Contrasting Consonant /f/ and /v/, /s/ and /z/ and Introduction to Direct speech

FIRST TERM 

LEARNING NOTES

CLASS: JSS 2 (BASIC 8)

SCHEME OF WORK WITH LESSON NOTES 

Subject: 

ENGLISH STUDIES 

Term:

FIRST TERM 

Week:

WEEK 7

Class:

JSS 2 (BASIC 8)

 

 

Instructional Materials:

• Wall charts
• Pictures
• Related Online Video
• Flash Cards

 

 

Methods of Teaching:

• Class Discussion
• Group Discussion
• Asking Questions
• Explanation
• Role Modelling
• Role Delegation

 

 

 

Reference Materials:

• Scheme of Work
• Online Information
• Textbooks
• Workbooks
• 9 Year Basic Education Curriculum
• Workbooks

 

Previous lesson: 

The pupils have previous knowledge of

   Types of Sentences (Functional) Questions, Statements, and Commands.

that was taught as a topic during the last lesson.

 

Content

TOPICS

Speech Work: Contrasting Consonant /f/ and /v/, /s/ and /z/

Structure: Direct Speech

Comprehension/Vocabulary Development: The Media- The Press. Reading for Summary: The Ojo Family-(B) (NOSCE. Pages 132-133)

Composition: Oral: Expository

Literature: Setting of the Text: Precious Little Darling

 

Learning Objectives 

By the end of the lesson, learners will be able to

• recognize contrasting sounds like Contrasting /f/ and /v/; /s/ and /z/
• give examples of words with Contrasting /f/ and /v/; /s/ and /z/
• pronounce words with Contrasting /f/ and /v/; /s/ and /z/

 

ASPECT: Speech work

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:

	Initial	Final
	fun	loaf
	fry	grief
	phase	laugh
	flow	staff
	fly	wolf
	fought	lift
	fast	gift
	float	gulf
	flag	cough
	freeze	self

/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:

	Initial	Final
	vane	naive
	vast	weave
	velar	starve
	voice	lever
	verse	serve
	vane	save
	verb	have
	veal	leave
	vat	give

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

/f/	/v/		/f/	/v/
fine	vine		serf	serve
fast	vast		safe	save
fan	van		staff	starve
few	view		belief	believe

/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.

	/s/	/z/
	sue	zoo
	sip	zip
	seal	zeal
	bus	buzz
	price	prize
	cease	sieze
	course	cause
	house	houses
	lice	lies
	ice	eyes

EVALUATION

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

 

 

 

ASPECT: Structure

TOPIC: Direct Speech

In this study note we review the grammar rules for using direct speech in writing and we look at how you should punctuate and format direct speech.

Direct speech gives the actual words that the speaker used. It is common in novels and other writing where the actual words of a speaker are quoted.

Direct speech is a sentence in which the exact words spoken by the first or original speaker are reproduced in speech marks (also known as quotation marks or inverted commas).

There are two ways of presenting what someone says in your essay or report, that is, by using direct speech (the person’s exact words written between quotation marks) and reported speech (a summary of what was said).

Let’s begin by looking at how to use direct speech.

As you probably know, when you are writing direct speech you need to use quotation marks (single or double) on either side of what the speaker says.

As we have already mentioned, when we write down what someone has said, we can either use direct speech or reported speech.

We can also use reported speech to express personal opinions.

We can also use reported speech when we want a more formal style than direct speech offers.

Use this note to improve your Direct Speech skills

Here are the examples of sentences in Direct speech

1. Monica said, ‘There is nothing we can do about it.’
2. The reporting verb may come before the words that were actually spoken, or after them, or at a natural pause inside the reported sentence.
3. Monica said, ‘There is nothing we can do about it.’
4. ‘There is nothing we can do about it,’ Monica said.
5. ‘It’s no good,’ Monica said, ‘we’ll just have to ask for help.’
6. Emily says, “I am very ill and indisposed.”
7. I will eat popcorn”, Victoria said.
8. “What is your age?” he asked me.
9. “How old is your father?”, he asked.
10. The teacher said to the boy, “Where do you live?”

EVALUATION

1. Explain direct speech
2. Write out ten direct speeches and insert the quotation marks in the right place.

 

ASPECT:READING COMPREHENSION/VOCABULARY DEVELOPMENT

TOPIC: The Ojo Family (Passage B)/The Media

While you are reading each paragraph, think hard all the time: ‘Which is the key word, phrase or sentence in this paragraph…

EVALUATION: Comprehension Questions

 

ASPECT: COMPOSITION

TOPIC: Oral Expository Essay: “The Campaign”

The teacher should discuss this orally with the students. He should allow them to be the ones doing the reasoning and just being a guide.

EVALUATION

The evaluation should be based on the level of reasoning of the students on topic at hand.

 

ASPECT: Literature:

TOPIC: Reading of literature texts recommended.