Aural Discrimination: Consonant Sounds /ʧ/ and /ʃ/ Primary 4 (Basic 4) First Term Week 8 English Studies

AURAL DISCRIMINATION: CONSONANT SOUNDS /ʧ/ AND /ʃ/ PRIMARY 4 (BASIC 4) FIRST TERM WEEK 8 ENGLISH STUDIES

ENGLISH STUDIES

FIRST TERM

WEEK 8

PRIMARY 4 (BASIC 4) 

THEME – GRAMMAR 

TOPIC – CONSONANT SOUNDS /ʧ/ AND /ʃ/

LEARNING AREA

1. Introduction

LEARNING OBJECTIVES 

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

1. identify the consonant sounds /ʧ/ and /ʃ/ correctly.

2. pronounce words containing the sounds /ʧ/ and /ʃ/ correctly.

3. distinguish between the sounds /ʧ/ and /ʃ/ in spoken words.

4. listen carefully and identify words that contain the target sounds.

5. use words containing /ʧ/ and /ʃ/ in simple sentences.

ENTRY BEHAVIOUR

The pupils have previously learned how to listen to, pronounce, and distinguish between different consonant and vowel sounds in English language, such as /v/ and /f/, /e/ and /æ/.

In this lesson, they will build on that knowledge by identifying and differentiating between the similar consonant sounds /ʧ/ (as in chair) and /ʃ/ (as in ship), through listening and pronunciation activities.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Flashcards with words containing /ʧ/ and /ʃ/ sounds

2. Charts showing example words for both sounds

3. Audio recording or teacher’s model pronunciation

4. Pictures of objects (chair, ship, church, shoe, fish)

5. Pupils’ notebooks and pencils

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

Aural discrimination is the ability to hear, identify, and distinguish between different speech sounds. It helps pupils develop good listening, pronunciation, reading, and speaking skills.

In this lesson, pupils will learn to distinguish between the consonant sounds /ʧ/ and /ʃ/.

The sound /ʧ/ is heard in words such as chair, child, church, chop, and chalk. It is produced by bringing the tongue close to the roof of the mouth and releasing the sound quickly.

The sound /ʃ/ is heard in words such as shoe, ship, sheep, shop, and fish. It is produced by allowing air to pass through a narrow space between the tongue and the roof of the mouth.

Although these sounds may seem similar, they are different and can change the meaning of words. For example, chair and share, chip and ship, chew and shoe have different meanings because of the sounds used.

Pupils will listen carefully to the sounds, practise pronouncing them correctly, identify words that contain them, and use the words in simple sentences. This will help them improve their pronunciation and spoken English.

IMPORTANCE AURAL DISCRIMINATION

1. It improves listening skills.

2. It helps correct pronunciation.

3. It develops speaking skills.

4. It helps pupils distinguish similar sounds in English.

THE CONSONANT SOUNDS

1. /ʧ/ Sound

This is a consonant sound heard in words like:

• chair

• church

• chip

• match

• child

2. /ʃ/ Sound

This is a consonant sound heard in words like:

• ship

• shoe

• shop

• fish

• sheep

MINIMAL PAIRS

/ʧ/ – /ʃ/

chair – share

chip – ship

chew – shoe

cheap – sheep

catch – cash

chill – shill

watch – wash

peach – pish

chin – shin

march – marsh

teacher – teaser

choke – shock

SENTENCE PRACTICE

1. I sit on a chair and not a share.

2. The ship is near the chip shop.

3. I wear a shoe when I chew gum.

4. The farmer will catch fish and sell cash goods.

PRACTICE EXERCISE/TEST QUESTIONS AND ANSWERS

A. Say whether you hear /ʧ/ or /ʃ/

1. chair ______

2. ship ______

3. shoe ______

4. church ______

5. fish ______

6. chip ______

7. share ______

8. watch ______

B. Choose the correct word

9. I wear a ______ on my feet. (shoe / chew)

10. The boy sat on a ______. (chair / share)

11. We went to the ______ to pray. (church / shurch)

12. I like to ______ my food well. (chew / shew)

13. The ______ is sailing on water. (ship / chip)

C. Circle the word you hear.

14. (chair / share)

15. (chip / ship)

16. (chew / shoe)

17. (catch / cash)

18. (watch / wash)

D. Oral Practice

19. Repeat after the teacher:

• chair – share

• chip – ship

• chew – shoe

• catch – cash

• watch – wash

ANSWERS

1. /ʧ/

2. /ʃ/

3. /ʃ/

4. /ʧ/

5. /ʃ/

6. /ʧ/

7. /ʧ/

8. /ʧ/

9. shoe

10. chair

11. church

12. chew

13. ship

14. chair / share

15. chip / ship

16. chew / shoe

17. catch / cash

19. watch / wash

PRESENTATION

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

1. The teacher introduces the lesson by clearly pronouncing the sounds /ʧ/ and /ʃ/.

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

2. The teacher explains how each sound is produced using the mouth, tongue, and teeth.

Pupils’ Activities: The pupils observe and imitate the pronunciation.

3. The teacher writes example words on the board:

• /ʧ/: chair, church, chip, match

• /ʃ/: ship, shoe, shop, fish

Pupils’ Activities: The pupils read and repeat the words aloud.

4. The teacher pronounces the words and asks pupils to identify the sound they hear.

Pupils’ Activities: The pupils listen and respond correctly.

5. The teacher drills pupils using minimal pairs such as:

• chair – share

• chip – ship

• chew – shoe

Pupils’ Activities: The pupils repeat and distinguish the sounds.

6. The teacher gives listening practice by saying words randomly for pupils to identify.

Pupils’ Activities: The pupils identify the correct sound.

7. The teacher guides pupils to use the words in simple sentences.

Pupils’ Activities: The pupils make sentences orally.

8. The teacher corrects errors and summarizes the lesson.

Pupils’ Activities: The pupils participate in the review and practise pronunciation.

CONCLUSION

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

NEXT LESSON

LESSON EVALUATION 

Teacher asks pupils to,

1. identify the consonant sounds /ʧ/ and /ʃ/ correctly.

2. pronounce words containing the sounds /ʧ/ and /ʃ/ correctly.

3. distinguish between the sounds /ʧ/ and /ʃ/ in spoken words.

4. listen carefully and identify words that contain the target sounds.

5. use words containing /ʧ/ and /ʃ/ in simple sentences.