English for Teachers 01: Speech & Oral Communication PDF

**ENGLISH FOR TEACHERS 01** **UNIT V: SPEECH AND ORAL COMMUNICATION IN ENGLISH FOR TEACHERS** Prepared by: **GROUP 2** Agarpao, Kristine Jane Alcarion, Shekinah Banizal, Vanessa Dagdagan, Stephanie Dela Cruz, Mel John De Leon, Neil Wesley Galat, Stella Gamet, Jeff Manglal-lan, Jashmine...

**ENGLISH FOR TEACHERS 01** **UNIT V: SPEECH AND ORAL COMMUNICATION IN ENGLISH FOR TEACHERS** Prepared by: **GROUP 2** Agarpao, Kristine Jane Alcarion, Shekinah Banizal, Vanessa Dagdagan, Stephanie Dela Cruz, Mel John De Leon, Neil Wesley Galat, Stella Gamet, Jeff Manglal-lan, Jashmine Pablo, Rena Mae Pascua, Jenalyn Simeon, Myla Sotelo, Ed Ronald Tayamen, Jerwin **The Speech Mechanism: Anatomy and Physiology of Speech Production** **I. Objectives** By the end of the lesson, the students should be able to: 1. Identify the primary anatomical structures involved in speech production; 2. Explain the physiological processes that enable speech production; 3. Demonstrate understanding of the interaction between anatomical structures during speech; and 4. Apply knowledge of the speech mechanism to analyze speech sounds. **II. Preliminary Activities** A**. Picture Jumbled Letter Guessing** Instructions: 1. Observe the Jumbled Picture: Look at the image with scrambled letters and visual hints. Think about what part of the speech mechanism it represents. 2. Identify the Clue: Think about what the picture or letters represent (e.g., a part of speech production or any other related concept). 3. Unscramble the Word: Rearrange the jumbled letters to guess the correct term. 4. Raise Your Hand to Answer: If you know the answer, raise your hand and share your guess **III. Discussion** A. **Overview of the Speech Mechanism** The speech mechanism is a remarkable system of coordinated anatomical structures and physiological processes that enable humans to produce and articulate sounds for communication. It involves the interplay of four primary systems: **the** **respiratory system**, which provides the airflow necessary for sound production; **the phonatory system**, responsible for generating voice through vocal fold vibration; **the articulatory system**, which shapes sounds into recognizable speech using the tongue, lips, and palate; and **the resonatory system**, which enhances vocal quality and tone. Together, these systems work seamlessly to transform thoughts into spoken words, highlighting the intricate complexity and precision of human speech production. B. **Anatomy of the Speech Mechanism** 1. **Respiratory System: The Powerhouse** **Lungs** - The lungs are not just passive air sacs; their expansion and contraction, controlled by the diaphragm and intercostal muscles, generate the airflow essential for speech. The force and volume of this airflow directly impact loudness and breath support. Consider the difference between whispering and shouting -- the respiratory system adjusts accordingly.  **Diaphragm** - A large sheet of muscle separating the chest cavity from the abdomen. - Gives pressure to the breath stream. **Trachea (Windpipe**) - The trachea acts as a conduit, carrying the air from the lungs to the larynx. Its cartilaginous rings ensure it remains open, allowing for unimpeded airflow.  2. **Phonatory System: The Sound Generator** **Larynx (Voice Box)** - The larynx, located at the top of the trachea, houses the vocal folds (vocal cords). It\'s a complex structure of cartilage and muscle that can adjust its position and tension. **Vocal Folds** - These folds are composed of muscle tissue and mucous membrane. When air passes between them, they vibrate, producing the buzzing sound that forms the basis of voiced sounds. The frequency of vibration determines the pitch of the voice (higher frequency = higher pitch), while the intensity of vibration affects loudness. 3. **Articulatory System: The Shape Shifter** **Tongue** - The tongue is arguably the most versatile articulator. Its shape, position, and movement significantly influence the sounds we produce. Different sounds require the tongue to touch different parts of the mouth (e.g., the alveolar ridge for /t/, the velum for /k/). **Teeth** - The teeth provide a point of contact for certain sounds, such as /f/ and /v/. Their alignment and condition can affect speech clarity.  **Lips** - Lip movements are crucial for producing bilabial sounds (like /p/ and /b/) and labiodental sounds (like /f/ and /v/). Lip rounding - The oral cavity, the space within the mouth, is the primary resonator for most speech sounds. Its shape and size, altered by tongue and jaw movements, significantly influence the quality of the sound. - The nasal cavity contributes to the resonance of nasal sounds. The air passing through the nasal cavity adds a characteristic nasal quality to these sounds. The size and shape of the nasal cavity can also subtly affect the resonance of other sounds. C. **Physiology of Speech Production: A Step-by-Step Process** 1\. **Initiation (Respiration)**: The process begins with the respiratory system providing the airflow. The lungs expel air under controlled pressure. 2\. **Phonation (Larynx)**: The airflow passes through the larynx, causing the vocal folds to vibrate and produce sound. The vibration frequency determines pitch, and the intensity of the vibration determines loudness. Voiceless sounds (like /p/, /t/, /k/) are produced without vocal fold vibration. 3\. **Resonation (Oral and Nasal Cavities)**: The sound produced by the larynx is modified by the resonatory system. The shape and size of the oral and nasal cavities filter and amplify certain frequencies, giving each sound its unique acoustic characteristics. 4**. Articulation (Articulators)**: Finally, the articulatory system shapes the resonated sound into distinct speech sounds. The precise movements of the tongue, lips, teeth, and jaw determine the specific sound produced. IV\. **Post- Activities** **Activity 1: Diagram Labeling** Provide students with a detailed diagram of the speech mechanism. Instruct them to label the key parts (lungs, diaphragm, larynx, tongue, vocal cords, etc.) and write a short function for each. V. **Assessment** 1.Which system provides the airflow necessary for speech production? A. Phonatory system B. Articulatory system C. Resonatory system D. Respiratory system 2.What part of the body houses the vocal cords? A. Trachea B. Larynx C. Diaphragm D. Nasal cavity 3.Which articulator is responsible for producing sounds like /t/ and /d/? A. Tongue B. Teeth C. Lips D. Vocal cords 4\. What is the role of the diaphragm in speech production? A. Produces vibrations B. Generates airflow by controlling breathing C. Shapes sound into speech D. Adds resonance to nasal sounds 5.Which system shapes sound into distinct speech sounds? A. Respiratory System B. Phonatory System C. Resonatory System D. Articulation System 6.What happens when the soft palate is raised? A. Air escapes through the nose B. The nasal cavity is closed off C. The vocal cords vibrate D. The diaphragm contracts 7.Which system enhances the quality and tone of the voice? A. Resonatory System B. Articulatory System C. Respiratory system D. Phonatory System 8.What determines the pitch of the voice? A. Shape of the oral cavity B. Tension and frequency of vocal cord vibrations C. Airflow from the diaphragm D. Position of the tongue 9.What is the function of the nasal cavity in speech? A. Produces buzzing sounds B. Shapes sounds into words C. Adds resonance to nasal sounds like /m/ and /n/ D. Generates airflow for loud speech 10\. It is the process that begins with the respiratory system providing the airflow. A. Phonation B. Initiation C. Articulation D. Resonation VI\. **Agreement/ Assignment** Write a short explanation (5--10 sentences) about the speech mechanism, describing how the respiratory, phonatory, articulatory, and resonatory systems work together to produce speech. **Grading:** **Criteria** **Excellent (4)** **Proficient (3)** **Developing (2)** **Needs Improvement (1)** --------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------ Understanding of Concepts Demonstrates a thorough understanding of how the respiratory, phonatory, articulatory, and resonatory systems work together to produce speech. Clearly explains all systems with precise details. Demonstrates a good understanding of the speech mechanism. Explains most systems accurately but lacks minor details. Shows partial understanding of the speech mechanism. Some systems are described inaccurately or are missing key elements. Displays minimal understanding of the speech mechanism. Explanations are incomplete or significantly inaccurate. Clarity and Organization Explanation is well-organized, logical, and easy to follow. Ideas flow seamlessly, and connections between systems are clear. Explanation is organized and logical, but connections between ideas could be clearer. Explanation lacks logical flow or organization, making it somewhat difficult to follow. Explanation is disorganized and difficult to follow, with little to no connection between ideas. Completeness Includes all four systems (respiratory, phonatory, articulatory, and resonatory) and their roles in producing speech. Includes most of the systems, but one may be overlooked or minimally addressed. Includes only two or three systems, with others