Video lessons on pronunciation. The role of pronunciation at the initial stage of teaching English

The ideal form of learning pronunciation, without a doubt, is live communication with native speakers. But not everyone can boast of having familiar foreigners, and in general, this is not always convenient, since you take someone else's time and attention. On the other hand, you can learn from audio recordings, which, by the way, are attached to most modern textbooks. In general, a very good method that does not impose special requirements on either technical equipment or the environment. But if we go further and try to create one based on these two methods, we will get the best method in terms of cost / effectiveness - video lessons.

Video lessons. What is this?

What, in fact, is this method? Everything is very simple. Native speakers or competent specialists in the field of linguistics record a video with a set of exercises to practice the pronunciation of individual sounds, words, whole sentences. How does pronunciation usually work? That's right - repeated repetition. Here we do not reinvent the wheel and are engaged in repetition, repeated and thorough. What is the difference then, you ask? At first glance, the difference is small, we only see a person whom we could only hear before, working with audio materials. But in this, albeit one-sided, visual contact, and this is the main advantage of this method. If you have ever tried to study the instructions for the correct setting of the organs of speech during the pronunciation of certain sounds, you, like no one else, understand how inconvenient it is. Most We perceive information through sight. No matter how strange it may sound in the context of foreign pronunciation, but here it also plays a huge role - while learning pronunciation from video lessons, you directly observe the process of articulation of sounds, which allows you to imitate them, and in fact, it is precisely imitation that, in essence, is the process of mastering foreign pronunciation . Therefore, the method of video lessons can be safely recommended for successful mastering the pronunciation of a foreign language.

A child absorbs speech along with mother's milk, and when learning a foreign language, you need a clear understanding of how you need to not look stupid when meeting a foreigner.

English words, pronounced in the Russian manner, sound quite funny, which is why every foreigner immediately understands who he is dealing with.

So, what affects the correct pronunciation?

Articulation
intonation
Correct pronunciation of vowels and consonants

What to look for when learning pronunciation?

Of course, when learning a foreign language, it is necessary to put the practice of speaking and mastering the basics of grammar in the first place. However, do not forget about phonetics, which gives an understanding of the sound composition of the language, which, like a ladder, can take you to the heights of the English language.

When mastering new sounds that have no analogues in the Russian language, it is necessary to isolate them from the context and work with them (reading syllables, parsing words, composing phrases), repeating them after a native speaker. In order to understand how to pronounce sounds, you need to work with quality. So, pay attention to fairy tales, for example, “The Ugly Duckling”.

Working with short stories will help you recreate the atmosphere of the correct sound of the speech that needs to be copied. Remember that the pace of the lesson is very important. You should not dwell on phonetic material for a long time, because this can backfire. However, it is quite important to work at a fast (or constantly increasing) pace, which will help you connect sounds, pronounce large sentences, and work on articulation.

Pay attention to sound reproduction exercises (even if you are watching a movie or listening to a song). Such exercises help to overcome interlingual interference (i.e. the influence of one language on another). The main enemy of a foreign language is the substitution of sounds for similar ones used in mother tongue. As a result of such a “substitution”, communication may be disrupted, when it is difficult for a foreigner to understand what you want to say (what you mean).

What can help with pronunciation?

Poetry
Proverbs

Songs

(You can find the text of this wonderful underwater story.)

Children's songs will certainly appeal to even those who have long passed the milestone of 6 years. How can you not love the song “The wheels on the bus”, which also helps with the pronunciation of many sounds of the English language:

Please note that it is good to start an English lesson with a little phonetic warm-up. And what about the end of the lesson? The final stage may be the analysis of your favorite song. Therefore, do not think that learning English pronunciation is a boring and difficult task. Not at all. The main thing is to tune in the right way, choose a good song and immerse yourself in a foreign language

And let your mood be as cheerful as all of the above songs!

