Microblogging, Visual, PDF/PPT/MP4, Auditory, MP3/Podcast, Digital, Multimedia

English — Teaching 10th-Grade Students, Lower Secondary School

<h3>A fantastically unusual detective story written from the perspective of a 15-year-old autistic boy, who is obsessed with maths, science and Sherlock Holmes but finds it hard to understand other people. When he discovers a dead dog on a neighbour’s lawn he decides to solve the mystery; as in all good detective stories, however, the more he unearths, the deeper the mystery gets.</h3>

<center><font color="#301CE2"><strong>University | <a href="https://plus.google.com/111394417792438554096/about" rel="author" target="_blank"> — Madeirinha — </a> 
<a href="https://plus.google.com/111394417792438554096/posts" rel="publisher" target="_blank"> Benjamin Madeira — </a></strong></font></CENTER><br /><br />

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2014/10/teaching-english.html"> <img alt="Teaching English - Official Website - BenjaminMadeira" border="0" height="199px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheC72s4lQ8PsLXeMx_caMqlDjvrBwfln-k86ahDLqYCMX_mPBcUf-yGnzYeByNIPP56Au609-ydkNdGsY2bW5coXLu60DLORR9mLQ0Wsd5eYfCOkQ2zvU3Sbqp8gxyNNtcnZtIn1vkK3XC/s600/dog-night-time-BenjaminMadeira-com.jpg" title="Teaching English - Official Website - BenjaminMadeira" width="320px" /> </a><br />
<span>Teaching English - Photo: Mark Haddon</span> </div> </div> <br />

<CENTER>
<h2>Reading Project (RP), Reading a Book</h2><br/>
<h4>"The Curious Incident of the Dog in the Night-Time"</h4><br/>
<h5>First term, 10th grade, lower secondary school</h5></CENTER><br/>

This is an obligatory task but there will be no test after our reading project. I am interested in your own personal experience of what was read, for example, if you think it was an interested reading, I am interested in knowing why or why not.<br/><br/>

The aims of this Reading Project (RP) are to cover 3 main areas in learning the English language. We will 1) discuss/debate in class (oral communication, being able to listen, speak and interact, using the English language clearly and use the correct intonation), 2) you will answer questions related to our main book (written communication, being able to express ideas and opinions in well structured and coherent texts), and 3) literature.<br/><br/>

<b>Enable you to:</b><br/><br/>

Identify and use different situations and learning strategies to expand your English-language skills<br/><br/>

Describe your own work in learning English<br/><br/>

Identify some linguistic similarities and differences between English and your native language<br/><br/>

Use digital resources and other aids in your own language learning<br/><br/>

<h2>University assignment</h2><br/>
<b>Choose the fiction text ("The Curious Incident of the Dog in the Night-time by Mark Haddon" and create your own set of tasks (2-3) aimed at your present or future students.</b><br/><br/>

I asked our school librarian to buy the book, which they have done, and I have made it available for the students on It's learning. They can read it in PDF format or if they prefer they can listen to it as audiobook, narrated by Jeff Woodman.<br/><br/>

<h2>University assignment</h2><br/>
Year/level of students <br/><br/>

I have twenty one 10th-grade students, in lower secondary school (ungdomsskole)<br/><br/>

I call my learners "students", not "pupils" out of etymological reasons. I call all learners of all ages "students". The word "student" was defined in its first sense in the Oxford English Dictionary as "a person who is engaged in or addicted to study".<br/><br/>

Christopher Boone, the main character of the "The Curious Incident of the Dog in the Night-time", is obsessed with details, he is what we would call "a real student", a researcher, a young boy who is looking for the truth.<br/><br/>

<h2>University assignment</h2><br/>
Number of lessons required to carry out the tasks. <br/><br/>

4 weeks of lessons required to carry out the tasks. The students will use 1-2 week(s) of reading or/and listening to the book at home. After 2 weeks period-time, they will get the tasks we are going to work with in class.<br/><br/>

<h3>Reading Project: "The Curious Incident of the Dog in the Night-Time"</h3><br/><br/>

<b>Table of Contents</b><br/>
1. Reading Schedule (Monday Oct., 6th/week 41, begin to read or/and listen to the book/homework)<br/>
2. <b>Part 1:</b> (week 41) Curious Incident/Autism/disability or difference, pre-reading<br/>
3. <b>Part 2:</b> (week 42) (Monday Oct., 13th/week 42, cont. read or/and listen to the book/homework) Chapter Questions in class<br/>
4. <b>Part 3:</b> (week 43) (Monday Oct., 20th/week 43, Tasks / (3) groups / work in class with the given tasks<br/>
5. <b>Part 4:</b> (week 44) (beginning on Monday Oct., 27th) Presentation in (3) groups<br/><br/>

1. Reading Schedule * While this Reading Project requires a substantial time-commitment to nightly reading, other homework for this class will be very light this month. It is important you remember that READING means having the ability to understand the text, explore, discuss or create meaning, and reflect on a given text; not skimming the book.<br/><br/>

<h2>Mention briefly what you assume to be done in class already, before carrying out your suggested tasks. </h2><br/>
Before we carry out our tasks, we will discuss briefly what a novel is (go through a novel's characteristics). The very first day, in class, before they begin to read or listen to the book, I will ask the students if they have read the book "The Curious Incident of the Dog in the Night-time". If there is a student or students that have already read it, I will ask them to just sit and wait for the second part of my questions. The rest of the students will be presented with the title of the novel and will be asked what they think the book is about, who they think the protagonist is, its author, the major themes of the book. Then, if there is a student or students that have already read it, I will ask them if they can answer my previous questions about the book. All students will be presented with a keyword for our reading project: "true".<br/><br/>

<b>Monday, Oct., 6th</b><br/>
<i>Reading Project HANDED OUT</i><br/><br/>

The Curious Incident of the Dog in the Night-Time, in Class Assignment <br/>
<b>Part 1</b> – Curious Incident/Autism/disability or difference, pre-reading<br/>
•  We read an article/articles about Autism spectrum disorder and discuss in class whether introverted, socially awkward, autistic persons should be treated by society as sick people or just as different people, and why. We discuss also in class whether you recognize yourselves in the main character (Christopher Boone), and in which characteristics.<br/><br/>

On the week about Chapter Questions, you will get a list of questions related to each chapter of the book. You will get at least two questions about each chapter. Your assignment is to provide complete answers to the all questions. Remember that simple, one-word answers are insufficient; most questions require 2 to 4 sentences at minimum in order to be answered completely and in depth. Do not forget that a good answer is the one which is not adressed to me as your teacher, but rather adressed to an unknown reader of your task. You should always inform your reader what you are writing about. Make sure you answer all aspects of each question. your answers should reflect your knowledge/understanding (complete, thorough, detailed answers to all questions) and ability to communicate (effective grammar, language, and conventions of the English language).<br/><br/>

<b>Monday, Oct., 13th</b><br/>
Reading Project: "The Curious Incident of the Dog in the Night-Time": Chapter Questions<br/>

I won't list all the questions I have prepared for my students, due to space. <br/><br/>

<h2>University assignment</h2><br/>
Describe the HOW of various tasks.<br/><br/>

<b>Monday, Oct., 20th</b> (week 43, Tasks / (3) groups / work in class with the given tasks<br/><br/>
Each group (7 students in each group) will work this week with the following tasks each:<br/><br/>

The reading project presentation can be given by students in any creative form, such as:<br/>
-Writing (creative, narrative, research, poems, etc.)<br/>
-Visual art (paintings, drawings, etc.)<br/>
-Multimedia (videos, photographs, etc.)<br/>
-Performance (acting, singing, dancing, etc.)<br/><br/>

The only condition is that your presentation must have English audio and all groups' participants must use their own voice. <br/>

<b>TASK #1 (first group)</b><br/>
A) How does Christopher Boone in 'The Curious Incident of the Dog in the Night Time' <b>justify his investigation</b> into how Wellington died, even though his father had told him to <b>stay out of other people's business</b>?<br/><br/>

B) <b>Why</b> does Christopher Boone in 'The Curious Incident of the Dog in the Night Time' <b>likes detective stories</b>? What <b>appeals</b> to Christopher about detective stories? <b>Explain</b>.<br/><br/>

