/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

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

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

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

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

In addition. after each box make your students chose a different partner. I used the IPA format so your students can learn some of the symbols to help them use their dictionary more proficiently. Then. 3) The first paragraph is from the perspective of a tree. 4) After they finish. so you have the original paragraph on one piece of paper and the same paragraph with blanks on another. they switch. The second is from the perspective of someone sitting underneath the tree. 14) Review answers and have a brief Q&A.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 A finishes all the words in all the boxes in the same manner. For each word that was guessed correctly. 13) If you would like to change this up a bit. You should see if the students can figure this out just from reading. Cheers to all. These always produce conversation and the students seem to be more involved in the reading. they compare the words they said to the words their partner heard. the speaker receives one point. Gitane Jazz . which there will be. 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. Tally up the points at the end to see who has the most points. 12) For each word that was heard correctly. the speaker gets a half a point. 11) Once they both have finished. 1) First make copies of each page and cut them into two. 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. Instructions on how to use the 2 paragraphs. Student B must write the word s/he hears in the blank. 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.