Module 3 - Speech Arts Overview Part 2

BUENAVISTA COMMUNITY COLLEGE
Cangawa, Buenavista, Bohol

College of Teacher Education Department
Tel. No. (038) 513-9179
(038) 513-9035
1st Semester, A.Y. 2021-2022
Module 3
I. Topic/s:
- DISTINCT CHARACTERISTICS OF ENGLISH SPEECH

(Week 4 –September 17-24, 2021)
II. Learning Outcomes/Objectives
Upon completing this module, you will be able to:
- discuss major concepts in speech and communication – contexts, modes, processes,

and the segmentals and suprasegmentals; and
- express speech arts through sound drills, communication modes and processes simple
simulations, and public speaking tasks.
III. Overview
This module focuses on the overview of Speech Arts - Communication.
This includes the distinct characteristics of English Speech. It focuses and discusses on
what is Speech Sound, the different suprasegmentals as tools for speech and theater such as the
stress, pitch, volume, enunciation and other tools.
This module focuses on developing effective speech habits and skills through mastering
the English rhythm including the primary and secondary stress, syllables, and learning correct
pronunciation, developing effective speech habits and skills through learning correct
pronunciation of word combination, phrase, and sentence stress, and developing effective speech
habits and skills through learning proper phrasing, blending and rhythm in English speech. It also
contains meaningful application in the oral reading exercises. This module is specialized with
pronunciation and accentuation drills, and practice sentences.
IV. Learning Content
 THE ENGLISH RHYTHM: WORD STRESS
ACCENTUATION AND PRONUNCIATION OF COMMONLY MISPRONOUNCED

WORDS
Try it:
Course Title: Speech & Theatre Arts
Course Code: ELT. 6
Instructor: Sandra P. Añasco Page 1
Determine the syllables that carry the primary stress of the following words using the
stress mark ՛ . (ex. ՛accent)
- Try it first, without using dictionary (note that these words are commonly
mispronounced)
- Second try, refer to dictionary (check if how many words you got the correct
stress and pronunciation)
1. macabre 11. inculcate

2. canary 12. plebeian
3. incognito 13. intestine
4. utensil 14. cathedral
5. condolence 15. contribute
6. establish 16. semester
7. committee 17. enable
8. secretive 18. enamel
9. lieutenant 19. determine
10. quotation 20. composite
Pronunciation and Accentuation Drill
Read the following sentences smoothly. Take note of rhythm.
1. Christopher Lee is known for his macabre roles in the movies.

2. We should inculcate among ourselves, the spirit of nationalism.
3. The plebeians of ancient Rome voted during plebiscites.
4. A canary was found inside the cathedral.
5. The class was secretive about its plan for the drive.
6. We sent a card of condolence to the bereaved family.
7. The lieutenant was ordered to establish a defense unit in that area.
8. Most celebrities prefer to travel incognito.
9. He was made to contribute his ideas during the committee discussion.
10. His school achievement last semester was commendable.
11. That utensil’s enamel does not wear off easily.
12. He was operated on for a cancerous growth in the intestine.
13. The composite sheets were lost yesterday afternoon.
14. He gave her a book on quotations.
15. A survey was conducted to enable the administration to determine the stand of the
parent regarding the uniform issue.
WORDS ACCENTED ON THE FIRST SYLLABLE
Read the following words:
access adversary amiable baptism

accuracy allergy ancestor candidacy
admirable amateur argue capillary
Course Code: ELT. 6
caricature deluge January pedagogy
caterer dysentery kilometer pedestal
cemetery eczema laboratory preferable
censure eligible legislative prefix
ceremony embryo lunatic purchase
characterize exigency maintenance reasonable
charitable February matrimony restaurant
circumstances forfeit memory senator
cocoa govern menace sovereignty
colleague honorable menu spiritual
comfortable impious orator testimony
congressman infamous Paris vacate
covet interesting patriotic
Cyrano inventory patron
Sentences:
1. The admirable senator declined to argue with his insolent adversary.

2. Cyrano’s long nose made him look like a caricature.
3. He filed his candidacy in January under the most difficult circumstances.
4. Most Asians place their honorable ancestors on pedestals.
5. The ceremonies at the cemetery were characterized by grave solemnity.
6. A lunatic can be a menace to the populace.
7. Baptism and matrimony are spiritual rites.
8. He felt uncomfortable because of his allergy.
9. The orator impressed his audience with his arguments as well as his eloquence.
10. The usually amiable congressman censured his colleagues for their unreasonable
stand.
TWO SYLLABLE WORDS – PRIMARY ACCENT ON THE SECOND SYLLABLE AND

NO SECONDARY ACCENT
Read the following words:
bamboo abyss cartoon dessert

naive disguise plateau canteen
pomade chalet radiate detach
cuisine Chinese brochure champagne
cologne imprint (v) malign melee
create cashier vibrate translate
recruit although dictate guitar
sardine technique robust awry
sedan thirteen prestige fifteen
sixteen prefer eighteen July

Course Code: ELT. 6
Practice Sentences:
1. Chinese cuisine is one of his favorites.

2. Fifteen recruits in the camp figured in a melee.
3. His uncle is the cashier in that hotel.
4. He parked his sedan near the terrace of his chalet.
5. I prefer champagne for cocktails.
6. He learned the techniques of his father in playing the guitar.
7. Her naive answer told us that she was indeed only thirteen.
8. Although she tried to disguise her voice over the phone, he recognized her.
9. Please dictate and translate the paragraph.
10. The made broke the promade jar of her master while cleaning his room.
FOUR-SYLLABLE WORDS WITH THE PRIMARY ACCENT ON THE SECOND

SYLLABLE AND SECONDARY ACCENT ON THE FIRST SYLLABLE
significance communicate determiner

compulsory unanimous plurality
enunciate relationship conventional
accessory bureaucracy disinterested
luxurious constituent preoccupy
permissible detestable impossible
practitioner indefinite increasingly
interpreted intransitive enumerate
variety assistantship investigate
immortalize numerical predicament
identify appropriate subordinate
grammatical responsible substantiate
incomparable facsimile discriminate
illustrative electrify immunity
personify relationship professional
auxiliary appositive incorporate
Practice Sentences:
1. The chart showed an illustrative study of human life.

