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1) Articulatory and physiological classification of English consonants according to the following pronounles:

 

I. Work of the vocal cords and the force of exhalation.

II. Active organ of speech and the place of obstructor.

III. Manner of noise production and the type of obstruction with the following subdivisions:

(1) voice or noise prevalence

(2) number of noise producing foci

(3) shape of the narrowing

IV. Position of the soft palate

 

I. Consonant are subdivided into

- voiced – vocal cords are drawn together and vibrate

- voiceless – vocal cords are apart and don’t vibrate

Voiced consonants are also called “fortis” (Latin) – the force of exhalation is greater and “lenis” – soft, when the force of exhalating is weaker.

II. Consonant are classified into:

- labial – bilabial and labio-dental

- lingual – a) forelingual – dorsal, , θ, apiсal, cacuminal

b) medio-lingual

c) backlingual

- pharyngal or glottal – h

 

III. From the point of view of the closure consonants may be of (1) occlusive when complete closure is made (p, b, t, d, k, g, m, ŋ); (2) constrictive, when the closure is incomplete (f, r, θ, w, l, r); (3) occlusive-constrictive or affricates, when the combination of 2 closures takes place [t∫, d ]; (4) rolled-intermittent closure – Russian p. Some phonetic include in the 3^rd group lateral, nasals and semivowels.

 

IV. – Oral-soft palate is raised and the air passes through the larynx and month cavity

- Nasal consonants – soft palate is lowered and the air passes through the nasal cavity [m, n, ŋ]

2) grammar shouldn’t be taught “by the book”. At least not in teaching English as a second language. That’s not what students are there for. They don't want to know all of these rules; they’re not interested in them. They want to learn English. They want to speak, read, and write in English. So, how do we as ESL teachers teach them essential grammar and give them what we need, rather than boring them to death with “the rules”. It’s actually quite simple: by teaching grammar in context. And in fun ways.

How to teach the ever-elusive past perfect tense

Yes, it’s hard to find an ESL student who spontaneously uses the past perfect tense. In fact, there are some “native” English speakers who don’t use it either (along with other forms of “correct” English). But it must be taught, never overlooked, or your students will be lacking something that they need to take their English fluency to the next level. Show students your timeline (or anyone else’s) and set up the past perfect like this: “Sam, the Vietnam War ended in 1975. I was born in 1971. You were born in 1995. So, when you were born, the Vietnam War had ended 20 years earlier. When I was born it hadn’t ended yet.”

• Give as many examples as you like, go over briefly how the past perfect tense is formed (had plus past participle) and make sure they understand you’re talking about two events that took place in the past, but one before the other; then, have students come up with examples of their own using the timeline.

• Once they are comfortable using the past perfect in affirmative sentences, move on to examples with questions; then have them ask each other questions: “Laura, when you started primary school, had terrorists attacked the World Trade Center?”

Save the timeline because it will come in handy to practice the past perfect in passive voice. Naturally, timelines are great for many tenses, like the simple past or the passive voice.

Action!

Nothing shakes them up better than getting them out of their seats. When you see your students daydreaming, not paying attention, or simply bored, tell them to get up and form a circle. Now, this simple exercise works great to teach numerous grammar points, but here’s an example:

Say you want your students to practice the simple past of regular or irregular verbs. Grab a small ball or bean bag and say a verb out loud; toss the ball to a student who will have to say its past form. He or she tosses the ball back to you and you choose another student. Whenever a student makes a mistake, he or she has to leave the circle. The last student left standing gets a reward sticker or other prize. You can say a sentence in affirmative, and they have to supply a question, or vice versa; this activity can be adapted to any grammar point.

Celebrity Profiles

An awesome way to teach and practice any verb tense is through biographies. Try this activity to contrast the simple past and present perfect tenses. Find out which celebrities or sports stars your students admire. Then find a short biography or write one yourself summarizing a celebrity's main achievements. Read the bio with your students and make sure they understand the differences. Point out examples that clearly illustrate this: “He starred in his first hit film in 1985. But he has workedin 20 hit films throughout his career.”

Celebrity Photos

Another way in which you can use your students’ interest in certain celebrities. Cut out celebrity pics from entertainment magazines (in fact, I recommend stocking up on a big pile of photos to use in a variety of activities). Use these pictures to teach comparatives and superlatives: “Katie Holmes is taller than Tom Cruise.”; “Shakira is more talented than Ricky Martin.”; and it works great with comparative adverbs: “Shakira dances better than Ricky, too.”

A or an?

This activity works great with beginners, including small children. Cut up a list of several words that either take “a” or “an” and mix them up. For very young learners, you may use pictures instead of words. Then divide students into pairs of groups, and have them put the words in two piles, depending on the article. Once they have their piles ready, ask them if they can figure out the rule by themselves.

By far the best ways to teach any type of grammar is through the use of either realia or real life settings and contexts. Why would a student be motivated to learn the conditional tenses if he has no idea why he’s learning them, in other words, he doesn't understand when and where he'll have use for them? When teachers use real life settings and objects students will know the grammar structures they learn will be useful for them.

3) 1. Interactions There are many times when you have various concepts or “chunks” of information on a page. You could break it into multiple pages or divide it into sections. For example use tabs and dividers so that the user only sees small parts at a time. Here are some tabs and bars.

You could also use some type of simple flash memory cards or drag and drop.

2. Scenarios If you have a lot of information to share you could package it into a scenario. This is a good way to make it “real”. It also helps the user understand how it relates to them and why they should pay attention. Scenarios don’t need to be complex. They nay just be a simple setup page and a question or two.

Here are some scenario examples: The company has recently opened 3 new offices and a launched a new website. What products might help this company process customers payments? “You see a customer at the counter complaining about their cold food. The customer is visibly angry. As a manager what should you do?”

Here is a simple eLearning scenario template.

3. Case Studies There are times when your scenario needs to be more in-depth. I like to use case studies when a scenario is too simple. A case study would be more intense and could include background information, bios on persons involved, current setup/date/time, multiple phases/steps, twists along the way, and decision points. Case studies take some time to create but can be very engaging.

4. Quizzes Knowledge checks can keep a learner’s attention. You could even do quizzes before the course content is presented. This might be a good way to help the learner start thinking about the content and to give them a preview of what’s to come. Theses quizzes could be combined to create the final test. Here are some fun quiz templates and eLearning games.

5. Hands-On Demos Many people learn by actually trying out the system (hands-on approach). Online training is a great way to give learners a way to try out a system without being live. You can recreate a series of steps in a software transaction and package it as a simulation. Learners could have three options:

• Sit back and watch a demonstration of how the software works.

• Be prompted where to click and how to navigate the software.

• Be tested to see if they can use the software without any help.

It is basically the Tell them, Show Them, Let Them Do It approach. Simulations are a great way to let learners practice in a safe environment.

6. Learning Games Is there a way to make your course fun and still educational? There are many types of game ideas from word puzzles, Jeopardy, and Millionaire to more complex, immersive games.

There are tons of ways to create interactive content. Most of the time it just takes a little extra thought.