Republic of the Philippines

BULACAN STATE UNIVERSITY

TEACHER-EDUCATION PROGRAM
Bustos Campus
Bustos, Bulacan

A Detailed Lesson Plan

in Introduction to Linguistics
(EL102)

LOVELY PRINCESS B. TANGCANGCO

Student Teacher
 LESSON PLAN IN EL102 – INTRODUCTION TO LINGUISTICS
I. OBJECTIVES
During the 60-minute lesson, students must be able to:
a. define accurately the terms phonetics and sound segmentation;
b. explain clearly the significance of sound segmentation in listening comprehension; and
c. assess thoroughly how many phonemes exist in the words given.

II. SUBJECT MATTER

A. Topic: Sound Segmenting/Segmentation
B. Materials: Laptop, PowerPoint Presentation, Carton, Tarpapel, Cartolina, White Board
or Blackboard, Marker, or Chalk, Timer
C. References: Introduction to Linguistics (Fromkin, 2010) pp. 190-191.
D. Skills: Listening and speaking

III. PROCEDURE
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. DAILY ROUTINE

1. Prayer
Let us start our class with an opening prayer.
Everyone, please rise.
Miss__________ kindly lead us.
(A student will lead the prayer)
2. Greetings
Good morning, class!
Good morning, Ma’am Lovely!

How are you?

We are fine, thank you.
3. Classroom Management
That’s nice to hear. Before you sit down,
please pick up the litter around you and kindly
arrange your chairs properly.
(The students will pick out the litters around
them and will arrange their chairs)
You may now take your seats.

Thank you, ma’am.

Let me first give a few reminders for everyone.
During our discussion, remember the word
“STAR”.
Stay seated. Just stay in your seats unless
otherwise stated.
Take turns. Wait for your turn to speak.
Actively participate. Engage in classroom
activities and discussions appropriately.
Respect speakers. Listen attentively and
remain quiet when someone is speaking. Just
raise your hand if you want to answer or if you
have a question to avoid disturbance.

Is it clear? Can you do that?

 Yes, ma’am
Okay, that’s good! Please note that everyone
who will participate will get a reward from me
after the discussion. Isn’t that exciting?
Yes, ma’am
4. Checking of Attendance
Class secretary, are there any absentees for
today?
None, ma’am
Wow! Good job, class!

B. LESSON PROPER

1. Review of Past Lesson

Now, let us first have a recap on the topic we
discussed last meeting. Do you still remember
that?
Yes, ma’am
(The students will raise their hands)
Great! If so, what was our previous topic all
about?
Ma’am, our topic last time is all about the
origin of language.
Exactly, _______! Our last discussion was all
about the origin of language. And what are the
things that you still remember about it? There are several beliefs with regard on the
origin of language. For example, in Judeo
Christian, they believed that Adam was the one
who created the language and in Egyptians, it
was Thoth.
Yes, that’s right. In short, language originated
differently depending on the beliefs of a
person. Another answer?
There were also investigations and theories
that arose, ma’am regarding the origin of
language.
Very good! Those theories and even
investigations have stated different
perspectives when it comes to the origin of
language. But do you have any questions about
those theories and investigations?
None, ma’am
Is everything clear about the origin of
language?
Yes, ma’am

2. Motivation

If that’s the case, are you ready to step on a

new journey with me?
Yes, ma’am
Alright! Now, we will play a game called
“Sound Track to Success!”
Directions: In the Lingo Dispenser, each team
draws three secret words and one of the
members should use sounds to represent each
word. Teammates guess the words based on
these sounds. The team that correctly identifies
and writes the most words faster than one
minute wins.

For this one, I need six (6) volunteers, who will

be grouped into three to form two teams. Who
wants to participate?

(The teacher calls a student who will

participate in the game)

Now, we already have our teams. So, you may

now go to your respective groups.

Before we start, let us first have a quick

example.

For example, the word that you drew from our

Lingo Dispenser is ‘hat’. You will pronounce
the sound that it contains until you complete
the word like /h/ for h, /a/ for a and /t/ which
leads to the creation of the word ‘hat’.

Are we clear?
Yes, ma’am
Are you ready?
Yes, ma’am
That’s great! Let us start! Each group will have
one minute. Let’s have the first group.
(The first group will go in front to draw from
the lingo dispenser and will play the game
(The teacher will instruct the students to draw proper afterwards)
from the lingo teacher dispenser and will give
a go signal if they can proceed to the activity
proper)

Your timer starts now.