missing or barely mentioned. Includes only one system or omits systems entirely. Length and Conciseness Explanation is concise, staying within the required length (5--10 sentences) while thoroughly covering the topic. Explanation is within the required length but may be slightly too brief or overly detailed. Explanation is either too short to provide adequate detail or too long, including unnecessary information. Explanation is too brief to cover the topic or excessively lengthy and lacking focus. TOTAL SCORE ANSWER 1.D 9.C 2.B 10.B 3.A 4.B 5.D 6.B 7.A 8.B **Phoneme Identification: Recognizing and Distinguishing** **Speech Sounds** **I. Objectives** By the end of the lesson, students should be able to: 1. Define phonemes and their role in language. 2. Identify the different phonemes. 3. Understand the importance of phoneme identification in reading and spelling. **II. Preliminary Activities** A. **Tongue Twister Challenge: Phoneme Relay** Instructions: 1. Split the class into two or more teams (depending on the class size). Each team should form a line. 2. The first student in each team will pick a tongue twister card. Each card should focus on a specific phoneme. 3. The first student in each team will run to the front, say the tongue twister clearly and correctly, and then run back to their team. 4. Each team member takes turns running to the front, saying the tongue twister, and tagging the next person. 5. The first team to have all its members complete the relay correctly wins. **III. Discussion** A. **Phonemes Identification** Phonemes are the smallest units of sound in a language that distinguish meaning.  They are not letters, but rather the sounds those letters represent.  Different letters can represent the same phoneme (e.g., the /k/ sound in \"cat\" and \"kite\"). Example: The words \"pat\" and \"bat\" differ by only one phoneme: /p/ and /b/.  Changing this one sound changes the meaning of the word. B. **Minimal Pairs** Minimal pairs are words that differ by only one phoneme.  Identifying minimal pairs helps learners distinguish between similar sounds. Examples: - \"ship\" and \"sheep\" (differ by /ɪ/ and /iː/) - \"cat\" and \"hat\" (differ by /k/ and /h/) - \"pen\" and \"ben\" (differ by /p/ and /b/) C. **Challenges in Phoneme** Understanding phonemes can be tricky, especially for: **Foreign Language Learners:** Different languages have different sounds, making it hard to recognize and pronounce them correctly. **Speech-Impaired Individuals: **Difficulties with articulation or perception can make it hard to produce or distinguish phonemes. **Children Learning to Speak: ** Young children are still developing their ability to perceive and produce sounds, leading to challenges in mastering phonemes. D. **Importance of Phonemes** **Speech Production:** They are the building blocks of words, allowing us to create meaningful sounds. **Speech Perception:** We recognize and understand words by identifying the phonemes within them. **Language Learning:** Learning phonemes is essential for acquiring a language, both as a child and as an adult. **Speech Therapy:** Understanding phonemes is vital for diagnosing and treating speech and language disorders. E. **Conclusion** Mastering phonemes is essential for clear communication. While there are challenges, understanding and working with phonemes is vital for speech production, perception, and language development. **IV. Post - Activities** **Activity 1: Reflection** Ask students to use their paper to write down which phoneme pairs were hardest to identify and why, and how these skills can help them in real life, like when reading or speaking. **V. Assesment** 1\. What is a phoneme? A. The written letters of the alphabet B. The smallest unit of sound in a language that distinguishes meaning C. A syllable in a word D. A group of rhyming words 2\. Which of the following pairs are minimal pairs? A. \"ship\" and \"sheep\" B. \"cat\" and \"dog\" C. \"pen\" and \"paper\" D. \"table\" and \"chair\" 3.Why are minimal pairs important in phoneme identification?\ A.They show how words can rhyme.\ B.They demonstrate how changing one sound can change the meaning of a word.\ C.They teach spelling rules for long words.\ D. They help in recognizing punctuation in sentences. 