Practicing sounds in English exercises. Little secrets of English sounds

English phonetics for children is quite complex topic for study and requires special attention. The fact is that the Russian language does not have some sounds that are present in English. Moreover, there are words where the sounds are so skillfully intertwined that the word can only be read with transcription.

Transcription of English words is a kind of lifesaver for children who have problems with pronunciation. How to read a set of letters that form a word in which one sound is represented by two letters? The task is not easy, especially for young children. But... if you put in the effort, transcription can be mastered by anyone!

English needs to be learned gradually. Firstly, you need to start learning with simple monosyllabic words. Page, chick [tʃık], foot [fʋt], long - learning the pronunciation of such words is much easier than taking on two-syllable words right away (for comparison: children learn one-syllable words already from the 2nd grade).

On a note! An English transcription for children should be present for every word being studied, because the Russian alphabet differs from English. Remember: in English there is no single rule for the pronunciation of vowels and consonants. In the same closed syllable, the same letter can be read differently. Those who are just starting to master the peculiarities of English pronunciation need to learn to speak correctly from the very beginning.

Secondly, studying should resemble a game. The so-called phonetic fireworks of sounds should not be overwhelming for a child. Remember that it is extremely important for your child that the lessons are fun. Dry theory and hard practice will remain ineffective if the material is not presented in an interesting way.

Third, use visual materials. This way, English will be available to everyone to learn! Cards are ideal for this. The images on them should be colorful, bright and cheerful. Place your bets on juicy fruits, cartoon characters, and favorite children's toys. A red apple, a cheerful tiger and ripe eggplants will be remembered much faster than dishes or equipment.

English phonetics for children: learning the main pitfalls

Transcription plays an important role in learning English. And not only for children, but also for adults. The fact is that there is no single rule that would cover the reading of all words. What are we talking about? That the letter "A" can be read as A And How ӕ . For example, in the word bag A reads like ӕ , but in the word task- How A. And not just how A, but how extended A => |a:|. The English language is rich in such phonetic “gifts”. How to understand where and when to read which letter? In both words the syllable is closed, but the letters are read differently. To avoid mistakes with pronunciation, you need to look at the transcription.

On a note! It is important to study not only the reading of the letters themselves, but also special transcription signs. Colon, rice, wideӕ , short e - only a small part of the main characters. Armed with the necessary knowledge, children will easily be able to read the necessary words, with or without translation.

But! Do not forget that material is perceived visually better than by ear. It’s not for nothing that they say that it’s better to see once than to hear a hundred times. So use colorful cards with bright images and try to present English material in a playful way.

Vowel sounds: transcription icons

[i] or [ı] sound similar to “i”, but more abrupt and firm
[ə:] or [ɜ:] a sound resembling something between “o” and “e”
[u:] sound similar to a long “u”
[ɑ:] sound similar to a long and deep “a”
[ɔ:] sound similar to a long “o”
[i:] sound similar to a long “i”
[u] or [ʋ] sound similar to “u”, but more abrupt
[ɔ] or [ɒ] a sound similar to "o", but more abrupt and open
[e] sound similar to “e”, but more abrupt and firm
[∧] a sound similar to “a”, but more abrupt.

From the list you can see that if an English sound has a colon (:), then it will be continuous (leave -> |liːv|). If denoted by one letter, then in most cases it will be solid, for example, bed |bed|.

Here are some examples:

Pear — — Pear

Long — — Long

House — — House

Doll — — Doll

Pottery - [ˈpɔtərɪ] - Pottery

Bird — — Bird

Cup — — Cup

Boot - - Boot

Mouse — — Mouse

Dough - - Dough

Crocodile - [ˈkrɔkədaɪl] - Crocodile

Car — — Car

Pie — — Pie

Some tips on how to memorize sounds quickly and effectively:

Repeat the sound several times every day. And do it meaningfully, and not just because it is necessary. And so that the activity doesn’t get boring, choose an interesting or funny word that will make your child smile and have a pleasant experience.
Develop a taxonomy. The lists above can be studied one by one. The same sequence can be developed for sounds, for example, today - the first three, tomorrow - the second three, etc.
Associate. Tired of repeating the same sounds? Associate them with something pleasant! For example, studying sound ӕ in the word hat ( hӕ t), imagine a different hat each time. Red, with boombons, a wizard, a favorite cartoon character, etc. Using this method, the child will not get tired of repeating the same word. On the contrary, having seen an interesting specimen (in life or on TV), he will immediately remember the peculiarities of the pronunciation of this vowel, and, accordingly, of English words.

On a note! When you get tired of the hat, say cat, bag or any other word you like.

Reference: classes with children will be more effective if the next lesson flows smoothly from the previous one. We mean that the topics studied should complement each other, and not be studied in a scattered, chaotic manner.

Let's sum it up

Memorizing English words for children is not difficult if learning proceeds in a playful manner. It is important to interest the child so that he is interested in learning. To do this, we use colorful pictures with multi-colored images. Phonetics is a difficult topic, so its study should be approached gradually. The topic should be divided into several stages. Each stage includes learning several sounds.

Don't try to learn everything at once! Remember the saying: “The slower you go, the further you go.” In this case => the longer you study the topic, the more deeply the acquired knowledge will take root in your memory. Success, inspiration and interesting associations. Make every lesson interesting, exciting and educational! Good luck!

Exercise No. 1. Write a transcription of the vowel sounds of the following words:

A ) be, feel, we, me, see, meet, deed, feet, need
b) it, is, in, ill, sit, fill, live, win, till, mill
c) bed, pen, ten, tell, set, let, met
d) tie, lie, my, pie, die, life, time, five, nine, smile
e) man, bad, hat, lamp, glad, fat, cat, black, sack
f) day, late, tale, main, pain, rain, male, fail
g) park, mark, arm, are, car, farm, large
h) air, chair, care, fair, rare, parent
i) there, where
j) here, near, mere, clear, fear, bear
k) hire, fire, tire, buyer, flyer
l) our, flour, power, flower, down, town
m) her, term, bird, firm, burn, turn, fur, learn
n) sorry, story, warm, word, door, all, taught, talk

Exercise No. 2. Write a transcription of the consonant sounds of the following words:

a) think, thing, thin, thought, death, threat.
b) sing, song, bang, long, something, going, hung, wrong.
c) this, that, those, the, these, there, other, another.
d) ship, shop, she, clash, sharp, shine, shame, shape.
e) chess, chop, chamber, charm, charity, future.
f) phone, photo, phenomenon, phantom, pharos, philharmonic, phase.
g) knife, know, knock, knit, knight, knee, knack.
h) what, where, when, wheel, whiff, whig, whip, whim.

Tongue Twisters . Tongue-twisters.

The black cat sat on a mat and ate a fat rat.

Betty Botta bought some butter, But she said, this butter’s bitter. But a bit of better butter will make my batter better.

She sells seashells on the seashore, the shells that she sells are seashells, I’m sure.

A big black bug bit a big black bear, A big black bear bit a big black bug.

Thirty-three thousand people think that Thursday is their thirtieth birthday.

What noise annoys an oyster most? A noisy noise annoys an oyster most.

Ripe white wheat reapers reap ripe white wheat right.

Blake's black bike's back brake bracket block broke.

Each Easter Eddie eats eighty Easter eggs.

She slits the sheet she sits on.

