English Speech Sounds · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.2 - Use triphthongs in connected speech.

By the end of the lesson, learners can:

Identify the five English triphthongs (/eɪə/, /aɪə/, /ɔɪə/, /əʊə/, /aʊə/) when they hear them in words spoken by the teacher or in audio recordings.
Pronounce words containing triphthongs accurately in isolation and in connected speech.
Blend triphthong sounds creatively to form meaningful words (e.g., layer, liar, loyal, lower, power).
Use words containing triphthongs correctly in sentences during pair and group activities.
Distinguish triphthongs from the diphthongs learned in Week 1 by explaining that a triphthong glides through three vowel qualities within one syllable.

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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.2 - Use triphthongs in connected speech.
Suggested placement: Semester 1, Week 2 (Week 2 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
exemplars - p.101: 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. 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. 101

Exemplars (from the NaCCA curriculum)

Collaborative Learning:
- Learners work in mixed-ability groups to critically assess the sound combination of triphthongs in English and creatively blend them into meaningful words. Eg: In groups, learners brainstorm on words that contain triphthongs (e.g., /eɪə/, /aɪə/, /ɔɪə/, /əʊə/, /aʊə/). e.g. /eɪə/- layer, /aɪə/- liar, fire, /ɔɪə/-loyal, royal, /əʊə/- lower, mower /aʊə/ - power, hour
- Learners then in pairs, use the words to form sentences. e.g: Loyalty is a virtue., It is bad to be a liar.
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.