Consonant Sounds /θ/ and /ð/ for JSS 2

Class: JSS 2
Term: First Term
Week: 9
Age: 13 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: Listening and Speaking
Previous Lesson: Adverbs, Features and Functions
Topic: Consonant Sounds /θ/ and /ð/
Subject Matter: Words containing sounds /θ/ (thief, through, thin) and /ð/ (the, there, therefore); Produce sounds in context and in isolation

Specific Objectives

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

Cognitive Domain

• Identify words containing the consonant sound /θ/.
• Identify words containing the consonant sound /ð/.
• Differentiate between the sounds /θ/ and /ð/ in spoken words.

Affective Domain

• Appreciate the importance of correct pronunciation for clear communication.
• Show willingness to practice new sounds.

Psychomotor Domain

• Accurately produce the sound /θ/ in isolation and in given words.
• Accurately produce the sound /ð/ in isolation and in given words.
• Produce words containing /θ/ and /ð/ correctly in sentences.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for JSS 2
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Recorded audio materials with examples of /θ/ and /ð/ sounds
• Flash cards with words containing /θ/ and /ð/
• Whiteboard/Chalkboard
• Markers/Chalk

Rationale for the Lesson

This lesson is important because mastering the pronunciation of sounds like /θ/ and /ð/ is fundamental for clear and effective communication in English. It helps students to distinguish between similar-sounding words and improves their overall spoken English. Correct pronunciation also builds confidence in speaking and listening.

Prerequisite/Previous Knowledge

Students have basic knowledge of English consonant sounds and have previously learned to identify and pronounce simple English words.

Lesson Content/Board Summary

Consonant Sounds /θ/ and /ð/

Introduction to Consonant Sounds /θ/ and /ð/

The English language has many sounds that can be tricky to pronounce, especially for non-native speakers. Two such sounds are /θ/ and /ð/, which are both represented by the letter combination ‘th’. However, they are pronounced differently.

The Consonant Sound /θ/ (Voiceless ‘th’)

The sound /θ/ is a voiceless sound, meaning your vocal cords do not vibrate when you produce it. To make this sound, place the tip of your tongue gently between your upper and lower front teeth, then push air out. It sounds like a soft ‘s’ or ‘f’ but with the tongue position between the teeth.

Examples of words with /θ/ sound:

1. Thief
2. Through
3. Thin
4. Think
5. Three
6. Thank
7. Bath
8. Truth
9. Healthy

The Consonant Sound /ð/ (Voiced ‘th’)

The sound /ð/ is a voiced sound, meaning your vocal cords vibrate when you produce it. The tongue position is similar to /θ/ (tip of the tongue between the teeth), but you should feel a vibration in your throat as you push air out. It sounds like a soft ‘z’ or ‘v’ but with the tongue position between the teeth and vocal cord vibration.

Examples of words with /ð/ sound:

1. The
2. There
3. Therefore
4. This
5. That
6. These
7. Those
8. Mother
9. Brother
10. Although

Differentiating Between /θ/ and /ð/

The main difference between /θ/ and /ð/ is whether the sound is voiceless (/θ/) or voiced (/ð/). Practising minimal pairs (words that differ by only one sound) can help distinguish them.

Examples of minimal pairs:

1. Thin (/θɪn/) vs. Then (/ðɛn/)
2. Thigh (/θaɪ/) vs. Thy (/ðaɪ/) (archaic)
3. Wreath (/riːθ/) vs. Wreathe (/riːð/)

Producing Sounds in Context

It is important to practice these sounds within sentences to improve natural speech. Pay attention to how the sounds blend with other words.

Examples:

1. The thief ran through the thin alley. (/θ/ in context)
2. This is the book that my mother gave me. (/ð/ in context)
3. I think I will go there with them.

Teaching Methods/Instructional Techniques

Explanation, Demonstration, Repetition, Guided Practice, Question and Answer, Discussion, Individual Practice.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the students and asks them to recall some consonant sounds they have learned previously. The teacher then introduces the topic: Consonant Sounds /θ/ and /ð/, explaining that these sounds are often confused.

Pupils’ Activity: Students respond to the greetings and recall previous sounds. They listen attentively to the introduction of the new topic.

Learning Point: Introduction to /θ/ and /ð/

Step 2: Explanation and Demonstration of /θ/

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains how to produce the voiceless /θ/ sound, demonstrating the tongue position (tip between teeth) and airflow without vocal cord vibration. The teacher pronounces example words like ‘thief’, ‘through’, ‘thin’, ‘think’, and ‘three’ clearly, using flash cards or recorded material.

