Phonetic charging as a way to maintain and improve phonetic skills of students. Formation of phonetic (hearing-sensitive) skills: setting, correction, improving the way of improving the pronunciation skills in the middle

House, design, repair, decor. Yard and garden. Do it yourself » Do it yourself Phonetic charging as a way to maintain and improve phonetic skills of students. Formation of phonetic (hearing-sensitive) skills: setting, correction, improving the way of improving the pronunciation skills in the middle

Phonetic charging as a way to maintain and improve phonetic skills of students. Formation of phonetic (hearing-sensitive) skills: setting, correction, improving the way of improving the pronunciation skills in the middle

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution

higher professional education

"Tomsk State Pedagogical University"

Faculty of Foreign Languages

Department of Linguistics and Lingvodidactics

Course work

PerfectionPhoneticSkillON THEBasedAuthenticTextsON THEMiddleStepsLearning

Performed

4th year student,

groups 291.

Stashuk A.R.

scientific adviser

Dolmatova A.I.

Introduction

Chapter I. Linguopsychological foundations of learning the phonetic side of speech on medium-stage

1.1 Linguistic features of training phonetics

1.2 Psychological Features of Training Phonetics

1.3 Characteristics of the average learning step

Chapter II. Methodical features of improving phonetic skills based on texts on the average learning step

2.1 Authentic text as a basis for improving phonetic skills

2.2 Influence of the native language when teaching a foreign language

2.3 Methods and pronunciation techniques

2.4 Exercises aimed at improving phonetic skills

Chapter III. Experimental learning to phonetics using texts

3.1 Psychological characteristics of the group

3.2 Pre-Experimental slice

3.3 Experimental learning

3.4 Post-experimental slice

Conclusion

List of used sources and literature

Introduction

English is the most common language of communication on our planet. More than one million people own them. And for people living in the UK, USA, Canada, Australia, New Zealand this language is native. In many countries, it is used as a state, along with national languages \u200b\u200b(India, Pakistan, Gena, Zambia, Philippines). In the modern world, English is a means of communication in science, culture, trade and politics.

Language as a means of communication arose and exists, first of all, as a sound language and possession of its soundtroke (the presence of utteal skills) is a prerequisite for communication in any form. It will be understood by listening with difficulty, distorted or is not understood at all, if the speaker violates the phonetic norms of the language. Listening will not understand or will hardly understand the address addressed to him if he himself does not own pronunciation skills. Thus, only the presence of solid utteral skills ensures the normal functioning of all (without exception) of speech activities. This explains the importance that is attached to work on school pronunciation and the relevance of the topic of this work.

Developing a system and typology of exercises, as well as the establishment of principles and criteria on which various exercise systems could be built are important problems of teaching foreign languages. In recent years, it is thoroughly developed as private exercise systems designed to assimage any type of speech activity (for example, speaking) and the system of communicative exercises and exercises for learning the language as a whole [Kanter, 1997, p.5-7].

The relevance of this topic is to show how efficient the use of authentic texts when improving phonetics on the middle stage. In this study, this will be considered both in theory and in practice. I do not want to say that this method is the only and most effective, crossing out one of the methods generally accepted in the technique as auditing. I just want to emphasize, as mentioned earlier, the advantages of texts in improving phonetic skills on the average level of training. Mostly one of the important factors at the same time is the competence of the teacher, because Its pronunciation should be definitely correct and correct. In the audit, we often face the problem of quality of records, the rapid pace of the speaker, various pronunciation, all the factors that affect the hearing-pronunctive skills and features of children. It is difficult for students to hear certain words correctly, moreover, sometimes it is difficult to students, not to mention students of the 6th grades. As for the role of authentic texts, the competent teacher can always choose a suitable pace, say all phonetic units clearly, so that it is clear to the whole class and absolutely everyone heard, pronounced and remembered the words correctly.

The object of this study is the process of learning the pronuncient side of English speech.

The subject of work was the techniques and methods of improving phonetic skills based on texts on the average level of training.

The purpose of research work is to determine the paths and methods of improving the pronuncient skills of students in English lessons.

To achieve the goal, it is necessary to solve the following tasks:

· Examine and analyze the methodological literature on this issue;

· Describe the influence of the native language in teaching an input pronunciation;

· Consider the process of presenting foreign language sounds;

· Identify the most effective phonetic exercises for the successful formation of pronunciation skills in students in English;

· Release the effectiveness and advantage of authentic texts in improving phonetic skills;

· Conduct experimental training in order to identify the hearing-sensitive skills of the experimental group and identify the effectiveness of authentic texts in improving phonetics in children of 6th grades;

Hypothesisresearch: If in the process of improving phonetic skills to apply authentic texts as the main method of the methodology, then it is possible to significantly improve the quality of pronunciation, adherence to the stress and intonation in foreign words and phrases, to improve the rhythmic and intonation skills of designing various types of proposals in children of 6th grade.

Research methods that were used in this work, theoretical:

Theoretical analysis of scientific sources and literature;

Comparison;

Analysis and synthesis;

empirical:

Pedagogical observation method;

Test method;

Pedagogical experiment method;

All the above methods were effective during experimental learning, because On their basis, it was possible to correctly build a planned experiment and successfully hold it.

Structureworks:This work consists of three chapters, two of which theoretical, one practical, which describes the experimental training and all the results of experiments are displayed in 5 tables. Also, 23 literary sources helped me for writing the theoretical part of the course work.

ChapterI.. LingvopSihobrain teaserbasicslearningphoneticohsidespeechon themiddlesteps

1.1 Linguisticfeatureslearningphonetics

Under the content of the pronunciation of pronunciation, everything is understood, on the basis of which students are taking into account the hearing and spoken and rhythmic and intonational skills. The basis of learning the phonetic side of the speech is knowledge, skills and skills. The skill is defined as "a strengthened method of action", as "Action, which is performed by a person without the participation of consciousness, that is, automatically" [Shamov, 2008, p.23].

Phonetic skills are automated pronunciation skills, namely the skills of the pronunciation of foreign sounds and their combinations, the allocation of these sounds in the flow of sounding speech, stagnation, the correct intonation design of the syntactic constructions of a foreign language.

The linguistic component of the content in teaching phonetics involves:

a) phonetic minimum;

b) the features of the vowels and consonant studied language in comparison with the relatives;

c) phonetic rules.

The phonetic minimum high school includes:

a) sounds (phonemes) and sounding;

b) Intonmers (intonational models) of the most common types of simple and complex proposals.

Principle of compliance with the needs of communication;

Stylistic principle, pronunciation regulation;

Accounting for the peculiarities of native language procurement with students;

The sequence of studying the phonetic material is determined by the tasks of the development of oral speech and reading. In different textbooks for the same class, depending on the sequence of studying speech samples there will be a different sequence of studying the phonetic material [Mirolyubs - Internet].

Actually, pronouncing skills involve the ability to correctly pronounce sounds and combine them in words, phrases, sentences.

In the conditions of a non-language environment, including in the class of foreign language, the production of pronunciation skills should be given to considerable attention, as:

Phonetic skills have a senseless meaning. From the wrong pronouncement of just one sound in the Word, it loses or changes the meaning and, as a result, makes it difficult to communicate when talking and when perceiving speech on rumor.

Phonetic skills are among the most "fragile", they are more than the destruction due to insufficient or non-systematic reinforcement.

Non-smaller value for communication has intonation. Invalid intonation can distort the meaning of statements.

The ability to use pronunciation skills affects all types of speech activities.

In determining the requirements for the audience, the term "approximation" is used - approximation to the correct pronunciation. Approximation is manifested in two respects:

Limitation of material volume;

It is allowed to reduce the quality of pronunciation, which does not interfere with communication;

Requirements for student pronunciation:

PhondeMatim (degree of correctness);

Fluency (the degree of skill automation is a certain number of words per minute);

Requirement for the selection of material:

Compliance with the needs of communication;

Stylistic criteria;

· Clear pronunciation and distinguishing on the hearing of all sounds;

· Compliance with longitude and shortness of vowels;

· Fusion pronunciation of service words with denominators;

· Pronunciation of proposals subject to the main types of intonation of the English language;

· Compliance with stress in words;

· Proper membership of the proposal for semantic groups;

· Proper stress in the phrase, lack of accepted on official words [Solovov, 2008, p.27].

1.2 Psychologicalfeatureslearningphonetics

It should be noted that the success of learning the phonetic side of an input speech is largely due to the individual qualities of the studying and its phonetic abilities. In the formation of phonetic skills, the teacher is especially important to take into account the main mental neoplasms of the middle school age - arbitrariness, an internal action plan and reflection, manifested in mastering any educational subject.

One of the main difficulties in the pronunciation of pronunciation is the intersective interference. Interference arises due to the fact that the hearing-sensitive skills of the native language are transferred to a foreign one, i.e. Sounds of a foreign language are likened to the sounds of their native. In training phonetics, it is necessary to find out the degree of similarity and differences in the phonetic phenomena of foreign and native languages \u200b\u200band thereby determine the nature of the difficulties overcome by the students in mastering the hearing-sensitive skills of the studied language [Pasas, 1989, p.44].

As a result, difficulties arise, students begin to pronounce words incorrectly and moreover, the risk arises that with a constant pronunciation of words in this form, it can consolidate this model in the memory of the student. In the course of my research, one of the vivid examples was the word "WAR". The disciples discussed one of their computer games "Warface", while pronouncing it as "Warfayis", we see that the word War, which is pronounced - [OVOR], (if the Russian model of pronunciation), students pronounce [Var], correcting They, in the future I heard exactly the pronunciation of this word. This is just a typical example of the very problem of language interference and memorizing the wrong word model.

We note the general features of learning to foreign phonetic rank. The teacher needs to strive for classes to take place on the basis of an individual approach in the context of collective forms of training.

The teacher must offer such a method of assimilation of the phonetic material, which would be aimed specifically for development, and not to the detriment of him. And for this, it is important that every child is the main acting person in the lesson, felt free and comfortable, took an active part in the discussion of a particular phenomenon. [Torsuyev, 1956, p.39].

In the formation of phonetic English skills, it is important that the teacher says words and phrases and what the expression of his face. Of course, the Voice of the teacher must be a kind, clear, who have to communicate, and the expression of the face must correspond to the tone that should be intriguing, or serious, business, expressing the joy of the meeting, who is admired. The main thing is that the student, entering into communication in English, did not experience fear for an error and sought to implement all the communicative intentions at his disposal. According to M.N. Vyatytnov, Methodist, a psychologist who wrote a lot of books on teaching a language at school: "Errors - this means and the condition of successful mastering communicative competence, their presence does not indicate noise, on the contrary, they show that the educational process is going on normally and students take into account Participation "[Protasova, 1998, p.43].

In the process of learning a foreign language phonetics, it is important to know the psychological and pedagogical features of middle school children.

Thus, we can say that an extraordinary formulated rules-instructions are remembered by students for life, the sounds have often been lost and everything else, and the teacher's special explanation remains in memory and ten years after graduation. Teacher must try to make classes on the basis of an individual approach, as students differ in terms of perception: visuals, audies, kinestics. It is very important that every child is the main acting person in the lesson, felt liberated and comfortable. In children there should be a desire to participate in communication in the language studied. This is possible in the case when the main form of school activity is a living, active communication with the teacher and with each other.

So, on the basis of this, we can allocate a psychological component that is used in the training of phonetics:

Accounting of interests and the formation of a motive in students in mastering this Party of Speech;

Development of special abilities (phonderatic and intonational hearing), that is, the ability of the human mind to analyze and synthesize speech sounds based on the language of the language and distinguish between different types of intonation models;

Phonetic skills of two types;

The nature of the interaction of phonetic skills with others, such as lexical and grammatical [Kozlov - Internet].

1.3 Characteristicmiddlestepslearning

Continuous mental development of a child can be divided into stage on various reasons.

Middle school age (from 10-11-15 years old) (adolescence, adolescence) - transitional from childhood to youth. It coincides with the second-stage school training (grades 5-9) and is characterized by a common lifting of vital activity and a deep perestroika of the whole organism. In this shortest on the astronomical time, the teen period is a great path in its development: through internal conflicts with themselves and with others, through external breakdowns and ascension, he can gain a sense of personality.

The main motivational lines of this age period associated with the active desire for personal self-improvement are self-knowledge, self-expression and self-affirmation.

The characteristic feature of the attention of middle school students is its specific selectivity: interesting lessons or interesting things are very fascinated by adolescents, and they can focus on one material or phenomenon for a long time.

But easy excitability, interest in unusual, bright often becomes the cause of involuntary switching attention. This is justified by such an organization of the educational process when adolescents have no desire or time or opportunity to be distracted by foreign affairs.

