Microdiseño Curricular

UNIVERSIDAD SURCOLOMBIANA
FORMACIÓN
MICRODISEÑO CURRICULAR
CÓDIGO MI-FOR-FO-34 VERSIÓN 1 VIGENCIA 2019 Página 1 de 10
FACULTY: EDUCATION
PROGRAM: ENGLISH LANGUAGE TEACHER EDUCATION PROGRAM
1. COURSE INFORMATION
COURSE TITLE: ENGLISH PHONETICS AND PHONOLOGY I
CODE: BEEDLEI04 NUMBER OF CREDITS: 4 WEEKLY HOURS: 4

REQUIREMENTS: BASIC ENGLISH I
AREA OF KNOWLEDGE: LINGUISTICS
UNIT IN CHARGE OF CURRICULAR DESIGN: ENGLISH LANGUAGE
TEACHER EDUCATION PROGRAM
BASIC COMPONENT X FLEXIBLE-ELECTIVE COMPONENT
TIME OF STUDENTS’ ACADEMIC WORK
Students’ Academic In-class Work Independent Work Total

Activity (Hours)
Hours 64 128 192
TOTAL 64 128 192
2. COURSE DESCRIPTION
This course is aimed at students of the English Language Teacher Education Program and aims to
deepen the basic concepts of phonetics and phonology. For a long time, phonetics and phonology in
ELT undergraduate programs have overlapped with pronunciation, creating a false myth within ELT
undergraduate programs that indicates they are the same (Ashby, 2020). This course attempts to
dismantle this myth by giving it a critical and reflective approach that complements the disciplinary
know-how with the know-how of English teachers in training.
The course will begin with the basic theory of sound production and the specificities of the linguistic
areas that study phonetic and phonological phenomena. Next, the segmental aspects of speech will
be introduced while reflecting on the implications of the native speaker myth for the teaching of
English (Phillipson, 1998). This fact will reinforce the idea that non-native English teachers should
achieve their legitimacy as English speakers and teachers by meeting the expectations and demands
Vigilada Mineducación
La versión vigente y controlada de este documento, solo podrá ser consultada a través del sitio web Institucional
www.usco.edu.co, link Sistema Gestión de Calidad. La copia o impresión diferente a la publicada, será considerada como
documento no controlado y su uso indebido no es de responsabilidad de la Universidad Surcolombiana.
FORMACIÓN
of others (Golombek & Jordan, 2005). Later he will delve into the suprasegmental characteristics of
speech and the implications for intelligibility in oral communicative acts. Throughout the course,
students will analyze different oral texts phonologically. This analysis includes the phonetic
transcription of the text and the description of the suprasegmental characteristics present in said text.
Finally, as part of the teacher training, the student will practically apply their knowledge to design a
didactic activity.
3. RATIONALE
The Phonology and Phonology course is justified within the Bachelor of Foreign Languages with
Emphasis in English because it is a space to study and analyze functional and social languages. Seeing
language as a sociocultural phenomenon implies dismantling ideas about the normalization and
standardization of languages. However, there are common elements that future English teachers must
understand to make decisions in their teaching practices. Precisely, this course provides the
opportunity for students to examine these common elements and look for the features that give
identity to English speakers from different parts of the world.
Speaking and especially teaching a foreign language such as English has a great responsibility for a
conscious student who knows that the English language is today an essential means in constructing
local and global knowledge, which will contribute to the development of their intercultural
competence.
4. GENERAL COMPETENCES
It is necessary to know how to apply in class concepts such as: competence is a “Savoir Faire” or an
implicit knowledge in a field of the human acting, “A situated action defined in relation with certain
mediated instruments.
GENERAL COMPETENCES
KNOW INTERPRETIVE The presentation and teaching of the segmental and