Sherlock Holmes (/ˈʃɜrlɒk ˈhoʊmz/) is a fictional detective created by Scottish author Sir Arthur Conan Doyle. A London-based "consulting detective" whose abilities border on the fantastic. Sherlock Holmes is famous for his astute logical reasoning, his ability to adopt almost any disguise, and his use of forensic science to solve difficult cases.<br/><br/>

C) Why do you think that Christopher Boone in 'The Curious Incident of the Dog in the Night Time' is a <b>fan of Sherlock Holmes</b>?<br/><br/>

D) Christopher Boone in 'The Curious Incident of the Dog in the Night Time' <b>does not like</b> Sir Arthur Conan Doyle, who was the author of the Sherlock Holmes stories. <b>Explain why not</b>?<br/><br/>

<h2>University assignment</h2><br/>
Comment on the WHY of the suggested tasks. <br/>
Purpose of task A), B) and C) is to show students that curiosity or wish to investigate/research guides you to learn more. <br/><br/>

Purpose of task D) is to show students that the author of Sherlock Holmes is not curious.<br/><br/>

<b>TASK #2 (second group)</b><br/>
How can you all refute my following statement?<br/>
"Is Christopher an autistic teenager?" "Asperger syndrome or Asperger disorder is not mentioned in the book. Suffers Christopher really of Asperger disorder?" "Is not this some other form of slight learning difficulty or disability?" I have met people who live in those conditions (Autism, Aspergers), and it is a real struggle all the time. Then these people pop up in literature and/or movies and they're sort of brilliant, and they on some levels almost offer false hope for the people who are going through the reality of it". <b>Debate</b> whether it is Asperger syndrome or just another form of learning difficulty.<br/><br/>

<b>According to your conclusion</b> of the previous debate, <b>provide</b> a police profile of Christopher Boone in 'The Curious Incident of the Dog in the Night Time'.<br/><br/>

C) It is often believed that people with Asperger syndrome are <b>completely different to other people</b>. Yet, can you <b>see any personality traits</b> that you have <b>in common</b> with Christopher Boone?<br/><br/>

D) Writers use too many adverbs, too many adjectives when they write their books, why do you think that one of the most used words in the book 'The Curious Incident of the Dog in the Night Time' is the coordinating conjunction "and"?<br/><br/>

<h2>University assignment</h2><br/>
Comment on the WHY of the suggested tasks. <br/>
Purpose of task A), B) and C) is that students find out that we treat people different when we label them. If we conclude that Christopher only is different than us, then we can come closer to him, and treat him more as the human being he is. <br/><br/>

Purpose of task D) is that students can conclude that is possible to describe the world around us in a simple way.<br/><br/>

<b>TASK #3 (third group)</b><br/>
A) Do you think that the author of the book did a lot of research about Asperger syndrome? Debate Mr Haddon's quote: "'The Curious Incident of the Dog in the Night-time' is not a novel about disability, but a novel about difference", Mark Haddon (Interview video online).<br/><br/>

B) [Statament] The cover of the book now is boring, [refute] but recognizable. Why do you think the cover was designed that way. Redesign the book cover for a new release of the novel [Give solid arguments why you want to redesign the book cover in order to convince me as an editor].<br/><br/>

C) Christopher Boone says on page 40 of 'The Curious Incident of the Dog in the Night Time': "[...] sometimes people want to be stupid and they do not want to know the 
truth". Do you <b>agree</b>? Why or why not? <b>Explain</b>.<br/><br/>

D) Christopher Boone quotes in 'The Curious Incident of the Dog in the Night Time':
"Entia non sunt multiplicanda praeter necessitatem. No more things should be presumed to exist than are absolutely necessary". pags, 40,41 -- William of Ockham (Occam's razor [Law]) -- (in Norwegian: "flere ting enn nødvendig bør ikke brukes".) Explain this quote with your own simplified English so other people about your age or younger can understand it.<br/><br/>

<h2>University assignment</h2><br/>
Comment on the WHY of the suggested tasks. <br/>
Purpose of task A) is to find out if students agree whether the book is about disability of just difference. <br/><br/>

Purpose of task B) is that students can give good arguments why we should redesign the book cover according to its content. <br/><br/>

Purpose of task C) is to get students into a debate about what "to be stupid" means.<br/><br/>

Purpose of task D) is that students can connect task C with task D, whether they see any correlation there or not.<br/>

<h2>University assignment</h2><br/>
Reflect on how interesting these tasks would be and on their ability to motivate young learners.<br/>
Our reading project should be attractive because there will be no stress when it comes to a final-project test as they are not getting grades (it is to say, explicit evaluation) at the end of their work, even though I evaluate my students on every task they carry out (my implicit evaluation). In second place, the book is about a teenager, just like them and furthermore, it is about 'being a detective', and the reading process is not only self-reading but they can choose to listen to the audiobook which can be more pleasent for some students who does not like or have difficulties in reading.<br/><br/>
  
At the end of our reading project, we will watch an interview with Mark Haddon, the author of 'The Curious Incident of the Dog in the Night Time'.<br/><br/>

<h2>REFERENCES:</h2><br/><br/>

<a alt="What is Asperger Syndrome" href="http://psyc.jmu.edu/school/documents/ASPERGERS%20DISORDER.pdf" style="text-decoration: none;" target="_blank" title="What is Asperger Syndrome"><font color="#FF4000">What is Asperger Syndrome?</font></a> <br/><br/>

Collie, J. and S. Slater (1987) <a alt="Literature in the language classroom" href="http://forum.portal.edu.ro/index.php?act=Attach&type=post&id=1981556" style="text-decoration: none;" target="_blank" title="Literature in the language classroom"><font color="#FF4000">Literature in the language classroom</font></a>. Cambridge University Press. <br/><br/>

Doyle, Arthur Conan, <a alt="The Adventures of Sherlock Holmes" href="https://sherlock-holm.es/stories/pdf/a4/1-sided/advs.pdf
" style="text-decoration: none;" target="_blank" title="The Adventures of Sherlock Holmes"><font color="#FF4000">"The Adventures of Sherlock Holmes"</font></a>, 1892<br/><br/>

Haddon, Mark, 'The Curious Incident of the Dog in the Night Time', 2003, DOUBLEDAY, Random House, Inc <br/><br/>

<a alt="Haddon, Mark, Interview video" href="https://www.youtube.com/watch?v=GvpESDINMTU" style="text-decoration: none;" target="_blank" title="Haddon, Mark, Interview video"><font color="#FF4000">Haddon, Mark, Interview video</font></a>
watched on Oct., 1st, 2014 <br/><br/>

Iversen, Anniken Telnes (2013) Reading Novels and Short Stories. Anna Birketveit and Gweno Williams (eds.) Literature for the English classroom : theory into practice. Bergen: Fagbokforlaget <br/><br/>

LK06, Norwegian Ministry of Education and Research, English Subject Curriculum
<a alt="The Norwegian LK06, in English" href="http://www.udir.no/upload/larerplaner/fastsatte_lareplaner_for_kunnskapsloeftet/english/5/english_subject_curriculum.doc" style="text-decoration: none;" target="_blank" title="The Norwegian LK06, in English"><font color="#FF4000">The Norwegian LK06, in English</font></a>; <a alt="The Norwegian LK06, in Norwegian" href="http://data.udir.no/kl06/ENG1-03.pdf" style="text-decoration: none;" target="_blank" title="The Norwegian LK06, in Norwegian"><font color="#FF4000">The Norwegian LK06, in Norwegian</font></a>  <br/><br/>

NTNU, ENG6024, Compendium, 2014 <br/><br/>

<a alt="Sherlock Holmes" href="http://en.wikipedia.org/wiki/Sherlock_Holmes" style="text-decoration: none;" target="_blank" title="Sherlock Holmes"><font color="#FF4000">Sherlock Holmes / Wikipedia</font></a>, read on Sept. 2014. Retrieved from http://en.wikipedia.org<br/><br/>

Savvidou, Christine (2004) <a alt="An Integrated Approach to Teaching Literature" href="http://iteslj.org/Techniques/Savvidou-Literature.html" style="text-decoration: none;" target="_blank" title="An Integrated Approach to Teaching Literature"><font color="#FF4000">An Integrated Approach to Teaching Literature in the EFL Classroom</font></a>. The Internet TESL Journal. Retrieved from http://iteslj.org <br/><br/>

<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a alt="BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online" href="http://www.benjaminmadeira.com/search/label/study-notes" style="text-decoration: none;"><font color="#301ce2"> RT: #LearningEnglish #Reading #MarkHaddon #CuriousIncidentDogInTheNightTime #DogNightTime </font></a> ✔ #Book — #LearnEnglish </span></span></div><br/>

<div style="text-align: center"><span style="color: darkgreen"><span style="font-size: 22pt; line-height:20pt"> <a alt="BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online" href="http://www.benjaminmadeira.com/feeds/posts/default/-/study-notes?max-results=100" style="text-decoration: none;" target="_blank"><font color="#00FFFF"> <strong>When your books and teachers don't make sense </strong> </font></a> </span></span></div>

<!--

OA1
ENG6024 H2014: Litteratur med fagdidaktikk

So far you have been working with two types of longer texts; one novel and one play. As your first obligatory assignment, we ask you to choose one of the fiction texts (“The Curious Incident…” or “Skellig”), and more specifically to create your own  set of tasks (2-3) aimed at your present or future pupils/students.

