The second stage.

The second stage is a stage of the perfection of skills and it is carried out at the work above the text. The text, which is used at the speaking training at the given stage, we conditionally names by colloquial text, as on the character he essentially differs from the texts intended for reading training. If the text for reading is an embodiment of especially written speech with all by its features, syntactic complexity, the colloquial text is the same oral statement, but fixed in writing.

In the colloquial text, as a rule, there should not be a new lexical material, which would not be acquired at the first stage (or in the previous themes). It is the obligatory precondition of the performance of a task of the given stage – the perfection of skills.

It is necessary first of all to remember, that the text not end in itself, the work at the given stage is conducted not to remember its contents and material. To remind of it is necessary, because very much often all work above the text is reduced to reading it, answers to questions and retelling (in a class or house). Even if the schoolboy will learn the text and then will reproduce it, it will not result in the perfection of skills, especially to the development of speech skill. That is why the colloquial text should be only substantial base for the statement of the pupils. The ideas contained in the text, should serve an occasion to the dialogue.

Certainly, expressing the attitude to read (heard), the schoolboy can (and must!) to use the material of the colloquial text. But he can not (and does not must!) to retell the text, for all environmental with the text are familiar. Expressing the attitude, the pupil carries out each time any new speech task, and consequently, he will need different speech units: and what contain in the text, and what he has acquired earlier. Thus, the combination of the speech material will be carried out. Due to the combination also there is a perfection of skills of possession of the speech material.

It is necessary to notice, that the combination here is appreciably limited as against those on the following, third stage. The restrictions these are imposed by necessity to improve possession by the certain and the concrete speech material. Therefore, the planning of the work with the colloquial text, it is necessary to provide “purposeful collision” of skills acquired at the first stage, with earlier acquired. So, if at the first stage the past time of the verb is acquired, it is necessary to include in exercises of the second stage such tasks, which would force the pupil in the statements to oppose this time to other past or past - present and future. In this case the perfection of skills of the possession of the temporary forms will go on a way of their differentiation, such important quality of skill, as stability will become stronger.

Similar occurs and with the pronouncing skills.

As to perfection of the lexical skills, it will be more successful, than the plenty of combinations, connections will be “acquired” with this or that word. That is why it is extremely important to include in exercises of the second stage those words from a stock of the pupils, with which help it is possible to form combinations on the basis of words acquired at the first stage.

The perfection of speech skills at the second stage is carried out also due to the visual reinforcement: the pupil reads the text, then, in connection with the tasks, is compelled repeatedly to look through it that promotes storing.

Thus, if to express essence of the second stage in brief, it consists in the following: the transformation of the material of the colloquial text and its combination with acquired earlier with the purposes of expression of the attitude to the contents of the colloquial text.

Using a known terminology, it is possible to say, that at the second stage the prepared speech of monologic character develops.