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008 | 040809s2004 enka bf 001 0 eng d | ||
010 | _a 2003069587 | ||
011 | _aBIB MATCHES WORLDCAT | ||
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020 | _a9780521754576 | ||
035 | _a(ATU)b10984306 | ||
035 | _a(DLC) 2003069587 | ||
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_aDLC _beng _erda _dMNPY _dATU |
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050 | 0 | 0 |
_aPE1128.A2 _bH475 2004 |
082 | 0 | 0 |
_a428.34 _222 |
100 | 1 |
_aHewings, Martin, _eauthor. _91052900 |
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245 | 1 | 0 |
_aPronunciation practice activities : _ba resource book for teaching English pronunciation / _cMartin Hewings. |
264 | 1 |
_aCambridge : _bCambridge University Press, _c2004. |
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300 |
_ax, 246 pages : _billustrations ; _c23 cm + _e1 computer disc (12 cm). |
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_atext _btxt _2rdacontent |
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_acomputer dataset _bcod _2rdacontent _3Accompanying material |
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_aunmediated _bn _2rdamedia |
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_acomputer _bc _2rdamedia _3Accompanying material |
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_avolume _bnc _2rdacarrier |
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_acomputer disc _bcd _2rdacarrier _3Accompanying material |
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490 | 1 | _aCambridge handbooks for language teachers | |
500 | _aAccompanied by: 1 computer disc (CD-ROM) | ||
504 | _aIncludes bibliographical references and index. | ||
505 | 0 | 0 |
_tIntroduction -- _gPart 1. _tBackground: -- _tA What is pronunciation? -- _tB Key issues in pronunciation teaching and learning -- _gPart 2. _tActivities: -- _g1. _tDeveloping awareness of English pronunciation: -- _g1.1. _tIntroducing features of pronunciation -- _g1.2. _tGetting you thinking: A pronunciation questionnaire -- _g1.3. _tMaking vowel sounds -- _g1.4. _tConsonant clusters: English and L1 differences -- _g1.5. _tComparing slow and quick speech -- _g1.6. _tSounding English -- _g1.7. _tPronouncing names in English -- _g1.8. _tPronouncing places, products and planets -- _g1.9. _tImpersonations -- _g1.10. _tIntonation in print -- _g2. _tSounds: vowels, consonants and consonant clusters: -- _tA Vowels: -- _g2.1. _tMatching vowel sounds: A family tree -- _g2.2. _tFinding words including the same vowel sound: Word routes -- _g2.3. _tHearing and saying differences between vowels and between consonants: Minimal pairs -- _g2.4. _tCommunicating with single vowel sounds -- _g2.5. _tClassifying words according to their first vowel -- _tB Consonants: -- _g2.6. _tWho lives where? Minimal pair names -- _g2.7. _tLip-reading -- _g2.8. _tClassifying words according to their first consonant -- _g2.9. _tGetting rid of unwanted vowels C Consonants clusters -- _g2.10. _tWord chains -- _g2.11. _tDefinitions quiz -- _g2.12. _tConsonant cluster towers -- _g3. _tConnected speech: A Links between words: -- _g3.1. _tMatching adjectives and nouns: consonant to vowel links -- _g3.2. _tChanging sounds: consonant to consonant links -- _g3.3. _tPredict the linking sounds: vowels linked with /j / ('y') and /w / -- _g3.4. _tMatching opposites and words that go together: vowels linked with /r / -- _tB Contracted forms: -- _g3.5. _tDialogues -- _g3.6. _tTalking about families -- _g3.7. _tComparing speech and writing -- _tC Weak and strong forms of grammar words -- _g3.8. _tComparing weak and strong forms -- _g3.9. _tPredicting weak and strongforms -- _g3.10. _tListening to weak forms -- _tD Leaving out sounds: -- _g3.11. _tLeaving out consonants: /t / and /d / in