Unit 3 : Functions of Organs of Speech

Competency : Indicate the organs of speech and description of each organ as far as possible

Lesson - 1

Presentation of a Diagram of Organs of Speech and Their Functions

1. Objectives At the end of the lesson, you will be able to : 1.1 1.2 2. recognize the organs of speech, explain the functions of the organs of speech.

Pre - learning activities 2.1 Try to name the organs of speech involved in the production of English sounds. i. ii. iii iv 2.2 v. vi. vii. viii.

Try to explain the functions of the following organs of speech. i. Tongue ii. Vocal cords iii. Soft palate iv. Alveolar ridge

i. ............................................................................................................ ............................................................................................................ ii. .......................................................................................................... ............................................................................................................ iii. ........................................................................................................... ............................................................................................................ iv. ......................................................................................................... .......................................................................................................... 3. Content The organs, which take part in the production of speech sounds, are called speech organs. When we speak, air comes out through the lungs and it is interfered at

various places for the production of sounds. Sounds cannot occur without air. The following diagram shows the main organs of speech.

Figure of organs of speech Important organs 1. 2. 3. 4. 5. 6. Lips Teeth Alveolar ridge Tongue Larynx Vocal cords 7. Epiglottis 8. 9. Pharynx Soft palate

10. Uvula 11. Hard palate

Descriptions and functions of some important organs of speech The vocal cords The larynx contains two small bands of elastic tissues. They are called vocal cords. The opening between the vocal cords is called epiglottis. When we breath in or out, the glottis is open. This is the position of the production of voiceless sounds. e.g. /f/, /s/, /h/, etc are voiceless sounds in English. The sounds produced when the glottis comes together are called voiced sounds. So the main function of the vocal cords is to produce voiced and voiceless sounds. The soft palate

The soft palate is also called velum. It is the roof of the mouth. It separates the oral and nasal cavity. The last part of the soft palate is called uvula. When it is lowered, the nasal sounds (/m, n, /) are produced. When it is raised, the air passes out through the oral cavity and the oral sounds (/p, t, k, s, etc/) are produced. The tongue The tongue is an important organ of speech. It has the greatest variety of movement. It is divided into four parts: the tip, the blade, the front and the back. The number of vowels is produced with the help of the tongue. Vowels differ from each other because of the position of the tongue.

Picture of the tongue The tip of the tongue helps to produce /t, d, z, etc/. The blade of the tongue helps to produce /t, d , , etc/. The front of the tongue helps to produce palatal sound /j/ and the back of the tongue helps to produce /k, g/ sounds. The lips The upper lip and lower lip help to produce bilabial sounds /p, b, m/. If they are held together, the sounds produced in that position are bilabial stops : / p, b/. If the lips are held together, they produce different vowels. The teeth The teeth take part in the production of consonant sounds. The upper teeth only take part in the production of speech sounds. The lower teeth don't take part for the production of sounds. The sound produced with the help of the upper teeth are called dental sound ( , r) The alveolar ridge

The alveolar ridge is the part between the upper teeth and the hard palate. The sound produced with the tongue touching the alveolar ridge is called alveolar sounds, e.g. /s/, /t/, /d/, etc. Producing different speech sounds depends on the movement of speech organs. It is essential to know the movement and the placement of each organ to produce particular sounds. The above descriptions and functions of the organ of speech help you to guide students to produce the consonants and vowels in a right way. 4. Self-evaluation 4.1 Write the functions of the following organs: a. the tongue b. the lips c. the soft palate d. the teeth a. b. c. d. 4.2 Complete the following sentences : a. b. c. d. e. 5. Summary 5.1 5.2 The study of speech organs is important to know the nature of speech production. The organs that take part in production of speech sounds are called speech organs. The soft palate is also called ................. The back of the tongue helps to produce .................. /b/ is produced with the help of ................... The sounds produced with the help of the upper teeth are called ... sounds /k/ is produced with the help of the ........... part of the tongue.

5.3 6.

The main speech organs are - the tongue, the lips, the palates, the vocal cords, etc.

Instructions Listen to the tape in the contact session and repeat after the tape to produce the sounds that are made with the help of different organs of speech.

7.

Feedback Check your answer for the exercise 4.1 and 4.2 : 4.1 Answer i) The tongue helps to produce different vowels and touches alveolar ridge, hard palate and soft palate to produce consonant sounds. ii) The lips are used to produce bilabial sounds. iii) The soft palate makes oral and nasal sounds. iv) The upper teeth help to produce dental sounds. 4.2 Answer a. velum d. dental b. /k/, /g/, // e. back c. lips

If you have given correct answer for all, you did excellent. Congratulations. If you have found any mistake, please go to the related sections and review them and try to answer again.

