Republic of the Philippines

Region X
Division of Bukidnon
Bukidnon National School of Home Industries-San Miguel Annex
San Miguel, Maramag, Bukidnon

SEMI-DETAILED LESSON PLAN IN ENGLISH 8

At the end of the lesson the learners are expected to:

1. OBJECTIVES 1. Give the definition of the vowel and the consonant.

2. Produce the vowel and the consonant sounds.
3. Use the correct production of sounds in English.

The learner demonstrates understanding on using the correct

A. Content Standard
production of sounds in English.
The learner demonstrates understanding on using the correct
B. Performance Standard
production of sounds in English.
C. Most Essential Learning Produce the sounds in English correctly.
Competency
1. CONTENT USING THE CORRECT PRODUCTION OF SOUNDS IN
ENGLISH

3. LEARNING English 8 Learner’s Module, manila paper, pen, flash cards TV,
RESOURCES laptop
A. References
1. Teacher’s Guide Teacher’s Manual
pages
2. Learner’s Materials English 8 Learner’s Module , Quarter 4 Module 7
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Learning materials (picture, worksheets, videoclips) from the
Resource internet
4. PROCEDURES
A. Reviewing previous Do the daily routines (prayer, greetings, checking of attendance)
lesson or presenting the The students will give a recap about the previous lesson.
new lesson Question to be asked:
- What have we discussed last meeting?
- What is coordinating conjunction?
- Give me the seven coordinating conjunction.
- Use the coordinating conjunctions in the sentences.
B. Establishing a purpose for ACTIVITY # 1. What a twist!
the lesson Directions: Read the tongue twisters aloud. Then, read them again
but faster. Lastly, read them as fast as you can three times in a
row.
1. She sells sea shells on the sea shore.
2. A proper copper coffee cup.
3. Peter Piper picked a peck of pickled pepper
A peck of pickled pepper Peter Piper picked.
If Peter Piper picked a peck of pickled pepper
 Where’s the peck of pickled pepper Peter Piper
picked?
4. A big black bug bit a big black bear.
5. Around the rugged rocks, the rugged rascal ran.
 The same activity will be given to those who are absent.
C. Presenting Present the objectives of the lesson.
examples/Instances of the 1.Give the definition of the vowel and the consonant.
new lesson 2.Produce the vowel and the consonant sounds.
3. Use the correct production of sounds in English.

D. Discuss the following:

1. Meaning of vowel and consonant.
2. How to produce the sounds.
3. Difference between the sounds. (minimal pair)

The letters A, E, I, O, and U are called vowels. The other

letters in the alphabet are called consonants.
The Main Sounds of English

Present a video on Vowel Sounds.

English has a lot of words that sound similar (heel vs. hill,
sell vs. sale, pool vs. pull). It’s important to pronounce
them correctly.

Present a video on consonant sounds.

E. Discussing new concepts The Vowel Sounds:

and practicing new skills
#2 English has about 15 main vowel sounds. If your native
language has fewer vowel sounds, you probably speak
English using only the sounds that are present in your
native language.
As a result, you might pronounce two different words the
same way because you can’t hear the differences between
them. So, let’s do some practice to fix that.

Drill on Minimal Pairs /Reading Practice

A: short A: long
can cane
plan
A: short A: long plain/plane
tap
back bake tape
cat
snack snake Kate
rat
fad fade rate
E:
madshort made/maidE: long
bet
Sam same beat/beet
met
E: short E: long mete/meat/meet
pet
bed bead Pete
set
Ben bean seat
I:
men short mean I: long
fin
ten teen fine
shin
I: short I: long shine
bit
lick like bite
lit
hid hide light/lite
sit
slid slide sight/site
O:
dimshort dime O: long
cot
Tim time coat
not
O: short O: long not
rot
rob robe rote/wrote
U:
hopshort hope
cut
mop mope U: long
flutter
U: short U: long cute
mutter
cub cube flute
tub tube mute
hug huge

The Consonant Sounds

Let’s practice the consonants sounds, which are just as important

as the vowel sounds.
VOICELESS VOICED
P PEN B BEN N NECK
T TEN D DEN NG BRING
K COD G GOD L LET
F FINE V VINE R RIGHT
Th THIGH Dh THY Y YOU
S SUE Z ZOO W WATER
Sh MISSION Zh VISION HW WHAT
Ch CHEW J JEW
H HOT M MEN

When you do an exercise, it’s helpful to pay attention to the mouth

movements of the presenter.

https://www.slideshare.net/rubyangela01/the-sounds-of-english-
62061492
 ACTIVITY #2. GIVE ME MY
PAIR !

