English Sounds · JHS2 English Language

Lesson notes

Learning Objectives

Indicator: B8.1.3.1.2 - Produce consonant sounds (fricatives) in context

By the end of the lesson, learners can:

Identify the fricative sounds /f/, /v/, /θ/ (as in “think”) and /ð/ (as in “this”) when they hear them in words and short sentences.
Distinguish between voiced fricatives (like /v/ and /ð/) and voiceless fricatives (like /f/ and /θ/) by feeling the vibration in their throats.
Produce each of the four fricative sounds correctly in isolation and in single words.
Use fricative sounds correctly in connected speech when reading a short passage aloud.
Classify words containing fricatives into voiced and voiceless categories.

This lesson builds directly on the work done in Week 6 on plosive sounds (B8.1.3.1.1). Learners already know how to control their breath and articulators to produce stopped sounds. Fricatives are different because the air flows continuously through a narrow gap. The nasals and affricates scheduled for Week 7 will come later, so this lesson focuses only on /f/, /v/, /θ/ and /ð/.

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Curriculum details

Strand: Oral Language (Strand 1)
Sub-strand: English Sounds (1.3)
Content standard: B8.1.3.1 - Articulate English speech sounds to develop confidence and skills in listening and speaking
Indicator: B8.1.3.1.2 - Produce consonant sounds (fricatives) in context
Suggested placement: Term 1, Week 6 (Week 6 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.
Curriculum reference: English Language, Common Core Programme (JHS1-JHS3), 2023, p. 42
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

- Listen to and identify fricatives in context e.g. /f/, /v/, / Ө / /ð/
- Distinguish between voiced and voiceless fricatives in context e.g. /f/, /v/.
- Use fricatives in connected speech.