title: Ð¤Ð¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ ÑÐµÑÐµÐ²Ð¾Ð³Ð¾ ÑÐ»ÑÑ Ð° ÑÑÐ°ÑÐ¸Ñ ÑÑ Ð½Ð° Ð½Ð°ÑÐ°Ð»ÑÐ½Ð¾Ð¼ ÑÑÐ°Ð¿Ðµ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ ÐºÐ°Ðº ÑÐ¿Ð¾ÑÐ¾Ð± Ð°ÐºÑÐ¸Ð²Ð¸Ð·Ð°ÑÐ¸Ð¸ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾-ÑÐµÑÐµÐ²Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Development of auditory phonetics as a method to activate the communicative speech activity of primary school pupils in English lessons
Creators: name: Ð¡Ð¾Ð»Ð¾Ð¼Ð¸Ð½Ð°, ÐÐºÐ°ÑÐµÑÐ¸Ð½Ð°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2022
Subjects: ÑÐµÑÐµÐ²Ð¾Ð¹ ÑÐ»ÑÑ
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ÑÐ¾Ð»ÐµÐ²Ð°Ñ Ð¸Ð³ÑÐ°
Ð½Ð°ÑÐ°Ð»ÑÐ½Ð°Ñ ÑÐºÐ¾Ð»Ð°
auditory phonetics
communicative speech activity
project method
roleplay
primary school

description: ÐÐ°Ð½Ð½Ð°Ñ Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° ÑÐ°ÑÑÐ¼Ð¾ÑÑÐµÐ½Ð¸Ñ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ ÑÐµÑÐµÐ²Ð¾Ð³Ð¾ ÑÐ»ÑÑÐ° ÐºÐ°Ðº ÑÐ¿Ð¾ÑÐ¾Ð±Ð° Ð°ÐºÑÐ¸Ð²Ð¸Ð·Ð°ÑÐ¸Ð¸ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾-ÑÐµÑÐµÐ²Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸ Ð¼Ð»Ð°Ð´ÑÐ¸Ñ ÑÐºÐ¾Ð»ÑÐ½Ð¸ÐºÐ¾Ð² Ð½Ð° ÑÑÐ¾ÐºÐ°Ñ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ°. Ð Ð°ÑÑÐ¼Ð¾ÑÑÐµÐ½Ñ Ð¿ÑÐ¸Ð½ÑÐ¸Ð¿Ñ Ð¾ÑÐ³Ð°Ð½Ð¸Ð·Ð°ÑÐ¸Ð¸ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾-ÑÐµÑÐµÐ²Ð¾Ð¹ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÐ¸. Ð Ð°ÑÐºÑÑÑÐ¾ Ð¿Ð¾Ð½ÑÑÐ¸Ðµ ÑÐµÑÐµÐ²Ð¾Ð³Ð¾ ÑÐ»ÑÑÐ° Ð¸ Ð¾Ð¿ÑÐµÐ´ÐµÐ»ÐµÐ½Ð° Ð½Ð°Ð¸Ð±Ð¾Ð»ÐµÐµ ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð°Ñ Ð¼ÐµÑÐ¾Ð´Ð¸ÐºÐ° ÐµÐ³Ð¾ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ. ÐÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð¾ÑÐ½Ð¾Ð²Ð½ÑÐµ ÑÐ¿Ð¾ÑÐ¾Ð±Ñ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ ÑÐµÑÐµÐ²Ð¾Ð³Ð¾ ÑÐ»ÑÑÐ° Ñ Ð¼Ð»Ð°Ð´ÑÐ¸Ñ ÑÐºÐ¾Ð»ÑÐ½Ð¸ÐºÐ¾Ð² Ð½Ð° ÑÑÐ¾ÐºÐ°Ñ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ° Ð¸ Ð²ÑÑÐ²Ð»ÐµÐ½ Ð½Ð°Ð¸Ð±Ð¾Ð»ÐµÐµ Ð¿ÑÐ¾Ð´ÑÐºÑÐ¸Ð²Ð½ÑÐ¹ â Ð¼ÐµÑÐ¾Ð´ Ð¿ÑÐ¾ÐµÐºÑÐ¾Ð². Ð¡Ð¾ÑÑÐ°Ð²Ð»ÐµÐ½ Ð°Ð»Ð³Ð¾ÑÐ¸ÑÐ¼ ÑÐ°Ð±Ð¾ÑÑ Ñ Ð¼ÐµÑÐ¾Ð´Ð¾Ð¼ Ð¿ÑÐ¾ÐµÐºÑÐ¾Ð², ÐºÐ¾ÑÐ¾ÑÑÐ¹ Ð¿ÑÐ¸Ð·Ð²Ð°Ð½ Ð¿Ð¾Ð¼Ð¾ÑÑ ÑÑÐ¸ÑÐµÐ»ÑÐ¼ Ð¼Ð»Ð°Ð´ÑÐ¸Ñ ÐºÐ»Ð°ÑÑÐ¾Ð² Ð¿Ð¾Ð²ÑÑÐ¸ÑÑ ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð¾ÑÑÑ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ð¸ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ ÑÐµÑÐµÐ²Ð¾Ð³Ð¾ ÑÐ»ÑÑÐ°, Ð° ÑÐ°ÐºÐ¶Ðµ Ð°ÐºÑÐ¸Ð²Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°ÑÑ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾-ÑÐµÑÐµÐ²ÑÑ Ð´ÐµÑÑÐµÐ»ÑÐ½Ð¾ÑÑÑ ÑÑÐ°ÑÐ¸ÑÑÑ Ð½Ð° ÑÑÐ¾ÐºÐ°Ñ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð³Ð¾ ÑÐ·ÑÐºÐ°.
description: The work deals with the consideration of the development of auditory phonetics as a method to activate the communicative speech activity of primary school pupils in English lessons. Stages of development of communicative speech activity and principles of its organization are considered. The concept of auditory phonetics is disclosed and the most effective methodology of its development is determined. The main methods of development of auditory phonetics of primary school pupils in English lessons are analyzed. The most productive one (project method) is identified. There is algorithm for working with the project method, which is aimed to assist primary school teachers to improve the effectiveness of the development of auditory phonetics, and activate communicative speech activity of pupils in English lessons.