A Rough Guide to English Letter ‘g’

jammy dogers

Hi again teachers. Some of you may be on your holidays right now but I am sure that won’t stop you from reading this week’s article. Thank you for returning! And here is a ‘Jammy Dodger’! Can you say it? You can listen below:

In today’s article, we focus on quite a problematic letter in English. This is the letter ‘g’. When learning phonics (how letters sound), children may learn the letter ‘g’ as a /g/ sound, such as in ‘goat’ and ‘bag’. However, the letter ‘g’ can equally have a /ʤ/ sound. You may usually associate this sound to the letter ‘j’ like in ‘jam’, ‘jet’ and ‘jump’, but English words like ‘gem’, ‘gym’ and ‘geography’ also have a /ʤ/ sound. Therefore the /ʤ/ sound can be represented by two letters in English: ‘g’ and ‘j’. Whilst some words can be quite straightforward, like ‘Jammy Dodger’, for some students, the letter ‘g’ can cause problems and teachers may find their students pronouncing the letter ‘g’ as /ʤ/ when it should be /g/ and pronounce it as /g/ when it should be /ʤ/.

How Can We Know The Difference?

The question is how as teachers, when presenting new words to our students, can we know when the letter ‘g’ has a /g/ sound or a /ʤ/ sound? This is difficult, but not impossible. English is known as a phonetically irregular language. This means that the sounds do not always match the letters. This is why spelling can be difficult in English, even for native speakers. However, that said, if you show an unknown English word to native speakers, they can usually guess its pronunciation correctly. This shows that despite the irregularities of the English language, there are still patterns your students can follow. The key is to identify these patterns. In the next section we will look at a poster we produced to help you identify these spelling patterns to make a better guess as to when the letter ‘g‘ is a /g/ or a /ʤ/ sound.

Spelling Patterns for the Pronunciation of ‘g’

We have put together a useful chart (which you can download for free below) for teachers to refer to, titled ‘A Rough Guide to English Letter ‘g’’.

 

A Rough Guide to English Letter G-1

DOWNLOAD A Rough Guide to English Letter G

How to Use the Chart

Using the chart above, can you guess the pronunciation of the letter ‘g‘ in the words below? You can listen after to check your answers.

  1. digger (digg.er)
  2. badger (badg.er)
  3. brigadier (bri.ga.di.er)
  4. dialogue (di.a.logue)
  5. dangerous (dan.ger.ous)
  6. courage (cou.rage)
  7. lounge – lounger (loun.ger)
  8. merry-go-round
  9. gelato (gel.a.to)
  10. gist
  11. gerbil (ger.bil)
  12. glacier (gla.ci.er)
  13. gobbledygook (gob.ble.dy.gook)
  14. rectangle (rec.tang.le)
  15. binge
  16. string
  17. sting – stinger (sting.er)
  18. congested (con.gest.ed)
  19. chewing gum
  20. reign

How many did you get right? If you got most of them right, well done!

Understanding the Chart

As you may notice by now, the chart organises the letter ‘g‘ according to different spelling patterns. According to these spelling patterns, ‘g’ can have either a /g/ or a /ʤ/ sound. On the opposite ends of the chart it shows spelling patterns where it is 100% a /g/ or a /ʤ/ sound respectively. As you move towards the centre, you reach spelling patterns where it can either have a /g/ or a /ʤ/ sound i.e. it becomes more difficult and less predictable.

However, if you look carefully at the spelling patterns you might also notice dots (.). These dots are important. They show the syllable boundary (the part between each part of the word i.e. ‘digging’ has two syllables ‘digg.ing’) and you can see this with the examples where we tried to include the spelling patterns in one, two and three syllable words. This can help where the spelling pattern could be a /g/ or /ʤ/ sound. Look at the words below. Can you say them? You can listen below to check your answers.

  1. a) gigabyte b) gigantic
  2. a) begin b) ginger c) raging
  3. a) finger b) singer c) ranger d) ginger

You will notice that some of the words have a /g/ sound and some words have a /ʤ/ sound. Another thing to think about is the word itself and its root form (the original form of a word i.e. the root form of the word ‘stranger‘ is ‘strange‘, the root form of the word ‘singing‘ is ‘sing‘. Not all words have a root form. Usually words with ‘er‘ or ‘ing‘ at the end have a root form).

