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To the Instructor
To the Student Guide to the Symbols Chapter 1 SYLLABLES BACKGROUND INFORMATION PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN 3 LISTEN AND SPEAK SPEAK 1: Syllable Maze SPEAK 2: Counting Syllables SPEAK 3: Change the Lyrics Chapter 2 STRESSED AND UNSTRESSED SYLLABLES PART 1. STRESS BACKGROUND INFORMATION PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN 3 PART 2. UNSTRESS BACKGROUND INFORMATION PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 SPEAK 1: Word Stress Bingo SPEAK 2: Highlighting and Weakening Syllables SPEAK 3: It’s an Emergency Chapter 3 PREDICTABLE WORD STRESS BACKGROUND INFORMATION PART 1. STRESS PATTERNS ACCORDING TO SYLLABLE WEIGHT AND WORD CATEGORY PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN 3 SPEAK 1: Airport Check-in SPEAK 2: Have You Ever?? PART 2. STRESS PATTERNS IN MORPHOLOGICALLY COMPLEX WORDS PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN 3 LISTEN 4 LISTEN 5 SPEAK 1: College Life Dice Bingo SPEAK 2: The Perfect Date Survey PART 3. STRESS PATTERNS ACCORDING TO SPELLING PRACTICE ACTIVITIES LISTEN 1 SPEAK 1: Ty & Teen Snakes and Ladders SPEAK 2: A Job Interview Chapter 4 RHYTHM IN SENTENCES BACKGROUND INFORMATION PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN 3 SPEAK 1: Ordering Drinks at a Cafe SPEAK 2: Team Project Chapter 5 PHRASING AND LINKING BACKGROUND INFORMATION PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN 3 LISTEN AND SPEAK SPEAK 1: Worst Day Ever? SPEAK 2: Chants & Poems SPEAK 3: One Fry, Two Fries Chapter 6 PROMINENCE IN DISCOURSE BACKGROUND INFORMATION PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: The Danger of a Single Story SPEAK 2: Focus Tic Tac Toe SPEAK 3: Eliciting Vocabulary SPEAK 4: Food Debate Chapter 7 INTONATION BACKGROUND INFORMATION PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Asking Questions SPEAK 2: Lesson Introduction SPEAK 3: Intonation Bingo SPEAK 4: The Finish Line Chapter 8 CONSONANTS BACKGROUND INFORMATION Voiceless vs. Voiced Consonants in English PRACTICE ACTIVITIES LISTEN 1 /p/ as in pin vs. /f/ as in fin PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Classroom Quiz SPEAK 2: Are You Adulting? /b/ as in boat vs. /v/ as in vote PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Guess Who SPEAK 2: Giving Directions /?/ as in think vs. /s/ as in sink PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Tongue Twisters SPEAK 2: Battleship /ð/ as in though vs. /d/ as in dough PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Whose Is It? SPEAK 2: Desert Island /r/ as in rent vs. /l/ as in lent PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: The Dial Pad Game SPEAK 2: Lesson Review /?/ as in usual vs. /?/ as in judge vs. /z/ as in zoo PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Dots and Boxes SPEAK 2: Describe and Draw Chapter 9 VOWELS BACKGROUND INFORMATION /iy/ as in leap vs. /?/ as in lip PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Tongue Twisters SPEAK 2: OXO Game /ey/ as in mate vs. /?/ as in met PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Find the Objects SPEAK 2: American Slang /æ/ as in mat vs. /?/ as in met PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Connect Four SPEAK 2: A Visit to the School Nurse /?/ as in hut vs. /?/ as in hot PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Family Tree SPEAK 2: Common English Errors /uw/ as in Luke vs. /?/ as in look PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Blankety Blank - What to Say When... SPEAK 2: Daily Activities /ow/ as in no vs. /?/ as in all vs. /?/ as in null PRACTICE ACTIVITIES LISTEN 1 LISTEN 2 LISTEN AND SPEAK SPEAK 1: Carnival Bingo SPEAK 2: Setting Homework Practice Activity Answer Keys APPENDIX: Activity Worksheet |
저자 소개 2
Miae Park
미국 Wisconsin 주립 대학교 언어학 석사, 박사학위를 취득하고 영국 York 대학교 어린이 영어 교육 석사과정을 밟았다. 현재 춘천교육대학교 영어교육과 교수로 학부 및 대학원생들에게 영어 발음, 영어 음성학, 영어 언어학 관련 강좌를 가르치고 있다. 그녀는 영어언어학과 영어교사를 집필하고 초등학교 영어교과서를 공동 집필했으며, 음성학 이해와 교수법, 초등영어 교수법과 영어언어학, 영어교육 연구의 이론과 실천 등을 집필했다.
박미애의 다른 상품
영국 서부 브리스톨 대학에서 법학 학사 및 법학 석사 학위를 취득했다. 스물다섯 살에 그녀는 한국에 반한 후 한국에서 살고 가르치는 꿈을 이루기로 결심했다. 지난 6년간 한국에서 생활하며 교편을 잡았으며, 모든 연령대의 학생들을 가르친 경험이 있다. 현재 한국 춘천교육대학교에서 영어 강사로 일하고 있는데, 그곳에서 예비 교사들을 위한 제2외국어로 영어를 가르친다. 그녀의 수업은 영어 회화, 발음, 그리고 실기 수업이다.
