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

CHAPTER II.
PRONUNCIATION IN FIRST GRADE


2.1 Basic pronunciation methods
In the first year of study (from the age of six), the English language provides for the mastery of the articulatory base and intonation of speech. As you know, pronunciation skills include auditory, articulatory and intonation. In this paper, we will consider the technology of teaching 6-year-old children the auditory and articulatory aspects of foreign speech in the English language course for grade I.
The work on any means of communication in grade I, including pronunciation, is based on the principles of communicative orientation and conscious language acquisition. When teaching pronunciation to six-year-olds, it is important for a teacher to consider three factors:
1 . Since the language is acquired as a means of communication, work on pronunciation is subject to the process of mastering children's speech skills and abilities. In other words, the formation of auditory and articulation skills is carried out on those words and patterns of communication that children are learning to use in speech at the moment. So, if in the lesson children have to learn the verbs of motion jump , swim , walk , then training is needed in pronouncing the sounds [w], [d], [ u ], etc.
The sequence of work on phonetic means of communication is determined by the speech units that children use to communicate and interact from lesson to lesson.
2. Conscious mastery of pronunciation is based on the characteristics of the sound composition of the English language, taking into account the native (in this case, Russian) language:
1) sounds that are identical in English and Russian, for example [m, b, s, z], do not require special training (children master them by transfer);
2) sounds that are somewhat different from similar ones in Russian, such as [t, n, d, e, p, k ], require correction (children need to be shown how they differ and how they need to be pronounced in order to speak like real English boys and girls);
3) the third group of sounds, which include sounds [w, h, р, ә, ǽ, ŋ, r] that are not found in the native language, also requires an explanation of articulation.
The conscious orientation of children in pronunciation means of communication will not be complete if we do not teach them to hear the difference in sounds: [i: -I], [u: - u], [p - d], [ǽ - e] , [ a: - Λ], [e - I ], [n - ŋ], [p - z].
The semantic role of sounds should also be given special attention. 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.
Phonetics training consists mainly of two stages, in which pronunciation skills are respectively formed and improved. All exercises can be classified into two large, closely related groups. Listening exercises are used at the very beginning of the training . They are aimed at developing phonetic hearing. To perform this type of exercise, graphic supports can sometimes be used. TCO, in particular, a tape recorder, can be considered a big plus in training. However, it is necessary to keep in mind that each new type of task is first performed only with the teacher's speech. Playback exercises aimed at developing proper pronunciation skills. The material of these exercises can be sounds, syllables, words, phrases, sentences. Tasks can be performed both with visual support and without it. Effective for staging and improving the pronunciation of students can be considered learning tongue twisters, rhymes, poems. It is necessary to exercise control over the exercise. When evaluating speech, phonetic and phonological errors are distinguished. When evaluating the answer, only errors of the second type are taken into account. If all the above exercises are performed and systematically controlled, work on listening skills can be considered effective.