Speech Work: Revision of Consonant Sounds /s/, /z/, /k/, /g/, /m/, /n/, and /ŋ/

Subject: English Language

Class: JSS 2

Term: Second Term

Week: 10

Age: 11 – 13 years

Duration: 40 minutes

Behavioral Objectives

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

1. Identify and differentiate between the consonant sounds /s/, /z/, /k/, /g/, /m/, /n/, and /ŋ/.
2. Pronounce words containing these sounds correctly.
3. Recognize the spelling patterns associated with these consonants.
4. Use words with these sounds correctly in speech and writing.
5. Improve pronunciation and fluency in spoken English.

Keywords

• Consonant Sounds
• Voiced and Voiceless Sounds
• Minimal Pairs
• Pronunciation
• Phoneme

Set Induction

The teacher writes the following words on the board:

1. Sip – Zip
2. Cup – Gulp
3. Man – Many – Singer

The teacher pronounces them and asks students to identify differences in pronunciation.

Entry Behavior

Students have prior knowledge of consonant sounds from previous lessons.

Learning Resources and Materials

• Audio recordings of words with /s/, /z/, /k/, /g/, /m/, /n/, and /ŋ/
• Flashcards with minimal pairs
• Phonetic charts and word lists
• Mirrors for pronunciation practice

Building Background/Connection to Prior Knowledge

The teacher reminds students that some consonants are voiced (producing vibration) while others are voiceless (no vibration).

Embedded Core Skills

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

Learning Materials

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

Lesson Presentation

Step 1: Introduction to Consonant Sounds

Teacher’s Activity:

• Explains that consonants differ based on how air is restricted in the mouth.
• Revises:
  • /s/ vs /z/ → Voiceless and Voiced
  • /k/ vs /g/ → Voiceless and Voiced
  • /m/, /n/, /ŋ/ → Nasal Sounds

Learners’ Activity:

• Place fingers on their throats and pronounce sip and zip to feel vibration.
• Repeat words after the teacher.

Step 2: Minimal Pairs Practice

Teacher’s Activity:

• Writes and pronounces the following minimal pairs:

Learners’ Activity:

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

Step 3: Spelling Patterns of Consonants

Teacher’s Activity:

• Highlights common spelling patterns for the consonant sounds:

Learners’ Activity:

• Identify words with these sounds in a passage.
• Create their own word lists.

Step 4: Sentence Practice

Teacher’s Activity:

• Provides sentences for practice:
  • “The singer and the zebra sat near the store.”
  • “Sip your tea before it gets cold.”
  • “The cup was full of milk.”
  • “Many mangoes were in the basket.”
  • “My mother made mango juice on Monday.”

Learners’ Activity:

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

Step 5: Listening and Speaking Drills

Teacher’s Activity:

• Plays an audio recording of a native speaker using all the sounds.
• Conducts a listening exercise:
  • Reads a sentence, students identify words with /s/, /z/, /k/, /g/, /m/, /n/, and /ŋ/.

Learners’ Activity:

• Repeat after the recording.
• Work in groups to create short dialogues with these sounds.

Evaluation

Choose the correct pronunciation for the following words:

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

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

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

4. Man / Many / Singer
   a) /m/
   b) /n/
   c) /ŋ/

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

Class Activity Discussion (FAQs and Answers)

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

   • /s/ is voiceless (sip, loose), while /z/ is voiced (zip, lose).

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

   • /k/ is voiceless (cup, chaos), while /g/ is voiced (gulp, alligator).

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. How do I practice these sounds?

   • Listen to native speakers, repeat words, and practice tongue twisters.

Assessment (Evaluation Questions)

1. Define consonant sounds /s/, /z/, /k/, /g/, /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 these consonants.
4. Give five examples of words containing each consonant sound.