English level: B1/B2
Objective: To train the students to hear the difference between sounds that seem the same.
Many English language students have difficulty distinguishing between the two different sounds in words like “may”/ei / and “my”/ai /.
They might get some help from the context, but they could give the sentence another meaning if both words match.
Pronunciation sounds must be practised repeatedly and with patience from both teachers and students.
The following activity is being used on the EBC Trinity CertTESOL courses and in the teaching practice classes where our EBC trainees teach with non-English speaking students.
The teacher gives the students a worksheet with the following sentences and the possible choices:
|She thinks she is going…||a) Today||b) To die|
|I don’t want…||a) To pay||b )A pie|
|I’d like a…please||a) Tray||b) Try|
|My house is at the end of the…||a) Lane||b) Line|
|The workers were very unhappy in the…||a) Main||b) Mine|
|I didn’t like the…||a) Wait||b) White|
|I wasn’t sure that it was…||a) Tame||b) Time|
|It covers a big area,…Washington||a) Lake||b) Like|
You instruct the students to read the sentences silently, followed by the two rows of words to the right and make sure they understand the meaning of all the words.
You tell the students that you will be reading the sentences underneath, and the students will have to pick out the correct words (a) or b) and write them in the blank space.
– She thinks she is going TODAY. (a)
– I don’t want TO PAY. (a)
– I’d like a TRY, please. (b)
– My house is at the end of the LANE. (a)
– The workers were very unhappy in the MINE. (b)
– I didn’t like the WAIT. (a)
– I wasn’t sure that it was TIME. (b)
– It covers a big area, LAKE Washington. (a)
If necessary, you read the sentences twice.
To review, you have the students read the sentences aloud, saying whether they used alternative a) or b).
Header picture from ccPixs.com.