2. He won the election not only by plurality but by a unanimous vote.
3. The new accessory for his car is very expensive.
4. A bill was passed to appropriate funds, enabling a barrio to electrify its streets.
5. His predicament came about when he personified a practitioner in court.
NOUN-VERBS, ADJECTIVE-VERBS

Course Code: ELT. 6
Some words may be used as nouns or verbs. NOUNS carry the primary stress on
the first syllable, while VERBS carry the primary stress on the last syllable.
ADJECTIVES carry the primary stress on the first or second syllable.
Read the words in pairs.
A. Nouns - Verbs
NOUN VERB NOUN VERB
permit permit import import

imprint imprint export export
rebel rebel protest protest
progress progress discount discount
concrete concrete increase increase
conflict conflict transfer transfer
record record present present
insult insult retail retail
desert desert reject reject
transplant transplant digest digest
project project convert convert
reprint reprint interchange interchange
subject subject envelop envelop
retake retake decrease decrease
object object contest contest
comfort comfort conduct conduct
B. Adjectives – Verbs
/I/
deliberate
graduate
federate
separate
elaborate
/ei/
deliberate
graduate
federate
separate
elaborate

Course Code: ELT. 6
 THE ENGLISH RHYTHM: SENTENCE STRESS
CONTENT AND FUNCTION WORDS
 Content words are stressed

 Function words are unstressed, unless they are meant to be stressed or
emphasized
CONTENT words have meaning in themselves. They include:

1. nouns
2. verbs (except auxiliary and linking verbs)
3. adjectives
4. adverbs
5. demonstratives: this, that, these, those
6. interrogatives: who, when, why, where, which, and how
FUNCTION words have little or no meaning in themselves except to show grammatical

relationships. They include:
1. articles: a, an, the, some

2. prepositions: of, at, in , to, etc.
3. personal pronouns: I, he, him, it, me, you, she, they, them
4. possessives: my, his, yours, her, mine, hers, their, theirs
5. relative pronouns: who, which
6. one when used as a substitute for a noun, as the big box and the small one.
7. the verbs be, have, will and other auxiliary verbs, unless they occur at the end of a
sentence, or are parts of reiterative expressions, as: aren’t you, is she.
Major stress refers to the stresses that are the strongest, loudest or most
prominent. The two major stresses are primary (elíminate) and secondary (éliminate)
stress. The two minor stresses are tertiary (eliminate) and weak stress (no mark). If a
syllable or word does not receive the primary stress, the syllable is reduced, usually to
secondary stress. Syllables with secondary stress are said with slightly less force or
loudness than those with primary stress. Syllables said with secondary stress are louder
and slightly longer than those said with a minor stress – tertiary or weak.
WORD COMBINATION
(Application Drills from content and function words – sentence stress)
Adjectives and Numerals as Noun Modifiers
1. lông wálk dark street nice letter

black bag big box large audience
large shoes long route two tickets
five book gôod teácher five notebooks
Course Code: ELT. 6
small office large company fine monitor
dull movie wild elephant clean hospital
nêw príncipal big animal plush theater
2. gôod musícian hard

tall explorer experiment cônstant compánion
three physicians bid worthy endeavor
old equipment discovery tiresome excursion
new detailed direction
râre abílity thermometer
3. Practice sentences:
1. It was a hard experiment.
2. The three physicians commended the clean hospital.
3. The black bag contained five notebooks.
4. The good musician is engaged in a worthy endeavor.
5. He wrote a nice letter to his good teacher.
Nouns and Participles as Noun Modifiers
hên’s éggs sûmmer ráin glâss wíndow

glass door black bird lettuce salad
brick house broken disc linen napkin
gold watch leather bag summer weather
ców’s meat cotton shirt China dishes
Pacific Ocean city government state economy
Adjectives and Numerals Modifying Noun Compounds
bȋggest greènhouse fiftêen schóol buses

heavy typewriter nineteen test tubes
smallest classroom convenient párking place
empty wastebasket exciting horror story
Adjective-Noun Combinations:
1. lông haír lông stóry nêw hóspitàl

green socks five tickets large company
three chairs red sneakers wild animal
large farm big carport new telephone
good school nice people fine diplomat
gôod prógram white ballpen large t.v. screen

bad movie new super star
fine athlete wîde bóulevard hard exercise
Course Code: ELT. 6
old eraser six translations
twô assígnments fine enamel
2. thîrsty bóy amûsîng íncident fâvorite áctress

twenty books important legacy possible answer
violet hue confusing exercise marvelous picture
modern car efficient diplomat difficult question
Verb-Adverb Combinations
rêad slów leâve agáin lîsten cárefully

come here go today run quickly
sign there come again go slowly
drive cautiously spoke fluently work frequently
Adverb-Intensifiers
quîte shórt râther níce râther éasy

too good very hard very angry
extremely difficult terribly funny
Adverbs of Frequency before the Verbs
usûally còmes sêldom wòrks sômetimes àsks

generally knows always comes sometimes works
usually late never tried sometimes tries
NOUN COMPOUNDS AND OTHER WORD COMBINATIONS
Some examples in English where the same combination of words is used both as
noun compound and as modified noun structure are given for.
See examples below (noun compound with specialized meaning or modified noun
structure):
1. A. grêen house (a house that is green)

