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

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

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

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

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