Toward Speaking

English Effectively 2
 What Is This Module About?

This module is the second part of a three-part series on speaking English effectively. This
module will teach you more about the proper way of pronouncing not only words, like the first
part of this module did, but also whole sentences. This will help you become more effective
communicators or speakers. So, how well did you do in the first part of this module? Did you
learn a lot from it especially in terms of speaking English properly?
This module will make use of the cassette player extensively to help you master the proper
way of stressing words and putting emphasis on important words in sentences when speaking.
There are also times when you have to get a blank tape from your Instructional Manager to
complete some of the module activities. Like the first module, this is quite different from other
NFE A&E learning modules in that most of the learning activities and information is presented by
audiocassette. The printed module simply gives you instructions on how to use the audiotape as
well as additional technical information. It is also a place to write your answers to the learning
activities. As you work through the module and audiotape, follow the instructions of the narrator
very carefully.
This module is made up of two lessons:
Lesson 1—Stressing Words Properly
Lesson 2—Emphasizing Important Words in Sentences

What Will You Learn From This Module?

After studying this module, you should be able to:

♦ pronounce words properly; and
♦ put emphasis on the key ideas in sentences by stressing important words.

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 Let’s See What You Already Know

Before you start studying this module, take this simple test first to find out how much you
already know about the topics to be discussed.
A. Get a cassette player and blank tape from your Instructional Manager. Say the following
words aloud. Then mark the syllable in each word which you say the loudest or put stress
on. Use this mark (´) and place it over the syllable you want to put emphasis on or stress.
Look at the following examples to guide you in answering. Then record the words in your
blank tape.
Example: module—módule
speaking—spéaking
communicate—commúnicate

1. apple
2. eraser
3. development
4. party
5. exciting
6. mechanical
7. potato
8. electric
9. talented
10. category

B. First, practice saying the following sentences aloud several times to yourself. Underline the
words that you put emphasis on or stressed. The intended meaning or context of each
sentence is enclosed in parentheses. Look at the following examples to guide you in
answering. Then record the sentences in your blank tape.
Example: He is John. (not Roy)
Who did it? (the person responsible for what happened)
This is it! (not that)

1. This is a big fish. (not small)

2. Why is he angry? (not her)
3. Which way is the library? (not the canteen)
4. That is a nice dress. (not ugly)
5. She dances better than I do. (not sings)
6. Her name is Martha. (not Mary)

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 7. Look at that! (not hear or touch)
8. This is my school. (not my home)
9. Are you sure? (not him)
10. I love nature. (not hate)

C. Listen to Tape Segment # 1, Tape 1, Side A, Pretest for this activity. Determine which
pronunciation of the missing word best fits each sentence. Encircle the correct word. Look
at the example to guide you in answering.
Example: présent / presént
I like the _____ you gave me.
1. récord / recórd
Please _____ your song now.

2. cóntest / contést
Do you want to join the singing _____?

3. súspect / suspéct
The main _____ for the crime is a bald, bearded man.

4. rélay / reláy
I will _____ your message to her.

5. pérmit / permít
Ask your mother if she will _____ you to come with us.

Well, how was it? Do you think you fared well? Compare your answers with those in the
Answer Key on page 34 to find out. Also, listen to Tape Segment # 2, Tape 1, Side A, Answer
Key to see whether you pronounced and emphasized important words properly. Submit your
recording to your Instructional Manager for additional feedback.
If all your answers are correct, very good! This shows that you already know much about
the topics in this module. You may still study the module to review what you already know. Who
knows, you might learn a few more new things as well.
If you got a low score, don’t feel bad. This means that this module is for you. It will help you
understand some important concepts that you can apply in your daily life. If you study this module
carefully, you will learn the answers to all the items in the test and a lot more! Are you ready?
You may go now to the next page to begin Lesson 1.

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 LESSON 1

Stressing Words Properly

In English, some words look the same when written down but when spoken, they may differ
in sound. The speaker may emphasize a certain syllable and this is called stress. You will learn
how to pronounce words properly by stressing the right syllables. In the dictionary, stress marks
(´) are used to indicate emphasis on a syllable and are placed before a syllable. A syllable is part
of a word that contains a single vowel sound and is pronounced as a unit. For our purposes, the
stress will be placed over the vowel of the syllable which is stressed. For example, ant has one
syllable, basin has two syllables (ba-sin), complexion has three syllables (com-plex-ion). Since
ant has only one syllable, the stress is placed over the letter a, like so: ánt. The word basin is
stressed on the first syllable as in, bá-sin. The word complexion (com-plé-xion) is stressed on
the second syllable.
To help you learn about word stress, you will use the tape recorder extensively. You will be
given oral and written exercises, record your voice and listen to it afterward. For this lesson you
will use Side A of your tape.
After studying this lesson, you should be able to:
♦ identify where a word is stressed;
♦ pronounce the word properly;
♦ define a suffix, a noun, a verb and a syllable; and
♦ discuss what compound verbs and nouns are.

Let’s Study and Analyze

Listen to Tape Segment # 3, Tape 1, Side A, Stressing Words. Do you know which
syllable in each word should be stressed? The given meanings of the words will guide you in
identifying their proper pronunciations. Write the letters of the correct answers only.
_______ 1. father (n) a male parent
a. fáther
b. fathér

_______ 2. television (n) an electronic appliance which people use to watch movies,
shows, sports and news programs
a. télevision
b. telévision

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_______ 3. develop (v) to make or become more mature, more advanced, more
complete, more organized, more detailed, etc.
a. dévelop
b. devélop

_______ 4. frozen (adj) preserved by keeping at a temperature below freezing point

a. frozén
b. frózen

_______ 5. kangaroo (n) a marsupial mammal with a thick muscular tail and large
powerful hind legs adapted for leaping, native to Australia and Papua New
Guinea
a. kangároo
b. kangaróo

_______ 6. warranty (n) a promise that something will be done or will happen,
especially a written promise by a company to repair or change a product
that develops a fault within a particular period of time
a. wárranty
b. warránty

_______ 7. satellite (n) a natural object moving round a larger object in space or
an artificial object sent up into space to travel round the earth, e.g., the
moon is a natural satellite of the earth
a. satéllite
b. sátellite

_______ 8. career (n) a profession or occupation that one trains for and pursues
during one’s working life
a. cáreer
b. caréer

_______ 9. disease (n) a health disorder or illness caused by infection rather than
by an accident
a. diséase
b. dísease

______ 10. gratitude (n) the state or feeling of being grateful; thankfulness
a. grátitude
b. gratitúde

Compare your answers with those in the Answer Key on page 35.

