- •Introduction
- •1. Warming up at the English language lessons as the pivotal tool in encouraging secondary school students to study English.
- •1.1 The peculiarities of the warming up, its significance at the beginning of the English lesson.
- •1.2 Warming up as a challenging indicator at the English lesson, the examples of warming up. Beneficial strategies in executing warming up in lessons
- •1.3 The role of Warming up as a stimulating part in fl teaching.
- •2. The practical study of development of pronunciation skills as the part of warming up.
- •2.1 The development of the English lesson
- •2.2 The empirical examples of the Warming-up
- •2.3 The analysis of experiments
- •The results of pedagogical observation
- •Results of experiment
- •Conclusion
Results of experiment
№ |
sound composition |
syllable structure |
word stress |
Number of points |
1st group |
||||
1 |
3 |
5 |
4 |
4 |
2 |
5 |
5 |
5 |
5 |
3 |
5 |
5 |
5 |
5 |
4 |
5 |
4 |
4 |
4,3 |
5 |
5 |
5 |
5 |
5 |
6 |
4 |
4 |
4 |
4 |
7 |
4 |
5 |
3 |
4 |
8 |
5 |
5 |
5 |
5 |
9 |
5 |
5 |
5 |
5 |
10 |
3 |
3 |
3 |
3 |
11 |
4 |
4 |
4 |
4 |
12 |
5 |
5 |
3 |
4,3 |
13 |
4 |
4 |
4 |
4 |
14 |
4 |
4 |
5 |
4,6 |
2nd group |
||||
1 |
5 |
5 |
5 |
5 |
2 |
3 |
3 |
3 |
3 |
3 |
4 |
4 |
4 |
4 |
4 |
5 |
5 |
3 |
4,3 |
5 |
4 |
4 |
4 |
4 |
6 |
5 |
5 |
5 |
5 |
7 |
4 |
4 |
4 |
4 |
8 |
4 |
4 |
3 |
3,6 |
9 |
5 |
5 |
4 |
4,6 |
10 |
3 |
4 |
3 |
3,3 |
11 |
4 |
4 |
5 |
4,3 |
12 |
5 |
4 |
4 |
4,3 |
13 |
5 |
4 |
4 |
4,3 |
14 |
4 |
4 |
4 |
4 |
From table 2 it can be seen that the level of development of phonetic skills of students in grade 9 of the first group has increased significantly. So the percentage of students with a high level of development of phonetic skills increased by four students with an average level of development of phonetic skills increased and amounted to 9 people, students with a low level of development of phonetic skills amounted to 1.
So, the percentage of students in the second group with a high level of development of phonetic skills increased, but not significantly, and amounted to 2 students, the percentage of students with an average level of development of phonetic skills did not increase, the percentage of students with a low level of phonetic skills decreased by 1 person.
Figure 2 - The result level of phonetic skills
When comparing the results of the second test with the first, we saw that in the first group the level of development of phonetic skills increased, and in the second group, where no special work was done, it increased, but not significantly. After analyzing the results obtained at the beginning and end of the experimental work, we can conclude that after the implementation of the audio complex, phonetic exercises that contribute to the development of the phonetic skills of high school students, significant changes occurred in the first group, and the level of development of phonetic skills increased compared to the level of development of phonetic skills of students of the second group.
Figure 3 - Comparison of results before and after the experiment
It follows that the development of phonetic skills of students in grades 9 will be ensured if the teacher systematically works on the development of phonetic skills in English lessons.
Thus, based on the results of experimental work, we can judge the effectiveness of the audio complex of phonetic exercises in the English language during the formative experiment, which gave positive results in the development of the phonetic skills of secondary school students.