Exercise sounds and letters in English. The best pronunciation exercises for English sounds

Best Exercises on pronunciation English sounds.

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Study phonetics of English language quite difficult if you are doing it yourself. After all, almost all exercises for pronunciation of English sounds are best done with a teacher or with a friend who could correct your mistakes during the lesson.

However, even in this case, you can always find an alternative. These are interactive sites for learning English phonetics. Such resources are quite difficult to find, since they are located in the English-speaking segment of the Internet. And so today we have selected the TOP sites where you can perform phonetic exercises for pronunciation of English sounds for free.

1. Learners Dictionary.

One of the best sites for learning not only the phonetics of English, but also many other aspects of it. Students are provided with 15 levels, with 5 lessons each. First, the student listens to a set of words with the same sound, and then repeats each of them.

At the end, you need to take a test quiz, which checks how well you remember the sounds. The exercises are presented interactively and allow you to practice even the most Difficult words and the sounds of English. By completing all 15 levels and English pronunciation exercises, you will be able to fully master phonetics.

1. Many Things.

This site is for the practice of American English phonetics. The resource offers mp3 and video files with options English words to be repeated after the announcer. There is also a game on the resource where two words are suggested. The announcer says one of them, and you need to guess the correct one. The site is great for those looking to relocate to the US or take IELTS.

1. Spoken Skills.

This site contains tons of useful information for ESL students, including for the practice of phonetics. The resource offers various types of exercises for memorizing idioms, complex sounds, abbreviations, etc.

The training takes place according to the standard method. You are given a written and oral version of the text. First you listen to the recording and then repeat after the announcer. However, there is also English phonetics for beginners.

Moreover, a feature of this resource is that you can record your voice online. This allows you to listen to your speech and correct mistakes yourself on the go.

1. BBC for Kids.

For children, counting games or interactive puzzles are usually provided to help develop Speaking, Listening and Reading. However, the site has great games for developing phonetics. Therefore training English pronunciation the BBC is great for school children.

The games offer beautiful animations, nice music, and fun exercises. However, the site is in English. Therefore, in order to understand the interface, a child will need the help of an adult. But don't worry about this, as the site is designed in a very simple and intuitive style.

1. Repeat After Us.

This is not really a site for learning English. The resource is the base short stories and stories that are voiced by native English speakers. Here are collected a variety of stories that will be interesting to listen to both adults and children.

To practice phonetics, just listen to the recording and repeat the text after the announcer. The exercises are divided into 3 groups: Beginning, Intermediate, Advanced. Therefore, you can choose the level of difficulty for yourself and analyze any phonetic exercises in English for beginners absolutely free.

1. Sounds Of Speech.

A very interesting training of English sounds for children and adults. The site presents the main vowel and consonant sounds in English. The student is provided with transcription and correct pronunciation of the syllable.

Moreover, for each sound, a small video is provided in which a native speaker shows how to pronounce the sound correctly. And on the main screen, there is even a diagram showing the correct setting of the tongue, ligaments and lips. On this site, all sounds are analyzed with the utmost precision and meticulousness. Therefore, it will not be difficult for you to learn almost any letter combination.

1. English Speak

The site shows the most common phrases and dialogues in English. The Lessons section contains more than 100 interesting dialogues that you can listen to in slow motion and carefully parse every word.

English pronunciation training with English Speak is easier, as the resource offers a detailed analysis of dialogues and phrases. You can listen to the speech of the media being played back in slow motion. At the same time, students are encouraged to read both English and Russian versions. It helps to significantly expand your vocabulary and improve your English vocabulary.

A selection of games for teaching the phonetics of the English language.

Phonetic games.

1. I hear - I don't hear.

Target : the formation of skills in phonemic hearing.

Game progress : trainees are divided into teams. The teacher says the words. If he names a word that has a long vowel ... or ..., the trainees raise their left hand. If the named word also contains consonants ... or ..., everyone raises both hands. The teacher writes down the mistakes of the players on the board. The team that made fewer mistakes wins.

1. Wide and narrow vowels.

Target: formation of phonemic hearing skills.

Game progress: the teacher calls the words. The trainees raise their hand if the sound is pronounced widely. If the vowel is pronounced narrowly, you cannot raise your hand. The team that made the fewest mistakes wins.

1. Right wrong.

Target: formation of correct, sensitive to distortions of phonemic hearing.

Game progress : the teacher names individual words or words in sentences, phrases. The trainees raise their hand when reading the selected sound in sound combinations. He then asks each trainee in both teams to read specific phrases, words, phrases, and sentences. With correct reading of the sound, the trainees raise their hand with a green card (flag), with incorrect reading - a hand with a red card (flag). The winner is the team that, after scoring, will most correctly assess the presence or absence of errors.

1. What word does it sound?

Target: the formation of the skill of establishing adequate sound-letter correspondences.

Game progress: trainees are offered a set of 10-20 words. The teacher begins to read words at a certain speed in an arbitrary sequence. The trainees should do the following:

Option 1. Find the words pronounced by the teacher in the list and put a sequential number next to each of them as they are pronounced by the teacher.

Option 2. Mark in the list only those words that were pronounced by the teacher.

Option 3. Write down by ear the words that are not in the list, and try to find them in the dictionary, and, if they are unknown to the learners, write down their meanings, establish whether there were spelling errors when writing them.