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 Let’s Listen to This

In this section, you will learn how to stress words properly. Get your cassette player again
and play the tape. Listen to Tape Segment # 4, Tape 1, Side A, Stress Demonstration. Follow
the instructions carefully to get the most out of this tape. For your reference, the words have been
written down so it will not be hard for you to follow the directions.
1. angle /ángle/
2. affirmation /affirmátion/
3. imagine /imágine/
4. always /álways/
5. January /Jánuary/
6. coalition /coalítion/
7. better /bétter/
8. river /ríver/
9. never /néver/
10. basic /básic/
11. Chinese /Chinése/
12. engineer /enginéer/
13. development /devélopment/
14. guarantee /guarantée/
15. cashier /cáshier/
16. mayonnaise /mayonnáise/
17. bamboo /bambóo/
18. elementary /eleméntary/
19. division /divísion/
20. Japanese /Japanése/

So, how was it? Were you able to take note of the proper pronunciations of the words? To
test if you are able to pronounce words properly by putting stress on the right syllables, do the
next activity.

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 Let’s Review

After listening to Tape Segment # 4, Tape 1, Side A, Stress Demonstration, do the

following activity to practice what you have learned. Be sure to follow the procedure strictly.
Materials (get these from your Instructional Manager)
cassette recorder (with a microphone)
blank audiocassette
Procedure
1. Set up the audiocassette recorder. Insert the blank audiocassette and adjust the
recorder so it is ready to record your voice.
2. Practice reading the words once or twice.
3. When you are ready, record the words on pages 6 and 7 on the blank tape.
4. Rewind what you have recorded and check whether you pronounced all the words
properly. Listen to Tape Segment # 4, Tape 1, Side A, Stress Demonstration for
this.
5. If you feel that you were not able to pronounce the words as they should be
pronounced, retape your voice until you get the words right.
6. When you are satisfied with your recording, submit the tape to your Instructional
Manager for feedback.

Let’s Try This

What do you notice about how the words on pages 6 and 7 were stressed? If you said that
they differed in terms of their stressed syllables, then you are correct. Some of the words are
stressed on the first syllable, some on the second and others on the third. Try classifying them in
the table below. If you’re not sure about the pronunciations of the words, listen again to Tape
Segment # 4, Tape 1, Side A, Stress Demonstration.

Stressed on the Stressed on the Stressed on the

First Syllable Second Syllable Third Syllable

Compare your answers with those in the Answer Key on page 35.

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 Let’s Think About This

What do you notice about words with two syllables? On which syllable are they usually
stressed? Listen to Tape Segment # 5, Tape 1, Side A, Two-Syllable Words to learn about this.

conduct rebel recess

drama proverb simple

atom poison reading

Based on what you heard, on which syllable are the two-syllable words in the box above
stressed? Write your answers in the spaces provided below.
conduct ________ rebel ________ recess ________
drama ________ proverb ________ simple ________
atom ________ poison ________ reading ________

Compare your answers with those in the Answer Key on page 35.
If you said that two-syllable words are usually stressed on the first syllable, then you are
right. This is especially true for nouns and adjectives. A noun refers to a person, place, thing or
idea. Every sentence must have a noun as its subject. Examples of nouns are cíty, príest,
bállroom and séason. An adjective, on the other hand, is a word which describes a noun.
Examples of adjectives are úgly, sílent, féarful and hóly. At least 90% of all nouns and
adjectives are stressed on the first syllable. But did you know there are words with double
meanings: they function as nouns and as verbs. They differ only in the way they are pronounced.
As nouns, they are stressed on the first syllable and as verbs, they are stressed on the second
syllable. Below are some examples of these words.
Noun: óbject Meaning: thing
Use in a sentence: The round óbject is a ball.
Verb: objéct Meaning: oppose
Use in a sentence: I wanted to objéct to the speaker who was not telling the truth.

Noun: áffix Meaning: a letter or group of letters added to the beginning

or end of a word to make a new word
Use in a sentence: The áffix “–less” is often used to form negative words such as
useless and careless.
Verb: affíx Meaning: to add
Use in a sentence: She had to affíx her signature to the document.

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 Noun: súbject Meaning: area of study
Use in a sentence: My favorite súbject in school is English.
Verb: subjéct Meaning: to cause (someone or something) to experience
something, especially something unpleasant
Use in a sentence: The teacher did not want to subjéct her students to two difficult
tests on the same day.

Noun: désert Meaning: sandy area

Use in a sentence: The temperature in the désert is very hot.
Verb: desért Meaning: to leave behind or run away
Use in a sentence: The young soldier wanted to désert the army because he was
afraid of being killed.

Let’s Try This

Listen to Tape Segment # 6, Tape 1, Side A, Exercise on Two-Syllable Words. Listen to

the words being pronounced on tape. The speaker will tell you whether the word is a noun, an
adjective or a verb as well as the meaning of the word. Based on what you hear, identify on
which syllable the word is stressed. Write first if the word is stressed on the first syllable and
second if it is stressed on the second syllable.
1. pencil _____________
2. revise _____________
3. market _____________
4. contract _____________
5. fertile _____________

Compare your answers with those in the Answer Key on page 36.

Let’s Read

You just learned that two-syllable nouns and adjectives are usually stressed on the first
syllable. But what happens when you add suffixes such as –al, –ic, –ical, –ity, –ular, –tion and
–ive to these words? Where will they be stressed then? Listen to Tape Segment # 7, Tape 1,
Side A, Two-Syllable Words With Their Suffixes to learn about this.

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 First Column Second Column

cónduct condúctor

rébel rebéllion
récess recéssive

dráma dramátic

próverb provérbial
símple simplícity

átom atómic

The first column contains root words or words which can stand alone. The second column
contains the same root words plus their corresponding suffixes. Suffixes are affixes added at the
end of words.
What happened when we added the suffixes –al, –ic, –ical, –ity, –ular, –tion and –ive to
the root words? If you said that their stressed syllables changed, then you are correct. Let’s learn
more about how adding suffixes changes the pronunciations of words.
Read the following examples while listening to Tape Segment # 8, Tape 1, Side B, Change
in Stress.
1. magic /mágic/ magical /magícal/
2. magnet /mágnet/ magnetic /magnétic/
3. history /hístory/ historical /histórical/
4. regular /régular/ regularity /regulárity/
5. angle /ángle/ angular /angúlar/
6. educate /éducate/ education /educátion/
7. progress /prógress/ progressive /progréssive/

Did you notice the change in stress in the given words when they changed in form? Try
reading them yourself. Be sure to pronounce them properly by following their given stress
patterns.
Can you think of other words that change in terms of pronunciation after suffixes have been
added to them? Write them down in the spaces provided below then discuss your answers with
your Instructional Manager to check your work.
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________

You will now learn how to pronounce words properly by stressing the right syllables.

