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Learning Module 8 1
Learning Module 8 1
Learning Module 8 1
A. Mode of Production
To make the sound of [f], place the upper teeth on the lower lip and blow. Make [v] in the same way, but
add a voice.
To make the sound of [p], press the lips together and then release the air in your mouth. Make [b] in the
same way, but add a voice. [p] is aspirated only at the beginning of a stressed syllable.
B. Pronunciation Drills
E. Tongue Twister
F. Conversation Drill
Fe: In many ways. It’s so hard to remember the rules and because often I’m not sure of myself, I do
not talk much. And when I talk, I hesitate with certain words and sounds.
Vic: I think I know what’s the cause of all this.
Fe: You do? Please tell me. Really, I’d appreciate it very much if you will.
Vic: Well, I think you’re putting all the emphasis on the wrong thing.
Fe: What thing?
Vic: Those rules.
Fe: Aren’t you supposed to learn them well so you’ll know how to say things and how not to say
things?
Vic: I have no quarrel with you on that point, but you can’t be thinking of what’s in the handout all the
time every time you speak. You keep remembering what you’ve seen there.
Fe: Those rules must be followed!
Vic: Yes, but you have to speak in order to learn to speak. You have to acquire the habit of using the
language of real life. You have to learn those whole phrases and sentences as used in actual
spoken English. And I repeat, you have to speak in order to learn to speak.
Fe: I think I see what you mean.
A. Mode of Production
To make the sounds of [s], bring the teeth edges together, spread the lips o keep the teeth edges free
and blow the air out to make a hissing sound. Make [z] in the same way, but add a voice. This is the
buzzing sound.
B. Pronunciation Drills
[s] [z]
Sip hiss niece zip his knees
Sink seal rice zinc zeal rise
Sue ice place zoo eyes plays
To make the sound of [sh], bring your teeth close together. Keep the tip of the tongue close to the
teethridge and the middle of the tongue close to the roof of the mouth. Push the lips outward and blow.
Make [zh] in the same way, but add a voice.
SPEECH AND ORAL COMMUNICATION |5
[ sh] [ zh ]
To make the sound of [ ch ], follow the same directions for [ sh ], but instead of blowing out the sound,
strike the tip of the tongue against the toothridge to make an explosive sound. Make [ j ] in the same
manner, but add a voice.
F. Pronunciation Drills
[ ch ] [j]
Cheap chain cheer jeep Jane jeer
Chin choke chew gin joke Jew
Chest H catch jest age cadge
Chunk chump batch junk jump badge
[s] [z]
Cups plates coughs spoons bowls herbs
Suits books nights shoes pencils gives
Sleeps walks wants snores rides toys
Bakes writes locks fries reads blouse
Chiefs booths crops logs times rooms
The [ s ] in the first columns is voiceless because it follows a voiceless sound, either [ p ], [ t ], [ k ], [ f ], or [ th ].
The [ s ] in the last three column becomes voiced [ z ] because it follows a voiced sound.
The following nouns form their plurals by adding a separate syllable which is pronounced [ z ]. This occurs after
[ b ], [ d ], [ g ], [ v ], [ m ], [ n ], [ ng ], [ r ] and after the vowel sounds. The following are examples:
The difference lies not in the voicing of [ s ], but also in the length of the vowel before it.
THE RETROFLEX [ r ]
A. Mode of Production
To make the sound of [ r ], turn the tip of the tongue towards the toothbridge, but without touching the roof of
the mouth. The lips should be slightly rounded.
B. Mimicry
Three father merry terrible arrival
Pray mother nerve paper paragraph
Rain nurse fern murderer explorer
Read neighbor treat embarrass interior
Real visitor seminar corridor furniture
In the following examples observe carefully the insertion [ꬿ ] sound between a front vowel and [ l ] and [
r ].
Sources:
Diaz, Rafael H. (2005). Speech and Oral Communication for
College Students. National Book Store. Mandaluyong
City.
https://bit.ly/3SRfcPI
SPEECH AND ORAL COMMUNICATION |8
CONCEPTUAL ACTIVITY
Instructions: Identify the manner of articulation for each word.
PERFORMANCE TASK
Instructions: Read the poem, “I Take It You Already Know” applying appropriate intonation, phrasing,
and pronunciation of English consonants. Kindly see attached rubric for your guidance.
Phrasing and Reads with Reads with a mixture Reads in two- or Reads word-by-
Intonation good phrasing, of run-ons, mid- three-word phrases, word in a
adhering to sentence pauses for not adhering to monotone voice
punctuation, beath and some punctuation, stress,
stress, and choppiness. There is and intonation.
intonation. reasonable stress and
intonation
SPEECH AND ORAL COMMUNICATION |9
LEGEND: VGE – To a very great extent; GE – To a good extent; SE – To a slight extent; LE – To a little extent