Quarter 1 – Module 3

Listening Comprehension
 Department of Education ● Republic of the Philippines
English - Grade 8
Alternative Delivery Mode
Quarter 1- Module 3 – Listening Comprehension
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI

Development Team of the Module

Author/s: Lilia P. Julaton

Reviewer: Levie D. Llemit, PhD

Illustrator Raul A. Mabilen

Layout Artist: Jucel Lou L. Bayucot

Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO VI
Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD

Assistant Schools Division Superintendent

Pablito B. Altubar
CID Chief

Members
Levie D. Llemit, PhD – EPS – I English
Leah L. Tacandong - Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II

Printed in the Philippines by

Department of Education – Division of Gingoog City
Office Address: Brgy. 23,National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph
 8
ENGLISH
Quarter 1- Module 3
Listening Comprehension
This page is intentionally blank
 Table of Contents

What This Learning Package is About ............................................................................................... i

What I Need to Know .............................................................................................................................. i
How to Learn from this Learning Package ...................................................................................... i
Icons of this Learning Package ............................................................................................................ ii

What I Know ........................................................................................................................................... .. iii

Lesson 1:
Listening for important points signalled by prosodic features of speech…………….1
What’s New
Activity 1: Let’s Speak! ............................................................................. 1
Activity 2: Let’s Show ............................................................................... 1
What Is It ………………………………………………………………………….2
What’s More ……………………………………………………………………...4
What I Have Learned
Activity 3: Emphatic Stress ....................................................................... 6
What I Can Do……………………………………………………………………6

Lesson 2:
Determining how volume, projection, pitch, stress, intonation, juncture… …9
What’s In
Activity 1: Let‘s Analyze ......................................................................... 9
Activity 2: Suspension of Speech by three Symbols of Juncture ........... 9
What’s New ………………………………………………………………………10
What Is It ………………………………………………………………………….11
What’s More
Activity 3: Intonation ........................................................................... 13
Activity 4: Pick Out .................................................................................. 13
What I Have Learned
Activity 5: Inferring the Function of Utterance ……………………………14
What I Can
Activity 6: Expressing, Utilizing Variations of Tone ……………………..15

Lesson 3:
Noting the changes in volume, projection, pitch, stress, intonation,
juncture, and rate of speech that affect meaning …………………..16
What’s In …………………………………………………………………………..16
What’s New
Activity 1: Produce the Word.................................................................... 16
What Is It ………………………………………………………………………… 18
What’s More …………………………………………………………………….. 19
What I Have Learned
 Activity 2: Inferring the Function of Utterance ...................................... 20
What I Can Do……………………………………………………………………21

Summary ............................................................................................................................21
Assessment: (Post-Test) ..................................................................................................22
Key to Answers .................................................................................................................................. ...24
References ........................................................................................................................................... ...25
This page is intentionally blank
What This Module is About

Listening is one of the four macro skills in language learning; the others are speaking,
writing, and grammar skills. Dorothy Grant Hennings (1978) suggests that listening in the
classroom can be an active, involved process with students reacting and responding rather
than passively receiving. Active listening goes beyond reception and even retention of words
and ideas heard. It requires listeners to do something with those words and ideas to express
themselves in some ways.
Your verbal ability is among the most important skills you possess. Throughout your
life, all kinds of situations from the classroom to the board room, people form their opinions of
you based on how you speak and how you write. Understanding how to use words effectively
can boost your confidence and pave your way to success in school, in business, in your social
life – in every area where communication is important.
1973 Reader’s Digest Asia Ltd.

What I Need to Know

After working with this lesson, you will be able to:

a. Listen for important points signaled by volume, projection, pitch, stress,

intonation, juncture, and rate of speech. (EN8LC-Ia-5.1)

b. Determine how volume, projection, pitch, stress, intonation, juncture, and

speech rate as carriers of meaning. (EN8LC-Ie-9)

c. Note the changes in volume, projection, pitch, stress, intonation, juncture,

and rate of speech that affect meaning. (EN8LC-Ie-9)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

i
Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you.