The winner is the one who completed the task with the best quality.

1. Who quickly?

Target: the formation and improvement of the skills of establishing sound-letter correspondences and the meanings of words by ear.

Game progress: trainees are given cards on which, in the first column, words in a strange language are given, in the second - their transcription, in the third - the translation of words into Russian. Words in a foreign language are numbered in order. Each student must, as soon as the teacher pronounces a particular word, put its number next to the corresponding transcription and translation into Russian (or connect all three matches with a continuous line). The winner is the one who quickly and better establishes correspondences between a foreign language word, transcription and translation.

1. Who will read it more correctly?

Target: formation of the skill of pronouncing a coherent statement or text.

Game progress: a small poem or an excerpt from it is written on the blackboard (rhyme, quick slip). The teacher reads and explains the meaning of words, sentences, pays attention to the difficulties of pronunciation of certain sounds. The text is read by the trainees several times. After that, three minutes are given for memorization. The text is closed on the blackboard, and the trainees must read it by heart. Two or three readers are allocated from each team. Points are awarded for error-free reading; one point is deducted for each mistake. The team with the most points wins.

1. Sound off

Target: Develop listening comprehension skills.

Level: beginners.

Optimal group size:without limitation.

Required material:Each student has 2 cards on his hands (for each word with one of the paired sounds; the words make up a contrasting pair). For example sounds[e] and [x] , and the words BET and BAT.

Description:

The class is divided into two teams. The teacher reads aloud words that include either one or the other sound, and the students pick up the card on which the word is written with the same sound. For example:

Teacher: "met" Students raise BET

Teacher: "mat" Students raise BAT

Teacher: "fat" Students lift WAT

Teacher: "set" Students raise BET

Teacher: "less" Students raise BET

Teacher: "man" Students raise WAT

The team that raised the most cards (correct!) Scores 1 point for that round.

ADVICE: Ask the students to make the cards themselves and have them use one color for one sound in a pair and another for the other (for example, red for BET and blue for BAT). Color contrast helps in correctly counting the raised cards. On the cards, you can play any two sounds that students find it difficult to distinguish by ear. Here are a few pairs you can use:BET / BIT, THOSE / DOZE, THREE / TREE, CUT / COT, LEAD / READ.

8. If you hear, sit down.(SIT FOR SOUNDS)

Target: Develop listening skills.

Level: beginners.

Optimal group size:without Borders

Required material:A special word list like the one below.

Description:

Everyone gets up. The teacher says: "I" m going to say 4 words. Sit down when you hear one that begins with the sound[D] as in THIS. Ready? DISH. VERY. THAT. THIK. "

Students who sit on time can sit for the next round OR all students must stand up for each new round. The point here is what goal you are pursuing: to train the laggards (because the rest will remain sitting) or to give everyone the opportunity to practice distinguishing contrasting sounds. The sounds in the start, middle and end positions should not be mixed in the same round.

It is good practice to pronounce alternately deaf and ringing paired sounds:, [g / k],,,,,,, as well as contrast ones.

ADVICE: When students stop making mistakes, do the same, but turn your back on them. They cannot see your lips and guess what sound was made. Then you can play on the contrast of sounds and .

1. Hear the difference. (Hear the difference)

Target: train in finding the minimum differences in pairs of words.

Type of work: listening.

Level: beginner.

Preparation: a list of pairs of words that differ slightly in sound.

Vocabulary: without limitation.

Description: The teacher prepares an extended list of "minimal pairs": words that are similar in pronunciation, but differ in one consonant or vowel sound, for example:

cheap / sheep his / hiss

Bag / back wine / vine

You need to pick up about 30 pairs. The choice of sound differences will, of course, depend on the student's practical problem and the amount of lexical material that the teacher deems most appropriate.

The teacher then reads the first pair of words and asks the students if it was the same word or if they are different. After that, words can be written on the chalkboard to show the difference.

Then the teacher reads a few more pairs of words. Sometimes he actually reads a couple of words, like cheap / sheep, and sometimes he just says the same word twice, like cheap / cheap. Pupils answer, individually or as a team representative, whether it was the same word or different.

The game should be fast, giving as many students an opportunity to respond as possible.

The teacher can, of course, use the same word pairs for different students.

Option: Another type of this game is that the teacher asks to write and write sentences in which it would be possible to use nouns from the given pairs, for example: There’s a gull / girl on the beach.

1. Tongue Twisters. (Tongue twisters)

Target: practice pronunciation and fluency of speech.

Type of work: speaking and listening.

Level: any.

Preparation: board.

Vocabulary: tongue twisters.

Description: The teacher places certain tongue twisters on the board that he would like to practice and divides the class into two teams. Each student should be able to pronounce the tongue twister that the teacher chooses for him, as many times as he can, quickly and correctly, each correct pronunciation brings the team 1 point. As soon as he makes a mistake, the move goes to the other team.

Examples of tongue twisters:

She sells sea-shells by the seashore.

Red leather, yellow leather.

Thirty thousand feathers on a thirsty thrush's throat.

Peter Piper picked a peck of pickled peppers.

Around the rugged rocks the ragged rascal ran.

The Leith police dismisses us.

1. Rhymed ping pong. (Rhyme ping-pong)

Target: practice in pronunciation.

Type of work: speaking and listening.

Level: initial and intermediate.

Preparation: no.

