Cabingatan M3 Oral Com

Indiana Aerospace University
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COLLEGE OF EDUCATION DEPARTMENT
SELF – LEARNING MODULE
GRADE 11: ORAL COMMUNICATION
UNIT 2
LESSON TOPIC 1: COMMUNICATIVE COMPETENCE STRATEGIES IN VARIOUS SPEECH
SITUATIONS
WEEK 3 September 20-24, 2021

WEEK 4 September 27 – October 1, 2021
DATE OF SUBMISSION
Cabingatan, Cheley Joan A.

FULL NAME OF STUDENT
Prepared by:
Dr. Mark C. Panugaling
Checked by:
(SGD) Insert Name here

Department Head
Approved by:
(SGD) Dr. Nonita P. Legaspi

DEAN Of All Colleges
A. Introduction/Rationale
The lesson in this module introduces the learners to the various types of speech
contexts that can exhibit appropriate verbal and non-verbal behavior. In this part of the self-
learning pace among package learners, the different speech styles are introduced for the
learners to be able to identify situations in which speech styles are most applicable. It covers
the definition of speech and the different organs of speech mechanism, the production of
sounds as to vowels, together with the various components of these segmental sounds.
Furthermore, this module also facilitates observation among the appropriate language forms in
using a particular speech style.
B. Desired Learning Outcomes/Objectives
At the end of the module, the learners will be able to:
a. distinguish the various vowel sounds in English Language;

b. familiarize the vowel sounds aided by the different word examples in the module;
c. draw the Vietor Triangle with emphasis on the classification of vowel sounds;
d. produce a definite sound according to the symbols of vowels at their own self-learning
pace;
e. discriminate the different vowel sounds through their own tongue-twister examples;
and.
C. Motivation: Buckling Up
Stimulating Activity:
Directions: Pronounce the following tongue twister with emphasis on accuracy over speed. The
challenge is on whether you can pronounce the words in the items as quickly as possible
without sacrificing the accuracy of articulation.
Note: Time yourself up and check your progress in appropriate articulation and
progression of speech speed.
Tongue twisters are a great way to practice and improve pronunciation and fluency.
They can also help to improve accents by using alliteration, which is the repetition of
one sound. They’re not just for kids, but are also used by actors, politicians, and public
speakers who want to sound clear when speaking. Below, you will find some of the most
popular English tongue twisters. Say them as quickly as you can. If you can master them,
you will be a much more confident speaker.
1. Peter Piper picked a peck of pickled peppers

A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper picked?
2. Betty Botter bought some butter

But she said the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter
3. How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood
As a woodchuck would if a woodchuck could chuck wood
4. She sells seashells by the seashore

5. How can a clam cram in a clean cream can?
6. I scream, you scream, we all scream for ice cream.
7. I saw Susie sitting in a shoeshine shop.
8. Susie works in a shoeshine shop. Where she shines she sits, and where she sits she
shines.
9. Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t fuzzy, was
he?
10. Can you can a can as a canner can can a can?
11. I have got a date at a quarter to eight; I’ll see you at the gate, so don’t be late.
12. You know New York, you need New York, you know you need unique New York.
13. I saw a kitten eating chicken in the kitchen.
14. If a dog chews shoes, whose shoes does he choose?
15. I thought I thought of thinking of thanking you.
16. I wish to wash my Irish wristwatch.
17. Near an ear, a nearer ear, a nearly eerie ear.
18. Eddie edited it.
19. Willie’s really weary.
20. A big black bear sat on a big black rug.
21. Tom threw Tim three thumbtacks.
22. He threw three free throws.
23. Nine nice night nurses nursing nicely.
24. So, this is the sushi chef.
25. Four fine fresh fish for you.
26. Wayne went to wales to watch walruses.
27. Six sticky skeletons (x3).
28. Which witch is which? (x3).

29. Snap crackle pop (x3).
30. Flash message (x3).
31. Red Buick, blue Buick (x3).
32. Red lorry, yellow lorry (x3).
33. Thin sticks, thick bricks (x3).
34. Stupid superstition (x3).
35. Eleven benevolent elephants (x3).
36. Two tried and true tridents (x3).
D. Lesson Proper: Pulling the Yoke
SPEECH
According to Thesaurus Dictionary, Speech is referred to as the power of speaking, the

