Of the republic of uzbekistan the uzbekistan state world languages university english faculty III

In Activity 2 there is used ‘Minimal pairs Bingo’ game. This is one of the simplest ways to concentrate on specific sound pairs.
Because a bingo card typically includes 5 by 5 squares, you can use up to 25 words (12 minimal pairs, or more than two words for some sounds). Each card might have one or more "free" spots, or the size could be changed to 4 by 4. (I've found that 25 words is enough for a full lesson, and that everyone will be able to remember them at the end.)
You can have a whole-class review of the words and target sounds at the end of the lesson.
When students win and have a chance to be the caller, they will be able to hear the difference between the minimal pairings, understand the different words written on the card, and clearly pronounce the difference. As each phrase is called out, kids often repeat it silently to themselves.
In Activity 3 I have used another method. Sort comparable words into three groups: two with the same sound and one with a distinct (but related) sound. Alternatively, you may have four or five groups with the same sound but only one that is distinct. For instance, meet, seat, and sit (for vowels), as well as plays, pace, and space (for consonants)
The odd word can be chosen by a reading exercise in which students read the words aloud to themselves and identify the sounds in the written words, or through a listening exercise in which the teacher reads the words and the students respond to the "odd" word.
Similarly, some students could attempt reading the words aloud to see if others can spot the unusual word, or they could work in pairs or small groups, with one person speaking the words and the others identifying which is odd.
Depending on the ages and skills of your students, as well as the layout of your classroom, you might do a variety of activities using these groupings of words.
In Activity 4 there is used Stress and intonation task. Select vocabulary that is appropriate for your pupils and program. Explain that one syllable is stressed when a word includes two or more syllables. Unstressed syllables are shorter and weaker than stressed syllables. Mu-sic, for example, has two syllables. The first syllable of Mu-sic is emphasised. To draw pupils' attention to syllables and stress, use one or more of the methods below. First and foremost, concentrate on listening discrimination.
Begin with simple directions (for example, "Listen closely. What is the total number of syllables you hear? I'll repeat each syllable twice). Specify the desired outcome. Finally, include the following imperatives: Then look at me and try if you can get the proper answer by looking at my fingers. Demonstrate using a few familiar terms as examples.
What is the total number of syllables you hear? With your fingertips, show me. (Another option is to clap the number.) Tap a finger on the opposite hand's palm. Write the number down on a piece of paper.)
When speaking directly to someone, use rising intonation (↗); it sounds nice.
Falling intonation (↘) might come out as impolite, hostile, or abrupt. Use rise-fall intonation on statements and WH-questions, such as those that begin with the word "how."