SYLLABUS STUDY PROGRAM ENGLISH COURSE CODE COURSE

Meetings

Basic Competencies

Indicators

Learning experiences

Teaching Materials

Time

Tools/Teaching aids/Resources

Evaluations

I.

To understand the differences in rules and pattern between English sounds, spelling, and pronunciation

The students are able to:

1. explain the differences between English sounds and spelling

2. apply the rules and patterns of English spelling and pronunciation in context

1. To discuss English spelling system

2. To discuss regular features of English pronunciation and spelling

3. To discuss examples of regular features of English pronunciation and spelling

1. Spelling and pronunciation:

• The English spelling system

• Regular features of English pronunciation and spelling

200

OHP, LCD, Notebook, Standard English-English Dictionary, Kelly, G. How to teach pronunciation. 2004: 122-125

quiz

II.

To recognize English sounds and how to produce them

The students are able to:

1. explain the individual sounds of English

2. explain the process of how sounds are made

1. To analyze the individual sounds of English

2. To discuss the English speech production process

3. Individual sounds of English:

• How speech sounds are made

• Consonants and vowels

200

OHP, LCD, Notebook, Standard English-English Dictionary, Kelly, G. How to teach pronunciation. 2004: 1-9

quiz

III.

To understand the parameters in producing English consonants: phonetic transcription and the rules of production

The students are able to:

1. explain the concepts of describing English consonants

2. describe English consonants

3. to produce English consonants correctly

4. to produce phonetic transcription for Eng. consonants correctly

1.To discuss the description of English consonants

2. To listen to sample of speech containing English consonants

3. To practice producing English consonants correctly

3. To practice transcribing English consonants

4. The description of English consonants

• place of articulation

• manner of articulation

• voicing

• Phonetic symbol for consonants

200

OHP, LCD, Notebook, Standard English-English Dictionary, Kelly, G. How to teach pronunciation. 2004: 47-53

IV.

To understand the parameters of English vowels, phonetic transcription, and the rules of production

The students are able to:

1. explain the view points of describing English vowels

2. describe and produce English vowels correctly

3. to produce phonetic transcription for Eng. vowels correctly

1.To discuss the description of English vowels

2. To listen to sample of speech containing English vowels

3. To practice producing English vowels

3. To practice transcribing English vowels

5. The description of English vowels:

• Tongue height

• Tongue retractness

• Tense vs Lax

• Lip rounding

• Phonetic symbols for vowels

• Diphthongs

200

OHP, LCD, Notebook, Standard English-English Dictionary, Kelly, G. How to teach pronunciation.

29-36

V.

To understand the way of pronouncing English sounds in context:

based on the pronunciation rules for grammatical endings, its application in context

The students are able to:

1. produce English sounds in positional variation correctly

2. explain the pronunciation rules of grammatical endings

3. to pronounce words with grammatical endings correctly

4. to produce phonetic transcription correctly

1. To discuss and listen to samples of speech containing contrastive and non-contrastive Eng. sounds

2. To practice pronouncing contrastive and non-contrastive Eng. sounds

3. To listen to samples of speech containing grammatical endings

4. To discuss the rules and practice of pronouncing grammatical endings

5. To practice producing phonetic transcription

6. English sounds in context:

• Positional variation: contrastive and non-contrastive sounds of English

• Grammatical endings: the regular past tense, the plural, possessive, and third person singular

200

OHP, LCD, Notebook, Standard English-English Dictionary,

VI.

To understand the concept of syllable structure and syllable types: by recognizing the consonant cluster and applying the rules of pronouncing the consonant cluster correctly

The students are able to:

1. explain the concept of syllable structure

2. give examples of each syllable types

3. give examples of consonant clusters

4. to pronounce consonant cluster correctly

5. to produce phonetic transcription correctly

1. To discuss the syllable structure

2. To discuss the example of syllable types and consonant cluster

3. To listen to samples of speech containing consonant cluster

4. To discuss and practice the rules of pronouncing words containing consonant clusters

7. Syllable structure:

• syllable types

• consonant cluster

200

OHP, LCD, Notebook, Standard English-English Dictionary,

VII

To understand the definition stress: being aware of rules of word stress, understanding the differences between major and minor stress, applying the rules of placing word stress correct-ly, and developing strategies to do self-correcting and self- monitoring

The students are able to:

1. explain the definition of stress

2. identify major and minor stress

3. produce the word stress correctly

1. To discuss the definition of stress, major and minor stress

2. To listen to sample of word stress

3. To discuss examples of placement of word stress

4. To discuss the rules of word stress

5. To practice pronouncing word stress correctly

6. To record students’ pronunciation

7. To evaluate the students’ recordings

8. To correct the students’ pronunciation

8. Word stress and vowel reduction:

• What is stress?