B. gréenhoûse (a glass structure used for growing plants)
2. A. dârk róom (a room that is dark)

B. dárkrôom (special room used for photography)
3. A. blûe bírd (any bird that is blue)

B. blúebìrd (a particular kind of bird)
4. A. blâck bóard (a piece of wood that is black in color)

B. bláckboàrd (a large slate used for writing with chalk)
Course Code: ELT. 6
5. A. hótplàte (an electric cooking device)
B. hôt pláte (any plate that is hot)
6. A. hardball (a baseball)
B. hárd bàll (any ball that is hard)
7. A. chéápskates (stingy people)

B. cheâp skates (inferior quality)
8. A. lȋght hoúse (a house that lets in a lot of light or is painted with a light color)
B. líghthoùse (a tall tower with a light warning ships)
9. A. hórsefly (a particular kind of fly)

B. hôrse fly (a horse that is able to fly)
10. A. Have you ever seen a boârdwálk? (a wooden walkway)

B. Have you ever seen a board wálk? (a piece of wood that is able to walk)
Practice Sentences:
Read the sentences below indicating the word stress by putting the
primary accent on the stressed syllable as stated in the above information or you
can use a dictionary for reference.
1. A. Do you need a blackboard?

B. Do you need a black board?
2. A. He is in the greenhouse.
B. He is in the green house.
3. A. She picked up the hotplate.
B. She picked up the hot plate.
4. A. We thought they were cheapskates.
B. We thought they were cheap skates.
5. A. Have you seen a horsefly?
B. Have you seen a horse fly?
6. A. The lighthouse can be seen from a distance.
B. The light house can be seen from a distance.
7. A. There is a bluebird’s nest on that tree.
B. There is a blue bird’s nest on that tree.
8. A. He was hit by a hardball.
B. He was hit by a hard ball.

Course Code: ELT. 6
DE-STRESSING OF SUBJECT PRONOUNS AND CONTRACTIONS; STRESSING OF
VERBS
1 2
She’s góne We shóuted they’re rállying
He sang he copied she’s finishing
They fought she’s coming I’m studying
I know they’re worried he’s answering
You lead I waited we’re practising
I’ve bought
she’s compláining we’re devéloping

I prefér he remembers she’s examining
He demands we decided he’s distinguishing
she began they commented I’m continuing
we rehearsed
They over áte She dánces we súpervised

He guaranteed he mimics I analyzed
she understood they broadcast he telephoned
Phrases ending with a (1) Verb and Object Pronoun or (2) Preposition and Object
Pronoun. Phrases of this kind are usually stressed on the verb form.
1. I can’t seé him.

2. How much will it cóst me?
3. When did you wríte her?
4. Has he returned it?
5. What did you dó with it?
6. Have you exámined it?
7. How much are we going to charge them?
DE-STRESSING OF ARTICLES AND POSSESSIVES; STRESSING OF NOUNS
Articles -- a, an, the, some
a. The definite article “the”
pick up the phóne study the lésson

start the éngine in the lócker
clean the eráser to the plán
close the doór painting the róom
write the hómework get the ánswer
call the bóys down thé háll
what’s the néws in the gým
hear the béll keep the kéy
Course Code: ELT. 6
choose the flávor of the bóok
b. The indefinite article “a”
a fórmula -- write a fórmula

a discóvery -- quite a discóvery
a grammar dríll -- do a grammar dríll
a movie tícket -- bought a movie tícket
a hánd -- lend a hánd
c. The indefinite article “a” d. “some”
do an éxercise some equípment

such an experíence put some súgar
give an exámple saw some writing pápers
lost an éye buying some golf bálls
she’s an áctress seeing some fríends
give an ánswer doing some wórk
peel an órange
Possessives: my, his, our, their, your, her
my fríend my bróther my nótebook

his wátch his pícture his tennis rácket
our stóre our high schóol our contribútion
her glásses her wrístwatch her fáther
your hóme your shóes your station wágon
their cár their science bóok their téam
Practice Sentences:
1. She’s my friend from the south.

2. They got off their car.
3. We were made to write about our high school.
4. He had his picture taken for the yearbook.
5. She asked her father to increase her allowance.
6. Always have your shoes shined before wearing them.
Fluency drill:
My jealousy I can’t express,

Their love they openly confess,
His shell-like ear he does not close
To their recital of their woes--
I’m more than angry and surprised,
Course Code: ELT. 6
I’m pained and shocked, and scandalized,
But he shall meet a hideous doom
Prepared for him by - - I know whom!
- Gilbert and Sullivan
TWO-WORD VERBS
The stress pattern of separable two-word verbs is tertiary-primary. That is, the
strongest stress is on the second component and the weaker stress is on the first
component.
1. Read the following two-word verbs:
pùt oút pùt awáy

toòk óff rùn aróund
tùrn óff brìng abóut
wòrn óut còme alóne
gèt ón lòok óver
màke úp (invent) dò óver
tùrn aboút thìnk óver
NOTE: If there is a pronoun object (it), it always comes between the verb and
adverb. The pronoun object always has a weak stress.
Examples: turn it on
through it over
Practice Sentences:
Read the sentences by taking note of the corresponding stress of each two-
word verb.
1. Some of these coins are valuable. I want to look them over.

2. His shoes are worn out.
3. He doesn’t know what to do. He’ll have to think it over.
4. That radio bothers me. Turn it off.
5. Please fix up my car. It won’t run.
6. His homework was wrong. He had to do it over.
7. The plane took off on schedule.
8. The students were made to run around the field during P.E. time.
9. There were several expensive “give away” prizes at the fair.
10. You are to put away your things neatly.
11. He picked out a nice gift for her birthday.

Course Code: ELT. 6
DE-STRESSING OF MODALS AND AUXILIARIES
Modals: be, have, can, could, may, might, shall, will, would, should, must, ought
Auxiliaries: is, are
1. Can she cóme? Are you pláying?

Must they go? Is he studying?
Were you here? Are they enjoying?
Did he know? Is he writing?
They might wórry. She must cóme.

