Speech Work: Minimal Pairs – Vowel Sounds /e/ and /i:/ Phonemic Awareness Diction Speech Work English Grammar Primary 5 First Term Lesson Notes Week 5

Subject: English Grammar
Class: Primary 5
Term: First Term
Week: 5
Age: 10 years
Topic: Silent Letters in Words
Sub-topic: Speech Work: Minimal Pairs – Vowel Sounds /e/ and /i:/
Duration: 1 hour

Behavioural Objectives:
By the end of the lesson, pupils should be able to:

1. Recognize and pronounce the vowel sounds /e/ and /i:/ correctly.
2. Generate ten words containing the sounds /e/ and /i:/.
3. Contrast between the sounds when used in words.
4. Construct sentences using pairs of words that contain these vowel sounds.

Keywords: Vowel sounds, /e/ sound, /i:/ sound, Pronunciation, Minimal pairs, Silent letters

Set Induction:

• Begin the lesson by saying a few pairs of words that highlight the difference between the /e/ and /i:/ sounds, such as “bed” vs. “bead.” Ask pupils to listen carefully and identify which sounds they hear.

Entry Behaviour:

• Pupils should have prior knowledge of basic vowel sounds and how they differ from one another.

Learning Resources and Materials:

• Flashcards with words containing /e/ and /i:/ sounds.
• Audio recordings of words with these vowel sounds.
• Visual aids showing the mouth positions for producing these sounds.

Building Background/Connection to Prior Knowledge:

• Review previously learned vowel sounds, emphasizing their role in differentiating word meanings.

Embedded Core Skills:

• Listening and speaking skills
• Pronunciation
• Oral communication

Learning Materials:

• Flashcards
• Audio player
• Visual aids

Reference Books:

• Lagos State Scheme of Work
• English Grammar Textbooks for Primary 5

Instructional Materials:

• Whiteboard and markers
• Handouts with exercises on vowel sounds and minimal pairs

Content:

1. Vowel Sound /e/:
   • The /e/ sound is a short vowel sound made by placing the tongue at the middle height in the mouth and slightly forward.
   • It is found in words like “bed” and “pen.”
   • Examples:
     • “bed” /bed/
     • “pen” /pen/
     • “red” /red/
2. Vowel Sound /i:/:
   • The /i:/ sound is a long vowel sound made by placing the tongue close to the roof of the mouth and slightly forward.
   • It is found in words like “bead” and “seat.”
   • Examples:
     • “bead” /biːd/
     • “seat” /siːt/
     • “green” /ɡriːn/
3. Generating Words with /e/ and /i:/ Sounds:
   • Practice generating ten words that include these vowel sounds.
   • Example words:
     • /e/: “bed,” “pen,” “red,” “men,” “get”
     • /i:/: “bead,” “seat,” “green,” “seen,” “beat”
4. Contrasting /e/ and /i:/ Sounds:
   • Discuss how the /e/ sound is short and the /i:/ sound is long. Compare pairs of words to highlight the difference in pronunciation.
   • Example contrasts:
     • “bed” /bed/ vs. “bead” /biːd/
     • “pen” /pen/ vs. “seen” /siːn/
     • “red” /red/ vs. “reed” /riːd/
5. Constructing Sentences with /e/ and /i:/ Sounds:
   • Pupils should practice constructing sentences using pairs of words with these vowel sounds.
   • Example sentences:
     • “The bed is red.”
     • “The bead is green.”
     • “He sat on the seat.”

Evaluation:

