LESSON PLAN ON SOUND What does the sound of alarm clock tell us?
How about the sound
I OBJECTIVE: Talk about the meaning of the sounds
II SUBJECT MATTER
A. Focus Skill: Meaning of Sound Signal s
B. Reference/s: PELC, Speaking 4, English Expressways 1.pp.
Lesson Guides in Elementary English 1
C. Materials: Realia, pictures, jigsaw puzzles of animals, transportation and
other objects
III PROCEDURE:
A. Preparatory Phase
1. Motivation
Drill: Game: Passing the ball. Let the pupils form a big circle. Play
music or sing a nursery rhyme. Pass the ball. When music stops,
whoever is holding the ball will get one picture from the pocket chart
(pictures of animals, transportation/objects producing sound).
He/she will tell if the sound produced by the animal/transportation/
objects is loud or soft.
B. Lesson Proper
1. Presentation Phase
Post the pictures of objects that produce sound like drum,
telephone, bell, violin and clock.
Say: Look at the pictures of the objects. Let us name them. (Let
the pupils name the pictures placed in chart).
2. Analysis and discussion
Ask pupils to name the pictures in the chart.
Ask: What is common among the objects in the pictures? What
kind of sound do they produce, loud or soft? Let pupils produce
the sound of each picture. When you hear the sound of the school
IV EVALUATION
bell, what does it mean? What would you do if you hear its sound
Pantomime. Ask the child to pretend. Let them react the sound signals:
and you are outside your classroom? (Illicit answers from the
pupils).
Show the following pictures:
Illustration: A boy wakes up at the sound of an alarm clock
ringing.
Show pictures of fire clock, ambulance, telephone ringing, rooster
that crows in the morning
V AGREEMENT
Ask: What wakes up the child? What does the sound of a fire
truck mean? The ambulance? The roster? The telephone ringing?
of the school bell? The fire truck? The ambulance? The telephone,
the rooster? (sound signals). Can you give other objects that give
out sound signals? (illicit answers from pupils).
Integration of Value: Do we have to be alert to sound signals?
Why?
3. Oral Work Out Phase
3.1 The teacher provides some situations the pupils will produce
the needed sound that is appropriate for given situation.
4. Generalization
There will be two groups of pupils. One group will produce the
sound signals, the other group will tell the meaning.
Say: Objects, animals and transportation produce sounds. Sound
signal have meaning to tell.
C. Deepening Phase
The pupil will produce the sound as the teacher shows the picture.
Show the picture.
Illustrate: The water in the whistling kettle is boiling.
Illustrate: The ringing of the church bell.
Illustrate: The ice cream vendor is coming.
Illustrate: The sound of fire crackers.
Illustrate: The police whistling.
D. APPLICATION
Game: Prepare jigsaw puzzle of animals, transportation and objects.
Group pupils into smaller groups. Give each group jigsaw puzzle to
solve. The first group to solve the puzzle wins the games. Each group
tells what animal, transportation/object is and meaning.
There is emergency.
The police officer is directing road traffic.
There is a parade.
It is new year’s day.
The jeepney is in trouble.
There is a party
Draw a scene of an event. Tell what so0plound signal may be present in the
scene.