A rough-coated, dough-faced, thoughtful ploughman strode through the streets of Scarborough; after falling into a slough, he coughed and hiccoughed.

A twister of twists once twisted a twist. and the twist that he twisted was a three twisted twist. now in twisting this twist, if a twist should untwist, would the twist that untwisted untwist the twists.

AI, AY - pain, layer ( pain , layer )
AIR - hair ( hair )
IGH - sigh ( sigh )
AU, AW - August, awful ( August , horrible )
EA - neat ( neat )( there are exceptions [e] sweat ( sweat ), break ( break ))
EAR - dear ( Expensive ) ( Sometimes bear( bear ))
EE - peel ( clean )
EER - beer ( beer )
EI, EY - eight, convey ( eight , shipping ) ( rarely ceiling( ceiling ))
final unstressed EY - [i] money ( money )
OA - toad ( toad )
OAR-board ( board )
OI, OY - coin, toy ( coin , toy )
OU, OW - spouse, now ( spouse , Now ), ( Sometimes know( know ))
final unstressed OW - widow ( widow )
OUR, OWR - hour, dowry ( hour , dowry )
OUGH - brought ( brought )
OO - pool ( pool )
OOK - book ( book )
OOR - poor ( poor )
EU, EW - dew, neutral ( dew , neutral )
EUR - Europe ( Europe )
closed WA, WHA - what, was ( What , was )
WAR - war ( war )
WOR - work ( Job )
final ALL - tall ( high )
final IND, ILD - , kind, mild ( Kind , soft )

Reading English vowels in open position

1. B, TO , C,D, go, be, he, me, she, we, by, my, spy, try, fly, dry, cry, shy, pry, lo, no, so, Q, P, Z, V, T .
Aid, hail, claim, chain, waist, raise, bay, day, play, pray, stay, pay, sea, tea, beach, feast, breathe, free, tree, feed, beech, sleeve, freeze, die, lie, died, tried, bye, dyed, boat, cloak, foe, sloe, toe, pie, tie, ceaze, ceiling, week, sweep, dial, phial, bias.
Bake, pale, take, pane, tape, eke, eve, cede, globe, Crete, Swede, lime, mine, mite, side, size, style, hole, home, robe, rape, vote, yoke, duke, dupe, fume, mule, tube, tune.
Cede, seed, lone, loan, bike, bake, Jane, jade, baize, bays, lace, lake, beach, beech, mice, Mike, die, dye, cage, gage, vague, plague, guide, lie, lye, yale, due.
Fatal, vacant, raven, agent, bacon, typist, evil, famous, final, silent, pilot, tyrant, total, open, moment, human, student, pupil, music, cubic, client.

Reading English vowels in closed position

Read the words and explain why they are pronounced this way:

Pad, pat, bad, bat, fan, fat, van, vat, cell, tent, dell, den, keg, get, yet, yelp. Kid, kiss, grin, wig, wit, Lynn, Pym, Sod, sop, mod, moss, nod, hot, rod, yon, F, L, M. Nun, nut, hug, hut, ruff, buzz, gulf.

Sac, sack, lac, lack, lacks, lax, tacks, tax, links, lynx, sticks, Styx, cell, sell, cent, sent, hiss, his, lacks, bags, bets, beds, cups, cubs, pence, pens, phlox, flocks, fizz, phiz, fill, Phil, batch, badge, rich, ridge; bank, hang.

Bed, had; led, lad; Ned, pad; bet,net; bend, bend; bat, set, sat; land, lend; fact, pact, plan, flag, act; slap, slap; cup, cap; lit, lid; shot, shod.

Cab, cup, cling, crest, scrub; tacks, sacks, kicks, rocks, ducks, cell, cent, hence, rince, dunce, lick, lack, pick, pack, sick, sack, dick, dig, pick, pig, rick, rig, bank, ink, drink, drunk, fact, sect, back, neck, gem, gent, gin, gist, badge, hedge, bridge, lodge, plunge, as, has, beds, rugs, prism, jam, job, jib, jest, just, yes, yet, yelp, yen, yell, bang, spring, thing, strong, lung, sell, shell, sip, ship, self, shan, shut, shrub, crash, smash, rush, shell, shelf, ship, shift, fish, mesh, smash, chip, chop, chest, rich, such, match, fetch, ditch, Scotch, crutch. Thin, thrift, width, length. That, then, this, thus, with. Phiz, phlox, lymph, nymph. Tax, sex, fix, fox, box, text, next.

Pit, pen, par, pun; fin, fen, fan, fun; tin, ten, tan, tun; red, rest, rent; risk, rim, did, tin, lid, nib, fill, drill, mill, mat, hot, pet, guest, press, stress, string, strong, stretch.

Sandal, vessel, system, children, absent, tempest, bonnet, pocket, commit, public, horrid, dwelling, summit, battle, bottom, rarely, lesson, dinner, waggon, parrot, butter, button, sister, doctor. Lapse, dense, steppe, twelve, bronze, solve.

3. Reading English letters V open And closed position Read :
Pan, pane, tap, tape, red, rede, them, theme, miss, mice, shin, shine, rob, robe, dot, dote, tub, tube, duck, duke, pad, pat, bad, bat, fan, fat, tell, tent, kid, grin, wig. Pym, Bake, pale, eke, globe, we, sweep, side, style, hole, robe, yoke, duke, sod, yon, hot, nun, hug, ruff, fume, tube, be, go, my, K, gulf, sham, shame, dense, solve, aid, hail, shut, smash, chip, chain, waist, bay, day, by, chop, chest, ship, shelf, shape, C, D, fish, chip, pea, sea, tea, beach, spring, lung, die, lie, bye, join, job, tea, tree, beech, jest, thin, freeze, this, that, these, those, foe, pie, cease, lymph, nymph, cab, cup, fact, fat, fatal, vat, vacant, back, bake, neck, yes, yet, agent, back, bacon, yell, typist, tax, sex, famous, final, cell, cent, ceiling, prince, dunce, silent, as, has, pilot, match, mate, fetch, fate, crutch, gent, gin, total, badge, open, bridge, moment, mob, pig, page, red, rage, sell, shell, human, pet, pete, student, stud, fill, file, lack, lace, music, land, mice, lake, back, bake, bike, flag, act, jade, cage, cup, yale, slab, guide, guest, shot, cap, value, due.

Reading English vowels in combination with the letter "r" in open and closed positions

Read the words and explain the reason for rethinking the sound perception of English vowels:
Bare, care, chair, hair, fair, mare, pair, dare, square, rare, hare, Here, mere, near, fear, beer, cheer, dear.Fire, briar, mire, tire, liar, byre, lyre, tire, dire. More, shore, board, roar, horse. Cure, mure, pure, lure. Fare, fair, hare, hair, here, hear, dear, deer, tire, tire, boar, bore, sore, soar. ,
Bar, far, jar, star, hard, farm, harsh, starve. Her, verb, serve, bird, skirt, shirt, herb, fern, berth, germ, verse, serve. Fir, sir, birch, girl, first, third. For, nor, sort, short, lord, horse. Urn, turn, nurse, burn, perfect, fur, furl, burn, hurt, curve, purse. Word, worm, work, world, worker, farmer, former, furnish, varnish. Earl, learn, early, earth, heard.
Bar, bare, car, care, her, here, per, peer, fir, fire, sir, sire, or, ore, for, fore, cur, cure.

