Final Module Speech

MODULE 2
THE SYMBOLIC SYSTEM

At the end of this module, the students should have been able to:
1. Identify the different organs involved in the speech mechanism;
2. Familiarize the different versions of IPA;
3. Produce the vowels, consonants correctly;
4. Enunciate the diphthongs and syllabic consonants clearly
5. Use IPA (Prator version) in transcribing words; and
6. Interact and communicate with others using the correct verbal codes.
This module deals with symbolic system of language. It consists of five lessons. Since
language is a set of vocal symbols, every student who aspires to be good speaker in a
particular language such as English needs to be familiar and knowledgeable how a language
is represented with certain symbols and how it is sounded. The fact that language is a set of
vocal symbols, there has to be a way on how to learn another language such as English. In
learning another language, one has to grapple with its own uniqueness. Hence, familiarizing
its phonetic symbols surely helps in learning such language especially how its sounds are
supposed to be produced. Besides, one’s pronunciation will affect the comprehensibility of
the utterance.
As human beings, we always find ourselves engaged with communication in our first
language. However, it is incumbent upon us who are basking ourselves in the teaching field
to be proficient in the English language which is the predominant medium in communication
in school and in the society. Thus, Educations students like you need to take the job seriously
since what you do today will affect how you will be in the future. Remember that as future
teachers, it is not just about you but about your learners and the future of the country. So,
seize this learning opportunity while it is there because not everyone is given this
opportunity. Hence, the last lesson of this module gives you the access to get yourself
immersed into the English language where you will be making language into action through
delivering a speech.
Lesson 1: The Speech Organs and the International Phonetic Alphabet
At the end of the lesson, the students should have been able to:
1. Describe the different speech organs as to their functions;
2. Familiarize the different versions of IPA symbols; and
3. Justify the importance of IPA.
There are many different forms of communication, although people usually

communicate with one another through the use of speech. Speech organs are body structures
that work together so that people can communicate through spoken language. Also called
speech articulators, these organs are necessary in the production of voice, or the sound
produced only by humans to tell one another how they think or feel. They may be categorized
based on whether they are active or passive.
Unlike most animals that have the ability to communicate through nonverbal means,
most humans produce distinct words to communicate with one another. Speech is delivered
with much speed; typically, a person who wants to speak does not need to think too much
about what you say. When a person speaks, his or her thoughts are immediately converted
into a spoken from as soon as the speech organs receive a signal or instruction from the
brain. Therefore, speech occurs when a person’s brain and speech organs work together,
although the organs of the respiratory system also play an important role in the process, as
the vocal cords need air to vibrate and produce sound.
The Functions of the Eight Parts of Human Speech Organs
Lips, Teeth, Tongue, Uvula, Glottis, Alveolar Ridge, Hard Palate, and Velum (Soft
Palate).
1. Lips form different shapes, such as an oval, and movements in order to make different
sounds. Sounds can be formed by using the teeth to shape the lips, in combination
with the tongue, or to block air from escaping the mouth.
2. The tongue moves throughout the mouth with many of the other organs, as well as
making shapes like the lips, in order to formulate speech.
3. The uvula is used to make guttural sounds. It helps to make nasal consonants by
stopping air from moving through the nose.
4. The glottis is used in controlling the vibration made by the vocal chords, in order to
make different sounds.
5. The alveolar ridge helps us to make different sounds, known as alveolar sounds, the
tongue touches the ridges found on this organ.
6. Hard palate, like the alveolar ridge, is the organ of speech where the tongue touches
and taps the palate when articulating speech.
7. The movable velum can retract and elevate in order to separate the mouth from the
nasal activity, helping to make speech less nasally. When the tongue hits the velum, it
also makes a special sound called the velar consonant.
The International Phonetic Alphabet (IPA)
The International Phonetic Alphabet was created soon after the International
Phonetic Association was established in the late 19th century. It was intended as an
international system of phonetic transcription for oral languages, originally for pedagogical
purposes. The Association was established in Paris in 1886 by French and British language
teachers led by Paul Passy. The prototype of the alphabet appeared in Phonetic Teachers'
Association (1888b). The Association based their alphabet upon the Romic alphabet of Henry
Sweet, which in turn was based on the Phonotypic Alphabet of Isaac Pitman and the
Palæotype of Alexander John Ellis.
The alphabet has undergone a number of revisions during its history, the most
significant being the one put forth at the Kiel Convention in 1989. Changes to the alphabet
are proposed and discussed in the Association's organ, Journal of the International Phonetic
Association, previously known as Le Maître Phonétique and before that as The Phonetic
Teacher, and then put to a vote by the Association's Council.
The extensions to the IPA for disordered speech were created in 1990, with its first
major revision approved in 2016.
1888 alphabet
In the August–September 1888 issue of its journal, the Phonetic Teachers' Association
published a standardized alphabet intended for transcription of multiple languages,
reflecting its members' consensus that only one set of alphabet ought to be used for all
languages, along with a set of six principles:
1. There should be a separate sign for each distinctive sound; that is, for each sound
which, being used instead of another, in the same language, can change the
meaning of a word.
2. When any sound is found in several languages, the same sign should be used in all.
This applies also to very similar shades of sound.
3. The alphabet should consist as much as possible of the ordinary letters of the
Roman alphabet; as few new letters as possible being used.
4. In assigning values to the roman letters, international usage should decide.
5. The new letters should be suggestive of the sounds they represent, by their
resemblance to the old ones.
6. Diacritic marks should be avoided, being trying for the eyes and troublesome to
write.
Lesson 3: THE AMERICAN ENGLISH VOWEL
1. Describe the different kinds of vowels according to manner of
articulation and place of articulation;
2. Produce the vowel sounds correctly;
3. Use the IPA symbols (PCLS Version) in transcribing the words; and
4. Pronounce the words, phrases and sentences with the correct stress,
intonation;
“ 5. Read the poems and dialogues with correct pronunciation and
appropriate emotion;
A vowel is a speech sound made with your mouth fairly open, the nucleus of a spoken
syllable”. “All vowel sounds are voiced. Vowels are sounds produced with the mouth fairly
open, and differ by mouth shape, for example “ee” is a high front vowel and “o” as in “got” is
a low back vowel”.
[i], [ɪ], [Ɛ], [ey], [æ], [a], [ͻ], [ow], [uw], [Ʊ], [ər], [ə]
bean – bin – Ben –bait- ban- bar -bond- born - bow - boom - look- burn - bun;
peat – pit – pet – pail- pat- part -pot - port - pole - pool- put- purr - pus;
The Front Vowel /i/
Initial Medial Final
each leak trainee

ease keep bee
evening machine me
eager read agree
eastern intrigue story
Phrases
in my sleep by the wheel by the sea
bring me three sleep by the tree teach me please
agree with me eager to see keep me ease
read me a story
Sentences
Read the sentences identify the words with /iy/ sound
1. The priest often speaks to the people in the beach.

2. He enjoys eating green peas.
3. She believed that the chief didn’t please his refugees.
4. The burger machine has no wheel.
5. Please take a seat in the eastern part of the room.
Exercise A: Read the poem below with correct sound of /iy/
A Tragedy
When the songbird’s beak

Touches the morning dew
And the sky longs to speak out
The dawn’s streaks
She wakes.
Where love leaks

Love lacks
And when the heart breaks he aches
And all of love’s stakes
Nobody takes.
The Front Vowel /ɪ/
A. Words
Initial Medial
if it fish live
ill is bit kin
issue immune click sick
idiom intrusion differ bill
image irritable defer din
B. Phrases
heard the din wish him well ring the King defer the issues
give a pig carried a bin simple living
a different dinner list of winners hit and miss
C. Sentences
Read the sentences identify the words with /ɪ/ sound
1. Who missed my sister’s children’s party?
2. Six women went on a trip to the big city.
3. Why didn’t you give him a lift?
4. Since when did nonsense make sense?
5. A small leak will sink a big ship.
Exercise A: Read the poem below with correct sound of /ɪ/
Giving and Forgiving

by Thomas Grant Springer
What makes life worth the living

—Is our giving and forgiving;
Giving tiny bits of kindness
—That will leave a joy behind us,
And forgiving bitter trifles
—That the right word often stifles,
For the little things are bigger
—Than we often stop to figure.
—Is our giving and forgiving.

—Is our giving and forgiving;
Giving tiny bits of kindness
—That will leave a joy behind us,
And forgiving bitter trifles
—That the right word often stifles,
For the little things are bigger
—Than we often stop to figure.
—Is our giving and forgiving.
Exercise B. 1. Underline the parts of the words which contain the sound /i/.
a) He’s reading.
b) The sheep are in the field.
c) She goes on a spree.
d) I feel sleepy.
e) They feel the heat.
f) Eat the beans.
g) Do you agree to see these people?
h) Keep your seats.
2. Underline the parts of the words which contain the sound /ɪ/.
a) Sit still.
b) His sister is ill.
c) The ships are big.
d) He is still sitting on his seat.
e) We have six pictures.
f) Don’t hit the children.
g) He killed the pig.
h) Take your pills before dinner.
Exercise C. Read the following sentences. The vowel sounds /iy/ and /ɪ/ are both
included in these sentences as shown.
1) Sit on this seat. 2) She’s still asleep.
3) These shoes don’t fit my feet. 4) It’s easy to see the ships.
5) The sheep are in the ship. 6) He’s feeling sick.
7) Keep still. 8) They need English.
Exercise D. Practice the following dialog and be sure that you make the difference
on pronouncing the words which have the sounds studied above.
Bill: Is Tim in?
Lyn: Is he coming to the film?
Mrs. Smith: Tim isn’t feeling well.
Bill: Here he is. Hello, Tim.
Tim: Hello, Bill.
Lyn: Are you ill, Tim?
Tim: Is it an interesting film?
Lyn: It’s big Tim and the Indians.
Bill: And it begins in six minutes.
Mrs. Smith: If you’re ill, Tim…
Tim: Quick! Or we’ll miss the beginning of the film.
Exercise E. Copy the following conversations and fill in the blanks with the words
given below:
A: _____ you learn _____ new today?
B: Yes, I _____. For _____, the first video _____ reminded me that I have to warn my
grandson.
_____ has to stop _____ to loud _____.
A: Oh, yes. I have to advise my neighbor to watch _____ lesson. Don’t you _____?
B: _____! You should.
Words: did, anything, music, think, listening, clip, example, this, he, certainly.
The Front Vowel /ey/
A. Words
eighty baby spray

age tail away
acre pail neigh
aim great beret
agent cane tray
B. Phrases
faith and grace day by day a famous game

fail to mail in great haste bail the ailing heir
take the baby away a tale of faith a great agent
the tail of the bear
Sentences Exercise A: Read the poem below with correct sound of /ey/
If I Can Stop One Hear From Breaking
If I can stop one heart from breaking,

I shall not live in vain;
If I can ease one life the aching,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.
-Emily Dickinson-
Exercise B. Listen to the dialogue and complete the lines with the missing words.
Dialogue: Planning the shopping
Barry: I'm going to the shops in a minute. What do we need?

