COURSE TITLE: SPEECH COMMUNICATION
LESSON II
LESSON TITLE : LISTENING
LESSON INTENDED LEARNING OUTCOMES (LILO):
Know the difference between hearing and listening
Appreciate the benefits of good listening skills
Do listening drills
LESSON GUIDE:
I. Learning Guide: Time Learning Resources
allotment
1. Know the difference between hearing and listening
3 hours IELTS listening
1.1 Listening versus Hearing
1.2 The Problem of Poor Listening Skill test
2. Appreciate the benefits of good listening skills
2.1 How to Listen Effectively
2.2 Listener’s Responsibility
3. Do listening drills
Self-Directed Activity: On the student’s own time, he/
she may accomplish IELTS listening practice tests.
For Submission: N/A
Post test Assessment – Quiz
IN THE WORKTEXT:
LESSON II : Listening
“I like to listen. I have learned a great deal from listening carefully. Most people never listen.”
- Ernest Hemingway
Definition
There is a difference between hearing and listening. Hearing is the physical ability to receive
sound waves in the brain; listening is the mental ability to pay attention to the message carried by those
sound waves.
Hearing is the physiological process of receiving sound waves.
***For one full minute, remain quiet and listen for all the different sounds that you can identify in the
room, in the building, and in neighboring areas. Make a list of the sounds.
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
Take Note!
O Not everyone hears the same way. Men actually prefer certain frequencies.
O Listeners can process more than 400 spoken words per minute, yet the average speaker only
produces between 125 and 175 words per minute.
A. The Problem of Poor Listening Skill
Listening is a complex process—an integral part of the total communication process, albeit a
part often ignored. It is something you consciously choose to do.
How much time do you spend listening?
On average, students spend…
9% of their time writing
16% of their time reading
30% of their time speaking
45% of their time listening
* Of the time spent communicating each day, 45% is devoted to listening.
* Usually a person only remembers about 50% of what is said to them.
* After eight hours they forget another 1/2 to 1/3 of what was originally grasped.
So that means you typically forget about 75% of what you hear.
* There are several factors on the problem of listening: outside the source, the speaker, and the listener
him/herself.
Factors affecting the Listening Process
Barriers – block listening/understanding; unfamiliar language, anger, attitudes, biases, needs,
beliefs, fear, hearing problems, tuning out, stress, ignorance, prejudices, tired.
Memory – 3 types
Immediate – recalling information for a brief period of time
Short term – recalling information for carrying out a routine or daily task
Long term – recalling information from past experience
Noise – internal and external distractions
* Poor listeners miss a lot of important explanations, contents, and reminders. Many fail to fully grasp
concepts and instructions just because of manifesting this characteristic – the habit of poor listening.
B. How to Listen Effectively
*One should understand the process and modes of listening.
The Process
1. Receiving
2. Understanding
3. Remembering
4. Responding
5. Evaluating
Three Basic Listening Modes
O Competitive or Combative Listening
This refers to a kind of listening whereby one listens only just to go get some point of
rebuttal or argument. One only finds faults in the speaker and argue.
O Passive or Attentive Listening
This refers to a kind of listening whereby one listens and accepts everything whatever
the speaker would say without any verification or question whether the speaker is right or
wrong.
O Active or Reflective Listening
This refers to a kind of listening whereby one listens and makes some questions to verify
or clarify some point addressed to the speaker. This the most useful type of listening beneficial
to both the speaker and listener.
C. Listener’s Responsibilities
You must hear to listen, but you need not listen to hear.
Guides to Better Listening:
1. Whenever you are in a listening situation such as conversation, a classroom discussion, or an
assembly program, concentrate on understanding the words of the speaker.
2. Take notes if there is a chance that you might forget what you hear.
a. Notes need not to be complete sentences; get the important words.
b. Use numbers, signs, and abbreviations wherever you can.
c. What you jot down should be accurate and clear. Be sure that your notes are not so
brief and vague as to be meaningless later.
3. Do not daydream while others are talking. Interest yourself in the topic.
4. In a conversation, listen closely while others talk. Do not use the time to think of what you are
going to say next.
5. Ask questions in class when you do not understand some points. If you do not understand, your
interest and attention will fail.