DEPARTMENT OF EDUCATION MOSCOW CITIES

MOSCOW HUMANITARIAN PEDAGOGICAL INSTITUTE

Faculty of English Philology

Department of English Philology and Methods

Course work

On the topic of: " THE ROLE OF STUDYING PRONUNCIATION AT THE INITIAL STAGE OF LEARNING ”

3rd year students of the group

3505d full-time education

Skachkova Victoria Evgenievna

Scientific director

Associate Professor of the Department of English

philology and methods,

candidate of pedagogical sciences

Nechaeva Elena Sergeevna

Moscow 2007

Introduction………………………………………………………

§1. Psychological characteristics of children of primary school age……………………………………………………….

§2. Reflection of the psychological characteristics of children of primary school age in the process of teaching the pronunciation of the English language. Typical mistakes of students in the English pronunciation of consonants, determining the degree of difficulty and ways to overcome them………………………………………..

§3. Pronunciation in first grade…….

§1. Basic methods of pronunciation……

§2. Some methods of pronunciation at the initial stage of learning……………………………….

Conclusion………………………………………………….

Introduction.

The problem of teaching pronunciation at the initial stage of learning English is one of the most important problems in teaching methods. English language. Teaching the right English pronunciation is an extremely complex matter. Without the correct pronunciation, the manifestation of the communicative function of the language is not possible. At the initial stage, it is necessary to teach children to pronounce sounds the way native English speakers do. Teaching phonetics as a productive process requires the student to know the structure of the speech apparatus, which is a difficult methodological task, since at this stage this information is the most difficult for students and requires a lot of time and effort on the part of the teacher and students. Nevertheless, this investment of time and effort pays off if students master this skill at the initial stage on a strictly worked out minimum material that provides a motivational level and a reliable basis for the formation of other speech activities.

This paper discusses teaching English pronunciation at the initial stage of learning, since here the priority is developmental tasks associated with the formation of positive motivation. The main task at this stage is the formation of fundamental skills of foreign language communication. From the realization of the possibility to correctly and beautifully express the same thought in another language, including a linguistic guess and the ability to express a personal attitude to the perceived information.

So, the purpose of this term paper is the study of methods of teaching pronunciation at the initial stage of learning English.

The objective of this work is to teach the formation of speech pronunciation skills with the help of the proposed exercises for mastering the sound structure of the English language.

Relevance - you need to know what exactly at the initial stage of education, children quickly learn new material, they are characterized by imitation, which helps, on a subconscious level, to postpone newly acquired knowledge.
I Chapter

§1. Psychological characteristics of children of primary school age.

"Education foreign language children from the age of six or seven years has again become the subject of an interested conversation between teachers, philologists and parents. Society is not satisfied with the level of language training of secondary school students and one of the ways to shift this level is to shift the starting point of the process of teaching a foreign language to preschool education or grade 1 of secondary school, which are traditionally considered the most favorable periods for learning a second language.”

As V. V. Davydov, a specialist in developmental psychology, writes, primary school age is a special period in the life of a child, which stood out relatively recently historically. It was not among those children who did not attend school at all, nor was it among those for whom elementary school was the first and last stage of education.

The emergence of this age is associated with the introduction of a system of universal and compulsory incomplete and complete secondary education.

According to VV Davydov, we can only talk about the most salient features this age. When a child comes to school, the entire system of the child's relationship with reality is restructured, as the world-famous Soviet psychologist D. B. Elkonin emphasized.

“The A-behavior and good grades are what constitute the child's relationship with adults and peers. The first thing adults ask a child is "How do you study?" and a normally developing child craves praise and tries to make sure that he is rewarded and not scolded.” Moreover, at primary school age, children are inquisitive, they are interested in everything new, and the newly received information remains in their heads for many years. When a child is interested, he easily concentrates and performs the tasks given to him, especially if they are of a playful nature. Moreover, younger school age is the most favorable for learning foreign languages, since at this age children still tend to imitate, but already mixed with thinking, that is, conscious.

