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primary
` mid
weak
primary
secondary ` tertiary
legendary
2. Sense stress is the prominence given to word groups and sentences due to its
meaning. It has four
degrees:
weak
intellectual curiosity
In English, words that carry idea or thought are stressed. They are sometimes
called content
words. Generally, the following carry idea or thought
a. nouns baby, boy, school, radio, university
b. verbs (except auxiliary or helping verbs) run, jump, write, cry, study
c. adjectives beautiful, dark, dirty, famous
d. adverbs fast, slowly, very, lazily
e. demonstratives this, that those, these
f. interrogatives what, where, why, when (when they start questions)
2
Handout in Speech and Oral Communication
4. Occasionally, to enable the speaker to catch his breath when saying a long
sentence. In this case, the pause
must not come between words closely connected together grammatically.
The state may require us / to subordinate our private interest / to the interests
of the community. //
Blending
Blending connects together the sounds from one word to another within a phrase in
the same way that they are
connected from one syllable to another in a long word. In the vernaculars, we tend
to pronounce each syllable
separately with a more or even less even accent. This results in a somewhat
staccato rhythm. Compare Ako ay aalis
with She is an actress. Students very often insert what is known as the glottal
attack (very much like the maragsa
accent of Tagalog) before words beginning with a vowel. This is considered a voice
production fault in English. In order
to avoid the glottal attack, we must blend.
More specifically: within a thought group, words should be connected together,
especially words beginning with
a vowel. These in particular should be blended to the previous word. In this way,
the smooth rhythm of English can be
achieved.
1. The evening is almost over.
As a mechanical aid to blending during drill work, the student may consider the
last sound of the first word part
of the second word. Thus:
Many people are affected by the new ordinance.
3
1
Im going home
2. Rising terminal /
2
3
3
Are you there
3. Sustained terminal /
3
2
All the occupants of the car
2
3
1
seemed dazed by the shock
Pitch
Pitch is the relative height of speech sounds as perceived by a listener.
Four pitch levels:
WONDERFUL
TODAY
Occurs in
statement or declarative sentence
2
3
1
We drove to the lake
command
2
3
1
Go to your room
wh- or information question
2
3
1
Who is your friend
2. 233
Occurs in
yes-no question in statement form
2
3
3
Hes gone
yes-no question in question form
2
3
3
Is he gone
initial grammatical unit
2 3
3
2
3
3
In short
If youll wait
3. 232
or
Occurs in
initial phrase or clause
2
3
2
Under the circumstances
or
2
3
2
when you leave
or
statement to indicate that speaker as more to say
2
3
2
Shes a nice girl
or
4. 32
This is a call
3
2
Harry
5. 33
On an individual question word, this contour signals a repetition of some of the
preceding
message
2
3
1
Jane has a new piano teacher
3
3
Who
6. 31
On an individual question word, this contour constitutes a request for further
information
2
3
1
Jane has a new piano
3
1
Who
7. 23
Used on a stressed word, phrase, or clause in a series except the last item
2
3
3 2
3 2
3
1
She prefers oranges
apples
and cherries
8. 12 or 33
Accompanies the name of the person whom you are addressing
2
3
1 1
2
3
3 2 3
3
Do you want tea tea
or coffee
Practice Exercises
A. Emphasis and Subordination. Read the following words with the correct stress.
about
forward
requested
along
pavement
relentless
compel
center
accountant
select
famous
capricious
pronounce
method
together
contribute
commemorate
organize
negotiate
communicate
altogether
anesthesia
elocution
overanxious
approbation
contribution
commemoration
organization
negotiation
communication
B. Emphasis and Subordination. Read the underlined the syllables with a louder
voice and a higher tone than the
rest.
1. The boy carried his books to school.
2. The big boy carried his books to school.
3. The big boy carried his heavy books to school.
4. The big boy slowly carried his heavy books to school.
5. The big boy slowly carried his heavy books to school yesterday.
C. Phrasing. Read the followings sentences with the correct phrasing.
1. We speak in phrases / not in words //
2. Breathe for the next phrase / while you pause after the last one. //
3. He forgot about the quiz / and there was no more time to study / so he decided
to be absent //
D. Blending. Read the following sentences and connect the words that should be
blended using the blending or
liaison sign ( ). Do not forget to weaken the unstressed syllables.
1. Is it raining hard today?
2. I saw a man crossing the street.
3. People are often misled by appearances.
E. Intonation. Read these sentences with the correct intonation. Do not forget to
draw a line to indicate the
appropriate intonation contour/ pattern.
1. Do you believe in studying every day?
2. For breakfast, I usually have fruit, bacon, and eggs.
3. The Philippines is a beautiful country.
Reference:
Mata, L.S. & Soriano, I.S. (1998). English pronunciation for the Filipino College
student (3rd ed.). Quezon City: Ken, Incorporated. pp. 19 45.