LESSON 1

SPOKEN TEXTS USING FLUENCY, VOLUME, AND STRESS

What is Spoken Text?

 the term used to name spoken language in the use
 sometimes called as oral language which means language produced in its spontaneous form, as opposed
to written language.

Fluency

CRITERIA
in
evaluating
spoken text

Volume Stress

FLUENCY – refers to one’s ability clearly pronounce words with appropriate speed, accuracy, and expression

The natural ability to:

 speak spontaneously
 quickly
 comprehensibly with few number of errors
Means, speaking….
 easily
 reasonably quickly
 without having to stop and pause a lot

VOLUME – deals with the loudness or softness of speaker’s voice indicating emphasis on important points or
concepts
Volume could affect perceptions of intended meaning.

STRESS – the emphasis on certain syllables or words to convey meaning.

For example, “define” is pronounced as de-FINE, “forget” is pronounced for-GET, and “protect” is pronounced
as pro-TECT.

Some words can be both nouns or verbs (with the same spelling), with only the syllable stress to distinguish
them.
For example, a person can be on the SIDE-lines, or they can side-LINE someone.
 LESSON 2
STRESS

Degree of force or prominence given to a syllable or word or the extra loudness given to a particular syllable or word in
order to give emphasis on a particular syllable or word.
As stress is represented a raised vertical line (‘) on the syllable that needs emphasis

Examples:
 fránchise
 intérior
 oversée

Two Types of Stress

1. Word Stress
2. Sentence Stress

WORD STRESS
A word stress show what syllable in a word is stressed. Word stress is the emphasis placed on one syllable in a word,
making it stand-out from the others when spoken. It is a crucial part of pronunciation because it affects how clearly words
are understood in conversation.

How does word stress work?

In English, not all syllables are pronounced with the same emphasis. A word

Can have several syllables, but one syllable will usually be stressed. This stressed syllable is:
 Louder: You raise your voice slightly on that syllable.
 Longer: The vowel sound in the syllable is stretched out compared to the others.
 More Pronounced: The stressed syllable stands out because it’s spoken with more force or energy.

Monosyllabic words or one syllabic word.

 having a vocabulary composed primarily of monosyllables or short, simple words
Examples:
 yes
 no
 jump
 buy
 heat
 cough

Multisyllabic words or words with two or more syllables have only one primary stress. These stressed syllables are said
louder, longer, and higher than the rest of the syllables.

2-Syllabic Words:
 tá/ble
 bás/ket
 dóc/tor
3-Syllabic Words:
 com/pú/ter
 á/ni/mal
 gua/ran/teé
4-Syllabic Words:
 a/bí/li/ty
 op/er/á/tor
 un/der/stán/ding
5-Syllabic Words:
  ac/ci/dén/tal/ly
 op/por/tú/ni/ty
 in/for/má/tion/al

There are words that when derived from its root word have no shift in stress and words that when derived from its root
word have shift in stress.

Derived words with No Shift in Stress

 retíre
 retírement
 retíring
 retíringly

Derived words with Shift in Stress

 íntro
 introdúce
 introdúction
 introductory

In English, word stress plays a significant role in determining the meaning of certain words. Some words have identical
spelling but can function as both a noun and a verb, with the stress placement being the key to distinguishing between the
two. Typically, when the stress is on the first syllable, the word functions as a noun. When the stress is on the second
syllable, the word functions as a verb.

This stress pattern is especially common in two-syllable words. The meaning of the word can change dramatically based
on which syllable is stressed, so incorrect stress can lead to misunderstandings in conversation.

Record
RE-cord (noun: a piece of information or data, as in "I keep a record of all transactions.")
re-CORD (verb: to capture sound or video, as in "We need to record the meeting.")

Conduct
CON-duct (noun: behavior, as in "His conduct during the meeting was professional.")
con-DUCT (verb: to lead or organize, as in "They will conduct an investigation.")

Object
OB-ject (noun: a thing or item, as in "The object on the table is a vase.")
ob-JECT (verb: to disagree, as in "I object to this proposal.")

Project
PRO-ject (noun: a task or assignment, as in "We are working on a school project.")
pro-JECT (verb: to extend or throw forward, as in "He projected his voice across the room.")

Permit
PER-mit (noun: an official document giving permission, as in "I need a permit to build the house.")
per-MIT (verb: to allow, as in "They will permit us to enter the building.")

SENTENCE STRESS
A Sentence Stress shows which word/s in a sentence is/are stressed. A sentence may have a different meaning once the
stress is shifted to another word.
Example:
I can’t do it. (It’s not possible for me to do it now.)
I can’t do it. (I simply cannot afford to do it.)
I can’t do it. (It’s not for me to do that.)
Sentence stress is the music of spoken English. Like word stress, sentence stress can help you to understand spoken
English, even rapid spoken English.
Sentence stress is what gives English its rhythm or "beat". You remember that word stress is accent on one
syllable within a word. Sentence stress is accent on certain words within a sentence.

