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.

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)