| Competències |
| Codi | |
| A4 | Conèixer l'estructura de la llengua anglesa |
| A14 | Saber analitzar textos orals i escrits des del punt de vista lingüístic, sociològic i literari |
| B1 | Aprendre a aprendre |
| B4 | Treballar de forma autònoma amb iniciativa |
| B5 | Treballar de forma col·laborativa |
| B9 | Planificació i organització |
| B11 | Motivació per la qualitat |
| B12 | Presa de desicions |
| B13 | Capacitat innovadora, emprenedora i d'adaptació a les noves situacions |
| C1 | Dominar l’expressió i la comprensió d'un idioma estranger |
| C2 | Utilitzar com a usuari les eines bàsiques en TIC |
| Objectius d'aprenentatge |
| Objectius | Competències | ||
| To continue the study of the sound system of the English language | A4 |
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| To identify the sound units (phonemic and allophonic) of the English language | A4 |
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| To distinguish, from the point of view of production and perception, the consonants of General American English | A4 |
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| To become familiar with the rhythm of English | A4 |
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| To become familiar with the intonation of English | A4 |
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| To compare the difference between the allophonic variations of consonants in English and in Catalan/Spanish | A14 |
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| To apply the theoretical knowledge to improve pronunciation | C1 |
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| To identify and correct bad pronunciation habits | B1 |
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| To use electronic tools to access pronunciation models | B1 |
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| To imitate sounds | B1 |
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| To evaluate own pronunciation | B4 |
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| To use pronunciation dictionaries | C2 |
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| To organize time and content according to strict schedule | B9 |
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| To take responsibility for refularly assigned exercises | B12 |
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| To attend classes regularly | B11 |
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| To participate actively in classes | B5 |
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| To value self-discipline and importance of consistency in own work | B13 |
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| Continguts |
| Tema | Subtema |
| UNIT 1. General description of consonants | 1.1 General Issues 1.2 Limitations of broad transcription –comparison between English and Spanish/Catalan stops –inadequacy of broad transcription: it misses important aspects –need for more phonetic detail (narrow transcription) 1.3 Parameters for consonants (reminder) –voicing –nasality –laterality –manner of articulation –place of articulation |
| UNIT 2. American English stop consonants | 2.1 Introduction –VOT: coordination of laryngeal and supralaryngeal articulation –aspiration 2.2 General allophonic variation for English stops – interaction between VOT, syllable position and stress – special status of alveolar stops – flapping, glottalization and deletion 2.3 American English stops –phonetic/phonological description –spellings –distribution –allophonic variations –dialectal variations |
| UNIT 3. American English fricative and affricate consonants | 3.1 Fricatives 3.1.1 noise generation –one source for voiceless fricatives –open glottis and supralaryngeal narrow constriction –two sources for voiced fricatives –vibration at the larynx and supralaryngeal narrow constriction 3.1.2 sibilants grooved tongue and turbulence caused by the teeth 3.1.3 /h/ a special case no actual friction necessary: can be seen as voiceless vowel 3.2 Affricates 3.3 American English fricatives and affricates –phonetic/phonological description –spellings –distribution –allophonic variations –dialectal variations |
| UNIT 4. American English approximant and nasal consonants | 4.1 Approximants 4.1.1 production –wide opening at supralaryngeal constriction –relationship between approximants and vowels –classification of approximant –central vs. lateral –gliding vs. sustained –only consonants that can appear between consonant 4.2 Nasals 4.2.1 production –stop consonants with open velopharyngeal port 4.3 American English approximants and nasals –phonetic/phonological description –spellings –distribution –allophonic variations –dialectal variations |
| UNIT 5. Rhythm and timing | 5.1 Stress and rhythm –the role of stress in longer utterances: phrases and sentences 5.1 Timing in languages –syllable-timed languages –stress-timed languages –isochronism 5.2 Principles of English rhythm –alternation of stressed and unstressed syllables –stressed syllables are louder, longer, with clearer vowels –unstressed syllables are most often reduced 5.3 Content vs. function words –content words are usually stressed –function words are usually unstressed 5.4 weak and strong forms |
| UNIT 6. Pausing and linking | 6.1 Phrasal and sentential rhythm 6.2 Pausing –necessary to maintain rhythm in longer stretches of spoken language –knowledge of grammatical units essential –where to pause –intervals in pausing will vary depending on speed 6.3 Linking –necessary to produce fluent speech across word boundaries –what to link –final consonants plus initial vowels –voicing assimilation –flapping –final vowels plus initial vowels: glides –final consonants plus initial consonants –unreleasing and glottalization –palatalization and affrication with /j/ –final vowels plus initial consonants –aspiration and devoicing of consonants |
| UNIT 7. Movable stress. Stressing and destressing | 7.1 Moveable stress –stress clash 7.2 Stressing and destressing –Breaking the rules –stressing function words –unstressing content words –numerals and acronyms |