5 . Reading English vowels letters in everyone provisions under accent Read the words and explain , why are they pronounced like that :
Bare, fat, fan, fire, pad, tell, chair, kid, grin, more, wig, Pym, cure, bake, pale, bar, far, eke, globe, herb, fir, we, sweep, for, fur, word, side, style, urn, farmer, hole, robe, care, here, lure, farm, yoke, duke, sod, horn, worm, serve, burn, nun, ruff, fume, tube, be, hair, dare, mere, go, my, K, gulf, hair, fear, mire, harsh, sham, shame, dense, board, berth, sir, burn, world, aid, hail, shut, smash, chip, turn, former, hare, chain, waist, bay, day, by, chop, chest, ship, girl, horse, starve, roar, shelf, shape, C, D, fish, chip, mure, square, pea, sea, beach, spring, sort, fair, star, lung, die, bye, jam, jar, byre, job, tea, tree, beech, jest, germ, thin, freeze, this, these, that, those, foe, nor, pie, first, fern, dire, ceaze, lymph, furnish, tyrant, sturdy, studen, care, cab, cup, fair, fact, fatal, mare, mat, note, rare, vat, hare, vacant, near, back, lake, beer, tire, shore, neck, hoarse, yes, yet, agent, pure, back, during, bacon, third, yell, birch, typist, err, tax, sex, famous, short, final, cell. Lord, hurt, cent, ceiling, purse, prince, silent, work, as, has, pilot, worker, mate, her, fetch, fate, verb, tyrant, serve, tire, bird, crutch, gent, gin, total, burn, perfect, badge, open, bridge, moment, mob, sell, shell, guide, due, varnish.
Back, bark, had, hard, gem, germ, ten, tern, twill, twirl, spit, spirit, cock, cork, shot, short, cub, curb.

6.
Read the words and explain why they are pronounced this way:
Feud, neutral, feudal, deuce, cue, Europe, dew, few, new, newt, ewe.Diece, niece, field, yield, chief, grief, grieve, belief, believe, achieve, brief, thief, shriek, priest, shield, siege. Great, break, steak; bear, year, wear, tear, pear, swear. They, grey, prey, whey, rein, vein, feint, eight, freight, weight. Eye, height, either, neither. Dead, head, bread, ready, meadow, steady, thread, death, feather, leather, weather, breath, health, wealth, peasant, pleasant, pheasant, measure, treasure, pleasure. Range, change, haste, waste, paste, strange, danger. Find, mind, bind, child, wild, mild, able, table, fable, cradle, idle, rifle, trifle, bible, bridle, cycle, noble, bugle. Scarce, negro, nitrogen, hydrogen, micron, migrant. Old, told, sold, fold, hold, gold, droll, bolt. Live, love, about, above, give, clever, river, vivid, seven, eleven, every, heavy, ever, never, heaven. Solid, valid, static, visit, physics, rapid, Spanish, Latin, cabin, radish, satin, credit, merit, limit, finish, profit, polish, florin, punish. Capital, family, energy, medical, mineral, physical, comedy, opera, origin, probably, enemy, melody.

7. Reading words , spelling which connected With influence French graphics Read :
Some, come, comfort, company, son, done, none, Monday, month, London, front, among, tongue, other, another, mother, brother, nothing, dozen, color, won, wonder, fraud, haul, maul, Paul, fault, chaw, jaw, straw, shawl, lawn, drawn, cause, because, pause, author, clause, applause, August, autumn. Ground, count, stout, loud, house, spout, ounce, cow, now, crowd, fowl, down, town, out, shout, scout, how, towel, brown, about, without, trousers. Our, flour, power, tower, flower, shower. Young, country, cousin, courage, couple, double, trouble, touch. Oil, boil, joint, hoist, voice, noise, boy, coy, joy, toy, cloy, Troy, floy, hoy.

Four, your, pour, Row, brow, throw, low, flow, blow, slow, yellow, fellow, sorrow, meadow, swallow, sparrow. You, through, could, should, would, group, tour, lose, do, prove, move, to, soup, does, done.

8 Reading the words discussed above
Read the words and explain why they are pronounced this way:

Ask, cask, mask, fast, last, clasp, grass, after, master. Too, moon, stool, woo, pool, gloom, shoot, groove, soon, boot, soot. Book, hook, took, shook, Boor, moor, poor. Ball, small, fall, wall, bald, salt, false. Talk, stalk, chalk, walk. Dance, glance, prance, branch, grant, plant, cant, shant, command, demand, reprimand. What, water, was, war, wash, watch, watt, want, swamp, swan, wasp, warm, war, ward. Bull, pull, full, bullet. Brutal, plural, prudent, truly, true, blew, rude, rule, June, July, brute, grew, screw, threw, drew, flew, jew, blew, crew, include, junior.

9. Reading English words for all the given rules
Read the words below and explain why they are pronounced this way:
1. Light, fight, might, straight, caught, daughter, haughty, neigh, sleight, eight, freight; rough, enough, laugh, nigh, Hugh, knight, height, weight, weigh, taught, thought, bought, fought, ought; special, mission, passion, session, nation, action, caution, tradition, mention, collection, dictation, option, demonstration, special, Asia, Russia, Russian, politician, musician, glacial, especial, explosion, corrosion, illusion, collision, vision, confusion; lecture, future, furniture, nature, culture, century; pressure, sure, exposure, measure, treasure, pleasure; when, why, which, white, where, what; who, whom, whose; wrong, write, writer, writ, wring, khight, know, knew, knit, gnat, gnash, monarch, echo, school, chemistry, mechanics, architect, machine, moustache, niche, limb, lamb, bomb, autumn, hymn, guard, guest, guild.

2. Due, dew; muse, mews; tub, tube; far, far; rede, red; duck, dutch; duke, dark; faint, feint; dot, dot; asp, wasp; has, was; that, what; watch, natch; bar, bare; car, care; her, here; heal, health; on, son; ponder, wonder; home, come; grove, glove; per, peer; fir, fire; sir, sire; mood, blood; rose, cousin; cut, put; rush, bush; far, far; cur, cure; ruddy, pudding; go, to, rod, good, rather, father; duty, truly; nude, rude; suit, brute; route, route; dew, drew; later, water; go, do; rose, lose; duty, truly; nude, rude; dew, drew; stew, strew; strange, haste, steak, speak; riddle, bridle; lost, post; cloth, both; cobble, nobble; now, know; bady, puny, cabin, radish, finish, civil, polish, florin, duty, eight, weight, field; great, break, year, pear; eye, height, either, neither; deed, dead, weather, wealth; pea, peasant; please, pleasant; ear, early, earth; hear, heard; ran, range; has, haste; was, waste; will, wild; mill, mild; pran, plant; can, can"t; comma, command; small, smell, slang; sale, salt; face, fast; lace, last; class, clasp; bathe, bath; father, mother, close, cloth; sole, sold; hole, hold; bull, pull, full; moon, too, book, took, shook, poor, door, floor, blood, flood; out, now, how, row, brow, low, blow, meadow; our, four; reply; friend, heart, good; say.

3. Father, man, what, they, girl, first, who, no, son, daughter, child, I, work, learn, boys, works, live, four, fifth, your, Tuesday, Monday, good, food, school, go, do, room, all, small, wall, walk, sun, why, very, light, night, eight, twice, air, shine, young, cousin, shut, niece, weak, write, Thursday, chair, those, these, meal, each, year, weather, cook, book, dina, give, live, have, always, third, girl, bread, color, house, flower, window, warm, fruit. June, August, heat, great, break, pear, feather, finger, longer, friend, also, throw, soon, trees.