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are intend-

ed for you to practice further in order
to master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know

A. Listen to each sentence and identify the word that is correctly stressed.

1. Which produce you like best? a. PRO-duce b. pro-DUCE

2. I can’t recall my first time I learned to swim. a. RE-call b. re-CALL

3. Did your parents permit you to go out? a. PER-mit b. per-MIT

4. Have you seen the new import in PBA? a. IM-port b. im-PORT

5. Please extract the juice from it. a. EX-tract b. ex-TRACT

(https://www.slideshare.net/MaryJoyDizon/word-stress-intonation-and juncture-with-quiz)

B. Which stressed word fits to the description given? Write the letter of your
answer.
6. a black-feathered bird a. bláckbird b. black bírd

7. a room where one can smoke a. smóking room b. smoking roóm

8. peanuts a. groúnd nuts b. ground núts

9. a car which is going fast a. a rácing car b. a racing cár

10. a clerk who collects fine a. fíne clerk b. fine clerk

(Speeh Improvement, 2006, p.15)

C. Identify the content word whether it is a noun or a verb in each sentence and
determine whether it is a question or a statement.

11. a. Is this your class REcord?

b. She didn’t reCORD my score.

12. a. I love her PREsent.

b. Did you preSENT yesterday?

13. a. A true friend will not deSERT his/her friend in times of trouble.
b. Sahara DEsert can be found in Africa.

14. a. Are you willing to proJECT your assignment to us?

b. His group had the best investigatory PROject, it’s all about types of
rock.
15. a. Would you obJECT if I change our research paper?
b. That Object is the reason why she got wounded.

iii
Lesson Listening for important points
signaled by prosodic features of
1 n
speech

What’s New

Activity 1: Let’s Listen!

• Listen to somebody else say the following sentences emphasizing any

word he wants to show or compare and take note of your observations.

1. Good morning, teacher. How are you feeling?

2. Is the test on Monday or Tuesday?

3. Which syllable is accepted?

4. Do you want coffee or milk?

(English Expressways, 2007, p.65)

ACTIVITY 2: Let’s Show

• Let someone else say the sentence below in different ways to show
meaning. Then, guess whether he is questioning, angry, cautious,
shocked/surprised or sad.

Sentence: He will attend a party tonight.

• By using the proper intonation, make the sentence “I put my black

pants away.” serves as an answer to each of the following questions.

1. What did you put away?

2. Where did you put your black pants?

3. Did your mother put your black pants away from you?

4. What pants did you put away?

5. Whose black pants did you put away?

(English Expressways, 2007, p.65)

Stressed and Unstressed Syllable

 In order to increase your ability to recognize stresses, read these words. Carefully
listen to your pronunciation, be able to distinctly produce the stressed and unstressed
syllables.
1. stress of the first syllable
a. ANcient b. SACrifice c. PLEAsure d .NAtion
2. stress on the second syllable
a. eVENT b. caDET c. aPOlogize d. auTHENtic
3. stress on the third syllable (with secondary stress on the first syllable)
a. sympaTHEtic b. disadVANtage c. generOSity d. matheMATical
4. stress on the first syllable (with secondary stress on the third syllable)
a. FEBruary b.CEremony c. MEtaphor d. DICtionary

Read the following words with the stress in bold print.

go SWIMming an HONorble man
in the ROOM from aFAR
at the STAtion time and aGAIN
(English Expressways, 2007, p.29)

What is it?

Word Stress Rules:

One word has only one stress.
We can only stress vowels, not consonant
A. Stress on the first syllable
Examples: PREsent, EXport, CHIna, TAble
SLENDer, CLEVer, HAPpy
B. Stress on the last syllable most 2-syllable verbs
Examples: preSENT, exPORT, deCIDE, beGIN
C. Compound words (words with two parts)
For compound nouns, the stress is on the first part.
Examples: BLACKbird, GREENhouse
For compound verbs, the stress is on the second part
Examples: underSTAND, overFLOW
(https://www.slideshare.net/MaryJoyDizon/word-stress-intonation-and juncture-with-quiz)

2
 (https://www.slideshare.net/majorieashleycalar/prosodic-featuures-of-speech)

What’s More

Expressing Feelings and Attitudes by Utilizing Variation of Tone and Tempo

When speaking to someone, you do not consider “what you say” but also “how to say
it,” Your tone and tempo reveal your attitude towards a person, idea or event. Tone refers to
the stress and pitch, while tempo refers to the rate of words spoken per minute.
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 The tone of your voice indicates your feelings. Some of the common tones of voices
are: excited, urgent, bitter, ironic, serious, irritated, exuberant, annoyed, sarcastic, anxious,
eager, sad and cheerful.
The tempo of your speech also indicates your feelings and meaning of what you are
saying. It refers to the combination of stressed and unstressed syllables uttered without in a
breath stream called a rhythm unit. When you pause after each rhythm unit, it is usually for
one of three reasons; to make the meaning clear; to emphasize a point, and in a long sentence,
simply to enable the speaker to catch his breath.

