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Better English Pronunciation for Communication A Practical Course for Students of English Wang Guizhen Faculty of English Language & Culture Guangdong University of Foreign Studies. Types of Linking. Mark the linking a lot of work as soon as possible the dog outside I have quite enough.

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Better English Pronunciation for CommunicationA Practical Course for Students of EnglishWang GuizhenFaculty of English Language & CultureGuangdong University of Foreign Studies



Mark the linking

  • a lot of work

  • as soon as possible

  • the dog outside

  • I have quite enough.

  • Both of us went out.

  • The fish is excellent.

  • Come along home if you like.

  • John won an award.

  • He fetched it for me.

  • Tell us all about it.

  • Is he ill again?

  • We're going to put it off.

  • Would you like a walk now?

  • Are we going to leave at eight?

  • Who is going to wash it?

  • Can I offer you an apple?

  • Is Alice at home?

  • Let's leave the cat at home.

  • Is the boss in the office?

  • I'm afraid he's out.


Mark the linking

  • a lotof work

  • as soon  as possible

  • the dog outside

  • I have quite enough.

  • Both of us went out.

  • The fish is excellent.

  • Come along home if you like.

  • Johnwon an award.

  • He fetched it for me.

  • Tell us all about it.

  • Is he ill again?

  • We're going to put it off.

  • Would you like a walknow?

  • Are we going to leave at eight?

  • Who is going to washit?

  • Can I offer you an apple?

  • Is Alice  at home?

  • Let'sleave the cat at home.

  • Is the boss in the office?

  • I'm afraid he's out.

﴿


Mark the linking

  • She is going to major in English.

  • Are you going to buy some more eggs?

  • Is your hometown far away?

  • Say that over and over again.

  • Don't go out after eight.

  • There are nine all together.

  • They're new to the work after all.

  • Where are you staying?

  • Peter isn't here yet.

  • It's going to clear up soon.

  • Would you like to share it?

  • Both my father and mother are coming tonight.

  • They've been there for an hour.

  • They keep it for their own use.

  • The author is going to give a talk.

  • Did you see the car at the door?

  • Was Susanna in last night?

  • They're media efforts.

  • This is Beta Engineering.

  • Give me an example of Formula A.


Mark the linking

  • She is going to major /r/ in English.

  • Are you going to buy some more /r/eggs?

  • Is your hometownfar /r/away?

  • Saythat over /r/and over /r/again.

  • Don'tgoout after /r/eight.

  • There /r/are nine alltogether.

  • They're new to the work after /r/all.

  • Where /r/are you staying?

  • Peter /r/isn'thereyet.

  • It's going to clear /r/up soon.

  • Would you like to share /r/it?

  • Both my father /r/and mother /r/are comingtonight.

  • They've been there for /r/an hour.

  • They keep it for their /r/ownuse.

  • The author /r/is going to give a talk.

  • Did you see the car /r/at the door?

  • Was Susanna /r/inlast night?

  • They're media /r/efforts.

  • This is Beta /r/Engineering.

  • Give me an example of Formula /r/A.


Mark the linking

  • The work is half finished.

  • Give Vicky a job.

  • Next, we'll mix sand and water.

  • Are they going to take it with them?

  • Look at those black cards.

  • We saw a big gap.

  • That car is new.

  • Shall we keep going?

  • He was with his family.

  • Don't stop them.

  • You look sad.

  • Put the cat down.

  • Stop fighting, boys.

  • I'll have several meetings this week.

  • Can I speak to John?

  • Can you repeat what you said?

  • He phoned the teacher last night.

  • Do you start working at eight?

  • He's not in at the moment.

  • Could it be possible?


Mark the linking

  • The work is half finished

  • Give Vicky a job.

  • Next, we'll mix sand and water.

  • Are they going to take it with them?

  • Look at those black cards.

  • We saw a big gap.

  • That car is new.

  • Shall we keep going?

  • He was with his family.

  • Don't stop them.

  • You look sad.

  • Put the cat down.

  • Stop fighting, boys.

  • I'll have several meetings this week.

  • Can I speak to John?

  • Can you repeat what you said?

  • He phoned the teacherlast night.

  • Do you start working at eight?

  • He's notin at the moment.

  • Could it be possible?


Mark the linking

  • My ears hurt.

  • Can you say it again?

  • We agreed to take him along.

  • May I ask you a question?

  • It was windy actually.

  • Did you see the two others?

  • He's not going to do anything.

  • You have another two hours.

