CONSONANT SOUND /j/, /z/ and /ʒ/

ENGLISH LANGUAGE S.S.S1 FIRST TERM

THEME: SPEECH

WEEK ONE

CONSONANT SOUND /j/, /z/ and /ʒ/

PERFORMANCE OBJECTIVE

Students should be able to;

1. Identify the consonants
2. Use the given examples in a word.

CONTENT

The /j/ phoneme is called the “palatal approximant,” which means that you form a narrow space in the middle of your mouth with your tongue.

The j sound is made through the mouth and is voiced, which means you vibrate your vocal chords to make the sound. It is defined by the position of your tongue and it is an approximant, which is a sound made by creating a narrow space in your mouth through which air flows. In this case, it’s the space between your tongue and the top of your mouth. The sides are blocked so the flow of air just goes through the middle of your mouth.

To produce the j sound, raise the sides of your tongue to the roof of your mouth and voice out through your mouth while lowering the back of your tongue. The middle and front of your tongue should be touching the roof of your mouth, to begin with. Then your voice outwards and drop your tongue away from the roof of your mouth. The air flows out through the centre, between the sides of your tongue.

How the /j/ Phoneme is spelt

The /j/ phoneme is usually spelt with the letter ‘y,’ but can also be spelt with an ‘i’ as in:

 

• View /vjuː/

Also, a very common construction, often called a “long u” sound, is spelt with just the letter ‘u’ and pronounced

/ju:/ or /jʊ/, as in the words:

• During /’djʊərɪŋ/
• Computer /kəmˈpjuːtə/
• And argue /ˈɑːgjuː/

Examples of the j sound

Here are some words that start with the /j/ phoneme.

• Yes /jes/
• Unit /ˈjuːnɪt/
• Yard /jɑːd/
• And young /jʌŋ/

Here are some words with the /j/ phoneme in the middle.

• Community /kəˈmjuːnəti/
• Billion /ˈbɪljən/
• Beyond /bɪˈjɒnd/
• And beautiful /ˈbjuːtəfəl/

English words don’t normally end with the j sound.

Forming the /z/ Sound 

The consonant sound /z/ is most often associated with the consonant letter Z, because the correlation between the sound and that letter is very reliable. However, there are a few other letters (and combinations of letters) that can also result in the /z/ sound. First, let’s go over the letter Z, and then we’ll look at other letters that can form this sound.

Forming the /z/ sound with Z

The letter Z (pronounced “zee,” IPA: /zi/, in American English and “zed,” IPA: /zɛd/, in British English) almost always produces the same consonant sound, transcribed in IPA as /z/. It is formed the same way as the sound /s/—by forcing air between the tongue and the roof of the mouth and out past the teeth—except that the vocal cords are vibrated to create sound, making /z/ a voiced speech sound.

In the middle of a word

Z most often appears in the middle of a word after a vowel. For example:

• amazing (/əˈmeɪzɪŋ/)
• Amazon (/ˈæməˌzɑn/)
• bizarre (/bəˈzɑr/)
• breeze (/briz/)
• brazen (/ˈbreɪzən/)
• citizen (/ˈsɪtəzən/)
• emblazon (/ɛmˈbleɪzən/)
• freezing (/frizɪŋ/)
• size (/saɪz/)

Z also usually maintains the /z/ pronunciation if it is doubled in the middle of a word, as in:

• blizzard (/ˈblɪzərd/)
• dazzle (/ˈdæzəl/)
• fuzzy (/ˈfʌzi/)
• muzzle (/ˈmʌzəl/)
• nozzle (/ˈnɑzəl/)
• tizzy (/ˈtɪzi/)

When ZZ is pronounced /ts/

In a few Italian loan words, ZZ has the same pronunciation as the consonant cluster TZ, /ts/ (as in pretzel, quartz, waltz, etc.). For example:

• mezzo (/ˈmɛtsoʊ/)
• mozzarella (/ˌmɑtsəˈrɛlə/)
• paparazzi (/ˌpɑpəˈrɑtsi/)
• pizza (/ˈpitsə/)

Z in other positions

Z can appear at the beginning or end of a word, but this is much less common. If it does end the word, it is usually (but not always) doubled. For instance:

• zig (/zɪg/)
• zag (/zæg/)
• zeal (/zil/)
• zucchini (/zuˈkini/)
• buzz (/bʌz/)
• fizz (/fɪz/)
• jazz (/jæz/)
• topaz (/ˈtoʊˌpæz/)

Z can also appear after the letter T at the end of some words, but its pronunciation changes.

How to pronounce the ʒ Sound

The/ʒ/ phoneme is made through the mouth and it is Voiced which means that you vibrate your vocal cords to make the sound.

