National Commission for Academic Accreditation &
Assessment
Course Specification
Institution:
MAJMAH UNIVERSITY
College/Department:College of Education / English department
A Course Identification and General Information
1. Course title and code:TeachingPronunciation code: ENG 121
2. Credit hoursThree
3. Program(s) in which the course is offered.
B.A. in English
4. Name of faculty member responsible for the course
5. Level/year at which this course is offered
Level: 2
6. Pre-requisites for this course
None
7. Co-requisites for this course
N.A.
8. Location if not on main campus
not applicable
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B Objectives
This course is the first of a series of three courses in the department that are
prescribed for the study and practice of English sounds ( the other two being: ENG
322 & ENG 314 ). As such, it assumes no previous background in Phonetics and
Linguistics, and aims primarily at training students to both pronounce and
understand English pronunciation effectively and intelligibly.
Core topics will include: the pronunciation of English vowels, diphthongs, consonants,
syllable, stress and intonation. The use of both paper and electronic dictionaries to
know the pronunciation of English words, will be practiced (including of course
phonetic transcription).
Although the bulk of the course will be about practical pronunciation, a small
module(section) that introduces some basic theoretical phonetic terms and concepts
will also be included, but again with a practical orientation towards these
concepts/terms ( definition of phonetics, its three major categories, organs of speech,
description of English vowels/diphthongs and consonants, but not descriptions of suprasegmental).
Students will not be trained on RP (Received Pronunciation) alone, but will also be
trained to understand a wide range of English accents (native/non-native) (including
the New English accents).drawing on the growing tendency in modern EFL
education to incorporate New English as well as RP (see Jenkins, 2000(1st edition).
Jenkins argues strongly for a model of English phonology ( what she calls "Lingua
Franca Core") that caters for/accommodates nonnative-nonnative communication,
based on" International Intelligibility", as English is now a 'Global Language' (rather
than just the limited RP).
Main Objectives:
Introduces students to the basics of English pronunciation and its sound system structure.


Provides students with a wide range of practices/exercises on English pronunciation drawing on a
variety of accents ( not merely RP important as it is—see Jenkins, 2000).

Gives students opportunity to practice English Supra-segmentals (Syllable-Stress- Connected
Speech and intonation).

Defines, describes and explains Phonetics (three major sub-fields of phonetics, with particular
emphasis on articulation/organs of speech).

Describes English vowels, diphthongs, consonants,(also gives insights into English phonetics vs.
Arabic phonetics- "how sequences of sound segments are arranged cf. ENG 324).

Seeks to make students feel the flow of English pronunciation (English Rhythmic structure being
"stress-timed" ).
2
Learning outcomes:

Pronounce and understand English correctly, effectively and intelligibly when talking or listening
to both native and nonnative speakers of English.

Pronounce English vowels and diphthongs correctly, effectively and intelligibly.

Pronounce English consonants correctly, effectively and intelligibly. Note the
discrepancy/inconsistencies between English script( Letters) an Sounds (instructors may draw on
Section A in Donna's and Hancock's textbook- intermediate)


Pronounce English supra-segmentals (Syllable, Stress: word and sentence stress, intonation, etc.)
correctly, effectively and intelligibly-- (instructors may opt to draw on Donna's & Hancock's
textbook section B)
Pronounce English numbers, proper names and Geographical names correctly and intelligibly.

Develop an awareness of the sound system of English.

Possess a working knowledge of Phonetics (articulatory, acoustic and auditory phonetics).

Know and use Phonetic Transcription (IPA); and effectively use English dictionaries to get the
correct pronunciation ( both e-dictionaries and traditional paper dictionaries).

