Introduction to Liquids and Glides for Primary 4 Phonemic Awareness / Diction English Grammar Primary 4 First Term Lesson Notes Week 8
Phonetics Awareness /Diction English Grammar Primary 4 First Term Lesson Notes Week 8
Subject: English Grammar
Class: Primary 4
Term: First Term
Week: 8
Age: 9 years
Topic: Consonant Sounds – Liquids and Glides
Sub-topic: Liquids and Glides
Duration: 40 minutes
Behavioural Objectives:
By the end of the lesson, students should be able to:
- Identify and pronounce liquid and glide consonant sounds.
- Differentiate between liquid and glide consonant sounds in various words.
- Use liquid and glide consonant sounds correctly in sentences.
Key Words:
- Liquids
- Glides
- Pronunciation
- Consonant
Set Induction:
Start with a demonstration of how the sounds are produced by briefly explaining the concept of airflow and articulation for liquids and glides.
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 liquid and glide consonants
- Whiteboard and markers
- Audio recordings of liquid and glide sounds
Building Background / Connection to Prior Knowledge:
Review nasal consonant sounds from the previous lesson. Explain that liquids and glides are another type of consonant sound involving smooth, flowing articulation.
Embedded Core Skills:
- Phonemic awareness
- Pronunciation
- Listening and speaking skills
Learning Materials:
- Flashcards
- Chart with liquid and glide consonants
- Worksheets for practice
Reference Books:
- Lagos State Scheme of Work
Instructional Materials:
- Flashcards
- Whiteboard
- Audio recordings
Content:
Introduction to Liquid Consonant Sounds:
- /l/ as in “lip”
- /r/ as in “run”
Introduction to Glide Consonant Sounds:
- /w/ as in “we”
- /j/ as in “yes”
Examples of Liquid Consonant Sounds:
- /l/: lip, leg, leaf
- /r/: run, red, rock
Examples of Glide Consonant Sounds:
- /w/: we, wet, wind
- /j/: yes, yellow, young
Class Activity Discussion:
- What are liquid consonants?
- Liquid consonants involve a smooth, flowing articulation, such as /l/ and /r/.
- Can you give examples of words with liquid consonant sounds?
- Examples include “lip” for /l/ and “run” for /r/.
- How do you produce the /l/ sound in “lip”?
- The /l/ sound is produced by touching the tip of the tongue to the roof of the mouth near the front teeth.
- What makes the /r/ sound in “run” different from the /l/ sound in “lip”?
- The /r/ sound involves curling the tip of the tongue upward without touching the roof of the mouth, while /l/ involves contact between the tongue and the roof of the mouth.
- What are glide consonants?
- Glide consonants are sounds that involve a smooth movement from one sound to another, such as /w/ and /j/.
- How is the /w/ sound in “we” produced?
- The /w/ sound is produced by rounding the lips and allowing the airflow to glide through.
- How do you pronounce the /j/ sound in “yes”?
- The /j/ sound is produced by raising the middle part of the tongue close to the roof of the mouth without touching it.
- Why is it important to learn liquid and glide consonant sounds?
- Learning these sounds helps improve pronunciation and clarity in spoken language.
- How can you practice liquid and glide consonant sounds at home?
- Practice by saying words with these sounds and listening to their pronunciations in audio recordings.
- What role do visual aids play in teaching liquid and glide consonants?
- Visual aids help students see examples and understand how sounds are formed.
- How do liquid consonants differ from glide consonants?
- Liquid consonants involve smooth articulation, while glide consonants involve a smooth transition between sounds.
- What is the difference in articulation between /l/ and /r/?
- /l/ involves touching the tongue to the roof of the mouth, while /r/ involves curling the tongue without touching the roof.
- How can listening exercises improve understanding of liquid and glide sounds?
- Listening exercises help students distinguish between different sounds and practice correct pronunciation.
- What are some common mistakes with liquid and glide consonant sounds?
- Common mistakes include confusing /l/ with /r/ or /w/ with /v/.
- Why are practice exercises important for mastering liquid and glide consonants?
- Practice exercises help reinforce correct pronunciation and understanding of how these sounds are used in words.
Evaluation Questions:
- The liquid consonant sound in “lip” is ___.
- a) /l/
- b) /b/
- c) /t/
- d) /f/
- The sound in “run” is a ___ consonant.
