DIVISION TRAINING ON LANGUAGE PROFICIENCY AND CONTENT

KNOWLEDGE ALIGNED WITH PROJECT E-BEST (PHASE 1)

TRAINING MODULE

LESSON 1 – THE VOWEL SOUNDS IN ENGLISH LANGUAGE

TOPIC: English Vowel Sounds with their IPA Symbol

/ɑ/ - father, hot, body /∂/ - sofa, about

/ɔ/ - law, daughter, caught /^/ - love, blood, trouble
/ɛ/ - said, head, says /Ʊ/ - book, could, pull
/i/ - heat, be, receive / ɝ / - burn, journey, worth
/I/ - him, been, women /U/ - through, blue, do
/æ/ - have, bad, act

I. OBJECTIVES:
1. Distinguish the different vowel sounds found in the English language
2. Produce the sounds of each vowel accurately
3. Read words containing these vowel sounds correctly

MATERIALS: word cards, speaker, laptop, LCD projector, markers, manila paper, worksheet

II. LEARNING ACTIVITIES

A. Priming Activity: Group Yourselves

 Give each participant a word card with a word containing an identified vowel sound.

/ɑ/ /ɔ/ /ɛ/ /i/ /I/

father law said heat him
hot daughter head be been
body caught says receive women
arm thaw any she it
half fall red sunny dish

/æ/ /∂/ /^/ /Ʊ/ /ɝ/ /U/

have sofa love book burn through
bad about blood could journey blue
act focus trouble pull worth do
and gallop up put turn room
black circus tough should learn who

 Their task is to identify the vowel sound in their word and find other participants with the
same vowel sound.
 Once they have found their groups, ask each group to come in front and read their word one
by one.
 Provide no reactions whether their groupings were correct or not. They will be the one to
determine it after they have watched the video on vowels.
 B. Speech Lesson

a. Rachel’s English Video

 Have the participants watch the video on Rachel’s English.
 Ask them to follow and repeat as each English vowel sound is produced.
 After watching the video, let them decide if the words they grouped together really have
the same sound. If not, allow them a few minutes to find their correct group.
 Then, have them read the words again aloud by group.

b. English Vowels Ppt

 Using the ppt, discuss the different vowel sounds in English.
 Explain that even though there are only five vowels, there are more than 5 sounds.
 Discuss also the spelling patterns that may produce the vowel sound.
*note: some spelling patterns may be repeated over other vowel sounds.
 Have the participants recite the drills after each vowel sound.

C. Application: Name Game

 Divide the participants into 8 groups with as much equal number as possible.
 Tell them to think of a one-syllable word that fits the definition and has the given vowel
sound.

1. /U/ - to sail for pleasure (cruise)

2. /^/ - an enormous amount of water that covers that streets (flood)
3. /i/ - a four-legged animal (sheep)
4. /ɔ/ - used in seasoning or preserving food (salt)
5. /Ʊ/ - a part of the household help (cook)
6. /ɑ/ - a kind of water transportation (yacht)
7. /I/ - a part of your arm (wrist)
8. /æ/ - an animal that flies (bat)
9. /ɛ/ - a verb that is synonymous to shout (yell)
10. /ɝ/ - an article of clothing (shirt)

 When time is up, have them read aloud their list.

 Let the other participants decide if the name words they used are correct or not according to
their assigned vowel sound.

III. EVALUATION
A. Choose the word with a different letter sound from the group.
1. beast breast feast least
2. shoe hoe foe doe
3. teen been seen keen
4. many heavy guess women
5. police malice device justice
6. pool cool wool fool
7. tough cough rough dough
8. math mark farm part
9. nurse store earth girl
10. sauce cause laugh fault

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LESSON 2 – THE DIPHTHONGS IN ENGLISH LANGUAGE

TOPIC: Diphthongs & their IPA Symbols

/∂Ʊ/ - town, round, bough /∂I/ - my, height, by

/OƱ/ - though, know, show /eI/ - fade, maid, gauge
/ɔI/ - toy, moist, joy /ju/ - beauty, union, feud

I. OBJECTIVES:
1. Distinguish the different diphthong sounds found in the English language
2. Produce the sounds of each diphthong accurately
3. Read words containing these diphthong sounds correctly

MATERIALS: word cards, speaker, laptop, LCD projector, markers, manila paper, worksheet

II. LEARNING ACTIVITIES

A. Priming Activity: Box of Words

 Divide the participants in the group.
 Give each group a box of pictures. Have them name each picture and identify the common
diphthong sound and the spelling pattern.

