HomePrimary 4English GrammarAural Discrimination /a: / and /ɔ:/ Primary 4 (Basic 4) Term 2 Week 4 English Speech

Aural Discrimination /a: / and /ɔ:/ Primary 4 (Basic 4) Term 2 Week 4 English Speech

Subject : English Grammar

Class : Primary 4

Term : Second Term

Week : Week 4

Topic :

Aural Discrimination /a: / and /ɔ:/ Primary
4 (Basic 4) Term 2 Week 4 English Speech

 

Learning Objectives : By the end of the lesson, pupils should be able to

  • distinguish between the sounds /a: / in Chop and sound /ɔ:/ in bird, /a/ in bag and
    /a:/ in shop.
  • recognize the sounds in words.
  • draw the contrast between sounds when they use the words
  • make simple sentences to bring out their meaning

 

 

 

 

Learning Activities :

  • Pupils, as a class distinguish between the two sounds by giving examples
  • Pupils in small group, list words the sound can be articulated
  • Pupils in pairs, draw several examples of contrast of the two sounds
  • Pupils, as individuals, identify the two sounds in a short passage.
  • Pupils, as a class,
    pronounce and recognize
    the sounds in words and
    sentences.
  • Pupils, in small groups,
    distinguish between the two
    sounds.
  • Pupils, think and draw a
    contrast between the
    sounds when used in
    words.
  • Each pupil makes correct
    sentences and identifies the
    sounds and their meanings

 

Embedded Core Skills :

  • Communication and Collaboration
  • Creativity and Imagination
  • Critical thinking and problem solving

 

Materials:

  • Charts on Diphthongs
  • Video clips of the sound pronounced
  • Audio of both sounds
  • Chart of pronouncing dictionary

 

 

 

Content :

Aural Discrimination /a: / and /ɔ:/

Aural discrimination is the ability to distinguish between different sounds, particularly those that are similar. In the case of /a:/ and /ɔ:/, these are two vowel sounds that are commonly found in English words.

The sound /a:/ is a long vowel sound that is pronounced with the mouth open wide and the tongue pressed down low. Examples of words with this sound include “car,” “start,” and “part.”

On the other hand, the sound /ɔ:/ is also a long vowel sound, but it is pronounced with the mouth slightly rounded and the tongue positioned in the back of the mouth. Examples of words with this sound include “more,” “bore,” and “door.”

To practice aural discrimination between these two sounds, you could try the following exercises:

  1. Pronunciation drills: Have your students practice pronouncing words with /a:/ and /ɔ:/ in isolation, as well as in sentences. You can start with simple words and gradually increase the difficulty level. For example, “far” and “for,” “hard” and “horde,” “start” and “storm,” etc.
  2. Minimal pair exercises: Minimal pairs are pairs of words that differ by only one sound, such as “cot” and “caught.” Create a list of minimal pairs that contain /a:/ and /ɔ:/, and have your students identify which sound they hear in each word.
  3. Listening exercises: Play audio recordings of words that contain /a:/ and /ɔ:/, and have your students identify which sound they hear. You can also play recordings of sentences that contain both sounds and have your students identify which sound they hear in each word.

By practicing aural discrimination between these two sounds, your students will become more confident in their ability to distinguish between similar sounds in English, which will improve their overall English speech and communication skills.

Aural Discrimination of Diphthongs

Examples in sentences 

/a:/ sound:

  1. The car went far down the road.
  2. Mark had a hard time starting the car this morning.
  3. The party started when the music began.

/ɔ:/ sound:

  1. The dog barked at the door.
  2. The store had more apples than I expected.
  3. George got bored waiting for his friends.
The contrast between sounds when they use the words in tabular form 
Sound /a:/ /ɔ:/
Example Car, start, far More, door, bore

To draw the contrast between the sounds, you can use the International Phonetic Alphabet (IPA) symbols. The IPA symbol for the /a:/ sound is /ɑː/, and the symbol for the /ɔ:/ sound is /ɔː/. Here are some examples of how the words would be written using IPA symbols:

  • Car: /kɑː/
  • Start: /stɑːt/
  • Far: /fɑːr/
  • More: /mɔːr/
  • Door: /dɔːr/
  • Bore: /bɔːr/

When you look at the IPA symbols for each sound, you can see that they differ in terms of the position of the tongue and the shape of the mouth. The /a:/ sound is pronounced with the tongue pressed down low and the mouth open wide, while the /ɔ:/ sound is pronounced with the tongue positioned further back and the mouth slightly rounded.

