St. Paul College Makati D. M. Rivera St.

, Poblacion, Makati City

LESSON PLAN
Quarter: Third Quarter Delivery Date: October 18-22, 2010 Subject: English II Unit No. & Heading: I. Speaking/Listening Lesson No. & Heading: Contrasting Vowel Sounds, English is a Crazy Language I. Objectives: At the end of the lesson the learners are expected to: 1. identify words with contrasting vowel sounds; 2. appreciate the uniqueness of the English Language; 3. experience a sense of belongingness in the class during group activities II. Instructional Materials: flats III. Lesson Development: Day 1 (October 18, Monday) Third day of the Periodic Examination Day 2 (October 19, Tuesday) The students will check their test papers (2nd Periodic Examination). Items that they werent able to answer correctly will be conferred. The presentation of the 2nd Quarter Course Outline will be presented afterwards. A brief discussion about the course outline will be done. Day 3 (October 20, Wednesday) A. Presentation Strategy The teacher invites the students to read the poem below. Eye Rhyme Bear and dear Share, I fear The pointless deceptiveness Of there and here. Some and home Tomb and comb, Sin against the tongue Like from and whom. Howl and bowl Foul and soul, Mislead the ear Like doll and toll. Give and dive Live and thrive, Bewilder the moppet Of six or five. The students are instructed to take note of the words whose spellings are similar but not rhyming. B. Processing Strategy The teacher gives pronunciation drills of words with contrasting vowel sounds. MAT vs MET sad-said bat-bet jam-gem ham-hem tan-ten MAT vs MART lad-lard cat-cart bad-bard pat-part lads-large BAT vs BUT bad-bud ran-run tab-tub flax-flux drag-drug Love and hove Dove and strove Sound no more alike Than glove and cove. Pew and sew Do and go Fail expectation Like now and slow. Laid and said Must be read As if they rhymed With neighed and Ned.

dad-dead fad-fed last-lest mash-mesh knack-neck CURT vs CART stir-star firm-farm lurk-lark herd-hard birds-barge perch-parch curse-cars yearn-yarn shirk-shark burn-barn

back-bark mash-marsh chat-chart shack-shark match-march ILL vs EEL did-deed hid-heed fit-feat nil-kneel kin-keen chip-cheap hit-heat mitt-meat rich-reach rip-reap

began-begun sang-sung clack-cluck stand-stunned flatter-flutter AWE vs OWE law-low walk-woke fawn-phone gnaw-know laud-load chalk-choke ought-oat bought-boat tossed-toast clause-close

C. Generalization Pronunciation plays a vital role in communication. Since some words have minimal difference in terms of vowel sounds, one should always make sure that he/she pronounces correctly to avoid misinterpretation. D. Evaluation The students are asked to go to their groups. They are to come up with five sentences which contain words with contrasting vowel sounds. Their outputs will be presented in class. E. Agreement Give at least three pairs of words for each the given contrasting vowel sounds. Day 4 (October 21, Thursday) A. Presentation Strategy The teacher invites the students to read the poem below. Our Wealth of English Homonyms Owe that eye mite bee that be Winging hur weigh oar the see, Oar the waives sew bright and blew, With the fishes glinting threw, Sea-ing pour-poises at play, Here-ing the see-hoarses nay, Passing I-lands green and fare, With myrrh-mades on them hear and their, And sum times sea a killer whale Cinque a wore-ship with it's tale. Owe that eye mite bee as free Two go winging ore the see!

The students are asked to cite their observations on the poem. B. Processing Strategy The teacher posts the text English is a Crazy Language on the board. English is a Crazy Language There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England nor French fries in France. Sweetmeats are candies while sweet-breads, which aren't sweet, are meat. We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don't fing, grocers don't groce and hammers don't ham? If the plural of tooth is teeth, why isn't the plural of booth beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn't it seem crazy that you can make amends but not one amend, that you can comb through the annals of history but not a single annal? If you have a bunch of odds and ends and get

rid of all but one of them, what do you call it? If teachers taught, why didn't preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? If you wrote a letter, perhaps you bote your tongue? Sometimes I think all the English speakers should be committed to an asylum for the verbally insane. In what other language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? Park on driveways and drive on parkways? How can a slim chance and a fat chance be the same, while a wise man and wise guy are opposites? How can overlook and oversee be opposites, while quite a lot and quite a few are alike? How can the weather be hot as hell one day and cold as hell another. Have you noticed that we talk about certain things only when they are absent? Have you ever seen a horsefull carriage or a strapfull gown? Met a sung hero or experienced requited love? Have you ever run into someone who was combobulated, gruntled, ruly or peccable? And where are all those people who ARE spring chickens or who would ACTUALLY hurt a fly? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which an alarm clock goes off by going on. English was invented by people, not computers, and it reflects the creativity of the human race (which, of course, isn't a race at all). That is why, when the stars are out, they are visible, but when the lights are out, they are invisible. And why, when I wind up my watch, I start it, but when I wind up this essay, I end it. The students are invited to engage in the discussion with the following guide questions: 1. What is the selection all about? 2. Give some words that were compared in the selection. 3. What does the selection imply about the English? C. Generalization The English Language, just like all others, is complex. The characteristics that this language possesses also resulted from the changes brought about by the creativity of humans. D. Evaluation The students are asked to think of E. Agreement Day 5 (October 22, Friday) A. Presentation Strategy The students will engage in a speech drill romped bumped worshipped junked shrieked surfed varnished malnourished panicked winced B. Processing Strategy robbed sobbed bugged screamed reigned vied massaged owed queued subdued invested officiated suffocated protected blinded united violated inherited nominated presided

IV.

The students are asked to go to their groups. They will be given different tongue twisters and they are to recite it in class, observing correct pronunciation. Formation Strategy Core Value: Christ-centeredness-Community Specific Value: Sense of Belongingness Scriptural Text: The princes of the people are gathered together, even the people of the God of Abraham: for the shields of the earth belong unto God: he is greatly exalted. ~Psalm 47:9 Subliminal Message: The teacher exemplifies being considerate to those who are not quite at par with the rest of the class by encouraging them to participate.

V. References Ballesteros, Carmlita C., 2001; A HANDBOOK ON SPOKEN ENGLISH FOR FILIPINOS 6. Rex Bookstore, Inc. Ladera, Helen Ponce de Leon, et al, 2010; PROFICIENCY IN ENGLISH II. Rex Bookstore, Inc. http://www.spellingsociety.org/news/media/poems.php http://www.etni.org.il/farside/crazyenglish.htm

Submitted by:

Ms. Maria Cristina M. Del Cano Subject Teacher

Mr. Melvin E. Panol Subject Teacher

Date of Submission: October 16, 2010 Remarks: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Reviewed by: ________________________ STL/Date Noted by: __________________________ ATC/Date

Approved by: _________________________ Assistant Principal/Date