Number of courses |
102 | 88 | 131 | 1 | 93 | 99 | 4 | 99 | 132 |
Structured Speaking Activities | | | | | | | | | |
Real Life Language Lessons | | | | | | | | | |
Prepositions | | | | | | | | | |
Protected: VOTW Pronunciation Course | | | | | | | | | |
Adjectives and Other Modifiers | | | | | | | | | |
Word Use | | | | | | | | | |
Time Concepts | | | | | | | | | |
“TH” vs. “T,” “D,” “S,” “Z,” and “F” | | | | | | | | | |
Verb Tense | | | | | | | | | |
Word Stress: Word Endings | | | | | | | | | |
Common Words & Pronunciation Issues | | | | | | | | | |
Released “t” /tʰ/ | | | | | | | | | |
Stress in Phrases: Phrasal Verbs | | | | | | | | | |
Stress in Words | | | | | | | | | |
Heteronyms (Noun/Verb Cognates) | | | | | | | | | |
Final Consonants | | | | | | | | | |
/ɚ/ With No /j/ | | | | | | | | | |
Deletion or Addition of /ɹ/ | | | | | | | | | |
/oɹ/ “Course” vs. /ɚ/ “Curse” | | | | | | | | | |
Final Challenge | | | | | | | | | |
Audio for Training Book (Version 13) | | | | | | | | | |
Group Teaching | | | | | | | | | |
/i/ as in “Read” vs. /eɪ/ as in “Raid” | | | | | | | | | |
/z/, /ʒ/, and /ʤ/ | | | | | | | | | |
/æ/ “Cap” vs. /ɑ/ “Cop” | | | | | | | | | |
/p/ vs. /f/ | | | | | | | | | |
Front Vowel Contrasts | | | | | | | | | |
/n/ as in “Nest” | | | | | | | | | |
/g/ as in “Guess” | | | | | | | | | |
/j/ as in “Yellow” | | | | | | | | | |
Intonation and Pitch | | | | | | | | | |
/ɹ/ vs. /l/ | | | | | | | | | |
/n/ vs. /l/ | | | | | | | | | |
Voicing | | | | | | | | | |
/h/ as in “Hello” | | | | | | | | | |
/j/ “Yet” vs. /ʤ/ “Jet” | | | | | | | | | |
/ʧ/ “Cheap” vs. /ʤ/ “Jeep” | | | | | | | | | |
/ʃ/ as in “Bush” | | | | | | | | | |
/ʧ/ as in “Peach” | | | | | | | | | |
“S” Clusters | | | | | | | | | |
/s/ as in “Circle” | | | | | | | | | |
/eɪ/ “Braid” vs. /ɛ/ “Bread” | | | | | | | | | |
Consonant Spelling Patterns | | | | | | | | | |
/eɪ/ as in “Hay” | | | | | | | | | |
Pronouncing Prefixes | | | | | | | | | |
Syllabic /n/ | | | | | | | | | |
/ɛ/ as in “Pepper” | | | | | | | | | |
/ʲuʷ/ as in “Calculate” | | | | | | | | | |
Stress in Phrases | | | | | | | | | |
Quick “d” | | | | | | | | | |
Linking | | | | | | | | | |
/s/ “Sell” vs. /ʃ/ “Shell” | | | | | | | | | |
/ʒ/ as in “Measure” | | | | | | | | | |
/b/ vs. /v/ | | | | | | | | | |
/v/ vs. /w/ | | | | | | | | | |
/f/ vs. /v/ | | | | | | | | | |
/z/ as in “Easy” | | | | | | | | | |
Vowel/Diphthong + /n/ or /m/ | | | | | | | | | |
/ɪ/ “Bid” vs. /ɛ/ “Bed” | | | | | | | | | |
“-s” and “-ed” Endings | | | | | | | | | |
/uʷ/ “Luke” vs. /ʊ/ “Look” | | | | | | | | | |
The “X” Sound(s) | | | | | | | | | |
Relaxed /ʊ/ as in “Book” | | | | | | | | | |
Tense /uʷ/ as in “Food” | | | | | | | | | |
/aɪ/ as in “Spice” | | | | | | | | | |
Turning Up the Heat: Situational Factors | | | | | | | | | |
/ɔɪ/ as in “Boy” | | | | | | | | | |
Unreleased /t˺/ as in “Light” | | | | | | | | | |
/ʌ/ “Luck” vs. /ʊ/ “Look” | | | | | | | | | |
/oʷ/ “Coat” vs. /ɑ/ “Caught” | | | | | | | | | |
