Compiled by: Mozymova I.V.
Phonetic exercises for elementary school students
Phonetic exercises – special training exercise in pronunciation, preventing forgetting of phonetic material, designed for 2-6 minutes and planned at any stage of the lesson, where it is methodologically appropriate.
PURPOSE OF PHONETIC CHARGING:
Anticipating and eliminating the appearance of possible phonetic difficulties of any order - auditory, pronunciation, rhythmic-intonation.
Practicing phonetic skills that, for whatever reason, turned out to be insufficiently developed.
PLACE OF PHONETIC CHARGING IN THE LESSON
Phonetic exercises do not and cannot have a fixed place in the lesson. There is no doubt that phonetic exercises gravitate towards the beginning of the lesson, since in in this case it neutralizes the influence of the sound environment of the native language, helps create an atmosphere of foreign language communication, and prevents the occurrence of phonetic errors based on the material of the entire lesson.
But phonetic exercises can also perform other tasks:
development of the speech apparatus;
stress relief;
accounting individual characteristics students.
Work on phonetics is more effective if it is combined with other activities. The place of phonetic charging cannot be constant; it varies depending on the tasks facing it. Its place in the lesson depends on the sequence of tasks where students may encounter phonetic difficulties. Phonetic exercise helps to anticipate and avoid them. It could be control reading out loud or by heart, reciting a poem or dramatizing a dialogue, using new vocabulary, listening, etc. educational process Phonetic exercises can be used when working on:
1. phonetic material – traditional phonetic exercises;
2. Lexical material – lexical phonetic loading;
3. Grammatical material – grammatical phonetic exercises;
4. listening
5. Speaking
6. Reading
7. By letter
4-7 - integrated phonetic exercises;
8. Relieving tension and fatigue - relaxation phonetic exercises;
9. General development– general educational phonetic exercises (phonetic training of the realities of the country of the language being studied).
Phonetic exercises should be carried out systematically, its place in the structure of the lesson should be varied based on methodological feasibility, objectives, students’ level of training and the stage of training.
Several phonetic exercises are offered to your attention:
– Mr Tongue is resting and asks not to make noise: [ʃ], [ʃ], [ʃ].
– Mr Tongue is dissatisfied: [n], [n], [n].
– Mr Tongue is happy, he sings a song: [l], [l], [l].
– Mr Tongue gets up in the morning and smiles: , , .
– Mr Tongue starts the car, but the engine has stalled: [p], [p], [p].
– The car started moving: [ʤ], [ʤ], [ʤ].
– Mr Tongue goes for a walk, he enjoys the sun: [aı], [aı], [aı].
– Mr Tongue starts the car, but the engine has stalled: [k], [k], [k].
– Mr Tongue was upset: [n], [n], [n].
– Mr Tongue is dissatisfied: [g], [g], [g].
– Mr Tongue is happy, the engine has started: [b], [b], [b].
– Mosquitoes are flying: [z], [z], [z].
– Flies arrived: [s], [s], [s].
– Mr Tongue sings a song: [l], [l], [l].
– Mr Tongue is sick, he has a sore throat, he is sad: [ʊ], [ʊ], [ʊ].
– Mr Tongue went to the doctor, and he asked him to show his throat: [æ], [æ], [æ].
– The doctor asked Mr Tongue to open his mouth wider: [ʌ]. [ʌ]. [ʌ].
– The doctor gave an injection, and Mr Tongue felt better: [v], [v], [v].
– Mr Tongue recovered quickly, and the doctor was surprised: [j], [j], [j].
– Mr Tongue decided to go for a walk, he is happy: [ı], [ı], [ı].
– Mr Tongue rocking on a rocking chair: [ɑ:] – [ʌ], [ɑ:] – [ʌ].
– Sore throat: [ʊ], [ʊ], [ʊ].
– Mr Tongue shows his throat to the doctor: [æ], [æ], [æ].
– Mr Tongue breathes heavily: [f], [f], [f].
– The doctor gave an injection and Mr Tongue recovered: [v], [v], [v].
– The doctor was surprised: [ɒ], [ɒ], [ɒ].
– The doctor looked at Mr Tongue’s throat again: [e], [e], [e] and allowed him to go for a walk again.
– Mr Tongue goes into the forest to pick mushrooms and sings a song: [ɑ:], [ɑ:], [ɑ:].
– Mr Tongue can’t find mushrooms: [ʊə], [ʊə], [ʊə].
– Mr Tongue found a big mushroom: [ɔı], [ɔı], [ɔı].
– Mr Tongue found another mushroom: [aı], [aı], [aı].
