Purpose:

To help learners hear the difference between two sounds (listening) and then correctly produce each of the sounds (speaking). A minimal pair consists of two words that differ only by one sound. Examples: hat/bat, rake/rate.

Preparation time:

10 minutes

Materials:

List of words to practice the sounds you are planning to work on in class.

Preparation:

1. Identify the two sounds you want to work on. For example: /l/ and /r/.
2. Create a list of words that contrast these two sounds.

Examples:

/l/                                 /r/

lip                                 rip

lock                              rock

lap                                rap

late                               rate

3. Ask the learner to listen to the difference between the two sounds as you say first the /l/ sound and then the /r/ sound.
4. Ask the learner to listen to the difference again. This time, as you produce the /l/ sound, raise one finger. As you produce the /r/ sound, raise two fingers.
5. Ask the learner to listen to a work beginning with /l/. Raise one finger. Say a word beginning with /r/. Raise two fingers.
6. Read the first pair of words on the list (lip/rip). After you read each word, ask the learner to raise one or two fingers to indicate which sound the word begins with. If the learner has difficulty, demonstrate by saying each word again and raising the appropriate number of fingers.
7. Repeat the process with the first few pairs on the list.
8. Go back through the list and have the learner repeat the words in pairs.
9. Finally, put the words into a meaningful context so the learner has an opportunity to practice saying the two sounds in sentences. Say the two words in a pair: “lock/rock.” Ask the learner to repeat the two words after you.
10. Say each word in a sentence. Have the learner repeat the sentence. (“He put the key in the lock.” “A large rock fell onto the highway.”)