Download Kandidat 9108

EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Kandidat 9108
Oppgaver
Oppgavetype
Vurdering
Status
1 EN-138 19.05.2016 - general information
Flervalg
Automatisk poengsum
Levert
2 Word classes
Paring
Automatisk poengsum
Levert
3 Phrase types
Paring
Automatisk poengsum
Levert
4 Phrase structure
Fyll inn tekst
Automatisk poengsum
Levert
5 Clause elements
Skriveoppgave
Manuell poengsum
Levert
6 True or false?
Sant/Usant
Automatisk poengsum
Levert
7 Learners’ errors: Correction
Fyll inn tekst
Automatisk poengsum
Levert
8 Learners’ errors: Explanation
Skriveoppgave
Manuell poengsum
Levert
9 Grammar: English language didactics
Skriveoppgave
Manuell poengsum
Levert
10
/j/ consonant description
Flervalg
Automatisk poengsum
Levert
11 /g/ consonant description
Flervalg
Automatisk poengsum
Levert
12 /v/ consonant description
Flervalg
Automatisk poengsum
Levert
13 Vowel trapazoid
Dra og slipp-oppgave
Automatisk poengsum
Levert
14 Transcription - vowels 1
Flervalg
Automatisk poengsum
Levert
15 Transcription - vowels 2
Flervalg
Automatisk poengsum
Levert
16 Transcription - vowels 3
Flervalg
Automatisk poengsum
Levert
17 Coda question
Dra og slipp-oppgave
Automatisk poengsum
Levert
18 Onset question
Dra og slipp-oppgave
Automatisk poengsum
Levert
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Emnekode
Vurderingsform
Starttidspunkt:
Sluttidspunkt:
Sensurfrist
EN-138
EN-138
19.05.2016 07:45
19.05.2016 13:45
201606090000
PDF opprettet
Opprettet av
Antall sider
Oppgaver inkludert
Skriv ut automatisk rettede
08.03.2017 15:02
Digital Eksamen
30
Ja
Ja
1
Oppgaver
Oppgavetype
Vurdering
Status
19 Rhyme question
Dra og slipp-oppgave
Automatisk poengsum
Levert
20 True or false - minimal pair
Sant/Usant
Automatisk poengsum
Levert
21 True or false - allophone
Sant/Usant
Automatisk poengsum
Levert
22 True or false - glottal consonants
Sant/Usant
Automatisk poengsum
Levert
23 True or False: rhoticity
Sant/Usant
Automatisk poengsum
Levert
24 Transcription - onset 5
Flervalg
Automatisk poengsum
Levert
25 Transcription - noun/verb? (mp3)
Flervalg
Automatisk poengsum
Levert
26 Stress - nouns & verbs
Flervalg
Automatisk poengsum
Levert
27 Drag & drop - AE vs. BE vowels
Dra og slipp-oppgave
Automatisk poengsum
Levert
28 Drag & drop - EN vs. English consonants
Dra og slipp-oppgave
Automatisk poengsum
Levert
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Emnekode
Vurderingsform
Starttidspunkt:
Sluttidspunkt:
Sensurfrist
EN-138
EN-138
19.05.2016 07:45
19.05.2016 13:45
201606090000
PDF opprettet
Opprettet av
Antall sider
Oppgaver inkludert
Skriv ut automatisk rettede
08.03.2017 15:02
Digital Eksamen
30
Ja
Ja
2
Kandidat 9108
Grammar
1 OPPGAVE
EN-138 19.05.2016 - general information
Course code: EN-138
Course name: English language and didactics (Engelsk språkkunnskap og didaktikk)
Date: 19 May 2016
Duration: 09.00-15.00
Resources allowed: English subject curriculum in LK06, English edition
Notes: You have to pass both parts (grammar and phonetics) in order to pass the exam.
----------------------------Sometimes professors ask for exam answers that can be used for teaching purposes, but in order
for this to take place, the university needs your consent.
Do you grant the University of Agder permission to use your exam answer for teaching purposes?
