000			08305cam a2200805Ia 4500
999			_c2892 _d2892
001			17503270
003			OSt
005			20200224171202.0
008			110722s2005 nyua 000 0 eng d
020			_a007293428X (Student book)
020			_a9780072934281 (Student book)
035			_a(OCoLC)ocn742050947
035			_a(BHCdb)33968
040			_aJDP _beng _cJDP _dOCLCF _dOCLCQ _dBHCdb _dJCRC
043			_an-us---
049			_aIBHA
050		4	_aPE1137 _b.R44 2005
100	1		_aReed, Marnie
245	1	0	_aSound Concepts : _ban Integrated Pronunciation Course / _cMarnie Reed and Christina Michaud.
246	3	0	_aIntegrated pronunciation course
260			_aNew York : _bMcGraw-Hill, _c2005.
300			_a226 p. : _bill. ; _c28 cm. _e+ 2 CDs.
505			_a"Sound Concepts leads students to understand what their main problems in pronunciation are, and how to solve them. Sound Concepts systematically addresses predictable pronunciation challenges and introduces students to the regular patterns of English stress, intonation, and timing that will help them develop communicative competence.
505			_aFEATURES: _tComprehensively addresses all aspects of pronunciation, dividing instruction into four main parts: 1. Sound Concepts: the communicated content - what is said; 2. Rhythm & Music: the communicative intent - what is meant; 3. Grammar Sounds: regular verb and noun endings; 4. Consonant & Vowel Sounds _tIntegrates segmental and suprasegmental topics in each chapter and provides initial diagnostics and cumulative assessments. _tOffers abundant contextualized speaking and listening opportunities for meaningful pronunciation practice. _tInvites students to monitor their progress toward producing spontaneous, accurate speech through reflective journals, language strategies, checklists, and pronunciation logs. _tFocuses meaningful attention on paralinguistics - the body language that helps convey intent or meaning.
505			_aCONTENTS
505			_aAn Introduction to the Teacher _tThe Case for Teaching Pronunciation -- The Scope of the Task -- A Short Course in Teaching Pronunciation -- A Principled Approach to Error Correction -- How to Use This Book Effectively -- Words of Wisdom: Theoretical and Research Principal-Based Foundations
505			_aUNIT 1 SYLLABLES
505			_aChapter 1: A Preview of Pronunciation _tAn Introduction to Language, Sounds, and the Alphabet -- Sound Concepts: Mini-Lesson 1 -- Consonant & Vowel Sounds: Mini-Lesson 2 -- Introduction to the "th" Sounds: /θ/ and /ð/ -- Rhythm & Music: Mini-Lesson 3 -- Grammar Sounds: Mini-Lesson 4 -- Introduction to the Pronunciations of the Past Tense Ending "-ed"
505			_aGetting Ready for Chapter 2: What You Need to Know About Pronunciation
505			_aChapter 2: Diagnostics and Logbook _tDiagnostics -- How to Use This Book: The Teacher-Student Partnership -- Four Levels of Competence -- How You Can Learn to Correct Your Mistakes -- Using Your Pronunciation Log to Track Your Progress -- Understanding the Key to Success: Speaking -- Context for Practice: Language Learning Case Studies
505			_aGetting Ready for Chapter 3: What You Need to Know About Syllables
505			_aChapter 3: Syllable Structure and Linked Sounds _tIntroduction to Linked Sounds -- Introduction to Contracted Sounds -- Introduction to the Sounds /t/ and /d/ -- Syllable Structure -- Consonant-to-Consonant Linking -- Saying the Past Tense Ending "-ed" -- Context for Practice: Language and Borrowings
505			_aReflecting on Chapters 1-3: Pronunciation Questions and Priorities
505			_aChapter 4: Stress Patterns and Deleted Sounds _tIntroduction to Deleted Sounds -- Deleted /h/ -- Introduction to Stress -- Standard Stress Patterns: Two-Syllable Words -- Standard Stress Patterns: Phrases -- Standard Stress Patterns: Sentences -- Introduction to Reduced Sounds -- Reduced Can: Can --------> /kn/ -- Contracted Not: Not -----> n't -- Introduction to the Sound /s/ -- Introduction to the Sound /z/ -- Third-Person Singular Present Tense Ending ("-s" or "-es") -- Context for Practice: The Trial of the Century
