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Bibliografická citace

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BK
Příručka
First published
Oxford : Oxford University Press, 1995
135 stran : ilustrace ; 26 cm

objednat
ISBN 0-19-437087-9 (brožováno)
ISBN 978-0-19-437087-5 (dotisk ; brožováno)
Resource books for teachers
Dotisk 2016
Obsahuje bibliografii na stranách 127-131 a rejstřík
000084628
Contents // The author and series editor i // Foreword 3 // Introduction 5 // How to use this book 11 // 1 Tuning in to the language // Activity Time (minutes) Aiths // i.i Relaxing to learn 2-20 Improving learning, articulation, and voice quality 15 // 1.2 Put on your English shoes 10-15 Slipping into a foreign personality 18 // 1.3 What I can do in English 10-15 Building learner confidence 20 // 1.4 English in my life 10-15 Looking at learners’ past experience of English, dealing with prejudice about how the language sounds 21 // 1.5 My perception of English 15-20 Making students aware of how they perceive English, helping them to overcome their prejudices 24 // 1.6 Listen to the sound of English 15 + Approaching the sound of English affectively and aesthetically 28 // 1.7 Which face is English? 10 Becoming aware of the facial expressions of native speakers 30 // 1.8 Play back 5-10 Preparing to speak 31 // 1.9 Make an English face 5-10 - Encouraging your students to use their faces in the way native speakers do to find appropriate articulatory settings 32 // 1.10 The ventriloquist 5-10 Encouraging your students to use their faces like native speakers do 33 // 1.11 Finding my English/ American voice 5-10 i Helping your students to use their speech organs like native 34 // speakers do, especially Americans // 1.12 Imitate native speakers 20 Overcoming fears of sounding 35 ‘ridiculous’, providing a mental model for learners to aim at // 1.13 Transmit your feeling of English 5-10 Feeling
English through the 37 body // 2 The beat and tune of English (stress, rhythm, and intonation) // 2.1 Walking the rhythm 2.2 Slow down! 10-15 10-15 // 2.3 Surprise, surprise! 10 // 2.4 Pause! 5-10 // 2.5 Word stress 5 // 2.6 Feeling the rhythm 5 + // 2.7 Speak rhythmically 2.8 Rhythm round 5-10 15-20 // 2.9 Talking hands 10-15 // 2.10 Sentence stress 2.11 Write your own song 15-20 X 3 20 + 20 + 10-15 // 2.12 Eat your words ! 2.13 With the speed of summer lightning 2.14 Move to the tune of English 2.15 English babbling 5-10 10-15 10-15 5-10 // 2.16 Fireworks 5-10 // 2.17 Speak musically 10-20 // 2.18 The robot 5-10 // 2.19 Musical words 5-10 // Rhythm and pace awareness 40 // Doing away with pressure to 41 // speak quickly in English // Putting prominence at the end 43 // of sentences // Dealing with pressure to speak 44 // without stopping; improving communication by pausing // Developing personal and 46 // physical awareness of word stress // Becoming aware of the rhythm 48 // of English // Mastering rhythm progressively 50 // Raising awareness of rhythm 52 // patterns in English and internalizing them // Learning to recognize rhythm, 54 // internalizing it, and associating it with meaning // How stress affects the meaning 56 // of a sentence // Raising awareness of stress and 60 // rhythm and unstressed syllables, pronouncing weak forms // Weak forms and rhythm 63 // Learning to make liaisons, 64 // pronouncing weak forms Awareness of intonation and 65 // pitch movements
Approaching English intonation 67 // in a non-threatening way Developing awareness of 68 // intonation // From rhythm to pitch and 68 // intonation // Learning not to go up and down 70 with one’s voice too much Practising different pitches 71 ’ // 2.20 Speak Fallese 15 + 15 // 2.21 Whistle/hum the message 5-10 // 2.22 The moods of English 20 + // 2.23 Show your attitude/ meaning 10 // 2.24 Not the news 30-60 // 2.25 Tales 60 // 3 Approaching speech sounds // 3.1 Re-invent English 20-25 // 3.2 The most English sounds 15 // 3.3 The easiest/most difficult sound(s) 10-15 // 3.4 Sounds and senses 10 // 4 Feeling the vowels 5 // 3.6 What sound can you make? 15 // 3.7 Sounds and movements 5 // 3.8 Sound metaphors and similes 20 // 3.9 The happiest sound 30 + // 3.10 Draw the sound 5-10 // 3.11 Musical sounds 5-10 // -3.12 Echoes 5 // 3.13 Dy spk Nglsh? 5-10 // Associating pitch movement 72 ’ // with meaning // Recognizing intonation 73 // Moods, voice quality, intonation, 74 and body language // Mastering intonation for 76 // particular purposes, internalizing intonation ‘rules’ // Internalizing some intonation 77 contours, practising intonation in context // Developing mastery of intonation 78 through acting out stories // Helping students to gradually 82 // sound more British/American, // etc. // Developing awareness of the 84 // quality and specificity of English phonemes // Discovering that ‘easiness’ and 85 // ‘difficulty’ are relative // Associating sounds with other 86
// senses to distinguish them better // Improving pronunciation by 87 // associating sounds with parts of the body // Learning how sounds are 88 // produced // Improving pronunciation by ’ 89 // associating sounds with movements // Distinguishing speech sounds 91 // through assocations with other sounds and personal impressions Distinguishing sounds 92 // Distinguishing sounds by 93 // drawing them // Improving the pronunciation of 95 // speech sounds through rhythm, singing, and movement Practising vowels and diphthongs 98 // Clusters, weak forms, reduced 98 // vowels // 3.14 Vowel/consonant songs 5-10 Practising sounds, associating 99 // — them with spellings // 3.15 Mirror on the wall 5-10 Using lips and facial muscles to pronounce English better 101 // 3.16 Silent dictation 5-10 Acquiring correct pronunciation 103 // by becoming aware of lip positions and movements // 3.17 Whispers 10-15 Distinguishing and articulating consonants in word endings 104 // 3.18 Sound poetry 20 + Playing aesthetically with speech sounds and rhythm 105 // 3.19 Playing with sounds Enjoyable activities to improve speech sounds 107 // 4 Correcting 4.1 Pronunciation weeding 30 + 20 Learners decide what they want to improve 110 // 4.2 Ear cleaning 5-10 Uprooting fossilized mistakes 112 // 4.3 That’s me speaking 5-10 Internalizing pronunciation and identifying with a model 114 // 4.4 Hold on n>the sound 5 Correcting sounds, syllables, words, intonation contours, or 115 // stress patterns // 4.5
Recognize the words 5 Distinguishing sounds, stress, 116 // intonation // 4.6 Put them in a song 5-10 Correcting words and sounds through singing 118 // 4.7 The sound orchestra 5-10 Correcting pronunciation through singing 119 // 4.8 Try at least twice 5 Overcoming fear of making mistakes 121 // 4.9 Say what you can or what 5 Correcting the pronunciation of 122 //  you can’t particular sounds // 4.10 Pronunciation game 10-15 Improving the pronunciation of words (phonemes or stress) 123 // 4.11 William Wombat 10 Correcting sounds, clusters, words, stress, intonation 124 // Bibliography 127 // Further reading 128 // Appendix: Phonemic symbols 132 // Index // 133

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