You should listen. I will sing.
I might come. Would you try?
He shall try. She may not.
2. The Modal CAN
When used before verbs in affirmative (approval) statements, can is

spoken with a weak stress. CAN is pronounced /ken/; it is never
pronounced /kæn/ before a verb unless it is spoken that way for emphasis.
they can demonstráte

she can páint
he can decíde
it can cráwl
I can contínue
he can transláte
you can vóte
we can campáign

Course Code: ELT. 6
3. BE - - Main Verb or Auxiliary (am, is, are, was, were)
In affirmative statements the forms of be are almost always spoken

with weak stress, and often with a change in the vowel. Are for example, is
usually uttered / ûr / rather than / ar /.
When speaking, contractions are much more commonly used than the
full forms of be. We’re coming / wir kemin / is used more often than We are
coming / wiy er kemin /.
1. I am léaving. I’m leaving.

2. I am from Manila. I’m from Manila.
3. They are bróadcasting. They’re broadcasting.
4. We are discússing. We’re discussing.
5. He is complaining. He’s complaining.
6. She is invíted. She’s invited.
7. He is memorízing. He’s memorízing.
8. They are tálking. They’re tálking.
9. I am taping the lesson. I’m taping the lesson.
10. He is listening. He’s listening.
Practice Drill for Rhythm and Articulation
The very village was altered; it was larger and more populous. There were
rows of houses which he had never seen before, and those which had been his
familiar haunts had disappeared. Strange names were over the doors -- strange
faces at the windows -- everything was strange. His mind now misgave him; he
began to doubt whether both he and the world around him were bewitched. Surely
this was his village, which he had left but the day before. There stood the
Kaatskill mountains -- there ran the silver Hudson at a distance -- there was every
hill and dale precisely as it had always been. Rip was sorely perplexed. “That
flagon last night,” thought he, “has addled my poor head sadly!”
- Washington Irving
QUESTION WORDS: ONE AND ONES
Question words (who, what, where, which, why, how) may have tertiary
stress in certain situations. When question words are used in indirect questions,
they carry the tertiary stress.

Course Code: ELT. 6
I don’t know who he ís.
He doesn’t know how to do it.
When the question words, how, have, what, which are used before another
word to form a question phrase, they usually have a tertiary stress.
Which car is yours?

What lessons are studying?
Practice Sentences:
1. Did he say when he was leaving?

2. Do you know what it is?
3. Do you know when they’re coming?
4. How many books do you have?
5. What magazines are you reading?
6. How long is the line?
7. What color do you want?
8. Which schedule did you miss?
ONE and ONES - - Following adjectives
When the words one or ones follow adjectives, they have weak stress.
bíg one
this one
that one
green one
módern one
happy one
smallest one
orange one
anóther one
exciting one
delightful one
Practice Questions and Answers:
1. Which one did you buy? I bought the cheap one.

2. Did you like the book? Yes. It was a good one.
3. Are you going to the meeting? Yes. It’s a very important one.
4. Is that a good movie? Yes. It’s a very amusing one.
5. Which one do you want? I want the best one.
6. Did you get a new car? Yes. My dad bought me a black one.

Course Code: ELT. 6
SCHWA /ə/
1. De-stressing of vowels into /ə/ in phrases
The schwa is a typical English sound. This weak vowel is produced with the
mouth slightly opened, while the tongue, throat and jaw are relaxed. This sound is
uttered in a short duration. It never occurs in accented syllables since accentuation
makes the vowel strong.
In the following drills, weaken to schwa the indicated vowels.
1. Weaken the last vowel to schwa:

social signal stable terrible
portal vital tremble little
formal annual double symbol
vocal factual towel travel
coral unusual morsel manual
The social affair last night was formal.

We are going to travel around the world this year.
He is very vocal on vital issues in school.
The team has to double its efforts to win.
A stable economy is vital to any country.
2. Weaken the middle vowel to schwa:

quality ivory melody hospital
honoree loyalty delegate grocery
emphasis separate catholic juvenile
litany flexible demonstrate liberal
character destiny policy miracle
There is a separate policy for your question on examinations.

That school puts emphasis on loyalty.
He’s flexible and liberal with his ideas.
He has a catholic view on juvenile delinquents.
A delegate-elect was the honoree in yesterday’s annual speechfest.
3. Weaken the first vowel to a schwa:

demand surprise protest collect
erase recite condense polite
despair secure suppose detect
engage affect conclude develop

Course Code: ELT. 6
I must recite well to secure good grades in oral work.
The protest march took them by surprise.
I suppose I must demand an answer.
A special machine was developed to detect cancer.
4. Weaken the last vowel to a schwa:

tuition question fiction election
diction education vision deduction
captain repetition bargain open
conclusion mountain second person
emotion season action production
reason method button elimination

minus serious maintenance general
system stanza chocolate mineral
focus member certificate historical
woman program abundance categorical
palace famous tolerance mathematical
altar collar supper model

singular color whether modern
popular summer sinner matter
secular paper daughter simple
error effort nature pattern
author neighbor venture southern
mirror labor future listen
horror picture figure widen
sudden even mistaken eleven

children often spoken chosen
wooden dozen written forgotten

student problem civil violent
mouthful emblem evil grateful
latent pencil beautiful religion
payment council youthful discussion

Course Code: ELT. 6
7. usually opera restaurant
actually interesting conference
victory miserable average
bakery corporal mathematics
8. Read this passage in a distinct and lively manner; move the tongue, jaw and
lips with energy but take note of your schwa sound.
I am the very model of a modern Major-General

I’ve information vegetable, animal, and mineral
I know the the kings of England, and I quote the fights historical
From Marathon to Waterloo, in order categorical;

