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Number of courses 978811618897396
Adjectives and Other Modifiers
Word Use
Time Concepts
“TH” vs. “T,” “D,” “S,” “Z,” and “F”
Verb Tense
Word Stress: Word Endings
Common Words & Pronunciation Issues
Released “t” /tʰ/
Stress in Phrases: Phrasal Verbs
Stress in Words
Heteronyms (Noun/Verb Cognates)
Final Consonants
/ɚ/ With No /j/
Deletion or Addition of /ɹ/
/oɹ/ “Course” vs. /ɚ/ “Curse”
Final Challenge
Audio for Training Book (Version 13)
Group Teaching
/i/ as in “Read” vs. /eɪ/ as in “Raid”
/z/, /ʒ/, and /ʤ/
/æ/ “Cap” vs. /ɑ/ “Cop”
/p/ vs. /f/
Front Vowel Contrasts
/n/ as in “Nest”
/g/ as in “Guess”
/j/ as in “Yellow”
Intonation and Pitch
/ɹ/ vs. /l/
/n/ vs. /l/
Voicing
/h/ as in “Hello”
/j/ “Yet” vs. /ʤ/ “Jet”
/ʧ/ “Cheap” vs. /ʤ/ “Jeep”
/ʃ/ as in “Bush”
/ʧ/ as in “Peach”
“S” Clusters
/s/ as in “Circle”
/eɪ/ “Braid” vs. /ɛ/ “Bread”
Consonant Spelling Patterns
/eɪ/ as in “Hay”
Pronouncing Prefixes
Syllabic /n/
/ɛ/ as in “Pepper”
/ʲuʷ/ as in “Calculate”
Stress in Phrases
Quick “d”
Linking
/s/ “Sell” vs. /ʃ/ “Shell”
/ʒ/ as in “Measure”
/b/ vs. /v/
/v/ vs. /w/
/f/ vs. /v/
/z/ as in “Easy”
Vowel/Diphthong + /n/ or /m/
“-s” and “-ed” Endings
/uʷ/ “Luke” vs. /ʊ/ “Look”
The “X” Sound(s)
Relaxed /ʊ/ as in “Book”
Tense /uʷ/ as in “Food”
/aɪ/ as in “Spice”
Turning Up the Heat: Situational Factors
/ɔɪ/ as in “Boy”
Unreleased /t˺/ as in “Light”
/ʌ/ “Luck” vs. /ʊ/ “Look”
/oʷ/ “Coat” vs. /ɑ/ “Caught”
/ɑ/ “Lock” vs. /ʌ/ “Luck”
Light /l/ as in “Light”
/ɛ/ “Bed” vs. /æ/ “Bad”
/ʤ/ as in “Jar”
Final Consonant Clusters
Side-by-Side Vowels
Glottal Stop as in “Rotten”
/d/ as in “Deadline”
/ʧ/ “Chair” vs. /ʃ/ “Share”
“Start Here” Introductory Content
/ɚ/ “Fur” vs. /ɛɹ/ “Fair”
/ŋ/ as in “Ring”
“Dark” /ɫ/ as in “Belt”
American “R”
Unstressed and Silent Syllables
The Long/Short Vowel Myth
Sound Symbols for Pronunciation
Non-Count Nouns
/aʊ/ as in “round”
Rhythm
Workplace Communication
Neutral /ʌ/ and /ə/: The Schwa Sound
Stretched /æ/ as in “Apple”
Rounded /oʷ/ as in “Go”
/i/ “Seat” vs. /ɪ/ “Sit”
Relaxed /ɪ/ as in “Kid”
The “th” Sound
Tense /i/ as in “Key”
Relaxed /ɑ/ as in “Stop”
Telephone Skills
Activities for Improving Language Skills
Navigating Business and Culture
Getting Started: Trainers’ Guide
How to Teach Sounds
Session Sequence & Flow
Spanish-Accented English: Assessment and Feedback
How to Teach Stress
Feedback: Methods and Tools
Addressing Language Skills
Student Progress
Setting Expectations
Student Participation Profiles
Managing Student Practice
Vietnamese-Accented English: Error Identification and Analysis
Program Planning
Factors Affecting Change: Addressing Misconceptions & Adding Truth
French-Accented English: Assessment and Feedback
Business Basics
The Big Picture
Audio Files for American English Pronunciation: The Rupp Method (13th Ed.)
Phonetic Transcription for Trainers
Evaluating Students’ Needs
Group Courses
Error Identification and Analysis
Asking Questions
/ɪ/ “Bid” vs. /ɛ/ “Bed”
Public Speaking
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