Describe the methods and ways of teaching pronunciation

Imitative and analyzed methods of teaching pronunciation
Presentation of the new sound requires imitative and analyzed kinds of work. In methodology they are called imitative and analyzed methods of teaching pronunciation.
Imitative method is natural and simple. But it is based on unconscious acquisition of the language and its pronunciation. Imitation requires from the teacher accurate pronunciation and from the pupil sharp hearing ability.
Analyzed method, on the contrary, requires the work through consciousness, which results in the development logical thinking. Understanding, thinking out and uttering of pronunciation unit is fulfilled through analysis.
Imitative method can be used alone when the existing pronunciation skill has a positive influence, but the analyzed method is always accompanied by imitation.

24. 
    How to Solve ESL Student Pronunciation Problems?
    
25. 
    Advanced Level Pronunciation Activities
    
26. 
    Describe the methods and ways of teaching pronunciation.
    
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    Name the principles of teaching pronunciation.
    
28. 
    The early years: strategies for teaching reading.
    

29. 
    Pronunciation for B1 levels.
    

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

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    Reading comprehension strategies.
    

31. 
    The essence of teaching pronunciation
    

Pronunciation plays a special role in the content of language material, as it requires the awareness of pronouncing and linking sounds of a sentence as well as following intonation. There appear a question - Is it possible to achieve perfect foreign pronunciation? Methodologists have the exact answer: pupils learn approximated foreign language (proper pronunciation could be achieved in mother tongue and second language).
Approximation of the pronunciation is firstly characterized by the condition of secondary education, i.e. the unnatural climate of teaching foreign language, so pronunciation is more complex than vocabulary and grammar.
The main requirement is acquiring relatively fluent foreign pronunciation. Firstly it provides comprehension of communicants, secondly it demands acquiring middle speed of speech skill (it is known the speed of the EL speech means to be average pronunciation 220-250 words in a minute. Keeping in mind that speech units exist only in sound images and that pronunciation is mixed with vocabulary and grammar skills, they are usually acquired integrally. Pronunciation skill is a unique language act that provides the expression of speech units through relevant sounds
The issue of when to start teaching pronunciation was the reason of various discussions. It is not logical to select definite grade or stage in methodology as acquiring pronunciation depends on speech skills and habits. The following order as a general law is recommended for all schools: almost all sounds are introduced in the initial stage of education; the middle stage continues teaching new sound combinations, stress and intonation; in the middle or higher stages all pronunciation cases are developed. Hearing during acquisition of language materials as vocabulary and grammar develops pronunciation skill.

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