I’m very well acquainted too with matters mathematical,
I understand questions, both the simple and quadratical
About binomial theorem I’m teeming with a lot o’ news
With many cheerful facts about the square of the hypotenuse.
I’m very good at integral and differential calculus,
I know the scientific names of being animalculous;
In short, in matters vegetable, animal, and mineral,
I am the very model of a modern Major-General.
- Gilbert and Sullivan
PHRASE-SENTENCE STRESS
(Emphasis or contrast)
As you might have noticed, there is one word in most phrases or sentences
that receives the phrase stress under ordinary conditions. However, the stress can
always be shifted from this normal place to some other place in the phrase or the
sentence. This shifting always changes the meaning of the phrase somewhat or
makes it fit into some special context.
EXAMPLES:
1. Eric’s shirt was greén. (Normal statement)

Eric’s shirt wás green. (Perhaps there was a question before, but
now we know it’s definitely green.)
Eric’s shírt was green. (Not his sweater or tie)
Eríc’s shirt was green. (Not Jun’s or Cesar’s)
2. Could you lend me ten pesos? (Normal question)

Course Code: ELT. 6
Could you lend me tén pesos? (Not five or twenty)
Could you lend mé ten pesos? (Not Jim of anybody else)
Could you lénd me ten pesos? (I don’t want you to give it to me)
Could yóu lend me ten pesos? (I’ve probably tried to ask elsewhere in the
group, and I want to know whether you can
do it.)
Cóuld you lend me ten pesos? (Do you have that much, so that you could
lend it to me? Is it possible for you?)
3. This is a good bóok. (Normal statement)

This is a góod book. (Not a poor one)
This is a good book. (Not the only good book in the world, but
one good book)
This ís a good book. (There is no question but that it is good;
perhaps I wasn’t sure before but now I agree
with you as to its merits.)
Practice Sentences:
1. Rey’s very búsy.

Rey’s véry busy.
Réy’s very busy.
2. Mariel likes to talk to hím.

Mariel likes to talk tó him.
Mariel likes to tálk to him.
Mariel líkes to talk to him.
Máriel likes to talk to him.
3. I don’t like rainy wéather.

I don’t like ráiny weather.
I don’t líke rainy weather.
I dón’t like rainy weather.
I don’t like rainy weather.
4. Practice the sentences below.

1. I don’t knów what his native language is.
2. What do yóu think of modern music?
3. He wanted to have dinner at six o’clock last night.
4. I’m not súre what time I’m coming back.
 PHRASING, BLENDING, AND RHYTHM
PHRASING, BLENDING

Course Code: ELT. 6
“Giving emphasis to stressed syllables, and making them recur rather regularly
within a thought group; weakening unstressed words and syllables, and obscuring the
vowels in many of them; proper organization of words into thought groups by means of
pauses; blending the final sound of each word and syllable with the initial sound of the
one following within a thought group; and fitting the entire sentence into a formal
intonation pattern.” – stated by Prator, summarizing the essentials in acquiring good
rhythm.
Phrasing is the splitting up of a sentence into thought groups and rhythm units by
means of pauses. A thought group is made up of closely connected words. It contains
what the speaker considers to be a single thought. Thought groups are often composed of
rhythm units, that is, smaller groups which are pronounced in a single breath stream.
Pauses are usually made in a sentence for one of three reasons:
1. To make the meaning clear;

2. To emphasize an idea; and
3. To enable the speaker to catch his breath when saying a long sentence.
The important principle to remember is that the basic purpose of all phrasing is
to convey ideas in groups of words that accurately express the speaker’s meaning
and intent. If you keep this in mind, phrasing shall come naturally to you.
See examples below. Note the changes in phrasing and the corresponding change
in meaning:
1. Woman! Without her, man is a savage.

Woman without her man is a savage.
2. I’m not as great a fool as Mr. X…..would have you think.
I’m not as great a fool as Mr. X would have you think.
RHYTHM
Languages have rhythm or tempo. The kind of rhythm varies from language to
language. In some, there is a regular beat. In English, the rhythm or timing can be said to
be irregular. The rhythm in English seems to be governed by the primary, secondary and
weak stresses. The weak stressed words or syllables are very short and they are said very
quickly. The addition of syllables with weak stress is made without disrupting the rhythm
or adding to the total time it takes to say something. This means that English rhythm is
stressed-time. In effect, this suggests that the length of time needed to say an utterance
depends upon the number of stressed syllables.
In the following sentences, notice that the rhythm is the same in each pair of
sentences even though the second sentence has one more syllable with a weak stress.
Drigo’s book is óld. Drigo’s blue book is óld.

Course Code: ELT. 6
Robert’s car is néw. Robert’s red car is néw.
In the following lines, notice that the rhythm is the same although there are
different numbers of syllables with weak stress.
Ráin, ráin gó awáy. (4 stressed; 1 weak stress)

Come again another dáy (4 stressed; 3 weak stresses)
Note the sentences below. Notice that the addition of syllables with weak stress in
the second sentence of each group does not change the rhythm or add to the total time it
takes to say the sentence. However, the addition of syllables with strong stress, adds to
the time it takes to say them.
1. Anthony is a smart bóy.

Tony is a dependable wórker.
2. John is a smart bóy.

Johnny is a good worker.
3. Where is Tina?
Where is Myn?
4. Where is Carol’s house?

Where is May’s car?
Exercises:
Read the following paragraphs, paying attention to:

a) proper phrasing
b) blending words within a phrase
c) stressing content words
d) unstressing function words
Pauses are indicated according to their duration by diagonal lines. Pauses

between rhythm units are indicated by a single diagonal line; between thought groups, by
double lines.
I/who am blínd/ can give one hínt/ to those who sée/ -- one admonítion/ to those
who would make fúll use/ of the gift of síght//; Use your eyes/ as if tomorrow you would
be stricken blínd.// And the sáme method/ can be applied to the óther senses.// Hear the
music of voíces,/ the song of a bírd/ the mighty strains of an órchestra/ as if you would be
stricken déaf/ tomórrow.// Touch each óbject/ you want to tóuch/ as if tomorrow your
táctile sense/ would fáil.// Smell the perfume of flowers/ taste with relish each mórsel/ as
if tomorrow you could never sméll and táste/ again.// Make móst/ of every sénse/; glory
in all the fácets/ of pleasure and béauty/ which the world revéals to you/ through the
several means of cóntact/ which Nature provides//. But of áll the senses/ síght/ must be
the most delíghtful.