Yes
No
2 OPPGAVE
Word classes
Read the following sentence:
Who could have guessed that you and your twin sister would be so different?
Then match each word with its appropriate word class.
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 3 av 30
Kandidat 9108
The following abbreviations are used: N = noun, Pro = pronun, Det = determiner, V = (lexical) verb,
Aux = auxiliary, Adj = adjective, Adv = adverb, Co c = co-ordinating conjunction, Sub c =
subordinating conjunction.
N
Pro
Det
V
Aux
Adj
Who
could
have
guessed
that
you
and
your
twin
sister
would
be
so
different
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 4 av 30
Kandidat 9108
3 OPPGAVE
Phrase types
Match the phrases below with the correct type of phrase.
Noun
Verb
Adjective
Adverb
Prep
phrase
phrase
phrase
phrase
phras
very
good
a very
good
book
would
have left
He
extremely
slow
extremely
slowly
in April
April
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 5 av 30
Kandidat 9108
4 OPPGAVE
Phrase structure
Identify the structure of the four phrases below by filling in the words in the appropriate boxes.
Note that some boxes may have more than one word, and some boxes should be empty. Mark the
boxes that should be empty by filling in x.
Example:
Noun phrase: a cat
Determiner: a
Premodifier: x
Head: cat
Postmodifier: x
1. Adjective phrase: very good to see you
Premodifier: very
Head: good
Postmodifier: to see you
2. Noun phrase: every man on the planet
Determiner: every
Premodifier: x
Head: man
Postmodifier on the planet
3. Verb phrase: has been sleeping
Modal auxiliary: x
Grammatical auxiliary: has been
Lexical verb: sleeping
4. Verb phrase: will be
Modal auxiliary: will
Grammatical auxiliary: x
Lexical verb: be
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 6 av 30
Kandidat 9108
5 OPPGAVE
Clause elements
Identify the clause elements in each of the six sentences below (subject, verbal etc.).
Example: Charles is working.
Answer:
Charles: subject
is working: verbal
1. We bought a new car last week.
2. Her parents had given her a birthday present.
3. All of us are enjoying our holiday in Greece.
4. That old man with the hat is my grandfather.
5. The committee appointed Mr Johnson chairman.
6. Nobody had been there.
Fill in your answer here
BESVARELSE
1.
Answer
We: subject
bought: verbal
a new car: direct object
last week: adverbial
2.
Answer
Her parents: subject
had given: verbal
her: indirect object
a birthday present: direct object
3.
Answer
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 7 av 30
Kandidat 9108
All of us: subject
are enjoying: verbal
our holiday: direct object
in Greece: adverbial
4.
Answer
That old man with the hat: subject
is: verbal
my grandfather: subject predicative
5.
Answer
The committee: subject
appointed: verbal
Mr Johnson: indirect object
chairman: direct object
6.
Answer
Nobody: subject
had been: verbal
there: direct object
6 OPPGAVE
True or false?
Are the following statements true or false? Please note that each wrong answer gives you
one minus point.
1. Both phrases and clauses can function as the subject in a sentence.
True
False
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 8 av 30
Kandidat 9108
2. The following sentence gives an example of referential 'it' : "It is raining".
True
False
3. 'Fast' can be both an adjective and an adverb.
True
False
4. 'Money' is an uncountable noun.
True
False
5. The following sentence is in the past progressive: "I am reading".
True
False
6. 'Can' is a grammatical auxiliary.
True
False
7. In the following sentence, existential 'there' is used: "My dog is over there."
True
False
8. Nouns, pronouns, verbs and auxiliaries are all lexical word classes.
True
False
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 9 av 30
Kandidat 9108
9. In the following example, "must" expresses epistemic modality: "Can you hear that tapping
sound? It must be raining."
True
False
10. The modal auxiliaries 'shall' and 'skal' are always used in the same way in English and
Norwegian.
True
False
7 OPPGAVE
Learners’ errors: Correction
Identify and correct the errors in the following five sentences. Each sentence has one error.
