Consonant Sounds /dz/ and /ts/ for JSS 2

Class: JSS 2
Term: First Term
Week: 8
Age: 13 years
Duration: 45 minutes
Subject: English Language Studies
Curriculum Theme: Listening and Speaking
Previous Lesson: Future Tense, Identification and Uses
Topic: Listening and Speaking: Consonant Sounds /dz/ and /ts/
Subject Matter: Words containing sounds g; /dz/: judge, rage, range; /ts/: recharge, check, chain; Produce sound in context and in isolation

Specific Objectives

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

Cognitive Domain

• Identify words containing the consonant sound /dz/.
• Identify words containing the consonant sound /ts/.
• Differentiate between the /dz/ and /ts/ sounds.

Psychomotor Domain

• Produce the /dz/ sound accurately in isolation.
• Produce the /ts/ sound accurately in isolation.
• Produce words containing the /dz/ sound correctly in context.
• Produce words containing the /ts/ sound correctly in context.

Social Domain

• Participate actively in pronunciation drills.
• Collaborate with peers to identify words with target sounds.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable English Language textbook for JSS 2
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Recorded materials (audio examples of words with /dz/ and /ts/)
• Flashcards with words containing /dz/ and /ts/
• Whiteboard or chalkboard
• Markers or chalk

Rationale for the Lesson

This lesson is important for developing students’ phonological awareness and improving their spoken English. Accurate pronunciation of sounds like /dz/ and /ts/ enhances clarity in communication, enabling students to express themselves more effectively and understand spoken English better. Mastering these sounds also builds a foundation for learning more complex phonetics.

Prerequisite/Previous Knowledge

Students have a basic understanding of consonant sounds and have been exposed to various English words in previous lessons.

Lesson Content/Board Summary

Listening and Speaking: Consonant Sounds /dz/ and /ts/

Introduction to Consonant Sounds

Consonant sounds are speech sounds produced by obstructing the airflow in the vocal tract. English has various consonant sounds, each with a unique way of production.

The Consonant Sound /dz/

The sound /dz/ is a voiced affricate consonant. It is often represented by the letter ‘j’ or ‘g’ before ‘e’, ‘i’, ‘y’, or ‘dge’ in English words. To produce this sound, the tongue tip touches the alveolar ridge, briefly stopping the air, then releasing it with friction.

Examples of words containing the /dz/ sound:

1. judge /dʒʌdʒ/
2. rage /reɪdʒ/
3. range /reɪndʒ/
4. bridge /brɪdʒ/
5. edge /ɛdʒ/
6. large /lɑːrdʒ/
7. general /ˈdʒɛnərəl/
8. giraffe /dʒɪˈrɑːf/

The Consonant Sound /ts/

The sound /ts/ is a voiceless affricate consonant. It is often represented by ‘ch’ or ‘tch’ in English words. To produce this sound, the tongue tip touches the alveolar ridge, briefly stopping the air, then releasing it with friction, similar to /dz/ but without vocal cord vibration.

Examples of words containing the /ts/ sound:

1. recharge /riːˈtʃɑːrdʒ/
2. check /tʃɛk/
3. chain /tʃeɪn/
4. church /tʃɜːrtʃ/
5. catch /kætʃ/
6. match /mætʃ/
7. child /tʃaɪld/
8. teacher /ˈtiːtʃər/

Producing Sounds in Isolation and Context

It is important to practice producing these sounds both by themselves (in isolation) and within full words and sentences (in context). This helps to develop muscle memory and natural pronunciation.

1. Isolation: Practice saying /dz/ and /ts/ repeatedly.
2. Context: Practice saying words like “judge” and “check”, then use them in sentences like “The judge made a decision” or “Please check your work.”

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Repetition, Question and Answer, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Greeting/Recalling

Teacher’s Activity: The teacher greets the students and briefly reviews the previous lesson on consonant sounds. The teacher then introduces the day’s topic: Consonant Sounds /dz/ and /ts/.

Pupils’ Activity: Students respond to greetings and recall aspects of the previous lesson. They listen attentively to the introduction of the new topic.

Learning Point: Introduction to new sounds

Step 2: Introduction and Demonstration of /dz/ Sound

Time: 7 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces the /dz/ sound, explaining how it is produced. Using flashcards and recorded materials, the teacher demonstrates the pronunciation of words like “judge,” “rage,” and “range.”