/KNOWLED suprasegmental aspects of the English pronunciation system are
taught in a theoretical-practical context, letting the student know
GE (Savoir) the systematization and classification of vowel and consonant
sounds and all the practice about word stress, intonation, and
rhythm. Also, the student learns the physiological aspect in
sound production.
ARGUMENTATIVE It is necessary to know how to involve students in the oral
reception process and the recognition and application of the
English sounds in their daily speech.
FORMACIÓN
CONSTRUCTIVE With the teacher’s ADVICE in and out of class, the student
will learn and systematize the essential elements taught in class
with the principal contextual variations getting general and
consistent bases for future studies in other linguistic aspects.
During his study and independent work, the student will create
and apply his own academic and methodological proposal that
will enrich his student and professional work.
The phonological competence assumes the knowledge and the skill in the perception
and production of:
KNOW ⚫ The sound units (phonemes) of the language and its realization in specific contexts.
HOW/
(Allophones).
⚫ The phonetics, features that distinguish phonemes (physiological aspects; for
SKILLS example: sonority, nasality, occlusion), it means the segmental aspect.
(Savoir faire) ⚫ The phonetics composition of the words (syllabic, structure, word stress sequence,
etc.)
⚫ Phonetics of sentences (set of rules for pronunciation and accentuation)
suprasegmental aspect: accent, rhythm.
⚫ Phonetics reduction: vocal reduction, strong and weak forms, assimilation, elision
⚫ To teach the students the useful information and practice for phonemic transcription
using different phonemic alphabets illustrating standard American and British
accents.
At the end of this course, the student should be able to:
⚫ Internalize English sounds so that the production of sounds becomes more of an
BE/ unconscious process.
EXISTENTI
⚫ To build up confidence when producing oral English.
⚫ Reflect on aesthetic implications that bear out to produce a speech well
AL (Savoir pronounced.
être) ⚫ Correct himself constantly in order to get and keep good phonetic fluency and have
successful relationships
with new groups of people.
⚫ Remind our students that they must be brilliant cognizant people, and talented in
their expression.
⚫ Analyze his own weaknesses and strengths as speakers of a new language and
implement action plans for his professional development.
FORMACIÓN
5. DEFINITION OF THEMATIC UNITS AND ALLOTMENT OF TIME FOR IN-CLASS AND INDEPENDENT WORK.
No. NAME OF THEMATIC UNIT STUDENT TOTAL OF HOURS

S’ WORK (a + b)
(hours)
a) In-class b) Independent
work work
1 Introduction to Phonetics and phonology: production 8 16 24

of speech
2 Segmental features of speech: vowel sounds 16 ork
32 48
3 Segmental features of speech: consonant sounds 16 32 48
4 Suprasegmental features of speech: intonation, stress, 16 32 48

and rhythm
5 Phonological analysis of speech 8 16 24
TOTAL 64 128 192
La versión vigente y controlada de este documento, solo podrá ser consultada a través del sitio web Institucional www.usco.edu.co, link Sistema Gestión de Calidad. La copia o impresión diferente a la
publicada, será considerada como documento no controlado y su uso indebido no es de responsabilidad de la Universidad Surcolombiana.
FORMACIÓN
6. WEEKLY COURSE PLANNER
H.
PEDAGOGIC ACTIVITIES AND HTI.
Themat No. of STRATEGIES
T. P.
ic Unit weeks CONTENTS Lab Guide Indepe
Class prac d ndent
tice Work Work
Syllabus presentation Assignment:
Introduction to Phonetics and phonology: main • Phonological analysis part 1:
concepts and generalities of the two disciplines. recording yourself.
1 Differences between phonetics and phonology and • Mind Map: Design a mind map 4 4 8
the study of pronunciation. about the generalities of
phonetics and phonology.
1 The production of sound: articulatory organs Assignment:

• Infographic about the
Common European Framework of reference for articulators and the production
language (2020): of voice.
2 • The user/learner’s competences. Ability to • Reflective journal 1: What do 4 4 8
learn (savoir apprendre). General phonetic you consider the most
awareness and skills (p. 106) important, to be phonetically
• Phonological competence (p. 116) aware or to be precise in
pronunciation? Why?
Segmental features of speech Minimal pairs
2 3 Vowel sounds: Phonemic transcription 4 4 8
• Introduction to vowel sounds
• Front vowels /i:/ - /ɪ/ - /Ԑ/ - /e/ /æ/
FORMACIÓN
• Back vowels /u/ - / ʊ/ - /o/ - /ɔ/ - /ɑ/

