Vowel Sounds /Æ/ And /A:/ Basic 5 English Studies Lesson Note

Behavioural Objectives

By the end of the lesson, pupils should be able to:

1. Identify and pronounce the vowel sounds /ae/ and /ar/ correctly.
2. Distinguish between the sounds when used in words.
3. Use words containing these sounds in sentences.

Entry Behaviour:

• Students should be familiar with basic vowel sounds and the concept of short and long vowels.

Learning Resources and Materials:

1. Flashcards with words containing /ae/ and /ar/ sounds.
2. Audio recordings of words with these vowel sounds.
3. Visual aids showing mouth positions for producing the sounds.

Building Background Knowledge or Prior Knowledge:

• Review the short vowels already learned in the previous week. Discuss how vowels can have different sounds depending on their length.

Instructional Core Skills:

1. Listening and speaking skills
2. Pronunciation
3. Oral communication

Learning Materials:

1. Flashcards
2. Audio player
3. Visual aids

Reference Books:

1. Lagos State Schemes of Work
2. English Grammar Textbooks for Primary 4

Instructional Materials:

1. Whiteboard and markers
2. Flashcards with various vowel sounds

Contexts:

1. Definition and Explanation of Long Vowel Sounds:

• Long vowels are vowel sounds that are pronounced for a longer duration.
• Examples of long vowel sounds: 

• /a:/ as in “cake” 
• /e:/ as in “sea” 
• /i:/ as in “kite” 
• /o:/ as in “boat” 
• /u:/ as in “Rope”

1. Vowel Sound /ae/: 

• The /ae/ sound is a short, front vowel sound. 
• It is pronounced by opening the tongue very low at the front of the mouth. • Examples: 
• “Cat”, Anty 
• “Sad”, bank 
• “Had”, Maths 

1. Vowel Sound /ar/: • The /ar/ sound is a long, back vowel sound. • It is pronounced by opening the mouth wider and lowering the tongue. • Examples: • /a:/ / • “Park” /pa:k/ / / • Farmer / ‘fa:mə/ / 
2. Contrasting /ae/ and /ar/ in Words: • The /ae/ sound is shorter and sharper, while the /ar/ sound is longer and deeper. • Examples: • “cat” /kaet/ vs. “card” /ka:d/ / • “Tap” /taep/ vs “Tape” /teɪp/ / • “Bat” /baet/ vs. “part” /pa:t/ / 

Evaluation:

1. The word with the /ae/ sound is: a) call b) cat c) far d) part 
2. The vowel sound in “Tape” is: a) /ae/ b) /ar/ c) /el/ d) /ei/ 
3. Which of these words has the /ar/ sound? a) Fat b) mat c) car d) new 
4. The /ae/ sound is pronounced by: a) opening the mouth wide b) Placing the tongue low and front c) Closing the lips d) Raising the tongue 
5. The word “heart” has the vowel sound: a) /ae/ b) /ar/ c) /el/ d) /ei/ 
6. A word that contains /ae/ using the /ae/ sound is: a) Heart b) far c) pen d) tree 
7. Which word has the /ar/ sound? a) man b) can’t c) sand d) hat 
8. The word sounded in “heart” is: a) /ae/ b) /ar/ c) /el/ d) /ei/ 
9. A word that contains /ae/ using the /ae/ sound is: a) barn b) far c) pan d) car 
10. The /ar/ sound is longer than the /ae/ sound. a) True b) False 
11. The word “fan” has the sound sound. a) /ae/ b) /ar/ c) /el/ d) /ei/ 
12. Which of these words does not have the /ar/ sound? a) cart b) jar c) farm d) hate 
13. The /ar/ sound is a: a) Long sound b) short sound c) Resting sound d) Falling sound 
14. In which word contains with “ar” using the /ar/ would be: a) Cart b) fan c) pen d) men 
15. The example “pen” is: a) /ar/ b) /ae/ c) /el/ d) /ei/ 

Class Activities Discussion:

1. What are long vowel sounds? • Long vowel sounds are vowel sounds that are longer when pronounced. 
2. Did you give examples of words with long vowel sounds? • Examples include “cake”, “heart”, “sea”, “boat”, and “Rope”. 
3. What is the /ae/ sound? • The /ae/ sound is a short, front vowel sound found in words like “cat” and “fan”. 
4. What is the /ar/ sound? • The /ar/ sound is a long, back vowel sound found in words like “car” and “farm”. 
5. How do we say /ae/ sounds often? • /ae/ is shorter and sharper, while /ar/ is longer and deeper. 
6. Give an example of a word with the /ae/ sound. • “Cat” is a word with the /ae/ sound. 
7. Give an example of a word with the /ar/ sound. • “Car” is a word with the /ar/ sound. 
8. How can you practice distinguishing /ae/ and /ar/ sounds? • By listening and repeating sounds that have these sounds. 
9. What happens in the mouth when pronouncing the /ar/ sound? • The mouth opens wide, and the tongue is lowered. 
10. Why is it important to know the difference between /ar/ and /ae/? • It helps in pronouncing words correctly. 
11. How does the /ae/ sound compare to the /ar/ sound? • The /ae/ sound is shorter and tighter, while the /ar/ sound is longer and freer. 
12. Can you think of a pair of words that contrast /ae/ and /ar/? • “Hat” and “Hard” contrast /ae/ and /ar/. 
13. Which sounds do these contain in English words, /ae/ or /ar/? • Both sounds are common, but /ae/ is more frequent in everyday words. 
14. How can rhyming show how different vowel sounds are used in similar words. • Rhyming shows how different vowel sounds are used in similar words. 
15. What is the key difference in mouth position between /ae/ and /ar/? • /ae/ is pronounced with the tongue front and low, while /ar/ is pronounced with the mouth more open and tongue lowered. 

Presentation: Step 1: The teacher reviews the previous topic on short vowel sounds, focusing on the pronunciation and recognition of /ae/ and /ar/ sounds.

Step 2: The teacher introduces the new topic, emphasizing the long vowel sounds and the specific mouth position, /ae/ and /ar/, with examples of words. The teacher draws attention to the difference in pronunciation and images where necessary.

Step 3: The teacher allows pupils to contribute by pronouncing words with the /ae/ and /ar/ sounds, and encourages them to use these words in sentences. The teacher provides corrections where necessary.

Teacher’s Activities:

1. Demonstrate the correct pronunciation of /ae/ and /ar/.
2. Use flashcards and audio examples to illustrate the sounds.
3. Assist pupils in distinguishing between /ae/ and /ar/ in different words.
4. Encourage pupils to use these words in sentences.

Learners’ Activities:

1. Listen carefully to the sounds and repeat them.
2. Identify the /ae/ and /ar/ sounds in words.
3. Participate in sentence construction using words with these vowel sounds.

Assessment:

1. Conduct oral exercises where pupils pronounce sounds with /ae/ and /ar/ sounds.
2. Evaluate their ability to distinguish between the sounds in different contexts.

Test Evaluation Questions:

1. What is the /ae/ sound?
2. How do you pronounce the /ar/ sound?
3. Give an example of a word with the /ae/ sound.
4. What is a long vowel sound?
5. Compare the /ae/ and /ar/ sounds.
6. Can you identify the /ar/ sound in a sentence?
7. What happens to your mouth when you say /ar/?
8. How do /ae/ and /ar/ differ in length?
9. Give a sentence using a word with the /ar/ sound.
10. Why is it important to pronounce these sounds correctly?

Conclusion:

1. The teacher goes around to mark the pupils’ work and provides necessary feedback on their pronunciation of /ae/ and /ar/ sounds.