1. The word with the /e/ sound is:
   a) bead
   b) bed
   c) seat
   d) green
2. The /i:/ sound is found in:
   a) pen
   b) men
   c) green
   d) red
3. Which of these words has the /e/ sound?
   a) beat
   b) seat
   c) get
   d) green
4. The /e/ sound is pronounced by:
   a) Raising the tongue close to the roof of the mouth
   b) Lowering the tongue slightly in the middle of the mouth
   c) Rounding the lips
   d) Pulling the tongue back
5. The word “seat” has the vowel sound:
   a) /e/
   b) /i:/
   c) /a:/
   d) /ʊ/
6. A word that contrasts with “bed” using the /i:/ sound is:
   a) Pen
   b) Men
   c) Bead
   d) Red
7. Which word has the /i:/ sound?
   a) Green
   b) Red
   c) Bed
   d) Pen
8. Which sound is a long vowel?
   a) /e/
   b) /i:/
   c) /a/
   d) /ʊ/
9. Which sound is shorter in duration?
   a) /e/
   b) /i:/
   c) /a:/
   d) /u:/
10. The sound in “reed” is:
    a) /e/
    b) /i:/
    c) /a:/
    d) /ʊ/
11. The word “men” contains the vowel sound:
    a) /e/
    b) /i:/
    c) /a:/
    d) /ʊ/
12. Which of these words does not have the /i:/ sound?
    a) Seen
    b) Seat
    c) Bed
    d) Green
13. The /e/ sound is a:
    a) Long vowel
    b) Short vowel
    c) Consonant
    d) Diphthong
14. A word that contrasts with “pen” using the /i:/ sound is:
    a) Bed
    b) Red
    c) Bead
    d) Men
15. The sound in “get” is:
    a) /e/
    b) /i:/
    c) /a:/
    d) /ʊ/

Class Activity Discussion:

1. What is the /e/ sound?
   • The /e/ sound is a short vowel sound made by placing the tongue at the middle height in the mouth and slightly forward.
2. Can you give examples of words with the /i:/ sound?
   • Examples include “bead,” “seat,” and “green.”
3. What is the /i:/ sound?
   • The /i:/ sound is a long vowel sound made by placing the tongue close to the roof of the mouth and slightly forward.
4. How do you write words with the /e/ sound?
   • Words with the /e/ sound include “bed,” “pen,” and “red.”
5. How can you practice distinguishing /e/ and /i:/ sounds?
   • By listening to and repeating words that contain these sounds.
6. Give a sentence using a word with the /i:/ sound.
   • “The bead is green.”
7. Why is it important to know the difference between /e/ and /i:/?
   • It helps in pronouncing words correctly and understanding their meanings.
8. What happens to your mouth when you say /i:/?
   • The tongue is raised close to the roof of the mouth, and the sound is long.
9. What is the key difference between the /e/ and /i:/ sounds?
   • The /e/ sound is short, while the /i:/ sound is long.
10. Can you think of a pair of words that contrast /e/ and /i:/?
    • “Bed” and “bead” contrast /e/ and /i:/ sounds.
11. Which sound is more common in English words, /e/ or /i:/?
    • Both sounds are common but in different contexts.
12. How does understanding these sounds help with reading and writing?
    • It improves spelling, pronunciation, and comprehension of words.
13. Which sound is shorter, /e/ or /i:/?
    • The /e/ sound is shorter.
14. Can you give an example of a word with the /i:/ sound at the end?
    • “Green” is a word with the /i:/ sound at the end.
15. What is the most important thing to remember when pronouncing /e/ and /i:/?
    • The length of the sound and the position of the tongue and lips are key.

Presentation:

Step 1:

• The teacher revises the previous topic, reviewing silent letters in words.

Step 2:

• The teacher introduces the new topic on vowel sounds /e/ and /i:/, explaining how each sound is produced and pronounced.

Step 3:

• The teacher engages pupils in identifying these sounds in different words, and pupils practice constructing sentences using these sounds.

Teacher’s Activities:

• Demonstrate how to pronounce the vowel sounds /e/ and /i:/ using visual and audio aids.
• Provide words and examples to illustrate each sound.
• Guide pupils in writing and pronouncing words containing these sounds.
• Encourage pupils to use the words in sentences.

Learners’ Activities:

• Listen to the sounds and repeat after the teacher.
• Write words with the /e/ and /i:/ sounds.
• Construct sentences using the words provided.

Assessment:

• Pupils will be assessed on their ability to identify, pronounce, and use the vowel sounds /e/ and /i:/ correctly in sentences.

Conclusion:

• The teacher goes around to mark pupils’ work, providing feedback on their pronunciation and use of vowel sounds /e/ and /i:/.

This lesson plan focuses on the correct pronunciation, identification, and practical application of the vowel sounds /e/ and /i:/ in writing and speaking activities for Primary 5 pupils.