Relate the tasks to competence aims in LK-06, and show how you will break down these competence aims to specific learning objectives for your present or future learners. Remember to specify which fiction text you have chosen, and also year/level of students as well as  number of lessons required to carry out the tasks. 
    If relevant, mention briefly what you assume to be done in class already, before carrying out your suggested tasks.
    Describe the HOW of various tasks, but without becoming too detailed.
    Comment on the WHY of the suggested tasks (i.e. purpose and aims). Bring in relevant aspects and / or terminology from the course books and the Compendium to support your comments.
    Reflect on how interesting these tasks would be and on their ability to motivate young learners. Bring in relevant aspects and / or terminology from the course books and the Compendium to support your reflections.
    Include the critera for assessment (see below) at the end of your assignment.

Your assignment should be a total of 800–1000 words. The reference list comes in addition. Your text must be submitted to the Take Credit Moodle platform at latest on Sunday, 5th October, before midnight.

Criteria for assessment:
Briefly evaluate your own text based on the criteria below. Copy the criteria and add the descriptor that you find to best describe your text.

Criteria

Ability to create and present interesting and inspiring ways of working

Descriptors
Fair

Good
 
Excellent

Clear description of purpose and aims of the suggested activities

Didactic reflections

Written competence (including spelling and punctuation)

http://hsc.csu.edu.au/english/standard/close_study/3772/dog.htm

http://curious-incident-assignments.tumblr.com/

http://www.gradesaver.com/the-curious-incident-of-the-dog-in-the-night-time/study-guide/major-themes/

Vi vet allerede at vår hjerne kan spille oss mange puss. Vi vet at hjernen lurer oss til å tro på ting som ikke finnes. Vi vet at hjernen ser sammenhenger som ikke finnes. Vi vet at hjernen kan frembringe følelser som oppleve som religiøse. Vi vet at drømmer og virkelighet kan forveksles. Vi vet at falske minner oppstår ganske lett. Vi vet altså at det finnes myriader av helt naturlige ting som kan forårsake uforklarlige opplevelser. Den enkleste forklaringen på det uforklarlige er dermed å tro at hjernen vår har spillt oss et puss. Å innføre et overnaturlig element/entitet, slik som for eksempel Gud, det er å komplisere forklaringen mer enn nødvendig.

Occam´s razor: "Entia non sunt multiplicanda praeter necessitatem". (Oversatt: "flere ting enn nødvendig bør ikke brukes". Sagt på en annen måte: "Gjør ting så enkelt som overhode mulig", eller forenklet: Velg den løsningen med færrest kompliserende elementer. 'Keep it simple'.

PRE-READING

The very first thing the English teacher should do before carrying out the reading project is provide the students with the competence aims when learning English as a Second Language. Students should get acquainted with the English Subject Curriculum in a simplified language. What are the goals of the reading project in simple words but accordingly to LK06? The goals should be clearly written on the blackboard as well as handed out to all students before class starts. Students should know and reflect why they are going to read a book and not only a short passage in their textbook (Norwegian LK06, 2006:5).

The very first day, in class, before students begin to read or listen to the book, I would ask them if they have read the book named "The Curious Incident of the Dog in the Night-time". If there were a student or students that have already read it, I would ask them to just sit and wait for the second part of my questions. The rest of the students would be presented with the title of the novel and its actual red illustration, why they think the cover was designed that way. They would be asked what they think the book is about, who they think the protagonist is, who they think its author is (a man? a woman?). Then, if there were a student or students that have already read it, I would ask them if they could contribute with some comments about the book.

Then, in my case, I have decided that this is an obligatory task, but there will be no written test after our reading project. They will only enjoy the reading but learn while they enjoy. This does not mean that our reading project is some kind of "vacation". I test my students all the time without giving them exams or tests. I give my students feedback all the time so we all know (parents, students, teachers) what their current level is. This time, I would tell them: "I am interested in your own personal experience of what was read, for example, if you think it was an interested reading, I am interested in knowing why or why not."

Here is an example of our reading project schedule or table of contents
1. Reading Schedule (Monday Oct., 6th/week 41, begin to read or/and listen to the book/homework)
2. Part 1: (week 41) Curious Incident Sherlock/Autism/disability or difference, pre-reading
3. Part 2: (week 42) (Monday Oct., 13th/week 42, cont. read or/and listen to the book/homework) Chapter Questions in class
4. Part 3: (week 43) (Monday Oct., 20th/week 43, Tasks / (3) groups / work in class with the given tasks
5. Part 4: (week 44) (beginning on Monday Oct., 27th) Presentation in (3) groups

The very first day we would discuss briefly three issues in the classroom prior to our reading project: 1) Asperger disorder, 2) Sherlock Holmes, and 3) they would be provided with the characteristics of this specific novel. This is important in our context because it will help students to better enjoy their reading and increase their comprehension by having relevant background knowledge, also known as a methodological element (Savvidou, 2004).

We would read an article/articles about Autism spectrum disorder and discuss in class whether introverted, socially awkward, autistic persons should be treated by society as sick people or just as different people, and why.

Two days later we would also discuss in class whether they recognize themselves in the main character (Christopher Boone), and in which characteristics.

Prior to our reading we would also read about Sherlock Holmes, the fictional detective created by Scottish author Sir Arthur Conan Doyle (Doyle, 1892). “Sherlock is famous for his astute logical reasoning, his ability to adopt almost any disguise, and his use of forensic science to solve difficult cases.” (Wikipedia, English version)
REFERENCES and further reading:

Doyle, Arthur Conan, "The Adventures of Sherlock Holmes", 1892

Haddon, Mark, 'The Curious Incident of the Dog in the Night Time', 2003, DOUBLEDAY, Random House, Inc

Haddon, Mark, Interview video watched on Oct., 1st, 2014

Norwegian Ministry of Education and Research, English Subject Curriculum The Norwegian LK06, in English; The Norwegian LK06, in Norwegian

Savvidou, Christine (2004) An Integrated Approach to Teaching Literature in the EFL Classroom. The Internet TESL Journal. Retrieved from http://iteslj.org

sherlock
http://etc.usf.edu/lit2go/32/the-adventures-of-sherlock-holmes/345/adventure-1-a-scandal-in-bohemia/

-->

<!--
<h2>University assignment</h2><br/>
<b>Choose ("The Curious Incident" & create your own set of tasks (2-3) aimed at your students.</b><br/><br/>

"<b>The Curious Incident of the Dog in the Night-Time</b>"<br/>
Students can read the book whether in PDF-format or listening to the audiobook, narrated by Jeff Woodman.<br/><br/>

<h2>University assignment</h2><br/>
<b>Year/level of students</b> <br/><br/>

First term, 10th-grade students, lower secondary school<br/><br/>

<h2>University assignment</h2><br/>
<b>Relate the tasks to competence aims in LK-06</b><br/><br/>

<b>This Reading Project Enables students to:</b><br/>
1) Identify and use different situations and learning strategies to expand their English-language skills, 2) Describe their own work in learning English, 3) Identify some linguistic similarities and differences between English and their native language use digital resources and other aids in their own language learning.<br/><br/>

