| 000 | 00904cam a2200277 a 4500 | ||
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| 999 |
_c2252 _d2252 |
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| 001 | 8952463 | ||
| 003 | DLC | ||
| 005 | 20190611171505.0 | ||
| 008 | 081209s2010 maua b 001 0 eng | ||
| 010 | _a 2008943256 | ||
| 020 | _a9781424006250 (pbk.) | ||
| 020 | _a9781424007837 (Teacher's Manual) | ||
| 020 | _a1424006252 (pbk.) | ||
| 040 |
_aDLC _cDLC _dDLC |
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| 050 | 0 | 0 |
_aPE1137 _b.W63 2010 |
| 100 | 1 | _aGrant, Linda. | |
| 245 | 1 | 0 |
_aWell Said : _bPronunciation for Clear Communication / _cLinda Grant. |
| 250 | _a3rd ed. | ||
| 260 |
_aBoston, MA : _bHeinle/ Cengage Learning, _c2010. |
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| 300 |
_axii, 241 p. : _bill. ; _c28 cm. |
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| 440 | _aWell Said | ||
| 504 | _aIncludes bibliographical references and index. | ||
| 505 |
_a"Well Said Intro, Third Edition, is designed to improve the pronunciation and communication skills of students from all language backgrounds, from beginning to low intermediate levels. It offers a clear course plan, which progresses from structured to communicative practice and includes pair and small group activities. It introduces all the essential areas of pronunciation - including word ending, stress, rhythm, intonation, and thought group. _tNEW Online Workbook provides auto-graded practice and reinforcement of the pronunciation goals. _tUPDATED to reflect the latest research in second language pronunciation learning, especially in speech intelligibility. _tUPDATED Companion Website for teachers includes the Instructor's Manual, with teaching notes and tips. the complete audio program, and more. _tFREE audio program available at NGL.Cengage.com/wellsaid |
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| 505 | _aSCOPE AND SEQUENCE | ||
| 505 | _aPART 1 Introduction to Pronunciation | ||
| 505 | _aChapter 1: Your Pronunciation Needs and Goals | ||
| 505 | _aObjectives | ||
| 505 |
_aYou will: _tlearn how you can improve your pronunciation. _tthink about how pronunciation affects communication. _tset personal goals for the course. |
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| 505 | _aRules and Practice | ||
| 505 | _aCommunicative Practice | ||
| 505 | _aPronunciation Log | ||
| 505 | _aChapter 2: Syllables | ||
| 505 |
_aYou will learn: _tto identify a syllable. _tto identify the number of syllables in a word. _tto use a dictionary to identify syllable stress. |
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| 505 | _aRules and Practice | ||
| 505 | _aCommunicative Practice | ||
| 505 | _aPronunciation Log | ||
| 505 | _aChapter 3: Vowel and Consonant Sounds | ||
| 505 |
_aYou will learn: _tvowel sounds and their common symbols. _tconsonant sounds and their common symbols. _tvowel sounds in stressed and unstressed syllables. _ta useful sound - spelling rule for vowels |
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| 505 | _aRules and Practice | ||
| 505 | _aCommunicative Practice | ||
| 505 | _aPronunciation Log | ||
| 505 | _aPART 2 Word Endings | ||
| 505 | _aChapter 4: Final Consonant Sounds | ||
| 505 |
_aYou will learn: _tthe importance of pronouncing final consonant sounds clearly. _tthe pronunciation of final voiceless and voiced consonant sounds. _tthe pronunciation of vowel sounds before final voiceless and voiced consonant sounds. |
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| 505 |
_aRules and Practice _t4.1 Final Consonant Sounds _t4.2 Final Consonant Sounds and Vowel Length |
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| 505 |
_aCommunicative Practice _tWhat? I can't hear you! |
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| 505 |
_aPronunciation Log _tRecord and submit a voicemail message. _tSelf-monitor for final consonant sounds. |
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| 505 | _aChapter 5: The -s Ending | ||
| 505 |
_aYou will learn: _tthe importance of pronouncing -s ending clearly. _tthe grammatical forms that take -s ending. _tthe different pronunciation of the -s ending. |
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| 505 |
_aRules and Practice _t5.1 Final -s Sound _t5.2 Sound and Spelling: -es |
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| 505 |
_aCommunicative Practice _tDescribe Your Dream Job |
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| 505 |
_aPronunciation Log _tRecord and Submit a Story _tSelf-monitor for the -ed Ending |
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| 505 | _aChapter 6: The -ed Ending | ||
| 505 |
_aYou will learn: _tthe importance of pronouncing -ed endings clearly. _tthe grammatical forms that take -ed endings. _tthe different pronunciations of the -ed ending. |
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| 505 |
_aRules and Practice _t6.1 Final -ed Sounds |
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| 505 |
_aCommunicative Practice _tLife Stories |
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| 505 |
_aPronunciation Log _tRecord and Submit a Story. _tSelf-monitor for the -ed Ending. |
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| 505 | _aPART 3 Word Stress | ||
| 505 | _aChapter 7: Stress in Numbers, Nouns, and Verbs. | ||
| 505 |
_aYou will learn: _tto make syllables in word sound stressed. _tto use simple guidelines to determine the stress in numbers, nouns, and verbs. |
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| 505 |
_aRules and Practice _t7.1 Stress in Numbers _t7.2 Stress in Two-Syllable Nouns _t7.3 Stress in Two-Syllable Verbs _t7.4 Stress in Two-Syllable Noun _t7.5 Stress in Compound Nouns |
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| 505 |
_aCommunicative Practice _tTroubles with Technology |
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| 505 |
_aPronunciation Log _tRecord and Submit an Announcement. _tSelf-monitor for Stress in Numbers, Nouns, and Verbs. |
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| 505 | _aChapter 8: Stress in Words with Suffixes | ||
| 505 |
