도서 소개
Sounds Clear is designed for intermediate to advanced Korean learners and teachers of English, wanting to improve their teaching and learning of pronunciation drastically.
출판사 리뷰
Sounds Clear is designed for intermediate to advanced Korean learners and teachers of English, wanting to improve their teaching and learning of pronunciation drastically. It aims to build up the confidence of speaking English by identifying the pronunciation patterns of native English speakers, namely that of North American speakers, and replicating these patterns confidently and effectively.
Sounds Clear targets challenging aspects of pronunciation by providing clear explanations of concepts and activities for improvement.
Appropriate 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.
Pronunciation Tips throughout the book serve as helpful reminders of where students often struggle, and how to identify and avoid common mistakes.
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.
작가 소개
지은이 : 박미애
강원대학교 영어영문학과 학사영국 Univ. of York 어린이영어교육 석사미국 Univ. of Wisconsin 언어학 석사 미국 Univ. of Wisconsin 언어학 박사(현) 춘천교육대학교 영어교육학과 교수 Miae Park obtained a Ph. D. in Linguistics at the University of Wisconsin in Madison, Wisconsin. She is currently a professor in the department of English Education at the Chuncheon National University of Education, South Korea, where she teaches courses relating to English pronunciation, English phonics, and English linguistics to undergraduate and postgraduate students. She wrote English Linguistics and English Teaching and co-authored Elementary School English textbooks, Understanding and Teaching Phonics, How to Teach Elementary English, Elementary English Teaching and English Linguistics, and Theory and Practice of Research in English Education.
지은이 : Claudia Tumba
Claudia Tumba obtained a Bachelor of Laws and a Postgraduate Diploma in Legal Practice at the University of the West of England, Bristol. At the age of 25 she decided to pursue her dream of living and teaching in Korea after falling in love with the country. She has been living and teaching in Korea for the past six years and has experienced teaching students of all ages. She is now an English Instructor at the Chuncheon National University of Education, South Korea, where she teaches English as a second language to pre-service teachers. Her courses include English conversation, pronunciation, and practical teaching classes.
목차
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