<h2>University assignment</h2><br/>
<b>Number of lessons required to carry out the tasks.</b> <br/><br/>

4 weeks of lessons required to carry out the tasks. The students will use 1-2 week(s) of reading or/and listening to the book at home. After 2 weeks period-time, they will get different tasks or follow-up activities.<br/><br/>

<h2>University assignment</h2><br/>
<b>Mention briefly what you assume to be done in class already, before carrying out your suggested tasks.</b><br/><br/>

Before we carry out our reading project, students should be remained in class of the competence aims when learning English as a Second Language. <br/><br/>

Competence aims that apply this reading project should be clearly written on the blackboard as well as handed out to all students before class starts.<br/><br/>

The Norwegian curriculum (Norwegian LK06, 2006:5) highlights the importance of speaking, reading, writing skills and strategies, understanding and knowledge about different types of texts as well as cultural awareness, understanding and reflection.<br/><br/>

<h2>University assignment</h2><br/>
<b>Describe the HOW of various tasks and the WHY of the suggested tasks.</b><br/><br/>

There will be essentially <b>two tasks</b>. On the second week of our reading project, students will get a couple of questions related to each chapter of the book. Their assignment is to provide complete oral answers in class to all questions. <br/><br/>

Some of the questions students should work with while reading the book or in their presentation are such as: how Christopher justify his investigation into how Wellington died, even though his father had told him to stay out of other people's business? Why Christopher likes detective stories? Why they think Christopher is a fan of Sherlock Holmes but he does not like its author (Doyle, 1892).<br/><br/>

Students can redesign the book cover for a new release of the novel and give solid arguments why. If they agree with Christopher on page 40: "[...] sometimes people want to be stupid and they do not want to know the truth". Why or why not. Christopher says: "No more things should be presumed to exist than are absolutely necessary". Pags., 40,41. They should explain this quote in simplified English.<br/><br/>

Students should also be encouraged to debate whether Christopher really suffers of Asperger disorder or just another form of learning difficulty. They can provide a police profile of Christopher. They can express whether they see any personality traits that they have in common with Christopher.<br/><br/>

<b>The second task</b> is a ten-minute presentation which can be given in any form, such as: 
narrative, research, poems, paintings, drawings, videos, photographs, acting, singing, dancing, and in other creative ways.<br/><br/>

<b>The purpose of our reading project</b> is that students 1) "use various work methods and strategies to learn English", are able to 2) communicate by reading and understanding "texts of different lengths and genres" and 3) get both language and cultural enrichment (Collie and Slater, 1987:6). Students will also get knowledge about society and literature from the English-speaking world by reading and discussing "a representative selection of literary texts" as mentioned in the competence aims by the Norwegian Ministry of Education (Norwegian LK06, 2006:5). By reading the book "The Curious Incident of the Dog in the Night Time" we are providing students with authentic English language literature as classroom material, a linguistic element (Savvidou, 2004). Collie and Slater (1987:6) state in their 'Resource Book of ideas and activities' when 'Reading literature in the language classroom' that: "most works of literature are not fashioned for the specific purpose of teaching a language".<br/><br/>

<h2>University assignment</h2><br/>
<b>Reflect on how interesting these tasks would be and on their ability to motivate young learners.</b><br/><br/>

Students should know that reading a wide range of texts or stories in English will enable them to "understand the cultural expressions that surround us, and construct a meaningful narrative for our own lives" (Iversen, 2013).<br/><br/>

The tasks provided early in this paper should be interesting and easy for 10th-grade students because we will discuss briefly three issues in the classroom prior to our reading project: 1) Asperger disorder, 2) Sherlock Holmes, and 3) they will be provided with the characteristics of this specific novel (see Anniken Telnes Iversen, "Reading novels and short stories"). This is important in our context because it will help students to better enjoy their reading and increase their comprehension by having relevant background knowledge, also known as a methodological element (Savvidou, 2004). <br/><br/>

Students should know that reading English literature is more than just mechanical aspects of the English grammar (Collie and Slater, 1987:7) and that it is more than just reading the texts that they find in their coursebook. As English teachers we should teach our students that reading literature beyond their textbook can help them to get to know better other cultures from English-speaking areas. It also can help them to learn better their native language by comparing both language systems. Students should get acquainted with the English Subject Curriculum in a simplified language which is not always the case. In my experience, students not always know what the purpose of a given class is.<br/><br/>

Some students panic when the English class assignment is to read a whole book because they erroneously think that the only valid argument is what their teacher says at the end. Learners who are poor readers in their native language or are not specialists in literature should bear in mind that a novel can be interpreted in many different ways.
The different tasks about "The Curious Incident of the Dog in the Night Time" should take away tedium from the classroom because of the variety of follow-up activities, such as role play, improvisation, creative writing, and discussions. It will also be able to stimulate a personal involvement in students (Collie and Slater, 1987:7, 8) partly because of its main character, Christopher. On the other hand, detective fiction stories have always captivated us. It still captivates people today in books, on television, and at the movies. It can captivate students in the classroom.<br/><br/>
-->

English — Teaching 10th-Grade Students, Lower Secondary School

A fantastically unusual detective story written from the perspective of a 15-year-old autistic boy, who is obsessed with maths, science and...

Más información / read more »

CuriousIncidentDogNightTime — Mark Haddon - Interview - Video

<H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <b>The book</b> "'The Curious Incident of the Dog in the Night-time' is not a novel about disability, but a novel about difference", <a href="#video" style="text-decoration: none;"> Mark Haddon</a>.</span></div></H3> <br /><br />

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2014/10/mark-haddon.html"> <img alt="The Curious Incident of the Dog in the Night-time - Official Website - BenjaminMadeira" border="0" height="199px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSFJtfVZ8PD0XjVz1S7dyVCTZa2fGdDr8-BYK3JcB1jZh2W9j85CeTKpLbGyXc_YhKEg8-OPXMpFlFevOUH-sROWPIcjTbW1lADScFiTXkMSIkEmMYp_o0V-hLfk7s53-vQUyEgcRW2x8I/s600/curious-dog-BenjaminMadeira-com.jpg" title="The Curious Incident of the Dog in the Night-time - Official Website - BenjaminMadeira" width="320px" /> </a><br />
<span>The Curious Incident of the Dog in the Night-time - Photo: Mark Haddon</span> </div> </div> <br />

<center><font color="#301CE2"><strong> University studies | <a href="https://plus.google.com/111394417792438554096/about" rel="author" target="_blank"> — Madeirinha — </a> 
<a href="https://plus.google.com/111394417792438554096/posts" rel="publisher" target="_blank"> Benjamin Madeira — </a></strong></font></CENTER><br /><br />

<div class="citajbm"> A fantastically unusual detective story written from the perspective of a 15-year-old autistic boy, who is obsessed with maths, science and Sherlock Holmes but finds it hard to understand other people. When he discovers a dead dog on a neighbour’s lawn he decides to solve the mystery; as in all good detective stories, however, the more he unearths, the deeper the mystery gets.</div> <br /><br />

<center><hr WIDTH="75%" COLOR="#00FF00" SIZE="6"></CENTER><br />
<center><b><font face="Verdana" size="3"><a href="http://facebook.com/sharer.php?u=http://www.benjaminmadeira.com/2014/10/mark-haddon.html" oncontextmenu="alert('Mark Haddon - BenjaminMadeira.com - Official Website');return false" oncopy="alert('Mark Haddon - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via FACEBOOK"><font color="#CC0000">SHARE: FACEBOOK</a></font></font></b> | <b><font face="Verdana" size="3"><a href="http://twitter.com/home?status= — Mark Haddon http://www.benjaminmadeira.com/2014/10/mark-haddon.html Video [via @BenjaminMadeira] Interview" oncontextmenu="alert('Mark Haddon - BenjaminMadeira.com - Official Website');return false" oncopy="alert('Mark Haddon - BenjaminMadeira.com - Official Website');return false" style="text-decoration: none;" target="_blank" title="Compartir - Share via TWITTER"><font color="#CC0000">TWITTER</a></font></font></b></CENTER><br />
<CENTER><div class="fb-like" data-href="http://www.benjaminmadeira.com/2014/10/mark-haddon.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER><br />
<a name="video"> <center><strong><span style="font-size:14px; color: #000000; background-color: #FFFF00;">'The Curious Incident of the Dog in the Night-time' :: Mark Haddon - Interview</span></strong></CENTER> </a> <br />