– Mr Tongue enjoys the sun: , , .
– Mr Tongue enjoys the sun: , , .
– Mr Tongue prepares dinner and sings a song: [ɑ:], [ɑ:], [ɑ:].
– Mr Tongue tastes the soup, the soup is hot: [ɔı], [ɔı], [ɔı].
– Mr Tongue got burned: [aı], [aı], [aı].
– Mr Tongue drinks some water: [ıə], [ıə], [ıə].
– Mr Tongue enjoys the sun: , , .
– Mr Tongue swings on a swing: [ɑ:] – [ʌ], [ɑ:] – [ʌ].
– Mr Tongue swings the swing harder: [ɔ:] – [ɒ], [ɔ:] – [ɒ].
– Mr Tongue falls from the swing: – [ʊ], – [ʊ].
– Mr Tongue’s knees hurt: [ɜ:], [ɜ:], [ɜ:].
– But now the pain has passed, Mr Tongue rejoices: [əʊ], [əʊ], [əʊ].
– Mr Tongue enjoys the sun: , , .
– Mr Tongue prepares dinner and sings a song: [ɑ:], [ɑ:], [ɑ:].
– Mr Tongue tastes the soup, the soup is hot: [ɔı], [ɔı], [ɔı].
– Mr Tongue got burned: [aı], [aı], [aı].
– Mr Tongue drinks some water: [ıə], [ıə], [ıə].
– Mr Tongue got better: [еə], [еə], [еə].
– Friends eat soup and admire: the soup is delicious: [əʊ], [əʊ], [əʊ].
– Mr Tongue washes the window and breathes on the glass: [h], [h], [h].
– Mr Tongue goes to bed and blows out the candle: [w], [w], [w].
– Mr Tongue knocks out the rug: [t], [t], [t].
– Mr Tongue knocks out the pillow: [d], [d], [d].
– Mr Tongue lies down to rest and asks not to make noise: [ʃ], [ʃ], [ʃ].
– Flies interfere with sleep Mr Tongue: [ʒ], [ʒ], [ʒ].
– Mr Tongue drives away flies: [ʧ], [ʧ], [ʧ].
– Mr Tongue starts his car: [ʤ], [ʤ], [ʤ].
Mr Tongue goes for a walk, he calls his friends: , , .
– A dog growls in the yard: [r], [r], [r].
– Mosquitoes are flying: [z], [z], [z].
– A snake crawls out for a walk: [θ], [θ], [m].
– Mr Tongue enjoys the sun: , , .
– Mr Tongue prepares dinner and sings a song: [ɑ:], [ɑ:], [ɑ:].
– Mr Tongue calls his friends: , , .
– Friends eat soup and admire: [əʊ], [əʊ], [əʊ].
– Mr Tongue plays guitar: [ŋ], [ŋ], [ŋ].
– Mr Tongue goes to bed and blows out the candle: [w], [w], [w].
Phonetic exercises in an English lesson.
All English teachers know that it is very important to develop correct pronunciation in their students. And although this seems obvious, phonetic charging, the purpose of which is precisely the formation correct pronunciation, are often neglected. In my opinion, one cannot put up with the lack of correct pronunciation; it is worth dedicating 2-5 minutes during the lesson in order to form and further support the pronunciation skills of students up to the 11th grade.
For phonetic charging Phonetic tales, poems with repeated words, songs sung by native speakers, and tongue twisters are suitable.
Examples of warm-ups in class.
Game "Magic Thing"
The purpose of this warm-up is to practice using the verb to be with names, size, color, age; verb has got, hasn't got, can, like.
One student comes to the board and begins to draw part of his magic thing, while the rest of the group asks him leading questions, trying to guess what it is. You can only ask questions that require a yes/no answer, for example: Is it a flower? Is it a moon? No, it isn't...
The one who guesses the item becomes the next participant. The one who drew must tell about his magical thing, for example: My magic element is a kite. It is Kats. It's big. It's blue and orange. It has got two eyes. It can fly. It can sing. It can dance. It can"t swim. It likes hamburgers but doesn"t like hotdogs.
We train G sweet sounds:
Sound [ Λ ]
Humpty-Dumpty sat on a wall,
Humpty-Dumpty had a great fall;
All the King's horses and all the King's men
Couldn't put Humpty-Dumpty together again.
Sound [ æ ]
The fat black cat ran after the black rat,
But the fat black rat ran away from the fat black cat.
Sound [ υ ]
Pussy-cat, pussy-cat, where have you been?
I have been to London to look at the Queen.
