Title of Topic: International Phonetic Alphabet

Objectives:
1. Be familiarized with the IPA (International Phonetic Alphabet)
2. Transcribe the given words
3. Rewrite the given words in the traditional spelling
4. Be familiar with the guides of transcription

Content of the Lesson

The sounds of English are not the same as the letters or spellings of English.
Due to this inconsistency in sound and spelling, a system for representing the English
phonemes called the IPA was devised.
The IPA is a system of phonetic notation developed so that students and linguists
learn and record the pronunciation of languages accurately, avoiding confusion of
inconsistent conventional spellings and multitude of individual transcription systems.

Lesson Proper:

THE IPA (INTERNATIONAL PHONETIC ALPHABET)

The sounds of English are not the same as the letters or spellings of English.
Take for example the sounds of the letter “a” in mat/mӕt/, car/kar/, any /ƐnI/) and Mary
/merI/. Due to this inconsistency in sound and spelling, a system for representing the
English phonemes called the International Phonetic Alphabet was devised.

The IPA is a system of phonetic notation developed so that students and linguists
learn and record the pronunciation of languages accurately, avoiding confusion of
inconsistent, conventional spellings and multitude of individual transcription systems.
The system has twenty-five symbols for the consonant sounds, fourteen for the vowel
sounds and three for the diphthongs (Brown, 1983; Kenyon and Knott, 1953; Gutierrez,
1965; Rubba, 2003)

TRANSCRIPTION

A transcription is a representation of sounds-not an alternative spelling system

(Wells, 2001). Phonetic transcription is necessary because the spelling of a word does
not tell how the word is to be pronounced. It is usually written in the International
Phonetic Alphabet (IPA), where each sound of the Standard American English language
has a special symbol. It is done by listening to the sounds in a word. For example, the
three sounds in the word whole will be transcribed as /hol/. The five letters that spelled
the word whole do not each have a corresponding sound. However, in the word man
each letter corresponds to one sound and transcribes as /mӕn/. (Simplifies Spelling
Society, 2006; Wells, 2001; Power, n.d.; Haas.

Here are some helpful guides to transcription:

 The IPA provides one symbol for one sound or phoneme. Each symbol
corresponds to only one sound. An IPA symbol does not have more than one
pronunciation.
 When transcribing the phonetic symbols are printed rather than written in long
hand.

 Phonetic transcriptions are enclosed in square brackets “[ ]” and virgules or

slashes “/ /”. The square brackets around IPA symbols are not part of the IPA
itself, but just serve to indicate that the contents of the brackets are not normal
text, but IPA symbols.

 There are no capital letters in the IPA. Even if the word to be transcribed is a
name or a proper noun, the symbols are written in small letters. Paul is
transcribed as /pᴐl/.

 Silent letters are not transcribed. Only the sounds heard are represented with
symbols.

Example: night- /naɪt/, bone- /bon/, half- /hӕf/

 Double consonants in words that are given only one sound are represented with
only one symbol. Example: letter /lƐtᶕ/, happy /hӕpɪ/, bigger / bɪgɚ/

 In words ending in /l/ or /r/ preceded by a front vowel, a schwa /ə/ is inserted
between the front vowel and the /l/ or /r/ to represent the glide of the tongue.
Example: hear/ hɪər/, hil /hɪəl/

 Transcribing words (that is, write words using the IPA symbols), does not have
the same freedom as handwriting. For instance, a /z/ should never be crossed.

NOTE: Symbols between angle brackets <> are letters of the English spelling
system. Symbols between slash brackets / / are phonetic symbols (Guide to
Linguistics Conventions, 2008)
Consonant Symbols

Vowel Symbols
 Diphthongs

Guide Questions;
1. What are the consonant sounds?
2. What are the vowels and sounds?
3. What are dipthongs?
4. What is a transcription?

Self-Learning Activity:
I. Transcribe the given words.
1. scan 8. Cake –
2. raw 9. Any –
3. clip 10. I –
4. tire 11. Own
5. beat 12. Link
6. See – 13. Story
7. Sit – 14. Pretty
15. Meet
II. Write the words in the traditional spelling.