Vocabulary: without limitation.

Description: The teacher explains the goal: to find words that rhyme with each other, using the word cat as an example and asking the students to find the rhyme (for example, sat, hat, pat). Next, the game takes place between two students: the first player says a word, for example do, the second must choose a rhyme, for example two, etc. If a player cannot find a rhyme, his opponent gets 1 point. The player (or teacher) can reject the word if it does not exist or if it is not rhymed. The next "race" is started by the player who won in the previous round.

The game continues until 7 points, then the next two students enter the game. The game must be carried out at a good pace, set by the teacher with claps of hands.

Option: in order to practice students in understanding and placing stress in words and rhythm, the condition for the correct answer can be the same stress or number of syllables in the selected word, for example:

Student 1 kill

Student 2 pill

Student 1 eaten

Student 2 beaten

Student 2 abdicate

This option is suitable for more prepared students.

1. Sounds

Kind of activity:identification of English sounds in speech.

Target: teach children to recognize the sounds of English speech by ear.

Exercise: while listening to the teacher's speech, raise your hand when you recognize the English sound.

Preparation: it is possible to use audio recording.

Carrying out the game.Name the sounds [ O], [o], [n], [n], [Z], [t], [d], [m], [g], [c ], [s], [T], [D], [a], [w], [b] etc.

Option 1. The teacher pronounces English sounds, and the children show the corresponding transcription symbols.

Option 2. Words in transcription are written on the board. The task of the students is to read them correctly.

Option 3. The teacher says a few words or a sentence by throwing the ball to one of the participants in the game. The latter should repeat the words in the same order or sentence, copying the intonation of the teacher. The one with the best pronunciation wins.

Target: training in pronouncing sounds.

Game progress: Turning aside, pronounce the passed sounds in a distinct whisper. Children, like an echo, repeat each one after you.

Bibliography:

Preview:

A selection of exercises for English lessons in elementary school.

These exercises are versatile and suitable for all ages of learners. Of course better

perform them with a mirror.

Any of these exercises can be turned into a game, you just need a little

dream up.

Exercises for articulatory gymnastics

1. a) Open your mouth wide and keep the lower jaw still. Alternately rest the tip of the tongue against the alveoli of the upper and lower teeth. The lips are free, not tense.

b) Press the tip of the tongue alternately, with exposure, on the inner surface of the right and left cheeks.

c) Do both exercises. In four counts, the tongue rests on the alveoli of the upper and lower teeth, and then on both cheeks.

1. Briskly throw your tongue forward and down and pull it back without closing your mouth and making sure that the tongue, when thrown forward, is not spread wide, but gathered in a narrow long tape. Do the exercise in four counts.

1. a) Open your mouth, lower your jaw as much as possible.

b) Pull your tongue forward as much as possible, then pull it back towards the root.

1. a) Move the corners of the lips back as much as possible.

b) Pull your lips forward as much as possible.

c) Change the position of your lips quickly.

1. a) Purse your lips, then relax them.

b) Warm up by pinching your lips with your teeth.

1. a) Pull lips forward, strengthen and loosen labilization.

b) Open your mouth and close it, pressing your lips tightly.

1. a) Touch the tip of your tongue to the upper and lower edges of the alveoli.

b) Fold the tip of your tongue down.

c) Make a hollow in the middle of the tongue.

d) Make a circle with the tongue around the inner circumference of the teeth with lowered

Jaws.

e) Move the entire body of the tongue away from the lower teeth as much as possible.

1. Pronounce the vowels and consonants of the target language, being aware of the articulatory mode (with the help of tactile, motor, auditory and visual analyzers) and feeling the muscular tension of the vocal apparatus.
2. a) Touch the back of your tongue to the lowered palatine curtain; amplify and attenuate the sound with the mouth closed, "sweep".

b) Close the back of the tongue with a soft palate and pronounce the sound first separately, then in combination with vowels and consonants.

1. Breathe out briefly and say the sounds [p], [t], [k] (breathing exercise).

And here are some ready-made game tasks for articulatory gymnastics.

1. [t], [d] - the tongue stands on the toes and knocks on the ceiling (palate).
2. [O] - the train went from A to O, but halfway through the forest, he heard a nightingale, stopped and never reached O. It turned out neither A nor O. Let's go like a train from A to O, and stop at half way -[O].
3. [R] - Let's puff like a steam locomotive blowing steam out of our mouth: p-p-p ....
4. The letter q is for baby. She never reads books without her mom - u. Mom, of course, goes without q to work and to the store, but q does not let one go anywhere, but they are read together, like frogs croaking.
5. [r] - The tongue climbed to the ceiling and suddenly found that the ceiling was very dusty and decided to vacuum it. He vacuumed it from the door (teeth) to the corridor (throat). So, we turn on the vacuum cleaner: rrr (children pronounce Russian P) and vacuum back to the throat corridor (the teacher shows how, gradually turning towards the throat, the tongue instead of the Russian P begins to pronounce the English sound[r] ). Now children are "vacuuming" their "ceilings".
6. [w] - Let's fold our lips for the Russian letter U and, holding them in this position, say the Russian sound V.
7. - Let's call the cat!
8. [a:] - Show your throat to the doctor!
9. [N] - Imagine that in the midst of the game, mom says: "That's it, it's time to sleep!" Take note of how you whine when you don’t want to do something (the teacher shows the nasal sound that we all make in such situations). Now say the same sound with your mouth open!
10. [A] - The throat does exercises, as if Russian A makes short, sharp jumps.