  • How old is the boy?

  • Will Joe eat it?

  • How about going to my aunt for help?

  • Who else saw it and what did they say about it?

  • He's blue in the face and looks funny actually.

  • We often go over to my uncle's.

  • We always go early in the morning.

  • What is the answer to "How are you"?

  • She knew I would say it again.

  • Are you listening to everything I say?

  • Can you ask him to give me a call?

  • That's too early for the application.


Mark the linking

  • My/j/ earshurt.

  • Can you say it again?

  • We/j/ agreed to take him along.

  • May/j/ I ask you a question?

  • It was windy/j/ actually.

  • Did you see the two/w/ others?

  • He's not going to do/w/ anything.

  • You have anothertwo/w/ hours.

  • How/w/ old is the boy?

  • Will Joe/w/ eat it?

  • How/w/ about going to my/j/ aunt for help.

  • Who/w/ elsesaw it and what did they say/j/ about it?

  • He's blue/w/ in the face and looks funny/j/ actually.

  • We oftengo/w/ over to my/j/ uncle's.

  • We/j/ alwaysgo early/j/ in the morning.

  • What is the/j/ answer to "How/w/ are you"?

  • She knew/w/ I would say/j/ it again.

  • Are you listening to/w/ everything I say/j/ about him?

  • Can you/w/ ask him to give me/j/ a call?

  • That'stoo/w/ early for the/j/ application.


Mark the linking

  • Won't you go tomorrow?

  • Weren't you at home last night?

  • Don't you like it?

  • Can't you see the point?

  • Couldn't you finish it by eight?

  • But you were late last night.

  • I wanted to connect you, but you were out.

  • I tried to put you through.

  • It doesn't fit you.

  • Is that what you want?

  • Did you say that yourself?

  • Would you do me a favour?

  • Would you mind opening the door?

  • Could you come with me?

  • How did they find you?

  • What did you say?

  • Who would you like to speak to?

  • They need your help.

  • You made your bed this morning, didn't you?

  • She heard your voice.


Mark the linking

  • Won't /ʧ/ you gotomorrow?

  • Weren't /ʧ/ you at homelastnight?

  • Don't /ʧ/ you like it?

  • Can't /ʧ/ you see the point?

  • Couldn't /ʧ/ you finish it by eight?

  • But /ʧ/you were latelastnight.

  • I wanted to connect /ʧ/ you, but /ʧ/ you were out.

  • I tried to put /ʧ/you through.

  • It doesn'tfit /ʧ/ you.

  • Is thatwhat /ʧ/ you want?

  • Did /ʤ/you saythat /ʧ/ yourself?

  • Would /ʤ/you do me a favour?

  • Would /ʤ/you mindopening the door?

  • Could /ʤ/you come with me?

  • How did they find /ʤ/ you?

  • What did /ʤ/you say?

  • Who would /ʤ/you like to speak to?

  • They need /ʤ/ your help.

  • You made /ʤ/ your bedthismorning, didn't /ʧ/ you?

  • She heard /ʤ/ your voice.


Reading aloud –First, identify words that are stressed. Pay special attention to the linking.

Comfort Food

It’s natural for people to eat when they’re hungry. But people eat for other reasons, too. Do you ever eat because you’re with friends and everyone else is eating? Do you ever eat because you feel tired, or because you are under stress? Many people do. People often eat to feel better. When people eat to feel better, they don’t eat just anything. They want specific kinds of food. They want food that helps them relax. They want comfort food.

What is comfort food? For most people, it’s food that is easy to prepare. It is often soft, so it is easy to eat. Eating it gives people a warm feeling. Sometimes it is a type of food that people loved as children. Maybe they used to eat it at specific times or places. Maybe it is food their mother used to make. Comfort food makes people feel “Somebody’s taking care of me.”

Yes. People eat to feel better. But more often, they eat comfort foods when they already feel happy. They eat them to celebrate or reward themselves.


  • Reading aloud –Identify words that are stressed first. Pay special attention to the linking.

    • It’s natural for people to eat when they’re hungry.

    • People eat for other reasons.

    • Do you eat because you’re with friends?

    • Do you eat because you are under stress?

    • People often eat to feel better.

    • They want specific kinds of food.

    • They want food that helps them relax.

    • What is comfort food?

    • It is food that is easy to prepare.

    • Eating it gives people a warm feeling.

    • It is atype of food that people loved as children.

    • They used to eat it at specific times or places.

    • It is food their mother used to make.

