
for teachers of English to Spanish-speaking learners
Overview and Outcomes

This course is specially designed for EFL teachers, trainees, advanced learners and professionals and it can be tailor-made to meet their specific needs. You can choose:
-Standard-
-Full-
A. to reflect upon and improve your own pronunciation, and organize the way you teach it to EFL learners,
Or
B. you can go deep into phonetics pedagogy, and pronunciation lesson plan.
Besides the chance to present a final integrative pronunciation plan or annual pronunciation course for a target course you have in mind.
As you wish!
Whatever your choice, The Pronunciation Booster III will focus on:
Bonus: You will have an opportunity to try out activities for both face to face and online teaching contexts.

What is the course like?
- The course consists of 6 live sessions on Zoom once a week delivered by Mark Hancock and Stella Palavecino, and asynchronous weekly feedback by them on the areas you want to boost.
- It is participant-centred and collaborative, designed to build your knowledge and confidence.
- Tutors upload on the asynchronous platform activities and tasks to help you apply the course content to your own contexts in a relevant and meaningful fashion.
- Tasks are interactive, involving live online sessions, forums and community walls, and utilise a range of multimedia including images, audio files and videos.
PLUS: You get and end-of-course certificate signed by the tutors with a detailed list of the content covered.
Former Participants Say

Mark Hancock
His latest books are PronPack 5: Pronunciation of English for Spanish Speakers (Hancock McDonald ELT 2020) and Mark Hancock’s 50 Tips for Teaching Pronunciation (CUP 2020). He also runs the teacher resource websites http://pronpack.com/ and http://hancockmcdonald.com/ (with Annie McDonald).