10
 Let’s Learn

You learned about syllables in the first module entitled Toward Speaking English
Effectively Part 1. You may have a brief review on the topic to refresh your mind. A syllable is
a single unit of speech, either a whole word or one of parts, into which a word is separated when
it is spoken or written. It usually contains a vowel. There is one syllable in the word an, two in
apple, three in animal. Syllables are important to help you understand stress.
In English, we do not say each syllable with the same intensity or force. In every word, there
is only one syllable said with a great amount of force. For example, in the word double, the first
syllable “dou” is stressed. Stress refers to the comparatively greater amount of force used in
pronouncing a particular syllable. It is also referred to as accent.

There are two very important rules to remember about word stress.
♦ A word can only have one stressed syllable. Hearing two stresses
or more means hearing two or more words.
♦ The stress is always placed on a vowel (a, e, i, o, u).

Listen to Tape Segment # 9, Tape 1, Side B, Putting Stress on Words to help you put the
proper stress on a word. Continue reading the module while listening to the tape.
Let’s take the words alphabet (a set of letters used by one or more languages for writing),
alphabetical (arranged in the order of the letters of the alphabet) and alphabetization (the
process of arranging according to the order of the letters of the alphabet). Do the given words
sound the same when spoken? No, because even if they are formed from the same root word,
the stressed syllable in each word is not always the same.
Syllables that are not stressed are called weak or quiet syllables.
In the preceding activity, suffixes were mentioned. A suffix is one or more letters attached
to the end of a root or base word to form another word. Examples of suffixes are –al, –ic, –er,
–able, –ation and –ative. Other suffixes may be added to words and change the way they are
pronounced. Here are some examples of words that change their pronunciations after adding
suffixes:

Root Word Stress Word With Suffix Stress

séntiment first syllable sentiméntal third syllable

charísma second charismátic third

éxport first expórter second

applý second ápplicable first

certíficate second certificátion fourth

áuthor first authóritative second

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 Let’s Try This

Add suffixes to the given words below. Then indicate which syllables in the new words
formed should be stressed.
1. inform /infórm/ __________ __________
2. meter /méter/ __________ __________
3. medicine /médicine/ __________ __________
4. import /ímport/ __________ __________
5. represent /représent/ __________ __________
6. combine /cómbine/ __________ __________
7. replace /repláce/ __________ __________

Compare your answers with those in the Answer Key on page 45. Did you get them all
right? If you did, that’s very good. If you did not, that’s okay too. Listen to Tape Segment # 10,
Tape 1, Side B, Suffixes before moving on to the next part of the lesson to learn more and have
a better understanding of stress.

Let’s Learn

Listen to Tape Segment # 11, Tape 1, Side B, Same Pronunciation to learn more about
words with suffixes. It is true that the pronunciations of some words change after suffixes are
added to them. But there are some words whose pronunciations do not change despite changes
in form. Their stressed syllables remain the same even after suffixes have been added to them.
The following words are examples of these:
1. person /pérson/ personal /pérsonal/
2. talent /tálent/ talented /tálented/
3. attend /atténd/ attendance /atténdance/
4. happy /háppy/ happiness /háppiness/
5. paint /páint/ painting /páinting/

Can you think of other words which do not change their pronunciations despite changes in
form? Write your answers in the spaces provided below.
________________________ ________________________
________________________ ________________________
________________________ ________________________

Discuss your work with your Instructional Manager.

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 Let’s Try This

Listen to Tape Segment # 12, Tape 1, Side B, Exercise on Word Stress. Determine
whether the stressed syllable in each of the following words changed when a suffix was added to
it. Write Change if there was a change and No Change if there was none in the blank before the
number.
Example: No change decide—decision
______ 1. danger—dangerous
______ 2. expedite—expedition
______ 3. listen—listener
______ 4. radiate—radiation
______ 5. fortune—fortunate
______ 6. continent—continental
______ 7. confide—confident
______ 8. forbid—forbidden
______ 9. injure—injury
______ 10. moral—morality

Compare your answers with those in the Answer Key on page 36. Did you get all the
answers right? If yes, congratulations!
The stress in the words dangerous, listener, fortunate, forbidden and injury did not
change even after their forms changed. As for the words expedition, radiation, continental,
confidence and morality, the opposite was true. Expedite is stressed on the first syllable
whereas expedition is stressed on the third syllable. Radiate is stressed on the first syllable
while radiation is stressed on the third syllable. Both continent and moral are stressed on the
first syllable. Continental is stressed on the third syllable whereas morality is stressed on the
second syllable. Confide is stressed on the second syllable and confidence is stressed on the
first syllable.

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 Let’s Listen to This

How about words ending with the suffixes –self or –selves? How are they stressed? Listen
to Tape Segment # 13, Tape 1, Side B, Words Ending in –self or –selves and put a check
mark under the column of the syllable which should be stressed.
First Last
1. myself ( ) ( )
2. ourselves ( ) ( )
3. herself ( ) ( )
4. himself ( ) ( )
5. themselves ( ) ( )

Compare your answers with those in the Answer Key on page 36. Are all your answers
correct? Words ending in –self and –selves are usually stressed on the second syllable.

Let’s Review

To practice what you learned, do the following activity. Make sure that you follow the
procedure correctly.
Materials (get these from your Instructional Manager)
cassette recorder (with a microphone)
blank audiocassette
Procedure
1. Set up the audiocassette recorder. Insert the blank audiocassette and adjust the
recorder so it is ready to record your voice.
2. Practice reading the words below once or twice.
yourself yourselves
itself oneself
thyself
3. When you are ready, record the words on the blank tape.
4. Rewind what you have recorded and check whether you pronounced all the words
properly. Listen to Tape Segment # 14, Tape 1, Side B, Answer Key to check your
work.
7. If you feel that you mispronounced some words, retape them until you perfect their
pronunciations.
8. When you are satisfied with your recording, submit the tape to your Instructional
Manager for feedback.