In adolescent and youthful age, the process of cognitive development is actively. Teens can already think logically, engage in theoretical reasoning and self-analysis. Logical memory is actively developing and soon reaches such a level that the child moves the premissory use of this type of memory, as well as arbitrary and mediated memory. Studies of memory of children of this age have shown that for a teenager to remember - it means to think.

At this age, the formation of cognitive processes is completed, and, above all, thinking. During these years, the thought is finally connected with the word, as a result of which the inner speech is formed as the main means of organizing the thinking and regulating other cognitive processes.

It should be noted that in the middle classes of the school students should not mechanically teach and repeat the frozen definitions of scientific concepts. Rather, it is necessary that the students themselves find and gave the definitions of these concepts. This will undoubtedly speed up the process of developing the conceptual structure of thinking [Rogov-Internet].

So, based on the description of the chapter, we see that there are many important factors that should be observed in teaching phonetics. The most important difficulties may turn out to be educational and psychological factors, i.e. Language interference and just psychological as a whole - age, interest in subject, etc. Having considered the characterization of the average learning step, we can say that training in foreign languages \u200b\u200bin these age-related frameworks is rather difficult for the task. As it was mentioned earlier, it is connected directly with a psychological factor, because Children aged 11-15 years, i.e. Pupils of the 6-8 grades are often losing interest, not only to study the additional language, but also to study in general. But despite this, these difficulties are not insurmountable, with the help of a competent and creative teacher, as well as a rich and correct program, you can easily solve a number of problems in teaching English and raise interest in this subject.

ChapterII.. Methodicalfeaturesimprovingphoneticskillson thebasedtextson themiddlestepslearning

2.1 Authentictextasthe foundationforimprovingphoneticskills

To begin with, I would like to disassemble what authentic texts as a whole are. Authentic texts are texts taken from original sources, which are characterized by the naturalness of lexical filling and grammatical forms, situational adequacy of used language tools, illustrates cases of authentic wording, and which, although not intended specifically for educational purposes, can be used when training in foreign Language.

Educational and authentic texts are texts specifically designed to meet all the parameters of the authentic educational process and criteria for authenticity and intended for solving specific learning tasks.

Authentic text is characterized by the naturalness of lexical filling and grammatical forms, situational adequacy of language funds. Authentic text reflects the national characteristics and traditions of the construction and functionality of the text. [Artyomov, 1969: C.115-123] [Passs, 1991: C. 74-77]

Thus, considering several definitions of authentic texts taken from different sources, I can pay attention to the fact that different authors converge in a single opinion, characterizing the authentic text, as a genuine, initial; The text from the primary source recognized as equivalent to another text in another language, and having the same force with it, but there is no global, generalized definition of authenticity. The task of the teacher is to prevent the inadequate interpretation of the text written in a foreign language and belonging to another culture, since the authenticity is a set of a number of conditions, various types of authenticity, and the degree of whether there may be different degree of presence of one or another species depending on Situations.

So, from here, we can conclude that the use of authentic texts is an effective way to improve pronunciation skills, as they give an example of the right speech, with their help you can recreate the language environment of the country under study in the lesson without which it is impossible to "understand the method of thinking of this society and assimilate His language, not only employee for communication, but also reflecting the thinking of this society. " To accepting the use of authentic materials, in order to improve phonetic skills include the following: phonetic charging, poems, rhymes, lyrics, songs that having a sociocultural component carry information about culture, of course, all this can also be attributed to authentic texts.

2 .2 Influencenativelanguageforlearninginoyasicpronunciation

In the light of reforms of modern language education, one of the priorities is considered to be learning pronunciation.

The development of the pronunciation side of the English speech covers, first, sound design, i.e., articulation, secondly, intonational design, which includes melody, logical emphasis and rhythm. In real life, these components are integrated, and the allocation of them in the educational process is carried out for academic purposes, since students are seduced by them using various exercises.

Pronunal skills are formed in parallel with grammatical and lexical in the process of learning oral speech and reading.

Sundaying the way of the formation of pronunctive skills in a foreign language, it should be borne in mind that students already own a system of sounding native language. This will help on the one hand, cause certain difficulties caused by the interference of the native language, and on the other, to help in mastering the sounds of a foreign language [Pasas, 1989, p.75].

It is easiest to master the sounds that coincide in both languages \u200b\u200bare harder - sounds that are just like the sounds of the native language. The hardests are absorbed by the sounds, which are no analogues in their native language. In this case, it is necessary to form brand new skills, teach the unusual movements of the language, lips, soft nose. Depending on the degree of similarity with the phonemes of the native language, the foreign language phonam are divided into three groups:

The first group - phonemes that coincide in English and native languages: for example - [p], [b], [m], [s], [z], [g], [f], [v], [t], [k], [d], [n], [l] ,.

The second group - phonemes, similar to the phonemes of the native language, but differing from them a number of essential signs, for example, with longitude: for example - [i], [e],, [u], [?].

The third group is the phonemes, which are no analogues in their native language: for example, the consonants - [and], [s], [w], [v], [h]; vowels - [?:], [?]; Difthong - ,,,

Depending on the degree of difficulty in mastering the Ph.D., the method of its presentation, the nature and sequence of phonetic exercises is determined.

When comparing the intonational structure of English and native languages, two common tones are distinguished - downward and ascending, which distinguish between messages and questions, completed and unfinished, categorical and non-iconic statements, finite and incontestinal syntagma.

For example:

You are already disconnected at http://www.allbest.ru/

prepared homework?

Have You Done YourWhat on http://www.allbest.ru/

I am unstituted at http://www.allbest.ru/

I DidnґtTeated at http://www.allbest.ru/

How much are you posted on http://www.allbest.ru/

How HOW is located at http://www.allbest.ru/

Thus, given the similarity of the intonational structures of both languages, the teacher may, when teaching the sense-sensitive functions of the downward and ascending tone to use the transfer from the native language. According to the methodist of L. S. Panova, if with the introduction of a common question to compare it with intonation with the intonation of a similar question in his native language (IS This Your is located at http://www.allbest.ru/

brother? - This is your posted on http://www.allbest.ru/

brother?), Students do not make mistakes in the intonation design of such proposals [Panova, 1994, p.18].

Transfer from the native language can also be used when learning intonation of inconspicuous syntagm, as in the native, and in English, they are pronounced with increasing tone.

For greater picture, the teacher can gestures to show the fall and plowing the tone. There is an opinion of scientists - methodists that it is advisable to train these gestures and students. The technique of hand will help them master the speech motility.

Understanding the speech of the teacher by students depends not only on the intonation color, but also from its expressiveness, emotionality, pace, outgoing tone, voice timbre. It is necessary to use all these means, and not to reduce their speech to monotonously sound phrases, decorated only two of these tones. Students, in turn, can issue various emptic shades with the means of their native language [Starkov, 1979, p. 29-30].

2.3 Methodsandreceiverslearningpronunciation

There are no questions that the training and improvement of phonetics are subordinated to the development of speech activities. But the methodologists did not always understand whether to concentrate work on pronunciation at the initial stage or gradually improve skills during the entire period of study. At a certain stage it was believed that the first option is the most acceptable. The reflection of this point of view was the emergence of the so-called "introductory phonetic courses". However, this approach had a number of significant drawbacks:

Being paramount task, the development of pronunciation at the initial stage prevented the formation of skills and, as a result, the abilities of practical use of the language, since the ability to work in this direction sharply reduced due to the small amount of time, which is available at the school teacher;

On the middle and senior stages of training, work on pronunciation ceased, since it was believed that the skills were formed at the initial stage, although this type of skills can be considered the most susceptible dehautomatization;

Attempts to immediately put the impeccable pronunciation were directly related to detailed articulation explanations, which leads to an excessive theoretization of the educational process. Currently, the methodologists believe that work on improving the pronunciation should be carried out throughout the term of learning. And, despite the fact that the role of this work and its character is changing at various stages, the form of it remains unchanged - work is constantly carried out in the form of a phonetic charge, which is a combination of oral speech funds, ranging from the simplest for primary learning, which then Gradually complicated to improve the speech skills already received and acquiring new, deeper skills. That is, phonetic charging is a unique tool that allows you to maintain and improve phonetic skills at all levels of training in foreign language [Pasas, 1989, p.24].

At the initial stage, the formation of hearing-sensitive skills, which includes: familiarization with sounds, training of students in their pronunciation for the formation of skills, the use of acquired skills in oral speech and with loud reading. At this stage, the material sound shell has not yet merged with the thoughts organically concluded in the sample. She still attracts the attention of students. Consequently, the task of the first stage is to automate the hearing-sensitive skills, sending the efforts of students to elementary exchange of thoughts. Here we prevail the oral forms of work on the language material. However, in the process of reading and writing, the nature of the pronunciation does not change. Loud reading, typical of this stage, creates additional opportunities for the development of hearing-pronunctive skills. The letter is also often accompanied by pronouncing out loud, in the process of which hearing-sensitive skills are given the necessary attention [Lebedev - Internet].

In training pronunciation during phonetic charging, an analytical imitative approach was justified. Considering that the part of the training is the phrase, students repeat an example for a teacher or record. If students did not allow mistakes in pronunciation, they go to work on the following examples. If the teacher noticed any shortcomings, then the sounds to be specialized, are extended from the connected whole and are explained on the basis of the articulation rule. This is an analytical part of the work. Then these sounds are turned on again in a whole, which is organized gradually: syllables, words, phrases, phrases, and pronounced students followed by the sample. This is a simulation part. Such an approach to teaching phonetic skills at the initial stage provides simultaneous assimilation of students and phonetic, and grammatical, lexical, and intonational characteristics of the English language in an unexplored form. With such a formulation, it is simply unnecessary training of isolated sound, as the sounds almost never function in an isolated form [Nikonova, 2005, p.33].

Articulation rules are approximated (approximate to the correct) character. In fact, these are the rules-instructions that prompt students who speech organs (lips, language) take part in pronouncing sound. For example, to say the sound of [E], you need to pronounce Russian "E", stretch your lips into a smile, mouth almost close, strain lips.

Experience shows that shorter, concisely explanation, the more efficiently. For example: half-resistant sound [w] will be correct, if you submit that you kiss someone. The inventiveness of the teacher tells him other original and easily memorable rules-instructions.

It is observed that an extraordinary formulated rules-instructions are remembered by students for life; Sounds often lost and sounds, and everything else, and the teacher's reasonable explanation remains in memory and ten years after graduation. However, the most rational to take advantage of the psychological peculiarity of students of junior classes is excellent imitation abilities, that is, when conducting a phonetic charge, it is widely used to use effective training in imitation. [Lebedev-Internet].

When familiarizing with phonetic phenomena, the explanation must be alternate with the demonstration of "standards", which students hear from the teacher or in the record. Then the intense training in pronunciation, which again occurs on the basis of "standards". Training includes two types of exercises: active sample hearing and conscious imitation. In order for the hearing is really active, it should be preceded by tasks that help attract the attention of students to the desired sound quality, intonsems. It stimulates the allocation of a specific sound from the word stream to be assimilated. Raising the hand or signal card, the student shows the teacher that he learned the sound [Panova, 1989, p.69].

Exercises in the active hearing are a mandatory component of exercises in the development of hearing-sensitive skills; They grind the rumor and pumped students to reproduce exercises. The proportion of exercises in playback must be significantly higher than previous ones. After all, they represent the informed imitation of the "standard". They mobilize all the efforts of students and send them to high-quality reproduction of a new sound. Simple imitation, without awareness of the features of foreign-speaking sound, is not effective enough, since students tend to perceive foreign-speaking sounds through the prism of the pronuncient base of the native language. For some sounds it is safe, however, with others it can be fraught with a violation of communication. Conducted regularly exercises in conscious imitation help to overcome intersective and intra-speaking interference, that is, the influence of the native language for the study of foreign [Rogov, 1988, p.78].

Improving the quality of conscious imitation contributes to the conduct of teacher. It should teach students a certain symbolism of gestures. Longitude is depicted by horizontal movement of the hand, the shortness of sound - fast arcuate; Labialized vowels - the movement of the hand forward and its rounding (imitation of the position of the lips). It is especially important to conduct in the training of intonation: the emphasis is demonstrated by an energetic wave of his hands from the bottom up, the rise of the tone corresponds to the smooth movement of the hand up, its decrease is down. The conducting of the teacher is an important visual support for students at the stage of the formation of hearing-pronunctive and rhythmic-intonational skills. The subject of training exercises can be sounds and sounding, placed in increasingly large units: from a syllable - through the word - to the phrase and text. Work on pronunciation takes way from the text of the text to the text created by students.

In the establishment of pronunctive skills, the following organizational forms are widely used: choral, individual and steam room. Choral work allows you to increase the workout time: each student has repeatedly pronounces the desired sounds. In addition, the pronunciation of the chorus emphasizes the spoken characteristics of sounds, makes them more visual, thanks to the reproduction of them by all students in unison. In addition, such work helps to reduce and remove complexes, language barrier. However, the effect of choral work depends on how it will be combined with individual. It is important to alternate these two species, as the pronouncing alone increases the responsibility of each student separately.