Course Code: ELT. 6
- Helen Keller
ANECDOTE
“A TRUE STORY”
A sóldier/ who had lost an árm/ at Aústerlitz/ was presented to Nápoleon,/

who pinned on his bréast/ the medal of the Legion of Hónor.//
“Thát,”/ he sáid,/ “is for your lost arm.”//
“If I had lost the óther arm,/ Síre, “ the soldier inquíred,/ “what would you
have gíven me?”//
“I should have made you an officer of the Légion,” said the Little
Córporal.//
Whereupon the soldier drew his swórd/ and cut off his óther arm.//
This story ís,/ of cóurse,/ quite trúe,/ but there is just the trifling dífficulty/
of knowing exactly how the soldier díd it.
 INTONATION
INTONATION PATTERNS
Intonation is the modulation of the speaking voice or the tune or melodic pattern
of what you say. It involves primarily the variations in pitch levels as well as word stress.
Intonation is as much a part of the language as the correct pronunciation of vowels and
consonants.
Intonation is determined partly by the mind and attitude of the speaker, and
partly by the grammatical structure of his/her speech.
Pitch, a component of intonation, is the highness or lowness of tone.
Four pitch levels are normally used in English.
 Low-pitch level 1 -- tone generally used to end sentences in normal speaking

situations.
 Normal-pitch level 2-- tone used in starting any normal speaking situation.
 High-pitch level 3 -- suspended tone used after a question or in series.
 Extra high-pitch level 4 -- higher than high pitch by two tones, used to express
strong emotions as excitement, fear, etc.
The movement from one tone to another between syllables is called a shift. The
movement within a syllable is known as inflection.
Course Code: ELT. 6
shift inflection
Where are you staying? In town.
INTONATION PATTERNS:
1. Rising -- Falling Intonation: / 231 /

a. Statement intonation -- This pattern begins on pitch 2, rises to pitch 3 and
then either steps down (shift) or glides down (inflection) to pitch one.
This pattern is used in affirmative and negative statements or declarative

sentences and questions beginning with a question word.
Pay close attention to the falling intonation.

3
3
I’m going to take a trip abroad. 1 How are yo going? 1
2 2
I’m not going to the party tonight. Why not?
2. Rising Intonation: / 23 /
This intonation is often used for questions which may be answered by yes
or no.
Have you heard the news?

Do you know what it is, Doctor?
Variations: Rising intonation
Simple question -- Is Pete older than you?

Sarcastic -- Is Pete older than you? / 231 /
3. Series Intonation: / 23, 231 / 23, 231 / or / 23, 23, 231 /
a. Listing: This intonation is used when listing several items in an affirmative or

negative statement.
Eg: My car is greased, oiled and repainted.

or --
My car is greased and oiled.
b. Limited choice: This type of intonation is used when a person is asked to

choose between alternatives and the choice is limited.
Eg: Do you want to go now, or later?

Course Code: ELT. 6
c. Unlimited: This type of intonation is used when the choices offered are not
restricted.
There may still be other choices not limited to what has been
mentioned.
Eg: Do you want tea, coffee or milk?
4. Tag Questions: / 232, 2 / or / 231, 31 /

When we are unsure of the answer, we use the rising pattern (a genuine
question). When we are sure of the answer, we use the falling pattern (a
statement). Tag endings make conversation easier. They invite the listener to
respond either a yes or a no.
Type A / 242, 2 /
I can do it, can’t I? Yes, you can.

She is coming, isn’t she? Yes, she is.
You’re trying, aren’t you? Yes, I am.
The same pattern is used in the negative form.
She won’t do it, will she? No, she won’t.

He can’t see it, can he? No, he can’t.
They weren’t trying, were they? No, they weren’t.
Practice Sentences:
1. Jun hasn’t cóme, hás he? Yes, he has.

No, he hasn’t.
2. You like playing the organ, don’t you? Yes, I do.
No, I don’t.
3. It’s rather hard, isn’t it? Yes, it is.
No, it isn’t.
4. You haven’t seen that movie, have you? Yes, I have.
No, I haven’t.
5. He would like to come, wouldn’t he? Yes, he would.
No, he wouldn’t.
6. Brother wasn’t angry, was he? Yes, he was.
No, he wasn’t.
7. It didn’t hurt, did it? Yes, it did.
No, it didn’t.
8. We aren’t late, are we? Yes, we are.
No, we aren’t.
9. You didn’t fail the exam, did you? Yes, I did.
Course Code: ELT. 6
No, I didn’t.
10. This steak isn’t very good, is it? Yes, it is.
No, it isn’t.
NOTE:A tag question can be directed to someone by name. In such a case, the
intonation is as shown. / 232, 2, 2 /
Ex: You remember, don’t you, Rey?

You don’t mind, do you, Jess?
You’ve seen it, haven’t you, Rose?
You can come, can’t you, Bobby?
You aren’t leaving, are you, Vic?
You’ve quit smoking, haven’t you, Ben?
Type B /231, 31/
When the intonation is used, you probably are a little more sure
that you are going to get the confirmation you expect.
You know him, don’t you? Yes, I do.

You’ve seen her, haven’t you. Yes, I have.
You’ll tell them, won’t you. Yes, I will.
5. Clauses: / 231 / or / 232, 231 /
when you’re away

because I care
whatever you do
whenever you’re ready
since you won’t listen to reason
as I was strolling along the beach
which you know best
although he’s not too bright
unless you want to repeat your mistake
whom you love beyond all reason
/ 231 /
When a clause beginning with a connecting word (before, when, since, if,
because) comes as the second part of a sentence, the sentence is often said as one
phrase with one primary stress.
He did it because he had to.