faculty of oral communication, and the ability to express a person’s emotions and thoughts
through sounds and gestures. Speech is largely associated with the person’s innate ability to
interact as all humans are known to be sociable in nature. Speech contributes so much to
human’s gift of higher intelligence among creatures known to have existed because only
humans have the ability to communicate using intelligible, clear, systematically-formulated
language. Although human languages vary from different regions of the world, each
language known to man has a distinct characteristic of structural patterns, phonemic and
morphemic attributes, semantic associations and pragmatic applications to every culture
using it.
English, being the lingua franca, is worldly adopted since it is the largest medium of
communication used for educational instructions, commercial purposes, medical practices,
military strategies and a lot more to impact the affairs of people around the globe. English is
used to bridge understanding among different races, cultures, tribes and ethnic groups as a
common language, link language, and trade language to purport understanding.
As the most widely considered world language, English is significant in many aspects of
human lives such as cultural, diplomatic, administrative, religious, and scientific
denominations to respond to the calls of peace and unity through lenient understanding.
Thus, English is a world-wide necessity.
There arises a great demand in English language acquisition, much popularly known as
Second-language acquisition (SLA) by which an individual learns his second language.
Second language acquisition refers to the scientific discipline geared towards studying the
world-wide language, known to most as English. Second-language acquisition is a branch of
applied linguistics that deals with the study of English and its impact to the society in and
out of the native language’s places of origin.
Second-language acquisition advocates on the idea of an inter-language where learners

do not merely compare the native language they use and the second language acquired, but
springs out a new concept of a language with a different system, having its own rules and
underlying principles. However, the native language of the learners has a great influence in
learning new ones, such as English. This significant factor is known as the language transfer.
Hence, just like all other languages, English carries the culture of people using it.
In this part of the book, the learners are exposed to many English language structures
and phonemic patterns in order to achieve fundamental background in the English language
culture and diagnose difficulties in speech to target and achieve communicative
competence.
Figure 1 The Different Organs of Articulation
< http://www.personal.rdg.ac.uk/~llsroach/phon2/artic-basics.htm
access date: 10/18/2019
Organs of Articulation:
1. Lips - pair of articulators that are usually pressed together in order to produce
speech sounds, but can also be partnered with other organs of articulation. They are
formed in various shapes depending on the speech sound they actually aim to
produce either protruding or widening position to create round vowels and certain
consonants or side-stretching to produce unround vowels and distinct consonant
sounds.
2. Teeth – classified as upper and lower, located in front of the mouth, immediately
following the location of the lips. Of course, humans have teeth to the sides of their
mouths, and back almost to the soft palate lining within the cheek areas of the face.
3. Alveolar Ridge - can be felt by the tongue at the back of the top front teeth that is
used as a connecting point to the front section of the hard palate.
4. Palate - often called the "roof of the mouth". It is the smooth curved surface on top
of the mouth when the tongue glides through. It is more commonly associated with
the bony tissue inside the mouth, and thus, termed as hard palate.
5. Velum – otherwise called as the soft palate, it is located in the area that serves as a
passageway for the air to pass through the nose and through the mouth. At some
point in human’s speech, it is used as a control area to block the air from getting out
through the nasal cavity in order to produce non-nasal sounds, such as those in
plosives and glides.
6. Tongue – considered as the most important articulator since it is a very strong
muscle responsible for the articulation of speech sounds. It can be moved into many
different places and various shapes. Phonetic experts agreed on the divisions of the
tongue into five major parts namely: tip, blade, front, back and root.
7. Nasal Cavity – considered to be a very important articulator for making sounds
(what is sometimes called our vocal apparatus), particularly nasal consonants such
as /m/ and /n/. It is located inside the nose regions, which is lined with a mucous
membrane that helps regulates healthy condition of moist by making mucus to avoid
nosebleeds from a dry nose. The nasal cavity also contains little strands of hair to
filter the air when inhaling to block dirt and dust from getting into the lungs.
8. Pharynx - a tube that is located above the larynx. It is approximately 7 centimeters
long among females and about 8 centimeters among males. At the top edge, it is
divided into two parts: the back of the mouth and the starting point of the nasal
cavity.
9. Larynx – considerably termed as the voice box, is an organ of articulation in the top
of the neck that is involved in respiration process, sound production and tracheal
protection against food aspiration. The larynx is the section of the phonetic tube
that houses the vocal folds, and regulates the quality of pitch and volume of sounds
that are essential for phonation.
10. Glottis - the lowermost part of the phonetic tube extended from the larynx
consisting of vocal cords and responsible for muscular support for contraction in the
closing and opening of the vocal folds when breathing and producing certain speech
sounds. This articulator also affects vocal modulation through its contraction or
expansion.
SPEECH SOUNDS:
THE SEGMENTAL PHONEMES
Speech sounds are contextually used to mean phonemes which are a sub-factor of
grammar that falls under phonology or the study of sound system in language. Generally,
speech sounds are divided into two major components, namely: Segmental and Supra-
segmental Phonemes.
A. SEGMENTAL PHONEMES
Segmental phonemes pertain to the individual characteristics of sounds in the utterance

of every word, without having to use it in a sentence. Segmental phonemes focus on the
distinct ways of how a certain sound symbol (phoneme) differs from the others as it is
vocally delivered using the organs of articulation.
Divisions of Segmental Phonemes

