I.

Lesson: International Phonetics Alphabet (IPA)

II. Subject Matter
Topic: International Phonetics Alphabet (IPA)
Lesson:
Teaching phonetic symbols and pronunciation of phoneme T an D.
Many voiced sounds are used in the English language. That is, when you say that sound, your
vocal cords vibrate. Because the vocal cords vibrate when you make the D sound, it is a voiced
sound. Because the vocal chords do not vibrate when you make the T sound, it is a voiceless or
unvoiced sound. Instead, we generate the sound with a puff of air.
The T and D sounds are nearly identical. It's simplest to learn the distinctions between these two
sounds by listening to and seeing someone utter them.

Materials: Video presentation, ppt presentation, monitor, laptop, and audio.

Reference/s: Introduction to Linguistic.

III. Learning and Instructional Resources/References:

https://www.youtube.com/watch?
v=DFMX4aoNVY0&list=PL2IkMHFHWdEpVXEVB3PzzNIDBQt6SwziE&index=11
https://www.really-learn-english.com/english-pronunciation-lesson-24-t-and-d-sounds.html
IV. Procedure:
A. Review:
Call students and ask what they have learned in the past lesson.
 What can you recall? What was our lesson about?
 What are the most important parts of the previous lesson?

B. Motivation:
 Practice the voiced D sound
By pronouncing these words, you can practice the voiced D sound. Hold a piece of paper or
your palm in front of your lips to ensure that you are pronouncing the consonant rather than
puffing air into it. When you produce a voiced sound, the paper should not move
significantly.
 Dad, do, did, dog, mad, sad, Bad, Done, Loud, And.
 Now practice the voiceless T sound
Practice the voiceless T sound on a sheet of paper. When you make this sound, you should
expel a puff of air from your mouth, which should move the paper. It is not acceptable for
your vocal cords to vibrate.
To, Top, It, Get, Hot, Pot, To, Butter, Later, what.

c. LESSON PROPER
1. Activities: Group the students in to four groups. Two groups would be given the letter
T and the other two would be given D. They should prepare a clean paper and a marker
so they can write their answers. The teacher would count every 5 seconds after that they
would raise their answers.
Instructions : Each group is given a letter. In your clean paper you would write words
related to those letters (take note on relating it to the IPA format). Once the teacher is
done counting you would raise your answers and read it aloud once the teachers says so.
Every member should take turns on writing.
2. Abstraction:
 The students enhance their speaking and reading skills.
 Know the difference between the phonemes T and D.
 Students understand the importance of pronounciation.

3. Application: Think of 3 words with the T and D sounds and pronounce them in front.
One by one when the teacher calls you.

4. Assessment: List down in table 1 the words that contain the following.
 5 words that begin with T
 5 words that have "T" in the middle.
 5 words that end with the letter T.
For example.
phoneme At the beginning of In the middle of a At the end of word
the word word
 T Toe Toothbrush Asphalt
Table1:
T 1. 1. 1.
T 2. 2. 2.
T 3. 3. 3.
T 4. 4. 4.
T 5. 5. 5.

Exercise 2
List down in table 2 the words that contain the following:
 5 words that begin with D
 5 words that have "D" in the middle.
 5 words that end with the letter D
Table2:
e.g.
phoneme At the beginning of In the middle of a At the end of word
the word word
D doodle undo did

phoneme At the beginning of In the middle of a At the end of word

the word word
D 1. 1. 1.
D 2. 2. 2.
D 3. 3. 3.
D 4. 4. 4.
D 5. 5. 5.

C. Assignment: Create a 300 word essay about the importance and the difference between T
and D.

Prepared by: Carandang, Nicole L.