Words inside the lingo dispenser:

twist tight tense
shift shapes sharp

For this game, the group of (student’s name)

has won. Let’s give them three claps.
(The students will give them claps)
Again, you may claim your prizes to me later.
Now, I have a friend named ‘Heartly’ who lost
her way home because she got distracted by all
the beautiful sounds around her. To find her
way back, she needs to complete several tasks.

(The teacher will introduce the lesson

objectives)

This will help her tune into the right melodies

and guide her along the correct path. But, the
question is, are you willing to help her out?
Yes, ma’am
3. Discussion

Unlocking of Difficulties

Really, can you give me one snap and clap if

you do?
(The students will do snap and clap)
Alright, that’s good to know, therefore, I hope
everyone is ready to listen. So, sit back, relax,
and participate actively. Are you all ready?
Yes, ma’am
Again, what are the words that your classmates
have formed earlier?
(If the student will not be able to complete the
words, the teacher will write it on the board) The words that we formed earlier are twist,
tight, tense, shift, shape, and sharp.
Yes, and as you can see, the words that we used
earlier are all found in these tongue twisters.
Let us first read the tongue twister. Read after
me, okay?

Tiny tweaks twist tight, tense tones.

Snappy sounds shift shapes sharply.
(The students will follow the teacher)
Does anyone want to try reading it?
(A student will volunteer)
Very good! Now, let us discuss first what these
tongue twisters mean.

The first line means small adjustments can

subtly alter how sounds are produced or
perceived. The second line shows that sounds
can change noticeably, especially when
pronounced quickly.

In summary, they both play with the idea of

how small changes or quick movements in
sound can affect the overall pronunciation,
perception of phonemes, and meanings in
some cases.

With this being said, do you have any idea on

what will be our topic for today?
 Ma’am, I think our topic for today is related
to sound as earlier, we sound out the letters in
Yes, that’s right! Today, we are going to each word.
explore phonetics, specifically sound
segments. Now, I have here some definitions
wherein you need to guess what word it refers
to through the choices provided.
Is it clear?
Yes, ma’am
1. It refers to the vibrations that move
through the air or another medium and
are perceived when they reach the ear
of a person or animal. (sound)
2. Any of the distinct sound units in a
particular language that differentiates
one word from another. (phoneme)
3. A character that represents one or
more of the sounds used in speech, or
any symbol from an alphabet. (letter)
4. One of the parts into which something
naturally divides or separates.
(segment)
(The students will volunteer and will try to
answer several items)
Good job, class! With that, let us proceed to
our main discussion for today starting with
Phonetics. Can anyone please read its
definition?

According to Kracht (n.d.), phonetics refers to

the study of sounds to understand human
languages as letters intricately represent
sounds.
(The students will read the definition)
Therefore, phonetics helps us understand the
connection or the link between written
symbols and the sounds that they actually
represent.

For example, the letter “m” represents a

specific sound, which is /m/, and phonetics
studies how this sound is produced, how it
sounds, and how it is perceived.

In simple terms, phonetics breaks down how

we produce and hear the different sounds of
language, helping us understand the
connection between the letters we write and
the sounds we speak.

Under phonetics, we have the term “Sound

Segmentation” or “Sound Segmenting.” May I
have someone to read its definition?

Sound segmenting refers to the ability to

perceive and “pull apart” the separate speech
sounds in a word.
 (A student will read the definition)
This means that in sound segmenting, we are
breaking words into their individual sound.

Now, I want you to listen to me and spell the

words that I am pronouncing. Is it clear?

For the first one, we have grade A (Gray Day)

Next, we have, I scream. (Ice cream)

Lastly, aisle seat. (I’ll sit)

(The students will try to guess the words
through spelling it out)
What can you notice in the examples given?
We seem to perceive them as different words
because of the way they are pronounced.
That’s right! With that in mind, what do you
think is the importance of knowing how to
segment sounds properly especially when it
comes to enhancing listening comprehension?
It will help us to understand the word clearly.
Yes, that’s right. Another answer?
This will help us avoid miscommunication, as
it will enable us not to misinterpret words.
Very good! Always remember that without
proper sound segmentation, our pronunciation
can lead us to perceive and interpret words that
sound like the intended word, and this affects
our understanding and communication with
other people. So, therefore, segmenting the
word properly and listening carefully is a must
to separate different sounds in a word to avoid
miscommunication.

Let us jive further into this topic by having

some examples.

For example, in the word "dot”, there are three

sound segments, and these are /d/, /o/, and /t/.

