Course paper on the theme «Practice and assessment of in teaching pronunciation at all stages elt» done by: 3rd course student of Faculty of Foreign Philology English Teaching Metodology Sayfiddinova Sabohat

MINISTRY OF HIGHER AND SECONDARY SPECIAL

EDUCATION OF THE REPUBLIC OF UZBEKISTAN

TERMEZ STATE UNIVERSITY

FACULTY OF FOREIGN PHILOLOGY
DEPARTMENT OF ENGLISH LANGUAGE TEACHING
METHODOLOGY
COURSE PAPER

on the theme

«Practice and assessment of in teaching

pronunciation at all stages ELT»

	DONE BY: 3^rd course student of Faculty of Foreign Philology English Teaching Metodology Sayfiddinova Sabohat
	Scientific adviser: M.Kh.Mukumov

TERMEZ – 2022

“TASDIQLAYMAN”
“Ingliztilio`qitishmetodikasi”
kafedrasimudiri: JabborovaSh
“_______”____________2022y


“Tillar o`qitish metodikasi va ta’lim texnologiyalari” fanidankursishinibajarishbo`yicha


TOPSHIRIQ


Talaba:__________________________________________________________
Kursvaguruh:_____________________________________________________
Kursishirahbari:___________________________________________________
Topshiriqberishsanasi:_____________________________________________
Tavsiyaetilganadabiyotlar:__________________________________________
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Kurs ishi tarkibi(bob, bo`lim, paragraf):_________________________________
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Qo`shimchavazifavako`rsatmalar:____________________________________
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Kursishibajarishningkalendarrejasi

Haftalar Qismlar	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15
Kursishirejasi
Kirish
Asosiyqism
Xulosa
Adabiyotlar
Ilovalar
Rasmiylashtirish
Tekshirish
Himoya
Topshirish

Rahbar_________________ (imzo)
Contents:
Introduction…………………………………................………………………....6
Main part…………………….............................................…………………......13
I. ELT…………………………….................................................………………13

1. 
   What is ELT………………………………............……….…………………13
   
2. 
   Pronunciation in ELT…………………………....................……………......18
   

II. Practice and assessment of in teaching pronunciation at all stages ELT……………………………………...................................…….….…………23

1. 
   Practice of in teaching pronunciation at all stages ELT…..……………….23
   
2. 
   Assesment of in teaching pronunciation at all stages ELT…………...........25
   

Conclusion……………………………………............….….……………………29
Refrences…………………………......................................……………………..30
Comments………………………………..................................………….............31

Introduction
The purpose of education in most settings is to broaden the knowledge and skills base of the students. That remains true at all levels of study from primary schools to post-graduate courses at universities. How the teaching happens is very variable and may be impressively imaginative and enthralling or downright dull and boring. Whichever it is, teachers start from the premise that they know something their students do not and they use their common language to enhance and expand the experiences of the learners.
What is meant here is that most teaching requires the teacher to use the language he or she has in common with the learners to help them acquire new information and skills. For example, in teaching a general school subject such as mathematics, history, sports or literature, teachers and learners share a common language but have experiences which differ. This may be done by telling people facts and asking them to remember them, by leading them to discover them for themselves or by showing
Learners in this setting are assumed to have the communication skills they need to learn about, talk about, read about and write about the world. What they do not have is the knowledge to do so and that has, somehow, to be transmitted. Language teaching.
It assumes from the outset that teachers and learners share common experiences of the world but differ in the medium through which they talk, listen, read and write about them. The object of language teaching is to bring the language the learners use into a closer alignment with the language which the teacher is there to help them acquire.
Learners in this setting are assumed to have a sound knowledge of the world and its systems so do not need to be taught facts. What they do not have is the ability to talk about, hear about, read about and write about the world in English (or whichever other language is the target) and that is skill that has to be developed and practice, not transmitted.

We cannot teach people a language in the way that we can teach chemistry or history but we can engender the environment in which language is learned and acquired. In both activities, the central mediating role of the teacher remains the same. Briefly, the terms on the left can be summarised: For information-based teaching: Sources include text books, the teacher, the web, films, samples, external visits and so on. Systems and processes refers to equipment, information technology, science and technology equipment etc. Resources for learning include computers, laboratories, libraries, learning centres and more. For language teaching: The learners' knowledge includes their knowledge of the world in general, their own experiences and their own views and understanding of how things are and how things happen. Texts and resources may be films, audio recordings, course books, materials written for learners, authentic texts and more. Context and settings refers to the environment in which the language is set: the participants, their purposes, their roles, the setting, the level of formality and so on. Deciding what to teach in information-based education is a comparatively simple matter.
Although the details of constructing a rational syllabus may be fiendishly complicated, the process is one of deciding which bits of information should come first and then building on them as you go up the ladder from complete ignorance of the topic to full mastery. Few ever reach the top of the ladder, naturally, and in some subjects, no-one ever does. It used to be the assumption that language teaching can be designed in roughly the same way by taking the simplest grammar and vocabulary first and building on it until full mastery of the language is attained. John told Mary she should have consulted Fred and then decided what they will have been and building up to the ability to speak at length and write the occasional novel It is now pretty much accepted in the profession that focusing on the forms of the language is not enough. There are, basically, two approaches but they often work in harmony and happen in the same lessons, like this. (When you have looked at the diagram and made some sense of it, click on it for an

