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    Developing Sound Awareness: Pronunciation Difficulties For Catalan and Spanish Students

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    Salim
    This document outlines the work plan for an English pronunciation course taken by primary education students. Over 14 weeks, students will study segmental features like vowels, consonants, and clusters, as well as suprasegmental features including word stress, sentence stress, thought groups, prominence, and intonation. Assessment will include a written essay, oral test, storytelling activity, and group pronunciation project. Students must pass all assessments with a minimum 5 score to pass the course, and have the opportunity to retake tasks if they have passed 50% of the coursework during the semester.

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    Developing Sound Awareness: Pronunciation Difficulties For Catalan and Spanish Students

    Uploaded by

    Salim
    30 views6 pages
    This document outlines the work plan for an English pronunciation course taken by primary education students. Over 14 weeks, students will study segmental features like vowels, consonants, and clusters, as well as suprasegmental features including word stress, sentence stress, thought groups, prominence, and intonation. Assessment will include a written essay, oral test, storytelling activity, and group pronunciation project. Students must pass all assessments with a minimum 5 score to pass the course, and have the opportunity to retake tasks if they have passed 50% of the coursework during the semester.

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    Work plan 2021-22

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    This document outlines the work plan for an English pronunciation course taken by primary education students. Over 14 weeks, students will study segmental features like vowels, consonants, and clusters, as well as suprasegmental features including word stress, sentence stress, thought groups, prominence, and intonation. Assessment will include a written essay, oral test, storytelling activity, and group pronunciation project. Students must pass all assessments with a minimum 5 score to pass the course, and have the opportunity to retake tasks if they have passed 50% of the coursework during the semester.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    30 views6 pages

    Developing Sound Awareness: Pronunciation Difficulties For Catalan and Spanish Students

    Uploaded by

    Salim
    This document outlines the work plan for an English pronunciation course taken by primary education students. Over 14 weeks, students will study segmental features like vowels, consonants, and clusters, as well as suprasegmental features including word stress, sentence stress, thought groups, prominence, and intonation. Assessment will include a written essay, oral test, storytelling activity, and group pronunciation project. Students must pass all assessments with a minimum 5 score to pass the course, and have the opportunity to retake tasks if they have passed 50% of the coursework during the semester.

    Copyright:

    © All Rights Reserved
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    of 6

    English II.

    Work plan 2021-22


    Primary Education Degree

    WEEKS Course Contents


    Weeks 1 to 9: The sound and the consonant systems
    Weeks 11-14: Project work. Pronunciation teaching
    Compulsory readings for the subject
    Pronunciation difficulties for Catalan and Spanish students:
    Swan, M., & Smith, B. (2001). Learner English. Cambridge: Cambridge University Press.
    http://dx.doi.org/10.1017/CBO9780511667121 (Chapter: Speakers of Spanish and Catalan (pages 90-96))

    Compulsory readings about pronunciation in English


    Grant, L (2014) Prologue to the myths: what teachers need to know. In: Grant, L (ed.) Pronunciation Myths: Applying Second
    Language Research to Classroom Teaching. Ann Arbor, MI: University of Michigan Press, 1-33.

    Derwing, T and M-J. Munro (2014). Myth 1: once you have been speaking a second language for years, it’s too late to change
    your pronunciation. In: Grant, L (ed.) Pronunciation Myths: Applying Second Language Research to Classroom Teaching. Ann
    Arbor, MI: University of Michigan Press

    Yoshida, M. T. (2016). Beyond repeat after me: Teaching pronunciation to English learners. Alexandria, VA: TESOL Press.
    (Chapter 1: Introduction to teaching pronunciation).

    * Extra class materials will be provided by the teacher for each topic of this workplan.

    Week 1 Developing sound awareness


    13-17 Sep Introduction to the subject. Class discussions and introduction to basic principles.

    Week 2 Segmental features


    20-24Sep Vowel contrast:
    i:/ I (sheep vs. ship).
    The schwa. The most frequent sound in the English language
    http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/features/schwa/
    English II. Work plan 2021-22
    Primary Education Degree

    Consonant contrast:
    The importance of distinctive features (those that affect meaning) in English.