Vowel sounds: Minimal pairs
• Central vowels: /ə/ - /ɚ/ - /ɝ/ - /ɜ/ - /ʌ/ Phonemic transcription
• Centring diphthongs:/ɪə / /ʊə/ /eə /
4 • Closing diphthongs ending in /ɪ /: 4 4 8
/eɪ / /ɔɪ / /aɪ /
• Closing diphthongs ending in /ʊ/:
/əʊ/ /aʊ/
Analyzing vowel sounds Assignment:
• Workshop 1: vowel sounds
5 • Reflective journal 2: How has the 4 4 8
study of vowel phonemes
contributed to your understanding
of the English language?
Analyzing vowel sounds Assignment:
6 • Phonological analysis part 2: 4 4 8
transcription of vowels and
recording yourself.
Consonant sounds: Transcription exercises
Stop sounds (/p/ - /b/ - /t/ - /d/ - /k/ - /g/) Listening exercises
7 4 4 8
Consonant sounds: Fricative sounds /f/ - /v/ - /θ/ Contrasting exercises
3 /ð/ - /s/ /z/ - /ʃ/ /ʒ/ - /h/

Consonant Sounds: Transcription exercises
Affricate /ʧ/ /dʒ/ Listening exercises
8 4 4 8
Nasals /m/ /n/ /ŋ/ Contrasting exercises
Lateral /l/; retroflex /r/; glide /w/ - /j/
FORMACIÓN
Transcription and analysis of speech Assignment:

• Workshop 2: consonant sounds
9 • Reflective journal 3: What essential 4 4 8
differences have you found
between the English and the
Spanish consonants?
Transcription and analysis of speech Assignment:
10 Phonological analysis part 3: 4 8
4
transcription of consonants and
recording yourself.
Suprasegmental features: Reflective journal 4: Do you consider

Word stress. that if stress patterns are not used
11 within sentences as textbooks 4 4 8
described communication with
someone who only speaks English
would be affected?
4 12 Suprasegmental features: Workshop 3: stress within words and 4 4 8
sentence stress within sentences
Suprasegmental features: Assignment:
Intonation Reflective journal 5: Do you see any
13 disadvantage in doing Spanish 4 4 8
intonations when speaking English
and avoiding imitating those you have
learned in class?
FORMACIÓN
Suprasegmental features: Assignment:

Rhythm Reflective journal 6: Do you think that
14 communication with a person who 4 4 8
speaks only English would
misunderstand if you do not follow the
rhythm patterns similar to those seen
in class?
Phonological analysis of speech Assignment:
• Phonological analysis part 4:
analysis of suprasegmental features
and recording yourself.
15 • Reflective journal 7: What have 4 4 8
seen the phonetics and phonology
class’s significant contributions to
5 your education process as an
English teacher?
Phonological analysis of speech Assignment:

16 Final phonological analysis: 4 4 8
description of changes in self-
pronunciation and final report.
TOTAL 64 64 128
H. T. P. = On-site work hours H. T. I. = Independent work hours
FORMACIÓN
6. ASSESSMENT OF LEARNING (Assessment Strategy)
The assessment criteria along the course will encompass qualitative and quantitative aspects.
Qualitative, in the sense that compromise, enthusiasm, perseverance and disposition to learn
will be considered in all the process.
As suggested in chapter VI ARTICLE 24 STUDENTS’ CONDUCT BOOK, a formative

evaluation approach will prevail in all assessment activities conducted in this course. The key
to formative assessment, as proposed by Brown (2004), is to provide “appropriate individual
and group feedback on performance, with an eye towards the future continuation of their
learning “(p.6). Thus, special class sessions will be devoted to discussing feedback in regard to
students’ L2 performance, teaching and learning strategies, and other aspects that may be
interfering with learning. Through self, teacher, peer evaluations, we will try to offer students a
chance to participate in the evaluation process, as a “value and principal of democratic
practices. (Shoah, 2001)
THEMATIC UNIT ASSESSMENT STRATEGY PERCENTAGE