Look Carefully at the Syllable Boundary

Focusing on the words above, in 1. we see the spelling pattern ‘gig’. In 1. a) it has a /g/ sound because the syllable boundary is as follows: ‘gig.a.byte. Notice the dot is after ‘gig.’. In 1. b) it has a /ʤ/ sound because the syllable boundary is after ‘gi.’ as follows: ‘gi.gan.tic’.

In 2. ‘gin’ can be /g/ or /ʤ/. In 2. a) ‘gin’ is the second syllable so the dot is before it as follows: ‘be.gin‘. As a result it usually has a /g/ sound. In 2. b) it is the first syllable, so the dot comes after: ‘gin.ger’. As a result it usually has a /ʤ/ sound.

Therefore, when using the chart (above), keep in mind the syllable boundary of any new words you teach with the letter ‘g’. Those dots are very important!

Look Carefully at the Root Word

In 2. c) ‘raging’, we must be careful because this does not follow the ‘gin.’ spelling pattern. It actually follows the ‘-age’ and ‘-ng’ spelling pattern where ‘-age’ has a /ʤ/ sound and ‘-ng’ is closer to a /g/ sound. The reason for this is because the root word of ‘raging’ is actually ‘rage’ and in English when we add letters to a root word the original pronunciation is usually the same. So, if it is a /ʤ/ in its root word then it will usually be a /ʤ/ sound when we add extra letters to it.

This takes us neatly onto 3. where we see a ‘-ng’ spelling pattern. In 3. a) ‘finger’ is closer to a /g/ because in English ‘-ng’ is usually closer to a /g/ sound. However, in 3. c) and d) the letter ‘g’ has a /ʤ/ sound. Why is this?

The reasons why 3. c) has a /ʤ/ sound is because the root word of ‘ranger’ is ‘range’. In English when we see ‘-nge’, the ‘g’ usually has a /ʤ/ sound like in ‘orange’ and ‘sponge’. When we add letters to the root word the pronunciation usually stays the same. So, ‘range’, ‘ranger’ both have a /ʤ/.

The same goes for 3. b) ‘singer’. The root word of ‘singer’ is ‘sing’ and ‘sing’ has ‘-ng’ at the end. ‘-ng’ is closer to a /g/ sound and it stays the same when we add letters to it. So ‘sing’, ‘singer’. Both keep a /g/ sound.

The Word ‘Ginger’

This now leaves 3. d) ‘ginger’. Why does it have a /ʤ/ sound? Why do we say ‘ginger’ with a /ʤ/ and not with a /g/ similar to the word ‘finger’? This is a good question, however ‘ginger’ is quite a special word in English because of its origin. The /ʤ/ sound was probably kept from its origins in Sanskrit (an ancient language from India) through French where it was pronounced as ‘gingibre’. The ‘g‘ in ‘gingibre‘ is closer to a /ʤ/ sound than a /g/ sound. So, in this case we must be careful with words like ‘ginger’ and ‘finger’. They look the same but they are pronounced differently!

Things To Keep in Mind When Using the Chart

To close this part, when looking at the examples above, be careful. Think about the syllable boundary, its root word and in some cases, like the word ‘ginger‘ the origin of the word. Most of the time, you will notice spelling patterns and these will become clearer the more you engage with different words with the letter ‘g‘ in it. So please, don’t worry. Keep referring to the chart if you are unsure and also there are many good online dictionaries where you can hear the pronunciation of any new words you want to teach if you need further help. One good website is by Cambridge. The link is below:

https://dictionary.cambridge.org/dictionary/

It also provides you with both the British and American pronunciations of the words.

Activities to Support Your Students with Letter ‘g’

Below are some activities to help your students get used to spelling patterns with /g/ or a /ʤ/. These are designed with Primary School children in mind but you can use them with any level as the letter ‘g’ can be quite difficult.

Activity 1: Help Me Pack My Luggage!

Help Me Pack My Luggage -1

This activity is to help your students become famliar with spelling patterns and the pronunciation of ‘g‘ as /g/ or /ʤ/.

This is an activity you can do from your board. Copy this to your board. You can do this as a class with teams (please refer to our 100+ Classes for general tips on how to do this) or get your students to complete alone. After you can check as a class by writing the answers on the board.

To do this as a listening activity you can use the audio link below. DO NOT WRITE THE WORDS ON THE BOARD. Get your students to listen and write the answer in their books. The students do not need to write the words. They can just write a), b), c) etc. You can write the words after for students to check and highlight the spelling patterns which suggests a /g/ or /ʤ/ sound.


