TEACHING STRATEGY PLANNING FORM

Teacher : MARIA TERESA T. ASISTIDO, M.A.Ed.-English & Literature

Subject : Speech & Stage Arts
Thematic Unit : The American “T” Rules

Part I - OBJECTIVES and RATIONALE

A. TITLE : The American Accent

B. RELATED GOALS : At the end of 40-minute instruction, the students will be able to:

1. Identify problem sounds that interfere effective communication;

2. Distinguish sound and mouth position to increase awareness of subtle sound differences;

3. Demonstrate varying sounds to produce the American accent and intonation; and

4. Illustrate voicing or commonly sound in the American “T” situations.

C. SPECIFIC OBJECTIVES: At the end of the presentation, students will be able to:

1. Identify the four situations of the American “T”;

2. Distinguish the words with American “T” situations;

3. Produce the sounds correctly with words in the American “T” situations;

4. Practice sentences and tongue twister containing the American “T”; and

5. Perform interpretive poetry reading to class emphasizing the American “T” situations.
D. RATIONALE

With the influx of call centers nowadays, there is a great deal of teaching pronunciation the American way to

students in schools. Pronunciation involves far more than individual sounds. Word stress, sentence stress, intonation,

and word linking all influence the sound of spoken English, not to mention the way learners often slur words and

phrases together in casual speech. 'What are you going to do?' becomes 'Whaddaya gonna do?' English pronunciation

involves too many complexities for learners to strive for a complete elimination of accent, but improving

pronunciation will boost self esteem, facilitate communication, and possibly lead to a better job or a least more

respect in the workplace. Effective communication is of greatest importance, so as teachers, choosing first to work on

problems that significantly hinder communication and let the rest go would help students learn strategies for dealing

with misunderstandings, since native pronunciation is for most an unrealistic goal. One technique teachers have to

introduce to students is the knowledge and production of the four American “T” situations.
 Part II – Lesson Proper

Activity Purpose Expected Student Behavior Planned Teacher Behavior Materials

I. Pre-activity
Singing a song To elicit questions for self- Listen to the song. Asks students to listen to the song.
awareness regarding the Gives instructions to: Copy of the song.
lesson. LCD projector
a. underline words with “t”.
Underline words with “t”. b. listen to the first stanza of the
Listen to the song. song paying attention to the
aspirated “t” sound.
c. Encircle the words with
Encircle the words with aspirated aspirated “t” sound.
“t” sound. Explains the reason how these words
differ from the other words which are
not aspirated.

II. Lesson Proper

The 4 “T”’s To introduce the American Participate in the class activity in Presents the four American LCD projector
“T” situations. the: “T” situations with words and Copy of the tongue
sentences: twister
To familiarize words with the a. production of the four
American “T” situations. American “T” situations
in: a. The Hard “T”
To master the production of 1. words b. The Soft “T”
American “T” situations. 2. sentences
Tongue twister
b. presentation of the tongue
twister
c. The Held “T”
d. The Silent “T”

Activity Purpose Expected Student Behavior Planned Teacher Behavior Materials

III. Post Activity

Assignment for next

meeting. To enhance skills in effective Participate in the group Groups students and assigns leader for
production of the American presentation of the reading of the the presentation of the reading of a
“T” sounds in the four poem of their choice emphasizing poem.
situation. the American “T” situations.

References:

www.americanaccent.com
Aegis People Support Module 4
Yates, J. (2005), Pronounce it Perfectly in English.Barrons International Series, Inc.