CHAPTER VI: THE INTONATION OF ENGLISH

Learning Outcomes:
The students will:
1. Identify the four pitch levels; and
2. Speak with appropriate intonation.
Overview
This chapter teaches you how to speak with a rhythm called the intonation.

SENTENCE AND INTONATION PATTERNS

Intonation – the tune or melodic pattern of what is said. It involves word stress, pitch levels,
and pronunciation of vowels and consonants
Pitch – the highness or the lowness of tone.

1. Low-pitch level1 – tone generally used to end sentences in normal speaking

situations
2. Normal pitch level 2 – tone used in starting any normal speaking situation
3. High pitch level 3 – suspended tone used after question or series
4. Extra high pitch level 4 – higher than high pitch of two tones used to express
Shift - the movement from one tone to another between syllables
Inflection - the movement of one tone to another within one syllable

Intonation Patterns
1. Rising and Falling Intonation for Statements of Fact (2-3-1)
Examples:
The group will watch with the cheerers.

They submitted their research.

He talked forcefully.

2. Rising and Falling Intonation for Commands and Requests (2-3-1)

Examples:
Listen carefully. Use a Pencil.

3. Rising and Falling Intonation for Making Statements Specific (2-3-1 or 3-1)
Example:
She sent her the package this day.

4. Rising-Falling Intonation for Information Questions (2-3-1)

Examples:
What do you intend to do this hour?

How often do you see your relatives?

5. Rising Intonation for Simple Questions (2-3); questions answerable by YES or NO

Examples:
Have you finished your work?

Are you planning to go abroad later?

6. Rising Intonation for Making Questions Specific (2-3)

Example:

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 Did they distribute the handouts yesterday?

7. Non-final Sentence Intonation for Utterances Divided into Two or More Thought
Group (2-3-2, 2-3-1)
Example:
She doesn’t go unless she has to.
She stays today; She will travel tomorrow.

8. Non-final Sentence Intonation for Comparison (2-3-2, 2-3-1)

Example:
Mrs. Yu is as young as her sister-in-law.

9. Non-final Sentence Intonation for Contrasts (2-3-2, 2-3-1)

Example:
I enjoy travelling not always left at home.

10. Sentence Intonation for Special COnstruction for alternatives with OR (2-3, 2-3-1 or
2-3, 2-3, 2-3-1 or 2-3, 2-3, 2-3, 2-3-1)
Examples:
Shall we watch the games or see a movie?

11. Special Construction Sentence Intonation for Series with AND

Example:

She served sandwiches, fruit juice, and rice cakes.

12. Special Construction Sentence Intonation for Direct Address (2-3, 2-3-1 or 2-3, 2-3,
2-3, or 2-3, 2-3, 2-3, 2-3-1)
Example:
I’m sorry, Mr. Jose, I cannot see you today.

Athena, will you please keep this?

13. Special Construction Sentence Intonation for Tag questions and Answers (2-3-2,
3-1 or 2-3-2, 2-3 or 2-3-1, 3-1)
Example:
She wants companion, doesn’t she?

Yes, she does.

She’s angry, isn’t she, Ann?

Yes, she is.

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 CHAPTER VII: THE VARIANTS THAT AFFECT ENGLISH

Learning Outcomes:
The students will:
1. Pronounce/ Aspirate words correctly;
2. Produce vowel, consonant and diphthong sounds correctly;
3. Produce sounds with proper effective voice elements

Overview

Let’s start!

LESSON 1: BLENDING

Blending is the ability to smoothly and fluidly combine individual sound

together when sounding out two or more words. To read proficiently, you
need to learn to blend individual sounds smoothly into words without
choppy pauses between the sounds. The ability to seamlessly combine
individual sounds together into the fluid word is not only vital for
developing correct phonologic processing, it is also critical for developing
eventual fluency. Smooth blending is one of the subskills vital to
developing correct phonologic processing, the foundation for proficient
reading.

