|
|
|
||
|
The course focuses on the description and practice of suprasegmental features of English phonetics and phonology, particularly on word and sentence stress, rhythm, reduction and intonation, which greatly contribute to better intelligibility of fluent speech.
Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (14.09.2022)
|
|
||
|
Students acquire theoretical knowledge and practical skills in the area of suprasegmental features of English phonetics and phonology. They will focus on mastering word and sentence stress, rhythm, vowel reduction, and intonation, which are key to improving the intelligibility and fluency of spoken English. Additionally, they will become familiar with selected techniques for teaching word stress and practice these techniques through micro-teaching sessions. Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (19.09.2024)
|
|
||
|
přímá výuka (24 hodin), čtení zadaných textů a zpracování seminárního úkolu (20 hodin), domácí úkoly a trénování transkripce (20 hodin), příprava na zkoušku (26 hodin) Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (24.09.2022)
|
|
||
|
2 absences, mobiles turned off during the classes, microteaching - word stress, obligatory tasks, written exam (both semesters) + reading aloud
Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (18.09.2024)
|
|
||
|
Obligatory literature: Roach, P. (2009) English Phonetics and Phonology. CUP. Volín, J. (2002) IPA - Based Transcription for Czech Students of English. Karolinum. Recommended literature: Nosek, J. (1991) Grafika moderní angličtiny. Karolinum. Gimson´s Pronunciation of English (2001). rev. by A. Cruttenden. Arnold. Wells, J. C. (2008) Longman Pronunciation Dictionary. Pearson Education Limited. Wells, J. C. (2006) English Intonation. An Introduction. CUP. Bradford, B. (2000) Intonation in Context. CUP. Brazil, D. (1994) Pronunciation for Advanced Learners of English. CUP. Menhard, Z. (1991) A Workbook in English Phonetics. SPN. Underhill, A. (2005) Sound Foundations. Heineman. Hewings, M. (2007) English Pronunciation in Use. Advanced. CUP. Mortimer, C. (2005) Elements of pronunciation. CUP. Pennington, M. (1996) Phonology in English Language Teaching. Longman. Rogerson, B., Gilbert, J. (1990) Speaking Clearly. CUP. Kelly, G. (2000) How to Teach Pronunciation. Pearson Education Limited. Murcia, M. C., Brinton, D. M., Goodwin, J. M. (2010) Teaching Pronunciation. CUP. Hancock, M. (1995) Pronunciation Games. CUP. Hewings, M (2004) Pronunciation Practice Activities. CUP. Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (24.09.2022)
|
|
||
|
written exam including both semesters; reading aloud including two practical tasks; pass = 70% (2 re-sits) Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (18.09.2024)
|
|
||
|
1) syllable structure and teaching implications 2) nature and placement of word stress; vowel reduction 3) stress placement in complex and compound words; stress shift 4) words with standard weak forms 5) rhythm (stress-timing x syllable timing) 6) introduction to intonation; tone unit and its structure 7) main types of tones and their meanings; tone and intonation languages 8) accentual, attitudinal ane grammatical functions of intonation
Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (18.09.2024)
|
|
||
|
The student will transcribe a continuous text using weak forms of grammatical words and mark the main stresses, intonation breaks, and linking. The student will read aloud a given text fluently and intelligibly. The student will analyze a selected text based on the assigned tasks. The student will define key terms and illustrate them with chosen examples. The student will compare the Czech and English sound systems in terms of word stress, linking, and rhythm. The student will provide at least two examples of the negative influence of Czech on the production or perception of English. The student will list the basic rules for placing word stress in English. The student will describe the English syllable from both phonetic and phonological perspectives. The student will be able to pronounce weak and strong forms of grammatical words. The student will design and teach a short activity on word stress, tailored to the target group—4th and 5th grade elementary school students. The student will describe the form and functions of intonation. Last update: Červinková Poesová Kristýna, Mgr., Ph.D. (19.09.2024)
|