For a long time I was looking for "The Tale of the Tongue" ... Now I bring it here, suddenly someone is also looking for it.

Tale of the tongue.

The tongue has a master. Each of you has your own tongue. We must make him obedient. He must do what the master orders. (Ask the children to feel with the tip of their tongue the favorite place of the tongue - the "ceiling", the alveoli of the upper teeth, place the tongue at the lower teeth - "on the floor", touch the inside of the cheeks with the tongue - "the walls of the tongue house", open the "inner and outer doors of the tongue" - teeth and lips, etc.)

The tongue named [j] lives in a comfortable warm house - in the mouth of its owner. The house has two walls, a floor, a ceiling and a corridor. The tongue loves warmth, so it has two doors in the house: the outer one - the lips and the inner one - the teeth. The tongue sleeps on the floor - it is more comfortable for him there. And the tip of the tongue has a favorite spot on the ceiling - on the dais, just behind the upper teeth. He loves to play different sounds... This is how the tongue lives and lives, it does not come out, it is afraid of a cold.

One night, bad weather broke out, a strong wind blew[H], the trees rustled and the rain poured down. The tongue woke up and began to listen to the sounds outside. First he heard an owl hooting in a tree[u], how close the hedgehog ran, snorting . Some unknown bird kept repeating [ A ]. somewhere in the distance a cow [m] moaned, a dog [r] growled and geese cackled [ g ]. Under the window of the tongue, talking angrily, two beetles were rushing for cover [ Z, G].

The tongue slept and breathed quietly [h] and in a dream heard the rain pounding on the roof [p].

And in the morning there was no trace of the storm. The sun came out, the birds sang, the flies buzzed[D]. The tongue woke up, stretched like a cat[N] , and he wanted to go for a walk. He opened the outer door and at first stuck out only the tip, and then, bolder, jumped out of the house and ran to the pond. The tongue was amused and began to throw stones [b] into the pond, and then decided to swim. The water was very cold, but the tongue forgot everything and sat in the pond for a long, long time, until it froze [ T ]. He returned to his house, its tip jumped to its favorite spot on the ceiling, but even there he continued to tremble slightly. In a hurry, the tongue forgot to close the outer door, and she slammed [w]. The tongue quickly closed it and went to bed under the covers.

The tongue could not be protected from colds. He had a sore throat, started coughing [k], got a fever and sneezed several times[C]. The tongue lay and moaned softly until the doctor arrived. First so[q], and then longer[W] ... finally, the doctor came, shook his head, was surprised when he learned about bathing[L], and told the tongue to say[R] ... But the tongue got something completely different: strange [e], then[I] and finally [J]. The doctor was dissatisfied, and then the tongue tried very hard, but he only succeeded[O]. The doctor had to give the tongue a bitter medicine. The tongue swallowed the tasteless pill and said[x]. soon he fell asleep and had a wonderful dream.

Eight little dwarfs came to visit him. They wanted to get to know the tongue and play with it. The elder gnome, putting his finger to his lips, said: “[S] , he sleeps, let's not interfere with him. " And the smallest gnome said: "We are filming him, so we do not bother him." And then each dwarf approached the tongue, greeted politely and said his name. So they met and became friends - tongue [j] and eight dwarfs. Then they played merrily, and at parting the tongue asked the dwarves to visit him more often in their sleep.

Several tasks for phonetic charging

Our monkey loves to grimace very much. Let's try to play with her lips with her.

The monkey smiled slightly (lips slightly stretched), and now she is serious again (return her lips to a neutral position). Repeat 5-6 times.

The monkey was upset (compress lips without protruding, and then return to a neutral position).

The monkey "teases" (stick out the tongue and then hide).

The monkey "jumps" (press the tip of the tongue to the lower, and then to the upper teeth).

Our monkey walked a lot, ran through the puddles and her throat ached. She came to see the doctor. She tries to pronounce her name and makes the sound [m].

The doctor asks the monkey to show the neck. But it hurts the monkey to open his mouth wide and she says:.

Then the monkey began to tease and indulge: she stretched her lips with a tube[w], [w], [w] and smiled broadly[I], [I], [I].

The doctor taught the monkey to perform a special exercise for the uvula: for this, the uvula must be placed on the tubercles above the upper teeth (alveoli) and knock on them:[d], [d], [t], [t].

The monkey loves to play with the ball. Imagine that your lips are two beautiful balls that collide with each other and instantly flew in different directions. Now try to pronounce[b] so as to blow off a feather[b], [b], [b] ... The feather flew away, which means you pronounced this sound correctly.

Our monkey loves to play in rainy weather. When she comes home, she warms her paws, breathes on them[h] ... Let's and we will warm our hands[h], [h], [h].

And now the monkey is ringing the bell and invites everyone for a walk [ nIN] - [nIN] ... To make a sound, move your tongue back and exhale through your nose. Try to say "n" as you exhale. This is how the sound comes out[N], [N], [N].

The monkey woke up, stretched and went for a walk. To meet her mosquitoes fly[z], [z], [z].

And here the bees are buzzing[D], [D], [D] ... Mosquitoes and bees curl around our monkey, , .