4. Grow, how, dead, meadow, eat, weak, water, this, thing, chalk, board, coat, teeth, tooth, thick, thin, white, night, red, nose, low, moustache, eye, blind, tear, learn, hear, ear, year, deaf, head, bed, road, mount, horse, word, board, work, heavy, town, cow, along, among, field, mice, men, country, cousin, young, see, eat, people, we, pure, here, learn, early, crow, now, grow, how, snow, fowl, house, geese, leather, beak, great, head, eat, swallow, straw, call, worm, word, near, hear, early, year, learn, bush, jug, put, such, jam, son, month, fond, catch, saucer, pour, our, your.

5. Yesterday, excite, except, during, run, brought, caught, bite, right, quite, quick, thank, this, thing, those, thin, thirsty, home, early, nearly clear, bear, learn, six, fox, eggs, go, throw, finger, hunger, longer, book, look, looked, ice, sauce, eyes, thirst, please, freeze, sees, easy, rose, houses, horses, as, this, has, us, is, was, bag, back, alone, saw, sauce, here, hair, dear, who, whose, write, shine, poor, door, pour, heap, heard, clear, early, now, bought, house, town, interesting, evening, several, page, change, hunger, thing, no, know, nose, knows.

6. Smooth, tooth, month, mouth, bright, brought, mighty, caught, daughter, eight, own, blown, town, word, world, tomorrow, whose, froze, grows, nose, throws, write, who, whole, while, wrong, tear, earth, third, learn, work, girl, return, think, true, blue, grew, who, blew, too, wisdom, husband, give, alive, five, live, hive, drive, door, blood, floor, could, good, wood, turn, learn, early, paid, made, laid, said, put, butter, trunk, sure, quite, quiet, want, water, walk, what, remember, understand, invite, arrive, cent, pence, few, knew, you, eleven, even, seven, could, would, stood, right, wrong, guard, hard, move, love, firm, sight, side, stone, ship, sheep, heart.

To achieve perfect pronunciation, you need to practice. Daily practice in mastering every sound, word and entire phrases is the path to perfect English speech.

Phonetic exercises in English sometimes a tedious task. After repeating it a couple of times, you want to throw away the textbook and do something more enjoyable. But you shouldn't do this. You can simply diversify the reading process.

Use audio recording (see bottom of article), listen, repeat. This is such a convenient and amazing thing! Do you eat in the car, or maybe on the subway, or cook lunch? Play English phonics exercises either on the receiver or on the player and you will see how the sounds become memorized on their own. All you have to do is speak and repeat.

You can use online lessons, where everything is presented in a fun way.

Read individual words and phrases doesn't last very long Gradually move on to texts. So, you will be interested in finding out the meaning, reading to the end, and at the same time, pronunciation skills will be practiced.

Phonetics for children In no case should it get boring. While an adult can still tolerate tedious reading, children cannot. Use everything possible ways involve the child in exercises: entertaining games, fun tasks, unusual stories.

In schools, kindergartens and courses, any lesson begins with warm-ups speech apparatus. Here, as in singing, you need to tune in and sing. Phonetic exercises will help you pronounce these foreign words easier in class.

Children are also introduced to sounds, the pronunciation of which is sometimes difficult. Therefore, phonetic exercises in English for children occupy one of the most important places in the lesson. All this can be done in a boring way: open a textbook and read a few words, maybe even phrases. It’s better to turn the whole process into something interesting: a funny song, a short poem, a funny tongue twister, a repetition of some fairy-tale character.

Each phonetic exercise used to develop specific skills. With that in mind, let's look at some subgroups.

Development phonemic hearing or, more simply put, exercises aimed at understanding English speech. These types of tasks should preferably be accompanied by an audio recording. For example, children will be interested in the following games:

A game "Please»:

The teacher organizes a game in which he pronounces phrases. Children should follow only those commands that the teacher asks for politely - with the word “please”. If one of the students makes a mistake, he drops out.

“Please, say [o], children: [o], say [p], silence, please, say “mother”, repeat, please - and so on, depending on the sounds that need to be practiced.”

"It can fly":

The teacher reads the text. When children hear the name of an animal that can fly (swim, run, etc.), they should either stand up or clap their hands.

For adults You can offer the following system that will help them learn to understand English speech by ear.

Listen to syllables, words and sentences from different audio recordings, and note for yourself female, male and children's voices.
Orally divide the word you heard into syllables, then into sounds, name them.
Listen to the words and write down those that can rhyme.
Count how many words are in the sentences you listened to.
Identify by ear and write down the last word in each sentence.

Skill development correct pronunciation and articulation.

So, it is better to introduce children to sounds with the help of « Tales of the Tongue « , where everything is described in detail and in a playful way. For example: “Mr. Tongue woke up at dawn, jumped out of his warm bed, and the house was so cold that he froze. Mr. Tongue is shaking from the cold. We place the tongue on the tubercles behind the upper teeth and shake together. Like this: [d], [d], [d]! But suddenly, the tongue heard the sounds: ! What is this? Creeping into the bathtub, he saw that it was just water dripping, which he had poorly closed yesterday. How does the water drip? Let's try. We place the tongue on the tubercles behind the upper teeth: [t], [t], [t]!”

Games to practice learned sounds:

"Picture"

Children are presented with a drawing and asked to name a certain number of objects starting with a given letter. For example, the Teacher calls the sound “b” while simultaneously showing a card with that letter to the children. The one who is the first to find 10 words that begin with the letter “B” wins.

"Wizard"

Students temporarily become “wizards” and use “sound” magic to replace one object with another by changing letters and sounds to create a new word. “Let's turn the cat into a hat! What did we get? Cat - Hat! You and I changed the sound [k] to the sound [h], remember and write down the transcription.”

For adults, you can use counting rhymes, tongue twisters, and rhymes. Exercises in which you need to insert the missing sound are considered very effective.

The next subgroup consists exercises aimed at practicing intonation and stress.

Here, audio lessons, poems, tongue twisters, proverbs and sayings are useful for both children and adults.

Rain by R.L. Stevenson (this poem is very good for practicing rhythm)

The rain is raining all around,
It falls on field and tree.
It rains on the umbrella here,
And on the ships at sea.

You can’t even pull a fish out of a pond without difficulty. This proverb fits perfectly with phonetic exercises in English. After all, without training it is impossible to learn how to pronounce sounds correctly and beautifully, connect words and display the melody of the language.

SCHOOL-LYCEUM No. 20

METHODOLOGICAL GUIDE TO ENGLISH LANGUAGE

COLLECTION OF TASKS AND EXERCISES ON ENGLISH PHONETICS

MERRY SOUNDS

PAVLODAR 2013

Schools - Lyceum No. 20

Pavlodar

This manual is intended for the formation of skills and development of speech (phonemic and intonation) hearing and pronunciation skills in students

Its goal is to help students master reading and speaking skills, learn to pronounce English words correctly, and also teach children to read correctly, with understanding, fluency and pleasure.

Hello, dear friends!

Welcome to the country - PHONETICS OF THE ENGLISH LANGUAGE!

We invite you to get acquainted with its inhabitants - sounds and letters, who will willingly reveal their secrets to you - the rules of reading and pronunciation of English words and sentences.

