ELL A035N: Intermediate Pronunciation
| Item | Value |
|---|---|
| Curriculum Committee Approval Date | 12/06/2023 |
| Top Code | 493086 - English as a Second Language - Speaking/Listening |
| Units | 0 Total Units |
| Hours | 36 Total Hours (Lecture Hours 36) |
| Total Outside of Class Hours | 0 |
| Course Credit Status | Noncredit (N) |
| Material Fee | No |
| Basic Skills | Basic Skills (B) |
| Repeatable | Yes; Repeat Limit 99 |
| Grading Policy | P/NP/SP Non-Credit (D) |
Course Description
This course is the second in a series of three designed to help English learners improve their ability to communicate orally. In this intermediate course, students will focus on increasing their accuracy and fluency in speech and begin exploring the connection between the English pronunciation system and its spelling. This is an open-entry course. ADVISORY: ELL A026N or ELL A036N. Noncredit. NOT DEGREE APPLICABLE. Not Transferable.
Course Level Student Learning Outcome(s)
- Students will apply newly learned knowledge about common relationships between the English spelling and pronunciation systems to mid-length texts about less common topics.
- Students will be able to distinguish and produce standard front, middle, and back, vowels and most of the consonant sounds in relation to multi-syllabic word stress and sentence rhythm, and a wide range of intonation patterns.
Course Objectives
- 1. Students will be able to distinguish and produce front, middle and back English vowels in rehearsed mid-length speeches.
- 2. Students will identify and use the schwa in function words and weak syllables to produce English rhythm in rehearsed mid-length speeches.
- 3. In rehearsed mid-length speeches, students will be able to distinguish and produce English consonants, especially commonly confused ones.
- 4. Students will produce a wider variety of consonant clusters in rehearsed mid-length speeches.
- 5. Students will show understanding of the effect of suffixes in word stress.
- 6. Students will show some knowledge of different spellings of various English sounds.
- 7. Students will identify and produce grammatical inflections used in the simple past tense and present perfect in rehearsed mid-length speeches.
- 8. Students will produce a wide range of intonation patterns in short unrehearsed conversations about familiar topics.
- 9. Students will be to identify and produce similar-consonant-consonant and vowel-vowel linking in rehearsed mid-length speeches.
Lecture Content
Vowels Focus on middle vowels Spelling of long and short vowels Schwa in unstressed syllables Vowel length and clarity in stressed syllables /y/ or /w/ joining Consonants Voiced vs. voiceless quality Distinguishing one from the other Effect on syllable length Effect on stops Non-released final consonants /r/ and /l/ Two- and three-consonant clusters Unusual spellings of consonant sounds Word-level pronunciation Stress in abbreviations Stress in multi-syllabic words with suffixes -i -graphy an> -logy -ee -eer -ese Less common multi-syllabic words Adjective + noun vs. compound nouns Phrasal verbs Sentence-level pronunciation Intonation Tag questions Items in a series Unsure and sure statements When finished speaking vs. when not finished Asking for Specific piece of information (falling) Asking for repetition (rising) Choice questions Checking understanding and/or agreement Giving yourself time to think Thought groups Identifying them Content and function words in them Modeling and demonstration of target pronunciation sounds, intonational patterns, and linking. Explanation of articulation of target sounds. Self-evaluation of audio recordings Group evaluation of pronunciation in mid-length presentations and conversations about less familiar topics Students will read texts with increasingly unfamiliar vocabulary about less familiar topics to practice spelling and pronunciation. (approximately 1/2 hour per week) Students will draft mid-length presentations on less familiar topics to present to the class. (approximately 1 1/2 hour per week) Students will practice producing target sounds, intonation/stress patterns, and rhythm patterns. They will record themselves, review and evaluate their pronunciation, and rerecord until satisfied with their production. (approximately 2 hours per week) Students will apply target pronunciation sounds, intonation/stress, and rhythm patterns to mid-length presentations about less familiar topics and practice short unrehearsed dialogues. (approximately 2 hours per week) Students will evaluate and edit their own pronunciation and spelling of new, multi-syllabic increasingly academic or field-specific words. Upon given a description of a situation requiring the target intonation patterns, students will provide a response demonstrating correct pronunciation of target sounds and intonational/stress patterns. ESL: Masters degree in TESL, TESOL, applied linguistics with a TESL emphasis, linguistics with a TESL emphasis, English with a TESL emphasis, or education with a TESL emphasis OR bachelors degree in TESL, TESOL, English with a TESL certificate, linguistics with a TESL certificate, applied linguistics with a TESL certificate, or any foreign language with a TESL certificate AND masters degree in linguistics, applied linguistics, English, composition, bilingual/bicultural studies, reading, speech, or any foreign language OR the equivalent. Masters degree required. 1. Required Lane, Linda. Focus on Pronunciation 2, 3rd ed. Pearson, 2012
Rationale: This text book contains clear illustrations and explanations of the intermediate-level pronunciation elements with ample context for students to which students can apply their developing pronunciation skills.Method(s) of Instruction
Instructional Techniques
Reading Assignments
Writing Assignments
Out-of-class Assignments
Demonstration of Critical Thinking
Required Writing, Problem Solving, Skills Demonstration
Eligible Disciplines
Textbooks Resources