SHS1 English Language · Semester 1 Week 2: English Speech Sounds

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.2 - Use pure vowel sounds (long vowels) in connected speech.

By the end of the lesson, learners can:

Identify at least five long vowel sounds (/iː/, /ɑː/, /ɔː/, /uː/, /ɜː/) when heard in spoken words and connected speech.
Sort words into long and short vowel categories correctly from a set of word cards.
Produce long vowel sounds accurately when reading words aloud in isolation and in sentences.
Use long vowel sounds correctly in short conversations, interviews, or skits during pair and group work.
Distinguish between minimal pairs that differ only in vowel length (e.g., “ship” and “sheep”) when speaking and listening.

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Curriculum details

Strand: Oral Language (Strand 1)
Sub-strand: English Speech Sounds (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate knowledge and understanding of speech sounds in oral communication. 1.1.1.LO.1 Articulate English pure vowel and consonant sounds effectively in oral communication.
Indicator: 1.1.1.LI.2 - Use pure vowel sounds (long vowels) in connected speech.
Suggested placement: Semester 1, Week 2 (Week 2 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.25: this page's text layer returns U+2D22 GEORGIAN SMALL LETTER HIE for ɔ. The printed glyph is transcribed, checked against a 900 dpi render of the page; the same document sets the correct character for these sounds on printed pp.101 and 104
exemplars - p.25: the long-vowel list prints "/3:/" with the digit 3 where IPA sets the reversed open E. Verified at 900 dpi against the page's own digits: the glyph is the numeral. Transcribed as printed
Curriculum reference: NaCCA curriculum document, p. 25

Exemplars (from the NaCCA curriculum)

Collaborative Learning:
- Working in teams (groups/pairs), learners identify long vowel sounds (e.g. /i/, /i:/, /3:/, / a/, /ɔ:/, /u/) in sample- spoken texts (e.g.: audio-recordings, read aloud exercises, podcasts, vodcasts, YouTube videos on vowel sounds, etc).
- Learners then use long vowel sounds accurately in words and in connected speech through conversations, interviews, skits (short plays), etc.
Sort the Words: Learners, in their groups, sort words with short or long vowels from a set of word cards. Learners first group the words according to whether the vowel sounds are long or short. Second, learners read the words out with the correct pronunciation.
Teaching and Learning Resources:
- Audio recordings
- Visual aids such as sound charts (i.e. sounds in different colour backgrounds), pictures, props, regalia, etc.
- Minimal pair aids
- Materials such as pictures or books with speech sounds, audio dictionaries
- Audio-visual aids e.g. YouTube videos, television, etc.
- https://www.speechactive.com/english-vowel-ipa- international-phonetic-alphabet
- Alphabetic code chart
- Skits (short plays), scenarios, etc.
Assessment (1.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.