Valerie: We're okay for vegetables but we should stock up on meat. Can you go to the
butcher's and get some veal and some beef?
Barry: No problem. We also need bread, so I'll go to the baker's. I'll get some
volau vents* for Victor's birthday bash* on Friday. We'll need balloons for that too.
Valerie: Better visit the supermarket then. We'll need some other things for the
party. Get some vanilla ice cream, some butter and some vinegar and twelve
bottles of beer.
Barry: Okay. The library's beside the baker's. I'd better take back the videos we
borrowed last week. They're overdue.
Valerie: I'll see you later then.
Barry: Bye! I'll be back before seven.
C. Read the sentences and identify the words with /ey/ sound.
1. The mail came late yesterday.

2. I need toothpaste, shaving cream and razor blades.
3. Did you weigh the baby on the scale?
4. You may claim your pay today.
5. The rain on the plain made the lake overflow..
Exercise A. Extend the dialogue by using the following words below.
Words: bed, get, friend, said, guess, well
Exercise B. Underline the correct word to complete the sentences.
1. The (ship, shape, sheep) of the chair is unique.

2. You’ve got new color for your (hear, hair, here).
3. The delivery boy couldn’t (wet, wait, wit) for me.
4. Please do it for my mother’s (sake, sick, seek).
5. Are those items for (sell, sail, sale)?
6. She took the (bait, beat, bit) easily.
7. Look! The (dare, dear, deer) devil is coming.
8. Sheryl and Anna have the (same, seem, seam? bags.
9. The (pain, pen, pin) he caused me was so much.
10. Be responsible because your life is at (steak, stake, stick) here.
The Front Vowel /Ɛ/
A. Words
Initial Medial
any end swell hell

edge entry bread tell
else excellent check get
every ever guess met
echo elephant said set
B. Phrases
bled to death bend your legs fed with eggs

sell the shells dwell in the cell better friend
every ending set of egg trays don’t ever tell them
check the entry
C. Sentences
Read the sentences and take note of words which contain the /Ɛ/.
1. Would you like to sell me that fountain pen?

2. Take this ball pen instead.
3. I bet you get good grades in your tests today.
4. The letter tells of the death of three men.
5. Ben wore his yellow vest when he went to bed.
Exercise A: Read the poem below with correct sound of /Ɛ/
MEG MERRILIES
Old Meg she was gypsy,

And lived upon the moons;
Her bed it was the brown heath turf
And her house was out of the doors.
No breakfast has she many a morn,
No dinner many a noon,
And stead of supper, she would store,
Full hard against the moon.
Old Meg was brave as Margaret Queen,
And tall as Amazon;
A ship-hat had she on;
God rest her aged bones somewhere
She died full long agony.
- John Keats -
Exercise B. Underline the minimal pairs in the sentences below.
1. Ned begged to sell the sail

2. He wanted to yell at Yale.
3. His date ran him into debt.
4. Did you let him in too late?
5. He led the guest to where he laid the maps.
6. He often tells tall tales.
7. The men in red staged a raid.
8. He fell where he shouldn’t have failed.
9. The bell is for those who are on bail.
10. The expensive pen was the cause of father’s pain.
Exercise C. Write a short dialogue using the words given below or any other words with
/Ɛ/.
bed friend guess

get said well
The Front Vowel /æ/
A. Words
Initial Medial
accent abbey glass national

agony angry smack rabbit
animal action bad black
apple avid mad bag
ashes attribute pack catch
B. Phrases
Sam’s sack of sand wrap the pan a bag of cash

marked the caption catch the rat cat on a mat
a cap, a hat or a bat smash the glass an angry black man
C. Sentences
Read the sentences and take note the words which contain the /æ/.
1. Stanley was mad for bag of cash.
2. The sun casts black shadows on the plants in the valley.
3. Sam’s grammar is good, but his accent is bad.
4. Grasp the handle of the pan.
5. The man broke his hand in an accident in the alley.
Exercise A. Read the poem properly and correctly. Identify the words with /æ/
sound.
The Eagle
He clasps the crag with crooked hands;

Close to the sun in lonely lands,
Ringed with the azure world, he stands.
The wrinkled sea beneath him crawls;

He watches from his mountain walls,
And like a thunderbolt he falls.
-Alfred Lord Tennyson-
Exercise B. You will hear the sentences below, but only one of the italicized words will be
spoken. Circle the word which is appropriate in the sentence.
1. The boys set/sat their bottoms down on the curb.

2. They bought a lot of gems/jams from the specialty shop.
3. All my friends saw me and left/laughed.
4. He was sending/sanding some furniture when I called.
5. Dad patted/petted the fat lamb.
6. I need to land/lend on a good spot.
7. He is the main man/men in charge.
8. She bought two big pens/pans for her cooking class.
9. The vast/vest land is filled with fruit trees.
10. He was tapped/tipped for police commissioner.
The Vowel Sound /a/
A. Words
Initial Medial
arch arbor bar bomb
are , arc barn calm
ask arcade far mar
arm ardent farm palm
army , argue father psalm
B. Phrases
honest father ardent heart ask the army

ominous arch car by the farm want the psalm
honor your father argue with ardor doll at the barn
a bomb at the bar
C. Sentences
1. Tom wants to be in the army.
2. Are you going far from the farm?
3. I want to put these palms in the cart.
4. Father is in the car with Don.
5. I hurt my arm on the iron bar.
Exercise A. Read the poem properly and correctly. Identify the words with /a/
sound.
The Door In The Dark
In going from room to room in the dark,
I reached out blindly to save my face,
But neglected, however lightly, to lace
My fingers and close my arms in an arc.
A slim door got in past my guard,
And hit me a blow in the head so hard
I had my native simile jarred.
So people and things don't pair any more
With what they used to pair with before.
-Robert Frost –
Exercise B. Complete the sentence with words given after each sentence.
1. Dan wanted to don a _______’s __________. (cop, cap)
2. The ______ in the _______ barn is not Mr. Knott’s. (ox, ax)
3. The ______ was about to ______ in the shack. (rot, rat)
4. The ______ sat on Ann’s ______ (cat, cot)
5. It was too ______ to have a ______on. ( hat, hot)
Exercise C. Read the dialogue and underline the words with /a/ sound
Visiting a friend
Hostess: Come and sit down. Would you like a drink?
Guest: Oh, yes please! I'd love a gin and tonic.
Hostess: Do you like olives? Or would you prefer crisps?
Guest: Oh, just olives please. What music is this?
Hostess: Do you like it? It's Irish music?
Guest: It's great! Where did you get the CD?
Hostess: Erm - I think it was in the CD shop in the Mall. Have you been
there?
Guest: Yes. I buy a lot of stuff from there. It's a good shop, isn't it?
Hostess: Yes. Hey, I've got some photos of our holiday in Ireland. Would
you like to see them?
Guest: Why not? I'd love to!
The Vowel Sound /ə/- (for stressed syllable)
A. Words
Initial Medial
up utmost come nut
other until hut tongue
unction utter buzz cup
ugly umbrella jump mug
uncle ultimate southern tug
B. Phrases
sun is up brush the dust none of the bums
rum from the slums uncle’s umbrella fun for the young son
buy a mug come up and jump nuts on the cup
C. Sentences
Read the sentences and take note the words which contain the stressed
schwa /ə/.
1. My cousin will accompany my mother to the Southern Islands next
Sunday.
2. Are the young sons coming for lunch or for the supper?
3. The results of the bar examination were published last month.
4. The meat is too tough that this dull knife can’t cut it.
5. A dozen cups of butter will be enough for us.
Exercise A. Pick out the words with /ə/ from the phrases below.
1. bad luck with the lock 4. bag full of bugs
2. cup for the cop 5. buck at the back
3. sum of money for Sam
Exercise B. Substitute the underlined word with another word containing /ə/ sound.
1. I saw my uncle.
The Vowel Sound /ə/- unstressed vowel

A. Words
about alphabet arena

among alphabet sofa
asleep relative stanza
allow filament quota
amass circus zebra
B. Phrases
another arena about the affair
about the circus modern method
drama in the arena an elaborate ceremony
asleep on the sofa an attack at the cinema
among other zebras the president’s relative
C. Sentences
Read the sentences and take note the words which contain the schwa /ə/
1. Correct diction should be taught in the elementary grades.
2. The doctor is familiar with the modern methods of surgery.
3. The famous professor will hold a lecture on Russian literature.
4. Please arrange the groceries in the cupboard.
5. The salesman gave direction on the use of the portable typewriter.
The Vowel Sound [ᴐ]
A. Words
author call saw
autumn fraud law
altar shawl jaw
orient because flaw
orator haunted draw
B. Phrases
call the store awkward crawler applaud the orator
pause in the hall awful thought small talk
a ball on the lawn a call by the lawyer saw the shawl
an awful audience
C. Sentences
Read the sentences and take note the words which contain the stressed schwa /ͻ/.
1. It’s awfully warm this morning.
2. The audience applauded the orator.
3. All were caught against the wall.
4. Paul is tall but he has a short memory.
5. Yawning is good exercise for the jaw.
Exercise A. Pick out the words with /ͻ/ and /a/ from the phrases below. Place them in
columns.
1. loan for for the lawn 6. bought a boat
2. show it to Shaw 7. met Doanne at dawn
3. awed by the code 8. know how to gnaw
4. an odd ode 9. call Mr. Cole
5. not the note 10. coat on the cot
Exercise B. Make a dialogue using at least 5 words given below.
Words : author, autumn, August, raw, draw, haunted, broad, shawl
The Vowel Sound [ow]
A. Words
Owen old close stone ago toe
own ocean coal soul below Joe
opal open gold spoke grow slow
omen ode hold note snow row
over only hole sold dough hoe
B. Phrases
go to Rome boat for home row along
phone home low profile open road
hold the note growing old go slowly
rowing the boat
C. Sentences
Read the sentences and take note the words which contain the sound /ow/.
1. Open the window and close the door.
2. I wrote a note about the boat.
3. The crow perched on the low pole.
4. Show me the coat you are going to sew.
5. The old man rowed the boat ashore.
The Vowel Sound /uw/

A. Words
super brute lute avenue

ooze tomb lute drew blue
mood through flew too
goose rule screw chew
duty boot dew who
A. Phrases
soup spoon new soup suitable suitcase
true value two rooms super cool
a brute ruler a crew on duty through the moon
a pair of blue of boots
B. Sentences
1. The new roof was installed in June.
2. I drink fruit juice and eat a lot of soup.
3. You blue shoes are really cool.
4. I need proof that you’re telling the truth.
5. The statue on the avenue is truly beautiful.
Exercise A. Read the poem below and underline the words with /uw/
sound.
The Rose Family

by Robert Frost
The rose is a rose,
And was always a rose.
But the theory now goes
That the apple's a rose,
And the pear is, and so's
The plum, I suppose.
The dear only knows
What will next prove a rose.
You, of course, are a rose -
But were always a rose.
Exercise B. Underline the parts of the words contain the sound /uw/.
1.) He wore a blue suit.
2.) This is a new spoon.
3.) It’s cool in the pool.
4.) The food is cool.
5.) There’s no room in the school.
6.) The moon isn’t blue.
7.) The school has a pool.
8.) Luke is a fool.
9.) My ruler is made of wood.
10.) Julia could not choose which jewelry to use to the zoo.
The Vowel Sound [Ʊ]