Unit 4 : Stress
Competency : Demonstrate words with different syllables and read with correct intonation patterns and rhythm. This unit deals with the stress pattern on a word or a sentence. It has two lessons. Lesson one presents the rules of words stress where as Lesson two deals with the sentence stress.

Lesson - 1

Presentation of Words with the Stress Marker

1. Objectives At the end of the lesson, you will be able to : 1.1 1.2 1.3 2. identify stress patterns of the given words, put stress in given words, pronounce words with different stress patterns.

Pre - learning activities 2.1 Use the stress mark in the following words present (N) photograph develop (V) education husband record (V) present (Adj) nation typist about ignore advise record (N) invent development

2.2

Explain any two rules of putting the stress on the words with some examples.

I.

II.

3.

Content Stress is the extra force that we apply when we pronounce a particular word. The stressed syllable of a word is pronounced with more force than the surrounding syllables of that word. For example in the word photographer (pho-'to-gra-pher) / ftugrf /, the second syllable /t / is stressed so it should be pronounced with the extra force. Here are some rules to use stress in the given words (stress on the basis of syllables) 3.1 If a word is of two syllables and is a noun or adjective, generally the stress falls on the first syllable. But if it is a verb the stress falls on the second syllable. Two syllable words absent conduct contract digest import increase object project produce progress record subject water English 'water 'English Nouns/Adjectives 'absent 'conduct 'contract 'digest 'import 'increase 'object 'project 'produce 'progress 'record 'subject Verbs ab'sent con'duct con'tract di'gest im'port in'crease ob'ject pro'ject pro'duce pro'gress re'cord sub'ject

Some other two syllabic words (Nouns/Adjectives) :

many leakage teacher father prevent contain

'many 'thousand 'leakage 'teacher 'father pre'vent con'tain sug'gest co'llapse

thousand

Some more verbs of the two syllables :

suggest collapse 3.2

If a word is of three syllables and is a noun or adjective, generally the stress falls on the first syllable, e.g. 'article 'sympathy 'accident 'cinema 'quality 'holiday

3.3

If a word is of there syllables and is a verb, the stress generally falls on the second syllable : de'termin di'minish de'velop con'tinue con'tribute dis'tribute

3.4

If a word is of more than three syllables. The stress generally falls on the third syllable of the word from the end: de-'mo-cra-cy u-ni-'ver-ci-ty cer-'ti-fi-cate de'mocracy uni'versity cer'tificate

in-di-vi-'dua-li-ty

indivi'duality responsi'bility elec'tricity

re-spon-si-'bi-li-ty e-lec-'tri-ci-ty 3.5

Stress marker on the basis of prefixes and suffixes 3.5.1 If the word is a noun or adjective and has the following prefixes, the stress falls on the first syllables, e.g. abap 'abdicate, 'absence 'applicant, 'appetite 'combat, 'comfort 'delicacy, 'debit 'percept, 'perish 'predicate, 'preface 'subscript, 'substance 'symbol, 'sympathy

com - deper pre sub

sym -

3.5.2 The words having the following suffixes are stressed on the syllable immediately preceding them: - ian elec'trician, co'median

- ic/-ics 'public, 'physics - ion - ium con'dition, edu'cation 'calcium, 'premium

3.5.3

If the words have the following suffixes, the stress falls on that suffixes: - ean - ee - eer - oo Euro'pean trus'tee, addres'see

engi'neer, profi'teer bam'boo, sham'poo bal'loon.

- oon

3.5.4

The words with the following endings are stressed on the following syllable before them: - ental - ential - ician - cracy 'dental, pa'rental es'sential, exis'tential lo'gician, ma'gician de'mocracy

- graphy bi'ography - logy 3.5.5 bi'ology

The words with the following endings have the stress on the first syllable, e.g. - let 'booklet, 'ringlet

- ture 'picture, 'culture - less 'endless, 'workless - ful 'beautiful, 'useful

- and 'husband, 'thousand - man 'human, 'German - ive - fy 'active, 'passive 'simplify, 'certify

3.5.6

The words with the following endings have the stress on the last syllable. - ee - een - eer - oon pa'yee can'teen engi'neer bal'loon

[Listen to all the above rules and words on the radio or tape]

4.

