Speech Work: Consonant Sounds /s/ and /z/

Subject: English Language

Class: JSS 2

Term: Second Term

Week: 7

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 /s/ and /z/.
2. Pronounce words containing /s/ and /z/ correctly.
3. Recognize the spelling patterns that indicate the sounds /s/ and /z/.
4. Use words with /s/ and /z/ correctly in speech and sentences.
5. Improve pronunciation and fluency in spoken English.

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Keywords

• Consonant Sounds
• Voiceless /s/
• Voiced /z/
• Pronunciation
• Phoneme
• Minimal Pairs

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Set Induction

The teacher writes these words on the board:

1. Sip – Zip
2. Loose – Lose
3. Store – Zebra
4. This – These

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 /s/ and /z/
• 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 /s/ and /z/

Teacher’s Activity:

• Explains that /s/ is a voiceless sound (air passes through without vibration), while /z/ is a voiced sound (vocal cords vibrate).
• Demonstrates the difference by placing a hand on the throat:
  • /s/ → No vibration (e.g., sip, loose, store)
  • /z/ → Vibration (e.g., zip, lose, zebra)

Learners’ Activity:

• Place hands on their throats and pronounce words to feel the vibration for /z/.
• 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:

/s/ (Voiceless)	/z/ (Voiced)
Sip	Zip
Loose	Lose
Store	Zebra
This	These

• 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 /s/ and /z/

Teacher’s Activity:

• Highlights common spelling patterns for /s/ and /z/:

Sound	Spelling Pattern	Examples
/s/	“s” at the start or middle of words	Sit, store, school
/s/	“ce” before vowels	Certain, city
/z/	“z” in words	Zebra, zero
/z/	“s” at the end of plural words	Dogs, plays, bags

Learners’ Activity:

• Identify words with /s/ and /z/ in a passage.
• Create their own word lists.

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Step 4: Sentence Practice

Teacher’s Activity:

• Provides sentences for practice:
  • “Sip your tea slowly.”
  • “Zip up your bag.”
  • “The store has fresh apples.”
  • “The zebra ran across the road.”
  • “Is this your pen or these are?”

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 /s/ and /z/.
• Conducts a listening exercise:
  • Reads a sentence, students identify words with /s/ and /z/.

Learners’ Activity:

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

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Evaluation

Choose the correct pronunciation for the following words:

1. Sip / Zip
   a) /s/
   b) /z/

2. Loose / Lose
   a) /s/
   b) /z/

3. Store / Zebra
   a) /s/
   b) /z/

4. This / These
   a) /s/
   b) /z/

5. Rice / Rise
   a) /s/
   b) /z/

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Class Activity Discussion (FAQs and Answers)

1. What is the difference between /s/ and /z/?

   • /s/ is voiceless (no vibration).
   • /z/ is voiced (vibrates).

2. How do I know if a word has /s/ or /z/?

   • /s/ → Usually at the beginning or middle of words (sip, store).
   • /z/ → Found in plurals and words with “z” (zebra, bags).

3. Why do “loose” and “lose” sound different?

   • Loose = /s/ (adjective: not tight).
   • Lose = /z/ (verb: to misplace).

4. Is “this” pronounced with /s/ or /z/?

   • “This” has /s/, “these” has /z/.

5. Does stress affect /s/ and /z/?

   • Yes, stress can change pronunciation, but the sound remains the same.

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Assessment (Evaluation Questions)

1. Define consonant sounds /s/ and /z/.
2. Identify the correct pronunciation in the words below:
   • Rice / Rise
   • Peace / Peas
   • House / Houses
   • Price / Prize
3. Write five sentences using words with /s/ and /z/.
4. Give five examples of words containing /s/ and five containing /z/.
5. Read a short passage and underline all words with /s/ and /z/.

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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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