Kh triển khai ĐANN2020 trong các cơ sở giáo dục đh
Pronunciation online in moodle
1. VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
COURSEOUTLINE
PRONUNCIATION ONLINE
University of Languages & International Studies 2012
Faculty of English Language Teacher Education
ENGLISH I
Blog address: www.englishonecfl.com
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2. 1. COURSE DESCRIPTION
- Course Name: PRONUNCIATION ONLINE Code: Number of credits: 2
- Course status: Compulsory Optional
2. COURSE OBJECTIVES
According to the CEFR (B1) of the Council of Common Europe, by the end of the first
semester, first -year students should be able to:
2.1. Knowledge
- Have understandable pronunciation of English sounds (vowels and consonants) even if
occasional mispronunciation occurs.
- Generally understand and follow lectures delivered in English by teachers.
- Generally distinguish varieties of English.
- Generally understand transcription, word stress, sentence stress, strong form, weak form,
rhythm, linking, and intonation.
2.2. Skills
- Be used to working by him/herself and in a group as well.
- Be introduced to the different, most widely recognized accents such as British English and
American English.
- Maintain a conversation or discussion, but may sometimes be difficult to follow when
trying to say exactly what he/she would like.
- Achieve high level of pronunciation with excellence in some difficult sounds such as
vowels, consonants and ending sounds, etc. that make him/herself be well understood.
Besides, other supra-segmentals are gradually formed in student’s speech.
2.3. Attitudes and attendance
- Be serious in studying, attend the class regularly, and actively participate the lessons.
- Be cooperative in pair work and group work.
- Be eager to learn new things relating to the theme.
- Be well motivated in self-study.
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4. 10. Word Stress # 2 (complex words) Students remember
rules and practise
11. Sentence stress Students remember
rules and practise
12. Strong form vs. Weak form Students remember
rules and practise
13. Rhythm + linking Students remember
rules and practise
14. Introduction to Intonation Students remember
rules and practise
15. Revision, Wrap-up and Evaluation
4. MATERIALS
4.1. Required materials:
Pronunciation Course compiled and edited by Khoa Anh Viet.
4.2. Supplementary materials:
Ship or Sheep.
Pronunciation In Use
Pronunciation Power
BBC Learning English
Keyman
Cambridge Learner’s Dictionary
All these materials can be downloaded from English I’s blog at www.englishonecfl.com
(English Pronunciation Section).
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5. 5. COURSE POLICY AND REQUIREMENT OF LECTURERS
These are some requirements for the course:
• Register to Pronunciation Online Course in Moodle;
• Actively participate the entire lessons;
• Complete all compulsory activities;
• Receiving mark 0 for such action of copying others’ work, or failing to meet the
deadline for assignment.
.
6. COURSE ASSESSMENT
Discussion: 20% There are four topics for discussion. Two
topics require students to type down their
feedback and two require students to record
their feedback.
Quizzes: 20% In most week, students are required to
complete the quizzes.
E-portfolio: 20% E-portfolio includes 44 audio files related the
44 sounds and 02 audio files of the text
(What is the difference between a college and
a university)
Transcription: 10% Students are required to transcribe a text.
Pronunciation Project: 30% Requirements and rubrics can be found in
Appendices.
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6. APPENDIX I
The pronunciation assignment is evaluated as follows:
Criteria for Average(5-6) Good (7-8) Very good (9-10)
evaluating
Performance Skip 2-3 following Follow all the steps but Follow all the steps
steps with limited with limited with limited efficiency:
effectiveness: effectiveness:
- Deliver materials - Deliver materials - Deliver materials
giving explanation giving explanation to giving explanation
to the pronunciation the pronunciation to the pronunciation
phenomenon of the phenomenon of the phenomenon of the
group without group and 2 exercises group and 2
exercises. to practice. exercises to
- Give other students - Give other students practice.
guidance to listen to guidance to listen to - Give other students
their voice recorded their voice recorded guidance to listen to
tape tape. their voice recorded
- Check the - Check the correction tape.
correction of of sounds. - Check the
sounds. - Give other students correction of
- Give other students instruction to find out sounds.
instruction to find mistakes in - Give other students
out mistakes in pronunciation (if instruction to find
pronunciation (if there is) in the tape/ out mistakes in
there is) in the tape CD pronunciation (if
CD - Require students in there is) in the tape/
- Require students in the group or in other CD
the group or in groups read aloud the - Require students in
other groups read recorded sounds try the group or in
aloud the recorded to correct the other groups read
sounds try to mistakes. aloud the recorded
correct the - All the members do sounds try to
mistakes. contribute to the correct the
- Some of the process of doing and mistakes.
members do not performing the work - All the members do
contribute to the but with limited contribute to the
process of doing effectiveness and process of doing
and performing the without equality in and performing the
work. work division. work with high
effectiveness and
equality in work
division.
Recorded Mistakes in major Major phenomenon is Major phenomenon is
voice in the pronunciation pronounced correctly by pronounced correctly
tape phenomenon are more than a half of the by most of the
repeatedly made. members in the group. members in the group.
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7. APPENDIX II
GUIDELINES TO PRONUNCIATION PROJECT
The class will be divided into groups of five. Each group will choose one of the five themes to
work on.