6. If necessary, ask for a seat in class where you can hear better.
7. Listen with full attention so that you will not have to ask people to repeat remarks addressed to
you.
8. Do not try to listen and do something else at the same time. Listening is a full time activity.
Textbook References:
Mellie, J., Yates, P. & De Laney, E. (1973). Basic Language: Messages and Meanings.
USA: Harper and Row, Publishers, Inc.
Online References:
https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-practice-tests/listening
COURSE TITLE: SPEECH COMMUNICATION
LESSON III
LESSON TITLE : SOUND PRODUCTION
LESSON INTENDED LEARNING OUTCOMES (LILO):
Identify the elements under verbal communication
Know the speech organs and factors affecting the voice
Learn to use the IPA Chart
LESSON GUIDE:
II. Learning Guide: Time Learning Resources
allotment
1. Identify the elements under verbal communication
3 hours Dictionary
1.1 Speech Mechanism
IPA Transcription
2. Know the speech organs and factors affecting the
Wordlist
voice
Textbook
2.1 Speech Mechanism
3. Learn to use the IPA Chart
3.1 The International Phonetic Alphabet
Self-Directed Activity: Using separate handout, the
student has to practice pronunciations as guided by
the IPA Chart.
For Submission: N/A
Pre-test – Pronunciation Drills and Post test
Assessment – Quiz
IN THE WORKTEXT:
LESSON III : Sound Production
A. Speech Mechanism
Definition
Verbal Communication is the spoken or written message used by a person to express
himself/ herself.
Speech Organs
• Speech organs are not created solely (only) for speech; they have other function as well.
The nose and the mouth, for example are breath passages, the teeth and the tongue for
chewing
Speech Organs
• Lips
• Teeth
• Tongue - It is located directly above the pharynx. It is a major speech organ.
Five Parts:
• Tip or Apex
• Front
• Center
• Dorsum – back of the tongue
• Root – farthest
• Alveolus – gum ridge; it is the area easily touched by the apex to produce several sound
• Hard Palate – roof of the mouth
• Soft Palate
• Trachea – “windpipe”; it is an air passage between the lungs and the pharynx
• Larynx – voice box; at the top end of the trachea
Four parts:
– The Base
– Adam’s Apple
– Vocal Cords – most essential organ in the larynx
– Glottis
• Pharynx – throat; cavity between the larynx and the mouth
• Lungs – source of energy
• Diaphragm – above the abdomen, and between it and the chest; (most) speech usually
happens in exhalation
* Your vocal mechanism is an integrated, not an isolated part of your body. So what affects you
emotionally and physically may also affect directly or indirectly your speech processes. How do you
sound when you are ill? happy? crying? reciting?
The English Sounds
Definition
Speech is the act, faculty or power of speaking; oral communication; the ability to express one’s
thoughts and emotions by sounds and gesture.
Phonetics is the study of sounds.
Phoneme is the smallest unit of speech/ spoken language conveying a distinction in sound.
One or more phonemes combine to form a syllable.
One or more syllables combine to form a word.
The English sound is classified into three namely:
Vowels
Consonants
Dipthongs
Pronunciation & Articulation
Take Note!
One of the many causes of many mispronunciations is the failure to form particular speech
sounds. One example is the sound /f/. This is substituted with the sound /p/; thus, for example, the
word suffer becomes supper.
Place of Articulation
• Bilabial – refers to the production of the consonant sounds with the use of the upper and lower
lips pressed together or almost touching one another.
• Labio-dental – refers to the lips and teeth where the lower lip is touching the upper teeth to
articulate the sound.
• Lingua-dental – the sound produced with the tongue contacting the teeth.
• Lingua-alveolar – refers to the sound made when the tongue touches the alveolar ridge or the
roof of the mouth.
• Lingua-palatal – are sounds that are produced as the tongue makes contact with the hard palate.
• Lingua-velar – the sound made as the tongue is raised and touches the soft palate.
• Glottal – refers to the glottis, the opening between the vocal cords in the larynx, and of which
sound is produced by closing the glottis or the opening of the vocal cords.
Manner of Articulation
• Plosives or stops – are consonant sounds produced by a momentary blocking of the airflow and
the sudden release of the blocked air. The following sounds are plosives or stops. [p], [b], [t], [d],
[k], [g].