When teaching children a foreign language, it must be remembered that “the psychological and pedagogical concept on which the teaching of foreign languages was built in different countries, was based on the theory of language acquisition by the child that existed until recently. According to this theory, the child acquires the language as a result of imitation of the speech of adults, in an imitative way without purposeful learning. In other words, no one divides the flow of speech into units of assimilation for the child, does not dose speech patterns, does not build them in a certain sequence, does not explain the rules of grammar - and yet, by the age of five or six, a normally developing child already masters this most complex grammar to such an extent that that builds independent statements, successfully solving communicative tasks, and by seven or eight complex sentences, texts of considerable length appear in the child’s speech.

And according to this theory, the child masters the second language in the same way as the first - spontaneously, without isolating the rules, thanks to an extraordinary ability to imitate, which is lost over the years. The proof is the child's development in a bilingual environment. But imitation is not the main mechanism of language acquisition in childhood - the possibility of independent construction of an utterance is achieved due to the huge (unconscious) analytical work of the child, which not only imitates, but dismembers and generalizes everything that he sees and hears and derives a system of rules that determine the expression of individual thoughts and intentions of the child. All children, regardless of specific features mother tongue go through the stage of so-called supergeneralization. Formations like “children”, “turned on the light”, “fish have no teeth” in the speech of Russian children, “comed”, “goed”, “footies” in the speech of small native English speakers - all this indicates that the child discovered the rule ( “this is how you should do it when there is a lot”) and wants to act along with this generalized rule. It is sometimes said that a child acts by analogy, but any analogy, as the eminent psychologist A.R. Luria in his work "Speech and Intelligence in the Development of the Child", suggests a generalization.

The psychological background of mastering the native language:

From all the sounds that he hears around, the child singles out as significant only phonemic, semantic-distinguishing oppositions of the native language system. Small children memorize hundreds of words in a short time because a similar psychological situation arises when the English language performs the same social functions in the child’s life as the first one, for example, the need to play with a foreign partner, communicate with an English-speaking grandmother language, etc.

Under such conditions, a child will indeed learn to speak English faster and more successfully than an adult, and there is an opinion that what is learned in childhood is learned forever. But if the sphere of foreign language communication is narrowed, the skills and abilities of foreign language communication that the child successfully operated with disappear, and with the disappearance of this sphere for a long time, these skills are reduced to almost zero.

The implementation of these requirements presupposes an adequate psychological and pedagogical organization of the activity (more precisely, interaction) of the teacher and children in the learning process.

Unconscious imitation- this is the assimilation of the sound structure by repeating after the teacher. This is how the sounds of the first group are assimilated.

Conscious imitation involves teaching children the rules of pronunciation. For example, the teacher explains to the children where to raise the tip of the tongue when pronouncing sounds. Conscious assimilation is especially important when staging sounds similar in foreign and native languages.

II. The second group of exercises, as noted above, is aimed at the formation of speech hearing.

Speech, or phonemic, hearing is the ability to distinguish the sound composition of speech and synthesize meaning when perceiving speech.

First, it must be noted common features teaching a foreign language. The teacher must strive to ensure that classes are held on the basis of individual approach in the conditions of collective forms of education. Secondly, the teacher should offer such a way of mastering knowledge that would be aimed specifically at development, and not to the detriment of it. And for this it is important that each child be the main character in the lesson, feel free and comfortable, take an active part in the discussion of the topics of the lesson. Unfortunately, one can often observe the following picture in the classroom: the teacher is very active, uses visual aids prepared by him, leads the lesson and comments on its plot, uses various forms of work, including frontal ones. But when teaching English, it is important that the children be liberated, together with the teacher, "create" a lesson. Not only and not so much knowledge and proficiency in language and speech material determine the effectiveness of the process of teaching a foreign language at primary school age, but the readiness and desire of children to participate in intercultural communication in the language being studied. This is possible if the main form of school activity is not listening, speaking, reading or writing in a foreign language, but live, active communication with the teacher and with each other.

