Word Search

Euphoria /yu-for-Ə/
(n.) a feeling of well-being or elation

Example: The initial euphoria following their victory in

the election has now subsided.

Synonym: cloud nine, ecstasy, elation, seventh

heaven
Objectives
Most Essential Learning Competency

Articulate the English words

At the end of the lesson, I am expected to:
A. Familiarize conscientiously the IPA
notations through break-a-part activity;
B. Articulate correctly the texts aloud
through reader’s theater; and
C. Cite willfully the importance of the
lesson through one-minute paper.
Break-a-part
Mechanics:
1. With your row mates, produce the individual
sounds of the assigned word.
2. Each member of the team, should produce the
individual sounds until the word is complete.
3. Other teams should guess the what is the
assigned word per row.
Vowel Sounds
dotted i
feet
seat
barred I
fit
sit
/ey/
bake
take
/eh/
beg
keg
diagraph
apple
ham
unhooked u
put
bull
close o
bowl
role
open o
law
bowl
Diphthongs
Consonant Sound
 PLACE OF ARTICULATION
Bilabial : two lips (b, p, m, w)
Labiodental : lower lip and
upper teeth (f, v)
Interdental : tongue and
upper teeth (th)
Glottal : glottis (h)
Alveolar : tongue and alveolar ridge (t, d, s, z, n, l)
Palatal : tongue and palate (sh, zh, ch, j, r, y)
Velar : tongue and velum (k, g, ng)
 MANNER OF
Stops : sound is blocked (p, b, t, d, k, g)
ARTICULATION
Fricatives (friction) : air is impeded but not
blocked (f, v, th, s, z, sh, zh, h)
Affricatives : begin w/stop, end
w/fricatives (ch, j)
Nasal : air released through nose (m, n,
ng)
Liquids and Glides :
L – both side of tongue (l, r)
G – minimal closure and release (w, y)
/th/
Thank
think
/th/
they
this
/sh/
shine
siomai
/zh/
measure
pleasur
e
/ch/
change
choose
 /j/
judge
jungle
/y/
yell
yawn
/ng/
sing
fling
Practice Test
TRANSCRIPTION ENGLISH WORD
/Ədmɪt/
/brænʧƐz/
/kƏmbaɪn/
/ʧæmpjƏn/
/dƏlaɪt/
/ƏlæbƏret/
/gƆrdǯƏz/
/lƏzƏn/
/mƐǯƏr/
/pravƏnzƏs/
Reader’s Theate
Mechanics:
1. The class will be divided into different roles
in the story.
2. Then, each group will read their part.
3. Exercise correct production of the words
based on the discussion.
Alexander and the
Terrible, Horrible, No
Good, Very Bad Day
Roles
Alexander
Narrator 1
Narrator 2
Narrator 3
Alexander:
I went to sleep with gum in my mouth and now
there's gum in my hair. And, when I got out of bed
this morning, I tripped on the skateboard and, by
mistake, dropped my sweater in the sink while
the water was running.
Narrator 1:
Alexander could tell: it was going to be a
terrible, horrible, no good, very bad day.
Narrator 2:
At breakfast, Anthony found a Sting Ray Car
Kit in his cereal box. Nick found a Junior
Undercover Agent code ring in his cereal
box, but all Alexander found was....

Alexander:
Breakfast cereal. I think I'll move to
Australia.
Narrator 3:
As he peered over the farm fence, he saw a pig,
a duck, and a cow reading in the sun.

Alexander:
I said I was being scrunched. I said I was
being smushed.
I said If I don't get a seat by the window I am
going to be SICK.
Narrator 3:
But no one even answered.
Alexander could tell it was going to be a
terrible, horrible, no good, very bad day.
Alexander:
At school, Mrs. Dickens liked Paul’s picture of the
sailboat better than my picture of the invisible
castle.
Narrator 1:
At singing time.
Narrator 2:
Alexander, you are singing too loud!
Narrator 3:
At counting time:
Narrator 1:
Alexander, you skipped sixteen.
Alexander:
Aw... who needs sixteen?

Narrator 2:
Alexander could tell it was going to be a terrible,
horrible, no good, very bad day.
One Minute
Paper
(Schoology)