Well, the connection between pronunciation and comprehension makes me think about how changes in intonation / stress can change meaning. For example, the difference between "that's YOUR pencil?" and "that's your PENCIL?"
I'm sure you can come up with some more interesting examples, though. I've done primarily content based language teaching, so I don't have a lot of materials made dealing with specific pronunciation issues. I tend to deal with them as they come up. If you're going to do some phoneme stuff, though,
this website has a great list of minimal pairs (organized according to the IPA chart) that you can use. They're based on UK's received pronunciation.
Take care,
Dave