist, the traveler. He must add to his everyday stock, words of value for the presentation of thought [7, p. 62-64]

A study of the discourses of effective orators discloses the fact that they have a fondness for words signifying power, largeness, speed, action, color, light, and all their opposites. They frequently employ words expressive of the various emotions. Descriptive words, adjectives used in fresh relations with nouns, and apt epithets, are freely employed. Indeed, the nature of qualitative monologue speech permits the use of mildly exaggerated words which, by the time they have reached the hearerʼs judgment, will leave only a just impression.

Based on the words above, we can as well state that either learning or teaching of making a monologue speech does crucial impact on the learners ability to use the language flexibly, coherently, present his or her ideas in a logical sequence so that the flow of ideas is really easy to follow and the listener gets the idea of what he or she is supposed to get. And the thing is that not only will the spoken language improve, but in a parallel manner the speaker will be able to use gestures in a correct way to deliver to the listener what he or she says [8, p. 88-91].

To make a good speech, one must know certain rules of presenting his or her ideas to the listener [10, p. 78]. And this means, that there have to be some rules of speech so that we could be understood correctly and not misunderstood[11, p. 85-89]. As a whole, there has to be a certain lexical model and rules of behavior while presenting a speech. Thus, what words to use in the beginning of the speech, how to interconnect the ideas that are to be presented. All these factor highly affect the studentʼs ability to make a good monologue speech. A monologue speech is not just the words spoken to the listener or the audience. It is a communication through usage of whole the body. The speaker and the listener have a kind of a bound between each other while communicating, and these rules stand for that of the speakerʼs, how not to lose that bound between your listener or a group of them and make his or her thoughts, ideas and intention reach not the listenerʼs (listenersʼ) ears only, but to go beyond his/her or their heart(s).

How does learning how to speak, or how to present a speech help a student develop the language he or she is learning?

Having mentioned that not only does it develop the speaking skills but impacts the whole language with all of its varieties of vocabulary, terminology, improving the correct use of grammar rules, developing the students as individuals, it also develops their ability to use the body language, the language of gestures [12, p. 36-37]

Apart from the linguistic point of view of learning to give a monologue speech, as for me, being able to give a speech is a kind of art. It can be compared to that of a song, a play, a poem. If you ask me why? I would tell you that the role of the speeches is huge in our society, and it had, has and will have a crucial impact on creating the history. For example, the speech of the Martin Luther King made a mankind to make a huge leap over their racial convictions. The speech of the Stalin on the radio, inspired the whole nations to not give up and fight and give their lives for the freedom of their nation and their parents and children. And so we can continue to the very infinitive giving examples of single speech’s impact on the course of history [13, p. 228].

So why not give our children and our future generation an ability to make history by using the power of speech? This is a very important subject to give a thought about.

Returning to the linguistic advantages of learning how to give a monologue speech, I would like to mention that vocabulary is the most important aspect of the language to be paid attention to. Because, with words but no grammar, a person can explain something to someone else. But knowing the grammar rules of the language, but having no knowledge of the words in it, a person will become unable to explain his thoughts or feelings to someone else. And, to be able to speak on a particular subject, the speaker has to have a base of word bank on that subject [15, p. 215-217]. For example, in IELTS Speaking Task, different subjects are given to the student to talk about. And if he or she does not know the words concerning that subject and does not have at least basic knowledge about that subject, he or she will not be able to talk about it at all. So to be able to speak about different subjects, a student will have to read a lot of books or journals concerning that subject. Of course there can be found an alternative to that of reading, such as listening to audio books or watching documental films or TV shows concerning that subject, but while reading, the words stay in our memory for longer than that of while hearing. And reading enriches the studentsʼ critical thinking abilities which is very important nowadays.

Using a particular lexical model for making a monologue speech is very important. As I have already mentioned the speech to be a kind of art, I am going to back up these words furthermore. Just as musical plays or novels need appropriate beginnings and endings, so do speeches. The introduction or beginning prepares the listeners for what is to come. And then comes the main part (the body) of your speech. Usually there is always a climax during the body part of the speech [17, с. 138]. And then, the conclusion ties up your speech and alerts the listeners that the speech is coming to an end. Ideally, it is a satisfying conclusion. Similarly, most plays on the stage end with a finale, when the whole cast is on stage, elements of the dramatic plot are resolved, principals of the portions of songs are recalled, and the music is brought to a dramatic climax. If there would have been no such conclusion, if the actors simply stopped and left the stage, the audience would feel deeply unsatisfied. This is how, we can see the similarities between the speech and other creations of art, and the importance and role of each part of the monologue speech.

