9

English
Quarter 3,Wk.5 - Module 5
Produce the English Sounds Correctly &
Effectively When Delivering Lines in A One-Act Play

Department of Education ● Republic of the Philippines

i
English- Grade 9
Alternative Delivery Mode

Quarter 3, Wk.5 - Module 5: Produce the English Sounds Correctly &

Effectively when Delivering Lines in a One-act Play
First Edition, 2020

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Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo E. Gazo, PhD.,CESO V

DEVELOPMENT TEAM OF THE MODULE

Writer/s: GRACE F. INDAB

Content and Language Evaluators: MARCHIE B. NADONZA,
ELEONOR E. PAGARA
Design and Lay-out Evaluators: JOSEPH E. ESTRADA JR.
Illustrator/Layout Artist: REZZEL MAE A. MONTECILLO

Management
Printed Team
in the Philippines by
Chairperson: Roy Angelo E. Gazo, PhD, CESO V
Department of Education – Division
Schools of Iligan
Division City
Superintendent
Office Address:
Co-Chairpersons: General Aguinaldo,
Nimfa R. St., Iligan
Lago, MSPh, PhD,City
CESE
Telefax: Assistant Schools
(063)221-6069 Division Superintendent

E-mail Address: iligan.city@deped.gov.ph

Members: Henry B. Abueva, EPS, OIC-CID Chief
Sherlita L. Daguisonan, LRMS Manager
John Ryan Dela Cruz – Division English Coordinator
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II

Printed in the Philippines by

Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

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 9
English
Quarter 3, Wk.5 - Module 5
Produce the English Sounds Correctly and
Effectively when Delivering Lines
in a One-Act Play

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, Division English Coordinator of the
Department of Education - Division of Iligan City. We encourage teachers
and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education-Iligan City Division at
iligan.city@deped.gov.ph or Telefax: (063)221-6069.
We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents

What This Module is About........................................................................................................... v

What I Need to Know..................................................................................................................... v
How to Learn from this Module.................................................................................................... vi
Icons of this Module...................................................................................................................... vi

What I Know.................................................................................................................................. vii

Lesson 1:
Produce the English Sounds Correctly and Effectively when Delivering Lines in a One-Act
Play…………………………………………………………………………………………………1

What I Need to Know...........................................................................................1

What’s New ....................................................................................................... 1
What Is It............................................................................................................... 2
What’s More ......................................................................................................... 3
What it is ………………………………………………………………………… 3
What’s More ......................................................................................................... 4
What’s New …………………………………………………………………….. 4
What I Have Learned...........................................................................................5
What I Can Do...................................................................................................... 6

Summary…………………………………………………………………………………………6
Assessment: (Post-Test)………………………………………………………………………7
Key to Answers...............................................................................................................8
References..................................................................................................................... .9

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What This Module is About
This module emphasizes on the correct and effective production of the
English sounds. Various assigned tasks will focus on the words with th sound. The
tasks will help the learners achieve mastery and fluency of English sounds in
delivering lines of one-act play.

What I Need to Know

At the end of the lesson, the ff. objectives are expected to achieve:

1) Distinguish the difference of the voiced /th/ sound from the voiceless /th/
sound
2) Produce words with /th/ sounds correctly and effectively.
3) Demonstrate proficiency in delivering correctly the production of words with
/th/ sounds through a one act-play.

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How to Learn from this Module
To achieve the objectives cited above, you are to do the following:

• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises

diligently.

• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
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 What I Know

TASK 1
Complete the sentence with the appropriate word from the bank.

thunder father brother throne thick

think three tooth thin Thursday

1) One of the basketball players is very tall and _______.

2) I went to the park last ______________.
3) Last night, I was awakened with the strong wind, heavy rain and roaring
_______.
4) His ______________ is a businessman.
5) She loves cake because she has a sweet ____________.
6) We use our brain to __________.
7) I used to have a __________ collection of novels.
8) Our cat bore __________ little kittens.
9) My youngest ____________ is the tallest among the players.
10) The newly crowned king ascended to the _______________.

Follow-up questions:

1) How is th pronounced in the following words?

Thursday, three, thick, thin, tooth, thunder, father

2) Did you notice any difference?

