Speech Work: Consonant Sounds /m/, /n/, and /ŋ/

Subject: English Language

Class: JSS 2

Term: Second Term

Week: 9

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 /m/, /n/, and /ŋ/.
2. Pronounce words containing /m/, /n/, and /ŋ/ correctly.
3. Recognize the spelling patterns associated with these consonants.
4. Use words with /m/, /n/, and /ŋ/ correctly in speech and writing.
5. Improve pronunciation and fluency in spoken English.

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Keywords

• Consonant Sounds
• Voiced Sound
• Nasal Sounds
• Pronunciation
• Minimal Pairs
• Phoneme

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Set Induction

The teacher writes the following words on the board:

1. Man – Many
2. Singer – Anchor
3. Lamb – Land

The teacher then reads them aloud and asks students to listen for any differences 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 /m/, /n/, and /ŋ/
• 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 consonant sounds are nasal sounds (air escapes through the nose).

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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 /m/, /n/, and /ŋ/

Teacher’s Activity:

• Explains that /m/, /n/, and /ŋ/ are nasal sounds, meaning the air escapes through the nose when pronouncing them.
• Demonstrates the difference:
  • /m/ → Lips touch (e.g., man, lamb, mother)
  • /n/ → Tongue touches the roof of the mouth (e.g., net, nose, many)
  • /ŋ/ → Sound is made at the back of the mouth (e.g., singer, anchor, long)

Learners’ Activity:

• Place fingers on their noses and say man, many, singer, anchor to feel the vibration.
• Repeat 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:

/m/ (Bilabial Nasal)	/n/ (Alveolar Nasal)	/ŋ/ (Velar Nasal)
Man	Nan	Sing
Lamb	Land	Long
Summer	Sunner	Singer
Timer	Tiner	Finger

• Explains that /ŋ/ never starts a word but is often found in words ending in -ng.

Learners’ Activity:

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

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Step 3: Spelling Patterns of /m/, /n/, and /ŋ/

Teacher’s Activity:

• Highlights common spelling patterns for /m/, /n/, and /ŋ/:

Sound	Spelling Pattern	Examples
/m/	“m” at the beginning or middle of words	Man, mother, summer
/n/	“n” at the beginning or middle of words	Net, nose, many
/ŋ/	“-ng” at the end of words	Sing, long, anchor

Learners’ Activity:

• Identify words with /m/, /n/, and /ŋ/ in a passage.
• Create their own word lists.

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Step 4: Sentence Practice

Teacher’s Activity:

• Provides sentences for practice:
  • “The man and the many animals were in the farm.”
  • “The singer performed a long song at the concert.”
  • “The anchor of the boat was heavy.”
  • “The lamb ran into the land of the farmers.”
  • “My mother makes mango juice every Monday.”

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 /m/, /n/, and /ŋ/.
• Conducts a listening exercise:
  • Reads a sentence, students identify words with /m/, /n/, and /ŋ/.

Learners’ Activity:

• Repeat after the recording.
• Work in groups to create short dialogues with /m/, /n/, and /ŋ/.

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Evaluation

Choose the correct pronunciation for the following words:

1. Man / Many
   a) /m/
   b) /n/
   c) /ŋ/

2. Singer / Anchor
   a) /m/
   b) /n/
   c) /ŋ/

3. Lamb / Land
   a) /m/
   b) /n/
   c) /ŋ/

4. Long / Song
   a) /m/
   b) /n/
   c) /ŋ/

5. Finger / Mango
   a) /m/
   b) /n/
   c) /ŋ/

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Class Activity Discussion (FAQs and Answers)

1. What is the difference between /m/, /n/, and /ŋ/?

   • /m/ and /n/ are nasal consonants, but /m/ is made with the lips, /n/ with the tongue, and /ŋ/ at the back of the mouth.

2. How do I know if a word has /m/, /n/, or /ŋ/?

   • /m/ → Found in “man,” “mother,” “summer.”
   • /n/ → Found in “net,” “nose,” “many.”
   • /ŋ/ → Found in “sing,” “long,” “anchor.”

3. Why do “man” and “many” sound different?

   • “Man” has a single /m/, while “many” has /n/ in the middle.

4. Can /ŋ/ be at the beginning of a word?

   • No, /ŋ/ is mostly found at the end of words.

5. Is “singer” pronounced with /g/?

   • No, “singer” has /ŋ/, not /g/.

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Assessment (Evaluation Questions)

1. Define consonant sounds /m/, /n/, and /ŋ/.
2. Identify the correct pronunciation in the words below:
   • Long / Song
   • Mango / Finger
   • Anchor / Singer
3. Write five sentences using words with /m/, /n/, and /ŋ/.
4. Give five examples of words containing /m/, /n/, and /ŋ/.

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