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_c734 _d734 |
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| 003 | OSt | ||
| 005 | 20190501190441.0 | ||
| 008 | 180130b xxu||||| |||| 00| 0 eng d | ||
| 020 | _a9781305641365 (Student Book) | ||
| 040 | _cJCRC | ||
| 100 | _aGrant, Linda. | ||
| 245 |
_aWell Said: _bPronunciation for Clear Communication / _cLinda Grant. |
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| 250 | _a4th ed. | ||
| 260 |
_aBoston, MA: _bNational Geographic; _c2017. |
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| 300 |
_a175 p. : _bill. ; _c28 cm. |
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| 440 | _aWell Said. | ||
| 500 | _aIncludes index and appendices. | ||
| 505 | _a"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 | _aCONTENT: | ||
| 505 | _aSymbols in Well Said | ||
| 505 | _aTo the Instructor | ||
| 505 | _aAcknowledgments | ||
| 505 | _aTo the Student | ||
| 505 | _aPart I: Introduction | ||
| 505 | _aChapter 1 Your Pronunciation Profile | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will: _tdetermine your pronunciation priorities – the features that will _tmost improve your intelligibility. _texplore your reasons for improving your pronunciation. _tset personal goals for the course and beyond. |
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| 505 |
_aPRONUNCIATION LOG _tSubmit recording for needs assessment. |
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| 505 | _aChapter 2 Overview: Syllables, Stress, and Sounds | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will preview: _tsyllables and syllable stress. _tvowel sounds in stressed syllables. _tthe schwa /a/ sound in unstressed syllables. _tvowel and consonant symbols in dictionaries and in Well Said. |
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| 505 | _aPart II: Sounds and Syllables | ||
| 505 | _aChapter 3 Voiceless and Voiced Sounds | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn: _tthe difference between voiceless and voiced sounds. . _tthe pronunciation of voiceless and voiced consonants at the beginnings of words _tthe pronunciation of voiceless and voiced consonants at the end of words. |
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| 505 |
_aRULES AND PRACTICE _t3.1 Initial Voiceless and Voiced Consonants _t3.2 Final Voiceless and Voiced Consonants |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tEvacuate! _tDiscuss supplies needed in an emergency. _tCommunicate while focusing on voiceless and voiced sounds. |
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| 505 | _aChapter 4 Grammatical Endings: -s/-es and -ed | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn: _tthe pronunciation of grammatical word endings –s/-es and –ed. _tthe effect of grammatical endings on the number of syllables in a word. _tthe importance of linking the end of one word to the beginning of the next word in a phrase. |
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| 505 |
_aRULES AND PRACTICE _t4.1 Pronouncing the –s/-es Ending _t4.2 Pronouncing the –ed Ending |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tTwo Truths and a Lie _tTell a group about your past. Guess false information about your classmates. _tCommunicate while using –ed endings. |
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| 505 |
_aPRONUNCIATION LOG _tRecord and submit sentence completions. _tSelf-monitor –s/-es and –ed endings. |
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| 505 | _aPart III: Stress in Words and Sentences | ||
| 505 | _aChapter 5 Word Stress in Nouns, Verbs, and Numbers | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn: _tcommon stress patterns in words with more than one syllable. _thow to make a syllable sound stressed in English. |
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| 505 |
_aRULES AND PRACTICE _t5.1 Word Stress in Compound Nouns _t5.2 Word Stress in Numbers like 50 and 15 _t5.3 Word Stress in Two-Syllable Verbs _t5.4 Word Stress in Two-Syllable Noun-Verb Pairs _t5.5 Word Stress in Two-Word Verbs _t5.6 Stress in Abbreviations |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tTechFest Conference _tRelay information in an office e-mail. _tCommunicate while using common stress patterns in words |
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| 505 |
_aPRONUNCIATION LOG _tRecord and submit a police report _tSelf-monitor stress in nouns, verbs, and numbers |
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| 505 | _aChapter 6 Stress in Words with Suffixes | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn: _twhere to stress words with common suffixes. _tthe pronunciation of longer, multisyllable words, especially _tacademic, scientific, and technical terms. _tmore about vowel sounds in stressed and unstressed syllables. |
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| 505 |
_aRULES AND PRACTICE _t6.1 Suffixes Beginning with –i _t6.2 Suffixes –graphy and –logy _t6.3 Suffixes from French –ee, eer, -ese, -que) |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tFind Someone Who… _tGet to know your classmates’ interests and abilities. _tCommunicate while using common words with stress-shifting suffixes. |
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| 505 |
_aPRONUNCIATION LOG _tRecord and submit information about the conference. _tSelf-monitor word stress in academic and technical terms. |
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| 505 | _aChapter 7 Rhythm in Phrases and Sentences | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn: _tbasic rhythm patterns in phrases and sentences. _tthe kinds of words that are generally stressed. _tthe kinds of words that are generally unstressed. |
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| 505 |
_aRULES AND PRACTICE _t7.1 Initial Stressed Words in Sentences _t7.2 Unstressed Words in Sentences _t7.3 Reducing Structure Words |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tWhat Makes You Happy? _tDiscuss what makes people happy. _tCommunicate while using appropriate rhythm patterns. |
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| 505 |
_aPRONUNCIATION LOG _tWrite, record, and submit a phone message. _tMonitor rhythm patterns. |