Directions: Group the class into two

groups. Each group will supply the
minimal pair of given word.

A: long /eɪ/
A: short /æ/ bake
Example : back
snake
1. _____ _________
2. mad
E: long /i/
E: short /ɛ/ bead
bed 3.______
men 4.______
ten
I: long /aɪ/
I: short /I/ like
lick hide
5. _______ slide
6. _______ 7. ______
dim 8. ______
Tim
O: long /oʊ/
O: short /ɑ/ robe
rob hope
9. _______ 10. _______
mop
U: long
U: short cube
cub tube
11. ______ 12. ______
hug
Correct Answers:
1.snack 7. dime
2. maid/made 8. time
3. mean 9. hop
4. teen 10. mope
5. hid 11. tub
6. slid 12. huge
*Another activity with the same competency will be given to those
who are absent.

F. Developing mastery Activity 4: Read and Classify Me!

(leads to Formative Read and identify the vowel sounds of the following family of
Assessment 3) words:
G. Finding practical Why we need to pronounce the words correctly?
application of concepts
and skills in daily living
H. Making generalizations Ask students a generalizing question.
and abstractions about the Why is it important to use the correct production of the sounds of
lesson English when delivering a speech?

I. Evaluating learning
Life Balance is About Priorities

Imagine life as a game in which you are juggling some

five balls in the air. You name them—work, family, health, friends
and spirit…and you’re keeping all of these in the air.

You will soon understand that work is a rubber ball. If you

drop it, it will bounce back. But the other four balls—family,
health, friends and spirit—are made of glass. If you drop one of
these, they will be irrevocably scuffed, marked, nicked, damaged
or even shattered. They will never be the same. You must
understand that and strive for balance in your life.

How?

Don’t undermine your worth by comparing yourself with

others. It is because we are different that each of us is special.
Don’t set your goals by what other people deem important. Only
you know what is best for you. Don’t take for granted the things
closest to your heart. Cling to them as you would your life, for
without them, life is meaningless. Don’t let your life slip through
your fingers by living in the past or for the future. By living your
life one day at a time, you live all the days of your life.

Don’t give up when you still have something to give.

Nothing is really over until the moment you stop trying. Don’t be
afraid to admit that you are less than perfect. It is this fragile
thread that binds us to each together. Don’t be afraid to encounter
risks. It is by taking chances that we learn how to be pave. Don’t
shut love out of your life by saying it’s impossible to find time. The
quickest way to receive love is to give; the fastest way to lose love
is to hold it too tightly; and the best way to keep love is to give it
wings!

Don’t run through life so fast that you forget not only
where you’ve been, but also where you are going. Don’t forget, a
person’s greatest emotional need is to feel appreciated. Don’t be
afraid to learn. Knowledge is weightless, a treasure you can
always carry easily. Don’t use time or words carelessly. Neither
can be retrieved. Life is not a race, but a journey to be savored
each step of the way.

http://theincrementallife.com/shortest-motivational-speech-life-
balance-priorities/#:~:text=Don't%20let%20your%20life,the
%20moment%20you%20stop%20trying.
 RUBRICS FOR SPEECH DELIVERY

CRITERIA 5 4 3 2 1
Preparation (Rehearsed the
speech and Demonstrates
understanding)
Action/Body Language
(makes eye contact, somewhat
enthusiastic, and has control of
body)
Appearance (very confident
from the beginning up to the
end of the delivery. Attire is
appropriate. Concentrated to the
speech delivery)
Clarity/Pronunciations
(articulate, speech flowed
smoothly from point to point.
Loud and diction was clear.
Tone was enthusiastic.)
Emphasis (has interesting and
attention-grabbing introduction;
has strong conclusion that
includes a call of action)
TOTAL

J. Additional activities for This activity will Column

lead to our
A new lesson. Column B
application or
remediation Answer the
1. following.
The way one Write the correct
sound is letter of the correct
a. Tempo
answer. Send attached
your answer
to itsinneighbors.
our GC in messenger. b. Stress
It’s the transition from c. Juncture
sound to sound either d. Pitch
within the word or within e. Intonation
the sentence. f. Rhythm
2. The variations in the pitch
of the voice used to
convey or alter the
meaning.
3. The aspect of auditory
 5. REMARKS
6. REFLECTI Reflect on your teaching and assess yourself as a teacher. Think
ON about your students’ progress this week. What works? What else
needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
TARGET ACTUAL
A. No. of learners who 26/29
earned 80% in the
evaluation
B. No. of learners who 3/29
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons 3/29
work? No. of learners
who have caught up with
the lesson
D. No. of learners who 0/29
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

NIDA PAREDES CAMARILLO

SST-III