| 000 -LEADER |
|---|
| fixed length control field |
nam a22 7a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190501190441.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
180130b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781305641365 (Student Book) |
| 040 ## - CATALOGING SOURCE |
|---|
| Transcribing agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Grant, Linda. |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Well Said: |
| Remainder of title |
Pronunciation for Clear Communication / |
| Statement of responsibility, etc. |
Linda Grant. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
4th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Boston, MA: |
| Name of publisher, distributor, etc. |
National Geographic; |
| Date of publication, distribution, etc. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
175 p. : |
| Other physical details |
ill. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Well Said. |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Includes index and appendices. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Well Said, Fourth Edition, is designed to improve the pronunciation and communication skills of students from all language backgrounds, from intermediate to advanced levels. It offers a clear course plan, which progresses from structured to communicative practice and includes a pair and small group activities. It covers all the essential areas of pronunciation and provides supplemental practice for selected consonant and vowel sounds" (Book Cover). |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENT: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Symbols in Well Said |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
To the Instructor |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Acknowledgments |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
To the Student |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part I: Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 1 Your Pronunciation Profile |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will: |
| Title |
determine your pronunciation priorities – the features that will |
| -- |
most improve your intelligibility.<br/> |
| -- |
explore your reasons for improving your pronunciation.<br/> |
| -- |
set personal goals for the course and beyond. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Submit recording for needs assessment. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 2 Overview: Syllables, Stress, and Sounds |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will preview: |
| Title |
syllables and syllable stress.<br/> |
| -- |
vowel sounds in stressed syllables.<br/> |
| -- |
the schwa /a/ sound in unstressed syllables.<br/> |
| -- |
vowel and consonant symbols in dictionaries and in Well Said. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part II: Sounds and Syllables |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 3 Voiceless and Voiced Sounds |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn: |
| Title |
the difference between voiceless and voiced sounds.<br/>.<br/> |
| -- |
the pronunciation of voiceless and voiced consonants at the beginnings of words |
| -- |
the pronunciation of voiceless and voiced consonants at the end of words.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
3.1 Initial Voiceless and Voiced Consonants<br/> |
| -- |
3.2 Final Voiceless and Voiced Consonants<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
Evacuate!<br/> |
| -- |
Discuss supplies needed in an emergency.<br/> |
| -- |
Communicate while focusing on voiceless and voiced sounds. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 4 Grammatical Endings: -s/-es and -ed |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn: |
| Title |
the pronunciation of grammatical word endings –s/-es and –ed.<br/> |
| -- |
the effect of grammatical endings on the number of syllables in a word.<br/> |
| -- |
the importance of linking the end of one word to the beginning of the next word in a phrase.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
4.1 Pronouncing the –s/-es Ending<br/> |
| -- |
4.2 Pronouncing the –ed Ending<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
Two Truths and a Lie<br/> |
| -- |
Tell a group about your past. Guess false information about your classmates.<br/> |
| -- |
Communicate while using –ed endings. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Record and submit sentence completions.<br/> |
| -- |
Self-monitor –s/-es and –ed endings. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part III: Stress in Words and Sentences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 5 Word Stress in Nouns, Verbs, and Numbers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn: |
| Title |
common stress patterns in words with more than one syllable.<br/> |
| -- |
how to make a syllable sound stressed in English. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
5.1 Word Stress in Compound Nouns<br/> |
| -- |
5.2 Word Stress in Numbers like 50 and 15<br/> |
| -- |
5.3 Word Stress in Two-Syllable Verbs<br/> |
| -- |
5.4 Word Stress in Two-Syllable Noun-Verb Pairs<br/> |
| -- |
5.5 Word Stress in Two-Word Verbs<br/> |
| -- |
5.6 Stress in Abbreviations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
TechFest Conference |
| -- |
Relay information in an office e-mail. |
| -- |
Communicate while using common stress patterns in words |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Record and submit a police report<br/> |
| -- |
Self-monitor stress in nouns, verbs, and numbers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 6 Stress in Words with Suffixes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn: |
| Title |
where to stress words with common suffixes.<br/> |
| -- |
the pronunciation of longer, multisyllable words, especially |
| -- |
academic, scientific, and technical terms.<br/> |
| -- |
more about vowel sounds in stressed and unstressed syllables. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
6.1 Suffixes Beginning with –i<br/> |
| -- |
6.2 Suffixes –graphy and –logy<br/> |
| -- |
6.3 Suffixes from French –ee, eer, -ese, -que) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
Find Someone Who…<br/> |
| -- |
Get to know your classmates’ interests and abilities.<br/> |
| -- |
Communicate while using common words with stress-shifting suffixes. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Record and submit information about the conference.<br/> |
| -- |
Self-monitor word stress in academic and technical terms. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 7 Rhythm in Phrases and Sentences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn: |
| Title |
basic rhythm patterns in phrases and sentences.<br/> |
| -- |
the kinds of words that are generally stressed.<br/> |
| -- |
the kinds of words that are generally unstressed. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
7.1 Initial Stressed Words in Sentences<br/> |