For conscious imitation, it is advisable to give students a material, valuable from the point of view of content: songs, rhyms, aphorisms, poems, proverbs, sayings. At the initial stage, readers and sayings, at later - true samples of the poetic word.

The special attractiveness in this connection is artistic works or their fragments, with the assimilation of which there are interpreciative relations, in particular with literature, art. As a result, valuable material will not only enrich the memory of students with utteral standards, but will simultaneously contribute to the expansion of the general formation horizon, which ultimately will play a positive role in the development of the doctrine's motivation.

It would be assumed that the hearing-pronunctive skill formed at the initial stage at the subsequent stages is performed by itself under the influence of expanding and deepening speech experience of students. However, the situation is not quite true. The task of the average stage of learning is to maintain the acquired pronunciation skills, prevent their dehautomatization. Naturally, the content of speech becomes more complicated, and this absorbs the main focus of students, and the pronunciation is overlooked. It becomes more noticeable influence of the native language. The interference of the formed skills occurs. The task of the older stage in relation to pronunciation is not different from the middle stage. It also consists in maintaining and improving the surrounding skills. The teacher should not reduce the requirements for the pronunciation of students in the process of all speech activities [Gez, 1992, p.24-26].

It should also be reckoned with the fact that at the beginning of this stage classes are often subjected to recomposition. The groups enter students with different degrees of development of the hearing and pronunciation skills. In this regard, the need arises to organize a special job to adjust the pronunciation and bringing all students to the same level.

2. 4 W.prague, directionalon theperfectionphoneticskills

Exercises for forming, maintaining and improving pronuncuting skills can be divided into two large groups: special and non-soccer.

Special exercises are directly aimed at working out sounds, setting the right logical stress, the development of melody and intonation. Among them, two types of exercises can be distinguished: phonetic-articulation and phonetic-intonation.

Phonetic-articulation exercises are divided into exercises with an isolated sound, with sound in the word and with sound in the sentence, each of which includes an exercise for perception and playback. The purpose of these exercises is the development of phonderatic hearing and the creation of a new student articulation base. In the course of learning from these types of exercise, I used

a) general-type exercises that develop speech hearing:

pupils needed to divide the words perceived on the hearing on syllables and sounds (E.G. Dragon (J-R-A-G-N));

in the heard words, put the emphasis (E.G. B a.cON OR BAC. o.n);

b) exercises in distinction:

listen to words and with the help of cards with images to fold them in pairs, as they are consonant (E.G. Night-Knight, Blue-Blew);

listen to words and say, in what pairs of words are rhymes, and in what no (E.G. Dog-Fog, Bus-Boss);

Phonetic and intonation exercises are aimed at the formation and improvement of pronunciation skills in convention-speech phonetically targeted exercises. This type of exercises includes counting, rhyms, songs, teasers, etc.

In the course of training from the above exercises, I used:

In 6 classes, the lesson, of course, should begin with a phonetic charge. Instead of certain words and phrases containing one or another sound, the class was offered specially selected poems and rhyms. Then, for two or three lessons, the poem or rhymes repeated, the pronunciation of sound was adjusted. This type of work can be included in the lesson at different stages, it serves as a peculiar holiday for children.

Schoolchildren like this type of work. The memorization of small over the volume of poems and rhymes does not require much effort from them and serves as an effective means of mastering the linguistic material. One of the rather popular poems that I used was:

An example of a poem

Born on a monday,

Christened on Tuesday,

Married on wednesday

TOOK ILL ON THURSDAY,

WORSE ON FRIDAY,

Died on Saturday

Buried on Sunday.

Of Solomon Grundy.

This species also refers to authentic texts, because I used poems and rhymes that are not related to learning activities, but served as a useful material for working out sounds.

Also, the school was held in the school in English, students needed to learn the poem and tell it with the right intonation, expressive, and with the right pronunciation. This served as a good chance for improving phonetic skills, because It was possible to pay a whole week to read the poems that I gave my group for the competition.

Now, as for non-special exercises:

In the course of training from the exercises of this species, I focused on improving the reading technique. Pupils were given an authentic text (an excerpt from Lewis Carolla's fairy tale "Alice in Wonderland"), which they had to read with me with the right intonation and pronunciation. Then the student was proposed to work with the change in the intonation of the passage, namely, to read as, for example, commenting on the football match, news or even try to sing this passage. And in the future, disciples also suggested to change the emotional color of proposals, namely to convert question deals, to the affirmative, exclamation, in questionnaire, etc.

In assessing the correctness of the phonetic side, the speech of students should distinguish phonetic (distort the sound quality, but do not violate the meaning of communication, allowed in students' speech when complying with the principle of approximation) and phonological errors (distort the content of the statement and thereby make a question incomprehensible for the interlocutor, are errors that It should be considered when evaluating students' speech). The most typical errors should be fixed in order to offer a number of additional tasks on these sounds or intonation models.

An important role in improving phonetics plays visibility. It is necessary to use a different distribution material both for familiarization, training in it guys and to control his assimilation: cards on which letters are written; transcription signs; the words; Words with letters missed control tasks, as well as cards with drawings on them.

The basis of the training process is made up of games that not only increase interest in the subject, but also contribute to the stronger assimilation of the material being studied, as well as the necessary psychological unloading.

After each task, students are drawn to students on those errors that were allowed by them during its implementation, and those who correctly fulfilled the task are encouraged.

The formation and improvement of pronunciation skills from the first lessons should go under conditions of real communication or simulate these conditions as much as possible. In other words, students should "not prepare for speech, as provided for by oral introductory courses, but to start learning immediately" [Gez, 1992, p.34].

Based on the description of the chapter, we can notice that there are a lot of different ways and techniques for improving phonetic skills using texts, as well as a method of working with them, and we see on the examples that this technique is effective. But, as a rule, it is impossible to say with accuracy that effectiveness is all 100%, as the characteristics of the class and the ability of students should also be taken into account, and the teacher should consider this, and this technique is thoughtful, perhaps even with their own adjustments. Nowadays, there are not only many different teaching aids for children, as well as various methodological manuals for teachers, which describes and proposes a list of different techniques and exercises to form or improve certain skills, in our case of phonetic. This once again proves to us that there is no strict and accurate standard in teaching phonetics, and therefore this technique is a flexible and teacher can safely develop its program, or operating by all finished materials, or choose something defined, i.e. Develop and improve phonetic skills with a big bias on audition, or authentic texts.

ChapterIII. Experimentalkytrainingphoneticsfromusetexts

The aim of experimental research on the topic "The effectiveness of text use in improving phonetic skills" was a study and experimental verification of the efficiency of using various texts in the process of studying and improving phonetics in English class lessons in secondary school.

Special exercises are directly aimed at working out sounds. The problem of research was the search and identification of optimal techniques for working with authentic texts to improve phonetic skills.

To achieve the purpose of the experiment, the following research tasks were delivered:

· Examine special literature on this issue;

· Put a clear goal in order to identify the criteria for the selection of exercises and the technique for the educational process;

· Share experimental training for steps so that they are equivalent in all respects;

· Develop your own set of techniques and exercises to improve phonetic skills based on authentic texts;

· Test a developed set of techniques in practice.

The object of study was the process of improving phonetics as a whole.

As a hypothesis of the study, I put forward the idea that the use of authentic texts would help improve the quality of pronunciation, adherence to the stress and intonation in foreign words and phrases, to improve the rhythmic and intonation skills of the design of various types of proposals in children of 6th grade.

During the study, I was analyzing scientific literature on psychology, psycholinguistics and methods of teaching foreign languages, and my personal experience and observation took into account.

As subjects of research, authentic texts were selected for improving phonetic skills.

3.1 Psychologicalcharacteristicsubgroups

At first, I had a sociometric study aimed at an assessment of interpersonal emotional relations in the group, namely mutual sympathies between the members of the Group, in March 2013 during the psychological and pedagogical practice on the basis of school No. 4, Tomsk.

In the studied group 6, 12 students learn, of which 7 boys and 5 girls.

In addition to learning activities, some students are engaged in additional circles and sections, there are quite a lot of such students. English in this group is not a specialized, but nevertheless, the entire main composition of the group studies it from elementary school. It can be said that the team already has sufficient experience of interaction for sociometry.

Students were invited to answer the following questions:

1. "If you were offered to bring someone from your classmates to the sports section, who would you take?"

2. "If you were offered to bring someone from our classmates to the sports section, who would you not take?"

Students were supposed to write the names of three classmates, and the names needed in the order of importance for the subject.

Based on the responses received, a table was drawn up, in which the names of students were recorded vertically and horizontally, points for positive and negative elections of students were recorded in the center. Points were exposed as follows:

1. For positive elections: if the student's name goes first in the list, it was put on 3 points, the second - 2 points, the third - 1 point.

1. For negative elections: if the student's name goes first in the list, it was installed -3 points, the second - 2 points, the third - 1 point.

Table 1. Matrix of sociometric elections

In accordance with the data of the matrix, we see that in the 6th grade there are no "rejected", but there are two "unacceptable" - this is (M., Andrei). They have the biggest negative rating and one "sociometric star" (Roma).

During the practice, I noticed that I was very often disturbing the discipline and distracts my classmates from training activities, and sometimes it does not even fulfill tasks. I believe that in this case you need to increase its interest in a foreign language, because Such behavior can affect her classmates who differ in good discipline.

As for Andrei, he is a quiet and modest boy, but very efficient, the result of his negative rating, is most likely his imminent.

Relations between boys and girls are positive, it is noticeable in matters of sociometry.

From this it follows that in the class it is necessary:

It is necessary to contribute to the development of greater interest in a foreign language;

It is necessary to increase the motivation to study to improve the discipline in the lessons;

It is necessary to create and try to always maintain a favorable atmosphere in the classroom.

3.2 Pre-Experimentalslice

phonetics Training Foreign Pronunciation

At the beginning of the practice, I conducted input testing in the 6 "E" class, in order to identify the level of knowledge of the English language of students at the moment. Pupils were given 2 tasks. The first task was to listen to the "Mark Goes to Mexico" audio record, where children should have tried to hear the correct pronunciation of words (in this subject it was a brand equipment) and remember. For each heard and correctly uttered the word, the student was given a token, which in the results changed to points from which an assessment was displayed.

In the second task, the children received text in writing, where there were transcriptions for this word next to the words, 5 of them were correct, the remaining 7 is not. The disciples listened to the text from me for the second time and had to determine the correct transcription. For each correct answer, children also received tokens.

As a result of this test, I managed to check in what way the children absorb the phonetics better: when reading or listening to audio recordings and from the 14 students present, we see that 4 received an estimate "2", 7 students received estimates "4" or "5", and, Accordingly, two received an estimate "3". In a parallel group of 10 present, the five received an unsatisfactory assessment, one student was evaluating "3", and 4 student received "4" or "5". In general, I want to note that the level of knowledge from students of both subgroups slightly, but differs.

... Formation of phonetic skills in younger students at the English language lesson at the initial stage of training

The need to form phonetic skills in younger students. Special exercises, games as methods of forming phonetic skills. The use of rhymes in the practice of teaching English to improve pronunciation and memorization.

abstract, added 04/27/2011

Theoretical foundations of learning foreign language phonetics in high school. Approaches to the formation of phonetic skills. The specificity of the implementation of the communicative method in teaching phonetics. Development of phonetic exercises based on educational technologies.

thesis, added 07/26/2017

Characteristics of the methodological features of the use of songs in the process of teaching the German language (in the formation of phonetic, lexical, grammatical skills). Justification of learning efficiency using songs in a foreign language lesson.

course work, added 03/23/2011

The use of authentic materials in the formation of pronunciation skills in a foreign language lessons in high school. The foreign language pronunciation and its varieties. Features of the formation of phonetic skills in grade 5 students in high school.

thesis, added 25.02.2012

Psychological basics of training in phonetics of foreign students. The formation of hearing and pronounced skills: setting, correction, improvement. The sequence of building phonetic exercises. Stages of working on speech aspect skill.

course work, added 12/28/2016

Features of the influence of the native language in teaching an input pronunciation. The process of presenting foreign language sounds. A description of the most effective phonetic exercises for the successful formation of pronunctive skills in students in English.

course work, added 11/14/2010

The history of game learning. The role of gaming activities in the process of learning a foreign language. Examples of phonetic, lexical and spelling games, tasks for working with alphabet, audience. Consolidation and control of grammatical knowledge.

coursework, added 12/17/2014

Methods of working with monologue speech in the lessons of a foreign language. Sequence of working with literary text. Experimental research and ways to improve the skills and skills of monologue speech in students with authentic texts.

federal Agency for Education

Chuvash State Pedagogical University. AND I. Yakovlev

Hosiest compartment at the Faculty of Foreign Languages

plan-abstract

pedagogical practice in SOSH № 39

Completed: 3rd year student

c. Nikitinskaya L.V.