The monkey smiled, but not widely, , .

The monkey loves to sing songs. She sings[l] - lift the tongues up and place them on the tubercles behind the upper teeth[l], [l], [l].

A monkey walks through the forest and hears cranes screaming in the sky ... This sound is like Russian word"Ay", but it sounds a little different, tk. first sound wide[a] ... Pair it with sound[u] - lips are extended. It turned out to be an English sound .

Our monkey is friends with a dog, she lives in her yard. In the morning she growls ... Lift the tongue up and press it against the upper palate. In this position, say "rrr". Try not to shake the tongue. The sound should not be jerky, but smooth .

Our monkey often crawls too. It hisses .

The monkey met a bear cub on a walk. He greeted her, , .

Exercises for the formation of pronunciation skills.

1. Listen for a series of sounds and raise your hand when you hear a given sound.
2. Listen for pairs of sounds and raise your hand when you hear a new sound.
3. Listen to the sentences and tell me how many times this sound appears in it.
4. Listen to sentences and raise your hand when you hear a declarative (interrogative, negative) sentence.
5. In a row of words (phrases, sentences), underline the one that the speaker is saying.
6. Underline the stressed word in the sentence.
7. Say sounds (syllables, words, phrases) after the speaker, paying attention to the pronunciation of these sounds.
8. What are the words that contain a specific sound?
9. Read the sentences in affirmative and then transform them into interrogative and negative sentences. Check yourself for the key.
10. Pronounce the words syllabically, paying attention to the pronunciation of the vowels (consonants) in the starting (ending) position.
11. Listen to pairs of words in Russian and foreign languages ​​and repeat after the teacher only words in a foreign language.
12. Say a couple of words after the speaker, paying attention to the different pronunciation of sounds.
13. Say the sentence slowly at first, then quickly.
14. Speak from memory a proverb (tongue twister, poem, text) slowly at first, then quickly.
15. Repeat a separate sound after the teacher (sound combination, syllable, word, syntagma, phrase).
16. Repeat vowel sounds in opposition: closed / open; labialized / non-labialized; nasal / non-nasal; front row / back row; long / short.
17. What are the letters of the alphabet?
18. Pronounce the word you hear syllables.
19. Repeat a separate sound (combination of sounds, word) after the speaker in a pause.
20. Listen and repeat after the speaker in pauses 2-3 times the words with the sound under study.
21. Repeat the phrases after the announcer in syntagmas in pauses.
22. Name the objects shown in the pictures, paying attention to the pronunciation of a given sound.
23. Read the syntagma text after the speaker.
24. Describe the classroom by pointing to the furniture and paying attention to the correct pronunciation of the words that indicate it.
25. Memorize a poem (tongue twister, rhyme, dialogue). Pay attention to clear pronunciation and intonation.
26. Read a passage of text aloud.

Exercises to overcome phonetic difficulties of perception

1. Listen to the following words and raise your hand when you hear a word with sound ...
2. Listen to the sentences and raise your hand when you hear an interrogative (affirmative, negative) sentence.
3. Listen to the sentence and tell me how many words it contains.
4. Listen to a series of sounds, highlight and record the assigned sounds, first observing the teacher's articulation, then without observing it.
5. Determine the number of vowels and consonantssounds in the words heard.
6. Determine the number of syllables heard words.
7. Listen to the phrase and say how many times a given sound is used in it.
8. Determine the number of long (short) vowels in the words you hear.
9. Mark the words in the columns with the appropriate numbers in the order in which they sound.
10. Find and highlight in the row of written words the word you heard.
11. Identify homonyms and paronyms by ear.
12. Determine by ear the place of stress and its role (meaningful, logical-excretory, modal).
13. Mark the pauses in the sounding speech stream.
14. Determine by ear the communicative type of the sentence in the native and foreign languages, and also note the common and different in their intonation design.
15. Determine by ear the speaker's speech defect (whisper, lisp, burr).
16. In the list of Russian words, underline those that correspond to the foreign languages ​​you hear.
17. Listen to the sentences and say how many interrogative, affirmative, negative sentences you have heard.
18. Listen and try to understand word combinations and word groups, paying particular attention to the pronunciation of sounds at the junction of words.

Exercises for the development of speech (phonemic and intonation) hearing

1. Listen to the sounds, syllables, words and sentences read by different speakers on the magnetic recording, and tag male, female and children's voices with numbers.
2. Verbally divide the word you heard into sounds and name them.
3. Determine the number of syllables in the words you hear.
4. Determine by ear that words belong to a native or foreign language (words with a similar sound composition are selected, for example, Russian. calm - dumb. still; Russian floor - fr. etage; Russian problem - isp. problema).
5. Set the number of short vowels in the words you hear.
6. Listen to the words and name the ones that rhyme.
7. Find in the speakers and mark with the corresponding numbers the words you heard in the order in which they sound.
8. Note the oppositions of sounds in the sounding words based on the previously given setting.
9. Select by ear from the connected text the words with the trained sound and write them down in spelling.
10. Determine the number of words in the sentences you listened to.
11. Determine by ear and spell out the last word of each sentence of the listened segment of speech.
12. Compose a word from the isolated sounds you listened to and write it down in spelling.
13. Determine the pauses in the sounding speech stream.