VOWELS AND CONSONANTS
a. Vowels – sounds that are articulated with less or totally no hindrance or blockage from
any of the organs of articulation. They are classified according to HORIZONTAL POSITION
OF THE TONGUE, VERTICAL POSITION OF THE TONGUE, LIP FORMATION and
ARTICULATORY MUSCULAR CONDITION.
1. PRIME VOWELS:
a. /i/ - long /ee/ sound

b. /I/ - short /ee/ soiund
c. /e/ - long /ey/ sound
d. /ɛ/ - short /eh/ sound
e. /æ/ - long /eh/ sound
f. /a/ - big /aa/ sound
g. /ɔ/ - quick jaw /a/ sound
h. /o/ - long /oh/ sound
i. /ʊ/ - short /u/ sound
j. /u/ - long /uu/ sound
2. UNPRIME VOWELS / SCHWA SOUNDS:

a. /ʌ/ - accented schwa sound

b. /ə/ - unaccented schwa
c. /I/ - unaccented barred /I/ sound
b. Consonants – sounds that are articulated with partial or full obstruction or blockage
from any of the organs of articulation. They are classified according to VOICING, MANNER
OF ARTICULATION and PLACE OF ARTICULATION.
1. VOICELESS CONSONANT SOUNDS:
a. /t/ - talk, try, tell

b. /p/ - person, pretty, plead
c. /k/ - cat, kiss, card
d. /f/ - false, friend, staff
e. /θ/ - thing, think, throw
f. /s/ - hiss, struggle, super
g. /ʃ/ - shoes, chartreuse, shingle
h. /tʃ/ - church, pitch, stitch
i. /h/ - hair, hen, hat
2. VOICED CONSONANT SOUNDS:
a. /d/ - dabble, dog

b. /b/ - boy, barn, big
c. /g/ - garbage, grave, guard
d. /v/ - voice, very, version
e. /ð/ - there, then, though
f. /m/ - money, merchant, moo
g. /n/ - nag, number, noodle
h. /l/ - learn, lag, leopard
i. /ŋ/ - ring, sing, rank, sank
j. /w/ - word, wiggle, water
k. /hw/ - white, what, which
l. /z/ - zebra, is, fuzz
m. /ʒ/ - vision, pleasure, measure
n. /dʒ/ - judge, jovial, age
o. /r/ - rat, rain, rock
INTERNATIONAL PHONETIC ALPHABET
IPA which stands for the International Phonetic Alphabet is used by educators, who are
mostly linguists, as a phonetic notation system that is largely based on Latin alphabetical
origins. The International Phonetic Association first used this sound system coding during
the late 19th century as a scholarly device to determine standardized sound representation
of fundamental spoken languages including English. Due to its widely acceptable relevance
in the sound- language systems, the device is employed in educational fields by students,
teachers, speech-language pathologists, actors, singers, translators, construct-language
specialists, and lexicographers. The International Phonetic Alphabet represents the qualities
of speech in oral languages including phonemes, cues, intonation, pitch and syllabication.
<http://allegro.mit.edu/~zong/psproj/phonsym.htm>
access date: 6/18/2017
THE VIETOR TRIANGLE
FRONT BACK
HIGH
MIDDLE
LOW
CENTRAL
Vietor Triangle is a linguistic device used in studying phonetics in order to

determine the approximate position and movement of the tongue in the articulation of the
vowel sounds. It is a diagrammatic visualization of vowel sounds, created by
Wilhelm Vietor (1850-1918, German philologist and phonetician). This linguistic device
shows the various positions of the tongue and jaw in the process of vocal productions of the
vowel sound(s) required when speaking.
Technically, there are eleven (11) vowels illustrated in the Vietor Triangle: the first ten (10)
of them are called Prime Vowels and the 11th vowel is phonetically termed as a Schwa.
PRIME VOWELS:
1. /i/ 6. /a/
2. /I/ 7. /ɔ/
3. /e/ 8. /o/
4. /ɛ/ 9. /ʊ/
5. /æ/ 10. /u/
UNPRIME VOWELS / SCHWA SOUNDS:
1. /ʌ/
2. /ə/
3. / Ɨ/
The vowel is the most important element of a syllable.
A vowel sound can stand alone as a syllable or as a word.
For the vowel sounds, there is little or no obstruction in the mouth. Most significant
articulators are the tongue and the lips.
Classification of Vowel Sounds
A. The classification of vowels according to the horizontal movement of the tongue are as
follows:
1. front vowels --------------------------------------------------- / i, I , e, ε, æ /

