Speech Work Contrasting Diphthong in Pairs /ai/ and, Contrasting monophthongs and diphthongs /e/ and /ei/, /a:/ and /ai/English Language Primary 5 Third Term Lesson Notes Week 5
PRY 5 ENGLISH THIRD TERM E-NOTE
Subject :English Grammar
Class :Primary 5
Term :Third Term
Week: 5
Class: Basic 5
Subject: English
Topic:
Speech Work Contrasting Diphthong in Pairs /ai/ and, Contrasting monophthong and diphthong /e/ and /ei/, /a:/ and /ai/English Language Primary 5 Third Term Lesson Notes Week 5
Previous Lesson :
Learning Objectives:
- Recognize and differentiate between the sounds /ai/ and /au/ in words.
- Pronounce words containing the /ai/ and /au/ sounds accurately.
- Apply the /ai/ and /au/ sounds in reading and spelling activities.
Embedded Core Skills:
- Phonemic awareness: Identifying and distinguishing the /ai/ and /au/ sounds.
- Pronunciation: Producing the /ai/ and /au/ sounds correctly.
- Vocabulary: Expanding word recognition and understanding through examples.
Materials:
- Whiteboard or blackboard
- Markers or chalk
- Chart paper or flashcards with example words
- Individual whiteboards or paper for students
- Assessment sheets or worksheets
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Content
Speech Work Contrasting Diphthong in Pairs /ai/ and, Contrasting monophthong and diphthong /e/ and /ei/, /a:/ and /ai/English Language Primary 5 Third Term Lesson Notes Week 5
List of 10 words to help primary 5 students recognize and pronounce the sounds /ai/ and /au/:
/ai/ sound examples:
- Rain
- Train
- Pain
- Gain
- Sail
- Tail
- Wait
- Paint
- Brain
/au/ sound examples:
- Pause
- Cause
- Haunt
- Launch
- Fault
- Pause
- Sauce
- Author
- Caught
- Autumn
In the classroom, I would recommend practicing these words with the students, emphasizing the /ai/ and /au/ sounds. It can be helpful to encourage students to repeat the words after you, paying attention to the specific sounds they make. You can also provide additional examples using these sounds to reinforce their understanding and pronunciation
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/ai/ sound: The /ai/ sound is a diphthong, which means it’s a combination of two vowel sounds (/a/ and /i/). It is commonly found in words like “rain,” “train,” and “sail.” When pronouncing the /ai/ sound, the mouth starts in an open position (/a/) and gradually closes to an /i/ sound. It can be described as a long, stretched-out sound.
Example sentence: “I saw a rainbow after the rain.”
In this sentence, the word “rainbow” contains the /ai/ sound. Encourage students to pronounce it by starting with an open /a/ sound and transitioning smoothly to an /i/ sound.
/au/ sound: The /au/ sound is also a diphthong, formed by blending the /a/ and /u/ sounds. Words like “pause,” “cause,” and “author” contain the /au/ sound. When pronouncing the /au/ sound, the mouth starts in an open position (/a/) and then rounds the lips into a /u/ sound. It can be described as a rounded, gliding sound.
Example sentence: “We took a pause during the performance.”
In this sentence, the word “pause” contains the /au/ sound. Encourage students to pronounce it by starting with an open /a/ sound and rounding their lips into a /u/ sound.
Highlighting the contrast between these two sounds is important for students to develop their phonetic awareness and accurate pronunciation. Providing ample practice and examples will help them differentiate between the /ai/ and /au/ sounds in various words and sentences.
