Learning Affricate Consonant Sounds Phonemic Awareness / Diction English Grammar Primary 4 First Term Lesson Notes Week 5

Phonetics Awareness /Diction English Grammar Primary 4 First Term Lesson Notes Week 5

Subject: English Grammar
Class: Primary 4
Term: First Term
Week: 5
Age: 9 years
Topic: Affricate Consonant Sounds
Sub-topic: Consonant Sounds – Affricates
Duration: 40 minutes

Behavioural Objectives:

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

• Identify and pronounce affricate consonant sounds.
• Differentiate between affricate consonant sounds in various words.
• Use affricate consonant sounds correctly in sentences.

Key Words:

• Affricates
• Pronunciation
• Example
• Consonant

Set Induction:

Start with an activity where students say “ch” and “j” sounds and notice how the sounds start as stops and then become fricatives.

Entry Behaviour:

Students should be familiar with basic consonant sounds and how they are produced.

Learning Resources and Materials:

• Flashcards with pictures and words
• Chart with affricate consonants
• Whiteboard and markers
• Audio recordings of affricate sounds

Building Background / Connection to Prior Knowledge:

Review stop and fricative consonant sounds from previous lessons. Explain that affricates begin with a stop and release into a fricative sound.

Embedded Core Skills:

• Phonemic awareness
• Pronunciation
• Listening and speaking skills

Learning Materials:

• Flashcards
• Chart with affricate consonants
• Worksheets for practice

Reference Books:

• Lagos State Scheme of Work

Instructional Materials:

• Flashcards
• Whiteboard
• Audio recordings

Content:

Introduction to Affricate Consonant Sounds:

• /ʧ/ as in “chair”
• /ʤ/ as in “juice”

Examples of Affricate Consonant Sounds:

• /ʧ/: chair, chat, cheese
• /ʤ/: juice, jug, giant

Class Activity Discussion:

1. What are affricate consonants?
   • Affricate consonants start with a complete stop of airflow and then release into a fricative sound.
2. Can you give examples of words with affricate consonant sounds?
   • Examples include “chair,” “juice,” “chat,” and “jug.”
3. How do we pronounce the affricate sound in “chair”?
   • The /ʧ/ sound is pronounced by stopping airflow and then releasing it through a narrow gap, creating friction.
4. What makes the /ʤ/ sound in “juice” different from the /ʧ/ sound in “chair”?
   • The /ʤ/ sound is voiced, while the /ʧ/ sound is voiceless.
5. Why is it important to learn affricate consonant sounds?
   • Learning affricate consonant sounds helps in clear pronunciation and understanding spoken language.
6. How is the /ʧ/ sound in “chat” produced?
   • The /ʧ/ sound starts with blocking the airflow and then releasing it through a small opening.
7. What are some common mistakes with affricate consonant sounds?
   • Common mistakes include confusing /ʧ/ with /s/ or /ʤ/ with /z/.
8. How can you practice affricate consonant sounds at home?
   • Practice by saying words with these sounds and listening to their pronunciations in audio recordings.
9. What role do visual aids play in teaching affricate consonants?
   • Visual aids help students see examples and understand how sounds are formed.
10. How can listening exercises improve understanding of affricate sounds?
    • Listening exercises help students distinguish between different affricate sounds and practice correct pronunciation.
11. How do affricate consonants differ from other consonants?
    • Affricates start as stops and release into fricatives, while other consonants may be purely stops or fricatives.
12. How do you teach the /ʧ/ sound in “cheese”?
    • Demonstrate the sound by showing how airflow is stopped and then released through a narrow opening.
13. What makes the /ʤ/ sound in “giant” unique?
    • The /ʤ/ sound involves vocal cord vibration, making it a voiced affricate.
14. Can affricate consonants affect spelling?
    • Yes, the pronunciation of affricate consonants can influence how words are spelled and understood.
15. Why are practice exercises important for mastering affricate consonants?
    • Practice exercises help reinforce correct pronunciation and understanding of how affricate sounds are used in words.

