/v

/
1a. Save 2a. Very 3a. Vase 4a. VIN 5a. Grieve 6a. Van 7a. Vaux

vs.

/f/
1b. Safe 2b. Ferry 3b. Face 4b. Fin 5b. Grief 6b. Fan 7b. Fox

/p/
1a. Pat 2a. Pot 3a. Cap 4a. Perry 5a. Pup 6a. Lip 7a. Crap

vs.

/b/
1b. Bat

/v/
1a. Very

vs.

/b/
1b. Berry 2b. Base 3b. Ban 4b. Box 5b. Lib

2b. Bought 2a. Vase 3b. Cab 4b. Berry 5a. Pub 6b. Lib 7b. Crab 3a. Van 4a. Vaux 5a. Live

/ ð/ or / θ/ vs. / t /
1a. That 2a. Thor 3a. Bath 4a. Thought 5a. Teeth 6a. Third 7a. Those 1b. Tat 2b. Torn 3b. Bat

/t/
1a. Lit 2a. Mat 3a. Rot

vs.

/d/
1b. Lid 2b. Mad 3b. Rod 4b. Laid 5b. Ride 6b. Rode 7b. Said

/θ/
1a. Hath 2a. Both 3a. Math 4a. Wrath 5a. Faith 6a. Wreath 7a. Cloth

vs.

/d/
1b. Had 2b. Bode 3b. Mad 4b. Rad 5b. Fade 6b. Read 7b. Clod

4b. Taught 4a. Late 5b. Teat 6b. Terd 7b. Toes 5a. Rite 6a. Wrote 7a. Set

/ ʃ/
1a. Chip 2a. Batch 3a. Chore 4a. Much 5a. Choose 6a. Crutch 7a. Chant

vs.

/ʃ/
1b. Ship 2b. Bash 3b. Shore 4b. Mush 5b. Shoes 6b. Crush

/g/
1a. Bag 2a. Goo 3a. Lag 4a. Glass 5a. Big 6a. Gone

vs.

/k/
1b. Back 2b. Coo 3b. Lack 4b. Class 5b. Bick 6b. Con 7b. Rick

/ dʒ / vs.
1a. Joke 2a. Jar 3a. Jip 4a. Large 5a. Oh Geez! 6a. Midge 7a. Jew

/ ʃ/
1b. Choke 2b. Char 3b. Chip 4b. Larch 5b. Oh Cheese! 6b. Mitch 7b. Chew

7b. Shan’t 7a. Rig

1a. Wit 3b. 5a. Feet 4a. Wane 4a. Men / Ʌ / vs. 6a. Mase 2a. 6a. Tread 4a. 1a. 5a. Neat 6a./ i: / 1a. / e / 1b. 4a. 2a. 7a. onto 7b. /I/ 1b. Leap 5a. unto 7a. Win / eI / 1a. Seat 7a. 2a. . Loss 2b. 2a. Lip 5b. 3a. Pen 5a. Sit 7b. 4a. 3a. 4a. 3a. Pup 4b. 3a. Rut 5b. Pain vs. Face 6a. Knit 6b. Cut 6a. 7a. Lust 2a. 7a. Ship 2b. 1a. Caught 6b. Not 3b. 6a. Fit 4b. 1a. Nut / a: / 1b. 6a. 5a. 7a. 5a. 7a. 1a. Pop 4b. Paid 7a. Fess 6b. 3a. Rot 5b. 6a. 6a. 2a. Mock 3b. 7a. 4a. When 3a. Sheep 2a. 2a. Pet 7b. 5a. Wean vs. 4a. 1a. 5a. Main 3a. Wheat 3a. Trade 5a. Muck 1a. 3a. 4a. Mess 2b. 2a.

but I am equally as strong and I will live like this oak: deeply rooted and waiting for a breeze to keep me company . I am the leaves trembling. I hear my symphony that compliments the ___________leaves. but I am equally as strong and I will live like this oak: deeply _________ and waiting for a breeze to keep me _________. I am the whispering wind winding down before dawn can break the speckled sky. I am the wind. I am the wind. To allow yourself to completely ________ in the NOW is what we live for. I am the whispering wind __________ down before dawn can break the __________sky. At this _________ moment. I am the trees. Often times. I wonder where you are as I sit below this tree. I hear the sound of the wind whispering __________the trees. To allow yourself to completely melt in the NOW is what we live for.__________ to the wind after dark makes my heart ______ like drums from a social revolution. I hear the sound of the wind whispering through the trees. I hear my symphony that compliments the trembling leaves. I try to sit in ________ and absorb the moment but I create my own __________ . I __________where you are as I sit ________ this tree. Sometimes it gets so lonely beneath this______. Sometimes it gets so lonely beneath this oak. Often times. At this precise moment. I am the trees. I am the leaves_________ . Listening to the wind after dark makes my heart beat like drums from a social revolution. I try to sit in silence and absorb the moment but I create my own symphony.

