Understanding Fricative Consonant Sounds Phonemic Awareness / Diction English Grammar Primary 4 First Term Lesson Notes Week 4

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

Behavioural Objectives:

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

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

Key Words:

• Fricatives
• Pronunciation
• Example
• Consonant

Set Induction:

Start with an activity where students make a continuous “s” sound to illustrate the friction in fricative sounds.

Entry Behaviour:

Students should be familiar with basic consonant sounds.

Learning Resources and Materials:

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

Building Background / Connection to Prior Knowledge:

Review stop consonant sounds from previous lessons. Explain that fricatives are produced by forcing air through a narrow channel.

Embedded Core Skills:

• Phonemic awareness
• Pronunciation
• Listening and speaking skills

Learning Materials:

• Flashcards
• Chart with fricative consonants
• Worksheets for practice

Reference Books:

• Lagos State Scheme of Work

Instructional Materials:

• Flashcards
• Whiteboard
• Audio recordings

Content:

Introduction to Fricative Consonant Sounds:

• /f/ as in “fish”
• /v/ as in “van”
• /s/ as in “sun”
• /z/ as in “zoo”
• /θ/ as in “think” (voiceless th)
• /ð/ as in “this” (voiced th)

Examples of Fricative Consonant Sounds:

• /f/: fish, fan, fast
• /v/: van, vet, vase
• /s/: sun, sock, bus
• /z/: zoo, zip, buzz
• /θ/: think, bath, thin
• /ð/: this, that, mother

Evaluation Questions:

1. The sound in “fish” is a fricative ___ sound.
   • a) /f/
   • b) /p/
   • c) /k/
   • d) /b/
2. The word “van” contains the fricative ___ sound.
   • a) /v/
   • b) /t/
   • c) /d/
   • d) /k/
3. In “sun,” the fricative consonant sound is ___.
   • a) /s/
   • b) /t/
   • c) /b/
   • d) /d/
4. The sound in “zip” is a fricative ___ sound.
   • a) /z/
   • b) /g/
   • c) /t/
   • d) /p/
5. In “think,” the fricative consonant sound is ___.
   • a) /θ/
   • b) /s/
   • c) /k/
   • d) /m/
6. The sound in “this” is a fricative ___ sound.
   • a) /ð/
   • b) /f/
   • c) /d/
   • d) /g/
7. The fricative consonant sound in “bath” is ___.
   • a) /θ/
   • b) /s/
   • c) /b/
   • d) /d/
8. In “buzz,” the fricative consonant sound is ___.
   • a) /z/
   • b) /v/
   • c) /p/
   • d) /t/
9. The sound in “vase” is a fricative ___ sound.
   • a) /v/
   • b) /k/
   • c) /b/
   • d) /d/
10. “Sock” contains a fricative ___ sound.
    • a) /s/
    • b) /t/
    • c) /d/
    • d) /p/
11. The fricative sound in “mother” is ___.
    • a) /ð/
    • b) /s/
    • c) /k/
    • d) /p/
12. In “thin,” the fricative consonant sound is ___.
    • a) /θ/
    • b) /d/
    • c) /t/
    • d) /b/
13. The fricative sound in “fan” is ___.
    • a) /f/
    • b) /t/
    • c) /k/
    • d) /m/
14. The sound in “zip” is a fricative ___ sound.
    • a) /z/
    • b) /k/
    • c) /p/
    • d) /t/
15. The fricative consonant sound in “bat” is ___.
    • a) /b/
    • b) /f/
    • c) /s/
    • d) /t/

Class Activity Discussion:

1. What are fricative consonants?
   • Fricative consonants are sounds made by forcing air through a narrow channel, creating friction.
2. Can you give examples of words with fricative consonant sounds?
   • Examples include “fish,” “van,” “sun,” “zoo,” “think,” and “this.”
3. How do we pronounce the fricative sound in “fish”?
   • The sound /f/ is pronounced by touching the bottom lip to the upper teeth and blowing air out.
4. What is the difference between the sounds in “van” and “fan”?
   • “Van” has the /v/ sound (voiced), while “fan” has the /f/ sound (voiceless).
5. Why is it important to learn fricative consonant sounds?
   • Learning fricative consonant sounds helps in clear pronunciation and understanding spoken language better.
6. How is the /s/ sound in “sun” produced?
   • The /s/ sound is made by directing air through a small gap between the tongue and the roof of the mouth.
7. What makes the /θ/ sound in “think” different from the /ð/ sound in “this”?
   • The /θ/ sound is voiceless, while the /ð/ sound is voiced.
8. How can you practice fricative consonant sounds at home?
   • You can practice by saying words with these sounds and listening to their pronunciations in audio recordings.
9. What are some common mistakes with fricative consonant sounds?
   • Common mistakes include substituting /v/ with /f/ or mixing up /θ/ and /ð/.
10. Can fricative consonants affect spelling?
    • Yes, the pronunciation of fricative consonants can influence how words are spelled and understood.
11. How do fricative consonants differ from stop consonants?
    • Fricative consonants involve air friction, while stop consonants involve blocking and releasing air.
12. How do you teach the /z/ sound in “zoo”?
    • Demonstrate the sound by vibrating the vocal cords while directing air through a narrow opening between the tongue and the roof of the mouth.
13. Why are visual aids useful in teaching fricative consonants?
    • Visual aids help students see examples and understand how sounds are formed.
14. How can listening exercises improve understanding of fricative sounds?
    • Listening exercises help students distinguish between different fricative sounds and practice correct pronunciation.
15. What role do flashcards play in learning fricative consonants?
    • Flashcards provide visual and auditory examples, making it easier for students to remember and practice the sounds.

Presentation:

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

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

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

Teacher’s Activities:

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

Learners’ Activities:

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

Assessment:

Conclusion: The teacher goes around to mark the students’ work and provide feedback. Correct any pronunciation errors and reinforce the correct fricative consonant sounds.