韦伯英语

AdvancedListening

ListeningStrategyGuide

MichaelBerman

version4.0©Copyright2002,DynEdInternational,y2002

AdvancedListening/ListeningStrategyGuidePage2

ListeningStrategyGuide

omplete

thiscour,reviewthestrategiescarefullyandoften.

Contents

ListeningTopic1:Pre-ListeningStrategies

ListeningTopic2:IdentifyingMainIdeas

ListeningTopic3:NoteTaking

ListeningTopic4:ProcessingDetails

ListeningTopic5:DeterminingtheRelationshipsofIdeas

ListeningTopic6:GuessingVocabularyfromContext

ListeningTopic7:RecognizingandUsingWordStress

AdvancedListening/ListeningStrategyGuidePage3

ListeningTopic1:Pre-ListeningStrategies

Predictingthethemesandvocabularyofalecturebeforeyoulistencanhelptoimproveyour

comprehensionofdifficultlisteninggments.

First,lookatthetitleofthelectureandanyothercluesyouhave(photos,maps,charts,outlines,

etc.),think

sthequestionswithapartner,if

esomesamplequestionsforLecture1,DealingwithStress:WhatBaboons

CanTeachUs:

ndsofthingsmakepeoplestresd?

ppenstoyourbodywhenyouarestresd?

esomedifferentwayspeopledealwithstress?

youthinkbaboonscouldteachusaboutstress?

outhinkpeoplestudybaboons?

baboonsgoodanimalswithwhichtostudystress?

(Thisstrategyalsoworksforotherlisteningsituations,suchasmeetings,interviews,andany

otherinstanceinwhichyouhavecluestothecontent.)

Alllecr,before

lookingatthenotesinthefuture,thebest

rehavingtroublethinkingofquestions,

considerthemajorquestionwords(who,what,when,where,why,how)andaskyourlfhow

,ifyouwant,youcancompareyourquestionswith

thoprovidedhere.

Note:,asoftenasyou

can,someofyourpredictions

areincorrect,thisstrategywillhelpyoustayfocudandgiveyouabetterchanceofgeneral

comprehension.

Second,is,youcananalyzethe

onaryandthesauruswillbeveryhelpful.

Forexample:

AnalysisofthewordstressVocabulary

Whataresomesynonymsofthewordstress?frustrate/frustration,nervousness

Whataresomerelatedwordsorphras?stressful,stressor,togetstresd

Whatcanhappentosomeonewhoisstresd?ulcer,highbloodpressure,hypertension,

releastresshormones

AdvancedListening/ListeningStrategyGuidePage4

Whatcanpeopledoaboutstress?haveanoutlet,eapsychologist,

takemedicine

Whataresomerelatedfields/topics?psychology,psychiatry,physiology

Analysisofthewordbaboons

Whatarebaboons?animals,primates,monkeys

Wheredotheylive?Africa,thesavannah,theSerengeti

Whataresomeimportantfeaturesofbaboons?Theyliveintroops;withinthetroop,thereis

ahierarchy:somebaboonsarehigh-ranking

(dominant)andsomearelow-ranking

(subordinate).Baboonat,sleep,fight,

mate,andgroomeachother.

Forthenextlecture,,ifyouwant,youcan

compareitwiththevocabularylistprovidedbelow.

Pre-ListeningStrategies:Lecture2

Herearesomesamplepre-listeningquestionsandvocabularyanalysforLecture2,Genes

andGeneTherapy:

egenes?

genesdo?

nthebodyaregeneslocated?

ngowrongwithourgenes?

sgenetherapywork?

iascanbetreatedwithgenetherapy?

ghasgenetherapybeeninu?

AnalysisofthewordgeneVocabulary

Whataresomesynonymsofthewordgene?geneticinformation/map/blueprint

Whataresomerelatedwordsorphras?genetics,genome,DNA(deoxyribonucleic

acid),doublehelix,cells,division,

duplication,protein,mutation

AdvancedListening/ListeningStrategyGuidePage5

Whoworkswithgenes?doctors,scientists,geneticists,laboratory

technicians

Whataresomerelatedfields/topics?medicine,geneticengineering

Analysisofthewordtherapy

Whataresomesynonymsofthewordtherapy?treatment

Wherecanonegettherapy?hospitals,clinics

Pre-ListeningStrategies:Lecture3

Herearesomesamplepre-listeningquestionsandvocabularyanalysforLecture3,The

ChineEconomy:

dustriesistheChineeconomybadon?

theChineeconomychangedinrecentyears?

theChineeconomygrowninrecentyears?

ethefutureexpectationsoftheChineeconomy?

stheChineeconomycomparewithothereconomies?

eopleorgroupsmakeimportanteconomicdecisionsinChina?

itiesarethemosteconomicallyimportantinChina?