A. Words

None book shook nook None
cook wolf put
push took foot
full hood bush
crook stood wool
B. Phrases
good-looking woman looked at the cook understand the issue
good childhood fully cooked shook his foot
by hook or by crook stood by the nook push and pull
hood made of wool
C. Sentences
1. The pudding needs more sugar.
2. Today, I’ll put the best foot forward.
3. They looked at each other as if they were bosom friends.
4. Please put that cushion on the wooden chair.
5. The crook took my book with his hook.
Exercise A. Read the poem properly and identify the words with /Ʊ/ sound
Comedy
The world will not be understood.
Put on a sword, put on a hood.
Listen. Can you hear me? Good.
The world will not be understood.
- Mark Van Doren -
-
Exercise B. Substitute the underlined word with words that has /Ʊ/ sound. Give 5
words.
1. We cooked it.
Exercise C. Use the following words in a dialogue.
Words: butcher, wolf, should, book, bushy, hood, sugar
Exercise D. Underline words which contain the sound /Ʊ/ once and /uw/ twice.
1.) Look at his foot. 8. They stood and looked.

2.) This is a good book. 9. Look at this book.
3.) I took a good look. 10. Where did you put the book?
4.) Put the sugar here.
5.) He was pulling the bull.
6.) He chewed the food slowly for he had a loose tooth.
7.) A scoop of ice cream is enough to cool your throat at noon.
The sound /ə/ is a central vowel with mid position where our lips are
unrounded and muscles are relaxed.
The sound /υ/ is a lax vowel with high position where our lips are rounded
and protruded.
Exercise E. Make a T-chart of the vowel sounds /uw/ and /Ʊ/ from the sentences
below.
a) Look at the good food.

b) The suit was full of soot.
c) She took the spoons.
d) We pulled him out of the pool.
e) School is good for you.
Lesson 3: The Diphthongs
1. Familiarize and produce the diphthong sounds;
2. Read the words, phrases and sentences with diphthongs
correctly;
3. Identify the diphthongs in the poem read;
4. Write the IPA-PCLS transcription of words with diphthong
sounds; and
5. Present a communicative task like a dialogue or conversations
with diphthongs.
A diphthong is a combination of two vowel sounds successively blended or

pronounced in a single continuous gliding sound. The organs of speech in the position of one
vowel and immediately moves to the direction of another glide sound. The phonetic symbols
represent the approximate points of beginning and ending.
For example, in the production of boy, the tongue glides very quickly from [o] to [y]
unifying the two sounds. One sound is usually more prominent than the other, although
singleness of the sound prevails. The oral activity and the lip opening change in size and
shape in the articulation of a diphthong, although the vocalic glide is within the limits of a
single syllable.
A. Diphthong Sound [oy]
B. Orthography
oi- oil oy- oyster uoy- buoy
C. Words
oil boil alloy
oily noise ahoy
oyster toyed cloy
ointment void deploy
D. Phrases
noisy but coy boil the oyster embroidered doily
enjoy the toy enjoy the voyage appointed envoy
boil in oil the boys’ voices employed the boy
poisonous alloy destroyed toy poisonous ointment
E. Sentences
1. That kind of oil cloth does not soil easily
2. The boys enjoyed playing with their new toys.
3. The employee has no choice but to be loyal.
4. Moisture destroys the effect of ointment.
5. Soy sauce goes well with broiled fish.
F. Poetry: Read the poem properly and underline the words with [oy] sound.
TODAY
by John Kendrick Bangs
Today, whatever may annoy,

The word for me is Joy, just simple joy:
The joy of life;
The joy of children and of wife;
The joy of bright, blue skies;
The joy of rain; the glad surprise
Of twinkling stars that shine at night;
The joy of winged things upon their flight;
The joy of noonday, and the tried
True joyousness of eventide;
The joy of labor, and of mirth;
The joy of air, and sea, and earth—
The countless joys that ever flow from Him
Whose vast beneficence doth dim
The lustrous light of day,
And lavish gifts divine upon our way.
—Whate'er there be of Sorrow
—I'll put off till Tomorrow,
And when Tomorrow comes, why then
'Twill be Today and Joy again!
Today, whatever may annoy,

The word for me is Joy, just simple joy:
The joy of life;
The joy of children and of wife;
The joy of bright, blue skies;
The joy of rain; the glad surprise
Of twinkling stars that shine at night;
The joy of winged things upon their flight;
The joy of noonday, and the tried
True joyousness of eventide;
The joy of labor, and of mirth;
The joy of air, and sea, and earth—
The countless joys that ever flow from Him
Whose vast beneficence doth dim
The lustrous light of day,
And lavish gifts divine upon our way.
—Whate'er there be of Sorrow
—I'll put off till Tomorrow,
And when Tomorrow comes, why then
'Twill be Today and Joy again!
G. Assessment
a. Substitute the underlined word in the sentence below with five (5) words
containing diphthong [oy].
1. The noise is interesting.
b. Underline the words with [oy] sound in the sentences below:

1. The lone patrol found loin-cloth on the lawn.
2. Joe shouted with joy after socking him on the jaw.
3. The boy towed his new toy.
4. Roy had a row with a friend after the raw deal.
5. Saul took care not to soil his shoes.
c. Present a short dialogue using the words given below.

Words: employee, soil, enjoy, poise, coins
A. The Diphthong [ay]

B. Orthography
i- ride ye- dye ui- quite

y- nylon ie- die oi- choir
aye- aye (yes) uy- buy ais- aisle
ey- geyser ei- height eye- eye
igh- thigh
C. Words
eyes cried by
iris kind nigh
iota wise sty
icicle guide rye
ideal drive die
D. Phrases
sit side by side very high ideals wise and kind
nine or five times a fine night dine and wine
isolated island fight for the fight tired sigh
signs of times high and mighty frightened child
quite a while a flight in sight try for the prize
E. Sentences
1. Ice cream relieved the tired miner after a hot day.
2. The bright lights frightened the high school choir.
3. At twilight there is a riot of bright colors in the cloudless sky.
4. The child is delighted to have that pineapple pie.
5. Housewives are organized to fight vice.
F. Poetry: Read the poem properly and underline the words with [ay]
sound.
FIRE AND ICE
Some say the world will end in fire,

Some say in ice.
From what I’ve tasted of desire
I hold with those who favor fire
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.
G. Assessment
a. Substitute the underlined word in the sentence below with 5 words
containing [ay] sound.
1. The child is right.

b. Underline the words with [ay] sound in the sentences below:
1. Linn stepped on the white line across the lane.

2. He hit the height of his anger.
3. He would like to have a bite of an ice candy.
4. Get the pill bottle near the pile of clothes by the pail.
5. Tim could not tame the old time.
c. Present a short conversation/ dialogue using the words below:
Words: might, fines, wise, guide, die

A. The Diphthong [aw]
B. Orthography
hou- hour ow- cow
ou- out ough- bough
C. Words
hour about allow
oust flower bow
ouch round chow
ounce cowl plow
outline town how
D. Phrases
bow to the sentinel cower in fear allowed now
counterfeit coins a crown of thorns round bow
rowdy boys linen shower about town
made a vow grim countenance our flowers
laid the foundation a loud sound around the plow
E. Sentences
1. How many vowel sounds can you pronounce correctly?
2. The town councilors announced their decision.
3. The children were not allowed to play outside.
4. The unfounded rumor spread fast in town.
5. Scowling prowlers were seen in the crowd.
F. Poetry: Read the poem and identify the words with [aw] sound.
Tree At My Window
By Robert Frost
Tree at my window, window tree,

My sash is lowered when night comes on;
But let there never be curtain drawn
Between you and me.
Vague dream head lifted out of the ground,

And thing next most diffuse to cloud,
Not all your light tongues talking aloud
Could be profound.
But tree, I have seen you taken and tossed,

And if you have seen me when I slept,
You have seen me when I was taken and swept
And all but lost.
That day she put our heads together,

Fate had her imagination about her,
Your head so much concerned with outer,
Mine with inner, weather
G. Assessment
a. Substitute the underlined word with 5 words containing [aw] sound.
1. We saw the count.
b. Underline the words with [aw] sound.

1. He bought a ticket for the boxing bout.
2. Mr. Donne will cut down trees at dawn.
3. A crowd was drawn by the cries of help.
4. The corona virus-19 brought out the scoundrel and the hero side in
people.
5. She securely covered her bowed head.
c. Present a word game which illustrates the three diphthongs: [ay, oy,
aw]
Lesson 4: THE AMERICAN ENGLISH CONSONANTS
1. Identify the consonant sounds with respect to their manner
of articulation and place of articulation;
2. Describe the consonants as to what they do in sound
production; and
3. Pronounce the words, phrases and sentences with different
consonants correctly.
A consonant is a speech sound used marginally with a vowel or diphthong to

constitute a syllable”. “Being interrupted sounds, consonants are produced when the passage
through the resonators is partly or fully blocked. Interruptions of breath are made by the
lips, tongue, tooth ridges, the soft palate or the glottis which are active in the articulation of
consonants”.
“Consonant letters and their sounds
A consonant letter usually represents one consonant sound. Some consonant letters, for
example, c, g, s, can represent two different consonant sounds.
Letters Sounds Examples

baby, best, buy, bring, blind, absent, about, number, labor, robber,
b [b]
tub
[s] center, cellar, cigarette, cinema, agency, notice;
c
[k] cake, come, cucumber, clean, cry, scratch, act, panic
d [d] day, dear, die, door, duty, admire, hidden, lady, kind, ride, ended
f [f] fast, female, five, forest, fund, fry, flight, often, deaf, cuff
[g] game, gap, get, go, gun, great, global, giggle, ago, begin, dog, egg;
g [j] general, gin, giant, agent, suggest, Egypt, energy, huge, manage;
[zh] mirage, garage, beige, rouge
[h] hair, help, history, home, hotel, hunt, behind, inherit;
h
j [j] jam, Jane, jet, jelly, Jim, jingle, joke, John, June, just
k [k] Kate, kind, kill, kilogram, sky, blanket, break, take, look
l [l] late, let, live, alone, close, slim, please, old, nicely, table, file, all
make, men, mind, mother, must, my, common, summer, name, form,
m [m]
team
n [n] napkin, never, night, no, nuclear, funny, student, kindness, ton, sun
banker, anchor, thinker
[ng]
p [p] paper, person, pick, pour, public, repair, apple, keep, top, crisp
[kw] quality, question, quite, quote, equal, require;
q (qu)
[k] unique, technique, antique, grotesque
rain, red, rise, brief, grow, scream, truck, arrive, hurry, turn, more,
r [r]
car
[s] send, simple, song, system, street, lost, kiss, release;
s
[z] cause, present, reason, realism, advise, always, is, was
t [t] task, tell, time, tone, tune, hotel, attentive, student, boat, rest
v [v] vast, vein, vivid, voice, even, review, invest, give, move, active
w [w] wall, war, way, west, wind, word, would, swear, swim, twenty, twist
[ks] exercise, exchange, expect, ex-wife, axis, fix, relax;
x [gz] exam, exact, executive, exert, exist, exit, exult;
[z] Xenon, Xerox, xenophobia, xylophone
[z] zero, zoo, horizon, puzzle, crazy, organize, quiz, jazz;
z
[ts] pizza, Mozart, Nazi, waltz
Note 1: The letter Y
The letter Y can function as a vowel or as a consonant. As a vowel, Y has the vowel
sounds [i], [ai]. As a consonant, Y has the consonant sound [y] (i.e., a semivowel sound),
usually at the beginning of the word and only in the syllable before a vowel.
[i]: baby, hurry, lyrics, mystery;
[ai]: by, try, rely, nylon, type;
[y]: yacht, yard, year, yes, yet, yield, you, young, Yukon.
Note 2: The letter W

