Quarter 2 Topic Stress Week 3 Final PDF

**11** **Technical-VocationalLivelihood (TVL)**  Quarter 2 - Module 3 ========================================== **Topic: Stress** **Prepare Construction Materials and Tools** Learning Competency(ies)...

**11** **Technical-VocationalLivelihood (TVL)**  Quarter 2 - Module 3 ========================================== **Topic: Stress** **Prepare Construction Materials and Tools** Learning Competency(ies) Code: ----------------------------------------------------------------------------------------------------------------- ------------------------ Use correct vocal techniques to enhance message reception (**stress**, pitch, intonation, volume, and juncture) TLE\_ICTCC912CEIIa-j-3 **I. CONCEPT NOTES:** In linguistics, and particularly phonology, **stress** is the relative emphasis or prominence given to a certain syllable in a word or to a certain word in a phrase or sentence. That emphasis is typically caused by such properties as increased loudness and vowel length, full articulation of the vowel, and changes in tone. Since stress can be realised through a wide range of phonetic properties, such as loudness, vowel length, and pitch (which are also used for other linguistic functions), it is difficult to define stress solely phonetically. The stress placed on syllables within words is called word stress or lexical stress. Some languages have fixed stress, meaning that the stress on virtually any multisyllable word falls on a particular syllable, such as the **penultimate** (e.g. Polish) or the first (e.g. Finnish). Other languages, like English and Russian, have variable stress, where the position of stress in a word is not predictable in that way. Sometimes more than one level of stress, such as primary stress and secondary stress, may be identified. Stress is not necessarily a feature of all languages: some, such as **French** and **Mandarin**, are sometimes analyzed as lacking lexical stress entirely. The stress placed on words within sentences is called **sentence stress** or **prosodic stress**. That is one of the three components of **prosody**, along with **rhythm** and **intonation**. It includes **phrasal stress** (the default emphasis of certain words within phrases or clauses), and **contrastive stress** (used to highlight an item, a word or part of a word, that is given particular focus). But a simple example of how word stress helps us understand spoken English--especially rapid spoken English is through these two word stress rules: 1. One word has only one stress. (One word cannot have two stresses. If you hear two stresses, you hear two words. Two stresses cannot be one word. It is true that there can be a \"secondary\" stress in some words. But a secondary stress is much smaller than the main \[primary\] stress and is only used in long words.) 2. We can only stress vowels, not consonants. However, here are some more, rather complicated, rules that can help you understand where to put the stress. But do not rely on them too much, because there are many exceptions. It is better to try to \"feel\" the music of the language and to add the stress naturally. CCS Quarter 2 Week 3 Compiler **1** A. **Stress on first syllable** **rule** -------------------------------- -- Most **2-syllable nouns** Most **2-syllable adjectives** B. **Stress on last syllable** **rule** --------------------------- -- Most **2-syllable verbs** There are many two-syllable words in English whose meaning and class change with a change in stress. The word present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or an adjective (opposite of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: the words export, impor t, contract and object can all be nouns or verbs depending on whether the stress is on the first or second syllable. C. **Stress on penultimate syllable** (penultimate = second from end) **rule** ----------------------------------------- -- Words ending in **-ic** Words ending in **-sion** and **-tion** For a few words, native English speakers don\'t always \"agree\" on where to put the stress. For example, some people say teleVIsion and others say TELevision. Another example is: CONtroversy and conTROversy. D. **Stress on ante-penultimate syllable** (ante-penultimate = third from end) **rule** ------------------------------------------------------- -- Words ending in **-cy**, **-ty**, **-phy** and **gy** Words ending in **-al** E. **Compound words** (words with two parts) **rule** ------------------------------------------------------------------ -- For compound **nouns**, the stress is on the**first** part For compound **adjectives**, the stress is on the**second** part For compound **verbs**, the stress is on the**second** part Accordingly, in English, we do not say each syllable