contains a list of over 80 word pairs that demonstrate the phonetic difference between the short 'i' sound (/ɪ/) and long 'i' sound (/i/). Some examples given are 'beads' versus 'bids', 'deep' versus 'dip', and 'keen' versus 'kin'.
Thin layer chromatography (TLC) is a technique used to separate mixtures based on how compounds partition between a stationary phase coated on a plate and a mobile phase solvent. Compounds separate based on their affinity for the stationary or mobile phase, appearing as spots on the plate. TLC allows for rapid separation and identification of compounds in a mixture through visualization and calculation of Rf values.
Trafficking violates human dignity and rights and occurs for purposes like labor, sexual exploitation, and organ trade. It is influenced by factors like poverty, illiteracy, and lack of opportunities. India experiences both internal and cross-border trafficking, with an estimated 3 million sex workers and 40% being children. Laws prohibit trafficking under the Constitution and acts like the Immoral Traffic Prevention Act, Juvenile Justice Act, and Child Marriage Prohibition Act. The government launched the Ujjawala scheme in 2007 and is developing a plan of action against all forms of trafficking with various ministries collaborating.
More than half of the women in India are married before the legal minimum age of 18. By contrast, men in the same age group get married at a median age of 23.4 years. Sixteen percent of men aged 20-49 are married by age 18 and 28 percent by age 20.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The document discusses administrative inquiries and tribunals in the UK. It summarizes the recommendations of the Frank Committee, which was appointed to study administrative tribunals and public inquiries. The Committee recommended procedures for these bodies that were open, fair and impartial. This led to the Tribunals and Inquiries Act of 1958. The document also discusses debates around the purpose and independence of administrative tribunals.
This document lists minimal pairs contrasting the phonemes /n/ and /ŋ/ in English. It provides over 40 examples of words that differ only in whether they contain /n/ or /ŋ/ such as "ban" versus "bang", "don" versus "dong", and "thin" versus "thing". The list is intended to help distinguish between these two similar sounding consonant phonemes found in English.
The document contains several lists including:
1. Word pairs where changing one letter creates a new word (e.g. pail - fail)
2. Columns with words of increasing length based on their suffixes (e.g. PHOtograph, phoTOgraphy, photoGRAphic)
3. Phrases describing the five senses (e.g. They hear loud music)
4. Number sequences of varying lengths (e.g. One, two, three. One two, three four.)
5. Common questions used to get to know someone (e.g. What's your name? How old are you?)
The document discusses the history and development of artificial intelligence over several decades. Early research focused on symbolic approaches using rules and logic but progress was slow. More recently, machine learning techniques such as deep learning have seen increasing success by learning from large amounts of data without being explicitly programmed. These new approaches are being applied to many areas and fueling a new wave of innovation and development in AI.
Thin layer chromatography (TLC) is a technique used to separate mixtures based on how compounds partition between a stationary phase coated on a plate and a mobile phase solvent. Compounds separate based on their affinity for the stationary or mobile phase, appearing as spots on the plate. TLC allows for rapid separation and identification of compounds in a mixture through visualization and calculation of Rf values.
Trafficking violates human dignity and rights and occurs for purposes like labor, sexual exploitation, and organ trade. It is influenced by factors like poverty, illiteracy, and lack of opportunities. India experiences both internal and cross-border trafficking, with an estimated 3 million sex workers and 40% being children. Laws prohibit trafficking under the Constitution and acts like the Immoral Traffic Prevention Act, Juvenile Justice Act, and Child Marriage Prohibition Act. The government launched the Ujjawala scheme in 2007 and is developing a plan of action against all forms of trafficking with various ministries collaborating.
More than half of the women in India are married before the legal minimum age of 18. By contrast, men in the same age group get married at a median age of 23.4 years. Sixteen percent of men aged 20-49 are married by age 18 and 28 percent by age 20.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The document discusses administrative inquiries and tribunals in the UK. It summarizes the recommendations of the Frank Committee, which was appointed to study administrative tribunals and public inquiries. The Committee recommended procedures for these bodies that were open, fair and impartial. This led to the Tribunals and Inquiries Act of 1958. The document also discusses debates around the purpose and independence of administrative tribunals.