2. central vowels --------------------------------------------------- / a, Ə, ^, Ɨ /
3. back vowels --------------------------------------------------- / ɔ, o, U, u /
B. Vowels are classified according to the vertical movement of the tongue:
1. high vowels --------------------------------------------------- / i, I , u, U /

2. middle vowels --------------------------------------------------- / e, ε, Ə, ^, Ɨ, o /
3. low vowels --------------------------------------------------- / æ, a, ɔ /
C. Vowels are classified according to the position of the lips:
1. unround --------------------------------------------------- / i, I , e, ε, æ /
2. round --------------------------------------------------- / ɔ, o, U, u, a /
D. Vowels are classified according to articulatory muscle quality:
1. tense --------------------------------------------------- / i, e, o, u /
2. lax --------------------------------------------------- / I , ε, æ, a, U, Ə, ^, Ɨ, ɔ /
FOUR BASIC MOUTH FORMATIONS
1
FIRST MOUTH FORMATION:
- used as a preparatory position of the

lips in order to adjust labial reflexes and
enrich the quality of the speech sound
2
SECOND MOUTH FORMATION:
- used to produce unround vowel sounds

located in the high vowels
3
THIRD MOUTH FORMATION:
- used to produce unround vowel sounds

located in the middle and partly low
vowels
4
FOURTH MOUTH FORMATION:
- used to produce round vowels from the

central to back position of the tongue
THE VOCAL STATIONS

THROAT / VOCAL CORD

- colloquially known as the voice box,
located within the larynx at the top of the
trachea. They are open during inhalation
and come together to close during speech
production. It restricts air passage in order
to produce certain vowel sounds such as /i/
and /I/, including the /U/ and /u/.
PERISTALTIC POINT
- located in the middle of the chest, where
there is a strong muscular movement that
pushes the food down during the first stage
of digestion. This section contains limited
amount of air that is puffed out during
phonation. It is the storage section in
producing the /E/ sound in speech.
DIAPHRAGM
- considered as the powerhouse storage of

massive amount of air, which is in excess of
the air sacs from the lungs. This vocal
station creates a resonance in phonation
when used to produce massive speech
sounds. It is used in producing sounds
like /e/, /a/, /o/ etc.
E. Performance Task/Learning Activity: Flying Straight and Level
PRE-TEST
Directions: Identify the term being referred to in the following items:

Speech 1. It is defined as the process of communicating or expressing thoughts,

ideas, opinion, information or knowledge with the proper use of spoken words.
Speech sounds 2. This refers to the vowels and consonants articulated/ vocalized.
Vowel Sounds 3. It is a speech sound that is produced through an open throat and
mouth passage without any hindrance or obstruction.
Consonant Sounds 4. This refers to a sound produced with a certain degree of closure and
restriction at the lips inside the mouth and at the regions of the throat.
11 5. There are __ vowel sounds in the Standard English utterance.
25 6. There are __ consonant sounds in the Standard English utterance.
Wilhelm Vietor 7. He is a German Philologist where the Vietor Triangle got its name. He
also pioneered in the study of the relationship of the vowel sounds in the approximate
positions of the tongue in every articulation of words even letters.
Peristaltic Point 8. It is a portion somewhere in the middle of the chest where lax sounds
are produced.
Diaphragm 9. It is the storage area of massive amount of air producing a prolonged
articulation of sound.
Vocal cords 10. It is the contracted portion where definite amount of air comes in and
out in a particular utterance.
Tongue 11. It is considered as the most important and most flexible articulator
that is divided into four major sections namely tongue tip, the blade, the mid-section and the
back.
Lips 12. It is an articulator that controls a massive amount of air that may
function alone or in coordination with other articulators.
Palate 13. This separates the nose or nasal cavity from the mouth.
Soft palate 14.This extends from the middle to the back part of the roof of the
mouth that ends with a flap of tissues called uvula.
Hard palate 15. This is a bony tissue that extends from the upper front teeth to the
middle of the roof of the mouth.
Teeth 16. These are points of contraction for the tongue to produce certain
sounds.
Lungs 17. This articulator is the storage house of air sacs that expands when
one inhales and shrinks when the air flows out.
Vocal cords 18. This articulator is where the ligaments are flapped to the side of the
larynx or voice box.
Pharynx 19. This articulator is located between larynx and nasal cavities and helps
in enriching the tone or the quality of the vocal sound.
Wind pipe 20. It is the air tube located in between the areas of the lungs and the
mouth.
F. Additional Learning Activities: Air Pocket
Air Pocket 1: VOWEL MAPPING

