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en deep roots. I mean a tendency of teaching good speaking without teaching
good pronunciation and reading.
It is a difficult task to speak about details of English pronunciation unless we
know a certain technique for describing sounds, a technique which is called
phonetics. Here we should say which pronunciation we are going to teach the
students. We shall concentrate on “Received Pronunciation” as British and
“General American” as a widely accepted American accent.
There are some inviting exercises to start working at the sounds. What
should you start with? I usually start with consonants, because the students have
less confusing difficulties when reproducing the English consonants than the
vowels. You may divide the sound drill into several activities.
First, you introduce the sound; it may be shown on the monitor of the
computer or written on the blackboard in transcription. Tell the students to listen
to you and explain them how to articulate it. The language-learner should know the
articulation of each sound of the foreign language. Then pronounce the sound and
you may compare its articulation to the similar sound of the Russian or Uzbek
language. The students often try to replace a sound with the similar sound of their
mother tongue. You cannot make them just imitate a sound. The students should
know the rules of articulation. After pronouncing the sound, you ask the students
whose pronunciation is better than that of their group mates to reproduce the
sound, then all the other students do the same, and after that, you may tell the
students to pronounce it in chorus with the teacher, after the teacher, individually.
Now there are many language courses that you can use on the lesson and
which are recorded by English speakers. Ear-training exercises should be practiced
every day and they will help the students to understand easily a foreign speech.
The students should see the transcription of the sound on the monitor or on
the blackboard, or reproduced by a projector. The students should know the visual
image of the sound so that they may easily find the transcription in the dictionary.
After that the sound may be trained in a number of words containing the same
sound. It would very good if the words were professional terms even though their
meaning might be strange to the students. Later they may come across these words
and learn their meaning. Then the sounds are trained in sentences, phrases, short
rhymes or poems, dialogues, having basically the being trained sound. Later it
would be very useful to practice a sound drill at the beginning of each lesson.
Inseparable from the syllabic structure the students should have a notion of
accentual structure of English words. The teacher has to explain the use of the
principal, secondary stress, the meaning of the logical stress. While working at
www.journal.fledu.uz 112
Илмий-методик электрон журнал
good pronunciation and reading.
It is a difficult task to speak about details of English pronunciation unless we
know a certain technique for describing sounds, a technique which is called
phonetics. Here we should say which pronunciation we are going to teach the
students. We shall concentrate on “Received Pronunciation” as British and
“General American” as a widely accepted American accent.
There are some inviting exercises to start working at the sounds. What
should you start with? I usually start with consonants, because the students have
less confusing difficulties when reproducing the English consonants than the
vowels. You may divide the sound drill into several activities.
First, you introduce the sound; it may be shown on the monitor of the
computer or written on the blackboard in transcription. Tell the students to listen
to you and explain them how to articulate it. The language-learner should know the
articulation of each sound of the foreign language. Then pronounce the sound and
you may compare its articulation to the similar sound of the Russian or Uzbek
language. The students often try to replace a sound with the similar sound of their
mother tongue. You cannot make them just imitate a sound. The students should
know the rules of articulation. After pronouncing the sound, you ask the students
whose pronunciation is better than that of their group mates to reproduce the
sound, then all the other students do the same, and after that, you may tell the
students to pronounce it in chorus with the teacher, after the teacher, individually.
Now there are many language courses that you can use on the lesson and
which are recorded by English speakers. Ear-training exercises should be practiced
every day and they will help the students to understand easily a foreign speech.
The students should see the transcription of the sound on the monitor or on
the blackboard, or reproduced by a projector. The students should know the visual
image of the sound so that they may easily find the transcription in the dictionary.
After that the sound may be trained in a number of words containing the same
sound. It would very good if the words were professional terms even though their
meaning might be strange to the students. Later they may come across these words
and learn their meaning. Then the sounds are trained in sentences, phrases, short
rhymes or poems, dialogues, having basically the being trained sound. Later it
would be very useful to practice a sound drill at the beginning of each lesson.
Inseparable from the syllabic structure the students should have a notion of
accentual structure of English words. The teacher has to explain the use of the
principal, secondary stress, the meaning of the logical stress. While working at
www.journal.fledu.uz 112
Илмий-методик электрон журнал