Most sentences have two basic types of word:

Content Words
Content words are the keywords of a sentence. They are the important words that carry the meaning or sense—the real
content.

Structure Words
Structure words are not very important words. They are small, simple
words that make the sentence correct grammatically. They give then sentence its correct form—its structure.

The basic rules of sentence stress are:

content words are stressed
structure words are unstressed

Content words – stressed

words carrying the example
meaning
verbs SELL, GIVE, EMPLOY
nouns CAR, MUSIC, MARY
adjectives RED, BIG, INTERESTING
adverbs QUICKLY, WHY, NEVER
negative auxiliaries DON'T, AREN'T, CAN'T

Structure words - unstressed

words for correct example
grammar
pronouns he, we, they
prepositions on, at, into
articles a, an, the
conjunctions and, but, because
auxiliary verbs do, be, have, can, must

EXAMPLES
Content: The dog barked at the stranger.
Function: The | at | the
Content: She went to the store to buy some milk.
Function: She | to | the | to | some
 LESSON 3
SPOKEN TEXTS USING CRITERIA, PITCH, INTONATION, JUNCTURE & SPEED

Prosody is like the music of speech. It's not about the words themselves, but how we say them. It includes things like the
rhythm, stress, and melody of our speech. Prosody is what makes our voice go up and down, get louder or softer, or speed
up and slow down when we talk.

Prosody helps us:

Show our emotions and attitudes
Emphasize important parts of what we're saying
Indicate whether we're asking a question or making a statement
Express sarcasm or irony
Show whether we're finished speaking or have more to say

KEY PROSODIC FEATURES

1. PITCH
Pitch Definition: The perceived frequency of a sound which is an important aspect of spoken language. It is the high or
low of one’s voice.
Examples:
"You're going?" (voice rises)
"I'm fine." (said in a low tone)
"That's amazing!" (said in a high tone)

2. INTONATION
Intonation Definition: Intonation is the melody of speech.

Two fundamental patterns:

Rising Intonation
Falling Intonation

Rising Intonation typically involves the pitch of the voice increasing towards the end of an utterance.
It's commonly used to:
Ask yes/no questions: "Are you going to the party?"
Express uncertainty or hesitation: "I think I left my keys at home...?"
Indicate that the speaker hasn't finished talking: "I went to the store, then the bank..."
Show surprise or disbelief: "You won the lottery?!"

Falling Intonation, on the other hand, involves the pitch decreasing towards the end of an utterance.
It's often used to:
Make statements or declarations: "I'm going to the party."
Give commands: "Close the door."
Express finality or completion: "That's all I have to say."

The interplay between rising and falling intonation can dramatically alter the meaning of an utterance.
For example:
"You're going." (falling intonation - a statement)
"You're going?" (rising intonation - a question)

3. JUNCTURE
Juncture Definition: Juncture is about how we connect or separate words when speaking.

There are two main types of juncture:

close juncture (when words are spoken smoothly with no pause) and
open juncture (when a slight pause occurs between words, which can change the meaning).
EXAMPLES
That’s tough vs. That stuff
Close juncture:
That’s tough (said smoothly, referring to something difficult).
Open juncture:
That stuff (with a small pause between "That" and "stuff," meaning a collection of items).

Let's eat, Grandma! vs. Let's eat Grandma!

Open juncture:
Let's eat, Grandma! (with a pause before "Grandma," meaning you are talking to Grandma).
Close juncture:
Let's eat Grandma! (without a pause, it changes the meaning to something quite different!).

4. SPEED
Speed Definition: Speed refers to the rate at which words and sentences are spoken. It can vary depending on factors such
as the speaker’s emotional state, the urgency of the message, or the speaker's intention.
Examples:
"Hurry! We're going to be late!" (said quickly)
"I'm... not... sure... about... that." (said slowly)
 LESSON 4
WHAT IS A SPOKEN TEXT?

A spoken text is any form of communication delivered through speech, rather than writing. It includes conversations,
speeches, presentations, interviews, debates, and other instances where ideas are expressed verbally.

To effectively evaluate spoken texts, it is essential for students to grasp three key criteria: Correctness, Cohesion & Word
Choices. Each of these elements plays a vital role in conveying messages clearly and engagingly.

1. CORRECTNESS
Refers to the grammatical accuracy of the spoken text. It ensures that the rules of grammar (subject-verb agreement, tense,
syntax, etc.) are followed, making the text comprehensible.

This refers to the grammatical accuracy and proper use of language.

It includes:
 Proper sentence structure
 Correct verb tenses
 Agreement between subjects and verbs
 Appropriate use of pronouns

2. COHESION
Refers to the logical connection and flow between ideas in the text. Cohesive devices (like conjunctions, pronouns, and
transitions) link ideas together and ensure the text follows a logical sequence.