    Week 3 Segmental features


    27 Sep–1Oct Vowel contrast:
    /æ/ /α:/ /ʌ/ (cat/cart/cut)
    Consonant difficulties:
    /ʧ/ /ʤ/ /ʓ/ /ʃ/
    Consonant Clusters: ough (although, enough, etc.)/ sp (Spanish, spectacular)
    Silent letters and silent syllables

    Week 4 Segmental features


    4-8 Oct Easily confused sounds ɜ: (nurse, work, bird) and ɔ:/ɒ (caught and cot)
    The sound /h/
    Pronunciation and grammar:
    The pronunciation of –ed past tenses

    Week 5 Suprasegmental features.


    11-15 Oct Word stress: Where the stress falls in a word
    *Only online Useful link:
    session. 12th https://www.teachingenglish.org.uk/article/word-stress
    Oct Holiday
    Week 6 Suprasegmental features
    18-22 Oct Sentence stress: the rhythm of the language
    Useful links:
    https://www.englishclub.com/pronunciation/sentence-stress-rules.htm
    https://www.teachingenglish.org.uk/article/english-sentence-stress

    Thought groups and prominence


    English II. Work plan 2021-22
    Primary Education Degree

    Useful link:
    https://www.developingteachers.com/phonology/groups_prominence.htm

    Week 7 Suprasegmental features


    25-29 Oct Intonation in statements, in yes/no questions, in wh-questions
    *See handout exercises
    Compulsory reading: Grant, L. (2014). Myth 4: Intonation is hard to teach
    Useful link:
    https://busyteacher.org/15088-how-to-improve-esl-intonation-stress-7-exercises.html

    Week 8 Suprasegmental features


    1-5 Nov Intonation in statements, in yes/no questions, in wh-questions
    *See handout exercises
    Compulsory reading: Grant (2014). Myth 4: Intonation is hard to teach

    Week 9 Task 1: Telling a story. Video recording activity. Deadline: Thursday 11th November via Virtual class
    8-12 Nov
    Written exam. Monday 8th Nov

    Week 10 Training Placement at School. No classes.


    15-19 Nov

    Week 11 Teaching English Pronunciation project. (Group Project)


    22 – 26 Nov Session 1 Presentation of the project
    Session 2 Students develop projects in class. Cooperative work

    Week 12 Teaching English Pronunciation project


    29 Nov-3 Dec Session 1 Students develop projects in class. Cooperative work
    English II. Work plan 2021-22
    Primary Education Degree

    Session 2 Students develop projects in class.

    Week 13 Teaching English Pronunciation project:


    6-10 Dec
    *6thDec Task 2: Students hand in Pronunciation Project. Deadline: 10h December. Project must be posted in Moodle.
    holiday
    Week 14 Oral test (in pairs). Individual assessment (Monday 13th Dec)
    13-17 Dec

    20th December Written and oral exams second sitting. Students can only retake assessment tasks if they have passed 50 % of the subject during
    the course.

    *All tasks and exams can be retaken. Please follow the teacher’s instructions and feedback.

    Course competencies: Specific competencies that students need to achieve:

    1. Promote the development of global communicative competence in multilingual contexts using different linguistic and literary strategies and

    resources.

    2. Be able to design, plan and evaluate didactic proposals specific to the different areas of the curriculum in coherence with the learning theories

    3. Be able to develop and adapt educational resources appropriate to the different curricular purposes using information and communication

    technologies as fundamental tools of learning.


    English II. Work plan 2021-22
    Primary Education Degree

    4. Show knowledge and capacity to organize and manage learning spaces in contexts of diversity and inclusion that consider the needs of the

    students and to establish the most appropriate intervention guidelines

    5. Use different forms of communication, both oral and written or audiovisual, in the students own language and in foreign languages, with a

    high degree of correctness and accuracy.

    Assessment Tasks and assessment percentages

    Written essay: 25% (can be retaken)


    Oral test: 25% (can be retaken)
    Telling a story: 20% (Group activity/individual assessment) (can be retaken)
    Pronunciation activities project: 30% (Group activity)

    *Students are required to get a minimum pass mark 5 in all the tests and activities to pass this subject.
    * Activities can be retaken during exam week. To be able to retake tasks/tests, the students need to have passed 50 % of the subject during the course.
    * For each task and test, the teacher will set the assessment conditions.
    English II. Work plan 2021-22
    Primary Education Degree

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