Directions: Using the format below, produce FIVE vocabulary samples for at least FIVE vowels of
your choice in each of the columns. After this, create at least FIVE sentential drills with at least
FIVE Vowels featured in your topic of discussion.
Example:
PRIME VOWEL /i/
A. Vocabulary Samples
START MIDDLE END
ego Week tree
even People glee
easy Machine knee
either League debris
eastern Subpoena trustee
B. Sentential Drill
1. The priest, Fr. Peter, cleaned the debris from the newly cut trees.
2. The suite seems free for the police to use for a week.
3. Phoebe needs to compete in an arena with these meat-eaters.
4. The court of appeals sent a subpoena to the three members of the board of
trustees.
5. He bought tea, meat, cheese, and peas for me.
6. Sheila reads a lot of reading materials to beat the three-hour time period allowed.
7. The male teacher reached the scene of the accident to free his tutee.
Note: Students cannot use the same examples featured above. It is also important to note that
some prime vowels may not have examples at the END COLUMN.
Rubrics:
Vocabulary Samples – 15 points ( one check each per correct word)

Sentential Drill – 25 points (5 points each grammatically constructed sentences)
Start here:
1. PRIME VOWEL _______/ɔ/_______________
START MIDDLE END
on because saw
off called law
all ball claw
offer long flaw
office boss draw
B. Sentential Drill
1. Mark draws a long airplane for his little brother.

2. The boss called his secretary for a meeting.
3. All cellphones must be turned off during class.
4. The law offers bounty to someone who saw the fugitive.
5. Sam is insecure because of her flaw.
2. PRIME VOWEL ________/a/______________
START MIDDLE END
apple got phobia
ant tap ultra
ask want derma
art wash media
alligator cash drama

B. Sentential Drill
1. Herpetophobia is a phobia of alligators.

2. The drama was a work of art.
3. Mia got pimples so she went to the derma.
4. Neil asks her mother for some cash to pay his shirt.
5. He washed the apple before eating it.
3. PRIME VOWEL ______/o/_______________
START MIDDLE END
ocean toast sorrow
ore bone low
older coal though
open stone bow
oak cone throw
B. Sentential Drill
1. The older we get, the weaker our bones will be.

2. The ocean today was on low tide.
3. An ice cream needs a cone.
4. My bow is made from oak.
5. Khal was in sorrow after the death of his dog.
4. PRIME VOWEL _______/ i /_______________
START MIDDLE END
eel fleet employee
eat meet attendee
eagle keen three
east greet free
ear tea committee
B. Sentential Drill
1. The employee went outside for a tea.

2. An eagle has a keen sight for its prey.
3. Thea meets her friends at the mall.
4. The free bags were given by the committee.
5. Ana and her three friends went on a date yesterday.
5. PRIME VOWEL ____/I/_______
START MIDDLE END
inn bin chili
ink fit fusilli

idiot tip pepperoni
inspect nip zucchini
igloo pig Broccoli
B. Sentential Drill
1. Ezra fit inside the igloo.

2. She was an idiot for eating a chili.
3. The ink comes out from the tip of the ballpen.
4. The pig was turned into lechon.
5. My mother went to the supermarket to buy some broccoli.
G. Formative Assessment: Approaching the Ground
Directions: Identify what vowel sound is used in the following underlined letters:
1. ennui /a/ 21. Flambeau /o/
2. ascent /a/ 22. Meringue /æ/
3. ghetto / Ɛ/ 23. Exile /Ɛ/

4. fair /e/ 24. Brochure /u/
5. orchard / ɔ/ 25. Nausea / Ɔ/
6. penal / i/ 26. Mauve /o/