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 Let’s Listen to This

After learning about suffixes, let us now turn our attention to compound words. A compound
word is a word that combines two or more different words. Most of the time, the meaning of the
compound word cannot be derived from just the meanings of the words that form it. Compound
words can be written in three ways: as separate words, as one word or as a hyphenated word.
Compound words can either be nouns or verbs. For example, the word headlight is a compound
noun composed of the words head and light. It refers to a light with a reflector and special lens
fixed on the front of a vehicle. Outrun is an example of a compound verb. It is composed of the
words out and run. To outrun someone is to ran faster than someone.
Listen to Tape Segment # 15, Tape 1, Side B, Let’s Learn and learn about compound verbs
and nouns.
Compound nouns written as one word or compound words composed of two nouns written as
one word are stressed on the first syllable. Refer to the examples below.
1. lifestyle /lífestyle/
2. rattlesnake /ráttlesnake/
3. hideaway /hídeaway/
4. firefly /fírefly/
5. fishbowl /físhbowl/
6. hourglass /hóurglass/
7. houseboy /hóuseboy/
8. meatball /méatball/
9. newsstand /néwsstand/
10. armchair /ármchair/
Compound verbs written as one word or compound words which function as verbs written as
one word, on the other hand, are stressed on the last syllable. Refer to the examples below.
1. overhear /overhéar/
2. oversee /oversée/
3. undergo /undergó/
4. overwork /overwórk/
5. outguess /outguéss/
6. undercharge /underchárge/
7. upstage /upstáge/
8. outclass /outcláss/
9. underfeed /underféed/
10. overhaul /overhául/

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 Let’s Try This

Listen to Tape Segment # 16, Tape 2, Side A, Exercise on Compound Nouns and Verbs
to learn how to stress the following words properly. Write the properly stressed word in the blank
provided for each number.
1. understand ______________
2. underline ______________
3. overflow ______________
4. outsmart ______________
5. undertake ______________
6. hotdog ______________
7. bedbug ______________
8. daylight ______________
9. eyedrops ______________
10. housewife ______________

Compare your answers with those in the Answer Key on page 37. Did you get all the
answers right? If you did, then you have learned much. If you did not, just listen to the tape again
to review the topic.

Let’s Listen to This

Listen to Tape Segment # 17, Tape 2, Side A, Words With Multiple Meanings. A word
may have one meaning or it may have multiple meanings. Having multiple meanings means having
more than one meaning. Words like these may have the same spelling but are pronounced
differently depending on whether the word is a noun or a verb. Many nouns and verbs are written
the same way, the only difference is where the stress is placed when they are pronounced.
Stressing different syllables in a word changes how the word is used. Take the following words as
examples:
1. present (n) /présent/ something given; a gift
Use in a sentence: What a beautiful present.
(v) /presént/ to give or award something especially formally or
ceremonially
Use in a sentence: I would like to present this gift to you as a token of my love.

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 2. record (n) /récord/ a formal written report or statement of facts, events or
information
Use in a sentence: What a beautiful record book!
(v) /recórd/ to set something down in writing or some other permanent
form especially for use in the future
Use in a sentence: It is where I record all of the milestones in our married life.

3. permit (n) /pérmit/ a document that authorizes something

Use in a sentence: Were you able to get the permit for the construction of our new
house?
(v) /permít/ to consent to or give permission for something
Use in a sentence: I have to ask my boss if he will permit me to leave the office
tomorrow.

4. object (n) /óbject/ a material thing that can be seen or touched

Use in a sentence: He already knows how important that object is to us.
(v) /objéct/ to feel or express dislike or disapproval for something
Use in a sentence: I don’t see why he will object to your leaving.

5. refuse (n) /réfuse/ rubbish; waste

Use in a sentence: Is it all right if you collect all our refuse and take them out for the
garbage collector?
(v) /refúse/ to declare oneself unwilling to do what one has been asked or
told to do
Use in a sentence: How can I refuse you?

As an English speaker, you can be guided as to how to pronounce words using context
clues or based on the meanings of the sentences. Like I said earlier, 90% of nouns are stressed
on the first syllable. So, more often than not, if you see a word spelled the same way with another
but is stressed on the first syllable, you would know that it is a noun.

Let’s Try This

Look at each pair of words below. You will see that they have multiple meanings. Listen to
Tape Segment # 18, Tape 2, Side A, Let’s Try This. Use your knowledge on stress and
pronunciations to determine which of them best fits each given sentence. Write the letter of your
answer only.
_____ 1. What __________ did you receive today?
a. présent
b. presént

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 _____ 2. Were you able to __________ the song that we will use in the program?
a. récord
b. recórd

_____ 3. We need a __________ for the rally we will hold tomorrow.

a. pérmit
b. permít

_____ 4. The lawyer said to the judge, “I __________, your honor.”

a. óbject
b. objéct

_____ 5. Various kinds of __________ may be used in composting.

a. réfuse
b. refúse

Compare your answers with those in the Answer Key on page 37. Did you get all the
answers right? If you did, that’s very good. If you did not, that’s okay too. Just review the items
you did not understand very well before moving on to the next part of the lesson.
So, you see how important it is to stress words properly. Always remember that a change in
stress can change the meaning of a word. To help you say a word correctly, be guided by the
context in which you are using it or better yet, consult a dictionary. Most important of all, to
become a better English speaker, you must practice, practice, practice!

Let’s See What You Have Learned

A. Listen to Tape Segment # 19, Tape 2, Side A, Let’s See What You Have Learned.
Identify which of the syllables in each word should be stressed. Write first, second, third
and so on in the blank before each number.
______ 1. musical
______ 2. balloon
______ 3. hello
______ 4. envy
______ 5. barbershop
______ 6. mighty
______ 7. injure
______ 8. opposition
______ 9. Philippines
______ 10. pretend

18
B. Determine whether there are changes in the following words’ pronunciations after adding
suffixes. Write Change for words that changed in pronunciation and No Change for those
that did not in the blanks before the numbers. You may consult a dictionary for this activity if
you are unsure of your answers.
______ 1. secret—secretive
______ 2. baptism—baptismal
______ 3. opposite—opposition
______ 4. decorate—decorative
______ 5. economy—economic
______ 6. response—responsible
______ 7. compose—composition
______ 8. mountain—mountainous
______ 9. format—formation
______ 10. elect—election

C. In the blank provided, write down the word and indicate how it should be stressed.
Example: better bétter
1. himself ______________________
2. runaway ______________________
3. myself ______________________
4. ourselves ______________________
5. playground ______________________
6. overtake ______________________
7. understand ______________________
8. coastline ______________________
9. yourself ______________________
10. themselves ______________________

19
D. Identify which word best fits each sentence below. Let the stressed syllable in each word
guide you in answering. Write the letter of your answer only.
______ 1. The girl won in the singing __________.
a. cóntest
b. contést

______ 2. The policemen __________ that the criminals escaped with the help of the
janitor.
a. súspect
b. suspéct

______ 3. The students study good manners and right _________ in school.
a. cónduct
b. condúct

______ 4. The farmers signed a _________ to till the land for five years.
a. cóntract
b. contráct
______ 5. Have you gotten your tax __________ already?
a. réfund
b. refúnd

Compare your answers with those in the Answer Key on pages 37 and 38. Did you get all
the answers right? If you did, that’s very good. If you did not, that’s okay too. Just review the
parts of the lesson you did not understand before proceeding to Lesson 2.