Bibliography:

1. Michael Carrier & The Center for British Teachers. Take 5. Games and Activities for the Language Learner. - Berlin: CVK, 1980. (games from this manual are translated by S.N. Dobryak)
2. Verbovskaya M.E., Shishkova I.A. English for kids. / Ed. N.A. Bonk. book for parents and teachers. - M .: AOZT "Publishing house RUCHENKINA", 1996.
3. Dzyuina E.V. Lesson developments in English for the educational set of MZ Biboletova, NV Dobrynina, EA Lenskaya "Enjoy English 1": 1-2 grades. - M .: VAKO, 2007.
4. Maslyko E.A., Babinskaya P.K., Budko A.F., Petrova S.I. Teacher's Handbook foreign language... Reference manual. - Minsk: "Higher School", 1999.
5. Steinberg D. 110 games in English lessons / J. Steinberg; Per. from English - M .: LLC "Publishing house AST": LLC "Publishing house Aristel", 2004.
6. Fedorova G.N. Games in foreign language lessons. - M .: ICC "Mart", Rostov n / a.: Publishing center "Mart", 2005.
7. http://www.homeenglish.ru/Othercount.htm

Preview:

"The Tale of the Tongue"

This time our protagonist - "tongue" goes to the land of sounds. And there different stories happen to him.

Traveling once in a magical land, I met the tongue of an English bee, Zhuzhzhu, and he liked her sweet buzz [ - - ].

He tried to hum, but he got a Russian sound [zzz]. The bee sees, it turns out badly. I decided to help: “Put the tip of your tongue between your teeth and say [zhz], you get an English sound [ - - ] ”. So the Tongue and the bee Buzz became friends, they go and buzz [ - - ]. And bees are flying around: it is close[- - is], otherwise it is far away [- - t].

Bee invited the tongue to her home to introduce the family: “This is my mother. This is my father. This is my sister. This is my brother. This is my grandmother. And this is my grandfather. ”

The bee represented the family members as they approached them. A cheerful, friendly family was at the bee Zhuzhzhu. They all took hands and sang:

Mother, father,

Sister, brother.

Hand in hand.

With one another.

He stayed with the bee's tongue and walked on. He walked, walked and got lost in the forest. And an evil snake lived in the forest. Whenever someone approached her, she hissed angrily: "css". Because of this, all the animals were afraid to be friends with the snake. And today she is very sad, it is her birthday, and she is alone, without friends. He took pity on the tongue of the snake and decided to make a birthday present - to teach him to pronounce a good sound. Let's imagine what it looks like? Let the upper and lower teeth be "bread" and the tongue "cheese". Place the "tongue-cheese" between the "teeth-bread" and bite a little so that the "cheese" does not fall. Now say: “css”, you get the sound [θ]. The snake tried it and it worked out [θ]. “Thank you,” the snake rejoiced. And the tongue sang her the song “Happy birthday”.

And here is a phonetic tale for a rather complicated sound [w] from the point of view of articulation.

Tongue met in one of his travels with a magic train from Romashkovo. The locomotive runs forward. It has a round tube. And we will stretch the lips forward and round them. How does a locomotive release smoke from the chimney? Like this: . The locomotive invites the children to ride. They are built one after another and go forward:. And here we are in the clearing. Let's rest. We forgot to meet our new friend: What is your name? After the children learn the phrase, the engine replies that his name is "Puff" and gives the children chamomile as a keepsake.

The teacher can develop various plots of fairy tales in order to creatively implement them in their lessons. You can cite the following tale as an example:

Once in the Kingdom of the English language, a big trouble happened: its main gate was locked, and not a single traveler could enter the city for several days. "What's happened? What happened? " - people asked each other, but no one could answer this question. And the following happened: just the main guards of the gates Who, What, Where and Why stopped not only asking their important questions, but also talking. Therefore, they sat, shutting themselves off from everyone in the main gate tower, and waited for the king's chief adviser to come up with something.

And the thing is that the letter W took offense and went into the forest to seek happiness. She was offended because many guys mispronounce it, call it whatever you like, but not the sound [w]. The names of the royal guards begin with this letter, and since she is gone, they are silent.

Let's guys pronounce this sound [w] correctly, and then let's go look for the letter W.

Elizabeth "s birthday is on the third Thursday of this month.

Black background, brown background.

Why do you cry, Willy?

Why do you cry?

Why, Willy?

Why, Willy?

Why, Willy? Why?

Very well, very well, very well ...

Tie twine to three tree twigs.

Rain, rain go away

Rain, rain go away,

Come again another day.

The toy shop

I can see balls and bats and cars.

I can see boats and planes.

I can see carts, skipping ropes, dolls.

I can see ships and trains.

I can see games and tops and lorries.

I can see bear and bikes.

I can see swings and slides and skates.

I can see drums and kites.

Of all the toys I can see,

I want one for me!

My house

Let "s go to my house.

I "ll show you all the rooms

Where we work and play.

Here is the kitchen

Where Mother cooks for me.

Here is the living room

Where I watch TV.

Here is the dining room.

We eat here every day.

And this room is my room

Where I sleep and play.

Monday "s child is nice and slow

Tuesday "s child is go, go, go

Wednesday "s child is very funny

Thursday "s child is happy and sunny

Friday "s child is like a king

Saturday "s child can dance and sing

Sunday "s childe can stand on her head

And count the ghosts under her bed!

I like To Skip

I like to run about,

I like to laugh and shout.