Describe English vowels and consonants (place of articulation, manner of articulation and the
position of the vocal cord)
C.Course Description(Note: General description in the form to be used for the Bulletin or
Handbook should be attached)
1. Topics to be Covered
List of Topics
No of
Weeks
Course Orientation: Note that the practical module (unit) of this 1
course draws on Donna's & Hancock's " English Pronunciation
in Use" (or any similar practical pronunciation book with the
audio (CD) materials) !
Pronunciation of English Vowels and Diphthongs (
1
discrepancies between English spelling and sounds should be
noted)
3
Contact hours
3
3
Pronunciation of English Consonants ( using minimal pairs and
all sorts of exercises provided in Donna's and Hancock's
"English Pronunciation in Use" (intermediate).. ( discrepancies
between English spelling and sounds should be noted with the
audio (CD) materials)
Pronunciation of English Syllables( draw a comparison and
contrast with Arabic syllables).
2
6
1
3
2
6
- Pronunciation of English numbers, proper names/geographical
names)
Module (unit 2): what is Phonetics? Branches of Phonetics:
2
Articulatory, Auditory and Acoustic)..Phonetic Transcription
(IPA)
Articulation: Slight description of Organs of Speech
2
6
- Pronunciation of English Stress (word stress) and Intonation
6
Description of English Vowels (Vowel Chart: tongue part,
tongue height and lip position.
Linking the phonetic description of English sounds (vowels and
consonants) with English pronunciation practice.
2
6
1
3
English Phonetics vs. Arabic Phonetics (e.g. differences in
consonant clusters).
1
3
2. Course components (total contact hours per semester):
Lecture: 26 HR
Tutorial:
Laboratory
45
12
NA
Practical/Field
work/Internship
N/A
3. Additional private study/learning hours expected for students per week.
2-3 hours/week
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate
4
Other:
a. Knowledge
(i) Description of the knowledge to be acquired
1: Correct place and manner of articulation of English sounds
2: Phonetic symbols which they can use to identify correct pronunciation of English words
(ii) Teaching strategies to be used to develop that knowledge.
Lectures - group discussion. Practice in small groups
(iii) Methods of assessment of knowledge acquired
i: Presentation
ii: Written Quiz
iii: Discussion
iv: Exams
b. Cognitive Skills
(i) Description of cognitive skills to be developed
1- Recognizing different phonetic symbols
2- Recognizing different sounds
3-Ability to pronounce properly
(ii) Teaching strategies to be used to develop these cognitive skills
listening practice– lectures –individual and group learning
(iii) Methods of assessment of students cognitive skills
oral quiz, written quiz, exams
c. Interpersonal Skills and Responsibility
Working in groups
Leader ship
(ii) Teaching strategies to be used to develop these skills and abilities
Group assignments
Group discussions
5
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
1-Observation
2-Evaluating the student’s role as a team leader
3-Assessing the role of reader in group
d. Communication, Information Technology and Numerical Skills
i- learning the proper way to pronounce in English language
ii-Using internet to get knowledge and utilize it properly
(ii) Teaching strategies to be used to develop these skills
i: using pronunciation training software
ii: students accessing web-based practice material using computer
N/A
(iii) Methods of assessment of students communication skills
1- class presentations
2- Class discussions
N/A
5. Schedule of Assessment Tasks for Students During the Semester
Assessment
Assessment task (eg. essay, test, group project,
examination etc.)
Each
week
Proportion of final
assessment
1
1stMid- term
7th
15
2
2nd Mid- Term
14th
15
3
Participation/assignments/quizzes
4
10
15-16th
Final Exam
6
60
D. Student Support
Arrangements for availability of teaching staff for individual student consultations and academic advice.
1. 6 hours for academic consultation
E: Learning Resources
1: Require Textbook
English Pronunciation in Use- Intermediate (with CD-audio and CD-ROM) by Mark Hancock,
and Sylvie Donna
Other Reference:
English Phonetics and Phonology by Peter Roach
Cambridge University Press
2: Electronic materials
-
phonetics.ucla.edu
soundsofenglish.org
clas.mq.edu.au/speech/phonetics/topics.html
3: Other learning materials
CDS with the books:
English Pronunciation in Use
A course in phonetics
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
-Large rooms
-Laboratory.
2. Computing resources
laptop
7
smart board
speakers
3. Other resources
Computer lab
G Course Evaluation and Improvement Processes
1: Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Questionnaires for students
2: Other Strategies for Evaluation of Teaching by the Instructor or by the Department
Observation
Testing the students
3: Processes for Improvement of Teaching
Workshops
Having confidence in teachers
An effective system of encouragement for the teachers
4. Processes for Verifying Standards of Student Achievement.
Rechecking by the head of the department
Opinion about the assignments etc. from other staff members
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