LEARNING MODULE NO.

7-8
PUBLIC SPEAKING

Courses: Competencies:
a. Public Speaking
 Suprasegmental Sounds
 Word Stress
 Sentence Stress
 Pitch
 Intonation Pattern
 Juncture
 Speech Drills

b. Komunikasyon sa Akademikong  Discourse and Communication

Filipino (Diskurso at Komunikasyon)
c. Philippine Literature  Relevance and Values of Literature

I. Learning Outcomes:

At the end of the course, the learners shall be able to:

A. Public Speaking

 Determine the English Suprasegmental Sounds.

 Recognize the indicators of word stress.
 Recognize juncture and speech drills in speech delivery.

B. Komunikasyon sa Akademikong Filipino

 Improve macroskills and the ability to communicate oneself; and
 Familiarize oneself in the theories of communication.
C. Philippine Literature

 Construct own definition of literature based on the knowledge gained during discussion;
and
 Make an essay regarding the importance of studying Philippine Literature.

II. Learning Competencies:

General Instructions: Read the provided learning materials with

comprehension. In areas of written activities, write your answers in short bond paper.
Kindly refer to the rubrics attached herewith in assessing your performances. Have a
happy independent and self-directed learning experience! Aja!

Suprasegmental Sounds
Suprasegmental, also called prosodic feature, in phonetics, a speech feature such
as stress, tone, or word juncture that accompanies or is added over consonants and
vowels; these features are not limited to single sounds but often extend over syllables,
words, or phrases. 
Stress linguistics

Stress, in phonetics, is the intensity given to a syllable of speech by special effort in utterance,

resulting in relative loudness. This emphasis in pronunciation may be merely phonetic
(i.e., noticeable to the listener, but not meaningful), as it is in French, where it occurs regularly at
the end of a word or phrase; or it may serve to distinguish meanings, as in English, in which, for
example, stress differentiates the noun from the verb in the word “permit.”

NOUN VERB NOUN VERB

Contest Contest Content Content

Object Object Subject Subject

Present Present Absent Absent

Project Project Suspect Suspect

Pitch, in speech, the relative highness or lowness of a tone as perceived by the ear, which
depends on the number of vibrations per second produced by the vocal cords. Pitch is the main
acoustic correlate of tone and intonation (qq.v.).

Low Pitch -Lowest category

-It represented by number 1.

-It is the pitch at the end of all declarative,imperative, and exclamatory

sentences as well as some interrogative sentences (information
questions).

Normal Pitch -Next to the lowest category; represented by number 2

-It is the pitch most commonly used in all sentences.

-Speakers normally use this pitch to begin sentences.

High Pitch -Higher than the normal pitch; represented by number 3

-It is the pitch used to show stress.

 -Ordinarily, the high pitch is used before the end of sentences with a
falling intonation pattern (2-3-1 pattern) or at the end of sentences with a
rising intonation pattern (2-3-3 pattern)

Extra High Pitch -The highest of the categories of speech; represented by 4

-Used in the exclamatory sentences, most especially those with one or

two words

-Example, the sentence “Ouch!” has a 2-4-1 pattern

Intonation Pattern
Intonation describes how the voice rises and falls in speech. The three main patterns of
intonation in English are: falling intonation, rising intonation and fall-rise intonation.

Falling intonation

Falling intonation describes how the voice falls on the final stressed syllable of a phrase or a
group of words. A falling intonation is very common in wh-questions.
Where’s the nearest post-office?
What time does the film finish?
We also use falling intonation when we say something definite, or when we want to be very clear
about something:
I think we are completely lost.

Rising intonation

Rising intonation describes how the voice rises at the end of a sentence. Rising intonation is
common in yes-no questions:
I hear the Health Centre is expanding. So, is that the new doctor?
Are you thirsty?