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| 505 | _aPart IV: Thought Groups and Intonation | ||
| 505 | _aChapter 8 Thought Groups | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn: _thow to divide the stream of speech into thought groups. _thow thought groups help listeners process what is being said. |
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| 505 |
_aRULES AND PRACTICE _t8.1 Pausing _t8.2 Chunking |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tGraduation Advice . _tDiscuss quotes from famous graduation speeches _tAnalyze and mark thought groups. _tShare your advice to a graduate using thought groups. |
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| 505 |
_aPRONUNCIATION LOG _tRecord and submit favorite quotes and lyrics. _tSelf-monitor for thought groups. |
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| 505 | _aChapter 9 Rhythm: Focus Words | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn: _tthat each thought group has a key word called the focus word. _thow English speakers signal focus words. |
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| 505 |
_aRULES AND PRACTICE _t9.1 Focus Words _t9.2 Structure Words after the Focus Word _t9.3 Multisyllable Focus Words _t9.4 Special Focus – New Information _t9.5 Special Focus – Contrasting Information _t9.6 Special Focus – Emphasizing Agreement _t9.7 Special Focus – Correcting Information |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tSchedule Changes _tDiscuss changes to a student orientation schedule. _tCommunicate the changes while using focus to highlight corrections. |
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| 505 |
_aPRONUNCIATION LOG _tRecord and submit a monologue about friendships in graduate school. _tSelf-monitor for focus in thought groups. |
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| 505 | _aChapter 10 Final Intonation | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn to: _trecognize and use falling intonation. _trecognize and use rising intonation. . _trecognize the meaning of rising and falling intonation patterns |
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| 505 |
_aRULES AND PRACTICE _t10.1 Falling Intonation in Statements _t10.2 Falling Intonation in Wh- Questions _t10.3 Rising Intonation in General Yes/No questions _t10.4 Intonation in Questions with or _t10.5 Intonation with Items in a Series |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tItems in a Series _tChose a personal or work situation and write a response. _tPresent your response to a small group using intonation for items in a series |
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| 505 |
_aPRONUNCIATION LOG _tRecord and submit humorous anecdotes. _tSelf-monitor for final intonation. |
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| 505 | _aPart V Connected Speech | ||
| 505 | _aChapter 11 Linking and Sound Change | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn how to: _tlink or connect words within thought groups. _tidentify common sound changes when words are connected in the stream of speech. |
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| 505 |
_aRULES AND PRACTICE _t11.1 Linking Same Consonant Sounds _t11.2 Linking Consonants to Vowels _t11.3 Linking Final /t/, /d/, and /n/ to Consonants _t11.4 Linking /t/ to /y/ _t11.5 Linking /d/ to /y/ |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tRules of the Road . _tDiscuss rules and advice for driving. _tAsk and answer questions while using linking |
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| 505 |
_aPRONUNCIATION LOG _tRecord and submit knock! knock! jokes. _tMonitor for linking. |
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| 505 | _aChapter 12 Consonant Clusters | ||
| 505 | _aOBJECTIVES | ||
| 505 |
_aYou will learn: _tto say consonant clusters at the beginning of words. _tto say consonant clusters at the end of words. _tto use strategies for simplifying clusters. |
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| 505 |
_aRULES AND PRACTICE _t12.1 Initial Consonant Clusters _t12.2 Final Two- and Three- Consonant Clusters |
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| 505 |
_aCOMMUNICATIVE PRACTICE _tThings People Fear _tDiscuss common fears while using initial and final consonant clusters |
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| 505 |
_aPRONUNCIATION LOG _tRecord and submit New Year’s resolutions. _tSelf-monitor for use of consonant clusters. |
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| 505 | _aPart VI: Vowel and Consonant Sounds | ||
| 505 |
_aVowel Sounds _t1 Vowel Overview _t2 feet - fit _t3 pain - pen _t4 luck - lack _t5 note - not |
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| 505 |
_aConsonant Sounds _t6 Consonant Overview _t7 Initial pie; buy; dime; cold; gold _t8 some – sun – sung _t9 thing – sing – thank – tank _t10 right – light _t11 very – wary; very - berry |
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| 505 |
_aAppendices _tAppendix A: Strategies for Independent Learning _tAppendix B: Noun-Verb Pairs _tAppendix C: Words with Omitted Syllables _tAppendix D: Guidelines for Word Stress _tAppendix E: Guidelines for Focus Words |
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| 505 | _aIndex | ||
| 650 |
_aEnglish language _vTextbooks for foreign speakers |
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| 650 |
_aEnglish language _vStudying and teaching _xForeign speakers. |
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| 650 |
_aEnglish language _vConversation and phrase books _xProblems and exercises. |
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| 650 |
_aEnglish language _vCommunication _xProblems and exercises. |
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| 650 |
_aEnglish language _vPronunicaiton _xProblems and exercises. |
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| 856 |
_uhttps://goo.gl/hPCzM8 _zPublisher's website. |
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| 856 |
_uhttp://ngl.cengage.com/sites/well-said/student/well-said/audio _zStudent Companion Website. |
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| 942 |
_2z _cBK |
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