I like comics, I like hats.

I like biscuits, trees and cats.

I don "t like spider, I don" t like cheese.

I don "t like rats or big yellow bees.

Pick up, put down, stand up, turn round

Clap left, clap right, clap up, clap down.

Look left, look right, look up, look down.

Turn round, sit down, touch something ... brown!

Point to your teacher, point to the door,

Look at the window, look at the floor,

Stand on your left leg, stand on your right.

Now sit down, touch something ... white.

Put your hands and touch your toes.

Cross your fingers, hold your nose.

Bend your knees and shake your head,

Stamp your feet, touch something ... red.

Knees and toes, knees and toes;

Head and shoulders, knees and toes,

Eyes, ears, mouth and nose.

Red, yellow, pink and white.

Let "s play ball day and night!

My family

This is my family.

I love them every day.

Mother, father, baby, oh

Brother, sister, you can see

All the people in my family.

Good morning

Good morning to you,

Good morning to you,

Good morning, dear teacher,

Good morning to you.

Good night

Good night mother,

Good night father,

Kiss your little son.

Good night sister,

Good night brother,

Good night everyone.

Good - bye

My class

1, 2, 3. 1, 2, 3.

I like school and

school likes me!

Hark, hark, the dogs do bark

Hark, hark, the dogs do bark,

The beggars are coming to town

Some in rags, and some in jags,

And some in velvet gowns.

Vowelsthe sounds

Sound [ Λ ]

Humpty-Dumpty sat on a wall,

Humpty-Dumpty had a great fall;

All the King's horses and all the King's men

Couldn’t put Humpty-Dumpty together again.

Sound [ æ ]

The fat black cat ran after the black rat,

But the fat black rat ran away from the fat black cat.

Sound [ υ ]

Pussy-cat, pussy-cat, where have you been?

I have been to London to look at the queen.

Sound [ ı ]

Dick's stick is thick,

Nick's stick is not so thick,

Pick's stick is not so thick

As Nick's stick and Dick's stick.

Sound [ αυ ]

Little mouse, little mouse,

Will you come out of your house?

Thank you, Pussy! Says the mouse.

I won’t leave my little house.

Sound [ eı ]

Rain, rain, go away,

Come again another day,

Little Johnny wants to play,

Rain, rain, go away.

What are little boys made of, made of?

Frogs and snails, and puppy-dog’s tails,

That’s what little boys are made of.

Sound [ υ :]

Balloon, balloon,

Fly to the moon!

Sound

Healthy, wealthy and wise.

Consonants the sounds

Sound [w]

Whether the weather be fine,

Or whether the weather be not,

Whether the weather be cold,

Or whether the weather be hot,

We "ll weather the weather

Whatever the weather,

Whether we like it or not.

Why do you cry, Willy?

Why, Willy? Why, Willy?

Why, Willy, why?

Sounds [t], [w]

Twinkle, twinkle, little star,

How I wonder what you are.

Up above the world so high

Like a diamond in the sky.

Sound [h]

We are happy brother pigs,

We are happy piggy-wigs,

We have time to jump and play,

We are happy all the day!

Sound [ ∫ ]

She sells sea-shells on the seashore

And the shells she sells are seashells, I'm sure.

Sound [l]

Little lady Lilly lost her lovely locket,

Lucky little Lucy found the lovely locket.

Lovely little locket lay in Lucy's pocket,

Lazy little Lucy lost the lovely locket.

Sound [ ð ]

This is a ceiling,

This is a floor,

This is a window,

Without your tongue you can’t talk,

Without your feet you can’t walk,

Without your eyes you can’t see.

Without your heart you can’t be.

Sound [ Ѳ ]

Health is better than wealth.

What is worth doing is worth doing well.

Sound [j], [ Ѳ ]

New things to learn,

New friends to meet,

New songs to sing,

New books to read,

New things to see,

New things to hear,

New things to do

In this happy New Year!

Sound [p]

Peter Piper picked a peck of pickled pepper.

A peck of pickled pepper Peter Piper picked.

If Peter Piper picked a peck of pickled pepper,

Where's the peck of pickled pepper

Peter piper picked.

Speech warm-up

Hello, friends!

May thunderstorms, bird cherry cold snaps, the holidays are over - summer is coming! True, what is happening outside my window now looks more like autumn - it rains all day, windy, cold. In such weather, one dreams of warm seas and sunny beaches - the vacation season has already begun. Today I, perhaps, will offer you something with me on the road)). This "something" will not take much space, but it will be very useful for maintaining and developing oratory skills (and at the same time - as a remedy for beach boredom). In any case, at trainings, participants receive a lot of positive emotions from this tool.

Raise your hand, who remembers school physical education lessons. Nice memories, right? If you had a good teacher in this dearly beloved (I hope) subject, then you can easily remember now what needs to be done before serious training loads. Warm up of course! Prepare the body, warm up the muscles, stretch the ligaments ...

Now raise your second hand, who remembers - with the help of what we make sounds when we speak? What does our speech apparatus consist of? Yes, from the same muscles and ligaments (mostly), which - if there is a load - also in dire need of a good warm-up. In a speech warm-up!

Well, now give up - but only those who regularly do such a warm-up. Hmmm ...