This document lists minimal pairs contrasting the phonemes /n/ and /ŋ/ in English. It provides over 40 examples of words that differ only in whether they contain /n/ or /ŋ/ such as "ban" versus "bang", "don" versus "dong", and "thin" versus "thing". The list is intended to help distinguish between these two similar sounding consonant phonemes found in English.
The document contains several lists including:
1. Word pairs where changing one letter creates a new word (e.g. pail - fail)
2. Columns with words of increasing length based on their suffixes (e.g. PHOtograph, phoTOgraphy, photoGRAphic)
3. Phrases describing the five senses (e.g. They hear loud music)
4. Number sequences of varying lengths (e.g. One, two, three. One two, three four.)
5. Common questions used to get to know someone (e.g. What's your name? How old are you?)
The document discusses the history and development of artificial intelligence over several decades. Early research focused on symbolic approaches using rules and logic but progress was slow. More recently, machine learning techniques such as deep learning have seen increasing success by learning from large amounts of data without being explicitly programmed. These new approaches are being applied to many areas and fueling a new wave of innovation and development in AI.
Tesol 2016 Electronic Village: Pre-Arrival Assessment and Placement of ELLs P...Candice Marshall
TESOL 2016, Baltimore
Presentation in Classroom Tools on April 6, 2016 by Candice Marshall
See Slides: http://www.slideshare.net/cjq11983/tesol-2016-prearrival-assessment-and-placement-of-ells-using-synchronous-and-asynchronous-online-tools
TESOL 2016: Pre-Arrival Assessment and Placement of ELLs using Synchronous an...Candice Marshall
Electronic Village Presentation, April 6, 2016 by Candice Marshall
Balitmore, MD
For handout: http://www.slideshare.net/cjq11983/tesol-2016-electronic-village-prearrival-assessment-and-placement-of-ells-presentation-handout
What makes spoken English more or less formal?
Slide 28 Suggested Adjustments:
She just wanted to say, "Hey y'all!" = She simply desired to greet you.
That question is a no-brainer. = That query requires little thought to respond to.
Dude, what's up with that? = Sir, why are you doing that?
That's the boss-man calling for ya, buddy. = Your supervisor is calling you, my friend.
Suggested Adjustments for slide 29:
This vile medical concoction purportedly diminishes the required need for sleep. = This medicine is supposed to help you stay awake.
Dear Sir, I compose this letter in response to your previous solicitation via telephone. = I am writing this letter to respond to your phone call.
Madam, one might consider three potential destinations for your Caribbean excursion. = There are three options for your vacation.
Might one offer a beverage to the guests during this soiree? = Can I get a drink at this party?
This document discusses using Prezi to create student portfolios. Prezi is a cloud-based presentation software that allows for dynamic and interactive presentations. The document provides steps to create a Prezi portfolio, including preparing materials, building the portfolio by creating sections and inserting content, and publishing the portfolio. Sample portfolios for speaking skills, writing, and reading are linked. Portfolios can showcase student work like videos, PDFs, audio files, assignment descriptions, and student commentary.
This document provides instructions for students to create effective self-edited and self-reflective video essays. It outlines a process where students film videos of themselves at the beginning and end of a course and edit them together with commentary. Students reflect on their strengths/weaknesses, progress toward goals, and areas to continue improving. The document recommends designing courses with multiple video assignments and provides sample questions and editing software options. It suggests ways the approach could be adapted for other skills like writing and reading by incorporating files like concept maps, highlighted text, or book descriptions into the videos.
The document provides steps for creating video mini-lessons by combining video footage, slides, and voiceovers using screencasting software. It recommends preparing materials like slides and videos beforehand. Then storyboarding and doing a practice run before recording the final video. Once recorded, the video can be published on sites like YouTube or through course sites after converting file formats if needed. It also lists several free screencasting and video conversion software options for both PC and Mac.
