English Speech Sounds · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.1 - Use pure vowel sounds (short vowels) in connected speech.

By the end of the lesson, learners can:

Identify the seven English short vowel sounds (/ɪ/, /e/, /æ/, /ə/, /ʌ/, /ɒ/, /ʊ/) when they hear them in spoken words.
Distinguish short vowel sounds from long vowel sounds when listening to minimal pairs such as ship/sheep and cot/court.
Articulate each short vowel sound accurately in isolation and within single words.
Produce connected speech (sentences, short dialogues, or skits) that correctly uses words containing short vowel sounds.
Self-correct their pronunciation of short vowels when a partner or teacher provides feedback during pair work.

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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.1 - Use pure vowel sounds (short vowels) in connected speech.
Suggested placement: Semester 1, Week 1 (Week 1 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+01DD LATIN SMALL LETTER TURNED E for ə; U+028B LATIN SMALL LETTER V WITH HOOK for ʊ; U+1D02 LATIN SMALL LETTER TURNED AE for æ. 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
Curriculum reference: NaCCA curriculum document, p. 25

Exemplars (from the NaCCA curriculum)

Collaborative Learning: Working in mixed-ability groups, learners identify short vowel sounds in sample texts and use them in connected speech.
E.g. 1. In pairs/groups, learners listen to and identify the English short vowels (e.g. /ɪ/, / e/, /æ/, / ə/, /ʌ/, /ɒ/, / ʊ/) in sample-spoken texts (e.g. tape recordings, podcast, radio, read aloud exercises, tongue twisters, YouTube videos on vowel sounds etc.). Learners pay attention to the unique qualities of each sound.
Listening Challenge Game: In groups, learners listen to a pair of words and identify the words with short vowels. E.g. ship/sheep, cart/cut, cot/court, pull/pool
Group Work: E.g. 2 In mixed-ability groups, learners articulate short vowels (e.g. /ɪ/, / e/, /æ/, / ə/, /ɒ/, / ʊ/) accurately in connected speech.
Conversations/Interviews: In pairs and groups, learners use short vowel sounds in words and connected speech through conversations/interviews, skits (short plays), etc.
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.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
/ʌ/