Sound [ ı ]
Dick's stick is thick,
Nick's stick is not so thick,
Pick's stick is not so thick
As Nick's stick and Dick's stick.
Sound [ αυ ]
Little mouse, little mouse,
Will you come out of your house?
Thank you, Pussy! Says the mouse.
I won't leave my little house.
Sound [ e ı ]
Rain, rain, go away,
Come again another day
Little Johnny wants to play
Rain, rain, go away.
What are little boys made of, made of?
Frogs and snails, and puppy-dog's tails,
That's what little boys are made of.
Sound [ υ :]
Balloon, balloon,
Fly to the moon!
Sound
Early to bed
Early to rise
Makes a man
Healthy, wealthy and wise.
And now with vowels sounds:
Sound [ w ]
Why do you cry, Willy?
Why do you cry?
Why, Willy? Why, Willy?
Why, Willy, why?
Sounds [t] , [w]
Twinkle, twinkle, little star,
How I wonder what you are.
Up above the world so high
Like a diamond in the sky.
Sound [h]
We are happy brother pigs,
We are happy piggy-wigs,
We have time to jump and play,
We are happy all the day!
Sound [ ∫ ]
She sells sea-shells on the seashore
And the shells she sells are seashells, I’m sure.
Sound [l]
Little lady Lilly lost her lovely locket,
Lucky little Lucy found the lovely locket.
Lovely little locket lay in Lucy's pocket,
Lazy little Lucy lost the lovely locket.
Sound [ ð ]
This is a ceiling,
This is a floor,
This is a window,
This is a door.
Without your tongue you can't talk,
Without your feet you can't walk,
Without your eyes you can't see.
Without your heart you can't be.
Sound [ Ѳ ]
Health is better than wealth.
What is worth doing is worth doing well.
Sound [j] , [ Ѳ ]
New things to learn,
New friends to meet,
New songs to sing,
New books to read,
New things to see,
New things to hear,
New things to do
In this happy New Year!
Sound [p]
Peter Piper picked a peck of pickled pepper.
A peck of pickled pepper Peter Piper picked.
If Peter Piper picked a peck of pickled pepper,
Where's the peck of pickled pepper
Peter piper picked.
Today, dear readers interested in studying English language with preschoolers, I suggest paying attention to the possibilities phonetic charging as part of a foreign language lesson with children.
Phonetic exercises as one of the stages of teaching English to children preschool age Maybe contribute to the solution of the following tasks:
activation and repetition of material studied in previous classes;
Work on improving pronunciation;
Introduction of children to the language environment;
setting the lesson in a positive way and at a certain pace.
The duration of this stage of the lesson can be (depending on the tasks assigned and the material used) approximately 4-6 minutes.
Phonetic exercises can be carried out in the form of: dialogue games (example: , point 2), repeating after the teacher (and with him) learned words, dialogues, rhymes, poems (example: , point 2), playing out poems sounding in native language, with entered into them in English words and so on. Below I will give an example of such poems (author – M. Kotin).
Doll
I decided to sew a dress for the doll.
I've never sewn before.
White buttons, red hem,
There will be an elegant doll - a doll.
A cat and a mouse
The red cat reached into the bag.
What did the cat forget there?
There's a cat in a bag by the nose
A mouse bitten - a mouse.
Father, mother, sister, brother
I was naughty: the vase broke.
Who broke it? – asked my father.
This is grandma's vase... -
My mother shed a tear.
Then my sister stood up for me:
He removed the fragments, everything is clean!
Then she said: “Father, mother,
Brother won't be naughty anymore.
Thus, as material for phonetic exercises In an English lesson you can use: words, sentences, question-and-answer structures, dialogue games, poems, rhymes, and so on. As they say, there are no limits to our imagination.
So, let's summarize. Phonetic exercise on English as one of the stages of teaching English to preschoolers, teachers provide great opportunities to exercise children’s ability to speak a foreign language (it’s not for nothing that this stage of the lesson is called exercise, albeit phonetic) and to demonstrate their creative pedagogical potential.
Korotaeva Yulia Vladimirovna,
English teacher at GBOU gymnasium No. 343
Nevsky district of St. Petersburg
Speech warm-up is an important stage of the lesson foreign language, which helps the teacher to involve students in the atmosphere of foreign language communication, interest them and set them up for the upcoming lesson.
