Aural Discrimination of Consonant Sounds Speech Work English Grammar Primary 6 First Term Lesson Notes Week 3
English Language Lesson Note: Speech Work
Subject: English Language
Class: Primary 6
Term: First Term
Week: 3
Age: 11 years
Topic: Aural Discrimination of Consonant Sounds
Sub-topic: Identification, Pronunciation, and Sentence Usage of Consonant Sounds
Duration: 40 minutes
Behavioural Objectives:
By the end of the lesson, pupils should be able to:
- Identify and pronounce the consonant sounds /t/ and /θ/, /l/ and /r/, /s/ and /ʃ/.
- Write words containing these consonant sounds.
- Contrast between the consonant sounds.
- Develop meaningful sentences using words with these consonant sounds.
Keywords:
- Aural discrimination
- Consonant sounds
- Pronunciation
- Contrast
- Sentence usage
Set Induction:
Start the lesson by pronouncing the words “tin” and “thin,” “lake” and “rake,” “sit” and “ship,” and ask pupils to listen carefully to the difference in the consonant sounds at the beginning of each word.
Entry Behaviour:
Pupils are familiar with basic consonant sounds and can pronounce simple words.
Learning Resources and Materials:
- Flashcards with words containing /t/, /θ/, /l/, /r/, /s/, and /ʃ/ sounds.
- Audio recordings of words and sentences with these consonant sounds.
- Chart showing the phonetic symbols for the consonant sounds.
Building Background/Connection to Prior Knowledge:
Pupils have learned about basic consonant sounds and can identify different consonant sounds in words.
Embedded Core Skills:
- Listening skills
- Pronunciation
- Phonemic awareness
Learning Materials:
- Lagos State Scheme of Work
- Flashcards
- Audio recordings
- Chart
Instructional Materials:
- Flashcards
- Audio recordings
- Chart
- Aural Discrimination the /iə/ sound and the /ɛð/ sound
Content
- Understanding Consonant Sounds /t/, /θ/, /l/, /r/, /s/, and /ʃ/:
- /t/: A voiceless alveolar plosive, as in “tin.”
- /θ/: A voiceless dental fricative, as in “thin.”
- /l/: A voiced alveolar lateral approximant, as in “lake.”
- /r/: A voiced alveolar approximant, as in “rake.”
- /s/: A voiceless alveolar fricative, as in “sit.”
- /ʃ/: A voiceless postalveolar fricative, as in “ship.”
- Contrasting the Consonant Sounds:
- /t/ vs /θ/:
- “tin” vs “thin”
- “bat” vs “bath”
- /l/ vs /r/:
- “lake” vs “rake”
- “light” vs “right”
- /s/ vs /ʃ/:
- “sit” vs “ship”
- “sick” vs “shack”
- /t/ vs /θ/:
- Using Words in Sentences:
- /t/:
- “The tin is on the table.”
- /θ/:
- “The thin man is tall.”
- /l/:
- “The lake is calm and clear.”
- /r/:
- “The rake is in the garden.”
- /s/:
- “She likes to sit under the sun.”
- /ʃ/:
- “The ship sailed across the ocean.”
- /t/:
Assessment Questions:
- The consonant sound in “tin” is ______.
- a) /θ/
- b) /t/
- c) /r/
- d) /l/
- The consonant sound in “thin” is ______.
- a) /t/
- b) /θ/
- c) /l/
- d) /s/
- The word “lake” contains the consonant sound ______.
- a) /l/
- b) /r/
- c) /s/
- d) /ʃ/
- The word “rake” contains the consonant sound ______.
- a) /l/
- b) /r/
- c) /t/
- d) /θ/
- The word “sit” has the consonant sound ______.
- a) /ʃ/
- b) /s/
- c) /θ/
- d) /r/
- The word “ship” has the consonant sound ______.
- a) /s/
- b) /θ/
- c) /ʃ/
- d) /t/
- In the word “bat,” the consonant sound is ______.
- a) /θ/
- b) /t/
- c) /l/
- d) /r/
- In the word “bath,” the consonant sound is ______.
- a) /t/
- b) /θ/
- c) /s/
- d) /ʃ/
- The word “light” contains the consonant sound ______.
- a) /l/
- b) /r/
- c) /t/
- d) /s/
- The word “right” contains the consonant sound ______.