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Evaluation
- The __________ came pouring down from the dark clouds. (A) rain (B) ran (C) run __________
- I need to __________ this letter to my grandmother. (A) mail (B) mile (C) male __________
- The __________ of the fox fascinated the children. (A) tail (B) tale (C) tell __________
- She saw a __________ on her trip to the beach. (A) sail (B) sale (C) seal __________
- The __________ of the team captain impressed everyone. (A) fault (B) fought (C) thought __________
- My friend has a pet __________ in his garden. (A) mouse (B) moose (C) mousse __________
- We had a great __________ during the school assembly. (A) pause (B) paws (C) pores __________
- The __________ caught the attention of the audience. (A) caught (B) cot (C) court __________
- Our teacher assigned us a __________ to complete by tomorrow. (A) task (B) tusk (C) tacks __________
- They went on a __________ to raise awareness for charity. (A) cause (B) caws (C) course __________
Present these options (A, B, or C) at the end of each sentence and ask your Primary 5 students to fill in the blanks with the correct option. This format encourages them to carefully consider and choose the appropriate word that contains the /ai/ and /au/ sounds in each sentence
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Lesson Plan: Recognition and Pronunciation of the Sounds /ai/ and /au/
Grade Level: Lagos State Primary 5 Subject: English Phonics
Teacher’s Activities:
Introduction (5 minutes):
- Greet the students and create a positive learning environment.
- Recap previous lessons on phonics to provide context.
- Explain the focus of the lesson: recognition and pronunciation of the sounds /ai/ and /au/.
Teacher’s Activities:
Introduction (5 minutes):
- Greet the students and create a positive learning environment.
- Recap previous lessons on phonics to provide context.
- Explain the focus of the lesson: recognition and pronunciation of the sounds /ai/ and /au/.
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Lesson Development (30 minutes):
Step 1: Introduce the Sounds (5 minutes):
- Write the sounds /ai/ and /au/ on the board.
- Explain that /ai/ is a combination of the vowel sounds /a/ and /i/, while /au/ combines /a/ and /u/.
- Pronounce and demonstrate the sounds clearly.
- Ask students to repeat after you to practice the pronunciation.
Step 2: Examples and Practice (15 minutes):
- Display chart paper or flashcards with words containing the /ai/ and /au/ sounds.
- Read each word aloud, emphasizing the target sound.
- Have students repeat the words after you, paying attention to the /ai/ and /au/ sounds.
- Encourage students to identify and discuss the sounds they hear in each word.
- Provide additional examples and practice words for reinforcement.
- Conduct interactive activities, such as a word hunt or word-building exercise, where students create words with /ai/ and /au/ sounds.
Step 3: Individual Practice (10 minutes):
- Distribute individual whiteboards or paper to students.
- Call out words orally, and students write the words they hear containing the /ai/ or /au/ sounds.
- Monitor and provide support as needed.
- Allow students to share their answers with the class, correcting any misconceptions
Assessment (5 minutes):
- Distribute assessment sheets or worksheets with ten questions.
- Students individually complete the questions by filling in the blanks with appropriate words containing the /ai/ or /au/ sounds.
- Collect the assessments for evaluation.
Evaluation Questions:
- She couldn’t __________ the pain in her leg after falling. (Answer: bear)
- The __________ is responsible for creating a story or book. (Answer: author)
- We had a great __________ during the school assembly. (Answer: pause)
- The __________ came pouring down from the dark clouds. (Answer: rain)
- I need to __________ this letter to my grandmother. (Answer: mail)
- The __________ of the team captain impressed everyone. (Answer: thought)
- My friend has a pet __________ in his garden. (Answer: mouse)
- The __________ caught the attention of the audience. (Answer: court)
- Our teacher assigned us a __________ to complete by tomorrow. (Answer: task)
- They went on a __________ to raise awareness for charity. (Answer: cause)
Conclusion (5 minutes):
- Recap the main points of the lesson, emphasizing the recognition and pronunciation of the /ai/ and /au/ sounds.
- Review some of the example words to reinforce students’ understanding.
- Encourage students to continue practicing the /ai/ and /au/ sounds in their reading and spelling activities.
- Address any questions or concerns students may have.
- Provide positive feedback and praise for students’ participation and progress.
Homework (optional): Assign students to create a list of five words that contain the /ai/ or /au/ sounds. They can write sentences using these words and practice reading them aloud.
Note: Adapt the lesson plan and its duration based on the specific needs and pace of your class. Ensure to provide additional support and reinforcement if required.
Remember to engage students actively, incorporate interactive activities, and assess their understanding through ongoing observation and the assessment sheet. This lesson aims to develop students’ phonemic awareness, pronunciation skills, and vocabulary expansion related to the /ai/ and /au/ sounds
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