Butler Community College	Jody Conyers
Humanities and Fine Arts	Fall 1997

American English Pronunciation II

COURSE DESCRIPTION
SP117 American English Pronunciation II, 1 hour credit. Prerequisite: American English Pronunciation I. A continuation of additional phoneme instruction, phrasing in oral and written language, compound word stress, linking, and blending.

POSSIBLE TEXTBOOKS/REFERENCES
Jones, Clarice M. and Miculka, Jean H. (1992). Speaking American English. Cincinnati, Ohio: South-Western Publishing Company.
Cook, Ann (1991). American Accent Training. Canada: Barrons Educational Series, Inc.
Edwards, Hal T. and Strattman, Kathy H. (1995). A Course in Accent Modification. Wichita, Kansas: Wichita State University. Funk and Wagnalls Standard Dictionary (1993). New York, New York: Harper Paperbacks.

COURSE OBJECTIVES:
At the completion of this course, the student should be able to:

1. pronounce 5 vowel/dipthongs, and identify their common spellings
2. pronounce 7 consonant phonemes, and identify their common spellings
3. identify silent consonant combinations, and compare with double or multiple consonants in pronunciation from the printed word
4. appropriately pronounce plurals and verb endings 5. distinguish between pronunciation of like compound words
5. identify in sentences the usage of liking and blending in pronunciation and begin imitating
6. recognize effects of punctuation in the printed word, and how this is transferred in oral language into thought groups
7. explain the meaning of 15 additional American idioms

TOPICAL OUTLINE OF UNITS:
Vowel phonemes
The student will be able to:

1. auditorially differentiate between 5 vowel/dipthong sounds
2. identify long/short "O" from the printed word using the common spellings
3. identify long/short "I" from the printed word using the common spellings
4. identify dipthong "OY" from the printed word using common spellings
5. begin pronunciation of these some vowel sounds

Consonant phonemes
The student will be able to:

1. auditorially differentiate between "K", "N", "NG", and "NK"; "S" and "Z"; "K", "S", and "X"
2. differentiate between "S" and "K" ("C") sounds from the printed word
3. differentiate between "S" and "Z" sounds from the printed word
4. identify the pronunciation of "CK" and how "-CK" affects pronunciation of the preceding vowel
5. begin pronunciation of each of these consonant sounds

Double/silent/multiple consonants
The student will be able to:

1. identify how a double consonant affects pronunciation
2. identify how a double "TT" affects pronunciation of this sound
3. identify which common consonant combinations in the printed word results in the sounds that are not pronounced
4. identify which common consonant result in numerous sounds that are pronounced
5. begin imitating pronunciation of these consonants and consonants combinations

Plurals and verb endings
The student will be able to:

1. auditorially differentiate between "s" plurals, "es" ("ez") plurals, and "z" sound plurals
2. identify from the printed word which sound ("s", "z", or "ez") would be pronounced
3. auditorially differentiate between past tense "ed" ("t"), "ed" ("d"), and "ed" ("ed") sounds
4. identify from the printed word which sound ("t", "d", or "ed") would be pronounced
5. begin imitating pronunciation of each of these word endings

Compound word stress
The student will be able to:

1. identify which part of a two syllable word (which could be either a subject or a verb) to emphasize with stress by looking at the word in context
2. begin contrasting pronunciation of these word pairs
3. begin appropriate pronunciation of these words in context
4. identify which part of a two syllable word, compound noun, or compound verb to emphasize with stress
5. begin pronunciation of these words using appropriate stress

Linking and blending
The student will be able to:

1. auditorially differentiate between consonant and vowel linking, consonant to consonant blending, and vowel to vowel blending
2. identify from the printed word instances in sentences where the sound linking and blending would occur
3. auditorially analyze in cases of vowel to vowel blending whether a "Y" or "W" sound has been verbally pronounced
4. identify from the printed word instances of vowel to vowel blending whether a "Y" or " W" would be added when verbalized
5. identify from the printed word how an initial "H" word is affected in pronunciation by the final sound of the preceding word
6. begin pronunciation using linkage and blending patterns

Verbal thought groups-phrasing and pausing
The student will be able to:

1. identify how different types of punctuation reflect "thought groups" in the printed word
2. recite sentences using stress, tonal changes, and pausing to illustrate where printed punctuation had occurred
3. identify verbal thought and groups from auditorially presented material
4. analyze written sentences that are not heavily punctuated into thought groups
5. begin verbalizing sentences using thought groups

Idioms
The student will be able to:

1. explain the meaning of 15 common American idioms
2. indicate when these idioms could be appropriately used

METHODS OF INSTRUCTION
The following teaching/learning activities will assist students to achieve course objectives:
lecture, group and individual phoneme pronunciation practice, audiotapes, conversation practice, role playing, dictionary usage, and written assignments.

Telecourses: Independent study of audio/video materials augmented by text and study guide; collaboration and participation with class members and faculty via available means. Faculty role is facilitator of learning experiences.

METHODS OF EVALUATION:
Grade determination will be dependent upon attendance, class participation, written assignments, quizzes, a comprehensive final, and completion of two pronunciation tapes.

Miscellaneous:
Students with impaired sensory, manual or speaking skills are encouraged and have the responsibility to contact their instructor, in a timely fashion, regarding reasonable accommodation needs.