English Speech Sounds · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.3 - Use consonant sounds in connected speech (Plosives, Fricatives and Nasals).

By the end of the lesson, learners can:

Identify plosive, fricative and nasal consonant sounds in spoken words and connected speech.
Classify given consonant sounds as plosives, fricatives or nasals based on how they are produced.
Articulate plosive, fricative and nasal sounds accurately in words, phrases and sentences.
Produce short connected speech (conversations, interviews or skits) that correctly uses plosive, fricative and nasal sounds.
Listen to recorded or read-aloud texts and correctly identify instances of plosives, fricatives and nasals.

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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.3 - Use consonant sounds in connected speech (Plosives, Fricatives and Nasals).
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:

exemplars - p.26: this page's text layer returns U+04E8 CYRILLIC CAPITAL LETTER BARRED O for θ. 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. 26

Exemplars (from the NaCCA curriculum)

Collaborative Learning:
- Working in teams to solve problems e.g., peer/pair work, group work: Learners identify and use plosive, fricative and nasal sounds.
- In pairs/groups, learners listen to and identify plosives (e.g., /p, b, t/) in sample-spoken texts (e.g.: tape recordings, podcast, radio, read aloud exercises, tongue twisters, YouTube videos on vowel sounds etc.).
- Learners use plosives accurately in words and in connected speech through conversations, interviews, skits (short plays), etc.
- In pairs/groups, learners listen to and identify fricatives (e.g., /s/, / z/, / θ/, / ð/) in sample-spoken texts (e.g.: tape recordings, podcast, radio, read aloud exercises, tongue twisters, YouTube videos on English consonant sounds, etc.)
- Learners use fricatives accurately in words and in connected speech through conversations, interviews, skits (short plays), etc.
- In pairs/groups, learners listen to and identify nasals (e.g. /m/, /n/, /ŋ/) in sample-spoken texts (e.g.: tape recordings, podcast, radio, read aloud exercises, tongue twisters, YouTube videos on English consonants, etc). Learners use nasals accurately in words and in 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.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.