Let’s Remember

♦ Stress refers to the comparatively greater amount of force that is used in pronouncing
a particular syllable. It can also be referred to as accent.
♦ Most two-syllable words are stressed on the first syllable. But when you add suffixes
such as –al, –ic, –er, –able, –ation and –ative to these words, how the words are
pronounced change. There are some though which do not change in pronunciation
despite changes in form. Their stressed syllables remain the same even after suffixes
have been added to them.
♦ Words that end in –self and –selves are stressed on the second syllable.
♦ Compound nouns are stressed on the first syllable while compound verbs are stressed
on the last syllable.
♦ Words with multiple meanings may have the same spelling but are pronounced
differently. Most of the time, a change in pronunciation indicates a change in meaning.
If such words function as nouns, they are usually stressed on the first syllable. If they
function as verbs, they are usually stressed on the second syllable.

20
 LESSON 2

Saying Sentences Properly

In the preceding lesson, you learned how to pronounce words properly by stressing particular
syllables. In this lesson, you will learn how to emphasize the most important parts of sentences.
Like music, spoken English has its own rhythm or beat affected by sentence stress. Sentence
stress helps you understand spoken English better especially when spoken fast. As you learned
earlier, word stress has something to do with accenting syllables within words. Sentence stress, on
the other hand, has to do with accenting certain words within sentences.
Sentence stress is important because it adds rhythm to the English language. It makes
sentences more understandable. It is defined as the variation in emphasis or vocal stress on certain
words within a sentence.
Again, you will be using your cassette recorder and audiotape for this lesson.
After studying this lesson, you should be able to:
♦ stress important words in a sentence properly;
♦ discuss the different parts of speech such as nouns, verbs, adjectives, adverbs,
demonstrative pronouns and question words; and
♦ define what content and structure words are.

Let’s Read

Read the comic strip below aloud. Then listen to Tape Segment # 1, Tape 2, Side B, Comic
Strip to know how to read it properly. Compare how you read it to how the speaker on tape did.
Long time friends, Tina and Pinky, saw each other in the town fiesta after seven years.

Tina? Tina! What a nice surprise! My God! You never even said
goodbye when you left years
ago. Where have you been?

I’m sorry. I wasn’t able to bid you

Pinky, is that you? farewell. It’s a long story. Let’s go
Is that really you? some place where we can talk.

To see what words should be stressed, refer to the Answer Key on page 39.

21
 Were you able to read the comic strip properly? or at least as well as the speaker on tape
did? If you did, that’s very good. It means you already have a background on what we are going
to take up now, that is, stressing words in sentences. If you did not, that’s okay too. You just
have to read this lesson carefully to understand it well.

Let’s Listen to This

Once more, get your tape recorder and listen to Tape Segment # 2, Side B, Sentence
Stress.
The three sentences said differently on tape are written down below for your reference.
1. You will go to the barangay hall. (you and not anybody else)
2. You will go to the barangay hall. (whether you like it or not you will go.)
3. You will go to the barangay hall. (the barangay hall and not any other place)
So, a sentence can be said in a number of ways depending on what you want it to mean.
Now, refer to the following sentences and see which words in them should be stressed:
1. Jane stared at the food.
2. Jane related her experiences.
3. Jun is my son.
4. Jane became angry.
5. Lyn and Jane are classmates.
Can you identify the stressed words in the sentences above? Take note that they are
underlined for easy reference. Try saying them aloud like the speaker on tape did.

Let’s Review

Listen to Tape Segment # 3, Tape 2, Side B, Listening Exercise on Sentence Stress.

Then underline the stressed words in the sentences below.
1. I don’t like it.
2. Please sell my car. I’m going to the U.S.
3. Mary listened to beautiful music while on the bus.
4. The red-breasted bird flew to its nest.
5. Two years after the Doctors to the Barrios Program was launched, 154 barrios in the
Philippines still do not have resident doctors.

22
 Compare your answers with those in the Answer Key on page 39. Were you able to get all
the correct answers? If you did, that’s very good. If you did not, don’t be discouraged. Speaking
English takes a lot of practice. Just listen again to Tape Segment # 3, Tape 2, Side B, Listening
Exercise on Sentence Stress to learn how to stress sentences properly.

Let’s Try This

After listening to Tape Segment # 3, Tape 2, Side B, Listening Exercise on Sentence

Stress, do the following activity to practice what you have learned. Be sure to follow the
procedure strictly.
Procedure
1. Set up the audiocassette recorder. Insert the blank audiocassette and adjust the
recorder so it is ready to record your voice.
2. Practice reading the sentences below once or twice.
a. I don’t like it.
b. Please sell my car. I’m going to the U.S.
c. Mary listened to beautiful music while on the bus.
d. The red-breasted bird flew to its nest.
e. Two years after the Doctors to the Barrios Program was launched, 154 barrios
in the Philippines still do not have resident doctors.
3. When you are ready, record the sentences on your blank tape.
4. Rewind what you have recorded and check whether you pronounced all the words
properly. Listen again to Tape Segment # 3, Side B, Listening Exercise on Sentence
Stress to check your work.
5. If you feel that you were not able to say the sentences properly, redo the activity until
you are satisfied with your recording.
6. When you are satisfied with your recording, submit the tape to your Instructional
Manager for feedback.

Let’s Learn

Listen to Tape Segment # 4, Tape 2, Side B, Learning About Sentence Stress to know
more about putting emphasis on certain words in sentences.
Sentence stress has to do with making a word/s within sentences more prominent than
others. Thus, different sentences are stressed differently. But a given sentence can be said in a
number of ways depending on what you want to mean.
Look at the following sentences to see some examples. Notice how the meaning of the
sentence changes as different words are stressed in it.
Example: I went to the ball game.

23
 Notice that the word “ball game” is stressed in the first sentence. This sentence answers the
question “Where did you go?”
Example: I went to the ball game.
The second sentence, on the other hand, stresses the word “went,” which answers the
question “What did you do?”
From these two examples, therefore, you can clearly see the change in meaning the sentence
undergoes as changes in the words emphasized are effected.
Now, do the same thing we did in the example to the sentence in the box below. Stress each
word and see what meaning you will get. For example, what word will you stress to emphasize
that swimming, not basketball, is your favorite hobby? Next, what word will you emphasize to
inform other people how much you like swimming? Recite the sentence by stressing a different
word each time.

Swimming is my favorite hobby.

Compare your answers with mine.

