This document provides feedback on a presentation about pronunciation and grammar. It includes notes on word stress, pronunciation of specific sounds and letters, vocabulary used to describe images, common expressions, grammar points like pluralization, and tips for effective communication such as making eye contact and pacing. Examples are given throughout to illustrate different linguistic concepts and recommend alternatives for clearer expression.

1. Presentation feedback
ELE 4B
● Eton and humble pie
● Howard's End
● Education, education, education

2. Pronunciation: WORD STRESS
● beGINnning ● preDOMinantly
● fundaMENtal ● introDUCed
● philoSOPHical ● eduCATional
● deMONstrative ● reFORMS
● ADjective ● NEGative
● OUT RAGed ● RELative
● reSULTs ● abSURD

3. Pronunciation: /ʌ/
● public ● gloves
● humble
● study
● but
http://www.uiowa.edu/~acadtech/phonetics/

4. Pronunciation: th, h
● ð clothes ● /h/
/kləʊðz/ = habits ● Howard's End
● close (v) = fermer
/kləʊz/
● θ cloths
/klɒθs: = torchons
● This is the way
● When the author says

5. Pronunciation of individual words
Eton (ee like see)
a social circle > cycle
evokes (oke like Coke)
the will of God (not wheel)
creed (longer ee) rich (not reach)
she does not agree with Mr Wil-cox at
all - too many stresses
she does NOT aGREE with MISter
WILcox at ALL

6. Grammar and vocabulary
● a study OF education Describing pictures
(not upon) ● on the left hand side
● inherent IN (not to) ● in the bottom right-
● the education system hand corner
epitomises the class ● on the left
divide in Britain (not is
a good epitome) http://www.english-for-
techies.net/mainstream%20vocabulary/
photography.htm

7. Expressions 1
this picture displays > shows, showcases education is a good epitome
> is a touchstone for class differences
this issue is particularly crystallised in > offers a microcosm of class differences
Document 3
> constitutes a prism through which we can
apparent view class differences
conjures up the satirical tone - she is distinguishing herself from Mr Bast
encapsulates
> she distances herself
> she marks the distance between herself
and Mr Bast

8. Expressions 2
is really remarkable in Mr Wilcox' speech it's an echo to the beginning of the text
> is shown most clearly in his speech > this notion echoes the idea presented at
the beginning of the text
> is perhaps nowhere more evident than in
it reminds me of philosophical theory of
he can't do anything about it Darwinism
> he can do nothing to change the situation > it brings to mind social Darwinism, the
survival of the f ttest
i
> he is powerless to change the situation
it extremely focuses on
> a community where there is a very
pronounced focus
made the school-leaving age at
> raised the school-leaving age to 15

9. S...
two systemS ● Make sure we hear
divisionS
the s
there are two kinds of school_
he sayS
● In plurals
two clear distinctionS ● In the third person
the notion of indifference appearS singular present
in document A
tense
he even callS it
● No s with kinds
of/types of ____

10. Other details
we can see right from the beginning overuse of
there is no chronological order in > we can see X : X is apparent in
the documents - you decide the > consequently : thus, therefore,
order in which you treat them, so because of this
you can't say the beginning
> quite : particularly, rather, somewhat,
fairly
> clear : def nite, unambiguous
i
> actually : in fact, indeed

11. Communication
● Try to look up and ● Good composure:
make eye contact you were calm and
with different did not get flustered.
members of the You could inject a
audience little more enthusiasm
● Read quotes more – changes of pitch
slowly and with and pace – into your
emphasis (welding us voice.
ALL into ONE
NATion)

12. Communication
transition 17:54 Questions
Poor transition. We see you pick up You sound better immediately when
the paper and prepare to put it aside, you answer my questions, instead of
so we expect a transition. This makes presenting your text. Perhaps you
is hard to concentrate on the end of the could try to write less and make more
current argument, particularly since eye contact with your audience.
you end on rising intonation,
suggesting there is more to come. So
we don't hear the new topic I looked at the text again: I still think
(meriTOcracy). It's better to f nish your
i the author is representing Mr Wilcox's
point with the right intonation, then thoughts when he says 'It was no good
move to pick up the next part. A little instructing the girl if she was going to
pause is OK if it lets you start again talk about God in that neurotic modern
clearly. It's not radio, after all - we can way.'
have a little dead air.
21.36 Finally in Document C - 20
minutes have gone by; you're probably
too slow.

13. Links
● Sounds of American English
http://www.uiowa.edu/~acadtech/phonetics
Look under monophthong > central for /ʌ/
● Describing images
http://www.english-for-techies.net/mainstream
%20vocabulary/photography.htm