505			_aAssessment Section 1: Chapters 1-4
505			_aUNIT 2: STRESS
505			_aGetting Ready for Chapter 5: What You Need to Know About Stress in Longer Words
505			_aChapter 5: Stress in Sentences and Reduced Sounds _tReduced Sounds: and and of -- Introduction to the Sound /aɪ/ (eye) -- Introduction to the Sound /i/ (eat) -- Introduction to the Sound /I/ (it) -- Introduction to the Sounds /b/ and /v/ -- Introduction to the Sound /j/ -- Introduction to the Sound /y/ -- Regular Plural Count Noun Endings ("-s" or "-es") -- Context for Practice: Ben & Jerry's Ice Cream -- Thought groups -- Stress with "-ation" Suffixes
505			_aReflecting on Chapters 1-5: Pronunciation Change and the Learning Process
505			_aGetting Ready for Chapter 7: What You Need to Know About Stress and Sentence Rhythm
505			_aChapter 7: Informational Stress and Altered Sounds _tIntroduction to Altered /t/ -- Introduction to the Sound /r/ -- Introduction to the Sound /l/ -- Introduction to the Sound /ʊ/ (book) -- More Contracted Sounds: I'd, He'd, (etc.) -- Sentence-Level Stress -- Introduction to Informal Stress -- Introduction to Intonation -- Stress with Suffixes: "-ogy", "-ogist" -- Stress with Suffixes "-ical", "-ity" -- Recycle Past Tense, Plural Noun, and Third-Person Singular Endings
505			_aAssessment Section 2: Chapters 5-7 _tContext for Practice: Air Traffic Controllers
505			_aUNIT 3: INTONATION
505			_aGetting Ready for Chapter 8: What You Need to Know About Reductions: Or and Are
505			_aChapter 8: Functional Intonation and Reduced Sounds _tAltered Sounds: /y/ -- Introduction to the Sounds /w/ -- Introduction to the Sound /æ/ -- Introduction to the Sound /e/ (say) -- Introduction to the Sound /ɛ/ (get) -- Reduced Sounds: have -- More About Intonation -- Functions of Intonation -- Recycle Past Tense Verb Endings -- Context for Practice: A History of Chocolate
505			_aReflecting on Chapters 1-8
505			_aChapter 9: Functional Intonation and Altered Sounds _tAltered Verb Phrases: want to, got to, going to -- Reduced Sounds: because -- Introduction to the Sound /f/ -- Introduction to the Sound /p/ -- Introduction to the Sound /ɑ/ (odd) -- Functions of Intonation: Rising Intonation -- Functions of Intonation: Falling Intonation -- Recycle Regular Plural Count Noun Endings -- Context for Practice: Evolution -- Stress with "-ial" Suffixes
505			_aGetting Ready for Chapter 10: What You Need to Know about Intonation & Timing
505			_aChapter 10: Timing and Linked Sounds _tLinked Sounds: Introduction to Vowel-to-Vowel Linking -- Introduction to the Sound /k/ -- Introduction to the Sound /g/ -- Introduction to the Sound /ʔ/ -- Introduction to Timing -- Timing and Pauses -- Recycle Regular Past Tense "-ed" Endings -- Linked Sounds: Consonant-to-Consonant Linking -- Review, Reflect, and Recycle -- Using Stress and Syllables with Negative Prefixes -- Context for Practice: Compound Nouns and Noun Phrases
505			_aAssessment Section 3: Chapters 8-10
505			_aAppendix 1: International Phonetic Alphabet (IPA) Chart and Mouth Diagrams
505			_aAppendix 2: Reproducible Speaking Diagnostic
505			_aAppendix 3: Grammar Cross-Reference
505			_aAppendix 4: Audio Transcript
505			_aAppendix 5: Individual and Language-Specific Trouble Spots
505			_aAppendix: Pronunciation Log
505			_aGlossary
505			_aIndex
650		0	_aEnglish language _xPronunciation.
650		0	_aEnglish language _xAccents and accentuation.
650		0	_aEnglish language _zUnited States.
650		0	_aEnglish language _vTextbooks for foreign speakers.
650		7	_aEnglish language. _2fast _0(OCoLC)fst00910920
650		7	_aEnglish language _xAccents and accentuation. _2fast _0(OCoLC)fst00910927
650		7	_aEnglish language _xPronunciation. _2fast _0(OCoLC)fst00911536
651		7	_aUnited States. _2fast _0(OCoLC)fst01204155
655		7	_aTextbooks _vfor foreign speakers. _2fast _0(OCoLC)fst01423864
700	1		_aMichaud, Christina
942			_2z _cMX