The letter W represents the vowel sound [u:] in the diphthongs [au] and [ou]: now,
how, owl, brown; low, own, bowl.
The -s/es ending of nouns and verbs
After a voiceless consonant: [s]

After a voiced consonant or vowel:
After the letters s, z, x, ch, tch, ge, dge, sh: [iz]
[s] [z] [əz]

ribs [rɪbz], kids
[kɪdz],
tapes [teyps], legs [lƐgz], leaves
pieces [piysəz], roses [rowzəz], prizes
streets [striyts], [liyvz], clothes
[praizəz],boxes[boksəz]
parks [parks], [klowđћz],
bridges [brɪjəz], dishes [dɪshəz]
chiefs [chiyfs], pies [paiz], cows
coaches [kowchəz],
myths [miths] [kauz], cities ['sitiz]
girls, games, cars,
boys
(he) robs [rabz],

(he) grips [grɪps], reads [riydz], digs
(he) kisses [kɪsəz], loses [luwzəz], relaxes,
writes [raits], takes [dɪgz], saves [seyvz],
catches, judges, manages, flashes, washes,
[teyks], sniffs goes [gouz],
rouges
[snɪfs] copies [kopɪz
falls, plans, swims,
offers, plays, cries,]
Abe's [eybz], Fred's
Pip's [pɪps],
[frƐdz], Meg's [mƐgz],
Kate's [keyts], Chris's [krɪsəz], Tess's [tƐsəz], Rose's
Olive's [alɪvz],
Mike's [maiks], ['rowzəz], Liz's [lɪzəz],
Ben's [bƐnz],
Jeff's [jƐfs], Seth's Rex's ['rƐksəz], George's [jowrjəz]
Molly's [malɪz],
[sƐths]
Anna's
The -ed ending of verbs
After a voiceless consonant: [t]
After a voiced consonant or vowel: [d]

After the letters t, d: [id]
[t] [d] [əd]

stopped [stapt], wanted [wantəd],
liked [laikt], hated [heytəd],
robbed [robd], saved [seivd],
coughed [kͻft], counted [kauntəd],
seized [siyzd], called [kowld], bathed
crossed [crͻst], needed [niydəd],
[bæđћd], planned, occurred,
released [rɪliyst], loaded [lowdəd],
managed, played, tried, studied
reached [riycht], folded, added,
washed [washt] started,
Letters Sounds Examples
[ks] accent, accept, access, eccentric, accident;
cc
[k] accommodate, account, accuse, occur, acclaim
ch chain, check, chief, choose, teacher, much, church;
[ch]
tch kitchen, catch, match, watch, pitch, stretch
character, chemical, Chris, archive, mechanic, technical,
ch (Latin, Greek) [k]
ache;
ch (French) [sh]
champagne, charlatan, chef, chic, machine, cache
ck [k] black, pack, deck, kick, pick, cracker, pocket, rocket
dge [j] bridge, edge, judge, knowledge, budget, badger
[g] ghost, ghastly, Ghana, ghetto;
gh [f] cough, enough, rough, tough, laugh;
[-] though, through, weigh, neighbor, bought, daughter
[g] guard, guess, guest, guide, guitar, dialogue;
gu
[gw] language, linguistics, Guatemala, Nicaragua
[ŋ] king, sing, singer, singing, bang, long, wrong, tongue;
ng
[ŋ]+[g] finger, anger, angry, longer, longest, single
ph [f] phone, photograph, phrase, phenomenon, biography
[kw] quality, question, quite, quote, equal, require;
qu
[k] unique, technique, antique, grotesque
[s] science, scissors, scene, scent, scythe;
sc
[sk] scan, scandal, scare, score, Scotch, scuba
[sk] school, scholar, scheme, schedule;
sch
[sh] schnauzer, schedule
sh [sh] share, she, shine, shoe, fish, cash, push, punish
thank, thick, think, thought, thunder, author, breath,
[th]
th bath;
[đћ]
this, that, then, though, father, brother, breathe, bathe
what, when, where, which, while, why, whale, wheel,
[wh]
wh white;
[h]
who, whom, whose, whole
exhibition;
[ks]
exhumation, exhume, exhale;
xh [ks]+[h]
exhaust, exhibit, exhilarate, exhort, exhume, exhale
[g]+[z]
With silent
Sounds Examples
letters
bt, pt [t] doubt, debt, subtle; receipt, pterodactyl
knee, knife, know; gnome, sign, foreign; pneumonia,
kn, gn, pn [n]
pneumatic
mb, lm [m] lamb, climb, bomb, comb, tomb; calm, palm, salmon
ps [s] psalm, pseudonym, psychologist, psychiatrist
rh [r] rhapsody, rhetoric, rheumatism, rhythm, rhyme
wr [r] wrap, wreck, wrestle, wrinkle, wrist, write, wrong
Letters in the
Sounds Examples
suffix
nation, patient, special, vicious, pension, Asia, sensual,
ti, ci, si, su [sh]
pressure
si, su [zh] vision, fusion, Asia, usual, visual, measure, pleasure
Consonant combinations
The Plosive Sound [p]
A. Words
pit palm happy report chop keep

place apple hop
peal open rope
pine rapid shop
B. Phrases
a powerful politician hope of the people past and present
plan for improvement expression of pride plea for peace
puppy’s happy place keep the shop open apple’s peal
rapid report
C. Sentences
1. The poor people appreciated the fight for their upliftment.
2. Perla’s expression was one of pain and surprise.
3. He patiently drew a picture on that piece of paper.
4. People sported painted masks and purple paper caps.
5. Do you suppose that Polly practices the piano daily?
D. Tongue Twister:
Peter piper picked a peck of pickled peppers.

If Peter piper picked a peck of pickled peppers,
Where's the peck of pickled peppers that Peter Piper picked?
Exercise A. Complete the sentences below with word that has a /p/ sound. Choose from
the words below.
Words: paper, pen, ape, pest, captain, Filipino, park, punch, pie, pin
1. Ben gave me an expensive fountain _________.

2. Abe laughed at the antics of the _______.
3. Give me the best insecticide for that _________.
4. Her sweet ways have made her symbol of __________ womanhood.
5. The dog barked ferociously in the ______.
6. The apple _______ was delivered by your maid.
7. The little girl dropped the _______ in the bin.
8. He felt dizzy after a ________ in the jaw.
9. The _________ did strive to deserve another stripe.
10. Crumpled pieces of _________ were scattered.
Exercise B. Read the dialogue with correct pronunciation.
At the Grocery
Prudy : Good Morning
Pepe : Good Morning. Anything I can do for you?
Prudy : May I have a pound of chopped peanuts, a can of pineapple chunks
and a package of bell pepper.
Pepe : Are these all, Ma’am?
Prudy : For the moment, yes.
Pepe : That will be four pesos and twenty-five centavos.
Prudy : Can I have them all in a paper bag rather than a box, please.
Pepe : Certainly. As you wish, Ma’am.
Prudy : Thank you.
Pepe : You’re most welcome, Ma’am.
The Plosive Sound [b]
A. Words

back about crib
bed above cub
been ribbon sob
blue table web
book rabbit job
B. Phrases
bread and butter born in February baby’s bamboo crib
behind the barn behind the barn band of wild Indian.
Book on the table bed near the crib Ben’s blue book
The baby’s ball
C. Sentences
1. The book describes the battle of the stubborn rebels.

2. My back door neighbour is not capable of bribery.
3. The blue ball bounced out of the bamboo basket.
4. The Burly boathand scrubbed with a big fish.
5. Bert said it was by far the best book.
D. Tongue Twister:
1. Betty bought a bit of butter, but she found the butter bitter, so Betty
bought a bit of better butter to make the bitter butter better.
2. The batter with the butter is the batter that is better!
Exercise A. Read the dialogue below and underline the words with /b/ sounds
At the Baptismal Party
Bessie : How did the baby behave at baptism?

Bertha : No problem. Sound asleep throughout.
Bessie : A bundle of “bonus” indeed !
Bertha : By the way, how old is the baby now?
Bessie : Barely a month.
Bertha : Must have been a real boon to Ben and Betsy.
Bessie : Sure. Having been childless for long, both are beside themselves with
joy.
Bertha : Look ! What a sight to behold the young “blessed” parents.
Exercise B. Complete the sentences below with a word that has /b/ sound.
1. The ______ saw the girl carrying strawberries.

2. Nina was surprised to find a ______ inside the vat.
3. Give me that covered bowl.
4. My ___________ showed his new vest to his best friend.
5. The flower vase at the _______ of the pedestal is nice.
The Plosive Sound [t]
A. Words

time took better lattice asked boat
take tale after rotate first left
ten tick pretty lettuce great bet
B. Phrases
night after night intricate outlines tedious task

laughed heartily intricate outlines told the story
better-tasting lettuce took the boat take some time off
let’s make a bet
C. Sentences
1. Tomorrow might be too late for the meeting.

2. The teacher taught the boy how to tell time.
3. The typewriters clattered and rattled.
4. Is it true that women talk too much, men too little?
5. The artist painted a picture of that pretty girl.
D. Tongue Twisters
1. Ten tame tadpoles tucked tightly in a thin tall tin.

2. Two toads, totally tired, trying to trot to Tewkesbury
Exercise A. Read the dialogue below and underline the words with /t/.
At the Airport
Tita : Excuse me. I am Tita Teves You are . . .

