Sounds /f/ and /v/ Primary 3 Second Term Lesson Note English Studies Week 3

Class 3 Scheme Of Work Second Term English

Primary 3 Second Term Lesson Note English Studies

Scheme Of Work

Second Term

Class 3 /Primary 3/Basic 3

English Grammar

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Week 3

Topic : Sounds /f/ and /v/

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

• Pronounce the
  sounds;
• Compare the
  sounds;
• Identify the
  sounds in
  words
• Use the
  sounds for
  dialogue

Learning Activities 

• Pupils, as a class,
  repeat the sounds
  as they are
  pronounced on
  audio player,
• Pupils, in small
  groups, compare
  the two sounds
  pronunciation
• Pupils, in pairs,
  identify the sounds
  in the given words
• Pupils, in pairs,use the sounds in dialogues

Embedded Core Skills

• Collaboration and Communication
• Critical thinking and problem solving

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Learning Resources

• Charts
• Pictures
• Audio player

Content

Sounds /f/ and /v/

The /f/ sound is made by putting your top front teeth on your bottom lip and blowing air out through your mouth. It’s a bit like when you blow out a candle on a birthday cake! Here are some examples of words that start with the /f/ sound:

• fish
• frog
• flower
• fire
• fan

Can you hear the /f/ sound at the beginning of each of these words?

The /v/ sound is a bit different. You still put your top front teeth on your bottom lip, but this time you don’t blow air out. Instead, you let your voice make a buzzing sound as you say the word. Here are some examples of words that start with the /v/ sound:

• vase
• violin
• volcano
• vegetable
• voice

Can you hear the buzzing sound at the beginning of each of these words?

So, the /f/ sound is made by blowing air out through your mouth, and the /v/ sound is made by letting your voice make a buzzing sound. Keep practicing and listening for these sounds in words, and you’ll get the hang of them in no time!

Comparison of the sounds /f/ and /v/ so that grade 3 pupils can understand the differences between them.

The first thing to notice is that both sounds are made by putting your top front teeth on your bottom lip. However, the way you use your voice is what makes the difference between the two sounds.

The /f/ sound is made without using your voice. You just blow air out through your mouth. It’s a bit like when you blow out a candle on a birthday cake. Here’s an example word with the /f/ sound:

• fan

The /v/ sound, on the other hand, is made by using your voice to make a buzzing sound. You still put your top front teeth on your bottom lip, but this time you don’t blow air out. Instead, you let your voice make the sound. Here’s an example word with the /v/ sound:

• vase

The main difference between the /f/ and /v/ sounds is that the /f/ sound is made without using your voice, while the /v/ sound is made by using your voice to make a buzzing sound. Keep practicing and listening for these sounds in words, and you’ll become an expert in no time!

Some examples of how to use the sounds /f/ and /v/ in sentences as dialogue for grade 3 pupils:

1. “I can see a beautiful flower,” said Emily. “Oh, let me see!” replied her friend Vivian.
2. “I’m so full from all the food,” said Felix. “Me too,” agreed his friend Vincent.
3. “The frog jumped into the pond,” said Fiona. “That’s so cool,” said her brother Victor.
4. “The fire is getting bigger,” said Fred. “We need to call the fire department!” exclaimed his sister Vanessa.
5. “I love playing the violin,” said Felicity. “Wow, you’re really good,” said her friend Veronica.

In each of these sentences, we can see how the /f/ and /v/ sounds are used in the dialogue between the characters. Encourage grade 3 pupils to come up with their own sentences using these sounds in conversation between characters, to help reinforce their understanding of the sounds and how to use them in context.

Evaluation

1. Which sound is made by blowing air out through your mouth? A) /f/ sound B) /v/ sound C) both
2. Which sound is made by letting your voice make a buzzing sound? A) /f/ sound B) /v/ sound C) neither
3. Which word starts with the /f/ sound? A) vase B) frog C) violin
4. Which word starts with the /v/ sound? A) fan B) volcano C) flower
5. Which sound do you use your voice to make? A) /f/ sound B) /v/ sound C) both
6. Which sound do you not use your voice to make? A) /f/ sound B) /v/ sound C) neither
7. Which word has the /f/ sound in the middle? A) fire B) frog C) fan
8. Which word has the /v/ sound in the middle? A) vase B) violin C) voice
9. Which word has both the /f/ and /v/ sounds in it? A) favorite B) fast C) flower
10. Which word has neither the /f/ nor the /v/ sound in it? A) vegetable B) volcano C) fish

Lesson Presentation

The lesson is presented step by step

Step 1

• Revise the previous topic

Step 2

Introduction (5 minutes):

• Ask the students if they know any words that start with the /f/ sound.
• List the words on the whiteboard as the students suggest them.
• Do the same for words that start with the /v/ sound.
• Explain that today we will be learning more about these two sounds and how to use them in words and sentences.

Lesson (20 minutes):

• Introduce the /f/ and /v/ sounds, explaining how they are made with the mouth and voice.
• Show flashcards with words containing /f/ and /v/ sounds and have the students identify which sound is in the word.
• Have the students practice saying the sounds, both alone and in words.
• Provide examples of words containing both sounds and ask the students to identify which sound they hear.
• Have the students practice saying sentences containing /f/ and /v/ sounds.

Step 3

Application (15 minutes):

• Provide a Workbook with sentences containing /f/ and /v/ sounds.
• Have the students read the sentences and underline the words containing the sounds.
• In groups, have the students create their own sentences containing /f/ and /v/ sounds.
• Review the sentences as a class and have the students practice saying them aloud.

Assessment (10 minutes):

• Distribute a multi-choice quiz worksheet with questions about the /f/ and /v/ sounds.
• Review the quiz as a class, discussing the correct answers and any areas that need further clarification.

Evaluation

1. The /f/ sound is made by blowing ______ out through your mouth. Answer: air
2. The /v/ sound is made by using your voice to make a ______ sound. Answer: buzzing
3. The word “flower” starts with the ______ sound. Answer: /f/
4. The word “vase” starts with the ______ sound. Answer: /v/
5. To make the /v/ sound, you put your top front teeth on your bottom lip and let your ______ make a sound. Answer: voice
6. To make the /f/ sound, you put your top front teeth on your bottom lip and blow ______ out through your mouth. Answer: air
7. The word “fire” has the /f/ sound in the ______. Answer: beginning
8. The word “voice” has the /v/ sound in the ______. Answer: beginning
9. The word “favorite” has both the /f/ and /v/ sounds in it. The /f/ sound is in the ______, and the /v/ sound is in the beginning. Answer: middle
10. The word “vegetable” does not have the /f/ or the /v/ sound in it. It has the ______ sound in the beginning. Answer: /v/ (pronounced as a “w” sound)

Conclusion (5 minutes):

• Recap the main points of the lesson, emphasizing the importance of being able to identify and use the /f/ and /v/ sounds in words and sentences.
• Encourage the students to practice using these sounds in their everyday speech.