Self-evaluation

4.1

Tick () the right answer. a) If the word 'record' is a verb, the stress falls on : i) the first syllable ii) the second syllable

iii) the third syllable b) If the word 'present' is an adjective, the stress falls on the : i) first syllable iii) third syllable c) In the word, 'education', the stress falls on the : i) first syllable iii) third syllable iv) fourth syllable 4.2 invent balloon teacher subject (adj) devise 5. Summary 5.1 Stress can be simply defined as the extra force that we apply when we pronounce a particular word. The stressed syllable of a word is pronounced with more force than the surrounding syllables of that word. If a word is of two syllables and is a noun or adjective, generally the stress falls on the first syllable. But if it is a verb the stress falls on the second syllable If a word is of there syllables and is a verb, the stress generally falls on the second syllable. If a word is of more than three syllables, the stress generally falls on the third syllable of the word from the beginning. ii) second syllable ii) second syllable

Use the stress on the following words : develop employee photograph migrate husband canteen mother preserve (v) relate physics

5.2

5.3

6.

Instructions Go through the textbook of Grade V and group 10/10 words under the following heading on the cardboard as a project work and bring it in the contact sessions for the discussion.

Words with stress on the first syllable

Words with stress on the second syllable

Words with stress on the third syllable

Words with stress on the last syllable

7.

Feedback Check your answer for the exercise 4.1 and 4.2 : 4.1 Answer a. b. c. 4.2 second syllable first syllable third syllable in'vent ba'lloon 'teacher 'subject de'vise de'velop emplo'yee 'photograph mi'grate 'husband can'teen 'mother pre'serve re'late 'physics

Answer -

If you have given correct answer for all, you did excellent. Congratulations. If you have found any mistake, please go to the related sections and review them and try to answer again.

Lesson - 2

Presentation of stress and reading out the sentences using correct stress and intonation patterns, etc.
1. Objectives At the end of the lesson, you will be able to : 4.1 4.2 2. explain the function of the stress, intonation patterns and rhythm, read out the sentences with correct stress, intonation patterns and rhythm.

Pre - learning activities 2.1 What do you mean by sentence stress?

2.2

While reading out a sentence in the classroom, on which words of the sentence you give emphasis and which one not?

2.3

Which tone do you use to read out commands (shut the door.) in the classroom?

3.

Content If stress is given to a syllable in an isolated word, it is called the word stress. You learnt the word stress in the previous lesson. If the stress is given to the syllable in sentences, they are called the sentence stress. The sentences should be read out with

correct intonation patterns and rhythm. These three features : stress, intonation and rhythm are called suprasegmental features. These three features are described below; 3.1 Sentence Stress In sentences, there are important words and structural words. The important words are nouns, adjectives, main verbs, adverbs, and interrogative pronouns. Nouns - (book, education, society, .................) Adjectives - (clever, intelligent, happy, .............) Adverbs - (slowly, beautifully, ...........) Main Verbs - (play, singing, written, ..........) Demonstrative & interrogative pronouns (what, which, this, that, these, those) We use stress only on important words. ( ' ) is marked on a stressed syllable. Generally we don't use stress on structural words (prepositions, articles, conjunctions, etc) e.g. I have 'found my 'book. 'What do you 'think of the 'weather ? 'This 'bus 'generally 'arrives 'late; In the above sentences, 'found', 'what', 'think', 'weather', 'this', 'bus', 'generally', 'arrives' and 'late' are important words and 'I', 'have', 'my', 'do', 'you', 'of' and 'the' are structural or grammatical words. The important words in a sentence are produced with more force and more time. The unstressed syllables are produced without any proper emphasis. In the sentence 'I've found my book', the words 'found' and 'book' are produced with more force.

Some rules : 'What' is not stressed in the exclamatory expressions. What a 'beautiful 'garden! What a 'terrible 'snake! 'More' and 'most' are not stressed when they occur as adverbs but they are stressed when they occur as adjectives. It's the most 'dangerous 'thing. It's a more 'dangerous 'thing. 'Most 'bears are 'black.