AnalysisofthewordChineVocabulary

Whataresomerelatedwordsorphras?China,Asia(n),EastAsia(n),socialist

WhicharethemostimportantcitiesinChina?Beijing,Shanghai,HongKong,Peking

Analysisofthewordeconomy

Whataresomerelatedwords?economic,growth,growthrate,GDP(gross

domesticproduct),GNP(grossnational

product),debt,taxes,investment,trade,

income,percapitaincome,production,

enterpri,factory,agriculture,market,

marketeconomy,socialisteconomy

Wheredoeconomiexist?regions,countries,provinces,states,cities,

localities,houholds

AdvancedListening/ListeningStrategyGuidePage6

ListeningTopic2:IdentifyingMainIdeas

T,aspeakermay

signalamainideathroughdiscourmarkers;thatis,therearecertainphrasthattellyoua

esomeexamples:

ThepointIwanttomake/coverhereis…

Themainpointis…

Theimportantthinghereis…

WhatI’mtryingtoshowis…

WhatI’mgoingtotalkabouttodayis…

Thepurpoofmyremarksis…

ThisafternoonI’dliketoexplain/focuson…

Similarly,speakersoftenurhetoricalquestionstosignalmainideas,topics,andthemes.

Thearequestionsthatthespeakerasksoutloud,andthatthespeakerplanstoanswerinhis/her

ral,rhetoricalquestionswillalwaysbeansweredinthelectureor

ore,rhetoricalquestionsareimportantdiscourmarkerstopayattentionto.

Forexample,inPart3ofLecture1,ProfessorSapolskyasks,“Whydoonlysomeofusgetsick

inthefaceofstress?Whydosomebodiesandsomepsychesdealwithstressbetterthan

others?”Here,theprofessorisusingrhetoricalquestionstointroducethemainideasofhistalk.

Anotherkeytoidentifyingmainideasisrepetition,orhowmanytimesawordorphrais

thingisrepeatedveraltimes,mple,inPart1

ofLecture1,theword“different”isrepeatedsixtimes,theword“dia”isrepeatedtwelve

times,andthephra“slowlyaccumulatedamageovertime”

repetitionsaccuratelyreflectthetwomainideasofthisgment:

•Diasaredifferenttodaythantheywerelongago.

•Today,wegetdiaswhereweslowlyaccumulatedamageovertime.

thespeedofspeech.

antpoints,suchas

mainideas,mple,Part1ofLecture1ends

withthefollowinglines:

Instead,wehavethecompletelystrangediasthathaveneverexistedbeforeonthis

cancer,wehaveheartdia,wehave

Alzheimer’sdia,wehaveadult-ontdiabetes,wehavediasthatareunheardof

byhunter-gatherersinthemiddleoftheKalahariDert,diasthatwereunheardof

diaswhereweslowlyaccumulate

damageovertime.

Whenyoulistentothisctionofthelecture,youwillnoticethatProfessorSapolskyspeaks

veryquicklyuntilhereachesthelastline:Wehavediaswhereweslowlyaccumulate

neisspokenfarmoreslowlyandclearlythantheothersbecauitis

themainideathatheistryingtoexpress.

SeeListeningTopic5formore

informationondiscourmarkers.!

AdvancedListening/ListeningStrategyGuidePage7

Finally,alecturer’svisualaids,suchasoutlines,listsordrawings,oftenprovideobviouscluesto

aspeaker’mple,inLecture1,ProfessorSapolskyliststhemainvariables

ure2,ProfessorShapiro

ure3,ProfessorLauusanoverhead

ypesofvisual

,thereisanoldpieceofacademicadvicewhichstates

thatwhenaspeakerhasmadetheefforttowritesomethingontheboard,youshouldmakethe

efforttowriteitinyournotes!

AdvancedListening/ListeningStrategyGuidePage8

ListeningTopic3:NoteTaking

Takingnoteff

arefourimportantcomponentstosuccessfulnotetaking.