7.coleslaw /o/
27. Jeopardy / Ɛ/
8. earn /U/
28. Pudding /U/
9. pauper / ɔ/
29. Show /o/
10. etude /e/
30. footage /U/
11. imbue /I/
31. Gnaw / Ɔ/
12. wharf /Ɔ/
32. Precious / Ɛ/
13. guessed / Ɛ/
33. Caution / Ɔ/
14. court /u/
34. Errata /a/
15. aisle /a/
35. Debris /i/
16. agitate /æ/
36. Quay /i/
17. cereal /i/
37. Papal /e/
18. legal /i/
38. fiancé’ /e/
19. plaid /æ/
39. Peasant / Ɛ/
20. sleigh /e/ 40. Gnat /æ/
H. Summative Evaluation: Hurdling Turbulence
MULTIPLE CHOICE
Directions: Set A
Write the letter of the correct answer. NO ERASURES ALLOWED. A deduction of 5 points will be
imposed for every erasure incurred. Please be guided accordingly. Good luck!
B 1. It serves as a valve to aid in closing the nasal passage.
a. palate b. uvula c. pharynx

d. larynx
D 2. They are ligaments attached to the muscles at the side of the larynx or voice box.
a. teeth b. pharynx c. vocal cords

d. trachea
B 3. It is considered as the most flexible articulator in the speech system.
a. lips b. tongue c. jaw

d. palate
C 4. They can function alone or be used in conjunction with other articulators. They can
form round or unround shapes.
a. palate b. vocal cords c. lips

d. lungs
B 5. It is called the roof of the mouth that separates the nose from the nasal cavity from
the mouth.
a. lips b. palate c. lungs

d. pharynx
B 6. They consist of air sacs which expand when breathing muscles draw in air and shrink
when air is out.
a. teeth b. lungs c. diaphragm

d. larynx
C 7. It is the area between the larynx and the nasal cavities; it aids in increasing the force,
richness and variety of the sound.
a. trachea b. lips c. pharynx

d. larynx
D 8. They serve as a point of contact for the tongue for certain sounds.
a. uvula b. lungs c. palate

d. teeth
C 9. They are a vibrating valve that chops up the airflow from the lungs into the audible
pulses that form the laryngeal sound source.
a. lungs b. lips c. vocal folds

d. teeth
B 10. It is bony and it extends from the upper front teeth to the middle of the roof of the
mouth.
a. soft palate b. hard palate c. alveolar ridge

d. glottis
B 11. It is consists of sound made by human beings using the vocal folds for talking,
singing, crying, screaming etc.
a. speech b. voice c. verbal language

d. linguistics
B 12. It is an orientation of the language when there is chunking or individual emphasis of

the syllables in the elements of the language.
a. acoustics b. syllabic c. accentual

d. laryngeal speech
B 13. It is considered as the mother of all existing languages.
a. Indo-European b. Sanskrit c. Latin

d. Arabic
B 14. It is the most important element of a syllable.
a. consonant b. sound c. vowel

d. stress
D 15. A linguistic reference invented by a German philologist that shows the relationship
of the vowel sounds in the approximate positions of the tongue.
a. Fietor Triangle b. Veitor Triangle c. Viater Triangle

d. Vietor Triangle
C 16. They are combination of two vowel sounds pronounced in close succession as a
single phonetic unit.
a. vowels b. schwa c. diphthongs

d. syllabic consonants
B 17. They are word-pairs spelled differently, but pronounced identically.
a. diphthongs b. homonyms c. homophones d.

schwa
D 18. It is any separating membrane, especially the dome-shaped muscular partition that
separates the abdominal and thoracic cavities in mammals.
a. lungs b. trachea c. velum

d. diaphragm
B 19. It is the science or study of speech sounds and their production, transmission, and
reception, and their analysis, classification, and transcription.
a. Phonology b. Phonetics c. Linguistics

d. Vocal Production
B 20. It is the study of the distribution and patterning of speech sounds in a language and
of the tacit rules governing pronunciation.
a. Linguistics b. Phonology c. Vocal Production d.

Phonetics
Set B: Sound Recognition-Analysis
21. All of these words contain a sound that belongs to the front vowels except for
___B______.
a. bitter b. contour c. regret

d. sleep
22. All of these words contain a sound that belongs to the middle vowels except for
__D_______.
a. utter b. ate c. greet

d. horn
23. All of these words contain a sound that belong to the unround vowels except for
___B______.
a. armor b. read c. matter

d. step
24. All of these words contain a sound that belongs to the back vowels except for
___C______.
a. caught b. rude c. part

d. move
25. All of these words contain a sound that belongs to the high vowels except for
____B_____.
a. reach b. realm c. rid

d. rule
26. All of these words contain a sound that belongs to the central vowels except for
___A______.
a. pretty b. organize c. save

