Contents introduction chapter I. The significant side of teaching pronounciation to pupils

He told me I couldn't have
a holiday' (bold words are stressed). This causes confusion due to the stress being placed on the wrong words
in the sentence, i.e. the pronouns, or grammar words, as opposed to the content words.

• 
  The activity is simply a choral drill, but of the whole sentence and maintaining an English rhythm. 'He told me I couldn't have a holiday'.
  

• 
  The trick here is not to over-exaggerate on the stressed words, but keep the stress and rhythm natural. Think in terms of modelling a rhythm, rather than a stress pattern. Using gesture like the conductor of an orchestra or tapping on the board to show the rhythm is especially helpful for students who cannot hear it easily.
  

Admittedly, this latter exercise on sentence stress does seem to take longer to have an effect, but if highlighted early on and practised relatively often, students do seem to internalise how English stress differs from their own language and helps overcome what in later stages of learning becomes a fossilised way of speaking. Sentence stress causes more communication problems for a fluent speaker than any number of grammatical errors.

CONCLUSION

Pronunciation is vital to develop proper listener friendly and intelligible communication
because the incorrect use of pronunciation inevitably leads to the message being misunderstood by the recipient. Pronunciation of the letter sounds in words as well as syllable emphasis on parts of words will often change the words meaning and context drastically thereby irreversibly altering the meaning of the sentence being communicated. Even if you have already studied English for some time, you can always improve your speech and reduce your accent. In any case, research has shown for decades that second-language learning is different from how one acquires one's native language. Pronunciation in a second language is especially resistant to improvement and it is rare that a second-language speaker can lose an accent entirely. Using contrastive approach of L1 and L2 language systems and knowing about the interference of mother tongue in second language acquisition creates the opportunity for learners to improve their learning more effectively. Only under the background of effective education teachers can use advanced educational theory and fulfill the target of English teaching by utilizing modern cognitive education reasonably. 6^th International Multidisciplinary Scientific Conference on Social Sciences & Art SGEM 2019 The goal of teaching pronunciation by implementing modern contrastive approach and linguistic based on the researcher’s work is to enable learners to become intelligible,
communicative, confident users of spoken English
REFERENCES
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[2] HARMER, J.: The Practice of English Language Teaching. Pearson Education Limited. Essex, England. UR, P. (1996) A Course in Language Teaching, Practice and Theory. Cambridge University Press. Cambridge, UK.
[3] KENWORTHY, J.: Teaching English pronunciation: an introduction to the practice of English language teaching. (1987) New York: Longman, 150 p. ISBN10 0582746310
[4] SCRIVENER, J.: Learning Teaching. Macmillan Publishers. UK. (2005). ISBN- 13:978-1-4050-1399-4
[5] HARMER, J.: The Practice of English Language Teaching. Pearson Education Limited. Essex, England. UR, P. (2005) A Course in Language Teaching, Practice and Theory. Cambridge University Press. Cambridge, UK ISBN 0582403855 978058240385
[6] CRYSTAL D.: The Cambridge Encyclopedia of the English Language. Cambridge: C.U.P., 1995, pp.186
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[8] SEGALOWITZ, N. – GATBONTON, E. 1977. Studies of the non-fluent bilingual. In: Hornby, P. (Ed.): Bilingualism: Psychological, Sociological, and Educational Implications. New York: Academic Press. ISBN 0-12-356350-X SELIGER,
[9] CELCE-Murcia, M., BRINTON, D., & GOODWIN, J. (1996). Teaching
pronunciation: A reference for teachers of English to speakers of other languages.
Cambridge and New York: Cambridge University Press.
[10] KRÁĽOVÁ, Z.: Kvalitatívna aproximácia v systéme slovenských a anglických krátkych vokálov. Ústí nad Labem: Pedagogická fakulta Univerzity J. E. Purkyně v Ústí nad Labem, 2010. 124 p. ISBN 978-80-7414-268-0. (7,18 AH)
[11] KRÁĽ, Á. – SABOL, J.: Fonetika a fonológia. Bratislava: Slovenské pedagogické nakladateľstvo, 1989. 392 p. ISBN 80-08-00036-9.
[12] SKALIČKOVÁ, A.: Fonetika současné angličtiny. Praha: Státní pedagogické
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1^ WREMBEL, M.: New Perspectives of Pronunciation Teaching. In Sobkowiak & E.Waniek -Klimczak (Eds), Dydaktyka Fonetyki Jeyzka Obsegojazyka (p.175), 2002 Plock:Yesztz Naukowe PWSZ w Plocku

2^ HARMER, J.: The Practice of English Language Teaching. Pearson Education Limited. Essex, England. UR, P. (1996) A Course in Language Teaching, Practice and Theory. Cambridge University Press. Cambridge, UK.

3^ SCRIVENER, J.: Learning Teaching. Macmillan Publishers. UK. (2005). ISBN- 13:978-1-4050-1399-4

4^ KRÁĽ, Á. – SABOL, J.: Fonetika a fonológia. Bratislava: Slovenské pedagogické nakladateľstvo, 1989. 392 p. ISBN 80-08-00036-9.