Objectives:

At the end of the lesson, the children are able to:

a.
b.
c.
d.

Discriminate speech sounds /b/ and /v/,

Associate /b/ and /v/ with their letter symbols,
Trace and copy letters Bb and Vv and
Increase ones vocabulary through speaking.

Subject Matter
Topic: Recognizing Letters Bb and Vv
UNIT: Sounds and Letters
Materials: flashcards, pictures, ball, music
References: English Expressways by Aurora Dortes et. Al

Teachers Activity
I.
-

Students Activity

Meeting Time
Prayer
Greeting Song
The More We Get Together
Daily News

II.

Teaching Learning
Procedure
A. Preliminary Activities
Motivation
Children, we have here a tongue
twister. Do you know what a tongue
twister is?
Tongue twisters are phrases that are
difficult to pronounce when spoken fast.
And teacher is now ready to hear you
say these tongue twisters.
(the teacher will read the tongue twister
first then the children.)

Not yet teacher!

(The children will read and participate in

the tongue twister.)

Please read the phrases slow first then

repeat this phrase fast five times.
Billy Vee loves Volley ball.
Vivian believes violent, violet bugs
have very big value.

B. Developmental Activities

B and V

Children in our tongue twister a while

ago, what letters do the words mostly
begin?
Yes! Its letter B and V. Can you give me
the sound of letter B?

bbbbb..

vvvvvvv..
Yes! It sounds like a /b/ in the word
ball.
How about letter V?
Good! And it sounds /v/ in the word
Vivian from our tongue twister.

(The children will participate and raise

the correct letter sticks that represents
the beginning sound of the picture.)

Children, now we have here some letter

sticks. You will raise the correct letter
sticks that represents the beginning
sound of the picture that teacher will
show.
(After the teacher presents the picture,
she will post it on the board and arrange
it in columns according to their
beginning letter. Then she will ask to
read them all again.)
Now listen to teacher carefully, Teacher
will show some pair of words. If the
beginning sounds of the words are the
same we will clap our hands, if not we
will just shake our hands. Let us start!

(The children will participate and listen

well in the activity.)

(The children will write B and V on the air

and on the board.)

very-berry vet-vase ball-bale vat-bat

bee-beat
volley-valley base-vase
Now! I think you have familiarized the
sound of /b/ and /v/ so now, you are
ready to write letter B and V
(The teacher will ask the students to
trace the letters in the air then trace it
on the board.)
C. Fixing Skills/Activities
The teacher will give the children a short
game. As the music stops, the child who
hold the ball will give words that begins
with letter B or V. The teacher will write
the words that the children gave and
read it again emphasizing the beginning

(The teacher will answer the worksheet

quietly.)

sounds.
D. Evaluation
I.
Identify the name of the
pictures then color the picture
green if the beginning letter
is /b/. Color the picture red if
the beginning letter starts with
/v/.

1.

_all

2.

_iolin

3.

_ase

4.

_ird

5.

_anana
II.

Trace the letters B and V

Evaluation
III.

Identify the name of the pictures then color the picture green if the
beginning letter is /b/. Color the picture red if the beginning letter starts
with /v/.

6.

_all

9.

7.

_iolin

10.

8.

_ase
IV.

Trace the letters B and V

_ird

_anana

Philippine Normal University

National Center for Teacher Education
College of Education
Department of Early Childhood Education
Center for Teaching and Learning

Detailed Lesson Plan in Language

(Recognizing Bb and Vv)

Submitted by:
Banday, Jepriline Joy
Doronila, Dollydane Joyce
Edjan, Lorraine
Macabenta, Michelle Ann
Submitted to:
Prof. Helen Delos Santos