Theme: The Role of Games in Teaching Pronunciation to A1 Level Learners Group: Done by: Axmadova Iroda Checked by

5　　　　　　　　6　　

　　　　　


van

ham
7　　　　　　　　　　8

　　　　　　

Short vowel e



vet

red

peg

hen

jet

ten

leg

bed
















Connect the words with the pictures.


Short vowel o

Connect the letters













o

o

o
f s p p k　　　 x

d x　　　　 m b b g









o

o

o
l g　　　v　　　　　k　　　　j c

j d w h　 m g

Write down the words

　　　　　　　　　　　　

　　　　　　　　　　　　

　　　　　　　　　　　　

Handout -2

“OUGH” What a Story!

By Glenn Gipson

Once upon a time there was an English student who thought that he could find

enough tough dough to fill his borough. He sought for it everywhere. When he

went to the store he bought as much as he could. While on vacation he brought

back some from the neighboring cities. Things were getting rough, and although

he had a cold and a bad cough, he still managed to plough through the winter as

though he were well. He continued his search. He fought long and hard. He

wrought night and day in his endeavor for enough tough dough. Finally, after

many months he thought that his thorough search ought to come to an end. And

one day it did, when by chance he came upon a very old tree. Next to the tree

was an old horse trough. And on the boughs of the tree he saw enough tough

dough to fill his borough. The end!

EXAMPLE PRONUNCIATION

thought, bought, fought, brought, ‘awt’

ought, sought, wrought
enough, rough, tough ‘uff’ as in STUFF
though, although, dough, thorough,

borough ‘o’ as in NO or GO

cough, trough ‘off’
bough, plough ‘ow’ as in COW or NOW
through ‘u’ as in THREW or SHOE

Conclusion

By engaging in pronunciation games and activities, students can become more self-aware of how much they are able to communicate. Although perhaps not all students will necessarily appreciate pronunciation games, many students find them enjoyable and helpful, particularly those who feel the need to improve the intelligibility and comprehensibility of their English sounds.

This applies to students of all ages and levels, even if they are adult learners or academically oriented. While learning how to read children’s poetry or solve puzzles may not be the ultimate goal for advanced learners, creating a safe, supportive space for practicing pronunciation is important for helping students become more confident about their own speech.

Good pronunciation is vital in order for students to communicate without any awkward difficulties. Teachers must take extra care when planning their lessons as to provide students with a good basis of pronunciation, with solid practise and correct output. We must take all the variables into consideration in our planning so that they are effective. Tasks should be fun and innovative and not the usual standard of listening, repeating and drilling. All activities should be practical and communicative to encourage better speaking abilities.

The teacher should also stand as a model for correct pronunciation, thus students can go to him / her for help and guidance. By optimising these factors, students’ pronunciation will develop and improve and their overall confidence and their proficiency will grow

Finally, we believe that the use of games and activities in teaching pronunciation is potentially helpful for language education in any language. Though it is beyond the scope of this paper to explore possibilities in other languages, finding similar ways to incorporate games into other foreign language classes would help learners of those languages become more confident speakers.

REFERENCES

1. 
   Avery, P. & Ehrlich, S. (1994). Teaching American English pronunciation. New York, NY: Oxford University Press.
   
2. 
   Balaubramanian, C., Bunta, F., Fitzmaurice, S. F., & Major, R. C. (2002).
   
3. 
   The effects of nonnative accents on listening comprehension: Implications for ESL assessment. TESOL Quarterly, 36(2), 173-190.
   
4. 
   Baker, A. (1977): Ship or Sheep. An intermediate pronunciation course. Cambridge University Press. Cambridge
   
5. 
   Dalton, C & Seidlhofer, B. (1994): Pronunciation. Oxford University Press. Oxford.
   
6. 
   Jenkins, J. (1998): “Which pronunciation norms and models for English as an International language?”. In ELT Journal 52/2, pp.119 -126
   
7. 
   Kenworthy, J. (1987): Teaching English Pronunciation. Longman. London.
   
8. 
   Oxenden, C., Latham-Koenig, C. & Seligson, P. (2011): New English File: Pre-intermediate - Student’s Book and Workbook. Oxford University Press. Oxford.
   