When learning English, due to its special phonetics, it is important in what voice the teacher pronounces words and phrases and what is the expression on his face. Of course, the voice of the teacher should be kind, conducive to communication, and the facial expression should correspond to the tone, which should be intriguing, conspiratorial and trusting, or serious, businesslike, expressing the joy of the meeting, inspiring success. The main thing is that the student, entering into communication in English, does not feel fear for a mistake and strives to realize this or that communicative intention with all the means at his disposal. According to M.N. Vyatyutnev, a methodologist, a psychologist who has written many books on language teaching in secondary school: “Mistakes are a means and a condition for the successful mastery of communicative competence; their presence does not indicate failure, on the contrary, they show that the learning process is going well and students are actively participating in it. ”

Some common pronunciation mistakes students make when learning to pronounce English consonants:

1. One of the typical mistakes of students is a weak, relaxed pronunciation, in which the articulating organ is not given strong muscular tension under the influence of the national way of life, because a tense, more energetic pronunciation is a hallmark of the phonetic system of the English language. Russian speech is characterized by general muscular non-tension of the speech apparatus, therefore, in order to rebuild the articulatory base of students when teaching English pronunciation, it is necessary to develop the muscular tension of the speech apparatus and, first of all, the lips, tongue and palatine curtain, for which it is necessary to regularly conduct a series of exercises called articulation gymnastics. It should be particularly hard to develop with a sluggish, casual, indistinct articulation speaking through teeth.

2. Other typical mistake students is the replacement of alveolar occlusive dental. To prevent this error, you need to know, firstly, where the alveoli are located. This can be easily seen with the help of two mirrors: we put one in the mouth on the lower teeth, in the second we look at the reflection of the first mirror; it must be remembered that only the tip of the tongue closes with the alveoli, because under the influence of their native language, students close the front of the back of the tongue and thus increase the area of closure, turning alveolar sounds into affricates.

It is easy to see in the mirror how the front of the back of the tongue is pressed against the upper teeth, and the tip hangs, while when pronouncing English, the tip of the tongue is not visible.

Therefore, it is necessary to conduct a set of training exercises, without which articulation skills cannot be acquired.

Answer questions like:

Is this a table or a desk?

Is that a bed or a desk?

At this stage great importance has error correction.

The teacher should point out cases when alveolar sounds turn into dental ones under the influence of interdental sounds. This feature is easily assimilated if it is pointed out in time. To prevent errors in the articulation of [t], [d], special exercises for the language are offered:

a) find the most convex part of the alveoli with the tip of the tongue, make repeated movements from the upper teeth to the alveoli and back;

b) pronounce English [t], [d] at the beginning of words: ten, table, take, tall, teach, dance, dark, day, deal, dinner;

c) pronounce [t], [d] in the middle of the end words: at, add, actor; got, active, and, bad, bed, child, cut, flat, good;

d) to consolidate the skill of articulation [t], [d] in the process of reading a coherent text and the abundant use of these sounds in oral speech.

3. Another of the typical mistakes of students is the pronunciation of voiceless stops [p], [t], [k] without aspiration, which can be corrected in the following ways:

1) Bring your palm to your lips at a distance of 5-6 cm and say, for example, the words:,,, alternately articulating [p], [t], [k] either with aspiration or without it. If it is articulated correctly, then in the palm of your hand you should feel a weak stream of air when you exhale.

2) Put a few pieces of paper on your palm, bring your palm to your lips at a distance of 5-6 cm and say [p] in the words: :,, with aspiration. From the exhalation, pieces of paper should fly off the palm of your hand.

3) Bring a lit match to your lips and pronounce Russian (p) nothing will happen to the flame, but it will go out if you pronounce English [p].

To compare the unaspirated and aspirated pronunciation of occlusive plosives, read the following words: package, cake, Pasha, there; first, as usual in Russian, and then with aspiration, as in English, in order to better catch the difference by ear. This type of work greatly speeds up the process of setting the aspirated pronunciation [p], [t], [k] for students.

When learning the aspirated pronunciation of consonants, one should point out the positions when these consonants are pronounced with minimal or no aspiration before short vowels and after fricative [s]. Since in similar cases we pronounce them in the same way as in Russian, i.e., starting the pronunciation of voiced during the explosion of the consonant.

