Kilicheva Mehriniso Rajabovna Ataboyev Nozimjon Bobojon o’g’li

2.
 
Where have you been? 
3.
 
Is white or blue? 
4.
 
They cooked rice, turkey and French fries. 
5.
 
Did you bring the book? 
6.
 
Is this washing machine sold already?! 
7.
 
Look at me! 
8.
 
We have fast food, we don’t sell veggie food. 
9.
 
Hunting is dangerous. 
10.
 
It doesn’t wash in hot water, does it? 
11.
 
The drama club I attend will close next week. 
Comprehension questions: 
1.
 
What is intonation and types? 
2.
 
What is intonation with example? 
3.
 
What is the purpose of intonation? 
4.
 
What are the four functions of intonation? 
5.
 
What are the features of intonation? 
statement 
command Yes/no 
question 
w/h 
question 
Incomp
lete 
sentenc
e 
Old 
informatio
n 
surprise 
Tag 
question 
with 
certainty 
clarificati
on 
Tag 
question 
with 
uncertaint
y 
New 
inform
ation 
empahsis 

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70 
6.
 
How do you understand intonation? 
7.
 
What are the examples of rising intonation? 
8.
 
When should we use falling intonation? 
9.
 
What is the difference between inflection and intonation? 
10.
 
How do you teach intonation? 
 
THEME 18. TEACHING SOUNDS IN ISOLATION VS 
SOUNDS IN CONTEXT; EVALUATING AND 
DESIGNING PHONETIC EXERCISES, TASKS AND 
TESTS 
Plan: 
1.
 
Teaching sounds in isolation 
2.
 
Teaching sounds in context 
3.
 
Evaluating phonetic tasks 
4.
 
Designing phonetic tasks 
When a learner starts language learning, the first thing the 
teacher does in to teach him how to say the sound in isolation. The 
learner says the sound by itself, not in a word or syllable. A particular 
sound is chosen to work on and using some prompts the teacher 
instructs the learner produce the sound. Let’s choose the sound /b/. 
The teacher asks the learner to watch her mouth as it will help him to 
see how the lips are doing. Then the teacher puts lips together, then 
makes the lips pop, makes the voice hum. Thus, the rest of sounds are 
taught. Once the learner is able to produce the sound in isolation, the 
teacher starts teaching the sound in syllables, words, sentences.
Task 1. Sound Isolation 
Decide what sounds to isolate: first, middle or final 
Teaching sound isolation 
First sound 
After hearing the teacher say a 
word aloud or present a picture 
card, the student identifies the 
beginning sound of the word.
Example:
Teacher: “What’s the initial sound 
in “teeth”?” Student: “/t/”
Teacher: “What’s the beginning 

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71 
sound in “cat”?” Student: “/c/”
Middle sound 
After hearing the teacher say a 
word aloud or present a picture 
card, the student identifies the 
middle sound of the word. 
Example:
Teacher: “What’s the middle 
sound in “teeth”?” Student: “/e/”
Teacher: “What’s the middle 
sound in “cat”?” Student: “/a/
Final sound 
After hearing the teacher say a 
word aloud or present a picture 
card, the student identifies the last 
sound of the word.
Example:
Teacher: “What’s the ending 
sound in “teeth”?”” Student: 
“/th/”
Teacher:
“What’s the ending sound in 
“cat”?”
Student: “/t/”