/∂Ʊ/ /OƱ/ /ɔI/ /∂I/ /eI/ /ju/

house bone coin eye rain cube
mouse rose noise five eight cute
crown soap point light sleigh fuel
cow boat boy cry cake hue
blouse snow toy tie pray pew

 Then, have them guess / choose the IPA symbol for the group of words from the list on the
board.
 Ask each group to present picture-words to the class.

B. Speech Lesson

a. Rachel’s English Video

 Have the participants watch the video on Rachel’s English.
 Ask them to follow and repeat as each diphthong sound is produced.
 After watching the video, let them decide whether they were able to correctly identify
the diphthong sound for their picture-words.

b. English Diphthongs Ppt

 Using the ppt, discuss the different diphthong sounds in English.
 Explain that diphthongs are speech sound that begins with one vowel sound and
changes to another vowel sound in the same syllable.
 Have the participants recite the drills after each diphthong sound.

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C. Application: Poem Recitation
 Give each group a copy of the poem “The Problem of Pronunciation”
 As a group, they will recite the poem, giving emphasis to the correct pronunciation of the
underlined words.

The Problem of Pronunciation

Anonymous

When the English tongue we speak,

Why is break not rhymed with freak?
Will you tell me why it’s true
We say sew, but likewise few,
And the maker of the verse
Cannot cap his horse with worse?
Beard sounds not the same as heard;
Cord is different from word;
Cow is cow, but low is low;
Shoe is never rhymed with foe.
Think of hose, and dose and lose,
And goose, and yet of choose.
Think of comb and tomb and bomb,
Doll and roll, and home and some,
And since pay is rhymed with say
Why not paid with said, I pray?
We have blood and food and good;
Mould is not pronounced like could.
Therefore done, but gone and lone.
Is there any reason known?
And, in short, it seems to me
Sounds and letters disagree.

III. EVALUATION

A. Choose the word with a different letter sound from the group.
1. frost most ghost post
2. found sound wound ground
3. maid said laid paid
4. reply July why city
5. weigh height vein reign

B. Write YES if the underlined letter/s has the same sound and NO if not.

6. view – grew NO /ju/ - /u/

7. ought – ounce NO /OƱ/ - /∂Ʊ/
8. aisle – ail NO /∂I//eI/
9. voice – moist YES both /ɔI/
10. how – now YES both /∂Ʊ/

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LESSON 3 – CRITICAL CONSONANT SOUNDS IN ENGLISH

TOPIC: Critical Consonant Sounds & their IPA Symbol

[p]= pat [f]= foot [b]= bat [v]= van

[t]= tap [d]=dam [s] = sap [z] = zip

The Sounds of Final ED

• [t] – when the verb ends in voiceless consonant sound
• [p], [k], [f], [s] clapped baked coughed
• [d] – when the verb ends in a voiced consonant sound
• [r], [l], [v], [z] bored called saved
• [Id] – when a verb ends in a [t] or [d] sound parted acted shouted

The Sounds of Final S

• [s] – when it follows a voiceless consonant sound
• [p], [k], [f] caps books laughs
• [z] – when it follows a voiced consonant sound
• [r], [l], [v], [g] bears bags balls
• [Iz] – when a verb ends in [s] [z] [ʃ][ʧ] [ʤ] sound wishes badges buses

I. OBJECTIVES:
1. Distinguish the sounds of critical consonants found in the English language
2. Articulate the sounds of final ed and s
3. Produce the initial, medial, and final sounds of each critical consonants
4. Read words containing these critical consonant sounds correctly

MATERIALS: speaker, laptop, LCD projector, markers, manila paper, worksheet

II. LEARNING ACTIVITIES

A. Priming Activity: My Bonnie

 Inform the participants that they’ll be listening to the song “My Bonnie”
 Instruct them that when they hear the sound of /b/, if they’re standing they have to sit down
and if they’re on their seats, they have to stand up.