Tessie : Tessie Batto. I’m glad to know you. Are you booked for the two-
twenty flight to Tagbilaran too?
Tita : Yes, how did you know?
Tessie : Truth to tell, I was guessing !
Tita : Wonderful to have you on the plane in an afternoon like this.
Tessie : The feeling is mutual. It’s really fun to have someone to talk to.
Tita : Business or pleasure?
Tessie : Well, slightly of both. And you?
Tita : Well, I’ve just come from a trip from Taipeh!
Tessie : That sounds great. I won’t be surprised if you’re going to be met
doting relatives.
Exercise B. Complete the sentences with a word that has /t/ sound.
1. The inspector is a ________ man.

2. This _______ he will not give a dime.
3. The dean told us he has five children, _______in their early _______.
4. _________ was unmindful of the scorching heat.
5. Get the _______ before staging that grand rally.
The Plosive Sound [d]

A. Words
doll garden good
drab today heard
dress window could
dawn ready read
daze louder find
duke kinder lend
B. Phrases
obedient child ready to die a good dinner set
modern medicine Garden of Eden Monday and Tuesday
the duke and the duchess ready for a new day dresses in drabs
read aloud
C. Sentences
1. The desk was littered with odds and ends.
2. The gardener planted avocado seedlings.
3. This old radio needs to be repaired.
4. The body was discovered at dawn today.
5. The child’s dog was found hiding behind the door.
Exercise A. Read the dialogue properly and underline the words with /d/ sound.
Rudy : Can you help me? I wish to drive to the Daymo Drugstore.
Dr. Padilla : Let me see – well, from here drive through Danao Street – on till
Plaridel where you turn right. Drive two blocks before turning left.The
second
building on the right is the place you’re looking for. In big bold letters
you’ll see the sign – Daymo Drugstore.
Exercise B. Make your own short dialogue use the words given below.
Words: dig, shady, dream, glad, radio, louder, daze, heard
The Plosive Sound [k]
A. Words
come picture back
cried likely think
keep working take
kind biscuit hawk
could local task
B. Phrases
eccentric colonel kicked the cat
competent mechanic hawk-like claws
picturesque crate kind and caring creature
come and keep on with the task aching back
the convict and his accomplice a thinking worker
C. Sentences
1. Carlos likes to drink cocoa without cream.
2. The police was incapable of giving clues.
3. Can you come early?
4. The girl came back to claim the clock.
5. The monkey quickly climbed the avocado tree.
D. Tongue Twisters
1. If you must cross a course cross cow across a crowded cow crossing,
cross, cross the cross coarse cow across the crowded cow crossing
carefully.
2. Chocolate chip cookies in a copper coffee cup.
Exercise A. Read the dialogue below with correct pronunciation. Underline the word
with /k/ sound.
In School
Carlos : Say, have you read our assignment?
Rickie : Oh! About the Kallikak family on heredity. Right?
Carlos : Sounds corny, doesn’t it?
Rickie : It sure does, but Mr. Cruz doesn’t leave us much choice.
Carlos : Well, he knows his job – so read we must.
Rickie : Can you brief me on the class discussion yesterday in consumer
economics under Miss Cacafranca?
Carlos : That’s quite an order but let’s recall . . . .
Rickie : Go on. I’m all ears!
The Plosive Sound [g]

A. Words
gave gain again began flag vogue
gauze great forget began dig drug
guess gun regard haggard snag shrug
B. Phrases
argue and beg get a good grasp hungry dogs
gay and graceful girl dig a gory grave gaped aghast
a big gun forgive and forget a gigantic snag
a God- given gift
C. Sentences
1. The girl forgot her bag and glasses.
2. The big dog vigorously wagged its tail.
3. A group of government examiners got into an argument.
4. Father grabbed his gun but the wild pig was gone.
5. Grandfather gave her a graduation gift.
D. Tongue Twisters
1. Give me the gift of a griptop sock: a drip-drape, ship-shape, tip-top sock.
2. Gertie’s great-grandma grew aghast at Gertie’s grammar.
Exercise A. Read the dialogue below and underline the /g/ sound.
Gift Giving
Gary : I have a problem. But I know a girl like you can help me.
Miss Garaygay : You think so ? I’ll be glad to – if I really can.
Gary : I intend to send mother a gift back home. Any suggestions?
Miss Garaygay : First of all, what’s your mother’s special fondness for?
Gary : Good gracious ! Do I know?
Miss Garaygay : In that case, we can guess !
Gary : But anything golden is out of the question.
Miss Garaygay : Let’s go native then. How about shellcraft or bamboo craft?
Gary : I’ll take shellcraft.
Miss Garaygay : The place to go then is Ging’s Gift Shop!
The Plosive Sound [f]
A. Words
fall afraid half
fine coffee staff
faith rifle chief
first after knife
fell before beef
B. Phrases
flee from the fire followed his friends left the farm
unfamiliar faces before breakfast fine feather
chief-of-staff half-cup of coffee afraid to fail
fast and furious
C. Sentences
1. Rough life on the farm held no fears for me.
2. Two golfers were confined on the fourth floor.
3. Felisa could not find her favourite perfume.
4. It is foolish to follow the whims of fashion.
5. What is fun at fifteen seems foolish at fifty.
D. Tongue Twisters
1. “Thank the other three brothers of their father’s mother’s brother’s side”.
2. “Ten tame tadpoles tucked tightly together in thin tall tin”.
Exercise A. Read the dialogue and take note of the /t/ sound.
Fun in the Farm

Fred : Farming for life can be fun !
Flora : I believe so. A daily routine of feeding fowls, grazing cows, turning the
soil in furrows for the next crop…
Fred : And now for the fun side of it – no ray race, no schedules to conform, a
quiet, cool evening with family and simple farm folks, fresh food….
Flora : Oh ! Fred, why don’t we go into farming. Life can be richer!
Fred : Believe me, I never did it serious thoughts….not until today.
Flora : Frankly, I look forward to the future of those “serious thoughts”.
The Fricative Sound [v]

A. Words

vine over give
vogue every dove
vane even move
voice clover have
vest driver love
B. Phrases
move over very nervous vivacious and vain
various devices various devices vesper services
a loving driver give some love every vested interest
dove on the vine
C. Sentences
1. Thieves relieved the victims of their valuables.
2. He did not leave his revolver in plain view.
3. The veterans voted in November.
4. The love-struck driver grieved in vain.
5. In a voiceless sound, the vocal cords do not vibrate.
D. Tongue Twisters
1. “Vincent vowed vengeance very vehemently”.
2. “What veteran ventriloquist whistles”
Exercise A. Read the dialogue below and underline the words with /v/ sound.
Voting in the village
Vilma : Are you going out to the village poll to vote today?
Victor : Sure ! If to vote is to improve our living conditions, vote we must.
Vilma : Have you visited the neighbors around?
Victor : Just the new weavers who have just moved in.
Vilma : Does everyone believe in the views and values of the political rivals?
Victor : I hope so – after all it’s giving your vote to the most virtuous which
can improve your lot.
Vilma : Very aptly said, indeed!
The Fricative Sound [th]

A. Words
thank faithful breath
third birthday fourth
thought bathtub growth
through southward month
thigh earthquake oath
B. Phrases
authenticated truth breadth and depth thorns and thistles
health and wealth fourth and fifth through the thicket
thanks for your thoughts Thea’s third birthday oath to be faithful
one month-growth
C. Sentences
1. He left the theater knowing nothing of the earthquake.
2. They followed the path through the thick bushes.
3. My friend will back you up through thick and thin.
4. Nothing but the truth can make you free.
5. Don’t put your thumb in your mouth.
D. Tongue Twisters
1. “Thirty-three thirsty, thundering thorough breds thumped Mr. Thurber”.
2. “There seething sea ceaseth; thus the seething sea sufficeth us”.
Exercise A. Read the dialogue and pick out the words with /th/.
The Thank – you Note
Thor : I think you should write a bread-and-butter letter.

Gath : What’s that?
Thor : Well, That’s a different from the thank-you letter from a thoughtful
guest.
Gath : You mean that’s different from the thank-you letter for a birthday gift,
for instance?
Thor : Quite different. This is for having stayed with a family for a week or
even for a month.
Gath : Oh ! I see! So it’s a thank you note for intangible kindnesses.
Thor : Sure. Nothing pleases a host more than hearing again from a faithful
and thankful friend.
The Fricative Sound [đћ]

A. Words
there lather bathe

them brother soothe
than southern swathe
they mother scythe
B. Phrases
gather together this and that bother to bather

clothe themselves these scythes neither of them
bathe with them soothed by mother breathe in and breathe out
my brother from another mother
C. Sentences
1. Mother is bothered by the cold weather.
2. He breathed with relief when he saw his brother.
3. That leather belt is of smoother quality.
4. There was no other way to soothe his pain.
5. The flowers that the children gathered were swept away.
D. Tongue Twister
1. “Thank the other three brothers of their father’s mother’s brother’s side”.
Exercise A. Read the dialogue below and take note of the words with /đћ/ sound.
These Clothes
Brother Fred: Where did you get that warm coat of leather?
Brother Ramon: Mother and Father gave it to me as a present.
Brother Fred : With that on…. no kind of weather can really be a bother.
Brother Ramon: But in warm weather, I’d rather go without it.
Brother Fred: Otherwise that would show as though you were overclothed.
Brother Ramon: Well, as they say – “this is for one weather and another clime
demands other feathers”.
Brother Fred: Oh, Brother!
The Fricative (Sibilant) Sound [s]

A. Words
sing Christmas once

sleep fasten dress
said classic peace
soon handsome voice
still instead pass
stop essay wants
B. Phrases
senior citizen side entrance sleep in peace
senator’s secretary saw a ship sailing singing classic songs
a handsome face celebrated congressman business and finance
C. Sentences
1. Did you see that horse across the street?
2. Celia’s niece sews her own dresses.
3. Sammy fell asleep on the sofa.
4. They saw the sign as soon as they passed the senator’s house.
5. The speaker was the famous congressman from Sulu.
D. Tongue Twister
1. “Silly Sally sells sea shells by the seashore”.
2. “Seven silly swans swam silently seaward”.
Exercise A. Read the dialogue and underline the word with /s/ sound.
The Circus
Susan: Are you going to the circus tonight?