,if

iesandyouwillneedtou

yournotestowritememos,letters,orcontractsinEnglish,thentakenotesinEnglish,not

rly,ifyouareinaclasswhereyouwillbetestedinEnglish

oryouwillneedtodiscusstheinformationinEnglish,llhelp

tion,itwillhelp

y,andmostimportant,afteryoubecomeanefficientnote

takerinEnglish,youwillbeabletotakenotesmorequicklyandaccuratelythanifyou

constantlytranslatedeverything.

is,good

notetakersDONOTWRITEDOWNEVERYWORDortrytotakenotesinneatntences;

instead,tion,goodnotetakersushorthand

rwords,e

somecommonexamples:

>ismorethanw/with

=iqualtob/cbecau

≠isn’tequaltoKthousand(40K=40,000)

∆tochangeto,achange/per,outof(1/25=1per25)

→leadingto,causing+,&and

←tobecaudby,asaresultof∴therefore,conquently

↑togoup,increas♂man,men

↓togodown♀woman,women

mple

@each,at

Whenyoutakenotes,tryusingsomeofthesymbolsaswellasanyothersyoucanthinkof.

Everyonehasadifferentsystemofnote-takingshorthand,sofeelfreetobecreative!

Hereisan

thatideashavebeenreducedtokeywordsandthatshorthandsymbolsareudextensively

Youhear:

IfyouthinkaboutJapaninitstwofastestgrowingdecades,youknow–basicallyfrom1955

to1975–Japangrewatapproximatelybetween9and10%,ifyoulookatour

ownhistory,thefastestgrowingperiodfortheUnitedStatesisactuallyfrom1875to1895.

Andduringthatperiod,lygrewatsomethinglike6%perannum.

AdvancedListening/ListeningStrategyGuidePage9

Youwrite:

Japan:fastestgrowingdecades=1955-75=↑9-10%/yr

U.S.:1875-95=↑6%/yr

tesshouldreflectwhichofthelecturer’spointsaremainpointsand

mesthedetailsarealsobrokendownintosmallercategoriesorsub-

details,andyournotesmustshowthisaswell.

Themon

techniqueistowritethemainideasclototheleftmarginofthepage,thedetailsbelowthe

mainideasandalittlebittotheright,smallerdetailsbelowandtotherightofthelarger

ones,andsoon.

Ifthissystemofnotetakingdoesn’tsuityou,askyourteacherforothersuggestions.

Afinalnote:Clear,rmore,youropportunitiesfor

practicedon’thavetoendwhenthelectureends:thebestnotetakersoftenrewritetheirnotesto

showtheideasandorganizationmoreclearly.

rfactscorrect?Didyouwritedownallthemainpointsandasufficient

numberofdetails?Canyoureadyournotesandunderstandwhatyouwrote?Theskillstake

timeandpractice,butyoucanachievealotofsuccessthroughgoodpre-listeningpreparation

(eListeningTopic1

),efficientnotetakingusingshorthand,andaclearpatternoforganization.

Inaddition,,youmustbeabletoconcentratefor

eyoupractice,themoreyournote-takingstaminawilldevelop.

Finally,’tworry–thishappenstoallofus!

Ifyoudomissinformation,makeaguessaboutwhatyoumisdandtrytomaintainyourfocus.

Fortunately,lecturersoftenrepeatimportantinformation,soifyoumisssomething,there’sa

goodchanceyouwillhearitagain.

•MAINIDEA1

oDetail1ofMainIdea1

"SupportinginformationforDetail1

"SupportinginformationforDetail1

oDetail2ofMainIdea1

"SupportinginformationforDetail2

•MAINIDEA2

…andsoon

AdvancedListening/ListeningStrategyGuidePage10

ListeningTopic4:ProcessingDetails

AdvancedListeningrequiresyoutocomprehendmanydifferenttypesofdetailsinveral

uently,thislisteningstrategytopicisprentedinthreeparts,each

discussingadifferentaspectofunderstandingdetails.

kimming:ListeningforaParticularDetail

Ourgoalsinlisteningofteninvolveunderstandingor“catching”onecrucialdetail;thistypically

tance,whilelistening

tosomeonetalkatabusinessmeeting,youmighthaveaspecialinterestinaparticularbudget

figureoradateforacertainevent,ommon

examplesincludelisteningforparticularfactsinweatherreportsorinairportannouncements

rly,inAdvancedListeningyouareoftenaskedtolistenfora

particulardetailwithinalecturegment.