When the English tongue we speak

Why isbreak not rhymed withweak ?

Will you tell me why it’s true:

We saysew but alsofew

When we want to make a verse-

We can't rhymea horse withworse .

Beard is different fromheard ,

Lord is not pronounced likeword .

WITH ow is cow, butlow is low,

And we don’t read like go.

We haveyear andhear andpear ,

Come andhome andare andcare .

So, whydone , butgone andstone -

Is the any reason known?

And, in short, it seems to me,

Sounds and letters disagree.

(anonymous)

This English poem clearly illustrates the diversity that reigns in the world of English letters and sounds. The same combination of letters can have several reading options.

So that we do not doubt whether we read the word correctly - Fairy Transcription will help us. Transcription is a recording of the sound of a letter or word in the form of a sequence of special phonetic symbols, or, as one might put it, a written designation of sound. Let's get acquainted with the friends of the Transcription Fairy - sounds and their written symbols.

Single sounds

Consonants

sounds

pronunciation

Vowels

sounds

pronunciation

a - short

a - deep

and - short

ᴣ

and - long

dᴣ

o - short

Diphthongs

Consonants

sounds

pronunciation

Vowels

sounds

pronunciation

and short

Hey

Ouch

nasal in French manners

We offer you a range of different phonetic tasks and exercises to make it easier for you to understand the secrets of English sounds. In addition, we bring to your attention funny English rhymes and tongue twisters, reading which you will undoubtedly get great pleasure.

To begin with, we suggest you complete several exercises that will help you pronounce English words and sentences correctly.

Articulatory gymnastics exercises

Open your mouth wide and keep your lower jaw still. Alternately press the tip of your tongue into the alveoli of the upper and lower teeth. Lips are free, not tense.

Press the tip of your tongue alternately, with endurance, into the inner surface of the right and left cheeks.

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

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

Listen to the magnetic recording of the sounds, syllables, words and sentences read by different speakers, and mark the female, male and children's voices with numbers.

Determine whether the speakers' pronunciation is more or less clear. Determine the tempo of the two soundtracks (faster or slower).

From a series of sounds perceived by ear, isolate and record the sounds indicated by the teacher, first observing the teacher’s articulation, then without observing it.

Orally divide the word you hear into sounds and name them.

Determine the number of syllables in the words you hear.

Set the number of short vowels in the words you hear.

Listen to the words and name those that rhyme.

Select by ear the words with the trained sound from a connected text and write them down in spelling.

Determine the number of words in the sentences you listened to.

Make up a word from the isolated sounds you listen to and write it down in spelling.

Determine by ear the place of stress and its role: semantically distinctive, logical-exclusive, modal.

Identify pauses in the sounding speech stream.

Formation of pronunciation skills

Listen to the sound in a phrase or word repeatedly, then listen to the isolated sound.

Listen to a series of sounds and raise your hand when you hear the target sound.

Listen to pairs of sounds and raise your hand when you hear a new sound.

Listen to the sentences and say how many times this sound occurs in it.

Listen to the sentences and raise your hand when you hear a declarative (interrogative, negative) sentence.

In a series of words (phrases, sentences), underline the one that the speaker pronounces.

Underline the word in the sentence that is stressed.

Make phonetic markings of the text based on the teacher's voice, then read the text aloud.

Pronounce sounds (syllables, words, phrases) after the speaker, paying attention to the pronunciation of the indicated sounds.

Name words containing a certain sound.

Pronounce the words syllable by syllable, paying attention to the pronunciation of vowels (consonants) in the initial (final) position.

Listen to pairs of words in Russian and a foreign language and repeat after the teacher only the words in the foreign language.

Say a couple of words after the speaker, paying attention to the different pronunciation of sounds.

Say the communicative sentence first slowly, then quickly.

Say a proverb (tongue twister, poem, text) from memory, first slowly, then quickly.

ExerciseI. Reading plural endings of nouns.

A) books B) pens C) ears D) boys

A) matches B) wolves C) watches D) bushes

A) roads B) towns C) stars D) deer

A) days B) flags C) teeth D) eyes

A) cats B) families C) tragedies D) secretaries

A) bushes B) houses C) peaches D) bananas

A) desks B) ways C) lemons D) toys

A) tables B) matches C) thieves D) keys

A) plates B) heroes C) plants D) shops

A) foxes B) buses C) brushes D) plays

A) rooms B) chairs C) parks D) lions

A) ladies B) knives C) countries D) babies

ExerciseII. Reading the endings of regular verbs in the 2nd and 3rd forms.

Find the extra word in each row:

A) cook B) dance C) like D) wait

A) smile B) help C) clean D) happen

A) want B) need C) hesitate D) jump

A) push B) paint C) skate D) collect

A) stop B) wash C) ask D) answer

A) close B) love C) intend D) inform

A) visit B) decide C) demand D) skip

A) thank B) laugh C) follow D) work

A) happen B) play C) hope D) offer

A) start B) invite C) pretend D) remember

A) watch B) help C) continue D) wish

A) live B) pull C) agree D) hate

ExerciseIII. Find the word in which the stressed sound coincides with the underlined word:

Brave A) grass B) trade C) ball D) ham

Snow A) fork B) row C) aloud D) stop

Sock A) nose B) spoon C) born D) cross

Jam A) plate B) harvest C) sand D) sharp

Scene A) gray B) wet C) seem D) here

Door A) role B) blouse C) throw D) floor

Brown A) crowd B) clothes C) zoo D) company

Fix A) fire B) dish C) climate D) piece

Sum A) turn B) student C) hungry D) sugar

Skirt A) flight B) thin C) wife D) circus

Butter A) republic B) hurt C) suit D) duty

Hide A) give B) arrive C) wing D) wire

ExerciseIV. Find a word that contains this sound:

[ɔ:] A) company B) color C) caught D)correct

A) daylight B) dictionary C) daughter D) distance

[ᴂ] A) aloud B) attention C) athlete D) although

A) slave B) sharp C) smile D) small

A) room B) role C) roar D) rest

A) sleep B) slow C) sound D) soup

[u] A) love B) nice C) novel D) look

[ʌ] A) team B) tired C) thank D) touch

A) turn D) tinned C) through D) though

[ ә :] A) both B) brave C) blouse D) burn

[ To] A) knife B) joke C) kneel D) knight

[ɛə] A) chalk B) champion C) care D) center

ExerciseV. Find the extra word.

A) grass B) dark C) trade D) pass

A) fork B) row C) snow D) rope

A) jam B) sack C) plate D) cat

A) book B) floor C) cook D) stood

A) brown B) caw C) crown D) law

A) while B) white C) which D) wild

A) laugh B) night C) daughter D) weight

A) pull B) but C) push D) put

A) cat D) care C) cinema D) country

A) spoon B) cool C) blood D) troop

A) son B) sum C) sun D) song

A) thing B) this C) thank D) three

ExerciseVI. Divide the words into groups according to the stressed sound.

1. [ɔ] 2. [ɔ:] 3. [ʌ] 4. 5. [ᴂ] 6. 7. [i] 8. 9. [u]

Father, afternoon, pass, glass, not, dog, coffee, hop, doll, got, big, sister, six, milk, but, son, come, love, monkey, mother, duck, funny, jump, uncle, puppy, under, cup, tea cup, put, pull, push, blue, do, who, school, pupil, juice, please, clean, tea, athlete, map, caught, daughter, apple, stop, clock, beat, touch.