Ditas: Sure. I am thrilled. Imagine seeing the most famous acrobats from
various parts of Asia.
Susan: Did you see the parade of clowns, bareback, dancers and bears this
afternoon?
Ditas: A marvellous sight, wasn’t it?
Susan: Most amusing of all was of course the parade of freaks- the “fattest
lady” with a hooped dress.
The Fricative (Sibilant) Sound [z]

A. Words
zeal zenith daisy deserve eyes these
zone zipper dozen plays
zest zero music choose
zephyr hazard nose
B. Phrases
zealous and musicians utilized for jazz storm hazards
hair-raising noises wise loser ways to supervise
zebras at the zoo a dozen of daisies hazardous places
music to my ears
C. Sentences
1. If you tie that string loosely, you will lose it.
2. The campaign manager broke the seal with zeal.
3. There was no trace of grandmother’s previous trays.
4. That’s the prize you get for raising prices.
5. The brave prince flees from the country of the golden fleece.
D. Tongue Twisters
1. “Zizzi’s zippy zipper zips”.
2. “Zigmund Zane zig-zagged through the zany zoo zone”.
Exercise A. Read the dialogue and take note of the /z/ sound.
Zoo People
Zadig : Father, I thought the Philippines had a temperate climate ! Do you

think the hot weather is favourable to the animals for the zoo?
Kazam : Everyone knows that my geography is worse than yours. I wouldn’t
know.
Zadig : My businessmen-cousins are in for a real surprise! Wait ‘till
they see the multi-striped zebras, the bellowing zebus and the
drowsily humming bees !
Kazam : Oh ! Here comes your Uncle Bartaz. Any news, Brother, from the
customs?
Bartaz : Seems we’re in for a long wait. The animals are to be given a clean bill
of health yet !
Zadig : What do you mean? Some doctors will come to this steamer to inspect
our wards?
Bartaz : Yes ! Doctors of animals called veterinarians.
The Fricative Sound [sh]
A. Words
shine bushel dish
shell fisher push
should machine wish
shun fissure leash
shawl seashore fresh
B. Phrases
push the tissue splashing in the shallows anxious sensation
position of the ships rush into the ship shine his shoes
shine Shin’s shoes a lot of fishes in the ocean some fresh fish
machine at the shop
C. Sentences
1. The shop sells fresh fish everyday.
2. The dog lashed at Sharon, our bashful cousin.
3. She was ashamed to show us the shawl.
4. The official accomplished his mission.
5. The chauffeur shouted at the shepherd.
D. Tongue Twisters
1. Shark shares swordfish steak
2. Shipshape ships shop stocks shop-soiled shirts.
Exercise A. Read the dialogue below pick out the words with /sh/ sound.
In the Kitchen
Sharon : Shall we go to the kitchen and start with our cooking lessons?
Shellby : Sure. We should begin with the ingredients on the shelf. But first
the individual chores –
Sharon : Dina should clean and wash the fish. Lita should pare and slice the
radishes to be kept in a dish of brine. Betty should crush the garlic, wash
the fresh vegetables as well as the sea shells. Mary Ann should get some
cash to shop for more fresh fruits.
Shellby : Sounds exciting ! I wish I could convince my children to like sea foods.
Sharon : I’m sure you can, if the cooking is exceptional and the dishes delicious.
Shellby : A fish and sea-shell dinner course goes well with a lot of fresh fruits and
greens.
Sharon : I can’t wait to see the facial expression of my “carnivorous” son.
Shellby : With this kind of preparation, I’m sure you’ll be glad to see him ask for
more.
The Fricative Sound [zh]
A. Words
Jeanne glazier casual garage corsage
measure azure prestige mirage
vision barrage
B. Phrases
unusual invasion treasure and pleasure beige negligee
explosion and erosion occasion for intrusion casual decision
a measure for the garage illusory vision the glazier’s corsage
a mirage of a solution
C. Sentences
1. No allusion was made of her defective vision.
2. Nena took measures to dispel the illusion
3. She envisioned herself a princess in a beige negligee.
4. The Persian prince pinned the corsage.
5. His usual composure was shaken by her casual remark.
Exercise A. Read the dialogue below and underline the words with /zh/ sound.
On Dreams
Persian : Tell me, do you believe in mirage and dreams?

Filipino : I wouldn’t know much about mirage but dreams – yes, to a reasonable
measure !
Persian : We would regard dreams as indirect intrusions into man’s subconscious !
Filipino : You mean that the division between reality and fantasy is not too well
defined?
Persian : We interpret the symbols in one’s visual illusions and usually get at casual
findings.
Filipino : --or occasional revelations of personality and character.
The Fricative-Glottal Sound [h]
A. Words
home behave None
has behind
head perhaps
half rehearse
hand ahead
B. Phrases
hint of hatred human hopes a hundred houses
heavy heart hope to inherit hold no hate
home-made ham a hat on his head hip and hunky
her sweetheart’s hand
C. Sentences
1. Who told Helen how happy the host was?
2. Let’s hurry for the rehearsal.
3. With a heavy load the highwayman headed for home.
4. He inherited a house high up in the hills.
5. Who wants to help Harold hand the lamp over-head?
D. Tongue Twisters
1. “Hare’s ear heard ere Hare heeded”
2. “Hassock hassock, black spotted hassock. Black spot on a black
back of a black spotted hassock”.
Exercise A. Read the dialogue below and underline the words with a /h/ sound.
A Philippine Holiday
Helen : On the eve of November 1st Americans celebrate Halloween – or All Hollows’
Day.
Heidi : Here, as a church holiday it’s all Saints’ Day but we pause in prayer for our
dear departed. Don’t you think calling it All Souls’ Day is perhaps proper?
Helen : I agree. Let’s hope for the change soon.
Heidi : How we celebrate “All Souls’ Day”, has been a wonder to foreigners ! They’re
fascinated by the festive happy air that pervades the “home of our dead”.
Helen : Call it cultural difference – but our close “home and hearth” ties partly
account for our attachment to the dead in our family.
Heidi : Although some think the practice is superstitious, I still think it’s a grand
way to honor our dead.
The Affricate Sound [ch]

A. Words
chair orchard beach
chalk pitcher branch
chance exchange each
cheese richest much
chore touchy which
B. Phrases
charming teacher bunch at the beach cherry branch
preach righteousness a rich bachelor check the latch
cheap chocolates a peach orchard a child’s chance
much chalk on the chair
C. Sentences
1. The coach made the change when the pitcher reached the box.
2. Each of the children had lunch at the bench.
3. Each of the merchants gave suggestions.
4. The teacher challenged them to do research.
5. The butcher placed the hatchet in the kitchen.
Exercise A. Read the dialogue and underline the word with /ch/ sound.
Miss Bachar : Children, let’s give each one a chance to practice his oral speech.
Cherrie : Let’s exchange ideas by talking about anything at all –
Miss Bachar : Say – about your daily chores, your favourite preacher in church, a
touchy bachelor, a rich butcher, a wretched merchant – or just about
anything at all.
Cherrie: Ma’am, please allow us to watch and played with matches in the
kitchen.
Miss Bachar: What about? The child who played with matches in the kitchen?
Cherrie: How about that one about the children in the cherry orchard?
Miss Bachar: If you don’t mind – I’d rather talk about “cheese and cheese.”
Cherrie : Sounds Exciting !
The Affricate Sound [j]
A. Words
gem engine badge
gist magic edge
joy major ridge
judge soldier lodge
jolly legend change
B. Phrases
Jones Bridge Japanese general generous surgeon
Joseph and George justified change stingy major
the jealous soldier a badge made of gem a legendary judge
with a lot joy and magic
C. Sentences
1. Gemma placed the jam and jelly in separate jars.
2. The janitor exaggerated the legend about the gypsy.
3. George was obliged to register the package.
4. The judge was firm in his judgement.
5. Why did Joe jump over the edge of the ridge?
D. Tongue Twisters
1. “Jack the jailbird jacked a jeep”.

2. “James just jostled Jean gently”.
Exercise A. Read the dialogue below and underline the words with /j/ sound.
Judgment by Jury
Junius : Dad, may I use the car to go over to Judge Jones?
Dad : May you what, Junius?
Junius : We have to watch Judgment by Jury on television tonight for our
political science class.
Dad : Who’s we?
Junius : Jack, Josie and I. Miss Jordan and Mr. Joseph gave the sameassignment.
Dad : Does Miss Jordan know you don’t have a television set?
Junius : I don’t think so, Dad.
Dad : Well, we don’t have a television! And you can’t go driving all over the
country at night bothering other people!
Junius : Please, Dad, we’ll get poor marks tomorrow if we can’t answer
questions about the play.
Dad : Schools are certainly changing. Okay! Don’t stay out later than
necessary.
Junius : Thanks, Dad.
The Lateral Sound [l]
A. Words
love lawn alive silence girl doll
look belong shall
light careless tell
left believe call
B. Phrases
sleep equally well little lively girls left the letter
almost like glass yell for help liable to fall
a call to belong a look of love light on the lawn
tell the girl to believe
C. Sentences
1. Laura lighted the candle on the table.
2. Lisa believes the doll belongs to this little girl.
3. The lizard fell off the ledge.
4. Yellow bells and other flowers bloom in the valley.
5. Will you please deliver this letter?
D. Tongue Twisters
1. “Larry sent the latter a letter later”.
2. “Lucy lingered, looking longingly for her lost lap-dog”.
Exercise A. Read the dialogue below a take note of the words with /l/ sound.
A Pensive Mood
Ellen : Look at the blue sky. It’s wonderful!
Liza : It’s the tranquility of the lake that appeals to me in a special way.
Ellen : And the cascading falls in the distance gives a peaceful backdrop of
the scenery.
Liza : Nature really has a way of elevating our thoughts!
Ellen : Well, as the poet says: “Behold nature and you’ll be face-to-face with
your Creator”.
Liza : Surely. For through “vale and dale” as man travels, his life becomes
more meaningful.
Ellen : Aren’t we rather poetic and sentimental?
Liza : I’d say we’re philosophical.
The Retroflex Sound [r]
A. Words
race around your
red parrot hear
round arrest more
rain caring our
wrap narrow scar
B. Phrases
wore a red dress hear our roommate try to recall
very sorry to hear run across the bridge ready to draw
heard the rain wrap around more caring
from rags to riches
C. Sentences
1. The prisoner threw rocks at the jeering.
2. Roger is a brilliant writer and orator.
3. The tired and hungry loggers arrived before dusk.
4. The nervous gardener ran here and there.
5. The laborers rode to the farm.
D. Tongue Twisters
1. “Round the rugged rocks the ragged rascal ran”.