1. 
   Because of the slightly strange nature of language teaching compared to information-based teaching, it is not the decisions about subject matter which come before consideration of the learners but the learners who often determine the subject matter.
   When, for example, we set out to write a syllabus and design a course in nuclear physics, we are mostly concerned with the nature of the topic and select what is to.
   Apart from children learning a language at school, who may have no idea why they are learning it and may, in fact, not want to learn it at all, most learners have a reasonably good idea about why they are learning, what they will need to be able to do in the language and how well they will need to be able to do it.
   For example: Someone who needs the language to answer the telephone in English and write short emails to customers will need good listening and speaking skills and some less good writing skills. The ability to read a novel or short story for pleasure in English is something they certainly don't need.
   They do not need, either, to write academic essays in English or long texts. Someone who needs the language to travel and communicate in English probably needs only good speaking and listening skills, some ability to read simple texts and very little (if any) skill in writing. Someone who needs the language to access study materials (but not to live or work in an English-speaking environment) probably only needs good reading skills and a wide vocabulary. Someone recently arrived to live in an English-speaking society will need all the skills but urgently they will need good comprehension skills and the ability to get things done in spoken English. In summary, taking into account the needs of the learners leads us to focus on: The functions people need to be able to use and understand. The skills (reading, writing, speaking and listening) that they need to use. The level of formal accuracy (grammar, spelling, pronunciation etc.) that they need to attain. The types of settings in 5
   

The teacher

The roles people associate with teachers they have encountered are usually:

1. 
   An informer / knower: transmitting information in some way, by dictation, elicitation and leading, questioning, demonstrating and so on.
   
2. 
   An instructor: telling people what to do, setting tasks and tests, directing people to resources, giving homework and so on.
   
3. 
   An assessor: marking homework, evaluating the quality of people's work and contributions etc.
   
4. 
   A planner: designing courses and the lessons within them.
   
5. 
   A counsellor: advising on learning, careers, further study and so on.
   
6. 
   A disciplinarian: telling people off, making rules, policing the environment and so on. Language teachers, too, need to take on these roles from time to time but also to adopt a range of other roles which include: 
   

7. 
   Contributor: taking part in discussions and conversations, being part of a brainstorming group, taking part in a role play and so on.
   
8. 
   Diagnostician: spotting errors, analysing gaps in knowledge etc.
   
9. 
   Facilitator: helping and making things a little easier by supplying language or models of language.
   
10. 
    Language resource: a walking, talking grammar book and dictionary for your learners.
    
11. 
    Monitor: checking that people are on track in tasks and being aware of how well they are doing.
    
12. 
    Narrator: telling stories and anecdotes, personal or otherwise.
    
13. 
    Relationship builder: maintaining a good rapport between all the members of the class. Learning a language can be a threatening and stressful experience.
    
14. 
    Methodologist: judging approaches and materials in the light of the learners' needs and the settings in which they will use the language.
    

Several areas of knowledge are determined every year in Uzbekistan, the development of which is given priority attention. This year physics and foreign languages ​​have become such areas. Uzbekistan’s policy of openness, active entry into the global market, expansion of international cooperation in all areas increase the need for studying foreign languages. Teaching in foreign languages ​​is conducted in 25 higher education institutions in Uzbekistan. In 2016, there were only 7 such institutions. Over the past 3 years, the number of applicants who have received a language certificate of international level has increased tenfold. This year 350 students received grants to study at prestigious foreign universities through the Foundation, which is five times more than in previous years. However, the state of the system of teaching foreign languages ​​at some places does not allow effectively solving the large-scale tasks in this area. So, in the education system, there are more than 2 thousand vacancies for foreign language teachers. The quality of teaching languages ​​in 1.4 thousand schools is assessed as extremely low. Only 4 percent of school teachers have national and international language certificates. In general, the main activity of the Agency will be the development and implementation of methods, recommendations and textbooks for all categories of the population along the chain “kindergarten – school – higher education – enterprise”. In addition to Tashkent State Universities of World Languages ​​and Oriental Studies, the Samarkand Institute of Foreign Languages, one university in each region will be determined as the base for the study of foreign languages. The Head of the state emphasized the need for creating decent conditions for teachers and stimulating them based on their qualifications. The task has been set to introduce salary increments for teachers who have received an international certificate with an initial and secondary level – in the amount of 40 percent, and for those who have achieved a high level – in the amount of 50 percent. In addition, teachers with high scores will be reimbursed for the cost of taking the international certification test. A requirement will be established according to which starting next year only teachers of foreign languages ​​with a national or international certificate can be hired.