SHS2 English Language · Semester 1 Week 4: English Speech Sounds

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.4 - Identify patterns of consonant clusters occurring at syllable initial and final positions in connected speech.

By the end of the lesson, learners can:

Define a consonant cluster and distinguish it from a single consonant sound.
Identify two-consonant clusters occurring at the initial position of syllables in given words (e.g., /br/ in bridge, /tr/ in tray).
Identify two-consonant clusters occurring at the final position of syllables in given words (e.g., /st/ in best, /ks/ in six).
Identify three-consonant clusters occurring at the initial position of syllables (e.g., /str/ in stream, /spl/ in splash).
Generate and articulate words containing consonant clusters accurately in connected speech during group activities and presentations.

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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.4 - Identify patterns of consonant clusters occurring at syllable initial and final positions in connected speech.
Suggested placement: Semester 1, Week 4 (Week 4 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)

Collaborative Learning: In mixed-ability groups, learners brainstorm on common consonant clusters occurring at syllable initial and final positions. Learners pay attention to patterns of the consonant cluster formation in the English Language and use that in their everyday interaction, with clarity and confidence. E.ample:
i. Two consonant clusters:
a) Initial Position
/br/ - brain, bridge, bread, bright, etc.
/fr/ - free, phreak, phrase, fruit, etc.
/gr/ - green, gray, grin, great, etc.
/kl/(cl) -clean, clay, clap, cloud, etc.
/kr/(cr) - cream, crate, crane, crew, etc.
/sk/(sc) - skit, score, scold, school, etc.
/sl/ - slit, slate, slot, slum, etc.
/tr/ - treat, tray, trim, trait, etc.
b) Final position
/sk/(sc) - desk, mask, disk, task, etc.
/ks/(x) - axe, six, apex, annexe
/st/ - best, cast, cyst, gist, etc.
/ŋk/(nk) - blink, blank, crank, plank, etc.
ii.
Three consonant clusters
a) Initial position
/skr/(scr) - screen, scream, scrape, scroll, etc.
/spr/ - spring, spray, sprout, spree, etc.
/str/ - stray, straight, stream
/spl/ - split, splendour, splice, splash, etc.
- In convenient mixed ability groups, learners identify and/or generate words containing the consonant clusters.
- In group class presentations, learners articulate consonants and consonant clusters appropriately through language games: E.g. Tongue Twisters: She sells seashore shells at the seashore. The shells she sells at the seashore are seashore shells. Through three cheese trees three free fleas flew. While these fleas flew, frenzy breeze blew . . .
- Word Search: make/write consonant cluster sounds and let learners in their groups search for as many words that match the sounds within a given number of minutes.
- Through pair/group activities, learners will cultivate team spirit, tolerance, apply critical thinking and be able to work collaboratively.
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.4). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.