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Laguna State Polytechnic University                                   San Pablo City Campus                               ...
[s]                [z]                                          Cups                 Spoons                               ...
[s]       [z]                                             Ice        Eyes                                          Peace  ...
Create a short play that will require the students to act out and deliver lines in the      rhythmical pattern or in corre...
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Semi-detailed Lesson Plan [s] sound and [z] sound

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Semi-detailed Lesson Plan [s] sound and [z] sound

  1. 1. Laguna State Polytechnic University San Pablo City Campus San Pablo City Lesson Plan For Educ 4-A (Education Technology 1)I. OBJECTIVES: At the end of the lesson, the students should be able to: Give the mode of pronunciation of [s] sound and [z] sound Differentiate the [s] sound from [z] sound Pronounce properly the commonly used words having [s] sound and [z] soundII. SUBJECT MATTER: General Topic: Drills and Exercises on the English Consonants Specific Topic: S as [s] sound and [z] sound Reference: Speech and Oral Communication, pp.140-142 Author: Rafael Diaz Materials: Audio Media Flash Cards Visual AidsIII. PROCEDURE: A. Preparatory: Prayer Greeting of the class Checking of the attendance B. Review of the Past Lesson: What is the mode of pronunciation of [o] sound and [)] sound? What is the difference between [o] sound and [)] sound? C. Presentation: S as [s] sound and [z] sound There are three (3) ways of pronouncing “s”: In relation to the sound preceding it; As the plural form of nouns and the singular form of verbs; and As the prothetic “s”. Prothetic is the addition of a letter at the beginning of a word. Listen carefully to the pronunciation of “s” in the following words:
  2. 2. [s] [z] Cups Spoons Suits Shoes Sleeps Snores Bakes Fries Chiefs Logs Plates Bowls Books Pencils Walks Rides Writes Reads Booths TimesThe [s] in the first two columns is voiceless because it follows a voiceless sound, [p], [t], [k], [f],or [th]. The [s] in the last two columns becomes voiced [z] because it follows a voiced sound.The following nouns form their plurals by adding a separate syllable which is pronounced [z].This occurs after [b], [d], [g,] [v], [m], [n], [ng], [r] and after vowel sounds. The following areexamples: Can-cans Club-clubs Name-names Pie-pies Meal-meals Pen-pens Bag-bags Word-words Song-songs Nerve –nervesThe difference lies not in the voicing of [s], but also in the length of the vowel before it.
  3. 3. [s] [z] Ice Eyes Peace Peas Loss Laws Place Plays Race RaiseThe ending [es] takes the [iz] sound after [s], [z], [sh], [zh] and [dz]. Class-classes Dance-dances Rose-roses Ooze-oozes Use-usesThe combination of [s] plus another consonant at the beginning of a word is also a difficulty forFilipino learners of English. Do not add and extra syllable before initial clusters of [sp], [sk], [st],[sl], [sm] and [sn]. School Spoil Sky Scold Stay Star Small United States Spit Loud snore Smart Short StreetPRACTICE DRILLS: 1. Strong reasons make strong action. 2. I saw a ship sailing across the sea. 3. The decision was criticized without reservation. 4. It sometimes, but not always, pays to be positive. 5. A wise loser always tries to discern the cause of his failure. 6. His vast possessions resembled that of the millionaires of Brazil. 7. Sheila was supposed to present a revised edition of the book on cosmetics. 8. She sells short shirts and shell in the shop by the seashore. 9. He did not wish to push the issue to a finish. 10. George almost fell from the Jones Bridge as he rushed to deliver a package.IV. ASSIGNMENT:
  4. 4. Create a short play that will require the students to act out and deliver lines in the rhythmical pattern or in correct stress, intonation, phrasing and blending.PREPARED BY:Maria Monica M. AngelesBSEd 2-SSUBMITTED TO:Prof. Zenaida Cuenca
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