Pupils’ Activity: Students observe the teacher’s mouth and tongue movements, listen to the examples, and attempt to mimic the sound in isolation.

Learning Point: Production of /θ/ sound

Step 3: Guided Practice for /θ/

Time: 7 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher guides students to practice producing the /θ/ sound individually and in chorus. Students repeat the example words after the teacher. The teacher corrects pronunciation errors and encourages students to suggest other words with the /θ/ sound.

Pupils’ Activity: Students practice the /θ/ sound in isolation and repeat words. They offer additional words containing the /θ/ sound.

Learning Point: Words with /θ/ sound

Step 4: Explanation and Demonstration of /ð/

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains how to produce the voiced /ð/ sound, demonstrating the similar tongue position but emphasizing vocal cord vibration. The teacher pronounces example words like ‘the’, ‘there’, ‘therefore’, ‘this’, ‘that’, and ‘mother’ clearly, using flash cards or recorded material.

Pupils’ Activity: Students observe the teacher’s mouth and tongue movements, listen to the examples, and attempt to mimic the sound, feeling for vibration.

Learning Point: Production of /ð/ sound

Step 5: Guided Practice for /ð/

Time: 7 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher guides students to practice producing the /ð/ sound individually and in chorus. Students repeat the example words after the teacher. The teacher corrects pronunciation errors and encourages students to suggest other words with the /ð/ sound.

Pupils’ Activity: Students practice the /ð/ sound in isolation and repeat words. They offer additional words containing the /ð/ sound.

Learning Point: Words with /ð/ sound

Step 6: Differentiation and Contextual Practice

Time: 5 minutes

Teaching Skill: Reinforcement/Application

Teacher’s Activity: The teacher highlights the key difference between /θ/ and /ð/ (voiceless vs. voiced). The teacher then provides sentences containing both sounds and guides students to produce them correctly in context, e.g., “I think this is the thing.”

Pupils’ Activity: Students practice differentiating the sounds and pronouncing them correctly within sentences.

Learning Point: Differentiating /θ/ and /ð/

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Pronounce the word “think” and identify the ‘th’ sound.
2. Pronounce the word “this” and identify the ‘th’ sound.
3. Give two words that have the /θ/ sound.
4. Give two words that have the /ð/ sound.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessment of sound production

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on consonant sounds /θ/ and /ð/ into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Summarising

Teacher’s Activity: The teacher briefly reminds students of the importance of practising these sounds for better communication and encourages them to listen for these sounds in everyday speech.

Pupils’ Activity: Students listen and acknowledge the importance of continuous practice.

Learning Point: Reinforcement of sound practice

Continuous Assessment/Further Study

Type: Homework

Instruction: Identify and write down five words for each sound (/θ/ and /ð/) that were not mentioned in class. Practice pronouncing them correctly.

1. List five words with the /θ/ sound.
2. List five words with the /ð/ sound.
3. Choose two words from your list for /θ/ and use them in a sentence.
4. Choose two words from your list for /ð/ and use them in a sentence.
5. Practice pronouncing all the words and sentences you have written.

Lesson Keywords

• Consonant – A speech sound made by partially or completely blocking the flow of air through the mouth.
• Voiceless – A sound produced without vibration of the vocal cords.
• Voiced – A sound produced with vibration of the vocal cords.
• /θ/ (theta) – The voiceless ‘th’ sound, as in ‘thin’.
• /ð/ (eth) – The voiced ‘th’ sound, as in ‘the’.
• Isolation – Pronouncing a sound or word by itself.
• Context – Pronouncing a sound or word within a sentence or phrase.

Differentiation

For struggling learners, the teacher can provide more one-on-one repetition and use exaggerated mouth movements. For faster learners, the teacher can challenge them to find more complex words with these sounds or create short paragraphs using a mix of /θ/ and /ð/ words.

Suggested Lesson Videos

For further understanding and visual demonstration, students can search on YouTube for: “JSS 2 consonant sounds theta and eth” or “Pronunciation of TH sounds /θ/ and /ð/”.

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have prepared your flash cards and any recorded audio materials. Practice the pronunciation of /θ/ and /ð/ yourself to confidently demonstrate to the students. During the lesson, pay close attention to individual student pronunciation, offering gentle corrections and encouragement. Emphasise the physical aspects of sound production (tongue placement, vocal cord vibration). Allow ample time for guided practice and repetition. Students should copy the Board Summary notes after the main teaching and practice activities are completed, typically before the conclusion. Consistently check for understanding throughout the lesson and provide additional examples or practice as needed. For weaker learners, spend extra time on individual sound production. For stronger learners, encourage them to identify minimal pairs or more challenging words.