Students’ Learning Outcomes
Ø Pronounce with realistic accuracy, shared three consonant clusters in initial and final
Information for Teachers
Ø A cluster is when two consonants of different places of articulation are produced together in the same syllable.
Ø Note: That cluster is resolute ground on the sound, not the letters of the word.
Ø In English the number of consonants in classification could be 3 maximum in initial position and up to 4 in the final one and can be of course occur in the medium position.
Ø Initial three consonant clusters:
Ø Two consonants cluster+ a third consonant. Splits, stream square split
Ø Final consonant cluster: it may end with two consonants:
Ø final consonant preceded by pre-final consonant /m/ /n/ =bump bent bank
Ø final consonant followed by post final consonant /s/ /z/ /t/ /d/ =bets, beds, backed
Ø most four consonant clusters comprises of:
Pre final +final + post final 1+ post final 2
Post final 1
Post final 2
Ø A consonant cluster or consonant order is a group of consonants which have no superseding vowel. In English, for example, the group’s /spl/ and /ts/ are consonant clusters in the word splits.
Ø In English, the lengthiest probable initial cluster is three consonants, as in split /ˈsplɪt/ and strudel /ˈʃtruːdəl/, all start with /s/ or /ʃ/ and finish with /l/ or /r/;
Ø Clusters are prepared of two or more consonant sounds, while a digraph is a group of two consonant letters erect for a single sound.
Ø Capability to develop is to speak and spell consonant sound in the beginning and ending position.
Ø Reinforce of five vowels of English language a, e, I , o ,u
Ø All the letters of English language besides vowels are called consonants.
Ø When we combine two or three consonants, they make consonant cluster words. Cluster means group, bunch or collection.
Material / Resources
Chalk/marker, board, flash cards made by the teacher (slam, slap, slate, slash, slave, slab) pictures cards attached
Worm up activity
Ø Divide children in groups of five members each and them to write and share with other group members some consonant letters and words having three letters only, with consonant and vowel sounds in them. Give them three minutes for this activity.
Ø Write the words on the board.
Ø Play Games:
1) Play with volume. Ask students to say it in a louder voice. Increasing the volume (be wary of the classes next door) or ask students to speak in a whisper, very quietly.
2) Experiment with speed. ‘How fast can you say it? Building up speed like a train.
Ø Look at the board and tell the difference and similarity in the list of words maintained on the board. (Three letters having one vowel and two consonant letters.
Ø Practice exercise:
Ø Hold a slate in your hand and ask students:
v What is it?
(Expected response: Slate- writing board)
Ø Show a flash card of slash and get students to say which word is it, writing their response on the board.
Ø Read one of the words twice. ‘What is similar in it? (Three consonant letters ‘sla;.)
Ø Show a picture of slab (piece of wood/cutting board of stone/marble) to students. Read the contrasting words. ‘is it same or different?’ (same as it is having ‘sla’ letters- different as it has ‘b’ letter)
Ø Ask the groups to discuss for three minutes and write 2 words starting with ‘sla’.
Ø Let groups share ideas with other group members.
Ø Record all the responses on the board.
Ø Model reading of this exercise is done by the teacher.
Ø Students practice the sounds by chanting/reading aloud using the list of words on the board.
Ø Introduce the idea of three cluster consonants in the initial position.
Ø Write ‘ang’ on the board.
Ø Ask students to discuss in groups and give possible answers for the consonants cluster in final position.
Ø Record their responses on the board.
Ø Possible responses: hang, bang, rang, tang, gang, pang, sang, etc.
Ø Point to a word and ask a student to read the word.
Ø Students copy the words with ‘sla’ (initial consonant cluster and ‘ang’ (final consonant cluster) in their notebooks.
Ø Students who finish the written work can reinforce and read it again.
Sum up / Conclusion
Ø Ask students to give any other example of 3 consonants cluster (sl___) in initial position (Expected responses are:
Ø ‘sle’:sleep, sleeve, slender,
Ø ‘sli’:slip, sling, slime, slim, slight, slipper, slit, sliver, slide, slice
Ø ‘sla’: slab, slack, slam, slang, slant, slap, slash, slate, slaughter, slave,
Ø ‘slo’: slogan, slope, sloppy, slosh, slot, slow,
Ø ‘slu’: slump, slung, slush
· Assess students through their responses in the class during the lesson by checking their pronunciation.
· Ask your family, look at the newspaper to find four new words ending with; ing’ consonant cluster.
(Expected response: king, sing, ring, singing, playing)