4. The next typical mistake of the phonemic nature of students is the stunning of voiced stop plosives at the end of a word under the influence of their native language. In order to avoid stunning, as G. P. Torsuev writes in the book “Problems of Theoretical Phonetics and Phonology”, it is necessary to increase the stage of contact, to delay opening. You should pronounce sounds first at the end of a word, before vowels and voiced consonants, train them, and only then - before deaf ones. Experience shows that the stunning of the final voiced is not due to insufficient hearing acuity of students, but due to the interference of the native language.

When teaching, it is necessary to compare within the studied language with the native language, in some cases within the same language. When mastering this phonetic phenomenon, intonation by ear is decisive. The possibility of another error should also be noted - the presence of a vowel echo in the final position, which can lead to confusion of words:. In order to avoid this mistake, it is necessary to weaken the muscular tension of the articulatory organs and remove the voice until the lips open.

5. The English sound [v] is perceived by students as a fricative sonant [w], which leads to the erroneous use of one phoneme instead of another. A mixture of English [v] and [w] is found when pronouncing the following words: invent [ I nwent] instead of [ I n"vent, novel instead of ["novel], vote instead of , vocation instead of .

The combination very well is usually pronounced by students instead of ["veri wel]. The difficulty in differentiating these phonemes in a Russian-speaking audience is explained, firstly, by the fact that the graphic and acoustic similarity of the English phonemes [v] and [w] contributes to their confusion. In order to to achieve the correct pronunciation of the English sound [v], students, first of all, need to explain the features of the articulation of English [v], [w], then proceed to a special training of the organs of speech, aimed at creating the skill of recognizing and pronouncing these sounds:

a) lowering and raising the lower lip.

Slightly lifting the upper lip, expose the edge of the upper teeth and press the lower lip against them. Lowering the lower lip, expose the lower teeth. Repeat this movement without dropping your jaw. The upper lip is immobile. Slowly and carefully pronounce the English sound [v] several times, followed by reading the words: vet, vice, visit, ever, never, very

b) Push lips vigorously forward. Strenuously blow out air through the contracted hole. Avoid whistling noise. Repeat this movement many times and start pronouncing the English sound [w], and then the words: went, well, wine, will.

c) Open the lips up and down, slightly exposing both rows of teeth, then bring the lips closer, leaving a small gap between them. Slowly blow air out through the gap. After repeated repetition of this movement, give an analysis of the movement of the organs of speech, determine the difference in articulation [v], [w], proceed to thoughtful and slow reading of English words.

§ 3. Pronunciation in the first grade

In the first year of study (from the age of six), the English language provides for the mastery of the articulatory base and intonation of speech. As you know, pronunciation skills include auditory, articulatory and intonation. In this paper, we will consider the technology of teaching 6-year-old children the auditory and articulatory aspects of foreign speech in the English language course for grade I.

The work on any means of communication in grade I, including pronunciation, is based on the principles of communicative orientation and conscious language acquisition. When teaching pronunciation to six-year-olds, it is important for a teacher to consider three factors:

1 . Since the language is acquired as a means of communication, work on pronunciation is subject to the process of mastering children's speech skills and abilities. In other words, the formation of auditory and articulation skills is carried out on those words and patterns of communication that children learn to use in speech in this moment. So, if in the lesson children have to learn the verbs of movement jump, swim, walk, then training is needed in pronouncing the sounds [w], [d], [ u] and etc.

The sequence of work on phonetic means of communication is determined by the speech units that children use to communicate and interact from lesson to lesson.

2. Conscious mastery of pronunciation is based on the characteristics of the sound composition of the English language, taking into account the native (in this case, Russian) language:

1) sounds that are identical in English and Russian, for example, do not require special training (children master them by transfer);

2) sounds that are somewhat different from similar ones in Russian, such as, require correction (children need to be shown how they differ and how they need to be pronounced in order to speak like real English boys and girls);

3) the third group of sounds, which include sounds not found in the native language, also requires an explanation of articulation.

The conscious orientation of children in pronunciation means of communication will not be complete if we do not teach them to hear the difference in sounds: , , [ð - d], [ǽ - e], [a: - Λ], , , [ð -z ].