| UNIT 8. Introduction to intonation. Notation | 8.1 Main issues in intonation –separation between form and function in intonation –what is intonation? -fundamental frequency and pitch 8.2 Tonal and intonational languages –tonal languages: pitch differences are phonological, Chinese –intonational languages: pitch differences are not phonological independently of the segmental material, English 8.3 Notation –usually indicated within a range –range is represented as in a musical staff –within the staff lines represent stressed syllables and dots unstressed syllables 8.4 The intonation group (tone unit) –relationship between intonation group and grammatical structures –sentence stress (tonic syllable) –sentence stress and word order |
| UNIT 9. Intonation. Form | 9.1 Form in English intonation. Basic patterns 9.1.1 fall (high to low) –jump on sentence stress then fall down to low on following unstressed syllables. –if only one syllable, then glide instead of jump down 9.1.2 rise (low to high) –low or mid on sentence stress; then rise gradually to high and keep rising on following unstressed syllables –if only one syllable, then glide on same syllable 9.1.3 low-Rise (low to mid) –begin low and rise slightly to about mid at the end of the intonation group –similar to the rise, but shouldn't end as high 9.1.4 fall-Rise (High to low to mid) –combination of fall and low rise |
| UNIT 10. Intonation. Function | 10.1 Function in English intonation: what each of the main patterns is used for 10.1. fall (high to low): indicates finality, completion, certainty, confidence & politeness –main uses: –factual statements –commands –wh-questions –when reading aloud before period, colon or semi-colon –common mistakes 10.1.2 rise (low to high): indicates expectation for a response, doubt, interest –main uses: –yes/no questions –common mistakes 10.1.3 Low-Rise (low to mid): indicates unfinished utterance, more coming main uses: –list elements except for last –mid sentence pause –dependent clause –long subject –before commas and 'and', 'or' –direct address, polite 10.1.4 Fall-Rise (High to low to mid): similar in meaning to low rise –main uses: –after introductory adverbs / adverbial expressions –as a touch of politeness in direct address or wh questions over the phone –common mistakes |
| UNIT 11. Intonation. Special Patterns: contrast and emphasis | 11.1 Breaking the rules in intonation 11.2 Contrastive stress –moving sentence stress to a syllable other than last content word –can fall on any word in a sentence for emphasis –can be even moved to words that are normally unstressed –follow same pitch contour pattern after new sentence stress –make up for lack of word order flexibility –used to establish contrast with previous utterance or with context 11.2 Emphatic stress –shift the focus of the sentence –move sentence stress to an unexpected position –used when –for effect –comparisons 11.4 Mismatch form/function –changing the pitch pattern –rise on statements –rise on wh-questions. –low fall –rise fall |
| UNIT 12. Intonation. Special Patterns: echo and tag questions | 12.1 Echo questions –sentence stress moves to the wh-word –steady rise from wh-word until end of intonation unit –adds the meaning: 'please repeat what you just said' 12.2 Choice questions -questions that ask about an option using the conjunction 'or' 12.2.1 type I –you're expected to choose only one item –rising intonation on the first item and falling on the second –expected answer is one or the other 12.2.2. type II –general meaning –same intonation pattern as a yes/no question: expected answer is yes or no 12.3 Tag questions 12.3.1 type I –falling intonation –not a real question; expected agreement 12.3.2 type II –rising intonation –unsure about the answer 12.3.3 tags without reversed polarity –falling intonation –used in sarcastic or ironic situations –not a real question, thus, no real answer expected |
| Planificació |
| Metodologies :: Proves | |||||||||
| Competències | (*) Hores a classe | Hores fora de classe | (**) Hores totals | ||||||
| Activitats Introductòries |
|
1 | 0 | 1 | |||||
| Sessió Magistral |
|
20 | 30 | 50 | |||||
| Resolució de problemes, exercicis a l'aula ordinària |
|
30 | 30 | 60 | |||||
| Treballs |
|
10 | 15 | 25 | |||||
| Pràctiques a través de TIC |
|
4.5 | 4.5 | 9 | |||||
| Atenció personalitzada |
|
0.5 | 0 | 0.5 | |||||
| Proves objectives de preguntes curtes |
|
0.5 | 0.5 | 1 | |||||
| Proves pràctiques |
|
2 | 2 | 4 | |||||
| Proves orals |
|
0.5 | 0.5 | 1 | |||||
| (*) En el cas de docència no presencial, són les hores de treball amb suport vitual del professor. (**) Les dades que apareixen a la taula de planificació són de caràcter orientatiu, considerant l’heterogeneïtat de l’alumnat | |||||||||
| Metodologies |
| Descripció | |
| Activitats Introductòries | Explanation about the structure of the course Explanation of course syllabus Presentation of course schedule Description of the type of class: theory and practice List and explanation of couse objectives Explanation of couse assessment List of teaching materials: workbook and recorded exercises Presentation of the virtual environment for pronunciation practice |
| Sessió Magistral | Power-point supported sessions Brief summary of session Main objectives of session Links to previous units Explanation of main concepts Exemplification Audio and video illustrations Question and answer session Recapitulation |
| Resolució de problemes, exercicis a l'aula ordinària | Pronunciation exercises: group and individual Transcription exercises Perception and discrimiination exercises |
| Treballs | Pronunciation exercises recorded on magnetic or digital media |
| Pràctiques a través de TIC | Listening exercises Pronunciation exercises |
| Atenció personalitzada |
|
|
| Avaluació |
| Descripció | Pes | ||
| Sessió Magistral | Class attendance and participation | 10% | |
| Resolució de problemes, exercicis a l'aula ordinària | Class attendance and participation | 10% | |
| Treballs | Recorded pronunciation exercises | 20% | |
| Proves objectives de preguntes curtes | Short questions aimed at checking knowledge of theoretical contents | 20% | |
| Proves pràctiques |
Transcription exercises Distributional and combinatorial exercises |
25% | |
| Proves orals | Pronunciation | 15% | |
| Altres comentaris i segona convocatòria | |||
| Fonts d'informació |
| Bàsica |
John S. KENYON & Thomas A. KNOTT., A Pronouncing Dictionary of American English., , 1953
DAUER, R.M, Accurate English. A Complete Course in Pronunciation, , 1993
VAN RIPER, Charles G. & SMITH, Dorothy E., An Introduction to General American Phonetics, , 1992
, Merriam-Webster Online Dictionary, ,
Joaquín Romero, Pronunciation Exercises, , |
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