Abstract
The article examines the issues of the history of the formation of the methodology of teaching rhetoric in educational institutions, as well as the state of teaching rhetoric to students of Kazakhstani schools. The author expresses the opinion that the formation of rhetoric as an academic subject of educational institutions at all times occurred according to certain patterns. The article also provides informative information about the teaching of rhetoric in Kazakh schools. The author argues that despite the various names of the subject and forms of teaching rhetoric, the introduction of rhetoric in general education institutions is always caused by high demand from society. The author provides evidence that the practice of teaching public speaking in secondary schools has not fully become the subject of theoretical and methodological analysis (systematization of teaching methods and tools, scientific justification for the selection of didactic material, examination of the exercise system, etc.), which, in turn, leads to a decrease in the effectiveness of classes, to deterioration the quality of knowledge In conclusion, the author notes that the practice of teaching rhetoric (oratory) in secondary school (systematization of teaching methods and tools, scientific justification for the selection of didactic material, examination of the exercise system, etc.) needs a full-fledged theoretical justification.