Stella Palavecino
She currently lectures in Phonetics and Phonology I and II, and English Diction at Teacher Training Colleges and Translation Programmes. She is a founding member of B.A. English House, where she has designed a special fellowship in EFL Education, offered to college students from U.K. universities. In association with universities and teacher education institutions, she has organized webinars, conferences and study groups that promote continuing professional development. As an interntional consultant, she has widely reviewed published materials produced in her field.
SCHEDULE
This course consists of 6 modules. Each module requires approximately 5 hours work per week, including attending the webinar, revising, answering forum questions and doing weekly tasks.
Live sessions are normally held on a Saturday at 2.30 -4.00PM Argentina time, and recorded for those who are unable to attend. The questions that may come up when teachers do not join the Zoom meeting, weekly assignments or ongoing topics, are discussed in the forum during the week on the course asynchronous platform
Webinar/ Online Session 1 – 7th January 2023
CONTENTS
Exploring English spelling and vowel system and approaches to teaching vowel contrasts and spelling patterns.
Phonics – An approach to literacy-
Introduction to working with ‘Edmodo’ as an asynchronous platform’
Weekly work on the asynchronous platform
All participants optional work in between sessions
Forum discussion on material posted by Mark
Personal presentations to get to familiar with the asynchronous platform.
Forum discussion on English spelling and vowel system based on visual prompts or classroom discussion
Exploring and sharing classroom material
Full Course:
Participants that take this option will have the chance to tailor make Pronunciation Booster III. The tutors will follow and monitor the type of work they choose to practise on a personal Google folder . Participants should be able to choose to work on either :
1.-boosting their own pronunciation, or
2.-pronunciation teaching, ICT tools applied to pronunciation like the use of Praat, Audacity or the setting up of a language lab,
That will allow the tutors to focus on an area of the participant preference. At the end of the course, participants will have to present a final project based on the area they chose. Feedback will be giving on a personal online meeting with the tutors
Optional assignment 1: Participants will upload a personal audio stating the reasons why they are taking the course and the area they would like to work on. They will get personal feedback and a Google Drive folder will be opened suggesting tasks and material on the area of their preference
Webinar/ Online Session 2 – 14th January 2023
CONTENTS
Exploring English consonants and consonant clusters, and comparing them with the learners’ L1.
Introduction to Audacity as a means to monitoring perception and production of sounds
- Working with a virtual ‘Language Laboratory’ for
- self correction,
- working with authentic audios to ‘slow down tempo’,’ amplify the pitch’ and ’ repetition to boost comprehension and create classroom material
Weekly work on the asynchronous platform
All participants optional work in between sessions
Forum discussion on material posted by Mark
- Getting familiar with Audacity tools
- Setting up a language laboratory
- Creating participants’ first podcast in a language lab.
- Uploading podcasts
- Giving and receiving Feedback from all the participants on Edmodo
Full Course:
Getting feedback from the tutors on assignment 1
Tailor-made texts and material suggested by tutors, focussing on the area of the participant preference as explained above
Webinar/Online Session 3 – 21st January 2023
CONTENTS
Beyond individual sounds: syllables, rhythm and connected speech.
Working with a virtual ‘Language Laboratory’ material: How to create a silence gapped audio version to work on individual pronunciation features
Weekly work on the asynchronous platform
All participants optional work in between sessions
Forum discussion on material posted by Mark
- Measuring elision and other connected speech processes on Audacity
Full Course:
Working on how to create a silence gapped audio to boost sounds on a language lab
Creating classroom material : Uploading participants’ first silence gapped audio
Webinar/Online Session 4 – 28th January 2023
CONTENTS
Exploring patterns of stress, intonation and tones; working with authentic spoken English.
Using PRAAT to identify intonation contours
Weekly work on the asynchronous platform
All participants optional work in between sessions
Forum discussion on material posted by Mark
- Creating a hybrid audio
Full Course:
Integrating a hybrid audio to the stages of a lesson plan
Webinar/Online Session 5 – 4th February 2023
CONTENTS
Pronunciation for listening. ‘Top-down’ versus ‘bottom-up’ listening.
Praat and Ampitch work on falling and rising tones The former to boost oral perception, and the latter to boost oral production
Weekly work on the asynchronous platform
All participants optional work in between sessions
- The use of Praat on the analysis of tone contour or Ampitch for tone production
Full Course:
Deciding on a final project presentation
Webinar / Online Session 6 – 11th February 2023
CONTENTS
Planning pronunciation lessons: setting goals and priorities; identifying learners’ needs; anticipating difficulties from the learners’ L1
Giving Feedback using ICT tools and on Language Labs
Weekly work on the asynchronous platform
All participants optional work in between sessions
Using ICT tools to give feedback. Who should give feedback? Encouraging collaborative feedback
- Think of ways of giving feedback after language laboratory practice.
- Will it be personal on an Assignment?
- Will you encourage your classes to socialize their podcasts and get feedback from their classmates too?
- Can you think of any other stage in the classroom to provide feedback on oral production?
Full Course:
Final project presentation draft either on Pronunciation or Teaching pronunciation.
Setting up personal meeting with the tutors
Assignment:
FULL Course suggested project ideas
- What areas of phonology are problematic in your classes. Choose one feature of phonology to work with and design a lesson plan/ didactic sequence. Remember to consider different possibilities ICT tools, videos, games, etc
- Work on sample videos of a person whose speech you admire, and create a transcript to read aloud.
In the final personal meetings with the tutors, participants will have to read aloud the selected passage imitating the original text, and explaining what ICT tools were necessary to achieve the aim
After the completion of the modules participants are given 7 additional days to present their final pronunciation project. They also agree with a date to meet Mark Hancock and Stella Palavecino, who will give them their personal feedback.
15% discount Anglia and Teachers’ association members. If you have any querries send us an email to baenglishhouse@gmail.com please
Have a Sound Summer!
Master the secrets of English Pronunciation in a laid-back, knowledge-loving learning environment.
Make the most of your summer time and join BA English House community today.
Make your sounds and teaching practice shine forth!
Mark & Stella
PBIII 2023