Mastering Nasal Consonant Sounds Phonemic Awareness / Diction English Grammar Primary 4 First Term Lesson Notes Week 6
Phonetics Awareness /Diction English Grammar Primary 4 First Term Lesson Notes Week 6
Subject: English Grammar
Class: Primary 4
Term: First Term
Week: 6
Age: 9 years
Topic: Nasal Consonant Sounds
Sub-topic: Consonant Sounds – Nasals
Duration: 40 minutes
Behavioural Objectives:
By the end of the lesson, students should be able to:
- Identify and pronounce nasal consonant sounds.
- Differentiate between nasal consonant sounds in various words.
- Use nasal consonant sounds correctly in sentences.
Key Words:
- Nasals
- Pronunciation
- Example
- Consonant
Set Induction:
Begin by making sounds through the nose and mouth to show how nasal consonants use nasal airflow.
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 nasal consonants
- Whiteboard and markers
- Audio recordings of nasal sounds
Building Background / Connection to Prior Knowledge:
Review affricate consonant sounds from the previous lesson. Explain that nasal consonants involve airflow through the nose.
Embedded Core Skills:
- Phonemic awareness
- Pronunciation
- Listening and speaking skills
Learning Materials:
- Flashcards
- Chart with nasal consonants
- Worksheets for practice
Reference Books:
- Lagos State Scheme of Work
Instructional Materials:
- Flashcards
- Whiteboard
- Audio recordings
Content:
Introduction to Nasal Consonant Sounds:
- /m/ as in “man”
- /n/ as in “no”
- /ŋ/ as in “sing”
Examples of Nasal Consonant Sounds:
- /m/: man, map, milk
- /n/: no, net, pen
- /ŋ/: sing, long, ring
Class Activity Discussion:
- What are nasal consonants?
- Nasal consonants are sounds produced with airflow through the nose.
- Can you give examples of words with nasal consonant sounds?
- Examples include “man,” “no,” and “sing.”
- How do we pronounce the nasal sound in “man”?
- The /m/ sound is produced by closing the lips and allowing air to pass through the nose.
- What makes the /n/ sound in “no” different from the /ŋ/ sound in “sing”?
- The /n/ sound is produced with the tongue against the roof of the mouth, while the /ŋ/ sound is produced with the tongue against the soft part of the roof of the mouth.
- Why is it important to learn nasal consonant sounds?
- Learning nasal consonant sounds helps with clear pronunciation and understanding spoken language.
- How is the /m/ sound in “man” produced?
- The /m/ sound involves closing the lips and allowing the air to escape through the nose.
- What are some common mistakes with nasal consonant sounds?
- Common mistakes include confusing /m/ with /b/ or /n/ with /d/.
- How can you practice nasal 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 nasal consonants?
- Visual aids help students see examples and understand how sounds are formed.
- How can listening exercises improve understanding of nasal sounds?
- Listening exercises help students distinguish between different nasal sounds and practice correct pronunciation.
- How do nasal consonants differ from other consonants?
- Nasal consonants involve airflow through the nose, while other consonants may involve only the mouth.
- How do you teach the /n/ sound in “no”?
- Demonstrate the sound by showing how airflow is directed through the nose while the tongue touches the roof of the mouth.
- What makes the /ŋ/ sound in “sing” unique?
- The /ŋ/ sound involves raising the back of the tongue to the soft part of the roof of the mouth.
- Can nasal consonants affect spelling?
- Yes, the pronunciation of nasal consonants can influence how words are spelled and understood.
- Why are practice exercises important for mastering nasal consonants?
- Practice exercises help reinforce correct pronunciation and understanding of how nasal sounds are used in words.
Evaluation Questions:
- The nasal consonant sound in “man” is ___.
- a) /m/
- b) /p/
- c) /t/
- d) /s/
- The sound in “no” is a ___ consonant.
- a) /n/
- b) /d/
- c) /l/
- d) /f/
- In “sing,” the nasal consonant sound is ___.
- a) /ŋ/
- b) /m/
- c) /s/
- d) /t/
- The nasal sound in “map” is ___.