ExerciseVII. Choose words whose letterse , h , r , k , w , gh not readable:

Plate, what, card, knife, write, time, eight, work, when, fork, keen, know, who, laugh, night, where, wrong, light, rain, hour, picture.

ExerciseVIII. Determine in what type of syllable the vowel is read:

letter

Syllable type

mat

bake

far

tame

climate

sir

fish

blind

III

care

case

card

catch

nice

birth

smile

fire

duck

dust

duty

dumb

frog

poke

phone

III

boat

fork

cake

log

dark

dank

dance

dare

derby

then

desk

tree

but

tube

turn

cure

III

ship

shine

shirt

chip

here

her

ten

keen

ExerciseIX. Find a word with the desired syllable type:

Syllable type

map

nose

here

fur

car

same

red

far

III

same

barn

rose

hand

hair

here

hook

must

nylon

girl

member

mat

table

frame

sake

III

hire

ten

name

corn

duty

fare

ball

file

pen

nine

sand

can

black

fur

tree

care

III

tooth

horse

body

eye

beauty

fire

smell

taste

Exercises

Exercise 1 Read the words - the ladder, gradually accelerating the pace:

Take

Take bear

Take that bear

Take that big bear

Take that big white bear

Take that nice big white funny bear

Take that nice big white funny bear out of the bag

Put

Put this

Put this monkey

Put this little monkey

Put this little brown monkey

Put this little brown funny monkey

Put this little brown funny monkey on the chair

Exercise 2. Read, paying attention to the articulation of English sounds:

Pure talk

– this tiger is mine

– we sit under the tree

- it's two to two

– I’m eating ice cream

– a fox is in the box

[ɑu- ɑi] – a cloud is in the sky

– these are my kite and tie

[ɔ:-u.-ei] – all is good O.K

[ɔ:-u.-ei] – let’s go home

[ɔ:-u.-ei] – Tom, Open the door

– my teacher is it best!

– I’m glad to see you!

– I like to skate and play

[ɔ:-ei-ei] – what day is it today

[ɔ:-ɔ:-ɔ:] – I walk on the floor

– I sit on a tree

(Compiled by students of grade 4 “D” of secondary school No. 34)

Exercise 3. Read the sentences, paying attention to the highlighted letters and letter combinations:

a - Kate has a cat, a car and a hare

o - Rose has a dog, a fork and an ore

u - Susan has a cup, a turkey and a pure orange juice

e - Pete has a pet and a perfume here

I - Mike has a pig, a bird and a fire

oo - [u] Look, here is a book. We can cook.

oo - There is a pool near our school.

ee - I see a bee in a tree.

ea - I like tea and cream. Ieatmeat.

Exercise 4. Read the tongue twisters:

Tongue-twisters (Tongue Twisters)

Peter Piper picked a peck

Of pickled peppers.

A peck of pickled peppers

Peter Piper picked.

If Peter Piper picked a peck of pickled peppers-

Where's the peck of pickled peppers Peter Piper picked?

Fuzzy Wuzzy was a bear.

A bear was Fuzzy Wuzzy.

When Fuzzy Wuzzy had no hair –

He wasn’t fuzzy, was he?

How much wood

Would a woodchuck chuck

If a woodchuck

Could chuck wood?

A cook has a good look at a cookery book.

A black cat sat on a mat and ate a fat rat.

Mary and Clare have a hare and a pear.

Run the test

1. The letter “a” is inItype of syllable in a word:

A) mat B) bake C) far D) dare E) fat

2. Letter "u» stands inItype of syllable in a word:

A) dusk B) dust C) duty D) duress E) dumb

3. The letter "a" is inIIItype of syllable in a word:

A) care B) case C) card D) cash E) catch

4. Letter "i» stands inIVtype of syllable in a word:

A) nice B) birth C) smile D) fire E) bird

5. Letter "e» stands inItype of syllable in a word:

A) derby B) then C) desk D) tree E) fellow

6. Letter "i» stands inIItype of syllable in a word:

A) climate B) sir C) fist D) blind E) fish

7. Letter "o» stands inIIItype of syllable in a word:

A) boat B) logical C) coke D) log E) fork

8. Letter "o» stands inIItype of syllable in a word:

A) more B) frog C) poke D) mouse E) phone

9. Letter "i» stands inIIItype of syllable in a word:

A) ship B) shine C) shield D) shirt E) shin

10. The letter “a” is inIVtype of syllable in a word:

A) dark B) dank C) dance D) dale E) dare

11. Choose the word withIIIsyllable type:

A) Close B) Same C) Rose D) Base E) Barn

12. Choose a word withIsyllable type:

A) map B) nose C) here D) Barn E) fur

13. Choose a word withIIsyllable type:

A) Car B) Same C) Red D) Burn E) far

14. Choose a word withIVsyllable type:

A) hand B) hair C) handsome D) here E) hook

15. Choose a word withIVsyllable type:

A) duty B) ball C) file D) flower E) far

16. Choose a word withIsyllable type:

A) Must B) Nylon C) Member D) Girl E) Hour

17. Choose the word withIIsyllable type:

A) Mat B) Frame C) Tame D) Table E) Sake

18. Choose the word withIIsyllable type:

A) Rye B) Mine C) Gave D) Sand E) Pie

19. Choose the word withIVsyllable type:

A) black B) small C) fur D) care E) mug

20. Choose a word withIIIsyllable type:

A) tooth B) animal C) eye D) body E) horse

21. Choose the word withIsyllable type:

A) room B) paper C) book D) yard E) clock

22. Choose the word withIIsyllable type:

A) play B) jump C) find D) leave E) day

23. Choose the word withIIIsyllable type:

A) tree B) book C) room D) shop E) port

24. Choose the word withIIIsyllable type:

A) orange B) cage C) bag D) large E) page

25. Choose the word withIVsyllable type:

A) beauty B) taste C) smell D) energy E) hire

26. Choose the word withIIIsyllable type:

A) yard B) cruel C) keen D) knight E) day

27. Choose the word withIVsyllable type:

A) pupil B) observe C) place D) rare E) visit

28. Choose the word withIIIsyllable type:

A) pupil B) observe C) place D) more E) visit

29. Choose the word withIIsyllable type:

A) table B) book C) luck D) mare E) sky

30. Choose a word withIsyllable type:

A) joke B) part C) clock D) pour E) pocket

So our journey through the country of Phonetics of the English Language has come to an end. We really hope that the knowledge and exercises gained will help

You will master the secrets of reading and pronunciation and in the near future you will say: “How easy it has become to read and write!”

However, do not forget that, despite its wide distribution, the English language does not cease to be a LANGUAGE, full of exceptions and stylistic delights, therefore, in order to avoid mistakes, at any stage of language learning, and especially at the beginning, look into the dictionary more often.

We wish you success!

Question about studying transcription in early age is considered controversial. Not everyone considers this possible or necessary. If you follow the logic, then transcription icons - symbols of sounds - should be learned earlier than letters. In addition, this move from sound to letter through transcription helps students easily overcome the gap between pronunciation and writing inherent in the English language.

Children's mastery of transcription allows them to maintain a dictionary and actively use it much earlier than is possible when learning to read and write: after all, in transcription writing, each character has a single sound assigned to it. Of course, a language course for preschoolers should be predominantly oral. You can move on to transcription when the basics of phonetics are fixed in the speech practice of children and the children are internally ready for learning to read and write.