,beforelistening,

mple,what

wordsmightthespeakeruwhengivingthisdetail?Ifyouarelisteningforaparticular

number,thinkaboutwhattypeofnumberyouexpect:Willitbeinthehundredsorthemillions?

Willitbeafraction?Adecimal?Apercentage?Themoreyoufocusyourlfbeforeyoulisten,

thebetterchanceyouhavetosucceedinthelisteningtask.(SeeListeningTopic1formore

discussionaboutprediction.)

tandingandRecallingDetails

Justasweentersomelisteningsituationswiththegoalofcomprehendingonecrucialdetail,we

alsocomeoutoflisteningsituationswiththeneedtorememberorprocesspiecesofinformation

etwostrategiestohelpyouunderstandmoredetailswhileyoulistenas

wellasremembermoredetailsafteryouhavelistened.

•sytobecomedistractedwhilelistening,especiallywhenthe

tomaintainyourfocusistocontinueto

activelypredictwhatmaycomenextinthelecture.

•ydoesnotetakinghelpyoustayfocud,butitalsowill

emicandotherlisteningsituations

whichrequiretheunderstandingandrecalloflargenumbersofdetails,itisabsolutely

shavefoundthatefficient,detailednote

takingisakeypredictorofacademicsuccess.(SeeListeningTopic3foramore

comprehensivediscussionofnotetaking.)

giesforMakingInferences

Somequesti

,inthecaoflistening

comprehension,aninferenceisaninterpretationoraconclusionbadontheinformationthat

inferencesisacriticalskillbecaunotallimportantinformationisclearlyor

AdvancedListening/ListeningStrategyGuidePage11

explicitlystated;therefore,evenifweunderstandallthewordsinalisteninggment,westill

maynothavecompletecomprehension.

Forexample,inPart3ofLecture1,ProfessorSapolskysaysthisaboutadiacalledalopecia

areata:“ktodermatologists,and

they’vereadaboutitinthetextbooks.”

Fromthispassage,,wecandeduce

thatalopeciaareataisanuncommondia;ifitonlyhappensonceindoctor’scareer,thenwe

,wecaninferthatadermatologististheappropriatedoctorto

treatthisdia,and,thus,thediamustaffecttheskininsomeway.

Howcanwemakeinferencessuccessfully?Herearetwowaysimproveyourinferencingskills.

•Reviewyourpre-listeningstrategiescarefullyandapplythem(ListeningTopic1).

eyouknowaboutthe

subjectandthemoreyouhavepredictedaboutthelisteningpassage,thebetterableyouwill

betomakeinferences.

•Trustyourinstinctsanddon’tbeafraidtoguess!Ifyouguesswrong,trytodetermine

’swhatlearningisallabout.

AdvancedListening/ListeningStrategyGuidePage12

ListeningTopic5:DeterminingtheRelationshipsofIdeas

Alectureisariesofsmallerideaswhichareputtogetherinaparticularwaytoformlarger

rwords,lecturesandotherstylesofcommunicationarebuiltupontherelationships

rmarkers,alsocalledorganizationalcuesorsignposts,canhelpyou

,themarkerscanhelpyoufigureoutthemeaningof

manywordsorideaswhichyouwouldnothaveunderstoodotherwi.

Forexample,inPart2ofLecture1youhear:Youatesomereedbuckthatwasriddledwith

icaloutcomeofthatwouldbeabsolutelyclear:you’vegota48-hourlife

syou100%ofthetime.

Thephra“reedbuckthatwasriddledwithanthrax”iscertainlyadifficultgroupofwordsto

r,becauofthediscourmarkertheprofessorusinthenextntence,

y,the

professorsaysthattheoutcomeofeating“reedbuckriddledwithanthrax”

phra,theoutcomeof__________is…,isadiscourmarkerwhichsignalsacau-and-effect

relationship:eweknowthe

relationshipofideashere,wecaneasilyinferthat“reedbuckthatwasriddledwithanthrax”was

abad,poisonous,cas,thatlevelofunderstandingisallweneedto

followthespeakerandcomprehendhis/hermainideas.