We communicate with the world every day using the most important communication tool - voice. And only a few treat this SUPER INSTRUMENT professionally - they work out intonation, train articulation. “Come on, nonsense,” you say. - Why do I need it? I'm not a news announcer. " Do you know with what degree of accuracy the components of the speech apparatus work when we speak?

UP TO ONE HUNDRED MILLIMETER.

Imagine - one hundredth of a millimeter! Not every caliper will measure this. One hundredth to the side, and we were no longer heard and misunderstood - with the most varied consequences. Are there few examples in history of the birth of the biggest troubles due to insignificant reasons?

Think back to our three whales - 38% of a performance experience is "made" by the characteristics of the voice. And if we communicate by phone? When the interlocutor does not see us, the importance of the voice components becomes enormous, and the cost of a mistake becomes threatening.

A speech warm-up helps to quickly and easily make our speech of better quality - legible and understandable, more intoned, louder, if necessary.

In addition, a warm-up improves the blood supply to the brain, that is, it helps us think better and more productively. In this sense, it works even better than special pills (from the nootropic family), which are usually recommended for students to take before exams.

Well, it is also important that this warm-up is just very fun - especially if you do it with friends or with children (by the way, they, by the way, will be better at it - compete) - it will be more useful than entertaining yourself under a beach umbrella ...

Therefore, I highly recommend, my dear readers - learn and do these simple and effective exercises daily. You need very little time for such gymnastics. It also does not require special equipment and fitness rooms, you can do it during any "garbage" breaks that eat up our time in vain - in the queue at the checkout in the store, on the way to the parking lot behind the car, in public transport - most of the exercises outside are practically invisible. And if you turn aside or slightly cover your face with your hand, you can safely do the whole complex, believe my experience of riding in the subway, on minibuses and other buses)).

So, if you have decided to postpone serious work on your effective communication skills until you return from vacation, start with the simplest for now. And this simple (and also fun and enjoyable) is called

I will offer you some simple exercises. We regularly do them at trainings - the effect is amazing!

The starting position can be any, it is only important to try to relax the muscles that are not involved in the work. So, we relaxed, shook ourselves - let's go!

1. "Yawning".

Favorite exercise of my students - especially at the beginning of the second day of intensive format)).

We take our straight arms down and back, stretch with taste, open our mouth wide, press hard on the lower jaw with our tongue, say "A-a" - fix and hold for 1 second.

Then we close our mouth, pull our lips forward, squeeze them with force into a dissatisfied senile rose and hum "Mm" - fix and hold for 1 second. 5-6 times.

2. "Corkscrew".

We turn the tongue in the mouth vertically - put it "on the edge" left-right alternately. The jaw is slightly lowered, the mouth can not be opened. 6 times in each direction.

3. "Fold".

Fold the tongue in half, put its tip in the middle of the tongue closer to the base and, pressing firmly, "wipe" the tip with the middle, moving it forward to the teeth. 5-6 times.

4. "Circles".

Place the tip of the tongue between the upper teeth and the upper lip. With a tense tongue, we make wide energetic circles clockwise 6 times under tight lips, then in the opposite direction 6 times

5. "Umbrella prick".

The jaw is slightly lowered, with a tense tongue we press from the inside on a tense cheek - hold for 1 sec. Then to another. 6 times in each direction.

6. "Massage".

Gently, carefully knead-bite the tongue with our teeth.

7. "Presses".

Strongly press the tip of the tongue on the front closed teeth, as if trying to push them forward - hold for 1 second. Relax - 1 sec. 5-6 times.

8. "Kitty".

Press the tongue with the entire plane to the palate with force - hold for 1 sec. Then press down with force - hold for 1 sec. - 6 times in each direction.

9. "Brush".

With the extended tip of the tongue, pressing down with force, as if with a brush, "paint" the palate with smooth slow movements from the teeth to the larynx and back. 6 times in each direction.

10. "Tube".

Raise the edges of the tongue, put the resulting tube forward and blow air through it with force. 5-6 times.

11. "Leo Pose"- yogis know)).

We pull out the tongue forward and downward and take out the chin with the tip of the tongue. To get the best results, we lift the root of the tongue forward and up. 5-6 times.

A very useful exercise at the onset of a cold and any hoarseness in the throat - better than any pharmacy candies and fizzy. It is also highly recommended to use it instead of the traditional “ahem-ahem” throat cleansing, which tears the throat like emery and is therefore very harmful.

12. "Pose of the Tiger"- I already added this on my own, do not look in yoga))

We pull out the tongue forward and upward and take out the tip of the nose with the tip of the tongue. In case of difficulty, you can help with your hand)). 5-6 times.

13. "Horse".

Everything is very simple here - without opening your mouth, exhale the air with force so that your relaxed lips snort like a horse. The exercise relaxes tired muscles and can be used as a rest in between other exercises.

Adjust the number of exercises according to your well-being, you can choose five or six favorite ones for a start. Within seven to ten days you can easily overcome the whole complex - and even with ten or twelve repetitions instead of five or six.

As you have noticed, friends, exercises 2-12 are mainly aimed at warming up the tongue. The second part of this wonderful gymnastics helps to prepare the lips well for work - we will practice it next time. Now is the time to practice!

So - we finish reading and start practicing the exercises of the first part of the speech warm-up!

Try the exercises, listen to the sensations, exercise in front of the mirror. Perhaps you will come up with some new exercises - I look forward to your comments on this!