Example: I haven't got some money.
Error: some
Correct form: any
Sentence 1: She is a quietly girl.
Error: quietly
Correct form: quiet
Sentence 2: I have no apple’s left.
Error: apple's
Correct form: apples
Sentence 3: People is always complaining.
Error: is
Correct form: are
Sentence 4: It is no milk in the fridge.
Error: It
Correct form: There
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 10 av 30
Kandidat 9108
Sentence: 5: He refused to comment before he had seen all the relevant informations.
Error: informations
Correct form: information
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 11 av 30
Kandidat 9108
8 OPPGAVE
Learners’ errors: Explanation
In the five sentences below, explain the errors using grammatical terms, and also why Norwegian
learners might make these errors.
Sentence 1: She is a quietly girl.
Sentence 2: I have no apple’s left.
Sentence 3: People is always complaining.
Sentence 4: It is no milk in the fridge.
Sentence 5: He refused to comment before he had seen all the relevant informations.
Fill in your answer here
BESVARELSE
Sentence 1:
A student making the mistake of writing "quietly" instead of "quiet" in the sentence "She is a quiet girl", might
be caused by incertainty concerning adverbs and adjectives. One of the reasons why this confusion might
occour a lot of words can belong to both of the word classes mentioned. The differences between an
adjective and an adverb can also strike the students as minimal, as in sentence 1.
The thing that decides whether a word is an adjective or is an adverb, is what context the word is in.
In the sentence "She is a quiet girl", the word quiet functions as an adjective because it describes the noun
girl. Adjectives are used to describe both nouns and pronouns.
Adverbs often have the suffix -ly, and the word quietly is a perfectly legitimate word as long as it's used in the
context. In the sentence: "They walked out quietly", the word quietly is used to describe how they walked, in
other words it is describing the verb.
The often small differences between an adjective and an adverb can often cause confusion. Additionally, the
students can struggle with the difference between adjectives and adverbs if they do not know when they are
used. The teacher should make sure that the student writing "she is a quietly girl" knows that adjectives are
used to describe nouns and pronouns, and adverbs are used to describe verbs, adjectives and other
adverbs.
Sentence 2:
It is safe to assume that a student writing "I have no apple's left" intented to write "I have no apples left". The
student was trying to write the plural form of the noun apple. The student has added an apostrophe to the
word, which is an error that Norwegian students commonly make. The reason might be the fact that the
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 12 av 30
Kandidat 9108
Norwegian language do not use apostrophe in any contexts, while it is used in several different contexts in
English. For instance to contract phrases like "it is" (it's), or as a genitive s to express ownership: "Benjamin's
exam".
As mentioned, this is a common error to make by Norwegian students due to the fact that apostrophe is not
used in Norwegian. This causes the tendency to over-use it in English, and a Norwegian student might justify
the sentence by saying that "it looks really English-ish".
Sentence 3:
The word people is an uncountable noun, which always takes plural form. People should therefore be
followed by the form of the verb "to be", which is are.
Learners might make this mistake due to uncertainty concerning uncountable nouns. The absense of a
general rule might also add to the confusion. For instance, the word family can be followed by the single form
is, if the emphasis is on every single family member, and not family as an unit.
A proper exercise to prevent these types of mistakes by Norwegian learners, is having them to replace the
noun with a pronoun. In this case, most students would most likely almost instantly identify "they" as a proper
pronoun in the sentence. The conjuntion of the verb "to be" according to single or plural is something that
most students start learning at an early stage, and will therefore quickly identify "are" as the proper verb in
the sentence They are always complaining.
Sentence 4:
The error made in this sentence is using the word it. The sentence should be using the existencial form of the
word there.
Over-usage of the word it is a common mistake by Norwegian learners, partly because both there is and it is
both translate to det er. Some students are also capable of using there correctly when it functions as a
locative there.
The teacher should edjucate the students about the different uses of the word there. It takes a lot of practice
to get these rules right, and the teacher could use this opportunity to host a contest or a game where the
students are going to identify the right type of there, and the different uses of it and there.