    • Somebody’s taking care of me.

    • They eat comfort foods when they already feel happy.


Pronunciation in communication asking for giving permissions
Pronunciation in communication: Asking for/Giving permissions

Student A = a Chinese student;

Student B = a teacher from Britain

Situation:

Take turns to be Student A, who is going to make various requests which are listed on a card. Student B, who plays the role of the teacher, will give appropriate responses according to what is listed on his/her card. Try to speak fluently and naturally.

Possible steps:

Student Astarts the conversation.

Student A makes various requests .

Student B gives appropriate responses….


  • For Student A

  • Practice making the following requests appropriately

  • borrow a book

  • use your teacher's library card

  • hand in your assignment next week instead of tomorrow

  • smoke in your teacher's flat

  • speak to your teacher after class

  • use your teacher's scotch tape

  • use your teacher's car this evening

  • borrow Monday's China Daily

  • read the paper on language learning written by your teacher

  • ask him/her to be a judge for your speech contest


  • For Student B

  • Practice giving appropriate responses to the requests according to the hints given.

    • You would need the book in two weeks.

    • Students are not allowed to use the teacher's library card.

    • The announcement was made a month ago.

    • It's not healthy to smoke.

    • Ask him/her to come to your office. It's quieter there.

    • The scotch tape is on the desk.

    • You are going out yourself this evening.

    • Li Ming has Monday's China Daily.

    • He/she can keep the paper if he/she likes.

    • You would like to do it.


Unit 12
Unit 12

Rhythm of English Speech


Do the following exercises online paying special attention to the strong forms and weak forms
Do the following exercises online, paying special attention to the strong forms and weak forms.

Listen for stressRhythmRhythm (2)Stressed syllables


Tap the desk for each stressed word as you say the sentences
Tap the desk for each stressed word as you say the sentences:

  • /Tom /John /Steve /Sam

  • /Thomson /Johnson /Steven /Samson

  • /Thomson and /Johnson and /Steven and /Samson

  • /Thomson and then /Johnson and then /Steven and then /Samson


Tap the desk for each stressed word as you say the sentences1
Tap the desk for each stressed word as you say the sentences:

  • PEOple PLANT TREES.

  • The PEOple are PLANTing TREES.

  • The PEOple should have PLANTed some more TREES.


When English speakers are speaking, they usually: sentences:

  • make some parts of words stronger and clearer than other parts;

  • join parts of the words together;

  • arrange words into groups and join them together;

  • make some words stronger and clearer than other words.


Sentences with two stressed syllables
Sentences with two stressed syllables. sentences:

  • Please eat.

  • What is that?

  • Write it down.

  • Take it back.

  • Do it now.

  • Give him some more.

  • Turn on the light.

  • Leave it alone.

  • Finish it if you can.

  • They did it well.

  • He told us a lie.

  • They walked in the dark.

  • Hang it on the wall.

  • Clean it with a brush.

  • They waited for an hour.

  • He'll finish it today.

  • They heard of it before.

  • I think he ought to

  • They went on a Saturday.

  • I took it to a watch repairer.


Sentences with three stressed syllables
Sentences with three stressed syllables. sentences:

  • Don't go now.

  • Sam works hard.

  • I can't believe it's true.

  • It's all the same to me.

  • I'd like a piece of bread.

  • I'm sorry I'm late again.

  • I'd like to take a new one.

  • She wants a pound of sugar.

  • It's only for girls and boys.

  • He studies every evening.

  • I think that he wants us to go.

  • The office is open at eight.

  • She's gone for a walk in the park.

  • I wonder if he'll tell them in advance.

  • There isn't really quite enough for two.

  • The others must have been waiting for a while.

  • There was snow and ice in the open.

  • We've been waiting for an hour and a half.

  • We'll go into the neighbouring building.

  • It's time we were having our lunch.


Sentences with four stressed syllables
Sentences with four stressed syllables. sentences:

  • He used to play it every day.

  • He left his work without a word.

  • I've told him not to come again.

  • She ought to know the way by now.

  • I saw him standing all alone.

  • A glass of wine will do him good.

  • I'd like to enjoy a glass of wine.

  • Would you like to come with us tonight.

  • They wanted to watch it again and again.

  • Perhaps you can call her at eight tonight.

  • I shouldn't be surprised if they forgot to come.

  • The others must wait in the classroom for a while.

  • I thought it was wonderful to be able to come.

  • The office is open every other day.

  • You said that he would like us to come for the party.