The semantic role of sounds should also be given Special attention. In order to teach children good pronunciation in English, it is necessary to strive to ensure that from the first lessons and throughout the initial course, pronunciation is always in the focus of the teacher: you need to provide children with good training in the perception and pronunciation of sounds.

II chapter

§1. Basic pronunciation methods

Phonetics training consists mainly of two stages, in which pronunciation skills are respectively formed and improved. All exercises can be classified into two large, closely related groups. At the very beginning of training, listening exercises. They are aimed at developing phonetic hearing. To perform this type of exercise, graphic supports can sometimes be used. TCO, in particular, a tape recorder, can be considered a big plus in training. However, it must be kept in mind that each the new kind assignments are first performed only with the speech of the teacher. Playback exercises aimed at developing proper pronunciation skills. The material of these exercises can be sounds, syllables, words, phrases, sentences. Tasks can be performed both with visual support and without it. Effective for staging and improving the pronunciation of students can be considered learning tongue twisters, rhymes, poems. It is necessary to exercise control over the exercise. When evaluating speech, phonetic and phonological errors are distinguished. When evaluating the answer, only errors of the second type are taken into account. If all the above exercises are performed and systematically controlled, work on listening skills can be considered effective.

§2. Some methods of setting pronunciation at the initial stage of learning

The age of six-year-old children implies the inclusion of the process of learning pronunciation in the context of play activity. Purposeful work on the formation of auditory and articulation skills in children is carried out at a special stage of the lesson - pronunciation exercises. It is based on an onomatopoeic game with interesting and entertaining plots, the constant character of which is a cheerful English language - Mr. tone. Children are introduced to this character in their first English lesson.

Teacher: Victoria told me something amazing. We have a tongue in our mouth. His name is Mr. tone. Our mouth is his cozy house, and the teeth are a fence. When Mr. Tongue gets up, he looks out the window and enjoys the good weather: [ ɔ : - ɔ : - ɔ :). (Children repeat sounds.). Then he cleans the house, knocks dust out of the rugs:. (Children repeat sounds.) Place the tip of the tongue on the cusps behind the upper teeth. Good work :[ gu d]. (Children repeat.)

Then Mr. Tongue rings the bell and calls all the neighbors like this: . (Children repeat.) And now that everyone has come, Mr. Tongue says hello: [ gu d"m ɔ :niŋ]. (Children repeat.)

This is how babies learn to pronounce the sounds they need to greet.

In order to teach children good pronunciation in English, it is necessary to strive to ensure that from the first lessons and throughout the initial course, pronunciation is always in the focus of the teacher: you need to provide children with good training in the perception and pronunciation of sounds.

One of the methods for class 1 includes two groups of exercises:

I. Exercises for training children in the perception and pronunciation of sounds and words, communication patterns containing them.

II. Exercises for the development of phonemic hearing in children.

Let's consider them.

I. When training children in the perception and pronunciation of sounds, the techniques of conscious and unconscious imitation are used.

a) Teacher: Mr. Tongue went to the zoo and watched the animals being fed. (Children will use words - product names: sausage, sweets, potatoes, cakes, apples.)

b) (Children learn to use the words: water, coffee, tea, drink.)

Teacher: When tea or coffee is hot, Mr. Tongue blows on them to cool them down: .

The coffee gets cold like this: [ ɔ - ɔ -k ɔ -"k ɔ fi].

Tea is completely different: .

When the dog is thirsty, Mr. Tongue gives her water, and the dog growls softly in pleasure: .

II. The second group of exercises, as noted above, is aimed at the formation of speech hearing. (Chapter I, § 1)

This group includes exercises for:

1) differentiation of sounds (long and short vowels, interdental, whistling, etc.), words and patterns of communication containing them, by ear;

2) on the sound analysis of words.

1) Consider exercises for differentiating sounds.

a) When children get acquainted with the definite article the, we teach them to distinguish sounds [ð] and [z] by ear.

