Teaching lexics to the pupils of level a 2

Relevance of the course work: The aim of this study is to provide a critical analysis of existing research on the importance of interactive classroom activities in teaching pronunciation. First, it should be a good pronunciation. Pronunciation is very important for us to communicate. each other .
The purpose of the course work is to provide researchers with an overview of the main methods of teaching pronunciation and interactive classroom activities. Teachers and students should always have good pronunciation.
On the importance of interactive classroom activities in teaching pronunciation, the following tasks were defined:
• gain an understanding of the needs of children with different pronunciation principles and methods and how to address them in inclusive school provision;
• gain an understanding of learning and teaching good pronunciation to support children across the curriculum.
The theoretical value of the course work is to analyze the development of interactive classroom activities according to the goals of teaching pronunciation, and should use pronunciation techniques, principles, and rules before speaking at any time. In accordance with the goals and objectives of the lesson, classroom management uses management skills, follows certain principles, applies effective approaches and measures, and creates a good teaching and learning environment in the classroom to stimulate the initiative and enthusiasm of students for learning. creates and regulates the effective completion of educational activities.


CHAPTER I. USING INTERACTIVE CLASSROOM INFORMATION IN TEACHING PRONUNCIATION.
1.1. The influence of pronunciation in the communication process.
Many people who are learning English often do not pay attention to their pronunciation. Even worse, some of them underestimate it. They consider pronunciation to be less important than grammar and vocabulary. I think pronunciation is very important. Many cases of misunderstandings in communication are caused by incorrect pronunciation of words or incorrect intonation. Let's give a few examples: if someone pronounces the words fog and fox, sea and he, sick and six relatively indistinctly, it can lead to misunderstanding in some cases. Another example: using the present tense in the first syllable in the sentence "I want to present" is definitely wrong and annoying. ¹Based on the preview I mentioned, it's clear why pronunciation is important. In addition, good pronunciation can also give extra value to those who master it. Still not convinced? Why do you think people are surprised by your English when they hear you speak English?; Your grammar, vocabulary or pronunciation? The answer is the quality of pronunciation. The first thing that attracts people to English is its pronunciation! Good grammar and a wide vocabulary are usually followed secondarily. In addition, good pronunciation skills can increase your confidence when speaking in front of many people. Thus, it became increasingly clear that pronunciation could not be ignored
Students with good English pronunciation can be understood even if they make mistakes in other areas, while students with poor pronunciation cannot be understood even if their grammar is perfect. Such learners may avoid speaking English and experience social isolation, employment difficulties and limited opportunities for further education. We judge people by their speech, so students with poor pronunciation may be judged as incompetent, uneducated, or ignorant. However, many students find pronunciation to be one of the most difficult aspects of the English language and need specific help from a teacher. Therefore, some kind of pronunciation should be taught in the classroom. The objectives of this paper are to define English pronunciation, review the history of teaching English pronunciation, explain the purpose of teaching English pronunciation, elaborate on pronunciation and communication, and the impact of teaching pronunciation on student achievement. consists of a review and discussion of previous research. English pronunciation and easy intelligibility aim.²
Many teachers do not pay enough attention to English pronunciation. There are various reasons for such negligence. Many students argue that there is no need to learn pronunciation and that learning pronunciation is a waste of time. They insist that it is enough to communicate in English, and as long as they are understood, nothing else matters. As stated by Harmer, the main goal of teaching and learning any language is to enable students to communicate in the target language, and if this is the case, communication is an important term to explain. Communication means understanding and being understood. Many students think that they can speak English so that they can easily communicate with their teachers and other students. But they make a big mistake. There are many reasons for their mistakes. First, teachers can understand their students more easily than the average person because their ears are used to "bad English". Second, other students who are native speakers of the same language have the same pronunciation patterns and make the same mistakes, so it is easy for them to understand each other. Third, the classroom is not a real situation and it only takes place in school, and students do not have the opportunity to speak with native speakers. Many teachers do not know the importance of pronunciation. Teachers pay enough attention to grammar and vocabulary when learning a foreign language, and they help students improve their listening and reading skills. Second, many teachers think that learning pronunciation is too difficult and monotonous for students. Lack of high-quality, suitable teaching and learning materials, and lack of time to practice pronunciation are the main reasons why teachers do not pay enough