Contents introduction chapter I. Psychological characteristics of children of primary school age

2.2 Some methods of setting pronunciation at the initial stage of learning
The age of six-year-old children implies the inclusion of the pronunciation learning process ­in the context of play activity. Purposeful work on the formation of auditory and articulation skills in children is carried out at a special stage of the lesson - pronunciation exercises. It is based on an onomatopoeic game with interesting and entertaining plots, the constant character of which is a cheerful English language - Mr. tone . Children are introduced to this character ­in their first English lesson.
Teacher: Victoria told me something amazing. We have a tongue in our mouth. His name is Mr. tone . Our mouth is his cozy house, and his teeth are a fence. When Mr. Ton ­gue gets up, he looks out the window and enjoys the good ­weather: [ ɔ : - ɔ : - ɔ :). (Children ­repeat sounds.). Then he cleans the house, knocks dust out of the rugs: [d - d - d]. (Children repeat the sounds.) Place the tip of the tongue on the cusps behind the upper teeth ­. Good work :[
Form start
End of form
gud ] . (Children ­repeat.)
Then Mr. Tongue rings the bell and calls all the neighbors like this: [ n I ŋ - n I ŋ ]. (Children repeat.) And now that everyone has ­come, Mr. Tongue greets: [ gu d'm ɔ :niŋ ]. (Children repeat.)
This is how babies learn to pronounce the sounds they need to greet.
In order to teach children good pronunciation in English, it is necessary ­to strive to ensure that from the first lessons and throughout the initial course, pronunciation is always the focus of the teacher: you need to provide children with good training in the perception and pronunciation of sounds.
One of the methods for class 1 includes two groups of exercises ­:
I. Exercises for training children in the perception ­and pronunciation of sounds and words, communication patterns containing them.
II. Exercises for the development of children in the background of ­matic hearing.
Let's consider them.
I. When training children in the perception and pronunciation of sounds, the techniques of conscious and unconscious imitation are used.
a) Teacher: Mr. Tongue went to the zoo and watched ­the animals being fed. (Children will use words - food names: sau ­sage , sweets , potatoes , cakes , apples .)
b) (Children learn to use words: wa ­ter , coffee , tea , drink .)
Teacher : When tea or coffee is hot, Mr. Ton ­gue blows on them to cool them down: [w - w ɔ - ' w ɔ tә ].
Coffee cools like this: [ ɔ - ɔ - k ɔ - ' k ɔ fi ].
Tea is completely different: [t - t - t I : - t: ].
When the dog is thirsty, Mr. Tongue gives her water, and the dog growls softly with pleasure ­: [r - r - dr - driŋk ].
II. The second group of exercises, as noted above, is aimed at the formation ­of speech hearing. ( Chapter I , § 1)
This group includes exercises for:
1) differentiation ­of sounds (long and short vowels, interdental, whistling, etc.), words and patterns of communication containing them, by ear;
2) sound ­analysis of words.
1) Consider exercises for the differentiation ­of sounds.
a) When children get acquainted with the definite ­article the , we teach them to distinguish sounds [p] and [z] by ear.
Teacher : To a cheerful tongue, ­mosquitoes fly and buzz through the window
[z - z - z] then it closes the window. Sometimes a familiar bee flies to him. She buzzes like this: [r - r - r ]. Stick your tongue between your teeth and buzz. And then Mr. Tongue opens the window: a bee brings him honey. Listen to who has arrived. If a mosquito [z] has arrived, close the window (the children perform the corresponding action), and if a bee [p ], open the window (the corresponding ­movement follows). Buzz like bees, and now - like mosquitoes.
When we talk about familiar little ­animals, in the small word the we hear the sound that a bee makes [p].
b) Exercises for differentiating sounds [i:] - [ I ].
Teacher: Donald Duck says that his clock is either fast or slow: [ t I k - ti:k ].
How fast is Donald's clock? Like this: [ t I k - t I k - t I k ].
How are they falling behind? Like this: [ ti:k - ti:k - ti:k ] .
Clap your hands once if you hear ­a short sound [ I ], and many times if you hear a long sound [i: ]: [ ti:kt I k-ti:k-mi:t - m I lk ] .
They don’t say it in English about food and everything inanimate ­- it, this. They say the same thing about animals ­, but never about people. What word does it look like ? On the word eat - there is. It looks like not really. The word eat has a long ­sound [i:], and the word it has a short [ I ]. Can you distinguish between these two words? Let's check. If I say the word it , clap your hands once, and if eat , clap many times.
These exercises are very effective for the formation of the ability of children to make sense , and hence for the development of speech ­hearing, which, as you know, is one of the main mechanisms of listening.