Everyone, repeat after me. /d/, /o/, and /t/.

(The students will follow the teacher)
Again, how many sound segments does the
word “dot” have?
Three, ma’am
Very good! What are those?
/d/, /o/, and /t/
That’s correct! How about the word ‘sound’?
How many sound segments does it have, and
what are they? Does anyone want to give it a
try?
I think it is five, ma’am
Okay, thank you! Nice try. But, actually the
word “sound” has only four sounds and why
do you think so?
 Because the two vowels in the word is a
Exactly! Because the two vowels in the word diphthong.
is a diphthong. And, when we say diphthong,
it produces one sound by combining two
vowels. Now, can you guess what are the
sounds in the word ‘sound’?
These are /s/ /aw/ /n/ /d/.
Very good! If you notice, even though the
word has five letters, it only produces four
distinct sounds. This occurs because some
vowels in English blend to form a single sound
just like the letters o and u in the word “sound”
which appears to sound as /aw/.

Another example is the word “phoneme.” How

many sounds does it contain?
Based on the given example earlier ma’am, I
think it is five.
Exactly! There are seven (7) letters but there
are only five (5) sounds. And, what are those?
/f/, /o/, /n/, /i/, /m/.
Good job! Always remember that when you
segment sounds, you’re listening carefully to
separate the different sounds, and it’s not based
on the letters that it contains. Is it clear?
Yes, ma’am
Let us have another example. How about the
word ‘voice’? How many sounds does it have?
It is only three, ma’am
That’s correct. Can you identify what are
those?
/v/, /oi/, /s/
Precisely! Again, why is it only three?
Because there’s a diphthong in it.
And, what exactly it is in the word given?
It is the letters o and i which formed the
sound /oy/
Very good! Again, let us repeat the sounds
that can be found in the word ‘voice’.

/v/, /oi/, /s/

(The students will follow the teacher)
Great job! After the practice sessions we had,
is everything clear now?
Yes, ma’am
Do you have any questions regarding our topic
today?
None, ma’am
Are you sure?
Yes, ma’am
If that’s the case, shall we take another step to
help Heartly?
Yes, ma’am
Enrichment Activity
Great! This activity is called “Segmentastic -
Adventure of Heartly”. In this, you will be
grouped into five (5).
(The teacher will show and point out the
groupings)

Segmen-Tastic Adventure
This selection box has some words that
highlight different aspects of the linguistic
discipline.

1. course (4)
2. degree (5)
3. School (4)
4. Study (6)
5. Group (4)

Directions: Pick a word from the selection

box, identify how many sounds the word
contains, and pronounce those afterward.

Each group needs to send one representative to

choose a word from our selection box. May I
have one representative, please?
(One representative each group will proceed
in front and will pick a word from the
All members of the group have to repeat each selection box)
sound three (3) times during your presentation.
Is that clear?
Yes, ma’am
Okay, you have five (5) minutes to complete
this task, and then your group will present it in
front.
(The students will proceed to their activity)
Alright! Time is up class! Let us now begin
your presentation, let us start with group 1
then followed by groups 2, 3, 4, and 5.
(The students will present their work)
(See Appendix A for the rubrics)

a. Generalization

Good job, class! It seems like you understood

our topic. Is that right?
Yes, ma’am
If so, let’s do a quick recap of today’s
discussion.

What do you call the term in linguistics that

refers to breaking down the sounds in a word
into its individual units?
Sound segmentation/segmenting, ma’am
Very good! Today, we have discussed about
phonetics specifically the sound segmentation
or sound segmenting that refers to the ability to
break down words into its individual sound.

Can anyone share their thoughts on what is a

must to remember when segmenting a word?
 In segmenting sounds in a word, we should not
base its count on the letters that it has because
there are words that has blended vowels or
consonant in it which make the sound of the
two letters one.
Good job! Now, I want to know your takeaway
from our today’s discussion. Is anyone from
the class who would like to share?
(A student will raise his/her hand; answer may
vary)
Great job, class! I can see that you have learned
from our lesson today. I am impressed with all
of your activities, as well as your insights; you
did a marvellous job, everyone! Give yourself
around of applause!
(The student will follow the teacher)
b. Application / Evaluation /
Assessment
Now, to further test your understanding of the
test and for Heartly to be able to take the last
step, I want you to listen carefully to the audio
that I will present.

Directions: Count how many sounds are there

in each word. Write your answers at the paper
provided following our quiz format.

