SHS2 English Language · Semester 1 Week 3: English Speech Sounds

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.3 - Use consonant sounds (affricates and approximants) in connected speech.

By the end of the lesson, learners can:

Identify the affricate sounds /ʧ/ and /ʤ/ and the approximant sounds /w/, /j/, /l/, and /r/ when they hear them in words in connected speech.
Pronounce words containing affricates and approximants accurately in sentences and short passages.
Distinguish between voiced and voiceless affricates and explain how the tongue and lips produce each approximant sound.
Create original sentences and short dialogues that correctly use at least two affricate sounds and two approximant sounds.
Read aloud a short passage with clarity and confidence, articulating affricates and approximants naturally in connected speech.

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Curriculum details

Strand: Oral Language (Strand 1)
Sub-strand: English Speech Sounds (1.1)
Content standard: 2.1.1.CS.1 - Demonstrate knowledge and understanding of speech sounds in oral communication. 2.1.1.LO.1 Articulate English vowels (diphthongs and triphthongs) and consonant sounds effectively in oral communication. 2.1.1.LO.2 Articulate consonants and consonant clusters effectively in oral communication.
Indicator: 2.1.1.LI.3 - Use consonant sounds (affricates and approximants) in connected speech.
Suggested placement: Semester 1, Week 3 (Week 3 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:

content standard text - p.101: this content standard's code is printed "2.1.1.CS1", with no separator before the final digit. Confirmed at 900 dpi. Normalised to 2.1.1.CS.1 for import, since the intent is unambiguous and every other content standard in the document is x.x.x.CS.n; the printed form is recorded here
Curriculum reference: NaCCA curriculum document, p. 102

Exemplars (from the NaCCA curriculum)

Independent Learning:
- Individually, learners listen to a group of words or a short passage from an audio recording or a video (e.g. YouTube, movienglish.net), containing the consonant sounds affricates (/ʧ/, /ʤ/) and approximants (w, j, l, r).
- Learners then, in their convenient groups, work collaboratively, using the sounds and paying attention to their peers' unique individual differences in articulating the sounds in connected speech.
Think-Pair-Share:
- Alternatively, in their attainment groups, learners may use think-pair-share to practise the pronunciation of the consonant sounds in the words in a given passage.
- Learners then in pairs, form sentences with words containing the consonant sounds (e.g. church, judge, water, red, yes, etc.)
E.g. The cheerleader read the well-written letter yesterday.
Learners finally create dialogues with words containing the consonant sounds to consolidate their new knowledge and improve upon their communication skills, communicating with clarity and confidence.
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, dictionaries (print/audio)
- Audio-visual aids e.g., YouTube videos, television, etc.
- https://www.speechactive.com/english-vowel-ipa- international-phonetic-alphabet
- Visual aids such as sound charts (sounds in different colour background), pictures, props, regalia, etc.
- Tongue twister cards.
Assessment (2.1.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.