000			03779cam a2200469 4500
999			_c2786 _d2786
001			4832824
003			OSt
005			20191205151322.0
008			071105s2000 000 0 eng u
020			_a9780582429758 (pbk)
035			_aon1113200867
040			_cJCRC
050	0	0	_aPE 1137 K29 2000
090			_a421.52 HOW _bAEVC
090			_a421.52 KEL _bAEVC
090			_aPE 1137 K29 2000 _bAFMK
100	1		_aKelly, Gerald
245	1	0	_aHow to Teach Pronunciation / _cGerald Kelly ; Jeremy Harmer (Series Editor).
260			_aHarlow, UK : _bLongman, _c2000.
300			_avi, 154 p. : _bill. ; _c25 cm. ; _eIncludes 1 Audio CD
440			_aHow to Teach
504			_aIncludes bibliographical references and index.
505			_a"How to Teach Pronunciation is a practical guide for teachers who wish to gain a theoretical knowledge of pronunciation and develop their skills. The book includes: _tan exploration of the features and physiology of pronunciation _tan overview of approaches and techniques in the teaching of pronunciation _tan Audio CD giving examples of sounds explored in the book _ta summary of common pronunciation problems _ta Task file of photocopiable training tasks." (Book Cover)
505			_aCONTENTS
505			_aIntroduction
505			_a1. The description of speech _tWhat are the main features of pronunciation? _tThe physiology of pronunciation _tThe articulation of phonemes _tPhonemic transcription _tPhonetics and phonology
505			_a2. Teaching Pronunciation _tWhy teach pronunciation? _tProblems and approaches in pronunciation teaching _tWhat pronunciation model to teach _tTechniques and activities _tSample lessons
505			_a3. Vowels _tThe characteristics of the 'pure' vowel sounds _tThe characteristics of diphthongs _tRaising awareness of vowel sounds _tSample lessons _tFurther ideas for activities
505			_a4. Consonants _tThe characteristics of the consonant sounds _tRaising awareness of consonant sounds _tSample lessons _tFurther ideas for activities
505			_a5. Word and sentence stress _tWhat is word stress? _tWhat is unstress? _tRules of word stress _tLevels of stress _tSentences: Stress timing and syllable timing _tSentence stress and tonic syllables _tSentence stress and weak forms _tRaising awareness of word and sentence stress _tSample lessons _tFurther ideas for activities _tPutting sentence stress into perspective
505			_a6. Intonation _tWhat is intonation, and why teach it? _tTones, tonic syllables and tone units _tGrammar and intonation -- Sample lessons _tAttitude and intonation -- Sample lessons _tDiscourse and intonation -- Sample lessons _tHow teachable is intonation?
505			_a7. Other aspects of connected speech _tWhy 'other' aspects of connected speech? _tAssimilation _tElision _tLinking and intrusion _tJuncture _tContractions _tShould we teach these aspects of connected speech? _tSample lessons
505			_a8. Pronunciation and spelling _tEnglish spelling is not phonetic _tRegular features of English pronunciation and spelling _tProblems and approaches in the teaching of pronunciation and spelling _tSample lessons
505			_aTask File
505			_aTask File Key
505			_aAppendices _tAppendix A: Learners' reference chart of English sounds _tAppendix B: Common pronunciation difficulties _tAppendix C: Spelling and pronunciation tables _tAppendix D: Further reading
505			_aIndex
650		0	_aEnglish language _xPronunciation _xStudy and teaching.
700			_aHarmer, Jeremy _d1947-
856			_uhttps://www.pearsonerpi.com/en/elt/methodology/how-to-teach-pronunciation-242975 _zPublisher's Website.
942			_2z _cMX