Sentence 5:
The error in sentence 5 is mistakenly writing the uncountable noun information as informations. This word
might strike studens as confusing, due to the fact that there is a lot of relevant information, giving the
students a feeling that a plural s should be added. Most students will hear that the sentence sounds funny
when it is read aloud. A good exercise to introduce the topic uncountable nouns can be the teacher reading
sentences with uncountable nouns, where the nouns wrongfully have a plural s.
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 13 av 30
Kandidat 9108
9 OPPGAVE
Grammar: English language didactics
Read the text ”The Legend of Mu Lan” from the English textbook Steps 6 (Gyldendal 2007).
Outline a lesson plan for 1-2 lessons describing how you would work with this text in Year 6. You
should include both content specific and language specific teaching. Relate you suggestions to
relevant competence aims in LK06 and didactic theory from Drew & Sørheim (2009).
Fill in your answer here
BESVARELSE
The following text is a lesson planned to be carried out in year 6. The text covers some of the competence
aims listed in the English subject curriculum. The text covers some theory found in Drew & Sørheim (2009).
The text will differenciate between content- and language specific teaching. The text will cover reflections
regarding both methods of teaching. Both the language specific teaching and the content specific teaching
will in some degree be based of the textbook Steps 6 (Gyldendal 2007).
The essence of content specific teaching and language specific teaching can be summarized by the former
focusing on the content of a given text, while the latter focuses on the language.
The teacher could start the lesson of by having the students look at the pictures in the text. These pictures
will undoubtably be something that the students have not seen before, and at the same time leave the
students intrigued. It will also give the students a smooth introduction to the subject. The teacher could
ensure activity early on by having the students to go in groups of 2 or 3, discussing what they see on the
pictures. The teacher could then proceed to ask one group at a time to describe what they see on the
pictures. The teacher could write the most important words from this oral session on the blackboard, giving
the students a feeling of importance. This exercise can help the students to get a new perspective on the
importance of pictures, which can be translated to the competence aim saying that the students should be
able to "use reading and writing strategies". Approaching a text by looking at the pictures is a reading
strategy that most students might not be familiar with.
When the students have contributed with what they are able to express from the pictures, the teacher could
proceed to have the students look at the central words, listed on the bottom of the page. The teacher could
use the opportunity to work with the students' pronunciation. The teacher could for instance focus on the
sound found in the word China (outlined). The students could repeat after the teacher a couple of times,
before being divided in pairs. The students could be instructed to find other words with the same sound. By
doing this exercise in pairs, the teacher gets the time to help those who struggle. The teacher could instruct
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 14 av 30
Kandidat 9108
the students to look at the rest of the listed words when they three words that contain the sound. There will
obviously be differences in how fast the different pairs do this exercise, so the teacher would have to go
through the words in with the entire class before proceeding to the actual text.
There are several ways to approach this text. Modern textbooks often have a complimentary CD where the
texts are read aloud by a native speaker. The speaker should have a good and clear pronunciation, and
previous experience with use of the CD should be taken into consideration. If the students generally have
good experiences with this type of reading, and the focus is on the content, then it could be a good idea to
use the CD to read the text. The students would have to follow the reader in their own books. The teacher
could also stop the CD and have the students summarize what they have heard so far.
When the text have been read, the teacher could further the content based part of the lesson by having the
students go in groups of four or five, answering questions that the teacher have made beforehand. The first
part of the questions could be questions directly related to the text, like "where did Mu Lan live?" and "what
was the message from the messenger?". These types of questions help the students prosess the text,
covering the competence aims like "read and understand different types of texts of varying length from
different sources", and "read chrildren's and youth literature in English and converse about persons and
content".
This text however, can also be used to cover topics like equality and women's rights. The text says for
instance that "Women and girls are not allowed to fight in the army". One of the questions following the text
could accordingly be "What do you think about Mu Lan not being allowed to join the army?" and "Are women
allowed to join the army in Norway?".
