Focus : Listening and speaking
Theme : World of knowledge
Topic : Pronunciation of the /l/ and /r/ consonant sounds , r-blends
and l-blends
Introduction : This lesson focuses on listening and speaking. The main focus of this
lesson is to getting the pupils to pronounce the /l/ and /r/ consonant
sounds , r-blends and l-blends correctly
Learning outcomes : 1.1 Listen to and discriminate similar and different sounds of the
English language.
2.1 Speak clearly by pronouncing words accurately.
3.1 Acquire word recognition and word attack skills to recognize
words
on sight.
Specifications : 1.1.1 Listen to and repeat the /l/ and /r/ consonant sounds and r-
blends
& l-blends
2.2.1 Pronounce words that have the /l/ and /r/ consonant sounds and
r-
blends & l- blends accurately
3.1.1Read aloud words that have the /l/ and /r/ consonant sounds and
r-
blends & l- blends.
Objectives : By the end of the lesson, pupils will be able to :
i) hear the difference between the letters ‘R’ and ‘L”
ii)pronounce the letters ‘R’ and ‘L” correctly
Targeted group : Year 6
Time : 60 minutes
Teaching aids : word cards, mirror (each student brings one), blank pieces of paper
Activity 2:
- Introduce the pronunciation of the letters ‘R’ and ‘L’ by saying several word pairs and
ask the pupils if they can hear the difference.
raw law
rice lice
right light
- Choose a few students randomly and ask them to the words after the teacher.
Activity 3:
- Explain and show the students how to place their tongues when they pronounce ‘r’
and ‘l’ .
- Students look at their mirror and practice these sounds until they feel as natural and
comfortable.
Explanation:
/l/ consonant sound
Lips
When I make the /l/ consonant sound, my lips are completely relaxed. My lips are
slightly open, but they don’t move and they’re not rounded.
Check your lips in your mirror. Make sure your lips are in the same position as mine.
Tongue
When I make the /l/ sound, the tip of my tongue is pressed against the gum ridge.
In your mouth, the gum ridge is the area right behind your top teeth.
You should be able to feel a hard, flat surface right behind your teeth top teeth.
That’s where you want to place the tip of your tongue.
the /r/ consonant sound
Lips
When I make the /r/ consonant sound, the corners of my lips move in, my lips
are rounded, and they stick out a bit.
Check your mirror. Make sure your lips are in the same position as my lips.
Tongue
When I make the /r/ sound, I can feel that my tongue is curled up – not all the
way back and not touching the top of my mouth. It’s just curled slightly
up, pointing towards the gum ridge.
Activity 4:
- Write fifteen pairs of words of /l/ and /r/ consonant sounds and r-blends & l-blends on
the whiteboard.
- Say each pair out loud, having the students repeat after the teacher.
rock/ lock rake/lake frame/flame
read/lead read/lead pray/play
rent/lent row/low grass/glass
rain/lain ramp/lamp crown/clown
rap/lap rot/lot cramp/clamp
Activity 5 (Game):
- Distribute blank pieces of paper to the students and ask them to draw a quick chart,
with three boxes across and three boxes down.
- Tell them to choose nine words the word list on the whiteboard and put one word on
each box. Students are supposed to choose only ONE word from each pair.
- When all the students have finished, explain that the teacher is going to play ‘Bingo’.
- They must listen for the word that the teacher is going to say and mark it off if they
hear it and have it.
- The first student to get three across or three down or three diagonally is the winner.
- Play the game until the first student shouts ‘Bingo’ and check their work by reading
through the list of words the teacher said and pointing to the correct word on the
whiteboard.
- Winner will get a small prize.