TASK 1
TONGUE TWISTER
“Ned Nott and Sam Shott”
Ned Nott was shot and Sam Shott was not.
So it is better to be Shott than Nott.
Some say Nott was not shot.
But Shott says he shot Nott.
Either the shot Shott shot at Nott was not shot,
Or Nott was shot.
If the shot Shott shot shot Nott, Nott was shot.
But if the shot Shott shot shot Shott,
Then Shott was shot, not Nott.
However, the shot Shott shot shot not Shott, but Nott.
So it is better to be Shott than Nott.
Some say Nott was not shot.
But Shott says he shot Nott.
Either the shot Shott shot at Nott was not shot,
Or Nott was shot.
If the shot Shott shot shot Nott, Nott was shot.
But if the shot Shott shot shot Shott,
Then Shott was shot, not Nott.
However, the shot Shott shot shot not Shott, but Nott.
Identify and state level
The material that I have selected is the tongue twister. Based on the curriculum specifications, this material are suitable for year 4 students with level 1 of speaking skills. Thus, by the end of their lesson they should be able to:-
2.1 Speak clearly by pronouncing words accurately.
2.1.1 Repeat the following sounds in words correctly:
i. initial vowels
ii. final consonants
iii. initial dipgraph
iv. medial dipgraph
v. final dipgraph
vi. double consonants
vii. initial blends
viii. final blends
ix. diphthongs
x. silent letters
xi. wordcontractions
xii. word endings
Identify the consonant and vowel sounds
Consonant sounds | Words | Vowels sounds | Words |
/∫/ | shot | /^/ | but |
/ ð / | the | /u:/ | to |
/n/ | Ned | /i:/ | he |
/w/ | was | /æ/ | at |
/s/ | so | /I/ | if |
Describe the place and manner of articulation of the consonant sounds
Consonant sound | Place of articulation | Manner of articulation |
/∫/ | Palatals · For this consonant sound, the constriction occurs by raising the front part of the tongue to the palate. | Fricatives · The /∫/ sound is a palatal fricative, which was produced with friction created as the air passes the tongue and the part of the palate behind the alveolar ridge. · Voiceless palatal fricative |
/ ð / | Interdentals · Pronounced by inserting the tip of the tongue between the teeth | Fricatives · The / ð / sound is interdental fricatives, represented by “th” in “the” for examples. · The friction occurs at the opening between the tongue and the teeth · Voiced sound |
/n/ | Alveolars · For /n/ sound, the tongue is raised and touches the ridge, or slightly in front of it. | Stops · The /n/ sound is an alveolar stop where the air stream is stopped by the tongue, making a complete closure at the alveolar ridge. · Nasal (voiced sound) |
/s/ | Alveolars · Where as for the /s/, the sides of the front of the tongue is raised, but the tip is lowered so the air can escapes over it. | Fricatives · The /s/ is the alveolar fricative, with the friction created at the alveolar ridge. · Voiceless sound |
Group the vowel sounds into long and short vowels
Long vowel | Symbol | Short vowel | Symbol |
to | /tu:/ | but | /b^t/ |
he | /hi:/ | at | /æt/ |
Either | /’i:ðə(r)/ | if | /If/ |
SONG
“Can’t Smile Without You”
ahhhhhh....
You know I can't smile without you
Can't smile Without
I can't laugh and I can't sing
I don't even talk to people I mean
And I feel sad when your sad
And I feel glad when your glad
You must know what I'm going through
I just can't smile without you
You came along just like a song
You brightened my day
You 'd believe you were apart of a dream
That only seems light years away
You know I can't smile without you
I can't smile without you
And you must know what i'm going through
I just can't smile without you
Some people say that happy this way
That something it hard to find
Into the new and out leaving hate old behind me
And i feel sad when your sad
I feel glad when your glad
You must know what i'm going through
I just can't smile without you
Into the new leaving the old behind me
And i feel sad when your sad
I feel glad when your glad
And you must know what i'm going through
I just can't smile without you
You know I can't smile without you
Can't smile Without
I can't laugh and I can't sing
I don't even talk to people I mean
And I feel sad when your sad
And I feel glad when your glad
You must know what I'm going through
I just can't smile without you
You came along just like a song
You brightened my day
You 'd believe you were apart of a dream
That only seems light years away
You know I can't smile without you
I can't smile without you
And you must know what i'm going through
I just can't smile without you
Some people say that happy this way
That something it hard to find
Into the new and out leaving hate old behind me
And i feel sad when your sad
I feel glad when your glad
You must know what i'm going through
I just can't smile without you
Into the new leaving the old behind me
And i feel sad when your sad
I feel glad when your glad
And you must know what i'm going through
I just can't smile without you
Identify and state level
This material is suitable for teaching Year 4 pupil with difficulty on level 3.
