Absolute correctness is impossible. We cannot expect more than approximate correctness, the correctness that ensures communication
Exercises used for developing pronunciation habits may be of two groups: recognition exercises and reproduction exercises.Recognition exercises are designed for developing pupil’s ability to discriminate sounds and sound sequences.
Pupils should have ample practice in listening to be able to acquire the phonic aspect of the language. It can be done:
- By listening to the teacher pronouncing a sound, a sound combination and sensible sound sequences.
- By listening to the speaker on the recording. This exercise is more difficult for pupils as their auding is not reinforced by visual perception.
Reproduction exercises are designed for developing pupils’ pronunciation habits, i.e. their ability to articulate English sounds correctly and to combine sounds into words, phrases and sentences easily enough to be able to speak English and to read aloud in this language. A few minutes at each lesson must be devoted to drilling the sounds which are most difficult for Russian-speaking pupils.
The material used for pronunciation drills should be connected with the lesson pupils study. These may be sounds, words, word combinations, phrases, sentences, rhymes, poems, and dialogues. Proverbs and some useful expressions can be used as material for pronunciation drills. It is impossible to overestimate the role that can be played by recording. They:
- Allow speech to be reproduced with correct pronunciation and intonation in particular.
- Permit the same text to be repeated several times for pupils to have an opportunity to listen to it again and again.
- Makes it possible for the teacher to develop his pupils’ abilities to understand English spoken at various speeds.
- Helps the teacher in developing his pupils’ ability to speak.
- Give pupils an opportunity to listen to texts read by native speakers.
Ex-s: Proverbs, tongue-twisters, reciting poems, singing songs, listening to audio material
Typical English pronunciation mistakes made by Russian-speaking pupils:
There are many difficult sounds in English for Russian learners 
for example. To Russian speaking students the combination of sounds 
which occur in English at the end of words (months, clothes) is strange and they find great difficulty in pronouncing a word with this sound combination. The same may be said about the sound 
In English it comes in the middle or at the end of many words: English, think, song, sitting, longer and presents a lot of trouble to pupils to produce it correctly as there is no sound like this in the Russian language.
As to how mistakes must be corrected the following may be suggested by Rogova:
1. The teacher explains to the pupil his mistake and asks him to pronounce the sound, the word, or the sentence again, paying attention to the proper position of the organs of speech for producing the sound
2. The teacher corrects the mistake by pronouncing the sound, the word, the phrase, or the sentence in which the mistakes has been made and the pupil imitates the teacher’s pronunciation
3. The teacher asks the pupil to listen to the tape-recording or the record again and pronounce the word or the sentence in the way the speaker does it; thus through comparison the pupil should find the mistake and correct it.
21. Одной из важнейших задач в области разработки и совершенствования эффективных занятий иностранного языка является проблема планирования четкого и осмысленного комплекса упражнений. Как отмечает С.С.Кунанбаева, упражнения есть одно из организационно-технологических средств (или форм) иноязычного образования в условиях формирования иноязычных компетенций. Классификация упражнений отражает приверженность преподавателей к тому или иному методическому подходу.