Consonant M/, /n/ and /⌡/ – JSS2 English Lesson Note (Second Term)

Nasal sounds are consonants made when the soft palate is lowered so that the airstream passes through the nose.

Behavioural objectives

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

1. explain what nasal sounds are and name the three nasal consonants in English
2. describe how /m/, /n/ and /ŋ/ are produced
3. pronounce words containing /m/, /n/ and /ŋ/ in the positions shown in the word lists
4. state the spelling symbols for /n/ and /ŋ/
5. use the question mark, the colon and the semicolon correctly in sentences

Lesson one: speech work on consonants /m/, /n/ and /ŋ/

What are nasal sounds?

Nasal sounds are consonants produced when the soft palate is lowered to close the oral cavity, so that air escapes through the nasal cavity.

• Number: English has three nasal consonants: /m/, /n/ and /ŋ/.
• Voicing: all three are voiced, so the vocal cords vibrate when they are produced.
• Soft palate: the soft part at the back of the roof of the mouth, also called the velum.
• Oral cavity: the mouth. The air cannot leave through it because it is blocked at one point.
• Nasal cavity: the space inside the nose, through which the air passes.
• Quick test: hold your nose and try to say /m/. The sound is blocked because the air cannot leave.

How is /m/ produced?

/m/ is a bilabial nasal, made with both lips closed.

1. Close the two lips.
2. Lower the soft palate so that the mouth is closed off.
3. Let the air pass out through the nose.
4. Let the vocal cords vibrate to add voice.

• Spelling symbol: usually the letter “m”, as in man and steam.
• Silent letters: in “bomb” and “calm”, the final “b” and “l” are not pronounced.

Pronounce the words below, where /m/ occurs at the initial and final positions.

How is /n/ produced?

/n/ is an alveolar nasal, made with the tip of the tongue against the alveolar ridge.

1. Lower the soft palate so that air goes through the nose.
2. Press the tip of the tongue against the alveolar ridge (the bumpy part behind the upper teeth).
3. Let the vocal cords vibrate.

• Usual spelling: the letter “n”, as in net and tin.
• Other spellings: “kn” at the start, as in knit, and “gn” at the end, as in sign.
• Silent “n”: “n” is silent after “m” at the end of a word, as in damn and hymn. These words end with /m/.

How is /ŋ/ produced?

/ŋ/ is a velar nasal, made with the back of the tongue against the velum.

1. Lower the soft palate so that air goes through the nose.
2. Raise the back of the tongue to form a closure with the velum.
3. Let the vocal cords vibrate.

• Position: /ŋ/ never begins an English word. It occurs in the middle or at the end.
• Spelling “ng”: as in sing and hunger.
• Spelling “nk”: as in bank and think, where /ŋ/ is followed by /k/.

How do /m/, /n/ and /ŋ/ differ?

The three nasals differ only in where the mouth is closed.

Lesson two: grammar, punctuation marks (continued)

What is the question mark (?) used for?

The question mark is used after a direct question.

• Direct question: the exact words of the speaker, which end with “?”.
• Indirect question: a reported question, which ends with a full stop, as in “She asked where I live.”

Examples:

1. What is your name?
2. Who are you?
3. Where do you live?

What is the colon (:) used for?

The colon is used to introduce a list, a quotation or an explanation.

• A list: the colon comes after words such as “the following”.
• A quotation: the colon comes before the words that were spoken or written.
• An explanation: the colon comes before a statement that explains what has just been said.

Examples:

1. In the Oke-Odo market, I saw the following: maize, yams, fish, vegetables and tomatoes.
2. My father said: “This coming Christmas, I will ride in a Toyota Camry car.”
3. He had one aim: to pass his examination.

What is the semicolon (;) used for?

The semicolon is used between two closely joined principal (main) clauses.

• Principal clause: a group of words with a subject and a verb that can stand alone as a sentence.
• Joined ideas: the two clauses must be closely related in meaning.

Examples:

1. The sun was setting; the shadow was long.
2. The book is not mine; it is my uncle’s.

How do the three punctuation marks compare?

Lesson three: reading and comprehension

• Continuation: this lesson continues as in Week 8.
• Reference: New Oxford for Junior Secondary School Book 2, Unit 10, page 96.
• Topic: reading to understand the writer’s purpose (persuasion).
• Passage: “When Should They Go?”
• Task: read the passage, then do the exercise that follows it.

Lesson four: composition

• Topic: revision of the types of letters and essay.

Lesson five: Literature-in-English

• Topic: revision on literacy.

Evaluation

1. What are nasal sounds? Name the three nasal consonants in English.
2. Are the nasal consonants voiced or voiceless?
3. Describe what the tongue does in the production of /n/ and /ŋ/.
4. When is the letter “n” silent in spelling? Give two examples.
5. State the use of the semicolon and give one example.

Assignment

Lesson one

Indicate the consonant at the final position in each of the following words. Write the appropriate symbols.

Example: boom /m/

1. Damn
2. Sign
3. Nose
4. Halve
5. Walked
6. Cough
7. Legs
8. Limb
9. With

Lesson two

Punctuate the following sentences.

Exercise 19D, page 153, questions 11 to 20.

Reference: Progressive English: An Elaborate Coverage of Grammar by J. Addai.