Advanced Consonant Sounds Practice for Primary 4 Phonemic 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:

1. What are plosive consonants?
   • Plosives are consonants produced by stopping the airflow and then releasing it, like /p/ and /b/.
2. Can you give examples of fricative sounds?
   • Examples include /f/ in “fish” and /s/ in “sit.”
3. What is the difference between /θ/ and /ð/?
   • /θ/ is voiceless as in “think,” while /ð/ is voiced as in “this.”
4. 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.
5. What are nasal consonants?
   • Nasals are produced by directing air through the nose, such as /m/ in “man” and /n/ in “no.”
6. 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.”
7. What role do glides play in speech?
   • Glides are consonants that transition smoothly into vowels, like /w/ in “win” and /j/ in “yes.”
8. How can minimal pairs help with consonant practice?
   • Minimal pairs help differentiate between similar-sounding consonants by providing contrasting examples.
9. 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.
10. What are some common mistakes with consonant sounds?
    • Common mistakes include confusing similar consonants or mispronouncing sounds due to lack of practice.
11. How can listening exercises improve consonant sound differentiation?
    • Listening exercises help students hear the differences between consonant sounds and understand their correct pronunciation.
12. What are minimal pairs for the /s/ and /z/ sounds?
    • Examples include “sip” vs. “zip.”
13. How do you practice the /tʃ/ sound?
    • Practice by saying words like “chip” and “cheese,” focusing on the ch sound.
14. 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.
15. 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:

1. The plosive sound in “bat” is ___.
   • a) /p/
   • b) /b/
   • c) /t/
   • d) /d/
2. The fricative sound in “fish” is ___.
   • a) /f/
   • b) /v/
   • c) /s/
   • d) /θ/
3. The nasal sound in “sing” is ___.
   • a) /n/
   • b) /ŋ/
   • c) /m/
   • d) /l/
4. The affricate sound in “chip” is ___.
   • a) /tʃ/
   • b) /dʒ/
   • c) /s/
   • d) /z/
5. The glide sound in “yes” is ___.
   • a) /j/
   • b) /w/
   • c) /r/
   • d) /l/
6. The fricative sound in “van” is ___.
   • a) /f/
   • b) /v/
   • c) /θ/
   • d) /ð/
7. The consonant sound in “top” is ___.
   • a) /t/
   • b) /d/
   • c) /k/
   • d) /g/
8. The minimal pair for /f/ and /v/ is ___.
   • a) “fan” vs. “van”
   • b) “sip” vs. “zip”
   • c) “chip” vs. “ship”
   • d) “cat” vs. “cot”
9. The plosive sound in “dog” is ___.
   • a) /d/
   • b) /t/
   • c) /b/
   • d) /p/
10. The nasal sound in “man” is ___.
    • a) /m/
    • b) /n/
    • c) /ŋ/
    • d) /l/
11. The affricate sound in “judge” is ___.
    • a) /dʒ/
    • b) /tʃ/
    • c) /s/
    • d) /z/
12. The glide sound in “win” is ___.
    • a) /w/
    • b) /j/
    • c) /r/
    • d) /l/
13. The fricative sound in “this” is ___.
    • a) /θ/
    • b) /ð/
    • c) /f/
    • d) /v/
14. The minimal pair for /l/ and /r/ is ___.
    • a) “leg” vs. “red”
    • b) “man” vs. “van”
    • c) “chip” vs. “ship”
    • d) “cat” vs. “cot”
15. 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:

1. The plosive sound in “bat” is ___.
   • a) /p/
   • b) /b/
   • c) /t/
   • d) /d/
2. The fricative sound in “fish” is ___.
   • a) /f/
   • b) /v/
   • c) /s/
   • d) /θ/
3. The nasal sound in “sing” is ___.
   • a) /n/
   • b) /ŋ/
   • c) /m/
   • d) /l/
4. The affricate sound in “chip” is ___.
   • a) /tʃ/
   • b) /dʒ/
   • c) /s/
   • d) /z/
5. The glide sound in “yes” is ___.
   • a) /j/
   • b) /w/
   • c) /r/
   • d) /l/
6. The fricative sound in “van” is ___.
   • a) /f/
   • b) /v/
   • c) /θ/
   • d) /ð/
7. The consonant sound in “top” is ___.
   • a) /t/
   • b) /d/
   • c) /k/
   • d) /g/
8. The minimal pair for /f/ and /v/ is ___.
   • a) “fan” vs. “van”
   • b) “sip” vs. “zip”
   • c) “chip” vs. “ship”
   • d) “cat” vs. “cot”
9. The plosive sound in “dog” is ___.
   • a) /d/
   • b) /t/
   • c) /b/
   • d) /p/
10. The nasal sound in “man” is ___.
    • a) /m/
    • b) /n/
    • c) /ŋ/
    • d) /l/
11. The affricate sound in “judge” is ___.
    • a) /dʒ/
    • b) /tʃ/
    • c) /s/
    • d) /z/
12. The glide sound in “win” is ___.
    • a) /w/
    • b) /j/
    • c) /r/
    • d) /l/
13. The fricative sound in “this” is ___.
    • a) /θ/
    • b) /ð/
    • c) /f/
    • d) /v/
14. The minimal pair for /l/ and /r/ is ___.
    • a) “leg” vs. “red”
    • b) “man” vs. “van”
    • c) “chip” vs. “ship”
    • d) “cat” vs. “cot”
15. 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.