1. Practice saying the following sentences as indicated.

a. “Feel at home”
- excited - sarcastic - ironic
b. “Goodbye”
- sad - joyful - urgent
c. “Come again”
- exuberant - frightened - sincere

2 Read the following rhythm units. Observe rhythm beat. Rhythm units
are bounded by slanting lines.
/an old man/ / a card/
/a kind of old man/ / a birthday card/
/he is a kind of old man/ / a simple birthday card/
Certain words may be stressed to indicate contrast and intensity. This stress
is called emphatic stress.
Example: She nệver quárrels.
Normal stress on quarrels indicates an ordinary statement of fact.
However when we say

She néver quârrels.

we emphasize the idea that she is not quarrelsome.

Read the following sentences and note how an idea is intensified by using
emphatic or unusual stress.

1. a. She is wearing nệw dréss. [statement of fact]

b. She is wearing a néw drêss. [stress new to emphasize the
quality of dress]
2. a. He is nôt cóming. [statement of fact]
b. He is nót côming. [intensification of negation]

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 3. a. She is driving her ôwn cár. [statement of fact]
b. She is driving her ówn câr. [emphasis on ownership of the car]

To show contrast the emphatic stress is used on the first contrasting item.
1. She is a sínger, not a piânist.
2. She is at the líbrary, not at the cantêen.
3. Dr. Hernandez is an éducator, not a physîcian.

W What I have Learned

Emphatic stress is used to heighten an idea with emotion. It is usually said
with a high pitch and stronger stress or force. Note the stress and the meaning.
1. a. You are fíred. [statement of fact]
b. You are fíred!. [with intense feeling]
2. a. He is a fóol. [statement of fact]
b. He is a fool! [with intense feeling]

ACTIVITY 3: Which choice corresponds to the meaning/description given?

1. species of fish a. góldfish b. goldfísh
2. a singer from Italy a. Itálian singer b. Italian sínger
3. a plant nursery a. greenhouse b. green hoúse

Juncture refers to an interruption or break in the continuous flow of

speech. Junctures may be classified into close juncture that separates words, or

terminal juncture that comes at the end of an utterance or between parts of an

utterance.

Three Symbols of Juncture

A. Sustained Terminal Juncture or Single bar juncture - / -

B. Rising terminal juncture or double bar juncture - //

C. Falling terminal juncture or double cross juncture - #

(NOTE: If the sentence consists only of one thought group, juncture is no

longer need.)
Examples of one thought group:
1. My teacher teaches English well.
2. I am interested in Mathematics.
3. My brother topped the board examination for engineers.

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Conversation of Kristine and Milton.

Study the situation below.

What do you think are Kristine and Milton talking about Masbate City?

Let a pair at home do the conversation and take down notes how stress,
pitch, juncture, voice projection and intonation affect the meaning.

KRISTINE: Hello?
MILTON : Hi, this is your cousin Milton. Would you like to join us in exploring
Masbate City?
KRISTINE: Masbate City? Is it the place noted for its San Antonio de Padua
Cathedral?
MILTON : You are right, Kristine. Please join us. Inform Aunt Sophie about it.
KRISTINE: Of course, I will. What does the place offer?
MILTON : It offers explorations into a virgin frontier with a host of natural
wonders, caves, fine white beaches, and hilly terrains.
KRISTINE: How do we get there?
MILTON : We can reach the place by air, by land, or by sea. Tell Aunt Sophie not
to worry for everything will be taken care of.
KRISTINE: I’ll do that. Well, count me as one in the group.
MILTON : Hurrah! I’m so happy.

Questions:
• What is the topic of the conversation?
• What do they feel?
• How do you know their feelings?

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Emphasize the following points when reading the conversation.
1. Stress pattern refers to the emphasis given on a particular word or syllable which
is pronounced more forcefully.
e.g. - explore Masbate City
- reach the place
2. Intonation is the rising or falling pitch of the voice when somebody says a phrase
or a sentence, or it is the rising and falling pattern of voice.
3. Juncture refers to the break between one spoken word and another, or the
pronunciation features that help recognize the break distinguishing e.g. between
“gray day” and “grade A.”
4. Tone of the voice is the general quality or character as an indication of what the
person is feeling or thinking.

What I can do

Practice the conversation observing prosodic features of speech

Let your sister or brother do this conversation with you for mastery.

