Babkina, V. (2018). Phonological interference of mother tongue over the English

/ð/
/d/
/ð/
versus
/d/
Exercise 8. Minimal pairs with 
/ð/ and /d/ sounds. Listen. Underline the sound /ð/. 
Work in pairs. 
 
 
they- day
than – Dan 
their/ there/ they´re – dare
worthy – wordy 
those – doze
breathe – breed
Exercise 9. Listen again and repeat. Work in pairs.
Exercise 10. Words and phrases with 
/ð/ and /d/ sounds. Listen and repeat. 
Underline the sound /ð/. Work in pairs.
 
Another day; Don´t breathe! My brother´s dog. Don´t do that! What does 
this do? 

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157 
Exercise 11. Mini dictation. Write the word you hear. Check the answers with 
your partner.
 
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________ 
 
 
Exercise 12. Listen to the tongue twister. Underline the sound 
/ð/. Practice saying 
the tongue twister.
 
Whether the weather be fine 
Or whether the weather be not,
Whether the weather be cold 
Or whether the weather be hot. 
Exercise 13. Listen and complete the sentences. 
1. The _________________will be fine for __________ next ________ days.
_______________on _______________, _______________’ll be some rain in
the _________. The ____________________will be dry and sunny, but only
about _______________ degrees.
2. A. I’m thinking of going to the _____________ tonight.
B. Me too! Let’s _____________ go ____________! 
3. A. ________ are my _____________ and ___________, about __________
years ago. And _______________ is my older ______________- he was about
_________ years old. 
B. And _____________baby- is _______________ you? 
A. Yes, ______________’s me, ________________ my _____________ in
my___________! 
 
 
 
 
 
 
 

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158 
Annex 8. 
Teacher´s Page for the PPP material for Case 9: Replacing the 
sound /ð/ with the sound /d/ and the sound /θ/ with the sound /t/ or /f/.
General objectives of DAY 1: 
- to provide the participants with oral and written illustrations of how the 
feature is produced and when it occurs within spoken discourse; 
- to provide the learners with focused listening practice with feedback on 
learners’ ability to correctly discriminate the feature;
- to give the participants practice in oral reading of minimal-pair 
sentences, short dialogues, etc. with special attention paid to the highlighted 
feature in order to raise learner consciousness.
DAY 1: Advise the learners with anticipation to bring a compact or 
pocket mirror to the class. Provide each participant with a pronunciation 
Handout 1. Get the participants in pairs/ small groups.
Warm-up: 
Slide 1. 
Aim:
 
to elicit the learners´ previous knowledge about the TH sound. 
Procedure: Ask the learners to look at the PPP picture and have the participants 
discuss the answer to the question in pairs/ small groups. Do not correct their 
pronunciation at this point. Listen to the learners´ answers.
Slide 2.
Aim: to elicit the participants´ knowledge about the spelling of the 
/θ/ and /ð/
sounds
. 
Procedure: Ask the learners to look at the PPP picture and have the participants 
discuss the answer to the question in pairs/ small groups. Do not correct their 
pronunciation at this point. Elicit the use of the letters TH for the sounds 
/θ/ and 
/ð/ from the words in the pictures.

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Pronunciation practice: 
Slide 3.
Aim: to 
introduce the TH voiced / voiceless sounds. 
Procedure: 
Show Slide 3 and explain that the TH sound can be voiced and voiceless. 
Present the phonetic symbols for the sounds. Demonstrate the pronunciation of these 
sounds.
Slide 4.
Aim: to give some examples of words with the sounds /θ/ and /ð and provide the