d. afford
27. All of these words contain a sound that belongs to the low vowels except for
____A_____.
a. air b. are c. ant

d. ought
28. All of these words contain a sound that belongs to the tense vowels except for
___B______.
a. eat b. it c. ate
d. oat
29. All of these words contain a sound that belongs to the round vowels except for
___C______.
a. book b. bought c. bat

d. boat
30. All of these words contain a sound that belongs to the lax vowels except for
____C_____.
a. spit b. stamp c. pair

d. pot
___D______.
a. van b. vote c. about

d. bake
___D______.
a. caught b. coat c. cot

d. cat
33. All of these words contain a sound that belongs to the unround vowels except for
___A______.
a. pot b. sit c. met

d. rat
_____C____.
a. jet b. harlot c. moon

d. raw
____A_____.
a. steak b. stick c. stoop

d. steep
___D______.
a. pain b. love c. pity d. blue
___C______.
a. oval b. eager c. better

d. muted
____A_____.
a. tact b. ode c. fought

d. fool
39. All of these words contain a sound that belongs to the front vowels except for
____A_____.
a. car b. kit c. weed

d. wail
__C_______.
a. suit b. lot c. city

d. love
__D_______.
a. great b. home c. get

d. deal
___D______.
a. most b. mourn c. mars

d. man
43. All of these words contain a sound that belongs to the low vowels except for
____D_____.
a. sad b. bard c. jar

d. gym
___A______.
a. knit b. bait c. sow

d. cue
45. All of these words contain a sound that belongs to the unround vowels except for
___D______.
a. rate b. fear c. six

d. lock
____C_____.
a. ought b. broom c. cave

d. shove
____B_____.
a. let b. heat c. awe

d. full
___A______.
a. arm b. fit c. smooth

d. took
___B______.
a. oat b. beast c. crest

d. maze
___D______.
a. orient b. falter c. above

d. police
I. Reflections, Core Values, Insights, & Feedback: Airmen’s

Learning Log
CORE VALUES
Indiana Aerospace University adheres to these core values:
- Doing ordinary things in an extraordinary way

- Professionalism
- Pro-activeness
- Teamwork and collaboration
- Dignity of Work
- Respect for the integrity of life
- Loyalty
Directions: Among all the IAU Core Values, choose a minimum of two and a maximum of four
core values that are manifested in this module. Explain why these values are most likely
reflected in the different academic activities presented.
Example:
A. Professionalism – contemplating on the barriers of communication, it is very

important for people to understand the concept of professionalism in dealing with
different cultures as the manner of communicative channel and choice of verbal and
non-verbal forms of communication could affect the outcome of the message
exchange process. One could be misinterpreted to be rude, offensive or indecent if
one does not value professionalism in dealing with cultural differences.
B. Pro-activeness – as the concept of communication reaches to the depths of

transmitting information in the most effective manner, pro-activeness has been
incorporated in this module since every person who communicates with other
people needs to apply positivity and jollity in order to provide a meaningful and
dynamic discussion instead of a blunt and dull one.
C. Teamwork and Collaboration – despite the challenges of distance learning, the

students are still engaged in collaborative activities where they can share insights
and aspects of their creativity through the stimulating activity and even in the course
of the modular lecture.
Start here:
A. Teamwork and collaboration- We, the learners of Indiana Aerospace University should help
each other for us to accomplish and make our dreams come true. Even we didn’t meet yet, but
we should help study, learn and gain more knowledge despite of this pandemic.
B. Professionalism- It is important to us students to know about the word professionalism. In

the future, all of us become a professional. We should know how to act one, it is important in
communication to act like professional or I should say formal communication to others.
Rubrics:
1. Explains the concepts of communication and applies it in professional and academic
activities as a self-motivation in future business or career (5 pts)
2. Uses correct grammar, punctuation and spelling (3 pts)
3. Encodes font entries with accuracy and proficiency abiding by the following: Times New
Roman Font Style, 12 Font Size, 1 inch border per side (2 pts)
 Teamwork and Collaboration – Just like what I did with my last module, I applied
teamwork and collaboration. We must work collaboratively to achieve our goals.
Communicating with my other classmates can help me if there are things I don’t
understand and I will also do the same thing to them.
 Doing ordinary things in an extraordinary way – All of us students do their way of

