The consonant blends 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  the consonant blends  learnt  during  pronunciation. 

Expose learners to  two to three new words with learnt consonant blends per week, starting with sounds that have more distinct  consonants and moving progressively to sounds that have less distinct consonants  in the consonant blends.

Variations to this suggestion  should be made by increasing the consonant blends and the number of words with consonant blends  in instances where  learners can comfortably pronounce the consonant blends, and acquire more vocabulary with the consonant blends . This is intended to take care of differentiated curriculum and  learning. Learners who are struggling should be given more words with two distinct consonants.

bl – black, blue; cl – clay  class;  fl –  flag, floor;   gl – glass, glue; sl –  sleep, slow;            tw – twelve, twenty;    nk –  sink, ink;            br –  brown, bread; cr –  crop, cry;  dr – dry, draw, fr – front, from;  gr – green, grass;         pr – pray, present; tr – try, train, tree;            sm – small, smart; sn –  snail, snake;  sp –  spit, spoon,  st – stop, start;  sw – sweet, swing.

Specific Learning Outcomes 

By the end of the sub strand,  the learner should be able to:- a) recognise the consonant blends  in different  spoken words,

• recognise new words used in the theme  to acquire a range of vocabulary and their meaning, 
• pronounce the vocabulary related to the theme correctly for effective communication, 
• use the vocabulary learnt to communicate confidently in various contexts,  
• enjoy using the vocabulary by participating in dialogues, rhymes, tongue twisters, language games and songs, 
• appreciate reading words with the consonant blends in a variety of genres.

Suggested Learning Experiences 

• Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.
• Learners sing simple songs or recite poems with the sounds.
• Learners are guided to practise new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds.
• Learners identify names of peers, teachers and objects that have the sound in the classroom, the school and at home.
• In pairs, learners use meaningful phrases and simple sentences with words that have the learnt sounds.
• Learners access meaning of vocabulary from pictorial dictionaries and practice them  in sentences individually, in pairs and/ or groups.
• Learners develop a talking tree using the vocabulary related to the theme.
• Learners listen to the vocabulary and use it in their own written sentences and  dialogues.

Key Inquiry Question(s)

1. Which words

start or end with the sound …? 

• Which words have …sound in the following poem/song/story? 
• How do you pronounce the following sound…?  
• What  new words have you learnt?
• What are the meanings of the words you have learnt?
• How do you use these words in sentences?
• How are these words spelt?
• How are these words pronounced?

Core Competences to be developed: Self-efficacy through practicing and using the sounds in new words in communication, Learning to learn can be achieved by applying the new vocabulary in other contexts.

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, Support programs, Service learning and parental engagement, Education for Sustainable Development.

Links to other subjects : The sounds and words that  are learnt can be applied in all subjects across the curriculum.

Suggested non-formal activity to support learning:  Engage in conversations using vocabulary learnt with peers outside the classroom .

Suggested Learning Resources: Realia, charts, pictures/ photographs and models of  learnt sounds, audio-visual recordings of minimal pairs, dialogues, stories and poems with new words.

Link to Values: Respect for cultural/ linguistic diversity as demonstrated in the various sounds, unity through participating in dialogues, rhymes tongue twisters, language games and songs;  responsibility as learners develop  a talking tree using vocabulary related to theme.

Suggested Community Service Learning activities: Sharing knowledge about vocabulary learnt with members of the community.   

Suggested assessment: Oral questions, portfolio, observation

Suggested Formative Assessment Rubric

Exceeding Expectations

• Identifies more than three words with the sound and articulates the sound accurately with ease.
• Uses a range of vocabulary to communicate confidently in relevant contexts.

Meeting Expectations

• Identifies one or two words with the sound and articulates the sound accurately.
• Uses vocabulary learnt in the theme to communicate confidently in relevant contexts.

Approaching Expectations

• Has  problems identifying words  with the sound and struggles to articulate  the sounds  accurately.
• Limited in applying the  vocabulary learnt in the theme to relevant contexts.

Below Expectations

• Has multiple problems  identifying words  with the sound and struggles to articulate  the sounds  accurately.
• Exhibits numerous challenges in applying the vocabulary learnt in the theme to relevant contexts.