Using online videos for promotion of critical thinking and oral fluencyCandice Marshall
The document summarizes a presentation given by Ms. Candice Quiñones at the 2012 International TESOL Convention on using online videos to promote critical thinking and oral fluency in language students. It describes an activity where a Chinese student created a PowerPoint responding to a video about Chinese culture and led a discussion. The document then lists 8 videos links and discussion questions that can be used to get students thinking critically and speaking about topics like culture, optimism, gratitude, success, technology, habits, leadership, and more.
This document provides a pronunciation lesson on the vowels /æ/ and /ɛ/ and the consonants /n/, /l/, and /ŋ/. It discusses sounds that are commonly confused for each letter, how to produce the sounds in the mouth, individual practice sentences, and additional practice sentences combining the sounds.
This document provides a lesson on the pronunciation of the consonant sounds /p/ and /b/. It notes that these sounds are often confused with each other or other consonants like /f/ and /v/. The key difference between /p/ and /b/ is that /p/ is voiceless while /b/ is voiced. Examples of words containing each sound are provided. Students are given individual and paired words to practice producing the sounds correctly.
This document provides an overview of English stress and intonation. It discusses the concepts of intonation units, stress, content vs function words, the four main types of stress (tonic, emphatic, contrastive, new information), and tones (fall, low-rise, high-rise, fall-rise). It also covers pitch range and the uses of high and low pitch. Key aspects covered include how stress is applied to syllables involving loudness, length and pitch, and how the placement of stress changes based on emphasis, contrast or new information.
This document discusses the consonant sounds "th" and the differences between the sounds /v/ and /w/. It provides information on producing the sounds correctly, examples of words containing each sound, and practice sentences for readers to work on distinguishing the sounds. The document aims to help readers better identify and produce the "th" sounds /θ/ and /ð/ as well as the similar consonant sounds /v/ and /w/ in English.
This document provides tips for starting, continuing, and ending conversations. It discusses introducing yourself, making eye contact, choosing common topics, taking turns speaking, changing subjects smoothly, observing reactions, and using polite phrases to signal the end of a conversation. The key steps are making a connection, actively listening, finding ways to shift discussions organically, and wrapping up respectfully when time is up. Practice is recommended for conversational skills.
The document discusses the vowel sounds /i/ and /ɪ/. It notes that /i/ is produced with the lips back in a smile and tongue forward and up, while /ɪ/ is produced with slightly open lips and tongue slightly forward and midway up. Examples of words containing each sound are provided. The document concludes with additional words for practicing distinguishing and producing the two sounds.
The document discusses complimenting appropriately. It begins by defining compliments and explaining why they are given, such as to make someone smile or build positive relationships. It then discusses how compliments are constructed, noting common formulas like "noun phrase is/looks adjective" and ingredients like sincerity and specificity. The document provides tips on when and how to give compliments appropriately as well as how to respond to compliments in a positive way.
The document provides guidance on how to structure and tell a story. It discusses including an introduction, beginning, main events in order, current situation, and moral. It also lists sequencing words and techniques for handling interruptions, simultaneous events, and endings. The document recommends practicing telling stories out loud and using body language and voice to engage listeners.
The document discusses apologizing, interrupting, and excusing oneself. It defines these terms and provides guidance on when and how to appropriately engage in these social behaviors. For apologizing, it notes we should take responsibility, provide reasons, and make promises to remedy issues. Interrupting should be done at natural breaks in conversation or with nonverbal cues. Excusing oneself allows one to politely interrupt, clarify statements, or take leave. Common phrases for these social actions are also outlined. The document aims to improve social skills through understanding proper etiquette around apologizing, interrupting, and excusing oneself.
This document discusses polite questions and requests. It begins by reviewing different types of questions such as open, closed, direct, and indirect questions. It then discusses what makes a direct question polite by adding phrases like "excuse me" or changing "can" to "could." Indirect questions are made polite through introductory phrases. The document contrasts questions and requests, noting that requests usually involve an action while questions elicit information. It reviews direct, conventionally indirect, and non-conventionally indirect request strategies and factors like social status that influence request wording.