Building stronger visual discrimination skills

Evaluation

  1. Which sound is used in the word “hard”? a) /a:/ b) /ɔ:/ c) both
  2. Which sound is used in the word “more”? a) /a:/ b) /ɔ:/ c) both
  3. Which sound is used in the word “barn”? a) /a:/ b) /ɔ:/ c) both
  4. Which sound is used in the word “horn”? a) /a:/ b) /ɔ:/ c) both
  5. Which sound is used in the word “start”? a) /a:/ b) /ɔ:/ c) both
  6. Which sound is used in the word “door”? a) /a:/ b) /ɔ:/ c) both
  7. Which sound is used in the word “bored”? a) /a:/ b) /ɔ:/ c) both
  8. Which sound is used in the word “cart”? a) /a:/ b) /ɔ:/ c) both
  9. Which sound is used in the word “moreover”? a) /a:/ b) /ɔ:/ c) both
  10. Which sound is used in the word “carpenter”? a) /a:/ b) /ɔ:/ c) both

Answers:

  1. a) /a:/
  2. b) /ɔ:/
  3. a) /a:/
  4. b) /ɔ:/
  5. a) /a:/
  6. b) /ɔ:/
  7. b) /ɔ:/
  8. a) /a:/
  9. b) /ɔ:/
  10. a) /a:/

Lesson Presentation

Procedure:

Previous Lesson

The teacher revises the previous lesson which was Aural Discrimination the /iə/ sound and the /ɛð/ sound

Introduction (5 minutes)

  • Greet the students and introduce the topic of aural discrimination between the /a:/ and /ɔ:/ sounds.
  • Explain why it is important to be able to distinguish between similar sounds in English.

Vowel Sounds Explanation (10 minutes)

  • Using the whiteboard, explain the difference between the /a:/ and /ɔ:/ sounds.
  • Model the sounds and provide examples of words that contain each sound.
  • Encourage students to practice saying the sounds.

Minimal Pair Exercise (20 minutes)

  • Distribute the handouts containing minimal pairs of words that differ by only one sound.
  • Explain the instructions for the exercise, which is to identify which sound is heard in each word.
  • Play the audio recordings of the words, and have the students circle the correct sound on their handouts.
  • Review the answers as a class.

Pronunciation Drills (20 minutes)

  • Distribute the handouts containing words and sentences with /a:/ and /ɔ:/ sounds.
  • Instruct the students to practice pronouncing the words and sentences in isolation and in context.
  • Provide feedback and correction as necessary.

Listening Exercise (5 minutes)

  • Play an audio recording of a sentence that contains both /a:/ and /ɔ:/ sounds.
  • Ask the students to identify which sound is heard in each word.
  • Review the answers as a class.

Conclusion (5 minutes)

  • Summarize the lesson and review the difference between the /a:/ and /ɔ:/ sounds.
  • Emphasize the importance of aural discrimination in English speech and communication.
  • Encourage the students to continue practicing their aural discrimination skills.

Assessment:

  • Observe the students’ participation in the minimal pair exercise and pronunciation drills.
  • Assess the students’ ability to distinguish between /a:/ and /ɔ:/ sounds in the listening exercise.
  • Evaluate the students’ progress in aural discrimination through formative assessment.

Weekly Assessment /Test

  1. The ___ sound is used in the word “car.”
  2. The ___ sound is used in the word “more.”
  3. The ___ sound is used in the word “barn.”
  4. The ___ sound is used in the word “horn.”
  5. The ___ sound is used in the word “start.”
  6. The ___ sound is used in the word “door.”
  7. The ___ sound is used in the word “bored.”
  8. The ___ sound is used in the word “cart.”
  9. The ___ sound is used in the word “moreover.”
  10. The ___ sound is used in the word “carpenter.”

Answers:

  1. /a:/
  2. /ɔ:/
  3. /a:/
  4. /ɔ:/
  5. /a:/
  6. /ɔ:/
  7. /ɔ:/
  8. /a:/
  9. /ɔ:/
  10. /a:/

JSS 1 SECOND TERM EXAMINATION

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