STUDENT A: I am going to the Sports Emporium this afternoon.

Would you like to come along?
STUDENT B: Why, yes! I would like to. It could be fun. Are you going to buy anything
or just window shop?
STUDENT A: Well, I need some items for my swimming class.
I would like to buy a swimming outfit-bathing suit, swimming cap, beach
towel, beach robe, and beach bag.
Which places in the Philippines have you visited?
STUDENT B: Oh, I have gone to several places in the country. Last summer I went
to
see the Rice Terraces in Banawe in the Mountain Province, the
Hundred Islands in Pangasinan, and Hinulugang Taktak in Antipolo
City. The summer before, I went to see Pasonanca Park in
Zamboanga.
I have been to Davao, too.
STUDENT A: Which did you like best?
STUDENT B: I must say that each has its own particular attraction. How about you,
which do you prefer?
STUDENT A: Actually, I prefer to go to out-of-the-way places unknown to tourist
Agents. Not that I don’t like tourists, but that I prefer to see the forest in
the unexplored undisturbed by loggers. I was to see caves, falls, and
inland pools only the wild animals and the natives have been.

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Lesson Determining how volume,
projection, pitch, stress, intonation,
2 juncture, and rate of speech as
n
carriers of meaning

What’s In

ACTVITY 1: Let’s Analyze

Juncture: Choose the sentence which states the given meaning.

1. An utterance expressing an invitation

a. Let’s stop / Juan #
b. Let’s stop Juan #
c. Let’s / stop Juan #
2. An utterance expressing a military roll call
a.one / two / three / four / five #
b. one // two // three // four // five #
c. one # two # three # four # five #
3. An utterance, presumably of a mother, slowly counting the things
she has just bought
a. one / two / three / four / five #
b. one // two // three // four // five #
c. one # two # three # four # five #
4. An utterance expressing a rapid count
a. one / two / three / four / five #
b. one // two // three // four // five #
c. one # two # three # four # five #
5. An utterance implying that her subjects are no longer afraid
a. Before / her subjects bowed in respect #
b. Before her / subjects bowed in respect #
c. Before her subjects bowed / in respect #
Speech Improvement, Arbis & Samonte, 1996, p 47

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ACTIVITY 2: Let’s Verbalize
STRESS: Choose the letter which corresponds to the meaning of the
sentence given. Write the letter of your choice.
1. He has no chauffeur.
a. Hé is driving the blue car.
b. He is dríving the blue car.
c. He is driving the blue cár.
2. She is not the oldest daughter.
a. Shé is the youngest daughter of Mr. Racho.
b. She is the yóungest daughter of Mr. Racho.
c. She is the youngest dáughter of Mr. Racho.
3. Her major field of study is economics.
a. She is taking úp economics in this college.
b. She is taking up económics in this college.
c. She is taking up economics in this cóllege.
4. A negative reaction
a. Shé is not joining us.
b. She is nót joining us.
c. She is not jóining us.
5. The papers are not in the briefcase.
a. I placed the pápers in the briefcase.
b. I placed the papers ín the briefcase.
c. I placed the papers in the bríefcase.
(Speech Improvement, Arbis & Samonte, 1996,p.15)

What’s New

Suspension of speech signaled by three symbols of juncture

The incompleteness or suspension of speech signaled by the single bar,

double bar or double cross bar will be indicated by punctuation marks in
writing.
a. Spoken: Miss Diaz / please type this letter #
Written: Miss Diaz, please type this letter.

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 b. Spoken: There being no quorum/ the meeting was
adjourned #
Written: There being no quorum, the meeting is adjourned.

c. Spoken: However, if I cannot handle the job / I’ll ask for your
help #
Written: However, if I cannot handle the job, I’ll ask for your
help.
d. Spoken: What are their grievances #
Written: What are their grievances?

e. Spoken: Scabs keep out #

Written: Scabs keep out!

f. Spoken: There are four reasons for his success #

intelligence/ integrity // industry // and a good
personality #
Written: There are four reasons for his success: intelligence,
Integrity, industry, and a good personality.
(Speech Improvement, Arbis & Samonte, 1996)

What Is It

Let’s Discuss Juncture

• Single bar juncture (/) indicates the need for a slight pause between two
thought groups in a sentence.
Examples:
1. We visited our students / who are sick.
2. One of the students / who are absent / are sick.
3. One / who a gets irritated easily / is unhappy.
• Double bar juncture (//) indicates the need for a longer pause between
two, thought groups in a sentence.
Appositives
Examples:
1. Dr. Jose Rizal // our national hero // was born on June 19, 1861.
2. Mr. Ronald Pascual // the singing professor // teaches English.
3. The first gentleman // Miguel Arroyo // is also known as Jose Pidal.