clusters -- _g3.12. _tLeaving out vowels in words -- _g4. _tSyllables word stress and stress in phrases: -- _tA Syllables: -- _g4.1. _tHow many syllables? -- _g4.2. _tThe same or different number of syllables? -- _g4.3. _tEliminating words -- _tB Word stress: -- _g4.4. _tDemonstrating syllable length -- _g4.5. _tMatching words with their stress patterns -- _g4.6. _tGroup the words -- _g4.7. _tCountry names -- _g4.8. _tAt the supermarket -- _g4.9. _tStress patterns in '-ty' and '-teen' numbers (1): Bingo -- _g4.10. _tStress patterns in '-ty' and '-teen' numbers (2): Talking about accommodation -- _g4.11. _tStress in noun - verb pair -- _g4.12. _tRules of word stress in two-syllable nouns, adjectives and verbs -- _tC Stress and word formation: -- _g4.13. _tRules of word stress: prefixes and suffixes -- _g4.14. _tSuffixes and word stress: words ending -ian -- _g4.15. _tSuffixes and word stress: words ending -ic and -ical -- _g4.16. _tStress in phrasal verbs and related nouns -- _g4.17. _tRules of stress in compound nouns -- _tD Stress in phrases: -- _g4.18. _tSame or different stress patterns? -- _g4.19. _tFind your partners -- _g4.20. _tStress shift in nationality words -- _g4.21. _tStress shift in compounds -- _g5. _tIntonation A Prominence: highlighting words and syllables: -- _g5.1. _tIntroducing prominent and non-prominent words: James Bond -- _g5.2. _tHearing and saying prominent words: They're on the table -- _g5.3. _tProminence contrasts within words: stalactites and stalagmites -- _tB Tone units and tonic placement: -- _g5.4. _tDividing speech into tone units -- _g5.5. _tTonic word placement: At ten to seven, or ten to eight? -- _tC Tones: -- _g5.6. _tChoosing tones: Fall or rise? -- _g5.7. _tTone choice in questions -- _g5.8. _tFalling and falling-rising tones: Reservation -- _g5.9. _t'News' and 'not news': correcting -- _g6. _tPronunciation and other parts of language: spelling, grammar and vocabulary: -- _tA Pronunciation and spelling: -- _g6.1. _tGrouping English alphabet letters -- _g6.2. _tPronouncing single vowel letters (1) -- _g6.3. _tPronouncing single vowel letters (2) -- _g6.4. _tPronouncing pairs of vowel letters: OU, OA, OE, OI, OO -- _g6.5. _tPronouncing consonant letters: C and G -- _g6.6. _tPronouncing consonant pairs: PH, CH, SH and GH -- _g6.7. _tHomographs: a row about rowing? -- _tB Pronunciation and grammar: -- _g6.8. _tPronouncing -s in plurals, verbs and possessives -- _g6.9. _tPronouncing -ed in past tense verbs: -- _tC Pronunciation and vocabulary -- _g6.10. _tClassifying words -- _g6.11. _tOdd one out -- _g6.12. _tProblem pronunciations -- _g7. _tTesting pronunciation: -- _g7.1. _tGeneral evaluation of pronunciation. |
520 | _a"This is a resource book for teachers looking for ideas on making pronunciation teaching more interesting. It contains a collection of pronunciation practice activities for a wide range of levels, using a variety of methods. Divided into two parts, the first part introduces information about phonetics and phonology as background to the teaching activities, without being overwhelming. It also highlights some of the current areas of debate and discussion in the teaching and learning of English pronunciation. The second part of the book contains nearly 100 pronunciation activities divided into eight sections: Developing awareness; Sounds; Connected speech: Syllables and stress; Intonation; Pronunciation and spelling,grammar and vocabulary; Testing and Resources for pronunciation teaching. Teachers are encouraged to use a variety of demonstration aids such as rubber bands and kazoos to highlight the sounds and patterns, making pronunciation lessons fun. The book is packaged with an audio CD with material to support the activities."--Publisher description. | ||
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