This lesson plan aims to teach students the difference between the [s] and [z] sounds in English. It provides examples of words containing these sounds, such as "cups" with an [s] sound versus "spoons" with a [z] sound. The plan explains that [s] is voiceless when following voiceless sounds like [p] or [t], but becomes voiced [z] after voiced sounds. Students will practice differentiating these sounds in words and learn rules for when [s] sounds like [z], such as after vowels. Exercises are provided to reinforce the concepts. For assessment, students will create a short play using correct pronunciation of these sounds.

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]
sound
II. 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 Aids
III. 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. [s] [z]
Cups Spoons
Suits Shoes
Sleeps Snores
Bakes Fries
Chiefs Logs
Plates Bowls
Books Pencils
Walks Rides
Writes Reads
Booths Times
The [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 are
examples:
Can-cans Club-clubs
Name-names Pie-pies
Meal-meals Pen-pens
Bag-bags Word-words
Song-songs Nerve –nerves
The difference lies not in the voicing of [s], but also in the length of the vowel before it.

3. [s] [z]
Ice Eyes
Peace Peas
Loss Laws
Place Plays
Race Raise
The ending [es] takes the [iz] sound after [s], [z], [sh], [zh] and [dz].
Class-classes
Dance-dances
Rose-roses
Ooze-oozes
Use-uses
The combination of [s] plus another consonant at the beginning of a word is also a difficulty for
Filipino 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 Street
PRACTICE 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. 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. Angeles
BSEd 2-S
SUBMITTED TO:
Prof. Zenaida Cuenca