Speech Work: The Consonant Sounds /f/ and /v/ – Contrast

Subject: Speech Work

Class: JSS 2

Term: First Term

Week: 8

Age: 12 years

Topic: Listening and Speaking

Sub-topic: Contrasting Consonants /f/ and /v/

Duration: 60 minutes

Behavioural Objectives

By the end of the lesson, students should be able to:

1. Identify the difference between the /f/ and /v/ sounds.
2. Pronounce words containing /f/ and /v/ correctly.
3. Use sentences that include both consonants in context.
4. Distinguish between minimal pairs of words featuring /f/ and /v/.

Keywords

• Consonants
• Articulation
• Minimal pairs
• Voiced and voiceless sounds
• Phonetics

Set Induction

The teacher will engage students with a fun game where they listen to pairs of words and identify if they contain the /f/ or /v/ sound, raising their hands accordingly.

Entry Behaviour

Students should have prior knowledge of consonant sounds and their importance in pronunciation.

Learning Resources and Materials

• Audio clips of words containing /f/ and /v/ sounds
• Flashcards with examples of minimal pairs
• Whiteboard and markers
• Phonetics charts

Building Background/Connection to Prior Knowledge

Review previously learned consonant sounds and discuss how different sounds can change word meanings and enhance communication.

Embedded Core Skills

• Listening skills
• Speaking skills
• Critical thinking
• Collaboration

Learning Materials

• Lagos State Scheme of Work
• Phonetics books
• Audio equipment for listening exercises

Instructional Materials

• Flashcards
• Whiteboard
• Phonetic charts

Content

Definition and Explanation of Contrasting Consonants /f/ and /v/:

1. /f/ sound: A voiceless labiodental fricative produced by placing the upper teeth on the lower lip and blowing air out. Example words: “fan,” “fame,” “fall.”
2. /v/ sound: A voiced labiodental fricative made in the same position as /f/, but with the vocal cords vibrating. Example words: “van,” “vase,” “vampire.”

Examples of Minimal Pairs:

1. fan – van
2. fine – vine
3. leaf – leave
4. foul – vowel
5. fame – vame (using “fame” as the reference word)

Evaluation: Fill-in-the-Blank Questions

1. The /f/ sound is found in the word __________ (a) van (b) fan (c) man (d) can.
2. The word “vampire” contains the __________ (a) /f/ sound (b) /v/ sound (c) /t/ sound (d) /k/ sound.
3. The /v/ sound is produced by __________ (a) using the tongue (b) placing teeth on the lip (c) vibrating vocal cords (d) closing the lips.
4. In the word “van,” the __________ sound is present (a) /f/ (b) /v/ (c) /g/ (d) /t/.
5. Which word has the /f/ sound? __________ (a) vine (b) fan (c) van (d) same.
6. The /v/ sound is a __________ (a) voiced sound (b) voiceless sound (c) nasal sound (d) vowel sound.
7. A word that contains the /f/ sound is __________ (a) vase (b) fame (c) fan (d) van.
8. The consonant sound /f/ is found in __________ (a) van (b) leaf (c) game (d) mad.
9. Which of the following is a minimal pair? __________ (a) fan – man (b) fan – van (c) fan – can (d) van – pan.
10. The word “vase” contains the __________ (a) /p/ sound (b) /t/ sound (c) /v/ sound (d) /d/ sound.
11. The /v/ sound can be heard in __________ (a) fan (b) van (c) pin (d) tin.
12. Identify the voiced consonant sound in the word “vampire” __________ (a) /d/ (b) /v/ (c) /k/ (d) /g/.
13. In the word “fan,” the sound present is __________ (a) /v/ (b) /t/ (c) /g/ (d) /f/.
14. A word that starts with the /v/ sound is __________ (a) fan (b) van (c) pig (d) man.
15. The /f/ sound is represented by the letter __________ (a) v (b) p (c) f (d) d.