♦ First sentence: Swimming is my favorite hobby.
This sentence stresses the word “Swimming,” which answers the question “What
is your favorite hobby?”
♦ Second sentence: Swimming is my favorite hobby.
This sentence stresses the word “favorite,” which indicates how much you like
swimming.
♦ Third sentence: Swimming is my favorite hobby.
This sentence stresses the word “hobby,” which indicates you consider swimming
a hobby.
What do you notice about the words that are usually stressed in sentences? What parts of
speech do they belong to?
Words that carry meaning by themselves are usually stressed in sentences. This is because
they contain the key idea of a sentence. They are called content words. The following are some
examples of content words:
1. Nouns (for example, world, friend)
A noun refers to a person, a place, a thing or an idea. Every sentence must have
a noun as its subject.
Use in a sentence: Connie loves Larry.

2. Verbs (for example, dance, twist)

A verb is a word that describes an action, a condition or an experience.
Use in a sentence: Connie danced with Larry.

24
3. Adjectives (for example, loud, nice)
An adjective is a word which describes a noun.
Use in a sentence: Beautiful Connie danced with Larry.

4. Adverbs (for example, again, now)

An adverb is word which describes or gives more information about a verb, an
adjective, an adverb or a phrase.
Use in a sentence: Connie danced with Larry again.
5. Demonstrative Pronouns (for example, these, that)
A pronoun is a word used as a substitute for a noun. Examples of these are I,
we, that, those, any and somebody. A demonstrative pronoun, on the other hand,
is a pronoun that shows where something is in relation to the speaker and the listener.
Use in a sentence: These are the children of Connie and Larry.

6. Question Words (for example, who, when)

Use in a sentence: Who is with Connie?
Question words are usually found at the beginning of questions. They are also
known as interrogative pronouns.

7. Possessive Pronouns (for example, my, your)

A possessive pronoun is a word which indicates ownership.
Use in a sentence: I will bring my book.

8. Personal Pronouns (for example, I, me, you)

A personal pronoun is a word such as “I,” “you” and “they” which refers to a
person whether in speech or in writing.
Use in a sentence: I will go with you.

Let’s Review

Identify what part of speech each word below belongs to.

___________ 1. need
___________ 2. twist
___________ 3. shout
___________ 4. world
___________ 5. this
___________ 6. way

25
 ___________ 7. sunshine
___________ 8. betrayed
___________ 9. sweet
___________ 10. give

Compare your answers with those in the Answer Key on pages 39 and 40. How well did
you do? I’m sure you did just fine. Now, move on with the rest of the lesson.
Content words are words that give meaning to a sentence. Without them, the sentence
would not be understandable. They are usually given emphasis in sentences. They convey the key
ideas in sentences.

Let’s Try This

Listen to Tape Segment # 5 , Tape 2, Side B, Words That Should Be Stressed. Underline
the word/s that should be stressed in the following sentences. Afterward, identify what part of
speech they/it belong/s to.
1. I need you. (not want you)
____________________________________________________
2. Let’s twist and shout. (do these activities)
____________________________________________________
3. You are my world. (not my life, not my soul)
____________________________________________________
4. This is my way. (not that)
____________________________________________________
5. You are my sunshine. (not my world)
____________________________________________________

Compare your answers with those in the Answer Key on page 40. Wasn’t that easy?

26
 Let’s Learn

You have just learned what kinds of words are usually stressed in sentences. Now, you will
learn which words are not usually given emphasis in sentences. These include the following:
1. Articles (for example, a, an, the)
An article is a word used to limit or give definiteness to a noun.
Use in a sentence: The boy looked at me.

2. Prepositions (for example, to, of)

A preposition is a word used before a noun, a noun phrase or a pronoun
connecting it to another word.
Use in a sentence: He went to the market.

3. Conjunctions (for example, and, but)

A conjunction is a word that connects words, phrases and clauses in a
sentence.
Use in a sentence: He called her but she kept on walking.

4. Auxiliary verbs (for example, have, be)

An auxiliary verb, also called a helping verb, is said to help the main verb
which comes after it. It cannot stand alone. Auxiliary verbs always come with main
verbs but main verbs can stand alone.
The boldfaced verb in each of the following sentences is an auxiliary verb while
the underlined verb is the main verb.
Use in a sentence: I would love an ice cream.
Would is an auxiliary verb. Auxiliary verbs such as would, will, can and could
are called modals. They express permission, ability, obligation or prediction. The main
verb in the sentence is love.
She has finished her snack.

Has is the auxiliary verb in the sentence. It expresses an action accomplished in

the past but retaining current relevance. Finished, the main verb, meant that the job
was already done.

5. Relative pronouns (for example, that, which)

A relative pronoun is a pronoun used to begin a relative clause. A relative
clause is a part of a sentence which cannot exist independently and which describes
the noun that comes before it in the main part of the sentence.
Use in a sentence: The woman whom I met was wearing a brown hat.

Whom is a relative pronoun.

27
 These kinds of words are not stressed in sentences because they have little or no meaning by
themselves. They only support the key ideas in a sentence. They are also known as structure words.

Let’s Try This

Identify what part of speech each of the following structure words belongs to.
____________ 1. we
____________ 2. have
____________ 3. to
____________ 4. a
____________ 5. can
____________ 6. I
____________ 7. you
____________ 8. will
____________ 9. she
____________10. he

Compare your answers with those in the Answer Key on page 41. Did you get all the answers
right? The words given above are some more examples of words that are not stressed in sentences.

Let’s Review

Listen to Tape Segment # 6, Tape 2, Side B, Words That Should Not Be Stressed. Underline
the word/s that should not be stressed in each of the following sentences. Identify what part/s of
speech it/they belong/s to.
1. We have to write a letter.
________________________________________________
2. Can I see you now?
________________________________________________
3. Will you come tomorrow?
________________________________________________
4. She needs a new dress.
________________________________________________
5. He sings and dances.
________________________________________________

28
 Compare your answers with those in the Answer Key on page 41. Did you get all the
answers right? Now, you’re almost done with this module.

Let’s See What You Have Learned

A. Underline the words that should be stressed in the following excerpt from a short story by
Ring Lardner. Then identify what part of speech each word belongs to.

Ring: This is a very exciting day for me. I received two letters. One
from Walter and one from Gordon Flint.

Helga: Really? I gave Gordon your address.

Ring: His letter was kind of a shock.

Helga: Why?

Ring: He just got back from a trip around the world. He left last
December to go on it and got back yesterday. Gordon and I
were engaged when he went away.

Helga: But you are also engaged to Walter?

Ring: Yes. I couldn’t let Gordon know because I had no idea
where he was besides not wanting to spoil his trip.

Source: Lardner, Ring. I Can’t Breathe. http://www.short-stories.co.uk.

December 13, 2000, date accessed.

Word Part of Speech Word Part of Speech

__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________

29
 Word Part of Speech Word Part of Speech
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________
__________ _______________ __________ _______________

Compare your answers with those in the Answer Key on pages 41 and 42. Did you
get all the answers right? If you did, that’s very good. If you didn’t, just take note of the
items you missed and incorporate them with your answers because you will need them in the
next activity.

