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Introduce the idea of "minimal pairs" by writing a list on the board of a number of minimal pairs. For example: but - boot, sit - set, caught - cut, sing - song, etc.
Practice comprehension skills by using the provided lists of minimal pairs. Each list contains one minimal pair with a number of examples.
Once students are comfortable with the sounds, read sentence examples (for example: The call took a long time to go through - for the first pair) using one word of the pair provided. Ask students to identify which word of each pair was used.
Continue using the list of pairs by asking students to practice the lists.
Ask students to identify two vowel sounds which they want to focus on, for example: 'eh' and 'uh', and have them create their own list of minimal pairs.
Have pairs exchange lists and practice reading the others' lists aloud.
If appropriate, continue lesson by a more extended look into the IPA (International

HIGHER EDUCATION

Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees. Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.

LEARNING

I want to talk about learning. But not the lifeless, sterile, futile, quickly forgotten stuff that is crammed in to the mind of the poor helpless individual tied into his seat by ironclad bonds of conformity! I am talking about LEARNING - the insatiable curiosity that drives the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his 'cruiser'. I am talking about the student who says, "I am discovering, drawing in from the outside, and making that which is drawn in a real part of me." I am talking about any learning in which the experience of the learner progresses along this line: "No, no, that's not what I want"; "Wait! This is closer to what I am interested in, what I need"; "Ah, here it is! Now I'm grasping and comprehending what I need and what I want to know!" Carl Rogers 1983: 18-19 For all the talk of learning amongst educational policymakers and practitioners, there is a surprising lack of attention to what it entails. In Britain and Northern Ireland, for example, theories of learning do not figure strongly in professional education programmes for teachers and those within different arenas of informal education. It is almost as if it is something is unproblematic and that can be taken for granted. Get the instructional regime right, the message seems to be, and learning (as measured by tests and assessment regimes) will follow. This lack of attention to the nature of learning inevitably leads to an impoverishment of education. It isn't simply that the process is less effective as a result, but what passes for education can actually diminish well-being. Here we begin by examining learning as a product and as a process. The latter takes us into the arena of competing learning theories - ideas about how learning may happen. We also look at Alan Roger's (2003) helpful discussion of task-conscious or acquisition learning, and learning-conscious or formalized learning.

PRACTICE SPEECH

Rehearsal The Key To Success As A Professional Speaker Public Speaking: 5 Tips On How To Practice Your Speech Or Presentation Practice Makes Perfect! Professional speakers rehearse their material. Killer presentations don't just fall out of the sky! They're worked on and fine tuned and honed to perfection right up until the time that they are delivered into the hands of audience members. As a result, presentations like these are effective at reaching many people! Rehearsing your presentation is your key to delivering a successful presentation. Even if you've been doing the same presentation for years, you'll want to practice the different aspects of your delivery in the fine tuning process of rehearsing. Here's what you can do to have successful practice that will make your delivery a success every time. The first step is to write out your speech word for word. Write it as you would say it or would intend to say it. Include every piece of information including what you would say about your visual or audio aids. Every word you put on paper will impact what your audience picks up in your presentation. Read your written speech out loud. Record yourself to get some idea of what your presentation sounds like. Note the length of your presentation and also if the points you want to emphasize are actually the ones being emphasized. Refine and retune your message until you are confident the message you are sending is the one you want to send. Also, practice speaking your presentation the way you would want to say it - with passion and enthusiasm. Yes, enthusiasm does have to be practiced. Condense your written speech into outline form. Once you've created your written speech and you've taken the time to revise it, the next step is to turn your written speech into a condensed outline with notes. You don't want to read your speech to your audience. You want to speak spontaneously and make your presentation flow. The key is to have notes that are easy to read. Remember to also make notes about the flow of your enthusiasm levels during the presentation. Once you've created your notes, record your spontaneous speech. In this recording, review the timing of your presentation. Listen for the number of times you've said filler words like "umm", "er" and "ah". Work on eliminating these words and re-record yourself until you speak smoothly and confidently. Also work on presenting your speech with the emphasis and passion that you intend to deliver it. Working the emotions of your audience will help them feel more connected with you and your material. Practice your presentation in front of a practice audience. The primary goal of this section is to get constructive feedback. You will want to find out if you made your points clearly and accurately. You will also want to know if you were speaking too fast or too slow. You'll also want to know if there were too many of those distracting words in your presentation. A secondary goal is to gain more confidence and feel more comfortable in making your presentation. Rehearsal is the key to your success as a professional speaker! Practicing more than just your topical information, you'll need to practice the method of delivery you choose. Here's to your success!

5 LISTENING TRICKS

Do you have trouble focusing on what your client (or potential client) is saying? Do you feel like it is obvious to them that you are unengaged? Does your self-consciousness make you feel or seem disconnected with the conversation? Is all you are thinking about what THEY ARE THINKING ABOUT YOU?? Try these handy little tricks to put yourself back into control of the conversation: 1. Make and keep eye contact- I had to put a “DUH!” in here somewhere. The eyes communicate connection to the other party more than any other physical attribute. 2. Ask open-ended questions- Closed-ended questions are communication killers. If your client can answer in one word, they will. Good questions will clarify for you what your client’s actual needs are. Make THEM talk. This isn’t about you. 3. Don’t overextend yourself- Don’t try to invent common ground between you and your client based on how your product/service and their needs meet somewhere in the middle. Determine their specific needs and take your solutions to solve their problems. You KNOW what you are doing. Do it for them. 4. Minimize environmental distractions- Don’t have your conversation in the subway tunnel. You won’t hear them and they won’t hear you. Find a comfortable room with little interior or exterior distraction, turn your cell phone off and begin…with a smile of course. They are doing YOU a favor. 5. MOST IMPORTANTLY: EMPATHIZE!!!- Even if your client is boring you silly with anecdotes and minutiae, try to find ONE THING that your life or experience has in common with the client’s issues. That is the best way to fully understand how to help solve a marketing problem. Understand it from the other’s point of view. IF YOU CAN DO IT,YOU WILL BE BETTER.

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