Week 3: Listening Exercise / Fish and Chips

Fish and Chips

Here you are presented with a video on the most traditional food eaten in the United Kingdom. Watch the video, as many times as necessary, and complete the following chart with the missing information.

01. Number of portions of fish and chips served year-round
02. Criteria taken into account to give the award to the best shop	a. the product
	b. fresh ingredients
	c. raw ingredients
	d. the finished product
	e. staff training
	f. marketing
	g. interaction with clientele
	h. interaction with locals
03. Reasons why this meal has endured the test of time	a. number one takeaway
	b. better than pizza
	c. major comfort food
	d. can be gotten any time
04. Traditional seasonings used for fish and chips	a. b.
05. Awards given during the ceremony	a. b.
06. Things all competitors share in common	a. passion for the dish
	b. customer satisfaction
	c. variety of fish
	d. tradition in cooking
	e. secret recipes
07. Name of the winning shop
08. Winning shop location
09. Number of times they have participated
10. Their key for success in the competition

Taken from http://www.esolcourses.com/content/topics/food/video/fishandchips.html for educational purposes

Get a copy of the exercise over here.

Take a look at the exercise here.

Week 3: Manner of Articulation (3)

What do the Following Groups of Sounds Have in Common?

Pronounce each set of sounds. Identify what it is that each group has in common.

/p/ /b/ /t/ /d/ /k/ /g/
/f/ /v/ /ϴ/ /ð/ /s/ /z/ /ʃ/ /ʒ/
/tʃ/ /dʒ/
/m/ /n/ /ŋ/
/l/ /r/
/w/ /y/

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Week 3: Manner of articulation (2)

Which Group of Consonant Phonemes is Being Described?

Here you are provided with a brief description of the consonant sounds or phonemes. Read each description carefully and match each description with a group of consonants.

1. When these consonants are produced, the flow of air is blocked completely.	a) Nasal Sounds
2. While the air is released, a sort of friction is created in various parts of the vocal tract.	b) Affricate Sounds
3. This group of sounds is actually the combination of two different phonemes with a bit of friction.	c) The Lateral Sound
4. The air comes out through your nostrils, not through your mouth, and they don’t produce friction.	d) Stop Consonants
5. Although this group has only one member, this consonant distorts the flow of air with the tongue being a bit curled back.	e) The Glides of Semi-Consonants
6. When this only sound is produced, the air comes out through the sides of the tongue when touching the alveolus.	f) Fricative Consonants
7) These two sounds are not fully considered consonants per se. In one of the them the airflow is affected by the lips, and the other is affected by the tongue movements.	g) The Retroflex

See a copy of the exercise here!

Get a copy of the exercise here!

Week 3: Manner of Articulation (1)

Manner of Articulation

Manner of articulation is the third consonant feature that needs to be used to fully describe a consonant phoneme. That is, that manner of articulation, in addition to voicing and point of articulation, are the characteristics that can tell apart any consonant in the language. Using this knowledge guarantees that you will be able to produce clearer and more accurate sounds in the target language.

Manner of articulation –in consonant production- refers to how the air comes out of your lungs. Does the air come out of your lungs through the mouth or nasal cavity? Do consonants produce friction while the air comes out, or do they suddenly block the flow of air? Are there sudden movements in your tongue when the air comes out? Does a sound begin in one point of articulation and then moves to another causing the air to come out differently? Answering these questions can allow us to classify consonants in this way.

In terms of manner of articulation, consonants can be classified as follows:

1. stops

2. fricatives

3. affricates

4. nasals

5. liquids

a. lateral

b. retroflex

6. glides

As we pointed out when talking about place of articulation, knowing how the air is released in consonant production can help you pronounce the phonemes accurately. As a teacher-to-be, you will be able to instruct students on how the air should come out to ensure accuracy in consonant production.

Week 3: Transcriptions by Thematic Units 3

Transcriptions by Thematic Units 3:

Currency of the World

Bahraini Currency: Dinar

The following exercise requires that you listen to the following words and transcribe them in class. Listen to the words on the Google translation service at http://translate.google.co.cr/#. Then transcribe each of the words or phrases.

Indian Currency: Rupee

Currency	Transcription
dollar	/’dalǝr/
euro
sterling pound
yen
yuan
peso
colon
rupee
rubles
dinar
franc
won

Chinese Currency: Yuan

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