Evaluation Questions:

1. The affricate sound in “chair” is ___.
   • a) /ʧ/
   • b) /t/
   • c) /s/
   • d) /f/
2. The sound in “juice” is a ___ consonant.
   • a) /ʤ/
   • b) /s/
   • c) /k/
   • d) /p/
3. In “chat,” the affricate consonant sound is ___.
   • a) /ʧ/
   • b) /s/
   • c) /d/
   • d) /t/
4. The affricate sound in “giant” is ___.
   • a) /ʤ/
   • b) /z/
   • c) /t/
   • d) /b/
5. In “cheese,” the sound /ʧ/ is ___.
   • a) Voiceless
   • b) Voiced
   • c) Nasal
   • d) Lateral
6. The affricate consonant sound in “jug” is ___.
   • a) /ʤ/
   • b) /s/
   • c) /f/
   • d) /k/
7. The sound in “chat” is a fricative ___ consonant.
   • a) /ʧ/
   • b) /d/
   • c) /p/
   • d) /v/
8. The affricate sound in “juice” is ___.
   • a) /ʤ/
   • b) /θ/
   • c) /s/
   • d) /m/
9. The fricative consonant sound in “cheese” is ___.
   • a) /ʧ/
   • b) /k/
   • c) /t/
   • d) /d/
10. “Giant” contains a fricative ___ sound.
    • a) /ʤ/
    • b) /t/
    • c) /f/
    • d) /p/
11. The sound in “juice” is ___.
    • a) Voiced
    • b) Voiceless
    • c) Nasal
    • d) Lateral
12. The affricate sound in “chat” is ___.
    • a) /ʧ/
    • b) /f/
    • c) /v/
    • d) /s/
13. The sound in “cheese” is ___.
    • a) /ʧ/
    • b) /d/
    • c) /t/
    • d) /p/
14. The affricate sound in “giant” is ___.
    • a) /ʤ/
    • b) /θ/
    • c) /s/
    • d) /b/
15. The affricate sound in “jug” is ___.
    • a) /ʤ/
    • b) /m/
    • c) /d/
    • d) /t/

Presentation:

Step 1: The teacher revises the previous topic, focusing on stop and fricative consonant sounds and their pronunciation.

Step 2: The teacher introduces the new topic by explaining affricate consonant sounds, using examples and visual aids.

Step 3: The teacher allows the pupils to give their own examples of affricate consonant sounds, providing correction and guidance as needed.

Teacher’s Activities:

• Present the topic using flashcards and charts.
• Model pronunciation of each affricate consonant sound.
• Conduct listening and speaking exercises.
• Provide examples and correct pronunciation errors.

Learners’ Activities:

• Repeat affricate consonant sounds after the teacher.
• Match words with pictures that show affricate consonant sounds.
• Complete worksheets with affricate consonant sound exercises.

Assessment:

Evaluation Questions:

1. The affricate sound in “chair” is ___.
   • a) /ʧ/
   • b) /t/
   • c) /s/
   • d) /f/
2. The sound in “juice” is a ___ consonant.
   • a) /ʤ/
   • b) /s/
   • c) /k/
   • d) /p/
3. In “chat,” the affricate consonant sound is ___.
   • a) /ʧ/
   • b) /s/
   • c) /d/
   • d) /t/
4. The affricate sound in “giant” is ___.
   • a) /ʤ/
   • b) /z/
   • c) /t/
   • d) /b/
5. In “cheese,” the sound /ʧ/ is ___.
   • a) Voiceless
   • b) Voiced
   • c) Nasal
   • d) Lateral
6. The affricate consonant sound in “jug” is ___.
   • a) /ʤ/
   • b) /s/
   • c) /f/
   • d) /k/
7. The sound in “chat” is a fricative ___ consonant.
   • a) /ʧ/
   • b) /d/
   • c) /p/
   • d) /v/
8. The affricate sound in “juice” is ___.
   • a) /ʤ/
   • b) /θ/
   • c) /s/
   • d) /m/
9. The fricative consonant sound in “cheese” is ___.
   • a) /ʧ/
   • b) /k/
   • c) /t/
   • d) /d/
10. “Giant” contains a fricative ___ sound.
    • a) /ʤ/
    • b) /t/
    • c) /f/
    • d) /p/
11. The sound in “juice” is ___.
    • a) Voiced
    • b) Voiceless
    • c) Nasal
    • d) Lateral
12. The affricate sound in “chat” is ___.
    • a) /ʧ/
    • b) /f/
    • c) /v/
    • d) /s/
13. The sound in “cheese” is ___.
    • a) /ʧ/
    • b) /d/
    • c) /t/
    • d) /p/
14. The affricate sound in “giant” is ___.
    • a) /ʤ/
    • b) /θ/
    • c) /s/
    • d) /b/
15. The affricate sound in “jug” is ___.
    • a) /ʤ/
    • b) /m/
    • c) /d/
    • d) /t/

Conclusion:

The teacher goes around to mark and provide feedback on students’ understanding of affricate consonant sounds. The teacher reviews the correct answers to the evaluation questions and addresses any areas of confusion.