GUIDELINES IN BLENDING

A. A word ending in a consonant followed by a word that starts with a vowel is said as
one word using the consonant-to- vowel blend.
Example: just in time- Justin time
i got it- I gotit
leave right away- leave rightaway
B. An infinitive with a verb beginning with a vowel is said as one word using a /w/ sound
in between.
Example: to explain--- towexplain
to understand--- towunderstand
to identify--- towidentify
C. A word ending in an /i/, /I/, or Diphthong ey, followed by a word beginning with a
vowel are blended as one word using a /y/ sound in between.
Example: be aware--- beyaware
be awake--- beyawake
see it--- seeyit
D. In a rapid speech, a word that ends in t followed by a word that starts with y are
blended together using ch in between.
Example: not your fault--- notchyour fault
let you down--- letchyou down
meet you halfway--- meetchyou halfway

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 E. In a rapid speech, a word that ends in d followed by a word that starts with y are
blended together using /dz/.
Example: bid you goodbye--- bid_you goodbye
Lead you astray--- lead_astray
Heed your warning--- heed_your warning
F. Unstressed syllable made up of t+l, t+n, d+l, and d+n are blended as one word by
dropping the vowel and leaving only consonants to make up a syllable.
Example: little--- lit-l
Certain--- cert-n
Riddle--- rid-l

LESSON 2: THE VARIANTS THAT AFFECTS SPEECH (Aspiration of /P/, /T/, /K/)

Aspiration refers to explosive sound of breath brought about by sudden release

of air after the contact of parts of this speech mechanism. This puff of air
accompanies the utterance of a sound.

Observe how the voiceless stops /p/, /t/, /k/ and aspirated when they are found
in initial position as in the following examples. Don’t forget /p/ is bilabial, /t/ is
alveolar, and /k/ is a velar.

till till the end of time pick pick up the pieces power people power
keep keep the change tree tea tree top table table tennis
pool pool of water cool cool morning car car key
/p/, /t/, /k/ are not aspirated when found in medial or final position within the stream of
speech.

Medial
Apart city uncle
Opal party cycle
Open testing broker
Apple writing banker
Puppet meter handkerchief
Final
dip it in salt the top of the mountain help the poor
hit your head stop the car take it away
just behind you as a question pink of health
They are not aspirated in words such as: spill, skill, still. Neither /b/, /d/, /g/, the voiced
counterparts of /p/, /t/, /k/, aspirated.

tick--- dick peak- beak post- boast

palm- balm rope- robe take- drake
come--- gun route- rude kitten- gotten
The /t/ and /d/ in English is made by striking the tip of the tongue on the upper teeth
ridge. Do not put the tongue between the teeth as you do in the vernacular.

Practice:

Tell the teacher do a dance step spill the plate of beans

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 Trick or treat grade his work get-together-party
Take a test plan a picnic pick up the pieces
Tour the country tick tack toe good old days

LESSON 3: THE SIBILANTS: [s], [z], [sh], and [z]

A. Mode of Production
To make sounds of [s], bring the teeth edges together, spread the lips to
make 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.

A.1. Pronunciation Drills

[s] [z]

Sip hiss niece zip his knees

Sink seal rice zinc zeal rise
Sue ice place zoo eyes plays
Target Sounds in Phrases

lazy niece icy place his eyes

easy result zero quizzes raise funds
place cards zephyr breeze zip zipper
sounds nice wise ideas asking price
praise others class size please rise
1. We always say our graces before meals.
2. Please rise for the opening prayers.
3. Your wise ideas sound nice.
4. His lazy niece forgot to mend the zipper.
5. The zoo is an icy place.

B. Mode of Pronunciation: [sh] and [zh]

To make the sound of [sh], bring your teeth close together. Keep the teeth of
the tongue close to the teeth ridge 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 voice.

Mode of Pronunciation [ch]

To make the sound of [ch], follow the same directions of [sh], but instead of
blowing out the sound, strike the tip of the tongue against the tooth ridge to make an
explosive sound. Make [j] in the same manner, but add a voice.

B.1. Pronunciation Drills

[ch] [j]
Cheap chew jeep badge
Chin cheer jin jew
Chest chain jest jump
Chunk choke junk age
Chain chump Jane joke

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 Target Sounds in Phrases
same bus shave close
shift action save the city
sift flour buzzling bees
Jones Bridge same scene
shameful action Chinese store

LESSON 4: [s] as [s], [z] and THE PROTHETIC [s]

There are three ways of pronouncing [s]:

1. in relation to the sound preceding it;

2. as the plural form of nouns and the singular form of verbs and;
3. as the prothetics.
Prosthesis is the addition of a letter at the beginning of a word.