Semenova E.P.

Practice Manager: Efimova A.L.

Cheboksary, 2006

1. Explanatory note

Practice place:secondary school № 39.

Head teacher: Mikhailov Veniamin Vasilyevich.

Head of Practice:Efimova Alena Lvovna.

Class: 10 "A".

Practice period: With "3" on "April 22" 2006. For this time, 3 lessons at 10 "b" and 3 lessons in 10 "a" class were visited, 6 lessons were conducted in 10 "a" class.

2. Plan-abstract lessons

1 lesson

The subject of the lesson: "Healthcare".

The purpose of the lesson: The formation of lexical skills concomitant: the formation of sponge skills.

Methodical basis: Tutorial "English. 6 TH YEAR "Starkova A.P., Ostrovsky BS; The textbook "I want and I will know English" Arbeckova T.I., a manual for spoken speech "Spoken English" Golitsyn Yu, the cassette for this manual "Exercises in Conversational English".

Language material:

new lexical designs:

what "S The Matter With You;

to Have a Splitting Headache;

to Feel Fit for Nothing;

to Have a Bad Cough;

to Have a Running Nose;

to Have a Sore Throat;

to call a doctor in;

to Take a Medicine.

lexical units for repetition:

to Be Running a Temperature;

to Take a Temperature;

to Feel Somebody "S Pulse.

During the classes:

1. Acquaintance and class organization (5 minutes).

Opening speech:

Good Morning, BOYS AND GIRLS! You may sit down. My Name IS Elena Petrovna and During The Next Six Lessons I "LL BE Your English Teacher. I" M A Last-Year Student of The Faculty of Foreign Languages \u200b\u200bin the Chuvash State Pedagogical University. I Like to Read English Books, To Listen to Music. I "M Fond of Sports. Now, I Want to Know About Your Hobbies. Tell Me About Yourself, Please.

(4 student is polled, they say 4-5 phrases about themselves).

Thank You, I Liked Your Stories.

2. Checking homework (15 minutes).

Homework - Reverse Translation of 15 proposals using infinitive designs (dictated by the teacher at the previous lesson).

Let "S Check Up Your Home Exercises. READ THE SENTENCE, PLEASE, AND TRANSLATE IT INTO ENGLISH.

§ BOYS AND GIRLS, DO YOU AGREE?

§ To My Mind, You are Mistaken.

§ THAT "S CorRect. The Next, Please.

§ REPEAT IT From The Very Beginning.

§ Good, Right You Are.

3. Explanation of new words and phrases.Exercises for the formation of lexical and spoken skills (20 minutes).

Listen and Repeat After The Speaker.

WRITE DOWN YOUR HOME TASK. Your Home Task Is ... Is Everything Clear To You? OUR Lesson Is Over, Good-bye!

2 lesson

The subject of the lesson: "Healthcare, Infinitive".

The purpose of the lesson: formation of pronunctive and grammatical skills; Related task: formation of lexical skills.

Methodical basis:tutorial "English. 6 TH YEAR "Starkova A.P., Ostrovsky B.S., Association Manual" Spoken English "Golitsyn Yu., Cassette" Exercises in Conversational English ", Collection of exercises on grammar Golitsynsky Yu.B.

Language material: Words and phrases learned on previous lessons; Infinitive structures for repetition.

During the classes:

1. Class Organization and Phonetic Charging (5 minutes).

GOOD MORNING, BOYS AND GIRLS. Let US Continue Our Studies.

Who is ON Duty Today? Who "S ABSENT? Why? What" S The Weather Like Today?

Which of You Have Got A Pan? Oh, d "You really have a pan on you? Show it to me, please. But it's" s not a pan, it "s a pen. Let" S TRAIN: PAN - PEN; MUCH - MARCH; SIT - SEAT; PALE - PAL. Which Word Don "T You Know?

What Was Your Home Task?

2. Checkhome task (20 minutes):

a) control understanding of the read text;

ANSWER MY QUESTIS, PLEASE.

Do SchoolChildren Speak MUCH ABOUT HEALTH?

WHEN DO THEY DO IT?

Why do Young People Fall ILL?

- Which Is The Best Way to Become Healthy?

(What Infinitive Constructions Did You Use Here?)- Multiple students.

D "You feel well?

Were Were You Ill Last?

b) Expressive reading of a passage from the text.

READ THE TEXT. A., Begin Please. How do WE READ THE WORD? IT "S A QUESTION, ISN" T IT? The NEXT PASSAGE, PLEASE.

3. Communicative exercises for the consolidation of lexical and grammatical skills in speech - speaking(15 minutes).

I Want You to Listen to Some Dialogues. Listen and Repeat After The Speaker. Let "S read the dialogues. A Will Be ... and b is ... begin, please.

NOW, Let "S Translate Some Phrases from Russian Into English. What" S The English for ...

Explanation of homework (5 minutes):

create dialogues on the subject of lesson using vocational vocabulary.

3 lesson

Lesson Topic: "Healthcare, Infinitive"

The purpose of the lesson: Control of grammatical skills, the development of a dialogical speech, a concomitant task: the formation of pronunctive skills.

Equipment of the lesson: Tutorial "English. 6 TH YEAR »Starkova A.P., Ostrovsky BS; Speech Speech Handbook "Spoken English" Golitsyn Yu, Cassette "Exercises in Conversational English", Collection of exercises on grammar Golitsynsky Yu.B.

During the classes:

1 . Checking homework (20 minutes).

GOOD MORNING, BOYS AND GIRLS. Let US Begin the Lesson. Who is ON Duty Today? Who "S ABSENT? Why? What" S The Weather Like Today?

I Want To Listen To Your Dialogues. Who Wants To Be The First? Listen Attentively and Be Ready to Analyze The Dialogue.

How do you find the dialogue? Was IT Interesting? How Many Expressions Did the Use? Any Mistakes? COULD THE SITUATION REALLY TAKE PLACE?

On the Whole, Your Dialogue Was Good, But i "Ve Noticed Some Mistakes. How do We Pronounce The Word" ... "Is it right to say" ... "What Verb Form Do We Need Here? An Article Is Missing. Thank You . The Next, Please.

2. Control of the absorption of grammatical material (20 minutes).

Right Down Some Sentences and Translate Them Into English.

Explanation of homework (5 minutes):

create a story "Healthcare", reverse translation exercises (collection of exercises in grammar Golitsynsky Yu.B., Ex. 338, 339, p. 244-245).

4 lesson

The subject of the lesson: "Healthcare; Hawaii. "

The purpose of the lesson: Development of monologue speech, concomitant task: the formation of pronunctive skills, expanding information about the countries of the study language (USA).

Methodical basis: Tutorial "English. 6 TH YEAR »Starkova A.P., Ostrovsky B.S., Collection of exercises on grammar of Golitsyn Yu.B. Kassette with the text of the text" Hawaii - Favorite Places to See, Best Things to Do ".

Language material:

geographical names (Oahu, Maui, Kauai, Hawaii, Honolulu, Aloha, Bishop Museum, Duke Kahanamoku Statue, Iolani Palace, King Kamehemeha Statue, Waikiki Aquarium, Haleakala National Park, Molokini Island, Mauna Kea, Mauna Loa).

During the classes:

1. ABOUTclass Rganization (5 minutes).

Let US Begin the Lesson. Who is ON Duty Today? Who "S ABSENT? Why? What" S The Weather Like Today? What Was Your Home Task?

(The duty person appears, reports missing, tells about the weather and reminds his homework).

2. Checking homework (25 minutes).

Let "S Check Up Your Home Task. I Want You to Tell Me What We Are to Do Not to Fall ILL. How Are We We Treated When WE ARE ILL? WHO" S READY TO SPEAK?

Thank You, Your Story Was Very (Rather) Interesting. You used a lot of (FEW) Expressions. Let "S Discuss It. Is It The Only Way to Recover? How Else Can We Get Well WHEN WE CATCH A COLD? Ask Your Friend About IT.

3. Familiarization with the country's vocabulary (10 minutes).

I "Ve Got Something Interesting for You. Do You Know Anything About The Hawaiian Islands? How Many of Them Are There? What Hawaiian Sights Did You Hear About Famous Sights on the Blackboard. They Sound Interesting, DON "T THI? Let "S READ THEM ALL TOGETHER. Listen and Repeat After Me, Please.

Explanation of homework (5 minutes):

WRITE DOWN YOUR HOME TASK. Your Home Task Is To Revise The Names of Places We Learnt Today. Is Everything Clear To You? OUR Lesson Is Over, Good-bye!

5 lesson

The subject of the lesson: "hawaii".

The purpose of the lesson: Development of audience skills.

Methodical basis: Cassette with the text entry "Hawaii - Favorite Places to See, Best Things to Do".

Language material:stationed vocabulary of the past lesson.

During the classes:

1. ABOUTclass Rganization (5 minutes).

Let US Begin the Lesson. Who is ON Duty Today? Who "S ABSENT? Why? What" S The Weather Like Today? What Was Your Home Task?

2. Work with a cassette: Explanation of strangers and geographical names, listening and discussing recording (3 5 minutes).

Now, WE "LL LISTEN TO THE TAPE. PLEASE, BE Attentive. The Speaker IS An American So The Pronunciation May Be a Little Unusual for You. She Speaks Rather Fast.

Which Place Didn "T You understand? IT IT ... Let" S Listen to It Once Again.

How Did You Like IT? Where do We Meet Hawaii in Art? I Mean, In Songs, Films, Books? Have You Ever Heard "Hawaiian Wedding Song" by Elvis Presley? HE WAS IMPRESED by HIS Visit to Hawaii So Much That One Of His Albums Is Devated to Hawaiian Islands. Have you seen "LILO AND STITCH" Cartoon Film?

SO Which Places of Interests Did You Like Most Of All? Which of them Would You Like to Visit? Why?

Explanation of homework (5 minutes):

reverse translation of the country's text about Hawaii using incidental structures and lexical material (prepared jointly with the head of practice).

6 lesson

The subject of the lesson: "hawaii".

The purpose of the lesson: Comprehensive control of lexical, grammatical and country grounds.

Methodical basis: Tutorial "English. 6 TH YEAR "Starkova A.P., Ostrovsky, B.S., Speech Speech Manual" Spoken English "Golitsyn Yu, Cassette for this manual" Exercises in Conversational English ".

During the classes:

1. ABOUTclass Rganization (5 minutes).

(The duty reports about the missing, talks about the weather and reminds his homework).

2. Check home tasks (40 minutes).

I Want to Listen to Your Translation. A, BEGIN, PLEASE.

Explanation of homework (1 minute):

Now, BOYS AND GIRLS, I "M Glad to Inform You That You Haven" T Got Home Task for the next Lesson.

3. Analysis of the results of pedagogical practice

The lessons conducted were mainly the goals of consolidation and additions to the materials passed by students - themes "Healthcare", grammatical material on the topic "Infinitive Construction", control of learned knowledge. It was also paid to civilian material, training skill perception of speech on rumor.

Working with students during the lessons and homework was aimed at developing the ability of oral statement. The main task was set: to draw attention to the fact that the study of the language is necessary, first of all, for use in order to communicate.

Control of mastering knowledge was carried out by an oral survey of homework, dialogue on the subject studied.

Bibliography

Tutorials:

1. Starkov A.P., Ostrovsky B.S. English. Tutorial: 6th year of study. - St. Petersburg: Special Literature, 1998. - 464С.

2. Arbekova T.I., Vlasova N.N., Makarova G.A. I want to know English: textbook. - M: "Chero", "Yuratt", 2002. - 560s.

3. Bonk N.A., Kodyia G.A., Lukyanova N.A. English textbook. In 2 hours. Part 1. - M.: Dekont + - GIS, 1999. - 637 p.

4. Golitsyn Yu. English. Grammar. Collection of exercises. - SPb.: Karo, 2000. - 477c.

5. Golitsyn Yu. Spoken English. Exercises in Conversational English. - SPb.: Karo, 2003. - 468С.

Methodical literature:

1. Pasis E.I. Conversations about the lesson of a foreign language. Manual for students ped. In-Tov. - L.: Education, 1975. - 176 p.

2. Fophele K. How to teach children to cooperate? Practical manual for teachers and school psychologists. M., Genesis. - 2001. - 265 p.

3. Evdokimova E. G. Cooperation in the game and at the lesson: Psychological and pedagogical materials for pedagogical practice of students. - www. sGU.. ru/ iE/ ped.