We 'tried 'more 'milk for 'coffee. Auxiliary verbs are not stressed, but they are stressed when they are used with the contracted form of 'not' or when they come initially or finally. i.e. I 'haven't 'done the work. 'Can you 'help me? 'Yes, I 'can. Listen to the tape or the radio for the sentence stress. 3.2 Intonation patterns Intonation and stress are related with each other because the stressed syllables are said generally with the high pitch and the unstressed syllables are produced with the low pitch. So the feature of rising and falling of the pitch while speaking the sentence is called intonation. These variations are called tones. When the pitch of the voice is rising, it is called the rising tone. When the pitch of the voice is falling, it is called the falling tone. These two tones can come in sentences in sequence. So we have different types of tones. They are ; i. ii. iii. iv. v. vi. The rising tone - (the glide - up) The falling tone - (the glide down) The rising and rising tone (the take - off) Falling and rising tone (Dive) Rising and falling tone Falling and falling tone

Some rules Each tone is related with the particular type of sentences : I. Use the falling tone (the glide down) for the complete statements | | It was 'quite 'good | | | | I 'wouldn't 'mind 'seeing it a'gain | | Use the falling tone for wh-questions. | | 'Why did you 'change your 'mind? | | | | 'Who on the 'earth was 'that? | | Use the falling tone for the strong command. | | 'Don't 'make a 'noise. | | | | 'Shut the 'door. | |

II.

III.

IV.

Use the rising tone with the statements that end with the questions. | | You like it? | | | | You 'can't go? | | Use the rising tone with Yes-no questions. | | 'Have you/ seen him? | | | | 'Did 'John 'post 'that /letter? | | | | 'Can I /see it ? | | Use the rising tone with the request. | | 'Please 'sit, down. | | | | 'Kindly 'give me 'some 'money. | |

V.

VI.

VII. Use the dive for the incomplete statements. | | I 'looked at him. | | | | She 'took the 'car. | | VIII. If the statement is correction of what someone else has said, use the dive. | | He's forty - five 'forty -'six. | | IX. If the statement is warnings, use the dive. | | You'I be vlate. | | | | I 'shan't 'tell you a'gain. | | Use the glide down for the strong exclamations. | | 'How 'extra \ordinary. | | | | 'What a 'beautiful \girl. | | Use the rising tone (glide - up) for the greetings and good bye | | 'Good / morning. | | | | 'Good / bye. | | | | 'Good / night. | |

X.

XI.

XII. Use the falling tone (glide - down) for the short questions. | | 'Did you ? | | | | Has she ? | | Listen to the tape or the radio for the actual understanding of intonation patterns. 3.3 Rhythm

Rhythm involves the feature of the regular occurrence of stressed syllables in a sentence at regular intervals. It has been often claimed that English speech is quite rhythmical. The stressed syllables of a sentence are pronounced carefully at regular intervals whether there are unstressed syllables or not. Whereas the unstressed ones are crowded together between the stressed syllables. If we give more time to produce unstressed syllables and less time to produce stressed syllables, the speech becomes rhythm less. So the feature of rhythm suggests that the time taken by each stressed syllable to the next tone to be the same. Since unstressed syllables are produced fast along with the stressed syllables, all the grammatical words, which are generally unstressed, have weak forms. If they are produced in a connected speech, their weak forms are used. If they are produced alone, their strong forms are used. Here are some weak and strong forms:

Word and but him he has a an them her have are

strong /nd/ /bt/ /hIm/ /hI/ /hz/ /eI/ /eIn/ / em/ /h:/ /hv/ /a:(r)/

weak /n/ /bt/ /Im/ /i:/ /z/ // /n/ / m/ / :/ /v/ //

Listen to the strong form of the grammatical words on tape or radio. 4. Self-evaluation 4.1 Use the stress on the following sentences. a. b. c. d. e. He writes a letter. Boys were playing football. Can you sing a song? I haven't gone to school. Did she do it ?

4.2

Which tone do you use for the following sentences? a. b. c. Ram goes to school. I went to school and .............. Can you open the door?

d. e. 5. Summary 5.1

What is your name? Has she?

If the stress is given to the syllable in sentences, they are called the sentence stress. The sentences should be read out with correct stress, intonation and rhythm. In sentences, there are important words and structural words. The important words are nouns, adjectives, main verbs, adverbs, and interrogative pronouns. The structural words are article, preposition, conjunction, etc. Intonation pattern of a sentence determines in which pitch it should be uttered. Rhythm means regular occurrence of stressed syllables at a regular interval of time.

5.2

5.3

6.

Instructions Listen to the tape or the radio in the contact session and read the sentences with the cassette. Feedback Check your answer for the exercise 4.1 and 4.2 : 4.1 Answer a. | | He 'writes a 'letter. | | b. | | 'Boys were 'playing 'football. | | c. | | 'Can you 'sing a 'song? | | d. | | I 'haven't 'gone to 'school. | | e. | | 'Did she 'do it ?| | 4.2 Answer a. b. c. d. e. The falling tone The rising tone The falling tone The falling tone The rising tone

7.