Exemplification of diphthongs in word-initial, medial and final positions for SS 1

Class: SS 1
Term: First Term
Week: 8
Age: 15 years
Duration: 60 minutes
Subject: English Language
Curriculum Theme: Listening and speaking
Focal competence: Appropriately pronouncing diphthongs
Key competencies/values: Communication; ICT and Digital Competencies; Digital Competencies; Collaboration
Skills:

• Appropriately articulating diphthongs in speech

Previous Lesson: Cohesion and coherence in writing
Topic: Diphthongs: Exemplification Of Diphthongs In Word-Initial, Medial And Final Positions
Subject Matter: Exemplification of diphthongs in word-initial, medial and final positions

Specific Objectives

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

Cognitive Domain

• Identify the eight English diphthongs.
• Give appropriate examples of words containing diphthongs in word-initial, medial, and final positions.

Psychomotor Domain

• Pronounce the eight English diphthongs appropriately.
• Articulate words containing diphthongs clearly.

Affective Domain

• Participate actively in pronunciation drills and group activities.
• Appreciate the importance of correct pronunciation for effective communication.

Social Domain

• Collaborate with peers in group activities to practice diphthong pronunciation.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for SS 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Drawing of organs of speech
• Language laboratory
• Audiovisual materials (e.g., audio recordings of diphthongs)
• Course books
• Face mirrors
• Flannel board
• Pronouncing dictionary
• Colour vowel chart

Rationale for the Lesson

This lesson is important because correct pronunciation of diphthongs is essential for clear and effective spoken English. Mastering diphthongs helps students improve their oral communication skills, reduce misunderstandings, and build confidence in speaking English, which is crucial for academic and social interactions.

Prerequisite/Previous Knowledge

Students should have a basic understanding of English vowel sounds and the concept of phonetics, including monophthongs.

Lesson Content/Board Summary

Diphthongs: Exemplification Of Diphthongs In Word-Initial, Medial And Final Positions

What are Diphthongs?

Diphthongs are vowel sounds that involve a glide from one vowel quality to another within the same syllable. They are often called “gliding vowels” or “double vowels” because the tongue moves from one vowel position to another during their production.

The Eight English Diphthongs

There are eight common diphthongs in English, which can be broadly categorised into two groups based on their ending sound:

1. Centring Diphthongs (ending in /ə/):
   1. /ɪə/ (as in “near”)
   2. /eə/ (as in “hair”)
   3. /ʊə/ (as in “tour”)
2. Closing Diphthongs (ending in /ɪ/ or /ʊ/):
   1. /eɪ/ (as in “day”)
   2. /aɪ/ (as in “my”)
   3. /ɔɪ/ (as in “boy”)
   4. /aʊ/ (as in “cow”)
   5. /əʊ/ (as in “go”)

Exemplification of Diphthongs in Word Positions

1. Diphthong /ɪə/ (as in “near”)

1. Word-Initial:
   1. idea /aɪˈdɪə/
   2. ear /ɪə/
   3. eerie /ˈɪəri/
2. Word-Medial:
   1. clear /klɪə/
   2. fear /fɪə/
   3. material /məˈtɪəriəl/
3. Word-Final:
   1. here /hɪə/
   2. beer /bɪə/
   3. tear (n.) /tɪə/

2. Diphthong /eə/ (as in “hair”)

1. Word-Initial:
   1. air /eə/
   2. area /ˈeəriə/
   3. aeroplane /ˈeərəpleɪn/
2. Word-Medial:
   1. care /keə/
   2. share /ʃeə/
   3. parent /ˈpeərənt/
3. Word-Final:
   1. where /weə/
   2. fair /feə/
   3. bear /beə/

3. Diphthong /ʊə/ (as in “tour”)

1. Word-Initial:
   1. (rarely occurs word-initially in common English words)
2. Word-Medial:
   1. tour /tʊə/
   2. poor /pʊə/
   3. sure /ʃʊə/
3. Word-Final:
   1. (rarely occurs word-finally in common English words)

4. Diphthong /eɪ/ (as in “day”)

1. Word-Initial:
   1. eight /eɪt/
   2. aim /eɪm/
   3. able /ˈeɪbl/
2. Word-Medial:
   1. make /meɪk/
   2. rain /reɪn/
   3. delay /dɪˈleɪ/
3. Word-Final:
   1. say /seɪ/
   2. play /pleɪ/
   3. way /weɪ/

5. Diphthong /aɪ/ (as in “my”)

1. Word-Initial:
   1. ice /aɪs/
   2. island /ˈaɪlənd/
   3. I /aɪ/
2. Word-Medial:
   1. light /laɪt/
   2. time /taɪm/
   3. apply /əˈplaɪ/
3. Word-Final:
   1. my /maɪ/
   2. buy /baɪ/
   3. sky /skaɪ/

6. Diphthong /ɔɪ/ (as in “boy”)

1. Word-Initial:
   1. oil /ɔɪl/
   2. oyster /ˈɔɪstə/
   3. ointment /ˈɔɪntmənt/
2. Word-Medial:
   1. join /dʒɔɪn/
   2. point /pɔɪnt/
   3. destroy /dɪˈstrɔɪ/
3. Word-Final:
   1. boy /bɔɪ/
   2. toy /tɔɪ/
   3. enjoy /ɪnˈdʒɔɪ/

7. Diphthong /aʊ/ (as in “cow”)

1. Word-Initial:
   1. out /aʊt/
   2. owl /aʊl/
   3. ouch /aʊtʃ/
2. Word-Medial:
   1. house /haʊs/
   2. brown /braʊn/
   3. allow /əˈlaʊ/
3. Word-Final:
   1. how /haʊ/
   2. now /naʊ/
   3. cow /kaʊ/