But is it possible to master transcription at the age of five, if even schoolchildren and adults who have graduated from school know it very poorly? This is probably why American textbooks for teaching foreign languages to children at an early age propose a method of teaching not transcriptional signs, but phonetic symbols. In this method, using phonetic symbols, all learning is simplified, since writing phonetic symbols is not difficult, and phonetic symbols also correspond to English letters when written. For example: a - , a - , e - [e], e - , i - [i], i - , o - [ u], o - [ l], oi - [ i], ou - , u - [ u], u - , u - . Therefore, students very quickly master writing these symbols and write using these symbols for a long time.

When developing pronunciation skills and working on intonation, students are pointed out in an accessible form the main differences between pronunciation in Russian and English, which are manifested in the position and nature of movement of the organs of articulation. Phonetic exercises develop the mobility of the speech organs, help to avoid pronunciation defects and overstrain of the child’s speech apparatus. An accessible and interesting plot for students helps to emotionally prepare them for mastering the articulation of English sounds.

Also, when conducting phonetic exercises, instead of individual sounds, words, and phrases, you can offer students specially selected poems and rhymes. Over the course of several lessons, the poem or rhyme is repeated, and the pronunciation of sounds is corrected. This type of work can be included in the lesson at different stages, since it serves as a kind of rest and relaxation for children. A system of exercises for phonetic exercises called “Mr. Tongue” works very effectively. There are a large number of exercise options based on the tales of Mr. Tongue, which allows you to combine a number of sounds into a specific storyline in prose or poetic form. From the point of view of working on phonetics, specially selected phonetic games are very effective, where children do not just have to repeat a certain sound, word or phrase after the teacher, but use their imagination and ingenuity.

Phonetic exercises - fairy tales:

1. We have one assistant, small, but very, very necessary. He lives in a cozy and warm house. This house has a floor, a ceiling, walls and even a strong fence. There are no windows in the house, but there are large doors. When they open, the fence moves apart, and you can immediately see the whole house and who lives in it. When the children realize that we are talking about the tongue, invite them to play a little and do an articulatory warm-up: open the “doors to the house” (mouth) wide and tightly several times; ask to run the tip of your tongue along the “fence - upper and lower” (teeth) and touch the “floor, ceiling and walls of the house” (lower and upper palate, inner walls of the cheeks).

After the warm-up game, continue telling the story.

This cute assistant's name is Yazychok. In English we will call him Mr. Tongue. Tongue, because in English it means tongue, and Mister - because all English people are very polite and address all men as Mister. Here we have it - Mr. Tongue. With our Mr. Tongue interesting stories happen all the time. I will tell you one of them now. One day Mr. Tongue decided to wash the mirror. He took a small cloth and began to blow on the mirror and wipe it. Mr. Tongue tried very hard. He blew lightly and wiped it with a rag.

Ask the children to help Tongue and show how he blew and wiped the mirror. Make sure that the sound [h] is pronounced easily and drawn out as you exhale: . Remind the children that they have already heard this sound in the word Hello. Ask them to say the word Hello. Practice his pronunciation by asking the children to repeat after you.

2. One night there was bad weather. A strong north wind was blowing: . Mr. Tongue woke up to the sound of the front doors rumbling loudly: He closed the doors tightly and tried to sleep. It began to rain heavily, and its drops pounded on the glass: , [rrrr]. Mr. Tongue listened to the sound of drops and quietly fell asleep.

In the morning, Tongue decided to put things in order in his house, took a broom and began sweeping. Like this: . Then he began to knock the dust out of the sofa: . Frightened by the noise, the hedgehog crawled out from under the sofa and muttered angrily: . The dog heard the hedgehog and growled menacingly: .

3. Today our friend Mr. Tongue invites us to take a walk with him through the forest. Under our feet, leaves and branches, needles and cones rustle: [?-?-?]. And suddenly mosquitoes attack us and buzz: . And we drive them away like this: the children clap their hands. The mosquitoes got scared and flew away, and we continued walking through the forest: [?-?-?]. Suddenly bees attack us and buzz: [rrrr]. We try not to make sudden movements, and the bees fly away, and you and I go out to a beautiful forest edge, there are a lot of colorful butterflies on it and we say: .
4. One day Mr. Tongue decided to go into the forest for a walk. The weather was wonderful, the sun was shining brightly, and Mr. Tongue said: [?-?-?]. A light breeze was blowing, and the trees swayed slightly: . Suddenly a bumblebee flew past and buzzed: [rrrr]. Mr. Tongue greeted him and moved on. But suddenly, right in front of him, he saw a snake that hissed threateningly: [?-?-?]. Mr. Tongue got scared and ran into the bushes. Everything was quiet, you could only hear the woodpecker knocking on the tree: . Mr. Tongue sighed with relief: .

Phonetics games:

Jaw And Tongue Games

These games help students develop correct articulation of their speech organs when pronouncing individual English sounds.

Teachers know how difficult it is to teach children to pronounce interdental sounds [r], [i]. It is especially difficult for them to show their tongue when required.

Teacher: Children, have you ever seen a kitten drinking milk? In fact, it doesn't drink it. It laps it. Could you show it? Oh, what nice kittens you are! Now I"ll recite a rhyme about it and when I say “lap, lap, lap”, please, make your kittens lap milk.

Little kitty laps her milk,

Lap, lap, lap! Her tongue goes out, Her tongue goes in, Lap, lap, lap! Little kitty laps her milk, Lap, lap, lap! Oh, see her tongue Go out and in, Lap, lap, lap!

The exercise is fun and useful. After the words “Lap, lap, lap!” The teacher pauses to allow the children to imitate how a kitten drinks milk.

2. Curious Rabbit
(practicing sounds [p], [s] This is...)

The sound [p] is especially difficult to pronounce in combination with the sound [s] in the structure of “This is”. This combination is practiced with a song:

This is a bear, this is a hare This is a dog and this is a frog. This is a car, this is a star This is a ball and this is a doll.

Before singing the song, the teacher invites the children to play as a timid but very curious Rabbit (tongue), who peeks out of the hole (mouth) to look at our toys, but hides back every time. You can add Brother Fox (hand), who scares the Rabbit at the entrance to the hole.

This game can be used to train students in pronouncing nasal sounds. Teacher: And now let"s learn the way English people imitate the ringing of bells. Now, play a bell.

Big bells ring a long, full song, DING-DONG-DING-DONG Small bells ring a clear, sweet song, Ding, ding, ding, ding, Ding, ding, ding! Wee bells ring a tinkling song, Ting-a-ling, a-ling, a-ling, A-ling, a-ling, a-ling. Hear the ringing; hear the song, Ting-a-ling, a-ling, a-ling, A-ling, a-ling, a-ling.

It is advisable to learn this poem by role.

4. Bees
(practicing sounds [р], [и]) Teacher: Do you like fairy tales? Then listen.

One Russian bee was sitting on a flower. Suddenly an English bee flew to the same flower. The Russian bee didn't like it. She buzzes and swears: s-z-z-z-z-z! And the English bee is not inferior to it. But look, her tongue is long, it doesn’t fit in her mouth. And it comes out to her: th-th-th-th-th! How does a Russian bee buzz? - z-z-z-z-z. And the English one? -- th-th-th-th-th (3-4 times). The Russian one swears - [za-za-za], and the English one - (children repeat after the teacher) [ra-ra-ra]. Russian is [ze-ze-ze], and English is [re-re-re]. Russian is [zi-zi-zi], and English is [ri-ri-ri].