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품목정보
- 발행일
- 2020년 07월 31일
- 쪽수, 무게, 크기
- 232쪽 | 468g | 175*250*12mm
- ISBN13
- 9788968179099
책 속으로
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Chapter 5: PHRASING AND LINKING
BACKGROUND INFORMATION Q. What is phrasing? A. In conversation, speakers do not say long sentences once in one breath. Instead, they divide them into smaller groups of words that form grammatically coherent units that express an idea. Phrasing is a process of dividing speech into meaningful groups of words. These groups of words are called various names such as “thought groups”, “meaning groups”, “rhythm groups”, “intonation groups”, “breath groups” and so on. In this book, we will refer to them as thought groups. In written English, punctuation marks such as commas and periods are used to indicate thought groups. However, in spoken English, thought groups are marked with a short break, namely a pause. Q. Why is phrasing important? A. Phrasing has beneficial impacts on intelligibility. Speakers divide their speech into thought groups to make the meaning clear. Thought groups also help listeners better understand the information in the speakers’ speech by organizing it into comprehensible chunks that are easy to process. Also, when an utterance is phrased differently, it can change the meaning of the utterance. Listen to the sentences below. (Track 5-1) The boss said, “The secretary was hard-working.” “The boss”, said the secretary, “was hard-working”. The first sentence where a pause is placed after The boss said, means The secretary was hard-working. On the other hand, the second sentence with a pause after The boss and before was hard-working means The boss was hard-working. Changing the place of a pause in an utterance can result in a difference in meaning. Q. How often should speakers pause when they speak? A. There are no strict rules for how long each thought group should be or how often speakers should pause. Pausing may differ from speaker to speaker, depending on the meaning and the situation. For instance, in informal conversations or slow speeches, thought groups may be shorter, and pauses between the groups may be more frequent than formal speeches or long speeches. Q. Are some words within a thought group said as if they are one word? A. In English, words which are within the same thought group are linked together as if they are one word. --- 본문 중에서 |
출판사 리뷰
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ㆍSounds Clear targets challenging aspects of pronunciation by providing clear explanations of concepts and activities for improvement.
ㆍAppropriate for both classroom use and self-study, students are motivated and encouraged to practice their skills through various engaging aural, oral and written exercises, thus allowing students to tailor their approach to practicing pronunciation to suit them. ㆍPronunciation Tips throughout the book serve as helpful reminders of where students often struggle, and how to identify and avoid common mistakes. Even when English learners speak with noticeable nonnative patterns of English pronunciation, often called foreign accents, verbal communication can be successful. Many specialists and practitioners believe that intelligibility, not the entire elimination of foreign accents, should be the goal of second language pronunciation learning and teaching. Foreign accents are natural and inevitable characteristics of learning any new language, and there is nothing wrong with foreign accents, if they do not undermine pronunciation intelligibility. Moreover, foreign accents offer some clues about who you are and where you may be from. In this textbook, pronunciation training is not designed to eradicate all of your foreign accents but to improve your pronunciation intelligibility so that you can communicate comfortably and confidently with other speakers. At the same time, listeners can easily understand your pronunciation. This training can help you break down English pronunciation into small, manageable elements and help you practice target pronunciation aspects to the extent that listeners can understand your speech. This textbook has been designed to make the daunting task of learning and teaching pronunciation doable. Regardless of whether you are studying individually, and/or taking classes, this book will enable you to get more out of your English learning. The accounts and explanations that are provided in this textbook intend to help you build linguistic knowledge about target pronunciation features, differences between Korean and English sound systems and difficulties you may encounter while learning English, improving your understandings and clearing up many misunderstandings about English pronunciation. Practices include both listening and speaking exercises and they proceed from structured activities with a focus on the control of new pronunciation points to more spontaneous, real-life communication tasks. Incorporated within most of the dialogs are clear and concise English phrases and expressions which are intended to equip learners and teachers alike with the language required of them not only in the classroom but in everyday life. You will have opportunities to work individually, with partners, in small groups and as a class to take on speaker and listener roles. As a speaker, you will improve your ability to speak with clear and intelligible pronunciation. At the same time, as a listener, you will advance your capabilities to discriminate between clear and unclear pronunciation points in your classmates’ speeches and to monitor and correct your pronunciation and the pronunciation of your classmates. It may be that it takes longer to improve your oral skills. To change your speech, you need to practice regularly, monitor your pronunciation more carefully, and keep trying out your new pronunciation skills both in isolation and in communicative contexts. The one who takes strong initiative and makes every effort to improve their pronunciation will make the most progress. No pain, no gain! Audio Files: The Audio Files present all listening activities marked Track with numbers. Practice Activity Answer Keys: You will find Answer Keys for the activities at the back of the textbook. |
