Difference between genetive ‘s and plural s (Morphology)

Nowadays I am working in school number #123 in Uchtepa district, in Tashkent. I teach sixth grade students. My class is made up of the sixth grades diverse in ability, interests, cultural background and upbringing. Even though the class is made up of diverse students, the students are collectively a group of energetic and polite children. In the classroom, there is a total of 23 students. 13 boys and 10 girls aged 9-10 are present in the classroom. Amongst the twenty three students, a variety of different needs and abilities are present. They are usually ready to answer my questions concerning the lesson and always try to prepare oral speeches on the topics I give. Although they are really good at English I sometimes realize that they do some mistakes especially while doing the exercises. Here are some of the examples:

1. 
   Difference between genetive ‘s and plural s (Morphology)
   

How to use ‘s and s' properly is one of the most important mistakes I usually come across with. While making up sentences my students do not pay attention to ‘s and s'. For example one of my students wrote a sentence: Every day I look after my brothers' pet. But I know that this student has only one brother. This kind of situations happen with my other students, as well. Payne mentioned: ‘The -s ending can be described as a clinic because it functions at the phrase level and therefore attaches to a host of any word class that happens to occur at the end of a genetive noun phrase. The plural s, on the other hand, is a

Suffix. It always appears on the head of the plural noun phrase'. After reading this rule I am trying to explain the differences between ‘s and plural s to my students in this way and help them to avoid mistakes related to this morphological theme.

2. 
   The importance of intonation in identifying the meaning of the sentence (Phonetics)
   

Intonation is one of the most significant patterns that play a leading role in learning English. While teaching English I use several handouts e.g. to improve reading skills. I remember once when I asked the students to read the texts given in their handouts most of them read the sentences without paying attention to intonation rules. So when I listened to them I did not understand what they were reading. In texts there could be interrogative, affirmative, declarative, imperative sentences and language learners should follow the intonation rules in order to read accurately. Likewise, it is very important to remember one rule that is written in Yavas ‘The meaning of a sentence may depend on its intonation pattern. For example, if we utter the sequence ‘Her uncle is coming next week' with a falling pitch this will be interpreted as a statement.

On the other hand, the same is uttered with a rise in pitch at the end, it will be understood as a question’

3. 
   Differences between accents (Phonology)
   

At present most English learners use American English rather than British. When I listen to my students’ speeches I usually realize that they talk in American accent. Maybe this is because of the American speeches that are widespread through internet sources. My pupils are used to listening to them and they are really interested in motivational speakers. Obviously, it is a very good way of enhancing speaking skills but I try to provide my students with the differences between English accents so that they can differ them easily. ‘Within an accent there will still be variation depending on the speakers physical characteristics, or geographical location, or because some speakers have adopted a new form or word or sound from another group or language’. For example, organize-organise, programme -program, colour-color.

4. 
   Vocabulary comprehension
   

In the end of each lesson I write some new words on the board and ask my pupils to learn them by heart. As enriching vocabulary is one of the keys of learning a foreign language effectively, I always give tasks relating to vocabulary. As a teacher I consider that vocabulary comprehension is something that is improved with the help of morphological awareness. For example, ‘knowledge of the prefix ‘mis’ meaning wrongly can help the student figure out that ‘mishear’ means ‘to hear incorrectly or wrongly’. So, vocabulary comprehension is also a valuable ability that teachers should help to students to develop.

5. 
   Compounds and their internal structure
   

Compounds are one of the mostly used terms in morphology. In order to know which words are called compound and which words are called individual ones and also to make speech more colourful teachers should spend time to make students know about compounds. According to the internal structure we can stop making mistakes in identifying compound words. ‘Compounds can have internal structure of their own. For example, lighthouse is a compound. Housekeeper is also a compound. Someone who keeps a lighthouse is a lighthouse keeper (29a). Someone who does light housekeeping is a light house- keeper’. With the given examples we can see that students can tell which word is compound and what meanings they have if only they have enough information about compounds.