Speech Work: Aural Discrimination /tʃ/ and /s/ Primary 4 Second Term Week 5

Subject : English Grammar

Class : Primary 4

Term : Second Term

Week : Week 5

Topic :

Speech Work: Aural Discrimination (/tʃ/) and (/s/) Primary 4 Second Term Week 5 

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

• distinguish between the two pairs of words
• 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:

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

Content :

Aural Discrimination in the pronunciation of words like “check” and “soup”

The ability to discriminate between different sounds in spoken language is known as aural discrimination, and it plays an important role in understanding spoken communication.

In the case of the words “check” and “soup,” the key difference in pronunciation lies in the initial consonant sound. “Check” begins with the sound /tʃ/, which is a voiceless palato-alveolar affricate, while “soup” begins with the sound /s/, which is a voiceless alveolar sibilant.

To discriminate between these sounds, you need to be able to identify and distinguish the specific phonetic properties that differentiate them. In this case, the sound of /tʃ/ has a more “explosive” quality, produced by a stop followed by a fricative sound, while the sound of /s/ is produced by a continuous flow of air through a narrow opening in the mouth.

One way to practice aural discrimination is to listen to pairs of words that differ by a single sound, such as “check” and “shek,” or “soup” and “supe,” and to focus on hearing the subtle differences in pronunciation between them. With practice, your ability to discriminate between these sounds will improve, which can lead to greater clarity and understanding in your listening and communication skills.

Words that begin with the phonetic symbol for “check” (/tʃ/) and the one for “soup” (/s/) in a tabular form:

These pairs of words are similar in pronunciation except for the initial consonant sound, making them useful for practicing aural discrimination.

Evaluation

1. Which phonetic symbol represents the initial sound in the word “check”? a) /tʃ/ b) /s/ c) /k/
2. Which phonetic symbol represents the initial sound in the word “soup”? a) /tʃ/ b) /s/ c) /p/
3. Which of the following words begins with the same initial sound as “check”? a) Wash b) Cheese c) Spoon
4. Which of the following words begins with the same initial sound as “soup”? a) Chat b) Chain c) Safe
5. What is the primary difference between the initial sound in “check” and “soup”? a) Voicing b) Place of articulation c) Manner of articulation
6. Which of the following pairs of words differs by only one sound? a) Chair and share b) Cheese and please c) Check and chick
7. Which of the following pairs of words differs by only one sound? a) Soup and ship b) South and souse c) Safe and save
8. Which of the following sounds is the initial sound in the word “church”? a) /tʃ/ b) /ʃ/ c) /k/
9. Which of the following sounds is the initial sound in the word “settle”? a) /s/ b) /t/ c) /d/
10. Which of the following words begins with a voiceless alveolar sibilant? a) Chat b) Ship c) Sock

Lesson Presentation

Lesson Plan Presentation: Aural Discrimination in Pronunciation

Revision : Revise the last topic with the pupils which was Aural Discrimination /a: / and /ɔ:/ Primary 4 (Basic 4) Term 2 Week 4 English Speech

I. Introduction A. Greetings and Warm-up B. Brief explanation of the topic of aural discrimination in pronunciation

II. Key Concepts A. Definition of aural discrimination and its importance in spoken communication B. The phonetic symbols for the sounds represented by “check” and “soup” C. Practice distinguishing between these sounds using pairs of words that differ by a single sound

III. Main Content A. Overview of the different phonetic properties that differentiate the sounds in “check” and “soup” B. Practice exercises to improve aural discrimination skills C. Tips for improving aural discrimination in daily life

IV. Practice and Assessment A. Pairs of words that differ by a single sound B. Listening exercises to identify the sounds in spoken words C. Assessment to measure improvement in aural discrimination skills

V. Conclusion A. Summary of key points covered in the lesson B. Final thoughts and encouragement for continued practice

VI. Resources and References A. List of recommended resources for further study and practice B. References for any sources used in the lesson

VII. Evaluation A. Feedback from students on the effectiveness of the lesson B. Reflection on the overall success of the lesson and opportunities for improvement

Weekly Assessment /Test 

1. The initial sound in the word “check” is represented by the phonetic symbol _______.
2. The initial sound in the word “soup” is represented by the phonetic symbol _______.
3. The word “cheese” begins with the same initial sound as “_______”.
4. The word “south” begins with the same initial sound as “_______”.
5. Aural discrimination is the ability to distinguish between different _______ in spoken language.
6. To discriminate between the sounds in “check” and “shek,” you need to focus on the difference in the _______ sound.
7. The sound of /tʃ/ has a more “explosive” quality than the sound of /s/, which is produced by a continuous flow of air through a narrow _______ in the mouth.
8. Practicing with pairs of words that differ by a single sound, such as “_______” and “sheep,” can improve aural discrimination skills.
9. The word “church” begins with the sound represented by the phonetic symbol _______.
10. The word “settle” begins with the sound represented by the phonetic symbol _______.