Listening and Speaking: Diphthong Sounds for JSS 3

Class: JSS 3
Term: First Term
Week: 7
Age: 14 years
Duration: 60 minutes
Subject: English Language Studies
Curriculum Theme: Listening and speaking
Previous Lesson: Reading: Topic Sentences and Key Ideas in Road Safety, Food Labels and Food Storage
Topic: Listening and Speaking
Subject Matter: Diphthongs e.g. /ei/ rail, sail, date, late. /ou/ load, road, coat, boat /iə/ fierce, theatre, hero, serious /ai/ child, wild, mild, might /au/ stout, rout, drought, bout

Specific Objectives

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

Cognitive Domain

• Describe diphthong sounds.
• Describe correct articulation and pronunciation of the target sounds.
• Describe distinguishing the target sounds in words and sentence contexts.

Psychomotor Domain

• Articulate and pronounce the target diphthong sounds correctly.
• Distinguish the target diphthong sounds in words and sentence contexts.

Reference Materials

The following resources were used in planning this lesson:

• 2014 Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for JSS 3
• FCT ERC/NAPPS Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Chalkboard/Whiteboard
• Markers/Chalk
• Charts showing diphthong symbols and example words
• Audio recordings of diphthong sounds (if available)
• Flashcards with words containing target diphthongs

Rationale for the Lesson

Understanding and correctly pronouncing diphthongs is essential for clear and effective communication in English. This lesson helps students improve their spoken English by teaching them to produce these complex vowel sounds accurately. Mastering diphthongs will enhance their listening comprehension and overall fluency, making them more confident speakers.

Prerequisite/Previous Knowledge

Students should have a basic understanding of English vowel sounds and consonants, and some familiarity with phonetic symbols.

Lesson Content/Board Summary

Listening and Speaking: Diphthong Sounds

What are Diphthongs?

Diphthongs are also known as “gliding vowels.” They are single vowel sounds that are formed by combining two vowel sounds within the same syllable. The tongue moves from one vowel position to another during the production of a diphthong, creating a smooth glide between the two sounds.

There are eight common diphthongs in English. This lesson focuses on five of them:

1. /ei/ as in ‘face’
2. /ou/ as in ‘goat’
3. /iə/ as in ‘near’
4. /ai/ as in ‘my’
5. /au/ as in ‘mouth’

Correct Articulation and Pronunciation of Target Diphthongs

1. The /ei/ Sound

This diphthong starts with the /e/ sound (as in ‘bed’) and glides towards the /i/ sound (as in ‘see’). The mouth starts slightly open and then closes slightly as the tongue moves forward and up.

Examples:

1. rail
2. sail
3. date
4. late
5. plate
6. day
7. say

Minimal Pairs for Distinguishing /ei/:

1. bait / bet
2. rain / ran
3. say / set

In Sentence Context:

1. They played a game today.
2. Wait for the train.

2. The /ou/ Sound

This diphthong starts with the /o/ sound (as in ‘pot’ in some accents, or a rounded ‘oh’) and glides towards the /u/ sound (as in ‘put’). The lips start rounded and then become more rounded as the tongue moves back and up.

Examples:

1. load
2. road
3. coat
4. boat
5. goat
6. know
7. show

Minimal Pairs for Distinguishing /ou/:

1. coat / cut
2. note / not
3. boat / but

In Sentence Context:

1. He wrote a note.
2. The boat is on the road.

3. The /iə/ Sound

This diphthong starts with the /i/ sound (as in ‘sit’) and glides towards the /ə/ sound (the ‘schwa’ sound, as in ‘about’). The tongue moves from a high-front position to a more central, relaxed position.

Examples:

1. fierce
2. theatre
3. hero
4. serious
5. near
6. here
7. clear

Minimal Pairs for Distinguishing /iə/:

1. near / no
2. here / hair
3. fear / fair

In Sentence Context:

1. Come here and listen clearly.
2. I fear the fierce animal.

4. The /ai/ Sound

This diphthong starts with the /a/ sound (as in ‘cat’ or ‘father’) and glides towards the /i/ sound (as in ‘see’). The mouth starts wide open and then closes slightly as the tongue moves forward and up.

Examples:

1. child
2. wild
3. mild
4. might
5. sky
6. buy
7. time

Minimal Pairs for Distinguishing /ai/:

1. light / let
2. time / tem
3. buy / bet

In Sentence Context:

1. I like to fly a kite.
2. The child has a mild temper.

5. The /au/ Sound

This diphthong starts with the /a/ sound (as in ‘cat’ or ‘father’) and glides towards the /u/ sound (as in ‘put’). The mouth starts wide open and then rounds as the tongue moves back and up.