--- MADEIRINHA finaliza la configuracion de Jwplayer 5 PREMIUM para Navegadores modernos Chrome Firefox IE Opera Safari iPhone iPad y Android con Flash o JavaScript habilitado o HTML5 ---- */

/* MADEIRINHA inicia la configuracion de Jwplayer 6 PRO para Navegadores modernos Chrome Firefox IE Opera Safari iPhone iPad y Android con Flash o JavaScript habilitado o HTML5 */

'sources': [{
        /*  'https://www.youtube.com/watch?v=GvpESDINMTU&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1',
        },{ */
        file: "https://www.youtube.com/watch?v=GvpESDINMTU&hd=1&vq=hd720&hl=en&cc_lang_pref=en&cc_load_policy=1",
        }],

width: '100%',
     skin: 'bekle',
     logo: {
         file: 'https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3tlDCYgW_El3qDO-Xi9pyo3JDDz4xRGjaGGi-Bm7oAX1XsenanvfnRx02OqKKMjk3tmwV00sx4EbkPNYg0CZV3q6KzhyphenhyphenElPFJeRL5aoiE0BPq0ui-i2Dymuj2tjjuEYYELD-Gax4rxHCL/s60/jbm-benjaminmadeira-com.jpg',
position: 'top-right', 
         link: 'http://www.benjaminmadeira.com/search/label/study-notes'},
     image: "https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBZ1PZc2WZlpwnMFJCPkMXG2oz5valV9lZtiWDus0POjKfs3IlKAXeP7ZEoUSaBv7EBBXLi52lo7yzI89QYHLLwJi6dAaG0M0PmLjwwcuyfJhXZh4cgASx4uTdHxmwAXwmFOv0Ej6YycfA/s600/dog-night-time-BenjaminMadeira-com.jpg",
     height: '420',
     title: 'Play - Mark Haddon - Interview',
     /*'primary': "flash",
     'startparam': "start",*/
     autostart: 'false',
     abouttext: 'BenjaminMadeira.com - Official Website',
     aboutlink: 'http://www.BenjaminMadeira.com',
     aspectratio: '16:9',
     stretching: 'exactfit',

/*MADEIRINHA finaliza la configuracion de Jwplayer 6 PRO para Navegadores modernos Chrome Firefox IE Opera Safari iPhone iPad y Android con Flash o JavaScript habilitado o HTML5 */

controlbar: 'bottom'     
  });
</script> 
<noscript>You must have the Flash Plugin installed and JavaScript enabled to play this video.</noscript> 
<center><hr WIDTH="75%" COLOR="#F52887" SIZE="6"></CENTER>
<center><a href="javascript:location.reload()"> Clic aquí o recargar la Pagina Web. <br /> Click here or reload the Webpage.</a></center><br />

<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a alt="BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online" href="http://www.benjaminmadeira.com/search/label/study-notes" style="text-decoration: none;"><font color="#301ce2"> RT: #MarkHaddon #CuriousIncidentDogInTheNightTime #DogNightTime </font></a> ✔ #Book — #Interview #Video </span></span></div><br/>

CuriousIncidentDogNightTime — Mark Haddon - Interview - Video

The book "'The Curious Incident of the Dog in the Night-time' is not a novel about disability, but a novel about differenc...

Más información / read more »

MP3 — Comprehensive Articulatory Phonetics Exercises - [Audio] Online

<H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <b>Phonetics</b> is the study of how human beings produce and perceive speech sounds. There are three major subfields of phonetics, each of which focuses on a particular aspect of the sounds used in speech and communication. Auditory phonetics looks at how people perceive the sounds they hear, acoustic phonetics looks at the waves involved in speech sounds and how they are interpreted by the human ear, and articulatory phonetics looks at how sounds are produced by the human vocal apparatus. This third subfield is where the majority of people begin their study, and it has uses for many people outside of the field of linguistics. These include speech therapists, computer speech synthesizers, and people who are simply interested in learning how they make the sounds they do.</span></div></H3> <br /><br />

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2014/10/articulatory-phonetics.html"> <img alt="Comprehensive Articulatory Phonetics Exercises - Official Website - BenjaminMadeira" border="0" height="199px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhW-92apzAqQhizW0ptWQgocfh-6pmeMGyPeEfQWACVPXFA6x-zfGbcoM8m3OaDHDUFuXtOfiW_KtUSFI-FPuysIMyXYhBbFFrOuyM_IJWofQdWSriRJztrpcW-ThKeaZXMKa6aZOSDVUw-/s600/pronunciation-BenjaminMadeira-com.png" title="Comprehensive Articulatory Phonetics Exercises - Official Website - BenjaminMadeira" width="320px" /> </a><br />
<span>Phonetics, Linguistics - Photo: illustration</span> </div> </div> <br />

<div class="citajbm"> Comprehensive Articulatory Phonetics: A Tool For Mastering the World's Languages. Comprehensive Articulatory Phonetics teaches how to recognize, record, and reproduce the sounds of any language. Phonetics is the study of sounds. Specifically, it is the study of human speech sounds. A person who only speaks one language may not realize that there are hundreds of different consonants and vowels spoken by humans in different parts of the world. This book will introduce the reader to almost every sound spoken by man. Since the English alphabet is inadequate to represent every speech sound known to man, the reader will be taught the International Phonetic Alphabet (IPA). This is a special alphabet containing numerous symbols that represent sounds for all languages. </div> <br /><br />

<center><strong><span style="font-size:20px; color: #0B610B;"><a name="podcast"> <span itemprop="name">MP3 — Audio Exercises for Comprehensive Articulatory Phonetics ::</a></span></span></strong></CENTER><br />
<div id="audiomp3">
<center><hr WIDTH="75%" COLOR="#301ce2" SIZE="6"></CENTER>
<CENTER><div class="fb-like" data-href="http://www.benjaminmadeira.com/2014/10/articulatory-phonetics.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER><br />
     <audio preload="auto"></audio>
    <CENTER><div class="track-details"> Comprehensive Articulatory Phonetics Exercises</div> </CENTER>
<center><hr WIDTH="75%" COLOR="#FF0000" SIZE="6"></CENTER><br />

<ol>
<li class="playing">
<a alt="Recognizing Labial Sounds" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.01.mp3" href="#" title="Recognizing Labial Sounds1">Exercise 1.1: Recognizing Labial Sounds, MP3 - 4min</a> </li>

<li><a alt="Recognizing Dental Sounds2" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.02.mp3" href="#" title="Recognizing Dental Sounds"> Exercise 1.2: Recognizing Dental Sounds, MP3 - 3min</a> </li>

<li><a alt="Recognizing Velar Sounds" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.03.mp3" href="#" title="Recognizing Velar Sounds"> Exercise 1.3: Recognizing Velar Sounds, MP3 - 2min</a> </li>

<li><a alt="Recognizing Alveolar Sounds" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.04.mp3" href="#" title="Recognizing Alveolar Sounds"> Exercise 1.4: Recognizing Alveolar Sounds, MP3 - 2min</a> </li>

<li><a alt="Recognizing Alveopalatal Sounds" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.05.mp3" href="#" title="Recognizing Alveopalatal Sounds"> Exercise 1.5: Recognizing Alveopalatal Sounds, MP3 - 2min</a> </li>

<li><a alt="Recognizing Labial and Dental Sounds" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.06.mp3" href="#" title="Recognizing Labial and Dental Sounds"> Exercise 1.6: Recognizing Labial and Dental Sounds, MP3 - 2min</a> </li>

<li><a alt="Recognizing Alveolar and Alveopalatal" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.07.mp3" href="#" title="Recognizing Alveolar and Alveopalatal"> Exercise 1.7: Recognizing Alveolar and Alveopalatal Sounds, MP3 - 2min</a> </li>

<li><a alt="Recognizing Labial, Dental, Alveolar, Alveopalatal, and Velar Sounds" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.08.mp3" href="#" title="Recognizing Labial, Dental, Alveolar, Alveopalatal, and Velar Sounds"> Exercise 1.8: Recognizing Labial, Dental, Alveolar, Alveopalatal, and Velar Sounds, MP3 - 4min</a> </li>