Auxiliary material:

1. Audio Cassette "SPOKEN ENGLISH. Exercises in conversational english. "

2. Audio Cassette "Hawaii - Favourite Places to See, Best Things To Do".

View the contents of the document
"" My Favourite Animal "Lesson's Abstract Plan"

An open lesson using theatrical activity.

District seminar of young professionals.

Municipality "Zakavenkiy district

Municipal Institution "Zakana'ansky District Department of Education

Municipal Autonomous Secondary Institution

"Secondary school №5 Zabodansk"

Abstract lesson

"My Favourite Animal"

Gombozhapova G.Zh.

English teacher.

Abstract lesson

Class: 2 "E"

Subject: "My Favourite Animals "(My favorite Animal)

Purpose: Fastening and repetition

Type of lesson: combined.

in the form: the lesson is a performance.

Textbook:UMK ENJOY English - 2 M.Z.Biboltova, O.A. Denisenko, N.N. Trubaneva. Publisher Title

Tasks:

educational: form general educational skills and skills skills to compare, tell about yourself and others, to generalize, draw conclusions, analyze

developing: develop communication skills of cooperation with other students, improve the skills of the pronunciation of the words studied;

educational: strengthen the feeling of friendship, partnership, reliable respect for each other to others.

Planned educational results:

Subject: The formation of grammatical and lexical skills, mastering the ability to tell about themselves, using the studied speech samples, the improvement of pronunciation skills and transcription read skills. Improving the skill of the ability to conduct dialogue-questioning. Improving pronunciation skills

MetaPered:Development of training skills (general educational and special): rationally use their work, the development of abilities to solve the solid tasks: correlating, formulation of conclusions, sociability; Development of mental processes and functions: attention, memory, thinking.

Personal:The formation of the need to comply with the rules of polite behavior and culture of speech, to enjoy magical words; Education of ethical feelings: goodwill, responsiveness; education of discipline, sequence and perseverance in the implementation of learning tasks, the formation of elementary ideas about the role of knowledge in a person's life;

Forms of work students:collective, in pairs, frontal work

Methods:reproductive, explanatory-illustrative.

Equipment:

for teacher: personal computer, scenery for performances, masks, animal pictures

Educational Internet resources:

www. study. ru

During the classes

purpose

stage

Used methods, techniques, forms

Formulated Wood

Result of interaction (cooperation)

Teacher's activities

Activity student

I. Motivational - introductory part

Introduction to the atmosphere of foreign language communication. Attracting students to the beginning of the lesson.

Ensuring the motivation of educational activities

Phonetic testing of sounds.

1. Greeting. .

A) Greeting teacher

Today we are going to a fabulous theater for a very interesting idea, so you need tickets

(the teacher distributes tickets for students who check the ticket).In the theater, there are always three calls before the presentation. For us, the first call has already raised and us it's time to represent. Students pass to the assembly hall

IN ) Music greeting.

Let's greet the actors who will show us their presentation, each other and of course our guests.

2. Message of the lesson goals.

Today in our theater you will not only see the idea, but you will also pass samples for different roles. While the actors are preparing to perform, we will prepare swami, too, prepare for samples. And today I will be your director.

3. Fluetic warm-up

Each theater has an orchestra. And you know what an orchestra is. In our theater, an unusual orchestra will now depict musical instruments.

Piano

We listen to how our orchestra sounds.

Respond to the greeting of the teacher.

Participate in the dialogue.

Frontal work.

Personal:

formation of interest (motivation) to the teaching, the ability to adapt to difficult situations.

Communicative: W.to prior to the dialogue; Listen and understand others.

Respectful attitude to the teacher, to each other, to those present

Set to work in class

II. Operational - cognitive part

Practice of students in the ability to ask questions.

Development of dialogical speech students.

Work on the skill of students in monologic speech

Change of activity for tension removal, health

1 . Many as director is very interesting to get acquainted with my future actors. And what kind of questions would ask to get acquainted with each other.

Ask Questions. Face Each Other and PLAY THE DIALOGE

2. In the theater, actors play different roles. Not only people, but also animals. What animals can be seen on stage.

What animals. cAN you. see? (on the animal image screen)

How. many. animals. cAN you. see?

3 And now you will pass samples on for our future performance, on the role of different animals. (Students choose the animal and talk about themselves)

TELL uS. about you..

4. Action. time.

Conducts fizminutka.

BUT ) Look Bird Bird

We give us an example

So that the sky is closer

Do Up and do down

B) Cat came running

also wants to give advice

so that I am flexible to become you

like Left and Right

C) game for attention

– I love to run in color jeans ... (blue)

- We were given the color tomatoes for lunch ...

- And lemon when it is ripe wearing a skin skirt ...

- And Green Mandarin wears the eye skirt ...

- Black man in English will be ...

- in the morning do not forget to brush the color teeth ...

- And the bear is missed, the fun is coat ...

5. So, the actors are ready for the presentation. The third call rang. Let's see how the real actor play. So the fairy tale "Fly-cloak"

( stopping a fairy tale of a fly grade 4th grade)

6 . We prepared a lot. Now let's try to put your fairy tale and this is a fairy tale

"Teremok" Now we have the first rehearsal with you.

But first we learn new words.

Who Lives in the House?

I live in the house.

Specify questions.

Planning the dialogue "Meet".

Called animals.

I CAN SEE A CAT.

The Cat Is Black.

They consider animals.

Talk about the animal: who is this, age, the color, which is able to do)

I am a Cat. My Name IS Pam I Am Seven. I CAN RUN. I CAN NOT DANCE. I. have got. a. pen.. I. aM. black..

Perform exercises in the warm-up, assimilate the vocabulary.

Guess the riddles, remember colors in English,

Repeat the name of colors and a sentence model:

Students are looking at a fairy tale.

Choose roles. And together with the teacher play a fairy tale. Repeat all lexical units and speech samples.

Individual, frontal

Idividual.

Collector.

Game actors

Idividual.

Communicative: participate in dialogue; Listen and understand other personal personalities:appreciate and take the following basic values: "Good", friendly attitude to other participants in educational and gaming activities based on ethical norms;

Cognitive:

answer the simple questions of the teacher, to ask simple questions yourself, find the necessary information in the textbook; observe and make simple conclusions; develop language abuse (based on illustrative visibility);

Subject: lead and maintain an elementary dialogue, understand the speech of the teacher and comrades in the lesson; Learn the most famous characters of English-speaking children's literature and popular literary works for children, the most popular children's television shows and their heroes, as well as animated films and their heroes.

Communicative: construction of statements in accordance with communicative tasks (with supports and without supports); express your point of view, make up your thoughts in oral and written speech;

Regulatory:

correct the task with the sample proposed by the teacher.

Playing dialogue.

Repetition of songs, emotional attitude.

Dialog drawing

Relaxation.

Gongged riddles, learned material (colors)

Mastering knowledge of structures .

III Reflexive - evaluative

Summing up, formation of personal responsibility for the results of activities

1Bam liked to be actors? And what do you think does the actor profession need? Why? And who of you dreams to be an actor or actress?

For what you can praise yourself and each other.

Sums up.

You worked remarkably at the lesson.

- The Lesson Is Over. Good-bye. See you Tomorrow. (The lesson is over. Goodbye. See you tomorrow)

Explain their attitude to acting. participate in collective discussion

Evaluate their work, the work of other students.

Forgive with the teacher, with guests.

Collective discussion

Personal:

mastering the personal meaning of the teachings, desire to learn, the formation of interest (motivation) to the teaching, adequate understanding of the causes of success / failure in educational activities

Regulatory: evaluation of your work in the following parameters: Easy to perform, complexities occurred during execution;

determine the house repetition

Reflection, clarifying the reasons for success / failure, memorizing a new phrase, determining the role of the role of a person in a person's life, targeting the prospect.

Public lesson.

Ministry of Education and Science of the Republic of Kazakhstan

West Kazakhstan State University. M.Temisov

according to the modern method of teaching a foreign language

on the topic: "Phonetic charging as a way to maintain and

improving phonetic skills of students. "

Completed: 3rd year student

groups 03301 Kuznetsova N.

Scientist: Candidate

pedagogical Sciences Niyazov A.E.

Uralsk, 2007.

Introduction ................................................................................. ..3

Chapter I. Phonetic Charging is a universal method of teaching phonetic skills.

1.1. Methods of work on the phonetic material and the production of hearing-pronunctive skills ............................................................ .... 6

1.2. The possibilities of phonetic charging as a way to maintain and improve phonetic skills ...................................................... 12
Chapter II. Tools as the basis of exercises for phonetic charging.

2.1. Types of exercises to secure the skills of pronunciation ......... .... 15

2.2. Means of oral speech as material for phonetic charging ...... ... 18

2.3. Phonetic exercises for phonetic charging .................. ..22

Conclusions ................................................................................. ... 35

References ....................................................... ............ ... 37

Appendix ........................................................................... ... 38

Introduction

Language as a means of communication arose and exists, first of all, as

sound language, that is, the basis of any language is the sound, and the possession of the sound structure of the language (the presence of its pronounced skills) is a prerequisite for communicating in any form. It will be understood by listening with difficulty, distorted or not at all understandable if the phonetic norms telling the phonetic norms. Listening will not understand or will hardly understand the address addressed to him, if he does not own pronunciation skills. That is why when teaching a foreign language, every teacher serious attention pays for work on pronunciation, trying to develop the skills of proper pronunciation and fluency of speech.

At the earliest stage of mastering a foreign language, a surrounding base is the formation of a surrounding base and therefore training in elementary school is one of the main tasks, since to form the main mechanisms for the correct pronunciation at the initial stage of studying a foreign language is much easier than to adjust the phonetic errors in the future. And here it is necessary to keep in mind the following: if something is lost at the initial stage, and incorrect pronuncutive habits will arise, then it is very difficult to correct them. By the solution of this problem at the initial stage and, it is very important to note, on the following, is a phonetic charging.

As already mentioned, the phonetic charge has special and no less important, and on average and senior stages, when it is important not only to support the skills formed, but also to continue their improvement.

Thus, phonetic charging is the main method of forming, maintaining and improving the pronunciation skills and is a special training exercise in pronunciation, which prevents the forgetting of the phonetic material and prevents the dehautomatization of skills. Thanks to the phonetic charge, phonetic skills are practiced, which for any reason were not enough formed.

The phonetic charging has no and cannot be a fixed place in the lesson. In some lessons, she is generally unnecessary. Its place in the lesson depends on the sequence of performing those tasks where students may face difficulties. It allows you to anticipate and avoid the emergence of possible phonetic difficulties of any order. In some cases, it is possible to recommend to start a lesson from a short phonetic charging regularly. We are talking about those groups of schoolchildren, where the correction of pronunciation skills is necessary.

Sounds of speech determine the meaning of words and morphological forms, affect the syntactic structures and speech styles. Therefore, one of the most important prerequisites for communication is the development of hearing-pronunctive skills, that is, the ability to correctly associate an audible sound with the corresponding value and produce, in turn, sounds corresponding to certain values.

The value of the surrounding skills for speech activity in its main varieties is not a doubt plays an important role. Violation of the phonemamatic speech correctness (meant the meaningful function of the background), its incorrect intonational design of speaking leads to misunderstandings and misunderstanding from the listener. It should also be noted that the weak development of the surrounding skills not only affects the issuance of information speaking, but also makes it difficult to understand someone else's speech corresponding to the utterance rate. In this case, there is no necessary identity in the message elements between the speaker and the receptor. The heard sounds are not associated with the sound database of the students themselves and therefore do not have any signal value for them.

The incorrect membership of the phrase leads to change. Thus, the meaning of proposals changes from the pause alignment. For example:

Ann, George and Tom Go to School.

Ann! George and Tom Go to School.

In the first case it is said that three children are in school. In the second - the talking appeals to the girl and informs her that two boys go to school.

In my opinion, these examples, although their list could be continued, clearly illustrate the role of phonetics when speaking, and no less significant role of phonetic charging when teaching speaking in a foreign language.

The purpose of the phonetic charge in a foreign language lessons is to help students in mastering and developing the basic skills of pronunciation and intonation of a foreign language and an understanding of foreign speech by ear. Therefore, together with the development of difficult individual sounds of a foreign language, the phonetic charging provides systematic development of intonation models, reproducing communicative situations and synchronous understanding of colloquial speech and acquaintance with various pronunciation styles. It is known that phonetic skills are the most unstable. Therefore, it is necessary to constantly maintain them, develop, improve and, if necessary, reanimate with the help of various phonetic exercises. Thus, only the presence of solid utteral skills ensures the normal functioning of all without exception of speech activities. This explains the value that is attached to school work on pronunciation, and in particular, phonetic charging, with which this work is carried out.

1.1. Methods of work on the phonetic material and the production of hearing-sensitive skills at different stages of foreign language learning.