[s] [z]
cups plates crops spoons bowls herbs
suits books nights shoes pencils gives
sleeps walks wants snores rides toys
bakes writes locks fries reads blouse
chiefs booths coughs logs times rooms

The [s] in the first three columns is voiceless because it follows a voiceless sound,
either [p], [t], [k], [f], or [th]. The [s] in the last three columns 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 vowel sounds. The
following are examples:

can- cans nerve- nerves paper- papers

name- names club- clubs teacher- teachers
meal- meals pie- pies table- tables
bag- bags pen- pens professor- professors
song- songs word- words friend- friends

The difference lies not only in the voicing of [s], but also in the length of the vowel before it.

[s] [z] [s] [z] [s] [z]

Ice eyes place plays lace lays
Peace peas race raise trace trays
Loss laws advice advise grace greys
In the following pairs, the ending [es] takes the [iz] sound after [s],[z],[sh],[zh], and [dz].

class- classes close- closes phrase- phrases

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 dance- dances bench- benches cause- causes
rose- roses page- pages judge- judges
ooze- oozes bridge- bridges excuse- excuses
use- uses dress- dresses garage- garages

The combination of [s] plus another consonant at the beginning of a word is also a
difficulty for Filipino learners of English. Do not add an extra syllable before initial clusters of
[sp]. [sk], [st], [sl], [sm], and [sn]

school small spoil United States

sky spit scold loud snore
stay spoon star short street
story spelling scatter sky scrapers
sleep smart standard start schooling

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 CHAPTER VIII: PUBLIC SPEAKING

Learning Outcomes:
The students will:
1. Identify the qualities of a good and effective public speaking
2. Determine the basic steps in speech writing and the principles and rules
in speech delivery
3. Reflect on the causes of stage fright and ways to overcome it; and
4. Deliver a speech.
OVERVIEW
The chapter will give you tips on how to build confidence and deliver a public speech
comprehensively and interestingly.

LESSON 1: HANDLING SPEAKER’S ANXIETY

PRACTICAL WAYS TO OVERCOME SPEAKER’S ANXIETY

 Know the Room- become familiar with the place in which you will speak. Arrive early
and walk around the room including the speaking area. Stand at the lectern, speak into
the microphone. Walk around where the audience will be seated from where you will be
seated to the place where you will be speaking.
 Know the Audience- if possible, greet some of the audience as they arrive and chat
with them. It is easier to speak to a group of friends than to a group of strangers.
 Know your Material- if you are not familiar with your material or uncomfortable with it,
your nervousness will increase. Practice your speech or presentation and revise it until
you can present with ease.
 Learn How to Relax- you can ease your tension by doing exercises. Sit comfortable
with you back straight. Breathe in slowly, hold your breath for 4 to 5 seconds, then,
slowly exhale. To relax your facial muscles, open your eyes and mouth wide, then, close
them tightly.
 Visualize Yourself Speaking- imagine yourself walking confidently to the lectern as the
audience applauds. Imagine yourself speaking, your voice loud, clear and assured.
When you visualize yourself as successful, you will be successful.

 Realize People Want You to Succeed- all audiences want speakers to be interesting,
stimulating, informative and entertaining. They want to succeed- not fail.

 Don’t Apologize for Being Nervous- most of the time your nervousness do not show
all. If you don’t say anything about it, nobody will notice. If you mention your
nervousness or apologize for any problems you think you have with your speech, you’ll
only be calling attention to it. Had you remained silent, your listeners may not have
noticed at all.
 Concentrate on Your Message- not the medium- your nervous feelings will dissipate if
you focus your attention away from anxieties and concentrate on your message and
your audience, not yourself.
 Turn Nervousness into Positive Energy- the same nervous energy that causes stage
fright can be asset to you. Harness it, and transform it into vitality and enthusiasm.

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 Gain experience- experience builds confidence, which is the key to effective speaking.
Most beginning speaker find their anxieties decrease after each speech they give.

TASK 1: Fill columns below. In column A, list 10 of your strengths, in column B, state how
you use them to your advantage when talking to a group of people you are not personally
acquainted with.

Column A Column B

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LESSON 2: SPEAKING IN PUBLIC

A. AUDIENCE ANALYSIS
Before you speak to any audience, you should learn as much about its
members as possible. Only in that way you adapt the level of your language and
content of your talk to your listeners.