<li><a alt="Recognizing Lip and Back Sounds" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.09.mp3" href="#" title="Recognizing Lip and Back Sounds"> Exercise 1.9: Recognizing Lip and Back Sounds, MP3 - 2min</a> </li>

<li><a alt="Recognizing Tip and Back" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.10.mp3" href="#" title="Recognizing Tip and Back"> Exercise 1.10: Recognizing Tip and Back Sounds, MP3 - 2min</a> </li>

<li><a alt="English Pronunciation 11" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.11.mp3" href="#" title="English Pronunciation 11"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 11, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 12" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.12.mp3" href="#" title="English Pronunciation 12"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 12, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 13" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.13.mp3" href="#" title="English Pronunciation 13"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 13, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 14" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.14.mp3" href="#" title="English Pronunciation 14"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 14, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 15" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.15.mp3" href="#" title="English Pronunciation 15"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 15, MP3 - 6min</a> </li>

<li><a alt="English Pronunciation 16" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.16.mp3" href="#" title="English Pronunciation 16"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 16, MP3 - 2min</a> </li>

<li><a alt="English Pronunciation 17" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.17.mp3" href="#" title="English Pronunciation 17"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 17, MP3 - 2min</a> </li>

<li><a alt="English Pronunciation 18" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.18.mp3" href="#" title="English Pronunciation 18"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 18, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 19" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.19.mp3" href="#" title="English Pronunciation 19"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 19, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 20" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.20.mp3" href="#" title="English Pronunciation 20"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 20, MP3 - 6min</a> </li>

<li><a alt="English Pronunciation 21" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.21.mp3" href="#" title="English Pronunciation 21"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 21, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 22" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/01.22.mp3" href="#" title="English Pronunciation 22"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 22, MP3 - 9min</a> </li>

<li><a alt="English Pronunciation 23" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.01.mp3" href="#" title="English Pronunciation 23"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 23, MP3 - 1min</a> </li>

<li><a alt="English Pronunciation 24" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.02.mp3" href="#" title="English Pronunciation 24"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 24, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 25" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.03.mp3" href="#" title="English Pronunciation 25"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 25, MP3 - 1min</a> </li>

<li><a alt="English Pronunciation 26" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.04.mp3" href="#" title="English Pronunciation 26"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 26, MP3 - 1min</a> </li>

<li><a alt="English Pronunciation 27" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.05.mp3" href="#" title="English Pronunciation 27"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 27, MP3 - 2min</a> </li>

<li><a alt="English Pronunciation 28" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.06.mp3" href="#" title="English Pronunciation 28"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 28, MP3 - 1min</a> </li>

<li><a alt="English Pronunciation 29" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.07.mp3" href="#" title="English Pronunciation 29"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 29, MP3 - 2min</a> </li>

<li><a alt="English Pronunciation 30" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.08.mp3" href="#" title="English Pronunciation 30"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 30, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 31" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.09.mp3" href="#" title="English Pronunciation 31"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 31, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 32" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.10.mp3" href="#" title="English Pronunciation 32"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 32, MP3 - 1min</a> </li>

<li><a alt="English Pronunciation 33" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.11.mp3" href="#" title="English Pronunciation 33"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 33, MP3 - 2min</a> </li>

<li><a alt="English Pronunciation 34" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.12.mp3" href="#" title="English Pronunciation 34"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 34, MP3 - 2min</a> </li>

<li><a alt="English Pronunciation 35" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.13.mp3" href="#" title="English Pronunciation 35"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 35, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 36" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.14.mp3" href="#" title="English Pronunciation 36"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 36, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 37" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.15.mp3" href="#" title="English Pronunciation 37"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 37, MP3 - 1min</a> </li>

<li><a alt="English Pronunciation 38" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.16.mp3" href="#" title="English Pronunciation 38"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 38, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 39" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.17.mp3" href="#" title="English Pronunciation 39"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 39, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 40" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.18.mp3" href="#" title="English Pronunciation 40"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 40, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 41" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/02.19.mp3" href="#" title="English Pronunciation 41"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 41, MP3 - 7min</a> </li>

<li><a alt="English Pronunciation 42" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/03.01.mp3" href="#" title="English Pronunciation 42"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 42, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 43" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/03.02.mp3" href="#" title="English Pronunciation 43"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 43, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 44" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/03.03.mp3" href="#" title="English Pronunciation 44"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 44, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 45" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/03.04.mp3" href="#" title="English Pronunciation 45"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 45, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 46" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/03.05.mp3" href="#" title="English Pronunciation 46"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 46, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 47" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/03.06.mp3" href="#" title="English Pronunciation 47"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 47, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 48" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/04.01.mp3" href="#" title="English Pronunciation 48"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 48, MP3 - 1min</a> </li>

<li><a alt="English Pronunciation 49" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/04.02.mp3" href="#" title="English Pronunciation 49"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 49, MP3 - 2min</a> </li>

<li><a alt="English Pronunciation 50" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/04.03.mp3" href="#" title="English Pronunciation 50"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 50, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 51" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/04.04.mp3" href="#" title="English Pronunciation 51"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 51, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 52" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/04.05.mp3" href="#" title="English Pronunciation 52"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 52, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 53" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/04.06.mp3" href="#" title="English Pronunciation 53"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 53, MP3 - 6min</a> </li>

<li><a alt="English Pronunciation 54" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.01.mp3" href="#" title="English Pronunciation 54"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 54, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 55" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.02.mp3" href="#" title="English Pronunciation 55"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 55, MP3 - 1min</a> </li>

<li><a alt="English Pronunciation 56" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.03.mp3" href="#" title="English Pronunciation 56"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 56, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 57" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.04.mp3" href="#" title="English Pronunciation 57"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 57, MP3 - 1min</a> </li>

<li><a alt="English Pronunciation 58" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.05.mp3" href="#" title="English Pronunciation 58"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 58, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 59" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.06.mp3" href="#" title="English Pronunciation 59"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 59, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 60" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.07.mp3" href="#" title="English Pronunciation 60"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 60, MP3 - 4min</a> </li>

<li><a alt="English Pronunciation 61" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.08.mp3" href="#" title="English Pronunciation 61"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 61, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 62" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.09.mp3" href="#" title="English Pronunciation 62"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 62, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 63" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.10.mp3" href="#" title="English Pronunciation 63"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 63, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 64" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.11.mp3" href="#" title="English Pronunciation 64"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 64, MP3 - 3min</a> </li>

<li><a alt="English Pronunciation 65" data-src="https://archive.org/download/Comprehensive_Articulatory_Phonetics_Exercises/06.12.mp3" href="#" title="English Pronunciation 65"> Comprehensive Articulatory Phonetics Exercises - English Pronunciation 65, MP3 - 5min</a> </li>

</ol>

</div>

</div>

<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a alt="BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online" href="http://www.benjaminmadeira.com/feeds/posts/default/-/phonetics?max-results=100" style="text-decoration: none;" target="_blank"><font color="#301ce2"> RT: #MP3 #Podcast #Pronunciation #Phonetics #Phonology #Linguistics </font></a> ✔ #Exercises — #MP3 #Audio </span></span></div><br/>

<!--
audios
https://archive.org/details/Comprehensive_Articulatory_Phonetics_Exercises

alternativa
https://archive.org/details/EnglishPronunciationInUseCdA

book
https://archive.org/details/ComprehensiveArticulatoryPhonetics

https://sites.google.com/a/sheffield.ac.uk/all-about-linguistics/branches/phonetics/why-is-phonetics-studied

http://books.google.es/books?id=gsTiWZoUU9oC&pg=PA421&lpg=PA421&dq=Comprehensive+Articulatory+Phonetics+Exercises&source=bl&ots=oUsLrHX9zX&sig=hdJLwzjQujWtEk6R3uHtA_KUf_c&hl=es&sa=X&ei=39EtVIfnE8jHygOpx4DoDA&ved=0CD0Q6AEwAw#v=onepage&q=Comprehensive%20Articulatory%20Phonetics%20Exercises&f=false

I am very pleased on announce that the audio exercises for Comprehensive Articulatory Phonetics can now be downloaded for free.  Individual exercises can be downloaded from this Google Drive folder; furthermore, the entire set of MP3’s can be downloaded be found in this zip file. Feel free to send any feedback you may have.

https://www.createspace.com/3645688

Individual exercises
https://drive.google.com/folderview?id=0B0kIaXXLuwuXV0luRzRiUGFUSi1Vem5UYVhVYk82dw&usp=sharing

the entire set of MP3’s
https://docs.google.com/file/d/0B0kIaXXLuwuXYm5IdGMwbExMY3M/edit?usp=sharing

book
https://es.scribd.com/doc/51737217/Comprehensive-Articulatory-Phonetics-2010
-->

MP3 — Comprehensive Articulatory Phonetics Exercises - [Audio] Online

Phonetics is the study of how human beings produce and perceive speech sounds. There are three major subfields of phonetics, each of wh...

