Speech Work: Aural Discrimination (Consonants) /v/and /f/ Primary 4 Second Term Week 6

Subject : English Grammar

Class : Primary 4

Term : Second Term

Week : Week 6

Topic :

Speech Work: Aural Discrimination (Consonants) /v/and /f/ Primary 4 Second Term Week 6

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

• distinguish between the
  two consonants in the
  words “very” and
  “ferry”:
• recognize the sounds in
  words:
• draw the contrast
  between sounds when
  they use the words;
• make simple correct
  sentences with the
  sounds and identify the
  sounds in a passage.
• identify and differentiate between the consonant sounds /v/ and /f/
• practice pronunciation of words with the /v/ and /f/ sounds
• develop listening skills by distinguishing between words with /v/ and /f/ sounds
• apply the knowledge of consonant sounds in reading and spelling

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
• Whiteboard or chart paper
• Markers or chalk
• Pictures and flashcards of words with /v/ and /f/ sounds
• Audio clips or videos with words containing /v/ and /f/ sounds

Content :

Speech Work: Aural Discrimination (Consonants) /v/and /f/ Primary 4 Second Term Week 6

The consonant sounds /v/ and /f/ are both labiodental fricatives, which means they are produced by placing the bottom lip against the upper teeth and forcing air through a narrow opening to create a friction-like sound.

The /v/ sound is voiced, which means that the vocal cords vibrate while producing the sound. To produce this sound, you need to position your bottom lip against your upper teeth and slightly open your mouth while engaging your vocal cords. Then, push air out of your lungs, through the narrow opening between your bottom lip and upper teeth, and make a buzzing sound with your vocal cords.

The /f/ sound, on the other hand, is voiceless, which means that the vocal cords do not vibrate while producing the sound. To produce this sound, you need to position your bottom lip against your upper teeth and slightly open your mouth. Then, push air out of your lungs, through the narrow opening between your bottom lip and upper teeth, and make a hissing sound without using your vocal cords.

In English, the /v/ sound is found in words like “voice,” “leave,” and “love,” while the /f/ sound is found in words like “fine,” “off,” and “coffee.”

Examples of words with the consonant sounds /v/ and /f/:

Circle the consonant sounds /v/ and /f/ in the following sentences 

1. Victor’s voice was very loud.
2. I love vanilla flavored ice cream.
3. The view from the top of the mountain was breathtaking.
4. Frank felt a bit feverish yesterday.
5. She gave him five very fine pens.
6. The volume on the TV was too low.
7. The driver of the van veered to avoid the pothole.
8. They ordered coffee and five pieces of fudge.
9. Vivian often volunteers at the local shelter.
10. The fog was so thick you could barely see in front of you.

Sentences that include words with the consonant sounds /v/ and /f/, with the consonant sounds bolded for clarity:

1. The farmer’s vineyard produces fine wine every year.
2. She was very fond of her velvet dress.
3. I’ve always loved the sound of violins.
4. Frank’s favorite food is grilled vegetables.
5. Vance’s van is very versatile and can hold a lot of cargo.
6. The diver saw a variety of colorful fish in the reef.
7. Fiona found five different shades of green paint.
8. The visitor was impressed by the view from the top of the tower.
9. Vicky’s efforts to help her friend were very admirable.
10. After the storm, the forest was full of fallen leaves and twigs.

Evaluation

1. Which of the following words contains the /v/ sound? a) Fine b) Dive c) Phone d) Off Answer: b) Dive
2. Which of the following words contains the /f/ sound? a) Leave b) Voice c) Seven d) Over Answer: a) Leave
3. Which sound is voiced? a) /f/ b) /v/ Answer: b) /v/
4. Which sound is voiceless? a) /f/ b) /v/ Answer: a) /f/
5. Which of the following words contains both the /v/ and /f/ sounds? a) Fever b) Vine c) Often d) Fine Answer: a) Fever
6. Which sound is made by placing the bottom lip against the upper teeth and forcing air through a narrow opening? a) /f/ b) /v/ Answer: both a) and b)
7. Which sound is made with the vocal cords vibrating? a) /f/ b) /v/ Answer: b) /v/
8. Which sound is found in the word “coffee”? a) /f/ b) /v/ Answer: a) /f/
9. Which sound is found in the word “voice”? a) /f/ b) /v/ Answer: b) /v/
10. Which of the following words does NOT contain either the /v/ or /f/ sound? a) Love b) Phone c) Fish d) Staff Answer: c) Fish

Lesson Presentation

Procedure:

1. Introduction (5 minutes)

• Begin by introducing the concept of consonant sounds /v/ and /f/
• Explain that these sounds are made by the movement of lips and teeth, and involve the use or non-use of vocal cords
• Show examples of words that contain /v/ and /f/ sounds, and have students repeat after you

2. Identification of sounds (10 minutes)

• Show pictures or flashcards of words with /v/ and /f/ sounds
• Ask students to identify the sound they hear in each word, and to repeat the word after you
• Repeat the process with different words until students are able to confidently differentiate between the /v/ and /f/ sounds

3. Pronunciation practice (15 minutes)

• Write words with the /v/ and /f/ sounds on the board, and have students repeat after you
• Use tongue twisters or other exercises to help students practice the sounds
• Encourage students to pay attention to the movement of their lips and teeth, and to practice until they can produce the sounds clearly

4. Listening exercise (10 minutes)

• Play an audio clip or video with words containing /v/ and /f/ sounds
• Ask students to listen carefully and write down the words they hear
• Check the answers as a class and discuss any words that were difficult to hear or differentiate

5. Application (10 minutes)

• Have students practice reading and spelling words with /v/ and /f/ sounds
• Encourage students to use the knowledge they have gained to read and spell other words with similar sounds

6. Conclusion (5 minutes)

• Review the main concepts of the lesson and ask if any students have questions
• Remind students to continue practicing their pronunciation and listening skills to improve their ability to differentiate between the /v/ and /f/ sounds.

Assessment:

• Observe students during the lesson to see if they are able to differentiate between /v/ and /f/ sounds
• Check written work for correct spelling of words with /v/ and /f/ sounds
• Give a quiz or worksheet to assess understanding of the concepts covered in the lesson.

Extensions:

• Provide students with additional exercises and resources to continue practicing the /v/ and /f/ sounds
• Encourage students to explore words in their own language that contain similar sounds to /v/ and /f/
• Use games or activities to make the lesson more interactive and engaging, such as phonics bingo or word matching games.

Weekly Assessment /Test

1. The consonant sound /v/ is ________, while the consonant sound /f/ is ________. Answer: voiced; voiceless
2. The consonant sound /v/ is produced by placing the ________ against the ________, while the consonant sound /f/ is produced by placing the ________ against the ________. Answer: bottom lip; upper teeth; bottom lip; upper teeth
3. The word “coffee” contains the consonant sound ________. Answer: /f/
4. The word “love” contains the consonant sound ________. Answer: /v/
5. The word “dive” contains the consonant sound ________. Answer: /v/
6. The word “fine” contains the consonant sound ________. Answer: /f/
7. The consonant sound /v/ is produced with the ________ cords vibrating, while the consonant sound /f/ is produced without the vocal cords vibrating. Answer: vocal
8. The word “volleyball” contains the consonant sound ________. Answer: /v/
9. The word “roof” contains the consonant sound ________. Answer: /f/
10. The consonant sound /v/ can be found in the word ________, while the consonant sound /f/ can be found in the word ________. Answer: “voice”; “fine”