True, to be able to give a good speech, a student should have a good portion of vocabulary on that topic. But there is one more thing, which is hidden in the shade of that subject connected list of words. These are the words which can be used in any context, in any subject, and no matter how well is a studentʼs vocabulary base on that particular subject, which he or she is going to speak about, without this basic bank of vocabulary, the student will not be able to connect his or her ideas properly, and as a result the speech will not satisfy the listeners. It will seem to be a group of unconnected ideas which have no main meaning in it. What words are they you may ask. And my answer would be that these are the words and phrases which are used to connect the ideas, to give reasons, to specify some facts, to show sureness about something, addition of some information, to show agreement, similarity, opposition, limitation, contradiction, condition, purpose, support, emphasis, consequence, result, effect, etc. And based on that knowledge I have made up a lexical model for making a monologue speech. In this model we will not consider words only. We shall as well consider the ideas of what should the speech consist of, e.g. jokes, anecdotes, real-life situations, quotes etc. And additionally, what should the speaker do to get and keep the listenersʼ attention and interest to the very end [35, p.7].

All three parts of the speech, the introduction, the main part, and the conclusion are all equally important for the monologue to be wanted to listen and understood in a correct way. Some people start reading a book, and if the beginning is boring and the reader feels that it is not worth continuing to read it, all the further work done by the writer can be considered to be wasted, because the reader just closes the book from the very beginning. And if the main part of the book is being very impressive, but then it appears to have no climax or a good plot of the story, then the interest is lost too. And even if these two parts are good, but the book has a poor conclusion, the overall good impression is gone. And so it is with the speech too. The next part of my diploma work is going to be all about these lexical models for the main three parts of the monologue speech, the lexical model for intensification of training monologue speech at the upper-intermediate level of teaching English.

1.2 The variety of lexical models and its role in teaching monologue speech

1.2.1 The overall picture of a monologue speech and various lexical models used to intensify training it at the upper-intermediate level of teaching foreign languages

The methodology of teaching foreign languages has two main ways of formation of speaking skills:

1. “deductive”;

2. “inductive”.

The first path involves the development of monologue skills based on the text read. The second way is connected with the development of these skills without relying on the text, starting only from the perspective of subjects and issues discussed, studied vocabulary and grammar, and speech patterns [49, p.39].

In the middle and senior grade levels where the language and substantial knowledge of the subject under discussion or problem is quite high. In this case, the alleged monologues are based not so much on the material of a specific text, but on the basis of many texts, read or listened to in a foreign language before. As a rule, in this case, interdisciplinary communication is, common understanding of the issue, its individual interpretation, etc. are to be used [34, p.50].

And now, I would like to illustrate the structure of a monologue speech and different types of lexical models used in different topics. In this module of the first part I would like to give examples of lexical models on different topics and give a step by step explanation in organizing each part of a monologue speech.

As well, I would like to mention that there are different types of speech according to the information that it bears. As far as I am concerned there are three types of speech:

1. Informative.

2. Persuasive.

3. Personal.

Each of these types of speech bears different kinds of information, and accordingly, the lexical models used for each type of speech are different. But since my objective was to investigate all these matters and try to find out a method of teaching using lexical models that would intensify the training of monologue speech, I have come up with an idea that I should make up a lexical model that would be applicable to all these three types of speeches. But first, I would like to show you the structure of a monologue speech [53, p15].

Here is the illustration of how a monologue speech should look like.

Table 1 – The Structure of a monologue speech

The Introduction(about 10-20 percents of the whole speech)

The indroductary sentence or a few introductory sentences.

The hook.

The preview of the Body part of the speech.

The Body (about 70-75 percents of the whole speech).

Main Point 1.

Main Point 2.

Main Point 3.

Conclusion (about 10-15 percents of the whole speech)

And as you can see that there are three main parts in any monologue speech. The Introduction, the Body part and Conclusion. The table illustrates how much of each of these parts should a good monologue speech contain in percentage and what should each part consist of.

After we have found out how the structure of the speech should look like, I would like to share different lexical models used while talking about different subjects.

Here are the examples of topics to talk on and the lexical models to be used with them in each part of the speech. Suppose, for example, that the student has to talk about his or her biggest dream. Here is a model for speeches about dreams: