Contrasting Diphthong in Pairs Speech Work English Language Primary 5 Third Term Lesson Notes Week 4

PRY 5 ENGLISH THIRD TERM E-NOTE

Subject :English Grammar

Class :Primary 5

Term :Third Term

Week: 4

Class: Basic 5

Subject: English Studies

Topic:

Contrasting Diphthong in Pairs Speech Work English Language Primary 5 Third Term Lesson Notes Week 4

Previous Lesson :

•  Dictation / Spellings For the Week 3English Language Primary 5 Third Term Lesson Notes Week 3

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Learning Objectives:

By the end of this lesson, students should be able to:

1. Identify and differentiate between the diphthongs /au/ and /u/ in words.
2. Pronounce words containing the diphthongs /au/ and /u/ correctly.
3. Apply the knowledge of contrasting diphthongs in pairs to read and spell words accurately.
4. Demonstrate understanding by using the diphthongs /au/ and /u/ in spoken and written sentences.

Embedded Core Skills:

1. Phonics: Recognizing and producing the contrasting diphthongs /au/ and /u/.
2. Pronunciation: Developing accurate pronunciation of words containing diphthongs.
3. Reading: Decoding and blending words with /au/ and /u/ diphthongs.
4. Spelling: Segmenting and spelling words with /au/ and /u/ diphthongs.
5. Speaking: Using the diphthongs /au/ and /u/ in spoken sentences

Content

Contrasting Diphthong in Pairs Speech Work English Language Primary 5 Third Term Lesson Notes Week 4

Topic: Contrasting Diphthong in Pairs (/au/ and /u/) and (/i:/ and /u:/)

Lesson Notes: Week 4

Today, we will learn about contrasting diphthongs in pairs. We will focus on two pairs: /au/ and /u/, and /i:/ and /u:/.

Contrasting Diphthong Pair 1: /au/ and /u/

1. /au/ diphthong examples:
   • Now
   • How
2. /u/ diphthong examples:
   • No
   • Cow
3. Words to practice:
   • Now
   • No
   • How
   • Cow
4. Practice sentences:
   • How are you?
   • I know the answer.
   • The cow is brown.
   • Now is the time.

Contrasting Diphthong Pair 2: /i:/ and /u:/

1. /i:/ diphthong examples:
   • Boy
   • Toy
2. /u:/ diphthong examples:
   • Bone
   • Boil
3. Words to practice:
   • Boy
   • Bone
   • Boil
   • Toy
4. Practice sentences:
   • The boy is playing with his toy.
   • She boiled the eggs.
   • The dog chewed on a bone.

Speech Work:

1. Practice pronouncing the /au/ diphthong by saying “Now” and “How” aloud.
2. Practice pronouncing the /u/ diphthong by saying “No” and “Cow” aloud.
3. Practice pronouncing the /i:/ diphthong by saying “Boy” and “Toy” aloud.
4. Practice pronouncing the /u:/ diphthong by saying “Bone” and “Boil” aloud.

Remember, diphthongs are vowel sounds that glide from one sound to another within the same syllable. Pay attention to the mouth movements and the sounds you make while pronouncing these words.

Keep practicing these diphthongs to improve your English pronunciation and fluency. Great job, everyone!

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Evaluation

1. The __________ is black and white. a) cow b) now c) owl
2. I __________ the answer to the question. a) know b) no c) how
3. The __________ belongs to me. a) boy b) bone c) boil
4. She likes to play with her __________. a) toy b) cow c) own
5. __________ is the time to study. a) Cow b) Now c) Bone
6. The __________ hooted in the night. a) owl b) boy c) how
7. The dog chewed on a __________. a) toy b) boil c) no
8. The __________ is on the branch. a) own b) no c) cow
9. He poured hot water to __________ the eggs. a) boy b) bone c) boil
10. The little girl played with her __________. a) toy b) now c) how

Remember to choose the correct option that completes the word or sentence correctly. Good luck

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Lesson Presentation:

I. Warm-up Activity (5 minutes):

• Begin the lesson by asking the students to name some words that have the sound /au/ and /u/. Write their responses on the board.
• Encourage the students to pronounce the words they suggested.

II. Introduction to Contrasting Diphthongs (/au/ and /u/) (10 minutes):

• Explain to the students that diphthongs are vowel sounds that glide from one sound to another within the same syllable.
• Introduce the first pair of contrasting diphthongs: /au/ and /u/.
• Provide examples of words for each diphthong:
  • /au/ diphthong examples: Now, How.
  • /u/ diphthong examples: No, Cow.
• Pronounce the words clearly and ask the students to repeat after you.

III. Teacher’s Activities (15 minutes):

• Display a list of words containing the /au/ and /u/ diphthongs on the board.
• Pronounce each word and have the students repeat after you.
• Break down the words into individual sounds to help the students identify the diphthongs.
• Model the correct pronunciation of the diphthongs and emphasize the gliding movement from one sound to another.
• Provide opportunities for students to practice pronouncing the diphthongs individually and in words.
• Use gestures or visuals to reinforce the correct mouth position for each diphthong.
• Engage the students in choral repetition of words and sentences containing the diphthongs. [mediator_tech]

IV. Learners’ Activities (20 minutes):

• Distribute worksheets or handouts with exercises focusing on the diphthongs /au/ and /u/.
• Instruct the students to read the given words aloud and identify the diphthong sound in each word.
• Provide guidance and support as needed, ensuring students understand the concept of contrasting diphthongs.
• Encourage students to practice reading the words aloud, paying attention to the correct pronunciation of the diphthongs.
• Assign pairs or small groups of students to create sentences using the words with contrasting diphthongs.
• Monitor and provide feedback during the learners’ activities

V. Evaluation Questions (10 minutes):

• Ask the students the following evaluation questions:

1. What are the two contrasting diphthongs we learned today?
2. Can you give examples of words with the diphthong /au/?
3. Can you give examples of words with the diphthong /u/?
4. How does the diphthong /au/ differ from the diphthong /u/ in terms of pronunciation?
5. 5. Can you pronounce the word “now” using the correct diphthong sound?

6. Spell the word “cow” using the correct diphthong sound.
7. Create a sentence using the word “how” and the diphthong /au/.
8. Identify the diphthong in the word “bone.”
9. Pronounce the word “boil” using the correct diphthong sound.
10. Can you think of a word that contains both the diphthong /i:/ and the diphthong /u:/? [mediator_tech]

VI. Assessment (10 minutes):

• Conduct an individual or group assessment to gauge students’ understanding of the contrasting diphthongs.
• Provide a list of words containing the diphthongs /au/, /u/, /i:/, and /u:/ for the students to read and pronounce.
• Evaluate their accuracy in identifying and pronouncing the diphthongs correctly.
• Assess their ability to use the diphthongs in spoken sentences or by spelling words containing the diphthongs. [mediator_tech]

VII. Conclusion (5 minutes):

• Recap the key points covered in the lesson, emphasizing the differences between the contrasting diphthongs.
• Provide feedback to the students regarding their performance during the lesson.
• Encourage continued practice and reinforcement of the diphthongs in everyday language use.
• Answer any questions or address any concerns the students may have.

VIII. Homework:

• Assign exercises or worksheets that reinforce the concepts learned in class, such as reading and spelling words with the contrasting diphthongs.
• Encourage students to practice the correct pronunciation of the diphthongs at home.

Note: The duration of each section may vary depending on the pace of the class and the level of student engagement. [mediator_tech]