4\. Phonemes are NOT the same as: A. Letters in the alphabet B. Sounds in words C. The smallest units of meaning D. Speech sounds 5\. Which word pair contains a difference in vowel sounds? A. \"cat\" and \"bat\" B. \"ship\" and \"sheep\" C. \"pen\" and \"pan\" D. \"dog\" and \"log\" 6\. Which group might face the most difficulty recognizing and pronouncing phonemes? A. Adults who speak only one language B. Foreign language learners C. Children who can read fluently D. Teachers of phonics 7\. Which group of people might struggle most with phoneme identification? A. Children learning to speak B. Adults with advanced language skills C. Teachers of phonics D. Writers of poetry 8\. What is the main reason phoneme identification is important for learning to read? A. It teaches sentence structure. B. It helps in understanding grammar. C. It enables learners to recognize sounds and decode words. D. It focuses only on improving vocabulary. 9\. Which of the following illustrates the importance of phoneme identification for speech therapy? A. Teaching advanced grammar rules B. Improving handwriting skills C. Learning to read books with complex words D. Helping individuals recognize and produce sounds they struggle with 10\. Which of the following word pairs differ by only one phoneme? A. \"ship\" and \"sheep\" B. \"red\" and \"read\" C. \"cat\" and \"bat\" D. Both A and C **VI. Agreement/ Assignment** **Topic:** Phoneme Identification: Recognizing and Distinguishing Speech Sounds **Instructions:** 1\. Write a short essay (200-300 words) on one of these topics. - Why is phoneme identification difficult for foreign language learners? - How does mastering phonemes help with reading and spelling? - What strategies can help children who struggle with phoneme recognition? **Grading:** - **Understanding the Topic:** 30% - **Relevance Examples:** 20% - **Clarity:** 30% - **Grammar and Spelling:** 20% ANSWER 1. B 2. A 3. B 4. C 5. B 6. B 7. A 8. C 9. D 10. D **Articulation and Pronunciation of English Vowels (Vowel Phonemes)** **I. Objectives** By the end of the lesson, the students should be able to: 1. Define and differentiate English vowel phonemes; 2. Demonstrate proper articulation of English vowel sounds; and 3. Apply knowledge of vowel pronunciation to analyze spoken words. **II. Preliminary Activities** **Vowel Charade** - Divide player into two even teams and have the teams go to two diff. side of the room. Every player should secretly write a common word or phrase on folded slip of paper 3 traditionally words or phrase are from the categories of book titles, song titles, movies, tv shows, plays, or well known qoutes and phrases 4 and the teams get back together and give the papers to the opposite team to draw and ramdom 5 select which team and players will go first and set a time limit for each round 6 once the time starts the starting player must draw a slip to act out. **III. Discussion** A. **Overview of Vowel Phonemes** **Definition of Vowels** - Vowels are produced with an open vocal tract, allowing unobstracted airflow. Unlike consonants, they depend on the position and movement of the tongue and lips rather than significant blockage of airflow. **Classification of Vowel Sounds** B. **Anatomy of Articulation in Vowel Production** 1. **Tongue Positon** **Tongue Frontness** 2. **Lip Rounding** 3. **Tension** C. **Physiology of Vowel Production** 1. **Initiation of Airflow** -Air is pushed from the lungs, passes through the vocal cords, and into the vocal tract. 2. **Phonation** -The vocal cords vibrate (or not, for voiceless sounds) to produce the initial sound wave. -All vowels are voiced, meaning they require vocal cord vibration. 3. **Shaping of the Oral and Nasal Cavities** -The size and shape of the oral cavity, controlled by tongue and lip movements, modify the resonance. 4. **Articulation of Vowels** -Front Vowels: The tongue moves forward, allowing more air to pass through the back of the oral cavity. -Back Vowels: The tongue retracts, reducing airflow through the oral cavity. Central Vowels: The tongue stays in a neutral, central position. -Central Vowels: The tongue stays in a neutral, central position. D. **Characteristics of English Vowel Phonemes** 1. **Vowel Length** English distinguishes between short and long vowels, which can change word meanings (e.g., \"bit\" /ɪ/ vs. \"beat\" /i/). 2. **Stress and Intonation** Vowel sounds can change their quality based on syllable stress. For example, the schwa /ə/ in unstressed syllables is the most common vowel sound in English. 3. **Diphthongs in English** Diphthongs involve a smooth transition from one vowel sound to another (e.g., /aɪ/ in \"ride\" or /eɪ/ in \"play\"). E. **Common Challenges in English Vowel Pronunciation** 1. **Misidentifying Vowel Length** Many learners struggle to distinguish short vowels (e.g., /ɪ/) from long vowels (e.g., /i:/). 2. **Confusion Between Front and Back Vowels** Words like \"full\" /ʊ/ and \"fool\" /u:/ can be challenging due to tongue placement and lip rounding differences. 