[Play the Song]

 Explain that recognizing the sound of /b/ is called phonemic awareness. This means that a
person is able to hear, distinguish, and manipulate sounds in spoken words, and the
understand that spoken words and syllables are made up of sequences of speech sounds

B. Speech Lesson

a. Rachel’s English Video

 Have the participants watch the video on Rachel’s English.
 Ask them to follow and repeat as each consonant sound is produced.

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 b. Critical Consonant Ppt
 Using the ppt, discuss the different critical consonant sounds in English.
 Explain that not all consonant sounds in the English alphabet will be discussed. Only
those letters whose sounds are often mispronounced, interchanged with other
sounds, or not pronounced at all were included.
 Have the participants recite the drills after each critical consonant sound.

c. Application: Tongue Twisters

 Divide the participants into groups and give each group a copy of the tongue twisters.
 Allow them ample time to practice reciting each verse.
 Then, have them recite the verses in chorus or they may assign a member of the group to
recite each one.

1. The professor professed that professional proficiency would be preferred.

2. The fancy-pants lapped, laughed, lept, and left.
3. Four furious friends fought for the phone.
4. The pool is full of fools.
5. The slow snake slithers silently circling the lazy zebra.
6. The vagabond begs for a vacant room in the backyard.
7. It’s everybody’s business to avoid extravagant banquets.
8. Betty loves the velvet vest best
9. Betty bought a bit of butter to make a better batter.
10. The two twenty-two train tore through the tunnel.

III. EVALUATION

Identify the sound of final ed. Write /d/, /t/, or /Id/

1. apologized /d/
2. responded /Id/
3. promised /t/
4. called /d/
5. asked /t/

Identify the sound of final s. Write /s/, /z/, or /Is/

1. changes /Is/
2. teaches /Is/
3. writes /s/
4. boys /z/
5. says /z/

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LESSON 4 – CRITICAL CONSONANT SOUNDS IN ENGLISH

TOPIC: Critical Consonant Sounds & their IPA Symbol

th [θ] = think (voiceless / soft) c [s] = cent (soft)

[ð] = this (voiced / hard) [k] = car (hard)

ch [ʃ] = machine g [g] = guard

[ʧ]= touch [ʤ]= germs
[k] = choir

I. OBJECTIVES:
1. Distinguish the sounds of critical consonants found in the English language
2. Articulate the sounds of soft and hard th, c, and g and the three sounds of ch
3. Produce the initial, medial, and final sounds of each critical consonants
4. Read words containing these critical consonant sounds correctly

MATERIALS: speaker, laptop, LCD projector, markers, manila paper, worksheet

II. LEARNING ACTIVITIES

A. Priming Activity: Pass the message

 Divide the class into groups with equal number of members.
 Play the game “pass the message” using the tongue twisters below.
 I thought I thought of thinking of thanking you (voiceless th)
 A cook carried crates of cabbages across a crooked court. (hard c)
 Gorgeous Gertrude Gay gazed at the grey goose gaily. (soft and hard g)
 Which witch wished which wicked wish? (ch as ch)
 Lesser leather never weathered wetter weather better. (voiced th)

 When all have written their tongue twisters on the board, have them identify the common
sound found in each tongue twister.

B. Speech Lesson

a. Critical Consonant Ppt

 Using the ppt, differentiate soft and hard sounds of some consonants in English.
 Let them contrast the sounds orally.
 Have the participants recite the drills after each critical consonant sound.

C. Application: Give me three!

 Ask the participants to return to their groups during the preliminary activity.
 In the next activity, they need to come up with three things for each given category. But the
words on their list should not appear with another group’s list; otherwise, it would not be
given a point.

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  The sound may be found in the beginning, middle, or end.
 They may use their mobile phones to access the internet IF ALL WOULD DO IT.