- a) /r/
- b) /d/
- c) /s/
- d) /p/
- The glide consonant sound in “we” is ___.
- a) /w/
- b) /k/
- c) /g/
- d) /t/
- The sound in “yes” is ___.
- a) /j/
- b) /l/
- c) /r/
- d) /n/
- The liquid consonant sound in “leg” is ___.
- a) /l/
- b) /n/
- c) /m/
- d) /s/
- The glide consonant in “yellow” is ___.
- a) /j/
- b) /w/
- c) /r/
- d) /d/
- The sound in “wet” is ___.
- a) /w/
- b) /f/
- c) /l/
- d) /t/
- The liquid consonant sound in “rock” is ___.
- a) /r/
- b) /b/
- c) /d/
- d) /k/
- The glide consonant sound in “young” is ___.
- a) /j/
- b) /s/
- c) /p/
- d) /n/
- The sound in “wind” is ___.
- a) /w/
- b) /t/
- c) /k/
- d) /m/
- The liquid consonant in “leaf” is ___.
- a) /l/
- b) /n/
- c) /m/
- d) /r/
- The glide consonant in “yes” is ___.
- a) /j/
- b) /k/
- c) /b/
- d) /d/
- The sound in “ring” is ___.
- a) /r/
- b) /w/
- c) /s/
- d) /j/
- The liquid consonant in “pen” is ___.
- a) /n/
- b) /r/
- c) /l/
- d) /f/
- The glide sound in “we” is ___.
- a) /w/
- b) /s/
- c) /d/
- d) /t/
Presentation:
Step 1: The teacher revises the previous topic on nasal consonant sounds, focusing on pronunciation.
Step 2: The teacher introduces the new topic by explaining liquid and glide consonant sounds, using examples and visual aids.
Step 3: The teacher allows the pupils to give their own examples of liquid and glide consonant sounds, providing correction and guidance as needed.
Teacher’s Activities:
- Present the topic using flashcards and charts.
- Model pronunciation of each liquid and glide consonant sound.
- Conduct listening and speaking exercises.
- Provide examples and correct pronunciation errors.
Learners’ Activities:
- Repeat liquid and glide consonant sounds after the teacher.
- Match words with pictures that show liquid and glide consonant sounds.
- Complete worksheets with liquid and glide consonant sound exercises.
Assessment:
Evaluation Questions:
- The liquid consonant sound in “lip” is ___.
- a) /l/
- b) /b/
- c) /t/
- d) /f/
- The sound in “run” is a ___ consonant.
- a) /r/
- b) /d/
- c) /s/
- d) /p/
- The glide consonant sound in “we” is ___.
- a) /w/
- b) /k/
- c) /g/
- d) /t/
- The sound in “yes” is ___.
- a) /j/
- b) /l/
- c) /r/
- d) /n/
- The liquid consonant sound in “leg” is ___.
- a) /l/
- b) /n/
- c) /m/
- d) /s/
- The glide consonant in “yellow” is ___.
- a) /j/
- b) /w/
- c) /r/
- d) /d/
- The sound in “wet” is ___.
- a) /w/
- b) /f/
- c) /l/
- d) /t/
- The liquid consonant sound in “rock” is ___.
- a) /r/
- b) /b/
- c) /d/
- d) /k/
- The glide consonant sound in “young” is ___.
- a) /j/
- b) /s/
- c) /p/
- d) /n/
- The sound in “wind” is ___.
- a) /w/
- b) /t/
- c) /k/
- d) /m/
- The liquid consonant in “leaf” is ___.
- a) /l/
- b) /n/
- c) /m/
- d) /r/
- The glide consonant in “yes” is ___.
- a) /j/
- b) /k/
- c) /b/
- d) /d/
- The sound in “ring” is ___.
- a) /r/
- b) /w/
- c) /s/
- d) /j/
- The liquid consonant in “pen” is ___.
- a) /n/
- b) /r/
- c) /l/
- d) /f/
- The glide sound in “we” is ___.
- a) /w/
- b) /s/
- c) /d/
- d) /t/
Conclusion:
The teacher goes around to mark and provide feedback on students’ understanding of liquid and glide consonant sounds. The teacher reviews the correct answers to the evaluation questions and addresses any areas of confusion.