| -- |
7.2 Unstressed Words in Sentences<br/> |
| -- |
7.3 Reducing Structure Words<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
What Makes You Happy?<br/> |
| -- |
Discuss what makes people happy.<br/> |
| -- |
Communicate while using appropriate rhythm patterns. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Write, record, and submit a phone message.<br/> |
| -- |
Monitor rhythm patterns. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part IV: Thought Groups and Intonation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 8 Thought Groups |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn: |
| Title |
how to divide the stream of speech into thought groups.<br/> |
| -- |
how thought groups help listeners process what is being said.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
8.1 Pausing<br/> |
| -- |
8.2 Chunking<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
Graduation Advice<br/>.<br/> |
| -- |
Discuss quotes from famous graduation speeches |
| -- |
Analyze and mark thought groups.<br/> |
| -- |
Share your advice to a graduate using thought groups. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Record and submit favorite quotes and lyrics.<br/> |
| -- |
Self-monitor for thought groups. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 9 Rhythm: Focus Words |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn: |
| Title |
that each thought group has a key word called the focus word.<br/> |
| -- |
how English speakers signal focus words. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
9.1 Focus Words<br/> |
| -- |
9.2 Structure Words after the Focus Word<br/> |
| -- |
9.3 Multisyllable Focus Words<br/> |
| -- |
9.4 Special Focus – New Information<br/> |
| -- |
9.5 Special Focus – Contrasting Information<br/> |
| -- |
9.6 Special Focus – Emphasizing Agreement<br/> |
| -- |
9.7 Special Focus – Correcting Information |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
Schedule Changes<br/> |
| -- |
Discuss changes to a student orientation schedule.<br/> |
| -- |
Communicate the changes while using focus to highlight corrections. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Record and submit a monologue about friendships in graduate school.<br/><br/> |
| -- |
Self-monitor for focus in thought groups. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 10 Final Intonation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn to: |
| Title |
recognize and use falling intonation.<br/> |
| -- |
recognize and use rising intonation.<br/>.<br/> |
| -- |
recognize the meaning of rising and falling intonation patterns |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
10.1 Falling Intonation in Statements<br/> |
| -- |
10.2 Falling Intonation in Wh- Questions<br/> |
| -- |
10.3 Rising Intonation in General Yes/No questions<br/> |
| -- |
10.4 Intonation in Questions with or<br/> |
| -- |
10.5 Intonation with Items in a Series |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
Items in a Series<br/> |
| -- |
Chose a personal or work situation and write a response.<br/> |
| -- |
Present your response to a small group using intonation for items in a series |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Record and submit humorous anecdotes.<br/> |
| -- |
Self-monitor for final intonation. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part V Connected Speech |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 11 Linking and Sound Change |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn how to: |
| Title |
link or connect words within thought groups.<br/><br/> |
| -- |
identify common sound changes when words are connected in the stream of speech. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
11.1 Linking Same Consonant Sounds<br/> |
| -- |
11.2 Linking Consonants to Vowels<br/> |
| -- |
11.3 Linking Final /t/, /d/, and /n/ to Consonants<br/> |
| -- |
11.4 Linking /t/ to /y/<br/> |
| -- |
11.5 Linking /d/ to /y/ |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
Rules of the Road<br/>.<br/> |
| -- |
Discuss rules and advice for driving.<br/> |
| -- |
Ask and answer questions while using linking |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Record and submit knock! knock! jokes.<br/> |
| -- |
Monitor for linking.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 12 Consonant Clusters |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OBJECTIVES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
You will learn: |
| Title |
to say consonant clusters at the beginning of words.<br/> |
| -- |
to say consonant clusters at the end of words.<br/> |
| -- |
to use strategies for simplifying clusters. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RULES AND PRACTICE |
| Title |
12.1 Initial Consonant Clusters<br/> |
| -- |
12.2 Final Two- and Three- Consonant Clusters |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMUNICATIVE PRACTICE |
| Title |
Things People Fear<br/> |
| -- |
Discuss common fears while using initial and final consonant clusters |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PRONUNCIATION LOG |
| Title |
Record and submit New Year’s resolutions.<br/> |
| -- |
Self-monitor for use of consonant clusters. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part VI: Vowel and Consonant Sounds |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vowel Sounds |
| Title |
1 Vowel Overview<br/> |
| -- |
2 feet - fit |
| -- |
3 pain - pen<br/> |
| -- |
4 luck - lack<br/> |
| -- |
5 note - not |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Consonant Sounds |
| Title |
6 Consonant Overview<br/> |
| -- |
7 Initial pie; buy; dime; cold; gold<br/> |
| -- |
8 some – sun – sung<br/> |
| -- |
9 thing – sing – thank – tank<br/> |
| -- |
10 right – light<br/><br/> |
| -- |
11 very – wary; very - berry |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendices |
| Title |
Appendix A: Strategies for Independent Learning<br/> |
| -- |
Appendix B: Noun-Verb Pairs<br/> |
| -- |
Appendix C: Words with Omitted Syllables<br/> |
| -- |
Appendix D: Guidelines for Word Stress |
| -- |
Appendix E: Guidelines for Focus Words<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Studying and teaching |
| General subdivision |
Foreign speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Conversation and phrase books |
| General subdivision |
Problems and exercises. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Communication |
| General subdivision |
Problems and exercises. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Pronunicaiton |
| General subdivision |
Problems and exercises. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://goo.gl/hPCzM8">https://goo.gl/hPCzM8</a> |
| Public note |
Publisher's website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://ngl.cengage.com/sites/well-said/student/well-said/audio">http://ngl.cengage.com/sites/well-said/student/well-said/audio</a> |
| Public note |
Student Companion Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
