Aural Discrimination: Consonant Sounds /s/ and /z/ Primary 5 (Basic 5) Second Term Week 5 English Studies

AURAL DISCRIMINATION: CONSONANT SOUNDS /s/ – /z/ PRIMARY 5 (BASIC 5) SECOND TERM WEEK 5 ENGLISH STUDIES

ENGLISH STUDIES

SECOND TERM

WEEK 5

PRIMARY 5 (BASIC 5) 

THEME – SPEECH WORK 

TOPIC – CONSONANT SOUNDS /s/ and /z/

LEARNING AREA

1. Introduction

2. Consonant Sounds /s/ and /z/

3. Listening and Pronunciation Practice

4. Tsst Questions and Answers

5. Summary

LEARNING OBJECTIVES 

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

1. Identify the consonant sounds /s/ and /z/.

2. Differentiate between words with /s/ and /z/ sounds.

3. Pronounce words containing /s/ and /z/ correctly.

4. Listen and pick correct sounds in words.

5. Use words with /s/ and /z/ in sentences.

ENTRY BEHAVIOUR

The pupils already know basic sounds in English. This lesson helps them distinguish similar consonant sounds.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Word charts

2. Flashcards

3. Whiteboard and marker/chalkboard and chalk

4. Audio recordings (if available)

5. English textbook

6. Pupils’ notebooks

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 means the ability to hear and identify different sounds correctly. In English language, sounds are very important for correct pronunciation and understanding.

In this lesson, pupils will learn two consonant sounds:

• /s/ sound

• /z/ sound

The /s/ Sound (voiceless)

The /s/ sound is a soft, voiceless sound. It is produced without vibration of the voice box.

Examples:

• sun

• sip

• bus

• rice

• seat

The /z/ Sound (voiced)

The /z/ sound is a voiced sound. It is produced with vibration of the voice box.

Examples:

• zoo

• zip

• buzz

• rose

• zero

Importance of the Lesson

This lesson helps pupils to:

• pronounce English words correctly.

• listen carefully to differences in sounds.

• improve reading and speaking skills.

• avoid confusion in similar-sounding words.

Key Difference

• /s/ is a soft, voiceless sound

• /z/ is a strong, voiced sound

Pupils should listen carefully and practise the pronunciation of /s/ and /z/ sounds.

LISTENING AND PRONUNCIATION PRACTICE

A. Listening Practice

The teacher reads the words aloud. Pupils listen carefully and identify whether the word contains /s/ or /z/ sound.

• sun

• zoo

• bus

• buzz

• rice

• rose

• sip

• zip

• seat

• zero

B. Pronunciation Practice

Pupils repeat after the teacher.

/s/ Sound Words:

• sun

• sip

• bus

• rice

• seat

/z/ Sound Words:

• zoo

• zip

• buzz

• rose

• zero

C. Pair Work Practice

Pupils work in pairs. One pupil says the word, the other identifies the sound.

• sun / zoo

• sip / zip

• bus / buzz

• rice / rose

D. Oral Drill

Teacher says a word and pupils repeat loudly and clearly:

• sun – sun

• zoo – zoo

• sip – sip

• zip – zip

• buzz – buzz

To develop correct pronunciation, the pupils must listen carefully and repeat sounds after the teacher. 

PRACTICE EXERCISE/ASSIGNMENT/ASSESSEMRNT TEST AND ANSWERS

A. Write /s/ or /z/

1. sun ___

2. zoo ___

3. sip ___

4. buzz ___

5. rice ___

B. Choose the Correct Sound Word

6. The animal in the farm is a ___ (bus / buzz)

7. We go to the ___ to see animals (sun / zoo)

8. I drink water and ___ it slowly (sip / zip)

9. The insect makes a ___ sound (bus / buzz)

10. I eat ___ and beans (rice / rise)

ANSWERS

Part A

1. sun – /s/

2. zoo – /z/

3. sip – /s/

4. buzz – /z/

5. rice – /s/

Part B

6. buzz

7. zoo

8. sip

9. buzz

10. rice

SUMMARY

Pupils learned how to listen carefully and differentiate between /s/ and /z/ consonant sounds and use them correctly in speech and writing.

PRESENTATION

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

1. The teacher introduces the lesson by asking pupils:

• What is sound?

• Can you mention some English sounds you know?

• Have you heard words that sound alike but are different?

Pupils’ Activities: The pupils respond and share ideas.

2. The teacher explains the meaning of aural discrimination.

Pupils’ Activities: The pupils listen attentively and repeat the meaning.

3. The teacher introduces the consonant sounds /s/ and /z/.

Pupils’ Activities: The pupils listen carefully.

4. The teacher demonstrates pronunciation of /s/ sound with examples.

Examples:

• sun

• sip

• bus

• rice

Pupils’ Activities: The pupils repeat after the teacher.

5. The teacher demonstrates pronunciation of /z/ sound with examples.

Examples:

• zoo

• zip

• buzz

• rose

Pupils’ Activities: The pupils repeat after the teacher.

6. The teacher highlights the difference between the two sounds.

Pupils’ Activities: The pupils listen and compare both sounds.

7. The teacher conducts listening practice by reading words aloud for pupils to identify the sound.

Pupils’ Activities: The pupils listen and respond correctly.

8. The teacher writes words on the board and guides pupils to pronounce them correctly.

Pupils’ Activities: The pupils pronounce the words in groups and individually.

9. The teacher corrects pupils’ pronunciation where necessary.

Pupils’ Activities: The pupils repeat correctly after correction.

10. The teacher summarizes the lesson by revising the /s/ and /z/ sounds and their examples.

Pupils’ Activities: The pupils 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. What is aural discrimination?

2. Give two examples of /s/ words.

3. Give two examples of /z/ words.

4. What is the difference between /s/ and /z/?

5. Pronounce two words with /s/ sound.