Fall-rise intonation

Fall-rise intonation describes how the voice falls and then rises. We use fall-rise intonation at the
end of statements when we want to say that we are not sure, or when we may have more to add:
I ↘don’t support any football team at the ↘moment↗. (but I may change my mind in future).
It rained every day in the ↘first ↗week. (but things improved after that).
We use fall-rise intonation with questions, especially when we request information or invite
somebody to do or to have something. The intonation pattern makes the questions sound more
polite:
 ↘ ↗
Is this your camera?
↘ ↗
Would you like another coffee?

JUNCTURE
Juncture is the pause in utterance. It is categorized into four: closed juncture, open or plus
juncture, sustained juncture, an terminal juncture.
Closed Juncture. It exists between syllables in a word, as between the two syllablesin the word
juncture.
Open/Plus Juncture. Open juncture exists between words in a phrase or sentence. It represented
by the plus sign (+). For example, the transcription of the sentence “A building+ will+ rise+ here.
Sustained Juncture. Sustained Juncture exists between phrases in a sentence between successive
words separated by commas. It is represented by the symbol →. For example, the transcription
of the sentence “David, Jack, and Peter went home.” “David→Jack→and + Peter+ went+ home.”
Terminal Juncture. It exists in the end of a sentence. It is represented by an arrow going upward
↑ if the intonation pattern is rising or an arrow going upward↓ if the intonation pattern is
falling. For example, the transcription of the sentence “I wrote it.”is /ay+rowt+it↓/; the
transcription of the sentence “Did I write it?” /did+ay+rayt+it↑/.

III. LEARNING ACTIVITY.

Performance Task.
Step 1. Study and master the stress, pitch and intonation, and juncture in delivering a spoken
performance.
Step 2. Study the Speech Drills below.
Step 3. Perform the different Speech Drills through a self-made video while observing the proper
manner of delivering a spoken text.
Step 4. Edit, enhance and check your video if it showcased well the proper stress, pitch and
intonation and juncture accordingly.

Speech Drills
1. Stress. Recite the following phrases and sentences with proper stress.
Poems
2. Pitch and Intonation Pattern. Observing proper pitch and intonation, recite and record
the following sonnets.
SONNET NO. 71
By: William Shakespeare
SONNET NO. 27
By: Elizabeth Barret-Browning

3. Juncture. Recite and audio record the following statements with proper juncture.
 A. The Grammar of Holiness by J. Maurus
B. The Vanity of the Rat By: Y.T. Pyun
C. The Trial of the Stone (A Chinese Folktale)
D. Nail In The Fence
IV. LEARNING EVALUATION

Excellent Outstanding Satisfactory Needs

Criteria Improvement
Answer provides Answer Answer Answer does not
comprehensive provides provides show
insight, moderate minimal understanding or
Content understanding amount of understanding reflective
and reflective insight, or reflective thought
thoughts understanding thoughts
and reflective
thoughts
There is logic in There are few Some ideas do Ideas are
Strategy and Style the progression ideas that lack not flow disjointed or do
of ideas logical logically not flow
progression logically

V. Enrichment/ Application Activities

Directions: Perform the task given. (15 pts.)

Using the transcription system, transcribe the

TRANSCRIPTION. following expressions from phonemes to
graphemes.
1. /ay+heyt+yuw/

2. /aym+tayrd+naw/

3. /its+ə+blesing+in+disgayz/
Directions: Underline the syllable on which the primary stress should be placed in every word or
phrase.

1. Comfort (N)
2. Comfort (V)
3. Travel (N)
4. Travel (V)
5. Contest (N)
6. Contest (V)
7. Protest (N)
8. Protest (V)
9. Intent (N)
10. Intent (V)

“Let your speech always be gracious, seasoned with salt, so that you may know how
you ought to answer each person.” -Colossians 4:6

Prepared by:

ROCKY NATHANIEL R. SALES, LPT

Instructor II

Recommending Approval:

DR. LOMELYN B. PRADO

Program Dean, BPA Department

Approved by:

DR. JAY MARK J. ATIENZA, LPT

College Administrator