Theme 1: Project on difficult sounds (consonants and vowels)
Theme 2: Project on Word Stress (simple and complex)
Theme 3: Project on Strong form and Weak form
Theme 4: Project on Sentence Stress + Rhythm + Linking
Theme 5: Project on Intonation
For each theme, students are required to design at least 3 activities. Students read the designed
activities and record their own voice (ALL members of a group must be equally assigned to
record their voice in the exercises).
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8. APPENDIX III
SAMPLE OF PRONUNCIATION PROJECT
Group :………
Group members : …………………………………
Theme 1 : Consonants /ʃ/, /ʒ
/ʒ/, /ʧ/, /ʤ/
Task 1: (One-syllable words) Circle the word in which the underlined part is
pronounced differently.
1. A. chef B. cheer C. chest D. which
2. A. watch B. chair C. chaos D. rich
3. A. chief B. chime C. choice D. Christ
4. A. shoe B. chew C. chute D. sure
5. A. fish B. cash C. shore D. chore
6. A. jeep B. June C. George D. beige
7. A. germ B. gear C. age D. genre
8. A. rouge B. giant C. job D. badge
Task 2: (Multi-syllable words) Circle the word in which the underlined part is
pronounced differently
1. A. chubby B. chemist C. chimney D. cheetah
2. A. chorus B. cheerful C. reaching D. chapter
3. A. mature B. section C. social D. chauffer
4. A. vision B. unusual C. gentle D. measure
5. A. massage B. pleasure C. casual D. college
6. A. soldier B. shoulder C. education D. region
7. A. decision B. possession C. mustache D. electrician
8. A. occasion B. leisure C. explosion D. addition
Task 3: Read these sentences aloud. In the brackets provided below each italic
word, write the phonetic symbols /ʃ/, /ʒ/, /ʧ/, or/ʤ/ representing the consonant
sound in that word. After that, write the number of each consonant sound in the
space provided.
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9. 1. Our children, John and Joe like making furniture such as chairs or ships.
/…./ /…/ /…/ /…/ /…/ /…/ /…/ /…/
2. We will spend our January vacation in Asia, that’s the last decision.
/…./ /…/ /…/ /…./
3. The culture and education in Germany is different from those in China.
/…/ /……./ /…/ /…/
4. Jane enjoys washing the dishes in the kitchen.
/…/ /…/ /…/ /…/ /…/
5. Division, subtraction, addition and multiplication are basic calculations.
/…/ /…/ /…/ /…/ /…/
Sentence 1 / ʃ/ /ʒ/ /ʧ/ /ʤ/
Sentence 2
Sentence 3
Sentence 4
Sentence 5
Task 4: Read the following dialogue aloud and underline words which have the
sounds /ʃ/, /ʒ/, /ʧ/, and /ʤ/.
Tom: Joe, I’m going on a vacation to Egypt. What should I prepare for it?
Joe: I suggest you should buy some clothes first because the weather there is very
changeable during this time of the year.
Tom: Really? Well, so, I’ll buy a jacket, a shirt, a T-shirt, a pair of trousers, and a pair
of running shoes.
Joe: So many kinds!
Tom: Yes, so that I will feel at ease at any kind of weather.
Joe: You should bring some food as well. I suggest cheese sandwich, chocolate chip
cookies, and canned fish.
Tom: That’s a good idea. Thanks a lot.
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10. KEY TO PRONUNCIATION ASSIGNMENT
I.
1. A 2. C 3. D 4. B 5. D
6. D 7. B 8. A
II.
1. B 2. A 3. A 4. C 5. D
6. B 7. A 8. D
III.
1. Our children, John and Joe like making furniture such as chairs or ships.
/ʧ/ /ʤ/ /ʤ/ /ʧ/ /ʧ/ /ʧ/ / ʃ/
2. We will spend our January vacation in Asia, that’s the last decision.
/ʤ/ / ʃ/ /ʒ/ /ʒ/
3. The culture and education in Germany is different from those in China.
/ʧ/ /ʤ, ʃ/ /ʤ/ /ʧ/
4. Jane enjoys washing the dishes in the kitchen.
/ʤ/ /ʤ/ / ʃ/ / ʃ/ /ʧ/
5. Division, subtraction, addition and multiplication are basic calculations.
/ʒ/ / ʃ/ / ʃ/ / ʃ/ / ʃ/
/ ʃ/ /ʧ/ /ʒ/ /ʤ/
Sentence 1 1 4 0 2
Sentence 2 1 0 2 1
Sentence 3 1 2 0 2
Sentence 4 2 1 0 2
Sentence 5 4 0 1 0
IV. Tom: Joe, I’m going on a vacation to Egypt. What should I prepare for it?
Joe: I suggest you should buy some clothes first because the weather there is
very changeable during this time of the year.
Tom: Really? Well, so, I’ll buy a jacket, a shirt, a T-shirt, a pair of trousers,
and a pair of running shoes.
Joe: So many kinds!
Tom: Yes, so that I will feel at ease at any kind of weather.
Joe: You should bring some food as well. I suggest cheese sandwich,
chocolate chip cookies, and canned fish.
Tom : That’s a good idea. Thanks a lot.
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