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.

The formation of stable auditory-pronunciation and rhythmic-intonation skills is a long process, therefore, work on pronunciation should take place at all levels of training.

Exercises aimed at the formation of auditory and pronunciation skills are usually divided into two large groups:

1. Listening exercises.

2. Exercises in reproduction.

These two groups are closely related to each other, and both of them are necessary for the development of both auditory and pronunciation skills[1,2].

Listening exercises. The number of types of phonetic exercises proper in listening is relatively small, and all of them are aimed primarily at developing phonetic hearing and establishing differentiated signs of studied or repeated phonemes and intonems.

Listening should be active, so it should always be accompanied by a task that concentrates the student’s voluntary attention on a specific characteristic of the phoneme or intoneme.

Exercises can be performed by ear and using graphic support.

The following exercises can be cited as an example of the first exercises:

Listen to a number of sounds / words, raise your hand when you hear a sound; listen to pairs of sounds and raise your hand when both sounds of a pair are the same; Listen to the sentence and tell me how many times a sound has met in it.

Playback exercises. The effectiveness of this group of exercises aimed at the formation of the actual pronunciation skills of students increases significantly if the preceding listening to the sample is preceded by the training, regardless of whether the new material is being trained or the previously studied material is repeated.

The material for these exercises are individual sounds, syllables, words, phrases, sentences. They can be organized:

• By the principle of analogy (all examples contain the same attribute).

• On the principle of opposition (examples are selected so that they are opposed to any sign).

• Either given in random order.

In the first two cases, the exercises perform a training function, and in the last - mainly control.

Examples of tasks performed by ear:

Say sounds / syllables / words / phrases / sentences, paying attention to (indicated by a sign) after the teacher;

remember the words containing the sound; Repeat the sentence by adding the word prompted by the teacher.

In addition to special exercises, in order to substitute, maintain and improve the pronunciation of students, memorization of tongue twisters, rhymes, poems, dialogues, excerpts from prose and reading aloud passages of texts studied in the textbook are widely used. These types of works pursue two goals: to achieve, firstly, the maximum correct pronunciation and, secondly, its fluency[4,6].

Accordingly, two stages of work are distinguished.

At the first stage, the text is memorized under the guidance of a teacher, as a result, students receive an assessment for the correct reading. Only after this the second stage of work begins, aimed at accelerating the reading of the poem / dialogue / passage from the text that has already been learned: the student is required not only correct, but also fluent pronunciation.

The exercises listed above and similar to them are used at all levels of training, although their purpose is somewhat different: at the initial stage, their goal is to develop auditory and pronunciation skills; at the middle and senior stages, they are aimed at preventing errors. Therefore, they should be performed when mastering new language material, before appropriate exercises in oral speech and before reading texts [5].

For the same purpose, at the beginning of each lesson, it is recommended to perform the so-called phonetic exercises, in which the teacher includes the most difficult phonetic material from the upcoming lesson: one or another rhythmic-intonational model, a group of sounds, etc. Charging may include 1-2 assignments of the above types, which are performed by the student and the choir, and in turn.

Exercises aimed at the formation of rhythmic-intonation skills in various types of sentences: interrogative, motivational, complex and complex sentences [7].

When assessing the correctness of a student's speech, one should distinguish between phonetic and phonological errors. The former distort the sound quality, but do not violate the meaning of the statement; the second distort the content of the statement and thereby make the speech incomprehensible to the interlocutor. In accordance with the accepted approximation, the presence of errors of the first kind is allowed in the student’s speech and is not taken into account when evaluating the answer, while phonological errors are regarded as a violation of the correctness of speech.

I.L.Bim says that it is possible to distinguish phonetic exercises according to the levels of organization of the material; namely:

1. Exercises at the level of individual sounds.

2. Sound level exercises.

3. Word level exercises.

These include stress exercises in simple, derivative, and compound words.