DOWNLOAD ANSWER KEY Help Me Pack My Luggage!

Activity 2: Oranges, Mangoes and Guavas

This is a nice worksheet designed to help your students with spelling patterns for ‘g’ which may have a /g/ or /ʤ/ sound. This focuses on spelling patterns ‘-nge‘, ‘n.go‘ and ‘-gu-‘. Students simply read the words and write them inside the fruit depending on the spelling pattern.

You can get your students to listen after to check. The audio link is below:

If you want to make it a bit more challenging you can download Worksheet B, which is the same without the words. Here your students listen to the words and write them in the correct fruit. They can write 1), 2), 3) etc. or the whole word if they are feeling confident.

DOWNLOAD WORKSHEET A Oranges Mangoes and Guavas
DOWNLOAD WORKSHEET B Oranges Mangoes and Guavas
DOWNLOAD ANSWER KEY Oranges Mangoes and Guavas

You can use the ‘A Rough Guide to English Letter ‘g’‘ chart for different spelling patterns to make yor own worksheet if you like! This will be very good for your professioal development!

Activity 3: Silly Sentences with /g/ or /ʤ/

Silly Sentences with g Ver 2-1

This is to help with your students speaking and reading fluency. Get your students to listen first (DO NOT SHOW THEM THE TEXT) and get them to repeat. After give them the sheet or display it on your board and get students to listen, read and say.

To make it more challenging you can get your students to say it faster each time. The audio links for the silly sentences are below.

A Giant Green Guava

Listen and Repeat Line by Line

Listen and Repeat Altogether

When I was Young

Listen and Repeat Line by Line

Listen and Repeat Altogether

A Gigantic Ginormous Giant

Listen and Repeat Line by Line

Listen and Repeat Altogether


DOWNLOAD Silly Sentences with ‘g’

Thank You For Reading!

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Pronunciation of ‘-ed’ Endings in English

Hi teachers. It’s been a long time since the last post. Thank you for returning!

In today’s post we will focus on a nice pronunciation rule for ‘ed’ endings in English. In English many words can end with ‘ed’. For example:

  1. kicked (to kick)
  2. punched (to punch)
  3. hugged (to hug)
  4. loved (to love)
  5. wanted (to want)
  6. needed (to need)
  7. played (to play)
  8. called (to call)

Most of these words in English ending with ‘ed’ are Regular Verbs. Regular Verbs are verbs you simply ‘ed’ to when changing them into the Past Simple (Verb 2) form. You can listen to them below.

However, there are some useful ‘ed’ words which look like verbs but act like adjectives. You can test this by adding these ‘ed’ adjectives to ‘I am…’ or ‘I feel…’. Some examples of ‘ed’ adjectives are below:

  1. amazed by (to be amazed by something)
  2. excited about (to be excited about something)
  3. interested in (to be interested in something)
  4. bored of (to be bored of something)

You can listen to these below:

When you listen to the pronunciation of the examples above you can hear three different pronunciations of the ‘ed’ ending. These are /t/, /d/ and /ɪd/. With /ɪd/ you can hear that it adds an extra syllable to the original word. For example:

  1. want – wanted
  2. wait – waited
  3. need – needed
  4. fade – faded

Why Different Pronunciations?

So why do some ‘-ed’ endings have a /t/, /d/ or /ɪd/ sound? The answer to this question is in the last letter/s of the word. If you have read some of our previous posts you might have come across the words ‘voiced’ and ‘voiceless’ sounds in English. To keep things simple, ‘voiceless’ sounds make the ‘-ed’ /t/ and ‘voiced’ sounds make the ‘-ed’ /d/. As for /ɪd/ this is easy. /ɪd/ occurs when the last letter/s of the word is ‘-t’, ‘-te’ or ‘-d’, ‘-de’.

The difficulty is knowing which letters in English are ‘voiceless’ and which letters in English are ‘voiced’. Don’t worry, we have made it easy and have produced a nice poster you can use in your class. This can help remind yourself and your students about the ‘ed’ pronunciation rule.

ed endings poster-1

DOWNLOAD HERE: ‘ed’ Ending Pronunciation Wall Poster

Classroom Activities with ‘ed’ Endings.