1. /wɛb/ 9. /tӕn/
2. /Iŋk/ 10. /gad/
3. /baɪt/ 11. /lᴐ/
4. / dIsk/ 12. /hom/
5. /prInt/ 13. /brəkfəst/
6. / storɪ/ 14./ detə/
7. /tap/ 15. /hƐlɵ/
8. /kart/
Title of Topic: Word Stress
Learning Objectives:
1. Identify the importance of word stress
2. Provide words that contain the primary stress on the first, second and third
syllable
3. Mark primary stress on the following words.

Content of the Lesson

Word stress is the process of accenting a syllable within a word. Good
pronunciation depends a lot on the ability to accent the correct words to be sure of
being understood. In English, the important syllable/word is given emphasis that is,
pronounced louder in volume, higher in pitch and longer in duration.

Lesson Proper:

ACCENT OR STRESS
In a sense-group like a word, we make one syllable prominent by making it louder,
longer and higher in pitch. This special prominence is called accent or stress (PREJudice,
nuMERical, caSHIER). Some words change their meanings with the shift of the accent;
for example, PROGress (noun) versus proGRESS (verb), REBel (noun) versus rebel
(verb) and REcord (noun, adjective) versus reCORD (verb). Most, however, are accented
on the same syllable, whether they are used as nouns/adjectives or as verbs. Examples
are rePORT, rePEAT, esCAPE, PURchase, COMment, DELegate, TARget, DELuge,
PROCess, CONtact.

Stress is the prominence given to a syllable or a single-syllable word. It involves changes

in pitch, force and duration. This means that a stressed syllable or word is usually higher
in pitch, louder and longer than unstressed ones. There are four types of stress in English:
primary stress, secondary stress, tertiary stress and the weak or zero stress.
Primary stress refers to heavy stress (). For instance, the first syllable of the
following words receive primary stress.

nótice nótary órigin

vίvid mátinee sýllable

Note: There are many two-syllable words in English whose meaning and class change
with a change in stress. When the word is stressed on the first syllable, it is a noun. When
it is stressed on the second syllable, it is a verb.

Example:
Record (Noun)-sum of past achievements or performance of a person
Record (Verb)- make a record of; set down in permanent form
Present (Noun)- something presented as a gift
Present (Verb)-give an exhibition ûû
Object (Noun)-a tangible and visible entity
Object (Verb)- express disapproval
 Secondary stress is lighter than the primary stress (^). The first syllables of the
following words get the secondary stress. The primary stress falls on the second syllables.

sêméster cârtoón sûrvίve

ôrίginal rêtrénch ûnléss

Tertiary stress is lighter than the secondary stress (`). The second syllables of the
following words bear the tertiary stress. The primary stress is on the third syllables, and
the secondary, on the first syllables.

ûndèrtáke vôlùntéer mânùfácture

êlèméntary côrrèspónd ôppòrtúnity

Weak or zero stress is practically no prominence or stress ( ). Examples are the

unstressed last syllable of manufacture and the last two syllables of elementary and
opportunity.

Guide Questions;
1.How to determine where the stress falls for each word?
2. Why is word stress important?
3. What could go wrong if you stressed the wrong syllable??

Self-Learning Activity: ( You can consult Mr. Dictionary)

I. Mark the primary stress of the following words.
1. solicit 6. magazine
2. dictionary 7. devotee
3. ancestor 8. economical
4. cartoon 9. ideal
5. economy 10. biological

II. Mark the primary stresses, secondary and tertiary stresses for the words
below.
1. tourism 6. condolence
2. menu 7. emergency
3. anniversary 8. February
4. lunatic 9. ceremony
5. cemetery 10. primary
III. Words are found inside the box. Arrange them by identifying which syllable is
accented. Put them in the column where they belong.

First Syllable Second Syllable Third Syllable

1. comfortable 6. Comment (V) 11. Interview 16. education-

2. hospitality 7. Permit (V) 12. Paralysis 17. Differentiate-
3. elementary 8. Permit (N) 13. Object (N) 18. Record (N)-
4. continuous 9. argumentative 14. Object (V) 19. Record (V)-
5. Comment (N) 10. Talented 15. Continuity 20. laboratory
TITLE OF THE TOPIC: INTONATION
LEARNING OBJECTIVES:
1. Know and mark the basic Intonation Patterns of English
2. Know the importance of the intonation in the communication process
3. Identify correct intonation patterns.