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 Produce the English Sounds
Correctly & Effectively when
Delivering Lines in a One- Act
Lesson Play
1
What I Need to Know

At the end of the lesson, you are expected to achieve:

1) Distinguish the difference of the voiced /th/ sound from the voiceless /th/
sound
2) Produce words with /th/ sounds correctly and effectively.
3) Demonstrate proficiency in delivering correctly the production of words with
/th/ sounds through a one act-play.

What’s New

The English “th”

The two letters t and h in combination (th) are very common in English. They represent one
of two different sounds:
a) The voiceless dental fricative /θ/ (as in thing)
b) The voiced dental fricative /ð/ ( as in this)

Task 2 (a) : Read the voiceless TH sound /θ/ in different positions.

Note: your vocal cords do not vibrate when you make the sound. Make sure
you
are only using air to make the sound.
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 1. Voiceless Th at the beginning of a word

thin thin thirty three third thanks Thursday

k
2. Voiceless Th in the middle of a word
Bath tub birthday something athlete toothpick healthy

3. Voiceless Th at the end of a word

myth teeth ninth breath mouth
south
tooth tenth fifth earth north

Task 2b:
Practice reading the voiced th sound in different positions. Remember to use air and your
voice to make this buzzing sound.

1. Voiced th at the beginning of a word:

that them their they’re they

this the there those these

2. Voice th in the middle of a word:

feather mother father clothes other

weather brother clothing either another

3. Voiced th at the end of the word:

breathe bathe smooth

What Is It

IPA The IPA symbol for the voiced th sound is /ð/

The IPA symbol for the voiceless th sound is /θ/ .

The /ð/ is the sound you hear at the beginning of frequently used words such
as : the, this, that, those. Yu can also hear this sound in the middle of many common
words such as : mother, father , brother, and rather. To make the /ð/ sound, place
your tongue slightly between your teeth. Your tongue and teeth should be touching.

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Since this is a voiced sound you should feel your vocal cords vibrate when you make
the sound.

To make the /θ/ sound, place your tongue slightly between your teeth, your tongue
and teeth should be touching lightly. When the air flows out of your mouth it should
feel gentle. The /θ/ is the sound you hear in words such as : thanks , Thursday ,
birthday and month.

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 What’s More

TASK 3:
Practice the sounds of th side-by-side. The TH sounds are placed in different
positions.
1.) Th at the beginning of a word:

VOICELESS th VOICED th
thin then
think These
three Their
third This
thumb those

2.) Th in the middle of a word:

VOICELES th VOICED th
bathtub Feather
birthday Father
something Either
athlete Another
anything Weather

3.) Th at the end of a word

VOICELESS th VOICED th
math smooth
teeth bathe
breath breathe

What Is It

Take note that the voiceless th is produced by letting more air flow. The sound /θ/
is pronounced with the blade of the tongue resting against the lower part of the back
of the upper teeth. The tip of the tongue sticks out of the mouth without vibration of
the vocal cords.

While the voiced th has a fricative manner of articulation which means the sound
is produced by letting air flow through a narrow channel at the place of articulation.
The sound is articulated with the tip of the tongue against the tip of the upper teeth
which will cause vibration during articulation.

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 What’s More

TASK 4: SENTENCE DRILL :

Read the sentences with the voiceless th /θ/ , voiced th /ð/ and sentences with
combination of voiceless th and voiced th.

1. I thought it was Thursday.

2. It is her thirteenth birthday today.
3. You can brush your teeth with a thin toothpick.
4. They should ask their father or their mother.
5. The other clothes are expensive.
6. There is another father over there.
7. That thing is heavier than that other thing.
8. Those three boys will be three this Thursday July ninth.
9. There is something in that dog’s mouth.
10. My brother said the weather is warmer in the south than in the north.

What’s New

TASK 5 :Read and study the lines from Romeo and Juliet by William Shakespeare.
Take notice of the words used with the /th/ sound.

SERVANT: When good manners shall lie all in one or two men;s hands and they
unwashed too, ‘tis a foul thing.
FIRST SERVANT: Away with the joint-stools, remove the court-cupboard , look to
the plate.
SECOND CAPULET: ‘Tis more , ‘tis more , his son is elder , sir , His son is thirty.
CAPULET: Will you tell me that ?
ROMEO: Beauty too rich for us , for earth too dear!
TYBALT: Come hither , cover’d with an antic face.
CAPULET: Go to , go to ; You are a saucy boy ; Isn’t so, indeed?
This trick may chance to scathe you, I know what.

