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Enjoyed this unit very much but I feel there is too much emphasis on the biologic descriptions of the organs related to speech. Experience says that this can be distracting and difficult for the foreign learner. I personally would spend more time demonstrating the posture of the mouth, the shape of the lips (rounded, straight etc), the source of air flow through the cavities around the mouth, and use terminology such as \"the back of the throat\" and \"the top of the throat\" instead of larynx and pharynx. I have successfully taught many students to pronounce even the most difficult Turkish letters by using this simple method. I feel many students doing languages are not necessarily very interested in scientific names of unfamiliar organs. That being the case, one has to be careful when getting too technical. As a flight instructor who is qualified as level-6 (expert level) EASA (CAA) in English Proficiency, and having Uni diplomas in both Business Studies and Computer & Maths subjects, plus many certificates in Computer programming and Online Marketing (SEO, EPR etc) I had taught or have been teaching not just English language but also flying, Turkish, Physics, Maths and Computing at private institutions. My students show more interest and learn faster when I do not go into too much scientific terminology. I use simple demonstrative examples, making them mimic the correct mouth and lip postures until they can produce the right sound. Explaining in detail now, how I do this in class will take more time than it took me to finish the above test. I also believe there is too much emphasis on the understanding and translation of the phonetic script. As British English language user, I would challenge the accuracy of one of the questions above, for example in Question-16, the question asks \"who typically works in a hospital?\". The equivalent of \"typically\" in the phonetic script should be /'t?p?k?l?/ for British English and /?t?p?kl?/ for American English - should it not?
