Aural Discrimination of the Sounds /ɜː/ and /ɔː/ Primary 3 First Term Lesson Notes Week 2
Detailed Student-Centered Lesson Plan for Phonemic Awareness
Subject: English Studies
Class: Primary 3
Term: First Term
Week: 2
Age: 7 years
Topic: Phonemic Awareness
Sub-topic: Aural Discrimination of the Sounds /ɜː/ and /ɔː/
Duration: 60 minutes
Behavioral Objectives
By the end of the lesson, pupils should be able to:
- Identify vowel sounds /ɜː/ and /ɔː/.
- Produce these vowel sounds correctly.
- Distinguish these sounds from each other by pronouncing them correctly in words and sentences.
Keywords
- Vowel
- Phoneme
- Pronounce
- Discriminate
Set Induction
Start with a fun tongue twister or rhyme that includes the sounds /ɜː/ and /ɔː/. Ask students to listen and repeat.
Entry Behavior
Students can recognize and pronounce basic vowel sounds.
Learning Resources and Materials
- Flashcards with words containing /ɜː/ and /ɔː/ sounds
- Audio recordings of words and sentences
- Charts with example words
- Whiteboard and markers
Building Background / Connection to Prior Knowledge
Discuss with students the vowel sounds they have learned previously. Ask them to give examples of words with those sounds.
Embedded Core Skills
- Listening
- Speaking
- Reading
- Writing
Learning Materials
- Lagos State Scheme of Work
- Phonics workbook
Instructional Materials
- Flashcards
- Audio recordings
- Whiteboard
- Markers
Content
- Explanation of Phonemic Awareness:
- Phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words.
- Today, we will focus on the sounds /ɜː/ (as in “firm”) and /ɔː/ (as in “porch”).
- Examples of Words:
- /ɜː/: bum, firm
- /ɔː/: bom, porch
Questions
- The sound in “firm” is /__/.
a) /ɔː/
b) /ɜː/
c) /e/
d) /o/ - The sound in “porch” is /__/.
a) /ɜː/
b) /a/
c) /ɔː/
d) /i/ - “Bum” contains the sound /__/.
a) /ɔː/
b) /ɜː/
c) /a/
d) /o/ - “Bom” contains the sound /__/.
a) /e/
b) /ɜː/
c) /ɔː/
d) /o/ - The sound in “firm” is /__/.
a) /ɜː/
b) /ɔː/
c) /e/
d) /o/ - “Porch” contains the sound /__/.
a) /a/
b) /i/
c) /ɔː/
d) /ɜː/ - The sound in “bum” is /__/.
a) /ɔː/
b) /ɜː/
c) /o/
d) /e/ - “Bom” contains the sound /__/.
a) /ɜː/
b) /e/
c) /ɔː/
d) /a/ - The sound in “firm” is /__/.
a) /e/
b) /ɜː/
c) /a/
d) /o/ - “Porch” contains the sound /__/.
a) /ɔː/
b) /e/
c) /ɜː/
d) /a/ - The sound in “bum” is /__/.
a) /o/
b) /ɔː/
c) /ɜː/
d) /e/ - “Bom” contains the sound /__/.
a) /ɜː/
b) /a/
c) /ɔː/
d) /e/ - The sound in “firm” is /__/.
a) /ɜː/
b) /o/
c) /a/
d) /e/ - “Porch” contains the sound /__/.
a) /i/
b) /ɔː/
c) /e/
d) /ɜː/ - The sound in “bum” is /__/.
a) /ɔː/
b) /e/
c) /ɜː/
d) /a/
Class Activity Discussion
- What is phonemic awareness?
Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words. - Why is phonemic awareness important?
It is important because it helps children learn to read and spell. - What is a phoneme?
A phoneme is a single sound in a word. - What are the sounds we are learning today?
We are learning the sounds /ɜː/ and /ɔː/. - Can you give an example of a word with the sound /ɜː/?
Yes, “firm” has the sound /ɜː/. - Can you give an example of a word with the sound /ɔː/?
Yes, “porch” has the sound /ɔː/. - What sound do you hear in the word “bum”?
The sound /ɜː/. - What sound do you hear in the word “bom”?
The sound /ɔː/. - How do you pronounce the sound /ɜː/?
It sounds like the “ir” in “firm”. - How do you pronounce the sound /ɔː/?
It sounds like the “or” in “porch”. - Why is it important to pronounce sounds correctly?
Correct pronunciation helps us communicate clearly. - What is stress in a sentence?
Stress is when we make one part of the word or sentence sound stronger. - What is intonation?
Intonation is the rise and fall of our voice when we speak. - Why is stress important?
Stress helps us understand which parts of the sentence are important. - Why is intonation important?
Intonation helps us express meaning and emotion.
Presentation
- Step 1: Revising the Previous Topic
- Briefly review the vowel sounds learned in the previous lesson.
- Ask students to recall and give examples of those sounds.
- Step 2: Introducing the New Topic
- Introduce the sounds /ɜː/ and /ɔː/ with examples.
- Use flashcards and audio recordings to demonstrate the sounds.
- Step 3: Student Contributions and Corrections
- Allow students to try pronouncing the sounds.
- Encourage them to come up with words containing these sounds.
- Correct any mispronunciations and provide positive feedback.
Teacher’s Activities
- Demonstrate the sounds /ɜː/ and /ɔː/ using clear examples.
- Use flashcards and audio recordings for reinforcement.
- Guide students through reading and writing exercises.
- Provide corrective feedback and encouragement.
Learners’ Activities
- Listen attentively to the sounds.
- Practice pronouncing the sounds.
- Participate in reading and writing exercises.
- Answer fill-in-the-blank questions and FAQs.
Assessment
- Observe students’ ability to pronounce the sounds correctly.
- Review their written sentences for correct use of stress and intonation.
- Conduct a short quiz with the fill-in-the-blank questions.
Evaluation Questions
- What sound do you hear in “firm”?
- What sound do you hear in “porch”?
- How do you pronounce /ɜː/?
- How do you pronounce /ɔː/?
- Can you give an example of a word with the sound /ɜː/?
- Can you give an example of a word with the sound /ɔː/?
- What is stress in a sentence?
- What is intonation?
- Why is stress important?
- Why is intonation important?
Conclusion
- The teacher goes around to mark students’ work and provide necessary corrections.
- Recap the key points of the lesson.
- Encourage students to practice the sounds at home.
Captivating Title
“Perfecting Pronunciation: Mastering /ɜː/ and /ɔː/ Sounds”
Focus Keyphrase
“Phonemic Awareness for Primary 3”
SEO Title
“Phonemic Awareness for Primary 3: Distinguishing /ɜ