Language specific teaching also includes working with grammar. This text can work as a basis for working
with grammar. The students could for instance be told to underscore all of the nouns in a specific paragraph,
and then conjugate the discovered nouns. The teacher might need to give a couple of examples on the
blackboard, depending on how familiar they are with the topic.
The teacher could end the lesson by having the all the students read aloud one noun each. A fun way of
doing this is having the students stand in a circle. It is important that the teacher have made sure that the
noun that the students read aloud, is correct.
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 15 av 30
Kandidat 9108
Phonetics
10 OPPGAVE
/j/ consonant description
Please tick the correct place of articulation to describe the phoneme / j /
Please choose one
bilabial
labio-dental
dental
alveolar
palatoalveolar (post-alveolar)
palatal
velar
labio-velar
glottal
Please tick the correct manner of articulation for /j /
Please choose one
stop (plosive)
fricative
affricate
approximant
lateral approximant
nasal
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 16 av 30
Kandidat 9108
11 OPPGAVE
/g/ consonant description
Please tick the correct place of articulation to describe this phoneme / g /
Please choose one
bilabial
labio-dental
dental
alveolar
palatoalveolar (post-alveolar)
palatal
velar
labio-velar
glottal
Please tick the correct manner of articulation for / g /
Please choose one
stop (plosive)
fricative
affricate
approximant
lateral approximant
nasal
Is / g / voiced (lenis) or voiceless (fortis)
Please choose one
Voiced (lenis)
Voiceless (fortis)
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 17 av 30
Kandidat 9108
12 OPPGAVE
/v/ consonant description
Please tick the correct place of articulation to describe this phoneme / v /
Please choose one
bilabial
labio-dental
dental
alveolar
palatoalveolar (post-alveolar)
palatal
velar
labio-velar
glottal
Please tick the correct manner of articulation for / v /
Please choose one
stop (plosive)
fricative
affricate
approximant
lateral approximant
nasal
Is / v / voiced (lenis) or voiceless (fortis)
Please chose one
Voiced (lenis)
Voiceless (fortis)
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 18 av 30
Kandidat 9108
13 OPPGAVE
Vowel trapazoid
Please drag and drop each phoneme to the dot that corresponds to where they are produced in
the mouth
BESVARELSE
/uː/
/ɪ/
/iː/
/ʊ/
/ɜː/
/ɔː/
/ɛ/
/ə/
/ʌ/
/æ/
/ɒ/
/ɑː/
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 19 av 30
Kandidat 9108
14 OPPGAVE
Transcription - vowels 1
Please listen to this sound file and choose the correct phonetic symbol to match the vowel you
hear in this word.
Please choose one:
/eɪ/
/aɪ/
/ea/
/ɜː/
/eə/
15 OPPGAVE
Transcription - vowels 2
Please listen to this sound file and choose the correct phonetic symbol to match the vowel you
hear in this word.
Please choose one:
/eɪ/
/æ/
/ɑː/
/aɪ/
/ɛ/
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 20 av 30
Kandidat 9108
16 OPPGAVE
Transcription - vowels 3
Please listen to this sound file and choose the correct phonetic symbol to match the vowel you
hear in this word.
Please choose one:
/ɛ/
/eə/
/ɜː/
/ʊː/
/ɪ/
/əː/
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 21 av 30
Kandidat 9108
17 OPPGAVE
Coda question
What phonemes make up the coda of the first syllable of the word "diphthong"?
Please drag and drop all the phonemes that belong in the coda of the first syllable into the top box
and all the remaining phonemes into the bottom box
BESVARELSE
/h/
/p/
/ð/
/n/
/ŋ/
/f/
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
/ɒ/
/ɪ/
/θ/
/d/
Page 22 av 30
Kandidat 9108
18 OPPGAVE
Onset question
What phonemes make up the onset of the second syllable of the word "diphthong"?