You can play a nice game with your students by drawing three pipes labelled /t/, /d/ or /ɪd/ on the board:

ed endings activity new.png

Then you can write or use word cards above the drawing and get students to decide which pipe that word should go down. If you are using word cards students can come to the board and physically move the card down one of the three pipes.

You can make it more competitive by dividing your class into teams and different students from each team can come to the board and choose which pipe the word should go down.

You can also give points to the teams which choose the correct pipe and give extra points to the team with the best pronunciation too!

Listening Activities with ‘ed’ Endings

A more effective way to help your students develop phonemic awareness (this is your students’ familiarity with the pronunciation patterns in English through listening) might be to do the above activity as a listening activity. So instead of writing or using word cards, you can say the word and students decide which ‘ed’ pronunciation it has.

For example, you say ‘cooked’ and students come to the board (or choose a), b) or c)) and choose the correct pronunciation. They can even repeat the word back to the class.

To make it more challenging you can say the word in root form (this works best with Regular Verbs) and students decide which ‘ed’ pronunciation it would have in its Verb 2 form.

For example, you say ‘cook’ and students decide if it is cooked /t/, cooked /d/ or cooked /ɪd/.

Why Is This Important?

A strong sign of ‘non-native’ like English is with the pronunciation of the ‘ed’ endings. For example, you might hear students pronounce the words below as follows:

  1. wash – washed
  2. watch – watched
  3. stop – stopped
  4. missed – missed

Can you correct the pronunciation? You can listen below to check:

Interestingly, ‘native English’ speaking children tend to overuse the /ɪd/ pronunciation, but this is usually with Irregular Verbs in Verb 2 form for example:

  1. buy – buyed, boughted
  2. go – goed, wented
  3. hurt – hurted
  4. eat – eated, ated

Don’t worry about this. Children usually over-generalise language patterns as their language develops over time. Here they are over-generalising the ‘ed’ rule and using it with Irregular Verbs. You might even hear your students doing the same!

The key here, is patience. Use a lot of listening activities to keep your students aware of the ‘ed’ pronunciation rule and they will pick it up over time as their language improves and develops.

Getting your students aware of the different ‘ed’ pronunciations will also help them understand the time references better when listening. For example:

  1. Who picked these oranges?
  2. I played badminton.
  3. They started the game at 6am.

Here, if students become used to hearing the different ‘ed’ endings they know it is referring to the past. Sometimes in English, speakers leave out adverbs such as yesterday, last week, earlier this morning, 2 minutes ago, because the past can be marked with the ‘ed’ ending on Regular Verbs.

If you ae worried your own pronunciation as a teacher, please use the wall poster as a reminder and practise the pronunciation of any target words you will use in your lesson.

Remember that with the /t/ and /d/ pronunciation of the ‘-ed’ ending DO NOT add an extra syllable. For example, listen to the words below. Notice that the number of syllables is the same:

  1. cook – cooked (might look like ‘cookt’)

/kʊkt/

  1. beg – begged (might look like ‘begd’)

/begd/

However, with /ɪd/ pronunciation of the ‘-ed’ ending you add an extra syllable. Listen to the words below:

  1. start – start-ed     /stɑ:t/ – /stɑ:t.ɪd/
  1. cor-rect – cor-rect-ed     /kə.rekt/ – /kə.rekt.ɪd/
  1. nod – nod-ded     /nɒd/ – /nɒd.ɪd/
  1. re-ward – re-ward-ed     /rɪ.wɔ:d/ – /rɪ.wɔ:d.ɪd/

So keep your students busy with developing their awareness of the different ‘-ed’ ending pronunciations in English and hope you will notice improvements in process!

Once again, if you found this post useful please LIKE, COMMENT, FOLLOW and SHARE!

Thank you for reading and catch you again soon with our next post!

To /s/ /z/ or /ɪz/: Plural ‘-s’ Endings in English

Hi Teachers and Visitors to this website. This is a re-post from an earlier entry. We felt it got lost there so here it is again. Enjoy!

Plural ‘s’ in English.

In English plural countable nouns are nouns we add an ‘s’ to express that there is more than one. For example a cup (one cup), two cups, a bag (one bag), three bags, an apple (one apple), four apples, an orange (one orange), five oranges.

English generally has three ‘s’ sounds when it comes to plural countable nouns. These are /s/ /z/ and /ɪz/.