/ɑ/ “Lock” vs. /ʌ/ “Luck” | | | | | | | | | |
Light /l/ as in “Light” | | | | | | | | | |
/ɛ/ “Bed” vs. /æ/ “Bad” | | | | | | | | | |
/ʤ/ as in “Jar” | | | | | | | | | |
Final Consonant Clusters | | | | | | | | | |
Side-by-Side Vowels | | | | | | | | | |
Glottal Stop as in “Rotten” | | | | | | | | | |
/d/ as in “Deadline” | | | | | | | | | |
/ʧ/ “Chair” vs. /ʃ/ “Share” | | | | | | | | | |
“Start Here” Introductory Content | | | | | | | | | |
/ɚ/ “Fur” vs. /ɛɹ/ “Fair” | | | | | | | | | |
/ŋ/ as in “Ring” | | | | | | | | | |
“Dark” /ɫ/ as in “Belt” | | | | | | | | | |
American “R” | | | | | | | | | |
Unstressed and Silent Syllables | | | | | | | | | |
The Long/Short Vowel Myth | | | | | | | | | |
Sound Symbols for Pronunciation | | | | | | | | | |
Non-Count Nouns | | | | | | | | | |
/aʊ/ as in “round” | | | | | | | | | |
Rhythm | | | | | | | | | |
Workplace Communication | | | | | | | | | |
Neutral /ʌ/ and /ə/: The Schwa Sound | | | | | | | | | |
Stretched /æ/ as in “Apple” | | | | | | | | | |
Rounded /oʷ/ as in “Go” | | | | | | | | | |
/i/ “Seat” vs. /ɪ/ “Sit” | | | | | | | | | |
Relaxed /ɪ/ as in “Kid” | | | | | | | | | |
The “th” Sound | | | | | | | | | |
Tense /i/ as in “Key” | | | | | | | | | |
Relaxed /ɑ/ as in “Stop” | | | | | | | | | |
Telephone Skills | | | | | | | | | |
Activities for Improving Language Skills | | | | | | | | | |
Navigating Business and Culture | | | | | | | | | |
Asking Questions | | | | | | | | | |
Getting Started: Trainers’ Guide | | | | | | | | | |
How to Teach Sounds | | | | | | | | | |
Case Simulation | | | | | | | | | |
Rupp Method Recorded Live Event | | | | | | | | | |
Grab the Bull by the Horns | | | | | | | | | |
Session Sequence & Flow | | | | | | | | | |
Spanish-Accented English: Assessment and Feedback | | | | | | | | | |
How to Teach Stress | | | | | | | | | |
Feedback: Methods and Tools | | | | | | | | | |
Addressing Language Skills | | | | | | | | | |
Student Progress | | | | | | | | | |
Setting Expectations | | | | | | | | | |
Student Participation Profiles | | | | | | | | | |
Managing Student Practice | | | | | | | | | |
Vietnamese-Accented English: Error Identification and Analysis | | | | | | | | | |
Program Planning | | | | | | | | | |
Factors Affecting Change: Addressing Misconceptions & Adding Truth | | | | | | | | | |
French-Accented English: Assessment and Feedback | | | | | | | | | |
Russian-Accented English: Assessment and Feedback | | | | | | | | | |
Indian-Accented English: Assessment and Feedback | | | | | | | | | |
Business Basics | | | | | | | | | |
The Big Picture | | | | | | | | | |
Audio Files for American English Pronunciation: The Rupp Method (13th Ed.) | | | | | | | | | |
Phonetic Transcription for Trainers | | | | | | | | | |
Evaluating Students’ Needs | | | | | | | | | |
Group Courses | | | | | | | | | |
Error Identification and Analysis | | | | | | | | | |
Chinese-Accented English: Assessment and Feedback | | | | | | | | | |
Public Speaking | | | | | | | | | |
Preview Course | | | | | | | | | |