ENGLISH 8

Quarter 1 – Module 3

Listening Comprehension
What I Know

A. Listen to each sentence and identifythe word that is correctly

stressed.

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

2. I can’trecallmy 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 importin 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 classREcord?

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 proJECTyour 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.

Lesson Listening for important points

1 signaled by prosodic features of
speech
n

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/surprisedor 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. sympaTHEticb. 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.

goSWIMming 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)
 (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.

The tone of your voice indicates your feelings. Some of the commontones
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 nệverquárrels.
Normal stress on quarrels indicates an ordinary
statement of fact. However when we say

She néverquârrels.
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 nệwdréss. [statement of fact]

b. She is wearing a néwdrêss. [stress new to emphasize the
quality of dress]
2. a. He is nôtcóming. [statement of fact]
b. He is nótcôming. [intensification of negation]
 3. a. She is driving her ôwncár. [statement of fact]
b. She is driving her ówncâr. [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.

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.

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?

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.

Lesson Determining how volume,

2 projection, pitch, stress, intonation,
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
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.
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.

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)

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 #

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 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, determinethe 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)

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

ADD-ict
who uses crack cocaine and cannot stop doing it)
addict
If you keep playing that game, you will get add-
add-ICT
ICT-ed to it! (you will become an addict)
The two friends were in CON-flict. (didn’t agree
CON-flict
about something)
conflict
Your two accounts of what happened con-
con-FLICT
FLICT. (your 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
con-TEST
agree with your figures)

contrast CON-trast There’s quite a CON-trast between their political

 views. (a big difference)
I will compare and con-TRAST these two
con-TRAST
poems. (show the differences between them)
He is a CON-vert to Buddhism. (he has changed his
CON-vert
religion)
convert
I’m sorry, you will never con-VERT me. (you will
con-VERT
never persuade me to change my beliefs/opinions)
There has been a DE-crease in sales recently. (we have
DE-crease
sold less than usual)
decrease
We need to de-CREASE the number of children in the
de-CREASE
class to make it more effective.
Coffee is an IM-port from Brazil. (coffee is brought
IM-port
here from Brazil)
import
We would like to im-PORT more coffee over the next
im-PORT
few 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
AT-trib-ute
politicians. (a trait/characteristic)
attribute
That quote is at-TRIB-u-ted to Winston
at-TRIB-ute
Churchill. (considered to be first said/created by him)
We aren’t happy about your general CON-duct. (the
CON-duct
way 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)
console CON-sole I spend too much time at my computer CON-
 sole. (screen and controls)
She was so unhappy, I was unable to con-SOLE
con-SOLE
her. (make her feel better)

The CON-tent of your essay is fine, but you need

CON-tent
to rearrange the structure. (what it contains)
content con-TENT She was sitting reading a book, looking very con-
(adj.) TENT. (relaxed, peaceful)
Do you think firm A is more successful than firm
CON-verse
B? I think the CON-verse is true. (opposite)
converse
He can con-VERSE in three different
con-VERSE
languages. (have conversations)
The DE-fault settings of that TV are bad, but you
DE-fault can configure it differently. (the settings it comes
default with it when you get it)
Jon de-FAULT-ed on his loan payments. (he did
de-FAULT
not make the required payments)
The army marched through the DES-ert. (eg
DES-ert
Sahara)
desert I wouldn’t advise you to des-ERT the army, as it
des-ERT will get 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

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 boundariesused 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+junct
ur&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.
 He/she makes use of the various attributes of the voice- pitch,
force, rate, and - quality to achieve vocal expression.
Adequate projectionensures 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

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)
What I can do

Let someone else at home do the jazz chant and take note of
theimportance 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

Comprehension Questions:

1. What does the speaker feel?

2. How do you know his feeling?

3. What he is trying to say?

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 #
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 #

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