When describing English sounds, we usually say /s/ is voiceless (a slight whistling air comes out your mouth as you make the sound) and /z/ is voiced (you feel a stronger vibrating sound in your throat). This is illustrated below:

/ɪz/ is also voiced because it has /z/ in it.

The general rule for knowing when plural ‘s’ (the last letter ‘s’ you see in plural countable nouns like cups, herbs, oranges) is that:

  • If the final letter of the word is a voiceless sound the plural ‘s’ sound is /s/. Remember voiceless  + voiceless.
  • If the final letter of the word is a voiced sound, the plural ‘s’ is /z/. Remember voiced + voiced.

You can see this with the chart below (which you can also download for free to use with the ELE Flashcard Flipbook):

Plural S Teacher's Pronunciation Key

DOWNLOAD Plural S Teacher’s Pronunciation Key

Based on the above you can see that most words in English end with a /z/ sound. That’s because all vowels in English are voiced and most of the consonant sounds are voiced too (you can read our blog about English sounds here).

Words which end with voiceless sounds are: cup /p/, hat /t/, sock /k/, cliff /f/ and moth /θ/. As a result, any word which ends with these sounds will have /s/ in their plural form.

As for /ɪz/ this is the sound for plural countable nouns ending with the following sounds:

  • /s/ which you can hear in the letters ‘c’, ‘x’. For example ‘fence, fences‘ and ‘box boxes‘.
  • /z/ which you can hear in the letters ‘s’ and ‘z’. For example ‘cheese cheeses‘ and ‘maze mazes
  • /ʃ/ which you can hear in the letters ‘sh’. For exampled ‘dish dishes‘.
  • /ʧ/ which you can hear in the letters ‘ch’ and ‘tch’. For example ‘watch watches‘.
  • /ʤ/ which you can hear in letters ‘j’ and ‘g’. For example ‘jumper’ and ‘orange oranges‘. (We will write a seperate blog on this sound because in English it can be difficult o know when ‘g’ is /g/ or /ʤ/).

Any word which ends with those sounds will usually have /ɪz/ in their plural form.

REMEMBER This rule is for COUNTABLE NOUNS. This rule also applies to VERBS. For example:

  • I cook      He cooks /s/
  • I dig         She digs /z/
  • I wash     He washes /ɪz/

Why is this important?

For many speakers this is not a big problem and generally does not effect communication. However, this is an interesting feature of English pronunciation and practising this will help speakers who struggle with ending sounds in English.

This is especially noticeable with Vietnamse and Thai speakers who tend to leave many English words open (without an ending sound). By using this interesting pronunciation feature of English teachers can help their pupils and students become more accurate with their pronunciation of plural countable nouns and also encourage their pupils and students to pronounce English words in full with the ending sounds.

Give it a try and see if your pupils and students pronunciation improves over time.

Thank you for reading this post and don’t forget to FOLLOW us by simply clicking the FOLLOW button when prompted. Also leave a COMMENT if you found this post useful and also if you found our new ELE Flashcard Flipbook practical!

Thank you again and see you soon with our next post!

CLIL Biology Wall Posters and Flashcards

biology poster

CLIL Biology Wall Posters and Flashcards

Hello teachers. A slightly new topic this week. I am currently working with some very hard-working secondary school Biology teachers in Viet Nam who are trying their best to make sense of CLIL. I made this poster to give an idea of the kind of support  CLIL Biology teachers can give to their students to support pronunciation of difficult biology words they may encounter.

As you can see, the poster is colourful and suitable to have on the wall in your classroom (you can download it in the link below). Try to make some posters of your own and see what difference it will make to your students’ English!

Included here are also some flashcards I made to demonstrate a Biology lesson on photosynthesis. You can download these flashcards below with the ‘Word Cards’ and use with your students if you like!

 

 

As usual, please hit the ‘FOLLOW’ button below to stay updated on the latest posts and please leave a comment in the ‘COMMENT’ box below if you found the poster and flashcards useful!

Catch you soon!

DOWNLOAD POSTER Biology Poster Words With An ‘ee’ Sound

DOWNLOAD FLASHCARDS Photosynthesis Flashcards

DOWNLOAD WORD CARDS Photosynthesis Word Cards

 

A Cool Look to Look Cool: Light L and Dark L

 

A Cool Look to Look Cool: Light L and Dark L

In today’s short article we look at the /l/ sound in English. /l/ is represented by the letter ‘l’ and is in words such as ‘look’, ‘lion’ and ‘melon’. In these words, we can see that ‘l’ is in initial position (at the beginning of a word) and mid – position (in the middle of a word). When the ‘l’ sound is in initial and mid – position, we call it a Light L (sometimes Clear L is used).

