Abstract
The main objective of the study is the content analysis of textbooks frequently used to teach English at primary schools with the focus on teaching pronunciation. The relevant series of English Plus and Project (Oxford University Press) and MORE! (Cambridge University Press) are studied. Their pronunciation exercises are analysed according to their focus on the phonic level (segmental or suprasegmental), form of work (individual, pair, group, whole-class) and a teaching technique. The results revealed that the suprasegmental subsystem is preferred in the textbooks and there is a preponderance of drill technique. Pair work and whole class involvement are given preference in the textbook exercises.
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