working something and to excel we just need to do our work exceptionally. For me to
learn, I need to adapt to the new environment and the new normal. I will encounter some
barriers in communicating through virtual but I must still live life just like everyone but
in an extraordinary way.
J. References/Suggested Readings
Hutchinson, Tom and Alan Waters. Interface English for Technical Communication. Hongkong:
Longman House, 1984.
Hutchkiss and Kilduff, Advanced Business Correspondence Third Edition, Harper & Brothers
Publishers, New York, 1940.
Loso and Agnew, Secretarial Office Practice, Third Edition, South-Western Publishing Company,
New York, 1943.
Morton and Victs, A First Course in Practical Business English, F.S. Crofts & Co., New York, 1940.
Naether, Carl A., The Business Letter, D. Appleton-Century Company, New York, 1936.
Parkhurst and Blais, English for Business, Prentice-Hall, Inc., New York, 1947.
--- Business Writing, Theory and Practice, Prentice-Hall, Inc., New York, 1929.
Pascasio, Emy, et. Al. Basic English for College. Rev. Ed. Philippines: Ateneo de Manila
University 2000.
Ross, J. Walter, Business English, South-Western Publishing Company, New York, 1937.
Saunders, Alta Gwinn, Effective Business English, The Macmillan Company, New York, 1929.
Saunders and Creek, The Literature of Business Contemporary, Fifth Edition, Harper & Brothers
Publishers, New York, 1946.
Panugaling, Mark C. Technical Foundations in Business Communication. MCP Shakespearean

Publishing, Ordaneza Printing House, 2014.

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Indiana Aerospace University

COLLEGE OF EDUCATION DEPARTMENT

SELF – LEARNING MODULE

GRADE 11: ORAL COMMUNICATION

WEEK 3 September 20-24, 2021

Cabingatan, Cheley Joan A.

Dr. Mark C. Panugaling

(SGD) Insert Name here

(SGD) Dr. Nonita P. Legaspi

B. Desired Learning Outcomes/Objectives

At the end of the module, the learners will be able to:

a. distinguish the various vowel sounds in English Language;

1. Peter Piper picked a peck of pickled peppers

2. Betty Botter bought some butter

4. She sells seashells by the seashore

5. How can a clam cram in a clean cream can?

6. I scream, you scream, we all scream for ice cream.

7. I saw Susie sitting in a shoeshine shop.

10. Can you can a can as a canner can can a can?

13. I saw a kitten eating chicken in the kitchen.

14. If a dog chews shoes, whose shoes does he choose?

15. I thought I thought of thinking of thanking you.

16. I wish to wash my Irish wristwatch.

17. Near an ear, a nearer ear, a nearly eerie ear.

18. Eddie edited it.

19. Willie’s really weary.

20. A big black bear sat on a big black rug.

21. Tom threw Tim three thumbtacks.

22. He threw three free throws.

23. Nine nice night nurses nursing nicely.

24. So, this is the sushi chef.

25. Four fine fresh fish for you.

26. Wayne went to wales to watch walruses.

27. Six sticky skeletons (x3).

28. Which witch is which? (x3).

29. Snap crackle pop (x3).

30. Flash message (x3).

31. Red Buick, blue Buick (x3).

32. Red lorry, yellow lorry (x3).

33. Thin sticks, thick bricks (x3).

34. Stupid superstition (x3).

35. Eleven benevolent elephants (x3).

36. Two tried and true tridents (x3).

D. Lesson Proper: Pulling the Yoke

According to Thesaurus Dictionary, Speech is referred to as the power of speaking, the

Second-language acquisition advocates on the idea of an inter-language where learners

Figure 1 The Different Organs of Articulation

THE SEGMENTAL PHONEMES

Segmental phonemes pertain to the individual characteristics of sounds in the utterance

Divisions of Segmental Phonemes

a. /i/ - long /ee/ sound

2. UNPRIME VOWELS / SCHWA SOUNDS:

a. /ʌ/ - accented schwa sound

1. VOICELESS CONSONANT SOUNDS:

a. /t/ - talk, try, tell

2. VOICED CONSONANT SOUNDS:

a. /d/ - dabble, dog

INTERNATIONAL PHONETIC ALPHABET

THE VIETOR TRIANGLE

Vietor Triangle is a linguistic device used in studying phonetics in order to

UNPRIME VOWELS / SCHWA SOUNDS:

The vowel is the most important element of a syllable.

A vowel sound can stand alone as a syllable or as a word.

Classification of Vowel Sounds

1. PRIME VOWEL _/ɔ/_________

2. PRIME VOWEL /a/______

3. PRIME VOWEL /o/_________

4. PRIME VOWEL _/ i /_________

5. PRIME VOWEL /I/___