Speech Work: Aural Discrimination /e/ and /æ/ /a/ and /a:/ English Grammar Primary 4 First Term Lesson Notes Week 8

Class: Primary 4

Subject: English Grammar

Topic: Speech Work: Aural Discrimination /e/ and /æ/ and /a/ and /a:/

Sub-topic: Vowel Sound Discrimination

Duration: 45 minutes

Term: First Term

Week: 8

Previous Knowledge: Students are expected to have a basic understanding of vowel sounds.

Set Induction: Start by engaging the students with a simple tongue twister containing the target vowel sounds. For example, “She sells sea shells by the seashore.” Ask them if they notice any similar sounds and if they can identify the sounds.

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

1. Discriminate between the vowel sounds /e/ and /æ/.
2. Discriminate between the vowel sounds /a/ and /a:/.
3. Correctly pronounce words containing these sounds.

Embedded Core Skills: Phonemic awareness, Listening comprehension, Speech articulation.

Learning Materials:

• Whiteboard and markers.
• Flashcards with words containing the target vowel sounds.
• Tongue twisters.
• Pictures illustrating words with the target sounds.
• Audio recordings of words with the target sounds.

Reference Materials:

• The English Grammar textbook.
• Charts showing vowel sound variations.

Content:

1. Introduction to the four vowel sounds: /e/, /æ/, /a/, and /a:/.
2. Discrimination practice between /e/ and /æ/.
3. Discrimination practice between /a/ and /a:/.
4. Correct pronunciation and articulation exercises.
5. Engaging activities like tongue twisters and word recognition.

[mediator_tech]

Aural Discrimination /e/ and /æ/:

1. /e/: This sound is a short, mid-front vowel sound. It is the vowel sound you hear in words like “red,” “pen,” and “bet.”
2. /æ/: This sound is a short, low-front vowel sound. It is the vowel sound you hear in words like “cat,” “hat,” and “bat.”

To help students discriminate between these two sounds, you can:

• Practice minimal pairs: Provide pairs of words that only differ in these sounds, such as “red” and “rad,” or “pen” and “pan.” Have students listen and identify the different sounds.
• Play listening games: Create listening exercises where students have to distinguish between /e/ and /æ/ sounds in words and sentences.
• Provide audio examples: Play audio clips or use online resources that emphasize the differences between these sounds.
• Use tongue twisters: Create tongue twisters that include words with /e/ and /æ/ sounds to practice pronunciation.

Aural Discrimination /a/ and /a:/:

1. /a/: This is a short, low central vowel sound. It is the vowel sound in words like “cat,” “bat,” and “map.”
2. /a:/: This is a long vowel sound, often represented as /a:/ in the International Phonetic Alphabet. It is the vowel sound in words like “father,” “car,” and “start.”

To help students discriminate between these two sounds:

• Pronunciation drills: Practice pronunciation of words containing /a/ and /a:/ sounds, and make sure students notice the difference.
• Minimal pairs: Provide minimal pairs such as “pan” and “pan,” or “cart” and “cart.” Have students listen and identify the different sounds.
• Recordings: Use audio recordings or videos with clear pronunciation of words containing /a/ and /a:/ sounds.
• Tongue twisters: Create tongue twisters that incorporate words with /a/ and /a:/ sounds for practice.

Regular practice, listening exercises, and audio examples are effective ways to improve aural discrimination of these vowel sounds.

[mediator_tech]

Practice for Aural Discrimination of /e/ and /æ/:

/e/:

1. Words: bed, red, pen, ten, said
2. Sentences:
   • “The red pen is on the bed.”
   • “He said ten, not ten.”
3. Examples:
   • “Bet” vs. “bat”
   • “Red” vs. “rad”
   • “Melt” vs. “mat”
   • “Send” vs. “sand”

/æ/:

1. Words: cat, hat, mat, man, sad
2. Sentences:
   • “The cat in the hat is sad.”
   • “She has a hat and a mat.”
3. Examples:
   • “Cat” vs. “cot”
   • “Hat” vs. “hot”
   • “Sad” vs. “said”
   • “Man” vs. “men”

Practice for Aural Discrimination of /a/ and /a:/:

/a/:

1. Words: cat, hat, map, bag, ran
2. Sentences:
   • “I saw a black cat.”
   • “He wore a hat and a bag.”
3. Examples:
   • “Cat” vs. “cart”
   • “Map” vs. “marp”
   • “Fan” vs. “fawn”
   • “Man” vs. “moon”

/a:/:

1. Words: father, car, start, heart, farm
2. Sentences:
   • “My father drives a car to work.”
   • “The start of the race is at the heart of the city.”
3. Examples:
   • “Car” vs. “cat”
   • “Start” vs. “stark”
   • “Harm” vs. “farm”
   • “Far” vs. “father”

You can use these words, sentences, and examples for listening exercises or pronunciation practice to help students distinguish between these vowel sounds more effectively.

Presentation:

Step 1: Introduction (10 minutes)

• Briefly explain the importance of correct pronunciation in English.
• Introduce the four vowel sounds: /e/, /æ/, /a/, and /a:/.
• Show pictures of words with these sounds to help students grasp the concept.

Step 2: Discrimination Practice (15 minutes)

• Use flashcards with words like “pen” and “pan” for /e/ and /æ/ discrimination.
• Ask students to listen and identify the correct sound.
• Repeat with words containing /a/ and /a:/.

Step 3: Correct Pronunciation (10 minutes)

• Play audio recordings of words with the target vowel sounds.
• Have students practice pronunciation following the audio.
• Correct any mispronunciations.

Teacher’s Activities:

• Explaining the concepts.
• Presenting flashcards and audio recordings.
• Assisting students in pronunciation.

Learners’ Activities:

• Listening and identifying sounds.
• Practicing pronunciation.
• Engaging in interactive activities.

Evaluation:

1. Randomly select students to pronounce words with the target sounds.
2. Ask students to discriminate between sounds by pointing to pictures.
3. Conduct a quick quiz on the lesson’s content.
4. “She said it’s a _____ house.” a) bed b) bad c) bat d) bit
5. “The red ____ is on the chair.” a) pen b) pan c) pat d) pet
6. “The ____ cat sat on the mat.” a) red b) rad c) bed d) bad
7. “He felt ___ when he saw the rat.” a) sad b) said c) sit d) set
8. “Can you pass me that ____?” a) can b) ken c) kin d) con
9. “My ____ drives a big car.” a) dad b) did c) dead d) dig
10. “The ___ in the hat is black.” a) cat b) cot c) kit d) cut
11. “I have a new ____ on my map.” a) hat b) hot c) hit d) hut
12. “His ____ is very large and warm.” a) heart b) hat c) hot d) head
13. “I ran fast to catch the ____.” a) cat b) cart c) cot d) cut
14. “We saw a ___ on the farm.” a) map b) marp c) mop d) mast
15. “The ___ drove a white car.” a) car b) cat c) cart d) cot
16. “The ____ of the race is exciting.” a) start b) stark c) stick d) sit
17. “He plowed the ___ in the large farm.” a) sand b) sank c) sack d) sick
18. “My ____ always starts the car.” a) father b) fathom c) feather d) fathom

Conclusion: Summarize the key points of the lesson and encourage students to continue practicing the vowel sounds at home.