Certain pairs of consonants can be problematic for some learners. In
some cases, the main difference between the pair is whether the
consonant is voiced or unvoiced, that is, whether or not the vocal
chords vibrate when making this sound.
• This discovery activity can be used to help learners notice the
difference between voiced and unvoiced consonants. Begin by
asking learners what noise a bee makes. As they make a
buzzing noise, do the same and put your fingers on your throat,
indicating that they should do likewise. This will allow them to
feel the vibrations of the vocal chords that occur with voiced
consonant sounds. Ask them if they can feel the vibrations.
• Then focus on a voiced / unvoiced pair such as s and z. Make
the sounds with your fingers on your throat, indicating that the
learners should do the same. You can help learners with this by
getting them to make the 'bee' sounds for z, and the sound a
snake is supposed to make for s. Ask them when they feel the
vocal chords vibrate - with s or z? (The answer should be z).
Tell them that this is the main difference between the two
sounds, and that z is voiced while s is unvoiced. You could then
give them a list of words and ask them to categorise the
underlined consonant sound into these two categories. With /s/
and /z/, you might choose to include some third person singular
verb and plural endings. In this list the sound being focused on
is the final sound in each case.
/s/ /z/
cups pens
speaks reads
gets goes
puts lives
tents cars
plants sees
bags hears
looks learns
stops rise
rice rose
place plays
...
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