Revision Speech Work English Grammar Primary 5 First Term Lesson Notes Week 11

Subject: English Grammar (Speech Work)

Topic: Revision (Contrasting Consonant Sounds /p/ and /f/)

Duration: 45 minutes

Term: First Term

Week: 11

Previous Lesson: Introduction to Consonant Sounds

Set Induction: Begin with a fun activity. Show pictures of items starting with /p/ or /f/ sounds (e.g., pen, fish). Ask students to identify the sound each item starts with.

Learning Objectives:

  1. Review and contrast the consonant sounds /p/ and /f/.
  2. Enhance pronunciation skills in words containing these sounds.
  3. Practice distinguishing between /p/ and /f/ in speech.

Embedded Core Skills:

  • Phonemic awareness
  • Speech articulation
  • Listening comprehension

Learning Materials:

  • Flashcards with pictures of /p/ and /f/ words
  • Whiteboard and markers

Teaching Methods:

  • Interactive discussions
  • Speech drills
  • Group activities
  • Visual aids


Consonant Sounds /p/ and /f/:


  • /p/: This sound is produced by completely blocking the airflow and then releasing it. It’s a voiceless bilabial plosive, meaning the sound is made by bringing both lips together and then releasing them (e.g., “pen”).
  • /f/: This sound is produced by bringing the upper teeth close to the lower lip, creating friction. It’s a voiceless labiodental fricative (e.g., “fish”).


  • /p/ vs. /f/:
    • /p/ is a plosive sound with a distinct burst of air.
    • /f/ is a fricative sound with continuous airflow creating friction.

Pronunciation Skills:

  • /p/: Emphasize the release of air after the initial block, creating a sharp and clear sound.
    • Practice words: Pen, apple, top
  • /f/: Maintain continuous airflow between the upper teeth and lower lip, producing a softer and frictional sound.
    • Practice words: Fish, leaf, coffee

Distinguishing in Speech:

  • /p/ and /f/ in Isolation:
    • Isolate the sounds and practice saying words starting with /p/ (e.g., “pencil”) and /f/ (e.g., “flower”).
  • /p/ and /f/ in Context:
    • Incorporate the sounds into sentences to distinguish them in real speech (e.g., “Peter picked a purple pen” vs. “Fiona found a fluffy cat”).
  • Minimal Pairs:
    • Engage in exercises using minimal pairs like “pat” (with /p/) and “fat” (with /f/) to refine discrimination skills.
  • Articulation Drills:
    • Practice rapid alternation between /p/ and /f/ sounds to strengthen the ability to switch between the two.

By mastering the distinct articulation and recognizing the unique characteristics of /p/ and /f/ sounds, learners can significantly improve their pronunciation skills and accurately produce these consonant sounds in various words and contexts

  • Definition of Key Words:
    • Consonant Sounds: Speech sounds produced by obstructing the airflow, such as /p/ and /f/.
  • Lesson Content:
    1. Review the definition of consonant sounds.
    2. Contrast the /p/ and /f/ sounds using examples.
    3. Engage in speech work exercises for pronunciation.
  • Class work
    • 1. What type of sound is /p/?
      a) Voiced plosive
      b) Voiceless plosive
      c) Voiced fricative
      d) Voiceless fricative

      2. The /p/ sound is created by bringing which parts of the mouth together?
      a) Upper teeth and lower lip
      b) Both lips
      c) Tongue and palate
      d) Throat and tongue

      3. Which word represents a voiceless labiodental fricative?
      a) Fish
      b) Pen
      c) Top
      d) Apple

      4. The /f/ sound is characterized by what kind of airflow?
      a) Burst of air
      b) Continuous airflow with friction
      c) Sudden release of air
      d) No airflow

      5. What does the /f/ sound create between the upper teeth and lower lip?
      a) Plosive
      b) Friction
      c) Vibration
      d) Nasal sound

      6. Which sound is produced with a burst of air after a complete block?
      a) /f/
      b) /p/
      c) /s/
      d) /v/

      7. In the word “coffee,” which sound is represented?
      a) /p/
      b) /f/
      c) /k/
      d) /t/

      8. Which word is an example of a voiceless bilabial plosive?
      a) Fish
      b) Pen
      c) Leaf
      d) Coffee

      9. What distinguishes /p/ from /f/ in terms of sound production?
      a) Voiceless vs. voiced
      b) Plosive vs. fricative
      c) Bilabial vs. labiodental
      d) Burst of air vs. continuous airflow

      10. The /f/ sound is made by bringing the upper teeth close to which part of the mouth?
      a) Lower teeth
      b) Tongue
      c) Upper lip
      d) Lower lip

      11. Which word is an example of a voiceless labiodental fricative?
      a) Top
      b) Fish
      c) Leaf
      d) Coffee

      12. The /p/ sound is voiceless, meaning there is no involvement of the:
      a) Palate
      b) Vocal cords
      c) Lips
      d) Teeth

      13. What does /f/ create by maintaining continuous airflow?
      a) Plosive sound
      b) Nasal sound
      c) Fricative sound
      d) Vibrating sound

      14. Which sound has a sharp and clear release of air after a block?
      a) /f/
      b) /p/
      c) /s/
      d) /v/

      15. The /p/ and /f/ sounds can be distinguished by practicing minimal pairs, such as:
      a) “pat” and “bat”
      b) “cup” and “mug”
      c) “fat” and “cat”
      d) “sip” and “zip”



  • Step 1: Begin with a quick recap of consonant sounds.
  • Step 2: Contrast /p/ and /f/ using visual aids and speech drills.
  • Step 3: Conduct speech work activities focusing on words with /p/ and /f/ sounds.

Teacher’s Activities:

  • Facilitate discussions on consonant sounds.
  • Use flashcards to illustrate /p/ and /f/ words.
  • Lead speech work exercises and pronunciation drills.

Learners’ Activities:

  • Participate in discussions about consonant sounds.
  • Identify and pronounce /p/ and /f/ words from visual aids.
  • Engage in speech drills to practice contrasting sounds.

10 Evaluation Questions:

  1. What is a consonant sound?
  2. Can you give an example of a word starting with the /p/ sound?
  3. Contrast the /p/ and /f/ sounds using two words.
  4. Pronounce the word “fish” emphasizing the initial sound.
  5. Identify the consonant sound in the word “pen.”
  6. Practice saying three words with the /f/ sound.
  7. Explain the difference between /p/ and /f/ in speech.
  8. Participate in a speech drill for /p/ and /f/ sounds.
  9. Identify the initial sound in the word “phone.”
  10. How does speech work help improve pronunciation skills?

Conclusion: In conclusion, today’s lesson focused on contrasting the consonant sounds /p/ and /f/. By actively participating in speech work exercises, students have refined their pronunciation skills. This knowledge will enhance their ability to articulate words with precision. For homework, practice pronouncing words with /p/ and /f/ sounds using the provided list.

Homework: Practice saying and writing words with /p/ and /f/ sounds from the given list

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