TEACHING LAW STUDENTS OF ENGLISH ORAL MONOLOGIC SPEECH ON THE PRINCIPLES OF DIFFERENTIATED APPROACH

Abstract

The article presents the methodological recommendations as for the teaching future lawyers of English oral monologic speech on the principles of differentiated approach. The process of teaching is recommended to be organized in four stages: diagnostic, planning, teaching and final.The diagnostic stage is aimed at defining the level of students’ knowledge and independence. This stage also provides for the formation of differentiated groups and sub-groups. The differentiated groups should be formed by the level of students’ knowledge: students with the level of A2 and those with the level of B1 should comprise different groups, which will help to differentiate the tasks and the contents of teaching. The planning stage is aimed at establishing the tasks of teaching, defining the contents and developing the teaching materials in accordance with the level of knowledge and independence. The tasks of teaching should be set in such a way, so that by the end of the first academic year the student have reached the next level of the English language command (or maximally approach it) in comparison with the introductory level (i.e. students with the level of A2 have to reach the level of B1 in the monologic speech, as well as the students with the level of B1 have to reach the level of B2 correspondingly). At the same time each student has to reach the maximal individual results in producting the monologic speech. The teaching stage is aimed directly at the realization of the teaching process for the law students, the implementation of the sub-system of exercises and tasks, which is based on the principles of individualization, interactive orientation, the leading role of the self-study activity, professional orientation, communicativeness, the situation, authenticity, the dominant role of exercising, the differentiated and integrated teaching of the language aspects as well as the types of the communicative activity.The final stage is aimed at defining the dynamics of changes in the quality of the skills in monologic speech and independence of the students, as well as their transfer to other groups/sub-groups. In this respect the differentiated groups and sub-groups must be dynamic, that is, when the students reach some level of knowledge and independence, they have to be transferred to another group or sub-group.