• Fricatives – are consonant sounds produced by forcing air through the narrow channel made by
placing two articulators close together. The following sounds are fricatives: [f], [v], [s], [z], [h],
[ ᶴ ], [ ᶾ ] [ ᶿ ] [ ᶞ ].
• Nasals – refer to the production of sounds with a lowered velum in the mouth and allowing air
to escape freely through the nose like [m], [n], [ᶇ].
• Laterals – are consonant sounds produced when the tongue is raised to the roof of the mouth
that the air flows or passes out of both the sides of the tongue.
• Glides – are the sounds produced from constricting the vocal tract but not really obstructing it.
Examples of these consonant sounds are [hw], [w], [j].
• Affricates – are those that are formed by stopping the flow of air and then releasing it, so that a
friction-sound is produced. [t ᶴ], [ d ᶾ].
B. The International Phonetic Alphabet
With phonetic transcriptions, dictionaries tell you about the pronunciation of the words.
Phonetic transcriptions are usually written in the International Phonetic Alphabet or IPA.
Practice Drills
Refer to a separate worksheet for the practice drills.
Textbook References:
Mellie, J., Yates, P. & De Laney, E. (1973). Basic Language: Messages and Meanings.
USA: Harper and Row, Publishers, Inc.
Pinzon, M.J. & Jamandre, N.K. (2017). Power Speak: Oral Communication In Context.
Quezon City: Abiva Publishing House
Redoblado, S.V. (2016). Exploring Literature and Grammar: Oral Communication In Context.
Quezon City: Brilliant Creations Publishing, Inc.
Peña, A.R. & Anudin, A. (2016). Oral Communication. Quezon City: Vibal Group Inc.
Online References:
https://www.internationalphoneticassociation.org/content/full-ipa-chart
COURSE TITLE: SPEECH COMMUNICATION
LESSON IV
LESSON TITLE: SPEECH RHYTHM
LESSON INTENDED LEARNING OUTCOMES (LILO):
Identify the elements under verbal communication
Enunciate words correctly
Practice for stress, intonation, and phrasing drills
LESSON GUIDE:
III. Learning Guide: Time Learning Resources
allotment
1. Identify the elements under verbal communication
3 hours Sample sentences
2. Enunciate the words correctly
Drill worksheets
3. Practice for stress, intonation, and phrasing drills
Self-Directed Activity: The student will record his/ her
voice reading aloud the poem “The Chaos” by Gerard
Nolst Trenité (1870-1946).
For Submission: Submission Date - TBA
Post test Assessment – Quiz
IN THE WORKTEXT:
LESSON IV : Speech Rhythm
A. Stress
Vocal Stress and Emphasis
Stress is the degree of prominence of a syllable within a word. The syllable is generally made
louder and higher in pitch than neighboring syllables.
Ex. présent – presént
próject – project
Stress is usually symbolized by { ‘ } being placed on the syllable intended to be emphasized or
pronounced more audibly than the rest of the syllables in the word or phrase.
Classifications: Major (primary and secondary) and minor (tertiary and weak)
The primary stress is considered the stress that is always present in word except for monosyllabic words.
Observe the differences in meaning as you stress the underlined words:
Is that the guy you wanted me to date?
Is that the guy you wanted me to date?
Is that the guy you wanted me to date?
Is that the guy you wanted me to date?
Is that the guy you wanted me to date?
Word Stress
Noun Verb
produce produce
defect defect
present present
conduct conduct
record record
* For other practice drills, refer to the separate worksheet.
B. Intonation
When the voice goes up and down as the speaker changes his thoughts or emotions, he is said
to be producing a melody or tune of speech. In speech, this tone or melody is called the intonation.
• Final Intonation or 2-3-1 pattern, also known as the rising-falling intonation, is a basic pattern
used in declarative and imperative statements and information questions. It can be two types:
the drop or shift; and the glide.
• Rising Intonation or 2-3-3 pattern – used for questions answerable by yes or no.
C. Phrasing
Vocal Pauses
Pauses are punctuation guides to speech. They aid in attaining emphasis. Pauses are also used
deliberately to achieve a desired effect like pausing when you introduce a new idea, giving your
audience time to absorb what you are saying, or making a dramatic impact to a statement. Pauses also
provide an unobtrusive means for the speaker to inhale. This also helps in verbal phrasing, moving from
one idea to the next.
