TLE 10

Contact Center Services

Quarter
2
Contact Center Services
T.L.E. (Contact Center Service) – Grade 10
Quarter 2 – Module 4: Phonemes
First Edition, 2020

Republic Act 8293, Section 176 states that no copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Aliza N. Vasquez
Editor: Ammeliza N. Vasquez
Reviewers: Haidee S. Garrido
Illustrator: Edison P. Clet
Layout Artist: Emmanuel D. Ubaldo
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 TLE 10
Contact Center Services

Quarter 2
Self-Learning Module 4
Phoneme
Introductory Message

For the Facilitator:

Welcome to the Technology and Livelihood Education – Contact Center

Services 10 Self-Learning Module on Phoneme!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
 For the Learner:

Welcome to the Technology and Livelihood Education – Contact Center

Services 10 Self-Learning Module on Phoneme!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

At the end of the learning period, the students should be able to:

A. describe the usage of phonemes in pronouncing the voiced and unvoiced

consonants;
B. identify the difference between a voiced and unvoiced consonant sound;
and
C. appreciate the importance of phonemes in developing communication and
listening skills.

PRETEST

Directions: Multiple Choice. Read the questions carefully and encircle the letter
of the correct answer.

1. It is the smallest unit of speech sound.

a. Letter c. Phoneme
b. Sentence d. Word

2. What do you call when there is a vibration of the vocal cords when you speak?
a. Spoken c. Unvoiced
b. Voiced d. Unspoken

3. The word “physical” have how many phonemes?

a. 4 c. 6
b. 5 d. 7

4. The ‘th’ in the word thorough has a ____________ sound.

a. Spoken c. Unvoiced
b. Voiced d. Unspoken

5. The following are parts of the vocal apparatus except:

a. Nose c. Teeth
b. Mouth d. Tongue
 RECAP
Directions: The letters of the words below are jumbled. Figure out what the word is
and write it down on the blank line provided. Use the hints provided below.

1. INESO ___________________
2. SNOJRAG _________________
3. TNOSMIRTHEECT __________________
4. JNTERUGPDME ___________________
5. MEIT ___________________

Hints:

1. anything that interferes with the communication process

2. a language that is specific to a profession
3. the act of judging the culture of others
4. the act of judging what someone has to say even before they speak
5. affects written communication more than oral communication

LESSON

PHONEME

The smallest unit of sound in speech is called Phonemes. A phoneme doesn't

really have a meaning by itself, but they can form words when you put them together.
It is similar to a single letter, consonant or vowel. However, the number of phonemes
does not necessarily mean that they have the same number of letters. For example,
if you say the word 'look,' you will hear that there are three sound units, or
phonemes, in that word: /l/ /u/ /k/.

In the English language, phonemes are classified as vowel or consonant. One

difficulty for non-native English speakers is pronouncing the voiced and unvoiced
consonants.

Voiced sounds have a vibration of the vocal cords, which are located in your
throat. Pronounce this sound: /z/, while pronouncing it touch your throat by using
your hand. Do you feel the vibration? Many consonant sounds are voiced,
and all vowel sounds are voiced.
 Try pronouncing this sound:/s/. You may notice that there is no vibration of
the vocal cords. Some consonant sounds are voiceless and does not have the
vibration of the vocal cords.
When you pronounce the word ‘pop’, phoneme
[p] was produced. It is a good example of using a
strong voiceless articulation by producing a
consonant phoneme. This is unvoiced or voiceless
though it produces a popping sound. Meaning, if you
produce a sound without the vibration of the vocal
cords, it is voiceless.
https://tinyurl.com/teacherbb

When you pronounce the word ‘bob’, there is

a vibration because of the presence of the
phoneme/b/. Some consonants are produced using
a potentially weak voiced articulation. There must
be a vibration in the throat area if you want to
produce these phonemes. Therefore, when you say
the word ‘bob’, a vibration is produced because of https://dlpng.com/png/1472451
the presence of the phoneme [v].

In producing voiced and unvoiced consonants the placement of the vocal

apparatus is the same but differs in the manner of articulation. To produce the
proper sound of these phonemes properly, the vocal apparatus should be in the
correct position.

Vocal apparatus is like two kinds of musical instrument at once: the wind
instrument which is the lungs, is a source of wind and the string instrument which
is the vocal cords in the larynx, that vibrates and the pharynx, mouth and nasal
cavities.

Figure 1. The Vocal Apparatus

https://tinyurl.com/vocalapp
Table 1. Comparison of Voiced and Unvoiced Consonants

Voiced Unvoiced Placement of Vocal Apparatus

B P The lips are closed but the mouth is not
Book Paste at rest. The sound is made by releasing
Bark Group closed lips.
Label company

D T The lips are parted but the teeth are

Dish Ten together. The sound is made complete
Made Matter when the teeth part and the air comes
Decide Stunt out.
G K Press the tongue up against the soft
Gentle King palate, then release a little puff of air.
Germany Kentucky

ʤ ʧ (ch) The center of the tongue is on the side of

journal church the mouth. Stop the air completely, then
knowledge obituary release it quickly.
justice approach
V F The bottom lip and the top front teeth are
Victory Finish touching.
Available After

(hard th) (soft th) The tip of the tongue is between the top
There Thermal and bottom teeth and then force the air
Together Thirty out
North /th/ : do not make a voice sound
/th/ : have voice sound

When there is no distinction on being voiced and unvoiced, it is also called

Nasal Consonants. See the table below:

Table 2. Nasal Consonants

Consonant Examples Placement of Apparatus

H harvest, Open the mouth and release air
Honolulu, heat
M manual, Make a humming sound while the lips are
hammer, together then release the air through nose
Manhattan
 N neat, Nevada, any Put the tongue against the palate and hold it
there; make a voiced sound and release the air
through the nose.
ŋ (ng) singing, English, Bring back the tongue up at roof of mouth, close
cling the air off completely and release it through the
nose.
L collateral, isle, Curl tongue up putting it firmly at the back of
Florida front teeth and make a sound with the voice
R range, Colorado, Keep the tongue back; do not let the tongue
baker touch inside your mouth; round the lips and
push them forward

Proper pronunciation is an important part of learning a language, especially

when it comes to your communication and listening skills. Understanding how
phoneme works is important because it creates the building blocks for spelling and
word recognition skills.