We went to school after we ate.
I’ll tell her when she comes.

Course Code: ELT. 6
/ 232, 231 /
Sentences with clauses are more commonly said in two phrases. The
longer the sentence, the more likely there will be two phrases in the sentence.
I’ll tell her when she comes.

I had finished all my work before we were ready to leave.
Practice Sentences:
Practice these sentences using two phrases.
1. The game was over when I arrived.

2. We changed our clothes before we ate dinner.
3. The children came in the house after they had played.
4. She’ll do it, if she has time.
5. I watched the movie before I went to Noel’s house.
6. He had never seen snow until he went abroad.
7. She laughed out loud while she was viewing TV.
8. You better buy the tickets before they are sold out.
Practice Sentences: Type B / 231, 31 /
1. The movie was bóring, wásn’t it?

2. He was wrong about it, wasn’t he?
3. You didn’t fix it, did you?
4. She didn’t speak to him, did she?
5. We should tell them, shouldn’t we?
6. This is a good book, isn’t it?
7. We were right about it, weren’t we?
8. You can play football, can’t you?
NOTE: When a type B tag question is directed to someone by name, the name is
usually said on the pitch I level without a rise.
Ex: This race is exciting, isn’t it, Mike?

You didn’t fix the car, did you, Ric?
You didn’t copy my work, did you, George?
You called Mary, didn’t you, Johnny?
The steak isn’t good, is it, Fred?
The lesson is long, isn’t it, Rod?
The play was amusing, wasn’t it, Myrna?
Mr. Cruz, wasn’t very nice to us, was he, Carlos?
You didn’t see Miss Santos, did you, Butch?

Course Code: ELT. 6
Reference:
Pangilinan, E.C. & Dilig, M.J. reprinted 2007. “Speech and Drama”. National Book Store,
Inc., 1991
V. Learning Activity:
After reading and understanding all the learning contents, answer the 5 activities
below:
1. Use the following adjectives of more than one syllable in sentences. Read each
sentence orally.
favorite book
opposite way
beautiful song
excellent food
possible way
convenient appointment
exciting conclusion
confusing condition
important lessons
2. Read the sentences below following the given stress in each line of the group.
a. Roel saw his cousin last wéek.

Roel saw his cousin lást week.
Roel saw his cóusin last week.
Roel saw hís cousin last week.
Roel sáw his cousin last week.
Róel saw his cousin last week.
b. Please bring me those mágazines.

Please bring mé those magazines.
Please bríng me those magazines.
Pléase bring me those magazines.
3. Read the selection, observing correct phrasing and blending. Apply proper
pausing by using single or double diagonal lines. Be guided by the punctuation
marks.
a. He who knows, and knows he knows,

He is wise follow -- him.
Course Code: ELT. 6
He who knows, and knows not he knows,
He is asleep -- wake him.
He who knows not, and knows not he knows not,
He is a fool -- shun him.
He who knows not and knows he knows not,
He is a child -- teach him.
 Arabian Proverb
b. To everything there is a season, and a time to every purpose under the

heavens;
A time to be born, and a time to die;
A time to plant, and a time to pluck up that which is planted;
A time to kill, and a time to heal;
A time to break down, and a time to build up;
A time to weep, and a time to laugh;
A time to mourn, and a time to dance;
A time to cast away stones, and a time to gather stones together;
A time to embrace, and a time to refrain from embracing;
A time to get, and a time to lose;
A time to keep, and a time to cast away;
A time to rend, and a time to sew;
A time to keep silence, and a time to speak;
A time to love, and a time to hate;
A time of war, and a time of peace.
 Ecclesiastes 3:1-18
4. Study the following examples (A-D) and do the activity below.
A. SERIES: / 23, 23, 231 /; / 23, 231 /
/23, 23, 231/ LISTING

1. My car is greased, oiled and repainted.
2. The player was hungry, tired and sleepy.
3. He’s exempted in English, Mathematics and Science.
4. I had bread, ham and eggs for breakfast.
5. He drew squares, circles and triangles.
B. LIMITED CHOICE / 23, 231 /
1. Do you want to go now, or later?

2. Shall we go for a drive, or see a movie?
3. Does he want to play basketball or football?
4. Was that his mother or his aunt?
5. Is it an oral or a written test?

Course Code: ELT. 6
C. When there is a choice between three or more alternatives, the
intonation is either / 23, 3, 231 / or / 23, 23, 231 /
1. Does he play the organ, guitar or drums?

2. Would you like cola, uncola or juice?
3. How many numbers have you solved, three, four or five?
4. What tickets do you have – orchestra, balcony or loge?
5. How many chapters are assigned one, two or three?
D. UNLIMITED CHOICE / 23, 23, 23 /
1. Do you want tea, coffee, or milk?

2. Does he like green, blue, or red?
3. Do you want to watch channels, 7, 5 or 4?
4. Do you want to go now, later or not at all?
5. Would you include lessons 3, 4 and five?
5. Telephone Conversation
Instructions: Read this telephone conversation with two of your family members.
Take note of the intonation patterns used. Pay special attention to the
patterns used by Jim as indicated in the patterns enclosed in
parentheses.
Tape the conversation or record an audio. You are to say the lines of
Jim. Read the lines as though you are the one conversing with Mrs. C
and Tom. Use the intonation patterns as indicated by the pitch or vocal
level. Watch out for your cue.
(Telephone rings….)
Mrs. C: Helló.
JIM: Helló. Is this 2526? (Pattern: 23.222223?)
Mrs. C: No. This is 2636. You have the wrong number.
JIM: Óh, I’m sorry. (Pattern: 32. 323.)
(Dials again….)
JIM: Helló. Tóm? (Pattern: 232. 3?)
How are you?
TOM: Fine, thanks. Where are you?
JIM: At hóme. Can you go downtówn with me? (Pattern: 231. 2222333?)
TOM: What for?
JIM: I have to get some clóthes. And I thought we might see a móvie. (Pattern:
2222231. 222222231,)
TOM: Well, I’m not doing anything. That might be fun.
JIM: I’ll pick you up in about fifteen mínutes. (Pattern: 222222231)
TOM: I can’t be réady that quick. Give me a half hour.
JIM: O.K. See you thén. (Pattern: 32. 2231)

