The sounds practised during pronunciation will help learners get familiar with the vocabulary in the thematic areas. The vocabulary is contextualized within the thematic areas to be covered during the teaching of language structures and functions. The vocabulary developed is  linked to  sounds learnt  during  pronunciation. 

Learners could be exposed to four  to five new words with  learnt sounds every  week,  starting with words that have  familiar sounds,  and moving progressively to words with sounds that are different from the first language.

Variations to this suggestion  should be made by increasing the number  of  sounds  and new words  in instances where  learners can comfortably pronounce more sounds and use new words. This is intended  to take care of differentiated curriculum and  learning. For those struggling with some sounds and new words, opportunities for more practice should be created. 

/p/ –  put, pit;  /b/  – bat, book; /t /  – top, tin;/d/ – dog, door;  /i:/  – been, beat;  /ɪ/   –  bin, big; /b /-  been, beat,  /k/ – cow, kettle, queen; /g/ – go, get; /f/ – frog, cough; /v/ – van, vest;  /ɑ: /- ask, arm, car;        /ᴂ /–  cat, mat;  / ð/ – this , that;     /θ/ –  thin,   /u:/ – wool,  shoe;  /u/ – book, put, foot;  /s/ – sit, say;   /z /- zip, zero; / ʒ/ –  measure, pleasure, leisure;  /ʃ/–  sheep, ship, shape, sure; /ɒ/ –  stop, sorry, cloth;        /h/ –  hot, here,  hare; /tʃ/-  chair, chin;  /dʒ/  –  jug,  jump;/m/ –  man, mat; /n/ – near, neck;/ŋ/ -bring, ring,  /l/ – let, lid;  / r/ –  rat, rope;  /w/ – walk, wheel, wave;  /j/ – yam, yatch; /ʌ/ – but, cup,  /ɔ:/-  port, short,

broad,/ɜ:/- burn, burst, girl; /e/- bed, pen, tell.

Specific Learning Outcomes 

By the end of the sub strand,  the learner should be able to:-

1. discriminate the sounds in different spoken words for comprehension,
2. pronounce the words with the sounds in isolation in preparation for reading,
3. recognise new words used in the themes to acquire a range of vocabulary and their meaning,
4. use new words in relevant contexts in oral communication, 
5. enjoy using  the vocabulary learnt to communicate confidently in various contexts,
6. appreciate the variation in meaning of similar sounding words that look different.

Suggested Learning Experiences 

• In groups, learners identify words which have the taught sounds.
• Learners pronounce the sounds by taking turns as modeled by the teacher or audio record.
• Learners construct simple sentences using words with the taught sounds.

• Learners recite rhyming words that have the learnt  sounds.
• Learners  practise distinguishing similar sounding words in small groups, in response to picture cues.
• Learners pronounce short words that have the learnt sounds, after listening to audio record.
• In groups, learners identify minimal pairs with the learnt sounds.
• Learners say words beginning with a common sound. 
• Learners are guided to get  the meaning of new words by looking at pictures, from a story, and demonstration.
• Learners listen to the teacher or   an audio recording and mimic
• pronunciation in pairs and individually.
• Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.
• Learners listen to the vocabulary used in short sentences, short paragraphs, teacher read aloud stories and practise using it in a language game in pairs. 
• Learners use simple dialogues to  practise the pronunciation of the vocabulary.
• Learners use simple demonstrations to learn the meaning of the vocabulary.
• Learners use dialogues, rhymes, tongue twisters, language games and songs individually, in pairs and in groups to practise vocabulary.
• Learners interact with audio material to listen to  the correct pronunciation of the vocabulary, where applicable.
• Learners practise matching simple short words with pictures and objects.

 Key Inquiry Question(s)

1. Name any word that has  the sound
2. What sound do you

hear at the beginning/middle/end of this word? 

• How do you say these words?
• What other words have the same meaning as the words you have leant?
• How do you use these words in sentences?
• How are these words spelt?
• How are these words pronounced?

Core Competences to be developed:  – Communication and collaboration through working together in pairs and groups,  Learning to learn by improving pronunciation to navigate through education and  by applying the new vocabulary in other contexts, Self Efficacy through practicing and using the new words in communication.       

Link to PCIs: Can accommodate all the PCIs as infused in the themes like Health and hygiene, Learner support programs, Personal safety and security, Citizenship, Life Skills, Environmental education, Service learning and parental engagement, Education for Sustainable Development.

Links to other subjects: Links to all subjects since the sounds learnt could be applied across board to help with oral communication and reading in other areas of the curriculum, formally and informally.

Suggested Non formal Activity to support learning:  Learners sing songs with words that have the sound during their play time, get  more words with same sounds learnt from interactions outside the classroom.

Suggested Learning Resources: Plastacine or clay models of objects, realia, pictures/ photographs, charts, posters, computer devices and  flash cards bearing pictures of  learnt words.

Link to Values: Respect, Responsibility, Unity

Suggested Community Service Learning activities: Engaging in a conversation with friends and family from different bacgrounds  and sharing new sounds

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeds  expectations

• Learner always discriminates sounds in different spoken words and pronounces the words with the sounds in isolation correctly with a lot of ease.
• Learner always recognises, comprehends the meaning of new words, and applies them in relevant contexts correctly with a lot of ease

Meets  expectations 

• Learner discriminates sounds in different spoken words and pronounces the words with the sounds in isolation correctly with ease.
• Learner recognises, comprehends the meaning of new words, and applies them in relevant contexts correctly with ease.

Approaching expectations

• Learner sometimes discriminates sounds in different spoken words and pronounces the words with the sounds in isolation correctly with some difficulty.
• Learner sometimes recognises, comprehends the meaning of new words, and applies them in relevant contexts correctly with some difficulty.

Below expectations

• Learner rarely discriminates sounds in different spoken words and pronounces the words with the sounds in isolation correctly with a lot of difficulty.
• Learner rarely recognises, comprehends the meaning of new words, and applies them in  relevant contexts correctly with a lot of difficulty.