1) ch as [ʧ] – 3 things you can eat or drink (cherry, chocolate, cheese, chicken, etc.)
2) ch as [ʃ] – 3 occupations (chef, chauffeur, chaperone, etc.)
3) ch as [k] – 3 school subjects (chemistry, psychology, archaeology, etc. )
4) th as [ð] – 3 pronouns (that, this, these, those, they, them, etc. )
5) th as [θ] – 3 body parts (mouth, thumb, thigh, teeth, etc.)
6) c as [s] – 3 girls names (Cindy, Alice, Janice, etc.)
7) c as [k] – 3 verbs (cook, cut, carry, etc. )
8) g as [g] – 3 animals (goat, gorilla, pig, dog, dragon, etc.)
9) g as [ʤ] – 3 adjectives (huge, gorgeous, generous, angelic, etc.)

III. EVALUATION

Write YES if the underlined letter/s has the same sound and NO if not.
1. touch – picture YES
2. bath – bathe NO
3. chef – chief NO
4. sugar – magic NO
5. arrange – massage NO
6. cemetery –ceremony YES
7. character – chorus YES
8. decay – choir YES
9. feather – further YES
10. fourth – neither NO

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LESSON 5 – COMMONLY MISPRONOUNCED ENGLISH WORDS

TOPIC: Commonly Mispronounced English Words

I. OBJECTIVES:
1. Recognize the correct pronunciation of English words usually mispronounced by Filipinos
2. Say the words with the correct pronunciation

MATERIALS: laptop, LCD projector

II. LEARNING ACTIVITIES

A. Priming Activity: Try it Out!

 Present the commonly mispronounced words to the participants.
 Ask them to say the word clearly.
 Correct any errors in pronunciation and ask them to repeat the word.
zero nine ninety
one ten elementary
two twenty superintende
three thirty nt

four forty ceremony

five fifty committee

six sixty mango

seven seventy percentage

eight eighty

B. Speech Lesson

a. Commonly Mispronounced Word

 Discuss the other commonly mispronounced English words and demonstrate the correct
way to say these words.

1. WHOLE- HOWL not HUL

2. SAUCE- sos not sows
3. PIZZA- peet-sa not pee cha\
4. MANGO- mAng-go not mEng-go
5. EVALUATE- i-val-YOO-wait not eVAL-wait
6. EXAMPLE / EXAM / EXACT / EXAGGERATE / EXHIBIT – igsample, igsam, igsakt…)
7. COCOA- kow-kow not kok-wa

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 8. EXHAUST- ig-zost (no H)GRADUATE-gra-joo-it
9. BUSY- biz-ee not bee-se
10. OF- uhv or ov not off
11. WHOLE OWL not HUL
12. CAPABILITY- kay-puh-BIL-i-tee not cah-puh-BIL-i-tee
13. GIGANTIC – pronounced as JAI-gan-tic
14. affidavit. “æf i DEI vit” (not “æf i DÆ vit”). A sworn statement in writing.\\
15. almond. “ÆM uhnd” (not “ÆL muhnd”). A delicious nut.
16. any. “EN ee” (not “EY nee”). One chosen at random.
17. awardee. “uh wor DEE” (not “uh WAHR dee”). One that receives an award.
18. category. “KÆT uh go ri” (not “kuh TE go ri”). Class.
19. cemetery. “SEM i ter ee” (not “se MEN tuh ree”). Burial grounds.
20. cleanliness. “KLEN lee nis” (not “KLEEN li nes”). State of being clean.
21. coupon. “KOO pahn” or “KYOO pahn” (not “KOO p0n”). A detachable slip.
22. education. “ej uh KEI shuhn” (not “ed yoo KEI shuhn”). The process of learning.
23. genre. “ZHAN ruh” (not “JEN re”). Type or class.
24. sauce. “sos” (not “sohs”). A flavorful liquid drutensil. “yoo TEN sil” (not “YOO ten
sil”). An implement or tool.

C. Application: Let’s Talk!

 Ask the participants to create a dialogue using the words recently dicussed.
 They need to be able to use 15 words and more during their 5- Munit pression.

IV. CULMINATING ACTIVITY

Choral Reading – Chicka, Chicka Boom, Boom

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