Advanced Consonant Sounds Practice for Primary 4 Phonemic Awareness / Diction English Grammar Primary 4 First Term Lesson Notes Week 10
Phonetics Awareness /Diction English Grammar Primary 4 First Term Lesson Notes Week 10
Subject: English Grammar
Class: Primary 4
Term: First Term
Week: 10
Age: 9 years
Topic: Advanced Consonant Sounds and Practice
Sub-topic: Advanced Practice with Consonants
Duration: 40 minutes
Behavioural Objectives:
By the end of the lesson, students should be able to:
- Identify and pronounce all consonant sounds accurately.
- Use minimal pairs and word lists to practice and reinforce consonant sound differentiation.
- Apply their knowledge of consonant sounds in various speaking and listening activities.
Key Words:
- Consonants
- Minimal pairs
- Pronunciation
- Phonetics
Set Induction:
Start with a review of basic consonant sounds and their importance in pronunciation. Demonstrate a few examples to refresh students’ memory.
Entry Behaviour:
Students should be familiar with basic consonant sounds and their IPA symbols.
Learning Resources and Materials:
- Flashcards with consonant sounds
- Word lists with minimal pairs
- Audio recordings of consonant sounds
- Whiteboard and markers
Building Background / Connection to Prior Knowledge:
Review previous lessons on consonant sounds. Discuss how proper pronunciation of consonants affects clarity in speech.
Embedded Core Skills:
- Phonemic awareness
- Pronunciation
- Listening and speaking skills
Learning Materials:
- Flashcards
- Word lists
- Worksheets for practice
Reference Books:
- Lagos State Scheme of Work
Instructional Materials:
- Flashcards
- Whiteboard
- Audio recordings
Content:
Introduction to Consonant Sounds:
- Plosives:
- /p/ as in “pat”
- /b/ as in “bat”
- /t/ as in “top”
- /d/ as in “dog”
- /k/ as in “cat”
- /g/ as in “go”
- Fricatives:
- /f/ as in “fish”
- /v/ as in “van”
- /θ/ as in “think”
- /ð/ as in “this”
- /s/ as in “sit”
- /z/ as in “zoo”
- Affricates:
- /tʃ/ as in “chip”
- /dʒ/ as in “judge”
- Nasals:
- /m/ as in “man”
- /n/ as in “no”
- /ŋ/ as in “sing”
- Liquids and Glides:
- /l/ as in “leg”
- /r/ as in “red”
- /w/ as in “win”
- /j/ as in “yes”
Practice Exercises:
- Minimal Pairs for Consonants:
- /p/ vs. /b/: “pat” vs. “bat”
- /t/ vs. /d/: “top” vs. “dog”
- /f/ vs. /v/: “fan” vs. “van”
- /θ/ vs. /ð/: “think” vs. “this”
- /s/ vs. /z/: “sip” vs. “zip”
- Word Lists:
- Practice pronouncing words with each consonant sound.
- Complete worksheets matching words with their consonant sounds.
Class Activity Discussion:
- What are plosive consonants?
- Plosives are consonants produced by stopping the airflow and then releasing it, like /p/ and /b/.
- Can you give examples of fricative sounds?
- Examples include /f/ in “fish” and /s/ in “sit.”
- What is the difference between /θ/ and /ð/?
- /θ/ is voiceless as in “think,” while /ð/ is voiced as in “this.”
- How do affricate sounds differ from fricatives?
- Affricates start with a plosive sound and release into a fricative, like /tʃ/ in “chip,” whereas fricatives are made by forcing air through a narrow channel.
- What are nasal consonants?
- Nasals are produced by directing air through the nose, such as /m/ in “man” and /n/ in “no.”
- How do you pronounce the /r/ sound?
- The /r/ sound is produced by vibrating the tongue near the roof of the mouth, as in “red.”
- What role do glides play in speech?
- Glides are consonants that transition smoothly into vowels, like /w/ in “win” and /j/ in “yes.”
- How can minimal pairs help with consonant practice?
- Minimal pairs help differentiate between similar-sounding consonants by providing contrasting examples.
- Why is it important to review IPA symbols for consonants?
- IPA symbols provide a consistent way to represent and understand consonant sounds in different words.
- What are some common mistakes with consonant sounds?
- Common mistakes include confusing similar consonants or mispronouncing sounds due to lack of practice.
- How can listening exercises improve consonant sound differentiation?
- Listening exercises help students hear the differences between consonant sounds and understand their correct pronunciation.
- What are minimal pairs for the /s/ and /z/ sounds?
- Examples include “sip” vs. “zip.”
- How do you practice the /tʃ/ sound?
- Practice by saying words like “chip” and “cheese,” focusing on the ch sound.
- What is the difference between /w/ and /j/?
- /w/ is a labial glide, and /j/ is a palatal glide, with different tongue and lip positions.
- How can teachers support students in mastering consonant sounds?