What is meant by speech exercises and speech warm-up? “New Dictionary of Methodological Terms and Concepts (Theory and Practice of Language Teaching)” gives the following definitions : « Speech warm-up is the stage of the lesson at which preparation for studying the main material is carried out. Includes answers to questions, preliminary discussion of the topic, and game tasks.” « Speech exercise is a combination game exercises, which are intended to activate speech communication in the lesson, create a motive for speech activity, for example, intensify question-and-answer interaction, similar statements to presented stimuli, etc. The purpose of speech exercises is to organize speech training, speech-thinking activity, and a natural communication environment.”
Regular speech exercises in a foreign language lesson help to repeat learned lexical units and grammatical structures and develop students’ spontaneous speech skills. Speech exercises can simultaneously have several educational and educational tasks.
The choice of content and form of speech exercise depends on the level of language proficiency in the group and should be related to the main objectives of the lesson. Starting with motivating speech exercises on the topic at the beginning of the lesson, the teacher can move on to setting its goals, thereby ensuring a logical transition to the main teaching stage that implements the assigned tasks.
Speech exercises at the initial stage of education.
In elementary school, games are the main means of learning, so it is best to start a lesson with game-based speech exercises.
With the help of a game at the beginning of the lesson, you can repeat numerals or the alphabet: children stand in a circle and, passing a ball to each other, name the letters or numbers in turn. The same can be done by holding hands and passing the turn by shaking hands.
You can play a word game, activating the studied lexical material. The teacher throws the ball and says a word, the child must return the ball, saying a word on the same topic. For example, rabbit-cat, rubber-pencil, apple-banana, etc. Instead of words of a certain topic, you can take words starting with the same letter, or words starting with the last letter of the previous word. Students can do the same in pairs.
To repeat interrogative sentences, you can play the “Guess” game. For example, guess what’s in the “magic box” (for this and similar games it’s good to have a “MagicBox” in the classroom). During the guessing process, students ask different types questions (except “Whatisit?”):
Is it big? Is it small? What color is it? Can you eat it? Can you play with it? Isitatoy? Isita…
The item in the magic box may be related to the topic of the upcoming lesson.
You can also repeat questions and answers on the topic “Getting Acquainted” (What’s your name? How old are you?) game form: bring a toy (doll, teddy bear, etc.), introduce it to the children and say that he/she wants to meet them.
The “Chain” game (when students pass a ball to each other, asking and answering questions) allows you to practice different grammatical forms. For example:
T-S1: Have you got a computer? - Yes, I have.
S1-S2: Have you got a hamster? - No, I haven’t.
S2- S3: Has your mum got dark hair? - No, she hasn’t.
T-S1: Do you like cats? - Yes, I do.
S1-S2: Does your mum like flowers? - Yes, she does.
S2-S3: Does your dad like milk? - No, he doesn’t.
The “Snowball” ball game requires that each student, before answering a question, must repeat all previous answers. For example:
T - What’s your favorite sport?
S1 - My favorite sport is swimming.
S2 - Masha’s favorite sport is swimming and my favorite sport is tennis.
S3 - Masha’s favorite sport is swimming. Dasha’s favorite sport is tennis. And my favorite sport is football...
T - What do you like doing in your free time?
S1 - I like reading.
S2 - Masha likes reading and I like playing computer games.
S3 - Masha likes reading, Oleg likes playing computer games and I like going out with my friends …
For gaming speech exercises, you can use pictures on a multimedia projector or interactive whiteboard. For example, who will make more sentences based on the picture. (Practicing grammatical structures: There is / There are, Present Continuous, sentences with the connective verb “be”, we can see...) The game can also be played by dividing the children into teams. For example:
Team1 - Itiswinter.
Team 2 - It's cold.
T1 - The sun is shining.
T2 - There is a lot of snow.
T1 - We can see children.
T2 - The children are skiing…
Game speech exercises at the beginning of the lesson can be supplemented with the performance of previously learned songs. The teacher can easily come up with game speech exercises himself, depending on the topic and objectives of the lesson, on what knowledge and skills of the students need to be activated.
Speech exercises at the middle stage of education.
At the middle stage of training, it is important to focus on the personality of the students.
Speech exercises can be carried out in the form of work in pairs, proposing for discussion issues that interest teenagers and at the same time related to the topic of the upcoming lesson. For example:
Do you think school uniforms are a good idea? Why? Why not? Does it matter what teachers wear in the classroom?
Have you ever traveled by plane? Where did you go? Were you scared when you traveled by plane for the first time? Howdidyoufeel?
You can also use the “Interview” technique, when students ask each other questions proposed by the teacher in pairs, and then tell the class about their partner.
Traditional speech exercises in the form of a frontal conversation between the teacher and the class can be carried out by the students themselves. This will make them more interested. You could ask everyone to ask the class one question about a given topic. Anyone can answer the questions.
