SPEECH AND ORAL COMMUNICATION |1

TAGBILARAN CITY COLLEGE

College of Business and Industry
Tagbilaran City, Bohol

Course Code ENGL3 Instructor Lozein J. Lapuz, LPT

Course Title Speech and Oral Email llapuz.tcc@gmail.com
Communication
Course Credits 3 Contact Number 0909 202 1355
Course General Education Consultation Hours
Classification Special Course
Pre-Requisite(s) English 2- Writing in the Consultation Venue
Discipline

Learning Module 8: Drills and Exercises on the English Consonants

Duration of Delivery: November 14 – 25, 2022
Due Date of Deliverables: November 25, 2022

Intended Learning Outcomes:

a. Demonstrate accuracy in reciting consonant sounds.

b. Exercise suitable pronunciation to consonant sounds.
c. Recognize the place and manner of articulation of English consonant sounds.
d. Read the poem, “I Take It You Already Know” applying appropriate intonation, phrasing, and pronunciation
through a video recording.
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DRILLS AND EXERCISES ON ENGLISH

CONSONANT SOUNDS

At the end of the lesson, the students

should be able to:
Distinction between [th] and [dh], and [t] and [d]
a. Demonstrate accuracy in reciting
consonant sounds.
A. Mode of Production
b. Exercise suitable pronunciation to To make the sound of [th], place the tip of the tongue between the
consonant sounds.
upper and the lower teeth and blow. Make [dh] in the same way,
c. Recognize the place and manner of but add a voice.
articulation of English consonant
sounds. To make the sound of [t], strike the tip of the tongue against the
d. Read the poem, “I Take It You
upper teeth-ridge. [t] is aspirated only at the beginning of a
Already Know” applying appropriate stressed syllable. Make [d] in the same way. Add a voice, but do
intonation, phrasing, and
not aspirate.
pronunciation through a video
recording.
B. Pronunciation Drills
[th] [t] [dh] [d]

Target sounds in initial position

Theme team they day

Thought taught there dare
Thin tin those dose
Thank tank though doe
Three tree thine dine
Thrust trust then den
Through true thy die

Target sounds in final position

Ruth root seethe seed

Tooth toot breath bread
Booth boot breathe breed
Sooth soot wreath read

Target sounds in the medial position

Brother strengthen together lather ladder

Either weather another breather breeder

C. Pronunciation of target sounds in phrases

Those days deep breath birthday party

Thank them even though tall tree
Think twice theme writing through thick and thin
Dining table three times gather some twigs

D. Pronunciation of target sounds in sentences

1. I want to thank you for your thoughtfulness.

2. Thanksgiving always falls on Thursday.
3. Mother, do you think they’ll get here soon?
4. My brother wrote three themes for his English class.
5. In those days, there were few who would dare enter that cave.
6. Tell them the truth and nothing but the truth.
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7. True friends are with us through thick and thin.

8. Tommy thinks of throwing a party for his father.
9. Martha’s birthday is on the thirteenth of this month.
10. That health is wealth is something worth thinking about.

Distinction between [f] and [p], and [v] and [b]

A. Mode of Production
To make the sound of [f], place the upper teeth on the lower lip and blow. Make [v] in the same way, but
add a voice.

To make the sound of [p], press the lips together and then release the air in your mouth. Make [b] in the
same way, but add a voice. [p] is aspirated only at the beginning of a stressed syllable.

B. Pronunciation Drills

[f] [p] [v] [b]

Feel peel vase base
Fit pit vote boat
Face pace very bury
Few pew covered cupboard
File pile veil bail
Faint paint vie buy
Fail pail voile boil
Fond pond vigor bigger

C. Pronunciation of Target Sounds in Phrases and Sentences

Feel fine free press few faces please repeat

Flower vase first pew pass or fail peel a potato
Very busy volleyball vote buying forget the past

D. Pronunciation of target sounds in sentences

1. Fe felt faint after painting Felipe’s picture.

2. Place the flower pot on a pedestal on the platform.
3. The farmer plows the field before applying fertilizer.
4. Please prepare food and pink pills for four poor pale people.
5. Forty firemen were confined on the fifth floor.
6. The top cop has a tough cough.
7. When you finish, pass your projects forward to the professor and keep your rough draft in your files.
8. Are you planning to pay your fees in full or partial?
9. Feel free and please find our friends at the party.
10. People are prohibited from picking flowers at the Freedom park.

E. Tongue Twister

Peter Piper pickled a peck of pickled pepper.

If Peter Piper picked a peck of pickled pepper,
Where’s the peck of pickled pepper Peter Piper picked?