9. 
   Underhill, A. (1998): “Get an ear for pronunciation”. in El Gazette Issue no. 223, August 1998, p.10
   
10. 
    Crystal, D. (2003). The Cambridge encyclopedia of the English language (2nd ed.). New York, NY: Cambridge University Press.
    
11. 
    Dalton, C., & Seidlhofer, B. (1994). Pronunciation and identity. In C. N. Candlin & H. G. Widdowson (Eds.), Pronunciation. New York, NY: Oxford University
    
12. 
    Derwing T. M., & Munro M. J. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language learning: A journal of research in language studies, 45(1), 73-97.
    

Glossary

1. 
   Good pronunciation- yaxshi talaffuz
   
2. 
   Perspective- perspectiva, manzara, kelajak
   
3. 
   Familiarity- tanish bo’lish
   
4. 
   break the ice- o’rtadagi begonalikni yoq qilish
   
5. 
   infringe on- buzmoq
   
6. 
   meaningfulness- ma’noviylik
   
7. 
   considerable trepidation- sezilarli darajada titrash
   
8. 
   the target language- o’rganilayotgan til
   
9. 
   to acquire new experiences- yangi ko’nikma tajribaga ega bo’lmoq.
   
10. 
    Effectiveness- samaradorlik
    
11. 
    Challenging- sinaydigan.
    
12. 
    gain fluency- ravonlikka erishmoq.
    

Appendix

1^ В нашей стране аудиовизуальный метод также вызвал большой интерес специалистов, которые провели глубокий, всесторонний, объективный его ана­лиз (см.: Ляховицкий М. В., 1965; Шехтер И.Ю., 1964; Громова О. А., 1977 и др.). На его основе были разработаны практические курсы русского языка как ино­странного (Menac A., Volo S.T., 1962; DavidofT-Pauliat G.P., 1967; Markov U., 1968).

2^ В нашей стране в 1970 г. вышло в свет пособие О. А. Громовой («Le Fran<jais tel qu’on le parie»), в основу которого были положены принципы аудиовизуаль­ного метола с учетом тех выводов, к которым пришел автор в результате наблю­дения за учебным процессом во Франции и последующего применения его я условиях внсядыковой среды. Так, например, в пособии наряду с широким ис­пользованием¹ зрительной наглядности и виде изображений-ситуаций использу­ется графическое подкрепление непосредственно после устного введения и за­крепления мятеряала.КажАому грамматическому упражнению предшествует Обоб­щающее правило, которое предъявляется в виде грамматической модели.

3^ Под многоязычием понималось владение двумя титульными европейскими языками; не считая родного.

4^ Avery, P. & Ehrlich, S. (1994). Teaching American English pronunciation. New York, NY: Oxford University Press.

5^ Balaubramanian, C., Bunta, F., Fitzmaurice, S. F., & Major, R. C. (2002).

6^ The effects of nonnative accents on listening comprehension: Implications for ESL assessment. TESOL Quarterly, 36(2), 173-190.

7^ Baker, A. (1977): Ship or Sheep. An intermediate pronunciation course. Cambridge University Press. Cambridge

8^ Dalton, C & Seidlhofer, B. (1994): Pronunciation. Oxford University Press. Oxford.

9^ Jenkins, J. (1998): “Which pronunciation norms and models for English as an International language?”. In ELT Journal 52/2, pp.119 -126

10^ Kenworthy, J. (1987): Teaching English Pronunciation. Longman. London.

11^ Lengeling and Malarcher: 1997

12^ Lengeling and Malarcher: 1997

13^ Oxenden, C., Latham-Koenig, C. & Seligson, P. (2011): New English File: Pre-intermediate - Student’s Book and Workbook. Oxford University Press. Oxford.

14^ Gilbert, J. B. (1994). Intonation: A navigation guide for the listener. In J. Morley (Ed.), Pronunciation pedagogy and theory. Alexandria, VA: TESOL, Inc.

15^ Underhill, A. (1998): “Get an ear for pronunciation”. in El Gazette Issue no. 223, August 1998, p.10

16^ Crystal, D. (2003). The Cambridge encyclopedia of the English language (2nd ed.). New York, NY: Cambridge University Press.