1. Your students are having trouble with the difference in /p/ and /b/. Create a set of

minimal pairs that target /p/ and /b/, and that can help students practice perceiving and

producing these sounds. You need 5 pairs for initial p/b, 5 for medial (in the middle of a word,

but between vowels) p/b, and 5 for word-final p/b. (5 points)

2. Your students are having trouble with the difference in [l] and [r]. Create a set of

minimal pairs that can help them practice perceiving and producing these sounds. You need 5

pairs for initial l/r, 5 for medial (in the middle of a word, but between vowels) l/r, and 5 for

word-final l/r. (5 points)

3. A student tells you one day that they sometimes hear native speakers say SUSpect (stress

on the first syllable) and other times susPECT (stress on the second syllable). You realize that

this stress distinction is an important one. Create a list of at least 10 similar pairs, all of which

follow the same pattern as suspect. State the rule/pattern explicitly. (5 points)