2. “Reading and writing are richly rewarding”.
Exercise A. Read the dialogue below and underline the words with /r/ sound.
Repast
Mother : Rey, please dust the living room and the dining room for me. I’ll finish
the dishes after I fix the repast.
Rey : What’s a repast, Mommie?
Mother : Don’t talk with food in your mouth, young man.
Rey : Yes, Ma’am, But what is it, Mommie?
Mother : It’s a small lunch I’m going to serve the ladies who’ll come to our
club meeting today.
Rey : Are you going to save some for me?
Mother : Of course, I am. I’m going to bake corn cookies and coconut pie for supper.
Rey : Good! I’m glad our repast is corn cookies and coconut pie.
The Glide Sound [hѡ]
A. Words
why white awhile anywhere None
what elsewhere
where meanwhile
which somewhat
B. Phrases
the wheels whirred whittling wheels whimpered and whined

somewhat white wait for awhile why whistling in the wind
whidded somewhere when and where to whicken
whichever way white whale
C. Sentences
1. I wonder whether there’s a white whale.
2. The dog whined and whimpered when he saw the whip.
3. Whether you like it or not you will grow whiskers.
4. Wendy whispered to the white-haired guest.
5. They stood awhile as they heard the wheels whir.
D. Tongue Twister
1. “Who washed Washington’s white woollen underwear”.
Exercise A. Read the dialogue below and underline the words with /hw/ sound.
The Why’s and Wherefore’s of TESL

Miss Wheeler: What does TESL stand for?
Miss Wharton : TESL is an acronym for Teaching English as a Second Language. Why
do you ask?
Miss Wheeler : Well, a lot of teachers were talking about it but I couldn’t get
anybody to explain it fully. Since I’m in English you can understand
my curiosity.
Miss Wharton : Let’s me see if I can make things clear in a few minutes. Where do I
start?
Miss Wheeler : What areas does this method include?
Miss Wharton : All areas of language teaching – phonetics, grammar, composition
and even literature.
Miss Wheeler : For now – why don’t you brief me on basic principles?
Miss Wharton : Why not? Firstly – principles and methods of teaching English must
be different for native from those for non-native speakers. Secondly
– we need corrective drills to overcome strong carry-overs from our
native Filipino.
Miss Wheeler : Logical and interesting indeed! But I’m sorry to cut you short. I have
to run along for a very important commitment. May I see you again
about this?
Miss Wharton : You know where to look for me if you have time. Bye!
The Glide Sound [y]

A. Words
Initial Medial
yes yean loyal beauty
yell yeast stallion cute
yank yak vineyard minion
young yearn canyon executive
year yabber value tenure
B. Phrases
ridiculous regulations yearly reunion
unique beauty youthful senior
yellow uniform unusual yacht
the vineyard’s value a young yak
a loyal executive yanked the stallion’s leash
C. Sentences
1. The juniors used yellow shawls and uniforms.
2. The loyal employees greeted the new year with enthusiasm.
3. The young lawyer argued for a yearly reunion.
4. Did you yell for your senior team?
5. The old people accuse the young of having no direction.
6. The genial yacht owner was saved by the valiant man.
D. Tongue Twister
1. “Yolanda Yvonne Yarger yodelled up yonder yesterday”.
Exercise A. Read the dialogue below and take note the word with sound /y/
Julius : Junior did it again, Yulie?

Yulie : Did what. Julius?
Julius : I’m looking at the children’s report cards. Junior has the best one. All A’s
except physical education.
Yulie : I’m afraid you’ll have to get that beautiful toy yacht for him after all.
Julius : Oh! Yes. You mean that yellow yacht on display at the New Yorker.
Yulie : Yes. Only yesterday as we called for his new uniform at the tailor, I could
hardly pull him out of that display window.
Julius : Well, any parent wouldn’t mind splurging a little on a prize for good marks.
Yulie : I wouldn’t
Julius : Now I can see how good marks can spoil my budget.
The Glide Sound [w]

A. Words
Initial Medium Final
well weak always bewail
way will rewind crewel
wish watch seaweed power
would wet between prowess
wash watts onward bewilder
B. Phrases
wash the windows without a reward walk in the woods
walk in the woods watch his words wayward worker
wet and wild wishing well powerful watch
will make a way
C. Sentences
1. The twelve warriors waited by the way side.
2. His wisely chosen words filled them with wonder.
3. Willy’s shoes were wet as he walked wearily.
4. Wilma hoped wistfully that he would waltz with her.
5. Everyone wanted coffee and cookies.
D. Tongue Twisters
1. Wow, race winners really want red wine right away!
2. Which rich wicked witch wished the wicked wish?
Exercise A. Read the dialogue below and underline the words with /w/ sound.
The Wishing Well
Walter : If you stand by the wishing well, I’ll give you three wishes.
Wenda : Sounds wonderful! Here goes the first: I wish my wayward friend will find
a worthy cause to work for.
Walter : Oh! Please be more definite!
Wenda : Wait till you hear my second: I wish I’ll win an award for academic
excellence this year.
Walter : I’d say, if “there’s a will there’s a way.”
Wenda : I wish it’s onward and forward for the stalwart leaders in their fight
for the upliftment of the poor.
Walter : We’ve had the words – now let’s have the work
Lesson 5: Language in Action
1. Identify the different tangible ways of how language is put into action;
2. Explain how does one’s personality is revealed through his/her use of
words;
3. Describe how parliamentary procedure is done; and
4. Present a type of speech to an imagined audience with correct
pronunciation of sounds.
In the previous lessons, you learned about sounds; however, sounds per se are
meaningless unless they follow a certain sound combination to become a word which refers
to something. Though words have meaning but they do not carry much impact if they are not
used along with other words which may inspire or hurt somebody. A combination of words
used in a systematic a way becomes a meaningful language or utterance. Hence, language
becomes alive when it is used in meaningful and relevant communication. Correct
pronunciation of sounds, proper use of intonation, pitch and juncture contribute to effective
communication. As human beings, we place ourselves in different communication situations
depending on the need or purpose. Hence, this lesson refreshes you on how and why people
use language in varied speech acts. The succeeding topics acquaint you on certain
communication situations which you have been or will be as students, future teachers, and
citizens of this country.
SMALL GROUP COMMUNICATION
A small group communication is composed of three to fifteen members but most

experts set a minimum of seven or eight, some go as high as fifteen. The primary reason is
that the group must be small to allow free discussion among all members. In a small group
communication all members are potential speakers and listeners. This set up allows all
members to easily shift from speaking to listening. Members of the small group convene for
a specific purpose, usually in order to come up with a decision or help solve the problem. To
come up with a sound decision, generally a small group has an assigned or assumed leader.
Face to face interaction among the members is enhanced by the sitting arrangement
of the group members. They maybe sit around the square or rectangular table where they
can face each other or in a circular table where face to face interaction is more evident.
LEADERSHIP IN SMALL GROUP COMMUNICATION
“Leadership is the ability to influence members so as to help achieve the goals of the
group” (Lucas, 2002). There are times that no specific leader is assigned to a small group, in
this case the members of the group has equal influence. When the need to have a leader
arises, only one among the members can take the place. A typical example of this is the class
presentation in speech class. All group members are working together to prepare for the
presentation. From time to time the group members have to meet for rehearsal and there is
a point of resolving the disagreement among the members.
In some circumstances, a group may have an implied leader. For example, the
university meeting is attended by the chairman and other members of the Board of Regents,
the chairman is the implied leader and the members of board are the subordinates.
There are times that the group starts without a leader but eventually there is an
emergent leader. The emergent leader is a person who, by ability or by force personally, by
peer connections or just talking the most, takes the leadership role. An emergent leader is a
group is a group member who emerges as a leader as a result of group unanimous decision.
When problem arises during the meeting, the emergent leader put the group back to track.
There is a possibility that the emergent leader may not be the most efficient and effective
leader. When necessary, any member should be prepared to assume the leadership.
Finally, when a group is formed, there may be a designated leader-a person who is
appointed by the group members through election or voting. A group that seldom meets
should have a designated leader who is responsible for the procedural tasks and acts as
spokesperson for the group. A formal committee usually have a designated chairperson who
can perform the functions of a leader. The designated leader may also empower other group
members to perform other tasks but the designated leader remains in charge of the group.
If all the members of the group are skilled communications and have leadership
potentials they can take turns at providing leadership even if there is a designated leader.
LEADERSHIP FUNCTIONS
An efficient and effective leader helps the group obtain its goals by doing the three
overlapping sets of needs- the procedural needs, tasks need, and maintenance needs.
Procedural needs refers to “routine housekeeping” actions essentials for the efficient
conduct of business in the small group. They include:
1. Deciding on the date and the venue of the group activity.
2. Facilitating the reservation of the venue, securing its physical arrangement and the
ventilation.
3. Preparing the agenda of each meeting.
4. Leading the meeting.
5. Taking notes during the meeting.
6. Preparing and distributing written handouts needed for the meeting.
7. Documenting the group’s progress at the end of the meeting.
The designated leader attends to these needs but other group members maybe assigned
to do so. Otherwise, members of the group must find ways to split the procedural
responsibilities.
Task needs go beyond procedural needs and are substantial actions necessary to help the
group complete the particular task it is working on. They include:
1. Examining the issues facing the group.
2. Dividing the workout among the members.
3. Gathering information.
4. Considering the views of other members.
5. Keeping the group from going off on a tangent.
6. Playing devil’s advocate for unpopular ideas.
7. Devising criteria for judging the most effective solution.
8. Assisting the group each consensus of its final recommendation.
It is important that all the members will help the group satisfy its task needs. When some
tasks needs are not fulfilled adequately, leadership becomes necessary.
Maintenance needs involve interpersonal relations in the group. They include such
factors as:
1. Rapport among the members.
2. Willingness of the members to contribute to the group.
3. Loyalty among group members.
4. Satisfaction of members with the group’s accomplishment
5. Contentment of members about their roles in the group.
If there are interpersonal problem affecting the discussions the group will have difficulty
in coming up with a decision. This kind of situation calls for an effective leader.
A good and effective leader can do much to keep healthy communication in the group.
Good rapport among members can be sustained with the guidance of the leader.
The leader should help members handle conflict by working out indifferences of opinion
and reducing interpersonal tension. It is also important to advise everybody to be sensitive
to the personal feelings of other members. In promoting solidarity among the members, a
leader can make a gigantic contribution in helping the group achieve the group its goals.
TYPES OF SMALL GROUP
Devito as cited by Agravante and Buenaventura (2002) describes four major types of small
groups. These are as follows:
1. Problem solving group - the group meets to find a solution to the identification
problem. All members are concerned about the problem and feel the importance and
urgency of finding solutions to the problem.
2. Idea-generation group - this is a group of individual who convene to generate more
ideas. Members brainstorm to get the excellent ideas.
3. Personal growth group – the members of this group meet to help raise
consciousness of self and others by sharing their thought and feelings about the topic
that are not understood by the listeners.
4. Educational or learning group – this group meet to acquire share, review or
reinforce knowledge or skills for mutual benefit. An example of this, student meet to
conduct a group review before taking the comprehensive examination.
FORMS OF SMALL GOUP COMMUNICATION
The following are small group discussions conducted without an audience.
1. Round table discussion is composed of five to the members who informally exchange
idea for specific purpose.
2. Committee discussion is conducted to tackle specific task assigned to a committee
members.
3. Study group discussion is being done to clarify newly acquired knowledge or review
previously acquired knowledge.
4. Quality circle is composed of employees (members of the organization) who meet
voluntarily on a regular basis to generate ideas and work related problems of
productivity and quality control.
5. Teleconferencing is a virtual interaction among busy executives who are at different
locations. It is made possible through the use of technology.
Discussions conducted in front of the audience.
1. Panel discussion is a form of public discussion in which a group discusses problem
in front of the audience. The members of the panel exchange ideas about the topic.
The discussion is designated to benefit the audience. A moderator is assigned to get
the attention of the audience, clarifies the topic, and introduce the panelists.
2. Colloquium is a form of public discussion composed of three to six members
discussing certain topic among themselves. Like a panel discussion it is guided by the
moderator. A colloquium is different from the panel discussion in several ways. Frist,
a colloquium is composed of panel members who are experts on the topic being
discussed. Second, whenever the moderator or the audience have observed
something that blocks them to come up with a satisfactory solution to the problem,
the discussion is opened to the audience. At a certain point, the colloquium allows the
audience to participate.
3. Symposium is a form public communication composed of three to six speakers.
Speakers present their brief speeches about a certain topic without interruption. It is
the moderator that directs the discussion. Speakers do not have interaction on the
early part of the symposium. After the presentation of the speeches, the audience may
articulate their reactions.
4. Lecture forum is a form of public discussion wherein the speaker present the lecture
without interruption for about thirty minutes to an hour. The lecture is usually given
to provide information minutes to an hour. The lecture is usually given to provide
information about a topic. After the presentation of the lecture, the audience is given
an opportunity to participate in the forum.
5. Teleconferencing may also be used in open channel formats that allow public
participation.
PARLIAMENTARY PROCEDURES
In any organization, be it political, religious, civic, business, or institutional, meetings
are called to discuss important issues. Meeting is one of the most common vehicles for
discussing issues and for expressing the decision of the members of the group. “The business
meeting in particular, is well-organized group and it takes its form, order and conduct from
set of governing rules, known through generations of English- speaking organizations and
societies, as parliamentary procedure”. Flores & Lopez, 2009)
A parliamentary procedure is set of rules for the conduct of meetings that give
freedom to everyone to be heard and to make decisions without confusion, Parliamentary
procedure provides a system of maintaining order in organizations and to promote
cooperation and harmony. Today, Robert’s Rule of Order is the basic handbook of operation
adopted by most clubs and other organizations because of its time tested method of
conducting business at meetings and public gatherings. The main objectives of the
parliamentary procedures are:
1. To protect and defend the assembly from hasty and ill-considered action.
2. To give each member an equal right to be heard.
3. To determine the will of the majority.
4. To protect the minority.
Many organizations are observing the parliamentary procedures because of the