We can also find the /l/ sound in final position (at the end of a word). For example, in words such as ‘cool’, ‘beautiful’ and ‘rule’. This is called a Dark L. It is slightly different to the Light L and can be more difficult to pronounce. You can listen to the two different /l/ sounds below a) is an example of Light L and b) is an example of Dark L:

  1. a) look        b) cool
  2. a) lion         b) Nile
  3. a) late         b) tail/tale
  4. a) laugh      b) full
  5. a) less          b) sell

The Difference Between Light L and Dark L

The difference between Light L and Dark L can be illustrated below (read from left to right):

 

LIGHT L: Starting position               LIGHT L: Ending position

DARK L: Starting position             DARK L: Ending position

We can see the difference is with the starting position. With Light L, the starting position is with the tip of your tongue, touching just above, behind your upper teeth. With Dark L, the starting position is with the back of your tongue raised slightly.

As for the ending position, Light L we can see the tongue is relaxed (in its normal position). This is because to make the Light L sound you must release the tongue.

With Dark L we can see that the ending position is with the tip of the tongue touching just above, behind your upper teeth. If you release your tongue here it will become a Light L sound, so be careful!

Have a look at the illustrations below showing the word ‘look’ and ‘cool‘ (read from left to right). Can you see the difference?

 

   l                                 oo                                        k

 

c                          oo                                            l

Tips on Making the Dark L Sound

To help you make the Dark L sound more easily it might be useful to imagine you are making a vowel sound (any vowel sound will do). From that vowel sound move the tip of your tongue so it touches just above, behind your upper teeth. This is important because in English the Dark L is usually after a vowel sound. In multi-syllabic words this is usually with words ending in ‘-le’ or ‘-ul’ ‘-ull’.  These ending letters are illustrated below:

 

Illustration for words ending with ‘-le’ ‘-ul’ ‘-ull’

Practice Exercises for Dark L

Try to practice the Dark L sound with the words below (some are nonsense words). Remember to pronounce smoothly. Your Dark L should sound like ONE sound. Audios are provided for all the examples.

  1. fill full fall
  2. bill bull ball
  3. mill mull mall
  4. hill hull hall
  5. will wull wall

  1. shill shull shall
  2. chill chull chall
  3. brill brull brall
  4. drill drull drall

  1. battle bettle bittle bottle
  2. cattle kettle kittle kottle
  3. rattle rettle rittle rottle

  1. beautiful wonderful resourceful
  2. cheerful hopeful grateful

Try This Tongue Twister

Tongue twisters are a fun way to practice pronunciation. Many native English speakers have used tongue twisters as children to help with difficult sounds. You can give this tongue twister a try to help you practice switching between Light L and Dark L. As you feel more confident you can go faster! Have fun with it!

How Many Lemons Fell on the Floor

One little lemon fell on a melon

And broke the melon in two

Two little lemons fell on a melon

And broke the melon in three

Three little lemons fell on a melon

And broke the melon in four

If you ignore the melons

And count the lemons

How many fell to the floor?

(eleclassroom (c) 2018)

Recited at normal speed

Recited more quickly

Why Is This Important?

For some speakers, making the Dark L can be easy. For example, Arabic speakers have many words ending with a ‘lam’ sound, similar to English Dark L. However, for some speakers, especially from countries like Viet Nam, it can be a bit more challenging.

Practising the Dark L will help make your words sound more complete, however this might take time. Young native English speaking children for example, have difficulty with Dark L as their pronunciation  develops. It is quite common to hear children say words like ‘bottle’ and ‘rattle snake’ without pronouncing the Dark L. Instead they end with something closer to a vowel sound. You can hear the difference with the words below:

  1. bottle
  2. rattle
  3. cool
  4. Nile
  5. tail/tale
  6. full
  7. sell

Keep practising the Dark L and help give your English words that ‘complete’ sounding feel when speaking in English or modelling language to your students.

As usual, please leave feedback in the COMMENTS section below. It will be great to know whether this article has helped you with this difficult Dark L sound.

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Until then, catch you in the next article!