- a) /l/
- b) /r/
- c) /θ/
- d) /t/
- “Sit” and “ship” are different because of the ______.
- a) vowel sound
- b) consonant sound
- c) spelling
- d) meaning
- The word “tin” rhymes with ______.
- a) thin
- b) shin
- c) bin
- d) pin
- The word “lake” rhymes with ______.
- a) rake
- b) fake
- c) take
- d) shake
- The consonant sound /θ/ is found in the word ______.
- a) bath
- b) bat
- c) cat
- d) rat
- The consonant sound /ʃ/ is found in the word ______.
- a) sick
- b) sack
- c) shack
- d) sock
Evaluation Questions:
- Q: What is the consonant sound in “tin”?
A: The consonant sound in “tin” is /t/. - Q: What is the consonant sound in “thin”?
A: The consonant sound in “thin” is /θ/. - Q: How do you pronounce the consonant sound /t/?
A: /t/ is pronounced by pressing the tongue against the upper teeth and then releasing. - Q: How do you pronounce the consonant sound /θ/?
A: /θ/ is pronounced by placing the tip of the tongue between the upper and lower teeth and blowing air out. - Q: What is an example of a word with the /l/ sound?
A: An example is “lake.” - Q: What is an example of a word with the /r/ sound?
A: An example is “rake.” - Q: Can you use the word “sit” in a sentence?
A: “She likes to sit under the tree.” - Q: Can you use the word “ship” in a sentence?
A: “The ship sailed across the sea.” - Q: What is the difference between /l/ and /r/?
A: /l/ is pronounced with the tongue touching the roof of the mouth, while /r/ is pronounced with the tongue curled back. - Q: Which sound is longer, /s/ or /ʃ/?
A: Both /s/ and /ʃ/ can be held for the same length of time, but /ʃ/ is pronounced with the tongue further back in the mouth. - Q: How is the word “lake” pronounced differently from “rake”?
A: “Lake” has the /l/ sound, while “rake” has the /r/ sound. - Q: What is the consonant sound in “bat”?
A: The consonant sound in “bat” is /t/. - Q: What is the consonant sound in “bath”?
A: The consonant sound in “bath” is /θ/. - Q: Why is it important to learn about consonant sounds?
A: It helps with pronunciation and understanding different words. - Q: Can the consonant sound change the meaning of a word?
A: Yes, different consonant sounds can change the meaning of a word.
Presentation
Step 1: Revision of the previous topic
- The teacher revises the previous topic by asking pupils to recall what they learned about vowel sounds.
Step 2: Introduction of the new topic
- The teacher introduces the new topic by explaining what consonant sounds are and giving examples.
Step 3: Guided practice
- The teacher guides the pupils in practicing the pronunciation of words with /t/, /θ/, /l/, /r/, /s/, and /ʃ/ sounds using flashcards and audio recordings.
Teacher’s Activities:
- Pronounce each sound and demonstrate how to form the sound with the mouth.
- Write words on the board that contain the sounds and have pupils practice pronouncing them.
- Assist pupils in developing sentences using words with the targeted consonant sounds.
Learners’ Activities:
- Listen and repeat the pronunciation of words after the teacher.
- Write the words containing the consonant sounds in their notebooks.
- Create and share sentences using words with these sounds.
Assessment:
- Ask pupils to pronounce words with the consonant sounds /t/, /θ/, /l/, /r/, /s/, and /ʃ/.
- Have pupils write sentences using words with these consonant sounds.
- Provide feedback and correct any pronunciation errors.
Evaluation:
- What is the consonant sound in “tin”?
- How do you pronounce the word “thin”?
- Can you give an example of a word with the /l/ sound?
- What is the difference between /t/ and /θ/?
- How do you use “lake” in a sentence?
- How do you use “rake” in a sentence?
- Which sound is longer, /s/ or /ʃ/?
- Can you pronounce “sit” and “ship” correctly?
- Why is it important to learn about consonant sounds?
- Can you explain the pronunciation of /r/?
Conclusion:
The teacher goes around to mark and provide necessary feedback to ensure pupils can distinguish and pronounce the consonant sounds /t/, /θ/, /l/, /r/, /s/, and /ʃ/ correctly.