attention to English pronunciation. Teachers think they have too much to do and teaching pronunciation is just a waste of time. Some teachers believe that their students can learn correct pronunciation without specific pronunciation instruction. Kenworthy points out that there are some factors that lead some students to learn acceptable pronunciation independently of their teachers. They are students' phonetic skills, integrative motivation and achievement motivation. There are some students who know the value of good pronunciation. It is the responsibility of teachers to persuade their students to study pronunciation seriously and to help them learn to pronounce English sounds correctly. Teachers should tell their students that their first lesson in English is pronunciation. If students do not practice good pronunciation early in the learning process, they may learn incorrectly. Therefore, words should be learned according to their pronunciation. Otherwise, it can undermine the overall success of students. ³Harmer points out that native speakers are the first to pronounce during a conversation. Grammar and vocabulary are important elements of language and can be useless if speakers cannot pronounce these elements or words correctly. Native speakers can understand people despite their grammatical mistakes if they use correct pronunciation. Communicative efficiency can be guaranteed with correct pronunciation. Pronunciation is an important part of communication and no one can claim to be fluent in English without proper pronunciation . As stated by Harmer (2001), by teaching pronunciation, students not only learn different sounds and sound properties, but also improve their speaking skills. Focusing on sounds makes students understand where to stress words and they teach them more about spoken English and help them achieve the goal of comprehension and intelligibility. Some teachers argue that pronunciation instruction is not helpful because only a few students can acquire pronunciation similar to their native language. We should be aware that native-like pronunciation may be the ideal goal for some students and not for all students. Accuracy is a reasonable goal, and most students rarely achieve "perfect" pronunciation.⁴
For most learners, native-like pronunciation may be an unrealistic goal. Comprehensible pronunciation should be one of the main goals of language learners. Teaching pronunciation has some realistic goals that should be emphasized for the development of communicative competence. These goals are: 1) to develop functional intelligibility - spoken English that is understandable to listeners; 2) functional communicative-developing speech language that satisfies communicative needs; 3) increasing self-confidence - developing a positive self-image; and 4) speech control skills and speech modification strategies—allowing students to develop intelligibility, communication, and confidence outside of the classroom. The goals of pronunciation teaching are to develop English that is understandable and not confusing for listeners, to develop English that meets people's needs and leads to communicative competence, to help students feel more comfortable using English, and to develop positive self-concept. development of speech as non-native speakers in oral communication
awareness, personal speech monitoring skills, and speech adjustment strategies to help students develop in and out of the classroom. 5. TEACHERS' ROLE IN TEACHING ENGLISH PRONUNCIATION Morley argued that teachers do not teach, but help students learn pronunciation. The role of teachers is similar to coach, speech coach and pronunciation coach. A pronunciation coach plays an important role in examining and managing changes in spoken English at two levels (a) speech production and (b) speech performance. teachers conduct pronunciation diagnostic analyzes and select aspects that can have a significant impact on changing students' speech to intelligibility, help students set long-term and short-term goals, many develop instructional methods and modules (e.g., whole-class instruction, small group work, individual one-on-one instruction; pre-recorded audio and/or video materials; working with English speakers on a new computer., speech pattern elements for all learners, monitoring learners Assess speech production and speech performance and pattern change as a continuous part of the program and encourage learners' speech awareness and realistic self-monitoring 6. Suggestions for improving English pronunciation instruction .Students improve their English pronunciation.EFL teachers students need proper pronunciation preparation to improve their English pronunciation. merger. EFL teachers should speak clearly and slowly in pronunciation lessons and reassure students that their language is understandable. This will help their students to improve their pronunciation by listening to them carefully.Teachers should teach their students that it is better to speak slowly with correct pronunciation than to speak quickly with incorrect pronunciation. need ⁵Students need to understand that comprehensibility is more important than speaking quickly. EFL teachers need to be aware of students' needs and problems in pronunciation. Teachers should provide appropriate materials to their students based on their needs to reduce students' pronunciation problems. . Teachers should introduce their students to American and British English, and students should be able to understand both types of pronunciation. helps to adapt to the sound systems of the language and overcome their pronunciation. Affective problems related to learning ENGLISH. Teachers should set achievable goals that match students' communication needs. Teachers should act as pronunciation speech coaches, giving feedback to their students and encouraging them to improve their pronunciation.⁶