English Speech Sounds · SHS2 English Language

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.5 - Pronounce words containing consonant clusters accurately in connected speech, including consonant clusters with silent sounds (e.g.: subtle, listen, comb, etc.).

By the end of the lesson, learners can:

Identify consonant clusters in given words and state whether the cluster occurs at the beginning (initial position) or end (final position) of the word.
Pronounce words containing consonant clusters accurately in connected speech, avoiding common errors such as reordering sounds, omitting sounds, or inserting extra vowels.
Recognise and pronounce words in which one consonant in the cluster is silent, such as subtle, listen, comb, and knight.
Use words with consonant clusters correctly in short sentences and short spoken passages with clarity and confidence.
Self-correct their own and peers’ pronunciation of consonant clusters during pair and group speaking activities.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

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.5 - Pronounce words containing consonant clusters accurately in connected speech, including consonant clusters with silent sounds (e.g.: subtle, listen, comb, etc.).
Suggested placement: Semester 1, Week 5 (Week 5 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
Curriculum reference: NaCCA curriculum document, p. 103

Exemplars (from the NaCCA curriculum)

Independent Learning: Individually, learners use the identified words containing consonant clusters in speech, paying particular attention to common mispronunciation problems involving consonant clusters. Learners are critical in identifying appropriate words.
Think-Pair-Share:
- Examples: Changing the order of the consonant sounds: e.g. Saying /sɪsk/ for /sɪks/= six; and saying /ˈæsk/ for /ˈæks/ = axe
- Leaving out a sound in the cluster, e.g. /ˈæ.ses/ for /ˈæk.ses/= access; /səˈses/ for /səkˈses/ = success.
- Adding an extra sound to the cluster or inserting a vowel in between the cluster. E.g. /sɪlɪk / for sɪlk / = silk; /sukweə/ for /skweə/ = square
- In pairs, learners take turns to articulate the sounds accurately and to avoid the commonly misappropriated consonant clusters.
Collaborative Learning:
- In mixed ability groups, learners work collaboratively to identify words containing consonant clusters having one of the consonant sounds silent. Eg. Subtle, listen, comb, etc.
- Learners, in groups, take turns to pronounce the words with silent consonants appropriately in speech.
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.5). The document marks no depth-of-knowledge level for this indicator.
/