There are no questions that learning pronunciation as a whole

subordinate to the development of speech activities. But the methodologists did not always understand whether to concentrate work on pronunciation at the initial stage or gradually improve skills during the entire period of study.

At a certain stage it was believed that the first option is the most

acceptable. The reflection of this point of view was the emergence of the so-called "introductory phonetic courses". However, this approach had a number of significant drawbacks:

\u003e being a paramount task, the development of pronunciation at the initial stage prevented the formation of skills and, as a result, the ability of practical use of the language, since the ability to work in this direction sharply reduced due to the small amount of time, which is available at the disposal of the school teacher;

\u003e On the middle and senior stages of training, work on pronunciation ceased, since it was believed that the skills were formed at the initial stage, although this type of skills can be considered the most susceptible dehautomatization;

\u003e Attempts to immediately put an impeccable pronunciation were directly related to detailed articulation explanations, which leads to excessive theoretization of the educational process.

Currently, the methodologists believe that work on improving the pronunciation should be carried out throughout the term of learning. And, despite the fact that the role of this work and its character is changing at various stages, the form of it remains unchanged - work is constantly carried out in the form of a phonetic charge, which is a combination of oral speech funds, ranging from the simplest for primary learning, which then Gradually complicated to improve the speech skills already received and acquiring new, deeper skills. That is, the phonetic charging is a unique tool that allows you to maintain and improve phonetic skills at all levels of foreign language learning.

At this stage, the material sound shell has not yet merged with thoughts

organically concluded in the sample. She still attracts

pupil attention. Consequently, the task of the first stage is

automation of hearing-sensitive skills, sending the efforts of students to the elemental exchange of thoughts.

Here we prevail the oral forms of work on the language material. However, in the process of reading and writing, the nature of the pronunciation does not change. Loud reading - typical for this stage - creates additional opportunities for the development of hearing and pronunciation skills. The letter is also often accompanied by pronouncing out loud, in the process of which the hearing-sensitive skills are given the necessary attention.

Familiarization with phonetic phenomenon occurs by visual

several exitted demonstration of its features in the sounding text.

The sequence of presentation of phonetic material is dictated by its needs to communicate. Therefore, from the first steps sometimes, it is sometimes to introduce sounds that are the most difficult not having analogue in their native language. For example, such a sound occurs in the first lessons, because it is necessary to utter an artity. In such situations, the phonetic charge comes to us and comes to help, in this case, includes words in which there is a new sound. With their help, the student easily absorbs unfamiliar sound for rumor.

Such an approach to learning to phonetic skills at the initial stage

provides simultaneous learning learners and phonetic, and

grammatical, lexical, and intonational features of the English language in an abused form. With such a formulation, it is simply unnecessary training of an isolated sound, since the sounds almost never function in an isolated form.

Experience shows that shorter, concisely explanation, the

more efficiently. For example: half-resistant sound [w] will be correct, if you submit that you kiss someone.

The inventiveness of the teacher tells him other original and easily memorable rules-instructions.

It is observed that an extraordinary formulated rules-instructions

memorable students for life; Sounds often lost and sounds, and everything else, and the teacher's reasonable explanation remains in memory and ten years after graduation. However, the most rational to take advantage of the psychological peculiarity of students of junior classes is excellent imitation abilities, that is, when conducting a phonetic charge, it is widely used to use effective training in imitation.

In order for the hearing is really active, it should

prepared tasks that help attract the attention of students to the desired sound quality, intonsems. It stimulates the allocation of a specific sound from the word stream to be assimilated. Raising the hand or signal card, the student shows the teacher that he learned the sound.

Exercises in the active hearing are a mandatory component of exercises in the development of hearing-sensitive skills; They grind the rumor and pumped students to reproduce exercises.

The proportion of exercises in playback must be significantly higher than previous ones. After all, they represent the informed imitation of the "standard". They mobilize all the efforts of students and send them to high-quality reproduction of a new sound. Simple imitation, without awareness of the features of foreign-speaking sound, is not effective enough, since students tend to perceive foreign-speaking sounds through the prism of the pronuncient base of the native language. For some sounds it is safe, however, with others it can be fraught with a violation of communication. Conducted regular exercises in conscious imitation help to overcome intersective and intra-language interference, that is, the influence of the native language for the study of foreign.

The subject of training exercises can be sounds and

sounding, placed in increasingly large units: from a syllable - through the word - to the phrase and text. Work on pronunciation takes way from the text of the text to the text created by students.

Of particular attractiveness in this regard are artistic

works or their fragments, with the assimilation of which are observed

intergovernmental ties, in particular with literature, art. As a result, valuable material will not only enrich the memory of students with utteral standards, but will simultaneously contribute to the expansion of the general formation horizon, which ultimately will play a positive role in the development of the doctrine's motivation.

The task of the older stage in relation to pronunciation is not different from the middle stage. It also consists in maintaining and improving the ridiculous skills. The teacher should not reduce the requirements for the pronunciation of students in the process of all speech activities.

completely subjected to recolacation. The groups enter students with different degrees of development of the hearing and pronunciation skills. In this regard, the need arises to organize a special job to adjust the pronunciation and bringing all students to the same level.

1.2. The possibilities of phonetic charging as a method for maintaining and improving phonetic skills.

You can select the following points of application of effort from the teacher and students to harden the hearing-sensitive skills on an advanced stage. This is the development of the phonetic side of a new lexico-grammatical material and work on pronunciation by performing phonetic charging.

Phonetic charging, performed by almost every lesson during the entire course of the foreign language, is a special training exercise in pronunciation, which prevents the forgetting of the phonetic material and prevents the dehactive skills. When performing phonetic charging, students must mobilize both arbitrary and involuntary attention to pronunciation. A certain sound (from objectively difficult or those that are poorly learned by this group of students) should be a subject of arbitrary attention. Tasks for phonetic charging are formulated as follows: "Repeat the words with me / speaker, paying attention to the sound [...]. It should not be born with a phonetic charge of several goals, as often happens in practice, when the teacher includes a phonetic charge for the repetition of grammatical and lexical phenomenon. The attention of students is scattered, and this affects how carefully the phonetic side is being worked out. Undoubtedly, the lexico-grammar material, one way or another, is included in the phonetic charging, but the emphasis should be made on the phonetic side. For example, "Let's remember the name of the colors, paying attention to the pronunciation of words."

The material of phonetic charging can be separate sounds, sounding, words, suggestions and small texts containing

phonetic phenomena needing permanent reproduction. Usually, phonetic charging is built in stages: from smaller units (its own workout object) to a larger, where they appear in a variety of combinations. For example, in English to test sound [w]: [w] - What, Water, Wind, Why, and then rhymes:

Why do you cry, Willy?

Why, Willy, Why, Willy?

Why, Willy, Why?

When performing a phonetic charge, the exercises in conscious imitation are combined with exercises in independent reproduction of text by students.

It is important to find out the place of phonetic charging in the lesson. It is often performed at the beginning of the lesson, entering students in its atmosphere, neutralizing the effect of the sound environment in their native language and, as a result, in some way warning interference. However, its conduct is possible immediately before exercises in oral speech or reading as a phonetic exercise that increases attention to the pronunciation of vocabulary, which will then be used in speech. For example, the teacher suggests: "Today, the topic of our lesson" Jobs ". Let's practice first in the pronouncement of words denoting various professions. Pay attention to the longitude and brevity of vowels, as well as the emphasis in difficult words. " In this case, it is advisable to group words based on this feature.

Phonetic charging can precede reading, then it occurs on a text for reading text from which phonetic difficulties that can be grouped accordingly and are then offered to students for conscious imitation.

Improving pronunciation skills is also due to work on new vocabulary and grammatical material. Familiar to students with new lexico-grammatical phenomena, it is impossible to lose sight of the pronouncing difficulties contained in them.

All these phenomena in principle should already be known to students, i.e., their experience has many words with similar phonetic features. However, the summing up new words under the appropriate rule does not occur. It is necessary, therefore, to attract the attention of students to their pronunciation in one of the following ways: by saying the Word, ask a leading question regarding its phonetic feature. For example: "Where does the emphasis fall in difficult words and, therefore, in this word?". Or suggest students to remember and lead the words already known to them with similar sponut features. Also implement the spoken side of grammatical forms and structures. When working on the syntax, phonetic charging provides the teacher great opportunities for actualization of rhythmic-intonation rules.

As a result, any portion of words and grammatical phenomena can become

the reason for improving the pronunciation skills using phonetic charging on an advanced stage. It is important to emphasize the following: the teacher should not again explain the articulation and rhythmic and intonation rules, the main thing is to stimulate students to remember the rule and summarize the new language unit under it. This contributes to the conduct of phonetic charging. The effectiveness of this approach also is that he implies the assimilation of the new one in close connection with the old, as well as the constant actualization of the previously learned material.

2.1. Types of exercises to secure the skills of pronunciation.

The formation of sustainable hearing-sensitive skills is a long process, so work on pronunciation should take place not only on the initial, but also at all subsequent levels of learning.

In my opinion, the development of plans for the phonetic part of lessons cannot have fundamental differences for a particular class of high school, as the training of phonetics consists of only two stages.

The first stage falls on the first 1-3 years of training (depending on the type of school, class, the number of allocated hours, the abilities of students, etc.). Here is the formation of riserness skills. Consequently, from 2-3 years of study, the stage of improving phonetic skills begins. It lasts until the end of learning. In this practical part, I would like to draw attention to the second stage.

Exercises for phonetic charging used to secure pronunciation skills, it is customary to divide into two large groups: a) exercises in the listening and b) reproduction exercises. These two groups are closely related to each other, and both are necessary for the development of both auditory and pronunciation skills.

a) Exercises in the hearing. The number of types of phonetic exercises in the hearing is relatively small (the improvement of auditory skills is carried out when performing exercises in auditing), and they are all aimed primarily on the development of phonetic hearing and the establishment of differential signs of repeated (on medium and older steps) by phone and inton. The hearing should be active, so it should always be accompanied by a task concentrating the random attention of the student on a certain characteristic of the phoneme or nonconima. Exercises can only be performed on rumor or using a graphic support (printed text).

As an example of the first type of exercise, you can offer the following tasks:

\u003e Listen to a series of sounds / words, raise your hand (signal card, claps your hands) when you hear the sound [...];

\u003e Listen and tell me how many times the sound met in it

\u003e Listen to suggestions, raise your hand when you hear a questioning (narrative, imperative, etc.) offer;

\u003e Listen to the proposals and determine how many in each sentence syntagm (clocks, stress).

Exercises performed with graphic support may have the following form:

\u003e in a number of words (phrases, proposals) emphasize that

pronounces teacher / announcer, and only one word / offer is pronounced from each row;

\u003e emphasize in the sentence / text of the word to which the emphasis in the speech of the teacher / speaker falls;

It is good to perform this exercise after the sentences will be listened without support.

\u003e Label pauses in the sentences / text that you hear;

As can be seen from the above examples, many exercises can be performed with a tape recorder. The advantage of using a tape recorder is that it is possible to adjust the pace of work with it; Thereby, the natural conditions of the perception of sounding speech are reproduced (according to most of the methodists, all records from the very beginning should be given at a normal temperature of oral speech). Studying students for simultaneous recognition of language units, the tape recorder at the same time makes it possible to repeat the exercise as many times as necessary for its error-free execution. It should, however, remember that each new type of task is first performed on the basis of the perception of the teacher's speech, and only after the students successfully cope with it, you can proceed to similar exercises using phonograms.

b) reproduction exercises. The effectiveness of this group of exercises aimed at the formation of the actual pronunciation skills of students increases significantly if the playback is preceded by listening to the sample, regardless of whether the new material is training or is repeated previously studied. The material of these exercises serve individual sounds, syllables, words, phrases, suggestions. It can be organized according to the principle of analogies (all examples contain the same sign), according to the principle of the opposition (the examples are selected so that any sign is contracted), or is given in an arbitrary sequence. In the first two cases, the exercises perform the training function, in the latter - predominantly the control (and in this case there is no sample for pre-listening).

Examples of reproduction tasks performed on rumor (without support for text).

\u003e Say the sounds (syllables / words / combinations), paying attention to ... (indicates a sign) Following the teacher / announcer;

\u003e Recall the words containing the sound [...];

The same exercises can be performed with a visual support. In addition, you can offer the following exercises:

\u003e Establish in the proposals of the stress / pause and read them out loud;

\u003e Read out of out loud, changing intonation (logical strokes);

\u003e Read a few sentences on the wildcard, keeping in them a single rhythmic and intonational pattern.