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 Pause before and after non-restrictive clause:
Examples:
1. Mrs. Rosario B. Dela Cruz // holds a doctoral degree // is my daughter.
2. Mr. Joseph Gallego // who is a member of the bar // is the incumbent
President of Bikers Club.
3. Mr. Juan Cruz // who is still a freshman // is taking up medicine in UST.

Pause before and after parenthetical expressions

Examples:
1. The president // together with fifty close friends // went to the United States
for a week.
2. The KC Members of Council 3692 // accompanied by their grand knight //
went on caroling for three nights.
3. Ex-president Corazon Aquino // as well as Susan Roces // who led the
rallyist // asked GMA to resign.

Pause after verbal phrases

Examples:
1. After eating, // dogs all appeared satisfied.
2. Having finished the test, // I was allowed to go home.
3. Looking through the window, // I saw the children playing at the plaza.
4. To memorize a poem,// you should read it many times.

• Double cross juncture (#) characterizes a drop in pitch. The pausing

time responds to a need for semi-colon, colon or period.

Examples:
1. A vision without action is a daydream ; # and action without vision is a
nightmare.
2. To err is human ; # to forgive is divine.
3. It is not what a man tell # but what he does # that makes him great.
4. Study your lesson ; # otherwise # I’ll fail you.
5. If you can”t say something good of your brother ; # better say nothing of
him.
(https://www.slideshare.net/joiemendoza55/juncture)

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 What’s More

ACTIVITY 3: INTONATION - Choose the letter of your choice.

1
7

2
8

(Speech Improvement, Arbis & Samonte, 1996, p.15)

ACTIVITY 4: PICK OUT

Choose the sentence which states the given meaning.
1. An utterance showing Alice as a victim
a. Who’s teasing # Alice #
b. Who’s teasing Alice #
c. Who’s teasing / Alice #
2. An utterance expressing three colors
a. There were blue-green / and red flags #
b. There were blue / green and red flags #
c. There were blue / green / and red/ flags #

13
3. An utterance saying that June is leaving
a. When do you leave June #
b. When do you leave / June #
c. When do you leave // June #
4. An utterance implying that her emphatic order to act again
a. react #
b. ré + áct #
c. rè + áct //
5. An utterance indicating the defendant is talking
a. The plaintiff accused / the defendant is lying #
b. The plaintiff / accused the defendant / is lying #
c. The plaintiff accused the defendant / of lying #
(English Expressways, 2007, p 47)

What I have learned

Activity 5: Sentence Stress

In a sentence, the normal tendency is for the heaviest stress to fall on the
content toward the end of the sentence. Put a stress mark (‘) on the content
word.
1. She sounds bitter.

2. Myrna looks pleasantly plump.

3. The mob has dispersed

4. The sale has been consummated.

5. It is much publicized movie.

6. He leads the progressive group.

7. He is talking sarcastically.

8. The meeting was adjourned prematurely.

(Speech Improvement, 1996, p.11)

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 What I can do

ACTIVITY 6: Expressing, Utilizing Variations of Tone to Express Feelings and

Attitudes
➢ A persuasive tone aims to convince others on his/her side, to believe
what he/she is telling.
➢ An enthusiastic tone is full of life and full of energy.
➢ A monotonous voice has only one tone throughout and only one type
of intonation. It does not show changes in pitch and rate.
➢ An emotionless tone does not show any feeling at all. It has no life and
joy. It sounds disinterested and unenthusiastic.

Listen to someone else at home say the sentences using the description in the
parentheses. Then, determine the tone used by the speaker.

a. emotionless b. enthusiastic c. monotonous d. persuasive

1. I won! I won! (happy and excited)

2. I don’t like to watch that movie. (disinterested)
3. Wash the dishes properly, Dino. (angry)
4. I got a low score in Math. (sad)
5. Dispose your garbage properly or else we all suffer from pollution.
(trying to convince others)
6. I will go home now. (bored)

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 Noting the changes in volume,
Lesson
projection, pitch, stress, intonation,
juncture, and rate speech that affect
3 meaning
n

What’s In

Using Stress to Signal Changes in Meaning

This activity shows the way in which the meaning of a word can change if you
stress a different syllable. This change happens with a few specific words, many of
which are listed here- it doesn’t apply to all words in the English language. Most of the
words are two syllables long – there are just a few examples with three syllables.
1. Those which keep the same general meaning, but which change from noun
to verb when the stress moves from the first syllable to the second syllable.
2. Those which change their meaning completely – most of them change from
noun to verb, but a few change to an adjective.