_aYou will learn: _tto make syllables in words sound stressed. _tto predict stressed syllables in words with common suffixes. |
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| 505 |
_aRules and Practice _t8.1 Word Stress: Suffixes -ion and -ity _t8.2 Word Stress: Suffixes -ic and -ical _t8.3 Word Stress: Suffix -ian |
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| 505 |
_aCommunicative Practice _tQualities of a Successful Employee |
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| 505 |
_aPronunciation Log _tRecord and Submit a Text about Sleep Positions. _tSelf-monitor for Stress in Words with Suffixes. |
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| 505 | _aPART IV: Sentences: Rhythm and Connected Speech | ||
| 505 | _aChapter 9: Rhythm: Stressed Words | ||
| 505 |
_aYou will learn: _tabout English rhythm in phrases and sentences. _twhich words are stressed. _twhy words are stressed. |
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| 505 |
_aRules and Practice _t9.1 Content Words and Sentence Stress _t9.2 Structure Words and Sentence Stress |
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| 505 |
_aCommunicative Practice _tVoicemail |
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| 505 |
_aPronunciation Log _tRecord and Submit Limericks. _tSelf-monitor for Rhythm of Stressed Words. |
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| 505 | _aChapter 10: Rhythm: Reduced Words | ||
| 505 |
_aYou will learn: _tthat structure words. _twhat reduced words sound like. _thow reduced words are weakened. |
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| 505 |
_aRules and Practice _t10.1 Reducing Structure Words _t10.2 Dropping /h/ in Structure Words _t10.3 Can versus Can't |
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| 505 |
_aCommunicative Practice _tFinish the Conversation |
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| 505 |
_aPronunciation Log _tRecord and Submit Proverbs. _tSelf-monitor for Rhythm of Reduced Words. |
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| 505 | _aChapter 11: Connected Speech | ||
| 505 |
_aYou will learn more about: _thow to link or connect words. _thow sounds get changed or lost when we connect words. |
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| 505 |
_aRules and Practice _t11.1 Linking: Final Consonant to Beginning Vowel _t11.2 Linking: Final Consonant to Same Consonant _t11.3 Linking Sound Change: /t/ Between Vowels (a lot of = alodda) _t11.4 Linking and Sound Change: Final /d/ + /y/ |
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| 505 |
_aCommunicative practice _tGood Manners |
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| 505 |
_aPronunciation Log _tRecord and Submit Idioms. _tSelf-monitor for Connected Speech. |
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| 505 | _aPART V Discourse: Focus, Intonation, and Thought Groups | ||
| 505 | _aChapter 12: Focus Words | ||
| 505 |
_aYou will learn: _twhat a focus words is. _thow focus words are pronounced. _twhich words are focus words, and why. |
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| 505 |
_aRules and Practice _t12.1 Focus Words _t12.2 Hearing the Focus Word _t12.3 Special Focus: New Information _t12.4 Special Focus: Answering Wh-Questions _t12.5 Special Focus: Making Corrections _t12.6 Special Focus: Contrasting Information |
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| 505 |
_aCommunicative Practice _tCheck Your Facts |
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| 505 |
_aPronunciation Log _tRecord and Submit Statements. _tSelf-monitor for Focus Words |
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| 505 | _aChapter 13: Final Intonation | ||
| 505 |
_aYou will learn: _thow the voice rises or falls at the end of sentences. _tabout intonation patterns in statements and questions. |
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| 505 |
_aRules and Practice _t13.1 Falling Intonation: Statements. _t13.2 Falling Intonation: Wh-Questions _t13.3 Rising Intonation: Yes/No Questions _t13.4 Focus and Intonation on Returned Questions |
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| 505 |
_aCommunicative Practice _tRoomates |
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| 505 |
_aPronunciation Log _tRecord and Submit Questions. _tSelf-monitor for Final Intonation. |
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| 505 | _aChapter 14: Thought Groups | ||
| 505 |
_aYou will learn: _twhat a thought group is. _thow to identify thought groups. _thow thought groups help listeners understand meaning. |
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| 505 |
_aRules and Practice _t14.1 Thought Groups _t14.2 Thought Groups and Pausing _t14.3 Thought Groups and Intonation _t14.4 Thought Groups: Numbers and Letters |
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| 505 |
_aCommunicative Practice _tSharing Personal Information |
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| 505 |
_aPronunciation Log _tRecord and Submit a Voicemail Message. _tSelf-monitor for thought groups. |
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| 505 | _aPART VI Vowel and Consonant Sounds | ||
| 505 |
_aVowel Sounds _t1 Vowel Overview _t2. Vowel Sounds and Spelling _t3. What Vowel Sounds Should You Study? |
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| 505 |
_aPronunciation Log _t4. Counting Sheep _t5. Fact or Myth _t6. Strange Laws _t7. Origin of the Name Hod Dog |
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| 505 |
_aConsonant Sounds _t8. Consonant Overview _t9. Consonant Sounds and Spelling _t10 What Consonant Sound Should You Study? |
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| 505 |
_aPronunciation Log _t11. Tying the Knot: Who Pays? _t12. Nine Lives _t13. Earth Day _t14. Take a Vacation! _t15. Righty or Lefty? _t16. New Year's Traditions around the Globe _t17. The Best Diet |
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| 650 | 0 |
_aEnglish language _xPronunciation. |
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| 942 |
_2z _cMX |
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