- Teachers can provide clear examples, practice exercises, and corrective feedback to help students improve their pronunciation.
Evaluation Questions:
- The plosive sound in “bat” is ___.
- a) /p/
- b) /b/
- c) /t/
- d) /d/
- The fricative sound in “fish” is ___.
- a) /f/
- b) /v/
- c) /s/
- d) /θ/
- The nasal sound in “sing” is ___.
- a) /n/
- b) /ŋ/
- c) /m/
- d) /l/
- The affricate sound in “chip” is ___.
- a) /tʃ/
- b) /dʒ/
- c) /s/
- d) /z/
- The glide sound in “yes” is ___.
- a) /j/
- b) /w/
- c) /r/
- d) /l/
- The fricative sound in “van” is ___.
- a) /f/
- b) /v/
- c) /θ/
- d) /ð/
- The consonant sound in “top” is ___.
- a) /t/
- b) /d/
- c) /k/
- d) /g/
- The minimal pair for /f/ and /v/ is ___.
- a) “fan” vs. “van”
- b) “sip” vs. “zip”
- c) “chip” vs. “ship”
- d) “cat” vs. “cot”
- The plosive sound in “dog” is ___.
- a) /d/
- b) /t/
- c) /b/
- d) /p/
- The nasal sound in “man” is ___.
- a) /m/
- b) /n/
- c) /ŋ/
- d) /l/
- The affricate sound in “judge” is ___.
- a) /dʒ/
- b) /tʃ/
- c) /s/
- d) /z/
- The glide sound in “win” is ___.
- a) /w/
- b) /j/
- c) /r/
- d) /l/
- The fricative sound in “this” is ___.
- a) /θ/
- b) /ð/
- c) /f/
- d) /v/
- The minimal pair for /l/ and /r/ is ___.
- a) “leg” vs. “red”
- b) “man” vs. “van”
- c) “chip” vs. “ship”
- d) “cat” vs. “cot”
- The sound in “chip” is ___.
- a) /tʃ/
- b) /dʒ/
- c) /f/
- d) /v/
Presentation:
Step 1: The teacher revises previous consonant sounds and introduces the concept of advanced consonant practice.
Step 2: The teacher demonstrates the pronunciation of each consonant sound using minimal pairs and word lists.
Step 3: The teacher allows students to practice identifying and pronouncing the sounds, providing feedback and correction as needed.
Teacher’s Activities:
- Explain the different consonant sounds and provide examples.
- Use flashcards and word lists for practice.
- Monitor students’ pronunciation and provide corrective feedback.
Learners’ Activities:
- Practice pronouncing the consonant sounds.
- Complete exercises using minimal pairs.
- Participate in listening and speaking activities.
Assessment:
- Observe students’ ability to correctly identify and pronounce consonant sounds.
- Review their answers to evaluation questions and provide feedback.
Evaluation Questions:
- The plosive sound in “bat” is ___.
- a) /p/
- b) /b/
- c) /t/
- d) /d/
- The fricative sound in “fish” is ___.
- a) /f/
- b) /v/
- c) /s/
- d) /θ/
- The nasal sound in “sing” is ___.
- a) /n/
- b) /ŋ/
- c) /m/
- d) /l/
- The affricate sound in “chip” is ___.
- a) /tʃ/
- b) /dʒ/
- c) /s/
- d) /z/
- The glide sound in “yes” is ___.
- a) /j/
- b) /w/
- c) /r/
- d) /l/
- The fricative sound in “van” is ___.
- a) /f/
- b) /v/
- c) /θ/
- d) /ð/
- The consonant sound in “top” is ___.
- a) /t/
- b) /d/
- c) /k/
- d) /g/
- The minimal pair for /f/ and /v/ is ___.
- a) “fan” vs. “van”
- b) “sip” vs. “zip”
- c) “chip” vs. “ship”
- d) “cat” vs. “cot”
- The plosive sound in “dog” is ___.
- a) /d/
- b) /t/
- c) /b/
- d) /p/
- The nasal sound in “man” is ___.
- a) /m/
- b) /n/
- c) /ŋ/
- d) /l/
- The affricate sound in “judge” is ___.
- a) /dʒ/
- b) /tʃ/
- c) /s/
- d) /z/
- The glide sound in “win” is ___.
- a) /w/
- b) /j/
- c) /r/
- d) /l/
- The fricative sound in “this” is ___.
- a) /θ/
- b) /ð/
- c) /f/
- d) /v/
- The minimal pair for /l/ and /r/ is ___.
- a) “leg” vs. “red”
- b) “man” vs. “van”
- c) “chip” vs. “ship”
- d) “cat” vs. “cot”
- The sound in “chip” is ___.
- a) /tʃ/
- b) /dʒ/
- c) /f/
- d) /v/
Conclusion:
The teacher reviews and marks students’ responses to the evaluation questions. Feedback is provided to clarify any misconceptions and reinforce understanding of advanced consonant sounds.