It is defined by the shape of your tongue and the position of your teeth and it is a Sibilant, which is a sound made by directing a stream of air with the tongue towards the sharp edge of the teeth, in this case.

To produce the sound Clench your teeth together lightly and pull your tongue away from them. Then push air through them, whilst voicing out.

How the /ʒ/ phoneme is spelled.

The /ʒ/ phoneme is normally spelt with the letter ‘su’ as in the words:

• measure /ˈmeʒə/
• usual /ju:ʒu:əl/

But can also be spelt with the letters ‘si’ as in the words:

 

• vision /vɪʃən/
• version /vɜ:ʃən/

It is very rare for English words to start or end with the /ʒ/ phoneme. But here are some words with the/ʒ/ phoneme in the middle:

• conclusion /kənklu:ʒən/
• pleasure /pleʒə/
• unusual /ʌnju:ʒu:əl/
• Luxury /lʌkʒəri:/

THEME: VOCABULARY

WORDS ASSOCIATED WITH HOME AND FAMILY

PERFORMANCE OBJECTIVE

Students should be able to;

1. Identify words associated with family and home

CONTENT

One of the most important categories of words for English learners to master is the group that includes family-related terms. Family members are likely the people that students interact with early in life and most often. Explain to students that the words and phrases below are used when talking about family and relationships. Each word is categorized and is used in an example sentence to provide context for understanding.

Families

Learning words that describe family members is a must for students who want to master English. The table gives the word for the family member on the left, and a sample sentence using that term on the right. To make it easy to find just the term you want, the family-related words are presented in alphabetical order.

Example Sentence

1. aunt

My aunt tells me funny stories about my mother's youth.

2. brother

My brother is very competitive.

3. cousin

My cousin left for college last year.

4. daughter

She has one daughter and one son.

5. father

My father spent a lot of time on the road for work.

6. grandchild

That 90-year-old woman has 20 grandchildren!

7. granddaughter / son

His granddaughter gave him a birthday card with a bunny.

8. grandfather/mother

Do you remember your grandmothers and grandfathers?

9. great-grandchild

She has four great-grandchildren and is very happy to be alive and to have met them all!

10. husband

She sometimes argues with her husband, but that's normal in every marriage.

11. ex-husband

She had to divorce her ex-husband because he cheated on her.

12. in-laws

Many people don't get along with their in-laws. Others are happy to have a new family!

13. son-in-law, daughter-in-law

Her daughter-in-law told her to mind her own business.

14. mother

Mother knows best, or at least that's what my mother always said.

15. niece

His niece works in a shop in Seattle selling eyewear.

16. nephew

I have a nephew who lives in town. It's nice to have lunch every once in a while.

17. parents

All of us have two biological parents. Some people grow up with their adopted parents.

18. sister

His sister drove him crazy with her constant complaining about the parents.

19. son

Many people say that sons are harder to raise than daughters because they cause more trouble.

20. stepfather, stepmother

She gets along wither her stepfather, but she prefers to not call him "Dad."

21. stepdaughter, stepson

If you marry him, you'll have two stepdaughters and one stepson.

22. twin

It's amazing how similar some twins are. They look, act, and talk alike.

23. uncle

My uncle lives in Texas. He's nothing like my father.

24. widow

She became a widow 20 years ago and never remarried.

25. widower

The widower is very sad because he's all alone now.

26. wife

My wife is the most amazing woman in the world because she puts up with me.

27. ex-wife

His ex-wife took all his money.

THEME: STRUCTURE

NOUNS AND TYPES

PERFORMANCE OBJECTIVE

Students should be able to:

  1. Define Nouns.

  2. Identify the features of Nouns.

  3. State the use of an article with Nouns.

CONTENT

A noun can be defined as that word which identifies a person, place or thing, or names one of them.  The simple definition is: a person, place or thing. Here are some examples: person: man, woman, teacher, John, Mary. Place: Ikeja, Maitama, London, Thing: Chair, table etc

There are two types of noun and they are:

Proper noun and common noun

A proper noun is a name given to something to make it more specific (e.g., Johnathan, Ollie, New York, Monday). Proper nouns are written with capital letters regardless of where they appear in a sentence.

A common noun is the noun used for a class of persons, place or things. e.g Furniture, Lake, Ocean etc

Features of a Noun

 1. Many nouns can be recognized by their endings. Typical noun endings include: 

 

 

• -er/-or    actor, painter, plumber, writer

• -ism        criticism, egotism, magnetism, vandalism

• -ist artist, capitalist, journalist, scientist

• -ment     arrangement, development, establishment, government

• -tion       foundation, organization, recognition, supposition

 

2. Most nouns have distinctive SINGULAR and PLURAL forms. The plural of regular nouns is formed by adding -s to the singular: 

Singular           Plural

• car               cars

• dog              dogs

• house        houses

 

3. However, there are many irregular nouns which do not form the plural in this way: 

 

   Singular             Plural

man            men

child           children

sheep       sheep

The distinction between singular and plural is known as NUMBER CONTRAST. 