I suppose it’s time to ________ orange. here comes fall. Well. touching me. here comes my favorite part of the day. I find it quite interesting how my death fills their life with joy. Well. ___________. caressing me. __________their names in me. I pass them on to those unfortunate souls that are trying to find solitude in my shadow. I find it ________ interesting how my death fills their life with joy. pondering. I pass them on to those ______________ souls that are trying to find ____________ in my shadow. hugging me. I suppose it’s time to turn orange. ___________. I sometimes forget about _______ animals who silently sit ________ me.“Being so ________while the seasons pass.” “Being so sturdy while the seasons pass.__________. painting me. What makes these folks chose me to sit under? Ahhhh. sleeping. frolicking in my death. here comes fall. touching me. Do they hear me chuckle as the wind tickles me? Do they hear at all? I have seen such a myriad of individuals: crying. carving their names in me. sleeping. laughing. Why me? I inquire. sighing. Do they hear me __________ as the wind _________me? Do they hear at all? I have seen such a __________of individuals: crying. caressing me. I sometimes forget about those animals who silently sit below me. painting me.” . hugging me. Gusts of spring air seem to always wipe my worries away. ________ of spring air seem to always ________my worries away. What makes these ________ chose me to sit under? Ahhhh. Perhaps. meditating. Why me? I __________. laughing. meditating. ___________in my death. here comes my favorite part of the day.

4) To exemplify further the difficulty of English pronunciation. Polish and many more. eg. Throughout my 3 ½ years of teaching in Mexico and Peru. so this is a real help for them. 9) Student A will start with the first box and RANDOMLY choose one of words in each pair. The objective is not to build vocabulary but rather. * Some of the words will have to be changed to reflect regional dialects. This worksheet is based on American pronunciation. I have noticed some common pronunciation errors that majority of my students. In most classes. pronunciation seems to be the biggest obstacle 2) For each aspect. Preferably ones that aren’t found in the wksht. 1) Start the class off brainstorming the most difficult aspects of the English language.Instructions on how to use the Minimal Pairs Worksheet. Then after I pronounce the first row correctly and then pair them up with the second row. Bough Off Puff New Bow(the action of leaning forward to show respect) I ask them to try and pronounce the first row of words followed by the second. we all start talking about how confusing the English language can be. Student A can only say the word one time and must try and say it normally. try to come up with a couple of ways to help your students confront this difficulty. (-ough all with all different pronunciations) 6) First.) 8) After a brief review and explanation of the articulation points and manner of articulation for each sound to be covered. I write on the board the following words: Cough.) 3) Ask your students. “Why do you think that English is so difficult/has so many irregulars? Answer: Due to the mixture of many other languages: Germanic. isolate each sound that will be covered in the minimal pair wksht and work on its pronunciation. Student A underlines the word that they chose. Celtic. Those / Toes Vun / Fun (It’s ok to use words that aren’t actually words to create a minimal pair. ranging from basic to advanced. to distinguish between confusing sounds. This exercise has been composed to address common pronunciation problems that my Spanish speaking students fall victim to. . I would like to explain how I go about presenting this worksheet and how to use the following paragraphs. continuously say. pass out the wksht to each student. 7) Pair each sound up with its confusing counterpart. Latin. Through. ( Most students don’t have very good studying habits or methods. Greek. Rough.

In addition. 11) Once they both have finished. 1) First make copies of each page and cut them into two. the speaker receives one point. 13) If you would like to change this up a bit. Instructions on how to use the 2 paragraphs. You should see if the students can figure this out just from reading. 3) The first paragraph is from the perspective of a tree. Student A finishes all the words in all the boxes in the same manner. Then. These always produce conversation and the students seem to be more involved in the reading. which there will be. after each box make your students chose a different partner.10) Student B puts a dot next to the word that they hear and a dot with a circle if it was a guess. Student B must write the word s/he hears in the blank. the speaker gets a half a point. I have left some blank spaces so you can add 6 more minimal pairs groups to the worksheet depending on the nature of your class. For each word that was guessed correctly. 14) Review answers and have a brief Q&A. I used the IPA format so your students can learn some of the symbols to help them use their dictionary more proficiently. 4) After they finish. Tally up the points at the end to see who has the most points. The second is from the perspective of someone sitting underneath the tree. Cheers to all. Gitane Jazz . they compare the words they said to the words their partner heard. I wrote these paragraphs one day because I was tired of doing boring reading assignments that were putting my students to sleep and demotivating them. so you have the original paragraph on one piece of paper and the same paragraph with blanks on another. 12) For each word that was heard correctly. 2) Pair your students up and have Student A read to Student B. I hope this can help you and make teaching pronunciation more fun and not such an intimidating topic to tackle. review the answers and talk about any abstract concepts that were difficult to understand or confusing words. they switch.

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