NGO QUYNH HOA, M.A Course Outline ENGLISH PRONUNCIATION PRACTICE Units of credit (30 periods) Suggested self- study 90 periods Instructor NGO QUYNH HOA Contact details ngoquynhhoa_ac@yahoo.com.vn Cell phone: 0983791306 Subject Course Description  This course designed to help the students more accurately reproduce pronunciation features of English through the use of intensive pronunciation drills, listening activities and guided conversation practice Speech awareness and self- monitoring of pronunciation will be emphasized The features include syllables, word stress , sentence stress and intonation Learning Goals  By the end of the course, students will be able to:  Demonstrate increased intelligibility, accuracy and fluency in speaking English  Demonstrate the ability to link sounds at the beginning and end of words, contractions, and assimilation of sounds  Demonstrate increased ability to self-monitor and correct his/her own pronunciation Assignments  Students will take written & oral exams, participate in small group activities, and homework records Grades will be assigned according to the following percentages: Assignments (a) Class attendance (b) Oral presentation (c) Participation / small group activities (d) Mid – term tests (e) Final Exam Required assessment (> absences in the tutorial sessions: FAIL) Required assessment Required assessment Required assessment Required assessment Yes 10% Yes 10% Yes 15% Yes 15 % Yes 50% Proposed schedule Time Week Week Week Week Week Week Week Week Week Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Contents Course introduction Part 1: Syllables Part 1: Syllables (cont.) Part 2: Word stress Part 2: Word stress (cont.) Part 3: Sentence stress Part 3: Sentence stress (cont.) Part 4: Linking Part 5: Emphatic stress (cont.) Part 5: Emphatic stress (cont.) Part 5: Emphatic stress (cont.) Part 6: Intonation Part 6: Intonation (cont.) Part 6: Intonation (cont.) Revision Textbooks & References  English Pronunciation in Use – Intermediate (Mark Hancock – Cambridge University Press)  Elements of Pronunciation (Colin Mortimer Cambridge University Press)  Sounds English (J.D,O’Connor & Clare Fletcher – Longman)  English Pronunciation in Use – Advance (Mark Hancock – Cambridge University Press) NGO QUYNH HOA, M.A CONTENTS  Introducing syllables  Consonants at the start of syllables  Consonants at the end of syllables  Plurals & other –s endings  Past tense endings Emphasizing added details  Put stress on the new information I’m from Chile … the South of Chile Emphasizing important words  Put stress on the words which are most important in their argument My name is Jane What is your name?  The word which is more important depend on the context You have to check in at five You have to check in at five Emphasizing Contrasting Alternatives  When we present alternatives, we put the stress on the contrast between them Do you want a super burger or regular burger?  The same sentence can be pronounced differently, depending on the sentence that came before it A: Shall we sit inside or outside? B: Let’s sit outside A: Where shall we go?  B: Let’s sit outside  The word we put stress on can change the meaning of our sentence Emphasizing Corrections  When we hear an error and we correct it, we put stress on the correct information A: You’re coming this month? B: No, next month Can you meet me?  If only a part of a word or phrase is not heard correctly, we put stress on only part when we correct A: My nephew’s fifteen? B: Thirteen? A: No, fifteen NGO QUYNH HOA, M.A INTRODUCTION  Your voice can go up or down  intonation  The choice of tone (voice going up or down) has meaning Asking & Checking Tones  Questions can be pronounced with the voice going up or going down  If questions are “open” ones (asking for new information), the voice usually goes down at the end  If questions are “check” ones (know the answer but just want to check), the voice usually goes up at the end A: Where? B: Here A: Where? B: Here A: Here? B: Yes, here Tones in Asking for Information  An “open” question is where we ask for information we didn’t have before, the voice goes down at the end  A “check” question is where we make sure that the information we have is correct, the voice goes up at the end  The voice movement begins at the word with the emphatic stress and continues to the end So you weren’t born here? Where were you born? Tones in New & Old information  Old information: the voice normally goes up at the end  New information: the voice normally goes down at the end A: I’ll come in tomorrow B: We’re closed tomorrow A: When are you closed? B: We’re closed tomorrow Continuing or Finishing Tones  When we tell someone a piece of news and check that they know the background to the story first, the voice goes up at the end  When we finally tell the news, the voice goes down at the end A: You know Mary is a liar? B: Yes A: You know Mary is a liar? B: Oh Continuing or Finishing Tones  Listeners also signal if they expect the story to continue or not  The voice goes up at the end  expect someone to continue the conversation  The voice goes down at the end  know that someone finishes telling the news A: You know Mary is a liar? B: Yes A: You know Mary is a liar? B: Oh Continuing or Finishing Tones  In a list of things:  Our voice goes down at the end of the last thing to show we have finished  Our voice goes up to show the list is not finished He bought a cup, some nuts, some honey and a brush Agreeing &Disagreeing Tones  When we agree with the other person, our voice often goes down at the end  When we disagree, our voice often goes up at the end  When we use questions tags:  Tell someone our opinion: the voice often goes down at the end  To check information: voice often goes up at the end A: It’s too hot, isn’t it? B: Yeah, let’s open the window! A: But it’s too hot, isn’t it? B: No, not in the mountains Agreeing &Disagreeing Tones  We can say the same sentence, but change the meaning by changing how we say it I think they’re good (That is my opinion.) I think they’re good … (They’re not too bad, but there’s a reason why I don’t like them.) HIGH TONES  When we give an opinion about something with a very strong adjective, our voice always goes high to show our strong feeling (enthusiasm) A: Ann’s invited us to a party B: Fantastic!  People say a strong adjective with a flat voice, to mean the opposite (sarcasm) A: We’ve won a holiday for two in France! B: Brilliant! A: Our flight has been cancelled! B: Brilliant! ... Week Week Week Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Contents Course introduction Part 1: Syllables Part 1: Syllables (cont.) Part 2: Word stress Part 2: Word stress (cont.) Part 3: Sentence... pronouns Possessive adjectives Demonstrative adjectives Prepositions Conjunctions Practice 10 11 12 She doesn’t like to hurry Her father cleaned the basement He wanted to help her forget It’s better