Listed above and the exercises similar to them are used as a phonetic charge at all levels of learning. Phonetic charging may include 1-2 tasks of the above types of exercises, which are performed by students and choir, and in turn. Although the purpose of these exercises is somewhat different: at the initial stage, their goal is to form a riserness of students, and therefore their proportion among other exercises is quite significant; At the middle and older steps, they are aimed at maintaining and improving the specified skills, as well as to prevent errors. Therefore, they should be performed when mastering new linguistic material, before the appropriate exercises in oral speech and before reading texts. Also, in order to secure phonetic skills, the teacher includes a phonetic charge in the phonetic charge, the material from the upcoming lesson: one or another rhythmic-intonational model, a group of sounds, etc.

2.2. Oral speech means as material for phonetic charging.

In addition to special exercises for setting, maintaining and

improving students' pronunciation, various oral speech tests are also widely used as a phonetic charging: patters, rhyms, proverbs and sayings, songs, fairy tales, and various phonetic games. This practical material will help students achieve perfection in English pronunciation. The material contains phonetic exercises to generate automated pronunciation and intonation skills. In addition, it represents a huge pedagogical value and is one of the effective techniques to ensure interest in children to teaching.

Foreign language training is difficult to imagine without elements of folk creativity, namely, no proverbs and sayings, where folk wisdom is compressed and figuratively expressed, the history and worldview of the people, his customs, traditions, morals, value benchmarks are reflected. Proverbs and sayings help improve the content of traditional textbooks and textbooks, introduce the life and culture of the people, for which this language is native, is convinced that different peoples may have the same views, moral values.

The experience of many teachers and school teachers confirms that the use of proverbs and sayings in a foreign language lessons today is an effective technique for maintaining interest in learning, increasing the activity and performance of students in lessons, as they help introduce a game and competition in the process of mastering the language.

The manifold of proverbs and sayings allows you to successfully use them at all levels of training with different levels of language training of children.

So, you can refer to this genre to work out the sound side of speech. Instead of certain words and phrases containing one or another sound, children are offered specially selected proverbs and sayings, which are repeated for 2-3 lessons as a phonetic charge to improve the hearing and rhythmic and intonation skills. For example, to work out the most difficult English sounds that are not in their native language.

Hard sounds are pronounced first isolated, then in words where this sound is found, phrases or suggestions, that is, training is built from simple to complex. It is carried out both choral and individual work.

Undoubtedly, students with great passion work over pronunciation, repeating sounds if these sounds are represented in proverbs and sayings. Children easily and quickly remember them, while learn to share sentences on syntagma, determine the logical and phrase stress, intonate the proposals, strongly assimilate the reading rules.

As already mentioned, rhymes and patterings are also widely used as a phonetic charging. And although in most cases they are used at the initial stage, sometimes it is possible and in high schools to arrange five-minute competitions for the best typus or rhyme. In the senior link, they enjoy no less success. For 2-3 lessons, the rhymes or patter is repeated, thereby correcting the sound pronunciation. This type of work is very effective, applied at different stages of the lesson and serves as a kind of discharge for children.

Very often, on older training, the passion for the accumulation of the lexical reserve leads to errors in the articulation of sounds. But experience shows that in high school students with enthusiasm work on pronunciation, repeat the sounds, if presented in rhymes or small phrases. Heading them does not represent difficulties. They are remembered easily and quickly. Rhymes and patterings are the most common material that is used to conduct a phonetic charge. Because thanks to their enormous variety, you can find a patter or rhyme to work out almost all sounds.

It is known that the study of a foreign language develops different sides of the personality: memory, attention, adjacent, linguistic guessed, erudition, discipline, makes a child more active, teach it to collective forms of work in the group, awakens curiousness, artistry, forms a child intellectually and aesthetically.

And despite this issue of learning younger schoolchildren, a little attention is paid to foreign languages.

Almost every teacher, coming to the first class, faces a variety of problems, including with how to teach kids. It is important to take into account the psychological features of perception, attention, imagination and thinking.

Children can assimilate the most diverse material. For example, they easily memorize and sing songs with pleasure, read poems, rhymes, counters, participate in scenes, role-playing games, small performances.

That is, success in teaching the foreign language schoolchildren of junior classes can be ensured by such a methodical system, which is based on the interest of children to the subject.

The game is very important for the child: he knows the world, easily absorbs the most difficult concepts. The game is especially fully and sometimes unexpectedly manifest human abilities, a child in particular. The game is a particularly organized occupation, requiring the voltage of emotional and mental forces. The game always involves the decision-making - what to do what to do, how to win? The desire to solve these issues aggravates the mental activity of playing. And if the child will talk in a foreign language at the same time, there are rich training opportunities. For children, the game is primarily an exciting occupation. In the game all are equal. They are expensive even to weak students. Moreover, the student's weak language training may be the first in the game: resourcefulness and intelligence here are sometimes more important than the knowledge of the subject. The feeling of equality, the atmosphere of passion and joy, the feeling of the assurance of tasks - all this gives the opportunity to the guys to overcome the shy, preventing freely to use the words of another language in the speech, and has a beneficial learning. Language material is imperceptibly absorbed, it becomes easier to learn. Using only traditional learning methods, it is not always possible to achieve the desired result. The game activity should always be present in the lesson. The most important and complex, but not very interesting themes easier to work out in the game. The special meaning of the game is in training, maintaining and improving phonetic skills.

The game is widespread. It can also be a small situation, the construction of which resembles a fairy tale with its plot. This may be, for example, a phonetic fairy tale to work out certain sounds. Children of this age are highly developed perception and hearing. They quickly grab the fineness of pronunciation. But all this should be supported by phonetic exercises to go to the skill. The exercise to do them is boring, so it can be represented as a phonetic fairy tale.

In cognitive activity, perception is inextricably linked with attention. The attention of the younger student is distinguished by involuntarity, instability, it easily switches and distracts. At this age, students pay attention only to what causes their direct interest.

Also improving the skills of pronunciations contribute to songs that can also be used as a phonetic charging. Musical rumor, auditory attention and auditory control are in close relationship with the development of the articulation apparatus. Thought and execution of short, easy-to-melodic patterns of songs with frequent repetitions help consolidate the correct articulation and pronouncement of sounds, the rules of phrase stress, the features of the rhythm, etc. But most often in a foreign language lesson, the songs are used for phonetic charging at the initial stage of the lesson.

Thus, to carry out a phonetic charge at the disposal of a teacher, there is a rich material that does not need to be neglected because the material on the basis of various oral speech funds has a greater pedagogical value and offers extensive opportunities for organizing training, in particular, to organize learning to pronunct skills.

2.3. Phonetic exercises for phonetic charging.

Phonetic exercises are the most numerous in their distribution. The teacher offers a wide range of exercises for testing pronunciation skills. And each teacher can choose those exercises that in his opinion are the most appropriate to achieve the objective of the lesson.

For a phonetic charge, as an example, I can bring the following phonetic exercises:

Listening to a series of sounds / words, feed any signal, for example, lift your hand, a card, claps your hands, having heard the sound [...].

A number of sounds or words are given, of which students must choose that sound or word in which the sound that was named by the teacher. A teacher can offer various sounds.

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

HE IS AS CLEVER AS HIS FATHER IS.

Listen to the sentences, raise your hand when you hear a questioning (narrative, imperative, etc.) offer.

Do You Really Know Her?

You Want to Eat?

Determine the number of accents in the proposal

The Story Says That About 200 Years Ago There Lived in Ireland, In A Country

not Far From England, a man James Daly by Name.

From each pair of words, emphasize that teacher / announcer says.

Stay - Stayed Beg - Begged

Skim - Skimmed Rate - Rated

Say words, paying attention to the longitude / shortness of sounds.

BARN - BUN BARD - BUD LAUGH - LUFF

Calm - Come Darn - Done Card - CUD

Practice in the pronunciation of some sounds using data proverbs, sayings, patter, rhymes, poems.

If All The Seas Were One SEA,

What a Great Sea That Would BE!

IF All the Trees Were One Tree,

What a Great Tree That Would BE!

IF All The Axes Were One Axe,

What a Great Axe That Would BE!

AND IF All The Men Were One Man,

What a Great Man That Would BE!

And the Great Man Took The Great Axe,

AND CUT DOWN THE GREAT TREE,

And FELL IT DOWN INTO THE GREAT SEA,

What a Splash That Would be!

[i] FIB, and Tib, and Pink, and Pin,

Pick, and Quick, and jill, and jin,

Tit, and nit, and wap, and wim -

The Train That Wait Upon Her.

MOST SCOTCH CHILDREN LIKE Cheese.

[U] The Cook Took a Good Look At The Cooker Book.

A POEM by Alfred H. Miles "The Telephone"

Friends a Hundred Miles Apart

Sit and Chatter Heart to Heart,

Boys and Girls from School Afar

Speak to Mother, Ask Papa.

[H] My Heart "S in the Highlands

My Heart "s is not here.

Oh, No, Don "T GO HOME ALONE.

Nobody Knows How Long The Road Is.

[R] Robert Rowley ROLLED A ROUND ROLL ROUND.

A ROUND ROLL ROBERT ROWLEY ROLLED ROUND.

Where Rolled The Round Roll

Robert Rowley Rolled Round.

[E] Doctor Foster Went to Gloucester

IN A SHOWER OF RAIN;

He Stepped in a puddle,

Right Up to His Middle

And Never Went There Again.

[W] SWAN SWAM OVER THE SEA

SWIM, SWAN, SWIM!

SWAN SWAM BACK AGAIN,

WELL SWUM, SWAN!

[P] Peter Piper Picked A Peck of Pickled Pepper

A Peck of Pickled Pepper Peter Piper Picked.

IF Peter Piper Picked A Peck of Pickled Pepper

Where "S The Peck of Picked Pepper Peter Piper Picked.

[M] So Many Men, So Many Minds.

[b] Don "T Burn Your Bridges Behind You.

the combination of sounds [T] and [R] DON "T Trouble Trouble Until Trouble Troobles You.

A Poem by Alfred H. Miles "Balls"

AND THERE ARE MANY OTHER BALLS

WE FIND AT PLEASURE'S SOURCE -

The Croquet Ball, The Hockey Ball.

The Skittle Ball, Lacrosse,

And Smaller Ball, The Marble Balls,

And Bearing Balls, Of Course.

[Λ] Jump-Jump, Jump-Jump Far Away;
And All Come Home
Some Other Day.

"Spring Rain"

Rain, Rain, Rain, April Rain,

You are Feeding Seed and Grain

You are Raising Plants and Crops

With Your Gaily Sparkling Drops.

"The Lion"

Oh, WEEP FOR Mr. and mrs. Bryan!

He Was Eaten By A Lion,

Following Which, The Lion's Lioness

Up and Swallowed Bryan's Bryaness.

[G] A POEM by J. Keats "Golden Hour"

Golden In The Garden,

GOLDEN IN THE GLEN,

GOLDEN, GOLDEN, GOLDEN,

September's Here Again!

Golden in the Tree Tops,

Golden In The Sky,

GOLDEN, GOLDEN, GOLDEN

September's passing by.

[M] A POEM L. BOYEN "GOD MADE THE BEES"

God Made the Bees

And the bees make honey,

The Miller's Man Does All The Work

But The Miller Makes The Money.

[N] IF Many Men Know

What Many Men Know

IF Many Men Went

Where Many Men Go,

What Many Men Do,

The World Would Be Better -

I Think SO; don't you?

[æ] This is a hare,
That is a bear.
My Toys Are Here
My Toys Are there.

[T] Tick - Tock,
Tick \u200b\u200b- Tock, "
Ticks Tommy`s clock.

№8 Phonetic charging may include a number of phonetic exercises for training a pronunciation of one particular sound. For example, phonetic charging for training sound pronunciation [F].

1. The teacher makes a riddle, showing pictures (Rabbit, Puppy, Fox). Pupils guess and choose the appropriate picture.

I Have Four Legs.

I Have a Fluffy Tail.

I'm Very Fond of Fowls and Fish.

I begin with [f]. (FOX)

The answer is repeated by choir 3 times

2. Finish the poem:

A FISHING POLE'S A CURIOUS THING

IT's Made Of Just A Stick and A Wish

A BOY AT One End A Wish

And On The Other End ...

3. Rhythmic group

a Little Fluffy Fox

a Little Fluffy Fox From the Forest

I'Ve Got A Little Fluffy Fox From The Forest

Each line is pronounced by the choir 3 times, the latter is individually.

4. For hearing, determine the most suitable word in meaning:

"F" is for fluffy. Many Things Are Fluffy. What Can Be Fluffy?

(E.G. A Fox is Fluffy. E.G. Fur, Felt, Fir-Tree)

"F" IS FOR FUNNY "MANY THINGS ARE FUNNY. "What Can Be Funny?"

(EG. MY FRIEND, A FROG, AN ELEPHANT)

5. Teacher: "LENA HAS A BIRTHDAY PARTY TODAY. THE OTHERS GIVE HER DIFFERENT PRESENTS SAYING ":

"I Give You ... from All My Heart."

