Speech Work: Contrast Consonants for JSS 3 First Term Lesson Notes Week 4

Lesson Plan: Speech Work – Contrast Consonants

Subject: English Grammar
Class: JSS 3
Term: First Term
Week: 4
Age: 13–15 years
Topic: Speech Work
Sub-topic: Contrast Consonants: /aƱ/, /ƏƱ/, /iƏ/, /eƏ/, and /ƱƏ/
Duration: 40 minutes

Behavioural Objectives:

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

1. Identify and pronounce the target consonant sounds correctly.
2. Differentiate between the sounds /aƱ/, /ƏƱ/, /iƏ/, /eƏ/, and /ƱƏ/.
3. Use words containing these sounds in sentences.
4. Understand the importance of correct pronunciation in effective communication.

Keywords:

• Contrast consonants
• Pronunciation
• Speech work
• Phonetics

Set Induction:

The teacher will begin by asking students about their understanding of consonant sounds and the importance of correct pronunciation in spoken English. The teacher may play a short audio of different words containing the target sounds.

Entry Behaviour:

Students are already familiar with basic phonetics and can pronounce common words. They have been exposed to previous lessons on consonant sounds.

Learning Resources and Materials:

• Phonetic charts showing the target sounds
• Word cards with examples of each sound
• Audio recordings of the words for listening practice
• Whiteboard/Chalkboard for writing and illustrating points

Building Background/Connection to Prior Knowledge:

The teacher will connect this lesson to previous phonetic lessons by reviewing some consonant sounds learned in earlier classes and explaining how correct pronunciation affects communication.

Embedded Core Skills:

• Listening skills
• Pronunciation practice
• Oral communication
• Critical thinking

Instructional Materials:

• Lagos State Scheme of Work
• Printed materials with word lists
• Audio devices for listening exercises

Content:

1. Introduction to Contrast Consonants:
   • The teacher will explain what contrast consonants are and how they differ in sound, using phonetic symbols to represent each sound.
2. Target Consonant Sounds:
   • /aƱ/: Examples: how, cow, crowd, house, browse, blouse, stout, out, shout, mouth
   • /ƏƱ/: Examples: road, load, bold, rose, over, total, groan, old, clothe, close
   • /iƏ/: Examples: here, ear, beer, fear, dear, deer
   • /eƏ/: Examples: chair, air, fare, care, there, bare, pair
   • /ƱƏ/: Examples: poor, pure, tour, sure, during, guava
3. Pronunciation Practice:
   • The teacher will lead the students in repeating each sound and its corresponding words. Students will practice in pairs, taking turns to pronounce the words and provide feedback to each other.
4. Sentence Construction:
   • The teacher will ask students to create sentences using words from each sound category. For example:
     • “The cow is out in the crowd.” (using /aƱ/)
     • “The bold man rose to the challenge.” (using /ƏƱ/)
     • “I fear the deer may cross the road.” (using /iƏ/)

Board Summary:

• Contrast Consonants:
  • /aƱ/: how, cow, house
  • /ƏƱ/: road, bold, rose
  • /iƏ/: here, fear, deer
  • /eƏ/: chair, care, there
  • /ƱƏ/: poor, pure, sure

Teacher’s Activities:

1. Introduce the lesson topic and engage students in a discussion about pronunciation.
2. Present the target sounds and provide examples.
3. Conduct pronunciation exercises and ensure students are articulating the sounds correctly.
4. Guide students in sentence creation using the target words.
5. Monitor student practice and provide corrective feedback.

Learners’ Activities:

1. Listen and repeat the target sounds and words after the teacher.
2. Practice pronouncing words in pairs and correct each other.
3. Construct sentences using words from the different sound categories.
4. Participate in class discussions and share their sentences.

Evaluation Questions:

1. What is the sound represented by /aƱ/? Give two examples.
2. Identify the antonym of the word “bold” using its contrasting sound.
3. Use the word “chair” in a sentence.
4. How do the sounds /iƏ/ and /eƏ/ differ in pronunciation?
5. Provide an example of a word with the sound /ƱƏ/.

Class Activity Discussion:

1. Why is it important to distinguish between different consonant sounds in English?
2. How can mispronunciation of words affect communication?
3. Share your experience with difficult English sounds. Which ones do you find challenging?
4. How does practicing phonetics improve your overall language skills?
5. Can you think of other words not covered today that contain these sounds?

Conclusion:

The teacher will summarize the lesson by emphasizing the importance of pronunciation in effective communication. The teacher will encourage students to practice the target sounds regularly and provide feedback on their pronunciation during class.