Universitat Internacional de Catalunya
English Language Teaching II
Teaching staff
Competences/Learning outcomes of the degree programme
- CEM-52 - To express oneself, orally and in writing, in a foreign language.
- CEM-62 - To acquire practical knowledge of the classroom and its management.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
Bibliography and resources
Cleghorn, T. L. & Rugg, N. M. Comprehensive Articulatory Phonetics. A Tool for Mastering the World’s Languages. (2nd ed.). Opensource. Retrieved from <http://ia600608.us.archive.org/19/items/ComprehensiveArticulatoryPhonetics/Comprehen veArticulatoryPhonetics.pdf>
Collins, B. & Mees, I.M. (2003). Practical Phonetics and Phonology: A Resource Book for Students. London: Routledge.
Estebas Vilaplana, Eva (2009). Teach Yourself English Pronunciation: An Interactive Course for Spanish Speakers. A Coruña: Netbiblo.Ladefoged, P. & Johnson, K. (2011). A Course in Phonetics. (6th ed.). Boston: Wadsworth
O’Connor, J.D. (1999). Better English Pronunciation. (new ed.). Cambridge: CUP.
Website - Department of Phonetics and Linguistics UCL - Identify the symbol: http://www.phon.ucl.ac.uk/home/johnm/flash/findrp.htm
Website - The International Phonetic Association: http://www.langsci.ucl.ac.uk/ipa/ipachart.html
Website: Sheep or ship? (vowels): http://www.shiporsheep.com/
Website - Phonetics: The sounds of spoken language (English and Spanish), University of Iowa: http://www.uiowa.edu/~acadtech/phonetics/#
Website- Type IPA phonetic symbols: http://ipa.typeit.org/
Teaching and learning material
- Basic concepts
- Course breakdown
- English accents: Online radio stations
- Garrido's group: Oral test 1
- Oral Test 2: Garrido's group
- Presentation of a Paper: Outline and Implications
- Reading - unit 1 - week 3: Vocal organs and speech production
- Reading- Unit 2- Week 4: Consonant Possibilities
- Reading, Unit 2- week 4: Consonants
- Reading- Week 2- Accents
- Standard English accents
- U1- Consolidation-Allophones
- U1-W3-The_vocal_organs
- U2-Consolidation-Commonly mispronounced words
- U2- Diphthongs: Commonly mispronounced words
- U2-W8-Vowels-Diphthongs-PPT
- U3-Reading & Exercises- Estebas- Chapter 5- Stress
- U3- Reading- Stress- Cecce-Murcia et al. Chapter 5
- U3- Reading- Stress in English
- U3-W12-Rhythm-Article- Solé
- U3-W12-Rhythm-PPT
- U4- Angelica Carlet's talk- EFL Pronunciation:Challenges and New Methods
- U4- Comets materials
- U4: Introduction to Teaching Pronunciation
- U4- Materials- Power Phonics- Lesson 1
- U4-Reading-Harmer-Teaching Pronunciation
- U4-Reading-Rethinking Pronunciation
- U4- Seminar on introducing phonetics to young learners- Maria Rosa's group
- U4- Seminar on introducing phonetics to young learners- Núria's group
- Unit 2: Consonant contrasts between Spanish Catalan and English
- Unit 3 Stress- Lecture materials
- W12-U3-Rhythm
- W14-U3-The_Three_Little_Pigs
- W15-U4-A-ClappingChant
- W15-U4-A-SpellingDay
- W15-U4-Graham-CreatingJazzChants
- W15-U4-IsItMonday
- W15-U4-JollyPhonics
- W15-U4-MisoSoupDay
- W15-U4-MisoSoupKaraoke
- W16-U4-Celce-Murcia-Ch10-A
- W16-U4-Celce-Murcia-Ch10-B
- W4-U2-Consonants
- W6-U2-Vowels
- W6-U2-Vowels-Exercises-EngPronInUse
- W6-U2-Vowels-Exercises-Garnet-1
- W6-U2-Vowels-Exercises-Garnet-2
- W6-U2-Vowels-Reading-Keidler
- W6-U2-Vowels-Reading-Ladefoged-et-Ferrari
- W6-U2-Vowels-Reading-OConnor