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A Detailed Lesson Plan

This lesson plan aims to help students improve their pronunciation of the vowel sounds /a/ and /ae/. Students will work in groups to arrange word strips into sentences containing the target sounds. The teacher will ask questions about the sentences to help students identify words with the /a/ and /ae/ sounds. Minimal word pairs will be used to compare the sounds. Students will then practice producing the sounds by saying words containing /a/ or /ae/ and identifying the sound. For assessment, students will complete sentences by choosing the correct word with the target vowel sound. As homework, students will define homophones and provide 10 examples.

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Celenie Villarin
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642 views5 pages

A Detailed Lesson Plan

This lesson plan aims to help students improve their pronunciation of the vowel sounds /a/ and /ae/. Students will work in groups to arrange word strips into sentences containing the target sounds. The teacher will ask questions about the sentences to help students identify words with the /a/ and /ae/ sounds. Minimal word pairs will be used to compare the sounds. Students will then practice producing the sounds by saying words containing /a/ or /ae/ and identifying the sound. For assessment, students will complete sentences by choosing the correct word with the target vowel sound. As homework, students will define homophones and provide 10 examples.

Uploaded by

Celenie Villarin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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A Detailed Lesson Plan

August 14, 2018

I. LEARNING OBJECTIVES
In this lesson, the students are expected to:
A. Focus Skills
1. develop and practice to improve pronunciation for /a/ and /ae/ sounds
B. Support Skill
1. elaborate the sounds in words and word pair during the activity;
2. recognize the difference between /a/ and /ae/ sounds; and
3. construct the aimed sound correctly

II. LEARNING RESOURCES


A. Subject Matter: Practice the /a/ and /ae/ sounds
B. Referrence/s: On Line English (page 108)
Consuelo G. Sevilla Ph. D.
C. Instructional Materials: Strips of Cartolina, Manila paper, Work sheets, Pentel Pen,
White board marker
D. Online Resources: https:// busyteacher.org
https:// allesl.com

III. LEARNING PROCEDURE


Teachers Activity Students Activity
A. Daily Routine
1. Opening Prayer
2. Greeting
3. Checking of Attendance
4. Checking of IDs and Uniform
5. Checking of Classroom Condition
B. Simple Recall
Before we move on to our next lesson, “Figure of Speech”
What did we discuss yesterday?

1. Figure of speech may be classified as “Simile, Metaphor, Personification,


under “Resemblance” such as? and Apostrophe”.
2. based in the “contrast”? “Antithesis and Epigram”
3. and based on “association”? “Metonymy and Synecdoche”
4. Those depending on “association”? “Climax and Anticlimax”
5. what is the meaning of IRONY? “Use of word or expression that is
the opposite of the thing ment”.

C. Motivation
Word Puzzle
Instructions: The teacher will call
12 students and group them into threes.
Each group will be given Strips of Cartolina
with words written on it. The students will
arrange the words to form sentences and
identify the /a/ and /ae/ sounds.

1. The fat cat is chasing after the cat fat, cat, after, rat
2. The last hat I have left is black last, hat, have, black
3. She has an orange bag has, an, bag
4. the cat and the rat are attacking a hat. Cat,rat,attacking,hat

D. Lesson Proper
Using the sentence formed by the studnts,
The teacher will ask some questions.

1. Exposition
a. In the sentence, what are the words with /a/ fat, cat, chasing, after,rat
and /ae/ sounds
b. What about in the second sentence last, hat, black
c. How are the sets of words introduced (Through minimal pair)
to identify the vowel sounds?
d. in one written vowel
The ‘short o’ /a/ and ‘short a’ /ae/
Show examples:
/a/ /ae/ /a/ /ae/
Hot hat hot hat
Block black block black
Odd add odd add
2. Comparison and Abstraction
Development of the Lesson

a. I will say the word and identify the Hand/ae/ drop/a/ cash/ae/
word and identify the word in the ‘short o’ knot /a/ mask/ae/ bob /a/
/a/ and ‘short a /ae/ sounds.
b. A minimal pair is pair of word which differ
only in one sound. They are great way to
to help us become more aware of difficulties
with pronunciation.
Gives some examples:
Cat/Cart
Hat/Heart
Had/Hard
Chat/Chart
Am/Arm

3. Generalization
a. How are /a/ and /ae/ sounds produced?

b. why it is important for us to develop The aimed of this minimal pair is to


proper pronunciation. get students to notice problems they
may have with different vowels and
practice reproducing the problem
sound.

4. Application
Directions: Give 5 words each in the
/a/ and /ae/ sounds.

/a/ /ae/ /a/ /ae/


Clock gnat clock gnat
Mom hand mom hand
Not plan not plan
Bomb lamb bomb lamb
Tom cop tom cop

E. Evaluation
Directions: Fill in the blanks with
the correct word to complete
the sentence.
1. l like to take a short ___ after school. nap
2. Can you help me ___ cookies? bake
3. The dog ___ on my fat. Sat
4. I need to ___ my paper to the wall. tape
5. My brother lost his baseball ___. cap
6. Please bring your ___ into the kitchen. plate
7. I like to eat ___ sandwiches. ham
8. I want to go to outer ___ someday. space
9. There is a ___ in our shed. rat
10. Fire fighters are very ___. brave

IV. Assignment

Write your answer on a ½ crosswise.

What are homophones?


Cite at least 10 examples of homophones.

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