An undetailed lesson plan passed before reporting. This is part of our English 3 activity.

1. Lesson Plan
I. Objectives
At the end of the lesson, the students will be able to:
1. Produce correctly the sound of the English consonant /hw/.
2. Recognize words within a given phrase, sentence, and selection having the /hw/
sound.
3. Practice through drills involving reading words, phrases and sentences aloud.
4. Attain fluency of the /hw/ sound through choral reading.
II. Subject
a. Topic
/hw/ is a voiceless velar frictional sound when it occurs initially in a word or
syllable, as in where and everywhere.
b. References
BOOKS
 Ladera, Helen, Edna de la Cruz, Magelende Flores, and Teresita Isidro.
Options II (Speech Communication and Creative Expression). Quezon
City: Rex Book Store, Inc. 2005
 Padilla, Cabrina. Enriching Oral Communication Skills. Quezon City:
Abiva Publishing House. Inc., 1989.
INTERNET
 Gordon, David. "Vocal Warm Up Tongue Twisters". David Gordon
Studio. 2014, David Gordon Studio. 7 Sep. 2014
<www.spiritsound.com/twisters.html>.
 "Tongue Twisters". Thinks.com. 2014, Demand Media, Inc. 7 Sep. 2014.
<thinks.com/words/tonguetwisters.html>.
 "Speech Club - Toastmaster, Language Word Power, Tongue Twisters".
Be a Successful Toastmaster. 2014, Grace Communion International. 7
Sep. 2014 <www.gci.org/church/speech/club3>.
III. Materials
 Flash cards
 Illustrations
 Sentence and choral reading piece charts
IV. Lesson Proper
a. Ask the students a question that will lead to the introduction of the sound /hw/
English consonant.
b. Introduce the /hw/ sound through explaining the process of producing the
sound mentioned.

2. c. Present flash cards containing words with /hw/ sound. The presenters will
read the words first and let the students repeat after them.
d. Present phrases and sentences emphasizing words with /hw/ sound for further
familiarity.
e. For mastery, present tongue twisters to the class featuring the /hw/ sound. To
make it more challenging, two best tongue twisters will be employed in the
progress.
V. Exercises
This is a choral reading. The class will be divided into dark voices and light voices.
Whistle, Whistle, Old Wife
DARK VOICES: Whistle, whistle, old wife, and you get a hen.
LIGHT VOICES: I wouldn’t whistle if you could give me a ten.
DARK VOICES: Whistle, whistle, old wife, and you’ll get a cook.
LIGHT VOICES: I wouldn’t whistle if you gave me a flock.
DARK VOICES: Whistle, whistle, old wife, and you’ll get a boot.
LIGHT VOICES: I wouldn’t whistle if you could give me two.
DARK VOICES: Whistle, whistle, old wife, and you’ll get a gown.
LIGHT VOICES: I wouldn’t whistle for the best one in town.
DARK VOICES: Whistle, whistle, old wife, and you’ll get a man.
LIGHT VOICES: Wheeple, Wharple, I’ll whistle if I can.
VI. Assignment
Look for a short story. Meet with your group, brainstorm and adapt the
chosen story for Readers Theater. Make sure the chosen story has the
sounds previously discussed.
Prepared by:
Anajean Jandayan
Jucarlo Jabla
English 3 ( Mth 9:00-10:30)