2) The exercises below, teaching ­children the phonetic analysis of words, are at the same time very good preparation for reading Teacher: Donald Duck says that someone is knocking on the door of his house, he hears: [ t u k - t u k - t u k ]. Donald Duck loves guests, and he likes to hear the sound [t] in words: it , eat , telephone , potatoes . Clap your hands when you hear a word with sound [t]: sandwich , orange , TVset , juice , book , tomatoes .
Let's play the game "Where is the sound hidden?" Victoria will name her favorite sounds, and you can tell us which products have these sounds hidden in their names.
Victoria Children
[ r ] potatoes
Apple, pie
[s] sweet, sandwich, salad
Children's training in pronunciation can be supplemented with interesting exercises at the discretion of the teacher. Such exercises are based on the technique of conscious imitations (“imitation of an English parrot”), setting an English accent on Russian-language material. It allows you to achieve automatism in pronouncing the sounds of the second group, to make sounds, etc., always be English. For example , children imitate an English parrot that pronounces Russian words and whole phrases with English sounds. For example: [d] - dom , dacha , Dima on dache , dyel home .
[r]: fish , like , fish at work .
This technique can also be used to practice the sounds of the third group.
[θ]: θasha on θanki , θlon , θeat .
[r]: at the rayka raboleli felling, rina worked rontik .
In addition, the material for working on phonetic means of communication is contained in rhymes and songs.
For mastering the pronunciation of words, exercises in the form of charging are effective. Let ­'s take examples.
Words: read , draw , can , write .
Teacher: Your cheerful English tongue decided to travel by car. He warmed up the engine for a long time: [r - r - ri : - ri: d ]. Then he finally went: [ dr - dr - dr ɔ :]. But the cat crossed the road: [ǽ - ǽ - k ǽ t]. Ox how difficult it was to start the car again! The motor worked intermittently. [t - d - t - ri:d - raIt , ri:d - ra I t ]. At last the motor started working, and Mr. tone no rode : [ dr - dr - dr ɔ :].
Numerals.
Teacher : We will teach animals to count. But first, let's practice the tongues. Mr. Tongue blows on the candle: [w - w - w Λ - w Λ n ]. Mr. Tongue is driving a car and humming: [t - t - tu : - tu :]. Suddenly the car stopped. Mr. Tongue turns her on. This is the sound the motor makes: [θ - θ - θ]. (Place ­the tongue between your teeth.) Finally the car started up: [ θr - θr - θri :]. Let's start it again: [θ - θ - θ ri :]. Now your tongues are ­ready to count in English: One, two , three .
The exercises and teaching methods considered in this paper ­provide six-year-old students, as the practice of experimental training shows, with a decent approximate pronunciation, that is, such a pronunciation that is necessary for communication to take place .[ 8.83]
Method 2
Exercises can be performed only by ear or using ­a graphic support (printed text). As an example of the first exercises, the following tasks can be given:
listen to a series of sounds / words, raise your hand (signal card, clap your hands) when you hear the sound [g];
Listening to a series of sounds; signal by hearing the sound.
[a:-I- u:-e -Ο-I:-e-zh]
2. Determine how many times the sound [z] occurs in the phrase.
He is as clever as his father is
3. listen to the sentences, raise your hand when you hear an interrogative (declarative, imperative, etc.) sentence;
I do know him!
Do you really know her?
Learn the rule!
Do you want to eat?
5. From each pair of words, underline the one that the teacher/announcer says.
Stay-stayed-begged
Rate-rated skim-skimmed
6. Say the words paying attention to the length/shortness of the sounds.
Barn-bun card-cud
Darn-done bard-bud
Calm-come laugh-luff
Charm-chum march- much
7. Finish the rhyme with suitable words. ( Before giving the task, the teacher speaks the words with the students, which then will need to be inserted)
Goat, Goat, give me your...!
Bat, Bat, sit down on my…!
Geese, Geese, have you any…?
Boys, boys, give us your...!
Lily, Lily, don't be...!
Cock, cock, look at the…!
Snake, Snake, come out of the...!
Quail, Quail, where is your…?
Mouse, Mouse, where is your…?
Mice, Mice, bring us some...!
The fox and the lock
(a lullaby)
“Cock-a doodle-do!” crows the cock.
Granny yawns: “It's two o'clock!”
baby sleeps. The night is long.
Granny starts to sing a song:
“In a shed there is an ox,
Round the shed there walks a fox.
On the door he sees a lock,
He cannot enter what a shock!
Fox is hungry; fox cross,
Fox is really at a loss.
Foxy hears and smells the cock,
But he cannot break the lock.
baby sleeps. The night is long.
Granny, rocking, sings a song.