CONTENT OF THE LESSON:

Intonation refers to the way speakers/readers vary the voice in tone, pitch and
volume to reflect the meaning intended. It is the regular rise and fall of the pitch of the
voice in speech. Even if the words are pronounced correctly, if the intonation pattern is
non-standard, the meaning of what the speaker says is not clear. For this lesson, students
will know the four pitch levels and the basic intonation patterns.

Lesson Proper:
INTONATION
Intonation is the rise and fall of the voice. It could also refers to the combination of
tunes on which we pronounce the syllables that make up our speech.
There are four tunes or pitch levels used in speaking: (1) low, (2) normal, (3) high
and (4) extra high. The low, normal and high are the most commonly used tunes and are
usually used by the intonation patterns of Standard American English. The extra high tune
is seldom used except when one expresses extreme fear, anger, surprise or excitement.
A shift occurs when there is a movement from one tune to another that takes place
between syllables. Sometimes the voice slides from one tune to another while a syllable
is spoken. This movement is called a glide.

THE BASIC INTONATION PATTERNS

The following are the three basic intonation patterns:
1. Rising-Falling Intonation or 2-3-1
2. Rising Intonation or 2-3-3
3. Nonfinal intonation or 2-3-2

THE RISING-FALLING INTONATION OR 2-3-1

The rising-falling intonation or 2-3-1 pattern starts with the normal (2) tune and
ends by raising the voice to high (3) on the stressed primary-syllable of the sentence then
falls to low (1) as shown in the following diagrams:

a. (shift, when primary stress does not fall

on the last syllable)

b. (glide, when primary stress falls on the

last syllable)
 This type of pattern is used in simple short statements, commands and requests
and information questions (questions that begin with question words like what, who, why,
how).
Note: The primary stress of a normal sentence falls on the last content word (verb,
noun, adverb, adjective) except when the last word is a preposition. In an emphatic
sentence, however, the emphasized word gets the primary stress. The emphasized word
is any word in the sentence other than the last content word or the preposition at the end
of the sentence.
EX. The student is up early. (statement of fact)

Please clean up your room. (request)

Smoking is allowed in the lounge. (command)

What would you like for lunch? (information question)

When is the guest coming in? (information question)

The student is up early. (emphatic sentence)

Please clean up your room. (emphatic sentence)

What would you like for lunch? (emphatic sentence)

THE RISING INTONATION OR 2-3-3

The rising intonation or 2-3-3 has the voice beginning on the normal (2) tune and
ending on a high (3) tune on the primary-stressed word of a sentence. Syllables following
the rise are pronounced also on a high (3) note with the last syllable slightly higher than
the rest. This type of intonation pattern is normally used at the end of questions that are
answered by yes or no or yes-no questions, echo statements seeking information and
deliberate counting and enumeration.
EX.
Did you rest well? Mary’s now here?

Is he in the office? One, two, three, four

You rested well? Manila, Rizal, Makati

FALLING INTONATION OR 3-1
The falling intonation or 3-1 begins with a high tune (3) and ends on a low one (1).
This pattern is used in one-word and short commands and in counting-off numbers.
EX.
Dive. Run.

Get it. Don’t panic.

One, two, three, four

THE NONFINAL INTONATION OR 2-3-2

The nonfinal intonation or 2-3-2 pattern is used in the part of the sentence which
precedes the last primary-stressed word. This type of pattern implies incompleteness of
thought and signals that the speaker still has something to say. We should take note that
in an emphatic sentence, the speaker may put the primary stress on any word or words
to call the special attention of the listener.
The nonfinal pattern may be used in the situations below in combination with the
rising-falling (2-3-1) or rising (2-3-3) intonation patterns:
1. In function or content words which are specially stressed that precede the last stressed
word.

EX. Are they ready to sing?

2. In comparisons and contrasts.

EX. I’m looking for a blue book not a red book.

3. On sentences where two or more thought groups are divided by short pauses.

EX. If she leaves now, you’ll have to go with her.

GUIDE QUESTIONS:
1. Why does an effective speaker needs to observe proper intonation?
2. How does the different pitch levels differ from one another?
3. When do we use shift or step and inflection or glide?

