Name: _______________________________________________ Class Number: _____________

Section: ___________________ Schedule: _______________________ Date: ___________________________

Lesson #8 title: Cycle 2, Speaking Session: Vowels

Materials:
Lesson Objectives: Student Activity Sheets
1. To identify the different vowel sounds in English.
2. To speak about familiar topics in 6-8 sentences. References:
3. To self-reflect on speaking skills.

Welcome to session #8 – this is a speaking session.

A. LESSON REVIEW/PREVIEW:
Activity 1: Answer the following.
1. What are the five vowels? _____ _____ _____ _____ _____
2. Write words that start with vowels – 5 for each vowel.

VOWELS

WORDS

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Name: _______________________________________________ Class Number: _____________
Section: ___________________ Schedule: _______________________ Date: ___________________________

B. DEVELOPING THE SKILL

Activity 2: Read and understand the information presented below. Highlight important details as
you read.

We all learn to pronounce words in English through imitation. When we were beginner
learners, we innocently imitated what we heard from our parents, teachers, peers, and even in
movies. Thus, the fundamental method by which one learns to speak English is through imitation.
However, many Filipinos struggle with pronouncing some sounds when learning or speaking
the English language. This is because English is just our second language. We are used to speaking
English words using our own language’s sounds, hence, the mispronunciation. Mispronunciations are
sometimes dangerous as these might cause miscommunication.
One common example of this mispronunciation error is our vowels. In many Filipino
languages, there are fewer vowel sounds than the English language. For example, Filipino has 5
vowel sounds and Cebuano-Visayan has only 3 vowel sounds, whereas English has approximately 20
vowel sounds. Because of the influence of the mother tongue or the native language, for some
people the words “dean” [dēn], “den” [den], and “din” [din] might sound the same.
Hence, when learning the English language, it is necessary to know its various vowel sounds
so our mouths can produce them correctly and in effect, avoiding communication mishaps.

Activity 3: Minimal Pairs

Listen as your teacher speaks the words. Write words that have the same vowel sounds
with what you hear.

Symbol English Examples Give Your Examples

[i] bead, peek, receive

[I] him, been, women

[ɛ] says, tread, leopard

[æ] have, bad, act

[e] say, natal, matrix

[a] ox, god, crop

[^] love, blood, trouble

[ə] ago, color, cupboard

[u] shoe, blue, food

[ʊ] pull, book, could

[ɔ] law, daughter, caught

[o] oath, folk, beau

[ɑ] father, hot, body

THIS DOCUMENT IS PROPERTY OF PHINMA EDUCATION ENG 189, Session #8, 2

Name: _______________________________________________ Class Number: _____________
Section: ___________________ Schedule: _______________________ Date: ___________________________

Activity #4: Tongue Twisters

With your teacher, explore how to say these tongue twisters.

1. I scream, you scream, we all scream, for ice cream!

2. Brave, bleeding boys battle bald, biting babies

Biting babies ride battle toys while bumbling boys brave bald biting babies

3. Peter Piper picked a peck of pickled peppers,

A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled
peppers
Where’s the peck of pickled peppers that Peter Piper picked?

4. Betty Botter bought a bit of butter.

“But,” she said, “this bit of butter’s bitter,
But a bit of better butter mixed with this butter might just make my bit of bitter butter
better.” So, Betty bought a bit of better butter to make her bitter butter better.

After, record yourself practicing these tongue twisters.

Activity #5: Brainstorm

Which sound symbol do the following words belong to? Match the words to their
appropriate sounds.

scream, so, brave, bleeding, battle, babies, bald, Peter, picked, peck, Botter, mixed, butter,
better, bought

Symbol Word/s
[i]
[I]
[ɛ]
[æ]
[e]
[a]
[^]
[ə]
[u]
[ʊ]

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Name: _______________________________________________ Class Number: _____________
Section: ___________________ Schedule: _______________________ Date: ___________________________
[ɔ]
[o]
[ɑ]

Activity #6: Speaking Practice

6.A: Brainstorm (5 mins)
To prepare and organize your thoughts, create a concept map about an object that is very
important to you. It must be a physical object.

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Name: _______________________________________________ Class Number: _____________
Section: ___________________ Schedule: _______________________ Date: ___________________________

6.B: Speaking about Something Important

In 6-8 sentences, describe something you own which is very important to you. Your sentences
should include:
● Where you got it from
● How long you have had it
● What you use it for
● Explain why it is important to you.

6.C Record and prepare to submit to your teacher.

Be prepared. Your teacher will ask random students to share. Use this opportunity to practice
the pronunciation of the vowel sounds you learned earlier.

6.D Evaluate your speaking performance

RUBRICS for SPEAKING
4 – Exceeds the Criteria, 3 – Meets the Criteria, 2 – Meets some of the Criteria, 1 – Does not meet
the criteria
Coherence Lexical Grammar Pronunciation Fluency and
and Answers Resource Elaboration
The sentences Uses The speaker Pronunciation Speaks at
are very sophisticated has consistent is precise and length without
coherent, and vocabulary grammatical is effortless to effort, and only
a wide use of with a very control. The understand. few short
transitional natural control errors pauses are
devices are of lexical committed are evident.
Descriptors being features and just simple Answers are
employed. precisions in “slips”. being
many topics elaborated
Answers are
very much
connected with
the topic.
Rate

Total

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Name: _______________________________________________ Class Number: _____________
Section: ___________________ Schedule: _______________________ Date: ___________________________

C. THINKING ABOUT LEARNING

Activity 7: My Learning

1. Make a list. Provide at least 3 for each.

My strengths in speaking:
A. _____________________________________________________________________
B. _____________________________________________________________________
C. _____________________________________________________________________

My needs in speaking:
A. _____________________________________________________________________
B. _____________________________________________________________________
C. _____________________________________________________________________

2. What is one thing you will remember about this session? ________________________________________

3. How would you like your teacher to help you? __________________________________________________

Nicely done! You are finished with session #8!

KEY TO CORRECTIONS

Activity 3
Symbol Word
[i] bleeding, scream
[I] picked, mixed
[ɛ] peck, better
[æ] battle
[e] brave, babies
[a] Botter
[^] butter
[ə] Peter
[u]
[ʊ]
[ɔ] bought
[o] so
[ɑ] bald

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