2.1 Speak clearly by pronouncing words accurately.
2.1.5 Chant rhymes, jazz chants and sing songs pronouncing words clearly
Identify the consonant and vowel sounds
Consonant sounds | Words | Vowels sounds | Words |
/j/ | you | /e/ | when |
/p/ | people | /i:/ | feel |
/k/ | Can’t | /aI/ | my |
/θ/ | That | /eI/ | day |
/t/ | to | know | |
/f/ | feel | /ə/ | apart |
Describe the place and manner of articulation of the consonant sounds
Consonant sound | Place of articulation | Manner of articulation |
/j/ | Palatals · The constriction occurs by raising the front part of the tongue to the palate. | Glides · The /j/ sound is produced with little obstruction of the airstream and always followed directly by a vowel · In some books, the /j/ sound is alternatively called approximants because the articulator approximates a frictional closeness, but no actual friction occurs. · Voiced sound |
/p/ | Bilabials · When we produce the /p/ sound, we articulate by bringing both lips together simultaneously. | Stops · The /p/ sound is a bilabial stop, with the air stream stopped at the mouth by the complete closure of both lips |
/k/ | Velars · The sound is produced by raising the back of the tongue to the soft palate or velum | Stops · /k/ is a velar stop with the compete closure at the velum |
/ θ / | Interdentals · This sound spelled “th” is pronounced by inserting the tip of the tongue between the teeth. | Fricatives · The / θ / sound is an interdental fricative, represented by “th” in “that” for examples. The friction occurs at the opening between the tongue and teeth · Voiceless sound |
Group the vowel sounds into long and short vowels
Long vowel | Symbol | Short vowel | Symbol |
feel | /fi:l/ | when | /wen/ |
through | /θru:/ | apart | /ə’pa:t/ |
leaving | /li:vIŋ/ | my | /maI/ |
POEM
Smiles!
Smiling is infectious,
you catch it like the flu.
when someone smiled at me today,
I started smiling too.
I passed around the corner,
and someone saw my grin.
when he smiled I realized.
I’d passed it on to him!
I thought about that smile,
then I realized it's worth.
a single smile just like mine,
could travel round the Earth!
Smiling is infectious,
you catch it like the flu.
when someone smiled at me today,
I started smiling too.
I passed around the corner,
and someone saw my grin.
when he smiled I realized.
I’d passed it on to him!
I thought about that smile,
then I realized it's worth.
a single smile just like mine,
could travel round the Earth!
Identify and state level
This poem is suitable for teaching year 5 student in level 3
1.2 Listen to and repeat accurately the correct pronunciation of words, and the
correct intonation and word stress in phrases, expressions, and sentences.
1.2.3 Listen to and repeat chants, poems, rhymes and songs paying attention
to pronunciation, stress and intonation correctly.
Identify the consonant and vowel sounds
Consonant sounds | Words | Vowels sounds | Words |
/g/ | Grin | /tu:/ | too |
/r/ | realized | /ə/ | a |
just | thought |
Describe the place and manner of articulation of the consonant sounds
Consonant sound | Place of articulation | Manner of articulation |
/g/ | Velars · The sound is produced by raising the back of the tongue to the soft palate or velum | Stops · The /g/ sound is velar stops with the complete closure at the velum · Voiced sound |
/r/ | Uvulars · Uvulars sound are produced by raising the back of the tongue to the uvula · The /r/ in French is often a uvular trill symbolized by /R/ · This sound do not ordinarily occur in English. | Liquids · In production of the /r/ sound, there is some obstruction of the airstream in in the mouth, but not enough to cause any real constriction or friction. · Retroflex (voiced sounds) |
Palatals · The constrictions occur by raising the front part of the tongue to the palate | Affricates · Produced by a stop closure followed immediately by a gradual release of the closure that produces an effect characteristic of a fricative. · The palatal sounds that begin the word just are voiced affricates, respectively. · The affricates sound are not continuants because of the initial stop closure. |
Group the vowel sounds into long and short vowels
Long vowel | Symbol | Short vowel | Symbol |
too | /tu:/ | a | /ə/ |
thought | that | /ðæt/ |
TASK 2
· Year 4
· Level 3
· Tongue twister
“Ned Nott and Sam Shott”
Ned Nott was shot and Sam Shott was not.So it is better to be Shott than Nott.
Some say Nott was not shot.
But Shott says he shot Nott.
Either the shot Shott shot at Nott was not shot,
Or Nott was shot.
If the shot Shott shot shot Nott, Nott was shot.
But if the shot Shott shot shot Shott,
Then Shott was shot, not Nott.
However, the shot Shott shot shot not Shott, but Nott.
Learning Outcomes | Level | Listening skill | Speaking skill | Reading skill |
By the end of the lesson, pupils should be able to: 1.1 Listen to and discriminate similar and different sounds of the English language 1.2 Listen to and repeat accurately the correct pronunciation of words, and the correct intonation and word stress in phrases, expressions, and sentences 2.1 Speak clearly by pronouncing words accurately. 3.1 Acquire word recognition and word attack skills to recognize words on sight. | 3 | 1.1.3 Listen to and group words according to the same sounds. 1.2.3 Listen to and repeat simple rhymes and songs paying attention to pronunciation, stress and intonation correctly. | 2.1.5 Chant rhymes, jazz chants and sing songs pronouncing words clearly. | 3.1.3 Compare words for similar and different sounds |
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