following characteristics:
1. It is democratic.
2. It provides for a rule of majority and protects the rights of the minority.
3. It provides complete and comprehensive and free discussion of all matters and at
the same time limits it consideration to only one subject at a time.
4. It requires an orderly disposal or settlement of each item of business before taking
up another.
An organization following a parliamentary procedure follow this order of business
meeting:
1. Call to Order (this can only be done if there is a quorum-minimum number of
members who must be present in the meeting.
2. Roll Call of members
3. Reading of minutes of last meeting
4. Office Report
5. Committee Reports
6. Special Orders
7. Unfinished business
8. New business
9. Announcements
10. Adjournment
In a meeting, the members express themselves in the form of moving motions.
There are four basic types of motions. The individual member of the organization can
do the following: call to order, second motions, debate motions, and vote motions. There
are four basic types of motions:
1. Main motions- the purpose is to introduce items to the membership for their
consideration. This cannot be made if any other motion is on the floor and yield to
privileged, subsidiary, and incidental motions.
2. Subsidiary motions’ purpose is to change or affect how a main motion is handled,
and is voted on before a main motion.
3. Privileged motions bring up items that urgent about special or important
matters unrelated to pending business.
4. Incidental motions provide a means of questioning procedure concerning other
motions and must be considered before the other motion.
BASIC PROCEDURE IN PRESENTING MOTIONS
1. Having the Floor- before a member can speak at a meeting, she/he must be
recognized by the presiding officer. Once recognized, the speaker cannot be
interrupted, except by the presiding officer.
2. Making Motions- one makes a motion to propose a course of action that one
thinks the group should take. If another member agrees that the motion should be
open for discussion, she/he “second the motion”. Discussion pertaining only to the
motion on the floor follows. Only one motion to close discussion and second are
needed before a vote can be taken.
3. Amending Motions- amendments can be motion as long as the person who
moved the original motion is agreeable to the amendment. If the originator of the
motion is not agreeable, then the group must vote on the original motion.
4. Tabling Motion- if it appears that more information is needed to consider a
motion fairly, then a motion to table the discussion can be made. A majority of
members must support the tabling for it to pass.
5. Calling the Question- when it appears that the discussion of a particular motion
is no longer productive, the question can be called with two-thirds vote of the
members present. The result of the call to question is an immediate vote on the
motion.
VOTING METHODS
1. Acclamation
2. Show of hands
3. Standing Vote
4. Secret roll call ballot (members sign ballot)
5. Roll Call (members verbally respond)
VOTING TYPES
1. Majority (more than half of the member of vote cast)
2. Two-thirds
3. Tie vote (chair casts-tiebreaking vote)
4. Plurality vote (largest number of vote cast)
5. Unanimous (no dissenting vote)
6. General consent (chair assumes consent of members)
7. Vote by secretary (unanimous vote used only when one name is presented for
nomination)
SPEECHES FOR DIFFERENT OCCASIONS
“Your speech reveals your inner self. No matter what image you want to project, your
speech will always reveal the real you because speech is the index of the mind. Because of
this you must develop your knowledge on things so you will not be wanting. Whether you
like it or not your speech will always tell who you are and what you are” (Tapalla, 2010).
People put great value on oral communication, you are judged by others through your
speech. So never let yourself down by substantiated speech. You must do your best to make
people admire and respect you. Intelligent people never run out of topics of talk about.
According to Tapalla (2010) people like to listen to a speaker who has a way with his words
and if a person has a way with his words, that person can definitely have a way in the world.
To have a way in this world you should make your speech show that you have depth.
With regard to this, you must develop your language proficiency and make you well versed
on any topic. Once you have reached a high level of language proficiency, no doubt you can
prepare and deliver the correct speech in special occasions.
Speeches for special occasions are associated with ceremonies. Some speeches are
under these category.
1. Speeches for Introduction- if you are tasked to introduce a person who will
speak before the audience, research on the person’s background. Do not forget to
include information that will enhance the speaker’s credibility; do not create
expectations that the speaker cannot meet. You must pronounce the speaker’s
name correctly and say it clearly.
2. Speeches for presentation- In presenting an award you must not forget to say
why the award is given to the person and emphasize the importance of the
award given. If possible, you may discuss the selection process and describe the
accomplishments of the person.
3. Speeches of Acceptance- expresses gratitude for the award. It should be
personal, sincere, and gracious. You may also include how you were able to
reach this point to inspire others.
4. Commemorative Speeches are delivered during the marking of an important
event. These include:
a. Commencement
b. Eulogies
c. Nation holidays
d. Toasts
5. Keynote Speech sets the tone of an event. As a keynote speaker your goal is to
convince the listener. The keynote address is usually the highlight of the event
which is anticipated to excite the listeners.
6. After-dinner Speech is delivered after a meal and after the business has been
completed. Its purpose is to entertain with humor or a thoughtful message.
Concretizing
1. What are the different ways of how language is put into action? Describe each.
(5 pts./each)
2. How one’s personality/character is revealed in his/her speech? (10 pts.)
3. Assess the country’s present president’s public speeches with respect to his true
character and the office that he represents. Do you agree or disagree with him?
Explain.
(20 pts.)
4. Present a graphic organizer on how to observe parliamentary procedures. (15
pts.)
5. Write your own speech which you would like to deliver in public (with at least 5
paragraphs). Deliver it to an imagined audience. (Take a video of yourself and be
presentable). Written speech is worth 30 points and Speech delivery is worth 50
points.
Synthesizing
What I learned ___________________________________________________________________________

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
___________________________________________________________________________________________.
References
Aquino, Edna C. et. al. Speech Power. Mutya Publishing House, Inc.
2015. 53, 57, 72-74
De Vera, Cescellie. Tongue Twisters. ISA- JECHO PUBLISHING, INC. 2017. 27, 77, 108
& 124.
Dorotheo, Paz, R. Speech Improvement. Ateneo Language Center. 19270. 11-12,
25-26, 59-62.
Villamarzo, Perla C. et. al. Functional Oral Communication. UST Publishing House.
2003. 52-57.
Electronic References
Teaching English. <httpp://www.teachingenglish.org.uk/dialogues.>
Start Learning English With These Basic Conversational Skills.
<https://www.thoughtco.com/basic-english-conversations-1210096.>
Lesson Plan Using Dialogue: ESL Conversation Ideas.
<https://www.brighthubeducation.com/esl-lesson-plans/80894.
Having Fun With Dialogues. <https://www.teachingenglish.org.uk/article/having-fun-
dialogues.>

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MODULE 2

THE SYMBOLIC SYSTEM

Lesson 1: The Speech Organs and the International Phonetic Alphabet

There are many different forms of communication, although people usually

The Front Vowel /i/

Initial Medial Final

each leak trainee

Read the sentences identify the words with /iy/ sound

1. The priest often speaks to the people in the beach.

Exercise A: Read the poem below with correct sound of /iy/

When the songbird’s beak

Where love leaks

The Front Vowel /ɪ/

Exercise A: Read the poem below with correct sound of /ɪ/

Giving and Forgiving

What makes life worth the living

What makes life worth the living

The Front Vowel /ey/

eighty baby spray

faith and grace day by day a famous game

If I Can Stop One Hear From Breaking

If I can stop one heart from breaking,

Dialogue: Planning the shopping

Barry: I'm going to the shops in a minute. What do we need?

Valerie: I'll see you later then.

Barry: Bye! I'll be back before seven.

1. The mail came late yesterday.

Exercise A. Extend the dialogue by using the following words below.

Words: bed, get, friend, said, guess, well

Exercise B. Underline the correct word to complete the sentences.

1. The (ship, shape, sheep) of the chair is unique.

any end swell hell

bled to death bend your legs fed with eggs

1. Would you like to sell me that fountain pen?

Exercise A: Read the poem below with correct sound of /Ɛ/

Old Meg she was gypsy,

Exercise B. Underline the minimal pairs in the sentences below.

1. Ned begged to sell the sail

bed friend guess

The Front Vowel /æ/

accent abbey glass national

Sam’s sack of sand wrap the pan a bag of cash

He clasps the crag with crooked hands;

The wrinkled sea beneath him crawls;

1. The boys set/sat their bottoms down on the curb.

honest father ardent heart ask the army

The Vowel Sound /ə/- (for stressed syllable)

The Vowel Sound /ə/- unstressed vowel

about alphabet arena

The Vowel Sound /uw/

Initial Medial Final

super brute lute avenue

The Rose Family

The Vowel Sound [Ʊ]

Initial Medial Final

Exercise C. Use the following words in a dialogue.

Words: butcher, wolf, should, book, bushy, hood, sugar

1.) Look at his foot. 8. They stood and looked.

a) Look at the good food.