Session 13 Unsounded consonants
|Unsounded consonants: consonants which we do not pronounce.|
Remember (Time: 2 minutes)
- Tell pupils that spoken English changes more than written English, and the way some words are pronounced has changed over the centuries.
- Tell pupils the objective of the session and check that they remember what a consonant is.
Model (Time: 4 minutes)
- Say and write the following words, one by one: knife, whale, thumb and write.
- As you write each word on the whiteboard, underline the unsounded consonants in red. Tell the pupils that, in the past, these consonants would have been sounded, so we are going to say the words, sounding out the consonants. Do this in an exaggerated way, using spell speaking.
- Using the prepared grid (Teacher Sheet 13.1) on OHT, or creating a grid on the board, write the above words in the appropriate columns.
Try (Time: 4 minutes)
- Ask the pupils to help you to add one more word to each column.
- Pupils find Spelling Challenge 13 with copies of the grid. Ask them to work in pairs and add one more word to each column. Then ask the pupils to show their grids to the group.
Apply (Time: 6 minutes)
- Give out unsounded consonants sheet (Pupil Sheet 13.2) and ask pupils, in pairs, to make complete words on their whiteboards by adding the unsounded consonants. Observe and support pairs, as necessary, and see who makes the most words.
- Transfer correct words from whiteboards to Spellofax grids.
Secure (Time: 4 minutes)
- Do Look/say/cover/write/check as a group with several of the words met so far. Show a word, say it together, cover it over, write it on whiteboards and check that everyone has the correct spelling.