- a) /m/
- b) /n/
- c) /k/
- d) /r/
- In “pen,” the sound /n/ is ___.
- a) A nasal consonant
- b) A stop consonant
- c) A fricative consonant
- d) A lateral consonant
- The nasal consonant sound in “long” is ___.
- a) /ŋ/
- b) /d/
- c) /s/
- d) /b/
- The sound in “milk” is ___.
- a) /m/
- b) /n/
- c) /f/
- d) /t/
- The nasal consonant sound in “ring” is ___.
- a) /ŋ/
- b) /l/
- c) /r/
- d) /s/
- The sound in “net” is ___.
- a) /n/
- b) /d/
- c) /k/
- d) /g/
- “Sing” contains a nasal ___ sound.
- a) /ŋ/
- b) /t/
- c) /f/
- d) /p/
- The sound in “man” is ___.
- a) /m/
- b) /s/
- c) /k/
- d) /d/
- The nasal consonant in “no” is ___.
- a) /n/
- b) /b/
- c) /l/
- d) /v/
- The nasal consonant sound in “sing” is ___.
- a) /ŋ/
- b) /r/
- c) /s/
- d) /d/
- The sound in “map” is ___.
- a) /m/
- b) /n/
- c) /t/
- d) /l/
- The nasal sound in “ring” is ___.
- a) /ŋ/
- b) /k/
- c) /t/
- d) /b/
Presentation:
Step 1: The teacher revises the previous topic on affricate consonant sounds, focusing on pronunciation.
Step 2: The teacher introduces the new topic by explaining nasal consonant sounds, using examples and visual aids.
Step 3: The teacher allows the pupils to give their own examples of nasal consonant sounds, providing correction and guidance as needed.
Teacher’s Activities:
- Present the topic using flashcards and charts.
- Model pronunciation of each nasal consonant sound.
- Conduct listening and speaking exercises.
- Provide examples and correct pronunciation errors.
Learners’ Activities:
- Repeat nasal consonant sounds after the teacher.
- Match words with pictures that show nasal consonant sounds.
- Complete worksheets with nasal consonant sound exercises.
Assessment:
Evaluation Questions:
- The nasal consonant sound in “man” is ___.
- a) /m/
- b) /p/
- c) /t/
- d) /s/
- The sound in “no” is a ___ consonant.
- a) /n/
- b) /d/
- c) /l/
- d) /f/
- In “sing,” the nasal consonant sound is ___.
- a) /ŋ/
- b) /m/
- c) /s/
- d) /t/
- The nasal sound in “map” is ___.
- a) /m/
- b) /n/
- c) /k/
- d) /r/
- In “pen,” the sound /n/ is ___.
- a) A nasal consonant
- b) A stop consonant
- c) A fricative consonant
- d) A lateral consonant
- The nasal consonant sound in “long” is ___.
- a) /ŋ/
- b) /d/
- c) /s/
- d) /b/
- The sound in “milk” is ___.
- a) /m/
- b) /n/
- c) /f/
- d) /t/
- The nasal consonant sound in “ring” is ___.
- a) /ŋ/
- b) /l/
- c) /r/
- d) /s/
- The sound in “net” is ___.
- a) /n/
- b) /d/
- c) /k/
- d) /g/
- “Sing” contains a nasal ___ sound.
- a) /ŋ/
- b) /t/
- c) /f/
- d) /p/
- The sound in “man” is ___.
- a) /m/
- b) /s/
- c) /k/
- d) /d/
- The nasal consonant in “no” is ___.
- a) /n/
- b) /b/
- c) /l/
- d) /v/
- The nasal consonant sound in “sing” is ___.
- a) /ŋ/
- b) /r/
- c) /s/
- d) /d/
- The sound in “map” is ___.
- a) /m/
- b) /n/
- c) /t/
- d) /l/
- The nasal sound in “ring” is ___.
- a) /ŋ/
- b) /k/
- c) /t/
- d) /b/
Conclusion:
The teacher goes around to mark and provide feedback on students’ understanding of nasal consonant sounds. The teacher reviews the correct answers to the evaluation questions and addresses any areas of confusion.
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