By Ann Cook

The second one variation of the hugely acclaimed American accessory education, now on five audio CDs, is for foreign-born scholars and company humans operating, touring or learning within the usa and Canada. via broad intonation and pronunciation workouts, scholars how you can converse with a typical American accessory. while, listening comprehension improves dramatically. Supplementary fabrics integrated distinctive nationality courses for 8 languages (Chinese, jap, Indian, Spanish, French, German, Russian and Korean), entry to a accomplished web site, and referral to a certified cellphone analyst for a person diagnostic speech research. additionally integrated are coloured markers for written routines, and a replicate to perform exact pronunciation.

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Extra resources for American Accent Training - A Guide to Speaking and Pronouncing American English

Example text

Spine) 6. It's a card. It's a trick. It's a card trick. 7. It's a spot. It's a light. It's a spotlight. 8. It's a book. It's a phone. It's a phone book. Pause the CD and write your own noun and set phrase sentences, carrying over the same nouns you used in Exercise 1-25. Remember, when you use a noun, include the article (a, an, the); when you use an adjective, you don't need an article. 9. It's a_________ 10. It's a_________ 11. It's a_________ It's a_________ It's a_________ It's a_________ It's a_____________ It's a_____________ It's a_____________ Exercise 1-29: Making Set Phrases CD 1 Track 42 Pause the CD and add a noun to each word as indicated by the picture.

What did you do it for? Who did you get it for? It's from the IRS. I'm from Arkansas. There's a call from Bob. This letter's from Alaska! Who's it from? Where are you from? It's in the bag. CD 2 Track Sounds Like... [th's'z fr you] [ts fr my friend] [ə table fr four, pleeze] [we plan dit fr layd'r] [fregg zæmple] [frin st'nss] [w'd'z this for] (for is not reduced at [w'j' do(w)it for] the end of a sentence) [hoojya geddit for] [ts frm thee(y)äi(y)ä ress] [äim fr'm ärk' nsä] [therzə cäll fr'm Bäb] [this ledderz frəmə læskə] [hoozit frəm] [wher'r you frəm] [tsin thə bæg] Стр.

Reduce the positive can to [k 'n] and stress the verb. Make the negative can't ([kæn(t)]) sound very short and stress both can't and the verb. This will contrast with the positive, emphasized can, which is doubled—and the verb is not stressed. If you have trouble with can't before a word that starts with a vowel, such as open, put in a very small [(d)]— The keys kæn(d) open the locks. Repeat. positive I can do it. [I k'n do it] (t) negative I can't do it. [I kæn do it] extra positive I can do it.

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