Textbook References:
Pinzon, M.J. & Jamandre, N.K. (2017). Power Speak: Oral Communication In Context.
Quezon City: Abiva Publishing House
Redoblado, S.V. (2016). Exploring Literature and Grammar: Oral Communication In Context.
Quezon City: Brilliant Creations Publishing, Inc.
Peña, A.R. & Anudin, A. (2016). Oral Communication. Quezon City: Vibal Group Inc.
Online References:
https://www.internationalphoneticassociation.org/content/ipa-exam
COURSE TITLE: SPEECH COMMUNICATION
LESSON V
LESSON TITLE: THE VOICE
LESSON INTENDED LEARNING OUTCOMES (LILO):
Know good voice quality
Modify voice quality and production
Project appropriate tone and volume
LESSON GUIDE:
IV. Learning Guide: Time Learning Resources
allotment
1. Know good voice quality
3 hours Speech samples for
2. Modify voice quality and production
voicing
3. Project appropriate tone and volume
Self-Directed Activity: The student will record his/her
voice dubbing for a short video clip.
For Submission: Submission Date - TBA
Post test Assessment – Quiz
IN THE WORKTEXT:
LESSON V : The Voice
Voice is the sound that is produced when speaking, singing, etc.
There are four processes involved in voice:
Respiration, Vibration, Resonation, Pronunciation
Respiration or compression is simple breathing. Before we speak, we inhale air. This is called
inhalation or exhalation. When we speak, we exhale air, a process which is called exhalation.
Inhaling is the process when the air passes through the wind pipe (trachea) and into the lungs.
Exhaling is the process of emitting or releasing air from the lungs through the nose and mouth.
Vibration or phonation is the production of the voice sounds. It is the rapid opening of the vocal
folds that lie horizontally in the larynx for sounds. When the air hits the wind pipe, it passes
through the larynx or the voice box which can be found in the upper part of the windpipe. The
vibration of the vocal folds produces the sound.
Resonation is the process of enriching or amplifying of sound. The parts of the body called
resonators allow the sounds to echo – the throat, sinuses, chest cavity. One way of checking
how the voice changes in sound is to block the resonators. For example, pinching your nose then
speaking.
Pronunciation is the process of articulation of the sound or the shaping of the sound into an
intelligible speech. This is the last phase of the voice production. It involves changing the shape
and dimension of the oral cavity in the mouth, which produces sounds in speech or singing.
Properly pronounced syllables, formed by consonants and vowels, automatically make these
changes. The sounds then become the auditory symbols of the spoken language.
Take Note!
An effective communicator must know how to control the following aspects of voice for a dynamic
delivery. Vocal characteristics include volume, pitch, rate, quality, pauses, vocal stress, and emphasis,
and vocal variety.
Volume is defined as the intensity or loudness of your voice.
*Your listener must be able to hear you. Your voice must not be too weak to be heard under ordinary
speaking situations nor should it be too loud that it calls undesirable attention to itself (Mayer, 1974).
Let’s Try!
Determine the softness or loudness for the following statements.
No.
NO.
No!
No!!
No!!!
Breathing Exercise
*Normally, ladies are chest breathers especially when you inhale and exhale with so
much effort. But, try feeling your tummy while breathing. That is the one moving. For better volume,
let’s inhale and exhale 3 times, focusing on that area to only move, avoiding the chest and shoulders to
move so much. After the last inhale, exhale shouting “Ha!”
The pitch of your voice refers to the highness and lowness of your voice. Your natural pitch is
determined by the length and width of your vocal cords. Women’s vocal cords are characteristically
thinner and longer than those of men; thus, women tend to have pitches higher than men. The faster
the sound waves vibrate, the higher the pitch. The slower they vibrate, the lower the pitch.
In speech, pitch differences can change the meaning of the message. For example “Yes?” with
an upward pitch asks a question while saying “Yes.” with a downward pitch means affirmation. Pitch can
be used to as a technique for emphasis. Pitch variety can shape meanings and add vitality and color to
your speech. Without it, a speaker will end up monotonous and boring.