4. Exercises at the level of collocation. Task: to work out a hard attack.

Of particular importance is the work on the intonation design of the phrase, for example:

5. Supply level exercises.

6. Exercises at the super-phrasal level.

Within this classification, exercises can be delimited by operations. So, all these examples of exercises were based on the development of the following operations: perception and reproduction, perception, differentiation and selective reproduction. The latter require more analysis, independence [8].

E.A. Maslyko says that the formation of a phonetic skill involves the restructuring of the usual articulation based on the establishment of similarities and differences in pronunciation of sounds in the native and foreign languages, the formation of phonemic hearing, as well as the mastery of the technique of pronouncing foreign-language sounds in a word, phrase, sentence and speech flow in the process, both speaking and reading.

Mastering foreign-language intonation presupposes the formation of auditory skills of perceiving an intonation pattern and its adequate reproduction in the process of speaking and reading [9].

E.A. Maslyko offers the following set of exercises:

1) Exercises for articulatory gymnastics:

Open your mouth wide and keep your lower jaw motionless. Alternately rest the tip of the tongue into the alveoli of the upper and lower teeth. Lips are free, not tense.

Abut the tip of the tongue alternately, with shutter speed, on the inner surface of the right and left cheeks.

Do both exercises. On four counts, the tongue rests on the alveoli of the upper and lower teeth, and then on both cheeks.

Open your mouth, lower your jaw as much as possible.

Open and close the mouth, while covering the upper teeth with the upper lip so that the edges of the lip are slightly curved inward.

Pull your upper and lower lip toward your gums, exposing your teeth, but not your gums.

Push the corners of the lips as far back as possible and then forward.

Quickly change the position of the lips.

Pull your lips, then relax them.

Pull the tongue forward as far as possible, then pull it back to the root.

Say the vowels and consonants of the language being studied, being aware of the articulatory structure (using tactile, motor, auditory and visual analyzers) and feeling the muscular tension of the speech apparatus.

Close the back of the tongue with a soft palate and pronounce the sound separately first, then in combination with vowels and consonants.

Take a short breath and pronounce the sounds [p], [t], [k] (aspiration exercise).

2) Exercises for the development of speech (phonemic and intonation) hearing:

Listen to the sounds, syllables, words and sentences read by various speakers in magnetic recording and mark male, female and children's voices with numbers [10,13].

Determine whether the pronunciation of the speakers is more or less clear. Determine the tempo of two phonograms.

Separate from a number of sounds perceived by ear, and record the sounds indicated by the teacher, first observing the teacher's articulation, then not observing it [12].

Vocally distribute what you hear into sounds and name them.

Determine the number of syllables in the words you hear.

Set the number of short vowels in the words you hear.

Mark the sounds of opposition sounds.

From the coherent text, select the words with the training sound by ear and write them in spelling.

Determine the number of words in the sentences you’ve heard.

Make a word from the list of isolated sounds and write them in spelling.

Identify pauses in a sounding speech stream.

3) Exercises for the formation of pronunciation skills:

Listen to the sound in the phrase or word repeatedly, then listen to the isolated sound.

Listen to a series of sounds and raise your hand when you hear a given sound.

In a series of words (phrases, sentences), emphasize what the speaker says.

Underline in the sentence the word on which the stress falls.

Make phonetic markup of the text based on the voice of the teacher, then read it out loud.

What are the words containing a specific sound?

Read the sentences in the affirmative form, and then transform them into interrogative and negative sentences. Check yourself by the key [16].

Say the words in syllables, paying attention to the pronunciation of vowels (consonants) in the initial (final) position.

Repeat vowel sounds in opposition: deaf / voiced; nasal / nasal; palatalized / non-palatalized.

Name the objects shown in the pictures, paying attention to the pronunciation of a given sound.

Read the syntagme text after the announcer.

Memorize a poem (tongue twister, rhyme, dialogue). Pay attention to the clear pronunciation of sounds and intonation.

Take part in the phonetic competition [9].

Thus, we can say that the decisive factor in creating pronunciation skills, like any other, are phonetic exercises in this case.

So, when compiling and conducting phonetic exercises, it is advisable to proceed from the nature of pronunciation difficulties.