Teaching sounds
Younger learners have a better ability to imitate the sounds language than adults.
If the children listen to a good model, they assume within a short period of time stress. Rhythm and imitation of single words, phrases and sentences.
The difference between the English sound system and the Ukrainian one causes the necessity of giving explanations and demonstrating the places of articulations of vowel and consonant sounds.
It is important to draw pupils’ attention to mouth movements or use a picture of the human speech organs, which may help to show the points to articulation of consonants.
The procedure of introducing a new sound looks like this:
• the teacher pronounces it clearly 3 – 4 times to the vowel length, diphthongs and such consonants as [t], [r], [ð], [θ], because pupils often mispronounce them;
• after the explanation of the articulation points the pupils practise in pronouncing a separate sound after the teacher. When choral work is begin done the teacher should move around the classroom, listening to the pupils and correcting mistakes if they occur;
• to avoid confusion is pronunciation of similar sounds, he can show the difference between the English and Ukrainian language if necessary;
• Having practised the pronunciation of a separate sound, the pupils repeat it in words, pairs of words that differ in only one feature: dare-there, fit-feet. Phonetic drilling becomes rather important and useful for younger learners, in case the teacher selects for this activity familiar words in context, illustrates them by picture or objects.
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