B. This time, read the given passage emphasizing the words you identified in the previous
activity. Then get a blank cassette from your Instructional Manager and record the story.
After recording the passage, listen to Tape Segment # 7, Tape 2, Side B, I Can’t Breathe
to see if you read it properly. If you are satisfied with your recording, submit the tape to
your Instructional Manager for feedback. If you are not, retape the passage until you are
satisfied with your recording.

Let’s Remember

♦ Sentence stress has to do with making a word/s within sentences more prominent
than others.
♦ Nouns, verbs, adjectives, adverbs, demonstrative pronouns, personal pronouns and
question words are usually stressed in sentences because they carry meaning by
themselves. They contain the key ideas in sentences.
♦ Articles, prepositions, possessive adjectives, conjunctions, auxiliary verbs and relative
pronouns are usually not given emphasis in sentences because they have little or no
meaning by themselves. They only support the key ideas in a sentence.

Well, this is the end of the module! Congratulations for finishing it. Did you like it? Did you
learn anything useful from it? A summary of its main points is given on the next page to help you
remember them better.

30
 Let’s Sum Up

This module tells us that:

♦ Stress refers to the comparatively greater amount of force that is used in pronouncing a
particular syllable.
♦ Most two-syllable words are stressed on the first syllable. But when you add suffixes such
as –al, –ic, –ical, –ity, –ular, –tion and –ive to these words, how the words are
pronounced change.
♦ Words that end in –self and –selves are stressed on the second syllable.
♦ Compound nouns are stressed on the first syllable, while compound verbs are stressed on
the last syllable.
♦ Words with multiple meanings may have the same spelling but may be pronounced
differently.
♦ Sentence stress has to do with making a word/s within sentences more prominent than
others.
♦ Nouns, verbs, adjectives, adverbs, demonstrative pronouns, personal pronouns, possessive
pronouns and question words are usually stressed in sentences they carry meaning by
themselves.
♦ Articles, prepositions, conjunctions, auxiliary verbs and relative pronouns are not usually
given emphasis in sentences because they have little or no meaning by themselves.

What Have You Learned?

For this test, you will need your cassette recorder again and a blank cassette which will be
provided by your Instructional Manager. After the test, submit the tape to your Instructional Manager.
Are you ready to begin the test? Let’s start then.
A. Listen to Tape Segment # 8, Tape 2, Side B, Post-Test A. Mark the stressed syllable in each
word below using the stress mark (´). Then get a blank cassette and record the given words.
1. airplane
2. overact
3. language
4. democratic
5. economical
6. expressive
7. undergo
8. themselves
9. Thursday
10. personal

31
B. First, practice saying the following sentences aloud several times to yourself. Then underline
the words that you put emphasis on or stressed. Then record the sentences in your blank
cassette.
1. This is your school. (stress on demonstrative pronoun and noun)
2. Is this your book? (stress on demonstrative pronoun and noun)
3. Where is your teacher? (stress on question word and noun)
4. Come back here! (stress on verb and adverbs)
5. Baguio is nearer to Manila than Batanes. (stress on nouns and adjective)
6. There is a black hat caught in a high treetop. (stress nouns, adverb, verb and
adjectives)
7. I’ll stand here until tomorrow. (stress on verb, adverbs and personal pronoun)
8. The easiest method of going there is by bus. (stress on adjective, nouns and verb)
9. Would you like to dance? (verb)
10. The Philippines is rich in natural resources. (stress nouns and adjectives)

C. Listen to Tape Segment # 9, Tape 2, Side B, Post-Test C for this activity. Determine which
of the pairs of words best fits each sentence. Write the letter of your answer only.
1. The teacher will _________ the lesson outside the classroom.
a. cónduct
b. condúct

2. She writes the grades of the members of her class in a class _________.
a. récord
b. recórd

3. The _________ rally was headed by a very prominent man.

a. prótest
b. protést

4. Black is a good color to _________ with white.

a. cóntrast
b. contrást

5. The _________ in rice production made the farmers happy.

a. íncrease
b. incréase

32
D. Record the following passage. Be sure to apply everything you have learned about
stress and sentence stress in reading it. Like before, follow the procedure strictly.
Procedure
1. Set up the audiocassette recorder. Insert the blank audiocassette and adjust the
recorder so it is ready to record your voice.
2. Practice reading the passage on the next page once or twice.
3. When you are ready, record the words on the blank tape.
4. Rewind what you have recorded and check whether you pronounced all the words
properly. Listen to Tape Segment # 10, Tape 2, Side B, Answer Key to Post-Test D
check your work.
5. If you feel that you have not stressed the words as they should be stressed, retape the
passage until you perfect saying it.
6. When you are satisfied with your recording, submit the tape to your Instructional
Manager for feedback.

A River Once Ran Through It

Mang Dolfo: Mayor, we have always felt uncertain about Marcopper. Although it
contributed a lot to the province’s economy, it also caused suffering
and great damage to us locals.

Mayor Madla: But who are we to refuse mining if the national government wants it?
All we can do is protest and cry.

Mang Dolfo: But only those who belong to the company benefit from it. In fact,
their community in the mountains is the only part of the province that
does not suffer brownouts. As for us fishermen and farmers, many of
us suffered from the environmental effects of mining operations.
Mayor Madla: I understand what you mean.

Mang Dolfo: The Calancan Bay died because of the mine tailings which were
disposed of in its waters.

Source: Severino, Howie G. “A River Once Ran Through It.” i, the Investigative Reporting
Magazine, April–May 1996.

For Post-tests A to C, compare your answers with those in the Answer Key on page 43.
Listen also to Tape Segment # 11, Tape 2, Side B, Answer Key to Post-Tests A and B. Did
you get all the answers right? If you did, that’s very good. That means you understood the topics
in this module very well. If you didn’t, that’s okay too. Just review the parts that you did not
understand very well.
For Post-test D, listen to Tape Segment # 12, Tape 2, Side B, Answer Key to Post-Test
D. Were you able to read the passages as well as the speaker on tape did? If you were, that’s
very good. That means you learned a lot from this module. You can then move on to the next
module. If not, just review the parts of the module that you did not understand.

