Aural Discrimination: Consonant contrast Sounds /p/ – /f/ Primary 5 (Basic 5) First Term Week 8 English Studies

AURAL DISCRIMINATION: CONSONANT CONTRAST SOUNDS /p/ – /f/ PRIMARY 5 (Basic 5) FIRST TERM WEEK 8 ENGLISH STUDIES

ENGLISH STUDIES

FIRST TERM

WEEK 8

PRIMARY 5 (BASIC 5) 

THEME – SPEECH WORK 

TOPIC – CONSONANT CONTRAST SOUNDS /p/ – /f/ 

LEARNING AREA

1. Introduction

2. Examples of Sounds /p/ – /f/

3. Pronunciation Practice

4. Practice Exercise/Assignment/Test Questions and Answers

5. Summary

LEARNING OBJECTIVES 

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

1. identify the consonant sounds /p/ – /f/.

2. pronounce words containing /p/ – /f/ correctly.

3. distinguish between /p/ – /f/ in spoken words.

4. identify minimal pairs containing the sounds.

5. use the words in simple sentences.

ENTRY BEHAVIOUR

The pupils already understand that different sounds produce different meanings in words. This lesson helps them to distinguish between /p/ – /f/.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Flashcards with /p/ – /f/ words

2. Whiteboard and marker/chalkboard and chalk

3. English textbook

4. Pictures of objects (pen, fan, pig, fish, etc.)

5. Audio pronunciation guide (if available)

METHOD OF TEACHING

Choose a suitable and appropriate methods for the lessons.

Note – Irrespective of choosing methods of teaching, always introduce an activities that will arouse pupil’s interest or lead them to the lessons. 

REFERENCE MATERIALS

1. Scheme of Work

2. 9 – Years Basic Education Curriculum

3. Course Book

4. All Relevant Material

5. Online Information

CONTENT OF THE LESSON

INTRODUCTION

Consonant contrast refers to the difference in meaning that occurs when one consonant sound in a word is changed.

Aural discrimination is the ability to hear and differentiate between speech sounds.

In this lesson, pupils will learn to distinguish between the consonant sounds:

• /p/ as in pen

• /f/ as in fan

Examples of /p/ Sound

• pen

• pig

• pan

• pot

• pin

Examples of /f/ Sound

• fan

• fish

• fat

• fin

• food

Minimal Pairs

• pen – fen

• pig – fig

• pan – fan

• pin – fin

• pot – fot

PRONUNCIATION PRACTICE

Consonant Sounds /p/ – /f/

1. /p/ Sound Practice

• pen

• pig

• pan

• pot

• pin

• paper

• pen

• police

• pencil

• park

2. /f/ Sound Practice

• fan

• fish

• fat

• fin

• food

• farm

• face

• foot

• fun

• fire

3. Minimal Pairs Practice

• pen – fen

• pig – fig

• pan – fan

• pin – fin

• pot – fot

• pool – fool

• pea – fee

• pie – fie

• pack – fact

• peel – feel

4. Sentence Practice

/p/ Sound

• I have a pen.

• The pig is big.

• She carries a pan.

• The pot is hot.

• He lost his pin.

/f/ Sound

• The fan is on.

• The fish is in the water.

• I like food.

• The farm is big.

• He washed his face.

PRACTICE EXERCISE/HOMEWORK/TEST QUESTIONS AND ANSWERS

A. Identify the Word with /p/ Sound

1. pen – fan

2. pig – fig

3. pan – fan

4. pot – fot

5. pin – fin

B. Identify the Word with /f/ Sound

6. pen – fan

7. pig – fig

8. pan – fan

9. pot – fot

10. pin – fin

C. Fill in the Blanks with Correct Word

11. I write with a ______. (pen/fan)

12. The boy has a ______. (pig/fig)

13. The soup is in a ______. (pot/fot)

14. The ______ is on the table. (fan/pen)

15. The ______ is in the farm. (pig/fig)

D. Make Sentences with These Words

16. pen

17. pig

18. fan

19. fish

20. pot

ANSWERS

A. Identify the Word with /p/ Sound

1. pen

2. pig

3. pan

4. pot

5. pin

B. Identify the Word with /f/ Sound

6. fan

7. fig

8. fan

9. fot

10. fin

C. Fill in the Blanks with Correct Word

11. pen

12. pig

13. pot

14. fan

15. pig

D. Make Sentences with These Words

16. I have a pen.

17. The pig is in the pen.

18. The fan is on the wall.

19. The fish is in the water.

20. The pot is on the fire.

SUMMARY

Pupils learned to identify, pronounce, and distinguish between the consonant sounds /p/ – /f/ through listening and oral practice.

PRESENTATION

To deliver the lesson, the teacher adopts the following steps:

1. The teacher introduces the consonant sounds /p/ and /f/ and pronounces them clearly for pupils to hear.

Pupils’ Activities: The pupils listen carefully and repeat the sounds after the teacher.

2. The teacher presents words containing the /p/ sound.

Examples:

• pen

• pig

• pan

• pot

• pin

Pupils’ Activities: The pupils pronounce the words and identify the /p/ sound.

3. The teacher presents words containing the /f/ sound.

Examples:

• fan

• fish

• fat

• fin

• food

Pupils’ Activities: The pupils pronounce the words and identify the /f/ sound.

4. The teacher contrasts the two sounds using minimal pairs.

Examples:

• pen – fen

• pig – fig

• pan – fan

• pin – fin

• pot – fot

Pupils’ Activities: The pupils listen carefully and pronounce the pairs correctly.

5. The teacher gives oral drills by pronouncing words randomly and asking pupils to identify the sound.

Pupils’ Activities: The pupils say whether the word contains /p/ or /f/.

6. The teacher guides pupils to pronounce the words individually and in groups.

Pupils’ Activities: The pupils practise correct pronunciation in turns.

7. The teacher conducts listening practice by saying words aloud while pupils identify the correct sound.

Pupils’ Activities: The pupils respond by identifying /p/ or /f/.

8. The teacher corrects pupils’ pronunciation errors and reinforces correct sounds.

Pupils’ Activities: The pupils repeat the correct pronunciation.

9. The teacher summarizes the lesson by revising the sounds /p/ and /f/ and their differences.

Pupils’ Activities: The pupils answer oral questions and participate in the summary.

CONCLUSION

To conclude the lesson for the week, the teacher revises the entire lesson and links it to the following week’s lesson.

LESSON EVALUATION 

Teacher asks pupils,

1. mention two words with /p/.

2. mention two words with /f/.

3. pronounce: pen – fan.

4. what is the difference between /p/ – /f/?

5. give one minimal pair of /p/ – /f/.