This is about how well the ideas in the spoken text flow and connect.
It involves:
 Logical sequencing of ideas
 Use of transitional phrases
 Consistency in tense and point of view
 Clear references and connections between concepts

3. WORD CHOICES
The appropriate selection of words that match the context, tone, and purpose of the speech. Correct word choice enhances
clarity, precision, and impact of the message.

This focuses on the vocabulary used and its appropriateness for the context.
It includes:
 Precision and specificity of terms
 Avoidance of unnecessary jargon or slang
 Use of vivid and descriptive language when appropriate
 Consideration of the audience's level of understanding

WHY THESE ELEMENTS MATTER:

Ensuring correctness, cohesion, and appropriate word choice in spoken texts helps the speaker deliver a clear, organized,
and meaningful message. Errors in any of these areas can cause confusion, misunderstandings, or misinterpretation.
 LESSON 5
LANGUAGE OF RESEARCH, CAMPAIGN AND ADVOCACIES

Language
 To inform
 To entertain
 To influence
 To persuade

RESEARCH CAMPAIGN ADVOCACIES

careful and detailed study into a planned set of activities that Activities that argue, plead,
specific problem, concern or people carry out to attain a support, or favor the certain
issue using the scientific certain goal or objective cause
method

 Campaign Speech
To communicate discussions To excite, persuade, and/or
To influence decision making
and present corresponding motivates listeners convincing
especially with issues involving
findings for variables studied. them to adhere to the speaker’s
social, political, environmental
ideas. and economic perspectives.
Make use of academic and Employ and story emphasized Present strong points that may
persuasive language persuasive language either support or contradict
existing policies and legal
mandates
COMMON LANGUAGE = PERSUASION

What is PERSUASION?
convincing others to change their point of view, agree to a commitment, purchase a product or service, or take a course of
action

PERSUASIVE WRITING (Language features/devices)

 Emotive Language
 Modal Verbs
 Involving the readers
 Rhetorical Questions
 Using Evidence
 Repetition
 Adjectives & Adverbs
 Association
 Bandwagon
 Experts

EMOTIVE LANGUAGE
involves the use of words that evoke emotions and make people feel a certain way
commonly used technique in writing headlines in newspaper or delivering speeches
Sentence 1:
The robbers brutally murdered the poor victim after looting his all belongings- EMOTIVE
Sentence 2:
The robbers killed a man after looting him-NON-EMOTIVE

MODAL VERBS
The use of words that express modality or how likely something is going to happen helps adjust the level of certainty of
events to suit arguments.
When carefully chosen, these words (may, might, will, must, shall, can, could, would, ought to) help improve the quality
of persuasive writing
INVOLVING THE READER
This is done through the use of personal pronouns like you, your, we, our, and indicate words like together.
Example:
“If you don’t use your power for positive change, you are indeed part of the problem”

RHETORICAL QUESTIONS
Questions that are not supposed to be answered. Instead, they are asked for effect, to illustrate a point or let the reader
think.
Example:
Is water wet?
Can fish swim?

USING EVIDENCE
Involves the use of facts, figures or quotes from experts to highlight the writer’s authority to make the arguments
presented more convincing.
Example:
The World Health Organization reported 2, 803, 213 confirmed cases of COVID-19 in the Philippines from
January 2020 to November 2021 with 44,431 deaths. Meanwhile as of October 27, 2021, a total of 58, 212, 187 vaccine
doses have been administered.

REPETITION
This technique involves repeating keywords, phrases or ideas to appeal to the readers
Examples:
“Government of the people, by the people, for the people.” (Abraham Lincoln)
“Almost nothing was more annoying than having our wasted time wasted on something not worth wasting” (Joshua
Ferris, Then We Came to the End)

ADJECTIVES & ADVERBS

Using carefully selected adjectives and adverbs makes it possible for writer to influence how the readers feel.
Examples:
"The delicious aroma of freshly baked bread filled the cozy kitchen." (Adjectives: delicious, cozy; adverb: freshly)
"The courageous fire fighter bravely entered the burning building." (Adjectives: courageous, burning; adverb: bravely)
"The stunning sunset painted the sky in vibrant hues." (Adjectives: stunning, vibrant; adverb: beautifully)

ASSOCIATION
This technique tries to link an object or an idea with something already liked or desired by the target audience such as
wealth, success, pleasure and security.
Example:
Vote for cleaner air. Vote for Juan Dela Cruz as President

BANDWAGON
Persuasion technique that makes the audience believe the idea that “everyone is doing it” or that everyone likes
something.
Example:
“Everyone is voting for Juan Dela Cruz, so definitely he is the best presidential candidate.”

EXPERTS
This means relying on expert advice from trusted people like doctors, scientist and other professionals for things that the
audience do not know.\
Example:
According to the Centers for Disease Control and Prevention (CDC), people with allergies to certain foods, insect,
latex and other common allergens can safely receive the COVID-19 vaccine. Those with a history of severe allergic
reaction (anaphylaxis) to injectables or other vaccines should discuss the vaccination with their doctor, who can evaluate
and assess their risk.