33
 Answer Key

A. Let’s See What You Already Know (pages 2–3)

A. 1. ápple
2. eráser
3. devélopment
4. párty
5. excíting
6. mechánical
7. potáto
8. eléctric
9. tálented
10. cátegory

B. 1. big
2. he
3. library
4. nice
5. dances
6. Martha
7. Look
8. school
9. you
10. love

C. 1. recórd
2. cóntest
3. súspect
4. reláy
5. permít

34
B. Lesson 1
Let’s Study and Analyze (pages 4–5)
1. (a)
2. (a)
3. (b)
4. (b)
5. (b)
6. (a)
7. (b)
8. (b)
9. (a)
10. (a)

Let’s Try This (page 7)

Stressed on the Stressed on the Stressed on the

First Syllable Second Syllable Third Syllable

ángle imágine coalítion

álways Chinése enginéer
Jánuary devélopment guarantée
bétter bambóo eleméntary
ríver divísion Japanése
néver cashíer affirmátion
básic
máyonnaise

Let’s Think About This (page 8)

cónduct first rébel first récess first
dráma first próverb first símple first
átom first póison first réading first

35
Let’s Try This (page 9)
1. péncil first
2. revíse second
3. márket first
4. contráct second
5. fértile first

Let’s Try This (page 12)

You may have more answers than those listed below.
1. inform—infórmal, infórmant, informátion, infórmative, infórmer
2. meter—métric, métrical, metricátion
3. medicine—medícinal
4. import—impórter, impórtant, impórtance, importátion
5. represent—represéntative, representátion
6. combine—combinátion, combínable, cómbinative
7. replace—repláceable, replácement, replácer

Let’s Try This (page 13)

1. No Change
2. Change
3. No Change
4. Change
5. No Change
6. Change
7. Change
8. No Change
9. No Change
10. Change

Let’s Listen to This (page 14)

1. last
2. last
3. last
4. last
5. last

36
Let’s Try This (page 16)
1. understánd
2. underlíne
3. overflów
4. outsmárt
5. undertáke
6. hótdog
7. bédbug
8. dáylight
9. éyedrops
10. hóusewife

Let’s Try This (pages 17–18)

1. (a)

2. (b)

3. (a)

4. (b)

5. (a)

Let’s See What You Have Learned (pages 18–20)

A. 1. first
2. second
3. second
4. first
5. first
6. first
7. first
8. third
9. third
10. second

37
B. 1. No Change
2. No Change
3. Change
4. No Change
5. Change
6. No Change
7. Change
8. No Change
9. Change
10. No Change

C. 1. himsélf
2. rúnaway
3. mysélf
4. oursélves
5. pláyground
6. overtáke
7. understánd
8. cóastline
9. yoursélf
10. themsélves

D. 1. (a)
2. (b)
3. (a)
4. (a)
5. (a)

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C. Lesson 2
Let’s Read (page 21)
The underlined words are the words which should be stressed.
Tina? Tina! What a nice surprise!
Pinky, is that you? Is that really you?
My God! You never even said goodbye when you left years ago. Where have
you been?
I’m sorry. I wasn’t able to bid you farewell. It’s a long story. Let’s go
someplace where we can talk.

Let’s Review (page 22)

1. I don’t like it.
2. Please sell my car. I’m going to the U.S.
3. Mary listened to beautiful music while on the bus.
4. The red-breasted bird flew to its nest.
5. Two years after the Doctors to the Barrios Program was launched, 154
barrios in the Philippines still do not have resident doctors.

Let’s Review (pages 25–26)

1. need—noun/verb
Use in sentences: (n) Jake’s needs come first.
(v) Jake needs some food.
2. twist—noun/verb
Use in sentences: (n) Do you know how to dance the twist?
(v) Jake twisted his arm.
3. shout—noun/verb
Use in sentences: (n) Did you hear her shout
(v) Jake shouted joyfully.
4. world—noun
Use in sentence: (n) The world is round.

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 5. this—pronoun/adjective/adverb
Use in sentences: (n) This is what the world needs.
(adj) This is iron and that is tin.
(adv) I didn’t expect to write this long.
6. way—noun/adjective/adverb
Use in sentences: (n) This is the way to Santa Fe.
(adj) The president visited five major countries
plus way points.
(adv) Joy is way ahead of the class.
7. sunshine—noun/adjective
Use in sentences: (n) Sunshine is good for the skin.
(adj) The government sometimes impliments
sunshine law.
8. betrayed—verb
Use in sentence: He betrayed her three times.
9. sweet—adjective/adverb/noun
Use in sentences: (adj) The sweet fruit satisfied her hunger.
(adv) Talk to me sweet.
(n) Don’t eat too much sweets before dinner.
10. give—verb
Use in sentences: (v) The rich men give alms to the poor.

Let’s Try This (page 26)

1. need—verb
2. twist; shout—verbs
3. world—noun
4. This—demonstrative pronoun; way—noun
5. sunshine—noun

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Let’s Try This (page 28)
1. pronoun
2. auxiliary verb
3. preposition
4. article
5. auxiliary verb
6. pronoun
7. pronoun
8. auxiliary verb
9. pronoun
10. pronoun

Let’s Review (page 28)

1. have—auxiliary verb; to—preposition; a—article
2. Can—auxiliary verb
3. Will—auxiliary verb
4. a—article
5. and—conjunction

Let’s See What You Have Learned (pages 29–30)

The following words should be stressed in the given excerpt.
1. This—demonstrative pronoun
2. very—adverb
3. exciting—adjective
4. day—noun
5. I—personal pronoun
6. received—verb
7. two—adjective
8. letters—noun
9. One—adjective
10. Walter—noun
11. Gordon Flint—noun
12. Really—adverb

41
13. I—personal pronoun
14. gave—verb
15. your—possessive pronoun
16. address—noun
17. His—possessive pronoun
18. letter—noun
19. kind of—adverb
20. shock—noun
21. Why—question word
22. trip—noun
23. around—adverb
24. world—noun
25. left—verb
26. last—adverb
27. December—noun
28. he—personal pronoun
29. got back—verb
30. yesterday—adverb
31. engaged—verb
32. went—verb
33. away—adverb
34. you—personal pronoun
35. Yes—adverb
36. let—verb
37. know—verb
38. no—adjective
39. idea—noun
40. where—adverb
41. wanting—verb
42. spoil—verb
43. trip—noun

42
D. What Have You Learned? (pages 31–33)
A. 1. áirplane
2. overáct
3. lánguage
4. democrátic
5. económic
6. expréssive
7. undergó
9. Thúrsday
10. pérsonal

B. The following words should be stressed.

1. This—demonstrative pronoun; school—noun
2. this—demonstrative pronoun; book—noun
3. Where—question word; teacher—noun
4. Come—verb; back; here—adverbs
5. Baguio; Manila; Batanes—nouns; nearer—adjective;
6. heat; treetop—nouns; There—adverb; caught—verb; black; high—ajectives
7. stand—verb; here; tomorrow—adverbs; I’ll—personal
8. easiest—adjective; method; bus—nouns; going—verb
9. dance—verb
10. Philippines;resources—nouns; rich; natural—adjectives;

C. 1. (b)
2. (a)
3. (a)
4. (b)
5. (a)

43
 References

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