Our Services > Language Training

Accent Reduction - Curriculum

Conversa offers a 16-hour Accent Reduction course, given at a regular or an intensive pace.

Regular Program

2 hours twice a week for 4 weeks

Intensive Program

2 hours daily (Monday through Thursday) for 2 weeks.

Number of registrations required to book the course is minimum 4, maximum 6 students. Conversa reserves the right to postpone a course if the number of registrations is less than 4.

Structure

1. Pronunciation, consonants B to N; vowels. 2. Pronunciation, consonants P to Z; diphthongs 3. Intonation, Emphasis and Timing. 4. Intonation, Emphasis and Timing (continued) 5. Rhythm and Listening Skills 6. Rhythm and Listening Skills (continued) 7. Student Presentations 8. Student Presentations corrected

2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours

1. Pronunciation, consonants B to N; vowels.

• Basic movement of lips, tongue and jaw to pronounce “English”practice sounds
• Students identify own accent and pronunciation difficulties
• Concentration on more difficult sounds
• Practice words; identify words that defy all rules!
• Repeat consonants B to N, and vowels focussing on movement of lips, tongue and jaw
• Change of pace: tongue twisters
• Read and practice text A

2. Pronunciation, consonants P to Z; diphthongs

• Basic movement of lips, tongue and jaw to pronounce “English”; practice sounds
• Concentration on more difficult sounds
• Practice words; identifying words that defy all rules!
• Repeat consonants B to N, and vowels focussing on movement of lips, tongue and jaw
• Change of pace: tongue twisters
• Read and practice text A (again)

3. Intonation, Emphasis and Timing

• Discuss reasons/rules for stressing words / intonation.
• Indicative sentences
• Indicative sentences converted to questions
• questions (affirmative)
• questions (negative)
• examples of a sentence emphasizing a different word, and explanation of different meanings; practice several examples
• students present their own sentences and explain meaning of stressing each word
• with group’s consent, students will memorize (and later, sing) songs. This is a great tool for capturing emphasis! (Alternatively, memorize and recite an anecdote.)
• practice collectively most common “mispronounced” words

4. Intonation, Emphasis and Timing (continued)

• Practice reading random sentences and short paragraphs.
• Practice composing sentences to read aloud; later, speak briefly without rehearsing.
• Students will study a brief text and then read it aloud; students will read a different text without preparing.
• Examples of a sentence emphasizing a different word, and explanation of different meanings; practice several examples.
• with group’s consent, students will memorize (and later, sing all together) a second song. This is a great tool for capturing emphasis! (Alternatively, memorize and recite a second anecdote).
• Practice collectively most common “mispronounced” words.

5. Rhythm and Listening Skills

• learn the common patterns for stressed and unstressed words.
• develop a sense for stressed and unstressed words
• Toastmasters! Impromptu talking about a familiar topic (3 minutes)
• students and teacher provide feedback collectively
• students provided time to improve speech based on group feedback and deliver 2nd version
• practice collectively most common “mispronounced” words

6. Rhythm and Listening Skills (continued)

• Continued practice identifying rhythm; listen and repeat.
• Review any speaking/accent questions from group.
• Watch “6:00 News” on DVD while studying transcript.
• Each students reads/repeats a news topic, followed by recounting topic from memory.
• Feedback provided collectively from students and teacher.
• Practice collectively most common “mispronounced” words or other ESL challenges.

7. Student Presentations

• 10 minute presentations from each student.
• Feedback provided collectively from students and teacher.
• Repeat exercise, with “10:00 News” on DVD while studying transcript.
• Each students reads/repeats a news topic, followed by recounting topic from memory.
• Feedback provided collectively from students and teacher
• Practice collectively most common “mispronounced” words or other ESL challenges.

8. Student Presentations corrected

(students may invite one visitor, if they wish, for presentation only)

• 10 minute presentations, 2nd time, improved as necessary, based on lesson 7’s feedback.
• Listen to lesson #1’s recorded introductions.
• Discussion of effectiveness of course, exercises, results.
• Sing (if willing) (time permitting) songs #1 and #2 or recount anecdote #1 and #2.
• Complete written course evaluation.