Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Reproduction exercises are designed for developing pupils’ pronunciation habits, i.e. their a ability to articulate English sounds correctly and to combine sound into words, phrases and sentences easily, enough to be able to speak English and to read aloud in this language. A few minutes at each lesson must be developed to drilling the sounds which are most difficult for Uzbek - speaking pupils.
The material used for pronunciation drill should be connected with the lesson pupils study. If the teacher notes wrong pronunciation of [ ] or [ ] or [ ], he selects words with those sounds and includes them in pronunciation drills.
If the teacher is going to introduce the Present Continuous, pupils should be taught how to pronounce [ ]. The same should be done with the regular and irregular verbs in the Past Indefinite. When pupils study this tense, e.g. - ed [t, d, id]: buy - bought. The teacher may take poems for pronunciation of English sounds.
Proverbs and some useful expressions can be used as material for pronunciation drills.
The material pupils get for reproduction can be presented in two possible ways:
1)through auditory perception only;
2)through auditory perception reinforced by visual perception of a sound, a word, a phrase, a sentence, and a text. Hence pupils’ learning by heart the material included in a phonetic drill (rhymes, proverbs, poems, songs, dialogues) is not the main aim. The main aim, is pupils’ correct pronunciation with regard to sounds, stress, rhythm and melody.
It is impossible to underestimate the role that can be played by sound film loops, records, tape playback devices, video and computer in teaching pronunciation.
Some authors (A.P. Starkov, R.R. Dixon) recommend the «articulation exercises» that is the so-called «gymnastics of the tongue and lips». They are very helpful.
Pronunciation is a skill that should be developed and perfected throughout the whole course of learning the language that is why the teacher should use pronunciation drill during the lesson, irrespective of the stage of instruction

Pronunciation plays a special role in the content of language material. Pronunciation mechanism envelops three parts as hearing (acoustic), uttering (motor) and meaning (semantic). Mastering phonetic side of the language, i.e. mastering pronunciation sub-skill is one of the core conditions of successful communication. We need to answer a question: What does pronunciation mean in the aspect of FLT?

Current opinion in FLT methodology regarding teaching pronunciation in the English classroom has at least two generally accepted theoretical cornerstones⁷. The suprasegmental features of English - stress, rhythm intonation, linking (connection of speech across words boundaries, where one ends in a vowel sound and the next begins with a consonant sound, or vice versa), reduction, and deletion - are called prosodies. These contribute more to meaning and overall listener perception of nonnative speaker fluency than do the segmentals, the individual vowel and consonant sounds. Although rules for suprasegmental use exist, these rules are broader and have much more variation than involved in learning articulation of the individual sounds. Because supra-segmentals carry more meaning and are difficult to learn, they require more focused, structured attention and more practice than the segmentals.
Second, pronunciation taught in isolation does not carry over to improved pronunciation in actual communication. This is true for both the segmental features and supra-segmental elements. Practicing sounds and prosodic elements in structure drill is important and useful, more communicative activities using connected speech are crucial in helping to build automacity and carryover.
There a question appears - Is it possible to achieve a perfect pronunciation in English? Training specialists have the exact answer: it is difficult to achieve perfect pronunciation in teaching language at school, that’s why the requirements are determined on the assumption of approximation. According to this assumption of approximation, it is available to limit the phonetic input and it is tolerated lower quality of some sounds articulation. But both of them occur in the bounds of non-infringement of process of oral communication. At the same time it is important to achieve the high level of approximation in articulating the long - short vowel sounds in English, voiced and unvoiced consonants in the end of the word, otherwise the meaning will be changed or even lost. For example: bed - bet.