Class Activity Discussion: FAQs

1. What are contrasting consonants?
   Contrasting consonants are sounds that differ in articulation and can change the meaning of words.
2. What is the difference between /f/ and /v/?
   /f/ is a voiceless sound made without vocal cord vibration, while /v/ is a voiced sound made with vocal cord vibration.
3. Can you give examples of words that contrast these sounds?
   Yes, “fan” (with /f/) and “van” (with /v/) are minimal pairs.
4. How do I produce the /f/ sound correctly?
   Place your upper teeth on your lower lip and blow air out.
5. What are minimal pairs?
   Minimal pairs are pairs of words that differ by only one sound, like “fine” and “vine.”
6. Why is it important to distinguish between these sounds?
   Distinguishing between these sounds helps in clear communication and correct pronunciation.
7. Are there exercises to practice /f/ and /v/?
   Yes, you can practice with flashcards, listening activities, and speaking drills.
8. How do accents affect the pronunciation of /f/ and /v/?
   Accents may slightly change how clearly these sounds are articulated.
9. What tools can help me practice contrasting sounds?
   Use flashcards, phonetic charts, and online pronunciation resources.
10. Can practice improve my pronunciation of /f/ and /v/?
    Yes, regular practice can enhance your articulation and clarity.
11. How does the position of my mouth affect these sounds?
    The mouth position is crucial; both sounds use the same position, but /v/ requires vocal cord vibration.
12. What should I do if I find it hard to distinguish these sounds?
    Focus on listening exercises and repeat after audio recordings for better clarity.
13. Can I use tongue twisters to practice?
    Yes, tongue twisters that include /f/ and /v/ can be very helpful.
14. Are there any common mistakes when pronouncing these sounds?
    Confusing /f/ and /v/ in words can lead to misunderstandings.
15. How can I tell if I’m pronouncing a sound correctly?
    Record your voice and compare it to audio examples, or ask a teacher for feedback.

TOPIC: Contrasting /f/ and /v/; /s/ and /z/

/f/: The production of /f/ involves the front upper teeth and the lower lips. Because of the partial obstruction caused by the contact between the upper teeth and the lower lip, there is a continuous frictional noise as the airstream passes. There is no vibration of the vocal cord because the glottis is wide open during the production of /f/. This consonant is, therefore, a voiceless sound which has the following spelling symbols:

“f”  as   in   feet

“ph” as in Physics

“gh” as  in   laugh

Pronounce the following words with /f/ at the initial and final positions:

/v/: The contact between the lower lip and the upper front teeth causes a partial obstruction to the flow of air. There are some frictional noises as the airstream escapes and the vocal cords vibrate. /v/ is therefore a voiced consonant sound spelt “v” except in ‘Stephen’

Pronounce the following words where /v/ occurs at the initial and final positions:

Now pronounce the following pairs of words and pay attention to the contrast between /f/ and /v/:

/s/ and /z/:

/s/ and /z/ are produced In ALMOST the same way (the BLADE of the TONGUE touching the alveolar (or teeth) RIDGE FIRMLY for /s/ and GENTLY for /z/.

/s/ is VOICELESS, while /z/ is VOICED.

/s/ and /z/ are both ALVEOLAR FRICATIVES (‘alveolar’ because the blade of the tongue and the alveolar ridge are involved in their production).

EVALUATION

Pronounce each pair of the above listed words to show clearly the distinctions between them.

EVALUATION

1. Pronounce these sounds: /s/, /z/, /f/ and /v/
2. Give examples of words that have the sounds listed above.

Presentation

1. The teacher revises the previous topic, which was: The importance of consonant sounds in clear communication.
2. The teacher introduces the new topic: Contrasting consonants /f/ and /v/ and their significance in pronunciation.
3. The teacher allows pupils to contribute, correcting them where necessary to enhance understanding.

Teacher’s Activities

• Facilitate listening exercises with audio clips featuring /f/ and /v/ sounds.
• Demonstrate pronunciation and provide visual aids for articulation.
• Engage students in activities with flashcards and minimal pairs.

Learners’ Activities

• Participate in listening exercises and identify the consonant sounds.
• Practice pronouncing words with both /f/ and /v/.
• Work in pairs to create sentences using words that contain the contrasting sounds.

Assessment: Evaluation Questions

1. Define contrasting consonants.
2. List examples of minimal pairs involving /f/ and /v/.
3. Explain how to produce the /v/ sound correctly.
4. Describe the difference between /f/ and /v/ sounds.
5. Provide examples of words containing the /f/ sound.
6. How do contrasting consonants affect pronunciation?
7. Give a sentence using the /v/ sound correctly.
8. What strategies can help with the pronunciation of /f/ and /v/?
9. Explain why understanding these sounds is important for effective communication.
10. What resources can aid in practicing contrasting consonants?

Conclusion

The teacher goes around to mark and provide feedback on the topic, ensuring students understand the contrasting consonants /f/ and /v/.