Course Code: ELT. 6
Submission Process:
- You have to record an audio via messenger in making the above activities (1-5). Only
1 audio per activity. Send your audio recordings with the caption of the specific
number of the activity (ex. Activity no. 1 of Module 3)
Date Due: September 24, 2021
You will be rated, using the rubric below:
Speech Enunciation and Diction Rubric
The student will be evaluated as to how well they use breath control, intonation/expression,
enunciation/diction, volume, and speed in speaking to an audience for ease of understanding.
Excellent Good Poor

(Skill is fully (An average (Lacking the needed
engaged allowing presentation skill so as to cause
ease and comfort of proficient yet lacking audience members
Criteria speech with easy the needed accuracy) difficulty in
understanding by the following)
audience)
3 1
2
BREATHING Deep, full initial Good initial breath No strong initial

Taking an initial breath and breath followed by followed by weak or breath and
maintaining good breathing regular breaths inconsistent inconsistent
throughout the speech without holding breathing of lack of breathing patterns
breath, losing vocal strong initial breath throughout the
strength or fading followed by better speech.
breathing patterns
VOLUME Constant, full Inconsistent Difficult to hear

Consistent ease of hearing volume, easy to hear volumes, some good
speech yet changing so as to
be difficult to hear.
CLARITY/DICTION Clear, crisp speech Improper or Difficult to

Ease of understanding due to which is easy to hear, indistinct use of understand word
proper pronunciation of letter even with volumes consonant or vowel sounds.
sounds and intensities sounds making some
changed. words hard to
understand.
INTONATION/ Appropriate changes Some vocal variety Monotone- no vocal

EXPRESSION in emotional levels though not consistent variety
Speech has a variety of providing for or fading out at times

Course Code: ELT. 6
emotional levels caused by interesting accents during the
changes in intensity or and transitions. presentation
voicing
SPEED Paced with variety At a well paced Way too fast to be

The rate of delivery with too according to the speed, medium rate understood or too
fast or slow being the lower specific section of to allow for some slow, to maintain
skill the text, indicating word recognition and audience/speaker's
understanding sense of meaning focus.

Course Code: ELT. 6

Module 3 - Speech Arts Overview Part 2

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BUENAVISTA COMMUNITY COLLEGE

Cangawa, Buenavista, Bohol

- DISTINCT CHARACTERISTICS OF ENGLISH SPEECH

II. Learning Outcomes/Objectives

Upon completing this module, you will be able to:

- discuss major concepts in speech and communication – contexts, modes, processes,

This module focuses on the overview of Speech Arts - Communication.

IV. Learning Content

 THE ENGLISH RHYTHM: WORD STRESS

ACCENTUATION AND PRONUNCIATION OF COMMONLY MISPRONOUNCED

1. macabre 11. inculcate

Pronunciation and Accentuation Drill

Read the following sentences smoothly. Take note of rhythm.

1. Christopher Lee is known for his macabre roles in the movies.

WORDS ACCENTED ON THE FIRST SYLLABLE

Read the following words:

access adversary amiable baptism

1. The admirable senator declined to argue with his insolent adversary.

TWO SYLLABLE WORDS – PRIMARY ACCENT ON THE SECOND SYLLABLE AND

Read the following words:

bamboo abyss cartoon dessert

Course Title: Speech & Theatre Arts

1. Chinese cuisine is one of his favorites.

FOUR-SYLLABLE WORDS WITH THE PRIMARY ACCENT ON THE SECOND

significance communicate determiner

1. The chart showed an illustrative study of human life.

Course Title: Speech & Theatre Arts

Read the words in pairs.

NOUN VERB NOUN VERB

permit permit import import

Course Title: Speech & Theatre Arts

CONTENT AND FUNCTION WORDS

 Content words are stressed

CONTENT words have meaning in themselves. They include:

FUNCTION words have little or no meaning in themselves except to show grammatical

1. articles: a, an, the, some

(Application Drills from content and function words – sentence stress)

Adjectives and Numerals as Noun Modifiers

1. lông wálk dark street nice letter

2. gôod musícian hard

Nouns and Participles as Noun Modifiers

hên’s éggs sûmmer ráin glâss wíndow

Adjectives and Numerals Modifying Noun Compounds

bȋggest greènhouse fiftêen schóol buses

1. lông haír lông stóry nêw hóspitàl

gôod prógram white ballpen large t.v. screen

2. thîrsty bóy amûsîng íncident fâvorite áctress

rêad slów leâve agáin lîsten cárefully

quîte shórt râther níce râther éasy

Adverbs of Frequency before the Verbs

usûally còmes sêldom wòrks sômetimes àsks

NOUN COMPOUNDS AND OTHER WORD COMBINATIONS

1. A. grêen house (a house that is green)

2. A. dârk róom (a room that is dark)

3. A. blûe bírd (any bird that is blue)

4. A. blâck bóard (a piece of wood that is black in color)

7. A. chéápskates (stingy people)

9. A. hórsefly (a particular kind of fly)

10. A. Have you ever seen a boârdwálk? (a wooden walkway)

1. A. Do you need a blackboard?

Course Title: Speech & Theatre Arts

she’s compláining we’re devéloping

They over áte She dánces we súpervised

1. I can’t seé him.