  • You said that you wanted us to take it away.

  • But turn to the right at the end of the street.

  • It's not what I was thinking of you about.

  • I should have thought that he could get here in time.

  • You know that they ought to discuss it today.


Rhythm patterns of the words and sentences
Rhythm patterns of the words and sentences. sentences:

  • 1. economic I've a pocket.

  • 2. scientific I'm terrific.

  • 3. absolute Ask for it.

  • 4. cinema Sing for me.

  • 5. disagree I've a tree.

  • 6. souvenir She's sincere.

  • 7. newspaper Talk to her.

  • 8. determination We'll end pollution.

  • 9. photography It's hard for me.

  • 10. electrification He needs a vacation.


Read the following after marking out the stressed words
Read the following after marking out the stressed words. sentences:

A.

  • Put it down.

  • Ask him to put it down.

  • Could you ask him to put it down?

  • I wonder if you could ask him to put it down?

  • Would it be possible for you to ask him to put it down?


Read the following after marking out the stressed words1
Read the following after marking out the stressed words. sentences:

B.

  • Clean it again.

  • Ask her to clean it again.

  • Could you ask her to clean it again?

  • I wonder if you could ask her to clean it again?

  • Would it be possible for you to ask her to clean it again?


Read the following after marking out the stressed words2
Read the following after marking out the stressed words. sentences:

C.

  • Come on Monday.

  • Ask them to come on Monday.

  • Could you ask them to come on Monday?

  • I wonder if you could ask them to come on Monday?

  • Would it be possible for you to ask them to come on Monday?


Reading aloud sentences:–First, identify words that are stressed. Pay special attention to the rhythmic patterns of the sentences.

A Myth – a Cultural Story

  • A myth is a complicated cultural story. It describes the beginnings and other basic parts of a culture. Myths tell, for example, how the world began, how people and animals were created, and how certain customs started.

  • Myths are not the same as fairy tales. Myths usually talk about a time before history, or before the world began. They are more serious and more supernatural than fairy tales. Their purpose is not only to entertain people, but to teach them about the foundation of a culture.

  • Myths are often thought of as religious stories, because they talk about gods and other supernatural beings. However, myths go beyond religious beliefs. Therefore, they can tell us about many parts of human life and culture, not just religion.


Reading aloud pay special attention to the rhythmic patterns of the sentences
Reading aloud sentences:–Pay special attention to the rhythmic patterns of the sentences.

  • A myth is a complicated cultural story.

  • It describes the beginnings and other basic parts of a culture.

  • Myths tell how the world began.

  • Myths tell how people and animals were created.

  • Myths tell how certain customs started.

  • Myths are not the same as fairy tales.

  • Myths usually talk about a time before history.

  • Myths usually talk about a time before the world began.

  • They are more serious and more supernatural than fairy tales.

  • Their purpose is not only to entertain people.

  • Their purpose is to teach them about the foundation of a culture.

  • Myths are often thought of as religious stories.

  • They talk about gods and other supernatural beings.

  • However, myths go beyond religious beliefs.

  • They can tell us about many parts of human life and culture.



(D = David G = Gloria) sentences:

D: Are you going shopping this afternoon?

G: Yes, I am. Do you need anything?

D: Well, do you think you could buy me some stamps?

G: Hm, I’m going to the book shop … I don’t know if I’ll

have time to get to the post office.

D: But it’s very near, isn’t it?

G: Oh well… all right then. What kind of stamps do you

want, and how many?

D: Ten please, at eighty-fen. Thanks.

G: It’s okay.



  • (J = John G = Gloria) sentences:

  • G: Excuse me, John. Are you at the office this

    afternoon?

  • J: Yes, from 3 o’clock.

  • G: Oh, I was wondering if you could help me with the

    interpretation of some statistics in my research

    project.

  • J: Oh dear, I’ve got too much work to do today.

  • G: It won’t take long. Just a few minutes.

  • J: I’m sorry, but I really can’t this afternoon. I really

    must finish some work for tomorrow.

  • G: Never mind.

  • J: How about Wednesday?

  • G: Yes, that’d be fine. Thanks. See you on

  • Wednesday then.


Assignment sentences:

  • On-line exercises http://felc.gdufs.edu.cn/pronunciation/

  • Presentations

    • Reading aloud the passage on pp 141-2.

    • A one-minute mini-talk: (p.145)

      Pronunciation in communication: Making requests/appointments


Thank you sentences:

Thank you.

[email protected]


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