Here’s an audience analysis comes into play. Be sure to ask the person who
invited you for information about the members, information that encompasses a
broad spectrum, such as in the following areas:

 Age  Cultural interest

 Sex  Occupation
 Interest in topic  Economic status
 Attitude toward topic  Religious affiliation
 Knowledge of topic  Ethnicity
 Education

B. SELECTING YOUR TOPIC

Here are some guidelines:

 The topic should be Interesting to you

If you’re not interested in the topic, chances are that nobody else will be,
and your talk will probably fizzle. Enthusiasm is reflected in your voice and by
your non-verbal communication. Audiences sense enthusiasm or the lack of it in
speaker, and they respond accordingly.

 The topic should be within your capability

In other words, can you handle the topic on the basis of your personal
experiences, book learning, firsthand knowledge, family background, personal
convictions and acquaintances in specific fields? If some or all of these factors
are in your favor, then the odds are that you’ll be able to prepare for and speak
intelligently on your selected subject.

 The topic should be suitable to audience

Knowing the make-up of your listeners will help you shape a more
effective person-to-person communication. To know your listeners, you should try
to answer several questions about them:

 Average ages
 Ethnic background
 Occupation
 Financial status
 Sex
 Educational level

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 C. ORGANIZING YOUR SPEECH
I. INTRODUCTION
The opening or introduction of your speech includes all that you say from the
first sentence up to discussion, the point at which you begin to develop and
expand your central idea. The introduction varies in length depending upon
what you want to accomplish. It aims to get the attention, to gain credibility,
and to build rapport. You can start by asking a question, making statements,
citing quotations, citing real life drama incidents or giving statistical reference.
TIPS ON OPENING
 Memorize your opening sentence
 Get the point
 Have faith in yourself
 Open with short, forceful sentences
 Make your opening inviting
II. BODY
The body of the speech is the big middle part of your speech. It is the
development of your main idea. This development consists of breaking the
idea into major points and supporting them with details. Each detail becomes
evidence to strengthen a major point becomes evidence to support the central
idea.
TIPS ON THE BODY OF YOUR SPEECH
 Conduct through research and get as much support or evidences
 Expand your major points with strong evidence in detailed form.
 Extract from your sources of information the most important evidence.
 Implement your purpose by means of an orderly plan.
 Remove details that do not support your main idea.
III. CONCLUSION
The conclusion of the speech is a strategic point. Your audience has listened
to your opening sentences with interest and curiosity. It has followed the
development of your main thoughts throughout the discussion or body of the
speech. It is ow ready for you to ties everything together in a neat little
package called conclusion.
There are many ways of ending speeches. If you want to leave the effect of
logic on your listeners, you may simply summarize what you’ve said; if you
want to touch their feelings, you may make an emotional appeal or project
them into the future; if you want to highlight the main idea, you may use a
clever story or a quotation to drive your point. A conclusion is therefore, a
review or summary of information shared in order to remind the audience of
what speech is all about.
In general, remember these DON’T’S
 Don’t bore your audience by being long-winded and rambling. Be
brief; your audience will be grateful.
 Don’t stop too abruptly. Your talk must be rounded smoothly, not left
jagged.
 Don’t introduce a new material in your conclusion
 Don’t use long involved sentences.
 Don’t try to save a lost cause in your few words.

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LESSON 3: DELIVERING YOUR SPEECH

NONVERBAL COMMUNICATION

Nonverbal communication is the conscious or subconscious transmission and

reception of messages other than spoken words.

 Our Appearance
The clothes we wear often communicate our status in life and our degree of self-
confidence. What we wear to work can be as important as your job performance.
 Our Facial Expressions
To ensure credibility when speaking, we should strive to have our facial expression
and verbal message coincide.
 Our eyes
Eye contact is important to establish and maintain a beam of communication
between you and your listeners. It also makes it possible for you to receive all that
important feedbacks from your listeners.
 Our Body Movement
Kinesics is the study and application of body movement our kinesics behavior can
significantly reinforce your verbal message.
 Our Gestures
Gestures play a large role in our daily communication and are usually most
effective when performed spontaneously.
 Paralanguage
How you can say things can often be more important than what we say.
 Space
How you use distance while communicating can contribute to the success of
communication.