Pupils’ Activity: Students listen carefully, observe the teacher’s mouth movements, and try to mimic the sound in isolation.

Learning Point: Production of /dz/ sound

Step 3: Guided Practice for /dz/ Sound

Time: 7 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher leads the students in repeating the /dz/ sound in isolation and then in the example words. The teacher provides more examples like “bridge,” “edge,” and “large,” encouraging students to identify the sound.

Pupils’ Activity: Students repeat the sound and words after the teacher, individually and in chorus. They attempt to identify the /dz/ sound in new words.

Learning Point: Practising /dz/ pronunciation

Step 4: Introduction and Demonstration of /ts/ Sound

Time: 7 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces the /ts/ sound, explaining its production. Using flashcards and recorded materials, the teacher demonstrates the pronunciation of words like “recharge,” “check,” and “chain.”

Pupils’ Activity: Students listen carefully, observe the teacher’s mouth movements, and try to mimic the sound in isolation.

Learning Point: Production of /ts/ sound

Step 5: Guided Practice for /ts/ Sound

Time: 7 minutes

Teaching Skill: Guided Practice/Repetition

Teacher’s Activity: The teacher leads the students in repeating the /ts/ sound in isolation and then in the example words. The teacher provides more examples like “church,” “catch,” and “match,” encouraging students to identify the sound.

Pupils’ Activity: Students repeat the sound and words after the teacher, individually and in chorus. They attempt to identify the /ts/ sound in new words.

Learning Point: Practising /ts/ pronunciation

Step 6: Combined Practice and Word Identification

Time: 5 minutes

Teaching Skill: Application/Reinforcement

Teacher’s Activity: The teacher conducts a quick drill, mixing words with /dz/ and /ts/ sounds. The teacher asks students to provide other words containing either of the two sounds.

Pupils’ Activity: Students participate in the drill, producing the sounds and words. They volunteer other words containing /dz/ or /ts/.

Learning Point: Differentiating /dz/ and /ts/

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Produce the /dz/ sound in isolation.
2. Give two words containing the /dz/ sound.
3. Produce the /ts/ sound in isolation.
4. Give two words containing the /ts/ sound.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Sound production assessment

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on consonant sounds /dz/ and /ts/ into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the lesson by reiterating the importance of correct pronunciation for clear communication and encourages students to practice these sounds regularly.

Pupils’ Activity: Students listen and ask any final questions.

Learning Point: Importance of clear pronunciation

Continuous Assessment/Further Study

Type: Homework

Instruction: Find and write down five (5) additional words for each of the sounds /dz/ and /ts/. Use each word in a simple sentence.

1. Words for /dz/:
2. Words for /ts/:

Lesson Keywords

• /dz/ – A voiced affricate consonant sound, as in ‘judge’.
• /ts/ – A voiceless affricate consonant sound, as in ‘check’.
• Consonant – A speech sound produced by obstructing the airflow in the vocal tract.
• Affricate – A consonant sound that begins as a stop and is released as a fricative.
• Isolation – Producing a sound by itself, not within a word.
• Context – Producing a sound within words or sentences.

Differentiation

For students who struggle, provide extra individual practice with the recorded materials and focus on one sound at a time. For advanced learners, challenge them to create short dialogues or tongue twisters that incorporate multiple words with the /dz/ and /ts/ sounds.

Suggested Lesson Videos

For further understanding, search on YouTube for: “JSS 2 consonant sounds /dz/ and /ts/ pronunciation”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure your recorded materials for /dz/ and /ts/ sounds are clear and audible. Prepare flashcards with the example words. During the lesson, emphasize the correct mouth and tongue positions for each sound. Encourage students to listen carefully and repeat after you. Pay attention to common errors, such as substituting /z/ for /dz/ or /s/ for /ts/, and provide immediate corrective feedback. Allow ample time for guided practice and individual repetition. Students should copy the Board Summary notes after the main teaching and practice activities are completed, typically in Step 8. Check for understanding throughout the lesson by asking students to produce the sounds and identify words. For weaker learners, provide additional one-on-one support; for faster learners, encourage them to think of more complex words or sentences.