Examples:

1. stout
2. rout
3. drought
4. bout
5. how
6. now
7. cow

Minimal Pairs for Distinguishing /au/:

1. how / he
2. cow / cot
3. now / no

In Sentence Context:

1. How are you now?
2. The cow is in the house.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Repetition, Oral Drill, Pair Work, 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 what they know about vowel sounds. The teacher then introduces the topic of diphthongs as special vowel sounds.

Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.

Learning Point: Introduction to diphthongs

Step 2: Defining Diphthongs

Time: 10 minutes

Teaching Skill: Explanation/Modelling

Teacher’s Activity: The teacher explains what diphthongs are, using simple terms and demonstrating the gliding nature of the sounds. The teacher writes the definition and the five target diphthongs on the board.

Pupils’ Activity: Pupils listen, observe the teacher’s mouth movements, and repeat simple examples.

Learning Point: Definition of diphthongs

Step 3: Articulating /ei/ and /ou/

Time: 10 minutes

Teaching Skill: Demonstration/Drill

Teacher’s Activity: The teacher models the /ei/ sound, providing words like ‘rail’, ‘date’, ‘say’. Students repeat after the teacher. The teacher then models the /ou/ sound with words like ‘load’, ‘coat’, ‘know’, and guides students in repetition and practice.

Pupils’ Activity: Pupils listen carefully, repeat the sounds and words, and try to imitate the teacher’s articulation.

Learning Point: Pronunciation of /ei/ and /ou/

Step 4: Articulating /iə/ and /ai/

Time: 10 minutes

Teaching Skill: Guided Practice/Correction

Teacher’s Activity: The teacher introduces the /iə/ sound with words like ‘fierce’, ‘near’, ‘here’. Students practice. Next, the teacher introduces the /ai/ sound using words like ‘child’, ‘mild’, ‘sky’, and guides students through pronunciation drills, correcting errors.

Pupils’ Activity: Pupils actively participate in the drills, paying attention to their own pronunciation and that of their peers, and make corrections as guided.

Learning Point: Pronunciation of /iə/ and /ai/

Step 5: Articulating /au/ and Distinguishing Sounds

Time: 10 minutes

Teaching Skill: Application/Discrimination

Teacher’s Activity: The teacher models the /au/ sound with words like ‘stout’, ‘now’, ‘how’. Students practice. The teacher then provides minimal pairs and sentences for students to distinguish between the different diphthongs taught, e.g., “bait” vs “bet”, “coat” vs “cut”.

Pupils’ Activity: Pupils practice the /au/ sound and then listen carefully to distinguish between similar-sounding words, repeating them correctly.

Learning Point: Pronunciation of /au/

Step 6: Contextual Practice

Time: 5 minutes

Teaching Skill: Reinforcement/Fluency

Teacher’s Activity: The teacher writes simple sentences on the board containing the target diphthongs and asks students to read them aloud, focusing on correct pronunciation and natural intonation. The teacher provides feedback.

Pupils’ Activity: Pupils read the sentences individually or in pairs, applying the correct diphthong sounds.

Learning Point: Diphthongs in sentences

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. Give two words that contain the /ei/ sound.
3. Pronounce the word ‘road’ correctly.
4. How would you distinguish between ‘fear’ and ‘fair’?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Diphthong sound recognition

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, their articulation, and examples into their notebooks.

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

Learning Point: Diphthong notes copied

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Summarising/Encouragement

Teacher’s Activity: The teacher briefly summarises the importance of correct diphthong pronunciation for clear communication and encourages students to practice these sounds regularly. The teacher praises their effort and participation.

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

Learning Point: Diphthongs reinforced

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following tasks in your English notebook:

1. List three more words for each of the diphthongs /ei/, /ou/, /iə/, /ai/, and /au/.
2. Write five sentences, each containing at least one word with a diphthong sound learned today. Underline the words with diphthongs.
3. Practice pronouncing all the example words from today’s lesson at home.

Lesson Keywords

• Diphthong – A single vowel sound that involves a glide from one vowel quality to another.
• Articulation – The physical movement of the tongue, lips, jaw, and other speech organs to produce speech sounds.
• Pronunciation – The way in which a word or a language is spoken.
• Minimal Pairs – Pairs of words that differ by only one sound, used to highlight sound distinctions.
• Glide – The smooth transition between two vowel sounds within a diphthong.

Differentiation

For students who struggle with pronunciation, the teacher will provide additional one-on-one or small group practice, using exaggerated mouth movements and slower repetition. Visual aids like mouth diagrams can also be helpful. For advanced learners, the teacher can challenge them to identify diphthongs in more complex sentences or short passages, or to create their own minimal pairs for other vowel sounds.

Suggested Lesson Videos

For further understanding, search on YouTube for:

• “Diphthongs in English pronunciation JSS 3”
• “How to pronounce diphthongs /ei/ /ou/ /iə/ /ai/ /au/”