(Sample quiz format)

Is that clear?
Yes, ma’am
Words that will be played on the audio
presentation:

1. Ability
2. Segment
3. Phrase
4. Tone
5. Form

I will only play the audio twice and you can

write it in your papers. But, you only have ten
(10) minutes to finish the activity proper. You
may now start. (The students will start accomplishing the task
given)
Times up! Alright, please exchange papers
with your seatmates.
(The students will follow the teacher)
Okay, class. How was your quiz?
Answer may vary
Wow, congratulations, everyone! I can see
through your scores that you understand our
lesson for today. Give yourselves a round of
applause!
Thank you, ma’am!
Do you have any questions?
None, ma’am
 Very good! Now, would you like to check if
Heartly was able to navigate her way back
home?
Yes, ma’am
(The teacher will let the student see the current
progress achieved)

Wow! You did a great job for helping her out,

everyone! With that, would you like to take the
final step of this adventure?
Yes, ma’am
Okay, that’s great to hear! Let us proceed with
your assignment which will serve as the last
step of our adventure with Heartly.

c. Assignment

Directions: Create a short video presentation

stating your name, identifying how many
sounds it has, and pronouncing those sounds
three times each.

Is it clear?
Yes, ma’am
Also, your output must be in landscape form.
Okay?
Yes, ma’am
I will provide a Google Drive link where you
will upload your output on or before
September 30, 2024.

Your assignment will be graded using a rubric

and don’t worry because I will send it to our
group chat for your reference.

(See Appendix B)

Is everything clear?
Yes, ma’am
Do you have any questions, class?
None, ma’am
Alright, with that, I hope that you have learned
something today! Thank you so much for your
participation. Goodbye and thank you 1-I,
class dismissed.

Prepared by: Tangcangco, Lovely Princess B.

Student Teacher- BSEd 4C

Checked by: Ken Robin D. Torres, LPT

Cooperating Teacher
Appendix A

CRITERIA FOR SOUND SEGMENTASTIC ADVENTURE

CRITERION 5 4 3 2 1
Accuracy of All sounds in All sounds are Most sounds Some sounds Many sounds
Sound the words are correctly are correctly are correctly are incorrectly
Identification accurately identified identified with identified with identified or
identified and with minor 3-4 errors. 5-6 errors. missing. 7 or
listed with no errors (1-2 more errors
errors. minor errors) have been
seen.
Clarity of The The The Presentation is Presentation is
Presentation presentation is presentation presentation is somewhat unclear or
exceptionally is clear, well- mostly clear clear; disorganized;
clear, well- organized, and organized; organization poor
organized, and and minor issues in and communication
effectively effectively communication communication of sound
communicates communicates need
all identified the identified improvement
sounds with sounds.
engaging
delivery.
Team Members Members Team Collaboration Poor team
Collaboration work collaborate collaboration is is uneven; one collaboration;
seamlessly well with evident, but or both significant
together, with mostly equal contributions members imbalance in
equal and contributions, are uneven; contribute contribution or
effective though one some members minimally lack of
contribution may contribute less coordination
contribute
slightly more
Appendix B

CRITERIA FOR ASSIGNMENT

CRITERION 5 4 3 2 1
Accuracy of All sounds in All sounds are Most sounds Some sounds Many sounds
Sound the word/s are correctly are correctly are correctly are incorrectly
Identification accurately identified identified with identified with identified or
identified and with minor 3-4 errors. 5-6 errors. missing. 7 or
listed with no errors (1-2 more errors
errors. minor errors) have been
seen.
Clarity and Speech is very Speech is Speech is Speech is often Speech is
Articulation clear and mostly clear somewhat unclear and unclear and
articulate; and articulate; clear, but with poorly poorly
excellent minor issues noticeable articulated; articulated;
enunciation of with issues in significant major issues
each sound. enunciation. articulation and issues with with
enunciation. enunciation. enunciation.

Clarity of The The Presentation is Presentation is Presentation is

Presentation presentation is presentation mostly clear somewhat unclear or
exceptionally is clear, well- and organized; clear; disorganized;
clear, well- organized, minor issues in organization poor
organized, and and communication and communication
effectively effectively communication of sound
communicates communicates need
all identified the identified improvement
sounds with sounds.
engaging
delivery.
Punctuality Submitted on Submitted Submitted with Submitted with Submitted very
time with no with minor moderate significant late (more than
delays. delays (1 day delays (2-3 delays (4-5 5 days late) or
late). days late). days late). not submitted
at all.