And in the evening they became hoarse, and the Russian bee began to buzz like this: s-s-s-s-s-s-s. How did the English bee begin to buzz? Right! th-th-th-th-th (thud sound)! (3-4 times). Russian is [sa-sa-sa], and English is [ia-ia-ia].

Teaching preschoolers to read and write.

The process of teaching preschoolers to read will go faster if you start with a “closed” syllable and if you master the letters English alphabet not in order, but as they can be combined into some simple English word.

So, already at the first lesson, a very cute “Cat” comes to visit the children. The guys and “Cat” exchange greetings, politely say pleasant things to each other (Nice to meet you e.g.). “Cat” has a handbag on her shoulder, she opens it wide and wide and takes out her favorite sound [zh]. The sound is placed on the board. Children are waiting: “Cat” is about to take his favorite letters out of his bag. Without a doubt it is c, a, t. The guys repeat the names of the letters as “Cat”. When they find out that they can all be read together: cat, the guys understand why these are the favorite letters of their new friend. Teacher: “The sound in the middle of this word will sound correctly if we open our mouths as wide as our friend opened her purse.”

In this way, children become familiar with the first 3 letters of the alphabet, the first sound and the first English word.

Then the teacher suggests replacing the letter “C” with the letter “S” and reading the word. This is also done with pleasure. Another word appears in the column when the letter "S" changes to the letter "h".

Teacher: we pronounce the sound (h) the way “Cat” does it when it warms its frozen paws: (h,h,h,h,h,h.......).

Children “blow” on their “frozen fingers.” Thus, the guys learned to read the first 3 words very quickly:

A technique that works very well is when we make a sentence from the last words in the columns: “Cat” sat on a hat. And not just a proposal, but a little story about our friend: She is a mischief maker, it turns out, she sat on her mistress’s hat when she went to the market!

Such a skillful combination of mental and emotional activity usually gives a good result: everyone remembers the reading rule.

In the next lesson, the column of words can be continued:

It’s great if the meaning of a word is illustrated with a picture. The teacher invites the children to make up their own sentences, replacing the word “Hat” in this sentence with another one taken from the column. You need to not only read the sentence, but also explain each time what happened. By analogy, students make up their sentences, placing “Cat” on both “rat” and “bat” and “bag”. The children not only read these sentences, but also analyze them: they isolate letters in words, find new ones, count the same ones, etc.

If there are cards with letters (the kids can make them at home) students are asked to make words from the letters, which they do willingly.

It is quite possible to write a small dictation with the children at this stage.

In a similar way, students become acquainted with a little dog named “Spot”, and with his favorite sound [O], and with his favorite letters “d” and “g”. The guys will also learn something about this little dog from the following sentence: “Spot” in not a hot dog.

Again, there is an emotional moment that guarantees a good result. As if by chance, the guys read the word “is”, without any indication that this was a new rule. Starting with this lesson, you can safely try to sing the alphabet song. The musical rhythm does its job - children remember the alphabet quickly enough.

Having mastered these first reading rules with your children, you can begin working with the first synthetic mini-texts, into which we include all the information we have learned. Because While students are reading individual words, elements of the text are not reading. True reading as a type of speech activity exists only when it is formed as a speech skill; in the process of reading, the reader operates with a coherent text, even the most elementary one, solving semantic problems on its basis.

Here is an example of such mini-text:

I am Natasha. I am from Revda. I am not from Moscow. I am from Russia. I am not from America.

Moscow, Russia, America - these words, introduced in such a simple context, are remembered very simply, standing out with their “complex dissimilarity” among their simple neighbors.

There is an obvious result of the activity: students read the first small English text, understanding almost everything in it (these structures have already been practiced in oral speech). Using the technique of logical transformation (which, with the help of the teacher, is carried out by the students themselves), we introduce new words: London, a girl, a boy, Africa, Great Britan ect.

The text can be transformed again and again with the introduction of new vocabulary to ensure easy, abundant and interesting reading, which is an indispensable and obligatory condition for successful reading (synthetic), which in turn stimulates reading motivation (it depends on the “interestingness” of the texts).

Continuing to work on the transformed text, we imagine that we find ourselves in London, where we accidentally become witnesses to a sweet family scene: a mother scolds her restless children: Dick, Syd, sit a bit!

An indispensable condition for cards with words is an “illustrated interpretation” of the meaning of these words, because all passive vocabulary can become active.

Continuing to talk about myself, introducing a new reading rule (e in a closed syllable) in a sentence like I am ten. Thanks to interlingual interference, students read the word “ten” fluently.

After reading the words: ten, pen, hen, men.

The guys are learning a song from G. Doli’s course:

I see a pen I see a hen I see a cock I see a clock.

So, the guys have already worked out a sufficient number of reading rules in practice; The moment has come when the rule itself needs to be spoken. It is preferable that it be some kind of improvised one. e.g. “e” is not just the letter “e” at the end of a word, but this is a grandmother who comes to visit, and well-known letters in her company sound different (just like in the alphabet).

Having acquired such knowledge, children can easily read words such as:

As a result, the first letters and the first reading rules are learned quite quickly because There is an emotional element in almost every learning situation in the classroom. This base allows you to intensify learning to read, and intensify it in two directions - in terms of speed and in terms of expressiveness.

Cards with words for a specific reading rule “work very well” for speed. A fairly long list of words on the card needs to be read in a limited time (eg. 15 seconds). With cards of this type:

You can organize small tests. It is appropriate to conduct generalization lessons based on 2-3 reading rules. They take place very well in the form of competition lessons: you need to go through several stages-stations. At each stage, the child reads the words on the card (for a certain rule). You can move on to the next stage if you successfully complete the previous one.

Work using this technology gives good results because it is based on the suggestopedic method of G. Lozanov. Suggestopedia, as is known, strives to develop speech skills that are distinguished by improved quantitative and qualitative characteristics. At the linguistic level, there is certainly an accelerated development of schoolchildren’s language abilities.

If, when mastering their native language, a child first of all wants to learn to read, then when learning English this motive is not the leading one: the children’s vocabulary is still too small. Therefore, one should rather rely on the children’s desire to write down familiar words, their name, write a letter to a doll that speaks only English, or to an English peer; read English inscriptions on your clothes, on the names of chocolates and sweets.

The complexity of English spelling has given rise to a large number of methodological theories of teaching literacy in English-speaking countries.

Learning to read and write occurs simultaneously, and writing is the main activity, if we include in this concept the addition of words from cards, on a magnetic board or typesetting canvas. You should start learning to write with those letters whose outline coincides with the outline of the corresponding transcription signs. These are d, t, l, n, b, p, m, w, f, v, h, k, g, s, z, r, that is, most consonants.

It should be taken into account that the most difficult letters for children are those whose outlines coincide with Russian ones but the sounds they denote do not match. This is where special games can help us.

1. Read the word in Russian and English. Words are offered that consist of letters common to the two languages. Some will make sense in both languages (TOM, SOP, ROT, MAT), others - only in one.
2. Sports relay race. Two groups compete. Each receives a “way sheet” with commands written in English, for example: “Run to the wall!”, etc. The number of teams corresponds to the number of participants, so that everyone takes turns reading the word and performing the action. The group that finishes first wins.