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Eng8 - Q1 - Mod3 - Ready To Print
Eng8 - Q1 - Mod3 - Ready To Print
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
References ........................................................................................................................................... ...24
What I Need to Know
What I Know
A. Listen to each sentence and identify the word that is correctly stressed.
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
What’s New
observations.
3. Did your mother put your black pants away from you?
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
What is it?
(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.
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
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]
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.
speech. Junctures may be classified into close juncture that separates words, or
utterance.
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?
What I can do
Let your sister or brother do this conversation with you for mastery.
What’s In
What’s New
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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?
What Is It
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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.
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
2
8
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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)
7. He is talking sarcastically.
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What I can do
Listen to someone else at home say the sentences using the description in the
parentheses. Then, determine the tone used by the speaker.
What’s In
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.
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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)
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The CON-tent of your essay is fine, but you need to
CON-tent
rearrange the structure. (what it contains)
content She was sitting reading a book, looking very con-
con-TENT (adj.)
TENT. (relaxed, peaceful)
What Is It
JUNCTURE in A Sentence
A change of places of juncture in the sentence logically change the
Examples:
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PHONETIC Boundaries
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.
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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 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.
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
( A.L.Samonte/L.R. Arbis)
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Assessment (Post-Test)
Multiple 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 #
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a. statement d. directive
b. request e. fact question
c. yes and no question
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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
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/majorieashleycalar/prosodic-features-of-speech.