Produce the words. This will help improve your vocabulary.

1. Change from noun to verb, same general meaning

Rob is a crack cocaine ADD-ict. (Rob is a person who uses

ADD-ict
crack cocaine and cannot stop doing it)
addict
If you keep playing that game, you will get add-ICT-ed to
add-ICT
it! (you will become an addict)

The two friends were in CON-flict. (didn’t agree about

CON-flict
something)
conflict
Your two accounts of what happened con-FLICT. (your
con-FLICT
stories don’t agree with each other)

He is taking part in a boxing CON-test. (a fighting

CON-test
competition)
contest
I’m sorry, I have to con-TEST your figures. (I can’t agree
con-TEST
with your figures)

16
 There’s quite a CON-trast between their political views. (a big
CON-trast
difference)
contrast
I will compare and con-TRAST these two poems. (show the
con-TRAST
differences between them)

CON-vert He is a CON-vert to Buddhism. (he has changed his religion)

convert I’m sorry, you will never con-VERT me. (you will never
con-VERT
persuade me to change my beliefs/opinions)

There has been a DE-crease in sales recently. (we have sold

DE-crease
less than usual)
decrease
We need to de-CREASE the number of children in the class to
de-CREASE
make it more effective.

Coffee is an IM-port from Brazil. (coffee is brought here from

IM-port
Brazil)
import
We would like to im-PORT more coffee over the next few
im-PORT
years.

2. Change from noun to verb or noun to adjective, different meaning

AD-dress Do you know Valen’s AD-dress? (where she lives)

address You do not have permission to ad-DRESS President
ad-DRESS
Harkonnen! (to speak to him directly)

Dishonesty is a common ATT-rib-ute of politicians. (a

AT-trib-ute
trait/characteristic)
attribute
That quote is at-TRIB-u-ted to Winston Churchill. (considered
at-TRIB-ute
to be first said/created by him)

We aren’t happy about your general CON-duct. (the way

CON-duct
you’re behaving)
conduct
I was asked to con-DUCT the orchestra at short
con-DUCT
notice. (coordinate a musical performance by waving a baton)

I spend too much time at my computer CON-sole. (screen

CON-sole
and controls)
console
She was so unhappy, I was unable to con-SOLE her. (make
con-SOLE
her feel better)

17
 CON-tent The CON-tent of your essay is fine, but you need to
content rearrange the structure. (what it contains)
She was sitting reading a book, looking very con-
con-TENT (adj.)
TENT. (relaxed, peaceful)

Do you think firm A is more successful than firm B? I think

CON-verse
the CON-verse is true. (opposite)
converse
He can con-VERSE in three different languages. (have
con-VERSE
conversations)

The DE-fault settings of that TV are bad, but you can

DE-fault configure it differently. (the settings it comes with it when
default you get it)
Jon de-FAULT-ed on his loan payments. (he did not make
de-FAULT
the required payments)

DES-ert The army marched through the DES-ert. (eg Sahara)

desert I wouldn’t advise you to des-ERT the army, as it will get
des-ERT
you into trouble. (leave without permission)
https://www.engvid.com/english-resource/35-words-stress-changes-meaning/

What Is It

JUNCTURE in A Sentence
A change of places of juncture in the sentence logically change the

meaning of the sentence.

Examples:

1. My teacher said/ the doctor is pregnant. (Who is pregnant?)

Answer: the doctor

My teacher/ said the doctor / is pregnant. (Who is pregnant?)

Answer: the teacher

2. The principal said / the teacher is incompetent. (Who is incompetent?)

Answer: the teacher

The principal / said the teacher / is incompetent. (Who is incompetent?)

Answer: the principal

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 5. Better go/ naked people don’t mind. (Who are naked)?

