SHS3 English Language · Semester 1, Week 2
English Speech Sounds
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Oral Language (Strand 1)
- Sub-strand
- English Speech Sounds (1.1)
- Content standard
- 3.1.1.CS.1 - Demonstrate knowledge and understanding of speech sounds in oral communication. 3.1.1.LO.1 Articulate paralinguistic features (stress, intonation) effectively in oral communication.
- Indicator
- 3.1.1.LI.2 - Use intonation appropriately for different communicative functions.
- 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.
- Curriculum reference
- NaCCA curriculum document, p. 166
Exemplars (from the NaCCA curriculum)
Collaborative Learning: - Learners in their mixed-ability groups, communicate confidently by employing varied intonation patterns to express different meanings as they learn from their peers, understand, and respect their needs, perspectives and actions. - Learners in pairs/small groups, pick a familiar word (come, go, etc.) or a sentence (Where are you going? They did not come., etc.). Note: The word/sentence should be accompanied by one or two scenarios (You are asking a question; You are angry; You need confirmation, etc.). - With the same word/sentence, learners then practice how to depict the various scenarios or emotions/moods/feelings, using a rising or falling intonation. - Learners practise more rising/falling intonation from word/sentence cards or audio texts to express different communicative functions. - Through this, learners will learn to work in groups to tolerate others' opinions and embrace diversity as they use the English Language. Note: Learners should be encouraged to sound natural. 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, recording devices (tape recorders, mobile phones), etc. Assessment (3.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.