SELF-LEARNING ACTIVITY
I. Mark the intonation pattern of these sentences.

1. He is our professor.
2. The start top-up menu appears.
3. When did they arrive?
4. What is the size and type of your monitor?
5. Move the mouse over the mouse pad.
6. Insert a picture in the text.
7. She saved the files.
8. What is the name of your file?
9. Where is the app?
10. Are you afraid of the Covid 19?

II. Identify what intonation pattern is used in the sentences below.

1. The test is not difficult.

2. Shall I reserve the projector for tomorrow?
3. Ann dictated the test, Judy encoded it.
4. You have to be healthy.
5. Are you following the quarantine rules?
6. They are doing their best to stay at home.
7. Is the world really healing itself?
8. Study at home.
9. Love is like a plant that needs to be tended.
10. The world will survive this pandemic.
TITLE OF THE TOPIC: JUNCTURE/PAUSING AND BLENDING
LEARNING OBJECTIVES:
1. Identify the correct pausing/blending in delivering sentences.
2. Know the importance of juncture and blending in the communication process.
3. Mark symbols(diagonal line) in paragraph and sentences.

CONTENT OF THE LESSON:

For this lesson, students will be able to understand the importance of pausing and
blending in speaking or reading. This lesson will make them realize that correct pauses
tell that the speaker thinks clearly and that there is effective speech delivery. By the end
of the lesson, students will appreciate pauses especially when the material is complex,
technical, or includes ideas that are novel or challenging.

Lesson Proper:

WHAT IS PAUSING?

Flores and Lopez (1990) define pause as the time spent in silence between
words or between phrases in a sentence. It is a break or rest inn speaking or reading to
emphasize meaning, grammatical relation, metrical division, etc., or in writing or printing
by the use of punctuation (Collins English Dictionary- Complete & Unabridged 2012).

In ling sentences, the speaker needs to breathe and pause between each
thought group no matter how fast he speaks. However, short sentences are usually said
without pauses. In addition, there should be no pauses between modifiers and the
words they modify, auxiliary verbs and main verbs, prepositions and their objects.
These pauses are marked with commas, semi-colons, colons, dashes, periods and
other end punctuations in writing. Sometimes if the speaker can imagine the
punctuation that would be there in writing, it can help determine where to pause for
breath. These pauses also occur in varying degrees of duration-one diagonal line for a
very short pause (/) is used between word groups within a sentence or a temporary
suspension of the breath stream when speaking; two diagonal lines (//) for a pause after
a comma, semi-colon or colon; and three diagonal lines (///) for a long pause at the end
of a sentence (Atienza, 1993; Gutierez, 1965; Sankin Speech Improvement, 2012).
Read this example:

When two or more computers are connected, // so that they can communicate /
by sending messages to each other, // they form a network. /// The Internet / is actually
a network/ over which any two computers / located in any parts of the world/ can
communicate. /// The number of Internet users worldwide/ is growing by leaps and
bounds. ///

GUIDE TO CORRECT PAUSES DURING SPEECH

 When pauses are used correctly they help in the delivery of artistic and effective
speech. Correct pauses tell that the speaker thinks clearly. The momentary stop
provides time to replenish the speaker’s lungs. The benefits of this are more oxygen for
the brain; more energy for the voice because there will be more air for the phrases; and
good new breathing habits for staying cool under pressure. Pausing also gives the
listening ear a relief from a continuing flow of sound and an additional interest by
keeping the hearer in a state of expectancy. It gives the listener time to digest what was
said, and lends significance and credibility to the speech. The audience will appreciate
the pauses especially when the material is complex, technical, or includes ideas that are
novel or challenging (the Total Communicator, 2003).

1. A rapid utterance is a sign of shallow-ness, unless employed to express hasty

action. The speaker who speaks very fast fails to weigh or measure his thought, and
skims over its surface in undue anxiety to express what is in his mind.

2. Long pauses indicate importance and depth of thought. In weighty and

important discussions, a trained speaker will generally use a slower movement and
appropriately longer pauses.

3. There are numerous shades of pausing and these must be determined by the
thought, the occasion, and the speaker’s intelligence. Grammatical punctuation shows
the construction, but is not always an accurate guide for the speaker or reader.

