Using different types of phonetic exercises in English lessons
Moldabaeyeva K.E senior
teacher of English languages
Kazakhstan, Almaty
In recent
years there has been increased interest
in foreign languages, especially English language.
This is due to the role and place
of English in the modern world:
the development of trade and economic relations with the English-speaking countries,
the emergence of the global computer
network, as well as the opportunity to travel,
work and play abroad.
As a
rule, the teaching of English begins
in the fifth grade. The first
acquaintance with the language takes
on the sound, the phonetic level,
so the formation of pronunciation skills
at an early stage of learning is one of the main tasks. Unfortunately, the majority of teachers
believe that English pronunciation is
very difficult, and they think about the rules of reading and the exceptions to these rules, which are many. As a
result, the emphasis is on reading
and grammar.
Teaching
pronunciation is a program requirement,
because without it, it is impossible to
master all kinds of speech activity in a foreign language,
including speaking and reading aloud. As a result, two
types of learning assimilated
foreign language pronunciation
Orthoepic pronunciation. Approximated pronunciation.
Orthoepic foreign language pronunciation is
pronunciation, which practically coincides with the literary
(standard, model) pronunciation formed natural
carriers of the studied language.
Orthoepic pronunciation
learners usually acquire it in the special language schools (mostly higher),
and only those who are working hard
on their foreign-language pronunciation and have good phonetic skills.
Possession orthoepic pronunciation is not necessarily for understanding others speaking with
orthoepic pronunciation
(as natural carriers
of the language, and owning
it as a non-native language). Not necessarily posses the orthoepic
pronunciation also to make their oral language and reading aloud in a
foreign language understandable to others, knowing this language. For all these purposes, it suffices to own approximated pronunciation.
Approximated pronunciation
is such a pronunciation, in which, as in the literary pronunciation, there are no so-called phonological errors,
but which differs from the latter
by the presence of no phonological errors such
quality and in such quantity
that still allow to
understand spoken language and reading
aloud in this language. Thus,
when teaching English in high
school the emphasis is on the
approximate pronunciation.
Familiarization
with the phonetic phenomenon occurs through visual demonstration
its, which is an exaggerated character.
The sequence of presentation of the
phonetic material is dictated by its needs for communication. Sometimes are primarily entered
sounds that are the most difficult
and have no analogues in the native language.
On reading the phonetic phenomena
must be accompanied by an explanation of
the demonstration of sound standards that students hear from the teacher or phono recording to
create an environment in which students
like "swimming" in the
sounds of the moment when they
explain their articulation.
Training includes
two types of exercises: active
listening sample and conscious
imitation. Active listening is preceded
by guaranteed tasks, helping to
draw attention to the desired sound
quality; it stimulates the
release of a particular stream of words sound
to be mastering. The raised hand or signal map shows that the
student shows the teacher as he
heard the sound.
The exercises in
active listening can be as follows:
I say the alternating
English and Russian sounds. When you hear the sound of English, raise
your hand.
Raise your hand when you hear the word
of a number of words with the sound [u].
Raise the signal
card whenever you
hear a long (short, long etc.) vowels in the
following words.
Raise your hand when you hear the word in a sentence, which falls on the
stress, etc.Simple imitation without realizing particular foreign language sound is
not sufficiently effective, as learners
tend to think of foreign language
sounds through the lens of
articulatory base of the native language. For some sounds it is safe, but
because of the idiomatic sounds
such substitution is not allowed,
since it is potentially a violation of
communication.
The following are examples of
exercises in imitation; awareness
simulates guaranteed indication of what you
should pay attention:
Say the sounds behind
me, paying attention to the longitude (short).
Say the word on
the model, paying attention to the sound [a].
Say the words, paying
attention to the stress.
Say the proposal, paying
attention to the melody.
Say the phrase, without pausing between words, of which
they are composed.
Say the proposal, paying
attention to pause.
Listen to a
text written with pauses in
pause, repeat deals, paying
attention to .
These
examples show that the subject of the training
exercises are sound and sound combinations, placed into larger units, from the syllable - in a
word - a phrase
to the text. Work on pronunciation at the same time passes from hearing text which is spoken by the teacher.
Traditionally phonetic
exercise is held in the first phase
of the lesson and takes about 7 - 10 minutes of
teaching time.
Material for phonetic
exercises is taken in
accordance with the purposes of
communication. Most often, especially at the primary stage of
learning English, rhymes, rhyming, tongue twisters, proverbs, sayings,
riddles are used.
Literature
1 Rogov GV
Methodology of teaching foreign
languages. - M. 1991.
2. Formation of pronunciation
skills: a tutorial (Ed. Passov
EI). - Voronezh
LEU "Interlingua",
2002