Answer: the people

6. Better go naked / people don’t mind. (Who is naked)?

Answer: the addressee, not the people

PHONETIC Boundaries

Phonetic boundaries used to limit words or other grammatical units

are known as junctures. There are several phrases in English that are
distinguishable in this way: "that stuff"/ "that’s tough"; "an aim"/ "a
name". In the first case, for example, the {s} of "stuff" is stronger, and the {t}
of tough is aspirated. (Crystal, 164)
Juncture is phonemic. It changes the meaning, as in the following
example: "I scream" and "ice cream." (Herndon, 85)

Examples from English

• "a name" and "an aim"
• "fork handles" and "four candles"
• “night rate” and “nitrate’
• “shore train” and “short rain”
• “no deal” and “nude eel”
• “it swings” and “its wings”
https://www.google.com/search?q=phonetic+juncture+examples&oq=Phonetic+junctur&aqs=chrome.

What’s More

ORAL INTERPRETATION

Oral interpretation is an act of an individual or of a group who communicate

to an audience the ideas and emotions gained from a selection through the tonal
elements of the voice, expressions of the face, gestures, and movements of the
body.
Two main aspects are taken into consideration for effective oral
communication: vocal and body techniques.
1. Vocal techniques. The interpreter has to observe a careful and clear production of
the vowel and consonant sounds of the language to be understood.

19
 He/she makes use of the various attributes of the voice- pitch, force, rate,
and - quality to achieve vocal expression.
Adequate projection ensures that his/her audience will hear him/her.
2. Body techniques. Also called as body language, body techniques refer to the
energetic use of the different parts of the body to convey the ideas and emotions
presented in the literary piece. Body techniques include conventional gestures of
the head ( e.g. nodding and shaking), and the hands ( e.g. pointing, clenching fist,
facing palm up or down); descriptive or suggestive gestures of the hands and body
(e.g. to show size, shape); and movements (e.g. waddling like a duck, walking to
another part of the room).

Classification of Voices
Voices differ in quality, pitch, and strength. In speech, voices may be
classified as light or high, medium and dark or low.
• 1. A light voice is one which is relatively high in pitch and is
fine, buoyant, or delicate.
• 2. A dark voice is usually one which is low in pitch and is heavy,
full, and solid in quality.
• 3. A medium voice is somewhere between the light and the
dark voice
English Expressways.,2007

What I have learned

ACTIVITY 1: Inferring the Function of Utterances
Say the lines below and identify the function of utterance. Choose from
the items in the box.
a. making suggestions d . expressing joy
b. asking permission e. giving opinion
c. showing approval f. standing an apology

1. Start early when you go mountain climbing.

2. I’m sorry for not checking well the route to Pagsanjan falls.
3. May we have a stopover to explore Davao.
4. I’m so lucky to see Cal Wildlife Sanctuary, Asia’s Safari island.
5. I think you should see first the beaches in our country.
6. You may stay at Club Paradise in Palawan.
7. Your travel itinerary is well-planned. Follow it.
(English Expressways.,2007, p. 186)
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 What I can do
Let someone else at home do the jazz chant and take note of the
importance of stress patterns, intonation, pitch, projection, juncture which you
have learned in this module. Then, answer the questions that follow.

Sh! Sh! Baby’s Sleeping

I said, Sh! Sh! Baby’s sleeping!
I said, Sh! Sh! Baby’s sleeping!
What did you say?
What did you say?
I said, Hush!, Hush! Baby’s sleeping!
I said, Hush!, Hush! Baby’s sleeping!
What did you say?
What did you say?

I said, Please be quiet, Baby’s sleeping!

I said, Please be quiet, baby’s sleeping!
What did you say?
What did you say?

I said, Shut up!, Shut up! Baby’s sleeping!

I said, Shut up!, Shut up! Baby’s sleeping!
WAAAAAAAAAAAAAAAAAAAAAAAAAAA
Not anymore
Innovative Strategies in Communication Arts, 1996.
Comprehension Questions:

1. What does the speaker feel?

2. How do you know his feeling?
3. What he is trying to say?

SUMMARY

Listening to realistic conversation in and out of the school, in the office, over the

telephone, on the campus, or in residence halls heightens your listening skills. The intention

of this module is to make the material functional and informative. The student is asked to listen

first and then to reproduce what he/she has heard as closely as possible. Aside from listening

and reproducing, the student is asked to express their thoughts to show comprehension of

what he listens to. Therefore, the student is expected to apply what he has learned in this new

material and has to work himself without depending his teachers to model it for him.

( A.L.Samonte/L.R. Arbis)

21
 Assessment (Post-Test)
Multiple Choice

Directions: Encircle the letter which corresponds to your choice.