LESSON 4: CHARACTERISTICS OF GOOD DELIVERY

A good speech can bring even more satisfaction to the speaker than it does to the
audience.

 Attentiveness
It means focusing on the moment, saying to yourself that you have come to
tell me your listeners something important and that you are going to do your
best to communicate with them.it is also a matter of being aware of and
responding to your listeners needs.
 Immediacy
It occurs when the communicator is completely focused on the
communication situation. When it happens, speakers are thinking about the
best way to make their words have an impact and how the audience is
responding to what they say.

 Directness
It means being natural and straightforward
 Conversational Quality

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 When speakers are attentive, immediate, and direct, in most cases they will
sound conversational. When you have conversational quality, you talk with
your audience in much the way that you talk when you are having a
conversation with another person.

LESSON 5: EFFECTIVE SPEAKING VOICE

 Intelligibility
The ability to understand a message dependent upon the following qualities:
loudness, rate, enunciation, and pronunciation, these take a far greater
significance when speaking in public with a big audience.
1. Adjust your volume- your speaking volume should consider the distance that
exists between you and the audience and the amount of the external noise.
2. Control your rate- when addressing a large group, slow down your ordinary
conversational rate to about one-third or around 120-150 words per minute.it
is important to vary your rate to reflect the intensity of your commitment, the
importance of key ideas, or the emotionality of your appeal.
3. Enunciate clearly- enunciation refers to the crispness and precision used in
forming your words. In public, you will need to concentrate on the clear and
distinct enunciation of syllables and words.
4. Meet standards of pronunciation- if enunciation refers to precise vocalization,
pronunciation refers to the regional or national pattern of how various words
should be vocalized.
5. Variety- there is a need to vary the characteristics of your voice: rate, pitch,
force, and pauses. If you vary your voice, it will make your presentation more
pleasant to listen. Use a higher pitch to communicate excitement and lower
pitches to create a sense of control and solemnity.
6. Stress pattern- stress patterns are ways in which sounds, syllables, and
words are accented. Stress is important to put emotion and understanding to
the message.
7. Vocal Emphasis- emphasis is placed upon any syllable, word, group of words,
or portion of speech that will bring out significant meanings. The common
ways of achieving emphasis are by the use of inflection, pitch, volume, and
pause.
8. Pauses- pauses are intervals of silence between or within words, phrases or
sentences. When placed immediately before a key idea or the climax of the
story, they punctuate thought to create a suspense; when placed immediately
after a major point or idea, they add emphasis, and give an audience time to
digest the material just presented.
9. Controlling emotional quality

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LESSON 5: VISUAL AIDS

Visual aids are support to make your speeches more interesting, vivid and clear.
Visual aids must be large enough to be seen by everybody if these are pictures, drawings,
charts, and other transparencies. The sound should be clear and loud enough to be heard
by everyone if it is a recording. The image should be projected on a big wide screen if you
are using slides or showing a film clip. In transparencies, include only the important points. In
facts, you should have only the headings or topics. The details should be explained by you.

Several advantages offered by visual aids.

 Visual aids can make your presentation clearer and more vivid.
 Visual aids can make your presentation more interesting too.
 Visual aids can help you remember easily the main points of your speech.
Types of visual aids
 Transparencies
 Slides and film clips
 Power point presentation

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 CHAPTER IX
SPEECHES

- Learning Outcomes:
The students will:
1. Identify the four pitch levels; and
2. Speak with appropriate intonation.
Overview
This chapter teaches you how to speak with a rhythm called the intonation.

LESSON 1: THE PURPOSE OF SPEECH

1. THE INFORMATIVE SPEECH

The informative speech—one that defines, clarifies, instructs, and explains- is
a common phenomenon in our society.

GOALS OF INFORMATIVE SPEECH

 Getting attention
 Increasing understanding
 Helping retention
SOME MAJOR TYPES OF INFORMATIVE SPEECH

1. Reports
2. Instructions
3. Demonstration
4. Lectures
2. THE PURSUASIVE SPEECH
The persuasive speech taps into our values, beliefs and attitudes, we are
more likely to respond to the message. It induces the listeners to believe the
appealing to reason or understanding.

GOALS

 Expose a cause
 Influence the audience to act something
 Make the audience believe on what you are presenting.
METHODS OF PERSUASION

 Persuading through evidence and reasoning.

