Speech Work – Minimal Pairs Vowel Sounds /e/ and /i:/ English Grammar Primary 5 First Term Lesson Notes Week 5 

Lesson Title: Speech Work – Minimal Pairs Vowel Sounds /e/ and /i:/

Grade: Primary 5

Term: First Term

Week: 5

Duration: 45 minutes

Learning Objectives:

1. Understand the difference between the vowel sounds /e/ and /i:/.
2. Recognize and pronounce words with these vowel sounds correctly.
3. Improve overall English pronunciation and communication skills.

Embedded Core Skills:

• Phonemic awareness
• Listening and speaking
• Pronunciation

Learning Materials:

• Whiteboard and markers
• Minimal pair word cards
• Audio recordings of words with /e/ and /i:/ sounds
• Example sentences

Content:

Sure thing! 🎓 Today, we’re talking about vowel sounds /e/ and /i:/. 🗣️

• Vowel sound /e/ sounds like in the word “bed.” 🛏️
• Vowel sound /i:/ sounds like in the word “bead.” 📿

Let’s practice some words:

1. /e/ sound:
   • Bed 🛏️
   • Red 🟥
   • Get ✅
   • Ten 🔟
2. /i:/ sound:
   • Bead 📿
   • Seed 🌱
   • Need 🆘
   • Deep 🌊

Remember, /e/ is a bit more open, like when you say “bed,” and /i:/ is a bit more stretched, like when you say “bead.” Keep practicing to get them just right! 🗣️👍

Feel free to practice these words to improve your pronunciation! 🗣️📚

Vowel Sound /e/:

1. I sleep in a comfortable bed.
2. The red apple was juicy and sweet.
3. Can you set the table for dinner?
4. She needs a new book to read.
5. After the rain, there was a deep puddle.
6. The cat fed her kittens in the morning.
7. Please put the pen on the desk.
8. Let’s play in the park tomorrow.
9. He offered to help with the heavy bags.
10. I shed a tear when I watched the sad movie.

Vowel Sound /i:/:

1. She wore a beautiful bead necklace.
2. Plant the tiny seeds in the garden.
3. The teacher said we need to read more.
4. The well was very deep, almost endless.
5. He fed the fish in the aquarium.
6. Write with this pen; it has blue ink.
7. Let’s meet on the busy street corner.
8. He gave a brief explanation of the topic.
9. The grass in the garden is so green.
10. She had a dream to keep as a secret

Evaluation

1. The vowel sound /e/ is like in the word “___d.”
a) bed
b) red
c) sit
d) bat

2. The vowel sound /i:/ is like in the word “___d.”
a) bead
b) bed
c) bag
d) big

3. The word “need” has the vowel sound ___.
a) /i:/ like in “bead”
b) /e/ like in “bed”
c) /a/ like in “cat”
d) /o/ like in “dog”

4. “Let’s play in the park” – What vowel sound is in the word “let’s”?
a) /i:/ like in “bead”
b) /e/ like in “bed”
c) /a/ like in “cat”
d) /o/ like in “dog”

5. What is the vowel sound in the word “set”?
a) /e/ like in “bed”
b) /i:/ like in “bead”
c) /a/ like in “cat”
d) /o/ like in “dog”

6. “He fed the ____ in the aquarium.”
a) bed
b) fish
c) red
d) big

7. The word “green” has the vowel sound ___.
a) /i:/ like in “bead”
b) /e/ like in “bed”
c) /a/ like in “cat”
d) /o/ like in “dog”

8. “She wore a beautiful ____ necklace.”
a) bead
b) bed
c) set
d) pen

9. The vowel sound in “shed” is ___.
a) /e/ like in “bed”
b) /i:/ like in “bead”
c) /a/ like in “cat”
d) /o/ like in “dog”

10. What is the vowel sound in the word “pen”?
a) /e/ like in “bed”
b) /i:/ like in “bead”
c) /a/ like in “cat”
d) /o/ like in “dog”

11. “She needs a new ____ to read.”
a) bed
b) cat
c) book
d) green

12. “The red ____ was juicy and sweet.”
a) bed
b) cat
c) apple
d) big

13. What vowel sound is in the word “deep”?
a) /e/ like in “bed”
b) /i:/ like in “bead”
c) /a/ like in “cat”
d) /o/ like in “dog”

14. “Let’s meet on the busy ____ corner.”
a) bed
b) set
c) street
d) pen

15. The word “brief” has the vowel sound ___.
a) /i:/ like in “bead”
b) /e/ like in “bed”
c) /a/ like in “cat”
d) /o/ like in “dog”

Presentation:

1. Start by discussing the importance of clear pronunciation in effective communication.
2. Introduce the vowel sounds /e/ and /i:/ and explain that they sound different.
3. Use the whiteboard and word cards to show examples of words with these sounds.
4. Play audio recordings of words to help students hear the correct pronunciation.

Teacher’s Activities:

• Clearly articulate words and sounds.
• Encourage students to listen carefully.
• Provide feedback on pronunciation.

Learners’ Activities:

• Listen attentively to the teacher’s pronunciation.
• Practice pronouncing words with /e/ and /i:/ sounds.
• Repeat words and sentences to improve pronunciation.

Assessment:

• Evaluate students’ pronunciation during practice.
• Ask students to read sentences containing words with /e/ and /i:/ sounds.

Evaluation Questions:

1. What are the two vowel sounds we are learning today?
2. Can you give an example of a word with the /e/ sound?
3. How is the /i:/ sound different from the /e/ sound?
4. Why is correct pronunciation important in English?
5. Repeat the word “seat” and emphasize the /i:/ sound.
6. Say a word with the /e/ sound and use it in a sentence.
7. What strategies can you use to improve your pronunciation?
8. Which minimal pair words did you find challenging to pronounce correctly?
9. Can you identify the vowel sound in the word “green”?
10. How would you explain the difference between the /e/ and /i:/ sounds to a friend?

Conclusion:

• Summarize the key points of the lesson, emphasizing the difference between /e/ and /i:/ sounds.
• Encourage students to practice these sounds regularly to improve their pronunciation and communication skills.

Homework:

• Assign minimal pair word exercises for practice.
• Ask students to find and write down five words with /e/ and five words with /i:/ sounds in their daily reading materials