Tesol 2016 Electronic Village: Pre-Arrival Assessment and Placement of ELLs P...Candice Marshall
TESOL 2016, Baltimore
Presentation in Classroom Tools on April 6, 2016 by Candice Marshall
See Slides: http://www.slideshare.net/cjq11983/tesol-2016-prearrival-assessment-and-placement-of-ells-using-synchronous-and-asynchronous-online-tools
TESOL 2016: Pre-Arrival Assessment and Placement of ELLs using Synchronous an...Candice Marshall
Electronic Village Presentation, April 6, 2016 by Candice Marshall
Balitmore, MD
For handout: http://www.slideshare.net/cjq11983/tesol-2016-electronic-village-prearrival-assessment-and-placement-of-ells-presentation-handout
What makes spoken English more or less formal?
Slide 28 Suggested Adjustments:
She just wanted to say, "Hey y'all!" = She simply desired to greet you.
That question is a no-brainer. = That query requires little thought to respond to.
Dude, what's up with that? = Sir, why are you doing that?
That's the boss-man calling for ya, buddy. = Your supervisor is calling you, my friend.
Suggested Adjustments for slide 29:
This vile medical concoction purportedly diminishes the required need for sleep. = This medicine is supposed to help you stay awake.
Dear Sir, I compose this letter in response to your previous solicitation via telephone. = I am writing this letter to respond to your phone call.
Madam, one might consider three potential destinations for your Caribbean excursion. = There are three options for your vacation.
Might one offer a beverage to the guests during this soiree? = Can I get a drink at this party?
This document discusses using Prezi to create student portfolios. Prezi is a cloud-based presentation software that allows for dynamic and interactive presentations. The document provides steps to create a Prezi portfolio, including preparing materials, building the portfolio by creating sections and inserting content, and publishing the portfolio. Sample portfolios for speaking skills, writing, and reading are linked. Portfolios can showcase student work like videos, PDFs, audio files, assignment descriptions, and student commentary.
This document provides instructions for students to create effective self-edited and self-reflective video essays. It outlines a process where students film videos of themselves at the beginning and end of a course and edit them together with commentary. Students reflect on their strengths/weaknesses, progress toward goals, and areas to continue improving. The document recommends designing courses with multiple video assignments and provides sample questions and editing software options. It suggests ways the approach could be adapted for other skills like writing and reading by incorporating files like concept maps, highlighted text, or book descriptions into the videos.
The document provides steps for creating video mini-lessons by combining video footage, slides, and voiceovers using screencasting software. It recommends preparing materials like slides and videos beforehand. Then storyboarding and doing a practice run before recording the final video. Once recorded, the video can be published on sites like YouTube or through course sites after converting file formats if needed. It also lists several free screencasting and video conversion software options for both PC and Mac.
Using online videos for promotion of critical thinking and oral fluencyCandice Marshall
The document summarizes a presentation given by Ms. Candice Quiñones at the 2012 International TESOL Convention on using online videos to promote critical thinking and oral fluency in language students. It describes an activity where a Chinese student created a PowerPoint responding to a video about Chinese culture and led a discussion. The document then lists 8 videos links and discussion questions that can be used to get students thinking critically and speaking about topics like culture, optimism, gratitude, success, technology, habits, leadership, and more.
This document provides a pronunciation lesson on the vowels /æ/ and /ɛ/ and the consonants /n/, /l/, and /ŋ/. It discusses sounds that are commonly confused for each letter, how to produce the sounds in the mouth, individual practice sentences, and additional practice sentences combining the sounds.
This document provides a lesson on the pronunciation of the consonant sounds /p/ and /b/. It notes that these sounds are often confused with each other or other consonants like /f/ and /v/. The key difference between /p/ and /b/ is that /p/ is voiceless while /b/ is voiced. Examples of words containing each sound are provided. Students are given individual and paired words to practice producing the sounds correctly.
This document provides an overview of English stress and intonation. It discusses the concepts of intonation units, stress, content vs function words, the four main types of stress (tonic, emphatic, contrastive, new information), and tones (fall, low-rise, high-rise, fall-rise). It also covers pitch range and the uses of high and low pitch. Key aspects covered include how stress is applied to syllables involving loudness, length and pitch, and how the placement of stress changes based on emphasis, contrast or new information.