1. He has no chauffeur.
a. Hé is driving the blue car.
b. He is dríving the blue car.
c. He is driving the blue cár.
2. She is not the oldest daughter.
a. Shé is the youngest daughter of Mr. Racho.
b. She is the yóungest daughter of Mr. Racho.
c. She is the youngest dáughter of Mr. Racho.
3. Her major field of study is economics.
a. She is taking úp economics in this college.
b. She is taking up económics in this college.
c. She is taking up economics in this cóllege.
4. A negative reaction
a. Shé is not joining us.
b. She is nót joining us.
c. She is not jóining us.
5. The papers are not in the briefcase.
a. I placed the pápers in the briefcase.
b. I placed the papers ín the briefcase.
c. I placed the papers in the bríefcase.
(Speech Improvement, Arbis & Samonte, 1996, p.15)

JUNCTURE: Pick out the sentence which states the meaning. Write the letter.
6. An utterance expressing an invitation
a. Let’s stop / Juan #
b. Let’s stop Juan #
c. Let’s / stop Juan #
7. An utterance expressing a military roll call
a.one / two / three / four / five #
b. one // two // three // four // five #
c. one # two # three # four # five #

22

8. An utterance, presumably of a mother, slowly counting the things

 she has just bought
a. one / two / three / four / five #
b. one // two // three // four // five #
c. one # two # three # four # five #

9. An utterance expressing a rapid count

a. one / two / three / four / five #
b. one // two // three // four // five #
c. one # two # three # four # five #
10. An utterance implying that her subjects are no longer afraid
a. Before / her subjects bowed in respect #
b. Before her / subjects bowed in respect #
c. Before her subjects bowed / in respect #
Speech Improvement, Arbis & Samonte, 1996, p.46

DOUBLE CROSS JUNCTURE

Choices are given in the box. Write the letter which describes the
sentence.

a. statement d. directive
b. request e. fact question
c. yes and no question

11. Can she make it #

12. Cancel the order / please #
13. Ordinarily office hours start at eight in the morning #
14. Who has been feeding with such ideas #
15. Show this letter first to the manager #
(Speech Improvement, Arbis & Samonte, 1996, p.43)

23
 Key to Answers

Pre Assessment
A.1. a B. 6 . b C.11. a. noun –question b. verb – statement
2. b 7. a 12. a. noun- statement b. verb – question
3. b 8. a 13. a. verb – statement b. noun – statement
4. a 9. b 14. a. verb – question b. noun – statement
5. b 10. a 15. a. verb – question b. noun – statement
Post Assessment
1. a 6, a 11. c
2. b 7. c 12 b
3. b 8. b. 13. a
4. b 9. a 14 d
5. b 10. a 15. e

Lesson1 Lesson 2
What I Have
Learned What’s In What’s More What I have Learned
Activity 1 Activity 1 Activity 1 Activity 1
1. c 1. a 1. c 1. bittér
2. b 2. c 2. c 2. plúmp
3. a 3. b 3. c 3. dispérsed
4. a 4. consummáted
5. a Activity 2 5 móvie
Activity 2 1. b 6. gróup
1. a 2. c 7. sarcástically
2. b 3. b Lesson 3
3. b 4. b What I have Learned
4. b 5. b 1. a 5. e
5. b Activity 6 2. f 6. a/c
1. b 3. b 7. a/c/e
2. a 4. d
3. d
4. a
5. d
6. c

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REFERENCES:

Arbis, Leticia R. and Samonte, Aurora L, Speech Improvement with Practice Exercises for
students of English as a Second Language, Quezon Avenue, Quezon City:
Phoenix Press, Inc, 1996

Bermudez, Virginia F., Ed. D et al, English Expressways. Textbook for Second Year.
G. Araneta Avenue, Quezon City: SD Publications, 2007.

Reader’s Digest Asia Ltd. Write better, Speak Better. Canada, Philippine Copyright
1973

Science Research Associations, Inc.: Abiva Publishing House, Inc., 1980

Villamin, Arcellie M. et al, Innovative strategies in Communication Arts, Quezon Avenue,

Quezon City: Phoenix Publishing House, Inc., 1994

Online Resources

n.d. https://www.engvid.com/english-resource/35-words-stress-changes-meaning.

n.d. https://www.slideshare.net/joiemendoza55/juncture.

n.d. https://www.slideshare.net/MaryJoyDizon/word-stress-intonation-and juncture-with-quiz.

n.d. https://www.slideshare.net/majorieashleycalar/prosodic-features-of-speech.

25
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Department of Education – Division of Gingoog City

Office Address: Brgy. 23, National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph