Speech Work: Consonant Sounds /k/ and /g/

Subject: English Language

Class: JSS 2

Term: Second Term

Week: 8

Age: 11 – 13 years

Duration: 40 minutes

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Behavioral Objectives

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

1. Identify and differentiate between the consonant sounds /k/ and /g/.
2. Pronounce words containing /k/ and /g/ correctly.
3. Recognize spelling patterns that indicate the sounds /k/ and /g/.
4. Use words with /k/ and /g/ correctly in speech and writing.
5. Improve pronunciation and fluency in spoken English.

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Keywords

• Consonant Sounds
• Voiceless /k/
• Voiced /g/
• Pronunciation
• Minimal Pairs
• Phoneme

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Set Induction

The teacher writes these words on the board:

1. Cup – Gulp
2. Chaos – Alligator
3. Key – Geese
4. Kind – Guide

The teacher then reads them aloud and asks students if they notice any difference in pronunciation.

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Entry Behavior

Students have prior knowledge of consonant sounds from previous lessons.

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Learning Resources and Materials

• Audio recordings of words with /k/ and /g/
• Flashcards with minimal pairs
• Phonetic charts and word lists
• Mirrors for pronunciation practice

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Building Background/Connection to Prior Knowledge

The teacher reminds students that some consonants are voiced (vibrate the vocal cords) and some are voiceless (no vibration).

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Embedded Core Skills

• Listening Skills
• Speaking Skills
• Phonetic Awareness
• Critical Thinking

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Learning Materials

• Lagos State Scheme of Work
• JSS 2 English Language Textbook
• Phonetics and Phonology Textbooks

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Lesson Presentation

Step 1: Introduction to /k/ and /g/

Teacher’s Activity:

• Explains that /k/ is a voiceless sound (air passes through without vibration), while /g/ is a voiced sound (vocal cords vibrate).
• Demonstrates the difference by placing a hand on the throat:
  • /k/ → No vibration (e.g., cup, chaos, kind)
  • /g/ → Vibration (e.g., gulp, alligator, guide)

Learners’ Activity:

• Place hands on their throats and pronounce words to feel the vibration for /g/.
• Practice saying words after the teacher.

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Step 2: Minimal Pairs Practice

Teacher’s Activity:

• Writes the following minimal pairs on the board and pronounces them:

/k/ (Voiceless)	/g/ (Voiced)
Cup	Gulp
Chaos	Alligator
Key	Geese
Kind	Guide

• Explains that the meaning changes when the pronunciation shifts.

Learners’ Activity:

• Repeat each pair after the teacher.
• Identify the correct sound in given words.

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Step 3: Spelling Patterns of /k/ and /g/

Teacher’s Activity:

• Highlights common spelling patterns for /k/ and /g/:

Sound	Spelling Pattern	Examples
/k/	“c” at the beginning of words	Cup, cat, chaos
/k/	“k” at the start or middle	Key, kite, kind
/g/	“g” at the beginning of words	Goat, gulp, guide
/g/	“gg” in words	Bigger, trigger

Learners’ Activity:

• Identify words with /k/ and /g/ in a passage.
• Create their own word lists.

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Step 4: Sentence Practice

Teacher’s Activity:

• Provides sentences for practice:
  • “The cup is on the table.”
  • “Gulp the water quickly.”
  • “Chaos erupted in the hall.”
  • “The alligator swam in the river.”
  • “Be kind and always guide your friends.”

Learners’ Activity:

• Read sentences aloud, focusing on correct pronunciation.
• Work in pairs to practice saying the words in conversation.

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Step 5: Listening and Speaking Drills

Teacher’s Activity:

• Plays an audio recording of a native speaker using /k/ and /g/.
• Conducts a listening exercise:
  • Reads a sentence, students identify words with /k/ and /g/.

Learners’ Activity:

• Repeat after the recording.
• Work in groups to create short dialogues with /k/ and /g/.

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Evaluation

Choose the correct pronunciation for the following words:

1. Cup / Gulp
   a) /k/
   b) /g/

2. Chaos / Alligator
   a) /k/
   b) /g/

3. Key / Geese
   a) /k/
   b) /g/

4. Kind / Guide
   a) /k/
   b) /g/

5. Clap / Glad
   a) /k/
   b) /g/

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Class Activity Discussion (FAQs and Answers)

1. What is the difference between /k/ and /g/?

   • /k/ is voiceless (no vibration).
   • /g/ is voiced (vibrates).

2. How do I know if a word has /k/ or /g/?

   • /k/ → Usually at the beginning of words (cup, chaos, key).
   • /g/ → Found in words with “g” (goat, guide, alligator).

3. Why do “cup” and “gulp” sound different?

   • Cup = /k/ (object).
   • Gulp = /g/ (action of drinking).

4. Is “chaos” pronounced with /k/ or /g/?

   • “Chaos” has /k/ at the beginning.

5. Does stress affect /k/ and /g/?

   • No, stress does not change the pronunciation of /k/ and /g/.

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Assessment (Evaluation Questions)

1. Define consonant sounds /k/ and /g/.
2. Identify the correct pronunciation in the words below:
   • Clap / Glad
   • Back / Bag
   • Kite / Gate
   • Cold / Gold
   • King / Gong
3. Write five sentences using words with /k/ and /g/.
4. Give five examples of words containing /k/ and five containing /g/.
5. Read a short passage and underline all words with /k/ and /g/.

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Conclusion

The teacher marks students’ work, provides feedback, and encourages daily pronunciation practice to improve spoken English.

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