3. **Diphthong Simplification** Some learners simplify diphthongs, replacing them with monophthongs (e.g., /eɪ/ may become /e/). **IV. Post- Activities** **Activity 1: Vowel Sound Flash and Match** **V. Assessment** 1. What is the vowel sound in the word \"sit\"?\ a) /æ/\ b) /ɪ/\ c) /iː/\ d) /ʌ/ 2. What is the vowel sound in the word \"see\"?\ a) /ɪ/\ b) /æ/\ c) /iː/\ d) /ʌ/ 3.  What is the vowel sound in the word \"cup\"?\ a) /æ/\ b) /ʌ/\ c) /iː/\ d) /ɔː/ 4. What is the vowel sound in the word \"law\"?\ a) /æ/\ b) /ɔː/\ c) /ɪ/\ d) /ʌ/ 5.  What is the vowel sound in the word \"bat\"?\ a) /iː/\ b) /æ/\ c) /ʌ/\ d) /eɪ/ 6.  In the pair \"bit\" / \"beat\", what is the vowel sound in \"bit\"?\ a) /ɪ/\ b) /iː/\ c) /æ/\ d) /ʌ/ 7. In the pair \"cap\" / \"cup\", what is the vowel sound in \"cap\"?\ a) /ɪ/\ b) /æ/\ c) /ʌ/\ d) /eɪ/ 8. In the pair \"hot\" / \"hat\", what is the vowel sound in \"hot\"?\ a) /æ/\ b) /ɑː/\ c) /ɒ/\ d) /ʌ/ 9. When pronouncing the word \"cat\" (vowel sound /æ/), how should the mouth be positioned?\ a) Lips spread, tongue high\ b) Mouth open, tongue low\ c) Lips rounded, tongue high 10. d\) Mouth closed, tongue in the back 11. When pronouncing the word \"see\" (vowel sound /iː/), how should the mouth be positioned?\ a) Mouth open, tongue low\ b) Lips spread, tongue high\ c) Lips rounded, tongue low\ d) Mouth closed, tongue in the back **VI. Agreement/ Assignment** 1. Write a short reflection (3-5 sentences) on what you\'ve learned about vowel articulation and pronunciation. What challenges did you face in identifying and pronouncing the vowel sounds? Which vowel sounds do you find easiest to pronounce, and which do you find most difficult. 2. Submit your work on or before December 10 in a clean and organized paper either hand written or typed. Criteria Excellent (4) Good (3) Fair (2) Needs Improvement (1) ------------------------- ------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------- Clarity of Reflection Clear, well-organized, and coherent reflection with no ambiguity. Reflection is mostly clear, with some minor clarity issues. Reflection is somewhat unclear, with some ambiguous statements. Reflection is unclear and difficult to understand. Depth of Insight Provides deep insights with specific examples and thoughtful analysis of challenges and improvements. Reflection shows good understanding with some examples of challenges, but lacks deeper analysis. Provides basic insight into challenges, but lacks meaningful examples or depth. Reflection is superficial, with little to no insight into challenges or personal growth. Vowel Sounds Discussion Clearly identifies which vowel sounds are easiest and hardest to pronounce, with detailed reasoning. Identifies vowel sounds that are easiest and hardest to pronounce, but lacks detailed reasoning. Mentions vowel sounds that are easy or hard to pronounce, but without clear reasoning. Fails to identify vowel sounds or provides unclear reasoning for pronunciation difficulties ANSWER 1. b\) /ɪ/ 2. c\) /iː/ 3. b\) /ʌ/ 4. b\) /ɔː/ 5. b\) /æ/ 6. a\) /ɪ/ 7. b\) /æ/ 8. c\) /ɒ/ 9. b\) Mouth open, tongue low 10. b\) Lips spread; tongue high **Articulation and Pronunciation of English Consonants (Consonant Phonemes)** **I. Objectives** By the end of the lesson, the students should be able to: 1.Identify the place, manner, and voicing of English consonants; 2.Practice accurate pronunciation of consonants through exercises like minimal pairs and tongue twisters; and 3.Improve articulation by addressing common challenges using recordings and feedback. **II. Preliminary Activities** A**. Speak Out** Instructions: 1\. You place a mouthpiece in your mouth that restricts the movement of your lips and jaw 2\. Then, you have to read the sentence off a card while the other person tries to guess what you\'re saying. **III. Discussion** A. **Overview of the articulation and pronunciation of English consonant (Consonant Phonomes)** Consonants are speech sounds that are produced by partially or completely closing the vocal tract, which obstruct the flow of air. The articulation and pronunciation of English consonants can be described by their place of articulation the part of the mouth used to direct airflow when making a consonant sound, manner of articulation the way the mouth, tongue, and lips move to create sounds in speech, and voicing whether the consonant is voiced or voiceless. **1. Key terms and factors of English consonants** **Articulation:** This refers to the physical production of speech sounds. It involves the precise movements of the tongue, lips, teeth, and vocal cords. **Pronunciation:** This is the way a word or language is spoken. It encompasses both articulation and the correct use of sounds. **2. Key