Herearesomecommondiscourmarkersandtherelationshipsofideastheyindicate:

MarkersofAddition

Also,…

Anotherpoint(reason,factor,explanation,etc.)is…

Furthermore,…

Inaddition,…

Moreover,…

MarkersofCauandEffect

…becau…

…becauof…

…(be)caud/affectedby….

…(be)dueto…

…(be)duetothefactthat…

Thereasonforthisis…

Indicateacauoftheprevious

action/idea.

AdvancedListening/ListeningStrategyGuidePage13

Asaresult…

Becauofthis,…

Conquently,…

Forthisreason,…

So,…

Therefore,…

Theresult/outcomeofthisis…

Thus,…

MarkersofClarification/Explanation

Infact,…

Inotherwords,…

Thatis,…

WhatdoImeanby__________?

Whichistosay,…

MarkersofClassification/Categorization

Thereare2(3,4,veral,many,etc.)types/kinds/forms/categories/classifications/groups

of_________.

Thiscomesin/takes2(3,4,etc.)forms.

_________canbedivided/subdivided/brokendown/classifiedsinto2(3,4,etc.)types.

MarkersofComparisonandContrast

Alongthesamelines,…

Inthesameway,…

Like____________,…

Likewi,….

Similarly,…

Toputthisinperspective/context,…

Although/though_____________,…

However,…

Incontrast,…

Instead,…

Nevertheless,…

Ontheotherhand,…

Toputthisinperspective/context,…

Unlike___________,….

Indicateaneffectorconquence

ofthepreviousaction/idea.

Indicatecontrast.

Indicatesimilarity.

AdvancedListening/ListeningStrategyGuidePage14

MarkersofDefinition

_____________means…

Wecandefine_____________as…

WhatdoImeanby______________?

Whatis______________?

MarkersofExemplification

Anexampleof_________is….

Forexample,…

Forinstance,…

Infact,…

…suchas…

MarkersofSequenceofEvents

Howdidthisdevelop/occur/happen/comeabout?

Next/Then/Later/Afterthat,…

Thereare____stepsto___________…

Wecantracethisprocess/development…

Ofcour,speakersdon’aswhere

therearenosignpostsororganizationalcues,listenersmustrelyoncommonnandontheir

skillstopredictinformation(ListeningTopic1)

,makeinferences(ListeningTopic4),and

determinemeaningfromcontext(ListeningTopic6)

.

AdvancedListening/ListeningStrategyGuidePage15

ListeningTopic6:GuessingVocabularyfromContext

tivespeakersoftenhearunknown

hoaresuccessful

atthisskillusuallyumanyoftheotherstrategiesdiscusdinAdvancedListeningtohelpthem

inguessingvocabulary:

•theymakepredictionsandpreparethemlvesbeforetheylisten(ListeningTopic1);

•theypayattentiontotherepetitionofkeywords(ListeningTopic2);

•theyutheirintuitiontomakeinferences(ListeningTopic4);

•theypayattentiontodiscourmarkers(ListeningTopic5)

.

Inadditiontotheabove,hereare3strategiesthatwillhelpyoumakebetterguessaboutthe

meaningsofwordsyoudon’tknow.

wordsandphrassurroundingtheunknownwordtomakequickguessaboutits

mple,inPart1ofLecture1,youhear:

Whatdidwegetsickwith?Whatdidwediefrom?Theflu,pneumonia,tuberculosis.

Youmightnotbefamiliarwiththewordsflu,pneumonia,ortuberculosis,butbecau

youknowthatthearethingsthatpeoplegetsickordiefrom,youcaninferthatthey

tn’tworryifyoudon’tknowexactlywhatthe

illnessareorwhattheirsymptomsare,uarelistening,youneed

toptothink

aboutawordfortoolong,youwillprobablysacrificeyourunderstandingofthe

speaker’,makeyourguessquicklyandlearntobecomfortable

withlessthan100%,beconfident!Youwillefromtheexercisin

AdvancedListeningthat,withpractice,yourguesswillusuallyberight!

i

example,ProfessorShapiro(Lecture2)beginsPart4bysaying:

Asyouallknow,cysticfibrosisisaverydebilitatingdia.

Inthisway,rly,inPart2of

Lecture3,ProfessorLausays:

grossdomesticproduct.

