  One of the difficulties of teaching English is the prosody, including the
stress. French learners have difficulties to encode this information about the
word because it is irrelevant for them. Therefore, they have difficulty to
produce this stress when they speak that language. Studies in this area have
concluded that the dual-coding approach (auditory and visual) of a phonetic
phenomenon helps a lot to improve its perception and memorization for novice
learners. The aim of our work is to provide English teachers with an authoring
named SaCoPh for editing multimedia courses that support this approach. This
course is based on a template that fits the educational aspects of phonetics,
exploiting the features of version 3.0 of the standard SMIL (Synchronized
Multimedia Integration Language) for the publication of this course on the web.