Please drag and drop all the phonemes that make up the onset of the second syllable into the top
box and all the remaining phonemes into the bottom box
BESVARELSE
/θ/
/ɪ/
/f/
/d/
/ð/
/ɒ/
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
/n/
/h/
/p/
/ŋ/
Page 23 av 30
Kandidat 9108
19 OPPGAVE
Rhyme question
What phonemes make up the rhyme of the second syllable of the word "diphthong"?
Please drag and drop all the phonemes that make up the rhyme of the second syllable into the top
box and all the remaining phonemes into the bottom box
BESVARELSE
/ɒ/
/ŋ/
/ð/
/ɪ/
/f/
/n/
/θ/
/d/
/h/
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
/p/
Page 24 av 30
Kandidat 9108
20 OPPGAVE
True or false - minimal pair
Is this statement true or false: "Words that make up a minimal pair only differ by one phoneme as,
for example, in the minimal pair fleece - fleas?"
Select an alternative:
True
False
21 OPPGAVE
True or false - allophone
Is the following statement true or false: "The difference between /t/ /d/ is allophonic in the words bit
- bid."
Select an alternative:
True
False
22 OPPGAVE
True or false - glottal consonants
Is the following statement true or false: "There are no glottal consonants in English."
Select an alternative:
True
False
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 25 av 30
Kandidat 9108
23 OPPGAVE
True or False: rhoticity
Speakers of the non-rhotic dialect referred to as Standard British English (BE) in our text book do
not pronounce /r/ when it is in the coda of a syllable.
Is this statement true or false?
True
False
24 OPPGAVE
Transcription - onset 5
Please listen to this sound file and choose the correct phonetic symbol to match the first phoneme
of this word.
Please choose one:
/θ/
/s/
/th/
/f/
/ð/
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 26 av 30
Kandidat 9108
25 OPPGAVE
Transcription - noun/verb? (mp3)
Noun or verb? Please listen to this sound file is this word as it is spoken a noun or a verb?
Please choose one:
verb
noun
26 OPPGAVE
Stress - nouns & verbs
In class we have talked about stress pattern generalisations - that can help a learner know which
syllable to stress. You may not not have heard of any of the three words below but you should
know which syllable should bear main stress according to general stress patterns in English.
Which syllable of the verb "to retreat" bears main stress in English?
Please choose one
first syllable
final syllable
both syllables are equal
Which syllable of the noun "rebound" bears main stress in English?
Please choose one
first syllable
final syllable
both syllables are equal
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 27 av 30
Kandidat 9108
Which syllable of the noun "rewind" bears main stress?
Please choose one
first syllable
second syllable
final syllable
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 28 av 30
Kandidat 9108
27 OPPGAVE
Drag & drop - AE vs. BE vowels
The vowels of Standard British English (BE) are listed below please divide the phonemes into two
groups - the vowels that both American English (AE) and BE have in common (top box) and those
that only BE has (bottom box). Note - please just ignore the fact that sometimes the length will
differ in AE and BE - length will not play a role here.
Please drag and drop all of the common phonemes to both AE and BE into to the top box and the
purely BE phonemes into the bottom box
BESVARELSE
/ɪ/
/iː/
/ɔɪ/
/ɒ/
/ɔː/
/ɑː/
/ɜː/
/aʊ/
/ʊ/
/əʊ/
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
Page 29 av 30
Kandidat 9108
28 OPPGAVE
Drag & drop - EN vs. English consonants
Out of this set of consonant phonemes please divide the phonemes into two groups - the
consonants that could be difficult for learners of English that have East Norwegian (as the example
that we talked about in class) as their native language (top box) and those that should not be
difficult because EN also has these phonemes (bottom box).
Please drag and drop all of the "difficult" phonemes into to the top box and the "easier" phonemes
down into the bottom box
BESVARELSE
/w/
/θ/
/z/
/ʒ/
/h/
/f/
/s/
EN-138 1 Engelsk språkkunnskap og didaktikk 1 ( 5.-10. trinn )
/ð/
/ŋ/
/j/
Page 30 av 30