CONTENTS INTRODUCTION………............................................................................................3 CHAPTER I THE UTILIZING OF INTERACTIVE CLASSROOM ACTIVITIES IN TEACHING PRONUNCIATION………………………………5 1.1. The impact of pronunciation in the communication process……………………..5
1.2. Integrating pronunciation into classroom activities…..........................................10
CHAPTER II PRONUNCIATION TEACHING EXERCISES AND IDEAS FOR ENGLISH LANGUAGE LEARNERS……………………...……………...16 2.1. Practical activities to help students with English pronunciation…………..…….16
2.2. The ways of correcting mistakes in students teaching pronunciation………..….26
CONCLUSION……………………………………………………………………...32 REFERENCES……………………………………………………………………...34 Introduction Since the early days of independence, Uzbekistan has been gradually conducting the policy of reforming the sphere of education as a key link of the ongoing course of reforms and renewal of society, as the necessary and mandatory condition for democratic transformations in society, consistent development of economy, and the country’s integration into the world community.
At the moment, The National Program for Cadre Training is a single educational complex which covers the entire process of educating and rising the younger generation, where a special place and is reserved for each link in the education system. The implementation of the Program as a whole and the achievement of certain objectives depend on the state and level of development of each link, as well as to what extent they are mutually attended.
On December 10, 2012 President of the Republic of Uzbekistan Islam Karimov signed a decree “On measures to further improvement of foreign language learning system”.There is a concept of the World’s language picture in the present-day linguistics which reflects mutual relations of the language and the culture. The goal of this thesis was to provide research-based teaching techniques and behavior management strategies that can be used by novice teachers in urban middle schools to improve the behavior in their classrooms. Studies pointed to four main reasons why chronic misbehavior happens: (1) a difficult personal situation from outside the school that disrupts a student’s ability to learn; (2) course content or lesson goals that are above the student’s ability level that bring on escape behavior; (3) environmental situations within the classroom that inhibit the student’s ability to learn in a mode best suited for the student; (4) the teacher had not established and reinforced clear behavior and academic expectations within reachable limits of the students in the class. . However, analysis of the current system of organizing language learning shows that learning standards, curricula and textbooks do not fully meet the current requirements, particularly in the use of advanced in information and media technologies.