8. Diphthong /əʊ/ (as in “go”)

1. Word-Initial:
   1. old /əʊld/
   2. open /ˈəʊpən/
   3. only /ˈəʊnli/
2. Word-Medial:
   1. boat /bəʊt/
   2. home /həʊm/
   3. local /ˈləʊkəl/
3. Word-Final:
   1. go /ɡəʊ/
   2. slow /sləʊ/
   3. know /nəʊ/

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Group Work, Individual Practice, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the students and asks them to recall what they know about vowel sounds in English, specifically distinguishing between single vowel sounds (monophthongs) and gliding vowel sounds. The teacher may play a short audio clip with contrasting monophthongs and diphthongs.

Pupils’ Activity: Pupils respond by sharing their understanding of vowel sounds and try to identify the difference in the audio clip.

Learning Point: Recall of vowel sounds

Step 2: Explanation of Diphthongs

Time: 10 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher defines diphthongs as gliding vowel sounds that move from one vowel quality to another within the same syllable. The teacher demonstrates the articulation of a few common diphthongs like /eɪ/ (as in “day”) and /aɪ/ (as in “my”), using the drawing of organs of speech and face mirrors to show tongue and lip movement.

Pupils’ Activity: Pupils listen attentively, observe the teacher’s mouth movements, and try to mimic the sounds using their face mirrors.

Learning Point: Meaning of diphthongs

Step 3: Identification of the Eight English Diphthongs

Time: 10 minutes

Teaching Skill: Identification/Listing

Teacher’s Activity: The teacher introduces the eight English diphthongs, writing their phonetic symbols on the board and pronouncing each one clearly. The teacher might use a colour vowel chart to aid visual learners.

Pupils’ Activity: Pupils listen, repeat after the teacher, and try to identify the distinct sound of each diphthong.

Learning Point: The eight diphthongs

Step 4: Exemplification – Word-Initial Position

Time: 10 minutes

Teaching Skill: Guided Practice/Exemplification

Teacher’s Activity: The teacher provides examples of words where diphthongs occur at the beginning (word-initial position), such as “ice” /aɪs/, “oil” /ɔɪl/, “old” /əʊld/. The teacher pronounces each word clearly and guides students in group and individual repetition, encouraging them to use face mirrors.

Pupils’ Activity: Pupils listen, repeat the words, and practice pronouncing the diphthongs in the initial position, paying attention to their mouth movements.

Learning Point: Diphthongs in initial position

Step 5: Exemplification – Word-Medial Position

Time: 10 minutes

Teaching Skill: Guided Practice/Exemplification

Teacher’s Activity: The teacher presents examples of words with diphthongs in the middle (word-medial position), such as “house” /haʊs/, “rain” /reɪn/, “clear” /klɪə/. The teacher leads pronunciation drills and encourages students to identify the diphthong within the word.

Pupils’ Activity: Pupils practice pronouncing the words, focusing on the diphthong in the medial position, and work in groups to articulate and distinguish the sounds.

Learning Point: Diphthongs in medial position

Step 6: Exemplification – Word-Final Position

Time: 5 minutes

Teaching Skill: Guided Practice/Exemplification

Teacher’s Activity: The teacher provides examples of words where diphthongs appear at the end (word-final position), such as “boy” /bɔɪ/, “go” /ɡəʊ/, “my” /maɪ/. The teacher conducts a final round of pronunciation practice, ensuring students can articulate the diphthongs correctly in all positions.

Pupils’ Activity: Pupils repeat the words and practice pronouncing the diphthongs in the final position, making sure to complete the glide.

Learning Point: Diphthongs in final position

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. What is a diphthong?
2. Name two diphthongs you learned today.
3. Give a word where the diphthong /eɪ/ occurs initially.
4. Provide a word where the diphthong /aɪ/ occurs medially.
5. Give a word where the diphthong /əʊ/ occurs finally.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding of diphthongs

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

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

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

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly recaps the importance of correctly pronouncing diphthongs for clear communication and encourages students to continue practicing at home. The teacher reminds them that consistent practice improves fluency and accuracy.

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

Learning Point: Reinforcement of diphthong pronunciation

Continuous Assessment/Further Study

Type: Homework

Instruction: For each of the following diphthongs, write three words: one where it occurs initially, one where it occurs medially, and one where it occurs finally. If a position is rare, state “rare”.

1. /ɪə/
2. /eə/
3. /eɪ/
4. /aɪ/
5. /ɔɪ/
6. /aʊ/
7. /əʊ/

Lesson Keywords

• Diphthong – A vowel sound that involves a glide from one vowel quality to another within the same syllable.
• Phonetics – The study of speech sounds.
• Articulation – The clear pronunciation of words and sounds.
• Word-initial – Occurring at the beginning of a word.
• Word-medial – Occurring in the middle of a word.
• Word-final – Occurring at the end of a word.

Differentiation

Support: For students struggling with pronunciation, the teacher will provide extra one-on-one practice using minimal pairs and exaggerated mouth movements with the face mirrors. Simplified word lists can also be provided.

Extension: Advanced students can be challenged to identify diphthongs in short sentences or paragraphs and to create their own minimal pairs for each diphthong.

Suggested Lesson Videos

For further understanding and practice, search on YouTube for: “English diphthongs pronunciation SS1” or “How to pronounce diphthongs in English”.