(%)
1, 2, 3, 4 Classwork activities and participation 10 %
1, 2 ,3, 4 Workshops 30 %
1, 2, 3, 4 Reflective journals 25 %
1, 2, 3, 4 Phonological analysis 35 %
8. BIBLIOGRAPHY
a. Basic Bibliography:
• Common European Framework of references for languages (unit 1)

• KELLY, Gerard, (2007). How to... Teach Pronunciation. Longman chapters 1,2,3,4, /
FORMACIÓN
(units 2,3,4)
• MARKS, Jonathan. (2007). English pronunciation in use. Elementary. Cambridge
University Press. Section A: 1 to 27 (units 3,4)
• MORRIS, Wilson Ian. (2.005). English Phonemic Transcription. Basic Blackwell.
England. (Unit 5).
• CELCE- Murcia. Marianne y otros. (2004). Teaching pronunciation. Cambridge
University Press. 11th. Printing.
• OXEDEN, Clive. (2010). American English File. Student book 1. Pronunciation
Sections. Oxford U. Press.
• Yoshida, Marla. (2015). Understanding and teaching the pronunciation of English.
Teasol Press chapters 1, 2, 3.
b. Complementary Bibliography:
• ORION, GERTRUDE F. (2002). Pronouncing American English. Sounds, stress and

intonation. Queensborough community college. The city University of New York.
• HEWINGS Martin et al. (2008). Pronunciation plus. Cambridge U. Press. (units 3,4)
• HEWINGS Martin (2010). Pronunciation practice activities..for language teachers.
Cambridge Handbooks. Cambridge U. Press. (units 3,4,5).
• CUNNINGHAM, Sara and Moor, Peter. (2007). New Headway Pronunciation course.
Elementary, pre-intermediate, intermediate, upper-intermediate. Oxford (units 2,3,4).
• BAKER, Ann (2002). Tree or three? Ship or Sheep? Cambridge U. Press.
Pronunciation practice through the entire course: http://w.w.w.uiowa.edu./
acadtech/phonetics/·
COMMENTS:
OBSERVACIONES
This official course syllabus format is presented to the curriculum committee of the English
Language Teacher Education Program of the Universidad Surcolombiana for its approval.
It is subject to change as needed.
DILIGENCIADO POR: Jairo Enrique Castañeda Trujillo.
FECHA DE DILIGENCIAMIENTO: Octubre, 2021

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UNIVERSIDAD SURCOLOMBIANA

CODE: BEEDLEI04 NUMBER OF CREDITS: 4 WEEKLY HOURS: 4

BASIC COMPONENT X FLEXIBLE-ELECTIVE COMPONENT

TIME OF STUDENTS’ ACADEMIC WORK

Students’ Academic In-class Work Independent Work Total

KNOW INTERPRETIVE The presentation and teaching of the segmental and

No. NAME OF THEMATIC UNIT STUDENT TOTAL OF HOURS

1 Introduction to Phonetics and phonology: production 8 16 24

3 Segmental features of speech: consonant sounds 16 32 48

4 Suprasegmental features of speech: intonation, stress, 16 32 48

TOTAL 64 128 192

6. WEEKLY COURSE PLANNER

1 The production of sound: articulatory organs Assignment:

• Back vowels /u/ - / ʊ/ - /o/ - /ɔ/ - /ɑ/

3 /ð/ - /s/ /z/ - /ʃ/ /ʒ/ - /h/

Transcription and analysis of speech Assignment:

Suprasegmental features: Reflective journal 4: Do you consider

Suprasegmental features: Assignment:

Phonological analysis of speech Assignment:

H. T. P. = On-site work hours H. T. I. = Independent work hours

6. ASSESSMENT OF LEARNING (Assessment Strategy)

As suggested in chapter VI ARTICLE 24 STUDENTS’ CONDUCT BOOK, a formative

THEMATIC UNIT ASSESSMENT STRATEGY PERCENTAGE

• Common European Framework of references for languages (unit 1)

• ORION, GERTRUDE F. (2002). Pronouncing American English. Sounds, stress and

DILIGENCIADO POR: Jairo Enrique Castañeda Trujillo.

FECHA DE DILIGENCIAMIENTO: Octubre, 2021

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