semi-detailed lesson plan [s] sound and [z] sound
TRANSCRIPT
Laguna State Polytechnic UniversitySan Pablo City Campus
San Pablo City
Lesson PlanFor
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 ConsonantsSpecific Topic: S as [s] sound and [z] soundReference: Speech and Oral Communication, pp.140-142Author: Rafael DiazMaterials: 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:
[s] [z]
CupsSuitsSleepsBakesChiefsPlatesBooksWalksWritesBooths
SpoonsShoesSnoresFriesLogsBowlsPencilsRidesReadsTimes
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-cansName-namesMeal-mealsBag-bags
Song-songs
Club-clubsPie-piesPen-pensWord-wordsNerve –nerves
The difference lies not in the voicing of [s], but also in the length of the vowel before it.
[s]Ice
PeaceLossPlaceRace
[z]EyesPeasLawsPlaysRaise
The ending [es] takes the [iz] sound after [s], [z], [sh], [zh] and [dz].Class-classesDance-dancesRose-rosesOoze-oozesUse-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].
SchoolSkyStaySmallSpit
Smart
SpoilScoldStarUnited StatesLoud snoreShort 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: 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