Microsoft Word metod t10. doc

far
, 
sea
, 
saw
, 
two
, 
fur
; Karakalpak - peaking pupils because 
they do not appear in their native language: [ 
ε∋
, ou ].
English consonant also presents some trouble to Karakalpak 
pupils, first because there are sounds which are quite strange to 
pupils, for example, [ 
ð
], [ 
θ
]. In final portion voiceless 
consonants have strong articulation (white), voiced consonants - 
weak articulation (wide). 
Therefore in teaching pupils how to pronounce consonants in 
final position the of teacher should emphasise the strength the of 
articulation and tenacity of voiceless consonants and weakness of 
voiced consonants. The sound is hardly pronounced and heard. 
The pronunciation of words is not only a matter of sounds, 
but also of stress or accent. Some words have the hearer stress on 
the first part of the word: 
sorry
, 
evening
, 
morning, answer
, and 
other words have the hearer stress on the second part:
 begin, 

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mistake, result
. Stress is very important to the assimilation of 
English pronunciation. 
Foreigners often find it difficult to understand an 
Englishman’s speech and ask him to speak more slowly, because 
in quick speech the accented syllables are so strong that they 
almost down the others. 
The pronunciation of sentence patterns includes also 
variations of musical tones: 
rise
and 
fall
. English tone patterns 
differ from those of Karakalpak, that is why pupils find it difficult. 
Sometimes Karakalpak people speaking English use wrong 
intonation because of the interference of the mother tongue. 
In teaching English pronunciation the teacher should bear in 
mind that the difficulties he will meet with - and they occur 
throughout the course - are sounds, stress, and musical tones 
should know. What they are and how to teach pupils to overcome 
these difficulties. 
1) 
The phonic phenomena which do not require any explanation or 
special demonstration since there are similar phenomena in the 
mother tongue of the pupils. For example, sounds [b, k, m, s], a 
falling tone at the end of affirmative sentences. 
2) 
The phonic phenomena which require only corrections, a little 
different in languages. E.g., English sounds [t, d, n, l]differ in 
pronunciation in comparison with corresponding Karakalpak 
sounds. The teacher shows the pupils how to pronounce. 
3) 
The phonic phenomena which require explanation of special 
demonstration on the part of the teacher since they are quite 
strange for Karalaplak-speaking pupils. E.g. English [
], the rising tone in the interrogative sentence. Pupils should 
acquire new habits, there is nothing to transfer from the mother 
tongue. 
How to Teach Pronunciation 
One of the mains principled of teaching pronunciation is the 
comparison of the English phonic phenomena with those of other 
tongue. 

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Having acquired great skills of mother tongue pronunciation 
schoolchildren encounter great difficulties as the initial stage of 
learning English pronunciation on the one hand. 
The interference may occur. On the other hand mother 
tongue habits may facilitate the process of mastering 
pronunciation. Pupils assimilate English pronunciation through: 1) 
the acquisition of new sounds, stress, tone-patterns; 2) drill in 
recognition and reproduction new material to acquire 
pronunciation habits, and 3) making use of the pronunciation 
habits in language skills (hearing, speaking, reading and writing). 
In teaching pronunciation there are at least two 
methodological problems the teacher faces: 1) to determine the 
cases, where simple imitation can or must be used; 2) to decide on 
types of exercises and the techniques of using the,. Pupils must 
because conscious of the differences between English sounds and 
those of the native language. This is possible provided the foreign 
sound is contrasted with the native phoneme which is substituted 
for it, e.g. 
E(t)-K(m); E(n)-K(H); E(K)-K(p). 
Each sound is also contrasted with the foreign phonemes 
which come close to it and with which it is often confused. 
The contrast is brought out through such minimal pairs as: it-
eat, spot-sport, wide-white, cat-cart, full-fool, boat-bought. 
The experience of the sound contrast is reinforces audio-
visually: 
1) by showing the objects which the contrasting words represent. 
E.g.