For example,
T-Cl:Think of one question for the class about shopping.
S1 - Cl: Where do you usually shop for clothes?
S2 - Cl: Do you shop online? Whatdoyoubuy?
Speech exercises can also be used to activate learned vocabulary and expand vocabulary, offering to questions asked words. For example, give students a list of professions and questions for discussion: Whatjobsaredangerous/ highlypaid/ boring/ themostpopular? etc. Or if you need, for example, to activate adjectives that describe character traits, you can give students a text describing the zodiac signs and ask them to comment on whether they agree with it or not.
You can prepare and distribute cards with words to each pair of students: the cards lie on the desk with words down, one student takes a card and explains the meaning of the word so that the partner can guess it; if the word is guessed, the students change roles. At the end of the task, it is judged which pair guessed more words.
The Question Game helps to activate or reinforce learned grammatical forms. The rules are such that one of the students asks a question and calls the name of another student, who does not answer the question, but only repeats it and redirects it to the third student, who gives his answer and asks new question. To practice the necessary structures, the range of questions can be limited, for example, only Are you going to... or Zero Conditional questions, etc.
Another option for speech exercises for practicing questions and answers in the Past Simple: “Yesterday”. One of the students says a sentence about what he/she did yesterday. For example: “Yesterday I went to the cinema. » Others should ask clarifying questions, e.g. « Whodidyougowith?» “What film did you watch? ""Did you like the film? »
When studying the topics “Shopping”, “Travel”, “At the doctor”, etc. at the stage of speech exercises, short role playing games to consolidate what has been learned colloquial phrases using task cards.
As a verbal exercise at the middle stage, you can use descriptions of pictures, listening to songs, watching videos or reading poems related to the topic of the lesson, followed by a discussion on the teacher’s questions.
Speech exercises at the senior stage of education.
At the senior stage of education, speech exercises serve as training for acquired knowledge and skills, allowing you to begin intensive work in the lesson. Speech exercise tasks at this stage may be more difficult, since the level of language proficiency is higher.
For example, instead of questions for discussion, the teacher offers statements and asks students to say whether they agree with them or not, to give arguments. For example:
Decide whether you agree or disagree with these statements and explain why:
Camping is really uncomfortable and I prefer to stay in a hotel on holiday.
A holiday is a chance to do new activities.
My idea of a holiday is relaxing on the beach.
High school students can also be asked to describe a picture on the topic of the lesson, compare two pictures - say what they have in common and what are their differences, or write a story based on the picture. If the picture shows people in a certain situation, you can ask students to come up with and voice a conversation between them.
Game “How long can you talk about...?” promotes the development of spontaneous monologue speech. Each student is offered a topic on which they must speak without stopping for as long as possible. The winner is the one who spoke the longest. If the group is large, you can choose several students to play (by the teacher himself, at the request of the students, or by drawing lots). Or divide students into small groups so that the game covers all students.
The Taboo game uses cards with words to describe. But they also indicate “taboo words”, that is, words that cannot be used for description. Students can be divided into groups and a competition can be held to see which group will do a better job of describing the word and which group will guess the most words.
As an option for speech exercises in the form of questions and answers, you can play the “Expert” game. The teacher nominates one of the students to be an expert in a particular area (e.g., dieting). Other students ask the “expert” questions about his topic, while the expert must respond, trying to convince others that he really understands the topic.
You can offer students several phraseological units on the topic of the lesson and ask them to guess and explain what they might mean. To make it easier to understand the meaning of expressions, example sentences with these expressions should be given. Then ask students to create their own sentences using these phraseological units.
Interpretation of floorboards, sayings or quotes too good option conducting speech exercises at this stage of training.
Speech exercises at the beginning of a foreign language lesson deserve more attention than they sometimes receive. This stage sets the tone for the entire lesson. It is very important to avoid patterns and monotony in conducting speech exercises. Their main goal- motivate educational activities students, have a positive emotional attitude, arouse interest in the lesson and a desire to speak a foreign language.
References.
1) Izzhogina T.I., Bortnikov S.A. Games for teaching English. Primary school. - Rostov n/d: publishing house "Phoenix", 2004. - 128 p. (Learning with Passion series.)
2) New dictionary of methodological terms and concepts (theory and practice of language teaching.) - M.: IKAR Publishing House. E. G. Azimov, A. N. Shchukin, 2009.
3) Malcolm Mann, Steve Taylore-Knowles, Elena Klekovkina. Tutorial to prepare for the Unified State Exam in English: Speaking. Listening. - Macmillan Publishers Limited, 2006.
