Lesson Planning of Long and Short Vowel Sounds Subject English Grade V

 

Lesson Planning of Long and Short Vowel Sounds

Subject English

Grade V


Students` Learning Outcomes

  • Classify more words that begin with vowel sounds.
  • Identify and pronounce long and short vowel sounds in minimal pairs.

Information for Teachers

  • There are five vowels in English. They are: as; a, e, I, o, and u.
  • Letter ‘a’ is pronounced as in apple, ‘e’ is pronounced as in egg, ‘I’ as in ink, ‘o’ as in orange and ‘u’ as in umbrella.
  • Minimal pair: Minimal pairs are pairs of words or phrases that different only in one sound in a word and have totally different meaning.
  • Practicing minimal pairs can help students understand the small differences in pronunciation between one word and another.
  • Minimal pairs are for vowels and consonants both. In this lesson focus is only on vowel minimal pairs.

Short and long vowel sounds

  • You can conduct this lesson in one more period by reinforcing the concepts.
  • While teaching the lesson, the teacher should also use textbook.        

Material/Resources

Writing board, chalk/marker, duster, 5 loose paper sheets for each group, pencils, notebooks, textbook

Introduction

  • Ask the students “What are vowel sounds?”
  • Write the vowel sounds on the writing board and ask the students to tell some words starting with the vowels.

Development

Activity 1

  • Write the following words on the writing board.
  • Ask students to tell if the word has a long vowel sound or short vowel sound by writing it in the correct column: as;

pin, web, bin, log, pot, hat, cube, tube, lip, sun, chick, duck, cap, nut, treat, seat, scream ,net, sheep, ship, shoes ,hat, farm, foot, bed, horse, sock, bird, cup.



 

 

               

Activity 2

  • Divide the class into five groups. Provide each group with a sheet of paper, writing ‘an’,’en’, ‘in’, ‘ot’, and ‘un’ individually on each separate sheet of paper. (With vowel sounds/ letters ‘a’, ‘e’, ‘I’, ‘o’ and ‘u’.
  • Write a letter with each of them and tell whether it makes short vowel sound or long vowel sound.
  • Ask each group to write five or more than five words using one consonant letter adding to each individual vowels consonant blend. Tell the groups that they have five minutes for this activity.
  • Monitor the groups to ensure all groups members` participation in the activity.
  • Possible responses for ‘an’ could be:  ban, can, fan, man, pan, van.

  1. For ‘en’: den, hen, men, pen, ten
  2. For ‘in’: bin, fin, kin, pin, tin, win,
  3. For ‘ot’: cot, dot, got, hot, jot, lot, not, pot, rot.
  4. For ‘un’: bun; fun, gun, nun, pun, run, sun, etc.

  • Tell the students to stop writing after five minutes. Ask one member from each group to share his/her group work with whole class.
  • Select any correct five minimal pair short vowel sound words from students` work and write them on the writing board. Ask whole class to write them in their notebooks.

Sum up/ Conclusion

  • Review the lesson by going through the list of words written on the writing board for long and short vowel sounds.

Assessment

  • Assess students` through their responses I the class in both lessons.
  • Involve the students in solving the problems related to vowel sounds given in the exercise of the textbook.

Answer key: (Activity 1)

Long Vowel Sounds: treat, seat, scream, sheep, shoes, farm, horse bird

short Vowel Sounds: pin, box, lip, sun, chick, duck, ship, hat, foot, sock, cup, bed

 Follow up

  • Ask students to cut and paste a paragraph from newspaper and color any 4 short vowel sounds in blue and long vowel sound words in red.


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