Factors in Consonant Pronunciation** **Place of Articulation**: Where in the vocal tract the sound is produced. **Manner of Articulation**: How the airflow is obstructed. **Voicing**: Whether the vocal cords vibrate during production. **3.Places of Articulation**  Bilabial: Both lips are brought together. (e.g., /p/, /b/, /m/) Labiodental: Lower lip touches upper teeth. (e.g., /f/, /v/) Dental: Tongue tip touches upper teeth. (e.g., /θ/, /ð/)  Alveolar: Tongue tip touches alveolar ridge. (e.g., /t/, /d/, /s/, /z/, /n/, /l/) Post-alveolar: Tongue blade is raised toward the hard palate, just behind the alveolar ridge. (e.g., /ʃ/, /ʒ/, /tʃ/, /dʒ/) Palatal: Tongue blade is raised toward the hard palate. (e.g., /j/)   Velar: Back of tongue touches soft palate. (e.g., /k/, /g/, /ŋ/) Glottal: Vocal cords are brought together to obstruct airflow. (e.g., /h/) **4.Manners of Articulation** Stops: Airflow is completely blocked and then released. (e.g., /p/, /b/, /t/, /d/, /k/, /g/) Fricatives: Airflow is partially obstructed, creating friction. (e.g., /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, /ʒ/, /h/) Affricates: Combination of a stop and a fricative. (e.g., /tʃ/, /dʒ/) Nasals: Airflow is directed through the nasal cavity. (e.g., /m/, /n/, /ŋ/) Liquids: Lateral airflow with little obstruction. (e.g., /l/) Approximants: Minimal obstruction of airflow. (e.g., /j/, /w/, /r/) **5.Voicing** Voiced: Vocal cords vibrate. (e.g., /b/, /d/, /g/, /v/, /ð/, /z/, /ʒ/, /dʒ/, /m/, /n/, /ŋ/, /l/, /j/, /w/, /r/) Voiceless: Vocal cords do not vibrate. (e.g., /p/, /t/, /k/, /f/, /θ/, /s/, /ʃ/, /tʃ/, /h/) **6.Common Pronunciation Challenges and Tips** Consonant Clusters: Practice breaking down clusters into smaller units. Final Consonant Sounds: Ensure they are fully articulated. Minimal Pairs: Practice words that differ by a single sound (e.g., \"pat\" and \"bat\"). Tongue Twisters: Challenge your articulation skills. Record Yourself: Listen to your pronunciation and identify areas for improvement. Seek Professional Help: A speech-language pathologist can provide tailored guidance. IV\. **Post- Activities** **Activity 1: Peer Feedback** Students will record themselves reading a passage and share the recording with a peer for feedback. Instructions: Use the following checklist 1.Are all consonants articulated clearly? 2.Is there a difference between voiced and voiceless sounds? 3.Are final consonant sounds fully pronounced? **V. Assessment** 1\. This refers to the physical production of speech sound. A. Pronunciation B. Articulation C. Bilabial D. Voicing 2\. It is where the vocal tract the sound is produced A. Articulation B. Pronunciation C. Place of articulation D. Voicing 3\. This means, whether the vocal cords vibrate during production A. Bilabial B. Labiodental C. Articulation D. Voicing 4\. The Airflow is partially obstructed A. Fricative B. Voiced C. Velar D. Palatal 5\. The vocal cords vibrate A. Affricative B. Voiced C. Voiceless D. Glottal 6\. The vocal cords do not vibrate A. Glottal B. Voiceless C. Palatal D. Fricative 7\. The tongue blade is raised toward the hard palate A. Velar B. Affricative C. Palatal D. Bilabial 8\. It practice the breaking down clusters into smaller units A. Final consonant sounds B. Consonant cluster C. Tongue twister D. Minimal pairs 9\. A speech-language pathologist can provide tailored guidance A. Seek professional help B. Tongue twister C. Alveolar D. Voicing 10\. How many factors do we need to consider in pronunciating consonants A. 1 B. 5 C. 3 D. 2 **VI. Agreement/ Assignment:** Topic: Places of Articulation: A Visual and Analytical Model Instructions: 1.Create a labeled diagram of the vocal tract, identifying all major places of articulation. 2.Write a definition and example for each place of articulation. **Grading:** **Content: 50%** **Neatness and Effort: 50%** ANSWER 1.B 2.C 3.D 4.A 5.B 6.B 7.C 8.B 9.A 10.C. **Rubrics for Activity 1:Peer Feedback** Criteria Excellent (4) Good (3) Needs Improvement (2) Unsatisfactory (1) ---------------------------------- ------------------------------------------------------ -------------------------------------------- ------------------------------------------------------------------- ----------------------------------------------- Consolant articulation All consonants are clear and distinct Most Consonants are clear Some consonants are unclear Consonants are unclear and hard to understand Voiced vs Voiceless Sounds Clear difference between voiced and voiceless sounds Most sounds are clear, but a few are mixed Difficulty in differentiating between voiced and voiceless sounds Voiced and voiceless sounds are not distinct Pronuncation