English Speech Sounds

Collaborative Learning: Learners work in their mixed-ability groups to reflect on other properties of speech (e.g., stress), which extend beyond the individual sound segments (vowels and consonants). With appropriate examples, learners come to understand how stress (placing prominence) on certain words or parts of a word (syllable) aids in communicating meaningfully. This activity will make learners communicate with clarity and confidence in different communicative contexts, develop team spirit and embrace diversity.
Class Discussion:
- Learners listen to a model text (teacher led, tape recorded, YouTube video, etc.) uttered in level tone, with no emphasis on content or main words.
- Learners listen and reflect on the text, record their observations, and note the reactions of their peers, using the following questions: Example: Does the reading of the text sound monotonous or not? Does it sound right or not? Does it sound natural or not?
- Learners listen to a second reading or recording of the same text with emphasis on content or main words and note down their own and or peers' reactions with the guide of these questions: e.g., does laying emphasis on certain words in the text sound more natural, smooth and meaningful?
- In pairs, learners identify the words, which are stressed and those that are not stressed. E.g, content words are stressed and grammatical words are not stressed.
- In pairs, learners refer to appropriate reference materials (e.g. dictionary) to observe stress marking on disyllabic and polysyllabic words.
- In groups, learners listen to model oral texts (teacher led, tape recording, YouTube video, etc.) to observe stress marking in natural conversation.
- In pairs, learners take turns to read out model texts, emphasising the stressed syllable/words.
- Individually, learners do a recording of their reading of a text.
- Learners then play the recorded reading to themselves paying attention to their articulation of stressed/unstressed syllables, content and grammatical words in connected speech.
- Learners are guided to appreciate the different competencies of individuals and learn to communicate effectively in English.
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, recording devices (tape recorders, mobile phones), etc.
Assessment (3.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.