ESL 0150 PRONUNCIATION I
LEAP International ESL Program
Learning English for Academic Purposes
Summer 2011; T Conrad

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Instructor, Dr. Tim Conrad

PHONE/EMAIL: 801-626-7146; **tconrad@weber.edu**

REQUIRED TEXTBOOK: Clear Speech from the Start by Judy Gilbert (look for the red book under “ESL” in the bookstore).

COURSE DESCRIPTION: In this course, you will practice the consonant and vowel sounds used in spoken English. We will study English pronunciation in an interactive approach so that you get many opportunities to improve your speaking, listening, and conversational skills with your classmates and the instructor.

TEXTBOOK: Clear Speech from the Start by Judy Gilbert (look for the red book under “ESL” in the bookstore).

GRADING: Your grade will count one-third of each of the following: 1) attendance and in-class work; 2) homework and chapter quizzes; and 3) a comprehensive final exam.

LEARNING OBJECTIVES OF THE COURSE:

1)Review the pronunciation of the letters of the English alphabet and ways to sound out words on one’s own to participate in everyday conversation and to be able to complete classroom assignments
a)Become familiar with visual images used in the curriculum to aid in the pronunciation of vowels and consonants
b)Learn how to use phonetic symbols commonly used in dictionaries
c) Brainstorm pneumonic devices or words in basic English or one’s first language that effectively model the new vowel and consonant sounds being learned
2)Become familiar with the sounds of the five English vowels as they are pronounced when saying the alphabet (A, E, I, O, U) and the important ways the pronunciation of the vowels change based on surrounding letters in a word
a)Learn the “two-vowel rule”: When there are two vowel letters in a word: the first vowel is pronounced with its alphabet name and the second vowel is silent, as in “cake, eat, ice,” etc.
b)Learn the “one-vowel rule”: When there is only one vowel in a syllable: the vowel letter is not pronounced with its alphabet name; instead the vowel letter is pronounced with a variety of reduced and altered sounds, as in “cat, pet, it,” etc.
3)Become familiar with the sounds of the English consonants as they are pronounced when saying the alphabet and as their sounds change based on surrounding letters in a word and on word-choice meaning
a)Learn the differences in the pronunciation of consonants needed for “stops” (P, B, T, D, K, and G), “continuants” (S, Z, etc.), and combination sounds or “affricates” (as in church or judge)
b)Understand how the pronunciation of stops, continuants, and affricates can function as grammatical signals, for example “book/books, can/can’t, I go/I’d go”
c) Practice meaning differences created by “minimal pairs,” for example “light/right, pear/bear,” etc.

MY TEACHING APPROACHES FOR THIS CLASS: I WILL…

1)Assess students in a variety of ways: work alone, work in pairs & small groups, whole-class practice & discussion, dictations, games, exploratory tasks and activities. Incorporate both practice quizzes, as well as graded tests
2)Use pictures, illustrations, and media as available from the curriculum, classroom technology, computer labs, and personal laptops or other devices
3)Focus on the most crucial vowel and consonant sounds, leaving the rest for later study
4)Plan teaching points so that they not only teach content but also help students improve their speaking ability and listening comprehension
5)Help students see that oral reading can be improved by learning basic English spelling rules
6)Include contextualizing phrases and sentences in classroom lessons along with the necessary focus on specific sounds of individual letters and words

OTHER UNIVERSITY COURSE/STUDENT REQUIREMENTS & RESOURCES:

Academic Dishonesty: As specified in PPM 6-22 IV D, cheating and plagiarism violate the Student Code. Plagiarism is “the unacknowledged (uncited) use of any other person’s or group’s ideas or work.”Students found guilty of cheating or plagiarism are subject to failure of a specific assignment, or, in more serious cases, failure of the entire course.

Core Beliefs: According to PPM 6-22 IV, students are to “[d]etermine, before the last day to drop courses without penalty, when course requirements conflict with a student's core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student's request must articulate the burden the requirement would place on the student's beliefs.”

Disability Accommodation: PPM 3-34 notes: “When students seek accommodation in a regularly scheduled course, they have the responsibility to make such requests at the Center for Students with Disabilities before the beginning of the quarter [semester] in which the accommodation is being requested. When a student fails to make such arrangements, interim accommodations can be made by the instructor, pending the determination of the request for a permanent accommodation.”

Emergency Closure: If for any reason the university is forced to close for an extended period of time, we will conduct our class . . . . [via e-mail, WebCT, Blackboard, etc.]. Look for announcements on. . . . [Weber e-mail, our listserv, etc.].