of Final Consonants All final consonants are fully pronouced Most final consonants are pronouced Some final consonants are missing or unclear Final consonants are not pronouced **Suprasegmental Phonemes and Prosodic Patterns** I**. Objectives**: By the end of the lesson,student should be able to: 1.Understand the key concepts of suprasegmental phonemes and their role communication; 2.Differentiate stress,rhythm and intonation in spoken language; 3.Apply these concepts to improve speaking and listening skills; 4.Identify and analyze prosodic patterns in spoken language. II\. **Preliminary Activities** 1\. Warm-Up (5 minutes) \"GUESS ME\" Instructions: 1\. Pick a number and tell me what objects is given. III\. **Discussion** ### A. Overview of the Stress The stress refers to the emphasis placed on certain syllables or works in a sentence.example:\"I love chocolate \"vs,\" I love chocolate! ### Key Points: Word stress :Focus on specific syllables (e,g,\"Photograph vs\"photoGRAPHIC\") Sentence stress:Highlights key words (e.g)\"I NEED help\"vs\"I need HELP\") ### Rythm The Rhythm us the pattern of beats made up of stressed and unstressed syllables resulting in the rising and falling of the voice.example between \"The CAT is on the MAT.\" ### Key Points: English is a stress-timed language Unstressed syllables are shortened to fit the rhythm. ### C. Intonation Intonation is the variation in pitch while speaking. Example:Rising :\"Are you coming?\" Falling:\"I\'m coming.\" ### Key patterns: Rising Intonation:Often used for questions. Falling Intonation:Common in statements and commands. Mixed Intonation :Shows uncertainly or emphasis. ### Summary; Stress,rhyths,and Intonation are essential suprasegmental features that enhance spoken communication. Practice recognizing and using these features for cleares speech. ### lV. Post Activities 1\. Role-Playing (10 minutes) Students perform a short dialogue where they consciously use prosodic features to convey emotions or meaning. 2\. Group Reflection (5 minutes) Discuss how suprasegmental features improved communication in the role-play activity. ### V. Assessment: ### 1. What are suprasegmental phonemes primarily concerned with? A. Individual vowel and consonant sounds B. Features such as intonation, stress, and rhythm C. Phonemic distinctions based on place of articulation D. Morphological changes in words ### 2. Which of the following is NOT a prosodic feature? A. Stress B. Intonation C. Pitch D. Voicing ### 3. In the word \"record,\" the noun and verb forms differ based on: A. Intonation B. Stress placement C. Pitch D. Rhythm ### 4. Which prosodic feature deals with the rise and fall of the voice in speech? A. Stress B. Intonation C. Tempo D. Loudness ### 5. What does stress in speech typically indicate? A. The rhythm of the sentence B. The relative importance or prominence of a syllable C. The grammatical function of the word D. The pitch level of the speaker ### 6. Which of the following sentences demonstrates contrastive stress? A. I didn\'t say he stole the money. B. She went to the store yesterday. C. Can you pass the salt? D. The dog is barking outside. ### 7. Prosodic patterns are crucial for which aspect of language? A. Morphological analysis B. Conveying emotion and meaning C. Phonetic transcription D. Lexical semantics ### 8. What is the primary function of rhythm in speech? A. To distinguish between declarative and interrogative sentences B. To create patterns of stressed and unstressed syllables C. To alter the meaning of a word D. To regulate breath control ### 9. Rising intonation is often used in English for: A. Making declarative statements B. Asking yes-no questions C. Emphasizing a point D. Giving commands ### 10. A sentence pronounced with monotone intonation typically lacks: A. Proper word order B. Prosodic variation C. Accurate segmental phonemes D. Grammatical structure ### Vl. Agreement/Assignment 1.Record yourself reading a paragraph and intentionally use varied stress, intonation, rhythm, and pitch to convey meaning. Submit the recording for evaluation. +-------------+-------------+-------------+-------------+-------------+ | CRITERIA | EXCELLENT | PROFICIENT | DEVELOPING | NEEDS | | | (4) | (3) | (2) | IMPROVEMENT | | | | | | (1) | +-------------+-------------+-------------+-------------+-------------+ | Stress | Effectively | Key words | Limited use | Rarely or | | | emphasizes | and phrases | of stress; | incorrectly | | | key words | are | emphasis | uses | | | and phrases | emphasized, | does not | stress, | | | to enhance | but | always | leading to | | | meaning and | occasionall | enhance | unclear | | | understandi | y | meaning. | meaning. | | | ng. | inconsisten | | | | | | t. | | | +-------------+-------------+-------------+-------------+-------------+ | Intonation | Uses | Pitch | Minimal |. | | | dynamic and | changes are | variation | | | | appropriate | generally | in pitch; | Little to | | | pitch | effective | intonation | no pitch | | | changes to | but lack | is somewhat | variation; | | | convey | variety at | flat or | monotone | | | emotions | times. | unnatural. | delivery. | | | and | | | | | | meaning. | Minimal | | | | | | variation | | | | | | in pitch; | | | | | | intonation | | | | | | is somewhat | | | | | | flat or | | | | | | unnatural | | | +-------------+-------------+-------------+-------------+-------------+ | Rhythm | Speech | Speech is | Rhythm is | Speech is | | | flows | mostly | uneven, | choppy, | | | naturally | smooth with | with | rushed, or | | | with | minor | frequent | overly | | | appropriate | issues in | awkward | slow, | | | pauses and | pacing or | pauses or | disrupting | | | pacing, | pauses. | rushed | comprehensi | | | enhancing | | delivery. | on. | | | the overall | | | | | | delivery. | | | | +-------------+-------------+-------------+-------------+-------------+ | Pitch | Demonstrate | Shows some | Pitch | No | | | s | pitch | changes are | noticeable | | | clear and | variation, | rare or | pitch | | | deliberate | though it | inconsisten | modulation, | | | pitch | could be | t, | resulting | | | modulation | more | making the | in a | | | to | consistent | delivery | monotone | | | emphasize | or | less | reading. | | | meaning and | deliberate. | engaging. | | | | mood. | | | | +-------------+-------------+-------------+-------------+-------------+ | Clarity and | Words are | Pronunciati | Some words | Poor | | Pronunciati | clear and | on | are unclear | pronunciati | | on | well- | is mostly | or | on | | | pronounced; | clear with | mispronounc | or unclear | | | easy to | minor | ed, | delivery | | | understand | errors or | affecting | significant | | | throughout | inconsisten | comprehensi | ly | | | the | cies. | on | hinders | | | recording. | | | understandi | | | | | | ng. | +-------------+-------------+-------------+-------------+-------------+ | Overall | Reading is | Reading is | Reading | Reading is | | Expressiven | engaging, | expressive | shows | monotonous | | ess | expressive, | but lacks | limited | and fails | | | and | some polish | expressiven | to convey | | | effectively | or variety. | ess, | meaning | | | conveys the | | with | effectively | | | intended | | moments of |. | | | meaning. | | dull | | | | | | delivery. | | +-------------+-------------+-------------+-------------+-------------+ ANSWER KEY: 1.B 2.D 3.B 4.B 5.B 6.A 7.B 8.B 9.B 10.B **REFERENCES** Admin. (2023, March 14). *Consonants and Consonant Sounds in English with Examples*. BYJUS. [[https://byjus.com/english/consonants/?fbclid=IwY2xjawG3Xl5leHRuA2FlbQIxMAABHavEkxibKSynNM-AQ995Zeb9QD\_rv3Hbg\_nCGwM7VBbwRNdTDa3LR4jsnQ\_aem\_KYpF6LBeO0-Wwr\_cWvLccQ]](https://byjus.com/english/consonants/?fbclid=IwY2xjawG3Xl5leHRuA2FlbQIxMAABHavEkxibKSynNM-AQ995Zeb9QD_rv3Hbg_nCGwM7VBbwRNdTDa3LR4jsnQ_aem_KYpF6LBeO0-Wwr_cWvLccQ) *An overview of Phoneme identification*. (2023, April 4). Reading Universe. [[https://readinguniverse.org/skill-explainer/phonemic-awareness/phoneme-identification/an-overview-of-phoneme-identification\#:\~:text=Phoneme%20identification%20is%20a%20skill,%C4%93%2F%20combine%20to%20make%20bee]](https://readinguniverse.org/skill-explainer/phonemic-awareness/phoneme-identification/an-overview-of-phoneme-identification#:~:text=Phoneme%20identification%20is%20a%20skill,%C4%93%2F%20combine%20to%20make%20bee). Arnold, G. E. (1998, September 30). *Speech \| Language, voice production, anatomy, & Physiology*. Encyclopedia Britannica. [[https://www.britannica.com/topic/speech-language]](https://www.britannica.com/topic/speech-language) Bethfernandezaud. (2013, October 2). *Anatomy of speech production* \[Slide show\]. SlideShare. [[https://www.slideshare.net/slideshow/anatomy-of-speech-production/26810835]](https://www.slideshare.net/slideshow/anatomy-of-speech-production/26810835) Department of Linguistics,Bharathiar University. (2014, October 8). *The Anatomy and Physiology of Speech Production(Phonetics)* \[Slide show\]. SlideShare. [[https://www.slideshare.net/slideshow/the-anatomy-and-physiology-of-speech-productionphonetics/40009402]](https://www.slideshare.net/slideshow/the-anatomy-and-physiology-of-speech-productionphonetics/40009402) [Manuelmedinavuad. (2018, March 2). *English Vowel Sounds - Phonetics and Phonology* \[Slide show\]. 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