HeexplicitlydefinestheacronymGDPasgrossdomesticproduct.(SeeListeningTopic5

foralistofdiscourmarkersthatsignaladefinitionorexplanation.)

Inaddition,,an

“appositive”isanywordorphra–anoun,pronoun,nounclau,infinitivepha,

prepositionalphra,etc.–whichstandsafteranotherwordorphrawithouta

tance,inPart6ofLecture1wehear:

AdvancedListening/ListeningStrategyGuidePage16

Anditturnsout,that’xactlythepatternyoueinadominantbaboon,inahigh-ranking

baboon.

Here,ProfessorSapolskyclarifiesthephra“inadominantbaboon”usingtheappositive

prepositionalphra“inahigh-rankingbaboon.”HereisanotherexamplefromLecture1,

Part6:

Andtheorderofthebas–theletters–theorderoftheiswhatwereadout.

Inthixample,ProfessorShapiroisustheappositive“letters”tohelpexplain“bas.”

y,trytobuildyourvocabularyasquicklyandbroadlyaspossible,sincethemore

wordsyoualreadyknow,

completethiscour,keepavocabularylogofthenewwordsandidiomsyoulearn,and

reviewthislogfrequently.

AdvancedListening/ListeningStrategyGuidePage17

ListeningTopic7:RecognizingandUsingWordStress

Whatiswordstress?

Wordstress,alsocalledprimaryntencestress,referstothewordorwordsofaspoken

ntencethatarelouder,longer,andofamoreprominentpitchthantheotherwordsinthe

ntence.

Whyiswordstresssoimportant?

,thestresdwords,orcontentwords,ina

ntencecarrytheesntialmeaningofthatntence,andreprenttheimportantcontentornew

therhand,unstresdwords,orfunction

words,ore,ifyouareable

toidentifythestresdwordsinamessage,youwillusuallybeabletoidentifytheesntial

anexamplefromLecture1,withthestresdwordsincapital

letters:

Youhear:IfyouwereFEMALEandyouwantedtodosomethingveryRISKY,yougot

PREGNANTin1900.

Ifwetakeoutalltheunstresdwordsandputthestresdwordstogether,wegetthecentral

meaningofthemessage:FEMALERISKYPREGNANT1900

Hereisanotherexample:

WhataretheMECHANISMSthatexplainwhySOMEBODIESaresoVULNERABLEto

STRESS-RELATEDDISEASE?

MECHANISMSSOMEBODIESVULNERABLESTRESS-RELATEDDISEASE?

Inthislastexample,itmayemstrangetoyouthat“some”ll,stresdwords

areusuallynouns,mainverbs,descriptiveadjectivesandadverbs(wordsthatcarrythecentral

meaning);theyareusuallynotconjunctions,prepositions,pronouns,andadjectivedeterminers,

suchas“some.”Therefore,thefactthat“some”isstresdtellsussomethingveryimportant

aboutthespeaker’susthatheisaskingwhyonlyparticularbodies–some,not

allbodies–,aspeaker’smeaningiscodedinthe

wordsheorshestress.

HowcanIuwordstress?

Nobodyunderstandverywordtheyhear,especiallyifthespeechisrapidandcomplex.

However,beingabletoidentifystresdwordscanbeashortcuttobetterlistening

istenmorecarefullytothestresdwords,anddon’tworryas

edListeningwillhelpyoubecomeawareofthis

pwhile,ifyou

workatit,listeningforthestresdwordswillbecomeanaturalpartofyourapproachto

listening.

AdvancedListening/ListeningStrategyGuidePage18

Herearesometipsforrecognizingstresdwords:

er:stresdwordsareusuallylonger,louder,andhaveamoreprominentpitch

thanotherwordsinamessage.

edwordsareusuallyarticulatedmorecarefullythanunstresdwords;thatis,they

arepronouncedmorecarefullyandarerarelyreduced.

is,his,lookatthelecturersonthis

themovementstheymakewiththeirarms,hands,

ovementsareusuallyconnectedtothestresdwords

uhaveidentifiedtheindividualbodylanguagepatternsofa

speaker,identifyingthestresdwordswillbeeasier.

Finally,youcanalsoutheexercisonwordstresstohelpimproveyourspokenEnglish.

Forexample,afteryouhaveidentifiedthecorrectstresdwordsofantence,repeatitoutloud

llhelpyoutodevelop

correctstressandfluency.