F. Conversation Drill

Fe: I’m having a lot of trouble with spoken English

Vic: In what way?
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Fe: In many ways. It’s so hard to remember the rules and because often I’m not sure of myself, I do
not talk much. And when I talk, I hesitate with certain words and sounds.
Vic: I think I know what’s the cause of all this.
Fe: You do? Please tell me. Really, I’d appreciate it very much if you will.
Vic: Well, I think you’re putting all the emphasis on the wrong thing.
Fe: What thing?
Vic: Those rules.
Fe: Aren’t you supposed to learn them well so you’ll know how to say things and how not to say
things?
Vic: I have no quarrel with you on that point, but you can’t be thinking of what’s in the handout all the
time every time you speak. You keep remembering what you’ve seen there.
Fe: Those rules must be followed!
Vic: Yes, but you have to speak in order to learn to speak. You have to acquire the habit of using the
language of real life. You have to learn those whole phrases and sentences as used in actual
spoken English. And I repeat, you have to speak in order to learn to speak.
Fe: I think I see what you mean.

The Sibilants [ s ], [ z ], [ sh ], and [ zh ]

A. Mode of Production

To make the sounds of [s], bring the teeth edges together, spread the lips o keep the teeth edges free
and blow the air out to make a hissing sound. Make [z] in the same way, but add a voice. This is the
buzzing sound.

B. Pronunciation Drills

[s] [z]
Sip hiss niece zip his knees
Sink seal rice zinc zeal rise
Sue ice place zoo eyes plays

Target sounds in phrases

Lazy niece icy place his eyes use reason

Easy result zero quizzes raised funds piece of zinc
Place cards zephyr breeze zip the zipper seasons greetings
Sounds nice wise ideas asking price please rise
Praise others class size graces before meals

Target sounds in sentences

1. We always say our graces before meals.
2. Please rise for the opening prayer.
3. Your wise ideas sound nice.
4. His lazy niece forgot to med her zipper.
5. The zoo is an icy place.
6. Although the quiz program was easy, the results were not satisfactory.
7. Suzy looked exceedingly surprised.
8. It is always easy to criticize the work of others.

C. Mode of Pronunciation: [ sh] and [ zh ]

To make the sound of [sh], bring your teeth close together. Keep the tip of the tongue close to the
teethridge and the middle of the tongue close to the roof of the mouth. Push the lips outward and blow.
Make [zh] in the same way, but add a voice.
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D. Drills on Target Sounds

[ sh] [ zh ]

Initial Medial Final Medial Final

Sheep ocean fish Asia leisure beige
Ship nation wash usual treasure rouge
Show decision crush azure measure corsage
Shine mission flesh vision pleasure garage
Shake machine fresh closure pressure mirage
Sugar pension cash allusion derision entourage
Shore session trash glazier lingerie camouflage
Shout crucial blush illusion bourgeois espionage

E. Mode of Production: [ ch] and [ j ]

To make the sound of [ ch ], follow the same directions for [ sh ], but instead of blowing out the sound,
strike the tip of the tongue against the toothridge to make an explosive sound. Make [ j ] in the same
manner, but add a voice.

F. Pronunciation Drills

[ ch ] [j]
Cheap chain cheer jeep Jane jeer
Chin choke chew gin joke Jew
Chest H catch jest age cadge
Chunk chump batch junk jump badge

Target sounds in phrase

Same bus shave close hissing snakes

Shift action save the city whistling arrows
Sift flour buzzing bees mashed potatoes
Jones Bridge same scene zooming airplanes
Shameful action Chinese store insurance officials

Target sounds in sentences

1. Ciasha spends her leisure hours wisely.

2. The sheep on the ship are in bad shape.
3. Marsha sells seashells by the seashore.
4. Please pass me the rice.
5. We saw the judge in church last Sunday.
6. The treasure lies at the bottom of the ocean.
7. Shrimp salad and mashed potatoes were on the same table.
8. He paid the usual garage charges with derision.
9. I have no wish to make an issue of the shameful action.
10. The teacher purchased a box of chalk from the Chinese store.
11. George told the judge his challenging story.
12. The new preacher spoke with unusual charm.
13. Seeing you back so soon is a pleasure.

[ s ] as [ s ] and the Prothetic [ s ]

There are three ways of pronunciation [ s ]

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1. In relation to the sound preceding it;

2. As the plural form of nouns and the singular form of verbs; and
3. As the prothetic [ s ]

Prothetics is the addition of a letter at the beginning of a word.

Listen carefully to the pronunciation of [ s ] in the following words:

[s] [z]
Cups plates coughs spoons bowls herbs
Suits books nights shoes pencils gives
Sleeps walks wants snores rides toys
Bakes writes locks fries reads blouse
Chiefs booths crops logs times rooms

The [ s ] in the first columns is voiceless because it follows a voiceless sound, either [ p ], [ t ], [ k ], [ f ], or [ th ].
The [ s ] in the last three column becomes voiced [ z ] because it follows a voiced sound.

The following nouns form their plurals by adding a separate syllable which is pronounced [ z ]. This occurs after
[ b ], [ d ], [ g ], [ v ], [ m ], [ n ], [ ng ], [ r ] and after the vowel sounds. The following are examples:

Can - cans club - clubs paper - papers

Name - names pie - pies teacher - teachers
Meal - meals pen - pens table - tables
Bag - bags word - words professor - professors
Songs - songs nerve - nerves friend - friends

The difference lies not in the voicing of [ s ], but also in the length of the vowel before it.

