Speech Work :Sound /U/ And /U:/ Basic 5 English Studies Lesson Note

Behavioural Objectives:

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

Identify and pronounce the vowel sounds /u/ and /u:/ correctly.

Write words that contain these sounds.

Draw contrasts between the sounds when used in different words.

Construct sentences using pairs of words that contain these vowel sounds.

Keywords: Vowel sounds, /u/ sound, /u:/ sound, Pronunciation, Diction Set Induction: Begin the lesson by saying a few pairs of words that highlight the difference between the /u/ and /u:/ sounds, such as “good” vs. “food.” Ask pupils to listen carefully and identify which sounds they hear. 

Entry Behaviour: Pupils should be familiar with basic vowel sounds and how they differ from consonant sounds. 

Learning Resources and Materials: Flashcards with words containing /u/ and /u:/ sounds. Audio recordings of words with these vowel sounds. Visual aids showing the mouth positions for producing these sounds. 

Building Background/Connection to Prior Knowledge: Review the consonant sounds learned in the previous lesson and introduce the concept of vowel sounds as a different category of speech sounds.

 Embedded Core Skills: Listening and speaking skills Pronunciation Oral communication Learning Materials: Flashcards Audio player Visual aids Reference Books: Lagos State Scheme of Work English Grammar Textbooks for Primary 5 

Instructional Materials: Whiteboard and markers Handouts with exercises on vowel sounds Content:

Vowel Sound /u/: The /u/ sound is a short vowel sound made by rounding the lips and raising the back of the tongue towards the soft palate. It is found in words like “book” and “foot.” Examples: “book” /buk/ “foot” /fut/ “good” /gud/

Vowel Sound /u:/: The /u:/ sound is a long vowel sound made by rounding the lips more tightly and raising the back of the tongue higher than for /u/ It is found in words like “food” and “mood.” Examples: “food” /fu:d/ “mood” /mu:d/ “school” /sku:l/

Writing Words with /u/ and /u:/ Sounds: Practice writing words that include these vowel sounds. Example words: /u/: “book,” “foot,” “look” /u:/: “school,” “blue,” “move”

Drawing the Contrast between /u/ and /u:/ Sounds: Discuss how the /u/ sound is short and the /u:/ sound is long. Compare pairs of words to highlight the difference in pronunciation. Example contrasts: “pull” /pul/ vs. “pool” /pu:l/ “full” /ful/ vs. “fool” /fu:l/ “wood” /wud/ vs. “wooed” /wu:d/

Constructing Sentences with /u/ and /u:/ Sounds: Pupils should practice constructing sentences using pairs of words with these vowel sounds. Example sentences: “The book is good.” “The food is cool.” “I stood in school.”

Presentation:

 Step 1: The teacher revises the previous topic, reviewing consonant sounds and their pronunciation.

 Step 2: The teacher introduces the new topic on vowel sounds /u/ and /u:/, explaining how each sound is produced and pronounced. 

Step 3: The teacher engages pupils in identifying these sounds in different words, and pupils practice constructing sentences using these sounds. 

Teacher’s Activities: Demonstrate how to pronounce the vowel sounds /u/ and /u:/ using visual and audio aids. Provide words and examples to illustrate each sound. Guide pupils in writing and pronouncing words containing these sounds. 

• Encourage pupils to use the words in sentences. 

Learners’ Activities: Listen to the sounds and repeat after the teacher. Write words with the /u/ and /u:/ sounds. Construct sentences using the words provided. 

Assessment: 

• Pupils will be assessed on their ability to identify, pronounce, and use the vowel sounds /u/ and /u:/ correctly in sentences. 

Conclusion: The teacher goes around to mark pupils’ work, providing feedback on their pronunciation and use of vowel sounds /u/ and /u:/.