4. A pause is not merely “an interval of time”. While pausing the speaker’s mind
is fully occupied in seeking, picturing, and weighing the thought that will follow. His
audience, too, will follow his mental process and share with him his search for words,
pictures, and lines of reasoning.

5. The “eloquence of silence” is manifested in pausing. It is during these intervals

that the speaker and listener are drawn into closest relationship, and “personal
magnetism” is most deeply felt.

PURPOSES OF PAUSING (CETA-UST-FUSE; Gutierrez, 1965)

PAUSES SERVE AS PUNCTUATION IN SPEECH. PAUSES SERVE TO:

 Separate ideas and set them apart as units of thought and thus making the
meaning clear.

Examples:

 The way to be seen / is to stand up //

The way to be heard / is to speak up //

 Love is a basket / full of five loaves of bread / and two fishes ///

It is not enough / until you start to give them away ///

  Who should know better:// the enrolling committee or the enrollee? ///

 Slow / men working ///

Slow men / working ///

 I want to call Mother ///

I want to call / Mother ///

 Point out an important idea to be expressed. (emphasize or single out an idea)

Examples:

 Honesty / is the best policy ///

 The only permanent thing in the word / is change ///

 We are mentally healthy / when we can make a whole of ourselves / when

we feel / we are about to be torn into pieces ///

 Enable the speaker to catch his breath, organize his thoughts, and allow the
listener to digest what is presented.

Examples:

 A professional is measured / not by how much he earns / but rather how

honestly he earns it // not so much on how much he gets / but how much
he gives ///

 It is said / that learning begins at the cradle / and ends at the grave ///
Then it must be true / that as man advances in life // he learns many
things // and from this learning / he makes his living ///

Pauses are made after a thought group, such as a phrase or a clause.

Examples:

 Phrasing / depends upon the meaning / of what you say.

 A mouse is used as an input device / in any window-based system ///

If the material is written, punctuation marks serve as guides, though more pauses
may be necessary than there are commas, semicolons, etc.

Example:

In Windows, one works in a rectangular area on the screen called a window. This
window appears on a background called the desktop. The desktop consists of a screen,
small pictures called icons, and a taskbar which is usually at the bottom of the screen.
The icons on the desktop/represent an application program, file or folder, and are
placed on the desktop for quick access. The taskbar is used for starting applications or
switching between applications.

What is Blending?

Blending is a process of smoothly joining phonemes (sounds) between syllables

in words and between words within an idea group or phrase pronouncing the same in
one breath stream to produce a smooth flow of speech, that is, without jerkiness. In
English speech, words and syllables within a thought group are not produced as separate
units. They flow along smoothly. There is an uninterrupted flow of breath. The final sound
of each syllable of the word is joined into the initial sound of the next. This joining or
transition from one speech sound to the next, either within a word or making the
boundaries between words is called transition or juncture.

For example:

In a minute -/i-na-minute/
In an instant -/ i-nan-ins-tant/
A bed of roses -/a-be-dof-ro-ses/
I am a student -/Ia-mas-tudent/

GUIDE QUESTIONS:
1. Name two purposes of pausing.
2. Identify the importance of pausing and blending.
3. What could happen when a speaker does not observe proper pausing and blending.

SELF-LEARNING ACTIVITY
Divide these passages into idea groups by inserting diagonal lines.

1. The task indeed is formidable. But it is said that God gives man no burden that he
cannot bear. With his faith, with the gift of love that He has given to us, we will sail into
the future cautious but unafraid, flexible but committed to the values and ideals we learned
here in school. Heaven knows we will succeed.

2. Microsoft Windows ( MSWindows or simply Windows) is a software called an operating

system that controls the operation of a computer. In addition, it allows for the organization
of programs, folders and files. Windows should start automatically when the PC is turned
by pressing the power on button on the computer.

3. Dr. Jose Rizal refers the young Filipinos “the hope of the Fatherland” . What hope could
the three million elementary school children and three million pre-schoolers – all
malnourished- offer the Philippines? Raul Manglapus expressed his high esteem on the
Filipino saplings. He considers the young Filipino a laborer, a builder and a dreamer. But
with low performance in school and low aspirations for a higher education which
malnourished children show, will these six million poorly fed children come up with what
is expected of them?