THE RETROFLEX [ r ]

A. Mode of Production
To make the sound of [ r ], turn the tip of the tongue towards the toothbridge, but without touching the roof of
the mouth. The lips should be slightly rounded.

B. Mimicry
Three father merry terrible arrival
Pray mother nerve paper paragraph
Rain nurse fern murderer explorer
Read neighbor treat embarrass interior
Real visitor seminar corridor furniture

In the following examples observe carefully the insertion [ꬿ ] sound between a front vowel and [ l ] and [
r ].

Care - key ꬿ r hear - hiy ꬿ r pale - pey ꬿ l

Hair - hey ꬿ r seal - siy ꬿ l milk - mi ꬿ lk
Fear - fly ꬿ r sill - si ꬿ l paint - pey ꬿ nt
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English consonant sounds are classified based on three criteria:

 Place of articulation (where)
 Manner of articulation (how)
 Voicing (vibration)

Q. How do consonant sounds differ from vowel sounds?

Consonant sounds are produced with obstruction to air flow, while vowel sounds are produced with no
obstruction to air flow.

Q. What are the differences between voiced and voiceless sounds?

Voiced sounds are pronounced with vibration in the vocal fold and they are weak(lenis), voiceless sounds are
pronounced with no vibration in the vocal folds and they are strong (fortis).

Sources:
Diaz, Rafael H. (2005). Speech and Oral Communication for
College Students. National Book Store. Mandaluyong
City.
https://bit.ly/3SRfcPI
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MODULE 8 (DRILLS AND EXERCISES ON ENGLISH CONSONANTS)

Set of Activities

Name: _______________________________ Year and Section: ________________ Score: _____________

CONCEPTUAL ACTIVITY
Instructions: Identify the manner of articulation for each word.

1. Robe 6. Calm 11. Earth 16. father

2. Cave 7. Shirt 12. Pleasure 17. sink
3. Catch 8. Now 13. Choose 18. badge
4. Stage 9. Room 14. Knife 19. camouflage
5. Sock 10. Crash 15. Bath 20. cheer

PERFORMANCE TASK
Instructions: Read the poem, “I Take It You Already Know” applying appropriate intonation, phrasing,
and pronunciation of English consonants through a video recording. Kindly see attached rubric for
your guidance.

I take it you already know

Of tough and bough and cough and dough?
Others may stumble but not you
Or hiccough, thorough laugh and through?
Well done: And now you wish perhaps
To learn of these familiar traps:

Beware of heard a dreadful word

That looks like beard and sounds like bird.
And dead: It's said like bed, not bead,
For goodness' sake, don't call it deed!
Watch out for meat and great and threat,
They rhyme with suite and straight and debt.
A moth is not a moth in mother
Nor both in bother, broth in brother.
And here is not a match for there
Nor dear and fear for bear and pear
And then there's does and rose and lose,

Just look them up; and goose and choose.

And cork and work and hard and ward
And font and front and word and sword.
And do and go and thwart and part –
Come, come, I've hardly made a start!
A dreadful language?
Man alive, I'd mastered it when I was five!

Rubric for grading:

CATEGORY VGE (10-9) GE (8-7) SE (6-5) LE (4-1)

Phrasing and Reads with Reads with a mixture Reads in two- or Reads word-by-
Intonation good phrasing, of run-ons, mid- three-word phrases, word in a
adhering to sentence pauses for not adhering to monotone voice
punctuation, beath and some punctuation, stress,
stress, and choppiness. There is and intonation.
intonation. reasonable stress and
intonation
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Smoothness Reads smoothly Reads with occasional Reads with Frequently

with breaks but breaks in rhythm. The extended pauses or hesitates while
self-corrects reader has difficulty hesitations. The reading, sounds
with difficult with specific words reader has many out words, and
words and/or and/or sentence “rough spots”. repeats words or
sentence structures. phrases. The
structures. reader makes
multiple attempts
to read the same
passage.
Pace Reads at a Reads fast and slow Reads moderately Reads slowly and
conversational throughout the slowly. laboriously.
pace throughout reading.
the reading.
Expression and Reads with Reads with volume Reads in a quiet Reads in a quiet
Volume varied volume and expression. voice. The reading voice as if to get
and expression. However, sometimes sounds natural in words out. The
The reader the reader slips into part of the text, but reading does not
sounds like they expressionless the reader does not sound natural like
are talking to a reading and does not always sound like talking to a friend.
friend with their sound like they are they are talking to a
voice matching talking to a friend. friend.
the
interpretation of
the passage.

Pronunciation Pronunciation is Pronunciation is good; Pronunciation is Pronunciation is

excellent; good good effort at accent. good; some effort at okay; no effort
effort at accent. accent, but is non- towards a native
native accent.
TOTAL 50/50

LEGEND: VGE – To a very great extent; GE – To a good extent; SE – To a slight extent; LE – To a little extent