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Lesson Plan in English

1) The document discusses teaching students to distinguish between the vowel sounds /æ/ and /ε/ in words. 2) It provides examples of minimal pairs to practice, such as "vat-vet" and "had-head", and sentences incorporating the sounds. 3) Assessment involves students performing a verse choir and explaining the importance of distinguishing the phonemes, while identifying words containing each sound.

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marielle Belandres
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
111 views

Lesson Plan in English

1) The document discusses teaching students to distinguish between the vowel sounds /æ/ and /ε/ in words. 2) It provides examples of minimal pairs to practice, such as "vat-vet" and "had-head", and sentences incorporating the sounds. 3) Assessment involves students performing a verse choir and explaining the importance of distinguishing the phonemes, while identifying words containing each sound.

Uploaded by

marielle Belandres
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

I.

Subject Matter

Sounds of / ε / and / æ /

II. Objectives
At the end of the lesson, the students will be able to:
a. Discriminate / ε / sounds from / æ / sounds.
b. Identify the location of the sounds / ε / and / æ / in words.
c. Pronounce clearly both sounds in words and sentences.
d. Value the proper pronunciation of words with minimal pairs.

III. Materials and References


Reference: Teflpedia, Pronuncian : American English Pronunciation
https://www.englishclub.com/pronunciation/minimal-pairs-a-e.htm
https://engoo.com/app/lessons/minimal-pairs-%C3%A6-%C9%9B/
CXKmHDAIEeekoOfmXKMQpg

Materials: Powerpoint presentation


Paper and Pen

IV. Methods
A. Preparation
Motivation: Tongue Twister

Teacher’s Activity Students Activity


- The teacher will present two (2) sets of - The students read and practice on their
tongue twisters. own the flashed tongue twister

- The teacher will recite the tongue twister - Several students will recite the tongue
to set example for proper pronunciation. twister on the screen.
The teacher will then ask the students to
sound it out.

Processing the Motivation


- The teacher will ask the students: - The students will respond to the
What is the dominant sound in twister 1? questions.
How about in twister 2?
With the set of similar sounding words in
each set of tongue twister which do you think
is the sound for symbol / ε /? How about
symbol / æ /?
B. Lesson Proper
1. Activity – Choral Reading (Words)

/æ/ - /ε/

axe - ex vat - vet cram -crème

had - head trad - tread frat - fret

ham - hem gnat - net tack- tech

gassed - guest land - lend track - trek

manned - mend shall - shell flash - flesh

rabble - rebel spanned - spend ham - hem

tamp - temp flash – flesh jam - gem

bland - blend flax - flecks pan - pen

dad - dead pack - peck pat - pet

trad - tread bland - blend sad - said

lad -led sat - set

Sentences

 Bad dog! Get off the bed!


 He begged me not to call the police aft er I caught him trying to steal my  bag.
 She's an amazing guitarist. She plays in several rock  bands and when she bends the
strings, her guitar really sings.
 The chef blended many diff erent herbs and spices together to ensure the dish
wasn't bland.
 The group of men cheered as the old man came on the stage.
 I'll put the kett le on the stove if you can bring the catt le back into the barn.
 He managed to land a job that pays really well, so I hope he'll be able to  lend me
some cash.
 He lost his temper when he realized that I tampered with the radio stati on.
2. Analysis: Pair Activity

Teacher’s Activity Students Activity


 Look closely at the screen.  Students will try to sound the
Observe the shape of the words too while imitating the
mouth of the teacher as she shape of the teacher’s mouth as
produce the sound / æ / in a she say the words
few words

Expected lip positions:


What is the shape of the teacher’s
mouth? Who can try follow it?

Expected lip positions:


 Look closely at the screen.
Observe the shape of the
mouth of the teacher as she
produce the sound / ε / in a
few words

What is the shape of the teacher’s


mouth? Who can try follow it?
3. Abstracti on

Teacher’s Activity Students Activity


Discussion

 This phoneme / æ / is informally - The students will listen to the


called “short a” or the short sound discussion
of the letter a.

 To sound this phoneme the tip of


the tongue will touch the inside of
the bottom front teeth. The body of
the tongue is rounded slightly
upward. The jaw is lowered and the
lips are held apart, allowing the
entire oral cavity to remain open.
- The students will give more
 Examples: example and feel their
My dad had a bat as a pet when I throat.
was young. One day he sat in my
mom’s favorite hat and ruined it. I
never saw him again.

 The 'short e' /ɛ/ sound is a


relatively relaxed vowel sound. The
middle of the tongue rounds
slightly upward and the sides of the
tongue may lightly touch the top
and bottom side teeth. The lips and
jaw are loose and relaxed.

 Examples: - The students will give more


On the day of example and feel their
the wedding, Ted’s best friend gav throat.
e him a hen as a present. He said it
was for good luck, but I bet he just
thought it was funny.

- The teacher asks the students of - The students will provide


the importance of /f/ and /v/ answer to the question.
sounds in communication.
V. Application
A. Oral
-Repeat several sentences that feature both sounds.
 Anna asks Ted if he placed his bets
 He lets his pet go near the man with a pan
 Please check the band instruments at the back of the shed
 Jess and Sam lands on the airport around noon last week

B. Written
Find the Sounds
-Select the word that contains the sound /æ/ or /ɛ/ listed below.
Copy the word and indicate which sound it represents. There can be
more than one correct answer.

1. I'm going to visit my uncle and aunt.


2. The company will merge with their competi tor.
3. He was laughing so hard that he nearly wet his pants.
4. She plays bass in a rock band.
5. They have been friends since they were young children.
6. My brother will get married soon.
7. This material is very strong
8. They needed a plan for how to escape the prison.
9. He buried his $10,000 in savings in his yard.
10. That is a serious accusati on that you have made against my client.

VI. Evaluation
Students will be grouped into three. They will perform a verse choir with the piece “The resiliency
of a Filipino” by William G. Bacani.
Criteria:
Accurate production of [æ] and [ɛ] -----------------------15
Confidence ------------------------------------------------------5
Actions------------------------------------------------------------5
Volume------------------------------------------------------------5
=============================================
30 points

VI. Assignment
In 3-5 sentences, explain why there is a need to know the difference between both phonemes.
Then, underline the words with [æ] sound and encircle words with [ɛ] sound.

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