Teacher: Mosquitoes fly into the window and buzz to the cheerful tongue

Then he closes the window. Sometimes a familiar bee flies to him. She buzzes like this: [ð - ð - ð] . Stick your tongue between your teeth and buzz. And then Mr. Tongue opens the window: a bee brings him honey. Listen to who has arrived. If a mosquito arrived [z] , close the window (the children perform the corresponding action), and if the bee is [ð], open the window (the corresponding movement follows). Buzz like bees, and now - like mosquitoes.

When we talk about familiar animals, in the small word the one hears the sound that a bee makes [ð].

b) Sound differentiation exercises - [ I ].

Teacher: Donald Duck says his clock is either fast or slow: .

How fast is Donald's clock? Like this: .

How are they falling behind? Like this: .

Clap your hands once if you hear a short sound [ I], and many times - if-long : .

About food and about everything inanimate, the British say it - it, This. They also say it about animals, but never about people. What word does it look like? On the word eat - There is. It looks like not really. The word eat has a long sound, and the word it has a short [ I] . Can you distinguish between these two words? Let's check. If I say the word it, clap your hands once, and if eat, clap a lot of times.

These exercises are very effective for the formation of the ability of children to distinguish between meanings, and therefore for the development of speech hearing, which, as you know, is one of the main mechanisms of listening.

2) The exercises below, which teach children the phonetic analysis of words, are at the same time very good preparation for reading Teacher: Donald Duck says that someone is knocking on the door of his house, he hears:. Donald Duck loves guests, and he likes to hear the sound [t] in the words: it, eat, telephone, potatoes. Clap your hands when you hear the word with the sound [t]: sandwich, orange, TVset, juice, book, tomatoes.

Let's play the game "Where is the sound hidden?" Victoria will name her favorite sounds, and you can tell us which products have these sounds hidden in their names.

VictoriaChildren

[s] sweet, sandwich, salad

Children's training in pronunciation can be supplemented with interesting exercises at the discretion of the teacher. Such exercises are based on the method of conscious imitations (“imitation of an English parrot”), setting an English accent on Russian-language material. It allows you to achieve automatism in pronouncing the sounds of the second group, to make sounds, etc., always be English. For example, children imitate an English parrot that pronounces Russian words and whole phrases with English sounds. For example: [d]- dom, dacha, Dima at dacha, dyatel at home.

[r]: fish, well, fish at work.

This technique can also be used to practice the sounds of the third group.

[θ]: θasha on θanks, θlon, θeat.

[ð]: Raika's felling fell ill, Rina's rotik worked.

In addition, the material for working on phonetic means of communication is contained in rhymes and songs.

For mastering the pronunciation of words, exercises in the form of charging are effective. Let's give examples.

Words: read, draw, can, write.

Teacher: Your cheerful English tongue decided to travel by car. He warmed up the engine for a long time:. Then finally went: . But the cat crossed the road: [ǽ - ǽ - k ǽ t]. Ox how difficult it was to start the car again! The motor worked intermittently. . At last the motor started working, and Mr. Tongueno rode: .

Numerals.

Teacher: We will teach animals to count. But first, let's practice the tongues. Mr.Tongue blows on a candle: . Mr. Tongue is driving and humming: . Suddenly the car stopped. Mr. Tongue turns her on. This is the sound the motor makes: [θ - θ - θ]. (Place tongue between teeth.) Finally car started: [θr - θr - θri:]. Let's start it again: [θ - θ - θ ri:]. Now your tongues are ready to count in English: One, two, three.

The exercises and teaching methods considered in this paper provide six-year-old students, as the practice of experimental training shows, with a decent approximate pronunciation, that is, such a pronunciation that is necessary for communication to take place.

Exercises can be performed only by ear or using a graphic support (printed text). As an example of the first exercises, the following tasks can be given:

1. listen to a series of sounds/words, raise your hand (signal card, clap your hands) when you hear the sound [æ];

Listening to a series of sounds; signal by hearing the sound.

[ a :- I - u :- e -Ο- I :- e -æ]

2. Determine how many times the sound [z] occurs in the phrase.

He is as clever as his father is

3. listen to the sentences, raise your hand when you hear an interrogative (declarative, imperative, etc.) sentence;

Do you really know her?