(The "Presents" Should Have the Sound "F". E. g. Flowers, Felt-Pens, a FROG, A FOX, ETC.)

These tasks are applicable as a phonetic charge at the initial stage of English learning.

Finish the poem with suitable words.

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 ...!

In the younger stage, when learning the articulation of individual English sounds, I propose to use the following phonetic fairy tales, the main character of which is the "tongue".
Offer children to listen to the "tale about the tongue", with the hero of which various adventures occur. Start as: "The tongue has a master. Each of us has its own tongue. It is necessary to make it obedient. He must do what the owner orders."

At the introductory lesson, after listening to the whole fairy tale, you can ask the children to find the tongue with the tongue's favorite place - "ceiling", the Alveola of the upper teeth, put the language of the lower teeth - "on the floor", to feel the inner side of the cheeks on the floor - "the walls of the tongue house", open " Inner and outdoor doors of the tongue "- teeth and lips, etc.

The tongue named [J] lives in a comfortable warm house - in the mouth of his owner. The house has two walls, gender, ceiling and corridor. The tongue loves heat, so he has two doors: outdoor - lips and inner teeth. The tongue is sleeping on the floor - it is more convenient for him. And the tip of the tongue has a favorite place on the ceiling - on the elevation, immediately behind the upper teeth. He loves to play different sounds. That's how the tongue lives-doing, outwards does not go out, the cold is afraid.

One night, the bad weather was played at night, blew a strong wind, the trees were walked and rained. The tongue woke up and began to listen to the sounds outside. At first he heard the owl of the tree on the tree [u], how completely I ran, sprinkling, the hedgehog some unknown bird repeated all the time [λ]. Somewhere in the distance, the cow [M] was closed, the dog [r] was buried and geese [g]. Under the tongue window, angrily talking around, two beetles were in a hurry. The tongue slept and breathing quietly [h] and in a dream heard rain on the roof [p].

And the outflow from the storm is left and the trace. The sun looked out, the birds were singing, the flies were fed. The tongue woke up, stretched like a cat, and he wanted to go for a walk. He opened the outdoor door and first dried only the tip, and then, Osmeleev, jumped out of the house and ran to the pond. The tongue was cheating and began to throw in the pebble pond [b], and then decided to swim. The water in the pond was very cold, but the tongue forgot everything and promoted in the pond for a long time, until it was frozen [θ].

He returned to his house, the tip jumped him to his favorite place on the ceiling, but he continued to tremble slightly. In a hurry, the tongue forgot to close the outdoor door, and it snapped [w]. Its tongue quickly closed and lay down in bed under the blanket.

Failed to remove the tongue from the cold. He had a sore throat, the cough [k] began, the temperature rose, and he sneezed several times [t]. The question was lying before the arrival of the doctor quietly moan. At first, [C], and then longer. Finally, the doctor came, shook his head, was surprised when he learned about swimming, and told the tongue to say. But the tongue turned out something completely different: strange [E], then [I] and, finally, the datcher remained dissatisfied. I had to give the doctor to give a gorgeous medicine.

The tongue swallowed the tasteful tablet and said [F]. Soon he fell asleep, and he dreamed wonderful sleep.

In the next lesson, you can continue this fairy tale.

This time our protagonist is "tongue" goes to the country of sounds. And there are different stories with him.
Traveling once on a magical country, met a bunch of bee - British a buzz and liked her cute buzz [ - - ].

I tried it to make a story, but it turned out the Russian sound [z-zz]. Sees a bee, it turns out badly. I decided to help: "Put the tip of the tutor between the teeth and say [z-z-z], it turns out English sound [ - - ] ". So the tongue and the bee of the buzz be friends, go and buzz [ - - ]. And the bees fly around: something close [ - - IS. ] , and then far - - T].

Invited a bee tongue to my home to introduce your family: "This Is My Mother. This is My Father. This Is My Sister. This is my brother. This is My Grandmother. And this is my grandfather. "

The bee represented family members as they approached them. Cheerful, friendly family was at a bee a buzz. They took up everything and sank:

Mother, Father,
Sister, Brother.
Hand in Hand.
One oneman.

Brought the tongue from the bee and went further. She went, went and worn in the forest. And in the forest there lived an evil snake. When someone is approaching it, she is angry with her angry: "C-S-C". Because of this, all the animals were afraid to be friends with the snake. And today she is very sad, she has a birthday, and she is alone, without friends. I regret the snake tongue and decided to make a birthday gift - to teach to pronounce good sound. Pofantazing, what does it look like? The upper and lower teeth let them be "bread", and the tongue is "cheese". Put the "tongue-cheese" between the "teeth-bread" and a little bit of bite, so that the "cheese" did not fall. And now say: "C-C-C", it turns out the sound [θ]. Snake tried, and she turned out [θ]. "Thank You," - delighted the snake. And the tongue sang her song "Happy Birthday".

But the phonetic fairy tale is quite complicated in terms of articulation sound [w].

The tongue met in one of his travels with a magic train from Romashkovo. The locomotive runs forward. He has a round tube. And we extend the lips ahead and round them. And how will the train will release smoke from the pipe? Like this: . The train offers children to ride. They are built by each other and go ahead :. But we are in the glade. Relax. We forgot to get acquainted with our new friend: What is your name? After the children learn the phrase, the train replies that his name is "Puff" and gives children to the memory of the chamomile.

A teacher can develop various stories of fairy tales to creatively implement them on their lessons. It is possible to bring such a fairy tale: one day a big trouble happened in the kingdom of English: his main goal was on the constipation, and no traveler could go to the city for several days. "What happened? What happened? " - People asked each other, but no one could answer this question. And the following happened: just the main guards of the WHO, what, where and why stopped not only to ask their important questions, but also to talk. Therefore, I was sitting by closing from everyone in the main tower of the gate, and waited until the chief adviser to the king will come up with something.

And the thing is that the letter W was offended and went into the woods to look for happiness. It was offended, because many guys are wrong to pronounce her, call it anything, just not the sound [w]. The names of the royal guards begin on this letter, and since she left, they are silent.

Let's guys correctly utter this sound [w], and then let's go, looking for the letter W.

To put the correct articulation of the speech bodies of students when pronouncing individual English sounds, such phonetic games can be used:

For example, a game for working out one of the most difficult signs of English . For the game you need a picture with the image of two bees. The teacher tells the children that one English bee, the other - Russian. Bee english buzz , And the Russian. Speakers met on the flower and talk to each other, sharing the news. (Alternately, students alternate and).

You can offer such a game in the form of a poem consisting of exercises that develop the mobility of the speech apparatus:

I'm a Jolly Little Clown

I CAN SMILE AND CAN FROWN,

I CAN DROP MY JAW FAR DOWN!

Can You Be a Jolly Clown?

CAN you smile and can you frown?

CAN You Drop Your Jaw Far Down?

The teacher must closely make sure that the students read the poem slowly. After each line was paused to perform the desired movement of lips or jaws.

As a phonetic charge, the following songs can be used to work out various sounds:

The More We Get Together,

Together, ToGether,

The More We Get Together,

THE HAPPIER WE ARR!

For Your Friends Are My Friends,

And My Friends Are Your Friends.

The More We Get Together,

THE HAPPIER WE ARE!

Rain, Rain, Rain`s Everywhere -

Rain`s on the roofs,

Rain`s on the shoes.

Rain`s on the Street,

Rain`s on my feet.

Rain, Rain, Rain, Rain, Rain, Rain, Rain.

Jingle, Jingle, Jingle,

OUT UPON THE AIR,

Jingle, Jingle, Jingle,

New year everywhere;

Jingle, Jingle, Jingle,

jingle, Jingle, Jingle,

New Year Everywhere.

Charles, Bart, Barbara.

Charles, Bart, Barbara,

Arthur, Martha, Margaret,

Sanders, Frances, Martin, Mark-

They Are All Now in Park.

This Is The Way.

Go to School, Go to School,

This Is The Way We Go to School,

ON COLD AND FROSTY MORNING.

Come out of School, Come Out of School,

This Is The Way We Come Out Of School,

ON COLD AND FROSTY MORNING.

The value of phonetic skills for speech activity is not

no specialist questioned, since the pronunciation training is subject to the development of speech activities. Insufficient mastering of phonetic skills leads to a violation of communication, that is, to misunderstanding between the interlocutors. Therefore, in mastering, maintaining and improving the skills of pronunciation, the phonetic charging plays a huge role. Phonetic charging is although not the only one, but undoubtedly the most universal means of developing auditory and pronunciation skills. Currently, the method of gradual and continuous mastering of phonetic skills and their mandatory further improvement is the most relevant.

As we already know, in teaching phonetic skills allocate two stages. The first, or the initial stage, is focused on the formation of skills. For the second stage, it is characteristic of maintaining acquired skills, that is, the prevention of their dehautomatization and, of course, their further improvement. I would like to once again note how important in the process of mastering the second stage by phonetic skills. In importance, he is not inferior to the first, because it is not enough to form skill, it still needs to be kept constant to avoid his distortion and, moreover, forgetting. Many mistakenly think that at the initial stage, phonetics is paid quite a lot of time and attention, in order to firmly and for all life to form a phonetic skill. In fact, it is not. It is known that phonetic skills are the most unstable. Therefore, in the process of teaching pronunciation, special attention should be paid to constant work on pronunciation, and in particular, phonetic charging, as the form of this work.

As a phonetic charge, as already noted above,

the exercises of two types are used, that is, all phonetic exercises can be classified in two large groups of groups, namely, the exercises in the listening and exercise in reproduction for the development of not only auditory, but also sponge skills. At the very beginning of training, exercises are used in the hearing. They are aimed at the development of phonetic hearing. Exercises in reproduction are aimed at the formation of a pronouncing skills. The material of these exercises can serve sounds, syllables, words, phrases, suggestions. But most teachers, and I absolutely agree with them, believe that it is particularly effective for setting, torture and improve the pronunciation of students, you can consider learning spells, rhyms, poems, songs, fairy tales, that is, to use various oral speech funds, which due to their great diversity Can act material for phonetic charging at all stages of mastering with phonetic skills. The use of oral speech tools is all the more justified, since it is perfectly combined by the improvement of the hearing and utmost rhythmic and intonational skills. Therefore, their use in teaching and improving the pronunciation is extremely appropriate and effective. Also, I can not not note that no less important value for the development of phonetic skills have phonetic games, especially in the initial steps. Moreover, I believe that in the initial stages, the phonetic game should be an indispensable component of phonetic charging, since it is based on its interest, which is very important to take into account at the initial stage. Thus, when performing a phonetic charging consisting of all the above exercises, and systematic controlling work on the hearing and utteral skills can be considered effective.

Bibliography.

1. Arakin V.D. Practical course of English, 1 course, M., 1998 - 535c.

2. Gez I.I, Lyakhovitsky M.V., Mirolyubova A.A. Methods of learning foreign languages \u200b\u200bin high school, M., 1982. - 412С.

3. Demines TS Frameology of proverbs and sayings, M., 2001. - 249c.

4. Dubrovin M.I. British and Russian proverbs and sayings in illustrations. M., Enlightenment. 1995.

5. Winter I.A. Psychological aspects of teaching speaking in foreign languages, M., 1978. - 471c.

6. Miroolubova A.A., Rakhmanova I.V., Zetlin V.S. General methods of teaching foreign languages \u200b\u200bin high school, M., 1987. - 576c.

7. Sculiate V.I. English for children, St. Petersburg, 1992. - 302c.

8. Solovova E.N. Methods of learning foreign languages: Basic lecture course, M., Enlightenment, 2002. - 239c.

9. Grigorieva E.B. The first of September: English, 11 Room, 2006.

10. Zhuccova I.V. The first of September: English, 7 room, 2006.

11. Pavlova E.A. The first of September: English, 15 Room, 2006.

Application.

Charles, Bart, Barbra.

Articles on the topic:

Analysis of the organizational structure of IP Ulanova A Geological structure and oil and gas potential of Equatorial Guinea General characteristic of people habitat Formation of phonetic (hearing-sensitive) skills: setting, correction, improving the way of improving the pronunciation skills in the middle Conditions for the formation of bauxite deposits of the triangle Bokeh Kindia-Tug, geochemical inhomogeneity of bauxite deposits and optimization of exploration network parameters (Guinea)

New:

The concept of random variable

Reducing enterprise costs

Ethnic and national conflicts in ...

Static electricity and protection from his ...

Objectives of the organization and their formation

The attitude of the attainability of the peaks of the Orgraf

Popular:

Tree Tree: Benefits and Building

GPASTAT - Socio-Economic Statistics

English seal of the XIX century: main trends ...

Basics of work in Microsoft Office Access as ...

Methodical piggy bank games and exercises on ...

A small excursion

House, design, repair, decor. Yard and garden. Do it yourself