• Major and minor stress

• Placement of word stress

200

OHP, LCD, Notebook, Standard English-English Dictionary,

VIII

To understand the rules of sentence stress: in application and developing strategies to do self-monitoring and self-correcting

The students are able to:

1. explain the definition of sentence stress and tonic syllable

2. identify sentence stress and weak forms stress

3. give examples of sentence stress

4. produce sentence stress correctly

1. To discuss the definition of sentence and tonic syllable

2. To listen to and practice samples of sentence stress and weak forms

3. To record students’ pronunciation

4. To evaluate the students’ recordings

5. To correct the students’ pronunciation

9. Sentence stress:

• sentence stress and tonic syllable

• sentence stress and weak forms

• raising awareness of word and sentence stress

200

OHP, LCD, Notebook, Standard English-English Dictionary,

IX

To understand the points in defining intonation: being aware of the connection between grammar and intonation, attitude and intonation, discourse and intonation

The students are able to:

1. explain the definition of intonation

2. identify the link between grammar and intonation, attitude and intonation, discourse & intonation

3. give examples of grammar and intonation, attitude and intonation, discourse & intonation

4. produce intonation correctly

1. To listen to sample of speech focusing on intonation

2. To discuss the rules of pronouncing intonation

3. To practice pronouncing intonation

4. To record students’ pronunciation

5. To evaluate the students’ recordings

6. To correct the students’ pronunciation

10. Intonation:

• What is intonation?

• Grammar and intonation

• Attitude and intonation

• Discourse and intonation

200

OHP, LCD, Notebook, Standard English-English Dictionary,

X.

To understand the points in defining linking and intrusion, assimilation and in applying them

The students are able to:

1. explain the definition of linking and intrusion, assimilation

2. give examples of linking and intrusion, assimilation

3. produce linking and intrusion, assimilation correctly

1. To discuss the definition of linking and intrusion, assimilation

2. To listen to and practice samples of linking and intrusion, assimilation

3. To record students’ pronunciation

4. To evaluate the students’ recordings

5. To correct the students’ pronunciation

11. Connected speech:

• Linking and intrusion

• Assimilation

200

OHP, LCD, Notebook, Standard English-English Dictionary,

XI.

To understand the points in defining elision, juncture, and contraction and in its application

The students are able to:

1. explain the definition of elision, juncture, contraction

2. give examples of elision, juncture, contraction

3. produce linking and intrusion, assimilation correctly

1. To discuss and listen to the definition of elision, juncture, contraction

2. To listen to and practice samples of elision, juncture, contraction

3. To record students’ pronunciation

4. To evaluate the students’ recordings

5. To correct the students’ pronunciation

12. Connected speech:

- Elision

• Juncture

• Contraction

200

OHP, LCD, Notebook, Standard English-English Dictionary,

XII.

To identify common pronunciation errors: by developing strategy to correct the errors

The students are able to :

1. give examples of common pronunciation errors

2. make correction

1. To discuss the examples of pronunciation errors

2. To discuss the strategies to correct the errors

13. Common pro-nunciation errors:

English vowels, consonants,Stress, rhythm, & intonation

200

OHP, LCD, Notebook, Standard English-English Dictionary,

XIII.

To be aware of the differentiating English accents by identifying various English accents

The students are able to :

1. identify the characteristics of various English accents

2. understand the speech produced by speakers of different English varieties

1. To watch movies & discuss the characteristics of different E. accents

2. To discuss potential difficulties in comprehending different English accents

3. To discuss possible strategies to overcome the difficulties

• Accents of English: RP, General American,

Australian, Indian

200

OHP, LCD, Notebook, Standard English-English Dictionary,