Oral English - Senior Secondary 3 - Consonant Contrasts (Minimal Pairs)
Consonant Contrasts (Minimal Pairs)
Consonant Contrasts (Minimal Pairs)
SUBJECT: ORAL ENGLISH
TERM: 2ND TERM
WEEK: 3
CLASS: Senior Secondary School 3
AGE: 17 years
DURATION: 1 period of 40 mins
DATE:
TOPIC: Speech
CONTENT: Consonant Contrasts (Minimal Pairs)
SPECIFIC OBJECTIVES: By the end of the lesson, learners should be able to:
a. Identify and differentiate between consonant contrasts in minimal pairs
b. Pronounce and use consonant contrasts correctly in sentences
c. Recognize the difference in meaning caused by consonant contrasts
INSTRUCTIONAL TECHNIQUES: Teacher modeling, drilling, repetition, minimal pair exercises
INSTRUCTIONAL MATERIALS: Flashcards, audio clips, word list
INSTRUCTIONAL PROCEDURES
|
S/N |
STEPS |
TEACHER’S ACTIVITY |
LEARNERS ACTIVITY |
|
1 |
REVISION |
Teacher revises previous topic and introduces consonant contrasts |
Learners recall the previous lesson and prepare for new content |
|
2 |
INTRODUCTION |
Teacher introduces consonant contrasts using minimal pairs: e.g., kits/kids, feats/feeds, ferry/very, leaf/leave |
Learners listen and repeat each minimal pair after the teacher |
|
3 |
PRACTICE |
Teacher drills the contrastive sounds in pairs and uses them in meaningful sentences |
Learners practice the minimal pairs and repeat them in sentences, e.g., "The kit is old." "The kids are happy." |
|
4 |
EVALUATION |
Teacher asks learners to identify the contrast in pairs: 1. Which word has /t/? 2. Which one has /f/? 3. What is the difference between "ferry" and "very"? |
Learners identify the contrasts and pronounce the words correctly |
|
5 |
CLASS-WORK |
Students practice by creating their own sentences using the contrastive minimal pairs |
Learners create sentences using the minimal pairs and share them with the class |
|
6 |
ASSIGNMENT |
Learners are to write a short paragraph using the minimal pairs, e.g., "kits/kids," "feats/feeds," "leaf/leave" |
Learners write and submit their paragraphs in the next class |
|
7 |
CONCLUSION |
Teacher marks, corrects, and commends learners' performance |
Learners observe corrections and take note of improvements |