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 What I Have Learned

TASK 6: Place the following words on the table with the correct /th/ sound.

Voiceless th /θ/ Voiced th /ð/

math them
thorn
marathon feather
thief
weather thirst
with
their leather
thee
something thematic
anything
athlete thou
therein
rather
theater

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 What I Can Do

TASK 7: WRITING.

Create a script for your original one – act play. Remember to use words with
/th/ sounds in your dialogue. Be creative and be guided by the given rubric. Use long
bondpaper. Script may be encoded or hand written.

Script Writing Rubric:

1 2 3

Minimal and ineffective use Mostly effective use of Highly effective

Story of interactive tool to map the interactive tool to map the use of interactive
conflict, character , resolution conflict, character, tool to map the
and setting. Information and resolution and setting. conflict, character,
details are lacking and have Information and details resolution and
many errors. are complete. setting. Information
and details are
accurate and
complete.
The story contains little or no The story contains a few The story contains
Creativity imagination/creativity. creative details and many creative
descriptions. details and
descriptions to
enhance the story.
Grammar Multiple errors in grammar, Minimal errors in grammar Almost no errors in
And usage, capitalization, usage, capitalization, grammar usage,
Mechanics punctuation and spelling. punctuation and spelling. capitalization,
punctuation and
spelling.

Summary
Pronunciation plays a vital role in a successful communication. It is a skill and
an important element in spoken English. It is not just about producing the right
sounds but it is also about understanding the words being said. Good pronunciation
matters to be understood and to communicate effectively. A speaker should observe
correct pronunciation because it is the indispensable work of art of the English
language. It gives life to the language spoken. One who pronounces the English
sounds properly and effectively is like a good artist.

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 Assessment: (Post-Test)

I.) Determine the /th/ sound of the following words from the lines of Romeo and
Juliet. For nums 1-13 , put a check mark on the correct sound.
( Voiceless (th) sound /θ/ , or voiced (th) sound /ð/ )

1. thou __ /θ/ __/ð/ 6) thee __ /θ/ __/ð/

2. death __ /θ/ __/ð/ 7) hither __ /θ/ __/ð/
3. Thy __ /θ/ __/ð/ 8) both __ /θ/ __/ð/
4. Doth __ /θ/ __/ð/ 9) forth __ /θ/ __/ð/
5. henceforth __ /θ/ __/ð/ 10) earth __ /θ/ __/ð/
11) The /th/ in the word thread has a voiced sound. __ true ___false
12) The /th/ in the word thousand has a voiceless sound. ___ true ___ false
13) The /th/ in the word thing has a voiced sound ___ true ___ false

For nums. 14 -20 encorcle your answer.

14) The following words have voiceless /th/ sounds except : thunder , thaw , these
15) The following words have voiced /th/ sounds except : three , other , rythm
16) Which word uses the same /th/ sound as “three” ? : though , them ,
through , these
17) Which word uses the same /th/ sound as “the” ? : teeth , breathe ,
thirsty , thumb
18) He ____ went to ____ and said thank you.
(then and them) (then and theme) (thin and them) (their and them)
19) On __ it will ___. (Thursday and thuder) (Thusday and thunder) (Thursday
and thunder)
20) I asked what he did and he said _____ and ______.
(theirs and that) (this and thate) (this and that) (this and thet)

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 Key to Answers

TASK 1 5. their
1. Thin 6. rather
2. Thursday 7. them
3. Thunder 8. feather
4. Father 9. leather
5. Tooth 10. thou
6. Think
7. Thick ASSESSMENT:
8. Three TEST I.
9. Brother 1. Thou /ð/
10. Throne 2. Death /θ/
3. Thy /ð/
TASK 6 4. Doth /θ/
Voiceless (th) 5. Henceforth /θ/
1. thorn 6. thee /ð/
2. thief 7. hither /ð/
3. Anything 8. both /θ/
4. theater 9. forth /θ/
5. math 10. earth /θ/
6. marathon 11. False
7. something 12. True
8. athlete 13. False
9. thirst 14. These
10. thematic 15. Three
16. Through
17. Breathe
Voiced (th) 18. Then and them
1. with 19. Thursday and thunder
2. thee 20. This and that
3. therein
4. weather

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References
1) K to 12 curriculum guide p. 206
2) A Journey through Anglo- American literature Learners material for English pp. 271-
272
3) Teachers guide pp. 147-148

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