Speech Work Contrast Sounds /S/ And/Ts/ Basic 5 English Studies Lesson Note

Behavioural Objectives: By the end of the lesson, pupils should be able to:

1. Recognize and pronounce the sounds /ɡ/ and /ŋ/ correctly.
2. Give examples of words containing the sounds /ɡ/ and /ŋ/.
3. Construct pairs of words with /ɡ/ and /ŋ/ sounds.
4. Differentiate sound structures in sentences.

Keywords: Consonant Sounds, /ɡ/, /ŋ/, Sentences, Pronunciation

Set Induction: Start with a short listening exercise where pupils hear sentences with varying intonation. Discuss how pitch helps change the meaning.

Entry Behaviour: Pupils should have basic knowledge of different sounds and sentence structure.

Learning Resources and Materials: • Flashcards with words containing /ɡ/ and /ŋ/ • Audio recordings of words and sentences • Whiteboard and markers

Building Background/Connection to Prior Knowledge: Review previous lessons on consonant sounds and phonemic awareness.

Embedded Core Skills: • Pronunciation • Vocabulary building • Sentence construction • Listening and comprehension

Learning Materials: • Flashcards • Audio player for sound practice • Written exercises

Reference Books: • Lagos State Scheme of Work • English Grammar Textbooks for Primary 5

Instructional Materials: • Flashcards • Audio recordings • Whiteboard and markers

Content:

1. Consonant Sounds /ɡ/ and /ŋ/: • /ɡ/: Voiceless post-alveolar fricative (e.g., girl, shoes, she, well). • /ŋ/: Voiceless post-alveolar fricative (e.g., ring, long, cheese, charm).

Examples and Practice: • Words with /ɡ/: Shoe, Ship, Show, Sheep • Words with /ŋ/: Chip, Child, Church, Charm, Cheese

1. Recognition in Sentences: • Definition: The rise and fall in pitch while speaking that can change the meaning or emotion of a sentence. • Question: “Are you coming?” (rising intonation at the end) • Statement: “I am coming.” (falling intonation at the end) • Exclamation: “What a surprise!” (high pitch and falling intonation) • Surprise: “Really?” (rising pitch at the end)

Evaluation:

1. Which word contains the /ɡ/ sound? a) Chip b) Ship c) Ring d) Cheese 
2. The /ŋ/ sound is found in which word? a) Shirt b) Girl c) Ring d) Cheese 
3. Which word has the /ɡ/ sound? a) Choose b) Voiceless c) Voiced d) Ring 
4. Which word has the /ŋ/ sound? a) Ship b) Sheep c) Ring d) Shoe 
5. The word “cheese” contains which sound? a) /ɡ/ b) /ŋ/ c) /ʃ/ d) /tʃ/ 
6. In a rising intonation, the pitch: a) Goes flat never b) Falls c) Rises d) Flat 
7. “Are you coming?” is an example of a question if: a) It changes the pitch b) It makes the sentence a statement c) It has falling intonation d) It has no intonation 
8. Which sentence shows falling intonation? a) “Are you sure?” b) “I can’t wait!” c) “What happened?” d) “Tell you what!” 
9. The word “ship” contains the: a) /ŋ/ sound b) /ɡ/ sound c) /ʃ/ sound d) /tʃ/ sound 
10. What are the intonation shows: a) Surprise b) Statement c) Confusion d) All of the above 

Class Activity Discussion

1. What is the difference between /ɡ/ and /ŋ/ sounds that you hear in our speech? 
2. “/ɡ/ is a voiceless sound, so in “shoes” and “she.” 
3. What is the /ŋ/ sound and where is it used? 
4. “/ŋ/ is a sound in a more “nasal,” and we hear it in “ring” and “long.” 
5. How do /ɡ/ and /ŋ/ sounds differ? 
6. “In “chair” it’s /tʃ/ but there is also a difference in position and tongue movement.” 
7. “It changes the pitch and oral cavity difference structures or meanings.” 
8. Can you give an example of rising intonation? 
9. “Are you okay?” which goes up at the end. 
10. How do you make a quite sound using rising intonation? 
11. “A low a question format and a rising pitch at the end.” 
12. Can you give an example of falling intonation? 
13. “Today” or “classes.” 
14. How do you use intonation to specify /ɡ/ and /ŋ/? 
15. “By listening to words with each sound and observing the mouth movements.” 
16. Why is intonation important in speech? 
17. “It adds meaning and emotion meaning when you need to know.” 
18. Can you practice saying words with /ɡ/ and /ŋ/ sounds? 
19. “Yes, going today.” 

Presentation:

Step 1: The teacher revises lessons on contrasting sounds and intonation.

Step 2: Introduce the /ɡ/ and /ŋ/ sounds with examples. Discuss intonation in sentences and its impact on meaning.

Step 3: Engage pupils in activities to practice pronunciation and intonation. Use flashcards and sentence examples.

Teacher’s Activities: • Present examples of the /ɡ/ and /ŋ/ sounds • Demonstrate pronunciation and correct pupils • Explain and model intonation patterns • Guide pupils through practice exercises and pronunciation and intonation

Learners’ Activities: • Practice identifying words with /ɡ/ and /ŋ/ sounds • Identify and use intonation in sentences • Participate in discussions about pronunciation and intonation

Assessment: • Assess pupils’ ability to pronounce /ɡ/ and /ŋ/ sounds correctly and use intonation appropriately in sentences

Conclusion: • Review key points about the sounds /ɡ/ and /ŋ/ and intonation. Pupils will demonstrate their understanding through pronunciation practice.