Más información / read more »

English — Semivowels - Articulatory Phonetics - Pronunciation

<H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <b>Phonetics</b> is the study of how human beings produce and perceive speech sounds. In court cases, sometimes evidence is given in the form of a speech recording which phoneticians are frequently called upon to analyse. Imagine that the prosecutor is claiming that the voice in the recording is that of the defendant's. A phonetician would then be required to prove this right of wrong by analysing the articulatory and acoustic properties of the recording, something of which is allegedly as unique as a fingerprint.</span></div></H3> <br /><br />

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2014/10/semivowels.html"> <img alt="Phonetics - Phonology - English Pronunciation - Official Website - BenjaminMadeira" border="0" height="199px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM3SuJhCL-2c1saBmPXRsoc0dB_VtD0QOZVwXjyQdDq_pST9w5JcaC6M8BzrQWpcSuLTGVIRLN9VXf2pPxXSl4eBiKCrL1GMjWUS0IbCacqDOEgmB3SyUy4rWF8KiI2DBwBx1hdEkt42iJ/s600/semivowels-BenjaminMadeira-com.jpg" title="Phonetics - Phonology - English Pronunciation - Official Website - BenjaminMadeira" width="320px" /> </a><br />
<span>Phonetics, Linguistics - Photo: illustration</span> </div> </div> <br />

<div class="JBMCode"> <b>Keywords</b>: english pronunciation, accent reduction, pronunciation, esl, efl, esl pronunciation, american accent, british accent, learn english online, learn english pronunciation on line, english pronunciation exercises, english practice, learn american accent, accent, phonetics, phonetiks, american, english exercises, learn british accent, accent reduction course, pronunciation software, pronunciation guide, aprenda ingles, pronunciacion ingles, anglais, foreign accent syndrome. </div> <br /><br />

<div class="comillas"> The field of articulatory phonetics is a subfield of phonetics. In studying articulation, phoneticians explain how humans produce speech sounds via the interaction of different physiological structures.</div> <br /><br />

<div class="citajbm"> Generally, articulatory phonetics is concerned with the transformation of aerodynamic energy into acoustic energy. Aerodynamic energy refers to the airflow through the vocal tract. Its potential form is air pressure; its kinetic form is the actual dynamic airflow. Acoustic energy is variation in the air pressure that can be represented as sound waves, which are then perceived by the human auditory system as sound. </div> <br /><br />

<h2>The two classes of sounds</h2> <br /><br />

<i>Sounds of all languages fall under two categories: Consonants and Vowels.</i> <br /><br />

<b>Consonants</b> <br /><br />

<H5> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> All consonants may be classified as either voiced or voiceless. In articulating a voiced consonant, the vocal cords are vibrating. (The vibration may easily be felt by gripping the larynx--the "Adam's apple"--between the fingers and the thumb while articulating the consonant.) In articulating an unvoiced consonant, the vocal cords are not vibrating. <br /><br />

Present-Day English has several consonant pairs that are articulated alike except that one is voiced and the other is unvoiced. Some examples are the phoneme spelled b in bat (voiced) and the phoneme spelled p in pat (unvoiced); the phoneme spelled d in dab (voiced) and the phoneme spelled t in tab (unvoiced); the phoneme spelled th in this (voiced) and the phoneme spelled th in thistle (unvoiced). <br /><br />

Consonants may also be classified according to the manner of articulation and the point of articulation: that is, how and where the flow of air is stopped or impeded when the consonant is articulated. Thus, we get the following systems of classification. </span></div></H5> <br /><br />

<b>Vowels</b> <br />

<p style="padding-left: 20px;">     Nasal vowel / Oral vowel </p>
<p style="padding-left: 20px;">     Previous Vowel / Later Vowel </p>
<p style="padding-left: 20px;">     Rounded vowel / Unrounded vowel </p>
<p style="padding-left: 20px;">     Open vowel / Closed vowel </p><br />

<h2>Place or point of articulation</h2> <br />
One of the differences between consonants and vowels is that when we articulate vowels, the airstream flows out freely along the middle of the tongue. When we articulate consonants on the other hand, we make some kind of obstruction in the speech organs, which prevents the air from flowing out freely. These obstructions may be made with for example some part of the tongue touching or approaching  the roof of the mouth, or with the lips touching each other or the upper teeth, or by making an obstruction between the vocal chords. The parts of the speech organs which are involved in articulating consonants (tip of the tongue, lips, palate, teeth, vocal chords etc.) are called <b>articulators</b>.<br /><br />

<h2>Manner of articulation</h2> <br />
Manners of articulation describe the kind of obstruction that takes place in articulation of the consonant in question.<br /><br />

<h2><p style="padding-left: 20px;"> Semivowels </p></h2> <br /><br />

<b>Semivowels</b> are vowel-like consonants: that is, <b>the air-flow is not stopped or impeded so as to cause a friction-sound, but the aperture through which the air passes is smaller than the aperture of any vowel</b>. Also, in forming words, semivowels appear in positions where consonants normally appear. Present-Day English has two semivowels, both of which are <b>voiced</b> (vocal cords vibrating during the articulation of the nasal). (The semivowels, the <u>lateral /l/</u>, the <u>retroflex /r/</u>, and the <u>nasals</u> are sometimes called the <b>resonants</b>.) <br /><br />

<p style="padding-left: 20px;">  1. /<b>w</b>/ (the phoneme spelled <i>w</i> in <i>wet</i>): (voiced) <u>bilabial</u> <u>velar</u> semivowel. (This phoneme is bilabial because it requires rounding of both lips; it is velar because the back of the tongue rises toward the velum when the phoneme is articulated.) </p> <br />

<p style="padding-left: 20px;">  2. /<b>j</b>/ (the phoneme spelled <i>y</i> in <i>yard</i>): (voiced) <u>alveopalatal</u> semivowel.  </p> <br />

<CENTER><div class="fb-like" data-href="http://www.benjaminmadeira.com/2014/10/semivowels.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER><br />
<div class="center"> <img alt="Phonetics - Semivowels - English Pronunciation - Official Website - BenjaminMadeira" border="0" height="260px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="http://eweb.furman.edu/~wrogers/phonemes/phono/phonhead.gif" title="Phonetics - Semivowels - English Pronunciation - Official Website - BenjaminMadeira" width="300px" /> <br/>
<i>The parts of the human vocal apparatus <br/>that are relevant to the description of English phonemes</i> </div> <br />

<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a alt="BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online" href="http://www.benjaminmadeira.com/search/label/phonetics" style="text-decoration: none;"><font color="#301ce2"> RT: #English #Semivowels #Pronunciation #Phonetics #Phonology #Linguistics </font></a> ✔ #LearningEnglish — #EnglishLanguage </span></span></div><br/>

<!--
http://www.cambridge.org/servlet/file/store/item2491717/version1/EPP_WS_ExtraExercisesU01.pdf

www.cambridge.org/.../EPP_WS_ExtraExercisesU0

[ˈ ɪŋglɪʃ prənʌnsɪˈeɪʃn]

http://international.ouc.bc.ca/pronunciation/pron025Unit01.pdf

unit 1 international.ouc.bc.ca/pronunciation pdf
-->

English — Semivowels - Articulatory Phonetics - Pronunciation

Phonetics is the study of how human beings produce and perceive speech sounds. In court cases, sometimes evidence is given in the form ...