ACTIVITIES

Activity 4.1 Read Me

Directions: Read the following words below aloud. Make sure to produce the
correct sound of consonant for each word. Read the words twice and on the second
time, record your voice. Listen on how you pronounced each word.

1. which witch glitch stitch

2. ship Chip dip keep
3. voice boys toys ploys
4. though dough flow draw
5. bear care mare hair

Activity 4.2 Directions: Identify how many phonemes were used in the following
words below. Write your answer on the provided space.

1. pick __________ 6. sit __________

2. house __________ 7. bless __________
3. cook __________ 8. adopt __________
4. bake __________ 9. kite __________
5. handy __________ 10. bread __________
Activity 4.3 Directions: Read the following words below and identify if the
underlined letter is voiced, unvoiced or nasal consonant. Put your answer on the
provided space.

1. place ___________ 6. five ___________

2. tough ___________ 7. please ___________
3. live ___________ 8. jump ___________
4. chin ___________ 9. king ___________
5. vanilla ___________ 10. genre ___________

WRAP-UP

Directions: Complete the sentences below. Write your answer on the spaces
provided.

I have learned that ___________________ is the smallest unit of sound speech.

There are 3 types of consonant sounds. These are __________________________,
___________________________ and ________________________.

VALUING

Directions: Answer the following questions. Write your answer on the space below.

Why do you think it is important to know the right pronunciation of a word?

__________________________________________________________________________________
__________________________________________________________________________________

Is there a situation you’ve encountered where you had a misunderstanding with

someone because of a mispronunciation? How did you handle it?

__________________________________________________________________________________
__________________________________________________________________________________
 POSTTEST

Directions: Voiced, Unvoiced or Nasal. Write VC if the BOLD letter/s in the word is
voiced consonant, UC if it is unvoiced and NC if the letter is a nasal consonant. Write
your answer before the numbers.

1. Light 6. Dove
2. Rock 7. Mother
3. Lap 8. Thermos
4. Bane 9. Vowel
5. Home 10. Long
Pretest Post test
1. C 1. NC 6. VC
2. B 2. UC 7. VC
3. D 3. UC 8. UC
4. C 4. UC 9. VC
5. A 5. NC 10.NC
Recap
1. Noise
2. Jargons
3. Ethnocentrism
4. Prejudgement
5. Time
Activity
Activity 4.2 Activity 4.3
1. 3 1. unvoiced
2. 4 2. unvoiced
3. 3 3. voiced
4. 3 4. unvoiced
5. 5 5. nasal
6. 3 6. unvoiced
7. 4 7. voiced
8. 5 8. voiced
9. 3 9. nasal
10.4 10. voiced
KEY TO CORRECTION
 References

Module 3: Communicating Effectively in English. (n.d.). In K-12 Technology and

Livelihood Education Learning Module - Contact Center Services (p. 60-65).
Department of Education.

Ryakala, Lkl, and Adam Holmes. “Consonants: Voiced and Unvoiced.” Lawless English,
April 18, 2014. https://www.lawlessenglish.com/learn-
english/pronunciation/consonants-voiced-unvoiced/.

“Phoneme: Definition, Segmentation & Examples - Video & Lesson Transcript.” Study.com.
Accessed June 19, 2020. https://study.com/academy/lesson/phoneme-definition-
segmentation-examples.html.

“About TfCS.” Tools for Clear Speech. Accessed June 19, 2020.
https://tfcs.baruch.cuny.edu/voiced-and-voiceless-sounds/

김 Elmer 엘머 Dioso. “ESL: Consonant Sounds Mouth Position.” Accessed June 18, 2020.
https://www.academia.edu/32529616/ESL_consonant_sounds_mouth_position.

“Mouth Position Study.” Rachel's English, May 20, 2015. https://rachelsenglish.com/mouth-

position-study/.

“English: How to Pronounce S [s] and Z [z] Consonants.” Rachel's English, May 20, 2015.
https://rachelsenglish.com/english-pronounce-s-z-consonants/.

DIGITAL IMAGES

“Файл:VocalTract.svg.” Wikipedia. Wikimedia Foundation. Accessed June 18, 2020.

https://ru.wikipedia.org/wiki/%D0%A4%D0%B0%D0%B9%D0%BB%3AVoca
lTract.svg.

Blackboard clipart teacher animation, Blackboard teacher animation Transparent FREE for
download on WebStockReview 2020. (n.d.). Retrieved July 09, 2020, from
https://webstockreview.net/explore/blackboard-clipart-teacher-animation/

Blackboard Learn Arbel Teacher Classroom School free commercial ... png for Free
Download. (n.d.). Retrieved July 09, 2020, from
https://dlpng.com/png/1472451

Module 3 : Communicating Effectively in English. (n.d.). In K-12 Technology and

Livelihood Education Learning Module - Contact Center Services (p. 62-64).
Department of Education