4. We can recognise many nouns because they often have the, a, or an in front of them:   

• the car 

• an artist 

• a surprise 

• the egg 

• a review

These words are called determiners, which is the next word class we will look at. 

Nouns may take an -'s ("apostrophe s") or GENITIVE MARKER to indicate possession: 

• the boy's pen 

• a spider's web 

• my girlfriend's brother 

• John's house

If the noun already has an -s ending to mark the plural, then the genitive marker appears only as an apostrophe after the plural form:   

• the boys' pens 

• the spiders' webs 

• the Browns' house

The genitive marker should not be confused with the 's form of contracted verbs, as in John's a good boy (= John is a good boy). 

  5. Nouns often co-occur without a genitive marker between them: 

 • rally car 

• tabletop 

• cheese grater 

• University entrance examination

THEME: READING

COMPREHENSION

PERFORMANCE OBJECTIVE

Students should be able to;

1. Read the passage carefully
2. Answer questions from the passage

CONTENT

Fruits and Vegetables

Eating fruits and vegetables every day will help prevent disease and give a person a stronger body. They come in all shapes and sizes and add colour to any meal. Many are portable also and can provide a quick snack or add to a lunch.

There are ten reasons to eat more fruits and vegetables. First, fruits and vegetables provide a wide variety of colours for your meal. A salad of grapefruit slices, mango, bananas, purple grapes and kiwi fruit provides a rainbow effect on a plate. A mixture of colourful vegetables might include red onions, corn, broccoli, and black beans. A good snack is a combination of fruit and nuts. This may include dried cranberries, dried apples, dried peaches, dried pears and dried cherries. These are fruits of different colours. Items of different colours can be put on a pizza. Red and green peppers, black olives, spinach, and mushrooms will provide a colourful treat.

Secondly, fruits and vegetables can be very convenient to eat. Frozen fruits and vegetables usually are picked and frozen immediately, preserving all of the vitamins and minerals. Canned fruits and vegetables are other options. They contain all of the nutrients of fresh. Canned vegetables are already cooked prior to packaging to make an instant addition to a meal. Freeze-dried fruits can be crunchy and good for snacks. Juice from many fruits and vegetables is also available.

 

Third, fruits and vegetables contain fibre which is needed for good intestinal health. Some have more fibre than others. Apples, blackberries, pears, and raspberries are fruits especially high in fibre. Lentils, lima beans, pinto beans, and spinach are high-fibre vegetables. Some fruits and vegetables which have lower but still good amounts of fibre are bananas, blueberries, broccoli, green beans and sweet potatoes.

Fourth, fruits and vegetables are low in calories. A healthy plate should have one-half filled with fruits and vegetables. High-calorie foods cause weight gain.

Fifth, eating fruits and vegetables may prevent certain diseases, such as high blood pressure, heart disease and some types of cancer.

Sixth, fruits and vegetables contain many important vitamins and minerals. Calcium is necessary for good bones and teeth. Vitamin C keeps gums healthy and can heal wounds. Vitamin A keeps eyes and skin healthy and can help prevent infection. Magnesium is found in pinto beans and spinach. Potassium is a mineral found in Lima and small white beans.

Seventh, there is such a great variety of fruits and vegetables that there is always a different one to try.

Eighth, fruits and vegetables are a quick snack and more natural and good for you than potato chips and candy. They have fewer calories and fat too.

Ninth, fruits and vegetables can be fun to eat. Some, like apples, crunch. Bananas are rather soft. Some must be peeled. Some are squishy, like raspberries. Carrots are very hard and crunchy to bite when raw. Some people can grow fruits and vegetables in their own yards, making eating them really exciting.

Tenth, it is worth repeating that fruits and vegetables are good for you, taste good, and have lots of vitamins and minerals.

1) Which of the following helps keep bones and teeth in good shape?

A: Vitamin A

B: Vitamin C

C: Calcium

D: Both b and c

2) Which of the following is especially high in fibre?

A: Apples

B: Bananas

C: Blueberries

D: Sweet potatoes

3) Which of the following will Vitamin A help with?

A: Eyes

B: Gums

C: Teeth

D: Blood pressure

4) Which of the following is a true statement?

A: Fruits and vegetables are low in calorie.

B: Canned fruits and vegetables are not as good for you as frozen.

C: Frozen vegetables are less good for you than canned.

D: Both a and b

5) Which of the following is not a true statement?