 Persuading through speaker’s credibility.
 Persuading through appeals to basic needs, biological, and psychological
needs, wants, and desire.
 Persuading by using the Motivated Sequence.

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 HOW TO PERSUADE BY USING MOTIVATED SEQUENCE

1. Arouse attention to the need or problem. State how this problem affects
your listeners- their health, security, financial savings, etc.
2. Describe the need or problem in various facets. Explain to your listeners
the reasons why they should be concerned about the problem and the
urgent need for its resolution.
3. Satisfy the need. Present a plan of action that will meet the needs or solve
the problem of your audience. Provide evidence that the plan of action
has helped others.
4. Visualize the result. Show your listeners how adapting your plan of action
will change their lives for the better. On the other hand, if they reject the
plan, show how their lives will get worse.
5. Call for action. Challenge your listeners to take action, if possible, right
then and there, to start changing things. Since getting started is usually
difficult, try to get them to take one specific step—such as signing a
protest statement or making a pledge not to smoke anymore—the next
step will be easier.
3. SPEECH TO MOTIVATE/ INSPIRE
The speech to inspire a great deal from the speaker because you yourself
must be inspired as you give your speech. You will be like a leader motivation
your team members give their best to a particular task, or a coach giving a
pep talk to his players.

GOALS

 Uplift the moral of the listeners.

 Make the listeners feel good about themselves.

LESSON 2: SPEECHES FOR SPECIAL OCCASSIONS

Speaking on special occasions is very much different in giving informative and

persuasive essays. If the goal of informative speeches is to share knowledge, instruct,
demonstrate; and persuasive essays are to influence belief or action, gain compliance and
alter behavior. Special occasion speeches are therefore delivered to entertain and reinforce:
strengthen bonds among audience members.

1. SPEECH OF INTRODUCTION
This is a speech that introduces the main speaker to the audience. According to
famous speech and speech topics.info (2008) an introduction speech is an opener
written to introduce the speaker and the subject they will be talking about. It is helpful
to provide the audience with details of the speaker’s background and achievements
in order to establish the speaker’s credibility with respect to the topic. An introduction
speech, usually less than a minute. Though short, it still contains the element of full
speech:
 An opening. It grabs the audience attention and makes them aware of the
importance of the upcoming subject.

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  A body. It explains why the subject was chosen, why the speaker is
qualified to address it, why it is appropriate for this audience and why time
is appropriate to discuss.
 A conclusion. It paves the way for the speaker to begin the presentation.

2. SPEECH OF PRESENTATION
Some Do’s and Don’ts:
 Do not tell a story- about the significance of the award and how or why
the recipient was chosen.
 Do pronounce the person’s name correctly.
 Do give the audience some background on the recipient.
 Do hold the award as if it is valuable. Make eye contact, smile warmly
and hand the person the award as if it were a treasure
 Don’t bring the person to the lectern before you give the introduction.
 Don’t hand over unsigned certificate.
 Don’t stand so the audience can’t see you, the recipient or the award.

3. SPEECH OF ACCEPTANCE
Acceptance speech is a speech that give thanks for a gift, an award, or some
other form of public recognition.
Accepting an award graciously requires some thought and preparation.
Saying, “Thanks, but I really don’t deserve this” won’t cut it. Very good
acceptance has four ingredients: gratitude, recognition and sincerity.
Here are some tips for adding rhythm and pacing to your acceptance speech:
 Write your acceptance speech as a script- and memorize it.
 Practice, Practice, Practice! Rehearse with a timer and allow time for
unexpected.
 Pause, smile and count to three before saying anything.
 Begin by addressing the audience- it buys you time and calms your
nerves.
 Don’t apologize for anything: Remember, the audience won’t notice
and is rooting for you.
 Control filler words (uhms and ahs)
 Concentrate on the message- not the medium. Keep names to a
minimum and get them right! Memorize the people you want to
recognize or prepare a card to read from.
 Make your last line expendable, in case you are cut off.
 To make your acceptance speech memorable, use a brief touching or
humorous anecdote—from the project you are nominated for, the
people you worked with, or about some little-known fact.
 Let your speech reflect your personality and your passion for the
project that bought you to this stage of first place.

4. SPEECH OF TRIBUTE

Phonetics and Speech Communication

Compiled Learning Material
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