Más información / read more »

English — Retroflex - Articulatory Phonetics - Pronunciation

<H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <b>Phonetics</b> is the study of how human beings produce and perceive speech sounds. Without the study of Phonetics how could you study a child's development in their production and perception of speech sounds? - Child Language Acquisition. How would you be able to understand and treat speech and hearing disorders? - Clinical Phonetics. How would a computer system be able to turn text into speech correctly? - Speech Synthesis. How would a mobile phone be able to recognise what you say to it? - Speech Recognition. And, in a criminal trial, how could you prove whether a voice recording is or isn't the suspects voice? - Forensic Phonetics.</span></div></H3> <br /><br />

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2014/10/retroflex.html"> <img alt="Phonetics - Phonology - English Pronunciation - Official Website - BenjaminMadeira" border="0" height="199px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgE7dyEf4IE3lojRYaDcOOoA4EO6G8weWpLWEOgxdKfB0hXLoKPY42BYmwvos4CJfqQjo9RLn2rvzrsfHHl_fNGs6-eCa_xkz6O1_VpmvPCEI7p3RQ2a2c5MX45WLrWpfFI8daDJjP5q4mU/s600/phonetic-BenjaminMadeira-com.jpg" title="Phonetics - Phonology - English Pronunciation - Official Website - BenjaminMadeira" width="320px" /> </a><br />
<span>Phonetics, Linguistics - Photo: illustration</span> </div> </div> <br />

<h2>The two classes of sounds</h2> <br /><br />

<i>Sounds of all languages fall under two categories: Consonants and Vowels.</i> <br /><br />

<b>Consonants</b> <br /><br />

<b>Vowels</b> <br />

<h2>Manner of articulation</h2> <br />
Manners of articulation describe the kind of obstruction that takes place in articulation of the consonant in question.<br /><br />

<h2><p style="padding-left: 20px;"> Retroflex </p></h2> <br /><br />

A <b>retroflex</b> is a consonant formed when <b>the tongue rises toward the roof of the mouth and then retracts toward the back of the oral cavity</b>. Present-Day English has one retroflex, which is <b>voiced</b> (vocal cords vibrating during the articulation of the retroflex). (The retroflex, the <u>lateral /l/</u>, the <u>nasals</u>, and the <u>semivowels /w/ and /j/</u> are sometimes called the <b>resonants</b>.) <br /><br />

<p style="padding-left: 20px;">  1. /<b>r</b>/ (the phoneme spelled <i>r</i> in <i>root</i>): (voiced) <u>alveolar</u> retroflex.  </p> <br />

<CENTER><div class="fb-like" data-href="http://www.benjaminmadeira.com/2014/10/retroflex.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER><br />
<div class="center"> <img alt="Phonetics - Retroflex - English Pronunciation - Official Website - BenjaminMadeira" border="0" height="260px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="http://eweb.furman.edu/~wrogers/phonemes/phono/phonhead.gif" title="Phonetics - Retroflex - English Pronunciation - Official Website - BenjaminMadeira" width="300px" /> <br/>
<i>The parts of the human vocal apparatus <br/>that are relevant to the description of English phonemes</i> </div> <br />

<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a alt="BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online" href="http://www.benjaminmadeira.com/search/label/phonetics" style="text-decoration: none;"><font color="#301ce2"> RT: #English #Retroflex #Pronunciation #Phonetics #Phonology #Linguistics </font></a> ✔ #LearningEnglish — #EnglishLanguage </span></span></div><br/>

<!--
http://www.cambridge.org/servlet/file/store/item2491717/version1/EPP_WS_ExtraExercisesU01.pdf

www.cambridge.org/.../EPP_WS_ExtraExercisesU0

[ˈ ɪŋglɪʃ prənʌnsɪˈeɪʃn]

http://international.ouc.bc.ca/pronunciation/pron025Unit01.pdf

unit 1 international.ouc.bc.ca/pronunciation pdf
-->

English — Retroflex - Articulatory Phonetics - Pronunciation

Phonetics is the study of how human beings produce and perceive speech sounds. Without the study of Phonetics how could you study a chil...

Más información / read more »

English — Laterals - Articulatory Phonetics - Pronunciation

<H3> <div style="text-align: center"> <span style="color: rgb(180, 95, 6); font-family: Arial,Helvetica,sans-serif;"> <b>Phonetics</b> is the study of how human beings produce and perceive speech sounds. To us, speaking and listening to speech comes so naturally. Have you ever consciously thought about what processes are involved in this? This is exactly what Phonetics aims to do. It aims to give a "systematic, conscious consideration of how speech sounds are made, what they sound like, and how they compare with each other". ---Hewlett, N. and Beck, B., (2006). An Introduction to the Science of Phonetics. New Jersey: Lawrence Erlbaum Associates, Inc.</span></div></H3> <br /><br />

<div itemscope> <div style="text-align: center"> <a class="highlightJBM" href="http://www.benjaminmadeira.com/2014/10/laterals.html"> <img alt="Phonetics - Phonology - English Pronunciation - Official Website - BenjaminMadeira" border="0" height="199px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiE-UpIaeWS_b9kaBeDMgHnSNGh2l6KG9rP9-IgRSEPj_QUpmfg85jcFBJ9RHPnmiDVhF8Cz4NG-Xbi0u5kcojH-Y251fK1QBiJC3zT9UrsRQnb2yJtj-C4gGCoisi0fVBrYwQxlI2GUOrV/s600/laterals-BenjaminMadeira-com.jpg" title="Phonetics - Phonology - English Pronunciation - Official Website - BenjaminMadeira" width="320px" /> </a><br />
<span>Phonetics, Linguistics - Photo: illustration</span> </div> </div> <br />

<h2>The two classes of sounds</h2> <br /><br />

<i>Sounds of all languages fall under two categories: Consonants and Vowels.</i> <br /><br />

<b>Consonants</b> <br /><br />

<b>Vowels</b> <br />

<h2>Manner of articulation</h2> <br />
Manners of articulation describe the kind of obstruction that takes place in articulation of the consonant in question.<br /><br />

<h2><p style="padding-left: 20px;"> Laterals </p></h2> <br /><br />

<b>Laterals</b> are consonants formed by <b>allowing the air to escape around the sides of the tongue</b>. Present-Day English has only one lateral, which is <b>voiced</b> (vocal cords vibrating during the articulation of the lateral). (The lateral, the <u>nasals</u>, the <u>retroflex /r/</u>, and the <u>semivowels /w/ and /j/</u> are sometimes called the <b>resonants</b>.) <br /><br />

<p style="padding-left: 20px;">  1. /<b>l</b>/ (the phoneme spelled <i>l</i> in <i>let</i>): (voiced) alveolar lateral.  </p> <br />

<CENTER><div class="fb-like" data-href="http://www.benjaminmadeira.com/2014/10/laterals.html" data-send="true" data-width="450" data-show-faces="false"></div></CENTER><br />
<div class="center"> <img alt="Phonetics - Laterals - English Pronunciation - Official Website - BenjaminMadeira" border="0" height="260px" itemprop="photo" oncontextmenu="alert('BenjaminMadeira.com - Official Website');return false" oncopy="alert('BenjaminMadeira.com - Official Website');return false" src="http://eweb.furman.edu/~wrogers/phonemes/phono/phonhead.gif" title="Phonetics - Laterals - English Pronunciation - Official Website - BenjaminMadeira" width="300px" /> <br/>
<i>The parts of the human vocal apparatus <br/>that are relevant to the description of English phonemes</i> </div> <br />

<div style="text-align: center"><span style="color: #301ce2"><span style="font-size: 14pt; line-height:15pt"> <a alt="BenjaminMadeira - Videos, mp4, literatura, filosofia, idiomas, pedagogia, musica, mp3, Online" href="http://www.benjaminmadeira.com/search/label/phonetics" style="text-decoration: none;"><font color="#301ce2"> RT: #English #Laterals #Pronunciation #Phonetics #Phonology #Linguistics </font></a> ✔ #LearningEnglish — #EnglishLanguage </span></span></div><br/>

<!--
http://www.cambridge.org/servlet/file/store/item2491717/version1/EPP_WS_ExtraExercisesU01.pdf

www.cambridge.org/.../EPP_WS_ExtraExercisesU0

[ˈ ɪŋglɪʃ prənʌnsɪˈeɪʃn]

http://international.ouc.bc.ca/pronunciation/pron025Unit01.pdf

unit 1 international.ouc.bc.ca/pronunciation pdf
-->