Aural Discrimination: Vowel Sounds /e/ and /æ/ Primary 5 (Basic 5) First Term Week 5 English Studies

AURAL DISCRIMINATION: VOWEL SOUNDS /e/ – /æ/ PRIMARY 5 (BASIC 5) FIRST TERM WEEK 5 ENGLISH STUDIES

ENGLISH STUDIES

FIRST TERM

WEEK 5

PRIMARY 5 (BASIC 5) 

THEME – SPEECH WORK 

TOPIC – VOWEL SOUNDS /e/ – /æ/

LEARNING AREA

1. Introduction

2. Pronunciation Practice

3. Summary and Lesson Evaluation

4. Practice Exercise/Assignment/Test Questions and Answers

LEARNING OBJECTIVES 

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

1. identify the vowel sounds /e/ and /æ/.

2. pronounce words containing the sounds correctly.

3. distinguish between the two vowel sounds in spoken words.

4. identify words that contain /e/ and /æ/.

5. use the words in simple sentences.

ENTRY BEHAVIOUR

The pupils already know that vowel sounds differ in pronunciation. This lesson helps them hear and distinguish between the vowel sounds /e/ and /æ/.

INSTRUCTIONAL MATERIALS

The teacher will teach the lesson with the aid of:

1. Flashcards containing words with /e/ and /æ/.

2. Pronunciation chart.

3. Whiteboard and marker/chalkboard and chalk.

4. English Language textbook.

5. Pictures representing the vocabulary words.

6. Audio recordings (where 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

Aural discrimination is the ability to hear, identify, and distinguish between speech sounds.

In this lesson, pupils will learn the vowel sounds /e/ and /æ/.

The /e/ sound is heard in words like pen and bed, while the /æ/ sound is heard in words like cat and bag.

Examples of /e/ Sound

• pen

• bed

• hen

• ten

• red

Examples of /æ/ Sound

• cat

• bag

• hat

• man

• bat

Minimal Pairs

• pen – pan

• bed – bad

• ten – tan

• men – man

• said – sad

PRONUNCIATION PRACTICE

1. Vowel Sound /e/

• pen

• bed

• hen

• ten

• red

• bell

• net

• well

• leg

• send

2. Vowel Sound /æ/

• cat

• bag

• hat

• man

• bat

• fan

• map

• rat

• cap

• hand

3. Minimal Pairs Practice

• pen – pan

• bed – bad

• ten – tan

• men – man

• said – sad

• beg – bag

• met – mat

• set – sat

• fed – fad

• bet – bat

4. Sentence Practice

/e/ Sound 

• The pen is on the table.

• I sleep on my bed.

• The hen laid an egg.

• I have ten pencils.

• The apple is red.

/æ/ Sound

• The cat is sleeping.

• I have a school bag.

• The hat is black.

• The man is my uncle.

• The boy hit the bat.

PRACTICE EXERCISE/HOMEWORK/TEST QUESTIONS AND ANSWERS

A. Identify the Word with the /e/ Sound

1. pen – pan

2. bed – bad

3. ten – tan

4. men – man

5. red – rat

B. Identify the Word with the /æ/ Sound

6 pen – pan

7. bed – bad

8. ten – tan

9. men – man

10. red – rat

C. Fill in the Blanks with the Correct Word

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

12. The boy wore a ______. (hat/het)

13. The baby is sleeping on the ______. (bed/bad)

14. The ______ is black. (cat/cet)

15. There are ______ books on the table. (ten/tan)

D. Make Sentences with These Words

16. pen

17. bed

18. cat

19. bag

20. man

ANSWERS

A. Identify the Word with the /e/ Sound

1. pen

2. bed

3. ten

4. men

5. red

B. Identify the Word with the /æ/ Sound

6. pan

7. bad

8. tan

9. man

10. rat

C. Fill in the Blanks with the Correct Word

11. pen

12. hat

13. bed

14. cat

15. ten

D. Make Sentences with These Words

16. I write with a pen.

17. The baby is sleeping on the bed.

18. The cat is under the chair.

19. I carry my books in a bag.

10. The man is my uncle.

SUMMARY

Pupils learned to identify, pronounce, and distinguish between the vowel sounds /e/ and /æ/ through listening and oral practice.

PRESENTATION

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

1. The teacher introduces the vowel sounds /e/ and /æ/ and pronounces them clearly.

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

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

Examples:

• pen

• bed

• hen

• ten

• red

Pupils’ Activities: The pupils repeat the words and identify the /e/ sound.

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

Examples:

• cat

• bag

• hat

• man

• bat

Pupils’ Activities: The pupils repeat the words and identify the /æ/ sound.

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

Examples:

• pen – pan

• bed – bad

• ten – tan

• men – man

• said – sad

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

5. The teacher conducts oral drills by pronouncing words randomly.

Pupils’ Activities: The pupils identify whether the word contains the /e/ or /æ/ sound.

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

Pupils’ Activities: The pupils practise correct pronunciation repeatedly.

7. The teacher gives listening exercises and asks pupils to sort words according to their vowel sounds.

Pupils’ Activities: The pupils classify the words under /e/ and /æ/.

8. The teacher corrects pupils’ pronunciation errors and provides additional examples.

Pupils’ Activities: The pupils listen, make corrections, and repeat the words.

9. The teacher summarizes the lesson by revising the vowel sounds /e/ and /æ/ and their examples.

Pupils’ Activities: The pupils answer oral questions and participate in the lesson 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 the /e/ sound.

2. mention two words with the /æ/ sound.

3. pronounce: pen and pan.

4. state the difference between /e/ and /æ/.

5. give one minimal pair containing /e/ and /æ/.