A: Fruits and vegetables come in many different colours.

B: Fruits and vegetables are high in fibre.

C: Fiber is necessary for good intestinal health.

D: Eating fruits and vegetables cannot prevent disease.

6) Which of the following is a true statement?

A: Fruits and vegetables are low in calorie.

B: A plate should have about one-quarter of its surface filled with fruits and vegetables at a meal.

C: Apples do not have a high amount of fibre.

D: Both a and b

THEME: COMPOSITION

NARRATIVE

PERFORMANCE OBJECTIVES

Students should be able to;

1. Express themselves concisely and accurately through a few paragraphs of narrative composition
2. Write punctuated sentences for the narrative composition.

CONTENT

Read through the essay below and write your own composition on "My first day in school"

My First Day at School

A school is a place of learning for a child. It is a training ground for him. Here he forms new associates, comes in contact with boys of different temperaments and forms new ideas and habits.

It is here that he prepares himself for the stage of life. So the right type of educational school is for great importance for him.

I was enrolled in a school at the age of five. It was a primary school. The memory of my first day in school is still fresh in my mind. It was a small school with eight rooms.

There were ten teachers including the physical instructor. The headmaster’s office was separate. The school had a compound with lush green lawns and flowers bedded.

My father took me to the headmaster’s office and got me admitted to the school. He gave me a packet of toffees to be distributed among my classmates.

My class teacher was very gentle. He encouraged me and treated me kindly. I felt a bit nervous in the new environment. The boys looked at me with wonder and smiled. I had with me an English primer and got my first lesson in the alphabet.

The bell for interval rang. The boys rushed out of the classrooms. Some of them gathered rounded me. They laughed at me and made fun of me. A few sympathized with me and befriended me. I had a novel experience.

The last bell went at three in the afternoon. All the boys felt very happy. I also took my bag and hurried back to my home.

My College Education

The first class I went to in college was philosophy, and it changed my life forever. Our first assignment was to write a short response paper to the Albert Camus essay “The Myth of Sisyphus.” I was extremely nervous about the assignment as well as college. However, through all the confusion in a philosophy class, many of my questions about life were answered.

I entered college intending to earn a degree in engineering. I always liked the way mathematics had right and wrong answers. I understood the logic and was very good at it. So when I received the first philosophy assignment that asked me to write my interpretation of the Camus essay, I was instantly confused. What is the right way to do this assignment, I wondered? I was nervous about writing an incorrect interpretation and did not want to get my first assignment wrong. Even more troubling was that the professor refused to give us any guidelines on what he was looking for; he gave us total freedom. He simply said, “I want to see what you come up with.”

Full of anxiety, I first set out to read Camus’s essay several times to make sure I really knew what was it was about. I did my best to take careful notes. Yet even after I took all these notes and knew the essay inside and out, I still did not know the right answer. What was my interpretation? I could think of a million different ways to interpret the essay, but which one was my professor looking for? In math class, I was used to examples and explanations of solutions. This assignment gave me nothing; I was completely on my own to come up with my individual interpretation.

 

Next, when I sat down to write, the words just did not come to me. My notes and ideas were all present, but the words were lost. I decided to try every prewriting strategy I could find. I brainstormed, made idea maps, and even wrote an outline. Eventually, after a lot of stress, my ideas became more organized and the words fell on the page. I had my interpretation of “The Myth of Sisyphus,” and I had my main reasons for interpreting the essay. I remember being unsure of myself, wondering if what I was saying made sense, or if I was even on the right track. Through all the uncertainty, I continued writing the best I could. I finished the conclusion paragraph, had my spouse proofread it for errors, and turned it in the next day simply hoping for the best.

Then, a week or two later, came judgment day. The professor gave our papers back to us with grades and comments. I remember feeling simultaneously afraid and eager to get the paperback in my hands. It turned out, however, that I had nothing to worry about. The professor gave me an A on the paper, and his notes suggested that I wrote an effective essay overall. He wrote that my reading of the essay was very original and that my thoughts were well organized. My relief and newfound confidence upon reading his comments could not be overstated.

What I learned through this process extended well beyond how to write a college paper. I learned to be open to new challenges. I never expected to enjoy a philosophy class and always expected to be a math and science person. This class and assignment, however, gave me the self-confidence, critical-thinking skills, and courage to try a new career path. I left engineering and went on to study law and eventually became a lawyer. More important, that class and paper helped me understand education differently. Instead of seeing college as a direct stepping stone to a career, I learned to see college as a place to first learn and then seek a career or enhance an existing career. By giving me the space to express my own interpretation and to argue for my own values, my philosophy class taught me the importance of education for education’s sake. That realization continues to pay dividends every day.