Rate refers to the speed at which a person speaks, including the length or duration of sounds,
and the length and number of pauses. It is another aspect of voice that helps in audience
comprehension.
*Do not speak too rapidly.
*Do not speak too slowly.
Meet some voice artists/ personalities!
Kuya Cesar - was a Filipino radio broadcaster popular for his slow speech
Steve Woodmore (London, England) - can rapidly articulate at a rate of 637 words per minute. That is
four times faster than the average human.
Your vocal quality is the texture of the sound or tone that distinguishes it from another tone
having the same pitch, duration, and loudness. It refers to the timbre of the voice, a characteristic that
distinguishes your voice from another.
A resonant quality is desirable so that the voice sounds deep and mellow. Voices that are too
thin, harsh, strident, nasal, hoarse, or breathy sound unpleasant and should be improved. However,
certain aspects of your vocal quality are determined by the structure of your body, and cannot be
changed.
* For 2 minutes, record your voice dubbing for a short video clip. Video content and lines will be given to
you. You may refer to the following links for more understanding on voice quality.
https://www.youtube.com/watch?v=buhXHXhVAZ0
https://www.youtube.com/watch?v=z2bTymnb1uE
Textbook References:
Pinzon, M.J. & Jamandre, N.K. (2017). Power Speak: Oral Communication In Context.
Quezon City: Abiva Publishing House
Redoblado, S.V. (2016). Exploring Literature and Grammar: Oral Communication In Context.
Quezon City: Brilliant Creations Publishing, Inc.
Peña, A.R. & Anudin, A. (2016). Oral Communication. Quezon City: Vibal Group Inc.
Online References:
https://www.youtube.com/watch?v=buhXHXhVAZ0
https://www.youtube.com/watch?v=z2bTymnb1uE
COURSE TITLE: SPEECH COMMUNICATION
LESSON VI
LESSON TITLE: THE STRUCTURE OF SPEECH
LESSON INTENDED LEARNING OUTCOMES (LILO):
Identify the structure of a well written speech
Employ transitional phrases
Choose appropriate details and descriptions
Construct a good introduction and conclusion
LESSON GUIDE:
V. Learning Guide: Time Learning Resources
allotment
1. Identify the structure of a well written speech
3 hours Textbook
2. Employ transitional phrases
3. Choose appropriate details and descriptions
Speech manuscript:
4. Construct a good introduction and conclusion
I Have A Dream by
Martin Luther King,
Jr.
Self-Directed Activity: The student will write a
persuasive speech proposing his/her birthday to be
declared as a holiday.
For Submission: Submission Date - TBA
Post test Assessment – Quiz
IN THE WORKTEXT:
LESSON VI : The Structure of Speech
The logical arrangement of ideas is known as the pattern of development. The pattern helps you
follow ideas easily and understand a text better. Having the ability to recognize it will help you
distinguish major details from minor ones and predict ideas.
Candy/ Keyhole Illustration
The Introduction and Conclusion should be of the same length. Both should create a lasting impact
to your audience. The Body part should have the biggest chunk of the details.
A. The Introduction
Getting your audience’s attention is the priority in making the introduction part of your speech.
Make sure to also have a smooth transition going to the body of the speech.
You can begin your introduction in several ways:
With a question
With a surprising fact or statistic
With a fascinating story related to the topic
With a striking quotation
B. The Body
Substantial and specific details are expected to be shown or heard from this part of the speech.
But avoid irrelevant information that may have an impact on maintaining the attention of the
audience.
Transitions can either be words, phrases, or even statements. These are used to improve
speaking or writing. It helps bring two or more ideas together smoothly form coherent lengths.
C. The Conclusion
Create a lasting impact for the audience. Let them remember how insightful your speech is by
highlighting provoking or inspiring statements.
Textbook References:
Grammar and Composition Handbook.(2000). Research Report Writing. Columbus, OH: Glencoe and
McGraw-Hill
Pinzon, M.J. & Jamandre, N.K. (2017). Power Speak: Oral Communication In Context.
Quezon City: Abiva Publishing House
Redoblado, S.V. (2016). Exploring Literature and Grammar: Oral Communication In Context.
Quezon City: Brilliant Creations Publishing, Inc.
Peña, A.R. & Anudin, A. (2016). Oral Communication. Quezon City: Vibal Group Inc.