with the same force or strength. In one word, we accentuate ONE syllable. We say one syllable very loudly (big, strong, important) and all the other syllables very quietly. So, to determine if whether you are already ready to take the next activity, kindly take a look into the following examples and decide where in the word does the stress fall: **Photograph, Photographer** and **Photographic** The answer of course is **NO**. Because we only accentuate (stress) ONE syllable in each word. And it is not always the same syllable. For example in the word, photograph. The stress falls on the first syllable, as in **PHOtograph**. While on the word photographer, the stress falls on the second syllable, as in **phoTOgrapher**. Lastly, on the photographic, the stress falls on the third syllable, as in **photoGRAphic**. Now, that you are already acquainted with the dynamic quality of word stress. It is time to do the learning task. II. **LEARNING TASK:** A. **LEARNING TASK NO 1:** **Instructions:** This quiz will help you widen your understanding on word stress. The words below are frequently mispronounced. The words here were collected in the Advanced Oral Proficiency Class whichfocuses on topics from both Literature and Linguistics. The focus of this test is not on individual sounds but on where the stress goes within a word. Underline properly the stressed syllable. 1\. abbreviate 2\. abbreviation 3\. also 4. although 5\. analogy ------------------ ------------------ ---------------------------------- ------------- 6\. analyse 7\. analysis 8\. analyst 9. appalling 10.suspect 11\. Arabic 12\. Association 13.autobiography 14. Categorical 15.category 16.Catholic 17.compound 18\. contents 19. decade 20.address 21,differentiate 22.display 23.epitome 24. facet 25.Homer 26\. indistinct 27.lexeme 28.metaphor 29.morpheme 30.conduct 31.mosaic 32.narrate 33.narrative 34.narrator 35.origin 36.original 37.parentage 38.philosophical 39. Philosophy 40.phoneme 41.phonemic 42.proprietor 43.romance 44.simile 45.variable 46.variety 47.vary 48.personify 49.personality 50.imprint B. **LEARNING TASK NO 2:** **Instructions**: For each question, choose the syllable that is stressed in the italicized word. +-----------------------------------+-----------------------------------+ | a\. PLAS b. TIC c. LAST | d\. IC | | | | | 2\. I want to take a | | | *photography* class? | | +===================================+===================================+ | a\. PHO b. TO c. GRA | d\. PHY | | | | | 3\. *Philippines* is the country | | | where I am born? | | +-----------------------------------+-----------------------------------+ | a\. PHIL b. LIPP c.PINES | d\. NES | | | | | 4\. Please turn off the | | | *television* before you go out. | | +-----------------------------------+-----------------------------------+ | a\. TEL b. E c. VIS | d\. ION | +-----------------------------------+-----------------------------------+ 5. I cannot *decide* which book to borrow. a. DE b. CIDE 6. Do you *understand* the lesson? b. UN b. DER 7. Sparky is very *happy* puppy. c. HA b. HAP 8. It is *critical* that you finish today. d. CRI b. TI c. CAL d. ICAL 9. My grandpa wears *old-fashioned* clothes. e. OLD b. FASH c. ION d. IONED 10. There is a lot of *traffic* on the highway today. f. TRAF b. FIC c. IC d. FFIC **Instructions:** There are words in English that are spelled the same but when the stress changes the meaning also changes. These words are commonly called as homographs. The words listed below are some of its examples. Now, try to find the meaning of these words and use them in a sentence. **Noun Verb** 1. CONflict conFLICT Meaning: Meaning: Sentence: Sentence: 2. DEfect DeFECT Meaning: Meaning:  Sentence: Sentence: 3. EXport exPORT Meaning: Meaning: Sentence: Sentence: 4. EXtract exTRACT Meaning: Meaning: Sentence: Sentence: 5. PERmit perMIT Meaning: Meaning: Sentence: Sentence: III. **REFLECTION** Instructions: Complete the statement below \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ With the knowledge and skills that I acquired from this lesson, I can \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ https://www.englishclub.com/pronunciation/word-stress.htm https://www.teachingenglish.org.uk/article/word-stress https://www.toeflgoanywhere.org/learn-these-4-word-stress-rules-improve-yourpronunciation https://www.whatiselt.com/single-post/2018/08/03/What-is-Word-Stress https://www.wordstress.info/ https://www.fluentu.com/blog/english/english-word-stress/ https://www.really-learn-english.com/word-stress.html  Compiled by: Name of Teacher JAMES MICHAEL Y. BERDIN ------------------ ----------------------------------------- Designation Master Teacher I Name of School Babag National High School- Senior High Name of Division **DepED-Division of Lapu-Lapu City**