Speech Work: Revision of Consonant Sounds (t, d, k, g)

Subject: Speech Work

Class: JSS 2

Term: First Term

Week: 5

Age: 12 years

Topic: Listening and Speaking

Sub-topic: Revision of Consonant Sounds (t, d, k, g)

Duration: 60 minutes

Behavioural Objectives

By the end of the lesson, students should be able to:

1. Identify and articulate the consonant sounds /t/, /d/, /k/, and /g/.
2. Differentiate between voiced and voiceless consonants.
3. Use words containing these sounds in sentences.
4. Recognize the correct spelling of words that feature these consonant sounds.

Keywords

• Consonant sounds
• Voiced sounds
• Voiceless sounds
• Articulation
• Pronunciation

Set Induction

The teacher will play a short audio clip featuring various words that include the consonant sounds /t/, /d/, /k/, and /g/, encouraging students to listen and identify the sounds.

Entry Behaviour

Students should have a basic understanding of consonant sounds from previous lessons.

Learning Resources and Materials

• Audio clips of words with /t/, /d/, /k/, and /g/ sounds
• Flashcards with examples of each consonant sound
• Whiteboard and markers
• Phonetics charts

Building Background/Connection to Prior Knowledge

Connect the new lesson to prior knowledge of consonants and their importance in pronunciation and communication. Discuss examples of each sound that students may already know.

Embedded Core Skills

• Listening skills
• Speaking skills
• Critical thinking
• Collaboration

Learning Materials

• Lagos State Scheme of Work
• Phonetics books
• Audio equipment for listening exercises

Instructional Materials

• Flashcards
• Whiteboard
• Phonetic charts

Content

Definition and Explanation of Consonant Sounds (t, d, k, g):

1. /t/ sound: A voiceless alveolar stop made by obstructing airflow at the alveolar ridge. Example words: “top,” “bat,” “cat.”
2. /d/ sound: A voiced alveolar stop made by obstructing airflow at the alveolar ridge while vibrating the vocal cords. Example words: “dog,” “bad,” “mad.”
3. /k/ sound: A voiceless velar stop made by obstructing airflow at the soft palate. Example words: “cat,” “kite,” “skate.”
4. /g/ sound: A voiced velar stop made by obstructing airflow at the soft palate while vibrating the vocal cords. Example words: “go,” “big,” “flag.”

Examples of Words with Each Sound:

1. /t/: top, bat, tree, tin, hat
2. /d/: dog, dad, ride, lid, sand
3. /k/: cat, kite, book, cook, rock
4. /g/: go, big, flag, log, game

Evaluation: Fill-in-the-Blank Questions

1. The sound /t/ is found in the word __________ (a) dog (b) cat (c) game (d) tree.
2. The word “dog” contains the __________ (a) /t/ sound (b) /d/ sound (c) /k/ sound (d) /g/ sound.
3. The /k/ sound is a __________ (a) voiced sound (b) voiceless sound (c) vowel sound (d) nasal sound.
4. In the word “big,” the __________ sound is present (a) /d/ (b) /t/ (c) /g/ (d) /k/.
5. Which word has the /d/ sound? __________ (a) kite (b) dog (c) cat (d) hat.
6. The /t/ sound is produced by __________ (a) vibrating the vocal cords (b) blocking airflow (c) using the lips (d) none of the above.
7. A word that contains the /k/ sound is __________ (a) go (b) bat (c) kite (d) mad.
8. The consonant sound /g/ is found in __________ (a) tin (b) big (c) top (d) sit.
9. Which of the following is a voiced consonant? __________ (a) /t/ (b) /d/ (c) /k/ (d) none of the above.
10. The word “flag” contains the __________ (a) /t/ sound (b) /k/ sound (c) /g/ sound (d) /d/ sound.
11. The /d/ sound can be heard in __________ (a) lid (b) log (c) kite (d) tree.
12. Identify the voiceless consonant sound in the word “cat” __________ (a) /d/ (b) /t/ (c) /g/ (d) /k/.
13. In the word “sand,” the sound present is __________ (a) /k/ (b) /t/ (c) /g/ (d) /d/.
14. A word that starts with the /g/ sound is __________ (a) cat (b) game (c) top (d) dog.
15. The /k/ sound is represented by the letter __________ (a) d (b) t (c) k (d) g.

Class Activity Discussion: FAQs

1. What are consonant sounds?
   Consonant sounds are speech sounds produced by obstructing airflow in the vocal tract.
2. What is the difference between voiced and voiceless sounds?
   Voiced sounds involve vibrating vocal cords, while voiceless sounds do not.
3. Can you give examples of voiced and voiceless consonants?
   Yes, /d/ is voiced, while /t/ is voiceless.
4. How do I pronounce the /t/ sound?
   Block airflow at the alveolar ridge and release it quickly.
5. What are some common mistakes when pronouncing these consonant sounds?
   Confusing voiced and voiceless sounds or misplacing tongue positions.
6. Why is it important to practice consonant sounds?
   Practicing improves clarity in speech and enhances communication skills.
7. Are there words that contain multiple consonant sounds?
   Yes, many words have combinations, such as “bag” or “dog.”
8. What tools can help me practice consonant sounds?
   Use flashcards, phonetic charts, and audio recordings for practice.
9. Can accents affect how consonant sounds are pronounced?
   Yes, different accents may alter the articulation of consonant sounds.
10. How can I improve my pronunciation of these sounds?
    Regular practice, listening to native speakers, and receiving feedback can help.
11. Do these sounds appear in all languages?
    Most languages have similar consonant sounds, but pronunciation may vary.
12. How do I know if I’m pronouncing a sound correctly?
    Record yourself and compare with audio examples or seek feedback from teachers.
13. What should I do if I find a sound difficult to pronounce?
    Focus on practicing the specific sound slowly and gradually increase speed.
14. Are there exercises I can do to improve my consonant sound pronunciation?
    Yes, tongue twisters and repetition exercises can be effective.
15. How does understanding consonant sounds help in spelling?
    Knowing sounds aids in recognizing correct spellings and improving vocabulary.

Presentation

1. The teacher revises the previous topic, which was: Diphthong sounds and their importance in clear speech.
2. The teacher introduces the new topic: Revision of consonant sounds, focusing on /t/, /d/, /k/, and /g/.
3. The teacher allows pupils to contribute, correcting them where necessary to reinforce their understanding.

Teacher’s Activities

• Facilitate listening exercises with audio clips of the consonant sounds.
• Demonstrate the pronunciation of each consonant sound.
• Use flashcards to show examples of words containing the consonant sounds.

Learners’ Activities

• Listen to audio clips and identify the consonant sounds.
• Practice pronouncing words with the sounds.
• Participate in group discussions and answer questions.

Assessment: Evaluation Questions

1. Define consonant sounds.
2. List examples of voiceless and voiced consonant sounds.
3. Explain how to produce the /t/ sound correctly.
4. Describe the difference between /k/ and /g/ sounds.
5. Provide examples of words containing the /d/ sound.
6. How do consonant sounds affect pronunciation?
7. Give a sentence using the /k/ sound correctly.
8. What strategies can help with the pronunciation of these sounds?
9. Explain why understanding these sounds is important for effective communication.
10. What resources can aid in practicing consonant sounds?

Conclusion

The teacher goes around to mark and provide feedback on the topic, ensuring students understand the consonant sounds /t/, /d/, /k/, and /g/.