This document discusses the consonant sounds "th" and the differences between the sounds /v/ and /w/. It provides information on producing the sounds correctly, examples of words containing each sound, and practice sentences for readers to work on distinguishing the sounds. The document aims to help readers better identify and produce the "th" sounds /θ/ and /ð/ as well as the similar consonant sounds /v/ and /w/ in English.
This document provides tips for starting, continuing, and ending conversations. It discusses introducing yourself, making eye contact, choosing common topics, taking turns speaking, changing subjects smoothly, observing reactions, and using polite phrases to signal the end of a conversation. The key steps are making a connection, actively listening, finding ways to shift discussions organically, and wrapping up respectfully when time is up. Practice is recommended for conversational skills.
The document discusses the vowel sounds /i/ and /ɪ/. It notes that /i/ is produced with the lips back in a smile and tongue forward and up, while /ɪ/ is produced with slightly open lips and tongue slightly forward and midway up. Examples of words containing each sound are provided. The document concludes with additional words for practicing distinguishing and producing the two sounds.
The document discusses complimenting appropriately. It begins by defining compliments and explaining why they are given, such as to make someone smile or build positive relationships. It then discusses how compliments are constructed, noting common formulas like "noun phrase is/looks adjective" and ingredients like sincerity and specificity. The document provides tips on when and how to give compliments appropriately as well as how to respond to compliments in a positive way.
The document provides guidance on how to structure and tell a story. It discusses including an introduction, beginning, main events in order, current situation, and moral. It also lists sequencing words and techniques for handling interruptions, simultaneous events, and endings. The document recommends practicing telling stories out loud and using body language and voice to engage listeners.
The document discusses apologizing, interrupting, and excusing oneself. It defines these terms and provides guidance on when and how to appropriately engage in these social behaviors. For apologizing, it notes we should take responsibility, provide reasons, and make promises to remedy issues. Interrupting should be done at natural breaks in conversation or with nonverbal cues. Excusing oneself allows one to politely interrupt, clarify statements, or take leave. Common phrases for these social actions are also outlined. The document aims to improve social skills through understanding proper etiquette around apologizing, interrupting, and excusing oneself.
This document discusses polite questions and requests. It begins by reviewing different types of questions such as open, closed, direct, and indirect questions. It then discusses what makes a direct question polite by adding phrases like "excuse me" or changing "can" to "could." Indirect questions are made polite through introductory phrases. The document contrasts questions and requests, noting that requests usually involve an action while questions elicit information. It reviews direct, conventionally indirect, and non-conventionally indirect request strategies and factors like social status that influence request wording.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Minimal Pairs: /i/ vs /ɪ /
/i/ /ɪ /
Beads Bids
Beakers Bickers
Beech /beach Bitch
Beef Biff (a name)
Bean Bin
Bleep Blip
Beat Bit
Cheap Chip
Deed Did
Deal Dill
Deem Dim
Dean Din
Deep Dip
Eek Ick
Eel Ill
Eat It
Feel Fill
Fiend Finned
Feast Fist
Feet Fit
Fees Fizz
Heed/He’d Hid
Heel /Heal Hill
Heap Hip
He’s His
Jean /Gene Gin
Jeep Jip
Keyed Kid
Keen Kin
Lead Lid
Leak / leek Lick
Lean Lynn
Leap Lip
Leave Live
Lee’s Liz
Mead Mid
Meek Mick
2. Mean Min
Kneel Nil
Peek Pick
Peel Pill
Peep Pip
Queen Quin
Quease Quiz
Reed Rid
Reek Rick
Reef Riff
Regal Wriggle
Reel Rill
Ream Rim
Reap Rip
Reason Risen
Seek Sick
Seal Sill
Seamer Simmer
Seen Sin
Seep Sip
Sheep Ship
Sheet Shit
Sneakers Snickers
Steal Still
Teal Till
Teem Tim
Teen Tin
Teepee Tippy
Tease Tis
Wheel Will
Wean Win
Weep Whip
Wheeze Whiz