Do you want to eat?

5. From each pair of words, underline the one that the teacher/announcer says.

Stay-stayed-begged

Rate-ratedskim-skimmed

6. Say the words paying attention to the length/shortness of the sounds.

Barn-bun card-cud

Darn-done bard-bud

Calm-come laugh-luff

Charm-chum march- much

7. Finish the rhyme with suitable words . (before giving the task, the teacher pronounces the words with the students, which then will need to be inserted)

Goat, Goat, give me your...!

Bat, Bat, sit down on my…!

Geese, Geese, have you any…?

Boys, boys, give us your...!

Lily, Lily, don't be...!

Cock, cock, look at the…!

Snake, Snake, come out of the...!

Quail, Quail, where is your…?

Mouse, Mouse, where is your…?

Mice, Mice, bring us some...!

The fox and the lock

“Cock-a doodle-do!” crows the cock.

Granny yawns: "It's two o'clock!"

Granny starts to sing a song:

“In a shed there is an ox,

Round the shed there walks a fox.

On the door he sees a lock,

He cannot enter what a shock!

Fox is hungry; fox cross,

Fox is really at a loss.

Foxy hears and smells the cock,

But he cannot break the lock.

baby sleeps. The night is long.

Granny, rocking, sings a song.

Conclusion

The importance of listening skills for speech activity is not questioned by any specialist, since pronunciation training is subject to the actual development of speech activity, which occurs at the initial stage and earlier. Insufficient mastery of them leads to a violation of communication, although an approximate approach is acceptable to some phenomena. At present, the method of gradual and continuous mastering of auditory pronunciation skills and their mandatory further improvement has justified itself.

There are two stages in teaching listening skills. The first, or initial stage, is focused on the formation of skills. The work includes exercises in active listening to the sample and conscious imitation.

The second stage is characterized by maintaining the acquired skills and preventing their deautomatization. Here it is quite advisable to use exercises, both in listening and in reproduction, to develop not only auditory, but also pronunciation skills.

When performing exercises, it is advisable to use TSO, although it is extremely necessary to control the teacher, who coordinates the work of students, corrects the inevitable errors that occur and helps to increase the motivation of children when learning a foreign language.

Bibliography.

1. Gez N.I., Lyakhovitsky M.V., Mirolyubov A.A. etc. Methods of teaching foreign languages in secondary school: a textbook. - M .: Higher. school, 1982.

2. Rogova G.V., Verishchagina Methods of teaching English at the initial stage in secondary school

3. Sakharova T.E., Rabinovich F.M., Rogova G.V. Methods of teaching foreign languages in high school. – M.: Enlightenment, 1991.

4. Weisburd M.L. Teaching secondary school students to understand foreign speech by ear. - M .: Education, 1965.

5. Starkov A.P. Teaching English in high school. - M.: Enlightenment, 1978

6. Gez. N.I. "The role of communication conditions in teaching listening and speaking": J. "Foreign languages at school." – 1981.

7. Tkachenko R.G., Rogovskaya B.I. Carlisle M.S. "On the speech of teachers in the classroom": Zh. "Foreign languages at school." – 1984.

8. Elukhina N.V. "The main difficulties of listening and ways to overcome them": J. "Foreign languages at school." - 1977.

9. Weiser G., Folomkina S. "Development of understanding of oral speech in grades 5 - 6": J. "Foreign languages at school." – 1960

10. Rogova G.V. "About the teacher's speech in the lesson": J. "Foreign languages at school." - 1964 - No. 5 - p. 6.

11. Elukhina N.V. "Intensification of learning to listen at the initial stage": J. "Foreign languages at school." – 1986

12. Savinov S.N. Teaching a foreign language in extracurricular activities: A guide for teachers. – M.: Enlightenment. 1991.

13. Lebedinskaya B.Ya. Phonetic workshop in English M., 1972

14. Brown J. English listening comprehension M., 1984

15. Yartseva V.N. On the comparative method of learning languages. In the book "Scientific reports of higher education". Philological sciences №1. 1960